大學(xué)英語視聽說unit-3教案

《大學(xué)英語視聽說unit-3教案》由會員分享，可在線閱讀，更多相關(guān)《大學(xué)英語視聽說unit-3教案（15頁珍藏版）》請在裝配圖網(wǎng)上搜索。

新世紀大學(xué)英語系列教材綜合教程第一冊 Zooming in: An Integrated English Course, Book 1 Unit Three Knowing Yourself Learning Objectives of Unit Three v Explore your personality and share your understanding of personalities with your classmates v Master the usage of the key words and useful expressions in Text A and Text B v Gain a better understanding of personality from the two texts v Appreciate the rhetorical effect of simile and contrast v Learn to develop an English paragraph in cause and effect pattern I. Warm-up Activities 1.1 Activity 1: What Is Personality? Directions: Listen to the passage carefully and answer the following questions. 1. When did Furukawa Takeji, the Japanese doctor, propose his findings? 2. People of which blood type are very patient? 3. What personality traits do type O people have? 4. What is your blood type? Do you believe in Takeji’s theory? Why or why not? Keys: 1. He proposed his findings nearly a century ago. 2. Type A people are very patient. 3. They are stubborn, impulsive, and loyal to their friends. 4. Open-ended. Directions: Listen to the passage again and fill in the blanks with the missing words. 1. Type A people are conservative and _______, and are concerned with ___________. 2. Type B people get along well with others because they are ____________, and are noted for their __________. But they are also moody and become _____ and ______ easily. 3. Type AB people are ________ and ______. They tend to be __________ and __________. 4. Today market researchers use it to predict _____ _____, and ordinary people use it to choose friends and _______ _________. Keys: 1. passive appearances 2. straightforward creativity bored annoyed 3. indecisive picky demanding impatient 4. buying habits romantic partners Script: East Asia’s obsession with blood types comes from the work of Furukawa Takeji, a Japanese doctor who nearly a century ago was sure that one’s personality was caused by his/her blood type. According to his theory, each blood type had a distinctive, corresponding personality type. Type A people are conservative and passive, and are concerned with appearances. Although type A people are superficial and have a touch of mental instability, they are very patient and finish what they start. Type B people get along well with others because they are straightforward, and are noted for their creativity. But type B people are also moody and become bored and annoyed easily. Type O people are stubborn and impulsive. Their redeeming quality is that they are loyal to their friends. Type AB people are indecisive and picky. They tend to be demanding and impatient, and they have trouble seeing things through. Despite any real evidence to support these ideas, Takeji’s theory quickly caught on. By 1930, standard job application forms included a blank for blood type, and today market researchers use it to predict buying habits, and ordinary people use it to choose friends and romantic partners. Activity 2: What Personalities Do you Like/Dislike Most? Directions: Work in groups and choose six of the words on next page that best describe the personality traits you like/dislike most. Then one member of each group will state the reasons for the order of choices. truthful responsible independent patient talkative loyal shy intellectual　 confident sociable lazy decisive　 faithful considerate broad-minded narrow-minded humorous critical optimistic　pessimistic　　generous selfish conservative　 outgoing　 careless carefree ambitious　 warm-hearted reliable sensitive thoughtful caring passionate possessive stubborn industrious adventurous aggressive impulsive Optional activity: A Class Report Directions: Make a 2-mintue class report on any of the following topics 1) Do you like your personality? Why or why not? 2) Have you ever changed your personality? What makes the change? 3) What elements have contributed to your present personality? II. Text A Personality Development 1. Background Information 1.1 The Johari Window The Johari Window model, developed by Joseph Luft and Harry Ingham, has been widely used for individuals to see themselves as others see them. There are four windows in the Johari model: things that we and others know about us; things that we know that others don’t know about us; things that others see or know about us that we don’t realize; and things that neither we nor others know about us or the unconscious self. Training workshops using this model have been established for participants to find out about themselves through self reflection and through feedback from others. 1.2 Personality Tests There are many personality tests available online that one can take. Visit the websites below and find out what personality you have. The Johari Window Personality Test: (http://www.accd.edu/sac/speech/sp1311/johari.htm); The Jung-Myers-Briggs Typology Test: (http://www.humanmetrics.com/cgi-win/JTypes1.htm); The Myers-Briggs Indicator Test: (http://www.personalitypathways.com/type inventory.htm); The DISC Profile (http://www.discprofile.com/whatisdisc.htm); The Keirsey Temperament Sorter: (http://www.advisorteam.com/temperamentsorter/register.asp?partid=1) 2. Key Words and Useful Expressions 2.1 combination n. [C] (L.2, L.44) the act of combining or state of being combined 聯(lián)合；合作；結(jié)合 e.g. A combination of factors led to her decision to resign. 綜合各種因素之后她決定辭職。 Pink is a combination of red and white. 粉紅色是紅色與白色的混合色。 短語： make a combination 形成組合 a fixed combination 固定搭配 in combination (with) 聯(lián)合，與…合作 2.2 characteristic (L.2 ) 1. n. [C ] a special and easily recognized quality of sb.ne or sth. 特征，特性，特色 e.g. These are the characteristics of urban life. 這些就是都市生活的特征。 Punctuality is one of his characteristics. 守時是他的特點之一。 2. a. typical; representing a person’s or thing’s usual character 特有的, 表示特性的, 典型的 e.g. The defiant manner is characteristic of teenagers. 那種反抗的態(tài)度是青少年所特有的。 my friend’s characteristic laugh 我朋友有特色的笑聲 the characteristic stripes of the zebra 斑馬特有的花條紋 2.3 shape (L.8, L.53, L.73) 1. vt. give a particular form to; create 塑造：賦予…一個特殊形狀；創(chuàng)造 e.g. He shaped history as well as being shaped by it. 猶如歷史創(chuàng)造了他一樣，他也塑造了歷史。 2. n. [C, U] outer form or appearance; outline of an area, a figure, etc 外形； 形狀； 樣子 e.g. He’s a devil in human shape. 他是披著人皮的魔鬼。 The illness has left him in rather poor shape. 他經(jīng)過這場大病已形容枯槁。 2.4 compose vt. (L.9) 1. make up (sth.) ; form (sth.) 組成；構(gòu)成或形成 e.g. England, Scotland, and Wales compose the island of Great Britain. 英格蘭、蘇格蘭和威爾士組成大不列顛島。 短語 be composed of …由…組成 大不列顛島由英格蘭、蘇格蘭和威爾士組成。 The island of Great Britain is composed of England, Scotland, and Wales. 2. create or produce (a literary or musical piece) 創(chuàng)作或制作（文學(xué)或音樂作品） e.g. She began to compose songs at an early age. 她年輕時就已開始創(chuàng)作歌曲。 Im composing a formal reply to the letter. 我正寫一封正式的回信。 3. bring (oneself/sth.) under control; calm 使（自己/某事物）安定/平靜/鎮(zhèn)靜 e.g. Please compose yourself; theres no need to get excited! 請鎮(zhèn)靜, 不必激動! 2.5 anxiety n. (L.13) 1. [C] a state of uneasiness and apprehension, as about future uncertainties 焦慮，擔心 e.g. For some people, air travel is a real anxiety. 對一些人來說，飛機旅行是真正使他們焦慮的。 His sick wife is a great anxiety to him. 他的太太生病，使他極為焦慮不安。 2. [U] the strong wish to do sth.; eagerness渴望，急切的熱望 e.g. anxiety for knowledge 求知欲 His anxiety for success in life led him to work hard. 他渴望成功之心促使他努力工作。 短語 anxiety about … 對…的焦慮 feel anxiety for/about … 為…擔憂 display anxiety 表現(xiàn)出焦慮 relieve one’s anxiety 消除某人的憂慮 2. 6 respond vi. (L.13) 1. act in return or in answer回報或回復(fù)；作出反應(yīng) e.g. She responded to my letter with a phone call. 她收到我的信, 給我回了個電話。 I kicked the dog, which responded with a growl. 我踢了那條狗, 它便狂吠起來。 2. react quickly or favorably (to sb./sth.) （對某人/某物）反應(yīng)靈敏 e.g. The car responds well to the controls. 這輛汽車操控靈敏。 2. 7 entertain vt. (L.34) 1. amuse and interest 娛樂；使有興趣 e.g. His jokes entertained us throughout the party. 聚會中從頭到尾他以說笑逗樂我們。 Could you entertain the children for an hour, while I make supper? 我做晚飯時你能哄孩子們玩一個小時嗎？ 2. receive sb. as a guest; provide food and drink for sb., esp. in one’s home 宴客；招待, 款待某人（尤指在自己家中） e.g. Bob and Liz entertained us to dinner last night. 昨晚鮑勃和利茲設(shè)宴招待了我們。 派生詞 entertainer n. 專業(yè)表演者；提供娛樂者 entertainment n. 款待, 娛樂, 娛樂表演 entertaining a. 愉快的, 有趣的 2.8 effect n. (L.43) 1. [ C ] a result or sth. brought about by a cause or an agent 結(jié)果, 后果 e.g. His stomachache is an effect of overeating. 他因吃得過量而肚子痛。 2. [ U ] the power to produce an outcome or achieve a result; influence 作用；影響 e.g. I soon felt the effect of the sleeping pills. 我很快就感到安眠藥在起作用了。 短語 in effect 實質(zhì)上；本質(zhì)上 bring/carry/put … into effect 實行…，實施… come/go into effect 開始實施，開始生效 take effect 生效，奏效 2. 9 inherit vt. (L.47) 1. receive (a characteristic) from one’s parents by genetic transmission 承襲；通過基因遺傳承襲（某種特征） e.g. She inherited her mothers good looks and her fathers bad temper. 她生來就有母親的美貌和父親的壞脾氣。 Half of the people who inherit the gene express it. 半數(shù)有這種遺傳基因的人，皆顯示出其影響。 2. receive (property or a title, for example) from an ancestor by legal succession or will繼承；通過合法繼承或遺囑從上一輩人那里接受（例如財產(chǎn)或爵位） e.g. She inherited a little money from her grandfather. 她從祖父處繼承了一小筆錢財。 Jim will inherit his father’s farm. 吉米將繼承他父親的農(nóng)場。 2. 10 have/make an impact on (L.55) give or make strong impression or effect on sb./sth. 對…有巨大的影響或沖擊 e.g. His speech made a tremendous impact on everyone. 他的演說對大家震動很大。 The incident had a strong impact on the residents. 那事件給居民強烈的沖擊。 2. 11 secure (L.58) 1. a. 1) (about sth.) not feeling worry, doubt, etc. 無憂慮的; 無疑慮的 e.g. feel secure about one’s future 對自己的前途無憂無慮 2) firmly fixed; not likely to fall or be broken, etc 牢固的；穩(wěn)固的 e.g. Is that ladder secure? 那個梯子穩(wěn)固嗎? 2. vt. 1) fix (sth.) firmly; fasten 將（某物）固定??；系住 e.g. Secure all the doors and windows before you leave the office. 你離開辦公室之前要把所有門窗關(guān)好。 2) make sth. safe; protect (against/from sth.) 使某事物安全；保護 e.g. The new law will secure the civil rights of the mentally ill. 這一新法則可保障精神病患者享有公民權(quán)。 3. Difficult Sentences and Sentence Patterns 3.1 Difficult Sentences 3.1.1 A closer look at personalities will show you why they are not so simple, and you will also discover that your personality can be shaped if you make the effort. (L.6-8) If you make more careful observation on personalities, you will realize that it is not easy to understand personalities and one’s personalities can be changed if one works hard on it. 仔細觀察一下人們的性格， 你便會注意到人的個性并不是那么簡單， 你也會發(fā)現(xiàn)只要付出努力，你就有可能改變你的個性。 A closer look at personalities是一個以名詞look為中心的名詞短語，在句中做主語。 and連接兩個并列復(fù)合句，其中賓語從句why they are not so simple作show的賓語；賓語從句that your personality… the effort作 discover的賓語；if you make the effort為條件狀語從句。 A Knack for translation: 詞類轉(zhuǎn)譯法 詞類轉(zhuǎn)換是指英語中的某一詞類譯成漢語時轉(zhuǎn)換成另一詞類。在上句中 look是名詞，但這是一個含有動作意味的名詞，在英譯漢中像這種含有動作意味的名詞往往轉(zhuǎn)譯成動詞，這樣才能使?jié)h語譯文通順自然。因此, a closer look就譯成了動詞短語“仔細觀察一下”，這樣譯文更準確的表達了原文的含義，同時也通順流暢、地道可讀。 除此之外，英譯漢中還經(jīng)常將含有動作意味的介詞（如across, past, toward等）以及表示知覺、情欲、欲望等心理狀態(tài)的形容詞（如certain, careful, cautious, angry, sure, afraid, grateful等）有時也轉(zhuǎn)譯成漢語動詞。 詞類轉(zhuǎn)譯還包括將動詞譯成名詞以及形容詞、副詞和名詞的互相轉(zhuǎn)譯。 3.1.2 That is why divorce is a harmful social practice that often exerts a negative effect on the growth of young children. (L.60-62) That is why divorce is not good and it often has negative influence on the growth of young children. 這也就是為什么婚姻破裂的家庭會對兒童的成長產(chǎn)生負面影響。 本句中exert a (negative) influence on 意為“對…產(chǎn)生(負面)影響”；句中why divorce is a harmful social practice作表語, 而that often exerts a negative effect on the growth of young children 是定語從句,修飾和限定a harmful social practice。 3.2 Sentence Patterns 3.2.1 prefer… rather than…(L.25) 寧愿做… 而不愿做… e.g. I prefer to go to the movies rather than stay home. 我寧愿去看電影而不愿意待在家里。 prefer doing…(L.31) 更喜歡做…; 覺得…更可取 e.g. I would prefer your staying out of the dispute. 我倒認為你還是不參加辯論的好。 3.2.2 have sb. doing … (L.32) 使某人做; 允許某人做… e.g. He had us laughing all through lunch. 他讓我們在整個午餐中笑個不停。 I won’t have you running around in the house. 我不允許你在屋子里亂跑。 3.2.3 be likely to do… (L.59) 可能會… e.g. He isn’t likely to win. 他不可能會贏。 It is likely to rain tonight. 今晚可能會下雨。 4. Discourse Analysis 4.1 Main Idea of the Text People come with distinctive personalities — the combination of different characteristics. A person’s personality is composed of three main kinds of elements: emotional, social and intellectual, and can be shaped by two influences: heredity and environment. And adolescents, especially young university students can make some personality adjustments so as to build themselves a more pleasing personality. Main Idea of Each Paragraph Directions: Text A has twelve paragraphs (1-12). Choose the most suitable heading for each paragraph from the list below. A) Intellectual traits of personality B) Environment influence on personality C) Emotional traits of personality D) What is personality E) Three elements of personality F) Two influences on personality G) A good time for personality adjustment — adolescence H) Personality can be adjusted I) Behavior reveals personality J) Social traits of personality K) Personalities are not simple L) Heredity influences personality Keys: 1-D; 2-K; 3-E; 4-C; 5-J; 6-A; 7-I; 8-F; 9-L; 10-B; 11-H; 12-G 4.2 Structure of the Text The text explores what personality is and what shapes one’s personality. The author starts with a brief introduction to personality , then points out that one’s personality cannot be easily described and is composed of three main elements: emotional, social and intellectual, and the development of personality can be influenced by two factors: heredity and environment. Finally the author states that people can change some personality traits into more pleasing ones and adolescence is the best stage to develop one’s personality. The structure of the text can be clearly seen in the following chart. The definition of personality (para.1—para.7) The development of personality (para.8— para. 12) A brief introduction to personality (para.1) Two factors influence the development of personality. (para.8) One’s personality cannot be easily described but can be shaped.(para.2) Heredity: the set of characteristics that one inherits from parents and ancestors influences one’s personality. (Para.9) Environment: the circumstances, objects, and conditions that surround people also have strong and complicated impact on personality. (para.10) One’s personality is composed of three main elements. (para.3) Emotional: how people handle their emotions (para.4) Social: how people relate to others (para.5) Intellectual: how people’s mind works (para.6) These personality traits are expressed through behaviors. (para.7) People can change some personality traits into more pleasing ones. (para.11) Adolescence is the best stage to develop one’s personality. (para.12) 4.3 Rhetorical Devices in the Text The author applies the rhetorical device— simile（明喻） in the last sentence of the text: “Just as an athlete builds skills, you can build the personality you want to have…”. In this sentence the possibility for an athlete to build skills is compared to that for one to shape one’s personality. By using simile here, the author implies that one’s personality can be built and improved step by step. In the fifth and sixth paragraphs, the author uses the structure of “some…..others….” and “one …. another…” to achieve the effect of contrast so as to show the differences in how people relate to others. III. Text B Test Your Personality 1. Short Answer Questions Directions: Read the passage in five minutes and then answer the five questions in the fewest possible words (not exceeding 10 words). 1. What does our preference for colors reveal? Answer: It can reveal what kind of persons we are. 2. Which four adjectives in Paragraph 4 portray negative feelings? Answer: Isolated, disappointed, defensive, and withdrawn. 3. What positive traits does a person who likes green possess? Answer: The person is persistent and a high-achiever. 4. What is said about a person who used to like violet but does not like the color any more? Answer: He/she has grown up and ready to face reality. 5. What are three key personality traits of those who choose blue as their favorite color? Answer: Calmness, sensitivity, and loyalty. Optional Activity: Blank Filling Directions: Read the passage in five minutes and then summarize what each color represents. Fill in the blanks with the information provided in the text to complete the table on next page. Color What It Represents Red impulseive, sexy and having the will to win Yellow ambitious and eager to please Green persistent, possessive and rather selfish Violet mentally and physically immature, living in a fantasy world Brown restless and insecure Grey unwilling to make a commitment, choosing to be left alone Blue sensitive and easily hurt Black willing to fight against fate 2. Key Words and Useful Expressions 2.1 specific a. (L. 4) 詳細而精確的, 明確的, 特殊的 e.g. What are your specific aims? 你有明確的目標嗎? The money is to be used for one specific purpose: the building of the new theatre. 這筆錢有專門用途, 就是建造新劇院。 2.2 reflect vt. (L. 6) 反映, 表現(xiàn) e.g. Baseball reflects Americas history. 棒球反映出美國的歷史。 Her sad looks reflected the nature of her thoughts. 她面帶憂傷，顯得心事重重。 2.3 horizon n. (L. 13) 1. [ C](知識,思想等的)范圍,視野 e.g. Travel broadens one’s horizons. 旅游開闊人的眼界。 2. [U] 地平(線) e.g. The sun sank below the horizon. 太陽已落到地平線下。 2.4 desire (L. 15; L. 77)) 1. n. [C,U]愿望, 心愿, 要求 e.g. My greatest desire is to go back home. 我最大的心愿是回家。 They had little desire for wealth. 他們對財富無大欲望。 2. vt. 渴望, 希望 e.g. We all desire peace and happiness. 我們大家都渴望和平與幸福。 He desired to win the game. 他希望贏得這場比賽。 2.5 free (L. 21) 1. a. (接from). 沒有...的； 免于… 的 e.g. a sentence free from mistakes 沒有錯誤的句子 a person free from prejudice 沒有偏見的人 2. vt. 釋放；清除 e.g. a person who was at last freed from fear終于解除了恐懼的人 I freed the bird from the cage. 我把那只鳥從籠子里放了出來。 2.6 be/get stuck (L.45) 被難??；被固定、卡住、塞住 e.g. We were stuck in traffic for an hour this morning. 今天早上我們被卡在交通阻塞中達一個小時。 Ill help you with your mathematics if youre stuck. 你要是在數(shù)學(xué)方面遇到困難, 我會來幫助你的。 2.7 confront vt. (L. 51)使面臨、面對 e.g. A soldier often has to confront danger. 士兵常常要身臨險境。 They confronted the prisoner with his accusers. 他們讓犯人與原告對質(zhì)。 2.8 be /become concerned about (L. 55) 關(guān)心, 關(guān)注；擔心，操心 e.g. They are very seriously concerned about the problems involved. 他們對相關(guān)的問題非常關(guān)注。 She is concerned about her son’s future. 她擔憂她兒子的將來。 2.9 be content with (L.77) 對…滿意，滿足于… e.g. Are you content with your present salary? 你對你現(xiàn)在的薪水滿意嗎? She is not content with these explanations. 她對這些解釋并不滿意。 2.10 restrict vt. (L. 82)限制, 約束, 限定 e.g. Speed is restricted to 30 mph in towns. 市內(nèi)車速每小時不得超過30英里。 In order to lose weight, some girls even restrict themselves to one meal a day. 為了減肥，有些女孩甚至限制自己一天只吃一頓飯。 IV. Writing 1． Writing Skill How to Develop an English Paragraph in Cause and Effect Pattern A cause and effect paragraph generally follows a basic format. That is, it begins with a topic sentence and this sentence is followed by specific supporting details. For example, if the topic sentence introduces an effect, the supporting sentences all describe causes, and vice versa Words and Phrases That May Be Used in a Cause and Effect Pragraph Here are some common w