新视野大学英语读写教程三版三册教案.doc

该【新视野大学英语读写教程三版三册教案 】是由【zhimenshu】上传分享，文档一共【48】页，该文档可以免费在线阅读，需要了解更多关于【新视野大学英语读写教程三版三册教案 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。精选资料可修改编辑UnitOne—SectionANever,NevergiveupTeachingProcedures:Pre--inandpreparationforreadingQuotes:Geniusis1%inspiration,99%,a“genius”isoftenmerelyatalentedpersonwhohasdoneallofhisorherhomework.—ThomasEdison(Americaninventor)Dothebestyoucanineverytask,nomatterhowunimportantitmayseematthetime.—SandraDayO’Connor(Americanjurist)Letthemtalktoeachotheraboutthefollowingquestions:??CulturalbackgroundPublicschoolsintheUK&USWhatdoyouknowaboutpublicschoolsintheUK?Eton,Harrow,Winchester,etc.;Independentofthestatesystem;Educatesecondary-levelstudentsforafee;EvolvedfromaninstitutionofthelateEuropeanMiddleAgesorRenaissance;?Elementaryorsecondaryschoolsmandatedforallchildrenbythegovernment;Paid,inpartorinwhole,bypublicfundingfromtaxation;Institutionsofpost-:(structuredwriting)—–2ByusingWinstonChurchill’sstoryandhisspeechatHarrowasanintroductiontothetopic,thetextmakesclearitsstatement:essis“Nevergiveup”.PartII—–7Throughtheexamplesofworldfamousscientists,statesman,andjurist,thetextbringsforwardthestatementthatonlythosewithastrongwill,thosewho“keeptheireyesontheprize”,andthosewhoexpendthesubstantialefforttokeepgoing,—,thetextdrawstheconclusionthatwithhardwork,determination,dedicationandpreparation,youcantranscendanyhandicap,plishanyfeat,“Nevergiveup”isthespeechgivenbyChurchilltoyoungboysinhisoldschool.()essfulmanalthoughhewasnotagoodstudentwhenhewasyoung.()IllustrationTheexampleofSandraDayO’Connorshowsthatonlythosewho“keeptheireyesontheprize”willfindtheirendeavorsessful.(-6)TheexamplesofEinstein,Edison,andLincolncanwellillustratethatnothingcaninhibitastrongspiritcommittedtoess.(-4)Withoutsubstantialeffort,onlysayingthattheywantsomethingwillnotesstopeople.()ConclusionWithhardwork,determination,dedicationandpreparation,youcantranscendanyhandicap,plishanyfeat,ess.()精选资料可修改编辑IntroductionIllustrationConclusionPurpose:Improvethestudents’:Readthetextindividuallyandtalkingroups;Usetask-basedlanguageteachingmethod,:While-:Purpose:TraintheStudents’:Talkingroups,Usetask-…偏离,背离……有人生目标的人是永远不会偏离正确航向的。…阻止某人做……有志者事竟成。…战胜……中国人民只要万众一心,必将战胜任何困难,从而立足于世界之巅。AslongastheChinesepeopleworkwithoneheartandonemind,(the)pursuitof…追求……一个国家在追求经济发展的同时,应当对环境保护给予足够重视。Whileinpursuitofeconomicgrowth,’swayto/through/into…通过奋斗逐步达到精选资料可修改编辑通过激烈的竞争进入大学的同学们应当将大学教育作为人生奋斗的新起点而非终点。…放弃……在地震过后的搜救工作中,解放军战士不放弃任何生命迹象。Inthesearchandrescueworkaftertheearthquake,thePLAsoldiersdidn’…专注于……大学生应将主要精力专注于学****而不是各种令其分心的事物。:Typicalpatterns:Purpose:Furtherunderstandthetext(Trainfurtherreadingability):Readthetexttogether;Usetask-basedlanguageteachingmethod,municativeapproach,grammar-,educationalopportunity,individualdilemmas—、教育机会、个人困境,这些都不能阻挡一个全力以赴追求成功的、有着坚强意志的人。A,B,C–noneofthesebe/do…用于表达“对已知条件的否定”。金钱、名誉、社会地位,这些都不应作为判断一个人是否成功的唯一标准。Money,fame,socialstatus—noneoftheseshouldberegardedastheonlystandardforthejudgmentofone’,notbecauseitwaseasy,,并不是因为成功很容易,而是因为他们拥有克服重重障碍的意志,为了追求目标而勤奋努力。.,notbecause…,butbecause…用于表达“某人做某事的原因”。我选择厚道,不是因为我笨拙,而是因为我深信,厚德能载物。Ichoosetobehonestandkind,notbecauseIamstupid,’’ess!”你摔倒了多少次并不要紧;你能多少次重新站起来对成功才至关重要!句型提炼It’snot…’s…thatbe/do…用于表达“对某事物最为重要的因素是……”。要获得成功,你现在的位置不重要,重要的是你前进的方向。It’’,!Nevergiveup!Never,never,never,never!(,L6)年轻人,要永不放弃。永不放弃!永不放弃!永不,永不,永不,永不!.(,L2)任务再苦,准备再长,难度再大,都不能放弃自己的追求。,strengtheninghisoptimism,dedicationanddetermination.(,L6)然而,坚强的意志鞭策着他,推动他前进,使他更加乐观、投入、坚毅。“keeptheireyesontheprize”,mittedandfocusedwillandspirit,essful.(,L1)只有那些“执着地追求成功”的人,那些保持始终如一的精神意志的人,才会通过自身的努力,获得成功。’’ess!(,L5)你摔倒了多少次并不要紧;你能多少次重新站起来对成功才至关重要!,determination,dedicationandpreparation,youcantranscendanyhandicap,plishanyfeat,ess!(,L4)只要刻苦努力,意志坚决,专心投入,准备充分,你就能跨越一切障碍,达成所有壮举,取得成功!:,Toshowthetextstructureonthescreen,:Readthetextstructuretogether;Usetask-basedlanguageteaching精选资料可修改编辑method,,evergiveup!Wheninvitedtoaddressthepatrioticyoungboysathisoldschool,Harrow,Britain’sgreatPrimeMinister,SirWinstonChurchillgavethisshort,clear-cutspeech:“Youngmen,!Nevergiveup!Never,never,never,never!”Personalhistory,educationalopportunity,individualdilemmas–,,theirstrongwill,optimism,,statesmen,,,tokeeppreparing,,,determination,dedicationandpreparation,youcantranscendanyhandicap,plishanyfeat,ess!“It’’ess!”?’ssimplybettertogiveup??Step8TranslationPractice(student-centered;interactionbetweenteacherandstudents):Page16 ::InviteseveralgrouprepresentativestodoapresentationoftranslationStep9ReadingSkillsStudy(teacher-centered;interactionbetweenteacherandstudents),,ontheotherhand,istheimpliedmeaningofaword,theoneawordsuggeststous,;Finishtheexercisesafterclass;Finishonlinehomework;::Thesisstatement:Eventhoughitisnoteasytoexplainwhy,scientistsbelievelivingthingsmusthavebuilt-:1Topicsentence:Tostartwith,various24-hourrhythmsobservedinpeople’:::Theclockofananimalorplantcanbesettothelaboratory-::Biologicalclocks,inaway,serveasautomaticinternal“watches”—SectionASwimmingThroughFearTeachingProcedures:Pre--inandpreparationforreadingQuotes:Yougainstrength,,“.”—EleanorRooseveltDon’:couldhave,mighthave,andshouldhave.—:,whatarethesepeopleafraidof??Ifso,eit?ListentoastoryaboutJack’sfearanddecidewhetherthefollowingstatementsareT(true)orF(false).,hethinksthere’,$?Whatdoyouknowaboutit??anintercontinentalsea;?stretchesfromtheAtlanticOcean;?surroundedbytheMediterraneanregion;?enclosedbyland:onthenorthbyEurope,onthesouthbyAfrica,andontheeastbyAsia;?pleasantclimate,beautifulcoastline,“ripcurrent”?Howtoescapefromripcurrent?RipCurrent:anarrow,powerfulcurrentofwaterrunningperpendiculartothebeach,outintotheoceanHowtoescapefromripcurrent:?swimsideways,paralleltothebeach;?getyououtofthenarrowoutwardcurrent;?:(structuredwriting)—(-3)OnatourofFrance,IsawtheMediterraneanSea,,thefearwouldn’—-17WhenIsawaboydrowningamidthewaves,,Imadethesinglebigdecision:;butwhenIswambacktowardshore,,andwiththat,Islowlymademywaytosafety,—(-19):ExpositionoftheplotStructureofthetextFlashback:Idevelopedafearofwaterduetotheexperienceoflastsummerandsincethen,thefearwasdeeplyrootedinme.()OnatourofFrance,IsawtheMediterraneanSea,buttheripcurrentsscaredme.(-2)精选资料可修改编辑DevelopmentRisingactionoftheplot.(-10)Climaxorturningpointoftheplot.(-12)Resolutionoftheplot.(-17)Fallingactionoftheplot.(-14):Improvethestudents’:Readthetextindividuallyandtalkingroups;Usetask-basedlanguageteachingmethod,:While-readingActivitiesStudentsarerequiredtolookattheWor