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一、教学目标1. 知识目标：- 了解全球化背景下的文化多样性。
- 掌握文化交流的意义和途径。
- 理解跨文化交流中的冲突与融合。
2. 能力目标：- 培养学生跨文化交流的意识和能力。
- 提高学生运用英语进行交际的能力。
3. 情感目标：- 增强学生对不同文化的尊重和理解。
- 激发学生对全球化和文化交流的兴趣。
二、教学重点与难点1. 教学重点：- 全球化背景下的文化多样性。
- 文化交流的意义和途径。
- 跨文化交流中的冲突与融合。
2. 教学难点：- 如何在跨文化交流中保持尊重和理解。
- 如何运用英语进行有效的跨文化交流。
三、教学过程（一）导入1. 教师展示全球化的图片和视频，引导学生思考全球化对文化的影响。
2. 学生分享对全球化和文化交流的认识和看法。
（二）新课导入1. 教师介绍全球化背景下的文化多样性，引导学生了解不同文化的特点。
2. 学生讨论文化交流的意义，如增进了解、促进和谐、推动发展等。
（三）课堂活动1. 小组讨论：列举文化交流的途径，如旅游、影视、网络等。
2. 角色扮演：模拟跨文化交流场景，让学生运用英语进行交流。
3. 课堂辩论：针对“全球化是否会导致文化同质化”这一话题进行辩论。
（四）案例分析1. 教师展示一个跨文化交流的案例，如中美文化交流项目。
2. 学生分析案例中的成功经验和存在的问题。
（五）总结与反思1. 教师总结本节课的重点内容，强调跨文化交流的重要性。
2. 学生分享自己的学习心得和体会。
四、作业布置1. 完成课后阅读材料，了解不同国家的文化特点。
2. 写一篇关于文化交流的短文，谈谈自己的看法。
五、教学反思本节课通过多种教学手段，引导学生了解全球化背景下的文化多样性，掌握文化交流的意义和途径，提高学生的跨文化交流能力。
在教学过程中，教师应注意以下几点：1. 创设真实、生动的教学情境，激发学生的学习兴趣。
2. 注重培养学生的跨文化交流意识和能力，提高学生的英语交际水平。
3. 引导学生尊重和理解不同文化，培养全球视野。
《新视野》大学英语读写教程第四册教案------------------------------------------Unit Five(2005 级使用)大学英语第一教研室授课教师新视野《大学英语》读写教程第四册Unit 5（Book IV）Section A Choose to Be Alone on Purpose有意选择独处（精读）Section B Roommate Conflicts室友间的冲突（快读）Section C An Indian Arranged Marriage印（度）式包办婚姻（自学）Section A Choose to Be Alone on Purpose有意选择独处（精读）据最新统计➢be alone on purpose 故意独处➢cast out 赶出；驱逐➢turn one’s back to 抛弃；背离➢inspiration in solitude 独处的灵感➢speak highly of 对……给予高度评价；赞扬➢set forth 动身；启程➢creep away 蹑手蹑脚地走开➢have one’s own self-importance for company以自尊自重为伴➢stretch out one’s soul 放飞灵魂➢stay up late 熬夜➢do sth at one sitting 一口气做完某事➢rise and fall 盛衰；起落➢at length 长久地；详尽地➢stay rational 保持理性➢settle down 安顿下来；安下心来➢for the time being 暂时；眼下➢might as well do sth. 最好做某事；不妨做某事Mai Idea:The passage centers around a social phenomenon --- choosing to be alone on purpose. The author discusses it from the following aspects: what living alone is, what people think of living alone, who prefer living alone, and in the end the author makes some comments on it : to stay rational, settle down and make yourself comfortable.Text Structure Analysis:Part One: Para. 1:--- Living alone has become a common social phenomenon.Part Two: Para. 2:--- What do people think of living alone.Part Three: Para. 3-10:--- Three famous literary giants who choose to be alone and the message we can draw from the people who choose to be alone.Part Four: Para. 11-16:--- T he author’s comments on living alone.----------------------------------------------------------------------------------------------------------------------------------------- Detailed Study of the Text：(15 key points)1.… all 22 million of us by recent count, alone in our rooms, …❖by count: 点数，计数如：听题--- By our count that’s the fifth cake you’ve eaten. 我们数了一下，这是你吃的第五块蛋糕。
Unit 5, Book OneSection A: Cliff Young, an unlikely hero1. Teaching Objectives:To talk about the sporting spiritTo further understand the textTo apply the phrases and patternsTo master the paragraph writing skill2.Time Allotment:Section A (3 periods):1st---2nd period: Pre-reading activities ( theme-related questions for warming up;) While-reading activities (cultural notes; useful words and expressions;difficult sentences)3rd period: While-reading activities (text structure; main ideas)Post-reading activities (comprehension questions; exercises) Section B(1period):4th periods: Practice of the reading skill (reading for the key idea in a sentence);T checks on Ss’ home reading by asking questions based on the passage.T explains some difficult sentences3.Teaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingLet them talk to each other about the following questions:1. What sports do you like doing?2. How much time do you spend on sports every day?3. Do you think playing sports is important to students? Why?Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer the questions on the screen. Let them get the main idea of each paragraph and make clear about the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part1 (para.1-10) Cliff Young took part in the Australian marathon in 1983 and finally won it.Part 2 (para.11-13) Cliff Young’s life after the race of 1983Part 3 (Para.14) Cliff Young sets a good example for other people.Purpose: Improve the students’ reading and writing ability and understand the general idea of each paragraph.Method:Read the text individually and talk in groups; Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4. Preparation for details of the text on the screenStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ ability of understanding and using foreign language.Method:Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1. (Para.1) up to 达到；至多The Olympic Stadium will hold up to 80,000 spectators.奥林匹克体育场将可容纳多达8万观众。
Teaching Plan for Unit 5 Course：College EnglishUnit 5 Weeping for My Smoking DaughterI. Warm-up Activity1. Topic Discussioni. Student’s Discussion1) What are the effects of smoking?―Smoking can lead to heart disease, lung cancer and bronchitis, and variouschances of stillbirth, neonatal death, prematurity and low birth weight. Thedecrease in life expectancy is certain.2) Who suffers more from smoking? Nonsmokers or the smokers themselves?―In fact, nonsmokers who must involuntarily breathe the air polluted bytobacco smoke may suffer more than the smokers themselves.ii. Teacher’s SummarySmoking, which may be a pleasure for some people, is a serious discomfort for their fellows. In fact, smoking does great harm to both nonsmokers and the smokers themselves. We should join in an effort to persuade smokers to give up smoking, and call on the smokers to use good judgment and show concern for others rather than by regulation. “No smoking at home”“No smoking on the campus.”2. Questions on the Topic and the Passage1) Was the write r’s daughter absorbed in doing her homework?―No. she puts her feet on the bench in front of her and clicks out answers toher geometry problems with her calculation while doing her homework.2) Why did the writer harden herself against feeling so bad when her daughtersmoked Marlboros and Players?―The writer knew ever smoked these brands so that she was not greatly hurt atthe sight of them.3) Why does the writer call pneumonia “the poor man’s friend”?―Because the poor are more likely to be infected because of shortage of moneyand lack of medicine.4)Did the writer’s father finally quit smoking? Why?―Yes, because he had no more lungs.5)Did the writer’s father look as fashionable as Prince Albert when he wassmoking?―No, he never looks as fashionable as Prince Albert but hopelessly hooked bycigarettes.II. Background Information1. Camel, Marlboro and Players are some of the well-known cigarette brands made in the US. Camel is a brand of cigarettes introduced by R.J.Reynolds Tobacco() in 1913.Both Marlboro and Players are brand names of cigarettes manufactured by Philips Morris(). The company’s website provides an overview of the company, its products and itsmarketing policies, and discusses various tobacco issues such as health, youth smoking and environment.2. Prince Albert (1819–1861) was the husband of Queen Victoria of Great Britain. Thisis also the name of a kind of British tobacco. See /history/victoria.htm and /queen.html for brief introductions to Prince Albert and the website at /1998/112998/col.smith.html for a delightful news story that uses humor to tell the story of Prince Albert tobacco.3.Georgia is a state in the southeastern U.S., surrounded by Florida, Alabama, Tennessee, North Carolina and South Carolina, and the Atlantic Ocean. Explore the web site at /georgia/info.htm and you will find that this informative site includes a map as well a good overview of the physical geography, plants and animals, people, culture, history, economy, and politics of the state of Georgia. The web site at / is a more colorful presentation of Georgia as a jewel of tourism, economic development, international trade and film making.4.Hollywood is the center of the U.S. movie industry. In terms of geography, Hollywood refers to an area consisting of the City of West Hollywood and its vicinity that form part of the Greater Los Angeles metropolitan area. You can take a look at/Studios/index.shtml for an interesting guide and virtualtour of Hollywood movie studios. Visitor information about the Greater Los Angeles area can be found, for example, at .5.The Third World refers to the technologically less advanced or developing countries of Africa, Asia and Latin America. Please refer to the web page at/articles/12812.html for a brief definition of the term “third world country”, the origin of the term, and links to historical information about the emergence of the Third World as a theoretical alliance and its place in the United Nations.6.A battered women’s shelter is a safe place for women and children to escape fromviolent relationships. An example can be found atIII. Text Structure AnalysisThe passage is a first person narrative about the writer’s responses toward the problem of her daughter’s smoking. The writer tries to show how smoking is harmful to her own father and to the people in poor countries as examples to support her feelings against her daughter’s smoking. And then she concludes that every home should be a no-smoking zone.The passage can be roughly divided into her parts.Part One (Para 1)It tells us that the writer’s daughter smokes.Part one is the first paragraph. The writer feels terrible about it and she wants to weep as smoking could cause her daughter’s death.Part Two (Paras. 2-6)It is mainly about the writer’s father’s experience. It presents the reasons and the effects of his smoking.Part Two consists of five paragraphs, from Paragraph 2 to Paragraph 6. Paragraph 2 is about the fact that the writer’s father, her daughter’s grandfather, smoked. Paragraph 3 is about the reason why her father smoked. The tobacco industry, coupled with Hollywood movies in which both male and female heroes smoked like chimneys, completely won over people like her father, who were hopelessly hooked by cigarettes. Paragraph 4 and 5 are about the results of smoking. Her father started to cough. When she was sixteen, his breath was a wheeze and he could not climb stairs without stopping every third of fourth step. And it was usual for him to cough for an hour. Her father died from pneumonia one winter as a result of long-time smoking. In Paragraph 6 the writer turns her attention to the Third World countries. The large advertisement signs attract people in poor countries, and the money for food goes to tobacco companies. As a consequence, people starve themselves of both food and air, effectively weakening and hooking their children, eventually killing themselves.Part Three (Paras. 7-8)Part Three is just based on the specific examples about the harmful results of smoking. This part is made up of two paragraphs. Paragraph 7 puts forward the writer’s point of view about her daughter’s smoking as a response to Paragraph 1: She is strongly againsther daughter’s smoking. According to what she says, she feels bad about bringing up her daughter to have her struggle to breathe through most of her life feeling half strength, and then die of self-poisoning, as her grandfather did. Paragraph 8, as the last paragraphof the passage, argues for every home being a no-smoking zone. Smoking has killed her father, is killing her daughter and is also killing other smokers and those who have to sit by.IV.Structured WritingA Paragraph of a Cause and EffectThe writer of the text presents us with a horrible picture of the harmful effects of smoking. And the harmful effects are described as a result of the cause—smoking. This is an example of cause-and-effect writing, which makes clear the reasons why something happens by showing the relationship between a cause and its effect. A typical cause-and-effect relationship is often brought out by words like because, as a result, consequently, etc. Look at Paragraph 6. In paragraph 6 we have the word eventually which indicates the final results of something. In paragraph 6, the writer presents us with an effective advertisement about a confident or fashionable older man and a beautiful, “worldly”young woman, both of them smoking leisurely. Because of the powerful advertisement, the effects are money going to tobacco companies, people starving for food and air and becoming increasingly weakened, and eventually, poisonous smoking kills people..(Turn to P. 115 and do Exercise XIII. Now fill in the same kind of chart for Paragraph 4, identifying the cause-and-effect relationship)V. Detailed Studies of the TextWords & Phrases Study1.weep:vt. 1).cry 哭泣，weep for\over someone or somethingThe hostages wept for joy on their release. 人质获释时喜极而泣。
新视野第2版第2册U N I T5教案Teaching Plan for Unit 5 Course：College EnglishUnit 5 Weeping for My Smoking Daughter I. Warm-up Activity1. Topic Discussioni. Student’s Discussion1) What are the effects of smoking?―Smoking can lead to heart disease, lung cancer and bronchitis, and various chancesof stillbirth, neonatal death, prematurityand low birth weight. The decrease in lifeexpectancy is certain.2) Who suffers more from smoking? Nonsmokersor the smokers themselves?―In fact, nonsmokers who must involuntarilybreathe the air polluted by tobacco smokemay suffer more than the smokers themselves. ii. Teacher’s SummarySmoking, which may be a pleasure for some people, is a serious discomfort for theirfellows. In fact, smoking does great harm toboth nonsmokers and the smokers themselves.We should join in an effort to persuadesmokers to give up smoking, and call on thesmokers to use good judgment and show concernfor others rather than by regulation. “Nosmoking at home”“No smoking on thecampus.”2. Questions on the Topic and the Passage1) Was the write r’s daughter absorbed in doing her homework?―No. she puts her feet on the bench in front of her and clicks out answers to hergeometry problems with her calculationwhile doing her homework.2) Why did the writer harden herself againstfeeling so bad when her daughter smokedMarlboros and Players?―The writer knew ever smoked these brands sothat she was not greatly hurt at the sightof them.3) Why does the writer call pneumonia “thepoor man’s friend”?―Because the poor are more likely to beinfected because of shortage of money andlack of medicine.4)Did the writer’s father finally quitsmoking? Why?―Yes, because he had no more lungs.5)Did the writer’s father look asfashionable as Prince Albert when he wassmoking?―No, he never looks as fashionable as PrinceAlbert but hopelessly hooked by cigarettes. II. Background Information1. Camel, Marlboro and Players are some of thewell-known cigarette brands made in the US. Camelis a brand of cigarettes introduced byR.J.Reynolds Tobacco() in 1913. Both Marlboro and Players are brand names of cigarettes manufactured by PhilipsMorris(). The company’s website provides an overview of the company, its products and its marketing policies, and discusses various tobacco issues such as health, youth smoking and environment.2. Prince Albert (1819–1861) was the husband of Queen Victoria of Great Britain. This is also the name of a kind of British tobacco. See/history/victoria.htm and/queen.html for brief introductions to Prince Albert and the website at /1998/112998/col.smith .html for a delightful news story that uses humor to tell the story of Prince Albert tobacco.3.Georgia is a state in the southeastern U.S., surrounded by Florida, Alabama, Tennessee, North Carolina and South Carolina, and the Atlantic Ocean. Explore the web site at/georgia/info.htm and youwill find that this informative site includes a map as well a good overview of the physical geography, plants and animals, people, culture, history, economy, and politics of the state of Georgia. The web site at /is a more colorful presentation of Georgia as a jewel of tourism, economic development,international trade and film making.4.Hollywood is the center of the U.S. movie industry. In terms of geography, Hollywood refers to an area consisting of the City of West Hollywood and itsvicinity that form part of the Greater Los Angeles metropolitan area. You can take a look at/Studios/index.shtmlfor an interesting guide and virtual tour of Hollywood movie studios. Visitor information about the Greater Los Angeles area can be found, for example, at .5.The Third World refers to the technologically less advanced or developing countries of Africa, Asia and Latin America. Please refer to the web page at /articles/12812.htmlfor a brief definition of the term “third world country”, the origin of the term, and links to historical information about the emergence of the Third World as a theoretical alliance and its place in the United Nations.6.A battered women’s shelter is a safe place forwomen and children to escape from violentrelationships. An example can be found atIII. Text Structure AnalysisThe passage is a first person narrative about the writer’s responses toward the problem of her daughter’s smoking. The writer tries to show how smoking is harmful to her own father and to the people in poor countries as examples to support her feelings against her daughter’s smoking. And then she concludes that every home should be a no-smoking zone.The passage can be roughly divided into her parts. Part One (Para 1)It tells us that the writer’s daughter smokes.Part one is the first paragraph. The writer feels terrible about it and she wants to weep as smoking could cause her daughter’s death.Part Two (Paras. 2-6)It is mainly about the writer’s father’s experience. It presents the reasons and the effects of his smoking.Part Two consists of five paragraphs, from Paragraph 2 to Paragraph 6. Paragraph 2 is aboutthe fact that the writer’s father, her daughter’sgrandfather, smoked. Paragraph 3 is about the reason why her father smoked. The tobacco industry, coupled with Hollywood movies in which both male and female heroes smoked like chimneys, completely won over people like her father, who were hopelessly hooked by cigarettes. Paragraph 4 and 5 are about the results of smoking. Her fatherstarted to cough. When she was sixteen, his breath was a wheeze and he could not climb stairs without stopping every third of fourth step. And it was usual for him to cough for an hour. Her father died from pneumonia one winter as a result of long-time smoking. In Paragraph 6 the writer turns her attention to the Third World countries. The large advertisement signs attract people in poor countries, and the money for food goes to tobacco companies. As a consequence, people starve themselves of both food and air, effectively weakening and hooking their children, eventually killing themselves.Part Three (Paras. 7-8)Part Three is just based on the specific examples about the harmful results of smoking. This part is made up of two paragraphs. Paragraph 7 puts forwardthe writer’s point of view about her daughter’s smoking as a response to Paragraph 1: She isstrongly against her daughter’s smoking. Accordingto what she says, she feels bad about bringing upher daughter to have her struggle to breathethrough most of her life feeling half strength, and then die of self-poisoning, as her grandfather did. Paragraph 8, as the last paragraph of the passage, argues for every home being a no-smoking zone. Smoking has killed her father, is killing herdaughter and is also killing other smokers andthose who have to sit by.IV. Structured WritingA Paragraph of a Cause and EffectThe writer of the text presents us with a horrible picture of the harmful effects of smoking. And the harmful effects are described as a result of the cause—smoking. This is an example of cause-and-effect writing, which makes clear the reasons why somethinghappens by showing the relationship between a cause and its effect. A typical cause-and-effect relationship is often brought out by words like because, as a result, consequently, etc. Look at Paragraph 6. In paragraph 6 we have the word eventually which indicates the final results of something. In paragraph 6, the writer presents us with an effective advertisement about a confident or fashionable older man and a beautiful, “worldly”young woman, both of them smoking leisurely. Because of the powerful advertisement, the effects are money going to tobacco companies, people starving for food and air and becoming increasingly weakened, and eventually, poisonous smoking kills people..(Turn to P. 115 and do Exercise XIII. Now fill in the same kind of chart for Paragraph 4, identifying the cause-and-effect relationship)V. Detailed Studies of the TextWords & Phrases Study1.weep:vt. 1).cry 哭泣， weep for\over someone or somethingThe hostages wept for joy on their release. 人质获释时喜极而泣。
06级新视野大学英语第二册Unit5教案Unit FiveWeeping for My Smoking DaughterPeriods 1&2 (Feb.28，2007)Class Planning:1. Teaching Material : Section A Weeping for My Smoking Daughter, new words and phrases2.Teaching Objectives1) the students grasp the new words and expressions2) Let students master the meaning of each word including English and Chinese meaning.3.Teaching FocusSome important new words：filter, grateful, brand, hook, noticeable, slim, starve, swallow, bunch, insecticideImportant phrases:close at hand, be grateful for, be dressed in, couple with, die from, lean on, direct at, starve of, struggle to do, die of4.Teaching Methods1) Interactive Teaching2) Communicative Teaching5.Teaching AidsTeaching notes prepared by the teacher6.ProcedureStep 1 Lead-inAsk the students to listen to the tape and read after itStep 2 Warm-up activityAsk some students to underline the words they have learned Ask one or two students to read the new words outStep 3 Explanation (key words and expressions)New Wordsweepv. 1. cry 哭泣，流（泪）为他流泪是完全不值得的。
新视野大学英语第三版第一册Unit5教案五篇范文第一篇：新视野大学英语第三版第一册Unit 5教案Unit 5, Book OneSection A: Cliff Young, an unlikely hero 1.Teaching Objectives: To talk about the sporting spirit To further understand the text To apply the phrases and patterns T o master the paragraph writing skill 2.Time Allotment: Section A(3 periods): 1st---2nd period: Pre-reading activities(theme-related questions for warming up;)While-reading activities(cultural notes;useful words and expressions;difficult sentences)rd3period: While-reading activities(text structure;main ideas)Post-reading activities(comprehension questions;exercises)4th periods: Practice of the reading skill(reading for the key idea in a sentence);T chec ks on Ss’ home reading by asking questions based on the passage.T explains some difficult sentences Section B(1period):3.Teaching Procedures: Pre-reading Activities Step 1.Greetings Greet the whole class warmly.Step 2.Lead-in and preparation for reading Let them talk to each other about the following questions: 1.What sports do you like doing? 2.How much time do you spend on sports every day? 3.Do you think playing sports is important to students? Why? Step 3.Fast reading Ask the Students to read the passage as quickly as they can and then answer the questions on the screen.Let them get the main idea of each paragraph and make clear about the text structure.Text structure:(structured writing)The passage can be divided into 3 parts.Part1(para.1-10)Cliff Young took part in the Australian marathon in 1983 and finally won it.Part 2(para.11-13)Cliff Young’s life after the race of 1983 Part 3(Para.14)CliffYoung sets a good example for other people.Purpose: Improve the students’ reading and writing ability and und erstand the general idea of each paragraph.Method: Read the text individually and talk in groups;Use task-based language teaching method, reading approach, communicative approach and total physical response method.Step 4.Preparation for details of the text on the screen Students are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ ability of understanding and using foreign language.Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.1.(Para.1)up to 达到；至多The Olympic Stadium will hold up to 80,000 spectators.奥林匹克体育场将可容纳多达8万观众。
Unit 5 book 3 -3rd Unit 5 When work is a pleasureSection A Will you be a worker or a laborer?In modern society, the nature of work is rapidly changing. Most people work hard, but two people in very similar jobs may have very different experiences. One may enjoy his work while the other may find the work difficult and tiring. What do you think creates such a striking difference in job satisfaction? Find the answer from the texts. By the end of this unit you are expected to make a report on the following topic: Happiness at workLead -in: 1) short answer questions:1. What do you pay special attention to when looking for in a job?High salary and attractive benefitsBright future of career growthLess work pressureFlexible working timeAchievement of self-realization…2. What does work mean to you?Just means of livingMeasured in terms of social statusRealization of one’s dreamSelf-improvement…Lead -in: 2) Watching & DiscussingQ1: Do you think Andy a qualified manny?professional experience working with kidsgood at cooking and houseworka nutritionist and a fitness instructorsmart, active, humorous,caring, attentive, responsiblegreat enthusiasm to his jobQ2: What do you think people will choose: a low-paid job one likes, or a boring well-paid job?I think many people prefer to find a job that they really like. After all, most people want to enjoy themselves rather than have plenty of money without a sense of achievement and happiness.On the other hand, some people may choose a well-paid job instead of a job close to their hearts to earn more money. If one is in serious financial difficulty, one can hardly afford the luxury of a dream job.Pre-reading activities: A job-related surveyYou will find 10 typical job characteristics below, which may or may not be important to you when you choose your future job or career. Read the statements and write down the number that represents your opinion. Then work in pairs and compare your answers.1 = disagree completely2 = agree a little3 = agree to some extent4 = mostly agree5 = agree completelyWhen exploring a job, it is important for me to know …□ 1. the chance of advancing to a higher position□ 2. how much the job pays□ 3. how much responsibility the job involves□ 4. the s tress level of the job□ 5. the location of the office building□ 6. the work conditions□ 7. whether the job requires unusual work hours□ 8. the amount of travel required□ 9. whether the job fits my personality□ 10. whether people consider the j ob prestigiousDiscuss the following question with your partner.What are the three most important factors when you choose a job?Reference answers：There are many things to consider when people are choosing a career. But for me, the following three factors affect my choice most. First, the job must fit my personality. I believe that certain occupations are more suitable for particular personality types than others. If the job really fits my personality, I will be more likely to be successful and enjoy working.Second, how much the job pays. It is understandable that if I want to live an adequate life, I need to make enough money to support that kind of life. Finally, the location of the office building is also an important factor in choosing a career for m e. I don’t like a job located far away from my home, because it requires extra commute time and will surely reduce the time with my family.Try to translate this letter of resignation into English.1) What did she mean in this letter?She probably meant that she would take time to truly feel thebeauty of life and the world.2) Why do you think she quitted her job?The reasons of her resignation vary. It can be caused byexcessive workload, unfair treatment or her desire forfreedom.Background InformationContinuing EducationContinuing education (similar to further education in the UnitedKingdom and Ireland) is an all- encompassing term within abroad list of post-secondary learning activities and programs. The term is used mainly in the United States and parts of Canada. Recognized forms of post-secondary learning activities within the domain include: degree credit courses by non-traditional students, non-degree career training, workforce training, formal personal enrichment courses (both on-campus and online), self-directed learning (such as through Internet interest groups, clubs or personal research activities) andexperiential learning as applied to problem solving.Experiential LearningExperiential learning is theprocess of making meaning from direct experience. It is learning through reflection on doing, which is often contrasted with rote learning(死记硬背). Experiential learning focuses on the learning process for the individual. An example of experiential learning is going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. Thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others’ experiences.DiscussionHow does technology change people’s work and life?Since the dawn of time, humans have developed tools and technology to assist in the pursuit of their goals. Large shifts in technology have resulted in large shifts in social structures, and in how individuals both contribute to society and make a living. Today, advances in technology are rapidly making it possible to automate much of the work currently carried out by humans. This applies not only to blue-collar jobs through robotics and the Internet of Things, but also towhite-collar work through artificial intelligence. The wide applicability of these technologies has led to broad concern about thedestruction of jobs. Indeed, according to a 2014 Oxford study, 47% of jobs in the US could be replaced by automated processes in the next two decades. Of course, while technology has always removed the need for some types of jobs, as many havenoticed, it also creates new ones. Nine of the top ten most in-demand jobs in the latest years did not exist in 2003, suggesting that the latest technological revolution is creating new employment opportunities.On the other hand, people are working harder and are more enslaved to their work than before. More people are seen walking around with laptops or smartphones. They’re becoming slaves to high technology. So it’s not high-tech, but kind of high-shackles or high-manacles. Unfortunately, there’s no escape.How can you foster love for your work?In general, it is hard to foster love for your work, especially if you get bored with your work or if you do not feel appreciated. So if you find it hard to love what you do, there are several ways for you to develop a more positive attitude towards work. With time and effort, you may start to find that you are looking forward to work rather than dreading it.Step 1: Change the way you work. When work becomes mundane, it can feel more difficult to face. In these situations, it might be helpful to change your approach. This is sometimes called job enrichment.Step 2: Focus on the positive aspects of your job. If you are not enjoying your job, you usually tend to focus your mind on all of the negative aspects of it. To reverse the trend, you need to identify what you like about your job and start focusing on those positive aspects instead.Step 3: Practice gratitude. If you have negative thoughts about going to work each day, try keeping a list of the things that you are grateful for. Practicing gratitude can help you to feel happier overall and may also help you see your job in a more positive light.Step 4: Look at the big picture. Sometimes work may become a chore if little things start to bother you more than they should. If you find yourself focusing on minor issues at work, such as a rudecustomer or making a mistake, remind yourself that these are not important in the grand scheme of things.Step 5: Improve other parts of your life. Sometimes a job can be more difficult to engage with when other parts of your life are out of balance. Consider other aspects of your life that might be making you unhappy.New words:degrade [dɪˈɡreɪd] v. to show or treat sb in a way that makes them seem not worth any respect 降低…身份;侮辱…的人格;使受屈辱;(使)退化，降解;分解;降低，削弱(尤指质量)A dishonest action like that will degrade you.像这样不诚实的行为会使你降低身份。
一、教学目标1. 知识目标：（1）掌握课文中的生词、短语和语法知识；（2）了解不同文化背景下的价值观和思维方式；（3）学习如何运用英语进行文化差异的讨论。
2. 能力目标：（1）提高阅读理解能力，掌握阅读技巧；（2）提高口语表达能力，学会就文化差异进行讨论；（3）提高写作能力，学会撰写关于文化差异的短文。
3. 情感目标：（1）培养学生对文化的尊重和包容；（2）增强学生的跨文化交际意识；（3）激发学生对英语学习的兴趣。
二、教学内容1. 课文内容：Why Culture Counts2. 教学重点：（1）课文中的生词、短语和语法知识；（2）不同文化背景下的价值观和思维方式；（3）文化差异的讨论技巧。
三、教学过程1. 导入新课（1）通过展示不同国家的文化差异图片，激发学生的兴趣；（2）引导学生思考：为什么文化很重要？2. 预习课文（1）学生快速浏览课文，了解文章大意；（2）教师提问，检查学生对课文内容的掌握情况。
3. 课文讲解（1）教师讲解课文中的生词、短语和语法知识；（2）分析课文中的文化差异，引导学生思考；（3）通过提问、讨论等方式，帮助学生深入理解课文内容。
4. 练习活动（1）词汇练习：让学生根据课文内容，完成词汇填空、翻译等练习；（2）阅读理解：让学生阅读相关文章，了解文化差异；（3）口语练习：让学生就文化差异进行讨论，提高口语表达能力。
5. 写作训练（1）教师讲解写作技巧，如：引言、正文、结论等；（2）布置写作任务：让学生撰写一篇关于文化差异的短文；（3）学生完成写作任务，教师批改并给予反馈。
6. 总结与反思（1）教师总结本节课的教学内容；（2）引导学生反思：通过本节课的学习，自己对文化差异有了哪些认识？四、教学评价1. 课堂参与度：观察学生在课堂上的发言情况，了解其对文化差异的认识；2. 作业完成情况：检查学生完成写作任务的质量；3. 考试成绩：通过单元测试，了解学生对本节课教学内容的掌握程度。
Teaching Planning & Teaching LecturesNew Horizon College English IVUnit 51.教学目标及基本要求：Objectives:Students will be able to:1)Grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles) and structure of the text (introduction of the topic by an anecdote—elaboration by comparison and contrast);2)Appreciate the difference between comparison and contrast, as well as different ways tocompare and contrast(point-by-point method or one-side-at-a-time method);3)Master the key language points and grammatical structures in the text;4)Conduct a series of reading, listening, speaking and writing activities related to the themeof the unit.2. 教学重点及难点：Important language points in the text:3. 教学内容的深化及拓宽：Students conduct a series of reading, listening, speaking and writing practice to deepen their understanding of the points taught in class.4. 教学方式及在教学中应注意的问题：A combination of traditional teaching methods with the communicative approach will beadopted. Special attention should be paid to classroom interaction. Give students time to adapt to the new teaching mode in the university that are quite different from the one they were used to in the middle school. More encouragement is needed and more guidance will be given to them in their extracurricular study.5. 教学内容及学时分配：Time allotment:1st period: pre-reading; text organization2nd period: while-reading (Paras 1-5)3rd period: while-reading (Paras 6-13)4th period: while-reading (Paras 6-13 continued, Para 14)5th period: post-reading activities (Debate; Exercises)6th period: Check on students’ home reading (Text B); Theme- Related Language Learning Tasks)6. 主要参考书目：郑树棠，胡全生，2003，《新视野大学英语综合教程4－教师用书》。
教学目标：1. 培养学生用英语谈论文化重要性的能力。
2. 提高学生对文化在个人和社会发展中的作用的认知。
3. 帮助学生掌握与文本相关的词汇和句型。
4. 培养学生阅读理解能力，包括主旨句、关键词、逻辑词和阅读线索等。
5. 培养学生的写作能力，学会撰写段落和文章。
教学重点：1. 理解文本的主旨和论点。
2. 掌握与文本相关的词汇和句型。
3. 学会分析文本结构和逻辑。
教学难点：1. 理解文化对个人和社会发展的影响。
2. 应用所学词汇和句型进行表达。
教学过程：一、导入（5分钟）1. 利用多媒体展示与文本主题相关的图片或视频，激发学生的学习兴趣。
2. 提问：你们认为文化对个人和社会发展有何作用？二、阅读文本（20分钟）1. 学生阅读文本，了解文章大意。
2. 教师提问，检查学生对文本内容的理解。
3. 学生分享自己的阅读感受。
三、词汇和句型学习（10分钟）1. 教师引导学生学习与文本相关的词汇和句型。
2. 学生通过小组讨论，运用所学词汇和句型进行练习。
四、文本分析（15分钟）1. 学生分析文本结构，找出文章的主旨句、关键词、逻辑词等。
2. 教师引导学生讨论文本的逻辑关系，理解文化对个人和社会发展的影响。
五、写作练习（15分钟）1. 学生根据文本内容，撰写一段关于文化重要性的段落。
2. 教师给予学生写作指导，帮助学生提高写作能力。
六、总结与反思（5分钟）1. 教师总结本节课的主要内容，强调文化的重要性。
2. 学生分享自己的学习心得，反思自己的学习过程。
教学评价：1. 学生对文本内容的理解程度。
2. 学生运用所学词汇和句型的能力。
3. 学生撰写段落的水平。
4. 学生对文化重要性的认识程度。
课后作业：1. 阅读相关书籍或文章，了解文化对个人和社会发展的影响。
2. 收集与文本相关的图片或视频，准备下一节课的展示。
教学资源：1. 新视野大学英语第三版教材。
2. 多媒体设备，如电脑、投影仪等。
3. 相关书籍和文章。
新视野大学英语综合训练第5册教学设计一、教学目标本次教学旨在帮助学生：1.加深对口语和听力技能的理解和掌握，2.提高英语书面表达能力和写作水平，3.学习有效的学习方法和策略，4.培养跨文化交流能力，并增强社会责任感和生活适应能力。
二、教学内容本教学中，我们将涉及以下内容：1.Unit 1-4 的口语和听力练习2.Unit 1 的写作练习与互评3.Unit 2 的阅读理解与讨论4.Unit 3 的听力和口语练习5.Unit 4 的阅读理解与写作练习三、教学步骤第一步：导入在教学一开始，我们需要为学生介绍本节课将要学习的内容，并给出学习目标和相关策略。
第二步：口语和听力练习我们将在本节课中重点关注 Unit 1-4 的口语和听力练习。
为此，老师将播放一个与主题相关的短片或音频，要求学生听取并回答相应询问。
而后，学生将分组进行讨论，这将帮助他们磨炼口语表达和听力技能。
第三步：Unit 1 写作练习与互评在此步骤中，老师将给学生提供有关于 Unit 1 的写作题目，并要求学生以小组形式完成练习，并进行互评。
这意味着每个人都必须完成一篇写作作品，并对另一个小组成员的作品给出反馈。
第四步：Unit 2 阅读理解与讨论在这个步骤中，学生将学习并讨论与 Unit 2 阅读内容相关的问题。
这将有助于学生提高阅读和理解能力，并学习运用文中所学知识。
第五步：Unit 3 听力和口语练习在 Unit 3 中，我们将听一段对话，并要求学生完成相应的问答练习。
而后，他们将进一步练习口语技能，以此来提高对英语口语的理解和掌握。
第六步：Unit 4 阅读理解与写作练习在最后的步骤中，学生将进行有关 Unit 4 的阅读理解和写作练习。
他们将有机会提高写作和阅读理解的能力，并运用 Unit 4 所学的知识。
四、教学评估在教学过程中，老师将通过以下方式对学生进行评估:1.对学生在口语表达、听力理解、阅读理解和写作方面的表现进行观察和记录。
《新视野》大学英语读写教程第四册教案------------------------------------------Unit Five(2005 级使用)大学英语第一教研室授课教师新视野《大学英语》读写教程第四册Unit 5（Book IV）Section A Choose to Be Alone on Purpose有意选择独处（精读）Section B Roommate Conflicts室友间的冲突（快读）Section C An Indian Arranged Marriage印（度）式包办婚姻（自学）Section A Choose to Be Alone on Purpose有意选择独处（精读）据最新统计➢be alone on purpose 故意独处➢cast out 赶出；驱逐➢turn one’s back to 抛弃；背离➢inspiration in solitude 独处的灵感➢speak highly of 对……给予高度评价；赞扬➢set forth 动身；启程➢creep away 蹑手蹑脚地走开➢have one’s own self-importance for company以自尊自重为伴➢stretch out one’s soul 放飞灵魂➢stay up late 熬夜➢do sth at one sitting 一口气做完某事➢rise and fall 盛衰；起落➢at length 长久地；详尽地➢stay rational 保持理性➢settle down 安顿下来；安下心来➢for the time being 暂时；眼下➢might as well do sth. 最好做某事；不妨做某事Mai Idea:The passage centers around a social phenomenon --- choosing to be alone on purpose. The author discusses it from the following aspects: what living alone is, what people think of living alone, who prefer living alone, and in the end the author makes some comments on it : to stay rational, settle down and make yourself comfortable.Text Structure Analysis:Part One: Para. 1:--- Living alone has become a common social phenomenon.Part Two: Para. 2:--- What do people think of living alone.Part Three: Para. 3-10:--- Three famous literary giants who choose to be alone and the message we can draw from the people who choose to be alone.Part Four: Para. 11-16:--- T he author’s comments on living alone.----------------------------------------------------------------------------------------------------------------------------------------- Detailed Study of the Text：(15 key points)1.… all 22 million of us by recent count, alone in our rooms, …❖by count: 点数，计数如：听题--- By our count that’s the fifth cake you’ve eaten. 我们数了一下，这是你吃的第五块蛋糕。
Unit 5I PURPOSE1.To grasp the important words and phrases and understand the text;2.To grasp the writing skill--- double clue3. To grasp the reading skill--- understanding idiomatic expressions.II IMPORTANT AND DIFFICULT SPOTS1.Words:Section Adecay, preceding, secure, drip, slide, injure, hint, outline, interval, emotion, priviledge, episode, associationSection Bmake oneself understood, on one‟s own, be dependent, treat with, come along, condemn sb. to sth. take its course, fight off, in vain, come by, chances are, confront with, come down to, bar… from2.Sentences:L1. As I stand there, the smell hits my nose, and I close my eyes as I remember the smell of decay from past experience.L2. The head seems usually large on a skeleton body; the skin is dark yellow and hangs loosely around exaggerated bones that not even a blanket can hide.L3. Taking a glass of water from the table, I put my finger over the end of the straw and allow a few drops of the cool moisture to slide into her mouth and ease her thrist. L4. Placing a pillow between her legs, I notice that these too are ice cold, and not until I run my hand up over her knees do I feel any of the life-giving warmth of blood.L5. Having spent her last ounce of strength she cannot go on, but I have understood what she has done.L6. Our eyes meet and somehow, together, we become aware that this is a special moment between two human beings.L7. Some unknown interval of time passes before her eyes open again, only this time there is no response in them, just a blank stare.L8. Mrs. Clark spared her family an episode that perhaps they were not equipped to handle and instead shared it with me.BL1. Assume for a moment that your 90-year-old mother has recently suffered a stroke. L2. When I say better, I mean she‟ll go on as she has—until some other germ comes along.L3. I‟ll tell you which choice I would make in this theoretical situation.L4. Sometimes such a transparent decision is more difficult to come by.L5. Let me sound one note of warning.SECTION A Graceful HandsPART ONE(PRE-READING / WARM-UP / THINK ABOUT IT (LISTEN AND TALK))If you were given this decision to assist in your family member‟s death, what are the challenges you might face?PART TWO(A GENERAL PRACTICE ON THE PASSAGE)Why was the word “graceful” used to describe the grandmother?PART THREE A Detailed Study of the PassagePart I1. precede (para.1, line2) : be earlier than; come or go just in front ofeg. 1). The week that preceded May Day last year has seen days of heavy downpour in that country.2). He came into the room preceded by a small dog.2.reach for (para.1, line4) stretch one‟s hand inorder to touch or takeeg. The shopkeeper reached for a packet of tea.3. lie motionless (para. 3. line 1): lie belongs to a movement verb, often followed by an adj. participle. The verb like this are: come, go, stand, run, etc. “Stand still” (para7. L1)eg. 1). He came running.2). He went to bed tired and hungry4. sunk (para.3, L4): (only before noun) having fallen into the bottom of the sea; built or placed at a lower level than the surrounding floor, grounds, etc.sunken treasure 沉在海底的宝藏sunken bath 低于地面的浴缸sunken garden 低洼的花园sunken cheeks/eyes 凹陷的双颊/双眼5. feel for (para.4, line1): search with hands, feet, astick, etc. // feel sympathy for sb.eg. 1) . He felt in his pocket for his key.2). Blinded by the soap, he had to feel for his glasses.3). I really feel for the parents of that little boy who was killed.6. ease (para.4, line7): make a progress, easy 使容易, 使顺利eg. This new drug can ease childbirth for women.(Cf) with ease, at ease7. manage to do (para.4, line10): try hard to do sth. difficulteg. 1). The box is heavy, but I can manage to carry it upstairs.2). John managed to accomplish his work in time.Part II8.go about (para.5, line1) : set abouteg. How shall we go about the job ?9. provide for (para.5, line1) : prepare foreg. 1) Can people provide for unexpected events ?2) We did not provide for such a great increase in prices..10. Not until I run my hand up over her knees do I feel any of the life-givingwarmth of blood. (para.5, line7)eg. Not until the train started to move did Mary stop weeping.Part III11. mind reader (para.6, line5): someone who knows what someone else is thinking without being told. 能看透别人心思的人eg. Mother is always my mind reader.12. every last ounce of strength/ courage/ energy, etc. (para.6, L7): all the strength/courage/ energy that one has. (最后)全部的力量，勇气，力气…Note: not an ounce of sense/ truth/ decency: no sense/ truth/ decency at all 毫无头脑/真实性/礼节eg. 1). She hasn‟t an ounce of common sense.2). There isn‟t an ounce of truth in his stories.3).Heclung to the rock with every last ounce of strength in his body…紧抓着岩石13. at/ in/ during/ between interval (s) (para.8, line1) : happening regularlyeg. 1) He is likely to need to rest at frequent intervals, a brief period between the parts of performance.2) I like to eat ice cream in the interval.14. swell (para.8, line 4): an increase in amount, degree or force, etc. / a wave of sth.eg. 1). There was a swell of emotion in her for the poor old man. 她心里勇气一股感情，为那可怜的老人感到难过。
Unit 5I PURPOSE1.To grasp the important words and phrases and understand the text;2.To grasp the writing skill--- double clue3. To grasp the reading skill--- understanding idiomatic expressions.II IMPORTANT AND DIFFICULT SPOTS1.Words:Section Adecay, preceding, secure, drip, slide, injure, hint, outline, interval, emotion, priviledge, episode, associationSection Bmake oneself understood, on one‟s own, be dependent, treat with, come along, condemn sb. to sth. take its course, fight off, in vain, come by, chances are, confront with, come down to, bar… from2.Sentences:L1. As I stand there, the smell hits my nose, and I close my eyes as I remember the smell of decay from past experience.L2. The head seems usually large on a skeleton body; the skin is dark yellow and hangs loosely around exaggerated bones that not even a blanket can hide.L3. Taking a glass of water from the table, I put my finger over the end of the straw and allow a few drops of the cool moisture to slide into her mouth and ease her thrist. L4. Placing a pillow between her legs, I notice that these too are ice cold, and not until I run my hand up over her knees do I feel any of the life-giving warmth of blood.L5. Having spent her last ounce of strength she cannot go on, but I have understood what she has done.L6. Our eyes meet and somehow, together, we become aware that this is a special moment between two human beings.L7. Some unknown interval of time passes before her eyes open again, only this time there is no response in them, just a blank stare.L8. Mrs. Clark spared her family an episode that perhaps they were not equipped to handle and instead shared it with me.BL1. Assume for a moment that your 90-year-old mother has recently suffered a stroke. L2. When I say better, I mean she‟ll go on as she has—until some other germ comes along.L3. I‟ll tell you which choice I would make in this theoretical situation.L4. Sometimes such a transparent decision is more difficult to come by.L5. Let me sound one note of warning.SECTION A Graceful HandsPART ONE(PRE-READING / WARM-UP / THINK ABOUT IT (LISTEN AND TALK))If you were given this decision to assist in your family member‟s death, what are the challenges you might face?PART TWO(A GENERAL PRACTICE ON THE PASSAGE)Why was the word “graceful” used to describe the grandmother?PART THREE A Detailed Study of the PassagePart I1. precede (para.1, line2) : be earlier than; come or go just in front ofeg. 1). The week that preceded May Day last year has seen days of heavy downpour in that country.2). He came into the room preceded by a small dog.2.reach for (para.1, line4) stretch one‟s hand inorder to touch or takeeg. The shopkeeper reached for a packet of tea.3. lie motionless (para. 3. line 1): lie belongs to a movement verb, often followed by an adj. participle. The verb like this are: come, go, stand, run, etc. “Stand still” (para7. L1)eg. 1). He came running.2). He went to bed tired and hungry4. sunk (para.3, L4): (only before noun) having fallen into the bottom of the sea; built or placed at a lower level than the surrounding floor, grounds, etc.sunken treasure 沉在海底的宝藏sunken bath 低于地面的浴缸sunken garden 低洼的花园sunken cheeks/eyes 凹陷的双颊/双眼5. feel for (para.4, line1): search with hands, feet, astick, etc. // feel sympathy for sb.eg. 1) . He felt in his pocket for his key.2). Blinded by the soap, he had to feel for his glasses.3). I really feel for the parents of that little boy who was killed.6. ease (para.4, line7): make a progress, easy 使容易, 使顺利eg. This new drug can ease childbirth for women.(Cf) with ease, at ease7. manage to do (para.4, line10): try hard to do sth. difficulteg. 1). The box is heavy, but I can manage to carry it upstairs.2). John managed to accomplish his work in time.Part II8.go about (para.5, line1) : set abouteg. How shall we go about the job ?9. provide for (para.5, line1) : prepare foreg. 1) Can people provide for unexpected events ?2) We did not provide for such a great increase in prices..10. Not until I run my hand up over her knees do I feel any of the life-givingwarmth of blood. (para.5, line7)eg. Not until the train started to move did Mary stop weeping.Part III11. mind reader (para.6, line5): someone who knows what someone else is thinking without being told. 能看透别人心思的人eg. Mother is always my mind reader.12. every last ounce of strength/ courage/ energy, etc. (para.6, L7): all the strength/courage/ energy that one has. (最后)全部的力量，勇气，力气…Note: not an ounce of sense/ truth/ decency: no sense/ truth/ decency at all 毫无头脑/真实性/礼节eg. 1). She hasn‟t an ounce of common sense.2). There isn‟t an ounce of truth in his stories.3).Heclung to the rock with every last ounce of strength in his body…紧抓着岩石13. at/ in/ during/ between interval (s) (para.8, line1) : happening regularlyeg. 1) He is likely to need to rest at frequent intervals, a brief period between the parts of performance.2) I like to eat ice cream in the interval.14. swell (para.8, line 4): an increase in amount, degree or force, etc. / a wave of sth.eg. 1). There was a swell of emotion in her for the poor old man. 她心里勇气一股感情，为那可怜的老人感到难过。
