2018学年高一英语北师大版必修一教学案：Unit 3 Section 2 Word版含答案

北师大版Moudle 1Unit 3 CelebrationLesson 3 Weddings第二课时导学案主备人：董利红审核人：郭秋红学习目标掌握一些重点词汇用法教学重难点 1.contribute 的用法 2.marry的用法一、课堂导学1. bride ________2. bridegroom ________3. ceremory _________4. entrance _________5.邀请v.________ n. ________6.出席，参加__________7. ought _______8.贡献v _______ n __________9.link _______10. even if ____二、重点探究1. even if/though _____________ as if/though ____________ [即学即练] 1. ___________you know the secret, you should _________________.即使你知道这个秘密, 你也应该保持沉默.2.It looked _________ they had been friends for manyyears.看上去他们好像是多年的老朋友.2.contribute vt. & vi. 捐献,贡献;有助于，导致（常与to搭配）；投稿n.___________ make contributions to ____________ [即学即练] 1. He_____ a lot of food and clothes ______the poor.他为穷人捐了很多的食品和衣服2. He contributed a poem _____a newspaper.他向报社投了一篇诗稿。

3. He_______________the invention of computer.他对计算机的发明做出了巨大贡献。

Period Three Lesson 3Sports StarsⅠ.重点单词1．adj.卓越的2．adj.灵巧的，熟练的n．技巧；技能3．adj.差劲的；无用的adj.有用的v t.使用；利用4．adj.不平常的adj.平常的5．n．暴力，暴行adj.暴力的6．v i.比赛，竞争n．比赛n．竞争者，对手adj.竞争的；比赛的7．adj.令人惊异的adj.惊奇的，吃惊的8．n．竞赛；事件9．ad v.幸运地adj.幸运的10．n．运动员Ⅱ.重点短语1．对某人要求严格2．和……竞争3．表达对……的兴趣4．结束5．取得进步Ⅲ.重点句式1．when引导的定语从句In a recent interview，Venus spoke about the time she and Serena were practising tennis and they had to run and hide as bullets started flying through the air.在最近一次采访中，维纳斯说，那个时候她和莎莲娜练网球时，一路得跑着躲闪空中穿梭的子弹。

2．since then与现在完成时连用Finally，in 1991，the sisters and their family moved to a safer area and since then they .最终在1991年，她们举家搬到一个较安全的地区，从此再也没有到故地造访过。

3．“while＋分词”的省略结构Brandi，the sisters’ mother，taught her daughters at home so that they completed their high school while (develop) their tennis careers.妈妈布兰蒂则在家中教两姐妹文化知识。

这样，才使她们既没有间断网球生涯，又能顺利地完成高中学业。

Unit3 Lesson 2参考教案Teaching objectives:To practise listening for gist and for specific informationTo practise using modals: must, should/shouldn’t, don’t, have toTeaching difficulties:To practise using modals: must, should/shouldn’t, don’t, have toTeaching procedures:Ⅰ. Warming upT: I think you have attended all kinds of parties, such as wedding party, birthday party, garden party, dinner party and so on. What party did you hold or attend? Do you like attending parties?S:T: Party can give people a chance to communicate each other, it is a way of social communication, it plays an important part in our life.T:According to the questions, please describe a party you attend.What sort of party was it?How many people were there?What did they wear?What time did it start/ finish?What did people do?T: You do well in the task. Now let’s review some words about parties.Show the key words to match their Ch inese meaningsⅡ ListeningDo the exercise 3In life some things a re worth celebrating such as: passing test, retiring, going to study abroad, and getting a job with good salary and so on. Now let’s listen to four people’s speech, judge why each person is celebrating?Students listen to the cassette twiceAsk students to answer the qu estions then let students listen to the cassette again and pause in each paragraph.Do the exercise 4When we attend a party we should follow social customs. What do you think should we do in parties?S:Now read through the advice, trying to complete the sent ences and predicting what the answers will be.We will li sten to about advice about how to behave in parties. (play the cassette for students to check their answers.Ⅳ SpeakingDo the exercise 5and 6Suppose you have a foreign friend who receiv es a i nvitation to a party.What to wear; What presents to take , When to arriveWhat to say, What not to do, When to leave,Divide students into groups to do the exerciseDo the exercise 7Ask students to match the expressions with different situation.Ⅴ Homework。

北师大版高中英语必修一第三单元教案Title: Lesson Plan for Unit Three of Senior High School English Book One (Beishida Edition)I. Teaching Aims:1. Enable students to understand and grasp the main idea of the text.2. Help students appreciate the beauty of English poetry.3. Develop students' listening, speaking, reading and writing skills.4. Enhance students' ability to analyze and interpret literary works.5. Cultivate students' interest in English literature and poetry.II. Teaching Procedures:1. Pre-reading Activities:- Teacher introduces the background of the poet William Wordsworth and the Romantic era in English literature.- Students discuss the title of the poem "I Wandered Lonely as a Cloud" and make predictions about its content.- Teacher shows pictures of daffodils and asks students to describe them.2. While-reading Activities:- Teacher reads the poem aloud and asks students to listen for the rhyming scheme and the mood of the poem.- Students read the poem silently and underline unfamiliar words or phrases.- Teacher explains the meaning of difficult words and phrases.- Students read the poem again and answer comprehension questions.3. Post-reading Activities:- Students work in groups to analyze the poem's themes, imagery, and tone.- Each group presents their analysis to the class.- Teacher guides students in writing a brief paragraph summarizing the main idea of the poem.- Students write a short essay comparing the poem to a modern song or poem they know.III. Assessment:1. Class Participation: Students actively participate in the discussion and group activities.2. Comprehension Check: Students demonstrate understanding of the poem through their responses to questions and group presentations.3. Writing Task: Students produce a well-organized essay comparing the poem to a modern work of literature.IV. Extension Activities:1. Creative Writing: Students write their own poem inspired by nature or their surroundings.2. Research Project: Students research another Romantic poet such as John Keats or Samuel Taylor Coleridge and present their findings to the class.3. Recitation: Students memorize and recite a stanza from the poem "I Wandered Lonely as a Cloud" or another English poem they enjoy.By incorporating a variety of activities and assessments, students will have the opportunity to engage with the text, deepen their understanding of English poetry, and develop theirlanguage skills. This lesson plan aims to foster a love of literature and a lifelong appreciation for the beauty of the English language.。

Ⅰ.根据英文释义及首字母提示写出单词1．promote to raise sb。

to a higher position or rank2．react to respond3．quality degree of goodness or worth4．disabledunable to use a limb or limbs (肢体）5．relationship state of being related by birth or marriage6．injury harm done to a person's or an animal’s body, for example in an accidentⅡ.语境填词1．Superman（超人）is usually considered as a superhero (超级英雄)。

In our eyes, he can _pull_through （渡过) any injury or disaster (灾难) on_his_own （独自地)．2．He is far_too_confident （过于自信）that he never commits (犯）any error and he never gives_up (放弃）．Ⅲ.补全短语1．come to 达到某种状态2．raise money 集资，募捐3．draw one’s attention 吸引某人的注意力4．commit suicide 自杀5．get on融洽相处；进展6．get involved with参加，参与7．react to对……作出反应8．be confident of对……有信心9．pull through 使从（受伤)中活过来；渡过难关10．give up放弃11．on one's own 独自地，单独地12．far too 太……，极为……13．live with忍受,容忍1．He also raised a lot of money to promote medical research into back injuries。

Unit3 Lesson3 公开课教学设计（一）1教学目标1.To read a text for new information about weddings.2.To understand Indonesian weddings and Greek weddings.3.To practise the modal verbs.2学情分析本班学生基础薄弱,英语学习方面,表现出来层次多,差距大。

从本学期开始,在班级内展开小组合作学习,每组都由不同层次学生组成。

在课堂活动中,学生们互助合作完成任务,所以他们乐于参与这种教学模式。

在教学过程中,需要注意设置任务的难易程度,并且多进行鼓励才能激发学生的学习兴趣。

在本课学习中,大部分同学对于文章能很好掌握对于,有些任务,个别学生在独立完成时可能会有困惑。

3重点难点1.To understand the structure of whole text.2. To summarise the main idea.3.To practise the modal verbs.4教学过程4.1 第一学时4.1.1教学目标4.1.2学时重点4.1.3学时难点4.1.4教学活动活动1【导入】Warm－up1.Show students my wedding pictures to arouse the interest of learning.2.Show some wedding forms to students and ask them to say the Chinese meaning.3.Present the oaths at the wedding to arouse students' interest of tackling about the weddings and have a deeper understanding about wedding in western countries.活动2【讲授】Review the new words1.Read the words that were learned in the last class.2.Match the new words with the definitions.活动3【活动】Pre－reading1.What's the type of writing and what's the writing order of the text?suchas ,narration ,exposition ,argumentation,time sequence,space sequence.2.What's the text is going to be about?(group discussion)3.Which ones in the following are talked about in the text?ought to do ,the dress of bride ,rough horseplay at wedding,a long silk ribbon ,ought not to do活动4【活动】Fast reading1.Read the material fast to find out main idea.2.Ture or falseF The reception is before the wedding.T Guests usually give money as a present.T InGreek culture, the bridegroom has to ask for the bride's in marriage.F The bride and bridegroom's wedding crowns are made of gold.活动5【活动】Careful ReadingGive students 4minutes to read the two texts .1.Find out the table about what to do ,what not to do in Indonesia weddings.I can go without an invitation.I can attend the recepton after the ceremony.I ought to put money into the box at the entrance of the reception.What not to do:You ought not to go to the ceremony without asking first.You don't have to contribute a lot of money.You can not drink alcohol at the wedding reception.Indonesian women dont have to vover their heads.2.Give out the key words and modal verbs and make up sentences.what to do : go,withoutattend , ceremongymoney , entrancewhat not to do :go ,askcontribute ,moneyalcohol ,receptioncover, heads3.Ask the ss to give information about what happens before/during/after the wedding ceremony.Before the wedding ceremonyWhom does the bridegroom ask for the bride's hand in marriage?During the wedding ceremonyThe best man should help put crowns made of flowers on the heads of the couple. Along silk ribbon that links the crowns is a symbol of a long and happy life for the couple.After the wedding ceremonyThe guests can attend a wedding reception.Guests can throw dishes on the floor and put money on the bride's wedding dress for good luck.The party can last through the night.活动6【活动】Retell the textIf a friend gets an to a wedding,you can go with him ,you don't receive an invitation yourself.Nowadays, Indonesian women don't have to their heads,but they usually wear clothes.There is a box at the entrance to the reception and you don't have to a lot of money.Greek WeddingsDuring the church ceremony,the best man should help put crowns of flowers on the heads of the bride and bridegroom.A long silk ribbon thatthe crowns is a of a long and happy life for the couple.After the ceremony, the guests can a wedding reception, which is usually a huge party and can through the night .There is a lot of eating, drinking and dancing, the famous Greek circle dance,where everyone joins in.活动7【活动】V oice your opinionsGroup discussion. The group leader is interviewer,another member are interviewee.Ask and answer questions about Indonesia or Greek weddings.Choosetwo group to present .活动8【讲授】HomeworkTalk about the wedding customs of Shangqiu.Write it down in your notebool about 100 words.Before the wedding ceremony: match making,engagement,During the wedding ceremony:meeting bride,three bows ,drinking wedlock wine After the wedding ceremony :wedding reception。

TopicUnit3 Celebration Lesson2 PartiesType Listening and speakingContent Students will·listen for gist, using important words and phrases to aid comprehension.·practise using modals: must don’t have to should shouldn’t·practise how to give congratulations.Learner outcomes Students will be able to use “ must don’t have to should shouldn’t ”and give congratulations.ImportantpointsExpressions of giving advice and congratulationsDifficultpointsStudents may confuse the meaning of “must should don’t have to shouldn’t ”.ResourceusedCassette computerSteps Teacher’s activities Students’ activities Teaching purposeStep1 Warming upShow 4 photos and ask “what kind of parties are they? What is happening atthese parties?Look at the photos,think and answer to thequestions.(group work)Lead into thetopic, arouse thestudents’interest.Step2 Pre-listeningsome new words on the computerand let the stud ents learn and remember them.the key words to complete the sentences.(Ex2 on P38).some listening strategies to the students. and remember the newwords.the sentences.some listeningstrategies.(individual)The students canuse the words in theclass.In the listening,the students can usethe listeningstrategies.Step3 While-listening1. Play the first listening materialsto the students. Ask the students to do Ex3 on P38.2. Elicit from the students the difference in meaning between must and should by using examp les. Ask the students to complete the sentences.(Ex4 on P40).3. Play the cassette for students to check their answers.to the cassette twiceand decide why eachperson is celebrating.to complete thesentences.(pair work)and check their answers.Make sure that thestudents understandthe listeningmaterials.Train thestuden ts’listeningabilities.Step4 Post-listeningAfter the second listening materials,ask students how they think the speakercontinued.Thin k what the speakerwill say as much aspossible and speak themout .Check theunderst anding ofthe students to thecontext .Step5 Pre-speakingLet t he students match theexpressions in the Function File withthese situations.(Ex7 on P39).Match the expressionsin the Function File withthese situations.(individual or pair work)Let the studentsknow how to givecongratulations.Step6 While-speakingthe students think if a foreignvisitor is invited to a celebration inChina, what advice can you give him?Give the students some hints.2. Show the four photos again to thestudents, let the students choose oneand make a dialogue according to thegiven situations.3.Ask several pairs to act out theirdialogues.and discuss it.(gr oupwork).a dialogue according tothe given situa tions.(pair work)out their dialogues.Lead to the topicTrain thestudents’speakingabilities.Check how well thestudents do.Step7 Post-speakingAsk the students to evaluate thespe aking.Evaluate the speaking.Self-evaluation,learn from eachother.Homework Assigning homework.Ask the students to write a dialogue:Student A is a foreign friend who isinvited to a celebration in China.Student B gives advice.Do the homework. Consolidate whatthey have learned.。

Lesson 3 WeddingsTeaching aims:To read a text for new information about weddingsTo practise using modals: have to/ not have to , can/ can’t , ought to / ought not toTo discuss the customs about wedding in ChinaTeaching difficulties:To practise using modals: have to/ not have to , can/ can’t , ought to / ought not to Teaching Aids: computer and cassetteTeaching procedures:Ⅰ. Warming upT：teacher will ask the following questions about weddings to lead into the topic. Have you ever been to a wedding party?Who was getting married?How many people were there?What time did it start/finish?What did they wear?What did people do?Did you have a wonderful time?Present the vow at the wedding to arouse students’interest of talking about the weddings and have a deeper understanding about wedding in western countries.Do you know the meaning of the vow?从今天开始，无论顺境、逆境；无论贫穷还是富有；无论健康还是疾病，都不能将我们分开，直到生命的最后一天。

Unit 3 CelebrationCulture CornerCulture CornerBackgroundIn Western societies, Halloween, the celebration of death on the night of 31 October, is a special occasion for young people. In keeping with the spooky atmosphere of the holiday, young people dress up as creatures associated with death and evil. Bats, black cats, ghosts, Egyptian mummies, werewolves, witches and vampires are popular characters. Young people also hold Halloween parties where they play tricks on each other andenjoy traditional games like apple bobbing. To play apple bobbing, you put some apples in a large bowl of water. The person who catches an apple with their teeth in the quickest time is the winner. Warm-upAsk students what they know about Halloween ― encourage them to s ay as much as they can. ExerciseStudents read the passage and choose the best answer to complete the sentences. Have them compare and check their answers in pairs.Answers1 a2 c3 b4 aOptionsStudents individually decide which creature they want to dress up as for a Halloween party. Have them draw their costume and make brief notes. Then ask students to work in small groups and take turns to describe and explain their choice of costume. Askstudents to vote for the best costume in their group. Ask the winner of each group to describe and explain their choice of costume to the class. Finally, ask the class to vote for the best costume. The costume with the most votes is the overall winner.In pairs, have students design a game or a trick suitable for a Halloween party. Ask them to make a drawing of their game and write a brief description. Students should also include instructions on how to play the game. Next collect the students’ workand make a big book of Halloween games and tricks for the class.Prepare a long list of words with some Halloween related words in it, e.g. baby, fish, ghost, monkey … etc.. Divide the class into two groups and ask them to listen carefully to youreading out the list. When they hear a Halloween word, the groups must putup their hands and say the word correctly. The group with their hands up first and the correct answer wins a point. The group with the most points is the winner.Bulletin BoardObjectives■To talk about festival traditions■To make a festival collage■To exchange ideas about festivals■To further explore the theme of the unit■Ask students about their favourite festivals and their childhood memories of them.■Ask students to look at the Bulletin Board and name the festivals represented in each picture.■In groups, students brainstorm the Chinese festivals theyknow. Ask them to choose one and discuss its traditions, related food and other important elements connected with it.■Ask students to collect pictures or make illustrations of the elements they have discussed in order to make a collage.■Display the collages. Encourage students to look at anddiscuss the collages.Unit DiaryObjectives■To reflect what and how much the students have learned.■To think about in what way they are learning.■To learn and identify the best ways for learning.■To develop students’confidence in taking more control of their studies.■To help teachers get a clearer insight into the students’ learning of the language.Part 1 (1)This part gets students to think of the topics of the unit anddecide which is their favourite lesson.Part 2 (2-6)This part refers back to the unit objectives from the start of the unit, thinking about what they have learned in this unit. They also need to express their personal preference about the festivals and holidays.Part 3 (7-8)This part gets students to reflect on the listening and readingtexts, to identify the vocabulary that students still have difficulties with in the unit.Part 4 (9)This part focuses on the evaluation of the usefulness of the activities for each of the tasks.Part 5 (10)This part is the evaluation of the unit, which includes the evaluation of the material as well as students’ own learning. It helps students ma ke proper justification of their study and lay down plans for further progress.。