必修三unit2 教案

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译林版高中英语必修三Uint2 Reading (I) 教案(雅礼版)

Unit 2 Natural disastersWelcome to the unit & Reading (I)◆内容分析：本单元的主题语境是“人与自然”，话题是“自然灾害与防范”。

本单元的教学旨在帮助学生认识自然灾害的巨大破坏力，掌握在遇到自然灾害时的自救知识。

Welcome to the unit板块以一段视频引出不同种类的自然灾害，为学生进一步了解单元话题做热身；Reading板块的语篇是两则新闻报道，分别描述了地震逃生和海啸前救人两个事件，目的是引起学生对自然灾害自救知识的重视。

本单元卷首的名人名言出自法国作家维克多•雨果，意为：“大自然是慈爱的母亲，也是冷血的屠夫。

”这句话意在强调大自然能造福人类，也能给人类带来灾祸。

◆教学目标：By the end of the lesson, students will be able to:1. learn the structure and language characteristics of news reports;2. explore how the two characters help people survive the disaster according to the news reports;3. discuss the personalities that the two characters show in the disaster;4. understand the significance of preparations for a natural disaster and learn about ways of preparation.◆教学重难点：1. Learn the structure and language characteristics of news reports;2. Explore in detail how the two characters help people survive the disaster in the news reports.◆教学过程：Step 1 Lead-in1.Introduce photos of 2011 Tōhoku earthquake and tsunami, Hurricane Andrew of1993 and 2008 Wenchuan earthquake in China. By simple depictions of thesenatural disasters, show the students how destructive natural disasters can be.2.Quotation from Victor Hugo: Nature is kind of loving mother, but also a butcherin cold blood.【设计意图：快速引入话题，拓展相关词汇。

人教版必修三 Unit2-拓展-教学设计

Q1:According to the video, what are the teachings of Confucius all about?
Q2:What does “Ren” represent? What Englishwords have been used to translate the Chinese character “Ren”?
难点
Talk about their own understanding concerning one of the traditional values.
பைடு நூலகம்教学过程
教学环节
教师活动
学生活动
设计意图
导入新课
Warm-up
Step1Teacher displays a quote from Confucius.
讲授新课
Step4Pre-Watching
Students read the questions quickly and predict the content of the video.
Step5While-Watching
Students watch a video about Confucius thought and the Confucius Institute. Then answer the questions.
Emotional objectives:Learn to appreciate the Five Virtues in traditional Confucius thoughts.
重点
Have students acknowledge the teachings of Confucius and its significance.

人教版必修三Unit 2《Healthy eating》word教学设计

Warming Up教师选择使用提供的Warming up by learning vocabulary,或者Warming up by sharing opinions进行热身，激发学生的阅读兴趣，导入本课，为Reading部分的阅读做好铺垫。
Pre-reading引导学生通过questioning and answering进行操作。
将Warming Up、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
将Learning ab out language和Workbook中的USING WORDS AND EXPRESSIONS、USING STRUCTURES整合在一起上一节“语言知识课”。
Learning about language主要突出本单元的重点词汇和主要语法项目。通过Warming up by having a dictation，Discovering useful words and expressions，Learning about grammar，Reading ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t和Closing down by doing a quiz等活动，帮助学生熟练掌握情态动词ought to / ought not to / have toቤተ መጻሕፍቲ ባይዱ/ don’t have to / mustn’t / needn’t的各种语用功能。
Unit 2 Healthy eating
本单元的中心话题是“健康饮食”。本单元将通过谈论健康饮食，让学生了解饮食与健康方面的有关知识并且能根据所学知识审视自己、审视食物，提高健康饮食意识，并在日常生活中少吃汉堡、薯条等高热量低营养食品，多吃水果、蔬菜和谷物，远离肥胖和亚健康状态。

必修三 Unit 2 Understanding ideas教案

必修三Unit 2 Understanding ideas教案discuss their difficulties that arise in the process of reading each paragraph and helps them understand the meaning of the each paragraph.T asks more questions to help Ss to think deeply. Ryan? Why?Why couldn’t $70 do much help?Which adjective would you like to use to describe Ryan’s feeling when he learned that his seventy dollars was not enough?How did Ryan raise enough money?Which adjective does the writer use to describe Ryan? Do you agree?What did Ryan see in Uganda and how did he feel? How did Ryan encourage more people to help? And what is the result?What question does Ryan ask today? And what does it mean?What quality helps Ryan realize his dream?Activity 4 T asks Ss to complete thesentences and retell Ryan’sstory with the help of thesentences in A4.T helps Ss summarize the sixelements of a narrative andthe structure of the text.RetellSs retell Ryan’s story with thehelp of A4.Ss summarize the six elementsof a narrative and the structureof the text with the help of T.Ss are expected to beclear about thestructure of the textand be aware of thesix elements and thestructure of anarrative.Activity 5 T asks Ss to discuss the twoquestions.DiscussionSs discuss the twoquestions of this part.Ss are expected to developtheir thinking capacity andrealize that helping others isadmired.板书设计Find out what Ryan did:学习评价、检测以及课后作业布置1. Words and expressions2. 主题语境阅读练附录。

2019-2020学年高中英语人教版必修三unit2 Reading教案设计

2019-2020学年高中英语人教版必修三Teaching Plan for Reading in Unit 2 Healthy eating一、教学目标：1.Knowledge aim :(1)To learn something about healthy eating.(2)To make sure the students have a full understanding of the text.(3)To guide the students to have a discussion about healthy eating.2.Ability aims :(1)To develop the students’ reading skills(2)To improve the ability of the students’ reading comprehension(3)To improve the students’ English speaking ability3.Affective aim :(1)To enable the students to understand the best way to make sure that they will feeland look fine is to develop healthy eating habits by learning the reading text.(2)To educate the students to work together to finish some tasks.(3)To arouse the students’interest in learning English through various activities inclass.二、教材分析：1. 重点：(1)To learn something about healthy eating(2)To develop the students’ reading skills(3)To enable the students to understand the best way to make sure that they will feeland look fine is to develop healthy eating habits by learning the reading text2. 难点：(1)To improve the ability of the students’ reading comprehension(2)To improve the students’ English speaking ability(3)To enable the students to voice their opinions freely.3. 教具：(1) A blackbroad (2) A recorder三、教学程序：Step 1. Waming-up :1. Ask the students some questions about their diet?(1)What did you have for breakfast?(2)Do you like hamburger/ fried chicken?(3)Do you like eating fruits? What are they?2. Let the students look at the pictures on P9, and let them speak out all the name of thefoods shown in the pictures. Then ask them the following questions and explain eachkind of foods to them.(1)Which kind of foods do you like best?(2)Which of them do you eat most often?(3)Do you like all kinds of them?(4)What will happen if we don’t eat a balan ced diet?Step 2.Pre-reading : some food for the students and let them decide if it is junk food or healthyfood.Then explain the meaning of junk food.2.Talking and sharing: Let the students work in groups of four and tell their groupmates the food they like to eat. Then fill in the blanks and decide what are junk food ornot.Step 3.Fast-reading :1.Skimming : Get the students to look through the title, the last paragraph and pictues,and then guess the main idea of the text.2.Listening : Listen to the recording of the text HEALTHY EATING, and then get themain idea of the text.3.Scanning : Give the students 5 minutes to read the text quickly and finish Execise 1 inComprehending on P11. Then let some students tell me their answers.Step 4.Discussion :Let the students work in groups of four and discuss the strength and weakness of the two restaurants. Then fill in the chart.Step 5.Revision :Let the students to complete the summary of the story with one word in each blank.HEALTHY EATINGWang Pengwei felt 1_________ in an empty restaurant because no 2_______ have come to his restaurant ever since he got up early in the morning. He wanted to find out why. He hurried out and 3_______ Maochang into a newly-opened restaurant. He found that the owner named Yong Hui was serving 4_________ foods to make people thin. Driven by 5________, Wang Pengwei came 6________to take a close look at the menu. He could not even 7________his eyes. He was 8_______ at what he saw. He hurried outside and went to the 9________to do some 10________. After a lot of reading, he 11_______that Yong Hui’s food made peop le become 12______ quickly because it was no 13_________ food. Arriving home Wang Pengwei rewrote his own sign. The 14_________ between the two restaurants was on!（Key：1. frustrated 2. customers 3. followed 4. slimming/fiber 5. curiosity 6. forward 7. believe 8. amazed 9. library 10. research11. realized 12. tired 13. energy-giving 14. competition）Step 6.Homework :Writing: Make a survey on your partner’s diet and consider whether his/her diet is healthy or not. Write a short description of his/her diet and give some advice on that diet.。

译林版高中英语必修三Unit2 Grammar and usage 教案

《英语》（必修·第三册）Unit 2 Natural disastersGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. understand the functions of to-infinitives as attributives and adverbials of result;2. use to-infinitives as attributives and adverbials of result properly in different situations;3. rewrite a passage using to-infinitives.II. Key competence focusUse to-infinitives as attributives and adverbials of result correctly and properly.III. Predicted area of difficulty1. Use to-infinitives as attributives and adverbials of result in new situations.2. Rewrite a passage using to-infinitives.IV. Teaching proceduresStep 1 Lead-inT: Hello, everyone. Last period we read two news reports about the lucky escapes from two natural disasters. First, I’d like to show your some sentences in these two news reports.•Alice Brown, head teacher at Falmont Primary School, was teaching when the floor began to shake.•The moment the shaking stopped, Miss Brown sensed it was the best time for the class to make their escape.•She signalled to her students to exit the classroom in an orderly line covering their heads with their hands.•The kids were calm enough to protect themselves during the earthquake.•“We practise earthquake safety procedures twice a year,” said Miss Brown, “so the kids were calm enough to protect themselves during the earthquake.”T: In all these sentences, there’re to-infinitives used as different sentence elements. In today’s class, we will explore the rules concerning to-infinitives as attributives and adverbials of result and learn to use them in different situations.【设计意图：学生在初中阶段已经接触过动词不定式的一部分用法，所以先在学生相对熟悉的语境中呈现含有动词不定式的句子，然后再呈现新的语法知识——动词不定式作定语和结果状语，用这个方法帮助学生建立新旧知识之间的联系，从而顺利过渡到新知识的学习。

新人教版选择性必修三Unit 2 Reading and Thinking集体教案

6.No easy way to change bad habits
How many parts can the passage mainly be divided into?
Why bad teenage habits should be changed (Para. 1)
What a habit is and how to change bad habits (Paras. 2 ~ 5)
教学过程
Step 1 Lead-in
(1)Quote a famous sentence“The greatest wealth is health”fromVirgil.
(2)Words Review. eg.Tobacco,alcohol,abuse,physical,dominate,repeatedly,psychology,cue…
Conclusion
Para. 1 Why bad teenage habits should be changed
Para. 2 What a habit is
Para. 3 The cycle of how habits are formed
Para. 4 How to change a bad habit and create good ones
Step 5 Detailed Analysis of the language points.
单元短语
in response to,rely on/upon,aside from (doing) sth.,straight away,decide on...,replace...with…,become involved in,…
Discuss:What should we do to change a bad habit?

高中英语 Unit 2(Healthy Eating)教案人教版必修三教案

Unit 2Healthy Eating1.Topics:Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functions:1)Suggestions and adviceYou must /must not… ; What should I do?I think you ought to …; I suppose you had better…Perhaps you should…Do you think you could give me some advice?2)Seeing doctorsWhat’s the matter? What’s wrong?What seems to be the trouble?How long have you been like this?3)Agreement and disagreement.I don’t agree. Of cause not. I don’t think so.All right. T hat’s a good idea.No problem. Certainly /sureYes, I think so. I’m afraid not.4. Grammar: The use of ought toYou ought to cook fresh vegetables and meat without too much fat If you want to stay slim.You ought not to eat the same kind of food at every meal.Period 1.Step 1. warming up1. Do you eat a healthy diet? What kind of food do you usually have for meals? Are the food you usually eat healthy food or unhealthy food?(Discuss in pairs)2. Name some healthy food and unhealthy food.healthy food unhealthy food.All vegetables: cabbages, Fatty food: French friesPeppers tomatoes potatoes cream roast pork/lambAll fruits: apples, grapes sugary food:chocolateStrawberries bananas pears sweets/honey ice-creamDairy products:Milk cheese salty food:can biscuitSeafood: shrimp cookiesTofu eggs3. Do you know that the food you eat helps you grow in different ways? Some will make you fat/tall/thin.Look at the charm below,and see which kind of food they.FOOD TO GIVE YOU ENERGY FOOD TO GROW BONESAND MUSCLE Foods that fiber fordigestion and healthFast energy food Slow energy food Body-building food Protective foodsRice sugarNoodles potatoesSpaghetti breadCorn dumplings Butter creamOils ham nutsFried bread stickFried cake/chips Dairy products:Milk cheeseMeat eggs tofuSeafood shrimp All vegetables(eg.beans, Cucumbers,mushrooms,peas, Cabbage,…)all fruit(pears Apples, peaches, oranges,…)Questions:1.Which of these groups of food do you like best?2.Which of them do you eat most often?3.Do you think we should eat each kind of food?3.What will happen if you do not eat a balanced diet?Too much fatty/sugary/salty food will cause many diseases and get too fat.Only protective food will feel weak ,no energy and get too thin.Step 2. Pre-reading1. Discuss the questions in the chart.(Which food contains more…)2. Order the following food from which contains most fat to which contains less.Answer: ice-cream, eggs, chicken, rice, peachesStep 3 Fast reading and answer the following questions1. What does Wang Pengwei’s restaurant serve?2. What about Yong Hui’s restaurant?Step 4 Intensive reading and find the answers to prehending.Period 2 Language pointsStep 1.Lead-in: Listen to the tape to get a better understanding.Step nguage points1.Wang Pengwei sat in his empty restaurant feeling very frustrated.feeling very frustrated 现在分词在句中作伴随状语eg.She sat on the chair reading a newspaper.(表伴随)Walking in the street, she met her old friend. (表时间)Seeing no body at home, she decided to eat outside.(表原因)The child fell, striking his head against the ground. (表结果)2.His restaurant ought to be full of people.Ought to 1) to show a moral duty 表示一种道义上的责任，应该Eg.She ought to look after her child better.You ought to study hard to get a high mark.2)ought to have done 表示本应该…，而却没有…Eg.You ought to have e yesterday.3.He thought of his mutton kebabs, fatty pork cooked in the hottest oil. 过去分词短语作后置定语，表被动。

外研版高一英语必修第三册(2019版)_Unit_2_单元教学设计

Activity 1
T plays a video clipand encouragesSsto answer the following questions：
1.How much do you know about Charity Day in China?
2.How much do you know about Put It Forward Day?
3.Open.Ssare encouraged to useproperwords that describe personal qualities.
Ssare expected to recall the words which describe personal qualities.
Ssare expected toapplytheir vocabulary about personal qualities.
2.通过完成教材13页活动2，学生能够通过阅读图片中人物的quotation，说出其所做的贡献，运用恰当的词汇描述人物品质，并能联系所学知识举出更多的人物事例，以加深对描述人物品质的词汇的理解。
教学重点
1.学生了解并能说出我国CharityDay和西方Put It Forward Day的基本情况，能够认识到“Donatingmoneyisnottheonly way to help others.”和“Onesmallactcanmakeabigdifference.”。
该语篇以时间线索展开，通过第一段“问题的提出”，第二段到第五段“问题的解决”和第六段“解决问题的意义”逐层推进。特别是第二段到第五段，一波三折，很好地体现了Ryan从事公益事业的三个阶段，即work hard alone to reach his first target of $70到ask for help from his classmates andneighboursto raise $2000 with the help of his mother’s friend到set up a foundation to encourage more people to help，体现了Ryan坚定地从事志愿活动，为实现自己的梦想持之以恒的努力。活动1是看图并谈论非洲国家淡水资源匮乏的问题，通过勾选为非洲提供淡水的举措，启动学生思考如何帮助非洲部分区域解决淡水问题，引导学生进入对于阅读语篇主题意义的探究。活动2是通过阅读理解课文的主要事实。活动3是通过阅读准确理解课文标题意义，要求学生对于自己的理解进行合理解释。活动4提供了四幅图片勾勒出Ryan从事公益事业的起因及经历，并通过补全句子帮助学生梳理记叙文的六要素，特别是事件的起因、经过和结果，有助于学生熟悉记叙文的语篇结构。

高一英语人教版必修三Unit2MoralsAndVirtues61教案

Post-watching
学生结合个人理解探讨如下问题：
In what ways do you think Confucian thought still influences education and society in China?
Do you think that your life would change if you understood and practised ren every day?
2.理解儒家“仁义礼智信”的思想内涵；（重点）
3.结合个人观点谈论对儒家思想的理解及其对现代人和社会的影响。（难点）
教学过程(表格描述)
教学环节
主要教学活动
设置意图
Warm-up
教师对孔子及儒家思想的背景知识进行补充介绍。
WhowasConfucius?
What is Confucianism?
What are the Five Constant Virtues?
Where does ren come from?
Is there one single concept that we can take as a guide for all actions in our lives?
强化语言知识和文化知识的内化；启发学生深入思考视频信息，为后续语言活动实践做铺垫。
教案
教学基本信息
课题
高一英语(人教版)–必修三Unit2Morals and Virtues(6)
学科
英语
学段：高中
年级
高一
教材
书名：普通高中教科书英语必修第二册出版社：人民教育出版社出版日期：2019年6月
教学目标及教学重点、难点
在备课学习结束时，学生能够：

高中英语人教新课标必修三Unit2Healthy-eating教案

Unit2 Healthy eatingPeriod one Warming upTeaching aim:To appreciate what a balanced diet is.Teaching procedures:Step 1. Lead inHello, everyone! Today we are going to talk about an interesting topic---Health Eating. Before our beginning, please write down what you each think about making a healthy meal, whether you eat a healthy diet, and whether you know that the food you eat helps you grow in different ways. As you’re ready, compare your idea with your partner. And then, we’ll invite some pairs of you to give us your ideas.Classify food according to their functions and fill in the form.Step 2. DiscussionAsk Ss to work the following questions out in groups and let them become familiar with the contents of each one.Questions: 1. Why do you think the food is divided into different groups?2. How does this information help you make a healthy meal?Step 3. AnalysingNow, please design a meal which they enjoy. And then analyse your meal according to the categories of food set out in the textbook.1.Is their meal balanced?2.Does it include food from each of the three categories? What (if anything) is missing? Step 4. To examine the answers.The first three questions are all persons. But the forth question is not. (What will happen to you if you don’t eat a balanced diet?)Suggested answers: if you eat too much energy-giving foods you will become fat and suffer from high blood pressure; if you eat too much body-building food you will grow taller and stronger but not necessarily healthier; if you eat too much protective foods for every meal you may lack energy. However without protective food(over a long period of time) you can get serious illnesses like scurvy(lack of vitamin C) or rickets(lack of vitamin D); if you don’t eat enough food of any of the three kinds you may get anorexia(too thin).Step 5. Homework: Write down more you know about diet.Period two ReadingTeaching aims:1.Enable Ss to become more aware of the difficulties associated with prepared foods.2.Help Ss know the harms of unbalanced diets.Teaching procedures:Step 1. Pre-reading1. Discuss in groupsWork out what nutrition they have2. Thinking1) What do you think should go into a good meal?2) Imagine you and your partner are going to invite some friends for dinner. What special food of your place would you offer them? Plan a menu.Answers: 1) A good meal should contain some food from each of the three categories above.2) Sample dialogue:S1: Now our favourite dishes in my hometown involve noodles. What abut you?S2: Well, I like noodles too, so let’s use that for th e energy-giving part of our dinner.S1: What do you like to eat with noodles?S2: My favourite sauces are spicy ones. So let’s suggest noodles with spicy tofu. That’s very healthy and contains some of the body-building food too. Now we just need to include the protective food.S1: Yes, you’re right. Now what about vegetables? They’re protective food and I think beans are nice with some sour and spicy sliced potato.S2: Sounds fun to me. Let’s write it down…3. PredictingLook at the title of the reading passage and the pictures. Predict what the passage is about. Step 2. Reading1. Language points1) Wang Peng sat in his empty restaurant feeling very frustrated. 王鹏坐在他那空荡荡的餐馆里，感到很沮丧。

必修三 Unit2 Morals and Virtues单元整体教学设计

孔子所倡导的“仁”的思想的内涵及重要意义
中国传统文化所推崇的道德观念与美好品质及重要意义
The Taxi Ride I’ll Never Forget
记叙文（阅读）
出租车司机通过安静的陪伴激励绝症病人的故事
普通人如何通过小的善举温暖激励他人
The Five Virtues
名人名言（阅读）
孔子所倡导的“仁义礼智信”的思想
中国传统文化所推崇的道德观念与美好品质
Section3
单元内容框架
单元大观念
建构对Morals and Virtues的认知、态度和行为选择
小单元1
著名人物的无私奉献和普通人之间的善良友善
小单元2
面对社会问题承担责任，并肩负起传承中华传统美德的责任
单元生成活动
归纳不同文化共同推崇的道德观与美好品质，并在现实不同层面践行道德与美德
2.学生讨论优秀道德品质（brainstorming），了解William Wordsworth及其名言（视频素材）；
3.教师以“是否帮助朋友作弊”为问题创设情景，引入话题道德困境
Q1:What is moral dilemma?
Q2:Look at the picture，can you tell what a story it is about?
Chain of Love
访谈（听力）
受到歌曲启发，普通人之间传递爱心的故事
陌生人间如何传递爱心
The Stone in the Road
寓言故事及故事评论（读写）
不同人物对“路中央的石头”做出的不同反应以及最终的结局
普通人面对社会问题承担责任的重要性
Confucius and Ren
专家访谈（视频）

外研社英语必修三unit2教案

外研社英语必修三unit2教案教案标题：外研社英语必修三Unit 2教案教学目标：1. 通过本单元的学习，学生将能够掌握有关旅行和交通方式的词汇和表达方式。

2. 学生将能够运用所学知识描述旅行经历和计划，并能够与他人讨论旅行和交通方式。

3. 学生将能够通过听、说、读、写等综合技能进行英语交流。

教学重点：1. 掌握与旅行和交通方式相关的词汇和表达方式。

2. 运用所学知识进行旅行经历和计划的描述。

3. 学会与他人讨论旅行和交通方式。

教学难点：1. 运用所学知识进行旅行经历和计划的描述。

2. 学会与他人讨论旅行和交通方式。

教学准备：1. 教材：外研社英语必修三教材Unit 2的教学内容。

2. 多媒体设备：投影仪、电脑等。

3. 教具：单词卡片、图片、录音机等。

教学过程：Step 1：导入新课（5分钟）1. 利用图片或实物引导学生讨论旅行和交通方式，激发学生的学习兴趣。

2. 引导学生回忆并复习与旅行和交通方式相关的词汇和表达方式。

Step 2：新课讲解（15分钟）1. 通过多媒体展示单词和短语的图片，引导学生学习和掌握新词汇和表达方式。

2. 通过示范和练习，帮助学生理解和掌握新课的语法和用法。

Step 3：听说训练（20分钟）1. 播放录音，让学生跟读和模仿录音内容，提高学生的听力和口语能力。

2. 分组讨论旅行经历和计划，学生之间进行信息交流和对话练习。

Step 4：阅读训练（15分钟）1. 分发阅读材料，让学生阅读并理解文章内容。

2. 组织学生进行小组讨论，回答与文章相关的问题。

Step 5：写作训练（20分钟）1. 引导学生根据所学知识，写一篇关于自己旅行经历或计划的短文。

2. 学生互相交换短文，进行修改和改进。

Step 6：课堂总结（5分钟）1. 教师对本节课的重点内容进行总结和回顾。

2. 学生提问和解答疑惑。

Step 7：作业布置（5分钟）1. 布置相关的课后作业，巩固所学知识。

2. 鼓励学生自主学习和探究，提高英语学习的兴趣和能力。

【教案】Unit+2Listening+and+Talking人教版(2019)必修第三册

必修三Unit 2 Morals and Virtues Listening and Talking教学设计Lesson contentTalk about the importance of kindnessTheme Context: People and Self, Excellent Conduct, Correct Attitude towards Life, Citizenship and Social ResponsibilityText analysis:1. This class is a listening and speaking class. Through listening to the discourse, obtain the background story of the song "Chain of Love" and experience the significant significance of a small act of kindness. In oral activities, discuss and tell stories about giving or receiving kindness that you have encountered or heard about.2. Through listening and speaking activities, understand the acts of kindness in daily life, learn to describe and express feelings about acts of kindness, improve students' understanding of virtues, and help explore the theme significance.3. Set up listening and speaking activities to deepen students' understanding of the theme context and strengthen their understanding of virtues in life. Through oral descriptions, deepen the exploration of the theme.Learning objectives1. Able to understand the background story information of the song "Chain of Love" in the recording.2. Be able to use appropriate language to describe stories of charitable deeds that one has experienced or heard of.Key and difficult points:1. Obtain background story information for the song "Chain of Love".2. Use appropriate language to describe the stories of good deeds you have experienced or heard about.Teaching preparation:1. Teaching recordings, relevant pictures of whether to help or not.2. Choose charity stories that you have experienced or heard of, and be prepared for oral activities. Teaching ProcessStep I Learning and UnderstandingActivity 1: Focus and Listen1.Before listening, ask students to discuss the questions in groups.Q1: Do you think we can trust the kindness of strangers when we need help?Q2: Do you believe a small act of kindness can make a big difference?Suggested answers:(略)2.Listen to a radio show and answer these questions. What is the name of the radio show? What does “paying it forward” mean?What does the guest want the listeners to do? Suggested answers:The name of the radio show is “Rush Hour Show”.“Paying it forward” means when you receive kindness from someone, you go out and show kindness to another person.The guest wants the audience to join the chain of kindness and “pay it forward”.【设计意图】在听力之前，设置两个问题让学生讨论，引发学生对善举的思考，激起学生的思维意识。

新人教必修三Unit 2 Morals and virtues 教学设计阅读课件

高中英语必修第3册Unit 2 Morals andVirtues 教学设计Period 2 Reading and thinking一、教学目标分析：该板块的活动主题是“学习作出人生抉择”( Learn to make choices in life)。

从听说板块的道德困境话题转移到这一板块的人生抉择问题，贯穿其中的线索是本单元的核心人物——林巧稚。

选择林巧稚的生平作为阅读部分的题材内容，不仅仅因为她是我国著名医学家，为我国医疗事业作出了巨大的贡献，更重要的是，她的人生经历能给学生带来无限启迪。

无论是在求学期间还是在职业发展道路上，林巧稚曾面对的道德困境和人生选择，与当前每个年轻人即将面对的社会生活有着许多相似之处，而从她的人生抉择中，学生能够感受到她身上的仁善、自强、勤奋、执着、敬业、慷慨，还有高度的责任感和广博的爱心。

这些美好品质不仅值得学生学习，还能启发年轻人反思自我，思考如何面对人生抉择，认真选择未来的道路，全力以赴地面对人生的挑战。

林巧稚的故事对于今天的年轻女性也有重要的教育意义，能够激励她们坚持信念和梦想，理解生活的价值和意义，努力抓住机遇，把握自己的人生。

另外，关于林巧稚牺牲个人生活一心追求事业这一选择，教师应注意保持客观中立的态度，可以启发学生讨论，同时尊重他们不同的想法和态度。

优势：我以任务型教学为阅读课的主要教学方法，摒弃了原先阅读课的读前、读中、读后的设计思路。

任务前、任务中和任务后的设计都是为中心任务而服务，同时也让学生除了从学习的文章当中来总结和思考“林巧稚身上有哪些美德？”，也能引导学生发散思维，进而从更高度、更广度和更深度来总结以及学习传奇人物身上的美德，从林巧稚身上学到如何抉择人生，如何传递爱心，如何面对问题和障碍，学会思考和解决问题，并树立正确的价值观，塑造良好的品行，弘扬中华民族传统美德。

二、思路设计：将本节课的中心任务“What virtues did Dr。

选择性必修三《Unit 2 A life’s work》

Teaching contents
Procedures
Purposes
Teacher’s activity
Students’activity
Activity 1
1. Torganises group-work and asks Ss to have a discussion about the messages conveyed by the pictures and predict the contents of the reading.
1.Ss read the new words and try to understand the meanings of these words with the T’s help.
2.Ss watch the video, take notes about the key information and answer the questionsin Activity 1.
Arouse Ss’ interest in the topic and inspire them to think deeply about craftsmanship.
Understanding ideas板块教学设计
（建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
3.T asks Ss to choose representatives to share the answers.
4.T asks Ss to think of at least five words or expressions to describe Bill Cunningham and give their reasons.

必修三 Unit 2 Developing ideas教案

1. Ss share what they know about Schindler.
2. Ss predict what the man might have done as required.
3. Ss share answers in pairs and then in class.
To activate Ss’ background knowledge and stimulate Ss to explore more through predicting.
Activity 2
1. T asks Ss to read the biography and check the predications.
2. T guides Ss to summarize the main idea of the text with one sentence.
3. T invites one student to read out “learning to learn”, and then ask Ss to answer: what is a biography? How are most biographies organized?
教学重点：
1.按照时间线梳理Nicholas Winton的生平，并概括出人物传记类文本的行文组织方式和关键要素；
2.读懂屠呦呦的简历，并根据简历内容写出屠呦呦的简略传记。
教学难点：
1.通过思考和分析问题，深入理解Nicholas Winton事迹的影响，表达自己的观点和感情；
2.根据写作评价标准，评价同学的作业，并能反思并改进自己的作业。
5.读懂屠呦呦的简历，并根据简历内容写出屠呦呦的简略传记；
6.根据写作评价标准，评价同学的作业，并能反思并改进自己的作业。