高中英语必修三公开课教案

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高中英语必修三教案

高中英语必修三教案

高中英语必修三教案(实用版)编制人:__________________审核人:__________________审批人:__________________编制单位:__________________编制时间:____年____月____日序言下载提示:该文档是本店铺精心编制而成的,希望大家下载后,能够帮助大家解决实际问题。

文档下载后可定制修改,请根据实际需要进行调整和使用,谢谢!并且,本店铺为大家提供各种类型的实用资料,如工作总结、工作报告、文案策划、工作计划、讲话致辞、合同模板、教案大全、作文大全、心得体会、其他资料等等,想了解不同资料格式和写法,敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!And, this store provides various types of practical materials for everyone, such as work summaries, work reports, copywriting plans, work plans, speeches, contract templates, lesson plans, essays, experiences, and other materials. If you want to learn about different data formats and writing methods, please pay attention!高中英语必修三教案高中英语必修三教案教学目标:1.通过本节课的教学,学生将能够熟练掌握必修三中的单词和短语。

高中必修三英语教案5篇

高中必修三英语教案5篇

高中必修三英语教案5篇在日常工作中我们都会有很多需要和文字打交道的地方,像是编写各类报告、总结、会议纪要甚至邮件等。

文章的艺术就是语言的艺术,相同的意思用不同的语言来表现,就会有不同的艺术效果。

写文档,能帮助你不断地理清思路,好的文档,也能更高效地沟通。

写好文档不仅仅是个人能力的体现,还可能会得到领导的赞赏,甚至升职加薪都有可能。

但是很多时候,很多人花费很多时间、精力、工作量以及心血所完成的工作,最终会体现为这样一份书面文档,包括领导在内的其它人能看到的可能也就只是这份文档而已,因此,它的质量,不仅会从很大程度上影响着别人对于此项工作的看法,往往也会影响着别人对于文档作者的评价,因为透过这些文字,不仅能体现出作者对于工作内容的理解、认识、思考和创造,更能体现出作者的基本素质、工作能力乃至工作态度。

在日常工作中,很多人可能不那么擅长于写作或者表达,尽管这样,我们依然可以活到老学到老,我们可以走捷径,那就是参考和借鉴别人写的文档,学以致用,转化成我们知识储备,下面是我为大家精心整理的高中必修三英语教案5篇,希望能够帮到您!高中必修三英语教案篇1m3 u2 words:1. be made up of = consist of , be composed ofconsist of的意思是“由……构成”,它与 make up of , composeof 的区别在于:consist of不可用被动语态,而make up of和 compose of 可以用被动语态。

例如:1) the house consists of 6 rooms.2) the medical team is made up of three doctors and a nurse. 3) the book is composed of 25 units.2.occupy occupation n.占据、职业1. occupy意为“take up or fill (time, space, sb’s mind, etc)”“占据,充满(时间,空间,某人的头脑等)”。

【教案】公开课教学设计必修三Unit3 reading for writing

【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。

2019新人教高中英语选择性必修三Unit3Using Language(P30-P31)公开课教案

2019新人教高中英语选择性必修三Unit3Using Language(P30-P31)公开课教案

2019新人教高中英语选择性必修三Unit 3 Environmental ProtectionUsing Language(P30-P31)公开课教案Teaching aims:1.Enable students to obtain key information on different environmental issues such as climate change and air pollution from the listening material.2.Guide students to identify expressions used to introduce environmental issues.3.Help students to express your ideas on the causes of environmental problems by using expressions of giving opinions and reasons.e the information in this unit to contribute to your awareness and understanding of important environmental issues that affect the world and your futures.Teaching key points:1.Help students to obtain key information on different environmental issues such as climate change and air pollution from the listening material.2.Help students to use the expressions in the listening text to express air pollution and solutions.Teaching difficult points:1.Enable students to catch the key information of the listening material.2.Enable students to express their ideas on the causes and solutions of air pollution and learn from them with the help of the target vocabulary and expressions.Teaching procedures:Step ⅠLead-inLook at the pictures and discuss the questions in groups1.What information can you get from these pictures?2.How do these situations influence your life?Suggested answers:1.There’s smog in the air.The coal is burning and the sky is not clean.The air is polluted.2.They are harmful to our environment and health,and also have a bad influence on our living.For example,people have to take face masks when they go outdoors.StepⅠPre-listeningActivity 1Discuss in your groups and answer the questions1.What did you know about “smog”?2.Is “smog” a main source of pollution?Suggested answers:1.Smog is a kind of dirty air that looks like a mixture of smoke and fog,caused by smoke from cars and factories in cities.2.Yes,smog makes air dirty.Activity 2Guess the content of the listening material (interview)Suggested answers:They will probably be talking about air pollution.For example,the definition of “smog”,the serious situation of “smog”,and government’s measures to deal with “smog”.Activity 3Watch a short video and answer the following questions1.What can you learn from the video?2.Work in a group,and discuss the causes of air pollution.3.What can we do to solve air pollution?Suggested answers:1.From this video,I know what is air pollution,and the causes and damages of airpollution as well as what we should do to protect our air and environment.2.Some air pollution comes from natural sources,like volcanic eruptions,but most air pollution results from human activities,such as energy use and agriculture.3.We can limit toxic substances,decrease the use of fossil fuels,use public transportation and so on.StepⅠWhile-listeningActivity 1Listen to an interview with an air pollution expert and decide whether the statements are True(T) or False(F)1.The expression “smog” originated in Britain and means a combination of “smoke” and “fog”.2.Smog became a severe problem in Britain because people at that time burnt lots of fossil fuels.3.The worst smog in British history happened in London in 1942.4.The Great Smog of London claimed 5,000 lives.ter,the UK government ordered people not to burn wood in their homes.Suggested answers:1.T2.T3.F(1952)4.F(4,000)5.F(coal)Activity 2Listen again and take notes on what the expert said.Then summarise the information you got from the interviewBen Drake,an expert on air pollution,is being interviewed on the radio.He said that smog was a severe problem century in Britain.At that time,Britain was experiencing a boom in .Factories and homes ,which created smog.He also mentioned the heavy smog in London in ter the UK government restricted in homes and forced factories to .As smog is harmful to everyone,the expert advised us to ,use,and further develop .Suggested answers:in the early 20th;industry;used lots of coal;was particularly bad and caused over 4,000 deaths;burning coal;move away from city centers;replace coal with cleanerforms of energy;new energy-efficient vehicles;green technologyActivity 3Work in groups and discuss the questions.The expressions in the box may help you1.Have you experienced heavy smog where you live?Have you seen photos of big cities under clouds of smog?What is it like?2.What do you think are the major causes of smog in China?3.What measures have the government and citizens taken to help address the problem?Referring to common knowledge·Everyone knows that...·There is no doubt that...·Most people think that...·We all know that...·As is known to all,...·It is obvious that...Related WordsPM2.5(particle matter 2.5)smog alert(雾霾警报)smoggy day anti-smog maskair-quality index(空气污染指数)heavy/thick/dense smogclean energy public transportrestrict the consumption of fossil fuelenforce new emission standardsSuggested answers:The answers vary.StepⅠPost-listeningActivity 1Read the listening material carefullyH=Hostess BD=Ben DrakeH:Good morning,listeners.Air pollution is a serious problem,with urban populations particularly at risk from smog.Ben Drake is an expert on air pollution,and he is joining us today to talk about this issue.Ben,where does the word “smog” come from?BD:“Smog” comes from a combination of the words “smoke” and “fog”.It originated in Britain in the early 20th century,when smog was a severe problem.H:Why was it so bad then?BD:Well,Britain was one of the first industrial countries and factories and homes used lots of coal.When burnt,the coal produced harmful emissions which created lots of smog.In London,they also called the smog a “pea soup” because it was as thick as soup.H:That sounds terrible! What problems did it cause?BD:Smog caused many health issues and killed many people.The worst case happened in London in 1952.Over a few days when the smog was particularly bad,4,000 deaths were recorded.It was necessary to take immediate action.The UK government ordered people not to burn coal in their homes and forced factories to move away from city centres.H:But smog is still an important issue in many places.What can be done about it?BD:Smog is harmful to everyone,especially to children,old people and those with heart or lung problems.We have to reduce smog and improve air quality for everyone’s health and well-being.We should replace coal with cleaner forms of energy,and we need to use new energy-efficient vehicles.We have the technology,but we must use and develop it.H:Yes.Let’s hope we can make some big changes.Thanks,Ben.BD:Thank you.Activity 2Appreciate a song and answer the questionHow do you feel after listening to this song?Suggested answers:We should try our best to reduce pollution and protect the environment.To protect the blue sky is to protect human beings.In this case,we ought to be in close contact with nature.Activity 3Make up a dialogue about environment pollution with your partner,using the common knowledge expression.。

Unit3DiverseCulturesReadingforwriting公开课教学设计高中英语人教

Unit3DiverseCulturesReadingforwriting公开课教学设计高中英语人教

新人教版(2019)英语必修三Unit 3Period 4 Reading for Writing教学设计Invite us to a cultural diversity fest.Through background reading, students should learn how to find out the key information in a passage and lead students tounderstand the definition of China town, Chinese immigrant and archway.✧ Chinatown ✧ Chineseimmigrant ✧ ArchwayStep 3Background readingTeacher guides students to read a Travel Page to Chinatown, San Francisco and complete the trivia quizzes to get the task card.- Guide students to get the key information quickly and correctly.Step 4Let’s answerTeacher chooses students to answer the questions.1. How many Chinatowns are there in the world?A. 35 Chinatowns in 19 countriesB. 16 Chinatowns in 15 countriesC. 12 Chinatowns in 8 countriesD. 7 Chinatowns in 5 countries2. The first Chinese immigrants arrived in San Francisco in ______. A. 1402 B. 1882 C. 1848 D. 19063. Which picture does NOT include an archway ?keys:1. A 2. C 3. FGet the Task Card Task 1: PredictionTask 2: Global Reading- Provide some backgroundinformation for students.Expressions in Paragraph 1location, features, climateExpressions in Paragraph 2history, ethnic group, languageExpressions in Paragraph 3tourist attractions, famous figuresExpressions in Paragraph 4storesExpressions in Paragraph 4foodExpressions in Paragraph 4unique cultureTask 4: Critical thinkingDo you think your hometown is a city withcultural diversity? Why?While-writingStep 6Write an introduction to a place with distinctive cultural identity.1.I n groups. brainstorm as much information aspossible about your city/town and its culture.Then write an outline of your introduction.2.T hink about the following questions:Is it a city/town/district with diverse cultures?What is unique about this place?What examples can you give to illustrate itsfeature?Students learn howto introduce a place.-Get the tips ofwriting.-Improve theirfast-writingskill.Take Wuhan as an example. Watch an introduction video to Wuhan and ask students to take notes about the facts of Wuhan to prepare for their own writing.W-Water (tourist attractions)U-University(education)H-High technology(business)A-Automobile(industries)N-Noodles(Food)3.W rite an introduction to your city/town. Thefollowing phrases and expressions may you.•is located in/on•is divided up into•is … in size•the most popular/greatest/largest•has a history of … years•has a population of•is home to…ethnic groups•popular festivals/foods/tourist sites include ... Tips for Writing an Introduction to a City1.Discuss one aspect of the city in each paragraph. For example, one paragraph about general facts and population, one paragraph about industries, one paragraph about culture, etc.e search engines such as Baidu to help you find facts about the city.e 'its' as a possessive when writing about a city (not her, or his). For example, Its main exports are ...4.When using numbers, write out the numbers up to twenty. For larger numbers, use numerals. For example: There are two professional sports organizations ... BUT There are over 130,000。

高中英语必修三教案新人教版

高中英语必修三教案新人教版

高中英语必修三教案新人教版教案标题:高中英语必修三教案新人教版教案目标:1. 帮助学生掌握高中英语必修三的教学内容,包括词汇、语法、听说读写等方面的能力。

2. 培养学生的英语交际能力和综合运用能力。

3. 培养学生的自主学习和合作学习的能力。

教案步骤:Step 1: 课前导入 (Preparation)1. 创设情境,引发学生对本课主题的兴趣,如通过图片、视频等展示相关主题内容。

2. 提问学生关于主题的问题,激发学生思考和讨论。

Step 2: 词汇与语法学习 (Vocabulary and Grammar)1. 教师介绍本课的重点词汇和语法知识,并提供相关的例句和练习。

2. 学生进行词汇和语法的学习和巩固,可以通过课堂练习、小组合作等形式进行。

Step 3: 听说读写训练 (Listening, Speaking, Reading and Writing)1. 听力训练:播放相关听力材料,要求学生听懂并回答相关问题。

2. 口语训练:设计口语练习活动,如角色扮演、小组讨论等,让学生能够灵活运用所学知识进行口语表达。

3. 阅读训练:选择适当的阅读材料,让学生进行阅读理解、词汇理解等相关训练。

4. 写作训练:引导学生进行写作练习,如写作文、写日记等,培养学生的写作能力。

Step 4: 学以致用 (Application)1. 设计相关综合运用活动,如听力填空、阅读理解、写作等,让学生能够将所学知识运用到实际情境中。

2. 引导学生进行合作学习,如小组讨论、合作完成任务等,培养学生的合作能力和团队意识。

Step 5: 总结与评价 (Summary and Evaluation)1. 教师进行本节课的总结,对学生的学习情况进行评价。

2. 学生进行自我评价,反思学习过程中的不足和进步。

Step 6: 课后拓展 (Extension)1. 布置课后作业,巩固所学知识。

2. 提供相关拓展资料,供学生自主学习和探究。

人教版英语必修三教案

人教版英语必修三教案

人教版英语必修三教案【篇一:人教版英语必修3全套教案】人教版英语必修3 unit1-5 教案unit 1 festivals around the worldteaching aims and demands1.topic: 1festivals2 how festivals begin3how to celebrate festivals2.function: 1requesteg: could you please…?could i have …?i look forward to doing…2thankseg: it?s a pleasure. /don?t mention it.it?s very kind of you to…i?d love to …thank you very much./thanks a lot.you are most welcome.3.vocabulary:4.grammar: 情态动词的用法jin can speak english well. (ability)coul d you please show me the way to …? (request)may we see the awards for the team? (permission)she might give you … (possibility)the whole family will come for dinner. (promise)often he would dress up like a rich man. (pass habit)we would be there with our friends. (promise)ii.key pointsperiod 1 warming up and fast reading1.greetings2.warming upstep 1 discussing the following questionsa.how was your holiday/spring festival?b.did you go traveling?c.how much pocket money did you get?step 2 talking1). name some festivalsspring festival dragon boat festival lantam festival mid-autumn festivalarmy day may day teachers? daynew year national day mother?s daychildren?s day father?s daychristmas day halloween carnivaleaster valentine day oben2).ss work in groups of four and list five chinese festivals and siscuss when they take place , what they celevrate and one thing that people do at that time. then fill in the blanks.festivals time of year/date celebrate for things to domid-autumn dayspring festivaldragon boat daytomb sweeping daylantern festival3.pre-reading1) what?s your favourite holiday of the year? why?2) what festivals or celebration do you enjoy in your city or town? do you like spending festivals with your family or with friends? what part of a festival do you like best—the music, the things to see, the visits or the food?4. fast reading and find the answers to the following questions.a.what did ancient festivals celebrate?b.what are festivals of the dead for ?c.why are autumn festivals happy events ? three things people do at spring festival ?period 2-3 intensive reading1.read the passage paragraph by paragraph and find the main ideas of each paragraphparagraph 1: all kinds of celebration in ancient time.paragraph 2: the purpose to honour the dead and three examplesfestivals time things people doobenday of the deadhalloweenparagraph 3: the reasons why we honour peoplefestivals who does it celebrate ?dragon boat festivalsclumbus dayindian national festivalparagraph 4: autumn festivals are happy eventsparagraph 5: how people celebrate in spring festivals2.language pointsa.they would starve if food was difficult to find…starve 〔v.〕饿死;挨饿eg. millions of people starved to death during the war.starve for sth 渴望?eg. the homeless children starve for love.starvation (n.) 饿死eg. die of starvationstarvation wages 不够维持基本生活的工资b.the most ancient festivals would celebrate the end of the cold weather, planting in spring and harvest in autumn.celebrate (vt./vi.) 庆祝,赞颂,赞美,举行〔仪式〕eg.we celebrate the new year with a party.their courage was celebrated in all the newspaper.celebrated (adj.) = famous 著名的,著名的c. …because they thought these festivals would bring a yearof plenty.days/years/?of plenty :富裕〔尤指事物和钱〕的日子,年月,生活等。

高中英语必修三-Unit1公开课教案

高中英语必修三-Unit1公开课教案

必修三Unit 1 Festivals around the world 单元要点一、根据句子的意思翻译或按要求填词。

1. take place / happen / occur / come about / break outtake place表示“发生、举行、举办”,一般指非偶然性事件“发生”,有某种原因或事先安排。

happen作“发生、碰巧”解,一般用于偶然或突发性事件。

occur作“发生、想到、突然想起”解,其意义相当于happen。

come about表示“发生、产生”,多指事情已经发生了,但还不知道为什么,常用于疑、否break out意思为“发生、爆发”,常指战争、灾难、疾病、火灾或者争吵等事件的发生1). Great changes have __taken place__ (发生) in our hometown during the past ten years.2). It occurred to me that (我突然想起) I saw him on my way home yesterday.3). I happened to see (碰巧看见) your sister crying on my way to school yesterday. I was in such ahurry that I had no time to ask what had happened to (介词) her?4). When the Second World War broke out (爆发), Tom was only a newborn infant.5). I’ ll never understand how it came about (发生) that you were late three times a week.2. celebrate / congratulatecelebrate“庆祝”,后面跟某个节日或物。

高二英语必修三教案5篇

高二英语必修三教案5篇

高二英语必修三教案5篇【导语】在学习新知识的同时还要复习以前的旧知识,肯定会累,所以要注意劳逸结合。

只有充分的精力才能迎接新的挑战,才会有事半功倍的学习。

作者高二频道为你整理了《高二英语必修三教案5篇》期望对你的学习有所帮助!1.高二英语必修三教案教学目标:一) 认知目标1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交换、沟通,学会改错、写作。

二)情感目标利用多媒体手段营建积极和谐教学氛围,使学生不自觉地进入情形当中,充分调动学生的思维活动和情感体验,引发学生的共鸣。

三)智力目标在运用语言的进程中培养学生的视察力、分析力、想象力和自学能力,帮助学生加强记忆力,提高思维能力和运用英语的综合能力,激发创造能力。

教材分析:这是高三复习阶段的一节写作课。

这节书面表达课就从审题谋篇等方面入手来完成教学目的,侧重于引导学生在掌控书面表达的写作前准备即谋篇审题能力,使学生在动手写作前迅速构思依照规范的模式来完成谋篇审题:在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。

采取任务型教学法和小组合作探究学习法,从而激发学生的学习爱好,同时也能扩大课堂的语料输入量及学生的语言输出量。

教学重点:1. 学会审题和谋篇2. 掌控多样化的表达方式3. 熟练各段中的固定写作套路教学难点:1. 如何帮助学生运用写作策略,增进学生自主写作。

2. 使学生了解谋篇的重要性,培养谋篇的能力和习惯。

教学方法:1、活动教学法:2、任务型教学法:教学设计:Step 1. Warming upCome up with some proverbs for the students to put them into Chinese.Recitation is of the first importance in any language learning!Practice makes perfect! …What do you learn from the above proverbs?Step 2. PresentationMake it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.Step 3. ExhibitionShow on the whiteboard a writing.2.高二英语必修三教案一、First–reading 采取自上而下模式,侧重培养快速浏览知道能力“自上而下的模式”是哥德曼(Goodman)1971年提出的浏览理论模式。

高一英语必修3人教版优秀教案

高一英语必修3人教版优秀教案

高一英语必修3人教版优秀教案教案标题:高一英语必修3人教版优秀教案一、教案概述本教案旨在针对高一学生学习英语必修3教材内容设计一份优秀教案,帮助学生提高英语听说读写的能力,培养他们的整体语言运用能力和跨文化交际能力。

二、教学目标1. 知识目标:学生能理解并掌握英语必修3教材中所涉及的词汇、语法、听力、阅读和写作技能。

2. 能力目标:学生能运用所学知识进行听说读写训练,提高其英语综合运用能力。

3. 情感目标:培养学生积极参与课堂活动的态度,增强他们学习英语的兴趣和自信心。

三、教学重难点1. 教学重点:英语必修3教材中重要词汇和语法的掌握,听力和阅读技巧的训练,以及写作能力的提高。

2. 教学难点:帮助学生通过设计的教学活动培养他们的英语跨文化交际能力。

四、教学内容与教学环节1. 教学内容:Unit 1 FriendshipUnit 2 English around the WorldUnit 3 Travel journalUnit 4 Astronomy: the Science of the StarsUnit 5 Nelson Mandela—a Modern HeroUnit 6 The Olympic GamesUnit 7 World populationUnit 8 Comic strips and Lesson 1 Green Spaces in Cities2. 教学环节:a. 导入活动:用图片和问题引导学生对话,调动学生的英语学习积极性和兴趣。

b. 新课呈现:通过多媒体或PPT展示新课内容,引发学生对新知识的探索和思考。

c. 听说读写训练:运用多种活动形式,如听力填空、语音模仿、朗读、讨论、小组合作等,培养学生听说读写能力。

d. 课堂练习与巩固:通过课堂练习测试学生对知识掌握的程度,并及时给予反馈和帮助。

e. 跨文化交际训练:通过角色扮演、对话演绎、文化分享等活动,培养学生的跨文化交际能力。

译林版高一英语必修第三册(2019版)_Unit1_Reading_(II)_公开课教案

译林版高一英语必修第三册(2019版)_Unit1_Reading_(II)_公开课教案

Unit1 Reading (II) 公开课教案湖南省株洲市九方中学宋洁I. Learning objectivesBy the end of the lesson, students will be able to:1. understand the usage of the following words and expressions: a huge sea of, alive with, play a significant role in, including, variety, while, a number of, survive, in turn, impact;2. use the above words and expressions in new situations;3. understand the negative prefixes un-, dis-, in-/im-/il-/ir-, non-;4. present figures by making comparisons with familiar places or objects.II. Key competence focus1. Understand some new words and expressions.2. Use the new words and expressions in new situations.III. Predicted area of difficultyUse the new words and expressions in new situations properly and correctly.IV. Teaching proceduresStep 1 Lead-inT asks Ss to review the documentary script by completing a summary. T shows Ss the structure and some keywords to help them summarize the text.T: Hello, everyone! In the first period of this unit, we’ve learned a documentary script about the Amazon rainforest. Today we’ll review the text, appreciate the language in it, discuss how to use some of the words and phrases, and practise using them in new situations.T: Would you please summarize the text according to the following keywords?• Size: the largest rainforest in the world; an area of around 6 million square kilometres• Plant species: more than 40,000; different levels• Species of birds and mammals: more than 1,300 species of birds and over 400 species of mammals; jaguars and the food chain• Values: fixes carbon and produces over 20% of all the Earth’s oxygen; a treasure house of species• Threats: 17% of the rainforest lost due to human activities【设计意图:回归课本,教师给出语言支架,要求学生概括文章内容,帮助学生回忆前一日所学文章内容;培养学生的语言概括能力,为概要写作打下基础。

【县级公开课教案】人教版高中英语必修三Unit 3 The Million Pound Bank-Note

【县级公开课教案】人教版高中英语必修三Unit 3 The Million Pound Bank-Note

Teaching planUnit 3 The million pound bank noteThe analysis of teaching materialsThis is the first reading in Unit 3 of Model 3. It’s also a main part in this unit. Mark Twain is the greatest humorist of the 19th century American literature as well as a great playwright. Many of his plays are known to people all over the world. And The Million Pound Bank-Note is one of the best.The play is one of the most useful and interesting means by which to improve students oral English skills. It will also enable students to read and hear natural language in a dramatic context. Just as importantly, reading and acting these plays aloud will increase students’ self-confidence in using English, which in turn will increase their overall motivation to learn English. This play is a very chance and a good beginning.The analysis of students1.The students are in Class 3, Grade One in Senior High School.2.They are very active, energetic and most of them have great interest inEnglish.3.They have the highly cooperative awareness.4.They don’t have a very good command of English, especially thespeaking abilities.Teaching objectives1.Knowledge aims1)Get students to know more about Mark Twain and his plays.2)Make students know the whole idea of the story by guessing,predicting, and generalizing.3)Let students grasp some important phrases and patterns, especially therequesting expressions.4)Drive students to learn some basic knowledge about drama.2.Ability aims1)Make students be familiar with the ability of fast-reading addetailed-reading.2)Practice students’ retelling ability by enjoying movie clips.3)Enable students to hear and imitate the native language in dramaticcontext and further to act the play out.3.Emotional aims1) Stimulate students’ interests of learning English by reading, listening, and acting this play.2) Drive students to analysis and unearth the characteristics of the heroes in the play so that they can learn the hypocritical aspect of the capitalism at that time and set up a right philosophy about money and humanity.Teaching Difficulties1)How to make students understand the differences between the playand the traditional reading of the passage. So that they can interpret the content through tone of voice and body language and finally gaina greater appreciation of various verbal and non-verbal ways in whichlanguage works.2)Drive students to think about whether money is everything andmoney can bring all the happiness or not.Teaching Key Points1)The whole class mainly develops around how to drive students tomaster the development of the story and to retell it by themselves. 2)Enable students to keep the requesting patterns in mind.Teaching ideology:Tasked-based approach: as students should be the center of the class, it is much better to arrange some tasks for students to practice their English and develop their comprehensive language competence. Though a series of tasks, let students perceive fully, experience actively, practice bravely and learn to go on autonomous study, cooperative study.Teaching aid:Black-board, multi-mediaTeaching Procedure:Step 1: Background KnowledgeActivity 1 Telling something about Mark TwainAsk students to share their knowledge about Mark Twain and fill the following blanks. Teachers should especially emphasize Mark Twain’s passion to the Mississippi River and his famous children’s adventures.设计意图:通过图片以及学生对小段材料的阅读,以及表格任务的分配,学生可对马克·吐温有一定程度的了解。

必修三英语教案5篇

必修三英语教案5篇

必修三英语教案5篇最新必修三英语教案5篇英语教案对于教师提供了有组织、有针对性的教学指导,帮助教师高效地进行课堂教学,便于教学反思和调整,并促进教师之间的交流和分享。

下面给大家分享必修三英语的教案,欢迎阅读!必修三英语的教案(篇1)知识目标:复习两个阅读技能——scanning, skimming;学习本单元的部分生词。

本事目标:能构成文章的图式,在图式的帮忙下自主地复述本课的主要资料,在此过程中实现生词的重现。

情感目标:学生在教师的启发下,经过师生互动和生生互动,进一步探究知识。

在这一过程中,学生能够不断地实现互相教育和自我教育,并能寻求自我发展;学生能明白计划的重要性,并能收获一些与之相关的谚语。

教学重难点构成文章的`图式,并在图式的帮忙下复述文章的主要资料。

教学工具课件教学过程StepsTeacher’s activityStudents’ activityAimsStep 1Show and tell the students the learning goals for them and make possible explanationsStudents listen to the teacher and have an idea of what they are going to learn in this class。

To make the students know what they are to learn in this classStep 21)、Show some pictures with beautiful scenery2) Ask the students two questions:Are they attractiveWhere do you want to travel –I dream about traveling…1)Students appreciate those pictures2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling into…”1) To arouse students’ interest2) To practice a sentence patternStep 31) Show the title of the reading passage2) Ask the students whether this passage is about the whole process of the journey。

人教版必修三高中优秀英语教案(完整版)

人教版必修三高中优秀英语教案(完整版)

高中英语教案(人教版必修3)Unit 1 Festivals around the world ,( 单元教学目标技能目标GoalsTalk about festivals and celebrationsTalk about the ways to express request and thanksLearn to use Modal verbsWrite a similar story with a different endingII( 目标语言Talk about festivals:*Festivals are meant to celebrate important events. 功*What?s your favorite holiday of the year? 能*What festivals or celebrations do you enjoy in your city or town?句*Do you like spending festivals with your family or with your friends? 式*What part of a festival do you like best——the music, the thingsto see, thevisit or the food?*Festivals and celebrations of all kinds are held everywhere.*They lit fires and made music because they thought these festivals wouldbring a year of plenty.*Some festivals are held to honor the dead or satisfy and please theancestors.*Festivals can be held as an honor to famous people or the gods.*The most energetic and important festivals are the ones that look forward tothe end of winter and to the coming of spring.*Festivals let us enjoy life, be proud of our customs and forget our daily lifefor a little while.Request:Could/Would you please...?Could I have ...?Could we look at...?I look forward to ....May I see...?ThanksIt?s very kind of you ...Thank you very much/Thanks a lot.I?d love to.It was a pleasure...Don?t mention it.You are most welcome.1. 四会词汇starve, plenty, satisfy, ancestor, lamp, lead, feast, bone, origin, trick, poet,arrival, national, gain, independence, gather, agricultural, European, custom,award, award, watermelon, handsome, rooster, admire, energetic, forward,Easter, clothing, religious, social, Christian, daily, permission, possibility, 词fool, apologize, drown, sadness, obvious, wipe, lovely, couple, weep, announcer, forgive 汇2. 认读词汇Obon, incense, skull, Halloween, carnival, lunar, parade, Jesus, cherry,blossom, Trinidad, Valentine, weave, herd, the Milky Way, magpie3. 固定词组take place, in memory of, dress up, play a trick, look forward to,day andnight, as though, have fun with, turn up, keep one?s word, holdone?s breath4. 重点词汇starve, satisfy, lead, gather, admire, apologize, drown, wipe, weep, forgiveModal verbs: may/ might, can/ could, will/ would, shall/should,must/ canThey lit fires and made music because they thought these festivals wouldbring a year of plenty. P1 语Some festivals are held to honor the dead, or satisfy and please theancestors, who could return either to help or to do harm. P2 法Festivals can be held as an honor to famous people or the gods.1. Discuss when they take place, what they celebrate and one that people doat that time. P12. They lit fires and made music because they thought thesefestivals wouldbring a year of plenty. P1 重3. Some festivals are held to honor the dead, or satisfy and please the 点ancestors, who could return either to help or to do harm. P2 句4. They light lamps and play music because they think that this will lead the 子ancestors to earth. P25. The festival of Halloween had its origin as an event in memory of the dead.P26. The most energetic and important festivals are the ones that look forward tothe end of winter and to the coming of spring. P27. They might include parades, dancing in the streets day and night, loudmusic and colorful clothing of all kinds. P28. The teacher said that we could not leave early.(permission) P59. The hunters are lost. They could starve.(possibility) P510. It was Valentine?s Day and Hu Jin had said she would meet him at thecoffee shop after work. P711. She said she would be there at seven o?clock, and he thought she wouldkeep her word. P712. "I don?t want them to remind me of her." So he did. P7III. 教材分析与教材重组1. 教材分析本单元以节日为话题,介绍古今中外节日的种类、由来、意义以及人们的活动和习俗,旨在通过本单元的学习使学生不但了解我国的节日,而且对外国的节日也有所了解,进而拓展社会文化背景、增加跨国文化知识;使学生复习和巩固运用请求和感谢的表达法,掌握情态动词的用法;并尝试根据阅读的文章写一个不同的结局,能表达自己的观点和想法。

高二英语必修三教案

高二英语必修三教案

高二英语必修三教案【教学目标】1.知识目标:掌握本单元的核心词汇、短语和句型,理解课文内容,提高阅读理解能力。

2.技能目标:培养学生的听说读写能力,尤其是写作能力,能够用英语描述人物和事件。

3.情感目标:激发学生对英语学习的兴趣,培养跨文化交际意识。

【教学重点】1.核心词汇和短语的掌握。

2.课文的阅读理解。

3.写作能力的培养。

【教学难点】1.长难句的理解和分析。

2.人物和事件描述的准确性。

【教学过程】一、导入1.利用图片或视频引入本课主题,激发学生兴趣。

2.简要介绍本单元的学习目标。

二、词汇学习1.教师带领学生朗读课文,让学生注意生词的发音和拼写。

2.学生跟读,教师纠正发音。

3.学生分组讨论,猜测生词的意思。

4.教师解释生词的意思,并给出例句。

三、课文阅读1.学生自主阅读课文,理解文章大意。

2.教师提问,检查学生对课文的理解。

3.学生分段落朗读课文,教师解释长难句。

4.学生回答问题,分享对课文的理解。

四、语法学习1.教师讲解本单元的语法点,如动词时态、语态等。

2.学生完成语法练习题。

3.教师批改练习题,讲解错误。

五、写作训练1.教师给出写作题目,如描述一个熟悉的人物或事件。

2.学生分组讨论,构思文章框架。

3.学生独立完成写作任务。

4.教师批改作文,给出修改意见。

六、课堂小结2.学生分享学习心得,提出疑问。

3.教师布置课后作业。

【课文】ThePersonIAdmireMost【教学过程】一、导入1.展示一张名人的图片,如马云、乔布斯等,询问学生对其了解。

2.引导学生思考:你最欣赏的人是谁?为什么?二、词汇学习1.教师朗读课文,让学生注意生词的发音和拼写。

2.学生跟读,教师纠正发音。

3.学生分组讨论,猜测生词的意思。

4.教师解释生词的意思,并给出例句。

词汇表:admire:钦佩achieve:实现inspiring:鼓舞人心的ambitious:有雄心的motivate:激励三、课文阅读1.学生自主阅读课文,理解文章大意。

高中英语必修3教案

高中英语必修3教案

高中英语必修3教案一、教学目标1. 知识目标:理解并掌握必修3课程所涉及的英语知识点和语法规则。

2. 技能目标:培养学生的听、说、读、写和翻译技能,提高英语综合运用能力。

3. 情感目标:培养学生的兴趣和自信心,增强英语研究的主动性和积极性。

二、教学内容本教案主要围绕高中英语必修3课程的教学内容展开,包括以下单元:1. Unit 1:Teenage Life2. Unit 2:School Life3. Unit 3:Stories of the Future4. Unit 4:Ways of Learning5. Unit 5:Amazing Inventions6. Unit 6:Life in the Future三、教学步骤步骤一:导入新知在每个单元教学开始前,可以通过引入相关话题或展示相关图片、视频等方式激发学生的研究兴趣,并预测即将研究的内容。

步骤二:课前预要求学生在课前预新课程的内容,理解教科书中的相关知识点和语法规则,为课堂上的研究做好准备。

步骤三:课堂教学1. 针对每个单元的主要课文和重点词汇,进行逐词逐句的解读和分析,让学生理解文章的主旨和意义。

2. 通过听力训练、口语练、阅读理解、写作练等活动,巩固学生对语言知识的掌握。

3. 引导学生进行小组讨论和课堂展示,培养学生的合作能力和表达能力。

步骤四:课后作业布置相关的课后作业,包括练题、阅读理解、写作等,巩固学生对所学知识的理解和运用能力。

四、教学评估通过课堂上的教师观察、学生听说读写的综合表现、作业的完成情况等途径,对学生的研究情况进行评估,并及时给予反馈和指导。

五、教学资源1. 高中英语必修3教科书及配套教材。

2. 多媒体设备、音频设备等。

以上是高中英语必修3教案的基本框架,具体的教学活动和内容可以根据实际情况进行调整和安排。

通过合理的教学设计和有趣的教学方法,提高学生的学习兴趣和英语综合运用能力。

必修三英语教案5篇

必修三英语教案5篇

必修三英语教案5篇(经典版)编制人:__________________审核人:__________________审批人:__________________编制单位:__________________编制时间:____年____月____日序言下载提示:该文档是本店铺精心编制而成的,希望大家下载后,能够帮助大家解决实际问题。

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新人教高中英语必修三Unit1-Discovering Useful Structures公开课教案

新人教高中英语必修三Unit1-Discovering Useful Structures公开课教案

2019新人教高中英语必修三Unit 1 Festivals and CelebrationsDiscovering Useful Structures公开课教案Teaching aims:1.Enable students to analyse the meanings and functions of the -ing forms used as attributes and predicatives.2.Guide students to know how to use the -ing forms as attributes or predicatives correctly.3.Help students to apply them into the writing practice.Teaching key and difficult points:1.Help students to analyse the meanings and functions of the -ing forms used as attributes and predicatives.2.Help students to use the -ing forms as attributes or predicatives correctly.3.How to use the -ing forms in real situations.StepⅠ Lead inTalk about some pictures trying to use v.-ing form to describe them.The words“interesting, inspiring, amazing,exciting”are strongly recommended.Ask students the question“What do you think of... in the picture?”StepⅠ Observe and analyseActivity 1 Look at the following sentences and try to find out the relationships between the v.-ing forms and the subjects of the sentences or the headwords in the noun phrases.Then complete the sentences.1.We’ll have an exam in the coming week.=We’ll have an exam in the week that is coming.2.He was only able to walk with a walking stick.=He was only able to walk with a stick that is used for walking.3.The boy studying in the classroom is our monitor.=The boy who is studying in the classroom is our monitor.4.Your activity is cleaning the windows.=Cleaning the windows is your activity.5.He spoke in a low voice in order not to wake the sleeping baby.=He spoke in a low voice in order not to wake the baby .st week we bought a new washing machine.=Last week we bought a new machine .7.Do you know the boy playing basketball?=Do you know the boy ?8.His first delight was going to the Tower.= was his first delight.Suggested answers:5.who is sleeping6.that is used for washing7.who is playing basketball8.Going to the TowerActivity 2 Finish the table and understand the features and functions of thev.-ing forms.The v .-ing FormsExamples FormsFunctions Features 1.We’llhave an examin the (come) week. 2.He spoke in a lowvoice in ordernot to wakethe v .-ing Theattribute beforethe noun Theattribute ①working as an adjective to describe the action or state of the head -word (eg.1&2),which can be changed into an attri -butive clause. ②working as a noun to describe the function of the headword (eg.3&4),which can be changed into an attributive clause with the help of the phrase “be used for”.(sleep) baby.3.He wasonly able towalk with a(walk) stick.stweek webought a new(wash)machine.5.Theboy(study) in theclassroom isour monitor.6.They lived in a house (face) south.7.Do youknow the boy(play)basketball?v .-ing phrases Theattribute after the noun 8.Whatyou said is really (inspire). 9.Theproblem is v.-ing The predicative ①working as an adjective to describe the characteristic or state of the subject.②working as a noun to describe the content of the subject,which can be changed intoa subject while the new predicative becomes the former subject.quite(puzzle).10.Youractivity is(clean) thewindows.11.Hisfirst delightwas(go) to theTower.Suggested answers:ing2.sleeping3.walking4.washing5.studying6.facing7.playing8.inspiring9.puzzling10.cleaning11.goingStepⅠPracticeActivity 1 Fill in the blanks using the right forms of the given words.1.One of the good exercises is (swim).2.The real problem is (get) to know the needs of the customers.3.The important thing now is (save) lives.4.The situation both at home and abroad is very (inspire).5.The book is (interest) and I’m interested in it.6.He remembered our names from ten years ago—isn’t that just (amaze)?7.Poems which seemed dull and (bore) suddenly came to life.8.She looked small and gentle and altogether (charm).9.—I regret to inform you that you failed in the exam.—You should regret (not study) harder.10.A young man (write) novels came to speak to us yesterday.Suggested answers:1.swimming2.getting3.saving4.inspiring5.interesting6.amazing7.boring8.charming9.not studying10.writingActivity 2 Translate the sentences using v.-ing forms.1.The present situation ________________.目前形势令人惊恐。

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Unit 5 Canada-The True North古丽Teaching goalsGet the students to be able to understand and use the words and expressions below: 1. rather than settle down have a gift forin charge of look over2. continent baggage scenery harbour(=harbor)eagle maple booth buffet bush dawnTeaching aidsA Projector, an exercise paper and text book.Teaching processWarming-up1) Students to read the words and expressions on P98-99 for once. (2 mins )2) To show the students the words and expressions we are going to learn at this unit. Section 11. Students to read the sentences related to the five phrases and use two minuets to guess the meaning of the related phrases in the sentences.1. Rather than (2mins)I think Tom, rather than you, is to blame.She would rather die than give in.Most men prefer to spend the weekends athome rather than go shopping.rather than ____________would rather do than do__________prefer to do rather than do_________2. Settle down(2 mins)They'd like to see their daughter settle down, getmarried and have kids.Have you settled in the new workplace? how iseveryone treating you?It was so noisy in the office that i couldn't settle downto write anything.Could you settle up the bill?settle down________settle in_________settle down to________settle up_____________3. Have a gift for (2mins)She has a gift for learning language. She has already mastered four languages including Chinese, English, French and Russian.Miss. Xu and Mr. Tan in class 19 are gifted at dancing. We enjoyed their dancing at the opening ceremony of school sports meeting.have a gift for_________be gifted at___________4. In charge of (2 mins)Mary is in charge of the children.The project is in the charge of an experiencedworker.The police said he would take charge of the gun.Iced water is free of charge in restaurants.in charge of _______in the charge of __________take charge of __________free of charge_________5. Look over ( 2 mins)We looked over the house again before we decidedto buy it.I'm looking forward to working with you.You musn't look down upon the disabled.As I look through the newspaper, I found someuseful information.look over________look forward to________look down upon________look through_________2. After students finished this, ask them to do the exercise below in 3mins.rather than settle down have a gift forin charge of look over. These are your problems _______mine.2. I do not him to be __________ of our company. He is very irresponsible.3. Could you ______ the bills again? I think there is something wrong with it.4. His brother ___________ music. He can play lots of musical instruments.5. I hope you have _______ in the new country.3. Ask students to read all the sentences above together for once. Then ask them to look at the exercise paper and do the translation exercise in 5 mins.1. 我想要冷饮,不要咖啡。

(rather than)2. 他去法国回来后,决定在家乡安顿下来。

(settle down)3. 我弟弟对唱歌有天赋。

他的声音很好听。

(have a gift for)4. 我们的校长掌管我们的学校。

(in charge of)5. 在交卷前,你能再检查一下么?(look over)After this is done, ask students to read the words and expressions again which we aimed at comprehending at this unit.Section 21. Ask students to guess the Chinese meaning of the ten nouns below.continent baggage scenery harbour(=harbor)eagle maple booth buffet bush dawn2.Then, let them look at the pictures on the screen and ask them to guess the words to describe the pictures. Let them spell out the words if possible. (2 mins)3.Ask Ss to cover up their text book and spell out the English words for Chinese meanings of the ten nouns on their paper.1. 大陆2. 风景3. 灌木4. 自助餐5. 海港6. 公用电话间7. 枫叶8. 行李9. 鹰10. 黎明4.Ask Ss to finish the exercise below.1.Many Europeans explored the _____ (大陆) of Africa in the 19th century.2.Could you give me a hand to carry my ______ (行李) to the bedroom?3.The _____ (风景) of the West Lake is beautiful beyond description.4. Sailing in the _____(海港)is popular in Canada.5.A great number of _____ (鹰) winged their way across the valley.6. _____ leaf(枫叶)is the national symbol of Canada.7. There is a _____(公用电话间)downstairs.8. You cannot ask for someone to take your order when you eat a (自助餐).9. The rabbit is hiding in the _____(灌木), let's find it.10. This is the most beautiful _____(黎明)I've ever seen.Section 3Let students finish the exercise below using the five expressions and ten nouns we’ve learned in this class.When asked what I want to do in the summer vacation, I said that I like to cross the ______ to see the beautiful _________ along the journey _______staying at home watching TV or playing computer games. I_______ the map and found that Canada is an interesting country to visit. So I decided to go to Canada.With this decision, I called my friend Mary from the ________ on the street and told her that I will be there in 4-5 days. I told her I would like to go to the ________ to see the beautiful sunrise and to go to the park to enjoy the _______leaves, which is the national symbol of Canada. She was very excited about this. Then, I hung up the phone and went home. On my way home, I saw an_____ on the green_____by the road. After I got home, prepared my ________and bought a plane ticket on the internet. The next day, I flew over to Canada and met my friend. She took me to a hotel and helped me to______. She told me there would be a welcome party for me that night and she was ________ the party. We went to the party together and enjoyed the delicious _______. Early in the next morning, Mary and I got up at _______ and started our tour in the city.Section 4Homework:Finish the exercise on p57 on the exercise book.。

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