新視野大學(xué)英語讀寫教程(第三版)第三冊(cè)講義(Units-1-6)

UnitOne—SectionANever,NevergiveupTeachingProcedures:Pre-readingActivitiesStep1.GreetingsGreetthewholeclasswarmly.Step2.Lead-inandpreparationforreadingQuotes:Geniusis1%inspiration,99%perspiration.Accordingly,a“genius”isoftenmerelyatalentedpersonwhohasdoneallofhisorherhomework.—ThomasEdison(Americaninventor)Dothebestyoucanineverytask,nomatterhowunimportantitmayseematthetime.—SandraDayO’Connor(Americanjurist)Letthemtalktoeachotheraboutthefollowingquestions:1.Whatissuccess?2.Whatdoyouthinkarethesecretsofsuccess?CulturalbackgroundPublicschoolsintheUK&USWhatdoyouknowaboutpublicschoolsintheUK?Eton,Harrow,Winchester,etc.;Independentofthestatesystem;Educatesecondary-levelstudentsforafee;EvolvedfromaninstitutionofthelateEuropeanMiddleAgesorRenaissance;CurriculumplacedheavyemphasisontheGreekandRomanclassics.2.WhatdoyouknowaboutpublicschoolsintheUS?Elementaryorsecondaryschoolsmandatedforallchildrenbythegovernment;Paid,inpartorinwhole,bypublicfundingfromtaxation;Institutionsofpost-secondaryeducationoverseenbygovernment.Step3.FastreadingAsktheStudentstoreadthepassageasquicklyastheycanandthenanswerthequestionsonthescreen.Letthemgetthemainideaofeachparagraphandmakeclearaboutthetextstructure.Textstructure:(structuredwriting)Thepassagecanbedividedinto3parts.PartI—Paras.1–2ByusingWinstonChurchill’sstoryandhisspeechatHarrowasanintroductiontothetopic,thetextmakesclearitsstatement:thesecretofsuccessis“Nevergiveup”.PartII—Paras.3–7Throughtheexamplesofworldfamousscientists,statesman,andjurist,thetextbringsforwardthestatementthatonlythosewithastrongwill,thosewho“keeptheireyesontheprize”,andthosewhoexpendthesubstantialefforttokeepgoing,willfinallysucceed.PartIII—Para.8ByreinforcingthestatementgiveninpartII,thetextdrawstheconclusionthatwithhardwork,determination,dedicationandpreparation,youcantranscendanyhandicap,accomplishanyfeat,andachievesuccess.IntroductionStructureofthetextIntroduction“Nevergiveup”isthespeechgivenbyChurchilltoyoungboysinhisoldschool.(Para.2)“Nevergiveup”isthespeechgivenbyChurchilltoyoungboysinhisoldschool.(Para.2)Churchillmanagedtobeasuccessfulmanalthoughhewasnotagoodstudentwhenhewasyoung.(Para.1)IllustrationIllustrationTheexampleofSandraDayTheexampleofSandraDayO’Connorshowsthatonlythosewho“keeptheireyesontheprize”willfindtheirendeavorssuccessful.(Paras.5-6)TheexamplesofEinstein,Edison,andLincolncanwellillustratethatnothingcaninhibitastrongspiritcommittedtosuccess.(Paras.3-4)WithoutsubstantialWithoutsubstantialeffort,onlysayingthattheywantsomethingwillnotbringsuccesstopeople.(Para.7)ConclusionConclusionWithhardwork,determination,dedicationandpreparation,youcantranscendanyhandicap,accomplishanyfeat,andachievesuccess.(Para.8)Withhardwork,determination,dedicationandpreparation,youcantranscendanyhandicap,accomplishanyfeat,andachievesuccess.(Para.8)IntroductionIntroductionIllustrationIllustrationConclusionConclusionPurpose:Improvethestudents’readingandwritingabilityandunderstandthegeneralideaofeachparagraph.Method:Readthetextindividuallyandtalkingroups;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.Step4:While-readingActivitiesStudentsarerequiredtolookattheWordsandPhrasesonthescreenandgiveabriefpresentationinclass.WordsandPhrases:Purpose:TraintheStudents’abilityofunderstandingandusingforeignlanguage.Method:Talkingroups,Usetask-basedlanguageteachingmethod,communicativeapproachandtotalphysicalresponsemethod.Practicalphrasesdeviatefrom…偏離，背離……有人生目標(biāo)的人是永遠(yuǎn)不會(huì)偏離正確航向的。Thosewhohavealifecompassintheirmindwillneverdeviatefromthecorrectcourse.precludesb.fromdoing…阻止某人做……有志者事竟成。Nothingcanprecludeawillingheartfromachievingsuccess.triumphover…戰(zhàn)勝……中國人民只要萬眾一心，必將戰(zhàn)勝任何困難，從而立足于世界之巔。AslongastheChinesepeopleworkwithoneheartandonemind,theywilltriumphoveranydifficultiesandstandontopoftheworld.in(the)pursuitof…追求……一個(gè)國家在追求經(jīng)濟(jì)發(fā)展的同時(shí)，應(yīng)當(dāng)對(duì)環(huán)境保護(hù)給予足夠重視。Whileinpursuitofeconomicgrowth,anationshouldgivedueemphasistotheprotectionoftheenvironment.workone’swayto/through/into…通過奮斗逐步達(dá)到通過激烈的競(jìng)爭(zhēng)進(jìn)入大學(xué)的同學(xué)們應(yīng)當(dāng)將大學(xué)教育作為人生奮斗的新起點(diǎn)而非終點(diǎn)。Studentswhohavefiercelyworkedtheirwayintouniversitiesshouldtakecollegeeducationasanewstartingpointratherthanthefinishinglineoftheirlifeendeavor.giveupon…放棄……在地震過后的搜救工作中，解放軍戰(zhàn)士不放棄任何生命跡象。Inthesearchandrescueworkaftertheearthquake,thePLAsoldiersdidn’tgiveuponanylifesigns.7.focuson…專注于……大學(xué)生應(yīng)將主要精力專注于學(xué)習(xí)而不是各種令其分心的事物。Collegestudentsshouldfocusmostoftheirenergyonstudiesratherthanonvariousdistractions.Step5:Typicalpatterns:Purpose:Furtherunderstandthetext（Trainfurtherreadingability）tofindoutsomedifficultsentencesanddetailsofthetext.Method:Readthetexttogether;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproachandtotalphysicalresponsemethod.Functionalpatterns句型提煉Personalhistory,educationalopportunity,individualdilemmas—noneofthesecaninhibitastrongspiritcommittedtosuccess.個(gè)人經(jīng)歷、教育機(jī)會(huì)、個(gè)人困境，這些都不能阻擋一個(gè)全力以赴追求成功的、有著堅(jiān)強(qiáng)意志的人。句型提煉A,B,C–noneofthesebe/do…用于表達(dá)“對(duì)已知條件的否定”。A,B,C–noneofthesebe/do…用于表達(dá)“對(duì)已知條件的否定”。金錢、名譽(yù)、社會(huì)地位，這些都不應(yīng)作為判斷一個(gè)人是否成功的唯一標(biāo)準(zhǔn)。Money,fame,socialstatus—noneoftheseshouldberegardedastheonlystandardforthejudgmentofone’ssuccess.句型提煉2.Theyattainedsuccess,notbecauseitwaseasy,butbecausetheyhadthewilltoovercomeprofoundobstaclesandtoworkdiligentlyinthepursuitoftheirgoals.他們?nèi)〉昧顺晒?，并不是因?yàn)槌晒苋菀?，而是因?yàn)樗麄儞碛锌朔刂卣系K的意志，為了追求目標(biāo)而勤奮努力。句型提煉Sb.dosth.,notbecause…,butbecause…用于表達(dá)“某人做某事的原因”。Sb.dosth.,notbecause…,butbecause…用于表達(dá)“某人做某事的原因”。我選擇厚道，不是因?yàn)槲冶孔?，而是因?yàn)槲疑钚?，厚德能載物。Ichoosetobehonestandkind,notbecauseIamstupid,butbecauseIfirmlybelievethatgreatvirtueholdstheworld.3.It’snothowmanytimesyoufalldownthatmatters.It’showmanytimesyougetbackupthatmakessuccess!”你摔倒了多少次并不要緊；你能多少次重新站起來對(duì)成功才至關(guān)重要！句型提煉It’snot…thatmatters.It’s…thatbe/do…句型提煉It’snot…thatmatters.It’s…thatbe/do…用于表達(dá)“對(duì)某事物最為重要的因素是……”。要獲得成功，你現(xiàn)在的位置不重要，重要的是你前進(jìn)的方向。It’snotwhereyourcurrentpositionisthatmatters.It’swhereyouareheadingforthatleadsyoutosuccess.Languageappreciationa.Youngmen,nevergiveup.Nevergiveup!Nevergiveup!Never,never,never,never!(Para.2,L6)年輕人，要永不放棄。永不放棄！永不放棄！永不，永不，永不，永不！b.Notaskistoohard.Noamountofpreparationistoolongortoodifficult.(Para.3,L2)任務(wù)再苦，準(zhǔn)備再長(zhǎng)，難度再大，都不能放棄自己的追求。c.Yethisstrongwillwasthespurthatpushedhimforward,strengtheninghisoptimism,dedicationanddetermination.(Para.4,L6)然而，堅(jiān)強(qiáng)的意志鞭策著他，推動(dòng)他前進(jìn)，使他更加樂觀、投入、堅(jiān)毅。d.Onlythosewho“keeptheireyesontheprize”,thosewhoupholdacommittedandfocusedwillandspirit,willfindtheirendeavorssuccessful.(Para.5,L1)只有那些“執(zhí)著地追求成功”的人，那些保持始終如一的精神意志的人，才會(huì)通過自身的努力，獲得成功。e.It’snothowmanytimesyoufalldownthatmatters.It’showmanytimesyougetbackupthatmakessuccess!(Para.7,L5)你摔倒了多少次并不要緊；你能多少次重新站起來對(duì)成功才至關(guān)重要！f.Withhardwork,determination,dedicationandpreparation,youcantranscendanyhandicap,accomplishanyfeat,andachievesuccess!(Para.8,L4)只要刻苦努力，意志堅(jiān)決，專心投入，準(zhǔn)備充分，你就能跨越一切障礙，達(dá)成所有壯舉，取得成功！Step6.ConsolidationRetellthepassageaccordingtothetopicsentences.Purpose:Toknowifthestudentsunderstandthewholetext.Atthesametime,Toshowthetextstructureonthescreen,sothattheycanretelliteasily.Method:Readthetextstructuretogether;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.SummaryofthetextNever,evergiveup!Wheninvitedtoaddressthepatrioticyoungboysathisoldschool,Harrow,Britain’sgreatPrimeMinister,SirWinstonChurchillgavethisshort,clear-cutspeech:“Youngmen,nevergiveup.Nevergiveup!Nevergiveup!Never,never,never,never!”Personalhistory,educationalopportunity,individualdilemmas–noneofthesecaninhibitastrongspiritcommittedtosuccess.TakeAlbertEinstein,ThomasEdisonandAbrahamLincolnasanexample.Despitetheimmenseobstaclesandextremecriticism,theirstrongwill,optimism,dedicationanddeterminationenabledthemtotriumphovertheoverwhelmingfailuresandprofounddifficultiesintheirlives.Manyartists,statesmen,writersandinventorsachievedprosperitybecausetheypossessedacommittedandfocusedwilltokeeppreparingandworkingandapassiontosucceed.Manypeoplesimplysaythattheywantsomething,buttheydonotexpendthesubstantialeffortrequiredtoachieveit.Manypeopleletthethreatoffailurestopthemfromtryingwithalloftheirheart.Thesecretofsuccessisbaseduponaburninginwarddesirethatfuelsthedeterminationtoact,tokeeppreparing,tokeepgoingevenwhenwearetiredandfail.Focusonbecomingmoreknowledgeable.Focusongradual,consistentprogress.Maintainthestrongwilltokeepgoing.Withhardwork,determination,dedicationandpreparation,youcantranscendanyhandicap,accomplishanyfeat,andachievesuccess!Step7.DiscussionCriticalthinkingThemeexploration1.Howdoyouunderstandtheremark“It’snothowmanytimesyoufalldownthatmatters.It’showmanytimesyougetbackupthatmakessuccess!”?2.Doyouagreethattherearetimeswhenit’ssimplybettertogiveup?3.Howcanweavoidwastingtimeandenergyinachievingsuccess?Step8TranslationPractice(student-centered;interactionbetweenteacherandstudents)1.Exercise:Page16 2.GoupWork:askstudentstodotheworkbygroups3.Presentation:InviteseveralgrouprepresentativestodoapresentationoftranslationStep9ReadingSkillsStudy(teacher-centered;interactionbetweenteacherandstudents)1.DenotationDenotationistheliteralmeaningofaword,theonewefindinadictionary.2.ConnotationConnotation,ontheotherhand,istheimpliedmeaningofaword,theoneawordsuggeststous,orwhatitmakesusfeelorthink.Connotationcontainstheemotionalimplicationsandassociationsthatawordmaycarry.Step10.AssignmentsReviewthekeypointsofSectionA;Finishtheexercisesafterclass;Finishonlinehomework;PreviewSectionB.WritingTopic:BiologicalclocksYoucanfollowtheoutlinegivenbelow.Introduction:Thesisstatement:Eventhoughitisnoteasytoexplainwhy,scientistsbelievelivingthingsmusthavebuilt-inbiologicalclocksthatcanbereset.Body:1Topicsentence:Tostartwith,various24-hourrhythmsobservedinpeople’sbiologicalclockscanbeadjusted.Example:AtravelerflyingfromNewYorktoLondoncanadjusthisnormalrhythmstoLondontime.2Topicsentence:Thesamekindofresettingalsotakesplaceinthebiologicalclocksofanimalsandplants.Example1:Theclockofananimalorplantcanbesettothelaboratory-producedhoursoflightanddark.Example2:Musselscanadjusttothetidesofthenewbeachafterbeingmovedfromtheoldone.Conclusion:Biologicalclocks,inaway,serveasautomaticinternal“watches”foralllivingthings.Unit2—SectionASwimmingThroughFearTeachingProcedures:Pre-readingActivitiesStep1.GreetingsGreetthewholeclasswarmly.Step2.Lead-inandpreparationforreadingQuotes:Yougainstrength,courageandconfidencebyeveryexperienceinwhichyoureallystoptolookfearintheface.Youareabletosaytoyourself,“Ilivedthroughthishorror.Icantakethenextthingthatcomesalong.”—EleanorRooseveltDon’tfearfailuresomuchthatyourefusetotrynewthings.Thesaddestsummaryofalifecontainsthreedescriptions:couldhave,mighthave,andshouldhave.—LouisE.BooneLetthemtalktoeachotheraboutthefollowingquestions:1.Lookatthefollowingpictures,whatarethesepeopleafraidof?2.Didyouhaveafearofsomethingbefore?Ifso,howdidyouovercomeit?ListentoastoryaboutJack’sfearanddecidewhetherthefollowingstatementsareT(true)orF(false).1.WhenJackgetsintobed,hethinksthere’ssomebodyhidingunderthebed.2.AsJackliesunderthebed,theremustbesomebodysleepingontopofit.3.ThedoctorasksJacktoseehimthreetimesaweekfortwoyearstocurehisfears.4.ThedoctorchargesJack$200avisit.5.Jackiswillingtopaytheamountthedoctorcharges.CulturalbackgroundQuestionsPreviewing1.HaveyoueverheardaboutMediterraneanSea?Whatdoyouknowaboutit??anintercontinentalsea;?stretchesfromtheAtlanticOcean;?surroundedbytheMediterraneanregion;?enclosedbyland:onthenorthbyEurope,onthesouthbyAfrica,andontheeastbyAsia;?pleasantclimate,beautifulcoastline,richhistoryanddiverseculture.2.Doyouknowwhatis“ripcurrent”?Howtoescapefromripcurrent?RipCurrent:anarrow,powerfulcurrentofwaterrunningperpendiculartothebeach,outintotheoceanHowtoescapefromripcurrent:?swimsideways,paralleltothebeach;?getyououtofthenarrowoutwardcurrent;?waituntilthecurrentcarriesyoupastthesandbar.Step3.FastreadingAsktheStudentstoreadthepassageasquicklyastheycanandthenanswerthequestionsonthescreen.Letthemgetthemainideaofeachparagraphandmakeclearaboutthetextstructure.Textstructure:(structuredwriting)Thepassagecanbedividedinto3parts.PartI—(Paras.1-3)OnatourofFrance,IsawtheMediterraneanSea,buttheripcurrentsscaredme.AnditremindedmethatIdevelopedafearofwaterduetotheexperienceoflastsummerandsincethen,thefearwouldn’trecede.PartII—Paras.4-17WhenIsawaboydrowningamidthewaves,IwasinamentalandemotionalstrugglewhetherIshouldsavehimbecauseIwasextremelyterrifiedofwater.Aftermyfiercestruggle,Imadethesinglebigdecision:tothrewmyselfintothewater.Ifinallyreachedtheboyandhadhimundercontrol;butwhenIswambacktowardshore,theripcurrentwasforciblydraggingusouttosea.Itriedtorememberhowtoescapefromaripcurrent,andwiththat,Islowlymademywaytosafety,thusconqueringmyinnerfearofwateraswell.PartIII—(Paras.18-19)Iwasrelaxedandhappyinamomentoftriumphandsalvation.Introduction:ExpositionoftheplotStructureofthetextIntroduction:ExpositionoftheplotFlashback:Idevelopedafearofwaterduetotheexperienceoflastsummerandsincethen,thefearwasdeeplyrootedinme.(Para.3)Flashback:Idevelopedafearofwaterduetotheexperienceoflastsummerandsincethen,thefearwasdeeplyrootedinme.(Para.3)OnatourofFrance,IsawtheMediterraneanSea,buttheripcurrentsscaredme.(Paras.1-2)DevelopmentDevelopmentRisingactionoftheplot.(Paras.4-10)Climaxorturningpointoftheplot.(Paras.11-12)Risingactionoftheplot.(Paras.4-10)Climaxorturningpointoftheplot.(Paras.11-12)Resolutionoftheplot.(Paras.15-17)Fallingactionoftheplot.(Paras.13-14)ConclusionConclusionIwasrelaxedandhappyinamomentoftriumphandsalvation.Iwasrelaxedandhappyinamomentoftriumphandsalvation.ExpositionExpositionDevelopmentDevelopmentConclusionConclusionPurpose:Improvethestudents’readingandwritingabilityandunderstandthegeneralideaofeachparagraph.Method:Readthetextindividuallyandtalkingroups;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.Step4:While-readingActivitiesStudentsarerequiredtolookattheWordsandPhrasesonthescreenandgiveabriefpresentationinclass.WordsandPhrases:Purpose:TraintheStudents’abilityofunderstandingandusingforeignlanguage.Method:Talkingroups,Usetask-basedlanguageteachingmethod,communicativeapproachandtotalphysicalresponsemethod.Practicalphrases1.deemsth.important認(rèn)為……重要?jiǎng)e人認(rèn)為重要的，并不能作為你確定目標(biāo)的根據(jù)。只有你自己才知道，什么東西對(duì)你最重要。Don’tsetyourgoalsbywhatotherpeopledeemimportant.Onlyyouknowwhatisimportanttoyou.2.popup突然出現(xiàn)；冒出來這幾年中國的億萬富豪頻繁出現(xiàn)在《福布斯》雜志排行榜上。Foryears,ChinesebillionairesbegantopopupmostfrequentlyinForbesmagazine.3.beparalyzedwith使喪失思考能力，使呆若木雞大多數(shù)人都害怕公共演說。一想到要獨(dú)自站在一大群聽眾面前講話就會(huì)嚇得不知所措。Mostpeoplefearpublicspeaking.Theyarealwaysparalyzedwiththethoughtofstandingaloneinfrontofandspeakingtoalargeaudience.4.plowthroughsth.艱難費(fèi)力的通過為了收集論文資料，我只好啃了幾十本經(jīng)濟(jì)學(xué)的舊書。Inordertogathermaterialformythesis,Ihadtoplowthroughdozensofoldbooksoneconomics.5.throwoneselfinto/at/on/down突然猛力地沖進(jìn)/撲向/跳到/撲倒等小男孩一見到自己的母親，馬上撲進(jìn)了她的懷抱。Seeinghismother,theboythrewhimselfintoherarms.6.makeone’sway行進(jìn)（尤指艱難地，或需要很長(zhǎng)時(shí)間時(shí)）他沒有努力上進(jìn)的決心。Hedoesn’thavethedeterminationtomakehiswayintheworld.Step5:Typicalpatterns:Purpose:Furtherunderstandthetext（Trainfurtherreadingability）tofindoutsomedifficultsentencesanddetailsofthetext.Method:Readthetexttogether;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproachandtotalphysicalresponsemethod.Functionalpatterns句型提煉Nothingscaredmeasmuchaswater.(Para.1,L1)沒有什么比水讓我更害怕了。句型提煉1.Nothing…asmuchas…否定比較級(jí)，用于表達(dá)“最……”。1.Nothing…asmuchas…否定比較級(jí)，用于表達(dá)“最……”。世界上最讓人困擾的就是自己的心境。Nothingintheworldcanbotheryouasmuchasyourownmind.2.And,aswemadeourwaytosafetyIrealizedsomethingincredible:Iwasnolongerafraid.(Para.16,L1)句型提煉后來我們到達(dá)安全水域時(shí)，我覺得有些不可思議：我不再怕水了。句型提煉Assb.didsth.,sb.realizesomethingincredible/provoking/important:sb.nolonger…用于表達(dá)“某人對(duì)某些事的反思”。Assb.didsth.,sb.realizesomethingincredible/provoking/important:sb.nolonger…用于表達(dá)“某人對(duì)某些事的反思”。當(dāng)我們對(duì)智能技術(shù)上癮后，令人深思的是：面對(duì)面交流已不復(fù)存在，朋友之間已成陌路。Aswegetaddictedtothesmarttechnologies,werealizedsomethingthought-provoking:wenolongerhavetheface-to-facecommunicationandbecomestrangerstoourfriends.3.Ilookedouttothesea.WearyasIwas,thewaterhadneverlookedsobeautiful.(Para.19,L4)雖已疲憊不堪，但放眼大海，我感覺海水比任何時(shí)候看起來都更美。句型提煉Adj.assb.was,sb./sth.hadneverlookedadj.句型提煉Adj.assb.was,sb./sth.hadneverlookedadj.用于表達(dá)“某人對(duì)某事或某人新的看法”。雖然她長(zhǎng)相平平，但現(xiàn)在她比以往任何時(shí)候看起來都要更優(yōu)雅、更美麗。Plain-lookingasshewas,shehadneverlookedsogracefulandbeautiful.Languageappreciationa.Iglimpsedsomethingmovingupanddownamidthewaves,pasttheendofthejetty.Igasped,realizingthecatastrophewithhorror.That’salittleboyoutthere!(Para.7,L1)我瞥見防波堤盡頭的海浪中有個(gè)東西在上下浮動(dòng)。我驚恐地意識(shí)到大事不妙，倒吸了一口涼氣，那居然是個(gè)小男孩！b.AssoonasIjumpedin,IfeltlikeIwasbackinthatpool,breathless,struggling,terrified.(Para.12,L4)一跳進(jìn)水里，我感覺仿佛又回到了當(dāng)年的那個(gè)游泳池，我喘不過氣，拼命掙扎，驚恐萬分。c.Onthebrinkofcollapse,Istoppedfighting,justlettingmyselfgo.Myhandhitthejetty.Itwaslikeanelectricshockthatbroughtmebacktomysenses.(Para.18,L1)我全身都快虛脫了，我不再劃水，就這樣放松自己順?biāo)?。我的手碰上了防波堤，仿佛觸電一般，我重新恢復(fù)了神志。d.Ifeltstrongarmsliftme.Iascendednotonlyfromtheseaontothesecurerocksofthejetty—butalsotomysalvation,leavingbehindtheterriblefearthathadgrippedmeforsolong.(Para.19,L1)我感覺到強(qiáng)壯有力的手臂將我托起。我不僅從海里爬上防波堤的磐石，而且完成了自我拯救，擺脫了困擾已久的恐懼。Step6.ConsolidationRetellthepassageaccordingtothetopicsentences.Purpose:Toknowifthestudentsunderstandthewholetext.Atthesametime,Toshowthetextstructureonthescreen,sothattheycanretelliteasily.Method:Readthetextstructuretogether;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproachandtotalphysicalresponsemethod.SummaryofthetextSwimmingthroughfearOnatourofFrance,IsawtheMediterraneanSea,buttheripcurrentsscaredme.AnditremindedmethatIdevelopedafearofwaterduetotheexperienceoflastsummerandsincethen,thefearwouldn’trecede.WhenIsawaboydrowningamidthewaves,IwasinamentalandemotionalstrugglewhetherIshouldsavehimbecauseIwasextremelyterrifiedofwater.Aftermyfiercestruggle,Imadethesinglebigdecision:tothrewmyselfintothewater.Ifinallyreachedtheboyandhadhimundercontrol;butwhenIswambacktowardshore,theripcurrentwasforciblydraggingusouttosea.Itriedtorememberhowtoescapefromaripcurrent,andwiththat,Islowlymademywaytosafety,thusconqueringmyinnerfearofwateraswell.Iwasconqueringandhappyinamomentoftriumphandsalvation.Step7.DiscussionCriticalthinkingThemeexploration1.Whydopeoplehaveinnerfearofsomethingsuchasspiders,snakes,water,heights,flyinginairplanes,death,etc.?2.Whatareyoursuggestionstoayoungmanwhogivesupatthelastminutewhenheisgoingtoaskagirlonadate?3.Doespsychologicalfearproduceanypositiveaspectsinpeople’slife?Ifyes,whatarethey?Step8.TranslationPractice(student-centered;interactionbetweenteacherandstudents)1.Exercise:Page46 2.GoupWork:askstudentstodotheworkbygroups3.Presentation:Inviteseveralgrouprepresentativestodoapresentationoftranslation.Step9.SkimreadingsectionBGroupWork Askstudentstoreadthistextbythemselvesandanswerthefollowingquestionsbygroupwork:Whatdoes“knowinggrins”imply?(Page48)Whatdoesthenewsprovidedbythepilotimply?(Page48)Whatdoesthelastsentence“Themother’sgazeheldthechildsofixedandintent…”imply?(Page49)Whatimplicationcanyoudrawfromthisparagraph?(Page50)Step10.AssignmentsReviewthekeypointsofSectionA;Finishtheexercisesafterclass;Finishonlinehomework;PreviewSectionB.WritingTopic:SlowdownYoucanfollowtheoutlinegivenbelow.Introduction:Thesisstatement:Weshouldn’tgothroughlifesofastthatwehavelittletimetocareforotherpeople.Exposition:Setting:Ayoungandsuccessfulexecutivewastravelingdownaneighborhoodstreet,goingabittoofastinhisnewJaguar(捷豹).Conflict:Abricksmashedintothecar’ssidedoor,andtheangryexecutivegrabbedakidforsmashinghiscar.Development:Risingaction:Theboyexplainedthathejustneededhishelpbecausehisbrotherfelloutofthewheelchair,andhecouldn’tlifthimupbyhimself.Climax:Movedbeyondwords,thedrivertriedtoswallowtherapidlyswellinglumpinhisthroat.Fallingaction:Theyoungmanhurriedlyhelpedliftthehandicappedboybackintothewheelchair,thentookouthisfancyhandkerchiefandgentlycleanedtheboy’sfreshscrapesandcuts.Conclusion:Resolution:Thedriverneverbotheredtorepairthedamagedsidedooranduseditasareminderofwhathehadlearnedfromthisexperience.Unit3—SectionAAudreyHepburn-AtrueangelinthisworldTeachingProcedures:Pre-readingActivitiesStep1.GreetingsGreetthewholeclasswarmly.Step2.Lead-inandpreparationforreadingQuotes:Goconfidentlyinthedirectionofyourdreams.Livethelifeyou’veimagined.—HenryDavidThoreauDon’tjudgeeachdaybytheharvestyoureap,butbytheseedsyouplant.—RobertLouisStevensonLetthemtalktoeachotheraboutthefollowingquestions:1.Matchthenamesofthepeoplewiththemoviesdirectedorstarredbythem.JurassicPark(《侏羅紀(jì)公園》)RaisetheRedLantern(《大紅燈籠高高掛》)JurassicPark(《侏羅紀(jì)公園》)RaisetheRedLantern(《大紅燈籠高高掛》)RomanHoliday(《羅馬假日》)TheGreatDictator(《大獨(dú)裁者》)CrouchingTiger,HiddenDragon(《臥虎藏龍》)1AudreyHepburn(奧黛麗·赫本)

2CharlieChaplin(查理·卓別林)

3ZhangZiyi

4ZhangYimou

5StevenSpielberg(史蒂文·斯皮爾伯格)2.WhowasAudreyHepburn?3.CanyounamesomeofthefamousmoviesstarredbyAudrey?4.HowdidAudreyHepburninfluencetheworld?WatchandtalkWatchthevideoaboutAudreyHepburn,takedownthekeypointsandthenmakeapresentationaboutherlifestory.1929-1944aballetdancer1948-1951ayoungactress1952-1953asuccessfulactress1954-1989amatureactress1988-1993agreathumanitarianCulturalbackground:UNICEFQuestionsPreviewing1.HowdidUNICEFcomeintobeing?UNICEF(UnitedNationsInternationalChildren’sEmergencyFund)wascreatedbytheUnitedNationsGeneralAssemblyonDecember11,1946,toprovideemergencyfoodandhealthcaretochildrenincountriesthathadbeendevastatedbyWorldWarII.2.WhatisUNICEF’smajortask?UNICEFprovideslong-termhumanitariananddevelopmentalassistancetochildrenandmothersindevelopingcountries.UNICEF’sprogramsemphasizedevelopingcommunitylevelservicestopromotethehealthandwell-beingofchildren.3.WhatistheroleofUNICEFAmbassadorofGoodwill?TheroleofGoodwillAmbassadorallowscelebritieswithademonstratedinterestinUNICEFissuestousetheirfametodrawattentiontoimportantissuesandcreatepublicawareness.Step3.FastreadingAsktheStudentstoreadthepassageasquicklyastheycanandthenanswerthequestionsonthescreen.Letthemgetthemainideaofeachparagraphandmakeclearaboutthetextstructure.Textstructure:(structuredwriting)Thepassagecanbedividedinto3parts.PartI—(Paras.1-2)AudreyHepburnwassuccessfulinthefilmdomain,butshemostpreferredplayingtherolesofamotherandaUNICEFGoodwillAmbassador.PartII—(Paras.3-14)ThisparttellsofthelifestoryofAudreyHepburn.Shetranscendedthechallengesinherearlierlifeandbecameaninternationallyfamousactress.Butsheremainedagenerous,simpleandcompassionatewomananddevotedherlateryearstohumanitarianworkasaGoodwillAmbassadorforUNICEF.Thoughshediedofcancer,herpassionforservicewasenduring.PartIII—(Para.15)FromAudrey’swords,wecanseethemajestyofherspiritofsocialresponsibilityanddedication.IntroductionStructureofthetextIntroductionAudreyHepburnwassuccessfulinthefilmdomain,butshemostpreferredplayingtherolesofamotherandaUNICEFGoodwillAmbassador.(Paras.1-2)AudreyHepburnwassuccessfulinthefilmdomain,butshemostpreferredplayingtherolesofamotherandaUNICEFGoodwillAmbassador.(Paras.1-2)Mainbody:AudreyHepburn’slifestoryMainbody:AudreyHepburn’slifestory(inchronologicalorder)HeryounglifeHeryounglife(Paras.3-4)Herroutetosuccess(Paras.5-6)Herroutetos