下载文档原格式
教学目标：1. 理解并掌握本单元的核心词汇和短语。
2. 通过阅读、听力、口语和写作等活动，提高学生的英语综合运用能力。
3. 培养学生对英语文化背景知识的了解，拓宽视野。
教学重点：1. 理解并掌握本单元的核心词汇和短语。
2. 提高学生的阅读、听力、口语和写作能力。
教学难点：1. 学生对英语文化背景知识的了解。
2. 学生在口语和写作中运用所学知识的能力。
教学过程：一、导入1. 通过图片或视频展示本单元主题相关的内容，激发学生的学习兴趣。
2. 提问学生关于图片或视频的问题，引导学生思考。
二、阅读1. 学生自主阅读课文，理解文章大意。
2. 教师引导学生分析文章结构，总结段落大意。
3. 学生找出文章中的生词和短语，教师进行讲解和扩展。
三、听力1. 学生听录音，回答问题，检查对文章内容的理解。
2. 教师播放听力材料，让学生跟读，提高口语表达能力。
四、口语1. 学生分组讨论课文中的话题，分享自己的观点。
2. 教师组织学生进行角色扮演，模拟课文中的场景。
五、写作1. 学生根据课文内容，完成一篇短文写作。
2. 教师对学生的写作进行点评，指出优点和不足。
六、总结1. 教师对本单元所学内容进行总结，强调重点和难点。
2. 学生回顾本单元所学知识，提出疑问。
教学资源：1. 教材《全新版大学英语综合教程3》2. 多媒体课件3. 课外阅读材料4. 听力材料教学评价：1. 学生对课堂活动的参与度。
2. 学生对课堂内容的掌握程度。
3. 学生在写作和口语表达中的表现。
教学反思：1. 教师应根据学生的实际情况，调整教学策略，提高教学效果。
2. 注重培养学生的英语综合运用能力，提高学生的英语水平。
全新版大学英语综合教程3Unit5Unit 5Passage A# Detailed Reading##1. Difficult Sentences1. I stared at the words in the distressed way you might stare at party guests whose faces you’ve seen somewhere before but whose names have escaped your mind .(Para .9 , L .1)我看着这些词, 一筹莫展。
这就像参加晚会时, 盯着那些似曾相识的脸孔, 可怎么也想不起名字一样。
2.. He looked conf used, a reminder that clever’s not clever if it doesn’t communicate.He looked confused, and his puzzled look reminded me that my answer was not clever at all because it couldn’t be understood.他一脸的迷惑，这是在提醒我，如果不能使对方明白，这词儿就不能算用得聪明。
3.Just not right now, now when it mattered, now when the fate ofa curious, intelligent immigrant hung on the answers he assumed would fall from a native speaker’s tongue as naturally as leaves from an October tree.I couldn’t say the answer right now, because this answer was so important that the fate of this curious and intelligent Pakistani driver kind of relied on it. I couldn’t tell the answer precisely, though he supposed it would be so natural for me to give him an answer as a native speaker, as natural as leaves falling from an October tree.这我可以回答，但不是在此时。
课程名称：全新版大学进阶英语3课时：2课时教学目标：1. 学生能够熟练掌握本单元的核心词汇和语法点。
2. 学生能够通过阅读、听力、口语和写作等多种方式，提高英语综合运用能力。
3. 学生能够理解并分析不同文化背景下的社会现象，培养跨文化沟通能力。
教学内容：1. 单元主题：科技与生活2. 核心词汇：technology, innovation, automation, artificial intelligence, etc.3. 语法点：现在进行时、宾语从句、条件句等。
教学过程：第一课时一、导入1. 用图片或视频展示科技产品，引导学生谈论科技对生活的影响。
2. 引导学生用英语描述图片或视频内容。
二、词汇教学1. 介绍核心词汇：technology, innovation, automation, artificial intelligence等。
2. 通过例句和练习，让学生掌握这些词汇的用法。
3. 词汇拓展：让学生运用所学词汇进行造句。
三、语法教学1. 介绍现在进行时：通过例句和练习，让学生掌握现在进行时的构成和用法。
2. 介绍宾语从句：通过例句和练习，让学生掌握宾语从句的引导词和结构。
3. 介绍条件句：通过例句和练习，让学生掌握条件句的构成和用法。
四、阅读教学1. 学生阅读课文，理解文章大意。
2. 分组讨论文章内容，总结文章要点。
3. 教师讲解文章难点，如长难句分析、词汇用法等。
五、听力教学1. 学生听录音，完成听力练习。
2. 教师讲解听力难点，如词汇、语法、文化背景等。
六、总结1. 回顾本节课所学内容，强调重点词汇和语法点。
2. 布置课后作业，巩固所学知识。
第二课时一、复习1. 回顾上一节课所学内容，检查学生对核心词汇和语法点的掌握情况。
2. 学生用所学词汇和语法点进行口头表达。
二、口语教学1. 学生分组讨论：科技对生活的影响，分享自己的观点和经历。
2. 教师引导学生运用所学词汇和语法点进行口语表达。
Unit 5 The Real Truth about LiesSection One Pre-reading Activities (1)I. Audiovisual Supplement (1)II. Cultural Background (2)Section Two Global Reading (3)I. Text Analysis / Main Idea (3)II. Structural Analysis (4)Section Three Detailed Reading (4)I. Text 1 (4)II. Questions (6)III. Words and Expressions (6)IV. Sentences (10)Section Four Consolidation Activities (10)I. Vocabulary (10)II. Grammar (13)III. Translation (16)IV. Exercises for Integrated Skills (17)V. Oral Activities (18)VI. Writing (18)Section Five Further Enhancement (21)I. A Lead-in Question (21)II. Text 2 (21)III. Memorable Quotes (23)Section One Pre-reading ActivitiesI. Audiovisual SupplementWatch the video clip and answer the following questions.（注意制作的时候录像片段从第21秒开始播放到歌曲唱完就结束）Script:I say I'm 10 when I'm 9 and a halfMy uncle tells a joke and I try to laughIn gym I fake a headache when I want to quitI say I love the sweater that my grandma knitBut that's a white lieWhite lieThat's the kind you want to tell, a white lieWhite lieSo you're mom won't have to yell, a white lieWhite lieEverybody does it 'cause it feels all rightAnd it's more politeBut a lie's still a lie, even when it's whiteI pretend I'm asleep when my dad walks inI said I ate my chicken but I just ate the skinYour face can say you're lyingWhen your mouth says you're notYour peds are on fire but they're not too hotWhen it's a white lieWhite lieIt's the kind you want to tell, a white lieWhite lieSo your dad won't have to yell, a white lieWhite lieEverybody does it 'cause it feels all rightAnd it's more polite, but a lie's still a lieEven when it's whiteWhile it might be hard to say what's trueWould you want a white lie told to you?But that's a white lieWhite lieThat's the kind you want to tell, a white lieWhite lieSo you're mom won't have to yell, a white lieWhite lieEverybody does it 'cause it feels all rightAnd it's more politeBut a lie's still a lieEven when it's whiteQuestions:1. Why do people tell white lies?Because they‘re white and more polite and make people feel all right.2. What are the common white lies?I say I'm 10 when I'm 9 and a half; I pretend I‘m asleep when my dad walks in, etc. II. Cultural Background（粗体的部门注意在ppt中要保持粗体）1. A white lie is one that lacks evil intent, as opposed to a black lie, which is most certainly malevolent, though normally we don‘t bother to specify that lies are evil. A white lie is harml ess or trivial, which is frequently said in order to avoid hurting someone‘s feelings.2. Behavioral scientist Wendy Gamble identified four basic types of lies for a University of Arizona study in 2000:Prosocial:Lying to protect someone, to benefit or help others.Self-enhancement:Lying to save face, to avoid embarrassment, disapproval or punishment.Selfish:Lying to protect the self at the expense of another, and/or to conceal a misdeed. Antisocial:Lying to hurt someone else intentionally.Section Two Global ReadingI. Text Analysis / Main IdeaThis is a piece of persuasive writing. It is of journalistic style.In this text, the author asserts the ubiquitous presence of petty white lies, analyzes its causes, discusses its grave consequences, and concludes that some lies are justifiable, while others are tobe avoided.II. Structural AnalysisThe author begins with the results of two surveys. Then he comments on the consequences of telling lies. In the end, he discusses which lies should be avoided.Part I (Paras. 1-6) introduces the topic by reporting two survey results.Part II (Paras. 7-11) shows that people often tell white lies so as not to hurt others.Part III (Paras. 12-15) deals with the consequences of telling lies.Part IV (Paras. 16-18) discusses whether lies should be avoided at all costs.Section Three Detailed ReadingI.Text 1The Real Truth about LiesRandy Fitzgerald1 At the University of Virginia in Charlottesville, psychology professor Bella DePaulo got 77 students and 70 townspeople to volunteer for an unusual project. All kept diaries for a week, recording the numbers and details of the lies they told.2 One student and six Charlottesville residents professed to have told no falsehoods. The other 140 participants told 1535.3 The lies were most often not what most of us would call earth-shattering. Someone would pretend to be more positive or supportive of a spouse or friend than he or she really was, or feign agreement with a re lative‘s opinion. According to DePaulo, women in their interactions with other women lied mostly to spare the other‘s feelings. Men lied to other men generally for self-promoting reasons.4 Most strikingly, these tellers-of-a-thousand-lies reported that their deceptions caused them ―little preoccupation or regret.‖ Might that, too, be a lie? Perhaps. But there is evidence that this attitude towards casual use of prevarication is common.5 For example, 20,000 middle and high-schoolers were surveyed by the Josephson Institute of Ethics – a nonprofit organization in Marina del Rey, California, devoted to character education. Ninety-two per cent of the teenagers admitted having lied to their parents in the previous year, and 73 per cent characterized the mselves as ―serial liars,‖ meaning they told lies weekly. Despite these admissions, 91 per cent of all respondents said they were ―satisfied with my own ethics and character.‖6 Think how often we hear the expressions ―I‘ll call you‖ or ―The check is in the mail‖ or ―I‘m sorry, but he stepped out.‖ And then there are professions—lawyers, pundits, public relations consultants —whose members seem to specialize in shaping or spinning the truth to suit clients‘ needs.7 Little white lies have become ubiquitous, and the reasons we give each other for telling fib s are familiar. Consider, for example, a corporate executive whom I‘ll call Tom. He goes with his wife and son to his mother-in-law‘s home for a holiday dinner every year. Tom dislikes her ―special‖ pumpkin pie intensely. Invariably he tells her how wonderful it is, to avoid hurting her feelings.8 ―What‘s wrong with that?‖ Tom asked Michael Josephson, president of the Josephson Institute. It‘s a question we might all ask.9 Josephson replied by asking Tom to consider the lie from his mother-in-law‘s point of view. Suppose that one day Tom‘s child blurts out the truth, and she discovers the deceit. Will she tell her son-in-law, ―Thank you for caring so much?‖ Or is she more likely to feel h urt and say, ―How could you have misled me all these years? And what else have you lied to me about? ―10 And what might Tom‘s mother-in-law now suspect about her own daughter? And will Tom‘s boy lie to his parents and yet be satisfied with his own cha racter?11 How often do we compliment people on how well they look, or express our appreciation for gifts, when we don‘t really mean it? Surely, these ―nice lies‖ are harmless and well intended, a necessary social lubricant. But, like Tom, we should remember the words of English novelist Sir Walter Scott, who wrote, ―What a tangled web we weave, when first we practice to deceive.‖12 Even seemingly harmless falsehoods can have unforeseen consequences. Philosopher Sissela Bok warns us that they can p ut us on a slippery slope. ‗After the first lies, others can come more easily,‖ she wrote in her book Lying: Moral Choice in Public and Private Life. ―Psychological barriers wear down; the ability to make more distinctions can coarsen; the liar‘s perception of his chances of being caught may warp.‖（斜体的部分注意在ppt中保持斜体）13 Take the pumpkin-pie lies. In the first place, it wasn‘t just that he wanted his mother-in-law to feel good. Whether he realized it or not, he really wanted her to think highly of him. And after the initial deceit he needed to tell more lies to cover up the first one.14 Who believes it anymore when they‘re told that the person they want to reach by phone is ―in a meeting‖? By itself, that kind of lie is of no great consequence. Still, the endless proliferation of these little prevarications does matter.15 Once they‘ve become common enough, even the small untruths that are not meant to hurt encourage a certain cynicism and loss of trust. ―When [trust] is damaged,‖ warns Bok, ―the community as a whole suffers; and when it is destroyed, societies falter and collapse.‖16 Are all white lies to be avoided at all costs? Not necessarily. The most understandable and forgivable lies are an exchange of what ethicists refer to as the principle of trust for the principle of caring, ―like telling children about the tooth fairy, or deceiving someone to set themup for a surprise party,‖ Josephson says. ―Still, we must ask ourselves if we are willing to give our friends and associates the au thority to lie to us whenever they think it is for our own good.‖17 Josephson suggests a simple test. If someone you lie to finds out the truth, will he thank you for caring? Or will he feel his long-term trust in you has been undermined?18 And if you‘re not sure, Mark Twain has given us a good rule of thumb. ―When in doubt, tell the truth. It will confound your enemies and astound your friends.‖II. Questions1.What is the result of Professor Bella DePaulo‘s survey? What conclusion can we drawfrom the result? (Paragraphs 1-2)According to the survey done by Professor DePaulo, 140 out of 147 people admitted having told lies. As some of the lies are well-intentioned, people may not regard them as lies. This result shows that telling lies is common.2.What is the result of the survey conducted by Josephson Institute of Ethics? What can welearn from it? (Paragraph 5)According to this survey, among 20,000 students surveyed, 92 percent professed to have told lies and meanwhile, 91 percent never doubted about their own ethics or character. Again, this result shows that telling lies is common and people seldom relate telling lies to morality.3.According to the writer, what could be considered ―nice lies‖? (Paragraph 11)According to the writer, all these co uld be considered ―nice lies‖: complimenting people on their appearance, expressing appreciation for gifts or food.4.What is the grave consequence of telling lies? (Paragraph 15)The ubiquitousness of lies may cause people to be distrustful of each other, thus leading to the collapse of the whole society.Class Activity （该部分放在课文第11段的页面中）Group discussion:What does this sentence ―What a tangled web we weave, when first we practice to deceive‖ mean?Can you give an example to illustrate its meaning?III. Words and Expressionsprofess v.e.g. James professed to know everything about sculpture.He professed the greatest respect for the law.Practice:（制作的时候中文先出现，然后设置按钮，点击以后出现英文翻译）她自称对此事一无所知。
New Progressive College English Book III UNIT 4 Emerging Adulthood1. Teaching Objectives:Students will be able toA. have a thorough understanding of the text contextually and linguistically;B. build up an active vocabulary to talk about growing up and adulthood and know how to usethe key words and expressions in context properly;C. discuss the important aspects of becoming an adult;D. compare American and Chinese views on emerging adulthood;E.talk about changes in expectations of young adults and changes in the degree ofindependence from their parents young adults are able to achieve in today’s world;F. write an essay about their views on emerging adulthood.2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about adulthood)2nd Period: Global Reading (Text: Approaching the theme; Analyzing the text organization)3rd Period:Detailed Reading (Understanding the text in a deeper level; Analyzing difficult sentence structures)4th Period: Detailed Reading Continued (Learning new words; Summarizing good usage)5th Period: Comprehending Reading 1 (Skimming the text; Explaining the difficult sentences of the text; Doing sentence translation))6th Period:After Reading (Viewing and listening; Speaking; Assignment)3. Teaching Procedures:Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher leads students to figure out the five stages of life (infancy, childhood, adolescence, adulthood and old age) and tells them a new life stage “emerging adulthood” has been proposed by psychologists to describe the period of time between adolescence and adulthood..Method: PPT, communicative approach.Step 2: Discussion about adulthoodThe teacher has students work in pairs and discuss the questions in Opener about their own criteria for reaching adulthood. The teacher reminds students to refer to the helpful words and expressions given below the pictures.Method: Using task-based language teaching method, communicative approach.Global ReadingStep 1. Approaching the themeThe teacher has students know the background information about the term “emerging adulthood” in Culture Notes.Emerging Adulthood: Starting in 1995, psychologist Jeffrey Jensen Arnett interviewed 300 young people aged 18 to 29 in cities around the nation over five years, asking them questions about what they wanted out of life. Working from those interviews and examining broad demographic indicators, Arnett proposed a new period of life-span development he calls “emerging adulthood”.从1995年开始，历时5年，心理学家杰弗里·阿内特在美国许多城市访谈了300位18-29岁的年轻人，就他们想从生活中得到什么进行提问。
Unit Five1、Background Introduction“工作狂”这三个字，怎么都不觉得是褒义词，但我又认为发明这个词的人一定是带有某种感情色彩的，那到底应该是什么呢？先说工作狂是幸福的。
既然工作着，说明找到了自己的领域，还能狂，表示投入了很大的精力，所以捎带也就提高了业务水平，增加了求职升职的砝码。
甚至很多人和朋友聊天时也是三句不离本行，醉心于工作的点点滴滴。
一个工作狂，大多是他主动要成为一个工作狂，懂得工作并快乐着，时不时忙里偷闲一番，工作不但不会摧垮身心，反而会成为快乐生活的滋补品。
我们开始工作的第一天算起，工作究竟是为了什么？开始是为了生存，后来是为了兴趣，最后暂且说是理想吧。
毕竟最初的梦想最后又当真在做的人少数，那些人是幸福的，我相信他们有足够的激情完成自己的工作。
我相信工作狂一定是要有所平衡的东西，如果你觉得电视剧能让你更全情地投入工作，当然也可以选择看电视。
只是担心那些总想趁年轻一再透支健康的人，难道真的除了工作能一言不发？还是在日常生活中给自己一些奖励，去喜欢的餐馆大吃一顿，或者经营一下与家人的关系，陪太太到喜欢的商店逛逛，这样多好。
其实我们的社会还是很需要工作狂的，但我们也要看清，太多的人用全部的努力，不过换来了普通的生活。
如果就像两个爬山，一个人永远向往远处的风景，一个人却始终留意欣赏路边的风景，谁更辛苦呢？由此可见工作狂不等于“过度工作者”，工作狂能够在工作中享受人生。
2、Analyzation of the TextParagraph 1第一段为文章的引言部分Paragraphs 2-6这一部分介绍了本文的主人公怎样献身于工作。
Paragraphs 7-13这一部分介绍了菲利在家中的作用。
Paragraphs 14-16这三段为文章的结尾部分。
在重新提起菲利的死亡原因之后，作者继续阐述了公司的总裁对于菲利的接任者的质询。
3、Words study文中出现的重难点单词：survive1. survive v. to live honger than; to outlive幸免于，幸存；比……长命<释例>He survived the crash only to die in the desert. 他虽然在飞机坠毁时幸免于难，但却死在沙漠里。
