Unit5新视野大学英语第三册

ATeachingPlanforUnit5(InNewHorizonCollegeEnglishBook3)I.Time:10classhoursII.Contents:·ListeningandSpeaking·SectionA:GracefulHands·SectionB:DecisionsoftheheartIII.SuggestedTimetable:1.Thefirsttwo-class-hoursessionforlisteningandspeaking(Unit5inCollegeEnglishListeningandSpeakingCourseBook3).2.Nextfour-class-hoursessionforSectionA3.Thefourthtwo-class-hoursessionforexercisesofSectionA4.Thefifthtwo-class-hoursessionforSectionBandSectionCIV.AimsandRequirements:·ListeningandSpeaking:1.Trainthestudents‘abilitytounderstandthemainideaandgraspimportantdetailsofthelisteningtexts.2.Givethestudentsachancetoexchangeviewsonthetextstheyhaveheardtoenablethemtohaveadeeperunderstandingofthetexts.·SectionA:GracefulHands1.Letthestudentsacquaintedwithsomenewwords:graceful,preceding,decay,secure,faint,moisture,slide,thirst,famine,injure,outline,hint,interval,emotion,privilege,associationreachfor,feelfor,makeanattempttodo,goaboutdoing,pickupsb.2.Teachthefollowingconjunctions:notuntil‥didsb.dosth.;“yet”3.Teachthewritingskill:Learntodescribewhatwefeelaboutthepeopleorthething.Outline:1).Statinganimpressioninthewriting(dominantimpression).2).Presentingthedetailswhichhelptocreatetheimpression(details).·SectionB:DecisionsoftheHeart1.Teachthereadingskill:UnderstandingIdiomaticExpressions2.EnablestudentstograspthemainideaofthetextV.FocalPointsandDifficultPoints:·ListeningandSpeaking:1.Enablestudentstobefamiliarwiththepassagelisteningskill2.GraspsomewordsandexpressionwhichoftenappearinCET-4·SectionA:GracefulHands1.Analyzethestructureofseveralcompoundsentencesandcomprehendthem.2.Learntouseconjunctions:notuntil‥didsb.dosth.;“yet”3.GraspseveralCET-4keywords·SectionB:DecisionsoftheHeart1.Askstudentstoretellthestory2.Reviewsomeimportantwords1

VI.SuggestedTeachingProcedureandMethodology:·ListeningandSpeaking:(aninteractiveapproachisintroduced)1.Pre-listeningTask:arrangethestudentsinpairsandaskthemtodiscussthefollowingquestions:①Whatdidyourealizethatyou‘dgrownup?②HowdoyoucelebrateYouthDay?③Whatshouldbetheconcernsofthe212.BackgroundInformation:centuryyouth?st①Youthisthegoldenstageinaperson‘slife.Atthisstagepeoplearehealthy,energetic,imaginative,fullofenterprisingspirit,andfreefromworries.Theyfeelasiftheycanaccomplisheverything.Andtheyarereadytoexplore,tolearn,toexperience,andtocreate.Inotherwords,theyareeagertodosomethingconstructivewiththeirlives.Topreparefortheirfuture,theystudyandworkhardtowidentheirscopeofknowledge.Manyyoungpeoplealsohavehighsenseofsocialresponsibility.②Theday-to–daystuff:thingsthathappenalmosteveryday.3.Listeningtotext1and24.SpeakingTasks:askthestudentstogetintopairsandexplaintothemhowtocarryoutSpeakingTaskA-Reflectionsonthetexts,thenselectapairtopresenttheirviewsinclass.SectionA:GracefulHands1.BackgroundInformation:“安乐死”一词源于希腊文，意思是“幸福”的死亡。它包括两层含义，一是无痛苦的死亡；二是无痛致死术。我国对安乐死的定义为：患不治之症的病人在垂危状态下，由于精神和躯体的极端痛苦，在病人和其亲友的要求下，经医生认可，用人道方法使病人在无痛苦状态中结束生命过程。20世纪30年代，西方国家就有人要求在法律上允许安乐死，由此引发了安乐死应否合法化的大论战。2.Pre-readingActivitiesListentoshortpassagetwiceandanswerquestions①Whywastheword―graceful‖usedtodescribethegrandmother?②Whatdoesthephysicianfindoutandwhatdoesshelearn?③Ifyouweregiventhisdecisiontoassistinyourfamilymember‘sdeath,whatarethechallengesyoumightface?听力原文：Theopeningsceneisatfirstsadanddepressing.Hereisagrandmotherdyingwithneitherflowers,norpicturesofrainbowsandbutterfliesdrawnbychildren,norcarsofsympathy.Theonlypeacefulthingthedoctorseesinthislonelywomanishergracefulhand.Butwhatthephysicianfindsoutisthatinherlastmomentsoflife,itisherheartandmindthataretrulygraceful.Thepatienthassentawayherfamilytosparethemthegriefandpainofherpassing.Inthesespeciallastmomentsbetweenthesetwohumanbeingsthedoctorlearnswhatbeinggracefulreallyis.Answers:①Whywastheword―graceful‖usedtodescribethegrandmother?2

Becausehergracefulhandsattractedthewriterthemost.②Whatdoesthephysicianfindoutandwhatdoesshelearn?thephysicianfindsoutisthatinherlastmomentsoflife,itisherheartandmindthataretrulygraceful.③Ifyouweregiventhisdecisiontoassistinyourfamilymember‘sdeath,whatarethechallengesyoumightface?Open.Ⅱ.WorkonSectionAA)StructureoftheText(amethodofanalyzingthetextstructureisemployed)PartI(Paras.1-4)TheleanMrs.Clarkwasdying.PartII(Para.5)Thenurselookedafterherwhowastooweakforanything.PartIII(Paras.6-7)TheexchangeexistsbetweenthenurseandMrs.Clark.PartIV(Para.8)ThenursewasgladthatshewastherewhenMrs.Clarkdied.PartⅤ(Para.9)AfterMrs.Clarkdied,thenurseknewwhatshewas.PartⅥ(Para.10)Mrs.Clark‘shandsimpressedthenursegreatly.B)Raisesomequestionstomakestudentsgraspsomedetailedinformationinthetext(questionandanswermethodisused)Para.1Ihaveneverseenthepatient,Mrs.Clarkbefore,butIknowthatshewilldietonight.Para.2Inthepatient’sroom:Itistypicalofaseriouslyillpatient‘sroom.Theonlylightfromapieceofmedicalequipmentisflashing;thesmellofdecayhitsmynose;anditisveryquietwiththelighton.Para.3-4Aboutthepatient’sconditions:Thepatientisdying.Mrs.Clarkdiesmotionless,tooweaktosayanything.Sheisverythin;theskinhangslooselyaroundherskeleton;hersunkenchestrisesandfallswiththeunevenbreaths.Ifeelaboutthepatienttofindherthinfingersicecoldandherpulsefaint.Ihelphertosomewaterandshemanagestoswallowsomeliquidwithdifficulty.Para.5Iofferservicetothepatient,whoistooweakforanything.Igoaboutprovidingforherneedswithoutaskingher.Iturnheronherside,rubcreamintoheryellowskinandplaceapillowbetweenherlegs.Para.6Inoticeforthefirsttimeherlong,thenandgracefulfingersandwonderwhysheisalonewithoutanyonebyherside.Mrs.Clarkanswersmythoughtswithherlastounceofstrength,―Isent…myfamily…home…tonight…didn‘twant…them…tosee…‖andsheasksmetostay.Para.7Timeseemstostandstill.Oureyesmeetandherlongfingerscurleasilyaroundmyhandandwithoutwords,Ireceiveherthanksthroughheryellowedeyes.Para.8Thepatientdies.Withoutwarning,hershallowbreathingstops.Thereisaswellofemotionwithinmeforthisstranger.YetIfeelitwasaprivilegeshehasallowedmetostaywithheratherlastmomentoflife.Mrs.Clarksparedherfamilyfromseeingherdie,yetshedidnotwanttodiealone.AndIamgladIwasthereforher.Para.9Whowasthepatient?Twodayslater,IreadaboutMrs.Clarkinthenewspaper.Shewasthemotherofseven,grandmotherofeighteen,anactivememberofherchurch,aleaderofvolunteerassociationsinhercommunity,aconcertpianoplayer,andapianoteacherforoverthirtyyears.3

Para.10WhatdoIrememberofher?Yes,theywerelongandgracefulfingers.Ⅲ.LanguagePointsPartI(Paras.1-4)①GracefulHandsgraceful:a.优美的，优雅的；得体的记忆法：名词grace+fula.又如:gracefullyad.文雅地，优雅地；得体地gracelessa.不雅的，粗野的；不懂礼貌的考点：graceful主要指姿势、动作，常与in连用，例如：Sheisgracefulinmanner/speech/movement.她仪表、言语、动作很优美。Dolphinsaregracefulandefficientswimmers.海豚是动作优雅的游泳高手。②…butIknowfromhermedicalchartandthereportIreceivedfromtheprecedingshiftthattonightshewilldie.(Para.1)Meaning:…butIknowfromhermedicalchartandthereportIreceivedfromthedoctorandnurseswhoworkedintheearliershift.1)precedinga.在前的，在先的，前面的记忆法：动词precede(领先于)+inga.pre-表示―在前‖考点：preceding通常指时间、顺序等，常置于名词前作定语，例如：Thiskindofgarmentswasveryfashionableintheprecedingyears.这种服装在前几年很流行。此外，动词precede的用法也要掌握，如：Hecameintotheroomprecededbyasmalldog.他走进房间，一只小狗走在他前面。2)shift在此作―值班‖解，常与on连用，又如：Heisonthenightshiftthisweek.这星期他上夜班。Thedoctorsandnursesinthehospitalworkinthreeshifts.这家医院的医生和护士分三班工作。③…whichisflashingitsredlightasifinwarning.(Para.2)Meaning:…whichisshiningwithitsredlightonandoffasifitgivesawarningofthepatient‘slife.解析：asif引导状语从句需用表示与事实相反的虚拟语气，又如：1）Shelooksasifshe‘sjustgotoutofbed.她看上去好象刚起床。2）Hebehavedasifnothinghadhappened.他做出若无其事的样子。④…asIrememberthesmellofdecayfrompastexperience.(Para2)decayn.变坏，腐烂，衰败；vi.腐烂，变坏；衰退，衰落，衰败考点：decay作名词解，与in连用，表示―已塌坏‖，如befargoneindecay―衰弱过甚，破败不堪‖；fallintodecay（=gotodecay）―衰败，衰微，塌坏，年久失修‖。作动词时表示衰退，不能带宾语，e.g.：Thecabbageshadalreadybefargoneindecay.这些卷心菜已经开始腐烂了。Aspeoplegrowold,theywilldecaymentallyaswellasphysically.人们年老的时候脑力和体力都会衰退。⑤Ireachforthelightswitch,andasitsilentlylightsthescene,Ireturntothebedtoobservethepatientwithanunemotional,medicaleye.(Para.2)Meaning:Istretchoutmyhandtoturnonthelight,andwhenthelightquietlylightsthewholeroom,Ireturntobedtowatchthepatientwithoutanypersonalemotionsasaprofessionaldoctordoes.解析：1）reachfor:stretchone‘shandtotouchortake伸手去够或拿，例如：4

Theshopkeeperreachedforapacketoftea.店主伸手去拿一袋茶叶。Ireachforthelong,thinfingersthatarelyingonthechest.我伸手去触摸那放在胸口的细长手指。（Para.4）2）句中的thescene指的是thewholeroom.⑥…,tapedcruellytoaboardtosecureaneedlesothat…(Para3)securevt.关紧，固定；使安全，保护；得到，获得；a.安全的；牢固的；无忧的，安心的派生：securityn.安全考点：secureagainst/from使免受…危险besecurein在…方面是牢固的besecureabout对…放心的tofeelsecure感到安全e.g.Thelittleboatwassecuredtothedockwiththemooringrope.小船用泊绳固定在码头上。Somemeasuresareneededtosecurethebankfromaflood.这道堤防需要采取一些措施以免被洪水冲坏。Heisluckytohavesecuredhimselfsuchagoodjob.他真幸运为自己谋得这么好的一份工作。Shefeltsecureonlywhenbothdoorswerelocked.只有两个门都锁好她才觉得安全。⑦…,andIquicklymovetothewristandfeelforthefaintpulse.(Para.4)faint:a.微弱的，虚弱的派生：faintnessn.虚弱faintlyad.虚弱地e.g.Thecandleshedafaintlightintheroom.房间里蜡烛发出微弱的光亮。Climbingthesestairscausedhertofeelfaint.上这些楼梯使她感到头晕目眩。⑧…afewdropsofthecoolmoisturetoslideintohermouthandeaseherthirst.(Para4)1)moisturen.潮湿，湿气记忆：moista.潮湿的moisturizev.变潮湿，使增加水分1）Thesundriedthemoistureontheground.太阳晒干了地上的潮气。2）Thedesertaircontainshardlyanymoisture.沙漠的空气几乎不含一点湿气。2)slidev.使滑动，使悄悄的移动；n.滑行，幻灯片记忆：slide—slid(过去式)—slid(过去分词)e.g.Tomslidoutofthehousewhennoonewasnoticing.汤姆趁别人不注意偷偷地溜出了屋子。Thewaiterslidtheashtrayacrossthetabletohim.服务生将烟灰缸滑过桌子传送给他。Theboyslidintothebadhabitofsmoking.这个男孩不知不觉地染上了抽烟的坏习惯。PartII(Para.5)①Sheistooweakforconversation,sowithoutasking,Igoaboutprovidingforherneeds.(Para.5)Meaning:Assheistooweaktotalk,Ibegintoprovideforherneeds(water)withoutasking.解析：goabout（doing）sth.:begintodosth.着手做，开始做；又如：1）Howshallwegoaboutthejob?我们该如何着手干这件工作呢？2）It‘sdifficulttogoabouttobuildabigboat.开始建造一艘大船是很难的。5

②…,feelingperfectlytheoutlineofeachboneintheback.(Para.5)outlinen.轮廓，外形；要点，大纲；vt.概述1）作名词时常用搭配有：todrawup/make/sketchanoutline画出轮廓；outline(of)向某人介绍…的概要；inoutline以轮廓（或外形）显示；2）作动词tooutlinesth.to向…概述…;tooutlineagainst使衬托出轮廓考点：togivesb.an时常用搭配有：e.g.Onegoodwaytomastertheideaofanarticleistomakeanoutlineofit.写概要是掌握文章内容的一个好方法。Theoutlineofherfaceinthelightofthecandlelookedverybeautiful.她的面部轮廓在烛光中显得很美。③…andnotuntilIrunmyhandupoverherkneesdoIfeelanyofthelife-givingwarmthofblood.(Para.5)Meaning:…andit‘sonlywhenImovemyhandupoverherkneesthatIfeelthewarmthofbloodthatgiveslife.解析：1）life-giving:thatgiveslife给予生命的，提神的2）notuntil…does(did)sb.do倒装句型，直到…才，类似的例子见书后练习题Ⅷ。PartIII(Paras.6-7)①Thereisnohintintheroomanywherethat…(Para6)hintn.细微的迹象；暗示，提示v.暗示考点：1）作名词：ahintabout/of关于…的提示，ahintthat+clause暗示，atahint见…的迹象；tohint(tosb.)that+clause向（某人）暗示togiveahint给一点暗示，totakeahint领会暗示，2）作动词：tohintat暗示，…e.g.GivemeahintsothatIcansolvetheriddle.给我一点提示我就可以揭开这个谜。Thebookisfullofhintsandtipsonlow-fateatingandhealthyliving.这本书里全是有关低脂肪饮食和健康生活的忠告和提示。IhintedtohimthatIwasdissatisfiedwithhiswork.我向他暗示我对他的工作不满意。Hehasalreadyhintedatapieceofaround4milliondollars.他已经暗示了一个价格，大约400万美元。PartIV(Para.8)①Someunknownintervaloftimepassesbeforehereyesagain,…intervaln.间隔，间断；中场休息，幕间休息考点：atintervals间隔，每隔…e.g.Itsnowedatintervalsthisweek.这星期不时下雪。Therewasalongintervalbeforehereplied.他过了很久才答复。TrainswillrunfromShanghaitoNanjingat20-minuteintervals.上海至南京的火车每20分钟发一班。（=Trainswillrun…atintervalsof20minutes.）②Slowly,stillholdingherhand,IbecomeawarethatIdonotmindthisemotionalbattle,thatinfact,itwasaprivilegeshehasallowedme,andIwoulddoitagain，gladly.(Para.8)Meaning:WhileIstillholdherhand,IgraduallyrealizethatIdonotmindthisemotionalstrugglebetweenhavingherwithmeandsayinggood-byetoher.Ialsobecomeawarethatineffect,thestrugglewasaspecialrightshehasgivenme,andIwouldexperienceitagain,andwithpleasure.解析：holding…为伴随状语，thatIdonot…和thatinfactitwas…为并列宾语从句，作aware的宾语，…andIwoulddoitagain中it指代句中的thisemotionalbattle.privilegen.特权，优惠6

考点：privilege为可数名词，常与of连用e.g.IhadtheprivilegeofmeetingtheQueenwhenshevisitedourschool.我有幸在女王访问我校时见到了她。Itwasaprivilegetoworkwithsuchagreatscientist.能与如此伟大的科学家一起工作真是一种荣幸。Ⅳ.AssignmentsforSectionA:①Askstudentstoreviewthetextanddotheexercisesinthetextbook②LetstudentslearnTextStructureAnalysisanddotheexercisesontheworkbook.·SectionB:DecisionsoftheHeart·Ⅰ.Readingskills:UnderstandingIdiomaticExpressions(page138)Ⅱ.AskstudentstofinishreadingtextBintenminutesanddoingexercisesonpage145.Ⅲ.StructureoftheTextPart.Ⅰ.(1-5)Theauthorgivesusaquestionthatwhatweshoulddoifour90-year-oldmotherhassufferedastroke.作者向我们提出问题:如果我们90高龄的母亲得了中风,我们该怎么办.Part.Ⅱ(6-12)Asadoctor,hetellsusthemeasuresweshouldtakeaccordingtohisexperience.作为医生,他以自己的Part.Ⅲ.(13-17)Inthiscase,thesensibledecisionistoputthepatient‘sinterestinthefirstplace.此种情况下,明智的利益放在首位.Ⅳ.LanguagesPoints:Part.Ⅰ.(1-5)(Para.4)OrIcandenyherthemedicine,inwhichcaseshe‘llprobablydieinthreeorfour经验告诉我们应采取何种措施.决定是将病人的①days.Meaning:ThereisanotherchoiceIcanstopgivingherthemedicine.Ifso,she‘llprobablydieinthreeorfourdays.解析:denysb.sth.=refusetogivesb.sth.Inwhichcase引导的为状语从句,相当于ifso②…,limitedlifetowhichthestrokehascondemnedher.(Para5)condemnvt.迫使…陷于不幸的境地;批评,谴责;判…刑,给…定罪:condemnationn.考点:condemnas谴责…为…,告宣…有罪condemnfor因…而宣告…有罪condemnto判…刑condemnsb.toe.g.:Hewascondemnedtospendtherestofhislifeinprison.他被判终身监禁.Part.Ⅱ(6-12)①…TherewasnothingIcoulddotorelievetheproblems…(Para7)relievevt.减轻,解除(痛苦,疾病等);救济,援助:relieven.考点:relieve…ofe.g.:Myassistantrelievedmeofallthechores.多亏助手帮忙,我摆脱了所有的杂务.Letmerelie