新视野大学英语读写教程Book2-Unit3-电子教案
新视野第2版第2册UNIT 3教案
Teaching Plan for Unit 3 Course: College EnglishUnit 3Section A Marriage Across NationsI. Warm-up Activity1. Topic Discussioni. Student’s Discussion(Teacher asks students to discuss the topic on the passage.）1) What are the possible factors you may take into account when you areseeking a girlfriend/boyfriend?― Educational background, job, financial status, personality, physical appearance, age, families, etc.2) Would you mind marrying a person from a different culture or nation?Why or why not?― Some people do. Because they think coming from different cultures or nations tends to bring about many problems or simply because they are sure that they will be in for opposition from family members.―Others may hold the opinion that it doesn’t matter to marry a person from a different culture or nation. They may regard it as following a fashion or something novel and exciting in life. Or they don’t see coming from different cultures as a problem, and they believe they can lead a happy life so long as they can learn to understand and tolerate each other and share mutual trust and respect.3) What do you think of interracial marriage?― Just as each coin has got two sides, interracial marriage has both advantages and disadvantages. As one of the results of cultural exchanges, interracial marriage can further promote the mutual understanding between people under different cultures. However, interracial marriages can cause many problems within the family, such as religion, values and traditions, etc.ii. Teacher’s SummaryAlthough people of different ethnics have been mixing for centuries, the subject of interracial marriage is still controversial. There is no doubt that interracial marriage is also the result of love which helps to develop the mutual understanding between two partners. However, such marriage tends to bring about problems. Even now, mixed couples may encounter many obstacles, even strong oppositions from both family members and friends. Due to the fact that the couple has a different family background, culture, custom, and social class level, many disagreements may occur. Religion can be a problem. If one has adifferent religion from the other, there is a problem. Because some religions celebrate certain holidays which contain different cultures, values and beliefs while others don’t. Their offspring will encounter problems, too. Children of mixed couples are not likely to be accepted in certain areas in a community.They often have a hard time fitting in.2. Questions on the topic and the passage1) What did Gail and Mark experience during their two years together?―They experienced the usual ups and downs of a couple learning to know, understand, and respect each other, which displayed the shortcomings and strong points of each other’s characters.2) Did different racial background influence their relationship?―Yes, it enhanced their relationship and taught them a lot about tolerance, compromise, and being open with each other.3) How did Gail and Mark feel about their future？― They knew clearly that they would encounter lots of difficulties in their future.But they would not give in because of their mutual respect and trust.4) What was the marriage of Gail’s parents?―After all, it was a failure. Her parents were going through a divorce after thirty-five years of marriage, for they had not known each other quite well when they got married in the expectation that marriage was an automatic way to make everything work out right.5) What was the attitude of Gail’ mother towards her marrying to Mark?― Gail’s mother, Deborah, harbored reservations about a mixed marriage. She was worried greatly that her daughter might be marrying Mark for the same wrong reasons that she herself married Gail’s father. So she suggested her daughter waiting for some time.6) What was the attitude of Gail’ father towards her marrying to Mark?？― Gail’s father, David, held strong opposition to their wedding plans for fear that mark might marry his daughter for some purpose and that they might encounter some marital difficulties in their future life. He also held the view that waiting did not hurt.7) What was Gail’s responses to her parent s’ oppositions？― Gail did not give in to their fierce oppositions. She told her mother that Mark and she had seen each other at their worst many times and that they felt deeply about each other. She made her father know that they would resolve all problems when the time came.II. Background InformationInterracial marriage: Before June 12th, 1967, interracial marriage was illegal and individual states in the US had the right to separate and punish interracial couples. These punishments included imprisonment of up to10 years. Violations includedmarriage, sex, and living together. On June 12th, 1967, interracial couples became legal thanks to the US Supreme Court decision entitled Loving v. Virginia.III.Text Structure AnalysisThe passage is a first person narrative about the writer’s own experience of a mixed marriage in America. The passage is generally organized according to time sequence, the first thing first and the second thing second. The whole text is madeup of two parts.Part One (Para 1-4): This part introduces to us the love between Gail, a white woman and Mark, a black man. Gail and Mark were preparing to get married as theywere sure of their love for each other, knowing each other’s weaknesses andstrengths. Furthermore, it is mentioned that their differences only enhanced theirrelationship, that they were prepared for their forthcoming difficulties as a mixedcouple in America, and that they were sure of avoiding the mistake of not trulyknowing each other. This part serves as a general background for us to see whatwill happen for a mixed marriage in America through the example of Gail andMark.Part Two (Para 5-21): This part can be further divided into two subparts, the opinions from Gail’s mother and the opinions from Gail’s father about Gail’s mixedmarriage. Both the father and the mother had reservations about Gail’s mixedmarriage and both of them tried to persuade Gail from marrying Mark.Therefore, these two subparts are compatible to each other in matchingrelationship as both of them held negative opinions on Gail’s mixed marriage.From Paragraph 5 to Paragraph 9, we can find the opinions from Gail’s mother. Gail’s mother tried to persuade Gail not to get married, while Gail wasarguing for herself. Even though Gail’s mother argued that Mark’s color is notthe problem, she clearly expressed her concern that Gail was making a wrongdecision. She concluded that Gail should wait and that there was no harm inwaiting.From Paragraph 10 to Paragraph 21, we can find the opinions of Gail’s father.Gail’s father suspected Mark’s intention in marrying Gail was to obtainAmerican citizenship. Then Gail’s father continued to quote statistics showingthat mixed couples had higher divorce rates than couples of the same race. Healso mentioned the hardships for the children of mixed marriages as an evidenceto support himself. This was also refuted by Gail. At last, he warned his daughterthat it was never too late to change her mind. From here we can see that someAmericans look at mixed marriages in a negative way.IV.Structured WritingA Paragraph of Denial of Some Opinions Followed by Some Other OpinionsA common way to present opinions or arguments is first to reject or correct some opinions or arguments and then on the basis of that, give the opinions or arguments that are intended to be conveyed. The writer uses this common way to present one’s opinion. Here we can study an analysis of Paragraph 7 to show how the mother presents her opinion in this way. The structure can be described in the following chart.Please look at the following chart again! The writer presented two different ideas: one about Gail’s mother’s early idea and the other about others people’s idea. Then she goes on to reject both of them. The two ideas and the rejections are parallel to each other. In text structure analysis, we call them a Matching Relationship of compatibility. In other words, the two parts compare with each other in their similarity. Both of the ideas are not correct and are followed by corrections. So, we can also call them parallel structure.write a paragraph which starts with a correction of one idea and goes on to present another idea. In this way, students can be familiar with the writing skill.V. Detailed Study of the TextWords and Phrases Study1. charactern.1) [C] qualities that make sb. a particular type of person 性格，个性What does her handwriting tell you about her character? 根据她写的字，你觉得她有什么样的性格？I choose my friends for their good characters. 我择友的标准是品格一定要好。
新视野大学英语读写3(第三版)优秀教案
新视野大学英语读写教程（第三版）BOOK 3 教案章节Unit One: The Way to SuccessSection A: New Words and Expressions教案内容Text: Never, ever give up!Exercises: Vocabulary, Sentence Structure,Translation Listening, Speaking & Writing Skills教案目的1.To talk about the secret of success。
2. To further understand the text。
3.To apply the phrases and patterns。
4.To master the essay writing skill。
1. Clearly know the structure of the passage。
2. Master the important language points。
教案要求3.Briefly summarize the passage alone。
4.Correctly use and master the key words in this unit.重点难点1.The structure of the whole passagediscussed and the writing waysmentioned in this passage2.The reading skills mentioned in this unit3.listening practicing related to the contents learned in this unit1.The use of the new words and phrases in this passage2.The writing ways mentioned in this passage3.Some important sentence structures课堂设计Step 1: Lead-in10m Questioning&The Discussing Questioning&First Step 2: Pre-reading Activities10m DiscussingTwoLecturing,PeriodsStep 3: New Words80m Questioning&Giving Examples The Step 1: Background Information10m Questioning& Second DiscussingTwo Step 2: Structure Analysis10m LecturingPeriodsLecturing, Step 3: Language points and Difficult70m Questioning&SentencesGiving ExamplesStep 4: Comprehension of the Text A10m Questioning&DiscussingStep 1: Summarize the passage orally20m Questioning& DiscussingTheStep 2:Exercises (Words in use, WordThird Questioning& building,Banked cloze, Expressions in use,70mTwoTranslation in Section A)DiscussingPeriodsLecturing, Step 3: Revision & Homework10m QuestioningStep 1: Check Homework30m QuestioningTheStep 2:Structured Writing30m Watching &Forth DiscussingTwoStep 3: Listening20m Listening &Periods QuestioningStep 4: Speaking20m Questioning & Discussing教学过程The First Two Periods:Step 1: Lead-in:1.What is success?2.What do you think are the secrets of success?Step 2: Pre-reading Activities:1. Listen to a talk about steps to make your dreams come true. Fill in the blanksbased on what you hear.2. Listen to the talk again and discuss the following questions.Step 3: New WordsThe Second Two Periods:Step 1: Background Information1. Public schools in the UK & US2. Winston ChurchillStep 2: Structure AnalysisPart I (Paras.1-2): By using Winston Churchill’ s story and his speech at Harrow as anintroduction to the topic, the text makes clear its statement: thesecret of success is“ Never give up”.Part II (Paras.3-7): Through the examples of world famous scientists, statesman, andjurist, the text brings forward the statement that only those with astrong will , those who“ keep their eyes on the prize” , and those whoexpend the substantial effort to keep going, will finally succeed.Part III (Paras 8): By reinforcing the statement given in part II, the text draws theconclusion that with hard work, determination, dedication andpreparation, you can transcend any handicap, accomplish any feat,and achieve success.Step 3: Language points and Difficult SentencesPractical Phrases1. deviate from ⋯偏离，背离⋯⋯2. preclude sb. from doing阻止某⋯人做⋯⋯3. triumph over战胜⋯⋯⋯4. in (the) pursuit of追⋯求⋯⋯5. work one’ s 。
新视野大学英语(第三版)读写教程Book2-Unit3-电子教案(最新整理)
Phrases and look up to; take pride in; as Expressions
soon as; dream of; share… with;
come true; apply for; end up
take a risk; sign up for; devote… to;
be bound to do something; stick to; turn down; in the neighborhood of; by chance
genius, code, contact, site, launch, investment, devote, pretend, judge, resist, central, impact, operate, vision, achieve, purpose, fiercely, priority, means, successful, motivate, fortune
Basic Writing Skills Prepare a PPT with the exercise on P48 of SB. Ask some students to tell their choices to the class and explain
why they have those choices. Analyze the keys to those choices by explaining the rules of
students. Highlight some difficult sentences and elicit explanations
from students and give helps where necessary. Allow the Ss 3 minutes to write down a sentence showing he
新视野第三版第二册读写教案
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新视野大学英语教案
第二册 （第三版）
授课题目（教学章节或主题） ：
Unit 1 An Impressive English Lesson
教学目标或要求: Students are supposed to 1. think and talk about language teaching and learning 2. understand and know the main idea of the text 3. learn and apply words, phrases and sentence patterns 4. master the essay writing skill 教学重点、难点： Key points: 1. text understanding 2. language points Difficult points: 1. language use 2. writing skill application 教学进程（包括基本内容、环节、步骤） ： 教学时数：6 学时 I. Pre-reading activities and text study (2 学时) II. Text study and essay writing (2 学时) III. Language focus and critical thinking (2 学时) 教学手段与方法： (Application of BOPPPS Model) 思考题、讨论题、作业： Do you think grammar is important in English learning? How can students enlarge their vocabulary? Write an essay using the writing model: introduction-body-conclusion. 教学过程： I. Pre-reading activities and text study 1. Bridge-in Idea-sharing: an unforgettable English lesson 2. Objective Students are required to: 1)think and talk about English teaching and learning 2)understand and know the main idea of the text 3. Pre-test Listen to a talk about an English learner’s learning experience and answer questions. 4. Participatory Learning (1) Pre-reading activities Discuss the following questions. a. In your opinion, what is the most effective way to learn English? b. What do you think is the most difficult in English learning? c. Do you think grammar is important in English learning? (2) Text understanding i. What does the son think of the father? (Para. 1)
(完整版)新视野大学英语第三版第二册Unit3教案
B2 U3 A journey through the odyssey years教学重点：1.To have knowledge of Odyssey, Odysseus and the odyssey years2.To understand and use the words, phrases, structures, rhetoric in thetext3.To be acquainted with the writing skills of a comparison/contrastessay教学难点：1.Apply the phrases and patterns2.Writing paragraphs with the structure of a comparison / contrastessay.教学过程：Part I Warm-upI. Knowledge of The Odyssey, Odysseus, and the odyssey years1.Assignment CheckStudents are going to share their assignments. Read our their reflection.The assignment has to be given when students and the teacher last meet. Their last assignment is to:Watch the movie The Odyssey and write a reflection. Thee reflection should includes:• a short summary of the movie•students’ feelings and ideas after watching the movie.2.Brainstorming:Question: What does the odyssey years may mean?Answers for reference: Now the Odyssey has become a special term for an epic journey or great struggle as Odysseus, the main character in the epic poem, encountered repeated troubles and challenges when he left home and loved ones.II. Comparison of you and your parents1.Questions:1)What is your understanding of “generation gap”?2)Do you think there is a generation gap between you and yourparents? Why do you think so?2.Group work:1)Think of the differences between you and your parents.2)Make a summary of your discussion by filling in the followingchart.3)Share answers/3.Critical thinkingDiscuss the following problems in groups.1)Do you agree with the statement that the odyssey years couldlead to self-discovery? Why or why not?2)What might be the most significant personal effect caused by thedelay in transition to adulthood?3)How might parents look at the new trend and the delayedtransition?*These are open-ended questions. Allow students to freely express themselves and tell them to listen to the authors’answers to these questions. And the class will re-discuss these three questions when we have finished our reading.Part II Pre-readingI.Quiz1.Take the quiz by checking (√) whether the statements on Page 60 aretrue to you. And then you can judge which generation you belong to according to the grading criteria.2.Question: Do you think the quiz kind of define some characteristics ofyou and your generation?II.Main structureRead the whole passage and divide the text into several parts. Fill in the blanks to present the main structure of the text.*Pay attention to how the author makes a comparison between two different generations.Part III While-readingI.Introduction Part1.The structure analysis1) Ask students to discuss in pair or in groupThe introduction part is composed of two sections.•Paragraph 1 describes that each age phase brings its own peculiar set of challenges.•Paragraph 2 functions as a transition.2) The teacher presents the writing skillTransition creates a link or connection between the previous paragraph and the following one. In English, transition can be realized by using transitional words, sentences or paragraphs.2.Questions for understanding1)How do people divide our life stages (Para. 1)?2)Why does the author say that each unique life phase brings itsown peculiar set of challenges (Para. 2)?3.Words, phrases and sentencesGive an intensive analysis of the new words (e.g. their origins, literal meanings & implied meanings), phrases and sentences.* The teacher should help students to understand and think, instead of giving them the answers directly. Allow more time for students’ thinking and reflection.II.Body part: the odyssey years: a newly added phase of life1.Structure analysis2.Questions for understanding1)According to the author, what does “a norm”refer to (Para. 3)?2)What are the so-called “odyssey years”(Para. 4)?3)Why does the author think that odyssey years are “anunavoidable stage in reaching adulthood (Para. 4)?3.Words, phrases and sentencesIII.Body part: characteristics of the odyssey years1.Structure analysis2.Questions for understanding1)Why young people feel pressure (P6)?2)According to the author, where does the young people’s“confusion” come from (P6)?3)Why parents feel anxious and upset (P7)?4)What are pressures for women and men respectively (P8, 9)?3.Words, phrases and sentencesIV.Conclusion part1.Questions for understandingWhat is the author’s advice proposed? What should not the graduates do and what should they do?2.Words, phrases and sentencesPart IV After-readingI.Summary1.Re-discuss the critical thinking questions:1)Do you agree with the statement that the odyssey years couldlead to self-discovery? Why or why not?2)What might be the most significant personal effect caused by thedelay in transition to adulthood?3)How might parents look at the new trend and the delayedtransition?2.Recall the main structureII.Writing skills1.Recall the main ideas of the text and how the author structures hiswriting.2.Introduce two major structures of comparison or contrast:•Point-to-point•Subject-to-subject3.A good exampleSuppose now we are going to write an article to compare/contrast two places: my hometown and my college town, that is, Gridlock and Subnormal. How can we organize our ideas by using the following structures?•Point-to-point(See in Appendix I)•Subject-to-subject(See in Appendix II)Part V AssignmentI.Structured writing: You and your parents1.Recall what you have discussed in the classroom on the differencesbetween you and your parents and reorganize these ideas into anarticle based on the comparison/contrast structure.2.You can either use the point-to-point structure or thesubject-to-subject structure.II.Watching a video clip:1. Watch the video clip and make a summary of each interviewee’s story,e.g. what they are doing now or what are their problems.2. Think of the title: Chinese young people: a dependent generation. Do you agree with it or not? Why or why not?III.PreviewHave a preview of Text B Finding my way back home.。
新视野大学英语读写2(第三版)完整教(学)案
People accused the governor of failing to take adequate measures which could have prevented the disaster.人们指责该州长对本来可以避免的灾难没有采取充分的措施。
在聚精会神地读一本好书的时候，时间过得非常快。
3.fresh from:having just come from a particular place or experience刚从….来的；刚有…经历的
School principals should not expect teachers, fresh from college, to deal with a large group of difficult children.学校的校长不应该指望刚从大学毕业的老师来应付一大群难以对付的孩子。
2.Depth-reading question
(1).According to the speaker, of what did the parents always remind their children before they came to college? (Para.3)
(2).What’s the speaker’s purpose in mentioning the parents¡ reminders? (Para.3)
教学环境
TeachingEnvironment
多媒体教室
教学目标
新视野大学英语读写2(第三版)完整教(学)案
5.write a composition withthreemain parts:introduction, bodyandconclusion.
重点
Key Issues
1. Vocabulary
You’ll have to pay extra money if you exceed your luggage allowance.如果你的行李超重，你必须额外付费。re than a particular number or amount chao555555555555555555555555555555555555555555555555555555555555555555555555555555555
Students-centered
Task-based teaching and learning
教学过程设计 Teaching Procedures
步骤1Step 1导入Lead-in
I.Greetingand warming-up questions discussion.
1.What are the key factors that help people learn English as a foreign language
II. Useful expressions
Practical PhrasesSpecific Meanings
1.be/feel obligedto do sth.(因形势、法律、义务等等关系而)非做不可，迫使
2.fresh from刚从……来的；刚有……经历的
3.distinguish between区分；辨别
新视野大学英语读写教程（第三版）Book2Unit3课文讲解
新视野⼤学英语读写教程（第三版）Book2Unit3课⽂讲解Section AJourney through the odyssey yearsBackground information1.generation groups in the westGeneration gaps，referring to difference between young people and theirelders，especially between children and their parents，have often been attributed to rapid cultural change，particularly musical tastes，fashion，culture and politics. Some special terms for different generations have thus been coined in English-speaking countries：Generation Jones：A term used to describe the generation born right after World War ｜｜ in 1945 through 1965.It's usually identified with “baby boomers”.Key characteristics assigned to these members are less optimism，distrust of government，and generally used to refer to people born in the 1960s.This generation marks the period of birth decline after the baby boom. The generation was pushed toward adulthood at an age earlier than any other recent generations. They are more ethnically diverse and better educated than the baby boomers.Generation Y：Also known as the Millennial Generation and many of them are children of baby boomers .Their birth years range from the early 1980s to the early 2000s.It's generally marked by an increase use and familiarity with communications，media，and digital technologies.Generation Z：Also known as the net or the internet Generation. In the US and other Western nations，it is a common name for the people born from the mid.1990s or early 2000s through to the present. This generation has spend their entire life with the World Wide Web and high tech gadgets.2.the odyssey yearsThe term odyssey years originated from The odyssey，a long poem by the Greek author Homer，which is a sequel of the Greek hero，Odysseus. It describes Odysseus's long journey，trying to return home from adventures and war. For English speakers，as many as for many cultures，the very name of poem，The Odyssey，has become a special term for an epic journey，or great struggle. The man character in the epic poem（史诗），Odysseus，was wandering away from home and loved ones. During his journey of 10 years，he encountered repeated troubles and challenges. The key insight in Odyssey is that the essentials of the journey are not only outward struggle against tremendous difficulties，but，more importantly，inward struggles leading to personal growth. His journey is the one of self-discovery and of combating his own arrogance and pride from his young rebel heart. Therefore, it makes sense to borrow The Odyssey from Greek mythology to describe the rebellious years young people usually go through. The term odyssey year is a metaphor of this special stage for young people.Detailed study of the text1Most of us know about the phases of life which we label to parallel different age groups and life stages childhood, adolescence, adulthood, and old age.(Para.1) Meaning: Most of us know about he different life stages that we describe according to different age groups: childhood, adolescence, adulthood, and old age.phase:n.[C] one of the sages of a process of development or change 阶段；时期As time are changing, we?re entering a new phase in internationalrelation.随着时代的变化，我们正进⼊国际关系的新阶段。
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Unit 3 A Successful Career Teaching Focus
Teaching Plan
Leading In and Exploring the Topic
Divide the class into groups of four and allow the Ss
5 minutes to finish the exercise in Exploring the
Topic.
Give the Ss 5 minutes to discuss the following two questions:
1) What do you intend to choose as a career in the
future and why?
2) How will you prepare yourself for your future
career?
Ask some volunteers to share their answers to the above question with the class.
Section A Reading Through
Ask Ss to go through Text A quickly and then finish the exercise of Getting the Message on P44 of SB.
Check the understanding by eliciting answers from some students.
Highlight some difficult sentences and elicit explanations from students and give helps where necessary.
Allow the Ss 3 minutes to write down a sentence showing he or she has learned from the story. Give the Ss some sentence structures to help them write longer sentences.
Ask some students to share their sentences with the class.
Basic Writing Skills
Prepare a PPT with the exercise on P48 of SB.
Ask some students to tell their choices to the class and explain why they have those choices.
Analyze the keys to those choices by explaining the rules of shifts in tense listed on P47-48.
Section B Reading More
Before class, divide the class into 6 groups and ask
each group to prepare a 5-minute PPT which shows the
group’s understanding of the following 6 sentences
in the text:
1) Believe in yourself.
2) Just get it done, even if it isn’t perfect.
3) Stick to your vision despite opposing voices.
4) Loyalty breeds success.
5) Live below your means.
6) Follow your passion, not the money.
In class, give each group 5 minutes to display the PPT.
Give them help where necessary.
Make sure every member of the group do some work either
in making the PPT before class or in the presenting
of the PPT in class.
Section C Practical Writing
Guide the students to finish the two exercises on P56
to P57 of SB according to the samples given.
Ask each student to design a visa application form for
themselves.
Finish all the exercises in Unit Three.
Read the passage in Reading Out on Page 43 of SB and recite it. Write a diary of your thoughts about your opinion of success and what you wish to do as a career in the future.
Contribute to teamwork of the PPT about Text B and help your group member whenever you can.
Design a visa application form for yourself.。