Unit+3+教师用书

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2024版高考英语一轮总复习教材复习Unit3教师用书新人教版选择性必修第三册

Unit 3 Environmental ProtectionⅠ．词块记单词1．greenhouse gas emissions 温室气体排放2．Earth's ecology 地球生态3．release the heat 释放热量4．carbon dioxide 二氧化碳5．sustain life 维持生命6．warming trend 变暖的趋势7．broadcast news reports 广播新闻报道8．make policies 制定政策9．restrict the amount of ...限制……的数量10．seize every opportunity 抓住每一次机会11．submit a report 提交报告12．nuclear power 核电13．throw garbage into the river 把垃圾扔到河里14．restore the river's original beauty 恢复河流原有的美丽15．garbage disposal methods 垃圾处理方法16．fine tourist organisations for abuses 对旅游机构的违规进行处罚Ⅱ．语境记单词1．I'm watching a documentary about starving children in Africa．Many people were left to starve to death in the past．As a result of the drought, millions will face starvation again next year．(starve)2．As a consequence of frequent smoking, the frequency of his asthma (哮喘) attacks is increasing, and he coughs frequently．(frequent)3．As is known to us all, a harmonious society means that human beings can live in harmony with each other．(harmony)4．Tom didn't make sense of the meaning of this sentence and was laughed at by the students．It's embarrassing for Tom, who was sensitive, and it was not a sensible thing for his classmates．(sensitive)5．At a conservative estimate, he'll be earning ￡50，000, which is enough for him to carry out animal conservation work．At the same time, a new law to conserve wildlife will soon be put into action, which is a great boost to his work．(conservation)6．Our activities should be regulated by the regulation．And we should do things through regular channels．So those irregular activities must be corrected．(regulate) 7．It is a rule that our luggage should be inspected by customs officers and only after the inspection can we go aboard the plane．(inspect)8．I admire you for your tolerance, because you can tolerate things which can't be tolerant．(tolerate)Ⅲ．语境记短语1．I expressed my gratitude to you on behalf of(代表) my family．2．Stella went to the bookstore and bought dozens of(许多) books．3．Jim entered the contest without much hope, not thinking he would end up (最终) with the first prize．4．“Have a nice day” is a wonderful phrase，reminding us, in effect (实际上)，to enjoy the moment．5．I'm sending you the book along with(连同……一起) the material concerned．6．It was carelessness that resulted in (导致) the terrible accident．7．He formed the habit of referring to(查阅) dictionaries when meeting with new words．8．They would help the environment a great deal, because they only release water into(把……释放到……) the a ir．9．They say they expect the meeting to have an impact on(对……产生影响)the future of the country．Ⅳ．公式练句型1．毫无疑问，这项政策对所有的商业部门来说将是一个黄金机会。

人教版九年级英语全册教师用书：Unit 3

Unit 3Could you please tell me where the restrooms are?1．It serves delicious food.它提供美味的食物。

(1)serve sth.(with sth.)，意为“提供某物(配某物)”；serve sth.to sb.＝serve sb.sth.，意为“用……款待某人”。

如：He served us a big plate of chicken.他给我们端上一大盘鸡肉。

(2)serve作动词，意为“够……吃(用)”。

如：This dish will serve four people.这盘菜够四个人吃。

(3)serve作动词，还意为“接待；服务”。

如：Are you being served？有人接待您吗？(4)有关serve的习惯用语：It serves sb. right (for doing sth.)某人咎由自取/罪有应得；serve your/its turn(在某方面或某期间)发挥作用；serve two masters 侍奉二主。

2．suggestsuggest意为“建议”，其后可跟名词、动词-ing形式及宾语从句。

跟宾语从句时，谓语动词一般要用虚拟语气的形式，即should＋动词原形，其中should可省略。

如：①He suggested a twoday stay in Beijing on the way home.他建议回家途中在北京停留两天。

②My father suggested sending for a doctor at once.我父亲建议马上派人请个医生。

③The teacher suggested that we (should) speak English as much as possible in class.老师建议我们尽可能在课堂上多讲英语。

3．depend on取决于depend on＋名词/代词/宾语从句，意为“视……而定；取决于……”。

英语教师用书(基础模块)上册-unit 3

Unit 3 Can you dance and sing?
英语（基础模块）上册 LOGO
Unit 3 Can you dance and sing?
Warm up Listening and Speaking
Pronunciation Reading and Writing
Grammar Focus The Joy of English
Wheelchair athletes play basketball and race Lisa Thomson is Australian. She’s a great athlete, but she can’t walk. Lisa is a wheelchair basketball player. All the women on her team are wheelchair athletes. Lisa and her team members can’t run or jump, but they can play excellent basketball. Her team is a winning team. They play in countries all over the world. Other countries with women’s wheelchair basketball teams are New Zealand, Canada, and Japan. Tom Smith is from the United States. He can’t walk, but he can race in wheelchair marathons. His wheelchair can go very fast. It can go 56 kilometers per hour. Tom can also play basketball and baseball, but racing is his favorite sport. Wheelchair athletes don’t say , “I can’t.” They say, “I can do it.”

新编大学英语文化阅读教程 3 教师用书Unit 3

新编大学英语文化阅读教程3教师用书Unit3Warm-upStep1Talking about the sayingAlbert Camus thinks“To be happy,we must not be too concerned with others.”It represents the concept of happiness in Western cultures.For them,happiness is people’s natural pursuit and emphasizes free will and individualism.Being happy is considered to be a personal accomplishment rather than collective happiness.It is not related to other people or the whole society.However,Mencius says“Enjoying happiness alone is not as enjoyable as enjoying happiness with the multitude.”This saying reflects a different Eastern concept of happiness i.e.,the fulfillment of happiness is interdependent with social role obligations.Therefore,Asians,especially the Chinese,tend to consider the happiness of others more often and strive to achieve group welfare.Step2Sharing your ideasFor me,happiness lies in two aspects,personal accomplishment and the health of my family members.Firstly,if I can do what I like to do and achieve what I want to achieve through hard work,I would feel happy. Secondly,happiness is also related to my parents and other family members.If they are healthy and happy,I would be happier.But if they are in difficulties,it’s impossible for me to enjoy my personal happiness. When I feel sad or depressed,I tend to talk to my friends,go out for sports,or watch relaxing movies.Talking with others and asking for help can relieve my sadness,so as sporting and watching movies.Reading1Language focus1.been obsessed with2.is consonant withposed4.unceasingly5.coherent6.jeopardize7.diligently8.conspiringGlobal understanding1)coherent2)accountability3)inalienable right4)Explicit pursuit5)ever-changing6)Role obligations7)Dialectical balance8)strive forDetailed understanding1.F2.T3.F4.T5.FCultural thinkingWestern conceptions of happiness are characterized by two features: personal accomplishment and explicit pursuit.The advantage of western conceptions of happiness is that it boasts freedom and autonomy,and is socially supported and emphasized.The disadvantage is that people may only be obsessed with personal happiness and neglect others or lack social responsibilities.Eastern conceptions of happiness are characterized by social obligations and dialectical balance.Therefore,the advantage is that people focus more on social welfare,interpersonal harmony,and the prosperity of the collective.The disadvantage is that people might face more difficulties to balance their personal and social obligations,or even sacrifice personal benefits.Reading2Language focus1.alleviatingplementary3.adept4.digestive5.meditation6.counsel7.modalities8.chronicGlobal understandingPara.2—EPara.4—CPara.6—APara.8—FPara.10—BPara.12—DDetailed understanding1)B2)C3)A4)B5)DCultural thinkingTraditional Chinese medicine(TCM)is becoming more and more popular in the world.China has shared TCM clinical experience with about150 countries and regions,provided TCM products to more than10countries and regions,and dispatch TCM doctors to28countries and regions to help stop the pandemic.As an example,cupping therapy,laden with a long history,is a form of physical therapy in TCM,which has the effect of removing blood stasis, reducing swelling,and relieving pain.Many celebrities and athletes abroad have used this therapy.The Olympic gold medalist—Phelps said in an interview that cupping therapy helps to relieve pain and relax muscles.With various related videos being popular on social networks, people abroad are willing to try cupping therapy.They trust this“therapy from the East”:Some people do cupping on the face as a cosmeticprocedure;some do cupping on the head as a treatment for hair loss. According to news reports,almost all Chinese medicine clinics in Europe now provide“cupping therapy”,which proves that TCM is gaining more and more attention and popularity abroad.Integrated thinkingAnswer1:Tai Chi is one of the Chinese traditional martial arts. Concentrating on the correct posture and breath,the movements of Tai Chi are fluid,graceful,and well-balanced,promoting the complete harmony of body and mind.Tai Chi is helpful for mental relaxation and physical fitness.Whether you’re young or aged,male or female,strong or weak,you can choose Tai Chi to exercise.So I think it is a heritage of Chinese culture which Western cultures can learn from.Answer2:In Western cultures,parents usually won’t subsidize their children since they turn adults.Many college students take part-time jobs to earn their tuition fees and become financially independent earlier.In China,however,most parents will support their children’s tuition fees until graduation.I think Chinese parents can learn from the Western cultures and let young people be financially independent earlier.Culture mosaic1Zhongyong(doctrine of the mean)Zhongyong,or the doctrine of the mean,is a classical Confucian concept. There’re examples in our lives that can be explained by the zhongyong mode of thinking.For example,people are told not to go to extremes when encountering difficulties.They won’t blame themselves too much or remain depressed for a long time.Instead,they’ll seek internal comfort and balance,keep working hard,and look forward to better moments in their lives.Zhongyong mode of thinking will surely benefit people’s mental well-being in the long run.Self-questioning,self-discipline,and tolerance toward others will alleviate people’s tension and anxiety,and reduce their extreme emotions.Consequently,people will stay more stable and calmer which benefits their mental well-being.2Positive psychologyPositive psychology can enhance our self-esteem and self-image.Positive experiences will lead to pleasantness and happiness in life. Personally speaking,positive psychology works on me.For example, through“engaging fully”,I will feel happier,less worried and bored. When I have nothing to do,I tend to feel bored and even anxious about the future.So having a clear goal and engaging fully will make me stay more positive.Apart from the routes mentioned in this passage,there are other useful routes,for example,“Stopping staying with people who make you feel uncomfortable”.If I have a friend who always picks on me and makes me feel terrible,I will avoid meeting him/her to keep my positive mind.3Real happiness reportVersion1:I think what we watch or read does influence our emotions. Personally,watching engaging dramas will reduce my anxiety and tiredness to some degree.Take the British play“The Durrells”as an example.In this play,Louisa,the mother,moved to Greek with her four children because of the financial burden.The life and scene in Greek were healing to me and also to Louisa’s family members.The picturesque seaside views,the robust animal zoo,the grown-up main characters,and the stories that happened there created a beautiful world,which can reduce my pressure,and help me to be positive.Others,however,may find watching documentaries more relaxing.So people’s responses to the same material differ.Their life experiences may determine their responses.One thing,however,is certain:What we watch or read does influence our emotions.Version2:I don’t think what I watch or read will influence my emotions. When I feel depressed,the best way to deal with it is to go out to take a walk or run.Watching TV or movies only makes me feel more tired instead of alleviating my depression.Reading books also doesn’t help. While I’m reading,the main purpose for me is to acquire information and knowledge.I won’t feel happier or more relaxed.Therefore,personally, what I watch or read won’t influence my emotion.Talking to others face to face is more helpful to me.。

四年级上英语Unit 3-经典教学教辅文档

本课时的教学重点应侧重于字母O和字母o-e在单词中的发音，在呈现新课的同时，不仅仅是用旧知来引出新知，而是在新知的操练中不断地重现旧知，让新旧知识有一个明显的对比过程。经过这一课的学习，我觉得虽有不足，但先生大都纯熟掌握本节课的知识，并能适当的运用，还能举一反三，基本达到了预期的效果。
Task1给单词找家
Task2 Can you read this chant？Task3Read more words and find out the rules(规律
Task4 苹果树上有很多o/o-e的单词，请你为他们找到相应的篮子吧
1、读一读，选出每组中你所听到的单词，并鄙人面画对号。
2、Listen，circle and write
教学设计模版
《Unit 3 My friend ——Let’s spell》
》
课程名称
Unit 3 My friend
——Let’s spell
授课人
学校名称
教学对象
四年级
科目
英语
课时安排
1课时
一、教材分析
本课的教学内容是PEP小学英语四年级上册第三单元Ａ部分pronunciation的内容，是一节单纯的语音课型。三年级先生曾经学习了26个字母及例词，初步掌握了五个元音字母在闭音节中的发音，同时也对21 个辅音字母在单词中的读音有了必然的了解。这一册次要学习五个元音字母在开音节中的发音，在上两个单元中，曾经学习了a-e和i-e在单词中的发音规则。本节课的重点是启发先生经过仔细倾听、跟读，本人总结出o-e在单词中的发音规则，并进一步拼读和拼写符合o-e发音规则的单词，让先生获得成功感，进而提升自主学习的能力。
经过这一部分的巩固与练习，可以检测先生对本节课所学能否掌握，并经过练习锻炼先生本人总结规律的能力，同时及时调解教师在以后的教学中出现的成绩，并及时改正。

新标准高职高专公共英语-综合教程3-教师用书Unit3

I’d rather not answer that, if you don’t mind. 如果您不介意的话，我不想回答这个问题。
Starting Out
Unit 3 Asking for and Offering Information
Suppose you are an American and you come to China to study Chinese in a university. Ask a student in this university questions about the following information:
Unit 3 Asking for and Offering Information
ቤተ መጻሕፍቲ ባይዱ
Basic Patterns
Starter
Response
Excuse me, but do you happen to
know anything about the (famous museum) here? 请问您知道这里(著名的博物馆)吗？
Unit 3 Asking for and Offering Information
In this unit, you will learn various ways to: 1. ask yes/no and wh- questions 2. ask questions in a polite way 3. ask questions to get more information 4. offer information
I didn’t quite follow what you said just now. 我没太听懂您刚才所说的。

英语学习策略与技巧教程教师用书unit3

7) How these elements could be learned.
8) How much time it would normally take to learn a particular element.
9) How objectives can be set and study plans made.
learner autonomy in the future.
1. Encourage students to be interdependent and to work collectively. The less students
depend on their teacher the more autonomy is being developed. Many students like
working in small groups and usually can be placed in pairs or small groups for various
exercises quite easily, that is, not against their wills. Pairs and groups can read dialogues
have learned.
13) What your strengths are in learning L2 in question.
14) What your weaknesses are in learning L2 in question.
15) How much time you are prepared to spend on your language learning per week.

现代大学英语精读1 (第三版)教师用书 Unit 3

现代大学英语精读1 (第三版)教师用书 Unit 3简介本文档是《现代大学英语精读1 (第三版)教师用书》第三单元的教学指南。

本单元的主要内容是关于生活方式和健康的讨论。

通过阅读和讨论相关的文章，学生将能够了解不同的生活方式对健康和幸福的影响，并学习如何改善自己的生活方式。

教师可以根据学生的英语水平和教学目标来选择适合的材料和活动。

教学目标在本单元的学习中，学生将能够：1.了解不同生活方式对健康和幸福的影响；2.学习如何改善自己的生活方式；3.提高阅读和听力技能；4.学习和运用相关的词汇和表达。

教学材料本单元的教学材料包括：1.主题文章：《健康的生活方式》2.辅助材料：有关健康和生活方式的图片、表格和图表等；3.练习题和讨论问题。

教学步骤引入话题在引入话题时，可以使用图片或简短的视频来引起学生的兴趣。

可以展示一些健康的生活方式，比如锻炼、健康饮食、良好的睡眠等。

引入之后，可以提问学生一些相关的问题，例如：•你认为健康的生活方式对我们的身体和心理健康有什么影响？•你觉得你自己的生活方式健康吗？为什么？阅读文章学生阅读主题文章《健康的生活方式》。

在阅读之前，可以提前让学生阅读文章的标题和题目，以激发他们对该主题的兴趣。

学生可以自己阅读，或者分成小组讨论后再阅读。

讨论问题学生在阅读完文章后，可以回答一些与文章内容相关的问题。

这些问题可以涉及到文章的主要论点、观点和作者的意图等。

在讨论中，鼓励学生互相交流和表达自己的意见。

一些可能的讨论问题包括：1.文章中提到的几种生活方式对健康和幸福的影响有哪些？2.根据文章的建议，你觉得如何改善自己的生活方式？3.你在文章中有没有发现和你现在的生活方式有相似之处或者不同之处？4.你认为健康的生活方式对年轻人和老年人有何区别？词汇和表达根据学生的英语水平和需要，教师可以选择一些相关的词汇和表达进行教学。

可以通过例句、练习题和角色扮演等方式来帮助学生巩固所学内容。

一些可能的词汇和表达包括：•healthy lifestyle 健康的生活方式•balanced diet 均衡饮食•regular exercise 经常锻炼•stress management 压力管理•good sleep quality 良好的睡眠质量练习和作业根据教学目标和学生的能力，可以设计一些练习题和作业来帮助学生巩固所学内容。

2024版高考英语一轮总复习教材复习Unit3教师用书新人教版选择性必修第一册

Unit 3 Fascinating Parks ocxⅠ．词块记单词1．buffet the cloth of my tent 噼里啪啦地拍打着我的帐篷的布2．through the valley below穿过下面的山谷3．vast sheets of ice 大片冰层4．ban all new development 禁止所有新发展5．within park boundaries 在公园内6．an ancient Sami cottage 一个古老的萨米人小屋7．watch a fountain performance 观看喷泉表演8．draw the route 画出路线9．go straight ahead 一直往前走10．theme parks 主题公园11．an adorable fairytale 一个可爱的童话故事12．wander around the fantasy amusement park 在梦幻乐园闲逛13．enormous swinging ships 巨大的摇摆船14．a rare experience难得的体验15．a superb old wooden roller coaster一流的老式木制过山车16．the splendid journey 壮丽的行程17．fireworks display 烟火表演18．with tasty food for every appetite 为每一个人的胃口提供美味的食物Ⅱ．语境记单词1．Mr White is the adopted son of Mrs Green, who adopted him when his parents died 20 years ago．Thanks to her adoption, Mr White could receive a good education and become an engineer．(adopt)2．The children in the mountain village have no entertainment, so their teachers often tell entertaining stories to entertain them after class．(entertain) 3．The life of a politician has great appeal to many young people but I don't think it is appealing to me．(appeal)4．My amusing drawings amused the kids, and they looked at them in amusement．(amuse) 5．As we all know, young people are very concerned about fashion, and young ladies often buy many fashionable clothes．(fashion)6．This job has been a great blessing to our family and theirs．I was blessed withthis job, one that most people would want to have．(bless)7．Many children wrote cards in reward for his kindness．So the volunteer thought what he did was rewarding．(reward)8．Smoking is prohibited in public places．People are all in favour of the prohibition．(prohibit)Ⅲ．语境记短语1．Unfortunately, when he got home, he found he had his keys left behind (遗留)．2．It's reported that the temperature here reaches up to (达到) 40℃ in summer．3．In the Spring Festival, Chinese people like to hang the character “fu” upside down (颠倒)．4．What appeals to (有吸引力) us is not only his intelligence but also his sense of humour．5．My dream of becoming a college student came true (实现) at last．6．Larger fish and mammals that feed on (以……为食) the small fish also lose their food source．7．We drove to the airport the next morning to pick up (开车去接) Susan．8．It turns from side to side, like a snake on the move (在行进中)．9．All the children like music apart from (除了) Bobby．10．She set out (开始) to break the world land speed record．11．We are blessed with (有幸拥有) new opportunities and are faced with new challenges．12．Our aim is to allow students and teachers to be familiar with (对……熟悉) the classroom．Ⅳ．公式练句型1．(2022·浙江卷1月写作)尽管我很想和他分享我的想法，但我没能这么做，因为我担心我会拖他的后腿。

人教版九年级英语全册教师用书：Unit 3

Unit 3Could you please tell me where the restrooms are?1．It serves delicious food.它提供美味的食物。

(1)serve sth.(with sth.)，意为“提供某物(配某物)”；serve sth.to sb.＝serve sb.sth.，意为“用……款待某人”。

如：He served us a big plate of chicken.他给我们端上一大盘鸡肉。

(2)serve作动词，意为“够……吃(用)”。

如：This dish will serve four people.这盘菜够四个人吃。

(3)serve作动词，还意为“接待；服务”。

2．suggestsuggest意为“建议”，其后可跟名词、动词-ing形式及宾语从句。

跟宾语从句时，谓语动词一般要用虚拟语气的形式，即should＋动词原形，其中should可省略。

如：①He suggested a twoday stay in Beijing on the way home.他建议回家途中在北京停留两天。

②My father suggested sending for a doctor at once.我父亲建议马上派人请个医生。

③The teacher suggested that we (should) speak English as much as possible in class.老师建议我们尽可能在课堂上多讲英语。

3．depend on取决于depend on＋名词/代词/宾语从句，意为“视……而定；取决于……”。

八年级下英语Unit 3-经典教学教辅文档

Unit 3 Could you please tell me where the restrooms are? Section A 1 (1a-2d) Mao Yanmei一、教学目标：1. 言语知识目标1. To ask for information politely.Excuse me, do you know where I can...?Excuse me, could you please tell me how to…?2. To learn to give directions.Turn left / right.On one’s right\leftWalk\go alongGo past the bookstore.Go across---2. 技能目标: （1）能用宾语从句礼貌的寻求帮助。

（2）能用正确的方法指路。

3. 情感目标:培养先生尊重别人，对人有礼貌，热爱生活。

二、教学重难点：1. 教学重点：(1) 礼貌的向别人寻求帮助。

(2) 正确运用宾语从句。

2. 教学难点：运用宾语从句礼貌的寻求帮助。

三、教学步骤:Step 1: Warming upGreetingStep 2: check the homeworkStep 3: Practice1)Match each thing with a place in the picture in 1a.2)Read the phrases.___ get some money___ get some magazines___ have dinner___ get a dictionary___ get some information about the town___ buy a newspaper___ buy some stamps___ get a pair of shoes3) check the answersStep 4 presentationShow some pictures to students and present the new sentences:Could you tell me where I can ----?Could you please tell me how to----?Step 5: Listening1) Listen and complete the conversations in the picture in 1a.Step 6: PracticeMake conversations using the information in 1a. Forexample:A: Excuse me, could you please tell me how to get to the bookstore?B: Sure, just go along Main Street until you pass Center Street. The bookstore is on your right, beside the bank. A: Thanks. Do you know when the bookstore closes today?B: It closes at 7:00 p.m. today.A: Thank you!B: You’r e welcome.Step 7: Homework1. Use the words and expressions in this lesson and make a short passage about your city or town in 30 words.2. Preview the new words and expressions.。

外研社2023现代大学英语口语1_第三版_U3_教师用书

Unit3Making Plans and PredictionsTheme:planning and the futureLanguage functions:Talking about plans and intentions;making predictions;indicating probabilityObjectives:Students shall demonstrate the ability to use appropriate vocabulary and grammar to discuss future plans,goals,and events.This includes being able to use the future tense to ask and answer questions about future plans.Warm-upProcedures:1)Have students first brainstorm some questions they would like to ask their peers aboutfuture plans.2)Then,have students walk around the room and interview their classmates.Remind themto use the probability expressions and sentence structures provided in the Language Bank.3)Afterward,have some volunteers share interesting or impressive predictions they heardfrom classmates.Sample questions:—What do you hope to achieve before turning30/40/50?—Do you plan to develop any new skills this year?—What are your plans for the winter break?—Where do you see yourself in five years?—Will you go home or travel during the upcoming holiday?Activity11.ConversationThe two dialogues are about making weekend and holiday plans.Each dialogue shows how two friends or classmates discuss their availability,make suggestions,and confirm arrangements for getting together.Procedures:1)Have students identify the questions used to ask about immediate plans(e.g.“Do youhave plans for the weekend?”“What are you doing this Thursday afternoon?”).2)Point out how the speakers respond by indicating their availability or lack of set plans(e.g.“I haven’t given it much thought.”“Nothing special,just studying.”).3)Note how suggestions are made using modals like“would”(e.g.“Would you like tocome along?”).4)Highlight how arrangements are confirmed or tentative plans are set(e.g.“Good.I reallylook forward to it.”“Is it OK if I call you then?”).5)Have students practice similar dialogues in pairs,using the language and sentencestructures for making weekend or holiday plans.2.Pair work●Focus:This task provides students with the opportunity to practice dialogues aboutmaking weekend plans.Students will ask and answer questions about their availability and immediate plans.They will also make suggestions for activities and respond appropriately.●Procedures:1)Assign partners and have each pair follow the conversation steps in the table.2)Remind them to use the question forms,responses,and suggestion structures covered inthe dialogues.3)Have partners switch roles and repeat the conversation.4)Circulate and listen as students speak,providing help if needed.5)After several minutes,invite one or two volunteer pairs to share their dialogues with theclass.6)Provide positive feedback and error correction.7)Consider extending the activity by having students create their own dialogues with newweekend plans/activities.3.Group work●Focus:This task provides students with a real-world opportunity to ask and answerquestions about weekend plans.●Procedures:1)Divide students into groups of four.2)Have each student take turns to ask their group members about their plans for theupcoming weekend.They should also ask follow-up questions about why they made those plans.3)Students should listen carefully and fill in the table with their group members’names,plans,and reasons.4)After several minutes of group discussion,have one or two volunteers share theirfindings with the class.They can compare their own weekend plans with those of their group members.5)Provide positive feedback on their dialogues and interactions.Activity21.Plans for winter and summer vacationsThis activity exposes students to authentic language used by American college students when discussing their plans for winter and summer breaks.The messages provide examples of vocabulary,idioms,and conversational language typical in this context. Procedures:1)Have students skim the messages to get an overall sense of the plans being described.2)Call attention to informal,colloquial expressions used(e.g.“lounge around,”“tons ofbooks,”“ridiculously slow”).Explain their meanings.3)Note the phrasal verbs for making plans(e.g.“hanging out,”“hitch around”).4)Highlight abbreviated forms and acronyms(e.g.“reaaaaaally,”“pjs”)and how they add aconversational tone.5)Discuss how students describe their feelings about upcoming breaks(e.g.“can’t wait”).6)Consider having students rewrite some messages in a more formal tone for comparison.2.Group work●Focus:The task provides students with an opportunity to practice asking and answeringquestions about future plans using modal verbs and adverbs of probability.●Procedures:1)Have students write down one thing they will likely do and one thing they likely won’tdo over vacation,with a few details about each.2)Collect the papers,shuffle them,and redistribute to ensure that each student has someoneelse’s paper.3)In groups,students take turns to ask each other if they are going to do the things writtenon the paper.For example,“Are you going to spend most of your vacation catching up on reading?”4)When a student identifies the person who wrote the plan,he/she can ask follow-upquestions about the reason.For example,“You said you definitely wouldn’t stay at home.Why is that?”5)Encourage students to use modal verbs(e.g.will,would,may,might,could)and adverbsof probability(e.g.probably,likely,certainly)in their questions and answers about plans.6)Wrap up by having some volunteers share interesting vacation plans they learned about.3.Discussion●Focus:This discussion task allows students to compare and contrast how collegestudents in China and America spend their vacations.They will identify key differences and speculate on potential cultural and contextual factors that may account for the differences.Students are encouraged to share their perspectives on the pros and cons of the American approach to university breaks,and articulate which approach they prefer and why.The overall goals are to analyze cross-cultural differences in university life, reflect on how social values and norms shape behaviors,and have students synthesize their opinions on alternative approaches based on their own experiences and observations.●Procedures:1)Have students spend a few minutes independently comparing vacations in China vs.vacations in America based on their knowledge.2)Open up the discussion by asking students to share observations about differences andsimilarities.Write key points on the board.3)Ask what factors may account for the differences noted(e.g.cultural values,academicpressure,income).4)Have students share their preferable way of spending university breaks.4.Group work●Focus:This task provides an opportunity for students to collaboratively plan and proposea new holiday tradition for their university.It helps to foster creativity,decision-making,and teamwork as groups brainstorm ideas,reach a consensus on a tradition,and outline the necessary details for its implementation.●Procedures:1)Divide students into groups of four or five.2)Give the groups two minutes to brainstorm different holiday traditions they could start attheir university.Remind them to consider the purpose,timing,and frequency.3)Have each group choose one tradition to focus on and spend five minutes discussing:—What is the specific tradition and its purpose?—When would it happen(time of year,date)?—How often would it repeat(annually,monthly,etc.)?—What are the detailed steps to implement it?—What resources or approvals would be needed?4)Have each group present a two-minute summary of their proposed tradition andimplementation plan.5)Wrap up with a class vote on which tradition sounds most fun/meaningful to initiate. Activity31.Are you planning your life or living it?This passage contrasts two philosophies on how to live one’s life—the well-planned life versus the summoned life.The well-planned life involves carefully mapping out your purpose, goals,and timeline from a young age.The summoned life emphasizes being open,followingyour heart,and exploring the unknown possibilities that life offers.The passage acknowledges the merits and drawbacks of both approaches,noting that even the most well-laid plans can falter while being open to life’s twists can lead to opportunities.It provokes students to examine their own approach to life and reflect on how plans,purpose,and unexpected changes shape their journey.●Procedures:1)Have students read the passage and underline key contrasting viewpoints on planning lifevs.living openly.2)Discuss the pros and cons of planning one’s life in detail vs.following an unscripted path.3)Explore the role of plans and purpose—can these coexist with being open to life’suncertainties?How do students balance planning with flexibility?4)Ask if students feel they are living the life they truly want or one influenced by others’expectations.To what extent are they directing their own path?5)Discuss how major life changes and roadblocks might shift one’s attitudes on planning.How do students think they would cope with major disruptions to their plans?6)Wrap up by reflecting on the ideal balance between structure and spontaneity in life.2.Discussion●Focus:This discussion allows students to reflect on different philosophies about lifeplanning and purpose,drawing connections to their own experiences and attitudes.●Procedures:1)Have students re-read the passage and jot down notes related to the discussion questions.2)Go through each question one at a time.For the first two questions,have students sharetheir examples in pairs or small groups before opening up to the whole-class discussion.3)For the last two questions,open up the discussion to the whole class to get a range ofperspectives.4)Encourage students to use examples from the passage to support their views as they share.5)If time permits,wrap up by reflecting on how students may reconsider their currentapproach to life based on this activity.6)To extend the activity,have students write a short reflective paragraph on their idealbalance between life planning and openness.Note:Ensure balanced discussion on each question.3.Interview●Focus:This activity allows students to explore their peers’perspectives on life purpose,goals,and future planning.It encourages reflection on how plans shape one’s path and ability to achieve goals in the long run.The focus is on active listening,gathering diverse perspectives,and reflecting on how life planning philosophies manifest in their peers’actual goals and attitudes.Remind students to share key points rather than all interview details.●Procedures:1)Have students work in groups of four and give them five to ten minutes to interview theirpeers using the questions provided in the textbook.Encourage them to take notes while interviewing.2)After the interviews,ask students to present their findings to the the class,summarizingtheir peers’key viewpoints and insights on life goals and planning.3)Wrap up with reflective writing or discussion on how this activity changed or confirmedtheir views on the role of life plans and goals.4)To extend,the teacher could ask students to draft their own future life plans with goalsfor the next five years.Encourage them to share their plans and seek feedback from their peers.4.Debate●Focus:This debate allows students to critically analyze and discuss contrastingperspectives on the role and importance of life planning.●Procedures:1)Divide students into groups of four and assign each group a standpoint of either“forplanning”or“against planning.”2)Give five minutes for debate preparation.Encourage students to outline three keyarguments with supporting evidence from the quotes or their own experiences.3)Ask each group to present their position and arguments in the class.Write down all thekey points on the board.4)Now have students get into new pairs,with one“for planning”and the other“againstplanning.”Give five minutes for them to engage in a debate,using the arguments outlined.5)Circulate and listen to various pairs,taking note of any standout arguments made.6)Then,invite a few volunteers to share highlights from their debate.7)End with a reflective writing or discussion on what students learned about thecomplexities of life planning through this structured debate.adventures.Supplementary Activities1.The what and why of China’s14th Five-Year PlanThis activity provides students an opportunity to learn about China’s five-year plans. Students will develop skills in comprehending,summarizing,and presenting key information about these plans in English.●Procedures:1)Instruct students to read through the passage,underlining or highlighting the main pointsabout what China’s five-year plans are and why they are important while reading.2)In pairs or small groups,have students discuss and summarize the key points that answerthe“what”and“why”questions.Assist with vocabulary as needed.3)Bring the class back together.Have each group share a brief summary of what theylearned about the purpose and highlights of China’s14th five-year plan.4)Follow up with a reflective discussion.Ask students to consider how they could explainand present China’s five-year plans effectively to an international audience who are unfamiliar with the concept.5)Optional extension:Have students research a previous five-year plan andcompare/contrast the key goals and outcomes with the current14th plan.Present findings to class.6)Provide support for vocabulary to help students understand the text.End with reflectionon how to effectively communicate China’s policies to the global audience.2.Mini-speech●Focus:This task aims to help students learn to explain China’s five-year plans to theinternational audience.By engaging in this task,students can refine their English public speaking and presentation skills and become more confident in delivering presentation over time.●Procedures:1)Have students review the passage and take notes on key points about what the five-yearplans are and the major goals for the14th five-year plan.2)In pairs,have students discuss how they would explain these key points clearly andconcisely to foreign students who are unfamiliar with the five-year plans.3)Give each student two minutes to present a mini-speech to the class,covering:—A brief introduction explaining what China’s five-year plans are and why they are significant;—An overview of one or two key targets of the14th five-year plan.4)Provide positive feedback on clarity,organization,vocabulary use,and public speakingskills.5)Optionally,record speeches for self-review.Have students watch their videos,self-evaluate their public speaking skills,and set goals for improvement.3.Show and tell●Focus:This task is designed to engage students in researching,comprehending,summarizing,and presenting official plans in English.Peer review and self-reflection can help improve public speaking and language skills.●Procedures:1)Have students research their hometown’s14th five-year plan online and take notes onkey goals,targets,and initiatives.2)Give each student three minutes to present the highlights of their hometown’s plan to theclass.Encourage them to use language like“aims to,”“plans to,”“hopes to”when talking about future goals.3)Provide positive feedback on content summary and public speaking skills.4)After all presentations,lead a reflective discussion on common themes and differencesbetween the plans.Prompt students to use comparative language.5)Optional extension:Have students record speeches for self-review.。

(教师用书)2013-2014学年高中英语 Unit 3 Understanding each ot

Unit 3 Understanding each other [美文阅读]Relationship with your parents你和父母的关系怎么样？有时候会不会觉得父母总是无法理解自己的感受，而自己也不知道如何跟他们沟通呢？看看下面这篇文章是否会对你有所帮助。

As teenagers, the most important thing is to respect your parents for who they are, and what they have done for you.If you plete your daily chores(家务杂事) on time, you will realize your parents don't nag (唠叨) you so much any more! Do not do something that your parents have ordered you not to do.There must be a good reason why they feel you should not do a particular thing.If you don't agree with them, explain your point of view and reason it out.As you enter your mid－teens, you will realize you want to be independent, from choosing what to eat for breakfast, to buying your clothes, and making new friends.This change is going to cause a clash (冲突) between you and your parents.Keep in mind that parents will not agree to your decisions right away.You will feel you have controlling parents, and that there is no way out of this situation.To avoid further conflict, talk to them and hear them out.It's the best way to resolve (解决) a lot of problems.It might take some time for your parents to realize that their little kid is growing up and has had his / her own opinions.If you behave sensibly (明智地) and maturely (成熟地), it will make your parents see you in an entirely new light as responsible young adults, and you would not have much to worry about keeping a strong relationship with them.[诱思导学]1. Do you like talking with your parents heart to heart and why?2. As you enter your mid－teens, why do you often have a clash with your parents?3．To avoid further conflict with your parents, what should you do according to the above passage?[答案] 1.Yes, because talking with them can make me much wiser./because what they said to me will do me good in the future./No, because there's always a gap between us, we often misunderstand each other./because they are controlling parents and they often nag so much.2．Because I want to be independent and I like to do whatever I like.3．Talk to them and hear them out, which is the best way to resolve the problems.Give our parents some time to realize their children are growing up and they have had their own opinions.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课课文的全面理解起到一个铺垫作用。

外研社职场实用英语交际教程(高级)教师用书Unit_3

Teacher’s book for VETS advancedUnit 3 Report a product upgrade planStarting upAbout the unitIn the competitive market, companies often have to upgrade their products. By upgrading, they improve product quality and shift to more high-end production lines to surpass competitors and expand their market share. Ultimately, all of this will lead to a growth in profits. An upgrade plan is based on in-depth research on market demand as well as on customers’ feedback. In this unit, by helping the staff featured in the course book to make product upgrade plan for the grills, Ss will develop the skills they need to make a product upgrade plan.Teaching objectivesIn working through this unit, students should learn how to:●identify and analyse the details of a product, including the features, performances andfunctions (Set the task & Prepare for the task);●list two to three key points you need to consider when making a product upgrade plan(Develop the strategies);●report a product upgrade plan (Fulfil the task & To extend).Teaching suggestionsThe T can present this unit in different ways. A product-oriented approach and outcome-based methodology are suggested. The T can guide Ss through the output task by showing them how to identify and analyse the details of a product and how to make a product upgrade plan.Motivating: Ask Ss to discuss what information should be included in a product upgrade plan. Enabling:Scenario●Introduce the “Scenario” and elicit key information about the task, e.g. who the people areand what their roles are, the current situation regarding sales of grills, etc.●Guide Ss to have the discussion in pairs and get them to think about what preparations theywould make before submitting the product upgrade plan.●Explain the career tip.Set the task●Let Ss listen to the conversation to get a clear idea of Ada Brown’s task and specificrequirements.●Listen again and get Ss to complete the exercises in “Understand the text”.●Explain the vocabulary.●Check Ss’ answers to “Language in focus”.●Explain the language tip.Prepare for the task●The “Reading” task will help Ss to better understand the features, performances and functionsof the GA.II 4-burner gas grill.●Explain the cultural tip if necessary, and ask Ss to share any ideas they may have about upgrading grills.●In the “Listening”task, ask Ss to note down specific information regarding customers’feedback on the GA.II 4-burner gas grill, especially their expectations of what an upgrade should involve.●Enable Ss to develop reading and listening skills for key information by doing the“Understand the text” exercise.●Explain the vocabulary.●Check Ss’ answers to “Language in focus”.●Explain the language tip if necessary, and ask Ss to practice the sentence pattern of “As if…” with classmates.Develop the strategies●Ask Ss to discuss the purpose, structure and function of a product upgrade plan and howinformation in a product upgrade plan should be organised.●Teach Ss how to organise information in a product upgrade plan by referring to the sample.●Lead Ss to read the strategy for making a product upgrade plan.Assessing:Fulfil the task●Encourage Ss to finish the task by explaining the steps in the course book.●Ask Ss to make their own product upgrade plan.●Invite Ss to present their product upgrade plan to the class. Ask Ss to give feedback on eachother’s work and give your own comments or feedback.To extend●Ask Ss to do the comprehension work in Activity 1 by reading the passage.●Ask Ss to discuss the questions in Activity 2.Detailed Procedures & KeyScenarioDiscussion: Work in pairs and discuss the following question. Imagine you are Hanson. What preparations will you make before submitting the product upgrade plan?Break up the topic by asking detailed questions, such as:●What is the purpose of making the product upgrade plan?●How can people decide which part of a product to upgrade?●What different parts might a product upgrade plan include?●How would you organise the different parts of your plan in a logical order?Set the taskScriptAda: Han son, I’ve noticed that sales of our GA.II 4-burner gas grills have been decreasing from July to December. Am I right?Hanson:Yes, Ada. I’ve got the sales figures from the Sales Department. During the second half of this year, GA.II has seen comparatively poor sales. But in November, we witnessed a huge increase due to the promotion, especially in our online shops.Ada: Well, GA.II is our classic product and was once our best-seller. So, what’s the problem? Hanson: You know that some other competitive brands have come onto the market within these two years, which decreases our market share to some extent.Ada: Oh, I know. But we need to upgrade unremittingly to keep our product on top.Hanson: Exactly. Actually, our team is doing some market research now.Ada:That’s good, Hanson. And could you please report a product upgrade plan to me next week? Hanson: OK, no problem!V ocabulary1. Ada is talking to Hanson about the reasons for the decline in sales of the GA.II 4-burner gas grill.grill /ɡrɪl/n.烤架4-burner gas grill 四头燃气烧烤炉e.g. Place the omelette under a gentle grill until the top is set.把煎蛋饼放在温火的烤架下，直到上面熟了。

高中英语必修三教师用书：Unit 3 Section ⅢGrammar—宾语从句和表语从句含答案

Section ⅢGrammar——宾语从句和表语从句[语境自主领悟]一、名词性从句的连接词1．that引导的宾语从句由连接词that引导宾语从句时，that在句中不充当任何成分，在口语或非正式的文体中常被省去。

We learnt from his letter (that)he would come to Shanghai soon.从他的信中我们了解到他不久会来上海。

[名师点津]宾语从句中两种情况中的连接词that不能省略；①引导的第二个宾语从句前的that不可省；②在动词＋形式宾语it＋宾语补足语＋that引导的宾语从句中that不能省略。

He said(that)you were too young to understand the matter and that you were asked not to care about it.他说你太年轻，还无法理解这件事情，你也不要去管它。

We think it important that every citizen should obey the traffic rules.我们认为每个市民都应该遵守交通规则是很重要的。

[即时训练1]单句改错①He said he would give up the chance and he would try hard to look for another one.在and后加that②We found it strange no one would take the money.在strange后加that2．whether或if引导的宾语从句whether或if引导宾语从句时，在句中不充当成分，但是含“是否”之意，从句要用陈述语序。

I wonder whether/if we'll finish the task on time.我不知道我们能否按时完成这项任务。

I'll see whether/if I can advise him to accept it.我要看看我是否能劝他接受。

教师用书unit 3

18. inculcate: v. fix (ideas, principles, etc.) firmly in one's mind, especially by repetition, e.g．
a. inculcate in young people a respect for the law
menial: n.(fml usually derogatory) servant
2. bellhop: n. someone employed as an errand boy and luggage carrier around hotels
3. remunerative: adj. profitable, e.g．
11. sift: v. ①put (sth.) through a sieve
②separate sth. from sth. by putting it through a sieve, e.g.
sift (out) the lumps from the flour, the wheat from the chaff
We admire those who worked in college and later made great achievements but we often unnoticed that there are people who also worked in college but became undistinguished．
Unit 3Work & Play
Work Your Way Through CollegeRalph Cooper Hutchison
天生的才干如同天生的植物一样,需要靠学习来修剪。

外研社新时代职业英语化工英语教师用书Unit_3

Unit 3 Petrochemical industryStart with chemicals1 B2 C3 E4 A5 F6 DIntensive readingTask 11 gives off2 prohibited3 handle4 potential5 sparks6 alert7 built up8 trendTask 21She’s going to stay in Britain for some time so that she can perfect her English.2 I’m putting it in the oven now so that it’ll be ready by seven o’clock.3 We send monthly reports to them so that they may have full information.4I’ve come early so that I can talk to you.5 The sink is grooved so that the water will run off.Task 31 safety2 fire3 operators4 grounded5 preventive6 equipmentTask 41由于石油的生产和消费地区分布不均，近几十年来，石油储存和运输的需求呈上升趋势，并将保持在一个相当高的水平。

2它能释放出易燃蒸汽，因而是一种高度易燃的液体。

如果不安全处理，有可能引起严重火灾和/或爆炸。

3当然，所有的存储单元都应按照相关规范来建造。

4石油储存和运输设备应安全管理、定期维护。

课文翻译石油储存和运输安全石油是工业发展最重要的能源之一。

由于石油的生产和消费地区分布不均，近几十年来，石油储存和运输的需求呈上升趋势，并将保持在一个相当高的水平。

然而，石油是一种危险物质。

它能释放出易燃蒸汽，因而是一种高度易燃的液体。

人教版九年级英语全册教师用书：Unit 3

Unit 3Could you please tell me where the restrooms are?1．It serves delicious food.它提供美味的食物。

(1)serve sth.(with sth.)，意为“提供某物(配某物)”；serve sth.to sb.＝serve sb.sth.，意为“用……款待某人”。

如：He served us a big plate of chicken.他给我们端上一大盘鸡肉。

(2)serve作动词，意为“够……吃(用)”。

如：This dish will serve four people.这盘菜够四个人吃。

(3)serve作动词，还意为“接待；服务”。

2．suggestsuggest意为“建议”，其后可跟名词、动词-ing形式及宾语从句。

跟宾语从句时，谓语动词一般要用虚拟语气的形式，即should＋动词原形，其中should可省略。

如：①He suggested a twoday stay in Beijing on the way home.他建议回家途中在北京停留两天。

②My father suggested sending for a doctor at once.我父亲建议马上派人请个医生。

③The teacher suggested that we (should) speak English as much as possible in class.老师建议我们尽可能在课堂上多讲英语。

3．depend on取决于depend on＋名词/代词/宾语从句，意为“视……而定；取决于……”。

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