高中译林牛津英语模块三Unit3教案

牛津译林版（2020）选择性必修第一册Unit 3 The Art of PaintingReading【教材分析】本节课的教材内容是牛津译林版（2020）选择性必修第一册Unit 3 The Art of Painting Reading。

本单元以"The Art of Painting"为主题，通过阅读文章，让学生了解绘画的艺术形式、技巧和方法，同时培养学生的审美意识和艺术鉴赏能力。

本节课的阅读文章是一篇介绍中国画特点的文章，通过阅读，让学生了解中国画的特点和风格，增强民族自豪感和文化自信。

【教学目标】1. 帮助学生掌握阅读文章的主旨和重要细节，理解文章中的重点词汇和句子。

2. 培养学生的阅读技巧和阅读理解能力，提高学生的阅读速度和阅读准确性。

3. 通过阅读文章，让学生了解中国画的特点和风格，增强民族自豪感和文化自信。

4. 培养学生的审美意识和艺术鉴赏能力，提高学生的文化素养和综合素质。

【教学重点】1. 帮助学生掌握阅读文章的主旨和重要细节，理解文章中的重点词汇和句子。

2. 培养学生的阅读技巧和阅读理解能力，提高学生的阅读速度和阅读准确性。

3. 通过阅读文章，让学生了解中国画的特点和风格，增强民族自豪感和文化自信。

【教学难点】1. 帮助学生理解文章中涉及到的中国画的艺术形式、技巧和方法等专业知识。

2. 培养学生的审美意识和艺术鉴赏能力，提高学生的文化素养和综合素质。

【学情分析】1. 学生具有一定的英语基础和阅读能力，但阅读速度和理解能力还有待提高。

2. 部分学生对中国画有一定的了解和兴趣，但缺乏深入的了解和认识。

3. 学生具有一定的自主学习能力和合作精神，可以通过小组合作完成任务。

【教学策略】1. 采用任务型教学法，通过设置多个任务，引导学生逐步深入地理解文章内容。

2. 运用多媒体技术辅助教学，提供相关的图片、视频等资料，帮助学生更好地了解中国画的特点和风格。

3. 通过小组合作完成任务，培养学生的合作精神和自主学习能力。

Unit 3 Back to the pastGrammar and usageObject complement & Either …or… and neither … nor… & Subject-verbagreementTeaching Aims: Learn the grammar:◆O bject complement◆E ither… or and neither… nor◆S ubject-verb agreementTeaching Points:How to use the ob ject complement / either… or / neither… nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.Teaching Methods:1. Inductive method2. Comparative method3. Communicative approachTeaching Aids:1. A multimedia2. A blackboardTeaching Procedures:Step 1 Object complement(1)Situation one—Did you find anything special when you went to the classroom?—No, I didn’t.—You found the door open, didn’t you?—Oh, yes. But I found nobody in the classroom.(2) PositionV. + Object + object complemente.g. The inspector shot the drug-dealer dead.(= The drug-dealer was shot dead by the inspector.)(3)Situation two—What do you think about her performance?—We consider that her performance is a big success.( We consider her performance a big success. )—What do people think about dogs?—People believe that dogs are honest.( People believe dogs to be honest. )(4)UsageAn object complement , which gives information about the object, can be a noun, a noun phrase, an adjective, a to-infinitive, a bare infinitive, or a prepositional phrase.Step 2 E ither… or / neither… nor(1) Situation one—I have got one ticket for Liu Xiang’s 110m hurdle race to be held inEither you or your desk-mate can have it.—Is it on Saturday or on Sunday?—It is on next Monday.—Oh, what a pity. I am afraid neither I nor my desk-mate can enjoy it.(2)Situation two—Which language can I use to write the speech? ( English / Chinese )—------ You can write the speech either in English or in Chinese.(3) Situation three—It is neither your fault nor mine. It’s your friend Jack’s fault.—Whose fault is it? ( yours / mine )(4)Situation four—Which one can I take, Sir?—I am afraid, you can take _______________. (neither the gun nor the cigar)(5)Situation five—Where can I stay on Saturday afternoon, Sir?—You can stay ______ in the classroom _____ in the dormitory. ( either … or)Step 3 Subject-verb agreementGrammar rulesRead the 6 points on Page 10, find out the usages of subject-verbStep 4 PracticeWhen the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.Step 5 HomeworkDo the exercises in Workbook.。

Unit3 Protecting ourselvesProject 2Thoughts on the design:本节课是在上一节课的理解Project 内容的基础上，做一个海报，以提醒、警告人们〔包括学生在内〕远离毒品，并让学生把自己的成果展示给大家看。

Teaching aims:1. Get the Ss to review the passage about drugs.2. Enable Ss to make a poster about the dangers of drugs.Teaching procedures:Step 1 Revision The reasons/causes for taking drugs:1. Because they are curious.2. To rebel against their families or society.3. To be accepted by friends who are drug users.The effects or results of taking drugs:1. The effect of uppers: increase…; make …2. The effect of downers: decrease…;3. The effect of drugs like LSD: cause…; increase …;[设计说明]教师通过提问，对上一节课内容进行复习，让学生对课文有一个更深的理解。

Step 2 Presentation Present the questions in Part B•1. What are the different types of drugs?•2. What are the effects of drugs on the body or mind?•3. How do you think drugs affects the users’ family?•4. What are the legal punishments for carrying drugs?[设计说明]教师通过问Part B 中的问题，让学生明白什么应该被包括在他们要做的海报中。

Module3 Unit3教学设计课时主备教案课型Welcome + Word powerLearning objectives:By the end of this period, students will be able to1. talk about some magnificent ancient civilizations;2. practice their spoken English and participate in all the designed activities;3. develop their sense of culture protection;4. enlarge their vocabulary by learning some words about archaeology and other subject. Focus of the lesson:1. picture-talking2. finishing the tasks and having group competitionsPredicted area of difficulties:1. expressing their opinions about ancient civilizations2. memorizing words and phrases concerning civilizations and archaeologyLearning aids:1. PPT2. blackboardLearning procedures:课型Reading (1)Learning objectives:By the end of this period, students will be able to1. grasp the main idea of the text;2. develop the ability of reading diary entries;3. talk about the topic of civilization in English. Focus of the lesson:1. having a thorough understanding of the article2. putting reading strategy into practical use Predicted area of difficultiesunderstanding the general idea of the article Learning aids:1. PPT2. blackboardLearning procedures:课型Reading (2)Learning objectives:By the end of this period, students will be able to1. grasp the usage of some key words and phrases;2. understand the diary entries better;3. use the key words and phrases correctly in relevant exercises. Focus of the lesson:the usage of some key words and phrasesPredicted area of difficultiesthe usage of the words and expressionsLearning aids:1. PPT2. blackboardLearning procedures:课型Grammar and usageLearning objectives:By the end of this period, students will be able to1. grasp the rules of subject-verb agreement and the object complement;2. u se the compound sentences introduced by neither…nor…, either…or…, not only…butalso …;3. develop their ability of using the grammar rules to make correct sentences.Focus of the lesson:1. grasping the rules of object complement2. knowing clearly the rules of Subject-verb agreementPredicted area of difficultiesknowing clearly the rules of Subject-verb agreementLearning aids:1. PPT2. blackboardLearning procedures:课型____TaskLearning objectives:By the end of this period, students will be able to1. enhance their overall abilities and improve their skills of listening, writing and talking;2. learn how to write an outline of a speech and how to host a talk about a historical event;3. choose and organize the information they have got and complete their products.Focus of the lesson:1. preparing for a talk.2. learning how to write an outline of a speech3. learning how to host a talk about a historical eventPredicted area of difficultiescombining the skills they have learned with realityLearning aids:1. PPT2. blackboardLearning procedures:课型____ProjectLearning objectives:By the end of this period, students will be able to1. read and understand the text;2. get to know how to introduce someone important in history;3. learn how to make a good poster.Focus of the lesson:1. understanding the main idea of the two articles2. learning how to make a poster about a historical figurePredicted area of difficultiesmaking a poster about a historical figure Learning aids:1. PPT2. blackboardLearning procedures:。

Unit3 back to the past单元教案Lost civilizations 教学案例一、教学内容：教牛津高中英语必修模块三Unit 3二、课型：阅读课三、教学设计思路Lost civilizations 是一篇有关人类消失的文明的文章。

在教学的设计上，以人类文明这一主线把各项活动贯穿起来。

通过一系列的练习和活动逐步加深学生对文章的掌握和理解，并最终达到综合运用的目的。

笔者力求通过本课的教学使学生了解人类灿烂的古代文明。

引导学生形成珍爱和保护人类文化遗产的观念。

同时掌握阅读日记的技巧，及有关人类文化的相关词汇。

四、教学目标1〕解有关人类灿烂的古代文明，培养热爱人类文明，保护人类悠久文化的感情；2〕会描述历史及事实，会用英文表达情感；3〕使学生掌握阅读日记的技巧，提高阅读能力;4〕掌握有关人类文明的词汇。

五、教学重点、难点1〕培养学生阅读技巧，提高学生阅读能力;2〕培养学生英语语言的综合运用能力。

六、教学过程Step1. Lead-in1.Questions1) China has a long history, in the past thousands of years, Chinese people have built many magnificent structures. Can you name some buildings that could represent ancient civilizations in China?2) Around the world, people also built a lot of magnificent structures. Do you know about them?〔设计说明〕以问题导入，引导学生从熟知的中国文化谈起，并扩展到谈论世界文化，使学生易于接受。

2. Watch the pictures representing ancient civilizations. Introduce these pictures to the students.〔设计说明〕1〕面的内容相衔接。

牛津译林版（2020）选择性必修第二册Unit 3 Fit for LifeReading教材分析：《牛津译林版（2020）选择性必修第二册》Unit 3 Fit for Life Reading部分主要讲述了运动如何对人的身心健康产生积极的影响，以及如何鼓励学生关注和重视自己的健康。

教学目标：1. 知识与技能：a. 掌握课文中的重点词汇和短语，如benefit, equivalent, stretch, endurance等；b. 理解并归纳出课文的主要内容和要点；c. 运用所学知识描述自己的运动经历和坚持锻炼对身体健康的积极影响。

2. 过程与方法：a. 培养学生的阅读理解能力，提高对复杂文章的阅读能力；b. 培养学生的表达能力，让学生能够用英语描述自己的健康习惯和运动经历；c. 培养学生的团队合作意识，通过小组合作讨论和展示，提高学生的合作能力。

教学重点：1. 学习课文中的重要词汇和短语，掌握其用法；2. 理解课文的主要内容和要点；3. 能够用英语描述自己的健康习惯和运动经历。

教学难点：1. 学生对一些专业术语的理解和运用；2. 学生的阅读理解能力提高和培养。

学情分析：学生是高二年级的学生，已经具备一定的英语基础和阅读能力。

他们对自己的健康意识较为薄弱，对运动的积极性和认知还有待提高。

他们往往缺乏运动经验，需要通过课堂教学来加深对运动的认识，引导他们培养积极的运动习惯。

教学策略：1. 激发学生的学习兴趣，通过启发式教学法引导学生主动思考和发掘；2. 引导学生进行合作学习，鼓励讨论和分享，体验团队合作的重要性；3. 运用多媒体教具和图片等辅助教学，增加学生的视觉和听觉刺激。

教学方法：1. 预热环节：通过展示图片和简短的小组讨论，引导学生展开话题，调动学生的积极性，激发学习兴趣；2. 阅读教学：将课文分段进行阅读，师生共同阅读，导读重点词汇和短语，并解释其含义和用法。

鼓励学生通过阅读找出课文的主要内容和要点；3. 合作学习：学生分小组讨论所阅读的课文，对于一些关键问题进行合作解答，和同组同学分享自己的观点和理解；4. 输出任务：要求学生以小组为单位，设计海报或小册子，向其他同学展示他们的运动经验和健康习惯，并鼓励学生之间的互动和问答。

最新文件---------------- 仅供参考--------------------已改成-----------word文本 --------------------- 方便更改Module3 Unit3教学设计课题 AWE M3 U3 主备人杨凡课时主备教案课型 Welcome + Word powerLearning objectives:By the end of this period, students will be able to1. talk about some magnificent ancient civilizations;2. practice their spoken English and participate in all the designed activities;3. develop their sense of culture protection;4. enlarge their vocabulary by learning some words about archaeology and other subject. Focus of the lesson:1. picture-talking2. finishing the tasks and having group competitionsPredicted area of difficulties:1. expressing their opinions about ancient civilizations2. memorizing words and phrases concerning civilizations and archaeologyLearning aids:1. PPT2. blackboardLearning procedures:Reading (1)Learning objectives:By the end of this period, students will be able to1. grasp the main idea of the text;2. develop the ability of reading diary entries;3. talk about the topic of civilization in English. Focus of the lesson:1. having a thorough understanding of the article2. putting reading strategy into practical use Predicted area of difficultiesunderstanding the general idea of the article Learning aids:1. PPT2. blackboardLearning procedures:课型 Reading (2)Learning objectives:By the end of this period, students will be able to1. grasp the usage of some key words and phrases;2. understand the diary entries better;3. use the key words and phrases correctly in relevant exercises. Focus of the lesson:the usage of some key words and phrasesPredicted area of difficultiesthe usage of the words and expressionsLearning aids:1. PPT2. blackboardLearning procedures:课型Grammar and usageLearning objectives:By the end of this period, students will be able to1. grasp the rules of subject-verb agreement and the object complement;2. u se the compound sentences introduced by neither…nor…, either…or…, not only…but also…;3. develop their ability of using the grammar rules to make correct sentences.Focus of the lesson:1. grasping the rules of object complement2. knowing clearly the rules of Subject-verb agreementPredicted area of difficultiesknowing clearly the rules of Subject-verb agreementLearning aids:1. PPT2. blackboardLearning procedures:课型____TaskLearning objectives:By the end of this period, students will be able to1. enhance their overall abilities and improve their skills of listening, writing and talking;2. learn how to write an outline of a speech and how to host a talk about a historical event;3. choose and organize the information they have got and complete their products.Focus of the lesson:1. preparing for a talk.2. learning how to write an outline of a speech3. learning how to host a talk about a historical eventPredicted area of difficultiescombining the skills they have learned with realityLearning aids:1. PPT2. blackboardLearning procedures:课型____ProjectLearning objectives:By the end of this period, students will be able to1. read and understand the text;2. get to know how to introduce someone important in history;3. learn how to make a good poster.Focus of the lesson:1. understanding the main idea of the two articles2. learning how to make a poster about a historical figure Predicted area of difficultiesmaking a poster about a historical figureLearning aids:1. PPT2. blackboardLearning procedures:最新文件---------------- 仅供参考--------------------已改成-----------word文本 --------------------- 方便更改赠人玫瑰，手留余香。

Book 3 Unit 3 The world onlineGrammar and usageVerb-ing forms as attributives, adverbials and object complements 一、教学目标By the end of this section, students will be able to:1. categorize the functions of verb-ing forms and summarize the general rules;2. change sentence structures with verb-ing forms;3. apply verb-ing forms in new situations appropriately.二、教学重难点1. To distinguish the functions of verb-ing forms and apply them correctly;2. To describe new situations using verb-ing forms.三、教学过程5. The website welcomes inspiring stories fromdance lovers about how they started dancing and how dance has changed their life.6. Having achieved such success, Fiona hopes to attract more users through new media. Then the teacher guides students to pay attention to the verb-ing forms in each sentence and figure out the function of them. After that, students summarize the functions of the verb-ing forms in different situations and finish the table in Part A on Page 34. Students observe the verb-ing forms already provided in the table.1. Verb-ing form a website belonging to alldance lovers functions as an attributive.2. Verb-ing form the lady running the websitefunctions as an attributive.3. Verb-ing form relaxing functions as an object complement.4. Verb-ing form Taking advantage of the site’sgreat start functions as an adverbial.5. Verb-ing form inspiring functions as an attributive.6. Verb-ing form Having achieved such success functions as an adverbial.。

Unit 3 Reading 教学设计The article Lost civilizations is about a cultural expedition to sites of lost civilizations. Th e reading text is made up of several excerpts from the travel diary kept by a Canadian st udent about her travel experience in Pompeii in Italy and Loulan in China. Try to gain s ome information about ancient civilizations ， to practice and reinforce your reading compr ehension. The Reading strategy in this unit teaches you how to read diary entries. You ar e expected not only to master this strategy but apply it to your future study as well. Step1: Lead —in1. Hi ， everybody. Please enjoy some pictures and try to say something about them. (Fro m the pictures ， we can see the tall buildings ， castles ， walls and so on are all in ruin s now. Most of them are completely destroyed .Although they are in ruins ， yet they wer e once magnificent and wonderful in history. From them we dare say they are lost civiliz ations. Lost civilizations means ancient buildings ， cultures and countries that no longer ex ist.)Please look at the picture. Do you know what it is ？ Yes ， it’s the Great Wall in Ch ina. In the past thousands of years ， people have built many magnificent structures around the world. China has a long history. Can you name some buildings that could represent ancient civilization in China ？ (The Great Wall ， the Summer Palace ， the Temple of He aven ， the Thirteen Tombs of the Ming Dynasty ， the Confucius Temple ， the Silk Road ， Royal Gardens of Suzhou.) Have you ever been to these places ？ If so ， can you tell u s more about them ？ And will you show us some photos you took in those places ？2. Can you name some of the lost civilizations you know in the world ？ For example ， Ancient China ， Ancient Egypt ， Ancient Greece ， Ancient Rome ， Atlantis ， Mori in New Zealand ， Byzantine Empire ， Mayan Civilization and Ancient India. Have you ever heard of Pompeii in Italy and Loulan in ancient China ？ Are you curious about what the two cities looked like in the past ？ How did people in the two cities use to live ？ Can you guess why people disappeared from the two cities ？ What happened to them ？ Canyou imagine how people felt at their last glance at their cities？Do you know how the two cities were discovered a thousand years later？Step2: fast reading for general ideas.Let’s skim the passage and try to find answers to those questions. There are many place nam es. You have only to the dates and the place names needed to any questions.1.What country is the author from？(Canada )2. What is one main similarity between Pompeii and Loulan？(Both of them became lost civilizations about 2，000 years ago.)3. Who was made director of the Pompeii dig in 1860？(The Italian archaeologist GiuseppeFlorally.4. Who is professor Zhang？(An archaeologist from the local cultural institute.)Step 3: Detailed reading for important information1. Let’s reread the diary entries and complete Part C1 on page 44 individually to check your reading comprehension and your ability to read and identify details.Answers C11 Mount Vesuvius erupted and lava，ash and rocks poured out of it onto the surrounding countryside. All the people in Pompeii were buried alive，and so was the city.2 I t was discovered in the 18th century when a farmer found some stone with writing on it.People started to dig in the area for treasure，which caused much damage. So in 1860，the Italian archaeologist Giuseppe Florally was made director of the Pompeii dig3 With these stones，people did not have to step in the mud in the streets on rainydays.4 Because it was a stopping point on the famous Silk Road between the East and the West.5 It was gradually covered over by sandstorms from AD 2000 to AD 500.6 She felt that it was a pity.2. Exercises in part C2 on the page 44 serve as a strengthening activity to identify the author’s personal feelings and opinions as well as what they have done. Do you know what expressions usually help to talk about personal feelings？(Some sentence patterns s uch as I feel ...，I think ...；or sentences with adjectives or adverbs to express strong p ersonal opinions such as luckily，surprisingly，or amazing.)AnswersC2 1 E 2 A 3 E 4 E 5 A 6 A 7 E 8 AApart from the dates，the place names and the facts，the author's own feelings and opinions also form an important part in each diary entry. Please go through the article a gain and underline the sentences which you think express the author's personal feelings an。

Section ⅢGrammar——被动语态一、基本概念英语中动词有主动语态(Active Voice)和被动语态(Passive Voice)之分。

如果主语是动作或状态的发出者，动词就用主动语态；如果主语是动作或状态的承受者，动词就用被动语态。

Our English teacher encouraged Mary.我们英语老师鼓励了玛丽。

Mary was encouraged by our English teacher.玛丽受到了我们英语老师的鼓励。

上面第一句中的动词encouraged是主动语态；第二句中的动词was encouraged是被动语态。

二、被动语态的基本构成形式被动语态的基本结构是：“be/get＋及物动词的过去分词”。

被动语态的谓语动词有各种时态变化，以动词take为例，其常见时态的被动形式如下表：残疾人在我们国家受到尊敬。

Tom's legs were badly injured in an accident last year.在去年的一次事故中，汤姆的双腿严重受伤。

A presentation will be given on the new products.将会有一场关于新产品的介绍会。

Besides，many sea creatures are being wiped out by fishing boats.此外，大量的海洋生物正被捕捞船赶尽杀绝。

The advantages and disadvantages of this machine were being discussed when I went into the meeting room.当我走进会议室的时候，这台机器的优缺点正在被讨论。

The news would be sent to the soldier's mother as soon as it arrived.那个消息一到就会被传达给那个士兵的妈妈。

Unit 3 Task 教学设计Skills building 1: listening for the gistTo listen for the gist or general idea of a passage，you need to find out how many people there are，where they are，what they are doing and what they are talking about. You need only focus on the specific required information. If you hear a word you don’t understand，do not stop to think about what it means----keep listening. Remember that you are listening for the gist，not the details.1. You have conversations with your friends，your relatives and other people every day. What decides the topic you are talking about？Will the topic be different if someone else joins your conversation？Will the topic be different if you move to another place to talk？Will it be different if you are doing something else while you are talking？Think about the past experience. To quickly understand what others are talking about and get involved in a new conversation，what do you usually listen to or pay attention to？Now let’s have a free group discussion. Then each group will report the result to the whole class.2. Let’s read the four points in Skills building 1 on page 52. Please focus on what to find out about while listening for the general idea. Try to understand the instructions here. Listen to the tape and complete the note sheet. After we check the answers，I’d like all of you to think about your answers and the previous discussion. I want to see if you can find a useful listening strategy. Step 1: finding useful expressionsWhen you practice listening，you are trying your best to improve your listening skills and to get the gist and sometimes the details. Now let’s listen to the conversation. Please take some notes while listening to the conversation in order to find out the general idea of the conversation. You need to circle the right words or expressions and fill in the blank. By listening，you will find useful expressions for giving a talk.1. Have you ever given a talk？If you have，where did you do it？What was your topic？What did you say at the beginning and at the end of your talk？Did you ask someone for suggestions before the talk？2. Next we will listen to the tape and do the exercise in Part A. Then we will check your answers as a whole class. Pay attention to the useful expressions used to give a talk.3. Listen to the tape again and do the exercise in Part B. Think about the topic and add more useful expressions for giving a talk.Skills building 2: describing illustrationsIn this part you will learn how to describe illustrations. When you are asked to illustrate something，you must first learn to briefly mention the subject and then focus on the related background information about the illustration. You need to understand that general information is preferred to details when describing an illustration. So you should pay attention to the following points:1. First please answer my questions: How would you describe an illustration？From an audience's point of view，what do you want to know most when seeing an illustration？How doyou decide whether a description is good or not？Study the sampleillustration and have a discussion.Sample illustration:This is a cave painting in the 112th cave of the Mogao Caves. Thecaves are located in Dunhuang，Gansu Province，on the famous Silk Road.2. When you are describing an illustration，you do not wish to point out every detail of it. The audience will not be interested in something they can see for themselves. They are more interested in things that are related to the illustration in a significant way. Therefore，when you are describing an illustration，you may briefly mention the subject of the illustration first，and then focus on the related background information about the illustration.3. Now let’s come to page 54 and read the illustration and description in Part A. Please po int out the subject and the background information in the description. Discuss whether or not this is a good description.4. Look at the illustrations in Part B and then write a description using the key words.Step 2: writing descriptions for your illustrationsSince you have learned how to write descriptions for illustrations. Look at the information on a website on page 55. Use it to describe the illustrations and write out your descriptions. In doing this you are to pay attention to the following:1. First try to list things you know about the attack on Pearl Harbor. For example，do you know about the attack on Pearl Harbor？When and where did it take place？What was the result？。

2019-2020年牛津译林版高中英语必修三Unit 3《Back to the past》（Period 1）教案课堂设计指导思想：本课通过了解世界文化遗产，拓展学生的人文知识，培养学生人文素养。

通过一系列课堂活动，激发学生用英语了解、描述、表达世界文化遗产，同时为下一课作好铺垫。

Teaching aims:Students will be asked to talk about some magnificent structures, including the Statue of Zeus, the Taj Mahal, the Hanging Gardens and the Pltala Palace;1.Students are required to get involved in the discussion, practise their spoken English andparticipated in all the designed activities;2.Students are expected to be able to describe one of the ancient civilizations and developtheir sense of culture protection.Teaching procedures:Step 1 Introduction1.The teachers starts the lesson with the song Rivers of Babylon and introduce the topic.2.Arouse students interests by introducing the seven wonders of the world and introduce the topic byasking questions “Why are they called the seven wonders of the world?”and “What other ancient civilizations do you know about?”【设计说明】通过学生感兴趣的歌曲引入主题。

英语ⅲ译林牛津版unit3task教案TeachingObjectives:1toteachandinstructstudentssomespecificprocedureswhentryingtoachieveagoal 2tomakestudentsbeawareoftheappropriatewaysofperformingeachindividualprocedu reandmastertheskills3tomakesurestudentshaveopportunitiestocombinetheskillstheyhavelearnedwithre ality4toaidstudentstochooseandorganizetheinformationtheyhavegotandhelpthemcomple tetheirproducts5toenhancestudents’overallabilitiesandimprovetheirintegratedskillsImportantanddifficultpoints:Makestudentslearnhowtowriteanoutlineofaspeechandhowtohostatalkaboutahistori calevent.Teachingprocedures:PartA:objectcomplementStep1leadinRevisethegrammaritemsinthisunit(objectcomplements,either…or…and neither…nor…,and subject-verbagreement).Situation1:------Didyoufindanythingspecialwhenyouwenttotheclassroom?------No,Ididn’t.------You foundthedooropen,didn’tyou?------Oh,yes.ButI foundnobodyintheclassroom.l PositionV.+Object+objectcomplementeg:Theinspectorshotthedrug-dealerdead.(=Thedrug-dealwasshotdeadbytheinspector.)Step2learntheusageofobjectcomplementSituation2:------Whatdoyouthinkaboutherperformance?------Weconsiderthatherperformanceisabigsuccess.We considerherperformanceabigsuccess.)------Whatdopeoplethinkaboutdogs?------Peoplebelievethatdogsarehonest.(People believedogstobehonest.)l UsageAnobjectcomplement,whichgivesinformationabouttheobject,canbeanoun,a nounphrase,anadjective,ato-infinitive,abareinfinitive,oraprepositionalphrase.Step3Practiseinojectcomplement.------WhatdoyouthinkaboutHarryPotter?------Ifindit________________________.------Whathappenedtotheman?------Themanwaskept_________.Step4:Usethewordsandphrasesintheboxtocompletethefollowing•ProfessorZhangisagreatarchaeologist.Hisworkhasmadethearchaeologi caldiscoveryofLoulan(1)_______________.Webelievehim(2)_________________________ _ashisworkseemsneverending.•WehaveallfoundProfessorZhang(3)______________.Hetookthetimetoans werallourquestionsandhisanswerswereverywise.Wehavefoundhim(4)_________________.•Iwalkedinthedesertwiththeotherstudentsthisafternoonandwefoundthe desert(5)_______________.Theheartalmostdroveme(6)_____________eventhoughIwaswea ringverythincottontrouserstokeepme(7)__________.ItseemsthatIshouldn’thavebroughtallthosethickclotheswithme.Ishouldhaveleftthem(8)__________________ __.PartB:either…orandneither…norStep1:theuseofeither…orandnether…norSituation------IhavegotoneticketforLiuXiang’s110mhurdleracetobeheldinNanjing._______you_____yourdesk-matecanhaveit.------IsitonSaturdayoronSunday?------ItisonnextMonday.------Oh,whatapity.Iamafraid__________I____mydesk-matecanenjoyit.Step2:summary:(1)Either…or…canbeusedtoexpresstheideaofalternatives.eg:Youcanchoose either A or B,whichmeansyouhavetwochoices,i.e,youcanchooseanyoneofthetwo.(2)Neither…nor…canbeusedtojointwonegativeideastogether.eg:NeitherA nor Bisproperinquestionone,whichmeansAisnotproper,andBisnotpropereither.§Situation------Whosefaultisit?(notyours/notmine)------Itis neither yourfault nor mine.It’syourfriendJack’sfault.PartC:Subject-verbagreementStep1:Practiseandsummarize:Fillintheblankswiththerightverbforms:1.Thepeople’srepublicofChina_____(be)foundedin1949.2.Thefoodtheyofferedontheplane______(be)delicious.Theverbshouldbesingularifthesubjectis.3.Twohours_____(be)notenoughforsomuchhomework.4.Twentythousanddollars_____(be)alargeamountofmoneytome.Theverbshouldbesingularifthesubjectisaphraseofmeasurement,moneyordistance.Allofus_______(attend)thelectureaboutPompeii.Mostofthelecture______(be)abouthowtheancientcitywasdiscovered.Ispentonly30yuanbuyingbooksandtherestofmoney_______(be)spentonmyfood.Whenthesubjectisallof/someof/halfof+noun/pronoun,theverbagreeswiththenouna ndpronoun.Anexpertwithsomeassistants_____(be)senttoworkinGansuProvince.Noonexcepttwoteachers________(know)thesecret.XiaoMingaswellashisparents_____(be)interestedinmusic.Whenthesubjectfollowedbywith/togetherwith/aswellas/,theverbagreeswiththesu bject.Eithertheteamleaderortheguides_____(be)lookingafterthestudents.Neithernoodlesnorrice______(be)delicioustoday.Eitheryouortheheadmaster_______(be)tohandoutprizestothosegiftedstudentsatth emeeting.NotonlyyoubutalsoI_______(be)puzzledatherworriedlook.Whenneither…nor/either…or/notonly…butalso…areusedtojointhesubjectsofasentence,theverbagreeswiththesubjectclosesttoit.Hisfamily_____(be)tomovetothecountrysidenextmonth.Hisfamily_____all(be)fondofpopularmusic.Ourschool______(be)akeyschoolinJiangsuProvince.Ourschool______doing(do)morningexercisesnowontheplayground.Whenthesubjectisagroupnounlike:class/family/government/team…,weuseasingula rverbifthenounidentifiesasingularorunit,orapluralverbifitidentifiesanumberofind ividuals.Step2:Exercise.1.Eachofyou______responsiblefortheaccident.a.amb.bec.isd.are2.Eachmanandwoman______thesamerights.a.hasb.havec.hadd.ishaving3.Everymeans______triedbutwithoutmuchresult.a.hasbeenb.havebeenc.ared.is4.There______inthisroom.a.aretoomuchfurnitureb.istoomanyfurnituresc.aretoomuchfurnituresd.istoomuchfurniture5.Themanagerorhisassistant______planningtogo.a.wereb.arec.wasd.be6.NotonlyIbutalsoDavidandIris______fondofplayingbasketball.a.amb.isc.ared.was7.NeitherTomnorhisparents______athome.a.isb.arec.hasd.was8.Eitherthedeanortheprincipal______themeeting.a.attendsb.Attendc.areattendingd.haveattended9.______waswrong.a.Nottheteacherbutthestudentsb.Boththestudentsandtheteacherc.Neithertheteachernotthestudentsd.Notthestudentsbuttheteacher10.“______twentydollarsabigsumtoher?”“Isupposeso.”a.Willbeb.Isc.Ared.WereHomework:Doexerciseintheworkbook.。