福建省三明第一中学高中英语必修三：Unit1LearningNotes教案（无答案）

【今日任务知会于心】1.检查上次作业，查漏补缺；2.复习必修三Unit 1 词汇与课文；3.复习英语词类——名词与冠词；4.掌握英语词类——数词；5.熟练语法填空题型与解题技巧。

【课前热身小试牛刀】1、考查必修一的词汇。

（见附页——测试题）【知识精讲讲练结合】一、数词（详见思维导图）二、必修三Unit 1精讲：（见附页）三、语法专项——数词(见思维导图)数词1、定义:表示“数目多少”和“顺序先后”的词，叫数词。

23、基数词的构成（1）表示1-12的基数词：一个一个地记。

1 one;2 two;3 three;4 four;5 five;6 six;7 seven; 8 eight; 9 nine; 10 ten; 11 eleven;12 twelve（2）表示13-19的基数词：由3、4、5、6、7、8、9词加上词尾-teen构成。

其中-teen表示ten。

*13= thirteen （thir=three）14=fourteen*15=fifteen (fif=five)16=sixteen17=seventeen*18=eighteen (eigh=eight)19=nineteen（3）表示“整十”的基数词：由2、3、4、5、6、7、8、9的基数词加上词尾-ty构成。

其中-ty表示ten。

*20 twen ty (twen-=two)*30thir ty(thir--=three)*40for ty(for-=four)*50 fif ty (fif-=five)60 six ty70 seven ty*80 eigh ty (eight-=eight)90 nine ty（4）表示“带零头”的两位数。

eg. 21,35, 46, 57,63, 74, 85, 98等。

构成模式：表示“整十”的基数词+ 连字符+ 表示1-9的基数词整十零头例如：21=20+1=twenty-one 35=30+5=thirty-five46=40+6=forty-six 57=50+7=fifty-seven69=60+9=sixty-nine 72=70+2=seventy-two87=80+7=eighty-seven 98=90+8=ninety-eight（5）表示“三位数以上”的基数词。

高中英语新课标必修三Unit1教案标题：高中英语新课标必修三Unit1教案一、教学目标通过本单元的学习，学生能够：1、掌握与旅行、探险相关的词汇和表达方式；2、了解和掌握如何写旅游计划和游记；3、提高听、说、读、写四项技能；4、培养对旅游和探险的兴趣和热情。

二、教学内容本单元围绕旅行和探险主题展开，包括以下内容：1、单元导入：介绍旅行和探险的概念和意义，激发学生兴趣；2、课文学习：阅读与旅行和探险相关的文章，了解旅游计划和游记的写作技巧；3、词汇学习：掌握与旅行、探险相关的常用词汇和表达方式；4、听力训练：通过听录音材料，提高听力理解能力；5、口语练习：通过小组讨论、角色扮演等活动，提高口语表达能力；6、阅读理解：阅读与旅行和探险相关的文章，提高阅读理解能力；7、写作训练：根据所学内容，写一篇旅游计划或游记。

三、教学过程1、单元导入：通过展示一些美丽的旅游景点图片，引导学生谈论旅行和探险的意义和价值，激发学生兴趣。

2、课文学习：通过多媒体设备，展示课文内容，引导学生阅读和理解。

在阅读过程中，教师可适当解释生词和难句，帮助学生理解文章。

3、词汇学习：通过讲解、示范、例句等方式，帮助学生掌握本单元的词汇和表达方式。

4、听力训练：播放与旅行和探险相关的录音材料，让学生听并做听力理解练习。

教师可适当解释生词和难句，帮助学生理解。

5、口语练习：通过小组讨论、角色扮演等活动，让学生练习口语表达。

教师可适当引导和纠正。

6、阅读理解：根据本单元主题，选取相应文章进行阅读理解练习。

教师可适当解释生词和难句，帮助学生理解。

7、写作训练：根据所学内容，让学生写一篇旅游计划或游记。

教师可适当指导和纠正。

四、教学评估1、通过课堂表现、作业、测验等方式，对学生的学习情况进行评估；2、通过小组讨论、角色扮演等活动，对学生的口语表达能力进行评估；3、通过写作练习，对学生的写作能力进行评估。

五、教学反思根据学生的学习情况和其他反馈，对本次教学进行反思和总结，以便更好地指导今后的教学工作。

Teaching PlanTeacher:Time:Mar.13Class:Class5,Grade1Teaching content:Unit 1 Festivals around the World1. Knowledge Objectives:(1)Students know the origins of different festivals.(2)Students learn about history and basic knowledge of festivals both at home and abroad.2. Skill Objectives:(1) Students can practice their reading ability and learn different reading skills.(2) Students can express ideas about festivals and how people celebrate these different festivals.3. Emotional Attitude and Values:(1) Students can get familiar with the origins of festivals both at home and abroad.(2) Students can develop love for their own national culture and customs.(3) Students also can develop the sense of gratitude.4. Learning Strategies:Students can use reading skills to collect and analyze the significant information in the text. They can also work with their partners or work in groups to practice.5. Cross-culture Awareness:Students will cultivate an international outlook through comparison and contrast.Teaching Important Points:1. Students learn more about history and basic knowledge of festivals.2. Students learn different reading skills.Teaching Difficult Points:1. Students enhance their reading ability.2. Students can talk about festivals and celebrations.3. Students will fully understand and keep up the values of festivals.Teaching MethodsTask-based method group work & discussionTeaching AidsA computer, a blackboard ,textbookTeaching procedures:Step 1 RevisionStep 2 Warming up and leading inActivity1:Let students brainstorm the other Chinese festivals and Foreign Festivals Activity2: Guessing gameStep 3 Pre-readingActivity3: Preparing and presentationStep4 While readingActivity4:Skimming①Skim the reading passage quickly and choose right answers③Skim the passage(para2-para5) and fill in the following chart.(what/where)Activity5:Detailed reading1.Read the first Para.1 again and write down the main idea of it.The text tells us the kinds of today’s festivals. They have many __________, some _________, some seasonal and some for______________ or events.2.Read the passage carefully and answer the questions about how people celebrate these festivals.①How do Japanese honour their ancestors?②What do people in Mexico do in memory of the dead?③What do these spring festivals celebrate?④How did you spend your Spring Festival this year?Step6 ConsolidationThere are all kinds of festivals and ___________ (celebrate) around the world. Some festivals are held to ________ the dead or satisfy the _________(ancestor) in case they might return either to help or to do _______, while other festivals are _______ ( hold ) to honor famous people. Harvest and Thanksgiving festivals are happy events because the food is _________ (gather) for the winter and the __________ (agriculture) work is over. And the most __________ (energy) and important festivals are the ones that look ________ to the end of winter and to the ________ (come) of spring.Step 7 Homework1.Find out useful words and expressions, beautiful sentences and finish the exercises in Learning about Language accordingly.2.Writing:How did you spend your Spring Festival this year?。

高中英语必修三unit1教学设计一、教学任务及对象1、教学任务本教学设计针对的是高中英语必修三中的Unit 1，该单元主要围绕“Festivals around the world”这一主题展开。

教学任务包括引导学生了解和掌握世界各地节日的历史背景、庆祝方式以及相关的文化内涵；提高学生的英语听、说、读、写四项基本技能；培养学生跨文化交际意识和能力，激发他们对英语学习的兴趣和热情。

2、教学对象本教学设计的教学对象为高中一年级学生，他们已经具备一定的英语基础，能够使用简单的英语进行日常交流，但在词汇、语法、阅读和写作方面还有待提高。

此外，这个年龄段的学生对新鲜事物充满好奇，有较强的求知欲和表现欲，这为教学活动的开展提供了有利条件。

但同时，学生们的学习能力和英语水平存在一定差异，因此在教学过程中，教师需要关注每个学生的个体差异，因材施教，使他们在原有基础上得到提高。

二、教学目标1、知识与技能（1）了解并掌握与“Festivals around the world”相关的词汇、短语和句型，如：custom, ritual, celebrate, origin, traditional, etc.（2）提高学生的英语阅读理解能力，能够快速捕捉文章主旨，掌握文章细节信息，并对文章进行合理推断。

（3）培养学生的英语听力技巧，能听懂关于世界各地节日的英语对话和短文，提高获取关键信息的准确性。

（4）提高学生的英语口语表达能力，能够运用所学知识进行关于节日的讨论和交流，发表自己的观点和看法。

（5）锻炼学生的英语写作能力，能撰写关于节日的小短文，介绍节日的起源、庆祝活动等。

2、过程与方法（1）通过小组合作、讨论、分享等方式，让学生在互动交流中学习英语，提高他们的合作能力和沟通能力。

（2）运用多媒体教学资源，如视频、图片、音频等，为学生提供丰富的教学情境，激发学生的学习兴趣。

（3）采用任务型教学法，引导学生完成各种听说读写任务，提高学生的实际运用能力。

必修3unit1教案Introduction:教案是教学过程中必不可少的教学资源。

教师通过仔细制定教案，可以更好地指导学生，提高教学效果。

本文将针对英语必修3 Unit1的教学内容，探讨教师如何制定教案，以实现更好的教学效果。

Part 1: 教学目标在制定教案时，首先需要明确教学目标。

教学目标是教师和学生共同服务的目标，教师应考虑学生的需求、能力和兴趣等方面，在设定目标时需要分析学生的背景，同时结合教材中的课文和题目，确定具体目标。

在英语必修3 Unit1中，教学目标应该是：1. 了解新闻报道的特点，学习新闻报道的写作技巧2. 掌握新闻报道中的语言表达方式，形成自己的语言表达方式3. 学会总结新闻事件的主要信息，并能用简洁明了的语言进行阐述4. 提高英语阅读理解和写作能力，掌握一定的报告写作技巧Part 2: 教学内容教学内容是教学目标的具体实现过程。

在英语必修3 Unit1的教学中，主要涉及到以下内容：1. 新闻报道的特点和写作技巧2. 新闻报道的语言表达方式3. 新闻报道中的主要信息和结构4. 报告写作技巧和方法Part 3: 教学策略教学策略是实现教学目标和教学内容的手段和方法。

在英语必修3 Unit1中，针对学生的背景和能力差异，教师可以采用以下策略：1. 利用多媒体技术，增强学生的学习兴趣，展示相关图片和视频，让学生更深入地了解新闻事件2. 教师在课堂上要引导学生多与其他人交流，让学生通过交流来加深自己的理解和记忆3. 考虑到学生的阅读理解和写作难度，教师应该适当调整教学方法，针对不同的学生，采取相应的教学策略。

Part 4: 教学评估教学评估是教学活动的必要组成部分，它对教学质量的提高有很大的作用。

在英语必修3 Unit1的教学评估中，教师可以采用以下方法：1. 统计学生的练习成绩和测试成绩，针对学生不足之处进行针对性辅导2. 通过课堂作业和小组讨论，检测学生对课堂知识的掌握情况，及时解决学生的问题3. 反馈学生的学习情况，以便学生进行自我评估和学习调整。

【——人教版高一英语】必修三unit1教案一、教学内容1. Reading and Writing: “Festivals and Celebrations”2. Listening and Speaking: “A Visit to the Spring Festival”3. Grammar: Relative clauses and adverbial clauses of time and place4. Vocabulary: Words and expressions related to festivals and celebrations二、教学目标1. 能够理解和运用关于节日的词汇和表达方式，提高阅读和写作能力。

2. 能够听懂并参与关于节日的讨论，提高听说能力。

3. 掌握相对句和时间和地点状语从句的用法，提高语法水平。

三、教学难点与重点1. 教学难点：相对句和时间和地点状语从句的用法。

2. 教学重点：关于节日的词汇和表达方式，以及听说读写技能的培养。

四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔、教学课件。

2. 学具：课本、练习本、笔。

五、教学过程1. 实践情景引入（5分钟）利用多媒体展示世界各地节日的图片，引导学生谈论他们所了解的节日，激发兴趣。

2. 阅读与写作（20分钟）1）学生阅读“Festivals and Celebrations”部分，理解文章大意。

2）教师讲解关于节日的词汇和表达方式，并指导学生进行写作练习。

3. 听力与口语（20分钟）1）学生听“Spring Festival”的对话，回答相关问题。

2）教师组织学生进行小组讨论，分享他们最喜欢的节日。

4. 语法讲解（15分钟）1）教师讲解相对句和时间和地点状语从句的用法。

2）学生进行语法练习，巩固所学知识。

5. 随堂练习（10分钟）学生完成课堂练习，检测对本节课知识点的掌握情况。

六、板书设计1. 关于节日的词汇和表达方式2. 相对句和时间和地点状语从句的用法3. 课堂练习答案七、作业设计1. 作业题目：1）根据课堂所学，写一篇关于你最喜欢的节日的短文。

高中英语课时教案班级高一教师时间2017.2.6 周一课题Warming up ( talking about festivals)教学目标1.Knowledge goals :to learn to express some festivals and the ways to celebrate it2..Ability goals: to describe festivals and celebrations重点Learn to describe festivals and celebrations难点Some words about festivals教具Multimedia & Teaching and learning plans教学过程教学步骤课堂导入Lead-inLead-in:1.Brainstorm on the names of some festivals2.Topics on how to celebrate them教师介绍PresentationAt the beginning of the first class, we can get the students to talk about theirholidays. The students can talk freely as they like.How about your holiday? What did you do during the spring festival?Before the lesson, the teacher can arouse the students’ interests by showing somepictures of the spring festival.Step 2 Talk and discuss1. show students pictures about different festivals, and let them tell the names2. How do people usually do during the festivals?Step 3 Make a conclusionIn English-speaking countries, Christmas, which falls on December 25, is the mostpopular festival. Thanksgiving Day, Easter, Halloween, Valentine's Day and NewYear's Day are also most celebrated festivals. The names and dates of main festivalsin the United States, Britain, Ireland , Canada , Australia , New Zealand, etc, are asfollows:★New Year's Day(元旦) January 1★Valentine's Day(情人节) February 14★International Women's Day(三八国际妇女节) March 8★April Fools' Day(愚人节) April 1★May Day(五一劳动节) May 1★Mother's Day(母亲节) the second Sunday in May★Father's Day(父亲节) the third Sunday in June★Midsummer Day(仲夏节) June 24教学步骤★Halloween(万圣节前夕) the night of October 31★Thanksgiving Day(感恩节) the fourth Thursday of November★Christmas(圣诞节) December 25★Boxing Day(节礼日, 英国) December 26★New Year's Eve(除夕) December 31师生互动drillsVI. Practice1.The teacher can let students choose one of these festivals above to describe,such as the date, the way to celebrate, special food etc.2.Ask some students to share their description.3.The teacher can make a conclusion to the whole class.作业布置教学思考高中英语课时教案班级高一教师时间2017. 2.7 周二课题Book3 Unit 1 Reading Festivals and celebrations教学目标1. Talk about festivals and celebrations.2. Try to list the Chinese folk festivals.3. Understand the basic knowledge of festivals in the world.4. Know the reasons for festivals and the further meaning of festivals.重点Reading skills improvement难点To express their own meaning using the words learned in this unit 教具PPt and Multimedia & Teaching and learning plans教学过程教学步骤复习巩固RevisionFirstly review topic learned last period, telling names about festivals教师介绍PresentationStep 1.Reading1.ScanningAsk the students to open your books and turn to page one. and to do the scanning.Read the text quickly and accurately to get the main idea and answer somequestionsHow many kinds of festivals are mentioned in the text? What are they?( Ask the student to look through the questions and then read the text silently.)check the answers with the whole class. Show the suggested answers on thescreen.)2.Intensive reading( Allow the students to read aloud and carefully this time to understand the mainideas of each paragraph and the important details)Let the students have enough time to read the passage carefully and discuss thechart with their partners. Encourage them to expand their answers according totheir own experiences.Step 2.Post-readingDiscovering useful words and expressionsComplete the following sentences, using words and expressions from Reading教学步骤师生互动drills.PracticeI. Read the text and then try to tell if these sentences are True or False.1. The ancient people needn’t worry about their food. ( F )2.Halloween used to be a festival intended to honor the dead. ( T )3.Qu Y uan was a great poet who people honor a lot in China. ( T )4.Mid-autumn Festival is held to celebrate the end ot autumn( F )5.Easter celebrates the birth of Jesus. ( F )II. Exercise about the text.1. What is the main idea of the text?A. Festivals have many origins.B. Festivals are held to honor the dead and famous people.C. Festivals are held for happy events.D. Festivals are happy times for people to get together.2. In ancient times, people would celebrateA. when winter beganB. when winter endedC. if food was difficult to findD. during the cold winter months3. Which of the following is NOT the festival to honor the dead?A. The Japanese festival Obon.B. The Day of the Dead in Mexico.C. The western holiday Halloween.D. Japan's Cherry Blossom Festival.4. Which of the following festivals is NOT mentioned in the text?A. Columbus Day.B. Mid-Autumn Festival.C. Easter.D. Christmas Day.学生练习ExercisesSome festivals are in 1 of the ancestors. They light lamps, and play music on an important feast day, offering good things to the dead.People hold festivals as an 2 to famous people or to the gods. These festivals have their 3 as an event, like the Dragon Boat Festival which honorsthe famous 4 Qu Yuan. On Mid-Autumn Festival people 5 the moon andhave moon cakes. Chinese New Year is an 6 and important festival. Peoplelook 7 to 8 up, eating dumplings, giving children lucky money in redpaper and playing dragon dances. It is an important religious and social festival.作业布置教学思考高中英语课时教案班级高一教师时间2017.2.8 周三课题Unit 1 Language points教学目标1.Learn some useful words and phrases2.Grasp the meaning of each sentences3. Master the usage of important words & expressions重点The explanation of the text important words & expressions 难点Put into use of the words in this text教具Multimedia & Teaching and learning plans教学过程教学步骤复习巩固RevisionTeacher together with all the students to retell the content of the text to review whatare learned in the text.教师介绍PresentationTeacher explain language points1. Festivals are meant to celebrate important times of year.节日就是庆祝一年中重要的日子。

高中英语必修三unit1教案教案标题：高中英语必修三Unit 1教案教学目标：1. 了解并掌握Unit 1中的重点词汇、短语和句型；2. 能够运用所学知识描述人物特征和外貌；3. 能够运用所学知识进行听说读写的综合训练；4. 培养学生的合作意识和团队合作能力。

教学重点：1. 掌握重点词汇、短语和句型；2. 运用所学知识进行听说读写的综合训练。

教学难点：1. 运用所学知识进行听说读写的综合训练。

教学准备：1. 教材：高中英语必修三教材Unit 1；2. 多媒体设备；3. 教学课件；4. 学生练习册。

教学过程：Step 1: 导入新课1. 利用多媒体设备播放一段关于人物特征和外貌的视频或展示一些图片，激发学生对话题的兴趣；2. 引导学生讨论所展示的人物特征和外貌，并引出相关的词汇。

Step 2: 词汇学习1. 教师呈现并讲解Unit 1中的重点词汇，包括形容词、名词和动词；2. 学生跟读并模仿教师的发音；3. 学生进行词汇拓展活动，如根据给出的词根或词缀构造新词。

Step 3: 句型学习1. 教师呈现并讲解Unit 1中的重点句型，包括描述人物特征和外貌的句型；2. 学生进行句型操练活动，如根据给出的句子结构进行句子变换。

Step 4: 听说读写综合训练1. 教师设计听力活动，如听力填空或听力选择题，让学生通过听力理解并掌握所学知识；2. 学生进行口语练习，如两人一组描述对方的外貌特征；3. 学生进行阅读活动，如阅读课文并回答相关问题；4. 学生进行写作活动，如根据所给的人物描述写一篇短文。

Step 5: 合作学习1. 学生分组进行合作学习，如小组讨论和合作完成一些任务；2. 教师进行指导和辅导，鼓励学生积极参与合作学习。

Step 6: 总结和评价1. 教师对本节课的教学进行总结，强调重点和难点；2. 学生进行自我评价，反思自己在本节课中的学习情况和问题。

Step 7: 作业布置1. 布置课后作业，如完成练习册上的相关练习；2. 鼓励学生积极参加课外阅读，拓展自己的词汇和语言能力。

高中英语必修三第一单元教案【今日任务知会于心】1.检查上次作业，查漏补缺；2.复习必修三Unit 1 词汇与课文；3.复习英语词类——名词与冠词；4.掌握英语词类——数词；5.熟练语法填空题型与解题技巧。

【课前热身小试牛刀】1、考查必修一的词汇。

（见附页——测试题）【知识精讲讲练结合】一、数词（详见思维导图）二、必修三Unit 1精讲：（见附页）三、语法专项——数词(见思维导图)数词1、定义:表示“数目多少”和“顺序先后”的词，叫数词。

23、基数词的构成（1）表示1-12的基数词：一个一个地记。

1 one;2 two;3 three;4 four;5 five;6 six;7 seven; 8 eight; 9 nine; 10 ten; 11 eleven;12 twelve（2）表示13-19的基数词：由3、4、5、6、7、8、9词加上词尾-teen构成。

其中-teen表示ten。

*13= thirteen （thir=three）14=fourteen*15=fifteen (fif=five)16=sixteen17=seventeen*18=eighteen (eigh=eight)19=nineteen（3）表示“整十”的基数词：由2、3、4、5、6、7、8、9的基数词加上词尾-ty构成。

其中-ty表示ten。

*20 twen ty (twen-=two)*30thir ty(thir--=three)*40for ty(for-=four)*50 fif ty (fif-=five)60 six ty70 seven ty*80 eigh ty (eight-=eight)90 nine ty（4）表示“带零头”的两位数。

eg. 21,35, 46, 57,63, 74, 85, 98等。

构成模式：表示“整十”的基数词+ 连字符+ 表示1-9的基数词整十零头例如：21=20+1=twenty-one 35=30+5=thirty-five46=40+6=forty-six 57=50+7=fifty-seven69=60+9=sixty-nine 72=70+2=seventy-two87=80+7=eighty-seven 98=90+8=ninety-eight（5）表示“三位数以上”的基数词。

高中英语必修三unit1教案教学目标1. 让学生掌握本单元的核心词汇和表达方式。

2. 培养学生通过语境理解词义和句意的能力。

3. 提高学生的听说读写综合运用能力，尤其是口语交际能力。

4. 引导学生了解和认识中西方文化差异，培养跨文化交际意识。

教学重点与难点- 重点：核心词汇的正确使用，以及日常交流中的常见表达。

- 难点：理解和运用抽象词汇进行实际交流。

教学准备- 教材内容熟悉：确保对课本内容有深入的理解。

- 多媒体课件：准备相关的图片、音频和视频材料以辅助教学。

- 互动活动设计：制定小组讨论、角色扮演等互动环节的计划。

教学过程导入阶段（Warming u）- 通过展示与主题相关的图片或视频，激发学生的兴趣。

- 提问学生关于主题的前置知识，为新课内容做铺垫。

呈现阶段（resentation）- 利用T呈现新单词和短语，结合例句讲解其用法。

- 教师领读单词和短语，注意发音和语调。

- 播放课文录音，让学生跟读，注意模仿语音语调。

练习阶段（ractice）- 分组练习对话，鼓励学生运用新学的表达进行交流。

- 完成课本上的练习题，巩固新知识点。

- 通过角色扮演等活动，让学生在情境中使用英语。

应用阶段（Alication）- 小组讨论相关话题，如文化交流的重要性等。

- 模拟真实场景，如在机场、酒店等情境下的交际对话。

总结与反馈（Summary and feedack）- 总结本节课学习的核心内容。

- 提供反馈，指出学生在学习过程中的优点和需要改进的地方。

作业布置- 背诵本单元的核心词汇和短语。

- 完成一篇关于文化差异的小短文，运用所学知识。

教学反思- 分析本节课的教学效果，记录学生的学习情况。

- 思考如何改进教学方法，提高学生的学习效率。

2024年英语教案高一必修三unit1一、教学目标知识目标：使学生掌握本单元的基本词汇和表达方式，理解并运用本单元所涉及的语言结构。

技能目标：培养学生的阅读理解能力，提高学生的口语表达能力和听力技能。

通过模拟和实践活动，提升学生的写作技巧和合作能力。

情感目标：培养学生对跨文化交流的兴趣，增强学生的自主学习意识，鼓励他们积极参与课堂讨论和实践活动。

二、教学重点和难点重点：本单元的重点词汇和表达方式。

本单元的阅读理解和写作技巧。

跨文化交流的主题及其相关语言表达。

难点：对于某些抽象或专业概念的理解。

提高听力材料的速度和理解能力。

英语语法结构在实际运用中的运用能力。

三、教学过程1. 导入新课通过展示与单元主题相关的图片或视频，激发学生对新课的兴趣。

提出一些引导性问题，鼓励学生猜测单元的主题和关键内容。

2. 知识讲解详细讲解本单元的词汇和表达方式，包括其发音、词性和用法。

分析本单元的语言结构，特别是重点和难点部分，通过例句和练习帮助学生理解。

3. 技能训练安排阅读理解练习，指导学生如何快速准确地抓住文章的主旨和关键信息。

举办口语角或模拟对话活动，提升学生的口语表达能力。

设计写作任务，要求学生围绕本单元的主题进行创作，并提供反馈和指导。

4. 实践活动组织小组讨论，让学生围绕跨文化交流的主题展开讨论，分享自己的见解和经验。

举办角色扮演游戏，让学生在模拟情境中运用所学知识，提高他们的语言实际运用能力。

5. 总结反思回顾本单元的主要内容和学习目标，确保学生掌握和理解。

鼓励学生对自己的学习过程进行反思，找出自己的不足和需要改进的地方。

四、教学方法和手段方法：采用任务型教学法、情景教学法和合作学习法，以激发学生的学习兴趣和主动性。

手段：利用多媒体课件、网络资源、实物展示等多种教学手段，提高教学效果。

五、课堂练习、作业与评价方式课堂练习：在课堂上进行词汇和语法的即时练习，通过问答、填空等形式进行。

组织小组活动，进行口语和听力的训练。

Unit 1 Festivals around the worldThe First PeriodTeaching Aims:1. Learn the following words and phrases:dress up, in memory of , arrival ,.2. Train the students ' speaking and listening abilities.3. Learn to talk about festivals, customs and habits.Teaching Important Point:Improve the students s'peaking and listening skills by talking aboutand listening to something about festivals.Teaching Difficult Point:How to further develop the students ' speaking and listening skills. Teaching Methods:1. Pair work and group work to train the students2. Listening and choosing activity to train the students li 'stening ability. Teaching Aids:1. Pictures2. a projector3. a tape recorderTeaching Procedures:Step I ・ GreetingsGreet the whole class as usual.Step H ・ Free Talk and Lead-in1. Ask the students to talk about the Spring Festival in China.2. Ask about some other festivals, such as: Lantern Festival, the Dragon Boat Festival, Harvest Festivals, Mid-Autumn Day, New Year ' s Day …3. Ask about some foreign festivals, such as: Christmas Day, Thanksgiving Day, Mother 'Dsay, April Fool 'Dsay, Valentine 'sspeakingaDay…Step皿・ Warming up1. Look at the pictures and discuss the three questions.(1) .Do you know the n ames of the festivals?⑵.Do you know which coun tries the festivals come from?⑶.What are the people in the pictures doing? Why are they doing this?2. Ask the students to think of a Chinese festival and a foreign festival, andthen work in pairs to compare them..Step W ・ Listening1. Do a listening and choosing exercise about the following three festivals:Mardi Gras, Ramadan and Easter.2. Ask the students to work together to describe one of theirfavourite festivals.Step V ・ Speaking1. Ask the students if they would like a new holiday, and ask them to decidewhat a new holiday should be about.2. After the students prepare for a while, teacher asks some students to talkabout their new holiday separately.Step 弋・ Summary and Homework1. Ask the students to remember the festival and learn to use them..2. Try to collect more information about festivals and prepare for next part.The Second PeriodTeaching Aims:1. Learn and master the following words: feast, ancestor, awards, gathered, look forward to2. Train the students ' reading ability.3. Let the students learn about the relation between festivals andhistory and culture.Teaching Important Points:1. Improve the students ' reading ability.2. Help the students learn about foreign history and culture by reading aboutfestivals.Teaching Difficult Point:How to help the students understand the passage exactly.Teaching Methods:1. Discussions before reading and after reading to make the studentsinterested in what they will read and further understand what they have read.2. Fast reading and careful reading to understand the passage correctly.3. Pair or group work to make the students take an active part in the activities inclass.Teaching Aids:1. a TV set and a VCD2. a projector3. a recorderTeaching Procedures:Step I ・ GreetingsGreet the students as usual.Step"・ Discussion and Lead-in1. Watch a program about a festival.2. Ask the students to talk about the program.3. Ask the students to discuss the questions below, four questions)4. Learn the new words in the passage.Step皿・ Reading1. Ask the students to read the passage silently and quickly to get the generalidea.2. Ask the students to answer some questionS. three questions)3. Re-read the passage carefully to further understand it. Then workin groups of four to discuss some questions.4. Read aloud the passage and try to understand it better.Step W ・ Listening and ConsolidationAsk the students to listen to the tape and finish the “true exercise on Page11.StepV ・ Summary and HomeworkPreview next part—Language study.The Third PeriodTeaching Aims :1. Review the new words appearing in the last two periods.2. Learn to use the modal verbs—must, have to, have got to.Teaching Important Points:1. Learn to guess the missing word according to the given sentence.2. Master the modal verbs correctly.Teaching Difficult Point:How to use “must”, “have to ”, “have got to ” properly and how their negative forms correctly.Teaching Methods:1. Practice and consolidate the words learned in the last two periods.2. Giving examples to explain the difference between “must”and“ haveto ”and the difference between “ mustn 'ant d”“ don 'hatveto ”.3. Making sentences to consolidate the usages of the modal verbs.Teaching Aids:1. a projector2. some slides3. some picturesTeaching Procedures:Step I ・ GreetingsGreet the whole class as usual.Step"・ Revision1. Ask the students to review something about Kwanzaa, such as the birthof it, the purpose of it, the way of celebrating it, and the seven principlesof it.2. Ask students some questions about the passage.3. Find the right explanation for each of the words, nation, faith, determinatio n, purpose, gen erati on, an cestor, peace trick4. Word Study. Ask the students to choose the best word to fill in eachblank.Step皿・ Grammar1. Modal Verbs: must, have to, have got to.2. The negative forms of the modal verbs.3. Do the exercises4.Step W ・ PracticeDo the exercisesStepV ・ Summary and Homework1. Review the contents in this class, paying attention to the differencesbetween “ must ” and “have to ” and the diffebetween “mustn't ” and “don't have to ”.2. Do more exercises to learn to use them properly.The Fourth PeriodTeaching Aims:1. Learn the following words and phrases:reminder, care about, respect, cycle, fool, play tricks on, take in, invitation2. Review the language points and modal verbs in this unit.3. Train the students ' integrating skills, especially writing skill.Teaching Important Points:1. Useful expressions: care about, play tricks on, take in2. Practice expressing and supporting an opinion.3. Write an invitation.Teaching Difficult Points:1. How to create a festival and describe it.2. How to write an invitation.Teaching Methods:1. Review method to consolidate the language points of this unit.2. Individual, pair or group work to finish the reading and writingtasks.Teaching Aids:1. a projector2. some slides3.Teaching Procedures:Step I ・ GreetingsGreet the whole class as usual.Step"・ Revision1. Review the usages of the modal verbs learned before.2. Read about some other festivals. Besides, ask the students to create afestival and then write an invitation to invite their guests to their festival. Step皿・ Reading1. Read some information about each festival .2. Ask the students some questions about the festivals in the passage.(four questions)3. Learn some useful expression in the passage. care about, play tricks on /play a trick on, take in)4. Give the students some more time to re-read the passageand discuss thequestions after the passage with their partners, and then check them out. Step W ・ Writing1. Ask the students to finish the contents mentioned on Page 8. Then write ashort description of their own festival. At the end, tell their classmates about their festival.StepV ・ Summary and Homework1・ Practice reading and writing about festival・2・ Learn more about festivals, customs and habits of foreign countries。

高一英语必修三第一单元教学计划English Answer:Unit 1 Teaching Plan for Senior One English Module 3。

I. Teaching Objectives.1. Linguistic Knowledge and Ability:Improve students' vocabulary and grammar skills.Develop students' language learning strategies.2. Cultural Appreciation:Understand diversity and uniqueness of different cultures.Foster cross-cultural communication and tolerance.3. Comprehensive Ability:Improve students' listening, speaking, reading, and writing skills.Encourage students to use English in real-life situations.4. Value Orientation:Cultivate students' global vision and cultural awareness.Promote students' understanding of the interconnectedness of the world.II. Teaching Content.1. Unit 1: A World of Difference.Text 1: A Trip to New York City.Text 2: What the World Can Teach Us.Text 3: Globalization: A Two-Edged Sword.Functional Language: Expressing opinions and preferences.2. Unit 2: Exploring Cultural Diversity.Text 1: Canadian Culture.Text 2: The Chinese Way of Thinking.Text 3: Intercultural Communication: Bridging Differences.Functional Language: Describing similarities and differences.III. Teaching Activities.1. Listening and Speaking:Engage students in listening activities such as news broadcasts, podcasts, and speeches.Organize debates and discussions on intercultural topics.Encourage students to participate in role-plays and simulations.2. Reading and Writing:Guide students through close reading of texts to understand the main ideas and details.Assign writing tasks that require students to express their opinions and compare cultures.Provide feedback and support during the writing process.3. Vocabulary and Grammar:Introduce and consolidate new vocabulary related to cultural diversity and globalization.Review and reinforce grammar structures such as comparative and superlative forms.4. Cultural Exploration:Use videos, images, and guest speakers to provide students with authentic cultural experiences.Encourage students to research and explore different cultures outside of the classroom.IV. Assessment.1. Formative Assessment:Regular quizzes and class participation.Feedback on writing tasks and projects.2. Summative Assessment:Unit test covering listening, speaking, reading, and writing skills.Cultural presentation on a chosen topic.Chinese Answer:一、教学目标。

高中英语必修三Unit 1—教学设计【教学参考】必修3Unit1 Festivals around the worldPeriod 1 warming-up & reading教学设计设计意图The Warming Up is intended to help students know about various events and festivals home and abroad, and connect them with the time they take place and activities people do. This part is intended to arouse students’interest and the awareness of learning about their country’s cultural events.The Pre-reading is a continuation of the Warming Up and it is intended to help students learn to predict the passage. The Reading briefly introduces the ancient festivals and modern festivals with the reasons for them and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding.After reading, students are required to design a poster ingroups about two festivals. This section is intended to help students express opinions in English and work imaginatively and to put what they have learned into practice.教学目标1. To learn different kinds of festivals that occur in most parts of the world.2. To have a better understanding of the reading passage and catch the information available.3. To be able to design a poster about festivals and make an introduction in English.教学重点1.To be able to use some key words and expressions freely.2.To improve students’ reading skills.教学难点Help students learn to use some English expressions and make an introduction of two festivals.教学过程Step 1 Warming up activities for interestActivity 1 Greeting. To introduce Mother’s Day.T: Good morning, class. I’m glad to see you. You know, the day before yesterday we celebrated a festival, what was it?Ss: Mother’s day.T: Good, when does it take place?Ss: on the second Sunday of May.T: Exactly.（设计意图：通过引入母亲节的话题，使学生对“节日”这个话题产生兴趣，尽快进入到学习状态。

高效课堂教学设计：（授课日期：年月日星期班级）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。

幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。

幸福是“零落成泥碾作尘，只有香如故”的圣洁。

幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。

幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。

幸福是“人生自古谁无死，留取丹心照汗青”的气节。

3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。

4、成功与失败种子，如果害怕埋没，那它永远不能发芽。

鲜花，如果害怕凋谢，那它永远不能开放。

矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。

蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。

航船，如果害怕风浪，那它永远不能到达彼岸。

5、墙角的花，当你孤芳自赏时，天地便小了。

井底的蛙，当你自我欢唱时，视野便窄了。

笼中的鸟，当你安于供养时，自由便没了。

山中的石！当你背靠群峰时，意志就坚了。

水中的萍！当你随波逐流后，根基就没了。

空中的鸟！当你展翅蓝天中，宇宙就大了。

空中的雁！当你离开队伍时，危险就大了。

地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。

朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。

高一英语必修三第一单元教学计划English: In the first unit of the high school English curriculum, students will focus on developing their reading and writing skills. The main themes covered in this unit include "Teenagers should be allowed to choose their own clothes" and "Teenagers should be allowed to spend their free time as they please." Through reading a variety of texts, students will learn how to analyze arguments, identify persuasive techniques, and form their own opinions on the topics. In addition to reading and discussing the texts, students will also practice writing essays that require them to present arguments and support their opinions with evidence. Through these activities, students will not only improve their English language skills but also enhance their critical thinking and analytical skills. The unit will culminate in a project where students will have the opportunity to showcase their understanding of the topics through a presentation or written report.中文翻译: 在高中英语课程的第一个单元中，学生将专注于发展阅读和写作能力。

高一英语必修三第一单元教学计划全文共3篇示例，供读者参考篇1Teaching Plan for Unit 1 of Senior High School English Book 3I. Teaching Objectives:1. Understand the theme of the unit: The Moving Finger Writes2. Master the key vocabulary and phrases in the unit3. Learn the use of passive voice in different tenses4. Improve listening, speaking, reading, and writing skills5. Enhance students' critical thinking and problem-solving abilitiesII. Teaching Content:1. Vocabulary: hotel, tourist, receptionist, brochure, suitcase, storm, lightning, express, conclusion, license2. Phrases: check in, check out, book a room, passport control, customs inspection, fill in a form, apply for a visa3. Grammar: passive voice in present simple, present continuous, past simple, past continuous, future simple, present perfect, and future perfect tensesIII. Teaching Procedures:1. Pre-reading Activities:- Introduce the unit theme and discuss related topics- Review key vocabulary and phrases- Watch a short video clip related to travel and hotels2. While-reading Activities:- Read the text about a hotel experience and answer comprehension questions- Discuss the advantages and disadvantages of staying in hotels- Practice using passive voice in different tenses through exercises3. Post-reading Activities:- Role-play scenarios at a hotel reception- Write a travel brochure for a destination of choice using passive voice- Engage in group discussions expressing opinions on hotel experiencesIV. Assessment Methods:1. Vocabulary quiz2. Grammar test on passive voice in various tenses3. Writing assignment on a travel brochure using passive voice4. Oral presentation on a hotel experienceV. Additional Resources:1. Supplementary reading materials on travel and accommodations2. Online videos and audio clips on hotel experiences3. Interactive grammar exercises on passive voice4. Peer feedback and group collaboration activitiesVI. Homework Assignments:1. Write a diary entry describing a memorable hotel experience using passive voice2. Complete grammar exercises on passive voice in different tenses3. Research and prepare a presentation on a famous hotel or resortVII. Conclusion:By following this detailed teaching plan for Unit 1 of Senior High School English Book 3, students will gain a better understanding of the theme, vocabulary, grammar, and skills required in the unit. Through a variety of activities and assessments, students will actively engage in learning and develop their language proficiency in English.篇2Unit 1 Teaching Plan for Senior High School English Book 3Unit Title: A Healthy LifeOverall Objective: By the end of this unit, students will be able to talk about healthy living habits, understand and describe different types of ailments, and give advice on how to maintain a healthy lifestyle.Week 1Day 1Objective: Introduce the unit and discuss the importance of a healthy lifestyle.Activities:- Present the learning objectives of the unit to the students.- Show a video or a short clip on the benefits of living a healthy life.- Have a discussion with the students on their own habits and practices related to health.Assessment: Informal assessment through class discussion and participation.Day 2Objective: Discuss personal health and well-being.Activities:- Introduce vocabulary related to health and well-being.- Have students work in pairs to discuss what constitutes a healthy lifestyle.- Play a game where students match symptoms with possible illnesses.Assessment: Pair work activity and game participation.Day 3Objective: Study different types of ailments.Activities:- Present vocabulary related to common illnesses and ailments.- Have students work in pairs to describe different illnesses and their symptoms.- Role-play scenarios where students act out being either a patient or a doctor.Assessment: Role-play performance and vocabulary usage.Day 4Objective: Learn about healthcare professionals and the healthcare system.Activities:- Introduce vocabulary related to healthcare professionals.- Discuss the roles of different healthcare professionals in a hospital setting.- Have students create a dialogue between a patient and a doctor, nurse, or pharmacist.Assessment: Dialogue creation and role-play performance.Week 2Day 1Objective: Give advice on how to maintain a healthy lifestyle.Activities:- Introduce vocabulary related to healthy living habits.- Have students work in groups to create posters or presentations on healthy living tips.- Present the posters or presentations to the class and discuss the importance of each tip.Assessment: Poster or presentation creation and presentation skills.Day 2Objective: Review and reinforce vocabulary and concepts from the unit.Activities:- Review key vocabulary and concepts from the unit.- Have students complete a vocabulary quiz or a worksheet to assess their understanding.- Watch a video or read an article related to health and well-being for further discussion.Assessment: Quiz or worksheet completion and classroom discussion.Day 3Objective: Summarize and assess student understanding of the unit.Activities:- Have students write a short reflection on what they have learned in this unit.- Conduct a class discussion on the key takeaways from the unit.- Administer a unit test to assess student mastery of the content.Assessment: Reflection writing, class discussion, and unit test.Day 4Objective: Provide feedback on student performance and set goals for the next unit.Activities:- Review the unit test results with the class and provide feedback.- Set individual goals for improvement in the next unit.- Discuss the upcoming unit and introduce the learning objectives.Assessment: Feedback and goal-setting.By following this detailed teaching plan, students will be able to achieve the learning objectives of Unit 1 in the Senior High School English Book 3. With a focus on vocabulary development, speaking practice, and real-life scenarios, students will gain a deeper understanding of the topic and be better equipped to apply their knowledge in practical situations.篇3Title: Lesson Plan for Grade 10 English Book 3 Unit 1Objective:- To introduce students to the topic of family relationships- To help students understand and use vocabulary related to family members and relationships- To encourage students to discuss and share their own experiences and opinions on family relationships- To improve students' reading and listening skillsMaterials Needed:- Textbook: Grade 10 English Book 3- Worksheets related to family relationships- Pictures of family members- Audio recordings for listening activitiesLesson Plan:1. Warm-Up (10 minutes)- Begin the lesson by asking students to talk about their own family members. Encourage them to share information about their parents, siblings, and other relatives.- Show pictures of different family members and ask students to describe them using vocabulary related to family relationships.2. Vocabulary Introduction (15 minutes)- Introduce new vocabulary words related to family members and relationships. Write the words on the board and have students repeat the words aloud.- Provide examples of sentences using the new vocabulary words and ask students to create their own sentences.- Distribute worksheets with exercises to practice the new vocabulary words.3. Reading Comprehension (20 minutes)- Read a short passage from the textbook about family relationships. Ask students to read the passage silently and then discuss it in small groups.- After discussing the passage, ask students to answer comprehension questions based on the text. Encourage them to support their answers with evidence from the passage.- Listen to a recording of the passage and ask students to follow along. Discuss any unfamiliar words or phrases.4. Group Discussion (20 minutes)- Divide the class into small groups and ask them to discuss the following questions:- What are some common challenges in family relationships?- How can family members support each other during difficult times?- What are some ways to strengthen family bonds?- Encourage students to share their own experiences and opinions on the topic.5. Writing Activity (15 minutes)- Ask students to write a short paragraph about a memorable moment with their family. Encourage them to use the new vocabulary words introduced earlier in the lesson.- Provide feedback and corrections on the students' writing.6. Recap and Homework (10 minutes)- Review the key points discussed in the lesson on family relationships.- Assign homework, such as writing a letter to a family member or researching a famous family relationship for the next lesson.Evaluation:- Students will be evaluated on their participation in class discussions, understanding of vocabulary words, comprehension of the reading passage, and completion of the writing activity.Conclusion:This lesson plan aims to engage students in discussions about family relationships and help them improve their English language skills. By providing opportunities for students to share their own experiences and opinions, we hope to create a supportive and interactive learning environment in the classroom.。

Learning about languages and exerciseTeaching Goals: 1. To check what has been learned yesterday.2. To enable Ss to master some new words and expressions.3. To get Ss to have knowledge of the grammar point: the model verb Teaching Procedures:Step 1. Revision1.讲评日记2．Ask Some Ss to read the new words in Unit and explain some points about it。

.3．分组,分任务(每组由小组长分配任务,每组两个人回答*,2人**,以次类推,争取每人都有机会回答)4．比手划脚游戏(***)每组有1分钟的时间，再一分钟内看能猜出几个节日,就加几乘以3,要求解说的同学必须以句子为主,否则不给分)(2人上台猜,2人发言，其他辅助) 学生参考的句子:1. What does it celebrate?It celebrates_____________It honors_______________It is in memory of________2.What do people do on that day?People often clean the graves, eat rice dumplings, give flowers to sb, set off firecrackers, visit relatives, enjoy the mooncakes, have a dragon boat match, eat Zongzi.3.When does it take place?It takes place on______5. Revise the main points in Unittake place\ happenbeauty\ harvest\celbrate\Mid-autumn Day _________on the 15th of the 8th _______ month. It c______the h___________. People have a big dinner with their family and enjoy the _____ of the full moon.Starve to death, die of starvation\ Millions of people starved to death during the warTell us the origin of any festival in EnglishReligious beliefsSome festivals are held to _______ the dead or to __________ the ancestors, who _______ return either to help or to do_________.Say sth about Obon( clean graves,light incense, in memory of,light lamps, play music, lead…to…)The Western holilday Halloween also had its______ in old___________about the return of the __________ fo dead people.. It is now a __________ festival, when they can __________ and go to their neighbour’s homes to __________sweets.If the neighbours do not give any sweets, they might ________________ them.______________________ in China honours the famous ______ Qu Yuan.In the USA, Columbus Day is _____________ the ________ fo Columbus in theNew World.China and Japan have mid-autumn festivals, when people_______ the moon and in China __________ the mooncakes.The most ________ and important festivals are the ones that _______________ the end of winter and to the ________of spring.Easter is an important ___________ and social festival for ____________around the world. It _____________ the return of ___________ from the __________ People love to ____________ to eat, drink and_____________each other.Festivals let us __________life, be proud of our _________ and forget our work for a little ________.Step 2. Word studyPurpose: To consolidate the words and phrases in the text.Finish Ex1Purpose: To enable Ss to master some new words and expressions.Ex2 Many people think that Christmas is a western __________, but in fact it is really a worldwide holiday. Christmas actually as a _______ festival celebrated by _________ around the world. Its ______ is around the 3rd or 4th century AD, when the _______ of remembering Jesus’ birth on December 25th first started. Today, of course, many people celebrate Christmas __________ it were just a holiday to ______________ family, rather than a holiday about a _______.Suggested Answers:celebration, religious, Christians, origin, custom, as though, have a fun with, belief小测内容：发生, 美,丰收, 庆祝, 饿死,起源,宗教信仰,纪念,打扮,搞恶作剧,到来,获得,聚集,奖品,钦佩,精力充沛的,期望,日夜,好象,玩得开心,Step3 Homework教学反思:。