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必修三unit1导学案3(最新整理)

必修三Unit 1 Festivals--- Guidance 3 to SS’ Studying1.learn language points of A Sad Love Story and master them through practice2.master 19 key words , 14 phrases and 5 difficult points一．课前预习：学会12 个单词，5 个短语，熟读P7 A Sad Love Story1.单词表上12 个词1 worldwide 2 fool 3 permission 4 fashion 5. apologize6.obvious7.remind8.forgive9.wipe 10.drown 11.prediction 12.parking 2.生词表上短语5 个：1 turn up 2 keep one’s word 3 hold one’s breath 4 set off 5 remind…of…二．难点聚焦：5 个A.P15, L16--a bit thinner L17—much happier比较级的构成和比较级的修饰词——“一些很多相当远，甚至还要多一点”1.她越来越健康，她比我们开心得多。

2.小李很聪明，小张远比他聪明。

3.你不戴眼镜看起来好得多。

B.P14，L 2—look forward to sth/doing sthlook forward to 意思是,其中的to 是词性，后接动词时用.1.I am looking forward to (hear) from you now.2.我期盼你早点回来。

3 我们期盼的考试到来了！C.P14 首句：a week later, …he felt happier.later…后，…以后/late 晚点，迟到1.飞机晚点了三个小时。

2.三年后，他失败了。

D.It will be/take +时段+before+一般现在时句子—要过一段时间才能…It was/took+时段+before+一般过去时句子—过了一段时间事情发生了1.过了三年，他们结婚了。

高一英语必修三unit1asadlovestory导学案(可编辑修改word版)

一．Reading —A sad love story Learning aims: To understand the passage.Difficult points: Understanding some language points.Learning procedure:Step1.Translate and remember the following words and expressions.1.turn up3. hold one’ s breath 5.obvious7. remind9.sadness11.weep13. weave15. the Milky Way 17.announcer 2.keep one’s word 4. apologize6. set off8.drown10.wipe12.forgive14.herd16.magpie18.Valentine’s DayStep2.Read the passage and tell the following sentences true or false.1.Hu Jin with her friends was laughing at Li Fang on Valentine’s Day. ( )2.Zhinü and Niulang are separated by the Milky Way. ( )3.People want the weather to be fine on Qiqiao Festival because they ( )hope that Niulang and Zhinü are able to meet.Step3. Read the passage again and choose the best answer.1.Why was Li Fang heart-broken? ( )A.Because he lost his job.B. Because he didn’t see Hu Jin.C. Because Hu Jin laughed at him.D. Because he was not as good as Hu Jin.2.What did Li Fang bring for Hu Jin? ( )A.Nothing.B. A roseC. Some books and chocolates.D. Some roses and chocolates.3.What program did the manager of the coffee shop and Li Fang watch? ( )A.A sad love storyB. A happy love story.C. An interesting story.D. A humorous story.4.When Li Fang passed the tea shop, what happened to him? ( )A.The manager of the shop called him.B.Hu Jin called him.C.Another girl met him.D.He went into the tea shop.Step4.Discuss the following questions with your partner1.Why was the TV story what Li Fang needed?2.Why do people want the weather to be fine on Qiqiao Festival?3.What more do you know about Qiaiao Festival?Homework: Remember words and expressions of this part .二．Language pointsStep1.learning about language points1.permission n. 许可；允许(1)ask for permission 请求许可with permission 允许without permission 未经许可，擅自(2)permit vt.允许；许可；准许n. 许可；执照；通行证；许可证permit sb. to do sth. 允许某人做某事permit doing sth. 允许做某事2.apologize v.道歉apology n.道歉；辩白apologize to sb. for (doing)sth.make /offer an apology to sb. for(doing) sth. 因（做）某事向某人道歉accept / refuse an/ one’s apology接受/拒绝某人的道歉3.forgive (forgave, forgiven) vt. & vi. 宽恕；饶恕；原谅Forgive sb. for (doing) sth. 原谅某人（做）某事4.remind vt. 提醒；使想起remind sb. of sth. 提醒某人某事；使某人想起某事remind sb. to do sth. 提醒某人做某事remind sb. that…使某人想起… …;提醒某人… …5.turn up (1) 出现；露面；到达（2）调大（音量等）；把… …开大一点turn around 转身；回头turn down 调低（音量，热量等），拒绝考虑，拒绝（某人）turn out 结果变成；结果弄清楚是… …，原来是… …turn to sb. for help 向某人求助6.keep one’s word 守信用；履行诺言break one’s word 失信；食言；失约have a word with…和…说话leave a word (with)…（给…）留下话；留下口信word came that… 有信儿来说7.hold one’s breath屏住呼吸catch one’s breath（因恐惧、震惊等）一时停止呼吸，屏息；喘气draw/ take a deep breath 深呼吸out of breath 上气不接下气8.set off(1)出发；动身，相当于set out. 如果表示“出发去某地”，要用for 加表示地点的名词。

必修3 A sad love story 教案

台州市黄岩九峰中学高一英语集体备课教案课题：Unit 1 Using Language ( A Sad Love Story)备课人：尧彩娇备课时间：2014.3.25预计上课时间：2014. 4.1Teaching goals 教学目标1.Get students to learn the useful new words and expressions in this part.2.Develop Ss’ reading ability through skimming and scanning.3.Get students to learn the structure of a narration.4.Train Ss’ ability to cooperate with others.5.Stimulate Ss’ love of national culture and customs.Teaching important points 教学重点1. Get students to learn the useful new words and expressions in this part.2. Develop students’ reading ability.Teaching difficult points教学难点1. Get students to learn the structure of a narration.Teaching procedures & ways教学过程与方式Step I Lead InT: Till now, we have learnt many festivals around the world and we know that some of them have many origins, some religious, some seasonal, some for special people or events. But do you know any festivals for lovers? (Valentine’s Day and Qiqiao Jie)T: Well done. Do you know how the Chinese Valentine’s Day came into being? (Students may say something about Zhinv and Niulang and their story.) T: Now let's look at some pictures. Can you tell the story of Zhinv and Niulang according to those pictures?(PPT)(met—fell in love—got married—the Goddess got angry—be forced to leave each other—be allowed to cross the Milky way to meet each other once a year)Step II Reading;T: Great. You know the brief story of Niulang and Zhinv well. But today we will learn a more detailed story about them. Read the third paragraph and try to fill in the blanks.(PPT)T: The love story of Niulang and Zhinv moved us so much. Now let’s come to another love story happened in modern times.T: Read the first paragraph and try to get the general idea of the story.(PPT)T: What was Li Fang’s feeling at that moment and what would he do?(PPT)T: Wonderful, but what happened at last? (please go through the last three paragraphs) (PPT)T: Brilliant. It seems that you had got the general idea of this story. Now let’s read it for a second time and find more detailed information. (fill in the form)(PPT)Step III DiscussionT: What do you think the love story? D you think it is sad? Give your idea and you can find some sentences from the text to support your idea.(PPT)T: What do you think is going to happen to Li Fang and Hu Jin? Think of an ending to the story. (homework)Step IV Language PointSome useful phrases in this passage:•be heart-broken turn up keep one’s / a wo rd•hold one’s breath drown one’s sadness/sorrow in coffee•It is obvious that... wipe the tables look forward to•fall in love get married (to) forgive sb.•set off for home remind sb. of sth•wave at sb. throw awayThe usages of some important words and expressions:turn up apologize set off drown remind forgiveSome practice。

必修3Unit1阅读(二)导学案.doc

知识目标1 .学习掌握A sad love story 文中的词汇、句式能力目标 2.继续加强学生的泛读技能，整体把握文章大意及框架；鼓励学生使用功能句创作一些与主题相关的对话.情感目标通过剖析语言点，使学生进…步学习本单元重点词汇的用法。

7. be/ get married to 9. remind... of... p- -------- pp- --------- 12. have a gift for 策略与反思纠错与归纳策略与反思纠错与归纳Hu Jin didn't,but LiUnit 1 Festivals Around the World 阅读导学案(二)【重点难点】重点：1.利用所学词汇，准确梳理课文内容并能有效地从文中筛选合适的信息处理练习。

2. 让学生学会更多有关世界节口的知识，了解各类节口的起源和意义并能够欣赏节日背后的文化意义。

难点：如何提高学生的阅读能力，训练学生的阅读技巧。

【使用说明】1. 请同学们在自主学习时严格按照学法指导进行自学。

2. 除课堂检测外，其他题要求在自主学习课完成。

【自主学习】学法指导：根据词汇表（课本P94-95）和阅读课文（课本P7）,独立完成预习案各题。

一、根据要求写出下列词汇的不同形式或词组互译。

1. heart-broken adj. 2. turn up3. 守信用；履行诺言4.屏息；屏气 5- drown one's sadness in coffee 6.道歉 v. n. 8. set off _________ 10. 原谅；饶恕v.11. throw away二、典型句式l.it 作形式主电的用法（彳艮明显）that the manager of the coffee shop was waiting forLi Fang to leave.2. while 引导时间状语从句（当她在人间时）she met the herd boy Niulang三、Fast readingA sad love storyMain characters (人物)： Time: _____ Place:<Li Fang waited with roses and chocolates for Hu Jin. as he said.What happened li Fang drowned his sadness inThe truth was that Hu Jin was waiting in the ^Fang waited in a.四、Reading carefully.1. Skim the text and choose the best answer.1) What happened to Li Fang on Valentine's Day? ( ) A. His girlfriend said goodbye to him. B. His girlfriend cheated him. C. His girlfriend didn't appear as expected. D. He didn't see his girlfriend at all.2) Why did the manager of the coffee shop turn on the TV?( ) A. Because he knew what Li Fang needed.B. Because he was waiting for Li Fang to leave.C. Because he lost his love.D. Because he wanted to comfort Li Fang. 3) Why couldn't Niulang follow Zhinii to the Heaven? ( A. Because he lost his way. B. Because he lost his heart. C. Because he had to take care of the babies. D. Because the Milky Way stopped him. 4) Why didn't Li Fang meet Hu Jin earlier? ( A. Because Hu Jin didn't want to see him without a gift.B.Because Li Fang was watching TV at a coffee shop.C.Because they waited for each other at different places.D.Because Hu Jin lied to Li Fang .5)What would be the end of the story? (A.Li Fang apologized to Hu Jin.B. Hu Jin said sorry to Li Fang.C. They quarreled with each other.D. They said goodbye to each other.6). What is the text about? A. Qiqiao FestivalB.A sad Chinese love storyC. Li Fang's storyD. Hu Jin's storyand they fell in love.2. Read the text again quickly and decide whether the following statements are True(T)or False(F).1)The story happened on Qiqiao Festival ( )2)Li Fang didn't bring any gift for his girlfriend. ( )3)Zhinii was made to return to Heaven without her husband. They were allowed to meet once a year on the seventh day of the tenth lunar month. ()4)Li Fang was so heart-broken that he decided to forget Hu Jin.( )5)Hu Jin had been waiting for Li Fang for a long time at a coffee shop witha gift for him. ( )【合作探究】学法指导：以课文内容为载体，理解并运用课中的语言点。

必修三Unit1 A sad love story教学设计

2.过程与方法：教师采用任务型教学、启发式教学，加强过程性、体验性目标，引导学生主动参与、亲身实践、独立思考、合作探究，从而实现学生学习方式的变革，并创造性地完成教学任务。学生通过自主学习、合作学习、探究学习，形成有效的学习策略。
3．情感、态度与价值观：学生能喜欢阅读英语故事，乐于用英语交流；能够正确领会故事中的爱情观；能够辨析并正确对待中外价值观念的差异。
四.教学重点、难点分析
、查读scanning等阅读方法和技巧，
让学生学会获取和理解相关信息，处理信息的能力，从而培养学生的阅读能力，并了解古树的五要素和进行阅读与习作任务的整合。
2.教学难点：学生学会如何快速获取文章的主要信息，并且对获取到的信息进行归纳、总结、整合并
学完本课使学生不但了解神话故事，能喜欢阅读英语故事，，而且能正确领会故事中的爱情观，进而能够辨析并正确对待中外价值观念的差异，增加跨文化知识。
2．学生学习情况分析：
（1）学生的知识水平分析
本校是二级达标校，学生普遍基础知识掌握不扎实，学习英语的积极性不高，语法知识不成体系，语言运用能力较差。
（2）学生的学习动力分析
本节课的教学对象是高一学生，经过半年高中英语学习，他们的学习英语的积极性提高了，在老师的指导下，乐于尝试一些新的教学活动，有较强的交际愿望和一定的交际能力。
（3）学生的学习能力分析
由于大多数学生来自乡镇中学，学校教学条件相对落后，加上受语言环境的限制，学生语言实践
机会较少，不懂得如何自主学习。学生的学习方法也存在一定的问题。他们学习的任务只是听课、做笔记和做练习。在学习本课前，学生已经学习了一篇与本课主题相关的文章，并进行了相关的语言知识学习和听说能力训练。因此，学生在阅读和理解本课内容是难度不大。但是学生对于爱情故事文体的特点可能不熟悉，学生的听说能力十分薄弱，阅读上有一定获取信息的能力，但对信息的深层次理解、加工、整合的能力尚待进一步锻炼和提高。学生没有用英语进行故事续写的经验。

人教版英语必修三Unit 1(Using language：A Sad love Story)教案

Using language A Sad Love StoryUnit 1, Book3Teaching content: Using languageKnowledge aim:Get Ss to learn more about festivals.Ability aims:1.Develop Ss’ reading ability through skimming and scanning.2.Train Ss’ ability to cooperate with others.Emotional aim:Stimulate Ss’ love of national culture and customs.Teaching important point:Develop Ss’ reading ability.Teaching difficult point:Let Ss predict the ending of the story.Teaching methods:1.Task-based teaching and learning2.Cooperative learning3.Group workTeaching tool:Multi-media, textbook, pre-class guidance paperTeaching procedure:Step 1 Lead-in and Warming upFirst, ask Ss the festivals they know and lead to the festivals of lovers, Valentine’s Day and the Qiqiao Festival.Then ask Ss what they know about the Qiqiao Festival and T adds someStep 2 ReadingFast readingLet Ss read Para1 and get the general plot of the story.main characters_________________time _____________________place________________What happened?Li Fang waited with roses and chocolates for Hu Jin. Hu Jin didn’t _____ ___ on time as she had said. Li Fang drowned his sadness in _____.After two min, check together.Careful readingGive Ss seven min to read the text and finish the following tasks:Ⅰ.Finish the sentences.1. Hu Jin didn’t turn up A. but she waited in a tea shop.2. The Goddess got very angry B. it means that Zhinv is weeping3. If it is raining on Qiqiao Festival, C. so Li Fang lost heart and drowned hissadness in coffee.4. Hu Jin kept her word D. because he had no gifts for Hu Jin andthought she would not forgive him.5. At the end of the story, Li Fang was worriedE. Because her most lovely granddaughtergot married to a human secretly.Ⅱ.Answer the following questions:1. Who is Hu Jin?2. What was Li Fang afraid that Hu Jin was doing?3. Why did people want the weather to be fine on Qiqiao Festival?4. What is the reason why Li Fang did not meet Hu Jin on time?Ⅲ. True or false1.Hu Jin wasn’t able to meet Li Fang at 7:00.2. If it is raining on Qiqiao Festival, it means that Zhinv is weeping and the couple will be able to meet.3. Because her granddaughter got married to a human, the Goddess got very angry.4. Li Fang thought he could get married to Hu Jin, just like Niulang and Zhinv.5. Li Fang didn’t meet Hu Jin at last.Check individually. For true or false, if it is wrong, let Ss correct it.Step 3 ConclusionLet Ss listen to the tape and fill in blanks about the summary of the reading.It was on _______ Day. Li Fang waited his _______, Hu Jin, at the coffee shop with ____ and _____, but she didn’t ___ ____. He was so heart-_____ that he felt like a ____. Drowning his sadness __ coffee, he thought the sad story about _____ and Zhinv on TV was what he needed. He thought they fell in love like Niulang and Zhinv and could get _____ like them, too. As he set ___ for home, he met Hu Jin. The truth was that Hu Jin was waiting in the ________. He felt worried, because he had thrown ____ her Valentine’s gifts.After checking, let Ss read the summary together.Step 4 DiscussionWork in four and discuss the following topic:What do you think will be the ending to the story of Li Fang？The spokesman of each group should report after discussion and T should give proper evaluation.Step 5 Assignment1.Try to retell the story.2.Finish related exercises.Self-reflection ( To be written after class immediately.)。

高一英语必修三unit1asadlovestory导学案

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人教版英语必修三Unit 1 A Sad love Story(Writing peactice)教学设计

Module 3 Unit 1 A Sad Love StoryWriting practice 教学设计I. Analysis of studentsStudents are chosen from Grade One of a second-level senior high school, who have an average level of English.II. Analysis of the teaching materialThis passage is from Unit 1 Using language of the Students’ Book 3 by People’s Education Press—A Sad Love Story. This passage is a sad love story between Li Fang and Hu Jin, into which the story between Niulang and Zhinv is subtly woven. The two stories are both full of twists and turns, which is a must for a good story. Besides, the distinctive psychological descriptions and contrastive descriptions of surroundings involved in this passage are also important writing skills for a good story.III. Analysis of the teaching aimsBy the end of the class, the majority of Ss will be able to:1. appreciate the plot of a story and make the plot of a story have more twists and turns2. use psychological descriptions to show people’s mental activities3. use contrastive descriptions of surroundings to highlight a certain effectIV. Analysis of the teaching focus and difficulty1. How to help Ss make a story have more twists and turns2. How to help Ss use the writing skills properly in writing a storyV. Teaching proceduresActivity 1: Lead-inShow Ss three classic sad love stories. T: Are you familiar with these stories? T: What do they have in common? 1. To introduce the topic.2. To arouse Ss’ interest.Activity 2: Appreciate the plot of the story of Niulang and Zhinv.T: Which paragraph talks about this story?T: Read para. 3 and retell the story.T: What do you think of the plot of the story of Niulang and Zhinv? 1. To get Ss prepared to read the story of Li Fang and Hujin by starting from a familiar story—Niulang and Zhinv.2. To help Ss appreciate the plot of the story ofT: So a good story usually involves a lot of twists and turns. (Tip 1)That means, the story has a beginning, a development a climax and an ending. Niulang and Zhinv.3. To help Ss learn the characteristics of a story—full of twists and turns.T: Read Para. 1-2 & 4-7 and find out the four elements of a story: when, who, where and what. 1. To inform Ss that while reading a story, they should focus on the four elements of a story: when, who, where and why.2. To increase Ss’awareness of the genre of the passage —narrative (story).Activity 3: Appreciate the structure of the passage.T: How many stories are there in the passage? How is the passage organized? T: Why does the author put the story of Niulang and Zhinv in the passage?T: When the manager turned on the TV, they found this program why not some other programs, say a football match or Langduzhe（朗读者）?T: When did Li Fang throw way the gifts, after or before he met Hu Jin?T: Just after he threw away the gift, he met Hu Jin. This kind of design can help to develop the plot. What is it called?T: Sometimes using coincidence can add twists and turns to a story! 1. To help Ss appreciate the structure of the passage: the story of Niulang and Zhinv is carefully woven into the the story of Li Fang and Hu Jin.2. To increase Ss’awareness of using coincident incidents to add twists and turns to a story.Activity 5: Appreciate a writing skill. T: Read para. 1. How did Li Fang feel after he waited for Hu Jin for a long time in the coffee shop? To help Ss learn how to show a person’s feelings.T: Li Fang was hearborken. This sentence is about Li Fang’s feeling.T:(He thought) she could be with her friends right now laughing at him.This sentence is about Li Fang’s thought. When Li Fang thought of this, how would he feel?T: …he thought she would keep her word. This sentence is also about Li Fang’s thought. Did Hu Jin keep her word? Then how did Li Fang feel?T: (he thought) he was not going to hold his breath for her to apologize.This sentence is also about Li Fang’s thought. Why didn’t Li Fang want to hold his breath for Hu Jin to apologize? How did he feel?T: (He thought) he would drown his sadness in coffee.This sentence is also about Li Fang’s thought. Why did he want to drown his sadness in coffee? How did he feel?T: Let’s have a summary. All these sentences are about Li Fang’s thoughts. These descriptions of Li Fang’s thoughts can help to show Li Fang’s mental activities. This kind of descriptions of thoughts is called psychological descriptions. So psychological descriptions sometimes can help to show people’s mental activities.To help Ss learn to use the writing skill of psychological description to show people’s mental activities.T: Let’s find more examples in para. 5 and para. 7.T: What kind of mental activities do these psychological descriptions show? To help Ss have a better understanding of the writing skill—psychological descriptions.T: How might Li Fang feel when he saw Hu Jin at the corner in front of the tea shop?T: Use 1-2 sentences to describe Li Fang’s facial expressions and thoughts. To practice the writing skill—psychological descriptions.Enjoy some beautiful sentences. To appreciate somebeautiful sentences todeepen Ss’understandingof this writing skill.Activity 6: Appreciate another writing skill.T: What was the weather like that day. T: It was a fine day. Niulang and Zhinu could meet each other, so they would be very happy. How about Li Fang and Hu Jin? Were they happy?T: Looking around, Li Fang found many couples wandering in the street, laughing and talking. How did these couples feel？However, Li Fang felt so sad.T: This kind of description can help to highlight a certain effect. What is it called? To help Ss learn to use contrastive descriptions of surroundings to highlight a certain effect.T: Sometimes contrastive descriptions of surroundings can help to highlight a certain effect.T: Now I’d like to challenge your understanding. To help Ss have a better understanding of the writing skill—contrastive descriptions.T: Use 1-2 sentences to give a contrastive description of the surroundings to show Li Fang’s feelings. To practice the writing skill—contrastive descriptions of surroundings.Activity 7: Discussion for continuum writingT: You know, the story has not finished yet. How to continue to write the story? T: First of all, you should set the tone. What kind of story are you going to write?T: Look at the title. It is a sad love story. T: What are you going to write?T: How to write it?T: Just now, we have practiced psychological descriptions and contrastive descriptions? But how to make your story have more twists and turns?T: Let me give you an example. What To get Ss prepared to complete the story.would Li Fang do to Hu Jin?T: If Li Fang apologized to Hu Jin and Hu Jin didn’t forgive him, this is already a sad story. But if Hu Jin did forgive him, how to make the story become a sad story? Something unexpected might happen and they broke up. This is also a sad story. Of these two stories, which one has more twists and turns?T: Here is a checklist for you.1. Are there any descriptions about facial expressions?2. Are there any psychological descriptions?3. Are there any contrastive descriptions of surroundings?4. Are there any twists and turns? To remind Ss of using the writing skills learnt in this class.Activity 8: Homework Complete the story. To consolidate the writing skills learnt todayVI. Blackboard design。

人教版英语必修三Unit 1(Using language：A Sad love Story)教案设计

Book3 Unit1 Festivals around the World教案设计Period 5 Using Language (A Sad Love Story)一、教学背景（Teaching background）1. 面向学生：高一学生2. 学科：英语3. 课时：14. 学生课前准备：①了解“七夕”节日来源②预习课文及相关词汇二、教材分析（Analysis of the text）本课“A Sad Love Story”把“七夕”牛郎织女的故事与现代李芳、胡瑾的故事结合，两个故事相映衬、对比，融为一篇文章。

不仅让我们了解了传统节日的来源，通过对比古代爱情及现代爱情，更可引出更深的思索。

教学重点：1. 让学生了解“七夕”的起源。

2. 通过阅读，理解李芳、胡瑾故事教学难点：1. 弄清李芳、胡瑾两人没碰面的原因2. 对比牛郎织女故事及上述两人故事，思考爱情、信任等感情三、教学方法（Teaching methods）1. 在教学过程中，突出学生的主体地位，指导学生弄清两个故事情节发展，并对其中情感进行思考、讨论2. 教学辅助手段：多媒体教学。

四、教学过程（Teaching procedures）Step 1 Leading inAsk the students to look at the title and the picture, and then guess what the passage is about.设计说明:该步骤旨在引导学生锻炼观察力及发挥想象力，为进行更深入阅读打好基础。

Step 2 Reading comprehension1. Read the passage2. Fill in the blanksNiu Lang and Zhi Nv’s storyIntroduction The _______ of the Goddess of Heaven — Zhi Nv visited the earth.Development She met the ______ boy – Niu Lang. They _____ ______ ______ and got ______. Climax The Goddess of Heaven made Zhi Nv ______ to Heaven. Although Niulang tried to follow, the ______ _______ stopped him.Ending They were allowed to meet ______ _____ _____ on a bridge make by _______.Li Fang and Hu Jin’s storyIntroduction Li Fang waited for Hu Jin in a _______ shop, but she didn’t ______ _______. Development Li Fang watched the story about Niu Lang and Zhi Nv on TV.Climax He ______ ______ the presents, and came across Hu Jin, who waited for him in a ______ shop.Ending ?3. Question: Why they didn’t meet?设计说明:1. 让学生自己阅读课文，掌握大意，获取信息。

高一英语必修3第1单元导学案

高一英语必修3第1单元导学案高一英语必修3 第一单元导学案第1课时功能句式talk about festivals:*festivals are meant to celebrate important events.*what’s your favorite holiday of the year?*what festivals or celebrations do you enjoy in your city or town?*do you like spending festivals with your family or with your friends?*what part of a festival do you like best——the music, the things to see, the visit or the food?*festivals and celebrations of all kinds are held everywhere.*they lit fires and made music because they thought these festivals would bring a year of plenty.*some festivals are held to honor the dead or satisfy and please the ancestors.*festivals can be held as an honor to famous people or the gods.*the most energetic and important festivals are theones that look forward to the end ofwinter and to the coming of spring.*festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.request:could/would you please...?could i have ...?could we look at...?i look forward to ....may i see...?thanks.it’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.词汇 1. 四会词汇beauty harvest celebration starve origin religious ancestor mexico feastbone belief trick poet arrival gain independence gather agriculture award rooster admire energetic easterclothing christian custom worldwide fool permission parking apologize drown sadness obvious wipe weep remindforgive2. 认读词汇obon, incense, skull, halloween, carnival, lunar, parade, jesus, 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 and night, as though, have fun with, turn up, keep one’s word, hold one’sbreath, set off , remind…of4. 重点词汇starve, satisfy, lead, gather, admire, apologize, drown, wipe, weep,forgive语法modal verbs:may/ might, can/ could, will/ would, shall/should, must/ can▲ they lit fires and made music because they thought these festivals would bring a year of plenty. p1▲ some festivals are held to honor the dead, or satisfy and please the ancestors, who could return either to help or to do harm. p2▲ festivals can be held as an honor to famous people or the gods.【自主学习】i. festivals around the world 单词预习学案1.庆典，庆祝n._________ v.__________庆祝寒冷的完毕__________________________,________________2. 起源，由来n._________her mother is french __________(原籍)宗教n. _________ adj._______ 宗教信仰__________ 3.到达n.________ v._____________幸存，生还n._____________v.____________4. 独立n.____________adj.___________从英国人那儿获得独立______________5.渴望春节的到来_______________ _______________ ________________special attention should be paid to__________(pronounce)the words.6.与家人玩得快乐_________ 取笑某人，拿某人开玩笑___________i did it_____________(闹玩地) 搞某人的恶作剧____________7.必要性，须要;必需品n._____ 必需的adj._______ 生活必需品______8.守信用，履行诺言__________ ___________ 食言____________9. 致歉v.__________ n.___________ 因某事向某人致歉__________please accept my ______________(致歉) for thatme to ___________ (致歉)to that fellow? no way!he _________________(向我致歉) for stepping on my foot.10. 沉没，溺死v. __________ pt ___________ pp____________a drowning man(译)_____________ a drownedbody(译)_____________drown oneself in work(译) __________ drown one’s sadness in wine __________11. 哭泣，流泪v._____________pt___________pp_________he ______________(因失败而哭泣)his failure.扫v._________________ pt._____________pp._________________【合作探究】12. 用dress, clothes, clothing, cloth适当形式填空1)the ________ (衣服)need washing, can you have_______(it, them)washed?2)the shop sells children’s___________ only.3)please cover the table with a ___________.4)____________________________(一件衣服)5)people are expected to wear formal __________ in a wedding.13. in memory of; in celebration of; in honour of; in the shape of, in search of 填空1)the boys went_________________ something to eat .2) he wrote a poem _________________his wife.3).many people joined them ______________(找寻那个失踪的孩子)4).people eat food _________ skulls on festival of the dead.5)a ceremony was held _______________those killed in the earthquake【当堂检测】1)the great flood _________________________many villages.那次大洪水把很多村子都沉没了。

人教版英语必修三Unit 1(Using language：A Sad love Story)教学设计

人教版必修三第一单元Using Language教学设计A Sad Love Story（Reading & Writing）The Analysis of Teaching Material本节内容为必修三第一单元“Festivals around the world”的“语言运用”部分的“读与写”，阅读内容主要讲述了发生在情人节的一个伤心的爱情故事。

虽然结尾留下悬念，但它是一个完整的故事，故事中又穿插了一个中国古代四大爱情悲剧之一“牛郎与织女”及由此演变出来的“乞巧节”的介绍。

两个不同年代的故事由爱情这条主线巧妙地连接起来，使人读起来意趣盎然，也为学生创造性写作任务奠定了良好的语言和心理基础。

学生读起来有兴趣，就容易激发他们的写作热情，课文本身也为他们的写作思路与文体提供了范例。

写的部分主要是要求学生根据上面阅读文章的内容续写文章结尾，让学生通过思考，充分发挥想象力和创造力写出自己的思想，自己的做法，尝试解决问题的不同途径。

材料提供给学生一些写作时要思考的问题，给学生完成写作构思提供了帮助。

本课内容是本单元第一部分Reading的必要延伸和补充，与本单元的总体内容浑然一体，可以进一步加深中学生对中外重要节日的了解，让学生也学会寻求解决问题的方法，从而培养学生解决问题的能力。

The Analysis of Students1.爱情是永恒的话题，处于青少年时期的高一学生对学习内容有着强烈的兴趣，很快就会把语言学习与自己的现实生活联系起来，为续写文章结尾奠定了良好的心理准备。

2.本篇文章情节简单，层次分明，生词和难句少，所以学生读起来应该不会很难。

3.本文也有不易理解的地方，如作者为什么把这个悲伤的爱情故事设置在情人节这天发生？为什么又选取李方碰巧看了“牛郎和织女”的电视节目呢？这是老师上课时要重点引导学生理解的地方。

The Ideas of Design对于处于青少年时期的高一学生来说，“爱情”是一个敏感而又神圣的话题，他们大多是独生子女，他们渴望交朋友，渴望朦胧的爱情，可是在与人相处时可能会遇到这样或那样的问题，所以我在教学设计中把教学内容和学生的生活相结合，在学生理解文章内容的同时，逐步渗透情感教育，引导学生学会与人相处、学会“forgive and forget”、感受爱情的真谛，学会笑对人生。

(完整word版)高一英语必修三unit1asadlovestory导学案

一．Reading —A sad love storyLearning aims: To understand the passage.Difficult points: Understanding some language points.Learning procedure:Step1.Translate and remember the following words and expressions.1. turn up _________2. keep one’s word________3. hold one’ s breath_________4. apologize______________5.obvious_____________6. set off ___________7. remind____________ 8.drown__________9.sadness____________ 10.wipe___________11.weep____________ 12.forgive_________13. weave_______________ 14.herd____________15. the Milky Way___________ 16.magpie__________17.announcer____________ 18.Valentine’s Day________Step2.Read the passage and tell the following sentences true or false.1.Hu Jin with her friends was laughing at Li Fang on Valentine’s Day. ( )2. Zhinüand Niulang are separated by the Milky Way. ( )3. People want the weather to be fine on Qiqiao Festival because they ( )hope that Niulang and Zhinüare able to meet.Step3. Read the passage again and choose the best answer.1. Why was Li Fang heart-broken? ( )A. Because he lost his job.B. Because he didn’t see Hu Jin.C. Because Hu Jin laughed at him.D. Because he was not as good as Hu Jin.2. What did Li Fang bring for Hu Jin? ( )A. Nothing.B. A roseC. Some books and chocolates.D. Some roses and chocolates.3. What program did the manager of the coffee shop and Li Fang watch? ( )A. A sad love storyB. A happy love story.C. An interesting story.D. A humorous story.4.When Li Fang passed the tea shop, what happened to him? ( )A. The manager of the shop called him.B. Hu Jin called him.C. Another girl met him.D. He went into the tea shop.Step4.Discuss the following questions with your partner1.Why was the TV story what Li Fang needed?2. Why do people want the weather to be fine on Qiqiao Festival?3. What more do you know about Qiaiao Festival?Homework: Remember words and expressions of this part .二．Language pointsStep1.learning about language points1. permission n. 许可；允许(1)ask for permission 请求许可with permission 允许without permission 未经许可，擅自(2)permit vt.允许；许可；准许n. 许可；执照；通行证；许可证permit sb. to do sth. 允许某人做某事permit doing sth. 允许做某事2. apologize v.道歉apology n.道歉；辩白apologize to sb. for (doing)sth.make /offer an apology to sb. for(doing) sth. 因（做）某事向某人道歉accept / refuse an/ one’s apology 接受/拒绝某人的道歉3. forgive (forgave, forgiven) vt. & vi. 宽恕；饶恕；原谅Forgive sb. for (doing) sth. 原谅某人（做）某事4. remind vt. 提醒；使想起remind sb. of sth. 提醒某人某事；使某人想起某事remind sb. to do sth. 提醒某人做某事remind sb. that…使某人想起……;提醒某人……5. turn up (1) 出现；露面；到达（2）调大（音量等）；把……开大一点turn around 转身；回头turn down 调低（音量，热量等），拒绝考虑，拒绝（某人）turn out 结果变成；结果弄清楚是……，原来是……turn to sb. for help 向某人求助6. keep one’s word 守信用；履行诺言break one’s word 失信；食言；失约have a word with…和…说话leave a word (with)…（给…）留下话；留下口信word came that…有信儿来说7. hold one’s breath 屏住呼吸catch one’s breath （因恐惧、震惊等）一时停止呼吸，屏息；喘气draw/ take a deep breath 深呼吸out of breath 上气不接下气8. set off(1)出发；动身，相当于set out. 如果表示“出发去某地”，要用for加表示地点的名词。

必修三第一单元A sad love story

高一英语必修三导学案编号：编制人：教研组长签字：审核领导签字：使用时间：....学.....案.....装.....订.....线...remind sb. of sth. 使某人想起某事；提醒某人某事e.g. The photo reminded me of my childhood.Please remind me of this afternoon’s meeting.拓展：remind sb. to do sth. 提醒某人做…e.g. Remind me to write to mother, please.remind sb. that 提醒某人某事e.g. I reminded him that he must go home before dark.【巩固练习】1).Travelers ________ ______ _______(被提醒) climbing the hill is dangerous.2).He _______ ______ ______（提醒我）take an umbrella along.3).The photo _________ ________ ______ ______ _____(使那老人想起) what he had suffered in the war.3. It was obvious that the manager of the coffee shop was waiting for LiFang to leave.It is / was obvious that … 显然，…是显而易见的。

其中的it是形式主语that引导的是真正的主语，此句型可以改为：“Obviuously, …”e.g. 1. Obviously, you misunderstood him.2. It was obvious to everyone that he was very nervous.【当堂检测】1.在咖啡店遇到某人, _________2.下班后_______,3突然出现；到场；调大（收音机等）_____, 4.right now,______5.嘲笑,______6守信用；履行诺言______, 7.look forward to ~ing 8. all day_____9 be alone with sb______7, be like a fool_______, 8、hold one’s breath______,9.drown one’s sadness in coffee,_________10. it is obvious that….._________, 10.wait for…to leave_________, 11.wipe the table________, 12., turn on the TV_______, 13.a weaving girl_____, 14.a herd boy______,15. fall in love with_______, 16.get married secretly_______________ 17., be married tosb._________, 19.return to Heaven, _______ 20.cross the river______, 21once a year_________, 22.on the seventh day of the seventh lunarmonth__________, 23. hear about_________,24 set off for home_________, 25, remind sb. of…__________26._____________在回家路上,27. hear…~do/ ~ing, _________28.wave at sb.______,29. have a gift for sb.___________ 30. a happy Valentine’s Day_________【我的收获】我的收获-- 反思静悟体验成功☆请写出本堂课学习中,你认为感悟最深的一至两条收获_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ________________________【错题整改区】我的错题分析及正确解法：_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _________________________我的改进措施：___________________________________________________________________________________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ ________________________________________【我的感悟】Everything is possible!第 3 页共 4页 Everything is possible !第 4页共4页。