新进阶3 综合Unit 3
Unit-3
综合3-新进阶．
III New Progressive College English Book
Cultural Differences
UNIT 3
全新版大学进阶英语使用教材课程名称大学英语（三）综合教程（3）
HowMyChinese
Mother-in-Law
Replaced My Husband
Reading1Cultural
Differences:Praise6授课学授课内
)
Reading2Mandarin
Madness: The Tone（读
1. Discuss the concept of cultural
differences
2. Have a thorough understanding of the
text contextually and
linguistically
教3. Master the key words and expressions目in context properly 4. Become familiar with the writing of a
comparison/contrast essay
1. Analyze the structure and grasp the
main idea of Text
2. Master the key language points and 教学grammatical structures in the text
重点与难点3. Learn to write a comparison/contrast
essay
4. Critical thinking
1
and method 1. Audio-visual audio-lingual method.
2. Task-based language teaching method 教学方法
3. Communicative approach 与
4. Using CAI, PPT
手
oronlinetools(usingSmart5.teach ing
materials)
2
1. Lead-in Activities
Step 1. Warm-up activities
cultural about 2. Discussion Step
differences
2. Global Reading
Step 1. Approaching the theme
textAnalyzingtheStep2. organization
3. Detailed Reading ainUnderstandingthetextStep1. deeper level
教Step 2. Learning useful expressions过
sentencesdifficult3.LearningSte p
structures
Step 4. Learning new words
4. Comprehending Reading 1
Step 1: Skimming the text difficultExplainingtheStep2: sentences of the text
Step 3: Doing sentence translation
5. After reading
Step 1. Viewing and Listening Step 2. Speaking
Step 3. Assignment
Assignment：1. Read the text in Reading 2 and finish
the exercises.作业 2. Write a comparison/contrast essay
3. Preview the next unit.
3
Unit 1 Cultural Differences
1. Teaching Objectives:
新进阶3 综合Unit 3
New Progressive College English Book III UNIT 3 Cultural Differences
Unit 1 Cultural Differences 1. Teaching Objectives: Students will be able to A. have a thorough understanding of the text contextually and linguistically B. illustrate the concept of cultural shock by giving examples C. learn languages, e.g. words, phrases, difficult structure D. become familiar with the writing of a comparison/contrast essay 2. Time Allotment: 1st Period: Lead-in Activities (Warm-up activities; Discussion about cultural differences) 2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization) 3rd Period: Detailed reading (Understanding the Text A in a deeper level, analyzing difficult sentence structures) 4th Period: Detailed reading Activities (Learning new words, summarizing good usage) 5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence translation)) 6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignment) 3. Teaching Procedures: 3.1 Lead-in Activities Step 1. Warm-up activities The teacher introduces the topic to the class by asking if they can give any example of how Chinese and non-Chinese behave or think differently in life. Step 2: Discussion about cultural differences The teacher explains the pictures in Opener that illustrate the differences between the Westerner and Chinese in their perspectives on different issues. The teacher asks Ss to look at the pictures and discuss the differences in pairs with the aid of the questions that follow. The teacher has different pairs report to the class their discussion on the pictures, one pair for one picture. Method: Using task-based language teaching method, communicative approach. 3.2 Global reading Step1. Approaching the theme The teacher introduces the topic of the text by explaining the cultural shocks the author experienced after the birth of her daughter and her mother-in-law's fulltime presence in her family. Before moving on to the author's account, The teacher explains to Ss the text can roughly be divided into six parts. Method: PPT; communicative approach. Step2. Analyzing the text organization The teacher guides Ss to explore the text by asking them to work on the table in Text Organization and do the task in Digging into detail. Then students should sum up the differences of views between the author and her mother-in- law on matters described in the text. Method: skimming and scanning, communicative approach
新进阶3-综合Unit-3
Unit-3 综合3-新进阶． III New Progressive College English Book Cultural Differences UNIT 3 全新版大学进阶英语使用教材课程名称大学英语（三）综合教程（3）
HowMyChinese Mother-in-Law Replaced My Husband Reading1Cultural Differences:Praise6授课学授课内 ) Reading2Mandarin Madness: The Tone（读 1. Discuss the concept of cultural
differences 2. Have a thorough understanding of the text contextually and linguistically 教3. Master the key words and expressions目in context properly 4. Become familiar with the writing of a comparison/contrast essay 1. Analyze the structure and grasp the main idea of Text 2. Master the key language points and 教学grammatical structures in the text 重点与难点3. Learn to write a comparison/contrast essay 4. Critical thinking 1
新进阶3-综合Unit-3
新进阶3-综合Unit-3
New Progressive College English Book III UNIT 3 Cultural Differences 课程名称大学英语（三）使用教材全新版大学进阶英语综合教程（3） 授课内容How My Chinese Mother-in-Law Replaced My Husband Reading 1Cultural Differences: Praise(精 读) Reading 2 Mandarin Madness: The Tones（泛 读） 授课学时 6 教学目的1. Discuss the concept of cultural differences 2. Have a thorough understanding of the text contextually and linguistically 3. Master the key words and expressions in context properly 4. Become familiar with the writing of a comparison/contrast essay 教学重点与难点1. Analyze the structure and grasp the main idea of Text 2. Master the key language points and grammatical structures in the text 3. Learn to write a comparison/contrast essay 4. Critical thinking
新进阶3综合Unit1
New Progressive College En glish Booklll UNIT 1 Worki ng Holiday Abroad
Unit 1 Worki ng Holiday Abroad 1. Teachi ng Objectives: Stude nts will be able to A. discuss the releva nt topics B. un dersta nd the text with skim ming and sca nning C. lear n Ian guages, e.g. words, phrases, difficult structures D. thi nk further 2. Time Allotme nt: 1st Period: Lead-in Activities (Warm-up activities; Discussion about working holiday abroad ) 2 nd Period: Global-readi ng Activities (Text: Approach ing the theme; an alyz ing the text orga ni zatio n) 3 Period: Detailed reading Activities (Understanding the Text in a deeper level, analyzing difficult sentence structures) 4 th Period: Detailed readi ng Activities (Lear ning new words, summariz ing good usage) 5 th Period: Comprehe nding Readi ng 1 (Skim ming the text, expla ining the difficult sentences of the Text, doing sentence tran slati on) 6 th Period: After-readi ng Activities (View ing and Liste ning; Speak ing; Assig nment) 3. Teachi ng Procedures: 3.1 Lead-in Activities Step 1. Warm-up activities In troduce the topic to the class: Work ing Holiday Abroad, and ask stude nts the questi on: What a working holiday is ? ” Ask the students to watch twice a video clip of a talk about a working holiday in Opener Ask the students to understand the main points by filling blanks of the summary given in Opener Help the stude nts to sum up the main points of the talk about a work ing holiday: A working holiday is when you spend a significant amount of time in another country and have the work ing rights to back it up. You are able to pick up a job or two (or 6) and break that arrangement up by traveling or moving on to a new location in the country. With a work ing holiday visa, you can work as you go A work ing holiday could end up being a life-cha nging experie nee. A work ing holiday can do won ders for really in troduci ng you to a new culture. Method: Method: PPT; communicative approach. Step 2: Discussi on about joys and challe nges of tak ing work ing holidays overseas Have stude nts work in pair talk ing about joys and challe nges of tak ing work ing holidays overseas and in vites some stude nts to report to the class. Method: Using task-based Ianguage teaching method, communicative approach. 3.2 Global readi ng Step 1. Approach ing the theme
新进阶3综合unit2答案
精心整理NewProgressiveCollegeEnglishBook III UNIT2ConspicuousConsumption 课程名称大学英语（三）使用教材全新版大学进阶英语综合教程（3） 授课内容TextWhoAretheJonesesandWhyAreWeTryingtokeep UpwithThem?(精读) ReadingStopKeepingUpwiththeJoneses-They’reBrok e(泛读) 授课学时 6 教学目的1.Haveathoroughunderstandingofthetextcontextuallyandlinguistically 2.Talkabouttheconspicuousconsumptionofluxurygoods 3.Conductgroupdiscussioncenteringonthe“fuerdai”phenomenon i nChina 4.Becomefamiliarwithexpositorywriting 教学重点与难点1.AnalyzethestructureandgraspthemainideaofText 2.Masterthekeylanguagepointsandgrammaticalstructuresinthetext 3.Learnsometechniquesinwriting 4.Criticalthinking 教学方法与手段1.Audio-visualmethodandaudio-lingualmethod. 2.Task-basedlanguageteachingmethod https://www.sodocs.net/doc/f814745391.html,municativeapproach https://www.sodocs.net/doc/f814745391.html,ingCAI,PPT 5.Smartteaching(usingonlinetoolsormaterials) 教学过程1.Lead-inActivities Step1.Warm-upactivities Step2.Discussionaboutthetopic 2.GlobalReading Step1.Approachingthetheme Step2.Analyzingthetextorganization 3.DetailedReading Step1.Understandingthetextinadeeperlevel Step2.Learningusefulexpressions Step3.Learningdifficultsentencesstructures Step4.Learningnewwords https://www.sodocs.net/doc/f814745391.html,prehendingReading1 Step1:Skimmingthetext Step2:Explainingthedifficultsentencesofthetext Step3:Doingsentencetranslation 5.Afterreading Step1.ViewingandListening Step2.Speaking Step3.Assignments 作业Assignments: 1.ReadthetextinReading2andfinishtheexercises 2.Writeanexpositorywriting 3.Previewthenextunit. UNIT2ConspicuousConsumption
新进阶3综合Unit
UNIT 4 Emergi ng Adulthood
Unit 4 Emerging Adulthood 教学 过程 作业
1.Teaching Objectives: Stude nts will be able to A.have a thorough un dersta nding of the text con textually and lin guistically; B.build up an active vocabulary to talk about growing up and adulthood and know how to use the key words and expressi ons in con text properly; C.discuss the importa nt aspects of beco ming an adult; https://www.sodocs.net/doc/f814745391.html,pare America n and Chin ese views on emerg ing adulthood; E.talk about changes in expectations of young adults and changes in the degree of independence from their parents young adults are able to achieve in today ' s world; F.write an essay about their views on emerg ing adulthood. 2.Time Allotme nt: st 1 Period: Lead-in Activities (Warm-up activities; Discussion about adulthood) 2nd Period: Global Reading (Text: Approaching the theme; Analyzing the text orga ni zatio n) 3rd Period: Detailed Reading (Understanding the text in a deeper level; Analyzing difficult sentence structures) 4th Period: Detailed Read ing Continued (Lear ning new words; Summariz ing good usage) 5th Period: Comprehe nding Readi ng 1 (Skim ming the text; Expla ining the difficult sentences of the text; Doing sentence tran slati on)) 6" Period: After Reading (Viewing and listening; Speaking; Assignment) 3.Teaching Procedures: Lead-i n Activities Step 1. Warm-up activities The teacher leads students to figure out the five stages of life (infancy, childhood, adolescence, adulthood and old age) and tells them a new life stage “ emerging adulthood ”
新进阶3 综合Unit
UNIT 4 Emerging Adulthood
1. Teaching Objectives: Students will be able to A. have a thorough understanding of the text contextually and linguistically; B. build up an active vocabulary to talk about growing up and adulthood and know how to use the key words and expressions in context properly; C. discuss the important aspects of becoming an adult; D. compare American and Chinese views on emerging adulthood; E. talk about changes in expectations of young adults and changes in the degree of independence from their parents young adults are able to achieve in today’s world; F. write an essay about their views on emerging adulthood. 2. Time Allotment: 1st Period: Lead-in Activities (Warm-up activities; Discussion about adulthood) 2nd Period: Global Reading (Text: Approaching the theme; Analyzing the text organization) 3rd Period: Detailed Reading (Understanding the text in a deeper level; Analyzing difficult sentence structures) 4th Period: Detailed Reading Continued (Learning new words; Summarizing good usage) 5th Period: Comprehending Reading 1 (Skimming the text; Explaining the difficult sentences of the text; Doing sentence translation)) 6th Period: After Reading (Viewing and listening; Speaking; Assignment) 3. Teaching Procedures: Lead-in Activities
新进阶3综合unit2答案
1 UNIT 2 Conspicuous Consumption 1. Teaching Objectives: Students will be able to A. Have a thorough understanding of the text contextually and linguistically B. Talk about the conspicuous consumption of luxury goods C. Conduct group discussion centering on the “fuerdai” phenomenon in China D. Become familiar with expository writing 2. Time Allotment: 1st Period: Lead-in Activities (Warm-up activities; Discussion about the topic) 2nd Period: Global-reading (Text: Approaching the theme; analyzing the text organization) 3rd Period: Detailed reading (Understanding the Text A in a deeper level, analyzing difficult sentence structures) 4th Period: Detailed reading Activities (Learning new words, summarizing good usage) 5th Period: Comprehending Reading 1 (Skimming the text, explaining the difficult sentences of the Text, doing sentence translation)) 6th Period: After-reading Activities (Viewing and Listening; Speaking; Assignments) 3. Teaching Procedures: 3.1 Lead-in Activities Step 1. Warm-up activities Ask Ss to listen to a song and fill in the missing words in the lyrics. Have Ss work in pairs. One student asks the other the questions in Opener, the other answers. Then switch roles. Method: PPT, communicative approach. Step 2: Discussion about the topic Introduce the topic of the unit to Ss either in English or Chinese: Sometimes people buy things just for the purpose of showing that they are richer, or have better taste than others. Expensive brand-name goods can serve this purpose, and are often wanted precisely because they are expensive. Whether spending money in this way is good, bad or simply silly is something we are going to explore. Method: Using task-based language teaching method, communicative approach. 3.2 Global reading Step 1. Approaching the theme
全新版大学进阶英语综合教程第三册答案
Key to Exercises Opener Going on a working holiday has many advantages: ? A working holiday visa grants you access to a country for a longer period of time than a standard tourist visa. ? The travel is sustainable in the sense that you can keep refilling your travel funds with employment. ? You can try different types of jobs, even the ones that you normally wouldn’t do when at home. And in this sense, a working holiday could be a life-changing experience. ? You are more likely to meet and make friends with the locals, not just other tourists. They can introduce you to a new culture. ? A working holiday makes a good break. A popular time to sign up for a working holiday is the break between high school and college or the break after college and before entering the real working world. Transcript: A working holiday is when you spend a significant amount of time in another country and have the working rights to back it up. You are able to pick up a job or two (or 6) and break that arrangement up by traveling or moving on to a new location in the country. In general, a working holiday visa grants you access to a country for a longer period of time than a standard tourist visa. In Australia, for example, the typical tourist visa is for 3 months while a working holiday visa is for 12 months. With a working holiday visa, you can work as you go, meaning you won’t necessarily go into debt while spending time abroad. Your method of travel may vary. Some prefer to travel up-front for several months and then spend the rest of the time working in one or two different locations. Others prefer to work for a month, travel for a month and then work for a month again. Either way, the travel is sustainable in the sense that you can keep refilling your travel funds with employment. With a working holiday visa, you are basically given the opportunity to test out any type of job, and you are probably put in a position to accept ones that you normally wouldn’t when at home. You never know what you might discover. A working holiday, in this sense, could end up