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Book IIIUnit 1 (2)Unit 2 (4)Unit 3 (6)Unit 4 (8)Unit 5 (10)Unit 6 (12)Unit 7 (14)Unit 8 (16)Unit 9 (17)Unit 10 (19)(6 hours) (19)Unit 11 (21)Unit 12 (23)Unit 13 (24)Unit 14 (26)Unit 15 (27)Unit 1(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to h elp to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narrationand practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:Awkward; dreary; rotund; grunt; proceed; dismay; appall; diffidently; singularly;reckon; querulous; somber; scribble; attach importance to; have sth. in common; a crocodile ofIII. Teaching Procedures: (4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new lesson:1). Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the main idea;3). Do the guesswork of vocabulary;4). Study Text I intensively;5). Answer the questions of Text I both in SB (student’s book) and B(workbook)orally;6). Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7). Do oral work;8).Study the main points of guided writing, including theinformation about précis writing, paragraph writing of narration and description, and the heading and salutation of a letter;9). Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1…. With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the jobchances of doing sth.land: succeed in getting sth.E.g. His chance/chances of landing the1st prize is/are slim/scant/slender/small.2. summon sb. to do sth.3. …smell unpleasantly of stale cabbagesmell of: give out the smell of scent ofE.g. smell of brandy/paint/garlicHis accounts seemed to me smell of truth.4. proceed to (do) sth.: go ahead, continue to doprecede: come, go or happen just before sth. precede sth (with sth)E.g. proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5. attach importance to sth.; consider… importantE.g. attach much importance/weight/significance to the theory6. have sth. in common7. not so much…but the fact that…E.g. It was not so much there being no councils of workers, peasants and soldiersworthy of the mane, but the fact that they were very few.8. the last straw: an addition to a set of troubles which makes one unbearableE.g. The hotel was expensive, the food poor, and bad weather was the last straw. V. Language points for Text II1.prompt sb. to do sth or prompt sth: urge or causeE.g. His action was prompted by fear.Hunger prompted him to steal.2. Feeling anything but well.: feeling far from being wellanything but (恰恰不,才不) nothing/nobody but (正是,只是)all but(几乎,差一点)E.g. She looks anything but well. ( She looks ill.)You have nobody but yourself to blame.The thief has all but succeeded in escaping.3. be set on/upon (doing) sth: be determined to do, make up one’s mind4. get round to doing sth.: find time to do sth. at lastE.g. After a long delay, he got around to writing the letter.5. instill sth. in/into sbinstill: to put (ideas feelings, etc.) gradually but firmly into someone’s mind by a continuous effortE.g. instill the idea of discipline and obedience into new soldiers6. It was more a cross-examination than an interview.7. In due course, you will hear from us.Due: right and properE.g. He has his due reward.Unit 2(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice italong with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, preyIII. Teaching Procedures: (4 hours)1.Review the main points in last class;2.Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) andWB(workbook) orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraphof description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.He looked his goodbye at the garden.: He said his goodbye by looking at thegarden.2.cling toE.g. She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to beadjusted to a new condition, idea, or an event4.at such short notice: with little time for preparationE.g. The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expressing an unfulfilledcondition at present, in the past or in the future. The verb is generally in the past or past perfect.E.g. If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sthE.g. I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped upE.g. he felt good in the fresh air after being cooped up in the house for so long. V. Language points for Text II1.hoax: deceive, play tricks on sbhoax sb with sth, hoax sb into doing sthcoax: get sb to do sth by kindness or patiencecoax sb to do sth, coax sb into/out of doing sth2.needless to say3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influencedE.g. Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…fromE.g. A doctor’s note will exempt you from physical education.VI. Some information about April Fool’s DayApril Fool’s Day is on April 1st. It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting. No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France. New Year's was celebrated on March 25 and celebrations lasted until April 1st. When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple, (such as saying, "Your shoe's untied!), to the elaborate. Setting a roommate's alarm clock back an hour is a common gag. The news media even gets involved. For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about "spaghetti farmers" and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, "April Fool!"April Fool's Day is a "for-fun-only" observance. Nobody is expected to buy gifts or to take their "significant other" out to eat in a fancy restaurant. Nobody gets off work or school. It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!Each country celebrates April Fool's differently. In France, the April Fool's is called "April Fish" (Poisson d'Avril). The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell "Poisson d'Avril!". In England, tricks can be played only in the morning. If a trick is played on you, you are a "noodle". In Scotland, April Fools Day is 48 hours long and you are called an "April Gowk", which is another name for a cuckoo bird. The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks. Taily Day's gift to posterior posterity is the still-hilarious "Kick Me" sign.Unit 3(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice italong with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive s kills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdueIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answe r the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronologicalorder, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.consent: agreement or permission (v. n.)consent to sth.E.g. The young couple won/obtain/had their parent s’consent to theirmarriage.Shakespeare is, by common consent(公认), the greatest Englishdramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no differenceE.g. A little perseverance makes a big difference between failure and success.It doesn’t make any difference to me which side will win or lose.4.find one’s voice5.purple with angergreen with envyash-white with terror6.My watch gains/loses a minute every day.V. Language points for Text II1.refer to sth as sth2.literally: really, without exaggeration; word for word, strictlyE.g. The children were literally starving.translate literally; carry out orders too literally3.vanish into thin air: disappear completely4.contribute to: help to cause sthE.g. Plenty of fresh air contributes to good health.Unit 4(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-class exercise including listening and translation toimprove students’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliantIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Answer the pre-reading questions orally;2) Allow students 4 minutes for rapid reading and 10 minutes for writing down themain idea for each paragraph;3）Do the guesswork of vocabulary;4）Study Text I intensively;5）Answer the questions of Text I both in SB(student’s book) and WB(workbook) orally;6）Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7）Do oral work;8）Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9）Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. be comfortably/well /better/best/badly/worse/worst off2. amount to: add up to, reach; be equal in meaning, be the same asE.g. Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literatureE.g. literary works; literary styleliteral: being or following the exact or original meaning of a wordE.g. literal meaning ←→figurative meaningliteral translation ←→free translationliterate: able to read and write4.conviction: the feeling of being sure about sthE.g. It’s my conviction that our team will win the game.convict: declare sb is guiltyconvict sb. of sth5.realize in a flashV. Language points for Text II1.be apprenticed to2.set foot on the road to sthVI. More Information on William ShakespeareOne of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the worl d’s literature. His close friend, the playwright Ben Johnson, said of him that he was “not of an age, but for all time.”His works are a great landmark in the history of world literature for he was one ofthe first founders of realism, a master hand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets. Some of his best known plays are:The Taming of the ShrewRomeo and Juliet,A Midsummer Night’s DreamThe Merchant of VeniceMuch Ado about Nothing,Twelfth NightAll’s Well that Ends Well, HamletOthelloKing LearMacbethTimon of AthensMeasure for MeasureThe TempestUnit 5(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communica tive abilities;4.Get to know the organization of a feature report and learn some writing skills innarration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sthIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Read the information of the text on p.54, 55 to get a better understanding ofChunnel;2) Answer the pre-reading questions orally;3) allow students 5 minutes to read the text rapidly for the main idea;4) do the guesswork of vocabulary;5) Study Text I intensively;6) Answer the questions of Text I both in SB(student’s book) and WB(work book)orally;7) Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;8) do oral work;9) Study the main points of guided writing, mainly paragraph writing ofnarration in informal tone, and letter writing to ask for information;10) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.…stiff upper lips trembled: here stiff upper lips stands for Englishman. It’smetonymy.(换喻,转喻)(keep) a stiff upper lip: (show) an ability to appear calm and unworried whenin pain or troubleE.g. The general praised the boys for keeping a stiff upper lip in time oftrouble.2. A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp. as a sign o f disapproval3.by the grace of God: due to, thanks toE.g. By the grace of God the children were rescued by the fireman.pound adjectives made up in various ways:the soon-to-be-opened Chunnelthe gull-wing eyebrowscross-Channel-link schemestungsten-tipped teethV. Language points for Text II1.alternative: adj. OtherE.g. Have you got an alternative suggestion?n. choice of twoE.g. Caught in the act, he had no alternative but to confess.alternate: adj. A. (of two things) happening or following one after the otherE.g. alternate triumph and despairB. every second e.g. on alternate daysv. cause to occur one after the otherE.g. Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: couragehave the/no nerve to do sth or lose one’s nerveUnit 6(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scornIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing ofargument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.dream of sth or doing sth2.Harness atomic power in a car, and you’ll have no more worries about petrol.╱or you’ll do…= If …not…you’ll…Imperative sentence,╲and you’ll do…= If … you’ll…E.g. Practice speaking English more, and you’ll improve your oral Englishquickly.Be careful in your pronunciation, or you’ll have great trouble in listeningand speaking.3.outlay: a spending of moneyoutlay on sth.E.g. the weekly outlay on groceries;a considerable outlay on basic researchOur country has outlaid (v.) a large sum of money in capital construction.4.economy: A. economic situation B. thrift and frugalityE.g. The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economicsE.g. Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or timeE.g. The writer is famous for his economical style.5.be well on the way toE.g. We were well on the way to the age of knowledge-based economy.V. Language points for Text II1.pour scorn on sb/sthhold /think it scorn to do sthy out: displayE.g. lay out merchandise3.in a panicUnit 7(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directoryIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writingof argument, and the letter writing to make an offer;9) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. take sth. for granted or take it for granted that: believe sth. withoutthinking about it very much2. He is proposing to attempt the impossible…: When he intends to do impossible…propose: have formed a plan; intendusage: propose to do sthpropose: suggestusage: propose doing sth./ that clause3.pose as unusual: pretend to beE.g. He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question4.suspense: anxiety or apprehension resulting from an uncertain, undecided ormysterious situationusage: in suspense, keep (sb) in suspense, hold in suspenseE.g. He waited in great suspense for the doctor’s opinion.suspension:E.g. the suspension of arms, suspension from school/officesuspicion:E.g. above suspicion, under suspicion5.justify: give a good reason forjustify sth or doing sthE.g. The editors are perfectly justified in refusing your work.6.have/ show an aptitude for sth.7.be bent on questioning you: be determined to question you.E.g. She is bent on becoming a good pianist.He is bent on making journalism his career.V. Language points for Text II1.for a start: to begin with, to start with2.…get away scot-free: escape without punishmentE.g. No student can get away with a breach of the rules of the university.got away from the restaurant scot-free3.turn a deaf ear to: ignore, pay no attention toE.g. I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…plague: pester or annoy persistently or incessantlyE.g. Runaway inflation further plagued the wage or salary earner.Unit 8(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the stu dents’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensiv e skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flickIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the mainidea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing ofpersuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.shelter: cover and protectionfind/take shelter from; give shelter to; be a shelter from; under the shelter of2.be engrossed in: be absorbed in, be taken upE.g. The audience was completely engrossed by the actor’s performance.3.to one’s heart’s content: as much as one likeE.g. S he n ever dares to eat to her heart’s content for fear that she would put onweight.4.…the assistant should retire discreetly…retire: move back or awayE.g. retire to one’s room; retire to bed;retire from the service; retire from the world;5.Apart from running up a huge account.run up: make or become greater or largerE.g. run up a huge account/bill/debts6.indulge: yield to, gratifybe indulged inE.g. She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sthE.g. He beckoned me to come nearer.8.tell sb off: scold or rebuke severelyE.g. The teacher told him off for not doing his homework.9. tuff away sth: put sth in a safe placeE.g. The troop was tucked away in a quiet valley.V. Language points for Text II1.be mean with sth2.poverty-stricken; panic-stricken; conscience-stricken; grief-stricken;fever-stricken3.It’s real a bargain.A bargain is a bargain.make a bargain with sb; bargain sth for sth4.has a nose for gossip/informationnose into other’s affairsKeep your big nose out of my affairs.Unit 9(6 hours)I. Teaching Aims:。
新编英语教程第三版3 学习指南全文共3篇示例，供读者参考篇1New Practical English 3 is a textbook widely used in English learning. This book is not only suitable for beginners but also for intermediate learners. It focuses on practical, everyday English used in real-life situations. The third edition of the book has been revised to include updated vocabulary, grammar, and content.In this study guide, we will explore the different aspects of the New Practical English 3 textbook and provide some tips on how to effectively study and learn the material.1. Overview of the TextbookNew Practical English 3 consists of twelve units, each focusing on a different theme or topic. The units cover a wide range of subjects, including travel, shopping, health, and entertainment. Each unit is divided into several sections, including listening, speaking, reading, and writing exercises. The book also includes a grammar focus section, where students can learn and practice different grammar points.2. Tips for Effective Study- Start by familiarizing yourself with the new vocabulary and grammar points in each unit. Make flashcards or create a vocabulary list to help you remember the new words.- Practice speaking English every day, even if it's just for a few minutes. Try to use the new vocabulary and grammar points you've learned in everyday conversations.- Listen to English podcasts, watch English TV shows or movies, and listen to English music to improve your listening skills.- Review previous units regularly to reinforce what you've learned. This will help you retain the information better and improve your overall English proficiency.3. Recommended Study ScheduleTo effectively study New Practical English 3, we recommend the following study schedule:- Spend 30 minutes to an hour each day studying the material from the textbook.- Complete the exercises in each unit, focusing on listening, speaking, reading, and writing.- Review and practice grammar points covered in the book.- Listen to English audio and practice speaking English daily.- Review and revise previous units regularly to reinforce your learning.In conclusion, New Practical English 3 is a comprehensive and practical textbook for English learners. By following the study guide and tips provided in this document, you can effectively study and improve your English proficiency. Remember to practice regularly, be consistent in your efforts, and have fun learning English!篇2Study Guide for New Edition of English Textbook Third EditionIntroduction:Welcome to the study guide for the new edition of the English textbook, Third Edition. This guide aims to provide you with comprehensive guidance on how to effectively use and maximize your learning from this updated edition.Chapter 1: Getting Started- Start by familiarizing yourself with the contents of the textbook, including the table of contents, glossary, and index.- Ensure that you have all the necessary materials and resources required for studying, such as a notebook, pen, and access to any online resources mentioned in the textbook.Chapter 2: Setting Goals- Set clear and achievable goals for what you aim to achieve with this textbook, whether it be improving your grammar, vocabulary, or overall language proficiency.- Break down your goals into smaller, manageable tasks to track your progress and stay motivated throughout your learning journey.Chapter 3: Study Strategies- Develop effective study strategies that work best for you, whether it be through reading, writing, listening, or speaking practice.- Utilize various resources available to you, such as audio clips, online exercises, and group study sessions, to enhance your learning experience.Chapter 4: Practice Exercises- Complete the practice exercises provided at the end of each chapter to reinforce your understanding of the material covered.- Review any incorrect answers and identify areas where you need to focus more attention for improvement.Chapter 5: Vocabulary Building- Make use of the vocabulary lists and exercises to expand your vocabulary and improve your ability to express yourself in English.- Create flashcards or use online tools to practice and memorize new words regularly.Chapter 6: Speaking Practice- Engage in speaking practice with a study partner or language exchange partner to improve your fluency and pronunciation.- Record yourself speaking and identify areas for improvement, such as intonation or word stress.Chapter 7: Writing Practice- Practice writing essays, emails, or journal entries to enhance your writing skills and grammar proficiency.- Seek feedback from a teacher or peer to identify areas for improvement and work on refining your writing style.Conclusion:By following this study guide and implementing the suggested strategies, you can make the most out of the new edition of the English textbook, Third Edition. Remember to stay motivated, consistent, and proactive in your learning to achieve your language learning goals successfully. Good luck!篇3Study Guide of New Version English Coursebook 3IntroductionWelcome to the New Version English Coursebook 3 Study Guide! This guide is designed to help you effectively navigate through the material in the textbook and optimize your learning experience. Whether you are a student or a teacher using this textbook, this guide will provide you with useful tips and strategies to make the most out of your English learning journey.1. Familiarize Yourself with the Textbook StructureBefore diving into the content of the textbook, take some time to familiarize yourself with its structure. Understand howthe chapters are organized, the types of exercises included, and the progression of topics throughout the book. This will help you better plan your study schedule and track your progress as you move through the material.2. Set Clear Learning GoalsOne of the keys to successful language learning is setting clear and achievable goals. Whether your goal is to improve your speaking, listening, reading, or writing skills, make sure to outline specific objectives that you want to accomplish by the end of each chapter or unit. This will help keep you motivated and focused throughout your study.3. Practice RegularlyConsistent practice is essential for improving your English proficiency. Make it a habit to practice speaking, listening, reading, and writing English daily, even if it's just for a few minutes. Use the exercises provided in the textbook, work with a language partner, or use online resources to practice your English skills regularly.4. Review and ReviseRegularly review the material you have learned and revise any concepts or vocabulary that you find challenging. Useflashcards, quizzes, or practice tests to check your understanding and reinforce your knowledge. Don't be afraid to ask for help from your teacher or classmates if you need clarification on certain topics.5. Monitor Your ProgressKeep track of your progress by setting aside time to assess your language skills regularly. Take note of areas where you have improved and areas where you still need to work on. Use this information to adjust your study plan and focus on areas that need more attention.6. Seek FeedbackFeedback is an important tool for improving your language skills. Ask your teacher or language partner for feedback on your speaking, writing, or listening skills. Use this feedback to identify areas for improvement and incorporate it into your study plan.ConclusionBy following these tips and strategies outlined in this study guide, you will be well on your way to mastering the material in the New Version English Coursebook 3. Remember, language learning is a journey that requires dedication, practice, and perseverance. With the right mindset and tools, you can achieveyour English learning goals and become a confident and proficient English speaker.。
Unit 4 Section A The surprising purpose of travel令人惊奇的旅行目的1 It's 4:15 in the morning, and my alarm clock has just stolen away a lovely dream. I almost return back to sleep before my eye catches my packed suitcase and I groan, remembering that I'm going to the airport. The taxi is late and then lost, and I'm getting increasingly nervous that I'll miss my flight. I run in when we arrive, stagger through security and finally get to my gate. After all the trouble of this morning, my flight is canceled and I'm stuck in this terminal for the next 218 minutes, and my only consolation is a cup of complimentary airport coffee. This is traveling, a burdensome series of running and waiting, and after countless hours, finally getting there.1 早晨四点一刻，闹钟把我从美梦中惊醒，要不是突然看见早已收拾好的行李箱，我几乎又要睡着。
想起来还要去机场，我叹了口气。
Unit One—Section A Never, Never give upTeaching Procedures:Pre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingQuotes:Genius is 1% inspiration, 99% perspiration. Accordingly, a “genius” is often merely atalented person who has done all of his or her homework.—Thomas Edison (American inventor) Do the best you can in every task, no matter how unimportant it may seem at the time.—Sandra Day O’Connor (American jurist) Let them talk to each other about the following questions:1. What is success?2. What do you think are the secrets of success?Cultural backgroundPublic schools in the UK & US1.What do you know about public schools in the UK?Eton, Harrow, Winchester, etc.;Independent of the state system;Educate secondary-level students for a fee;Evolved from an institution of the late European Middle Ages or Renaissance;Curriculum placed heavy emphasis on the Greek and Roman classics.2. What do you know about public schools in the US?Elementary or secondary schools mandated for all children by the government;Paid, in part or in whole, by public funding from taxation;Institutions of post-secondary education overseen by government.Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer thequestions on the screen. Let them get the main idea of each paragraph and make clearabout the text structure.Text structure: ( structured writing ) The passage can be divided into 3 parts.Part I — Paras. 1 – 2By using Winston Churchill’s story and his speech at Harrow as an introduction to the topic, the text makes clear its statement: the secret of success is “Never give up”.Part II — Paras. 3 – 7Through the examples of world famous scientists, statesman, and jurist, the text brings forward the statement that only those with a strong will, those who “keep their eyes on the prize”, and thosewho expend the substantial effort to keep going, will finally succeed.Part III — Para. 8By reinforcing the statement given in part II, the text draws the conclusion that with hard work, determination, dedication and preparation, you can transcend any handicap, accomplish any feat, and achieve success.Structure of the textPurpose : 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: While-reading ActivitiesStudents 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.Practical phrases1.deviate from … 偏离，背离……有人生目标的人是永远不会偏离正确航向的。
大学体验英语教案第三册编号：Experience3-3-1
大学体验英语教案第三册编号：Experience3-3-2
大学体验英语教案第三册编号：Experience3-3-3
大学体验英语教案第三册编号：Experience3-4-2
大学体验英语教案第三册编号：Experience3-3-4
大学体验英语教案第三册编号：Experience 3-4-1
大学体验英语教案第三册编号：Experience 3-4-3
大学体验英语教案第三册编号：Experience3-4-4
大学体验英语教案第三册编号：Experience3-5-1
大学体验英语教案第三册编号：Experience3-5-2
大学体验英语教案第三册编号：Experience3-5-3
大学体验英语教案第三册编号：Experience3-5-4
大学体验英语教案第三册编号：Experience3-6-1
大学体验英语教案第三册编号：Experience3-6-2
大学体验英语教案第三册编号：Experience3-6-3
大学体验英语教案第三册编号：Experience3-6-4
大学体验英语教案第三册编号：
E3-7-1
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英语第三版第三册课程设计一、课程目标本课程旨在提高学生的英语听、说、读、写技能，让学生在日常生活、学习和工作中能够流利地运用英语。
二、教学大纲第一单元身心健康第一课饮食与健康•学习食品和饮料的名称和相关词汇•学习用英语进行餐桌礼仪的交流•听读相关文章及短语，进行语言输入训练•培养学生的英语口语表达能力第二课运动与健康•学习与运动相关的英语词汇和短语•分享运动的喜悦和好处，鼓励学生积极参加运动活动•阅读相关文章并进行语言输入训练，提高学生的阅读和写作能力第三课心理健康•学习与情感相关的英语词汇和短语•分享积极的心态和情感，增强学生抵抗压力的能力•演示表达情感的方式与技巧，并进行语言输出训练第二单元生态环境第四课环保意识•学习环境保护的常见词汇和表达方式•强调环保的重要性，鼓励学生积极参与环保活动•分享相关案例并进行语言输入和输出训练第五课动植物保护•学习动植物及其生长环境相关词汇和短语•学习动植物保护的方式和方法，鼓励学生参与保护活动•阅读相关文章并进行语言输入和输出练习第六课天气环境•学习天气和与气候相关的英语词汇和短语•分享天气变化的影响和应对措施•进行对话和写作练习，提高学生在与他人交流时的表达和写作能力第三单元文化交流第七课文化差异•学习不同文化的英语词汇和表达方式•重视文化差异的交流和理解，促进友谊和沟通•阅读与文化相关的文章，进行语言训练和写作练习第八课风俗习惯•学习与风俗习惯相关的英语词汇和表达方式•分享不同地区和国家的风俗习惯，增强文化交流的互动性•进行口语和写作练习，提高学生的语言表达能力第九课旅游文化•学习旅游中用到的英语词汇和表达方式•分享旅游经验和目的地的相关信息，促进学生的口语交流和写作能力•阅读与旅游文化相关的文章，进行听读和写作练习三、考核方式•平时成绩：口语（40%）、写作（30%）、阅读（20%）、听力（10%）•期末成绩：口语（50%）、写作（30%）、阅读（10%）、听力（10%）四、参考教材英语第三版第三册 (英语(中国出版社))。
She broke (爆发) then: At that time she could no longer control her emotions 她再也控制不住(她的情感)了sob (vi.): cry or weep in very low sound 抽泣…feeling Mother’s back racked (shake violently) with emotion 感到母亲的背在颤抖rack one’s brains绞尽脑汁vulnerability (U): being liable to be damaged or hurt 益受伤害的;脆弱的be vulnerable to (sth.): His viewpoint is vulnerable to criticism.Note: venerable 德高望重的…but she was something more: a person like me (同位语), capable of fear and hurt and failure (定语)Patterns:be capable of sth. /doing sth. 具有做某事的能力be able to do sth. 有能力做某事on a thousand occasions = on many, many casesseek (sought) comfort 寻找安慰Paragraphs (21 –24)…took (=got) a job selling dry goods (定语)dry goods ( AmE): textile fabric products (美语)纺织纤维品Note: goods, commodity (C), merchandise, product (C)at half the salary the radio station had offered (定语)the evening practice sessions on the old green typewriter (定语)session: a meeting / a period of time devoted to a specific activity…the evening practice sessions: the evening hours for practiceNote: typewriter (打字机) typewrite (打字) typist (打字员)tapping away: tapping on without stoppingNote: The adverb “away” here means “without stopping” or “continuously”1. The soldiers fired away until they had no ammunition (弹药) left.2. Though he is very rich now, he still works away in his office as if he were a clerk.…there was something more going on (=happening / taking place) in there (=sewing room) than a woman learning to type: besides learning to type, Mother was also showing her determination to overcome whatever difficulties she might meet with, her strong will not to accept defeat easily and her courage to go aheadleave for = leave … for…; leave for college = go to collegenewspaper reporter: correspondent; journalist 记者in some strange way: 以某种不可思议的方式hometown paper 家乡的报纸/报社The old green typewriter sits (=stays; is put) in my office, unrepaired (=without having been repaired).memento: sth, which reminds one of a holiday, a friend, etc.; souvenir (纪念品)1. These post cards are mementos of their trip to Italy.2. This gold pen is a memento of his grandfather.recall (vt.) 回忆; 回想Pattern: recall doing sth (Right); recall to do sth (Wrong)e.g.: I recall meeting him somewhere.…but what it (=the typewriter) recalls for me is not quite (=not so much as) what it recalls for Mother. 但它所勾起的我的回忆与妈妈的不尽相同…I am having trouble (=difficulty) with a story (=a newspaper article) and think about giving up (=abandon 放弃;打退堂鼓)e.g,: What are those main stories (新闻) in today’s newspaper?cranky (adj.): (of a machine) shaky; out of order; malfunctioning…I roll a piece of paper into that cranky old machine 我把一张纸卷进那台破旧的打字机里word by word 一个自一个字地e.g.: Translate the sentence word by word. 逐字地翻译那个句子.…type, word by painful word…: and type painfully, word by word, ……just the way (by which) Mother did (=typed)go ahead 向前，继续向前，用于go ahead with sth.e.g.: At present our government is trying hard to go ahead with the measures on the control of price of real estate.Note: remember to do sth. 记得要去做某事remember doing or having done sth. 记得曾经做过某事1. Remember to attend the meeting at 2 p.m. tomorrow.2. I remember sending / having sent an E-mail to him last week.It is the best memento (that) anyone ever gave me.V Structure----It was not (or won’t be) long before…Model: It wasn’t long before mother had a full enrollment and a waiting list.It won’t be long before mother has a full enrollment and a waiting list.----Just that… : it is just that …Here “ that- clause” is used to express a reason o r cause,e.g.—It is rather she was very busy then, not that she didn’t like it.VI Summarizing as the following:It is hard for parents and children to really understand one another. And there does exist a generation gap. But I think it is even harder for children to understand their parents. Parents see their children grow up; they see them laugh when they are happy and cry when they are sad or hurt; they know what their children like and what they don’t like. As a rule, children know very little about their parents when they were children; and parents usually try to conceal their true feeling and emotions from their children. That’s why the 16-year-old boy in our story was very much shocked one day when he saw his mother crying for the first time.VII Exercises: Cloze on page99, translation on page100, and skill (Understanding Figurative Language)VII Exercises outside class:Preview this unitReview the next unit.Do all exercises in our books.Unit Six A day's waitTeaching aims:1.Expand and master vocabulary2.Acquire certain language points3.Improve learners' reading ability4.know of the idea and artistic skill of text5.Ss can master basic structures of the text6.Ss can generalize the main idea of the text and retell the story.Teaching key and difficult points:1 Key words and expressions:absolutely acid commence detached flush gaze icy instruction poise prescribe scatter shiver slack slide unsteadily2 Important structures in the Unit:1) Usage of the combining form therm(o)-2) Usage of the prefix milli-3) be+of +n.= be +adj.Teaching methods:M-M-C; Heuristic; Presentation-practice; Multi-media Group discussion, pair work, games if necessaryTeaching time: 6 periodsTeaching Procedures:I. Information Related to the Text1)About the authorErnest Hemingway (1899---1961) was born in a well-to-do suburb of Chicago. His father was a physician who liked to hunt and fish in his spare time. After graduation from high school, Ernest Hemingway worked briefly as a journalist. In 1917 he went to Italy with a volunteer ambulance unit, then fought as a soldier in the Italian army, and was badly wounded. This experience in World War I gave him materials for many short stories and some of his novels, including The Sun Also Rises (1926) and A Farewell to Arms (1929). During Spanish Civil War (1936-1939), he went to Spain as a journalist, strongly supporting the losing Republican side against the Fascists forces of Franco. His experiences there provided material for one of his best novels, For Whom the Bell Tolls (1940). In 1952, he published his masterpiece The Old Man and the Sea. In 1954, he was awarded the Nobel Prize for Literature.Death and courage are two of the themes that Hemingway often writes about. Essentially, Hemingway thinks of courage as a person’s ability to be calm and controlled in the face of death. “ A man may be destroyed, but not defeated.” he declared.2)ThermometersA thermometer is an instrument for measuring temperature. Most thermometers have scales marked off in class, the unit in which temperature is measured. The most common scales are: Fahrenheit used in everyday temperature measurement in the United States and some other English-speaking countries. On the Fahrenheit scale, the freezing point of water is 32°and the boiling point 212°.Celsius, or Centigrade, used throughout most of the world. On the Celsius scale, the freezing point of water is 0℃and the boiling point is 100℃.To convert a temperature reading in degrees Fahrenheit to Celsius, subtract 32 and then multiply by 5/9. To convert from Celsius to Fahrenheit, multiply by 9/5 and then add 32. The conversion formulas for these are:Fahrenheit to Celsius: C= 5/9(F--32)Celsius to Fahrenheit: F= 9/5C +32II. Introductory QuestionsThe following questions are designed to check how well the students are prepared for this lesson:1) A day’s wait for what? (For death)2) Who has been waiting a whole day for death? (An American boy.)3) Do es the doctor tell the father that the boy’s illness is dangerous?(NO, he says that there is no danger if pneumonia can be avoided.)4) What does the boy think his illness?(He thinks his illness is very dangerous and he is going to die.)5) Why does the boy think he is going to die?(Because he heard the doctor say his temperature was 102, and when he was in France, the boys told him that no one can live with 44 degrees.)6) How does the boy behave while waiting to die?(He remains calm and controlled in the fate of death.)III. Language Points1. He came into the room to shut the windows…:Obviously, the family in the story has the habit of sleeping with the windows open, even in winter when the temperature outside is below 0℃. The boy has a headache. He guesses he has got a cold. So he goes to his parent’s room to close the windows. He doesn’t want his parents to catch cold as he has done.2. shiver: shake or tremble, esp. from cold or feare.g.---He was shivering after found cheating in the test and taken to the office.---Walking alone at night along the side street, I couldn’t help shivering at the thought of robbery.3. Downstairs, the doctor left …:The use of the word downstairs indicates that it was in the boy’s bedroom upsta irs that the father asked the doctor about the boy’s temperature, so that he was able to hear the doctor say it was 102. When the doctor and the father went downstairs, the boy remained in bed upstairs, so he didn’t hear it when the doctor told the father there was nothing to worry about if the fever didn’t go above 104 degrees.4. bring down: reduce; cause to falle.g.---He wants to bring down his weight from 80 kg to 70 kg, so now he is on a diet.---It has been decided that measurements should be taken to bring down the cost of the project. 5. The germs of influenza can exist in an acid condition:People used to think that flu was caused by germs or bacteria. It was not until 1933 that an influenza virus was identified as the cause of the disease. This is why the doctor in the story (published in 1933) “Who seemed to know all about influenza,” held the mistaken belief that “The germs of influenza can exist in an acid condition”6. Just the same, so far:Here the boy may mean “I am still alive up to now, thought I am going to die.”7. would rather: more willingly; prefer toe.g.---I would rather go today than tomorrow.---I would rather play tennis than swim.---They would rather die than surrender.8. prescribe: order to give sth. as medicine or treatment for a sick person.e.g.---What medicine did the doctor prescribe for your illness?---The doctor prescribed a new medicine for my stomachache.9. scatter: go off in all directionse.g.---The birds scattered into the brush piles at the sound of the gun.---The thieves scattered in all direction at the sight of the policemen.10. they made difficult shooting: they were very difficult to shoote.g.---His handwriting made difficult reading.---Ten times ten makes 100. equal---That event made the headline of all newspapers. occupy---Tom makes $250 a week. earn---This Shanghai-made car can easily make 70 miles an hour on an open highway. Travel---we can make another 100 kilometers before dark. walk11. You mustn’t get what I have:Y ou mustn’t catch the illness I have.This is what the boy had said before his father came back.12. something like: about; approximatelye.g.---Everyday we have something like six classes.---It is a terrible thing that we have to walk something like 500 meters to attend the following two periods.13. keep from: prevent oneself from doing sth. ; stope.g.---He couldn’t help laughing at the sight of his wife’s hair-style---What can we do to keep students from being late for classes?---What shall I do to keep my white skirt from getting dirty?14. absolutely: certainly; completelye.g.---Practice is absolutely vital to the master of a foreign language.---Everyone can absolutely understand Mr. Hemingway’s saying: “A man can be destroyed, but not de feated.”15. miles and kilometers:Kilometers are the measurement of length in the International Metric System while miles are the ones in the U.S. and British system. At the present time, the United States is the only Major country not using the metric system. A kilometer is about three fifths (62%) of a mile (1,609 meters). (1 km ≈0.621 m)16. General understanding of the text: the theme of the textHemingway thinks of courage as a person’s ability to be calm and controlled in the face of death.IV. StructureThe conjunction “before”Model:--- How long will it be before I die?--- It was necessary to jump on the ice-coated mounds of brush several times before they would flush.---It will be months before he is fit for work.Be of + n. == be + adj.e.g.—be of importance = be important---be of help = be helpfulV. Exercises:Cloze on page129, translation on page130, and skill (Increasing Word Power) VI. Exercises outside class:Preview this unitReview the next unit.Do all exercises in our books.Unit Seven The shelterTeaching aims:1.Expand and master vocabulary2.Acquire certain language points3.Improve learners' reading ability4.know of the idea and artistic skill of text5.The students must try to understand the humanity which showed by the people when they meetwith the danger.Teaching key and difficult points1.Key words & Expressions:abridge accommodate aggressive bet crazy definitely depart deserve design destroy identity laughter overtake plead remind pool scare shelter stuff urgent 2 Important structures: (1 hours)the reason why = for the reason thatthe minute thatTeaching methods: M-M-C; Heuristic; Presentation-practice; Multiple mediaTeaching time: 6 periodsTeaching procedures:I. Information related to the textabout dramaThe drama is one of several methods of telling a story. It differs from the novel in that the story is not told directly by the author but is acted on a stage by actors before an audience.Most critics agree that the essence of drama is conflict. A conflict is a clash of actions, ideas, desires or wills. It may happen in different forms: man against man, man against environment or man against himself. The conflict becomes more and more intensified as the play moves on until it reaches its climax, the point of greatest excitement or tension. When the story is over, we are able to see what it all amounts to, what the playwright has been gradually disclosing throughout the play. Only then can we define and assess the theme, a kind of generalization about life embodied in the story.II. Warm-up activities1) The characters in the play(omitted)2) The theme of the play:----in most cases the selfishness of human beings, which is usually hidden underneath, is more dangerous to human society than nuclear missiles.3) The conflicts in the play:---the surface level: man vs. man (e.g.: Stockton vs. the others; Weiss vs. the Henderson; Harlowe vs. the others)---the deep level: man vs. himself (his own selfishness, for everyone in the play is selfish although in varying degrees.)4) It is very ironical that the people should suddenly turn against each other after a joyous birthday celebration, during which they were all friends. The dramatic change of the situation has greatly reinforced the meaning of the play.III. Detailed study of the text.1.break up: come to an ende.g.---The birthday party didn’t break up until 2 A.M.---When did the meeting break up yesterday afternoon?2.abridge: make shorter by using fewer words; cut shorter.e.g.---You can abridge your story by leaving out some unimportant details.---This is an abridged edition of “ War and Peace”.3.Portable: capable of being carried or moved; easily carried.e.g.---A portable radio, typewriter, tape recorder, television set, etc. is one that you can carry about with you.“Port” is a Latin root meaning “ to carry”, thus we have:porter: a person whose job is to carry trave lers’ bags at railway stations, airports, etc.import: bring (products)in from a foreign country for sale or use.Export: send (products) to other countries for sale or use.Transport: carry from one place to another.4.Yellow alert:the first alert given when enemy aircraft or enemy missiles are discovered approaching a military installation, city, coastline, etc.Blue alert: an alert following yellow alert, in which air attack seems probable.Red alert:the most urgent form of alert, signaling that an enemy attack is believed to be imminent.White alert: an all clear signal or directive indicating that the danger of air raid no longer exists.5.post: place where one is supposed to be when one is on dutye.g.---When the fire-alarm sounded, each man rushed to his post.---No one may leave his post without permission.6．Stuff: things; belongse.g.---He packed all his stuff at the back of the car.---As she failed to keep up rent payments, the old man was told to move her stuff out of the room.7. pool: put (money, resources, etc) together for the use of all who contributee.g.—The three of them pooled their savings and bought a used car.---If we pool our ideas, we may be able to produce a really good plan.8. All of us couldn’t fit in the re: not all of us could fit there even if we broke down the door.Note: It is not very common to use all as the subject of a negative verb(e.g. All Chinese people don’t like noodles). Instead of this, we more often use not all as the subject: Not all Chinese people like noodlesFit in: have or find enough spacee.g.—It’s a small car and only three of us can fit in.---Can you fit in one more desk in the room?9. make much/ a / some / any / the least difference.10. accommodate: have enough space fore.g.—This new-built hotel can accommodate 1,000 guests.---This minibus accommodates twelve people quite comfortably.11. plead : ask earnestly; bege.g.---When the rent was due, Tom plead with the landlady for more time.---After final test, many students plead with the teachers to let them pass.12. deserve: have the right of; be worthy of; be fit fore.g—His first novel deserved the high praise it received.---Those war criminals deserved to be severely punished.13. I bet :I’m suree.g.—I bet it will rain this afternoon.---I bet he will be late again.14. head for : go in the direction of; make fore.g.—When we saw them yesterday afternoon, they were heading for the swimming pool.---They set sail at dawn and headed straight for Ningbo.15. figure out: calculate, work out; understanding by thinkinge.g.—It took me hours to figure out the algebra problem.---He couldn’t figure out how it had happened.---Can you figure out the meaning of this phrasal verb from its context?16. find one’s way: move along by fighting or pushingpush one’s way:push people out of one’s way to get throughsimilar expressions: elbow/shoulder/force(sqweeze) one’s way17. mean business: be serious in one’s intentions.e.g—The woman could see by the gun in his hand that the robber meant business.--- Stop laughing! I mean business.18. get/ lay one’s hands on: get possession of; finde.g.—During his school days he read everything he could lay his hands on.---I put his letter somewhe re, but I can’t get my hands on it just now.19. remain: make sb. think of sth.; cause sb. to remembere.g.—These old pictures remained him of his childhood in the countryside.---Be sure to remained your roommates to shut the door when they leave.20. stay /remain off the streets : keep off the streetsRemain or stay at a distance from the streets; don’t come out into the streets.21. in the way of : in the matter of; as regards; concerning the matter ofe.g.—Ours is newly-built residential dist rict and there isn’t much around here in the way of entertainment.--- I’ m afraid I can’t do much in the way of helping you.22. give: bend, move, break or change shape (as a result of a force or pressure)e.g.—The branch gave under the weight of the heavy snow.--- My knees gave after a day’s walk.23. … the lights go on: the lights come into operationDuring a state of emergency the electricity supply is usually cut off and the lights are off.24. call off : cancele.g.—The football match was called off because of the rain.---The talks which were planned to begin on Saturday were called off at the last minute.25. blow one’s top : become very angry; become insanee.g.—Mary blew her top when she found her husband drunk again.---I t’s no secret that Mr. Smith often blows his top at home.---A prisoner blew his top and tried to kill one of the guards.26. hold sth. against sb. : allow sth. to affect one’s judgment of sb.e.g—It’s unfair to hold the boy’s bad behavior in the pas t against him.---Teachers shouldn’t hold students’ scores against them.IV. General understanding on the textEveryone has the side of one’s selfishness in his character though in varying degrees.V. Structures1)for the reason that…Model: The reason why they return to the Stockton house is that they want to survive.They return to the Stockton house for the reason that they want to survive.2)the minuteModel: Q: When do those people smash into the Stockton house?(gather, before it)A: They smash into the Stockton house the minute they gather before it.VI: ExercisesCloze on page 156, translations on page 157, and skill on recognizing Signal WordsVII: Exercises outside class.Preview this unitReview the next unitDo all exercises that were not discussed inside the class.Unit Eight Daydream a littleTeaching aims:1.Expand and master vocabulary2.Acquire certain language points3.Improve learners' reading ability4.know of the idea and artistic skill of text5.Ss should know they have to combine creative daydreaming with hard work and other methods of self-development ion order to attain their desired goals.Teaching key and difficult points:1 Key words and expressions:achievement affect appropriately attain benefit contribute escape goal neglect picture substitute .view shape recommend2 Important structures:(1-2 hours)1).imperative sentence (used in a special way in which it is similar to if-clause) + and sentence2).in much the same wayTeaching methods: M-M-C; Heuristic; Presentation-practice; Multiple mediaTeaching time: 6 periodsTeaching procedures:I. InformationIntroductory RemarksWe often hear parents scold their children for daydreaming. And we often hear teachers ask the question “John, Are you daydreaming?” with the implied criticism. People usually take a hostile attitude towards daydreaming because they think daydreaming is a waste of time and an escape from real life. Well, daydreaming can be a waste of time and an escape. But daydreaming can also do us a lot of good. In the text of unit 8, the author tells us some of the conclusions researchers have reached about daydreaming, conclusions that may be very surprising to most of us.Warm-up Questions1) What are the benefits of daydreaming according to the researchers?Consult page 165 of the textbook2) What is the procedure of creative daydreaming?Consult page 166 of the textbookII. Introduction of the textIII. Detailed study of the text1.amount to: develop intoe.g.—If you go on like this, you will never amount to anything.2. hostile: unfriendly; showing a great amount of dislikee.g.—Don’t be hostile to the students from comparatively poor family background.--You can’t blame your s on for being so hostile towards you after the way you treat him.3. view… as… : think of …as; regard… as…e.g.—Computers are viewed as a great technological improvement which saves people much time and energy.---She view his behavior as an insult.4. Attitude towards daydreaming are changing in the same way that attitudes towards night dreaming have changed: Attitude towards daydreaming are changing in the same way in which attitudes towards night dreaming have changed:When used to introduce a rest rictive attributive clause, the relative pronoun “that” sometimes means a “prep. + which”e.g.—He doesn’t see things (in) the way that we see them.(that=in which)---Jim likes New York for the very reason that Tom dislike it.(that= for which)---I went to see him in the hotel (on) the day he arrived.(that= on which)5. interfere with: be an obstacle to; hinder; affecte.g.—American government always interfere with the internal affairs of other nations.---The noise from the playground interferes with our studies.6. try + -ing = make an experiment by doing sth.e.g.—Why don’t you try doing it some other way?Try + infinitive = make an effort; attempt to do sth. difficult.e.g.- I once tried to learn French, but without much progress.7. go beyond : exceed; surpasse.g.—The result of the test went beyond our expectations.--- On hearing our decision, his anger went beyond all reason.8. contribute to : help to bring aboute.g.—Your timely help contributed to our success.---Jo hn’s carelessness contributed to the traffic accident.9. But that’s only part of the story.:The word “story” can be used to refer to a situation or state of affairs in many phrases.e.g.—The outside of the house was beautifully decorated, and it is the same story inside.---He can speak English, but for him writing in it is quite another story.---What you said yesterday is only half of the story.10. due to : caused by; result frome.g.—The traffic accident was due to the driver’s carelessness---Her absence was due to his illness.11. “Hold a picture of yourself…, and you will…”“Picture yourself vividly…, and that alone will…”“Picture yourself as winning, and that will…”“Do not picture yourself…, and you will…”:In these four sentences, the imperative (followed by and…)is used in a special way in which it is similar to an if-clause: (Do exercise 13)12.drift : go along without knowing or caring where one is goinge.g.—Some people have a purpose in life, others just drift.13. go over: consider; examine; reviewe.g.—Let’s go over everything and find out where the trouble is.---Every night, he would go over all he did during the day in his mind.--- I went over the figure five times, but always came to the same total.14. Why not try?:Why not…? is a very useful colloquial expression to introduce a suggestion.e.g.—Why not borrow the book from the library, instead of buying it?---Why not call John to come and have dinner with us?15. go about: work on; do; start workinge.g.—It’s an easy job if you go about it the right way.---To learn English well in no easy matter. We must go about it earnestly.16.project: cause an image of sth. to be produced (on a surface)e.g.—A project is a machine that projects films or slides onto a screen or wall.* ---- The project cost us 100,000,000 Yuan.17. substitute: a person or thing acting in place of anothere.g.—Guesswork is no substitute for investigation.---There is no substitute for practical experience.18. be after: be in the pursuit of; seek; try to obtaine.g.—Many young men are after Mary because she is clever as well as pretty.---I know what you are after: a comfortable and well-paid job, but I must warn you that it will be a waste of time and energy.19 turn…into…: cause sb. or sth. to change into sb. or sth. differente.g.---He is trying to invent a device to turn the sun’s heat into electricity.---They have turned much barren land into fertile fields.20. who knows: perhaps; it could happenIII. General understanding of the text.To be successful, one should combine daydream with hard work.IV. Structure1) Rewrite the following sentences after the model:Model: If you picture yourself as winning, that will contribute immeasurably to success.Picture yourself as winning, and that will contribute immeasurably to success.。
