必修三 unit 3_教案
新人教高中英语必修三Unit3 DiverseCultures-Readingforwrting教案
2019新人教高中英语必修三Unit3 Diverse CulturesReading for writing 公开课教案Teaching aims:1.Enable students to acquire some basic information about San Francisco’s Chinatown.2.Enable students to figure out the organisation and language feature of the text.3.Help students to identify the cultural characteristics of Chinatown and the relationship between Chinese culture and American multiculturalism.4.Guide students to write an introduction to your city/town and write an outline of your introduction.Teaching key points:1.Analyse the organisation and language feature of the text.2.Cultivate students to write an introduction to your city/ town properly and concisely according to an actual situation.Teaching difficult points:1.Enable students to figure out the organisation and language feature of the text.2.Guide students to introduce their city or town in a comprehensive,accurate and organised way.Teaching procedures:StepⅠBefore readingTalk about your travel experience and ask students to give you some advice and information as you plan to travel to San Francisco’s Chinatown.T:Class, I plan to travel to America and my destination will be Chinatown in San Francisco. How do you know about Chinatown? Can you give me some advice and information to help me know more about Chinatown?Ss: Firstly, it is the place where the Chinese immigrants live. Secondly, you canexplore the interesting sights,experience traditional Chinese culture, go shopping, eat Chinese food, and so on.Step ⅠWhile readingCultural NoteThe Dragon Gate is the most photographed site in San Francisco’s Chinatown.The gate was designed by three Chinese-American architects in 1967 using traditional Chinese village gates for inspiration.The Tin How Temple is the oldest Taoist temple in Chinatown,and one of the oldest Chinese temples in the United States.The temple was built in 1852,but then destroyed by the 1906 earthquake.The image of the goddess Mazu was preserved,as well as part of the altar and the bell.These were relocated to the top floor of a building constructed on the site of the old temple.The Bank of Canton is actually the old Chinese Telephone Exchange,a traditional Chinese-style building constructed in 1894.When the telephone was first introduced,there was no way to dial a number.Instead,you would have to talk to a switchboard operator (nearly always a woman),tell her the telephone number of the person you wanted to talk to,and she would manually connect you to the person you wanted to call using an electric plug.However,Chinese residents thought it was impolite to use a number to refer to a person,so the switchboard operators in Chinatown had to know all the names and addresses of everyone in Chinatown so they would know who to connect people to.They also had to know five dialects of Chinese and speak English.Like many buildings in Chinatown,the Chinese Telephone Exchange was destroyed by the 1906 earthquake,but it was quickly rebuilt.However,in 1949 it was closed when dial telephones made switchboards unnecessary.Portsmouth Square,now a public park,is the site of San Francisco’s first public square,built in the early 19th century.While many important historical events related to California and San Francisco occurred in the square before Chinatown was established or grew in size,the site is now very much considered an integral part of Chinatown.The Scottish novelist Robert Louis Stevenson (1850—1894) lived in San Francisco briefly between 1879—1880,and spent much time in Portsmouth Square during his stay there.There is a monument in his honour in the park.Activity 1Prediction1.Look at the title and picture and predict what kind of article is this?2.Who are the target readers?3.What is the writer’s purpose of writing this text?Suggested answers:1.This is an introduction to Chinatown in San Francisco.2.Visitors.3.To introduce a diverse cultural Chinatown in San Francisco to visitors.Activity 2 Reading for main ideaRead the text quickly and match the main idea of the passage.Para.1 A.The characteristic of Chinatown.Para.2 B.The history of Chinatown.Para.3 C.The introduction of Chinatown’s shops and products.Para.4 D.The origin of Chinatown.Para.5 E.The existence value of Chinatown.Para.6 F.The famous food and drinks of Chinatown.Suggested answers:Para.1:A Para.2:D Para.3:B Para.4:C Para.5:F Para.6:EActivity 3 Reading for detailsRead the passage again and answer the questions.1.What are the famous tourist sites in the Chinatown of San Francisco?2.Which is the best season to visit the Chinatown in San Francisco?3.What else can you do there?Suggested answers:1.Dragon Gate,Tin How Temple,Bank of Canton,and Portsmouth Square.2.All year round.3.We can explore the interesting sights,experience traditional Chinese culture,goshopping,eat Chinese food,and so on.Activity 4Reading for organisation and language featuresRead the text again and study the organisation and language feature.1.What information is included in the introduction? Tick the items that are mentioned.2.Underline the sentences that are used to describe the items above.Location:______________________Climate:________________________________History:_____________________________________Ethnic groups:____________________________________Languages:_____________________________________________Famous figures:_____________________________________________Famous food/drink:_______________________________________________ Tourist attractions:_________________________________________________ Businesses and industries:_____________________________________________3.Fill in the blanks to show the structure of the text.Paragraph(s)Main ideaDetails Expressions1 Introductionsh ortintrodu ction to San Francisc o’s Chinato wn2—5 Bodywhat youcan findand doin San Francisco’sChina-town23456 Summaryim portanc e of Chinato wnSuggested answers: 1.2.Location:in San FranciscoClimate:mild all year roundHistory:Chinese immigrants settled in the area during the railroad construction and gold rush periodEthnic groups:the majority of residents in Chinatown are still ethnic ChineseLanguages:many of whom do not speak English fluentlyFamous figures:Robert LouisFamous food/drink:traditional dishes from all over ChinaTourist attractions:Dragon Gate,Tin How Temple,Bank of Canton,Portsmouth SquareBusinesses and industries:souvenirs,goods,and clothing;all kinds of traditional Chinese herbal medicine;Chinese tea stores3.Pa ragraph (s)MainideaDetails Expressions1Int roducti onshortintroduction toSanFrancisco’sChinatownlocation,features,climatebiggest,oldest,very popular tourist draw,mild allyear round2—5what you2history,ethnichistorically...what started as...then turnedinto...the majority of residents...a real taste of ChinaBo dy canfindand doin SanFrancisco’sChinatowngroups,language3attractions,famous figuresfamous sites include....to name but a few,spendhours just exploring the interesting sights,smells,andsounds of China,a key site.a great place to...4storesand goodsoffer a unique range of...all kinds of...can befound,varieties of5foodtreasure,suit everyone’s taste,traditional dishesfrom all over China6 Summa ryimportance ofChinatownuniquecultureallow...to...experience...first handStepⅠ Describing a place with distinctive cultural identity1.In groups,brainstorm as much information as possible about your city/town and its culture.Then write an outline of your introduction.①What is unique about your city/town?②Is it a city/town with diverse cultures?③What examples can you give to illustrate its feature?2.Write an introduction to your city/town.The following phrases and expressions may help you.·is located in/on·has a history of...years·is divided up into·has a population of·is...in size·is home to...ethnic groups·the most popular/greatest/largest·popular festivals/foods/tourist sights include...Suggested answers:1.①My city is distinctive cultural identity.②Yes,it is a city/town with diverse cultures.③I will give examples such as history,population...to illustrate its features.2.Lijiang is an ancient city high up in the mountains of Yunnan,near the borders of Sichuan and Tibet.It was an important stop on the Ancient Tea and Horse Road,which connected central China with Myanmar and India,transporting not just tea but also silk and other goods.Lijiang’s Old Town,with a history of over 800 years,is a UNESCO World Heritage Site.Today,Lijiang is mostly known for its ethnic minority culture,especially the culture of the Naxi ethnic group.The Naxi are famous for their Dongba culture.They have their own unique written language that uses pictures and symbols.They also create beautiful arts and crafts,and are well known for their singing and dancing.Strolling around the Old Town,one can witness Naxi life much as it was hundreds of years ago.One can also try traditional Naxi food,including the air-dried pork liver,Naxi baba (a kind of flat bread),and Naxi hot pot.But if you really want to see Naxi traditional culture,it is best to visit during the Torch Festival,which usually occurs in the summer.During the festival,the streets are full of torches,bonfires,and lots of people singing and dancing.While the main ethnic group living in the area is the Naxi,there are also at least 19 other ethnic groups,including Yi,Lisu,Bai,Tibetan,and Pumi.It is easy to arrange a short homestay with an ethnic minority family to learn more about their way of life.Just outside the city,there are beautiful mountains,meadows,lakes,rivers,and gorges,offering plenty of opportunities to go hiking,kayaking,or rafting.Like much of Yunnan,the weather is always fairly mild in Lijiang,so it is fine to visit throughout the year.Lijiang can be easily reached by airplane or train,and visitors can hire bikes or cars to explore the area.It is the perfect place for tourists to experience the colourful culture of China’s ethnic minorities.StepⅠEvaluating and polishing the draft1.Exchange drafts with a e the checklist to give feedback on your partner’s draft.2.Get your draft back and revise it.3.Put up your introduction in your classroom or share it with the class.StepⅠHomework书面表达：请阅读下面有关中国题材纪录片(documentary)的对话，并按照要求用英语写一篇150个词左右的文章。
新外研社高中英语必修三Unit3 The world of Science整单元完整教学设计
新外研社版高中英语必修三Unit 3 The World of ScienceStarting out&Understanding ideas教学设计教学目标:By the end of this period, students will be able to:1.Watch a video and extract the key information from it;2.Know and master the main features of an interview;3.Understand this passage to obtain relevant details;4.Improve critical thinking skills and try to give some useful suggestions.教学重难点：1.Summarise the inventions and usage of acquiring language knowledge;2.Understand the future trends in global technology development, form an international perspective, and deepen your understanding of the unit theme.教学方式：P-W-P教学法，Task-based Teaching Method.教学设计：Step ⅠLead-inActivity1Watch a videoWatch the video and answer the questions.1.Which of the inventions in the video interests you most?Why?2.Which of the inventions in the video do you think will become a reality?3.Of all the inventions in the world,which do you think is the most useful? Why?Suggested answers:Students’ own answers.Activity2Look at the picturesLook at the pictures and talk about how the way we live has changed over time.Discuss the reasons behind these changes.Suggested answers:Students’ own answers.Step ⅠWhile-readingActivity1Read for the main ideaChoose the sentences that describe Dr Fairhurst’s opinions.Suggested answers:2,4Activity2Language points and translation1.In addition,important advances have been made in medicine and environmental science thanks to increasing computer power.【翻译】此外,得益于不断强化的计算机能力,医药与环境科学也取得了重要进展。
【教案】新人教必修三Unit 3 Reading for writing教学设计
教学设计课题：人教版（2019）必修第三册 Unit 3 DiverseCulturesReading for Writing: Welcome to Chinatown!主题语境：人与社会——历史、社会与文化语篇类型：介绍性语篇授课时长：45分钟授课对象：高一（1）班授课教师：指导教师：授课时间：文本分析本课语篇的主题语境是人与社会，该文介绍了旧金山中国城最具代表性的内容，包括该地的居民构成、语言、建筑、商品、饮食风味和人们的活动。
该语篇是一篇典型的带有旅游宣传性质的介绍性语篇，从文章标题“Welcome to Chinatown!”到“总—分—总”的写作结构，客观而全面地描述了旧金山中国城的历史和现状，并呼吁还没有机会去中国的人前往中国城，亲身体验中国传统文化。
语篇共有6段，第一自然段概述旧金山中国城的特点，即它在美国最大、历史最悠久，颇受游客欢迎。
主体部分的四个段落从不同角度带领读者了解旧金山的中国城。
第二段介绍了中国城的起源、居民的构成和当地的主要语言。
第三段继续讲述中国城的历史，包括1906年的地震和城市的重建，并主要介绍了几个有特色的景点。
第四段介绍了中国城的店铺类型及特色产品，包括中草药、茶叶等。
第五段介绍中国城的饮食特点。
第六段重申中国城存在的价值，即它是美国多元文化的重要组成部分，是游客亲身体验中国传统文化的重要场所。
阅读语篇的插图呈现的是旧金山中国城入口处的牌楼，即龙门，大门以绿瓦盖顶，顶上盘龙鱼跃龙门，正上方悬挂“天下为公”牌匾，左右各有一个石狮把门，中国味十足。
学情分析高一年级的大多数同学已具备从高中相应阶段一般难度的文本中提取主要信息的能力。
但是表达能力欠缺，对文中所提到的Chinatown以及相关背景知识了解不多，对介绍家乡的一些关键信息把握不准，写作结构不清晰。
通过对课文篇章结构的分析和主要信息的梳理，有利于学生写作时构建文章的架构，鼓励他们去寻找家乡的独特文化，以及更有效的语言输出。
【教案】公开课教学设计必修三Unit3 reading for writing
课题：必修三Unit3 Reading for Writing一、教材内容分析本课语篇的主题语境是人与社会，主题群是人与社会中的文化习俗，主题语境内容通过介绍唐人街继续聚焦中国文化。
该文介绍了旧金山中唐人街最具代表性的内容，包括该地的居民构成、语言、建筑、商品、饮食风味和人们的活动。
语篇共有6段，第一自然段概述旧金山唐人街的特点，即它在美国最大、历史最悠久，颇受游客欢迎。
主体部分的四个段落从不同角度带领读者了解旧金山的唐人街。
第二段介绍了唐人街的起源、居民的构成和当地的主要语言。
第三段继续讲述唐人街的历史，包括1906年的大火和城市的重建，并主要介绍了几个有特色的景点。
第四段介绍了唐人街的店铺类型及特色产品，包括中草药、茶叶等。
第五段介绍唐人街的饮食特点。
第六段重申唐人街存在的价值，即它是美国多元文化的重要组成部分，唐人街也是海外华人的精神家园和传播中国文化的重要窗口，外国人在唐人街能近距离体验中国文化。
该语篇是一篇典型的带有旅游宣传性质的介绍性语篇，从文章标题“Welcome to Chinatown!”到“总一分一总”的写作结构，客观而全面地描述了旧金山唐人街的历史和现状，并呼吁还没有机会去中国的人前往唐人街，亲身体验中国传统文化。
二、学情分析本课的授课对象是尤溪县第五中学高一年级学生，学生人数为26人，学生与本课相关的核心素养情况如下: 1.语言能力: 大部分学生能读懂旧金山唐人街的旅游宣传简介，基本掌握这类文章的文本结构、内容要点及语言风格，但对于内容要点相应的表达与主题结合还不太熟悉:2.学习能力: 学生已有一定的梳理文本结构，提炼关键信息的能力，但对于突出要点的同时查找细节支撑信息还不是特别熟练，在阅读写作策略及习惯上需要指导:3.文化意识: 学生对中国文化的影响及其多样性有一定的理解，但对中国文化于美国多元文化中的地位及两者的联系缺乏了解，需进一步拓宽国际视野，提升文化理解和鉴别能力;4.思维品质: 学生具备基本的语篇结构梳理能力，但根据文本进行分析、提取信息并结合写作表达关键信息的能力有所欠缺。
人教版必修三英语第三单元教案TalkingaboutPhysicalAppearance
人教版必修三英语第三单元教案TalkingaboutPhysicalAppearance--Talking about PhysicalAppearance(Unit 3)教材分析：本单元主要讲述的是如何描述一个人的外貌特征，涉及到的语法主要是形容词的比较级和最高级，同时还有一些逊色与胜任的表达方式。
本单元的重点在于教学如何使用形容词来描述一个人的外表，让学生掌握一定的描述技巧，从而进行更准确地表达。
教学目标：知识目标：1.能够熟练描述一个人的外貌特征，并使用形容词的比较级和最高级，以及相关的逊色与胜任的表达方式。
2.能够运用所学知识完成相关的阅读、听力和口语练习，达到基本的交流能力和语言应用能力。
能力目标：1.培养学生辨别身体部位的能力，提高其观察力和表达能力。
2.提高学生的英语听、说、读、写的能力，使其能够流利地进行英语口语交流。
情感目标：1.培养学生树立正确的审美观和人生价值观，使其能够尊重不同的文化和不同的人。
2.鼓励学生在语言学习中发扬创新思维，锻炼自我表达的勇气和能力。
教学重点：1.形容词比较级、最高级和逊色与胜任的表达方式的掌握。
2.学生口语表达能力的培养和提高。
教学难点：1.如何正确运用形容词比较级、最高级和逊色与胜任的表达方式。
2.如何培养学生英语口语表达的能力，提高其英语听、说、读、写的能力教学设计：一．课前准备 ( Pre-task preparation)1.教师准备相关的物品，以便于学生在描述一个人的外貌时有具体的东西可以参考。
2.让学生阅读相关的课文，了解相关的语言点和表达方式。
二．引入 (Introduction)1.教师可以通过播放一段视频或者是展示图片，引入对话题的思考。
2.教师可以介绍一些有趣的人物，引入本节课的主要内容。
三．新课教学 (New content)1.形容词的比较级和最高级 (Comparative and superlative adjectives)a.讲解基本的用法和规则。
高中英语必修三unit 3 diverse cultures全单元(共四部分)教学设计教案
普通高中英语（2019版）必修第三册Unit 3 Diverse CulturesPeriod 1 Listening and speaking听力部分分为两个部分：Listening and speaking和Listening and talking。
Listening and speaking板块的活动主题是“讨论几种美国食品的起源”( Talk about the origins of American food)。
美国的多元文化反映在社会生活的各个领域,饮食就是很重要的一个方面。
该板块介绍了四种食品——汉堡包、墨西哥玉米片、秋葵汤和福饼,它们都是在美国本土发明的,但都带有其他民族的饮食风味和特点。
在文化交流过程中,不同民族的文化接触后会产生碰撞,同时也会根据需要从不同的文化体系中选取文化元素,经过整合融为一体,形成一种新的文化体系,这就是文化融合的过程。
现代美国文化就是多种文化融合的结果,而这里介绍的几种美国食品正是文化融合现象的具体表现。
听力对话的最后一句道出了美国饮食的特点:将世界上的不同食材混合在一起,创造出一种全新的食品。
Listening and talking板块的活动主题是“谈论中国的少数民族文化”( Talk about ethnic minority cultures in China)。
此部分从谈论美国的多元文化过渡到谈论中国文化的多样性。
少数民族文化是中国文化多样性的重要体现。
该板块围绕贵州苗族和侗族的少数民族文化展开。
民族文化是民族身份的重要标志,了解中国文化的多样性有助于培养文化自信,弘扬和传承中国文化。
了解中国异彩纷呈的少数民族文化也有助于学生形成尊重、包容的心态,为维护和谐社会作出贡献。
1. Master the methods and skills of note-taking, understand the logic of listening materials (including the expression of transition, contrast, cause and effect, coincidence, and examples), so as to determine the key information;2. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process;3. Instruct students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners;4. Master the principle of dividing long sentences into groups, and be able to use pause skills when reading long sentences or oral expressions.5. Be able to introduce Chinese minority culture and tell Chinese stories in English.Importance:1. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process;2. Instruct the students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners.3. Be able to introduce Chinese minority culture and tell Chinese stories in English.Difficulties:1. Clearly introduce the characteristics and cooking methods of a Chinese national food to the partners;2. Master the principle of dividing long sentences into groups, and be able to use pause skills reasonably when reading long sentences or oral expressions.3. Be able to introduce Chinese minority culture and tell Chinese stories in English.1. Review the vocabulary about food and understand the characteristics of Chinese traditional food culture;2. Read this section in advance, review the vocabulary of American food, and understand the characteristics of American food culture.Step 1 Lead-in1.The teacher presents a news report to help students understand the meaning of diverse in the title.Overseas Students Experience Diverse Cultures at Shandong University Shandong University in Jinan, East China's Shandong Province unveiled its I8th International Cultural Festival at its central campus on April 26, offering locals a chance to experience unique cultures from 25 countries around the world.Overseas students from Russia, France, Thailand, Afghanistan, Italy, Uganda, and Laos wore traditional costumes as they showcased food,dances,handcrafts,and souvenirs from their home countries.Since 2001, the international cultural event has evolved into an important channel the university to promote its campus culture featuring understanding, inclusiveness.for openness, and progress.2.According to the above context, the teacher guides the students to discuss the meaning of diversecultures, and then asks them to try to explain the meaning of unit title "diverse cultures" in their own language.Students can explain it this way :It means the coexistence of many different types of cultures in a specific region or in the world as a whole. Each culture has its distinct features and each other’s differences are respected.Step 2 Watching and talkingActivity 11.Teachers makes full use of pictures to find the breakthrough of unit teaching.The following questionscan guide students to observe the details in the picture, so as to understand the cultural information and its connotation carried by the picture, and establish a connection with the unit theme.What can you see in the photo?(buildings, lamp post, lanterns.) Do you find the place familiar?What are some words on the buildings?Why are there both Chinese and English shop signs?Where do you think this photo was taken?What day you think such a place is like?Do you think this is a typical place to show cultural diversity? Why?2.Appreciate famous quotes.The teacher asks the following questions to help students understand thequotation and relate the unit topic:Can you paraphrase the quote in your own words?Can you give some examples to demonstrate the diversity of people in world?Can you think of some examples to show diverse cultures in the world?3.Ask the students to quickly review the listening, speaking, reading and writing tasks listed in theopening page. Then ask the students to close their books and answer the positive questions.What are some topics you will read about/ listen to?What are some topics you will talk/write about?Which part do you think will interest you?What do you expect to learn from this unit?Step 3 ListeningActivity 21.Ask the students to look at the four pictures in activity 1.2.Students were asked to match the picture to the following description and then to try to match it to thename of the food.Picture A: small pieces of thin crisp chips served with beans, cheese, spices, etc (nachos).Picture B: a crisp hollow cookie containing a piece of paper with a short message on it (fortune cookie).Picture C: a thick seafood soup,a spicy stew(gumbo).Picture D: a sandwich containing cooked meat and some other vegetables in a bread roll (hamburger).Activity 31.The teacher plays the recording for the first time and asks the students to verify whether the matching food names in activity 1 are correct.2. The teacher plays the recording for the second time. The teacher arranges the following questions in advance to guide the students to get the key information and grasp the general meaning of the listening dialogue.Where does this conversation take place? How do you know?Who are the speakers?What is the topic of the conversation?What is Steve Fox’s opinion about American food?How many examples does Steve Fox give to support his opinion? What are they?Activity 41.Look at the five sentences in activity 3.Let's listen to the tape for the third time.The teacher first lets the student understand the problem, then completes the listening task, in this way the student listens with the purpose, is helpful to develop the selective attention strategy.2.Ask the students to browse the listening task of activity 4. First, try to fill in the information in the form from memory.Next, the teacher plays the tape again and asks the students to fill out the rest of the information and reminds them to use the shorthand strategy.If students can fill out most of the information, teachers can ask them to fill in more information on the form as they listen.When the students were finished, they were asked to use the information in the table to organize the language and verbally describe each food.3.Listen to the tape again and ask the students to complete the following sentences in the listening text.He’s here to talk about cultural influences on American food.You mean there was a mixing of cultures? Food from overseas changed when it arrived in the States.And there are many more examples of mixed-culture dishes.So they’re like a mix of the Chinese, American, and Japanese cultures.It was invented in New Orleans over 200 years ago, and mixes French, African, Native American, and Spanish cooking.So it's the food of many different cultures, all in one dish?American cooking often mixes things from around the world to make something completely new. Step 4 SpeakingActivity 51.Teachers can use courseware to show pictures and definitions of potluck to introduce this interestingcultural phenomenon to students.Such as:A potluck dinner is a meal to which each guest brings a dish of food prepared by the person, tobe shared among the group.2.Next, the teacher can ask the following questions to start thinking:How do you think potluck dinners show diverse cultures in the world?What food would you bring to the party if you were invited?Why do you choose this food?3.Teachers create a situation and ask students to create a dialogue in pairs. One student ACTS as a guestinvited to a potluck party and the other gives advice as a friend.Each group is asked to have a conversation about the origin, preparation and characteristics of a food according to the three questions in activity 5.Students can also add cultural information about the history and legends of the food.After the students have finished the drill, the teacher may ask several groups of students to present to the class. Step 5 PronunciationActivity 61. Understand the spoken text.Read the passage silently and answer the following questions:What is this text about?What did you learn about them from the text?2.Mark the pauses in the passage. Then ask one of the students to read to the class.In combination withthe student's problems in pausing, help students understand the role of pausing: first, pausing allows us to take a breath in time, so that we won't be so tired in the process of speaking;Secondly, proper pauses allow us to better grasp the rhythm of speaking and express ourselves.3. The teacher plays the recording, guides the students to make necessary modifications, and summarizesthe common positions of pauses.4. Listen to the tape again and ask the students to follow the tape.5. Let the students read the passage in pairs. Help each other to improve the accuracy and fluency ofreading.Finally, please have a few students present to the class.Step 6 ListeningActivity 71.Ask students to focus on the three pictures in activity 1 and try to describe each picture, including:Photo 1: Where do you think these men are from? What are they doing? What are they holding in their hands? What is the instrument like? What arc their clothes like?Photo 2: Where do you think the girls are from? What are they doing? What are their clothes like?What are they wearing on their heads?Photo 3: Can you find in the photo which village it is? What time is it in the photo? What is the village like?Based on the description of the students, the teacher skillfully penetrated the key words in the listening dialogue, such as silver, accessory, minority, musical instrument, perform, etc.2.It's about the ethnic minority cultures of the Miao and Dong people in China. It's about the ethnicminority cultures of the Miao and Dong people in China.3.Let the students focus on the Miao and Dong ethnic groups, share their understanding of the twoethnic minorities, fully activate the students' background knowledge, and prepare for the following listening activities.Step 7 Listening comprehensionActivity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?plete the passage.Ask the students to quickly review the summaries of the two listening materialsin activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the informationstructure in the listening.(While listening, take notes. Capture key information quickly and accurately.) Step 8 TalkingActivity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand theattitudes of Wu Yue and Justin in the conversation.How does Wu Y ue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity.3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You'rekidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!""Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares histravels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.Step 9 Homework1)Independently complete the exercises in the guide plan;.2)Remember the new words and learn the usages of them.1、通过本节内容学习，学生能否清晰地向同伴介绍一种中国民族食品的特点和烹饪方法；2、通过本节内容学习，学生能否通过听一段访谈对话来了解美国多元文化在饮食方面的体现，并指导学生在听力过程中记录关键信息；3、通过本节内容学习，学生能否掌握听力理训练中的听力策略。
新人教版高中英语必修三Unit 3 Reading and Thinking教案
-Clear the tackle ofthenext step.
Reading
Step 6
Pair work
Teacher encourages students to use the key words and phrases learnt to discuss with their partner about the following topics:
4.Encourage students to learn more about gold rush.
重点
1.Master the usage of key words and phrases.
2.Improve the students’ ability to classify and organize information.
教学目标与核心素养
1.Learn and master the key words and phrases.
2.Train the students’ ability to organize the information.
3.Enable the students know about cultural diversity
After acknowledgingthe information and the meaning of the new words, answer the questions.
-Use video to catch students’ attention.
-Expand their horizons and spark their interest.
claim-deny
人教版英语必修三第三单元reading for writing教案
人教版英语必修三第三单元reading for writing教案Unit 3 Reading for Writing教案。
【教学目标】。
1.学生能够了解和认识一些重大节日的传统方法和历史。
2.通过阅读和写作技能的练习，学生能够提高自己的英语水平。
3.帮助学生在词汇、语法和写作方面提高自己的技能。
【教学重点】。
1.学生必须熟悉传统的节日和庆典。
2.通过阅读文本，学生应该能够理解不同的庆典和文化。
3.学生必须能够用英语发表意见和写作思考。
【教学难点】。
1.如何根据文本理解文化和庆典活动。
2.提高学生的写作技能和口语表达能力。
3.如何评估学生的写作和口语表达能力。
【教学方法】。
教师主导教学，黑板讲解，学生讨论，学生阅读练习，学生写作，小组互动，学生演讲，并采用查询等策略。
【教学步骤】。
Step 1 概述课程和目标。
教师向学生介绍第三单元的主题，根据课程目标和学生预期的技能水平，让学生明确学习目标和期望能够达到的技能和知识。
Step 2 学术词汇表和口头表达。
教师为学生提供一个专业术语的列表，这些术语与节日和庆典有关，或与文化和习俗有关。
教师会冷静地对每一个术语进行解释。
后，要求学生反复说这些术语，以尽量熟练掌握，并进行口头练习，确保学生能够在英语中表达自己的想法。
Step 3 阅读理解和分析。
教师分配课文，有可能包括多个篇章，帮助学生用所学的技能加深对文本的理解和评估。
教师可以要求学生回答问题，或寻找关键内容。
学生们可以自由地解释课文。
教师可以通过黑板引导讨论，协助学生更好地理解文本。
Step 4 串讲和口头演讲。
要求学生口述内容，并向同学们展示他们的批判性思维，看看他们能否进一步理解所学到的新知识。
通过“串课”和口头演讲，学生可以更深入地了解自己的思维和理解。
Step 5 搜集资料、撰写文章。
学生阅读文本，了解庆典和历史文化的细节，并搜集资料，构建自己的写作思路，写下自己的文章。
Step 6 小组分享和讨论。
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。
必修三英语unit3教案
必修三英语unit3教案教案标题：必修三英语 Unit 3 教案教案目标：1. 通过本单元的学习，学生将能够熟练运用本单元所学的词汇、短语和语法结构。
2. 培养学生的听、说、读、写的综合能力，提高他们的英语交际能力。
3. 培养学生的批判性思维和解决问题的能力。
教学重点：1. 学习并掌握本单元的重点词汇、短语和语法结构。
2. 培养学生的听、说、读、写的能力。
3. 培养学生的批判性思维和解决问题的能力。
教学难点：1. 学生能够准确运用本单元所学的语法结构和词汇。
2. 培养学生的批判性思维和解决问题的能力。
教学准备：1. 教师准备：课本、多媒体设备、教学PPT、练习题等。
2. 学生准备：课本、笔记本、笔等。
教学过程：Step 1: 导入新课（5分钟）1. 引入新课，通过展示一些相关图片或视频来激发学生对话题的兴趣。
2. 引导学生讨论并提出问题，引出本课的主题。
Step 2: 新课讲解（15分钟）1. 教师通过PPT或黑板等方式，讲解本单元的重点词汇、短语和语法结构。
2. 结合例句和实际情境，帮助学生理解和记忆新知识。
Step 3: 听说训练（20分钟）1. 播放相关录音或视频材料，让学生进行听力训练。
2. 设计一些与课文内容相关的口语练习，让学生进行对话练习。
Step 4: 阅读训练（20分钟）1. 学生独立阅读课文，理解文章的大意和细节。
2. 学生进行小组讨论，分享自己的理解和观点。
3. 教师组织全班讨论，引导学生深入思考课文中的问题和主题。
Step 5: 写作训练（15分钟）1. 学生根据课文内容，完成相关写作任务，如写一篇短文、写一封信等。
2. 学生互相交流和修改自己的作文，提高写作质量。
Step 6: 巩固练习（15分钟）1. 教师设计一些练习题，让学生巩固所学的语法和词汇。
2. 学生独立完成练习，并相互检查答案。
Step 7: 课堂总结（5分钟）1. 教师对本节课的内容进行总结，并强调重点和难点。
英语必修三unit3教案
英语必修三unit3教案教案标题：Exploring Culture through Language - Unit 3: English Compulsory 3 教学目标：1. 通过本单元的学习，学生将能够了解和探索不同的文化背景对语言的影响。
2. 培养学生的跨文化交流能力，提高他们的跨文化意识和理解力。
3. 提高学生的听说读写能力，并能够在真实情境中运用所学知识。
教学重点：1. 了解不同文化对语言的影响。
2. 学习并运用相关词汇和表达方式。
3. 提高听说读写能力。
教学难点：1. 学生对于不同文化背景下的语言差异的理解和接受。
2. 学生的跨文化交流能力培养。
教学准备：1. PowerPoint演示文稿。
2. 学生教材和相关学习资料。
3. 录音设备和音频材料。
4. 文化相关图片和视频素材。
教学过程：一、导入（5分钟）1. 通过展示一些国际文化图片或视频，引发学生对跨文化主题的兴趣。
2. 提出问题：你认为不同文化背景对语言有什么影响？二、新课讲解（15分钟）1. 介绍本单元的主题和学习目标。
2. 分享一些不同文化背景下的语言差异的例子，并引导学生思考和讨论。
3. 通过PPT和多媒体素材，讲解本单元的重点词汇和表达方式。
三、听说训练（20分钟）1. 听力练习：播放相关录音材料，要求学生听取关键信息并回答问题。
2. 口语练习：以小组为单位，让学生讨论并展示不同文化背景下的语言差异，鼓励他们使用所学词汇和表达方式。
四、阅读训练（15分钟）1. 学生阅读相关阅读材料，并回答问题。
2. 分组讨论阅读材料中提到的文化差异，并分享自己的观点和体验。
五、写作训练（20分钟）1. 学生根据所学内容，撰写一篇短文，描述他们对不同文化背景下的语言差异的理解和感受。
2. 鼓励学生使用所学词汇和表达方式，同时提供写作指导和反馈。
六、拓展活动（10分钟）1. 分组展示学生的写作成果，并进行同学间的互动和讨论。
2. 观看相关文化视频，进一步拓宽学生的跨文化视野。
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。
必修三Unit3单元教学设计
大单元整体教学设计郑州市第七高级中学一、基本信息二、背景分析1.课标分析：《高中英语课程标准》中要求，学生在必修阶段能够在相对熟悉的情境中，围绕必修课程内容所涉及的人与自我、人与社会和人与自然等主题语境，使用所学的语言知识和文化知识，有效运用学习策略，理解必修课程所规定的不同类型语篇所作递的意义、意图和情感态度，理解语篇中不同的文化元素及其内涵，分析不同语篇类型的结构特征和语言特点，并能以口头或书面形式陈述事件、传递信息、表达观点和态度等。
具体要求是：学生在听的过程中，能抓住日常生活语篇的大意，获取主要事实、观点和文化背景。
能根据重音、语调、节奏的变化，理解说话人所表达的意义、意图和情感态度。
能通过读与看，抓住日常生活语篇的大意，获取其中的主要信息、观点；能区分语篇中的主要事实与观点；能基于所读和所看内容，进行推断、比较、分析和概括；能识别语篇的类型和结构，辨识和分析语篇的文体特征及衔接手段；能识别语篇直接陈述的情感态度、价值观和社会文化现象。
能在语境中有效地运用语法知识来理解和表达意义，简单地表达观点、意图和情感态度，在生活中能进行一般性的人际交流。
能用文字描述个人经历和事务特征；能借助连接性词语、指示代词、词汇衔接等语言手段建立逻辑关系，借助标题、图标、图像、表格、版式等传递信息、表达意义；根据表达目的选择适当的语篇类型；根据表达的需要选择词汇和语法结构。
2.教材分析：本单元围绕“多元文化”的主题展开。
多元文化是指在一个社会、国家或民族中存在的多种文化的总称。
学生用书主要涉及多元文化在美国和中国社会各个领域的体现。
美国是个典型的移民国家，来自世界不同地域的移民带着各自的母语、风俗习惯、历史文化背景、价值观念和行为方式，共同创造了美国丰富的多元文化。
人们常用“大熔炉”来形容美国文化。
中国是一个统一的多民族国家。
56个民族共同组成了中华民族大家庭，同时又具有各自独特的文化传统，各民族文化和谐共生，交相辉映。
高一英语（人教版）-必修三Unit3DiverseCultures-1教案
教案教学基本信息课题高一英语(人教版) –必修三Unit 3 Diverse Cultures (2)学科英语学段：高中年级高一教材书名：普通高中教科书英语必修第三册出版社：人民教育出版社出版日期：2019 年11月教学设计参与人员姓名单位设计者实施者指导者课件制作者其他参与者教学目标及教学重点、难点在本课学习结束时，学生能够：1. 获取梳理作者在旧金山旅行的见闻和感受；（重点）2. 概括整合多元文化对旧金山各方面的影响；（重点）3. 结合自身经历，谈论文化多样性形成的原因及其优势与挑战。
（难点）教学过程(表格描述)教学环节主要教学活动设置意图Warming-up 学生回顾上节课所学，然后分享自己对旧金山这一城市的了解。
What is cultural diversity?What does Steve Fox tell us about culturalinfluences on American food?What do you know about San Francisco?激活学生的背景知识。
Pre-reading 学生观察文章的特点，预测语篇体裁和内容。
What type of writing could it be?What might she write about in the journal?激发学生的阅读期待。
While-reading 1. 学生通读全文，梳理文章大意，检验预测。
What type of writing is it?What does Li Lan mainly tell us in the passage?整体把握文章内容。
2. 学生运用寻读技巧，快速找出作者去过以及计划要去的景点。
Scan to find out the places she has been to or plansto visit.梳理作者旅行路线的同时，训练学生的寻读技巧。
3. 学生细读全文，把握语篇结构。
高一英语必修三unit3教案
A Teaching Plan Unit 3 The Million Pound Bank-Note Warming up and Reading （分两个课时）Teaching aims and demands: *Knowledge aims: 1. To learn some words and expressions. 2. To make sure the students have a full understanding of the text. 3. To guide the students to have a discussion about the characters in the text . 4. To get the students to know more about a play by reading and acting. *Ability aims: 1. To cultivate the students’ reading ability.2. To cultivate the students’ oral English skills and related knowledge about a play by discussion and acting. *Moral aims: 1. To enable the students to know more about the quality of capitalist society and to educate them to love our country more. 2. To educate the students to work together to finish some tasks. 3. 3. To To To arouse arouse arouse the the the students’ students’ students’ interest interest interest in in in learning learning learning English English English through through through various various various activities activities activities in in class. Teaching important points: 1. To make the students have a full understanding of the text. 2. To make the students know more about a play by discussion and acting.Teaching difficult points: 1. To improve the students’ reading ability.2. To enable the students to voice their opinions freely. Teaching materials: 1. The videos of the film clips. 2. Some related pictures. 3. A tape of the text. Teaching aids:1. Multi-media facilities. 2. A recorder. Teaching methods:1. Asking-and-answering method. 2. Discussing method. 3. Elicitation method.Teaching procedures:Steps Teacher’s activities Students’activitiesStep 1 Greeting and leading in 1．Greet everyone as usual. 2．Revise the key words in Unit 3 by listening to the tape and have a diction. Bring up, scene, make a bet, wander, permit, Go ahead, by accident, stare at, glare at, on the spot Account for, seek, on the contrary, in rags, as for A friend in need is a friend indeed. Take a chance, patience, author, rude,unbelievable 3．Ask the students: Do you want to be a rich person? to lead in the question: Suppose you get a large amount of money by buying lottery tickets (彩票) and and become become become a a millionaire(百万富翁). What will you do with the money? 复习关键词汇前，先让学生通过小组合作的方式,查找课本相应的句子，并进行造句竞赛. Think about the question and some students answer it. Step 2 Enjoying the clip 1.the main points of a play theme, plot, characters, stage directions 2.Let the Ss try to say sth about the the author- Mark author- Mark Twain using the key words 3.Fill in the form of Warming up. 4.Show a picture of a million pound bank-note and ask ask the the the students students students what what what it it it is is is to to to lead lead lead in in in the the the film film written by Mark Twain. 5. 5. Before Before Before playing playing playing the the the clip clip clip of of of the the the film, film, film, show show show some some characters’ pictures and introduce them simply. Then ask: The two brothers made a bet. What is the bet on? Do you think who will win the bet? Look at the picture and guess what it is. Listen carefully and then enjoy the clip of the film with the question. Step 3 Reading Get Get the the the students students students to to to learn learn learn and and and be be be familiar familiar familiar with with with some some words and phrases. Get the students to read the text fast and then answer some questions. Listen carefully and take notes, then read aloud together. Play the clip of the film about the text and then guide the students to complete some comprehending exercises. Read the text with the questions fast and then answer them. Watch the clip carefully and then complete some exercises. Step 4ConsolidationGet Get the students the students to listen to the tape of the text and then fill in the form according to the text. Listen to the tape carefully and then complete the form. Step 5Discussion Guide Guide the the the students students students to to to find find find out out out what what what kinds kinds kinds of of of person person the characters are: Henry Adams , Oliver Oliver a nd and Roderick , and encourage them to voice their opinions, making the students know more about a play. Work in groups to discuss the characters and then speak out their opinions. Step 6 Acting out Guide Guide the the the students students students to to to act act act out out out the the the scene scene scene of of of the the the play, play, paying attention to the characters. Then invite one or two groups to act it out before the class. Groups in four practise acting out out the the the scene scene scene of of the play. Step 7 Assignm entGet the students to read the text aloud and think of : What What will will will happen happen happen to to to Henry Henry Henry with with with a a a million million million pound pound bank-note? 2. Get the students to discuss in groups: Shakespeare (沙士比亚) once wrote, “All the world’s a stage (舞台) .”Life is like theatre (戏剧), and theatre is like life. Compare life and theatre and try to think of similarities and differences. Listen Listen attentively attentively and write down the assignment. Blackboard design:The title : Unit 3 The Million Pound Bank-Note Some words and phrases: a large amount of ; millionaire ; make a bet (on sth.) ; land (v .); bay ; jealous ; character ; “fact” and “opinion”附: 马克 • 吐温的格言警句1. The man who does not read books has no advantage over the man that cannot read them. 2. Always tell the truth; then you don’t have to remember anything.3. 3. When When When people people people do do do not not not respect respect respect us us us we we we are are are sharply sharply sharply offended; offended; offended; yet yet yet deep deep deep down down down in in in his his private heart no man much respects himself. 4. 4. Good Good Good breeding breeding breeding consists consists consists in in in concealing concealing concealing how how how much much much we we we think think think of of of ourselves ourselves ourselves and and and how how little we think of the other person. 。
新外研社高中英语必修三U3TheWorldofScience-Presentingideas教学设计
新外研社版高中英语必修三Unit3 The World of SciencePresenting ideas教学设计教学目标：By the end of this period, students will be able to:1.Gain a deeper understanding of the development of science and technology,and express the overall impact of technological development on human society;e the language knowledge learned in this unit to describe the changes that technology has brought to life,and predict what changes will happen in life in the next 50 years;3.Conduct self-reflection,adjust learning strategies and improve learning efficiency.教学重难点：1.Guide students to apply the content learned in this unit, describe the changes brought by technology to human life, and appropriately express their opinions;2.Guide students to make reasonable evaluations of their learning behaviour and effectiveness from aspects such as language ability and thinking quality.教学方法：Task-based Language Teaching Method教学资源：教材、教具、多媒体课件、学案、黑板很粉笔。
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教学过程一、课堂导入以提问的形式，提问学生对马克·吐温和他的作品的了解，并做简单的介绍。
二、复习预习教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对宾语从句具体用法的分析和扩展导入本节课所要学习的课本知识的学习。
三、知识讲解考点/易错点1 重点单词与短语学习bring up 培养；抚养；养育或教育某人；提出(回归课本P17)He was brought up in Hannibal.Eg: She brought up five children. 她养育了五个孩子。
Her parents died when she was a baby and she was brought up by her aunt.[归纳拓展]bring sb. up to be/as 培养某人成为bring sb. up to do sth. 培养某人要……bring about 带来，造成；使（船等）掉过头来bring back 带回来，拿回来；使回忆起来；使恢复bring down降低，使下降，使倒下bring in 收割（庄稼等）；生产，产出；挣得；引进/来bring out 出版，生产；拿出，取出；说出；使显出，使（意义）明白表达出来bring……to a close/ an end结束，使完结bring……to a stop使停止，使停住scene n. 场面；情景；景象；事件(回归课本P17) Act 1 ，scene 3.[归纳拓展]辨析：scene / sight / view / sceneryscene 指某一处的自然风光，指展现在眼前的情景，也可指scenery的一部分；指某处小范围的景色，大多包括景物中的人及活动，可译为“情景”、“景色”、“场面”、“(戏剧)一场”。
scenery（总称）自然景物，天然风光，是由多个scenes构成的自然风景。
sight 景象，风景，名胜；视力/眼界，是眼睛所看到的景象，可以指美丽的风景，也可以指悲惨的景象，用其复数sights表示名胜古迹，人文景观等。
view 景色，风景，是指人以一定的角度(或从远处或从高处等)所看到的景色；还有“观点”“看法”的意思。
【练习】根据句子意思用scene，sight，view，scenery的适当形式填空。
1). Guilin is famous for its beautiful _______.2). The _______ is a perfect dream when you see the sun rising slowly in the east.3). You can get a wonderful _______at the top of the tower.4). The flowers are a lovely _______ in spring.5). He began to lose his _______six years ago.Keys: 1). scenery 2). scene 3). view 4). sight 5). sightbet n. 打赌，赌注；被打赌的事物vt. 打赌；敢断定，确信(回归课本P17)Two old and wealthy brothers，Roderick and Oliver，have made a bet.Eg: He often bets a 1ot of money on horses. 他经常在赛马上豪赌。
I bet that it will rain tomorrow. 我敢肯定说明天一定会下雨。
[归纳拓展]bet on sth为某事打赌bet sb. + 赌注on sth 用赌注就某事与某人打赌make a bet on 为某事打赌win/lose a bet 打赌赢/输了permit v. 允许，许可；n.表具体含义“通行证，许可证，执照” [C](回归课本P18 Line 3)Permit me to lead the way，sir.[归纳拓展]permission n. 表抽象含义“允许，许可” [U]permit sth. / doing sth. 允许做某事permit sb. to do sth. 允许某人做某事permit sb. sth. 允许某人某物give sb. a permission to do sth. 给某人做某事的许可ask (sb.) for permission 请求某人许可with / without one’s permission没有某人的许可eg：Visitors are not permitted to take photos.游客请勿拍照。
Time/Weather permitting (=If time/ weather permits)，I’ll come tomorrow.如果天气许可的话，我明天来。
I don’t permit holding a party in my house. 我不允许在我的房子里开晚会。
Jim’s father didn’t permit him to join the school football team.吉姆的父亲不允许他加入校足球队。
The doctor has permitted him only two meals a day. 医生只允许他一天吃两顿饭。
【辨析】let，permit，allowlet允许，让，常用于口语中，一般不用于被动语态。
后接不带to的不定式作宾补。
permit v. & allow v. 在许多情况下二者可以通用，但：permit更正式、积极，多指上级对下级或长辈对晚辈的准许，语气较强；有“主动许可、正式批准”之意。
词义较强allow偏重听任或默许，多指听任或不管教某人做某事。
有并不反对或不加阻止的含义，词义较弱。
常用句型allow/permit sb. to do sth.be allowed/permitted to do sth.allow/permit doing sth.eg：The nurse allowed him to remain there，though it was not permitted.go ahead执行，进行，前进，（于祈使句）可以，往下说，用吧，开始吧(回归课本P18 Line 23)Go right ahead.Eg: Despite the bad weather，the journey will go ahead. 尽管天气不好，旅行将照常进行。
The building of the new bridge will go ahead as planned.新桥的修建将按计划进行。
[归纳拓展](be) ahead of 在之前；领先于；胜过ahead of time / in advance 提前go after追求；设法获得go against反对；不利于go along和…一道；往前走go away走开；离开go by走过，经过go for接(某人)；去做(某事)；努力获取go off爆炸；(灯)灭了go out外出；(灯，火)熄灭go over仔细检查；复习go through浏览；翻阅；遭受，经历go up上升，上涨go without 没有go wrong走错路；出毛病as a matter of fact 事实上(回归课本P18)As a matter of fact，I landed in Britain by accident.as a matter of fact 相当于in fact，actually。
意为“事实上，其实”eg: as a matter of fact，the crop circles in England were men-made.by accident 偶然地；意外地(回归课本P18)As a matter of fact，I landed in Britain by accident.by accident = by chance表示“偶然地，意外地”，在句中作状语。
Eg: Last time I ran across her in the street by accident. 上次我偶然在街上碰见她。
I only found it by accident. 我只是碰巧找到的。
[归纳拓展] by + n. 短语by contrast 对比之下by mistake 错误地by hand 用手，用体力by machine 用机器spot v. 发现。
(回归课本P18)The next morning I’d just about gi ven myself up for lost when I was spotted by a ship. 【名师点拨】句中的spot是及物动词，表示“发觉；找出”，其后可接that从句。
He spotted a friend in the street and went over to her.No one spotted that the bank-note was fake.Neighbors spotted smoke coming out of the house.【归纳拓展】spot sb. doing sth. 看到某人正在做某事on the spot = on the scene到（在）现场；当场spot还可以用作名词，表示“污点；地点”。
Eg：How can I get rid of the spots on my clothes?passage n. 通道；（书、讲话、音乐等的）一段，一节；经过，通过，消逝；旅费account for导致；做出解释；总计有(回归课本P18)The fact is that I earned my passage by working as an unpaid hand，which accounts for my appearance.passageEg: They were denied passage through the occupied territory. 他们被禁止穿越占领区。
He worked his passage to Australia. 他在去澳大利亚旅行的船上做工偿付船费。
[归纳拓展]with the passage of time 随着时间的推移account for表示“解释，说明”，在含义上相当于explain。