“大学体验英语读写三级”课程学习指南
一、课程基础：
《大学体验英语》三级的对象主要是在大学阶段已经学习并通过二级英语的学生，也
就是说本课程针对于英语水平已经具备了一定的基础，需要进一步提高的学生。本课程
为必修课。
二、适应对象：
非英语专业，大学阶段已经学习并通过二级英语的学生。
三、教学目的：
《大学体验英语》三级的对象主要是已经通过二级新体验大学英语学习，已经具备了一
定的基础，需要进一步提高的学生。通过本级别课程的学习，应达到进入四级英语学习的水
平。具体要求如下：
1．词汇：领会式掌握 3550 词，复用式词汇 2200。具备基本构词法识别生词的能力
2．阅读：精读量：21000 词；
一般阅读：70wpm；
泛读量：90000 词。
快速阅读：100wpm。
能读懂语言难度中等的一般性题材的文章，掌握基本的阅读技能。
3．写作：能在阅读与课文难度相仿的书面材料时做出笔记、回答问题和写出提纲；能
就一定话题或提纲在半小时内写出 100－120 词的短文；能写短信和便条。表
达意思清楚，无重大语言错误。
4．翻译：能翻译难度低于课文的英语文章，理解正确，译文达意，译速为每小时 300
英语词；能将内容熟悉的汉语译成英语，译文达意，无重大的语言错误，译速
每小时 250 汉字。
四、内容提要：
《大学体验英语：综合教程》第三级，系大学体验英语系列教材中的主干教材。全书共
8 个单元，供一个学期使用。每一个单元包括二个部分,每部分包含一篇课文和相关的练习。
《大学体验英语：综合教程 3》在选材上注重趣味性、信息性、可思性、时代性和前瞻性，
题材广泛，内容丰富，主要涉及语言、文化、习俗、伦理、信息、科学、社会焦点等等。每
一个单元侧重于讨论一个话题，但三篇课文的体裁不尽相同，体现文体的多样性。课文绝大
部分选自 20 世纪八、九十年代出版的英美报刊书籍，也有新世纪刚刚问世的作品。
《大学体验英语：综合教程 3》每篇课文控制在 900 词左右，重点培养学生读、写、译
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的技能。
五、自主学习 授课模式：
基于计算机和课堂的英语多媒体教学模式是为了帮助学生达到大学英语教学要求所设
计的一种新型英语教学模式。强调个性化教学与自主学习，并充分发挥计算机可反复单独地
进行听说训练、以及教师可通过课堂进行辅导，传授阅读、写作、翻译知识和技能的特点，
使学生可在教师的指导下，根据自己的特点、水平、时间，选择合适的学习内容，借助计算
机的帮助，迅速提高自己的英语综合实用能力，达到最佳学习效果。
1、教学模式的构成
图一、基于计算机和课堂的英语多媒体教学模式
2、基于计算机的英语学习过程
读写译课与视听说课皆采用“以传统教学模式为主，以网络自主学习模式为辅”的教学模
式。如下图：
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图二、基于计算机的英语学习过程
六、自主学习 学习方法：
依据建构主义学习理论，在教学中采用合作学习、自主学习、讨论学习等教学方法 ，
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采用学生为主体进行自主学习和训练及教师为主导进行讲授相结合的教学方法。
通过课前预习准备、课堂情景体验、课堂知识归纳、课堂及课后知识和语言运用等四个
阶段的教学活动设计，倡导体验式自主学习——以任务型和小组合作、案例教学方法为依托，
体验英语语言和文化知识学习的过程，在做中学，以学习者已有的语言知识及文化知识和经
验为整个学习过程的出发点，强调通过学习者积极、主动地参与各种真实目的语中语言、文
化现象和实践活动来学习。
1、合作学习
合作学习将学生每 4－6 人分成 1 组，利用计算机和多媒体网络传输技
术，在局域网内组成小组，用自己的语言表述见解，进行意义建构，逐步形成自己的知识结
构，并在教师调控或指导下评价学习伙伴的学习结果，实现资源共享和协商学习。其基本教
学流程是：分组——定位——自我探索——小组协作——组际评价。
2、自主学习
由个人设定学习目标、学习内容、学习进度和学习方法，并让个人主
动学习的方法。利用大容量存储技术和超媒体技术，提供多样化的学习资源，利用图形化交
互界面技术，提供良好的自主学习环境，在教师指导下，尊重学生的个性差异，因材施教。
让学生按自己的意愿来选择学习内容、确定学习进度，进行个别化的自主学习。
3、讨论式学习
在学习过程中，利用网络平台，通过文字输入、图形变换等方式表
达自己的见解，创作电子作品，与学习伙伴交流汇报预习情况，交流观摩"作品"，交流宣读
作文，交流看法，交流思想情感体验等等。如这是学生和学生之间或教师和学生之间相互启
发、相互交流、共同提高的学习方法。
七、自主学习 评价
大学英语自主学习强调集诊断性、形成性、终结性评估为一体的评价体系， 突出学生
的过程性评价、自评与互评，通过课堂活动和课外活动的记录、网上自学记录、学习档案记
录、访谈和座谈等形式对学生学习过程进行观察、评估和监督，促进学生有效地学习，有效
地提高学生的自主学习能力。
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Book 3 – Unit 1
《新体验英语读写教程 3》
Ⅰ. Learning Objectives
After learning this unit you are able to master:
 Words: isolate, consequence, deforest, global, purify, evaporate, atmosphere, specific,
priority, inexhaustible, convenience, addicted, nurture
 Phrases: dependent on, (be) blind to, result from, all the way, impact on, the point of no
return, take action, sit back
 Reading Skill: Word Attack Strategies
 Writing Skills: Letter of Invitation
 Knowledge: Our Earth supports lots of different plant and animal species. With more and
more humans changing the environment, other species become extinct faster than they
have in the past. In fact, plant and animal species are disappearing at least 1,000 times
faster than at any other time in the last 65 million years. As humans take up more and
more space on the planet, we destroy the habitats of other animals and plants. This is the
biggest reason why animals are becoming extinct today. The report on panda's condition
is a case in point. The short answer to the question is, “about a thousand.” But you may
hear a variety of figures. The more truthful answer is, “we don’t really know.”
Ⅱ. Procedures
1. Before studying the text, you should talk about the following questions:
 Why should we treat the earth we live on as our Mother Earth?
 What is the root of the environmental problems?
 What should we do to take care of our Mother Earth?
2. Summarize the general idea of the text.
3. Analyze the structure of the text and try to find out the topic sentences of each part.
4. Try to study new words and phrases.
5. Study the text in detail:
 Learn the important language points and make some sentences.
 Words: isolate, consequence, deforest, global, purify, evaporate, atmosphere, specific,
priority, inexhaustible, convenience, addicted, nurture
 Phrases: dependent on, (be) blind to, result from, all the way, impact on, the point of
no return, take action, sit back
 Try to understand and paraphrase the following difficult sentences:
 The biggest threat to our environment today is the way we, as human beings, see our
environment. How we see our environment shapes our whole world. (Para 1)
 Most of us see everything as independent from one another. (Para 2)
 This is why we don’t see the consequences of our actions. It is time for each of us to
open our eyes and see the world as it really is — one complete whole where every
cause has an effect. (Para 3)
 The loss of trees upsets the ecosystem as trees are necessary to build topsoil, maintain
rainfall in dry climates, purify underground water and to convert carbon dioxide to
oxygen. (Para 4)
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 Global warming results from the burning of fossil fuels, such as petroleum products,
resulting in the release of greenhouse gasses into the atmosphere. (Para 6)
6. Language Focus :
 Read and Complete:
 Finish exercise 6 on page 16.
 Finish exercise 7 on page 16.
 Read and Translate:
 Finish the translation (exercise 8 on page 16).
 Read and Simulate:
 Try to finish the exercise 9 on page 17 (First notice the italicized structural
similarities between the choice sentences and their simulated reproductions, and then
do the simulated translation of the Chinese sentences.)
 Talk About it:
 Work in pairs and talk about the causes and effects of the natural disasters with the
help of the tips. (the exercise 10 on page 17 )
 Write About it:
 Try to finish the exercise 11 on page 18. (Write a paragraph of around 100-120 words
to describe the urgent situation of an endangered species and call for help.)
Ⅲ. Self-assessments:
On a scale 1 to 5, where 1 means “not at all,” 2means “not very well”, 3 means “moderately well,”
4 means “well,” and 5 means “very well,” rate how well you have mastered the objectives set at
the beginning of the Unit:
1 2 3 4 5 I can talk about the environments.
1 2 3 4 5 I understand the two reading passages.
1 2 3 4 5 I can use the new words and expressions.
1 2 3 4 5 I am able to write about environmental problems.
1 2 3 4 5 I can use the grammatical points.
1 2 3 4 5 I understand the difficult sentences.
1 2 3 4 5 I can fill write Letter of Invitation.
1 2 3 4 5 I know the meaning of the missions of improving environment.
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Book 3 – Unit 2
《新体验英语读写教程 3》
Ⅰ. Learning Objectives
After learning this unit you are able to master:
 Words: evident, respond, stir, intellect, invisible, invisibility, methodically, curiosity,
insight, genius, apparently, condense, essence, peak, fundamental, spark, persistence,
ultimate, create, detail
 Phrases: fool …into … (doing), up to, come over, come upon, in no way, relate to,
come up with, push for
 Reading Skill: Analyzing Word Formation
 Writing Skills: Award Certificate
 Knowledge: Alfred Nobel was born in 1833 in Stockholm, Sweden to a family of
engineers. At age 9, he moved with his family to Russia where he and his brothers were
given first class education in the humanities and natural sciences by private teachers.
Nobel invented dynamite in 1866 and later built up companies and laboratories in more
than 20 countries all over the world. A holder of more than 350 patents, he also wrote
poetry and drama and even seriously considered becoming a writer. The idea of giving
away his fortune was no passing fancy for Nobel. Efforts to promote peace were close to
his heart and he derived intellectual pleasure from literature, while science built the
foundation for his own activities as a technological researcher and inventor. On
November 27, 1895, Nobel signed his final will and testament at the Swedish-Norwegian
Club in Paris. He died in his home in San Remo, Italy on December 10, 1896.
Ⅱ. Procedures
1. Before studying the text, you should talk about the following questions:
 What do you think makes a successful scientist?
 Einstein once said: “Curiosity has its own reason for existence.” How do you understand
this statement?
 What kind of boy was Einstein in his parents’ eyes?
2. Summarize the general idea of the text.
3. Analyze the structure of the text and try to find out the topic sentences of each part.
4. Try to study new words and phrases.
5. Study the text in detail:
 Learn the important language points and make some sentences.
 Words: evident, respond, stir, intellect, invisible, invisibility, methodically, curiosity,
insight, genius, apparently, condense, essence, peak, fundamental, spark, persistence,
ultimate, create, detail
 Phrases: fool …into … (doing), up to, come over, come upon, in no way, relate to,
come up with, push for
 Try to understand and paraphrase the following difficult sentences:
 They might have thought him slow, but there was something else evident. (Para 1)
 The invisible force that guided the compass needle was evidence to Albert that there
was more to our world that meets the eye. (Para 2)
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 “It’s not that I’m so smart, it’s just that I stay with problems longer.”(Para 3)
 While the expression of his mathematics might be accessible to only a few sharp
minds in the science, Albert could condense the essence of his thoughts so anyone
could understand. (Para 4)
 “I want to know how God created this world.... I want to know His thoughts; the rest
are details.” (Para 5)
6. Language Focus :
 Read and Complete:
 Finish exercise 6 on page 37.
 Finish exercise 7 on page 37.
 Read and Translate:
 Finish the translation (exercise 8 on page 38).
 Read and Simulate:
 Try to finish the exercise 9 on page 38 ((First notice the italicized structural
similarities between the choice sentences and their simulated reproductions, and then
do the simulated translation of the Chinese sentences.).
 Talk About it:
 Work in pairs and finish the tasks given in the textbook. (exercise 10 on page 38 )
 Write About it:
 Try to finish the exercise 11 on page 39. (Write a paragraph of around 100-120
words to introduce a Nobel Prize winner and his or her “secrets” to success.)
Ⅲ. Self-assessments:
On a scale 1 to 5, where 1 means “not at all,” 2means “not very well”, 3 means “moderately well,”
4 means “well,” and 5 means “very well,” rate how well you have mastered the objectives set at
the beginning of the Unit:
1 2 3 4 5 I can talk about stories about Einstein.
1 2 3 4 5 I understand the two reading passages.
1 2 3 4 5 I can use the new words and expressions.
1 2 3 4 5 I am able to write about the activities about the human brains.
1 2 3 4 5 I can use the grammatical points.
1 2 3 4 5 I understand the difficult sentences.
1 2 3 4 5 I can make the Award Certificate.
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Book 3 – Unit 3
《新体验英语读写教程 3》
Ⅰ. Learning Objectives
After learning this unit you are able to master:
 Words: naughty, reputation, mild, spotless, status, rival, import, notion, exceed,
Manufacture, modest, elaborate, sponsor, assure, latter, miniature
 Phrases: by means of, as a result, frown on/upon
 Reading Skill: Conceptual Meaning
 Writing Skills: Advertisements
 Knowledge: Did it take years of experimenting to get that soap to float? Not exactly.
Ivory Soap floated by accident. For years the Proctor & Gamble company had been
developing a formula for a high quality soap at an affordable price. In January 1878,
they finally perfected the formula. They called it simply “White Soap,” and began
production. Several months later the accident occurred. A large batch of White Soap was
mixing when a workman at the factory went to lunch and forgot to turn off the machine.
When he returned, he found that air had been worked into the mixture. He decided not to
discard the batch of soap because of such a small error, and he poured the soap into the
frames. The soap hardened and it was cut, packaged, and shipped. A few weeks later,
letters began arriving at Proctor & Gamble asking for more of the soap that floated. The
workman’s error had turned into a selling point! Harley Proctor came up with the name
“Ivory” while listening to a Bible reading at church one morning in 1879.
Ⅱ. Procedures
1. Before studying the text, you should talk about the following questions:
 What is a bathtub battleship referred to in this passage?
 Why is Ivory Soap so popular among Americans?
 How did Proctor & Gamble succeed in promoting Ivory Soap?
2. Summarize the general idea of the text.
3. Analyze the structure of the text and try to find out the topic sentences of each part.
4. Try to study new words and phrases.
5. Study the text in detail:
 Learn the important language points and make some sentences.
 Words: naughty, reputation, mild, spotless, status, rival, import, notion, exceed,
Manufacture, modest, elaborate, sponsor, assure, latter, miniature
 Phrases: by means of, as a result, frown on/upon
 Try to understand and paraphrase the following difficult sentences:
 American mothers have long believed that when it comes to washing out the mouths
of naughty children, nothing beats Ivory Soap (Para 1)
 The company keeps a precise count, however, of the billions of dollars it earns. (Para
2)
 It took more than twenty years for sales to top one million dollars, which they did
shortly before the Civil War. (Para 4)
6. Language Focus :
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
Read and Complete:
 Finish exercise 6 on page 59.
 Finish exercise 7 on page 59.
 Read and Translate:
 Finish the translation (exercise 8 on page 60).
 Read and Simulate:
 Try to finish the exercise 9 on page 60 ((First notice the italicized structural
similarities between the choice sentences and their simulated reproductions, and then
do the simulated translation of the Chinese sentences.).
 Talk About it:
 You are a P&G representative at a trade fair held in a Chinese city where P&G is
still not so often heard of. Try to persuade the visitors to the P&G booth to buy
P&G products. You can choose a product for your introduction and use the tips
given in the book or nay other information you have learned from Passage A or
elsewhere. (exercise 10 on page 61 )
 Write About it:
 Try to finish the exercise 11 on page 62. (Write a paragraph of around 100-120
words with the title: X-A Brand of Product Helps Me To Beat The Problem.)
Ⅲ. Self-assessments:
On a scale 1 to 5, where 1 means “not at all,” 2means “not very well”, 3 means “moderately well,”
4 means “well,” and 5 means “very well,” rate how well you have mastered the objectives set at
the beginning of the Unit:
1 2 3 4 5 I can talk about famous companies.
1 2 3 4 5 I understand the two reading passages.
1 2 3 4 5 I can use the new words and expressions.
1 2 3 4 5 I am able to write stories abut business.
1 2 3 4 5 I can use the grammatical points.
1 2 3 4 5 I understand the difficult sentences.
1 2 3 4 5 I can fill in advertisements.
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Book 3 – Unit 4
《新体验英语读写教程 3》
Ⅰ. Learning Objectives
After learning this unit you are able to master:
 Words: Words: miracle, string, fame, controversy, represent, irrational, deform,
excessive, embrace
 Phrases: under the sun, line up, keep … at bay, stamp out, go for, jump the gun
 Reading Skill: Propositional Meaning
 Writing Skills: Call for Papers
 Knowledge: Cloning is not new. Experiments with frogs and toads (蟾蜍) date back to
the 1970s. And experiments involving plants and animal embryos have been performed
for years. But experiments involving human beings have never been tried or thought
possible, until “Dolly” Her birth shocked the scientific community and has spurred
discussion about the possibility of human clones. Dr. Lee Silver, a molecular biologist at
Princeton University, is optimistic that “human cloning will occur,” and that “it might
take five years, ten years at the outermost.” Lee notes that at this time, “no ethical doctor
would do human cloning”. Although this view is predominant (占主导地位的) among
many scientists, some argue that a safe technology could be developed in the future.
This has led to discussion about whether human cloning should even be legally possible.
Ⅱ. Procedures
1. Before studying the text, you should talk about the following questions:
 What kind of people favor the cloning science to proceed?
 For what reasons do most governments prohibit cloning?
2. Summarize the general idea of the text.
3. Analyze the structure of the text and try to find out the topic sentences of each part.
4. Try to study new words and phrases.
5. Study the text in detail:
 Learn the important language points and make some sentences.
 Words: miracle, string, fame, controversy, represent, irrational, deform,
excessive, embrace
 Phrases: under the sun, line up, keep … at bay, stamp out, go for, jump the gun
 Try to understand and paraphrase the following difficult sentences:
 Yet the Vatican is no fan of his science. (Para 1)
 Many people have a hard job seeing the point of reproductive cloning. (Para 2)
 Five years on from Dolly, the science of cloning is still stuck in the dark ages. (Para
3)
6. Language Focus :
 Read and Complete:
 Finish exercise 6 on page 81.
 Finish exercise 7 on page 82.
 Read and Translate:
 Finish the translation (exercise 8 on page 82).
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
Read and Simulate:
 Try to finish the exercise 9 on page 82 ((First notice the italicized structural
similarities between the choice sentences and their simulated reproductions, and then
do the simulated translation of the Chinese sentences.).
 Talk About it:
 Work in pairs and talk about the pros and cons of cloning. (exercise 10 on page 82 )
 Write About it:
 Try to finish the exercise 11 on page 83. (Write a paragraph of around 100-120
words with the title “Why Should We Use Cloning?”)
Ⅲ. Self-assessments:
On a scale 1 to 5, where 1 means “not at all,” 2means “not very well”, 3 means “moderately well,”
4 means “well,” and 5 means “very well,” rate how well you have mastered the objectives set at
the beginning of the Unit:
1 2 3 4 5 I can talk about cloning.
1 2 3 4 5 I understand the two reading passages.
1 2 3 4 5 I can use the new words and expressions.
1 2 3 4 5 I am able to write about Italian’s cloning stories.
1 2 3 4 5 I can use the grammatical points.
1 2 3 4 5 I understand the difficult sentences.
1 2 3 4 5 I can make Call for Papers
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Book 3 – Unit 5
《新体验英语读写教程 3》
Ⅰ. Learning Objectives
After learning this unit you are able to master:
 Words: peculiar, resort, hint, confuse, puzzle, vague, rack, assume, enthrall,
indulge, fraud, commit, haste
 Phrases: confuse with, resort to, rack one’s rain, indulge in
 Reading Skill: Contextual Meaning
 Writing Skills: Online Program Introduction
 Knowledge: True to its name, Canadian Virtual University (CVU) has no campus, no
faculty buildings, no student union or football stadium. What CVU does have is a
syllabus of more than 2,000 courses at 13 universities across Canada, which brings
education to rural areas. CVU offers its abundance through “distance learning” — a
combination of old-school correspondence courses and new online study. In practice,
this means students anywhere in the country or the world can spend years at higher
learning without once laying eyes on their instructors. Distance learning used to be
considered the dim cousin of “real” class work. But then the Internet exploded, and it
has become a prominent spot of education ever since. “The past seven years have been a
complete transformation of the business,” Dominique Abrioux, president of Athabasca
University says, “We’ve doubled in size in the past four years.” No kidding. Even
Harvard has added an online element to its curriculum.
Ⅱ. Procedures
1. Before studying the text, you should talk about the following questions:
 In what way do you usually learn English vocabulary? Do you often ask the native
speakers to explain English words for you?
 How do you understand the German proverb “Whoever cares to learn will always find a
teacher”?
 Do you think to teach is also to learn? Why?
2. Summarize the general idea of the text.
3. Analyze the structure of the text and try to find out the topic sentences of each part.
4. Try to study new words and phrases.
5. Study the text in detail:
 Learn the important language points and make some sentences.
 Words: peculiar, resort, hint, confuse, puzzle, vague, rack, assume, enthrall,
indulge, fraud, commit, haste
 Phrases: confuse with, resort to, rack one’s rain, indulge in
 Try to understand and paraphrase the following difficult sentences:
 Several weeks ago I was riding in a cab when the driver’s eyes caught mine in the
rear view mirror and he said, “Excuse me, Miss? Can you help me?” (Para 1)
 I stared at the words in the distressed way you might stare at party guests whose faces
you’ve seen somewhere before but whose names have escaped your mind. Proverb?
Peculiar? Idiomatic? (Para 3)
13
 The driver explained that he was Pakistani. He listened to the radio as he drove and
often jotted down unfamiliar, fascinating words whose meanings and spellings he
then sought from his passengers. (Para 5)
 I thought my use of peculiar was kind of clever. He looked confused, a reminder that
clever is not clever if it doesn’t communicate. (Para 7)
6. Language Focus :
 Read and Complete:
 Finish exercise 6 on page 103.
 Finish exercise 7 on page 104.
 Read and Translate:
 Finish the translation (exercise 8 on page 104).
 Read and Simulate:
 Try to finish the exercise 9 on page 104 ((First notice the italicized structural
similarities between the choice sentences and their simulated reproductions, and then
do the simulated translation of the Chinese sentences.).
 Talk About it:
 Work in pairs and complete the following task. (the exercise 10 on page 105 )
 Write About it:
 Try to finish the exercise 11 on page 105. (Write a paragraph of around 100-120
words with the title: Learning English Through Reading)
Ⅲ. Self-assessments:
On a scale 1 to 5, where 1 means “not at all,” 2means “not very well”, 3 means “moderately well,”
4 means “well,” and 5 means “very well,” rate how well you have mastered the objectives set at
the beginning of the Unit:
1 2 3 4 5 I can talk about the peculiar stories.
1 2 3 4 5 I understand the two reading passages.
1 2 3 4 5 I can use the new words and expressions.
1 2 3 4 5 I am able to write about the Egyptian people.
1 2 3 4 5 I can use the grammatical points.
1 2 3 4 5 I understand the difficult sentences.
1 2 3 4 5 I can fill in the Online Program Introduction.
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Book 3 – Unit 6
Ⅰ. Learning Objectives
After learning this unit you are able to master:
 Words: counterpart, relief, core, punctual, efficient, spare, deliberate
 Phrases: for that matter, mill about/around, nook(s) and cranny(ies)
 Reading Skill: Pragmatic Meaning
 Writing Skills: Trip Itinerary
 Knowledge: Since the dawn of recorded history, humankind has had an inexplicable
fascination with making lists. The first widely circulated list was probably the one created
by Alexander of Ancient Greece, who selected a list of seven sites referred to as “The
Seven Wonders of the World.” Unfortunately for modern travelers, of the original Seven
Wonders, only the Pyramids of Giza still stand; the others — the Hanging Gardens of
Babylon, the Temple of Artemis at Ephesus, the Mausoleum of King Mausolus at
Halicarnassus, the Colossus of Rhodes, the Lighthouse of Alexandria, and the statue of
Zeus at Olympia — have all been destroyed by man or nature.
Ⅱ. Procedures
1. Before studying the text, you should talk about the following questions:
 What attracts you most when you visit a new place?
 Do you think, consciously or unconsciously, that some cultures are superior or inferior
to others? Why?
 Can we understand a culture through the channels other than learning it in person? State
your reasons in either case.
2. Summarize the general idea of the text.
3. Analyze the structure of the text and try to find out the topic sentences of each part.
4. Try to study new words and phrases.
5. Study the text in detail:
 Learn the important language points and make some sentences.
 Words: counterpart, relief, core, punctual, efficient, spare, deliberate
 Phrases: for that matter, mill about/around, nook(s) and cranny(ies), soften
 Try to understand and paraphrase the following difficult sentences:
 I first saw her outside Cairo’s airport terminal. A woman taxi driver — the only
woman, for that matter, among a large crowd of her male counterparts. (Para 2)
 It has seen a better day, there are quite a few scrapes on its body, the tires are bald
and there is a crack in the windshield. (Para 3)
 Her determined approach seems to have grown on a bed of economy, on the
necessity to get as much done as she possibly can. (Para 6)
6. Language Focus :
 Read and Complete:
 Finish exercise 6 on page 123.
 Finish exercise 7 on page 123.
 Read and Translate:
 Finish the translation (exercise 8 on page 124).
 Read and Simulate:
15
 Try to finish the exercise 9 on page 124 ((First notice the italicized structural
similarities between the choice sentences and their simulated reproductions, and then
do the simulated translation of the Chinese sentences.).
 Talk About it:
 Work in pairs and talk about the tourist sites with the help of the tips given in the
text book. (exercise 10 on page 125)
 Write About it:
 Try to finish the exercise 11 on page 125. (Write a paragraph of around 100-120
word-letter to invite a foreign friend of yours to visit your town, Shanghai for an
example.)
Ⅲ. Self-assessments:
On a scale 1 to 5, where 1 means “not at all,” 2means “not very well”, 3 means “moderately well,”
4 means “well,” and 5 means “very well,” rate how well you have mastered the objectives set at
the beginning of the Unit:
1 2 3 4 5 I can talk about other significant stories around my life.
1 2 3 4 5 I understand the two reading passages.
1 2 3 4 5 I can use the new words and expressions.
1 2 3 4 5 I am able to write about Cairo.
1 2 3 4 5 I can use the grammatical points.
1 2 3 4 5 I understand the difficult sentences.
1 2 3 4 5 I can fill in the Trip Itinerary.
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Book 3 – Unit 7
《新体验英语读写教程 3》
Ⅰ. Learning Objectives
After learning this unit you are able to master:

Words: agony, rural, utter, illusion, creep, extreme, sanity, sane
 Phrases: focus on, expose … to …, look down on/upon, on top of, carry out
 Reading Skill: Text Cohesive Devices
 Writing Skills: Public Warning Message
 Knowledge: The illegal drug trade touches millions of lives in both developed and
developing countries. Its most negative impact is concentrated amongst the most
disadvantaged of our societies. The UN estimates that some 180 million people
worldwide — 4.2 per cent of people aged 15 years and above — were consuming drugs
in the late 1990s. Economic reliance on the drug trade, and drug addiction, leaves many
individuals open to exploitation by criminals and criminal organizations, and threatens
the health of men, women and children, the rule of law, and ultimately, the vitality and
strength of all our communities. However, for the first time in recent history, global
production of drugs such as heroin and cocaine is no longer growing, but shows signs of
stabilization and even decline. This makes combined efforts an increasingly viable
option to achieve the targets set out in the 1998 UN Special Session which aim at a
substantial reduction if not elimination of drug production by the year 2008. Progress is
also being reported from the demand side, where there are signs of stabilization or even
decline in some of the main markets.
Ⅱ. Procedures
1. Before studying the text, you should talk about the following questions:
 Why do some people use Ecstasy according to the author?
 What did Ecstasy and other drugs do to the author?
 What do you know about drugs and drug abuse?
2. Summarize the general idea of the text.
3. Analyze the structure of the text and try to find out the topic sentences of each part.
4. Try to study new words and phrases.
5. Study the text in detail:
 Learn the important language points and make some sentences.
 Words: agony, rural, utter, illusion, creep, extreme, sanity, sane
 Phrases: focus on, expose … to …, look down on/upon, on top of, carry out
 Try to understand and paraphrase the following difficult sentences:
 They were never a question — I was too involved and focused on other things. (Para
2)
 I surrounded myself only with those who did. I had gone from a girl who never used
drugs to a woman who couldn’t imagine life without them. (Para 5)
 On top of all this, I felt as if I was having a heart attack. Somehow, I managed to pick
up the telephone and call my mom in the middle of the night, telling her to come get
me. (Para 7)
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 Since I saw that scan my life has been an uphill crawl. (Para 10)
6. Language Focus :
 Read and Complete:
 Finish exercise 6 on page 143.
 Finish exercise 7 on page 143.
 Read and Translate:
 Finish the translation (exercise 8 on page 144).
 Read and Simulate:
 Try to finish the exercise 9 on page 144 ((First notice the italicized structural
similarities between the choice sentences and their simulated reproductions, and then
do the simulated translation of the Chinese sentences.).
 Talk About it:
 Work in pairs and talk about the topics given in the book. (exercise 10 on page
144 )
 Write About it:
 Try to finish the exercise 11 on page 145. (Write a paragraph of around 100-120
words about the bad effects of drug abuse, smoking, drinking, etc.)
Ⅲ. Self-assessments:
On a scale 1 to 5, where 1 means “not at all,” 2means “not very well”, 3 means “moderately well,”
4 means “well,” and 5 means “very well,” rate how well you have mastered the objectives set at
the beginning of the Unit:
1 2 3 4 5 I can talk about drug abuse.
1 2 3 4 5 I understand the two reading passages.
1 2 3 4 5 I can use the new words and expressions.
1 2 3 4 5 I am able to write about fighting against drug abuse.
1 2 3 4 5 I can use the grammatical points.
1 2 3 4 5 I understand the difficult sentences.
1 2 3 4 5 I can absorb in Public Warning Message.
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Book 3 – Unit 8
《新体验英语读写教程 3》
Ⅰ. Learning Objectives
After learning this unit you are able to master:
 Words: overwhelm, bewilder, identification, confine, daze, linger, terrify,
indifference
 Phrases: adjust to, come by, under way
 Reading Skill: Text Coherence
 Writing Skills: Public Announcement
 Knowledge: The conflict between Palestine and Israel began around the turn of the 20th
century. It is essentially a struggle over land. Until 1948, the area (approximately 10,000
square miles) that both groups claimed was known internationally as Palestine. But
following the war of 1948-49, this land was divided into three parts: the state of Israel,
the West Bank and the Gaza Strip. On the one hand, the Israelis seem to have a valid
claim to having a state and to being safe and free from terrorism. Except for extremists
in the Middle East, few try to make a case today for eliminating the state of Israel
entirely and no one believes that a constant state of fear among the Israeli people is
something morally acceptable. Yet, the Palestinians seem to have valid moral claims as
well. They, too, would like to have their own state ― and how can anyone accept the
right of Jews to have a state in Israel but also deny that Palestinians should be permitted
the same? Palestinians would also like to live in peace without having to be in a constant
state of fear ― not so much from terrorist bombers but from the Israeli military.
Ⅱ. Procedures
1. Before studying the text, you should talk about the following questions:
 What are the usual causes of conflicts in the world?
 Who suffer from the wars and conflicts? And how?
 What do you think is the solution to the Israel-Palestine conflict?
2. Summarize the general idea of the text.
3. Analyze the structure of the text and try to find out the topic sentences of each part.
4. Try to study new words and phrases.
5. Study the text in detail:
 Learn the important language points and make some sentences.
 Words: overwhelm, bewilder, identification, confine, daze, linger, terrify,
indifference
 Phrases: adjust to, come by, under way
 Try to understand and paraphrase the following difficult sentences:
 Where were the armed soldiers asking for my identification papers? Where were the
barricades that would force me to turn back? (Para 1)
 Yet Marianna has never been to Jerusalem and is unlikely to go there anytime in the
near future, because no Palestinian can venture into the Holy City without a special
Israeli-issued permit, and those permits are almost impossible to come by. (Para 3)
 But adjusting to my sudden freedom paled in comparison to overcoming my fears and
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my nightmares. (Para 4)
6. Language Focus :
 Read and Complete:
 Finish exercise 6 on page 163.
 Finish exercise 7 on page 163.
 Read and Translate:
 Finish the translation (exercise 8 on page 164).
 Read and Simulate:
 Try to finish the exercise 9 on page 164 ((First notice the italicized structural
similarities between the choice sentences and their simulated reproductions, and then
do the simulated translation of the Chinese sentences.).
 Talk About it:
 Work in pairs and talk about the disastrous consequence of the conflicts with the
help of the pictures and descriptions given below. (exercise 10 on page 165 )
 Write About it:
 Try to finish the exercise 11 on page 165. (Write a paragraph of around 100-120
words based on one of the pictures in the section of Talk About it.)
Ⅲ. Self-assessments:
On a scale 1 to 5, where 1 means “not at all,” 2means “not very well”, 3 means “moderately well,”
4 means “well,” and 5 means “very well,” rate how well you have mastered the objectives set at
the beginning of the Unit:
1 2 3 4 5 I can talk about the racial discrimination.
1 2 3 4 5 I understand the two reading passages.
1 2 3 4 5 I can use the new words and expressions.
1 2 3 4 5 I am able to write about the Middle East Area.
1 2 3 4 5 I can use the grammatical points.
1 2 3 4 5 I understand the difficult sentences.
1 2 3 4 5 I can write Public Announcement.
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