Unit 3 新视野大学英语第三册

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?听力原文：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.) 因其教导问题少年有方而遐迩闻名。publicity: n. notice or attention from the public or news media 公众的注意e.g. seek/ avoid publicity 追求/ 避免公众注意e.g. When the news media and the public show a lot of interest in something, you can say that it is receiving publicity. 当新闻媒体和公众对某事务表现出很大兴趣时，你就可

29、以说这事引起了公众关注。 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.) 通过倡导一整套能影响所有孩子的价值观念。cultivate: vt. a) develop or improve培养，陶冶e.g. Cultivating a positive attitude towards yourself can reap tremendo

30、us benefits. 对自己有一种正确的心态能受益颇多。b) prepare land and grow crops on it 耕种，耕作e.g. Olives have been cultivated for centuries in some countries in the Middle East. 橄榄树在中东一些国家已经种植了几个世纪了。comprehensive: adj. Including everything or nearly everything that is connected with a particular subject 综合的，全面的，广泛的e.g.

31、a guide book giving comprehensive information on the area. 一本提供了该地区综合信息的导游书e.g. The store offers a comprehensive range of kitchen equipment. 这家商店卖的厨房用品很齐全。Comparecomprehensible: adj. easy to understande.g. The book is written in clear , comprehensible language. 这本书写的明了易懂。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.) 几个月后，该计划即告暂停。suspend: vta) stop or delay something for a time 暂停，中止e.g. Some rail services were suspended during the strike. 罢工期间，有些铁路服务中止了。The union suspended strike action this week. 工会本周中止了罢工行动。b

33、) hang something up 悬挂e.g. A lamp was suspended from the ceiling. 天花板上吊着一盏灯。 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.) 该地居民担心该校可能招进来市中心贫民区的少数民族学生和问题学生。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 少数民族e.g. Schools in Britain need to do more to help children of ethnic minorities. 英国学校需

35、要给予少数民族儿童更多的帮助。b) the smaller number or part of a group, less than half 少数，少数派e.g. Most women continue to work after they are married while only a minority stays at home. 多数妇女婚后依然工作，只有少数会呆在家里。 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.) 就像在缅因州那样，求真也在康涅狄格州的这所中学得到广泛推崇。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. 与在意大利一样，在希腊，人们做饭时用很多橄榄油。In 1939, as in 1914, there was a great surge of patriotic feeling. 与1914年一样，1939年也出现了一股狂热的爱国潮。quest: n a long search for something that is difficult to find 探寻，寻求e.g. the quest for eternal youth 对永远年轻的追求my quest for a better life 我对更加美好生活的追求synonyms: quest for search

38、for 这两组近义词组细微区别在于：quest通常是寻求比search更难的目标或事物，且常费时颇多 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.) 高尔德解释说，：“全力以赴”这个概念并不是要强迫学生接受某一套道德原则或宗教观念。moral: adj. concerning principles about right or wrong 道德的e.g. a very moral person 一个很道德的人a moral problem 一个道德问题 n. (pl) standards of behavior, prin

40、ciples of right or wrong 道德规范，行为标准e.g. western ideas and morals 西方理念和道德观They dont have an atom of morals. 他们一点道德观都没有。Comparemorale: the way that a group of people feel at a particular time 士气，精神状态e.g. The teams morale was high before the match. 赛前队员们的士气很高。Low pay in recent years has led to low moral

41、e. 近年来的低工资导致了士气低落。 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. ) 为了使孩子被该校录取，

42、家长也必须同意接受并实践学校的思想和观点。admission: n.a) permission to enter a school, a club, a public place, etc.允许进入，准许进入e.g. All those who were not wearing a tie were refused admission to the club. 凡不戴领带者都不允许进入俱乐部。Admissions to Chinese universities have increased by 10% this year. 今年，我国大学的入学率增加了10%。b) admitting, a

43、statement that something, usually unpleasant, is true 承认，供认e.g. I viewed her silence as an admission of guilt. 我认为她的沉默就是承认有罪。Compareadmittance: n. ( fml) being allowed to enter a place( esp. a private place) ; the right to enter 获准进入（尤指私人地方），进入的权利e.g. The journalist tried to gain admittance to the m

44、inisters office. 记者力争获得进入部长办公室的权利。No admittance. 禁止入内。outlook: n. a) view on which one looks out 景色，景致e.g. The house has a pleasant over the valley. 从这所房子可以看到山谷景色优美。b) persons way of looking at life, etc; mental attitude 看法，观点，态度e.g. a narrow outlook on life 狭隘的人生观a tolerant, forgiving, pessimistic,

45、 etc outlook 宽容的，宽恕的，悲观的态度c) what seems likely to happen, future prospects 展望，前景e.g. a gloomy outlook for the unemployed 失业者的惨淡前景 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.) 乔和马尔科姆都说，当孩子们见到自己的父母都在全力以赴的时候，他们也会竭尽全力。utmost: n the greatest extent, amount, degree, etc that is possible 极限，最大限度e.g. The best plan is to continue to attack him to the utmost of our power. 最好的计划就是继续尽力攻击他。 adj. greatest

47、最大的，极度的e.g. a message of utmost importance 极为重要的消息Utmost care should be taken when you do this kind of experiment. 你做这种实验时必须极为小心。do/ try ones utmost: do/ try ones best 全力以赴e.g. I did my utmost to help. 我已尽力帮忙。He will try his utmost to help them by means of his conventional medical knowledge. 他会尽力用他所

48、知道的传统医疗知识来帮助他们。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. ) 对教职员工的评估也由学生来进行。faculty: n.a) teaching staff of a school, or a university, or a college department 全体教员e.g. The faculty has/ have be

49、en invited to the meeting. 全体教职工都受邀参加该会议。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 社会政治科学系c) one of the natural abilities of a persons body or mind 能力，才能e.g. the faculty of hearing 听力the faculty of sight 视力 We kind of like

50、 that spirit. (line 74) (We like that spirit a little bit.) 我们有几分喜欢这种活力。kind of: ( infml) rather, a little bit 有点e.g. Im kind of worried about the interview. 我对面试有点担心。Im kind of tired from reading. 我读书读的有点累了。Compareof a kind: very much the same 相似e.g. The friends are two of a kindvery similar in so

51、many ways. 这对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 某种，某些e.g. I had a kind of feeling that something would go wrong. 我有种感觉什么地方会出问题。Theres a funny kind of smell in here. 这儿有种古怪的气味。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. ) 也意味着把握和应对目前正在发生的变化。come to grips with: begin to deal with a problem, challenge, etc. 着手解决问题或应对挑战e.g. Tom talked a lot, but never really came to grips with the subject. 汤姆说了很多, 但从未真正涉及这个话题. S

55、o far the government has not come to grips with the economic problem.到目前为止, 政府还没开始解决这个经济问题. 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、.) 尽管我们在许多方面存在差异，但这些差异并无优劣之分。differ: va) be different, not the samee.g. Management styles differ. 管理风格各有不同。How does this car differ from the more expensive model? 这辆车与更贵些的车型有何不同？b) have a different opinion, disagree 在意见方面发生分歧e.g. Im afraid I differ with you on that question. 对于那个问题，恐怕我与你有不同的看法。The t

57、wo leaders differed on this issue. 对此问题，两位领导意见不一。superior: adj. higher in rank, class, social position, importance, quality, etc. 优于，强于；在职位地位等方面较高的e.g. While we differ in many ways, we are neither superior nor inferior to each other. 尽管我们有许多不同之处, 但我们彼此之间没有贵贱之分. n. a person of higher rank, esp. in a job 上级，上司e.g. He works well with those superior to him in the firm. 他和公司的那些上级合作得很好.inferior: adj. lower in rank, class, social position, importance, quality, etc. 低于，次于；在职位地位等方面较低的e.g. Cheaper goods are generally of inferior quality. 一般地