《全新版大学进阶英语综合教程3》Unit 5教案
英语综合教程3 Unit5ppt课件
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transmit v. [(to)] send or pass from one person, place, or thing to another [常与to连用]传播，传染
related to our health?
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Study the following quotes about health. Which quote(s) do you like best? Why?
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A healthy body is the guest-chamber (房间) of the soul; a sick, its prison.
— Francis Bacon
Click Picture
Interpretation: Physical health and mental health are closely related. A sick body will certainly affect one’s mood, attitude and character, etc. Here, Francis Bacon compares the sick body vividly to a prison which greatly hampers (妨碍) the development of one’s spiritual life.
happen C) to tell people how to protect themselves from HIV
and AIDS D) to tell people about the two processes of
全新版大学英语综合教程3unit5教案
教学目标：1. 理解并掌握本单元的核心词汇和短语。
2. 通过阅读、听力、口语和写作等活动，提高学生的英语综合运用能力。
3. 培养学生对英语文化背景知识的了解，拓宽视野。
教学重点：1. 理解并掌握本单元的核心词汇和短语。
2. 提高学生的阅读、听力、口语和写作能力。
教学难点：1. 学生对英语文化背景知识的了解。
2. 学生在口语和写作中运用所学知识的能力。
教学过程：一、导入1. 通过图片或视频展示本单元主题相关的内容，激发学生的学习兴趣。
2. 提问学生关于图片或视频的问题，引导学生思考。
二、阅读1. 学生自主阅读课文，理解文章大意。
2. 教师引导学生分析文章结构，总结段落大意。
3. 学生找出文章中的生词和短语，教师进行讲解和扩展。
三、听力1. 学生听录音，回答问题，检查对文章内容的理解。
2. 教师播放听力材料，让学生跟读，提高口语表达能力。
四、口语1. 学生分组讨论课文中的话题，分享自己的观点。
2. 教师组织学生进行角色扮演，模拟课文中的场景。
五、写作1. 学生根据课文内容，完成一篇短文写作。
2. 教师对学生的写作进行点评，指出优点和不足。
六、总结1. 教师对本单元所学内容进行总结，强调重点和难点。
2. 学生回顾本单元所学知识，提出疑问。
教学资源：1. 教材《全新版大学英语综合教程3》2. 多媒体课件3. 课外阅读材料4. 听力材料教学评价：1. 学生对课堂活动的参与度。
2. 学生对课堂内容的掌握程度。
3. 学生在写作和口语表达中的表现。
教学反思：1. 教师应根据学生的实际情况，调整教学策略，提高教学效果。
2. 注重培养学生的英语综合运用能力，提高学生的英语水平。
全新版大学英语综合教程3Unit5
全新版大学英语综合教程3Unit5Unit 5Passage A# Detailed Reading##1. Difficult Sentences1. I stared at the words in the distressed way you might stare at party guests whose faces you’ve seen somewhere before but whose names have escaped your mind .(Para .9 , L .1)我看着这些词, 一筹莫展。
这就像参加晚会时, 盯着那些似曾相识的脸孔, 可怎么也想不起名字一样。
2.. He looked conf used, a reminder that clever’s not clever if it doesn’t communicate.He looked confused, and his puzzled look reminded me that my answer was not clever at all because it couldn’t be understood.他一脸的迷惑，这是在提醒我，如果不能使对方明白，这词儿就不能算用得聪明。
3.Just not right now, now when it mattered, now when the fate ofa curious, intelligent immigrant hung on the answers he assumed would fall from a native speaker’s tongue as naturally as leaves from an October tree.I couldn’t say the answer right now, because this answer was so important that the fate of this curious and intelligent Pakistani driver kind of relied on it. I couldn’t tell the answer precisely, though he supposed it would be so natural for me to give him an answer as a native speaker, as natural as leaves falling from an October tree.这我可以回答，但不是在此时。
综合英语三unit 5
Learning objectives
How to react to an even or a story 对事件或故事作出反应 How to tell a story 讲故事 How to write a report 写新闻报道
What is the highest mountain in the world?
Task 3 on page 43
1. a 2. b 3. b 4. a
Language points
1. They are the sort of friends who are so close they trust each other with their life.
这里省略 了that
他们是那种亲密无间的朋友，可以互相以生命相依 托
Language points
2. If one falls, the other is there to catch him. If one needs a lift over some obstacle that seems impossible to get beyond, the other won’t leave until the obstacle is conquered. 如果一个人失足掉下山崖，另一个一定会在哪里将他抓住 救起；如果一个人遇到似乎是不可逾越的障碍，另一个不 克服障碍绝不抛弃朋友不管。 注意another 和the other 区别： 1. The cookies are delicious! Would I try another ? 2. The Jansons have two daughters: one is away for college, the other has married.
全新版大学英语第三册课件 Unit 5
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在美国，每年11月的最后一个星期四是举国同庆的感恩节，规定从这一 天起休假三天。即使远在异乡的美国人也都要在节日前赶回去与家人团聚， 共庆佳节。美国人对感恩节重视的程度，堪与传统的盛大节日－圣诞节相 比。 • 为什么叫感恩节呢？追根溯源，感恩节是和美洲古代的印第安人，特别是 和玉米的种植有十分密切的关系。1620年9月6日，一批英国清教徒难以忍 受宗教的迫害，搭乘“五月花号”木船驶往美洲。他们在疲劳、饥饿、寒 冷和疾病的袭击下在大西洋上漂泊了65天，最后到达北美殖民地的普利茅 斯。 • 当时正值冬季，气候严寒，田野寂寥。当地印第安人慷慨地拿出贮藏越冬 的玉米和土豆，送去猎获的野鸭和火鸡。春天来了，印第安人教他们种植 玉米和南瓜，饲养火鸡。白人移民和印第安人建立了亲密的友谊。这年秋 季玉米丰收，移民们举行了丰盛的感恩会，用烤火鸡和玉米糕点款待印第 安人。印第安人带着各种玉米制品、烤火鸡、南瓜馅饼、野葡萄以及玉米 酒浆等参加晚会，人们欢唱歌舞，通霄达旦。以后在每年玉米收获后的11 月底，定居在这里的白人移民都要举行感恩会，家家烤火鸡，烹制玉米食 品，款待印第安人。长此以往，这种感恩会就成为一种惯例。但是，当时 感恩节的时间并不固定，直至1863年，美国总统林肯宣布把感恩节定为全 国性的节日，号召人民同心同德，为美国的繁荣昌盛作出努力。为了纪念 感恩节，在普利茅斯城的萨摩特大街修建了一座巨大的移民先驱者纪念碑。 高达10米的乳白色先民雕像，搭着披肩，手指苍穹，在四块大理石浮雌上 描述了到普利茅斯未的第一批移民的故事和感恩节的渊源。现今，玉米制 品仍然是欢度感恩节的不可缺少的食品之
The Pilgrims The Pilgrims were the 102 English people who sailed to America on the Mayflower in 1620. Their group included 35 Puritans whose aim was to create a safe religious community in the New World.
全新版大学进阶英语3教案
课程名称：全新版大学进阶英语3课时：2课时教学目标：1. 学生能够熟练掌握本单元的核心词汇和语法点。
2. 学生能够通过阅读、听力、口语和写作等多种方式，提高英语综合运用能力。
3. 学生能够理解并分析不同文化背景下的社会现象，培养跨文化沟通能力。
教学内容：1. 单元主题：科技与生活2. 核心词汇：technology, innovation, automation, artificial intelligence, etc.3. 语法点：现在进行时、宾语从句、条件句等。
教学过程：第一课时一、导入1. 用图片或视频展示科技产品，引导学生谈论科技对生活的影响。
2. 引导学生用英语描述图片或视频内容。
二、词汇教学1. 介绍核心词汇：technology, innovation, automation, artificial intelligence等。
2. 通过例句和练习，让学生掌握这些词汇的用法。
3. 词汇拓展：让学生运用所学词汇进行造句。
三、语法教学1. 介绍现在进行时：通过例句和练习，让学生掌握现在进行时的构成和用法。
2. 介绍宾语从句：通过例句和练习，让学生掌握宾语从句的引导词和结构。
3. 介绍条件句：通过例句和练习，让学生掌握条件句的构成和用法。
四、阅读教学1. 学生阅读课文，理解文章大意。
2. 分组讨论文章内容，总结文章要点。
3. 教师讲解文章难点，如长难句分析、词汇用法等。
五、听力教学1. 学生听录音，完成听力练习。
2. 教师讲解听力难点，如词汇、语法、文化背景等。
六、总结1. 回顾本节课所学内容，强调重点词汇和语法点。
2. 布置课后作业，巩固所学知识。
第二课时一、复习1. 回顾上一节课所学内容，检查学生对核心词汇和语法点的掌握情况。
2. 学生用所学词汇和语法点进行口头表达。
二、口语教学1. 学生分组讨论：科技对生活的影响，分享自己的观点和经历。
2. 教师引导学生运用所学词汇和语法点进行口语表达。
大学英语综合教程3 unit 5
Unit 5 The Real Truth about LiesSection One Pre-reading Activities (1)I. Audiovisual Supplement (1)II. Cultural Background (2)Section Two Global Reading (3)I. Text Analysis / Main Idea (3)II. Structural Analysis (4)Section Three Detailed Reading (4)I. Text 1 (4)II. Questions (6)III. Words and Expressions (6)IV. Sentences (10)Section Four Consolidation Activities (10)I. Vocabulary (10)II. Grammar (13)III. Translation (16)IV. Exercises for Integrated Skills (17)V. Oral Activities (18)VI. Writing (18)Section Five Further Enhancement (21)I. A Lead-in Question (21)II. Text 2 (21)III. Memorable Quotes (23)Section One Pre-reading ActivitiesI. Audiovisual SupplementWatch the video clip and answer the following questions.（注意制作的时候录像片段从第21秒开始播放到歌曲唱完就结束）Script:I say I'm 10 when I'm 9 and a halfMy uncle tells a joke and I try to laughIn gym I fake a headache when I want to quitI say I love the sweater that my grandma knitBut that's a white lieWhite lieThat's the kind you want to tell, a white lieWhite lieSo you're mom won't have to yell, a white lieWhite lieEverybody does it 'cause it feels all rightAnd it's more politeBut a lie's still a lie, even when it's whiteI pretend I'm asleep when my dad walks inI said I ate my chicken but I just ate the skinYour face can say you're lyingWhen your mouth says you're notYour peds are on fire but they're not too hotWhen it's a white lieWhite lieIt's the kind you want to tell, a white lieWhite lieSo your dad won't have to yell, a white lieWhite lieEverybody does it 'cause it feels all rightAnd it's more polite, but a lie's still a lieEven when it's whiteWhile it might be hard to say what's trueWould you want a white lie told to you?But that's a white lieWhite lieThat's the kind you want to tell, a white lieWhite lieSo you're mom won't have to yell, a white lieWhite lieEverybody does it 'cause it feels all rightAnd it's more politeBut a lie's still a lieEven when it's whiteQuestions:1. Why do people tell white lies?Because they‘re white and more polite and make people feel all right.2. What are the common white lies?I say I'm 10 when I'm 9 and a half; I pretend I‘m asleep when my dad walks in, etc. II. Cultural Background（粗体的部门注意在ppt中要保持粗体）1. A white lie is one that lacks evil intent, as opposed to a black lie, which is most certainly malevolent, though normally we don‘t bother to specify that lies are evil. A white lie is harml ess or trivial, which is frequently said in order to avoid hurting someone‘s feelings.2. Behavioral scientist Wendy Gamble identified four basic types of lies for a University of Arizona study in 2000:Prosocial:Lying to protect someone, to benefit or help others.Self-enhancement:Lying to save face, to avoid embarrassment, disapproval or punishment.Selfish:Lying to protect the self at the expense of another, and/or to conceal a misdeed. Antisocial:Lying to hurt someone else intentionally.Section Two Global ReadingI. Text Analysis / Main IdeaThis is a piece of persuasive writing. It is of journalistic style.In this text, the author asserts the ubiquitous presence of petty white lies, analyzes its causes, discusses its grave consequences, and concludes that some lies are justifiable, while others are tobe avoided.II. Structural AnalysisThe author begins with the results of two surveys. Then he comments on the consequences of telling lies. In the end, he discusses which lies should be avoided.Part I (Paras. 1-6) introduces the topic by reporting two survey results.Part II (Paras. 7-11) shows that people often tell white lies so as not to hurt others.Part III (Paras. 12-15) deals with the consequences of telling lies.Part IV (Paras. 16-18) discusses whether lies should be avoided at all costs.Section Three Detailed ReadingI.Text 1The Real Truth about LiesRandy Fitzgerald1 At the University of Virginia in Charlottesville, psychology professor Bella DePaulo got 77 students and 70 townspeople to volunteer for an unusual project. All kept diaries for a week, recording the numbers and details of the lies they told.2 One student and six Charlottesville residents professed to have told no falsehoods. The other 140 participants told 1535.3 The lies were most often not what most of us would call earth-shattering. Someone would pretend to be more positive or supportive of a spouse or friend than he or she really was, or feign agreement with a re lative‘s opinion. According to DePaulo, women in their interactions with other women lied mostly to spare the other‘s feelings. Men lied to other men generally for self-promoting reasons.4 Most strikingly, these tellers-of-a-thousand-lies reported that their deceptions caused them ―little preoccupation or regret.‖ Might that, too, be a lie? Perhaps. But there is evidence that this attitude towards casual use of prevarication is common.5 For example, 20,000 middle and high-schoolers were surveyed by the Josephson Institute of Ethics – a nonprofit organization in Marina del Rey, California, devoted to character education. Ninety-two per cent of the teenagers admitted having lied to their parents in the previous year, and 73 per cent characterized the mselves as ―serial liars,‖ meaning they told lies weekly. Despite these admissions, 91 per cent of all respondents said they were ―satisfied with my own ethics and character.‖6 Think how often we hear the expressions ―I‘ll call you‖ or ―The check is in the mail‖ or ―I‘m sorry, but he stepped out.‖ And then there are professions—lawyers, pundits, public relations consultants —whose members seem to specialize in shaping or spinning the truth to suit clients‘ needs.7 Little white lies have become ubiquitous, and the reasons we give each other for telling fib s are familiar. Consider, for example, a corporate executive whom I‘ll call Tom. He goes with his wife and son to his mother-in-law‘s home for a holiday dinner every year. Tom dislikes her ―special‖ pumpkin pie intensely. Invariably he tells her how wonderful it is, to avoid hurting her feelings.8 ―What‘s wrong with that?‖ Tom asked Michael Josephson, president of the Josephson Institute. It‘s a question we might all ask.9 Josephson replied by asking Tom to consider the lie from his mother-in-law‘s point of view. Suppose that one day Tom‘s child blurts out the truth, and she discovers the deceit. Will she tell her son-in-law, ―Thank you for caring so much?‖ Or is she more likely to feel h urt and say, ―How could you have misled me all these years? And what else have you lied to me about? ―10 And what might Tom‘s mother-in-law now suspect about her own daughter? And will Tom‘s boy lie to his parents and yet be satisfied with his own cha racter?11 How often do we compliment people on how well they look, or express our appreciation for gifts, when we don‘t really mean it? Surely, these ―nice lies‖ are harmless and well intended, a necessary social lubricant. But, like Tom, we should remember the words of English novelist Sir Walter Scott, who wrote, ―What a tangled web we weave, when first we practice to deceive.‖12 Even seemingly harmless falsehoods can have unforeseen consequences. Philosopher Sissela Bok warns us that they can p ut us on a slippery slope. ‗After the first lies, others can come more easily,‖ she wrote in her book Lying: Moral Choice in Public and Private Life. ―Psychological barriers wear down; the ability to make more distinctions can coarsen; the liar‘s perception of his chances of being caught may warp.‖（斜体的部分注意在ppt中保持斜体）13 Take the pumpkin-pie lies. In the first place, it wasn‘t just that he wanted his mother-in-law to feel good. Whether he realized it or not, he really wanted her to think highly of him. And after the initial deceit he needed to tell more lies to cover up the first one.14 Who believes it anymore when they‘re told that the person they want to reach by phone is ―in a meeting‖? By itself, that kind of lie is of no great consequence. Still, the endless proliferation of these little prevarications does matter.15 Once they‘ve become common enough, even the small untruths that are not meant to hurt encourage a certain cynicism and loss of trust. ―When [trust] is damaged,‖ warns Bok, ―the community as a whole suffers; and when it is destroyed, societies falter and collapse.‖16 Are all white lies to be avoided at all costs? Not necessarily. The most understandable and forgivable lies are an exchange of what ethicists refer to as the principle of trust for the principle of caring, ―like telling children about the tooth fairy, or deceiving someone to set themup for a surprise party,‖ Josephson says. ―Still, we must ask ourselves if we are willing to give our friends and associates the au thority to lie to us whenever they think it is for our own good.‖17 Josephson suggests a simple test. If someone you lie to finds out the truth, will he thank you for caring? Or will he feel his long-term trust in you has been undermined?18 And if you‘re not sure, Mark Twain has given us a good rule of thumb. ―When in doubt, tell the truth. It will confound your enemies and astound your friends.‖II. Questions1.What is the result of Professor Bella DePaulo‘s survey? What conclusion can we drawfrom the result? (Paragraphs 1-2)According to the survey done by Professor DePaulo, 140 out of 147 people admitted having told lies. As some of the lies are well-intentioned, people may not regard them as lies. This result shows that telling lies is common.2.What is the result of the survey conducted by Josephson Institute of Ethics? What can welearn from it? (Paragraph 5)According to this survey, among 20,000 students surveyed, 92 percent professed to have told lies and meanwhile, 91 percent never doubted about their own ethics or character. Again, this result shows that telling lies is common and people seldom relate telling lies to morality.3.According to the writer, what could be considered ―nice lies‖? (Paragraph 11)According to the writer, all these co uld be considered ―nice lies‖: complimenting people on their appearance, expressing appreciation for gifts or food.4.What is the grave consequence of telling lies? (Paragraph 15)The ubiquitousness of lies may cause people to be distrustful of each other, thus leading to the collapse of the whole society.Class Activity （该部分放在课文第11段的页面中）Group discussion:What does this sentence ―What a tangled web we weave, when first we practice to deceive‖ mean?Can you give an example to illustrate its meaning?III. Words and Expressionsprofess v.e.g. James professed to know everything about sculpture.He professed the greatest respect for the law.Practice:（制作的时候中文先出现，然后设置按钮，点击以后出现英文翻译）她自称对此事一无所知。
新进阶3 综合Unit (5)
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: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.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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3)How to write a process description.
Difficulties:
1)To master and apply the sentence patterns in this unit;
2.write a well-developed process description of how to use a smart phone app.
教学基本内容
Text Study
1)Interactive reading of the text;
2）Language focus.
教学重点和难点
4)expand their vocabulary about digital technology and know how to use the key words and expressions in context properly;
《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
Unit 5 Digital Age
授课教师
潘新淮
授课班级
18级A5班
18级A14班
18级A9班
授课时间
4月29日1、2节
4月29日3、4节
4月24栋501室
8栋105室
教学目标
能力（技能）目标
知识目标
1.have a thorough understanding of the text contextually and linguistically;
2. build up an active vocabulary to talk about digital technology and know how to use the key words and expressions in context properly;
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：U5-01
Steps
（步骤）
教学组织
Step One
（步骤一）
Lead-in:
Describe the types of people Google invited to this test drive.
1.have a thorough understanding of the text contextually and linguistically;
2. build up an active vocabulary to talk about digital technology and know how to use the key words and expressions in context properly;
2)expand their vocabulary about digital technology and 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）
Helpful Expressions
说明原因：
Why ...? For one thing, ...; for another, ...
Perhaps the main/most important reason is ...
There are probably three/many/several reasons for …
2.write a well-developed process description of how to use a smart phone app.
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;
《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
Unit 5 Digital Age
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25日1、2节
4月25日3、4节
4月25日5、6节
授课地点
4栋501室
4栋501室
8栋105室
教学目标
能力（技能）目标
知识目标
1.analyze the pros and cons of the different applications of digital technology mentioned in this unit, including self-driving cars, machine learning, MagicBand, autonomous flying vehicles, predicative analytics, and MOOCs;
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.
IBM(International Business Machines Corporation): an American multinational technology company headquartered in Armonk, New York, United States, with operations in over 170 countries. In February 17, 2011, Watson from IBM defeated two champions at Jeopardy, a famous Americantelevision TV show, which was recognized as a remarkable breakthrough in computer science and artificial intelligence in the 21st century.
2.analyze the pros and cons of the different applications of digital technology mentioned in this unit, including self-driving cars, machine learning, MagicBand, autonomous flying vehicles, predicative analytics, and MOOCs;
Notes:
the four essential arts required of any true Chinese scholar: music, chess, calligraphy and painting.
四艺，即琴、棋、书、画，中国古代文人推崇并要掌握的四门艺术。
artificial intelligence (AI): A term created by John McCarthy in 1953, it refers to the intelligence exhibited by machines or software. The goals of AI research include reasoning, knowledge, planning, learning, natural language processing (communication), perception and the ability to move and manipulate objects.
Focus:
4)To further understand the text;
5)To apply the words, phrases and sentence patterns.
6)How to write a process description.
Difficulties:
3)To master and apply the sentence patterns in this unit;
1. What are the three components of AlphaGo?
2. What happened in this game? Why did it happen?
3. What was the result of this game?
4. How do you feel after watching the video? Are you excited about the rapid development of AI or terrified of it? Why?