新视野大学英语第三册教案
新视野大学英语第三册教案
新视野大学英语第三册教案教案标题：《新视野大学英语第三册教案》教案目标：1. 帮助学生提高英语听、说、读、写的能力；2. 培养学生的跨文化交际能力；3. 培养学生的自主学习和合作学习能力；4. 培养学生的批判性思维和问题解决能力。
教学内容：1. 语法：复习和巩固基本语法知识，如时态、语态、虚拟语气等；2. 词汇：扩大学生的词汇量，学习和运用新词汇；3. 阅读：培养学生的阅读理解能力，提高阅读速度和技巧；4. 听力：提高学生的听力理解能力，培养听力技巧；5. 口语：提高学生的口语表达能力，培养流利、准确的口语表达；6. 写作：培养学生的写作能力，包括写作结构、语言表达和写作技巧；7. 文化：介绍英语国家的文化背景，培养学生的跨文化交际能力。
教学步骤：1. 导入：通过引入话题或图片等方式激发学生的学习兴趣；2. 预习：让学生在课前预习相关内容，提前了解课文主题和词汇；3. 听力训练：通过听力材料，帮助学生提高听力理解能力；4. 阅读训练：通过阅读材料，培养学生的阅读理解能力和阅读技巧；5. 语法讲解：通过语法讲解，帮助学生掌握和巩固语法知识；6. 口语练习：通过角色扮演、对话练习等方式，提高学生的口语表达能力；7. 写作训练：通过写作练习，培养学生的写作能力和写作技巧；8. 小组讨论：组织学生进行小组讨论，培养学生的合作学习能力和批判性思维；9. 总结与复习：总结本节课的重点内容，并进行复习。
教学评估：1. 课堂表现：观察学生在课堂上的参与度、表达能力和合作精神；2. 作业评估：批改学生的作业，评估学生的语言运用和写作能力；3. 考试评估：通过考试测试学生的听、说、读、写能力。
教学资源：1. 教材：《新视野大学英语第三册》教材及配套练习册；2. 多媒体设备：投影仪、电脑等用于播放听力和展示教学资源；3. 音频材料：提供课堂听力训练和学生自主听力训练的音频材料；4. 练习题：准备相关的练习题，用于课堂练习和作业。
大学英语新视野读写3教案
教学目标：1. 理解文章大意，掌握文章的主要观点和论据。
2. 提高阅读速度和阅读理解能力。
3. 学会运用文章中的词汇和句型进行写作。
教学重点：1. 文章主旨的把握。
2. 词汇和句型的运用。
教学难点：1. 理解文章中复杂句型的含义。
2. 运用文章中的词汇和句型进行写作。
教学过程：一、导入1. 利用图片、视频等手段，让学生对文章主题有一个初步的了解。
2. 引导学生思考文章可能涉及的问题，激发学生的学习兴趣。
二、阅读1. 学生自主阅读文章，理解文章大意。
2. 教师讲解文章结构，分析文章段落之间的关系。
3. 针对文章中的复杂句型，进行讲解和翻译，帮助学生理解其含义。
三、词汇和句型1. 教师带领学生总结文章中的重点词汇和句型。
2. 学生运用词汇和句型进行造句，加深对它们的理解和运用。
四、写作1. 学生根据文章主题，进行写作练习。
2. 教师对学生的写作进行点评，指出优点和不足，并提出改进建议。
五、课堂小结1. 教师总结本节课的学习内容，强调重点和难点。
2. 学生回顾本节课所学知识，加深对文章主题的理解。
教学资源：1. 教材：《新视野大学英语读写教程》第三册2. 图片、视频等辅助教学材料3. 网络资源教学评价：1. 课堂参与度：观察学生在课堂上的发言、提问等表现。
2. 阅读理解能力：通过课堂提问、小组讨论等方式，了解学生对文章的理解程度。
3. 写作能力：对学生的写作练习进行评价，了解其在词汇和句型运用方面的掌握程度。
教学反思：1. 根据学生的反馈，调整教学方法和手段，提高教学效果。
2. 关注学生的学习需求，有针对性地进行教学。
3. 注重培养学生的阅读兴趣和写作能力，提高学生的英语综合素质。
新视野大学英语三教案
一、教学目标1. 让学生掌握本单元的词汇和语法知识。
2. 提高学生的阅读理解能力，培养学生自主学习的能力。
3. 培养学生运用英语进行口头表达的能力，提高学生的口语交际水平。
二、教学内容1. 词汇：newspaper, newspaperman, editor, journalist, feature, headline, etc.2. 语法：过去进行时、被动语态、情态动词等。
3. 阅读理解：新闻阅读，了解新闻的基本结构和特点。
4. 口语表达：描述新闻事件，讨论新闻话题。
三、教学重点1. 过去进行时和被动语态的运用。
2. 新闻阅读和口语表达的技巧。
四、教学难点1. 过去进行时和被动语态的区分。
2. 新闻话题的讨论和表达。
五、教学过程（一）导入1. 老师出示一张报纸，引导学生观察报纸的构成，如标题、正文、图片等。
2. 提问：What do you usually read in a newspaper? 引导学生思考报纸的作用。
（二）词汇教学1. 教师带领学生学习本单元的词汇，如newspaper, newspaperman, editor, journalist, feature, headline等。
2. 通过例句和游戏等形式，让学生掌握词汇的用法。
（三）语法教学1. 教师讲解过去进行时和被动语态的用法，并通过例句让学生练习。
2. 学生进行小组练习，巩固所学语法知识。
（四）阅读理解1. 学生阅读课文，了解新闻的基本结构和特点。
2. 老师提问，检查学生对课文的理解程度。
3. 学生分组讨论，分析新闻事件，提出自己的观点。
（五）口语表达1. 学生以小组为单位，选择一个新闻话题，进行讨论。
2. 每个小组派代表进行口语表达，分享讨论成果。
（六）总结与作业1. 老师对本节课的教学内容进行总结，强调重点和难点。
2. 布置作业：阅读相关新闻，写一篇关于新闻事件的短文。
六、教学反思本节课通过词汇、语法、阅读理解和口语表达等环节，让学生全面了解新闻及其特点。
新视野第三册教案
新视野大学英语第三册教案课程名称：大学英语读写教程（3）授课教师：岳丽萍院系：外国语学院教研室：公共英语第一教研室1.Preparation1.1 Background informationTwin towers of the World Trade Center burning.Location New York City; Arlington County, Virginia; and near Shanksville, Pennsylvania.Date Tuesday, September 11, 2001 8:46 am – 10:28 am (UTC-4)Attack type Aircraft hijacking, mass murder, suicide attack, TerrorismDeath(s) 2,976 victims and 19 hijackers Injured 6,000+Belligerent(s) al-Qaeda(基地组织) led by Osama bin Laden, see also Responsibility and Hijackers.The September 11 attacks (often referred to as September 11th or 9/11) were a series of coordinated suicide attacks by al-Qaeda upon the United States on September 11, 2001. On that morning, 19 al-Qaeda terrorists hijacked four commercial passenger jet airliners. The hijackers intentionally crashed two of the airliners into the Twin Towers of the World Trade Center in New York City, killing everyone on board and many others working in the buildings. Both buildings collapsed within two hours, destroying nearby buildings and damaging others. The hijackers crashed a third airliner into the Pentagon（五角大楼）in Arlington, Virginia, just outside Washington, D.C. The fourth plane crashed into a field near Shanksville in rural Pennsylvania after some of its passengers and flight crew attempted to retake control of the plane, which the hijackers had redirected toward Washington, D.C. There were no survivors from any of the flights.The death toll of the attacks was 2,995, including the 19 hijackers. The overwhelming majority of casualties were civilians, including nationals of over 70 countries. In addition, there is at least one secondary death – one person was ruled by a medical examiner to have died from lung disease due to exposure to dust from the World Trade Center's collapse.The United States responded to the attacks by launching the War on Terrorism. It invaded Afghanistan to depose the Taliban, who had harbored al-Qaeda terrorists. The United States also enacted the USA PATRIOT Act（爱国者法案）. Many other countries also strengthened their anti-terrorism legislation and expanded law enforcement powers. Some American stock exchanges stayed closed for the rest of the week following the attack and postedenormous losses upon reopening, especially in the airline and insurance industries. The destruction of billions of dollars worth of office space caused serious damage to the economy of Lower Manhattan（曼哈顿下城）. The damage to the Pentagon was cleared and repaired within a year, and the Pentagon Memorial was built adjacent to the building. The rebuilding process has started on the World Trade Center site. In 2006 a new office tower was completed on the site of 7 World Trade Center. 1 World Trade Center is currently under construction at the site and, at 1,776 ft (541 m) upon completion in 2013, it will become one of the tallest buildings in North America. Three more towers were originally expected to be built between 2007 and 2012 on the site. Ground was broken for the Flight 93 National Memorial on November 8, 2009, and the first phase of construction is expected to be ready for the 10th anniversary of the attacks on September 11, 2011.1.2. Topic-related discussionStep 1. Group workStudents can work in group by discussing the following questions.1.What is ―love‖ like in your mind?e one word or one thing to describe ―love‖. And why is that? Share your thoughts with your groupmembers.Step 2. PresentationA representative from eac h group is going to show the group’s idea after the discussion.2. In-class reading2.1 Text understandingStep 1. Pre-readingAsk students to skim the text in ten minutes.Step 2. Question askingQ1. How did Jimmy get his brain damaged?Q2. How did the writer describe her father?Q3. How much was Jimmy changed after his father’s death?Q4. What did the writer think of her caring for Jimmy?Q5. Why did the writer invite her friends to Jimmy’s birthday party?Q6. What did the party remind the writer and her friends of?2.2. Words and phrases1. delivery n.1. [C] the process of giving birth to a baby 分娩With the help of the nurses, the delivery of the baby was unexpectedly easy.在护士的帮助下，分娩意外地顺利。
新视野第三版大学英语教案
一、教学目标1. 知识目标：（1）掌握本单元的词汇、短语和句型；（2）了解本单元的文化背景知识；（3）提高阅读理解能力，学会分析文章结构和段落大意。
2. 技能目标：（1）提高学生的听、说、读、写综合运用能力；（2）培养学生的自主学习能力和合作学习意识；（3）提高学生的批判性思维能力。
二、教学内容1. 单元主题：Friendship2. 文章类型：议论文3. 主要内容：（1）引言：介绍友谊的定义和重要性；（2）正文：从不同角度论述友谊的特点、作用和价值观；（3）结论：总结友谊的价值和意义。
三、教学过程（一）导入（5分钟）1. 老师用英语简述友谊的定义和重要性，激发学生的学习兴趣；2. 学生自由发言，分享自己关于友谊的观点和经历。
（二）词汇学习（10分钟）1. 老师带领学生学习本单元的生词、短语和句型；2. 学生跟读并模仿老师，巩固所学词汇；3. 老师讲解词汇的用法和搭配。
（三）阅读理解（20分钟）1. 学生自读课文，了解文章大意；2. 老师提问，检查学生的阅读效果；3. 学生分小组讨论，分析文章结构和段落大意；4. 各小组派代表分享讨论结果，老师点评并总结。
（四）写作训练（15分钟）1. 老师讲解写作技巧，如：如何写好引言、正文和结论；2. 学生根据所学内容，自拟题目，进行写作练习；3. 老师选取部分学生的作文进行点评，指出优点和不足。
（五）听说训练（10分钟）1. 学生两人一组，用英语进行角色扮演，模拟课文中的场景；2. 老师巡回指导，纠正学生的发音和语法错误。
（六）总结与反思（5分钟）1. 老师对本节课的学习内容进行总结；2. 学生分享自己的学习心得，提出疑问。
四、教学评价1. 课堂表现：学生的参与度、积极性；2. 作业完成情况：学生的写作质量、语法错误率；3. 听说能力：学生的口语表达、听力理解能力。
五、教学资源1. 教材：《新视野大学英语第三版读写教程》；2. 课件：与本单元内容相关的图片、视频等；3. 互联网资源：英语学习网站、论坛等。
新视野大学英语3课件教案
一、教学目标1. 知识目标：（1）掌握本单元的核心词汇和短语；（2）了解本单元的语法结构和写作技巧；（3）提高学生的阅读理解能力和写作能力。
2. 能力目标：（1）培养学生的口语表达能力，提高学生的听力理解能力；（2）提高学生的思维能力和分析能力；（3）培养学生良好的阅读习惯和写作习惯。
3. 情感目标：（1）激发学生对英语学习的兴趣，增强学生的自信心；（2）培养学生的合作精神和团队意识；（3）提高学生的审美情趣和道德素养。
二、教学内容1. 词汇和短语：（1）重点词汇：task, assignment, project, presentation, deadline, deadline, etc.（2）重点短语：on time, ahead of schedule, behind schedule, urgent, urgent, etc.2. 语法结构：（1）时态：现在进行时、一般过去时；（2）虚拟语气：if only, would rather, etc.3. 写作技巧：（1）段落写作：主题句、扩展句、结论句；（2）议论文写作：论点、论据、论证。
4. 阅读理解：（1）文章类型：记叙文、议论文、说明文；（2）阅读技巧：快速阅读、精读、略读。
5. 听力理解：（1）听力材料：对话、短文；（2）听力技巧：抓住关键词、理解语境、推测词义。
三、教学过程1. 导入（1）通过图片、视频等手段，激发学生的学习兴趣；（2）简单介绍本单元主题，让学生对本单元内容有所了解。
2. 词汇和短语教学（1）教师讲解重点词汇和短语；（2）学生通过例句和练习，掌握词汇和短语的使用方法。
3. 语法结构教学（1）教师讲解语法知识，并进行示范；（2）学生通过练习，巩固所学语法知识。
4. 写作技巧教学（1）教师讲解段落写作和议论文写作的技巧；（2）学生通过写作练习，提高写作能力。
5. 阅读理解教学（1）教师讲解阅读技巧，并进行示范；（2）学生通过阅读练习，提高阅读理解能力。
新版新视野大学英语三教案
教学对象：大学英语专业三年级学生教学目标：1. 理解文章主旨和结构，了解作者观点；2. 掌握重点词汇和短语，提高词汇运用能力；3. 提升阅读理解能力，学会分析文章结构和段落大意；4. 培养学生的批判性思维，鼓励学生发表个人观点。
教学重点：1. 文章主旨和结构；2. 重点词汇和短语；3. 阅读理解能力。
教学难点：1. 阅读理解能力；2. 批判性思维。
教学过程：一、导入1. 教师简要介绍文章背景，激发学生兴趣；2. 学生分享自己对于文章主题的理解。
二、阅读理解1. 学生快速阅读文章，了解文章大意；2. 教师提问，检查学生对文章主旨和结构的理解；3. 学生细读文章，回答教师提出的问题；4. 教师引导学生分析文章结构，总结段落大意。
三、词汇学习1. 教师带领学生分析文章中的重点词汇和短语；2. 学生分组进行词汇练习，巩固所学知识；3. 教师点评学生的练习，纠正错误。
四、写作练习1. 教师给出写作题目，要求学生根据文章内容进行写作；2. 学生进行写作，教师巡视指导；3. 学生展示自己的作品，教师点评并提出修改意见。
五、课堂小结1. 教师总结本节课的学习内容，强调重点；2. 学生分享自己的学习心得。
六、课后作业1. 学生完成课后阅读练习；2. 学生根据文章主题，写一篇短文。
教学反思：本节课通过阅读理解、词汇学习和写作练习，帮助学生掌握文章主旨和结构，提高词汇运用能力。
在教学过程中，注重培养学生的批判性思维，鼓励学生发表个人观点。
同时，关注学生的个体差异，因材施教，提高教学效果。
在今后的教学中，将继续关注学生的阅读理解能力和写作能力，帮助学生提高英语水平。
新视野大学英语3unit2教案
教学对象：大学英语三级学生教学目标：1. 通过本单元的学习，使学生掌握文章的主要内容和结构。
2. 提高学生的阅读理解能力，培养学生快速查找信息的能力。
3. 引导学生学会运用所学词汇和语法知识进行写作。
4. 培养学生的批判性思维能力，能够对文章内容进行评价和反思。
教学内容：1. 文章概述2. 词汇学习3. 语法讲解4. 阅读理解5. 写作练习教学时间：2课时教学步骤：一、导入（5分钟）1. 复习上一单元所学内容，检查学生对词汇和语法知识的掌握情况。
2. 提问：同学们，你们认为学习英语最重要的能力是什么？3. 引导学生思考，引出本单元主题：阅读理解能力。
二、文章概述（10分钟）1. 播放课文录音，让学生初步了解文章内容。
2. 要求学生用自己的话概括文章大意，培养学生的概括能力。
三、词汇学习（20分钟）1. 列出本单元的生词和短语，引导学生进行拼写和朗读。
2. 分析词汇在文中的含义和用法，结合例句进行讲解。
3. 设计词汇练习，让学生在语境中运用所学词汇。
四、语法讲解（15分钟）1. 介绍本单元的语法知识点，如时态、语态、非谓语动词等。
2. 通过例句讲解语法规则，帮助学生理解并掌握语法知识。
3. 设计语法练习，让学生巩固所学语法知识。
五、阅读理解（20分钟）1. 学生自读课文，完成课后练习题，检验阅读理解能力。
2. 教师针对练习题进行讲解，引导学生分析解题思路。
3. 设计阅读理解练习，提高学生的阅读速度和准确性。
六、写作练习（10分钟）1. 引导学生思考：如何写一篇关于“友谊”的文章？2. 提供写作思路和框架，如开头、正文和结尾。
3. 学生进行写作练习，教师巡视指导。
七、总结与反馈（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点。
2. 学生分享自己的学习心得，教师给予点评和指导。
教学资源：1. 教材：《新视野大学英语》第三册2. 课件：课文录音、词汇卡片、语法例句、阅读理解练习、写作练习3. 教学设备：多媒体教室、电脑、投影仪教学评价：1. 学生对词汇和语法知识的掌握程度。
新视野第三册教案
Unit 10-Test Ten(自主测试)&Listening( 3rd Two Periods)
2
课程名称
基础外语3
教材名称
《新视野大学英语3》
授课时间
2005年8月29日-9月7日
授课对象
04级本科生
教学内容提要
Unit 1-Section A: The Expensive Fantasy of Lord William(1st Two Periods)
(3rdTwo Periods)
2
2005年
9月19-28日
04级本科生
Unit 3-Section A: Where Principles Come First(1st Two Periods)
2
Unit 3-Exercises (Vocabulary, Translation, Essay Summary in Section A)&Section B: Cultural Differences in Western and Japanese Decision-Making(2nd Two Periods)
2
Unit 9-Test Nine(自主测试)& Listening(3rd Two Periods)
2
2005年
12月8-16日
04级本科生
Unit 10-Section A: TheBermudaTriangle Phenomenon(1st Two Periods)
2
Unit 10-Exercises (Vocabulary, Translation, Essay Summary in Section A), Section B: The Ride of My Life(2nd Two Periods)
新视野大学英语第三册全册教案
Unit OneI. Objectives 1. Skills: 1) Reading: scanning the information in sentences without reading in any details 2) Writing: how to present a paragraph with a problem-response-evaluation structure 3) Listening: understanding the passage about love without limitations, listening for the main idea and the important details, learning to take notes while listening 4) Speaking: talking about love without limitations2. Vocabulary 1) Words: delivery, justice, wreck, disguise, penetrate, vacant, pledge, drain, exhaust, restrain, 2) Expressions: track down, tell on, hit home, lead up to, get through3. Grammar: 1)word building: the way of n.＋v. ( past participle)is used to form adjectives 2)rewrite sentences by using “no matter(what, where, who, how, etc.)”II. Teaching Arrangement 1.Total Class Time for This Unit: 10 periods 2. Suggested Arrangement: Section A: 6 Periods 1) Background Information 2) Pre-reading Activities 3) While-reading (1) General Reading Questions on the Text (2) Detailed Reading a. Words and Phrases b. Language Points c. Sentence Patterns d. Main Idea of Each Part 4) Post-reading (1) Useful Expressions (2) Summary of the Text (3) Structured Writing (4) Exercises (5) Assignments10' 15-20'10-15' 150'5' 20' 30' 50'1Section B: 4 Periods 1) Reading Skills and Exercises 2) Detailed Study of the Text 3) Summary of the Text 4) Exercises30' 100' 20' 50'Section ALove Without LimitationsI. Background Information 1. September 11th disaster September 11th disaster refers to the air-attack on American main buildings by a gang of terrorists’ hijacking airplanes. The International Trade Center in New York and the Pentagon-shaped Building in Washington were severely damaged. The disaster happened on the morning of September 11th, 2001,American east time. The result was that six symbolical skyscrapers were hit, including the International Trade Center in New York and the Pentagon-shaped Building in Washington; other 23 buildings were destroyed to some degree. Altogether 2998 people lost their lives. The air-attack was the most frightening since World II and it also aroused great terror throughout the world. From then, nations around the world realized the importance of resistance against terrorism and the cooperation in the fight against terrorism. 2. Brain damage: Brain damage is caused by external violence on head or by lacking of oxygen during a difficult delivery. The average death rate of it is between 4 percent to 7 percent, sometimes up to 50 or 60 percent. It can be grouped into two categories: closed-damage and opened-damage. Cerebral concussion is the most common one. Doctors have developed a lot of experience in treating brain damage. If a patient suffers from brain damage, it is more difficult for him to study and live normally. II. Pre-reading Activities Listening and Discussing 1. First Listening Listen to a passage about love without limitations. 2. Second Listening Listen to the passage again and answer the following questions. The last question is open-ended and may have different answers.21) Why didn’t the speaker’s brother have the chance to go to a regular school or compete for a decent job? Because he was born with brain damage and learning was a challenge for him. 2) Wh at did the speaker’s brother give first priority to? He made love his first priority because he never had trouble learning how to love. 3) Who has encouraged you most when it comes to being a loving and caring individual? Open-ended. III.While-reading (I) General Reading 1. Listen to the sound-recording of the text with your textbook closed. 2. Preview check-up by answering questions according to the text. 1) How did Jimmy get his brain damaged? He did not get enough oxygen when he was born. 2) How did the writer describe her father? She described her father as a saint. 3) How close was the relationship between Jimmy and his father? They were inseparable, almost doing everything together. 4) How much was Jimmy changed after his father’s death? He was change d almost completely. 5) How did Jimmy get along after he left New York City to live in his parents’ house? He blossomed on his own and became essential to the neighborhood. 6) What did the writer think of her caring for Jimmy? She thought that caring for Jimmy has enriched her life more than anything else ever could have.. 7) Why did the writer invite her friends to Jimmy’s birthday party? She hoped that their coming would help make the party a merry and festive occasion.8) What did the party remind the writer and her friends of? They were reminded that the constant love and support of friends and family wouldget them through whatever life might present. (II) Detailed Reading PartI (Para.1—Para.3) 1. Language Points31)My brother, Jimmy, did not get enough oxygen during a difficult delivery, leaving him with brain damage... delivery: n. （1) the process of giving birth to a baby 这位母亲没有想到生这个孩子这么顺利。
新视野大学英语3优秀教案pdf
一、教学目标1. 知识目标：（1）掌握本单元的词汇和短语，如：access, success, obstacle, persistence, attitude等。
（2）理解本单元的语法知识，如：现在分词作定语、被动语态等。
（3）了解本单元的文化背景知识，如：成功学、励志故事等。
2. 能力目标：（1）提高学生的阅读理解能力，培养学生对文章主题的概括能力。
（2）提高学生的写作能力，让学生能够运用所学词汇和语法知识进行写作。
（3）提高学生的口语表达能力，让学生能够用英语进行简单的日常交流。
3. 情感目标：（1）激发学生的学习兴趣，培养学生积极向上的心态。
（2）培养学生的团队合作精神，提高学生的沟通能力。
（3）引导学生树立正确的人生观和价值观。
二、教学内容1. 课文：Never, ever give up!2. 课后练习：词汇、语法、翻译、听力、口语和写作。
三、教学重点与难点1. 教学重点：（1）词汇和短语：access, success, obstacle, persistence, attitude等。
（2）语法知识：现在分词作定语、被动语态等。
（3）文章主题的概括。
2. 教学难点：（1）被动语态的运用。
（2）复杂句型的理解。
（3）文章主题的概括。
四、教学过程1. 导入新课（1）播放与成功学相关的视频，激发学生的学习兴趣。
（2）引导学生讨论成功学的相关话题，如：什么是成功？如何实现成功？2. 阅读理解（1）学生自主阅读课文，完成课后练习中的阅读理解部分。
（2）教师讲解课文中的重点词汇、短语和语法知识。
（3）引导学生分析文章结构，概括文章主题。
3. 词汇和短语教学（1）讲解本单元的词汇和短语，如：access, success, obstacle, persistence, attitude等。
（2）通过例句和练习，让学生掌握这些词汇和短语的用法。
4. 语法知识教学（1）讲解被动语态的构成和用法。
（2）通过例句和练习，让学生掌握被动语态的运用。
新视野第三册教案
新视野第三册教案新视野大学英语第三册教案课程名称：大学英语读写教程（3）***师：***院系：外国语学院教研室：公共英语第一教研室1.Preparation1.1 Background informationTwin towers of the World Trade Center burning.Location New York City; Arlington County, Virginia; and near Shanksville, Pennsylvania.Date Tuesday, September 11, 2001 8:46 am – 10:28 am (UTC-4)Attack type Aircraft hijacking, mass murder, suicide attack, TerrorismDeath(s) 2,976 victims and 19 hijackers Injured 6,000+Belligerent( s) al-Qaeda(基地组织) led by Osama bin Laden, see also Responsibility and Hijackers.The September 11 attacks (often referred to as September 11th or 9/11) were a series of coordinated suicide attacks by al-Qaeda upon the United States on September 11, 2001. On that morning, 19 al-Qaeda terrorists hijacked four commercial passenger jet airliners. The hijackers intentionally crashed two of the airliners into the Twin Towers of the World Trade Center in New York City, killing everyone on board and many others working in the buildings. Both buildings collapsed within two hours, destroying nearby buildings and damaging others. The hijackers crashed a third airliner into the Pentagon（五角大楼） in Arlington, Virginia, just outside Washington, D.C. The fourth plane crashed into a field near Shanksville in rural Pennsylvania after some of its passengers and flight crew attempted to retake control of the plane, which the hijackers had redirected toward Washington, D.C. There were no survivors from any of the flights.The death toll of the attacks was 2,995, including the 19 hijackers. The overwhelming majority of casualties were civilians, including nationals of over 70 countries. In addition, there is at least one secondary death – one person was ruled by a medical examiner to have died from lung disease due to exposure to dust from the World Trade Center's collapse.The United States responded to the attacks by launching the War on Terrorism. It invaded Afghanistan to depose the Taliban, who had harbored al-Qaeda terrorists. The United States also enacted the USA PATRIOT Act（爱国者法案）. Many other countries also strengthened their anti-terrorism legislation and expanded law enforcement powers. Some American stock exchanges stayed closed for the rest of the week following the attack and posted enormous losses upon reopening, especially in the airline and insurance industries. The destruction of billions of dollars worth of office space caused serious damage to the economy of Lower Manhattan（曼哈顿下城）.The damage to the Pentagon was cleared and repaired within a year, and the Pentagon Memorial was built adjacent to the building. The rebuilding process has started on the World Trade Center site. In 2006 a new office tower was completed on the site of 7 World Trade Center. 1 World Trade Center is currently under construction at the site and, at 1,776 ft (541 m) upon completion in 2013, it will become one of the tallest buildings in North America. Three more towers were originally expected to be built between 2007 and 2012 on the site. Ground was broken for the Flight 93 National Memorial on November 8, 2009, and the first phase of construction is expected to be ready for the 10th anniversary of the attacks on September 11, 2011.1.2. Topic-related discussionStep 1. Group workStudents can work in group by discussing the following questions.1.What is “love” like in your mind?e one word or one thing to describe “love”. And why is that? Share your thoughts withyour group members.Step 2. PresentationA representative from each group is going to show the group’s idea after the discussion.2. In-class reading2.1 Text understandingStep 1. Pre-readingAsk students to skim the text in ten minutes.Step 2. Question askingQ1. How did Jimmy get his brain damaged?Q2. How did the writer describe her father?Q3. How much was Jimmy changed after his father’s death?Q4. What did the writer think of her caring for Jimmy?Q5. Why did the writer invite her friends to Jimmy’s birthday party?Q6. What did the party remind the writer and her friends of?2.2. Words and phrases1. delivery n.1. [C] the process of giving birth to a baby 分娩With the help of the nurses, the delivery of the baby was unexpectedly easy.在护士的帮助下，分娩意外地顺利。
新视野大学英语第二版第三册全部教案（unit1-10）
新视野⼤学英语第⼆版第三册全部教案（unit1-10）New Horizon College EnglishBook III新视野⼤学英语（第⼆版）教案第三册Unit1, Book3I. Section A: Love Without Limitations1. Teaching Objectives:To read with the skill ―problem + response+evaluation‖;To write a composition with the structure ―problem + response + evaluation‖;To learn how to scan a passage.2.Time Allotment:Section A (3 periods):1st---2nd period: Warming-upText understandingNotes to the textWords and expressions,Idea sharing.3rd period: WritingSection B(1period):4th periods: Reading SkillsText understandingNotes to the textWords and ExpressionsIdea sharing3.Teaching Procedures:3.1 Warming-upStep1. Guess the themeLook at the following pictures that share the same theme. What is it? (See projects)Step 2. Family loveWatch a movie clip and answer the questions followed. (See projects)3.2 Text understandingStep 1. Pre-readingAsk students to skim the text in ten minutes.Step 2. Question askingQ1. How did Jimmy get his brain damaged?Q2. How did the writer describe her father?Q3. How much was Jimmy changed after his father‘s death?Q4. What did the writer think of her caring for Jimmy?Q5. Why did the writer invite her friends to Jimmy‘s birthda y party?Q6. What did the party remind the writer and her friends of?Step 3. Structure analysisWith her lifetime experience, the author tells us there have never been any limitations to love whatever life may present. The writing method of this text is:―Problem + Response + Evaluation‖Step 4. Summary.Ask students to fill in the blanks with the proper words or phrases.3.3 Notes to the textStep1. Active expressionsIn English, you may find some expressions formed by very common words, but they are active and powerful. Try to find out the active expressions in the following sences.See projects)Step 2. Focus studyPay attention to some sentence structures which are very commonly used in English.e.g.1… so I urged the neighborhood kids to come to my house for some out-of-control kid-centered fun.out-of-control kid-centered fun= to have as much fun as the kids likeout-of-control和kid-centered是复合形容词more examples: up-to-date; color-coded; student-centered2. Usually very agreeable, he now quit speaking altogether and no amount of words could penetrate the vacant expression he wore on his face.no amount of word could penetrate the vacant expression he wore on his face= nothing could change the empty look on his face3. I hired someone to live with him and drive him to work, but no matter how much I triedto make things stay the same, even Jimmy grasped that the world he‘d known was gone.no matter (how, who, what, where, etc.) = however, whoever, whatever, whereverstay the same = keep things as they weregrasp = understand4. Just as my father‘s death had changed the world overnight, September 11th changed our lives; the world we’d known was gone.―just as‖ = ―in the way that so meone says, or in the same condition something is in”.e.g. Just as we gained fame in victory, we lost nothing in defeat.3.4 Words and ExpressionsStep 1. Word UsingChoose some words for explanation and practice, such asjustice n.e.g. Everyone should be treated with justice.At last the criminals are being brought to justice.See Teaching Projects for more words.Step 2. TranslationPlease translate the following from Chinese to English.See projects.Step 3. Old to NewPlease find the words or phrases with the same meaning as the words or phrases given.See projects.3.5 Idea SharingStep 1. Group workStudents can work in group by discoing the following questions.1.What is “love”like in your mind?e one word or one thing to describe “love”. And why is that? Share your thoughts withyour group members.Step 2. PresentationA representative from each group is going to show the group‘s idea after the discussion.3.6 WritingStep 1. A Problem – Response – Evaluation Structure(See Projects).This is a very commonly used structure in English. Normally, some part of a situation is introduced before the problem. Then, solutions are taken to solve the problem. Afterwards, some evaluation might occur in the actions taken.Step 2. Writing models (See projects)Step 3. Tips for writinga. understanding the situation being faced;b. analyzing the specific problem to be tackled;c. creating, analyzing, and refining a solution;d. further evaluating, improving, and implementing.3.7 Assignments1). Write a paragraph with a problem-response-evaluation structure.Topics:a. The Fight Against Air Pollutionb. The region has been seriously polluted by harmful smog2). Exercise DoingDo the exercises from Pages 8 to 15II. Section B The Framework for LoveTeaching Procedures:1. Reading Skills -- ScanningStep 1. The ways to scanScanning is to read quickly in order to locate and find a piece of information without reading in any detail. Here are some ways to scan.a.Look at the title.b.book for the subtitles (⼩标题).c.Look at pictures, charts, or drawings if there are any.d.Look at the first sentence of each paragraph.Step 2. Scanning stepsa.Decide exactly what information you are looking for and think about the form it maytake.b.Next, decide where you need to read.c.Move your eyes as quickly as possible down the page until you find the information.d.When you find what you need, do not read further.Step 3. Practice (See projects)2. Text UnderstandingSee projects for the structure of the text.3. Notes to the Text-Sentence Structure3.1 Active ExpressionsFind out the active expressions: (See projects)3.2 Focus StudyBut I would hedge to bet, there is a framework you must live within to let this gift that has no rivals mature.hedge to bet: dare saythis gift that has no rivals: the best gift (love)let this gift …mature: let love develop fullySee projects for more examples.4. Words and ExpressionsStep 1. Learn to use the following words and expressions.Lodge, inspire, rival, parallel, provoke, farewell, respective, mislead…into doing, acknowledge, soar,Step 2. Chinese to English5. Idea SharingStep 1.Express Your LoveGiven a chance to express your love to someone whom you deeply love, what way would you like to use? What do you want to say?Step 2. Group Work : DubbingYou‘ll see a classical movie clip from A Chinese Odyssey (⼤话西游) starred by Zhou Xingchi. Translate the script into English and dub.Unit 2, Book 3I. Section A: Iron and the Effects of Exercise1. Teaching Objectives:λLearn more about iron and the benefits brought by exercise.Develop related vocabulary.Write an article in the cause-and-effect pattern.λ2.Time Allotment:Section A (3 periods):1st---2nd period: Warming-upText understandingNotes to the textWords and expressions,Idea sharing.3rd period: WritingSection B(1period):4th periods: Reading Skills-Distinguishing between facts and opinionsText understandingNotes to the textWords and ExpressionsIdea sharing3.Teaching Procedures:3.1 Warming-upAsk students to have a nutrition detective and determine which nutrients do we need.3.2 Text understandingStep 1. Pre-readingAsk students to skim the text in ten minutes.Step 2. Question askingQ1. What is the use of iron to our body?Q2. What kind of people mostly lack iron?Q3. How does iron influence our body?Q4. What can you eat to get iron?Step 3. SummaryAsk students to write a summary of the text with about 100 words, among which one of the students can write on blackboard..3.3 Notes to the textStep1. Sentence analysisChoose some sentences with appositive (同位语) for analysis to make students understand the use of appositives in a sentence, such as1.…, says Roseanne M. Lyle. She is an associate professor at Purdue University.2.The first and most common is having low iron reserves. It is a condition that typically hasno symptoms.Step 2. Sentence combinationGive students some simple sentences to combine into one sentence using appositive structure, such asThe ancient Chinese were a people of inventors and discoverers.The ancient Chinese were a people of philosophers and soldiers.The ancient Chinese were a people of poets and craftsmen.The ancient Chinese gave the world many of its most useful things.Students can write these sentences into oneThe ancient Chinese, a people of inventors and discoverers, philosophers and soldiers, poets and craftsmen, gave the world many of its most useful things.Step 3.ParaphraseList some sentences and let students to do some paraphrase. (See teaching projects)Step 4. TranslationIntroduce the skill of translation—word transformation, that is how to transform a word from a noun to a verb in translation, such asFor a woman who already has a poor iron status , any additional iron loss from exercise may be enough to tip her over the edge into a more serious deficiency … (L27) tip … over the edge:bring about a noticeable change对于那些已经缺铁的⼥性，任何因锻炼⽽产⽣的更多铁离⼦流失都⾜以导致体内缺铁状况的恶化。
新视野大学英语第三册教案
教学目标：1. 学生能够理解并掌握课文中的重点词汇和短语。
2. 学生能够通过阅读和讨论，了解大学生活的基本特点和挑战。
3. 学生能够运用所学知识，进行简单的口语交流，表达对大学生活的看法和期望。
教学重点：1. 课文中的重点词汇和短语。
2. 大学生活的基本特点和挑战。
教学难点：1. 学生对大学生活的理解和适应。
2. 学生在口语交流中表达自己的看法和期望。
教学过程：一、导入1. 教师简要介绍课文背景，激发学生的学习兴趣。
2. 学生自由发言，分享自己对大学生活的了解和期望。
二、课文阅读1. 学生自主阅读课文，完成课后练习题。
2. 教师讲解课文中的重点词汇和短语，并引导学生进行翻译和运用。
3. 学生分组讨论，分享阅读心得，探讨大学生活中的常见问题和应对策略。
三、课堂讨论1. 教师提出问题，引导学生进行小组讨论。
a. 大学生活中，你认为最需要培养哪些能力？b. 如何在大学生活中保持良好的学习状态？c. 如何处理人际关系，融入集体？2. 学生代表发言，分享讨论成果。
四、口语练习1. 教师组织学生进行角色扮演，模拟大学生活中的场景。
2. 学生分组进行口语练习，表达对大学生活的看法和期望。
五、总结与作业1. 教师对本节课的内容进行总结，强调重点和难点。
2. 布置作业：写一篇关于大学生活的短文，字数不少于300字。
教学评价：1. 课后练习题完成情况。
2. 小组讨论和口语练习的表现。
3. 作业完成情况。
教学资源：1. 新视野大学英语第三册教材。
2. 多媒体课件。
3. 课后练习题。
教学反思：本节课通过阅读、讨论和口语练习，帮助学生了解大学生活的基本特点和挑战，提高学生的英语综合运用能力。
在教学过程中，教师应关注学生的个体差异，注重激发学生的学习兴趣，引导学生积极参与课堂活动，提高教学质量。
【新视野大学英语读写教程第三册教案】
新视野大学英语
读写教程
第三册教案
（供学院本科各专业使用）
云南中医学院公共课程部外语教研室
教案首页
授课时间：2006 年9月第 3 学期第一、二周
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授课时间：2006 年9 月第 3 学期第二、三周
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授课时间：2006 年9 月第 3 学期第三、四周
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授课时间：2006年9 月第3学期第四、六周
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授课时间：2006年9 月第3 学期第六、七周
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授课时间：2006年9月第3学期第七、八周
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授课时间：2006年9月第3学期第八、九周
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授课时间：2006年9月第3学期第九、十周
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授课时间：2006年9月第3学期第十、十一周
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授课时间：2006年9月第3学期第十二、十三周
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授课时间：2006年9月第3学期第十、十一周
教案首页
授课时间：2006年9月第3学期第十、十一周。
大学英语第三册公开课教案
授课教师： [教师姓名]授课班级： [班级名称]授课时间： 2023年[具体日期]教学目标：1. 提高学生的英语听说读写能力。
2. 培养学生的跨文化交际意识。
3. 拓展学生的知识面，增强英语学习的兴趣。
教学内容：本节课以《新视野大学英语第三册》为基础，围绕单元主题“Travel and Adventure”（旅行与冒险），开展一系列教学活动。
教学重点：1. 单词和短语的学习与运用。
2. 句型结构的学习与运用。
3. 阅读理解能力的提升。
4. 听力技能的培养。
教学难点：1. 词汇的准确理解和运用。
2. 长难句的理解和分析。
3. 阅读速度的提升。
4. 听力材料的理解和把握。
教学准备：1. 多媒体课件。
2. 英文原著或相关资料。
3. 听力材料。
4. 课堂活动道具。
教学过程：一、导入（5分钟）1. 教师通过图片、视频等形式展示旅行和冒险的相关内容，激发学生的学习兴趣。
2. 学生分享自己旅行或冒险的经历，为课堂学习奠定基础。
二、词汇学习（10分钟）1. 教师引导学生通过图片、例句等方式学习新词汇，如：adventure, travel, explore, discover, breathtaking 等。
2. 学生分组进行词汇接龙游戏，巩固所学词汇。
三、句型学习（10分钟）1. 教师讲解并演示重点句型，如：What an exciting adventure it was! / I have never been to such a beautiful place before.2. 学生进行角色扮演，运用句型进行对话练习。
四、阅读理解（15分钟）1. 教师带领学生阅读课文，讲解文章大意和重点段落。
2. 学生分组讨论文章内容，回答教师提出的问题。
3. 教师总结文章主旨，强调阅读技巧。
五、听力训练（15分钟）1. 教师播放听力材料，学生集中注意力聆听。
2. 学生回答听力问题，教师进行讲解和点评。
3. 学生复述听力材料，巩固听力效果。
新视野大学英语(第三版)读写教程第三册教案(全册)
新视野大学英语读写教程（第三版）BOOK 3 教案UNIT3Life stories___________________ PART lUNDERSTANDING AND LEARNINGOverview________________________________________ Movies play an important role in almost everyone’s life. People from the movie industry have considerable influence on the masses. They exhibit personality traits that deserve admiration and applause, and could be looked up to as role models. This unit will fully explore their best qualities.The two texts in the current unit are biographies, a genre of literature, which is a written account of another person’s life. Each of the texts narrates, analyzes and interprets the most important facts of one prominent figure in the movie domain. Text A pays attention to actress Audrey Hepburn’s noble endeavor and her contribution to the cause of UNICEF, while Text B portrays the determination and fervent spirit of director and producer Steven Spielberg.The teacher can make students do additional research at the library, or Audrey Hepburn and Steven Spielberg in advance. Then in the classroom, the teacher may organize a variety of activities including pair work, group discussion, and mini-survey to talk about the films or the issue of fame, fortune, and social responsibility.Section A_________________________________________________ Audrey Hepburn-A true angel in this worldBackground information1 Audrey HepburnAudrey Hepburn (1929-1993) was a slender, stylish motion picture actress known for her radiant beauty, her ability to project an air of sophistication tempered by a charming innocence, and her tireless efforts to aid needy children.Although born in Belgium, Hepburn had British citizenship through her father and attended school in England as a child. In 1939, however, at the onset of World War II, her mother(Hepburn’s father left the family when she was six years old) moved the child to the Netherlands (where the author of this text mistakenly considered Hepburn was born), thinking the neutral country safer than England. Throughout World War II, Hepburn endured hardships in Nazi-occupied Holland. She still managed, however, to attend school and take ballet lessons. After the war, she continued to study ballet in Amsterdam and in London. During her early 20s, she studied acting and worked as a model and dancer. After appearing in several British films and starring in the 1951 Broadway play Gigi (《琪琪》), Hepburn gained instant Hollywood stardom for playing the Academy Award-winning lead role in Roman Holiday. She remains one of few entertainers who have won Academy, Emmy, Grammy, and Tony Awards. Hepburn’s war-time struggles inspired her passion for humanitarian work. She devoted much of her later life to UNICEF, visiting famine-stricken villages, in Latin America, Africa, until shortly before her death of cancer in 1993. She was awarded the Presidential Medal of Freedom in recognition of her work as a UNICEF Goodwill Ambassador in 1992.2 UNICEFUNICEF (United Nations International Children’s Emergency Fund) was created by the United Nations General Assembly on December 11, 1946, to provide emergency food and healthcare to children in countries that had been devastated by World War II. After 1950 the fund directed its efforts toward general programs for the improvement of children’s welfare, particularly in less-developed countries and in various emergency situations. The organization’s broader mission was reflected in the name it adopted in 1953, the United Nations Children’s Fund, but it has continued to be known by the popular acronym based on this old name. Headquartered in New York City, UNICEF provides long-term humanitarian and developmental assistance to children and mothers in developing countries. UNICEF’s programs emphasize developing community-level services to promote the health and well-being of children.3 UNICEF Ambassador of GoodwillMany celebrities have acted as international, regional or national ambassadors, depending on their profile, interests, and desired level of responsibility. The role of Goodwill Ambassador allows celebrities with a demonstrated interest in UNICEF issues to use their fame to draw attention to important issues. This may take the formof public appearances and talks, visits to troubled regions, and use of their political access to advocate UNICEF causes, all of which have the power to draw attention from the media and to create public awareness.4 Gregory PeckGregory Peck (1916-2003) was one of the world’s most popular film stars from the 1940s to the 1960s. He is best known for his performance in the 1962 film To Kill a Mockingbird, which earned him the Academy Award for Best Actor.In 1967 Peck received the Academy’s Jean Hersholt Humanitarian Award. He was also in 1969 for his lifetime humanitarian effort. Always politically progressive, Peck was active in such causes as anti-war protests, workers’ rights and civil rights.5 Billy WilderBilly Wilder (1906-2002) was an Austrian-born American filmmaker, screenwriter, producer artist, and journalist. His career spanned more than 50 years and 60 films. He is regarded as one of the most brilliant and versatile filmmakers of Hollywood’s golden age. During his career, Wilder gained 20 Academy Award nominations and won six Oscars. He received a lifetime achievement award from the American Film Institute in 1986.6 Academy AwardsAn Academy Award (byname Oscar) is an award presented annually by the American Academy of Motion Picture Arts and Science to recognize excellence of professionals in the film industry, including directors , actors , and writers. The award ceremony is one of the most prominent award ceremonies in the world, and is televised live in more than 200 countries annually.7 Hubert de GivenchyHubert de Givenchy (1927-,) is a French aristocrat and fashion designer who founder The House of Givenchy in 1952. He is famous for having designed much of the personal and professional wardrobe of Audrey Hepburn, as well as clothing for clients such as Jacqueline Kennedy. He was named to the International Best Dress List Hall of Fame in 1970.Detailed study of the text1 Audrey Hepburn thrilled audiences with starring roles in noteworthy films... (Para.1)Meaning: Audrey Hepburn played leading roles in many extraordinary films, and such poles gave great pleasure to the people who watched the films…★noteworthy: a. important or interesting enough to deserve your attention 值得注意的；显著的One of the most noteworthy trends in contemporary American higher education is the tendency among community colleges to offer certificate programs besides the traditional associate degrees.当代美国高等教育最显著的趋势之一就是社区大学除了授予传统的副学士学位，还开设学历课程。
新视野大学英语3教案
新视野大学英语3教案教案标题：《新视野大学英语3》教案教学目标：1. 帮助学生掌握《新视野大学英语3》课程中的语法、词汇和听说读写技能。
2. 培养学生的跨文化交际能力和批判性思维能力。
3. 提高学生的学习策略和自主学习能力。
教学内容：本教案主要围绕《新视野大学英语3》课程的教学内容展开，包括但不限于以下几个方面：1. 各单元的主题和核心词汇、短语的教学。
2. 语法知识和句型的讲解与练习。
3. 听力技能的培养与训练。
4. 口语表达和交流的实践。
5. 阅读理解和写作能力的提升。
教学步骤：1. 导入（5分钟）：通过引入新课主题或复习前一课的内容，激发学生的学习兴趣，预热课堂氛围。
2. 语言输入（15分钟）：通过教师讲解、多媒体展示或小组合作等方式，向学生介绍本课的重点词汇、语法知识和句型结构。
3. 听力训练（20分钟）：播放相关听力材料，让学生通过听力理解和答题来提高听力技能和听力反应速度。
4. 口语实践（15分钟）：通过角色扮演、小组讨论或情景对话等方式，让学生进行口语表达和交流的实践，提高口语能力。
5. 阅读理解（15分钟）：让学生阅读相关文章或阅读材料，进行理解和答题，培养学生的阅读理解能力和批判性思维能力。
6. 写作训练（15分钟）：通过写作练习，让学生运用所学知识和技巧进行写作训练，提高写作能力。
7. 总结与拓展（10分钟）：对本节课的学习内容进行总结，并提供拓展学习资源和练习题，激发学生的学习兴趣和自主学习能力。
教学评估：1. 课堂表现评估：通过观察学生在课堂上的参与度、回答问题的准确性和口语表达的流利程度等，评估学生的学习情况。
2. 作业评估：通过布置课后作业，检查学生对课堂内容的掌握情况，包括书面作业、口头作业或在线练习等形式。
3. 测验评估：定期进行测验或考试，检验学生对课程知识的掌握程度和技能的运用能力。
教学资源：1. 《新视野大学英语3》教材及配套教辅材料。
2. 多媒体设备和教学软件。
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3.Grasp the language points and grammatical structures in this unit.
Teaching aids: textbook, Multimedia
Step 4 NewWordsand Phrases. (15min.)
fantasysuspicionarousedeputymisleadrestoreraise a glass to
Turn outlive out bring into court fall on dark days capture one’s heart
Stick bysell something at a substantial lossfix up
Teaching method: explanation through enlightening
Teaching aids: textbook, Multimedia
Step 5 Difficult Sentencesand Patterns(20min.)
1)Anculturalintroduction toScotland2)Irish Republican Army
2. Watchthevideo and discuss the following topics. (10min.)
1)What is your definition of money?
1.Difficult Sentences
2. Patterns: 1)Typical patterns forevidence citing.2)Typical pattern 教师
李鹏飞
授课班级
理工学院1-9班
授课地点
11#C507，504，405
授课日期
2006．9．4—13；
教 材
《新视野大学英语读写教程》（第三册）外语教学与研究出版社
授课内容
Unit 1—Passage A&B
学时
3
教学目的
1.Understand the main idea and structure of this unit.
Teaching method: group discussion, students’reporting or presentation
Teaching aids: textbook, Multimedia
Step 3Summary of theText.(10min.)
Teaching method: pair work, students’presentation
4.Conduct a series of activities related to the theme of this unit.
教学重点与难点
1．Teaching emphasis:The reading skill of scanning
2．The usage of the word “as” (with special word order).
1. Main Idea:The passage is abouthow a formerLondonpolice officer fell into a high position to a criminal who had been stealing 8 million pounds over 8 years.
NewHorizonCollegeEnglish: Integrated Exercises
On-lineresources: English on line
教 学 进 程
The first twoperiods:
Step 1 Lead-in:
1. Background Information.(5min.)
教学方法与手段
Teachingmethod: lecture with pair work and group discussion
Teaching aids: Multi-media and blackboard
教学参考书和网络资源
New horizon College English: Teachers’ Book
2)Whatattitudeshouldwe take towards money?
Teaching method: listening, watching and pair work
Teaching aids: multimedia
Step2Text Analysis of Passage A(35min.)
3．The usage of “now that “, which means seeing that, or since.
4．The compound adjectives which are formed by adding adjective and the past participle of the verb.
2. Text Structure: The passage can be divided into 5 parts.
PartI.(Para. 1 to 5): The general background of this story.
Part II.(Para. 6 to 8): The villagers’ responses to Mr. Williams’ case.
Part III.(Para. 9 to 14): Mr. Williams’ major crime and the way he spent the money.
Part IV.(Para. 15 to 17): The result of his spending such a large amount of money