高中英语Unit3Backtothepast英美文化欣赏教案(含解析)牛津译林版必修3
牛津译林版高中英语必修三《Unit3 Back to the past》Reading 教学设计 1.1
牛津译林版高中英语必修三单元：Unit 3 Back to the past板块：Reading课堂设计指导思想：本节课是以听、说、读为主的课文理解教学课。
通过听课文，阅读课文和问答对文章进行初步理解。
再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。
Teaching aims:1.Make sure that student understand the text.2.Help the students develop the ability of reading diary entries.3.Make sure that students grasp the main idea of the text by retelling the text.4.Enable the students to talk about the topic of civilization in English.Teaching procedures:Step 1 Lead-inThe teacher begins the lesson by showing the picture of Pavarotti and Beijing Opera to compare China with Italy.The teacher introduce the topic: Pomprii vs. Loulan—Lost civilizations.【设计说明】通过有关中国和意大利的话题引入主题，调动学生的学习热情和兴趣，寓教于乐，水到渠成导入本课主题。
Step 2 ListeningAsk students to listen to the tape recording and answer the question:What is one main similarity between Pompeii and Loulan?【设计说明】通过听课文录音和回答问题完成对课文的初步理解。
高中英语：Unit3 Back to the past教案(牛津译林版必修3)
Unit3 back to the past单元教案Lost civilizations 教学案例一、教学内容：教牛津高中英语必修模块三Unit 3二、课型：阅读课三、教学设计思路Lost civilizations 是一篇有关人类消失的文明的文章。
在教学的设计上，以人类文明这一主线把各项活动贯穿起来。
通过一系列的练习和活动逐步加深学生对文章的掌握和理解，并最终达到综合运用的目的。
笔者力求通过本课的教学使学生了解人类灿烂的古代文明。
引导学生形成珍爱和保护人类文化遗产的观念。
同时掌握阅读日记的技巧，及有关人类文化的相关词汇。
四、教学目标1〕解有关人类灿烂的古代文明，培养热爱人类文明，保护人类悠久文化的感情；2〕会描述历史及事实，会用英文表达情感；3〕使学生掌握阅读日记的技巧，提高阅读能力;4〕掌握有关人类文明的词汇。
五、教学重点、难点1〕培养学生阅读技巧，提高学生阅读能力;2〕培养学生英语语言的综合运用能力。
六、教学过程Step1. Lead-in1.Questions1) China has a long history, in the past thousands of years, Chinese people have built many magnificent structures. Can you name some buildings that could represent ancient civilizations in China?2) Around the world, people also built a lot of magnificent structures. Do you know about them?〔设计说明〕以问题导入，引导学生从熟知的中国文化谈起，并扩展到谈论世界文化，使学生易于接受。
2. Watch the pictures representing ancient civilizations. Introduce these pictures to the students.〔设计说明〕1〕面的内容相衔接。
高中英语 Unit3 Back to the past project教案 牛津译林版必修3
M3U3 Back to the pastPeriod 6 Project一．【设计思想】要求学生以小组合作、探究的活动形式用英语思维获取信息并处理问题。
二．【教学目标】1.让学生了解著名的历史人物以及他们的成就。
2.训练学生用英语自己制作一个以历史上著名人物为主的海报。
三．【教学重难点】1.如何让学生学会制作海报。
2.让学生掌握文章中的重点单词、短语及句型。
四【教学环节】【课堂教与学】Step1: Lead-inShare pictures about some famous historical figures.Step2: Reading1.Read Text One and finish the task-based reading.2. Read Text Two and fill the blanks.The 1.___________of Western philosophyStep3:Making a poster about a historical figure.Students work in groups to make a poster about Alexander the Great. Tips: 1 What do you know about Alexander the Great’s short life?2 What contributions did he make to the world?3 What do you think of Alexander the Great and his battle?Step4:Show timeStep5:Language points1.(Line4.) researchers explained that no doubt this was a result of …. no doubt无疑，很有可能（doubt在此为名词）他能按时来是毫无疑问的。
江苏省高中英语 Unit3 Back to the past教案 牛津译林版必修3
M3U3 Back to the pastPeriod4 Grammar and usage一、【设计思想】通过讨论和总结等方式，激发学生获取知识的兴趣，在潜移默化中掌握该部分的语法知识。
二、【教学目标】1.学生要掌握宾语补足语的概念以及可以在句中充当宾语补足语的成分。
2.帮助学生了解主谓一致的概念和用法。
三.【教学重难点】如何使学生能够准确地判断出在句中充当宾语补足语的不同成分以及如何正确地使用主谓一致原则。
四【教学环节】【课堂教与学】一、宾语补足语。
Step1: Introduction to Object Complement.1.Don’t keep the door open all night.2.We all consider him a good leader.3.He made me repeat this sentence.4.He asked me to carry the box for him.5.We found a beggar lying on the river bank.6.Tom had his leg broken yesterday.总结：上述句中划线部分均充当_______________ , 其的作用是________________,常见的形式有________、________、________、__________、__________、____________。
宾语补足语的基本结构为___________________。
Step2: The functions of Object Complement.1.名词e.g. They named their daughter Jenny.【Tips】①常用名词充当宾语补足语的动词有：call, name, elect, make, think, appoint, choose, find, consider, keep, wish, feel等。
高一英语 Module 3 Unit 3 Back to the past 教案牛津版
Unit 3 Back to the pastReading1. This morning we went to a lecture about Pompeii.lecture(1)[].演讲，讲课；谴责，训诫give / deliver a lecture to sb. on sth. 关于某事进行演讲have a lecture 听演讲go to a lecture 去听演讲give sb. a lecture 训诫某人学生每天有课。
The students have lectures every day.The famous professor delivered a lecture on how to protect the environment.这个著名的教授就保护环境问题做了个讲座。
(2)v. 作演讲，讲课Smith 先生正在讲授俄国文学。
Mr. Smith is lecturing on Russian literature.2. Unfortunately, all the people were buried alive.(1) unfortunately 位于句首，作状语，用来修饰整个句子。
其他类似的词：luckily, frankly, obviously, exactly, honestly, generally, certainly, fortunately( C ) Two middle-aged passengers fell into the sea. _______, neither of them could swim.A. in factB. LuckilyC. UnfortunatelyD. Naturallyfortune n. [U] 运气tell one’s fortune 给某人算命[C] 财富make a fortune 发财fortunate adj. 幸运的，侥幸的unfortunate adj.不幸运的，倒霉的(2) bury vt. 埋葬，失去〔某人〕，掩埋/掩藏burial n 埋葬He was buried in his hometown.She’s eighty-five and has buried three sons.The house was buried under ten feet of snow.Jean always has her head buried in a book.简总是埋头读书。
英语：unit3back to the past-project教案(牛津译林版必修3)
Unit 3 Back to the pastProject Creating an illustrated time chartPart AStep I ReadingRead the article and try to get the main idea of each paragraphParagraph 1 Main events in Rome and China between 753 BC and 479 BC.Paragraph 2 Similarities between China and Rome during the Han Dynasty.Paragraph 3 Both Rome and China influenced other areas between 212 BC and 100 BC.Paragraph 4 Rome and China had a difficult time in the following hundred years.Read the article again and answer the following questions:1. When did Rome become a republic and what happened in China then?2. When was China united and by whom?3. Which city did Han Dynasty have as its capital? Where is it now?4. What did China and Rome have in common during the Han Dynasty?5. When Silk Road was in use? And what was it used for?6. When did the trade between China and Rome begin? What goods were traded?7. When did Han Dynasty fall and what did it result in?8. When was Roman Empire ended? Was it the same story for China?Step 2 Time chartRead the time chart carefully and answer the following questions:1. What happened in both China and Rome in the year 509 BC?2. What about the year 27 BC?3. When was Confucius born?4. How long did the Han Dynasty last?Conclusion:What is a time chart?A time chart should be a chart marked with time periods and important events that take place in certain time periods.Step 3 Language points• 1. Not only was Rome a city and a republic, but it was also to become the capital of one of the•largest empires in history. 罗马不仅是一个城市和一个共和国，它还是历史上最大帝国的首都。
牛津译林版高中英语必修三《Unit3 Back to the past》Project 教学设计 1.2
牛津译林版高中英语必修三单元：Unit 3 Back to the past板块：Project课堂设计指导思想：本课是节成果展示课，学生通过前期的分工合作，开展调查，收集资料，交流讨论及物化成果在课堂展示交流成果，并互相评判以提升学生的成果。
Teaching aims:1.Help students learn how to make a poster.2.Ask students to present their project.3.By grading students’ project help students understand how to make a good poster.Teaching procedures:Step 1 Lead-inBy asking questions and showing the steps of making a project help students go over their homework and prepare for their presentation.Ask students to proofread their poster and prepare for presentation.【设计说明】通过回顾学生前期工作步骤，为下一步Presentation的作准备。
Step 2 PresentationAsk students to present their work and give comments on their work.【设计说明】通过展示评判，提升学生的成果。
Step 3 HomeworkAsk students to proof read their time chart and put their poster up in the display corner of their classroom.【设计说明】让学生通过修改作业来进行反思。
高中英语 Unit3 Back to the past教案 牛津译林版牛津版高一英语教案
课题：M3U3 Back to the pastTeaching procedures:Step1 Lead inQuiz: How much do you know about the ancient civilization?1)What are the four ancient civilized nations?2)What are the seven wonders of the world?埃及的金字塔、巴比伦的“空中花园”、土耳其的月亮神阿泰密斯女神庙、位于地中海的罗得岛太阳神铜像、亚历山大灯塔、希腊奥林匹克的宙斯神像、土耳其国王摩索拉斯陵墓。
但是，由于地震、人为破坏等原因，这七大奇迹，除金字塔依然屹立外，其余均已毁坏。
因此在此基础上，随后又产生了世界中古七大奇迹之说：意大利的罗马大斗兽场、利比亚沙漠边缘的亚历山大地下陵墓、中国的万里长城、英国的石围圈、中国南京的大报恩寺琉璃宝塔、意大利的比萨斜塔、土耳其的索菲亚大教堂或圣索菲亚圣殿。
Step2 Talking about the picturesThe Statue of Zeus:1.Who is Zeus? (A god of Greek mythology, Cronus and Rhea’s youngest son, the supremeruler of both Mount Olympus and the Pantheon of gods residing there)2.What does the name Zeus mean? (It is said to be related to the Greek word “dios”with ‘bright’ as its meaning.)3.Where was the Statue (雕像) of Zeus once located? (On the western coast of Greece)The Taj Mahal:1.Who built it? (Shah Jehan, the fifth Mughal Emperor.)For whom and why was it built?(It was built by Shah Jehan for his beloved wife as a monument of eternal love.)2.When was it built? (From 1631 to 1648)3.Where is it? (On the banks of India’s most sacred river, the river Yamuna in Agra)The city of Pompeii:1. Where was the city of Pompeii? (In ancient Rome, now Italy)2. When was the city founded? (It was founded in the 8th century BC.)3. Why did the city of Pompeii disappear? (It was buried because the volcano calledVesuvius erupted)The Potala Palace:1. Where is it located? (On the Red Hill in the Lhasa Valley of Tibet, China)2. When was it rebuilt? (In the 17th century)3. What was it used as? (The residence of the Dalai Lamas since the 7th century, as well as the religious and political centre of old Tibet)Step3 Group discussion1. What do you think of the structures you saw just now?2. Do you think it is important to protect cultural heritage? Why or why not? Do you have any suggestions on how to protect it?Step 4 Homework: Preview reading.Step 5 language points（1）Some of them have disappeared ,while others remain today .它们中一些已经消失，然而另外一些今天仍然存在。
最新牛津译林版高中英语必修三unit 3《back to the past》period 2教案.doc
模块3 unit. 3 Period two 教案Word power●Teaching objectives:1.Develop the students’ ability to use the target language in real situation.2.Enlarge the students’ vocabulary by learning some words about archaeology.3.Help the students grasp the use of some commonly used pair nouns and group nouns.● Teaching methods:1.Students-centered.2.Teacher and students’ interaction3.Multimedia way.●Teaching procedurePart A . Teach the pair nouns and group nounsStep 1. lead in•Situation: Ann: I saw a group of people all try to take onepair of binoculars.•Jane: Why ?•Ann: All of them wanted to be the first to get aclose look at Mount VesuviusHelp the students to get the idea about pair nouns and group nouns by looking at some pictures.e.g. a pair of sacksa flock of birdsa herd of horsesStep 2. Label each picture, using an expression including a word in the box.Then summarize the use of pair nouns.•The word pair is used for many things that are found in twos or have two parts. It is placed in front of the plural form of a noun.Step 3. Label each picture, using an expression including a word in the box.Then summarize the use of group nouns.• A group noun is used to refer to people or things as a group.•We can also use the words family, crowd and team to refer to people who appear collectively.Step 4. competition.Now let’s have a competition and see how much you know about group nouns and pair nouns?Step 5. ActivityPlease describe the following events with the pair nouns and group nouns that we have learned.●In the Zoo●The National DayPart B. Learn some words and information about archaeology.Step 1.Show a picture of a famous archaeologist and ask questions.Who is he ?What is he ?Where is he?What is he doing?Step bel each picture, using an expression and words and information about archaeologyStep 3 Students read Part A carefully, paying attention to the word in blue.Step 4 Students read and fill in the blanks of Part B.Step 5 Students have a group discussion•Which s ubject are you interested in?•What are you going to be when you grow up?Step 6.Ask the students to write out as many words about the subject as possible.Task 3. Homework1.Remember the pair nouns and group nouns.2.Preview the grammar.Grammar and usage (1)---- object complementTeaching objectives:. To understand what is object complement2. To know what structure can be object complement3. To make sure what words can be followed by object complement and how they are followedStep 1 Read the instru ctions of object complement on page 48, illustrate what structure can be object complementStep 2 Do the Exercise on page 48, at the same time illustrate what words can be followed by object complementStep 3 Practice1 Parents don’t allow us _________ in the adv enturous activities.A to participateB participateC participatingD participated2 I had great trouble ________ Tom’s house for I had forgotten his address.A findB findingC to findD found3 The street lights and the lights of passing cars made the clothes hung onthe desk ________ on the shape of wild animals.A takeB to takeC takingD taken4 With all the trees along the road ________, the blind lady was not able tofeel her way back home.A removedB to removeC removingD remove5 _________ so many people away or ill, the meeting has to be put off.A WithB ForC AsD Because6 The baseball players _________ each other the best of luck in the match before it began.A wishedB hopedC expectedD wanted7 Some companies have ________ the manufacturing(加工) of clean and safeproducts their main sailing point and emphasize it in their advertising.A takenB madeC gotD cause8 The terrible noise from the next room simply _______ me out of mind.A droveB putC causedD turn ed9 The telegram message about his father’s illness ______ him hurrying back home.A. droveB. madeC. sentD. got10 The exchange students found ________ hard to get used to the food of the host family.A veryB howC itD thatGrammar and usage (2)----Subject-verb agreementTeaching aims:. To understand what Subject-verb agreement is2. Different forms serve in different situationsTeaching steps:Step1 Explain what Subject-verb agreement isStep 2 Different forms serve in different situationsA组根据意义一致1 Steam and ice _____ different forms of water. (is/ are)2 Trial and error _____ the source of our knowledge. (is / are)3 What he says and does _____ not agree. (does/ do)4 What he says and does _____ concern me. ( does/ do)5 The government _____ spent more than two million yuan for planting trees. (has / have)6 The city government _____ different opinions about next year’s plan. (has/ have)B组根据形式一致7 Neither I nor he _____ in favor of her marriage. (am/ is)8 Either you or I ______ going to be in charge of this matter. ( is/am)9 Not only the students but also the teacher _____to watch the game. ( wants/ want)10 Tom as well as two of his parents ______ invited to the party. (was/were) 1 Dr. Smith, together with his wife, _____ to arrive on the evening night. (is /are)12 Nobody but one teacher and three students ______ in the lab. (was/ were)13 About two thirds of the surface of the earth ______ covered with water. (is / are)4 About 40 percent of the students in our school ______ girls. (is/ are)15 Each of the students _____ a copy of Jay’s new album. (has/have)16 The students each ____ a copy of Jay’s new album. (has/ have)17 The new kind of cars ____ now on show. (is /are)8 A number of students ____ from the south. (are/ is)19 The number of students from the north ____ (is / are) small.20 Huge quantities of oil _____ spilling into the sea. (was/were)21 A large amount of water _______ wasted every day in the south for they thinkwater there is more than enough.( is/ are)22 Those who ____ to go to the cinema must be at the school gate by 3:30 p.m. (want/ wants)23 He who ___________ the great wall is not a true man. (does not reach/ don’t reach)24 She is the only one of the girls who ____ been to Beijing. (have/ has)25 He is one of the boys who ____ seen the film. (have/has)Step 3 Practice26 We live day by day, but in the great things, the time of days and weeks_____ so small that a day is unimportant.A isB areC has beenD have been27 A survey of the opinions of expe rts _____ that three hours of outdoorexercise a week _____ good for one’s health.A show; areB shows; isC show; isD shows; are28 The government has realized that the future welfare of its citizens ______ education.A is linked toB are linked toC links toD linked to29 With more forests being destroyed, huge good quantities of earth _____ each year.A is washing awayB is being washed awayC are washing awayD are being washed away30 Protecting the environment while developing economy _________ the veryimportant thing the government stresses.A isB areC will beD was。
最新牛津译林版高中英语必修三unit 3《back to the past》task教案.doc
Unit 3 Back to the past TaskGiving a talk about a historical eventTeaching Objectives:1 to teach and instruct students some specific procedures when trying to achievea goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to combine the skills they have learned with reality4 to aid students to choose and organize the information they have got and help them complete their products5 to enhance students’ overall abilities and improve their integrated skills Important and difficult points:Make students learn how to write an outline of a speech and how to host a talk about a historical event.Teaching procedures:Step 1 Lead-inGet the students to know s omething about how to give a talk about a historical event.Discuss the following questions in groups:1. When you have conversations with your friends, what decides the topic you are talking about?2. Will the topic be different if someone else joins your conversation?3. Will the topic be different if you move to another place to talk?4. Will it be different if you are doing something else while you are talking?Step 2 Skills building 1Make students know how to listen to get the main ideas, and do the listening on P52. In step1, students use the skill to listen to a conversation and find the useful expressions.When we are listening to get the main ideas of something, we should tr y to find out:1.how many people are talking2. where they are3. what they are doing4. what they are talking aboutFinish the listening.Step 3 Skills building 2Make the students how to describe pictures and try to write a description of a historical place. In step 2, write a description about the Attack on Pearl Harbor according to the information found on a website.1. How would you describe a picture?2. From an audience’s point of view, what do you want to know most when seeinga picture?3. How do you decide whether a description is good or not?When we are describi ng a picture, we should pay attention to:• Do not point out every detail.• Briefly mention the picture’s subject.• Focus on the related background information about it.Step 4 Skills building 3Make students know what a simple outline of a speech often includes and organize some notes into an outline for a speech. In step 3, plan an outline to introduce their illustration and give their talks.Homework1.Write a passage about the Grand canal in about 150 words according tothe information given on P1132.Preview Project.。
高中英语 Unit 3 Back to the past Task教学设计 牛津译林版必修3-牛津版
Unit 3 Back to the past Task Teaching Objectives:1 to teach and instruct students some specific procedures when trying to achievea goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to bine the skills they have learned with reality4 to aid students to choose and organize the information they have got and help them plete their products5 to enhance students’ overall abilities and improve their i ntegrated skillsImportant and difficult points:Make students learn how to write an outline of a speech and how to host a talk about a historical event.Teaching procedures:Part A: object plementStep 1lead inRevise the grammar items in this unit (object plements, either…or…and neither…nor…, and subject-verb agreement).Situation 1:------ Did you find anything specialwhen you went to the classroom?------ No, I didn’t.------ You found the door open, didn’t you?------ Oh, yes. But I found nobody in the classroom.PositionV. + Object + object plementeg: The inspector shot the drug-dealer dead.(= The drug-deal was shot dead by the inspector.)Step 2 learn the usage of object plementSituation 2:------ What do you think about her performance?------ We consider that her performance is a big success.We consider her performance a big success. )------ What do people think about dogs?------ People believe that dogs are honest.( People believe dogs to be honest. )Usage An object plement , which gives information about the object, can be a noun, a noun phrase, an adjective,a to-infinitive, a bare infinitive, or a prepositional phrase.Step 3 Practise in oject plement.------What do you think about Harry Potter?------I find it ________________________.------What happened to the man?------The man was kept _________.Step 4:Use the words and phrases in the box to plete the following•Professor Zhang is a great archaeologist. His work has made the archaeological discovery of Loulan (1)_______________. We believe him(2)__________________________ as his work seems never ending.•We have all found Professor Zhang (3)______________. He took the time to answer all our questions and his answers were very wise. We have found him (4)_________________.•I walked in the desert with the other students this afternoon and we found the desert (5)_______________. The heart almost drove me (6)_____________eventhough I was wearing very thin cotton trousers to keep me (7)__________. It seems that I s houldn’t have brought all those thick clothes with me. I should have left them(8)____________________.Part B: either…or and neither … norStep 1: the use of either …or and nether …norSituation------ I have got one ticket for Liu Xiang’s 110mhurdle race to be held in Nanjing._______ you _____ your desk-mate can have it.------ Is it on Saturday or on Sunday?------ It is on next Monday.------ Oh, what a pity. I am afraid __________ I ____ my desk-mate can enjoy it.Step 2: summary:(1) Eithe r … or…can be used to express the idea of alternatives.eg: You can choose either A or B, which means you have twochoices, i. e, you can choose any one of the two.(2) Neither … nor…can be used to join two negative ideas together.eg: Neither A nor B is proper in question one, which meansA is not proper, andB is not proper either.▪Situation------ Whose fault is it? ( not yours / not mine )------ It is neither your fault nor mine. It’s your friend Jack’s fault.Part C: Subject-verb agreementStep 1: Practise and summarize:Fill in the blanks with the right verb forms:1.The people’s republic of China _____(be) founded in 1949.2.The food they offered on the plane ______(be) delicious.The verb should be singular if the subject is.3.Two hours_____(be) not enough for so much homework.4.Twenty thousand dollars_____(be) a large amount of money to me.The verb should be singular if the subject is a phrase of measurement,money or distance.All of us _____ __ ( attend) the lecture about Pompeii .Most of the lecture ______(be) about how the ancient city was discovered.I spent only 30 yuan buying books and the rest of money_______(be) spent on my food.When the subject is all of/ some of /half of+noun/pronoun, the verb agrees with the noun and pronoun.An expert with some assistants_____ (be) sent to work in GansuProvince.No on except two teachers________( know) the secret.Xiao Ming as well as his parents_____(be) interested in music.When the subject followed by with/ together with/as well as/, the verb agrees with the subject.Either the team leader or the guides _____ (be) looking after the students.Neither noodles nor rice______(be) delicious today.Either you or the headmaster_______(be) to hand out prizes to those gifted students at the meeting.Not only you but also I_______(be) puzzled at her worried look.When neither…nor/ either…or/ not only…but also…are used to join the subjects of a sentence, the verb agrees with the subject closest to it.His family_____(be ) to move to the countryside next month.His family _____all (be) fond of popular music.Our school ______(be) a key school in JiangsuProvince.Our school ______doing (do) morning exercises now on the playground.When the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.Step 2: Exercise.1. Each of you ______ responsible for the accident.a. amb. bec. isd. are2. Each man and woman ______ the same rights.a. hasb. havec. hadd. is having3. Every means ______ tried but without much result.a. has beenb. have beenc. ared. is4. There ______ in this room.a. are too much furnitureb. is too many furnituresc. are too much furnituresd. is too much furniture5. The manager or his assistant ______ planning to go.a. wereb. arec. wasd. be6. Not only I but also David and Iris ______ fond of playing basketball.a. amb. isc. ared. was7. Neither Tom nor his parents ______ at home.a. isb. arec. hasd. was8. Either the dean or the principal ______ the meeting.a. attends b . Attendc. are attendingd. have attended9. ______ was wrong.a. Not the teacher but the studentsb. Both the students and the teacherc. Neither the teacher not the studentsd. Not the students but the teacher10. “______ twenty dollars a big sum to her?〞“I suppose so.〞a. Will beb. Isc. Ared. Were Homework:Do exercise in the work book.。
牛津译林版高中英语必修三Unit3《Backtothepast》教学设计1
牛津译林版高中英语必修三Unit3《Backtothepast》教学设计1板块：Task课堂设计指导思想：本课要紧通过听、说、写的活动让学生了解如何讲述历史事件，为下一课的活动作预备。
Teaching aims:1.Teach and instruct students some specifi c procedures when trying to achieve agoal.2.Make sure students have opportunities to combine the skills they have learnedwith reality.3.Prepare students for the next step: giving a t alk.Teaching procedures:S tep 1 Lead inAsk students whether they’ve seen films about hi storic events and introduce the topic.【设计说明】通过热门电影引入本课主题。
Step 2 Skills building 1: li stening for the gistFollow the steps on pages 52-53.Step 3 Skills buil ding 2: describing illustrations1. Ask students to describe the picture of the launch of Shenzhou VII.2. Show the picture of Mogao Caves and ask students what they want to know about the picture.Then give the description of the picture.4.Ask students to think of how to describe illustrations.5.Tell s tudents how to desc ribe illustrations.【设计说明】通过让学生先实践，再摸索，然后从实践中上升到理论高度。
牛津译林版高中英语必修三Unit 3《Back to the past》(Reading)教学设计2
牛津译林版高中英语必修三Unit 3《Back to the past》(Reading)教学设计2板块：Reading课堂设计指导思想：通过听写、翻译、造句、替换、填空、完句、情形、故事（用所操练的语言点编故事）等活动操练语言点。
Teaching aim s:Master some language items.Teaching procedures:Step 1 Practice of language it ems1. similar: be similar to …the same …as/that …be different from …the similarity of a cat to a tigerMary is similar to Rose in many ways.The two cats are similar but not the same.1）Although ______ in appearance, the two plants have some basic differences.2）The song ____________ the one I heard yesterday.3）A second study produced ______ r esults.2. take over1) After his father retired, he took over th e c ompany.2) I took over her job while she was in New York.3) Our company was recently taken over by a larger one.3. so was the city1) I felt excited, ______ did the others.2) I didn’t feel excited, _________ did the others.3) I’ve never been to London, neither/ nor have my parents.4. with1) With so many trees around, our sc hool …2) With so much homework to do …3) With everything finished …4) With the old man showing the way …5) With a book in his hand …5. asas引导状语从句，表示按照，依照, 正如的意思。
高中英语 Unit3back to the past-task教案 牛津译林版必修3
to the past TaskTeaching Objectives:1 to teach and instruct students some specific procedures when trying to achievea goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to combine the skills they have learned with reality4 to aid students to choose and organize the information they have got and help them complete their products5 to enhance students’ overall abilities and improve their integr ated skillsImportant and difficult points:Make students learn how to write an outline of a speech and how to host a talk about a historical event.Teaching procedures:Part A: object complementStep 1 lead inRevise the grammar items in this unit (object complements, either…or…and neither…nor…, and subject-verb agreement).Situation 1:------ Did you find anything specialwhen you went to the classroom?------ No, I didn’t.------ You found the door open, didn’t you?------ Oh, yes. But I found nobody in the classroom.l PositionV. + Object + object complementeg: The inspector shot the drug-dealer dead.(=The drug-deal was shot dead by the inspector.)Step 2 learn the usage of object complementSituation 2:------ What do you think about her performance?------ We consider that her performance is a big success.We consider her performance a big success. )------ What do people think about dogs?------ People believe that dogs are honest.( People believe dogs to be honest. )l Usage An object complement , which gives information about the object, can be a noun, a noun phrase, an adjective,a to-infinitive, a bare infinitive, or a prepositional phrase.Step 3 Practise in oject complement.------What do you think about Harry Potter?------I find it ________________________.------What happened to the man?------The man was kept _________.Step 4: Use the words and phrases in the box to complete the following• Professor Zhang is a great archaeologist. His work has made the archaeological discovery of Loulan (1)_______________. We believe him(2)__________________________ as his work seems never ending.• We have all found Professor Zhang (3)______________. He took the time to answer all our questions and his answers were very wise. We have found him (4)_________________.• I walked in the desert with the other students this afternoon and we found the desert (5)_______________. The heart almost drove me(6)_____________even though I was wearing very thin cotton trousers to keep me(7)__________. It seems that I shouldn’t have brought all those thick clothes with me. I should have left them(8)____________________.Part B: either…or and neither … norStep 1:the use of either …or and nether …norSituation------ I have got one ticket for Liu Xiang’s 110mhurdle race to be held in Nanjing._______ you _____ your desk-mate can have it.------ Is it on Saturday or on Sunday?------ It is on next Monday.------ Oh, what a pity. I am afraid __________ I ____ my desk-mate can enjoy it.Step 2: summary:(1) Either … or…can be used to express the idea of alternatives.eg: You can choose either A or B, which means you have twochoices, i. e, you can choose any one of the two.(2) Neither … nor…can be used to join two negative ideas together.eg: Neither A nor B is proper in question one, which meansA is not proper, andB is not proper either.§ Situation------ Whose fault is it? ( not yours / not mine )------ It is neither your fault nor mine. It’s your friend Jack’s fault.Part C: Subject-verb agreementStep 1: Practise and summarize:Fill in the blanks with the right verb forms:1.The people’s republic of China _____(be) founded in 1949.2.The food they offered on the plane ______(be) delicious.The verb should be singular if the subject is.3.Two hours_____(be) not enough for so much homework.4.Twenty thousand dollars_____(be) a large amount of money to me.The verb should be singular if the subject is a phrase of measurement,money or distance.All of us _____ __ ( attend) the lecture about Pompeii .Most of the lecture ______(be) about how the ancient city was discovered.I spent only 30 yuan buying books and the rest of money_______(be) spent on my food.When the subject is all of/ some of /half of+noun/pronoun, the verb agrees with the noun and pronoun.An expert with some assistants_____ (be) sent to work in Gansu Province.No on except two teachers________( know) the secret.Xiao Ming as well as his parents_____(be) interested in music.When the subject followed by with/ together with/as well as/, the verb agrees with the subject.Either the team leader or the guides _____ (be) looking after the students.Neither noodles nor rice______(be) delicious today.Either you or the headmaster_______(be) to hand out prizes to those gifted students at the meeting.Not only you but also I_______(be) puzzled at her worried look.When neither…nor/ either…or/ not only…but also…are used to join the sub jects of a sentence, the verb agrees with the subject closest to it.His family_____(be ) to move to the countryside next month.His family _____all (be) fond of popular music.Our school ______(be) a key school in Jiangsu Province.Our school ______doing (do) morning exercises now on the playground.When the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.Step 2: Exercise.1. Each of you ______ responsible for the accident.a. amb. bec. isd. are2. Each man and woman ______ the same rights.a. hasb. havec. hadd. is having3. Every means ______ tried but without much result.a. has beenb. have beenc. ared. is4. There ______ in this room.a. are too much furnitureb. is too many furnituresc. are too much furnituresd. is too much furniture5. The manager or his assistant ______ planning to go.a. wereb. arec. wasd. be6. Not only I but also David and Iris ______ fond of playing basketball.a. amb. isc. ared. was7. Neither Tom nor his parents ______ at home.a. isb. arec. hasd. was8. Either the dean or the principal ______ the meeting.a. attends b . Attendc. are attendingd. have attended9. ______ was wrong.a. Not the teacher but the studentsb. Both the students and the teacherc. Neither the teacher not the studentsd. Not the students but the teacher10. “______ twenty dollars a big sum to her?”“I suppose so.”a. Will beb. Isc. Ared. WereHomework:Do exercise in the work book.。
(新课标)高考英语第1部分Book3Unit3Backtothepast教案(含解析)牛津译林版
Book 3 Unit 3 Back to the past晨读暮诵单元话题——文化遗产1．ancestor n．祖先2．nation n．国家；民族3．origin n．起源；起因4．altitude n．海拔；高度5．replace v．取代；替换6．account v．认为；说明7．defend v．保护；保卫8．announce v．宣告；宣布9．previous adj.早先的10．ancient adj.古代的11．in the distance 在远处12．in return 作为回报13．at one time 一度；从前14．to one's credit 值得赞扬15．tell apart 区别16．come into being 开始存在；产生17．believe it or not 信不信由你18．leave sth.to sb. 把某物留给某人1．I'm convinced that as long as we set our mind to it，we can protect the cultural heritages left by our ancestors.我坚信，只要下定决心，我们就能保护好祖先留给我们的文化遗产。
2．The temple is a national cultural heritage，with a history of about 1,000 years. 这座寺庙是国家级文化遗产，有着大约一千年的历史。
3．China lies in the east of Asia，with an area of about 9.6 million square kilometers. 中国地处亚洲东部，面积约960万平方千米。
4．The coastal line covers more than 18,000 kilometers.海岸线长达18 000多千米。
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高中英语Unit3Backtothepast英美文化欣赏教案（含解析）牛津
译林版必修3
【导读】海伦·凯勒，美国著名的盲聋女作家、教育家。
她幼时患病，两耳失聪，双目失明。
她以一颗不屈不挠的心灵坦然接受生命的挑战，以惊人的毅力面对生活的困难，在黑暗中寻找着人生的光明，然后又把生命的全部奉献给残疾人慈善事业。
The Story of My Life (Excerpt)
In October，1896，I entered the Cambridge School for Young Ladies，to be prepared for Radcliffe.
When I was a little girl，I visited Wellesley and surprised
my friends by the announcement，“Some day I shall go to college
—but I shall go to Harvard！”When asked why I would not go to
Wellesley，I replied that there were only girls there.The thought
of going to college took root in my heart and became an earnest
desire，which impelled me to enter into competition for a degree with seeing and hearing girls，in the face of the strong opposition of many true and wise friends.When I left New York the idea had become a fixed purpose；and it was decided that I should go to Cambridge.This was the nearest approach I could get to Harvard and to the fulfillment of my childish declaration.
At the Cambridge School the plan was to have Miss Sullivan attend the classes with me and interpret to me the instruction given.
Of course my instructors had no experience in teaching any but normal pupils, and my only means of conversing with them was reading their lips.My studies for the first year were English history, English literature，German，Latin，arithmetic，Latin composition and occasional themes.
我的生活(节选)
1896年10月，我进入剑桥女子学院学习，这也是为迈入拉德克利夫学院做准备。
当我还是个小姑娘的时候，曾去韦尔斯利参观。
当时，我的宣言令我的朋友们为之一惊：“将来我也会上大学——但是要上就上哈佛大学！”于是他们问我为什么不选择韦尔斯利学院，而我却回答说那所学院里只有女生。
上大学的念头在我心里扎下了根，进而变为一种坚定不移的愿望。
可以说，这种愿望激励着我迈入学位争夺战的行列，而我的对手是一些耳目俱全的女孩子。
当然，我也要面对身边那些现实而明智的朋友们的强烈反对。
在我离开纽约
的时候，上大学的想法已变成不可动摇的既定目标，因此我下定决心前往剑桥。
可以说，这是为实现我上哈佛的童年宣言而选择的最接近目标的一条路。
根据剑桥女子学院的安排，苏立文小姐将同我一起上课，并负责为我翻译授课的内容。
当然，我的导师没有任何教授残疾学生的经验，所以，我与老师和同学们交流的唯一手段就是唇读。
我第一学年学习的课程包括英国历史、英国文学、德语、拉丁文、算术、拉丁文写作和一些临时性课程。
[知识积累]
1．impel vt.推动
2．opposition n．反对
3．fulfillment n．实现
4．interpret vt.诠释
[文化链接]
身残志坚是对海伦·凯勒的最好诠释。
无论古今中外，这些名人的事迹总能给我们以生活的激情和方向。
这颗星球因他/她们的存在而多彩。