高三第五单元分课时教案(人教版高三英语教案教学设计)（精选13篇）由网友“蜜萝水果茶”投稿提供，下面是小编为大家整理后的高三第五单元分课时教案(人教版高三英语教案教学设计)，欢迎大家借鉴与参考，希望对大家有所帮助。
篇1：高三第五单元分课时教案(人教版高三英语教案教学设计)
Advertising
Teaching aims:
I. Words and expressions:
aeroplane
telegram L 18
L 19 四
会
firm typist express satisfaction description
umbrella board gift jokingly review researcher
advantage
translation handsome companion blame housewife
librarian luggage tense
L 17
L 18
L 19
三
会
advertise Legend Computer Group Corporation product
boring comment ad = advertisement bring in humor
humorous description
hand in hand poster try out failure microcomputer
viewer freeway
fragile insert split SOS sincerely
L 17
L 18
L 19
L 20
二
会
II. Everyday English:
I think it would be a good idea to…
Do you think so? I (don’t) agree with… I (don’t) think so.
Do you think that … I’m afraid I can’t agree with you.
That’s true/right. Of course. I agree.
What exactly are you suggesting? No problem.
III. Grammar:
Review the usage of the past participle used as attribute,
Predicate, object complement and adverbial.
IV. The use of the language:
运用所学语言,围绕广告的作用这一题材, 完成有关的听,说,写的任务; 阅读课文 “Advertising”, 确切理解, 让学生了解广告的一般常识及其作用, 并完成有关课文内容的练习.
Lesson 17
Step 1 Presentation
SB Page25 Part 1. Ask questions about advertising like these:
Where can you find advertisements? / Why do companies advertise?
Do you watch advertisements on TV? / Which are your favorite
advertisements?
Step 2 Reading
Read the dialogue silently and find out the answer to this question:
Whose ideas for the advertising program are the best? Bob’s ideas.
Ss try to guess the meaning of user , product , humorous , comments ,
typist , satisfaction. Teach the new words.
Step 3 Dialogue
Go through the dialogue briefly and make sure the Ss understand it.
1. Any ideas? = Have you got any ideas? Or Are there any ideas?
在对话中经常出现这种省略句. 如: OK = That’s OK. No problem
= There’s no problem. Easy = That’s easy.等
以any 或 any 的合成词开头的省略句, 常用于对话, 以征求意见或了解情况. 例如:
Any questions? / Any news? / Anything to say? / Anything else? = Do you want anything else? / Anybody else? = Is there anybody else?
2. I think it would be a good idea to have comments from secretaries and typists: A secretary is usually paid more than a typist. A secretary, in addition to doing typing, may be asked to arrange a manager’s appointments, to take notes during meetings and so on.
I think it would be a good idea to do sth. 是委婉地提出建议的交际用语. Eg. ①A: I’m afraid I’m putting on weight.
B: I think it would be a good idea to keep on doing mor-
ning exercises.
②A: I haven’t got any information on this matter.
B: I think it would be a good idea to ask your secretary.
3. express their satisfaction with the product = to say that they are happy
with the quality of the product they are using.
express one’s satisfaction with… “对…表示满意”
①The organizers expressed their satisfaction with the preparation
for the conference.
②His wife has never expressed her satisfaction with the living con-
ditions.
4. Do you think so? A polite way of disagreeing with someone.
Eg. A: How do you think of Bob?
B: Perhaps he’s nice, but he’s very quiet. He seldom says anything
A: Do you think so? Do you think he doesn’t like talking? There
he comes, talking with friends. Look, how cheerful he is.
5. So what exactly are you suggesting?
So 是连词, 有”因此” “那么”的意思
…are you suggesting 句中用现在进行时表示将来, 原句相当于
So what exactly are you going to suggest?
eg. ①Who is designing the advertisement?
②When are you having a holiday?
③How long are you staying in London?
6. We can bring in some humor too.我们还可以插进点幽默的话语.
bring in “带进”, “引来”
eg. ①Bring the washing in. It’s raining.
②The foreigners brought in new things and new ideas.
③The Normans brought in many laws and social customs.
7. ad: short for advertisement.
8. A list of recent customers = a list of people who have recently bought the product.
9. What kind of advertisements do you read or watch on TV, if any?
…if any = …if you read any.在复合句中,如果从句的某成分同主句
的成分相同的话,常常可以省略,以避免重复.
Eg. ①We’ll certainly help you if we can.(help you.)
②They’ll get everything ready tomorrow if not earlier? =
…if they can’t get it ready earlier?
Step 4 Practice
SB Page25, Part2 Free discussion to practise oral fluency.
How to express agreement or disagreement.
Agreement: Of course./ That’s true./ Right./ I agree./ I think so.
Disagreement: Do you really think so? / I don’t agree with you.
I don’t think that…/I’m afraid I can’t agree with you.
Step 5 Workbook
Wb Lesson 17, Page 89 Exx, 1and2
Homework
Ss try to retell the story.
Lesson 18
Step 1 Revision
1.Revise the dialogue in Lesson 17.
2.Check the homework exercises.
Step 2 Presentation
SB Page26, Part 1. Read aloud the questions at the top of
the passage. Then read the passage, at last find the answers
to the questions. Answers: 1. It makes a product cheaper.
2. Five.
Step 3 Reading
Questions:
1.Why is advertising so popular? 2. What can be advertised?
3.What forms of advertisements can be used?
4. How are advertisements made?
5. What is done when an ad is ready?
Ss guess the meaning of hand in hand/think up/try out
Language points:
1.highly developed = extremely developed, using many
different techniques.
2. has gone hand in hand with = has progressed at the same
time as
3. large boards: known as billboards
4. Once managers would say jokingly = Once managers
used to talk about the money which they spent on adver-
tising in the following way.
would do 此处表示过去的习惯
e.g. ① Often he would take a seat at the back before the
lectures began.
②He would make a suggestion or two when he read a report
from his men.
Jokingly adv. 在此作状语 类似的词有:smilingly/surprisingly/
Understandingly
Eg. ①She explained the whole story and her boss nodded under-
standingly.
②He replied laughingly, “Aren’t you making the same mis-
takes?”
③The musician smiled approvingly while the little girl was
playing the piano.
5. “I know…which half.” = I know that much of the money
which I spend on advertising is wasted, but I do not know
exactly which part of this money is wasted.
6. Also present will be a person who thinks up…
Note the inversion. A person who thinks up …will also be
present.
Eg. ①With him was a man of no more than forty.
②Present at the conference were scientists and writers
from many countries.
③ Also attending the meeting were government officials, business-
men and bankers from different parts of the countries.
Also note the use of the Present Simple for describing a
routing.
think up = imagine; invent “想出”, “设计出”
eg. ①She thought up a funny game for the children to play.
②The prisoners tried to think up a plan for escape.
7. buy space = technical term for buying part of a page in a
newspaper for an advertisement
8. buy time : technical term for buying a period of time on
TV for an advertisement (e.g. 15seconds/ 1 minute)
9. try it out: try using the advertisement.
10. P27 图片的下面LX P5/90-the highest level of Chinese
Microcomputer 指联想P5/90型最高级的中国微机.
P = Pattern(型)的缩写.
11.Isn’t it time you made someone’s life a bit easier? 该是
让人们生活略微轻松一点的时候了吧
It’s time sb. did sth. 虚拟语气的一个句型
① It’s time we started our work.
② It’s time you gave a reply to us.
③Is it time you got things ready?
Step 4 Reading aloud
Play the tape of Lesson18 for the Ss to listen and follow.
Step 5 Note making
SB Page27, Part2 Ss do it individually. They can refer to
the text. Suggested notes are on Page39 TB.
Step 6 An advertisement
SB Page27, Part3 Do it in class.
Step 7 Workbook
Wb Lesson 18,Exx1-2. Let the Ss review how to write a
business letter first. We can refer to TB Lesson20 Step7
Step 8 Consolidation
Ask the Ss what they have learned about advertising in this
unit. Get them to retell the text.
Homework
Finish off the Workbook exercises.
Lesson 19
Step 1 Revision
1. Check the homework exercises.
2. Ask Ss to tell you about 5 advertisements which they’ve
seen recently.
Step 2 Preparation for reading
SB Page28, Part1. Ss read the passage quickly and answer
this question:
What is one danger with selling your product abroad?
(You must make sure that the translation is correct.)
Step 3 Reading
Ss read the passage quickly. Answer the following ques-
tions.
① Why do people read advertisements?
② What mistake was made in the translation of the ad for hair cream?
③ What mistake was made in the car ad?
Language Points:
1. What makes a good advertisement? = What makes an ad a good one. Make “有条件成为”
①David will make a very good football player.
②Cold tea makes a good drink in summer.
③What makes a good translation? It must be true to the
the original, and clear and easy to understand.
2.Th translation = the translation of the ad.
3.Nobody bought the product, however, because when translated it
meant “X puts living things into dry hair.”
when translated = when it was translated 相当于一个时间状语从 句.当从句的主语与主句的主语一致, 而从句的谓语是be时,则主语和be均可省略,而成为when + done
eg. ①Your exercises must be handed in immediately when finished.
②The shop assistant when spoken to didn’t make an answer.
4. living things = insects.
Step 4 Practice
SB Page28 Part2 Teach the new words: telegram, blame
companion, freeway, housewife, librarian.
Ss do it themselves. Then check the answers.
Step 5 Practice
SB Page29 Part3 Ss have to make sensible sentences. For
answers, refer to TB P40.
Step 6 Practice
SB Page29 Part 4. Practise: have sth. done. TB P41
Step 7 Practice
SB Page 29 Part 5. For answers refer to TB P41
Step 8 Workbook
Wb Lesson 19, Exx1-3
Homework
Finish off all the workbook exercises.
Lesson 20
Step 1 Revision
1. Check the homework exercises.
2. Revise the structure have sth. done
Step 2 Checkpoint
Go through checkpoint 5. Revise the past participle.
Step 3 English in use
SB Page30 Part2. Ss do it in pairs, then check the answers.
“SOS” , 这是国际通用的(船舶,飞机等的)呼救信号, 即
无线电报中所用的摩尔斯电码: …---…
Step 4 Writing
SB Page30 Part3. A plan for the letter.
Para1 Introduction: He Xianlin’s letter
Para2 Reply to her offer to sell the computer.
Para3 If interested, arrange a time. if not interested, thank
her.
For sample version, refer to TB P43. Pay attention to the
notes below the letter.
try out: “试验”, “检验”
eg. ①Have the advertisers tried out the microcomputer
themselves?
②The idea seems fine but we need to try it out in
practice.
Step 5 Workbook
Wb Lesson20 Exx.1-3
Homework
Finish off the workbook exercises.
Listening (omitted here)
Please refer to TB41
篇2：Unit 9 Gymnastics单元分课时教案(人教版高三英语教案教学设计)
Teaching Aims:
I. Words and expressions:
inch be proud of;
fortunate ache box(v.) Greek require aim kindergarten clothing collar judge clap glance victory gain fellow delighted cheer friendship;
gymnastics gymnast gym bar supermarket Berlin body-building Sweden balance backwards physical fully neatly steady keep one’s balance beam handstand mat trainer lose one’s voice.
II. Everyday English:
What can I do for you? How can I help you?
There’s something wrong with… Where does it hurt?
I feel terrible/I don’t feel well. I’ve got a pain here.
My…hurts. /I hurt my… I’ve got a headache and a cough.
I’ve got a temperature. Let me take a look at it/you.
It’s nothing serious.
Do this treatment twice a day for a week.
Take this medicine /two pills three times a day.
What seems to be the matter?
It’ll/You’ll be all right/well/better soon
III. Grammar:
复习主谓语一致关系及宾语从句的用法.
IV. Language use:
运用所学语言,围绕体操这一题材,完成听,说,写的任务;阅读课文 “Gymnastics”和 “A gymnastics competition”, 认真理解, 增加学生对体操的了解, 并完成有关练习.
Lesson 33
Step 1 Revision
Questions: 1.How many of you do gymnastics?
2.What particular things are you good at?
1. What pieces of equipment do you use in gymnastics?
2. Do men and women, boys and girls do the same kinds of exercises?
Step 2 Presentation
SB Page49, Part1 Introduce the situation
Sharon is a gymnast. She’s at the doctor’s.
Read the dialogue and find the answers to the questions:
1.What’s the matter with Sharon?
She has hurt her shoulder.
2.What does the doctor tell her to do?
The doctor tells her to use a special treatment.
Step 3 Dialogue
Language points:
1.What can I do for you? A set expression often used when someone comes to you for advice. The shopkeepers do not use this, but instead: Can I help you?
2.Let me take a look at your shoulder. take a look
“看一看” take/have a +n. 表示一个短暂的动作. 这个n.是一个有动作含义的名词 eg. take/have a look,
take/have a walk, take/have a rest, take/have a sleep
①She took a look at herself in the mirror.
②Let me have a good look at you , Lucy!
③After work, they took/had a rest.
④Why not go out and take a walk?
3.I knocked into him . = I hit him with my body.
knock into “把…敲入” 如: Can you knock the nail
into the wall?
knock into sb./sth. 撞着某人/某物.
① The boy ran for the ball and knocked into a man.
② He walked in the dark and knocked into a tree.
4.and fell over onto my shoulder: I fell to the ground and
my shoulder hit the floor. fall over “跌交”
①John slipped on a banana skin and fell over.
②He pushed on through the snow. Then he began to
fall over his own feet.
5.Have you ever used…treatment? Have you ever treated
your body by using a hot cloth and a packet of frozen
peas?
6.And so on and so on = repeatedly “就这样反复循环”
但是and so on 译为“等等”
7. not fit to eat: not good enough. be fit for/to do
Step 4 Practice
SB Page49, Part2
Step 5 Workbook
Wb Lesson33,Exx1-3 Try to retell the story about Sharon
Lesson 34
Step 1 Revision
Check the homework exercises.
Step 2 Presentation
SB P50, Part1 Ss talk about the pictures on the front color
page and on P51. Then discuss the two questions.
Step 3 Reading
Ss count the number of paragraphs (6,the last of which
contains 4 numbered sections). Read the passage quickly
and find out what the text is about.(1.history 2.dance 3.
age 4.boys and girls 5.different equipment 6.safety)
Step 4 Reading
Wb Lesson 34, Ex.1 Ss go through the exercises first, then
read the whole passage carefully at last choose the best .
Language points:
1.The Greek language: The word gymnos means naked in
Greek, as athletes and gymnasts didn’t wear any clothes.
Gym is short for gymnastics and also is the word for the
building in which people practise gymnastics.
2.There are also records of gymnastics being performed in China…We have written reports of…
being performed 是动词-ing 形式的被动语态,作定语
-ing 形式的被动语态是由 “being+done” 构成,
eg. being shown/being repaired/being built
①The houses being built by our company will be completed soon.
②The prices of the computers being shown here are
still unknown. -ing 形式的被动语态除了作定语外也可以用作其它成分.
①He didn’t mind being left at home.
②He came here without being asked.
③Being lost can be a terrifying experience.
④At the beginning of school the noise of desks being
opened and closed could be heard out in the street.
3.some other Asian countries: particularly India and Per-
sia (now called Iran).
4.as it prepares you for the types of movements…
prepare sb. for… “使某人对…进行准备”
①The teachers are preparing their students for the term
exams.老师正在指导学生准备学期考试.
②The parents prepared their children for their first day
in school.
③They prepared themselves for the worst.
you is here used impersonally, and there is an exercise on this point in Part 4.
3. perform some of their exercises to music: perform some
of their exercises in time to music.
do sth.to music “伴随音乐做某事”
①They were dancing to light music.
②The students are doing eye exercises to music.
③The dancing performance started to the strains of a folk
song.
4. move neatly and easily: move gracefully and in a con- trolled way, especially while controlling the movement of the head and limbs.(arms and legs)
5. hold a position steady:stay in a position without moving
6. doing a handstand: standing on one’s hands with one’s
feet in the air.
10.double bars: called “parallel bars” by gymnasts
11.a type of “horse” with two hands: called a “pommel
horse” by gymnasts
12.high-and-low bars: called “asymmetric bars”
13.There are… while training. There are some simple pie-
ces of safety advice which you should follow when
practising your gym exercises.
When/while doing/done sth. 此用法要求主,从句的主语
一致. ①When told of the news, she got very excited.
②While wondering about all this, he discovered that his teacher was more serious than ever.
14.Training by yourself in a gym can be highly dangerous:
can 表示一时的情况, “有时候会..” can 的这一用法,只
用在肯定句中.
① The weather in the south is generally warm, but it can
be very cold sometimes.
② Children are lovely, but they can be tiring.
highly adv. in or to a high degree “高度的,” “非常的”
He is a highly skilled worker.
They speak/think highly of him.
Step 5 Note making
MEN WOMEN
1 Floor 1 Floor
2 Horse 2 Horse
3 Rings 3 High- and low bars
4 Double bars 4 Beam
5 High bar
6 Horse with two handles
Step 6 Study SB P51 Part 4 Further examples:
your body/you hold your body/yourself/you take off/
you start/your health/you are unwell.
Step 7 Workbook Wb Lesson34 Exx.2, 3
Step 8 Consolidation Get the Ss to tell each other of their
personal experiences in gym, and any gymnastics events
they have been to or have seen on TV.
Homework
Write the number of each picture next to the correct part of
the text. Finish off the rest of the exercises.
Lesson 35
Step 1 Revision Check the homework exercises.
Step 2 Reading
SB P52 Part 1 Ss read the passage quickly to find the
answers to the following questions:
1. Why was Zhou Lan at a disadvantage, compared with
some of the other competitors?
2. How did she feel before the competition?
3. What kind of person do you think Zhou Lan is?
4. How do you think some of the other girls were feeling
before the competition started?
5. In what way was it clear that she had done well?
For answers, see TB P67
Language points:
1. a Sunday in October: a here means an unspecific day.
2. no more time for talk: no time(to do/for doing/for sth.)
There’s no time to waste. There’s no time for chatting.
I have no time for my studies.
3. They each had to perform…the floor.
They/We each作主语时,each 是同位语, 谓语应和
They/We 一致 They each have a computer on the desk.
We have each written a short article on this subject.
the floor 是指自由体操floor exercises
4. made no serious mistakes: didn’t make any serious mis-
takes.
5. did a neat circle: swung round the bar in a neat way.
6. glanced at: looked quickly at
He glanced at his watch and left in a hurry.
7.They were busy writing: they were writing and were
busy. Eg. She was happy living in the capital.
8.The first thing she did was go up to her trainer and thank her…
主句中的两个表语go up to /thank her for 都省略了to
这是因为主句的主语有定语从句she did 修饰, 一般说来解释do 的精确意思的分句,可以不带to 的动词
不定式. Eg. All I did was (to) give him a little push.
What we want to do now is ( to)lie down and rest.
Step 3 Practice
SB P52, Part 2 Suggested answers see TB P67
SB P53, Part 3 Suggested answers: 1.have just arrived
2.love 3.has 4.are having 5.wants6.aims/aim7.are waiting
Step 4 Practice
SB P53, Part4. Revise object clauses. For answers see TB
P68.
SB P53, Part5. Answers: 1.where 2.what 3.whether
4.how many 5.which 6.how 7.whom 8.when 9.how
Step 5 Workbook Wb Lesson35 Exx.1-3
Homework : Finish off the Workbook exercises.
Lesson 36
Step 1 Revision Check the homework exercises
Step 2 Checkpoint GO through it quickly
Step 3 Word study
SB P54 Part2 Answers: 1.content 2.clapped 3.backwards
5. boxing 5.cheered 6.fortunate 7.glanced 8.proud
9.friendship 10..delighted 11.nod 12.gain
Step 4 Writing Practise indirect speech in a letter format in
a controlled way.
Step 5 Workbook Wb Lesson 36 Exx.1-3
Homework: Finish off the workbook exercises.
篇3：3B Unit19(人教版高三英语教案教学设计)
Aims and demands:
通过本单元教学，学生应能熟练地运用表示“提意见和建议”的常用语；复习宾语；了解毛利人的历史和新西兰的历史、地理及风士人情。
Importance and difficulty:
1. words and expressions:
hand down, sign an agreement with, take a degree, share, times, live, go doing
2. sentences:
A. The language which the Maori speak is related to the languages of Tahiti and Hawaii.
B. This is how they keep their way of life alive.
C. In size it is bigger than Guangdong Province, yet has a much smaller population.
D. Apart from their milk, the wool from their coats is used in expensive clothing.
3. Grammar:
A. The search party found the missing child.
B. I enjoy swimming in summer.
C. I’d like to invite you to my birthday party.
D. I’ll get the letter mailed first.
4. Useful expressions:
A. You’d better ( not )……
B. You should / ought to ……
C. I suggest you ……
D. Shall we……
E. How / what about…….
Lesson 73 The Maori of New Zealand
Aims and demands:
Develop the Ss’ reading and speaking ability.
Importance and difficulty:
Have a good and deeper understanding of the text.
Teaching aid; a tape recorder and some slides
Teaching methods: reading
Teaching procedure:
Step 1. Presentation
Find out how much the Ss know about New Zealand by asking a few rapid questions around the class.
T: Where is New Zealand?
----- East of Australia.
T: How many islands is New Zealand made up of ?
----- Two large ones.
T: What is the capital?
----- Wellington.
T: What money is used in New Zealand?
----- NZ dollar.
T: Name one sailor who landed on New Zealand several centuries ago.
----- Captain Cook.
T: What are the earliest people of New Zealand called? ( first settlers )
----- Maori .
T: Where did they come from?
----- Polynesia.
T: Where did the first settlers in the USA come from?
… in Australia
Step 2. Fast reading
Read the text fast and find the answers to the questions.
1. From which countries have the people of New Zealand come?
Polynesia / Oceania and Europe , mainly Britain.
2. What parts of Maori life are mentioned in the text?
Kindergartens, customs, way of life, the marae, the meeting house, family life, special days ---- huis, weddings, conferences, deaths and burials.
Step 3. Careful reading
1. Read it and do the reference
( Which words and phrases do the words in bold in the text refer to?)
2. Note making
Step 4. comprehension
1. paper comprehension
Comprehension for Unit 19 Lesson 73(3B) CDDCB BBDCC BD
1. The passage is mainly about ___.
A. why the Maori chose to settle in New Zealand
B. what the European settlers had done to the Maori
C. the history, life-style, languages and customs of the Maori
D. the rare animals and plants in New Zealand
2. The population is mainly made up of ___.
A. the Maori and Europeans
B. the Maori and Kooris
C. the Maori and Pacific Island
D. the Maori, Europeans and Pacific Islanders
3. When the Maori came to settle in New Zealand, they did NOT take ___ with them.
A. the way of life
B. dogs and rats
C. plants like the sweet potato
D. written records of their history
4. In the 19th century the Maori population dropped as a result of ___.
A. their improper way of life
B. the bad weather in the island
C. many fierce battles and diseases
D. lack of money and medicine
5. Which is WRONG about the languages spoken in New Zealand?
A. English is widely used as the official language.
B. The children in New Zealand are greatly encouraged to use the Maori language.
C. At least three kinds of languages are spoken in the country.
D. Maori children can learn to speak English at school.
6. It can be figured out that the population of New Zealand is about ____.
A. 435,000 B. 3,346,100 C. 5,5655,000 D. 170,000
7. We can learn what the text is about from ___.
A. the first paragraph B. the title
C. the last paragraph D. the whole passage
8. What did the Maori not take to New Zealand ?
A. Plants like the sweet potato B. Dogs
C. Rats D. Potatoes
9. How many kinds of languages are spoken in New Zealand according to the text?
A. one B. two C. three D. four
10. The difference between the Maori’s life and the Europeans’ life is in their ___.
A. dining habit B. clothing
C. family size D. living condition
11. What is written in details in the text?
A. Wedding B. Burial
C. Conference D. None of the above.
12. The Maori’s burial service is different from the European’s because ___.
A. they give speeches at the funeral
B. they go to see the dead
C. they share their memories of the dead
D. there’s always someone staying with the dead
2. work book
Bb:
Maori ----- Polynesia
wars
New Zealander European (British )----- Europe / Britain
Pacific Islanders----- Oceanis
Homework
Lesson 74 New Zealand
Aims and demands:
1. Get the Ss to read a text very fast in order to find out what the different sections about .
2. Train the Ss to obtain information from a diagram.
3. Develop the Ss’ reading ability.
Importance and difficulty:
1. Have a deeper understanding of the text.
2. Finish the comprehension exercise
Teaching methods: reading and understanding
Teaching aids : tape recorder and some slides
Teaching procedure:
Step 1. Revision
Answer the questions:
1. What’s the other name for New Zealand? ----- Aotearoa
2. When did the first traveler reach New Zealand, 950, 1050 or 1150? -----950
3. What did early travelers bring with them?
---- Dogs, rats and plants like the sweet potato.
4. Which is warmer, North Island or South Island? Why?
---- North Island is warmer because it is closer to the equator.
5. What is the name of the earliest New Zealand people? ------Maori.
6. Where did they come from? ----- Polynesia
7. Why did settlers and the Maori fight? ----- Over land rights
Rearrange the following sentences:
1. Following his discoveries many islanders travelled 3,500 kilometres by sea in their narrow boats to this new country between 1100 and 1350.
2. As a result of these wars and diseases, the Maori population fell from 100,000 to 4,200.
3. In Maori history, the first traveler to reach New Zealand in the year 950 was a man called Kupe.
4. By 1840 about 2,000 Europeans, mainly British, had come to settle in New Zealand and the Maori signed and agreement with these settlers.
5. However, in later years there were fierce arguments over land rights and many battles were fought between the settlers and the Maori.
6. He named the country “ Ao-tea-roa”, which means “the land of the long, white cloud”.
7. They took with them dogs, rats and plants like the sweet potato, and settled mainly in North Island where the weather was warmer.
8. Their population has now increased to 435,000 , and today they make up about 13% of the population.
3-6-1-7-4-5-2-8
Step 2. Reading for general understanding ( 3 minutes )
The purpose of this task is to get the Ss to read a text very fast in order to find out what the different sections are about. It is a speed-reading exercise.
Give the Ss a time limit of 3 minutes for this exercise.
Answers: Politics – Agriculture – Sports and free time – Natural beauty – Wildlife
Step 3. Careful reading
1. Read it carefully and finish the paper comprehension exercises.
Reading comprehension for Unit 19 Lesson 74 (3B) ACBCA CABDB BD
1. Which is correct about New Zealand?
A. Before 1893 women couldn’t enjoy the same voting rights just as men.
B. There are about 50 million sheep in the country, more than 14 times the population.
C. People over a certain age can all receive a weekly “old-age pension” nowadays.
D. The government is quite successful in controlling the unemployment rate.
2. Which is not the reason for the question “Why New Zealand is thought to be an important agricultural country”?
A. Animal farming is well developed.
B. There are more sheep than people.
C. Deer are kept for their meat and fur.
D. The main exports are agricultural products.
3. According to the passage, which is most likely to happen in New Zealand?
A. The country imports wood pulp(纸浆).
B. Earthquakes will shake the country.
C. Winter vacation starts from December.
D. Farmers begin to keep deer instead of cattle.
4. There are flightless birds in New Zealand because___.
A. these birds are kept in cages for a long time and lose the ability to fly
B. they caught the strange diseases which settlers took with them
C. they had no natural enemies until the arrival of humans
D. as in Australia, the climate there is quite suitable for birds to live on the land
5. After reading the text you cannot have a picture of ___.
A. the history of New Zealand
B. the climate in New Zealand
C. the agriculture in New Zealand
D. the strange animals in New Zealand
6. What is not true about New Zealand?
A. New Zealand is the first the allow women to vote in the world.
B. New Zealand exports mainly agricultural products.
C. All the people can receive the :old-age pension”.
D. All the people above a certain age can receive the “old-age pension”.
7. What is not included in the exported agricultural products?
A. Pork B. Lamb C. Beef D. Butter
8. What fruit is implied (暗指) in the text?
A. Apple B. Grape C. Pear D. Banana
9. In New Zealand only the kiwi is ___.
A. ancient B. flightless
C. voiceless D. the national bird
10. Who made the birds flightless?
A. The birds themselves. B. Nature.
C. Some biologists. D. Natural enemies.
11. The main school holidays in New Zealand are about ____ month(s).
A. one B. one and a half
C. two D. two and a half.
12. It can be inferred that New Zealand is not an ideal place for ___.
A. having sports B. going sight-seeing
C. keeping cattle and goats
D. developing heavy industry
2. True or False statements.
a. New Zealand is an important agricultural country with a small population. In size it is bigger than Guangdong Province, yet has a much smaller population.
b. In 1893, many countries, including New Zealand, allowed women to vote.
c. In recent times the “ old-age pension” has only been paid to the poorest people because these people are usually very old.
d. The main school holidays are from mid-December till early February because the weather is usually very cold.
e. Tourists from all over the world come to New Zealand because they are attracted by the natural beauty of the country.
f. The Kiwi, New Zealand’s national bird is flight-less because this kind of bird is very huge and it cannot fly.
Answers: T F F F T F
Step 4. Practice Workbook Ex 2
Step 5. Diagram Page 40
Homework
Lesson 73~ 74
Aims and demands: Review the text and deal with the language points.
Importance and difficulty: Get the Ss know the usage of the language points.
Teaching aid: some slides.
Teaching methods: practicing and comparison
Teaching procedure:
Step 1. Revision
Say as quickly as possible and tell if the following statements are True or False.
1. All the people of New Zealand came from the Islands of Polynesia in the Pacific.
2. The Maori had no written language.
3. By 1840 about 2,000 British had come to settle in New Zealand.
4. Now the Maori makes up about 13% of the population.
5. They have a population of 4, 200.
6. The Maori have given up their own customs and ways of life.
7. New Zealand is an important industrial country with a small population
8. New Zealand was the first nation in modern times to allow women to vote.
9. North Island is famous for its hot springs.
10. New Zealanders like to go swimming, sailing , horse-riding during the months of December-February.
F T F T F F F T T T
Step 2. Useful expressions
Fill in the blanks ( Lesson 73~ 74)
1. Ireland lies to the west of Great Britain. They are separated from each other by the Irish sea.
2. I have bought a dictionary for you and I’ll send it to you by mail as soon as possible.
3. The two tables are of the same size, but they are different in colour.
4. They have made much money out of keeping fish.
5. Apart from the garden, I’m quite satisfied with the house.
6. Their customs were handed down/on from generation to generation.
7. Their population has now increased to 420,000 . That makes up about 13% of the whole population.
8. I insist on him changing his learning methods, but he sticks to it.
9. Can you explain the sentences to me which are marked with red lines?
10. Would you like to stay with us for a few more days?
Step 3. Language points:
Fill in the blanks ( Lesson 73~74)
1. They took with them dogs, rats and plants like the sweet potato and settled mainly in North Island.
要下雨了，请带把雨伞。
我没有带钱，请你借我10 元好吗？
2. The language which the Maori speak is related to the languages of Tahiti and Hawaii.
relate vt. 把 … 联系起来
be related to 和 … 有联系
3. Maori family enjoy sharing what they own and looking after one another.
enjoy doing consider , dislike , finish , go ,mink , practise , risk , suggest , avoid , appreciate, feel like , give up …
4. This is how they keep their way of life alive.
alive
live
living
5. The fish is still alive .
6. This is a live fish .
7. All living things need sunlight , water and air.
8. Although he is sixty, he is still alive.
9. Many people will sleep and eat on the marae during these three days and share their memories of the dead person.
10. She is always happy and never shares his parents’ worries ( 从不分担父母的忧愁 )
我们应该共甘同苦。
We should share joys and sorrows.
11. New Zealand is an important agriculture country with a small population.
中国是一个人口众多的发展中的国家。
China is a developing country with a large population.
12. It is bigger than Guangdong province in size.
13. The two countries are of the same size, but they are different in population.
14. The main exports of the country are wool, lamb, beef butter, forest products, fruit and vegetables ( 水果和蔬菜 ).
15. Some farmers have turned tokeeping deer (养鹿).
16. Whenever he had difficulty, he turned to the teacher for help( 他就去向老师求助 ).
turn to
turn on
turn off
turn down
turn into
turn out
turn over
17. New Zealand wine is of high quality and is sold all over the world.
be of high quality =high-qualified
be of great help =helpful
be of importance =important
be of great value =valuable
18. Apart from their milk, the wool from their coats is used in expensive clothing.
19．Apart from English , he is good at French. ( Besides )
20. There were ten people at the meeting apart from me. (besides)
21. The composition is good apart from a few spelling mistakes. ( except for)
22. North Island is famous for an area of hot spring, some of which throw hot water high into the air.
23. Hongzhou is famous for its West Lake.
24. Helen Keller was famous as an American writer.
Step 4. Correct the mistakes:
1. All things are related with all other things.
(to)
2. Mary and I will share with a room. /
3. Besides from the cost, it will take a lot of time. ( Apart ) from /
4. We have reported the matter to the master but he considers it of no important. (importance )
5. In this factory the workers are paid by hour. ( by the hour ) (by hours)
6. The rice is sold by the weight. /
7. When time went on, Einstein’s theory was proved to be correct. ( As )
8. After he left school he became a teacher , but later he turned to drive. ( driving )
Homework
篇4：3B Unit17(人教版高三英语教案教学设计)
Aims and demands:
通过本单元教学，学生能熟练地运用表示“请求允许”的常用语；复习表语，连习动词的用法；了解海伦 凯勒自强和她的老师的敬业精神。
Importance and difficulty;
Words : born, bring…into touch with, look back , get back, pity
Important sentences:
1. A born teacher, she thought she could turn a deaf-blind person into a useful human being.
2. What a difficult case I must have been to this young teacher!
3. One of the first things Annie did was to teach me how to play.
4. It took great imagination as well as patience for Annie to teach me to speak.
Grammar:
1. Fish goes bad easily in Summer.
2. The news sounds exciting.
3. The shop stays open until 10 p.m.
4. The tree grows taller day by day.
5. The theory proved true.
Useful expressions:
1. May / Can / Could I …?
2. I wonder if I could ……?
3. Do you mind if I…?
4. Sure.
5. Go ahead.
6. I’m sorry, but…
Lesson 65 My teacher
Aims and demands:
Develop the Ss’ reading ability.
Importance and difficulty:
Have a good understanding of the text.
Teaching method: reading
Teaching aids: Tape recorder and some slides.
Teaching procedure:
Step 1. Warming up
Questions:
T: If a person cannot see anything at all, that person is said to be blind.
If he can’t hear anything at all, he is said to be deaf.
Do you know any people who cannot see well or can’t hear well? (Beethoven)
(later) People who are blind can learn to read books that are printed in a special way.
What is the name of this writing system?
------ Braille.
How do people read Braille books?
------ By touching raised dots on the paper with their fingers.
Talk about the picture in the text book.
Step 2. Fast reading
Read it quickly and find the answers to the questions.
1. What was the writer’s problem?
------She was deaf and blind and couldn’t speak.
2. What did the writer learn during this period of her life?
----- She learned the meaning of words, she learnt to play and to laugh.
Step 3. Comprehension
Read it carefully and do the comprehension exercises.
Comprehension exercises for Unit 17 (Lesson 65) 3B CCCBB ABBC
1. Helen Keller seemed simple-minded ___.
A. after Annie came to stay in her house
B. so she was often made fun of by others
C. because she struggled in a silent, dark world
D. just because she couldn’t hear anything
2. Helen Keller came to understand the meaning of the word “water” ____.
A. in the kitchen B. in a river
C. at the well D. in her own house
3. According to Paragraph 3 , the following mistakes EXCEPT “ ____” can be found in the picture at the top the page.
A. Helen was holding a cup, not a jar
B. Helen and her teacher seemed to be indoors, not at the well
C. Helen was smiling, not being moved to tears
D. Annie was holding Helen’s hands, not pumping
4. Annie put the writer’s hand on her face so that Helen could ___.
A. know what she looked like
B. connect the movement of her laughing with its meaning
C. laugh in the same way as she did
D. feel how happy she was when teaching Helen
5. What impressed Helen Keller most was Annie’s __.
A. patience B.wisdom C.imagination D.character
6. Annie Sullivan came to Helen’s house ___.
A. in March, 1887
B. in April, 1887
C. in May, 1887
D. when Helen was 19 months old
7. Which words in Paragraph 4 show that the writer was eager to learn more?
A. reach out B. beg for C. joy D. touch
8. As the writer learned more and more, ___.
A. she could speak
B. she enjoyed learning
C. she could “heard” sounds
D. She became a teacher, too
9. Which happened last?
A. The girl learned how to jump
B. The girl “heard” the sound that one hears on a farm
C. The girl learned words like soil, wood and silk
D. The girl met her teacher, Annie Sullivan
Correct the mistakes in the article if necessary:
Helen Keller was born a healthy normal child in 1880.
However,an illness strikes her when was only 19 months, 1.___
thus leaving her deaf, blind and unable to speak. For little 2.___
Helen, the world suddenly became a dark, frightened place. 3.___
Several years late, Annie Sullivan,a strong-minded and loving 4.___
people, became Helen’s teacher.Miss Sullivan’s teaching 5.___
changed a wild child into useful human being. 6.___
By her help, Helen Keller learned to talk with those 7.___
around her.As she was grew older, she became a writer. 8.___
People benefited her works and her courage.Helen 9.___
Keller died in 1968,and her spirit lives on. 10.___
1. paper comprehension
2. Listen to the tape and explain the phrases .
Step 4. Practice
1. Word study
2. Workbook
Homework: Workbook
Lesson 66 My teacher (2)
Aims and demands:
Develop the Ss’ reading ability.
Importance and difficulty:
Have a good understanding of the text.
Teaching method: reading
Teaching aids: Tape recorder and some slides.
Teaching procedure:
Step 1. Warming up
What do you think of Helen’s teacher?
Step 2. Reading for general understanding
1. Where did the writer’s teacher Annie grow up?
------ In a children’s home and an institution for the blind.
2. What did Annie help the writer to do?
------ to understand words, to get information from books that were not printed in Braille, and to speak.
Step 3. Comprehension
1. Workbook
2. paper comprehension
Reading comprehension for Unit 17 Lesson 66 ( 3A ) CCCDC DBABD D
1. Annie entered an institution to learn Braille ___.
A. in 1866 B. in 1876 C. in 1880 D. in 1872
2. Which of the following is TRUE about Braille?
A. It was Annie who invented Braille.
B. It is special writing system for both the blind and the deaf.
C. Blind people can read by touching raised points on paper.
D. Annie helped to develop the writing system.
3. Why did Annie decide to go to stay with Helen?
A. Because she needed a highly paid job.
B. Because she was deaf-blind herself and sympathized (同情) with Helen.
C. Because it was the very job she had expected.
D. Because she was deeply moved by the letter from Helen’s dad.
4. Annie did NOT help Helen Keller to ___.
A. understand words
B. read books printed in Braille
C. learn how to speak
D. develop the writing system of Braille
5. Which is TRUE about the period when Annie worked as Helen’s teacher?
A. The disabled were all well educated
B. A god many books were printed in Braille.
C. Few people realized the hidden strength in blind people
D. Many deaf-blind children had the chance of being taught to speak like normal people
6. Annie would praise Helen when she ____.
A. decided to go to college
B. had a very difficult time
C. understood the meaning of words
D. did things as well as a normal person
7. Braille is a ____.
A. book for blind people
B. kind of printing for blind people to read
C. copy of reading for the deaf and the blind
D. book for the teacher of the blind people
8. Annie learned Braille because ___.
A. she had been sent to study in an institution for the blind
B. she wanted to teach the blind people
C. she wanted to be the writer’s teacher
D. she loved the blind people
9. How did Annie treat the girl?
A. She always pitied and praised her.
B. She treated her with much care, great patience and encouragement.
C. She treated her just like normal child.
D. She treated her with imagination.
10. How did Annie teach the girl?
A. She spelled words into the girl’s hand.
B. She put the girl’s hands in her face and let the girl feel the movements of her lips and throat.
C. She let the girl hear her voice.
D. Both A land B.
11. What words that Annie said helped the girl to be successful all through her life?
A. Never fail.
B. Never be disappointed.
C. Never forget to read Braille.
D. Keep on beginning.
Step 4. Note making
1. What did Annie learn to do?
----To read/ learn Braille, teach deaf-blind children (and spell out words by hand.)
2. What did Annie teach the writer?
Skills: Understand words, read Braille; speak
Ideas: blind people should be treated like normal human beings; keep on trying until you succeed.
Step 5. Writing
Story telling------ write a passage according to these pictures. You may begin like this:
Ann Sullivan was born in 1866 and became an orphan when she was young. She spent her childhood in a children’s home. Then she went to an institution for the blind. There she learnt…Braille and studied the teaching of deaf-blind children. One day the head of the institution for the blind handed over a letter to Ann. The letter came from Helen Keller’s parents. They wanted to invite a teacher for Helen. Ann was glad to accept the invitation. Ann taught Helen by asking her to touch the teacher’s face, throat and lips so as to know the meaning of the words and to form speech. Later, Helen could say “mother” , which made her parents very happy. In the school, Ann sat beside Helen in every class during her school years. She spelled out for her the things that the teachers taught, because most books were not printed in Braille at that time.
Lesson 65~66 My teacher
I. Describe the life of Annie Sullivan using information from the text.
1. Date of birth
2. Her childhood
3. Her education
4. How she became the writer’s teacher
II. Describe how Annie Sullivan taught the little girl .
1. How did the little girl learn her first word?
2. What had Annie done in order to teach the little girl some water?
3. How did Annie teach the little girl to laugh, to jump and so on?
4. What did Annie encourage the little girl to do and how did Annie help her?
I. suggested answers
1. Annie was born on April 4th, 1866.
2. Her family was very poor. When she was eight years old, her mother died and her father disappeared two years later. Annie, together with her brother, was sent to a children’s home. But unfortunately, her brother died there later.
3.When she was fourteen, she left the children’s home and entered an institution for the blind. There, she learnt Braille, which is a kind of printing that blind people can read by touching groups of raised points that are printed on paper.
4. One day the school where Annie was received a letter. The letter asked for a teacher for a seven-year-old girl who at the age of 19 months had become deaf and blind. Annie considered this was just the kind of demanding job she wanted.
II. suggested answers
1. It happened that one day the little girl was holding a jar while Annie pumped water. As the water flowed onto the little girl’s hand, Annie kept spelling w-a-t-e-r onto the girl’s other hand with her fingers. Suddenly the little girl understood!
2. Many times Annie had tried to spell words into the little girl’s small hands in order to teach her some words.
3. One day Annie came into the girl’s room laughing happily. Then she put the girl’s little hand on her face and spelled l-a-u-g-h. Then Annie touched the girl lightly on her arm and made her burst into laughter. Next Annie took the girl by the hand and taught her how to jump. She then immediately spelled the word j-u-m-p for the girl.
4. Annie encouraged her when the little girl made up her mind to go to college. At school, Annie sat beside her in every class. She spelled out for the little girl the things that the teachers taught. Annie herself read the books to her by spelling into her hand what was written in the books.
Lesson 65~66 My teacher ( Language points )
Aims and demands:
Grasp the important language points
Importance and difficulty: let the Ss know the usage of them
Teaching aids: some slides
Teaching procedure:
Step 1. Language points:
Fill in the blanks:(Lesson 65~66)
1. Some people thought the writer was simple-minded because she was deaf and blind.
2. Being a born teacher she could turn a deaf-blind person into a useful human being.
3. I understood what the teacher was doing. That mean: The teacher reached my understanding.
4. I reached out to Annie’s hand to beg for new words.
5. She touched me lightly on the arm and made me burst into laughter.
6. My teacher took me by the hand and taught me how to jump.
7. She also brought me into/in touch with everything that could be felt---- soil, wood, silk.
8. As I look back upon these years, I am struck by Annie’s wisdom.
9. Later, an operation helped her to get back part of her sight, but she remained at the institution for six years more.
10. Annie considered this was just the kind of demanding job she wanted.
11. Annie was among the first to realize that blind people never know their hidden strength until they are treated liked normal human beings.
Never …until 只有… 之后才 ，比 not … until 的否定意味更强
12. I owe thanks to Annie for this priceless gift of speech.
13. My teacher’s gifted instruction lived on after her death.
14. Annie often said, no matter what happens, keep on beginning.
Step 2. Language points ( on the Bb )
1. simple-minded 头脑简单的
absent-minded 心不在焉的
noble-minded 思想高尚的
small-minded 气量小的
2. a born teacher 一位天生的老师
3. reach one’s understanding 达到、触及
reach out ( one’s hand ) for sth. 伸手去够、、、
4. burst into laughter
burst out laughing
5. take sb. by the hand
touch sb. on the arm
hit sb. on the head
hit sb. in the face
v. +sb. on/ in / by + the + part of a body
6. bring…… into / in touch with 使、、、触摸， 使、、、接触
7. look back upon / on
8. strike –struck – struck 给、、、印象
strike –struck –stricken
9. get back return to a former condition 恢复
come back 回来
move backwards or away 后退
regain 收回
10. for six years more
for six more years
for another six years
11. a demanding job 要付出努力的工作
12. not …….until 直到、、、才
never ……until 只有、、、之后才
13. owe……to sb 欠某人某物（钱，债）
owe thanks to sb. for sth. 归功于、、、对、、、感激
14. live on 继续存在， 流传下去
live on sth. 以、、、为食
15. no matter ……
16. keep on doing 不可接表示静止状态的-ing形式
keep doing
(It’s not allowed to say keep on waiting / sleeping/ sitting)
Step 3.Practice ----- Exercises
Fill in the blanks with a proper word ( Lesson 65~ 66)
1. Beethoven was gifted in music, so he was thought to be a born musician.
2. He reached out and took down a dictionary from the shelf.
3. The boy reached out his hand for an apple.
4. At last they reached a decision. ( an agreement )
5. When she arrived home, she began to do cooking.
6. She touched the baby lightly on the arm in order to make her burst into laughter.
7. The stone hit him on the head, and he was sent to hospital at once.
8. This can bring me into / in touch with many workers.
9. Her love of music brought her into touch with the pop. Star.
10. As we looked back upon the school years we spent together , we were very excited./we were filled with excitement.
11. He looked back upon / on his childhood with mixed feelings.
12. All of us were struck by the professor’s speech.
13. The performance of the singers struck the audience greatly.
14. She has got her strength back after her illness.
15. I will get back at 7 o’clock this evening.
16. I decided to get back the dictionary.
17. I need five minutes more to finish the job.
I need five more minutes to finish the job.
I need another five minutes.
18. Although this was a demanding job which others were unwilling to do, she didn’t refuse it.
19. Don’t get off the bus until it stops. 停车之前不要下车。
Never get off the bus until it stops. 停车之前千万不要下车。
20. ----How much did you owe to the American couple? Shall I pay it for you?
---- Thank you. I can manage it myself.
21. We all owe our happy life to the Party.
22. This custom will live on for centuries.
23. LeiFeng is dead, but he will live on in the hears of the people forever.
24. No matter what you do, do it well.
25. Don’t give up , keep on trying.
26. The teacher kept on asking the students questions until the bell rang.
27. He caught such a bad cold that he kept coughing all morning.
Homework :Do the workbook exercises
篇5：3B Unit18(人教版高三英语教案教学设计)
Aims and demands:
通过本单元教学，学生能熟练地运用“打电话”的常用语；复习第13~17单元的语法项目；了解办公设备现代化和有关放火安全的知识。
Importance and difficulty:
1. words and expressions:
rush sb. off his feet, change, action, repair, work on, fix up
2. important sentences:
A. It is better to ask for help at the beginning rather than to wait until a busy period when everyone is rushed off their feet.
B. What is more, this “information line” operates 24 hours a day.
C. It did not take the firefighters long to pot out the fire, and they at once started to look for causes of the fire.
D. They had to work inside the ship, cutting away old metal, fixing new metal plate, drilling holes, laying electrical and phone wires and fixing new pipes for water and steam.
3. Grammar: review –ing form, to do form and predicative
4. Useful expressions:
A. May I speak to …?
B. Hello. Who’s that speaking?
C. I called to tell you…..
D. Hold on, please.
E. Wait a moment.
F. Can I take ( leave ) a message?
Lesson 69 The office
Aims and demands:
Develop the Ss’ reading ability
Importance and difficulty: Have a deeper understanding of the text.
Teaching aid: tape recorder and some slides
Teaching methods: reading, speaking
Teaching procedure:
Step 1. Riddle
I can store and recall as much information as possible, and I can work at a very high speed. In modern times, you can’t work without me. What am I? ( computer )
Step 2. Warming up
T: Where can you find computer?
S: They are mostly found in offices……
T: What else may you expect find in a large modern office?
( write these words on the blackboard and read after the teacher)
the office
fax machine
photocopier
word processor
answering machine
choose the right title for each section
Step 3. Deal with the text
T: What is the fax machine? How does it work?
S: When you place a sheet of paper in a fax machine, the machine “reads” the writing on the page and changes the shapes of letters into electronic signals. It then sends these signals down an ordinary telephone line to another fax machine, which changes the signals back into the shapes of letters.
T: What are the advantages of sending a fax?
Ss: Speed. You can send texts, pictures, diagrams, designs maps and so on .
T: What are the disadvantages of sending a fax?
Ss: It is expensive and not private. ( it can be read by anyone)
T: What is the photocopier? How does it work?
Ss: It can copy a long report and sort the copies and pin them together.
T: What can modern photocopying machines do?
Ss: Modern machines can make the copy bigger or smaller , lighter or darker and copy onto both sides of the paper.
T: What is the word processor? How many parts is the word processor made up of?
Ss: It is made up of three parts . ( a typewriter keyboard, a printer and a computer )
T: What are the advantages of a word processor?
Ss: You can make changes easily and can print a report very quickly.
T: What is the answering machine?
Ss: It is a telephone with a tape recorder.
T: What are the advantage of an answering machine?
Ss: It can receive messages when no one is in the office and can give information.
Step 4. Listening for general understanding
Listen to the tape and write down the headings above the right sections of the text.
Step 5. Comprehension
1. Work book on Page 93
2. Paper comprehension
Homework
Comprehension exercise for Unit 18 Lesson 69 (3B)
I. Main facts: DBAC
Read fast to get a general idea of the passage and fill in the following blanks with one of the four choices below.
A. The word processor
B. The fax machine
C. The answering machine
D. The photocopier
1. ____ is a type of machine used to make copies from newspapers, books or reports.
2. ____ is used to send messages including words , pictures, designs and maps.
3. ____ is a kind of machine used to type materials, save them for future use and make changes if necessary.
4. ____ is used to record telephone messages when the receiver is absent.
II. Further comprehension CCADC DBBD
1. Which is WRRONG about learning to use office equipment?
A. It can make the work in offices go smoothly .
B. It is necessary for beginners in offices.
C. It should be learnt during a busy period.
D. It may help you to get a promotion (普升机会).
2. Which is correct about sending a fax?
A. It can be done only during working hours.
B. Sometimes it might take a week or so.
C. It isn’t a good choice to send top-secret information by fax machine.
D. Reports in English cannot be faxed.
3. A word processor ____.
A. can type a long report and make changes
B. can produce colour copies when necessary
C. can send information both at home and abroad
D. includes a keyboard, a photocopier and a computer
4. ____ can be used to answer a phone call automatically (自动地) when you are out.
A. The photocopier B. The fax machine
C. The word processor D. The answering machine
5. What is one disadvantage of sending a fax?
A. We can send a fax only in the office hours.
B. Message sent by a fax are hard to read.
C. We cannot send secret information through a fax machine.
D. Foreigners cannot understand Chinese letters sent by a fax.
6. What can’t a word processor do?
A. Typing a letter.
B. Printing documents.
C. Coping a on report.
D. Sending picture.
7. What does “be rushed off one’s feet” mean in paragraph 1?
A. be on business B. be busy and tired
C. be tired out D. run out of the office
8. The writer says “The fax has greatly changed office work, especially in China.” Because ____.
A. it can send information quickly
B. it is much easier to change Chinese characters into electronic signals
C. it can do a lot of work for the Chinese people such as making copies, posting letters
D. it makes office work easy to do
9.“The fax has greatly changed office work,especially in China.” The underlined word means ____.
A. properly B. immediately
C. slightly D. particularly
Lesson 70 What causes the fire
Aims and demands:
Aims and demands:
Develop the Ss’ reading ability
Importance and difficulty: Have a deeper understanding of the text.
Teaching aid: tape recorder and some slides
Teaching methods: reading, speaking
Teaching procedure:
Step 1. Presentation
Talk about the picture
T: What may cause a fire?
---- smoking, playing with fire ……
T: What is often used to put out the fire?
---- Water, CO……
T: What kind of gas do we breathe?
( Name some of the gases in the air we breathe. )
---- Oxygen, hydrogen……
People may be in danger if there is not enough oxygen. But too much oxygen may cause danger to people , too.
Step 2. Reading for general understanding
Read the text and find out :
1. Where did the fire happen?
----- In a ship which was in a port in Scotland for repairs.
2. What started the fire?
----- A worker fixed the air-line to a supply of oxygen instead of compressed air.
Step 3. Problem solving
See which pair of Ss can find out the correct answer before the others.
---- The man actually connected the air-line to the oxygen supply line.
Step 4. Comprehension
1. put these events in the correct order
9-12-6-13-1-4-11-8-3-10-14-7-5-2
2. workbook Ex I
3.reading comprehension
Comprehension for Unit 18 Lesson 70 (3B) BDBCD ACAB
1. An extra team of men were sent to repair the ship because ___.
A. this ship was a huge ship
B. this ship needed to be repaired quickly
C. they were skilled workers
D. there was a lot of work to do
2. The man took a long time to connect the rubber pipe to the air supply pipe because ___.
A. he smoked a cigarette during the working hours
B. he had to drill holes and lay electrical wires first
C. he found something strange in the air and stopped to have a check
D. the fittings did not match
3. There was a strange smell when one man lit a cigarette because ___.
A. the cigarette had the smell itself
B. the smell was caused by the oxygen
C. there was something wrong with the man’s nose
D. the ship was beginning to burn
4. Which of the following is true?
A. The fire caused great damage to the ship.
B. There was an explosion happened inside the ship.
C. No damage was done to the deck at the end of the ship.
D. The fuel on ship caused the fire.
5. What measures were taken to prevent a fire accident?
A. Talks on safety were given to new workers.
B. Smoking was not allowed in the workplace.
C. All the supply lines and taps were marked with signs and warnings.
D. Both A and C.
6. In the ship the “air-line” provides ____.
A. compressed air B. water and steam
C. fuel and gas D. fresh air
7. When the fire broke out, ____.
A. some men sounded the fire alarm
B. all the men jumped into the sea
C. most of the men managed to escape
D. they fought against the fire
8. The men’s cigarettes burned strangely and tasted bad because ____ .
A. there was too much oxygen inside
B. something was wrong with the cigarettes
C. oxygen had a strong smell
D. lots of compressed air was inside
9. What was the real cause of the fire?
A. The third person struck a match for a cigarette.
B. The air-line was fixed to a supply line of oxygen instead of compressed air.
C. Too many workers smoked in the ship.
D. The fittings the workers had used to repair the ship didn’t match.
4. slides
Rearrange the following events ( Lesson 70 )
a. It took him some time to connect the long rubber pipe to the air supply pipe that ran round the port, but at last it was done and as a result work was able to progress much faster.
b. Half an hour later, another man struck a match for a cigarette and this time the whole of the inside of the ship caught fire.
c. They had to work inside the ship.
d. A navy ship was in a port in Scotland for repairs.
e. It was important to carry out the work quickly, so an extra team of men were asked to work on the repairs one evening.
f. Another man lit a cigarette but it burnt strangely and so he too put it out.
g. One man was told to fix up an “air-line” to provide compressed air for the machines they were using.
h. After three hours, the men stopped for a meal break. When work continued, one man lit a cigarette as he was working, but, finding it had a strange taste, he put it out.
d-e-c-g-a-h-f-b
Step 5. practice ----- Ex 2
Homework
Lesson 69~70
Translate the following sentences (Lesson 69~70)
1． 一旦他作出决定就不会改变。
Once she made the decision, she wouldn’t change her mind.
2． 我到过那儿一次。
I have been there once.
3． 这是她父亲曾经工作过的地方。
This is the place where her father once worked.
4． 该去的是約翰而不是杰克。
John should go rather than Jack.
5． 这些鞋子穿起来很舒服，但并不漂亮。
These shoes are comfortable rather than pretty.
I love swimming rather than skating.
I decided to write rather than ( to ) telephone.
We ought to check up, rather than just accept what he says / accepting what he says.
6． 与其让这些蔬菜烂掉，他宁愿以一半的价格把他们卖掉。
Rather than allow the vegetables to go bad, he sold them at half price.
Would / had rather do sth than do…
Would / had rather sb. did…
I would rather you knew that now than afterwards.
7． 他们播种忙得个不可开交。( rush sb. off one’s feet )
They are rushed off their feet with the sowing.
8． 没有必要对这个计划作出修改。
It is not necessary to make any changes in the plan.
9． 我觉得是我该采取行动的时候了。
I felt it ( was ) time for me to take ( an ) action.
10． 我没有去看望王先生，因为那天下大雨. 再说，我身边也没有他的地址。
I didn’t go to see Mr. Smith , because it was raining hard. What’s more, I didn’t have his address.
11． 中国有许多人正在从事一项“希望工程”，帮助穷苦孩子们上学。
Many people in China are working on a “Project Hope” , helping poor children to go to school.
12． 他在致力于发明一种办公用的新式机器。
He is working on inventing a new type of machine for office work.
13． 他不得不工作到六十多岁。
He has to work on until he was sixty.
14． 政府给无家可归的人提供食宿。
The government provided food and shelter for those who were homeless / the homeless.
The government supplied (provide ) the homeless with food and shelter.
15． 他们在忙着安装电灯。
They are busy fixing up the lights.
Translate:
A. He fixed up the broken chair. 修理
B. I can easily fix you up for the night. 给…... 安排住处
C. We have fixed up a date for the picnic. 确定
D. I’ve fixed up a visit to the theater for next Friday. 安排
E. Do I have to fix up to go to the party. 打扮
16． 花了我一整天的时间修理这台彩电。
It took me a whole day to fix up the colour TV set.
17． 你应该争取尽快赶到那儿。
You should try to get there as soon as you can.
You should try to get there as soon as possible.
18． 许多人逃出大火着火了。
Many people escaped from the big fire, with their clothes on fire.
19． 老师走进教室，手里拿着一本书。
The teacher came into the classroom, with a book in his hand.
( book in hand )
20． 她似乎（已经）听到了这件事。
She appeared / seemed to have heard about it already.
It seemed / appeared that she had already heard about it.
21． 房子烧了，准是有什么原因。
The house was burned down. There must have been some cause.
22． 这婴孩昨夜哭个不停，他准是得了病。
The baby kept crying last night . He must have been ill.
篇6：写作常用句型(人教版高三英语教案教学设计)
1.there be
There is a tall tree in front of our teaching building.
There are some students playing football on the playground.
2. think/find it + adj for sb to do sth
(1).I find it necessary to take down notes while listening.
(2).I feel it important to have some working experience.
(3).I found it impossible for me to work out all the problems in such a short time.
3. not…until
(1).I didn’t know the truth until she told me what happened.
(2).Yesterday I didn’t go to sleep until midnight.
4. Some…others
(1).Everyone is busy in classroom. Some are reading, others are writing.
(2).There are many foreign students in our class. Some of them are from Europe, others come from America.
5. not only…but also
(1).In just three years, she had not only finished all the lessons, but also received her doctor’s degree.
(2).Forests can not only fresh the air but also reduce noises.
6. such…that / so…that
(1).He is such a good student that everyone likes him.
(2).We were so deeply moved that we could not fall asleep that night.
7.too…to…
(1).They were too angry to say a word that day.
(2).He is too young to go to school.
8. in order to
(1).He worked very hard in order to realize his dream.
(2).In order to get there on time,we set off early in the morning.
9.be about to do sth when…/be doing sth when…
(1).I was about to go out when the telephone rang.
(2).I was walking in the street when I heard a lady cry “Help,help”.
10.used to
(1).He used to live in Shanghai.
(2).There used to be a tree in front of my house.
11.see/hear/watch/find sb do sth/doing sth
(1).I heard someone laughing.
(2).I saw him put the key in the lock,turn it and open the door.
12. have some difficulty in doing sth/with sth
Do you have any difficulty in understanding spoken English?
13.be busy doing sth/with sth
He was busy getting ready for his journey.
练习一：根据上下文关系用连接词把下列各句连接起来，组成一个单句、并列句或复合句。
1.a) Go to see the doctor at once.
b) Your cold may get worse.
Go to see the doctor at once, or your cold may get worse.
2. a) Alice was the first to complete her paper.
b) Alice made quite a few mistakes in her paper.
Alice was the first to complete her paper, but she made quite a few mistakes in it.
3. a) We were about to start off last night.
b) The phone in the living room began to ring.
We were about to start off last night when the phone in the living room began to ring.
4. a) Unfortunately, John’s car broke down on the way home.
b) John had to stop a car for a lift.
Unfortunately, John’s car broke down on the way home, so he had to stop a car for a lift.
5). a) He has made great progress in his studies.
b) All the teachers praise him.
He has made such great progress in his studies that all the teachers praise him.
6. a) Some people waste food.
b) Other people haven’t enough food.
Some people waste food, while others haven’t enough food.
7. a) It’s too late to go to the cinema now.
b) I have an important meeting to attend after lunch.
It’s too late to go the cinema now. Besides, I have an important meeting to attend after lunch.
8. a) Your aunt has no other thought but what is best for you.
b) I have no other thought, either.
Neither your aunt nor I have any other thought but what is best for you.
练习二：1、用but,then,instead,the next moment,when填空：
The accident happened at 7:15 on the morning of February 8, . I was walking along Park Road towards the east when an elderly man came out of the park on the opposite side of the street. Then I saw a yellow car drive up Third Street and make a sudden right turn into Park Road. The next moment the car hit the old man. He fell down with a cry. But the car didn’t stop to save the old man. Instead，it drove off at great speed.
2、用at last,then,so,up to now,that,when填空：
Don’t Lose Your Courage
Never shall I forget the first English lesson given by Miss Liu. On that day, when she entered the classroom, we found that she was a young and beautiful lady with a big smile on her face. Then she introduced herself saying that we should call her Miss Liu instead of Teacher Liu, a moment later, she let all of us go to the blackboard and say something about ourselves in English in turn. When it was my turn, I felt so shy and fearful that I didn’t dare to say a word before the class. She came up to me and said kindly, “Don’t be afraid. I believe you can do it. Come and have a try.” My face turned red when I heard that. At last, I went to the blackboard and was able to do it quite well. She praised for what I had done. Up to now, I can still remember her words in the first English lesson: “Practice makes perfect. Don’t lose your courage when you meet with difficulties. Try on and on until you succeed.”
篇7：Listening for workbook(人教版高三英语教案教学设计)
Part 1
Before a record is accepted by the Guinness Book of World Records, it must pass the following tests. First of all, there must be at least two witnesses. The witnesses must be known to the public, so they can’t be simply friends or members of your family. In fact, relatives are not allowed to act as witnesses to a Guinness world record. The best witnesses are usually people who work for the city or government, such as policemen, judges, or leaders. The witnesses must read the Guinness rules before the attempt is made, and then write and sign their statements. Second, you must be able to prove that you broke the record in some other way, usually by sending in an article about the attempt from the local newspaper. It’s also important to take pictures of the record attempt and film it if possible. If you want to break a record, the most important thing to remember is to ask for the rules before you do anything. The Guinness Book of World Records has rules for all sorts of attempts, and you will need to know exactly what you should and shouldn’t do. The editors at Guinness can also help you by giving you the latest information about a certain record. If you are trying to break an existing record, you need to know if the record has already been broken. If you are trying to set a new type of record, you need to find out if the editors will accept it. If the record is dangerous, you must know about strict safety rules and follow them. There are many strange records in the Guinness Book of World Records, but the editors will not allow any records that are very dangerous.
Part 2
Even if you do set a new record, it isn’t sure that your record will be included in the book. There are a few basic rules for Guinness records. First, officials must be able to measure the record. Second, as mentioned before, independent witnesses must observe the record and send in a statement. Third, a record must be objective. That means that a record such as “most beautiful girl” or “best friend” won’t be accepted. A record should also be interesting to as many people as possible. Records that have to do with things that happen only once, such as “the first…,” won’t end up in the book. It is also important that the editors can make rules so that anyone who wants to try to break the record will have a fair chance. If these basic rules are met, the record will be accepted as a Guinness world record. However, a record won’t appear in the book unless it is chosen by the editors. The editors of the Guinness Book of World Records have to make many difficult decisions. People are very creative and send in all kinds of exciting records. It isn’t always easy to choose the right ones for the book. The book is read by people all over the world, and the editors must select records that represent the spirit of the Guinness Book of World Records-that is, amazing feats and achievements that show just how wonderful the world of world records is!
Unit2
LISTENING TEXT
H: Henry M: Mike, an elephant hunter
H: Mike, what was it that you heard about my brother’s journey?
M: I heard that he went looking for Solomon’s Mines.
H: Solomon’s Mines? Where are they?
M: I don’t know. I know where they’re said to be.
H: Tell me, please!
M: Well, South African elephant hunters usually don’t care much for the life and culture of native blacks. But sometimes you meet a man who takes the trouble to listen to them, and understand the history of this dark land. It was such a man who first told me the story of Solomon’s Mines, now thirty years ago. His name was Brown. I listened carefully to him, for I was young at the time, and this story of an ancient civilisation and its treasures took a great hold upon my imagination. He asked me whether I’d ever heard of the Suliman Mountains up in the northwest of the country. He said that that’s where Solomon really had his mines, his diamond mines. I asked him how he knew that. He answered that an old witch had told him all about it. She said that there were great wizards among the people who lived across those mountains. The wizards had learnt what they knew from white men a long time ago. They also had the secret of a wonderful mine of “bright stones”.
H: So did you go and look for that place?
M: No, I didn’t. I laughed at this story at the time, but I didn’t forget it. Twenty years later I heard something more about it from a man passing through. When he left he said that if we would ever meet again he would be the richest man in the world. One evening, while sitting in front of my tent, I saw a figure, apparently that of a European, for it wore a coat, coming out of the desert. The figure crept along on its hands and knees, then it got up and walked a few yards on its legs, only to fall and crawl again. Who do you suppose it turned out to be?
H: That man, of course.
M: Yes, or rather his skeleton and a little skin.
“Water! please, water!”he begged.
I gave him water with a little milk in it, and then he fell asleep. He had a fever and in his dreams he talked about Suliman’s Mountains, the diamonds, and the desert. “There it is!”he cried, pointing with his long, thin arm, “But I shall never reach it, never. No one will ever reach it!”
Unit 3
Listening text
Part 1
(Woman, Australian accent)
Bush fire
An Australian woman is talking on a radio programme about her escape from the bushfires near Sydney in 1994.
The first thing I did when I woke up in the morning was to watch the TV news. I could see that the situation was bad, and they showed a map where the fires were. Outside in the garden I couldn’t see the sun, as the sky was full of smoke.
I decided I’d better prepare to leave. My daughters were staying in town and my husband was abroad, so it was up to me to decide what to do. I packed a suitcase of clothes and another case of useful things. It’s difficult in this kind of situation to know what to take with you. So, I took my passport and my bankbook and all the money I had. I took also my diary, my address book and my camera. Finally I took our wedding photographs, as I didn’t want to lose those.
Out in the garden the sky was getting blacker, and the wind which had been blowing hard for two days was getting stronger. I could now hear the sound of the fire which was only a mile or two away. I was expecting the police to drive by and warn people. Suddenly I noticed little pieces of burning wood falling out of the sky. They landed on the ground and started to burn the grass. I didn’t wait a moment longer. I got into my car and drove down the road. The smoke was thick and at times it was difficult to see the road. Animals were running across the road, trying to escape the fire. There were dogs, a few horses, and lots of kangaroos. Five miles down the road I came to a long bridge over the river. Once on the other side, I knew I was safe.
Part 2
(A = Radio announcer; male or female, Australian accent)
A: Good morning, listeners. Still hot and dry today and we would like to remind you that people in the following areas may need to leave their homes: Green Hill, Jonestown, and Wesley. The fire is still burning and we advise you to stay tuned for more information. You may have to leave the area if the winds change, so please take the following actions:
If you have a car, check that it is working properly and park it where you can easily get to it. Close all doors, roll up the windows, and leave the keys in the car. Put emergency supplies in the car. You will need water, some food, a first-aid kit, a radio and a flashlight. Put important documents, such as your bankbooks and passports, in a plastic bag.
Make sure that you are wearing good clothes. Put on heavy shoes, long pants, a long-sleeved shirt and gloves. Bring a towel that you can use to protect your face.
Call a friend or relative who lives in a safe area and ask if you can stay with them.
Close all windows and doors in your house and remove the curtains.
Turn off the gas.
Fill buckets, bathtubs, and other containers with water.
If you are asked to leave the house, you must do so immediately. Bring only what you need and tell someone when you leave and where you are going. Try to stay calm and listen to the radio for instructions. Choose a road that looks safe and keep an eye on the fire and the wind.
Unit 4
Listening text
G = Guide V = Visitor
V: Excuse me, can you tell us something about the history of Kew Gardens?
G: Botanical gardens have a long history in the UK, beginning with the foundation of the Oxford Botanical Garden in 1621. Kew Gardens was developed (built) in the 16th century. International importance came under the guidance of Sir Joseph Banks. He changed Kew from a royal collection of strange plants to a serious scientific research centre.
V: So what is the purpose of Kew Gardens today?
G: The motto forming the inspiration for Kew Gardens is simple but clear: “All life depends on plants.” The main purpose of Kew is to come to a better management of the earth’s environment. We try to do that by increasing knowledge and understanding of plants. After all, they form the basis of life on earth.
V: How can Kew Gardens reach this goal?
G: Kew wants to achieve this by:
developing a global collection of plants and show it to the public;
undertaking worldwide research into botany;
supporting the conservation of plants in the UK and overseas;
and informing and educating the wider public about Kew Gardens and their work.
V: If I may ask, what is there to see at Kew Gardens?
G: Kew has many plants in glasshouses and more than 20 different specialized gardens, such as the Rock Garden, Rose Garden, Woodland Garden and the Winter Garden.
V: I hear that they also have a Grass Garden. What can be interesting about that?
G: The Grass Garden shows a great number of different grasses. In economic sense, (Economically speaking) the grass family is one of the most important plant families. It provides most of our food, feeds our cattle and provides building materials such as bamboo and straw. Only three different bamboos are shown in the Grass Garden. More can be found in the Bamboo Garden. Over 120 species of bamboo planted there come from all over the world.
V: Well, I’m afraid that’s a bit boring for me. I think I’d have a look at the Rose Garden.
G: Of course, the Rose Garden attracts most visitors. It has 54 rose beds, each containing a different variety of rose. The roses are all arranged by the colour of their flowers. Shades of red are closest to the Palm House, while the lighter-coloured roses, such as the white and yellow ones, are planted near the edge of the garden.
Unit 5
Listening text
Part 1
Harry, Jenny, and Brian are discussing their advertisement plans for a new product.
H = Harry; J = Jenny; B = Brian
H: So, how much money have we got to spend?
B: Seven hundred and fifty thousand pounds. Jenny, what do you suggest?
J: I suggest that we use mainly TV, cinema, and print.
B: I see, magazines and newspapers. Can you give us your reasons?
J: Sure. First, our product looks good. So it would be a waste of money to use radio. Second, our product moves well, and it moves fast. So I want people to see it on the roads in our ads, going through the hills, that kind of thing.
B: What about advertising boards?
J: No. I prefer magazines and newspapers, and we haven’t got the money to do all three. So people will see the ad on TV and in the cinema. Then they’ll be able to read about it when they’re sitting down, reading their newspapers and magazines.
H: I get the idea. Then customers can read the detailed product information and check the prices.
J: Exactly.
H: So no advertising boards. When do you want the advertising to start, Brian?
B: May the 1st. That gives us three months to run to August 1st when most people like to buy their new cars.
J: I see. So we’re talking about three months. And have you thought of a headline?
H: What about this one: “The new Century 505 - the car you always promised yourself”?
Part 2
Four people in an advertising firm are discussing a future advertising programme.
B= Bob
A: OK. Our plan is to produce an advertisement for this computer which is made by one of China’s biggest computer producers, FFQ Computer Corporation. Any ideas?
B: I think it would be a good idea to have comments from people who are already using it. They can express their satisfaction with the product.
C: Well, maybe that’s not such a good idea. Do you think managers want to read what users think about a new piece of office equipment?
D: I agree with Bob. I think we should have a picture of the computer and give a description of the product.
B: I’m afraid I can’t agree with you. That’s a good way of giving information, but it’s not a good way of persuading people. For one thing, it’s boring, and people aren’t going to read an ad that looks boring. For another thing, one computer looks very like another. People aren’t going to remember the name of the product.
A: So what exactly are you suggesting?
B: I suggest that we ask users of this machine what they think about it. We can photograph them using it too. Then we can put their comments at the top of the advertisement in big print. We can bring in some humour too. People enjoy reading humorous ads.
D: The disadvantage with carrying out interviews is that it may take a long time. No problem, we can do some telephone and email interviews with our users.
C: How can we find out who are using these computers?
A: Easy. I’ll ask the company for a list of recent customers.
Unit 6
LISTENING TEXT
R = Reporter O = Mrs Ouyang
Mrs Ouyang runs a little restaurant in southern Yunnan. Five years ago she lost everything in an earthquake. Listen to her experiences and how the restaurant was rebuilt.
R: Mrs Ouyang, five years ago a heavy earthquake struck this area and destroyed almost all buildings in this village. The earthquake also hit your house badly. Can you tell us what happened?
O: In two weeks’ time it will be exactly five years ago that the earthquake destroyed our village. My husband and I had been running a restaurant for several years. Before that, he had worked as a taxi driver. All his savings had gone into the restaurant, and on that terrible day everything was destroyed. My husband was killed in the second shake. He shouldn’t have gone back into the restaurant. It was a stupid thing to do, but he thought he would have enough time to save a few important things.
R: What happened in the weeks after the quake and how did you get over it?
O: I moved to a nearby village with my sister. The death of my husband was of course the worst thing. I cried for many days. I wished I had died in his place. I lost all hope of a happy life.
R: What made you decide to reopen the restaurant?
O: There were two reasons. First of all, I had to make a living. But more important, I did it to honour my husband. The restaurant had been his great achievement. I felt there was no better way to remember him than by reopening the restaurant and continuing the business.
R: Was it easy to reopen the restaurant?
O: No, it wasn’t. My friends and relatives put some money together, a total of about 30,000 yuan. I received 8,000 yuan of financial aid from the local government and 25,000 from a foreign disaster relief organisation. I was also able to take out a loan of 50,000 from the bank. With the money and all the help I got, I opened the restaurant on the same location where our old one had been.
R: Do you often think about the disaster?
O: Yes, I do. I thought the earthquake was the day my life ended, even though I had not lost my life. But look here, I managed. I did not know I had the strength to pull through.
Unit 7
LISTENING TEXT
S = Cook O = Oliver B = Mr Bumble
Nine-year-old Oliver lives in a workhouse where the boys are given three meals of thin porridge a day, with an onion twice a week, and half a roll on Sundays. The workhouse is run by Mr Bumble, the headmaster. The room in which the boys are fed, is a large stone hall. The cook, assisted by one or two women, uses a big spoon to pour the porridge into the bowls. One spoonful, and no more -- except on holidays, when two spoonfuls and a piece of bread are given.
The bowls never need to be washed. The boys clean them with their spoons till they shine again, and when they have performed this operation, which never takes very long, the spoons being almost as large as the bowls, they sit staring at the cook. Boys usually have good appetites. Oliver Twist and his companions suffered this slow starvation for three months. At last they got so wild with hunger, that one boy, who was tall for his age, said to his companions, that unless he had another bowl of porridge per day, he was afraid he might some night eat the boy sleeping next to him. He had a wild, hungry eye; and they all believed him. The boys hold a meeting, casting lots who should walk up to the cook after supper that evening, and ask for more. The lot falls to Oliver Twist.
The evening arrived; the boys took their seats. The cook served the porridge, and the boys prayed. The porridge was eaten, and the boys whisper to each other, and nod at Oliver, while his next neighbours push him. Child as he is, he is desperate with hunger, and feels miserable. He rises from the table and advancing to the cook, bowl and spoon in hand, he says:
O: Please, sir, I want some more.
C: What!
O: Please, sir, I want some more.
The cook was a fat, healthy man; but he turned very pale. Amazed, he stares at Oliver before aiming a blow at his head with the large spoon and screaming for the headmaster.
C: Mr. Bumble, I beg your pardon, sir! Oliver Twist has asked for more!
B: For MORE! Calm down, sir, and answer me clearly. Do I understand that he asked for more, after he had eaten his supper?
C: He did, sir.
B: That boy will be hung. I know that boy will be hung. I was never more convinced of anything in my life, than that that boy will come to be hung.
Unit 8
Listening text
1 Part 1
(Female; since this is supposed to be a Chinese student, I suggest that we use a Chinese person who speaks English well.)
A: I am an International Business major at a Finance and Economics University. My major courses focus on international trade and finance, but English is also very important. Many of the textbooks we use are in English and some of our courses are taught in English, either by Chinese professors or visiting foreign teachers. At first, it was very difficult to understand what the teachers were saying. We take most of our courses here in China, but we also have the opportunity to study abroad for one year. Our university cooperates with universities in Europe, New Zealand, and the USA. I would like to study in Europe, perhaps in Germany or France, because I believe that the European Union will be an important business partner for China in the future. If I study in Germany or France, I can also learn a third language, which would be very useful.
The most difficult thing, in my opinion, is to understand all the technical terms. I was pretty good at English in middle school, but we only learned everyday English. Now I have to read long articles and textbook chapters that deal with difficult issues. Some of the words are only used in business, so most dictionaries don’t explain what they mean. I sometimes fell as if I had two majors-English and business. First I have to understand what the terms mean in Chinese, then learn the English words for them. Still, I like my major and I think that it will help me find a good job. My dream is to work in a Chinese import and export company and travel around the world.
2 Part 2
(Male; since this is supposed to be a Chinese student, I suggest that we use a Chinese person who speaks English well.)
B: Before I went to college, I thought that university life would be fun and easy. My friends told me that we would have lots of fun once we passed the entrance exam. If anyone ever says that to me again, I will let them know how wrong they are! Sure, it’s fun to be a university student, but it is also hard work. We have a lot of homework, and we have to write many papers and essays. I’m an English major, so most of my courses are about English. The first two years, the courses were similar to studying in middle school. We learnt more grammar and vocabulary, but we also had spoken English classes. In my junior year, I began studying other courses. I chose Linguistics because I am interested in languages, and I also took a few non-major courses. I like English best, but I know that I also need to learn more about other subjects.
Studying a language in college is different from studying other subjects. It is difficult to improve, so you have to spend a lot of time on reading, writing, and speaking. You almost have to “live in English,” that is, you have to use English all the time, not just in class. Our university offers a lot of help: there are many books, DVDs, and tapes that we can borrow, and there are different activities that help us practice our English, such as debate competitions, the university radio station, and conferences and meetings. I decided to become a teaching assistant for one of my foreign teachers. As a teaching assistant, I meet with a small group of freshman students every week. The meeting is their homework for their speaking class, and my job is to lead the discussion and help the students with their English. It is a wonderful way to practice my English-you learn a lot when you have to help others-and I enjoy making friends with students from other majors.
Unit 9
Listening text
Part 1
In , the World Health Organisation, WHO, warned of a possible outbreak of another serious disease which may be even more deadly than SARS. The WHO believes that it is likely that bird flu will spread to human beings in the next few years. If it does, up to seven million (see note 1)people could die from the disease.
Diseases like bird flu are caused by viruses, that is, tiny things which change and become more dangerous over time. When a new type of a common virus changes, it may be able to get past the body’s immune system. If that happens, humans are in great danger until a cure or treatment becomes available.
There have always been viruses and people have always gotten sick, of course, but as we saw with (???What’s your question? As explained in the next sentence, SARS spread very quickly etc.) SARS, the situation is more difficult today. People travel more than ever before, which means that the diseases can spread quickly and across large areas - in fact the whole world.
Scientists are already working on drugs that will prevent or limit the effect of a new virus, but the process takes time. It is just as important to make sure that countries, especially poor countries, are prepared to deal with the disease. New diseases usually affect poor areas the most, so we must help develop health care in all countries.
One reason for the WHO warning is that big new diseases tend to happen regularly, usually every 20 to 30 years. In the 20th century, there have been three large outbreaks: the Spanish flu in 1918-19, which killed between 20 and 40 million people(note 2); the Asian flu of 1957, killing one million (note 4) people; and the 1968 Hong Kong flu, which killed about 750,000 people (note 3). It has been 36 years since the Hong Kong flu, so scientists and doctors think that the next deadly challenge is just around the corner.
Part 2
There are three kinds of viruses that cause flu: A, B, and C. Type A is the virus that causes bird flu. As the name suggests, the virus is usually found in birds. It can also infect humans, pigs, horses and other animals. There are several different kinds of the Type A virus. (Only Type A has several kinds? Yes. Only type A has “subtypes,” but both B and C are “groups” of viruses. If you think it is confusing, or unnecessary, you can delete the stc. Influenza Type B Unlike influenza A viruses, these viruses are not classified according to subtype. Influenza Type C These viruses are not classified according to subtype.) Type B viruses are usually found only in human beings. They have been responsible for some flu outbreaks, but they are not considered as dangerous as Type A viruses. Type C viruses are not considered very serious. They are found in humans, but do not cause serious illnesses.
The most dangerous thing about the flu viruses is that they change. When humans are infected with a virus, the body develops a defense for it. If viruses didn’t change, we would not have the worry about the viruses we know. Unfortunately, every new generation of virus is slightly different from the older ones. That means that our body doesn’t recognise the virus and can’t protect itself from it. This kind of change is not very fast and doctors and scientists can change the medicines we use to help prevent the virus from causing serious illness.
The other kind of change, however, happens very quickly and is more serious. If a virus changes in this way and becomes a new type of virus, the body is defenceless. The virus can spread easily from one person to another and reach far across the world. Fortunately, this kind of change doesn’t happen very often.
The WHO now believes that a new, dangerous virus will appear soon and that we must prepare the best we can. We must improve health care in all countries and cooperate with each other so that we can discover and prevent new viruses.
Unit 10
Listening text
G: Welcome to the Mark Twain House and Museum. Mark Twain is America’s most famous writer. Do you know any books written by Twain?
S1: Ehm, The Adventures of Tom Sawyer and eh, the Adventures of Huckleberry Finn.
G: Yes, very good. Twain wrote these books while he lived in this house. He loved the house because it reminded him of his youth, and from the window he could hear the sounds of his own children and their friends playing on the banks of the river.
M: Is the house still the way it was when Twain lived here?
G: Yes. The house has been restored to the way it was when Twain lived here, between 1881 and 1891.
M: How long will the tour take?
G: The tour takes about two hours, and the group must stay together. Please, don’t touch anything.
M: Oh, can you make it a bit shorter? I don’t think the kids will stay quiet for such a long time.
G: Fine. Entering the house from the south, we are now in the hall. Immediately on the right is the drawing room, a rather formal room, where Twain received guests. The door on the left leads to the guest bedroom. The two doors in front lead to the rooms on the north side of the house: the dining room through the door on the right, and the library through the door on the left. Let’s first take a look in the library.
S2: I think I don’t want to see the library.
M: Shut up, Dave.
G: As you can see, the room called the library does not very much look like a library as we know it. The library is one of the nicest rooms in the house. Here, Twain recited poetry or read aloud stories to his family and friends.
S1: Look, they’ve got greenhouse.
G: Yes. The small room on the west side, off the library was filled with large, green plants. Twain’s daughters called it The Jungle. From the library, we can pass on to the dining room. Twain and his family had most of their meals here. The kitchen is located off the dining room, to the north.
M: Can we have a look at the kitchen, please?
G: I’m afraid the kitchen is closed to the public until the summer of next year.
M: Oh, what a pity.
G: Let’s go and have a look upstairs.
M: I think the children are getting tired. What is there to be seen upstairs?
G: The second floor has three bedrooms, another guest room and the schoolroom. The third floor has a servants’ room, a guest room and the largest of the rooms, where Twain wrote his books.
M: Shall we go upstairs?
S1: I want to go to the bathroom.
G: You can have a look at the bathroom on the second floor.
S1: Can we use it?
G: I’m afraid not.
M: Shall, we just go and have a look at the school room then?
S2: No, thanks. I want to go home.
M: Well, OK then. Let’s visit the museum shop. Then you can go to the toilet, and we can eat an ice-cream before we go home.
Unit 11
LISTENING TEXT
Dialogue 1
T: Teacher J: Jeff
T: Take a seat, Jeff. What can I do for you?
J: Well, I’d like to have another talk with you about my career choices.
T: If I’m remembering well (not wrong), you are going to be a sales assistant, right?
J: Yeah, well. I’ve changed my mind again. I want to become a vet. I really like working with animals.
T: Oh, but that’s quite a big change from what we talked about last time. Are you sure about this?
J: Yes. I think working as a vet I can earn much better wages.
T: But Jeff, look here. You aren’t that good at maths, and last time you said going to college was not for you. How will you be able to do that? (The purple parts seem to be not closely related to becoming a vet?)
J: I will work very hard.
T: Listen, Jeff. This may be a disappointment, but I think this is not a good idea. I know it sounds good, but it requires many years of study to become a vet. I’m not sure whether you can manage that. Think it over, will you?
Dialogue 2
L: Lizzy M: Ma Lin
L: Hi, Helen. How are you doing? It’s only a few more months.
M: A few more months? What do you mean, Lizzy?
L: The exams, of course! Aren’t you getting nervous?
M: Nervous, why?
L: Well, don’t you think it’s all (they’re) important?
M: It’s ( They’re) important, but why should I worry? I think I’ve always been quite a good student, so I think (delete this?) I have nothing to fear.
L: Quite good is not good enough, you know. If you want to go to Peking University, you’ve got to come out first.
M: I don’t want to go to Peking University. I want to go to a local university, here in our own province.
L: How can you say that? You’ve got to try your best.
M: I will, but I’ve already made up my mind. I don’t want to live in a big city far from home. Even if I get a top score, I will stay here. You know, studying at a local university you’ll have less competition and better chances of graduating as the No 1. (more opportunities)
Unit 12
Listening text
Part 1
Conversation at a private education institute between Julian (J) and a female teacher (T)
J: Good morning, I saw your advertisement in the paper for Chinese courses and I dropped by to get some more information.
T: Great, which course are you interested in -General Chinese or Business Chinese?
J: Well, I’m not sure, what’s the difference between them?
T: The General Chinese course is for beginners. It covers everyday situations – you know, shopping, booking tickets, ordering food in a restaurant, things like that. It’s very popular with people intending to visit China for a holiday.
J: I see, so is it mainly Chinese conversation, or does it include learning to read and write as well?
T: It mainly deals with spoken Chinese for beginners, but students do learn to recognise about 300 characters – enough to read simple passages.
J: Mmm, and the Business Chinese course?
T: That’s a more intense course for people who need to use Chinese for business situations (delete “situations”?). Most of the students work for corporations who have projects in China. It teaches a specialised vocabulary that’s used in meetings, reports, letters and so on. There’s a lot of speaking practice in this course too, but it places more stress on developing reading and writing skills than the General Chinese course.
J: Is it suitable for beginners?
T: Well, some beginners do choose this course, but they find the workload quite tough. I suggest you take the General Chinese course first because most students find it helps them to have a basic knowledge of the language.
J: I see. And what about the cost? . . . [fade out]
Part 2
Professor Smith is giving an informal presentation to a group of students aged about 17 or 18.
Hello everyone, thanks for coming. Well, we all know that exams are stressful and cause anxiety. Today, I’m going to explain what happens to your body when you feel anxious, and then give you some advice that might be helpful to you.
To start with, it’s important to understand that anxiety is a normal, natural response to stress or fear, and in fact it’s quite useful. Anxiety causes physical changes which prepare your body and mind to face challenges. So feeling anxious about an exam is okay and actually helps you to perform well.
Anxiety becomes a problem, however, if you experience it too frequently or over a long period of time. In this situation, it becomes difficult to concentrate and you may find you get upset easily or lose confidence. It’s also common to suffer from extreme tiredness and to have difficulty sleeping.
Now, I recommend a 3-step approach to beat anxiety: Firstly, use breathing exercises to reduce your body’s physical stress. Secondly, use positive thinking methods to calm your mind and improve your concentration, and thirdly, plan your study schedule using the “Eating an Elephant” approach.
[titters and ‘eating an elephant?’ from audience]
What do I mean? Well, if I asked you to eat an elephant, you’d probably feel you couldn’t do it. You’d start to worry, feel stressed and experience anxiety. But if I gave you an elephant steak – say, about this size – could you eat it?
[murmers of agreement and ‘yes’ from audience]
Yes, so eating an elephant is easy if you cut it into smaller pieces and just eat one piece at a time. And when you study you should “cut up” your workload into small pieces and concentrate on one piece at a time, rather than the “whole elephant”.
Ok, let’s look at each of the 3 steps in more detail . . .[fade out]
Unit 13
Listening text
Dialogue 1 Two teenage girls
J: Julie L: Lucy
L: Hi Julie, Oh no! Aren’t you ready yet? You know, Colin will be offended if we’re not on time.
J: Sorry, but I can’t make up my mind what to wear. What do you think – this or the dress?
L: Well, the blue skirt and pink blouse are very pretty, but I think your red dress is better for a party, it’s more elegant.
J: Right, the red dress it is, have a seat, I’ll only be 5 minutes.(Can we say so?) Its quite common in informal speech
L: Ok, but be quick . . .Oh what a lovely necklace!
J: Thanks, my grandmother gave it to me, and before that it belonged to her mother. It’s over a hundred years old.
L: Really? But the way it shines it looks like new!
J: That’s because it’s a real diamond, don’t you know that diamonds last for ever, they never look old!
L: I didn’t know that th (???) … Look lets go, and you can tell me about it on the way, it’ll be embarrassing if we’re the last to arrive.
Dialogue 2 Two teenage boys
D: Hello Alan, what’s that you’re reading?
A: It’s called The Woman in White.
D: Oh, that’s a novel by Wilkie Collins isn’t it; we’ve been reading about the Moonstone in class. Is the Woman in White a detective story too?
A: Well sort of, but in this story the person who investigates is not a policeman like Sergeant Cuff, he’s an art teacher.
D: What is it about?
A: Well, I haven’t finished yet, but at the beginning of the book the art teacher meets a mysterious woman dressed in white while he is out walking one night. It turns out that the Woman in White looks very similar to his student – Laura - so he tries to find out more about her. He discovers that the man Laura has just married knows the Woman in White and is responsible for some terrible things that happened to her. It seems that Laura’s husband is a very wicked man.
D: Sounds exciting!
A: Yes, I hope the art teacher finds out the truth before Laura’s husband does anything bad to her.
D: Mmm, can I borrow it after you finish it?
A: Sure, it may take me a while though, because it is in English and I have to read slowly.
Unit 14
Listening text
Part 1
A bee-keeper talks about collecting honey from bees.
Once upon a time, bee-keepers killed their bees every autumn. Why? You may ask. Well, the answer is this. To get some honey, bee-keepers and farmers used to put out small wooden boxes in a corner of the farmyard. Bees would come and fill the box with honeycomb. However, there was no way of getting the honey out without killing the bees. So they used to burn a chemical close to the box in order to kill the bees and then take the honey.
Now, bee-keepers use beehives to collect honey. In the beehive there are a number of wooden squares with spaces between them which can be lifted out. In late summer, the squares, which are now full of honeycomb, are lifted out. The squares are put in a special machine and turned round and round very fast for several minutes. Turning the squares round and round like this forces out the honey. The honey is then collected and poured into jars. After that, the empty squares are returned to the hive for the bees to fill with honey the following year.
Bees need food to live through the winter. That’s why they make honey. Bee-keepers can do one of two things. Either they can leave some of the honey in the hive for the bees to eat during the winter. Or else they can remove all the honey and provide the bees with a mixture of sugar and water for the bees to eat instead.
Part 2
J : James, a birdwatcher, R: Reporter
(Forrest sounds and birdsong in the background)
R: Welcome to Poyang Lake in northeastern Jiangxi. We are here with a group of people who have come to look at the famous white cranes that nest here every year. Before we talk more about the cranes, we will ask James, one of the birdwatchers, to tell us about his hobby. Hello, James.
J: Hello. It’s a beautiful morning, isn’t it?
R: Yes, it is. James, you have been a birdwatcher for many years. What made you choose this hobby?
J: Well, I’ve always loved the outdoors. When I was a child, my mother would always tell me about the birds we saw. I wanted to learn about the birds, too. This hobby is a great way to combine travel, learning, and exercise.
R: Why are you here in Jiangxi today?
J: As you know, Poyang Lake is the largest freshwater lake in China. There are some 116 species of birds that coming Poyang Lake in winter. After spending the winter here, they return home. It’s a paradise for birdwatchers!
R: Why do the birds choose this place?
J: Well, it’s warm here, and there’s lots of water and food.
R: So this must be a very important place for the birds?
J: Yes, it is. The government has made laws to protect the birds and to make sure that this remains a
safe place for birds in winter.
R: Many of us know that the famous white crane comes to Poyang Lake in winter. What can you tell us about the white crane?
J: It’s one of the fifteen species of crane in the world. China is home to eight or nine of the species, including some rare and very beautiful cranes like the white crane. It is one of the most endangered crane species, and we must do what we can to protect it. The white crane divides its time between Russia and China, and Poyang Lake is one of the most important places for them.
R: Thank you. Now let’s go look at the birds!
Unit 15
Listening text
X: Xiaoyi – young adult female radio presenter *
J: Jiawei – young adult male radio presenter *
C: Chen Yu – a male middle school student*
L: Liu Yue – a female middle school student*
Part 1
J: Hi, it’s Sunday, 20 past four and it’s time for 16:20, the weekly youth culture programme for young adults presented by young adults. I’m Jiawei . . .
X: And I’m Xiaoyi. Welcome to 16:20.
J: We hope you are having a good weekend. We’ve got a great programme for you today, so sit back for the next two hours and enjoy!
X: Yes, indeed. We’ll be reporting on spring fashions, including all the latest trends that appeared in the Shanghai Fashion Week. And then it’s Jiawei’s regular “Sports Round Up” when he’ll be bringing you all the news from the world of sport.
J: Yup, and this week I’ll be taking a special look at winter sports and talking to Wang Lei, China’s top snowboarder.
X: All right! You know, I really want to try snowboarding sometimes. Now, don’t forget that at 5:50 it’s “Sounding Off’, when you can phone in and tell us what you think about a current issue. Today we’ll be discussing the Internet and young people. There’s been a lot of talk recently about kids spending too much time on-line, and even becoming addicted to some games. We want to hear your views, so give us a call on 5628 3131.
J: Yeah, how can we solve this problem? Let’s hear your suggestions - the phone lines are open. That’s 5628 3131. But right now, let’s have some music. It’s time for “Listener’s Choice”.
Part 2
J: Listener’s Choice is your chance to hear the music you wanna listen to. So send us your requests.
X: First up is a request from two students at No 3 Middle School in Nanchang: Chen Yu and Liu Yue wrote to us saying . . .[reading] “ Please play something by the 12 Girls Band. We think the girls are great, and we really like the way they are mixing traditional sounds with pop music.” Thanks for your email guys, we totally agree with you.
J: We certainly do. For anyone listening who doesn’t know, the 12 Girls Band is a group of 12 young - and very beautiful - women who are using traditional musical instruments in a new way. Their music is a mixture of old and modern styles.
X: Isn’t it great that this is a type of music that all the family can enjoy together, from the very young to the elderly!
J: In fact Xiaoyi, it’s a type of music that people all over the world are enjoying together. The 12 Girls Band is so popular in Japan that all the tickets for 32 concerts were sold in just 10 minutes!
X: Wow, so what have you got for us to listen to?
J: Well, I’ve been listening to their album “Eastern Energy”. It’s a fantastic CD, with so many great tracks, but I finally decided on the 12 Girls Band’s cover version of a hit song by the British group “Coldplay”. It’s called “ Clocks”.
X: OK then. For Chen Yu and Liu Yue and everyone at No 3 Middle school in Nanchang. Here is “Clocks” from the 12 Girls Band’s album “Eastern Energy” . . .
[Musical extract from the start of track “Clocks”, Eastern Energy album, 12 Girls Band]
Unit 16
Listening text
Extracts from a presentation given by a female careers advisor.
Part 1
So, you’ve seen a job you want. You sent in your application and now you have been invited for an interview. What should you do and say to make your interview a success?
Well, first of all, consider the way you present yourself. When we meet someone for the first time, we get an instant impression about what type of person he / she is. This happens in the first five minutes, and once we have decided, we don’t usually change our opinion. So when an employer meets an applicant for a job, those first five minutes are vital.
To make a good impression, you need to pay attention to two things: the way you look and your body language.
Appearance is very important, so think carefully about what to wear. This will depend on the type of job you are applying for, but as a general rule, I’d recommend that men should wear a tie. I think it’s best to avoid jeans and casual trousers; they might make some employers think you also have a “casual” attitude towards work. Women, please don’t wear short skirts or anything too tight, and don’t choose anything that is too decorated – keep it simple.
Decide what you are going to wear a few days before the interview. This will give you time to check your clothes and make sure there are no stains on them or buttons missing.
Remember the “look” you are aiming for is neat, clean and tidy. And if you look good, you will feel confident.
Part 2
Now a few tips on body language.
Two very important things that will happen in the first five minutes of your interview are the handshake and eye contact. Both of these are important if you are to make a good impression.
You should look the employer straight in the eye as soon as you enter the room, give him or her a friendly smile and shake hands firmly. (Some people think a weak handshake shows a weak personality, so do give a nice firm grasp.)
Don’t sit down until invited, and then sit up straight and look interested. Leaning forward slightly when the interviewer is speaking is a good way of showing you are listening carefully, and don’t forget to keep as much eye contact as possible throughout the interview.
You will probably feel quite nervous about your interview – don’t worry, that’s completely natural. However, nervous tension can affect your body language. Please watch out for this. It is quite common that you move about in your chair and gesture with your hands a lot, so sit fairly still and hold your hands gently together in your lap if necessary.
One last hint: Our body language always shows when we aren’t telling the truth – our eyes and body move in different ways – and some interviewers are quite skilled in spotting this. A lot of us have a tendency to, er, expand the truth a bit when we want to get that great job, but believe me honesty really is the best policy!
篇8：高三各单元课文翻译12(人教版高三英语教案教学设计)
全民教育
在1986年，中国政府提出了一项关于在以前每个中国孩子将会接受九年义务教育的法律。尽管在达成这个目标方面有一些问题，但是结果还是很成功的。据报道，在以前，中国99％的学龄儿童能进入小学。
如同在其他国家一样，中国政府意识到中国市民的将来福利与教育密切相连。在20召开的世界教育论坛会上，计算出有一亿一千三百万个孩子未进入学校。在论坛会上，联合教育成员国，科学和文化组织（UNESCO）做了一个承诺，目的是去提供“在之前，为所有孩子提供完全免费的高质量的义务教育”。他们称这个目标为 “全民教育“。现在，这些国家正努力去争取让每一个孩子都入学，而且他们也正经历着类似于中国所面临的困难。
首先，创造一个积极的态度是一个重要的开端。在农业为主体的地区，人们不重视教育，家长们对不让孩子们参加地里劳作的做法很有疑虑。尽管关于孩子，家庭和社区怎样才能受益已经做出了解释，但是要改变传统的观念是不容易的。中国和其他国家发现，即使当来自乡下的孩子开始上学的时候，他们经常旷课，然后就有退学的倾向。尤其是在一些地区，由于认为教育是给男孩的而不是为女孩的风气，所以父母总是不情愿送女儿上学。
中国人口众多，这就意味着为接受更多学生就必须扩大学校。已经出现老师短缺问题。
人口少的国家也有问题。在特克斯和凯科斯群岛，人口不足两万，有些学校里学生数量很少，
以至于不同年级的学生在同一间教室里上课。人们如何被分配也能影响教育系统。在中国，大多数市民住在东部区域，这造成了大班级。然而，在遥远的中部和西部省份，人口太少，在这些区域的学校不可能为每个水平上的小数量的学生支援老师。因此，老师只能教混合班级。在澳大利亚的北部和中部，人口是如此的疏散以至于在一些乡下的定居区的孩子去远达1000公里的最近的学校去上学。为解决这个问题，澳大利亚使用“远程教学”方法，学生用收音机和邮件两种方法上课。
一个国家在教育上的成功也全部依赖于经济。在许多发展中国家，不可能有足够的钱来为所有的孩子提供教室、书桌、椅子、书籍和老师。为装备学校，一些政府几乎完全依赖其他国家的援助，国际组织如世界银行和非政府组织以及挽救孩子都在为这些国家提供帮助。其他国家用一些特殊的项目接受帮助：世界银行和挽救孩子已经在中国的一些不发达的省份帮助解决学校。公司和市民个人也通过希望工程捐献钱。
甚至世界上最富有的国家也面临一些问题。美国已发现确定每位学生接受教学的相同质量是不容易的。三分之一的美国学生居住在乡下，给他们提供一个完整的课程是很困难的。远程教学的方法很奏效，现在美国小规模农村学校的学生使用计算机软件、电子邮件和电视会议等方法来学习各门课程。中国已采用远程教学方法，像电视机，并且在，教育部采用计算机处理中部和西部的中国教育网络。
中国政府克服了人口和经济问题来完成它的“九年义务教育”目标。现在，当中国夫妇有一个宝贝的时候，他们能确信他们的孩子将来能进入学校。但是对最不发达的非洲和亚洲国家的孩子的父母来说是非常困难的。在这些甚至没有淡水或者基本保健的国家中，达成“全民教育”的目标将会是一件极大的工作，尽管有来自国际社区的帮助。
篇9：高三各单元课文翻译10(人教版高三英语教案教学设计)
为爱牺牲（1）
一元八角七分。全都在这儿了。其中六角是一分一分的铜板。这些一分分的钱是从杂货店老板、菜贩子和肉店老板那儿软硬兼施地一分两分地扣下来的，直弄得自己羞愧难当。德拉反复数了三次，还是一元八角七分，而第二天就是圣诞节了。德拉哭泣着。
他们住在一套带家具的公寓里，每周房租八美元。这是一个破烂不堪的地方。楼下的门道里有个信箱，可从来没有装过信。还有一个电铃，也从来没有响过，紧挨着它有一张名片，上写着“詹姆斯.迪林厄姆.杨先生”。
德拉哭完之后，往面颊上抹了抹粉。她站在窗前，痴痴地看着灰蒙蒙的后院里一只灰白色的猫正行走在灰白色的篱笆上。明天就是圣诞节，她只有一元八角七分给吉姆买一份礼物。她花去好几个月的时间，尽了最大的努力一分一分地积攒下来，才得到这样一个结果。一周二十美元实在经不起花。支出远远大于预算，总是如此。只有一元八角七分给吉姆买礼物，她的吉姆啊。她花费了多少幸福的时日筹划着要送他一件可心的礼物，一件精致、珍奇的礼物--至少应有点儿配得上吉姆所拥有的声誉才成啊。
现在，詹姆斯.迪林厄姆.杨夫妇俩有两件特别引以自豪的东西。一件是吉姆的金表，是他祖父传给父亲，父亲又传给他的传家宝；另一件则是德拉的秀发。
突然，德拉走到镜子前面。她两眼晶莹透亮，但二十秒钟之类她的脸上失去了光彩。她迅速地拆散头发，使之完全披散开来。此时此刻，德拉的秀发泼散在她的肩膀周围，微波起伏，闪耀光芒，有如那褐色的瀑布。她的美发长及膝下，仿佛是她的一件长袍。接着，她又赶紧把头发梳好。踌躇了一分钟，她一动不动地立在那里，破旧的红地毯溅落了一两滴眼泪。
她穿上那件褐色的旧外衣，带上褐色的旧帽子，跑出房门，下楼来到街上。她看了几家理发店，最后在一块招牌前停下来，上写着：“索弗罗尼夫人，专营各式头发。“德拉奔上楼梯。
“你要买我的头发吗？”德拉问。“我买头发，”夫人说。“摘掉帽子，让我看看头发。”那褐色的瀑布泼撒了下来。“二十美元，”夫人一边说，一边内行似的抓起头发。“快给我钱，”德拉说。接下来的两个小时，她彻底搜寻各家店铺，为吉姆买礼物。
她终于找到了。那准是专为吉姆特制的，决非为别人。在其他各家商店你，哪儿也没有这样的东西，她把里面的东西都拿了出来。那是一条金表链，而且它正配得上那只金表。她一见这条表链，就知道一定属于吉姆所有。它对吉姆来说太合适了。她花去二十一美元买下了，匆匆赶回家，只剩下八角七分钱。金表很匹配这条链子，无论在任何场合，吉姆都可以毫无愧色地看时间了。
德拉回家之后，立即着手修补她的头发。不出四十分钟，她的头上布满了紧贴头皮的一绺绺小卷发，使她看上去活像个小女学生。她在镜子前照了很长时间。“假如吉姆看我一眼不把我宰掉的话，”她自言自语，“他一定会说我像个科尼岛上合唱队的卖唱姑娘。但是我能怎么办呢--唉！只有一元八角七分，我能干什么呢？”
为爱牺牲（2）
七点钟，她煮好咖啡，把煎锅置于热炉上，随时都可做晚餐。吉姆一贯准时回家。德拉将表链对叠握在手心，坐在离门最近的桌子角上。当她听见下面楼梯上响起了他的脚步声，她的脸上失去了片刻的血色。她习惯于为了最简单的日常事物而默默祈祷，此刻，她悄声道：“求求上帝，让他觉得我还是漂亮的吧。”
门开了，吉姆走进来并随手关上了门。他显得瘦削而又非常严肃。可怜的人儿，他才二十二岁，就挑起了家庭重担！他需要买件新大衣，连手套也没有呀。
吉姆站在屋里的门口边，两眼固定在德拉身上，其表情使她无法理解，令她毛骨悚然。既不是愤怒，也不是惊讶，又不是不满，更不是嫌恶，根本不是她所预料的任何一种神情。他仅仅是面带这种神情死死的盯着德拉。
德拉起身，向他走过去。“吉姆，亲爱的，”她喊道，“别那样盯着我。我把头发剪掉卖了，因为不送你一件礼物，我无法过圣诞节。头发会再长起来--你不会介意，是吗？我非这么做不可。我的头发长得快极了。说 ‘圣诞快乐’吧！吉姆，让我们快快乐乐的。你肯定猜不着我给你买了一件多么好的--多么美丽、精致的礼物啊！”
“你已经把头发剪掉了？”吉姆问道。“剪掉卖了，”德拉说。“不管怎么说，你不也同样喜欢我吗？没了头发，我还是我嘛，对吗？”吉姆四下望望这房间。“你说你的头发没有了吗？”他问道。“别找了，”德拉说“告诉你，我已经卖了--卖掉了，没有啦。这是圣诞前夜，好人儿。好好待我，这完全是由于对你的爱呀。我可以摆晚餐了吗，吉姆？”
吉姆好像醒了。他把德拉紧紧搂在怀里。吉姆从大衣口袋里掏出一个小包，扔在桌上。 “别对我产生误会，德拉”他说道，“无论剪发还是修面，我都以为世上没有什么东西能减少一点点我对妻子的爱情。如果我剃掉胡须，你会停止对我的爱吗？不会，但是你只消打开那包东西，就会明白刚才为什么使我愣头愣脑了。”
德拉解开绳子，打开纸包，紧接着是欣喜若狂的尖叫，然后突然大哭起来。因为摆在桌子上的梳子--全套梳子，那是德拉在百老汇的一个橱窗见过多次的梳子。这些美妙的发梳，纯玳瑁做的，边上镶着珠宝--其色彩正好同她失去的美发相匹配。她明白，这套梳子实在太昂贵，她曾梦想过据为己有。现在，这一切居然属于她了，可她的长发已无影无踪了。不过，她依然把发梳搂在胸前，过了好一阵子才抬起头，微笑着说：“我的头发长得飞快，吉姆！“
随后，德拉跳了起来，叫道，“喔！喔！吉姆还没有瞧见他的美丽的礼物哩。她急不可待地把手掌摊开，伸到他面前，那没有知觉的贵重金属似乎闪现着她的欢快和热忱。 “漂亮吗，吉姆？我搜遍了全城才找到它。把表给我，我要看看它配在表上的样子。’
吉姆非但不按她的吩咐行事，反而倒在睡椅上，两手枕在头下，微微发笑。“德拉，’他说，“让我们把圣诞礼物放在一边保存一会儿吧。它们实在太好了，目前尚不宜用。我卖掉金表，换钱为你买了发梳。现在，让我们忘掉这件事，吃晚饭，好吗？”
篇10：高三各单元课文翻译11(人教版高三英语教案教学设计)
合作
我们经常被要求以组为单位进行工作。这是为什么？有必要同别人一起工作吗？你是否觉得自己单独工作更舒服？尤其在学校，有时我们感觉好像是为了团体活动而组织团体活动。但是，现实中，毕业以后，你会发现，在很多领域里几乎所有的工作都是如此完成的。学校生活只不过是为将来的工作做准备的。
团队就是一群在一起的个体，他们在一起是为了完成小队中任何一个成员都无法单独有效地完成的任务。小组可以是暂时的也可能是长久的。
我们大家都熟悉的是体育运动队。运动队是由一些队员组成的，他们通常的目标就是通力合作赢得比赛。不同的队员可能有不同的技术。尽管教练不算作队员，但是他的角色是讨论比赛策略，决定小组组合。只有当所有的组员合作的都好时，运动队才会做的很好。小组内的氛围影响整个队的表现。组内的关系很重要，组员们不一定都是朋友，但是另一方面，他们应该彼此尊重。让组员们感到他们中的每一个都作出了相同的贡献，并且他们相互帮助和支持是很重要的。
在运动队中，每个队员都有明确的责任，并且很少有队员对自己的责任迷惑或不确定的时候。队员们的责任被认可，并且与每项职责相关的期望和责任没有抵触。但是在学校为完成任务而组成队伍时，我们几乎意识不到这一点。
在学校以组进行活动为更好的学习合作提供了机会。小组活动使我们意识到了最适合于我们每个人的任务。实践也让我们学到与别人相处的经验。他告诉我们别人的职责如何适应整体的目标，并且它教会我们学会如何富有耐心和如何对待不同的人。
正如运动队一样，团队只有在全体成员相互尊重、相互帮助和支持的时候才能成功，而分工明确，每个成员就会在最适合于他或她的职位上发挥充分。但是工程队要求的不同于一支橄榄球队。
团队需要领导，需要出主意的人、完善主意的人和评价并且帮助改善计划的人。团队也需要识别问题和提出问题建议的人。在小队中，队员会依据个性兼顾责任。富有行动和想法的人经常给该队伍注入能量，而善于听和善于评价的人经常关注随之而来的程序。一些人善于评估，而其他人则擅长在激烈的讨论中协调争端和维护和平。
规章制度帮助团队正常运作，但是我们应该反对团体的官僚作风。在团队中我们也得考虑每个队员如何尽最大努力。一些队员能单独出色地完成任务，而其他人只有在团队中才能发挥最好。团队中任务的分配要靠队员的性格和能力进行。
在一个强有力的队中，不同性格的人合作融洽。实际上，他们的不同就是团队的强大力量所在。为了跟同学合作得最融洽，了解他们的优缺点是非常重要的。了解别人的缺点能帮我们避免使别人尴尬。
了解了别人的个性和能力，你就认识了这个人很多。缺乏对人与人之间处理问题的方法不同这一观点的认识就会导致在教室、车间和家里的误解、矛盾和精力的浪费。理解就意味着我们能在队员间建立起坚固友好的关系，并且充分发挥彼此的才能。
篇11：高三各单元课文翻译9(人教版高三英语教案教学设计)
一个帮手
王林，一个跟他妻子、儿子生活在中国东部的木匠。两年前，被诊断得了肺结核。他身体越来越虚弱，胸口经常不断地疼痛。医生告诉他治疗需要花费上万元。可王先生是个下岗工人，他的妻子月收入仅300元。更糟糕的是，他还有个贷款上大学的儿子。这种情况似乎很令人绝望。
但是，三个月后，王林听说有一个保健项目能根据患者需要以半价、甚至更低的价格提供治疗。多亏了这个项目以及家人和邻居的好心，他及时得到了治疗，阻止了疾病对整个身体健康的破坏。现在他已经回到家，正在寻找一份工作。而且，他已决定为他的家人买保险。他说：“如果我早买了保险，这次疾病就不会引起这么大的麻烦。我不会让这种事情再发生在家里其他人身上。”
拯救王先生命的这个项目是许多旨在改善和提高中国特困人群生活状况项目中的一个。这个项目旨在鼓励保健改革，摆脱贫穷。它是全国最大的健康医疗资助项目，现正在四个城市被试点。到目前为止，这个项目已帮助多人得到医疗资助。中国政府也正在连同其他国家和国际组织一起工作，为低收入家庭提供方便接触医院和诊所的通道。其目标是为中国开发和发展新的保健模式。
王林的情况并不独特、罕见。到底，中国有两千二百万都市人口依赖政府资助过活。总计有一百五十一亿元被花在支持那些不能谋生的人身上。然而，这一补助仅够最基本的衣食需要，不包括保健、住房或教育。
对于一些贫困地区的下岗工人来说，疾病就是对他们的家庭施加额外的压力。当他们病了的时候，他们负担不起看医生和从药店买药的费用，甚至他们都不能保证他们的孩子有健康的饮食。如果某个人病得很严重，整个家庭就会被迫贫穷不堪。有统计数字表明，疾病导致超过百分之三十的低收入家庭生活在贫穷境地。有些家庭甚至不得不把从政府得到的补助全用到治疗和医院费用上。
在政府努力抗击贫穷的许多方面，保健占据很重要的位置。如果低收入家庭连医疗保险都买不起，就像王林一家，那么其他减少贫穷的措施将都不会成功。
政府的另外一项巨大挑战就是阻止艾滋病的蔓延。联合国艾滋病理事会警告，如果不采取更多的措施来阻止这种病的传播，中国受传染人的数量在之前将达到一千万。为了迎接这次挑战，中国政府已承诺为公众提供免费的艾滋病测试和为那些负担不起治疗费用的人提供免费的治疗。
有时候一个社会对其最弱成员的照顾程度被看作是评判此社会的标准。随着我们国家的发展，我们必须记住与财富和繁荣共同到来的责任。当我们国家的发展，我们必须保证没有人被落在后面。我们不能允许自己太自私。当问题出现的时候，我们必须要一起努力克服它。
政府对抗贫穷和改善人们保健的努力包括以下方面：减少贫穷、帮助有病的人得到适当的治疗以及为穷人提供医疗保险。资金有限，政府不可能满足所有需要，但是一系列项目及当地和全国性保健网络的发展表明政府对保健持认真态度
篇12：高三各单元课文翻译8(人教版高三英语教案教学设计)
学习一门外语：需要两倍努力？
学习语言显然不仅仅是记住单词、短语和结构。当我们学习母语时，我们确实也没得到非常正式的指导。很少父母给他们的孩子上语言课！相反我们通过与我们周围的那些人进行交流来学习并掌握母语。但是通过这种交流怎么可能使我们学会全部语音、单词、语法规则和结构呢？并且，最让人不解的是，我们怎样才能领会我们听到的并且把“好”的语言和那些错误区分开来呢？
语言专家有不同的答案。有些专家认为我们有学习语言的特殊能力，而且我们的大脑会自动调节，去接受我们出生地的语言文化。还有人认为我们学习语言正如我们学习其他技能，例如走路、解决问题等，我们天生具有学习和适应的能力，而不是大脑中有学习语言的专门区域。不管他们的理论怎样，这些语言专家确实同意现实生活就是一所非常成功的语言学校：事实上每个人都学会了使用一种并且在5岁以前已经掌握学校使用一种语言的基础了。
学校一门外语不同于学习一个人的母语。外语学习通常在学校进行，很少有机会和讲这门语言的人进行交流。我们学习一门外语比我们学习我们的母语要快得多。对你来说这可能不真实--想到学习英语你已经花费的长时间的艰苦努力！一旦你更进一步考虑这种情况，你将意识到情况的确如此：当你学习你的母语时，你花费你所有不睡觉的时间来和周围的人进行交流；换句话说，你整日学习它！你这样学习了五年，那是相当长的时间。如果你花费一样的时间来学习英语，你将取得很大的进步。当我们学习一门外语时，我们也得到许多帮助。在学习过程中，有教科书、教师和同班同学来指导和帮助我们，并且我们能更多地了解学习方法和技能。那表明我们能够学得更好。
那么为什么一些人比其他人擅长学习外语呢？研究已经表明成功的语言学习者确实有相当多的特性。此外，数据表明成功的语言学习者的共同点就是他们明确自己的思想、对世界充满好奇、有冒险的愿望和对自己的能力充满信心。为了处理学术难题，成功的语言学习者也会使用不同的学习方法。
因为他们善于计划和评价他们的学习，所以成功的语言学习者能获得信心并且能轻松愉快地学习。随着对成功的渴望日益强烈，积极的学习者能更快地获得新技能并且更充分地利用他们所学的知识。因此，他们在阅读理解、词汇学习、写和说等领域做得较好。学习者越不紧张，越能放松自己，学习语言的效果越好。自信、有把握的学生往往是更成功的语言学习者。他们更愿意冒险并且把自己放在新的学习环境中。如果不是这样，他们将不愿做新的试验而犯错误，所有这些将有助于他们增强学习的能力。
学习的目的也是重要的。不是我们所有人都想要当翻译或者口译人员。大多数人学英语只是为了日常应用。与其他人相比较，一些人或许有更多的兴趣和更高的能力，但是那不意味着我们不能发现更好的方法。学习一种语言需要耐心。如果我们想要成为成功的语言学习者，我们应采用如上所述的一些学习习惯和特点。如果我们改进我们的学习技能，我们可能会发现学习一门外语不必付出学习我们母语双倍的努力，而实际上是双倍的容易并且有很多乐趣。
篇13：高三各单元课文翻译7(人教版高三英语教案教学设计)
圣诞节颂歌（1）
E:Bob, 你在那里做什么？
B:我在暖手，Scrooge 先生。这里太冷了。
E:我每周付给你十五先令是让你来暖手的吗？
B:我快冻僵了，Scrooge 先生。看窗子上的霜。我的手冻得不能写了。我甚至连自己写的东西都认不出来了。
E:太冷了不能写！鬼话！如果你努力工作，你就不会冷。穿上你的大衣，如果我再听到你说一句话，你将去一个真正冷的地方。
(Bob想借蜡烛暖他的手)
B:对不起，Scrooge先生，呃……明天是圣诞节。
E: 那又怎样？你明天该不是想要休假吧/
B:如果方便的话，先生。
E:不方便，而且也不公平。你一天不干活我还要付你一天的工钱。
B: 一年就一次圣诞节，Scrooge先生。
E: 每年的12月2 5日从人家兜里往外掏钱，这是站不住脚的借口！好吧，那你就休假吧，但是你得保证第二天一大早就到办公室！噢，谁来了？是我的侄子Fred.
(一个年轻人进来)
R:圣诞愉快，叔叔！上帝保佑你！
E:嗯！鬼话！
F:叔叔，圣诞节会是鬼话吗？我相信你不是那个意思！
E: 我就是这个意思。圣诞快乐！你凭什么快乐，你这么穷？
F: 那么，什么原因让你不快乐，你这么富有？
E: 嗯！鬼话！
F: 求你了，叔叔，这很不友好。
F: 侄子，你用你自己的方式庆祝圣诞节，我用我的方式庆祝它！
E: 庆祝它！但是你并没有庆祝它。
F:没有。我们先别谈这件事。但愿你会从中得到很多好处！
但是你必须承认迤今为止你还没有！看你有多穷！
F: 有很多事情我从中受益虽然并没有给我到来利润。圣诞节是一个好机会。这是这一年里唯一的好时机，人不再光想着自己，所有人都敞开心扉并且也替别人考虑。因此，虽然它从未把金子或者银子放在我的口袋内，但是我相信它已经对我有好处，而且将来也会。我说，上帝保佑它！来吧！明天与我们共进晚餐。
（Bob鼓掌。）
E: 快停止你那愚蠢的掌声！让我从你那里听到另一种声音，你将通过失去工作来庆祝圣诞节!
(Fred离开。一位绅士进来)
G：Scrooge & Marley事务所吧。您是Scrooge还是Marley先生？
E: Scrooge只是个名字。我的合伙人在7年以前的这个晚上死了。
G：在这一年的节日里，在我们中许多人享受舒适与安逸的时候，Scrooge先生，我们希望您能向受苦受难的穷人们敞开心扉。那么多人无法得到基本的生活需要；数以十万人需要基本的生存条件，先生。
E: 难道没有监狱吗？也没有联合劳工作坊吗？
G：监狱有的是，但是那里没有温暖。我们正筹款打算为穷人买一些肉和喝的东西，而且让他们住得暖和些。您希望做点贡献吗？
E:不，我不能使无所事事的人欢乐。监狱那样的地方花费像我这样的诚实纳税人的钱已经太多了，那些穷人应该去那里。
G：很多人不能去那里；很多人宁愿死也不去。
E: 那就去死吧，如果他们愿意。就个人来说，我不关心。这与我没有关系。我个人的事已经够忙的了。下午好，先生们！（他们全部离开。）好！都走了。
（Scrooge入睡了。）
S:嗬，嗬，嗬！
E:坏蛋！Bob，是你吗？是谁在那里？
S:咳！Scrooge，我尊敬的先生。就咱们两个。
E:你是谁？你是干什么的？算了吧，该下班了。
S:事关你的幸福，我亲爱的Scrooge！不要担心时间。我们有足够的时间。嗬，嗬，嗬！
E:骗子。我不相信圣诞老人。让我一个人呆着！
S:你一直都是一个人。还记得你的梦吗，Scrooge？想想你的未来吧。
E:（惊恐的）你知道我的梦吗？
S:嗬，嗬，嗬。我太了解人的梦了，Scrooge.过来，我要给你看看。
★ 高三英语教学计划
★ 高二历史教学计划
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