为了写出优秀的教案我们就必须对自己的教学任务进行分析，大家在动笔写教案之前，一定要认真思考自己的教学目标，以下是写作模板网小编精心为您推荐的英语必修三2023版教案6篇，供大家参考。
英语必修三2023版教案篇1
教学目标
通过本单元教学，使学生掌握有关提出建议或忠告的句型，对他人的一些具体问题提出自己的建议或忠告。复习有关看病的用语。通过对课文的学习，了解有关营养与卫生方面的基本常识，描写中国食谱与西方食谱之间的差异及优势。
1.重点词汇
examine;advise;contain;score;scores of;discuss;cause;suggestion;in (the)future;be rich in;put on weight;at the end (of);lose weight
2.重要句型
1)i advise you not to eat fruit that isn't ripe in future.
2)the result is that many of them become fat.
3)there is as much sugar in it as eight pieces of sugar.
3.语法
学习英语中提出建议和忠告的句型
4.日常交际用语
a. seeing the doctor：
1)what can i do for you? what was the matter?
2)lie down and let me examine you.
3)i've got a pain/cough/headache.
4)i don't feel well.
5)there's something wrong with……
6)take this medicine three times a day.
7)drink plenty of water and have a good rest.
8)take two pills now and two more in four hours'time.
b. making suggestions and giving advice
1)you'd better have a good rest.
2)i advise you to do something.
3)i advise you not to do something.
4)i suggest that you do…
5)why not do…?
6)why don't you do…?
教学建议
写作建议
1.首先让学生们写在练习本上，然后与同组讨论，互相交换议建议。
2.谈论书中所给出的几个题目，练习学生们看病的用语。如：
i've got a pain/ there's something wrong，/i feel terrible./ i don't feel well，so on.
课文建议
step1本篇课文是有关健康饮食的话题，通过对比中西方饮食的对比，让学生们能够对课文的了解，教师列表写在黑板上。(略)
step2通过阅读，让学生掌握一些饮食的名称，如what's your favorite food?
duck/ chicken/egg/peanuts/jiaozi/noodles/chocolate/cream/cakes/potato crisps/butter，etc…
听力建议
step1.preparation for listening
让学生们准备去听听力，首先让他们看p121页的练习，使学生们能够了解练习的大概内容。
setp2.每一道题先放一遍，提问学生们是否听懂，大概的内容是什么。然后再放两遍，让学生们单独去做练习。
setp3.让学生们能够重复每一段小故事。如：ex1.
i was in a chemistry lesson. i was carefully looking at something on the lab table and my hair caught fire. luckily i wasn't badly hurt .next time i'll tie my hair back before i go into the lab. long hair can be dangerous
重点难点讲解
辨析pain与ache
相同点：两者都表示疼痛。不同点：
pain要注意以下三个方面：
① 表示身体某部位不适时，属于可数名词;
i've a pain in my back. 我后背有点疼。
② 表示精神上的痛苦时，属于不可数名词;
he gave his mother much pain by failing all the subjects. 他所有的考试不及格使他妈妈很痛苦。
③作“努力”、“辛苦”讲时，只用复数形式，但不能用many，few修饰。
no pains，no gains. 不劳则无获。
ache表“疼痛”时，其主语是身体的某部位，而不是“人”。
my legs ache. = i have pains in my legs. 我脚疼。
注：head，tooth，stomach(胃)与ache一起构成复合名词，如：headache(头疼)，但leg，foot，hand，forehead不行。
辨析asleep，sleepy 和sleeping
相同点：这三个词都具有形容词性质。不同点：
asleep意思是“睡着了，它是表语形容词，在句中只能作表语或宾语补足语，不能作定语。
the teacher found tom asleep in class and kept him behind after school.
老师发现汤姆在课上睡着了，放学后把他留了下来。
sleepy意思是“想睡了”但并没有睡着。它可以在句中作定语。
i'm sleepy and i'd like to go to bed.老想睡了，我去房间休息了。
sleeping意思是“正在睡觉”。它可以在句中作定语。
they woke up the sleeping girl and asked her where her parents were.他们把那位正在睡觉的女孩叫醒，问她父母在哪儿。
辨析diet与food
相同点：diet，food都可作“食物”解。不同点：
diet指的是习惯的食物或规定的食物，特指维持健康的定量或定质的食物，如病人的疗养饮食。
the doctor has ordered me a special diet.医生给我安排了特殊的饮食。
注意：diet是可数名词，常与不定冠词a连用，如：
food是一般用法，凡能吃喝的具有营养的东西都称food. food是不可数名词，但在表示食品的种类时，可以用复数。
the doctor put him on a diet after operation.手术之后，医生规定了他的饮食。
too many sweet foods will make you fat.太多的甜食会使你发胖。
辨析in the future 与 in future
相同点：这两个短语都表示“在将来”的意思，一般可以互换。不同点：
1)in future (= from now on)强调“从今以后/今后”，如：
don't do that again. be more careful in future. 别再那样做了，今后更要注意。
2)in the future (=time that has not come yet)侧重表示“将来某个时候/将来”，不一定就是从今立即开始，与in the past相对。
my sister wants to be an actress in the future. 我妹妹将来想当演员。
英语必修三2023版教案篇2
teaching plan
teaching goals
1 enable the students to talk about robots
2 enable the students to design a robot and describe it using words and expressions
in this unit. try to use attributive clauses and passive voice.
3 help the students to learn how to write a composition and how to assess their compostion.
teaching important/ difficult points
enable the students to talk about robots freely.
teaching methods:
task-based learning
group work
discussion
teaching aids
a projector and a computer
teaching procedures:
task 1: write out as many words as you can about robots:
________________________________________________________________________
________________________________________________________________________
task 2: write out as many sentences as you can about robots.
(try to use some attributive clauses or present perfect passive voice properly. )
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
task 3: design your own android and introduce it.
sample:
hello! everybody. my name is _______. i am in group __. the android has been designed
like this in our group. it is a robot which_______________________________. ( identity)
it looks like_________ ___________./ it is as ___ as ___________________. (appearance)
it can ________________________. it also can________________________ _.( function).
task 4: a discussion
if you are an android, you work for a family with one child who is very spoiled.
what would you do if the child asked you to do his homework for him/her ?
would you ever tell the child “no”?
your opinion:
i think it ____ for me to help the child finish his homework, as______________________,
what’s more/besides,________________________.
i also believe that____________________. so i have decided that___________________.
task 5: writing
hello! everybody . my name is _____. i am an android which _____________________.
i look like______-_________ ___________./ i am ______________________________.
i can ___________________________. i also can_____________________________ _.
now i work for the li family with one child who_______________. i __________them
because__________________._ i also have some problems. the boy once asked me to
do his homework for him .i think it ____ for me to help the child finish his homework, as______________________, what’s more/besides,______________________________.
i also believe that____________________. so i have decided that_____________________.
task 6:assessment
a: excellent b: satisfactory c: need improvement
items criteria self peer
a b c a b c
structures 1 the topic is stated clearly.
2 well organized (beginning ,middle, end ).
3 each paragraph is close to the point.
language 1 spell all the words correctly.
2 use varieties of sentence structures.
3 use passive voice and attributive clause correctly.
4 make no grammar mistakes.(esp. verbs)
handwriting neat, beautiful, easy to read
cooperation participate in discussion
task 7:homework
1. make an improvement according to the comments from your partner.
2. finish the writing task in your workbook p60
英语必修三2023版教案篇3
一、教学背景分析
1. 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识
(1)。进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
(2)。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
(3)。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
(4)。意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三、教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
reading讲述的是科学家 franklin的风筝实验，从而证明lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
language study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
四、教学重点与难点
重点
(1)。能就某一话题进行合理的分析，并从不同的角度去分析问题，展示一个物体的利与弊两个方面。同时能在讨论时学会运用哪些结构与单词对事物进行评价，诸如“ it’s good / bad / harmful for… / it’s dangerous / expensive / important / unnecessary/ it brings people …/ it can help people…
(2)。掌握如何就某一话题给予别人指示与说明，能熟练运用 don’t do… / don’t forget to… / make sure… / remember that… / do be careful of…等结构进行讨论、对话与表演。
英语必修三2023版教案篇4
teaching plan for unit 1
teaching materials & analysis contents warming up p1
pre-reading p1
reading p1-2
comprehending p2
learning about language
discovering useful words & expressions
discovering useful structures p3-4
using language listening & speaking p5-8
reading, speaking & writing
summing up
workbook & test p41-47
importance 1. have students learn some useful new words and expressions and let them learn effective ways to remember english vocabulary.
2. get students to learn about the history of the amber room and famous cultural relics in china and abroad to stimulate their sense of cultural relics protection.
3. enable students to learn to tell the difference between facts and opinions to train their thinking and analyzing ability.
4. let students learn to give opinions and ask for opinions in english.
5. let students learn the. new grammar item：the restrictive attributive clause and non-restrictive attributive clause.
6. develop students’listening，speaking，reading and writing ability
difficulties 1. train students' thinking and analyzing ability by making them learn to tell from facts and opinions.
2. develop students’ speaking ability by encouraging them to give opinions and ask for opinions in english.
3. develop students’integrated skills.
teaching aims topic cultural relics protection；
famous cultural relics in china and abroad
vocabulary words race，valuable，survive，vast，dynasty，amaze，amazing，select，honey，design，fancy，style，decorate，jewel，artist， belong，troop，reception，remove，wooden，doubt，former，worth，local，apart，painting，castle，trial，evidence，explode，entrance，sailor，sink，maid，informal，debate
expressions in search of，belong to，in return，at war，less than，take apart，think highly of
functional items 1）asking for opinions
2）giving opinions
structures the attributive clause
arrangement
of time 1st warming up pre-reading reading comprehending
2nd language points
3rd grammar
4th using language: reading & talking
5th using language: listening & speaking
6th using language: reading & writing 1）asking for opinions
7th revision
1）asking for opinions
the 1st period
unit 1 contents warming up pre-reading reading comprehending
teaching aims knowledge vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel，artist，belong，troop，reception，remove，wooden，doubt，former，worth
phrases in search of，be long to，in return，at war，less than
1. get students to learn the useful new words and expressions in this part.
2. let students learn about the history of the amber room.
ability 1. let students read the passage in search of the amber room to develop their reading ability.
2. enable students to learn to talk about cultural relics.
emotion 1. stimulate students’sense of cultural relic`s protection by reading the passage in search of the amber room．
2. develop students’sense of cooperative learning.
analysis
of the teaching materials importance 1. let students read the passage in search of the amber room and learn about the history of the amber room.
2. get students to learn different reading skills.
difficulties 1. develop students’reading ability.
2. enable students to learn to talk about cultural relics.
multimedia computer ppt cd
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning
3. discussion
teaching procedures
the 1st period
step 1 warming up
1. warming up by looking and talking
2. give students 4 minutes to read the passage carefully，and do exercise 1 and exercise 2 in comprehending on page 2.
3. listening and reading aloud
play the tape of the text for students to listen to and follow. then ask them to read the text aloud.
4. deal with some new words，expressions and structures.
5. discussion of style. let students discuss the following questions：，
how does this passage present facts about the amber room? can you find the opinions?
what is the author's attitude towards the amber room? how do you know?
step 2 pre- reading
turn to page 1 and finish pre- reading part.
step 3 reading
1. skimming for the general idea of each paragraph
ask students to read the passage fast to get the key words and general idea of each paragraph and fill in the chart.
the general ideas
paragraph the history of the amber room
1
2
3
4
5
2. scanning for detailed information
ask students to read the passage carefully to locate the detailed information.
do exercise 1 and exercise 2 in comprehending on page 2.
3. deal with any language problems students might meet while checking the
answers with the whole class.
4. reading aloud and underlining
ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence. tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.
be used to do...， be made into， make the design for the room，
feel as hard, as stone， be of the fancy style，
give the name， be made into any shape， be made with gold and jewels， in fact， as a gift of， in return，
be made to be a gift， serve as， add more details to...，
the search for， be made for， one of the great wonders，
art objects， look much like, at war，
remove... from.， remain a mystery， be ready for…
step 4 consolidation
go over the key words with the students and write them on the blackboard. give students 3 minutes to prepare and then ask some to retell the story of the amber room to the class.
step 5 closing down by having a discussion
raise the following questions and discuss them with the students.
can you imagine the fate of the amber room? what is it?
do you think if it is worthwhile to reproduce the amber room? why?
step 6 homework
1. learn the useful new words and expressions in this part by heart.
2. read the text again and try to talk about the history of the amber room.
the 2nd period
unit 1 contents reading comprehending & learning about language
teaching aims knowledge vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel， artist，belong，troop，reception，remove，wooden，doubt，former，worth
phrases in search of，belong to，in return，at war，less than
1. get students to learn and grasp the important useful new words and expressions in this part
2. let students learn some important and useful sentence patterns
ability 1. get students to use some useful new words and expressions correctly.
2. enable students to make sentences after the useful sentence patterns.
emotion 1. stimulate students' interest in learning english.
2. develop students’ spirits of cooperation and teamwork.
analysis
of the teaching materials importance 1. enable students to grasp the usages of such important new words and expressions as survive，belong，doubt，belong to，in search of，etc.
2. get students to master the patterns：“sadly，although the amber room was considered one of the wonders of the world，it is now missing，and“there is no doubt that the boxes were then put on a train for konigsberg.. .”
difficulties 1.let students learn the usages of the words“belong“ and“doubt”and the expression ”belong to“.
2.get students to understand some difficult and long sentences.
multimedia computer ppt cd
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning
3. discussion
teaching procedures
the 2nd period
learning about important language points
step 1 revision
1. check the homework exercises.
2. ask some students to tell the history of the amber room.
step 2 reading and finding
get students to read through warming up，pre-reading，reading and comprehending to underline all the new words and useful expressions or collocations in these parts.
a cultural relic，be rare. and valuable，survive for a long time，whether... or not，an amazing history，be used to do...，the design of the room，the fancy style，popular in those days，give the name，decorated with gold and jewels，in fact，as a gift of...，in return，be made to be a gift，serve as，add more details to，the search for，be made for， one of the wonders，art objects，look much like...，at war，remove... from...，remain a mystery，be ready for.
read them aloud and copy them down in the exercise book after class.
step 3 practice for useful words and expressions
1. turn to page 3. go through the exercises in discovering useful words and expressions with students and make sure they know what to do.
2. give them several minutes to finish the exercises. they first do them individually，and then discuss and check them with their partners.
3. check the answers with the whole class and explain the problems they meet where necessary.
step 4 vocabulary study
1. survive vt. & vi。
1）vi. continue to live or exist继续生存或存在
few survived after the flood. 洪水后生还者极少。
the custom still survives. 这种风俗习惯还保存着。
2）vt. continue to live or exist in spite of nearly being killed or destroyed
幸存；幸免于
he survived the shipwreck. 在这次船只沉没事件中他幸免于难。
the plants may not survive the frost. 这些植物不经冻。
the house survived the storm. 经过暴风雨袭击，这所房屋并未倒塌。
3）vt. remain alive after sb.比某人长命
he survived his wife for many years. 他比妻子多活好多年。
?拓展】
survivor，person or thing that has survived幸存者；逃生者；残存物
survival n. 1）state of continuing to live or exist幸存；残存；生存
2) person, thing, custom，belief, etc. that has survived from an earlier time 遗老；遗习；旧风俗；旧思想
2. belong to: be the property of; be a member of 属于；是…的成员
the land belongs legally to the government. 该地依法属政府所有。
the blue sky belongs equally to us all. 蓝天为我们所共有。
they belonged to a younger generation. 他们属于年轻的一代。
?注意】
belong to不用于被动语态，也不用于进行时态。例如：
这本书现在属于我。
正：this book belongs to me.
误：this book is belonged to me.
误：this book is belonging to me.
3. in return: as payment or a reward for sth. 作为对某事的酬谢或回报
i bought him a drink in return for his help.我请他喝酒以酬谢他的帮助。
he presented her a notebook in return. 他回赠给她一本笔记本。
4. doubt n. & v．uncertainty or disbelief; reason for not believing sth.
怀疑；不确定；不信任；不相信
there is not much doubt about it. 这没什么可怀疑的。
i have doubts about his competence. 我对他的能力有很大怀疑。
he has his doubt to this being true. 他怀疑这件事是否属实。
please dismiss all doubts about it. 怀疑是人的天性。
i do not doubt of your success. 我不怀疑你的成功。
i doubt whether/if he is at home. 我看他不一定在家.
i do not doubt that he can recite it. 我相信他能把它背下来。
can you doubt that he will win? 你不相信他会获胜吗？
i doubt what he said. 我不相信他说的话。
5．remain vi. usually not used the continuous tenses通常不用于进行时态
1）be left or still present after other parts have been removed or used or dealt with剩下；剩余）
after the fire,very little remained of my house. 火灾过后，寒舍所剩无几。
if you take 3 from 8，5 remains. 8减3剩5。
2）be left to be seen, done, said, etc. 留待以后去看、去做、去说等
it remains to be seen whether you are right. 你是否正确，以后可见分晓。
much remains to be done. 要做的事情还很多。．
3) stay in the same place;stay behind停留，逗留；留下
i remained in london until may. 我在伦教一直待到五月．
she left，but i remained（behind)． 她走了，我没走。
4) continue to be；stay in the same condition仍然是；保持不变
we should remain modest and prudent. 我们应该保持谦虚谨慎。
let things remain as they are. 保持现状吧．
?辨析]remain＆stay
remain和stay都指“继续停留”或“继续保持某种状态、关系或行动”，二者常可互换。
remain强询“继续停留于一处或保持原状态，情况性质不改变”。例如：
this place remains cool all summer. 这个地方整个夏天都凉爽。
stay强调“某人或某物继续留在原地而不离开”。例如：
he stayed to see the end of the game. 他一直待到比赛结束。
step 5 sentence focus
1. this gift was the amber room，which was given this name because several tons of amber were used to make it.
这件礼物就是唬拍屋，它之所以有这个名字；是因为造这间房子用了好几吨珑拍．
这是一个复合句，句中which was given this name because several tons of amber were used to make it为非限制性定语从句，从句中又含有原因状语从句because several tons of amber were used to make it。
非限制性定语从句，修饰物时用which, whose；修饰人时用who, whom, whose。非限制性定语从句和它的先行词之间只是松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。例如：
the chairman，who spoke first，sat on my right.
主席坐在我的右边，他最先发言。
the speech，which bored everyone，went on and on.
那演讲一直在进行，大家都觉得厌烦。
关系副词where和when也能引导非限制性定语从句。例如：
on april 1 they flew to beijing，where they stayed several days.
4月1日他们飞到北京，在那里待了几天。
i'm seeing the manager tomorrow，when he will be back from new york.
我明天要去见经理，他明天从纽约回来。
另外，由which引导的非限制性定语从句，有时候修饰整个句子或句子中的某个部分。例如：
they have invited us to visit their country，which is very kind of them.
他们非常友好地邀请我们去访问他们的国家。
they usually take a walk after supper，which does them a lot of good.
他们通常晚饭后去散步，这么做对他们很有好处。
2. the design of the room was in the fancy style popular in those days.
屋子的设计是当时流行的极富艺术表现力的建筑式样。
这是一个“主系表”结构的句子,in the fancy style...在句子中用作表语，注意介词in的用法，此处表示“以……方式，以……式样，以……风格”。类似用法有in a different way等。
popular in those days是形容词短语修饰the fancy style,形容词词组作定语时，通常都作后置定语。例如：
they have a house larger than yours. 他们的房子比你的大．
the boys easiest to teach are in my class. 我班上的男生最好教了。
嵌这类后置的定语在意义上相当于定语从句。例如：
a house larger than yours= a house which is larger than yours
the boys easiest to teach＝the boys who are easiest to teach
3. in 1770 the room was completed the way she wanted.
1770年，这间唬拍屋按照她的要求完成了。
句子中的the way she wanted作状语，表示方式。此句实际为the room was
completed the way she wanted it to be completed, the way表示“方式；方法”，在定语从句中作状语时，后面的从句的引导词常常用that或in which或省略。例如：
i was never allowed to do things the way i wanted.
我从来就不被允许按照自己的想法去做事情。
we have to make it work in the way（that/in which) they want it to.
我们必须按照他们的想法把事情办好。（此句中way在从句中作状语）
he was looking at her in the way that surprised her.
他看着她的样子让她很惊讶。（注意此句中that可用which替换way在定语从句中作主语）
4. there is no doubt that the boxes were then put on a train for konigsberg，which was at that time a german city on the baltic sea.
毫无疑间，这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。
这是一个复合句,that the boxes were then put on a train for konigsberg是同位语从句，表示与之同位的doubt的实际内容。which was at that time a german city on the baltic sea是konigsberg的非限制性定语从句，先行词为konigsbergo
同位语从句常用that来引导，但随着与其同位的名词不同，也可由when, where,whether, how等来引导。例如：
they had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实：最近的加油站还在30千米外。
the doctors came to the conclusion that the patient was suffering from cancer. 医生们作出了诊断结果：病人身患癌症。
i have no idea when he will return.我不知道他何时回来。
* there is no doubt that...可作为固定句型来用，意思是“毫无疑间……”。例如：
there is no doubt that he is a fine scholar.
毫无疑问他是一位优秀的学者。
there is no doubt that you can find a way to solve this problem.
毫无疑问你能找到解决这个问题的办法．
step 6 using words and expressions
turn to page 42. ask students to do the exercises in using words and expressions in the workbook. the following procedures may be followed：
1. go through the two exercises with students and make sure they know what to do.
2. several minutes for students to finish them individually.
3. check the answers with the whole class.
step 7 homework
1. finish off the workbook exercises. do exercise 3 in your exercise book.
2. learn the useful new words and expressions by heart.
the 3rd period
unit 1 contents learning about language
teaching aims knowledge vocabulary words local
phrases
1.get students to know the structures of the restrictive and non-restrictive attributive clauses.
2. let students learn the usages of the restrictive and non-restrictive attributive clauses.
ability enable students to use the restrictive and non-restrictive attributive clauses correctly and properly.
emotion l. get ss to become interested in grammar learning.
2. develop ss' sense of group cooperation.
analysis
of the teaching materials importance 1. get students to master the structures and usages of the restrictive and non-restrictive attributive clauses.
2. let students know the differences between the restrictive attributive clause and non-restrictive attributive clause.
difficulties enable students to learn how to use the restrictive and non-restrictive attributive clauses correctly.
multimedia computer ppt
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning & practice
teaching procedures
step 1 revision
1. check the homework exercises.
2. dictate some important sentences in the passage in search o f the amber room．
step 2 grammar revision
ask students to review relative pronouns and relative adverbs and then do some related exercises.
step 3 learning about grammar
1. let students pick out the sentences that use the attributive clauses from warming up，pre-reading and reading，read them aloud and then translate them into english.
2. ask students to study these sentences，and compare the sentence“this gift was he amber room，which was given this name because almost several tons of amber were used to make it with the others. let them try to find the difference.
3. sum up：restrictive ＆ non-restrictive clauses.
do the following pair of sentences mean the same thing?
my uncle，who lives in london，is very rich.
my uncle who lives in london is very rich.
the first sentence has a non-restrictive clause within two commas，and the second has a restrictive clause. a non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause；it is therefore bracketed off with commas. conversely，a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence.
step 4 grammar practice
1. let students finish exercise 3 and exercise 4 in discovering useful structures on page 4 and exercises in using structures on page 43.
2. check the answers with the whole class，and see how well the students did.
step 5 additional exercises
provide some exercises for students to test whether they have grasped the restrictive & non-restrictive attributive clauses.
step 6 homework
1. finish off the workbook exercises. do the exercises in using structures in your exercise book.
2. preview the next part using language.
the 4th period
unit 1 contents using language: reading & talking
teaching aims knowledge vocabulary words trial，consider，opinion，evidence，prove，pretend
phrases more than，even though
1. get students to learn some useful new words and expressions in this part
2. let students know what a fact is，what an opinion is and the difference between them.
ability 1. develop students’reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.
2. train students’ speaking ability and enable them to tell the difference between facts and opinions and talk about something which interests them and about something which they are familiar with.
emotion 1. enable students to learn from feng jicai and protect cultural relics in their home town or city.
2. develop students' sense of group cooperation and teamwork.
analysis
of the teaching materials importance 1. develop students’reading skills by extensive reading.
2. train students' speaking ability by telling the difference between fact and opinion and talking about something which interests them and about which they are familiar with.
difficulties 1. enable students to learn to use reading strategies such as skimming and scanning.
2. get ss tolearn how to tell facts from opinions.
multimedia computer ppt
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning & practice
3. discussing
teaching procedures
the 4th period
step 1 revision
1. check the homework exercises.
2. ask students to translate some sentences using the attributive clause.
step 2 warming up by discussing
tell students：we are going to read a passage about fact，opinion and evidence. before reading it，let`s discuss the following questions.
1. if you want to go in for law against somebody，and if you want to win，what`s the most important thing, you should do first？
2. what makes a judge decide which eyewitnesses to believe and which not to believe?
step 3 reading
1. ask students to turn to page 5．
2. two minutes for students to read the passage fast and try to get the main idea.
3. four minutes for students to read the passage again and answer the questions.
what is a fact?
what is an opinion?
what is evidence？
4. ask students to listen to the tape and read the passage aloud.
5. photocopy a brief newspaper article，preferably one which talks about. a crime trial. then have students pick out the facts and opinions and give reasons for their answers.
step 4 talking
1. ask students to turn to page 41 and make a dialogue giving facts and opinions.
2. let them check and practice the dialogue in pairs and then give a performance for the class.
step 5 reading task
1. show students feng jicai`s photo and one of his novels and talk about them.
2. ask students to turn to page 45，read the passage big feng to the rescue to try to find the best summary and answer these questions.
3. let students discuss：how can we do to help feng jicai with his projects?
step 6 summing up
ask students to choose one of the following to prepare and then report to the class.
1. tell the differences between facts and opinions.
2. tell something about how feng jicai protected the cultural relics of his hometown.
3. talk about something which interests you in your own life.
step 7 homework
1. finish off the workbook exercises.
2. read the two passages again and try to grasp the main idea of them.
the 5th period
unit 1 contents using language: listening & speaking
teaching aims knowledge 1. get students to learn some useful new words and expressions in this unit.
2. let students learn the expressions of asking for opinions and giving opinions.
are you sure he/she was telling the truth? how do you know that?
how can you be sure he/she was telling the truth?
why/why not？
i don't believe...，because...
that can't be true. it is（not) a fact.
i (don't) agree with you. i don't agree that..，
it can be proved. the truth is (not) easy to know.
i think they have said useful things.…has no reason to lie.
ability 1. enable students to catch and understand the listening materials.
2. develop students’ability to get special information and take notes while listening.
3. get students to learn how to ask for opinions and give opinions.
4. let students write a short report.
emotion 1. enable students to know more about cultural relics and stimulate their sense of protecting cultural relics.
2. develop students’sense of group cooperation and teamwork.
analysis
of the teaching materials importance 1. develop students' listening and speaking abilities.
2. enable students to master different listening skills.
3. let the students learn how to ask for opinions and give opinions.
difficulties 1. get students to listen and understand different listening materials.
2. develop students’speaking ability.
multimedia computer ppt
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning
3. discussing
teaching procedures
the 5th period
step 1 revision
1. check the homework exercises.
2. ask some students to talk about facts，opinions and evidence.
step 2 warming up by talking
ask students to talk about the story of the amber room and its fate. tell the students：
no one knows exactly what happened to the amber room. a few people say that they were eyewitnesses who saw where the amber room was hidden. listen to their stories. .-
step 3 listening on pages 5-6
turn to page 6．ask students to look at the two forms and listen to the tape，take notes of what they hear and fill in the forms.
step 4 speaking on page 6
turn to page 6．ask students to share their forms with a partner，discuss together which person gave the best evidence，write down a short list of reasons for their choice and then give a short report about their list to the class.
step 5 listening on page 41
ask students to turn to page 41，look at the picture and talk about the aswan dam and abu simbel temple. let them listen to the tape and answer the questions and then check the answers with the class.
step 6 listening task on page 44
1. ask students to look at the picture on page 44 and describe it. then play the tape for students to listen to and get the main idea of the listening text.
2. let students listen again and fill in the chart with details.
3. ask students to listen to the tape a third time and try to get the right answers.
step 7 consolidation
show students the three listening texts，let them read the texts aloud and then retell them.
step 8 homework
1. finish off the workbook exercises.
2. read the listening texts again and try to retell them.
the 6th period
unit 1 contents using language: reading & speaking
teaching aims knowledge vocabulary words treasure，besides
phrases search for，think highly of
1. 1. get students to learn and master the new words and useful expressions：
2. let students know the form of an english letter.
ability 1. develop students’writing ability by writing letters.
2. enable students to express agreement and disagreement.
3. enable students to express good reasoning and strong feelings.
emotion 1. stimulate students’sense of cultural relic's protection and encourage them to persuade others to protect cultural relics.
2. enable students to master writing skills and write excellent letters.
analysis
of the teaching materials importance 1. develop students’writing ability.
2. get students to use the expressions of expressing agreement and disagreement，and reasoning.
difficulties 1. get students to learn to express good reasoning and strong feelings.
2. let students learn how to write a persuasive letter.
multimedia computer ppt
teaching & learning methods 1. task-based teaching & learning
2. cooperative learning
3. discussing
teaching procedures
the 6th period
step 1 revision
1. check the homework exercises.
2. ask students to dictate the new words and expressions：treasure，besides，think highly of，tell the truth，etc.
step 2 warming up
ask students to talk about cultural relics found in their daily life. ask them what they would do if they found a rare cultural relic.
step 3 reading
let students read the letter and answer some questions according to the letter.
step 4 writing
ask students to have a class debate and write a report on their debate.
step 5 writing task
suppose there is one cultural relic in your hometown that is worth saving or protecting. write a letter to all the students of your school to encourage them to help save the cultural relic.
1. let students read the outline as a guide.
2. give 10 minutes to them to write the letter.
3. ask as many students as possible to read their letters to the class.
step 6 homework
1. finish off the workbook exercises.
2. write the two letters in your exercise book.
英语必修三2023版教案篇5
教学准备
教学目标
a. 重点词汇和短语
realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores of
b. 重点句式
there are so many ... that it would be impossible to ... p1
people became focused more on ... and less on ... p2
if the rules of perspective had not been discovered, people would not have been able to paint ... p2
教学重难点
a. 重点词汇和短语
realistic, abstract, religion, religious, sculpture, gallery, belief, consequent, consequently, aim, symbol, value, focus, possession, convince, impressionism, impressionist, shadow, ridiculous, nowadays, attempt, predict, focus on, a great deal, scores of
b. 重点句式
there are so many ... that it would be impossible to ... p1
people became focused more on ... and less on ... p2
if the rules of perspective had not been discovered, people would not have been able to paint ... p2
教学过程
teaching procedures:
?写一写】
(some pictures are given to the students to learn some about western paintings)
写出所有相应关于作品的英语名称
_____________________________________________________________________________________________________________________________________________
?想一想】
which style of paintings do you prefer, western or chinese? why?
_____________________________________________________________________________
?skimming】skim the text and complete the main idea of it.
the text mainly tells us _____ of the major movements in ________ art over the centuries.
绘制时间轴
课文p3---exercise 1
?判一判】
1. western art has changed very little over the last seventeen centuries.
2. painters in the middle ages did not use perspective.
3. impressionists painted landscapes.
4. you cannot recognize any object in abstract modern art.
5. in the renaissance most artists painted indoors.
6. abstract art is still art style today.
?选一选】
choose the best answer.
1. according to the text, art is least influenced by ________.
a. social changes
b. the way of life
c. the development of agriculture
d. beliefs of a people
2. when did painters mainly focus more on people and less on religion?
a. from 5th to 15th century ad.
b. from 15th to 16th century.
c. from late 19th to early 20th century.
d. from 20th century to today.
3. who were the first to paint outdoors?
a. painters in the middle ages.
b. painters in the renaissance.
c. the impressionists.
d. contemporary painters.
?巩固训练】 讲练通---p2 retelling
课后习题
?homework】
课时跟踪训练
英语必修三2023版教案篇6
warm-up
in this unit you will…
read an encyclopedia extract and a concert review.
listen to dialogues, a radio programme and a song.
talk about beijing opera, dance and music.
write a personal note and a concert review.
learn how to talk about the future.
i．look at the pictures and the key words.
what kinds of music and dance do you know?
add to the lists in the key words box.
key words
music: classical, pop, folk, jazz, rock’n’roll
dances: disco, folk dance, ballet
show more pictures and listen to the music.
ii．listen to the extracts about rhythm and different art forms. match the extracts to the types of performances listed below.
beijing opera rock’n’roll folk dancing ballet
answers: 1 ballet 2 rock 3 beijing opera 4 folk dancing
tape script
1．you can see the rhythm in the graceful movements of the dancer. the music is european classical music. it is very beautiful and so are the dancers. russian dancers are famous for their skills in this art form.
2．this type of music is popular with young people all over the world. the rhythm is fast and exciting, and the music is well-known for being very noisy. usually electric guitars play a big role in this kind of music.
3．in this historical art form, bright costumes, acrobatics and traditional music are used to tell a story on stage. the rhythm plays a part in telling the story. it can speed up and get louder, or make sudden stops to go with the action.
4．often this form of dancing is a group activity and so the rhythm is important in keeping the dancers together. they are often performed at festivals with the dancers wearing the traditional costumes.
iii．listen to the extracts again. which of the key words do the speakers use to discuss rhythm?
key words
beautiful, famous, loud, noisy, fast, exciting, electric, popular, historical, excited, bright, traditional, sudden, important, different
answers:
1．beautiful, famous
2．popular, fast, exciting, noisy, electric
3．bright, traditional, sudden, loud
4．important, different, traditional
iv．writing and speaking
what kind of music and dance do you like?
music: classical folk jazz rock’n’roll blues
dances: disco folk dance ballet waltz(华尔兹) hip-hop(街舞) cha-cha(恰恰) samba
tap dance(踢踏舞 ) breakdance(霹雳舞)
why? write a short passage to describe your opinions.
v．words and expressions:
1. folk n. 人们 people
some folks like beer and some don’t. 有的人喜欢啤酒，有的不喜欢。
all young folks love to listen to revolutionary stories. 青少年们都爱听革命故事。
n. 家人，亲属 (常用 folks) family, relations
how are all your folks? 你家里的人都好吗？
n. （用于复合词中）民间的 (in compounds) of the common people of a country
she sang a folk song. 她唱了一首民歌。
folk dance
lesson 1 performance
teaching aims:
to practise the vocabulary relating to concerts and performance.
to read and understand a concert review
to practise using will for decisions
to practise using time clauses with as soon as, when, before... and clause of concession with although / though
teaching difficulties:
to practise using will for decisions
to practise using time clauses with as soon as, when, before... and clause of
teaching aids: computer and cassette
teaching procedures:
i．warming up
first listen to a song that is sung by alanis ----everything
t: now pop songs are popular with teenagers. have you heard of the song?
what do you think of the song?
s:
t: do you know who sing it?
s:
t: teacher show the picture of alanis ---the superstar, a true performer. do you want to know her?
s:
t: now let’s read an article about the superstar, and you will learn more information about her.
ii．reading
read the concert review and match the four paragraphs with the titles.
a) the end of the concert para4 b) how the audience reacted para3
c) the songs played para2 d) the start of the concert para1
t: ask the question: how much do you know about her?
s:
t: the canadian rock singer and song writer, has won grammy awards for best rock song. her has made many albums. she become world-famous singer.
do the exercise 3.
read the review again and answer these questions.
iii. understanding the text
a) correct errors
1. she is used to be in the public eye.
2. her new album was come out in 1995.
3. on last thursday night, hundreds of fans went to the concert held in cambridge.
4. the 30-years-old singer is popular with young people.
5. the song tells the story of someone looks for real love.
6. the atmosphere was extremely exciting so that many people stand to cheer.
7. the canada singer was famous in her twenties.
8. her new album that was published last week is sold well.
answers: 1. be改为 being 2.去掉was把come 改为came 3.去掉 on 4. years 改为year 5. looks改为 looking 6. stand 改为stood 7. canada 改为canadian 8. 去掉 is 把sold改为 sell
b) according to the text arrange the right order.
1. alanis won this year’s grammy award or the best rock song.
2. morissette gave a creative and powerful performance in the song ‘utopia’.
3. many fans went to the corn exchange in cambridge, england to see her in concert.
4. everyone in the auditorium agreed that they were greatly impressed by the concert.
5. alanis’ album jagged little pill came out
answers: 5 1 3 2 4
iv．speaking
we know singer’s performance is important for a concert, besides singers concert need other’s stage effect , such as (show a slide)guide student to say out stage design , lighting, special effects and so on.
have you ever watched a concert “live”, on tv or on video? tell the class about it using the key words to help you.
do the exercise 1
show a slide, ask students to say out music style
rock ‘n’roll
voice your opinion
why are pop music and rock ‘n’ roll loved by many young people
v．vocabulary
do the exercise 4
vi．grammar
do the exercise 6 and 8
listen to the telephone conversation. who decides to pick up the concert tickets , sue or ricky? what verb form do sue and ricky use to make sudden decisions as they speak?
do the exercise 7
listen again. who said these things, sur or ricky?
check these answers with the whole class and then look at the sentences, what linking words are used?
in order to help students further understand the text the teacher can ask the following questions.
1. why can’t ricky pick the tickets up at lunchtime tomorrow?
2. why can’t he pick them up after school tomorrow?
3. where does ricky’s mum work?
4. where is sue going after she’s got the tickets?
do the exercise 9, 11 and 12
vii．language in use
work in pairs and talk about your future plans. use the expressions below to help you.
go to college, find a job, rent a flat, learn to drive, go on holidays, continue studying
viii．words and expressions:
2. effect n. 后果，结果，影响 result, something which happens because of another thing
the brown grass is the effect of the dry weather. 草黄了是天气干旱的结果。
the effects of this illness can be very serious. 这种病的后果有时很严重。
do you think the medicine will have any effect? 你认为这种药会有效吗？
colour effects 色彩效果 evil effect 恶果
a fatal effect 不幸的后果 sound effects 音响效果
speak with (without) effect 说话有（没有）效力
vt. 实现；产生效果 bring about; cause to happen; produce as a result of an action or process
it effected nothing. 这没有效。
be of no effect 无用 useless
all our efforts were of no effect. 我们一切努力都无用。
come into effect （指法律）实行；生效 (of a law ) become effectual
the new law has come into effect. 新法律已经实施。
when does the new timetable come into effect? 新的时刻表什么时候实行？
bring … into effect 实施 make effectual
they have already begun to bring their plans into effect. 他们已经开始实施计划。
in effect （指规则，法律等）在实施中，有效 (of a rule, law, etc) in operation
the law is still in effect. 法律依然生效。 事实上，实际上 in fact
the two words are in effect identical in meaning. 这两个词实际上是同义的。
have an effect on sth. 对…有影响，使起变化 make some change
her illness has had a bad effect on her work. 她的病对工作有很大的影响。
3. disappoint vt. 使失望 make you sad because the things you hoped for do not happen
the book disappointed me. 这本书使我很失望。
he has disappointed his parents deeply. 他已使他的双亲深感失望。
vt. 阻碍（希望，计划等）被实现 prevent (a hope, plan, etc.) from being realized
i am sorry to disappoint your plan. 我阻碍了你的计划，很抱歉。
4. extraordinary adj. 特别的，非凡的 out of the ordinary, highly unusual, very strange
this is an extraordinary sight. 这是一特别的景象。
an extraordinary expenditure 特别支出
extraordinary weather 反常天气 a man of extraordinary talents 有惊人才干的人
5. perform vt. 做；完成；实现 do; accomplish; carry out
perform your promise 实现你的诺??
is the new car performing well? 这辆新汽车好开吗？
he has performed all his duties. 他已履行了他全部的职责。
the surgeon performed the operation very successfully. 外科医生很成功地做了那次手术。
vt. 演出；表演 be in a play, film, concert, etc.
the dance was performed with great skill. 舞蹈表演得很高明。
what play will be performed tonight? 今晚演出什么戏？
i think the actors performed very well. 我认为演员们表演得非常好。
at what theatre did you perform? 你们在哪个剧场演出的？
harry performed a little dance on the stage. 哈雷在舞台上表演了一个小舞蹈。
performance n. 工作；成绩 doing work; something that you do
your performance on yesterday’s test was very good. 你昨天考试考得非常好。
n. 演出；演唱；演奏 being in a play, concert, etc.
the pianist gave a fine performance. 钢琴家演奏得很出色。
this is the old actor’s last performance. 这是那位老演员的最后一次演出。
n. 演出的时间 time when you can go to a play, etc.
shall we go to the afternoon or the evening performance of the ballet?
这次芭蕾舞我们是看下午演出还是晚上演出？
the performance starts at 8.00. 演出八时开始。
n. 履行；执行；完成 do, carry out, carry into effect
the boy’s performance of the job showed that he had some training.
从那个男孩干的活来看，他曾经受过一些训练。
6. fan n. 扇子 something that moves the air so that you feel cool
there is an electric fan in our room. 在我们屋子里有一台电风扇。
n. 迷；狂热者 someone who is very interested in something
the football fans cheered their team. 足球迷们给他们的队加油。
my brother is a film fan. 兄弟是个电影迷。
a draft fan 通风扇；吸风扇
an electric fan 电风扇
an exhaust fan 排风机，排气风扇。
a feather fan 羽毛扇
a folding fan 折扇
7. award vt. (经过裁判、慎重考虑之后) 以授与; 颁发 [予人] ,赏给[某人][to]the teacher awarded the boy a prize. = the teacher awarded a prize to the boy. 老师颁奖给那男孩。
a medal was awarded (to) him. 颁给他一枚奖章。
vt. (于仲裁、裁判等) 将 判归; 裁定 [给某人],给与[某人]…[to]the court awarded the mother custody of the child. = the court awarded custody of the child to the mother. 法院判定孩子的监护权归那位母亲。
n.[c] 奖,奖品,奖赏 ； n.[c] (对大学生之) 奖学金 ； n.[c] (损害赔偿等之) 裁定额
8. base n. 基础；底部 the lowest part of anything
the column stands on a narrow base. 柱子竖立在狭窄的地基上。
this vase falls over a lot because the base is too small. 这个花瓶常倒，因为瓶底太小。
the base of a mountain 山底
n. 基地；根据地 place to start from and go back to
that pilot travels all over the world but london is his base.
那位飞行员飞遍全世界，但伦敦是他的基地。
a naval base 海军基地
n. （数）基数 (math.)number that is a starting point for a system of numeration or logarithms
vt. 基于；以…为根据；建于…之上 rest; build; place; found(=place upon)
this song is based on an old folk tune. 这首歌曲是以一首民间小调为基础的。
scientific theories must be based on facts. 科学理论必须以事实为根据。
the calculation is based on false data. 这计算是根据错误的数据。
9. extremely adv. 极端地,极度地 ； [用以加强语气]非常,极 (very)it pains me extremely to have to leave you. 不得不离开你,这使我极感痛苦。
it was an extremely fine day in may. 那是五月里一个非常晴朗的日子。
he was extremely angry. 他极为震怒。
10. anger n.[u] 生气 strong feeling when you are not pleased
he shook with anger. 他气得发抖。
he is beside himself with anger. 他气得发狂。
anger does no good. 发脾气没有用（或好处）。
i was filled with anger when i saw him kicking the dog. 当我看到他踢那条狗的时候，我气极了。
be excited by anger 大怒
part in anger 愤怒地分手
have fits of anger 不时大怒
weep through anger 因愤怒而哭泣
be flushed with anger 气得满脸通红
show anger against sb. 对某人表示愤怒
11. audience n. 听众；观众 group of people listening to a speaker, singer, etc.
there was a large audience at the theatre on saturday. 星期六剧院里有许多观众。
she was asked to sing a folk song by a large audience. 许多观众要求她唱一首民歌。
my audience were mostly foreigners. 我的听众大部分是外国人。
12. throughout adv. 到处；全部时间 in every part; all the time
they painted the house throughout. 他们把房子全都油漆了一遍。
the timber was rotten throughout. 这块木料已整个烂了。
prep. 到处；从开始到结束 in every part of; from the start to the end of
the news spread throughout the school. 消息传遍了全校。
we laughed throughout the film. 从电影开始到结束，我们一直在笑。
he travelled throughout the whole of africa. 他游遍了整个非洲。
the government was corrupted throughout. 这政府腐败透了。
throughout the day 整天 throughout one’ s life 终生 throughout the winter 在整个冬季里
13. impress vt. 使人得到良好印象；令人佩服 to fill someone with admiration
his acting impressed me as being somewhat artificial. 他的演技给我的印象是有点做作。
those glorious features impressed themselves into his soul.那美丽的容貌在他心中留下了深刻的印象。
we were deeply impressed by his words. 他的话给我们留下了深刻的印象。
the old woman’s words were deeply impressed on my memory.
那位老大娘的话深深地印在我的记忆里。
we were deeply impressed with this sight. 这风景给我留下了深刻的印象。
vt. 压成印 make marks on (sth.)by pressing
a new design is impressed on the cloth. 布上印有一种新花样。
he impressed the wax with a seal. 他把图章印在蜡上。
ix．homework
do the exercise page 66 and 67.
lesson 2 beijing opera
teaching aims:
to practice using general knowledge to think of possible answers before listening
to practice getting the general idea when listening for the first time
to practice identifying key words to listen for
to practice asking for, giving and refusing permission
teaching difficulties
to practice asking for, giving and refusing permission
to practice identifying key words to listen for
teaching aids: computer and cassette
teaching procedures:
i．warming up: first listen to a piece of beijing opera
t: what kind of music is it?
s:
t: yes, it is our cultural treasure-beijing opera. what do you think of beijing opera? who can sing a piece of beijing opera for us?
s:
t: thank you for your wonderful performance. how much do you know about it?
s:
t: peking opera, the best-known chinese opera, was developed during the qing dynasty (1644-1911). it is a dramatic form that includes dance, theater, music, and skilled performance. character types depend on vocal styles. performers wear dramatic make up or masks.
t: can you name some famous actors and actress? who do you know is the best performer in china?
s: cheng yanqiu, mang lianliang, qiu shengrong and so on. mei lanfang.
t: show a slide of mei lanfang ( introduce mei lanfang)
t: what role do they play in beijing opera?
s: guide students to say out “sheng”, “dan”, “jing”, “chou”, “mask”
ii．listening
t: we have some knowledge about beijing opera, now look at these exercise and give a judge firstly then listen to the cassette and check your guess.
do the exercise 1
show students a chart about beijing opera’s structure
do the exercise 2 and 3
do the exercise 4
read through the strategies with the class and see if they know how to use any of these strategies already.
students listen to the cassette and get the general idea. play the cassette without pausing the first time. and ask them to answer the questions.
do the exercise 5, 6 and 7
the teacher can draw a conclusion:
besides beijing opera, there are still other national treasures in china. they serve as a window of china. and through this window, foreigners are able to understand chinese culture better.
iii．speaking
do the exercise 8.
imagine you have to ask for permission in the situations below. think of good reasons.
practice your oral english
suppose smith come from america. he is interested in beijing opera. as his interpreter you are introduce beijing opera to him. .
do the exercise 9
iv．writing
write a composition to introduce beijing opera its history and value,
including characters, scenes, costumes and skills needed. you can add some details, such as some names of play and famous artists.
v．words and expressions:
14. male adj. 男（性）的；雄性的 of the sex that does not give birth to young ones
a cock is a male bird. 公鸡是雄性家禽。
the male bird is usually bigger and more brightly coloured than the female.
雄鸟通常比雌鸟大，颜色更鲜丽。
n. 男人；雄性动物；雄性植物 man or boy; animal that cannot have baby animals; plant that does not have fruit
a bull, a cock and a he goat are males. 公牛，公鸡，公羊都是雄性动物。
female n.[c] 女子；牝兽；雌性植物 woman or girl; animal that can have baby animals; plant that has fruit
a daughter is a female child. 女儿是女性孩子。
a female flower 雌花
15. combine v. 使结合 to (cause to) come together; unite; act together
the acid and alkali are combined into salt. 酸与碱化合成盐。
we consider it necessary to combine theory with practice. 我们认为理论联系实际是必要的。
combine each pair of sentences into one sentence, using the second as an attributive clause.
把下列各对句子结合成一个句子，用第二句作为定语从句。
in proteins, atoms of nitrogen are combined with carbon, hydrogen and oxygen atoms.
在蛋自质中，氮原子与碳、氢、氧原子相化合。
v. 联合；混合 unite; mix
oil and water will not combine. 油和水混合不到一块儿。
two parties will combine to defeat the third. 两党派将联合一起以击败第三党。
what chemicals combine together to form water? 什么化学元素化合成水？
the two teams combined and did very well in the sports meet.
在运动会上这两个队合并成一个队，成绩很好。
efforts and confidence combine to make a full man. 努力与信心结合造就完人。
16. treasure n. 金银财宝；宝藏 store of gold, silver, jewels, money, or other valuable things
they were looking for buried treasure. 他们在寻找埋在地下的财宝。
karl marx’s works are the treasure of the revolutionary peoples.
卡尔马克思的著作是革命人民的宝贵财富。
he went to the island looking for treasure. 他到小岛上去寻找宝藏。
the pirates hid the treasure in a cave. 海盗把财宝藏在洞里。
the photo of her dead father is her greatest treasure. 她已故父亲的照片是她最宝贵的东西。
stevenson wrote a book called treasure island. 史蒂文森写了一部名叫《金银岛》的小说。
hereditary treasure 传家宝
national treasure 国宝
v. 储存，珍藏；秘藏 to save or keep
he treasured all of his money. 他所有的钱都存了起来。
v. 珍惜；珍重 to value greatly
i treasure your friendship. 我珍重你的友谊。 to treasure sth. up in one’s memory 铭记某事
17. represent vt. 代表；代理；代言 to speak or act for
words represent ideas or things. 说话代表思想或事务。
our party represents the interests of the people 我们党代表着人民的利益。
vt. 声称；描述 to describe or put forth as having a certain quality, value etc.
he represents himself as an expert. 他自称专家。
this painting represents a hunting scene. 这张油画展现了打猎的情景。
18. general adj. 普遍的；全体的 of all, not just of one
there is a general interest in sports. 对于运动有普遍的兴趣。
all adults can vote at a general election. 所有的成年人在普选时都有权投票。
we have a general cleaning every saturday. 每星期六下午我们大扫除。
adj. 一般的；常有的；普通的 usual; happening everywhere or all the time
cold weather is general in britain in the winter. 冬天英国气候一般是寒冷的。
these courses are far above the general level. 这些课程远在一般水准之上。
adj. 大体的；笼统的 not in detail
i don’t understand everything, but i understand the general idea. 我并不全懂，但明白大意。
n. 将军 an important army officer
the general was studying a map. 将军在仔细地察看地图。
a consul general 总领事 a good general 良将
lesson 3 experiment in folk
teaching aims:
to practice the vocabulary relating to music
to read and understand a newspaper article
to practice using adverbial clauses of cause, result and purpose with because, as, since, so that and so/such…that.
to express opinions and give reasons for them
teaching difficulties:
to practice using adverbial clauses of cause, result and purpose with because, as, since, so that and so/such…that.
teaching aids: computer and cassette
teaching procedures:
i．warming up
first listen to a piece of music called “er qian ying yue”
t: then ask students “what do you think of the music you just listen to?” “what kind of music is it?”
s:
t: chinese folk music sounds so wonderful and special. it is our cultural treasure. our nation is proud of chinese folk music. we have a lot of top musicians, can you name some famous musician?
s:
t: show some slides such as nie er, xian xinghai, hua yanjun. then give some information about musician and ask students to guess who it is.
1. he was born in guangdong province in 1905. he is called people’s musician.
2. he wrote many songs such as on taihang mountain and the famous yellow river chorus.
3. he died in russia when he went there to study.
s:
answer : xian xinghai
now let’s listen to another piece of music, guessing its instrument. (let students listen to piano.)
t: “what kind of music is it?”
s:
t: yes, piano. does piano belong to chinese folk music?
s: no, it belongs to western instrument. piano sounds so sweet that many people like listen to piece of piano. can you name some western musicians?
s: mozart, list, schubert and so on.
t: suppose if we combine our chinese folk music with western music, what will happen?
s:
t: does someone once try to do so?
s:
ii．reading
someone have already done so. he is kong xiangdong, and have you heard of the name?
now read the text and let’s see what’s the matter.
after reading the text, show a picture of kong xiangdong, give a brief profile:
a famous chinese name in the music world, one of the most famous pianist in the world. he has performed in more than 40 countries and has scored numerous prize. he combine classical music and folk music well.
how much do you understand the text and answer the following questions
do the exercise 2
do the exercise correct errors
1. playing the same music in different cities of the world is very bored.
2. the concert last week was such success that he had to give another two concerts.
3. because kong’s talent and hard work, he become famous worldwide.
4. he was made to practise the piano so much that, at time, he thought about giving up.
5. he gave a concert combine classical music with chinese folk music.
6. this is why he went back his roots and study chinese folk music.
7. he didn’t quit, he became a great pianist.
answers: 1. bored改为 boring 2. success 前加a 3. because 后面加of 4. time改为times 5. combine 改为combined 6. back 后加to 7. he前加 and
iii．language points
1. combine… with … “把… 与…结合”
diets are most effective when combined with exercise. 节食与运动相结合才会更有效。
2. success n. 成功， 胜利 ； 成功 的事，取得成功的人。
failure is the mother of success. 失败是成功之母。
the meeting was a success. 会开得很成功。
he is a great success as a teacher. 作为一个教师，他是很出色的。
iv．speaking
task 1: voice your opinion
what kind of music do you like? which type of concert would you prefer to go to, classical or chinese folk music? give your reasons.
task 2 : retell the story about kong xiangdong
cover the text and in pairs, talk about kong xiangdong, seeing how much they can remember from the text.
v．grammar
do the exercise 3, 5 and 7
use exercise 6 to draw a conclusion: after doing the exercise 3,5 and 7
do the exercise 8 and 9 together because of their common character
vi．vocabulary do the exercise 10
vii．language in use
work in pairs and tell each other: 1) when you listen to music, 2) what kind of music you listen to and why. use the following words to help you.
viii．words and expressions:
19. key n. 钥匙 piece of metal that opens a lock
i turned the key and opened the door. 我转动钥匙，打开了门。
i have a bunch of keys in my pocket. 我衣袋里有一串钥匙。
n. 题解；答案 set of answers to tests, etc.
this book is the key for use of students only. 这本书是专供学生用的题解。
check your answers with the key at the back of the book. 把你的答案同书后的答案核对一下。
n. （钢琴、打字机等的）键；琴键 part of a piano, a typewriter, etc. that you press with a finger
a piano has black and white keys. 钢琴上有黑白键。
n. 要口；要冲；要隘 (also attrib.) place which from its position, gives control of a route or area
gibraltar has been called the key to the mediterranean. 直布罗陀一直被称作地中海的门户。
n. 关键；谜底；决窍；线索 that which solves a mystery, problem, etc; the secret or clue
this is the key to the problem. 这是问题的关键。
it affords the key to an understanding of the situation. 这提供了了解形势的线索。
a skeleton key 万能钥匙
20. quit vt. 停止,放弃quit one’s job 辞职 we quit work at five. 我们在五点停止工作。
vt. 停止…… quit worrying about it. 别为那件事烦恼了。
vi. 停止工作,离职,辞职 notice to quit 离开 的通知adj. (无比较级、最高级)免除 [摆脱] […]的[of]
at last i am [have gotten] quit of her. 我终于摆脱了她。 get quit of one’s debts 了清债务
21. talent n. 天才；天资 natural skill; something that you do naturally well
they are endowed with high artistic talents. 他们具有高超的艺术才能。
amanda has a talent for painting. 阿曼达有绘画天才。
22. identity n.[c] 身份；本身；本人 who someone is
please prove your identity. 请证明你的身份。
identity card 身份证
23. root n.[c] 根；块根；地下茎 the part of a plant, tree, etc. that is under the ground
the roots of this tree go deep into the ground. 这棵树的根深深扎入地下。
the typhoon pulled up many trees by the roots. 台风把许多树连根拔了起来。
the idea took strong root. 这种思想根深蒂固。
n.[c] 根源；原因
a part from which other things grow and develop; the origin or basic cause of a thing
lack of ability is at the root of his dislike for sports. 他不喜欢体育运动的根本原因在于他没有技能。
n.[c] （数学）根 (math) a quantity which, when multiplied by itself a certain number of times, produces a given quantity
4 is the square root of 16. 四为十六的平方根。
vt. 生根；扎根 to set down roots and begin to grow
these flowers root very quickly if you give them plenty of water. 水浇足了，这些花很快就会生根。
a tree roots itself. 有树自能生根。
24. transform vt. 改变（形态）；使变形
change the shape of someone or something; make something look different
heat can transform water into steam. 热能使水变为蒸汽。
any kind of energy can be transformed into electricity. 任何种类的能量都可变为电。
electric heaters have their electric energy transformed into heat. 电热器使其电能转变为热能。
nature transforms a caterpillar into a butterfly. 大自然使毛虫变为蝴蝶。
that country is transforming from a backward agricultural country into an advanced industrial country.
该国正在从落后的农业国转变为先进的工业国。
transform one’s world outlook thoroughly 彻底改造世界观
transform mechanical energy into electricity 把机械能转换成电能
ix．homework : do the exercise on page 70 and 71
lesson 4 let’s dance
objectives
to practise reading a text quickly to identify the type/genre.
to read a text with gapped sentences and be able to complete the gaps using topic, linking and reference clues.
to practise vocabulary related to music and dancing.
to talk about preferences about music and dancing.
i．pre-reading
listen to the music extracts and identify the dances in the box. example 1 chinese folk dance
key words
disco, classical ballet, chinese folk dance, waltz, breakdance
answers: 1 chinese folk dance; 2 classical ballet; 3 waltz; 4 breakdance; 5 disco
some pictures about dance： listen to the tape and tell types of dances mentioned.
ii．reading
put the sentences below in the correct gaps in the text. use the strategies to help you.
a) in the mid-1980s, breakdancing became popular.
b) they are easy to learn and are usually danced in couples.
c) other kinds of folk dances are the sword dance and the colourful peacock dance.
d) one of the most famous ballets is called “swan lake”.
e) in the 1960s, people danced without touching their partner.
answers: 53214
true or false
‘the nutcracker’ is a famous america ballet. ( f )
ballet are performed by professional dancers. ( t )
folk dance are usually popular for only a short time. ( f )
yangge is performed in christmas celebration. ( f )
rumba and cha-cha are folk dances. ( f )
african-american rhythm and movements play an important part in the development of popular dance. ( t )
popular dance are taught from one generation to another. ( f )
iii．post-reading
read the text again and answer these questions.
1．who started folk dance?
ordinary people.
2．what is the main difference between folk and popular dances?
popular dances are usually popular for only a short time.
3．what is a ballroom dance that came from folk dance?
waltz.
4．why did a lot of new dances come from the united states?
the mixing of immigrant cultures produced new forms of dance.
5．what type of dancing became popular in the mid-1980s? breakdancing.
iv．vocabulary
make compound words by matching one word from each list.
african known african-american
ball american ballroom
rock room rock music
art dance art form
well 1980s well-known
mid form mid-1980s
folk music folk dance
match four words from exercise 5 with their definitions.
1． adj. known by many people
2． noun. a traditional dance from a specific community
3． noun. a large room for formal social dancing
4． noun. in the middle of the 1980s
answers: 1 well-known; 2 folk dance; 3 ballroom; 4 mid-1980s
v．speaking
read this questionnaire and think about your answers. then in pairs, tell your partner about yourself.
do you wanna dance?
1．do you like dancing?
2．what kind of dance do you like?
3．what kind of music do you like dancing to?
4．how well can you dance?
5．what special dances can you do?
6．what dance would you like to learn?
vi．writing : 身边最熟悉的舞蹈是什么呢？仿照课文的思路，写一篇作文，介绍一下在你所在的地方的舞蹈形式。
vii．words and expressions:
25. ordinary adj. 普通的；平常的 usual, not special
he is in ordinary dress. 他衣着一般。
on ordinary days i get up at eight o’clock, but on my birthday i was up early.
平时我八点起床，但是我在生日那天起得早。
she is rather above the ordinary height. 她要比普通身材高一点。
adj. 常见的；平凡的 of a kind usually met with
his life was quite ordinary. 他的一生是十分平凡的。
american football is quite different from the ordinary football. 美国足球和普通足球的踢法很不相同。
out of the ordinary 不平常的；奇怪的
the life of the young hero was out of the ordinary. 这位青年英雄的一生是不平凡的。
did you see anything out of the ordinary? 你看到什么不寻常的东西了吗？
26. general n. 世代；一代 the children, or the parents, or the grandparents, in a family
the younger generation grows up sturdily. 年轻一代茁壮成长。
three generations live in our house. 我家三代人住在一起。
n. 一代人 all the people who were born at about the same time
the older generation doesn't like pop music. 老一辈的人不喜欢流行音乐。
n. 发生；产生 generating; bring into existence
the generation of electricity by steam or water power 用蒸汽或水力发电
27. unique 形容词比较级： more unique 最高级： most unique
n. 独一无二的事物
adj. (无比较级、最高级)唯一的
this is a unique example of this word before 1800. 这是此一单字在 1800 年前被用过的唯一例子。
adj. […]特有的,独具的[to] these features are by no means unique to japan.
这些特征绝不是日本所独有的。
adj. 独特的,独自的,特有的
his cello technique is unique. 他的大提琴 (演奏) 技巧是独一无二的。
every individual is unique. 每一个人都有他的特色。
a unique study of elizabethan literature 对于伊丽莎白女王时代文学的独特研究
adj. 稀奇的,奇异的,独树一帜的,与众不同的his style of singing is rather unique. 他的唱法颇为特殊。
28. sword n. 剑；刀 very long, sharp knife for fighting
the soldier took his sword and attacked the enemy. 士兵拿起刀向敌人杀去。
he defended himself with a sword. 他用剑自卫。
29. responsible adj. 负责任的 worthy of trust; dependable
she is a responsible teacher. 她是个认真负责的老师。
i am not responsible to you for my actions. 对我的行为我没有向你交待的义务。
adj. 尽责的；可信赖的 whom you can trust to be good and wise
you should give a task to a responsible man. 你应当把工作交给一个可靠的人。
he is a responsible person and can be trusted to carry out the plan.
他是一个负责的人，他去执行计划可以信赖。
be responsible for something 引起某事；使发生 cause something, make something happen
he is responsible to me for it. 这件事他对我负责。
the heavy rain was responsible for the landslide. 山崩应归于下大雨。
who’s responsible for this broken window? 是谁打破了窗户？
30. reaction n. 反应 the action taken as a result of another happening
what was his reaction to it ? 他对这事有何反应？
his reaction to the news was unhappiness. 他对这个消息的反应是不愉快的。
n. 化学反应 the chemicals action occurring when two chemicals react
the reaction of the chemicals was a burst of smoke. 那些化学药品的反应结果是一股烟。
31. permission n.[u] 允许；许可 allowing someone to do something
may i have permission to leave early? 可以让我早点走吗？
if you want to leave the class, you should ask for the teacher’s permission.
如果你要离开班上，应该得到教员的许可。
no student is allowed to go out during the class without the teacher's permission.
上课时未经教师许可学生不得外出。
to ask for permission 请求许可
viii．homework
everything
歌手:collective soul
with the faces i now wear
it's only proof my thoughts
have become impaired
and the courage i shall build
stands at distance still
everything is physical
everything takes precedence
everything's admissible
everything is evident
and this comfort i've designed
will only stay intact until
the truth i find
as some answers fly around
no cure have i found
everything is physical
everything takes precedence
everything's admissible
everything is evident
guide me save me teach me
i need to learn from this
hold me soothe me my love my life
the reflection i now see
is always trying to blind
and discourage me
but my patience shall prevail
and myself as well
everything is physical
everything takes precedence
everything's admissible
everything is evident
everything is comfortable
everything's a brighter shade
everything is suitable
everything is cooling
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