教学参考书教学参考书视野大学英语第一册教案
课程名称: 大学英语读写课
授课对象: 一年级全校公共课学生
授课教师:
职 称:
教材版本: 《新视野大学英语·读写教程》第一册
参考资料: 教学光盘,教学参考书(外语教学与研究出版社)
教学方法: 计算机辅助多媒体教学手段授课.(大班上课,小班辅导,上机自主学习)交际法与翻译法.
教学周次: 4x18
教学手段: 多媒体教室,电子备课材料(移动硬盘),教材
教学目标及要求:
掌握每一单元的Section A中心思想,了解篇章结构,写作特点,文化背景知识. 掌握并背诵每一单元的Section A的核心词汇和短语,核心句型.并能举一反三,熟练运用.写出较通顺的短文.
3.自学Section B 和Section C 的内容.
4. 课后自己做《新视野大学英语·综合练习》第一册
新视野大学英语教案
Unit One
教学内容:(Content of the Course)
Section A Learning a foreign Language
Section B Keys to Successful Online Learning
Section C Teaching Children at Home
二,教学对象:(Audience)
三,教学时间:(Teaching Span)
6----7学时
四,教学目的:(Teaching Aims)
1.Appreciate the text to know the author's experience of learning a foreign language
2. Learn to use some important words, expressions and sentence patterns
3. Practice listening, speaking, reading and writing
4. Learn some translation skills
五,教学任务及步骤:(Instructing Objective &.Teaching Procedures)
Step One (Pre-reading Activities)(导入)
文章主题(Themes)10 minutes
课文 A 作者介绍了自己在外语学习中的亲身经历.中学阶段,由于教师教法的不同,作者对英语的喜好也迥异.老师慈祥耐心,作者学习英语的劲头足,成绩好,老师过分严厉,作者就失去对英语的兴趣.大学阶段,作者参加了远程英语课程,因为没有了畏惧,虽学习艰苦,却也乐在其中.学习外语是作者进入了一个全新的世界.
课文B 讨论的是虚拟课堂在教学领域中起着重要的作用.
课文C 由于家长对学校教学方法不满意,许多孩子在家里由父母对其实施教育. Step Two While-reading Activities
Language Points (语言知识) 140 minutes
1.核心单词及短语(Key words &.Expressions)
positive, frustrate, intimidate, access, commitment, communicate, participate, discipline,minimum, embarrass, reap, insight, favorite, benefit, be well worth sth/doing sth, feel like sth/doing sth, far from, get access to, come across, trade…for, participate in
2. 重点语法及结构 (Key grammar and Strctures)
a. not only…but also的倒装结构
b.分词作状语
c. in addition
d. now that 既然...因为
3.难句精析(Sentence interpretation ) 50 minutes
a. Learning a foreign language was one of the most difficult yet most rewarding experiences of my life.
b. Although at home, learning a language was frustrating, it was well worth the effort.
c. I was at the top of my class for two years.
d. It didn't take me long to lose my eagerness to answer questions.
e. I soon get access to the necessary equipment, learned the technology from a friend and participate in the virtual classroom 5 to 7 days a week. Step Three Post -reading Activities 100 minutes
1. 阅读技能 ( Reading skill)
2.找出段落中的隐意 (Reading between the lines)
3.语言技能训练 (Language practice)
《读写教程》练习;学唱"音乐之声"的英文歌DO-Rai-Mi
4.写作技能训练 (Writing practice)
因果关系;对比法.
5.探讨设计 (Discussion)
Topic:
Doing Sth.—My Most Rewarding Experience(理由陈述)
作业:(Assignments)
《读写教程》
Review and preview
Read aloud
Pages 7----12 ( Homework work)
《综合训练》
Unit one
新视野大学英语教案
Unit Two(Book One)
Section A. A Busy Weekday Morning
教学内容(Content of the Course)
Section A. A Busy Weekday Morning(精讲)
Section B. Parent Talk(略讲)
Section C. Teenage Talk (泛读)
教学对象(Audience)
(三)教学时间(Teaching Span)
6---7学时
(四)教学目的 (Teaching Aims)
1.Appreciate the text to know sth. about what happened between the girl Sandy and her father and mother one morning, that's generation-gap.
2. Learn to use some important words, expressions and sentence patterns.
3. Practice listening, speaking, reading and writing.
4. Learn some translation skills
(五)教学任务及步骤 (Instruction Objectives &. Teaching Procedures)
Step One Pre-reading Activities(导入)
文章主题(Themes) 10 minutes
The author presents what Sandy did on a weekday morning and what her father and mother acted about her acts. Sandy was a young girl of fifteen. The writer described the conflicts between Sandy and parents. They were in different generation, so they had different viewpoints about life, about dressing and makeup, about music, etc. There was a generation-gap between Sandy and her parents.
Step Two While-reading Activities
Language Points ( 语言知识) 140 minutes
重点单词及短语 ( Key words &. Expressions)
click blast forth along with reach for disgust burst into over and over as well as as usual that much bolt out offensive disturb bug
重点语法及结构( Key Grammar and Structures)
"as"连接两个句子的用法
While+ -ing structure
Sentence Interpretation (难句精析) 50 minutes
Sandy sang alon ......
教案2
北京师范大学外语系
英语教育与研究专业
硕士研究生教学实习
教案展
作者姓名：
张立新
Zhang Lixin
教案：
Lesson Plan
Objectives:
1. To increase the awareness and understanding of gender issues in teaching and education.
2. provide the tools for gender analysis and provide undergraduate, postgraduate, and continuing students with the tools fror gender analysis and positive gender interventions in their own classrooms..
Time: Five hours.
Level: Medium
Aids: Blackboard, tapes, recorder, color paper
Procedures:
Morning session (9:00--1130am)
1. Getting to Know Each Other (5 to 10 minutes) Facilitators introduce themselves, and explain that English should be used during the workshop when speaking to the group.
2. Warm up exercise: Word Association (30 minutes) Purpose: To realize that better choices are made when you understand that stereotypes are made, not born. Hold hand in a large circle. Say one word in response to the facilitator’s word. Two participants will write these words on the board. Words are spring, Man, and Women. Return to seats. One facilitator will lead discussion on which differences on the board are born and which are socially defined. Words will be circled in colored chalk to show differences.
3. Short Break (5 minutes)
4. Introductions (40 minutes) Participants and Facilitators pair up and talk for 6 minutes. Then introduce your partner to group, by telling their name and who they are. Then report to group one special experience of your partner of being a woman, as if it were your own experience. After first pair reports, facilitator will sum up the benefits of this activity which are learning active listening and getting yourself heard. Did the reporter correctly repeat your story?
5. For or Against (60 minutes) Facilitators beforehand draw four pictures of faces: *Happy, *Semi-happy, *Neutral, and *Sad. Pictures are taped up in the room. Suggested controversial statements are introduced and ask every participant to choose sides on each of them - either for or against. Participants can be asked to add their own statements to the following list:: Should a
woman enter a beauty contest? If a woman becomes pregnant who is not married, she should have an abortion. Prostitutes are bad women. Women should be beautiful. Everyone should marry . Sex before marriage is a sin. Feminist are women who hate men. Women are better at taking care of children, and should take most of the responsibility for them. Women who have a career are more successful than women. Women who have a career are more successful than women who stay at home as housekeepers. Women have the same needs and desires as men. Every person in the room stands by the picture that represents how they feel about the situation. The group stays by each picture, discusses why they feel that way, and chooses one person to report to the larger group. This is repeated for several topics.
Facilitator explains afternoon activities
6. Lunch Break (11:30 To 1:00 )
Afternoon Session (1:00 to 3:00)
7 Group Energizer Activity (5 minutes)
8. Role-Play with Idioms (60 minutes) Purpose to build a team feeling, practice body language and become more aware of the forces of socialization in stereotyping gender. A Participants work in group of four or five. Each group chooses an idiom which describes the relationship between men and (or) women, and act it out without speaking. Use body language. Others try to guess the idiom. B. Follow up discussion in small group. What kinds of relationships are expressed in the idioms? What do they imply? What kind of influence do they have on you?
9. Short Break (5 minutes)
10. "Different World" (40 minutes)
A. Facilitator explains that in the present world there are things we do not like, like discrimination against women. Facilitator leads a mental exercise to a “Different World”, where women are more important. News coverage reports on important women politicians, scientist and business. After women have a child, they return to work, leaving the husband home to care for the baby. Men are weak and are easily hurt, and need the protection of women. Men dress themselves up to please women.
B. The group opens their eyes, and return to the present world . Discuss impressions of the “Different World” and talk about what they like and do not like.
C. Facilitator writes their ideas on the blackboard and sums up them up by talking about the inequality in this world, and elaborates on the fact that women know how men would feel if men were subordinate. Participants exchange personal feelings.
D. Divide into groups. Each writes down components of an ideal world. One person from each group reads to the larger group. Facilitator writes them on board, group then as possible or practical and gets comments from group. No definite conclusion needs to be reached. Just in to create thought on the subject.
11. Evaluation forms are passed out, filled out, and collected.
教案相关材料：
教案评论：
Reflection on classroom management and students" performance
By Wang Hui
Edited by Anriana Gaetano
The workshop opened with discussion about the difference between the concepts of gender and sex. Participants were asked to list words that they associated with “man” and “woman.” Participants all tended to use active words like ”powerful”, “courageous” and “energetic” to describe” man” and such passive terms as “weak” and “dependent” to describe “woman.” But, when workshop organizer Zhang Lixin from the Foreign Languages Department at BNU asked whether these associations were the result of the social environment or were natural, biological traits, participants’ views were varied, and discussion was quite heated. Zhang Lixin’s provocative question manifested the aim of the activity, which was to arouse the participants’ awareness of the manifold ways that ideology and social structures may shape our notions of gender. Chen Wenhui, a middle school teacher from Henan province, expressed her wonder at the workshop: “I never before gave thought to these differences until today’s activities.”
Next, participants shared personal stories about experiences that had shaped their sense of being a woman. Wanda Wong, an American-Chinese feminist, narrated her painful childhood experience of racism, which stimulated her desire for independence and self-defense. Tian Di, a postgraduate student at BNU, related her difficulties in seeking employment, where she encountered sex discrimination. Liang Yan, an undergraduate at BNU, gave an account of how society stifled her dynamic personality and forced her to become a timid, diffident and self-conscious woman. Participants’ stories heightened mutual understanding of different women 's experiences and an appreciation of the struggle for independence and respect for all.
Additionally, the workshop addressed controversial issues such as sex, marriage, and feminism. Such questions as “Are feminists women who hate men?" evoked enthusiastic discussions on the essence of feminism as well as the history of its development. Li Ying, an undergraduate in BNU, summarized: "Those who strive to achieve equality between the two sexes in every realm merit the title of feminists. Feminists never oppose men themselves but challenge their privilege and domination."
Another activity, initiated by Joan Matlock, a foreign teacher at BNU, had participants imagine a different world, one where women play dominant roles in political, economic and other fields and men are subordinate. But drawing from their own knowledge of suffering from a subordinate status in society, participants reacted strongly against the same fate befalling the opposite sex. In rejecting the model different world, the participants realized the goals of feminist struggle, which is achieving equality with men rather than superiority over them. The workshop ended in a promising and positive atmosphere, and later workshops addressed just what a better, different world should look like and how to achieve it..
Evaluation:
Which is the most useful part of the activity?
·I think the most useful activity for me is "for or against". You can share your opinions within
your group and also from group to group.
·"For or against" activity provides opportunities for everyone to exchange ideas. The discussion about the four statements. Listening to the lecture.
·This activity makes me realize the importance of self-confidence, improves my spoken and listening abilities.
·From this activity, I know more about women's issues and different attitudes to women's present problems.
Which methods do you like best?
·The discussions.
·Activities of all kinds, physically and mentally.
·Games and energizers.
·Free talk, change ideas.
·For or against.
·Make a choice and discussion in groups.
How do you feel about the atmosphere?
·Very friendly. I feel relaxed and free to talk.
·Good. This kind of activity make me speak a lot in front of other people.
·The movement is active. It makes me think back something deep in my heart and in my brain. ·The atmosphere is very hot, active. I can participate very easily. It enhanced my confidence. My oral ability is also improved.
·Everyone is so enthusiastic. Active. But I need more opportunities.
·Very active, very heated. I become active as soon as I step into the workshop.
·The atmosphere is all right. It makes me more active. And I have more chance to share my opinions with others.
·Just so so. But it do express me deeply.
·Friendly. I feel easy to talk.
·The atmosphere is heated and friendly. It makes me realize deeply the important role that women play in the society.
How can you use what you learned?
·I will try my hard to make more people, male or female, awake from the numbness of all kinds of discriminations and work for a better society.
·Maybe I can change my ideas first, then develop my husband into a better one.
·I can tell my friends, my neighbors what we have talked in this activity. The idea may influence them greatly.
·I can analysis problems both from men's and women's view.
·I can use some of the ideas to persuade other people when they look down upon women and when they only get men to be employed in some jobs.
·It will give me more courage to speak freely about gender and sex discrimination with everyone I meet after this session.
·When I go back to my hometown, I will gather some people to talk about this kind of things. ·When I talk, I can speak more fluently then before, I also can use some knowledge to express
my idea. I feel very confident.
作者相关资料：
Information about the writer:
The project, “Education about Gender in China” is a series of workshops and seminars targeting Chinese college students, especially girls, that aims to educate them about gender issues in education that has relevance to their own lives as students and their futures as educators.
This project is organized by myself and sponsored by the Foreign Languages Department at Beijing Normal University. I have organized similar projects for four consecutive years;
The participants will be greatly pleased if anyone with similar interests and aspirations would like to enroll in any of the sessions of "education about gender in China". For more information, please call 63203388 page 25777 Email: zlx@https://www.doczj.com/doc/f811293809.html,
Postal Address: Xinjiekouwai BeitaipingZhuang Foreign Languages Department, Beijing Normal University. Beijing 100875
E-Mail: zlx@https://www.doczj.com/doc/f811293809.html,
姓名：张立新
通信地址：新街口外北太平庄
北京师范大学外语系
邮政编码：100875
Keys to Exercises of Uni1 of Book1 of NHCE
Section A
Vocabulary
III: 1. rewarding 2. communicate 3. access 4. embarrassing 5. positive 6. commitment 7. virtual 8. benefits 9. minimum 10. opportunity
IV: 1. up 2. into 3. from 4. with 5.to 6. up 7. of 8. in 9 for 10. with
V. GBEIH KMOFC
Sentence Structure
VI:
1. Universities in the east are better equipped, while those in the west are relatively poor.
2. Allan Clarke kept talking the price up, while Wilkinson kept knocking it down.
3. The husband spent all his money drinking, while his wife saved all hers for the money.
4. Some guests spoke pleasantly and behaved politely, while others were insulting and impolite.
5. Outwardly Sara was friendly towards all those concerned, while inwardly she was angry.
VII:
1. Not only did Mr. Smith learn the Chinese language, but he also bridge the gap between his culture and ours.
2. Not only did we learn the technology through the online course, but we also learned to communicate with friends in English.
3. Not only did we all our money, but we also came close to losing our lives.
4. Not only do the workers want a pay increase, but they also want reduce working hours.
5. Not only is the house expensive, but it is also too far away from my company. Translation
VIII:
1. Not only can students choose when and where to learn for an online course, but they can also take time to think through answers before making a reply.
2. She is excited by the idea of online learning while he considers it meaningless and useless.
3. Communicating with native English speakers is a very rewarding experience from which we can learn a lot.
4. Today, more and more people have access to the Internet through which they look for the information they need.
5. He wants her to give up working and stay home to look after the children. She feels, however, that this is too much for her.
6. Now that we have finished the course, we shall start doing more revision work.
IX:
1. 我永远都不会忘记那位老师，是他告诉我学外语是有趣的、有价值的。如果没有他，我的英语说得不会像现在这么好。
2. 没有任何其他语言能像英语那样让你感受到多姿多彩的世界文化。有了过硬的英语只是，你就可以体验奇妙的文化之旅。
3. 写作不仅仅要写老师不知的话题，而且要写自己感兴趣的东西，例如，给朋友写电子邮件。
4. 远程教学课程是授课者与学生通过计算机技术进行交流的课程。
5. 英语不但是世界上最有用的语言，也是世界上最易学、易用的语言之一。
6. 远程教学课程在时间安排上给予学生更多的自由，但与其课程相比，这些课程要求学生有更强的自律能力。
Cloze:
X: BABBC CBAAB AABAB
Text Structure Analysis
XI:
The topic of the paragraph: My learning experience in junior middle school.
The cause: I had a kind and patient teacher who often praised all of the students.
The effect:I eagerly answered all the questions I could, never worrying much about making mistakes, I was at the top of my class for two years.
Structure Writing
XII: I am proud to say that I succeed in learning a foreign language. It was a real challenge and, needless to say, it look a lot of practice. I carried a small dictionary with me everywhere I went as well as notebook in which I listed new words I came across. I also managed my time carefully so that I met the standards of the course and finished assignments on time. After years of persistence, I reaped the benefits of all my hard work. Section B
Reading Skills
I: CBDAB
Comprehension of the text
II: CABCD BCD
Vocabulary
III: 1. community 2. effective 3. unique 4. committed 5. reinforce 6. perspective 7. explicit 8. challenge 9. hindered 10. arose
IV: 1. for 2. with 3. on 4. on 5. on 6. of 7. in 8. up 9. of 10. In
Keys to Exercises of Unit 4 of Book1 of NHCE
Section A
Vocabulary
III:1contious 2 depressed 3ranges 4impressed 5 encounter 6introduction 7match 8physical 9 relaxed 10contact
IV: 1are committed to 2take seriously 3 was absorbed in 4focus on 5made up his mind 6driving me crazy 7ranging from…8at her best 9Lighten up 10 kept her eyes on
V. CMFIE BHJAK
Sentence Structure
VI:1It rained for two weeks on end, completely flooding the village.
2Not wanting to meet John at the party, she refused to attend it.
3The bus arrived one hour late, causing me to miss the beginning of the game.
4The marine sat there in the dimly lit ward, holding the old man’s hand and offering words of hope and strength.
5Realizing he was too sick to tell whether or not I was his son, guess he really needed me. VII:
1. I was so excited about going traveling I couldn’t sleep.
2. The chairman because so angry with his secretary he decided to fire him.
3. She speaks English so well you would think it was her native language.
4. He was so frightened he broke eye contact and looked out the window.
5. His presentation was so interesting everyone listened very carefully.
Translation
VIII:
1She was so absorbed in reading the book that she was not conscious of someone coming in.
2He was late for almost an hour for first meeting, leaving a bad impression on everyone. 3Consciously or unconsciously, we make up our minds about people through their eyes , faces ,bodies, and attitudes.
4Professor Zhou was committed to the cause of language teaching all his life.
5Many how-to books advise you that if you want to make a good impression, the trick is to be consistently you, at your best.
6The media sometimes sends mixed messages, but most people believe what they see over what they hear.
IX:
1. 史密斯教授关于形体语言的讲座非常重要，所有的学生都很认真地对待这次讲座。
2. 董事长意识到这不是她的错，对她笑了笑来环节气氛。
3. 她大怒，把我的杯子摔在地上，摔得粉碎。
4. 观察他的形体语言，你可以判断出他是在跟你说实话还是仅仅找个借口敷衍你。
5. 不管人们对你说些什么，集注“观其行胜于闻其言”。
6. 肢体动作是表达感情的无意识形式，能向观众传递某种信息。
Cloze:
X: CCBAC BCACC BBACA BCAAB
Text Structure Analysis
XI:
Your good qualities include: physical appearance
energy
rate of speech
pitch and tone of voice
gestures
expression through the eyes
the ability to hold the interest of others
Structure Writing
XII :Body language is important in many cases: trying to win an election, addressing a
family party, talking business at a conference, or giving a seminar at school.
Section B
Reading Skills
I: Besides speech, people use other forms to communicate.
We communicate a great deal with our body movements.
The clothes you wear also communicate many things.
Small ornaments you wear communicate many things, too.
A wealth of information form body language makes snap judgments seem sound. Comprehension of the text
II:DCCAB BAD
Vocabulary
III:1status 2sign 3resented 4promoted 5assuming 6estimate 7campaign 8judgment 9accquainted 10norms
IV: 1account for 2in part 3is content with 4feel at home 5lack of 6in relation to 7become acquainted with 8pick up 9find out 10 a wealth of
Teaching Planning & Teaching Lectures New Horizon College English IV Unit 5 1.教学目标及基本要求： Objectives: Students will be able to: 1)Grasp the main idea (that it would be ideal if we can strike a balance between the Chinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast); 2)Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast(point-by-point method or one-side-at-a-time method); 3)Master the key language points and grammatical structures in the text; 4)Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit. 2. 教学重点及难点： Important language points in the text: 3. 教学内容的深化及拓宽： Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class. 4. 教学方式及在教学中应注意的问题： A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study. 5. 教学内容及学时分配： Time allotment: 1st period: pre-reading; text organization 2nd period: while-reading (Paras 1-5) 3rd period: while-reading (Paras 6-13) 4th period: while-reading (Paras 6-13 continued, Para 14) 5th period: post-reading activities (Debate; Exercises) 6th period: Check on students’ home reading (Text B); Theme- Related Language Learning Tasks)
新视野大学英语读写教程第三册答案(全)
U n i t 1 III 1 beneath 2 disguised 3 whistles 4 restrain 5 grasp 6 longing 7 praying 8 faithful 9 pledge 10 drain IV 1 tell … on you 2 track down 3 work it out 4 picking on me 5 reckoned with 6 call on 7 on his own 8 get through 9 in disguise 10 revolves around V G O D I K L B F A N VI 1 advise 2 level 3 problems 4 necessity 5 skills 6 experience 7 solution 8 value 9 tool 10 manner VII 1 air-conditioned( 装空调的；有冷气的 ) 2 handmade （手工制作的） 3 thunderstruck （非 常吃惊的） 4 heartfelt （衷心的；诚挚的） 5 data-based （基于数据的）6 self-employe d （自主经营的） 7 custom-built （定制的；定做的） 8 weather-beaten （饱经风霜的） VIII 1. well-informed （对…… 非常熟悉的） 2 new-found （新获得的） 3 hard-earned （辛苦挣得 的） 4 soft-spoken （说话温柔的） 5 newly-married （新婚的） 6 widely-held （普遍认为的） 7 well-meant （出于好意的） 8 well-educated （受过良好教育的） IX 1 no matter how different it may seem form any other substance 2 no matter what a woman tries to do to improve her situation 3 no matter what excuse he gives 4 no matter what anyone else may think 5 no matter how they rewrite history X 1 just as we gained fame in victory, we lost nothing in defeat 2 just as the head teacher plays a significant role in the school, Jane plays a significant role f leader in the classroom. 3 whoever was out there obviously couldn ’t see him just as he couldn ’t see them. 4 she has been searching all her life for the perfect chocolate just as I have been searching for the perfect beer. 5 you can make those kinds of comparisons just as you were doing the analyses a minute ago. XI 1. No matter how experienced a speaker you are, and how well you have prepared your speech, you will have difficulty making a speech at such a noisy reception.
Unit 5 I PURPOSE 1.To grasp the important words and phrases and understand the text; 2.To grasp the writing skill--- double clue 3. To grasp the reading skill--- understanding idiomatic expressions. II IMPORTANT AND DIFFICULT SPOTS 1.Words: Section A decay, preceding, secure, drip, slide, injure, hint, outline, interval, emotion, priviledge, episode, association Section B make oneself understood, on one?s own, be dependent, treat with, come along, condemn sb. to sth. take its course, fight off, in vain, come by, chances are, confront with, come down to, bar… from 2.Sentences: L1. As I stand there, the smell hits my nose, and I close my eyes as I remember the smell of decay from past experience. L2. The head seems usually large on a skeleton body; the skin is dark yellow and hangs loosely around exaggerated bones that not even a blanket can hide. L3. Taking a glass of water from the table, I put my finger over the end of the straw and allow a few drops of the cool moisture to slide into her mouth and ease her thrist. L4. Placing a pillow between her legs, I notice that these too are ice cold, and not until I run my hand up over her knees do I feel any of the life-giving warmth of blood. L5. Having spent her last ounce of strength she cannot go on, but I have understood what she has done. L6. Our eyes meet and somehow, together, we become aware that this is a special moment between two human beings. L7. Some unknown interval of time passes before her eyes open again, only this time there is no response in them, just a blank stare. L8. Mrs. Clark spared her family an episode that perhaps they were not equipped to handle and instead shared it with me. B L1. Assume for a moment that your 90-year-old mother has recently suffered a stroke. L2. When I say better, I mean she?ll go on as she has—until some other germ comes along. L3. I?ll tell you which choice I would make in this theoretical situation. L4. Sometimes such a transparent decision is more difficult to come by. L5. Let me sound one note of warning. SECTION A Graceful Hands
新视野第三册答案 Unit 1 Section A. The Expensive Fantasy of Lord Williams 《读写教程III》:Ex. II, p. 9 1. Because this is a title bought with stolen money. The guy‘s real name is Anthony Williams. 2. It‘s small, with a population of only 320. 3. No. He looks like a Scottish noble, soft-spoken and wealthy. 4. The truth is that the man with endless money and a friendly manner was not a lord at all but a government employee living out a fantasy that he was a Scottish noble and paying for it by stealing funds from Scottish Yard. 5. He stole more than eight million pounds over eight years and poured about five million pounds into the village. 6. Most of the stolen money was supposed to be used to pay spies and conduct secret activities against the Irish Republican Army. 7. He used the money to buy an estate, a beautiful home, and a dozen noble titles. But most of all, he sunk his dishonest gains into the village, buying multiple cottages, a pub and a run-down hotel and turning them into very good-looking places. 8. His bank deposits were so large that they were noticed by the bank‘s management. The bank then notified the police, who discovered that the criminal was one of their own. 9. Because in the eyes of some villagers Williams is a helper, pouring most of his stolen money into the village and giving jobs to 43 people. 10. He said in an interview after he was arrested: ―I discovered this bloody huge amount of money. I went from the need to pay off a few debts to what can only be described as greed. There is no way to just ify it.‖ 《读写教程Ⅲ》:Ex. Ⅲ, p. 9 1. suspicion 2. restored 3. considerate 4. inherited 5. furnish 6. justify 7. substantial 8. fantastic 《读写教程Ⅲ》:Ex. Ⅳ, p. 10 1. To his embarrassment he discovered 2. like that 3. strike deals with 4. live it out 5. falls upon dark days
《新视野大学英语﹒读写教程》第四册教案 课程名称：大学英语读写课 授课对象：二年级全校公共课学生 授课教师： 职称： 教材版本：《新视野大学英语﹒读写教程》第四册 参考资料：教学光盘，教学参考书（外语教学与研究出版社） 教学方法：计算机辅助多媒体教学手段授课。（大班上课，小班辅导，上机自主学习）交际法与翻译法。 教学周次：4x18 教学手段：多媒体教室，电子备课材料（移动硬盘），教材 教学目标及要求： 1.掌握每一单元的Section A中心思想、了解篇章结构，写作特点、 文化背景知识。 2.掌握并背诵每一单元的Section A的核心词汇和短语、核心句型。 并能举一反三，熟练运用。写出较通顺的短文。 3．自学Section B 和Section C 的内容。 4．课后自己做《新视野大学英语﹒综合练习》第四册
新视野大学英语教案 Unit One (Book Four) 一、教学内容（Content of the Course） Section A. The Temptation of a Respectable Woman （精讲） Section B. The Obligations and Responsibilities to Marriage（略讲） Section C. The Positive Meanings of Love （泛读） 二、教学对象（Audience） 三、教学时间（Teaching Span） 6-7学时 四、教学目的（Teaching Aims） 1．Appreciate the text to know sth. about what happened between Mrs. Baroda and her husband’s friend. 2. Learn to use some important words, expressions and sentence patterns. 3. Practice listening, speaking, reading and writing. 4. Learn some translation skills 五、教学任务及步骤（Instruction Objectives &. Teaching Procedures） Step One Pre-reading Activities (导入) 文章主题（Themes）10 minutes 课文A向我们讲述了一位女性与她丈夫的一位生性沉默的朋友一起度过的一段时间，描写了她对这位朋友在感情上发生的变化。因为这位特殊的朋友首先令她吃惊不已，然后又深深地吸引了她。 课文B讨论的是两种不同的家庭：基于浪漫基础之上的“情爱家庭”和基于婚姻基础上的家庭。 课文C探讨了“爱”这一概念的方方面面。同时也探讨了婚姻伴侣的行为是如何影响其他人的感情和个人发展的。 Step Two While-reading Activities Language Points ( 语言知识) 140 minutes 1、重点单词及短语( Key words &. Expressions) idle penetrate impose presence keen nonsense deserve propose for the most part count on/upon make a fuss about run down object to a succession of yield to
课程名称新视野大学英语1 授课专业和班级 教师专业技术职务学时 授课内容 （题目、章、节） Unit1 Fresh Start 教学目的与要求1.To know the meaning and usage of some important words, phrases and patterns 2.To study Passage A and understand the main idea of the text 3.To understand the structure of the text and the devices for developing it 4.To talk about college education 教学重点及难点1.The structure of the whole passage discussed and the writing ways mentioned in this passage 2.The reading skills mentioned in this unit 3.Listening practicing related to the contents learned in this unit 4.Talking about college education. 5.Writing paragraphs with the structure “a general statement supported by details”. 6.Applying the phrases and patterns. 教学方法 教学过程、内容及时间分配 1. Warming-up activities for Section A (0.5 period) a. What is the ideal university like in your eyes? b. What are your expectations of your college life? c. Listen to an interview about tips for freshman students and do the following exercise.
新视野大学英语第三册课后翻译全解 Unit 1 ①我还要感谢那些在我处境艰难时支持我的人。(stick by; fall on hard days ) My thanks also go to those who still stuck by me when I fell on hard days. ②他出版了一本通俗小说, 赚了很多钱, 所以有能力买新房和轿车. (now that) Now that he has published a popular novel which earns him a large amount of money, he is able to buy a new house and a car. ③警察说, 他们产生怀疑是因为姑娘的尸体上还有其他印记。(suspicion) The police said that their suspicions were aroused because there still were other marks on the girl’s body. ④你怎么能这样对她说话?是她把你养大, 帮你完成学业.(like that) How can you talk to her like that? It is she who brought you up and helped you finish school. ⑤尽管这些学生毕业后道路会很艰难，但他们的前途却是光明的. (as) Difficult as the road for these students after graduation will be, their futures are bright. ⑥为了有足够的钱来经营这个商行, 他拍卖了新买的房子, 损失了一大笔钱.(at auction) In order to get enough money to conduct the business, he sold his newly-bought house at auction even at a substantial loss. ⑦他批评警察局长对自己的部门监管不严是完全有道理的.(justify) He is perfectly justified in criticizing the police commissioner for poorly supervising his department. ⑧为吸引外宾，这些受保护的古代建筑被修复得很漂亮.(restore) In order to attract foreigners, these ancient buildings which are under protection have been restored beautifully. Unit 2 ①大多数缺铁的人并不知道他们缺铁. Most people with low iron reserves don’t know they are lack of iron. ②仅仅查出运输氧气的血液蛋白的含量是不够的. It’s not enough only to check levels of the blood protein that transports oxygen. ③男性也不安全, 尤其是那些吃肉少, 运动量却很大的男性. Men are not safe, especially those who eat little meat and have a high level of exercise. ④属于这些类型的人, 最好每年做一次血液检查, 看看体内铁质储量如何. It’s recommended that people in these groups have a yearly blood test to measure blood iron reserves. ⑤铁质补剂会让人有一种想吐的感觉, 有些情况下它们还可能有毒. Iron supplements may cause a feeling of wanting to throw up, and may be poisonous in some cases. ⑥最好的铁质来源是肉, 鸡, 鱼, 枣, 豆类以及一些带叶子的绿色蔬菜. The best sources of iron are meat, chicken, fish, dates, beansand some leafy green vegetables. ⑦有时人们需要服用铁质补剂是因为这些补剂补充了谷类食物中原本含量不多的铁质. The reason why people sometimes take iron supplements is that the supply supplement the little amount that naturally occurs in grains. ⑧把番茄酱在铁锅内熬上三小时, 其铁的含量会明显增加. Cook tomato sauce in an iron pot for three hours, and its iron content will increase evidently. Unit 3
Book 2 Unit 4 College sweethearts 教学重点： 1.To talk about romantic love 2.To learn and apply the words and phrases of the text 3.Master the key language points and grammatical structures in the text 教学难点： 1.apply the phrases and patterns 2.to listen and discuss the importance of humanities 3.To critically think what makes wonder in their crisis-ridden marriage 教学过程： Task 1 Lead-in (Ss work in groups to discuss the following questions) 1.What are the modern dating practices? Tips: casual dating, formal dating, speed dating, online dating, double dating, group dating, blind date… 2. Do you think it’s a good idea to date someone at college? Why or why not? Tips: Yes, because: ? it’s an ideal place to fi nd someone who has the same aspirations. ?through years of studying together, students get to know each other well. ? college has more choices than the workplace. ? love starting on campus is romantic and pure. ? No, because students need to concentrate on study, not to waste time dating. 3. In your opinion, what are the important qualities an ideal date should possess? Tips: responsible, smart, honest, considerate, understanding, diligent, rich, good-looking, funny, having the same interest…… 4.Which is more important when it comes to marriage, one’s appearance or character? Why? Tips: Appearance, because I like to see someone who is good-looking. Character, because appearance will change as time goes by, while one’s character is essential to marriage. Task 2 Text study 1.Ss read the passage and discuss the following questions in groups a.How do you understand the sentence “In a way, love just happens when you least expect it”?
Unit 1: brighter future for all 教学重点： 1. The structure of the whole passage discussed and the writing ways mentioned in this passage 2. The reading skills mentioned in this unit 3. listening practicing related to the contents learned in this unit 教学难点： 1.Talking about college education. 2.Writing paragraphs with the structure “a general statement supported by details”. 3.Applying the phrases and patterns. 教学过程： 1. Warming-up activities a. What is the ideal university like in your eyes? b. What are your expectations of your college life? c. Listen to an interview about tips for freshman students and do the following exercise. d. Listen to a short passage concerning college education and fill in the missing information. 2. Text study
教案2016 ～2017 学年度第一学期 课程名称大学英语 学时学分 70学时4.5学分专业班级 授课教师 系部外语系
本课程教学总体安排 课程名称：大学英语 课程性质与类型：公共必修课 总学时、学分：70学时，4.5学分 教学目的与要求： 1.通过本学期的学习，使学生进一步加强基础知识。 2.扩大词汇量，熟悉并掌握大学英语教学大纲中规定的单词、词组和结构的用法，达到大学英语一级的水平及要求。 3.进一步提高学生的听力、阅读及写作技巧。 4.进一步加强学生的语言实际应用能力，尤其是听说能力和篇章理解分析能力。 教材及参考书目： 1. 《新视野大学英语》（第三版）读写教程（第1册第1单元—第8单元）2．《新视野大学英语》（第三版）听说教程（第1册第1单元—第8单元） 3. 《新视野大学英语》（第三版）教师用书 4．《新视野大学英语》（第三版）配套光盘 5. 牛津英汉双解词典 考核方式及成绩计算方法： 综合成绩＝期末成绩*60％＋听力成绩*15%+读写成绩*10%+平时成绩*15%
课程教学日历 课程名称：大学英语授课学期：2016－2017学年第一学期
第一章教学安排的说明 章节题目：Book 1 Unit 1 Fresh start Text A Toward a brighter future for all 学时分配：8 本章教学目的与要求（分了解、熟悉、掌握三个层次）： 一、了解课文有关的背景知识 二、熟悉文章的中心思想和篇章结构 三、熟悉文中所体现的记叙技巧 四、掌握大学英语教学大纲中规定的单词和词组及其搭配 五、掌握文中所包含的主要语法结构： 其它： 课堂教学方案 课题名称、授课时数：大学英语、8课时 授课类型：理论课、技法课、习题课 教学方法与手段：讲授、讨论、指导、多媒体等 教学目的要求： Students should be able to 1. grasp he main idea and structure of the text; 2. give reasons when they do the ranking activities and make predictions; 3. master the key language points and grammatical structures in the text; 4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.
新视野大学英语第三版第三册视听说原文 Unit 1 Access to success Further practice in listening Short conversations Scripts Conversation 1 W: Hello, Mr. Williams. This is John Barrett’s secretary. I’m calling to cancel his appointment with you at 10 today as he is not feeling well. M: Thanks for calling. It’s quite all right. We’ll arrange some other time to meet. Q: What is the man going to do? Conversation 2 M: I need to use more than just my math skills for these questions but I don’t have a calculator. Shall I go and buy o ne? W: Actually, I’ve got two. And I’ll let you have one for the price of a coffee. Q: What do we learn about the woman from this conversation? Conversation 3 M: Professor Smith, I’d like to have your advice as to my career development in the future. W: I t’s my pleasure. I think you are good at abstract thinking. I am sure you’ll make it if you pursue your graduate work in theoretical physics. Q: What does the woman advice the man to do? Conversation 4 W: I can’t believe Ken missed such an important lectu re even though I reminded him the day before yesterday. M: You should know him better by now. He’s known for taking everything in one ear and straight out the other. Q: What does the man imply? Conversation 5 W: I hear you’re working as a market surveyor this summer. It’s got to be awfully difficult going to so many places in such hot summer days. M: Well, it is challenging, but I get to meet lots of new people and the pay is decent enough. Q: What does the man think of his job? Long conversation Scripts W: Thanks for meeting with me, Dr. Pearl. I need permission to drop your class, Literature and Writing. M: It’s only the second week of class, Stacey. Why are you gi ving up so quickly? We’ve only written one essay so far, and you won’t get your grade back until next Wednesday! W: I know, sir. But as a third-year engineering student, I don’t want to risk lowering my grade point average by scoring poorly in a writing cl ass! M: OK … What’s worrying you? W: I spent two weeks reading Great Expectations, and then it took me 10 hours to write the three-page essay. Well, engineering courses are easy but important, as we know. But a writing course … I don’t know. I’ll just take a film class next semester, not hard at all – a two-paragraph review for each film. That will cover my humanities requirements. M: OK Stacey, listen: In college, I was the opposite. Math was hard; literature was easy. But later, when I opened my coffee shop, The Found Librarian, located on the 15th street, math helped me! W: Wait! You own The Found Librarian? That’s our favorite coffee place. We get coffee and screenplay at more than 30
Book4 Unit 3 I. Teaching Objectives 1. To know the meaning and usage of some important words, phrases and patterns 2. To be familiar with the writing skills of the text and make use of it in writing 3. To improve Ss reading skills by studying section B 4. To respond and cooperate with classmates willingly 5. To participate actively 6. To read sentences and texts with proper intonation 7. To write smoothly and legibly II.Teaching Focus 1. Useful words, phrases and sentence structures; 2. Reading skill: Understanding Figurative Language; 3. Writing skill: Structured Writing (P 69) III .Main Teaching Methods and Techniques Use the CAI (PPT software) and group work; use task-based language teaching method, communicative approach and audio-visual method. V. Teaching Procedures Section A: Longing for a New Welfare System (Four Periods) Step 1: Pre-reading Activities: 1.1 Greetings Greet the whole class Review (1). Ask students some questions to review the last lesson（show them on the