新视野大学英语(第三版)读写教程第三册教案

Unit One—Section A Never, Never give up
Teaching Procedures:
Pre-reading Activities
Step 1. Greetings
Greet the whole class warmly.
Step 2. Lead-in and preparation for reading
Quotes:
Genius is 1% inspiration, 99% perspiration. Accordingly, a “genius”is often merely a talented 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 background
Public schools in the UK & US
1.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 reading
Ask 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 –2
By 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 –7
Through 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. 8
By 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.
Structure of the text
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 Activities
Students 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 Students’ ability of understanding and using foreign language.
Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.
Practical phrases
1.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。

Those who have a life compass in their mind will never deviate from the correct course.
2.preclude sb. from doing …阻止某人做……
有志者事竟成。

Nothing can preclude a willing heart from achieving success.
3.triumph over …战胜……
中国人民只要万众一心，必将战胜任何困难，从而立足于世界之巅。

As long as the Chinese people work with one heart and one mind, they will triumph over any difficulties and stand on top of the world.
4.in (the) pursuit of …追求……
一个国家在追求经济发展的同时，应当对环境保护给予足够重视。

While in pursuit of economic growth, a nation should give due emphasis to the protection of the environment.
5.work one’s way to/through/into…通过奋斗逐步达到
通过激烈的竞争进入大学的同学们应当将大学教育作为人生奋斗的新起点而非终点。

Students who have fiercely worked their way into universities should take college education as a new starting point rather than the finishing line of their life endeavor.
6.give up on …放弃……
在地震过后的搜救工作中，解放军战士不放弃任何生命迹象。

In the search and rescue work after the earthquake, the PLA soldiers didn’t give up on any life signs.
7. focus on …专注于……
大学生应将主要精力专注于学习而不是各种令其分心的事物。

College students should focus most of their energy on studies rather than on various distractions.
Step 5: Typical patterns:
Purpose: Further understand the text （Train further reading ability）to find out
some difficult sentences and details of the text.
Method: Read the text together; Use task -based language teaching method, reading approach, communicative approach, grammar -translation approach and total physical response method.
Functional patterns
1. Personal history, educational opportunity, individual dilemmas — none of these can inhibit a strong spirit committed to success.个人经历、教育机会、个人困境，这些都不能阻挡一个全力
Money, fame, social status — none of these should
be regarded as the only standard for the
judgment of one ’s success.
2. They attained success, not because it was easy, but because they had the will to overcome profound obstacles and to work diligently in the pursuit of their goals. 他们取得了成功，并不是 I choose to be honest and kind, not because I am stupid, but because I firmly believe that great virtue holds the world.
3. It ’s not how many times you fall down that matters. It ’s how many times you get back up that makes success!”你摔倒了多少次并不要紧；你能多少次重新站起来对成功才至关重要！ 要获得成功，你现在的位置不重要，重要的是你前进的方向。

It ’s not where your current position is that matters. It ’s where you are heading for that leads you to success.
Language appreciation
a. Young men, never give up. Never give up! Never give up! Never, never, never, never! (Para.2, L6)
年轻人，要永不放弃。

永不放弃！永不放弃！永不，永不，永不，永不！
b. No task is too hard. No amount of preparation is too long or too difficult. (Para.3, L2) 任务再苦，准备再长，难度再大，都不能放弃自己的追求。

c. Yet his strong will was the spur that pushed him forward, strengthening his optimism, dedication and determination. (Para.4, L6)
然而，坚强的意志鞭策着他，推动他前进，使他更加乐观、投入、坚毅。

d. Only those who “keep their eyes on the prize ”, those who uphold a committed and focused will
and spirit, will find their endeavors successful. (Para.5, L1)
只有那些“执着地追求成功”的人，那些保持始终如一的精神意志的人，才会通过自身的努力，获得成功。

e. It’s not how many times you fall down that matters. It’s how many times you get back up that makes success! (Para.7, L5)
你摔倒了多少次并不要紧；你能多少次重新站起来对成功才至关重要！
f.With hard work, determination, dedication and preparation, you can transcend any handicap, accomplish any feat, and achieve success! (Para.8, L4)
只要刻苦努力，意志坚决，专心投入，准备充分，你就能跨越一切障碍，达成所有壮举，取得成功！
Step 6. Consolidation
Retell the passage according to the topic sentences.
Purpose: To know if the students understand the whole text. At the same time, To show the text structure on the screen, so that they can retell it easily.
Method:Read the text structure together; Use task-based language teaching method, reading approach, communicative approach and total physical response method.
Summary of the text
Never, ever give up!
When invited to address the patriotic young boys at his old school, Harrow, Britain’s great Prime Minister, Sir Winston Churchill gave this short, clear-cut speech: “Young men, never give up. Never give up! Never give up! Never, never, never, never!”
Personal history, educational opportunity, individual dilemmas –none of these can inhibit a strong spirit committed to success. Take Albert Einstein, Thomas Edison and Abraham Lincoln as an example. Despite the immense obstacles and extreme criticism, their strong will, optimism, dedication and determination enabled them to triumph over the overwhelming failures and profound difficulties in their lives.
Many artists, statesmen, writers and inventors achieved prosperity because they possessed a committed and focused will to keep preparing and working and a passion to succeed.
Many people simply say that they want something, but they do not expend the substantial effort required to achieve it. Many people let the threat of failure stop them from trying with all of their heart.
The secret of success is based upon a burning inward desire that fuels the determination to act, to keep preparing, to keep going even when we are tired and fail. Focus on becoming more knowledgeable. Focus on gradual, consistent progress. Maintain the strong will to keep going. With hard work, determination, dedication and preparation, you can transcend any handicap, accomplish any feat, and achieve success!
Step 7. Discussion
Critical thinking
Theme exploration
1. How do you understand the remark “It’s not how many times you fall down that matters. It’s how many times you get back up that makes success!”?
2. Do you agree that there are times when it’s simply better to give up?
3. How can we avoid wasting time and energy in achieving success?
Step 8 Translation Practice
(student-centered; interaction between teacher and students)
1. Exercise:
Page 16
2. Goup Work:
ask students to do the work by groups
3.Presentation:
Invite several group representatives to do a presentation of translation
Step 9 Reading Skills Study
(teacher-centered; interaction between teacher and students)
1. Denotation
Denotation is the literal meaning of a word, the one we find in a dictionary.
2. Connotation
Connotation, on the other hand, is the implied meaning of a word, the one a word suggests to us, or what it makes us feel or think. Connotation contains the emotional implications and associations that a word may carry.
Step 10. Assignments
Review the key points of Section A;
Finish the exercises after class;
Finish online homework;
Preview Section B.
Writing Topic: Biological clocks
You can follow the outline given below.
Introduction:
Thesis statement: Even though it is not easy to explain why, scientists believe living things must have built-in biological clocks that can be reset.
Body:
1 Topic sentence: To start with, various 24-hour rhythms observed in people’s biological clocks can be adjusted.
Example: A traveler flying from New York to London can adjust his normal rhythms to London time.
2 Topic sentence: The same kind of resetting also takes place in the biological clocks of animals and plants.
Example 1: The clock of an animal or plant can be set to the laboratory-produced hours of light and dark.
Example 2: Mussels can adjust to the tides of the new beach after being moved from the old one. Conclusion:
Biological clocks, in a way, serve as automatic internal “watches”for all living things.
Unit 2—Section A Swimming Through Fear
Teaching Procedures:
Pre-reading Activities
Step 1. Greetings
Greet the whole class warmly.
Step 2. Lead-in and preparation for reading
Quotes:
You gain strength, courage and confidence by every experience in which you really stop to look fear in the face. You are able to say to yourself, “I lived through this horror. I can take the next thing that comes along.”
—Eleanor Roosevelt
Don’t fear failure so much that you refuse to try new things. The saddest summary of a life contains three descriptions: could have, might have, and should have.
—Louis E. Boone Let them talk to each other about the following questions:
1. Look at the following pictures, what are these people afraid of?
2. Did you have a fear of something before? If so, how did you overcome it?
Listen to a story about Jack’s fear and decide whether the following statements are T (true) or F (false).
1. When Jack gets into bed, he thinks there’s somebody hiding under the bed.
2. As Jack lies under the bed, there must be somebody sleeping on top of it.
3. The doctor asks Jack to see him three times a week for two years to cure his fears.
4. The doctor charges Jack $200 a visit.
5. Jack is willing to pay the amount the doctor charges.
Cultural background
Questions Previewing
1. Have you ever heard about Mediterranean Sea? What do you know about it?
•an intercontinental sea;
•stretches from the Atlantic Ocean;
•surrounded by the Mediterranean region;
•enclosed by land: on the north by Europe, on the south by Africa, and on the east by Asia;•pleasant climate, beautiful coastline, rich history and diverse culture.
2. Do you know what is “rip current”? How to escape from rip current?
Rip Current:
a narrow, powerful current of water running perpendicular to the beach, out into the ocean
How to escape from rip current:
•swim sideways, parallel to the beach;
•get you out of the narrow outward current;
•wait until the current carries you past the sandbar.
Step 3. Fast reading
Ask 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- 3)
On a tour of France, I saw the Mediterranean Sea, but the rip currents scared me. And it reminded me that I developed a fear of water due to the experience of last summer and since then, the fear wouldn’t recede.
Part II —Paras. 4-17
When I saw a boy drowning amid the waves, I was in a mental and emotional struggle whether I should save him because I was extremely terrified of water. After my fierce struggle, I made the single big decision: to threw myself into the water. I finally reached the boy and had him under control; but when I swam back toward shore, the rip current was forcibly dragging us out to sea. I tried to remember how to escape from a rip current, and with that, I slowly made my way to safety, thus conquering my inner fear of water as well.
Part III —(Paras. 18-19)
I was relaxed and happy in a moment of triumph and salvation.
Structure of the text
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 Activities
Students 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 Students’ ability of understanding and using foreign language.
Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.
Practical phrases
1. deem sth. important 认为……重要
别人认为重要的，并不能作为你确定目标的根据。

只有你自己才知道，什么东西对你最重要。

Don’t set your goals by what other people deem important. Only you know what is important to you.
2. pop up 突然出现；冒出来
这几年中国的亿万富豪频繁出现在《福布斯》杂志排行榜上。

For years, Chinese billionaires began to pop up most frequently in Forbes magazine.
3. be paralyzed with 使丧失思考能力，使呆若木鸡
大多数人都害怕公共演说。

一想到要独自站在一大群听众面前讲话就会吓得不知所措。

Most people fear public speaking. They are always paralyzed with the thought of standing alone in front of and speaking to a large audience.
4. plow through sth. 艰难费力的通过
为了收集论文资料，我只好啃了几十本经济学的旧书。

In order to gather material for my thesis, I had to plow through dozens of old books on economics.
5. throw oneself into / at / on / down 突然猛力地冲进/扑向/跳到/扑倒等
小男孩一见到自己的母亲，马上扑进了她的怀抱。

Seeing his mother, the boy threw himself into her arms.
6. make one’s way 行进（尤指艰难地，或需要很长时间时）
他没有努力上进的决心。

He doesn’t have the determination to make his way in the world.
Step 5: Typical patterns:
Purpose: Further understand the text （Train further reading ability）to find out some difficult sentences and details of the text.
Method:Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.
Functional patterns
Nothing in the world can bother you as much as your own mind.
2. And, as we made our way to safety I realized something incredible: I was no longer afraid. (Para. 16, L1)
后来我们到达安全水域时，我觉得有些不可思议：我不再怕水了。

当我们对智能技术上瘾后，令人深思的是：面对面交流已不复存在，朋友之间已成陌路。

As we get addicted to the smart technologies, we realized something thought-provoking: we no longer have the face-to-face communication and become strangers to our friends.
3. I looked out to the sea. Weary as I was, the water had never looked so beautiful. (Para. 19, L4)虽已疲惫不堪，但放眼大海，我感觉海水比任何时候看起来都更美。

虽然她长相平平，但现在她比以往任何时候看起来都要更优雅、更美丽。

Plain-looking as she was, she had never looked so graceful and beautiful.
Language appreciation
a. I glimpsed something moving up and down amid the waves, past the end of the jetty. I gasped, realizing the catastrophe with horror. That’s a little boy out there! (Para. 7, L1)
我瞥见防波堤尽头的海浪中有个东西在上下浮动。

我惊恐地意识到大事不妙，倒吸了一口凉气，那居然是个小男孩！
b. As soon as I jumped in, I felt like I was back in that pool, breathless, struggling, terrified. (Para. 12, L4)
一跳进水里，我感觉仿佛又回到了当年的那个游泳池，我喘不过气，拼命挣扎，惊恐万分。

c. On the brink of collapse, I stopped fighting, just letting myself go. My hand hit the jetty. It was like an electric shock that brought me back to my senses. (Para. 18, L1)
我全身都快虚脱了，我不再划水，就这样放松自己顺水而漂。

我的手碰上了防波堤，仿佛触电一般，我重新恢复了神志。

d. I felt strong arms lift m
e. I ascended not only from the sea onto the secure rocks of the jetty —but also to my salvation, leaving behind the terrible fear that had gripped me for so long. (Para. 19, L1)
我感觉到强壮有力的手臂将我托起。

我不仅从海里爬上防波堤的磐石，而且完成了自我拯救，摆脱了困扰已久的恐惧。

Step 6. Consolidation
Retell the passage according to the topic sentences.
Purpose: To know if the students understand the whole text. At the same time, To show the text structure on the screen, so that they can retell it easily.
Method:Read the text structure together; Use task-based language teaching method, reading approach, communicative approach and total physical response method.
Summary of the text
Swimming through fear
On a tour of France, I saw the Mediterranean Sea, but the rip currents scared me. And it reminded me that I developed a fear of water due to the experience of last summer and since then, the fear wouldn’t recede.
When I saw a boy drowning amid the waves, I was in a mental and emotional struggle whether I should save him because I was extremely terrified of water. After my fierce struggle, I made the single big decision: to threw myself into the water. I finally reached the boy and had him under control; but when I swam back toward shore, the rip current was forcibly dragging us out to sea.
I tried to remember how to escape from a rip current, and with that, I slowly made my way to safety, thus conquering my inner fear of water as well. I was conquering and happy in a moment of triumph and salvation.
Step 7. Discussion
Critical thinking
Theme exploration
1. Why do people have inner fear of something such as spiders, snakes, water, heights, flying in airplanes, death, etc.?
2.What are your suggestions to a young man who gives up at the last minute when he is going to ask a girl on a date?
3. Does psychological fear produce any positive aspects in people’s life? If yes, what are they?
Step 8. Translation Practice
(student-centered; interaction between teacher and students)
1. Exercise:
Page46
2. Goup Work:
ask students to do the work by groups
3.Presentation:
Invite several group representatives to do a presentation of translation.
Step 9. Skim reading section B
Group Work
Ask students to read this text by themselves and answer the following questions by group work:
1.What does “knowing grins” imply? (Page 48)
2.What does the news provided by the pilot imply? (Page 48)
3.What does the last sentence “The mother’s gaze held the child so fixed and
intent…”imply? (Page 49)
4.What implication can you draw from this paragraph? (Page 50)
Step 10. Assignments
Review the key points of Section A;
Finish the exercises after class;
Finish online homework;
Preview Section B.
Writing Topic: Slow down
You can follow the outline given below.
Introduction: Thesis statement: We shouldn’t go through life so fast that we have little time to care for other people.
Exposition:
Setting: A young and successful executive was traveling down a neighborhood street, going a bit too fast in his new Jaguar (捷豹).
Conflict: A brick smashed into the car’s side door, and the angry executive grabbed a kid for smashing his car.
Development:
Rising action: The boy explained that he just needed his help because his brother fell out of the wheelchair, and he couldn’t lift him up by himself.
Climax: Moved beyond words, the driver tried to swallow the rapidly swelling lump in his throat. Falling action: The young man hurriedly helped lift the handicapped boy back into the wheelchair, then took out his fancy handkerchief and gently cleaned the boy’s fresh scrapes and cuts. Conclusion:
Resolution: The driver never bothered to repair the damaged side door and used it as a reminder of what he had learned from this experience.
Unit 3—Section A Audrey Hepburn - A true angel in this world
Teaching Procedures:
Pre -reading Activities
Step 1. Greetings
Greet the whole class warmly.
Step 2. Lead -in and preparation for reading
Quotes:
Go confidently in the direction of your dreams. Live the life you ’ve imagined.
— Henry David Thoreau
Don ’t judge each day by the harvest you reap, but by the seeds you plant.
— Robert Louis Stevenson
Let them talk to each other about the following questions: 1. Match the names of the people with the movies directed or starred by them.
2.Who was Audrey Hepburn?
3. Can you name some of the famous movies starred by Audrey?
4. How did Audrey Hepburn influence the world?
Watch and talk
Watch the video about Audrey Hepburn, take down the key points and then make a presentation
about her life story.
1929-1944 a ballet dancer c:\iknow\docshare\data\cur_work\bodylanguage.3gp
1948-1951 a young actress
1952-1953 a successful actress
1954-1989 a mature actress
1988-1993 a great humanitarian
Cultural background: UNICEF
Questions Previewing
1. How did UNICEF come into being?
UNICEF (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.
2. What is UNICEF ’s major task?
UNICEF provides long -term humanitarian and developmental assistance to children and mothers
in developing countries. UNICEF ’s programs emphasize developing community level services to
1 Audrey Hepburn (奥黛丽·赫本)
2 Charlie Chaplin (查理·卓别林)
3 Zhang Ziyi
4 Zhang Yimou
5 Steven Spielberg (史蒂文·斯皮尔伯格) A. Jurassic Park (《侏罗纪公园》) B. Raise the Red Lantern (《大红灯笼高高挂》) C. Roman Holiday (《罗马假日》) D. The Great Dictator (《大独裁者》) E. Crouching Tiger, Hidden Dragon(《卧虎藏龙》)
promote the health and well-being of children.
3. What is the role of UNICEF Ambassador of Goodwill?
The role of Goodwill Ambassador allows celebrities with a demonstrated interest in UNICEF issues to use their fame to draw attention to important issues and create public awareness.
Step 3. Fast reading
Ask 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. 1-2)
Audrey Hepburn was successful in the film domain, but she most preferred playing the roles of a mother and a UNICEF Goodwill Ambassador.
Part II —(Paras. 3- 14)
This part tells of the life story of Audrey Hepburn. She transcended the challenges in her earlier life and became an internationally famous actress. But she remained a generous, simple and compassionate woman and devoted her later years to humanitarian work as a Goodwill Ambassador for UNICEF. Though she died of cancer, her passion for service was enduring.
Part III —(Para. 15)
From Audrey’s words, we can see the majesty of her spirit of social responsibility and dedication. Structure of the text
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 Activities
Students 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 Students’ ability of understanding and using foreign language.
Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.
Practical phrases
1. be afflicted by 受…痛苦；受…折磨
由于遭受无休止战争的折磨，人们生活在极度贫困之中。

Afflicted by the endless war, people live in extreme poverty.
2. transform sb./sth. from…to…把某人/物从…转变成….
军训使他们从普通地方青年转变成合格的军校学员。

The military training transformed them from ordinary civilian youths to qualified cadets.
3. embark on/upon 开始，着手
带着巨大的决心与勇气，他开始了独自横渡太平洋的航行。

With tremendous determination and courage, he embarked on a solo voyage across the Pacific Ocean.
4. deprive sb. of sth. 剥夺某人某物
由于贫困，许多偏远地区的儿童被剥夺了受教育的权利。

Because of poverty, many children in remote areas are deprived of their right to education.
5. be drowned in 埋头于；沉溺于
这个孩子沉浸在侦探小说引人入胜的情节里，废寝忘食。

Drowned in the appealing plots of the detective story, the child neglected his meals and sleep.
6. share in 分享；分担；参与
所有人，不管是男性还是女性，年老还是年轻，富有还是贫穷，都应参与到构建和谐社会的
共同任务中。

All people, whether they are male or female, old or young, rich or poor, should share in the
common task of creating a harmonious society.
7. lead by example 以身作则
好老师会以身作则而不只是口头上告诉学生该做什么。

Good teachers lead by example rather than only tell the students what to do.
8. be stricken by 遭受…不幸
2015年4月25日，尼泊尔遭受了8.1级大地震的袭击。

Nepal was stricken by a massive earthquake with a magnitude of 8.1 on April 25, 2015.
Step 5: Typical patterns:
Purpose: Further understand the text （Train further reading ability ） to find out
some difficult sentences and details of the text.
Method: Read the text together; Use task -based language teaching method,
reading approach, communicative approach, grammar -translation approach and total
physical response method.
Functional patterns
3. Despite her success in the film domain, the roles she most preferred portraying were not in
尽管在电影界获得成功，但她最愿意塑造的角色却并不在影片中。

尽管他在商界很成功，但他最想追求的目标是成为美声歌唱家。

Despite his success in business field, the goal he most prefers pursuing is to become a bel canto
singer.
2. As a young girl during the Nazi occupation of her native Holland, Audrey Hepburn was aware
of the brutality, death, and destruction of war. (Para. 3, L1)作为一名在纳粹占领下的祖国荷兰生
活的小女孩，奥黛丽·赫本清楚战争所带来的野蛮、死亡和破坏。

作为临床经验丰富的医生，他很清楚病人的最佳治疗方案。

As a doctor with rich clinical experience, he is aware of the best treatment for the patient.
3. The little girl who would become the world ’s most magical actress began as an anonymous
refugee confronting life ’s horrors and fragility firsthand. (Para. 4, L1)这个日后将成为世界上最
具魅力女星的小女孩刚开始只是一个无名难民，直面生命中的恐惧和脆弱。

这个日后将成为世界知名亿万富翁的年轻人刚开始只是一个没有固定收入的小商贩。

The young man who would become the world famous billionaire began as a peddler without stable income.
Language appreciation
a. She suffered through two divorces and from her memories of the war. Yet, Audrey never let her sadness overcome her or jeopardize her hope for a brighter future. (Para.6, L10)
她经历了两次离婚，并忍受着战争记忆带给她的悲伤，然而，奥黛丽从不让这些悲伤支配自己，或者影响自己对美好未来的向往。

b. From Bangladesh, …to Somalia, Audrey Hepburn traveled representing UNICEF, making over 50 emotionally draining and physically dangerous missions into bleak destinations to raise world awareness of wars and droughts. (Para.10, L5)
从孟加拉国……到索马里，奥黛丽·赫本代表联合国儿童基金会四处奔走，承担了五十多项劳心劳力、危及生命安全的任务，深入到荒凉之地，唤起世界人民对战争和旱灾的关注。

c. Audrey felt it was wicked that billions of children were deprived of simple joys and drowned in overwhelming misery. (Para.11, L1)
奥黛丽觉得，太多的儿童被剥夺了简单的快乐而陷入无边的痛苦之中，这是一种罪恶。

d. Even as her life ended at 63 years of age, she remained a gracious woman who perpetually signified simplicity, charity, charm and kindness.(Para.14, L1)
即使在她63岁生命终止的时候，她仍然充满着关爱，永远象征着纯朴、仁爱、魅力和善良。

e. “For beautiful eyes, look for the good in others; for beautiful lips, speak only words of kindness; and for poise, walk with the knowledge that you are never alone.”(Para.15, L4)
“要想有美丽双眸，就要善于发现他人优点；要想双唇动人，只说和善之辞；要想镇定自信，谨记自己始终与大家同行。

”
Step 6. Consolidation
Retell the passage according to the topic sentences.
Purpose: To know if the students understand the whole text. At the same time, To show the text structure on the screen, so that they can retell it easily.
Method:Read the text structure together; Use task-based language teaching method, reading approach, communicative approach and total physical response method.
Summary of the text
Audrey Hepburn, as an actress, thrilled audiences with her wonderful acting in many popular films. Despite her success in the film domain, she preferred playing the roles of an exemplary mother and a UNICEF Goodwill Ambassador.
Audrey Hepburn suffered as a young girl in the war. Afflicted by the desperate reality of her life, she refused to give up and transcended those challenges.。