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2017-2018学年北师大版高中英语必修3全册教学案含答案

2017-2018学年高一英语(北师大版) 必修三全册教学案Killer whales have the secondheaviest brains among marine mammals (after Sperm whales, which have the largest brain of any animal). They can be trained in captivity (囚禁；关押) and are often described as intelligent, although defining and measuring “intelligence” is difficult in a species whose environment and behavioral strategies are very different from those of humans.Killer whales imitate others, and seem to deliberately teach skills to their kin. Off the Crozet Islands, mothers push their calves onto the beach, waiting to pull the youngster back if needed.People who have interacted closely with killer whales offer numerous anecdotes demonstrating (证明) the whales' curiosity, playfulness, and ability to solve problems. Alaskan killer whales have not only learned how to steal fish from Iong lines, but also have overcome avariety of techniques designed to stop them, such as the use of unrated (未分级的；未征税的) lines as decoys. Once, fishermen placed their boats several miles apart, taking turns retrieving (恢复；取回) small amounts of their catch, in the hope that the whales would not have enough time to move between boats to steal the catch as it was being retrieved. A researcher described what happened next: The killer whale's use of dialects and the passing of other learned behaviours from generation to generation have been described as a form of animal culture.Section_ⅠWarmup__&_Lesson_1_—_Prereading[原文呈现]VIKING VOYAGES①TO AMERICAThe Vikings②were the first Europeans to reach America③. They achieved④this long before⑤Columbus ever set sail⑥.The Vikings were a group of people whose ancestors⑦came from Scandinavia⑧. They controlled the seas and coasts of Northern Europe between the 8th and 10th centuries AD⑨. By around 900 AD, there were many places in Northern Europe where the Vikings chose to live⑩. In 982 AD, when a man called Eric the Red⑪decided to set sail further⑫west, there were as many as 10,000 Vikings living in Iceland ⑬.[读文清障]①voyage/'vɔIIdʒ/n．航海；航空②Viking/'vaIkIŋ/n．维京人，北欧海盗③名词中心词被序数词或the last 等修饰时，其后通常用动词不定式作后置定语。

新教材北师大版高中英语必修第三册全册精品教学课件(共620页)

2．The...are just amazing.They are all very...
那些……太棒了。他们都很…… [仿写] 那些音乐家/歌手/演员/舞蹈演员/画家/乐队太棒了。他们都很有才华/专业/出色/有创造力。 The _m__u_si_c_ia_n_s_/_si_n_g_e_r_s/_a_c_to_r_s_(_a_c_tr_e_s_se_s_)_/d_a_n_c_e_r_s/_p_a_in_t_e_rs_/_b_a_n_d_s__ are just amazing. They are all very _ta_l_e_n_te_d_/_p_ro_f_e_s_s_io_n_a_l_/f_a_n_ta_s_ti_c_/c_r_e_a_ti_v_e_____.
Section Ⅲ Lesson 2
Section Ⅴ The rest parts of the unit
Unit 8 Green Living
Section Ⅰ Topic talk Section Ⅳ Lesson 3
Section Ⅱ Lesson 1
Section Ⅲ Lesson 2
Section Ⅴ The rest parts of the unit
贝多芬是最著名的古典音乐作曲家。 3．As far as I’m concerned, music is the source of joys and inspiration in life.
就我个人而言，音乐是生活中快乐和灵感的源泉。
4．Moreover, listening to some soft music does relax your mood and give you a new start. 而且，听轻音乐的确能使你心情放松，给你一个新的开端。

北师大版高中英语必修三教案

北师大版高中英语必修三教案北师大版高中英语必修三教案课程名称•北师大版高中英语必修三教案主题•教学目标•教学重点•教学难点•教学准备•教学过程•教学方法•教学评价•教学反思教学目标•通过本课的学习，学生能够掌握以下内容：–听力技巧–阅读理解技巧–语法知识–口语及写作能力•培养学生的学习兴趣和自主学习能力教学重点•重点学习本课的科目和语法知识•培养学生的听力和口语能力教学难点•解决学生在文章理解、语法使用等方面的疑惑•引导学生运用所学知识进行口语和写作练习教学准备•教材：《北师大版高中英语必修三》•多媒体设备•教具：PPT、黑板、课件等教学过程1.导入：–利用课件或黑板上展示相关图片或问题，引起学生的兴趣和思考，为本课的学习做铺垫。

2.听力训练：–播放与本单元相关的听力材料，要求学生仔细听并尝试回答问题，培养学生对听力材料的理解能力。

3.阅读理解：–讲解本单元的阅读材料，引导学生掌握阅读策略和技巧，例如划线标记关键信息、略读或扫读等。

4.语法学习：–介绍本单元的重点语法知识，并通过例句进行讲解和练习，帮助学生掌握语法规则和用法。

5.口语练习：–设计与本单元主题相关的口语练习活动，鼓励学生用所学知识进行表达，提高口语流利度和准确性。

6.写作训练：–引导学生写一篇与本单元主题相关的短文或作文，要求学生运用所学的词汇和语法知识进行写作练习。

7.课堂小结：–总结本节课的重点内容，让学生对所学知识有个整体性的认识，巩固学习成果。

教学方法•问答互动法：提问学生，引导学生思考和回答问题。

•情景模拟法：通过模拟真实情境，让学生进行口语表达练习。

•合作学习法：组织学生进行小组讨论、合作学习，促进信息交流和互动。

教学评价•通过观察学生的课堂表现、听力、阅读和口语练习情况等，进行评价。

•批改学生的书面作业和口头表达，给出建议和指导。

教学反思•反思教学过程中的不足和问题，如何提高学生的学习积极性、防止学生对学习内容的厌烦等。

北师大高一英语必修三全单元教案

Unit 7 The Sea教材分析I．涉及内容本单元内容主要围绕海洋展开,主要涉及：海洋探险的故事；海洋污染的现状、缘由及危害；对海洋动植物；相关的海洋故事;II．教学目标1.知识目标：2.语言技能：3.情感态度目标：学习探险家勇于探索的精神,培养开创意识；培养环境意识,自觉维护人类赖以生存的环境4.文化意识目标：了解中、西方海洋探险及探险家的事迹；了解海洋动植物、海洋资源、海洋污染等,增强环境保护意识III．教学重点和难点1.教学重点：1 本单元的生词和短语2 where, when, why, prep. + which/whom3 表示比较的形容词定语从句2.教学难点：1对海洋及环境保护话题的询问和要求做出恰当的反映2运用表达个人观点和见解的交际用语IV. 教学计划：本单元分为六个课时：第一课时：Warm-up第二课时：Lesson 1第三课时：Lesson 2第四课时：Lesson 3第五课时：Lesson 4第六课时：Communication workshopV．教学步骤：Period 1 Warm-upTeaching Goals:1. learn the new words of this part.2. To arouse Ss’ interest in the sea.Teaching Procedures:Step 1. Leading-in:Show some pictures about the film: Finding Nemo.This is a story about sea. Show some pictures about sea and the animals in the sea.Step 2. Warming upExercise 1.Listen and match the four sea sounds with the photosExercise 2.Let Ss read the Key Words and discuss which activities they know, which they can guessand which they need to look up in the dictionary.In pairs, Ss discuss which activities they do and which they would like to do or would not like to do and where they could do them.The pairs report back to the class about what they would like to do and where. Ss see if there are any activities that nobody in the class has done.Exercise 3. Ss listen to find out which activity each person is talking about and not to worry about understanding every word. Listen twice if necessary.Exercise 4. Ss read the key words and then listen again. Let Ss find which key words does each speaker use to describe their activity.Step 3. PracticeAsk Ss to think of a sporting activity they do and to choose some adjectives to describe how it feels. Ss discuss their activities in pairs.Step 4. HomeworkPreview Lesson 1.Period 2 Lesson 1 The Sprit of ExplorerTeaching goals:1. To practise reading for specific information.2. To practise using relative clauses with when, where and why.3. To practise using relative clauses with prepositions and relative pronouns.4. To review and consolidate the relative pronouns.Teaching procedure:Step 1. Leading-inLet Ss discuss who arrived in America first, using their knowledge fromhistory class.a Christopher Columbusb Ancient Greeksc Chinese sailors dVikings. And then let student discuss other people they know, who have lived or arrived in America. Let student guess the meaning of the words listed and find Chinese meaning on page 108. Then if possible, elicit more discussion about these places, such as location, climate, people and their lives.Step 2. Reading1. Have Ss look at the map on page 8&9 and then encourage Ss to scan the textto find out about the Vikings’ three major discoveries.Get Ss to read the text again for specific information about the three discoveries. Then in pairs, complete the table in Exercise 3 with the information they get. Check the answers and then get Ss to read the text aloud.2. Encourage Ss to work in pairs and ask as many questions about the text as they can.In pairs, do Exercise 4 with the given questions and their own questions. Check the answer in class.Step and phrases1. Do exercise 6 on page 92. Phrases:1 They achieved this long before Columbus ever set sail.早在哥伦布启航前,他们就已经到达那里了;set sail 启航set about doing sth. 开始做某事The government must set about finding solutions to the pollution problems.2 According to the old stories of Iceland and Norway, Eric and Red was forcedto leave Iceland because he had committed a murder, for which he got into trouble.根据冰岛和挪威的传说,埃里克雷德因为一起谋杀案而惹上麻烦,并被迫离开冰岛;according to…根据,依照Do the experiment according to what your teacher tells you to.get into trouble…陷入困境,陷入麻烦Do not go to computer rooms, or you’ll get into trouble.3 He persuaded some people to go back with him to Greenland.他说服一些人和他一起回到了格陵兰岛;persuade sb. to do sth. 说服某人做某事persuade sb. not to do sth 说服某人不做某事persuade sb. into doing sth 说服某人做某事persuade sb. out of doing sth 说服某人不做某事talk sb. into doing sth 说服某人做某事talk sb. out of doing sth 说服某人不做某事persuade sb. of sth. 使某人信服某事He persuaded me into majoring in physics.I persuaded her not to go hiking with him. = I persuaded her out of going hiking with him.How can you persuade them of the advantages of solar cars4 Not long after Eric the Red had landed in Greenland a man called Biarni setsail from Iceland in search of Eric’s party.埃里克雷德登上格陵兰岛后不久,一个叫比阿尼的人就从冰岛起航寻找埃里克一行人;in search of… = in the search for…寻找,寻求search sb./ some place 搜查某人/某处search for sth./sb. 寻找；寻求某物/某人The family were running from street to street in the search for the lost child. The policeman was searching the man for drugs.The army were searching the ruins for survivors.Step 4. Grammar: Relative clauses21Let student read the sentences in Exercise 7&8, and direct them to find what the italic words refers to and how where, when and why can be used.Relative adverbs where and when can be used to give information about places and time. After the word reason, we can use why in relative clauses.2Let Ss do Exercise 9, and find out how prepositions and pronouns work together in the sentence. Then, let Ss discuss why there are prepositions before relative pronouns and how to choose the right preposition. Relative pronouns can be used as the objects of prepositions. Usually we use prepositions before which and whom: preposition + which/whomLet student think which words are used to join two sentences together and then go to Grammar Summary 1 on page 92 for more information about the rules.3Let Ss do Exercise 10&11 individually and then check the answer.Step 5. Language in UseWork in groups and write about a famous event or a famous person in history. Try to use relative clauses when, where, which, who… in description. Encourage some groups to read their description to the class. The others listen and counthow many relative clauses the group has used and whether they used them correctly. Example: “I have a dream ”, which was a speech made by Martin Luther King, is one of the most famous in American history…Homework:Review Relative ClausesPeriod 3 Lesson 2 Protect the SeaTeaching goals:1. To practise listening for specific information2. To practise using abbreviation for notes3. To practise showing that you are following what the other person is saying and give opinion.Teaching procedure:Step 1. Leading-inThe Earth’s seas and oceans receive the burnt of human waste, whether it is by deliberate dumping or by natural run-off from the land. In fact over 80% of all marine pollution comes from land-based activities and many pollutants are deposited in estuaries and coastal waters.1 Let Ss discuss these questions: How do people use the sea How is the sea important to people Example: People catch fish in the sea. There are many more things that we can find for food in the sea.let as many Ss as possible to repot their results to the class.2 let Ss think what is sea pollution Find the meaning of these key words and let Ss use them to talk about the issue.Key words: pollute, pollution, over-fishing, industrial waste, agricultural, waste, plastic, oil, chemicals, rubbish, deal with a problem, ban Have Ss work in pairs to discuss different kinds of sea pollution and make a list from their findings. And then let Ss to report their results to the class. Step 2 listen to learn.Exercise 3: Let Ss listen to the conversation and get the general idea of it: What is Zhi Hong’s project about And then read the listening strategies with the class. Review the strategies for listening for specific information with Ss. Elicit examples of situations from real life in which people listen for specific information, . listening to the weather forecast, listening to announcements at stations and airports. Tell Ss we can use abbreviations when taking notes. Draw Ss attention to the technique of using the first few letters of a word Sat. Prof…Exercise 4: Get Ss to look at the table first and then point out that theyneed to listen for specific information to complete the table. Divide the conversation into two parts: in the first part, let Ss concentrate on the two problems and the reasons for them; In the second part, let Ss pay attention to the solutions to problems. At last, play the conversation again and ask Ss to give their opinions about different reasons for sea pollution. Encourage them to make suggestions for preventing sea, river and lake pollution.Exercise 5: let Ss read the Function File and see if they can guess the missing expressions from the box. And then, let Ss listen again and see if they are correct. Step 3: Pronunciation: showing interesting ⅠLet Ss listen to the conversation and make a note of whether the listener is interested or not. Check the answer and listen again, pausing after each item. Step 4: Writing and speakingExercise 7:Ask Ss if they would like to do a project about the sea. Get them to look at the subjects and discuss in groups which subject they would like to choose from. Then, read through the questions below and elicit suggestions for each of them so that each of them has some ideas to start with. At last, let Ss write notes about the subject they have chosen.Subjects: sea animals, water sports, history of sea travel, ports, sea fishing, science and the sea.Questions: Which subject are you interested inWhat do you already know about the subjectWhat do you need to find out about the subjectHow can you find out more about the subjectsHow will you present your projectExercise 8: Let Ss read through the example dialogue, drawing attention to both the question forms and the responses. Then, let Ss work in pairs and take turns to interview each other. At last, let someone tell the class some of the most interesting tings about their partner’s project about the sea.Step 5. HomeworkReview lesson 3: The Sea WorldPeriod 4 Lesson3 The Sea WorldTeaching goals:1. To get familiar with descriptive texts2. To practise using sea animal vocabulary3. To practise using comparative and superlative structures.Teaching procedure:Step 1. Leading-inWater covers about 75% of the earth’s surface. In it swim billions of fish from over 25000 species. These fish can be tiny or huge. They can be round, box-like, or long and slim.Let Ss looking at the pictures and identifying the fish and animals. Ask Ss if any of them know other animals which live in the sea.Step 2. ReadingElicit the title of each section of the brochure and ask Ss which sections they think will be more interesting for them. Then, let Ss skim the brochure quickly and concentrate on the sections that appeal to them. At last, let Ss read the context again, then, check the answer of exercise 2&3.Exercise 2. Read the brochure. Find where you can see these things in Underwater World:1. fish which use a light to attract food Virtual Reality Voyage2. dolphins in performance Sea Theatre3. fish that appear to fly in the water Ocean Floor4. sea creatures that children can touch Discovery Pool5. a big iceberg Polar WorldExercise 3. Let Ss read aloud the first example with as many expressions as possible. Then, let Ss read the other comments and match them to the areas of the aquarium. At last, check answers.Answers: 2. polar world 3. discovery pool reality voyageRead the text again and pay attention to the linking words used to contrast different ideas or opinions but/ on the one hand/ on the other hand/ however and ask Ss to translate them into Chinese.Step 3. voice you opinionLet Ss discuss which part of the “Underwater World ” they would like to visit and why. Then, encourage some groups to report their results to the class. At last, ask Ss if they have ever been to a similar aquarium or sealife center-if so, encourage them to tell the class what it was like.Step 4. Grammar: comparison of adjectivesFirstly, review the comparison by asking Ss to find all the examples of comparison in the brochure. Secondly, read the uses a-c, and match them with sentences1-4 . And then let Ss do Exercise 6 in pairs. At last, ask Ss to read Grammar Summary 2 for reference.1 同级比较往往由"as + 形容词/ 副词的原形 + as"的句式表达；当然也要注意它的否定形式;第一个as的前面可以加上表示倍数的词、或是某些副词修饰语：twice , three times , nearly , almost , just , exactly , not nearly根本不, by no means 绝不, quite 等等;例如：Asia is four tomes as large as Europe. 亚洲有欧洲的四倍大亚洲比欧洲大三倍;James is not nearly as tall as Robert. 詹姆斯根本没有罗伯特高;Cast iron is almost as useful as steel. 铸铁差不多与钢一样有作用;She hasn't been quite so unlucky as she pretends. 她还没有象她常装出的那样不幸2 "比较级 + than"引导不同级的比较;"比较级" 前同样可以加倍数或程度副词, 如：far远,even甚至,much许多,still更,还,a lot许多,a little / bit一点,rather相当地,slightly略微,not any不再,three times …三倍、……,等等;不同级的比较主要用于表示人与人、事物与事物之间不同之处的比较,其意义为"A比B更怎么样一些";例如：They worked even harder than they promised. 他们工作得比他们答应的还要卖力;This street is narrower than that one. 这条街比那条街窄一些;This book is far more interesting than that one. 这本书比那一本有趣多了;You've been working much harder than I have. 你一直比我工作得努力多了;She came even earlier than I asked him to.她来得甚至比我叫她来的时间还要早;3 比较级中的两个特殊作用的结构是：the + 比较级 + 句子,the + 比较级 + 句子 ;和比较级+ and + 比较级 ;前一个句型结构表示的意义是"越怎么样就越怎么样",在这个结构中的两个"比较级"不要求一定词性相同,它们各自的词性要依句子的需要而定；后一个句型结构表示的意义是"越来越怎么样",在这个结构中的两个 "比较级"则要求词性相同;例如：The harder you work at your study, the better academic records you will have.你学习越努力,你的成绩就越好;The more we have, the more we want. 人欲无穷;When winter is coming , it gets colder and colder .冬天来临,天越来越冷了;He became less and less satisfied with the football team's performance.他对足球队的表现越来越不满意了;4 形容词的最高级前一般必须有定冠词the, 这种结构的一般表达方式是最高级 + 表示范围的状语,其意义是"某人、某事在某个范围内最……";使用这种结构时我们应该注意,形容词的最高级前面一般说来要加用定冠词the ,而副词的最高级前面的定冠词往往可以省略;例如：He is the tallest of the three boys. 那三个男孩中他最高;That is the biggest lake in our province. 那是我省最大的一条湖;Joe runs fastest in our school .桥在我们学校跑得最快;Let Ss do exercise 7, 8&9. And then check the answer.Answers:Exercise 5 :Exercise 6 :Exercise 7 : 1. smaller 2. the most intelligent 3. The biggest friendliest 5. better 6. the easiest 7. the most popular Exercise 8 : 1. This boat is more expensive/ faster / more comfortable.This boat is smaller / cheaper.2. This man is younger/more handsome/heavier/stronger.This man is taller/ thinner.Exercise 9 : height, length, the biggest, length, as much as.Step 5 language in useKey words:intelligent, hairy, fast, slow, common, friendly, dangerous, big, small, colorful, beautiful, ugly, noisy, heavy.Let Ss go through the Key Words, asking Ss to suggest an animal that demonstrate each quality. Then, each Ss thinks of an animal and writes down some notes to help when describing it. At last, Ss take turns to describe and guess their animals, using comparative structures.Step 6. homework1. Ss work in groups, writing a paragraph comparing two places in their town or area, . two restaurants/ cinemas/ schools/ football teams/ parks/ sports centres/ supermarkets. Then, the group read out their paragraphs and see if the rest of the class agree with them.2. preview lesson 4: Sea StoriesPeriod 5 Lesson 4 Sea StoriesTeaching goals:1. To read sections of a story and sequence then use prediction strategies and linking words.2. To use linking expression related to time and sequence.3. To use wordbuliding techniques to form nouns, verbs, adjectives and verbs. Teaching procedure:Step 1. Leading-inLet Ss discuss the films listed, saying what they are about and giving their opinions of them. Then discuss any other films in which the sea is importantTitanic, Waterworld, Jaws, The Piano, Treasure Island, The Day After Tomorrow Example: I’ve seen Jaws. It’s about a dangerous shark. It’s very frightening. And then let Ss look at these words below in the pictures:barrel, cloud, fisherman, fishing boat, moon, wave, whirlpoolStep 2. Read to learnⅠ.Reading Strategies: sequencing1. Look at the pictures and decide which shows the beginning, middle andend of the story.2. Read each paragraph. Pay attention to the linking words. They often helpyou decide the order of events, . one day, suddenly, in the end.3. Decide a possible order for the paragraphs.4. Read them in that order to see if the story makes sense.Use the strategies to put the paragraphs in correct order: B A CⅡ. Let Ss read the story again and answer these questions:1. Why did the writer’s younger brother fall into the sea2. Why did the boat go towards the whirlpool3. Why did the writer tie himself to a barrel4. Why didn’t his brother do the same5. Why did his old friends not recognise himⅢ. Language points:1 All at once, the sky was covered with dark clouds and in less than a minutewe were in a terrible storm.all at once = suddenly 突然；忽然be covered with… 被……覆盖着通常指被具体的事物覆盖. The dishes were covered with a piece of cloth.be covered by… 被……覆盖着通常指被笼统的或数量大的事物覆盖. Most of land is covered by water2 In the end, a boat picked me up.pick up = collect救起,捡起,拾起. Pick up the pieces of paper on the floor, please.pick up = learn, get something学到,听到,获悉. He picked up English while working in America.See if you can pick up anything about the future plan.pick up = let somebody into a vehicle搭载;得病. I am now at the school gate. Can you come and pick me up to the park Don’t travel to that area, or you may pick up bird flu.Ⅳ. Do exercises6. Read the words to the class and ask them what function these words have. They all give information about time or sequencing . Ss work individually completing the text. They can compare answers with their partner before checking the answer.Step 3. vocabulary: WordbulidingⅠDivide Ss into three groups. Each group studies one section of the story to find words describing feelings. And then, the groups report back to the class and the words are written on the blackboard.Ⅱ. Let Ss study the table and see if they can guess what the other forms of the word are. Then, they can read the text and see if their guesses are right. At last, do exercise 9.Step 4. speakingAs a whole a class, discuss ideas for each of the four situations, eliciting as many suggestions as possible. Then, Ss can report back to the class and Ss can decide which is the best action for each of the situations.Answers: uncommon, length, luckily, dead, unsafe, unclear, scientists, unable. Step5. HomeworkWrite a story containing all the linking expressions: one day, then, suddenly, when, afterwards, in the end.Period 6 Communication WorkshopTeaching goals:1. To write a report about a tourist attraction.2. To practise using linking words of contrast.3. To prepare for and take part in a public debateTeaching procedure:Step 1. Leading-inThe model report shows the style of reports in British English: use of formal language, use of umbers and letters to outline the main and subsidiary points, clear structure with a statement of things in favor, a statement of things against and a conclusion.Exercise 1. let Ss work in pairs and make comments about aquarium. And then, make similar comments about their town or their school.Step 2. Writing: A ReportRead the instructions and make sure Ss understand the task. Explain that Ss do not have to understand every word to carry out the task. Then, let Ss read the report and match the paragraphs with the headings. At last, check the answers.Point out the heading of the report: what information does it give How is this heading different from that of a formal letter Make Ss aware of how clearly the information is recorded. A good report should have a very clear structure and use very clear language.Stage 1: Talk about some of the tourist attractions in your area, . a zoo, a national park, a museum, a skating rink. And then choose one attraction for each person.Stage 2:Prepare a list of the good points and bad points of your attraction.Good points: modern buildings / latest technologybeautiful coralamazing icebergeducational –good for small childrengood picnic areaBad points: too many fish in a small areadolphin show cruelwait too longcafé food not very goodpoor sound quality in the virtual reality show Stage 3: Plan paragraph like this: general description→list of good points →list of bad points→conclusionStage 4: Read through the report and check it.Example:We think the Olympic Park is a great place to go because it not only has fantasticstadiums for Olympic Games but also has many beautiful gardens.Step 3. listeningListen to someone giving his opinions of the plans, and judge which of these people do you think he is.an unemployed person with childrena local shopkeeperthe owner of a fishing boatsomeone who has just bought a cottage in Dolwyn BaySomeone from the oil companyStep 4. Speaking: Public DebateIf you prepare for and take part in a debate. Follow these stages: stage 1. Choose different roles and write notes about his/her opinionsstage 2. Give your own opinionsStage3. Take turns to give opinion.Read through the example with the class and point out how one speaker states his/her case before the next speaker agrees or disagrees and then goes on to state his/her case. Remind Ss that this is a “public debate”, not an informal conversation among friends. Each person is allowed to finish what they want to say before the next person speaks. In groups, Ss take turns to give their opinions. When everyone in the group has spoken, the group has a general discussion and tried to reach agreement.Step 5. songLet Ss read through the text and guess the missing words. Then, let Ss listen to the song and complete the text.Ask further questions: what is the situation in the song Where is the person going Who is he going to see Is the person really sailing And then let Ss discuss what images are used to express the idea of “returning”“feeling unhappy” “having difficulties”Step 6. Homework:1. Review unit 72. Preview unit 8。

高中英语新北师大版版精品教案《北师大版高中英语必修3 Lesson 4 Journey to the Antarctic》77

教学内容分析
本单元话题为adventure，本节课为单元中的第4课，主要讲述Ca
e a burden to the team, o he waed out of the tent and died aone
5 Re
ing home with the nowedge that a comained aboard the Terra Nova, ferring ueaurement
The Race to the
unden团队竞赛中的细节信息以及在回程中遇到的困难、所做的事情和每个人的遭遇，培养学生的获取信息、处理信息的能力。
2．针对教学实施，课程标准提出：在教学中应增加开放性的学习活动和探究性的学习内容，使学生有机会表达自己的看法与观点。在本节课的阅读活动后，教师设计开放性的学习讨论活动，学生四人小组讨论Scott与他的探险。在讨论过程中，学生可以充分依据阅读中的事实信息，发表自己的见解。
3．课程标准同时提出：高中英语课程关注学生的情感，树立正确的人生观、世界观和价值观。本节课ห้องสมุดไป่ตู้题为“英雄”，通过之前阅读活动中对文章人物的感性认识到之后输出活动中对人物性格的深层次探讨，学生读到的不光是一个故事，更是对“英雄”这一概念的进一步了解和思考，对比英雄的事迹，更能发现自己的不足。
教学背景分析:

高中英语新北师大版版精品教案《北师大版高中英语必修3 Lesson 4 Sea Stories》9

Modue 3 Unit 7 The Sea Leon 4 Sea torie—— b GuweiI Anai of the materiaThi i the fourth eon in thi unit which i focued on the ea In thi eon, the tor of a fiherman i tod It main te about how the man urvived a vioent torm on the ea A the eanwhie, we wor out the meaning of imater ome of the ue2 In the diaterSteae an interview about the victim’ eebod ou now, which can be from boo, fim, the new or the Internet StemarBe a wie torteer, and ou wi reaeworWrite down our tor and we wi vote for the bet torteerVIII Teaching RefectionTo be written immediate after caStudent Sheet1 Read the tor carefu and chooe the bet anwer to each quetion1 Wh did the writer’ ounger brother fa into the eaA Becaue the terribe torm made him fa from the boatB Becaue an enormou wave covered their boatC Becaue the horion wa covered with a coudD Becaue he wa on the edge of the whir forced the boat to go toward the whiref to a barreA Becaue he wanted to ue the barre to he foatB Becaue he wa in the terribe torm and fe overboardC Becaue hi boat an into the bottom of the whiref to a barreA Becaue he wa going round in circe at a greatA Becaue he changed hi cotheB Becaue it too e than a inge da to change hi hair from bac to whiteC Becaue it wa too dar to ee hi face cearD Becaue hi od friend hadn’t een him for a ong time。

新教材北师大版高中英语必修第三册全册精品教学课件(共452页)

◆单句语法填空（1）In spite of all the problems，several of the players produced excellent
performances （perform）. （2） Your performance（perform）as a student will be excellent if you develop a habit of reflecting on （思考） how you learn. （3） The scientist was performin（g perform） a research. He found this insect contained a powerful drug. （4） The performer is good at performing comedies.（perform） ◆单句写作（5） The doctor decided to ___p_e_rf_o_rm___a_n__o_pe_r_a_ti_o_n__（动手术） on the patient at once. （6） Catherine___p_e_rf_or_m__s_a_n__ _i_m_p_o_r_t_an_t__r_o_le__ __i_n____（在…… 中起重要作用）our organisation. （7） The engine seems to be __p_e_r_fo_r_m_in_g_w__e_ll___ （运转正常）.
词汇六 stage n. 舞台；讲台；阶段 ◆教材原句 stage design 舞台设计 ◆要点必记 growth stage 成长期；成长阶段 primary stage 初级阶段 set the stage 设置舞台布景；做好准备 set the stage for 为……做好准备 take the stage 登台表演 ◆误区警示 stage 后的定语从句常用 where 引导， stage 在这里表示抽象的地点。类似的词还有 situation， point，case 等。

高中英语新北师大版版精品教案《北师大版高中英语必修3 Lesson 1 On Your Bike》4

教学设计
Unit 9 Leon 1 On Your Bie
安徽省宿松县程集中学王磊
教材分析
本课是第9单元的第1课，主课文介绍了阿姆斯特丹白色自行车的发展过程。

本课的教学设计分为两个课时。

第一课时侧重对课文的理解，引导学生理出事件的发展脉络，提取文章的主要信息和细节信息，并在整理信息的过程中，引导学生发现分析问题和解决问题的思维过程，最后结合课文的信息和语言进行输出性活动。

第二课时在对课文进行复习的基础上，引入本课的重点内容——现在完成进行时，通过分析例句，体验、发现并总结该语法的形式和语意功能，并在不同层面的活动中，进一步体会该语法的语意功能，最后初步运用现在完成进行时进行表达。

第二课时的难点在于理解现在完成进行时的语意功能，而不是语言形式。

在目前阶段，学生能够运用这一语法解释重复或持续性动作对目前造成的影响即可。

教学内容
话题：阿姆斯特丹白色自行车的发展过程（阅读）
词汇：重点词汇：benefit, fat, convenient, convenience, therefore,。

北师大版高中英语必修三教案(一)

北师大版高中英语必修三教案(一)教案：北师大版高中英语必修三Unit 1：Festivals around the worldLesson 1：What festivals are there in China?•Objectives–Introduce and discuss different festivals in China–Develop students’ listening and speaking skills–Improve students’ cultural awareness•Warm-up–Show pictures of different Chinese festivals and ask students if they have heard of them–Discuss with students what they know about these festivals•Pre-reading–Introduce the topic of festivals in China–Ask students to brainstorm and write down the names of Chinese festivals they know•While-reading–Play a listening audio about Chinese festivals–Ask students to listen and fill in the missing information in the listening text–Discuss the answers as a class•Post-reading–Divide students into groups and assign each group a different Chinese festival–Ask each group to research and prepare a short presentation about their assigned festival,including its history, traditions, and significance •Follow-up–Have each group present their findings to the class –Encourage class discussion and questions about the festivals•Homework–Ask students to write a short essay about their favorite Chinese festival and why they like itLesson 2：What are the differences between Western and Chinese festivals?•Objectives–Compare and contrast Western and Chinese festivals–Develop students’ reading and writing skills–Enhance students’ cross-cultural understanding •Warm-up–Ask students to discuss in pairs the festivals they have celebrated or attended in both China andWestern countries–Share some responses as a class•Pre-reading–Introduce the topic of Western festivals and their differences compared to Chinese festivals•While-reading–Provide students with a reading passage comparing Western and Chinese festivals–Ask students to read the passage silently andunderline the differences mentioned–Discuss the differences as a class•Post-reading–Divide students into groups and assign each group a different Western festival–Ask each group to research and prepare a short presentation about their assigned festival,focusing on the similarities and differences withChinese festivals•Follow-up–Have each group present their findings to the class–Encourage class discussion and reflections on the cultural exchange between Western and Chinesefestivals•Homework–Ask students to write a comparative essayhighlighting the similarities and differencesbetween a Western festival and a Chinese festival Unit 2：Life in the futureLesson 1：What does the future hold?•Objectives–Discuss and speculate about future technologies and lifestyles–Develop students’ listening and speaking skills–Improve students’ ability to use conditionals and future tenses•Warm-up–Engage students in a discussion about theirpredictions for the future–Encourage them to share ideas about technological advancements and changes in daily life•Pre-listening–Introduce the topic of the lesson and elicit some vocabulary related to technology and lifestyle •While-listening–Play a listening audio about future technological advancements–Ask students to listen and complete a table with the information provided–Discuss the answers as a class•Post-listening–Divide students into pairs and ask them to discuss their predictions for one specific aspect of thefuture mentioned in the listening text–Encourage them to use conditionals and futuretenses in their discussion•Follow-up–Ask a few pairs to share their predictions with the class and promote class discussion and feedback •Homework–Ask students to write a paragraph describing their own ideal future and the technologies they believewill existLesson 2：How will future cities look?•Objectives–Discuss and describe the characteristics of future cities–Develop students’ reading and writing skills–Enhance students’ ability to use descriptivelanguage•Warm-up–Show pictures or videos of modern cities and ask students to describe their current characteristics –Discuss with students what they like and dislike about cities•Pre-reading–Introduce the topic of future cities and brainstorm ideas on how they might look and function –Elicit vocabulary related to urban development and technological advancements•While-reading–Provide students with a reading passage about future cities and their features–Ask students to read the passage and underline the key characteristics mentioned–Discuss the characteristics as a class•Post-reading–Divide students into pairs and ask them to imagine and describe their own ideal future city,incorporating the characteristics discussed in thereading passage–Encourage students to use descriptive language and explain the rationale behind their choices•Follow-up–Ask a few pairs to present their ideas to the class and promote class discussion and feedback •Homework–Ask students to write a descriptive essay about their own ideal future city, providing detailsabout its features and explaining their choices ※ Note: This is just a sample outline for two lessons. You can adapt and expand it based on your specific teaching requirements and students’ needs.。

北师大版高中英语必修3全册导学案

北师大版高中英语必修3全册导学案第一单元 What a great world！教材内容本单元讲述了关于大自然、环保和生态旅游的话题。

主要内容包括：大自然为人类带来的好处，环保的意义及行动，生态旅游的概念、好处和局限。

教学目标通过本单元的研究，学生应该能够：- 了解大自然为人类带来的好处并感受到自然美的力量- 了解环保的重要性，掌握一些环保的基本知识和技能- 了解生态旅游的概念、特点和好处- 通过阅读、写作、听力和口语训练，提高语言能力和交际能力教学重点- 大自然为人类带来的好处及其意义- 了解环保的重要性，了解环保的基本知识和技能- 生态旅游的概念、特点和好处教学难点- 如何准确地描述大自然的美和力量- 如何鼓励学生行动起来，为环保贡献自己的力量- 如何让学生从生态旅游中得到更多的收获教学方法本单元既重视学生的语言能力和交际能力的培养，又注重学生的生态环保意识的提高。

在教学过程中，老师应采用多种教学方法，如阅读教学法、讲授教学法、讨论教学法、听力教学法、演讲教学法、写作教学法和实践教学法等。

研究建议- 在掌握基本知识的基础上，多做练，尤其是口语和写作练- 多参加有关环保和生态旅游的活动，了解最新科技和理念- 多与他人交流，分享自己的思想和见解总结本单元是高中英语必修3全册的第一单元，主要介绍了大自然、环保和生态旅游的话题。

通过阅读、写作、听力和口语训练，学生可以提高语言能力和交际能力，掌握环保知识和技能，了解生态旅游的概念和好处。

建议学生在学习过程中积极思考，抓住重点，提高自己的学习效果，为未来的发展奠定良好的基础。

北师大版高中英语必修3精品教学案

Killer whales have the second-heaviest brains among marine mammals (after Sperm whales, which have the largest brain of any animal). They can be trained in captivity (囚禁；关押) and are often described as intelligent, although defining and measuring “intelligence” is difficult in a species whose environment and behavioral strategies are very different from those of humans.Killer whales imitate others, and seem to deliberately teach skills to their kin. Off the Crozet Islands, mothers push their calves onto the beach, waiting to pull the youngster back if needed.People who have interacted closely with killer whales offer numerous anecdotes demonstrating (证明) the whales' curiosity, playfulness, and ability to solve problems. Alaskan killer whales have not only learned how to steal fish from Iong lines, but also have overcome avariety of techniques designed to stop them, such as the use of unrated (未分级的；未征税的) lines as decoys. Once, fishermen placed their boats several miles apart, taking turns retrieving (恢复；取回) small amounts of their catch, in the hope that the whales would not have enough time to move between boats to steal the catch as it was being retrieved. A researcher described what happened next: The killer whale's use of dialects and the passing of other learned behaviours from generation to generation have been described as a form of animal culture.Section_ⅠWarm-up__&_Lesson_1_—_Pre-reading[原文呈现]VIKING VOYAGES①TO AMERICAThe Vikings②were the first Europeans to reach America③. They achieved④this long before ⑤Columbus ever set sail⑥.The Vikings were a group of people whose ancestors⑦came from Scandinavia⑧. They controlled the seas and coasts of Northern Europe between the 8th and 10th centuries AD⑨. By around 900 AD, there were many places in Northern Europe where the Vikings chose to live⑩. In 982 AD, when a man called Eric the Red⑪decided to set sail further⑫west, there were as many as 10,000 Vikings living in Iceland⑬.[读文清障]①voyage/'vɔIIdʒ/n．航海；航空②Viking/'vaIkIŋ/n．维京人，北欧海盗③名词中心词被序数词或the last 等修饰时，其后通常用动词不定式作后臵定语。