新视野大学英语第三版unit7教案

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新视野大学英语(第三版)读写教程Book1-Unit7 Section A-When honesty disappears

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Section A When honesty disappears
Project of the unit Inspiring your thoughts Enhancing your skills Presenting your project
Project of the unit
Project forecasting
Inspiring your thoughts
Step 2 Work in groups of four. Read Paras. 2-4 and list the causes and means of cheating and anti-plagiarism measures on campus. Compare your answers with the details given in this part. Anti-plagiarism Causes Means methods
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Unit 7 Hoping for the better
FOREIGN LANGUAGE TEACHING AND RESEARCH PRESS HEBEI UNIVERSthe key language to talk about bad behaviors apply the reading skill – finding out word meanings write a paragraph by providing specific examples translate sentences by identifying the core part provide solutions to today’s dishonest behaviors
1. What serious issue the text might discuss?

新视野大学英语读写教程第三版第三册教学案

Unit One—Section A Never, Never give up Teaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingQuotes:Genius is 1% inspiration, 99% perspiration. Accordingly, a “genius” is often merely atalented person who has done all of his or her homework.—Thomas Edison (American inventor) Do the best you can in every task, no matter how unimportant it may seem at the time.—Sandra Day O’Connor (American jurist) Let them talk to each other about the following questions:1. What is success?2. What do you think are the secrets of success?Cultural backgroundPublic schools in the UK & US1.What do you know about public schools in the UK?Eton, Harrow, Winchester, etc.;Independent of the state system;Educate secondary-level students for a fee;Evolved from an institution of the late European Middle Ages or Renaissance; Curriculum placed heavy emphasis on the Greek and Roman classics.2. What do you know about public schools in the US?Elementary or secondary schools mandated for all children by the government; Paid, in part or in whole, by public funding from taxation;Institutions of post-secondary education overseen by government.Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part I — Paras. 1 – 2By using Winston Churchill’s story and his speech at Harrow as an introduction to the topic, the text makes clear its statement: the secret of success is “Never give up”.Part II — Paras. 3 – 7Through the examples of world famous scientists, statesman, and jurist, the text brings forward the statement that only those with a strong will, those who “keep their eyes on the prize”, and those who expend the substantial effort to keep going, will finally succeed.Part III — Para. 8By reinforcing the statement given in part II, the text draws the conclusion that with hard work, determination, dedication and preparation, you can transcend any handicap, accomplish any feat, and achieve success.Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method: Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4: While-reading ActivitiesStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Stude nts’ ability of understandi ng and using foreign language.Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.Practical phrases1.deviate from …偏离，背离……有人生目标的人是永远不会偏离正确航向的。

新视野大学英语第三版读写教程第二册Unit7课文语法讲解

新视野三版读写B2 U7 Text AWoman at the management level1 When Monica applied for a job as an administrative assistant in 1971, she was asked whether she would rather work for a male or a female attorney. "I immediately said a man," she says. "I felt that a male-boss/female-employee relationship was more natural, needing no personal accommodation whatsoever." But 20 years later, when she was asked the same question, she said, "I was pleasantly surprised that female bosses are much more accessible to their employees; they're much more sensitive and intimate with their employees."2 Female bosses today are still finding they face subtle resistance. There is still a segment of the population, both men and, surprisingly, women who report low tolerance for female bosses. The growing presence of female bosses has also provoked two major questions that revolve around styles: Do men and women manage differently, and, if so, is that a good thing?3 Monica is disposed to think so, on both counts. Now a 40-year-old mother of four, she is president of a public sector labor union with 45,000 members. "Relations with my employees are probably different from those of male managers preceding me," she says. "I know what it's like to have to call and say my kid got the mumps so I won't be coming in. I have a more flexible style —not soft, just more understanding." The man who is Monica's assistant agrees, "She tends to delegate more and is always looking for a consensus. People are happy and flourish because they have an inp ut into decisions and they are not mere bystanders; their energies are harnessed. On the other hand, consensus takes longer."4 So, are the differences symbolic or real? Plausible studies suggest that men are typically hierarchical, goal-oriented and feel entitled. Women, by contrast, manage diplomatically, and share power. That point of view is often challenged and argued. Some proclaim that men and women of similar backgrounds, experience and aspirations basically manage in the same way. This view is echoed by younger women, especially those who have encountered little gender discrimination. That was certainly the lesson for Nicole. When her father died of a heart attack, she was an employee at a petroleum products export company. She quit and took over her family's 160-acre fruit farm in St.David's County. On her first day in the field, a workercalled her "darling". "He was trying to test me. I was shaking with anger," says Nicole, now 34. "I stood erect and said, ‗You wouldn't have called my father darling and you're not going to take that liberty with me. If you do, I'll fire you.'"5 When women work for women, a different dynamic often takes over. Susan,a cashier in a Toronto auction house, says that she has explored friendships with some of her female bosses and feels she can rely on them more. While women may feel more at ease with a female boss, men often have to make concessions to the new working styles. Brian, a marine biologist, says, "It took me a couple of years before I felt comfortable enough to relax around a female manager. In fact, my relations with her were much more businesslike."6 To some extent, the male-female differences come down to conflicting styles. One female vice-president discussed the time she burst into tears during a meeting. "Men think that tears are a nuclear weapon in a conventional war. They take exception to a woman crying, inferring that she's feeling unhappy or violated." The men failed to understand that what prompted her tears was not hurt but genuine rage. "When we cry, it's because we have all this valid rage that has no appropriate release," she says."Women cry; men get relief by going on with the offense or by veiling their feelings to appear composed."7 Deborah, president of a firm with its headquarters in Toronto, says that even if men do understand, they sometimes react differently to the identical information and to her cooperative management style.8 Deborah says that her authority is sometimes undermined by perceptions about her gender. "It stems from the whole social context of traditional roles for men and women," she says. "Mom would tell you to do things, but perhaps you wouldn't take as much notice as when Dad told you to do things. Men also have a stronger urge to control," she says.9 For female bosses, the great expectation of some female employees is one more obstacle. Junior women assume a female boss will promote them more quickly than a man would. But, they also expect female bosses to be more self-su fficient. "They ask, ‗Why can't you scan your own stuff?' or ‗Why can't you do your own filing?'" says one senior female executive.10On the other hand, there is no dispute that a few decades ago they would rarely have had a female boss in the workplace.Nina, a management consultant says she's vaguely optimistic. "I'm looking forward to the day, before I die, when we recognize that the best management styles willbe composed of the best that both genders bring to the table ..." Well, she pauses, maybe not before she dies, perhaps in her daughter's lifetime.Language Points:1 When Monica applied for a job as an administrative assistant in 1971, she was asked whether she would rather work for a male or a female attorney. (Para. 1) Meaning: Monica was asked if she would like to work for a male or a female lawyer when she applied for a managing job at a law firm in 1971.Sentence structure note: ―would rather‖句型1 would rather 的意思是―宁愿；宁可；更；最好；还是…为好‖，后接动词原形，表示优先选择的一种方式。

新视野大学英语第三版视听说教程BOOK2-UNIT7-Weird, wild and wonderful

Listening to the world
WHILE you listen
4 Listen to Part 2 and use numbers, symbols and abbreviations to complete the outline.
Topic: The planet is in trouble: 1) ______3______ most important 2) ___p_r_o_b_s._____
1 Work in pairs and do the nature quiz.
5 Which river is longer? a a The Nile ( 尼罗河). b The Amazon ( 亚马孙河).
6 Which is the highest waterfall in
the world? a a Angel Falls ( 安赫尔瀑布). b Niagara Falls ( 尼亚加拉瀑布).
be treated as so – should be treated with respect.
__B__ 6 Er, since I was a little girl, I’ve always really liked
foxes for some reason.
Listening to the world
Listening to the world
After you listen
Listening to the world
Sharing Listening Viewing
Listening to the world
1 Watch a podcast for its general idea.

新视野大学英语(第三版)读写教程Book4-Unit7 Section A-The coming energy crisis

Wind energy new
Biomass energy new
Project of the unit
Nuclear energy new
Coal traditional
Project of the unit
Tidal energy new
GeothHale Waihona Puke rmal energy new 地热能
Project of the unit
Project of the unit
• The problem in the United States is that people do not know where the energy comes from. • Other problems: environment, security issues. • We use energy but we do not know the consequences. • We seldom really think about our energy supply unless we have an energy emergency. • The only way is to move ourselves from oil. • The world is getting warmer and warmer. • Some generation may pay for that if not our generation.
Project of the unit
Project forecasting
Lead-in
Project of the unit
Task
Step 1
Talking about energy crisis

新视野大学英语（第三版）第二册读写教程、视听说教程全部答案+教案（Units1-7）

新视野大学英语（第三版）第二册读写教程、视听说教程全部答案+教案（Units1-7）New Horizon College EnglishBOOK 2(3rd Edition)Unit 1 Text AEx.1 Understanding the text1、Because he is tired of listening to his father and he is not interested in grammar rules.2、The civilization of Greece and the glory of Roman architecture are so marvelous and remarkable that they should be described at least in a brief account; however, what the student could do was only one single ut terance :“whoa!” without any any specific comment.3、Because the schools fail to set high standards of language proficiency. They only teach a little grammar and less advanced vocabulary. And the younger teachers themselves have little knowledge of the vital structures of language.4、Because teaching grammar is not an easy job and most of the students will easily get bored if it’s not properly dealt with.5、He familiarized his son with different parts of speech in a sentence and discussed their specific grammatical functions including how to use adverbs to describe verbs.6、Because the son had never heard about the various names and functions of words in an English sentence before.7、The author uses “road map”and “car”to describe grammar and vocabulary. Here,“road map”is considered as grammar and “car”as vocabulary.8、Since the subjunctive mood his son used is a fairly advanced grammar structure, the interjection“whoa!”reflects the tremendous pride the father had toward his son; it also reflects the author’s humor in using the word because it was once used by his student, though in two different situations and with two different feelings.Ex.3 Words in use1.condense2.exceed3.deficit4.exposure5.asset6.adequate/doc/694713736.html,petent8.adjusting9.precisely 10.beneficialEx.4 Word building-al/-ial:managerial/editorial/substance/survival/tradition/margin -cy : consistency/accuracy/efficient-y : recovery/ministry/assemblyEx.5 Word building1.editorial2.recovery3.accuracy4.substance5.managerial6.margin7.assembly8.Ministry9.survival 10.tradition 11.consistency 12.efficientEx.6 Banked cloze1-5: L C J A I 6-10: O N E H FEx.7 Expressions in use1.feel obliged to2.be serious about3.run into4.distinguish between5.thrust upon6.was allergic to7.get lost8.be attracted to9.make sense 10.looked upon asEx.8 Structured writingSome bookworms in my dormitory often spend hours reading their “Bible”, Practical English Grammar, and do a lot of exercises in that book , but I don’t ca re about it at all. My assumption is since I have never learned Chinese grammar, what’s the sense of learning English grammar? In fact, English grammar has always been a big headache to me.English grammar is very complicated because, unlike Chinese, there are many verb tenses. Even stranger than verb tenses, English grammar also contains something very confusing. For example, I don’t remember how many times my middle school teacher tried to“impose”the differences between used to and be used to on us. Sometimes he would go on with the explanation for 20 minutes or so. He even summarized the differences by listing three or four points for us to memorize. However, they could never stay in my head . I don’t remember how many times I got it wrong with the sentences containingused to or be used to on my exams . I was really confused with these two phrases,and I can never get them right.In brief, I’m allergic to learning English grammar. Curiously, I just wonder if the native speakers of English have a microcomputer in their brain to help them utter the two phrases promptly with just a click of their brain mouse!Ex.9 E-C Translation人们普遍认为英语是一种世界语言，经常被许多不以英语为第一语言的国家使用。

新视野大学英语第三版电子教案Book 1 Unit 7

Unit 7Hoping for the betterUnderstanding and LearningOverviewThis unit discusses the issue of ethics and etiquette, and the seriousness of the issue. Seemingly, newspapers and TV news are telling us that some virtues are vanishing, honesty is going out of style, especially in the academic community, and people are ruder and more insensitive to others in many aspects. Is honesty really out of date? What rude behavior do people have? What forms of dishonesty exist on campus? Is the phenomenon on the rise? What other ethical and etiquette problems are there on and off campus?Text A shows how honesty is not valued as much as before across all layers of society. There are also different kinds of dishonest behaviors in school, for example, cheating and plagiarism. Students should realize those acts are totally wrong and unethical and they should not do so.Text B discusses various forms of poor etiquette and the reasons behind them. It also calls on us to practice kindness and strive for a better, brighter world for us all.Class activities can be designed to make students review cheating and rude behaviors on and off campus. The teacher may ask students to reflect on whether they have ever engaged in cheating or rude behaviors. Class discussion about bad behaviors and role-playing are recommended.Before reading Text A, ask students to list dishonest phenomena on campus, and comment on the causes and consequences of each phenomenon. Second, ask students to explore the reasons why cheating is common at college. Third, ask students to discuss some well-known scandals in academia. Finally, let them think about what teachers and students can do respectively to improve the situation.Before reading Text B, students can enumerate the rude deeds that they have observed. Then they may discuss possible causes and severe consequences for such deeds. Finally, students should try to provide solutions to today’s etiquette problems. As suggested in the Unit project, ask students to write short plays about rude behaviors and do a role-play.Section AWhen honesty disappearsBackground information1.Abraham LincolnAbraham Lincoln (1809-1865) was the 16th president of the United States from 1861 to 1865. He led the country through the American Civil War, preserving the Union, ending slavery, and promoting economic and financial development.Brought up in a poor family on a farm in Kentucky, Lincoln was mostly self-educated. Though without a formal education, his speaking skills and practice in debates won him national recognition. He was elected the US president in 1860.The Civil War began in April 1861when the Southern states declared to withdraw from the Union. In 1863, Lincoln issued the Emancipation Proclamation (《解放宣言》) and the 13th Amendment to the US Constitution that declared all slaves free men. In 1864, Lincoln was re-elected president for a second term.On April 14, 1865 at Ford’s Theatre in Washington, ., Lincoln was shot and killed by John Wilkes Booth, who was a stage actor and strongly opposed the abolition of slavery in the United States.Among American heroes, Lincoln continues to have a unique appeal for his fellow countrymen and also for people of other lands. Lincoln has been consistently regarded as one of the greatest US presidents. The Lincoln Memorial in Washington, ., was dedicated to him on May 30, 1922.Detailed study of the text1. As numerous accounts of cheating, lying, and fraud crowd our newspaper pages and TV news, it seems that honesty is a rapidly vanishing value.Meaning: From our newspapers and TV news, we read countless reports about people cheating, lying, and deceiving. Honesty as a valuable merit seems to be disappearing quickly.★fraud: n. [C, U] the crime of deceiving people in order to gain sth. such as money or goods 欺诈；诈骗They said that it was the temptation of money that led them to commit the fraud. 他们说正是受到金钱的诱惑他们才去行骗的。

新视野大学英语(第三版)读写教程Book4-Unit7-SectionB-A worldwide food crisis

Tips
2. What was the main reason of the 2007-2008 world food price crisis?
Tips
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1. What happened in the 2007-2008 world food price crisis?
Tips World food prices increased dramatically in 2007 and in the first and second quarters of 2008, creating a global crisis and causing political and economical instability and social unrest in both developing and
developed nations.
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2. What was the main reason of the 2007-2008 world food price crisis?
Tips Initial causes of the 2007-2008 price spikes included droughts in grain-producing nations and rising oil prices. Oil price increases also caused general escalations in the costs of fertilizers, food transportation, and industrial agriculture. Root causes may be the increasing use of biofuels in developed countries and an increasing demand for a more varied diet across the expanding middle-class populations of Asia. All of these factors, coupled with falling world food stockpiles, contributed to the worldwide rise of food prices.

新视野大学英语第三版第三册unit 7 Section A

Cultural background
Economy
2. What does mortgage refer to?
• A legal agreement; • The purchase of real estate; • Payment periods; • Interest rates.
Cultural background
1. How do you understand global economic meltdown? 2. What is US government’s first response to the
economic crisis?
Video Watching
Pre-reading activities
Pre-reading activities
Watch and talk
2. What is US government’s first response to the economic crisis?
To bailout the banks with TRAP (Troubled-Asset Relief Program) so as to help banks get rid of toxic assets.
Pre-reading activities
Compound dictation
Listen to a short passage concerning economic crisis and fill in the missing information.
To ease credit, the Bank of England last week reduced its main interest rate to one and onehalf percent — its lowest ever. The bank was __e_s_ta_b_l_is_h_e_d_ in 1694. Britain’s economy may have _s_h_r_u_n_k_ by one percent just in the final three months of last year. The first _e_s_t_im__a_te_s_ are expected at the end of January.

新视野大学英语第三版unit7教案

2. Comprehension Qs
Part 3. Stylistic analysis
讨论、思考题、作业：
1. Preview the new words and expressions of text A;
2.Utilizingthe internet and get to know some life experiences ofAbraham Lincoln.
Task 2: students are also required to mark numbers that appear in the article and explain why they are used.
2. Comprehension Qs (page 183) (15 min)
Part 3 Stylistic analysis(15 min)
Part 2:Understanding the main idea of text A
1. Skinning and scanning (15 min)
Task 1: students are required to note nouns and adjectives concerning dishonesty in the ter, they will be asked to group these words into synonyms andantonyms.
2.Phrases & expressions:
launch a campaign; if this/that is the case; be confined to; rip off; descend to; turn in; cope with; not to mention; make a complaint about sth.; etc.

新视野大学英语第三版unit7教案

Unit 7： lesson 1 编号：号： 1 课时安排：课时安排： 2 学时学时教学课型：读写课□√ 习题课□习题课□ 听说课□听说课□ 其它□其它□题目：Unit 7: Hoping for the better: Lead-in & the main idea of text A 教学目的：教学目的：After studying this unit, the students are expected to be able to: 1. have a better understanding of the phenomenon of dishonesty on campus; 2. understand the main idea and the structure of Text A; 3. know clearly how an argumentative essay is typically developed and its typical features. 教学重点、难点：教学重点、难点：教学重点：教学重点：In these 2 periods, the students are guided to focus on 1. the the topic topic topic of of of dishonesty dishonesty dishonesty on on on campus campus campus (Dishonesty (Dishonesty (Dishonesty is is is on on on the the the rise rise rise especially especially especially on on on campus campus campus and and and the the phenomenon needs urgent attention); 2. the reading skill of finding out word meanings by using contextual clues; 3. some typical features of an argumentative essay. 教学难点：教学难点：In these 2 periods, the students may have difficulty in:1. guessing word meanings by using contextual clues while reading 2. exploring exploring the the the argumentative argumentative argumentative style style style of of of text text text A A A and and and the the the topic-details-conclusion topic-details-conclusion topic-details-conclusion pattern pattern pattern it it it uses uses uses to to develop a paragraph . 教学方法和手段：教学方法和手段：Teaching methods ：task-based language teaching; communicative language teaching; elicitation. Teaching aids ：textbook, online resources, blackboard, multimedia . 教学过程：教学过程：Part 1 : Lead in 1. Group discussion （20 min ）The teacher divides the students into groups of five or six students and leads them to carry out a group discussion on dishonest behavior on campus, its underlying reasons and the ensuing consequences. Then, each group is asked to work out some solutions to one of these phenomena. After that, the teacher will ask one student of each group to give a presentation on behalf the whole team. 2. Brain storming (15 min)Interacting with students by asking them to think of words about dishonesty as a way to lead in some important words. 3. Pre-reading activities (page 176) (10 min) Part 2: Understanding the main idea of text A 1. Skinning and scanning (15 min) Task 1: students are required to note nouns and adjectives concerning dishonesty in the article. Later, they will be asked to group these words into synonyms and antonyms. Task 2: students are also required to mark numbers that appear in the article and explain why they are used. 2. Comprehension Qs (page 183) (15 min) Part 3 Stylistic analysis (15 min)Concerning the writing style, the students are guided to realize Text A is an argumentative essay. With regard to an argumentative essay, they should know the whole text centers on a topic and concerning the topic the writer definitely has his standpoint. Then concerning each part and each paragraph, the students are guided to discover that there generally is a topic sentence/statement supported by details (examples in particular in Text A) and a concluding sentence/statement. 板书设计：板书设计：Unit 7 Hoping for the better Part 1. Lead in 1. Group discussion 2. Brain storming 3. Pre-reading activities Part 2. Understanding the main idea of text A 1. Skinning and scanning 2. Comprehension Qs Part 3. Stylistic analysis 讨论、思考题、作业：讨论、思考题、作业：1. Preview the new words and expressions of text A; 2. Utilizing the internet and get to know some life experiences of Abraham Lincoln. 课时安排：课时安排： 2 学时学时教学课型：读写课□√ 习题课□习题课□ 听说课□听说课□ 其它□其它□ 题目：When honesty disappears: detailed study of text A教学目的：教学目的：After studying this unit, the students are expected to be able to: 1. summarize the main idea of Text A;2. understand the key words, phrases & expressions, and sentence structures. 教学重点、难点：教学重点、难点：教学重点：教学重点：In these 2 periods, the students are guided to focus on 1. Key words: eliminate; eliminate; reveal; reveal; reveal; accurate; accurate; accurate; facilitate; facilitate; facilitate; exaggerate; exaggerate; exaggerate; imply; imply; imply; launch; launch; launch; frustrate; frustrate; frustrate; conscious; conscious; conscious; appropriate; appropriate; expel; exemplify; extensive; awareness; etc. 2. Phrases & expressions: launch a campaign; if this/that is the case; be confined to; rip off; descend to; turn in; cope with; not to mention; make a complaint about sth.; etc. 3. Sentence structures: E specially troubling /surprising /annoying are the reports/facts that….; Sth. , once hailed as sth., could become sth.; Whether discovered or not (whether conscious or unconscious) , sth. will do an effect on sth.; etc. 教学难点：教学难点：In these 2 periods, the students may have difficulty in:1.understanding the main idea and structure of Text A;; 2.understanding and translating some complex sentences: 教学方法和手段：教学方法和手段：Teaching methods: grammar translation teaching; communicative language teaching; elicitation. Teaching aids: textbook, online resources, blackboard, and multimedia.教学过程：教学过程：(45 min)Part 1 Language points (45 min)Key words:eliminate vt.1 get rid of sth. that is not wanted or needed 消除；剔除；根除消除；剔除；根除We are taking all measures within our power to eliminate violence. 我们正在采取我们力所能及的一切措施来消除暴力。

新视野大学英语第三版读写教程第三册UNIT7课文及翻译(A+B篇)

TEXT ASurviving an economic crisis经济危机中求生存1 The economic slump so many people suffered through originated in the United States, with a regulatory failure of mortgages rated less risky than they turned out to be. As large numbers of homeowners proved unable to repay their loans, the companies that had the oversight and those that owned the loans (as well as their subsidiaries and their shareholders) lost sizable amounts of money. The effects of these drastic losses soon spiraled into the US job market as layoffs and terminations. The rebound was slow in coming. Many people experienced long months of struggles just like the character in this story.许许多多的人正经历的这场经济萧条发端于美国。

对抵押贷款监管不力，致使当时的风险评估远低于现在的最终结果。

由于大量的房产所有人无法偿还贷款，负责监管的公司、放贷的公司（以及其子公司及股份持有者）都损失了大笔的金钱。

这些巨额亏损的后果很快就影响到美国就业市场，造成下岗或解雇。

经济复兴迟迟不来。

许多人几个月来都是苦苦挣扎，正如下面故事中的主人公那样。

新视野大学英语第三版读写教程第三册UNIT7课文及翻译(A+B篇)

对抵押贷款监管不力，致使当时的风险评估远低于现在的最终结果。

由于大量的房产所有人无法偿还贷款，负责监管的公司、放贷的公司（以及其子公司及股份持有者）都损失了大笔的金钱。

这些巨额亏损的后果很快就影响到美国就业市场，造成下岗或解雇。

经济复兴迟迟不来。

许多人几个月来都是苦苦挣扎，正如下面故事中的主人公那样。

新视野大学英语2(第三版)Unit7单词

Book 2 Unit 7Section A: A Women at the Management LevelNew wordsadministrativea.relating to the work of managing a company or organization 行政的；管理的Although administrative positions may pay more than teaching salaries, they often require more hours on the job. 虽然行政工作的薪金比教学工作的更多，但它们却往往需要更多的工作时间。

administrative assistantn.[C] sb. who works in an office typing letters, keeping records, answering telephone calls, arranging meetings, etc. 行政助理attorneyn.[C] a lawyer 律师employeen.[C] sb. who is paid to work for sb. else 受雇者；雇员Knowing what an employer is looking for in a potential employee can help someone to prepare for an interview. 了解雇主在寻找什么样的潜在雇员可以帮助人们准备面试。

accommodationn.1 [sing., U] (fml.) a change in behavior or attitude that helps people work together or end a disagreement 迁就；通融；调和The two sides failed to agree on every point, but they settled on an accommodation for their differences. 双方未能对所有的意见都达成一致，但对他们的分歧达成了和解。

新视野大学英语第三版读写教程book2-unit7教案

教案案New Horizon College English 新视野大学英语读写教程（一）教研室：教师姓名：课程名称课程名称授课专业和班级授课内容 Unit 7 Women Women at at the Management Level授课学时 6 教学目的 The teaching objective of this unit is to help students:grasp the main idea and structure of the text;2. To understand the structure of 2. To understand the structure of ““A general statement supported by example[s]example[s]”;”;3. To write 3. To write ““A general statement supported by example[s]A general statement supported by example[s]”” essays;4. To master the key language points and grammatical structures in the text.5. To conduct a series of reading, listening, speaking and writing activities related to the theme of the text.教学重点 1. Text structure analysis2. Language points:Key words and expressions: administrative,?attorney,?accommodation,?segment,?be disposed?to?do?sth., on?both?counts, feel?at?ease?with?sb, make?a?concession / concessions?to, come?down?to,?take?exception?to?sth.,?burst?into,3. Writing skills: a general statement supported by example[s] 教学方法 1. Communicative approaches;2. Task-based teaching method;3. Audio-lingual method.教学过程 1. Warm-up Activities2. Text Structure Analysis3. Detailed Study of the Text4. Grammar and exercises5. Writing and reading skills practice作业 Homework:1. Recite the appointed paragraph.2. Translate sentences and write a paragraph showing “a generalstatement supported by example[s]statement supported by example[s]””.辅助手段 Multimedia software 辅导答疑教学内容Ⅰ. Warm-up activities Step 1 GreetingsGreet the whole class as usual.Step 2. Review1. Ask students some questions to review the last lesson （show them on the screen screen））.2. Check the homeworkMethod: Talk in groups; Use task-based language teaching method, communicative approach, and audio-lingual method.Step 3. Lead-in and preparation for readingShow the Ss some pictures and let them talk to each other about the topic on the screen.1. What is career woman?2. Should women stay home or work outside? Why?3. What are the advantages and disadvantages for the career woman?Purpose: Arouse the students’ interest of study. Bring in new subject: Genetic EngineeringStep 4. Fast readingAsk the Ss to read the passage as quickly as they can and to answer the questions on thescreen. Let them get the main idea of each paragraph and make clear about the text structure. Ⅱ. Text Structure AnalysisPurpose : : Improve the students’ reading and writing ability and understand the Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method : Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response methodPart I (paras. 1-2): Introduction (thesis statement) of the textPart II (paras. 3): How female bosses managePart III (paras. 4-5): How male and female bosses are different in working styles Part IV(paras. 6-8)?: Why male and female bosses manage differentlyPart V(paras. 9): Obstacles for female bossesPart VI(paras. 10): ConclusionⅢ. Detailed Studies of the TextWords and Phrases1. employeen.[C] sb. who is paid to work for sb. else 受雇者；雇员Knowing what an employer is looking for in a potential employee can help someone to prepare for an interview.了解雇主在寻找什么样的潜在雇员可以帮助人们准备面试。

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1.guessing word meanings by using contextual clues while reading
2.exploringtheargumentative style of text A and the topic-details-conclusion pattern it uses to develop a paragraph .
Task 2: students are also required to mark numbers that appear in the article and explainwhy they are used.
2. Comprehension Qs (page 183) (15 min)
Part 3 Stylistic analysis(15 min)
Concerning the writing style, the students are guided to realize Text A is an argumentative essay. With regard to an argumentative essay, they should know the whole text centers on a topic and concerning the topic the writer definitely has hisstandpoint. Then concerning each part and each paragraph, the students are guided to discover that there generally is a topic sentence/statement supported by details (examples in particular in Text A) and a concluding sentence/statement.
1.have a better understanding ofthe phenomenon ofdishonesty on campus;
2.understand the main ideaand the structure of Text A;
3.know clearly how an argumentative essay is typically developed and its typical features.
教学重点、难点：
教学重点：
In these 2 periods, the students are guided to focus on
1.the topic of dishonesty on campus(Dishonesty is on the rise especially on campus and the phenomenon needs urgent attention);
Unit 7： lesson 1
编号： 1
课时安排： 2 学时
教学课型：读写课习题课□ 听说课□ 其它□
题目：Unit 7:Hoping for the better: Lead-in & the main idea of text A
教学目的：
After studying this unit, the students are expected to be able to:
教学方法和手段：
Teaching methods：task-based language teaching; communicative language teaching; elicitation.
Teaching aids：textbook,online resources,blackboard,multimedia.
2.the reading skill of finding out word meanings by using contextual clues;
3.some typical features ofan argumentative essay.
教学难点：
In theseculty in:
教学过程：
Part 1 : Lead in
1.Group discussion（20 min）
Theteacher divides the students into groups of five or six students and leads them to carry out a group discussion on dishonest behavior on campus, its underlying reasons and the ensuing consequences.Then, each group is asked to work out some solutions to one of these phenomena.After that, the teacher will ask one student of each group to give a presentation on behalf the whole team.
Part 2: Understanding the main idea of text A
1. Skinning and scanning (15 min)
Task 1: students are required to note nouns and adjectives concerning dishonesty in the ter, they will be asked to group these words into synonyms andantonyms.
2.Brain storming (15 min)
Interacting with students by asking them to think of words aboutdishonestyas a way to lead in some important words.
3.Pre-reading activities (page 176) (10 min)

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