新编大学英语(第四版)综合教程3
新编大学英语(第四版)综合教程3教学课件B3U4 Further development
新编大学英语（第四版） 综合教程 Unit 4
Further development Unit project
Conduct an interview
We, the explorers
The Explorer’s Society of your university is recruiting new members. Applicants need to fill in an application form and have an interview. You and your classmates are all interested in exploration and have submitted your applications online. You decide to hold a mock interview prior to the real one.
新编大学英语（第四版） 综合教程 Unit 4
Further development Unit project
Interviewer: So what was it about the Explorer’s Society that caught your attention? Interviewee: I have been exploring places in or near the city where I live, ever since I was a senior high school student. I usually explore alone or with my dad. I want to join the Explorer’s Society because I hope to explore unknown places in a group, and in a more carefully planned and organized way. As I see it, exploration is not simply about pushing the limits of what is possible. It is also about teamwork and being part of a community.
外研社新编大学英语(第四版)综合教程3教学课件B3U8 Further development
That’s about all we want to share. Thank you for your attention.
新编大学英语（第四版） 综合教程 Unit 8
Further development Unit project
2. The Lost Generation Hello, everyone. Our poster is about the Lost Generation. The Lost Generation is a term used to refer to a group of
Step 4: Present your poster and vote for the best
新编大学英语(第四版)综合教程3教学课件B3U1 Reading 1
Reading 1
Text exploration
Background information Pre-reading questions Structure Text reading Vocabulary
新编大学英语（第四版） 综合教程 Unit 1
新编大学英语（第四版） 综合教程 Unit 1
Reading 1 Get ready to read
2. Reminiscences about the good old days are fun, but I want more than just a trip down memory lane. What I really want to hear about is how to realize my plans for the future, such as how to achieve my career goals, because that is what I will be thinking about as a graduating student. Therefore, I think the speaker should share a realistic story about his/her personal growth with the audience, without sugarcoating it. Such a story will be relatable to the audience, especially the graduating students. I am sure the audience will feel both inspired and encouraged by it.
新编大学英语综合教程3课后答案
Part One- Prepara on 1. Mr. And Miss So and So 1) Gentle 2) Dedicated 3) Considerate 4) Adventurous 5) C）alm 6 Aggressive 7) Cri cal 8) Energe c 9) Selfish 10) Ambi ous 11) Self-confident 12) Easygoing 13) Truthful 14) Outgoing 15) Frank 16) Sensi ve 17) Bossy 18） Pa ent 19) Talka ve 20) Persuasive 21) Sympathe c 22) Emo onal 2. Personality and Job Salesperson- shrewed, hard-working, boas ul, acute, tricky Teacher- pa ent, tolerant, talka ve, unselfish, loving, humorous, bossy
4) Think about your strengths and build up self-confidence in front of problems or difficul es. 5) Don’t let nega ve thoughts hold you back. 6）Everyone has experienced failures anddi sappointments, so don’t blame yourself too much.
iv) Don’t be afraid to speak up and give your point of view. v) Do not make nega ve comments about yourself. vi) Accept cri cism thoughfully. vii) Profit from failures and disappointments by viewing them as learning experiences. viii) Do not associate with people who make you feel inadequate. ix) Set aside me to relax, enjoy hobbies, and reevaluate your goals regularly. x) Prac ce being in social situa ons. 4) Conclusion: (para16) The be er we understand ourselves, the easier it becomes to live up to our full poten al. 2. Understanding Specific Informa on 1) F 2) T 3) T 4) T 5) F 6)T 7)F 8)F 9)T Vocabulary
新编大学英语(第四版)综合教程3教学课件B3U4 Lead in
Lead-in About the unit
2) I think of Roald Amundsen when hearing the word “explorer”. The Norwegian polar explorer was the first to reach the South Pole, during an Antarctic expedition of 1910 to 1912. He was also the first to sail through the Arctic’s treacherous Northwest Passage, from 1903 to 1906.
About the unit Learning objectives
Warm-up activities
新编大学英语（第四版） 综合教程 Unit 4
Lead-in
目录 contents
About the unit Learning objectives
Warm-up activities
新编大学英语（第四版） 综合教程 Unit 4
新编大学英语（第四版） 综合教程 Unit 4
Lead-in About the unit
2. Quote Read the following quote and answer questions. The road ahead is long and has no ending; yet high and low I will search with my will unbending.
◆ Group discussion
Which field do you have interest to explore?
新编大学英语(第四版)综合教程 3教程
新编大学英语（第四版）综合教程 3教程帮助学生提高英语听、说、读、写、译等综合运用能力。
提高学生的思维能力和跨文化交流能力。
培养学生的自主研究和合作研究能力。
本教程分为以下几个单元：单元 1: 介绍自己和他人单元 2: 人与教育单元 3: 健康与生活方式单元 4: 媒体与信息传播单元 5: 环境与生态单元 6: 科技与创新单元 7: 文化与艺术单元 8: 社会发展每个单元包含以下几个部分：课文阅读与理解单词与短语研究语法与句型讲解听力与口语训练写作与翻译练在研究每个单元前，预课文并了解重点词汇和句型。
注意听力材料并积极参与口语练。
配合教材的题和作业进行课后巩固练。
希望这个教程能帮助你提高英语综合运用能力，加油！这一部分将介绍《新编大学英语（第四版）综合教程 3教程》的教学目标和期望研究结果。
教学内容这一部分将介绍《新编大学英语（第四版）综合教程 3教程》的教学目标和期望研究结果。
教学内容新编大学英语（第四版）综合教程 3教程》的教学内容包括以下几个方面：新编大学英语（第四版）综合教程 3教程》的教学内容包括以下几个方面：阅读理解：通过阅读各种不同类型的英语文章、短文和报道，培养学生的阅读理解能力，并提高他们的词汇量和语法运用能力。
听力和口语：通过听取各种不同主题的英语录音和参与各种口语交流活动，提高学生的听力和口语表达能力，培养他们应对各种实际情境的能力。
写作：通过指导学生写作各种不同类型的英语作文、摘要和报告，提高他们的写作能力，培养他们的写作策略和组织能力。
词汇和语法：通过系统的词汇和语法训练，帮助学生掌握英语基本词汇和语法，提高他们的语言表达能力。
单元安排和课程结构请参考教材详细内容，以便更好地了解每个单元的具体教学安排和课程结构。
新编大学英语（第四版）综合教程 3教程》是一本综合性的英语教材，旨在提高学生的英语综合能力，包括阅读、听力、口语、写作、词汇和语法等方面。
通过系统的教学内容和丰富的练，学生可以全面提升他们的英语水平，使他们能够更好地应对英语研究和实际应用。
《新编大学英语综合教程(4)》(第3版)学习指南【词汇短语+课文精解+全文翻译+练习答案】-unit
Unit 8一、词汇短语In-Class ReadingHow to T ake Your Timeantique [ adj. 古老的，年代久远的；过时的，古董的；古风的，古式的n. 古董，古玩；古风，古希腊和古罗马艺术风格vi. 觅购古玩【例句】The antique is a fake. 那古董是一件赝品。
【派生】antiquity n. 高龄；古物；古代的遗物live by以…为生emerge [ v. 显现，浮现；暴露；形成【例句】The sun emerged from behind the clouds. 太阳从云层后面露出来。
【词组】emerge from 自…出现；从…显露出来【助记】e(出来)+merge(沉入)→从沉没状态中出来→浮出。
【派生】emerging adj. 新兴的；出现的；形成的chronobiology n. 时间生物学；生物钟学interact [ vi. 互相作用，互相影响【例句】All things are interrelated and interact on each other. 一切事物互相联系并互相作用。
【词组】interact with 与…相互作用interact on 作用；影响；制约【助记】inter(在…之间)+act(行动)→互动→相互作用【派生】interactive adj. 交互式的；相互作用的interaction n. 相互作用；[数] 交互作用contribute to有助于；捐献addict [ n. 瘾君子，吸毒者；沉溺于不良嗜好的人【例句】There are no lengths to which an addict will not go to obtain his drug.瘾君子为了得到毒品什麽事都做得出来。
【词组】be addicted to对……上瘾，addict oneself to沉迷于feel lost怅然若失timepiece n. 钟等各种计时器living clocks生物物理] 生物钟adjust to调节；调整以适应external [ adj. 外部的，表面的；客观的；外国的；[医] 外用的n. 外部，外面【例句】External causes become operative through internal causes. 外因通过内因而起作用。
新编大学英语 第四版 综合教程b3u5
新编大学英语第四版综合教程b3u51. IntroductionThe New College English Fourth Edition is a comprehensive English textbook series designed for college students in China. In this document, we will focus on Unit 5 of the book, which covers various topics related to cultural communication.2. Unit OverviewUnit 5 of the New College English Fourth Edition focuses on improving students’ ability to communicate effectively in a cross-cultural environment. The unit consists of five main sections: Vocabulary Preview, Reading, Listening, Translation, and Speaking.2.1 Vocabulary PreviewIn this section, students are introduced to new vocabulary related to cultural communication. The vocabulary is presented in context, and students are encouraged to understand the words and their usage through examples and exercises.2.2 ReadingThe reading section of Unit 5 explores different aspects of cultural communication, such as cultural differences, nonverbal communication, and intercultural competence. Students are exposed to various texts, including articles, essays,and dialogues, which provide insights into different cultural perspectives.2.3 ListeningUnit 5’s listening activities aim to enhance students’ listening skills in the context of cross-cultural communication. Students are exposed to various listening materials, such as interviews, conversations, and lectures, which provide opportunities to practice comprehension and understanding of diverse accents and speech patterns.2.4 TranslationThe translation section challenges students to translate sentences and paragraphs from English to Chinese and vice versa. This exercise helps students improve their language proficiency and foster an understanding of different cultural nuances in translation.2.5 SpeakingThe speaking section of Unit 5 focuses on promoting students’ oral communication skills in a cross-cultural context. Through role-plays, group discussions, and presentations, students are encouraged to express their opinions, relate personal experiences, and engage in cross-cultural communication scenarios.3. Learning ObjectivesUnit 5 aims to achieve the following learning objectives:1.Develop students’ vocabulary related to culturalcommunication.2.Increase students’ understanding of differentcultural perspectives.3.Enhance st udents’ listening skills, particularly indiverse cultural contexts.4.Improve students’ translation capabilities,considering cultural nuances.5.Strengthen students’ oral communication skills incross-cultural scenarios.4. Recommended Learning ResourcesTo complement the learning experience in Unit 5, students are encouraged to utilize the following resources:•Online English dictionaries, such as Merriam-Webster or Oxford Learner’s Dictionaries, to expandvocabulary and understand word meanings in context.•Authentic listening materials from various sources, such as TED Talks, podcasts, or news articles, to expose students to different cultural perspectives andimprove listening comprehension.•Cross-cultural communication books or articles that discuss theories and case studies related tointercultural communication, to deepen students’understanding of the topic.•Language exchange groups or partners, to provide opportunities for students to practice speaking and engage in cultural discussions with native English speakers or other learners.•Language learning apps, like Duolingo or HelloTalk, that offer interactive activities and language practiceopportunities.5. Assessment and EvaluationTo assess students’ progress and understanding of the unit, various assessment methods can be employed:•Vocabulary quizzes to test students’comprehension and usage of the new vocabulary words.•Reading comprehension tests to evaluate students’ understanding of the reading materials and their ability to extract information from texts.•Listening comprehension exercises to gauge students’ ability to understand diverse accents and speech patterns in a cross-cultural context.•Translation tasks to assess students’ translation skills and their awareness of cultural nuances in language.•Oral presentations or role-plays to evaluate students’ speaking skills and their ability to engage incross-cultural communication effectively.6. ConclusionUnit 5 of the New College English Fourth Edition provides students with valuable knowledge and skills in cultural communication. Through vocabulary building, reading comprehension, listening exercises, translation tasks, and speaking activities, students are equipped with the necessary tools to navigate cross-cultural situations confidently.。
新编大学英语(第四版)综合教程3教学课件u7-4
Further development Unit project
Since most of the embroideries are made of silk, embroidery is closely connected with silkworm raising and silk reeling and weaving. As early as about 5,000 years ago, our ancestors began to raise silkworms. According to records, the oldest embroidered product dates from the Shang Dynasty. Embroideries in that period symbolized social status. It was not until later on, as the national economy developed, that embroidery entered the lives of the common people. In the Han Dynasty, the art of embroidery was widespread throughout the country and many embroidered pieces that have been discovered date back to that period. At the same time, embroidery was more specialized. There were various patterns such as the Sun, the Moon, stars, mountains, dragons, phoenixes, tigers, flowers as well as clouds. With the blossoming of the Silk Road, silk production and silk
新编大学英语(第四版)综合教程3教学课件B3U2 Reading 2
新编大学英语（第四版）综合教程3教学课件B3U2 Reading 21. Introduction本课件旨在帮助学生理解《新编大学英语（第四版）综合教程3》教材中B3U2 Reading 2的内容。
本单元的重点是阅读理解，让学生能够从英文原文中获取信息，并加深对文化差异和语言背景的理解。
2. Learning Objectives•理解文中的关键信息及主题•掌握阅读技巧，提高阅读速度和理解能力•加深对文化差异的理解，拓宽视野•掌握相关词汇和表达方式3. Pre-reading Activity在开始阅读前，进行一个预习活动，引起学生对话题的兴趣并增加背景知识。
可以使用图片、短视频或者问题等方式激发学生思考，并引导他们提出和讨论问题。
4. Reading Strategy在进行阅读之前，需要对学生进行一些阅读策略的讲解。
可以教授一些常用的阅读技巧和解题技巧，帮助学生更好地理解文章。
5. Reading Comprehension Questions在阅读完成之后，设置一些问题让学生进行回答，检查他们对文章内容的理解。
问题可以涵盖文章的主题、关键信息、细节和作者的观点等方面。
6. Vocabulary Expansion总结文章中出现的生词和重要词汇，帮助学生扩展词汇量，并掌握正确的用法。
可提供词汇表和相关练习，帮助学生巩固记忆。
7. Cultural Awareness本篇阅读文章可能涉及到不同的文化差异，可以通过讲解相关的背景知识，帮助学生更好地理解文化差异，增加他们的跨文化意识。
8. Group Discussion组织学生进行小组讨论，让他们就文章内容展开深入探讨，并表达个人观点。
可以设计问题引导学生思考和交流，培养他们的合作能力和批判思维。
9. Writing Activity为了巩固学生的写作能力，可以布置一篇与文章主题相关的写作任务。
可以是写一篇读后感、写一个观点陈述或者进行相关的写作练习。
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新编大学英语（第四版）综合教程3
简介
《新编大学英语（第四版）综合教程3》是为中国大学生编写的一本英语综合
教材。
本教材由外国语学院出版社于2010年出版。
该教材是新编大学英语（第四版）系列教材中的第三本，旨在提高学生的英语听说读写能力，帮助学生在学术和日常生活中运用英语。
书籍特点
1. 综合性
本教材为综合教程，包括听力、口语、阅读和写作等方面的内容。
通过丰富多
样的练习，学生可以全面提升英语各个方面的能力。
2. 任务型教学
教材采用任务型教学模式，通过设计各种实际场景的任务，让学生在真实情境
中应用所学知识。
这种教学方式培养了学生的实际应用能力和合作精神。
3. 从简单到复杂
本教材的内容由浅入深，从简单的话题和语言开始，逐渐扩展到更复杂的内容。
这样有助于学生逐步掌握英语的基本技能，并提高到更高的水平。
4. 形式多样
教材中的练习包括填空、选择、对话、阅读理解、写作等多种形式。
通过不同形式的练习，学生可以综合运用各个语言技能。
教材结构
《新编大学英语（第四版）综合教程3》共分为16个单元，每个单元包括听力、口语、阅读和写作四个部分。
下面是其中几个单元的简要介绍：
单元1：Greetings
这个单元主要讨论了英语中的问候和自我介绍。
通过学习这个单元，学生可以掌握基本的问候用语和自我介绍的技巧。
单元5：University Life
这个单元主要关于大学生活。
学生将学习到关于选课、社团活动、学术讨论等方面的英语表达。
单元10：Health and Medicine
这个单元主要探讨了健康和医学相关的话题。
通过学习这个单元，学生可以学会用英语讨论健康问题和医学知识。
单元15：Environment Protection
这个单元主要讲述了环境保护的重要性。
学生将学习到环境保护的相关词汇和表达方式，并能够参与环境保护的讨论。
使用建议
1. 配合教师指导
本教材适合大学英语教师在课堂中使用。
教师应该根据学生的水平和需要，合
理安排教学内容，引导学生进行听说读写的综合训练。
2. 自主学习
学生可以利用本教材进行自主学习。
每个单元的练习可以按照自己的节奏进行，通过多次练习提高英语水平。
3. 实践运用
学生应该将所学知识运用到实际生活中。
可以通过和外国朋友交流、参加英语
角等方式来提高语言运用能力。
总结
《新编大学英语（第四版）综合教程3》是一本综合性英语教材，适合大学生
学习和提高英语能力。
通过这本教材的学习，学生可以全面提高自己的听说读写能力，更好地运用英语进行学习和交流。
同时，本教材还为教师提供了丰富的教学资源，有助于提高教学效果。