新视野英语教程第三册全部教案

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。

教学目标：1. 理解文章大意，掌握文章的主要观点和论据。

2. 提高阅读速度和阅读理解能力。

3. 学会运用文章中的词汇和句型进行写作。

教学重点：1. 文章主旨的把握。

2. 词汇和句型的运用。

教学难点：1. 理解文章中复杂句型的含义。

2. 运用文章中的词汇和句型进行写作。

教学过程：一、导入1. 利用图片、视频等手段，让学生对文章主题有一个初步的了解。

2. 引导学生思考文章可能涉及的问题，激发学生的学习兴趣。

二、阅读1. 学生自主阅读文章，理解文章大意。

2. 教师讲解文章结构，分析文章段落之间的关系。

3. 针对文章中的复杂句型，进行讲解和翻译，帮助学生理解其含义。

三、词汇和句型1. 教师带领学生总结文章中的重点词汇和句型。

2. 学生运用词汇和句型进行造句，加深对它们的理解和运用。

四、写作1. 学生根据文章主题，进行写作练习。

2. 教师对学生的写作进行点评，指出优点和不足，并提出改进建议。

五、课堂小结1. 教师总结本节课的学习内容，强调重点和难点。

2. 学生回顾本节课所学知识，加深对文章主题的理解。

教学资源：1. 教材：《新视野大学英语读写教程》第三册2. 图片、视频等辅助教学材料3. 网络资源教学评价：1. 课堂参与度：观察学生在课堂上的发言、提问等表现。

2. 阅读理解能力：通过课堂提问、小组讨论等方式，了解学生对文章的理解程度。

3. 写作能力：对学生的写作练习进行评价，了解其在词汇和句型运用方面的掌握程度。

教学反思：1. 根据学生的反馈，调整教学方法和手段，提高教学效果。

2. 关注学生的学习需求，有针对性地进行教学。

3. 注重培养学生的阅读兴趣和写作能力，提高学生的英语综合素质。

新视野大学英语第三册教案课程名称：大学英语读写教程（3）授课教师：岳丽萍院系：外国语学院教研室：公共英语第一教研室1.Preparation1.1 Background informationTwin towers of the World Trade Center burning.Location New York City; Arlington County, Virginia; and near Shanksville, Pennsylvania.Date Tuesday, September 11, 2001 8:46 am – 10:28 am (UTC-4)Attack type Aircraft hijacking, mass murder, suicide attack, TerrorismDeath(s) 2,976 victims and 19 hijackers Injured 6,000+Belligerent(s) al-Qaeda(基地组织) led by Osama bin Laden, see also Responsibility and Hijackers.The September 11 attacks (often referred to as September 11th or 9/11) were a series of coordinated suicide attacks by al-Qaeda upon the United States on September 11, 2001. On that morning, 19 al-Qaeda terrorists hijacked four commercial passenger jet airliners. The hijackers intentionally crashed two of the airliners into the Twin Towers of the World Trade Center in New York City, killing everyone on board and many others working in the buildings. Both buildings collapsed within two hours, destroying nearby buildings and damaging others. The hijackers crashed a third airliner into the Pentagon（五角大楼）in Arlington, Virginia, just outside Washington, D.C. The fourth plane crashed into a field near Shanksville in rural Pennsylvania after some of its passengers and flight crew attempted to retake control of the plane, which the hijackers had redirected toward Washington, D.C. There were no survivors from any of the flights.The death toll of the attacks was 2,995, including the 19 hijackers. The overwhelming majority of casualties were civilians, including nationals of over 70 countries. In addition, there is at least one secondary death – one person was ruled by a medical examiner to have died from lung disease due to exposure to dust from the World Trade Center's collapse.The United States responded to the attacks by launching the War on Terrorism. It invaded Afghanistan to depose the Taliban, who had harbored al-Qaeda terrorists. The United States also enacted the USA PATRIOT Act（爱国者法案）. Many other countries also strengthened their anti-terrorism legislation and expanded law enforcement powers. Some American stock exchanges stayed closed for the rest of the week following the attack and postedenormous losses upon reopening, especially in the airline and insurance industries. The destruction of billions of dollars worth of office space caused serious damage to the economy of Lower Manhattan（曼哈顿下城）. The damage to the Pentagon was cleared and repaired within a year, and the Pentagon Memorial was built adjacent to the building. The rebuilding process has started on the World Trade Center site. In 2006 a new office tower was completed on the site of 7 World Trade Center. 1 World Trade Center is currently under construction at the site and, at 1,776 ft (541 m) upon completion in 2013, it will become one of the tallest buildings in North America. Three more towers were originally expected to be built between 2007 and 2012 on the site. Ground was broken for the Flight 93 National Memorial on November 8, 2009, and the first phase of construction is expected to be ready for the 10th anniversary of the attacks on September 11, 2011.1.2. Topic-related discussionStep 1. Group workStudents can work in group by discussing 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 with your groupmembers.Step 2. PresentationA representative from eac h group is going to show the group’s idea after the discussion.2. In-class reading2.1 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 birthday party?Q6. What did the party remind the writer and her friends of?2.2. Words and phrases1. delivery n.1. [C] the process of giving birth to a baby 分娩With the help of the nurses, the delivery of the baby was unexpectedly easy.在护士的帮助下，分娩意外地顺利。

Unit 1 Text AI Am HomeⅠ ObjectiveG o over the whole text in limited time and try to get the main idea ofthe passageF ocus on some sentence structure.Ⅱ Time ArrangementText: 2 periodsDiscussion: 1 periodⅢ Leading InIntroduction to the topicHave you ever seen the movie The Wizard of Oz ?In it ,the main character, Dorothy, gets lost in a storm and spends all her time trying to get back home to her family . She makes new friends and has adventures, but she is still desperate to be back where she belongs Do you ever feel this way ? There is no place like home,Where do you feel most at home?.Exploring1.What comes to mind when you hear the word “home”?2.what does staying with your own parents mean to you?1. The work for us was a labor of love.Meaning: For us, this kind of physical labor is enjoyable.labor:n.1) effort or work, especially tiring physical work努力，劳动Building roads still involves manual labor.修筑铁路还需要人工劳动。

教学对象：大学英语专业三年级学生教学目标：1. 理解文章主旨和结构，了解作者观点；2. 掌握重点词汇和短语，提高词汇运用能力；3. 提升阅读理解能力，学会分析文章结构和段落大意；4. 培养学生的批判性思维，鼓励学生发表个人观点。

教学重点：1. 文章主旨和结构；2. 重点词汇和短语；3. 阅读理解能力。

教学难点：1. 阅读理解能力；2. 批判性思维。

教学过程：一、导入1. 教师简要介绍文章背景，激发学生兴趣；2. 学生分享自己对于文章主题的理解。

二、阅读理解1. 学生快速阅读文章，了解文章大意；2. 教师提问，检查学生对文章主旨和结构的理解；3. 学生细读文章，回答教师提出的问题；4. 教师引导学生分析文章结构，总结段落大意。

三、词汇学习1. 教师带领学生分析文章中的重点词汇和短语；2. 学生分组进行词汇练习，巩固所学知识；3. 教师点评学生的练习，纠正错误。

四、写作练习1. 教师给出写作题目，要求学生根据文章内容进行写作；2. 学生进行写作，教师巡视指导；3. 学生展示自己的作品，教师点评并提出修改意见。

五、课堂小结1. 教师总结本节课的学习内容，强调重点；2. 学生分享自己的学习心得。

六、课后作业1. 学生完成课后阅读练习；2. 学生根据文章主题，写一篇短文。

教学反思：本节课通过阅读理解、词汇学习和写作练习，帮助学生掌握文章主旨和结构，提高词汇运用能力。

在教学过程中，注重培养学生的批判性思维，鼓励学生发表个人观点。

同时，关注学生的个体差异，因材施教，提高教学效果。

在今后的教学中，将继续关注学生的阅读理解能力和写作能力，帮助学生提高英语水平。

Unit 1 Access to successListening to the worldSharing：（P2）T2 bungee jumping ; cup of tea ; feel good ; achievementT3 C – D – E – B – AT4 1 ; 2 ; 4T5 B C B C BT6 started off ; a huge business empire ; teacher ; taught me so much about life ; imprisoned ; survived ; impressed ; ability or the skills Listening：（P7）T2 1 ; 2 ; 3 ; 4 ; 5 ; 6 ; 9 ; 10 ; 11T3 Sub-topic 2 ：Detail 1：Detail 2：Detail 3：Sub-topic 3 ：Detail 1：Detail 2：Viewing：（P10）T3 3T4 e – g – c – b – f – a - dT5 90 minutes ; true landmark ; 10 times ; focus ; make this challenge ; seven miles ; four months ; outstanding achievementSpeaking for communicationRole – play：（P11）T1 BT2 1.2.3.4.T3 Like I said ; having said that ; That’ s what I was sayingGroup discussion：（P13）T1 1.2.3.4.5.T2T3Public speaking：（P18）TFurther practice in listening（P19）Short conversations： B C A D CLong conversation：B A A CPassage 1： D C A BPassage 2：believe in ; circumstances ; searching for ; a strong sense of ; responsibility ; insecurity ; integrity ; accomplishing ; are longing for ; priorities News（Unipus）News report 1News report 2Assessment （Unipus）Unit test：Part 1 B C A D CPart 2 D A B C CPart 3 B C A A DPart 4 opening ; struggled ; progress ; remaining ; emerged ; continued ; enlarge ; crawling ; get through ; as strong asUnit 2 Emotions speak louder than wordsListening to the worldSharing：（P25）T2 mood ; sun ; smile ; feelingT3 b – e – a – d - cT4 3 ; 5T5 success of the business ; last June ; vegetables and flowers ; visit my father ; amazing sights ; applicants ; getting a jobListening：（P29）T2 1. people are getting angrier ; controlling their temper2. leave us feeling angry3. in a controlled way4. feel much better5. laughter therapy ; they make them laugh ; doing something funny6. they don't need medicineT4 1 ; 4Viewing：（P30）T2 1.eager ; pleased 2.nervous ; awkward 3.expectant ; excited 4.agitated ; contentedT3 1.2.3.4.5.Speaking for communicationRole – play：（P32）T1T2T3Group discussion：（P35）T1T2T3Public speaking：（P39）TFurther practice in listening（P41）Short conversations： D C A A DLong conversation：C B A DPassage 1： B C A APassage 2：exerting ; fabulous ; talk them out ; approaches ; head for ; efficient ; is linked with ; compare favorably to ; boost ; sessionNews（Unipus）News report 1News report 2Assessment （Unipus）Unit test：Part 1 C D A A CPart 2 B C C B CPart 3 A D B A APart 4 at ; wheel ; tone ; expression ; Honey ; divorce ; speed ; talk me out ; bank accounts ; everything I needUnit 3 Love your neighborListening to the worldSharing：（P46）T2 block ; a few of ; similar ; quite a lot ; wellT3 b – d – a - cT4 1A ; 2D ; 3D ; 4E ; 5B ; 6D ; 7A ; 8C ; 9A ; 10DT5 exist as well ; loud music ; respecting privacy ; participating ; needs help ; considerate ; property ; friendlyT6 2 ; 3Listening：（P51）T3 1.2.3.4.5.6.Viewing：（P53）T3 e – a – f – b – d - cT4 A A B CSpeaking for communicationRole – play：（P54）T1T2T3Group discussion：（P56）T1T2T3T4Public speaking：（P62）T3Further practice in listening（P63）Short conversations： D B C B CLong conversation：C B C BPassage 1： B D C DPassage 2：illegal ; taking family vacations ; acquaintances ; throwing a party ; verbal ; tolerant ; intervene ; splits the difference ; resolve ; take it outNews（Unipus）News report 1：News report 2：Assessment （Unipus）Unit test：Part 1 A C A C BPart 2 B B D A CPart 3 C B D D DPart 4 winter ; literally ; community ; winder ; siblings ; woods ; explore ; catching ; would run ; golf courseUnit 4 What’s the big idea?Listening to the worldSharing：（P69）T2 c – d – a - bT3 2 ; 3 ; 4 ; 5T4 amazing ; changed my life ; mobile phone ; emails ; camera ; taking a picture ; fantasy ; cakes ; arts ; creativityListening：（P73）T3 1. cheaper 2. better 3. oil 4. sad 5. safety 6. appetite 7. precision 8. precisionT4 Which soft drink ; want things ; how consumers behave ; above ; a bigger share ; small ; I deserve the best ; steam ; cigarette smoke ; smile ; a tick symbol ; positive ; built-in associations ; sports equipmentViewing：（P76）T2 A B CT3 1.2.3.4.5.Speaking for communicationRole – play：（P77）T3 1. 2. 3. 4. 5. 6.1. 2. 3. 4. 5. 6.Group discussion：（P79）T1T2T3Public speaking：（P84）T3T4Further practice in listening（P85）Short conversations： D B C A DLong conversation：B C D BPassage 1： B C A DPassage 2：vary ; a large portion of ; well-being ; profound ; accessible ; ultimately ; have a harmful effect on ; went against ; aviation ; is not worth pursuingNews（Unipus）News report 1News report 2Assessment （Unipus）Unit test：Part 1 B C A C DPart 2 C C D A DPart 3 D A B A APart 4 biological ; firmly ; efforts ; isolation ; objectors ; originality ; modest ; improve the health ; morally ; legislationUnit 5 More than a paycheckListening to the worldSharing：（P91）T2 producer ; enjoys ; in a successful band ; dream jobsT3 1 ; 2 ; 3 ; 8 ; 9 ; 11T4 footballer ; enough ; professional ; performing ; band ; world-famous ; sports ; later on ; serving peopleT5 e – b – a – d – cT6 1 ; 4Listening：（P94）T2 B – C - AT3T 4Viewing：（P98）T3 B D B DSpeaking for communicationRole – play：（P99）T1T2Group discussion（Presenting）：（P102）T1T2T3T4Public speaking：（P106）TFurther practice in listening（P）Short conversations： B B A D CLong conversation：B A B DPassage 1： D A B DPassage 2：suffer from ; enthusiastic ; erodes ; competent ; clear-cut ; labeling ; comes down to ; commonplace ; tend to ; focusing onNews（Unipus）News report 1News report 2Assessment （Unipus）Unit test：Part 1 A D A D DPart 2 D C A B BPart 3 A C A A DPart 4 predict ; identical ; typical ; boring ; variety ; dangerous ; normal ; some robbers ; captured ; right thereListening to the worldSharing：（P）T2T3T4T5Listening：（P）T2 1.3.4.5.6.T4Viewing：（P）T2T3 1.2.3.4.5.Speaking for communication Role – play：（P）T1T2T3Group discussion：（P）T1T2T3Public speaking：（P）TFurther practice in listening（P）Short conversations：Long conversation：Passage 1：Passage 2： nNews（Unipus）News report 1News report 2 Assessment （Unipus）Unit test：Part 1Part 2Part 3Part 4Listening to the world Sharing：（P）T2T3T4T5Listening：（P）T2 1.2.3.4.5.6.T4Viewing：（P）T2T3 1.3.4.5.Speaking for communication Role – play：（P）T1T2T3Group discussion：（P）T1T2T3Public speaking：（P）TFurther practice in listening（P）Short conversations：Long conversation：Passage 1：Passage 2： nNews（Unipus）News report 1News report 2Assessment （Unipus）Unit test：Part 1Part 2Part 4TTT。

Unit OneI. Objectives 1. Skills: 1) Reading: scanning the information in sentences without reading in any details 2) Writing: how to present a paragraph with a problem-response-evaluation structure 3) Listening: understanding the passage about love without limitations, listening for the main idea and the important details, learning to take notes while listening 4) Speaking: talking about love without limitations2. Vocabulary 1) Words: delivery, justice, wreck, disguise, penetrate, vacant, pledge, drain, exhaust, restrain, 2) Expressions: track down, tell on, hit home, lead up to, get through3. Grammar: 1)word building: the way of n.＋v. ( past participle)is used to form adjectives 2)rewrite sentences by using “no matter(what, where, who, how, etc.)”II. Teaching Arrangement 1.Total Class Time for This Unit: 10 periods 2. Suggested Arrangement: Section A: 6 Periods 1) Background Information 2) Pre-reading Activities 3) While-reading (1) General Reading Questions on the Text (2) Detailed Reading a. Words and Phrases b. Language Points c. Sentence Patterns d. Main Idea of Each Part 4) Post-reading (1) Useful Expressions (2) Summary of the Text (3) Structured Writing (4) Exercises (5) Assignments10' 15-20'10-15' 150'5' 20' 30' 50'1Section B: 4 Periods 1) Reading Skills and Exercises 2) Detailed Study of the Text 3) Summary of the Text 4) Exercises30' 100' 20' 50'Section ALove Without LimitationsI. Background Information 1. September 11th disaster September 11th disaster refers to the air-attack on American main buildings by a gang of terrorists’ hijacking airplanes. The International Trade Center in New York and the Pentagon-shaped Building in Washington were severely damaged. The disaster happened on the morning of September 11th, 2001,American east time. The result was that six symbolical skyscrapers were hit, including the International Trade Center in New York and the Pentagon-shaped Building in Washington; other 23 buildings were destroyed to some degree. Altogether 2998 people lost their lives. The air-attack was the most frightening since World II and it also aroused great terror throughout the world. From then, nations around the world realized the importance of resistance against terrorism and the cooperation in the fight against terrorism. 2. Brain damage: Brain damage is caused by external violence on head or by lacking of oxygen during a difficult delivery. The average death rate of it is between 4 percent to 7 percent, sometimes up to 50 or 60 percent. It can be grouped into two categories: closed-damage and opened-damage. Cerebral concussion is the most common one. Doctors have developed a lot of experience in treating brain damage. If a patient suffers from brain damage, it is more difficult for him to study and live normally. II. Pre-reading Activities Listening and Discussing 1. First Listening Listen to a passage about love without limitations. 2. Second Listening Listen to the passage again and answer the following questions. The last question is open-ended and may have different answers.21) Why didn’t the speaker’s brother have the chance to go to a regular school or compete for a decent job? Because he was born with brain damage and learning was a challenge for him. 2) Wh at did the speaker’s brother give first priority to? He made love his first priority because he never had trouble learning how to love. 3) Who has encouraged you most when it comes to being a loving and caring individual? Open-ended. III.While-reading (I) General Reading 1. Listen to the sound-recording of the text with your textbook closed. 2. Preview check-up by answering questions according to the text. 1) How did Jimmy get his brain damaged? He did not get enough oxygen when he was born. 2) How did the writer describe her father? She described her father as a saint. 3) How close was the relationship between Jimmy and his father? They were inseparable, almost doing everything together. 4) How much was Jimmy changed after his father’s death? He was change d almost completely. 5) How did Jimmy get along after he left New York City to live in his parents’ house? He blossomed on his own and became essential to the neighborhood. 6) What did the writer think of her caring for Jimmy? She thought that caring for Jimmy has enriched her life more than anything else ever could have.. 7) Why did the writer invite her friends to Jimmy’s birthday party? She hoped that their coming would help make the party a merry and festive occasion.8) What did the party remind the writer and her friends of? They were reminded that the constant love and support of friends and family wouldget them through whatever life might present. (II) Detailed Reading PartI (Para.1—Para.3) 1. Language Points31)My brother, Jimmy, did not get enough oxygen during a difficult delivery, leaving him with brain damage... delivery: n. （1) the process of giving birth to a baby 这位母亲没有想到生这个孩子这么顺利。

一、教学目标1. 知识目标：（1）掌握本单元的词汇和短语，如：access, success, obstacle, persistence, attitude等。

（2）理解本单元的语法知识，如：现在分词作定语、被动语态等。

（3）了解本单元的文化背景知识，如：成功学、励志故事等。

2. 能力目标：（1）提高学生的阅读理解能力，培养学生对文章主题的概括能力。

（2）提高学生的写作能力，让学生能够运用所学词汇和语法知识进行写作。

（3）提高学生的口语表达能力，让学生能够用英语进行简单的日常交流。

3. 情感目标：（1）激发学生的学习兴趣，培养学生积极向上的心态。

（2）培养学生的团队合作精神，提高学生的沟通能力。

（3）引导学生树立正确的人生观和价值观。

二、教学内容1. 课文：Never, ever give up!2. 课后练习：词汇、语法、翻译、听力、口语和写作。

三、教学重点与难点1. 教学重点：（1）词汇和短语：access, success, obstacle, persistence, attitude等。

（2）语法知识：现在分词作定语、被动语态等。

（3）文章主题的概括。

2. 教学难点：（1）被动语态的运用。

（2）复杂句型的理解。

（3）文章主题的概括。

四、教学过程1. 导入新课（1）播放与成功学相关的视频，激发学生的学习兴趣。

（2）引导学生讨论成功学的相关话题，如：什么是成功？如何实现成功？2. 阅读理解（1）学生自主阅读课文，完成课后练习中的阅读理解部分。

（2）教师讲解课文中的重点词汇、短语和语法知识。

（3）引导学生分析文章结构，概括文章主题。

3. 词汇和短语教学（1）讲解本单元的词汇和短语，如：access, success, obstacle, persistence, attitude等。

（2）通过例句和练习，让学生掌握这些词汇和短语的用法。

4. 语法知识教学（1）讲解被动语态的构成和用法。

（2）通过例句和练习，让学生掌握被动语态的运用。