大英3unit2教案

Unit 1 Myths and LegendsTeaching Aims:In this unit students are required to :1) get to know some useful information concerning the topic of the reading passages in this unit and to know more about English culture;2) do some preparation activities such as discussion, group work, etc. to practice their spoken skill and communicative skills;3) grasp some new words and try to use these words which help them to enrich their vocabulary;4)read the in-class reading passage in a limited time and grasp some expressions and grammatical points in the in-class reading passage to improve their reading comprehension;5) do some post-reading exercises and some after-class reading to practice what they have got to know in class to improve their English comprehensive skills.;6) translate some typical sentences into Chinese or English by using some expressions learned in the reading passages to acquire some translating skills and better their translating abilities.I. Useful InformationIn order to understand the world around them, virtually all early cultures developedmyths that explained various aspects of life and mysteries of nature. Animals, plants and people---both imaginary and real---were often attributed with special powers that gave thema spiritual significance. In ancient China, for example, the phoenix(凤凰),the dragon, theunicorn(独角兽) and the tortoise were regarded as sacred creatures that symbolized various characteristics including wisdom, longevity, indestructibility(不可毁灭)and power. The ancient Greeks developed a complex system of myths related to hundreds of gods and goddesses that were said to control the fate of all men and women. Whether myths became part of an established religion or not, they were always incorporated into stories that could be told and retold as captivating explanations of natural and supernatural events. And as such they became cultural treasures that educated and united people around common beliefs.Although the line between myth and legend is often blurred(变得模糊），myths tend to focus on superhuman animals and gods, whereas legends glorify a hero or a great event and usually contain an element of truth. Like myths, legends became popular stories handed down from generation to generationIn all cultures, story-telling was a way of transmitting beliefs, customs, and moralprinciples to people of all ages who cold neither read nor write. Story-telling was also an important form of entertainment at the level of the family and the village. With the advent (appearance/coming) of radio and television, however, story-telling have all but disappeared.Instead of gathering around an individual capable of remembering all kinds of wonderful and amusing tales, people now prefer to sit in front of a TV set.It is mainly in their written form that we can still enjoy traditional myths, legends, fablesand folktales. In reading stories from different cultures, we can discover some of the universal (普遍的)characteristics of humankind. The trickster(骗子，恶作剧的精灵）, for instance, is a clever, deceitful and greedy individual who inspires admiration but who must be taught a lesson.In some cultures he appears as a monkey, in others a tortoise or a raven(渡鸦）。

课程名称：大学英语3授课班级：XX级XX班授课教师：XXX授课时间：2课时教学目标：1. 知识目标：（1）掌握本单元的核心词汇和短语；（2）理解并运用本单元的语法知识；（3）提高阅读理解能力，能快速获取文章主旨和大意。

2. 能力目标：（1）提高口语表达能力，能就本单元话题进行简单交流；（2）提高写作能力，能根据提示完成短文写作。

3. 情感目标：（1）激发学生对英语学习的兴趣，培养良好的学习习惯；（2）增强学生的跨文化交际意识，提高跨文化交际能力。

教学重点：1. 本单元的核心词汇和短语；2. 本单元的语法知识；3. 阅读理解能力。

教学难点：1. 词汇的记忆和应用；2. 语法知识的理解和运用；3. 阅读理解中的细节把握。

教学过程：第一课时一、导入1. 引导学生回顾上一单元所学内容，激发学生对新单元的学习兴趣。

2. 提问：What did we learn in the last unit? 引导学生回答。

二、新课导入1. 播放与本单元主题相关的视频或图片，激发学生的兴趣。

2. 提问：What do you think about this topic? 引导学生进行讨论。

三、词汇学习1. 介绍本单元的核心词汇和短语，如：domestic, international, travel, tourism, culture, etc.2. 通过图片、例句等形式帮助学生记忆和理解词汇。

3. 进行词汇练习，如：填空、翻译等。

四、语法学习1. 介绍本单元的语法知识，如：现在进行时、过去进行时等。

2. 通过例句和练习帮助学生理解和运用语法知识。

3. 进行语法练习，如：改错、翻译等。

五、阅读理解1. 选取与本单元主题相关的阅读材料，如：旅游、文化等。

2. 指导学生阅读，关注文章的主旨和大意。

3. 进行阅读理解练习，如：判断正误、选择题等。

六、总结1. 回顾本节课所学内容，强调重点和难点。

2. 布置课后作业，如：词汇练习、阅读理解等。

#### 教学目标1. 掌握：通过本节课的学习，学生能够掌握课文中的关键词汇、短语以及一些有用的句型。

2. 熟悉：学生能够理解课文的整体结构和内容。

3. 了解：学生能够了解作者的观点和写作手法，并学会分析文本。

#### 教学内容- 课文标题：Lesson Two - Discovery of a Father- 作者：Sherwood Anderson- 教学时间：2课时#### 教学步骤##### 第一课时Step 1：导入 (10分钟)- 引导学生回顾上一节课的内容，提出与课文相关的问题。

- 简要介绍Sherwood Anderson的生平及其作品风格，激发学生的兴趣。

Step 2：快速阅读 (10分钟)- 学生快速阅读课文，把握文章大意。

- 进行快速阅读后的讨论，分享阅读感受。

Step 3：细读与分析 (30分钟)- 学生细读课文，标记关键词汇和短语。

- 分析课文结构，了解作者的写作手法。

- 小组讨论：探讨课文中的主题，如父爱、家庭关系等。

Step 4：词汇学习 (15分钟)- 教师讲解课文中的关键词汇和短语，并给出例句。

- 学生练习使用这些词汇和短语进行造句。

Step 5：总结与反思 (5分钟)- 教师总结本节课的重点内容。

- 学生反思自己的学习过程，提出疑问。

##### 第二课时Step 1：复习与巩固 (10分钟)- 复习上一节课学习的词汇和短语。

- 学生进行相关练习，巩固所学知识。

Step 2：课文讨论 (20分钟)- 小组讨论：分析课文中的人物性格特点，探讨人物之间的关系。

- 教师引导学生思考作者想要传达的信息。

Step 3：写作练习 (15分钟)- 学生根据课文内容，写一篇短文，表达自己的观点。

- 教师给予指导，纠正语法错误。

Step 4：课堂小结 (5分钟)- 教师总结本节课的学习内容，强调重点和难点。

- 学生分享自己的写作心得。

#### 教学评估- 通过课堂讨论和写作练习，评估学生对课文内容的理解和运用能力。

---### 一、课程基本信息课程名称：大学英语精读课程级别：3单元编号：2授课时间：2课时授课对象：大学英语3年级学生---### 二、教学目标1. 知识目标：- 掌握本单元的关键词汇和短语。

- 理解文章的主要内容和结构。

- 学习并运用一定的阅读策略。

2. 能力目标：- 培养学生的阅读理解能力。

- 提高学生的英语写作和口语表达能力。

- 增强学生的跨文化交际能力。

3. 情感目标：- 培养学生对英语学习的兴趣。

- 激发学生的爱国情怀。

---### 三、教学内容课文标题：《发现一位父亲》课文背景：Sherwood Anderson是美国著名作家，他的作品以描写普通人的生活为主，具有深刻的社会意义。

课文结构：- 第一部分：引出主题，讲述主人公对父亲的误解。

- 第二部分：揭示父亲的真相，主人公对父亲有了新的认识。

- 第三部分：总结全文，表达主人公对父亲的感激之情。

---### 四、教学重点与难点教学重点：1. 关键词汇和短语的学习。

2. 文章结构和内容的理解。

3. 阅读策略的运用。

教学难点：1. 对复杂句子的理解。

2. 对文化背景知识的理解。

---### 五、教学过程第一课时1. 导入新课：- 通过图片、视频等方式引入主题，激发学生的兴趣。

- 简要介绍Sherwood Anderson的生平和作品。

2. 阅读课文：- 学生自读课文，了解文章大意。

- 教师提问，检查学生对文章的理解。

3. 分析课文：- 分析文章的结构和内容。

- 讲解关键词汇和短语。

4. 课堂讨论：- 学生分组讨论，分享自己的理解和感受。

- 教师总结讨论结果。

第二课时1. 复习课文：- 复习关键词汇和短语。

- 复习文章的结构和内容。

2. 阅读练习：- 学生进行阅读练习，巩固所学知识。

- 教师批改练习，指出错误。

3. 写作练习：- 学生根据课文内容进行写作练习。

- 教师批改练习，给予反馈。

4. 总结：- 总结本单元的学习内容。

- 强调重点和难点。

教案Experiencing English大学体验英语综合教程第三版第三册大学外语教学部课程名称College English III授课对象2013级本科各专业授课内容Unit 2 Nobel Prize Winners 课堂类型讲授教学目的Learn the new words and phrases;Help students master the main idea of the passage;Solve the problems of some difficult words and expressions.教学重点Mastery and understanding of some difficult words and expressions. 教学方法Student-oriented communicative teaching;Free discussion and interaction.教学过程1.Warm-up activities2.Understanding the text(Ask the students some questions related to the text.)3. Detailed studies of the text4. Grammar and exercises5. Writing skills introduction辅助手段Multimedia software作业 1. Make a discussion about Mo Yan2.Translation and after-class reading. 课外阅读书目1. 诺贝尔传2. 诺贝尔文学奖作品精粹教学内容Passage A Einstein’s CompassI.Warm-up activitiesStep 1: Students are provided with chances to practice their oral English by working with their partner and take turns to start the conversation.Step 2: IntroductionTalk something about the Einstein’s lifeII. Understanding the text1. Analyze the structure of the passage.2. Introduce the main idea of the Passage A. Give a short summary about the passage, the students can understand the content better when they read the text later.3. Guide students to the correct use of the words, expressions in the text by doing the related exercises.4. Lead discussions among students: Was Einstein’s Brain Different?III. Detailed studies of the text1.evident adj.—easily seen or understood; obviousevidence n.—information that gives proof or reasons to believe or agree with sthExamplesThe threat of inflation is already evident in bond prices.The audience waited with evident excitement for the performance to begin.2.respond v.—to say or do sth as a reaction to sth that has been said or doneExamplesTo every question the police officer asked, the suspect responded “I don’t know.”For patients who do not respond to drug treatment, surgery is a possible option.3.stir v.—1) to excite—2) to be rousedExamplesThe story of Harry Potter has stirred children’s imagination.We create services that stir the soul.The mother’s grief stirred when she saw the photo of her son, who died in a traffic accident.The emotion of the viewers stirred by the program.4.intellect n.—1) the ability to use the power of reason—2) a person of great intellectual abilityExamplesBill Gates is a man noted more for his intellect than his charm.The problem oversteps my intellect.Maria Gomez, a historian, socialist and one of the great intellects of our time, died at the age of eighty-nine.I admire the intellect’s capacity of work.5.fool ... into ...—to deceive sb into doing sthExamplesTim was fooled into spending all his money on lottery tickets.It was not fair for Jean to fool Robert into believing that she was in love with him.6.invisible adj.—that can not be seenExamplesHis novel focused on the social invisibility of black people.The path was obscured almost to the point of invisibility.7.methodically adv.—in a very ordered, careful wayExamplesJean methodically put the things into her suitcase.Could you arrange the files methodically so that it will be convenient to get any file you need?8.curiosity n.—the desire to know or learnExamplesIt is important to develop the natural curiosity of each child.I’m burning with curiosity ––you must tell me who’s won!9.convince v.—to make sb completely certain about sthExamplesThe waste disposal industry is finding it difficult to convince the public that its operations are safe.The attorney managed to convince the jury of the defendant’s innocence.10.insight n.—(the ability to have) a clear, deep understanding of a complicated problem or situation ExamplesHe was a brilliant actor who brought deep psychological insight to many of his roles. Professor Becker offered some interesting insights into the human society.11.genius n.—1) great and rare power of thought, skill, or imagination—2) a person of very great ability or very high intelligenceExamplesHe has a spark of genius that distinguishes him from the other actors.She has a genius for raising money.Chaplin was not just a genius; he was among the most influential figures in film history.No man is born a genius.12.apparently adv.—1) according to what seems to be true—2) actuallyExamplesWell, apparently she’s had enough of her major and she’s heading off to finance.The window had apparently been forced open.I thought they were married but apparently they were not.She looks about 12 but apparently she’s 14.13.condense v.—to reduce in sizeExamplesYou should rewrite your thesis and condense 120 pages into 50.All the suggestions put forward will be condensed into a single plan of action.14.essence n.—the central or most important quality of a thingExamplesThe essence of his argument was that education should continue throughout life.A sharp rise in income tax is the essence of the new policy.15.fundamental adj.—forming the base, from which everything else originates; more important than anything elseExamplesSome understanding of grammar is fundamental to learning a language.We need to make fundamental changes to the way in which we treat our environment.16.persistence n.—the ability of continuing in a course of action or way of behavingExamplesSkill comes only with practice, patience and persistence.Most financial analysts didn’t foresee the persistence of the recession.Passage B The Wake-up Call from StockholmI.Warm-up activitiesStep1: Students are provided with chances to practice their oral English by working with their partner and take turns to start the conversation.Step 2: Introduction:1. Some culture notes about Ahmed Zewail’s Contribution.2. What would you do if you were awarded the Nobel Prize?II. Understanding the text1. Analyze the structure of the passage.2. Introduce the main idea of the Passage B. Explain and illustrate the culturalbackground and language points in the text.3. Guide students to the correct use of the words, expressions in the text throughdoing the related exercises.III. Detailed studies of the text1... Two thousand e-mails would zoom his way within a few days and three phone lines would start ringing with eager requests for interviews from the national and Egyptian press and with congratulations from friends and colleagues.ParaphraseIn a few days he would receive as many as two thousand e-mails. His three phone lines would be kept busy because American and Egyptian press will call him eagerly for interviews and his friends and colleagues will call to congratulate him on his award.2.Zewail’s path to the forefront of the international science arena has been elegant and swift, ... ParaphraseZewail has moved smoothly and quickly to the leading position in the international scientific research.3.He will continue to push the envelope of what is possible.ParaphraseHe will go on exerting all his strength to achieve whatever is possible.IV. Grammar and exercises1.zoom v.—1) to move quickly—2) (costs, sales etc.) to increase suddenly and quicklyExamplesThey got into the car and zoomed off.The runners zoomed past the spectators.The company’s sales zoomed from $11 million to $160 million.Overnight trading caused share prices to zoom up.2.investigation n.—an act to try to find out more information about sthExamplesThe official has been notified that he is under investigation for corruption.The owner of the burnt building is subject to investigation.3.probe v.—to search or examineExamplesThe more they probed into his background, the more suspicious they became.The article probes the mysteries of the sudden disappearance of dinosaurs.4.tumultuous adj.—very noisy and disorderlyExamplesThe champion received a tumultuous welcome from thousands of his fans.Delegates greeted the news with tumultuous applause.5.bring in—to cause to come in; to introduceExamplesThe new product has brought in $400 000 for the company this year.Up-to-date electronic devices have been brought in to control all the traffic lights in this city.6.forefront n.—the most forward position; leading positionExamplesHis team is at the forefront of scientific research into a cure for AIDS.The pension issue was not at the forefront of his mind.7.arena n.— a place of great activity, esp. of competition of fightingExamplesOur university debate team has entered the arena for the champion.Frank made it clear he had no intention of withdrawing from the political arena.8.tenure n.—1) the right to keep a job until retirement—2) the act, fact, or condition of holding sth in one’s possessionExamplesShe is one of the few lecturers granted tenure on the faculty.It’s becoming increasingly difficult to acquire academic tenure.During his tenure as CEO, the company lost 20% of its previous market share.The tenure of office of president is four years.9.transition n.—passage from one form, state, style, or place to anotherExamplesThe health-care system is in transition at the moment.The transition from planned economy to market economy is in no way an easy road.10.handful n.— a small number of people or thingsExamplesThere’s only a handful of doctors in the country who can do such an eye operation as this. All the influential figures had been invited to the party, but only a handful turned up.11.breakthrough n.—(the making of) an important advance or discoveryExamplesScientists are hoping for a breakthrough in the search for a cure for the disease.A major breakthrough in negotiations was achieved a few hours ago.12.to date—until todayExamplesThey have been advertising in a local paper for a nurse-companion, but with no result to date.The police have not yet found the runaway to date.V. Writing skills introductionParagraph Development by Chronological SequenceOne logical way to develop a paragraph is to arrange the supporting details on the basis of the order of time, from the beginning to the middle to the end. This kind of chronological organization is typical of a sequence in which earlier occurrences precede later ones. In this way the writervirtually leads the reader step by step to the completion of an event by well-placed words of transition or clear-cut instructions. Examine the following paragraph and identify the order of time with the help of the words in purple that signal transition.教学小结This is the second unit of Book Three. In the Listening and Speaking section, students will learn some communicative skills about process-describing. Passage A tells us the story of Einstein. Passage B is about Ahmed Zewail, a Nobel Prize winner.课外拓展1.Ahmed Zewail’s ContributionsWhat would a football match on TV be without “slow motion”revealing afterwards the movements of the players and the ball when a goal is scored? Chemical reactions are a similar case. The chemists’eagerness to be able to follow chemical reactions in the greatest What would a football match on TV be without “slow motion”revealing afterwards the movements of the players and the ball when a goal is scored? Chemical reactions are a similar case. The chemists’eagerness to be able to follow chemical reactions in the greatest Zewail’s technique uses what can be thought of as the world’s fastest camera. The “shutter speed”of such a camera must be extremely high since molecules are very small (about 10-9m) and move extremely rapidly (1000 m/s). To obtain a sharp “image”of the molecules in the course of a chemical reaction requires a femtosecond (10-15s) shutter speed. This area of physical chemistry has been named femto-chemistry.Femto-chemistry enables us to understand why certain chemical reactions take place but not others. We can also explain why the speed and yield of reactions depend on temperature.2.Alfred Nobel –Man behind the PrizesNobel invented dynamite in 1866 and later built up companies and laboratories in more than 20 countries all over the world. A holder of more than 350 patents, he also wrote poetry and drama and even seriously considered becoming a writer.The idea of giving away his fortune was no passing fancy for Nobel. Efforts to promote peace were close to his heart and he derived intellectual pleasure from literature, while science built the foundation for his own activities as a technological researcher and inventor.On November 27, 1895, Nobel signed his final will and testament at the Swedish-Norwegian Club in Paris. He died in his home in San Remo, Italy on December 10, 1896.3.The Millennium Ecosystem AssessmentThe Millennium Ecosystem Assessment was released in March 2005. This 2,500-page report was drawn up by 1,300 researchers from 95 nations over four years. Surveying the planet, it made a number of conclusions that many have stressed for years. The key messages from the report included the following points:Everyone in the world depends on nature and ecosystem services to provide the conditions for a decent, healthy, and secure life.Human activities have taken the planet to the edge of a massive wave of species extinctions, further threatening our own well-being.The loss of services derived from ecosystems is a significant barrier to the achievement of the Millennium Development Goals to reduce poverty, hunger, and disease.The pressures on ecosystems will increase globally in coming decades unless human attitudes and actions change.Measures to conserve natural resources are more likely to succeed if local communities are given ownership of them, share the benefits, and are involved in decisions.Better protection of natural assets will require coordinated efforts across all sections of governments, businesses, and international institutions. The productivity of ecosystems depends on policy choices on investment, trade, subsidy, taxation, and regulation, among others.。

A. Objectives of this unita.Content1. The Landlord’s Mistake: A snob versus a great man.2. Discussion: The Declaration of Independence.3. The setup of a business meeting.4. Functions and types of presentation.b.Key language points1. Compound adjectives formed with a. + v-ing.2. The use of the relative pronoun that when its antecedent is an indefinite pronoun or anoun that is modified by only, an ordinal or an adjective in the superlative form, etc.3. The use of the modal verb shall in the second or third person.4. Synonyms used for emphasis or variety.5. Compound sentences (1).c.V ocabularyBasic requirements: 40 new words.Intermediate requirements: 8 new words.Advanced requirements: 5 new words.prehensive skills1. Understanding a passage of approximately 600 words at the pre-intermediate level ofdifficulty.2. Writing a 150-word summary of the passage.3. Socializing in the freshman orientation week.4. Internet skills: Surfing the Internet to collect information about presentation and publicspeaking in English.5. Research project: Presentation on house sales on the individual basis.e. Functions1. Organizing a business meeting.2. Summarizing what each speaker has said at a business meeting.3. Informing or persuading people by means of PPT presentation.B. Procedures and MethodsEight teaching periods are needed to cover the present unit, among which four periods are for the module of Language Skills Development, three periods for the module of Language in Use and one mainly for the module of Enhancement of Language Abilities.I. Part 1 Language Skills Development1. Period One and Period Two:●Step One: StarterA. Brainstorming: when, in your opinion, can a hotel refuse guests? Mark the items with atick “√”. Hold a class discussion for this exercise and before that go through newwords in the mind map to make sure they have a complete understanding of thequestions. When checking the answers, ask the students to explain their judgment.B. Listen to a story about how an old man teaches a monk a lesson for his snobbishness.Then answer the questions briefly.Before playing the tape, the instructor can ask the students to have a quick look at the new words and the three questions first. Then the instructor tells the students tolisten to the passage with the questions in mind. After listening to the passage, ask thestudents to answer the questions. After checking the answer, show them the tapescriptto further enhance their understanding.This step shall take up more10-15 minutes.●Step Two: New words and expressionsGo over the key words and expressions in the text (refer to Student’s Book Pages 34-36) to prepare students for the text learning.The time for this step should not exceed 10 minutes.●Step Three: Text teachingStart teaching the text: The Landlord’s Mistake.Before delving into the text, ask students a general question about the text such as “What is a landlord? What kind of mistake made by a landlord can be the focus of a short story?”After that the text organizational chart will be presented so that the students can expand each episode.Then start the detailed study of the text and go through the text paragraph by paragraph. To help students understand the story, the instructor can explain the language points and ask students to answer the questions related to the text.This step shall not take up more than one and a half periods.1. Harboring Ill Feelings (the title) 心怀怨恨harbor:vt. 1) 怀着，心怀e.g. With his bike seized by a policeman, the young man harbored a grudge against allthe police.2) 窝藏，庇护e.g. He is accused of harboring an escaped prisoner.n. [C]港口，港湾e.g. The attack on Pearl Harbor in 1941 shocked the United States and the world. 19412. But instead of embracing his dream and encouraging him to follow his heart’s desire,they made fun of him, laughed at him and belittled his vision. 然而他们不但不接受和鼓励他去实现自己的梦想，反而取笑他、嘲弄他，轻视他的憧憬。

#### 一、课程基本信息课程名称：大学英语精读3授课班级：XX班授课教师：XXX授课时间：第X周课时安排：2课时#### 二、教学目标1. 知识目标：- 掌握本单元的核心词汇和短语。

- 理解文章的主要内容和结构。

- 了解文章所涉及的文化背景知识。

2. 能力目标：- 提高阅读理解能力，学会分析文章的写作手法。

- 培养批判性思维，对文章内容进行深入探讨。

- 提升口语表达能力，能够就文章内容进行讨论。

3. 情感目标：- 激发学生对英语学习的兴趣，增强学习动力。

- 培养学生的国际视野，提高跨文化交流能力。

#### 三、教学内容单元主题：Discovery of a Father（发现父亲）课文内容：本单元课文讲述了一个关于父子关系的故事，通过主人公对父亲的认识和了解，展现了亲情的力量。

重点词汇：- Discovery- Father- Relationship- Understanding- Love难点：- 文章中复杂的句子结构和表达方式。

- 文章中所蕴含的深层情感和文化内涵。

#### 四、教学过程第一课时1. 导入（10分钟）- 简要介绍课文背景，引导学生思考父子关系的重要性。

2. 词汇学习（15分钟）- 引导学生学习本单元的重点词汇，通过例句和练习加深理解。

3. 阅读理解（20分钟）- 让学生自主阅读课文，回答问题，检查学生对文章内容的理解程度。

4. 课堂讨论（15分钟）- 引导学生就课文内容进行讨论，分享对父子关系的看法。

第二课时1. 复习（10分钟）- 复习上节课的学习内容，检查学生对重点词汇和文章结构的掌握情况。

2. 深入分析（20分钟）- 对课文中的复杂句子结构和表达方式进行深入分析，帮助学生理解文章的深层含义。

3. 写作练习（15分钟）- 让学生根据课文内容，写一篇关于父子关系的短文。

4. 总结与反思（5分钟）- 总结本单元的学习内容，引导学生反思自己的学习收获。

#### 五、教学评价1. 课堂参与度：观察学生在课堂上的参与情况，如提问、回答问题、课堂讨论等。

教学对象：大学英语三级学生教学目标：1. 通过本单元的学习，使学生掌握文章的主要内容和结构。

2. 提高学生的阅读理解能力，培养学生快速查找信息的能力。

3. 引导学生学会运用所学词汇和语法知识进行写作。

4. 培养学生的批判性思维能力，能够对文章内容进行评价和反思。

教学内容：1. 文章概述2. 词汇学习3. 语法讲解4. 阅读理解5. 写作练习教学时间：2课时教学步骤：一、导入（5分钟）1. 复习上一单元所学内容，检查学生对词汇和语法知识的掌握情况。

2. 提问：同学们，你们认为学习英语最重要的能力是什么？3. 引导学生思考，引出本单元主题：阅读理解能力。

二、文章概述（10分钟）1. 播放课文录音，让学生初步了解文章内容。

2. 要求学生用自己的话概括文章大意，培养学生的概括能力。

三、词汇学习（20分钟）1. 列出本单元的生词和短语，引导学生进行拼写和朗读。

2. 分析词汇在文中的含义和用法，结合例句进行讲解。

3. 设计词汇练习，让学生在语境中运用所学词汇。

四、语法讲解（15分钟）1. 介绍本单元的语法知识点，如时态、语态、非谓语动词等。

2. 通过例句讲解语法规则，帮助学生理解并掌握语法知识。

3. 设计语法练习，让学生巩固所学语法知识。

五、阅读理解（20分钟）1. 学生自读课文，完成课后练习题，检验阅读理解能力。

2. 教师针对练习题进行讲解，引导学生分析解题思路。

3. 设计阅读理解练习，提高学生的阅读速度和准确性。

六、写作练习（10分钟）1. 引导学生思考：如何写一篇关于“友谊”的文章？2. 提供写作思路和框架，如开头、正文和结尾。

3. 学生进行写作练习，教师巡视指导。

七、总结与反馈（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点。

2. 学生分享自己的学习心得，教师给予点评和指导。

教学资源：1. 教材：《新视野大学英语》第三册2. 课件：课文录音、词汇卡片、语法例句、阅读理解练习、写作练习3. 教学设备：多媒体教室、电脑、投影仪教学评价：1. 学生对词汇和语法知识的掌握程度。

Unit 2Civil Right HeroesⅠ. Teaching PlanStudents will be able to:1.understand the main idea (early civil-rights struggles in the US, esp. the Underground Railroad);2.learn to use library resources and other resources for information;3.grasp 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.Principles: stimulating, motivating, facilitating, enablingTask–based: reading, writing, discussing, practicing, commenting, criticizing, evaluating, recreating, investigating, searching for resources, case studying, presentingand demonstrating, deducting, inducting, etc.1. T asks Ss the following questions on the recording: (5 minutes)—What are the special contributions of Abraham, John and Martin to the Americans? (They all advocated black civil rights.)—How did they die? (They were all assassinated.)2. Knowledge of American geography (10 minutes)1)T brings a map of the USA to class, hangs it in the front of the classroom.2)T explains that the USA was divided after the Abolition Act (废除黑奴制法案): the NorthernStates supported it, while the Southern States disapproved of it.3)T circles out the Southern States (Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi,North Carolina, South Carolina, Tennessee, Texas, and Virginia) and the Deep South states (Alabama, Florida, Georgia, Louisiana, Mississippi, South Carolina and eastern Texas) on the map.4)Ss scan the text to find out all place names (Dresden Ontario, Ripley Ohio, Ohio River, Kentucky,North Carolina, New Port Indiana, Maryland, Cincinnati, Buffalo N.Y., Niagara River) and locate them on the map. T may invite Ss to come up to the map and trace the Hensons’ escape route(i.e., the last section of the text) on it.3. Knowledge of Christianity (10 minutes)1)T explains that, for historical reasons, many black slaves believed in Christianity, like Uncle Tomin Uncle Tom’s Cabin. Therefore, in black writings there are frequent references to Christianity.2)T writes down the following vocabulary items on the blackboard: the Creator, anAfrican-American Moses, Quaker, Bible, Methodist minister, Bethlehem, salvation.3)Ss self-study their meanings by reading the New Words and Expressions and Proper Namessections following the text.4) T checks Ss’ understanding and, if necessary, gives further guidance (see Text Analysis).4.Out-of-class research projects: T guides Ss through Writing Strategy, then tells them to form groupsto research into the discussion questions in Part IV: Theme-Related Language Learning Tasks by using library resources, the Internet and other resources. Each group member may focus on only one discussion question. They will share findings in a later class. (9 minutes)5.Ss do Cloze B to get a better understanding of the Underground Railroad. (15 minutes)1.Ss scan the text to see if there is any natural division between parts of the text. (There is a blank linebetween each part.) (2 minutes)2.T explains the key language points in Part I and gives Ss practice (see Language Study).(10minutes)3.Ss sum up the main idea of this part (see Text Organization Exercise 1),then identify thesentence which connects this part with the following parts, (last sentence in Para 5—“I was intent on telling their stories.”) (3 minutes)4.T explains the key language points in Part II and gives Ss practice (see Language Study).(15minutes)5.Ss sum up the main idea of this part (see Text Organization Exercise 2). (3 minutes)6.T explains the key language points in Part III and gives Ss practice (see Language Study).(151. 1) Ss form groups to discuss the following questions:—Among so many participants of the Underground Railroad, why were John Parker, Levi Coffin and Henson chosen as their representatives? Who do they each represent?—We learn about Henson in Part I, then why is his story delayed until the last part?—Why does the author sometimes quote directly from characters in the stories?(The answers to these questions are discussed below in Text Analysis.)2) Some Ss group report discussion results to class (see Text Analysis). (20 minutes)2.T guides Ss through some after-text exercises. (20 minutes)3.T checks on Ss’ home reading (Text B). (3 minutes)4.Ss do Part IV: Theme-Related Language Learning Tasks by drawing on their out-of-class researchproject. (1 period)5.T asks Ss to prepare the next unit: (2 minutes)1)do the pre-reading task;2)preview Text A.Ⅱ.Text AnalysisWhen we learn a foreign language, we must also learn the culture of the speakers of that language. Text A in this unit is a good case in point. Readers need some basic knowledge of Christianity. Some terms in this text are markedly Christi an, like “Methodist Minister”, “Bible”, “Quaker”. Others refer to characters or places from Biblical stories, such as Moses who led the Jewish people out of slavery in Egypt, or Bethlehem, a holy city for Christians.The author tells three stories about the Underground Railroad and the early Black civil rights movement. The three stories are chosen because they are representative of all participants in this movement: John Parker is a freed slave who later turned into a courageous “conductor”; Levi Coffin is abrave white “conductor”; Josiah Henson is a slave who struggled his way to freedom with the help of the Underground Railroad.We learn about the name of Josiah Henson at the beginning of the text, yet his full story is not told until the last part. In this way the author achieves coherence of text.Direct speech is more convincing than indirect speech, especially when it comes to expressing personal beliefs. For example, the text quotes Levi Coffin saying “The Bible, in bidding us to feed the hungry and clothe the naked, said nothing about color.”On other occasions, direct speech makes a story more vivid. For example, in the John Parker story, characters spoke short sentences to stress the urgency of the situation. For another example, Josiah Henson thre w himself to the ground and shouted to astonished onlookers: “Oh, no! Don’t you know? I’m free!” His joy affects us all.Ⅲ. Cultural Notes1. Freedom and rights: Freedom of the individual is considered one of the essential features of westerncivilization, which is itself sometimes called the Free World. This freedom is often expressed in terms of rights to do certain things or to be treated in a particular way. When a person does something that others think strange, British and American people will often say, “It’s a free country,” meaning that although they disagree with the choice they recognize the other person’s right t o make it.Americans sometimes call the US the “land of the free”, a phrase taken from its national anthem. British people have always strongly defended their freedom. Fear that they will lose the freedom to decide their own future is behind many people’s lack of enthusiasm for European unity.In Britain and the US the most basic rights include freedom of expression ( = freedom to say or write anything), freedom of choice (=freedom to make decisions about your own life) and freedom of worship (=freedom to practice any religion).2. the civil rights movement: (in the US) the national campaign by African-Americans for equal rights,especially in the 1950s and 1960s. The campaign included boycotts ( = refusals to buy particular products), the actions of freedom riders, and in 1963 a march to Washington led by Martin Luther King.It succeeded in causing the introduction of bussing and affirmative action. The Civil Rights Act of 1964 and the V oting Rights Act of 1965 were also introduced as a result of the civil rights movement, which has helped to change the attitudes of many white Americans.3. the Civil Rights Act of 1964: the US law that forced the southern states to allow African-Americansto enter restaurants, hotels, etc. which had been reserved for white people only and to end the practice of having separate areas for black and white people in theatres, train stations, buses, etc. The act was mostly the result of the civil rights movement and was strongly supported by President Lyndon Johnson.It was followed the next year by the V oting Rights Act.4. Uncle Tom’s Cabin: a novel (1852) by the US writer Harriet Beecher Stowe which increased support forthe movement to free slaves. It is about a kind slave called Tom who is badly treated and finally killed by Simon Legree. Tom’s daughter Little Eva also dies, and another well-known character in the novel is the slave child Topsy. The name Uncle Tom is sometimes used as an insult to describe an African-American who has too much respect for white people.5. the Underground Railroad: a secret system used in the US before the Civil War for helpingthousands of slaves to escape to the free northern states or Canada. The slaves were called “passengers”, the people who helped them were “conductors”, and the slaves hid in “stations” (safe houses) along the way.6. Slavery: Slavery played a particularly important role in the history of the US.The first slaves were taken to North America from Africa by the Dutch in 1619. By the time of the American Revolution (1775) there were 500 000 slaves, mostly in the South. After the Revolution the northern states made slavery illegal but the South needed cheap labor for the cotton plantations.Gradually the South’s economy became dependent on slaves and by 1860, the year before the Civil War, there were about 4 million slaves.Conflict between the North and the South increased, and it became clear that supporters and opponents of slavery could not continue to be part of the same country. In 1861 the slave states left the US and formed their own government. This was the beginning of the Civil War.After the North won the Civil War and brought the southern states back into the US, slavery was ended.But little changed for former slaves. Some moved to the North but there were not enough jobs there and many suffered prejudice from Whites. Those that stayed in the South often worked on the plantations where they had been slaves. They were paid for their work, but had to buy food and clothes. Many had to stay there trying to pay off debts which became larger each year.7. Bill Clinton (1946- ): the 42nd US President, elected in 1992 and 1996. He is a Democrat and waspreviously the governor of Arkansas. The US economy improved under Clinton, and the North American Free Trade Agreement has been signed. His successes in helping to achieve world peace include the Camp David Agreement for the Near East and the Dayton Agreement to end the war in Bosnia and Herzegovina. His wife Hillary (1947- ) tried without success to improve the US health system.In 1998 President Clinton admitted that he had had a sexual relationship with Monica Lewinsky, a junior member of the White House staff, after denying it earlier. He was impeached for lying under oath and obstructing justice, but the Senate judged him not guilty.8.Quaker: any member of the Society of Friends, a religious group established in England in the 1650s byGeorge Fox. They were originally called Quakers because members were thought to “quake” or shake with religious excitement. Quakers worship Christ without any formal ceremony or fixed beliefs, and their meetings often involve silent thought or prayer. They are strongly opposed to violence and war, and are active in education and charity work.9.Grand Central Terminal: the best-known railway station in the US. It is on East 42nd Street in New Y orkand was completed in 1913 in the American Beaux Arts style. The main area is very large, and the trainsenter and leave the station on 123 tracks, arranged on two levels. The station is often very crowded: You can’t move in there—it’s like Grand Central Station!10.Methodist: a member of the Methodist Church, the largest of the Protestant Free Churches in Britain andthe US. It was established in 1739 by John Wesley as part of the Church of England but it became separate from it in 1795. It was introduced into the US in the 18th century and today has over 50 million members around the world. It emphasized the importance of moral issues, both personal and social.11.the Deep South: the most southern states of the south-east US: Alabama, Florida, Georgia, Louisiana,Mississippi, South Carolina and eastern Texas. They are among the states that once had slaves and left the Union during the Civil War. They still have racial problems and the people there are mostly conservative in their politics and religion.Ⅳ. Language Study1. slender: (of people) slim; not very wide but comparatively long or highExamples: Although her face was quite plain, she had long, slender expressive hands, like a concert pianist. King crabs have long, slender legs, with a span over 1 meter (3 feet).2. settlement: a place where people have come to settleExamples: Manhattan was the site of the original Dutch settlement of New Amsterdam.These tools were found in an early Iron Age settlement.3. confident:feeling or showing trust in oneself or one’s ability (usu. followed by about/of/that clause)Examples: Michael was confident that he would be enrolled by Harvard University.The more familiar you are with this machine, the more confident you will be about using it.The soccer team is quite confident of being able to win this important game.4. give up: abandon an attempt to do sth.Examples: He’s given up smoking since his illness.The rescue team had given up all hope of finding the two divers alive. She was workingpart-time but she suddenly gave up.5. ironically: it seems ironic (that)Examples: Ironically the widespread use of antibiotics seems to be causing a lot of unexpected health problems.Ironically it is often the poorer people who give the most.6. racial: relating to a person’s race, or to different races of peopleExamples: Slavery is closely associated with racial prejudice, the belief that one race is superior to another.Mandela was elected President in South Africa’s first multi-racial elections, held in 1994.7. stand up (for sb./sth.): speak, work, etc. in favour of sb./sth.; support sb./sth.Examples: You have to be prepared to stand up for the things you believe in.Don’t be afraid to stand up for yourself.8. historic: famous or important in historyExamples: In his book, Churchill recalls that historic first meeting with Roosevelt.More money is needed for the preservation of historic buildings and monuments.Cf: historicalExamples: Historical people, situations, or things existed in the past and are considered to be a part of history.Many historical documents were destroyed when the library was bombed.9. site: place where a building, town, etc. was, is, or will be situatedExamples: The local government h asn’t yet chosen the site for the new skyscraper.There are many archaeological sites in southern England. This monument marks the site ofthe battle.10. mission: particular task or duty undertaken by an individual or a groupExamples: Some delegates were immediately sent to Israel. Their mission was to negotiate a ceasefire.The five young people have been on a mission to help the Cambodians.11. forge: (fig) create by means of much hard workExamples: The two countries agreed to forge closer economic ties.She forged a new career for herself as a singer.12. underground: in or into secrecy or hidingExamples: His mother took him to Hong Kong where she worked in the underground communist movement.For about thirty years the African National Congress (ANC) operated as an undergroundorganization.13. web:network of fine threads spun by a spider or some other spinning creature; complex series ornetworkExamples: The little boy was frightened by the spider’s web in the window.Many commercial and public organizations now have their own Web site and publish a“home page”, giving information about the organization.Every day thousands of web surfers flock to this popular site, posting messages.14. liberate: set freeExamples: The new Afghan government is trying to liberate its people from poverty with international help.The troops’ aim is to liberate the country by the end of the year.15. authorize: give approval or permission for (sth.); give authority toExamples: The central government authorized $200 billion to construct new dams to generate cheap hydro-electric power.The President requested that Congress authorize the presence of US troops in the easternregion.He was obliged by the arguments of the Minister of Labour to authorize a 23 per centgeneral wage increase.16. exploit: brave or adventurous deed or actionExamples: The general’s wartime exploits were later made into a film and a television series.My grandfather entertained us with stories of wartime exploits.17. be intent on doing sth.: be eager and determined to do sth.Examples: Working day and night, Janet seems intent on breaking the record in the Guinness Book of Records.18. peer: look closely or carefully, esp. as if unable to see well (followed by at/through/into, etc.)Examples: Stephen had been peering at a computer printout that made no sense at all.Hawking was a typical grind, underweight and awkward and peering through eyeglasses. 19. decade: period of ten yearsExamples: Many countries were involved in Antarctic exploration during the first decades of the 20th century.Education budgets have been increased over the last decade in China.20. on the side: as an additional job or source of income; secretlyExamples: Some teachers have to find ways of making some money on the side.In order to earn enough money to send his children to school, he makes a little moneyon the side by cleaning windows in his spare time.21. capture: capturing or being capturedExamples: Rebel forces captured the city after a week-long battle.Some of the terrorists who were involved in the 9.11 event were captured by the FBI. 22. close in (on / around): come near to, esp. in order to attack from several directions; surroundExamples: At one time Peter took part in the capture of three thieves.The International Whaling Commission permits the capture of only 400 whales annuallyfor scientific purposes.vt. Examples: Hitler committed suicide as Soviet forces were closing in on Berlin.Right after the suicide explosion, Israeli troops began to close in on the Palestinian city. 23. painful: causing pain; hurtingExamples: Symptoms of pneumonia include painful cough, fever, difficulty in breathing, rapid breathing and chest pain.The old photograph brought back painful memories of his childhood.24. religious: of religionExamples: Daoism (Taoism) is one of the three main Chinese religious and philosophical traditions, the others being Confucianism and Buddhism.The local government wants to increase the amount of religious education in schools.25. conviction: firm opinion or beliefExamples: The old woman had a firm conviction that there would be a better life after death.It is her personal conviction that all corruption should be exposed and dealt with accordingto relevant laws.26. terminal: (building at the) end of a railway line, bus route, etc.; a piece of equipment, usu. consistingof a keyboard and a screen, that connects the user with a computer systemExamples: Most large airports have shops, restaurants, and banks in the terminal building, plus special lounges for departing passengers. All staff have terminals attached to the company’s main computer.27. impose: 1) place a (penalty, tax, etc.) officially on sb./ sth.Examples: The government has made a decision to impose a further tax on wines and spirits.The local government tried to impose fines on the factories which poured untreated wasteinto the river.2) try to make sb. accept (an opinion or a belief)Examples: I wouldn’t want to impose my religious convictions on anyone.It may not be wise for parents to impose their own tastes on their children.28.as for: with regard toExamples: As for your request for a free sample, we will send it to you in about ten days.Some people ha ve complained, but as for me I’m perfectly satisfied with the work ingconditions here.29. transport: take sth. / sb. from one place to another in a vehicleExamples: Reducing the costs of transporting natural resources to production sites is one of the key factors in economic competition.Pipelines are used mainly to transport liquids or gases over long distances.30. disguise: give sb./sth. a false appearance (used in the pattern disguise sb/sth. as)Examples: She disguised herself as a man so she could fight on the battlefield.Jack escaped across the border disguised as a Catholic priest.31. abolish: end the existence of (a law, custom, system, etc.)Examples: Slavery was not finally abolished in the British Empire until 1833.Their mission is to abolish the global fur industry permanently by utilizing appropriate legaland non-violent methods.32. make the best of: accept an unsatisfactory situation cheerfully and try to manage as well as you canExamples: I know it’s cold and raining but we’re here now, so let’s just make the best of it.The living conditions in the village were very poor, but we had to make the best of it.33. compel: make (sb.) do sth.; forceExamples: In the past children were frequently compelled to work from an early age.A large debt burden compelled many developing countries to undertake stabilization andadjustment policies.34. at risk: threatened by the possibility of loss, failure, etc.; in dangerExamples: It is reported that some areas in the west are at high risk of desertification.The buildings in the slum tend to be overcrowded, inadequately served by water and at riskfrom fire.35. starve: (cause a person or an animal to) suffer severely or die from hungerExamples: Some people starved to death during the long drought.Children in the developed countries are living a happy life, while many African childrenare starving.36. in the eyes of: in the opinion ofExamples: In the eyes of his students, Richard is a sensible and reliable teacher.In the eyes of my parent, I am still a young person although I am already in my thirties.37. pass for: appear like; be accepted or looked upon as (same as pass as)Examples: He speaks American English well enough to pass for an American.My younger sister really wants to go and see the film, but I don’t think she’d pass for 18.。