U3 Reading【高中英语课文教案】

Teaching PlanⅠ.Background information:●Analysis of the teaching material:This reading material is from Unit3, Module 1, New Senior English For China Student. The topic of the lesson is talking about traveling. This topic is appealing to the students because it is close to Students’ daily life. But some new words and expressions are difficult for students to understand. Besides, the different attitude of Wang Kun and Wang Wei towards the trip is also a difficult point.●Analysis of the students:Students in this grade have had a basic knowledge of English and they are active in class, but sometimes they may be confused about some new words and expressions. Besides, they have known little about how to grasp the main idea of the text and how to tell the different attitude of Wang Kun and Wang Wei towards the trip.●Lesson division: 2 periods1.The first period: Comprehend the text2. Language points: persuade, schedule, stubborn, determined, make up one’s mind and so on.Ⅱ.Teaching objectives1. Knowledge objectives:a. Some important words and expressions:dream about, finally, persuade, stubborn, insist, properly, determined, attitude, change one’s mind, give in.b. Some important sentence structures:●Ever since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip.●Two years ago she bought an expensive mountain bike and then she persuaded me to buy one.●It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.●Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly.●She gave me a determined look – the kind that said that she would not change her mind.●Once she has made up her mind, nothing can change it.●We were both surprised to learn that half of the river is in China.2. Ability objectives●Ss will get to know how to get the key information and the main idea of the text●Ss will get to know how to conclude Wang Wei’s and Wang Kun’s attitude to the trip and then add their own opinion with the target language.3. Affective objectivesSs will learn the importance of traveling: relax themselves, cultivate their mind and broaden their mind.Ⅲ. Teaching key and difficult points.1. Teaching important pointsTo comprehend the text is very important. Get Ss to express their plans and wishes. Help them learn that traveling is a good way to widen one’s view and add to one’s knowledge.2. Teaching difficult pointsHow to grasp the main idea of the text and how to tell the writer’s attitudeⅣ.Teaching methods:municative language teaching methods;2.Task-based teaching methods;3.Audio-visual teaching methodsⅤ.Teaching aids:Multi-audio devices, PPT documents, blackboard and some chartsⅥ.Teaching procedures:Activity 1: Pre-reading（5 minutes）Task 1. Free talkHave a free talk with my students about traveling.Q1: Would you like to come to Wuzhen with me tomorrow?Q2: Do you like traveling? Where have you been?Q3: Do you know some means of transportation?Present a very important old saying about travelingThe world is a book , and those who do not travel read only one page.----Saint AugustinTask 2: Lead inShow some pictures about my travel experience in Yunan Province in this summer vacation and lead in the Mekong River naturally.The Water-sprinkling Festival of the DaiStone ForestJade Dragon Snow MountainMekong RiverShow some pictures of the Mekong River and the brief introduction of it. Ask them: Can you list the countries that the Mekong River flows through?(China, Myanmar, Laos, Vietnam, Thailand and Cambodia)Activity 2. Reading comprehension （30 minutes）In this activity, get the students to read the text and finish some tasks.Task1: ScanningAsk the Ss to scan the text quickly, then answer some questions.Q1. What was Wang Kun and Wang Wei’s idea of a good trip?Q2. Who planned the trip to the Mekong?Task2: Careful readingRead the text paragraph by paragraph and then answer some questions.Para1:Who and whatWang Kun and ____ ______ Wang Wei are dreaming about ________________________.Where and HowThey have the idea to ____ _____ the Mekong River. From _____ it ______ to ______ it ____.Para2:Who gives in?Wang Wei doesn’t __________ details. Once she has _________________ , nothing can change it . So at last Wang Kun had to ______.Para 3:What can they see during the journey?1. It begins at a ______ in _______ _________.2. Then, it ______ quickly. It becomes______ as it passes through deep _____.3. Sometimes, the river enters ____ ______and becomes ________.4.As it enters Southeast Asia, it makes wide ______ through______________to the ______.5. At last, the river’s _____ enters the South China sea.Task3: ConsolidationRetell the text according to Form 1Wang Kun and Wang Wei … since middle school. His sister thought of the idea to… the Mekong River from ... But she was so...during the plan of the trip, so Wang Kun had to...They found a large … that showed details of world geography, from which they could see that Mekong River begins…then it moves quickly, and becomes …sometimes the river becomes a…as it enters Southeast Asia, it makes wide…through…to…where rice grows.Activity 3. Post-reading（5 minutes）Task 1:Discussion.An attitude is what a person thinks about something. Which attitude do you prefer? Task 2: Understand two mottosLife is just a series of trying to make up your mind.Success belongs to the perseveringTask 3: Homework1．R ead the text again.2．W rite a passage about their journey.Ⅶ.Teaching evaluation:Ways of evaluation: self evaluation, groups evaluation, teacher evaluation:self evaluationⅧ.Blackboard design:省师范生技能竞赛网址http://210.33.80.27:9200/font/index.aspx。

高中英语人教版新版教材Unit 3-reading 教案以及知识点Step1-Warming up:Before reading: look at the title and discuss these questions in pairs.Q1: What do you think the text will say ?Probably answer: It might talk about the Internet or the change brought by the Internet in our daily life.Q2:How do you think the writer feels about the topic ?Probably answer: The writer might feel excited because it is the Internet that has greatly improved her life.Step-2: While readings:-lead students to understand the main idea of this article and then translate the article with students together.-answer the questions of the article:Q1: Why did Jane quit her job ?Q2:How did the people in the online community help her ?She and her friends now organize events and collect money to pay for private teachers.Q3: Why did she start th e IT club ?Because she was so inspired by the people she met onlineQ4:What is the digital divide ?Not everyone has access to the Internet and knows how to use new technologyQ5:What is Jan’s next goal ?Her next goal is to start a charity website to raise money for children in poor countries.Q6: What can we learn from her experience ?We can know she is a grateful woman who is always inspired by other people’s situation and she is considerable.3.examples: students can take part in on-line classes during the outbreak of COVID-19 epidemic.4.Answers:1.benefit2.convenient3.surf4. download5.distance6.cash7.updated8.inspirework 10. accessWords and expression:1.convenient adj. 方便的；近便的(1) It is convenient (for sb.) to do sth. 做某事(对某人来说)是方便的(2) conveniently adv. 方便地；近便地(3) convenience n. 方便；便利；适宜at one's convenience 在某人方便的时候(4)inconvenient adj. 不方便的；不近便的【练透考点】单句语法填空①______ your convenience，I'd like to invite you and your family to visit China.②If_____is convenient for you，can you pick me up at the airport at 11：30 am?③This apartment is very convenient for the bus station and it has a lot of_______________.(convenience)1.at2.it3.convenience.2. benefit n.益处vt.使受益vi.得益于(1)be of(great) benefit to 有益于;对……(很)有益for the benefit of sb=for one’s benefit为了某人的利益(2)benefit sb/sth使某人/某物受益benefit from/by...从……中获益(3)benefi cial adj.有益的;有利的be beneficial to...对……有益1.Actually，these books are great benefit to the staff.2.Everyone benefited limiting their intake of tea to just three or four cups a day.3.Reading is （benefit）to all of us.4.Walking outdoors regularly for sunshine is of great benefit everyone.1.of2.from/by3.beneficial4. to3.distance n.距离(1)in the distance在远方at/from a distance在(稍)远处,从远处keep sb at a distance对某人冷淡,疏远某人keep one’s distance (from...)(与……)保持距离(2)distant adj.遥远的,远隔的;冷淡的be distant from...离……远On Monday mornings it usually takes me an hour to drive to work although the actual _______(distant)is only 20 miles.4.inspire vt.鼓舞;激励;启发思考(1)inspire sb with... 用……激励某人inspire sb to do激励某人做某事(2)inspiration n.灵感,启发inspiring adj.鼓舞人心的,激励的inspired adj.受到激励的,得到灵感的be inspired by...被……鼓舞5. access n.通道;(使用、查阅、接近或面见的)机会vt.进入;使用;获取(1)access to ... ……的通路；利用……的权利have/get/gain/obtain access to ... 使用/接近…的权利或机会(2)accessible adj. 可接近的；可进入的；可使用的be accessible to 易接近的；能进入的①For one thing, with almost all of us having ________ (accessible) to the Internet and other media sources, such news is within our easy reach.②All roads were blocked and the only access _____ the earthquake­ stricken areas was by water.。

The Million Pound Bank Note – Reading 教案Teaching Contents: Unit 3 The Million Pound Bank Note (Reading)（高中英语必修三第三单元17页The Million Pound Bank Note课文阅读部分）Teaching Objectives:●Knowledge Objectives1. To learn some new words and expressions.2. To ensure the students have a full understanding of this passage.3. To let the students know more background information about the play and Mark Twain.●Ability Objectives1. To improve the students’ reading ability through reading activities.2. To get the students to learn different reading skills.●Moral Objectives1. To arouse the students’ interest in foreign literature.2. To cultivate the students’ ability and awareness of cooperation.Teaching Important Points:1. To make the students have a full understanding of this passage.2. To improve the students’ reading ability through reading activities.Teaching Difficult Points:1 .To help the students understand the passage better.2. To improve the students’ reading ability in different ways.Teaching Methods:1. Task-based method2. Discussing method2. Fast reading3. Careful readingTeaching Aids:1. Multi-media facilities2. A blackboard3. Textbook and Exercise booksTeaching procedures:Step I Greeting and leading in (6 minutes)1. Greeting2. Watch a short video about Mark Twain. (Ask the students to pay attention to the details about Mark Twain.)3. Tell something about Mark Twain.Step II Fast Reading (10 minutes)1.Ask the students to read the first paragraph quickly and find the time and the maincharacters of this passage.2.Ask the students to scan the whole passage and choose the best answers.3.Teacher guide the students how to find the answers.StepⅢCareful Reading (20 minutes)1. Ask the students to read the whole passage carefully and try to answer the given questions.2. Ask the students to read the passage and put the following statements in the correct order according to the development of the story. (Ask the students to discuss it with their desk mates) 同步训练第38页3.Ask the students to read the passage and try to write down the main idea of the passage. (Fill in the blanks)StepⅣ Summary (8 minutes)1.Ask the students to finish the exercise in the exercise book. （一线精练第17页）2.Teacher gives the answers and correct.Step ⅤHomework (1 minute)1. Think about what kind of person Henry was? Give at least two reasons.2. Can you guess the following story? Write at least 5 sentences.。

Unit 3 Reading教案Teaching aims1. Ability aimTo develop the students' reading ability by skimming and scanning the text.2. Knowledge aimKnow the development and usages of computerTeaching procedures:Step 1 Lead-inWatch a video about the development of computers to lead in the topic of the class.Step 2 Pre-readingGuess some pictures about the development of computers to let student think about when the inventions appeared.Step3 Reading1. Fast readingSkimming and finding the general ideaNow please skim the text WHO AM I. Then try to get the general idea of the passage. Have you got the main idea?Yes, it tells us the development and usages of computers.2. Careful readingListening to the tape and scanning the passageTo know the content of the interview and finish task 2, 3, 4, 5. Each group finishes a task.Task 2 Choose the best answer and fill in the chart1. “I” in the passage refers to _____.A. A TV setB. A computerC. A radioD. The internet2.When was the biggest computer?A.In 1642B. In 1936C. In the 1940sD. In the 1970s3. Who was the first person to make the earliest computer?A. Alan TuringB. Charles BabbageC. Charles TuringD. Charles Alan.4.When was the universal machine built?A.In 1822.B. In 1642.C. In 1936 .D. In 1940.Task 3 Decide whether they are true or false and fill in the chart1. After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.2. My shape wasn't changed.3. Since the 1970s, the first family of computers was connected to each other.Task 4 Read Para 3 and then answer the following questions and fill in the chart1. What are the new applications of the computer?2. What roles do computers play in the life of human beings?Task 5 Summary of the passageRead and finish the timeline below.Step 4 Post reading1. DiscussionWhat are the advantages and disadvantages of computers nowadays?3.Make a conversationTo use the passage in a practical way to improve students’ pronunciation, stress, rhythm and intonation.Please talk about the advantages and disadvantages of the computers with your partner.Step 5 Summary1Know more knowledge about the development and usages of computers.2Know the advantages and disadvantages of computers.Step 6 Homework1. Review the text and the new expressions.2. Pick out the sentences with the present perfect passive voice in the text.。

《Unit 3 Reading》教学设计（2）Teaching aims:1. Get the students to learn to use some important words and expressions.2. Train the students to analyze the questions and use the language points flexibly.Teaching stress: Remember language pointsTeaching difficulty: Use language points flexibly.Teaching procedure:Step1. Revision (Reciting)Ask the students to recite the text.Step2. Presentation1. Group discussion:Get the students to go through the test to find out the key points (what they can’t understand or what they think is very important)2. Key points presentation:Choose some students to write them down on the blackboard and then add something if necessary.Step3. PracticeEach language point is followed by some exercises to help consolidate it.Possible key points and exercises:1. Sentences:Eight Attributive clauses, including five高一英语教学设计Non-restrictive attributive ones.(Let students pay more attention to the sentences)2. Words and expressions:1). Dying to be thin2). work out3). stay slim4). figure5). be ashamed of6). Work7). in the last two months8). match9). follow one’s advice10). learn fromStep4. Consolidation1. Get the students to do some multiple choices told then check the answers.2. Translate some sentences:Step5. Homework;1. Remember the key points.2. Go on reciting the text.2。

《英语》（必修·第三册）Unit 3 The world onlineWelcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, the students will be able to:1. know about some important milestones in the development of the Internet;2. think critically and express their opinions on some advantages of the Internet;3. think about what proper online behaviours are.II. Key competence focus1. Analyse and summarize the structure of the text.2. Think critically and express opinions freely.III. Predicted area of difficultyUnderstand the structure and keep a proper attitude towards the Internet.IV. Teaching proceduresStep 1 Lead-in1.T shows the pictures and asks the following three questions:•Who sent the first email and when? (It was sent in 1971 by Ray Tomlinson.)•What did the first webcam film? (A coffee pot outside the office.)•What were emojis, small digital images used to do? (To express ideas or feelings.)2.T leads Ss to talk about the Internet by sharing the following two questions:•What do you often do on the Internet?I use the Internet to search for information that can help me with my homework; to read the latest news; to use the communication software to keep in touch with my friends; to listen to music; to use apps to take photos and play games...I depend a lot on the Internet to keep up to date with what is happening and to arrange my daily life; watching films online in my spare time is one way to entertain myself...•What effects do you think the Internet has on your life?The Internet has a great effect on our life. Without the Internet, our life will be different.【设计意图：本单元的阅读课文是关于使用互联网的好处。

教研组英语组备课组高一时间2017.2备课内容Unit 3 The Million Pound Bank Note Reading授课时间2017.3.20 授课时数1课时学情分析 READING 是剧本中第一幕的第三场。

富商兄弟俩打赌把一张百万英镑钞票给一个一无所有，诚实可靠的穷人，想看看会发生什么事。

最后他们物色到一个穷困潦倒，流落伦敦街头的美国小伙子Henry Adams。

教师可以引导学生通过戏剧情节的发展，了解，感受戏剧的语言。

同时，还可利用剧本的朗诵和表演帮助学生改进语音语调。

本单元（节、章）课标要求及教学目标分解Teaching goals：1.Knowledge goal: Enable students to read and hear natural language in a dramatic context2.Ability goal: Enable students to understand the details about the whole scene.3.Emotional goal: Enable students to increase their self-confidence in using English, which will increase their overall motivation to learn English.教学内容分析（重点、难点、关键点等）Teaching important and difficult points :1.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.2.How to well understand the passage教学方法Task- based teaching method, cooperation课堂教学活动设计第一课时授课时间：一次备课二次备课课堂教学设计Step I Lead-in1.The teacher shows students a picture and guess what it is.2.If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?Step II Warming upWatch a short video to know the background information of the drama.Step III ReadingTask 1.Read the passage quickly and find out some general information of the drama (time, place , characters)Time __________________Place _________Characters:1) Henry Adams2) Roderick3) Oliver4) ServantTask 2. Fill the blanks according to the text.About a month ago he was ________ out of the bay. Towards nightfall he found himself _____ _____ to sea by a strong wind. The next morning he was ________by a ship and he earned his_______ by working as an unpaid _______.（keys: sailing carried out spotted passage hand)Then try to understand the key words spot , passage & hand. Task 3. Decide whether the following sentences are trueor false, and try to find proofs in the passage.1.He knows London well.2. He is worried about his future life in the strange city.3. He shows his anger when he thinks the two brothers are making fun of him.4. Though hungry and alone, he wants an honest job rather than the charity.Task 4. Thinking What kind of person do you think Henry is? Find sentences in the passage to support your Opinion.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.Henry wasI 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. Henry wasWell, 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 veryfunny.Now, if you’ll excuse me, I think I’ll be on my way. Henry wasTask 5. PredictionWhat do you think will happen to Henry?Will the bank-note help him or get him into trouble?Give a possible development to the story.Step IV Home work1.Read the passage carefully and appreciate it by yourselves.2.Underline the phrases and sentences that hard to understand. 板书提纲Unit 3 The Million Pound Bank Note a million pound bank note bet课后反思签阅备课组长教研组长教务主任。

Unit3 Reading 教学设计（二）设计意图In this period, after the Warming Up, students will first be guided to pre-read the text by giving background information about Mark Twain. Mark Twain is known as a humorist during his life. And this is reflected in The Million Pound Bank Note. Warming Up is to provide an introduction of Mark Twain. Students can talk about some of his works and communicate with each other so as to get an initial understanding of Mark Twain and his works.Pre-reading is to ask students to discuss the question with their partners and then ask them to report their work and encourage them to express their opinions freely. Reading is Act I，Scene 3 in the play. This act is to describe the beginning of the story. Two rich brothers wanted to give a million pound bank note to a person with nothing but honesty and dependability and bet to see what would happen to him after a month. At last they found a young American fellow who was lost in London. But the structure is not familiar to students and that will need more reading：scan and skim the reading passage to get the general idea；read it carefully to understand the whole passage and predict the next part.To consolidate the contents of the passage, students need to read more.教学目标1. Students can read English plays.2. Student can perform English plays with the words, expressions and structures learned in this unit.教学重点1. To help students und erstand the text’s contents and learn about Mark Twain’s plays.2. To help students communicate on the topic with the words, expressions and structures learned in this unit.教学难点Enable students to understand the drama and use some English expressions in this unit.教学过程Step 1 Lead-inT: Hello, everybody! Do you know this saying：Money is not everything, but without money, everything is nothing.Ss: Yes. Of course!T: Now imagine that if a rich person gave you a large amount of money to use as you like, for example, one million pound, what would you do? Why?(Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)T: Who can tell us your plan? Any volunteers?S 1: I want to buy a house, because...S 2: I want to travel around the world, because...…T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in The Million Pound Bank Note written by Mark Twain? Have you ever read the story? In this class we will learn the story together.(设计意图：通过提问“假设有100万英镑，你会做什么？”，引出话题，引起学生的兴趣。

教学设计Reading课前准备1．学生的学习准备。

把学生分成四人一组，去查阅有关Mark Twain的相关内容。

2．教师的教学准备：认真备好课，上网搜集有关Mark Twain的资料及与《百万英镑》有关的图片、评论和VCD。

3．把教室座位设计成四人一组的方式，使学生相向而坐。

4．教具准备。

准备好多媒体所需的各种设备。

教学过程第一步呈现Tell students about Mark Twain；give a brief introduction of him.Mark Twain is probably one of the few American writers with whom you are already familiar.The following questions are designed to find out how much you know about this writer and decide how much more you need to know about the author.第二步热身练习Show some pictures of the film “The Million Pound Bank Note”，and ask the students to talk about them in their own words.Then ask them to imagine what they would do if they got one million pounds.第一环节，导入与热身。

通过图片及问题，让学生对Mark Twain有一个初步的了解，并由此激发他们的求知欲。

学生回答这一问题可以让学生积极参与进来，让课堂达到热身的目的，为下一阶段的学习扫平障碍。

第三步读前活动Get students to discuss the questions in Pre-reading on Page 17 with their partners and then ask them to report their work.Encourage them to express their opinions freely.A short introduction to arouse their interest and curiosity：This play is adapted from Mark Twain's short story by the same title.Like most of Twain's stories，it is meant to be humorous.This is a rags-to-riches story but with a new twist：the hero，Henry，is actually doing quite well for himself before his accident at sea.How did he get along with his long voyage，and where did he arrive?第二环节，读前活动。