新理念交互英语教案1 unit3
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Module1Unit3教案
五、教学反思
在今天Module 1 Unit 3《Our School》的教学过程中，我发现学生们对于用英语描述学校设施这一主题非常感兴趣，课堂参与度很高。他们积极投入到小组讨论和角色扮演活动中，这让我感到很欣慰。
在讲授新课的过程中，我注意到学生在掌握一般现在时态和词汇运用方面存在一些问题。有些学生在描述学校设施时，容易混淆时态，把一般现在时态和一般过去时态混为一谈。针对这个问题，我通过举例和对比，帮助学生明确了两种时态的用法差异，并在实践活动中加强了对一般现在时态的训练。
（3）句型转换：学生在将所学句型进行转换时，可能会出现错误，如将There is转换为There are时，容易漏掉复数形式的改变，教师需重点强调并纠正。
具体举例：
1.教学重点举例：
-在讲解词汇时，教师可以通过图片、实物或现场演示等方式，让学生直观地理解词汇含义，如展示学校的图书馆、操场等图片。
-在讲解一般现在时态时，教师可以列举一些生活中常见的动作或状态，如：“The students are having lunch now.”，强调动词原形的使用。
此外，我发现学生们在词汇运用方面也有待提高。有些学生在角色扮演时，不能熟练地运用所学词汇描述学校设施。为了解决这个问题，我在课堂上增加了词汇练习环节，让学生们多读、多写、多练习，以提高他们的词汇运用能力。
在学生小组讨论环节，我注意到学生们能够积极发表自己的观点，但在与他人交流时，有时会出现表达不清的情况。针对这个问题，我鼓励学生们多听、多模仿，提高自己的英语口语表达能力。同时，我也在讨论过程中适时给予引导，帮助学生更好地理解问题、分析问题。
实践活动方面，我觉得角色扮演是一个很好的方式，让学生们将所学知识运用到实际情境中。通过这种方式，学生们能够更好地理解和掌握英语描述学校设施的方法。但在活动组织方面，我意识到需要更加注意时间的分配，确保每个小组都有足够的时间进行展示。
在今天Module 1 Unit 3《Our School》的教学过程中，我发现学生们对于用英语描述学校设施这一主题非常感兴趣，课堂参与度很高。他们积极投入到小组讨论和角色扮演活动中，这让我感到很欣慰。
在讲授新课的过程中，我注意到学生在掌握一般现在时态和词汇运用方面存在一些问题。有些学生在描述学校设施时，容易混淆时态，把一般现在时态和一般过去时态混为一谈。针对这个问题，我通过举例和对比，帮助学生明确了两种时态的用法差异，并在实践活动中加强了对一般现在时态的训练。
（3）句型转换：学生在将所学句型进行转换时，可能会出现错误，如将There is转换为There are时，容易漏掉复数形式的改变，教师需重点强调并纠正。
具体举例：
1.教学重点举例：
-在讲解词汇时，教师可以通过图片、实物或现场演示等方式，让学生直观地理解词汇含义，如展示学校的图书馆、操场等图片。
-在讲解一般现在时态时，教师可以列举一些生活中常见的动作或状态，如：“The students are having lunch now.”，强调动词原形的使用。
此外，我发现学生们在词汇运用方面也有待提高。有些学生在角色扮演时，不能熟练地运用所学词汇描述学校设施。为了解决这个问题，我在课堂上增加了词汇练习环节，让学生们多读、多写、多练习，以提高他们的词汇运用能力。
在学生小组讨论环节，我注意到学生们能够积极发表自己的观点，但在与他人交流时，有时会出现表达不清的情况。针对这个问题，我鼓励学生们多听、多模仿，提高自己的英语口语表达能力。同时，我也在讨论过程中适时给予引导，帮助学生更好地理解问题、分析问题。
实践活动方面，我觉得角色扮演是一个很好的方式，让学生们将所学知识运用到实际情境中。通过这种方式，学生们能够更好地理解和掌握英语描述学校设施的方法。但在活动组织方面，我意识到需要更加注意时间的分配，确保每个小组都有足够的时间进行展示。
新理念交互英语教案设计1unit3
5.Students read the text for the first time to get the main ideas，discuss about the structure of the text, and then do "Reading Comprehension" individually.
If I had known the plan, a huge amount of time would have been saved.
如果我早知道这个计划，就不会浪费那么多时间了。
另外，if还可以引导表示现在情况的虚拟条件句和表示将来情况的虚拟条件句。if引导的表示现在情况的虚拟条件句，表示与现在事实相反的假设，其结构为: if+从句主语+were/did，主句主语+would/should/could/might+动词原形。
Students can get familiar with the structure and main ideas of Text A and Text B.
Students master the language points in Text A and Text B.
Students are able to do Focus Exercises independently after having learned Text A and Text B.
Useful Phrases and Expressions
be honored to graduate fromget(be)fired
side with sb.(against sb./sth.) think about run away from
If I had known the plan, a huge amount of time would have been saved.
如果我早知道这个计划，就不会浪费那么多时间了。
另外，if还可以引导表示现在情况的虚拟条件句和表示将来情况的虚拟条件句。if引导的表示现在情况的虚拟条件句，表示与现在事实相反的假设，其结构为: if+从句主语+were/did，主句主语+would/should/could/might+动词原形。
Students can get familiar with the structure and main ideas of Text A and Text B.
Students master the language points in Text A and Text B.
Students are able to do Focus Exercises independently after having learned Text A and Text B.
Useful Phrases and Expressions
be honored to graduate fromget(be)fired
side with sb.(against sb./sth.) think about run away from
《新理念交互英语教程3》教学大纲
《新理念交互英语教程3》教学大纲一、课程性质、地位和作用《新理念交互英语教程》为“十二五”职业教育国家规划教材。
《新理念交互英语教程》是以贯彻“学以致用”的设计理念。
以《高职高专教育英语课程教学基本要求》（试行）（以下简称《基本要求》）为依据，在充分把握英语教学的实际需求和课程建设的深刻内涵，汇集国内英语教育专家和高职高专英语教学一线的教室，总结国内最优秀的教学理念和教学经验的基础上精心设计、编写而成的。
二、课程教学对象和目的1．对象：高职高专类学生或具有初中以上英语水平的自学人员。
2．目的: 本教材注重“应用性”，旨在训练学生在生产、管理、服务第一线所需的英语语言交际能力和应对各种涉外局面的英语语言应用能力。
三、教学建议本书为《新理念交互英语教程》第3册，本册共8个单元。
其内容以话题为主线，体裁多样，贴近学生生活，每个单元紧紧围绕话题展开。
《新理念交互英语综合教程》内容编排精妙，每个单元由5部分组成：Wake Up Your Ears (听力训练), Open Your Mouth (口语), Enrich Your Mind (阅读), Try Your Hands (写作), Lighten Your Brain (快乐驿站).1. Wake Up Your Ears本部分包括两方面内容，即Listening Tips和Listening Practice。
听力训练的题型设置与大学英语四级考试的题型相同，难度相当，有助于学生“学”与“考”结合，互为依托，互为目标。
2. Open Your Mouth本部分围绕单元的主题设计一些话题讨论、讲故事、口头陈述、知识小测验、小型调查等活动，其目的是让学生就本单元的话题交流他们已有的知识与生活经验，展示已有的语言知识与技能，激发学习欲望。
同时，本部分内容还可以作为阅读部分的热身活动内容。
3. Enrich Your Mind本部分包括两篇阅读文章，Text A为精读课文，Text B为泛读课文。
《大学英语新理念综合教程》第一册Unit1教案
Teaching aids:textbook, multimedia
Step7 New Words and Phrases
1.Words: challenge acquire precious realistic
2.Phrases: in one’s favor take on face up count on make the most of
2）In your eyes, what is the best college life?
3）Talk about the tips of how to go through the campus life.
Teaching method:the question-and-answer activity and pair work
批注本地保存成功开通会员云端永久保存去开通
Unit 1sectionⅡcollege life
Lecturer
***
Textbook
College English New Concept Book 1,BeijingPress
Teaching Content
Unit1—sectionⅡreading
1)What kind of college students do you expect to be?
2)What will you do to adjust to your campus life?
Teaching method: Read the text individually, use the question-and-answer activity
Teaching allotment
2
Teaching Objectives
Step7 New Words and Phrases
1.Words: challenge acquire precious realistic
2.Phrases: in one’s favor take on face up count on make the most of
2）In your eyes, what is the best college life?
3）Talk about the tips of how to go through the campus life.
Teaching method:the question-and-answer activity and pair work
批注本地保存成功开通会员云端永久保存去开通
Unit 1sectionⅡcollege life
Lecturer
***
Textbook
College English New Concept Book 1,BeijingPress
Teaching Content
Unit1—sectionⅡreading
1)What kind of college students do you expect to be?
2)What will you do to adjust to your campus life?
Teaching method: Read the text individually, use the question-and-answer activity
Teaching allotment
2
Teaching Objectives
新理念交互英语教案1unit3
她坐在由曼彻斯特出发前往伦敦的火车上，旅途十分漫长，就在那时
是一个介词短语后置的句子，目
其正常语序应为the idea of a boy who is a wizard came
。
，many of
四个小时
大部分人物和故事的前期框架已经在她
by the time引导的是一个时间状语从句，表示"当……的时候"。如从
在……心里
他仔细得考虑了这种新想法。
不要把秘密藏在你的心里。
成形；形成
新大楼已初具规模。
this time, on a long train ride from Manchester to London in the
，the idea came to her of a boy who is a wizard. 在1990年的
and the only way to be truly satisfied is to do what you believe is great
我坚信,这些年来我之所以能够坚持不懈，是因为我热爱自己的事业。
此句的结构比较复杂，其中包括that引导的宾语从句、定语从句和表语
what引导的名词性从句。句中第一个that引导的是宾语从句，
Unit3 Famous People 课的
基础课
教会学生单词发音，教会学生语法。
Section A Students are able to understand the expressions of making requests or suggestions, and choose the best answer for the exercises. Section B Students are able to introduce Steve Jobs in oral presentation. Section C Students are able to spell and know the meaning of some key words and expressions in
是一个介词短语后置的句子，目
其正常语序应为the idea of a boy who is a wizard came
。
，many of
四个小时
大部分人物和故事的前期框架已经在她
by the time引导的是一个时间状语从句，表示"当……的时候"。如从
在……心里
他仔细得考虑了这种新想法。
不要把秘密藏在你的心里。
成形；形成
新大楼已初具规模。
this time, on a long train ride from Manchester to London in the
，the idea came to her of a boy who is a wizard. 在1990年的
and the only way to be truly satisfied is to do what you believe is great
我坚信,这些年来我之所以能够坚持不懈，是因为我热爱自己的事业。
此句的结构比较复杂，其中包括that引导的宾语从句、定语从句和表语
what引导的名词性从句。句中第一个that引导的是宾语从句，
Unit3 Famous People 课的
基础课
教会学生单词发音，教会学生语法。
Section A Students are able to understand the expressions of making requests or suggestions, and choose the best answer for the exercises. Section B Students are able to introduce Steve Jobs in oral presentation. Section C Students are able to spell and know the meaning of some key words and expressions in
初中：七年级英语上册Module 1 Unit 3教学设计
初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校：年级：任课教师：英语教案 / 初中英语 / 七年级英语教案编订：XX文讯教育机构七年级英语上册Module 1 Unit 3教学设计教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中七年级英语科目, 学习后学生能得到全面的发展和提高。
本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。
外研版初一英语上册module 1 unit 3教学设计g7 m1 u3 nice to meet you！unit 3 language in use陶志旭一、教学目标1 认知目标（1）、新单词和短语： first, lesson, class, student, miss, blackboard, year, open, close, match, write, read, listen, practice, eleven, twelve, thirteen, twenty-nine, fifty基本句型：（重点、难点）what’s your / his / her name? how old are you / is he / is she?my / his / her name is … i am / i’m/ he’s / she’s…years old.where are you / is he / is she / are they from?i’m / he’s / she’s / they’re from…（2）、语法方面：动词be与人称代词的强化（重点、难点）（3）、功能方面：介绍个人信息（4）、语音方面：/i:/ /i/ /e/ /æ /2 能力目标（1）、提高学生听说和读写的能力。
听: 学生能听懂别人的自我介绍。
Module1Unit3教案
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“一般现在时在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
（3）口语表达：能够用英语描述自己的日常作息，进行简单的日ቤተ መጻሕፍቲ ባይዱ交流。
举例：学生通过角色扮演，模拟日常对话，描述自己一天的活动。
（4）写作能力：学会仿照课文，写一篇关于自己日常作息的短文。
举例：学生能够按照课文结构，书写一篇包括起床、上学、用餐等日常活动的短文。
2.教学难点
（1）一般现在时的运用：学生容易混淆时态，难点在于正确运用一般现在时描述日常习惯。
三、教学难点与重点
1.教学重点
（1）词汇：重点掌握与日常作息相关的词汇，如get up, go to school, have lunch等，并能在实际对话中正确运用。
举例：学生能够用“get up”来描述早晨起床的行为。
（2）语法：掌握一般现在时的用法，用于描述日常习惯和动作。
举例：学生能够运用“I usually have breakfast at 7 o'clock.”来描述自己的日常习惯。
1.语言能力：培养学生运用英语进行日常交流，描述个人日常作息的能力，提高学生的英语口语和书写表达能力。
2.思维品质：通过学习一般现在时，培养学生观察、分析和总结日常活动规律的能力，发展逻辑思维和批判性思维。
3.文化意识：让学生了解并尊重不同文化背景下的日常作息习惯，培养跨文化交际意识。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“一般现在时在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
（3）口语表达：能够用英语描述自己的日常作息，进行简单的日ቤተ መጻሕፍቲ ባይዱ交流。
举例：学生通过角色扮演，模拟日常对话，描述自己一天的活动。
（4）写作能力：学会仿照课文，写一篇关于自己日常作息的短文。
举例：学生能够按照课文结构，书写一篇包括起床、上学、用餐等日常活动的短文。
2.教学难点
（1）一般现在时的运用：学生容易混淆时态，难点在于正确运用一般现在时描述日常习惯。
三、教学难点与重点
1.教学重点
（1）词汇：重点掌握与日常作息相关的词汇，如get up, go to school, have lunch等，并能在实际对话中正确运用。
举例：学生能够用“get up”来描述早晨起床的行为。
（2）语法：掌握一般现在时的用法，用于描述日常习惯和动作。
举例：学生能够运用“I usually have breakfast at 7 o'clock.”来描述自己的日常习惯。
1.语言能力：培养学生运用英语进行日常交流，描述个人日常作息的能力，提高学生的英语口语和书写表达能力。
2.思维品质：通过学习一般现在时，培养学生观察、分析和总结日常活动规律的能力，发展逻辑思维和批判性思维。
3.文化意识：让学生了解并尊重不同文化背景下的日常作息习惯，培养跨文化交际意识。
新时代交互英语读写译3级U1
• 3)Frontier denotes the part of a country that faces toward or fronts an adjoining country: Frontier 意指一国中朝向或面对邻国的部分： “that long [Canadian] frontier from the Atlantic to the Pacific Oceans, guarded only by neighborly respect and honorable obligations” “那条 自大西洋至太平洋的长边界 线， 仅出于邻国的尊敬和高尚义务守护着” （温斯 顿· 丘吉尔）。 S·
Section 2. (para.2) Native language frequently serves as an ethnic boundary marker. Section 3. (para.3) In many cases, religious differences may be the most important marker of ethnic identity. Section 4. (para.4) It is common to identify ethnic groups by their physical characteristics. Section 5 (para. 5) Culture traits remain the most important, diverse, and complex category of ethnic boundary markers. Section 6 (para.6) On special occasions, many people emphasize their ethnic identity by wearing ethnic clothes.
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Section B
Studentsare able to introduce Steve Jobs inoral presentation.
Section C
Students are able to spell and know the meaning of some key words and expressions in Text A and Text B.
6.Check the answers to "Reading Comprehension" together.
7.Ask students to listen to the recording of the text and read after it.
8.Ask some students to read the text one by one.
e.g. If anyone set me free，I would make him very rich.
如果有人把我放出来，我会使他富有。
2. I'm convinced that the only thing that kept me going was thatIloved whatIdid, and the only way to be truly satisfied is to do what you believe is great work.我坚信,这些年来我之所以能够坚持不懈，是因为我热爱自己的事业。而且，人若要真正满足，就得做自己认为伟大的事情。
9.Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned inNotes.
2. Students study Word Tips to get prepared for doing Listening Practice
3.Students listen to the recording and do Listening Practice one by one.
4.Check answers to the exercises together.
Section B
Studentsare able to introduce Steve Jobs inoral presentation.
Section C
Students are able to spell and know the meaning of some key words and expressions in Text A and Text B.
e.g. He ran away from home at the age of thirteen.他十三岁那年就离家了。
I've never been one to run away from trouble.我这个人从不逃避困难。
Paragraph 6
1.I'm pretty sure none of this would have happened ifI hadn't been fired from Apple.我很确定，如果当年苹果公司没开除我，就不会发生这些事情。
Teaching Procedures
Period 1
Section A Wake Up Your Ears
Teaching Steps:
1.Students work in pairs and brief1y discuss the expressions of making requests and suggestions in English.
Students can get familiar with the structure and main ideas of Text A and Text B.
Students master the language points in Text A and Text B.
Students are able to do Focus Exercises arned Text A and Text B.
Language Points:
Paragraph 1
1. be honored to很荣幸……
e.g. I'm greatly honored to be invited to attend and address the meeting.
我非常荣幸能应邀参加此次大会并发言。
I would be honored to be shown around your factory.
If I had known the plan, a huge amount of time would have been saved.
如果我早知道这个计划，就不会浪费那么多时间了。
另外，if还可以引导表示现在情况的虚拟条件句和表示将来情况的虚拟条件句。if引导的表示现在情况的虚拟条件句，表示与现在事实相反的假设，其结构为: if+从句主语+were/did，主句主语+would/should/could/might+动词原形。
若能参观一下你们工厂我将深感荣幸。
2. graduate from毕业于……
e.g. She graduated from an American college.她毕业于美国一所学院。
He will graduate from the school in May.他将要在五月份毕业。
Paragraph 4
5.Students read the text for the first time to get the main ideas，discuss about the structure ofthe text, and then do "Reading Comprehension" individually.
2.Explain key words in the Word List in detail.
Key Words:
truthgraduationlosshiretalentedgradually
fai1ureeventsuccessfulremarkablefaithtruly
satisfiedfeaturegaragestudiobrick
2.Ask students to raise questions and make comments.
3.Conclude students' performance and brief1y introduce Steve Jobs.
Homework:
1.Review the expressions of making requests and suggestions learned in the classand practice with classmates or roommates after class.
3.Ask students to listen to the recording of Useful Phrases and Expressions and read after it.
4.Explain the useful phrases and expressions and ask students to make sentences withthem.
Useful Phrases and Expressions
be honored tograduate fromget(be)fired
side with sb.(against sb./sth.) think about run away from
start overgo on tobe fired from
2.Preview Text A，including the new words and expressions.
Period 3-4
Section C Enrich Your Mind
Part One Texts
Text A
Teaching Steps:
1.Ask students to listen to the recording of Word List and read after it.
Period 2
Section B Open Your Mouth
Teaching Steps:
(This activity requires students' pre-working on the PPT making and rehearsal.)
1.Choose 1-2groups to present their introduction to Steve Jobs.
教学难点
语法的掌握
教学方法
课堂提问、课堂讨论
主要教具
课本、多媒体
作业安排
练习册
教学
反思
第 页
续页
教学内容
时间分配
Unit3FamousPeople
Teaching Objectives
Section A
Students are able to understand the expressions of makingrequests or suggestions, and choose the best answer for the exercises.
e.g. If 1were you, I should do that.如果我是你，我就那么做。
If引导的表示将来情况的虚拟条件句，表示与将来实现的可能性不大的情况，其结构为: if+从句主语+were to/did/should +动词原形，主句主语+would/ should/ could/ might+动词原形。
Studentsare able to introduce Steve Jobs inoral presentation.
Section C
Students are able to spell and know the meaning of some key words and expressions in Text A and Text B.
6.Check the answers to "Reading Comprehension" together.
7.Ask students to listen to the recording of the text and read after it.
8.Ask some students to read the text one by one.
e.g. If anyone set me free，I would make him very rich.
如果有人把我放出来，我会使他富有。
2. I'm convinced that the only thing that kept me going was thatIloved whatIdid, and the only way to be truly satisfied is to do what you believe is great work.我坚信,这些年来我之所以能够坚持不懈，是因为我热爱自己的事业。而且，人若要真正满足，就得做自己认为伟大的事情。
9.Explain some difficult language points in the text in detail. In this process, teachers should pay more attention to the sentence patterns mentioned inNotes.
2. Students study Word Tips to get prepared for doing Listening Practice
3.Students listen to the recording and do Listening Practice one by one.
4.Check answers to the exercises together.
Section B
Studentsare able to introduce Steve Jobs inoral presentation.
Section C
Students are able to spell and know the meaning of some key words and expressions in Text A and Text B.
e.g. He ran away from home at the age of thirteen.他十三岁那年就离家了。
I've never been one to run away from trouble.我这个人从不逃避困难。
Paragraph 6
1.I'm pretty sure none of this would have happened ifI hadn't been fired from Apple.我很确定，如果当年苹果公司没开除我，就不会发生这些事情。
Teaching Procedures
Period 1
Section A Wake Up Your Ears
Teaching Steps:
1.Students work in pairs and brief1y discuss the expressions of making requests and suggestions in English.
Students can get familiar with the structure and main ideas of Text A and Text B.
Students master the language points in Text A and Text B.
Students are able to do Focus Exercises arned Text A and Text B.
Language Points:
Paragraph 1
1. be honored to很荣幸……
e.g. I'm greatly honored to be invited to attend and address the meeting.
我非常荣幸能应邀参加此次大会并发言。
I would be honored to be shown around your factory.
If I had known the plan, a huge amount of time would have been saved.
如果我早知道这个计划，就不会浪费那么多时间了。
另外，if还可以引导表示现在情况的虚拟条件句和表示将来情况的虚拟条件句。if引导的表示现在情况的虚拟条件句，表示与现在事实相反的假设，其结构为: if+从句主语+were/did，主句主语+would/should/could/might+动词原形。
若能参观一下你们工厂我将深感荣幸。
2. graduate from毕业于……
e.g. She graduated from an American college.她毕业于美国一所学院。
He will graduate from the school in May.他将要在五月份毕业。
Paragraph 4
5.Students read the text for the first time to get the main ideas，discuss about the structure ofthe text, and then do "Reading Comprehension" individually.
2.Explain key words in the Word List in detail.
Key Words:
truthgraduationlosshiretalentedgradually
fai1ureeventsuccessfulremarkablefaithtruly
satisfiedfeaturegaragestudiobrick
2.Ask students to raise questions and make comments.
3.Conclude students' performance and brief1y introduce Steve Jobs.
Homework:
1.Review the expressions of making requests and suggestions learned in the classand practice with classmates or roommates after class.
3.Ask students to listen to the recording of Useful Phrases and Expressions and read after it.
4.Explain the useful phrases and expressions and ask students to make sentences withthem.
Useful Phrases and Expressions
be honored tograduate fromget(be)fired
side with sb.(against sb./sth.) think about run away from
start overgo on tobe fired from
2.Preview Text A，including the new words and expressions.
Period 3-4
Section C Enrich Your Mind
Part One Texts
Text A
Teaching Steps:
1.Ask students to listen to the recording of Word List and read after it.
Period 2
Section B Open Your Mouth
Teaching Steps:
(This activity requires students' pre-working on the PPT making and rehearsal.)
1.Choose 1-2groups to present their introduction to Steve Jobs.
教学难点
语法的掌握
教学方法
课堂提问、课堂讨论
主要教具
课本、多媒体
作业安排
练习册
教学
反思
第 页
续页
教学内容
时间分配
Unit3FamousPeople
Teaching Objectives
Section A
Students are able to understand the expressions of makingrequests or suggestions, and choose the best answer for the exercises.
e.g. If 1were you, I should do that.如果我是你，我就那么做。
If引导的表示将来情况的虚拟条件句，表示与将来实现的可能性不大的情况，其结构为: if+从句主语+were to/did/should +动词原形，主句主语+would/ should/ could/ might+动词原形。