深圳市富源学校高中部课时教学案 人教 模块3 Unit 1 period3
优质人教版高中英语必修3Unit1《Festivals around the World》学案3
Teaching Plan for Section 1 Unit1Knowledge teaching point:words and expressions, the grammar, the text, and workbook exercisesAbility training:Improve the Ss’ ability of listening, speaking and reading. To make sure they can use the knowledge freelyMoral education:Educate the Ss to get a general knowledge of the people’s identity .Key point and difficulty:1.argument2.importance 重要性important 重要的3.without pulling them out of …Teaching method:Listening, speaking reading and practicing Learning, discussing and drills Teaching procedure:Step 1. ReadingRead the text quickly and try to find the answers in Workbook exercise. Have an activity of asking and answering to deal with the difficult points the Ss can’t understand. Make sure that they can analyze the structure of the sentence.1. Para 1-2 :these 2 paragraphs tell us :A.Who Mr. Dullock wasB.What Mr. Dullcok looked likeC.Why Mr. Dullock wore his glassesD.All of the above2. Para 3-4 :1.The first unit on genetics is about “nature or nurture” .2. This argument is a new one according to the text .3. Para 5-6 :Why did Jenny think that she was a good student ?A.Because her father passed his intelligence on to her .B.Because nobody expected her to be a good student .C.Because her teacher encouraged her .D.Because she has too much pressure and was very frightened .4. Para 7-9 :From paragraph 7 we know that Maire was probably a ____ girlA.Quite and timidB.Brave and courageousC.Smart and athleticD.Nervous but talkative5. Para 10-11:1. What kind of girl was Brandy ?2. Do you think a girl like Brandy ever has a bad day ?6.Para 12 :The last paragraph suggests that ___A.We all need to wear glasses .B.None of us can see the world from all sides .C.Everyone know that we can’t see the world clearly .D.Jenny clearly knows the identity of her classmates .Assignment of homework:Finish off the Workbook exercises.Revise the content of the lesson and preparation for the next.Blackboard design:After teaching:This lesson is hard to understand. We use the traditional way to let students understand it. It isn’t interesting , but it’s effective. And the students cooperates well.。
人教新课标必修3全册教案(unit1-5)
Unit 1 Festivals around the world1.Teaching aims of this unitTalk about festivals and celebrationsTalk about the ways to express request and thanksLearn to use Modal verbsWrite a similar story with a different ending2.Sentence patterns:Request:Could/ Would you please…?Could I have…?Could we look at…?I look forward to…May I see…?Thanks:It’s very kind of you…Thank you very much/ Thanks a lot.I’d love to.It was a pleasure…Don’t mention it.You are most welcome.3.Modal verbs:May might, can could will would shall should must canThe first period Speaking1.Teaching aims:V ocabulary: take place, lunar, festival, Army Day, Christmas, dress upPhrases: Would you like … Could I have…?Might I offer help…? May I see…?You should try…Could we like at…?Can you suggest…? We might take…Teaching ProceduresStep I Leading inT: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?Ss. Yes. Of course!T: When did you feel most happy and excited?Ss: At the Spring Festival.T: Who can tell us why? Any volunteers?S1: Because it is the most important festival in our country.S2: Because I got a lot of lucky money from my parents.S3: Because I needn’t study at fe stivals and there was a lot of delicious food to eat.How great.S4: Because I met my cousins and friends who I hadn’t seen for a long time.T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?Ss: New year, Yuan xiao festival…:T: Quite right. That’s called the Lantern’s Festival. How about some other festivals?Ss: The Army Day, International Labour’s Day, National Day, T omb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…T: You have done a good job, boys and girls! .Step ⅡWarming –upFestivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know.Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.Step ⅢPre- readingDiscuss in groups of four1.What’s your favourite holiday of the yea r? Why?2.What festivals or celebrations 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?Step ⅣAssignment1.Consolidation2.Listening to the material again after class to be familiar with it.3.Homework: Collect as much information about festivals as possible.The second period ReadingTeaching Aims1.V ocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone originin memory of dress up trick poet arrival national gain independencegather agricultural European custom awards watermelon handsomerooster admire look forward to religious as though have fun with daily 2.To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world3.To enable the students to master some English expressions and phrases about festivals.4.Teach the basic reading skills: skimming and scanning.5.Try to compare and make conclusion s of different festivals.Step ⅠRevision1.Greetings.2.Review the new words of this part.3.Check the students’ homework---festivalsStep ⅡReading1.ScanningT: Open your books and turn to page on e. I’d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3. ( Ask the student to look through the questions and then read the text silently.)( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)2.Intensive reading( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)T: Read the text loudly for a second time and them try to tell if these sentences are True or False.3.Reading and discussionT: Read the text a third time and then work impairs to do Exercise 2 on Page 3.( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their ownexperiences.)4.Explanation(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)T: Now I will discuss some important sentences and phrases in the passage.a.Some festivals are held to honor the dead, or satisfy and please the ancestors,who could return either to help or to do harm.b.In memory ofc.In India there is a national festival on October 2 to honor Mahatma Gandhi,the leader who helped gain India’s independence from Britain.d.People are grateful because their food is gathered for the winter, and becausea season of agricultural work is over.e.The most energetic and important festivals are the ones that look forward tothe end of winter and to the coming of spring.f.The country is covered with cherry flowers so that it looks as though it mightbe covered with pink snow.The suggested explanation:a.An attributive clause.The sentence 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.b.in memory of … serving to recall sb, to keep him fresh in people’ minds.He wrote a poem in memory of his dearest wife, who died in an accident.in honor of ( showing great respect or high public regard)in hopes/the hope of (hoping)in defence of (defending)c. a noun phrase followed by an attributive clause as the appositived.two clauses for reasone.energy→energetic adj. ( full of or done with energy)look forward to ( to is a preposition here.)devote to, be/get used to, get down to , stick toe.g. I’m lo oking forward to hearing from you.Step ⅢListeningT: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).The third period Learning about languageTeaching aims:1.Let the students know the usage of modal verbs.2.Enable the students to recognize the words and expressions in the reading passageaccording to what mean the same as them.Step ⅠGreeting and Revision( Ask some students to retell the text we learned .)StepⅡ. Practicing the useful words and expressionsT: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examples?Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.S1. I’m looking forward to hearing form my friendS2: We are talking about verbs.S3: Would you like to talk with me?S4: Who can think of an effective solution to the problem?S5: Please think about my proposal.Step ⅢUseful StructuresT: Let’s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94Step ⅣSumming up and home workT: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.Homework1.Practice of WBP42EX.1,2,3.2.Please find out10 sentences with modal verbs, and try to get their meanings.The fourth period ListeningTeaching aims:1.V ocabulary: go with, the big bands, musicians, over and over again, for sale, getused to, the winners of this year’s awards for the best costumes2.Enable the students to know how to get the key words to understand theconversation about the carnival parade, to talk about sth happened and express request and thanks.Step ⅠRevisionAfter checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.Step ⅡWarming upT: By the way, what’s the topic of this unit?Ss: Festivals around the world.T: Would you like to know something more about festivals around the world?Ss: Of course.T: Now I will show you several pictures. What’s the festival called?Ss: Carnival.T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.Step ⅢListeningT: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside thequestions. For the second time, you should write down the answers andthen check them with your partners.( It’s important to encourage the students to adapt their present knowledge anyskill to a variety of situations wherever they can. Make sure to allow various expressions of the answers. Do not demand the same words form all students.)Step ⅣSpeakingThis part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. Thepolite form of English are important and should be practiced in a varietyof situations.Step ⅤListening taskT: There are about 10 minutes left. Let’s come to listening task. Turn to pag e 43and look at the pictures. They have something in common. Can you find it out?Ss: They are all about festivals bout the dead.T: That’s right. I will play the tape for you. For the first time you should try towrite down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart,according to which you can make a report.The fifth period Extensive readingTeaching aims:1.V ocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drownone’s sadness in coffee, set off for, remind somebody of something,2.Learn to compare the festivals in China and in western countries.Step ⅠRevisionCheck homeworkStep ⅡReading (1)T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival—Qi Qiao and Valentine’s Day. NowT: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.Step ⅢDiscussion and writingT: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.Step ⅣReading(2)T: Let’s come to another passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.Added material:Thanksgiving DayFourth Thursday in November is celebrate d as ‘Thanksgiving Day’ People thank God for his blessings. People can ‘Thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true "thanksgiving" observance. It lasted three days.Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.HalloweenThe ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒who inhabited what we now call Great Britain placed great importance on the passingof one season to the next, holding "Fire Festivals" which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), sotherefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and otherofferings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern. According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked thedevil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬）(carried in a hollowed out turnip.[植]芜箐, 芜箐甘蓝) to warm him and light his way.In Ireland, they originally also used turnips for their "Jack Lanterns", but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.EasterOn Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave. The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the bod y. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.Hot Cross BunsHot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.The Easter EggAs with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.O-bon FestivalBon DanceDuring o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to theneighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi. Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!Unit2 Healthy eatingTeaching Aims of this unit1.Talk about healthy eating2.Making suggestions or giving advice on diet3.Distinguish the meanings of Modal verbs4.Make a balanced menu5.V ocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective getrid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on7.Speaking: Practice talking about your ideas; practice giving suggestions andadvice, practiceseeing the doctor.8. The use o f ought toThe first period Warming up and readingStep ⅠWarming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step ⅡPre-readingGet the students to discuss the questions with their partners in this part. Then askthem to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?Step ⅢReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.1.Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.a.The two restaurants supplied the healthy diet.b.The reason why Yong Hui’s restaurant was so popular withcustomers.c.Wang Pengwei found out why he had lost his customers and decidedto win them back2.Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.ually Wang Pengwei’s restaurant was full of people. (T )b.Yong Hui served a balanced diet. ( F)c.Yong Hui could make people thin in two weeks by giving them a gooddiet. (F)d.Wang Pengwei’s customers often became fat after eating in hisreataurant. (T)e.Yong Hui’s menu gives them energy foods. (F )f.Wang Pengwei’s menu gives tem foods containing fiber. (F )g.Wang Pengwei admired Yong Hui’s restaurant when he saw the menu.(F )h.Wang Pengwei decided to copy Yong Hui’s menu. (F )Step ⅣComprehendingBy now, the students have had a further understanding of the text.Let the students read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner.T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?S1:…S2:…S3:…T: You all have a point here. But what will they do? We will see it next period.Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?Ss: Yes.T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:a.Wang Pengwei sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated”happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.c. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step ⅤHomework1.Try to retell the text.2.Prepare for the language learning and do Using words and Expressionson WB (Page 49-50)The second period Language studyStep ⅠRevision1.Check the students’ homework.2.Ask some of the students to retell the text.Step ⅡWord studyThis part is a consolidation of the words in the text. Ask the students to do the exercise individually.T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text.I necessary, you can discuss with your partners.…Step ⅢGrammarThe students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text.a.By lunchtime they would have all be sold---It indicates possibility.b.His restaurant ought to be full of people.---It indicates possibility.c.What could have happened?--- It indicates possibility.d.Nothing could have been better.--- It indicates possibility.e.Something terrible must have happened if Maochang was not coming toeat with him as he always did.---It indicates guessing.f.He could not believe his eyes. ---It indicates intension.g.He wonder if he should go to the library to find out ---It indicates duty.h.He wouldn’t have Yong Hui getting away with telling people lies!---It indicatesintension.…Step ⅣHomework1.Review the rules of word formation and the meanings of modal verbs.2.Prepare the Using Structure on page 50 by making a dialogue in pairs.The third period ListeningStep ⅠRevision1.Check the using structure on page 50.2.Ask the students to make a short dialogue in pairs.Step ⅡListening( using language)The students will hear what Wang Pengwei did after leaving YongHui’s restaurant. Ask the students to finish the chart and answer the questions.T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.( Play the tape. Students write down the answers and check the answers with their partners.)T: Now listen to it again and try to make sure your answers are right.Step ⅢListening (WB P48)The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.Step ⅣHomework1.Pre-view the reading(2) and reading task on Page 52. See how the storyended.2.Find some information about healthy eating on the Internet.The fourth period Extensive readingStep ⅠRevision1.Check the homework2.Share the information the students have got form the Internet.。
【——人教版高一英语】必修三unit1教案
【——人教版高一英语】必修三unit1教案一、教学内容本节课为人教版高一英语必修三的第一单元《Festivals around the world》。
教学内容主要包括教材第二章至第四章，详细内容为世界各地不同节日的起源、习俗以及相关的文化背景。
二、教学目标1. 让学生掌握并运用与节日相关的词汇和表达方式。
2. 提高学生的阅读理解能力，通过阅读文章了解世界各地的节日文化。
3. 培养学生的跨文化交际意识，学会尊重并欣赏不同国家的文化差异。
三、教学难点与重点教学难点：如何让学生在实际语境中运用所学节日相关词汇和表达方式。
教学重点：世界各地节日的起源、习俗及文化背景。
四、教具与学具准备教具：多媒体教学设备、黑板、粉笔学具：教材、笔记本、文具五、教学过程1. 导入：通过展示世界各国节日的图片，引发学生对节日的兴趣，进而导入本节课的主题。
2. 阅读理解：让学生阅读教材第二章至第四章，了解世界各地节日的起源、习俗和文化背景。
3. 词汇讲解：针对阅读文章中出现的关键词汇和表达方式，进行详细讲解。
4. 实践情景引入：设置不同的场景，让学生运用所学词汇和表达方式进行角色扮演。
5. 例题讲解：针对本节课的重点内容，设计相关习题，并进行讲解。
6. 随堂练习：让学生进行小组讨论，完成教材中的练习题。
六、板书设计1. Festivals around the world2. 主要节日及文化背景3. 重点词汇和表达方式七、作业设计1. 作业题目：Write a short essay about your favorite festival and introduce its origin, customs and cultural background.2. 答案要求：不少于100词，要求条理清晰，表达准确。
八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，了解他们在学习过程中的困惑，及时调整教学方法。
2. 拓展延伸：鼓励学生课下搜集更多关于世界各地的节日信息，了解不同文化，提高跨文化交际能力。
人教新课标模块3Unit3教学设计课件
二) 练习册（Workbook） 1. TALKING 就第二幕的第一场（At the Tailor’s的开头部分）编一段对话。 2. LISTENING 听力内容为第二幕的第二场(At theTailor’s)。 3 & 4 USING WORDS AND EXPRESSIONS
USING STRUCTURES 分别是就本单元的重点单词、词组及语法的一些巩固性练习。
Clemens, narrator, Roderick, Oliver, bet, penniless, nightfall, unpaid, charity, Horace, issue, fake
3. 固定词组（9个） bring up, go ahead, by accident, stare at, account for, on the contrary, take a chance, in rags, as for 功能(functional items) 1.Making requests（请求） Would you please …? I wonder if you’d mind…. May we ask…? Could you…? If you don’t mind, may I …? Please don’t…. 2.Ordering food (点餐) The waiter or waitress’words: Can I help you?/ What would you like…? I’ll take your order in a minute. Are you ready to order, sir/madam?/ Enjoy your meal! Here’s your bill./ Here you are.
深圳市富源学校高中部课时教学案 人教 模块3 Unit 1 period4
当他还是个孩子时,他常和父亲一起去钓鱼。
6. If you finish your homework on time, you____________________________what you want. (do)
妈妈,我可以玩一会电脑游戏吗?
3. She said that____________________________, so I didn’t go to your home. (go)
她说你可能出去了,因ቤተ መጻሕፍቲ ባይዱ我没有去你家。
4. She asked whether we____________________________. (give)她问我们是否愿意来帮她的忙。
如果你按时完成作业,你就可以有时间做你想做的。
7. It’s strange that he____________________________by such a little boy. (fool)
他被那么小的男孩子愚弄了太奇怪了。
8. ____________________________at this time of night? (play)
reminder, care about, respect, cycle, fool, play tricks on, take in, invitation
重点
eful expressions: care about, play tricks on, take in
2.Practice expressing and supporting an opinion.
人教版高一英语必修三Unit 4 Astronomy：the science of the sta
To improve Ss’ability in listening and writing.
教学过程
课题
导入
Step 1. Reading task (Workbook)
1. Fast reading
Ask Ss to read the text quickly and silently and answer the following question
(3) Ask Ss to improve their writings about the“black hole〞according to the form on P67 and choose some Ss to read old their writings.
Step 2. Speaking task (Workbook)
S1: Good morning, Mr Li.
S2: Good morning.
S1: Since you like this job, would you mind me answering some questions?
S2: Of course not. Just go ahead.
S1: What was the most unexpected thing you found out about“Black holes〞?
lThe most unexpected thing is that the "black holes" threw out material as well as swallowing objects.
lThe most frightening experience : when the gravity of the "black hole" was pulling us slowly into its "mouth", and then the spaceship moved around the hole and began to go faster and faster into it; I was terrified because I thought we would be swallowed by the "hole".
【——人教版高一英语】必修三unit1教案
【——人教版高一英语】必修三unit1教案【教案】一、教学内容人教版高一英语必修三Unit 1《Festivals around the world》。
该单元主要介绍世界各地的节日，包括西方的圣诞节、复活节等，以及东方的春节、中秋节等。
通过学习，学生能够掌握相关的词汇和表达方式，了解不同文化的节日习俗，提高跨文化交际的能力。
二、教学目标1. 学生能够熟练掌握本单元的生词和短语，正确使用动词过去式描述过去发生的事情。
2. 学生能够听懂、会说、会读、会写关于节日的故事，能够用英语介绍自己喜欢的节日。
3. 学生能够通过阅读和听力材料，了解不同国家的节日习俗，提高文化意识。
三、教学难点与重点重点：1. 掌握动词过去式的正确用法。
2. 能够用英语介绍自己喜欢的节日。
难点：1. 理解和运用本单元的生词和短语。
2. 正确使用动词过去式描述过去发生的事情。
3. 了解不同国家的节日习俗，提高文化意识。
四、教具与学具准备教具：多媒体课件、录音机、磁带或光盘、黑板、粉笔。
学具：课本、练习册、录音机、磁带或光盘、笔记本。
五、教学过程1. 情景引入（5分钟）教师通过向学生提问：“你们最喜欢的节日是什么？为什么？”来引出本课的主题。
学生可以自由发言，分享自己喜欢的节日和原因。
教师引导学生用英语进行表达，同时板书关键词“festival”和“celebrate”。
2. 课堂讲解（15分钟）教师带领学生学习本课的生词和短语，如“Christmas”、“Easter”、“Spring Festival”等，并通过例句解释其用法。
接着，教师讲解动词过去式的正确用法，并通过练习题让学生进行随堂练习。
3. 听力训练（10分钟）教师播放课文中的听力材料，学生边听边做练习。
听力材料内容包括不同国家的节日习俗。
听后，教师提问学生关于听力材料的问题，检查学生对听力内容的理解。
4. 阅读理解（10分钟）教师分发课文阅读材料，学生独立阅读，并回答相关问题。
深圳市富源学校高中部课时教学案 人教 模块3 Unit 1 period1
重点
Teaching Important Point:
Improvethe students’ speaking and listening skills by talking about and listening to something about festivals.
2.Ask about some other festivals, such as: Lantern Festival, the Dragon Boat Festival,Harvest Festivals, Mid-Autumn Day, New Year’s Day…
3.Ask about some foreign festivals, such as: Christmas Day, Thanksgiving Day, Mother’s Day, April Fool’s Day, Valentine’s Day…
StepⅣ. Listening
1.Do a listening and choosing exercise about the following three festivals: Mardi Gras, Ramadan and Easter.
2.Ask the students to work together to describe one of their favourite festivals.
课堂
小结
教学反思
深圳市富源学校高中部课时教案----高一英语
班级
学科
英语
时间
2 月 26 日 星期一 第 节
课题
深圳市富源学校高中部课时教学案 人教 模块3 Unit 1 period7
6._________(obvious), the boy haБайду номын сангаас a talent for music.
7. He jumped into the river to rescue the_________(drown)child.
To help studentsconsolidate what they have learnt in this unit
重点难点
To help studentsconsolidate what they have learnt in this unit
教具
教学过程
课题导入
教
学
环
节
Turn to page 4 and do exercises No. 1, 2 ,3, 4 and 5 first. Check your answers against your classmates’.
2. Doing exercises No. 1, 2 and 3 on page 5
Turn to page 5 and do the exercises No. 1,2 and 3 in groups of four.
Ⅰ.用所给单词的适当形式填空
1. He_________(apology)to the public for the delay in announcing the information.
4. Can you________________under water for three minutes?
5. I was_____________my childhood by the story he told me just now.
人教版高中英语必修三《Unit 1 Festivals around the World》教学设计
人教版高中英语必修三《Unit 1 Festivals around the World》教学设计Book 3 Unit 1 Festivals around the worldXXXWarming up and Reading教学设计课题：Book 3 Unit 1 Festivals around the world教材：XXX指导思想与理论依据：1.高中英语学科素养核心理论本单元的话题是世界各地的节日名称、由来及庆祝方式。
通过对这个话题的讨论和研究，让学生在多样的东西方节日、文化中进行比较，并发现节日文化的共性、多样性和民族独特性，增进对多种文化节日的理解及对中国传统文化的热爱与传承。
2.任务教学和合作探究本课是一节阅读课，在本单元中处于中心地位。
我将采用任务型教学法和小组合作探究研究法，扩大课堂语料输入量和学生的语料输出量，主要锻炼学生的听说与阅读能力。
教学背景分析：本课是高中英语必修三第1单元，学生围绕这一话题，了解世界各地的不同节日及庆祝方式，同时加深对中国传统文化的理解与传承。
学生已经初步具备了略读、跳读等阅读技巧以及确定主题句，预测材料内容等阅读微技能，但是很多学生英语基础相对较弱，语言交际能力相对较差。
很多学生求知欲旺盛，思维活跃，好胜心强，但研究缺乏主动性，有畏难心理。
因此，教师要通过精心设计使他们感兴趣的活动，用活动教学的方法来调动学生的研究积极性，在师生互动，生生互动的过程中完成教学任务并达到目标。
教学目标及重难点：教学目标：1.语言能力：能熟练谈论节日及相关庆祝活动2.文化品格：了解中外各种节日，加强对中国传统文化的理解和传承3.思维品质：通过对文章结构的把握，能熟练运用相关阅读技能把握文章细节4.研究能力：通过小组讨论培养学生合作研究的能力教学重点：掌握节日名称及相关庆祝活动，能熟练运用组织对话及文章，深入探究部分节日的深刻内涵，增强对节日的理解。
教学难点：运用相关知识进行对话和写作较难教学方式与手段：教学方式：启发式，合作探究式教学手段：PPT，视频，音频，图片教学流程：1.Warm-up通过展示图片和视频引入话题，让学生了解不同节日的庆祝方式和文化背景。
人教新课标必修3unit1单元教案
人教新课标必修3 Unit 1 单元教案教学目标1.熟练掌握本单元的所有词汇和短语；2.能够听懂并复述相关话题的内容，并能够写出简单的句子和段落；3.提高学生根据线索推断和理解文章的能力；4.培养学生合作和交流的能力。
教学方法1.灵活运用各种教学方法，包括听、说、读、写、演等多种形式；2.让学生通过小组讨论等方式积极参与到教学活动中来；3.引导学生理解并记忆课文重点内容。
课堂活动Activity One: Warm-upStep 1: 观看视频播放相关视频，让学生对话题进行初步了解和热身。
Step 2: 小组讨论将学生分为小组，要求讨论的问题包括以下内容：1.对话题的理解；2.对话题相关的问题的探讨；3.个人对话题的看法和想法。
Activity Two: Listening and SpeakingStep 1: 预学词汇在学生未听完录音之前，先将相关词汇和短语讲解和学习。
Step 2: 配对练习通过配对练习的方式进行听力练习，让学生听懂相关话题的内容。
Step 3: 集体讨论在配对练习完成后，进行集体讨论，可以让学生就听到的内容展开讨论和交流，进一步加深对话题的理解。
Activity Three: Reading and WritingStep 1: 阅读课文在学生熟练掌握相关词汇之后，开始教授课本上的相关内容，让学生理解文章内容。
Step 2: 分小组阅读将学生分为小组，每个小组读一段，然后进行概括和简单的复述，让学生能够更好地理解文章的核心内容。
Step 3: 写作练习通过写作练习提高学生的写作和表达能力。
可以让学生回答课本上的问题，或者写出自己对话题的看法和想法。
Activity Four: Summary在课程结束前，复习本次课程的重点内容，让学生记忆并理解课文中重点内容。
教学评估通过各种方式对学生的学习成果进行评估，包括听力、口语、阅读和写作能力等方面。
课程总结本课程主要着重于对Unit 1内容的理解和掌握，通过各种教学方法提高学生的英语能力和合作交流能力。
新目标人教版英语高一必修3unit1reading部分教案
New Senior English For China Student’s Book3(Reading Part)P2 Unit1 Festivals around the world(Period 1 Warming up and Reading)1. Lead-in1)Greetings: T: Good morning, girls and boys. Happy New Year.Ss: Good morning. Happy New Year.2)Talk about winter vacation:T: Did you have fun/enjoy yourselves in the winter vacation? What did you do? Who’d like to tell us something about your winter vacation? Let’s share.S1, S2, …T: well, girls and boys, most of us seem to be happy during the winter vacation, old or young. The whole country was filled with joy and excitement. Can you tell me why?Ss: Because of the Spring Festival.2. Warming-up1) Show some pictures about the Spring Festival and the Lantern Festival. Ask them to talk about what they did during the two festivals.T: Did you have fun during the Spring Festival/ the Lantern Festival? What do people do? What do people eat? What does it celebrate?2) Show some more pictures of festivals, ask students to guess what festival it is.T: Look at the pictures, can you tell us which festival is it about? When does it take place? What does it celebrate? What do people do? Discuss with your partners.The Dragon-boat Festival, Mid-autumn Day, and the Double Ninth Festival.3)Well-done. In fact, there are plenty of festivals throughout the world, and different festivals takeTeachers ’ Day September 10 The Double Ninth Festival Lunar September 9 The National Day October 1 Festivals Time New Year’s Day January 1 Valentine ’s Day February 14 Fool’s Day April1 Labour ’s Day May 1 Children’s Day June 1 Halloween October 31Thanksgiving Day The four Thursday in November Christmas DayDecember 253. Reading 1) Fast readingT: Got it. You seem to know many festivals. But do you know how these festivals began? What do people do to celebrate? Luckily, the passage provides you much information. Read the passage quickly and find out the festivals mentioned here:What festivals are mentioned in the text?FestivalsObonThe Day of the DeadHalloweenThe DragonBoat Festival Columbus DayNational Festival in IndiaMid-autumn FestivalsEasterThe Cherry Blossom FestivalCarnivals2) Now, let ’s get to know more about these festivals, listen to the tape and find out the information accordingly to fill in the form or answer the questions: Paragraph 1:When did ancient people celebrate ?• at the end of winter• When good weather returned • a good harvest • animals caught•When they wanted a year of plenty*When do people celebrate now?When they welcome a new yearWhen families get togetherWhen they achieve great successWhen something pleasant happens…*Are there any similar festivals in China? What do do? What to eat?The Qingming Festival…Any other festivals which are meant to honour people in China? Who is honoured?Tree-planting Day ; Sun Yet-sun.…Paragraph 4:Harvest Festivals1) Why are autumn festivals happy events?Because people are grateful and happy and a season of agricultural work is over.2) What do people do to celebrate it?In European countries, it is the custom to decorate churches and town halls with flowers and fruit; get together to have meals, win awards for their animals, flowers, fruit and vegetables; admire the moon…Paragraph 6: What are the purposes of festivals?Festivals: To have fun with each other / To let us enjoy life/ To be proud of our customs/ To forget our daily life for a little while/To honour the dead/To honour famous people/To celebrate harvest/To welcome a new year and look forward to the future/To ask people to pay attention to something3)Well-done. Since you have got to know the information related to these festivals, I’d like youto have a quiz to check whether you have fully understood the text. Look at the statements and tell whether they are true or false.4. Homework1)Find out useful words and expressions, beautiful sentences and finish the exercises inLearning about Language accordingly.2)Write an introduction of the festival your group have created.。
深圳市富源学校高中部课时教学案 人教 模块3 Unit 1 period6
1. Finding information
Go to the library to read or get online to search in order to find more information on festivals and celebrations. Take notes of your findings and report them to your group mates next period.
In recent times, the termcarnivalhas also been loosely applied to include localfestivals, traveling circuses, bazaars, and other celebrations of a joyous naeir season.
2. Writing letters
Write a letter either to Zhinu or Niulang, telling about the modern life and the modern love.
课堂
小结
教学反思
2.Speaking
Turn to page 8 and with a partner, find the answers to the questions:
3.Acting
Next we are going to put the text A Sad Love Story on stage, that is, to play the story.
人教版高一英语必修3unit1教案教学设计
Unit 1 Festivals around the world学科：English 授课班级：Senior One 执教教师：授课时间：15/2旁注III. 教材分析与教材重组1. 教材分析本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。
1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。
可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。
1.2 Pre-reading是Reading 的热身活动。
主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。
1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。
此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。
处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。
1.4 Comprehending是考察对阅读内容的进一步理解。
练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。
练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。
练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。
最新人教版必修3高中英语unit 1 period 3learning about language grammar教学设计
Unit 1 Festivals around the worldPeriod 3 Learning about language: Grammar教学设计教材分析This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.This teaching period mainly deals with the grammar: modal verbs—the use of can, could, may, might, will, would, shall, should, must, can’t. Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to make it easy to accept and understand. Firstly, the teacher can ask students to read the reading passage FESTIVALS AND CELEBRATIONS again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese. Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 5 and more exercises for students to master the related modal verbs. Finally, summarize the use of can, could, may, might, will, would, shall, should, must, can’t.At the end of the class, ask students to do the exercises in Using structures on Page 43 and additional exercises for consolidation.教学重点Get students to learn and master the use of can, could, may, might, will, would, shall, should, must, can’t.教学难点Enable students to learn how to use some modal verbs correctly.三维目标知识目标1. Get students to know the characters of modal verbs.2. Let students learn the use of can, could, may, might, will, would, shall, should, must, can’t.能力目标Enable students to use modal verbs correctly and properly according to the context.情感目标1. Get students to become interested in grammar learning.2. Develop students’ sense of group cooperation.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.→Step 2 Leading-in by a guessing gameThe teacher prepares some little gifts wrapped in paper and let students guess what the gifts are, who will be given the gifts and answer why they guess so. Tell students they can use such modal verbs as may, must, can’t, and so on.The teacher may write some sentences on the blackboard according to what students say and explain how to use modal verbs to express speculation, possibility, etc.Suggested sentences:1. It must be a toy. (speculation)2. It may be a book about how to learn English. (possibility)3. Can it be a pen? (guessing)4. You will give it to student who can speak English well. (promise;ability)5. What you guessed can’t be true. (guessing)→Step 3 Grammar learning1. Reading and discoveringAsk students to turn back to Page 1 to read through the passage FESTIVALS AND CELEBRATIONS, let them pick out the sentences using modal verbs and translate them into Chinese.Suggested answers:1. The most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn.最古老的节日总是庆祝严寒的结束、春季的种植和秋天的收获。
2019-2020学年人教版高中英语必修3教案Unit1Festivalsaroundtheworldperiod3教案1
Unit 1Festivals around the worldUsing language: Listening and speaking 设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some pairs of students to make up short dialogues to review modal verbs.Situations:1)You want to invite your friend to come to a party on Sunday.2)You want to ask your mum for permission to go fishing with your friends.→Step 2 Listening1. Talk about Carnival and Trinidad with students.2. Ask some of students to describe the pictures of the Trinidad Carnival.3. Discuss with students what kind of activities the Trinidad Carnival might have.4. Turn to Page 6. Ask students to read through the directions and questions in Exercise 2, predict the main idea of the listening text and then listen to the tape and give their answers.→Step 3 Speaking1. Turn to Page 6. Ask students to read the expressions of making phone calls, invitations and thanks in the box. Try to learn them by heart.2. Suppose the situation and make a phone conversation in pairs using the expressions.3. Ask as many pairs of students as possible to present their conversations to the class.→Step 4 Workbook exercises1. Listening1)Ask students to discuss what festival these 4 pictures are about.2)Have them listen to this conversation and find out the main topic.3)Let them listen again and take notes to fill in the chart.2. TalkingAsk students to read the directions and questions. Then let them make their role-play dialogues.3. Listening task1)Ask students to dictate some festival names to see if they are familiar with them.2)Let them listen to the tape and write the festival for each picture on Page 45.3)Have them go through the questions and then listen again to find the answers. →Step 5 Homework1. Finish off the related Workbook exercises.2. Make up a phone conversation using the expressions of invitations and thanks.板书设计Unit 1Festivals around the worldListening and speakingMAKING PHONE CALLS May 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.INVITATIONSI wonder if you are interestedin. . . .I’d like to invite you to. . . .Would you like. . . ?Could/Would you please. . . ?I’m looking forward to. . . .I’d love to, but. . .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.活动与探究Imagine you want to invite a foreign friend to join your family’s celebration of the Chinese Spring Festival. In pairs, one as the Chinese student and the other as the foreign friend, make up a phone conversation to give your invitation, ask and answer questions about the holiday. The foreign friend should express his or her thanks for your invitation. Be ready to act out your conversation to the class.设计方案(二)教材分析This is the fourth teaching period of this unit. As usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.We will mainly deal with listening and speaking in this period. At the beginning, students listen to a conversation among young people. Carla and Hari are students in Trinidad. Their Chinese friends Li Mei and Wu Ping, are visiting for the Carnival holiday in February. They are joining in a parade for Carnival in Trinidad. This listening activity is not only to offer students knowledge about how to celebrate Carnival in Trinidad but toencourage students to listen and then use what they have heard to help them answer questions. It is an important exercise because it links skills together and uses them to produce a useful phone call. Make sure students read the questions before they listen to the tape. This is to sharpen their attention and listen for the answers. This will also help them get the gist of the listening text. The teaching procedures may be as follows: First, let students go through the directions, pictures and the questions and guess the listening text may be about. Play the tape for students to listen to and decide whether their guessing is right. Second, ask them to listen again for them to answer the questions. Third, let them listen a third time to check their answers. While they are listening, the teacher should pause and repeat the key sentences to help students understand. When checking the answers, explain some difficult listening points if necessary. In the end, show them the listening text and let them read and retell it. This step can help students understand and grasp the listening material far further. Perhaps some students will find it hard to listen to and understand listening materials. Encourage them not to give up. The more they listen to English, the easier it becomes.The speaking exercise is intended to give students the opportunity to practice a phone conversation using the functional items. So they should learn some expressions on how to make phone calls and invitations and express and thanks first. Then they are required to create such a phone conversation. During the course, let them know the polite forms of English are important and should be practiced in a variety of situations. Also encourage them to use vocabulary from the reading and listening passages.This period places emphasis on developing students’ listening and speaking ability. We should try our best to encourage students to say something. Don’t always correct the mistakes they have made while they are speaking. Otherwise, they would feel reluctant and not say anything more.教学重点1. Develop students’ listening and speaking abilities.2. Enable students to master different listening skills.3. Let students learn how to make phone calls and invitations and express thanks.教学难点1. Get students to listen to and understand listening materials with various English accents.2. Let students make a phone conversation using the functional items requests and thanks.三维目标知识目标1. Get students to learn some useful new words and expressions in the listening passage.2. Let students learn the following expressions: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.能力目标1. Enable students to catch and understand the listening materials.2. Develop students’ ability to get special information and take notes while listening.3. Get students to learn and use the expressions of making phone calls, invitations and thanks. 情感目标1. Enable students to know more about festivals and love their life.2. Develop students’ sense of group cooperation and teamwork.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some students to translate some sentences using modal verbs.1)我们中有些人现在会用电脑, 但我们10年前不会用。
深圳市富源学校高中部课时教学案 人教 模块3 Unit 1 period5
班级
学科
英语
时间
3 月 2 日 星期5 第 节
课题
Unit 1 Festival around the world
period 5 Grammar -----the modal verbs
教学目标
1.Review the new words appearing in the last two periods.
答案：1. can2. will3. can’t4. mustn’t/shouldn’t5. Could6. must7. would8. may/might
答案：1. musthavefallenasleep2. mightgoout3. shouldbe4. mustn’tplaywith;mayhurt5. Mustyouplay
教学过程
课题导入
Teaching Methods:
1.Practice and consolidate the words learned in the last two periods.
2.Giving examples to explain the difference between “must” and “have to” and the difference between “mustn’t” and “don’t have to”.
3.Do following sentences with modal verbs.
1. You’ve been working all day. You ______ be very tired.
2. I wonder who that is. It _______ be Lisa. She’s in the library at this time.
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班级ቤተ መጻሕፍቲ ባይዱ
学科
英语
时间
2 月 28 日 星期3 第 节
课题
Unit 1 Festival around the world
period 3Reading（2）
教学目标
1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural European custom awards watermelon handsome rooster admire look forward to religious as though have fun with daily
T: Read the text loudly for a second time and them try to tell if these sentences are True or False.
1. The ancient people needn’t worry about their food. ( F )
5.Easter celebrates the birth of Jesus. ( F )
3.Reading and discussion
T: Read the text a third time and then work impairs to do Exercise 2 on Page 3.
( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their own experiences.)
2.To enable the students to know the earliest festivals with reasons for them and four
different kinds of festivals that occur in most parts of the world
教具
教学过程
课题导入
StepⅠRevision
1.Greetings.
2.Review the new words of this part.
3.Check the students’ homework---festivals
教
学
环
节
StepⅡReading
1.Scanning
T: Open your books and turn to page one. I’d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3.
T: Now I will discuss some important sentences and phrases in the passage.
a.Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.
4.Explanation
(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)
3.To enable the students to master some English expressions and phrases about festivals.
重点
1.Teach the basic reading skills: skimming and scanning.
难点
2.Try to compare and make conclusion s of different festivals.
f.The country is covered with cherry flowers so that it looks as though it might be covered with pink snow.
StepⅢListening
T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).
2.Intensive reading
( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)
b.In memory of
c.In India there is a national festival on October 2 to honor Mahatma Gandhi, the leader who helped gain India’s independence from Britain.
( Ask the student to look through the questions and then read the text silently.)
( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)
课堂
小结
教学反思
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.Mid-autumn Festival is held to celebrate the end ot autumn( F )
d.People are grateful because their food is gathered for the winter, and because a season of agricultural work is over.
e.The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.