译林版高中英语必修三学案M3Unit2LanguageReadingEnglishanditshistory第二课时
2017--2018学年译林版必修三unit 2 language reading(language points)学案-学习文档
unit 2 language reading（language points）学案一、这样记单词这个俱乐部由二百多名成员组成。
②You will have to make up for all the things you have missed.你必须补上所有你错过的东西。
[名师点津]be made up of表示简单的组合；be made of表示“(成品)由……(原料)制成”，一般侧重能看出原材料的物理变化；be made from表示“(成品)由……(原料)制成”，一般侧重看不出原材料的化学变化；be made into表示“(原材料)被制成……”。
③As we all know, paper is made from wood.众所周知，纸是由木材制造的。
[语境串记]Our class is made up of forty students.Some girls in our class like making up so much that they are often late for classes.When our teachers ask, they usually make up excuses for it.我们班由40名学生组成。
班里一些女生很喜欢化妆以至于经常迟到。
当老师们问时，她们常编造借口应对。
2．(教材P22)Then two Germanic groups from the European mainland — the Angles and the Saxons —occupied Britain.然后，来自欧洲大陆的两个日耳曼部族——盎格鲁人和撒克逊人——占领了不列颠。
occupy vt.占领；占用(时间、空间等)；居住；使忙碌她的演说占用了3个小时。
②Mrs Green occupies herself in looking after her three children.＝Mrs Green is_occupied_in_looking after her three children.格林夫人忙于照料她的三个孩子。
牛津译林版高中英语必修三unit 2《language》language points优秀教案(重点资料).doc
Unit 2 Language Language pointsTeaching aims:Students will learn to use some important phrases and key words.Teaching procedures:Important phrases1. The English language is made up of the grammar and vocabulary these people brought to Britain.be made up of 由……组成（构成）e.g. The medical team was made up of twelve doctors.医疗队由十二名医生组成。
拓展：make up有多种含义:1) 形成，构成e.g. Women make up 56% of the student numbers.女生占学生人数的56%。
2) 编造e.g. The whole story is made up.整个故事都是虚构的。
3) 补足，弥补e.g. We need $50 to make up the loss.我们需要五十元以弥补损失。
4) 化妆e.g. It took her more than an hour to make herself up.她花了一个多小时才打扮好。
2. Old English consisted of a mixture of their languages.consist vi.组成，构成consist of 由……组成（构成）e.g. A university consists of teachers, administrators and students.大学由教师，行政人员和学生组成。
Our book consists of 3 units.我们的书有3单元。
consist with 一致，相符e.g. Our deeds must consist with our words. 我们必须言行一致。
Module3 Unit2 Language reading第一部分的教案(译林牛津版高一英语必修三
Module 3 Unit 2 LanguageReadingTeaching Aims:1. Have Ss enhance their reading abilities2. Have Ss gain an overall understanding of the article and learn to adopt different reading strategies.Teaching Focus:1. Help Ss know some knowledge about English language and its history.2. Help Ss learn some language items.Teaching Process:Step1. Lead-inAs we all know, we Chinese students learn English as our foreign language. Are you good at English?What do you think is the most difficult part of studying English---pronunciation, grammar, vocabulary or something else?Do you think English has always stayed the same? Give some examples. (Long time no see.)Step2. SkimmingNow we know that English has not always stayed the same. I think everything develops in the history. So English has a developing history. In our text book there is a passage about it. Now let’s look at it. Please turn to page 22. Skim the passage and try to find answers to the three questions in Part A.Check the answers as a class.Step3.ListeningListen to the tape and get more detailed information in the reading. Please look at Part C1 and answer these five questions.Check the answers as a class.More detailed questions. Look at C2 and fill in the blanks.Check the answers as a class.Step4.Looking at the Reading Strategy and answer the questions.What should you notice? Why?Answers: dates, years, e.g. the 5th century…help you understand a sequence or events and how pieces of information relate to the text.What can you do when you read a history article?Answers: Make a time chart, listening relevant information such as times, places and events…Step5.Reread the reading and look at the following chart to list information such as times and events.Time EventsBefore the middle of the 5th century People in Britain all speak a language called Celtic.At the end of the 9th century The Vikings invaded Britain and brought their language.By the 10th century Old English was the official language of EnglandIn 1066 The Normans conquered England and took control of the country.By the latter half of the 14th century English was adopted by allclasses in England.In 1399 Henry IV became King of England and used English for allofficial occasions.During the Renaissance in the 16th century Modern English began.Step6.Now let’s look at some exercise about True or False.1. Old English consisted of an Anglo-Saxon base plus words from the languages of French and Norway. F2. In 1066, the Normans took control of the country and English was replaced with French. F3. The words for most animals come from old English just because the animals were raised and cooked by English servants. T4. English was used for all official occasions after the Norman Conquest. F5. People from different places sometimes misunderstand each otherthough they both speak English. TStep7.Discussion1. Do you think it possible for Chinese to be the most widely used language some day? Why or why not?2. Language borrows words from each other. Please list some of them.Chinese words from English: 咖啡，沙发，模特儿，摩登，引擎，三明治，汉堡等English words from Chinese: PingPong, Kongfu, tofu,etc.Step8.Homework1. Read the reading after class.2. Do the exercise on Page98 of the workbook.。
译林版高中英语必修三学案M3Unit2LanguageReadingEnglishanditshistory第三课时
人本跨界大课堂自主学习型英语学道堂组姓名编号03 日期2017-03- 17主备校长备课组高一英语组【课堂用语】(大声朗读三遍)：His handwriting is beautiful. 他的书写很美观。
【自研课导学】（时段：晚自习）预习内容及目标：1. 打开课本P23页，借助工具书弄清文章大意，扫除单词障碍；2. 熟读P23页24行至P23末尾的课文。
【晨读课】熟读P23的单词及课文。
【展示课导学】(一)学习内容：M3 Unit 2 Language Reading: English and its history 第三课时(二)学习主题：1. 能够听懂并熟读P22-23的文章。
2. 了解文章大意并掌握英语从中古英语到现代英语的发展。
(三)定向导学·互动展示时段：晚自习时间：20’训练方式：独立，自主完成“日日清过关”巩固提升三级达标训练题姓名自评：师评：批阅日期：一、基础题同义句转换：1.It is said that the new Chinese panda coin is made up of 99.9％gold.It is said that the new Chinese panda coin _________ ________ 99.9％gold. 2. Old English is different from the English we speak nowadays.Old English ________ ________ the English we speak nowadays.3. Robots will replace people in the factory.Robots will ________ ________ ________ ________ people in the factory.4.She is certain to pass the exam.____________ ___________ ________ that he can pass the exam.5. Hard work leads to success while failure often lies in laziness.Hard work ________ ________ success while failure often lies in laziness.二、发展题单项选择1. Eating too much fat can ______ heart trouble and cause high blood pressure.A. result fromB. attend toC. contribute toD. devote to2. In some countries, ______ is called “equality”does not really mean equal rights for all people.A. whichB. whatC. thatD. one3. —How do you find the film?— ______. You see, it was real effort to stay awake through it.A. Very wellB. By chanceC. Just so soD. Great4. Since new China was founded, people’s life expectancy has risen ______ 13 years.A. toB. byC. forD. /三、提高题阅读理解Everyone has many different relationships. Some relationships are with family members, some are with friends and some are love relationships. Each relationship is different, and all relationships change over time as the people within them grow and develop. Most relationships contain a combination of healthy and unhealthy characteristics.Healthy relationships have certain characteristics. Each partner feels whole without the other even though the two people enjoy being together. They communicate effectively and honestly. In a healthy relationship, both partners accept the other as he or she is. There are no unrealistic expectations or attempts to control the other person. In healthy relationships, changes on both sides are recognized andappreciated. Both partners have established healthy, comfortable limits based on their own standards. There is a balance between togetherness and separate lives of each partner.Some relationships may contain unhealthy characteristics. One person may expect his or her partner to fulfill all their needs. One or both partners may be jealous and demand complete devotion. The desire to control others is another unhealthy characteristic. There may be a tendency to dominate the other person and the relationship. Selfishness may be a part of an unhealthy relationship. Those who are selfish only take care of their own comfort, pleasure and interest excessively but without regard for others. The last characteristic that may exist in unhealthy relationships is abuse, which involves emotional and physical mistreatment.When unhealthy characteristics exist within a relationship, partners may choose to work toward making the relationship healthier. However, both partners must be willing to make efforts to overcome the negative characteristics of the relationship. Counseling services within schools and communities help families and couples strengthen their relationships. When problems within a relationship are not surmounted, one or both partners may decide to end the relationship.1.From the first paragraph we can conclude that ______.A. people live among many kinds of relationshipsB. some relationships remain the same over timeC. there are various definitions of relationshipsD. there are some similarities and differences between different relationships2. All of the following are the characteristics of healthy relationships EXCEPT_________.A. a balance between togetherness and separate lives of each partnerB. proper limits based on standards of both partnersC. attempts to control the other person if possibleD. a kindof honest and effective communication3.The underlined word “surmounted” in the last paragraph probably means“________”.A. discoveredB. causedC. valuedD. overcome4. From the passage, which of the followings is most likely to make the relationships end?A. Being jealous and selfish B .Demanding complete devotionC .The existence of the unhealthy and unbalanced relationships D. Unwilling to make efforts to overcome the unhealthy relationships5.The best title for this passage is “________”.A. How Unhealthy Characteristics Influence RelationshipsB. What Healthy Relationships and Unhealthy Relationships AreC. How People Benefit from Healthy RelationshipsD. What Makes a Relationship Healthy【学生自主反思】（精题选编, 错题纠正, 今日一得等）今日心得：今日不足：【培辅课】（时段：附培辅单）疑惑告知：效果描述：。
牛津译林版高中英语必修三Unit2LanguageReading教学设计1
单元：Unit 2 Language板块：Reading课堂设计指导思想：本节课是以理解文本为主，侧重听、说、读技能训练的阅读课。
英语的阅读是学生发展英语技能的主阵地，在整个单元的教学程序中具有极为重要的作用。
本教学设计涉及课文阅读的第一课时，以文本为依托，围绕文本理解展开了一系列的活动，主要目的就是要帮助学生多层次地理解文本内容，同时操练多项语言技能，拓展知识，提高能力。
在活动的设计上，依照了Top-down, Bottom-up, top-down交替螺旋式上升的模式，以文本为基础实现阅读的深入理解。
Teaching aims:1.Get t o know more about the development of the English language.2.Get further understanding of the text and be able to retell some importantelements in the development of English.3.Practice more skills in reading a history article.Teaching procedures:Step 1 Warm-upThe teacher starts the lesson with a free talk. Ask the students “How long have you been learning English? What have you learned?”Tell students that they will learn a passage dealing with English and its history. 【设计说明】通过看似随意的对话，教师对学生已有知识加以激活，同时，为阅读文章主题的导入和进一步的阅读做好铺垫。
Step 2 SkimmingStudents are allowed several minutes to skim the text. Their skimming is based on the task of questions on page 22 concerning the gen eral idea of the text.【设计说明】通过基于问题任务的快速文本浏览，掌握文本的主体大意，为进一步阅读建立框架。
牛津译林版高中英语必修三Unit2《Language》(Task1)教学设计
单元： Unit 2 Language板块： Task讲堂设计指导思想：Task 是牛津教材差别过去及其余教材很有特点的版块。
Task 的设计整体上是环绕本单元的主题，要修业生最后达成一个与主题有关的写作任务。
该版块的设计思路是由输入至输出，关于高中学生而言，写作的输出是有必定的难度的，这类难度主要表此刻：一、写作的素材的不足，学生因为经历有限，关于问题的看法及支撑看法的有关论据相对单薄，常常没法知足写作的需求；二、写作构造、写作能力有待进一步提升。
译林版牛津教材 Task 在设计上充分考虑到了这两个问题，有梯度地为学生摊平道路，打扫阻碍，主要经过以下门路加以实现：一、经过听、读、说的训练，为学生最后的写作供给相对充分的素材累积，使学生最后的写作能够言之有物，内容充分；二、经过对学生写作构造和写作技巧的指导，帮助学生顺利达成单元的写作任务。
本节课设计的是 Task 的第一课时，以听、说以及少许的阅读活动为主，经过阅读认识及帮助展望听力内容；经过听力资料帮助学生获得美国身势语的有关信息，为进一步地进行比较，达成写作打好基础；经过议论发问，为下一课时达成问卷做好铺垫。
b5E2RGbCAPTeaching aims:1.Get to know what to expect in the listening materials.p1EanqFDPw2.Listen and get the information about the meaning of commongestures in America. DXDiTa9E3d3.Learn how to write questions for the questionnaire.RTCrpUDGiT Teaching procedures:Step 1 Anticipating a responseStart the lesson with the topic about what the students often do in thelistening tests. Mention the importance of prediction in listening. Askthe students to give some tips if possible. 5PCzVD7HxAThe teacher pres ents some questions on th e screen for the students to practice prediction. jLBHrnAILg【设计说明】学会展望，关于提升听力能力是很有效且一定的听的策略。
Unit2 Language学案(译林版必修3).doc
Book 3Unit 2 Language基础知识排查I.重点单词识记1.defeat /di' fi:t/ vt.击败，战胜2.replace /rl z plels/ vt.替换，代替，取代；把...... 放回原处3.therefore!' 6e9fb:(r)/adv.S此，所以4.process!' prouses/ n.过程；进程5.ban /been/ vt.&n.禁止；取缔6.unique /jo7 ni:k/ adj.独特的；独一无二的7.distinguish/df stIggwIJ7 vt.区分，辨别；使具有某种特征8.shortcoming /' Jb:tkAmIg/ n.缺点，短处9.practical!' praektlkl/实可行的，实用的10.thus /S AS/adv. lit此方式，如此；因此，从而11.occupy !' nkjupal/ vt.占领；占用(时间、空间等)一occupation n.占领；占用；工作，职业12.mixture /' mlkstfo(r)/ n.混合，混合体一mix o.混合；调配f mixed混合的, 混杂的13.contribution/,knntrl' bju:Jn/n.贡献，促成因素；捐赠一contribute vt.&vi.捐献，捐赠，捐助；贡献；促成，导致14.entire /In' tals(r)/ adj.完全的，整个的f entirely sfo.完全地,整个地15.distinction /di' stlgkjh/ n.区别，差别；优秀；辨别一distinct adj.不同的；清晰的；明显的16.concern /ksn' S3：n/ n.关心；忧虑；”涉及；使担忧；对 ..... 感兴趣f concerned adj.担心的，忧虑的一concerning prep.^于，涉及17.access!' sekses/ vt.进入；使用；〃.通道；(使用的)机会，权利一accessible adj.^使用的; 可接触到的；可到达的；易理解的18.conclusion/kon' klu：3n/ n.结论；推论一conclude vi.&使）结束；下结论；推断19.custom/，kAstsm/n.风俗，习俗一customer n.顾客；消费者一customs n.海关；关税20.interrupt/.Into z rApt/ vi.&vt.插嘴，打断，暂停一interruption n.打断，中断21.mistaken /ml z stelksn/ adj.错误的；误解的一mistake n.错误；M弄错；误解22.differ/z dlfa（r）/ vi.相异，有区别f different。
牛津译林版高中英语必修三Unit2LanguageReading教学设计1
单元：Unit 2 Language板块：Reading课堂设计指导思想：本节课是以明白得文本为主，偏重听、说、读技术训练的阅读课。
英语的阅读是学生进展英语技术的主阵地，在整个单元的教学程序中具有极为重要的作用。
本教学设计涉及课文阅读的第一课时，以文本为依托，围绕文本明白得展开了一系列的活动，要紧目的确实是要帮忙学生多层次地明白得文本内容，同时操练多项语言技术，拓展知识，提高能力。
在活动的设计上，依照了Top-down, Bottom-up, top-down交替螺旋式上升的模式，以文本为基础实现阅读的深切明白得。
Teaching aims:1.Get t o know more about the development of the English language.2.Get further understanding of the text and be able to retell some important elements in thedevelopment of English.3.Practice more skills in reading a history article.Teaching procedures:Step 1 Warm-upThe teacher starts the lesson with a free talk. Ask the students “How long have you been learning English? What have you learned?”Tell students that they will learn a passage dealing with English and its history.【设计说明】通过看似随意的对话，教师对学生已有知识加以激活，同时，为阅读文章主题的导入和进一步的阅读做好铺垫。
Step 2 SkimmingStudents are allowed several minutes to skim the text. Their skimming is based on the task of questions on page 22 concerning the gen eral idea of the text.【设计说明】通过基于问题任务的快速文本阅读，把握文本的主体大意，为进一步阅读成立框架。
Unit2Languagereading（译林牛津版高一英语必修三教案教学设计）
Unit2 Language reading(译林牛津版高一英语必修三教案教学设计)Period 1The general idea of this periodThis article deals with how English developed and why it has many confusing rules. All the activities involved aim at checking and enhancing students’ reading abilities.Teaching Aims:1. Check and enhance students’ reading abilities.2. Train ss to gain an overall understanding of the article and learn to adopt different reading strategies.Teaching important points:1. Help Ss know some knowledge about English language and its history.2. Help them learn some language items.Teaching difficult points:1. how to read a history article2. how to grasp the new words.Teaching methods:1. Talking to improve the students’ speaking ability.2. Practice to get the students to master what they’ve learnt.3. Discussion to make every student work in class.Teaching aids:1. the multi-media2. the blackboard.Teaching procedures:Step 1.. Revision and lead in1. Revision about languages.2. Talk about English.Step 2. Reading1. Ask Ss to skim the article and answer the three questions on P22.2. Ask Ss to reread the passage and do C1 on P24 individually.3. Get Ss to scan the article again and do C2.4. Help Ss to get the idea of the reading strategies.5. Help Ss to finish the time table on the PPT.6. Ask Ss to finish T/ F on PPT.Step 3. Language items.1. Do D1, D2 in class.2. Do E in class.Step 4. DiscussionHold discussion in class.1. Languages borrow words from each other. List some.e.g.Chinese words from English:English words from Chinese:2．Do you think it possible for Chinese to be the most widely used language some day? Why or why not?Step 4. Homework.1． Do Part E.2． Read the article in Part B on P97, WB.3． Prepare for the language items.Period 2 Language FocusTeaching aims:1. To understand new words, phrases and sentence patterns in the reading passage;2. To learn how to use them.Teaching Important Points:1. To help the students to understand the text better.2. To help the students master the use of some importantlanguage points.Teaching Difficult Points:1. The usage of some words, phrases and sentence patterns.Teaching Procedures:Step 1 Revision and lead-inDo part E on P25.Step 2 Words to be learnedDo part D1.Step 3 Phrases to be learnedAsk students to find the following phrases in the passage.Express the langue items.Step 4 PracticeFill in the blanks with the new words learned.Step 5 Assignments:1. Keep in mind the useful words, phrases and sentence patterns and know how to use them.2. Finish A1,A2,。
英语：unit2 《language》学案-reading(译林牛津版必修3).doc
英语：unit2 《language》学案-reading（译林牛津版必修3）第一部分：重点讲解1. be made up ofThe medical team was made up of twelve doctors.医疗队由十二名医生组成。
make up1. 编造整个故事都是虚构的。
The whole story is made up.2. 补足,弥补We need $50 to make up the loss.我们需要五十元以弥补损失。
3. 化装她花了一个多小时才打扮好。
It took her more than an hour to make herself up.2. consist1.组成,构成[(+of)]:A university consists of teachers, administrators and students.大学由教师,行政人员和学生组成。
Our book consists 3 units. 我们的书有3单元2. 一致,符合[(+with)]The information consists with his account.消息与他的叙述相符合。
3. 在于,存在于[(+in)]Tolerance consists in respecting the opinions of others.宽容在于尊重别人的意见。
The beauty of the picture consists in its colors.这幅画的美在于其色彩。
3. pick upThe boy picked up the hat for the old man. 男孩替老人拾起了帽子。
Where did you pick up your technical skill? 你的技术是在哪儿学的？The car stopped to pick me up. 汽车停下来接我。
4. pick outLet me pick out some good ones for you. 让我来替你挑几个好的。
【牛津译林版】高中英语必修3 Unit2 Language Reading教学设计1
单元：Unit 2 Language板块：Reading课堂设计指导思想：本节课是以理解文本为主，侧重听、说、读技能训练的阅读课。
英语的阅读是学生发展英语技能的主阵地，在整个单元的教学程序中具有极为重要的作用。
本教学设计涉及课文阅读的第一课时，以文本为依托，围绕文本理解展开了一系列的活动，主要目的就是要帮助学生多层次地理解文本内容，同时操练多项语言技能，拓展知识，提高能力。
在活动的设计上，依照了Top-down, Bottom-up, top-down交替螺旋式上升的模式，以文本为基础实现阅读的深入理解。
Teaching aims:1.Get t o know more about the development of the English language.2.Get further understanding of the text and be able to retell some importantelements in the development of English.3.Practice more skills in reading a history article.Teaching procedures:Step 1 Warm-upThe teacher starts the lesson with a free talk. Ask the students “How long have you been learning English? What have you learned?”Tell students that they will learn a passage dealing with English and its history. 【设计说明】通过看似随意的对话，教师对学生已有知识加以激活，同时，为阅读文章主题的导入和进一步的阅读做好铺垫。
Step 2 SkimmingStudents are allowed several minutes to skim the text. Their skimming is based on the task of questions on page 22 concerning the gen eral idea of the text.【设计说明】通过基于问题任务的快速文本浏览，掌握文本的主体大意，为进一步阅读建立框架。
高中英语Unit2LanguageReading教学设计2牛津译林版必修3
单元： Unit 2 Language板块： Reading讲堂设计指导思想：本课时为 Reading 理解事后的第二课时，侧重于语言知识的解说，即我们常说的语言点课。
语言点的解说简单堕入乏味的泥淖，要上得生动需要艺术。
并且，语言点的解说宜精不宜多，宜多练优于多讲，由于了一旦内容过多，学生就会囫囵吞枣、囫囵吞枣没法消化；假如讲得过多，学生没有时机演练、领会、稳固，就不行能真实地理解掌握；所以，不如优选精练，扎扎实实。
本着这样的假想，本节课的设计为语言点课安排了一个课时，选择了课文中出现的十二个语言点，逐个解说，在句子层面进行多方向练习，并在此基础上要修业生在课后将所学知识运用到语篇的写作中。
Teaching aims:1.Do some revision of what have been learned in the last lesson.2.Acquire the usage of the language items in the text.3.Apply the language items into practical use.Teaching procedures:Step 1 RevisionThe teacher starts the lesson with a short revision of what have been learned inthe previous lessons. This part consists of two activities—to match the words and their definitions and to fill in the blanks.【设计说明】在课的一开始，设计了复习环节，优势有二：第一，帮助教师检查学生对以前学习内容的掌握，有益于教师实时认识教课对象的学习状况，认识教课的成效，在必需状况下，实时调整教课内容和进度，进而更好地为教课对象服务，以实现教课成效的提升；第二，传达有效学习策略的有关信息：复习是学习过程的一个重要环节，教师假如能经常存心设计复习活动，提升学生实时复习的意识，培育他们优秀的学习习惯，这将会让学生终身得益。
高中英语-unit2-language-reading教案-牛津译林版必修3-(2)-
高中英语 unit2 language reading教案牛津译林版必修3(2)1、Period2LanguagepointsofReading一【设计思想】通过真实语境归纳重点语言点用法，并配上形式多样的练习。
二【教学目标】1.Tolearnsomelanguagepointsinthistexttoenlargethevocabulary .2.Tousethelanguagepointswhendoingtheexercises.三【教学重难点】Learntoanalyzesomelongandcomplicatedsentences.四【教学环节】【预习检查】英汉互译/识记短语1.allthroughhistory_________________2.theEnglishlanguage___ ____________2、3.那就是…的缘由_________________4.成为…的局部___________________5.officiallanguage__________________6.对…感到困惑的_________________7.Thisisbecause…______________8.在…中起作用___________________9.takecontrolof_______________10.群众_____________________11.bythelatterhalfofthe14thcentury____ ______12.持续做某事_______________【课堂教与学】重点单词、词组或句子用法探究1.【原句回放】3、TheEnglishlanguageismadeupofthegrammarandvocabularythesepeo plebroughttoBritain.(line2)OldEnglishconsistedofamixtureoftheirlanguages(line10)bemadeupof=consistof〔无被动〕由…组成，由…构成【拓展提升】〔1〕consistin在于，存在于Hisadaptationbyhisclassmatesconsistsinhishonesty.〔2〕consistwith与…全都,相符Theoryshouldconsistwithpractice.(3)写出以下句中makeup的含义lShemad4、eherselfupinhalfanhour._________lTheyquarreledbutsoonmadeup ._________lWeareaskedtomakeupasimilardialogue._________lWem ustmakeuptheloss._________小试牛刀！(1)句型转换Ourclassconsistsof45students.①Ourclass__________of45studen ts.②45students________ourclass.(2)Theteam_____fourEuropean sandtwoAmericans.A.consistsofB.madeupC.makesupD.cons5、ist(3)AmericanIndians______aboutfivepercentoftheU.S.populat ion.A.fillupB.bringupC.makeupD.setup2.【原句回放】ThatiswhyEnglishhassomanydifficultrulesthatconfusepeople.(l ine4)ThisisbecauseEnglishhasmanywordsandphrasesfromdifferen tlanguages.(line19)why和because引导的是从句我的车坏了。
牛津译林版高中英语必修三Unit 2《Language》(Reading)word教案
Unit 2 Language ReadingEnglish and its historyTeaching Aims:●To help students learn English and its history.●To learn im portant words and phrases in the reading.●To improve their reading comprehension skill by fully participating in theactivitiesTeaching Procedure:Step One: Lead-inAsk students to talk about some questions about English.1. Are you go od at English? What do you think is the most difficult part of studying English, pronunciation, grammar, voc abulary or something else?2. What do you know about the history or development of the English language?3. Do you think English has always stayed the same?4. If English changed, how did these changes happen?Step Two: Reading Comprehension1.Fast reading . Ask students to read the text quickly and answer three ques tions. What are the three kinds of English discussed in the article?Old English, Middle English and Modern English.In what way is Eng lish still changing? English is still chang ing in many ways, such as in vocabulary and pronuncia tion2.Detailed reading. Ask students to read carefu lly and still answer questions andfill in the blanks.Read again and answer the questions.1.Why does the English language have so many rules t hat confused people?Because it is made up of the grammar and vocabulary that people from different countries and cultures brought with them to Britain.2. What did the word English come from?It came from the world Engle, as it was spelt in Old English.3. Why can words with sim ilar meanings be found in the English language?These words with similar meanings developed because each word came from a different language.3.Reading strategy. Help students to understand the reading strategy, that is tosay, help them to understand how to read the history article.e of reading strategy. Ask students to fill in the blanks and understand readingstrategy better.Step Three: Post-reading DiscussionGive students some words and help them to understand the development of English. Ask students to discuss the qu estion and predict the development of Chinese.Do you think that it is possible for Chinese to become the most po pular international language some day? Why or why not?Step Four: HomeworkDo part E on Page 25Read the article in Part B on Page 103, WB.Prepare for the language itemsLearn more about English and its history.。
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人本跨界大课堂自主学习型英语学道
堂组姓名编号M3 unit2(02) 日期2017-03- 16
主备校长备课组高一英语组
【佳句赏析】(大声朗读三遍)：The time is passing. 时间在流逝。
【自研课导学】（时段：晚自习）
预习内容及目标：
1. 打开课本第22页，借助工具书弄清文章大意，扫除单词障碍；
2. 熟读P22页的课文。
【晨读课】熟读P22的单词及课文。
听写Uint1第17-19页单词。
【展示课导学】
(一)学习内容：M3 Unit 2 Language Reading: English and its history 第二课时
(二)学习主题：1. 能够听懂并熟读P22 中Line1-22的文章。
2. 了解文章大意并掌握英语最初的发展（古英语的发展）。
(三)定向导学·互动展示
【训练课导学】1.时段：晚自习 2.时间：20’ 3.训练方式：独立，自主完成
“日日清过关”巩固提升三级达标训练题
姓名自评：师评：批阅日期：
一、基础题英汉互译
1. vocabulary n.
2. mixture n.
3. contribution n.
4. official adj.
5.由……组成（构成）
6.占用、占领
7.除……之外
8.以……命名
二、发展题单项选择
1. He always did well at school having to do part-time jobs every now and then.
A. in spite of
B. instead of
C. in case of
D. in favor of
2. He some French while he was on a business trip in Paris.
A. made out
B. pick up
C. pick out
D. picked up
3. His success working hard.
A. results in
B. as a result of
C. results from
D. as a result
4. The little boy asked me many questions that made me feel so .
A. confused; confused
B. confusing; confusing
C. confused; confusing
D. confusing; confused
5. —Is there any possibility you could pick me up at the airport.
— No problem.
A. when
B. that
C. whether
D. what
三、提高题完形填空
In Britain, people have different attitudes to the police. Most people generally _1_them and the job they do—although there are certain people who do not believe that the police
_2_have the power that they do.
What does a policeman actually do? It is not _3_job to describe. After all, a policeman has a number of jobs in _4_.A policeman often has to control traffic, either _5_ foot in the centre of a town, or in a police car on the roads. Indeed, in Britain, he might be in the Traffic Police and spend all, or a lot of, his time _6_up and down main roads and motorways. A traffic policeman has to help keep the traffic moving, stop _7_motorists and help when
there is an acci
A policeman has to help keep the _8_, too. If there is a fight or some other disturbance, we _9_ the police to come and restore order. And they often have to _10_ situation at great risk to their own _11_.
We expect the police to solve crimes, of course, so an ordinary policeman, _12_ he is
not a detective(侦探),will often have to help_13_and arrest criminals.
And _14_ do we call when there is an emergency—an air crash, a_15_, a road accident, or a robbery? We call the police. _16_a policeman has to be _17_to face any unpleasant emergency that may happen in the _18_ world.
The police do an absolutely necessary job, they do it _19_ well and I support them, but
I do not envy policemen. I do not think that I could _20_ do the job of a policeman.
1. A. dislike B. join C. appreciate D. admire
2. A. should B. would C. could D. must
3. A. a funny B. a pleasant C. an interesting D. an easy
4. A. it B. one C. his D. them
5A.on B. by C. under D. with
6. A. walking B. driving C. wandering D. searching
7. A. resting B. tired C. speeding D. drunken
8. A. peace B. silence C. situation D. condition
9. A. wait for B. call C. think of D. expect
10. A. turn to B. avoid C. deal with D. treat
11. A. safety B. families C. future D. friends
12. A. although B. as if C. however D. even if
13. A. get rid of B. question C. look for D. sentence
14. A. how B. where C. what D. who
15. A. power failure B. fire C. thunder storm D. thief
16. A. Yet B. Then C. As D. So
17. A. provided B. promised C. prepared D. presented
18. A. future B. modern C. real D. whole
19. A. extremely B. specially C. surprisingly D. particularly
20. A. hardly B. forever C. ever D. never
【学生自主反思】（精题选编, 错题纠正, 今日一得等）
今日心得：
今日不足：
【培辅课】（时段：附培辅单）
疑惑告知：
效果描述：。