新视野大学英语第三b4u6教案
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新视野大学英语第三册教案教案标题:《新视野大学英语第三册教案》教案目标:1. 帮助学生提高英语听、说、读、写的能力;2. 培养学生的跨文化交际能力;3. 培养学生的自主学习和合作学习能力;4. 培养学生的批判性思维和问题解决能力。
教学内容:1. 语法:复习和巩固基本语法知识,如时态、语态、虚拟语气等;2. 词汇:扩大学生的词汇量,学习和运用新词汇;3. 阅读:培养学生的阅读理解能力,提高阅读速度和技巧;4. 听力:提高学生的听力理解能力,培养听力技巧;5. 口语:提高学生的口语表达能力,培养流利、准确的口语表达;6. 写作:培养学生的写作能力,包括写作结构、语言表达和写作技巧;7. 文化:介绍英语国家的文化背景,培养学生的跨文化交际能力。
教学步骤:1. 导入:通过引入话题或图片等方式激发学生的学习兴趣;2. 预习:让学生在课前预习相关内容,提前了解课文主题和词汇;3. 听力训练:通过听力材料,帮助学生提高听力理解能力;4. 阅读训练:通过阅读材料,培养学生的阅读理解能力和阅读技巧;5. 语法讲解:通过语法讲解,帮助学生掌握和巩固语法知识;6. 口语练习:通过角色扮演、对话练习等方式,提高学生的口语表达能力;7. 写作训练:通过写作练习,培养学生的写作能力和写作技巧;8. 小组讨论:组织学生进行小组讨论,培养学生的合作学习能力和批判性思维;9. 总结与复习:总结本节课的重点内容,并进行复习。
教学评估:1. 课堂表现:观察学生在课堂上的参与度、表达能力和合作精神;2. 作业评估:批改学生的作业,评估学生的语言运用和写作能力;3. 考试评估:通过考试测试学生的听、说、读、写能力。
教学资源:1. 教材:《新视野大学英语第三册》教材及配套练习册;2. 多媒体设备:投影仪、电脑等用于播放听力和展示教学资源;3. 音频材料:提供课堂听力训练和学生自主听力训练的音频材料;4. 练习题:准备相关的练习题,用于课堂练习和作业。
新视野3第6单元新视野大学英语教案Unit SixI PURPOSE1. to master the language points and grammatical structures of the text;2. to grasp the main idea (earthquake prediction, prevention and preparation) and structure of the text (a general statement supported by details);3. to practice writing skills (deduction and questioning) and reading skills (skimming).II IMPORTANT AND DIFFICULT SPOTS1. Words:Section A:detect; destruction; withstand; horizontal; fasten; wax; enclose; handy; extinguish; chaos; sensible; accurate; resist; forecast; concerning; occurrence; precaution; Section B: rotate; flourish; retain; manual; fraction; collective, exceed; abuse; oppose; accelerate; ignorant2. Sentences:Section A:(1) L2: In both Japan and China, people have long believed that earthquakes can be forecast.(2) L24: Also, to prevent property damage, architects now design buildings so that the building’s columns and horizontal beams are of equal strength and vertical support columns are inserted deep into solid soil.(3) L27: Concrete pillars for highway bridges that previously only had steel rods inside are now enclosed in steel.(4) L55: A sensible arrangement is to have all of the membersof the family call to check in with a friend or relative who lives more than a hundred miles away. Section B:(1) L3: In other words, things in nature are large or small, new or old, only in accordance with the measures and the comparisons involved.(2) L43: Should people use it up to manufacture petrol for automobiles?(3) L61: What causes the acid rain that forms from water passing through polluted air?(4) L66: Now that they are no longer ignorant of the causes of the sickness of ourplanet, they seek ways to help the Earth, to give back what they take away.III PROCEDURE1. Warming-up activities;2. Introduction to the passage (general questions on the passage);3. Text analysis (structure and language points);4. Writing skills;5. Summary;6. Assignment.IV TIME NEEDEDSection A: (Total: 135mins)1. Warming-up activities: 5mins.2. Introduction to the passage: 5mins.4. Text Analysis: 70mins.4. Writing skills: 5mins.5. Summary: 5mins.6. Exercises: 45mins.Section B: (Total: 45mins)Reading skills: 7mins.Text study: 35minsSummary: 2mins.Assignment: 1 min.SECTION AHow to Prepare for EarthquakesPART ONEPRE-READING / WARM-UP (LISTEN AND TALK))1. Have you ever been in an earthquake? Describe an earthquake briefly which you have experienced or heard of.2. What would you do if you experienced an earthquake? What would do first if the room started to shake?3. To introduce related background information of earthquake.PART TWOGENERAL QUESTIONS ON THE PASSAGE1. Can we predict earthquake? How?2. What are the effective measures to be taken when an earthquake occurs according to the author? What’s your opinion?3. Can we prepare for earthquake? How?4. In your opinion, how important is the earthquake education?PART THREE A Detailed Study of TextPart OnePara. 1:1. watch for (Para.1, line3) : look at or observe sth. for; search for; look or wait attentively fore.g.: They are watching for the right moment.CF: watch for: to wait patientlywatch sth. for: to look at or notice sth.watch out: look out2. In Japan, scientists have wired the Earth and sea to detect movements. (Line 3) Meaning: In Japan, scientists have placed wires on the Earth and in the sea to discover the movements of the surface of the Earth.detect: notice, discovere.g.: Small quantities of poison were detected in the dead man’s stomach.e.g.: I detected a slight change in his attitude3. freeze to death (Para.1, line7):other phrases: bleed to death; starve to death; burn to death; work to deathCF: put sb. to death; shoot sb. to deathbe scared/ bored/ tired/ sick to death4. a school of fish (Para.1, line8) : a group of fishThe sound of his music attracted a school of dolphins.Other phrases like this one are: a herd of cattle/ a flock of sheep, birds/a swarm of bees, insects/ a pack of wolves, bounds猎狗/ an army of ants5. wax (Para.1, line13):v. increase , growe.g.: The popularity of the film stars waxed and waned. 名望盛衰无常n. 蜡a wax candle 蜡烛Part TwoPara. 2:6. after all (Para.2, line15): (1) (used for reminding sb. of acertain fact) it must beremembered(2) in spite of everythinge.g.: After all, an actor’s life is spent working with words.别忘了,演员的生活就是与语言打交道的。
教学对象:大学英语水平较高的本科生教学目标:1. 帮助学生理解文章主旨,提高阅读理解能力。
2. 培养学生运用英语进行写作和口语表达的能力。
3. 增强学生对跨文化交际的认识,提高跨文化交际能力。
教学重点:1. 理解文章主旨和段落大意。
2. 掌握文章中的重点词汇和短语。
3. 分析文章中的语法结构。
4. 学会运用英语进行写作和口语表达。
教学难点:1. 理解文章中涉及的文化背景知识。
2. 灵活运用所学词汇和短语进行写作和口语表达。
教学准备:1. 教师准备PPT,内容包括文章内容、重点词汇、短语和语法结构。
2. 学生提前预习文章,了解文章背景知识。
教学过程:一、导入1. 教师简要介绍文章背景,激发学生的学习兴趣。
2. 学生分享自己了解的相关文化背景知识。
二、阅读理解1. 学生快速阅读文章,了解文章大意。
2. 教师引导学生逐段分析文章,总结段落大意。
3. 学生回答问题,巩固对文章的理解。
三、词汇和短语学习1. 教师讲解文章中的重点词汇和短语,并举例说明其用法。
2. 学生跟读、模仿,加深对词汇和短语的印象。
3. 学生进行词汇和短语填空练习。
四、语法结构学习1. 教师讲解文章中的语法结构,如时态、语态、从句等。
2. 学生进行相关语法练习,巩固所学知识。
五、写作和口语表达1. 教师引导学生分析文章的写作结构,总结写作技巧。
2. 学生根据所学知识,撰写一篇与文章主题相关的短文。
3. 学生进行口语表达练习,分享自己的写作思路。
六、课堂小结1. 教师总结本节课所学内容,强调重点和难点。
2. 学生提出疑问,教师进行解答。
七、课后作业1. 完成本节课的写作和口语表达练习。
2. 预习下一节课的内容。
教学反思:本节课通过阅读理解、词汇和短语学习、语法结构学习、写作和口语表达等环节,帮助学生提高英语综合运用能力。
在教学过程中,要注意以下几点:1. 关注学生的个体差异,因材施教。
2. 营造轻松、愉快的课堂氛围,激发学生的学习兴趣。
教学目标:1. 帮助学生掌握课文的主旨和结构;2. 提高学生使用有效的阅读策略,如通过细节支持一般性陈述;3. 熟练掌握课文中的关键词汇和语法结构;4. 培养学生了解玫瑰产业的兴趣和知识。
教学重点:1. 课文主旨和结构的理解;2. 阅读策略的应用;3. 关键词汇和语法结构的掌握。
教学难点:1. 课文结构的分析;2. 阅读策略的灵活运用;3. 玫瑰产业相关知识的拓展。
教学过程:一、导入1. 教师简要介绍玫瑰产业的基本情况,激发学生的学习兴趣。
2. 学生分享自己对玫瑰产业的了解和看法。
二、课文阅读1. 预读:学生快速阅读课文,了解大意。
2. 精读:教师引导学生逐段分析课文,理解课文结构。
a. 第一段:介绍玫瑰产业的起源和发展;b. 第二段:阐述玫瑰产业的现状;c. 第三段:分析玫瑰产业面临的挑战和机遇;d. 第四段:总结全文,提出建议。
三、阅读策略训练1. 教师讲解阅读策略,如通过细节支持一般性陈述;2. 学生练习使用阅读策略,分析课文中的细节,支持一般性陈述。
四、词汇和语法学习1. 教师讲解课文中的关键词汇和语法结构;2. 学生通过练习巩固所学知识。
五、课堂活动1. 小组讨论:学生分组讨论玫瑰产业的发展前景,并提出自己的观点;2. 演讲比赛:学生选取课文中的一个段落,进行演讲,展示自己的理解。
六、总结与作业1. 教师总结本节课的学习内容,强调重点和难点;2. 布置作业:学生撰写一篇关于玫瑰产业的短文,要求运用所学词汇和语法。
教学反思:1. 本节课通过导入、阅读、策略训练、词汇语法学习、课堂活动等环节,使学生掌握了课文的主旨和结构,提高了阅读策略的应用能力;2. 教师在教学中注重学生的主体地位,鼓励学生积极参与课堂活动,培养学生的合作意识和创新精神;3. 课后作业的布置有助于巩固学生的知识,提高学生的写作能力。
工业学院教案Unit 6 说写课(第1次课)The first 50 minutes:Step1: Pre-reading activities. (15 minutes)Students l isten to a talk about American people’s life in the 1800s and fill in the blanks with what they hear on page 150 (group work and discussion).Step 2: Text A reading comprehension.1.Ask the students to read Text A within 15 minutes and raise questions about textunderstanding. (15 minutes)2.Discuss and find answers to questions on page 157: understanding the text andcritical thinking (for critical thinking questions, the teacher had better ask the students to choose only one or two to discuss). While the students are discussing, the teacher may walk around and offer some help. Then, ask one or two students to report their discussion results. (20 minutes)The second 50 minutes:Step3: Key words, phrases and expressions. (15 minutes)Step 4: Functional patterns. (15 minutes)Use the following patterns to make sentences.1. Today, when I look back, I’m surprised that I recall the beginning so vividly; it’s still clearly fixed in my mind with all its coloring and emotional intensity. (Line 1, Para.1)如今,当我回首往事,我很惊讶我居然能如此生动地回忆起轰炸开始的情况,那天的色彩和紧张的情绪仍然清晰地印在我脑海里。
新视野⼤学英语第⼆版第三册全部教案(unit1-10)New Horizon College EnglishBook III新视野⼤学英语(第⼆版)教案第三册Unit1, Book3I. Section A: Love Without Limitations1. Teaching Objectives:To read with the skill ―problem + response+evaluation‖;To write a composition with the structure ―problem + response + evaluation‖;To learn how to scan a passage.2.Time Allotment:Section A (3 periods):1st---2nd period: Warming-upText understandingNotes to the textWords and expressions,Idea sharing.3rd period: WritingSection B(1period):4th periods: Reading SkillsText understandingNotes to the textWords and ExpressionsIdea sharing3.Teaching Procedures:3.1 Warming-upStep1. Guess the themeLook at the following pictures that share the same theme. What is it? (See projects)Step 2. Family loveWatch a movie clip and answer the questions followed. (See projects)3.2 Text understandingStep 1. Pre-readingAsk students to skim the text in ten minutes.Step 2. Question askingQ1. How did Jimmy get his brain damaged?Q2. How did the writer describe her father?Q3. How much was Jimmy changed after his father‘s death?Q4. What did the writer think of her caring for Jimmy?Q5. Why did the writer invite her friends to Jimmy‘s birthda y party?Q6. What did the party remind the writer and her friends of?Step 3. Structure analysisWith her lifetime experience, the author tells us there have never been any limitations to love whatever life may present. The writing method of this text is:―Problem + Response + Evaluation‖Step 4. Summary.Ask students to fill in the blanks with the proper words or phrases.3.3 Notes to the textStep1. Active expressionsIn English, you may find some expressions formed by very common words, but they are active and powerful. Try to find out the active expressions in the following sences.See projects)Step 2. Focus studyPay attention to some sentence structures which are very commonly used in English.e.g.1… so I urged the neighborhood kids to come to my house for some out-of-control kid-centered fun.out-of-control kid-centered fun= to have as much fun as the kids likeout-of-control和kid-centered是复合形容词more examples: up-to-date; color-coded; student-centered2. Usually very agreeable, he now quit speaking altogether and no amount of words could penetrate the vacant expression he wore on his face.no amount of word could penetrate the vacant expression he wore on his face= nothing could change the empty look on his face3. I hired someone to live with him and drive him to work, but no matter how much I triedto make things stay the same, even Jimmy grasped that the world he‘d known was gone.no matter (how, who, what, where, etc.) = however, whoever, whatever, whereverstay the same = keep things as they weregrasp = understand4. Just as my father‘s death had changed the world overnight, September 11th changed our lives; the world we’d known was gone.―just as‖ = ―in the way that so meone says, or in the same condition something is in”.e.g. Just as we gained fame in victory, we lost nothing in defeat.3.4 Words and ExpressionsStep 1. Word UsingChoose some words for explanation and practice, such asjustice n.e.g. Everyone should be treated with justice.At last the criminals are being brought to justice.See Teaching Projects for more words.Step 2. TranslationPlease translate the following from Chinese to English.See projects.Step 3. Old to NewPlease find the words or phrases with the same meaning as the words or phrases given.See projects.3.5 Idea SharingStep 1. Group workStudents can work in group by discoing the following questions.1.What is “love”like in your mind?e one word or one thing to describe “love”. And why is that? Share your thoughts withyour group members.Step 2. PresentationA representative from each group is going to show the group‘s idea after the discussion.3.6 WritingStep 1. A Problem – Response – Evaluation Structure(See Projects).This is a very commonly used structure in English. Normally, some part of a situation is introduced before the problem. Then, solutions are taken to solve the problem. Afterwards, some evaluation might occur in the actions taken.Step 2. Writing models (See projects)Step 3. Tips for writinga. understanding the situation being faced;b. analyzing the specific problem to be tackled;c. creating, analyzing, and refining a solution;d. further evaluating, improving, and implementing.3.7 Assignments1). Write a paragraph with a problem-response-evaluation structure.Topics:a. The Fight Against Air Pollutionb. The region has been seriously polluted by harmful smog2). Exercise DoingDo the exercises from Pages 8 to 15II. Section B The Framework for LoveTeaching Procedures:1. Reading Skills -- ScanningStep 1. The ways to scanScanning is to read quickly in order to locate and find a piece of information without reading in any detail. Here are some ways to scan.a.Look at the title.b.book for the subtitles (⼩标题).c.Look at pictures, charts, or drawings if there are any.d.Look at the first sentence of each paragraph.Step 2. Scanning stepsa.Decide exactly what information you are looking for and think about the form it maytake.b.Next, decide where you need to read.c.Move your eyes as quickly as possible down the page until you find the information.d.When you find what you need, do not read further.Step 3. Practice (See projects)2. Text UnderstandingSee projects for the structure of the text.3. Notes to the Text-Sentence Structure3.1 Active ExpressionsFind out the active expressions: (See projects)3.2 Focus StudyBut I would hedge to bet, there is a framework you must live within to let this gift that has no rivals mature.hedge to bet: dare saythis gift that has no rivals: the best gift (love)let this gift …mature: let love develop fullySee projects for more examples.4. Words and ExpressionsStep 1. Learn to use the following words and expressions.Lodge, inspire, rival, parallel, provoke, farewell, respective, mislead…into doing, acknowledge, soar,Step 2. Chinese to English5. Idea SharingStep 1.Express Your LoveGiven a chance to express your love to someone whom you deeply love, what way would you like to use? What do you want to say?Step 2. Group Work : DubbingYou‘ll see a classical movie clip from A Chinese Odyssey (⼤话西游) starred by Zhou Xingchi. Translate the script into English and dub.Unit 2, Book 3I. Section A: Iron and the Effects of Exercise1. Teaching Objectives:λLearn more about iron and the benefits brought by exercise.Develop related vocabulary.Write an article in the cause-and-effect pattern.λ2.Time Allotment:Section A (3 periods):1st---2nd period: Warming-upText understandingNotes to the textWords and expressions,Idea sharing.3rd period: WritingSection B(1period):4th periods: Reading Skills-Distinguishing between facts and opinionsText understandingNotes to the textWords and ExpressionsIdea sharing3.Teaching Procedures:3.1 Warming-upAsk students to have a nutrition detective and determine which nutrients do we need.3.2 Text understandingStep 1. Pre-readingAsk students to skim the text in ten minutes.Step 2. Question askingQ1. What is the use of iron to our body?Q2. What kind of people mostly lack iron?Q3. How does iron influence our body?Q4. What can you eat to get iron?Step 3. SummaryAsk students to write a summary of the text with about 100 words, among which one of the students can write on blackboard..3.3 Notes to the textStep1. Sentence analysisChoose some sentences with appositive (同位语) for analysis to make students understand the use of appositives in a sentence, such as1.…, says Roseanne M. Lyle. She is an associate professor at Purdue University.2.The first and most common is having low iron reserves. It is a condition that typically hasno symptoms.Step 2. Sentence combinationGive students some simple sentences to combine into one sentence using appositive structure, such asThe ancient Chinese were a people of inventors and discoverers.The ancient Chinese were a people of philosophers and soldiers.The ancient Chinese were a people of poets and craftsmen.The ancient Chinese gave the world many of its most useful things.Students can write these sentences into oneThe ancient Chinese, a people of inventors and discoverers, philosophers and soldiers, poets and craftsmen, gave the world many of its most useful things.Step 3.ParaphraseList some sentences and let students to do some paraphrase. (See teaching projects)Step 4. TranslationIntroduce the skill of translation—word transformation, that is how to transform a word from a noun to a verb in translation, such asFor a woman who already has a poor iron status , any additional iron loss from exercise may be enough to tip her over the edge into a more serious deficiency … (L27) tip … over the edge:bring about a noticeable change对于那些已经缺铁的⼥性,任何因锻炼⽽产⽣的更多铁离⼦流失都⾜以导致体内缺铁状况的恶化。
大学英语3级课程教案Session 1 (90mins):Section A : How to Prepare for EarthquakesI. Pre-reading activities (20mins)Step 1Questions for discussion:1. Have you ever been in an earthquake? Describe an earthquake briefly which you have experienced of heard of.2. What would you do if you experienced an earthquake? What would you do first if the room started to shake?3. To introduce related background information of earthquake.Step 2Pre-reading listening:First listening: Listen to a passage about what happened before an earthquake. Second listening: Listen to the passage again and answer the following questions according to what you hear.1. What is the speaker doing when the earthquake broke out?2. What seemed strange to the speaker that day?3. Have you ever experienced an earthquake? Where would you want to be if the ground started to shake?II. Text structure analysis and introduction of the writing pattern: a paragraph of a point of view supported by reasons. (25mins)Step 1:Text structure analysisDivide the text into parts and work out the general idea of each partThe passage is a paper about earthquake, and its structural organization can be brought to light when we insert some questions between paragraphs. The story can be divided into four parts.Part One(para.1) states that how to predict an earthquake.Part Two(para. 2) states that how to prevent the destruction of property.Part Three(para. 3-6) states that how to prepare themselves for an earthquake.Part Four(para. 7) conclusion: even if earthquake prediction is possible now to some degree, people still need to do their best to prevent disasters by improving building structures and by being personally prepared.Step 2: Introduction of the writing pattern: a general statement supported by detailsIII. Explain new words and phrases in the passage of Section A (40mins)1. detect vt. notice or discover sth. that is difficult to see, feel, etc.The police detected the identity of the murder. 警察查出了凶手的身份。
Unit 6 Section A How to Prepare for EarthquakeI. Background information1. The 1906 San Francisco EarthquakeAt 5:13 on the morning of April 18th, 1906, the city of San Francisco was shaken by a terrible earthquake. A large part of the city was destroyed and a large number of buildings were burnt. The number of people who lost homes reached as many as 250, 000. About 700 people died in the earthquake and the fires.Another earthquake shocked San Francisco on October 17th, 1989. It was the second strongest earthquake and about one hundred people were killed. It happened in the evening as people were traveling home. A wide and busy road fell onto the below. A lot of people were killed in their cars, but a few lucky ones were not hurt.Luckily the 1989 earthquake did not happen in the center of town but about 50 kilometers away. In one part of the town many buildings were destroyed. These buildings were over 50 years old, so they were not strong enough. There were a lot of fires all over the city. The electricity was cut off for several days too.Scientists explain that the outside of the earth is made of different plates. At San Francisco the Pacific plate meets the North American plate. When suddenly these two plates jump, an earthquake is felt. When the 1906 earthquake happened, the Pacific plate jumped 5-6 meters to the north.We cannot stop earthquake, but we can do things to make sure they do not destroy a whole city. First, it is not a good idea to build houses along the lines where two of the earth’s plates join together. Second, if you think there may be an earthquake, it is better to build houses on rock not on sand. Third, you must make the houses as strong as possible. Weak buildings will fall down in an earthquake, but strong ones may stay up.Scientists are afraid that one day an even bigger earthquake will hit the area around San Francisco. They call it “The Big One”. However, people today are still building more houses. The population in and around San Francisco is now ten times more than it was in 1906. This means that if there is another big earthquake, a great many houses and buildings will be destroyed.2. The 1976 Tangshan Earthquake1) Which city earns the name “Brave City of China”? Tangshan2) The deadliest earthquake of the 20th century, a magnitude 7.8 earthquake hit the sleeping city of Tangshan at 3:42 a.m. on July 28, 1976.3) Which of the following gave some advance warnings of an impending earthquake?A. Well water rose and fell with cracking or gas.B. Chickens refused to eat and ran around chirping.C. Mice and yellow weasels ran around to hide.D. A goldfish jumped wildly in its bowl.E. Strange lights (fireballs) as well as loud sounds were seen the night preceding the earthquake.4) The Tangshan earthquake lasted approximately 14-16 seconds. After the earthquake hit, 242419 people were dead or dying; 164581 people severely injured. In 7218 households, all members of the family were killed by the earthquake.5) Over two million people died in the earthquake in the 20th century. About 0.6 billion people live in the strong earthquake zone throughout the world. 6) 93 percent of the residential buildings and 78 percent of the industrial buildings were completely destroyed.3. What’s your insight into earthquakes?Because they have no warning and allow people no time to react to them in an effective way. As described in the video, one second you live in this big beautiful city and ten seconds later it is flat. So on any scale of instant destructivity, few natural disasters can come close to earthquakes. At 11:43 A.M. on June 7, 1692, for example, an earthquake struck Port Royal, Jamaica. In the space of less than fifty seconds, that thriving port sank into the Caribbean. An eyewitness described the scene. “In many places the earth cracked, opened and shut, with a motion quick and fast. People were swallowed up; in others they were caught by the middle, and pressed to death.”In the 17th and 18th centuries, it was believed in the Western world that because earthquakes normally occurred in non-Christian countries, they were signs of God’s anger with the inhabitants of these areas. In fact, every day the earth is shaken by hundreds of small earthquakes, most going unnoticed. They usually occur along the boundaries of thin plates that cover the earth like egg shells. Driven by the heat deep within the earth’s core, plates grind against each other along lines called faults. When plates find their motions blocked, stress builds up. Finally the fault gives way. Released energy racesthrough the earth in a form of seismic waves (震波) and a quake occurs.4. How much do you know about other natural disasters?In addition to the earthquake, the human society as a whole is also cursed with a long list of other natural disasters, among which are flood, mud-rock flow (泥石流), landslide (山体滑坡), typhoon, hurricane (飓风), tornado (龙卷风), snowstorm (暴风雪), hailstorm (冰雹), sand storm (沙尘暴), drought (干旱), plague of locusts (蝗灾), the spread of desert, the spread of infectious diseases such as SARS (非典), and volcanic eruptions (火山喷发), the most famous example of which is the Great Pompeii, quickly covered with volcanic ashes.The contributors to these natural disasters are complex and varied. Some disasters such as earthquakes and volcanic eruptions result from the movement of plates along the weaknesses in the Earth’s crust. Many others, like flood, sand storm, and the spread of desert, stem from human activities. Man’s mindless enthusiasm for unrestrained economic growth has led to a sharp decline of forestry, a rapid desertification of farming land, an irreparable depletion of ozone layer, a global worsening of greenhouse effect, and a swift extinction of species, all of which in turn bring about more disasters.II. Structure Analysis1. How can we know about warning signs of earthquakes?1) Wire the earth and sea …2) Watch animals and plants …3) The amount of radon waxes …2. What animals show what signs of earthquakes?1) hens—cages 2) snakes—freeze 3) dogs—bark a lot 4) fish—surface5) birds—noisy—fly unusuallySome advance warnings of an impending earthquake.A. Well water rose and fell with cracking or gas.B. Chickens refused to eat and ran around chirping (吱喳而鸣).C. Mice and yellow weasels (黄鼠狼) ran around to hide.D. A goldfish jumped wildly in its bowl.E. Strange lights (fireballs) as well as loud sounds were seen the night preceding the earthquake.3. How are most of the people killed in an earthquake?By falling buildings.4. What building structures might prevent the great destruction of property?1) Steel joint/an I-joint2) Equally strong columns & horizontal beams3) Deep vertical support columns4) Light roofs & strong walls5. What should people do to prepare their houses?1) Check/reinforce homes …2) Place heavy objects …3) Attach cupboards & cabinets …4) Fasten doors …6. What should people need for their earthquake survival supplies, and why?water & food radio receiver torch extra batteries first-aid supplies spade tent rope clothing fire extinguisher auxiliary cooking & heating source heavy shoes or boots7. How can family members keep in touch during an earthquake? Check in with a far-away friend or relative…8. What should be a major emphasis for all government programs and earthquake-related research projects?Education concerning how to survive an earthquake.1.What is the text mainly about?The essay is centered around the main theme — How to predict, prevent, and prepare for earthquakes.2.How is the text organized?The writer centers his writing on three aspects of the topic—earthquake prediction, earthquake prevention, and earthquake preparation. In the end, he concludes his writing with more emphasis placed on people’s preparation for earthquakes. So the text can fall structurally into four parts.Part I Prediction: People predicted a quake by wiring the earth and sea to detect movements, watch-ing animals and plants for warning signs; and seeing if the amount of radon (Rn) in the water under the surface of the Earth waxes before an earthquake.Devices for developing it: Exemplification: (Para. 1) In Japan, scientists have wired the Earth and sea…The Chinese have traditionally watchedanimals and plants for…For example, …Before the Hansin earthquake in Japan, …Part II Prevention:To prevent buildings from threatening our lives, new structures need to be built with an I-joint steel, with columns and horizontal beams of equal strength, and with light roofs; and pillars for highway bridges need to be enclosed in steel.Devices for developing it: Deduction: (Para. 2) General Statement: People would also like to…prevent…Details: 1) Most people are killed by…2)…with steel joint; 3)…of equal strength 4)…enclosed in steel. Part III Preparation: To prepare for a great quake, you need to keep survival supplies at home and at work; have proper tools ready at hand; make sure what to do in case of a quake; and plan for family re-unity.Devices for developing it: Deduction: (Paras. 4-6) General statement: People …need to prepare themselves. Details: 1) …have supplies of water and food…; 2) Have a fire extinguisher handy; 3) Every family needs to have earthquake emergency plans.Part IV Conclusion: Even if prediction becomes possible, people still have to do their best to prevent disasters by improving building structures and by being personally prepared.Devices for developing it: Induction: (Para. 7) Known facts: 1) …scientists learn much about how quakes work; 2) It will be possible to predict quakes with accuracy; 3) But people still have to prevent quakes. Conclusion: Education concerning …should be a major emphasis for all …projects.III. New words and expressions1. to watch sth. for…/ to watch for 观察某物以获取······/ 小心等待He has been watching for the right moment to express his feeling of love for her.2. to come out of 爬出······/ 有······结果Good reward will certainly come out of your good intention.3. to be reported to do sth. in unusual patterns 据报道说以异常的方式做某事They are reported to be celebrating their victory in unusual patterns.4. to withstand the power of earthquakes 抵御地震的力量Any friendship that can’t withstand the trial of hardships is not likely to last long.5. to be a major concern 是关注的重点How to prevent the resurgence (卷土重来) of SARS is one of the major concerns among the public.6. to insert sth. in / into / between 把某物插入······中/中间The Maxwell House inserted in a newspaper an advertisement : Good to the last drop. 麦氏公司(Maxwell House)在一家报纸上曾刊登了一则广告:滴滴香浓,意犹未尽。
新视野大学英语读写教程第四册教案B4U6Gender Equality*Teaching Objectives:Students will learn to use English to1.To talk about gender equality2. To further understand the text3. To apply the phrases and patterns4. To master the essay writing skill*Time Allotment: each unit 8 classes1st---2nd classes: Part I Warming up1.Lead-in : Guessing activity2.Pre-reading activities: Answer the questions3.Cultural background: Watch the video and fill in the blanks3rd--4th classes:Part II Text Study4.Reading in Depth: Structure Analysis, Summary, Difficult sentences analysisnguage Focus: More practice in Language Points (language points explanation,Sentence Patterns, Useful Expressions)5th—6th classes:Part III Reflection6.Critical thinking: More speaking practice in discussion related to gender equality7.Writing Practice: Essay writing• Write an essay with your personal experiences.7th—8th classes: Part IV Assignment7. Post-reading activities: summary of useful expressions, watching and discussing, speaking task, etc.8. Section B: Focus on fast reading and practice in reading skillUNIT 6Section A The weight men carryPart I Warming up1. Lead-in:To separate the words:Which words are always used to describe the men/women?Men: clean-cut, stylish, sharp, robust, virileWomen: cute, sexy, pretty, delicate, elegant2. Pre-reading activities:1) Can you list some jobs for women and some jobs for men?Women :nurse, teacher, office lady, assistantMen:soldier, architect, firefighter, mineworker2) Why is there a difference between men and women in choosing a job?Tips :Difference:Men are physically stronger. So they can do some jobs that require physical strength and power.Women are more subtle. So they can do some jobs that require carefulness and patience3. Cultural Background:Watch the video and fill in the blanks as the following sentences.• 1. In 2009, 60 % of graduates from Universities are females in OECD areas. By 2025 , 70 % of graduates are females in those areas.• 2. 70 % of education graduates are women, 75% of health and social science graduates are women. While, 70% of engineeringmanufacturing , construction graduates are men.• 3. On the pay-slip (工资单),women's pay are always smaller tha n men’s.They average are 16 % smaller than men’s.• 4. In Norway, 40 % of board members are women. In Sweden, France and Finland, 15-20 % of board members are women. In Germany, Japan, Netherland , less than 5 % of board members are women.Part II Text Study1. Main idea & structure:Tips for Reading: A Good Reader should1) Try to become an active reader.2) Learn to ask more questions. ( what, why, how)3) Do the efficient reading. (key points, topic sentence, key words, locatingwords, necessary and sufficient )4) Develop a habit of marking during reading.Answer Questions1)What types of work did the author see men do in his hometown? (Para. 1)From morning to sundown:they built cabinets, dug ditches, mined coal, or drove trucks;they trained horses, stocked furnaces, made tires, stood on assembly lines, welding parts onto refrigerators or lubricating car engines.In the evenings and on weekends:they labored equally hard, working on their own small tract of land, fixing broken-down cars, repairing broken shutters and drafty windows.2) The bodies of the men I knew were twisted and wounded in ways _visible______ and _invisible_______. (Para. 2)Visible ways:Heavy lifting had given many of them spinal problems and appalling injuries. Racing against conveyor belts had given some ulcersome had broken ribs and lost fingers.Their ankles and knees ached from years of standing on concrete.Some had partial vision loss as the glow of the welding flame damaged their optic receptors.Invisible ways:All around us, the fathers always seemed older than the mothers.Men wore out sooner, being martyrs of constant work.3)What did they do when men worked as soldiers? (Para. 3)Tips:When the shooting started, many of them would die for their patriotism in fields and forts of foreign outposts. This was what soldiers were for – they were tools like a wrench, a hammer or a screw.4)What caused the author to be puzzled after he entered college? (Para. 5)Tips:The author was puzzled at women’s claim th at men enjoy greater joys and more privileges. This was because he knew from his own experiences that men did much harder work and suffered much more than women.5)What kind of examples the author used to defend for men? (Para. 5)Tips:The right to work five days a week, 12 months a year, for 30 or 40 years, wedged in tight spaces in the textile mills, or in the coal mines, struggling to extract every last bit of coal from the rock-hard earth? The right to die in war? The right to fix every leak in the roof, every gap in the fence? The right to pile banknotes high for a rich corporation in a city far away? The right to feel, when the lay-off came or the mines shut down, not only afraid but also ashamed?6)Why did the author envy women? (Para. 6)They were interested in art or music or literature, and enjoy a sense of ease.They did not have to go to war.The space of their comparatively lightweight work seemed expansive.• They clipped coupons, went to see neighbors, or ran errands at school or at church.7)Why did the women in the author’s college see him as an enemy? (Para. 8)They were the daughters of privileged, Republican men and they wanted to inherittheir fathers’ power and lordship over the world. They longed for a say over their future. An d because of the author’s sex, as destined from birth to become like their fathers, so they see him as an enemy.8)What kind of role the author wanted to play? (Para. 8)Tips: The author thinks that the miserable life of the lower class people is similar to the gender inequality that women suffer from. He supports the fight against social inequality, no matter whether it is related to class or gender.Structure Analysis:Introduction:Men labored all day and had little free time. (Para. 1)The bodies of men were twisted and wounded because of hard work. (Para. 2) Men were soldiers who had to die in war. (Para. 3)The lives of rich men who had power and privileges seemed remote and unreal. (Para. 4)Major arguments and supporting detailsWomen’s criticism o f men was puzzling because men in reality had to work hard to support their household.(Para. 5)Women’s grievances were hard to understand because women had an easier life than men. (Para. 6)The fates of lower-class men and women are equally bleak and grim. (Para. 7) Conclusion:Women have grievances about gender inequality because they don’t know the hard life of working-class men. (Para.8)2. Language Focus:Useful expressions:1)Off (the ) gridNot connected to public utilities and having your own power and water supply.远离公共设施的,自给自足的我们住在那里远离水电,生活全靠自己。
课时:2课时教学目标:1. 理解课文内容,掌握文章结构。
2. 扩大词汇量,提高阅读理解能力。
3. 培养学生的思辨能力,提高写作水平。
教学重点:1. 理解课文内容,掌握文章结构。
2. 扩大词汇量,提高阅读理解能力。
3. 培养学生的思辨能力,提高写作水平。
教学难点:1. 理解课文中的长难句。
2. 掌握文章的主旨大意。
3. 培养学生的思辨能力,提高写作水平。
教学准备:1. 教师准备课文、课件、单词卡片、语法讲解材料等。
2. 学生预习课文,了解课文内容。
教学过程:第一课时一、导入1. 教师简要介绍课文背景,激发学生学习兴趣。
2. 学生分享自己对课文背景的了解。
二、课文阅读1. 学生自读课文,了解文章大意。
2. 教师提问,检查学生对课文内容的理解。
3. 教师讲解课文中的重点词汇和短语。
三、语法讲解1. 教师讲解课文中的语法知识,如时态、语态、非谓语动词等。
2. 学生练习相关语法知识。
四、课文翻译1. 学生分组进行课文翻译,教师巡视指导。
2. 学生展示翻译成果,教师点评。
五、课堂小结1. 教师总结本节课的学习内容。
2. 学生分享学习心得。
第二课时一、复习导入1. 教师提问,检查学生对课文内容的掌握情况。
2. 学生分享自己对课文内容的理解。
二、课文讨论1. 教师提出问题,引导学生进行讨论。
2. 学生分组讨论,教师巡视指导。
3. 学生展示讨论成果,教师点评。
三、写作指导1. 教师讲解写作技巧,如如何组织文章结构、如何运用过渡词等。
2. 学生练习写作,教师巡视指导。
3. 学生展示写作成果,教师点评。
四、课堂小结1. 教师总结本节课的学习内容。
2. 学生分享学习心得。
五、课后作业1. 学生完成课后练习题。
2. 学生预习下一课。
教学反思:1. 本节课通过多种教学方法,如提问、讨论、写作等,激发学生的学习兴趣,提高学生的阅读理解能力和写作水平。
2. 教师应注重学生的个体差异,针对不同学生的学习情况给予针对性的指导。
3. 在教学过程中,教师应注重培养学生的思辨能力,提高学生的综合素质。
Unit 6 Text ACyberdating:Romance in CyberspaceⅠObjectiveG o over the whole text in limited time and try to get the main idea ofthe passageG et some information about biometrics.ⅡTime ArrangementText: 2 periodsDiscussion: 1 periodⅢLeading InIntroduction to the tipicYou never know where you might meet the love of your life!It could be in the street;it might be in the classroom;or it might be ,just might be,on the Internet!It’s so easy to just type in all the qualities you desire in a person and then,right before your very eyes,several matches from all over the world may appear.It’s crazy,but true!Technology is changing everything these days.How is it changing you?ExploringHave you ever had the experience of logging onto the Internet?Do you make friends in “chat rooms”,what would you say?Would you believe them?Text A in this unit talks about dating on the Internet.Before you read the text,take a second and think over further questions:1.What does dating on the Internet mean to you?2.What is the differerce between meeting someone online andmeeting him/her in real life?ⅣBackground InformationC yberspaceCyberspace, in computer jargon, refers to the community (社团) of networked computers and the culture that has developed among users of these computers. The term was coined (杜撰) by American writer William Gibson and first used in his 1984 science fiction novel Neuromancer, in which he described cyberspace as a place of"unthinkable (令人难以想像的) complexity (复杂性)". The term has given rise to a vocabulary of "cyberterms", such as cybercafes (cafes that sell coffee and computer time), cybermalls (online shopping services),1.Cyberdating: Romance in CyberspaceMeaning:Dating online; that is, love affairs that happen in the online world of computer networks.Cyberdate is a new coinage (新创造出的词语), formed with cyber and date. The prefix cyber- refers to something having to do with a computer network. Date can be used as a verb meaning to be a boyfriend or girlfriend of someone (of the opposite sex) (和异性的约会;幽会).The term "cyber-" has now taken on a life of its own and is frequently joined with other words, for example:cybercafé网吧cyberize使网络化cybernaut网络用户cyberpunk黑客cyberspeak网络用语cyberworld网络世界2.It's possible these days for people to fall in love sight unseen─though not unknown.Meaning: Nowadays it is possible for people who only know one another online to be in love without having physically met.Note that the expression fall in love sight unseen is a parody (带有滑稽性质的模仿) of the proverb fall in love at first sight.The opposite of fall in love is fall out of love, which means cease to feel love (for) (不再喜爱).3."It's like our two lost souls caught a fever for each other and nowwe don't want it to end," says Chionsini.Meaning: Chionsini says, "It's as if we were two lonely people who met and are now wild with passion for each other. We just don't want it to stop."caught a fever for each other=had a strong passion for each otherit=feverNote that like in this sentence is not a preposition. It is used as a conjunction just like as or as if.4.Such self-exploration can be quite positive: a person can grow intothe person they present.Meaning: Analyzing and examining oneself online can be very helpful to a person's development: a person can develop and become, in real life, the sort of person he/she pretends to be on the Internet (for example, a shy person can try being more open on the Net).self-: It combines with adjectives or nouns to refer to something that you do by yourself or to yourself. For example, if you are self-admiring, youadmire yourself.自我;自己Please notice the following similar word formation: self-criticism自我批评self-control自制self-improvement自我完善self-study自学5.Online, you can't be sure if the person describing himself/herselfas a twenty-year-old student studying engineering is really a sixty-year-old train conductor or, worse, a dangerous con artist. Meaning: On the Net, you simply don't know if the person who claims to be a student of 20 studying engineering is actually a train fare collector who is already 60 years old. And even worse, the person could be dangerous or skillful at cheating.Notice also that online is used as an adverb meaning "while you are connected to the telecommunications system". But don't confuse online with on the line. The latter means in complete commitment and at great risk (冒极大的危险;处在危险中). For example:He puts his future on the line by backing that policy.他不惜牺牲自己的前途以支持那项政策。
Teaching Planning & Teaching LecturesNew Horizon College English IVUnit 61.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 vve can strike a balance between the Chineseand 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 tocompare 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 ofthe 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 beadopted・ 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 organization2nd 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 students5 home reading (Text B);6.主要参考书目:郑树棠,胡全生2003,《新视野大学英语综合教程4教师用书》外语教学与研究出版社。
新视野大学英语读写教程第四册教案B4U6Gender Equality*Teaching Objectives:Students will learn to use English to1. To talk about gender equality2. To further understand the text3. To apply the phrases and patterns4. To master the essay writing skill*Time Allotment: each unit 8 classes1st---2nd classes: Part I Warming up1.Lead-in : Guessing activity2.Pre-reading activities: Answer the questions3.Cultural background: Watch the video and fill in the blanks3rd--4th classes:Part II Text Study4.Reading in Depth: Structure Analysis, Summary, Difficult sentencesanalysisnguage Focus: More practice in Language Points (language pointsexplanation, Sentence Patterns, Useful Expressions)5th—6th classes:Part III Reflection6.Critical thinking: More speaking practice in discussion related togender equality7.Writing Practice: Essay writing• Write an essay with your personal experiences.7th—8th classes: Part IV Assignment7. Post-reading activities: summary of useful expressions, watching and discussing, speaking task, etc.8. Section B: Focus on fast reading and practice in reading skillUNIT 6Section A The weight men carryPart I Warming up1. Lead-in:To separate the words:Which words are always used to describe the men/women?Men: clean-cut, stylish, sharp, robust, virileWomen: cute, sexy, pretty, delicate, elegant2. Pre-reading activities:1) Can you list some jobs for women and some jobs for men?Women :nurse, teacher, office lady, assistantMen:soldier, architect, firefighter, mineworker2) Why is there a difference between men and women in choosing a job?Tips :Difference:Men are physically stronger. So they can do some jobs that require physical strength and power.Women are more subtle. So they can do some jobs that require carefulness and patience3. Cultural Background:Watch the video and fill in the blanks as the following sentences.• 1. In 2009, 60 % of graduates from Universities are females in OECD areas. By 2025 , 70 % of graduates are females inthose areas.• 2. 70 % of education graduates are women, 75% of health and social science graduates are women. While, 70% of engineering manufacturing , construction graduates are men.• 3. On the pay-slip (工资单),women's pay are always smaller than men’s. They average are 16 % smaller than men’s.• 4. In Norway, 40 % of board members are women. In Sweden, France and Finland, 15-20 % of board members are women. In Germany, Japan,Netherland , less than 5 % of board members are women.Part II Text Study1. Main idea & structure:Tips for Reading: A Good Reader should1) Try to become an active reader.2) Learn to ask more questions. ( what, why, how)3) Do the efficient reading. (key points, topic sentence, key words,locating words, necessary and sufficient )4) Develop a habit of marking during reading.Answer Questions1)What types of work did the author see men do in his hometown? (Para. 1)From morning to sundown:they built cabinets, dug ditches, mined coal, or drove trucks;they trained horses, stocked furnaces, made tires, stood on assembly lines, welding parts onto refrigerators or lubricating car engines.In the evenings and on weekends:they labored equally hard, working on their own small tract of land, fixing broken-down cars, repairing broken shutters and drafty windows.2) The bodies of the men I knew were twisted and wounded in ways _visible______ and _invisible_______. (Para. 2)Visible ways:Heavy lifting had given many of them spinal problems and appalling injuries.Racing against conveyor belts had given some ulcersome had broken ribs and lost fingers.Their ankles and knees ached from years of standing on concrete. Some had partial vision loss as the glow of the welding flame damaged their optic receptors.Invisible ways:All around us, the fathers always seemed older than the mothers.Men wore out sooner, being martyrs of constant work.3)What did they do when men worked as soldiers? (Para. 3)Tips:When the shooting started, many of them would die for their patriotism in fields and forts of foreign outposts. This was what soldiers were for – they were tools like a wrench, a hammer or a screw.4)What caused the author to be puzzled after he entered college? (Para. 5)Tips:The author was puzzled at women’s claim th at men enjoy greater joys and more privileges. This was because he knew from his own experiences that men did much harder work and suffered much more than women.5)What kind of examples the author used to defend for men? (Para. 5)Tips:The right to work five days a week, 12 months a year, for 30 or 40 years, wedged in tight spaces in the textile mills, or in the coal mines, struggling to extract every last bit of coal from the rock-hard earth? The right to die in war? The right to fix every leak in the roof, every gap in the fence? The right to pile banknotes high for a rich corporation in a city far away? The right to feel, when the lay-off came or the mines shut down, not only afraid but also ashamed?6)Why did the author envy women? (Para. 6)They were interested in art or music or literature, and enjoy a sense of ease.They did not have to go to war.The space of their comparatively lightweight work seemed expansive. • They clipped coupons, went to see neighbors, or ran errands at school or at church.7)Why did the women in the author’s college see him as an enemy? (Para. 8)They were the daughters of privileged, Republican men and they wanted to inherit their fathers’ power and lordship over the world. They longed for a say over their future. An d because of the author’s sex, as destined from birth to become like their fathers, so they see him as an enemy.8)What kind of role the author wanted to play? (Para. 8)Tips: The author thinks that the miserable life of the lower class people is similar to the gender inequality that women suffer from. He supports the fight against social inequality, no matter whether it is related to class or gender.Structure Analysis:Introduction:Men labored all day and had little free time. (Para. 1)The bodies of men were twisted and wounded because of hard work. (Para. 2)Men were soldiers who had to die in war. (Para. 3)The lives of rich men who had power and privileges seemed remote and unreal. (Para. 4)Major arguments and supporting detailsWomen’s criticism o f men was puzzling because men in reality had to work hard to support their household.(Para. 5)Women’s grievances were hard to understand because women had an easier life than men. (Para. 6)The fates of lower-class men and women are equally bleak and grim. (Para. 7)Conclusion:Women have grievances about gender inequality because they don’t know the hard life of working-class men.2. Language Focus:Useful expressions:1)Off (the ) gridNot connected to public utilities and having your own power and water supply.远离公共设施的,自给自足的我们住在那里远离水电,生活全靠自己。