新视野大学英语读写教程Book2-Unit3-电子教案

Teaching Plan for Unit 3 Course: College EnglishUnit 3Section A Marriage Across NationsI. Warm-up Activity1. Topic Discussioni. Student’s Discussion(Teacher asks students to discuss the topic on the passage.）1) What are the possible factors you may take into account when you areseeking a girlfriend/boyfriend?― Educational background, job, financial status, personality, physical appearance, age, families, etc.2) Would you mind marrying a person from a different culture or nation?Why or why not?― Some people do. Because they think coming from different cultures or nations tends to bring about many problems or simply because they are sure that they will be in for opposition from family members.―Others may hold the opinion that it doesn’t matter to marry a person from a different culture or nation. They may regard it as following a fashion or something novel and exciting in life. Or they don’t see coming from different cultures as a problem, and they believe they can lead a happy life so long as they can learn to understand and tolerate each other and share mutual trust and respect.3) What do you think of interracial marriage?― Just as each coin has got two sides, interracial marriage has both advantages and disadvantages. As one of the results of cultural exchanges, interracial marriage can further promote the mutual understanding between people under different cultures. However, interracial marriages can cause many problems within the family, such as religion, values and traditions, etc.ii. Teacher’s SummaryAlthough people of different ethnics have been mixing for centuries, the subject of interracial marriage is still controversial. There is no doubt that interracial marriage is also the result of love which helps to develop the mutual understanding between two partners. However, such marriage tends to bring about problems. Even now, mixed couples may encounter many obstacles, even strong oppositions from both family members and friends. Due to the fact that the couple has a different family background, culture, custom, and social class level, many disagreements may occur. Religion can be a problem. If one has adifferent religion from the other, there is a problem. Because some religions celebrate certain holidays which contain different cultures, values and beliefs while others don’t. Their offspring will encounter problems, too. Children of mixed couples are not likely to be accepted in certain areas in a community.They often have a hard time fitting in.2. Questions on the topic and the passage1) What did Gail and Mark experience during their two years together?―They experienced the usual ups and downs of a couple learning to know, understand, and respect each other, which displayed the shortcomings and strong points of each other’s characters.2) Did different racial background influence their relationship?―Yes, it enhanced their relationship and taught them a lot about tolerance, compromise, and being open with each other.3) How did Gail and Mark feel about their future？― They knew clearly that they would encounter lots of difficulties in their future.But they would not give in because of their mutual respect and trust.4) What was the marriage of Gail’s parents?―After all, it was a failure. Her parents were going through a divorce after thirty-five years of marriage, for they had not known each other quite well when they got married in the expectation that marriage was an automatic way to make everything work out right.5) What was the attitude of Gail’ mother towards her marrying to Mark?― Gail’s mother, Deborah, harbored reservations about a mixed marriage. She was worried greatly that her daughter might be marrying Mark for the same wrong reasons that she herself married Gail’s father. So she suggested her daughter waiting for some time.6) What was the attitude of Gail’ father towards her marrying to Mark?？― Gail’s father, David, held strong opposition to their wedding plans for fear that mark might marry his daughter for some purpose and that they might encounter some marital difficulties in their future life. He also held the view that waiting did not hurt.7) What was Gail’s responses to her parent s’ oppositions？― Gail did not give in to their fierce oppositions. She told her mother that Mark and she had seen each other at their worst many times and that they felt deeply about each other. She made her father know that they would resolve all problems when the time came.II. Background InformationInterracial marriage: Before June 12th, 1967, interracial marriage was illegal and individual states in the US had the right to separate and punish interracial couples. These punishments included imprisonment of up to10 years. Violations includedmarriage, sex, and living together. On June 12th, 1967, interracial couples became legal thanks to the US Supreme Court decision entitled Loving v. Virginia.III.Text Structure AnalysisThe passage is a first person narrative about the writer’s own experience of a mixed marriage in America. The passage is generally organized according to time sequence, the first thing first and the second thing second. The whole text is madeup of two parts.Part One (Para 1-4): This part introduces to us the love between Gail, a white woman and Mark, a black man. Gail and Mark were preparing to get married as theywere sure of their love for each other, knowing each other’s weaknesses andstrengths. Furthermore, it is mentioned that their differences only enhanced theirrelationship, that they were prepared for their forthcoming difficulties as a mixedcouple in America, and that they were sure of avoiding the mistake of not trulyknowing each other. This part serves as a general background for us to see whatwill happen for a mixed marriage in America through the example of Gail andMark.Part Two (Para 5-21): This part can be further divided into two subparts, the opinions from Gail’s mother and the opinions from Gail’s father about Gail’s mixedmarriage. Both the father and the mother had reservations about Gail’s mixedmarriage and both of them tried to persuade Gail from marrying Mark.Therefore, these two subparts are compatible to each other in matchingrelationship as both of them held negative opinions on Gail’s mixed marriage.From Paragraph 5 to Paragraph 9, we can find the opinions from Gail’s mother. Gail’s mother tried to persuade Gail not to get married, while Gail wasarguing for herself. Even though Gail’s mother argued that Mark’s color is notthe problem, she clearly expressed her concern that Gail was making a wrongdecision. She concluded that Gail should wait and that there was no harm inwaiting.From Paragraph 10 to Paragraph 21, we can find the opinions of Gail’s father.Gail’s father suspected Mark’s intention in marrying Gail was to obtainAmerican citizenship. Then Gail’s father continued to quote statistics showingthat mixed couples had higher divorce rates than couples of the same race. Healso mentioned the hardships for the children of mixed marriages as an evidenceto support himself. This was also refuted by Gail. At last, he warned his daughterthat it was never too late to change her mind. From here we can see that someAmericans look at mixed marriages in a negative way.IV.Structured WritingA Paragraph of Denial of Some Opinions Followed by Some Other OpinionsA common way to present opinions or arguments is first to reject or correct some opinions or arguments and then on the basis of that, give the opinions or arguments that are intended to be conveyed. The writer uses this common way to present one’s opinion. Here we can study an analysis of Paragraph 7 to show how the mother presents her opinion in this way. The structure can be described in the following chart.Please look at the following chart again! The writer presented two different ideas: one about Gail’s mother’s early idea and the other about others people’s idea. Then she goes on to reject both of them. The two ideas and the rejections are parallel to each other. In text structure analysis, we call them a Matching Relationship of compatibility. In other words, the two parts compare with each other in their similarity. Both of the ideas are not correct and are followed by corrections. So, we can also call them parallel structure.write a paragraph which starts with a correction of one idea and goes on to present another idea. In this way, students can be familiar with the writing skill.V. Detailed Study of the TextWords and Phrases Study1. charactern.1) [C] qualities that make sb. a particular type of person 性格，个性What does her handwriting tell you about her character? 根据她写的字，你觉得她有什么样的性格？I choose my friends for their good characters. 我择友的标准是品格一定要好。

新视野大学英语读写教程（第三版）BOOK 3 教案章节Unit One: The Way to SuccessSection A: New Words and Expressions教案内容Text: Never, ever give up!Exercises: Vocabulary, Sentence Structure,Translation Listening, Speaking & Writing Skills教案目的1.To talk about the secret of success。

2. To further understand the text。

3.To apply the phrases and patterns。

4.To master the essay writing skill。

1. Clearly know the structure of the passage。

2. Master the important language points。

教案要求3.Briefly summarize the passage alone。

4.Correctly use and master the key words in this unit.重点难点1.The structure of the whole passagediscussed and the writing waysmentioned in this passage2.The reading skills mentioned in this unit3.listening practicing related to the contents learned in this unit1.The use of the new words and phrases in this passage2.The writing ways mentioned in this passage3.Some important sentence structures课堂设计Step 1: Lead-in10m Questioning&The Discussing Questioning&First Step 2: Pre-reading Activities10m DiscussingTwoLecturing,PeriodsStep 3: New Words80m Questioning&Giving Examples The Step 1: Background Information10m Questioning& Second DiscussingTwo Step 2: Structure Analysis10m LecturingPeriodsLecturing, Step 3: Language points and Difficult70m Questioning&SentencesGiving ExamplesStep 4: Comprehension of the Text A10m Questioning&DiscussingStep 1: Summarize the passage orally20m Questioning& DiscussingTheStep 2:Exercises (Words in use, WordThird Questioning& building,Banked cloze, Expressions in use,70mTwoTranslation in Section A)DiscussingPeriodsLecturing, Step 3: Revision & Homework10m QuestioningStep 1: Check Homework30m QuestioningTheStep 2:Structured Writing30m Watching &Forth DiscussingTwoStep 3: Listening20m Listening &Periods QuestioningStep 4: Speaking20m Questioning & Discussing教学过程The First Two Periods:Step 1: Lead-in:1.What is success?2.What do you think are the secrets of success?Step 2: Pre-reading Activities:1. Listen to a talk about steps to make your dreams come true. Fill in the blanksbased on what you hear.2. Listen to the talk again and discuss the following questions.Step 3: New WordsThe Second Two Periods:Step 1: Background Information1. Public schools in the UK & US2. Winston ChurchillStep 2: Structure AnalysisPart I (Paras.1-2): By using Winston Churchill’ s story and his speech at Harrow as anintroduction to the topic, the text makes clear its statement: thesecret of success is“ Never give up”.Part II (Paras.3-7): Through the examples of world famous scientists, statesman, andjurist, the text brings forward the statement that only those with astrong will , those who“ keep their eyes on the prize” , and those whoexpend the substantial effort to keep going, will finally succeed.Part III (Paras 8): By reinforcing the statement given in part II, the text draws theconclusion that with hard work, determination, dedication andpreparation, you can transcend any handicap, accomplish any feat,and achieve success.Step 3: Language points and Difficult SentencesPractical Phrases1. deviate from ⋯偏离，背离⋯⋯2. preclude sb. from doing阻止某⋯人做⋯⋯3. triumph over战胜⋯⋯⋯4. in (the) pursuit of追⋯求⋯⋯5. work one’ s 。

B2 U3 A journey through the odyssey years教学重点：1.To have knowledge of Odyssey, Odysseus and the odyssey years2.To understand and use the words, phrases, structures, rhetoric in thetext3.To be acquainted with the writing skills of a comparison/contrastessay教学难点：1.Apply the phrases and patterns2.Writing paragraphs with the structure of a comparison / contrastessay.教学过程：Part I Warm-upI. Knowledge of The Odyssey, Odysseus, and the odyssey years1.Assignment CheckStudents are going to share their assignments. Read our their reflection.The assignment has to be given when students and the teacher last meet. Their last assignment is to:Watch the movie The Odyssey and write a reflection. Thee reflection should includes:• a short summary of the movie•students’ feelings and ideas after watching the movie.2.Brainstorming:Question: What does the odyssey years may mean?Answers for reference: Now the Odyssey has become a special term for an epic journey or great struggle as Odysseus, the main character in the epic poem, encountered repeated troubles and challenges when he left home and loved ones.II. Comparison of you and your parents1.Questions:1)What is your understanding of “generation gap”?2)Do you think there is a generation gap between you and yourparents? Why do you think so?2.Group work:1)Think of the differences between you and your parents.2)Make a summary of your discussion by filling in the followingchart.3)Share answers/3.Critical thinkingDiscuss the following problems in groups.1)Do you agree with the statement that the odyssey years couldlead to self-discovery? Why or why not?2)What might be the most significant personal effect caused by thedelay in transition to adulthood?3)How might parents look at the new trend and the delayedtransition?*These are open-ended questions. Allow students to freely express themselves and tell them to listen to the authors’answers to these questions. And the class will re-discuss these three questions when we have finished our reading.Part II Pre-readingI.Quiz1.Take the quiz by checking (√) whether the statements on Page 60 aretrue to you. And then you can judge which generation you belong to according to the grading criteria.2.Question: Do you think the quiz kind of define some characteristics ofyou and your generation?II.Main structureRead the whole passage and divide the text into several parts. Fill in the blanks to present the main structure of the text.*Pay attention to how the author makes a comparison between two different generations.Part III While-readingI.Introduction Part1.The structure analysis1) Ask students to discuss in pair or in groupThe introduction part is composed of two sections.•Paragraph 1 describes that each age phase brings its own peculiar set of challenges.•Paragraph 2 functions as a transition.2) The teacher presents the writing skillTransition creates a link or connection between the previous paragraph and the following one. In English, transition can be realized by using transitional words, sentences or paragraphs.2.Questions for understanding1)How do people divide our life stages (Para. 1)?2)Why does the author say that each unique life phase brings itsown peculiar set of challenges (Para. 2)?3.Words, phrases and sentencesGive an intensive analysis of the new words (e.g. their origins, literal meanings & implied meanings), phrases and sentences.* The teacher should help students to understand and think, instead of giving them the answers directly. Allow more time for students’ thinking and reflection.II.Body part: the odyssey years: a newly added phase of life1.Structure analysis2.Questions for understanding1)According to the author, what does “a norm”refer to (Para. 3)?2)What are the so-called “odyssey years”(Para. 4)?3)Why does the author think that odyssey years are “anunavoidable stage in reaching adulthood (Para. 4)?3.Words, phrases and sentencesIII.Body part: characteristics of the odyssey years1.Structure analysis2.Questions for understanding1)Why young people feel pressure (P6)?2)According to the author, where does the young people’s“confusion” come from (P6)?3)Why parents feel anxious and upset (P7)?4)What are pressures for women and men respectively (P8, 9)?3.Words, phrases and sentencesIV.Conclusion part1.Questions for understandingWhat is the author’s advice proposed? What should not the graduates do and what should they do?2.Words, phrases and sentencesPart IV After-readingI.Summary1.Re-discuss the critical thinking questions:1)Do you agree with the statement that the odyssey years couldlead to self-discovery? Why or why not?2)What might be the most significant personal effect caused by thedelay in transition to adulthood?3)How might parents look at the new trend and the delayedtransition?2.Recall the main structureII.Writing skills1.Recall the main ideas of the text and how the author structures hiswriting.2.Introduce two major structures of comparison or contrast:•Point-to-point•Subject-to-subject3.A good exampleSuppose now we are going to write an article to compare/contrast two places: my hometown and my college town, that is, Gridlock and Subnormal. How can we organize our ideas by using the following structures?•Point-to-point(See in Appendix I)•Subject-to-subject(See in Appendix II)Part V AssignmentI.Structured writing: You and your parents1.Recall what you have discussed in the classroom on the differencesbetween you and your parents and reorganize these ideas into anarticle based on the comparison/contrast structure.2.You can either use the point-to-point structure or thesubject-to-subject structure.II.Watching a video clip:1. Watch the video clip and make a summary of each interviewee’s story,e.g. what they are doing now or what are their problems.2. Think of the title: Chinese young people: a dependent generation. Do you agree with it or not? Why or why not?III.PreviewHave a preview of Text B Finding my way back home.。

新视野⼤学英语读写教程（第三版）Book2Unit3课⽂讲解Section AJourney through the odyssey yearsBackground information1.generation groups in the westGeneration gaps，referring to difference between young people and theirelders，especially between children and their parents，have often been attributed to rapid cultural change，particularly musical tastes，fashion，culture and politics. Some special terms for different generations have thus been coined in English-speaking countries：Generation Jones：A term used to describe the generation born right after World War ｜｜ in 1945 through 1965.It's usually identified with “baby boomers”.Key characteristics assigned to these members are less optimism，distrust of government，and generally used to refer to people born in the 1960s.This generation marks the period of birth decline after the baby boom. The generation was pushed toward adulthood at an age earlier than any other recent generations. They are more ethnically diverse and better educated than the baby boomers.Generation Y：Also known as the Millennial Generation and many of them are children of baby boomers .Their birth years range from the early 1980s to the early 2000s.It's generally marked by an increase use and familiarity with communications，media，and digital technologies.Generation Z：Also known as the net or the internet Generation. In the US and other Western nations，it is a common name for the people born from the mid.1990s or early 2000s through to the present. This generation has spend their entire life with the World Wide Web and high tech gadgets.2.the odyssey yearsThe term odyssey years originated from The odyssey，a long poem by the Greek author Homer，which is a sequel of the Greek hero，Odysseus. It describes Odysseus's long journey，trying to return home from adventures and war. For English speakers，as many as for many cultures，the very name of poem，The Odyssey，has become a special term for an epic journey，or great struggle. The man character in the epic poem（史诗），Odysseus，was wandering away from home and loved ones. During his journey of 10 years，he encountered repeated troubles and challenges. The key insight in Odyssey is that the essentials of the journey are not only outward struggle against tremendous difficulties，but，more importantly，inward struggles leading to personal growth. His journey is the one of self-discovery and of combating his own arrogance and pride from his young rebel heart. Therefore, it makes sense to borrow The Odyssey from Greek mythology to describe the rebellious years young people usually go through. The term odyssey year is a metaphor of this special stage for young people.Detailed study of the text1Most of us know about the phases of life which we label to parallel different age groups and life stages childhood, adolescence, adulthood, and old age.(Para.1) Meaning: Most of us know about he different life stages that we describe according to different age groups: childhood, adolescence, adulthood, and old age.phase:n.[C] one of the sages of a process of development or change 阶段；时期As time are changing, we?re entering a new phase in internationalrelation.随着时代的变化，我们正进⼊国际关系的新阶段。

新视野大学英语第三版第二册Unit3 XXX教案of the Odyssey。

went through many challenges and obstacles during his journey home after the Trojan War。

The odyssey years refer to the d of time during which Odysseus was away from home and his long and difficult journey。

It is a time of adventure。

danger。

and discovery。

as well as a time of personal growth and XXX.Part II Reading and VocabularyI。

Reading1.Pre-readingBefore we read the text。

let's have a look at the title and the picture。

What do you think the text is about。

What can you see in the picture。

What do you think is the nship een the picture and the text?2.ReadingNow let's read the text together。

Please pay n to the words。

phrases。

structures。

and rhetoric used in the text。

Try tounderstand the author's purpose。

tone。

XXX come across any unfamiliar words or ns。

please ask me or look them up in the nary.3.Post-readingAfter reading the text。

新视野大学英语（BookII）教案Unit OneI. Objectives1. Skills:1) Reading: reading for the main idea in a paragraph2) Writing:how to present a paragraph of general statement supported by specific details and reasons3) Listening: understanding the passages about study, listening for the main idea and the important details, learning to take notes while listening4) Speaking: talking about time2. Vocabulary1) Words: budget convention leisure social interaction assesses abrupt tick conduct skillful fulfill2) Expressions: fall behind result in go with due to in person pour into in a rush3. Grammar:1)present participle phrases functioning as adverbials2) conjunctions: much lessII. Teaching Arrangement1. Total Class Time for This Unit: 8 periods2. Suggested Arrangement:Section A: 4 Periods1) Background Information 5'2) Pre-reading Activities 10-15'3) While-reading(1) General Reading 5-10'Questions on the T ext(2) Detailed Reading 100'a. Words and Phrasesb. Language Pointsc. Sentence Patternsd. Main Idea of Each Part4) Post-reading(1) Useful Expressions 5'(2) Summary of the Text 10'(3) Structured Writing 15'(3) Exercises 45'(4) AssignmentsSection B: 2 Periods1) Reading Skills and Exercises 30'2) Detailed Study of the Text 50'3) Summary of the Text 20'14) Exercises 50'Listening and Speaking: 2 Periods1) Listening 75'2) Speaking 25'Section A Time-Conscious AmericansI. Background Information1. Time OrientationAmericans place considerable value on punctuality. Because they tend to organize their activities by means of schedules, they may seem harried, always running from one thing to the next and unable to relax and enjoy themselves. Since Americans are so time conscious, the pace of life may seem very hectic(紧张的). Being on time is regarded as very important, and in the U.S. most people make an effort to arrive on time. Not all Americans are punctual, but almost everyone is conscious of time. Differenttypes of activities have different conventions. One should arrive at the exact time specified for meals, and for appointments with professors, doctors, and other professionals. You can arrive any time between the hours specified for parties, receptions, and cocktail parties. Plan to arrive a few minutes before the specified time for public meetings, plays, concerts, movies, sports events, classes, church services, and weddings. If you are unable to keep an appointment, it is expected that you inform the other party that you will be late or unable to arrive.2. Hourglass:A glass container holding fine sand for measuring time, which is narrow in the middle like a figure8 so that the sand inside can run slowly from the top half to the bottom taking exactly one hour.沙漏：一种装上细沙以用来测量时间的玻璃容器，其颈部细小，形状象一个8字，使得上半部的沙子能缓慢地流到下半部中，其时间正好是一个小时。

Unit 1 Book OneSection A: Toward a brighter future for all Teaching Objectives:To know the meaning and usage of some important words, phrases and patterns To study Passage A and understand the main idea of the textTo understand the structure of the text and the devices for developing itTo talk about college educationTeaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1. What is the ideal university like in your eyes?2. What are your expectations of your college life?3. What advice did your parents give you before you left for college?Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1-3) Opening part of the welcome speechPart 2 (para.4-7) Making the best of what you have.Challenging yourself.Facing new experiences.Opportunities and responsibilities.Part 3 (Para.8) Concluding remarks of the welcome speech.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 physicalresponse method.Step 4. Preparation for details of the text on the screenStudents 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 unde rstanding and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1)pledge to do sth. 作保证，承诺China and the United states pledge to boost cooperation and exchange to ensure a better future for China-US ties.中美政府承诺将加强合作与交流以确保两国关系的未来更加美好。

New Horizon College EnglishBOOK 2(3rd Edition)Unit 1 An Impressive English Lesson课型：□ 理论课√ 理论、实践课□ 实践课课时分配：6教学环境：多媒体教室教学目标：After studying this unit, the students are expected to be able to:1. understand the main idea and structure of Section A and Section B；2. master the key language points and grammatical structures in the texts3. talk about language teaching and learning and express their opinions about current way of teaching in an English class;4. read with the skill ―finding key ideas in sentences;5. write a composition with three main parts: introduction, body and conclusion.Key Issues：1. VocabularyTedious, absorbed, allergic, capture, condense, exceed, distinguish, distinctive, complimentary, complementary, proclaim, evidently, adequate, competent, adjust, beneficial2. SkillsLearn to read with the skill ―finding key ideas in sentences and write a composition with three main parts: introduction, body and conclusion.Potential Problems and Difficulties●To talk about language teaching and learning●write a composition with three main parts: introduction, body and conclusion.●To apply the phrases and patternsMethodology:A combination of traditional teaching methods with the communicative approach will be adopted. Special attention should be paid to classroom interaction like questioning and answers. Small group works are always needed while discussing the questions and the difficult translation practice. More encouragement is needed and more guidance will be given in their extracurricular study.Teaching Aids: Visual aids, projector, stereo and microphoneGroup work and pair workConduct of Tasks and Activities（师生互动方式Mode of Interaction; 学习策略Learning Strategies）Students-centered, Task-based teaching and learningTeaching ProceduresStep 1 Lead-inI. Greeting and warming-up questions discussion.1. What are the key factors that help people learn English as a foreign language?2. Do you have any problem in English learning?3. Do you think grammar is important in English learning?II. Listening and discussing.1. Listening practice.2. In your opinion, what is the most effective way to learn English?III. Listening to a talk and answer questions on page 2Step 2 Section A An Impressive English LessonI. Cultural background American university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learning by doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching?Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.II. Language PointsWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人；怪物；奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood. 穿着笔挺的西装走在这个贫民区里，他觉得自己就像个怪物。

新视野英语教程2---读写(大专)u n i t3教案Book 1)4. 如果主句中谓语动词的时态是现在时或将来时，从句可以根据需要选用时态。

例如： It is believed that St. Nicholas learned about a man who was hopelessly in debt. (Text B, Unit 6, Book 1)Practical Writing：Understanding and Filling Application FormsThe following are some commonly used expressionsin an application form.1. GENDER 性别2. CORRESPONDENCE ADDRESS 通信地址3. COUNTRY OF PREMANENT RESIDENCE 永久居住国4. SALARY EXPECTED 期望工资5. MARITAL STATUS 婚姻状况6. OCCUPATION 职业7. NATIONALITY AT BIRTH 出生时国籍8. PROPOSED DURATION OF STAY 计划逗留时间9. TITLE 称呼；职务10. FULL NAME 全名Part Four: Listening and Speaking1. Distinguish the pronunciation of the following groups of phonetic sounds:/ / / /, // //, / / / /, / / //.1.Memorize the useful expressions of describing thingsor people.○What is he like?He is fat and short.○How tall is he?About one meter tall○How big is it?It’s about three inches high.○what color is it?It’s red.。

新视野大学英语读写教程（第三版）Book2 Unit 3课文讲解Section AJourney through the odyssey years Background information 1.generation groups in the westGeneration gaps，referring to difference between young people and theirelders，especially between children and their parents，have often been attributed to rapid cultural change，particularly musical tastes，fashion，culture and politics. Some special terms for different generations have thus been coined in English-speaking countries：Generation Jones：A term used to describe the generation born right after World War ｜｜in 1945 through 1965.It's usually identified with “baby boomers”.Key characteristics assigned to these members are less optimism，distrust ofgovernment，and generally used to refer to people born in the 1960s.This generation marks the period of birth decline after the baby boom. The generation was pushed toward adulthood at an age earlier than any other recent generations. They are more ethnically diverse and better educated than the baby boomers.Generation Y：Also known as the Millennial Generation and many of them are children of baby boomers .Their birth years range from the early 1980s to the early 2000s.It's generally marked by an increase use and familiarity with communications，media，and digital technologies.Generation Z：Also known as the net or the internet Generation. In the US and other Western nations，it is a common name for the people born from the mid.1990s or early 2000s through to the present. This generation has spend their entire life with the World Wide Web and high tech gadgets.2.the odyssey yearsThe term odyssey years originated from The odyssey，a long poem by the Greek author Homer，which is a sequel of the Greek hero，Odysseus. It describesOdysseus's long journey，trying to return home from adventures and war.For English speakers，as many as for many cultures，the very name of poem，The Odyssey，has become a special term for an epic journey，or great struggle. The man character in the epic poem（史诗），Odysseus，was wandering away from home and loved ones. During his journey of 10 years，he encountered repeatedtroubles and challenges. The key insight in Odyssey is that the essentials of the journey are not only outward struggle against tremendous difficulties，but，more importantly，inward struggles leading to personal growth. His journey is the one of self-discovery and of combating his ownarrogance and pride from his young rebel heart. Therefore, it makes senseto borrow The Odyssey from Greek mythology to describe the rebellious years young people usually go through. The term odyssey year is a metaphor of this special stage for young people.Detailed study of the text1Most of us know about the phases of life which we label to parallel different agegroups and life stages childhood, adolescence, adulthood, and oldage.(Para.1)Meaning: Most of us know about he different life stages that we describe according to different age groups: childhood, adolescence, adulthood, and old age.phase:n.[C] one of the sages of a process of development or change 阶段；时期 As time are changing, we?re entering a new phase in internationalrelation.随着时代的变化，我们正进入国际关系的新阶段。

Book 2 Unit 3 Journey through the odyssey years奥德赛岁月之旅Most of us know about the phases of life which we label to parallel different age groups and life stages: childhood, adolescence, adulthood, and old age. We think of infancy before childhood and middle age before old age, with each unique phase bringing its own peculiar set of challenges. These challenges can be overcome by acquainting ourselves with them, such as the child's need to learn, the adult's need to find the right career and build a family, and the senior's need for support and good health care.我们大多数人都知道，根据不同的年龄和生活阶段，人生可与此平行划分为童年、青春期、成年和老年这四个阶段。

我们把这些阶段想象为婴儿期在童年之前，中年在老年之前，每个阶段都会面临一系列特有的挑战，如孩子对学习的需要，成人对找到合适的职业生涯和建立一个家庭的需要，以及年长者对得到帮助和良好医疗保健的需要。

通过对它们的充分了解，我们就可以战胜这些挑战。

Interestingly, ideas about the stages of life are changing.有趣的是，关于人生阶段的观念正在发生变化。

Unit 3 section A Journey through the odyssey years奥德赛岁月之旅1 Most of us know about the phases of life which we label to parallel different age groups and life stages: childhood, adolescence, adulthood, and old age. We think of infancy before childhood and middle age before old age, with each unique phase bringing its own peculiar set of challenges. These challenges can be overcome by acquainting ourselves with them, such as the child's need to learn, the adult's need to find the right career and build a family, and the senior's need for support and good health care.1 我们大多数人都知道，根据不同的年龄和生活阶段，人生可与此平行划分为童年、青春期、成年和老年这四个阶段。

我们把这些阶段想象为婴儿在童年之前，中年在老年之前，每个阶段都会面临一系列特有的挑战，如孩子对学习的需要，成人对找到合适的职业生涯和建立一个家庭的需要，以及年长者对得到帮助和良好医疗保健的需要。

通过对它们的充分了解，我们就可以战胜这些挑战。

1 Most of us know about the phases of life which we label to parallel different age groups and life stages: childhood, adolescence, adulthood, and old age. (Para. 1) Meaning: Most of us know about the different life stages that we describe according to different age groups: childhood, adolescence, adulthood, and old age.2 We think of infancy before childhood and middle age before old age, with each unique phase bringing its own peculiar set of challenges. (Para. 1)Meaning: We sequence the life stages of infancy, childhood, middle age and old age according to their natural order, with each particular life stage facing its own featured challenges.Sentence structure note:“with＋名词/代词＋现在分词”作独立主格结构“with＋名词/代词＋现在分词”构成独立主格结构，主要用作状语，可以表示伴随、方式、原因、时间等。