现代大学英语（第三版）精读3教学课件B3U5 第一节：课程介绍1.1 简介本节课程将介绍《现代大学英语（第三版）精读3教学课件B3U5》的主要内容和学习目标。
1.2 学习目标在本节课程结束时，学生将能够： - 了解本教学课件的结构和组织方式。
- 掌握本单元的重点词汇和短语。
- 理解和运用本单元的重点语法结构。
- 能够运用所学知识解决相关阅读和写作任务。
第二节：词汇与短语2.1 重点词汇本单元的重点词汇包括： 1. adapt - 适应 2. assess - 评估 3. comprehend - 理解 4. distinguish - 区分 5. evaluate - 评估 6. framework - 框架 7. facilitate - 促进 8. immerse - 沉浸 9. enhance - 增强 10. acquire - 获得2.2 重点短语本单元的重点短语包括： 1. have a grasp of - 掌握 2. in terms of - 就……而言 3. at ease - 自在 4. take for granted - 认为理所当然 5. make the most of - 充分利用 6.be unaware of - 不知道 7. be exposed to - 接触到 8. fall behind - 落后 9. go beyond - 超越 10. be equipped with - 装备有第三节：语法结构3.1 主动语态和被动语态本单元将重点介绍主动语态和被动语态的用法。
主动语态表示主语是动作的执行者，而被动语态表示主语是动作的承受者。
3.1.1 主动语态主动语态的结构为：主语 + 动词 + 宾语。
3.1.2 被动语态被动语态的结构为：宾语 + be动词 + 过去分词 + by + 主语。
3.2 直接引语和间接引语本单元还将介绍直接引语和间接引语的用法。
一、教学目标1. 知识目标：（1）掌握本单元的生词、短语和句型；（2）理解文章的主旨大意，把握文章的结构；（3）提高阅读速度和理解能力。
2. 能力目标：（1）培养学生运用英语进行口头和书面表达的能力；（2）提高学生的听力理解能力；（3）培养学生运用英语进行思维和解决问题的能力。
3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生的自主学习能力；（3）培养学生具有积极向上的学习态度。
二、教学内容《大学英语精读》第三册，具体章节为：Unit 1 - Unit 5。
三、教学重点与难点1. 教学重点：（1）生词、短语和句型的掌握；（2）文章主旨大意的理解；（3）阅读技巧的培养。
2. 教学难点：（1）复杂句型的理解；（2）文化背景知识的理解；（3）阅读速度的提高。
四、教学过程1. 导入新课（1）教师简要介绍本单元的背景知识，激发学生的学习兴趣；（2）引导学生回顾上节课所学内容，为新课做好铺垫。
2. 课堂阅读（1）教师引导学生阅读课文，关注生词、短语和句型；（2）教师指导学生分析文章结构，把握文章主旨大意；（3）教师讲解重点、难点句型，引导学生理解其用法。
3. 课堂讨论（1）教师提出问题，引导学生进行小组讨论；（2）学生分享讨论成果，教师点评并总结。
4. 课堂练习（1）教师布置课后练习题，让学生巩固所学知识；（2）教师讲解练习题，纠正学生错误。
5. 课堂总结（1）教师对本节课所学内容进行总结；（2）布置课后作业，提醒学生复习巩固。
五、教学评价1. 课堂表现：关注学生的课堂参与度、回答问题的情况等；2. 课后作业：检查学生完成作业的情况，了解学生对知识的掌握程度；3. 期中期末考试：评估学生对本册书知识的掌握情况。
六、教学反思1. 教师应根据学生的实际情况，调整教学进度和方法；2. 注重培养学生的阅读技巧，提高学生的阅读速度和理解能力；3. 关注学生的情感需求，激发学生的学习兴趣，培养学生良好的学习习惯。
课程目标：1. 培养学生阅读英语文本的能力，提高阅读速度和理解力。
2. 增强学生的词汇量和语法知识，提高语言运用能力。
3. 培养学生的批判性思维和跨文化交际能力。
4. 帮助学生了解英语国家的文化背景和社会现象。
教学内容：1. 课文精读：每单元一篇课文，包括背景介绍、作者介绍、课文翻译、重点词汇和语法讲解。
2. 课后习题：每单元课后习题，包括词汇填空、语法判断、阅读理解、翻译等。
3. 文化背景知识：介绍与课文相关的文化背景知识，帮助学生更好地理解课文内容。
教学步骤：一、导入1. 简要介绍课文背景和作者，激发学生的兴趣。
2. 提出本节课的学习目标，让学生明确学习方向。
二、课文精读1. 阅读课文，要求学生快速阅读，了解文章大意。
2. 分组讨论，分析课文中的重点词汇、语法和段落结构。
3. 教师讲解课文中的难点，帮助学生理解课文内容。
三、课后习题1. 学生独立完成课后习题，巩固所学知识。
2. 教师对课后习题进行讲解，纠正学生的错误，提高解题能力。
四、文化背景知识1. 介绍与课文相关的文化背景知识，如风俗习惯、历史事件等。
2. 分析课文中的文化差异，提高学生的跨文化交际能力。
五、总结与反思1. 教师对本节课的学习内容进行总结，强调重点和难点。
2. 学生分享学习心得，提出自己的疑问和观点。
教学资源：1. 教材：《大学英语精读第三册》2. 教学课件：课文翻译、课后习题、文化背景知识等3. 网络资源：英语学习网站、在线词典等教学评价：1. 课堂参与度：观察学生在课堂上的发言和互动情况。
2. 课后作业完成情况：检查学生的课后习题完成情况，了解学生对知识的掌握程度。
3. 期末考试：通过期末考试检验学生的学习成果。
教学反思：1. 关注学生的学习需求，调整教学内容和方法。
2. 注重培养学生的自主学习能力，提高课堂效率。
3. 加强与学生之间的沟通，营造良好的学习氛围。
2023年大学英语精读第三册第3课Why,I,Teach,3篇大学英语精读第三册第3课Why I Teach1Every teacher probably asks himself time and again: What are the reasons for choosing teaching as a career? Do the rewards teaching outweigh the trying ments? Answering these questions is not a simple task. Let“s see what the author says.Why I TeachPeter G. BeidlerWhy do you teach? My friend asked the question when I told him that I didn"t want to be considered for an administrative position. He was puzzled that I did not want what was obviously a "step up" toward what all Americans are taught to want when they grow up: money and power.Certainly I don"t teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic, carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because I"m always nervous before I enter the classroom, sure that I will be found out for the fool that I am. Sinking-stomach, because I leave the classroom an hourlater convinced that I was even more boring than usual.Nor do I teach because I think I know answers, or because I have knowledge I feel pelled to share. Sometimes I am amazed that my students actually take notes on what I say in class!Why, then, do I teach?I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing.I teach because teaching is a profession built on change. When the material is the same, I change —— and, more important, my students change.I teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, I"m my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I can"t? Such courses may be huge failures, but we can all learn from failures.I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions.I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into the real world. I once taught a course called "Self-Reliance in a Technological Society." My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote termpapers.But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating it. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group.So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning.I have left out, however, the most important reasons why I teach.One is Vicky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on a book developing ideas she"d first had as my student.Another reason is George, who started as an engineering student, then switched to English because he decided he liked people better than things.There is Jeanne, who left college, but was brought back by her classmates because they wanted her to see the end of the self-reliance house project. I was here when she came back. I was there when she told me that she later became interested in the urban poor and went on to e acivil rights lawyer.There is Jacqui, a cleaning woman who knows more by intuition than most of us learn by *ysis. Jacqui has decided to finish high school and go to college.These are the real reasons I teach, these people who grow and change in front of me. Being a teacher is being present at the creation, when the clay begins to breathe.A "promotion" out of teaching would give me money and power. But I have money. I get paid to do what I enjoy: reading, talking with people, and asking question like, "What is the point of being rich?"And I have power. I have the power to nudge, to fan sparks, to suggest books, to point out a pathway. What other power *?But teaching offers something besides money and power: it offers love. Not only the love of learning and of books and ideas, but also the love that a teacher feels for that rare student who walks into a teacher"s life and begins to breathe. Perhaps love is the wrong word: magic might be better.I teach because, being around people who are beginning to breathe, I occasionally find myself catching my breath with them.大学英语精读第三册第3课Why I Teach2administrativea. of the management of affairs 行政的，管理的administrationn. 管理(部门)，行政(机关)puzzlevt. fill with doubt and confusion 使迷惑step (-) upn. promotion; increase in size, speed, etc.mechanicn. skilled workman, esp. one who uses or repairs machines and tools 机械工;机修工sweatya. covered with sweat, sweatingpalma. 手掌professionn. occupation, esp. one requiring special training, such as law, medicine, or teachingconvincevt. make (sb.) feel certain; cause (sb.) to realizepelvt. force (sb. or sth. to do sth.)pacen. rate or speed of development, or in walking, etc. 速度;步速calendarn. 日程表，日历opportunityn. favourable occasion or chancereflectionn. careful thinking; consideration 深思;考虑reflect vi.stimulatevt. encourage; excite 刺激;激励freshmann. student in his first year at a college or universityfailuren. a person, attempt, or thing that fails; lack of successivoryn. 象牙ivory towern. place or condition of retreat from the world of action into a world of ideas and dreams 象牙塔self-reliancen. ability to do things and make decisions by oneself 依靠自己;自力更生reliancen. trust, confidence; dependence 信赖;信心;依靠technologicala. of or related to technology 技术的corporationn. (AmE) 有限公司run-downa. old and broken or in bad conditionrenovatevt. restore (old buildings, oil paintings, etc.) to a former, better state 修复，修整semestern. (AmE) either of the two periods into which a school year is divided; term 学期repayvt. pay back (money, etc.)loann. sth. lent, esp. a sum of money 借出的东西;贷款distributevt. divide among several or many; give or send out 分发;分送distribution n.varietyn. difference in quality, type or character; a number of or a collectionof different things 变化，多样化;种种challengen. the quality of demanding petitive action, interest, or though 挑战doctorala. having to do with the university degree of doctor 博士的energetica. vigorous 精力充沛dissertationn. (学位)论文poetn. one who writes poetrylearneda. showing or requiring much knowledge 博学的journaln. magazine or daily newspaper 杂志;日报occasionala. happening from time to time, not regular 偶尔的，间或的nudgen. (fig.) words, actions or feeling that stimulate 启示vt. push or touch slightly, esp. with the elbow to attract attention; (fig.) stimulatefellowshipn. position or a sum of money granted to a person for advanced study or research 研究员职位;研究员薪金switchvt. change or shift; turnurbana. of a town or citycivil rightsn. the rights of a citizen without regard to his race, religion, sex, etc.公民权lawyern. person who practises law 律师intuitionn. (power of) the immediate understanding of truths, events, facts without reasoning 直觉*ysisn. the separation of a substance into parts for careful examination and study 分析creationn. act of creating; sth. created 创造(物)clayn. 粘士pointn. main idea or purpose 要点;意义，目的pathwayn. pathrarea. unusually good; distinctive 稀有的;杰出的magicn. mysterious charm; strange influence or power; art of obtaining mysterious results by tricks 魔力;魔术大学英语精读第三册第3课Why I Teach3stay upnot go to bed until after the usual time 不睡觉，熬夜take notes 记笔记build onbase on; use as a base for further developmentkeep a diary记日记leave outfail to mention or include; omitsend offpost; dispatchwork at/ ongive one"s attention to doing or trying to docatch one"s breathrest and get back one"s normal breath, as after running; stop breathing for a moment from surprise, fear, shock, etc.。
