《全新版大学进阶英语综合教程3》Unit-4教案
全新综合英语三册unit 4 imagination and creativity
Creation is just in our daily life!
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The first way: try to make your life more convenient
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Paras.1-3
How Einstein revolutionized physics.
Paras.4-12
Einstein’s brain and brainpower weren’t limitless.
Paras.22-23
Factors leading to Einstein’s achievements.
Paras.13-21
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Global Reading of Text A
Skimming & Scanning:
Work in groups to find out supporting facts concerning whether Einstein was a space alien.
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Lead In
A space alien?
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Einstein had to work hard to support his family.
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全新版大学英语综合教程第三册课件 Unit 4
Text Organization
Part Two (Paras 4-48)
The narrator gives an account of his encounter with extraterrestrials, making it clear why he claims that they will return no more.
Cultural Notes
Nevertheless, searches have been and are being made for signs that life has arisen in other parts of the universe. Certain knowledge either that life is confined to planet Earth or has been found elsewhere would have the profoundest philosophical implications for mankind.
❖ 2. Is it possible for Aliens to visit us? And support yourself .
❖ 3. What obstacles the interstellar space travel?
Text Organization
Part One (Paras 1-3)
Language Study
work up: spend time and effort preparing; produce or develop gradually The head of the department asked me to work up some sample compositions and give them to the students.
全新版大学进阶英语综合教程B3U4
ood.
1.Please arrange the following life stages in the right order.
middle ages / adulthood / infancy / old ages /adolescence/childhood
Unit Four
Objectives:
Students will be able to: talk about different stages in life; learn to use the key words and expressions in
context properly; have a thorough understanding of the text
1. Scan and skim the text, then complete the following table.
2.Pair work: Look at the graph below. Then work with your partner and answer the questions that follow.
Tips: 词根：merg, mers = sink, 表示“沉, 没”
emerge v. 浮现，出现（e出+merge→沉的东西出现→浮现） emergence n. 浮现，出现（emerge+ence) emergency n. 突然事件（emerge+ency→[突然]出现的事情） immerge v. 沉入，浸入（im进入+merge→沉进去→沉入） submerge v. 沉入，沉入水中（sub在下面+merge→沉到下面去） merge v. 合并，融合（沉下→融为一体→合并） emersion n. 浮现，出现（e出+mers+ion→沉下又出现→浮现） immerse v. 沉浸（in进+merse→沉进去→沉浸） submersion n沉没（sub在下面+mers+ion，submerge的名词） submersed a. 在水下的，生于水下的（sub下面+mers+ed)
《全新版大学进阶英语综合教程3》Unit-4教案
ParagrapBiblioteka sMain ideasPart one
Today’s twenty-somethings seem like a whole new breed
Part Two
Five typical features of emerging adulthood
Part Three
Advan. and disadvan. Of the rise of emerging adulthood
2.《全新版大学进阶英语-综合教程教师手册3》（上海外语教育出版社）
3.Teaching courseware（上海外语教育出版社）
编号：U4-01
Steps
（步骤）
教学组织
Step One
（步骤一）
Opener:
Pair work:Talk about the graph on Page 89 based on the following questions and using the expressions below
Homework
（作业）
1.To preview & memorize the new words;
2.To preview the text.
Conclusion
（总结）
Through studying this unit, students can learn language on the base of the understanding of the spirits of the passages in this unit. At the same time they can master more than 20 words, several phrases and expressions. And they also master the correct ways of language expressions. Meanwhile they strengthen the understanding of the language of English and review the knowledge learned before through doing exercises.
最新新进阶3 综合Unit 4教案资料
New Progressive College English Book III UNIT 4 Emerging Adulthood1. Teaching Objectives:Students will be able toA. have a thorough understanding of the text contextually and linguistically;B. build up an active vocabulary to talk about growing up and adulthood and know how to usethe key words and expressions in context properly;C. discuss the important aspects of becoming an adult;D. compare American and Chinese views on emerging adulthood;E. talk about changes in expectations of young adults and changes in the degree ofindependence from their parents young adults are able to achieve in today’s world;F. write an essay about their views on emerging adulthood.2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about adulthood)2nd Period: Global Reading (Text: Approaching the theme; Analyzing the text organization)3rd Period: Detailed Reading (Understanding the text in a deeper level; Analyzing difficult sentence structures)4th Period: Detailed Reading Continued (Learning new words; Summarizing good usage)5th Period: Comprehending Reading 1 (Skimming the text; Explaining the difficult sentences of the text; Doing sentence translation))6th Period: After Reading (Viewing and listening; Speaking; Assignment)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher leads students to figure out the five stages of life (infancy, childhood, adolescence, adulthood and old age) and tells them a new life stage “emerging adulthood”has been proposed by psychologists to describe the period of time between adolescence and adulthood..Method: PPT, communicative approach.Step 2: Discussion about adulthoodThe teacher has students work in pairs and discuss the questions in Opener about their own criteria for reaching adulthood. The teacher reminds students to refer to the helpful words and expressions given below the pictures.Method: Using task-based language teaching method, communicative approach.3.2 Global ReadingStep 1. Approaching the themeThe teacher has students know the background information about the term “emerging adulthood” in Culture Notes.Emerging Adulthood: Starting in 1995, psychologist Jeffrey Jensen Arnett interviewed 300 young people aged 18 to 29 in cities around the nation over five years, asking them questions about what they wanted out of life. Working from those interviews and examining broad demographic indicators, Arnett proposed a new period of life-span development he calls “emerging adulthood”.从1995年开始，历时5年，心理学家杰弗里·阿内特在美国许多城市访谈了300位18-29岁的年轻人，就他们想从生活中得到什么进行提问。
新进阶3_综合Unit_4
New Progressive College English Book III1. Teaching Objectives:Students will be able toA. have a thorough understanding of the text contextually and linguistically;B. build up an active vocabulary to talk about growing up and adulthood and knowhow to use the key words and expressions in context properly;C. discuss the important aspects of becoming an adult;D. compare American and Chinese views on emerging adulthood;E. talk about changes in expectations of young adults and changes in the degreeof independence from t heir parents young adults are able to achieve in today’s world;F. write an essay about their views on emerging adulthood.2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about adulthood) 2nd Period: Global Reading (Text: Approaching the theme; Analyzing the text organization)3rd Period: Detailed Reading (Understanding the text in a deeper level; Analyzing difficult sentence structures)4th Period: Detailed Reading Continued (Learning new words; Summarizing good usage)5th Period: Comprehending Reading 1 (Skimming the text; Explaining the difficult sentences of the text; Doing sentence translation))6th Period: After Reading (Viewing and listening; Speaking; Assignment) 3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher leads students to figure out the five stages of life (infancy, childhood, adolescence, adulthood and old age) and tells them a new life stage “emerging adulthood” has been proposed by psychologists to describe the period of time between adolescence and adulthood..Method: PPT, communicative approach.Step 2: Discussion about adulthoodThe teacher has students work in pairs and discuss the questions in Opener about their own criteria for reaching adulthood. The teacher reminds students to refer to the helpful words and expressions given below the pictures.Method: Using task-based language teaching method, communicative approach.3.2 Global ReadingStep 1. Approaching the themeThe teacher has students know the background information about the term “emerging adulthood” in Culture Notes.Emerging Adulthood: Starting in 1995, psychologist Jeffrey Jensen Arnett interviewed 300 young people aged 18 to 29 in cities around the nation over five years, asking them questions about what they wanted out of life. Working from those interviews and examining broad demographic indicators, Arnett proposed a new period of life-span development he calls “emerging adulthood”.从1995年开始，历时5年，心理学家杰弗里·阿内特在美国许多城市访谈了300位18-29岁的年轻人，就他们想从生活中得到什么进行提问。
新进阶3综合Unit4
WORD格式课程名称授课内容教学目的教学重点与难点教学方法与手段教学过程作业New Progressive College English Book IIIUNIT 4 Emerging Adulthood大学英语（三）使用教材全新版大学进阶英语综合教程（ 3）Text: Is 30 the New 20 for Young Adults?( 精读 )授课学时 6Reading: When Are You Really an Adult? ( 泛读）1.H ave a thorough understanding of the text contextually and linguistically;2.B uild up an active vocabulary to talk about growing up andadulthood and know how to use the key words and expressions incontext properly;3.D iscuss the important aspects of becoming an adult;4.C ompare American and Chinese views on emerging adulthood;5.T alk about changes in expectations of young adults and changes in the degree of independence from their parents young adults are able to achieve in today ’ s w6.W rite an essay about their views on emerging adulthood.1.A nalyze the structure and grasp the main idea of Text2.M aster the key language points and grammatical structures in the text3.L earn some techniques in writing4.C ritical thinking1.A udio-visual method and audio-lingual method.2.T ask-based language teaching method3.C ommunicative approach4.U sing CAI, PPT5.S mart teaching (using online tools or materials)1. Lead-in ActivitiesStep 1. Warm-up activitiesStep 2. Discussion about adulthood2. Global ReadingStep 1. Approaching the themeStep 2. Analyzing the text organization3. Detailed ReadingStep 1. Understanding the text in a deeper levelStep 2. Learning useful expressionsStep 3. Learning difficult sentences structuresStep 4. Learning new words4.C omprehending Reading 1Step 1: Skimming thetextStep 2: Explaining the difficult sentences of the textStep 3: Doing sentence translation5.A fter ReadingWORD格式Step 1. Viewingand ListeningStep 2. SpeakingStep 3.AssignmentAssignment：1.R ead the text inReading 2 andfinish theexercises.2.W rite acomposition aboutyour views onemerging adulthood.3.P review the nextunit.Unit 4Emerging Adulthood1. Teaching Objectives:Students will be able toA. have a thorough understanding of the text contextually and linguistically;B. build up an active vocabulary to talk about growing up and adulthood and know how to usethe key words and expressions in context properly;C. discuss the important aspects of becoming an adult;D. compare American and Chinese views on emerging adulthood;E. talk about changes in expectations ofyoung adults and changes inthe degree of independence from their parents young adults are able to achieve in today ’ sworld;F. write an essay about their views on emerging adulthood.2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about adulthood)nd Global Reading (Text: Approaching the theme; Analyzing the textorganization)2 Period:3rd Period: Detailed Reading (Understanding the text in a deeper level; Analyzing difficult4th Period: sentence structures)Detailed Reading Continued (Learning new words; Summarizing good usage)5th Period: Comprehending Reading 1 (Skimming the text; Explaining the difficult6th Period: sentences of the text; Doing sentence translation))After Reading (Viewing and listening; Speaking; Assignment)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher leads students to figure out the five stages of life (infancy, childhood, adolescence, adulthood and old age) and tells them a new life stage “emerging adulthood ”has been proposed by psychologists to describe the period of time between adolescence and adulthood..Method: PPT, communicative approach.Step 2: Discussion about adulthoodThe teacher has students work in pairs and discuss the questions in Openerabout their own criteria for reaching adulthood. The teacher reminds students to refer to the helpful words andexpressions given below the pictures.Method: Using task-based language teaching method, communicative approach.3.2 Global ReadingStep 1. Approaching the themeThe teacher has students know the background information about the term “emerging adulthood ”in Culture Notes .Emerging Adulthood : Starting in 1995, psychologist Jeffrey Jensen Arnett interviewed 300young people aged 18 to 29 in cities around the nation over five years, asking them questions about what they wanted out of life. Working from those interviews and examining broad demographic indicators, Arnett proposed a new period of life-span development he calls “emerging adulthood ”.从 1995 年开始，历时 5 年，心理学家杰弗里· 阿内特在美国许多城市访谈了300 位 18-29岁的年轻人，就他们想从生活中得到什么进行提问。
新进阶3 综合Unit 4
New Progressive College English Book IIIUnit 4 Emerging Adulthood1. Teaching Objectives:Students will be able toA. have a thorough understanding of the text contextually and linguistically;B. build up an active vocabulary to talk about growing up and adulthood and know how to usethe key words and expressions in context properly;C. discuss the important aspects of becoming an adult;D. compare American and Chinese views on emerging adulthood;E. talk about changes in expectations of young adults and changes in the degree ofindependence from their parents young adults are able to achieve in today’s world;F. write an essay about their views on emerging adulthood.2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about adulthood)2nd Period: Global Reading (Text: Approaching the theme; Analyzing the text organization) 3rd Period: Detailed Reading (Understanding the text in a deeper level; Analyzing difficult sentence structures)4th Period: Detailed Reading Continued (Learning new words; Summarizing good usage) 5th Period: Comprehending Reading 1 (Skimming the text; Explaining the difficult sentences of the text; Doing sentence translation))6th Period: After Reading (Viewing and listening; Speaking; Assignment)3. Teaching Procedures:3.1 Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher leads students to figure out the five stages of life (infancy, childhood, adolescence, adulthood and old age) and tells them a new life stage “emerging adulthood”has been proposed by psychologists to describe the period of time between adolescence and adulthood..Method: PPT, communicative approach.Step 2: Discussion about adulthoodThe teacher has students work in pairs and discuss the questions in Opener about their own criteria for reaching adulthood. The teacher reminds students to refer to the helpful words and expressions given below the pictures.Method: Using task-based language teaching method, communicative approach.3.2 Global ReadingStep 1. Approaching the themeThe teacher has students know the background information about the term “emerging adulthood” in Culture Notes.Emerging Adulthood: Starting in 1995, psychologist Jeffrey Jensen Arnett interviewed 300 young people aged 18 to 29 in cities around the nation over five years, asking them questions about what they wanted out of life. Working from those interviews and examining broad demographic indicators, Arnett proposed a new period of life-span development he calls “emerging adulthood”.从1995年开始，历时5年，心理学家杰弗里·阿内特在美国许多城市访谈了300位18-29岁的年轻人，就他们想从生活中得到什么进行提问。
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（步骤三）
Cultural Notes:
Talk about Culture Notes“Emerging Adulthood”on Page 92, giving Ss a very basic idea about what is means before going through the context; also, a poem on Page 111 can be talked about to raise Ss’interest.
Expressions:
Almost half of the participants said that...
Only a small number of respondents indicated that....
From the graph it can be seen/concluded that ..
2.《全新版大学进阶英语-综合教程教师手册3》（上海外语教育出版社）
3.Teaching courseware（上海外语教育出版社）
编号：U4-01
Steps
（步骤）
教学组织
Step One
（步骤一）
Opener:
Pair work:Talk about the graph on Page 89 based on the following questions and using the expressions below
pare American and Chinese views on emerging adulthood;
2.Write an essay about graph
教学基本内容
Warming-up Activities
1)Opener;
2)Cultural background.
教学重点和难点
Focus:
1)To further understand the text;
2)To apply the words, phrases and sentence patterns.
3)become familiar with the writing ofgraph.
Difficulties:
1)To master and apply the sentence patterns in this unit;
Questions:
1What is the paragraph about
2 What is the general conclusion you may draw from the graph
3 Do you feel that you have reached adulthood Why or why not
Homework
（作业）
1.To preview & memorize the new words;
2.To preview the text.
Conclusion
（总结）
Through studying this unit, students can learn language on the base of the understanding of the spirits of the passages in this unit. At the same time they can master more than 20 words, several phrases and expressions. And they also master the correct ways of language expressions. Meanwhile they strengthen the understanding of the language of English and review the knowledge learned before through doing exercises.
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）
After Ss have done their part, ask them to give a brief report of their discussion.
Step Two
（步骤二）
After Ss finish Step 1, show Ss a model essay on how to write a graph essay and involve Ss in the process of introduction to the steps of writing a graph essay by analyzing the graph and giving more expressions about writing a graph essay.
2)build up an active vocabulary to talk aboutemerging adulthoodand know how to use the key words and expressions in context properly;
参考资料
参考资料
1.《全新版大学进阶英语-综合教程3》（上海外语教育出版社）
《全新版大学进阶英语综合教程3》课程单元教学设计（教案）
本次课标题
Unit4 Emerging Adulthood
授课教师
潘新淮
授课班级
18级A14班
18级A5班
18级A9班
授课时间
4月11日1、2节
4月11日3、4节
4月11日5、6节
授课地点
4栋501室
4栋501室
8栋Байду номын сангаас05室
教学目标
能力（技能）目标
知识目标
a thorough understanding of the text contextually and linguistically;
2.build up an active vocabulary to talk about cultural differences and know how to use the key words and expressions in context properly.