最新必修三第三章教案
【教案】新人教必修三Unit 3 Reading for writing教学设计
教学设计课题：人教版（2019）必修第三册 Unit 3 DiverseCulturesReading for Writing: Welcome to Chinatown!主题语境：人与社会——历史、社会与文化语篇类型：介绍性语篇授课时长：45分钟授课对象：高一（1）班授课教师：指导教师：授课时间：文本分析本课语篇的主题语境是人与社会，该文介绍了旧金山中国城最具代表性的内容，包括该地的居民构成、语言、建筑、商品、饮食风味和人们的活动。
该语篇是一篇典型的带有旅游宣传性质的介绍性语篇，从文章标题“Welcome to Chinatown!”到“总—分—总”的写作结构，客观而全面地描述了旧金山中国城的历史和现状，并呼吁还没有机会去中国的人前往中国城，亲身体验中国传统文化。
语篇共有6段，第一自然段概述旧金山中国城的特点，即它在美国最大、历史最悠久，颇受游客欢迎。
主体部分的四个段落从不同角度带领读者了解旧金山的中国城。
第二段介绍了中国城的起源、居民的构成和当地的主要语言。
第三段继续讲述中国城的历史，包括1906年的地震和城市的重建，并主要介绍了几个有特色的景点。
第四段介绍了中国城的店铺类型及特色产品，包括中草药、茶叶等。
第五段介绍中国城的饮食特点。
第六段重申中国城存在的价值，即它是美国多元文化的重要组成部分，是游客亲身体验中国传统文化的重要场所。
阅读语篇的插图呈现的是旧金山中国城入口处的牌楼，即龙门，大门以绿瓦盖顶，顶上盘龙鱼跃龙门，正上方悬挂“天下为公”牌匾，左右各有一个石狮把门，中国味十足。
学情分析高一年级的大多数同学已具备从高中相应阶段一般难度的文本中提取主要信息的能力。
但是表达能力欠缺，对文中所提到的Chinatown以及相关背景知识了解不多，对介绍家乡的一些关键信息把握不准，写作结构不清晰。
通过对课文篇章结构的分析和主要信息的梳理，有利于学生写作时构建文章的架构，鼓励他们去寻找家乡的独特文化，以及更有效的语言输出。
高中英语必修三第三单元教案最新
Unit 3The Million Pound Bank Note单元规划类别课程标准要求掌握的项目话题Forms of literature and art: short story and drama; how to act out a play词汇birthplacen.出生地; 故乡Embassy n. 大使馆; 大使及其官员phrasen.短语; 词组; 惯用语Seek vt. & vi. 寻找; 探索; 寻求adventure n. 奇遇; 冒险patience n. 耐性; 忍耐novel n.小说; 长篇故事adj. 新奇的; 异常的contrary n. 反面; 对立面adj. 相反的;相违的authorn.著者; 作家Envelope n. 信封scenen.（戏剧)一场; 现场; 场面;景色Permit vt. & vi. 许可; 允许; 准许n. 通行证; 许可证; 执照wander vi. 漫游; 漫步; 漂泊steak n. 肉块; 鱼排; 牛排pavement n. 人行道pineapple n. 菠萝businessman n. 商人dessert n. 餐后甜点unbelievable adj. 难以置信的amount n. 数量aheadad v. 在前; 向前; 提前rude adj. 粗鲁的; 无礼的bayn.海湾mannern.礼貌; 举止; 方式stare vi. 凝视; 盯着看scream vi. 尖声叫n. 尖叫声; 喊叫声fault n. 过错; 缺点; 故障genuine adj. 真的; 真诚的bow vi. & n. 鞠躬; 弯腰rag n. 破布; 碎布passage n. 船费; 通道;（一)段indeed adv. 真正地; 确实; 实在account vt. & vi. 认为; 说明; 总计有n. 说明; 理由; 计算;账目spot vt. 发现; 认出n. 斑点; 污点;地点短语bring up抚养; 培养; 教育; 提出in rags衣衫褴褛go ahead前进; （用于祈使句)可以; 往下说as for关于; 至于by accident偶然; 无意中; 不小心do with对待; 处理; 处置stare at盯着看; 凝视make a bet打赌account for导致; 做出解释be lost迷路; 倾心于某事on the contrary与此相反; 正相反permit sb. to do sth. 准许某人做某事take a chance冒风险; 碰运气in a. . . manner以……的举止（态度)重要句型1. Young man, would you step inside a moment, please? (request)2. I wonder, Mr. Adams, if you’d mind us asking a few questions. (I wonder if. . . )3. . . . I found myself carried out to sea by a strong wind. (find+O. +O. C. )4. And it was the ship that brought you to England. (it is/was. . . that. . . )5. The fact is that I earned my passage by working as an unpaid hand. . . (noun clause as thepredicative)6. You mustn’t think we don’t care about you. (double negative)7. That’s why we’ve given you the letter. (noun clause a s the predicative)8. Well, why don’t you explain what this is all about? (suggestion; noun clause as the object)功能 1. RequestWould you please come in?Could you offer me some kind of work?Would you mind waiting just a few minutes?I wonder, Mr. Adams, if you mind us asking a few questions?May I ask you how much money you have?—Well, to be honest, I have none.—Go right ahead.2. Ordering foodI’d like some ham and eggs and a nice bi g steak.I’ll have a nice long glass of beer.3. Shopping语法 1. Noun clauses as the objectI can’t say that I have any plans.. . . and he does not know what he should do.I did not know whether I could survive until morning.2. Noun clauses as the predicativeThat’s why we’ve given you the letter.The fact is that I earned my passage by working as an unpaid hand. . .教学重点1. Get students to know about forms of literature and art: short story and drama; how to act out aplay.2. Have students learn some useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of request and ordering food.4. Let students learn the new grammar item: noun clauses as the object and predicative.5. Develop students’ listening, speaking, reading and writing abilities.教学难点1. Enable students to master the new grammar item: noun clauses as the object and predicative.2. Let students learn how to act out a play.3. Develop students’ integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language points Period 3 Learn ing about language: Grammar Period 4 Using language: Reading, acting and speaking Period 5 Using language: Listening, writing and speaking Period 6 Using language: Listening, reading and writing Period 7 Revision: Summing up and learning tip Period 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about the background knowledge, talking about Mark Twain and his play.Mark Twain is probably one of the few American writers with whom students are already familiar. The Warming Up is intended to discover just how much students know about this 19th century writer and let those who don’t know about him know about him before they read the play. The teacher can use this part to introduce information that Chinese students should have.Exercise 1 in the Pre-reading provides students with an important choice. For some, knowing what they would do with the money is easy to decide. For others, it may pose a real dilemma, especially if they feel obligated to help others with the money. Whatever choice students make here, they should be ready to offer their classmates a good reason for it. Exercise 2 is to check whether students have read the story or have seen the film and for students to be ready for the next part Reading.The reading passage is a play which is adapted from Mark Twain’s short story by the same title. It briefly describes that Henry, a San Francisco businessman, is rescued at sea by a British ship that takes him to London where he finds himself without money, friends, or the prospect of a good job. Hungry and alone, he walks along the streets of the city when unexpectedly he is summoned to a mansion. Two rich brothers, Ro derick and Oliver, have made a secret bet. Roderick believes that a man cannot survive in the city for a month with only a million pound bank note in his possession but Oliver believes he can. The play takes us along on Henry’s misadventures with humor and surprise to discover who will win the bet.Students are encouraged to preview the text and find out the new words and structures themselves. They should try to work out the meaning of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help.Plays will enable students to read and hear natural language in a dramatic context. Just as importantly, reading and acting plays aloud will increase st udents’ self-confidence in usingEnglish, which in turn will increase their overall motivation to learn English. Through their active participation in reading characters’ parts in a play, students relive what others have said. When reading a play aloud, students not only speak to the teacher but directly to their classmates. This oral interaction can contribute to greater class cooperation,especially if reading the play results in trying to act it out. In doing so, students can learn how to interpret language through the tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works. Therefore, provide students with the opportunity to interpret language by acting out a few scenes of the play.To consolidate the contents of the reading passage, students should be required to give a brief introduction to the story The Million Pound Bank Note in their own words and act out Scene 3 of this play with their group members at the end of the class. I n order to arouse students’ interest, the teacher can hold a competition between groups.教学重点1. Let students learn more about Mark Twain and his play.2. Get students to learn different reading skills.3. Have students learn how to act out this play.教学难点1. Develop students’ reading ability.2. Enable students to act out this play.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: birthplace, novel, adventure, phrase, author, scene, wander, pavement, businessman, permit, ahead, bay, stare, fault, spot, passage, account, embassy, seek, patience, contrary, envelope, bring up, go ahead, by accident, stare at, account for, on the contrary2. Let students learn about Mark Twain and his play.能力目标1. Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about Mark Twain and his play.3. Enable students to act out this play.情感目标1. Stimulate students’ interests of learning English by reading and acting this play.2. Develop st udents’ sense of cooperative learning.教学过程设计方案(一)→Step 1 Warming upTalk about background knowledge about Mark Twain and his play.1. Getting to know a great literary giant: Mark TwainLet students read the following information about Mark Twain and his works.Real name of Mark Twain Samuel Langhorne ClemensYear of birth 1835Places where he lived Raised in Hannibal, Missouri; traveled much of the US;lived for a long time in Europe Names of three of his famous stories The Adventures of Tom SawyerThe Adventures of Huckleberry FinnLife on the MississippiEvaluation of him American short story writer, novelist, humorist, andpublic speaker. American best known literary giant2. Getting to know the story The Million Pound Bank Note.Two rich gentlemen in London made a bet on what would happen to a person if he was given a million pound bank note. An American young man who sailed too far was carried out to sea, but was saved by a British ship for London. So he was now in London, tired, hungry and penniless. . . .→Step 2 Pre-readingDiscuss with students: Have you read the story The Million Pound Bank Note? Have you ever seen the film? If ever, what do you think of it?→Step 3 While-readingTry to gain as much information as possible from the story through reading and train reading skills.1. ScanningReading strategy: Go through the play for specific information. Don’t read sentence by sentence.Fill in the blanks.1)Time: ________________2)Characters:Henry Adams:_________________Roderick and Oliver:_________________3)EventsAbout a month ago Henry was ______________ out of the bay.Towards nightfall Henry was ______________ out to sea by a strong wind.The next morning Henry was ______________by a ship.Lastly Henry arrived in ______________ by working as an unpaid hand on the ship.Now Henry was ______________ in London and ______________ in the street.Just at that time Roderick ______________ him and asked him to step in.To Henry’s surprise Roderick gave Henry ______________ with money in it.Suggested answers:1)the summer of 19032)Henry Adams: a lost American businessman in LondonRoderick and Oliver: two brothers and rich Englishmen3)About a month ago Henry was sailing out of the bay.Towards nightfall Henry was carried out to sea by a strong wind.The next morning Henry was spotted by a ship.Lastly Henry arrived in London by working as an unpaid hand on the ship.Now Henry was lost in London and wandering in the street.Just at that time Roderick called him and asked him to step in.To Henry’s surprise Roderick gave Henry an envelope with money in it.2. SkimmingReading strategy: Go through the play for the gist.1)Answer the following questions:(1)Where does Henry Adams come from? Does he know much about London?(2)What did he do in America?(3)Why did he land in Britain?S uggested answers:(1)Henry comes from San Francisco.No, he doesn’t know London at all.(2)He worked for a mining company.(3)He was sailing out the bay when he was carried out to sea by a strong wind and was rescued by a ship for London.2)Put the following events in a correct order to form a short passage:Henry wandered in London streets.About a month ago Henry Adams was sailing out of the bay.The next morning he was spotted by a ship.Towards nightfall he found himself carried out to sea by a strong wind.On the ship he earned his passage by working as an unpaid hand.Suggested answers:About a month ago Henry Adams was sailing out of the bay. Towards nightfall he found himself carried out to sea by a strong wind. The next morning he was spotted by a ship. On the ship he earned his passage by working as an unpaid hand. Henry wandered in London streets.3. Detailed-readingReading strategy: Read the play carefully and try to get as much information as possible. Try to keep them in mind.Fill in the blanks and retell the story.Henry was an ____________. One day he had an accident in a ______________. Luckily he was rescued by a ship for _____________. He arrived in London by earning his passage without pay. He was _____________ in the street in ______________. To his surprise an ______________ thing happened. Two rich brothers gave him a million pound bank-note because they had made a ______________.Suggested answers:American; bay; London; wandering; rags; incredible; bet4. Reading aloud and underliningAsk students to read the play aloud to the tape and let them pay attention to the pronunciation and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.→Step 4 Post-reading1. Discussing and talkingWhat kind of person do you think Henry is? Why do you think so? Find some of his words to prove.1)Is Henry honest?It is my first trip here.Well, to be honest, I have none. (no money)Well, I can’t say that I have any plans.2)Is Henry hard-working?I earned my passage by working as an unpaid hand.Could you offer me some kind of work here?I don’t want your charity; I just want an honest job.3)Is Henry direct/straightforward?Well, it may seem luck to you but not to me.If this is your idea of some kind of joke, I don’t think it’s very funny.Now, i f you’ll excuse me, I think I’ll be on my way.2. Acting1)Listen to the text again.2)Complete the table.Characters Actions Attitudes DecisionNarratorOliverRoderickHenryServant3)Act out the play in groups of four or five, including the narrator.4)Invite two or three groups to perform before the class.3. DiscussionHave a discussion with students.Su ppose you get a large amount of money by buying lottery tickets and become a millionaire. What will you do w ith the money?4. WritingRewrite the play into a story.→Step 5 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the play again and again and try to act it out with your classmates.3. Enjoy the movie The Million Pound Bank Note.设计方案(二)→Step 1 Leading in1. Talk about characters of short stories and dramas.2. Ask students some questions:1)Do you like dramas? Can you list some famous dramas and their writers?2)Do you know about Mark Twain and his play The Million Pound Bank Note?→Step 2 Warming up1. Show the picture of Mark Twain and ask students: What do you know about him?2. Let students read the short passage and take notes to fill in the chart.Real nameMeaning of his pen nameBirth dateBirth placePlace where he grew upHis famous stories→Step 3 Pre-readingLet students discuss the following questions with their partners and then ask them to report their work. Encourage them to express their opinions freely.1. Imagine somebody gives you a large sum of money to spend as you like. What would you do with it?Students have a discussion on this question. Whatever choice students make, they should beready to offer their classmates a good reason for it.2. Have you ever read the story The Mi llion Pound Bank Note? Have you ever seen the movie? If ever, what did you think of it?→S tep 4 Reading1. Give students 3 minutes, and ask them to skim the passage for information to find the answers to the questions.1)How did Henry come to England?2)Why did he land in Britain?3)Where did Henry work before?4)Why did the two gentlemen give him the envelope?5)When can he open it?After students discuss the questions, check the answers with the wh ole class.2. Give students 5 minutes to read the passage carefully, and then do the exercises in Comprehending on Page 19.After most of them finish, check the answers with the whole class.3. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meaning of some new words and expressions. Encourage them to try to deal with the language points in the context.1)a large amount of: a large quantity of; a great deal ofThey bought a large amount of furniture before they moved their new house.2)make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtfulWe made a bet on the result of the match.3)permit sb. to do something: allow somebody to do somethingMy mother doesn’t permit me to ride in the street after it rained.4)by accident: as a result of chanceI only found it by accident.5)stare at: look at somebody or something with the eyes wide open in a fixed gaze (in astonishment, wonder, fear, etc. )Do you like being stared at?6)to be honest: to tell you the truth; to be frankTo be honest, I don’t think we have a chance of winning.4. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation and intonation. Then ask them to take roles to read the text aloud after the tape.→Step 5 DiscussionAfter students read the play, let them discuss these questions in groups.1. Why do you think that the brothers chose Henry for their bet?2. What kind of person do you think Henry is? Why do you think so?→Step 6 Closing down by acting1. Have students get prepared in 3 minutes or so and then ask them to act out the play.2. Ask as many groups as possible to perform before the class.→Step 7 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page 19.3. Rewrite the play into a short story in your own words.板书设计Unit 3The Million Pound Bank NoteWarming Up and Reading1. Time: the summer of 19032. Characters:Henry Adams: a lost American businessman in LondonRoderick and Oliver: two brothers and rich Englishmen3. Events:About a month ago Henry was sailing out of the bay.Towards nightfall Henry was carried out to sea by a strong wind.The next morning Henry was spotted by a ship.Lastly Henry arrived in London by working as an unpaid hand on the ship.Now Henry was lost in London and wandering in the street.Just at that time Roderick called him and asked him to step in.To Henry’s surprise Roderick gave Henry an envelope with money in it.活动与探究Work in groups. Go to the library or surf the Internet to find out more information about Mark Twain. Make a list of his life and his major works. Be ready to give a short report on this to the class.Unit 3The Million Pound Bank NotePeriod 3Learning about language: Grammar整体设计教材分析This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.This teaching period mainly deals with the new grammar items: 1. noun clauses as the object;2. noun clauses as the predicative. Students often feel noun clauses abstract and difficult to learn, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the play The Million Pound Bank Note again, tick out all the sentences from the play where noun clauses are used as the object and the predicative, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering u seful structures on Page 21 and more exercises for students to master the related noun clauses. Finally, summarize the use of noun clauses as the object and the predicative and let students make it clear how each noun clause is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 57 and additional exercises for consolidation.教学重点Get students to understand and use noun clauses as the object and the predicative.教学难点Enable students to learn how to use noun clauses as the object and the predicative correctly.三维目标知识目标1. Get students to know more about noun clauses.2. Let students learn noun clauses as the object.I can’t say that I have any plans.. . . and he does not know what he should do.I did not know whether I could survive until morning.3. Have students learn noun clauses the predicative.That’s why we’ve given you the letter.The fact is that I earned my passage by working as an unpaid hand. . .能力目标Enable students to use noun clauses as the object and the predicative correctly and properly according to the context.情感目标1. Get students to becom e interested in grammar learning.2. Develop students’ sense of group cooperation.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.→Step 2 Leading-in by a gamePlay the game of “Pass the message”. Show the same written message to the first person in each team of the class. Ask the person to pass the message on orally in indirect speech as quickly as possible. The first team that finishes it must put up their hands and the last person tells the class the message. If he/she has got it right, that team has won the game.Example 1:Message: There will be no homework tonight.S1: The teacher said that there would be no homework tonight.Example 2:Message: The fact is that she has been ill for 3 days.S1: The teacher said the fact was that she had been ill for 3 days.→Step 3 Grammar learning1. Reading and discoveringAsk students to turn back to Page 17 to read through the play The Million Pound Bank Note, let them pick out the sentences using noun clauses as the object and the predicative, read them aloud, and then translate them into Chinese.Suggested answers:Sentences using noun clauses as the object:1. Oliver believes that with a million pound bank note a man could survive a month in London.奥利弗相信一个拥有一张百万英镑钞票的人可以在伦敦生存一个月。
人教版英语必修三第三单元reading for writing教案
人教版英语必修三第三单元reading for writing教案Unit 3 Reading for Writing教案。
【教学目标】。
1.学生能够了解和认识一些重大节日的传统方法和历史。
2.通过阅读和写作技能的练习，学生能够提高自己的英语水平。
3.帮助学生在词汇、语法和写作方面提高自己的技能。
【教学重点】。
1.学生必须熟悉传统的节日和庆典。
2.通过阅读文本，学生应该能够理解不同的庆典和文化。
3.学生必须能够用英语发表意见和写作思考。
【教学难点】。
1.如何根据文本理解文化和庆典活动。
2.提高学生的写作技能和口语表达能力。
3.如何评估学生的写作和口语表达能力。
【教学方法】。
教师主导教学，黑板讲解，学生讨论，学生阅读练习，学生写作，小组互动，学生演讲，并采用查询等策略。
【教学步骤】。
Step 1 概述课程和目标。
教师向学生介绍第三单元的主题，根据课程目标和学生预期的技能水平，让学生明确学习目标和期望能够达到的技能和知识。
Step 2 学术词汇表和口头表达。
教师为学生提供一个专业术语的列表，这些术语与节日和庆典有关，或与文化和习俗有关。
教师会冷静地对每一个术语进行解释。
后，要求学生反复说这些术语，以尽量熟练掌握，并进行口头练习，确保学生能够在英语中表达自己的想法。
Step 3 阅读理解和分析。
教师分配课文，有可能包括多个篇章，帮助学生用所学的技能加深对文本的理解和评估。
教师可以要求学生回答问题，或寻找关键内容。
学生们可以自由地解释课文。
教师可以通过黑板引导讨论，协助学生更好地理解文本。
Step 4 串讲和口头演讲。
要求学生口述内容，并向同学们展示他们的批判性思维，看看他们能否进一步理解所学到的新知识。
通过“串课”和口头演讲，学生可以更深入地了解自己的思维和理解。
Step 5 搜集资料、撰写文章。
学生阅读文本，了解庆典和历史文化的细节，并搜集资料，构建自己的写作思路，写下自己的文章。
Step 6 小组分享和讨论。
英语必修三unit3 教案
英语必修三unit3 教案教案标题：英语必修三 Unit 3 教案教学目标：1. 通过本单元的学习，学生将能够掌握有关环境问题的词汇和表达方式。
2. 提高学生的听、说、读、写的能力，培养学生的综合语言运用能力。
3. 培养学生的环保意识，激发学生保护环境的责任感。
教学重点：1. 掌握本单元的重点词汇和短语。
2. 学会运用所学知识表达对环境问题的看法和建议。
3. 培养学生的听力和口语表达能力。
教学难点：1. 学生对环境问题的认识和思考。
2. 学生的听力理解能力的提高。
教学准备：1. 教学课件和多媒体设备。
2. 单元教材和相关练习题。
3. 词汇表和短语表。
教学过程：Step 1：导入（5分钟）1. 利用图片或视频引入环境问题的话题。
2. 引导学生讨论他们对环境问题的看法和感受。
Step 2：词汇和短语学习（15分钟）1. 教师通过展示词汇和短语的图片或示意图，呈现新词汇和短语。
2. 学生跟读并重复词汇和短语，教师进行发音指导。
3. 教师带领学生进行词汇和短语的记忆和巩固练习，如词汇卡片配对、填空等。
Step 3：听力训练（20分钟）1. 教师播放与环境问题相关的听力材料，要求学生听取关键信息。
2. 学生进行听力理解练习，如选择题、填空等。
3. 教师进行听力答案讲解和反馈。
Step 4：口语表达（15分钟）1. 学生分组进行小组讨论，讨论有关环境问题的话题，如"Should plastic bagsbe banned?"。
2. 学生展示自己的观点和想法，并进行互动交流。
3. 教师对学生的口语表达进行评价和指导。
Step 5：阅读理解（15分钟）1. 学生阅读与环境问题相关的文章或短文。
2. 学生回答与文章内容相关的问题，进行阅读理解练习。
3. 教师进行答案讲解和解释。
Step 6：写作训练（15分钟）1. 学生根据所学知识和讨论内容，撰写一篇关于环境问题的短文。
2. 学生相互交换作文，并进行修改和改进。
河北省安平中学高中英语人教版必修三教案Unit3Usinglanguage
课题：Unit 3 The Million Pound Bank Note——Using language教学目标：1. Target language 目标语言a. 重点词汇和短语steak, eat like a wolf, genuine, reserve, scream, fake, bowb. 交际用语Can I help you?I’ll take your order in a minute.Are you ready to order, sir/ madam?What would you like …?Enjoy your meal!Here’s your bill. Here you are.2. Ability goals能力目标a. Enable students to read and hear natural language in a dramatic context and increase their sel fconfidence in using English, which will increase their overall motivation to learn English.b. Enable students to sum up the main idea of ACT ONE Scene 4.c. Enable students to understand the details about the whole scene.d. Retell the scene using the key words of the whole scene.e. Express their opinions by answering the following questions:1) Do you think money is everything? Why?2) Do you agree that only money can bring people happiness?3. Learning ability goals 学能目标a. Help students to understand natural language in the dramatic context and increase their selfconfidence in using English.b. Help students to sum up the main idea of ACT ONE Scene 4.c. Help students to understand the details of the whole scene.d. Get students to retell the whole scene.教学重点：a. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and nonverbal ways in which language works.b. Discuss the questions:1) Do you think money is everything?2) Do you agree that only money can bring people happiness?教学过程：Step I Introduce some new words:steak:eat like a wolf:genuine:reserve:scream:fake:bow:Step II CULTURAL NOTEHenry asks for a steak “extra thick” for his meal. In China, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a steak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center.Step III Read and answer these questions:1. What was it in the letter?2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?3. Did the owner believe that the note was genuine or not? Why?4. Whose behavior changes the most during this scene?5. What kind of person is the owner of the restaurant?6. Why do you think the owner of the restaurant gave Henry a free meal?Step IV Detailed reading1. What does “it’ll cost a large amount of money” exactly mean?2. At the sight of the customer’s note, the owner and his waiter got very _D_.A. frightenedB. angryC. worriedD. excited3. When did the hostess and the waiter change their attitude to the customer? _____D____A. At the beginning of the story.B. Before they saw the large note.C. At the end of the story.D. After they saw the large note.In group of four, play the parts of “Henry, waiter, owner and hostess”.审核人：。
必修三英语unit3教案
必修三英语unit3教案教案标题：必修三英语 Unit 3 教案教案目标：1. 通过本单元的学习，学生将能够熟练运用本单元所学的词汇、短语和语法结构。
2. 培养学生的听、说、读、写的综合能力，提高他们的英语交际能力。
3. 培养学生的批判性思维和解决问题的能力。
教学重点：1. 学习并掌握本单元的重点词汇、短语和语法结构。
2. 培养学生的听、说、读、写的能力。
3. 培养学生的批判性思维和解决问题的能力。
教学难点：1. 学生能够准确运用本单元所学的语法结构和词汇。
2. 培养学生的批判性思维和解决问题的能力。
教学准备：1. 教师准备：课本、多媒体设备、教学PPT、练习题等。
2. 学生准备：课本、笔记本、笔等。
教学过程：Step 1: 导入新课（5分钟）1. 引入新课，通过展示一些相关图片或视频来激发学生对话题的兴趣。
2. 引导学生讨论并提出问题，引出本课的主题。
Step 2: 新课讲解（15分钟）1. 教师通过PPT或黑板等方式，讲解本单元的重点词汇、短语和语法结构。
2. 结合例句和实际情境，帮助学生理解和记忆新知识。
Step 3: 听说训练（20分钟）1. 播放相关录音或视频材料，让学生进行听力训练。
2. 设计一些与课文内容相关的口语练习，让学生进行对话练习。
Step 4: 阅读训练（20分钟）1. 学生独立阅读课文，理解文章的大意和细节。
2. 学生进行小组讨论，分享自己的理解和观点。
3. 教师组织全班讨论，引导学生深入思考课文中的问题和主题。
Step 5: 写作训练（15分钟）1. 学生根据课文内容，完成相关写作任务，如写一篇短文、写一封信等。
2. 学生互相交流和修改自己的作文，提高写作质量。
Step 6: 巩固练习（15分钟）1. 教师设计一些练习题，让学生巩固所学的语法和词汇。
2. 学生独立完成练习，并相互检查答案。
Step 7: 课堂总结（5分钟）1. 教师对本节课的内容进行总结，并强调重点和难点。
英语必修三人教版Unit 3 The Million Pound Bank Note教学设计
Unit 3 The Million Pound Bank NoteＩ. Analyzing Teaching material (教材分析)This unit is to introduce play to students.the play is one of the most useful and interesting means by which to improve students oral English skills .play will enable students to read and hear natural language in a dramatic context, just as importantly,reading and acting these plays aloud will increase student’ self-confidence in using English.when reading a play aloud ,students can learn how to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.(1)Analyzing teaching content （教材内容）The passage is about a shout play by an American writer-- Mark Twain , it focuses on Act I ,Scenes 3 of the “The Million Pound Bank Note”(2)Teaching aims （教学目标）① Knowledge aims :learn the use of the following words and phrases Birthplace , novel,adventure ......②Ability aim:a.Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.b.Enable students to sum up the main idea of ACT ONE Scene 3.c.Enable students to understand the details about the whole scene.d.Retell the scene using the key words of the whole scene.③Emotional aim: read the play aloud and act out the play to increase students self-confidence in using English(3)Teaching difficult and important points（教学重难点）a.to train the students’basic reading skills:prediction,skimming,scanning ,careful reading, generalization and inferenceb.to retell the scene using the key words of the whole scenec.to improve the students’communicative competenceII Teaching methods（教学方法）Elicitation, discussion, listening, reading and pair work.students —centered andteacher—directedII Learning methods（学习方法）a、skimming to get the main idea of the textb、scanning and careful reading to understand the passage betterc、discussion to analyze the charactersd、task—based learning and purpose—focused teachingIV Teaching aids 教具准备A computer, a projector and a tape recorder.V Teaching procedure and ways（教学过程）Step1: Lead inBefore the lesson, show some pictures of Mark Twain and his novels, at thebeginning of the first class ,get the students to talk about different ofliterature.Students can talk freely as they like.Step2: Warming upWhat do you know about Mark Twain? Look at the passage in warming up and fillin the chart according to what you have learned in the short passage.MarkTwain (1835—1910):The greatest humorist of the19th century Americanliterature.Novels:The Adventures of TomSawyer(1876)(汤姆·索亚历险记）The Prince and the Pauper(1882)(皇子与贫儿)The Adventures of Huckleberry Finn (1894)(哈克贝利·费恩历险记)DiscussionSuppose a rich person gives you a million pound bank-note, what will you do with it ? Give the reasons.Introduce some new words to the students:incredible: difficult to believe (unbelievable)stare at: look at sb./ sth.for a long timenightfall: the time in the evening when it becomes darksurvive: continue to live or existspot: see or notice a person or thingaccount for: to be the explanation or cause of sth.charity: 施舍by accident: by chanceStep3 SkimmingRead the play, answer the questions.Task1:How many characters are there in the scene? Who are they?Task2:Who is the main character?Step4:ScanningStep 5 Careful readingTask1:Read the play carefully and tick true or false1. Henry comes from San Francisco.2. Henry doesn’t know London at all.3. Henry worked for a mining company.4. Henry was sailing out the bay when he was carried out to sea by a strong wind5. The two brothers wanted to know how much money he had6.The servant is called James7.The story happened in London, the summer of 19408.The story happened in the old brothers home9 .The two old brothers gave Henry a good job.10.He went to the American embassy for help, but without luck.Task2: Write F for a fact or O for a Opinion.1.Henry wants to find a job in London.( )2.Henry is given an envelope by the two brothers( ).3.Henry is an unlucky young man.( )4.The servant is called James.( )5.Henry is foolish to go and meet the two brothers.( )Step 6 Post reading1.Henry wandered in London street .2.About a month ago Henry Adams was sailing out of the bay3.The next morning he was spotted by a ship4.Towards nightfall he found himself carried out to sea by a strong wind5.On the ship, he earned his passage by working as an unpaid handStep7 Appreciating1.Whenever you find yourself on the side of the majority, it is time of the majority.It is time to pause and reflect.当你发现自己和大多数人站在一边, 你就该停下来反思一下。
必修三英语unit3说课稿
必修三英语unit3说课稿在编写必修三英语Unit 3的说课稿时，我们需要考虑教学目标、教学内容、教学方法、教学过程、学生活动、以及评价与反馈等多个方面。
以下是一份可能的说课稿内容：课程名称：必修三英语Unit 3教学目标：1. 知识目标：使学生能够理解并掌握本单元的核心词汇、短语和语法结构。
2. 技能目标：提高学生的听说读写能力，特别是口语表达和阅读理解能力。
3. 情感目标：培养学生对英语学习的兴趣，激发他们探索文化差异的热情。
教学内容：1. 核心词汇：包括本单元出现的新单词和短语。
2. 语法点：本单元涉及的语法结构，如时态、语态等。
3. 阅读材料：选取与单元主题相关的阅读文章，提高学生的阅读理解能力。
4. 口语练习：设计情景对话，让学生在实际语境中运用所学语言。
教学方法：1. 启发式教学：通过提问引导学生思考，激发他们的学习兴趣。
2. 合作学习：组织小组讨论，鼓励学生相互交流和合作。
3. 情景模拟：创设真实或模拟的语言使用场景，让学生在实际语境中练习语言。
教学过程：1. 导入（Lead-in）：通过图片、视频或问题引入单元主题，激发学生的好奇心。
2. 新课呈现（Presentation）：介绍新词汇和语法点，通过例句和解释帮助学生理解。
3. 练习（Practice）：设计形式多样的练习，如填空、改错、翻译等，巩固学生对新知识的理解。
4. 应用（Application）：通过角色扮演、情景对话等活动，让学生在实际语境中运用所学知识。
5. 总结（Summary）：回顾本节课的重点内容，确保学生对知识点有清晰的认识。
学生活动：1. 个人作业：完成课后练习，加深对知识点的理解和记忆。
2. 小组合作：参与小组讨论，共同完成指定任务，提高团队协作能力。
3. 展示（Presentation）：在班级前展示小组讨论的成果，锻炼口语表达能力。
评价与反馈：1. 形成性评价：通过课堂观察、小组讨论和个人作业等方式，了解学生的学习进度和理解程度。
2022-2023学年人教版新教材选择性必修三 第三章第二节 醇 酚(第3课时) 教案
第三章烃的衍生物第二节醇酚第3课时酚一、教材分析苯酚是芳香烃的重要羟基衍生物，本节教材安排在苯和乙醇之后，想让学生认识到多官能团对有机物性质的影响与制约。
让学生认识到官能团是物质化学性质的决定因素;还要注意有机分子中的原子或原子团的相互影响，从而理解分子结构与化学性质的辩证关系。
本节课在整个有机化学中处于举足轻重的地位，为后边的有机化学的学习，奠定了良好的基础。
二、学情分析从知识水平上看，学生已经学完了烃和烃的衍生物中的乙醇等内容。
对有机物的学习，特别是有机分子中的官能团和有机物的化学性质之间的相互联系有了一定的认识，能掌握常见的几种有机反应类型，具备了-定的实验设计能力，希望自己能独立完成实验，有很强的求知欲。
三、教学目标(1)能从分子组成和结构的角度解释酚类物质的化学性质。
(2))能辨识酚的官能团，结合苯酚的结构和实验认识其主要化学性质，形波“分子中基团之间的相互影响会导致键的极性发生改变”的观念四、教学重难点重点：苯酚的结构特点和主要化学性质。
难点：酚的结构差异及其对化学性质的影响。
【新课引入】上一节课我们介绍了含有羟基的两类有机化合物：醇和酚中的醇类的有关知识，这节课我们以苯酚为代表物来学习酚的性质。
【教师活动】PPT展示生活中的酚类图片一、苯酚的组成与结构1．酚：羟基(—OH)与苯环直接相连的化合物，苯酚是最简单的一元酚2．苯酚的组成与结构分子式结构简式共面特点C6H6O 至少有 12 个原子共面，最多有 13 个原子共面【探究实验1】观察苯酚的颜色状态，并小心闻气味，探究苯酚的水溶性现象：加水得到乳浊液，加热乳浊液变澄清二、物理性质1．纯净的苯酚是无色，有特殊气味的晶体，熔点为43℃；2．室温下在水中的溶解度不大，当温度高于65℃时能与水以任意比互溶；易溶于乙醇等有机溶剂3．有毒，对皮肤有腐蚀作用。
【注意】苯酚有毒，如不慎沾到皮肤上，应立即用酒精洗涤，再用水冲洗。
【探究实验2】实验现象取少量苯酚乳浊液于试管中，逐滴加入5%NaOH溶液，边乳浊液变澄清加边振荡试管，观察并记录现象。
必修三Unit 3 Diverse Cultures Vocabulary Study教学设计
Skill objectives:
1.Students can understand the meaning of new words and expressions in the text.
Think actively
Answer the teacher’s questions and finish exercises
Deepen students’understanding and enhance their knowledge
Practice
Ask students to finish the exercises and check the answers
Finish exercises within given time
Enhance what students have learned in the class and give feedback
2. learn the new words in a more efficient way
Word family
Teach students about the knowledge of roots, affixes and suffixes
Learn word formation under the teacher’s instruction
学习目标
与
核心素养
Knowledge objectives:
1. know the pronunciation, spelling and meaning of basic words in this unit.
英语必修三unit3教案
英语必修三unit3教案教案标题：Exploring Culture through Language - Unit 3: English Compulsory 3 教学目标：1. 通过本单元的学习，学生将能够了解和探索不同的文化背景对语言的影响。
2. 培养学生的跨文化交流能力，提高他们的跨文化意识和理解力。
3. 提高学生的听说读写能力，并能够在真实情境中运用所学知识。
教学重点：1. 了解不同文化对语言的影响。
2. 学习并运用相关词汇和表达方式。
3. 提高听说读写能力。
教学难点：1. 学生对于不同文化背景下的语言差异的理解和接受。
2. 学生的跨文化交流能力培养。
教学准备：1. PowerPoint演示文稿。
2. 学生教材和相关学习资料。
3. 录音设备和音频材料。
4. 文化相关图片和视频素材。
教学过程：一、导入（5分钟）1. 通过展示一些国际文化图片或视频，引发学生对跨文化主题的兴趣。
2. 提出问题：你认为不同文化背景对语言有什么影响？二、新课讲解（15分钟）1. 介绍本单元的主题和学习目标。
2. 分享一些不同文化背景下的语言差异的例子，并引导学生思考和讨论。
3. 通过PPT和多媒体素材，讲解本单元的重点词汇和表达方式。
三、听说训练（20分钟）1. 听力练习：播放相关录音材料，要求学生听取关键信息并回答问题。
2. 口语练习：以小组为单位，让学生讨论并展示不同文化背景下的语言差异，鼓励他们使用所学词汇和表达方式。
四、阅读训练（15分钟）1. 学生阅读相关阅读材料，并回答问题。
2. 分组讨论阅读材料中提到的文化差异，并分享自己的观点和体验。
五、写作训练（20分钟）1. 学生根据所学内容，撰写一篇短文，描述他们对不同文化背景下的语言差异的理解和感受。
2. 鼓励学生使用所学词汇和表达方式，同时提供写作指导和反馈。
六、拓展活动（10分钟）1. 分组展示学生的写作成果，并进行同学间的互动和讨论。
2. 观看相关文化视频，进一步拓宽学生的跨文化视野。
高中语文必修三第三单元教案
高中语文必修三第三单元教案由一个黑人孩子为了黑人的利益放弃了自己足球梦想的故事，扩展到全世界的和平问题，反映了美国仍存在种族歧视问题，一起看看高中语文必修三第三单元教案!欢迎查阅!高中语文必修三第三单元教案1教学目标：1、在反复诵读中体会比喻、排比等修辞手法的运用。
2、揣摩重要词句，结合文体特点与语境，辨析、品味语言的深刻含义和表达作用，提高理解能力。
3、体会全文激情飞扬，及富感召力的语言特点，学习并运用到写作中去，提高语言表达能力。
教学重点：1、在反复诵读中体会比喻、排比等修辞手法的运用教学难点：2、揣摩重要词句，结合文体特点与语境，辨析、品味语言的深刻含义和表达作用，提高理解能力。
教学方法：诵读——讨论——质疑——点拨教学过程：一、三分钟演讲《我期待着那一天》主要内容：由一个黑人孩子为了黑人的利益放弃了自己足球梦想的故事，扩展到全世界的和平问题，反映了美国仍存在种族歧视问题，以及仍然有些国家和地区不断有武装冲突。
让我们期待那真正和平、民主、自由的一天。
二、导入：的确，在有些国家和地区的人们仍然生活在动荡不安的社会中，即使在富裕的美国也有一部分人——黑人在生活条件及差的环境里生活。
让我们共同期待着那一天的到来，其实这个期待早在40年前就提出来了，这个人就是马丁?路德?金，今天我们继续学习《我有一个梦想》。
(1分钟)三、复习：上节课我们理清了*的结构层次，领悟了*的主旨，那么主旨是什么呢?明确：通过这次演讲唤醒黑人，给黑人以信心，去为争取自由和平等作出不懈努力。
(2分钟)四、学生读教学目标，教学重点、难点，默记30秒。
(2分钟)五、品味精彩语言(独立思考3分钟，讨论3分钟)1、联系上下文，研读下列句子，理解句子的深刻含义，回答括号中的问题。
①美国没有屡行这种神圣的义务，只是给黑人开了一张空头支票，支票上盖着“资金不足”的戳子后便退了回来，但是我们不相信正义的银行已经破产。
(这里的“空头支票”指什么?这样表达有什么效果?)明确：空头支票指“虚假的承诺，不能兑现的空话”表达效果：形象地撕破了政府的虚伪外衣，让听众明白他们和政府之间的关系，促使听众放弃幻想，更加清醒地警觉地投入战斗。
高中数学必修三第三章教案
3.1 随机事件的概率3.1.1 —3.1.2随机事件的概率及概率的意义(第一、二课时)一、教学目标： 1、知识与技能：（1）了解随机事件、必然事件、不可能事件的概念；（2）正确理解事件A 出现的频率的意义；（3）正确理解概率的概念和意义，明确事件A 发生的频率f n （A ）与事件A 发生的概率P （A ）的区别与联系；（3）利用概率知识正确理解现实生活中的实际问题． 2、过程与方法：（1）发现法教学，通过在抛硬币、抛骰子的试验中获取数据，归纳总结试验结果，发现规律，真正做到在探索中学习，在探索中提高；（2）通过对现实生活中的“掷币”，“游戏的公平性”，、“彩票中奖”等问题的探究，感知应用数学知识解决数学问题的方法，理解逻辑推理的数学方法． 二、重点与难点：（1）教学重点：事件的分类；概率的定义以及和频率的区别与联系；（2）教学难点：用概率的知识解释现实生活中的具体问题．三、学法与教学用具：1、引导学生对身边的事件加以注意、分析，结果可定性地分为三类事件：必然事件，不可能事件，随机事件；指导学生做简单易行的实验，让学生无意识地发现随机事件的某一结果发生的规律性；2、教学用具：硬币数枚，投灯片，计算机及多媒体教学．四、教学设想：1、创设情境：日常生活中，有些问题是很难给予准确无误的回答的。
例如，你明天什么时间起床？7：20在某公共汽车站候车的人有多少？你购买本期福利彩票是否能中奖？等等。
2、基本概念：（1）必然事件：在条件S 下，一定会发生的事件，叫相对于条件S 的必然事件；（2）不可能事件：在条件S 下，一定不会发生的事件，叫相对于条件S 的不可能事件； （3）确定事件：必然事件和不可能事件统称为相对于条件S 的确定事件；（4）随机事件：在条件S 下可能发生也可能不发生的事件，叫相对于条件S 的随机事件； （5）频数与频率：在相同的条件S 下重复n 次试验，观察某一事件A 是否出现，称n 次试验中事件A 出现的次数n A 为事件A 出现的频数；称事件A 出现的比例f n (A)=nn A 为事件A出现的概率：对于给定的随机事件A ，如果随着试验次数的增加，事件A 发生的频率f n (A)稳定在某个常数上，把这个常数记作P （A ），称为事件A 的概率。
新人教版高中英语必修三Unit 3 Discovering Useful Structures教案
Linlin: And I strongly recommend the ethnic minority villages. You'll find Chinese culture is much more diverse than you thought.
2.He tried to solve his financial problems, but he couldn’t solve the problems.
3.If it is necessary, I’ll finish my report on American poetry as soon as it is possible.
Linlin: Wow, that’s cool! Guizhou is a province with a lot of cultural diversity. Places to visit... well, definitely the Huangguoshu Waterfall first.
5.Some wild mushrooms arc poisonous and some are not.
6.I really like that paper folding book, and my son, too.
Read the conversation. Find out which words have been left out.
Justin: Sounds great, thanks!
Keys:
Justin: Linlin, I'm going to Guizhou Province next month. I'm super excited! Any recommendations for places to visit?
必修三unit3 教案
必修三unit3 教案教案标题：必修三 Unit 3 教案教案目标：1. 理解并掌握本单元的词汇和短语；2. 能够运用所学的语法知识正确使用被动语态；3. 能够运用所学的语言知识讨论和描述不同的城市。
教学重点：1. 词汇和短语的掌握；2. 被动语态的正确使用；3. 城市的描述和讨论。
教学难点：1. 被动语态的正确使用；2. 城市的描述和讨论。
教学准备：1. 多媒体设备；2. 单词卡片和图片；3. 板书工具。
教学过程：Step 1: 导入（5分钟）1. 通过展示一些城市的图片，引起学生对城市的兴趣，激发学生的学习欲望。
2. 引导学生讨论自己喜欢的城市和不喜欢的城市，鼓励他们用英语表达自己的观点。
Step 2: 词汇和短语学习（15分钟）1. 分发单词卡片，让学生阅读并尝试发音。
2. 通过图片或实物展示，解释单词的意思。
3. 引导学生进行词汇和短语的搭配练习，例如：“traffic jam”，“skyscraper”等。
Step 3: 语法学习（20分钟）1. 通过多媒体展示被动语态的用法和结构，并解释其基本规则。
2. 给学生提供一些例句，让他们尝试将主动语态转换为被动语态。
3. 给学生一些练习题，让他们巩固被动语态的用法。
Step 4: 阅读和讨论（20分钟）1. 分发阅读材料，让学生阅读有关不同城市的文章。
2. 引导学生进行小组讨论，让他们分享自己对不同城市的看法和观点。
3. 鼓励学生使用被动语态和所学的词汇和短语来描述和讨论城市。
Step 5: 总结和作业布置（5分钟）1. 总结本节课所学的内容，强调被动语态的正确使用和城市描述的技巧。
2. 布置作业：要求学生写一篇关于自己所在城市的短文，使用被动语态和所学的词汇和短语进行描述。
教学反思：通过本节课的教学，学生能够掌握本单元的词汇和短语，理解并正确使用被动语态，能够用英语进行城市的描述和讨论。
同时，通过小组讨论和写作作业，学生的口语和写作能力也得到了提高。
2024年高中语文必修三第三单元教案
2024年高中语文必修三第三单元教案一、教学目标知识与技能掌握本单元所选文言文的基本词汇、句式和篇章结构。
能够流畅地朗读文言文，理解文意，并能够归纳总结出文章的主旨和要点。
培养学生的文言文阅读能力和鉴赏能力，提高文言文写作的表达能力。
过程与方法引导学生通过自主预习、合作学习、探究讨论等方式，深化对文言文内容的理解。
鼓励学生运用批注、归纳、比较等阅读方法，提升文言文学习的效率和效果。
培养学生发现问题、分析问题、解决问题的能力，以及合作探究的精神。
情感态度与价值观激发学生对文言文的兴趣和爱好，培养学生对传统文化的尊重和传承意识。
通过文言文的学习，弘扬中华优秀传统文化，树立学生的文化自信。
引导学生形成积极向上的学习态度，培养学生的团队合作精神和自主学习能力。
二、教学重点和难点重点：文言文词汇和句式的掌握，以及篇章结构的理解。
朗读和背诵文言文的能力培养，以及文言文鉴赏方法的指导。
难点：对文言文中古老思想的深入理解和文化背景的把握。
培养学生文言文写作时的语法正确和用词准确。
三、教学过程1. 导入新课通过复习上一单元内容，引导学生自然过渡到本单元的学习。
利用问题导入法，提出与文言文内容相关的问题，激发学生的学习兴趣。
展示文言文的历史文化背景，帮助学生建立学习文言文的整体框架。
2. 自主学习布置预习任务，让学生自主阅读文言文，并尝试翻译和理解。
提供文言文学习指导资料，帮助学生解决自学过程中遇到的难题。
通过在线平台或学习小组，鼓励学生互相交流，分享自学心得。
3. 合作探究分组讨论，让学生共同探讨文言文的词义、句式和篇章结构。
教师提供文言文阅读的策略性指导，帮助学生深入理解文意。
鼓励小组间交流讨论成果，培养学生合作探究的能力。
4. 拓展延伸引入文言文相关的历史事件和文化背景，丰富学生的学习内容。
结合现代生活，讨论文言文中的智慧和价值观在现代社会的应用。
组织文言文写作练习，提升学生将文言文知识转化为实践应用的能力。
高一地理必修三第三章教案最新模板
高一地理必修三第三章教案最新模板教案中对每个课题或每个课时的教学内容，教学步骤的安排，教学方法的选择，板书设计，教具或现代化教学手段的应用，各个教学步骤教学环节的时间分配等等，都要经过周密考虑，精心设计而确定下来，体现着很强的计划性。
感谢您的阅读，以下是小编带来的高一地理必修三第三章教案内容，希望能帮助到您！高一地理必修三第三章教案1教学目标通过学习使学生了解三圈环流的形成;理解气压带、风带的形成，了解其分布规律;理解海陆分布对大气环流的影响及季风环流的形成。
在学习过程中，培养学生阅读原理示意图的能力，通过阅读形象直观的图像，培养学生的形象思维并由此达到抽象思维的培养，最终做到两种思维的结合，初步形成地理的空间思维。
教学建议关于海陆分布对大气环流的影响的教学分析“海陆分布对大气环流的影响”是在了解了气压带和风带的基础，将理想状态，不考虑地表的高低起伏和海陆分布等形成的大气环流进一步复杂化，当考虑海陆分布的影响后，原有的气压带和风带的分布会有所改变，因为海陆之间的热力差异，会影响到海陆的气压分布，特别是对于北半球来说，这种影响体现的特别突出。
冬季时北半球陆地是冷源，在大陆中心地区形成高气压中心，副极地低气压带被这个冷高压切断使其仅保留在海洋上;夏季北半球大陆是热源，升温速度非常快，因而在陆地内部形成低压中心，将副热带高气压带切断，仅保留在海洋上。
这种高低气压的分布特点教材通过一、七月份海平面等压线分布图展现出来，有利于学生阅读掌握。
由于这种高低气压的存在，因此在不同季节，陆地和海洋之间产生了水平气压梯度力，在水平气压梯度力和地转偏向力、摩擦力的共同影响下，就会出现随季节改变风向的风，这就是季风的形成。
应该明确的是季风环流也属于大气环流的一部分，通过知识间的相互关联，可以了解季风形成的原因主要是海陆热力性质的差异，但也有例外，南亚的夏季风其形成，是由于南半球的东南信风过赤道右偏形成西南季风，即由于气压带和风带季节移动而形成的，因此形成季风环流的因素应该由两个，海陆热力性质的差异和气压带和风带的季节移动。
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第三章区域自然资源综合开发利用第一节能源资源的开发——以山西省为例（第一课时）一、教学目标1.知识与技能（1）了解能源的分类（2）能从资源状况、市场和交通条件三方面记忆和理解山西省煤炭资源开发的优越条件；（3）能理解我国为何要加强山西省能源基地的建设；（4）掌握山西省进行能源基地建设的措施2.过程与方法（1）学生在教师引导下,通过读图、比较、讨论论等学习活动,去学习知识，达成目标。
（2）通过大量图像资料的认读、分析，培养学生用所学理论分析解决实际问题。
3.情感态度与价值观培养科学研究的方法与态度,辩证地看问题的思想方法。
二、教学重点1.理解山西煤炭资源的优越性2. 理解山西能源基地建设的重要性。
3.掌握山西进行能源基地建设的措施三、教学难点：山西省为何不能发展黄河水运？四、教学方法：讲授法、讨论法五、教具准备：多媒体课件六、教学过程导入新课：日常生活中我们的衣食住行都离不开能源，现在请大家举一下例子在日常生活中我们都利用了那些能源？学生回答：煤炭、石油、太阳能、水能、电能……老师讲述：自然界中的能源的种类繁多，像刚刚大家提到的煤炭和石油，它们在自然界中是有限的，用掉一点就会少一点，我们把这类型的能源称为非可再生能源，而像太阳能、水能、电能，这些能源是可以循环利用的，称为可再生能源。
可再生能源与非可再生能源的划分诗根据能源资源的性质来分的。
教师提问：那大家知道非可再生能源有什么特点？学生看书后回答：它是经过漫长的地质时期形成的，是有限的，如果开发利用不当，容易造成生态环境的破坏。
教师评价：回答得非常正确，非可再生能源有三个特点：一它是经过漫长的地质时期形成的，二是有限的，三如果开发利用不当，容易造成生态环境的破坏。
板书：能源的分类（按性质分）非可再生能源的特点：①经过漫长的地质时期形成的②有限的可再生能源: 非可再生能源: 水能、生物能、风能、太阳能等煤、石油、天然气等③开发利用不当，容易造成生态环境的破坏教师提问：讲到能源我们应该要知道我们国家是以利用那种资源为主？学生回答：煤炭教师提问：我国那个省的煤炭资源最多？学生回答：山西省教师讲述：今天我们就以山西省的煤炭资源为例来讨论一下有关能源资源开发的问题。
首先我们了解一下煤炭资源在世界及中国的分布情况多媒体展示：“世界煤炭资源分布图”及“中国煤炭资源分布图”世界：主要分布在中纬度的北半球中国：主要分布在东部、北部的华北地区，特别是山西省。
思考：要开发一个地区的能源资源，要考虑那些因素？假设我们知道海南有石油资源，要开发海南的石油资源，你要考虑那些因素？学生回答：略教师小结：要开发一个地区的能源资源，我们要考虑这个地区的资源状况，即资源丰不丰富，值不值得开采，还要考虑市场及交通条件。
开发一个地区的能源资源为什么要考虑这些条件呢？（因地制宜地开发一个区域的能源资源。
板书：过度：下面我们就根据这个框架来分析一下山西煤炭资源的开发条件。
首先我们来分析山西煤炭资源的资源状况。
让学生看资料，总结山西煤炭资源的特点：全国有十几个探明储量在100亿吨以上的特大型煤田，其中6个位于山西省。
山西是我国第一产煤、输煤和出口大省及能源重化工基地。
目前已累计探明煤炭储量2700亿吨（按2002年生产规模 4.8亿吨计算，可开采560年），保有储量2581亿吨。
（储量大）全省含煤面积 6.48万平方公里，约占全省国土总面积的40％。
主要分布在大同、宁武、河东、西山、沁水、霍西六大煤田和浑源、繁峙、五台、平陆等地，煤炭资源遍布94个县（市区）。
（分布范围广）山西煤炭品种齐全，全国10大煤种，山西都有分布（分别是气煤、肥煤、焦煤、瘦煤、无烟煤、贫煤、不粘结煤、长焰煤、弱粘结煤、褐煤）。
（煤种齐全）山西煤炭具有“三低两高一强”的特点，即低硫、低灰、低磷、高发热量、高挥发分、粘结性强。
大同煤田弱粘结煤以硫分和灰分低、发热量高而饮誉中外，为优质的动力煤（主要用于燃烧发电）产地；河东煤田离石、柳林、乡宁矿区的低硫、低灰主焦煤被誉为煤中的“精粉”；沁水煤田晋城矿区的“兰花炭”更是名闻遐迩。
（煤质优良）区域的能源资源开发条件区域的资源状况市场条件交通条件因地制宜山西省煤田多为中厚煤层，埋藏浅，适于露天开采和大规模机械化开采。
除煤炭资源外，煤田的煤层中还含有丰富的煤层气——一种清洁能源，储量占全国煤层气总储量的1/3。
（开采条件好）板书：一、资源开发条件1.煤炭资源丰富，开采条件好（1）储量大——2700亿吨（2）分布范围广——40%的土地下有煤（3）煤种齐全——10大煤种都有分布（4）煤质优良——具有低灰、低硫、低磷、发热量高的特点（5）开采条件好——煤层厚、埋藏浅、并伴有煤层气过度：从资源状况分析，山西的煤田资源条件是非常优越的，但它如果大规模开采，有没有足够的市场呢？我国能源生产量与消费量比较1998 2002 2004 2007 202012.4 14 18.46 23.7 20生产量（亿吨标准煤）13.6 15 19.7 26.5 30消费量（亿吨标准煤）解释标准煤的概念教师提问：从这个表中我们可以知道我们国家能源的生产量小于消费量，这说明我们国家能源缺口大，那么随着时间的推移我国能源需求继续增加还是减少？为什么？学生回答：继续增加；人口增加，生活水平提高，国民经济发展。
阅读图3.2中国与世界能源消费结构思考2个问题。
学生作答：①我国能源消费以煤炭为主，而世界能源消费以石油和天然气为主；我国水电比世界水电比重大；世界核能比重大，而我国核能几乎没有。
②我国能源消费结构以煤炭为主，并且这种能源结构在相当长的一段时间内都不会改变，使山西省的煤炭具有广阔的市场，必然加速山西煤炭资源的开发。
板书：2、市场广阔：①我国是能源消费大国，且消费量大于生产量。
如：2007年的消费量为26.5亿吨标准煤，而生产量为23.7亿吨标准煤。
②随人口增加、生活水平提高和国民经济发展，对能源需求量增加，加上我国生产力水平低，科技水平低，导致能源利用率低及人为浪费严重，能源缺口扩大。
③以煤炭为主的能源消费在相当长一段时间内不会改变。
过度：山西省煤炭资源丰富，又有广阔的市场，那么山西省位置如何？它又是如何把开采出来的煤炭运送到消费市场？阅读山西省位置图。
找出临近山西省的工业中心和大城市，通过的主要铁路。
生：临近北京、天津、郑州、洛阳、西安、咸阳、上海、沈阳、武汉等工业中心和大城市，输煤和输电距离较近；通过的重要铁路有京包线、石太线、太焦线、神黄线。
板书：3、位置适中，交通比较便利过度：由上述分析可知，山西省的煤炭资源具有非常优越的开发条件，那么，我们怎样才能充分发挥山西省的煤炭资源的优势呢？二、能源基地建设为了充分发挥山西省的煤炭资源优势，从1982年起，国家加快了建设山西能源重化工基地的步伐。
1.扩大煤炭开采量位置山西地处中部邻近主要的工业中心有众多铁路线经过输煤、输电距离较近交通比较便利为晋煤外运提供条件图3.3山西省原煤生产分析：1、通过柱的高低判断各年总产量，从建国初期的1000万吨到2002年的4.8亿吨，增加了40多倍，大致是稳步增长的，这也说明了我国能源需求的稳步增长，同时输出的煤炭和出口的煤炭都是很多的。
2、了解几个大型煤炭生产基地。
大同、平（鲁）朔（州）、西山、沁水、霍西、河东。
过度：开采出来那么多的煤炭，能不能运出去呢？资料：2006年以来，山西省除大秦线运力增加5000万吨外，其他运煤线路运量没有明显增加，铁路运力明显偏紧，制约了煤炭生产与供应。
受运力限制的影响，2006年多数库存明显增加。
针对运力不足这一限制条件，我们给出了提高晋煤外运能力这一措施。
2.提高晋煤外运能力（指导学生在图中找出主要的铁路运输线：大秦线、神黄线、焦-兖-日线）教师提问：为什么山西紧邻黄河，为何不发展水运？学生回答：黄河水文特征不利于发展内河航运，黄河在山西段奔流在黄土高原，多峡谷瀑布极不利于航运；黄河水量不大，且季节变化大，发展内河运输比较困难。
教师小结：铁路以它运量大、成本低的特点，逐步形成了以铁路运输为主、公路运输为辅的煤炭外运路网体系。
过度：我们都知道，煤炭是一种初级产品，如果只是输出煤炭，经济效益高不高？（不高），为了提高经济效益，必须加强煤炭的加工转换。
3.加强煤炭的加工转换教师提问：从图中我们可以知道山西省煤炭资源进行了那些加工转换？学生回答：电力和焦碳教师讲述：一方面，建设坑口电站，使电力生产能力明显提高，变输出煤为输出电力；另一方面，发展炼焦业，为冶金工业发展提供能源，并向外输出焦炭。
分析：图 3.5山西能源的转换图中焦炭和电力的都在稳步上升，所以80年代开始能源转换率也在稳步上升，但是2000年能源转换率有所下降，原因是2000年以后煤炭产量增幅大。
教师提问：为什么山西省要进行能源转换？学生看资料回答：可提高经济效益资料：从价格上来看，02年1吨煤的平均价格为160多元，如果按平均发电煤耗400克/千瓦时测算，那么1吨煤可发电2500千瓦时。
山西省向外输电的价格为245元/千千瓦时。
讨论：对于山西来说，是输煤好还是输电好？学生回答：略教师小结：输煤输电经济效益劣优环境效益优劣运输成本劣优资源消耗优劣两种方式各有利弊，故两种方式长期并存。
分析：图 3.6 山西省能源调出结构的变化读图可知，虽然煤炭的调出量始终多于电力的调出量，但两者之间的差距越来越小，这反映了山西省加强了能源的加工转换。
能源输出结构水平的提高，必然提高山西省能源工业的经济效益。
教师总结：今天这节课我们学习了四个内容，一是能源的分类，按能源的性质，我们可以把能源分为：可再生能源和非可再生能源。
二是要开发一个区域的能源资源我们要考虑：区域的资源状况、市场条件和交通条件。
三是山西煤炭资源开发条件：煤炭资源丰富，开采条件好；市场广阔；位置适中，交通比较便利。
四是能源基地建设：扩大煤炭开采量；提高晋煤外运能力；加强煤炭的加工转换。
课堂练习：1.下列能源中，属非可再生能源的是（）A.风能B.生物能C.天然气D.太阳能2.没有从山西经过的铁路线是（）A.京包线B.包兰线C.太焦线D.同蒲线3.山西省煤炭资源的特点是（）A.煤种齐全，以褐煤为主B.大同煤矿是优质主焦煤基地C.煤田多为中厚煤层，埋藏浅，适于露天开采D.分布范围广，全省有一半土地下面有煤田分布4．山西省素有“煤海”之称，有关山西煤炭资源的叙述，正确的是（）A ．山西省已探明的煤炭资源储量为27000亿吨B ．按2002年生产规模计算，可开采560年C ．山西省煤田分布范围广，全省90%的土地下面有煤田分布D ．山西省煤田分布范围广，全省60%的土地下面有煤田分布5．有关能源的叙述，正确的是（）A ．人类使用的能源可分为两大类：可再生能源和非可再生能源B ．可再生能源主要指太阳能、水能、风能、天然气等C ．非可再生能源主要指煤炭、石油、潮汐能等D ．可再生能源是经过漫长的地质历史时期形成的，必须倍加珍惜6．关于山西省地理位置的叙述，正确的是（）A ．山西地处我国东部地区，可就近输煤、输电到京、津地区B ．山西地处我国西部地区，可就近输煤、输电到西安、咸阳等工业中心C ．山西地处我国中部地区，可就近输煤、输电到京、津地区D ．山西省交通便利，在便捷的铁路网和内河运输网六、板书设计板书：能源的分类（按性质分）非可再生能源的特点：1、经过漫长的地质时期形成的2、有限的可再生能源: 非可再生能源: 水能、生物能、风能、太阳能等煤、石油、天然气等3、开发利用不当，容易造成生态环境的破坏一、资源开发条件1.煤炭资源丰富，开采条件好（1）储量大——2700亿吨（2）分布范围广——40%的土地下有煤（3）煤种齐全——10大煤种都有分布（4）煤质优良——具有低灰、低硫、低磷、发热量高的特点（5）开采条件好——煤层厚、埋藏浅、并伴有煤层气2、市场广阔：3、位置适中，交通比较便利二、能源基地建设1.扩大煤炭开采量2.提高晋煤外运能力3.加强煤炭的加工转换区域的能源资源开发条件区域的资源状况市场条件交通条件因地制宜。