Unit 3 新視野大學英語第三冊

1、A Teaching Plan for Unit 3 (In New Horizon College English Book 3)I. Time: 10 class hours II. Contents: ·Listening and Speaking ·Section A : Where Principles Come First·Section B: Cultural Differences in Western and Japanese Decision-MakingIII. Suggested Timetable:1. The first two-cla

2、ss-hour session for listening and speaking (Unit 3 in College English Listening and Speaking Course Book 3).2. Next four-class-hour session for Section A3. The fourth two-class-hour session for exercise of Section A4. The fifth two-class-hour session for Section B and Section CIV. Aims and Requireme

3、nts:Listening and Speaking:1. Train the students ability to understand the main idea and grasp important details of the listening texts.2. Give the students a chance to exchange views on the texts they have heard to enable them to have a deeper understanding of the textsSection A: Where Principle Co

4、me First1. Let the students acquainted with some new words:seeas, cultivate, suspend, over protest, strain, conventional, reform, outlook, utmost, worthwhile, optimistic, focus on2. Teach the following conjunction: as 3. Teach the writing skill: a general statement being supported by examplesSection

5、 B: Cultural Differences in Western and Japanese Decision-Making1. Teach the reading skill: Predicting an authors ideas2. Enable students to grasp the main idea of the textV. Focal Points and Difficult Points:Listening and Speaking:1. Enable students to be familiar with the passage listening skill2.

6、 Grasp some words and expression which often appear in CET-4Section A: Where Principle Come First1. Analyze the structure of several compound sentences and comprehend them.2. Learn to use conjunction: as (used to compare situations)3. Grasp several CET-4 key wordsSection B: Cultural Differences in W

7、estern and Japanese Decision-Making1. Ask students to retell the story2. Master the reading skills: Predicting an authors ideas VI. Suggested Teaching Procedure and Methodology:Listening and Speaking: ( an interactive approach is introduced)1. Pre-listening Task: arrange the students in pairs and as

8、k them to discuss the following questions: What do you think of marriage? Do you think a happy marriage is the most important thing in your life? What kind of person do you want to marry? What are your standards in choosing a life companion? What do you think is crucial for a happy marriage?2. Backg

9、round Information: A marriage agreement is sometimes written and signed by two people who plan to get married. The purpose of a marriage agreement varies. In the United States and some other countries, some marriage agreements are designed for divorce (especially for a second marriage) or to set con

10、ditions for marriage so that the expense for a lawyers fee can be saved when troubles arise in a marriage. Some are designed for the benefit of the marriage: to facilitate the relationship between the spouses so that a couple will start out together and stay together. The marriage agreement signed b

11、y Tom and Linda in the text is an exaggerated case of the second type.The topic area in a marriage agreement is decided by the couples purpose in signing the agreement, which may be to develop trust and togetherness, or to respect individual interests. The topics to be covered in a marriage agreemen

12、t or contract in relation to these goals may be as follows: everyday routine, budgeting, credit cards, property, family obligations, child care, social obligations, travel, hobbies, and attire.3. Listening to text 1 and 24. Speaking Tasks: ask the students to get into pairs and explain to them how t

13、o carry out Speaking Task A- Reflections on the texts, and then select a pair to present their views in class.Section A Where Principles Come First1. Background Information: The Hyde SchoolThe Hyde of today upholds Five Words as the core principles on school campuses in Bath, Maine and Woodstock, Co

14、nnecticut and in a growing number of public and private schools: Courage, Integrity, Leadership, Curiosity, and Concern. BathBath is an old seafaring town. Its recorded maritime history began only 12 miles down the Kennebec when 400 years ago the first ship built by settlers in the New World was lau

15、nched. Shipyards once lined the rivers edge and Bath-built vessels sailed the seas of the world. 2. Pre-reading ActivitiesListen to short passage twice and answer questions What does the Hyde School see its main job as when educating children? How does the Hyde School achieve this goal? How importan

16、t are the parents in Hydes goal in respect of children?聽力原文：The Hyde School sees itself as preparing children for life by cultivating a comprehensive set of principles which include the values of truth, integrity, leadership, curiosity and concern. Academic success will then naturally follow. To ach

17、ieve their goal the school demands the commitment of the students parents who must accept the schools philosophies and outlook. This includes to meet monthly in regional groups, to go once a year to a three-day regional retreat ( or camp ) and to attend at least 3 workshops, discussion groups and se

18、minars at the home of the school, Bath. The school then hopes the parents will act as daily role models for their children.Answers: What does the Hyde School see its main job as when educating children?The Hyde School sees its main job as preparing children for life by cultivating a comprehensive se

19、t of principles which include the values of truth, integrity, leadership, curiosity and concern. They believe that academic success will then naturally follow. How does the Hyde School achieve this goal?The school demands the commitment of the students parents who must accept the schools philosophie

20、s and outlook in order to achieve their goal. How important are the parents in Hydes goal in respect of children?The parents must meet monthly in regional groups, to go once a year to a three-day regional retreat (or camp) and to attend at least 3 workshops, discussion groups and seminars at the hom

21、e of the school, Bath. In addition, theyre also supposed to act as daily role models for their children.3. Work on Section AA) Structure of the Text (a method of analyzing the text structure is employed) Part I (Paras. 1-2) General introduction of the Hyde principlesPart II (Paras. 3-11) Other schoo

22、ls responses to the Hyde School principlesPart (Paras. 12-16) Detailed principles or approaches for the Hyde SchoolPart IV (Paras. 17-20) The principles benefits to the teachers as well as to the studentsB) Raise some questions to make students grasp some detailed information in the text (question a

23、nd answer method is used)Part I (Paras. 1-2):Question: What are the principles?Answer: The Hyde School sees itself as preparing children for life by cultivating a comprehensive set of principles which include the values of truth, integrity, leadership, curiosity and concern. (Paras. 1- 2)Part II (Pa

24、ras. 3-11)Question: What are the responses from other schools to the Hyde principles?Answers: Reponse1: The Hyde School principles were rejected by one public school with the reasons made clear to us. (Para.3) Response2: The Hyde School principles were appreciated by another public school. (Paras. 4

25、-11)Part (Paras. 12-16)Question: What the detailed principles or approaches are for the Hyde School?Answers: Some principles for the Hyde School-every student with a unique potential based on character, high value of hard work, etc. (Para. 12)The Hyde School provides additional requirements like art

26、s, sports and community service. (Para. 13)Another important requirement from the Hyde School is parents commitment and participation in the program. (Paras. 14-16)Part IV (Paras. 17-20)Question: Are these principles beneficial to the teachers as well as to the students?Answers: The principles prove

27、 to be beneficial to the teachers. (Para. 17)The principles are also successful to the students. (Paras. 18-20)4. Language PointsPart I (Para 1-2) which has received considerable publicity for its work with troubled youngsters. (line 4-5) (which has received great attention from the public for its w

28、ork with troubled young people.) 因其教導問題少年有方而遐邇聞名。publicity: n. notice or attention from the public or news media 公眾的注意e.g. seek/ avoid publicity 追求/ 避免公眾注意e.g. When the news media and the public show a lot of interest in something, you can say that it is receiving publicity. 當新聞媒體和公眾對某事務表現(xiàn)出很大興趣時，你就可

29、以說這事引起了公眾關注。 by cultivating comprehensive set of principles that can affect all kids. (line 8-9) (by developing a full set of principles with the effect on every kid.) 通過倡導一整套能影響所有孩子的價值觀念。cultivate: vt. a) develop or improve培養(yǎng)，陶冶e.g. Cultivating a positive attitude towards yourself can reap tremendo

30、us benefits. 對自己有一種正確的心態(tài)能受益頗多。b) prepare land and grow crops on it 耕種，耕作e.g. Olives have been cultivated for centuries in some countries in the Middle East. 橄欖樹在中東一些國家已經(jīng)種植了幾個世紀了。comprehensive: adj. Including everything or nearly everything that is connected with a particular subject 綜合的，全面的，廣泛的e.g.

31、a guide book giving comprehensive information on the area. 一本提供了該地區(qū)綜合信息的導游書e.g. The store offers a comprehensive range of kitchen equipment. 這家商店賣的廚房用品很齊全。Comparecomprehensible: adj. easy to understande.g. The book is written in clear , comprehensible language. 這本書寫的明了易懂。Part II (Paras. 3-11) Within

32、 months the program was suspended. ( line 13-14) (In a few months the program was brought to an end.) 幾個月后，該計劃即告暫停。suspend: vta) stop or delay something for a time 暫停，中止e.g. Some rail services were suspended during the strike. 罷工期間，有些鐵路服務中止了。The union suspended strike action this week. 工會本周中止了罷工行動。b

33、) hang something up 懸掛e.g. A lamp was suspended from the ceiling. 天花板上吊著一盞燈。 The community feared the school would attract inner-city minority and troubled students. (line 21-23) (The community was afraid that the school will attract inner-city students who are of a different race or religion to mos

34、t people in the community or troubled students.) 該地居民擔心該?？赡苷羞M來市中心貧民區(qū)的少數(shù)民族學生和問題學生。minority: na) a group of people who are of a different race or religion to most people in the community or country where they live 少數(shù)民族e.g. Schools in Britain need to do more to help children of ethnic minorities. 英國學校需

35、要給予少數(shù)民族兒童更多的幫助。b) the smaller number or part of a group, less than half 少數(shù)，少數(shù)派e.g. Most women continue to work after they are married while only a minority stays at home. 多數(shù)婦女婚后依然工作，只有少數(shù)會呆在家里。 As in Maine the quest for truth is also wide spread at the school in Connecticut. (line 24-25) (Its the sam

36、e as the situation in Maine that in Connecticut the search for truth is also spread widely at the school.) 就像在緬因州那樣，求真也在康涅狄格州的這所中學得到廣泛推崇。as: Here “ as” is used to compare situations ( or sometimes actions ) by saying that they are similar.e.g. In Greece, as in Italy, they use a lot of olive oil in c

37、ooking. 與在意大利一樣，在希臘，人們做飯時用很多橄欖油。In 1939, as in 1914, there was a great surge of patriotic feeling. 與1914年一樣，1939年也出現(xiàn)了一股狂熱的愛國潮。quest: n a long search for something that is difficult to find 探尋，尋求e.g. the quest for eternal youth 對永遠年輕的追求my quest for a better life 我對更加美好生活的追求synonyms: quest for search

38、for 這兩組近義詞組細微區(qū)別在于：quest通常是尋求比search更難的目標或事物，且常費時頗多 in quest of in search of Part (Paras. 12-16) Gauld says the concept of doing your best has nothing to do with forcing the students to accept a particular set of morals or religious values. (line 40-41 ) (Gauld says that the idea of trying your utmos

39、t has nothing to do with forcing the students to accept a certain set of moral standards or religious values.) 高爾德解釋說，：“全力以赴”這個概念并不是要強迫學生接受某一套道德原則或宗教觀念。moral: adj. concerning principles about right or wrong 道德的e.g. a very moral person 一個很道德的人a moral problem 一個道德問題 n. (pl) standards of behavior, prin

40、ciples of right or wrong 道德規(guī)范，行為標準e.g. western ideas and morals 西方理念和道德觀They dont have an atom of morals. 他們一點道德觀都沒有。Comparemorale: the way that a group of people feel at a particular time 士氣，精神狀態(tài)e.g. The teams morale was high before the match. 賽前隊員們的士氣很高。Low pay in recent years has led to low moral

41、e. 近年來的低工資導致了士氣低落。 For the students to gain admission, parents also must agree to accept and demonstrate the schools philosophies and outlook. (line 47-49) (For the students who want to gain admission, their parents have to agree to accept and demonstrate the schools concept and ideas. ) 為了使孩子被該校錄取，

42、家長也必須同意接受并實踐學校的思想和觀點。admission: n.a) permission to enter a school, a club, a public place, etc.允許進入，準許進入e.g. All those who were not wearing a tie were refused admission to the club. 凡不戴領帶者都不允許進入俱樂部。Admissions to Chinese universities have increased by 10% this year. 今年，我國大學的入學率增加了10%。b) admitting, a

43、statement that something, usually unpleasant, is true 承認，供認e.g. I viewed her silence as an admission of guilt. 我認為她的沉默就是承認有罪。Compareadmittance: n. ( fml) being allowed to enter a place( esp. a private place) ; the right to enter 獲準進入（尤指私人地方），進入的權利e.g. The journalist tried to gain admittance to the m

44、inisters office. 記者力爭獲得進入部長辦公室的權利。No admittance. 禁止入內。outlook: n. a) view on which one looks out 景色，景致e.g. The house has a pleasant over the valley. 從這所房子可以看到山谷景色優(yōu)美。b) persons way of looking at life, etc; mental attitude 看法，觀點，態(tài)度e.g. a narrow outlook on life 狹隘的人生觀a tolerant, forgiving, pessimistic,

45、 etc outlook 寬容的，寬恕的，悲觀的態(tài)度c) what seems likely to happen, future prospects 展望，前景e.g. a gloomy outlook for the unemployed 失業(yè)者的慘淡前景 Joe and Malcolm Gauld both say children tend to do their utmost when they see their parents making similar efforts. (line 52-53) (Joe and Malcolm Gauld both say children

46、are likely to do their best when they see their parents are trying their best.) 喬和馬爾科姆都說，當孩子們見到自己的父母都在全力以赴的時候，他們也會竭盡全力。utmost: n the greatest extent, amount, degree, etc that is possible 極限，最大限度e.g. The best plan is to continue to attack him to the utmost of our power. 最好的計劃就是繼續(xù)盡力攻擊他。 adj. greatest

47、最大的，極度的e.g. a message of utmost importance 極為重要的消息Utmost care should be taken when you do this kind of experiment. 你做這種實驗時必須極為小心。do/ try ones utmost: do/ try ones best 全力以赴e.g. I did my utmost to help. 我已盡力幫忙。He will try his utmost to help them by means of his conventional medical knowledge. 他會盡力用他所

48、知道的傳統(tǒng)醫(yī)療知識來幫助他們。Part IV (Paras. 17-20) Faculty evaluations are conducted by the students. ( line 69) ( The evaluations of all the staff are conducted by the students. ) 對教職員工的評估也由學生來進行。faculty: n.a) teaching staff of a school, or a university, or a college department 全體教員e.g. The faculty has/ have be

49、en invited to the meeting. 全體教職工都受邀參加該會議。b) one department in a university, college, etc系e.g. the Faculty of Law 法律系the Faculty of Social and Political Sciences 社會政治科學系c) one of the natural abilities of a persons body or mind 能力，才能e.g. the faculty of hearing 聽力the faculty of sight 視力 We kind of like

50、 that spirit. (line 74) (We like that spirit a little bit.) 我們有幾分喜歡這種活力。kind of: ( infml) rather, a little bit 有點e.g. Im kind of worried about the interview. 我對面試有點擔心。Im kind of tired from reading. 我讀書讀的有點累了。Compareof a kind: very much the same 相似e.g. The friends are two of a kindvery similar in so

51、many ways. 這對朋友在很多方面都很相似。Comparea kind of: (infml) used for describing something in a way that is not very clear 某種，某些e.g. I had a kind of feeling that something would go wrong. 我有種感覺什么地方會出問題。Theres a funny kind of smell in here. 這兒有種古怪的氣味。5. Assignments for Section A: Ask students to review the tex

52、t and do the exercises in the textbook Let students learn Text Structure Analysis on Page75 and do the exercises on Page77.Section B: Cultural Differences in Western and Japanese Decision-Making1. Reading Skills: Scanning (page 78)2. Ask students to finish reading Text B in ten minutes and doing exe

53、rcises on Page 853. Structure of the TextPart I (Para. 1-3) An brief introduction to the cultural differences in western and Japanese decision-making.Part II (Paras. 4-17) A detailed analysis of these differences from several aspects.4. Languages Points:Part I (Para. 1-3) and also coming to grips wi

54、th changes now taking place. (line 2-3) (and also beginning to deal with the changes that are taking place. ) 也意味著把握和應對目前正在發(fā)生的變化。come to grips with: begin to deal with a problem, challenge, etc. 著手解決問題或應對挑戰(zhàn)e.g. Tom talked a lot, but never really came to grips with the subject. 湯姆說了很多, 但從未真正涉及這個話題. S

55、o far the government has not come to grips with the economic problem.到目前為止, 政府還沒開始解決這個經(jīng)濟問題. While we differ in many ways, such differences are neither superior nor inferior to each other. (line 8-9) (While we are different in so many ways, those differences are almost equal or parallel to each other

56、.) 盡管我們在許多方面存在差異，但這些差異并無優(yōu)劣之分。differ: va) be different, not the samee.g. Management styles differ. 管理風格各有不同。How does this car differ from the more expensive model? 這輛車與更貴些的車型有何不同？b) have a different opinion, disagree 在意見方面發(fā)生分歧e.g. Im afraid I differ with you on that question. 對于那個問題，恐怕我與你有不同的看法。The t

57、wo leaders differed on this issue. 對此問題，兩位領導意見不一。superior: adj. higher in rank, class, social position, importance, quality, etc. 優(yōu)于，強于；在職位地位等方面較高的e.g. While we differ in many ways, we are neither superior nor inferior to each other. 盡管我們有許多不同之處, 但我們彼此之間沒有貴賤之分. n. a person of higher rank, esp. in a job 上級，上司e.g. He works well with those superior to him in the firm. 他和公司的那些上級合作得很好.inferior: adj. lower in rank, class, social position, importance, quality, etc. 低于，次于；在職位地位等方面較低的e.g. Cheaper goods are generally of inferior quality. 一般地