必修3第三单元教案
新人教高中英语必修三Unit3 DiverseCultures-Readingforwrting教案
2019新人教高中英语必修三Unit3 Diverse CulturesReading for writing 公开课教案Teaching aims:1.Enable students to acquire some basic information about San Francisco’s Chinatown.2.Enable students to figure out the organisation and language feature of the text.3.Help students to identify the cultural characteristics of Chinatown and the relationship between Chinese culture and American multiculturalism.4.Guide students to write an introduction to your city/town and write an outline of your introduction.Teaching key points:1.Analyse the organisation and language feature of the text.2.Cultivate students to write an introduction to your city/ town properly and concisely according to an actual situation.Teaching difficult points:1.Enable students to figure out the organisation and language feature of the text.2.Guide students to introduce their city or town in a comprehensive,accurate and organised way.Teaching procedures:StepⅠBefore readingTalk about your travel experience and ask students to give you some advice and information as you plan to travel to San Francisco’s Chinatown.T:Class, I plan to travel to America and my destination will be Chinatown in San Francisco. How do you know about Chinatown? Can you give me some advice and information to help me know more about Chinatown?Ss: Firstly, it is the place where the Chinese immigrants live. Secondly, you canexplore the interesting sights,experience traditional Chinese culture, go shopping, eat Chinese food, and so on.Step ⅠWhile readingCultural NoteThe Dragon Gate is the most photographed site in San Francisco’s Chinatown.The gate was designed by three Chinese-American architects in 1967 using traditional Chinese village gates for inspiration.The Tin How Temple is the oldest Taoist temple in Chinatown,and one of the oldest Chinese temples in the United States.The temple was built in 1852,but then destroyed by the 1906 earthquake.The image of the goddess Mazu was preserved,as well as part of the altar and the bell.These were relocated to the top floor of a building constructed on the site of the old temple.The Bank of Canton is actually the old Chinese Telephone Exchange,a traditional Chinese-style building constructed in 1894.When the telephone was first introduced,there was no way to dial a number.Instead,you would have to talk to a switchboard operator (nearly always a woman),tell her the telephone number of the person you wanted to talk to,and she would manually connect you to the person you wanted to call using an electric plug.However,Chinese residents thought it was impolite to use a number to refer to a person,so the switchboard operators in Chinatown had to know all the names and addresses of everyone in Chinatown so they would know who to connect people to.They also had to know five dialects of Chinese and speak English.Like many buildings in Chinatown,the Chinese Telephone Exchange was destroyed by the 1906 earthquake,but it was quickly rebuilt.However,in 1949 it was closed when dial telephones made switchboards unnecessary.Portsmouth Square,now a public park,is the site of San Francisco’s first public square,built in the early 19th century.While many important historical events related to California and San Francisco occurred in the square before Chinatown was established or grew in size,the site is now very much considered an integral part of Chinatown.The Scottish novelist Robert Louis Stevenson (1850—1894) lived in San Francisco briefly between 1879—1880,and spent much time in Portsmouth Square during his stay there.There is a monument in his honour in the park.Activity 1Prediction1.Look at the title and picture and predict what kind of article is this?2.Who are the target readers?3.What is the writer’s purpose of writing this text?Suggested answers:1.This is an introduction to Chinatown in San Francisco.2.Visitors.3.To introduce a diverse cultural Chinatown in San Francisco to visitors.Activity 2 Reading for main ideaRead the text quickly and match the main idea of the passage.Para.1 A.The characteristic of Chinatown.Para.2 B.The history of Chinatown.Para.3 C.The introduction of Chinatown’s shops and products.Para.4 D.The origin of Chinatown.Para.5 E.The existence value of Chinatown.Para.6 F.The famous food and drinks of Chinatown.Suggested answers:Para.1:A Para.2:D Para.3:B Para.4:C Para.5:F Para.6:EActivity 3 Reading for detailsRead the passage again and answer the questions.1.What are the famous tourist sites in the Chinatown of San Francisco?2.Which is the best season to visit the Chinatown in San Francisco?3.What else can you do there?Suggested answers:1.Dragon Gate,Tin How Temple,Bank of Canton,and Portsmouth Square.2.All year round.3.We can explore the interesting sights,experience traditional Chinese culture,goshopping,eat Chinese food,and so on.Activity 4Reading for organisation and language featuresRead the text again and study the organisation and language feature.1.What information is included in the introduction? Tick the items that are mentioned.2.Underline the sentences that are used to describe the items above.Location:______________________Climate:________________________________History:_____________________________________Ethnic groups:____________________________________Languages:_____________________________________________Famous figures:_____________________________________________Famous food/drink:_______________________________________________ Tourist attractions:_________________________________________________ Businesses and industries:_____________________________________________3.Fill in the blanks to show the structure of the text.Paragraph(s)Main ideaDetails Expressions1 Introductionsh ortintrodu ction to San Francisc o’s Chinato wn2—5 Bodywhat youcan findand doin San Francisco’sChina-town23456 Summaryim portanc e of Chinato wnSuggested answers: 1.2.Location:in San FranciscoClimate:mild all year roundHistory:Chinese immigrants settled in the area during the railroad construction and gold rush periodEthnic groups:the majority of residents in Chinatown are still ethnic ChineseLanguages:many of whom do not speak English fluentlyFamous figures:Robert LouisFamous food/drink:traditional dishes from all over ChinaTourist attractions:Dragon Gate,Tin How Temple,Bank of Canton,Portsmouth SquareBusinesses and industries:souvenirs,goods,and clothing;all kinds of traditional Chinese herbal medicine;Chinese tea stores3.Pa ragraph (s)MainideaDetails Expressions1Int roducti onshortintroduction toSanFrancisco’sChinatownlocation,features,climatebiggest,oldest,very popular tourist draw,mild allyear round2—5what you2history,ethnichistorically...what started as...then turnedinto...the majority of residents...a real taste of ChinaBo dy canfindand doin SanFrancisco’sChinatowngroups,language3attractions,famous figuresfamous sites include....to name but a few,spendhours just exploring the interesting sights,smells,andsounds of China,a key site.a great place to...4storesand goodsoffer a unique range of...all kinds of...can befound,varieties of5foodtreasure,suit everyone’s taste,traditional dishesfrom all over China6 Summa ryimportance ofChinatownuniquecultureallow...to...experience...first handStepⅠ Describing a place with distinctive cultural identity1.In groups,brainstorm as much information as possible about your city/town and its culture.Then write an outline of your introduction.①What is unique about your city/town?②Is it a city/town with diverse cultures?③What examples can you give to illustrate its feature?2.Write an introduction to your city/town.The following phrases and expressions may help you.·is located in/on·has a history of...years·is divided up into·has a population of·is...in size·is home to...ethnic groups·the most popular/greatest/largest·popular festivals/foods/tourist sights include...Suggested answers:1.①My city is distinctive cultural identity.②Yes,it is a city/town with diverse cultures.③I will give examples such as history,population...to illustrate its features.2.Lijiang is an ancient city high up in the mountains of Yunnan,near the borders of Sichuan and Tibet.It was an important stop on the Ancient Tea and Horse Road,which connected central China with Myanmar and India,transporting not just tea but also silk and other goods.Lijiang’s Old Town,with a history of over 800 years,is a UNESCO World Heritage Site.Today,Lijiang is mostly known for its ethnic minority culture,especially the culture of the Naxi ethnic group.The Naxi are famous for their Dongba culture.They have their own unique written language that uses pictures and symbols.They also create beautiful arts and crafts,and are well known for their singing and dancing.Strolling around the Old Town,one can witness Naxi life much as it was hundreds of years ago.One can also try traditional Naxi food,including the air-dried pork liver,Naxi baba (a kind of flat bread),and Naxi hot pot.But if you really want to see Naxi traditional culture,it is best to visit during the Torch Festival,which usually occurs in the summer.During the festival,the streets are full of torches,bonfires,and lots of people singing and dancing.While the main ethnic group living in the area is the Naxi,there are also at least 19 other ethnic groups,including Yi,Lisu,Bai,Tibetan,and Pumi.It is easy to arrange a short homestay with an ethnic minority family to learn more about their way of life.Just outside the city,there are beautiful mountains,meadows,lakes,rivers,and gorges,offering plenty of opportunities to go hiking,kayaking,or rafting.Like much of Yunnan,the weather is always fairly mild in Lijiang,so it is fine to visit throughout the year.Lijiang can be easily reached by airplane or train,and visitors can hire bikes or cars to explore the area.It is the perfect place for tourists to experience the colourful culture of China’s ethnic minorities.StepⅠEvaluating and polishing the draft1.Exchange drafts with a e the checklist to give feedback on your partner’s draft.2.Get your draft back and revise it.3.Put up your introduction in your classroom or share it with the class.StepⅠHomework书面表达：请阅读下面有关中国题材纪录片(documentary)的对话，并按照要求用英语写一篇150个词左右的文章。
高中英语必修三3单元教案
Unit 3The Million Pound Bank Note本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。
学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。
该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。
其中写作部分是训练学生选取和组织材料的类别课程标准要求掌握的项目话题Forms of literature and art: short story and drama；how to act out a play词汇1. 四会词汇bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous, in rags, indeed, even if, get into trouble2. 认读词汇narrator, incredible, Roderick, Oliver, nightfall, unpaid, charity, willingness, simply, Clemens, issue, fake, boyhood, Hannibal, Missouri, Mississippi, fathom, contest, Yale, loneliness, playwright, script3. 词组Bring up, go ahead, by accident, stare at, account for, on the contrary, take a chance, in rags, as for功能Would you please come in?Would you mind waiting just a few minutes?May I ask you how much money you have?— Well, to be honest, I have none.Could you offer me some kind of work?集宁一中2011年高一下学期第1 页共11 页编制：李彦东 11. To talk about short stories and plays.2. To develop S s’ reading skills.3. To arouse Ss’ interest in acting out a play and writing a play4. To get Ss to know how to use new words and phrases.5. To get Ss to have the knowledge of this grammar point: A noun clause is used as theobject; a noun clause is used as the predicative.6. To enable Ss to develop their imagination to continue the story.7. To develop S s’ ability in speaking and listening.8. To give Ss the chance to finish a play or a story.学案一：The first period Warming up and readingAimsTo talk about short stories and plays.To develop S s’ reading skills.Step ⅠWarming upWhat do you know about Mark Twain? Do you know any of his works?Read the short passage quickly and fill in the chart.Then give an introduction of Mark Twain(1835—1910):集宁一中2011年高一下学期第2 页共11 页编制：李彦东 2The greatest humorist of the 19th century American literature.Novels: P81The Adventures of Tom Sawyer (1876)(汤姆·索亚历险记）The Prince and the Pauper (1882)(皇子与贫儿)The Adventures of Huckleberry Finn (1894)(哈克贝利·费恩历险记)Language pointsHe was brought up in Hannibal, Missouri, along the Mississippi River.bring up: 体会下列例句，分析在各句中的含义She brought up her children to be considerate of others. 她教育孩子要关心别人。
高中英语选必修3Unit3 Environmental protection教案
Read to write——Learning about global warming by KWLS 1.单元教学内容分析单元主题语境：人与自然（环境保护）单元主题：了解环境问题的成因、危害以及各国政府和个人应该采取的有效措施；认识人类的活动对自然环境产生的巨大影响，激发环保意识，形成可持续发展观；反思人类行为，能够从不同视角思考，并创造性地提出改善全球变暖的建议与对策；理解环境问题是需要全球共同面对和携手解决的问题，有意识地培养人类命运共同体意识，节约地球资源，保护地球家园。
2.本课教学设计主题语境：人与自然授课课型：读写课授课时长：40分钟教学对象：高三学生资源与工具：Seewo平台，多媒体教室教学内容分析：本节课的主要任务是以文本整合阅读促进写作，主题语境涉及“人与自然”中的“环境保护”这一主题群。
本节课的教学内容是在复习单元全球变暖内容的基础上，结合KWLS表格激活学生已有知识（KNOW），培养学生问题意识（WANT），引领学生主动探索文本内涵。
最后，参照KWLS表格所总结的内容（LEARNED）完成以全球变暖为话题的倡议信，并分享学习所得（SHARE），进一步加深话题阅读理解并在应用实践中巩固所学。
为了促进阅读与写作活动的有效衔接，本节课选择了三篇拓展阅读文章，其中两篇介绍了有关全球变暖的内容，另一语篇则是关于节能的倡议信，旨在巩固和扩展学生的话题内容。
学情分析：本课授课对象为高三年级学生，该班学生整体内向，但思维开放、活跃。
英语口语表达能力一般，但合作探究能力在同组合学生中表现较好。
他们接触过倡议信写作，对全球变暖的话题比较熟悉，基本具备在阅读中获取细节信息的能力。
课前，他们已复习过Climate Changes Requires the World’s Attention的文本内容，并划分好小组（6人一组，共6组），每组选好了小组长，组内成员也各自有对应的组内编号，为小组合作做好铺垫。
人教版必修第三册Unit3Discovering_Useful_Structures名师教学设计
Unit3 Discovering Useful Structures 名师教学设计课时内容Understand the use of ellipsis in English主题语境：人与社会主题群：社会服务与人际沟通子主题：跨文化沟通、包容与合作语篇类型：文本、练习文本分析：[What]本课时围绕主题语境设计了三个活动：第一部分是识别英语省略现象；第二部分使用省略改写句子；第三部分呈现外国女孩Justin要到贵州旅游，向玲玲打听贵州的文化景点的对话，要求学生找到对话中省略了的单词。
[Why] 在本单元主题语境中学习英语省略现象。
[How] 本课采用例句示范、改写句子、对话应用的形式，理解英语省略现象，在语法学习的过程中加深对主题意义的理解。
课时目标1.通过描述人们的活动，在语境中学习现在分词作状语和宾语补足语的用法。
2.获取更多关于本单元主题语境的信息，加深对主题意义的理解。
重点难点重点：对英语省略具体用法的理解。
难点：使用省略讨论美国美食和贵州文化旅游景点。
教学准备教师准备：英语省略的练习题。
学生准备：预习英语省略的用法。
教学过程Step I 学习理解活动一：识别省略现象（Part1，P30）1.Ask students to read the following sentences and find the words that have been omitted to avoid repetition.（1）A：Oh，I just love nachos！Mexican corn chips covered in cheese！B：Me，too.（2）A：So it’s the food of many different cultures，all in one dish？B：Exactly.（3）A real mix of cultures here！（4）Can’t wait！2.Ask students to work in pairs and discuss the words that have been omitted to avoid repetition.Suggested answers：（1）A：Oh，I just love nachos！They are）Mexican corn Ips covered in cheese！B:（I love nachos），too（2）A：So it’s the food of many different cultures Cand they are）all in one dish？B: Exactly, (it’s the food of many different cultures, and they are all in one fish)（3）(There is) a real mix of cultures here!（4）（I）can’t wait（to go there）！【备注】语法讲解请见第二教案“综合素养分析—重点语法精讲”。
语文人教版高中必修3人教版高中语文必修三第三单元《师说》教案
人教版高中语文必修三第三单元?师说?教案【教学目标】1．了解韩愈关于尊师重道的论述和本文的思想意义。
2．学习借鉴本文正反比照的论证方法。
3．树立尊师重教的思想，培养谦虚好学的风气。
4.掌握、积累“师、传、道、受、惑、贱、圣、愚、群、足、攻、经〞12个文言常用实词；学习“之、其〞两个文言虚词；学习、复习本文其他文言虚实词；熟记受〔授〕、不〔否〕两个通假字。
5.学习名词、形容词的意动用法。
6.掌握有关“说〞的文体知识。
【教学重点和难点】1．了解文章的整体思路。
2．学习本文正反比照论证的方法。
【教学方法】教师讲授；学生自主探究；多媒体辅助。
【课时分配】两课时。
【教学过程】第一课时一、导入并解题初中时我们学过一篇课文叫?马说?，?马说?实际上是“说马〞，今天，我们来学习一篇“说教师〞，说“从师风气〞的文章，叫?师说?。
“说〞是一种文体，偏重于议论，可先叙后议，也可夹叙夹议。
二、作家作品韩愈〔768—824〕，字退之，XX河阳〔今XX省孟县〕人，唐代著名的文字家，哲学家，古文运动的倡导者。
祖籍XX昌黎，也称“韩昌黎〞。
晚年任吏部侍郎，又称“韩吏郎〞。
死后谥“文〞，故又称“韩文公〞，作品收录于?昌黎先生集?。
韩愈和柳宗元为唐代古文运动的倡导者，提出了“文以载道〞，“文道结合〞的观点。
他的散文题材广泛，内容深刻，语言质朴，主X学习先秦、两汉的优秀散文传统、倡导古文运动，把当时的文体从矫揉造作的骈体文中解放出来，奠定了唐宋古文的根底，因此后世尊他为唐宋八大家之首。
三、写作背景魏晋以来，门第制度十分严格，分为高门和寒门，门第观念严重破坏了从师学习的风气。
到唐代，魏晋以来形成的门阀制度仍有沿袭，关于韩愈写此文的背景，从柳宗元的?答韦中立论师道书?中一段可见一斑。
柳宗元说：“由魏晋以下，人益不事师。
今之世不闻有师。
有，辄哗笑之，以为狂人，独韩愈奋不顾流俗，犯笑侮，收召后学，作?师说?，因抗颜而为师。
世果群怪聚骂，指目牵引，而增与为言辞。
高中英语必修三第三单元教案DescribingPeople’sAppearance
高中英语必修三第三单元教案DescribingPeople’sAppearance。
在教材中，描述人的外貌特征的方法主要有三种：使用形容词、使用名词短语、使用动词。
其中，使用形容词是描述人外貌特征的最常用方式。
教学目标1.掌握描述人的外貌特征的基本词汇。
2.培养学生使用形容词，名词短语和动词来描述人的外貌特征的能力。
3.提高学生描述人的外貌特征时的语言表达能力和准确度。
教学重点1.掌握描述人的外貌特征的基本词汇。
2.培养学生使用形容词，名词短语和动词来描述人的外貌特征的能力。
教学难点1.提高学生描述人的外貌特征时的语言表达能力和准确度。
2.让学生了解不同文化之间的外貌审美差异。
教学过程Step1. Warm-up让学生看一段视频，随后让学生用英文描述视频中人物的具体外貌特征，这是为了让学生得到一个学习记忆的刺激和启发。
Step2. Introducing vocabulary在这个环节，老师会让学生学习有关描述人的外貌特征的基本词汇，包括人的身高，眼睛的颜色，头发的颜色和长度等。
老师可以利用图片和短语来帮助学生学习相关的词汇。
Step3. Exercise为了让学生巩固刚刚学习过的词汇，老师可以设计一些练习题，包括填空，选择和阅读理解等。
Step4. Introducing grammar老师会让学生学习描述人的外貌特征的语法结构，包括使用形容词、名词短语和动词来描述人的外貌特征。
老师可以通过具体的例子来帮助学生更好地理解这些语法结构。
Step5. Exercise让学生完成有关描述人的外貌特征的语法练习，增强学生的语言表达能力。
Step6. Cross-cultural communication通过比较不同国家之间的外貌审美差异，让学生了解不同文化之间的差异，并让学生明白外貌并不是评价一个人的唯一标准。
Step7. Exercise设计练习题，让学生运用所学知识来描述不同国家人的外貌特征，并帮助学生理解和尊重不同文化之间的差异。
译林版高中英语必修三Unit3 Extended reading 教案
《英语》（必修·第三册）Unit 3 The world onlineExtended readingI. Learning objectivesBy the end of the period, students will be able to:1. know about Alan’s life about living without a smartphone for a week;2. decide whether a life without a smartphone is a smart choice;3. leave a message under the blog to state their opinions about the topic.II. Key competence focus1. Understand the changes that the writer experiences.2. Develop a right attitude towards a smartphone.III. Predicted areas of difficulty1. Summarize the differences between before and after the writer stopped using his smartphone.2. Leave a message after the blog to state their opinions.IV. Teaching proceduresStep 1 Lead-inT asks Ss what would they do if they stay alone and introduces the topic of this lesson.【设计意图：直接通过一个问题了解学生平时一个人待着的时候会做些什么，大部分学生的答案应该是玩手机，由此引入今天的主题——Smartphone: a smart choice?】Step 2 Prediction1. T asks Ss to answer the title.T: Smartphone: a smart choice? What’s your answer?2.T asks Ss to predict what will be talked about in the passage.T: Can you predict what will be talked about in the passage and what opinion the writer would hold?【设计意图：先让学生回答课文标题的问题，再让学生预测作者的观点和态度。
新人教版高中英语必修三Unit 3 Reading and Thinking教案
-Clear the tackle ofthenext step.
Reading
Step 6
Pair work
Teacher encourages students to use the key words and phrases learnt to discuss with their partner about the following topics:
4.Encourage students to learn more about gold rush.
重点
1.Master the usage of key words and phrases.
2.Improve the students’ ability to classify and organize information.
教学目标与核心素养
1.Learn and master the key words and phrases.
2.Train the students’ ability to organize the information.
3.Enable the students know about cultural diversity
After acknowledgingthe information and the meaning of the new words, answer the questions.
-Use video to catch students’ attention.
-Expand their horizons and spark their interest.
claim-deny
人教版英语必修三第三单元reading for writing教案
人教版英语必修三第三单元reading for writing教案Unit 3 Reading for Writing教案。
【教学目标】。
1.学生能够了解和认识一些重大节日的传统方法和历史。
2.通过阅读和写作技能的练习，学生能够提高自己的英语水平。
3.帮助学生在词汇、语法和写作方面提高自己的技能。
【教学重点】。
1.学生必须熟悉传统的节日和庆典。
2.通过阅读文本，学生应该能够理解不同的庆典和文化。
3.学生必须能够用英语发表意见和写作思考。
【教学难点】。
1.如何根据文本理解文化和庆典活动。
2.提高学生的写作技能和口语表达能力。
3.如何评估学生的写作和口语表达能力。
【教学方法】。
教师主导教学，黑板讲解，学生讨论，学生阅读练习，学生写作，小组互动，学生演讲，并采用查询等策略。
【教学步骤】。
Step 1 概述课程和目标。
教师向学生介绍第三单元的主题，根据课程目标和学生预期的技能水平，让学生明确学习目标和期望能够达到的技能和知识。
Step 2 学术词汇表和口头表达。
教师为学生提供一个专业术语的列表，这些术语与节日和庆典有关，或与文化和习俗有关。
教师会冷静地对每一个术语进行解释。
后，要求学生反复说这些术语，以尽量熟练掌握，并进行口头练习，确保学生能够在英语中表达自己的想法。
Step 3 阅读理解和分析。
教师分配课文，有可能包括多个篇章，帮助学生用所学的技能加深对文本的理解和评估。
教师可以要求学生回答问题，或寻找关键内容。
学生们可以自由地解释课文。
教师可以通过黑板引导讨论，协助学生更好地理解文本。
Step 4 串讲和口头演讲。
要求学生口述内容，并向同学们展示他们的批判性思维，看看他们能否进一步理解所学到的新知识。
通过“串课”和口头演讲，学生可以更深入地了解自己的思维和理解。
Step 5 搜集资料、撰写文章。
学生阅读文本，了解庆典和历史文化的细节，并搜集资料，构建自己的写作思路，写下自己的文章。
Step 6 小组分享和讨论。
人教版语文高中必修三第三单元《劝学》教案3
《劝学》教案第一课时导入１、介绍作者、解题；荀子（约公元前３１３—前２３８）名况字卿，战国末期赵国人，荀子是我国古代的思想家、教育家、是先秦儒家最后的代表，朴素唯物主义思想集大成者。
主张“性本恶”和强调后天学习的重要性，认为后天环境和教育可以改变人的本性。
（孟子强调“性本善”）《劝学》的“劝”起着统领全篇的作用。
作者在这篇以《劝学》为题目的文章中，勉励人们要不停止地坚持学习，只有这样才能增长知识，发展才能，培养高尚的品德。
凡是用“力”作声旁的字，多数有给人们勉励的意思，如“励”、“努”等。
２、诵读。
用铅笔画出难读难懂的字，对照课文注释和工具书读懂、读准。
３、解释难懂的字词。
1）对照注释，借助字典，正字正音輮róu通煣有yòu通又知zhì是“智”的古字暴pù已是“曝”的古字生xìng 通性４、自己读，集体读，朗诵，纠正读音错误。
划出重点句、经典句，反复诵读，记忆背诵。
５、借助工具书、材料下面注释、已往的积累理解文字，初步翻译，划出翻译困难的句子、有疑问的句子。
(1)君子曰：学不可以已。
“君子”是一个合成双音词。
“可以”在古汉语中是两个单音词，相当于现代汉语“可以、用它”的意思。
在本文具体语境中“以”已失去介词的作用，只协调音节。
因此，这两个词中只有“可”有意义，与现代汉语的“可以”差不多；它还表示情理上应当如此，可译为“应该”。
全句译为：有学问有修养的人说，学习是不应该(可以、能够)停止的。
(2)木直中绳，以为轮，其曲中规。
句中两个“中”作动词，“符合”的意思。
“绳”指木工取直用的墨线，这个词的意义现在已扩大，泛指各种绳索。
“”和“为”是两个动词，“”通“糅”，指古代用火熨木使之弯曲的一种方法，现作“揉”，解释“使……弯曲”。
“为”，做成。
“以”在两个动词之间表明它后边的行为是它前边行为的目的或结果，作连词用，译作“而”。
全句译为：(一块)木材直得合乎(木匠拉直的)墨线，假如使它弯曲而成为车轮，它的弧度(就可以)符合圆规(画的圆圈)。
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Unit Three The Million Pound Bank-NoteTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语b. 交际用语c. 重点句型2. Ability goals能力目标a. Enable students to sum up the main ideab. Enable students to understand the details about the whole scene.c. Retell the scene using the key words of the whole scene.d. Express their opinions by answering the following questions:1) Do you think money is everything? Why?2) Do you agree that only money can bring people happiness?e Learn how to act out a playf Learn how to request and order foodg Learn noun clauses as the object and predicative3. emotional ability goals 情感目标1) Do you think money is everything?2) Do you agree that only money can bring people happiness?4 Teaching important points 教学重点a. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.b. Discuss the questions:1) Do you think money is everything?2) Do you agree that only money can bring people happiness?5 Teaching difficult points教学难点1 how to improve ss’ reading skills .2 the learning of noun clauses as the object and predicative6 Teaching methods 教学方法Elicitation, discussion, listening, reading and pair work.Teaching aids 教具准备A computer, a projector and a tape recorder.7 Teaching procedures and ways教学过程与方式The first period readingStep I.Warming up1.Mark Twain is probably one of the few American writers with whom studentsare already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.T: Do you know something about the American writer Mark Twain?Ss: A little.T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 17 so that you can know more about him.T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.Step ⅡPre-readingGet the students to discuss the question with their partners and then ask them to reporttheir work. Encourage to express their opinions freely.T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.Step Ⅲ while reading1.ScanningGet the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questionsa.How did Henry Adams come to England?b.Where did Henry work before? How much did he have?c.What did the two gentlemen give Henry?d.When can Henry open the letter.3 Put the following events in correct order:Henry wandered in London streets.About a month ago Henry Adams was sailing out of the bay.The next morning he was spotted by a ship.Towards nightfall he found himself carried out to sea by a strong wind.On the ship he earned his passage by working as an unpaid handStep Ⅳ Post-reading1 What kind of persons you think the characters are? (Henry Adams, Oliver Roderick)2 actingT: Are you ready to act out the play now class?Ss: Yes.T: Good. Let’s welcome the first group and the second groups please get prepared.…T: Class, we should pay attention to some examples of Mark Twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. Do you agree with me?Ss: Yes, of course.Step Ⅴ words and expressions1.bring up1）抚养；培养；教育。
如：The teachers brought the pupils up on stories about the Old East.老师们用古老的东方故事来教诲小学生们。
He was brought up by his grandparents.他是被他的爷爷和奶奶养大的。
2）提出（供讨论或促使注意），提出······以供考虑。
如：He brought up a question for discussion.他提出问题以供讨论。
3）谈到，向·····提及。
如：I didn’t want to bring up the matter to him last night.昨晚我不想向他提及这件事。
4）咳出；呕吐。
如：He brought up everything he ate.他把吃的东西都吐了出来。
2.scene n. (戏剧)一场；现场；场面；景色（1）Firefighters were on the scene immediately.火警立刻到达现场。
（2）The rocking boats along the river bank make a beautiful scene.沿着河岸左右摇摆的船形成了一道美丽的风景。
（3）The last scene of the play was very impressive.这部电视剧的结尾非常感人。