高中英语必修三Unit1精品教案
【——人教版高一英语】必修三unit1教案
【——人教版高一英语】必修三unit1教案一、教学内容本节课为人教版高一英语必修三的第一单元《Festivals around the world》。
教学内容主要包括教材第二章至第四章，详细内容为世界各地不同节日的起源、习俗以及相关的文化背景。
二、教学目标1. 让学生掌握并运用与节日相关的词汇和表达方式。
2. 提高学生的阅读理解能力，通过阅读文章了解世界各地的节日文化。
3. 培养学生的跨文化交际意识，学会尊重并欣赏不同国家的文化差异。
三、教学难点与重点教学难点：如何让学生在实际语境中运用所学节日相关词汇和表达方式。
教学重点：世界各地节日的起源、习俗及文化背景。
四、教具与学具准备教具：多媒体教学设备、黑板、粉笔学具：教材、笔记本、文具五、教学过程1. 导入：通过展示世界各国节日的图片，引发学生对节日的兴趣，进而导入本节课的主题。
2. 阅读理解：让学生阅读教材第二章至第四章，了解世界各地节日的起源、习俗和文化背景。
3. 词汇讲解：针对阅读文章中出现的关键词汇和表达方式，进行详细讲解。
4. 实践情景引入：设置不同的场景，让学生运用所学词汇和表达方式进行角色扮演。
5. 例题讲解：针对本节课的重点内容，设计相关习题，并进行讲解。
6. 随堂练习：让学生进行小组讨论，完成教材中的练习题。
六、板书设计1. Festivals around the world2. 主要节日及文化背景3. 重点词汇和表达方式七、作业设计1. 作业题目：Write a short essay about your favorite festival and introduce its origin, customs and cultural background.2. 答案要求：不少于100词，要求条理清晰，表达准确。
八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，了解他们在学习过程中的困惑，及时调整教学方法。
2. 拓展延伸：鼓励学生课下搜集更多关于世界各地的节日信息，了解不同文化，提高跨文化交际能力。
【——人教版高一英语】必修三unit1教案
【——人教版高一英语】必修三unit1教案一、教学内容本节课选自人教版高一英语必修三的Unit 1，主题为“Festivals around the world”。
具体内容包括：Reading and Writing部分，介绍世界各地不同节日及其庆祝方式；Grammar部分，讲解一般过去时的用法；Listening and Speaking部分，练习谈论节日的相关表达；以及Additional Exercises部分，巩固所学知识。
二、教学目标1. 了解世界各地的主要节日及其庆祝方式，培养学生的跨文化交际意识。
2. 掌握一般过去时的用法，能正确运用该时态描述过去的动作或事件。
3. 提高学生的听说能力，使他们能够熟练运用所学表达谈论节日。
三、教学难点与重点重点：世界各地节日的介绍、一般过去时的用法、节日相关表达的听说练习。
难点：一般过去时的正确运用，以及如何用英语描述节日习俗。
四、教具与学具准备1. 教师准备：多媒体设备、PPT、黑板、教材。
2. 学生准备：教材、笔记本、彩色笔。
五、教学过程1. 导入：通过播放一段关于世界各地的节日视频，激发学生的兴趣，引入本节课的主题。
2. 阅读与写作：a. 让学生快速浏览课文，了解世界各地的主要节日。
c. 指导学生进行写作练习，用一般过去时描述自己最喜欢的节日。
3. 语法讲解：通过例句和练习，让学生掌握一般过去时的用法。
4. 听力与口语：a. 播放听力材料，让学生回答关于节日的问题。
b. 学生两人一组，进行节日话题的口语练习。
5. 巩固练习：完成Additional Exercises部分，检查学生对本节课知识的掌握。
六、板书设计1. Festivals around the world2. 内容：a. 世界各地节日及庆祝方式b. 一般过去时的用法c. 节日相关表达七、作业设计1. 作业题目：a. 根据课文内容，用一般过去时描述一个你了解的节日。
b. 收集更多关于节日的资料，与同学分享。
高中英语新课标必修三Unit1教案
高中英语新课标必修三Unit1教案标题：高中英语新课标必修三Unit1教案一、教学目标通过本单元的学习，学生能够：1、掌握与旅行、探险相关的词汇和表达方式；2、了解和掌握如何写旅游计划和游记；3、提高听、说、读、写四项技能；4、培养对旅游和探险的兴趣和热情。
二、教学内容本单元围绕旅行和探险主题展开，包括以下内容：1、单元导入：介绍旅行和探险的概念和意义，激发学生兴趣；2、课文学习：阅读与旅行和探险相关的文章，了解旅游计划和游记的写作技巧；3、词汇学习：掌握与旅行、探险相关的常用词汇和表达方式；4、听力训练：通过听录音材料，提高听力理解能力；5、口语练习：通过小组讨论、角色扮演等活动，提高口语表达能力；6、阅读理解：阅读与旅行和探险相关的文章，提高阅读理解能力；7、写作训练：根据所学内容，写一篇旅游计划或游记。
三、教学过程1、单元导入：通过展示一些美丽的旅游景点图片，引导学生谈论旅行和探险的意义和价值，激发学生兴趣。
2、课文学习：通过多媒体设备，展示课文内容，引导学生阅读和理解。
在阅读过程中，教师可适当解释生词和难句，帮助学生理解文章。
3、词汇学习：通过讲解、示范、例句等方式，帮助学生掌握本单元的词汇和表达方式。
4、听力训练：播放与旅行和探险相关的录音材料，让学生听并做听力理解练习。
教师可适当解释生词和难句，帮助学生理解。
5、口语练习：通过小组讨论、角色扮演等活动，让学生练习口语表达。
教师可适当引导和纠正。
6、阅读理解：根据本单元主题，选取相应文章进行阅读理解练习。
教师可适当解释生词和难句，帮助学生理解。
7、写作训练：根据所学内容，让学生写一篇旅游计划或游记。
教师可适当指导和纠正。
四、教学评估1、通过课堂表现、作业、测验等方式，对学生的学习情况进行评估；2、通过小组讨论、角色扮演等活动，对学生的口语表达能力进行评估；3、通过写作练习，对学生的写作能力进行评估。
五、教学反思根据学生的学习情况和其他反馈，对本次教学进行反思和总结，以便更好地指导今后的教学工作。
人教版高中英语必修3unit1电子教案
课堂教学设计课 题：Unit 1 Festivals around the world 授课时数授课时数 6 日期：2011年 2月 28日设计要素要素 设计内容设计内容教学内容分析分析 This This unit unit unit talks talks talks about about about festivals festivals festivals of of of many many many kinds kinds kinds in in in different different different parts parts parts of of of the the the world world and nearly all the teaching materials center on it. The first reading briefly five different different kinds kinds kinds of of of festivals. festivals. festivals. Two Two Two others, others, others, V V alentine ’s s day day day and and and Carnival, Carnival, Carnival, are are introduced introduced in in in the the the rest rest rest of of of the the the unit. unit. unit. Through Through Through this this this unit unit unit we we we should should should have have have the the students think about the reason foe festivals and the reasons for different ways of celebrating. 教学目标目标 知识与技能技能 1, Get students to learn new words and expressions in this unit; 2, Let students learn to make phone call and invitations and thanks; 3, Learn how to use modal words; 4, Develop students ’ listening, speaking reading and writing skills. 过程与 方法方法 1,Task-based teaching and learning 2,Cooperative learning 3,Discussion 情感态度价值观1, Stimulate students ’ love for their own national culture and custom; 2, Develop students ’ sense of cooperative learning. 学习者 特征分析分析Many Many students students students are are are very very very familiar familiar familiar with with with Chinese Chinese Chinese traditional traditional traditional festivals. festivals. festivals. They They They can can can list list many many different different different festivals festivals festivals of of of our our our country country country and and and foreign foreign foreign countries. countries. countries. According According According their their their own own experience, I will list many kinds of different festivals and tell them how to speak them in English. 教学教学分析分析 教学教学重点重点1, 1, have have have students students students learn learn learn some some some useful useful useful new new new words words words and and and expression expression about festivals 2, let students learn the new grammar : modal words 教学教学难点难点 难点难点 1, let them master the using skill of modal words 2, let students learn to write a different ending of a story 解决解决 办法办法Explanation carefully, provide some more practice 教学教学策略策略 1, Cooperation exercise 2, Skipping reading , intensive reading 3, Practice 教学教学资源资源 A tape recorder, teaching guide for the teachers; book, internet 板书板书设计设计 单元备课，板书在各课教案后呈现。
高中英语必修三unit1教学设计
高中英语必修三unit1教学设计一、教学任务及对象1、教学任务本教学设计针对的是高中英语必修三中的Unit 1，该单元主要围绕“Festivals around the world”这一主题展开。
教学任务包括引导学生了解和掌握世界各地节日的历史背景、庆祝方式以及相关的文化内涵；提高学生的英语听、说、读、写四项基本技能；培养学生跨文化交际意识和能力，激发他们对英语学习的兴趣和热情。
2、教学对象本教学设计的教学对象为高中一年级学生，他们已经具备一定的英语基础，能够使用简单的英语进行日常交流，但在词汇、语法、阅读和写作方面还有待提高。
此外，这个年龄段的学生对新鲜事物充满好奇，有较强的求知欲和表现欲，这为教学活动的开展提供了有利条件。
但同时，学生们的学习能力和英语水平存在一定差异，因此在教学过程中，教师需要关注每个学生的个体差异，因材施教，使他们在原有基础上得到提高。
二、教学目标1、知识与技能（1）了解并掌握与“Festivals around the world”相关的词汇、短语和句型，如：custom, ritual, celebrate, origin, traditional, etc.（2）提高学生的英语阅读理解能力，能够快速捕捉文章主旨，掌握文章细节信息，并对文章进行合理推断。
（3）培养学生的英语听力技巧，能听懂关于世界各地节日的英语对话和短文，提高获取关键信息的准确性。
（4）提高学生的英语口语表达能力，能够运用所学知识进行关于节日的讨论和交流，发表自己的观点和看法。
（5）锻炼学生的英语写作能力，能撰写关于节日的小短文，介绍节日的起源、庆祝活动等。
2、过程与方法（1）通过小组合作、讨论、分享等方式，让学生在互动交流中学习英语，提高他们的合作能力和沟通能力。
（2）运用多媒体教学资源，如视频、图片、音频等，为学生提供丰富的教学情境，激发学生的学习兴趣。
（3）采用任务型教学法，引导学生完成各种听说读写任务，提高学生的实际运用能力。
【——人教版高一英语】必修三unit1教案
【——人教版高一英语】必修三unit1教案【教案】一、教学内容人教版高一英语必修三Unit 1《Festivals around the world》。
该单元主要介绍世界各地的节日，包括西方的圣诞节、复活节等，以及东方的春节、中秋节等。
通过学习，学生能够掌握相关的词汇和表达方式，了解不同文化的节日习俗，提高跨文化交际的能力。
二、教学目标1. 学生能够熟练掌握本单元的生词和短语，正确使用动词过去式描述过去发生的事情。
2. 学生能够听懂、会说、会读、会写关于节日的故事，能够用英语介绍自己喜欢的节日。
3. 学生能够通过阅读和听力材料，了解不同国家的节日习俗，提高文化意识。
三、教学难点与重点重点：1. 掌握动词过去式的正确用法。
2. 能够用英语介绍自己喜欢的节日。
难点：1. 理解和运用本单元的生词和短语。
2. 正确使用动词过去式描述过去发生的事情。
3. 了解不同国家的节日习俗，提高文化意识。
四、教具与学具准备教具：多媒体课件、录音机、磁带或光盘、黑板、粉笔。
学具：课本、练习册、录音机、磁带或光盘、笔记本。
五、教学过程1. 情景引入（5分钟）教师通过向学生提问：“你们最喜欢的节日是什么？为什么？”来引出本课的主题。
学生可以自由发言，分享自己喜欢的节日和原因。
教师引导学生用英语进行表达，同时板书关键词“festival”和“celebrate”。
2. 课堂讲解（15分钟）教师带领学生学习本课的生词和短语，如“Christmas”、“Easter”、“Spring Festival”等，并通过例句解释其用法。
接着，教师讲解动词过去式的正确用法，并通过练习题让学生进行随堂练习。
3. 听力训练（10分钟）教师播放课文中的听力材料，学生边听边做练习。
听力材料内容包括不同国家的节日习俗。
听后，教师提问学生关于听力材料的问题，检查学生对听力内容的理解。
4. 阅读理解（10分钟）教师分发课文阅读材料，学生独立阅读，并回答相关问题。
【——人教版高一英语】必修三unit1教案
【——人教版高一英语】必修三unit1教案一、教学内容1. Reading and Writing: “Festivals and Celebrations”2. Listening and Speaking: “A Visit to the Spring Festival”3. Grammar: Relative clauses and adverbial clauses of time and place4. Vocabulary: Words and expressions related to festivals and celebrations二、教学目标1. 能够理解和运用关于节日的词汇和表达方式，提高阅读和写作能力。
2. 能够听懂并参与关于节日的讨论，提高听说能力。
3. 掌握相对句和时间和地点状语从句的用法，提高语法水平。
三、教学难点与重点1. 教学难点：相对句和时间和地点状语从句的用法。
2. 教学重点：关于节日的词汇和表达方式，以及听说读写技能的培养。
四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔、教学课件。
2. 学具：课本、练习本、笔。
五、教学过程1. 实践情景引入（5分钟）利用多媒体展示世界各地节日的图片，引导学生谈论他们所了解的节日，激发兴趣。
2. 阅读与写作（20分钟）1）学生阅读“Festivals and Celebrations”部分，理解文章大意。
2）教师讲解关于节日的词汇和表达方式，并指导学生进行写作练习。
3. 听力与口语（20分钟）1）学生听“Spring Festival”的对话，回答相关问题。
2）教师组织学生进行小组讨论，分享他们最喜欢的节日。
4. 语法讲解（15分钟）1）教师讲解相对句和时间和地点状语从句的用法。
2）学生进行语法练习，巩固所学知识。
5. 随堂练习（10分钟）学生完成课堂练习，检测对本节课知识点的掌握情况。
六、板书设计1. 关于节日的词汇和表达方式2. 相对句和时间和地点状语从句的用法3. 课堂练习答案七、作业设计1. 作业题目：1）根据课堂所学，写一篇关于你最喜欢的节日的短文。
高中英语必修三unit1教案
高中英语必修三unit1教案教案标题：高中英语必修三Unit 1教案教学目标：1. 了解并掌握Unit 1中的重点词汇、短语和句型；2. 能够运用所学知识描述人物特征和外貌；3. 能够运用所学知识进行听说读写的综合训练；4. 培养学生的合作意识和团队合作能力。
教学重点：1. 掌握重点词汇、短语和句型；2. 运用所学知识进行听说读写的综合训练。
教学难点：1. 运用所学知识进行听说读写的综合训练。
教学准备：1. 教材：高中英语必修三教材Unit 1；2. 多媒体设备；3. 教学课件；4. 学生练习册。
教学过程：Step 1: 导入新课1. 利用多媒体设备播放一段关于人物特征和外貌的视频或展示一些图片，激发学生对话题的兴趣；2. 引导学生讨论所展示的人物特征和外貌，并引出相关的词汇。
Step 2: 词汇学习1. 教师呈现并讲解Unit 1中的重点词汇，包括形容词、名词和动词；2. 学生跟读并模仿教师的发音；3. 学生进行词汇拓展活动，如根据给出的词根或词缀构造新词。
Step 3: 句型学习1. 教师呈现并讲解Unit 1中的重点句型，包括描述人物特征和外貌的句型；2. 学生进行句型操练活动，如根据给出的句子结构进行句子变换。
Step 4: 听说读写综合训练1. 教师设计听力活动，如听力填空或听力选择题，让学生通过听力理解并掌握所学知识；2. 学生进行口语练习，如两人一组描述对方的外貌特征；3. 学生进行阅读活动，如阅读课文并回答相关问题；4. 学生进行写作活动，如根据所给的人物描述写一篇短文。
Step 5: 合作学习1. 学生分组进行合作学习，如小组讨论和合作完成一些任务；2. 教师进行指导和辅导，鼓励学生积极参与合作学习。
Step 6: 总结和评价1. 教师对本节课的教学进行总结，强调重点和难点；2. 学生进行自我评价，反思自己在本节课中的学习情况和问题。
Step 7: 作业布置1. 布置课后作业，如完成练习册上的相关练习；2. 鼓励学生积极参加课外阅读，拓展自己的词汇和语言能力。
人教版 高中英语必修第三册 Unit 1 教案
必修三第一单元Why do we celebrate festivals?一、文本分析这是一篇说明文，从不同的侧面对节日进行说明。
第一段首先介绍节日的起源有季节、宗教、著名人物、重要事件，接着介绍节日的共性特点:分享快乐、感激、爱、和平等。
第二段举例说明全世界共同庆祝的节日丰收节的庆祝时间、原因和主要活动，同时举例说明古代埃及、现代欧洲和中国庆祝丰收节的情况。
第三段介绍习俗在节日形成中扮演着重要角色，但随着社会的发展，一些习俗逐渐消失，同时也产生些新的习俗，以中国春节为环保而禁止燃放鞭炮和万圣节变成了孩子的娱乐节日为例说明。
第四段介绍节日商业化现象。
最后一段说明节日的重要性和意义。
从节日的起源、共性特点、发展、重要性和意义等方面介绍节日,理解节日的文化内涵,比较节日的异同，让学生了解不同民族文化习俗与传统节日，拓宽国际视野,增强祖国意识和跨文化交际能力。
二、设计理念“问题链·导学”模式是以“为什么要庆祝庆祝节日？”这一问题为中心开展教学。
通过节日情境创设，把学生引导到提出问题、分析问题、感悟问题的活动中来。
让学生基于节日主题语境，通过学习理解、迁移创新等体现综合性、关联性等特点的英语学习活动，围绕标题为什么要庆祝节日展开，提炼庆祝原因，在分析问题和解决问题过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展。
三、本堂课特色1.创设节日情境，激发阅读动机；2.围绕教学目标，借力思维导图，理清语篇思路，使文本信息结构化；3.以问题链为支架，深度阅读，融入语言，优化思维发展，探讨庆祝节日的原因；4.回归标题，针对“festival”首字母，回归课文，再次提炼庆祝节日的意义，升华主题。
四、教学目标1.获取段落大意，梳理节日的起源、共性特点、发展等信息；2.描述中外节日异同，理解不同节日的重要性；3.分析和总结庆祝节日的原因；4.写一篇介绍清明节的应用文。
五、教学步骤Step1:学习理解类活动1. 围绕主题创设情境，铺垫语言以临近的清明节为导入，Why do we celebrate Tomb Sweeping Day? How do we celebrate it?Step2：概括、梳理、整合信息1. 寻找段落大意总结阅读技巧。
(完整版)高中英语必修三第一单元教案
（3,1）重点词汇1. vt.&vi. 意思是；意味着；打算；预定[典例]1). The sign means that the road is blocked.2). I mean you to work as our spokesman.[重点用法](sth.) mean doing sth. 意味着… (sb) mean to do sth. 打算做…What do／did you mean by...? “你……是什么意思？”[练习] 按要求填空或翻译。
1). Can you tell me what this sentence______ (mean)?2). Your friendship ______ (mean) a great deal ______ (介词) me.3). In some parts of London, missing a bus means ______ (wait) for another hour.4). What did he mean ______ (介词) saying that remark?2. vi.&vt. (使)饿死；饿得要死starvation n.[u] 饿死[典例]1). The enemy is trying to starve us to death.2). I’ m starving; let’ s have a big dinner.3). He said he would starve rather than beg for food.[重点用法]starve to death = die of starvation/hunger饿死starve sb to death 把某人饿死starve for sth. = be starved of sth. = hope/long for sth. 希望/渴望得到某物[练习] 用starve的短语的适当形式填空。
高中英语必修三unit1教案
高中英语必修三unit1教案教学目标1. 让学生掌握本单元的核心词汇和表达方式。
2. 培养学生通过语境理解词义和句意的能力。
3. 提高学生的听说读写综合运用能力，尤其是口语交际能力。
4. 引导学生了解和认识中西方文化差异，培养跨文化交际意识。
教学重点与难点- 重点：核心词汇的正确使用，以及日常交流中的常见表达。
- 难点：理解和运用抽象词汇进行实际交流。
教学准备- 教材内容熟悉：确保对课本内容有深入的理解。
- 多媒体课件：准备相关的图片、音频和视频材料以辅助教学。
- 互动活动设计：制定小组讨论、角色扮演等互动环节的计划。
教学过程导入阶段（Warming u）- 通过展示与主题相关的图片或视频，激发学生的兴趣。
- 提问学生关于主题的前置知识，为新课内容做铺垫。
呈现阶段（resentation）- 利用T呈现新单词和短语，结合例句讲解其用法。
- 教师领读单词和短语，注意发音和语调。
- 播放课文录音，让学生跟读，注意模仿语音语调。
练习阶段（ractice）- 分组练习对话，鼓励学生运用新学的表达进行交流。
- 完成课本上的练习题，巩固新知识点。
- 通过角色扮演等活动，让学生在情境中使用英语。
应用阶段（Alication）- 小组讨论相关话题，如文化交流的重要性等。
- 模拟真实场景，如在机场、酒店等情境下的交际对话。
总结与反馈（Summary and feedack）- 总结本节课学习的核心内容。
- 提供反馈，指出学生在学习过程中的优点和需要改进的地方。
作业布置- 背诵本单元的核心词汇和短语。
- 完成一篇关于文化差异的小短文，运用所学知识。
教学反思- 分析本节课的教学效果，记录学生的学习情况。
- 思考如何改进教学方法，提高学生的学习效率。
2024年英语教案高一必修三unit1
2024年英语教案高一必修三unit1一、教学目标知识目标：使学生掌握本单元的基本词汇和表达方式，理解并运用本单元所涉及的语言结构。
技能目标：培养学生的阅读理解能力，提高学生的口语表达能力和听力技能。
通过模拟和实践活动，提升学生的写作技巧和合作能力。
情感目标：培养学生对跨文化交流的兴趣，增强学生的自主学习意识，鼓励他们积极参与课堂讨论和实践活动。
二、教学重点和难点重点：本单元的重点词汇和表达方式。
本单元的阅读理解和写作技巧。
跨文化交流的主题及其相关语言表达。
难点：对于某些抽象或专业概念的理解。
提高听力材料的速度和理解能力。
英语语法结构在实际运用中的运用能力。
三、教学过程1. 导入新课通过展示与单元主题相关的图片或视频，激发学生对新课的兴趣。
提出一些引导性问题，鼓励学生猜测单元的主题和关键内容。
2. 知识讲解详细讲解本单元的词汇和表达方式，包括其发音、词性和用法。
分析本单元的语言结构，特别是重点和难点部分，通过例句和练习帮助学生理解。
3. 技能训练安排阅读理解练习，指导学生如何快速准确地抓住文章的主旨和关键信息。
举办口语角或模拟对话活动，提升学生的口语表达能力。
设计写作任务，要求学生围绕本单元的主题进行创作，并提供反馈和指导。
4. 实践活动组织小组讨论，让学生围绕跨文化交流的主题展开讨论，分享自己的见解和经验。
举办角色扮演游戏，让学生在模拟情境中运用所学知识，提高他们的语言实际运用能力。
5. 总结反思回顾本单元的主要内容和学习目标，确保学生掌握和理解。
鼓励学生对自己的学习过程进行反思，找出自己的不足和需要改进的地方。
四、教学方法和手段方法：采用任务型教学法、情景教学法和合作学习法，以激发学生的学习兴趣和主动性。
手段：利用多媒体课件、网络资源、实物展示等多种教学手段，提高教学效果。
五、课堂练习、作业与评价方式课堂练习：在课堂上进行词汇和语法的即时练习，通过问答、填空等形式进行。
组织小组活动，进行口语和听力的训练。
高中英语必修三unit1教案
高中英语必修三unit1教案Unit 1 FriendshipTeaching Objectives:1. Enable students to learn the vocabulary and expressions relatedto the topic of friendship.2. Enable students to use the target language accurately and appropriately in speaking and writing.3. Develop students' reading skills through understanding and interpreting the text.4. Encourage students to express their opinions and thoughts about friendship.Teaching Procedures:Step 1: Warm-up (10 minutes)- Greet the students and ask them if they have any close friends. Discuss with the students what qualities they value in a friend and why.Step 2: Vocabulary Introduction (15 minutes)- Introduce the key vocabulary words related to friendship, such as trustworthy, reliable, loyal, etc. Give examples and ask students to use these words in sentences to ensure their understanding.Step 3: Reading Comprehension (25 minutes)- Have students read the text about friendship in the textbook carefully. After reading, ask comprehension questions to check their understanding. For example: What is the main idea of the text? What are the qualities of a good friend mentioned in the text? Why is it important to have friends? etc.Step 4: Group Discussion (20 minutes)- Divide the class into small groups and ask them to discuss the following questions: What do you think makes a good friend? Do you think it's important to have many friends or just a few close friends? Why? Have each group present their ideas to the class. Step 5: Writing Exercise (25 minutes)- Ask students to write a short paragraph about their best friend, describing their qualities and why they appreciate them. Encourage them to use the vocabulary and expressions they have learned in this unit.Step 6: Pair Activity (15 minutes)- Pair up the students and ask them to interview each other about their friendships. They should ask questions like: How did you meet your best friend? What do you like most about your friend? Do you have any interesting or funny stories about your friendship? etc. After the interview, have some students share their findings with the class.Step 7: Homework (5 minutes)- Assign homework that reinforces the target language and skills learned in this unit. For example, students can write a letter to a friend, expressing their appreciation and sharing a memorable experience they had together.Note: This is a general outline for a teaching plan. The duration of each step may vary depending on the class and teaching style. It isimportant for the teacher to adapt the plan to suit the needs and abilities of their students.。
高中英语必修三Unit1精品教案
高中英语必修三Unit1精品教案Unit 1 Festivals around the World 教学目的和要求（Teaching aims and demands）Period 1 Warming up & pre-readingDate: _________________ Name:___________________Teaching targets:Knowledge and ability objectives:1.To learn about festivals in different parts of the world and compare them2.To get more words about festivals and customs3.To talk about festivals and express ideas by using the wordsStrategy objectives:By means of task-based language teaching, students can participate in pair and group work to get more information about festivals around the world and think more about the topic Moral objectives: By comparing and contrasting the cultures in China and other countries, students can understand the cultural differences between countries, show respect for other culture and customs andlove Chinese culture.Important points：To talk about the festivals around the worldDifficult points：To know about the reasons for the celebrationsTeaching aids ：MultimediaTeaching procedure:Task 1 BrainstormingWork in groups and list below Chinese festivals or holidays that you know.Chinese festivals & Holidays:1.Spring Festival2. The Lantern Festival3. Tomb Sweeping Day4.The Dragon Boat Festival5.The Double Seventh Festival6.The Mid-Autumn Festival7.The Double Ninth Festival8.New Year’s Day(元旦)9.International Women’s Day 10.International Labour Day11.Childre n’s Day12.National Day……Task 2 BrainstormingWork in groups and list below Western festivals that you know.Western festivals:1.Valentine’s Day2.Easter(Mar--April)3.April Fool’s Day4.Mother’s Day (in May)5.Father’s Day (June)6.Halloween (Oct.31)7.Thanksgiving Day (November)8.Christmas9. 10. ……Task 3: DiscussionFestivals are meant to celebrate important times of year. Then work in groups to discuss about when they take place, what they celebrate and what people do at that time.Task 4: Reading《三维设计》P2。
必修三Unit1Grammar教案
《高中英语（上外版）》必修第三册Unit 1 Road to Success课时：第3课时课题：Grammar in Use课型：语法课教学设计与说明一.学情分析本节课授课对象为高一第二学期的学生。
经过第一学期的学习，同学们已经有了分词在句子中各项功能的总体概念。
但是大部分同学们对分词各项句法功能的总体框架结构是不清晰的，对分词的各项句法功能各自的特点、重点、难点没有概念。
所以需要帮助学生分项理清特点、重点、难点，并在语言实际交际运用中加以操练并巩固。
二．教材分析单元语法运用Grammar in Use聚焦于分词作补语（宾语补足语和主语补足语）的复习和巩固。
教材P9-10上有三道语法练习题。
第一题旨在分析分词在句子中的功能，认识分词做补语的结构。
第二题旨在辨认分词作补语的结构并能正确区分这一结构中现在分词和过去分词在做补语时的区别。
第三题考查语言的综合运用能力，要求学生在语篇中、在上下文语境中理解、分析、归纳并灵活运用分词作补语这一语法功能，同时要求学生区分分词作补语与分词其它功能的区别。
三．教学设计思路本课为本单元语法教学的第二课时：语法练习课，旨在帮助学生在第一节语法课的基础上复习巩固分词作补语这一语法功能，并为学生创设产出的机会，提高语用能力。
导入部分利用课本P8-9练习I&II，采用归纳演绎教学法复习第一课时学习过的内容，引导学生学会对学过的语法规则进行分类归纳，在头脑中形成非谓语知识体系的网络架构。
操练部分采用任务型教学方法，在遵循学生认知规律的基础上设置多层次能力要求逐步递进的实践任务，引导学生在完成各个层次的任务中逐步实现分词做补语这一语法功能的内化，并在任务中实现learning by using, learning for using的语法学习目标。
Lesson Plan（the 3 period）rdLearning Objectives:By the end of the period, the students are expected to:1. have the ability of classifying and summarizing grammar rules of -ing / -ed forms as complements;2. form the network of -ing / -ed forms as complements in mind so as to distinguish them from other functions of -ing / -ed forms;3. skillfully apply -ing / -ed forms as complements in listening, reading and writing.Learning Procedures:Step I. Revision (Interactive activity)*T: Help the students recall and classify what they learned in the first period of Grammar in Use with the help of Exercise I & II on P 8-9.*Ss: Recall the grammatical rules of -ing / -ed forms used as complements by category.I. -ing form used as complements:feel / hear / listen to / see / watch / look at / notice / observe ... + O. + doing (O. C.)S.+ be felt / heard ... + doing (S. C.)discover / find / smell / catch ... + O. doing (O. C.)S. + be + discovered ... + doing (S. C.)get / have / keep / leave / send / set / start ... + O. doing (O. C.)with + O. + doing (O. C.)II. -ed form used as complements:see / hear / watch / find / feel / consider ...+ O. + done (O. C.)S.+ be seen ... + done (S. C.)get / have / keep / leave / make ... + O. + done (O. C.)declare / like / need / order / want / wish ... + O. + done (O. C.)with + O. + done (O. C.)Note: After working non-stop for twenty hours, he went to bed tired and hungry. (O. C.) The athlete went away quite satisfied with the result of the match. (O.C.)Step II. PracticeI. Identify - ing /- ed forms as complements in the lyrics (Task 1)*T: Play the song “Those Sweet Words” and ask students to identify - ing /- ed forms as complements in the lyrics while enjoying the melody. And then focus on the functions of -ing / -ed forms in “Iknow I saw you saying it.” and “I just h ave to hear t hose sweet words s poken like a melody.” and the meanings of the two sentences.*Ss: Identify - ing /- ed forms as complements and translate the two sentences into Chinese.Those Sweet WordsBy Norah JonesWhat did you sayI know I saw you saying itMy ears won't stop ringingLong enough to hearThose sweet wordsWhat did you sayAnd now the dayThe hour hand has spunBefore the night is doneI just have to hearThose sweet wordsSpoken like a melodyAll your love...II. Apply -ing / -ed forms as complements in individual sentences. (Task 2)*T: Ask students to identify the structure of -ing / -ed forms as complements in the following sentences and then fill in the blanks with proper forms of the verbs given in the box. Call students’attention to the differences between -ing forms as complements and -ed forms as complements.*S: Read the sentences silently and underline the structure of -ing / -ed forms as complements in each sentence and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing forms as complements and -ed forms as complements.III. Apply -ing / -ed forms as complements in a passage. (Task 3)*T: Ask students to read a short passage and fill in the blanks with the -ing / -ed forms of the verbs given in the box. Then circle the ones that are used as complements. Call students’ attention to the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.*S: Read the short passage silently and circle the structures of -ing / -ed forms as complements in the passage and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.IV. Apply -ing / -ed forms as complements in writing sentences. (Task 4)*T: Ask students to read each sentence in Chinese carefully and make out which category of -ing / -ed forms as complements fits the contexts best based on the given word in the brackets. And then translate the whole sentence into English.*S: First, make out and write down the proper structure of -ing / -ed forms as complements. Then, translate the whole sentence into English.。
新课标人教版高中英语必修三 Unit1 精品学案(教师版)
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。
人教版英语必修三Unit 1(阅读课)教学教案
人教新课标英语必修三第一单元阅读课教案Unit 1Festivals around the WorldReadingfestivals and celebrationsTeaching goals1.To get the students to talk about festivals2.To learn about how festivals begin and how to celebrate festivals so as to enable them to learn more about different cultures while learning different language3.To develop the students’ reading skills : skimming, scanning, summarizing, and finding out details.4.To arouse the students’ interest in festivals, cultures, especially those in China，thus promote their culture awareness.Important pointsprehension of the reading part.2.Knowledge accumulation of festivals and cultures.eful words and expressions concerning festivals.Teaching aidsA computer, a projector, blackboardTeaching proceduresStep 1lead inTask1：How many festivals do you know both in and out of China?Chinese traditional festivalsSpring FestivalFestival of lanternsTomb-sweeping DayDragon Boat FestivalMid-Autumn DayChinese public holidaysfestivals of foreign countriesThanksgiving DayHalloweenChristmasEasterStep2 SkimmingHolidays International Women’s DayNew Year’s Day National DayThe Youth DayInternational Labor DayTeachers’ Day Children’s DayTask2:How many kinds of festivals are mentioned in the text? What are they? There are four kinds of festivals mentioned in the text .They are:Festivals of the DeadFestivals to Honor PeopleHarvest FestivalsSpring FestivalsStep 3 ScanningTask3:Scan the reading passage quickly and then fill in the following chartStep 4 Careful readingTask4:Read the passage carefully again and try to answer the following questions.1、What are festivals of the dead usually for?Festivals of the dead are for honoring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.2、What makes autumn festivals happy events?Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.3、What do people usually do at spring festivals?At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.Step 5 SummaryTask5: T or F(1). The ancient people needn’t worry about their food. F(2). Halloween used to be a festival intended to honor the dead. T(3). Qu Y uan was a great poet whom people honor a lot in China. T(4). Mid-autumn Festival is held to celebrate the end of autumn. F(5). Easter celebrates the birth of Jesus. FStep6 Group workTask6: Create your own festivalsFestivals are created. Now you’ve got the chance to create a new fes tival. Discuss in groups, make a plan:What is the name of your festivalWhen the festival takes placeWhat the festival is forWhat people do at the festivalSample: Peace DayIt takes place every year on January 2, the day after the New Year’s Day. At the beginning of a new year, we create such a festival in order to call for peace, to make the world a better place for everyone. People have to learn about foreign countries on that day. The TVs and newspapers will be all about foreign countries. And people are asked to eat foreign food on that day. And they are asked to talk about peace with their families, friends, and so on.Men's DayAs you know March 3rd is the Women's Day. But we are thinking of creating a day the men on which the men celebrating their own holiday. It will symble a free day for the men on which they can do whatever they like, such as going to the club without taking their wives, going on a visit or travel wherever they like, driving in the desert, hiking or surfing and so on .Whatever you do , it must be thrilling and exciting. It could be a period of time ,maybe about a week or at least three or four days during which all men, especially those who work very hard, they can relax themselves completely without worrying about their work or families. We consider it better to be on the 2nd week of April, which follows the AprilFools ' Day. It will symble a completely liberations from work and tire from daily routings or trouble from their stress from family problems. In this holiday, those who are willing to attend it should not take mobile phones, leaving everything at homes.Step 7 HomeworkTask7: Write an introduction of the festival your group have created. Words and expressions you may use:take place in order to in honor of dress up admire celebrate。
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Unit 1 Festivals around the World 教学目的和要求（Teaching aims and demands）Period 1 Warming up & pre-readingDate: _________________ Name:___________________Teaching targets:Knowledge and ability objectives:1.To learn about festivals in different parts of the world and compare them2.To get more words about festivals and customs3.To talk about festivals and express ideas by using the wordsStrategy objectives:By means of task-based language teaching, students can participate in pair and group work to get more information about festivals around the world and think more about the topic Moral objectives: By comparing and contrasting the cultures in China and other countries, students can understand the cultural differences between countries, show respect for other culture and customs and love Chinese culture.Important points：To talk about the festivals around the worldDifficult points：To know about the reasons for the celebrationsTeaching aids ：MultimediaTeaching procedure:Task 1 BrainstormingWork in groups and list below Chinese festivals or holidays that you know.Chinese festivals & Holidays:1.Spring Festival2. The Lantern Festival3. Tomb Sweeping Day4.The Dragon Boat Festival5.The Double Seventh Festival6.The Mid-Autumn Festival7.The Double Ninth Festival8.New Year’s Day(元旦)9.International Women’s Day 10.International Labour Day11.Children’s Day12.National Day……Task 2 BrainstormingWork in groups and list below Western festivals that you know.Western festivals:1.Valentine’s Day2.Easter(Mar--April)3.April Fool’s Day4.Mother’s Day (in May)5.Father’s Day (June)6.Halloween (Oct.31)7.Thanksgiving Day (November)8.Christmas9. 10. ……Task 3: DiscussionFestivals are meant to celebrate important times of year. Then work in groups to discuss about when they take place, what they celebrate and what people do at that time.Task 4: Reading《三维设计》P2。
Task5: DiscussionWhat is your favorite festival of the year? Why?Homework：预习Reading & Comprehending.【板书设计】【课后反思】Period 2 Reading & ComprehendingDate: _________________ Name:___________________Teaching targets:Knowledge and ability objectives:1. At that time people would starve if food was difficult to find, especially during the cold winter months.2.Today’s festivals have many origins, some religious, some seasonal, and some for special people or events.3. Some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm.4. For the Japanese festival Obon, people should go to clean graves and light incense in memory of their ancestors.5. On this important feast day, people might eat food in the shape of skulls, and cakes with "bones" on them.6. The Western holiday Halloween also had its origin in old beliefs about the return of the spirits of dead people. It is now a children’s festival, when they can dress up…7. If the neighbours do not give any sweets, the children might play a trick on them.8. The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.9. The country, covered with cherry tree flowers, looks as though it is covered with pink snow.10. People love to get together to eat, drink and have fun with each other.Strategy objectives:Enable the students to master some English expressions and phrases about festivals.Teach the basic reading skills: skimming and scanning.Moral objectives: To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world.Important points: Talk about all kinds of festivals.Teaching procedure:Task 1: PredictionLook at the title of the reading passage, and the pictures in it, and predict the content of the passage.What festivals are mentioned in the passage?A text structure analysis of FESTIV ALS AND CELEBRA TIONS1.Type of writing: descriptive writing.2. Main idea :Festivals and celebrations of all kinds, such as festivals of the dead, festivals to honour people, harvest festivals and spring festivals, have been held ever since the ancient times.3. A box graph of the text:Task 2: ScanningTask 3: Read the passage carefully again and try to answer the following questions.1. What are festivals of the dead usually for?Festivals of the dead are for honouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.2. What makes autumn festivals happy events?People are thankful that food is ready for winter and the hard farm work is finished.3. What do people usually do at spring festivals?People usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.Task4.T rue or false.1) The ancient people needn’t worry about their food.〖F 〗2) Halloween used to be a festival intended to honour the dead. 〖T 〗3) Qu Yuan was a great poet who people honour a lot in China. 〖T 〗4) Mid-autumn Festival is held to celebrate the end of autumn. 〖F 〗5) Easter celebrates the birth of Jesus. 〖F 〗Task5: Finish part of the exercises of 《三维设计》P3。