新标准英语第三册教案

Unit 4 Changing TimesActive reading (1) Work in Corporate AmericaTeaching ObjectivesStudents will be able to:Learning how the types of work people do has changedReading how paper has taken over our working livesUnderstanding how to use irony to create empathyTeaching allotment (1 period = 2 hours)1st period: Pre-reading; While-reading (text structure; cultural notes; language points)2nd period: While-reading (language points; grammatical structures)3rd period: Check on students’ home r eading (Passage 6);Background InformationThis was written in 1972 by Russell Baker (1925 – ), a well-known American journalist and writer. It was collected by Sandra Fehl Tropp and Ann Pierson D’Angelo in their edited book Essays in Context (2000), published by Oxford University Press. The essay leads readers to think from a child’s perspective and to evaluate how a job is seen and understood in corporate America. It uses satire and humour to illustrate the writer’s critical views on corporate America. Culture PointsBlue-collar worker: A blue-collar worker is a member of the working class who typically performs manual labor and earns an hourly wage. Blue-collar workers are distinguished from those in the service sector and from white-collar workers, whose jobs are not considered manual labor. Blue-collar work may be skilled or unskilled, and may involve manufacturing, mining, building and construction trades, mechanical work, maintenance, repair and operations maintenance or technical installations. The white-collar worker, by contrast, performsnon-manual labor often in an office; and the service industry worker performs labor involving customer interaction, entertainment, retail and outside sales, and the like.Migrant worker in the US: According to the United States Public Health Service, there are an estimated 3.5 million migrant and seasonal farmworkers in the United States—men, women, and children who work in all fifty states during peak periods of agriculture. A migrant farmworker is an individual who moves from a permanent place of residence in order to be employed in agricultural work. Seasonal farmworkers perform similar work but do not move from their primary residence for the purpose of seeking farm equipment.China, the world largest agriculture country in terms of farming population, has 225.42 million rural migrant workers as of 2008, according to statistic from the National Statistics Bureau (NBS). Migrant workers are mainly form poor-income families and who leave the countryside to find jobs in cities. The average income of Chinese farmers is about one fourth that of the urban residents earn.White-collar worker: white-collar worker refers to a salaried professional or an educated worker who performs semi-professional office, administrative, and sales coordination tasks, as opposed to a blue-collar worker, whose job requires manual labor. "White-collar work" is aninformal term, defined in contrast to "blue-collar work".Home office: A home office is a space within an individual's personal residence that is used for business purposes. It may be a corner of a spare bedroom equipped with nothing more than a desk. Or, it could be one whole floor of a house filled with the latest in computer and communications devices. Whatever its size and composition, however, the home office is increasingly common in American business today. A majority of the estimated 40 million Americans who work from their homes are self-employed small business owners.In addition, many professionals maintain two offices, and a growing number are equipping their home computers with modems that allow them access to their office computer files. Many large corporations are also expanding experiments in "telecommuting," which enables employees to work from home, using modem-equipped computers, just as they would in the office.1. Where are these people?They are in a large office.2. What are the people doing?They are working with their computers.3. Why does the man standing compare Americans with Japanese?The Japanese have always been considered the most industrious and tireless in the world.4. Are those sitting there excited about being Number One?They do not seem to be very excited.5. What do you think the man sitting back mean?It seems that he is not in agreement with the man standing. Working longer doesn’t necessarily lead to a great country.6. Do you think they are doing something really necessary and important?I don’t think so.In today’s American jobs are not what the y used to be. Not long ago, when a father was asked about his job he could answer in terms that a child could come to grips with. Nowadays, when the parent take his offspring to his place of business in glass buildings that are really incomprehensive to c hildren. What’s more, it’s safe bet that even grown men have trouble visualizing what other men does in their jobs with his day. Therefore, it’s not difficult to imagine a poor child may answer “mulling over” after it beat’s me. the mysteries of work, when his friend asks him of his father’s job.Part A. Key words and expressions:corporate a. relating to large companies, or to a particular large company 大公司的e.g.1. They are going to reorganize the corporate structure next year.他们明年要改组公司。

教学对象：大学英语三级学生教学目标：1. 理解课文内容，掌握课文中的重点词汇和短语。

2. 培养学生的阅读理解能力，提高阅读速度。

3. 培养学生的写作能力，提高写作水平。

4. 增强学生的听说能力，提高口语水平。

教学重点：1. 课文中的重点词汇和短语。

2. 阅读理解技巧。

3. 写作技巧。

教学难点：1. 课文中的复杂句子和段落。

2. 阅读理解中的推理判断。

教学准备：1. 课文教材《新标准大学英语》综合教程3。

2. 课件或黑板。

3. 阅读理解练习材料。

4. 写作练习材料。

教学过程：一、导入（5分钟）1. 利用多媒体展示与课文相关的图片或视频，激发学生的学习兴趣。

2. 提问：同学们对课文主题有何了解？二、课文讲解（30分钟）1. 介绍课文背景和作者。

2. 逐段讲解课文，讲解过程中注重词汇和短语的学习。

3. 分析课文中的复杂句子和段落，帮助学生理解。

三、阅读理解（20分钟）1. 分组讨论课文内容，让学生在讨论中提高阅读理解能力。

2. 进行阅读理解练习，讲解答案，引导学生掌握阅读理解技巧。

四、写作训练（20分钟）1. 提供写作话题，让学生根据话题进行写作。

2. 讲解写作技巧，指导学生如何提高写作水平。

五、课堂小结（5分钟）1. 总结本节课所学内容，强调重点和难点。

2. 提醒学生课后复习课文，巩固所学知识。

六、课后作业1. 复习课文，掌握课文中的重点词汇和短语。

2. 完成阅读理解练习，提高阅读理解能力。

3. 根据写作话题，撰写一篇短文。

教学反思：本节课通过导入、课文讲解、阅读理解、写作训练等环节，使学生在轻松愉快的氛围中掌握了课文内容，提高了阅读理解能力和写作水平。

在今后的教学中，我将注重以下几点：1. 关注学生的个体差异，因材施教。

2. 加强课堂互动，提高学生的参与度。

3. 注重培养学生的自主学习能力，提高学生的综合素质。

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:。

新标准英语第三册教案
教案标题：《新标准英语第三册教案》
教案目标：
1. 通过本教案，学生将能够掌握《新标准英语第三册》所涵盖的英语知识和技能。

2. 培养学生的听、说、读、写能力，提高他们的英语综合运用能力。

3. 激发学生学习英语的兴趣和动力，培养他们的学习策略和自主学习能力。

教案内容：
本教案将按照《新标准英语第三册》的教学内容和教学目标进行安排，包括以下几个方面：
1. 教学目标分析：
- 确定本册教材的教学重点和难点。

- 分析学生的学习特点和英语水平，制定相应的教学目标。

2. 教学资源准备：
- 确定教学所需的教材、教具、多媒体资源等。

- 制定教学计划和时间安排。

3. 教学活动设计：
- 设计适合学生学习的多样化教学活动，如听力训练、口语练习、阅读理解、写作训练等。

- 结合课堂教学和课外拓展，提供丰富的学习资源和任务。

4. 教学评估与反馈：
- 设计合适的评估方式，如作业、测验、口头表达等，对学生的学习情况进行
评估。

- 及时给予学生反馈，帮助他们发现问题、弥补不足。

5. 教学策略和方法：
- 结合学生的学习特点和英语水平，选用适合的教学策略和方法，如任务型教学、合作学习、情景教学等。

- 注重培养学生的学习策略和自主学习能力，激发他们的学习兴趣和动力。

教案评估：
通过教案的实施和评估，可以检验教学目标的达成情况，并对教学过程进行总结和改进。

以上是《新标准英语第三册教案》的大致框架和内容，具体的教案撰写需要根据教材的具体内容和学生的实际情况进行具体设计和安排。

希望对您的教案撰写提供一些指导和建议。

新标准英语第三册导论《新标准英语第三册》是一本适用于中学生的英语教材，旨在帮助学生提高听说读写的能力，增强英语交流的能力。

该教材以全新的教学理念和方法设计，突破传统的教学模式，注重培养学生的实际应用能力和综合语言技能。

第一章：生活与交流第一章主要围绕日常生活和交流展开。

通过讲解常用的生活常识和表达方式，帮助学生建立起基本的交流能力。

教材中涵盖了日常购物、订餐、问路等生活场景，并提供了实用的对话模板和词汇表。

通过这样的学习，学生可以在实际生活中更加自如地应对各种交流场景。

第二章：学业与学习第二章着重介绍学业与学习方面的内容。

教材中收录了关于课业、学校生活和学习方法等知识点，并提供了相关的练习题和学习技巧。

此外，该章节还介绍了常用的学术词汇和表达方式，帮助学生更好地理解和阅读英语学术文献。

通过这一章的学习，学生可以提高自己的学习效率和学术英语能力。

第三章：文化与娱乐第三章主要介绍了英语国家的文化和娱乐活动。

教材中涵盖了音乐、电影、戏剧、体育等多个方面的内容，并提供了相关的阅读材料和练习题。

通过学习这一章，学生可以了解并掌握不同的文化表达方式，拓宽自己的文化视野。

第四章：职场与就业第四章主要围绕职场和就业展开。

教材中介绍了职场用语、求职技巧等内容，并提供了实用的面试对话模板和练习题。

通过学习这一章，学生可以了解职场的基本礼仪和沟通技巧，提高自己在职场中的竞争力。

第五章：社会与环境第五章主要介绍了社会和环境问题。

教材中涵盖了环保、社会问题、公益活动等内容，并提供了相关的阅读材料和写作题目。

通过学习这一章，学生可以了解和探讨一些全球性的社会和环境问题，并学会用英语表达自己的观点和意见。

总结《新标准英语第三册》是一本针对中学生设计的英语教材，以全新的理念和方法提升学生的英语水平和应用能力。

通过生活与交流、学业与学习、文化与娱乐、职场与就业、社会与环境等主题的内容，学生可以全面提升综合语言能力，并且在实际应用中更加自如地运用英语。

小学英语Animals动物优秀教案一、教学内容本节课选自小学英语教材《新标准英语》第三册的Chapter 3《Animals》，详细内容包括：认识并掌握与动物相关的词汇，如：panda, tiger, elephant, monkey, lion等；学会使用What's this? It's a 询问和回答动物名称；通过听力练习和口语交流，提高学生对动物单词的识别和运用能力。

二、教学目标1. 让学生掌握本节课的动物词汇，并能正确发音。

2. 培养学生运用所学词汇进行问答交流的能力。

3. 提高学生对动物的认知，培养他们的观察力和想象力。

三、教学难点与重点教学难点：正确掌握动物词汇的发音和拼写。

教学重点：运用What's this? It's a 进行问答交流。

四、教具与学具准备1. 教具：PPT、动物卡片、录音机、磁带。

2. 学具：单词卡片、练习本、彩色笔。

五、教学过程1. 导入：通过PPT展示动物园的场景，引导学生谈论他们在动物园看到的动物，为新课的学习做好铺垫。

过程细节：教师提问，学生回答，共同回忆动物园的动物。

2. 新课展示：教师展示动物卡片，教授新单词，并进行发音示范。

过程细节：教师先展示卡片，让学生猜测动物名称，然后教授新单词，并进行发音示范，学生跟读。

3. 例题讲解：教师通过PPT展示例题，引导学生进行问答交流。

过程细节：教师提问，学生回答，进行角色扮演，巩固所学知识。

4. 随堂练习：学生分组进行单词卡片游戏，巩固所学动物词汇。

过程细节：每组学生轮流抽取卡片，读出动物名称，并进行问答交流。

5. 口语交际：学生分角色扮演，进行动物角色扮演游戏。

过程细节：学生扮演动物，进行问答交流，提高口语表达能力。

过程细节：教师通过提问、回答等方式，帮助学生巩固所学知识。

六、板书设计1. Animals2. 重点单词：panda, tiger, elephant, monkey, lion3. 重点句型：What's this? It's a七、作业设计1. 作业题目：完成课后练习册的相关练习。

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MODULE1 Numbers第一课时Unit 1…seventeen, eighteen nineteen,twenty!教学准备与分析：1，教学内容：学生用书：第三册第一模块第一单元活动活动用书：第三册第一模块第一单元活动2，教学目标：基本能听懂,会读,会说Numbers 13-20等数词;掌握并运用英文数字13-20;复习颜色词3，教学重点、难点：单词：数字 13-20 ： thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty.运用任务：1、AB练习2和练习3；2、AB练习4；3、进行给数字涂色的游戏:在黑板上写一些空心的阿拉伯数字，请学生上前根据指令给数字涂色，如：“Thirteen is purple ”等。

4、设计“How old are they?”的游戏，请学生参加。

老师可以把1-20的数字都包括进去。

5、学生或老师准备好道具，在课后表演本课搭积木的故事。

教学方法：直观教学法学法指导：游戏活动法教具准备：录音机，磁带，挂图，单词卡片等教学程序：1、热身复习：（1）新学期开始，老师向学生问好，并请学生们相互问好。

（2）老师带领学生温习第一册书中的歌曲“Rainbow Song”,并使用相应的单词卡片帮助他们复习关于颜色的单词。

（3）带领学生温习第一册书中的歌曲“Ten fingers on my hands”。

特别强调歌词中的数字，可以鼓励学生边唱歌边伸出响应数目的手指，以此温习数字1-10。

2、任务呈现与课文导入热身活动后，老师根据歌曲内容把话题引入数字，根据已经学习过的数字1-12引导大家回忆数字的用法，例如：表述年龄：I’m ten.I’m eleven.表述时间：I get up at seven o’cock.表述物品的个数：Nine boys .Twelve pupils.等等。

初中英语第三册讲解教案一、教学目标1. 知识目标：（1）能够听懂、会说、会读本课的生词和重点句子。

（2）能够用英语简单描述人们的外貌和特征。

（3）能够用英语询问和回答有关人物的信息。

2. 能力目标：（1）能够正确使用一般现在时描述人的外貌和特征。

（2）能够运用所学的词汇和句型进行简单的交流。

3. 情感目标：（1）培养学生的观察力和想象力。

（2）培养学生积极参与课堂活动，大胆开口说英语的习惯。

二、教学重点与难点1. 重点：（1）本课的生词和重点句子。

（2）一般现在时的运用。

2. 难点：（1）一般现在时的用法。

（2）描述人物外貌和特征的词汇和句型。

三、教学步骤1. 热身（5分钟）（1）跟唱歌曲 "Hello, Hello, Hello!"（2）老师出示各种人物图片，让学生用中文描述人物的外貌和特征。

2. 引入（10分钟）（1）老师出示一张人物图片，让学生观察并描述人物的外貌和特征。

（2）引导学生用英语进行描述，并板书关键词汇。

3. 新课呈现（15分钟）（1）老师出示教材图片，引导学生观察并描述人物的外貌和特征。

（2）老师讲解一般现在时的用法，并让学生跟读教材句子。

（3）学生两人一组，用英语描述教材中的人物，并练习问答。

4. 练习与巩固（15分钟）（1）学生两人一组，用英语描述自己熟悉的人，并练习问答。

（2）老师出示各种人物图片，学生用英语描述人物的外貌和特征。

（3）学生进行角色扮演，用英语描述人物的外貌和特征。

5. 总结与拓展（5分钟）（1）老师引导学生总结本节课所学的词汇和句型。

（2）学生用英语编写一个小故事，描述一个人物的外貌和特征。

四、作业布置1. 抄写本课的生词和重点句子。

2. 用英语写一篇小短文，描述一个人的外貌和特征。

五、教学反思本节课通过观察、描述人物的外貌和特征，让学生运用一般现在时进行描述。

在教学过程中，要注意引导学生正确使用一般现在时，加强对学生语言表达的指导。

关于直走的英语教案本课是新标准英语三年级起始第三册Module 2的Unit 1，通过情景，呈现了问路的方法，并说明了几种简单的指路方法。

学习“go straight on, turn left, turn right ”这些指路用语。

本课的教学对象是四年级学生，他们已经有了一年多的英语学习经历，具有一定的英语知识根底，通过学习提高自己的语言交际能力。

因此在教学过程中将针对学生活泼好动的天性，让学生在学习语言知识的过程中，学会如何用礼貌用语问路，并会根据实际情况准确的指路，将语言能力在活动中得以充分的表达表达和开展。

但是另一方面由于英语与汉语发音习惯以及语音频率的不同，学生对于英语中的一些摩擦音的掌握不到位，这有时会使得学生在学习英语产生挫折感。

适当地对不同程度的学生提出不同的要求，适当放宽对程度低的学生的要求，以鼓励学生为主是学生乐于学习。

(一)知识目标Excuse me. Where is the school, please?Go straight on ，turn left ,turn right.（二）能力目标1、培养学生表演对话的能力，提高英语的语言运用能力。

2、会灵活运用本课的词汇，模仿课文录音语调。

（三）情感目标1．通过小组合作，培养学生的合作精神和竞争意识。

2．通过学习 go straight on ,turn left, turn right等词组为他人指路，指路时要使用礼貌用语，培养学生懂礼貌、乐于助人的情感。

教学重点：运用句型Where’s…?来问路并能用Go straight on. Turn left. Turn right.进展指路。

教学难点：区分left, right, straight。

教学目标：1. 学生能够理解文章主旨，掌握文章结构。

2. 学生能够练习阅读技巧，如略读和扫读。

3. 学生能够扩展与旅行相关的词汇量。

4. 学生能够学会表达旅行感受，运用文中出现的表达方式。

5. 学生能够通过角色扮演等活动，提高口语表达能力。

教学重点：1. 理解文章主旨和结构。

2. 掌握与旅行相关的关键词汇和短语。

3. 学会表达旅行感受的表达方式。

教学难点：1. 正确理解文章中的复杂句型。

2. 在实际情境中运用所学词汇和表达方式。

教学过程：一、导入（5分钟）1. 教师展示与旅行相关的图片或视频，激发学生兴趣。

2. 提问：你们喜欢旅行吗？为什么？3. 引出本单元主题：Traveling Abroad。

二、阅读理解（20分钟）1. 学生自主阅读课文，完成课后练习。

2. 教师带领学生分析文章结构，讲解重点句型。

3. 学生讨论课文内容，分享旅行经历。

三、词汇学习（15分钟）1. 教师讲解与旅行相关的关键词汇和短语，如：passport、visa、hotel、sightseeing等。

2. 学生跟读并模仿，加强记忆。

3. 学生用新学的词汇造句，巩固所学。

四、口语练习（15分钟）1. 教师组织角色扮演活动，如：预订酒店、询问路线等。

2. 学生分组进行角色扮演，教师巡回指导。

3. 学生展示角色扮演成果，教师点评。

五、写作练习（10分钟）1. 教师布置写作任务：以“我的旅行经历”为主题，写一篇短文。

2. 学生根据要求进行写作，教师巡视指导。

六、总结与作业（5分钟）1. 教师总结本节课所学内容，强调重点和难点。

2. 布置课后作业：复习本节课所学词汇，预习下一课。

教学评价：1. 学生对文章主旨和结构的理解程度。

2. 学生词汇掌握情况。

3. 学生口语表达能力和写作能力。

教学资源：1. 《新标准大学英语》第三册教材。

2. 旅行相关的图片、视频。

3. U校园智慧教学云平台资源。

备注：本教案可根据实际情况进行调整，以适应不同学生的需求。

教学对象：大学英语本科二年级学生教学目标：1. 理解并掌握本单元的主题，即“工作与生活”；2. 掌握并运用相关词汇和语法知识；3. 培养学生的阅读理解能力和写作能力；4. 提高学生的跨文化交际意识。

教学内容：1. Unit 5 Text A：Work-Life Balance2. Unit 5 Text B：The Importance of Work-Life Balance3. 相关词汇和语法知识教学过程：一、导入1. 利用多媒体展示与工作与生活相关的图片，引导学生思考工作与生活之间的关系；2. 提问：大家认为工作与生活之间应该保持怎样的平衡？二、课文讲解1. Text A：Work-Life Balancea. 学生朗读课文，找出文章的主旨大意；b. 讲解课文中的重点词汇和语法知识；c. 分析文章的结构，让学生了解议论文的写作方法。

2. Text B：The Importance of Work-Life Balancea. 学生朗读课文，找出文章的主旨大意；b. 讲解课文中的重点词汇和语法知识；c. 分析文章的结构，让学生了解说明文的写作方法。

三、课堂活动1. 学生分组讨论：如何在工作与生活之间找到平衡？2. 每组选派代表进行发言，分享自己的观点和建议。

四、词汇和语法练习1. 词汇练习：让学生根据课文内容，选出正确的词汇填空；2. 语法练习：让学生根据课文内容，完成语法填空。

五、写作指导1. 学生根据本单元主题，撰写一篇关于工作与生活的短文；2. 教师点评学生的作文，指出优点和不足，并给予修改建议。

六、总结1. 总结本单元所学内容，强调工作与生活之间的平衡的重要性；2. 鼓励学生在日常生活中，关注自己的工作与生活，努力实现平衡。

教学评价：1. 课堂参与度：观察学生在课堂活动中的表现，评估其参与度；2. 词汇和语法掌握情况：通过课堂练习和课后作业，评估学生对词汇和语法的掌握情况；3. 写作能力：通过学生的作文，评估其写作能力；4. 跨文化交际意识：观察学生在课堂活动中的交流，评估其跨文化交际意识。

Unit 1 Discovering yourselfActive reading (1) Catching CRABSTeaching ObjectivesStudents will be able to:Getting tips on how to get to know oneselfLearning to use narrative devicesLearning to interpret underlying meaningTeaching allotment (1 period = 2 hours)1st period: Pre-reading; While-reading (text structure; cultural notes; language points)2nd period: While-reading (language points; grammatical structures)3rd period: Check on students’ home reading (Passage 2);Background InformationJoseph Rudyard Kipling (1865-1936) was regarded as a major “innovator in the art of the short story”; his children’s books are enduring classics of children’s literature. He was the first English language writer to receive the Nobel Prize in Literature. The author Henry James said of him: “Kipling strikes me personally as the most complete man of genius (as distinct from fine intelligence) that I have ever known.”Warming- up Questions1. What is your earliest memory?2. When was your happiest moment?3. What famous person do you most admire?4. What makes you depressed?5. How do you sum up yourself?Teaching proceduresScanningPart A. Read paras 1-18 and answer the questions.1. How was the last year at college be different from earlier years?Students become more serious. They started to focus on study.2. What did students think more about, their exams or their future?Their future.3. Which students had already planned their future?The quieter ones who didn’t have the best grades.4. How sure was he about what he wanted to do?Yes. He wanted to travel and be a writer.5. Who was also concerned about his future?his family members.6. Who did he turn to for advice?His father.7. What did he thought they would say?He thought they would criticize him, because his father wanted him to be a lawyer.Part A. Key words and expressions:☆impromptu a. & ad. done without being planned, prepared, or organized 即兴的（地）；无准备的（地）e.g.1. An impromptu visit broke up the long afternoon.突然的造访打破了漫长的午后时光。

Lesson PlanningTeacher Name: Nic LixinTextbook: New Standard College English 3Lesson Title: SupermanUnit 2: Childhood MemoriesTimeframe: 90*3 minutesDate: Teaching week 1,2,3Learning Objectives:Students will be able to Master:a.Predictinge of imageryc.Understanding writer's styled.Describing habitual actions in the pastInstructional Strategies:Lesson Sequence and Timeframe:1.Warming Up (20')a.Work in pairs and answer the questionsb.Lead-in questionsc.Warming-up discussion:2.Text Learning (180')a.Read for special informationb.Text comprehensionbl. Reading Skills.b2. Language and Cultureb3. Words & Phrases &Sentences3.Exercises (60,)4.Extension Activities (10^)Homework:Weekly Homework:Week 1: Word bank: pick out ten words that are either new or important to you. Write down the sound, part of speech, English explanation, and an original sentence・Week 2: Read Active Reading (2) and finish reading comprehension exerciseWeek 3: Extensive readingUnit Homework:Week 2: Making a collection of child hood memoriesResources Provided to Students:Reading material: Active reading 2 Cultural ChildhoodsTeachert reflection:Active Reading 1 SupermanLesson Sequence1.Warming- upa.Work in pairs.Look at the photo scrapbook of childhood memories. Talk about what kind of childhood memories they show・Do any photos remind you of anything from your childhood?b.Lead-in questions.Read the short biography about Sylvia Plath and find out:•who she was•when she lived•what kind of person she might have beenc.Warming・up discussion:Go over the preview, the pre-reading questions and the title of the text before listening to the summaiy of the story and anticipate what we are going to read・•Who is supennan?•Why do you think the writer talks about superman?•What role might Superman play in her childhood?2.Texta.Read for special informationb.Text comprehensionbl. Reading Skills:1.Predictinge of imagery3.Understanding writer^ style4.Describing habitual actions in the pastb2. Language and Culture1.Sylvia Plath was an American poet, novelist, short story writer，and essayist. Widely considered one ofthe major American poets of the 20th century, Plath is known for The Bell Jar , which describes her struggle with depressioru She married the English poet, Ted Hughes, and they had two children, but their relationship was unhappy and she committed suicide.2・Superman is an American fictional hero of comics，radio serials, TV programs, films and video games ・ Superman is a newspaper reporter who has special abilities to fly and is fantastically strong. When he becomes Superman he changes into a special blue suit with a red cape and fights crime. Nobody knows who he really is，but he always turns up in moments of danger. Supcnnan has iconic status and has set a trend for other superheroes with extreme abilities and skills, e.g. Batman, Spiderman, Wonder woman etc.3・The bay side of town is the east and south-east of the city of Boston, with the bay to the east. Johnson Avenue is the south-east of the city center, with Logan International Airport located on the cast side of the city on the far side of the Charles River.4. Mecca and JerusalemMecca is a city in Saudi Arabia. It is the holiest city for Islam, where the Prophet Muhammad was born・More than 13 million Muslims visit Mecca annually. As a result, Mecca has become one of the most cosmopolitan and diverse cities in the Muslim world. Non-Muslims are prohibited from entering the city.Jerusalem is a holy city and place of pilgrimage for Jews, Christians and Muslims. It is a symbolic centre for Jews. For Christians, this is the sacred city where Jesus lived, taught, died and was buried, and is believed to have been resurrected. For Muslims, this is the third holiest city (after Mecca and Medina) because the Prophet Muhammad is believed to have had a miraculous journey to Jerusalem and from there made a journey to heaven.5.Salvador Dali (1904-1989,西班牙超现实主义画家)Salvador Dali is known as a prominent SpanishCatalan surrealist painter bom in Figueres. Dali was a skilled draftsman, best known for his strange dream-like paintings・ His best-known work, The Persistence of Memory, was completed in 1931 ・6.Icarus refers to the Greek myth about Daedalus, a craftsman who built a labyrinth (maze) for King Minos, king of Crete・ But the king put Daedalus and his son Icarus in prison. Daedalus made wings so that they could escape ・ However, Icarus flew so near the sun that the wax holding the feathers together melted and he fell to his death in the sea. Daedalus reached Sicily where he was considered the inventor of many tools for carpentry and techniques for ship-building. The Icarus story often represents the consequences of too much ambition 一he tried to fly too high.b3・ Words & Phrases &SentencesStep 1 : Finish Dealing with unfamiliar words on page 20.Step 2 : Browse the passage within 8 minutes to get a general idea about it Answer the questions of Reading and understanding on page 20.Step 3 : Detailed study•Words and Phrases &SentencesTitle : Superman1.grammar school n. [C]1)(AmE) a primary school 小学c.g. He almost certainly attended the Grammar School in the town, but wc cannot be sure・儿乎可以肯定他当时在镇上念小学，但对此我们没有绝对把握。

《新标准英语》第三册（精选4篇）Step 3.情景操练篇一
单词的学习过程中，教师或者磁带领读，纠正发音。

小组练习。

在练习正确发音之后，句型的练习，教师根据学生的掌握情况采取Idoyousay,I say you do ，I do you draw等形式，巩固所学的词组。

Step 1． Warm—up 篇二
a. Greeting
b.让学生根据以前学过的内容做动作。

如：play table
tennis,swim,run,play basketball。

Step 5．小结归纳篇三
归纳总结本课内容，强调如何描述人正在做事。

巩固所学的动词词组。

．能力目标：篇四
养成能大胆开口说英语的良好习惯，培养学生的口语交际能力。

教学重点和难点
教学重点：能听、说、认读单词和短语，使用She’s/He’s doing sth.句型描述人正在进行的其中一种活动。

教学过程。

妇女节班会计划安排指南建议与执行【正文】一、背景介绍国际妇女节作为一个重要的传统节日，旨在弘扬男女平等、妇女权益的理念，对于提升妇女地位、促进性别平等具有积极的意义。

为了充分发挥妇女节班会的作用，我们需要制定一份妇女节班会计划安排指南，以提供给各级组织和团体参考与执行。

本文将重点从计划安排的角度，提出一些建议供参考。

二、计划安排1. 确定主题赋予妇女节班会明确的主题，有助于凝聚人心，增强活动的感染力。

主题可以根据当地实际情况而定，如“砥砺前行，共创美好”、“平权平等，责任共担”等，以体现女性权益的重要性和妇女成就的展望。

2. 制定议程根据活动时间、参与人员和活动地点等因素，制定具体的议程安排。

议程应包括开场致辞、主题演讲、分享经验、互动游戏、交流合影等环节。

合理安排时间，确保活动充实而不拖沓，同时也为参会人员留出自由交流互动的时间。

3. 邀请嘉宾嘉宾的邀请是妇女节班会成功举办的重要环节。

可以邀请政府官员、妇女权益组织的代表、企业家、社区志愿者等人士作为主讲嘉宾。

嘉宾的身份和讲话内容应与主题密切相关，能够激发与鼓舞与会者。

4. 安排活动形式为了丰富妇女节班会的内容，可以采取多种活动形式，提高互动性和参与感。

比如组织小组讨论，开展主题分享，举办展览或艺术表演等。

此外，可以考虑安排一些有趣的互动游戏与抽奖环节，让与会者在轻松愉快的氛围中感受到节日的喜庆与温暖。

5. 考虑特殊需求在妇女节班会的组织规划中，需要充分考虑到不同妇女群体的特殊需求，如残障妇女、流动妇女、贫困妇女等。

提供适当的辅助设施，如无障碍通道、手语翻译、儿童看护等，以确保活动的包容性和公正性。

6. 制作宣传物料为了提高妇女节班会的知名度和参与度，需要制作宣传物料，如海报、传单、媒体报道等。

内容要简洁明了，突出主题，能够吸引目标受众的关注。

同时，可以利用社交媒体等渠道进行推广，提高活动的曝光度。

7. 安排后续活动妇女节班会不仅是一次短暂的活动，更应是推动妇女 rights|权益] 保障和性别平等的长期行动。