通过制定教案，教师不仅能优化教学流程，还能更好地管理课堂纪律，通过案例分析的教案，学生能够将理论与实践相结合，增强理解深度，下面是团子范文网小编为您分享的大学英语三教案8篇，感谢您的参阅。
大学英语三教案篇1
一、学生学习情况分析
三年级的孩子刚开始接触英语。教师首先要吸引孩子的注意力，尽力引导他们养成良好的英语学习习惯，即每天听读十分钟的英语，按时按要求完成作业，字母单词及时记忆;培养他们对英语学习的兴趣，营造一种适当的氛围，贴近孩子们的生活，让他们在体验中学习，进行适当的游戏，让孩子们在玩中学，学中玩，及时表扬有进步的学生，并鼓励其他孩子向他们学习。另外教师要言出必行，布置的作业一定要检查，要让孩子感到一定的压力，不要让他们有英语课是耍耍课的思想，争取做到学差生每天过关。与此同时，还应积极地与家长取得联系，让家长清楚教师对每一位孩子的要求，请求家长的理解、支持、配合，督促孩子，学校与家庭联系起来，共同为孩子的.未来出谋划策。
二、教学目标及要求
这一学期的学习，主要是激发他们学习英语的兴趣，培养孩子们学习英语的良好习惯，让他们通过大量的、积极的语言实践，形成初步的英语语感，打好语音、语调基础，巩固练习26个字母的基础上，能正确地抄写、记忆简单的单词，认读单词、课文，背诵单词，进行简单的英语交流，每天回家听读至少10分钟的英语，并请家长签字。
三、教材分析
新标准一书一“题材——功能——结构——任务”为编写原则，努力营造语境，学练结合，符合语言教学规律，具有新颖性和可操作性。教材以学生为中心，按学生身心发展规律与兴趣特点设计大量语言活动，以激发学生的学习兴趣，既体现素质的要求又遵循语言教学的理论，具有科学性。
四、教学重难点
这学期的教学重点是巩固26个英语字母，做到人人过关，能记住并正确拼写简单的英语单词，准确地认读单词及课文，表演歌曲、歌谣和课文。能够用学过的英语知识进行简单的对话。以上既是教学重点也是难点。
五、发展生分析及转化
首先要弄清原因：
1、英语学习受不稳定的情绪支配，学习热情冷热无常，久而久之，就形成了英语学习中的“发展生”。
2、“发展生”在小学启蒙阶段没有得到良好的，基础不扎实，思维不活跃，接受能力差，从而影响了其以后的英语学习。
3、发展生大多缺乏良好的学习习惯和科学的学习方法，学习不主动，课堂上不能全身心的投入。
4、没有良好的家庭环境，缺乏家长的正确引导也是形成“发展生”的一个重要的原因。
其次措施要得当：
1、保护“发展生”的自尊心是转化他们的前提。
2、教给他们正确的学习方法。
3、课堂上多关注他们。
4、课后多督促复习。
5、发动周围可以发动的力量来帮助他们。
六、教学进度安排：
1、 第一周 u1 1课时
2、 第二周 u1 3课时
3、 第三周 u1 3课时
4、 第四周 u1 3课时
5、 第五周 u2 3课时
6、 第六周 u2 3课时
7、 第七周 u2 3课时
8、 第八周 u2 3课时
9、 第九周 u3 3课时
10、 第十周 u3 1课时
11、 第十一周 u3 3课时
12、 第十二周 u3 2课时
13、 第十三周 u4 3课时
14、 第十四周 u4 3课时
15、 第十五周 u4 3课时
16、 第十六周 u4 2课时
17、 第十七周 总复习 3课时
18、 第十八周 总复习 3课时
大学英语三教案篇2
1.知识目标
(1) new words and phrases:
place, twenty-first, bank, theatre, book shop, toilet, museum, front, in front of, left ,right, side, on the left/right side, all the same, need, ask for, along, road, turn, turning, metre(meter), kilometer(kilometre), had better(do), coin, keep, as, moment, tell, street, next to, around
(2)日常交际用语：
excuse me. where’s…? where’s the nearest hospital, please?
it’s next to …/in front of …/outside…/on the left/right side.
thank you all the same.
you’d (had)better catch a bus.
which bus do i take?
go down this street.
(3)语法项目：表示需要：he needs some help.
询问方向：where is the nearest hospital, please?
指点方向：go along this road .it ‘s only 100 meters along on the left.
(4)语音：/ei/ a ay /ai/i ie y / ri/oi oy
2.能力目标：
(1)使学生掌握英语的问路和指点方向的交际用语并能够在教师创设的情景中灵活运用。
(2)使学生能够读懂课文并能回答课后的问题，按照课文内容表演游戏。
(3)使学生掌握相关表示方向的介词短语，并能根据情景做口头和笔头练习。
(4)使学生能听懂与课文难度相当的文章，并能迅速对听力材料中的相关地点和方向路线做出判断。
3.德育目标：
通过教学让学生注意在日常生活中注意礼貌用语，乐于帮助别人。
通过学习，让学生感受到在生活中受人帮助的欣慰和帮助别人的兴奋之情，培养学生乐于助人的品质。
教学重点和难点：
询问方向(asking for directions)指点方向(giving direction)是本单元的重点和难点。
教学建议
教材分析
本单元的主要教学内容是问路，从第一课简单的介绍某地在何处。到第二课如何问路和指路。到第四课的扩展练习。问路的相关用语由易到难，由简单到复杂贯穿始终。教师应在教学过程 循序渐进，注意打好基础。本单元中第二十三课中还有一个小的游戏，该游戏主要是训练学生阅读理解能力，同时也能活跃课堂气氛，使学生会在快乐中学习。
关于日常交际用语分析(询问方向和指点方向)
问路一般包括四个方面的内容：(1)引起话题：excuse me… (2) 询问路在何方：how can i get to …? (3)指路：walk along / down… (4) 致谢：thank you.
excuse me, (but…) 通常用于以下几种情景：
(1)引起别人注意。(2)请求让路、躲开时。(3)向人问路或打听消息时。(4)在席间或聚会上等离开一会儿时。(5)谈话间或会间突然打喷嚏、咳嗽时。
询问方向的表达法:
在向别人打听情况、征询意见时，常用excuse me;在向别人提出请求时，常用could you…? 而不用can you…? 更显得礼貌。
(1)excuse me，where’s the bus station?请问车站在哪?
(2)excuse me，which is the way to the bus station?请问，哪一条是去车站的路?
(3)excuse me，can you tell me the way to the bus station?请问，你能告诉我车站的路吗?
(4)excuse me, how can i get to the bus station?请问，我如何能到达车站?
(5)excuse me, is there a bus station near here?请问附近有车站吗?
指点方向的表达法：
如果别人向你问路，你熟悉这条路，你又该如何帮助别人呢?下面是几种指点方问的表达法：
(1)go along this street. 或walk along this street. 沿这条街道走。
(2)take the (second ) turning on the left / right.第(2)个十字路口左(右)转。
(3)it’s about (four) kilometers away form here.离这大约(4)公里远。
(4)the bus station is along that road on the right.车站是沿着那条路的右边。
(5)it’s next to the police station. 它与警察局相邻。
(6)it’s about ten kilometers away. 大约10公里远。
(7)it’s quite far / near from here. 离这儿相当远/近。
(8)it about (five) minutes’ walk form here.从这儿步行大约5分钟。
注：别人向你问路，即使你不知道，你也要说：
i’m sorry i don’t know. 对方应回答道：thank you all the same.
表示需要：need +名词或need + to + v. ……
(1)he needs a number 2 bus. 他需乘2路车。
(2)you need to take a taxi. 你需要乘出租车。
关于口语的教学建议
本单元的教学活动主要是围绕问路这一展开。而这个可为口语练习提供丰富的素材和场景，所以口语教学是本单元的重点。
(1)第20课是简单的询问方向。要求学生在熟练掌握表示方向的介词用法的基础上，利用图片和媒体资料创设情景，进行口语练习。例如：教师在黑板上画出一张简易地图，用各种的形状的硬纸片上面写上不同的地点，分别贴在公路两侧。如图所示：
然后让学生就内容进行对话练习。教师可以用顶针的手法连续进行快速提问，以锻炼学生的反应能力和句型熟练程度如：where is the school? it is next to the hospital. where is the hospital? it is in front of the factory. where is the factory? it is behind the hotel. 然后，教师可以重新调整图片的位置，让学生再进行练习。
(2)在22课的对话教学中，教师在教学过程 中可以先让预习好的学生做表演，在表演的过程中，边演边总结问路的三种情况：第一种情况是指明路线。第二种情况是乘车的回答。第三种情况是不知路线的答复。然后，再请学生进行替换词练习。教师可以设计一个问路的情景，将学生分成三个大组，每个大组选择上述一种情况。每个大组又以两人为单位分成几个小组，进行练习。每个大组选出一个练习情况好的小组代表本组进行角色表演。情景设计如下：mike moves into new house. one day, her friend lily want to see her. but she doesn’t know the way. what can she do? at this moment, a boy comes up to her. how does mary ask the way?
(3)在24 课的口语练习中，学生可进一步加大练习的综合性，使这个练习更贴近实际生活，给学生更多的发挥的空间。教师只提供地图和要去的地点，要学生自己设计情景，编写对话，教师出示问题where is b? how can i get to b from a? where is c? how to get to c from b? how can i get to a from c?
下面是学生设计情景和对话：
mary is going to the theater to see a concert. but she doesn’t know the way. so she ask a policeman.
mary: excuse me! i want to go to the theater. where is the theater?
police man: it is next to the factory, in front of the library.
mary: can you tell me the way to the theater?
policeman: walk along this road; turn left at the first turning. go straight the street. the theater is on the left of the road. it is about three miles from here.
mary: thank you.
when the concert is over, mary is tired; she wants to go home by bus .so she asks the police man again how to get to the bus station. but when she gets to bus station, it is too late, and there are no buses in it .so she has to ask the way three times to get home.(问路具体内容模仿本课第二十二课对话内容)
总之，教师在安排口语练习时应逐步的从简单到复杂，由单项到综合，由机械训练到学生自由的表演。
有关听力的教学建议
本单元的听力教学难点 在于如何听懂指路人的指令，从而找到要去的地点。
教师可以在学生听第一遍时，先找出出发点和目的地。然后，看一下地图，迅速判断一下应该怎样走，并要求学生用英语讲出自己设计的路线。然后在听第二遍后，再按照材料的内容，在地图上画出相应的路线，并验证与自己设计路线是否一致，这样有助于分解听力难度，帮助学生排除听力障碍。
教师可以组织一个小游戏以训练学生听清有关指令，在教室中摆几个路牌如the beijing zoo. the beijing university 等。两个学生分别向对方讲述所要去的路线。看那个学生先找到要去的地点。教师可以拿表计时，当裁判。教师对先到达目标的同学进行奖励。(注意学生需要按照对方所提供的路线到达目标)要求学生必需先听完指令再开始行动。
有关单词教学建议
本单元第一课表示地点和方向的单词比较多。建议教师在设计练习时把表示方向的介词和表示地点的名词结合在一起练习，教师使用图片教学，效果较佳。如：教师向学生出示一张银行的图片如课本page iv,，教师进行介绍this is a bank .然后将图片贴在黑板上。教师出示一张书店的图片如课本page iv, 教师进行介绍this is a shop.将图片贴在银行的前面。分别指着图向大家介绍：the shop is in front of the bank.通过演示让学生体会in front of 的含义。接着，教师在把商店的图片换成博物馆或厕所的图片，引导学生说出the museum /the toilet is in front of the bank.随后，教师可以将图片交换位置，使学生能够更加熟练的掌握介词的用法。使用同样的办法可以讲解其它单词。
学法指导
本单元的话题是用英语问路。“询问方向”(asking for directions)及特点方向(giving directions)。因此，可采用大量的操练来让学生熟悉句型。同时重点掌握表示方位的介词短语以及简单的询问方向、指点方向的方法，并达到实现交际的目的。
he needs some help.他需要一些帮助。
这里，need作及物动词是需要的意思。例如：i need your help。need还可以后面接动词不定式例如：i need to have a rest.(我需要休息)除此而外，need还可以做情态动词。但只用于某些疑问句和否定句中。它的一般疑问句的回答方式往往用must 和needn’t来回答。例如：need you leave so soon?
–yes, i must. /no, i needn’t.
you’d better catch a bus. 你最好乘车去。
you’d better是you had better的缩写形式，情态动词，后面接动词原形。其否定式为had better not to do。它常带有威胁，告诫或催促的含义。例如：
it is very cold outside. you had better put on your sweater.(外面冷，你最好穿上毛衣)
the teacher is very angry. you had better not be late again.(老师生气了，你最好不要再迟到)
catch a bus意为“乘车”、“赶车”，和take a bus意义接近，但不完全相同。take a bus指“乘坐”，和介词短语“by bus”, “in a bus”差不多，它们都指方式，交通手段，和其他手段相区别，而catch a bus 指行动为争取能赶上汽车。如：
you may go there by bus.(=you may take a bus there.)你们乘公共汽车却那儿吧。
比较in front of 和in/at the front of 的不同。
in/at the front of是指在某一范围内的前面。而in front of是指在某一范围以外的前面。如图：
例如：the car stops in the front of the gate,and the driver in front of car open the door of the door. 汽车停在大门前，车前座的司机把车门打开。
the other students in the class keep their eyes closed.班里的其他学生闭上眼睛。
keep+名词/代词+形容词，表示使某人或某物保持某种状态。此句型为主语+及物动词+宾语+宾语补足语。例如：
we must keep our room clean and tidy.(我们必需保持屋子的干净和整洁)
同样的例子还有：
don’t call me little tom.(不要再叫我小汤姆了。)
“keep +宾语+宾语补足语”结构
此结构的含义为“使(宾语)处于……(状态)”。其中的“宾补”成分可以由很多结构充当。如形容词、介词短语、名词(组)或动词的-ing形式等。
“keep sb. / sth. +形容词”结构，如在keep one’s eyes closed这一短语中，动词keep表示“保持”，形容词closed表示“闭着”。连起来可理解为“使眼睛闭着状态”，即“闭着眼”。再如：
keep the box open, please.请让这个箱子开着。
this little girl always keeps her room nice and clean.这个小女孩总是使房间保持美观整洁。
“keep sb. / sth. +介词短语”也是一种常用结构，如：
don’t come in, i must keep you outside the door.别进来，我得把你堵在门外面。
he kept his hands behind his back.他一直把手放在背后。
“keep sb. / sth. +动词-ing”结构的用法，这个结构意为“让某人或某物(长时间地)进行着某个动作”。如：
the teacher kept bob standing for ten minutes.老师让bob站了十分钟。
辨析along，down 和 up
作介词时，它们均能表示“顺着”，“沿着”，后面一般接表示河流，街道，道路的名词。如：
go down/along this road and take the first turning on the left.
沿着这条马路走，在第一个拐弯处向左拐。
we often take a walk along/down/up the road.我们经常沿着这条路散步。
要注意的是：介词“down”有时含有“在下游”的意思，介词“up”则含有“在上游”的意思。如：
the house is 300 metres up/down the river.房子在这条河上游/下游300米处。
down含有离说话人而去的意思，介词up则含朝说话人而来之意，along 不强调方向。试比较：
who’s the man coming up/going down the road?沿着这条路走来/走去的那个人是谁?
另外，介词up有向上之意，介词down则有“往下”之意。如：
the cat is running up the tree.猫正往树上爬去。
the dogs are running down the hill.狗正从山上跑下来。
这三个词还可用作副词，意为“向前”，如：
the farm is about 30 metres along.农场大约在前面30米远处。
please walk down. don t come up.请往前走，别朝这儿来。
教学设计示例
lesson 21
period: the first period
content: lesson 21
properties: map, recorder.
teaching objectives: show places on the map; ask for and give directions in the simplest way.
language focus:
in front of, next to, on the left/right side, thank you all the same.
teaching procedures:
i. organizing the class
greeting and a duty report.
ii. revision
revise the language focus in the last unit.
Ⅲ. leading - in
1. make conversations with several students, like
teacher: excuse me. where’s the nearest …?
excuse me. how far is __× (an important place near school)?
is there __× near our school?
students: answer with the help of the teacher
teacher: thank you very much.
thank you all the same.
2. (to students) are you good at distinguishing directions? are you always ready to help someone who can’t find his way?
Ⅳ. practice
1. look at the picture in the book and ask students to work in pairs to practise showing places, using prepositional phrases like “next to, in front of, behind, outside and on the left/right side”
eg. there’s a school next to the supermarket. in front of/behind the school, there’s a market.
2. call 3 pairs to say out their dialogues.
v. teaching dialogues
1. show students some maps and ask them for directions, using the patterns in the book.
excuse me. where’s the nearest __×?
2. listen to the tape.
3. read the dialogue in the book
4. game: which place is it?
(with the help of a map, on which some places are marked).
one student describes the location, asks other students to guess the place.
Ⅵ. consolidation
go over the lesson.
Ⅶ. exercises in class
fill in the blanks
1. there’s a cinema next ____ the shop.
2. ____ the left side of the room, there’s a desk.
3. -i’m sorry i can’t help you. -_____________.
4. please come to the front and stand ____________ the class.
key: to, on, thank you all the same, in front of.
complete the dialogue
a: ________ _______, where is the nearest police station, please?
b: i’m _______, i don’t know. please ________ that man.
a: thank you _______ ________ _______. excuse me, where is the police station, please?
c: _______ over there, next ________ the post office.
a: thank you ________ _______.
c: not ________ _______.
key: excuse me, sorry, ask, all the same, it’s, to, very much, at all.
Ⅷ. homework
make 2 dialogues asking for directions (draw maps).
Ⅸ. the design of the blackboard
lesson 21
where’s …?
it’s next to the …/in front of the … /behind the … /outside the…/ on the left/ right side.
教学设计示例
lesson 22
teaching objectives: dialogues of asking for and giving directions.
properties: tape recorder, map, overhead projector
language focus:
asking for directions: is there a bank near here?
where’s the nearest hospital, please?
giving directions: go along this road.
take the first turning on the right.
it’s about a hundred metres along on the left.
it’s about 6 kilometers along.
expressing needs: he needs some help.
you take a number 16 bus.
which number do i take?
you’d better (not) ask sb. for sth.
teaching procedures:
i. organizing the class
greetings and a presentation.
ii. revision
revise the ways of asking for and giving directions in a simple way.
iii. leading - in
the teacher asks several students the directions to some places near school, using different ways of asking for directions. ask sb to give directions.
excuse me. where’s the people’s hospital?
could you tell me the way to beijing zoo, please?
excuse me, which is the way to purple bamboo park?
is there a macdonald’s near here?
vi. practice
1. show ways of asking for and giving directions on a flashcard.
2. groupwork: sb work in groups to ask for and give directions.
3. act out
x. listen and read
1. listen and read through the dialogues.
2. get students to practise the dialogues in the book.
3. use a map to ask students to practise asking for and giving directions.
xi. exercises in class
1. a: excuse me. which is the____ to east park, please?
b: let me see. er, walk ____ this road and ____ right. go ____ until you____ the end. you’ll find the park in front of you.
2. a: excuse me. can you give me ____ to the post office, please?
b: sure. go ____ this street and ____ right. then you’ll see a tall building. that’s the ____, and it s between the zoo ____ the fruit shop. you can’t ____ it.
a: is it ____ from here?
b: no, it s quite near. it’ll only ____ you about 10 minutes if you walk there.
a: thanks a lot.
b: you’re welcome.
3. rewrite the sentences as required.
(1)walk along this road. (1 - 5 同义句)
______ ______ this road.
(2)take the fifth turning on the left.
_______ left _______ the fifth turning.
(3) i can get to the zoo by bus.
i can ______ a bus ______ the zoo.
(4) my father is going to beijing by air tomorrow.
my father _______ _______ to beijing tomorrow.
(5) she needn’t clean the room every day.
she _______ _______ to clean the room every day.
(6)the park is about 6 kilometres away. (对画线部分提问)
______ ______ is the park?
(7)you will take a no.6 bus. (同上)
______ ______ shall i ______?
(8) mr. zhang needs some help. (改一般疑问句)
______ mr. zhang ______ ______ help?
key:
1. way, along/down, turn, on, reach
2. directions, along/down, turn, post office, and, miss, far, take.
3.(1) go along (2) turn, at (3) take, to@ will fly (5) doesnt have (6) how far (7) which bus, take (8) does, need any
xii. homework
make a dialogue asking for and giving directions.
xiii. the design of the blackboard
lesson 22
know the way take the …turning
need some help a hundred metres along… away
ask …for help
教学设计示例
lesson 23
大学英语三教案篇3
一、学生情况分析
四年级学生已有了一年的英语基础，一些常用单词都已经会说，但学生的基础不一，出现了两极分化的现象。本学期要使用各种方法，关注英语基础不好的学生，减少差异，让所有的学生都有所收获。所以本学期我注重面向全体学生，以学生的发展为宗旨，始终把激发学生的学习兴趣放在首位，引导学生端正学习态度，掌握良好的学习方法，培养学生良好的学习习惯。
二、 教学目的任务：
本册英语中，我们继续学习介绍朋友们，学习如何表述正在进行的动作，如何表达自己生活中遇到的问题，如何与他人进行讨论。
1.能听读辨认语音，培养学生听说能力。
2.能按四会要求掌握所学的词汇，句型，掌握语言材料。
3.能按要求会读，会说，听懂，会写日常交际用语，提高学生语言运用能力。4.能进一步感知理解语法，掌握初步的语法知识。
三、教材分析
本册教材分11个模块，内含一个复习模块，每个模块分为两个单元。第一单元呈现本模块所要学习的语言内容，第二单元提供若干任务型练习。在本书中，将进一步学习如何表达正在发生的事情和将要做的事情，如何询问和说明能力，如何获得允许，如何谈论体育比赛和旅游等活动，如何表达数字13—20以及12个月份。
四、教材重点、难点
1、能掌握所学单词。
2、能掌握所学句型。
3、能使用日常交际用语，活用句型，进行简单的交流，做到大胆开口，发音正确。
4、能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。
5、初步培养良好的书写习惯，能做到书写整洁、规范。
五、教学突破点和创新点：
本学期的教学内容包含了一些新的语言现象，如描述正在进行的动作，;比较两个事物等。关于描述正在进行的动作和状态，要分阶段反复进行，要坚持大容量，长时间的输入。本学期要让学生掌握必要的语言知识，形成必需的应用语言的能力。
六、主要的教学措施
1、备好课是上好课的`关键。每一节课都要紧密联系学生学习的实际情况，认真备课，写出具有实际意义的教案，教学反思与教学随笔。
2、根据每一个单元不同的特点，确定不同的教法与教学手段，为学生提供空间表演，练习说所学的内容，让所学真正所用，达到学以致用的目的。
3、充分利用现代化各种教学手段，将多媒体、动画等学生喜欢的东西搬入课堂，丰富课堂，使课堂活起来，让每一个学生都能够参与到各项活动中来，锻炼学生的表演、会话、合作等能力。
4、创设英语环境，建设有特色的英语校园文化，使学生所见、所闻处处皆英语，并鼓励学生在日常生活中发现英语、创造性地收信身边的英语学习资料，开阔眼界，增长知识。
七、预期目标：
1、提升学生学习英语的兴趣，养成良好的朗读书写习惯。
2、发音准确、朗读流利，准确掌握书中的重点内容。
大学英语三教案篇4
一、学生分析
三年级这个学期一共有89位同学，其中6个插班生，一个插班生之前没有学过，只在开学前学习了字母，4个插班生学习过英语口语，但是遗忘率比较高，还有一位林锦燕同学，字母书写较好，掌握得也比较好。整体来说，这届三年级对英语学习还是有兴趣的，书写也比较好。主要存在问题在于个别学生不认真听讲，不按时完成作业。所以在教学中，要注意关注这几位同学，以培养英语学习的兴趣、打好英语学习基础为重点，为以后的英语学习做好准备。
二、教学目标（参照学期初教材分析）
1、语音目标
(1)语音准确(发音、重音)，知道错误的发音会影响交际;
(2)语调自然(轻重读、升降调、停顿等);
(3)渗透常见简单的辅音及5个元音字母的发音，了解简单的拼读规则;
2、词汇目标
共有217个单词，其中四会单词有128个，三会单词有64个，二会单词有25个;主要有如下几大类：问候语、身体、文具、颜色、交通工具、形状、数词等。
3、语法目标
(1)知道、理解名词复数和句型。
eg： five apples, ten triangles…
these are / they are/ there are …。
(2)熟悉冠词的表达法：a book, a nose, the sun, an eye…
三、教材重点难点
教材重点：
1、能听、说、读、写英语字母aa--zz。
2、培养良好的书写习惯，能做到书写规范、整洁。
教材难点：能比较熟练地运用所学的日常交际用语。
四、主要措施
1、规范学生的作业，统一要求，规范书写。每天布置听、读至少20分钟，每天的家听本作业默写或者听写字母和单词，结合书法比赛宣传和鼓励学生认真书写。
2、每月一次的词汇竞赛，培养学生记忆单词的能力。
3、培养学生良好的`朗读习惯，要求学生读书时将书本平摊在桌面，读到哪一句就用手指指到哪一句，要求学生跟着磁带或光盘读，要模仿上面的语音和语调，打下良好的语音语调基础。
5、在教学的同时，我还将结合教材中的身体、颜色和交通工具的话题，对学生进行个人卫生、环境保护和交通安全的。
五、教学进度安排表
本学期一共19周，用于正常教学的时间比较短，所以计划前两周复习26个字母，从第三周开始每周学习一个unit, 每两个module进行一次单元测验。用两周的时间进行期末总复习。
大学英语三教案篇5
red light（红灯）
1、培养幼儿学习英语的兴趣。
2、培养幼儿对英语词语的理解能力及反应能力。
3、知道几种常见的交通规则。
红绿灯各一个、猴子，小熊的。手偶各一个。
1、师生相互问好。
a：good morning evrybody!
b：good morning miss zheng 。
2、tpr。
long lizard long，lying on a log 。
look at the lizard，lying on a log.
3、教师声情并茂的讲红绿灯的故事，幼儿初步复习red、yellow、green、go等颜色的`词并初步感知stop 、wait.
（1）小猴第一次经过十字路口时，他发现了什么？
（2）当它很认真看时，什么灯亮了？它听到谁在叫？小熊说了什么？
（3）小猴第二次经过十字路口时，什么灯亮了？他是怎么做的？小熊又是怎么说的？
4、幼儿学习动词stop 、wait
（1）幼儿与师边念歌谣边作动作。停一停stopstopstop.等一等wait wait wait.
（2）你能用英语说说我做了什么动作吗？
5、师朗诵童谣。
你听到了什么？你会说吗？
6、幼儿与师朗诵并表演童谣。
7、师小结，新课结束good evry one，see you agian.
大学英语三教案篇6
the features of illinois are not striking; they do not leap to the eye but lie flat and at first appear monotonous. the roads are wide, hard, perfect, sometimes of a shallow depth in the far distance but so nearly level as to make you feel that the earth really is flat. from east and west, travelers dart across these prairies into the huge horizons and through cornfields that go on forever; giant skies, giant clouds, an eternal nearly featureless sameness. you find it hard to travel slowly. the endless miles pressed flat by the ancient glacier seduce you into speeding. as the car eats into the distances you begin gradually to feel that you are riding upon the floor of the continent, the very bottom of it, low and flat, and an impatient spirit of movement, of overtaking and urgency passes into your heart.
伊利诺伊的地貌平平常常，没有引人注目之处。平坦的地势，初初看来单调乏味。道路宽阔坚实，毫无损毁，有时遥看有个不深的凹陷，可差不多全是那么平坦，你禁不住以为地球实际上是平的。从东到西，从西到东，旅人飞快地驶过茫茫大草原，驶向苍茫天际，穿过一望无际的玉米地;高不可测的苍穹，硕大的云朵，老是几乎平淡无奇、千篇一律。你很难缓慢地行驶。被古冰川挤压得平平坦坦的无尽长路诱使你加快车速。汽车渐行渐远，你这才开始逐步意识到自己正穿行在北美大陆的底部，地势最低之处，既低又平坦，这时一种亟欲行进、急着想超车的焦躁情绪在心头滋生。
miles and miles of prairie, slowly rising and falling, sometimes give you a sense that something is in the process of becoming, or that the liberation of a great force is imminent, some power, like michelangelo's slave only half released from the block of stone. conceivably the mound-building indians believed their resurrection would coincide with some such liberation, and built their graves in imitation of the low moraines deposited by the departing glaciers. but they have not yet been released and remain drowned in their waves of earth. they have left their bones, their flints and pots, their place names and tribal names and little besides except a stain, seldom vivid, on the consciousness of their white successors.
连绵不断的大草原徐徐起伏，有时会让你觉得有什么东西正在生成，或是即刻将有伟力释放，某种力，一如米开朗琪罗的奴隶雕像只浮现半个身形。可以想象，擅长构筑土墩的印第安人相信人的死而复生会与某种类似的释放同时发生，所以他们在建造墓茔时模仿离去的冰川积下的低矮冰碛。然而，他们迄今未能复苏，仍掩埋在泥土中。他们留下了自己的尸骸、燧石、壶罐、地名和部落名，此外就没留下什么，除了白人后继者的意识中并不清晰的污痕。
the soil of the illinois prairies is fat, rich and thick. after spring plowing it looks oil-blackened or colored by the soft coal which occurs in great veins throughout the state. in the fields you frequently see a small tipple, or a crazy-looking device that pumps oil and nods like the neck of a horse at a quick walk.... () along the roads, with intervals between them as neat and even as buttons on the cuff, sit steel storage bins, in form like the tents of mongolia. they are filled with grain. and the elevators and tanks, trucks and machines that crawl over the fields and blunder over the highways -- whatever you see is productive. it creates wealth, it stores wealth, it is wealth.
伊利诺伊大草原上，土壤肥沃、丰产而深厚。春耕之后，泥土油亮乌黑，像是被遍布全州的大矿脉里松软的烟煤染过似的。田野上你常常看到一种小型翻卸车，一种样子滑稽的抽油用的装置，就像飞奔中马匹的颈部上下抖动…… 沿途耸立着形似蒙古包的铁皮谷仓，它们之间的间距如同袖口的纽扣般排列得整齐划一。里面储满了谷物。还有升降机、储藏罐、卡车、机器缓慢地行驶在田野上，笨拙地奔走在公路上――你所见到的一切都能产生经济效益。这块土地创造财富，这块土地储存财富，这块土地本身就是财富。
as you pass the fields, you see signs the farmers have posted telling in short code what sort of seed they have planted. the farmhouses are seldom at the roadside, but far within the fields. the solitude and silence are deep and wide. then, when you have gone ten or twenty miles through cornfields without having seen a living thing, no cow, no dog, scarcely even a bird under the hot sky, suddenly you come upon a noisy contraption at the roadside, a system of contraptions, rather, for husking the corn and stripping the grain. it burns and bangs away, and the conveyor belts rattle....
当你穿过田野时，你见到农场主张贴的指示牌，上面用简短的标记写明他们播下的是什么种子。农舍通常不在路边，而是建在田野深处。那份寂寥和静谧既深沉又广大。当你穿行在玉米田间，行驶了十里，二十里，却看不到一个活物，看不到牛看不到狗，连晴热天空下的飞鸟也难见到，这时，突如其来地，你会见到路旁有个发出噪声的新奇的机械装置，或者说是一组机械装置，那是用来剥玉米壳碾谷的。它热得烫手，不停地砰砰作响，传送带咯嚓喀嚓地在运行……
when you leave, this noise and activity are cut off at one stroke: you are once more in the deaf, hot solitude of trembling air, alone in the cornfields.
你一走开，这声响，这动静就倏然消失：你重新回到那份无声的灼人的寂寥之中，呼吸颤动的空气，回到玉米田间，孤身一人……
north, south, east and west, there is no end to them. they line roads and streams and hem in the woods and surround towns, and they crowd into back yards and edge up to gas stations. () an exotic stranger might assume he had come upon a race of corn worshipers who had created a corn ocean;or that he was among a people who had fallen in love with infinite repetition of the same details, like the builders of skyscrapers in new york and chicago who have raised up bricks and windows by the thousands, and all alike. from corn you can derive notions of equality, or uniformity, massed democracy. you can, if you are given to that form of mental play, recall joseph's brethren in the lean years, and think how famine has been conquered here and super-abundance itself become such a danger that the government has to take measures against it.
东南西北，四面八方的玉米地望不到边。路边、溪边都种了玉米，林子、城镇四周也都种了玉米，玉米种满后院，甚至挤到了加油站。异乡客会以为自己来到了一个创建起玉米海洋的对玉米顶礼膜拜的民族，或以为自己身处那些偏爱无休止地重复同样细节的人们之中，就如同纽约、芝加哥那些摩天高楼的建造者，他们垒万砖安千窗，全都一个模样。在玉米田间，你可以获得平等的观念、划一的观念、大众民主的观念。如果你好做这类脑力游戏，你可以回想一下遇到荒年的约瑟夫兄弟，想一想在这里饥馑是如何被铲除的，过剩本身又如何成为一种危险，政府不得不对其采取措施。
the power, the monotony, the oceanic extent of the cornfields do indeed shrink up and dwarf the past. how are you to think of the small bands of illini, ottawas, cahokians, shawnee, miamis who camped in the turkey grass, and the french jesuits who descended the mississippi and found them. () when you force your mind to summon them, the indians appear rather doll-like in the radiance of the present moment. they are covered in the corn, swamped in the oil, hidden in the coal of franklin county, run over by the trains, turned phantom by the stockyards. there are monuments to them...throughout the state, but they are only historical ornaments to the pride of the present...
玉米地所展现的那种震撼力、那种千篇一律、浩瀚无垠的确使过去变得渺小。你不妨回想一下那些在草地设营的小群印第安人：伊里尼人、奥塔瓦人、卡豪凯扬人、肖尼人、迈阿密人，也不妨回想一下顺密西西比河而下、发现他们的法国耶稣会教徒。当你凝神回顾这些昔日的印第安人时，他们在今日的辉煌之前显得犹如玩偶。他们被玉米掩没，被石油淹没，被富兰克林县的煤埋没，被火车碾过，化作了在牲畜围场近旁出没的幽灵。为他们建的纪念碑……遍布全州，但这些不过是为今日的荣耀添彩的历史点缀……
大学英语三教案篇7
unit one：is there life on earth?
it is humorous essay. but after reading it you will surely find that the author is most serious in writing it.
ts there life on earth?
there was great excitement on the planet of venus this week. for the first time venusian scientists managed to land a satellite on the plant earth, and is has been sending back signals as well as photographs ever since.
the satellite was directed into an area know as manhattan (named after the great venusian astronomer prof. manhattan, who first discovered it with his telescope 20,000 light years ago).
because of excellent weather conditions and extremely strong signals, venusian scientists were able to get valuable information as to the feasibility of a manned flying saucer landing on earth. a press conference was held at the venus institute of technology.
"we have come to the conclusion, based on last week's satellite landing," prof. zog said, "that there is no life on earth."
"how do you know this?" the science reporter of the venus evening star asked.
"for one thing, earth's surface in the area of manhattan is composed of solid concrete and nothing can grow there. for another, the atmosphere is filled with carbon monoxide and other deadly gases and nobody could possibly breather this air and survive."
"what does this mean as far as our flying sauce program is concerned?"
"we shall have to take our own oxygen with us, which means a much heavier flying saucer than we originally planned."
"are there any other hazards that you discovered in your studier?"
"take a look at this photo. you see this dark black cloud hovering over the surface of earth? we call this the consolidated edison belt. we don't know what it is made of, but it could give us a lot of trouble and we shall have to make further tests before we send a venus being there."
"over here you will notice what seems to be a river, but the satellite findings indicate it is polluted and the water is unfit to drink. this means we shall have to carry our own water, which will add even greater weight to the saucer."
"sir, what are all those tiny black spots on the photographs?"
"we're not certain. they seem to be metal particles that move along certain paths. they emit gases, make noise and keep crashing into each other. there are so many of these paths and so many metal particles that it is impossible to land a flying saucer without its being smashed by one."
"what are those stalagmite projections sticking up?"
"they're some type of granite formations that give off light at night. prof. glom has named them skyscrapers since they seem to be scraping the skies."
"if all you say is true, won't this set back the flying saucer program several years?"
"yes, but we shall proceed as soon as the grubstart gives us the added funds."
"prof. zog, why are we spending billions and billions of zilches to land a flying saucer on earth when there is no life there?
"because if we venusians can learn to breathe in an earth atmosphere, then we can live anywhere."
new words
humorous
a. funny; that makers people laugh 幽默的
humor
n.
essay
n. 散文，随笔
excitement
n. the state or quality of being excited
planet
n. large body in space that moves round a star esp. round the sun 行星
venusian
a. of or having to do with the plant venus 金星的
n. supposed venus being 金星人
satellite
n. spacecraft that goes round the planet earth and sends back radio and television signals; heavenly body that goes round a plant (人造)卫星
signal
n. 信号;暗号
astronomer
n. person who studies the science of the sun, moon, stars and planets
天文学家
telescope
n. instrument with special glasses used for seeing distant things
extremely
ad. very 极端，非常
extreme
a.
feasibility
ad. possibility of being carried or done 可行性
feasible
a.
manned
a. occupied by one or more persons 载人的
saucer
n. 浅碟;茶托
flying saucer
n. 飞碟
conference
n. meeting
press conference
n. meeting arranged by an important person to which news reporters are invited to listen to a statement or ask questions 记者招待会
technology
n. 技术
conclusion
n. decision of opinion reached by reasoning 结论
conclude
v.
reporter
v. person who gathers news for a newspaper, magazine, or radio or tv station 记者
compose
vt. make up, form 组成，构成
concrete
n. building material made by mixing cement with sand, small stones and water 混凝土
atmosphere
n. all the gasses round the earth; air in a place 大气;空气
carbon
n. 碳
monoxide
n. 一氧化物
deadly
a. causing death; likely to cause death 致命的
gas
n. 气体
survive
vi. remain alive; continue to live or exist 活下来;幸存
vt. remain alive after; live longer than 经历...后还活着;比...活得长
survival
n.
program
n. plan of what it to be done 计划
concern
vt. be of importance or interest to; have an effect on 涉及，关系到
oxygen
n. 氧，氧气
originally
ad. formerly 起初，原来
original
a.
hazard
n. danger
hover
vi. stay in or near one place in the air 盘旋
consolidated
a. untied; combined 联合的
consolidate
vt.
belt
n. area that has some special quality; zone (地)带
indicate
vt. show
indication
n.
pollute
vt. make (air, water, soil, etc.) dirty with manmade waste 污染
pollution
n.
unfit
a. not good enough; not suitable
particle
n. 粒子;微粒
emit
vt. send out 散发，射出
emission
n.
crash
v. (cause to) break into pieces violently 坠落;猛撞
smash
v. (cause to) break into pieces violently (使)碎裂
stalagmite
n. 石笋
projection
n. sth. that stands out from a surface 凸出物
type
n. a particular kind, class or group 类型，种类
granite
n. hard grey stone used for building 花岗岩
formation
n. sth. that is formed; way in which sth. is formed 形成(物)
skyscraper
n. very tall building 摩天大楼
scrape
vt. rub with sth. rough or sharp 刮，擦
proceed
vi. continue after having stopped (停顿后)继续进行
fund
n. sum of money set apart or available for a special purpose 资金;基金
billion
n. one thousand million
zilch
n. zero; nothing at all
大学英语三教案篇8
unit 2 what’s the matter?教案(新人教版)
unit 2 what’s the matter?
i. teaching article: unit two
ii. teaching aims and demands:
what’s the matter? i have a headache.
you should drink some tea. that sounds a like a good idea.
i have a sore back.
iii. teaching importance and diffculty:
talk about your health. make suggestions.
iv. teaching ways: revision, learning, practice and reading.
v. teaching tools: tape-recorder and lattern.
v. teaching time: six periods
vi. teaching procedure:
the first period
i. teaching aims and demands
1. knowledge objects.
body names. illness. what’s the matter? i have a cold.
2. ability objects.
listening skil, recognizing skill.
3. moral objects.
exercise every day and keep healthy and strong.
ii. teaching importance and difficulty
what’s the matter? --i have a cold.
iii. teaching methods
recognizing method. listening method. discover method. pairwork.
iv. teaching aids
a tape recorder. a doll for teaching the names of the body. a projector.
v. teaching procedures
step i greet the class and check the homework.
step ii section a 1a
bring out a doll. teach the words of body parts.
read the words to students and ask them to repeat.
now open your books and turn to page 7. please look at the picture, i’ll ask a student to read the list of thirteen names of body parts.
step iii 1b
act out an illness. then show the other new words on the blackboard. read the new words to students and ask them to repeat. make sure every student knows the meaning and can read them.
step iv pairwork
teach students more words of illness. for example,
have a cold, have a fever, headache, stomachache, headache toothache, have a sore back , have a sore throat
step v an activity
play the game simon says with students. first have students line up in rows .ask students to touch different parts of their bodies.
step vi an activity
now please turn to page 106. there is a picture of a head with no eyes, nose, mouth or ears. please draw them in the correct paces and say their names in english. then show your pictures. who draws the best?
step vii homework
write down the new words in your exercise book and read them for several times
step viii blackboard design
unit 2 what’s the matter?
tooth ——teeth(pl.) foot ——feet(pl.)
toothache stom-ach-ache
eyes nose mouth ears
