【参考借鉴】新进阶3 综合Unit 2.doc

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全新版大学进阶英语综合教程第3册unit 3

全新版大学进阶英语综合教程第3册unit 31. IntroductionWelcome to the third unit of the New Advanced College English Integrated Coursebook. In this unit, we will focus on various aspects of English language learning, including listening, reading, speaking, and writing skills. These skills are crucial for non-native English speakers to enhance their English proficiency and further their academic and professional goals.2. Listening SkillsDeveloping effective listening skills is essential for effective communication in English. In this unit, we will practice listening to various audio recordings, such as interviews, conversations, and presentations. These exercises will help improve your understanding of spoken English, as well as enhance your listening comprehension skills.3. Reading SkillsReading plays a significant role in language acquisition and expansion of vocabulary. In this unit, we will engage in reading exercises that will expose you to a wide range of topics, including current affairs, cultural issues, and academic texts. These exercises will not only help you improve your reading speed but also enhance your reading comprehension skills.4. Speaking SkillsDeveloping strong speaking skills is crucial for effective communication in English. In this unit, we will practice various speaking activities, such as dialogues, debates, and presentations. These activities will enhance your ability to express yourself fluently and confidently, as well as improve your pronunciation and intonation in spoken English.5. Writing SkillsEffective written communication is vital in various academic and professional settings. In this unit, we will focus on improving your writing skills through various writing exercises, such as essays, reports, and critical analysis. These exercises will help enhance your ability to structure your thoughts logically, communicate ideas clearly, and develop strong arguments in written English.6. Vocabulary ExpansionExpanding your vocabulary is crucial for better communication and comprehension in English. In this unit, we will introduce you to various vocabulary-building exercises, such as word lists, flashcards, and contextual usage. These exercises will help you learn new words and phrases, as well as improve your overall language proficiency.7. Grammar ReviewA solid understanding of grammar is essential for effective English language learning. In this unit, we will review essential grammar topics, such as verb tenses, sentence structure, andparts of speech. These exercises will help reinforce your grammar knowledge and improve your accuracy in using English grammar.8. Practice ExercisesTo further reinforce the concepts learned in this unit, we will provide practice exercises at the end of each section. These exercises will allow you to apply your newly acquired skills and knowledge in a practical context. We encourage you to complete these exercises to solidify your understanding and mastery of the material covered.ConclusionIn conclusion, Unit 3 of the New Advanced College English Integrated Coursebook will provide you with the opportunity to enhance your listening, reading, speaking, and writing skills in English. By engaging in various activities and exercises, you will be able to improve your overall language proficiency and advance your academic and professional goals. We encourage you to actively participate in all the activities and make the most out of this unit.。

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。

全新版大学进阶英语综合教程第二册答案U3Keyto

全新版大学进阶英语综合教程第二册答案U3KeytoUnit 3 FriendshipKey to ExercisesOpenerSuggested answers for reference1. I like the second best. You know why Because the quotation tells me that a realfriend is there when you are sad, whenyou are emotionally hurt, providing you with sympathy and comfort.2. I like the third best. You know why Because what I can learn from the quotationis that experience will teach you that to have real friends is more important than to have more friends.3. I like the fourth best. You know why Because the quotation tells me that it is amiracle to have a real friend who trusts and supports you when others areagainst you.4. I like the fifth best. You know why Because what I can learn from the quotation isthat nothing can be more important than being honest in making friends.5. I like the sixth best. You know why Because the quotation tells me that a truefriend is unforgettable, remaining in your heart as you journey through life.Reading & InteractingI. Understanding the Text1. Text OrganizationPara. 1 serves as an introduction to why friendships end. ________Para. 6 serves as a con clusi on: Any way, most frie ndships do en rich our lives no matter whether they are long or short.2. Comprehe nsion CheckFocus ing on the main ideasWhy do frie ndships end The author offers some in sights in to thequestion. Friendships end because the situations friends are in change.These changes can ' t help but affect a friendship. Next, the friends themselves may cha nge. The breakups can be mutual or one-sided. It hurts less whe n both frie nds cha nge. What tends to hurt most is whe n just one friend changes. A third reason is that as much as two people might want a friendship to survive, one or both of them mightuninten ti on ally n eglect it. Lastly, con flicts can cause the end of afriendship, since most friendships have breaking points under pressure.Digg ing into detail1. Why do some friendships end, no matter how much you want them tolast2. Whe n you decide to relocate for a new school or job, this ca n' thelp but affect a friendship. Likewise, if a friend of yours is in an accide nt, develops an ill ness, or loses some one close, these situations can' t help but affect a friendship. These events can end frie ndships if the n ecessary adjustme nts are n ot made.3. For example, when one or both friends start to date or get married,their friendship may cometo an end. It hurts less when both friendswant to do so. It tends to hurt most whe n just one frie nd cha nges.4. Frie ndship n eeds regular care. T aking a frie ndship for gran ted can cause it tobreak.5. A blow to a flower. If a flower gets repeatedly trampled on, it ' ll eventuallybreak. So even those amazing close friendships need care whe n con flictsarise.Un dersta nding difficult senten ces1. B2. B3. A4. A5. BII. Focus ing on Lan guage in Con text1. Weset out to find the truth behind the mystery of the scientist ' s disappeara nee.2. A good relati on ship is built on hon esty, trust, and mutual respect.3. Kids may grow faster or slower but most of them still end up with _________an average height.4. In the joint ven ture, the Ch in ese party will hold a 51 perce ntcon troll ing in terest.5. Although John has dated the girl for a year, he is still in two minds as to whetherto marry her or not.6. Manypeople are unaware of just howmuchfood and drink they consume each day.7. In order not to hurt Mary ' s feelings, please don ' trefer to the in cide nt aga in.8. He and Jeannie used to live together, but recently they have been apart for thefirst time.9. Adam has announ ced that he is to take an extended touring break in order tospend more time with his family.10. Jim survived the heart attack thanks to the prompt first aid treatme nt.11. His in terview did not go well and his cha nee of gett ing the jobslipped away.12. Kids exposed to an unhealthy environment tend to grow up with more problems.13. An occasi onal all-ni ghter is rough, but he is young eno ugh to bounceback.14. Olivier turned it dow n flat and tried to persuade Vivie n to dolikewise.15. Nowadayswhen you buy a house in a big city, you have to invest lotsof money.1. passi on2. due to3. moreover4. cannot help but5. revive6. As much as7. n eglected 8. on her own 9. injure1. While there are a couple of an tibiotics that usually work, if theyare overused they, too, may cease to be effective.2. I felt betrayed when he treated me like that.3. At least three people are reported to have been _______crime.4. The main reas on that he developed liver can cer is because he hadbee n exposed to high levels of radiati on.5. Do not take on more responsibilities than you can handle.2. Word Formatio nskilled f unskilledbalanee f imbalaneesufficie nt f insufficie ntagreeable f disagreeableunderstanding f misunderstanding1. As for the children of the unskilled workers, relatively few of them are able tosecure a place in college.2. Friendships are hard to survive in a disagreeable social en vir onment.3. Some conflicts due to misunderstandings can cause the end offrien dships.4. In recent years, we have invested more in basic scienee, but I thinkthe inv estme nt ratio is still insufficient _________5. The imbalance between consumption and investment must be corrected inorder to achieve susta ined econo mic growth.3. Sentence Patter ns1. There is no doubt he is impeccable whe n it comes to honesty. ________2. When it comes to diet and exercise, we all know what to do, but we seldom dowhat we know.3. I ' m not good at English, but when it comes to math, I am the bestin the class.1. No matter how heavy the rain was, the soldiers kept marching on.2. Sam said, “No matter who becomes the Preside nt , I don ' t care.3. No matter whether she comes or no t, it makes no differenee to me.4. Comprehe nsive PracticeClozeWhen it comes to friendship, few of us deliberately want them tocease. On the con trary, we want our frie ndships not merely to survive,but to flourish. Yet, no matter howmuchwe value friendship, sometimes we do drift apart from one ano ther. Without no tic ing it we may fail to inv est eno ugh time and effort in mai ntaining our relati on ships. If we neglect them in this way they cannot help but be damaged. And once the damage is done, it is often hard to revive the friendship.Tran slati on1. The article/essay helps us get a deep in sight into the n ature ofthe problem.2. Based on mutual respect, frien dship will flourish.3. Like a plant, friendship will wither if neglected.4. No matter what may happen, we will do our best to overcome it.5. A friendship without constant care from both sides will end up with a breakup.6. This year cold weather has seriously affected the crops in then orther n regi on.7. As much as I hate to do it, I must finish the task as pla nn ed.8. That mea ns the new law also applies to private bus in esses.Reading & ComprehendingRead ing 11. Comprehe nsion Check for Readi ng 1。

新进阶3综合Unit1

新进阶3综合Unit1NewProgressiveCollegeEnglishBook III UNIT1WorkingHolidayAbroadUnit1WorkingHolidayAbroad 1.TeachingObjectives:StudentswillbeabletoA.discusstherelevanttopicsrd Period:th Period: Text,doingsentencetranslation)6th Period: After-readingActivities(ViewingandListening;Speaking;Assignment)3.TeachingProcedures:3.1Lead-inActivitiesStep1.Warm-upactivitiesIntroducethetopictotheclass:WorkingHolidayAbroad,andask studentsthequestion:“Whataworkingholidayis?”Askthestudentstowatchtwiceavideoclipofatalkaboutaworkin gholidayin OpenerAskthestudentstounderstandthemainpointsbyfillingblanksof thesummarygiveninOpenerHelpthestudentstosumupthemainpointsofthetalkaboutawor kingholiday:Theteacherasksstudentsquestions:Howwouldyouliketotakea workingholidayabroad?Doyouthink itwouldsuityouortaketoofarawayfromtheworldinwhichyoufeelco mfortable?Doyouwanttoexperiencejoysa ndchallengesoftakingworkingholiday?Thestudents’a nswersmayvary.Thentheteache rtellsstudentsthattheywilllearnatextaboutaperson’srealexperien ceoftakingworkingholidayabroad,andtheywillknowwhatitisreallyliketotakeworkingholida yabroad.Method:PPT;communicativeapproach.Step.2AnalyzingthetextorganizationTheteachertellsstudentsthatthetextcanbedividedintosixparts whichhavebeengiveninthe Text Organization.Thenstudentsshouldsummarizethemainideaofeach partandcomparenoteswitheach other.Method:skimmingandscanning,communicativeapproach3.3DetailedReading 3.3.1ProcedurePara.4Q:Whatdidtheauthorandherco-workersdoafterwork?A:Theymetupfordinner,ladiesnightandsightseeingexcursions. Theauthortaughtherco-workers anAustralianwordofthedayandtheyhelpedherunderstandtheCan adianuseof“eh”attheendofsen tences.Para.7Q:Whatdidtheydowhileatwork?A:Theylistenedto90smusic,dranktheirdailyStarbucksandserv edtheirfriendlyregulars. Para.8Q:Whatdoestheauthormeanbysaying“itdidn’tf eellikemyjo b?A:Shelovedherjobsomuchthatshedidn’tfeelshewasworking.A:Vancouverhashelpedhertogrowpersonally,havefunprofessi onallyandgainconfidence.3.3.2LanguageFocusDifficultsentences:1)Priortoleaving,Iwasnotinagoodplace.(Para.2)BeforeleavingAustralia,Ihadgonethroughaverydifficultperiod andwaslowinspirits.出发前，我的境况不好。

新进阶3_综合Unit_4

新进阶3综合Unit(4)

New Progressive College English Book III UNIT 4 Emerging AdulthoodUnit 4 Emerging Adulthood 1.Teaching Objectives:Students will be able toA.have a thorough understanding of the text contextually and linguistically;B.b uild up an active vocabulary to talk about growing up and adulthood and know howto use the key words and expressions in context properly;C.discuss the important aspects of becoming an adult;pare American and Chinese views on emerging adulthood;E.t alk about changes in expectations of young adults and changes in the degree ofindependence from their parents young adults are able to achieve in todays 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 textorganization)3rd Period: Detailed Reading (Understanding the text in a deeper level; Analyzingdifficult sentence structures)4th Period: Detailed Reading Continued (Learning new words; Summarizing good usage)5th Period: Comprehending Reading 1 (Skimming the text; Explaining the difficultsentences 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“ emerginga dulthood h”a s been proposed by psychologists to describe the period oftime 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 abouttheir own criteria for reaching adulthood. The teacher reminds students to refer to thehelpful 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 ”C inu lture Notes .Emerging Adulthood : Starting in 1995, psychologist Jeffrey Jensen Arnettinterviewed 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Unit1

新进阶3综合Unit1精心整理NewProgressiveCollegeEnglishBook III UNIT1WorkingHolidayAbroadUnit1WorkingHolidayAbroad1.TeachingObjectives:StudentswillbeabletoA.discusstherelevanttopicsB.understandthetextwithskimmingandscanningC.learnlanguages,e.g.words,phrases,difficultstructuresD.thinkfurther2.TimeAllotment:1st Period:Lead-inActivities(Warm-upactivities;Discussionaboutworkingholidayabroad)2nd Period:Global-readingActivities(Text:Approachingthetheme;analyzingthetextor ganization)3rd6Havestudentsworkinpairtalkingaboutjoysandchallengesofta kingworkingholidaysoverseasandinvitessomestudentstoreporttotheclass.Method:Usingtask-basedlanguageteachingmethod,communicativeapproach.3.2GlobalreadingStep1.ApproachingthethemeTheteacherasksstudentsquestions:Howwouldyouliketotakea workingholidayabroad?Doyouthinkitwo uldsuityouortaketoofarawayfromtheworldinwhichyoufeelcomfor table?Doyouwanttoexperiencejoysandc hallengesoftakingworkingholid ay?Thestudents’answersmayvar y.Thentheteachertellsstudentsthattheywi lllearnatextaboutaperson’srealexperienceoftakingworkingholid ayabroad,andtheywillknowwhatitisreallyl iketotakeworkingholidayabroad.Method:PPT;communicativeapproach.Step.2AnalyzingthetextorganizationTheteachertellsstudentsthatthetextcanbedividedintosixparts whichhavebeengiveninthe TextOrganiz ation.Thenstudentsshouldsummarizethemainideaofeachpartand comparenoteswitheachother.Method:skimmingandscanning,communicativeapproachasnewwordsandexpressions.Method:Readingthetexttogether;Usingtask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproach.Step1.Questionsrelatedtodifficultsentencesandunderstandin gofeachparagraph.Para.2Q:WhathappenedtotheauthorbeforesheleftforCanada?A:Shelosthergrandmother,herjobandhadtwocarcrashesinfive months.Para.4Q:Whatdidtheauthorandherco-workersdoafterwork?A:Theymetupfordinner,ladiesnightandsightseeingexcursions. Theauthortaughtherco-workersanAustralia nwordofthedayandtheyhelpedherunderstandtheCanadianuseof “eh”attheendofsentences.Para.7Q:Whatdidtheydowhileatwork?A:Theylistenedto90smusic,dranktheirdailyStarbucksandserv edtheirfriendlyregulars.Para.8Q:Whatdoestheauthormeanbysaying“itdidn’tfeellikemyjo b?A:Shelovedherjobsomuchthatshedidn’tfeelshewasworking.Para.11Q:Wheredidshetravel?A:Shedidamassivecircle,startingfromVancouver,goingallthew aytotheEastCoast,thenacrossSouthernUSAa ndfinallyuptheWestCoast.Para.12Q:HowdidshefeelonhertripacrossCanadaandtheUnitedStates?A:hewasproudofherselfforconstantlysteppingoutofhercomfo rtzoneandembracingtheunknown. Para.14Para.15前9e.g.Shehastoworkmultiplejobstosupportherfamily.为养家糊口她打好几份工。

(完整版)全新版大学进阶英语综合教程第二册答案U3KeytoExercises

Unit 3 FriendshipKey to ExercisesOpenerSuggested answers for reference1. I like the second best. You know why? Because the quotation tells me that a realfriend is there when you are sad, when you are emotionally hurt, providing you with sympathy and comfort.2. I like the third best. You know why? Because what I can learn from the quotationis that experience will teach you that to have real friends is more important than to have more friends.3. I like the fourth best. You know why? Because the quotation tells me that it is amiracle to have a real friend who trusts and supports you when others are against you.4. I like the fifth best. You know why? Because what I can learn from the quotationis that nothing can be more important than being honest in making friends.5. I like the sixth best. You know why? Because the quotation tells me that a truefriend is unforgettable, remaining in your heart as you journey through life.Reading & InteractingI. Understanding the Text1. Text Organization1.11.2Para. 1 serves as an introduction to why friendships end.Para. 6 serves as a conclusion: Anyway, most friendships do enrich our lives no matter whether they are long or short.2. Comprehension Check2.1 Focusing on the main ideasWhy do friendships end? The author offers some insights into the question.Friendships end because the situations friends are in change. These changes can’t help but affect a friendship. Next, the friends themselves may change. The breakups can be mutual or one-sided. It hurts less when both friends change. What tends to hurt most is when just one friend changes. A third reason is that as much as two people might want a friendship to survive, one or both of them might unintentionally neglect it. Lastly, conflicts can cause the end of a friendship, since most friendships have breaking points under pressure.2.2 Digging into detail1. Why do some friendships end, no matter how much you want them to last?2. When you decide to relocate for a new school or job, this can’t help but affect afriendship. Likewise, if a friend of yours is in an accident, develops an illness, or loses someone close, these situations can’t help but affect a friendship. These events can end friendships if the necessary adjustments are not made.3. For example, when one or both friends start to date or get married, theirfriendship may come to an end. It hurts less when both friends want to do so. It tends to hurt most when just one friend changes.4. Friendship needs regular care. Taking a friendship for granted can cause it tobreak.5. A blow to a flower. If a flower gets repeatedly trampled on, it’ll eventuallybreak. So even those amazing close friendships need care when conflicts arise.2.3 Understanding difficult sentences1. B2. B3. A4. A5. BII. Focusing on Language in Context1.11. We set out to find the truth behind the mystery of the scientist’s disappearance.2. A good relationship is built on honesty, trust, and mutual respect.3. Kids may grow faster or slower but most of them still end up with an averageheight.4. In the joint venture, the Chinese party will hold a 51 percent controllinginterest.5. Although John has dated the girl for a year, he is still in two minds as towhether to marry her or not.6. Many people are unaware of just how much food and drink they consume eachday.7. In order not to hurt Mary’s feelings, please don’t refer to the incident again.8. He and Jeannie used to live together, but recently they have been apart for thefirst time.9. Adam has announced that he is to take an extended touring break in order tospend more time with his family.10. Jim survived the heart attack thanks to the prompt first aid treatment.11. His interview did not go well and his chance of getting the job slipped away.12. Kids exposed to an unhealthy environment tend to grow up with moreproblems.13. An occasional all-nighter is rough, but he is young enough to bounce back.14. Olivier turned it down flat and tried to persuade Vivien to do likewise.15. Nowadays when you buy a house in a big city, you have to invest lots of money.1.21. passion2. due to3. moreover4. cannot help but5. revive6. As much as7. neglected 8. on her own 9. injure1.31. While there are a couple of antibiotics that usually work, if they are overusedthey, too, may cease to be effective.2. I felt betrayed when he treated me like that.3. At least three people are reported to have been involved in the crime.4. The main reason that he developed liver cancer is because he had been exposedto high levels of radiation.5. Do not take on more responsibilities than you can handle.2. Word Formation2.1skilled →unskilledbalance →imbalancesufficient →insufficientagreeable →disagreeableunderstanding →misunderstanding2.21. As for the children of the unskilled workers, relatively few of them are able tosecure a place in college.2. Friendships are hard to survive in a disagreeable social environment.3. Some conflicts due to misunderstandings can cause the end of friendships.4. In recent years, we have invested more in basic science, but I think theinvestment ratio is still insufficient.5. The imbalance between consumption and investment must be corrected in orderto achieve sustained economic growth.3. Sentence Patterns3.11. There is no doubt he is impeccable when it comes to honesty.2. When it comes to diet and exercise, we all know what to do, but we seldom dowhat we know.3. I’m not good at English, but when it comes to math, I am the best in the class. 3.21. No matter how heavy the rain was, the soldiers kept marching on.2. Sam said, “No matter who becomes the President, I don’t care.”3. No matter whether she comes or not, it makes no difference to me.4. Comprehensive Practice4.1 ClozeWhen it comes to friendship, few of us deliberately want them to cease. On the contrary, we want our friendships not merely to survive, but to flourish. Yet, no matter how much we value friendship, sometimes we do drift apart from one another. Without noticing it we may fail to invest enough time and effort in maintaining our relationships. If we neglect them in this way they cannot help but be damaged. And once the damage is done, it is often hard to revive the friendship.4.2 Translation1. The article/essay helps us get a deep insight into the nature of the problem.2. Based on mutual respect, friendship will flourish.3. Like a plant, friendship will wither if neglected.4. No matter what may happen, we will do our best to overcome it.5. A friendship without constant care from both sides will end up with a breakup.6. This year cold weather has seriously affected the crops in the northern region.7. As much as I hate to do it, I must finish the task as planned.8. That means the new law also applies to private businesses.Reading & ComprehendingReading 11. Comprehension Check for Reading 11. F2. T3. F4. T5. T6. T7. T8. F9. T 10. T2. Translation1. 你的朋友被告上法庭受审，而你被传唤作证。

新标准大学英语综合教程3 unit2 A1

n. named group of fixed stars Work in pairs. Find out which constellation you are of. Aries (21 Mar – 20 Apr) 白羊座 Taurus (21 Apr – 21 May) 金牛座 Gemini (22 May – 21 Jun) 双子座 Cancer (22 Jun – 23 Jul) 巨蟹座
Active reading 1: Resources
pick out
a choose b distinguish c make out, see d play a tune
➢ Work in pairs and match the meanings. 1. Let’s pick out the bargains. 2. She picked out Chopin’s Waltz. 3. Can you pick out that guy in the crowd? 4. I could pick out the isolated words.
Active reading 1: Resources
super-hot
super + adj. or super + noun
➢ Work in pairs. Brainstorm the super + adj. and super + noun collocations.
Active reading 1: Resources
Active reading 1: Resources
deceive
v. to cause to believe sth. that is false; play a trick on; mislead on purpose Work in pairs. Translate the following into Chinese. Honeyed words may deceive people for some time, but cannot stand the test of time and practice.

【名师推荐】最新全新版大学进阶英语1-Unit-2-教案.doc

周次第周，第4-6次课编写时间2018.10.5章节名称Unit2FYeshmanPeaY教学目的与要求：Uponcompletionofthisunit,teacheYsaYeePpectedtohaveenabledstudents(Ss)to:■haveathoYoughundeYstandingofthetePtcontePtuallPandlinguisticallP;■buildupanactivevocabulaYPtotalkaboutfYeshmanPeaYandknowhowtousethekePwoYdsan dePpYessionsincontePtpYopeYlP;■communicatewithYegaYdtofYeshmanPeaYePpeYience;■undeYstandwhatAmeYicanpaYentsandtheiYchildYenthinkofthefYeshmanPeaY;■YeflectontheiYownePpeYienceofthefiYstPeaYatcollegeandhowtheiYpaYentsfeelwhen thePleavehometoattendcollege;■makeacompaYisonbetweenAmeYicancollegestudents’paYentsandChineseones;■getfamiliaYwiththewYitingofanemail.教学重点和难点：1.教学重点:UndeYstandingandanalPsisofthetePts; ImpoYtantlanguagepointsinthetePts2.教学难点:1)Speaking:communicatewithYegaYdtofYeshmanPeaYePpeYience;makeac ompaYisonbetweenAmeYicancollegestudents’paYentsandChineseones 2)WYiting:wYiteanemail教学组织（含课堂教学内容、教学方法、辅助手段、师生互动、时间分配、板书设计等）：教学内容:PaYtⅠTePt：AllGYownUpandStillinTowPaYtⅡYeading1LeaYningtoMakeaDiffeYencePaYtⅢYeading2UniveYsitiesEncouYageNewStudentstoGoItAlonePaYtⅣTheme-YelatedLanguageLeaYningTasks教学方法:eclecticismAtheme-basedandcompYehensivefYom-input-to-outputtYainingappYoach辅助手段:Multi-media时间分配:ThisunitisdesignedfoYasiP-to-eightpeYiodclass.IneachofthepeYiods,ceYtai ntasksaYetobecompleted.注：Yeading2和OpeneY一起处理，主要基于以下考虑：1)使用本书的学生应该都是新生，Yeading2是关于中国高校新生报到，内容非常贴近他们的生活；2)和主课文相比，Yeading2的语言较直接、明了。

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优质参考文档优质参考文档 NewProgressiveCollegeEnglishBookIII

UNIT2ConspicuousConsumption

课程名称大学英语（三）使用教材全新版大学进阶英语综合教程（3）

授课内容 TeRtWhoAretheJonesesandWhRAreWeTrRingtokeepUpwithThem?(精读) ReadingStopKeepingUpwiththeJoneses-TheR’reBroke(泛读) 授课学时 6

教学目的

1.HaveathoroughunderstandingoftheteRtconteRtuallRandlinguisticallR 2.TalkabouttheconspicuousconsumptionofluRurRgoods 3.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenoninChina 4.BecomefamiliarwitheRpositorRwriting

教学重点与难点

1.AnalRzethestructureandgraspthemainideaofTeRt 2.MasterthekeRlanguagepointsandgrammaticalstructuresintheteRt 3.Learnsometechniquesinwriting 4.Criticalthinking

教学方法与手段

1.Audio-visualmethodandaudio-lingualmethod. 2.Task-basedlanguageteachingmethod 3.Communicativeapproach 4.UsingCAI,PPT 5.Smartteaching(usingonlinetoolsormaterials)

教学过程

1.Lead-inActivities Step1.Warm-upactivities Step2.Discussionaboutthetopic 2.GlobalReading Step1.Approachingthetheme Step2.AnalRzingtheteRtorganization 3.DetailedReading Step1.UnderstandingtheteRtinadeeperlevel Step2.LearningusefuleRpressions Step3.Learningdifficultsentencesstructures Step4.Learningnewwords 4.ComprehendingReading1 Step1:SkimmingtheteRt Step2:ERplainingthedifficultsentencesoftheteRt Step3:Doingsentencetranslation 5.Afterreading Step1.ViewingandListening Step2.Speaking Step3.Assignments

作业 Assignments: 1.ReadtheteRtinReading2andfinishtheeRercises 2.WriteaneRpositorRwriting 3.PreviewtheneRtunit.

UNIT2ConspicuousConsumption 1.Teaching Objectives: 优质参考文档优质参考文档 Studentswillbeableto A.HaveathoroughunderstandingoftheteRtconteRtuallRandlinguisticallR B.TalkabouttheconspicuousconsumptionofluRurRgoods C.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenoninChina D.BecomefamiliarwitheRpositorRwriting 2.Time Allotment: 1stPeriod:Lead-inActivities(Warm-upactivities;Discussionaboutthetopic) 2ndPeriod:Global-reading(TeRt:Approachingthetheme;analRzingtheteRtorganization) 3rdPeriod: Detailedreading(UnderstandingtheTeRtAinadeeperlevel,analRzingdifficultsentencestructures) 4thPeriod:DetailedreadingActivities(Learningnewwords,summarizinggoodusage) 5thPeriod: ComprehendingReading1(SkimmingtheteRt,eRplainingthedifficultsentencesoftheTeRt,doingsentencetranslation)) 6thPeriod: After-readingActivities(ViewingandListening;Speaking;Assignments) 3.Teaching Procedures: 3.1Lead-inActivities Step1.Warm-upactivities AskSstolistentoasongandfillinthemissingwordsinthelRrics. HaveSsworkinpairs.OnestudentaskstheotherthequestionsinOpener,theotheranswers.Thenswitchroles. Method:PPT,communicativeapproach. Step2:Discussionaboutthetopic IntroducethetopicoftheunittoSseitherinEnglishorChinese:SometimespeoplebuRthingsjustforthepurposeofshowingthattheRarericher,orhavebettertastethanothers.ERpensivebrand-namegoodscanservethispurpose,andareoftenwantedpreciselRbecausetheRareeRpensive.WhetherspendingmoneRinthiswaRisgood,badorsimplRsillRissomethingwearegoingtoeRplore. Method:Usingtask-basedlanguageteachingmethod,communicativeapproach. 3.2Globalreading Step1.Approachingthetheme AskSstotakealookattheCultureNotes,oraskthemtodosomefurtherreadingbeforeclassabouttheidiom“keepupwiththeJoneses”,itsoriginsanditssocialimpact,etc. GuideSstoeRploretheteRttofidethemeaningandoriginoftheeRpression“keepupwiththeJoneses”,howthisphenomenoncameintobeing,andwhatweshoulddotoridourselvesofthepressureofkeepingupwiththeJoneses. Method:PPT;communicativeapproach. Step.2AnalRzingtheteRtorganization TheteachertellsstudentsthattheteRtcanbedividedintothreepartswhichhavebeengivenintheTeRtOrganization.Thenstudentsshouldsummarizethemainideaofeachpartandcomparenoteswitheachother. Parts Paragraphs Functions MainIdeas

PartOne Para.1-2 Bringingupthesocialphenomenonofconspicuousconsumption ThemeaningandoriginoftheeRpression“keepupwiththeJoneses”

PartTwo Paras.3-6 ERplaininghowitoccursandwhR HowthephenomenonofkeepingupwiththeJonesescameintobeingandwhRpeoplebuRintoit.

PartThree Paras.7-10 ERploringwaRsofdealingwithit WhatweshoulddotofreeourselvesfromthepressureofkeepingupwiththeJoneses.

Method:skimmingandscanning,communicativeapproach 3.3DetailedReading 3.3.1Procedure 1)StudentsareaskedtoreadthepassagecarefullRagainandforeachparagraph(sometimestwo-threeparagraphs),invitestudentstoanswerquestionsrelateddifficultsentencesandunderstandingofeachparagraph.