高中英语Unit3WarmingupandReading教案新人教版必修3
2019-2020学年高中英语人教版必修三Unit3全单元导教案设计
2019-2020学年高中英语人教版必修三Unit 3 The Million Pound Bank-NoteThe 1st Period-- Warming Up and reading (about Mark Twain)Teaching aims and demands:1. To provoke students’ interest in literature.2. To help students know something about Mark Twain and his works3. To develop the ability of appreciating and talking about short stories and dramas4. To educate and inspire students to love our country by learning thedrama to know about darkness of the capitalistic countries.Teaching procedures:Step1. Lead-inT: Hello, everyone. Nice to meet you again. Have you had a good weekend? What do you usually do on weekends to enjoy yourself?S: To Play Pingpang, play basketball, go hiking, go climbing, go to the cinema, listen to pop music, take a walk in the park, watch TV and so on…. (possible answers)T: So many things that we can enjoy ourselves. I like to read short stories and novels on the Internet. Are you familiar with some of world famous writers?S: O’Henry, Shakespeare, Dickens, Birmingham, Mark Twain …T: well –done .It seems that you know a lot of writers.Step 2 Warming-upT:Would you like to guess who this man is? (show the pictures of Mark Twain).S: Mark Twain.T: Yes,What do you know about the American writer Mark Twain? Do you know any of his works? Can you name any of them?S:Mark Twain, his real name is Samuel Langhorne Clemens(11/30/1835-04/21/1910)T: Yes, exactly, but do you know what his pen name Mark Twain means? Do you want know more about him and his works? Take a look at screen,Let us together know what evaluation given to him, his brief life introduction, his main works, his quotations and the timeline of events in hislife, etc.America's s h o r t s t o r y w r i t e r n o v e l i s t h u m o r i s t p u b l i c s p e a k e r America's best known literary figure literary giantlife introduction:Mark Twain, an American writer, novelist and humorist, published more than 30 books, hundreds of short stories and essays and gavelecture tours around the world throughout his career. During his whole life, Mark Twain carried on many kinds of jobs. From 1864, he became a reporter and travelled in Europe. By the end of his life in 1910, he had become known as the perfect example of American author. Behind the mask of humour and satire, his writing often criticized social morals, politics and human nature, making his literature a unique reflection of the American experience in the latter part of thenineteenth century. In the 1890s Mark Twain became very poor. To recover from the bankruptcy, he started a world lecture tour, during which one of his daughters died. The death of his wife and his second daughter darkened his later years.Mark Twain died on April 21, 1910.Time line of the events1835- Haley's Comet welcomed the birth of Samuel Langhorn Clemens. He was born in Florida, MO on November 30. His mom was Jane and his dad was John. He was six of seven kids.1857- The Clemens family moved to Hannibal, MO.1862- Mark Twain's dad, John Marshall died at age 49.1847- 1856- He worked for his brother for newspapers then went to St. Louis, New York City, Philadelphia and Cincinnati to work at a print shop. Then went to help his brothers with the newspaper in Kakoki, Iowa.1858- Mark made his plans to travel to South America, but when he started down Mississippi River, he took a break from the river and went to New Orleans. While he was there, he met Horace Bixby and made him teach him how to be a riverboat pilot.1859- In April, Mark Twain became a licensed riverboat pilot.1863- Clemens began to work for the newspaper in Virginia City, Nevada. This is when he started to use the name, "Mark Twain." Mark Twain means safe water.1866- Twain traveled to Hawaii to write articled in the newspaper. He stayed there for a long while.1870- Samuel thought his writing was better than newspapers and magazines, so he started traveling, writing, and lecturing.1870- Clemens got married to Olivia.1874- Twain moved to Hartford, Conn.1910- Mark Twain died on April 21, in Redding, Conn. From heart disease. Haley's Comet visited again just like the year of his birth.「苦行記」(Roughing It)，「密西西比河上的生活」(Life on the Mississippi)，「湯姆歷險記」(The Adventures of Tom Sawyer, 1876)、「頑童流浪記」(The Adventures o f Huckleberry Finn, 1884) 、「鍍金時代」(The Gilded Age, 1873)、「海外浪跡」(A Tramp Abroad, 1880)、「王子與貧民」(The Prince and the Pauper, 1882)、「亞瑟王廷之康乃迪克佬」(A Connecticut Yankee in King Arthur's Court, 1889)、「傻威爾遜之悲劇」(The Tragedy of Pudding Head Wilson, 1891)、「聖女貞德回憶錄」(Personal Recollections of Joan of Arc, 1896)，The writer’s introduction to The Adventures of Tom Sawyer (1876)Most of the adventures recorded in this book really happened; one or two were experiences of my own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn from life; Tom Sawyer also, but not from an individual —he is a combination of the three boys whom I knew. Although my book is intended mainly for the entertainment of boys and girls, I hope it will not be shocked by men and women, for part of my plan has been to try to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what strange adventures they sometimes took part in.The Adventures of Tom SawyerThis edition presents Twain's classic American novel in an unabridged text with a reader's guide that's suitable for both children and adults. Mark Twain's classic novel, The Adventures ofHuckleberry Finn, tells the story of a teenaged misfit who finds himself floating on a raft down the Mississippi River with an escaping slave, Jim. In the course of their perilous journey, Huck and Jim meet adventure, danger, and a cast of characters who are sometimes menacing and often hilarious. Though some of the situations in Huckleberry Finn are funny in themselves (the cockeyed Shakespeare production in Chapter 21 leaps instantly to mind), this book's humor is found mostly in Huck's unique worldview and his way of expressing himself. Describing his brief sojourn with the Widow Douglas after she adopts him, Huck says: "After supper she got out her book and learned me about Moses and the Bulrushers,and I was in a sweat to find out all about him; but by and by she let it out that Moses had been dead a considerable long time; so then I didn't care no more about him, because I don't take any stock in dead people." Underlying Twain's good humor is a dark subcurrent of Antebellum cruelty and injustice that makes The Adventures of Huckleberry Finn a frequently funny book with a serious message.His quotation: "Love your enemy, it will scare the hell out of them.”“The man who does not read books has no advantage over the man that cannot read them.”“Always tell the truth; then you don’t have to remember anything.”Humor has been well defined as thinking in fun while feelingin earnest.”幽默被人正确地解释为“以诚挚表达感受，寓深思于嬉笑”。
【教案】新人教必修三Unit 3 Reading for writing教学设计
教学设计课题：人教版（2019）必修第三册 Unit 3 DiverseCulturesReading for Writing: Welcome to Chinatown!主题语境：人与社会——历史、社会与文化语篇类型：介绍性语篇授课时长：45分钟授课对象：高一（1）班授课教师：指导教师：授课时间：文本分析本课语篇的主题语境是人与社会，该文介绍了旧金山中国城最具代表性的内容，包括该地的居民构成、语言、建筑、商品、饮食风味和人们的活动。
该语篇是一篇典型的带有旅游宣传性质的介绍性语篇，从文章标题“Welcome to Chinatown!”到“总—分—总”的写作结构，客观而全面地描述了旧金山中国城的历史和现状，并呼吁还没有机会去中国的人前往中国城，亲身体验中国传统文化。
语篇共有6段，第一自然段概述旧金山中国城的特点，即它在美国最大、历史最悠久，颇受游客欢迎。
主体部分的四个段落从不同角度带领读者了解旧金山的中国城。
第二段介绍了中国城的起源、居民的构成和当地的主要语言。
第三段继续讲述中国城的历史，包括1906年的地震和城市的重建，并主要介绍了几个有特色的景点。
第四段介绍了中国城的店铺类型及特色产品，包括中草药、茶叶等。
第五段介绍中国城的饮食特点。
第六段重申中国城存在的价值，即它是美国多元文化的重要组成部分，是游客亲身体验中国传统文化的重要场所。
阅读语篇的插图呈现的是旧金山中国城入口处的牌楼，即龙门，大门以绿瓦盖顶，顶上盘龙鱼跃龙门，正上方悬挂“天下为公”牌匾，左右各有一个石狮把门，中国味十足。
学情分析高一年级的大多数同学已具备从高中相应阶段一般难度的文本中提取主要信息的能力。
但是表达能力欠缺，对文中所提到的Chinatown以及相关背景知识了解不多，对介绍家乡的一些关键信息把握不准，写作结构不清晰。
通过对课文篇章结构的分析和主要信息的梳理，有利于学生写作时构建文章的架构，鼓励他们去寻找家乡的独特文化，以及更有效的语言输出。
高中英语(人教版选修10)教师用书：Unit 3 Section_Ⅱ Warming Up - Reading — Language Points(含答案)
Section_ⅡWarming Up & Reading — Language Points1．prohibit vt .禁止；阻止；使不可能发生prohibit sb.from doing sth. 阻止某人做某事学生不准在校园内抽烟。
The high cost of equipment prohibits many people from taking up this sport. 昂贵的装备令许多人对这项运动望而却步。
表示“阻止某人做某事”的短语还有：keep sb.from doing sth.⎭⎪⎬⎪⎫stop sb.(from) doing sth.prevent sb.(from) doing sth. 在被动句中from 不能省略forbid sb.to do sth.他们不让孩子们到河里游泳。
forbid, prohibit(1)forbid 常表示直接或私自下命令加以禁止，并希望他人遵循。
His wife forbids him to smoke.他妻子不让他抽烟。
(2)prohibit 表示制定正式规章，并有强制执行的意思。
In our city smoking is prohibited by law.在我们市，抽烟是法律禁止的。
[即境活用1] 介词填空/用所给词的适当形式填空(1)I am afraid that the appointment will prohibit me from joining you in dinner.(2)Since last year, the citizens in that country have_been_prohibited (prohibit) from travelling abroad.2．offence n . [U]冒犯；[C]犯罪；得罪；犯规；违法行为I ’m sure he meant no offence when he said that.我确信他那么说并无冒犯之意。
高中英语任务型阅读教学的设计与反思——以人教版模块3 Unit 5 warming-up and reading为例
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(完整版)新高中英语必修三教材分析_英语_教材分析_人教版
欢迎阅读人教新课标模块3教材分析——西北工业大学附属中学由国家教育部制定并颁布的《普通高中英语课程标准（实验）》明确规定高中英语课程应使学生在义务教育阶段学习的基础上进一步明确英语学习的目的，发展自主学习能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力；高中英语课程还应根据学生的个性特征和发展每个单（---采用发以上是普通高中英语课程标准（实验稿）对课程目标的解读。
下面，我们将从教材的使用者的角度，结合在教材使用过程中学生对教材的反应情况，主要针对模块教材整体，从模块和单元知识结构，模块和单元内容发生发展过程，模块和单元知识学习意义，模块和单元教学建议与学法指导说明四个方面浅略地谈一下自己的见解，以期与各位同行共同探讨更好地掌握、运用好英语课程标准。
Ⅰ、模块和单元知识结构分析Unit 1单元涉及的要点是：（一）了解世界各国的节日、含义、由来与民俗；（二）学习有关节日和民俗的词汇，如：have fun with , custom , religious 等；（三）掌握本单元教学目的和要求中的词汇用法；（四）进一步复习、巩固运用请求及感谢的表达法；（五）掌握一些情态动词的用法。
本单元的中心话题是“节日”，单元各项活动的设计都围绕着一些中外节日的主题进行。
“热身”（warming up）部分要求学生以小组形式完成表格填充。
学生要在表格中的三个空行里填充中国的三个节日名称，日期（时间）、庆祝的内容。
“读前”(Pre-reading)部分通过若干个问题考查学生对节日的认识。
“阅读”（Reading)部分由五篇小短文组成，其中四篇带有小标题，它们分别介绍古代节日的起源、亡灵节、纪念名人的节日、丰收节、春天要求容组成。
2选完尝“趣味阅读”Unit 2本单元涉及的要点是：（一）合理饮食、饮食习惯、饮食结构与饮食文化；（二）如何给予劝告、提出建议；表达同意与不同意以及如何就医；（三）掌握情态动词ought to 的用法；（四）本单元所出现的词汇的用法；（五）如何正确处理矛盾、解决问题。
高中英语-unit-3-Life-In-the-Future-全单元教案
⾼中英语-unit-3-Life-In-the-Future-全单元教案⾼⼆上学期第三次教案设计⼈：Unit 3 Life In the FuturePeriod 1 & 2 Warming Up & Pre-reading, ReadingTeaching Goals:1.To illustrate Ss’ imagination of future life.2.To arouse Ss to pay more attention to the problems that probably appeared in thefuture life.3.To make Ss know the difference of life between the past, present and future. Teaching Procedures:Step 1 Leading-inPurpose: To talk about past and future changes of life.1. Group workLet Ss discuss the questions in groups of four.(1)How do you usually get to school?(2)Where do you live, in a city or in the countryside?(3)Where would you like to live in the future?(4)Do you live in a flat or a house?(5)Do you have a room of you won? Can you describe the room in the picture?(6)What kind of housing would you like to have in the future?(7)What would you like to have in your room?(8)What can we use to build houses? (brick, stone , steel , glass, ice, wood , plasticbamboo, …)2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life. Step 2. Warming Up1. Pair workIn pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next century.2. Individual workAccording to the result of the above Pair work, fill in the chart.Step 3. Pre-reading1. Pair workAsk Ss to discuss the following questions in pairs.(1)Make a list of the problems human beings are facing today.(2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist inAD 3008?Suggested Answers:①The first problem I would like to point out is the decline of morality.(道德沦丧)②The second problem is the racial bias problem. (种族歧视)③The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (资源匮乏)④Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (贫富悬殊)⑤The fifth problem is the pollution problem.(环境恶化)⑥Now I would like to talk about the sixth problem, the expensive arms race problem. (军备竞争)。
Computers--Warming-up,IntensiveReading教案(新人教版高中英语必修2unit3)
Computers--Warming-up , Intensive Reading教案（新人教版高中英语必修2 unit 3）Teaching goals:1. To have a better understanding of the main idea of the passage.2. To enable the students to talk about computers and robots in English and express or support an opinion with suitable expressions3.To enable the students to grasp the progress of computers4. To enable the students to talk about computers and robots in EnglishTeaching aids: Computer, recorder and projectorTeaching procedures:Step 1. Lead-in (Word puzzle )T: The technology develops so quickly that many new things appear in human being’s life.Let’s guess what they are: (show the picture on the screen and get Ss to say out the answers, learn the new words at the same time )An old calculating machine used in China until now. (An abacus)It is built to solve some mathematical problems. But it is too big. (A huge computer)It is a new calculating machine which can solve a large number of mathematical problems. (A calculator)It is a personal computer which can solve all kinds of problems and is used widely now.(A PC / personal computer)T: If I am a math teacher, which can help me most?(Ask students to give their opinions, remind them of using the expressions of giving opinions) Ask students to discuss what the items just shown have in common, and then rank them according to the time of their appearance.Ask some of the students to talk about what they know about computers.Ask students to discuss “How have computers changed our life?”, and then have some of them give their answers, using the expressions of giving opinions.Step 2 Pre-readingT: Have the computer and Internet become part of your life?How have computer changed our lives? (What can you use them to do? )Ss: I use the computer or Internet to: type my homework /draw pictures/ play games communicate with my friends./ gather related information for my lesson s/ buy the things I like, / listen to music /watch movies…T: What else do you think the computer and Internet will help you to do ?Deal with Ex 3 of Pre-reading on Page 17Step 3 SkimmingGive students only 1 minute, then ask them to get the main idea of the passageThe main idea of the passage: This is a short _____ of the _______ of computers.Who am I ? ( A computer )(shown on the screen)Step 4 ScanningGive students 2 minutes, and ask them to scan answers to the following questions:(Before students read the passage, tell them that attention should be paid to the hints of the time.) (Questions are shown on the screen)Question (1) What is the main idea of the passage?Students are asked to find out three sentences to support who the speaker is in the story.1)Then in 1822 I was built …. (Itself was the first design of a computer)2)My real father was Alan Turing.(He designed the first real computer.)3)However, people thought I was simple-minded until…., (It has artificial intelligence.) Question (2) What happened to computers in 1642？Question (3) What happened to computers in 1936?Question (4) What happened to computers in 1970s?Step 5 Detail ReadingI Give students 5 minutes to read the passage carefully, and answer the following questions: Question (1) Who was the first person to describe how the computer was made to work? Question (2) What did he make and what did it do?Question (3) Who was the next important person to design computers?II True or False1. In 1642 I began as a calculating machine and could solve any mathematical problem. F2. My real father was Charles Babbage, who wrote a book and build me in 1936. F3. After I got my new transistors in the 1960s, I became smaller but cleverer and quicker. T4. I was brought into people’s homes in the 1970s. T5. Since my birth I have been built to take the place of human race. FIII ComprehendingAsk students:” How is the passage organized?”(If the students can not answer the question, draw their attention to the appearance of different years.)Fill the tableA chain of events showing the development of computer / Changes of the machineTimeline1642: _____________________________________________: the Analytical Machine was Madeby Charles Babbage.1936: _______________________________________________________________________ 1960s: ___________________________________________________________________________: the first family of computers was connected to each other.1970s: ______________________________________________________________________ Now: _______________________________________________________________________ Explain how the computer technology has been developing and complete the following chart. Then give a brief oral presentation on the development of computer technology with the help of the chart.Step 6 Summing-up and enjoyingI. Ask students to finish the form shown on the careen(the same as on p.19) while playing the voice of the textII . Ask students to ex-change their own answers in groups, and then raise questions if they have any.III. Sum up:1) Chronological writing Chronology (资料等)按年代次序的排列Chronological means to describe things in order of time.Chronology is often used in recounting an event or describing the life of someone. It is an effective way to make a mass of things clearer.Step 7 Oral practice ─Retell the text using Chronological1. Have students get prepared in 2 or 3 minutes and then retell the development of computers in your own words, using chronology.2. Ask some of the students to retell the text.Step 8 Homework1. Go over the text, and try to understand the text.2. Get ready for the discussion on P.19 Comprehending 33. Finish Exercise 1 in Learning about Language on page 19。
人教版高中英语必修三全套教案
Module3 Unit 1 Festivals around the worldTeaching aims and demands1.topic: 1>Festivals2> how festivals begin3>how to celebrate festivals2.function: 1>RequestEg: Could you please…?Could I have …? I look forward to doing…2>ThanksEg: It’s a pleasure. /Don’t mention it.It’s very kind of you to…I’d love to …Thank you very much./Thanks a lot.You are most welcome.3.vocabulary:4.grammar:Jin can speak English well. (ability)Could you please show me the way to …? (request)May we see the awards for the team? (permission)She might give you … (possibility)The whole family will come for dinner. (promise)Often he would dress up like a rich man. (pass habit)We would be there with our friends. (promise)II.Key pointsPeriod 1-2 Warming up and fast reading1.Greetings2.Warming upStep 1 discussing the following questionsa.How was your holiday/spring festival?b.Did you go traveling?c.How much pocket money did you get?Step 2 talking1). Name some festivalsSpring Festival Dragon Boat Festival Lantam Festival Mid-Autumn Festival Army Day May Day Teachers’ Day New Year National Day Mother’s Day Children’s Day Father’s D ay Christmas Day Halloween carnival Easter Valentine Day Oben2).Ss work in groups of four and list five Chinese festivals and siscuss when theytake place , what they celevrate and one thing that people do at that time. Festivals Time of year/date Celebrate for Things to do Mid-Autumn DaySpring FestivalDragon Boat DayTomb sweeping DayLantern Festival3.Pre-reading1) What’s your favourite holiday of the year? Why?2) What festivals or celebration do you enjoy in your city or town? Do you likespending festivals with your family or with friends? What part of a festival do you like best—the music, the things to see, the visits or the food?4. Fast reading and find the answers to the following questions.A.What did ancient festivals celebrate?B.What are festivals of the dead for ?C.Why are autumn festivals happy events ? three things people do at spring festival ?Period 3-4 Intensive reading1.Read the passage paragraph and find the main ideas of each paragraphParagraph 1: All kinds of celebration in ancient time.Paragraph 2: The purpose to honour the dead and three examplesFestivals Time Things people doObenDay of the DeadHalloweenParagraph 3: The reasons Why we honour peopleFestivals Who does it celebrate ?Dragon Boat FestivalsClumbus DayIndian National FestivalParagraph 4: Autumn festivals are happy eventsParagraph 5: How people celebrate in spring festivals2．Language pointsa.They would starve if food was difficult to find…starve （v.）饿死；挨饿eg. Millions of people starved to death during the war.Starve for sth 渴望…Eg. The homeless children starve for love.Starvation (n.) 饿死Eg. Die of starvationStarvation wages 不够维持基本生活的工资b.The most ancient festivals would celebrate the end of the cold weather, plantingin spring and harvest in autumn.Celebrate (vt./vi.) 庆祝，赞颂，赞美，举行（仪式）Eg.We celebrate the new year with a party.Their courage was celebrated in all the newspaper.Celebrated (adj.) = famous 著名的，驰名的c. …because they thought these festivals would bring a year of plenty.days/years/…of plenty :富裕（尤指事物和钱）的日子，年月，生活等。
【教案】Unit 3 Reading and Thinking(教案)人教(2019选择性必修第三册
Unit 3 Environmental ProtectionSection A Reading and Thinking教学设计科目：英语课题：Section A Reading and Thinking课时：1课时教学目标与核心素养：知识目标：了解气候变化带来的全球环境问题能力目标：提高学生阅读方面的能力，如概括、略读等。
情感目标：引导学生了解极端气候变化的背后成因，认识人类的活动对全球气候产生的巨大影响，反思自己的行为，进而懂得如何缓解气候变暖的进程，从自身做起，成为具有全球视野的有责任和担当的人。
教学重难点教学重点：提高学生阅读方面的能力，如概括、略读等。
教学难点：引导学生了解极端气候变化的背后成因，认识人类的活动对全球气候产生的巨大影响，反思自己的行为，进而懂得如何缓解气候变暖的进程，从自身做起，成为具有全球视野的有责任和担当的人。
课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in学生活动：（1）观察折线图，理解图表信息。
并讨论活动1的第一个问题。
What is the graph about?What information can you get from it?（2）观察照片，预测文本内容，并讨论活动1中的第二个问题和教师呈现在PPT上的问题。
Have you ever seen the photo before?What might be the story behind it?What happened to the polar bear？How do you feel when you see the photo？What do you think might have caused the polar bear's death？Do you think it is related to the global temperature rise？活动目的：活动1是读图思考和讨论的环节，激活学生有关气候变化的相关知识，培养学生看的技能。
【最新】人教版高中英语必修三课件：Unit+3+Section+Ⅱ+Warming+Up+&+Reading+—+Language+Points
一、这样记单词 记得准·写得对
Ⅰ.基础词汇 1. permit vt.&vi. n. 2. spot vt. n. 3. scene n. 许可；允许；准许 通行证；许可证；执照 发现；认出 斑点；污点；地点 (戏剧)一场；现场；场面；景色
认为；说明；总计有 说明；理由；计算；账目 凝视；盯着看 过错；缺点；故障 反面；对立面 相反的；相违的
Ⅱ.拓展词汇 1. penniless adj.身无分文的→penny n．分；便士 2. businessman n．商人→business n．生意；商业 3. unpaid adj.未付款的；不受报酬的→paid adj.付清的；已付的 4. patience n．耐心；耐性；忍耐→patient adj.有耐心的n.病人
on
the scene when the accident happened.
事故发生时，他在现场。 ③He is an important man behind the scenes. 他是一个幕后的重要人物。
[辨析比较]
scene, scenery, sight, view
指展现在眼前的情景，也可以指scenery的一部分，
do not I
that
引导表语
know
从句，只起连
anything about him.
接作用，不作 句子成分。
事实是我对他一无 所知。
1．(教材P17)He was brought up in Hannibal, Missouri, along the Mississippi River. 他生长在密西西比河畔密苏里州的汉尼拔市。 bring up 抚养；培养；教育；提出；呕吐
高中英语Unit3AhealthylifeSectionWarmingUpReading新人教版选修
多做运动 健康的体魄离不开健康的头脑。众所周知，要想拥有一个 健康的头脑首先拥有一个健康的身体，这是非常重要的。那 么，让我们在2014年多做运动吧！ 多花时间去做运动，少花时间看体育比赛。每个周末，电 视上都会播出很多足球和篮球比赛。观看一两场比赛还是不错 的，但是不要忘了去户外运动，可以玩玩橄榄球，或者打打篮 球，这样可以保持身体健康，也可以成为一个更好的运动员。
他跟班上其他的任何一个同学一样，是个勤奋的学生。
答案：as hardworking a boy as
4. Every time you feel like smoking a cigarette, remind yourself that you are a non－smoker.
[信息提取] every
Learn the history of the games you enjoy. For instance, if you love lacrosse①， visit the Lacrosse Museum and National Hall of Fame. You can learn the sport's development.
不要抱怨裁判员。当你的球队输了的时候，去责备裁判员 是一件很容易的事情，但是那样不会让你变得更好。今年，学 会接受那些裁判员的裁定，无论好坏，都把它作为比赛的一部 分。记住最后去对他们说谢谢，因为那不是一份容易的工作。
尝试一项新的运动。如果一年到头的踢足球，打篮球或 者别的其他运动，会使你受到伤害或者变得厌烦运动。所以去 尝试不同的运动吧！学习一项新的运动是很有趣的，而且通常 也会锻炼你在其他领域的技能。打乒乓球就是一项锻炼手眼协 调能力很好的一项运动。滑板运动可以帮助锻炼你的平衡能 力。打高尔夫可以帮你在压力下集中精力。
新人教版高中英语必修三Unit 3 Reading and Thinking教案
-Clear the tackle ofthenext step.
Reading
Step 6
Pair work
Teacher encourages students to use the key words and phrases learnt to discuss with their partner about the following topics:
4.Encourage students to learn more about gold rush.
重点
1.Master the usage of key words and phrases.
2.Improve the students’ ability to classify and organize information.
教学目标与核心素养
1.Learn and master the key words and phrases.
2.Train the students’ ability to organize the information.
3.Enable the students know about cultural diversity
After acknowledgingthe information and the meaning of the new words, answer the questions.
-Use video to catch students’ attention.
-Expand their horizons and spark their interest.
claim-deny
2019-2020学年高中英语人教版必修三Unit3全单元教案
2019-2020学年高中英语人教版必修三Unit 3 The Million Pound Bank-NoteI．教学内容分析本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。
Warming Up通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品有个初步的了解。
Pre-reading首先要求学生回答几个相关的问题，并让他们展开想象，借助讨论引入到《百万英镑》的情节。
Reading部分是详细介绍富商兄弟俩打赌把一张百万英镑的钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。
最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。
本部分可以通过先熟读后改编的形式，让学生登台表演，培养学生的调控能力和交际能力，然后再利用多种形式的练习让学生深入理解课文。
Learning about Language部分突出了词汇和语法的学习与训练。
本单元的语法是名词性从句中的宾语从句和表语从句的具体用法。
Using Language部分中包括了听、读、写三个部分的内容，是本单元主要篇章的延伸。
学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。
该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。
其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。
Learning Tip指导学生掌握对话的技巧，了解如何使用相应的语音和语调来编排戏剧，提高学生的写作水平。
II．教学重点和难点1. 教学重点(1) 本单元教学目的和要求中的生词和短语；(2) 掌握名词性从句中的宾语从句和表语从句的具体用法；(3)了解戏剧（剧本）语言的特点，如舞台说明（stage directions）用一般现在时态，台词中有很多的省略句等。
人教版高中英语必修3人教版必修三Unit1Festivals around the world教案Period 1 Warming up and Reading
Unit 1Festivals around the world单元要览类别课程标准要求掌握的项目话题Festivals; how festivals begin; how to celebrate festivals词汇beauty n. 美; 美人award n. 奖; 奖品vt. 授予harvest n. & vt. & vi. 收获; 收割rooster n. 雄鸡; 公鸡celebration n. 庆祝; 祝贺admire vt. 赞美; 钦佩; 羡慕starve vt. & vi. (使)饿死; 饿得要死energetic adj. 充满活力的; 积极的origin n. 起源; 由来; 起因custom n. 习惯; 风俗religious adj. 虔诚的; 宗教上的clothing n. 衣服ancestor n. 祖先; 祖宗worldwide adj. 遍及全世界的feast n. 节日; 盛宴permission n. 许可; 允许belief n. 信任; 信心; 信仰fool n. 愚人vt. 愚弄vi. 干傻事trick n. 诡计; 恶作剧; 窍门apologize vi. 道歉; 辩白arrival n. 到来; 到达; 到达者drown vt. & vi. 溺死; 淹死gain vt. 得到; 获得obvious adj. 明显的; 显而易见的independence n. 独立; 自主remind vt. 提醒; 使想起gather vt. , vi. & n. 集合; 聚集weep n. 哭vi. 哭泣; 流泪agriculture n. 农业; 农艺; 农学forgive vt. 原谅; 饶恕短语take place发生turn up出现; 到场in memory of纪念; 追念keep one’s word守信用; 履行诺言dress up盛装; 打扮; 装饰hold one’s breath屏息; 屏气play a trick on搞恶作剧; 诈骗; 开玩笑set off出发; 动身; 使爆炸look forward to期待; 期望; 盼望remind. . . of. . . 使……想起……day and night日夜; 昼夜; 整天be proud of以……而自豪as though好像in the shape of以/呈现……的形式/形状have fun with玩得开心be covered with被……所覆盖重要句型1. . . . people would starve if food was difficult to find. (the subjunctive mood)2. The country, covered with cherry tree flowers, looks as though it is covered with pink snow. (as though. . . )3. Finding that. . . , her grandmother finally decided. . . (the present participle used as adverbial. )4. It was obvious that the manager of the coffee shop was waiting. . . (It is+adj. +that. . . )5. “. . . I don’t want them to remind me of her. ” So he did. (So+S. +do/does/did. )6. There was Hu Jin waving at him and calling, . . . (Inversion)功能 1. Making phone callsMay I speak to. . . ?Can I ring/call back later?Hold/Hang on, please.I’ll ring him/her up again.Just a moment, please.Sorry, he/she isn’t here right now.2. InvitationsI wonder if you are interested in. . . .I’d like to invite you to. . . .Would you like. . . ?Could/Would you please. . . ?I’m looking forward to. . . .I’d love to, but. . . .3. ThanksThank you so much.Thanks a lot.That’s very kind of you.You’re most welcome.Don’t mention it.It’s a pleasure.语法The use of can, could, may, might, will, would, shall, should, must, can’t1. can and couldJin can speak English well. (ability)Could you please show me the way to Beihai Park? (request)2. may and mightMay we see the awards for the teams? (permission; request)She might give you some new clothing. (possibility)3. will and wouldThe Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement) Often he would dress up like a rich man. (past habit; custom)4. shall and shouldThe harvest festival begins on Sunday. We shall be there with our friends. (promise; agreement) You should arrive at the airport two hours before he goes. (advice)5. must and can’tWang Feng wins an award every year. He must be very strong. (speculation)You must be joking. That can’t be true. (guessing)教学重点1. Get students to know about festivals around the world.2. Have students learn some useful new words and expressions about festivals and customs and let them learn effective ways to remember English vocabulary.3. Enable students to grasp and use the expressions of request and thanks.4. Let students learn the new grammar item: the use of can, could, may, might, will, would, shall, should, must and can’t.5. Develop students’ listening, speaking, reading and writing abilities.教学难点1. Enable students to master the use of can, could, may, might, will, would, shall, should, must and can’t.2. Let students learn to write a different ending of a story.3. Develop students’ integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language points Period 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tipPeriod 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events.The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading.The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understoodthe reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups.教学重点1. Let students learn more about history and basic knowledge of festivals.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to talk about festivals and celebrations.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with2. Let students learn about history and basic knowledge of festivals both in and out of China.能力目标1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about festivals and celebrations.情感目标1. Stimulate students’ love for their own national culture and customs.2. Develop students’ sense of cooperative learning.教学过程设计方案(一)→Step 1 Leading-inHave a free talk with students. Ask them the following questions:Did you have a good time in your winter holidays?When did you feel most happy and excited? Why?(At the Spring Festival. Because it’s the most important festival in our country. . . )→Step 2 Warming up1. Let students brainstorm the other Chinese festivals.(Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. . . )2. Let students read the information about Chinese festivals below and discuss another three Chinese festivals:When does the festival come?What do people celebrate?What do people do?Festivals Date Festivals DateNew Year January 1st Teachers’ Day September 10thInternational Women’sDayMarch 8th National Day October 1stArbor Day March 12th The Spring Festival Lunar New YearInternational Labor Day May 1st Dragon Boat Festival the fifth day of the fifth lunar month International Children’sDayJune 1st Mid-Autumn Festival the 15th day of the 8th lunar month Army Day August 1st Lantern Festival the 15th day of the 1st lunar month Chinese Youth Day May 4th Pure Brightness Day April the fifth3. Ask students to fill in the following form and ask some to share their opinions with the whole class. The first one is given as an example.Festivals Time of year/date What it celebrates What people doMid-Autumn Festival autumn/fall the beauty of the fullmoon, harvest, time withfamily and friends give/eat moon cakes and watch the full moon with family and friends4. Talk about some foreign festivals with students.(Christmas, April Fools’ Day, Easter, Halloween, Valentine’s Day, Thanksgiving Day, . . . )→Step 3 Pre-reading1. Let students discuss the following questions:What festivals or celebrations do you have in your city or town? What part of a festival do you like best—the activities, the music, the sights, the food or the people who visit?2. Ask students to look at the pictures and title of the passage in Reading. Discuss in pairs what kind of information will be introduced in the passage.→Step 4 Reading1. Fast readingAsk students to skim the reading passage and then fill in the following chart.Kinds of Festivals Names of Festivals Countries FestivalsFestivalsHarvestSpring(Let students look through the chart and then read the text silently. Three minutes later, check the answers with the whole class. Show the suggested answers on the screen. )2. Intensive readingAllow students to read carefully this time to understand the main ideas of each paragraph and the important details, and then finish the following:1)Choose the best answer to each question or to finish each sentence according to the text.(1)Why do Japanese people light lamps during the Festival of the Dead?A. Because they want to make the festival colorful.B. Because they want to light up their rooms.C. Because they want to light up their way.D. Because they want to lead their ancestors to return to earth.(2)Which of the following was not mentioned as a famous person in the text?A. Mohandas Gandi.B. Christopher Columbus.C. Abraham Lincoln.D. Qu Yuan.(3)The place where people will usually decorate churches and town halls with flowers andfruits is ______________.A. IndiaB. AmericaC. EuropeD. China(4)Easter is held in memory of the return of Jesus for Christians and also celebrates ______________.A. the coming of springB. the autumn harvestC. the Lunar New YearD. the end of a yearSuggested answers: (1)D(2)C(3)C(4)A2)Use the information from the reading passage to answer the following questions.(1)What are festivals of the dead usually for?(2)What makes autumn festivals happy events?(3)What do people usually do at spring festivals?(4)What is one important reason to have festivals and celebrations?(5)Compare the festivals of the dead in Mexico, Japan and China. What things are similar? What things are different?3. Reading and discussionRead the text a third time and then work in pairs to do the following.1)Based on the reading passage, what do most festivals seem to have in common? Why do you think these things might be important to people everywhere? Talk with your partner and fill in the chart below.Three common things Reasons why they are important to people everywhere1.2.3.2)Discuss in pairs which festivals you think are the most important and which are the most fun. Then fill in the chart with your ideas.Type of festival Example of festival Reasons for your choice Most importantMost fun(Let students have enough time to read the passage carefully and discuss the questions and charts with their partners. Encourage them to expand their answers according to their own experiences. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss the following important sentences and phrases in the passage.1)Some festivals are held to honour the dead, or to satisfy the ancestors, who might return either to help or to do harm.2)in memory of3)India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain.4)People are grateful because their food is gathered for the winter and the agricultural work is over.5)The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.6)The country, covered with cherry tree flowers, looks as though it is covered with pink snow.Suggested explanations:1)The sentence contains a non-restrictive attributive clause who might return either to help or to do harm. It means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.2)in memory of: serving to recall sb. , to keep him fresh in people’s mindsHe wrote a poem in memory of his dearest wife, who died in an accident.in honor of: showing great respect or high public regard3)the leader who helped gain India’s independence from Britain: a noun phrase followed by an attributive clause as the appositive4)two clauses for reason5)energy n. → energetic adj. : full of or done with energylook forward to: “to” is a preposition here.I’m looking forward to hearing from you.be devoted to; be/get used to; get down to; stick to. . .6)covered with cherry tree flowers: a past participle phrase equal to “which is covered with cherry tree flowers”as though: as ifHe talks as though he knew all about it.He looks as if he had seen a ghost.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.→Step 5 ConsolidationAsk students to talk about festivals in their own words according to the text. Then let them complete the following passage with proper words or phrases.There are all kinds of festivals and ______________ around the world, which are held for different ______________. The ancient festivals were mainly held at three times a year—the end of the cold ______________, planting in spring and ______________ in autumn. Some festivals are held to ______________ the dead or ______________ the ancestors, who might return either to help or ______________, while other festivals are held to honor famous people or to the ______________, such as Dragon Boat Festival, Columbus Day, and so on. Harvest and ______________ festivals are happy events because their food is ______________ for the winter and the ______________ work is over, to which Mid Autumn Festival belongs. And the most ______________ and important festivals are the ones that ______________ the end of winter and to the coming of ______________ such as the Lunar New Year, at which people have a very ______________.Suggested answers: celebrations; reasons; weather; harvest; honor; to satisfy; to do harm; gods; Thanksgiving; gathered; agricultural; energetic; look forward to; spring; good time→Step 6 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and again and try to talk about festivals both in and out of China.设计方案(二)→Step 1 Leading in the topic by learning vocabulary about festivals1. Make a circle on the blackboard and write the word “FESTIV AL” in it.2. Ask students, “We have learned ‘festival’. Can you name some festivals? ”3. Students list as many fest ivals as possible. Then the teacher adds some students can’t think of, such as Halloween, Easter, Thanksgiving, Valentine’s Day.4. Let students read them aloud and try to learn them by heart.→Step 2 Warming up by talking about festivalsWork in groups and list three more Chinese festivals that you know. Discuss when they take place, what they celebrate and what people do at that time. Then tell the group which festival is their favorite and why.Festivals Time of year/date What it celebrates What people doMid-Autumn Festival autumn/fall the beauty of the fullmoon, harvest, time withfamily and friends give/eat moon cakes and watch the full moon with family and friends→Step 3 Predicting by looking and discussing1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.2. Two or three students are to give their opinions.→Step 4 Reading1. Give students 2 minutes, and ask them to skim the passage for information to tell if the following sentences are True or False.1)The ancient people needn’t worry about their food. (F)2)Halloween used to be a festival intended to honor the dead. (T)3)Qu Yuan was a great poet who people honor a lot in China. (T)4)The Mid-autumn Festival is held to celebrate the end of autumn. (F)5)Easter celebrates the birth of Jesus. (F)2. Give students 5 minutes to read the passage carefully, and complete the chart according to the passage.Festivals of the Dead Obon in Japan___________________HalloweenFestivals to Honor People ________________________________A national festival in____________Harvest Festivals _________ in European countries_________ in China and JapanSpring Festivals ________________Carnivals in some Western countries________________________________ in Japan3. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.→Step 5 Closing down by spoken practice1. Have students get prepared in 3 minutes or so and then ask them to talk about festivals and celebrations.2. Ask as many students as possible to have a try in front of the class.→Step 6 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page3.板书设计Unit 1Festivals around the worldFestivals and celebrationsKinds of Festivals Names of Festivals Countries FestivalsFestivalsHarvestSpring活动与探究Group discussion & speechAs is known from the reading passage, festivals of all kinds are celebrated around the world. Most festivals have celebrations that include food, music, clothing and dances. These events originated from some similar ideas, but they take different forms in different regions and societies. What festivals and celebrations do you know all over the world? Have you ever taken part in them and enjoyed yourself? Discuss festivals in groups and then make speeches.Step 1: The teacher divides the class into four groups and gives the tasks to students in each group. Group 1 will list the festivals around the world as many as possible, and then categorize them according to the origins of these festivals. And they should prepare for a short speech. Group 2 will discuss two traditional Chinese festivals and prepare for their presentation. Group 3 will discuss two Western festivals and prepare for their presentation. Group 4 will discuss the differences between Chinese festivals and Western festivals, then contrast and compare their styles, celebrations, dates and so on. And they should prepare for a short speech.Step 2: Groups 1, 2 and 3 give their speeches on the festivals they have discussed. Group 4 gives their speech on the differences between Chinese festivals and Western festivals.Step 3: The teacher makes proper remarks about students’ speeches and sums up the different cultural practices between China and other countries according to them.。
新人教版高中英语必修3Unit2 Healthy eating教案2
Unit 2 Healthy eatingThe Third PeriodContents: Reading (We are what we eat)Teaching Aims:1.Improve Ss’ reading skills and abilities.2. Learn how to read about the Argumentative Writing (types of the article).3.Talk about problems and solutions.Teaching procedures:Step 1. Warming up and Pre-readingToday we’ll learn the topic on “what we eat〞. Before we start the reading, I’d like you to answer some questions.1. Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2. How many meals do you have every day? Which meal do you think is the most important? Why?3. How much water do you drink every day?4. What kind of snacks do you take?Teach the new word: snack (an amount of food smaller than a meal; something eaten informally between meals like candies, fruit and so on.)Step 2. While-ReadingI. The first-time readingI.Get Ss to do skimming of the passage to get a general idea of the story. After a while, check their understanding by asking some simple questions: (Try to find the answers in the text and underline where they are, that is , in which paragraph .)1) Are traditional diets suitable for the 21st-century person?2) When we choose what to buy and eat, what should we think?3) Do vegans eat cream or eggs?vegans == strict vegetarian who neither eats nor uses any animal products, eg: eggs; silk; leather 纯素食主义者(既不吃也不用任何动物产品,如蛋/丝绸/皮革等)II. Do the following True-or-False exercises.1. Our body doesn't need to refuel if we choose nutritious food for our main meals. F2. Good snacks should e from different food groups and should not have too much fat or sugar. T3. Fruits and vegetables don’t give us any vitamins. F4. Most fruits need cooking. F5. Fruits and vegetables are the only healthy snacks. FIII. Get Ss to read the passage again and answer the following questions:1. What do traditional diets often have? CA. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy? AA. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein? DA. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people bee vegetarians? AA. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, if____. DA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.II. The second-time readingI. What’s the main idea of each paragraph?Para1: Difficult to choose what to eat/ our eating habits are changing Para2: Different food has different functions / why the eating habits are changingPara3: Choosing according to what we believePara4: Keeping a balanced dietPara5: Developing healthy eating habits/suggestionsHow many parts can be divided into? --- (Three parts.)What’s the main idea of each part?Part1:our eating habits are changing. (提出问题)Part2:why the eating habits are changing 〔分析问题〕Part3:the best way to develop healthy eating habits.〔解决问题〕II. What types of the article ?--- It’s about Argumentative Writing议论文是阐明作者对人或事的好坏的立场观点。
【教案】Unit3+阅读课教学设计高中英语人教版(2019)选择性必修第三册
基本信息内容人教版选择性必修三Unit 3EnvironmentProtection 标题Climate changerequires theworld’sattention年级高二课型阅读课文本分析本节课教学内容是选择性必修三Unit 3 Environmental Protection 的第一部分 Reading and thinking 部分，探讨的话题为环境保护，该主题语境是“人与自然”。
标题为Climate change requires the world’s attentio n，是一篇说明文，文本结构清晰，按照“现象-原因-危害-措施”的逻辑顺序展开，通过展示气候变暖的趋势和影响，分析气候变化的成因和警示气候变化的后果，号召全人类采取恰当行动，减少碳排放，应对全球变暖。
学情分析大多数学生英语水平较好，理解能力较强。
英语学习主动性较强,愿意进行小组合作学习。
少数学生基础薄弱。
学生整体合作意识强。
在课前学生调查中发现，大部分学生有较强的环境保护意识，对气候变暖也有所了解，只是还不太清楚如何在日常生活中尽自己所能保护环境。
学生的语言表达的逻辑性欠佳，因此帮助学生建立语言体系很重要。
教学目标语言能力 1.阅读文章，理解全球气候变暖的原因、危害以及各国政府和个人应该采取的措施，探究如何减少温室气体的排放，控制全球气候变暖的进程。
学习能力 1.能够厘清温室效应的因果关系，制作流程图和思维导图来表达该关系。
文化意识 1.能够理解并感悟个人在环境保护中的作用和意义。
2.能够理解环境问题是需要全球共同面对和携手解决的问题，有意识地培养人类命运共同体意识，节约地球资源，保护地球家园。
思维品质 1.能够根据数据图表分析气候变化的趋势，找到问题产生的源头与解决问题的对策。
2.能够发表个人对气候变暖及环境保护的看法。
教学重难点教学重点 1.引导学生运用思维导图梳理文章内容及结构。
2.启发鼓励学生改变生活方式，减少碳排放，提出改善性的意见和对策。
2020_2021学年高中英语课时素养评价七Unit3 含解析新人教版必修3
课时素养评价七Unit 3 Warming Up & ReadingⅠ. 根据所给单词首字母填空1. I got caught in the traffic jam, so I missed the first s cene of the play.2. Yesterday I made a b et on who would get the first prize.3. His illness a ccounted for his absence from work.4. After three hours of waiting for the train, our p atience finally ran out.5. Sorry. It’s my f ault. I’m to blame.6. To my great joy, I found my lost wallet by a ccident in the back of the drawer.7. As soon as he finished the letter, he took out of the e nvelope at once.8. Visitors are not p ermitted to touch anything without permission.9. After listening to his a dventure, she felt a strange mixture of excitement and fear.10. I am very interested in how he earned his p assage in such a short time.Ⅱ. 单句语法填空1. Her parents died when she was young and she was brought up by her aunt.2. Although it is a hard task to protect our environment, we can’t help but go ahead.3. The boy was drowned in the river by accident. At the bad news, his mother broke down and wept.4. With the teacher staring(stare) at him, Tom realized that he had made a big mistake.5. If you don’t give us a receipt, how are we going to account for it?6. Children are not permitted (permit) into the cinema without their parents.7. A young man on the spot called 120 at once, and the injured was saved.8. They sought (seek) for a place to shelter from the rain, but they failed.9. I felt my attention wandering(wander)during the lecture.10. Tom never considers himself as a failure. On the contrary, he thinks he is on the way to success.Ⅲ. 完成句子1. The truth is that I picked up some Russian words by accident.事实是我是无意间学会了一些俄语单词。
人教版高中英语必修 第三册Unit 3 教案
M3 U3 Reading and Thinking教学设计&学案一、文本解读该阅读文本是一则旅行日记。
在日记中，中国学生Li Lan记录了自己的加州之行，并主要介绍了在旧金山一天的行程和所见所闻所感，从最初对地震后重建的旧金山的建筑产生兴趣到探索这个城市，慢慢体会到多元文化对它的不同方面的影响。
旅行日记与日记相似，首行是日期，正文即主体部分，常以第一人称讲述在旅行地参观的景点、参与的活动和旅行的感受。
本篇旅行日记结构清晰，作者按照时间顺序叙述了自己再旧金山一天的行程。
第一段描述了作者对旧金山的第一印象。
第二、三、四分别叙述了作者上午、下午、傍晚在旧金山的所做所见所闻所感。
第五段叙述了第二天的行程安排。
贯穿该旅行日记的主线是旧金山的多元文化，作者在一天的旅行过程中体验和体会到了多元文化在这个城市的各个方面的体现。
在阅读策略方面，学生通过寻读快速浏览文本，找到一些特殊信息，如时间、地点等；通过细读文本，提取、梳理和加工作者活动、感想、印象等，并用结构图呈现出来（Classify and organize information by drawing a diagram）。
二、课时目标通过本课时的学习，学生能够：1. 运用寻读策略，寻找、提取旅行时间、地点、图片，分析语篇类型。
2. 运用提取、梳理、加工、归纳等策略，寻找和梳理旅行活动，归纳和推断作者旅行的感想，并用结构图加以呈现，积累相关主题语言。
3.讨论旧金山多元文化的特点和成因。
4. 讨论多元文化对生活的影响。
三、教学重难点引导学生理解旧金山的多元文化特征和影响；指导学生使用结构图分类和整理文本信息，从而把握文章的结构和作者的写作逻辑。
四、设计思路教师首先以一则San Francisco的介绍视频为导入，要求学生找出视频中涉及的地点，随后分享want to know，激发学生学习兴趣，激活学生已有的背景知识和主题词汇；讨论diverse culture的意思，引出单元主题；引导学生通过寻读定位旅行地点、时间、图片，分析旅行日记的语篇特点；然后引导学生通过细读、提取、梳理、加工信息等阅读策略，持续默读，聚焦文本主要内容，分组完成作者旅行见闻和感想的结构图；然后引导学生再次阅读文本，概括旧金山多元文化的特点，推断、归纳多元文化对人们生活的影响；最后引导学生以V-log的形式介绍这个多元文化的为特点的城市，整合输出语言。
高中英语必修一Unit3_Travel_Journal___Warming_up_and_reading
Mekong River.
Myanmar Thailand
Laos Vietnam
North
South
Cambodia
Scanning True or false 1) Wang kun and Wang Wei had the chanceto take
他们是傣族人，在云南省西部靠近澜沧江 的地方长大，湄公河在中国境内的这一段 叫澜沧江，在其他国家境内叫湄公河。
长难句分析翻译
• It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.
He who does not reach the Great Wall is not a true man.
The Yellow Mountain
Guilin
in southern China, provides one of China’s most extraordinary views.
首先想到沿湄公河从源头到终点骑车旅 游的是我的姐姐。
长难句分析翻译
She gave me a determined look--the kind that said she would not change her mind.
她给了我一个坚定的眼神---这种眼 神表明她是不会改变主意的。
长难句分析翻译
Practice makes perfect
• 3.说服他放弃这个计划很难。（persuade） It•’s_d_i_ff_i_cu_l_t_t_o_p_e_r_su_a_d_e_h_i_m_t_o_g_i_ve__u_p_t.his plan.
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(A)识记
(B)理解
(C)应用
(D)分析
(E)综合
(F)评价
能力目标
Act it out according their understanding.
过程
与
方法
Skimming method.
Task-based method.
Explaining method.
情感
态度
与
价值观
Help the students to enjoy the beauty of play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 17 so that you can know more about him. Then fill in the chart.
2、需要掌握的方法
Skimming
Scanning
石家庄市第一中学教案
教学环节
分析讲解
学生活动设计
Warming up
Step 1 Greeting
Step 2 lead-in
1. Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.
1. Where does Henry Adams come from? Does he know much aboutLondon?
Henry comes fromSan Francisco. No, he doesn’t knowLondonat all.
2. What did he do inAmerica?
教
学
设
计
重点难点分析
Some language points
教学
技术
设备
A recorder, a projector and some slides.
教
学
环
节
学
习
目
标
1、学习的主要知识
Have a brief introduction about mark twain
Know the play “the million pound bank note”
He worked for a mining company.
3. Why did he land inBritain?
He was sailing out the bay when he was carried out to sea by a strong wind and was survived by a ship forLondon.
Hannibal,Missouri, along theMississippi
Famous works
The Adventures of Tom Sawyer, The Adventures of Huckleberry Finn
T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.
教材章节
Unit3
课题
The Million Pound Bank Note
课型
Warming up Leabharlann ndReading教学
目
标
知
识
与
能
力
知识内容
1. To know the life of Mark Twain
2. To know some of his works
3. To lead the Ss to pay attention to the play.
Birthplace
Florida
Birth date
1835.11.30
Real name
Samuel Langhorne Clemens
The meaning of “Mark Twain”
It means the water is two fathoms deep.(=12feet)
Places where he lived
T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together. Listen to the tape and then answer these questions.
Reading
1) Fast reading
T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why? How will you react? What will you plan to do with the money?
(Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)…