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高三英语教案 unit10学案

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高三年级英语学科教学案（10）（学生用）高三（）班姓名____________备课组长申继忠Words and expressions:根据要求写出相应的单词：1. prince __________(female)2. furnish __________(n)3. wear ___________(adj)4.anyhow___________(synonym.)5. bakery ___________(v)6. come out _________(n)7. pray ____________(n) 8. simple ___________(v)9. approve _________(antonym) 10.curl _____________(adj)Warming up and speaking1. Present the outcome of your discussion to the whole class.向全班同学介绍你们讨论的结果. outcome n. 结果;结局;后果[S1][(+of)]I think there can be but one outcome to this affair.我认为这件事只可能有一种结局。

She was satisfied with .她对自己努力的结果很满意。

Reading: A Sacrifice for LoveTrue or false:1. James Dillingham Young was a rich young man.2. Della lived in a neighborhood with many trees and flowers.3. Jim and Della were a married couple.4. Della thought having a haircut will make Jim happy.5. Della decided to have the hair cut out of her love for Jim.6. There were two possessions of this family—Jim’s gold watch and Della’s hair.Read the text and make right choices：How much money was saved by Della before the Christmas Day?A. $ 8.B. $ 1.87.C. $ 2.D. $ 8.7.Why did Della cut her hair off?A. Because she wanted to give Jim a surprise.B. Because she liked wearing short hair.C. Because she wanted to be looked like a Coney Island Choir girl.D. Because she needed more money to buy Jim a present.How much did Della get for selling her hair?A. $ 12.B. $ 18.C. $ 20.D. $ 22.What did Della buy for Jim’s present?A. A gold watch.B. A gold watch chain.C. A shave.D. A new overcoat.What did Jim buy for Della’s present?A. A shampoo.B. A hat.C. A comb.D. A necklace.Jim felt ______the moment he saw Della.A. angryB. surprisedC. disapprovalD. upsetWhich of the following is true according to the story?A. The Christmas day was coming. Della was very happy and she was looking forward to it.B. Jim and Della were young and rich.C. Jim didn’t love Della any more when he saw that she had her hair cut off.D. Jim’s gold watch and Della’s long hair were the two possessions which they both took pride in.The word in the fifth paragraph “hesitated” is closest in meaning to______.A. imaginedB. dreamedC. felt uncertainD. watchedWhich of the following is NOT true according to the story?A. The day before Christmas Della was worried because she had only saved one dollar and eighty-seven cents for Jim’s Christmas present.B. The young couple lived a hard life but they loved each other deeply.C. Della was very nervous and worried before she heard Jim’s step when he came back home from work.D. When Della saw her present, she was so happy to get the expensive combs that she burst into tears.From the sentence, “She stood by the window and looked out at a grey cat walking along a grey in a grey backyard.” we can infer that Della was very______.A. angryB. calmC. happyD. sadDella burst into tears when she saw the combs because_______.A. she didn’t like themB. the combs didn’t match her beautiful hair.C. her hair had gone for his chain.D. she liked the combs very much.Jim didn’t obey Della when she told him to take out his watch because_______.A. he had lost it.B. he had sold it to get the money for the combsC. he disked obey othersD. the chain didn’t match it.What does the story mainly tell us?A. How to celebrate a happy Christmas for a young and rich couple.B. How to choose Christmas presents for couples.C. A love story between a young and poor couple.D. Money is love.The title of the story means_______A. the couple needed sacrifice to maintain their love.B. the couple sacrificed their possessions out of love.C. they would sacrifice their lives for each other.D. they sacrifice their favorite things to God.The story is a typical O Henry story because it_________.A. it is moving.B. it has a surprise ending.C. the hero and the heroine are poor.D. it is short.Language pointsPennies saved one or two at a time by bargaining at the grocery, at the bakery and the butcher’s until one’s check burnt.这些前是在杂货店、面包房和肉铺里讨价还价争得面红耳赤从而一分、两分地省出来的。

➢ at a time 一次，每次He often . 他经常是一次吃两个鸡蛋.注意at a time和以下这些短语的区别:at one time: (过去)有个时期,曾经一度at any time: 无论何时, 随时at all times 随时，总是at the time of: 在……的时代at no time 在任何时候都不at this time 此时此刻at the time 在当时She wanted to leave school for business .You can come here to ask me if you have any questions.There appeared many famous writers Renaissance.will China turn superpower.I agreed but later changed my mind.You can guess what he is doing .➢ Bargain n. 交易，买卖合同We’ve that he will do the shopping and I’ll cook.我们讲定了，他买东西我做饭。

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高三英语教案：上册Unit10教案22

高三英语教案：上册Unit10教案22

Unit 10 American LiteratureTeaching aims:1.Goals:◆Talk about American Literature◆Practise predicting and describing what a story might be about◆Review all the verb tenses◆Write a book review2.Special focus:Improve reading skills and Enlarge vocabulary.a.Direct Ss to read the 3 passages on the text book;b.Guide Ss to learn to use the following words and expressions:Contribute to, adapt to, get accustomed to, garment, shabby, take pridein, attend to, etc.Period 1 ReadingA Sacrifice for Love (1)Step 1. Warming upTask 1. guide the students to get to know some famous American writers and their works by the forms of a competition:The Adventure of Tom Sawyer ---- Mark TwainThe Beast in the Jungle ----Henry JamesA Farewell to Arms ----- Ernest HemingwayThe Old Man and the Sea ----- Ernest HemingwayAdventures of Huckleberry Finn ----Mark TwainThe Gift of the Magi ---- O. HenryThe Call of the Wild ----Jack LondonThe Scarlet Letter ---- Nathaniel HawthorneStep 2. ScanningTask 2. Read the passage and try to answer the questions:What’s the story about?What are Jim’s wages?What price does Della pay to buy her present?What are the couple’s two most precious possessions?Step 3. While-reading:Ask students to fill in the chart to see if they have got a general understanding of the whole passage.beautiful hair to buy her husband a Christmas present ---- a gold watch chain. Step 4. Post-readingTask 3: Answering the questions on P85.Step 5 HomeworkFinish all the exercises on Word Study and Grammar on p86-87.Period 2.Integrating Reading SkillsA Sacrifice for Love (P89)Step 1. Revision1.Check the Ss how further they understand the American literature.2.Check the homework. If necessary, give some examples to review the differenttenses of verb.Exercise 1 &2 on p220-221 is specially designed to check the Ss if they are familiar with the Grammar.Step 2. Scan the passage and find the main idea, then analyze the passage if possible. Task: Read the passage in three minutes, and sum up every paragraph with one sentence:P1: Della was anxious to wait for Jim and was afraid that Jim’s love would go without her beautiful long hair.P2: Jim was burdened with the family and had no money to buy even e new overcoat or gloves.P3: Jim stared at Della with a strange expression on his face.P4: Della explained why she had her hair cut off.P5: Jim was still confused.P6: Jim was awake and expressed nothing could make him love Della any less.P7: Della was so happy when she sea a set of beautiful and expensive combs Jim bought her.P8: Della showed him her gift---- a gold watch chain that was worthy of his gold watch.P9: Jim told Della he sold his watch for her combs.Step 3. Read the passage again and appreciate the “love” again, and then finish theexercises attached to the passage.Step 4.Extensive reading:Ask the students to find more short stories by American writers to read after class.Period 3. Integrating Reading and Writing SkillsRegret (p221-222)Step 1. Warmming-upTask 1 :◆Do the oral pratice on p218, and enable the students to practise predictingand describing what a story might be aboutStep 2. ReadingTask 2: Read the passage and finish the exercises. If possible, guide the students to analyze some long and complex sentences.Task 3: Guided WritingGive Ss 20 minutes to finish the writing assignment on p224,Then ask Ss to score their work according to the following chart.3 pluses & 1 wishAsk the student to read his/her deskmate’s writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.Period 4:Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:✓Expenses had been greater than she had calculated.✓She hesitated for a minute and stood still while a tear or two fell on the worn red carpet.✓There was no other like it in any of the stores, and she had turned all of them inside out.✓It was worthy of the watch.✓It’ll grow again--- you won’t mind, will you? ✓I’m me without my hair, aren’t I ?。

《Unit10Ifyougototheparty》教学设计-最新资料

《Unit10Ifyougototheparty》教学设计-最新资料

《Unit10Ifyougototheparty》教学设计1.教学目标：1）知识目标 a. learn to master modal verbs like， could/should.b. Learn to grasp the writing of model-imitation and the basic framework of the article.2）能力目标a. To talk about the consequence by using adverbial clause of condition guided by if correctlyb. To make the article integrated， and make it rich in content and various in sentences.3）情感Attending the discussion and activities on micro-， it is a way to cultivate students’ love and concern for society.2.教学重难点1）重点Learn to talk about the consequence by using adverbial clause of condition guided by if correctly.2）难点students are required to talk about the consequence by using adverbial clause of condition guided by if correctlywhen writing and they need to use modal verbs like，could/should， and other ways， such as： you had better/why not/ how about， etc to give advice correctly.3. 教学过程Step1： lead-in（2min）Show the problems in the magic boxes and get students to talk about their problems in the life， then ask them to get advice from others.T； If you meet problems in the life， what will you do？T：Let’s open them and see what problems they have. And let us helpStep 2：Presentation（6min）T： First，let’s open the first ma gic box. What does he worry about？Ss： He has too much homework..Then open next magic box， Get students to give advice by using：You’d better…. Get different students to give advice by using I think you could /should…Then next…Present the sentence p atterns ： How about/What about ….Get students to give advice by using： How about/What about …Finally， open the last magic box， whichshows them a girl in poor sight.Step3： Summary（2min）let’s summarize how to give advice/suggestions. And show them a mind-map.Step4： Tell your own problems（4min）I know every one has some worries or problems in his/herT Show them a simple mind-map to help them write down their problems and then put them into my magicbox..Students write their problems and put then into the box.Step5： Give Advice（5min）The teacher chooses some problems and lists on the blackboard.Give students some time to think and write.Step6： Presention（13min）T： All of you did good job. Here is a boy， and his name is Bob. He has a problem on the . Let’s read it. Ss：Read Bob’s ：My friend invited me to watch an exciting soccer ball match but my grandpa will have a birthday party on the same evening. If I don’t go to the match， my parents will be angry. However， if miss the match， I will feel sorry？Can you give me some advice？BobCompare the passage with a better one， then give the advice for writing a better passage， including giving a frame of a passage. Then writing skills should be presented：1） Express your own idea freely， by using as many kinds of the sentence patterns of giving advice as you can， to show your view， like the adverbial clause of condition with if，I think you should/could… you’d better…With some relevant links.Concisely organize and well structured.Step7： Writing（10min）T： Here is another article in the . One upset father needs help. Let’s read the article first.Step8： Self-assessment（2min）T： If you finish your article， please evaluate your article by fill in the form below.Homework （1min）Level A： Finish this letter and send it to Mike.Level B： Interview your parents and your grandparents about their worries when they were teenagers. Are theirsdifferent from yours？。

Unit10ASacrificeforLove教学设计（新课标版高三英语教案教学设计）

Unit10ASacrificeforLove教学设计（新课标版高三英语教案教学设计）

Unit 10 A Sacrifice for Love教学设计(新课标版高三英语教案教学设计)浙江省湖州二中周萍一、教学课型：阅读课二、教材分析：1、教材内容: Reading: A Sacrifice for Love（1）& Integrating Skills: A Sacrifice for Love(2)2、教材处理：高中英语新课标高三第10单元的主题是美国文学，所以编者选编了美国著名小说家欧亨利的短篇小说A Sacrifice for Love《为爱做出牺牲》（原名为The Gift of The Magi《麦琪的礼物》）。

本单元的Word Study的练习第3题和Grammar的练习第2题分别介绍了欧亨利写作这篇小说的背景及作者的生平，所以安排学生在上本堂课之前完成这两个练习，使学生对于作者的情况及小说的完成有一个初步的了解。

这篇小说被分在Reading和Integrating Skills两个板块中，教学时，将两部分合并，便于学生对小说有完整的印象。

3、教学目标：（1）知识目标：引导学生熟悉小说的五大要素（时间，地点，人物，事件，结局），了解美国著名小说家欧亨利的生平及代表作品。

（2）能力目标：通过阅读课文，训练学生的阅读理解能力，要求学生掌握各种阅读技巧，如根据上下文来猜测生词的意思，通过细节来体会主人公的内心活动；用讲故事，小组讨论的形式训练学生的口头表达能力；要求课后把全班同学对于所讨论的问题的不同观点写成一篇作文，训练学生的书面表达能力。

（3）情感目标：通过阅读，理解作者通过小说所表达出的主题思想，即爱意味着付出，意味着牺牲。

4、教学重点：培养学生的阅读策略，使其形成根据上下文推测词义，根据文章标题猜测文章内容以及快速获取信息的能力。

5、教学难点：（1）在完成本堂课后，学生可以根据小说的五大要素编出自己的故事；（2）体会作者所表达的主题，形成正确的价值观。

三、教学设计1、总体思路本节阅读课分为三大板块（读前活动、阅读活动与巩固提升），其中读前活动分为3个小的教学活动：谈论美国的著名作家；介绍欧亨利的生平及作品；介绍一篇小说的五大基本要素。

高三英语 Unit 10 The trick 参考教案

高三英语 Unit 10 The trick 参考教案

高三英语 Unit 10 The trick 参考教案一、教学目标•通过学习本单元的课文，学生能够掌握并运用一些常用的词汇和短语，提高词汇应用能力；•培养学生的阅读理解能力，培养学生的批判性思维；•让学生学会如何根据上下文理解生词和短语的意思；•培养学生主动思考问题的意识，提高学生的独立学习能力。

二、教学重难点•重点：培养学生的阅读理解能力，培养学生的批判性思维；•难点：如何根据上下文理解生词和短语的意思。

三、教学准备•多媒体教学设备•教学PPT•单元教材四、教学过程1. 导入新课•教师用一组有关魔术的图片引入新课，引起学生的兴趣，并向学生介绍即将学习的内容。

2. 练习生词•将本单元的生词和短语放在PPT上展示给学生，让学生快速阅读并尝试猜测词义。

•教师逐一解释生词及其用法，并让学生进行跟读和造句练习。

3. 阅读理解与讨论•教师将课文中的重点段落放在PPT上展示给学生，带领学生一起阅读并理解文章的大意。

Paragraph 1:This is a story about a king and a clever adviser. One day, the king asked his adviser to come up with a plan to trick his enemy. The adviser agreed and spent days and nights thinking. Finally, he came up with an idea. He told the king to act crazy and pretend to lose his mind. The king didn’t understand why, but he trusted his adviser and decided to give it a try.Paragraph 2:The adviser told the king to walk naked through the streets of his enemy’s city. The king was embarrassed and didn’t want to do it, but the adviser convinced him that it was part of the plan. So the king took off his clothes and walked through the streets, while his adviser walked behind him, explaining to the people that the king had lost his mind.Paragraph 3:The people in the city were shocked to see their king acting like this. They thought he had gone crazy. But the king’s plan worked. The enemy saw the king and thought he had lost his mind. They decided it wasn’t worth fighting someone who had gone crazy, so they gave up and left the kingdom.•学生阅读完课文后，教师组织学生进行小组讨论，引导学生思考以下问题：1.Why did the adviser tell the king to act crazy?2.How did the people in the enemy’s city react to the king’s actions?3.Why did the enemy give up and leave the kingdom?4. 文章分析与写作•教师引导学生分析文章的结构和语言特点，让学生明白作者通过这个故事想传达的信息。