新視野大學(xué)英語(yǔ)第三冊(cè)教案全集

UnitOneTeachingPlan

TimeAllotment

Period1Period2Period3Period4

Pre-readingDetailedreadingPost-readingSectionB

Globalreading

SectionATheExpensiveFantasyofLordWilliams

TeachingObjectives

Studentswillbeableto:

1.graspthelanguagepointsandinformationprovidedinthetext;

2.graspthestructureofthetextandthedevicesusedinit;

3.cultivaterightattitudetowardsmoney

Pre-readingactivities

1.Backgroundinformation

1)Scotland:ScotlandisoneoffourconstituentnationswhichformtheUnited

Kingdom(theotherthreeareEngland,WalesandNorthernIreland).Scotlandis

dividedintothreemainregions:theHighlands,theMidlandValleyandtheSouthern

Uplands.Scotlandincludes787islands,ofwhichmostbelongtogroupsknownasthe

Hebrides,OrkneyandShetland.Scotlandiswell-knownforitsmountainousand

beautifulscenery.Scotlandalsohasitsownbankingsystemanditsownbanknotes.

Scotlandhasgivenrisetomanymorefamouspeople,notableinthearts,literature,

thesciences.

2)ScotlandYard:ThisistheheadquartersoftheLondonMetropolitanPolice.The

termisoftenused,popularly,torefertoonebranch,theCriminalInvestigation

Department(CID).NamedafterashortstreetinLondon,thesiteofapalaceusedin

the12thcenturyasaresidenceofvisitingScottishkings,itbecameLondon'spolice

centerin1829.NewandseparateheadquartersfortheMetropolitanPolicewerebuilt

in1890alongtheThamesembankmentandwerereferredtoasNewScotlandYard.

2.Questionsfordiscussion

1)Whatistheroleofmoneyintheworld?

2)Howcanonegetmoney?

3)Willyoubejealousofotherrichpeopleeventhoughtheirmoneyisnotgot

legally?

Globalreading

1.Questionsforgeneralunderstanding

l).Whydoesthetitle“LordWilliams"promptlaughter?

2).Howbigisthevillage?

3).DoesMr.Williamslookdishonest?Why?

4).Whatisthetruththatnovillagershaveeverguessed?

5).HowmuchdidWilliamsstealfromhisdepartmentandhowmuchdidhepourinto

thevillage?

6).Whatwasthestolenmoneyoriginallyfor?

7).HowdidWilliamsspendhismoney?

8).HowwasitfoundoutthatWilliamswasdishonest?

9).WhydoestheScottishvillagestillstickbyWilliams?

2.Textstructureanalysis:

1).Mainideaofthetext:

TheauthortellsusthetruestoryofAnthonyWilliams,amandrivenbygreedtolive

outafantasyofbecominganoblemanbystealingwhatwasentrustedtohiscare.

2).Mainideaofeachpart

Thetextmaybedividedintofourparts,accordingly,separatetheclassintofour

groups,eachgroupwillhavediscussionsaboutonepart,theyarerequiredto

(1).getthetopicsentence(orthemainidea)andsupportingdetailsofeachpart

(2).findoutthecluesastohowtheauthordevelopedhisideas

(3).everyoneshouldhaveachancetoexpresshisownideas

(4).chooserepresentativestoreporttheiropinions

PartI:Generalbackgroundofthestory:

Whereandwho?(paras.1-2)

Whatdidhedo?(para.3)

Whatisthetruth?(para.4)

WhatwastheresultforMr.Williams?(para.5)

PartII:WhataretheresponsesfromthevillagerstoMr.Williams?

Responses1:(para.6)

Responses2:(para.7)

Responses3:(para.8)

PartIII:WhatarethemajorcrimesthatMr.Williamscommitted?(para.9)

HowdidMr.Williamsspendthemoney?ItwenttocreatedonemoreBritishlord.

How?(para.l0-14)

PartIV:WhatwastheresultofMr.Williams,spendingsuchalargeamountof

money?(para.15-17)

3.Devicesfordevelopingthepassage

flashback(Paras,1-8tellaboutthepresentsituation,Paras.9-17areaboutthepast)

quotation(fbrvividnessandtoconvincethereader)

deduction

Theauthorbringssomedetailedpointstogethertoexpressamainpointofview.

1)ThreedetailsaredescribedinpartII(Paras.6-8)showingtheresponsesfrom

thevillagerstoMr.Williams,case.

2)FourdetailsarestatedinpartIII(Paras.10-14)revealinghowMr.Williams

spenthisstolenmoneyincreatingaBritishlord.

Detailedreading(Languagestudy)

1.raiseaglassto:expressgoodwishesto向..祝賀，為...干杯

Hetoldushehadjustgotanewjobandweraisedourglassestohim.

Iraisemyglasstothehappypair,wishingthemalonglifetogetherandmany

children.

2.turnout

1)dress(sb.)well打扮、裝飾;

Thechildwasturnedoutsmartly.這孩子被打扮得很漂亮。

2)appear露面、出現(xiàn)

Avastcrowdturnedouttowatchthematch.一大群人來(lái)看比賽。

Notmanymenturnedoutforduty.出勤的人不太多。

3.buyup:buyallorasmuchaspossible(ofsth.)全部買(mǎi)進(jìn)，盡量收購(gòu)

ANewYorkbusinessmanhasboughtuptheentirecompany.Housewives,afraid

ofrunningshort,haveboughtupallthesugarintheshops.

4.bring...tolife:give...livelinessto使有活力(或生氣)

LefsinviteTom—heknowshowtobringapartytolife.

Theperformancesoftheseyoungpeoplesucceededinbringingadullplaytolife.

5.liveout:doorexperience過(guò)(某種生活)

Ishouldliketoliveoutmydaysinpeaceandcomfort.

Winningthemoneyallowedhertoliveoutalotofthethingsshe'donlydreamed

ofdoingbefore.

6.ocourt:makeachargeagainstsb.控告,起訴

Hewasbroughtintocourtforrepaymentofthedebt.他被控告要求償還債務(wù)。

Ifourneighborcontinuestorefusetokeephisdogundercontrol,wemayhaveto

bringhimintocourt.

7.fallupondarkdays:beindifficultiesandtroubles遭到不幸，倒霉

Pmsorrytohearthatmyrelativeshavefallenupondarkdays;whatcanIdoto

help?Thefirmhasfallenupondarkdaysandisnotwhatitwas.這家商號(hào)倒了霉，今

不如昔了。

8.stickbysb.:continuetosupportandbeloyaltosb.(esp.throughdifficulttimes)

繼續(xù)支持，忠于(尤指在困難時(shí)刻).:

Herhusbandstuckbyheringoodtimesandbad.

Hisfamilycanbetrustedtostickbyhimwhateverhappens.

9.addon:include附力口，力口上

Thepricedoesnotincludetaxaddedon.

Pleaseaddthesenamesonattheend.

10.o:invest(money)inabusiness投資

Theysankalltheirprofitsintoproperty.

Althoughwesankallourmoneyintothefirm,itstillfailedtomakeaprofit.

11.fixup:repair;redecorate修理；整修

Weshallhavetofixthehouseupbeforewecansellit.

Themechanicfixeduptheoldcarandsolditataprofit.

12.o:o使轉(zhuǎn)變?yōu)?/p>

Ifwebuythedisusedchurch,wecouldmakeitintoanattractivehome.

It'sashametoseesomanyfineoldhousesbeingmadeintoflats.

13.sellsth.ataloss:sellsth.atlessthanitcosts虧本出售

Thecompanywassoldatalossofthreemillionpounds.

SentencePatterns:

1.Typicalpatternsforevidenceciting

1)原句：Estimatesarethathepourednearly￡5millionofthestolenmoneyinto

thevillageandgavejobsto43people.(L.19)

pattern:Estimates/Aresearch/Areport/Apollare/isthat...

應(yīng)用：a.根據(jù)教育部的?份調(diào)查報(bào)告，農(nóng)村失學(xué)率是全國(guó)平均的七倍，從而導(dǎo)致

他們的失業(yè)率是全國(guó)平均的兩倍左右。

AreportbytheDepartmentofEducationisthatinthecountryside,theschool

dropoutisseventimesthenationalaverage,whichleadstotheirunemploymentrate

twicethenationalaverage.

應(yīng)用：b.專(zhuān)家估計(jì)奧運(yùn)會(huì)的舉辦將會(huì)給這個(gè)城市帶來(lái)幾十億美元的收入和幾百萬(wàn)

個(gè)就業(yè)機(jī)會(huì)。

EstimatesbytheexpertsarethattheOlympicGameswillproducearevenueof

billionsofdollarsandmillionsofjobopportunitiesforthiscity.

2)原句：Accordingtothecourt,Mr.Williamsstolemorethan8millionpounds

overeightyears.(L.32)

pattern:Accordingtoalatest(official/reliable)survey/census/poll/statistics/

figures/data??”???

應(yīng)用：a.根據(jù)統(tǒng)計(jì)局公布的數(shù)據(jù)，與30年前相比，單親家庭兒乎翻了一倍。

AccordingtothestatisticsreleasedbyCensusBureau,thenumberof

single-parentfamiliesalmostdoubled,comparedwiththatofthreedecadesago.

應(yīng)用：b.根據(jù)對(duì)30歲以下的青年人的民意調(diào)查，31%的人說(shuō)“有很多的錢(qián)”對(duì)他們

來(lái)說(shuō)很重要，比上次的調(diào)查上升了12%o

Accordingtoapolltakenamongyoungpeopleunderthirty,thirtyonepercent

saidthatitwasveryimportantforthemtohavelotsofmoney,ajumpoftwelve

percentfromtheprevioussurvey.

2.Typicalpatternsforemphasizingthechangesinsth./sb.

原句：Iwentfromtheneedtopayoffafewdebtstowhatcanonlybedescribedas

greed.(L.65)

pattern:

Sb.orSth.goesfromthe+n.todo...towhatisdescribed(known)as/called...

由……變得只能說(shuō)是……

應(yīng)用：a.那些貪官污吏起初只是想占點(diǎn)小便宜，而后來(lái)則變得只能說(shuō)是貪得無(wú)厭。

Thosecorruptofficialswentfromthedesiretogainpettyadvantagestowhatcan

onlybedescribedasgreed.

b.他對(duì)流行音樂(lè)的愛(ài)好一開(kāi)始只是為了放松自己，到后來(lái)可以說(shuō)是如醉如癡。

Hislovefbrpopmusicwentfromtheneedtorelaxhimselftowhatcanbe

describedascraziness.

c.那位普通的青年起初只是出于道義跳水救人，而后來(lái)則可以說(shuō)是一種偉大的精

神促使他一次又一次地跳下冰冷的河水，直到獻(xiàn)出了自己的生命。

Thatordinaryyoungmanwentfromthemoralneedtosavethedrowningperson

towhatcanbecalledagreatspiritthatdrovehimtodiveintothecoldrivertimeand

againtillhisdeath.

Post-reading

1.SummaryoftheText(dotheexerciseonP.14)

2.Fromreadingtowring:

Doexerciseonstructureanalysis(P.15)tolearntousedetailstosupportageneral

statement.Thenwriteonthefollowingtopic:

WhatAttitudeShouldWeTaketoMoney(批駁分析類(lèi))

1).社會(huì)上對(duì)某事物的錯(cuò)誤觀念(generalstatement+details)

2).分析批駁其錯(cuò)誤所在(generalstatement+details)

3).給出如何看待該事物的建議(generalstatement+details)

Assignment:

1.readthepassageandrecitepara.13

2.finishtheexercisesonpages9-14

SectionB

TheRomanticLifeofSecretAgentAlbert

Teachingobjectives:

1.tograspthereadingskillandputitintopractice;

2.tolearnsomewordsandphrases

ReadingSkills?Scanning

Broadlydefined,toscanistoreadquicklyinordertolocateorfindtheplaceina

pieceofwritingwhereaparticularitemofinformationisgivenandtotakeinthat

itemofinformation.Thiskindofreadinginvolvesnoreadinginanydetailoflarge

sectionsofthepiecesofwriting.Perhapsitisparticularlyusefulinreading

newspapersorsomemagazines.

Thestepsinvolvedinscanningarethefollowing:

1.Decideexactlywhatinformationyouarelookingfbr,andthinkabouttheformit

maytake.Forexample,ifyouwanttoknowwhensomethinghappened,you

wouldlookfbradate.Ifyouwanttofindoutwhodidsomething,youwouldlook

foraname.

2.Next,decidewhereyouneedtolooktofindtheinformationyouwant.You

probablywouldnotlookfbrsportsscoresonthefrontpageofthenewspaper,nor

wouldyoulookundertheletterSfbrthetelephonenumberofSamPotter.

3.Moveyoureyesasquicklyaspossibledownthepageuntilyoufindthe

informationyouneed.Readitcarefully.

4.Whenyoufindwhatyouneed,donotreadfurther.

NowletusdosomescanningexercisesonPassageB.

Beforeyoureadthetextclosely,scantofindtheanswerstothefollowingquestionsin

threeminutes.

Wheredidthestorytakeplace?

WhoisCharles?

Whoknockedatthedoor?

WillMaxreturn?

Globalreading:

Choosethebestanswertoeachofthefollowingquestionsaccordingtoyour

understandingofthetext.(p.25).

Languagestudy:(seethecourseware)

Romantic,mysterious,disguise,exploit,swift,heave,sigh,shiver,foronething,make

anappointment,raisethedevil,checkon,readabout,stareafter

Post-reading

Finishtheexercises.

Unit2TeachingPlan

TimeAllotment

Period1Period2Period3Period4

Warm-upexercisesDetailedreadingAfterreadingSectionB

GlobalreadingSummaryoftextA

SectionAIronandEffectsofExercise

Teachingobjectives:

1.Thestudentsshouldbeabletotellthemainideaintheirownwords.

2.Thestudentsshouldgrasptheimportantwordstomakesentenceswiththem.

3.Thestudentsshouldlearntowriteaccordingtothegivepattern.

Pre-readingactivites

1.BackgroundInformation

1)Medicine&ScienceinSports&Exerciser

Thisisamultidisciplinaryjournalfeaturingoriginalinvestigations,clinicalstudies,

andcomprehensivereviewsoncurrenttopicsinsportsmedicineandexercisescience.

Withthismultidisciplinaryjournal,exercisephysiologists,physiatrists,physical

therapists,teamphysiciansandathletictrainersgetavitalexchangeofinformation

frombasicandappliedscience,medicine,education,andalliedhealthfields.

2)Digestivesystem:

Thedigestivesystemisaseriesofholloworgansjoinedinalong,twistingtube

fromthemouthtotheanus.Insidethistubeisaliningcalledthemucosa.Inthe

mouth,stomach,andsmallintestine,themucosacontainstinyglandsthatproduce

juicestohelpdigestfood.

2.Listentoashortpassageandanswerthequestions

1)Whydowomenoftennothaveenoughironintheirbodies?

Forreference:

Thisisoftenbecausemostofthemgoonarestricteddietsoastokeep

themselvesslim.Ofcourse,therearealsomanyothercausesofit.Oneisthatmany

womenaremoreparticularaboutwhattheyeatthanmendo.Anotheristheir

fat-reducingexercise.Iftheyrestricttheirdietbyrejectingiron-richfood,more

exercisemayleadtogreaterlossofironintheirblood.Athirdoneliesintheir

physiologicalcharacteristics.Womenofchild-bearingageareatthegreatestriskof

irondeficiencyastheirmonthlybleedingisamajorsourceofironloss.

2)Ifironlevelsarelow,whatproblemscanwomenexperience?

Forreference:

Ifwomensufferfromirondeficiency,theymayexperiencesuchproblemsas

follows:Iftheirironreservesbecomelowerandloweruntiltheyarenotenoughto

formthemoleculesofbloodproteinthattransportoxygentotheworkingmuscles,

fatigueandpoorperformancemaybegintoappearintheirdailylife.Oncetheiriron

reservesgotozero,theyoftenfeeltired,weak,andoutofbreath.Iftheywaituntil

thatpoint,theyarereallyintrouble.

3)Whatcanyoueattogetironandwhatdisadvantagescanthesesupplements

sometimeshave?

Forreference:

Peoplewhosufferfromirondeficiencycanaddmoreiron-richfoodtotheirdiet.

Thebestsourcesofironaremeat,chicken,andfish.Goodsourcesofotherformsof

ironincludedates,beans,andsomeleafygreenvegetables.Peoplewithlowiron

reservesmayalsotakesupplements.Butgenerallyspeaking,it'sbettertoundothe

problemofirondeficiencybyconsumingiron-richfoodthanbytakingsupplements,

becausesupplementsmayproduceafeelingofwantingtothrowup,andmaybe

poisonousinsomecases

GlobalReading

1.Textstructureanalysis:

1)Mainideaofthetext:Exercisemayleadtomorelossofironinfemales,whichin

turnproducesseriouseffectsontheirhealth.Accordingtosportsmedicineexperts,

activewomenshouldpaymoreattentiontoirondeficiencyintheirbodiesandtake

correctmeasurestoremedyitbeforeitreallybecomesaproblem.

2)Themainideaofeachpart:

PartI(Paras.1-3)Exercise,evenmoderateexercise,mayleadtoreducedironin

thebloodofwomen.

PartII(Paras.4-6)Thispartisaboutthecausesfbrbothirondeficiencyamong

womeningeneralandmoreseriousdeficiencyamongactivewomen.

PartIII(Paras.7-9)Theauthormakesclearboththeeffectsofirondeficiencyon

people'shealthandtheimportanceofcheckingironreservestoactivepeople.

PartIV(Paras.10-12)Theauthorgiveshisadviceonhowtoremedyiron

deficiency.

3)EssaySummary(P.43)

2.Devicesfordevelopingthetext:

Thewholeessayiswritteninatypicalproblem-analysis-solution-evaluation

pattern(問(wèn)題解決底).

(1).Problem:(Para.1):NowanewstudybyateamofPurdueUniversity

researcherssuggeststhatevenmoderateexercisemayleadtoreducedironinthe

bloodofwomen.(Para.1)

(2).Provisionofevidencefortheproblem:(Paras.2&3)

a.Theirstudyof62formerlyinactivewomenwhobeganexercisingthreetimesa

weekshowedevidenceofironloss(Para.2)

b.Womenwhoconsumedadditionalmeatortookironsupplementswereableto

bounceback;

c.Thenewexerciserswhofollowedtheirnormaldietshowedadecreaseiniron

levels.(Para.3)

(3)Analysisofgeneralcausesforit:(Para.4)

a.Toomanywomenignoretheamountofirontheytakein;

b.Women'smonthlybleedingisamajorsourceofironloss;

c.Manywomenincreasetheirriskofironlossbyrejectingredmeat;

d.Womenareliabletoexperienceadeficiencyasaresultofrestrictingtheirdiet

inweightcontrol.

(4)Analysisofspecificcausesforit:(Paras.5-6)

a.Theaveragewomantakesinonly2/3oftherecommendeddailyallowancefor

iron,whichwouldeasilycauseirondeficiencyiftheytakesomeexercises.(Para.5)

b.Someironislostinsweat,andintenseenduranceexercisesmaycauseiron

deficiencythroughbleedingofthedigestivesystemandbleedingofthebloodvessels

inthefeet.(Para.6)

(5)Analysisofeffectsofirondeficiency:(Paras.7-8)

a.Fatigueandpoorperformancemaybegintoappearwhennotenoughironis

presentintheirbloodtoformthemoleculesofbloodproteinthattransportoxygento

theworkingmuscles.

b.Whentheirironreservesgotozero,peopleoftenfeelweak,tired,andoutof

breath一andtheirexerciseperformanceisseverelycompromised;andtheyarein

trouble.

(6)Analysisofeffectsofirondeficiency:(Paras.7-8)

a.Fatigueandpoorperformancemaybegintoappearwhennotenoughironis

presentintheirbloodtoformthemoleculesofbloodproteinthattransportoxygento

theworkingmuscles.

b.Whentheirironreservesgotozero,peopleoftenfeelweak,tired,andoutof

breath一andtheirexerciseperformanceisseverelycompromised;andtheyarein

trouble.

(7)Analysisofimportanceofcheckingironreserves:(Para.9)

a.Itisimportanttochecklevelsofadifferentcompound,whichindicatesthe

amountofstorageofironintheblood.

b.Bothwomenandmenareatriskofirondeficiencyasaresultofahighlevelof

activephysicalexercise.

c.Itisadvisablefbrpeopleinthesegroupstohaveayearlybloodtesttocheck

bloodironreserves.

(8).Solutiontotheproblem:(Paras.10-11)

a.Ifironlevelsarelow,talkwithaphysiciantoseeifthedeficiencyshouldbe

correctedbymodifyingyourdietorbytakingsupplements...(Para.10)

b.Selectbreadsandcerealswiththewords'iron-added'onthelabel...(Para.11)

c.EatthefoodswithplentifulVitaminCtoenhancetheamountofironabsorbed.

(Para.11)

d.Cookinironpans,asfoodcanderiveironfromthepanduringthecooking

process.(Para.11)

e.Avoiddrinkingcoffeeorteawithmeals,sincesubstancesinthesedrinkscan

interferewithironbeingabsorbedintothebody.(Para.11)

(9).Evaluation:(Para.12)

“Activewomenneedtobealotmorecarefulabouttheirfoodchoices.Ifyou

payattentiontowarningsignsbeforeironreservesaregone,youcanremedythe

deficiencybeforeitreallybecomesaproblem.Tosupporthisargument,theauthor

quotesashardevidencetheremarksrespectivelyfromtheassociateprofessorof

PurdueUniversity,RoseanneM.Lyle(Paras.2,3and12),anotherexpertatPurdue

(Para.5),oneofthePurduestudydesigners,JohnL.Beard(Paras.8and9),andthe

sportsdietexpertNancyClark(Para.11).

Detailedreading:Languagestudy

1.導(dǎo)致leadto

新規(guī)定應(yīng)有助于我們淡水供應(yīng)的改善。

Thenewregulationsshouldleadtoanimprovementinourfreshwatersupply.

2.(遭受挫敗/損失后)很快恢復(fù)

我們足球隊(duì)遭受一連串的失敗后又東山再起了。

Ourfootballteambouncedbackfromaseriesofdefeats.

3.ingeneral通常，大體上說(shuō)

運(yùn)動(dòng)促進(jìn)大腦的功能，因此，通常情況下，經(jīng)常參加體育鍛煉的學(xué)生學(xué)習(xí)成

績(jī)好。

Exercisestimulatesthebrain,soingeneral,studentswhotakeregularexercise

achievebetterresultsintheirstudies.

4.多達(dá)(百分之八十)..,上至...upto(80percent)...(L.15)

這位影星受到她的國(guó)家里每個(gè)人的喜歡，上至總統(tǒng)，下到掃地的男孩。

Thisfilmstarfindsfavorwitheveryoneinhercountry,uptothepresidentand

downtotheboywhosweepsthefloor.

5.吸收,理解totakein

她聚精會(huì)神地聽(tīng)講，聽(tīng)懂了他說(shuō)的每個(gè)字并不時(shí)地問(wèn)問(wèn)題。

Shelistenedattentively,takingineverywordhesaidandaskingquestionsfrom

timetotime.

6.而且;此外plus

愛(ài)國(guó)主義教育可以使青少年更好地了解民族的昨天。此外，它還有助于青少年

更加珍惜今天的生活。

Patrioticeducationenablesteenagerstoknowbetteraboutthenation'syesterday.

Plus,ithelpsthemholdtoday'slifedearer.

7.導(dǎo)致resultin

工作時(shí)心不在焉可能導(dǎo)致嚴(yán)重的事故。

Absent-mindednessinperformingone'sdutymayresultinseriousaccidents.

8.隨汗液流失/埋頭工作/沉思/不勝驚奇

tobelostinsweat/one'swork/thought/amazement(L.30)

我們大家都被眼前的美景所吸引。

Wewerealllostinadmirationofthebeautybeforeoureyes.

9與...相聯(lián)系tobeassociatedwith(L.31)

現(xiàn)在人們往往把愛(ài)情與物質(zhì)財(cái)富聯(lián)系起來(lái)。

Nowadayspeopletendtoassociatelovewithmaterialwealth.

10.氣喘吁吁/過(guò)時(shí)了/與.格格不入tobeoutofbreath/date/tunewith(L.38)

在一些人眼里，艱苦樸素的精神已經(jīng)與我們的時(shí)代格格不入了。

Intheeyesofsomepeople,thespiritofhardworkandplainlivinghasbeenout

oftunewithourtimes.

11.耗盡，用完togotozero(L.42)

面對(duì)我們的強(qiáng)大攻勢(shì)，敵人的士氣喪失殆盡。

Inthefaceofourstrongoffensive,thespiritoftheenemywenttozero.

12.解決問(wèn)題toundotheproblem(L.53)

解決水土流失問(wèn)題的最好辦法是退耕還林。

Thebestwaytoundotheproblemofsoilerosionistoreforestthecultivated

land.

Vocabularyexercises(PP.38-9)

Post-reading:discussion:.

1Whatdoyouthinktheeffectsofexerciseare?

Justaseverycoinhastwosides,exercisecanalsobringusharmaswellasbenefits.

Ifyouarenormallyinactiveandthen,promptedbyasuddenimpulse,startabig

programofintenseexercise,therearemorechancesthatyouhaveyourselfinjured.In

addition,asforthosewhogoonafat-reducingdiet,themoreexercisetheytake,the

greaterlossofirontheywillsufferandtheworsetheirhealthconditionswillget.And

worstofall,continualaswellasexcessiveexerciseismorelikelytoresultinsudden

death.Thus,howtogoinforexerciseissomethingworthmoreofourconcern.

2.Whatadvicecanyougiveonphysicalexercise?

Herearetheinsightsgleanedfrommyownexperienceinphysicalexercise:1）

Beforeyoutakeanyphysicalexercise,youmusthaveaclearideaaboutwhatkindof

exerciseisgoodfbryourhealthaswellassuitabletoyourownphysicalconditions.2）

Onceyoustartyourprogramofexercise,bothprogressivenessandregularitybecome

twokeyingredientsinyoursmoothimplementationoftheprogram.3）Withthe

amountofyourexerciseonagradualincrease,youshouldaddmoreiron-richfoodsto

yourdailydiet.

Writing:EffectsofSth.OnSb./Sth.Else（分析建議類(lèi)）

1.Referencepattern

.分析某事物的正面效應(yīng)+分析某事物的負(fù)面效應(yīng)+給出怎樣對(duì)待該事物的建議

1）Asisknowntoall,sth.doesbringalotofbenefitstosb./sth,else.2）Firstit

cangreatlystrengthentherebychanging...fbrthebetter.（正面分析I）3）Besides,

itcanmake/rendersb./sth,elsebetterableto...（正面分析II）4）Andbestofall,it

canhelpsb.…（正面分析III）

5）Butalltheabovedoesnotmean/followthatwecanturnablindeyetothe

negativeeffectssth.bringsabout.6）If...,asasuccessionofscientificstudiesreveals

/implies/suggests,therearemorechancesthat...（負(fù)面分析I）7）Inaddition,the

moretheworse…（負(fù)面分析II）8）Andworstofall,…（負(fù)面分析III）

9）Therefore,ascientificapproachmustbeadoptedtotheproblemofsth.10）On

theonehand,…（建議I）11）Ontheother,…（建議II）12）Insum,sth.candosb./sth,

elsegoodorharm,alldependingon...（結(jié)論句）

2.Titleforpractice:TheEffectsofExerciseonOurHealth

1）分析體育鍛煉給我們帶來(lái)的益處。

2）分析體育鍛煉給我們帶來(lái)的壞處。

3）給出如何參加體育鍛煉的建議。

Unit2SectionB

DoesExerciseHaveUnexpectedBenefits?

TeachingObjectives:

Ssshouldbeableto:

1)graspthereadingskill

2)graspthemainideaofthetext

2)graspthelanguagepoints

ReadingSkills:DistinguishingBetweenFacts&Opinions

Factsarestatementsthattellwhatreallyhappenedorwhatreallyisthecase.A

factcanbeprovedordisprovedwithdirectevidence.Itissomethingknownbyactual

experienceorobservation..

Opinionsarestatementsofbelief,judgmentorfeeling.Theyshowwhatsomeone

thinksorfeelsaboutasubject.Solidopinions,ofcourse,arebasedonfacts.However,

opinionsarestillsomebody'sviewofsomethingandarenotfactsthemselves.

DoexerciseXVonPage54topracticedistinguishingfactsandopinions.

GlobalReading:

1.structure:generalstatement+examples

2.Mainidea:physicalexercisehaspositiveeffectonmentalfunctioning

evidences

1)ratsstudy

2)humanstudy(olderadultsandchildren)

Detailedstudy:

RefertoExerciseXIIandXVIII.

UnitThreeTeachingPlan

Timeallotment

Period1Period2Period3Period4

Pre-readingDetailedreadingAfterreadingSectionB

GlobalreadingSummaryoftextA

SectionAWherePrinciplesComeFirst

Teachingobjectives:

1.Tohelpthestudentsunderstandthemainideaandgraspthestructureofthetexts;

2.Tohelpthestudentsgraspthekeylanguagepointsandgrammaticalstructures

3.Toconductaseriesofreading,listening,speakingandwritingactivitiesbased

uponthethemeoftheunits

Pre-readingactivities

Listentoashortpassageandanswersomequestions:

1:WhatdoestheHydeschoolseeitsmainjobaswheneducatingchildren?

2:HowdoestheHydeSchoolachievethisgoal?

3:HowimportantaretheparentsinHyde'sgoalinrespectofchildren?

GlobalReading

1.TextAnalysis:

PartOne:whenwecomeuptothearticlethetitleofthetextbringsusthe

question:whataretheprinciples?Partoneismadeupofparagraph1andparagraph

2,whichtellsustheprinciplesofHydeschool.

PartTwo:thispartisfrompara.3topara.11giveingustheinformationaboutthe

publicattitudetowardtheprinciplesofHydeschool.

PartThree:itiscomposedoffourparagraphs,frompara.12topara.16,which

explainstheuniquenessofHydeSchoolprinciplesandtheirinfluenceonthe

studentsaswellastheirparents.

PartFour:thisisthelastpartofthetext,frompara.17topara.20,theHydeSchool

principlesareprovedtobebeneficialtotheteachersaswellasstudents.

2.Devicesfordevelopingthetext

1)questionandanswertechnique

Whilereadingthepassage,thereaderwouldnaturallyaskhimselfsomequestions

asawayofpredictingwhatistofollow.Ifwhatfollowsisjusttheanswertothe

questioninthereader'smind,thencomprehensioncontinues.Ifwhatfollowsisnot

t