大学英语精读第三册第三版课件unit1
现代大学英语精读3课件unit1教案
一、教学目标1. 知识目标：（1）掌握课文中的重点词汇、短语和句型；（2）了解英语学习策略；（3）理解课文内容，提高阅读理解能力。
2. 能力目标：（1）提高学生的英语听说读写能力；（2）培养学生运用英语进行交流的能力；（3）提高学生的自主学习能力。
3. 情感目标：（1）激发学生对英语学习的兴趣；（2）培养学生良好的学习习惯；（3）增强学生的自信心。
二、教学重点与难点1. 教学重点：（1）课文中的重点词汇、短语和句型；（2）英语学习策略；（3）课文内容的理解。
2. 教学难点：（1）英语学习策略的运用；（2）课文内容的理解与感悟。
三、教学过程1. 导入新课（1）教师简要介绍英语在国际交流中的重要性；（2）提出本节课的学习目标，激发学生的学习兴趣。
2. 预习课文（1）学生快速浏览课文，了解文章大意；（2）教师提问，检查学生对课文内容的初步理解。
3. 课文精讲（1）教师讲解课文中的重点词汇、短语和句型，并举例说明；（2）分析课文结构，引导学生理解文章大意；（3）讲解英语学习策略，并结合实例进行讲解。
4. 课堂练习（1）学生进行单词拼写、翻译和句型转换练习；（2）教师点评学生的练习，纠正错误。
5. 课堂讨论（1）教师引导学生讨论课文内容，分享自己的学习心得；（2）组织学生进行小组讨论，培养学生的合作意识。
6. 课堂小结（1）教师对本节课的内容进行总结，强调重点和难点；（2）布置课后作业，巩固所学知识。
四、课后作业1. 复习课文，熟记重点词汇、短语和句型；2. 完成课后练习题；3. 撰写一篇关于英语学习策略的短文，分享自己的学习经验。
五、教学反思本节课通过讲解课文、讲解英语学习策略、课堂练习和讨论等形式，帮助学生掌握课文内容，提高阅读理解能力。
在教学过程中，教师应注重激发学生的学习兴趣，培养学生的自主学习能力，提高学生的英语综合运用能力。
同时，教师应关注学生的学习反馈，及时调整教学策略，确保教学效果。
现代大学英语精读3Unit1市公开课一等奖百校联赛获奖课件
para7
internalize: to make faith, value, morals, attitudes, behavior, language etc. part of your nature by learning or assimilating them unconsciously.
第10页
First, there is functional independence, which involves the capability of individuals to take care of practical and personal affairs, such as handling finances, choosing their own wardrobes, and determining their daily agenda.
anxiety: They are anxious because they are eager to please their parents.
mistrust: They sometimes feel unhappy because they think their parents are not fair to them.
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What is the main idea of para1?
Many key changes happen to college students during their college years.
第2页
What can you learn from para1?
Three expressions of “Have you thought about…？”
现代大学英语(精读)笫三册——lesson(1).ppt
(2)reflective通过用词来折射 ◎The nation that sent more than 9 million people to college on the GI Bill is now pricing a college education out of reach of its young people. Instead, we have spawned(造就)an unskilled, poorly educated class that requires extensive social support and contributes little to the economy.
To a kid, a savings account is just a black hole that swallows birthday checks.
Dragging Space and Time The results of two studies announced in early November 1997 provide unprecedented support for “frame-dragging,” a concept predicted by physicist Albert Einstein's general theory of relativity. Frame-dragging describes how massive objects actually distort space and time around themselves as they rotate. One of the studies examined frame-dragging around black holes, an example of which is shown here in an artist's conception.
大学英语精读第三册 Unit 1 A_Brush_with_the_Law
17. 遵纪守法
18. 犯法
19. 驳回上诉 reject an appeal 20. 免予起诉 release from charge 21. 释放某人 set sb. free / release sb. from prison
I. 1)accent 3).a couple of 5).fate 7).witness 9).stands a chance
Before Reading
Solicitor: a lawyer who gives advice,
appears in lower courts, and prepares cases for a barrister to argue in a higher court
Background information
Part Two: (paragraph 2-20)
The narrator was arbitrarily arrested and released
Part Three: (paragraph 21-22)
The narrator believes that if he had come from a different background, he would have been found guilty.
Background information
Middle Class
Before Reading
1) In Britain: It refers to the class of people between the nobility and the working class. It includes professional men (such as doctors, lawyers and architects), bankers, owners of business and small gentry. 2) In the United States: It refers to the class of people between the very wealthy class and the class of unskilled laborers and unemployed people. It includes businessmen, professional people, office workers, and many skilled workers.
大学英语精读：第三册UNIT1
A young man finds that strolling along the streets without an obvious purpose can lead to trouble with the law. One misunderstanding leads to another until eventually he must appear in court for trial……A Brush with the Law I have only once been in trouble with the law. The whole process of being arrested and taken to court was a rather unpleasant experience at the time, but it makes a good story now. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court. In happened in February about twelve years ago. I had left school a couple of months before that and was not due to go to university until the following October. I was still living at home at the time. One morning I was in Richmond, a suburb of London near where I lived. I was looking for a temporary job so that I could save up some money to go travelling. As it was a fine day and I was in no hurry, I was taking my time, looking in shop windows, strolling in the park, and sometimes just stopping and looking around me. It must have been this obvious aimlessness that led to my downfall. It was about half past eleven when it happened. I was just walking out of the local library, having unsuccessfully sought employment there, when I saw a man walking across the road with the obvious intention of talking to me. I thought he was going to ask me the time. Instead, he said he was a police officer and he was arresting me. At first I thought it was some kind of joke. But then another policeman appeared, this time in uniform, and I was left in no doubt. 'But what for?' I asked. "Wandering with intent to commit an arrestable offence,' he said. 'What offence?' I asked. 'Theft,' he said. 'Theft of what?' I asked. 'Milk bottles,' he said, and with a perfectly straight face too! 'Oh,' I said. It turned out there had been a lot of petty thefts in the area, particularly that of stealing milk bottles from doorsteps. Then I made my big mistake. At the time I was nineteen, had long untidy hair, and regarded myself as part of the sixties' 'youth counterculture. As a result, I want to appear cool and unconcerned with the incident, so I said, 'How long have you been following me?' in the most casual and conversation tone I could manage. I thus appeared to them to be quite familiar with this sort of situation, and it confirmed them in their belief that I was a thoroughly disreputable character. A few minutes later a police car arrived. 'Get in the back," they said. 'Put your hands on the back of the front seat and don't move them.' They got in on either side of me. I wasn't funny any more. At the police station they questioned me for several hours. I continued to try to look worldly and au fait with the situation. When they asked me what I had been doing, I told them I'd been looking for a job. 'Aha,' I could see them thinking,'unemployed'. Eventually, I was officially charged and told to report to Richmond Magistrates' Court the following Monday. Then they let me go. I wanted to conduct my own defence in court, but as soon as my father found out what had happened, he hired a very good solicitor. We went along that Monday armed with all kinds of witnesses, including my English teacher from school as a character witness. But he was never called on to give evidence. My 'trial' didn't get that far. The magistrate dismissed the case after fifteen minutes. I was free. The poor police had never stood a chance. The solicitor even succeeded in getting costs awarded against the police. And so I do not have a criminal record. But what was most shocking at the time was the things my release from the charge so clearly depended on. I had the 'right' accent, respectable middle-class parents in court, reliable witnesses, and I could obviously afford a very good solicitor. Given the obscure nature of the charge, I feel sure that if I had come from a different background, and had really been unemployed, there is every chance that I would have been found guilty. Whileasking for costs to be awarded, my solicitor's case quite obviously revolved around the fact that I had a 'brilliant academic record'. Meanwhile, just outside the courtroom, one of the policemen who had arrested me was gloomily complaining to my mother that another youngster had been turned against the police. 'You could have been a bit more helpful when we arrested you,' he said to me reproachfully. What did the mean? Presumably that I should have looked outraged and said something like, 'Look here, do you know who you're talking to? I am a highly successful student with a brilliant academic record. How dare you arrest me!' Then they, presumably, would have apologized, perhaps even taken off their caps, and let me on my way. NEW WORDS brush n. brief fight or encounter ⼩冲突；⼩接触 process n. course; method, esp. one used in manufacture 过程；制作法 arbitrary a. based on one's own opinion only, not on reason 任意的；武断的 circumstance n. （usu. pl.） conditions, facts, etc. connected with an event or person 情况，环境 subsequent a. following, later 随后的，接下去的 fate n. what will happen or happened to sb. or sth. 命运 due a. expected; supposed （to）预期的；约定的；到期的 temporary a. lasting only for a limited time 暂时的 stroll a. walk at leisure 散步，闲逛 obvious a. easily seen or understood; clear 明显的，显⽽易见的 downfall n. ruin 垮台；衰落 employment n. one's regular work or occupation; job 职业；⼯作 wander vi. move about without a purpose 闲逛；漫游 commit vt. do （sth. wrong, bad, or unlawful）⼲（坏事），犯（错误、罪） a. deserving to be arrested offence （AmE offense） n. crime; the hurting of feelings; something unpleasant 罪⾏；冒犯；不愉快的事 straight face a face or expression that shows no emotion, humor, or thought 板着的脸 petty a. small; unimportant ⼩的；不⾜道的 doorstep n. a step in front of a door regard vt. consider in the stated way 把……看作；把认为（as） counterculture n. a culture, esp. of the young who oppose the traditional standards and customs of their society 反主流⽂化 unconcerned a. not worried; untroubled; indifferent ⽆忧虑的；淡漠的 casual a. careless; informal 漫不经⼼的，随便的 conversational a. of or commonly used in talking 会话（⽤）的 confirm vt. make certain; support 证实，肯定；确定 belief n. something believed; trust 相信；信念；信仰 thoroughly ad. completely; in every way 完全地，彻底地 thorough a. disreputable a. having or showing a bad character; having a bad name 声名狼籍的 worldly a. experienced in the ways of society ⽼于世故的 au fait a. （F） familiar 熟悉的；精通的 aha int. a cry of surprise, satisfaction, etc. 啊哈！ n. civil officer acting as a judge in the lowest courts 地⽅法官 conduct vt. direct the course of; manage 处理；主持；引导；指挥 defence （AmE defense） n. the act of defending in court the person who has been charged 辨护 solicitor n. （esp. in Britain） lawyer who advises clients on legal matters and speaks on their behalf in lower courts （初级）律师 witness n. a person who gives evidence in a court of law; sth. serving as evidence or proof 证⼈；证据 trial n. the act or fact of examining and deciding a civil or criminal case by a law court 审判 dismiss vt. （of a judge） stop （a court case）驳回，对……不予受理 cost n. （pl.） the cost of having a matter settled in a law court. esp. that paid to the winning party by the losing party 诉讼费 award vt. give by a decision in court of law; give or grant by an official decision 判给；授予 accent n. way of speaking typical of the natives or residents of a region, or of any other group ⼝⾳；腔调 respectable a. deserving respect 值得尊敬的 reliable a. that may be relied or depended upon 可靠的，可信赖的 given prep. taking into account; if allowed or provided with 考虑到；假定 obscure a. not clearly seen or understood 模糊的；晦涩的 guilty a. having broken a law; showing or feeling that one has done wrong 有罪的；内疚的 revolve v. （cause to） go round in a circle （使）旋转 brilliant a. causing great admiration or satisfaction; splendid 辉煌的；卓越的 courtroom n. a room where a law court is held 审判室 meanwhile ad. during the same period of time 同时 gloomily ad. depressedly, dejectedly 忧郁地；沮丧地 complain vi. speak in an unhappy, annoyed, dissatisfied way 抱怨 complaint n. reproachfully ad. 责备地 presumably ad. probably outrage vt. arouse anger or resentment by injury or insult 引起……的⽓愤 successfula. having done what one has tried to do; having gained a high position in life, one's job. etc. 成功的；有成就的 apologize vi. say one is sorry 道歉，谢罪 apology n. PHRASES & EXPRESSIONS take sb. to court start an action in law against sb. 对某⼈提出诉讼 a couple of （informal） a small number of, a few, usually two 少数，⼏（个）；⼀对 save up keep for future use; put money away in the form of savings 储蓄 take one's time do sth. in a leisurely manner; not hurry 慢慢来，不着急 at first at the beginning 起先 turn out prove to be 结果；证明是 call on ask （sb.） to do sth. esp. formally 要求 stand a chance have an opportunity; be likely to do or get sth. 有机会，有希望 revolve around have as a center or main subject turn against （cause to） oppose, be hostile to PROPER NAMES Richmond ⾥⼠满（英国地名） Richmond Magistrates' Court ⾥⼠满地⽅法院。
大学英语精读第三版1-3课
Unit 1 Some Strategies for Learning EnglishAs we are at the start of the course, this seems a good moment to offer some advice on how to make the task of learning English easier.Learning English is by no means easy. It takes great diligence and prolonged effort.Nevertheless, while you cannot expect to gain a good command of English without sustained hard work, there are various helpful learning strategies you can employ to make the task easier. Here are some of them.1. Do not treat all new words in exactly the same way. Have you ever complained about your memory because you find it simply impossible to memorize all the new words you are learning? But, in fact, it is not your memory that is at fault. If you cram your head with too many new words a t a time, some of them are bound to be crowded out. What you need to do is to deal with new words in different ways according to how frequently they occur in everyday use. While active words demand constant practice and useful words must be committed to memory, words that do not often occur in everyday situations require just a nodding acquaintance. You will find concentrating on active and useful words the most effective route to enlarging your vocabulary.2. Watch out for idiomatic ways of saying things. Have you ever wondered why we say, “I am interested in English”, but “I am good at French”? And have you ever asked yourself why native English speakers say, “learn the news or secret”, but “learn of someone’s success or arrival”? These are all exampl es of idiomatic usage. In learning English, you must pay attention not only to the meaning of a word, but also to the way native speakers use it in their daily lives.3. Listen to English every day. Listening to English on a regular basis will not only improve your ear, but will also help you build your speaking skills. In addition to language tapes especially prepared for your course, you can also listen to English radio broadcasts, watch English TV, and see English movies. The first time you listen to a taped conversation or passage in English, you may not be able to catch a great deal. Try to get its general meaning first and listen to it over and over again. You will find that with each repetition you will get something more.4. Seize opportunities to speak. It is true that there are few situations at school where you have to communicate in English, but you can seek out opportunities to practice speaking the language. Talking with your classmates, for example, can be an easy and enjoyable way to get some practice. Also try to find native speakers on your campus and feel free to talk with them. Perhaps the easiest way to practice speaking is to rehearse aloud, since this can be done at any time, in any place, and without a partner. For instance, you can look at pictures or objects around you and try to describe them in detail. You can also rehearse everyday situations. After you have made a purchase in a shop or finished a meal in a restaurant and paid the check, pretend that all this happened in an English-speaking country and try to act it out in English.5. Read widely. It is important to read widely because in our learning environment, reading is the main and most reliable source of language input. When you choose reading materials, look for things that you find interesting, that you can understand without relying too much on a dictionary. A page a day is a good way to start. As you go on, you will find that you can do more pages a day and handle materials at a higher level of difficulty.6. Write regularly. Writing is a good way to practice what you already know. Apart from compositions assigned by your teacher, you may find your own reasons for writing. A pen pal provides good motivation; you will learn a lot by trying to communicate with someone who shares your interests, but comes from a different culture. Other ways to write regularly include keeping a diary, writing a short story and summarizing the daily news.Language learning is a process of accumulation. It pays to absorb as much as you can from reading andlistening and then try to put what you have learned into practice through speaking and writing.New Words(1) strategy n. -- 战略学，兵法I admired the general who was a master of strategy. 我敬佩那位精通兵法的将军。
现代大学英语 精读3(第三版)教学课件B3U1.pptx
现代大学英语精读3（第三版）教学课件B3U1.pptx1. 简介本文档是《现代大学英语精读3（第三版）教学课件B3U1.pptx》的教学指导文档，旨在协助教师进行教学，并提供学生参考。
该课件是现代大学英语精读3（第三版）教材的第一单元课件，涵盖了课文中的重要内容和练习。
本文档将为教师提供详细的课件内容介绍和教学建议。
2. 课件内容2.1 词汇与短语2.1.1 单词本单元的词汇包括：attain, superior, devotion, lofty, assimilate, grace, vocation, premise, vanity等。
这些词汇都是本单元课文中频繁出现的关键词汇，学生需要掌握其词义和用法。
2.1.2 短语本单元的短语包括：be indicative of, bring out, take…seriously, measure up to, in good part等。
教师可以通过例句和实例来帮助学生理解这些短语的含义和用法。
2.2 阅读理解本单元的阅读理解部分涵盖了三篇文章，分别是《选择正确的途径》、《智慧的力量》和《忠诚的战士》。
教师可以通过课件中的题目和文字说明帮助学生理解文章内容，并进行讨论和解答相关问题。
2.3 语法与写作本单元的语法重点是介词和非谓语动词的用法。
教师可以利用课件中的例句和练习来讲解和巩固学生对这些语法知识的掌握。
此外，课件还包括写作部分，教师可以引导学生根据所学的语法知识写作相关的练习作文。
3. 教学建议3.1 教学方法教师可以采用多种教学方法来教授本单元内容，如讲解法、示范法和讨论法等。
在讲解词汇和短语时，可以先通过示范法来引导学生正确使用，然后进行讨论和实践。
在阅读理解部分，可以采用讨论法来引导学生分析文章内容，并提出自己的见解和观点。
在语法与写作部分，可以通过讲解法和实践法相结合，引导学生掌握语法知识，并培养写作能力。
3.2 学生活动教师应鼓励学生积极参与课堂活动，并提供一些学生活动的建议，如词汇卡片制作和交流、小组讨论、写作练习等。
大学英语精读第三册lesson1_warm-up(new)
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Lesson 1 – Your College Years
I.
A song
Say you, say me (by Lionel Richie)
Say you, say me. Say it for always.
That’s the way it should be. Say you, say me. Say it together, naturally. I had a dream, I had an awesome dream: People in the park play-in’ games in the dark. And what they played was a masquerade. But from behind the walls of doubt A voice was crying out.
It is the season of affection.
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To be continued on the next page.
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autumn
Lesson 1 – Your College Years
III.
On Seasons in College
Autumn is a season of harvest in college. It’s the
season for you to enjoy what you have achieved.
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Before Reading
Global Reading Detailed Reading
After Reading
Kids Wanna Rock — by Jim Vallance & Bryan Adams
Turned on the radio Sounded like a disco Musta turned the dial for a couple of miles But I couldn’t find no rock and roll This computerized crap ain’t getting me off Everywhere I go the kids wanna rock
Before Reading
Global Reading Detailed Reading
After Reading
The Background of the Song
The idea for “Kids Wanna Rock” began one summer night in 1984 at the Queen Elizabeth Theatre in Vancouver, where Bryan and I and my wife Rachel had gone to see a performance by Thomas Dolby.
After Reading
Around the world or around the block Everywhere I go the kids wanna rock
Get me my DJ I’ve got something he’s gotta play Wanna hear it I can’t wait So turn it up, turn it up …
Before Reading
Global Reading Detailed Reading
After Reading
Around the world or around the block Everywhere I go the kids wanna rock
Everywhere I go t来自e kids wanna rock
Before Reading
Global Reading Detailed Reading
After Reading
1. An English Song — Kids Wanna Rock 2. The Sixties’ “Youth Counterculture” 3. Hippy / Hippie 4. Background Information 5. Introductory Remarks 6. Words or Phrases Related to the Topic
Kick down the barricades Listen what the kids say From time to time people change their minds But the music is here to stay I’ve seen it all from the bottom to the top Everywhere I go the kids wanna rock
We wrote most of “Kids Wanna Rock” the next day. We based the song on another idea we’d been developing. Just as Paul McCartney used “Scrambled Eggs” as a temporary title for “Yesterday”, Bryan and I had a temporary lyric before we settled on “Kids Wanna Rock”. Instead of “Around the world or around the block, everywhere I go the kids wanna rock”, we had “What’s Sir Lew Grade got against me, I can’t get my songs on the BBC” ... an accurate reflection of Bryan’s inability at the time to get airplay on UK radio.
Before Reading
Global Reading Detailed Reading
After Reading
London to LA Talking about the New Wave For a couple of bucks you get a weird haircut And waste your life away
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Before Reading
Global Reading Detailed Reading
With all the electronic sounds and robotic posturing, we found the performance to be somewhat lacking emotionally. Unable to endure another “sine-wave”, twenty minutes into the concert we quietly slipped out of the theatre and went up the street for a bite to eat. While discussing the Dolby performance over dinner, one of us remarked how, really, the kids just “wanna rock”.