新起航大学英语第3单元讲课讲稿
新起航大学英语第3单元讲课稿
e.g. It was no use wishing for the impossible.
She was like the sister I never had but always wished for.
One day she found a magic ring that brought her whatever she
我真希望在大学里早点学到这个
①wish to do something
I wish to make a complaint.
If you wish to discuss this matter further please do not hesitate
to contact me.
You may leave now, if you wish.
②(just) as you wish (=used in formal situations to tell someone you will
do what they want)
e.g. —I'd like it to be ready by six.
— Just as you wish, sd-in Questions
1.There is a proverb saying that a knowledgeable man without social practice is a honeybee never making honey. Do you think that social practice is as important as school education?
Main
Points
rmationrelated to text A
新起点大学英语3_教案
一、教学目标1. 知识目标：- 学生能够掌握本单元的核心词汇和短语。
- 学生能够理解并运用本单元的语法结构。
- 学生能够阅读并理解不同类型的英语文章。
2. 能力目标：- 学生能够通过阅读、听力、口语和写作等活动提高英语综合运用能力。
- 学生能够运用英语进行简单的日常交流。
3. 情感目标：- 学生能够培养对英语学习的兴趣和自信心。
- 学生能够了解和尊重不同文化背景下的价值观。
二、教学内容1. 单元主题：旅行与旅游2. 主要内容：- 阅读文章：介绍不同国家和地区的旅游景点、旅游活动以及旅行攻略。
- 听力材料：关于旅行经验的访谈、旅行广告等。
- 口语练习：讨论旅行计划、分享旅行经历等。
- 写作练习：撰写旅行日记、旅游攻略等。
三、教学过程1. 导入新课- 播放一段关于旅行的英语歌曲，激发学生学习兴趣。
- 引导学生讨论他们对旅行的看法和经历。
2. 阅读教学- 学生自主阅读课文，了解文章大意。
- 教师引导学生分析文章结构、段落大意和关键词汇。
- 学生分享阅读心得，教师点评并纠正错误。
3. 听力教学- 学生听录音，完成听力练习。
- 教师讲解听力技巧，帮助学生提高听力水平。
- 学生复述听力内容，教师点评并纠正错误。
4. 口语教学- 学生分组讨论旅行计划，分享旅行经历。
- 教师引导学生运用所学词汇和语法进行口语交流。
- 学生进行角色扮演，模拟旅行场景。
5. 写作教学- 学生根据所学内容，撰写一篇关于旅行的日记或攻略。
- 教师讲解写作技巧，帮助学生提高写作水平。
- 学生互评作文，教师点评并纠正错误。
6. 总结与拓展- 教师总结本单元所学内容，强调重点词汇和语法。
- 学生分享学习心得，提出疑问。
- 教师布置课后作业，拓展学生知识面。
四、教学评价1. 课堂表现：观察学生在课堂上的参与程度、回答问题的准确性、口语表达能力等。
2. 作业完成情况：检查学生课后作业的完成质量，了解学生对知识的掌握程度。
3. 期末考试：通过书面考试和口语测试，全面评估学生的学习成果。
新起点大学英语3教案
教学目标：1. 培养学生的阅读理解能力，提高对英语文章的阅读速度和准确性。
2. 扩大学生词汇量，掌握一定的语法知识。
3. 培养学生运用英语进行思考和表达的能力。
4. 增强学生的文化意识，了解西方国家的风土人情。
教学重点：1. 阅读理解技巧的培养。
2. 词汇和语法知识的积累。
3. 学生英语思维和表达能力的提升。
教学难点：1. 学生对阅读材料的理解程度。
2. 学生对词汇和语法知识的掌握程度。
3. 学生英语思维和表达能力的培养。
教学过程：一、导入1. 引导学生回顾上一节课的内容，检查学生对所学知识的掌握情况。
2. 提出本节课的学习目标，激发学生的学习兴趣。
二、阅读理解1. 预测：根据标题、图片等线索，预测文章内容。
2. 阅读全文：要求学生快速阅读全文，把握文章大意。
3. 精读：引导学生分析文章结构，找出关键信息，理解文章主旨。
4. 阅读练习：设计阅读练习题，巩固学生对文章的理解。
三、词汇和语法1. 词汇：列出文章中的生词，讲解词义、用法，并进行练习。
2. 语法：讲解文章中的语法点，进行例句分析，布置练习题。
四、讨论与表达1. 讨论问题：根据文章内容，提出讨论问题，引导学生进行思考和表达。
2. 学生表达：要求学生用英语回答问题，表达自己的观点。
五、总结与反馈1. 总结本节课所学内容，强调重点和难点。
2. 检查学生对所学知识的掌握情况，给予个别辅导。
3. 鼓励学生课后复习，巩固所学知识。
教学评价：1. 学生对阅读材料的理解程度。
2. 学生对词汇和语法知识的掌握程度。
3. 学生英语思维和表达能力的提升。
教学反思：1. 针对学生的阅读理解能力，调整教学方法，提高学生的阅读兴趣。
2. 注重词汇和语法知识的讲解，帮助学生掌握英语学习技巧。
3. 加强学生英语思维和表达能力的培养，提高学生的综合素质。
全新大学进阶英语unit3教案
教学目标：1. 学生能够理解并掌握本单元的核心词汇和短语。
2. 学生能够运用所学词汇和短语进行简单的日常对话。
3. 学生能够通过阅读和听力练习，提高对英语文章的理解和听力水平。
4. 培养学生的跨文化意识，增强跨文化沟通能力。
教学对象：大学英语进阶课程学生教学时间：2课时教学资源：1. 教材：全新大学进阶英语综合教程2. 多媒体设备：电脑、投影仪、音响3. 词汇卡片、练习册教学过程：第一课时一、导入（5分钟）1. 利用多媒体播放与主题相关的图片或视频，激发学生学习兴趣。
2. 提问：同学们，你们对“梦想”有什么看法？请用英语谈谈。
二、词汇教学（20分钟）1. 介绍本单元的核心词汇和短语，如：pursuit, achieve, encounter, inspiration, perseverance等。
2. 通过例句和情景模拟，让学生理解词汇的具体用法。
3. 分组练习，让学生用所学词汇进行对话。
三、阅读教学（15分钟）1. 指导学生阅读课文，注意理解文章大意。
2. 阅读过程中，提出问题，引导学生思考。
3. 分组讨论，分享阅读感受。
四、听力教学（15分钟）1. 播放与主题相关的听力材料，如：访谈、讲座等。
2. 学生听后回答问题，检查听力理解情况。
3. 引导学生总结听力技巧，提高听力水平。
第二课时一、复习与巩固（10分钟）1. 复习上一节课所学的词汇和短语。
2. 学生进行口语练习，运用所学词汇进行对话。
二、写作教学（20分钟）1. 分析本单元的写作要求，如：描述梦想、分享个人经历等。
2. 指导学生构思文章结构，列出写作提纲。
3. 学生独立完成写作任务，教师进行点评和指导。
三、综合练习（15分钟）1. 分组进行角色扮演，模拟实际场景，运用所学知识进行对话。
2. 教师点评，纠正发音和语法错误。
四、总结与作业布置（5分钟）1. 总结本单元所学内容，强调重点词汇和短语。
2. 布置课后作业，如：背诵课文、完成练习册等。
全新版大学英语第三册Unit 3 The Land of The Lock资料讲解
Unit 3 The Land of The Lock1> on the latch: (L2) closed but not locked拴着门闩（并未锁着）e.g. Let yourself in; the door is on the latch.自己进来吧，门上了闩，但没锁。
Don’t forget to leave the front door on the latch if you go to bed before I come back.要是我回来之前你就睡了，请别把前门锁死。
【扩展】off the latch 虚掩的，半闩的2>rural(Line 6), urban(Line 9) & suburban(Line 14)Collocation:urban districts 市区/ urban areas 市区/ the urban population 城市人【辨析】urban & municipal都有“都市的、城市的”之意urban指以都市中心为主的行政区municipal指与城市、市镇或其政府相关的部门、服务机构，尤指市政府机构管辖下属于公共的、为公众服务的设施、事业等Nowadays, as the population and vehicles increase, urban districts seem to be more crowded.a municipal council 市议会the municipal government 市政府a municipal university 市立大学3> tranquil (L10) a. calm, quite and undisturbede.g. He has long been fascinated by the idea of a tranquil rural life after his retirement.他很久就憧憬着退休后能过上宁静的乡村生活e.g. Visitors like to stay in this hotel because it is beautiful and located in a tranquil lake area. tranquility: n. state of being tranquile.g. 尖厉的惊叫声打破了夜晚的宁静。
新标准大学英语3Unit3课件
Unit3SummarisingFor the sake of clarity, we 1) ___split up_______ the process of listening to music into three hypothetical planes. Firstly, 2) _______the sensuous plane. It is a kind of 3) brainless but attractive state of mind _ engendered by the mere 4) __sound appeal__ of the music. Secondly, 5)the expressive plane_____. It is when we believe each piece of music has a theme, which 6) ____mirrors a different world of feeling____, such as gaiety, sadness. Thirdly, 7) ___the musical plane_____. It is the ability to experience different 8) musical elements___, such as melodies, the rhythms, the harmonies, the tone colors etc. We usually listen to music on all three planes.重点难句1．For lack of a better terminology, one might name these: (1) the sensuous plane, (2) the expressive plane, (3) the sheerly musical plane. (Para 1)由于缺乏更好的术语，我们姑且把它们命名为：（1）感官层次；（2）表现层次；（3）纯音乐层次。
新起航大学英语教材
新起航大学英语教材随着全球化时代的到来，英语作为一门全球通用语言的地位变得越来越重要。
作为即将进入大学的新生，学习英语将成为你职业发展和个人成长的关键。
在这个重要的阶段，你将会使用到一本具有全面教学内容和先进教学方法的英语教材，而新起航大学英语教材将是你的最佳选择。
第一部分：听力与口语在英语学习的早期阶段，听力与口语的训练是最为重要的一环。
新起航大学英语教材以此为切入点，提供了丰富多样的听力材料和口语练习。
教材中的听力材料不仅包括常见的对话和短文，还涵盖了各个场景下的真实对话和访谈，帮助学生提升听力技巧和理解能力。
口语练习部分则重点培养学生的口语表达能力，通过角色扮演和模拟对话等活动，激发学生的积极参与和自信表达。
第二部分：阅读与写作阅读和写作是提高英语综合能力的重要组成部分。
新起航大学英语教材通过有趣的文章和练习，培养学生的阅读理解和写作能力。
教材中的文章内容涵盖了各个领域，包括科技、文化、环境等，旨在帮助学生拓展知识面和提高阅读水平。
写作练习部分重点训练学生的写作技巧和表达能力，从基础的句子构造到篇章结构的组织，帮助学生逐步提升写作质量。
第三部分：词汇与语法词汇和语法是英语学习的基础，也是中高级阶段的重点训练。
新起航大学英语教材通过系统的词汇和语法教学，帮助学生巩固基础知识和扩充词汇量。
教材中的词汇部分将常见单词和短语进行分类和归纳，帮助学生记忆和运用。
语法部分则通过清晰的解释和丰富的例句，帮助学生理解和掌握语法规则，并能够正确运用于写作和口语表达中。
第四部分：综合能力训练最后一个部分是综合能力训练。
这部分突出了课堂外的应用和实践，帮助学生将所学知识应用于实际情境中。
教材中的综合练习包括听说读写的综合训练，以及实用英语的运用，如辩论、演讲等，让学生能够在不同的语言环境下灵活运用英语。
总结：新起航大学英语教材作为一本全面的大学英语教材，囊括了听力、口语、阅读、写作、词汇、语法和综合能力训练等方面的内容。
最新大学英语三Unit 3“Ways to Win”听说课程说教教案.docx
1).Introduce the background of the radio program and explain new words and expressions
2). Listen to the radio program
2.Help students present their different opinions about ways to achieve success;
3.Familiarize students withexpressionsabout requests, suggestion, commands, and warnings.
大学英语三Unit 3“Ways to Win”听说课程说教教案
授课教师
授课班级
授课地点
教材
《新视野大学英语三》（第二版）.20xx.郑树堂. 外语教学与研究出版社出版社.
授课内容
Unit 3
“Ways to Win”
学时
4 period
教学目的
1.Help students grasp some listening skills by listening materials;
教学重点与难点
Teaching emphasis:Grasp some listening skills and understand the listening materials; Talk about the related topics in this unit.
Teaching difficulties:Understand whether there is any better way to learning
大学英语新起点第三册教案
教学对象：大学英语水平初学者教学目标：1. 帮助学生建立基本的英语听说读写能力。
2. 培养学生运用英语进行日常交流的能力。
3. 提高学生对英语语法的理解与应用能力。
4. 增强学生的英语学习兴趣，提高学习效率。
教学时间：12周教学内容：1. 单元一：自我介绍与问候2. 单元二：询问时间与日期3. 单元三：购物与消费4. 单元四：餐饮与旅游5. 单元五：交通出行6. 单元六：工作与职业7. 单元七：家庭与亲情8. 单元八：教育与学习9. 单元九：健康与医疗10. 单元十：环境保护与能源教学重点与难点：1. 重点：基本句型、常用词汇、语法结构。
2. 难点：英语语法的运用，尤其是时态和语态。
教学步骤：一、导入（1周）1. 介绍课程内容、教学目标及学习方法。
2. 通过互动游戏，让学生熟悉英语口语环境。
二、单元教学（10周）1. 单元一：自我介绍与问候- 学习基本句型和常用词汇。
- 练习自我介绍和问候。
- 课堂活动：角色扮演。
2. 单元二：询问时间与日期- 学习询问时间与日期的句型和词汇。
- 练习询问时间与日期。
- 课堂活动：时间匹配游戏。
3. 单元三：购物与消费- 学习购物和消费的句型和词汇。
- 练习描述购物经历。
- 课堂活动：购物场景模拟。
4. 单元四：餐饮与旅游- 学习餐饮和旅游的句型和词汇。
- 练习描述餐饮和旅游经历。
- 课堂活动：模拟餐厅点餐。
5. 单元五：交通出行- 学习交通出行的句型和词汇。
- 练习描述出行经历。
- 课堂活动：交通出行场景模拟。
6. 单元六：工作与职业- 学习工作与职业的句型和词汇。
- 练习描述工作经历。
- 课堂活动：职业角色扮演。
7. 单元七：家庭与亲情- 学习家庭与亲情的句型和词汇。
- 练习描述家庭生活。
- 课堂活动：家庭场景模拟。
8. 单元八：教育与学习- 学习教育与学习的句型和词汇。
- 练习描述学习经历。
- 课堂活动：校园生活模拟。
9. 单元九：健康与医疗- 学习健康与医疗的句型和词汇。
大学英语 Unit3课文讲解ppt课件
paraII: It works in reverse, too, for the inanimate portion of Earth is shaped and molded by life.
The enormous ocean reefs are formed by coral.
The nature of the atmosphere has been changed by plant activity
•etween 2 billion and 3 billion years ago, portions of the surface water, bathed by the energetic radiation from the sun, developed complicated compounds in organization sufficiently versatile to qualily as what we call "life". Life forms have become more complex and more various ever since.
Cells in those organs that suffer constant wear and tear—as in the skin or in the intestinal lining—grow and multiply all life long. Other cells, not so exposed, as in nerve and muscle, do not multiply at all in the adult, under any circumstances. Still other organs, ordinarily quiescent, as liver and bone, stand ready to grow if that is necessary to replace damage. When the proper repairs are made, growth stops.
全新版大学英语3unit3
Text 2 The Land of LockTEACHING PLANI Teaching Aims1. Knowledge aim: The students should grasp the main idea of text A, master the key language points in text A.2. Ability aim: The students should Understand the cultural background related to the content and know how to use the new words and phrases.3. Moral aims: The students become optimistic to their lives.II. Teaching key points and difficultiesKey Points: To grasp the key words and useful expressions related to the topic. Difficulties: To use the words, phrases and useful expressionsIII. Teaching ApproachTask-based Approach, Situational Communication Approach, and Lecture Approach IV.Teaching AidsMultimedia, blackboard and textbook\IV. Teaching proceduresStep1 Warm up and lead-in1 Show the students some beautiful pictures of locks and the city to arouse the students’ interest.2 Group Discussion: What are the tips to keep us safe?Step2 Culture notesl. Crime prevention: In the U.S. today, Americans are growing more concerned with their security. It's reported that the crime rate is soaring. To help people protect themselves from crime, police departments in many states have offered to citizens’ safety tips. In Britain there is Neighborhood Watch, which is an arrangement by which people who live in a particular street or area watch each other's houses and tell the police if they see anything suspicious.2.Airport Security: Extraordinary challenges require extraordinary measures. On Sep. 27,2001, President Bush launched the process of reform by announcing his proposals for - an expanded federal air marshal program - a $500 million federal grant program to strengthen aircraft security and federal management of airport security and screening services.Step3. General analysis of the textYeas ago in America, it was customary for families to leave their doors un locked, day and night. In this essay, the author regrets that people can no longer trust each other and have to resort some security systems to protect themselves and their possessions.There are several e.g. of comparison and contrast in this article. Para 1 vs. Para 4, para 10 vs. Para 11, Para 12 vs. Para 13. The first pair is the opening of the whole piece of writing. The latter two are just two supporting details for the central argument.Step4 Ask the students to go over the text, then analyze the structure of the text.We can divide the text into four parts. Part one paras.1-3 ,part two paras.4-7 part three paras.8-11 part four paras.12-15，ask the students to get the general idea of each part.Step5 Analyze the material in detail(some language points)1. on the latch: (of a door) closed but not lockedE.g.: Let yourself in; the door is on the latch.Don't forget to leave the front door on the latch if you go to bed before I comeback.2.vulnerable: exposed to danger or attack; unprotectedE.g.; Museums in the developing world often have fewer security measures and thusremain more vulnerable to thefts.3.tranquil: calm, quite and undisturbedE.g.: Visitors like to stay in this hotel because it's beautiful and located in a tranquillake area.4.era: a period of history or a long period of timeE.g.: The dinosaurs died out about 66 million years ago, at the end of the MesozoicEra.We are living in the computer era.5. barrier: thing that prevents progress or movementE.g.: The driver slowed down as he approached the police barrier. The programserves as a barrier that stops children viewing unhealthy programs on theInternet.6.take off: (aircraft, bird or insect) move from the ground and begin to flyE.g.: Kids like watching planes take off and land.The plane didn't take off on time because of the heavy storm.7.hold/keep (sb.) at bay: prevent (an enemy, pursuers, etc.) from coming nearE.g.: Eating oranges keeps colds at bay.She left the light on to keep her fears at bay.8.stand for: represent; meanE.g.: That newspaper is often thought to stand for freedom of speech. "GMT" standsfor Greenwich Mean Time.9.with/by a small/large margin:E.g.: Governor Bush won the election but by a small margin.Demands for college education exceeds capacity by a large margin.Step Three Oral PracticePair work: (questions and answers)1. In the author's boyhood, did he have to carry keys with him if he stayed out late atnight? (No. It's safe to go out at that time.)2 Do people nowadays keep up the custom of leaving the front door on the latch atnight? (No. People are worried about security of their property and themselves.)3. Is there a similar problem in other parts of the world today? (Y es. Let's take Chinafor example,...)Speech: (topics for independent speech)What Can We Do to Reduce Crime (5 minutes in class)Step7 SummaryStep8 Assignments1. Review what is learned in this lecture.2. Do the exercises on the text book。
全新大学英语第三册unitPPT课件
13. With electronic x-ray equipment, we seem finally to have figured out a way to hold the terrorists, real and imagined, at bay; it was such a relief to solve this problem that we did not think much about what such a state of affairs says about the quality of our lives. We now pass through these electronic friskers without so much as a sideways glance; the machines, and what they stand for, have won.
• 9. For some reason we are satisfied when we think we are well-protected; it does not occur to us to ask ourselves: Why has this happened? Why are we having to barricade ourselves against our neighbors and fellow citizens, and when, exactly, did this start to take over our lives?
第13页/共25页
• 8. For that is what has happened. We have become so used to defending ourselves against the new atmosphere of American life, so used to putting up barriers, that we have not had time to think about what it may mean.
新起点大学英语第三册教案
课时：2课时教学目标：1. 知识目标：（1）掌握本单元的生词和短语；（2）提高阅读理解能力，能够理解文章大意和细节；（3）了解不同国家和地区的旅游特色。
2. 能力目标：（1）提高学生的英语口语表达能力，能够用英语描述自己的梦想假期；（2）提高学生的写作能力，能够撰写一篇关于梦想假期的短文。
3. 情感目标：（1）激发学生对旅游的兴趣，培养学生热爱生活的情感；（2）培养学生的团队合作精神，提高学生的沟通能力。
教学重点：1. 生词和短语的理解与运用；2. 阅读理解能力的提高；3. 英语口语表达能力的提升。
教学难点：1. 阅读理解中的长难句分析；2. 梦想假期的描述及写作。
教学准备：1. 多媒体课件；2. 相关旅游图片；3. 生词卡片；4. 写作模板。
教学过程：第一课时一、导入1. 教师展示一张美丽的旅游图片，引导学生谈论旅游；2. 提问：What's your dream vacation? Why do you like it?二、新课导入1. 教师展示本单元的生词和短语，带领学生朗读并解释；2. 学生跟读，巩固生词和短语。
三、阅读理解1. 学生阅读课文，了解文章大意；2. 教师提问，检查学生对文章的理解；3. 学生分小组讨论，分析文章中的长难句。
四、口语练习1. 学生用本单元的生词和短语描述自己的梦想假期；2. 教师请部分学生上台展示，其他学生进行评价。
第二课时一、复习1. 教师带领学生复习上节课的生词和短语；2. 学生进行口语练习，巩固所学内容。
二、写作1. 教师展示写作模板，讲解写作步骤；2. 学生根据模板，撰写一篇关于梦想假期的短文；3. 教师选取部分学生的作品进行展示，学生互相评价。
三、总结1. 教师对本节课的内容进行总结；2. 学生分享自己的学习心得。
教学反思：本节课通过阅读、口语练习和写作等多种形式，帮助学生掌握了本单元的生词和短语，提高了阅读理解能力和英语口语表达能力。
同时，通过团队合作和互动交流，培养了学生的沟通能力和团队合作精神。
最新版新起点大学英语综合教程第一册unit3-教案
Unit 3Section A: Fashion ForestTeaching Objectives:1.理解课文 A 和 B 的文章大意, 学习服装、发型等时尚元素, 了解对待时尚的正确态度。
2.理解和正确运用重点词汇、短语和句型 It is… that…；in +衣服／鞋／帽／颜色等；祈使句和反义疑问句。
3.掌握元音 /e/ 和 /eɪ/ 的不同发音。
4.学会正确使用动词（Part I）。
5.了解中国旗袍的发展历史。
Teaching Procedures:Part 1: Warm-up Activities1.Matching: Learn the following words and phrases about different clothing styles, and match them with the pictures.2.Listen to the conversation.Then practice with your partner, using the words and phrases provided on the right.Part 2: Text A: Fashion ForestⅠ.Background Information1.Pedro’s fablesThe collection consists of twenty-five children’s stories, in English, written by Pedro Pablo Sacristán.This timeless collection of short bedtime stories, fables, and fairy tales is entertaining and educational, with all sorts offunny and dramatic characters and situations.This is a great educational resource for parents and teachers.Ⅱ.Words and phrases1.e bypass 经过；路过She came by the house.她路过这栋房子。
《大学英语》全新版第三册Unit-3PPT课件
A new atmosphere of fear and distrust creeps into every aspect of daily life.
2 12~60 As a result, security devices, iion
.
.
.
2021/3/12
2
Oral Practice
1. How to protect yourself when you live alone?
Lock the door Getting the security office’s tel number Alarm equipment Weapons at home
Could you find any more supporting facts?
Reference on Text Organization practice on page78.
2021/3/12
12
Doors are not left unlocked either in cities or in rural areas. (para2)
Unit 3
Security
2021/3/12
1
Oral Practice
1. What is important when you go for a holiday trip?
Booking the tickets
cash & credit card
Finding the favorite companions
.
.
.
2021/3/12
新一代大学英语2unit3教案
课程名称：新一代大学英语2教学单元： Unit 3教学目标：1. 知识目标：- 学生能够掌握本单元的生词和短语。
- 学生能够理解并运用本单元的语法点。
- 学生能够理解文章的主要内容和细节。
2. 能力目标：- 学生能够进行简单的日常对话和交流。
- 学生能够通过阅读和听力活动提高英语综合运用能力。
- 学生能够通过写作活动提高英语写作能力。
3. 情感目标：- 学生能够培养对英语学习的兴趣和热情。
- 学生能够树立跨文化交际的意识。
教学重点：- 生词和短语的掌握。
- 语法点的运用。
- 阅读和听力技能的提高。
教学难点：- 复杂句型的理解和运用。
- 阅读和听力中的细节理解。
教学准备：- 多媒体课件。
- 生词卡片。
- 阅读材料。
- 听力材料。
教学过程：一、导入（5分钟）1. 通过提问引导学生回顾上一单元的内容。
2. 利用图片或视频引入本单元主题。
3. 介绍本单元的学习目标和内容。
二、词汇教学（10分钟）1. 展示生词卡片，引导学生朗读并拼写。
2. 通过例句帮助学生理解生词的意义和用法。
3. 进行词汇练习，如填空、匹配等。
三、语法教学（10分钟）1. 讲解本单元的语法点，如时态、语态等。
2. 通过例句展示语法点的实际运用。
3. 学生进行语法练习，如改错、翻译等。
四、阅读教学（15分钟）1. 学生阅读课文，理解文章大意。
2. 提问检查学生对文章的理解。
3. 引导学生分析文章的结构和写作技巧。
五、听力教学（15分钟）1. 学生听录音，回答相关问题。
2. 讲解听力技巧，如预测、抓关键词等。
3. 学生进行听力练习，如填空、判断正误等。
六、写作教学（15分钟）1. 引导学生思考写作话题，如校园生活、文化交流等。
2. 讲解写作技巧，如如何组织文章结构、如何使用过渡词等。
3. 学生进行写作练习，教师给予个别指导。
七、课堂小结（5分钟）1. 回顾本节课的学习内容。
2. 总结重点和难点。
3. 布置课后作业。
八、课后作业1. 复习本单元的生词和短语。
新大学英语志学篇unit3教案
教学目标：1. 学生能够理解并掌握本单元的主题：家庭与亲情。
2. 学生能够运用所学的词汇和语法知识进行听、说、读、写等技能的训练。
3. 学生能够提高跨文化交际能力，增进对家庭与亲情的认识。
教学重点：1. 家庭与亲情的词汇和语法知识。
2. 家庭与亲情的听说读写技能。
教学难点：1. 家庭与亲情的跨文化交际。
2. 学生在听说读写技能训练中的实际运用。
教学准备：1. 教材：《新大学英语志学篇》2. 多媒体课件3. 家庭与亲情相关图片、视频等教学资源教学过程：一、导入1. 通过图片或视频展示不同家庭的结构和文化背景，引导学生思考家庭的重要性。
2. 提问：什么是家庭？家庭有哪些特点？二、词汇教学1. 介绍本单元的词汇，如：parent、sibling、relative、cousin、grandparent 等。
2. 通过例句和练习，让学生掌握词汇的用法。
三、语法教学1. 介绍本单元的语法知识，如：现在进行时、过去进行时等。
2. 通过例句和练习，让学生掌握语法的用法。
四、听说训练1. 分组讨论：让学生谈论自己的家庭，分享家庭成员之间的故事。
2. 角色扮演：模拟家庭场景，如：生日聚会、家庭旅行等。
五、读写训练1. 阅读课文，了解不同家庭的故事和亲情。
2. 写作：让学生写一篇关于自己家庭的短文，描述家庭成员之间的感情。
六、总结与拓展1. 总结本单元的学习内容，强调家庭与亲情的重要性。
2. 拓展：让学生思考如何增进家庭成员之间的感情，如：共同活动、沟通等。
教学评价：1. 课堂参与度：观察学生在课堂上的表现，如：提问、回答问题、小组讨论等。
2. 作业完成情况：检查学生的写作练习，评估其对家庭与亲情的理解和表达能力。
3. 听说技能：通过课堂活动，评估学生在听说方面的进步。
教学反思：1. 关注学生的个体差异，针对不同学生的学习需求，调整教学策略。
2. 注重培养学生的跨文化交际能力，提高学生的英语综合运用能力。
3. 结合教材内容，丰富教学内容，激发学生的学习兴趣。
新起点大学英语精读教程3Unit 1
18
IV. Words & Phrases
5. Come up with: Use it - What can you come up with after focusing on a problem for a long time? - If you want others to believe what you
More examples?
大家好
17
IV. Words & Phrases
4. annoy: vt.
annoying: adj. annoyance: n. Use it What behaviors annoy your campus life? Why do you hate them?
大家好
大家好
15
IV. Words & Phrases
2. offer
Collocations
help
offer
opinion/suggestions
job
sympathy
大家好
16
IV. Words & Phrases
3. strengthen: vt.
Strong – strength - strengthen
新起点大学英语精读教程3unit1道客巴巴
New Start College English Intensive Reading 3
Unit One Marriage
Passage A: How to strengthen a marriage Passage B: The Family
大家好
1
I. Background Information
Unit3 全新版大学英语教案
New Horizon College English (Book 4)I.Warm-up activities1. Background informationSocial Welfare (1)Public assistance programs, commonly called “welfare”, provide cash or in-kind benefits for particular categories of the financially needy. The U.S. welfare system operates on both the federal and state levels. The federal welfare program is known as Social Security that provides benefits or assistance for child care, disability, food and medical assistance (also known as medicaid). The state welfare programs, on the other hand, provide assistance to both individuals and local communities with state schooling and social insurance.Social Welfare (2)U.S. welfare programs grew significantly in the decades following World War II, but increases in welfare costs during the 1960s and 1970s brought into question the extent and quality of public assistance. In the early 1980s the Reagan Administration reduced welfare expenditure and suggested turning responsibility for welfare funding over to the states. The cuts in federal funding that took effect during the Reagan Administration did in fact effectively place the responsibility for maintaining funding levels on the states—and, in some cases, on the larger cities.Social Welfare (3)The result has been a widening of the already existing disparities in social services spending between states, and between cities and regions within a state. An example of the state welfare system can be seen at under the Health and Social Programs section. Social welfare is an integrated part of a country’s social policy.2.Questions and answers1)-Why do welfare clients often cheat the system?I am not familiar with the welfare system even in our country. In my judgment, welfare clients cheat the system because they can’t get enough money to sustain an average living or because they are not satisfied with the welfare they enjoy. On the other hand, I suppose there must be some who are so selfish and greedy as to cheat the system for more money.2)-In what ways do welfare clients cheat the system?To my knowledge, welfare clients cheat the system in the ways as follows: They don’t declare the gifts from friends and relatives; they understate the pension from the government; they exaggerate the rent; and they even report to welfare that living costs increase sharply and their purchasing power decreases greatly.3)-In what ways do the caseworkers abuse the system?Seized with the illusion that they are mad e fools of whenever help is asked for, caseworkers don’t help their clients out of conscience. Instead, they expect their clients to bow down to them, and give out lectures before welfare clients. Caseworkers may regard their job of providing service as a power of distributing wealth.II.Drills of important phrases in the text1. 渴望/盼望······long for… (Title)2. 面临着······be faced with… (L. 1)3. 向······榨取······bleed… for… (L. 2)4. 竭力争取；大力招揽drum up (L. 6)5. 私下，背地里under the table (L. 8)6. 向······屈服yield to… (L. 8)7. 卷入/潜心于······get involved in… (L. 9)8. 在心底deep down (L. 11)9. 愚弄某人make fools of sb. (L. 12) 10. 有权做某事be entitled to (do) sth. (L. 13)11. 是做某事的暗示be the cue to do sth. (L. 26) 12. 顶嘴talk back (L. 26)13. 就某事训斥某人lecture sb. about sth. (L. 29)14. 拿到最低的报价get the cheapest bid (L. 41)15. 逐渐脱离······make a gradual shift away from… (L. 50)16. 突然脱离/摆脱jump off (L. 51) 17. 成为······的捍卫者act as a champion for… (L. 55)18. 适宜于······; 同意参与······lend oneself to… (L. 56)19. 证明/宣判某人有罪convict sb. of doing sth. wrong (L. 66)anization of the text (main idea, developing devices)1.Main idea of the textThe passage explores the problems of the present welfare system first and then expresses the desire to have a new system. According to the author, a disabled person with spinal cord injuries, he is forced to account for every penny while enduring lectures by the caseworkers. It is hard to have his wheelchair repaired and even harder to make a gradual shift away from welfare. That is why he longs for a new system under which the disabled like him can earn part or all of their own livings.2.How is the text organized?The passage is composed of three parts: how people behave under the present welfare system, what the problems are with it, and what solutions should be applied to the problems. The organization of the whole passage goes after the problem-solution pattern, spiced throughout with examples taken from the author’s own experiences.Part I Paras1-3 Current situation describingOn one hand, most welfare clients cheat the system for more money. Are there any examples here? (Para.1)All the same, some like me have opted to live a life of honesty. Are there any examples here? (Para.2)On the other, welfare case-workers, like detectives, expect every client to beg. Why? (Para.3) Part II Paras4-14 Problems with the systemProblem 1: Clients are forced to report anything new to caseworkers. Is there any example here? (Paras. 4 - 8)Problem 2: It is difficult for clients to have their wheel- chairs repaired. Is there any example here?(Paras. 9 - 12)Problem 3: If clients make money, as the author’s own experience reveals, they h ave to account for every penny. (Para. 13)Problem 4: The law does not encourage clients to make a gradual shift away from welfare.Evidence? (Para.14)Part III Paras15-17 Solutions to the problemsSolution 1: There needs to be a lawyer to protect the rights of clients. Example?(Para. 15) Solution 2: The welfare system should help those who are to earn their own livings. How?(16.) Solution 3: A new system is needed to encourage clients to develop their talents without guilt. (Para.17)3.Text analysisPart 1 : (para. 1---3) : What welfare clients and welfare caseworkers do under the present welfare system .Part 2 : (para. 4---14) : The problems with the present welfare system .Part 3 : (para. 15---17) : The writer gives some suggestions to improve the present welfare system .IV.key words and expressionsA.Expressions1.I have opted to live a life of complete honesty.opt to do sth. : ( = choose to do sth. ) 选择干；决定干eg:--- He opted to continue his study for a master’s degree after graduation from a college. 大学毕业后，他选择读硕士学位。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Lesson
Unit5Stay-at-home Mum vs. Bradwinner Mum
Teaching
Objectives
1.Improve Ss listening and speaking ability
2.Enlarge Ss word power
3.Practice the reading skill of skimming
我真希望在大学里早点学到这个
①wish to do something
I wish to make a complaint.
If you wish to d源自scuss this matter further please do not hesitate
to contact me.
You may leave now, if you wish.
⑤wish somebody well (=say that you hope that good things will happen
to someone)
e.g. My friends wished me well in my new job.
⑥I couldn't wish for a nicer/better (the nicest/best...I could wish for)
e.g. I couldn't wish for a better husband.
It's the best birthday present I could have wished for.
⑦I wish (that) somebody would do something
e.g. I wish you'd stop treating me like a child!
⑧wish for
e.g. It was no use wishing for the impossible.
She was like the sister I never had but always wished for.
One day she found a magic ring that brought her whatever she
Main
Points
rmationrelated to text A
2.New words and expressions
3.Understanding“Bradwinner Mum”
Difficult
Points
1. New words and expressions
2.Understanding“Stay-at-home Mum”
One teaching plan is supposed to cover the content of one unit or 2-4 periods.
Unit5Stay-at-home Mum vs. Bradwinner Mum
Pre-reading Thought
You will find something more in woods than in books. Trees and stones will teach you that which you can never learn from masters.
——Saint Bernard
Lead-in Questions
1.There is a proverb saying that a knowledgeable man without social practice is a honeybee never making honey. Do you think that social practice is as important as school education?
③wish + subjunctive clause (虚拟语气的从句)
e.g. I wish I didn't have to go to work today.
I wish that I could afford a new car.
He wished Emily were with him.
—Where on earth have they gone?
2.What do you expect from your years of college education?Knowledge,friendship, independence, character or ability? Why?
Language Points
I wish I had learned this earlier in my college career. (Para. 1)
②(just) as you wish (=used in formal situations to tell someone you will
do what they want)
e.g. —I'd like it to be ready by six.
— Just as you wish, sir.
—I wish I knew!
④wish somebody something
e.g. We wish you a Merry Christmas and a Happy New Year!
We wish them every happiness in their new home.
He shook my hand and wished me luck.
Teaching
Methods
1.interactive communication
2.explanation
3 presentation
4. group discussion
Typeoflesson
Public lesson
Teaching Aids
Blackboard
Multiple media
wished for.
⑨I wish!
e.g. —I think he really likes you.
—I wish!
⑩you wish!
—I'm going to be famous one day.