新编英语教程第三版
新编英语教程(第三版)第一册第六课课件
If two call you a donkey, check for hoof prints. If three call
us.
新编英语教程（第三版）第一册
Unit 6 Save Our Pandas Lead-In LSP Dialogue Role Play Reading Exercises
gross: (infml) very unpleasant to look at or think about e.g.: Ooh, gross! I hate spinach!
wet my fur: urinate on my fur 尿湿身上
新编英语教程（第三版）第一册
Unit 6 Save Our Pandas Lead-In LSP Dialogue Role Play Reading Exercises
humiliation: a feeling of shame and great embarrassment, because you have been made to look stupid or weak 羞辱 e.g.: She faced the humiliation of discussing her husband’s
新编英语教程（第三版）第一册
A New English Course (Third Edit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 6 Save Our Pandas Lead-In LSP Dialogue Role Play Reading Exercises
新编大学英语 综合教程 3 第3版
新编大学英语综合教程 3 第3版课程内容包含了多种交际活动和语言技能的培养。
如听力、口语、阅读和写作等。
通过各种主题和话题的讨论，学生能够提高他们的英语交际能力和理解能力。
课程材料中包含了具有现实背景的篇章和文章，以激发学生研究英语的兴趣，并了解英语在不同文化和领域中的应用。
培养学生独立研究和合作研究的能力，使他们能够有效地运用英语进行交际和表达。
帮助学生掌握各种语言技能，如听力理解、口语表达、阅读理解和写作能力。
培养学生跨文化意识和理解，使他们能够在国际交流和合作中胜任自己的角色。
以上是《新编大学英语综合教程 3 第3版》的大纲概述，希望能够为学生提供一个全面的英语研究平台。
本教材的主要教学目标是培养学生综合运用英语的能力，包括听、说、读、写等方面。
同时，通过教授相关课文，让学生了解不同领域的知识和文化背景，提高他们的跨文化交际能力。
教学内容包括以下几个方面：语音和发音练：研究正确的英语发音和语音规则的训练，以提高口语能力。
视频和听力材料的理解和讨论：通过观看视频和听力材料，学生能够提高对英语的理解能力，并进行相关讨论，以增强语言运用和交流能力。
阅读和写作训练：通过阅读英语文章和进行写作练，培养学生的阅读理解和写作能力，提高英语表达能力和语言组织能力。
口语表达和交流技巧的培养：通过口语训练和角色扮演等活动，帮助学生锻炼口语表达和交流技巧，提高口语流利度和自信心。
课后练和作业：给学生布置课后练和作业，巩固所学知识，提高研究效果。
以上是《新编大学英语综合教程 3 第3版》的教学内容。
通过这些方面的训练和研究，学生能够全面提升英语语言能力。
以上是《新编大学英语综合教程 3 第3版》的教学内容。
通过这些方面的训练和学习，学生能够全面提升英语语言能力。
新编英语教程第三版 unit 4
Unit 4Language StructureMain Teaching Points:1.Modal auxiliaries may/might used to express “possibility”eg. It may/might be fine tomorrow.2.Modal auxiliaries should/ ought to expressing “obligation”eg. He should/ought to get up early and take some exercise every day. 3.Modal auxiliaries would rather expressing “preference”eg. I would rather do some reading.4.Modal auxiliaries must and can’t used to express “strong probability”and “impossibility” respectivelyeg. He must be in the gym. // He can’t be there.Useful Expressionsgo-mountain climbing be in good healthtake notice of be weak in / be poor insuffer from sth. live transmission of sports eventsDialogue A Trip to ChinaA. Listening to the recordingB. Questions on specific detailsC. Broad questions:1. Describe the changes in China’s rural areas, particularly in the coastal areas.2. What are the ways in which Chinese farmers get up-to-dateinformation?3. Why college education important for modern farmers?4. Do you believe in “You get what you put in”?D. Language Points1. Fancy meeting you here.=It’s a surprise to meet you here.2. world-renowned/ world-famous世界闻名的eg. 1) Shanghai is a world-renowned cosmopolitan metropolis.上海是国际知名的大都会。
新编英语教程(第三版)第3册电子教案
Book IIIUnit 1 (2)Unit 2 (4)Unit 3 (6)Unit 4 (8)Unit 5 (10)Unit 6 (12)Unit 7 (14)Unit 8 (16)Unit 9 (17)Unit 10 (19)(6 hours) (19)Unit 11 (21)Unit 12 (23)Unit 13 (24)Unit 14 (26)Unit 15 (27)Unit 1(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to h elp to develop the students’ oral communicative abilities;4.Appreciate the two narrations in this unit and learn some writing skills in narrationand practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:Awkward; dreary; rotund; grunt; proceed; dismay; appall; diffidently; singularly;reckon; querulous; somber; scribble; attach importance to; have sth. in common; a crocodile ofIII. Teaching Procedures: (4 hours)1.Greeting;2.The whole plan for this semester;3.Begin the new lesson:1). Answer the pre-reading questions orally;2).Allow students 3 minutes to go over text I rapidly for the main idea;3). Do the guesswork of vocabulary;4). Study Text I intensively;5). Answer the questions of Text I both in SB (student’s book) and B(workbook)orally;6). Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7). Do oral work;8).Study the main points of guided writing, including theinformation about précis writing, paragraph writing of narration and description, and the heading and salutation of a letter;9). Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1…. With no experience of teaching my chances of landing the job were slim: there is little possibility for me to get the jobchances of doing sth.land: succeed in getting sth.E.g. His chance/chances of landing the1st prize is/are slim/scant/slender/small.2. summon sb. to do sth.3. …smell unpleasantly of stale cabbagesmell of: give out the smell of scent ofE.g. smell of brandy/paint/garlicHis accounts seemed to me smell of truth.4. proceed to (do) sth.: go ahead, continue to doprecede: come, go or happen just before sth. precede sth (with sth)E.g. proceed to announce his plan;proceed to the next item on the agenda;He preceded his speech with a warning against inattention.5. attach importance to sth.; consider… importantE.g. attach much importance/weight/significance to the theory6. have sth. in common7. not so much…but the fact that…E.g. It was not so much there being no councils of workers, peasants and soldiersworthy of the mane, but the fact that they were very few.8. the last straw: an addition to a set of troubles which makes one unbearableE.g. The hotel was expensive, the food poor, and bad weather was the last straw. V. Language points for Text II1.prompt sb. to do sth or prompt sth: urge or causeE.g. His action was prompted by fear.Hunger prompted him to steal.2. Feeling anything but well.: feeling far from being wellanything but (恰恰不,才不) nothing/nobody but (正是,只是)all but(几乎,差一点)E.g. She looks anything but well. ( She looks ill.)You have nobody but yourself to blame.The thief has all but succeeded in escaping.3. be set on/upon (doing) sth: be determined to do, make up one’s mind4. get round to doing sth.: find time to do sth. at lastE.g. After a long delay, he got around to writing the letter.5. instill sth. in/into sbinstill: to put (ideas feelings, etc.) gradually but firmly into someone’s mind by a continuous effortE.g. instill the idea of discipline and obedience into new soldiers6. It was more a cross-examination than an interview.7. In due course, you will hear from us.Due: right and properE.g. He has his due reward.Unit 2(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the description of Text I and practice italong with letter writing;5.Get to know some information about April Fool’s Day;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:weep, rage, accordingly, croaking, cling, dismissive, brutal, quarantine, coop, witty, exempt, hoax, growl, preyIII. Teaching Procedures: (4 hours)1.Review the main points in last class;2.Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 4 minutes to go over text I rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) andWB(workbook) orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including how to write a paragraphof description, and the introduction of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.He looked his goodbye at the garden.: He said his goodbye by looking at thegarden.2.cling toE.g. She still clings to the belief that her husband is alive.Little babies usually cling to their mothers.3.prepare sb/oneself for sth : make someone/oneself ready to accept or to beadjusted to a new condition, idea, or an event4.at such short notice: with little time for preparationE.g. The students usually give the landlady one month’s notice before they move.One can always get a taxi here at a short notice/at a moment’s notice.5.If only: is often used to introduce an exclamation expressing an unfulfilledcondition at present, in the past or in the future. The verb is generally in the past or past perfect.E.g. If only I had a chance to live my childhood once again.If only he had had a lot in common with me.6.would rather do sth than do sthE.g. I’d rather walk all these stairs up than wait for the lift to go up.7.be cooped upE.g. he felt good in the fresh air after being cooped up in the house for so long. V. Language points for Text II1.hoax: deceive, play tricks on sbhoax sb with sth, hoax sb into doing sthcoax: get sb to do sth by kindness or patiencecoax sb to do sth, coax sb into/out of doing sth2.needless to say3.prey: an animal that is hunted and eaten by another animal or by a person;someone who can easily be deceived or influencedE.g. Some salesman consider young housewives easy prey.4.exempt: free from a duty or service exempt…fromE.g. A doctor’s note will exempt you from physical education.VI. Some information about April Fool’s DayApril Fool’s Day is on April 1st. It is traditionally a day to play practical jokes on others, send people on fool's errands, and fool the unsuspecting. No one knows how this holiday began but it was thought to have originated in France.The closest point in time that can be identified as the beginning of this tradition was in 1582, in France. New Year's was celebrated on March 25 and celebrations lasted until April 1st. When New Year's Day was changed from March 25 to January 1st in the mid-1560's by King Charles IX, there were some people who still celebrated it on April 1st and those people were called April Fools.Pranks performed on April Fool's Day range from the simple, (such as saying, "Your shoe's untied!), to the elaborate. Setting a roommate's alarm clock back an hour is a common gag. The news media even gets involved. For instance, a British short film once shown on April Fool's Day was a fairly detailed documentary about "spaghetti farmers" and how they harvest their crop from the spaghetti trees.Whatever the prank, the trickster usually ends it by yelling to his victim, "April Fool!"April Fool's Day is a "for-fun-only" observance. Nobody is expected to buy gifts or to take their "significant other" out to eat in a fancy restaurant. Nobody gets off work or school. It's simply a fun little holiday, but a holiday on which one must remain forever vigilant, for he may be the next April Fool!Each country celebrates April Fool's differently. In France, the April Fool's is called "April Fish" (Poisson d'Avril). The French fool their friends by taping a paper fish to their friends' backs and when some discovers a this trick, they yell "Poisson d'Avril!". In England, tricks can be played only in the morning. If a trick is played on you, you are a "noodle". In Scotland, April Fools Day is 48 hours long and you are called an "April Gowk", which is another name for a cuckoo bird. The second day in Scotland's April Fool's is called Taily Day and is dedicated to pranks involving the buttocks. Taily Day's gift to posterior posterity is the still-hilarious "Kick Me" sign.Unit 3(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate and learn some writing skills in the narration of Text I and practice italong with letter writing;5.Get to know some information about Bermuda Triangle;6.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive s kills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:consent, bid goodbye to, coincidence, feebly, naval, terminal, clarification, incredible, inheritance, wreckage, literally, snatch, overdueIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Do the pre-reading questions;2)Allow students 5 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answe r the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including narration in chronologicalorder, and purpose of a letter;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.consent: agreement or permission (v. n.)consent to sth.E.g. The young couple won/obtain/had their parent s’consent to theirmarriage.Shakespeare is, by common consent(公认), the greatest Englishdramatist.Her father reluctantly consented to the marriage.2.bid goodbye to sb.3.make some/a/no differenceE.g. A little perseverance makes a big difference between failure and success.It doesn’t make any difference to me which side will win or lose.4.find one’s voice5.purple with angergreen with envyash-white with terror6.My watch gains/loses a minute every day.V. Language points for Text II1.refer to sth as sth2.literally: really, without exaggeration; word for word, strictlyE.g. The children were literally starving.translate literally; carry out orders too literally3.vanish into thin air: disappear completely4.contribute to: help to cause sthE.g. Plenty of fresh air contributes to good health.Unit 4(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Learn some writing skills in narration and letter writing;5.Get to know more information about William Shakespeare;6.Do some other after-class exercise including listening and translation toimprove students’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:legacy, estate, genius, baptize, in a flash, influential, sufficiently, conviction, apprentice, set foot on the road to, presume, tempest, brilliantIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Answer the pre-reading questions orally;2) Allow students 4 minutes for rapid reading and 10 minutes for writing down themain idea for each paragraph;3）Do the guesswork of vocabulary;4）Study Text I intensively;5）Answer the questions of Text I both in SB(student’s book) and WB(workbook) orally;6）Listen to the tape and study Text II extensively to enlarge their vocabulary and widen the scope of their knowledge;7）Do oral work;8）Study the main points of guided writing, including the narration in chronological order and conclusion and ending of a letter;9）Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. be comfortably/well /better/best/badly/worse/worst off2. amount to: add up to, reach; be equal in meaning, be the same asE.g. Our monthly expenditure on food usually amounts to 150 yuan.Her reply amounts refusal.You won’t amount to anything if you idle your time away like this.3.literary: typical of literatureE.g. literary works; literary styleliteral: being or following the exact or original meaning of a wordE.g. literal meaning ←→figurative meaningliteral translation ←→free translationliterate: able to read and write4.conviction: the feeling of being sure about sthE.g. It’s my conviction that our team will win the game.convict: declare sb is guiltyconvict sb. of sth5.realize in a flashV. Language points for Text II1.be apprenticed to2.set foot on the road to sthVI. More Information on William ShakespeareOne of the greatest giants of the Renaissance, Shakespeare holds, by general acclamation, the foremost place in the worl d’s literature. His close friend, the playwright Ben Johnson, said of him that he was “not of an age, but for all time.”His works are a great landmark in the history of world literature for he was one ofthe first founders of realism, a master hand at realistic portrayal of human characters and relations.Shakespeare’s complete works include 37 plays, 2 narrative poems and 154 sonnets. Some of his best known plays are:The Taming of the ShrewRomeo and Juliet,A Midsummer Night’s DreamThe Merchant of VeniceMuch Ado about Nothing,Twelfth NightAll’s Well that Ends Well, HamletOthelloKing LearMacbethTimon of AthensMeasure for MeasureThe TempestUnit 5(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communica tive abilities;4.Get to know the organization of a feature report and learn some writing skills innarration and practice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:lobby, complexion, foreboding, shudder, scheme, psyche, moat, breach, in progress, screech, quirk, chic, grunge, reverie, scramble, lopsided, executive, distressing, badger, have the nerve to do sthIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1) Read the information of the text on p.54, 55 to get a better understanding ofChunnel;2) Answer the pre-reading questions orally;3) allow students 5 minutes to read the text rapidly for the main idea;4) do the guesswork of vocabulary;5) Study Text I intensively;6) Answer the questions of Text I both in SB(student’s book) and WB(work book)orally;7) Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;8) do oral work;9) Study the main points of guided writing, mainly paragraph writing ofnarration in informal tone, and letter writing to ask for information;10) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.…stiff upper lips trembled: here stiff upper lips stands for Englishman. It’smetonymy.(换喻,转喻)(keep) a stiff upper lip: (show) an ability to appear calm and unworried whenin pain or troubleE.g. The general praised the boys for keeping a stiff upper lip in time oftrouble.2. A tiny explosion of air from pursed lips.purse up one’s lips: draw one’s lips together esp. as a sign o f disapproval3.by the grace of God: due to, thanks toE.g. By the grace of God the children were rescued by the fireman.pound adjectives made up in various ways:the soon-to-be-opened Chunnelthe gull-wing eyebrowscross-Channel-link schemestungsten-tipped teethV. Language points for Text II1.alternative: adj. OtherE.g. Have you got an alternative suggestion?n. choice of twoE.g. Caught in the act, he had no alternative but to confess.alternate: adj. A. (of two things) happening or following one after the otherE.g. alternate triumph and despairB. every second e.g. on alternate daysv. cause to occur one after the otherE.g. Most farmers alternate their crops.2.It’s a matter of choice, not nerves.nerve: couragehave the/no nerve to do sth or lose one’s nerveUnit 6(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:refuel, outlay, harness, bonnet, conquer, radiation, penetrate, synthetic, extinction, rivet, in a panic, opposition, scrap, evacuation, arsenal, scornIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3 minutes to read the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabulary andwiden the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writing ofargument, and the letter writing to ask a favor;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.dream of sth or doing sth2.Harness atomic power in a car, and you’ll have no more worries about petrol.╱or you’ll do…= If …not…you’ll…Imperative sentence,╲and you’ll do…= If … you’ll…E.g. Practice speaking English more, and you’ll improve your oral Englishquickly.Be careful in your pronunciation, or you’ll have great trouble in listeningand speaking.3.outlay: a spending of moneyoutlay on sth.E.g. the weekly outlay on groceries;a considerable outlay on basic researchOur country has outlaid (v.) a large sum of money in capital construction.4.economy: A. economic situation B. thrift and frugalityE.g. The economy of the country is changing from bad to worse.We are better off now, but we still have to practice economy.economic: having to do with economicsE.g. Economic crises are sure to occur in the capitalist world from time to time.economical: thrifty, not wasting money or timeE.g. The writer is famous for his economical style.5.be well on the way toE.g. We were well on the way to the age of knowledge-based economy.V. Language points for Text II1.pour scorn on sb/sthhold /think it scorn to do sthy out: displayE.g. lay out merchandise3.in a panicUnit 7(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the students’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensive skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:pose, suspense, irritate, asphyxiated, ventilate, fidget, indiscreet, chatterbox, elope, obstinacy, willfulness, escapism, justify, tycoon, aptitude, stumble, for a start, turn a deaf ear to, ex-directoryIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 3.5 minutes to go over the text rapidly for the main idea;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, mainly about the paragraph writingof argument, and the letter writing to make an offer;9) Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1. take sth. for granted or take it for granted that: believe sth. withoutthinking about it very much2. He is proposing to attempt the impossible…: When he intends to do impossible…propose: have formed a plan; intendusage: propose to do sthpropose: suggestusage: propose doing sth./ that clause3.pose as unusual: pretend to beE.g. He posed as a learned man.She is always posing.pose for a photograph with sb.pose an obstacle to the development, allow me to pose a question4.suspense: anxiety or apprehension resulting from an uncertain, undecided ormysterious situationusage: in suspense, keep (sb) in suspense, hold in suspenseE.g. He waited in great suspense for the doctor’s opinion.suspension:E.g. the suspension of arms, suspension from school/officesuspicion:E.g. above suspicion, under suspicion5.justify: give a good reason forjustify sth or doing sthE.g. The editors are perfectly justified in refusing your work.6.have/ show an aptitude for sth.7.be bent on questioning you: be determined to question you.E.g. She is bent on becoming a good pianist.He is bent on making journalism his career.V. Language points for Text II1.for a start: to begin with, to start with2.…get away scot-free: escape without punishmentE.g. No student can get away with a breach of the rules of the university.got away from the restaurant scot-free3.turn a deaf ear to: ignore, pay no attention toE.g. I shall turn a deaf ear in future to all your empty promises.4.the people most plagued by…plague: pester or annoy persistently or incessantlyE.g. Runaway inflation further plagued the wage or salary earner.Unit 8(6 hours)I. Teaching Aims:In this unit students are required to:1.Practice reading strategies such as predicting, skimming, guessing, etc.2.Grasp some new words and expressions to enrich student’s vocabulary;3.Do some oral work such as pre-reading questions, role play and interactionactivities to help to develop the stu dents’ oral communicative abilities;4.Appreciate the two arguments in this unit and learn some writing skills andpractice it along with letter writing;5.Do some other after-class exercise including listening and translation to improvestudents’ comprehensiv e skills.II. Teaching Emphasis:1. The comprehension and appreciation of Text I;2. New words and expressions:shelter, end up with, engross, browsing, retire, indulgent, beckon, tell off, tuck, discreet, poverty-stricken, a nose for, persevere, flickIII. Teaching Procedures: (4 hours)1. Review the main points in last class;2. Study the new unit:1)Answer the pre-reading questions orally;2)Allow students 2 minutes for rapid reading and 5 minutes for writing the mainidea of each paragraph;3)Do the guesswork of vocabulary;4)Study Text I intensively;5)Answer the questions of Text I both in SB(student’s book) and WB(workbook)orally;6)Listen to the tape and study Text II extensively to enlarge their vocabularyand widen the scope of their knowledge;7)Do oral work;8)Study the main points of guided writing, including the paragraph writing ofpersuasive writing, and the letter writing as to make a suggestion;9)Homework, finish all the exercise both in SB and WB.IV. Language points for Text I1.shelter: cover and protectionfind/take shelter from; give shelter to; be a shelter from; under the shelter of2.be engrossed in: be absorbed in, be taken upE.g. The audience was completely engrossed by the actor’s performance.3.to one’s heart’s content: as much as one likeE.g. S he n ever dares to eat to her heart’s content for fear that she would put onweight.4.…the assistant should retire discreetly…retire: move back or awayE.g. retire to one’s room; retire to bed;retire from the service; retire from the world;5.Apart from running up a huge account.run up: make or become greater or largerE.g. run up a huge account/bill/debts6.indulge: yield to, gratifybe indulged inE.g. She is indulged in idle daydreams.7.beckon to sb or beckon sb to do sthE.g. He beckoned me to come nearer.8.tell sb off: scold or rebuke severelyE.g. The teacher told him off for not doing his homework.9. tuff away sth: put sth in a safe placeE.g. The troop was tucked away in a quiet valley.V. Language points for Text II1.be mean with sth2.poverty-stricken; panic-stricken; conscience-stricken; grief-stricken;fever-stricken3.It’s real a bargain.A bargain is a bargain.make a bargain with sb; bargain sth for sth4.has a nose for gossip/informationnose into other’s affairsKeep your big nose out of my affairs.Unit 9(6 hours)I. Teaching Aims:。
新编英语教程 第三版
Paragraph 3.•Should these journalists and photographers join in,orjust stand back and watch while people kill oneanother?It's a tricky ethical question,not just amatter of how brave anyone is feeling at the time;because without authentic pictures,how will theworld know,how should the world believe whatatrocities are committed?One dead photographerdoes not do much for the cause he cares about,evenif he did feel compelled to weigh in and take sides.• 1.Tricky:(of a situation,piece of work,etc.)difficult to handle or deal with; full of hidden or unexpected difficulties.E.g.: a tricky situationa tricky bit of worka tricky problem• 2.Anthentic:genune3.Atrocity(Noun):the quality of being shockingly cruel and inhumane;an act of atrocious cruelty• 4.The cause he cares about: -the principe or ideal that he considers to be very important .• 5.Feel compelled to:felt it necessary• 6.weigh in and take sides:-join in (an argument ) and show favour to a particular sideOne dead photographer does not do much for the cause he cares about, even if he did feel compelled to weigh in and take sides.一个摄影记者，即使他认为自己有必要选择立场而支持某一方，一旦他死了，则于他所关心的事业来说也是没有多大帮助的。
新编英语教程(第三版)第一册第五课课件
A New English Course (Third Edition)
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 5 Save Our Heritage
新编英语教程（第三版）第一册
Unit 5 Save Our Heritage
Lead-In
LSP
Dialogue
Role Play
Reading
Exercises
Language Structures Preparatory Questions Practice I
Practice II Practice III
新编英语教程（第三版）第一册
Unit 5 Save Our Heritage
Lead-In
LSP
Dialogue
Role Play
Reading
Exercises
docent: (AmE) someone who guides visitors through a museum, church, etc.
新编英语教程（第三版）第一册
Unit 5 Save Our Heritage
Lead-In
LSP
Dialogue
Role Play
Reading
Exercises
riffraff: an insulting word for people who are noisy, badlybehaved, or of low social class e.g.: Don’t bring any riffraff into my house! 别把不三不四的人领到我家来!
新编英语教程第三册第三版件
新编英语教程第三册第三版件介绍本文档是关于新编英语教程第三册第三版件的详细说明。
这个版本是在原版的基础上进行了修订和补充，旨在更好地满足学生的英语学习需求。
本文档将逐步介绍本版件的特点、内容结构以及使用建议。
版本特点1. 更新内容新编英语教程第三册第三版件主要在以下几个方面进行了更新：•单词表：修订了原版中一些过时和不常用的词汇，并增加了一些近年来常用的新词汇。
•语法练习：增加了更多实用的语法练习，帮助学生巩固所学的语法知识。
•阅读材料：增加了更多有趣和实用的阅读材料，帮助学生提高阅读理解能力。
•听力材料：增加了更多地道的英语听力材料，帮助学生提高听力理解能力。
2. 教材结构新编英语教程第三册第三版件的教材结构如下：•Unit 1：介绍一些日常生活中常用的词汇和表达方式。
•Unit 2：讲解一些与工作和职业有关的话题。
•Unit 3：介绍一些关于环境和可持续发展的词汇和知识。
•Unit 4：讲解一些关于文化和传统的话题。
•Unit 5：介绍一些关于科技和创新的词汇和知识。
•Unit 6：讲解一些与健康和生活方式有关的话题。
•Unit 7：介绍一些关于教育和学习的词汇和知识。
•Unit 8：讲解一些与旅行和交通有关的话题。
每个单元都包含了词汇、语法、听力、阅读和写作的练习，帮助学生全面提高英语能力。
使用建议1. 阅读顺序建议按照教材自身的结构进行阅读，逐单元进行学习。
每个单元的内容都是有一定逻辑关系的，按部就班地学习，能更好地理解和掌握知识。
2. 多练习在学习过程中，要多进行词汇、语法、听力、阅读和写作的练习。
通过练习能够更好地巩固所学的知识和技能。
3. 制定学习计划制定一个合理的学习计划，安排每天一定的学习时间。
坚持学习和练习，才能够取得良好的学习效果。
4. 寻找学习资源除了教材本身提供的练习题以外，还可以寻找其他相关的学习资源，比如网上的课程、听力材料、阅读材料等等。
多样化的学习资源有助于提高学习效果。
新编英语教程3第三版答案
新编英语教程3第三版答案题型：听力理解1. What time does the movie start?(A) 7:30 PM(B) 8:30 PM(C) 9:30 PM2. What is the weather like today?(A) sunny(B) cloudy(C) rainy3. Who is Sally going to meet?(A) her friend(B) her sister(C) her teacher4. What is the boy's favorite subject in school?(A) science(B) math(C) English5. How many siblings does the girl have?(A) one(B) two(C) three答案：1. (B) 2. (A) 3. (B) 4. (A) 5. (C)题型：单选题1. We _____ dinner when the phone rang.(A) have(B) were having(C) had(D) will have2. He enjoys _____ to music.(A) listen(B) listened(C) to listen(D) listening3. Sarah _____ the bus to school every day.(A) takes(B) took(C) is taking(D) will take4. Tom is _____ his homework right now.(A) do(B) did(C) has done(D) doing5. Could you _____ me your book, please?(A) lend(B) borrow(C) buy(D) sell答案：1. (B) 2. (D) 3. (A) 4. (D) 5. (A)题型：完形填空Cats are a popular pet in many households. They are small,furry animals that usually weigh around five pounds. They are well-known for (1) to clean themselves by licking their fur. For this reason, cats are often considered cleaner than dogs. However, cats are also known for their (2) habits, such as knocking things over or scratching furniture.Cats are independent animals and require less attention than dogs. They are happy to be left alone for longer periods of time and are (3) less demanding than dogs as pets. However, they are also less social than dogs and may not always enjoy being cuddled or held.One of the biggest advantages of owning a cat is that they require less space than dogs. They are (4) for small apartments and can always find a cozy spot to curl up in. Additionally, cats are skilled hunters and can help keep homes free of pests like mice and rats.One downside of having a cat is that they can trigger allergies in some people. Another disadvantage is that cats can sometimes bring small creatures like lizards or insects into the house as a gift.Despite their quirks, cats remain popular pets for many people due to their independence, cleanliness, and ability to keep homes free of pests.1. (A) liking(B) liking it(C) liked(D) being liked2. (A) quirky(B) strange(C) rude(D) weird3. (A) usually(B) ultimately(C) eventually(D) generally4. (A) great(B) good(C) perfect(D) well-suited答案：1. (A) 2. (B) 3. (D) 4. (D)题型：阅读理解The Humane Society of the United States is an organization that works to protect animals from cruelty and abuse. They operate animal shelters and rescue missions, as well as run educational programs and lobby for animal welfare laws.One major issue that the organization is currently addressing is the problem of puppy mills. A puppy mill is a breeding operation where dogs are treated cruelly and kept in inhumane conditions. Puppies bred in these mills are often sold to pet stores or online and may have health problems due to the conditions they were raised in.To combat the problem of puppy mills, the Humane Society encourages people to adopt pets from shelters instead of buying them from pet stores or online. They also encourage people to report any suspected animal abuse or neglect to the proper authorities.By working to improve the lives of animals and educate the public, the Humane Society of the United States is making a positive difference in the world.1. What is the Humane Society of the United States?(A) An organization that sells puppies online(B) An organization that protects animals from cruelty and abuse(C) A pet store that sells adoptable pets(D) An organization that operates breeding operations2. What is a puppy mill?(A) A breeding operation where dogs are treated well andraised in humane conditions(B) A rescue mission that saves dogs in need(C) A place where people can go to adopt puppies(D) A breeding operation where dogs are treated cruelly and kept in inhumane conditions3. What is one way that the Humane Society is working to combat puppy mills?(A) By encouraging people to adopt pets from shelters(B) By encouraging people to buy puppies from pet stores(C) By operating breeding operations of their own(D) By lobbying for laws that allow puppy mills to continue operating答案：1. (B) 2. (D) 3. (A)题型：作文请根据以下提示，写一篇关于保护环境的短文。
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新编英语教程（第三版）第一册
Unit 7 Cycling Lead-In LSP Dialogue Role Play Reading Exercises
ScriptБайду номын сангаас
新编英语教程（第三版）第一册
Unit 7 Cycling Lead-In LSP Dialogue Role Play Reading Exercises
Wall-E: Eva! Man 1: So let’s go to over the driving range and had
a view of virtual race in the space. Man 2: Nah, we did that yesterday. I don’t want to
2. What is the typical image of human beings in this episode? All of them are too fat to move without the help of robots.
3. What’s the meaning of the words “Try blue. It’s the new red.”?
Questions: 1. What does Wall-E try to do during the whole episode?
He tries to follow the white robot Eva.
新编英语教程（第三版）第一册
Unit 7 Cycling Lead-In LSP Dialogue Role Play Reading Exercises
新编英语教程（第三版）第一册
A New English Course (Third Edition)
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12
Unit 13
Unit 14
Unit 15
Unit 7 Cycling Lead-In LSP Dialogue Role Play Reading Exercises
4. What is the attitude of most people towards life in the film? They are usually bored with life and new interests are hard to find.
新编英语教程（第三版）第一册
Unit 7 Cycling Lead-In LSP Dialogue Role Play Reading Exercises
here to assist you momentarily. John: Stewards! Hello. Help! Robot: Please remain stationary. A service robot will be
here to assist you momentarily. John: What’s it? What’s going on? Wall-E: Wall-E. John: John.
Movie Clip Inspirational Quote
新编英语教程（第三版）第一册
Unit 7 Cycling Lead-In LSP Dialogue Role Play Reading Exercises
Movie Clip
Watch the movie clip and answer some questions.
Unit 7 Cycling Lead-In LSP Dialogue Role Play Reading Exercises
Robot teacher: A is for Axiom, your home, sweet home. B for Buy N Large, your very best friend.
新编英语教程（第三版）第一册
Unit 7 Cycling Lead-In LSP Dialogue Role Play Reading Exercises
Wall-E: Eva. John: No. John.
Wall-E: Eva. John: Bye, Wall-E.
新编英语教程（第三版）第一册
Woman’s Voice: Time for lunch. In a cup. Feel beautiful!
新编英语教程（第三版）第一册
Unit 7 Cycling Lead-In LSP Dialogue Role Play Reading Exercises
do that. Man 1: Well then, what do you wanna do? Man 2: I don’t know. Something.
新编英语教程（第三版）第一册
Unit 7 Cycling Lead-In LSP Dialogue Role Play Reading Exercises
新编英语教程（第三版）第一册
Unit 7 Cycling
Lead-In LSP Dialogue Role Play Reading Exercises
John: Hey, take the cup. Hey, take the cup. Robot: Please remain stationary. A service robot will be
Woman: Hot. Over here. Man 3: Hello. I’m in the tunnel. I can’t hear you.
Woman’s Voice: Buy N Large, everything you need to be happy. Your day is very important to us.