新编英语教程III教案.doc

新编英语教程第三册教案 Book IIIUnit 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 students vocabulary;3. Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students oral communicative abilities;4. Appreciate the two narrations in this unit and learn some writing skills in narration and practice it along with letter writing;5. Do some other after-class exercise including listening and translation to improve students 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 of III. 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 (students book) and B(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 information about prcis 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 of E.g. smell of brandy/paint/garlic His accounts seemed to me smell of truth.4. proceed to (do) sth.: go ahead, continue to do precede: 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 muchbut the fact thatE.g. It was not so much there being no councils of workers, peasants and soldiers worthy 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 ones 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 someones 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 students vocabulary;3. Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students oral communicative abilities;4. Appreciate and learn some writing skills in the description of Text I and practice it along with letter writing;5. Get to know some information about April Fools Day;6. Do some other after-class exercise including listening and translation to improve students 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(students 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 how to write a paragraph of 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 the garden.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 be adjusted 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 months notice before they move.One can always get a taxi here at a short notice/at a moments notice.5. If only: is often used to introduce an exclamation expressing an unfulfilled condition 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. Id rather walk all these stairs up than wait for the lift to go up.7. be cooped up E.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 exemptfromE.g. A doctors note will exempt you from physical education.VI. Some information about April Fools DayApril Fools Day is on April 1st. It is traditionally a day to play practical jokes on others, send people on fools 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 Years was celebrated on March 25 and celebrations lasted until April 1st. When New Years Day was changed from March 25 to January 1st in the mid-1560s 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 Fools Day range from the simple, (such as saying, Your shoes untied!), to the elaborate. Setting a roommates 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 Fools 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 Fools 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. Its 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 Fools differently. In France, the April Fools is called April Fish (Poisson dAvril). The French fool their friends by taping a paper fish to their friends backs and when some discovers a this trick, they yell Poisson dAvril!. 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 Scotlands April Fools is called Taily Day and is dedicated to pranks involving the buttocks. Taily Days 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 students vocabulary;3. Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students oral communicative abilities;4. Appreciate and learn some writing skills in the narration of Text I and practice it along with letter writing;5. Get to know some information about Bermuda Triangle;6. Do some other after-class exercise including listening and translation to improve students comprehensive skills.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) Answer the questions of Text I both in SB(students 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 narration in chronological order, 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 parents consent to their marriage.Shakespeare is, by common consent(公认), the greatest English dramatist.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 doesnt make any difference to me which side will win or lose.4. find ones 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 students vocabulary;3. Do some oral work such as pre-reading questions, role play and interaction activities 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 to improve 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 the main 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(students 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 as E.g. Our monthly expenditure on food usually amounts to 150 yuan. Her reply amounts refusal. You wont 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 meaning literal translation free translationliterate: able to read and write4. conviction: the feeling of being sure about sthE.g. Its 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 to 2. 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 worlds 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 of the first founders of realism, a master hand at realistic portrayal of human characters and relations. Shakespeares complete works include 37 plays, 2 narrative poems and 154 sonnets. Some of his best known plays are:The Taming of the Shrew Romeo and Juliet, A Midsummer Nights Dream The Merchant of Venice Much Ado about Nothing, Twelfth Night Alls Well that Ends Well, Hamlet Othello King Lear Macbeth Timon of Athens Measure 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 students vocabulary;3. Do some oral work such as pre-reading questions, role play and interaction activities to help to develop the students oral communicative abilities;4. Get to know the organization of a feature report and learn some writing skills in narration and practice it along with letter writing;5. Do some other after-class exercise including listening and translation to improve students 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 of Chunnel; 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(students book) and WB(workbook) orally;7) Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;8) do oral work;9) Study the main points of guided writing, mainly paragraph writing of narration 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. Its metonymy.(换喻,转喻)(keep) a stiff upper lip: (show) an ability to appear calm and unworried when in pain or troubleE.g. The general praised the boys for keeping a stiff upper lip in time of trouble.2. A tiny explosion of air from pursed lips.purse up ones lips: draw ones lips together esp. as a sign of disapproval3. by the grace of God: due to, thanks toE.g. By the grace of God the children were rescued by the fireman.4. Compound 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 alternativ