新视野大学英语第一册教案unit 3

This is a prepositional phrase showing manner. Look at the following example: She screamed out in frustration. 她绝望地尖声大叫。 9. When I joined the Navy, ... (Para. 11)

Meaning: When I became a member of the Navy, ... . More examples:

He joined the Labour Party when he left the university. 他离开大学后加入了工党。

He joined the army without first getting permission from his parents. 他在为征求父母同意的情况下参了军。 When \means \part in some activity\the verb should be used with \Look at the following examples:

We all joined in the singing. 我们一起唱起了歌。

Will all of you join with me in drinking a toast to the success of this business! 请诸位和我一起为企业的成功干杯!

10. Introducing me, he was really saying, ... (Para. 11)

Meaning: When he was introducing me, he was really saying, ... . In English, -ing verb phrases very often are used as adverbials showing time, condition, reason, etc. without using any conjunctions. Please read:

Hearing the sad news, the mother collapsed. (= When she heard the sad news, ....)听到这一不幸消息, 母亲悲痛欲绝。

Knowing English well, he translated the article without much difficulty. (= Because he knows English well, ...) 因为英文好, 他翻译这篇文章易如反掌。

11. he has been gone many years now, ... (Para. 12) Meaning: He has been dead for many years now.

\ 12). I think of him when I complain about trifles, ... (Para. 12)

Meaning: I think of him when I express feelings of unhappiness about unimportant things.

Notice how to use the verb \complain to somebody. Here are more examples.

He complained about the food to me. (or: He complained to me about the food.) 他向我抱怨饭菜不好。 They never complain about working extra time to anybody. 他们加班加点工作, 从不向任何人抱怨。

When \the following sentences:

He went to the doctor complaining of the difficulty in breathing. 他去找医生, 说自己呼吸有困难。 The little boy complained of pains in his stomach. 那小孩直叫肚子疼。 Step 3 Post-reading Tasks

Translate the sentences into Chinese on page 59

Step 4 Assignments

a) Complete exercises related to Text A b) Preview section B

c) Translation

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Period (5-6)

Class Planning: 1. Teaching Objectives:

Conduct reading, speaking and writing activities related to the theme of the unit. The follow-up activities: exercises and debate on “Good Heart” 1) Interactive Teaching 2) Communicative Teaching

Teaching notes prepared by the teacher Blackboard, Tape recorder

a) Complete exercises related to Texts B&C b) Review Unit three c) Preview the next unit

d) Write a passage titled “A Good Language Learner” 2. Teaching Focus and difficult points: 3. Teaching Methods:

4. Teaching Aids:

5. Assignments:

6. Teaching Procedure Step 1 Post-reading Tasks a) Revision

Summarize the passage using the tips below.

coordinate halt pace amaze stress complain envy engage urge reluctant worthy occasion despite now that make it even if subject to on leave see to

My father was badly crippled and very short .So I always felt disgraceful then we used to walk together, Despite his disability, he never looked down on himself or showed any envy of other lucky people, he always maintained a positive attitude towards life and work, tried to participate in many activities in his way .It’s his courage and good heart that impressed me greatly. Although my father has passed away for may years, I often think of him. Now I’m old, and I begin to realize that it’s my father who has been setting the pace for me.

b) Writing and reading skills *Writing skills

The author presents the story with a general point and then continues to support his general point with examples. This is one of the commonest ways of presenting one's ideas or points of view.

In Paragraph 11, the author tells us that although the father was crippled, he still managed to participate in some activities through his son. Then the author went on to support this general point with three examples. The first example is when the son played ball, the father \navy and the father \

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example is that when the son went home on leave from the navy, the father would make him visit his office. And in this way the father was telling others that he could do the same as his son.

The author presents the story with a general point and then continues to support his general point with examples. This is one of the commonest ways of presenting one's ideas or points of view.

In Paragraph 11, the author tells us that although the father was crippled, he still managed to participate in some activities through his son. Then the author went on to support this general point with three examples. The first example is when the son played ball, the father \navy and the father \example is that when the son went home on leave from the navy, the father would make him visit his office. And in this way the father was telling others that he could do the same as his son.

*Reading skills

Reading for the Key Ideas in Sentences

The particular reading skill introduced for this unit is reading for the key ideas in sentences. We are reading for information and the ability to find out the key ideas of sentences is of great importance to us.

To find out the key idea of a sentence, we have to remember the three important points mentioned in your textbook:

1. Ask who or what the sentence is about.

2. Ask what the person or object is doing or what is happening to the person or object.

3. Learn to separate minor details from the main ideas. Many words in sentences describe things about the subject of the sentence and merely add details around it. If you focus on the key idea of a sentence only, just ignore the details as they just help support the key idea but not the key idea of the sentence. Here, we would pick up some sentences from Passage A to find out the key ideas of the sentences.

1) He was severely crippled and very short, and when we walked together, his hand on my arm for balance, people would stare. (Para. 1, Passage A) Key idea: He was crippled.

2) It was difficult to coordinate our steps — his halting, mine impatient — and because of that, we didn't say much as we went along. (Para. 2, Passage A) Key idea: It was difficult to coordinate our steps.

3) When I think of it now, I am amazed at how much courage it must have taken for a grown man to subject himself to such shame and stress. (Para. 5, Passage A) Key idea: I am amazed at his courage.

In finding out the key ideas for sentences, it is of primary importance to separate the key ideas from the details which would tell us about when, what kind, where. These are important only in the sense of supporting the key idea, but they are not the key idea of a sentence.

c) The rest exercises related to Text A.

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Step 2 Learning Text B ＊Abstract:

An elderly man collapsed on a downtown Brooklyn street corner and was sent to hospital .He was eager to see his son .With the help of the Red Cross man and officers of the army, his son who was serving as a Marine arrived the hospital on time. The son tried his best to comfort the elderly man with his true love till the elderly man died satisfactorily. At last the nurse knew that this young man turned out to be the wrong person with the same name and similar numbers in the army.

＊Explanations of some important expressions: 1) apparent =evident =obvious v: appear

eg It was ~ to all that he was guilty.

2) sole=only=single

He is the sole person I can trust.

3) enable

The coffee ~ me to keep awake.

The new contract ~s us to demand whatever we want.

4) squeeze

n: squeezer 压榨机，榨汁机

eg She slowly ~ed some toothpaste from the tube .

5) exchange

Let me ~ the seats with you.

6) inform =notify =tell

I ~ed her mother of her safe arrival.

7) sympathy

adj :sympathetic (be ~ to sth ; be ~ with sb ) v : sympathize He succeeded in arousing the nation’s ~.

8) come to

eg when he came to , he found himself in a hospital bed .

9) with that

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eg He gave a little wave , and ~ , he was gone .

10) turn out

eg the test turned out to be positive .

Language Points

1) The Marine wrapped his strong fingers around the old man’s limp ones, squeezing a message of love and encouragement.

= The Marine held the old man’s weak fingers inside his own strong fingers, expressing his love and encouragement.

2)….the wrong Marine had become the right person at the right time.

=Although the Marine was not the real son, he acted properly with the dying old man at the time when he was most needed.

3) And he proved ….that there are people who care what happens to their fellow men. =And he showed …that there are people who are concerned with what happens to their fellow men.

＊Structure Analysis Para. 1 Paras. 2---4 Paras. 5---8 Paras. 9---15

＊Skimming and answering the following questions (page 68)

Step 4 Assignments:

(The end)

a) Complete exercises related to Texts B&C b) Review Unit three c) Preview the next unit

An elderly man was eager to see his son serving as a Marine when he was dying. The message was sent to the Marine camp quickly, and the son rushed to the hospital. The son stayed with the father softly and patiently till he was dead.

The son turned out to be the wrong person with the same and similar numbers in the camp, but he acted as the right son at the right time, looking after his fellow man.

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