Book 10 Unit 3 Reading
新教材2023年高中英语 Unit 3 Section Ⅲ课件 新人教版必修第三册
3．What attracts visitors most in Chinatown？__A____ A．Traditional Chinese dishes. B．Chinese tea. C．Chinese clothing. D．Chinese chess and tai chi.
4．From the passage，we can learn that ___D___. A．large groups of Chinese immigrants settled in San Francisco long before the Gold Rush B．Bank of Canton used to be a famous site in the Chinatown in San Francisco C．Chinese immigrants in Chinatown have got used to the western lifestyle in America D．traditional Chinese dishes in Chinatown are popular with visitors from all over the world
UNIT 3 DIVERSE CULTURES
Section Ⅲ Listening and Talking， Reading for Writing
课前自主预习 课内要点探究 随堂达标验收
课前自主预习
Ⅰ．重点单词 1．__A_t_l_an_t_i_c___ adj. 大西洋的 2．__f_in_a_n_c_i_al____ adj. 财政的；财务的；金融的
3．Visitors can also ___sp_e_n_d__ hours just ___e_x_p_lo_r_in_g___ the interesting sights，smells，and sounds of China.
译林高中英语必修三Unit3 Reading部分(共29张PPT)
3. On 24 August AD 79，the volcano erupted and lava, ash and rocks poured out of it onto the surrounding countryside. 喷，涌，倒(水...) ➢ She poured _o_u_t_ her worries about her husband’s health to the doctor.
3. Which of the following statements is NOT true? A. Pompeii was destroyed by a volcano while Loulan was gradually covered over by sandstorms. B. Pompeii was in Italy while Loulan was in China. C. Both of the two cities were discovered by local people. D. Both of the two cities are lost civilizations about 2,000 years ago.
有关→culture n．文化
5．remain vi.剩下，留下→_re__m__a_i_n_sn．遗物，遗迹，遗骸→remaining
adj.剩余的，留下的，其余的
Ⅱ. 核心词汇
1. The city was founded in the 8th century BC. 兴建，创建；建立
found ... on/upon 建立在……之上，以……为基础或根据
take apart
拆开，拆卸
take on
呈现；具有（特征、外观等）；聘用，雇用；承担
大学思辨英语教程精读3 U10教师用书
Unit 10Religion and SocietyUnit OverviewClassical, seminal sociological theorists of the late 19th and early 20th century such as Émile Durkheim, Max Weber, and Karl Marx were greatly interested in religion and its effects on society. Like those of Plato and Aristotle from ancient Greece, and Enlightenment philosophers from the 17th through 19th centuries, the ideas posited by these sociologists continue to be examined today. Durkheim, Marx, and Weber had very complex and developed theories about the nature and effects of religion. Of these, Durkheim and Weber are often more difficult to understand, especially in light of the lack of context and examples in their primary texts. Religion was considered to be an extremely important social variable in the work of all three.Max Weber published four major texts on religion in a context of economic sociology and his rationalization thesis: The Protestant Ethic and the Spirit of Capitalism (1905), The Religion of China: Confucianism and Taoism(1915), The Religion of India: The Sociology of Hinduism and Buddhism (1915), and Ancient Judaism (1920).In his sociology, Weber uses the German term "Verstehen" to describe his method of interpretation of the intention and context of human action. Weber is not a positivist; he does not believe we can find out "facts" in sociology that can be causally linked. Although he believes some generalized statements about social life can be made, he is not interested in hard positivist claims, but instead in linkages and sequences, in historical narratives and particular cases.Weber argues for making sense of religious action on its own terms. A religious group or individual is influenced by all kinds of things, he says, but if they claim to be acting in the name of religion, we should attempt to understand their perspective on religious grounds first. Weber gives religion credit for shaping a person's image of the world, and this image of the world can affect their view of their interests, and ultimately how they decide to take action.Text AIn “The Protestant Ethic and the Spirit of Capitalism”, Max Webber believed that religion (and specifically Calvinism) actually helped to give rise to modern capitalism because religion helps to define motivation. He argues that capitalism arose in Europe in part because of how the belief in predestination was interpreted by everyday English Puritans.Puritan theology was based on the Calvinist notion that not everyone would be saved; there was only a specific number of the elect who would avoid damnation, and this was based sheerly on God's predetermined will and not on any action you could perform in this life. Official doctrine held that one could not ever really know whether one was among the elect. Thus Puritan leaders began assuring members that if theybegan doing well financially in their businesses, this would be one unofficial sign they had God's approval and were among the saved – but only if they used the fruits of their labour well. This along with the rationalism implied by monotheism led to the development of rational bookkeeping and the calculated pursuit of financial success beyond what one needed simply to live – and this is the "spirit of capitalism".Text BIn “Felix Rachfahl’s Review of The Protestant Ethic, 1909”, Austin Harrington demonstrates Rachfahl’s critique on Weber’s view in three areas: (1) problems with the concept of “capitalist spirit”; (2) Calvinism and the vocational ethic; (3) the economic influence of Calvinism. Rachfahl sees Weber’s concept of the capitalist spirit as both too wide and too narrow. He maintains that Weber’s account of the economic consequences of Calvinism is “often ambivalent, vague and contradictory” and in need of more exact corroboration. Rachfahl points out that Weber was wrong to exclude Renaissance and late-medieval developments from the “capitalist spirit”. He also argues for a variety of alternative political reasons for capitalist development, such as the non-suppression of religious dissent and subordination of church to state in certain countries.Teaching objectivesThis unit is designed to help students develop their reading skills, communicative competence, critical thinking, intercultural reflection and abilities in autonomous learning in the following aspects.Reading skills:Identify main ideas in paragraphs, multi-paragraph units and the whole text Understand how special ideas, paragraphs and larger portions of the text relate to each other and the wholeUnderstand the text by relying heavily on background knowledgeCommunicative competence:Build a range of religion- and economy-related vocabularyAchieve language accuracy through sense relations and word formationSelect language forms appropriate to the topicCritical thinking:Identify the unstated assumptions in Weber’s reasoning and assess their validity Make interdisciplinary connections between economic and religious studies Compare and evaluate two opposing propositionsIntercultural competence:Be aware of the differences and similarities between Western and Chinese religions Reinterpret traditional Chinese culture in light of Weber’s theoryExplain how the larger religious culture shapes individual lifeTeaching strategiesText A discusses the relationship between religion and economic prosperity. Since the text includes quite some difficult terms and concepts, the teacher better starts with a discussion on these basic terms and concepts. For example, “protestant ethic”, “capitalist spirit”, “Calvinism”, “Puritans”, “Reformation” etc. When these terms and concepts are clarified, it would be easier to understand the text.Text B offers a critique on Weber’s view on the relationship between religion and capitalism serving as an additional reading. The teacher can use the text of rebuttal to help students question or challenge Weber’s view while learning Text A to enhance their critical thinking ability.Further reading:Batson, C. Daniel, Schoenrade, Patricia, and Ventis, W. Larry. 1993. Religion and the Individual: A Social-Psychological Perspective. Oxford: Oxford University Press Johnstone, Ronald L. 1997. Religion in Society: A Sociology of Religion. Fifth Edition. Upper Saddle River, NJ: Prentice HallDurkheim, Emile. 1995. Elementary Forms of the Religious Life. Free PressText AI. Preparatory Work(1)Weber’s contributions: (April 1864 – June 1920) a German sociologist, philosopher, jurist, and political economist. Weber is often cited, with Émile Durkheim and Karl Marx, as among the three founders of sociology. Weber was a key proponent of methodological antipositivism, arguing for the study of social action through interpretive (rather than purely empiricist) means, based on understanding the purpose and meaning that individuals attach to their own actions. Weber is best known for his thesis combining economic sociology and the sociology of religion, elaborated in his book The Protestant Ethic and the Spirit of Capitalism. He was also the first to categorize social authority into distinct forms, which he labeled as charismatic, traditional, and rational-legal. His analysis of bureaucracy emphasized that modern state institutions are increasingly based on rational-legal authority.Main idea of the book: In The Protestant Ethic and the Spirit of Capitalism, Weber put forward the thesis that Calvinist ethic and ideas influenced the development of capitalism. Weber argued that the Protestant ethic (or more specifically, Calvinist ethic) motivated the believers to work hard, be successful in business and reinvest their profits in further development rather than frivolous pleasures; The notion of calling taught people to see their work as a “calling” by God, which they were to use to glorify God; Predestination meant that a material wealth could be taken as a sign of salvation in the afterlife. The believers thus justified pursuit of profit with religion, as instead of being fuelled by morally suspect greed or ambition, their actions were motivated by a highly moral and respected philosophy. This Webercalled the "spirit of capitalism". This theory is often viewed as a reversal of Marx's thesis that the economic "base" of society determines all other aspects of it.The concept of Protestant work ethic:The Protestant work ethic, the Calvinist work ethic or the Puritan work ethic, is a concept in theology, sociology, economics and history which emphasizes that hard work, discipline and frugality are a result of a person's subscription to the values espoused by the Protestant faith, particularly Calvinism.Weber’s definition of the spirit of capitalism:He defines spirit of capitalism as the ideas and esprit that favor the rational pursuit of economic gain: "We shall nevertheless provisionally use the expression 'spirit of capitalism' for that attitude which, in the pursuit of a calling, strives systematically for profit for its own sake in the manner exemplified by Benjamin Franklin."(2)Protestant:an adherent of any of those Christian bodies that separated from the Church of Rome during the Reformation, especially in the acceptance of the Bible as the sole source of revelation, in justification by faith alone, and in the universal priesthood of all the believers.Quaker:a member of the Religious Society of Friends, a Christian sect founded by George Fox about 1650, whose central belief is the doctrine of the Inner Light. Quakers reject sacraments, ritual, and formal ministry, hold meetings at which any member may speak, and have promoted many causes for social reform.Puritan:a member of a group of English Protestants who in the 1500s and 1600s advocated strict religious discipline along with simplification of the ceremonies and creeds of the Church of England.Mammonism:the pursuit of material wealth and possessions, especially a dedication to riches that is tantamount to devotion.Good works:Good works, or simply works, within Christian theology are a person's (exterior) actions or deeds, contrasting with interior qualities such as grace or faith. The Christian's good works are rooted in Christ, and have cosmic purposes that God ordained before the world began.Calling:A calling, in the religious sense of the word, is a religious vocation (which comes from the Latin for "call") that may be professional or voluntary and, idiosyncratic to different religions, may come from another person, from a divine messenger, or from within oneself.Calvinism:Calvinism is a system of Christian theology advanced by John Calvin, a Protestant Reformer in the sixteenth century, and further developed by his followers, associatesand admirers. The term also refers to the doctrines and practices of the Reformed churches, of which Calvin was an early leader. Calvinism is marked by strong emphasis on the sovereignty of God, the depravity of humankind, and the doctrine of predestinationReformation:A 16th-century movement in Western Europe that aimed at reforming some doctrines and practices of the Roman Catholic Church and resulted in the establishment of the Protestant churches.Methodist:A member of an evangelical Protestant church founded on the principles of John and Charles Wesley in England in the early 1700s and characterized by religious devotion, spiritual perfection and active concern with public morals.Bunyan’s pilgrim:The Pilgrim’s Progress, religious allegory in two parts (1678 and 1684) by the English writer John Bunyan, a symbolic vision of the good man’s pilgrimage through life, at one time second only to the Bible in popularity. Without doubt the most famous Christian allegory still in print, The Pilgrim’s Progress was first published in the reign of Charles II and was completed while its author was imprisoned for offences against the Conventicle Act (which prohibited the conducting of religious services other than that of the Church of England).(3)Beati possidentes: those blessed possessorsDeplacere vix potest:This is a shortened form of a quotation apparently from St. Jerome: Homo mercator vix aut numquam potest Deo placere, "A man who is a merchant can scarcely or never please God."(4)Pharisaically:(chiefly Christianity) in the manner emphasizing the observance of ritual or practice over the meaning; self-righteouslyCritical ReadingI. Understanding the text1.Para. Main idea Outline of the text1 Protestant asceticism restricted consumption and freedacquisition of goods. Part I: Protestant asceticismled to the accumulation of wealth.2 Protestant asceticism limits expenditures.3 While condemning the pursuit of riches for their ownsake, asceticism looks upon the attainment of wealthas a fruit of labor in a calling as a sign of God’s blessing.4The combination of limiting consumption and releasing acquisition results in accumulation of capital. 5Wealth accumulated did not go to land investment, but to capitalistic investment. Part II: Puritan outlook favored a rational bourgeois economic life rather than feudal way of life. 6Puritan outlook favored a rational bourgeois economic life. 7The Puritanical ideals tended to give way under the temptations of wealth Part III: Religion solved the problem of the secularizing effect of wealth by advising people of wealth to give all they can. 8The worldly asceticism of Puritanism also has to struggle with the problem of the secularizing effect of wealth. 9Religious advice given to those who gain all they can and save all they can: they should also give all they can. 10The search for the Kingdom of God passed over into Sober economic virtue. Part IV: The search for religious purpose passed over into the pursuit of money, so long as it took place legally. 11A good conscience simply became the conscience in the acquisition of money, so long as it took place legally. 12A specifically bourgeois economic ethic had grown up. Part V: A bourgeois economic ethicdevelopedin accordance withthe will of God. 13 The bourgeois businessman received a comforting assurance: the unequal distribution of wealth was the will of God, who pursued secret ends unknown to men.2.a, c, b, d, g, f, e3.(1)Purpose: to explain the link between the Protestant asceticism and the capitalistic ethic.Central claim: The intensity of religious asceticism gradually passed over into a bourgeois economic ethic.(2)a. Traditionalistic ethics (Catholic ethics) inhibit the acquisition of wealth.b. For the feudal mind, living a luxurious life to gratify the desire of the flesh is only natural.(3)Puritan outlook favored a rational bourgeois economic life rather than feudal way of life.Puritan outlook, according to Weber, is the strictly regulated, reserved self-control, and conventional ethical conduct that characterize puritans.Puritans did not regularly spend newly acquired wealth on the purchase of land, instead, they spent it in capitalistic investment. Though Puritans shared high esteem for agriculture, they did not want to become landlords or squires, but rational cultivators.Significance: When newly acquired wealth did not seek investment in land, it did not transfer Puritans to feudal habits of life. It then encouraged the development of a rational bourgeois economic life.(4)Two elements forming the English national character: one is an unspoiled naïve joy of life; the other is strictly regulated, reserved self-control, and conventional ethical conductTwo sharply contrasted ways of life in the North American Colonies: one is that of the adventurers, who wanted to set up plantations with the labor of indentured servants, and live as feudal lords; the other is the specifically middle-class outlook of the Puritans.(5)Paradoxical relationship: Religion must necessarily produce both industry and frugality, and these cannot but produce riches. But as riches increase, so will pride, anger and love of the world, and hence the essence of religion will decrease. Solution: Those who gain all they can and save all they can are advised to give all they can, so that they will grow in grace and lay up a treasure in heaven.(6) Robinson Crusoe is the economic man who pursues religion and carries on missionary activities only on the side, whereas Bunyan’s pilgrim ignores economic gain and engaged in the religious or spiritual search as such.(7)Both worlds: one – the economic world or secular world; the other – the spiritual world, or the Kingdom of GodTo make the most of both worlds: to become successful in both realms. And as time went by, a good religious conscience simply became a good conscience in the acquisition of money.(8)Religion gave bourgeois businessmen the comforting assurance that the unequal distribution of the wealth in this world was the will of God, pursued for a secret purpose unknown to men.II. Evaluation and exploration(1) Max Webber defines the spirit of capitalism as the ideas and esprit that favor the rational pursuit of economic gain or profit, to please God according to the Protestant ethics. Indeed, Max Webber grasps the key element in the force that drives the capitalist economy – pursuit of economic gain or profit. He tries to relate this spirit to the protestant ethics (work hard and accumulate wealth to please God). However, the history of capitalist development seems to prove that this pursuit of economic gain might not be totally religiously-based or rational. Instead, it could have been driven simply by the greed in human nature and advancement in technology. Moreover, the definition ignores the economic basis of capitalist development proposed by Karl Marx. While Marx's historical materialism held that all human institutions – including religion – were based on economic foundations, many have seen The Protestant Ethic as turning this theory on its head by implying that a religious movement fostered capitalism, not the other way around. To be fair and balanced, Weber's argument in this text can be understood as an attempt to deepen the understanding of the cultural origins of capitalism, which does not exclude the historical materialist origins described by Marx: modern capitalism emerged from an elective affinity of 'material; and 'ideal' factors.(2) Traditionalistic or Catholic ethics had a negative regard for accumulation of wealth (luxuries) and enjoyment of possessions (because of the doctrines of God/the Bible, eg. "It is easier for a camel to go through the eye of a needle, than for a rich man to enter into the kingdom of God." (Matthew 19:24)). However, the Protestant ethics freed the acquisition of goods from the inhibitions of traditionalistic/Catholic ethics. It legalized it and looked upon it as directly willed by God. It is not against the rational acquisition, but against the irrational use of wealth.(3) There are many factors that drove the capitalist development and economic prosperity. These include basic human need to survive, traditional virtues for saving money and accumulate wealth, human nature of greed, advancement of technology which increased productivity. And religious belief is only one among many factors behind the formation of the bourgeois economic ethic.(4) a. Assumption: The pursuit of riches for their own sake is bad (Pursuing wealth to please God is good). It’s a valid assumption. However, there could be various reasons to pursue wealth apart from the reason in this assumption, e.g. to survive and have a better life, to pass it to one’s children, to help the poor in the form of charity donation or education improvement, NOT just to please God.b. Assumption: The English way of acquiring wealth to invest in land and maintaining the traditional feudal way of life is backward/conservative/negative. The validitydepends on the perspective and understanding on the way of life. If economic prosperity and materialistic affluence were regarded as a better way of life, the English way would be backward indeed. However, if people’s psychological, spiritual wellbeing and other factors were taken into consideration, the traditional way of life might not be inferior to the capitalist one.(5) The similarity: both are obsessed with work and work very hard to achieve a goal. Difference: The Calvinists work hard for wealth to please God, but the workaholics work hard for success (wealth, control) to please himself (or other people such as bosses, parents etc.); The Calvinists work hard out of their own will (to please God) while workaholics sometimes are compelled to do so due to the environmental pressure (competition) and restraints (system).(6) Marx’s historical materialism assumes that the form of economic organization, or mode of production, gives rise to, or at least directly influences, most other social phenomena – including social relations, political and legal systems, moral codes and ideology. The economic system and these social relations form a base and superstructure. Webber’s theory implies that a religious movement fostered capitalism (superstructure influences even changes the base), not the other way around. It seems that Marx’s theory is more compelling. The base of a society is economy and production, it’s development level or historical stage decides other aspects of social life. And Marx did not neglect the “superstructure” which could either hinder economic development (social changes) or enhance it. Marx’s theory is more dialectical while Webber over emphasizes the super-structure.(7) Religion provides its believers and followers with designated world views, texts(e.g. the Bible), ethics and order of existence by relating humanity to the supernatural (God etc.). It could serve as the unifying force and stabilizer (the opium of people) of a society in certain periods of history, but it’s doctrinal rigidity could also “brainwash” people and hinder the social and economic (scientific) development in other periods. (8) Calvinism, to a greater or lesser extent, has helped to bring about the secularization of society. First of all, Protestant movement (and Calvinism was part of it) could be regarded as a movement popularizing or secularizing the Christian doctrines making it easier to understand to ordinary people who could interpret God’s will according to their own needs. Secondly, as Calvinism stressed on pursuit of wealth to please God (according to Webber), it led to the capitalist prosperity and affluence, which in turn stimulated secularization in western society (more obsessed with money and materialistic success instead of believing in God).Language EnhancementI. Words and phrases1.(1) C (2) A (3) B (4) A (5) D2.(1) mortification(2) frugal (3) avarice (4) antipathy(5) spotless (6) obedient (7) reprehensible (8) irrational3.(1) glitter (2) acquisition (3) calling (4) compulsion(5) susceptible (6) repudiate (7) grace (8)conduct4.(1) susceptible to (2) succumbed to (3) exemplified in (4) consistent with (5) lay up (6) bequeath…to (7) in that (8) freeing from (9) transfer…to (10) for the sake ofII. Sentences and discourse1.(1)The Protestants did not wish to force on to a rich man a sense of shame. Theyonly want him to use the money for necessary, sensible and useful things. (2)What was condemned as greed and money worshiping, was to accumulatewealth for the purpose of accumulating wealth.(3)This is because according to the teachings in the Old Testament, and also inaccord with the standard of good behavior from the ethical point of view, asceticism would view him as deserving severe criticism if one pursues wealth as the final goal of one’s life.(4)How strong the Protestant asceticism influenced the accumulation of wealth is,unfortunately, not likely to be proved with exact statistics.(5)Methodists everywhere become more and more hard-working and thrifty. As aresult, they increase their wealth. Hence they grow correspondingly in their pride, anger, sexual desire, desire for things pleasing to the eye, and vain craving for honor and applause.2.(1) Some American manufacturers complain that the country manipulates its exchange rate and intentionally undervalues the purchasing power of its currency. (2) China provides them with necessary assistance in conformity with common practices on the basis of humanitarianism.(3) Buffet's idea of innovation is exemplified by his switch from Pepsi to Coke when he bought a big stake of Coca-Cola and joined its board.(4) Once we see that there is no single true morality, we will lose one incentive for trying to impose our values on others.(5) For their part, the rich countries in Europe and America want the developing countries to lower the tariffs they impose on imported industrial goods.(6) Still, the meeting organizers have refused to change the agenda. They are firmly convinced that science should not give way to politics.(7) Despite the admiration we feel for these achievers, we shouldn’t necessarily look upon them as role models.(8) Man is perfectible, or in other words, susceptible of perpetual improvement.(9) The laws apply to everyone irrespective of race, creed, or color.(10) He said that Iran will not succumb to pressure and will continue to safeguard their rights.3.最后，宗教苦行主义还给企业家提供了一种令人安慰的确信，现世财富分配的不平等，来自上帝旨意特别的安排，这些差别，正如有单独、特殊的恩宠一样，自然有其所要达到的秘密目的，而这一目的却不能为人所知道。
人教课标版高中英语必修一 Unit3 Reading for information 教案-新版
Unit3 Reading for information 教学设计Unit 3 Travel journal (BookⅠ)第一部分单元总览1. 教材解读本单元的中心话题是旅游(Travel)，通过旅游日记的方式描述了“王坤”等人沿着湄公河自上而下的自行车旅行见闻。
一共六则日记（一、二、六为阅读材料，三、四、五则为听力材料），从开始为旅行做计划，直到圆满完成他们的旅行梦想。
具体涉及旅游所需的准备工作、选择安排旅游时间、景点、路线、交通工具以及沿途的一些见闻等。
通过本单元的听读学习与练习，不但使学生们学到了围绕旅游这一中心话题展开的语言技能和语言知识，而且了解了湄公河流域的文化背景和知识，使学生对旅游产生兴趣，增强对祖国大好河山的热爱，进而培养学生的跨国文化知识，同时也可启迪学生保护环境，爱护大自然，继承传统文化的意识。
同时，在学习现在进行时表示将来和听读旅行日记的同时，涵盖了课程标准24个话题项目中的个人情况Personal information、家庭、朋友与周围的人中的relatives and other people、兴趣与爱好Interests and hobbies中的hobbies、人际关系Interpersonal relationships 中的making plans、计划与愿望Plans and intentions、旅游与交通Travel and transport中的methods of transportation, travel and describing a journey、自然nature、历史和地理History and geography以及68个功能意念项目中的告别Farewells、祝愿Expressing wishes、偏爱和选择Preference、意愿和打算Intentions and plans等项目，让学生在话题情景中学习、巩固和运用谈论未来计划、祝愿与告别的表达，并在语境中理解掌握现在进行时表示将来的用法。
Unit 3 Reading Friendship on the rocks高中英语牛津译林版必修一
Reading--language points
Review
Amy has been close with her 1. __b_e_st____ (good) friend since primary school. They always stay together, doing lots of2. _t_h_in_g_s_ (thing). They had planned 3. __t_o_g_o___ (go) to the cinema together last Saturday afternoon, but in the morning her friend said she had a cold and couldn’t make 4.___it_____. She believed what her friend said .5. __H_o_w__e_v_er , someone told her that her friend 6. ____ch__a_tt_e_d______ (chat) with another girl in a caféon Saturday afternoon. Her friend's "illness" was 7. ___a_____ complete lie, which made her very 8. _a_n_g_r_y___ (anger) .Cindy thinks that she should find an opportunity 9.__t_o_t_a_lk_ (talk) with her friend frankly and solve the problem together with her friend. David thinks that she should talk to her friend and decide whether their 10. _f_r_ie_n_d__sh__ip__ (friend) will last. He has said that Amy has to accept the fact that friends come and go in life.
Unit3 ReadingA 课件-高一英语(上外版2020必修第一册)
vast
[adj.] extremely large in area, size, amount
eg. The construction was made of vast stones and pillars.
How did Eleanor feel?
“The ruins of buildings and temples are fascinating: you can't quite believe how old they are.”
first-person
third-person
simple present tense
simple past tense
individual work
group work
Second Reading
What did Eleanor do in Rome?
Visiting the Roman Forum and the Coliseum
breathtaking
[adj.] very exciting or impressive
eg.The paintings on the ceiling are absolutely breathtaking.
What did Eleanor do in Rome?
Tasting some popular meals
Read and Retell: Eleanor’s travel plan
You may use: relic, attraction, decoration, fascinating, sculpture, ceiling, region, etc.
Homework:
1.Read the text twice. 2.Finish exercise: Workbook P31-32 Section B. 3.Write a paragraph based on your retelling.
高一上学期英语人教版必修一Unit 3 Reading for Writing
【归纳】
1) do A rather than do B = rather than do B, sb. does A某人不做B却做A 2) A rather than B 是A而不是B
3) would rather do A than do B = would do A rather than do B宁可做A而不做B
我宁愿等待而不愿立刻就去。
Homework:
1. 2.
THANKS
similarities
differences
like; so; too; still; similarly; similar to; the same (…as…) in common (with); both…and… ...
instead; than; however/but/though; different from; rather than instead of; the difference is… ...
Stress How can you plan your work and make sure that you also have time to rest and relax?
Self-confidence What can you do to become more confident and feel better about yourself?
2. Rather than cutting out the foods I enjoyed, I added healthy foods to my meals. rather than instead of sb/sth 而不是 eg His son enjoys playing football rather than playing basketball.
Unit 3 Reading 公开课课件 2021-2022牛津译林版高中英语选择性必修第三册
If you had a time machine, which dynasty would you go back to? Which historical figure would you like to meet? Why?Zhang Qian张骞Xuanzang玄奘Zheng He郑和Christopher Columbus 克里斯托弗·哥伦布FerdinandMagellan斐迪南·麦哲伦Marco Polo马可·波罗What do these historical figures have in common?Match the explorers with their achievements.Zhang QianXuan ZangZheng He Christopher Columbus Marco Polo Seven voyages (航海) “Discovery” of the New World Journey to AsiaPioneer of the Silk Road Pilgrim(朝圣者) to the WestUnit 3 Back to the pastZheng He Christopher ColumbusHow can we analyze historical events?Why did these two explorers sail the oceans?Zheng He Christopher ColumbusTo pay friendly visits to those countries on behalf of the Ming Dynasty;To establish trading relations with the countries; ...To search for a direct sea route to the East Indies; ...What dangers did these two explorers meet?• A shortage of food and drinking water• Ships leaking badly • Storm• Loss of direction• Lack of medical treatment • Pirates (海盗)• ...Zheng HeChristopher ColumbusDid Zheng He meet such dangers?Definitely.What qualities did they show?knowledgeable, brave,calm, determined...SignificanceColumbus’s exploration ·Help develop andstrengthen harmoniousrelations with thecountries and regions;·Expose foreign peopleto Chinese culture;·Allow the Chinese tobetter understandoverseas lands;...·“Discover” the New World;· Inspire future explorersto discover more vast areasof the world and makegeographical findings;·Allow for an internationalexchange of goods, ideasand cultures;...What positive influences did their sailings have?Zheng He’s explorationAre there any negative impacts of Columbus's “discovery”?※ Rob the nativesof gold and otherresources;※ Build colony;※ Start slave trade;...We can’t judge a historical figure by modern standards, but we can learn his spirit of exploration despite hardship and push the limits of what is possible.从...起航壮观的场面长度为/ 宽度为/ 高度为展现了先进的技术代表某人总共载满了进行友好访问对…有深远影响巩固与...的和睦关系使某人接触到某物受到广泛认可set sail froma splendid sceneon behalf of sb=on sb's behalfa total ofpay a friendly visit tohave a far-reaching impact onbe loaded within length/breadth/height demonstrate advanced technologystrengthen harmonious relations with sb expose sb to sthbe widely acknowledged克服挑战...便是如此坚持要求、执意继续经过不懈的尝试从..离开面临食物短缺将某人置于极度危险之中处于慌乱之中不管，不顾深信在...的过程中，在...期间考虑到；使...成为可能overcome/get over challengesinsist on (doing) sthafter continuous attemptsdepart fromput sb in grave dangerbe in panicface a shortage of foodas is the case with sb/sthregardless ofbe convinced of sth/be convinced that... over/in the course ofallow forFor many years, some historians dismissed the records of these voyages as legends.If you don't concentrate more on your work, you’ll be dismiss ed. 假如你不把更多的精力放在工作上，你将被解雇。
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went to work on foot or in taxis.
Put these events in the correct order.
(1) Rosa Parks refused to give up her seat on the bus. (4) They went to work on foot or in taxis instead. (9) Blacks were finally able to sit where they liked on city buses. ( 5) The Whites were angry because their businesses suffered.
2. Which people supported Rosa Parks? The black community and the black
churches supported Rosa Parks.
3. How long did the boycott last? What did the blacks do to show their determination? The boycott lasted about a year. All
Read the diary carefully and answer the questions. 1. What was the cause of the boycott? What happened? What was the date when this incident happened?
6. In what ways do you think the
boycott influenced the city? It made it clear to the people of the
city that the black community was
not going to put up with unfair
人教课标 高三 选修 10 Unit 3
Look at these pictures. In pairs discuss who
these people were and
their contribution to
civil rights in the USA.
Abraham Lincoln
Paul Robeson
Martin Luther King, Jr
Lincoln is a famous American
president, who declared to set free the black slaves as equal citizens of the USA. But his decision caused strong opposition from the white people in the southern states, especially those owners of plantations. Later he was murdered by an extremist.
Course of the movement
The Whites were angry refused to give up her seat leaders were bombed
arrested
the black people were angry boycott
the improvement of black people’s civil rights
treatment any mboycott over? How did the blacks win the battle? The boycott was over when the Supreme Court said that it was illegal to sections reserved for black and white people on the buses. The blacks won the battle through their continuous struggle, in which they showed their determination, perseverance and unity.
The immediate cause of the boycott was Rosa Parks, a black woman, being turned off the bus because she would not give up her seat for a white man. She was arrested because she challenged the racial discrimination on buses. Then King and the other black leaders in Montgomery called on all the blacks to start a bus boycott movement.
The boycott continued successfully, but this made the white people very angry. They Part three tried a lot of tricks to stop the boycott. However, all their tricks failed. The Montgomery Bus Boycott Part four was a success and this led to the improvement of black people’s civil rights.
that time the blacks walked to work or
used taxis.
4. What did the whites do to end the boycott? The whites tried to end the boycott by playing tricks, and bombing the houses of the leaders of the movement. 5. Why do you think white people wanted to sit separately from blacks? I think white people wanted to sit away from blacks because they thought the blacks were inferior.
people to struggle for better treatment
and equal rights during the Civil
Rights Movement.
Answer these questions. 1. What incident started the opening of Montgomery Bus Boycott? Rosa Parks was arrested because of her refusal to give seat to the white. 2. What was the first day of boycott like? It went smoothly as it was planned.
Martin is a famous black leader
during the Civil Rights Movement. He led
non-violent marches and demonstrations
in struggle for equality between black
people and white people. His famous
(8) The Supreme Court eventually agree with boycott. (6) The blacks were solid in their support of the boycott. ( 2) Rosa Parks was arrested. (7) The whites bombed the houses of the black leaders. (3) Martin Luther King, Jr called on the blacks to boycott city buses and trolleybuses.
Get the main idea of the four passages.
Title:The Start Of The Civil Rights Movement
King seized Rosa Park’s Part one incident and this started Main the opening of the idea Montgomery Bus Boycott. On the first day of the Part two boycott everything went smoothly.
speech — I Have A Dream inspired a lot
of people.
Paul Robeson is a black writer,
artist and political leader. He set up
several magazines to call on black
3. What difficulties did the boycott meet with? The white people tried many tricks to stop the boycott, but they were not successful. 4. What was the symbol to show the success of Montgomery Bus Boycott? The Supreme Court agreed it was wrong and declared the segregation policy on the bus should be canceled.