人教版英语必修三unit 3(warming up and reading)课件(共27张ppt)

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. Part 1. Warming up

1.He was brought up in Hannibal，Missouri，along the Mississippi River.他在密西西比河边的密里州的汉尼拔长大。

bring up 抚养；培养；呕吐；教育；提出

He left her to bring up the three young children on her own.(抚养) I shall bring up this question at the ne*t meeting. (提出) He was so sick that he brought up everything.(呕吐)

In my day, children were brought up to respect the law. (教育) 拓展：bring about 引起；致使；造成；达成 bring along/on 带来

bring back 使记起；归还；恢复

bring down 使减低；降低；挫伤(傲气) bring forth 产生；产出；生产 bring forward 提出；出示；展示 bring out 揭露；显示，解释；出版 bring to (oneself) 使复 bring in 引进；引来；赚得巧学助记：The plan he brought up has brought down the cost of production and brought in a lot of profit,which brought the pany back to life.他提出的方案降低了本钱，带来了大量利润，使公司恢复了生机。

①Can you make a sentence to bring out the meaning of the phrase"你能造个句子来讲清楚这个短语的意思吗.

课时跟踪练(一) Warming Up & Reading — Pre-reading

Ⅰ.阅读理解

A

What do Tom Sawyer and Jumping Frogs have in common? Stories about both of them were created by one man:

Mark Twain. Twain was four years old when his family moved to Hannibal, Missouri, located on the west bank of the

Mississippi. Twain grew up there and was fascinated with (使……入迷) life along the river — the steamboats, the

giant lumber (木头) rafts, and the people who worked on them.

Twain's best The Celebrated Jumping Frog of Calaveras County is one of

loved short stories, and The Adventures of Tom Sawyer is one of his most famous novels.

Both these works are celebrated by events held during National Tom Sawyer Days,

which originated in the late 1950s and became national in the 1960s. Children enter

There's also a their frogs in the jumping contest during National Tom Sawyer Days.

2019-2020学年高中英语人教版必修三

Unit 3 The Million Pound Bank-Note

The 1st Period-- Warming Up and reading (about Mark Twain)

Teaching aims and demands:

1. To provoke students’ interest in literature.

2. To help students know something about Mark Twain and his works

3. To develop the ability of appreciating and talking about short stories and dramas

4. To educate and inspire students to love our country by learning the

drama to know about darkness of the capitalistic countries.

Teaching procedures:

Step1. Lead-in

T: Hello, everyone. Nice to meet you again. Have you had a good weekend? What do you

usually do on weekends to enjoy yourself?

S: To Play Pingpang, play basketball, go hiking, go climbing, go to the cinema, listen to pop

music, take a walk in the park, watch TV and so on…. (possible answers)

T: So many things that we can enjoy ourselves. I like to read short stories and novels on the

欢迎阅读

人教新课标模块3教材分析

——西北工业大学附属中学

由国家教育部制定并颁布的《普通高中英语课程标准（实验）》明确规定高中英语课程应使学生在义务教育阶段学习的基础上进一步明确英语学习的目的，发展自主学习能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力；高中英语课程还应根据学生的个性特征和发展的需要，为他们提供丰富的选择机会和充分的表现空间。通过高中英语课程的学习，使学生的语言运用能力进一步得到提高，国际视野更加宽广，爱国主义精神和民族使命感进一步增强，为他们的为未来发展和终身学习奠定良好的基础。人教新课标这套教材每一个模块有五个教学单元。每个单元围绕一个主要的话题开展听说读写的活动，共分九个部分。“热身”（warming up）---主要通过问卷调查，看图讨论，情景听说，思考问题等多种形式的活动，激发学生的学习兴趣，激活其已有的知识，使学生能运用自己已有的知识和经验思考该单元的中心话题。 “读前”(Pre-reading)---设置问题启发学生预测课文的内容，展开简短的讨论，以便通过阅读验证自己的推测。“阅读”（Reading)---为各单元的主要阅读语篇，题材和体裁多种多样，承载该单元的话题重要信息，以及大部分词汇和主要的语法结构。“理解”（Comprehending）

---用以检测学生对阅读课文的理解程度。“语言学习” (Learning about Language)---采用发现和探究的方法启发学生自己找出书中的重要语言项目，培养学生初步运用这些语言的技能。

“语言运用”(Using Language)---围绕中心话题的听说读写的综合性练习，包括了Listening

and speaking & Reading and writing。“小结”(Summing Up)---要求学生自己小结从各单元中学到的内容，生词和习惯用语以及语法结构。“学习建议”(Learning Tip)---培养学习策略，优化学习方式，提高自主学习的能力。“趣味阅读”(Reading for Fun)---满足学生的兴趣需求，体现教材的选择性和拓展性。