高中英语必修一unit3+(3课时)+教案

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新外研社(19)高中英语必修一Unit3Familymatters-Using language教案

新外研社（19）高中英语必修一Unit 3 Family matters-Using language教案Teaching objectives:1.Enable the students to understand and use various tenses in context.2.Guide the students to use the grammar knowledge of the tenses they have learnt to understand the basic meaning of oral and written language, and enable them to describe the past events, ongoing action events and future plans.3.Expand the students’ vocabulary of describing the appearance of characters.Evaluation objectives:1.The students can understand the forms, meanings and pragmatic functions of different tenses and use them correctly in specific contexts.2.The students can use appropriate theme words and expressions to describe the appearance of their family members..3.The students can think about the relationship between family members. Care for family members and create a harmonious family atmosphere together.4.The students can stimulate the interest of English learning by understanding the content related to family life; obtain English learning resources through multiple channels; select appropriate strategies and methods; monitor,evaluate, reflect and adjust their learning content and process.Teaching key and difficult points:1.Help the students understand and summarize the forms, meanings and pragmatic functions of different tenses.2.Let the students learn to use appropriate words and expressions to describe the appearance of their families.Teaching methods:Task-based Teaching Method;Communicative Teaching MethodTeaching procedures:Step1:Lead-inLook at the sentences from the reading passage and match the tense to thedescriptions.a.Grandfather and Father, seated at the table, are playing chess.wyers help people and are respected by others.c....you said that you wanted to be a professional football player.d.you have found the career that suits your talents.e....you will have two options for your future.Options:1.an action that started in the past and is affecting the present2.an action that is currently taking place3.an action that is certain to take place in the future4.an action completed in the past5. a regular action in presentSuggested answers:a-2 ;b-5; c-1 ;d-4 ;e-3;Step2: PracticeTurn to Page 29 and finish the Activities 2 and 3. Pay attention to using the correct form of the verbs in brackets.Step3:Explanation of the tenses(1)一般现在时a.主要用来表示人或事物的现在状况和特点;表示经常或习惯性的动作,句子中常有often,always,from time to time等时间状语。

高中英语 Unit 3 L3教学设计北师大版必修1 教案

第三单元教学设计Unit 3 Lesson 3 Weddings教材分析本课是第三单元第三课。

本单元围绕weddings这个话题，旨在通过学习印尼的婚礼的习俗及希腊婚礼的过程，激发学生的学习兴趣和热情，通过观看录像，了解教堂婚礼典礼的程序和氛围，感受婚礼的气氛。

学生通过学习有关婚礼过程的词汇，使用略读和细读等阅读策略，从文章中提取信息，处理信息，学生从中了解英语国家人们在行为举止和待人接物等方面与中国人的异同。

通过呈现婚礼上的誓言，提高学生的兴趣和对婚姻的理解。

并针对学生在学习过程中结合实际考虑自己或者朋友将来的婚礼，从而有效地帮助学生树立正确的人生观和世界观。

本课的语法是情态动词的使用。

学生在语境中学习、理解和运用情态动词。

本课计划按两课时完成：第一课时重点是阅读文章，让学生学习印尼的婚礼的习俗及希腊婚礼的过程，并掌握有关婚礼过程的词汇，使用略读和细读等阅读策略，从文章中提取信息，处理信息；第二课时复习巩固有关婚礼过程的词汇，从课文中发现、归纳情态动词的使用方式，并设计具体情景来完成语言的产入和产出的过程。

教学内容话题：印尼的婚礼的习俗及希腊婚礼的过程（阅读）词汇：重点词汇：Bride, bridegroom, best man, entrance, invitation, even if, ceremony,attend, indonesian, ought, contribute, Greek, crown, ribbon, link语法：情态动词的使用第一课时First Period教学目标在本课学习结束时，学生能够：1. 认读有关婚礼的相关词汇；2. 通过略读理解文章段落大意；3. 了解英语国家人们在行为举止和待人接物等方面与中国人的异同；4. 运用所学词汇设计自己或者朋友将来的婚礼；教学过程注： IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work第二课时Second Period教学目标在本课学习结束时，学生能够：1. 理解和使用情态动词；2. 运用情态动词给他人提建议；教学过程注： IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=IndividualWork; PW= Pair Work; GW=Group Work第一课时学案I.Brain-storming:1)Match the words to their definition:2）Some skills to memorize the wordsbride &bridegroombridesmaid &best man wedding ceremonywedding receptionIII. Wedding styles:IV. Reading:P art One: Weddings in Indonesiaart Two: Weddings in Greece --ActivitiesPMake a plan for your future wedding.(Use the modal verbs and new words we have learnt.) My future wedding第二课时学案Ⅰ:Advice for bridesmaids:1) Match the words to their definition:have to a) Not necessaryb) necessarydon’t havetocan c) not allowed/notpossiblecan’t d) allowed/possibleought to e) not advisableought not to f) advisableⅢCulture corner:complete the description of traditional weddings in Southern China with the modals: have to, don’t have to, can’t, canA week before the wedding, the groom’s family (1)__________ go to the bride’s house. They take presents in red boxes. Only the men (2)______ carry them –female members of the family (3)_____ carry the presents. One strange thing is that the bride’s family send them back if they don’t like them –they (4)_______ accept the presents. A few days later, females of the bride’s family (5)_________ take presents to the groom's family. On the morning of the wedding ceremony, the bride and groom (6)_________ serve tea to their parents. The ceremony is only for the family –friends (7)______ go to it. The reception is where friends can celebrate with the happy couple.。

高中英语人教版必修一Unit3 Living Legends教案

《Living Legends》教学设计Teaching Objectives:1.Students can learn to get information through reading with the help of mind maps and analysis forms.2.Students can learn the way of expressing their own opinions and how to support the ideas in both speaking and writing.3.Students can know the qualities of great/influential people.Focuses and Difficulties:1.To make sure the students understand the structure of an essay in which opinions are expressed.2.To make the students use the qualities they learned in the class to describe people they admire.Teaching Preparations:Multi-media, videos, worksheets教学环节Steps教师指导与学生活动Teaching Activities设计意图Intention1. Lead-in2. Fast Reading 1. Lead-in1. Teacher plays a video clip of the film <Duoguan>(<Chinese women’s volleyball>).2. Questions &AnswersT：Have you watched this movie?Ss: Not yet.T: I know you are busy, but you must have heard of it,right?Ss: Yes!T: Yeah, it has been such a great hit! Why it is sopopular?S1: Because it shows the spirit of Chinese people.S2: Becuase of the main character Lang Ping has alot of fans!T: Yes! Lang Ping is very influential! Do you knowthere is a magazine trying to select the greatestathletes as living legends? Now let’s go and have alook!2. Fast Reading利用热点话题，激发学习兴趣，创设情境讨论，让学生思考到主人翁郎平作为一个体育界的领袖人物所带来的影响，从而引入到课文学习中。

人教课标版高中英语必修一 Unit3 Reading for information 教案-新版

Unit3 Reading for information 教学设计Unit 3 Travel journal (BookⅠ)第一部分单元总览1. 教材解读本单元的中心话题是旅游(Travel)，通过旅游日记的方式描述了“王坤”等人沿着湄公河自上而下的自行车旅行见闻。

一共六则日记（一、二、六为阅读材料，三、四、五则为听力材料），从开始为旅行做计划，直到圆满完成他们的旅行梦想。

具体涉及旅游所需的准备工作、选择安排旅游时间、景点、路线、交通工具以及沿途的一些见闻等。

通过本单元的听读学习与练习，不但使学生们学到了围绕旅游这一中心话题展开的语言技能和语言知识，而且了解了湄公河流域的文化背景和知识，使学生对旅游产生兴趣，增强对祖国大好河山的热爱，进而培养学生的跨国文化知识，同时也可启迪学生保护环境，爱护大自然，继承传统文化的意识。

同时，在学习现在进行时表示将来和听读旅行日记的同时，涵盖了课程标准24个话题项目中的个人情况Personal information、家庭、朋友与周围的人中的relatives and other people、兴趣与爱好Interests and hobbies中的hobbies、人际关系Interpersonal relationships 中的making plans、计划与愿望Plans and intentions、旅游与交通Travel and transport中的methods of transportation, travel and describing a journey、自然nature、历史和地理History and geography以及68个功能意念项目中的告别Farewells、祝愿Expressing wishes、偏爱和选择Preference、意愿和打算Intentions and plans等项目，让学生在话题情景中学习、巩固和运用谈论未来计划、祝愿与告别的表达，并在语境中理解掌握现在进行时表示将来的用法。

必修一unit3教案

必修一unit3教案教案标题：必修一 Unit 3 教案教学目标：1. 理解并掌握本单元的词汇和短语。

2. 能够运用所学词汇和短语描述人物特征和外貌。

3. 能够运用所学语法结构正确使用现在进行时态。

4. 能够运用所学知识写一篇关于自己或他人的描述性短文。

5. 培养学生的合作与沟通能力。

教学重点：1. 词汇和短语的掌握与运用。

2. 现在进行时态的正确使用。

3. 描述性短文的写作。

教学难点：1. 描述性短文的写作。

2. 语法结构现在进行时态的正确运用。

教学准备：1. 教材：必修一 Unit 3 阅读材料和练习题。

2. 多媒体设备：投影仪、电脑等。

教学过程：Step 1：导入 (5分钟)1. 利用图片或实物引入本单元的话题——人物特征和外貌。

2. 利用问题激发学生对话题的兴趣，例如：What kind of person do you admire?Why?Step 2：词汇和短语学习 (15分钟)1. 呈现并教授本单元的词汇和短语，例如：appearance, personality, confident, determined, etc.2. 运用图片和例句帮助学生理解和记忆词汇和短语。

3. 进行词汇和短语的练习，例如：单词拼写、填空等。

Step 3：语法学习 (20分钟)1. 介绍现在进行时态的用法和构成。

2. 利用图片和例句帮助学生理解和记忆现在进行时态的用法。

3. 进行现在进行时态的练习，例如：选择填空、改错等。

Step 4：阅读理解 (15分钟)1. 学生阅读本单元的阅读材料，并回答相关问题。

2. 学生之间进行小组讨论，分享自己的理解和答案。

3. 教师进行解答和讲解，帮助学生更好地理解和掌握阅读材料。

Step 5：写作练习 (20分钟)1. 学生根据所学词汇、短语和语法结构，写一篇关于自己或他人的描述性短文。

2. 学生之间进行互相交流和修改，提供反馈和建议。

3. 部分学生展示自己的作文，进行班级评价和讨论。

人教版高中英语必修一 Unit 3 教案

课题
UNIT 3 Sports and Fitness
Period4Listening and Talking
学科
英语
班级
授课教师
教学目标
By the end of this section, students will be able to:
1.get different people’s opinions on sportsmanship through extensive listening;
教学
重点
1.指导学生通过泛听捕捉不同人物的观点。
2.指导学生积累表达同意和不同意某观点的日常用语。
教学难点
1.指导学生在具体的语境中，学会使用表达同意和不同意某观点的日常用语。
2.指导学生逐步理解体育竞技的内涵以及真正的体育精神，学会以批判的眼光看待现实问题，并作出理性思考与判断。
教
学
内
容
与
过
程
Step 1 Lead-in
Step 3 While-listening
Task 1 Extensive listening己的预测是否正确。
Task 2 Intensive listening
让学生听第二遍录音，完成课本P41活动2，圈出所听到的关于同意和不同意的表达。
2.identify and circle some expressions about agreement and disagreement that they hear in the conversation;
3.discuss and debate specific opinions about sportsmanship using expressions of agreement and disagreement;

英语人教版高中必修一(新课标)教案Unit 3 Reading and Thinking 教案

Unit 3 Sports and FitnessPeriod 2 Reading and Thinking教材分析本课时的活动主题是“选择你最喜欢的运动员”(Choose your favourite athlete)。

该文本属于杂志文章,有明显的标题特征、结构特征和语言特征。

文章创设的情境,即某杂志社请读者来信选举自己心目中的“体育界的活传奇”( Living Legends of Sports)，在此基础上，使学生能够使用所学知识来评选自己心中的体育传奇明星，并且能够表达自己对“体育精神”的理解，目的是培养学生理性思考和客观评判的思维品质。

另外还应该从这些传奇人物身上领会和感悟做人和做事的道理。

教学目标1. 快速阅读获取有关郎平和乔丹的基本信息；深入阅读了解他们被称为体育传奇的原因。

2. 通过提问引导学生理解某些语言在文本中的含义，如“time seems to stand still, graceful…”等等。

3. 阅读并理解课文各部分的上下文，学习如何说和写sports legend。

4. 通过对比分析，形成判断传奇人物的标准，学会选择自己喜欢的传奇体育明星。

教学重难点【教学重点】1.深入了解郎平和乔丹的基本情况。

2.理解他们被称为sports legends的原因。

【教学难点】理解某些语言在文本中的含义，例如“time seems to stand still, graceful…”等等。

教学过程Step 1 Warming-upLook at some famous sports stars’ pictures and have a discussion about them.设计意图：引导学生欣赏著名运动明星的图片及讨论知名运动员及运动的功能，引出本单元话题，并对本课将要学习的两位运动员郎平和乔丹做好铺垫。

Step 2 Pre-reading1.Work on Activity 1. Look at the titles and pictures, and predict what the text is about.2.Brainstorm: What aspects will be involved when we talk about “living legends of sports”？设计意图：通过浏览图片、标题、小标题以及板式预测文本内容。

英语必修一unit3教案

英语必修一unit3教案教案标题：英语必修一Unit 3: Travel journal教学目标：1. 通过本单元的学习，学生将能够掌握有关旅行和文化交流的词汇和表达方式。

2. 培养学生的听、说、读、写的综合能力，提高他们的语言运用能力。

3. 培养学生的跨文化交流意识和能力，增强他们对不同文化的理解和尊重。

教学重点：1. 词汇和短语：travel, journey, destination, explore, cultural exchange, customs, traditions, etc.2. 句型结构：What's your destination? How do you feel about...? Have you ever been to...?教学难点：1. 学生能够熟练运用所学词汇和句型进行口头和书面表达。

2. 培养学生的跨文化交流意识和能力，使他们能够更好地理解和尊重不同文化。

教学准备：1. 教材：英语必修一教材Unit 3相关课文和练习题。

2. 多媒体设备：投影仪、电脑、音频设备等。

教学过程：Step 1: 导入新课1. 利用多媒体设备播放一段关于旅行的视频，激发学生对旅行的兴趣。

2. 引导学生谈论自己最喜欢的旅行目的地，并分享他们的旅行经历。

Step 2: 课文阅读1. 学生阅读课文，并回答相关问题，检查他们对课文内容的理解程度。

2. 分组讨论：学生根据课文内容，讨论自己对旅行和文化交流的看法，并展示他们的观点。

Step 3: 词汇与表达1. 教师呈现本单元相关词汇和短语，并进行发音和词义解释。

2. 学生进行词汇和短语的搭配练习，通过口头和书面表达巩固所学内容。

Step 4: 句型训练1. 教师呈现本单元相关句型，并进行语法解释和例句演示。

2. 学生进行句型练习，通过角色扮演和对话练习，提高他们的口语表达能力。

Step 5: 语言运用1. 学生完成课本中相关练习题，巩固所学内容。

人教版英语必修一Unit 3(Reading：Journey down the Mekong)教案

Unit 3 Travel journal
Reading: Journey down the Mekong教案
Part 1:The Dream and The plan
Time：September 27,2016
Place:HuizhongMiddle school
Teacher:党连霞
School:永靖中学
Para. 3The preparations before the trip & details about theMekongRiver.
•Who are Wang Kun and Wang Wei?
•What is their dream?
。Who are Dao Wei and Yu Hang?
４．Sometimes, the river becomes a ________ and enters ____ ______.
５．At last, the river _____ enters the South China Sea.
６．If you travel with them ,you will see all the following except
A. desert B. a waterfall
C. a delta D. a glacier
通过skimming及scanning阅读策略，引领学生关注文本的主题及涉及主题的主要信息。（也是这节课的重点和难点）
Step 4：Summary
Wang Wei and ____.___ have dreamed about ____ a great ___ ___.It was Wang Wei who first had the idea to ____ along the entireMekongRiver. My sister doesn’t ___________ details, because she doesn’t know the best way of getting to places.

高中英语人教版(2019) 必修第一册 Unit 3 教案

必修一Unit3 Reading and Thinking【Teaching Objective:】1.Enhance sports-related vocabulary and idiomatic expressions commonly used in sports contexts.2.Enable students to understand and appreciate the achievements and resilience of Lang Ping and Michael Jordan as living legends in sports.3.Develop students' critical thinking and analytical skills while reading the article.4.Foster a sense of admiration and motivation for sports and personal growth.【Teaching Key and Difficult Points:】Key Point: Understanding the achievements and challenges faced by Lang Ping and Michael Jordan in their sports careers.Difficult Point: Encouraging students to connect the legends' determination and perseverance to their own lives and challenges.【Teaching Procedure:】Step1.Warm-UpAsk students to name their favorite athletes or sports stars and share the reasons for their admiration. Discuss what qualities make a sports legend and the impact they have on society.Step 2. Pre-ReadingIntroduce the topic of "Living Legends of Sports" and the two athletes, Lang Ping and Michael Jordan. Show images of them in action and ask students to make predictions about their achievements and challenges based on the pictures.Step3. While-ReadingActivity 1: Legends' Achievements and ChallengesDivide the class into two groups, with each group assigned to one athlete.Provide each group with a short summary of their respective athlete's achievements and challenges. In a jigsaw activity, students from each group pair up with students from the other group to share their findings. Have them discuss the impact of the athletes' achievements and how they overcame challenges to become legends.Activity 2: Analysis of Mental StrengthAfter reading the section about Michael Jordan's mental strength, lead a class discussion on the importance of resilience and perseverance in sports and life. Ask students to share personal experiences where they had to overcome challenges and how they applied Jordan's approach to learning from failures.Activity 3: Role-Play InterviewsDivide the class into small groups and assign each group a role-play scenario. Each scenario will involve a famous interviewer conducting an interview with either Lang Ping or Michael Jordan. Students should research the athlete they are representing and come up with thoughtful questions and responses based on the information from the article.Step4. Post-ReadingActivity1. Living Legends ComparisonDivide the class into small groups and assign each group two different living legends from the article (e.g., Lang Ping and Michael Jordan, or other sports legends if available). In their groups, students should create a Venn diagram or a table to compare and contrast the two athletes' achievements, challenges faced, and the impact they have had on their respective sports and communities. Each group presents their findings to the class.Activity2. Create a Sports Legend ProfileAsk students to create their own sports legend profiles of an athlete they admire. The profile should include the athlete's achievements, challenges they faced, and the qualities that make them inspirational. Encourage students to include personal reflections on how the athlete's story motivates them in their own pursuits, whether in sports or other areas of life.Homework: Request students to write a short reflection piece on the importance of determination and perseverance in achieving personal goals. Theyshould mention specific examples from the article or their own experiences to support their views.。

高中英语：Unit3《Celebration》教案(北师大版必修1)

Unit 3 Festivals一、教材分析1．本课所在的单元的主题Celebration(庆祝)主要是介绍了中外的一些主要的节日，还介绍了人们在一些特殊日子里的庆祝活动。

2．本课Chinese Seasonal Festivals 是本单元的第一课，是一节阅读课。

3．在Warm-up 部分学生通过听力理解已了解了一些关于庆祝的内容及相关词汇，为本课的话题作了一些词汇和内容的铺垫。

4．本课要通过阅读文章被动语态的用法。

二、学生分析1．学生在Warm-up 部分通过听力理解已了解了一些关于庆祝的内容及相关词汇以。

2．学生对本课话题Chinese Seasonal Festivals 已初步具备了一定的背景知识、经历和经验，但是要用英语表达出来还是有一定的难度。

3．高一的学生已初步具备了一定的从语言材料中获取相关语言信息的能力。

三、教学目标基于《课程标准》：“注重提高学生用英语进行思维和表达的能力；形成跨文化交际意识和基本跨文化交际能力.”这一基本要求，达到下列教学目标：1．知识教学点使学生了解和掌握下列知识目标：1）进一步了解我国的一些主要的节日及相关的历史。

2）掌握从文章中获取和处理主要的信息的方法和技巧。

3）掌握介绍节日的基本的篇章结构。

4）学会用英语简单介绍中国的节假日。

使学生掌握下列单词及短语。

(walk along...，take the...turning on the left，catch a bus，need a number 16 bus，I's about a hundred meters along on the right／left)2.教学目标设计A. 语言知识目标：使学生掌握下列单词及短语。

(walk along...，take the...turning on the left，catch a bus，need a number 16 bus，I's about a hundred meters along on the right／left) B．语言技能目标：使学生掌握问路及应答的方法，介绍从家到学校的路线，并能较熟练地指明长春市各大旅游景点的乘车路线。

人教版高中英语必修一unit3 教案

Unit 3 Travel journal目标认知重点词汇transport, prefer, disadvantage, fare, flow, persuade, care, graduate, schedule, determine, although, insist, view, reliable重点短语ever since, give in, be fond of, make up one’s mind, put up, dream about重点句型1. once引导状语从句2. get sb./sth. done3. 主语+ be + adj.+ to do sth.句式4. 强调句型知识讲解重点词汇1、transport【原句回放】Which kind of transport do you prefer to use: bus or train? 你愿意用哪种交通方式：汽车还是火车？【点拨】transport n. & vt. 运送，运输常用搭配：transport... (from...) to... 把……（从……）运送到……Blood transports oxygen around the body. 血液把氧气输送到全身。

Air transport is more expensive than road transport. 航空运输比公路运输要贵。

These goods will be transported to the USA by ship. 这些货物将用轮船运到美国。

【拓展1】transportation n.运输，交通工具【拓展2】transport，traffic1. transport作“交通”讲，指运输工具。

2. traffic作“交通”讲，指路上的行人、车马等数量的多少。

traffic jam 交通堵塞【拓展3】前缀trans-trans-作为前缀，意为“横过；贯穿；转移”：translate vi.＆vt. 翻译；transfer vi.＆vi.转移, 调离；transmit vt. 传输；传播2、prefer【原句回放】Which kind of transport do you prefer to use, bus or train? 你愿意用哪种交通方式：汽车还是火车？【点拨】prefer vt. 更喜欢，更愿意；选择某事物（而不选其他事物）注意：1. prefer后加-ed和-ing时，要先双写r。

高中英语必修一unit3+(3课时)+教案.doc

江南中学英语学科教学设计知识与能力words：journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude shorts camp record topic familiar brave phrases：one-way fare dream of/about persuade somebody to do something be determined to do something as usual change one’s mindthe third person referring to the chart.Step 7 HomeworkFinish the workbook exercises. 巧和方法，使学生提高阅读的准确性和有效性。

通过小组活动和总结，发挥学生的主动性，将课堂还给学生。

当堂检测有效练习Exercises on ppt作业布置Finish the exercises on XINXINXUEAN板书设计Unit 3 Travel JournalThe Mekong River The structure of the textChina, DreamLaos,Thailand, Different attitudeCambodia,Vietnam. Preparations教学反思本课为湄公河旅行日记的第一部分“Patt The dream and精美句子1、善思则能“从无字句处读书”。

读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。

读大海，读出了它气势磅礴的豪情。

读石灰，读出了它粉身碎骨不变色的清白。

2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。

人教版高中英语必修一教案：Unit3TravelJournalLanguagepoints3

必修一Unit 3 Travel JournalLanguage points冷静讲课This is the second teaching period of this unit. We first check the students’homework and off the students to review what they learned during the first period.The emphasis in this period will be placed on the important new words, expressions and sentence patterns inthe parts Warming up and Reading. In order to make the students understand these points thoroughly, we can firstget the students to understand their meanings in the context, then give some explanations about them, later offersome practices to make the students master their usages. Some words and expressions, such as persuade, insist,care about, give in, are very useful and important. So is the sentence pattern“ It is . . . that/who. . . pay more attention to them and design special exercises.At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so,they can learn, grasp and use these important language points well.教课要点1.Enable the students to grasp the usages of such important new words and expressions as persuade, insist,care about, give in, etc.2. Get the students to master the usage of the pattern“ It is. . . that/who. . .”教课难点1.Let the students learn th e usage of the word“ insist”.2.Enable the students to master the usage of the pattern“ It is. . . that/who. . .” and unders long sentences.教课方法1.Discussing, summarizing and practicing2.Cooperative learning教具准备The multimedia and other normal teaching tools教课目的Knowledge aims1. Get the students to learn and grasp some important new words and expressions: journal fare transportVietnam finally cycle persuade stubborn insist proper properly determine determined altitudevalley attitude change one’ s mindcare about give in2. Get the students to learn some useful sentence patterns:1)It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends.(It is / was. . . who/that. . . )2)Although she didn ’ t know the best way of getting to places,insistedshe that we find the source of the river andbegin our journey there. (insist that sb. <should> do. . . )3) She gave me a determined look — the kind that said she wouldn’ t changedher.(theminAttributive Clause)4)Once she has made up her mind, nothing can change it. (Once. . . )5)It becomes rapids as it passes through deep valleys, traveling across western Yunnan Province. (the presentparticiple used as adverbial)6)As it enters Southeast Asia, it travels slowly through hills and low valleys, and the plains where rice grows.(the Attributive Clause)Ability aims1.Enable the students to use some useful words and expressions correctly.2.Enable the students to make sentences after the useful sentence patterns.Emotional aims1.Stimulate the students’ interest in learning English.2.Develop the students’ spirit of cooperation and teamwork.教课过程设计方案（一）→Step 1 Revision1.Check the homework exercises.2.Ask some students to tell something about Wang Kun and Wang Wei’ s bike trip or the Mekong River.→ Step 2 Reading and practice1. Get the students to read the reading passage again to underline all the new words and useful expressions orcollocations in the passage.Collocations: dream about, take a great bike trip, graduate from, get the chance to do sth. , cycle along the river,go for long bike rides, mountain bike, persuade sb. to do sth. , grow up, get sb. interested in sth. , the best way ofgetting to places, the source of the river, care about, give sb. a determined look, change one’of, an interesting experience, make up one’ s mind, give in, a large atlasdmaps,with gookeep doing sth. , passthrough, be surprised to do sth. , half of, at last, the South China Sea2. Do the exercises in Discovering useful words and expressions on Page 20.→Step 3 CheckingExplain the problems the students meet while checking the answers.→Step 4 Language Points1. one-way fare single-way fare 单程票价round-way fare 来回 /双程票价one-way ticket 单程票round-way ticket 来回 /双程票2.dream about dream of 梦想，梦见（后接名词、代词或动名词）What a small world! I wouldn’ t dream about/of meeting you世界here真小.，想不到会在这儿遇到你。

北师大版高中英语必修一第三单元教案

北师大版高中英语必修一第三单元教案全文共3篇示例，供读者参考篇1Unit 3 Travel journal1. Teaching aims:a. Enable students to master some vocabulary related to travel.b. Enable students to grasp some important sentence structures and expressions.c. Cultivate students' listening, speaking, writing and reading skills.d. Cultivate students' interest in writing travel journals.2. Teaching key pointsa. Key vocabulary related to travelb. Important sentence structures and expressionsc. Writing skills for travel journals3. Teaching difficult pointsa. How to use the vocabulary and sentence structures in practical situations.b. How to write a coherent and interesting travel journal.4. Teaching aidsa. Multimedia resourcesb. Whiteboard and markers5. Teaching proceduresStep 1: Warm-up (10 minutes)a. Show students some pictures of famous tourist attractions around the world and ask them if they have ever been to any of them.b. Discuss with students the reasons why people travel and the benefits of traveling.Step 2: Vocabulary learning (15 minutes)a. Introduce some key vocabulary related to travel, such as "destination", "sightseeing", "accommodation", "itinerary", etc.b. Have students practice using the vocabulary in sentences.Step 3: Listening and speaking practice (20 minutes)a. Play a recording of a travel journal entry and have students listen carefully.b. Ask students to discuss in pairs or small groups about their own travel experiences and share them with the class.Step 4: Writing practice (30 minutes)a. Introduce the format and structure of a travel journal entry.b. Have students write their own travel journal entry about a trip they have taken or would like to take.c. Provide feedback and corrections on students' writing.Step 5: Review and assessment (15 minutes)a. Review the key vocabulary and sentence structures learned in the lesson.b. Have students present their travel journal entries to the class for assessment.6. Homeworka. Ask students to continue their travel journal entries at home and bring them to the next class for review.b. Assign some exercises related to the vocabulary and sentence structures learned in the lesson for further practice.Through this lesson, students will not only improve their English language skills, but also develop a greater appreciation for the art of travel journal writing.篇2北师大版高中英语必修一第三单元教案Unit 3 Travel journalⅠ. Teaching aims and requirements1. Knowledge aims:(1) Get to know some news words: trek, snowcapped, spiritual, kingdom, Kingdom, camel.(2) Understand the main idea of each para., comprehend some detailed information to Mary and Mood.(3) Practice reading skills: skimming and scanning.2. Ability aim:Improve students’ abilities of listening, speaking, reading and wring. Learn how to express travel through it.3. Emotion aim:(1) Cultivate students’ travel mind and prepare their travel ideas.(2) Learn to respect, peaceful and grateful.4. Moral aim:Learn to natural world to love, to know animals and treasure life’s creatures.Ⅱ. Teaching key points1. Summary the passage: Why does Mary Bishop come to the Nepal Himalaya?2. How did she feel after leaving the snow-capped mountain?3. What about another member’s mood?Ⅲ. Teaching difficult points1. Improve students’ summarizing ability.2. Ingrain climate.Ⅳ. Teaching aidsA recorder, a computer and multi-media.Ⅴ. Teaching methodsTask-based teaching. Communicative approach.Ⅵ. Teaching proceduresStep Ⅰ: Lead-in1. Show some cards about the animals and choose the most important animal in their heart.2. Ask: Why do they feel meet?3. Listen to the tape for warming up.Step Ⅱ: Pre-reading.Predict what they may feel during trekking in the Himalayas and give their an example then scan Task1Q1.Step Ⅲ: Reading1. Students read the passage quickly and choose the answer about Mary loses while trekking.2. To teacher’s questions: What’s wrong with Mary’s friend?3. Analyze detailed information of Mood.4. Check the work and ask some questions to each other and fill in the blanks.Step Ⅳ: Comprehension1. Listen to Task2Q2 to particular. They can draw a map to explain that she arrives in Jiri and then to Sethopsar.2. Find the detailed from the passage and fill in the blanks.3. Pair works to discuss mood for 2 minutes.Step Ⅴ: Language practice1. Help student to speak: In pairs. Practice speaking these dialogues.2. To help them to translate Chinese into English.Step Ⅵ: SummaryAsk students to try their best to speak in English about their thoughts when meet animals in trekking.Step Ⅶ: Homework1. Choose another paragraph to summarize.2. Writing an essay with their parents talking about experience of trekking.Ⅶ. Blackboard designUnit 3 Travel JournalMain Idea: Why does Mary Bishop come to the Nepal Himalaya?a) ...........b)...............c)…………Task 1Fill in the blanks.1. The writer saw many ---------.2. There was a dog following the trek who tried to--------.3. In the evening, they camped in a beautiful ---------.Task 2Write down your answers in the passage.1. Travel to Tsomanthang.2. Go to Sethopsar.ConclusionImprove students' summarizing and comprehension abilities.篇3Lesson 3 One's company, two's a crowd, three's a party【Teaching Aims】1. Enable students to master the key words and expressions in the text.2. Improve students' listening, speaking, reading and writing skills.3. Develop students' ability to express their opinions and thoughts in English.4. Cultivate students' understanding of different cultures and social norms.【Teaching Key Points】1. Key words and expressions in the text.2. Listening comprehension.3. Speaking practice based on the text.4. Writing a short paragraph expressing personal opinions.【Teaching Difficult Points】1. Listening comprehension.2. Expressing personal opinions and thoughts in English.【Teaching Methods】1. Task-based teaching method.2. Group discussion.3. Pair work.4. Role play.5. Multimedia teaching.【Teaching Procedures】Step 1: Greeting and warm-up (5 minutes)- Greet the students and introduce the topic of the lesson.- Ask students to discuss in pairs: "What do you think makes a good party?"- Have a brief class discussion to share ideas.Step 2: Pre-reading task (10 minutes)- Ask students to look at the title of the text and predict what it might be about.- Play a short video clip of a party scene and ask students to describe what they see and how they feel.Step 3: Reading and listening (20 minutes)- Read the text aloud and ask students to read along silently.- Play the audio recording of the text for students to listen and follow.- Discuss the main ideas, key words, and expressions in the text.Step 4: Reading comprehension (15 minutes)- Divide students into pairs or small groups to discuss and answer the comprehension questions.- Check the answers as a class and provide feedback.Step 5: Speaking practice (20 minutes)- Divide students into groups and assign roles for a role play activity about planning a party.- Encourage students to use the key words and expressions from the text in their conversations.- Monitor and provide feedback on their speaking skills.Step 6: Writing (15 minutes)- Ask students to write a short paragraph expressing their opinions on the importance of social gatherings.- Collect and review the paragraphs for grammar and vocabulary errors.Step 7: Summarizing and homework (5 minutes)- Summarize the key points of the lesson and ask students to review the text for homework.- Assign a writing task for students to write a party invitation using the key words and expressions from the text.【Teaching Reflection】This lesson aims to engage students in a variety of activities to improve their English skills while exploring the theme of social gatherings. By focusing on listening, speaking, reading, and writing tasks, students are able to practice and consolidate their language skills in a meaningful context. The use of multimedia and interactive activities helps to create a dynamic and engaging learning environment.。

高一英语必修一教案：Unit3

以下是为⼤家整理的关于《⾼⼀英语必修⼀教案：Unit3》，供⼤家学习参考！　(1) 课题：Travel journal (2) 教材分析与学⽣分析：本单元的中⼼话题是旅游，通过旅游⽇记的⽅法描述旅⾏见闻。

Warming Up部分让学⽣想象⾃⼰住在青海，要去东南亚旅游。

要求他们选择三个不同的地⽅并查出不同交通⽅式及所需费⽤。

然后与同学讨论六个话题，使学⽣了解旅游的必要⼿段和必须备的费⽤。

Pre-Reading部分的两个问题主要是引导学⽣向阅读部分过度; Reading部分“湄公河旅⾏⽇记(Journey Down the Mekong)”的第⼀部分讲述了王昆和王薇梦想往湄公河做⾃⾏车旅⾏，并为之做准备的过程;⽂章的第⼆部分A Night in the Mountain放在“语⾔运⽤部分”中，主要讲述了他们在西藏⼭中度过的⼀宿，爬⼭路的艰苦和乐趣;Comprehending部分通过回答问题、让学⽣填写表格在课⽂中找到王薇和王昆对旅⾏的相同和不同看法，加强学⽣对课⽂细节的进⼀步理解; Learning about Language 部分讲述了主要词汇及其运⽤和主要语法项⽬(⽤现在进⾏时表⽰将来)。

(3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading: Journey down the Mekong The third period: Learning about Language The forth Period：Using Language (A NIGHT IN THE MOUNTAINS) The fifth period: Listening and writing (4)教学⽬标：①知识与技能：了解旅游所需的准备⼯作，其中包括精神与物质准备。

选择旅游时间、景点、路线、交通⼯具(⽕车、汽车、轮船、飞机、⾃⾏车等); 掌握旅游常识，学会解决旅游中出现的⼀些问题; 掌握和运⽤本单元出现的新词汇和短语;学会向别⼈告别和祝愿;掌握⽤现在进⾏时表⽰将来时的⽤法。

2019人教版高中英语必修一Unit 3 阅读课-单元整体教学设计

第三课时教学设计难点：Work out the structure and writing techniques of the passage.教学资源课件PPT，黑板、白板、白纸，彩笔步骤活动形式活动意图活动层次时间Step 1 Warm-up1.How do you understand the title“legend”?2.Look at the titles and picturesbelow. What do you think the textis about?3.Where is the text probablytaken from?浏览图片，标题预测文章内容概括文章结构，判断体裁。

感知与注意5minsStep 2Read the lead paragraph and findout what kind of people can wecall living legends of sports.理解living legend的概念获取与梳理2minsStep 3 ●What do you know aboutLang Ping？●Watch a video about her.●Read the part of Lang Pingand answer the questions.1. Is she a master in her sports?2. Did she set good examples forothers?3.What kind of qualities does LangPing possess?获取有关郎平的信息，依据文章判断她是不是living legend，分析文本结构和写作技巧。

描述与阐释内化与运用15minsStep 4 Read the other passage and draw amind map about Michael Jordanand finish the table.依照学习郎平文本的方式，让学生自主学习，获取信息，整合文本。

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江南中学英语学科教学设计
知识与能力
words：journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude shorts camp record topic familiar brave phrases：one-way fare dream of/about persuade somebody to do something be determined to do something as usual change one’s mind
the third person referring to the chart.
Step 7 Homework
Finish the workbook exercises. 巧和方法，使学生提高阅读的准确性和有效性。