精读4配套课件unit 3

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精读4配套课件unit3

beliefs • Encourage students to actively identify
groundless beliefs in life • Appreciate the logic structure
WB TR
Groundless Beliefs
Unit 3
Author
Background
种很伤感的心声在心
Groundless Beliefs
A. E. Mander
Groundless Beliefs
Unit 3
W arming up B ackground T ext Analysis R einforcement
Groundless Beliefs
Unit 3
Questions / Activities Check-on Preview Objectives
– We know, without a shadow of a doubt, when human life begins。
Text Analysis Detailed Analysis
Part II: Types/Causes of groundless beliefs (paras. 2–24) Section 1. Result of environment in early life. (paras. 2–3)
WB TR
Background
Author
His Life and Works
• A. E. Mander (1894–1985) ✓ A well-published Australian scholar.
• Books
✓ Logic for the millions ✓ Clearer thinking (logic for everyman) ✓ The making of the Australians ✓ Our sham democracy ✓ Psychology for everyman (and woman) ✓ Clearer thinking; logic for everyday use ✓ Public enemy, the press ✓ Alarming Australia

阅读教程第四册课件Unit+3

• The attacks received international media coverage and drew widespread criticism of U.S. laws and culture. It sparked intense debate about gun violencfor treating mental health issues, the perpetrator's state of mind, the responsibility of college administrations, privacy laws, journalism ethics, and other issues. Television news organizations that aired portions of the killer's multimedia manifesto were criticized by victims' families, Virginia law enforcement officials, and the American Psychiatric Association.
Virginia Tech massacre
• The Virginia Tech massacre was a school shooting that took place on Monday, April 16, 2007 on the campus of Virginia Tech in Blacksburg, Virginia. In two separate attacks, approximately two hours apart, the perpetrator, Seung-Hui Cho, killed 32 people and wounded many others before committing suicide. The massacre is the deadliest peacetime shooting incident by a single gunman in United States history, on or off a school campus.

现代大学英语精读4lesson3_warm-up

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To be continued on the next page.
Lesson 3—Why Historians Disagree
II.
Quiz
3. a 4. a
3. The Declaration of Independence was formally adopted on _____. a. July 4, 1776 c. July 4, 1861 b. July 14, 1776 d. July 14, 1778
W B T L E
The end of History & Historical Figures
Gandhi Nixon Bush Roosevelt Freud Napoleon
Do the match work.
Lesson 3—Why Historians Disagree
IV. Historical Events in Films
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The end of Questions.
Lesson 3—Why Historians Disagree
II.
Quiz
1. c 2. d
Do you know?
1. Joan of Arc’s Life a. 13th century c. 15th century 2. The Black Death a. 10th century c. 12th century b. 16th century d. 14th century b. 9th century d. 11th century
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The end of the An Essay.

大学英语精读第四册第三单元课件

Works
Influence
Before Reading
Global Reading
Detailed Reading
After Reading
Shaw, George Bernard (1856~1950), Irish playwright, critic and novelist, is widely considered the greatest British dramatist since Shakespeare and the greatest British satirist since Swift. Shaw‟s plays often ridicule governmental or social hypocrisies or mock the conventions of polite society. In the long prefaces to the printed editions he aired his views on all sorts of subjects. In 1925 he was awarded the Nobel Prize for literature. Among his most famous plays are Widowers’ Houses (1892), Mrs. Warren’s Profession (1898), Arms and the Man (1898), Man and Superman (1905), Major Barbara (1905), Pygmalion (1913) and Saint Joan (1923).
After Reading
George Orwell Life Time Place of Birth Nationality Personal Experiences 1903~1950 India British serving with the Indian Imperial Police in Burma (1922~1927) living in poverty after his return to Europe fighting in the Spanish Civil War on the republican side and was severely wounded

人教高中英语必修4Unit3readingPPT上课用(20页)

Task1
Skimming
to get the main idea of a text by reading only the key word(s) or
top sentence(s)
Choose the right answers to the questions:
1. What’s the passage mainly about? A. The history of English humour? B. The films Chaplin made. C. The humour Chaplin made in his films. D. The Gold Rush in California.
人教高中英语必修4Unit3readingPPT 课堂课件(20页 )（ -精精品品P）PT课件
Read the passage quickly and match the main idea of each paragraph. Paragraph 1: an example of a sad situation
e_n_j_o_y_m_e_n_twhen he_w_a_s__c_a_u_g_h_t_i_n_ a snowstorm in a
small wooden house.
人教高中英语必修4Unit3readingPPT 课堂课件(20页 )（ -精精品品P）PT课件
人教高中英语必修4Unit3readingPPT 课堂课件(20页 )（ -精精品品P）PT课件
humourous
Unit 3 A taste of English Humor
Laughter is the sun that drives winter from the human face.

新编英语精读4 unit-3

Part I (P1) Introduction: The concept of organizational culture & discourse community. Part II (P2~3) Different cultures in different organizations are constructed by the people who found and change the organization. Part III (P4~5) Analysis of an organization's culture and subculture. Part IV (P6~8) Analysis of an organization's discourse communities and its coverage.
4． What is the importance of understanding organizational culture? 5． What organizational culture do you think is more desirable for your personal progress in the career?
● How important are friendship and sociability? To what extent do workers agree on goals， and how intently do they pursue them? ● How formal are behavior， language， and dress?
— Key Words: Ⅰ. discourse, philosophy ， verbally, superior, prize, diversity, sociability, span, overlap, discipline, factual, compelling, litigation； Ⅱ. distinctive, associate, presentation, assembly, egalitarian, alongside, divisiveness — Phrases: Ⅰ. address sb. as ... , be deferential to, work out, be consistent with； Ⅱ. a/one hell of a something — Word Study: constitute, value, share, enhance, analyze

大学英语精读第三版第四册第3单元课后习题答案TXT文本电子书.

Unit 3你能证明地球是圆的吗?来试试看吧!你将依靠你自己的智力还是不得不引用专家的观点呢?我们为什么相信地球是圆的?乔治·奥韦尔记得在什么地方——我想是在《圣女贞德》序言中——肖伯纳评论说,今天我们比在中世纪时更加轻信,更加迷信。

而作为现代轻信的例证,他举出地圆说这一广为传播的信念。

肖伯纳说,普通人举不出一条理由来说明为什么相信地球是圆的。

他全盘接受这一理论,只是因为这一理论中有一种迎合20世纪心态的东西。

当然,肖伯纳是夸大其词了,但他说的也确实有些道理,这一问题值得进一步探讨,因为它会帮助人们看清现代知识的真实情况。

我们究竟为什么会相信地球是圆的呢?我说的不是数千位天文学家、地理学家之类的人,他们可以用观察到的事实或用理论上的根据来证实这一点,我指的是如同你我之辈的报纸的普通读者。

至于“地平说”,我相信我能够加以驳斥。

如果你在天气晴朗的日子站立海边,你可以看到船桅和烟囱沿着地平线移动而不见船体本身。

只有假设地球表面呈曲线状,这一现象才能得到解释。

但不能由此推断地球是球形的。

设想另一个称做“地球卵形说”的理论吧,这一学说声称地球形如蛋状。

对此,我能说什么加以反驳呢?面对“地球卵形说”者,我能打的第一张牌是,可以根据太阳和月亮来类推。

“地球卵形说”者立即回敬道,我无法根据自己的观察得知那些天体是球形的。

我只能得知他们是圆的,而它们完全可能呈扁平的圆盘状。

我对此无言以答。

此外,他还会说,我凭什么理由认为地球一定与太阳和月亮的形状相同?对此,我同样无法解答。

我的第二张牌是地球的影子: 月食期间,地球投在月亮上的影子看上去呈圆形物体状。

但“地球卵形说”者马上要问,我怎么知道月食是由地球的影子造成的呢?回答是,我并不知道,我只是照搬报刊文章和科普小册子上的说法而已。

小小交锋受挫,于是我打出一张王牌“Q”: 专家的看法。

英国格林威治皇家天文台台长总该是权威了,他告诉我说地球是圆的。

“地球卵形说”者用他的“K”牌压倒我的“Q”牌。

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• Can you briefly introduce the two characters: the headmaster & the boy?
Text Analysis
Detailed Analysis
For Further Thought
In the original essay, Golding mentioned he later changed the positions of the three statuettes and also told us if he had had chance again, he would rearranged them in a different way. Besides the humorous effect, does it imply anything else? How would you arrange the three statuettes?
Thinking as a Hobby
Unit 1
Theme
Text Analysis
Structure
Detailed Analysis
W T
B R
Text Analysis
Theme
• What is the central idea of the text? • Who was the author addressing to? • What was his purpose?
– Grade-two thinking, though it filled life with fun and excitement, did not make for content. (Para. 29)
Warming up
Objectives
• Content:
• • • • Understand the author’s classification of three grades of thinking Summarize the characteristics of each grade of thinking Comment on the author’s classification Solve your own questions about the story
Text Analysis
Detailed Analysis
• Did he change his idea later?
• Why couldn’t he communicate with the headmaster? • What was the conclusion he came to in the end?
• Writing & Language
• Appreciate the use of humor, sarcasm, and exaggeration • Analyze the rhetorical devices used: similes, metaphors; metonymy, parallelism, etc.
“His work is characterized by exploration of 'the darkness W of man's heart', deep spiritual and ethical questions.”
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Background
Author
"Twenty-five years ago I accepted the label 'pessimist' thoughtlessly without realising that it was going to be tied to my tail… Critics have dug into my books until they could come up with something that looked hopeless. I can't think why. I don't feel hopeless myself… Under some critical interrogation I named myself a universal pessimist but a cosmic optimist…”
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Human nature is inherently corruptible and wicked ??
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Background
Author
Some other works
1995 1980
1964
Background
Memorable Quotes
What do people say about THINKING?
W T B R
Warming up
Warming up
Questions / Activities
First, let’s THINK about the title for a while:
What do you do for a hobby? What does a hobby mean for you? What does the author mean by saying “thinking as a hobby”? What kind of content did you expect or predict with such a title? Has the text met your expectation or has it given you a surprise? Do you liห้องสมุดไป่ตู้e the text? Have you ever considered thinking as a hobby?
Text Analysis
Detailed Analysis
Part I
• • • • • • • • •
words & expressions
Statuette (para. 2) Nothing but: only (para. 2) Lest (subjunctive mood in its clause) (para. 2) In a position to: to be able to do (para. 2) Next to (para. 2) Being natural (para. 3) If anything: on the contrary (para. 4) endow…with…(para. 15) “there + be” pattern
W T
B R
Warming up
Check-on Preview (2)
• Paraphrase:
– If either happened to be prominent in current affairs, no argument could make Mr. Houghton think well of it. (Para. 21)
W T B R
Text Analysis
Detailed Analysis
Part I Part II Part III Part IV
Comprehension Qs Students’ Activities Words & Expressions Exercise
W T B R
Text Analysis
Background
Author
His most well-known work: Lord of the Flies (1954)
His Works
About a group of small British boys who lapse into violence after they have been stranded on a desert island and lost all adult guidance. Ironically the adult world is devastated by nuclear war.
• Learning without thought is labor lost.
-- Confucius • Man is but a reed, the most feeble thing in nature, but he is a thinking reed (一株会思考的芦苇). -- Blaise Pascal • Reading furnishes the mind only with materials of knowledge; it is thinking that makes what we read ours. -- John Locke • Education is the methodical creation of the habit of thinking. -- Ernest Dimne
Then you’d better learn – hadn’t you?
That’s what a man looks like when he’s really thinking.
Text Analysis
Detailed Analysis
Comprehension Qs
• Why was he a frequent visitor to the headmaster’s study? • What would he do when he found himself in a penal position before the headmaster’s desk? • What would he see when he was demanded to look up? • How did he describe the three statuettes?

精读4配套课件unit 3