新视野大学英语读写教程第三版第三册教（学）案

..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…偏离,背离……有人生目标的人是永远不会偏离正确航向的。Thosewhohavealifecompassintheirmindwillneverdeviatefromthecorrectcourse.precludesb.fromdoing…阻止某人做……有志者事竟成。Nothingcanprecludeawillingheartfromachievingsuccess.triumphover…战胜……中国人民只要万众一心,必将战胜任何困难,从而立足于世界之巅。AslongastheChinesepeopleworkwithoneheartandonemind,theywilltriumphoveranydifficultiesandstandontopoftheworld.in<the>pursuitof…追求……一个国家在追求经济发展的同时,应当对环境保护给予足够重视。Whileinpursuitofeconomicgrowth,anationshouldgivedueemphasistotheprotectionoftheenvironment.workone’swayto/through/into…通过奋斗逐步达到通过激烈的竞争进入大学的同学们应当将大学教育作为人生奋斗的新起点而非终点。Studentswhohavefiercelyworkedtheirwayintouniversitiesshouldtakecollegeeducationasanewstartingpointratherthanthefinishinglineoftheirlifeendeavor.giveupon…放弃……在地震过后的搜救工作中,解放军战士不放弃任何生命迹象。Inthesearchandrescueworkaftertheearthquake,thePLAsoldiersdidn’tgiveuponanylifesigns.7.focuson…专注于……大学生应将主要精力专注于学习而不是各种令其分心的事物。Collegestudentsshouldfocusmostoftheirenergyonstudiesratherthanonvariousdistractions.Step5:Typicalpatterns:Purpose:Furtherunderstandthetext〔Trainfurtherreadingabilitytofindoutsomedifficultsentencesanddetailsofthetext.Method:Readthetexttogether;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproachandtotalphysicalresponsemethod.Functionalpatterns句型提炼Personalhistory,educationalopportunity,individualdilemmas—noneofthesecaninhibitastrongspiritcommittedtosuccess.个人经历、教育机会、个人困境,这些都不能阻挡一个全力以赴追求成功的、有着坚强意志的人。句型提炼A,B,CA,B,C–noneofthesebe/do…用于表达"对已知条件的否定"。金钱、名誉、社会地位,这些都不应作为判断一个人是否成功的唯一标准。Money,fame,socialstatus—noneoftheseshouldberegardedastheonlystandardforthejudgmentofone’ssuccess.句型提炼2.Theyattainedsuccess,notbecauseitwaseasy,butbecausetheyhadthewilltoovercomeprofoundobstaclesandtoworkdiligentlyinthepursuitoftheirgoals.他们取得了成功,并不是因为成功很容易,而是因为他们拥有克服重重障碍的意志,为了追求目标而勤奋努力。句型提炼Sb.dosth.,notbecauseSb.dosth.,notbecause…,butbecause…用于表达"某人做某事的原因"。我选择厚道,不是因为我笨拙,而是因为我深信,厚德能载物。Ichoosetobehonestandkind,notbecauseIamstupid,butbecauseIfirmlybelievethatgreatvirtueholdstheworld.3.It’snothowmanytimesyoufalldownthatmatters.It’showmanytimesyougetbackupthatmakessuccess!"你摔倒了多少次并不要紧；你能多少次重新站起来对成功才至关重要！句型提炼It句型提炼It’snot…thatmatters.It’s…thatbe/do…用于表达"对某事物最为重要的因素是……"。要获得成功,你现在的位置不重要,重要的是你前进的方向。It’snotwhereyourcurrentpositionisthatmatters.It’swhereyouareheadingforthatleadsyoutosuccess.Languageappreciationa.Youngmen,nevergiveup.Nevergiveup!Nevergiveup!Never,never,never,never!<Para.2,L6>年轻人,要永不放弃。永不放弃！永不放弃！永不,永不,永不,永不！b.Notaskistoohard.Noamountofpreparationistoolongortoodifficult.<Para.3,L2>任务再苦,准备再长,难度再大,都不能放弃自己的追求。c.Yethisstrongwillwasthespurthatpushedhimforward,strengtheninghisoptimism,dedicationanddetermination.<Para.4,L6>然而,坚强的意志鞭策着他,推动他前进,使他更加乐观、投入、坚毅。d.Onlythosewho"keeptheireyesontheprize",thosewhoupholdacommittedandfocusedwillandspirit,willfindtheirendeavorssuccessful.<Para.5,L1>只有那些"执着地追求成功"的人,那些保持始终如一的精神意志的人,才会通过自身的努力,获得成功。e.It’snothowmanytimesyoufalldownthatmatters.It’showmanytimesyougetbackupthatmakessuccess!<Para.7,L5>你摔倒了多少次并不要紧；你能多少次重新站起来对成功才至关重要！f.Withhardwork,determination,dedicationandpreparation,youcantranscendanyhandicap,accomplishanyfeat,andachievesuccess!<Para.8,L4>只要刻苦努力,意志坚决,专心投入,准备充分,你就能跨越一切障碍,达成所有壮举,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:Page162.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认为……重要别人认为重要的,并不能作为你确定目标的根据。只有你自己才知道,什么东西对你最重要。Don’tsetyourgoalsbywhatotherpeopledeemimportant.Onlyyouknowwhatisimportanttoyou.2.popup突然出现；冒出来这几年中国的亿万富豪频繁出现在《福布斯》杂志排行榜上。Foryears,ChinesebillionairesbegantopopupmostfrequentlyinForbesmagazine.3.beparalyzedwith使丧失思考能力,使呆若木鸡大多数人都害怕公共演说。一想到要独自站在一大群听众面前讲话就会吓得不知所措。Mostpeoplefearpublicspeaking.Theyarealwaysparalyzedwiththethoughtofstandingaloneinfrontofandspeakingtoalargeaudience.4.plowthroughsth.艰难费力的通过为了收集论文资料,我只好啃了几十本经济学的旧书。Inordertogathermaterialformythesis,Ihadtoplowthroughdozensofoldbooksoneconomics.5.throwoneselfinto/at/on/down突然猛力地冲进/扑向/跳到/扑倒等小男孩一见到自己的母亲,马上扑进了她的怀抱。Seeinghismother,theboythrewhimselfintoherarms.6.makeone’sway行进〔尤指艰难地,或需要很长时间时他没有努力上进的决心。Hedoesn’thavethedeterminationtomakehiswayintheworld.Step5:Typicalpatterns:Purpose:Furtherunderstandthetext〔Trainfurtherreadingabilitytofindoutsomedifficultsentencesanddetailsofthetext.Method:Readthetexttogether;Usetask-basedlanguageteachingmethod,readingapproach,communicativeapproach,grammar-translationapproachandtotalphysicalresponsemethod.Functionalpatterns句型提炼Nothingscaredmeasmuchaswater.<Para.1,L1>没有什么比水让我更害怕了。句型提炼1.Nothing1.Nothing…asmuchas…否定比较级,用于表达"最……"。世界上最让人困扰的就是自己的心境。Nothingintheworldcanbotheryouasmuchasyourownmind.2.And,aswemadeourwaytosafetyIrealizedsomethingincredible:Iwasnolongerafraid.<Para.16,L1>句型提炼后来我们到达安全水域时,我觉得有些不可思议：我不再怕水了。句型提炼Assb.didsth.,sb.realizesomethingincredible/provoking/important:sb.nolongerAssb.didsth.,sb.realizesomethingincredible/provoking/important:sb.nolonger…用于表达"某人对某些事的反思"。当我们对智能技术上瘾后,令人深思的是：面对面交流已不复存在,朋友之间已成陌路。Aswegetaddictedtothesmarttechnologies,werealizedsomethingthought-provoking:wenolongerhavetheface-to-facecommunicationandbecomestrangerstoourfriends.3.Ilookedouttothesea.WearyasIwas,thewaterhadneverlookedsobeautiful.<Para.19,L4>虽已疲惫不堪,但放眼大海,我感觉海水比任何时候看起来都更美。句型提炼Adj.assb.was,sb./sth.hadneverlookedadj.句型提炼Adj.assb.was,sb./sth.hadneverlookedadj.用于表达"某人对某事或某人新的看法"。虽然她长相平平,但现在她比以往任何时候看起来都要更优雅、更美丽。Plain-lookingasshewas,shehadneverlookedsogracefulandbeautiful.Languageappreciationa.Iglimpsedsomethingmovingupanddownamidthewaves,pasttheendofthejetty.Igasped,realizingthecatastrophewithhorror.That’salittleboyoutthere!<Para.7,L1>我瞥见防波堤尽头的海浪中有个东西在上下浮动。我惊恐地意识到大事不妙,倒吸了一口凉气,那居然是个小男孩！b.AssoonasIjumpedin,IfeltlikeIwasbackinthatpool,breathless,struggling,terrified.<Para.12,L4>一跳进水里,我感觉仿佛又回到了当年的那个游泳池,我喘不过气,拼命挣扎,惊恐万分。c.Onthebrinkofcollapse,Istoppedfighting,justlettingmyselfgo.Myhandhitthejetty.Itwaslikeanelectricshockthatbroughtmebacktomysenses.<Para.18,L1>我全身都快虚脱了,我不再划水,就这样放松自己顺水而漂。我的手碰上了防波堤,仿佛触电一般,我重新恢复了神志。d.Ifeltstrongarmsliftme.Iascendednotonlyfromtheseaontothesecurerocksofthejetty—butalsotomysalvation,leavingbehindtheterriblefearthathadgrippedmeforsolong.<Para.19,L1>我感觉到强壮有力的手臂将我托起。我不仅从海里爬上防波堤的磐石,而且完成了自我拯救,摆脱了困扰已久的恐惧。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:Page462.GoupWork:askstudentstodotheworkbygroups3.Presentation:Inviteseveralgrouprepresentativestodoapresentationoftranslation.Step9.SkimreadingsectionBGroupWorkAskstudentstoreadthistextbythemselvesandanswerthefollowingquestionsbygroupwork: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<《侏罗纪公园》>RaisetheRedLantern<《大红灯笼高高挂》>JurassicPark<《侏罗纪公园》>RaisetheRedLantern<《大红灯笼高高挂》>RomanHoliday<《罗马假日》>TheGreatDictator<《大独裁者》>CrouchingTiger,HiddenDragon<《卧虎藏龙》>1AudreyHepburn<奥黛丽·赫本>

2CharlieChaplin<查理·卓别林>

3ZhangZiyi

4ZhangYimou

5StevenSpielberg<史蒂文·斯皮尔伯格>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:AudreyHepburnMainbody:AudreyHepburn’slifestory<inchronologicalorder>HeryounglifeHeryounglife<Paras.3-4>Herroutetosuccess<Paras.5-6>Herroutetosuccess<Paras.5-6>Hercharacterafterbecomingfamous<Paras.7-8>Herdeathandenduringpassion<Paras.12-14>Herdeathandenduringpassion<Paras.12-14>HercontributiontotheworldasaGoodwillAmbassador<Paras.9-11>ConclusionConclusionFromAudreyFromAudrey’swords,wecanseethemajestyofherspiritofsocialresponsibilityanddedication.<Para.15>IntroductionIntroductionMainbody:AudreyHepburnMain