U3 Reading【高中英语课文教案】

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高中英语Unit 3reading教学设计

Teaching PlanⅠ.Background information:●Analysis of the teaching material:This reading material is from Unit3, Module 1, New Senior English For China Student. The topic of the lesson is talking about traveling. This topic is appealing to the students because it is close to Students’ daily life. But some new words and expressions are difficult for students to understand. Besides, the different attitude of Wang Kun and Wang Wei towards the trip is also a difficult point.●Analysis of the students:Students in this grade have had a basic knowledge of English and they are active in class, but sometimes they may be confused about some new words and expressions. Besides, they have known little about how to grasp the main idea of the text and how to tell the different attitude of Wang Kun and Wang Wei towards the trip.●Lesson division: 2 periods1.The first period: Comprehend the text2. Language points: persuade, schedule, stubborn, determined, make up one’s mind and so on.Ⅱ.Teaching objectives1. Knowledge objectives:a. Some important words and expressions:dream about, finally, persuade, stubborn, insist, properly, determined, attitude, change one’s mind, give in.b. Some important sentence structures:●Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip.●Two years ago she bought an expensive mountain bike and then she persuaded me to buy one.●It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.●Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly.●She gave me a determined look – the kind that said that she would not change her mind.●Once she has made up her mind, nothing can change it.●We were both surprised to learn that half of the river is in China.2. Ability objectives●Ss will get to know how to get the key information and the main idea of the text●Ss will get to know how to conclude Wang Wei’s and Wang Kun’s attitude to the trip and then add their own opinion with the target language.3. Affective objectivesSs will learn the importance of traveling: relax themselves, cultivate their mind and broaden their mind.Ⅲ. Teaching key and difficult points.1. Teaching important pointsTo comprehend the text is very important. Get Ss to express their plans and wishes. Help them learn that traveling is a good way to widen one’s view and add to one’s knowledge.2. Teaching difficult pointsHow to grasp the main idea of the text and how to tell the writer’s attitudeⅣ.Teaching methods:municative language teaching methods;2.Task-based teaching methods;3.Audio-visual teaching methodsⅤ.Teaching aids:Multi-audio devices, PPT documents, blackboard and some chartsⅥ.Teaching procedures:Activity 1: Pre-reading（5 minutes）Task 1. Free talkHave a free talk with my students about traveling.Q1: Would you like to come to Wuzhen with me tomorrow?Q2: Do you like traveling? Where have you been?Q3: Do you know some means of transportation?Present a very important old saying about travelingThe world is a book , and those who do not travel read only one page.----Saint AugustinTask 2: Lead inShow some pictures about my travel experience in Yunan Province in this summer vacation and lead in the Mekong River naturally.The Water-sprinkling Festival of the DaiStone ForestJade Dragon Snow MountainMekong RiverShow some pictures of the Mekong River and the brief introduction of it. Ask them: Can you list the countries that the Mekong River flows through?(China, Myanmar, Laos, Vietnam, Thailand and Cambodia)Activity 2. Reading comprehension （30 minutes）In this activity, get the students to read the text and finish some tasks.Task1: ScanningAsk the Ss to scan the text quickly, then answer some questions.Q1. What was Wang Kun and Wang Wei’s idea of a good trip?Q2. Who planned the trip to the Mekong?Task2: Careful readingRead the text paragraph by paragraph and then answer some questions.Para1:Who and whatWang Kun and ____ ______ Wang Wei are dreaming about ________________________.Where and HowThey have the idea to ____ _____ the Mekong River. From _____ it ______ to ______ it ____.Para2:Who gives in?Wang Wei doesn’t __________ details. Once she has _________________ , nothing can change it . So at last Wang Kun had to ______.Para 3:What can they see during the journey?1. It begins at a ______ in _______ _________.2. Then, it ______ quickly. It becomes______ as it passes through deep _____.3. Sometimes, the river enters ____ ______and becomes ________.4.As it enters Southeast Asia, it makes wide ______ through______________to the ______.5. At last, the river’s _____ enters the South China sea.Task3: ConsolidationRetell the text according to Form 1Wang Kun and Wang Wei … since middle school. His sister thought of the idea to… the Mekong River from ... But she was so...during the plan of the trip, so Wang Kun had to...They found a large … that showed details of world geography, from which they could see that Mekong River begins…then it moves quickly, and becomes …sometimes the river becomes a…as it enters Southeast Asia, it makes wide…through…to…where rice grows.Activity 3. Post-reading（5 minutes）Task 1:Discussion.An attitude is what a person thinks about something. Which attitude do you prefer? Task 2: Understand two mottosLife is just a series of trying to make up your mind.Success belongs to the perseveringTask 3: Homework1．R ead the text again.2．W rite a passage about their journey.Ⅶ.Teaching evaluation:Ways of evaluation: self evaluation, groups evaluation, teacher evaluation:self evaluationⅧ.Blackboard design:省师范生技能竞赛网址http://210.33.80.27:9200/font/index.aspx。

Unit3Reading教案高中英语人教版必修第二册

高中英语人教版新版教材Unit 3-reading 教案以及知识点Step1-Warming up:Before reading: look at the title and discuss these questions in pairs.Q1: What do you think the text will say ?Probably answer: It might talk about the Internet or the change brought by the Internet in our daily life.Q2:How do you think the writer feels about the topic ?Probably answer: The writer might feel excited because it is the Internet that has greatly improved her life.Step-2: While readings:-lead students to understand the main idea of this article and then translate the article with students together.-answer the questions of the article:Q1: Why did Jane quit her job ?Q2:How did the people in the online community help her ?She and her friends now organize events and collect money to pay for private teachers.Q3: Why did she start th e IT club ?Because she was so inspired by the people she met onlineQ4:What is the digital divide ?Not everyone has access to the Internet and knows how to use new technologyQ5:What is Jan’s next goal ?Her next goal is to start a charity website to raise money for children in poor countries.Q6: What can we learn from her experience ?We can know she is a grateful woman who is always inspired by other people’s situation and she is considerable.3.examples: students can take part in on-line classes during the outbreak of COVID-19 epidemic.4.Answers:1.benefit2.convenient3.surf4. download5.distance6.cash7.updated8.inspirework 10. accessWords and expression:1.convenient adj. 方便的；近便的(1) It is convenient (for sb.) to do sth. 做某事(对某人来说)是方便的(2) conveniently adv. 方便地；近便地(3) convenience n. 方便；便利；适宜at one's convenience 在某人方便的时候(4)inconvenient adj. 不方便的；不近便的【练透考点】单句语法填空①______ your convenience，I'd like to invite you and your family to visit China.②If_____is convenient for you，can you pick me up at the airport at 11：30 am?③This apartment is very convenient for the bus station and it has a lot of_______________.(convenience)1.at2.it3.convenience.2. benefit n.益处vt.使受益vi.得益于(1)be of(great) benefit to 有益于;对……(很)有益for the benefit of sb=for one’s benefit为了某人的利益(2)benefit sb/sth使某人/某物受益benefit from/by...从……中获益(3)benefi cial adj.有益的;有利的be beneficial to...对……有益1.Actually，these books are great benefit to the staff.2.Everyone benefited limiting their intake of tea to just three or four cups a day.3.Reading is （benefit）to all of us.4.Walking outdoors regularly for sunshine is of great benefit everyone.1.of2.from/by3.beneficial4. to3.distance n.距离(1)in the distance在远方at/from a distance在(稍)远处,从远处keep sb at a distance对某人冷淡,疏远某人keep one’s distance (from...)(与……)保持距离(2)distant adj.遥远的,远隔的;冷淡的be distant from...离……远On Monday mornings it usually takes me an hour to drive to work although the actual _______(distant)is only 20 miles.4.inspire vt.鼓舞;激励;启发思考(1)inspire sb with... 用……激励某人inspire sb to do激励某人做某事(2)inspiration n.灵感,启发inspiring adj.鼓舞人心的,激励的inspired adj.受到激励的,得到灵感的be inspired by...被……鼓舞5. access n.通道;(使用、查阅、接近或面见的)机会vt.进入;使用;获取(1)access to ... ……的通路；利用……的权利have/get/gain/obtain access to ... 使用/接近…的权利或机会(2)accessible adj. 可接近的；可进入的；可使用的be accessible to 易接近的；能进入的①For one thing, with almost all of us having ________ (accessible) to the Internet and other media sources, such news is within our easy reach.②All roads were blocked and the only access _____ the earthquake stricken areas was by water.。

高中英语必修三：unit3 Reading 教案

1.Ask students to read the passage quickly and try to find answers to the questions in Part A.
2.Ask students to read again and complete Part C1.
3.Let students complete Part C2.
Unit 3Back to the past
Reading
Lost civilizations
Teaching aims:
1. To talk about lost civilizations
2. To help the students develop the abili ty of reading diary entries.
2.Since as long ago as 1553 people have said, ‘History repeats itself.’ What do you think this saying m eans? Do you agree with it? Why or why not?
Step 5Homework.
Pompeii
time
event
in the 8thcentury
in 89 BC
on 24thAug. AD 79
in 1860
Loulan
2000 years ago
from AD 200 to AD 500
100 years ago
Step 4 Discussion
1.Is it useful for people to study things from the past? Why or why not?

人教版英语必修三Unit 3(Reading)教案

The Million Pound Bank Note – Reading 教案Teaching Contents: Unit 3 The Million Pound Bank Note (Reading)（高中英语必修三第三单元17页The Million Pound Bank Note课文阅读部分）Teaching Objectives:●Knowledge Objectives1. To learn some new words and expressions.2. To ensure the students have a full understanding of this passage.3. To let the students know more background information about the play and Mark Twain.●Ability Objectives1. To improve the students’ reading ability through reading activities.2. To get the students to learn different reading skills.●Moral Objectives1. To arouse the students’ interest in foreign literature.2. To cultivate the students’ ability and awareness of cooperation.Teaching Important Points:1. To make the students have a full understanding of this passage.2. To improve the students’ reading ability through reading activities.Teaching Difficult Points:1 .To help the students understand the passage better.2. To improve the students’ reading ability in different ways.Teaching Methods:1. Task-based method2. Discussing method2. Fast reading3. Careful readingTeaching Aids:1. Multi-media facilities2. A blackboard3. Textbook and Exercise booksTeaching procedures:Step I Greeting and leading in (6 minutes)1. Greeting2. Watch a short video about Mark Twain. (Ask the students to pay attention to the details about Mark Twain.)3. Tell something about Mark Twain.Step II Fast Reading (10 minutes)1.Ask the students to read the first paragraph quickly and find the time and the maincharacters of this passage.2.Ask the students to scan the whole passage and choose the best answers.3.Teacher guide the students how to find the answers.StepⅢCareful Reading (20 minutes)1. Ask the students to read the whole passage carefully and try to answer the given questions.2. Ask the students to read the passage and put the following statements in the correct order according to the development of the story. (Ask the students to discuss it with their desk mates) 同步训练第38页3.Ask the students to read the passage and try to write down the main idea of the passage. (Fill in the blanks)StepⅣ Summary (8 minutes)1.Ask the students to finish the exercise in the exercise book. （一线精练第17页）2.Teacher gives the answers and correct.Step ⅤHomework (1 minute)1. Think about what kind of person Henry was? Give at least two reasons.2. Can you guess the following story? Write at least 5 sentences.。

人教版高中英语必修二教案：Unit3+Reading

Unit 3 Reading教案Teaching aims1. Ability aimTo develop the students' reading ability by skimming and scanning the text.2. Knowledge aimKnow the development and usages of computerTeaching procedures:Step 1 Lead-inWatch a video about the development of computers to lead in the topic of the class.Step 2 Pre-readingGuess some pictures about the development of computers to let student think about when the inventions appeared.Step3 Reading1. Fast readingSkimming and finding the general ideaNow please skim the text WHO AM I. Then try to get the general idea of the passage. Have you got the main idea?Yes, it tells us the development and usages of computers.2. Careful readingListening to the tape and scanning the passageTo know the content of the interview and finish task 2, 3, 4, 5. Each group finishes a task.Task 2 Choose the best answer and fill in the chart1. “I” in the passage refers to _____.A. A TV setB. A computerC. A radioD. The internet2.When was the biggest computer?A.In 1642B. In 1936C. In the 1940sD. In the 1970s3. Who was the first person to make the earliest computer?A. Alan TuringB. Charles BabbageC. Charles TuringD. Charles Alan.4.When was the universal machine built?A.In 1822.B. In 1642.C. In 1936 .D. In 1940.Task 3 Decide whether they are true or false and fill in the chart1. After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.2. My shape wasn't changed.3. Since the 1970s, the first family of computers was connected to each other.Task 4 Read Para 3 and then answer the following questions and fill in the chart1. What are the new applications of the computer?2. What roles do computers play in the life of human beings?Task 5 Summary of the passageRead and finish the timeline below.Step 4 Post reading1. DiscussionWhat are the advantages and disadvantages of computers nowadays?3.Make a conversationTo use the passage in a practical way to improve students’ pronunciation, stress, rhythm and intonation.Please talk about the advantages and disadvantages of the computers with your partner.Step 5 Summary1Know more knowledge about the development and usages of computers.2Know the advantages and disadvantages of computers.Step 6 Homework1. Review the text and the new expressions.2. Pick out the sentences with the present perfect passive voice in the text.。

高一英语《Unit3 Reading》教学设计

《Unit 3 Reading》教学设计（2）Teaching aims:1. Get the students to learn to use some important words and expressions.2. Train the students to analyze the questions and use the language points flexibly.Teaching stress: Remember language pointsTeaching difficulty: Use language points flexibly.Teaching procedure:Step1. Revision (Reciting)Ask the students to recite the text.Step2. Presentation1. Group discussion:Get the students to go through the test to find out the key points (what they can’t understand or what they think is very important)2. Key points presentation:Choose some students to write them down on the blackboard and then add something if necessary.Step3. PracticeEach language point is followed by some exercises to help consolidate it.Possible key points and exercises:1. Sentences:Eight Attributive clauses, including five高一英语教学设计Non-restrictive attributive ones.(Let students pay more attention to the sentences)2. Words and expressions:1). Dying to be thin2). work out3). stay slim4). figure5). be ashamed of6). Work7). in the last two months8). match9). follow one’s advice10). learn fromStep4. Consolidation1. Get the students to do some multiple choices told then check the answers.2. Translate some sentences:Step5. Homework;1. Remember the key points.2. Go on reciting the text.2。

译林版高中英语必修三Unit3 Reading (I) 教案

《英语》（必修·第三册）Unit 3 The world onlineWelcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, the students will be able to:1. know about some important milestones in the development of the Internet;2. think critically and express their opinions on some advantages of the Internet;3. think about what proper online behaviours are.II. Key competence focus1. Analyse and summarize the structure of the text.2. Think critically and express opinions freely.III. Predicted area of difficultyUnderstand the structure and keep a proper attitude towards the Internet.IV. Teaching proceduresStep 1 Lead-in1.T shows the pictures and asks the following three questions:•Who sent the first email and when? (It was sent in 1971 by Ray Tomlinson.)•What did the first webcam film? (A coffee pot outside the office.)•What were emojis, small digital images used to do? (To express ideas or feelings.)2.T leads Ss to talk about the Internet by sharing the following two questions:•What do you often do on the Internet?I use the Internet to search for information that can help me with my homework; to read the latest news; to use the communication software to keep in touch with my friends; to listen to music; to use apps to take photos and play games...I depend a lot on the Internet to keep up to date with what is happening and to arrange my daily life; watching films online in my spare time is one way to entertain myself...•What effects do you think the Internet has on your life?The Internet has a great effect on our life. Without the Internet, our life will be different.【设计意图：本单元的阅读课文是关于使用互联网的好处。

b3 unit 3 reading 教案

教研组英语组备课组高一时间2017.2备课内容Unit 3 The Million Pound Bank Note Reading授课时间2017.3.20 授课时数1课时学情分析 READING 是剧本中第一幕的第三场。

富商兄弟俩打赌把一张百万英镑钞票给一个一无所有，诚实可靠的穷人，想看看会发生什么事。

最后他们物色到一个穷困潦倒，流落伦敦街头的美国小伙子Henry Adams。

教师可以引导学生通过戏剧情节的发展，了解，感受戏剧的语言。

同时，还可利用剧本的朗诵和表演帮助学生改进语音语调。

本单元（节、章）课标要求及教学目标分解Teaching goals：1.Knowledge goal: Enable students to read and hear natural language in a dramatic context2.Ability goal: Enable students to understand the details about the whole scene.3.Emotional goal: Enable students to increase their self-confidence in using English, which will increase their overall motivation to learn English.教学内容分析（重点、难点、关键点等）Teaching important and difficult points :1.How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.2.How to well understand the passage教学方法Task- based teaching method, cooperation课堂教学活动设计第一课时授课时间：一次备课二次备课课堂教学设计Step I Lead-in1.The teacher shows students a picture and guess what it is.2.If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?Step II Warming upWatch a short video to know the background information of the drama.Step III ReadingTask 1.Read the passage quickly and find out some general information of the drama (time, place , characters)Time __________________Place _________Characters:1) Henry Adams2) Roderick3) Oliver4) ServantTask 2. Fill the blanks according to the text.About a month ago he was ________ out of the bay. Towards nightfall he found himself _____ _____ to sea by a strong wind. The next morning he was ________by a ship and he earned his_______ by working as an unpaid _______.（keys: sailing carried out spotted passage hand)Then try to understand the key words spot , passage & hand. Task 3. Decide whether the following sentences are trueor false, and try to find proofs in the passage.1.He knows London well.2. He is worried about his future life in the strange city.3. He shows his anger when he thinks the two brothers are making fun of him.4. Though hungry and alone, he wants an honest job rather than the charity.Task 4. Thinking What kind of person do you think Henry is? Find sentences in the passage to support your Opinion.It is my first trip here.Well, to be honest, I have none. (no money)Well, I can’t say that I have any plans.Henry wasI earned my passage by working as an unpaid hand.Could you offer me some kind of work here?I don’t want your charity, I just want an honest job. Henry wasWell, it may seem luck to you but not to me.If this is your idea of some kind of joke, I don’t think it’s veryfunny.Now, if you’ll excuse me, I think I’ll be on my way. Henry wasTask 5. PredictionWhat do you think will happen to Henry?Will the bank-note help him or get him into trouble?Give a possible development to the story.Step IV Home work1.Read the passage carefully and appreciate it by yourselves.2.Underline the phrases and sentences that hard to understand. 板书提纲Unit 3 The Million Pound Bank Note a million pound bank note bet课后反思签阅备课组长教研组长教务主任。

人教版高中英语必修3 Unit3 Reading 优秀教学设计(二)

Unit3 Reading 教学设计（二）设计意图In this period, after the Warming Up, students will first be guided to pre-read the text by giving background information about Mark Twain. Mark Twain is known as a humorist during his life. And this is reflected in The Million Pound Bank Note. Warming Up is to provide an introduction of Mark Twain. Students can talk about some of his works and communicate with each other so as to get an initial understanding of Mark Twain and his works.Pre-reading is to ask students to discuss the question with their partners and then ask them to report their work and encourage them to express their opinions freely. Reading is Act I，Scene 3 in the play. This act is to describe the beginning of the story. Two rich brothers wanted to give a million pound bank note to a person with nothing but honesty and dependability and bet to see what would happen to him after a month. At last they found a young American fellow who was lost in London. But the structure is not familiar to students and that will need more reading：scan and skim the reading passage to get the general idea；read it carefully to understand the whole passage and predict the next part.To consolidate the contents of the passage, students need to read more.教学目标1. Students can read English plays.2. Student can perform English plays with the words, expressions and structures learned in this unit.教学重点1. To help students und erstand the text’s contents and learn about Mark Twain’s plays.2. To help students communicate on the topic with the words, expressions and structures learned in this unit.教学难点Enable students to understand the drama and use some English expressions in this unit.教学过程Step 1 Lead-inT: Hello, everybody! Do you know this saying：Money is not everything, but without money, everything is nothing.Ss: Yes. Of course!T: Now imagine that if a rich person gave you a large amount of money to use as you like, for example, one million pound, what would you do? Why?(Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)T: Who can tell us your plan? Any volunteers?S 1: I want to buy a house, because...S 2: I want to travel around the world, because...…T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in The Million Pound Bank Note written by Mark Twain? Have you ever read the story? In this class we will learn the story together.(设计意图：通过提问“假设有100万英镑，你会做什么？”，引出话题，引起学生的兴趣。

高一英语必修3教案：Unit 3 Reading 含解析精品

教学设计Reading课前准备1．学生的学习准备。

把学生分成四人一组，去查阅有关Mark Twain的相关内容。

2．教师的教学准备：认真备好课，上网搜集有关Mark Twain的资料及与《百万英镑》有关的图片、评论和VCD。

3．把教室座位设计成四人一组的方式，使学生相向而坐。

4．教具准备。

准备好多媒体所需的各种设备。

教学过程第一步呈现Tell students about Mark Twain；give a brief introduction of him.Mark Twain is probably one of the few American writers with whom you are already familiar.The following questions are designed to find out how much you know about this writer and decide how much more you need to know about the author.第二步热身练习Show some pictures of the film “The Million Pound Bank Note”，and ask the students to talk about them in their own words.Then ask them to imagine what they would do if they got one million pounds.第一环节，导入与热身。

通过图片及问题，让学生对Mark Twain有一个初步的了解，并由此激发他们的求知欲。

学生回答这一问题可以让学生积极参与进来，让课堂达到热身的目的，为下一阶段的学习扫平障碍。

第三步读前活动Get students to discuss the questions in Pre-reading on Page 17 with their partners and then ask them to report their work.Encourage them to express their opinions freely.A short introduction to arouse their interest and curiosity：This play is adapted from Mark Twain's short story by the same title.Like most of Twain's stories，it is meant to be humorous.This is a rags-to-riches story but with a new twist：the hero，Henry，is actually doing quite well for himself before his accident at sea.How did he get along with his long voyage，and where did he arrive?第二环节，读前活动。

人教版高中英语必修三Unit3Reading教案全面版

⼈教版⾼中英语必修三Unit3Reading教案全⾯版Unit3 Reading精品教案Period 1 & 2Pre-reading, Reading & ComprehendingTeaching objectives:1. To talk about short stories and plays.2. To develop Ss’ reading skills.3. To arouse Ss’ interest in acting out a play and writing a play.Teaching Procedures:Step 1. Pre-readingPurpose:To arouse Ss’ interest in learning about the attitudes of different people.1. Show some pictures and encourage Ss to get as much information as possible. Then ask them to answer the following questions.(1) When you get a large amount of money to use as you like, what will you do with it? Why?(2) Have you ever made a bet with a friend? If so, what did you bet on?(3) How did you feel about the bet after it was won or lost?(4) Have you ever rea d the story “The Million Pound Bank-Note”?(5) Have you seen the movie? If so, what did you think of it?2. Get Ss to talk freely with their partners about the value and use of money. After talking, ask Ss to present their opinions in class.For Your Reference:S1: I’ll buy a big house, a new car of my own and get married to a beautiful girl. In my opinion, the most important thing for a person is to enjoy the life. So, if I have a lot of money, I’ll make full use of it to meet my needs for a rich life. S2: I’ll give some money of the one million pound to the poor people in the western part of our country to help them live a happy life, especially the children.Because they really need help and they can learn more knowledge in order to develop the western part of our country. This way of spending money ismeaningful.S3: ...Step 2. Leading-inPurpose:To stimulate Ss’ interest in reading the text.Ask Ss to think about the following questions and talk about the answers.1. How did Henry get the Million Pound Bank-Note?2. Do you agree that the money can bring Henry happiness?3. What will Henry do with the note?4. How many characters are there in this scene?5. When and where did the story happen?Step 3. Fast readingPurpose: To get the gist of the passage.1. Ask Ss to read the text quickly and try to get the main idea of the text.2. Ask Ss to finish the following exercises according to the text.(1) Which is the right order of the events according to the text?① Henry wandered in London streets.② About a month ago, Henry Adams was sailing out of the bay.③ The next morning he was spotted by a ship.④ Towards nightfall he found himself carried out to sea by a strong wind.⑤ On the ship he earned his passage by working as an unpaid hand.A. ①②③④⑤B. ②③④⑤①C. ②④③①⑤D. ②④③⑤①(2) What’s the servant’s name?A. RoderickB. HenryC. OliverD. James(3) Which of the following statements about Henry is NOT true?A. Henry comes from the USA.B. He worked for a mining company in America.C. He arrives in England as planned.D. He wants to find work in London.(4) Which of the following statements is NOT one of the reasons why the brothers decide to choose Henry?A. He is an American.B. He doesn’t have any money.C. He is a hard-working man.D. He is honest.(5) Why did the narrator say “you’re about to hear the most incredible tale”?A. Because Henry Adams survived at sea.B. Because Henry Adams earned his passage by working as an unpaid hand.C. Because Roderick and Oliver invited Henry to step in and asked him questions.D. Because Henry Adams, a tramp, was given some money for reasons unknown to him.(6) Why did the two brothers give Henry Adams an envelope?A. They wanted to play a trick on Henry.B. They had a pity on Henry.C. They made a bet.D. Henry was not an English man.(7) How did Henry Adams feel when he got an envelope from the brothers?A. sadB. happyC. astonishedD. He took it for granted.Suggested Answers:(1) D (2) D (3) C (4) C (5) D (6) C (7) CStep 4. Intensive readingPurpose: to get the students to learn the details of the text.1. Ask Ss to read the text again and finish Ex1 of Comprehending on P19.2. Ask Ss to talk in pairs and answer the following questions.(1) How did Henry Adams come to England?(2) Where did Henry work before? How much did he have?(3) What did the two gentlemen give Henry?(4) When can Henry open the letter?Suggested Answers:(1)It was the ship that brought him to England.(2)He worked for a mining company before and he had no money at all.(3)They gave him a letter.(4) He can’t open it until two o’clock.3. Ask Ss to read the text very carefully and finish the following table.Suggested Answers:(1) summer (2) 1903 (3) London (4) American businessman (5) lost (6) find a job (7) brothers (8) invited (9) questions (10) a million pound bank-note (11) bet4. Ask Ss to answer the following question and try to find out the relative sentences. What kind of person are the characters? Suggested Answers:◆ Henry Adams: He earns his passage by working on a ship to England. (proud)He arrived in England by accident after not sailing his boat well. (careless)He asks for a job not charity. (honest)◆ Roderick and Oliver: having servants and not worrying about giving a stranger amillion pound bank-note. (rich)prepared to bet one million pounds just for a bit of fun. (mischievous)They see that Henry is honest and proud. (good judges of character)5. Ask Ss to have a small discussion to draw a summary of the whole text. Suggested Answer:Henry, a San Francisco businessman is rescued at sea by a British ship that takes him to London where he finds himselfwithout money, friends or the hope of finding a good job. Hungry and alone, he walks on the streets of the city when unexpectedly he is asked to a large and grand house. Two rich brothers, Roderick and Oliver, have made a secret bet. Roderick believes that a man cannot survive in the city for a month with only a million pound bank-note in his possession but Oliver believes he can. The play takes us along on Henry’s misadventures with humor and surprise to discover who will win the bet.Step 5. Language point1. go ahead(1) 进⾏；发⽣The building of the new bridge will go ahead as planned. 新桥的建设将会按照计划进⾏。

高中英语必修四：unit3 Reading 教案

Unit 3 Tomorrow’s worldReadingNot just watching a film…Teaching Aims:1. To learn some information about how RealCine works, why it is better than ordinary cinema, and how it can be used in many other ways.2. To teach students the basic characteristics of a busines s proposal.3. To enable students to master the reading strategy and become more competent in reading a business proposal.Teaching Important and Difficult Points:1. Make the students understand the reading material better.2. Master the vocabulary of virtual reality.3. Improve the students’ reading ability.4. Know the structure and language for a proposal.Teaching Approaches:1.Discussion before reading to make the students interested in what they will learn.2.Fast reading to get a general idea of the text.3.Reading in detail to get the detailed information of the text.4. Pair discussion and group discussion to get students to participate in the classroom activities.Interaction Patterns: Teachers -class, individuals, pairsTeaching Aids:The multimedia, a record and a blackboard.Teaching Procedures:Step 1 Lead-inShow the video of Avatar and ask students:Do you like this film? Can you imagine how you feel when you are actually in the film? Show some pictures of 3D films and tell them virtual reality could change the way we watch films.3D film。

人教版高中英语必修3 Unit3 Reading 优秀教学设计(一)

Unit3 Reading 教学设计（一）Unit 3 The Million Pound Bank NoteReading: The Million Pound Bank Note设计意图This play is adapted from Mark Twain’s short story —The Million Pound Bank Note. Like most of Mark Twain’s stories，it is meant to be humorous. This is arags-to-riches story but with a new twist : the main character is actually doing quite well for himself before his accident at sea.Warming Up introduces questions which allow students to brush up their knowledge and arouse their interest. Pre-reading raises three questions and acts as a way of brainstorming: Suppose a rich person gives you a million pound bank note, what will you do with it? Give the reasons. It presents students with an important choice. For some students, knowing what they would do with the money is easy to decide. For others, it may pose a real dilemma, especially if they feel obliged to help others with the money. Whatever choice they make here, they should be ready to offer their classmates a good reason for it.Reading is a script excerpt —the first act of the th ird scene. The merchant brothers’ betting plan generates suspense. With the development of the drama, students can feel and learn drama language. At the same time by listening，reading and acting，students can improve their pronunciation and intonation.教学目标1. To comprehend the play The Million Pound Bank Note and improve s tudents’ reading ability of skimming and scanning.2. To learn about the English play by comprehending and acting it out.3. To form a proper attitude to the value of money and participate in the class energetically.教学重点Comprehend the play and try to act it out vividly.教学过程Step 1 Class report —Talk about the attitude towards money(设计意图: 通过“课前汇报”的形式，引出本堂课的话题，同时检查学生课前自主学习的效果。

高中英语 Unit3 Reading教案牛津译林版选修8-牛津版高二选修8英语教案

Unit3Reading
教学
目标
1. Encourage students to grasp the topic sentence of each paragraph.
2. Students are expected to gain some knowledge about some famous art museums andpainters and enhancetheir reading prehension.
Where is theVan GoghMuseum?
In which city did Li Ming see Rembrandt’s paintings?
Answers:
He thinksMalagais a lovely city and that the architecture there is beautiful.
What did Li Ming think aboutMalaga?
What is cubism? Who developed it?
What can be seen in the Louvre Museum?
What did Da Vinci do besides painting?
In which museum can you see Monet’s works?
What did you see in the art museum? How did you feel about what you saw?
What impresses you most in the museum?
Encourage students to express themselves freely about their past experiences.

高中英语 Unit3 Reading教案1 牛津译林版选修8

Unit 3 The world of colours and lightReading 1Teaching aims:After learning this period, the students will be able to:1. understand the given email introducing five famous masters of art in Europe;2. learn about the strategy of “ reading a travelogue”;3. retell the world-famous artists mentioned above and their major works.Step 1 Lead-in (PPT4-9)1) Begin the class by asking students what different types of art they have learnt, and what they are. From their answers, make a summary by saying lik e: “Thanks to the masters of these paintings, we can live in a world full of colours and light”. “Suppose you have a chance to go on a trip to visit them, which one /ones would you prefer to go to?” Help students to collect information about some famous painters such as: Xu beihong, Fu baoshi, Chen danqi ng, Qi baishi, Chen yifei, Rodin, Picasso, da Vinci, Van Gogh, Monet, Rembrandt, etc. After that, ask the students questions like:(1) Whose paintings do you like best? Why?(2) Which school (流派) does/d id he belong to?2) Play a clip of vid eo show about the introduction to the film The D a Vinci’s Co de (PPT) and ask two questions:●Do you know the name of the film?●Which famous artist and his masterpiece are mentioned in the film?Step 2 Skimming and scanning for general ideaAllow the students two or three minutes to go through the text quickly to find the answers to the questions in Part A. And help the students to find out how the text is organized and how to grasp the main informat ion quickly (PPT10-13).Step 3 Careful reading for detailed information (PPT14-20)●Reading strategy: reading a travelogue●Allow the students about five minutes to read through the text and completeExercise C1. It is suggested tha t the students work in pairs to compare notes with each other about their answers to the questions.●Ask the students to work in groups and introduce each artist mentioned in thepassage to other group members with the help of the table on the screen. Or ask the students to complete the following cards about each master mentioned in the text.Number of his art works: ______________________Step 4 Listening and summarizingPlay the tape and a sk the students to deal with Part C2 by underlining the information about the life story of each master. (PPT21-24)Step 5 Consolidation (PPT25-26)1) Retelling of the life story of the artists:Get the students to form groups of four and introduce the painters to each other.2) Group discussion:●Use your own words to introduce each artist mentione d in the passageto other group members.●Suppose you have a chance to interview one of the artists, who wouldyou prefer to interview and what questions would you prepare?3) Focus on new vocabulary:Ask the students to read through the email and underline the unknown words they meet with and try to guess their meanings from their contexts. After the activity, check up Part D with the whole class.Step 6 Open-ended discussion (PPT27)1.Is there an art museum in your city or town? If there is one, have you visitedit? If you have, what do you think of the art there?2.Do you think we need art museums? Why or why not?3.Do you think art is important? Why or why not?(Note: The students can choose one of the three topics and express their own opinions.)。

高中英语 Unit3 Reading教案1 牛津译林版选修7-牛津版高二选修7英语教案

Unit 3 The world onlineReading 1Teaching aims:After learning this period, the students will be able to: 1.understand the argument about the positive and negativeeffects of the Internet on people’s lives;2.learn about the strategy of “reading an argument”;3.retell the effects of the Internet and debate about acertain subject.Step 1 Lead-in1. Begin the class by discussing some problems about the Internet … (PPT 4-9)(1)What do you usually use the Internet for?（Gather differentanswers to the questions and show some pictures about the functions of the Internet: to search for information, to help with study, to play game and download some music and video, for amusement and shopping）(2)What do you think the most important benefit of theInternet is?（It has brought us much convenience; it help us to save much time, energy as well as money.）(3)Do you think there are any negative things about theInternet?（Give the students a few minutes to discuss withtheir classmates and then ask some to list their opinions）2. From your answers, we can find that some students think it has good effects; some others think it’s bad.That’s what we will mainly learn today. Now please turn to page 34 and let’s learn the passage about the Internet.Step 2 Skimming and scanning for general idea (PPT 10) Allow the students two or three minutes to go through the text quickly to find the answers to the following questions. (1) The text presents the __________ two students gave at a _______________ about the _____________of Internet use. (2) Who are the two debaters?Answers:(1) speeches, debate, advantages and disadvantages(2) Zhu zhenfei, in favour of the Internet；Lin Lei, against the Internet.Step 3 Reading strategy (PPT 11)Tell students when we read an argument, there are something we should pay particular attention to. Allow the students about five minutes to read through the reading strategy on page35, and find out the answers to the following two questions. It is suggested that the students work in pairs to compare notes with each other about their answers to thequestions.(1) When you read an argument, you must remember that ________________________.(2) How does an argument develop?—The first thing: ____________________________________.―After that: _______________.―In the rest of the argument: _______________.―At the end of the argument: _______________.Answers:(1) a specific view is being given.(2) a statement of what the argument is about；main points；supporting facts；conclusion.Step 4 Careful reading for detailed information (PPT 12-15)Tell students to read the two speeches and see how they were developed. Get them to analyze the structure of each speech and find out information about main points, supporting facts and conclusion. Allow them five minutes to read and then complete the following exercises about the text.(1) I. Analyze the structure of the 1st partA specific view: ___________.Para ___: Present the two main pointsPara ___: Supporting facts for Point 1Para ___: Supporting facts for Point 2Para ___: Draw a conclusionII. Fill in the blanks.(2) I. Analyze the structure of the 2nd partA specific view: _________Para 1: Present the two ___________ Supporting facts: Internet friendships are based on common____7_____. People who are disabled can _____8_____View: The Internet has ____1____ effects on our lifePoint1: Its __2__ for people to look forinformationPoint2: Its ___6___ to build groups online Supporting facts: A survey shows __3_ ofusers use it to search for answers to questions._4__ of the respondents use it to advance Conclusion: the Internet remains a positive __9__that makes our lives betterPara 2: ________________for Point 1Para 3-4: Supporting facts for Point 2Para 5: Draw a ___________II. Complete the form belowAnswers:(1) I. the title: 1, 2-3, 4, 5II. positive, value, 80%, 79%, hobbies, ability, interests, communicate, tool(2) I. the title, main points, Supporting facts, conclusionII. Point 1: inaccurate information; Point 2: transferring / changing the way people spend their time; Conclusion: It remains important for us either to limit our use of the Internet, or to learn how to handle the problemsit has caused.Step 5 Listening and consolidation (PPT 16-20) Play the tape for students to listen and imitate and ask the students to judge whether the statements below are true or false, and then deal with Part E on Page 37. Check the answer together after that. If some statements are false, ask some students to correct them.1. According to the survey, children use the Internet mostly to play games.2. When people are in need of information, the Internet isnow the first place that many people turn to.3. In building a friendship, the most important thing is common interests.4. The clinic was opened in Beijing to help people surf the Internet.5. If people spend all their time on the Internet, they willfeel separated from the people and the world around them.6. The purpose of the passage is to present the positive effects of the Internet.Answers: FTTFTFAnswers:Part E on Page 37.1 weaknesses2 diverse3 relate4 addressed5 click 6correspond 7 statisticsStep 6 Extension (PPT 21-22)Ask the students to work in pairs and make a dialogue. Supposing one of them is Zhanghua, who spends much time on the Internet everyday and often make online friends; the other is Liwen, who is worried about the friendship online. And they are debating whether people can find true friendship on the Internet. Give the students an example as follows: Zhanghua: Do you often use the Internet to talk to your friends?Liwen: No, not really. I see my friends at school. People do not tell the truth about themselves on the Internet, so …Zhanghua: But I like to chat …Liwen: …Get two pairs to act their dialogue out in front of the class. Step 7 Homework (PPT 23)1.Finish the exercises on Page 36.Write a short argument about whether students should make friends online.。

unit3reading（北京十八中）（人教版高二英语上册教案教学设计）

unit3reading（北京十八中）（人教版高二英语上册教案教学设计）Period 2 Speaking北京十八中宋红靖Type of lesson: SpeakingContents: 1. Dialogue on P18eful expressions on preferences3.Practice of the useful expressionsTeaching aims : Ss can use the expressions on preferences naturally and correctly.Key point：Useful expressions on preferencesTeaching aids: computer & tape recorderTeaching procedures:Step 1: Warming up:Show the Ss the following pictures t o review what they’ve learnt in the previous lesson and lead in today’s topic------ talking about one’s preferences.Q: 1. What are they?2. Which do you prefer?3. Why? (If the Ss can’t tell the reason , let them read the sample dialogue on P18 to help them .)Step 2: Useful expressions:Ss learn the expressions on P19 to enlarge the Ss’ vocabulary about preferences.I’d rather…I wouldn’t feel happy if …I prefer something that…I’m much more interested in …I’m not very interested in …I like seeing something …In my opinion, …I don’t get very excited about …What I like is …I really prefer …If you ask me, then …I can’t stand …Step 3: Practice & Evaluation:1. Show the Ss some sample dialogues with blanks for the Ss to fill in withthe suitable expressions above.Example1). (Betty came in, tired. Lisa said to her)Lisa: We are going out to have a walk. What about you?Betty: _______________________________. I am too tired. I need a rest.2).----- What would you like to drink, coffee or tea?------- Either is ok. But ____________________________.3).------- What kind of music do you like?------- _________________________.--------What music don’t you like?-------__________________________.2. Give the Ss a situation with different topics and let them practice the dialogue in pairs, using proper expressions on preferences.Practice:Suppose you are shopping with your mother / friends / classmates and you have different opinions about clothes , books , pictures , food, …Make up a dialogue with your partner and tell each other what your preference is and why, using properexpressions you’ve learnt in this class.Clothes BooksFood Pictures3. When the Ss are acting their dialogue , the rest should listen carefully and take some notes and give them a proper evaluation.When one group is reporting or acting, the listeners should do the following job.Content/ topic Expressions used The reason (s)Evaluation:ScoreCooperation 5 4 3 2 1Expressions learnt 5 4 3 2 1Creative 5 4 3 2 1Language 5 4 3 2 1Logical 5 4 3 2 1Step 4: Homework:Talk about anything you like with your partner and try to use the expressions on preferences naturally and correctly.。