E英语第三册教案许艳茹

E英语教程第三册教案所在部门：外语系任课教师：许艳茹教授班级：15级艺术系1-3班E英语教程第三册教案UNIT1教师姓名：许艳茹课程名称E英语教程授课专业和班级艺术系15级1-3授课内容UnitOne授课学时4学时教学目的Toenlargestudents'vocabularyandkeysentencepatterns.Toimprovethestudents'abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.

教学重点ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestruetureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:thepresentsimpletenseandthepastsimpletense.TeachingdifficuItpoints:distinguishfricativesofEnglishexpresssatisfactionanddissatisfactionproperlyStructuredwritingWritingaparagraphbasedontheoutline教学方法用联想生成教学方法促进学生新旧知识的交融，注重培养学生用联想和推测来填补空挡的思维方式，以提问和讨论为主，注重师生互动

作业Assignhomework:RecitetheappointedparagraphTranslationandafter-classreading教学内容Warm-upactivitiesParti：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartll：ReadingAandReadingBDetailedstudyofthepassageReadingA:I.Drawingyourbrightpurplecellphonefromtheinsidepocket,youarecarefulnottopressanybuttonthatwillrevealyourmissiontoyourteacher,whoistalkingatthefrontoftheroom.你小心翼翼地从里面的口袋掏出你的亮紫色手机，尽量不去碰触会对正在前面讲课的老师泄漏你企图的任何按键。drawing的用法为现在分词作状语，其逻辑主语为you。thatwillreveal…为定语从句，修饰先行词anybutton,that为关系代词，在定语从句中作主语，不可省略。whoistalking…为非限制性定语从句，修饰先行词yourteacher。Youputitintoyourjacketpocket,fearingyouwillnotbeabletogetitbackinyourbagwithouttheteachernoticing.担心把手机放回包里时老师会注意到，于是你就把它放到夹克的口袋里。withouttheteachernoticing的用法为介词后跟包含现在分词的复合宾语。天气晴朗，微风轻拂。Thedaywasbright,withafreshbreezeblowing.Now,notonlyhaveyoumissedtwowholepossiblyimportantminutesofyourteacher'slecture,butyourspellingandvocabularyaregettingworseandworse.现在你不仅错失了老师有可能及其重要的两分钟讲解，而且你的拼写和词汇变得越来越差。notonly・・・butalso连接两个分句时，如果notonly置于句首，分句要用倒装，butalso分句不倒装，可以省去but只留also，也可以省去also只留but。他不仅作出了许诺，而且履行了诺言。Notonlydidhemakeapromise,butalsohekeptit.Therearetimeswhenwehavetousepropergrammarandtimeswhenwedon't.有时我们必须用恰当的语法有时则不必。therearetimeswhen有时候Theproblemisthatthelinebetweenwhentospellcheckandproofreadandwhentojusttypeandsendisbecomingunclearandalmostinvisible.问题是：青少年们已经分不清楚什么时候该检查拼写并改错，什么时候只是打字并发送信息。theproblemisthat…：that引导表语从句。Althoughteenstodaywilleventuallybecometheoneswhosetthestandardsforspellingandgrammar,oureldersaretheoneswhoareinchargenow,andtheylookdownonspellingandgrammarerrors.虽然今天的青少年最终会成为设置拼写和语法标准的人，但现在却是长辈们说了算，他们看不起拼写错误和语法错误。Although引导让步状语从句，两个who引导定语从句修饰两个ones，分别指代teens与elders。Noticeitornot,thewordswechoose,orratherdon'tchoose,whenweuseinformalcommunicationareofgreatimportance.无论你是否注意到，我们进行非正式交流时选择使用或不用的词汇是很重要的。noticeitornot在文中属于一个让步状语从句的省略形式，其完整的从句应为Nomatterwhetherwenoticeitornot。beofgreatimportance:beimportant重要的beof+抽象名词二该抽象名词对应的形容词，类似的抽象名词还有value,use,help,benefit等，这些名词前可用little,some,no,any,great,much等修饰。Seldomdoweseetheword“exultant"forhappy,“sorrowful"forsad,or“ecstatic"forgladinatext.我们很少在课文里看到“exultant”，“sorrowful"，“ecstatic"这些词来代替happy，sad，glad。某些有否定意思的副词放在句首，句子常用倒装语序。我哪儿也找不到他。Nowherecouldlfindhim.WemustreawakenthisvastvocabularyofobscureandunusedwordsifweexpecttosucceedinexamsliketheSATthataffectourfuture.如果我们希望能在像SAT这样影响我们未来的考试中成功，我们必须重新唤醒大量难懂的、不常用的词汇。expecttodosth.:预期做某事if引导的条件状语从句放在后面，不用逗号与主句分隔；如果放在前面，则需逗号与主句分隔。网络中使用的英文缩略语(Netcronyms)IMO二inmyopinion我觉得，我认为KIT二keepintouch保持联系IOW=inotherwords意思是"换句话说"TTYL二Talktoyoulater意思是"再见,下次回头再聊"BBS二bebacksoon意思是"马上回来"BRB二berightback意思是马上回来FYI二ForYourInformation解释为:提供给您的信息，供您参考，是现在比较流行的英文缩写，常用于电子邮件中BTW=Bytheway意思是换个话题，在日常的短信及聊天时使用，以解决话题转换时给人带来唐突感觉的问题，相当于常说的“对了・・・”，也有“顺便说一下”的意思。LOL二"laughingoutloud",or"lotsoflaughs"，表示笑得很开心的样子，是网络常用的缩略语。

对于分析文章的能力有待提高。通过批改学生作业，可验证课堂教学已达到预期

的目标。UNIT2教师姓名：许艳茹课程名称E英语授课专业和班级艺术系15级1-3授课内容UnitTwo授课学时4学时教学目的Toenlargestudents'vocabularyandkeysentencepatterns.Toimprovethestudents'abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.教学重点教学方法教学重点教学方法ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestruetureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:thepresentcontinuoustenseandthepastcontinuoustenseTeachingdifficultpoints:toinferwhereconversationstakeplaceandaskformoreinformationStructuredwritingWritingaparagraphbasedontheoutline用联想生成教学方法促进学生新旧知识的交融，注重培养学生用联

想和推测来填补空挡的思维方式，以提问和讨论为主，注重师生互

动

作业Assignhomework:RecitetheappointedparagraphTranslationandafter-classreading教学内容Warm-upactivitiesParti：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartll：ReadingAandReadingBDetailedstudyofthepassageReadingA:I.IdisagreewithwhatCharlessaysinhisNikecommercial,theoneinwhichheinsists,“Iamnotarolemodel."在一则为耐克所做的商业广告中，查尔斯坚称，“我不是楷模。”对此我不赞同。介词with后跟what引导的宾语从句。Iwasshockedbywhatlhadseen.Canyougiveusadescriptionofwhathashappenedtheone和Nikecommercial构成同位语，theone后面跟定语从句inwhichheinsists…。2.Idon'tthinkwecanacceptallthegloryandmoneythatcomeswithbeingafamousathletewithouttakingtheresponsibilityofbeingarolemodel.我认为，我们在接受因成名而带来的荣誉和金钱时，不能不承担作为楷模的责任。don'tthink:属于否定转移，是将think，believe，suppose，expect，imagine等动词接的宾语从句的否定词转移到主句中。从意义上来说，被否定的并不是主句中的谓语动词，而是从句中的谓语动词。因此，在翻译时，需将从句中的谓语动词翻译成否定意义。注意：若主句的谓语动词为hope，宾语从句中的否定词不能转移。that引导定语从句，修饰先行词thegloryandmoney。takeresponsibilityof/for(doing)sth.:承担(做)某事的责任3.Becausetherearepeoplewhowillfollowourleadandbuyacertainsneakerorcerealforthesimplefactthatweuseit因为有人会效仿我们，他们会仅仅因为我们用了哪个牌子的运动鞋或麦片就去购买同样品牌的产品。followsb.'slead:tocopywhatsb.elsehasdone,ortodowhattheytellyoutodo效仿某人；以某人为榜样I'llfollowyourleadingettingupearlytoexerciseeveryday.我要以你为榜样，每天早起锻炼。thatweuseit：为同位语从句，解释说明前面的名词fact。4.1flweredecidingwhetherabasketballplayerwasapositiverolemodel,Iwouldwanttoknow:Doesheinfluencepeople'slivesinapositivewayawayfromthecourt如果让我判断一个篮球运动员是否是一个能够给人积极影响的楷模，我需要了解的是：在球场外，他是不是以一种积极的方式影响着人们的生活？Iflweredeciding…：为表示假设的条件句，所以用的是虚拟语气。在表示与现在事实相反的虚拟语气中，从句用过去时，主句谓语用“would/could/might/should+动词原形"。awayfrom:离开；远离5.Iwouldn'taskwhetherheliveshislifeexactlythewayIwouldliveit,orwhetherhehandleseverysituationjustthewayIwouldhandleit.我不会问他是否与我的生活方式完全相同，或他是否用与我同样的方式应对每一种局面。theway:后面跟的是定语从句，前面加副词exactly,just意为“恰好；正好"，表示强调。theway的更多用法：~as,accordingtotheway,how/howmuch,because,while/when…6.Sometimestheyputusinapositionthatmakesusfeellikewalkingonatightropehighupintheairwhichweareboundtofalloffeventually.有时候，他们将我们置于这样一种位置：我们感觉好像走在一根悬在高空的绳索上，最终会从绳索上面掉下来。beboundto:tobeverylikelytodosth.,tohappen,tobetrue,etc.很有可能；肯定会Constantlybeingwatchedbythepubliccanbehardtotolerateattimes.经常被公众盯着有时是很难忍受的。beingwatched为动名词的被动语态作主语，因为动名词的逻辑主语是行为的承受者。attimes:sometimesbutnotoften有时；偶尔

教学小结通过学习，学生能把握课文中的重点单词及重点句型，从而达到大纲要求。对于分析文章的能力有待提高。通过批改学生作业，可验证课堂教学已达到预期

的目标。UNIT3教师姓名：许艳茹课程名称E英语教程授课专业和班级艺术系15级1-3授课内容UnitThree授课学时4学时教学目的Toenlargestudents'vocabularyandkeysentencepatterns.Toimprovethestudents'abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.

教学重点ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestruetureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:虚拟语气和完成进行时态KeysentencepatternsItisbettertodothantodoKnowbatterthantodoStructuredwritingWritingaparagraphbasedontheoutline教学方法用联想生成教学方法促进学生新旧知识的交融，注重培养学生用联想和推测来填补空挡的思维方式，以提问和讨论为主，注重师生互动

作业Assignhomework:DoamorningreportonPuppyLovelsHarmlessTranslationandafter—classreading教学内容Warm-upactivities:DiscussionaboutLoveParti：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartll：ReadingAandReadingBOrganizationoftheTextAPartI(Para.1-4)Introduction:MikebreaksupwithAngieandfeelsupset.PartII(Para.5T0)Thecoach'srequests:listalloftheexperiences,goodorbad•…PartIII(Para.11T4)Mikeunderstandsthetruthabouthavinglovedandlost・DetailedstudyofthePassageATheysayit'sbettertohavelovedandlostthannevertohavelovedatall.人们说，爱过之后再失去比从未爱过要好。Itis+better+todoAthantodoB:做事情A要比做事情B好。e.g.Itisbettertogoshoppinginthesupermarketthantostayathomeforidlechat.tohavedone是不定式的完成时态，表示不定式表示的动作在谓语表示情况之前发生。e.g.Thereisnoneedtohaveboughtanewpairofshoesforme.Idocareaboutyou.我真的很在乎你。注：助动词do/does/did放在一般现在时和一般过去时的句子中动词原形前，以强调谓语。e.g•他确实把所有发生在他身上的事情都讲了。Hedidtellallthathadhappenedtohim.Freshmann.astudentinthefirstyearofhighschooloruniversity（中学或大学的）一年级学生；新手e.g.对大学新生而言洁身自好是很重要的。It'simportantforthecollegefreshmantokeephisnoseclean.衍伸词语:sophomore大二；大二学生junior大三；大三学生senior大四；大四学生haveawayofdoingsth.usedtosaythatsth.oftenorusuallyhappens（某事）经常会（总是）以某种形式发生e.g.振作起来吧，这些问题总会有解决的办法。Cheerup-theseproblemshaveawayofworkingout.5・tackle1）vt.totrytotaketheballawayfromanopponentinagamesuchasfootball（足球等比赛中的）抢（球），截（球）e.g.在有机会起脚射门之前他的球被断了。Hewastackledbeforehehadachancetoshoot.2）vt.totrytodealwithadifficultproblem处理；解决（难题）e.g.BeijingofficialshavebeentryingtotackletheproblemofcongestionsincetheBeijing0lympicsin2008.2008奥运会以来,北京一直设法解决交通拥堵问题。6.focuson:centeron聚焦于；集中于1)我们会议的重点是妇女权利问题。Ourmeetingfocusesonthequestionofwomen'sright.2)Hefindsithardtofocusononethingforlongerthanfiveminutes.他发现他很难把他的注意力集中在一件事情上超过五分钟。7.Theotherthingsw订Itakecareofthemselves.其他的事情都会解决的。注：takecareof…：为“照料，照顾”之意，此处不要译为“事情能够自己照顾自己”。在文中的意思是“其他事情总会自然解决的”。e.g.Takecareofthepenceandthepoundwilltakecareofthemselves.金钱积少便成多。GrammarandExerciseVocabularyStructureTranslation教学小结通过学习，学生能把握课文中的重点单词及重点句型，从而达到大纲要求。对于分析文章的能力有待提高。通过批改学生作业，可验证课堂教学已达到预期的目标。UNIT4教师姓名：许艳茹课程名称E英语授课专业和班级艺术系15级1-3授课内容UnitFour授课学时4学时教学目的教学重点Toenlargestudents'vocabularyandkeysentencepatterns.教学目的教学重点Toimprovethestudents'abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestruetureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:pronounsKeysentencepatterns形容词作状语；现在分词短语作状语强调句StructuredwritingWritingaparagraphbasedontheoutline

教学方法用联想生成教学方法促进学生新旧知识的交融，注重培养学生用联想和推测来填补空挡的思维方式，以提问和讨论为主，注重师生互动作业Assignhomework:RecitetheappointedparagraphTranslationandafter-classreading教学内容Warm-upactivities:Discussion:Whatarethecharacteristicsaself-confidentpersonshouldhaveParti：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartll：ReadingAandReadingBOrganizationoftheTextAPartI(Para.1-3)Introduction:Definitionandimportanceofself-confidence・PartII(Para.4-14)Mainbody:10waystoimproveself-confidence.PartIII(Para.15)Conclusion:Workhardtobuildupself-confidenceDetailedstudyofthePassageAOneofthemostimportantqualitiesthatapersonmustpossessinordertoachievehappinessandsatisfactionisself-confidence.一个人要想获得幸福和满足，必备的最重要的品质之一就是自信。注：本句主语部分较长，其中的定语从句thatapersonmustpossessinordertoachievehappinessandsatisfaction修饰先行词qualities。e.g.我昨天拜访的那个老人是我的老师。The?old?man?that?I?visited?yesterday?is?my?teacher.Self-confidenceiswhatgivespeoplethedrivetoworktowardtheirgoalsandtheperseverancetocontinuewhendifficultiesarise.自信能赋予人们朝着目标前进的动力和遇到困难时坚持向前的恒心。注:what引导表语从句。当what用作连接代词，引导名词性从句时，可引导主语从句、表语从句和宾语从句；它本身在从句中充当主语、宾语或表语。e.g.他已不是从前的他了。He?is?not?what?he?used?to?be.Self-confidencereferstoaperson'sbeliefthathehastheabilitytoaccomplishtasksandovercomechallenges.beliefn.thefeelingthatsth.isdefinitelytrueordefinitelyexists信心；信念e.g.我们坚信，改善医疗保健会使经济更加繁荣昌盛。Itisourbeliefthatimprovementsinhealthcarewillleadtoastronger,moreprosperouseconomy.e.g.HerefusestocompeteonSundaysbecauseofhisreligiousbeliefs.出于宗教信仰，他拒绝在礼拜天进行比赛。accomplishv.tosucceedindoingsth.,especiallyaftertryingveryhard完成；实现e.g•他这个人成事不足，败事有余。Heisamanwhowillspoilratherthanaccomplishthings.e.g.纵然任务艰巨，我们也要及时完成。Wewillmanagetoaccomplishthetaskintimeeventhoughitisdifficult.overcomel)v.tofightandwinagainstsb.orsth.战胜；制服e.g.政府军队最终战胜了叛军。Governmenttroopshavefinallyovercomerebelforces.v.tosuccessfullycontrolafeelingorproblemthatpreventsyoufromachievingsth.克服e.g.他努力克服他的羞怯。Hestruggledtoovercomehisshyness.assignmentn.apieceofworkthatisgiventosb.aspartoftheirjob(分配的)任务e.g.她高兴地接受了任务。Shegladlyacceptedtheassignment.n.apieceofworkthatastudentisaskedtodo作业e.g.英语作业是写一份读书报告。TheEnglishassignmentisabookreport.Incontrast,peoplewithself-confidencearereadytoexpresstheirthoughtsandfeelings,havemoreenthusiasmandshowastrongerdesiretosucceed.相反，自信的人愿意表达自己的思想和感情，有更多热情，并显示出较强的成功欲望。incontrast:与此相反；相比之下e.g.Itwascoldyesterday,butineontrastit'shottoday.昨天很冷，相反今天很热。bereadytodosth.:愿意做某事；乐意做某事Nothingmakesyoufeelmoreconfidentthanwhenyoumastersomethingnew.没有什么比掌握一些新东西更能让你自信了。注：nothingis/wasmore…thansth.:没有比某事/某物更的了。e.g.没有什么比幸福和健康更重要的了。Nothingismoreimportantthanhappinessandhealth.Theystrivetoexcelinwaysthatthosewholackself-confidenceonlydreamabout.他们追求卓越的方式对于那些缺乏自信的人来说只能是梦想。注：that在句中引导了定语从句，先行词为ways，该定语从句中还嵌套了一个定语从句wholackself—confidence。7.Itboostsone'sself-confidencetoseethatothersarebetteroffbecauseofsomethingthatyoudidtohelp.看到别人因你的帮助而变得更好能增强你的自信。注：it为see后面跟了由that引导的宾语从句，它又嵌套了一个定语从句thatyoudidtohelp，修饰先行词something。8.Sometimesourvisioniscloudedbyfeelingsofself-pity.有时我们的视野会被自我怜悯所遮蔽。注:cloud:v.tomakesb.lessabletothinkclearlyormakesensibledecision把搞糊涂cloudsb'sjudgment/vision/mind,etc・：影响某人的判断/视野/思维e.g.不要让你的个人感情影响你的判断。Don'tallowyourpersonalfeelingstocloudyourjudgment.9.Seekoutandenhancerelationshipswithpeoplewhohavetheself-confidencecharacteristicsyouarelookingfor.尝试结交那些拥有你正在努力想获得的自信品质的人，并增进和他们的感情。注：who引导的定语从句修饰先行词people，这个定语从句中又嵌套了一个定语从句youarelookingfor，修饰语从句youarelookingfor，1)enhancev.toimprovesth.增进；提高e.g.Themeasurestakenshouldconsiderablyenhancetheresidents'qualityoflife.采取的措施应该明显提高居民的生活质量。2)characteristicn.品质；特点教学小结通过学习，学生能把握课文中的重点单词及重点句型，从而达到大纲要求。对于分析文章的能力有待提高。通过批改学生作业，可验证课堂教学已达到预期的目标。UNIT5教师姓名：许艳茹

课程名称E英语教程授课专业和班级艺术系15级1-3授课内容UnitFive授课学时4学时教学目的Toenlargestudents'vocabularyandkeysentencepatterns.Toimprovethestudents'abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.

教学重点ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestruetureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:possessivesKeysentencepatternsit为形式主语含有情态动词should的反问句StructuredwritingWritingaparagraphbasedontheoutline教学方法用联想生成教学方法促进学生新旧知识的交融，注重培养学生用联想和推测来填补空挡的思维方式，以提问和讨论为主，注重师生互动

作业Assignhomework:RecitetheappointedparagraphTranslationandafter-classreading教学内容Warm-upactivitiesParti：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartII：ReadingAandReadingBDetailedstudyofthepassageReadingA:1.Ihadfriedeggsandchips,butitwasquiteaneffortgettingthemtomakethem・l)quitea/an:相当e.g.Heisquiteagoodbasketballplayer.他是相当棒的篮球运动员。Quiteashorttime相当短的时间2）句中it为形式主语，gettingthemtomakethem为真正的主语3）整句话意为：IhadmadegreatefforttoletthoseFrenchcooksmakefriedeggsandchipsforme.2・Notasgoodasours,mindyou,buttheywereacceptable・说真的，虽然不像我们做得那么好，但是可以接受mindyou:用作插入语，意为“请注意”。e.g.这里水很深，你请注意不要掉下去。Thewater'sdeephere,mindyou,don'tfallin.Butactualphysicalcontactwiththingsoneisnotusedtoismuchmoredifficulttobear.但真正亲身接触自己不习惯的事物却难以忍受得多be/getusedto习惯于（做）某事。e.g.我每天乘公共汽车去学校，所以我习惯了。Igotoschoolbybuseveryday,soI'musedtoit.Physicaldifferencesarenotsodifficulttoadaptoneselftoasreligious,ethical,andirrationalones.比起宗教、伦理和不合乎常理的差异来说，适应具体的、实在的差异却没那么困难。not不如…，不像…e.g.情况并不像被描述的那么糟糕。Thesituationisnotsobadashasbeendescribed.Physicaldifferencesarenotsodifficulttoadaptoneselftoasreligious,ethical,andirrationalones.adaptoneselfto使自己适应e.g.孩子们很快就适应了在小镇生活Thechildrenadaptedthemselvesquicklytolivinginasmalltown.irrational:非理性的；不合理的e.g.她对蜘蛛有一种非理性的恐惧。Shehasanirrationalfearofspiders.Shouldn'tthestandardforjudgingaforeignerbe:Doeshetrytobepoliteandconsideratetoothersinsteadof:Ishelikeme评判外国人的标准难道不应该是看他是否努力做到礼貌而又顾及别人的感受，而不是看他的行为举止是否和我的一样吗？（本句为含有情态动词should的反问句。）considerate:体贴的e.g.我认为他是我见过的最有魅力,最体贴的人。Ithinkhe'sthemostcharming,mostconsideratemanl'veeverknown.GrammarandExerciseVocabularyStructureTranslation教学小结通过学习，学生能把握课文中的重点单词及重点句型，从而达到大纲要求。对于分析文章的能力有待提高。通过批改学生作业，可验证课堂教学已达到预期的目标。UNIT6教师姓名：许艳茹

课程名称E英语授课专业和班级艺术系15级1-3授课内容UnitSix授课学时4学时教学目的Toenlargestudents'vocabularyandkeysentencepatterns.Toimprovethestudents'abilitiestoanalyzearticlesbyintroducingthemsomereadingskills.

教学重点ComprehensionofthetextStressingtheprimarymeaningofthewordsandtheirapplicationsinsentences.Inviewofthewholestruetureofthetext,themainideaofthetextwillbeunderstoodcorrectly.Grammar:pronounsKeysentencepatternsthat引导定语从句which引导非限制性定语从句StructuredwritingWritingaparagraphbasedontheoutline教学方法用联想生成教学方法促进学生新旧知识的交融，注重培养学生用联想和推测来填补空挡的思维方式，以提问和讨论为主，注重师生互动

作业Assignhomework:RecitetheappointedparagraphTranslationandafter-classreading教学内容Warm-upactivitiesParti：ListeningandSpeakingSummarizetheanswerstothesequestions.UnderstandingthetextPartll：ReadingAandReadingBDetailedstudyofthepassageReadingA:1.IslamicmerchantsthenbroughtthebeanstothethrivingportcityofVenice,wheretheysoldthemtowealthyltalianbuyers.接着穆斯林商人把咖啡豆带到了繁荣的港口城市威尼斯，将其卖给富有的意大利买主。thriving:是现在分词作定语，修饰portcity。（关系副词where引导非限制性定语从句，对先行词Venice作进一步的说明）e.g.我们后来搬到巴黎，在那里住了六年。WethenmovedtoParis,wherewelivedforsixyears.Fromthe15th-centuryMiddleEasternestablishmentswheremengatheredtolistentomusic,playchess,andhearpeoplereadingfromworksofliterature,tothecoffeehousesoft