英语(新标准)第三册(精选)
小学新标准英语第三册
小学新标准英语第三册In the third grade of primary school, students are introduced to a new standard of English learning. This level of English education seeks to build upon the foundation laid in the previous years and further develop the students' language skills. The third grade curriculum focuses on expanding the students' vocabulary, improving their grammar, and enhancing their reading and writing abilities.Vocabulary plays a crucial role in language learning, and the third grade curriculum places a strong emphasis on this aspect. Students are introduced to a wide range of new words and are encouraged to use them in their daily conversations and written exercises. Through various activities and exercises, students are able to grasp the meanings and usage of these new words, thus expanding their vocabulary and improving their language proficiency.In addition to vocabulary expansion, grammar is another key component of the third grade English curriculum. Students are taught various grammar rules and structures, such as verb tenses, sentence formation, and parts of speech. Through interactive lessons and practice exercises, students are able to apply these grammar rules in their speaking and writing, thus enhancing their language accuracy and fluency.Reading and writing are also important aspects of the third grade English curriculum. Students are exposed to a variety of reading materials, including stories, articles, and poems. By reading these materials, students not only improve their reading comprehension skills, but also learn to appreciate different writing styles and literary techniques. Furthermore, students are given opportunities to write their own compositions, allowing them to express their ideas and thoughts in English.To complement the in-class learning, students are encouraged to engage in English language activities outside of the classroom. This may include watching English cartoons, listening to English songs, and practicing conversations with their peers. By immersing themselves in the language, students are able to further develop their language skills and gain confidence in using English.Overall, the third grade English curriculum aims to provide students with a solid foundation in English language learning. By focusing on vocabulary expansion, grammar improvement, and reading and writing development, students are able to build a strong language proficiency that will serve as a solid base for their future English studies. With the right guidance and support, students can develop a love for the English language and become confident and proficient English speakers.。
一年级起点新标准英语第三册知识点
一年级起点新标准英语第三册知识点I Warm-upa. Greetingb. T：Look at the clock. What’s the time?S：It’s… o’clock. (将钟表拨至7点，8点，12点，4点，5点，9点，6点)T：Just listen. The clock is striking “ tick, tick, tick…” What’s the time?S：It’s six o’clock.II Presentationa. T：I get up at 6 o’clock in the morning. (Show the card, do the action and read it)b. Then I go to work at 7 o’clock. What time do you go to school? (Show the card, do the action and read it)c. It's 12 o'clock now. I'm hungry. Let's have lunch. I have lunch at 12 o'clock. (Read it) Tell your friends lunch time. Read it together.d. I'm full and strong now. (Do the action) Then I want to play football. (Take out a football) (Read it and play football)(Attach a clock on the blackboard) I play football at 4 o'clock.e. Time is up. Show a clock.T： What's the time now?S： It's 5 o'clock.T： Oh, let's go home. (Show the picture and teach it)I go home at 5 o'clock. (Read it and praise stickers)f. Sum-up： When I go home, I'll tell my mother that I have learnt many English today. Now let's see. 新课标第一网Say a chant.Get up, get up, I get up at 6 o'clock.Go to school, go to school, I go to school at 7 o'clock.Have lunch, have lunch, I have lunch at 12 o'clock.(Let students try to say by themselves.)Play football, play football, I play football at 4o'clock.Go home, go home, I go home at 5 o'clock.III. New teachinga. This is my poster. Do you want to know about Sam's?Open books to page 18 and listen to the tape.b. Try to repeat.c. Check the answer. Sam gets up at 7 o'clock. Sam goes to school at 8 o'clock.d. Lead to read.e. Explain the new word" then"T： What time does Sam go to bed? (Show the card and teach)S： Sam goes to bed at 9 o'clock. (Stick the clock on the blackboard)f. Practice and try to read out.IV. Consolidationa. Close your books and do exercises.At first, read it in pairs and do it.b. A game.You can make sentences with cards and the clocks.Discuss in groups.1.I __________at___________.2.I __________at___________.3.I __________at___________.4.I __________at___________.5.I __________at___________.6.I __________at___________.V. Summary and homeworka. Listen to the tape for five times.b. Make your own poster about your day.。
小学英语第三册M3U1(新标准)
及时反馈与纠正
对学生的练习进行及时反 馈和纠正，帮助他们了解 自己的不足之处，并指导 他们如何改进。
06 Oral training
Oral expression
培养口语表达能力
通过模仿、朗读、角色扮演等方式，培养学生的口语表达能力，让他们能够流利 地表达自己的想法和观点。
详细描述：结合阅读和写作练习，运用所学的语法知识构建完整的句 子和段落，培养语言表达能力。
05 Listening training
Listening materials
选择真实语境材料
选择贴近现实生活、具有实际意 义的听力材料，如日常生活对话、 短故事、新闻报道等，有助于学
生更好地理解和应用英语。
听说活动
通过听力材料和口语练习，培 养学生的听说能力，加深对主
题的理解。
阅读活动
阅读与主题相关的短文，提高 学生的阅读能力和阅读兴趣。
写作活动
根据主题，进行写作练习，培 养学生的写作能力和思维表达 能力。
跨学科活动
结合其他学科的知识，如科学、 地理等，进行跨学科的主题探究
活动，培养学生的综合素养。
03 Vocabulary learning
主题目标
通过学习与自然界相关的内容，培养学生对自然环境的认识和保护意识，提高 英语语言能力。
Theme content
01
02
03
单元话题
天气、季节、动植物、环 境保护等。
语法重点
一般现在时、现在进行时、 一般将来时等时态的用法。
词汇积累
学习与主题相关的词汇， 如天气、季节、动植物等。
M3
《英语》(新标准)（三起）第三册Module 3 ActivitiesUnit 1 She’s Writing a letter..一、准备阶段:Ⅰ教学目标:情感目标：教育学生要尊敬父母知识目标：She’s …ing能力目标：能用“be doing”句型来描述正在发生的事情Ⅱ教学重点;1.学习句型：be + ……ing2.掌握单词及词组new/camera/read/take a pictureⅢ教学难点:掌握由不发音”e”结尾单词加”ing”的规则Ⅳ辅助资源：挂图、录音机、磁带、图片二、教学过程:I. Warming up说chant.II. Revision:学生看图片轮流边做动作边说动词或词组III. Presentation:1.教师拿出一个照相机问学生：What’s this? 帮学生回答：“It’s a camera.”教师说：“Yes,it’s my new camera.”板书camera2.教师问：“Who want to take pictures? 找几个学生到前面来。
教师按动快门说：“I’mtaking pictures. 学生学说句子。
教师强调take 加ing时要去掉“e”3.教师出示男孩看书图片。
问：This is my brother .What is he doing? 引导学生回答:He’s reading a book.板书句子，学生学说。
4.出示复习环节中出现的动作卡片，请学生抽一张，按照上面的动词或动词短语表演，其他同学猜他/她正在干什么。
如：He’s watching TV.等等。
5.呈现课文教师说：Daming likes taking photos. Let’s look at his photos. What is his family doing？放课文录音后，学生回答问题。
（听课文之前教师先给出问题能有效的帮助学生理解课文及巩固刚学过的重点句型。
新标准英语第三册《Doyouwantsomerice？》教案
新标准英语第三册《Doyouwantsomerice？》教案新标准英语第三册《 Do you want some rice?》教案教材分析本课的教学理念：面向全体学生，注重素质教育；采用活动途径，倡导体验参与教学；注重过程评价，促进学生语言能力全面发展。
课型与课时：本课属于活动操练课型，课时为40分钟。
一、这一篇课文是出自小学新标准英语（三年级起点）第三册，Module 5 Food Unit 1 Do you want some rice？本课要求学生掌握新单词：Chinese、fast food、want、some、make、nice、chopsticks、difficult和这两个重点句型：1、Do you want some … ？ Yes ，please . /No ，thank you .2、Have you got … in … ？Yes， we（I）have . /No ，we（I）haven’t.这一课的前提是Amy和Daming两个小朋友在前一个模块的外出游玩时说到HUNGYR，而引出的话题，同时为UNIT2的：1、What are you doing ,____?2、Do you want some___? 两个句型的巩固学习做好铺垫。
二、通过学习本课，主要是培养学生的跨文化意识，展示我国和西方国家在生活习惯和饮食文化上的一些差异,为今后同学们和外国朋友的`交往打下基础。
学情分析学生分析：1、四年级这些学生年龄都是9- 10岁的小孩，他们生性好动，天真活泼、善于思考、乐于表现。
在学校里他们通过一年多的正式英语学习、还有在平时课外的积累或是在电视上和网上对英语已有所接触和掌握，可以说他们是有一些简单的外语基础的。
2、本课是在普通班开展的，这个班的女生多过男生，她们的表现比男生更加积极、投入、乐读、勤说。
这个班的大多数学生对英语学习的兴趣比较浓厚，基础还比较扎实，整个班的总体英语水平良好。
新标准大学英语第三册重要短语 共18页
6.获得思想、理性和理解力 6. acquire thought, reason and understanding
7.无法跟他们讲理
7. they can't be reasoned with
8.训导和体罚
8. discipline and physical punishment
More
Unit 2 Useful expressions
the moment no surf on the coastal waters brim with be pulled back give up one’s lengthy struggle to escape
unit 2 Useful expressions
1. 巨大变化 2.简要地概括 3.做复杂的刺绣
划
mapped out
More
unit 1 Useful expressions
追随···的人生足迹 做好了遭到反对的心理准备 加入一个暂时报酬高的行业 沿海水域没什么风浪 挤满了 被···拽下来 放弃了漫长的逃亡之战
follow sb’s path through life brace oneself for some resistance to go into a career which pays well just at
1. the enormous transformations 2. neatly sum up 3. produce intricate embroidery
4.表彰她对···的贡献 4. in appreciation of her contribution to
5.社会建构
5. social construction
新标准英语第三册Modlle4Unit1 What are they doing -公开课教案与教学反思
新标准英语第三册Modlle4Unit1 What are they doing ?公开课教案与教学反思教材分析本节课主要是学习和运用句型 What are they doing?让学生学会询问他人正在做什么？及用进行时态回答2．巩固前面所学的正在进行时的用法。
也为学习第二单元知识做准得学情分析课文所提到的事对学生来说很容易懂。
打太极拳、划龙舟、下象棋、喝豆浆学生都见过的。
有兴趣易懂易学。
教学目标知识目标：1、掌握doing taijiquan rowing a dragon boat playing chess drinkingSoybean milk 等词组。
2、能够很流利地用what are they doing ?和they are 来提问和回答课文内容及练习。
情感目标：学会参与，学会学习。
培养生活和学习乐趣。
教学重点和难点重点是：掌握句型what are they doing ?和they are doing some thing难点是：掌握复数they要用be 动词are。
它在进行时态中不能漏掉。
Be 动词要随主语人称的变化而变化。
动作词要加ing及加ing 的规则。
拿出图片。
挂在黑板上让学生认真观察图片所表达的意思，明白地点，人物，事件。
教师再表演动作。
再教读动作词。
板书如doingTaijiquan rowing a dragon boat playing chess drinking soybean milk指导学生参与活动。
比赛。
小结所学内容，再放录音听一次。
布置作业。
齐唱英语给予表扬学生认真观察图片所表达的意思。
学生三五成群上台打太及拳和划船，下象棋，表演好的物质鼓励，分男女组比赛一问一答题。
布置作业。
同步作业相应练习题1提精神和兴趣 2承上启下的作用每个人都得参与。
手，口，眼耳，脑都发挥作用，通过赛中激发兴趣。
通过作业练习、，背单词和课文。
巩固所学知识。
板书设计（需要一直留在黑板上主板书）What are they doing ? They are 1 doing taijiquan .(in the park)2 rowinga dragon boat.(on the lake)3 playing chess.(under the tree) What are they drinking ? They are drinking soybean nilk.练习（basketball football swimming）学生学习活动评价设计1对积极参与活动的学生，给予小礼品来表扬，如一些漂亮的图片、卡片等。
新标准小学英语第三册 Do you want some rice-优秀教案与教学反思
新标准小学英语第三册 Do you want some rice?优秀教案与教学反思教材分析1．本课是《新标准小学英语》教材（三年级起点）第三册第五模块第一单元的学习内容。
2．本单元的主题是认识食物。
让学生通过看图片，做游戏、动手实践、相交流等活动，帮助学生掌握一些有关食物的词汇，学会用食物的英语词汇进行会话。
培养学生的注意力和观察力，激发学生学习英语的兴趣和调动学生的积极思维，并运用本课重点语言结构英语在日常生活和课堂情景中与老师和同学进行初步的口语交际。
3.分析教材根据学生的实际情况确定教学任务：基本能听懂并能说词汇：Chinese ,fast food ,want, some ,make ,chopsticks等;基本能听懂、并运用Do you want......?Yes, please ./ No, thank you 谈论中国与西方的食物。
学情分析1．小学生对直观、形象的事物较有兴趣，喜欢模访、游戏、竞赛，由于刚接触英语，词汇量十分有限，彼此之间只能做一些简单的交流。
2 学生能用英语进行最简单的日常问候。
同时在教师的指导集简单的信息，并用合适的词语与人交流。
教学目标1、基本能听懂并能说词汇：Chinese ,fast food ,want, some ,make ,chopsticks等;基本能听懂、并运用Do you want......?Yes, please ./ No, thank you 谈论中国与西方的食物。
2、培养学生的注意力和观察力，激发学生学习英语的兴趣和调动学生的积极思维，并运用本课重点语言结构英语在日常生活和课堂情景中与老师和同学进行初步的口语交际。
教学重点和难点教学重点：能听懂并说出Do you want......?Yes, please ./ No, thank you句型。
教学难点：1、教授多音节词：chopsticks, difficult.2、能运用所学句型进行扩展性的情景对话。
新标准英语第三册
新标准英语第三册导论《新标准英语第三册》是一本适用于中学生的英语教材，旨在帮助学生提高听说读写的能力，增强英语交流的能力。
该教材以全新的教学理念和方法设计，突破传统的教学模式，注重培养学生的实际应用能力和综合语言技能。
第一章：生活与交流第一章主要围绕日常生活和交流展开。
通过讲解常用的生活常识和表达方式，帮助学生建立起基本的交流能力。
教材中涵盖了日常购物、订餐、问路等生活场景，并提供了实用的对话模板和词汇表。
通过这样的学习，学生可以在实际生活中更加自如地应对各种交流场景。
第二章：学业与学习第二章着重介绍学业与学习方面的内容。
教材中收录了关于课业、学校生活和学习方法等知识点，并提供了相关的练习题和学习技巧。
此外，该章节还介绍了常用的学术词汇和表达方式，帮助学生更好地理解和阅读英语学术文献。
通过这一章的学习，学生可以提高自己的学习效率和学术英语能力。
第三章：文化与娱乐第三章主要介绍了英语国家的文化和娱乐活动。
教材中涵盖了音乐、电影、戏剧、体育等多个方面的内容，并提供了相关的阅读材料和练习题。
通过学习这一章，学生可以了解并掌握不同的文化表达方式，拓宽自己的文化视野。
第四章：职场与就业第四章主要围绕职场和就业展开。
教材中介绍了职场用语、求职技巧等内容，并提供了实用的面试对话模板和练习题。
通过学习这一章，学生可以了解职场的基本礼仪和沟通技巧，提高自己在职场中的竞争力。
第五章：社会与环境第五章主要介绍了社会和环境问题。
教材中涵盖了环保、社会问题、公益活动等内容，并提供了相关的阅读材料和写作题目。
通过学习这一章，学生可以了解和探讨一些全球性的社会和环境问题，并学会用英语表达自己的观点和意见。
总结《新标准英语第三册》是一本针对中学生设计的英语教材，以全新的理念和方法提升学生的英语水平和应用能力。
通过生活与交流、学业与学习、文化与娱乐、职场与就业、社会与环境等主题的内容，学生可以全面提升综合语言能力，并且在实际应用中更加自如地运用英语。
新标准小学英语第三册Module 1 Numbers Unit 2 ive got twenty
新标准小学英语第三册Module 1 Numbers Unit 2 ive got twenty本节课是四年级第三册 Module 1Numbers ，Unit 2I’vegottwenty - sixpoints 。
本节课是在第一单元学习教学thirteen——twenty的基础上学习的。
学生已掌握数字和Ihavegot …… points句型。
本单元是第一单元知识沿伸。
学情分析本班学生有35人，学生很活泼好动，爱表现自己，课堂学习气氛很好。
每个学生对英语很感兴趣，有跃跃欲试之势，生怕自己没有份。
上课能很好配合老师，英语基础知识扎实。
教学目标知识目标：能听懂、会读、会说，thirty , fortyfifty 等数词。
能听懂、会说数字相加的英语表达法Twentyandoneistwenty - one能力目标：1、运用“twentyandoneistwenty - one”的语言结构来描述数字相加的英语表达法，并发现数字规律。
2、运用“Ihavegotsixpoints”句型来表达得多少分。
情感目标：培养学生乐观精神，善于与他人交流、合作素质，培养学生运用英语参与游戏、竞赛的兴趣，学会在活动中学习交流。
培养学生树立学习英语的自信心。
教学重点和难点教学重点：1、能听懂、会说、读，thirtyforty等数词。
2、能听懂，说出“twentyandoneiswenty - one”的数字相加英语表达法。
教学难点：1、an ，a的用法。
2、teen ，ty的读音区别。
教学过程Module 1 NumbersUnit 2I’vegottwenty - sixpointsStepⅠWarning1、Singthenumberssong2、利用单词卡片，复习第一单元的数字。
运用“Haveyougot……？”句型与学生对话练习，进一步巩固所学知识。
StepⅡLeadingT：Whoareplayingthegamenow。
新标准大学英语综合教程第三册UNIT 1
More
Active reading 1: Embarkation
Seeking advice
1. Who is the poet talking to? his son? talk with crowds or No. he is talking to everyone.
批注本地保存成功开通会员云端永久保存去开通
Mapping Embarkation
Navigation
Destination Resources
Active reading 1: Mapping
Getting tips on how to get to know oneself Learning to use narrative devices Learning to interpret underlying meaning
More
Active reading 1: Embarkation
If
If you can talk with crowds and keep your virtue, Or walk with Kings – nor lose the common touch, If neither foes nor loving friends can hurt you; If all men count with you, but none too much, If you can fill the unforgiving minute With sixty seconds’ worth of distance run, Yours is the Earth and everything that’s in it, And – which is more – you’ll be a Man, my son!
新标准英语第三册课文文本及单词表
Ok. Let's run. I'm a train. Sam. Sam! It's 8 o'clock. The film! I'm tired.
Module 4
The film is at 8 o'clock, Sam. Hooray! I like films. What's the time?
It's 2 o'clock. What's the time, grandpa? It's 4 o'clock.
And how do you go to school? I walk to school.
How does your father go to work? He goes to work by bike.
Does tom go to school by car? No, he doesn't. He goes by bus with my mothers.
on holiday度假 ship船 China中国 plane飞机 love爱
Module9
winter冬天 spring春天 wear穿 jacket夹克 summer夏天
autumn秋天 sweater毛线衫 warm暖和的 cool凉爽的 cold寒冷的
Ahhh! Happy New Year!
Hale Waihona Puke Module6 watch TV看电视 weekend周末 read读 come来 with和……一起
《新标准英语》三起第三册(外研版)Module 6 Unit 1 Can you run fast -教案设计与反思
《新标准英语》三起第三册（外研版）Module 6 Unit 1 Can you run fast ?教案设计与反思一、教材分析：本节课是在前面学习日常活动及运动内容上的延伸，重点学习can和can’t的用法，要求同学之间能通过Can you…? Yes , I can . /No, I can’t. 句型来相互交流，相互了解彼此的能力。
二、学情分析：本单元系在前面单元学完了Do you want some rice?句型后的内容，学生对一般疑问句的肯定回答与否定回答已经有所了解。
三、教学目标：（一）、知识目标：1、能听懂、会说、运用词汇run fast / jump high /jump far / ride fast。
2、理解运用can 和can’t.。
学会询问他人Can you…？和回答别人的询问Yes , I can . /No, I can’t.3、能用所学知识与同学进行交流。
（二）、能力目标：通过动作、画图等方式让学生了解平常运动时所使用的表达方式，初步掌握怎样用英语表达自己的才能，并在活动中体验到成功与自信，激发学习英语的兴趣，逐渐养成自主学习的习惯。
（三）、情感目标：把语言训练融入表演与游戏之中，使学生在与他人合作的过程中大胆的使用英语，发展思维。
四、教学重点和难点：1、能听懂、会说Can you run fast/…?并回答Yes ,I can . /No, I can’t.2、会用can和 can’t说明自己或他人的能力。
五、教学过程：Step1: Warm - up1. GreetingT : How are you?S: I’m fine ,thank you . And you ?T: I’m fine , too.2.Sing and do: I Listening to the music .Step2：RevisionT : Do you like sports ?Ss: Yes .T :I like play tootball / play basketball /swim /…［学生边说边演示动作］Step3：Presentation1、教学can与can’tT(Continue): I can siwm / run /…Can you swim /run /…?（教师演示动作，并逐个询问学生，要求学生也用动作表现出来，得到肯定回答就出示can的卡片，否定回答就出示can’t的卡片。
新标准小学英语第三册
新标准小学英语第三册New Standard Primary School English Book Three。
In the third grade of primary school, students are usually around 8-9 years old. This is a critical period for them to learn English, as it lays the foundation for their future language learning. The New Standard Primary School English Book Three is designed to help students improve their English skills in a systematic and comprehensive way.The book covers various topics, including daily routines, family, food, animals, and more. Each unit is carefully designed to engage students and help them develop their listening, speaking, reading, and writing skills. The content is presented in a way that is both educational and entertaining, making it easier for students to stay focused and motivated.One of the key features of the New Standard Primary School English Book Three is its focus on practical language use. The book provides ample opportunities for students to practice using English in real-life situations, such as asking for directions, ordering food, and describing their daily activities. This approach helps students develop the confidence to communicate in English, which is essential for their language development.In addition to language skills, the book also emphasizes the importance of cultural awareness. Through the use of stories, songs, and games, students are exposed to different aspects of English-speaking cultures, helping them develop a broader understanding of the world around them.The New Standard Primary School English Book Three also places a strong emphasis on vocabulary building. Each unit introduces new words and phrases in a way that is easy for students to understand and remember. The book provides various exercises and activities to help students reinforce their vocabulary and expand their word bank.Furthermore, the book incorporates a variety of assessment tools to help teachers evaluate students' progress. From listening comprehension exercises to writingassignments, the book offers a range of assessment options to cater to different learning styles and abilities.Overall, the New Standard Primary School English Book Three is a valuable resource for both students and teachers. Its comprehensive and engaging content, combined with its focus on practical language use, cultural awareness, and vocabulary building, makes it an effective tool for helping young learners develop their English skills.In conclusion, the New Standard Primary School English Book Three is an essential resource for students in the third grade. It provides a solid foundation for their English language learning and helps them develop the skills and confidence they need to succeed in their language studies. With its engaging content and comprehensive approach, the book is sure to be a valuable asset in the classroom.。
(完整word版)新概念英语第三册课文及翻译(word文档良心出品)
Lesson1 A puma at largePumas are large, cat-like animals which are found in America. When reports came into London Zoo that a wild puma had been spotted forty-five miles south of London, they were not taken seriously. However, as the evidence began to accumulate, experts from the Zoo felt obliged to investigate, for the descriptions given by people who claimed to have seen the puma were extraordinarily similar.The hunt for the puma began in a small village where a woman picking blackberries saw 'a large cat' only five yards away from her. It immediately ran away when she saw it, and experts confirmed that a puma will not attack a human being unless it is cornered（adj.被困得走投无路的）. The search proved difficult, for the puma was often observed at one place in the morning and at another place twenty miles away in the evening. Wherever it went, it left behind it a trail of dead deer and small animals like rabbits. Paw prints were seen in a number of places and puma fur was found clinging to bushes. Several people complained of 'cat-like noises' at night and a businessman on a fishing trip saw the puma up a tree. The experts were now fully convinced that the animal was a puma, but where had it come from ? As no pumas had been reported missing from any zoo in the country, this one must have been in the possession of a private collector and somehow managed to escape. The hunt went on for several weeks, but the puma was not caught. It is disturbing to think that a dangerous wild animal is still at large in the quiet countryside.美洲狮是一种体形似猫的大动物，产于美洲。
2019-2020年新标准英语第三册(三年级起点)单词儿歌巧记
新标准英语第三册（三年级起点）单词儿歌巧记Module1果园里面大丰收，大家忙把fruit数。
Thirteen苹果大又红，fourteen橘子黄橙橙。
Fifteen香蕉黄灿灿，sixteen西瓜似蜜甜。
Seventeen，eighteen和nineteen…数量多得数不完。
Module2Excuse me 打扰了，请问station在哪里？Go straight on 直着走，turn right 向右转；当你看见supermarket, turn left 左转就到了。
Thank you so much谢谢你，You’re wele不客气。
Module3课余生活很丰富，活动activities真精彩，Take pictures拍照片，listen to music听音乐，watch TV看电视，talk to friend 聊聊天，写封letter给笔友，do sports体育运动天天练，学习玩耍两不误，健康成长好少年。
Module4Park 里的interesting things 可真多，Let’s大家一起去看看。
有人在练taijiquan,有人泛舟on the lake.Look at 两人在树下，正在专心play chess。
看那女孩drink 啥，大瓶soybean milk手中拿。
Module5中国fast food真叫好，品种丰富味道妙。
Rice, dumpling和soup，fish新鲜营养高。
Vegetable蔬菜易健康，美味的noodles少不了。
科学搭配不挑食，身体健康很重要。
Module6Abilities是能力，大家会的真不少。
Amy jump far 跳的远，Sam jump high跳得高。
玲玲能把flute吹，大明wash clothes最勤劳。
妈妈make a cake 味道棒，我会draw pictures 都夸好。
Module7小勇旅行去海南，Meet Sam from England。
(完整版)新标准大学英语第三册Languageinuse-Unit1
Language in useword formation: compound words1 Find more examples of each use of hyphens in the passage We are all dying .• I’ve double- and triple-checked it. (compound verb)• budding crypt-kickers (compound noun)• a rear-view mirror (compound adjective)• the once-a-year holiday to Florida or Spain (compound adjective)• back-burner stuff (compound adjective)• standing at the corner of the Co-op (compound noun)• a sepia-coloured relative that no one can put a name to (compound adjective)2 Rewrite the phrases using compound adjectives.1 a party which is held late at night (a late-night party)2 a library which is well stocked (a well-stocked library)3 a professor who is world famous (a world-famous professor)4 some advice which is well timed (some well-timed advice)5 a population which is growing rapidly (a rapidly-growing population)6 an economy which is based on free market (a free-market economy)7 a boat trip which lasts for half an hour (a half-hour boat trip)It’s what / how …that …3 Rewrite the sentences using It’s what / how …that …1 What other people think of us is determined by how we behave.It’s how we behave that determines what other people think of us.2 What sort of job we are going to end up doing is usually determined by our character.It’s what our character is that usually determines what sort of job we are going to end up doing.3 What we do as a career isn’t always determined by the marks we get at university.It isn’t always what marks we get at university that determine what we do as a career.4 How we react to life’s problems is often determined by our childhood experiences.It is often what we experienced in our childhood that determines how we react to life’s problems.5 When we die is determined by our genetic clock, and the changes we make to it.It’s what our genetic clock is and what changes we make to it that determine when we die.It is / was not just that …but …4 Rewrite the sentences using It is / was not just that …but …1 Not only were the shops all closed for Thanksgiving, there was also no one in the streets.It wasn’t just that the shops were all closed for Thanksgiving, but there was no one in the streets.2 Not only did she spend all her time at college going to parties, she also took the time to gain a first-class degree.It wasn’t just that she spent all her time at college going to parties, but she took the time to gain a first-class degree.3 Not only were they not listening to what he said, it also seemed as if they weren’t at all interested.It wa sn’t just that they weren’t listening to what he said, but it seemed as if they weren’t at all interested.4 Not only was I upset, I also felt as if I was going to burst out crying.It wasn’t just that I was upset, but I felt as if I was going to burst out crying.5 Not only was the Grim Reaper intended to frighten people, it was also a figure of fun.It wasn’t just that the Grim Reaper was intended to frighten people, but it was also a figure of fun. collocations5 Read the explanations of the words. Answer the questions.1 settle When you settle somewhere you go there to stay.(a) Where is dust likely to settle in a room?On the surfaces that aren’t used very often or aren’t cleaned.(b) If you settle an argument, is the conclusion satisfactory?Yes, it is, because the disagreement is solved and each party is satisfied with the outcome.(c) If you settle the bill, what is there left to pay?Nothing, because you have paid everything that is owed.(d) What do you do when you settle back to watch a film?We relax in a comfortable chair and enjoy it.2 smooth This word can mean flat or soft, comfortable, easy or confident.(a) If the sea is smooth, are you likely to feel seasick?No, because the sea is calm. We will feel seasick if it is rough.(b) If a changeover from one government to the next is smooth, are there lots of problems?No, because the changeover has gone well, without difficulties.(c) Is it a good idea to trust a smooth talker?Not necessarily, because some people who talk confidently like that do so to trick you, like a confidence trickster or conman.3 offer This word can refer to something you would like someone to take, something someone gives, or something that is for sale.(a) If you decline an offer, do you say “yes” or “no”?We say “no”, be cause we are refusing it.(b) If you offer an apology to someone for something you have done, what do you say?We should say, “I apologize” or “I’m sorry”.(c) Where are you likely to see special offer?In a shop, because the shop is offering a special price or reduction for something.(d) If someone has a lot to offer, what kind of person are they?They are intelligent, talented, gifted or creative and they will bring these kinds of qualities to their work.4 bear If you bear something you carry or bring it. If you cannot bear something, you dislike it or cannot accept it.(a) If you bear something in mind, do you forget it?No, we will remember it and consider it for a particular occasion in future.(b) If you bear a resemblance to someone, in what way are you like them?We look similar in certain physical features.(c) Is there anything you can’t bear to think about?I can’t bear to think too much about some of the problems in the world, famine, war, poverty etc. In the modern world, why don’t we just solv e them?5 resistance This word can refer to the refusal to accept something new, the ability not to be harmed by something, or opposition to someone or something.(a) If there is resistance to an idea, do people accept it?No, not easily. They refuse to ac cept the idea maybe because it’s just a bad idea, or they may change their mind if they understand it better.(b) If the soldiers met with resistance, what happened?The soldiers met opposition from those they were fighting against.(c) Is there a way to build up your resistance to cold?Yes, we can keep ourselves as healthy as possible with a good diet and getting enough exercise so that we are less likely to catch a cold, or if we do get one, we won’t suffer so badly.6 Translate the paragraphs into Chinese.1 We all sensed we were coming to the end of our stay here, that we would never get a chance like this again, and we became determined not to waste it. Most important of course were the final exams in April and May in the following year. No one wanted the humiliation of finishing last in class, so the peer group pressure to work hard was strong. Libraries which were once empty after five o’clock in the afternoon were standing room only until the early hours of the morning, and guys wore the bags under their eyes and their pale, sleepy faces with pride, like medals proving their diligence. (☞and guys wore the bags under their eyes and their pale, sleepy faces with pride … 这句的动词wear 后面带两个宾语，中文找不到能带这两个宾语的动词，故处理成四个中文短句；翻译like medals proving their diligence时，采用“增词法”增加“这些”来概括前面所描写的“眼袋”，“脸色苍白”，“睡眼惺忪”等，使译文含义更加清晰流畅。