必修三unit3_教案

Unit 3 Reading 1---Old Tom the killer whaleContent: ReadingTeaching aims:1. Ss are able to understand the main idea and detailed meaning of the text.2. Ss get familiar with the new words and expressions.3. Ss are able to master some reading skills.Teaching important points ：1. Enable Ss master the skill of getting the main idea.2. Enable Ss to get familiar with the meaning and the uses of the words and phrases.Teaching difficult points:Help the Ss master some reading skills by doing some kinds of exercises. Teaching methods: Exercises.Teaching aids: blackboard and exercise, multiple-media.Teaching procedures:Step 1. Show some pictures of the sea creatures under the sea to warm up.Step 2. Ask the Ss to read the introduction of Reading 1 text and then fill in a table to get some information of the text.Step 3. Skimming and scanningⅰ Skim Para.1. and get the main idea( multiple choice)The first story is mainly about ____.A. a hunting experience of Old TomB. how Old Tom helped with whale huntingC. how the whalers killed a whaleD. how killer whales killed a whaleⅱNumber the paragraphs and first read Para.2-6.Decide true (T) or false (F).1.When the author was sorting out his accommodation, he heard aloud noise.2.The black and white and fish-shaped thing was a fish.3.Old Tom threw itself out of the water and then crashed down inorder to tell the whalers it was hungry.4.Old Tom showed the whalers the way to the hunt.ⅲRead Para. 7—12 and answer 3 questions.1.Where did the killers throw themselves ?Why did they do that?2. Why did the killers drag the whale’s body down into the depthsof the sea?How soon would the whale’s body float up?•Choose the best answer.1. _____ killed the whale at last.A. Old TomB. The killer whalesC. The authorD. Thewhalers2. After the whale died, the whalers turned the boat around andwent home because_____.A. They knew it would float up tomorrowB. they abandoned itC. the killers would drag it back soonD. A dead whale is uselessⅳShow the picture of hunting a whale.Step 3. Read again and put the following sentences into correct order.ⅱFocus on the tense( ) Using a telescope we could see that something was happening.( ) The killers started racing between our boat and the whale. ( ) Clancy arrived at the station.( ) The men started turning the boat around to go home.( ) Clancy heard a huge noise coming from the bay.( ) The whale yelled out.( ) We jumped into the boat with the other whalers and headed out into the bay.( ) The man in the bow of the boat aimedthe harpoon（猎鲸叉）at the whale.Step 4 Read the second story andⅰchoose the best answer.1. The killer whales can protect men frombeing attacked by____.A. whalesB. tigersC. enemiesD. sharks2. Old Tom protected James by _____.A.Fighting the sharkB.killing the sharkC.prevent the shark going closerD.dragged James backⅱread the second story again and write down the main idea.In the second story, we learn that__________________________________________________________________Step 5 Read the two stories and choose the best answer.1. Which of the following might be true?A.The author was for banning whaling(捕鲸).B. The author was against banning whaling.C. Whaling was not banned at the beginning of the 20th century.2.We can infer from the text that____.A. the killers may be trained by the whalersB. the killers need no training to help the whalersC. the killers want to help whales after being killedStep 6 Exercise：1.Check the answer in Learning English. (homework the day before)2. Fill in the blanks.Step 7 Translations。

人教版高中英语必修三Unit3全课件一、教学内容1. 单词和短语的学习：如“dragon boat festival”，“Lantern Festival”，“MidAutumn Festival”等；2. 语法点：一般现在时态的被动语态；3. 句型结构：What do people do during the festival? Howdo people feel about the festival?；4. 阅读理解：介绍不同节日的文章阅读，提高学生对文化差异的理解和认识；5. 写作练习：以“My Favorite Festival”为题，写一篇短文。

二、教学目标1. 学生能够掌握与节日相关的词汇和短语，并能够运用到实际情景中；2. 学生能够理解并运用一般现在时态的被动语态；3. 学生能够通过阅读理解文章，了解不同节日的习俗和文化背景，提高文化意识和跨文化交流能力。

三、教学难点与重点重点：单词和短语的掌握，一般现在时态的被动语态的运用；难点：阅读理解能力的提高，以及写作练习的完成。

四、教具与学具准备1. 教具：PPT课件，音频材料，阅读文章；2. 学具：笔记本，笔，练习册。

五、教学过程1. 情景引入：通过播放音频材料，引导学生听懂并模仿音频中的节日场景，激发学生对节日的兴趣；2. 新课内容展示：教师通过PPT课件，展示与节日相关的词汇和短语，引导学生学习并掌握；3. 阅读理解：教师分发阅读文章，指导学生进行阅读理解，通过提问的方式检查学生的理解程度；4. 语法讲解与练习：教师讲解一般现在时态的被动语态，并通过例句和练习题让学生进行实际操作；5. 小组活动：学生分组讨论，分享自己喜欢的节日，并运用所学词汇和短语进行表达；6. 写作练习：教师布置写作任务，学生以“My Favorite Festival”为题，进行短文写作；六、板书设计1. 节日词汇和短语的列表；2. 一般现在时态的被动语态的句型结构；3. 阅读理解文章的关键词汇；4. 写作练习的要求和评分标准。

Unit 3 Back to the pastReadingLost civilizationsTeaching aims:1. To talk about lost civilizations2. To help the students develop the abili ty of reading diary entries.Important a nd difficult points:The way of reading diary entries.Teaching procedures:Step1Lead-in1.Show students a video about ancient Pompeii.2.Answer questions(1) Where are Pompeii and Loulan?(2)What happened to them?(3)What is it like now?(4)What else do you want to know about them?Step2 Reading comprehension1.Ask students to read the passage quickly and try to find answers to the questions in Part A.2.Ask students to read again and complete Part C1.3.Let students complete Part C2.Step 3 Reading strategy1.Discuss in pairs about what features are usually included in diary entries.2.Let students read the Reading strategy.3.When you are reading diary entries recording someone’s travels, you should look for:⑴ Dates and place na mes⑵Facts and historical information⑶Personal feelings and opinions4.Find out the facts and historical information about the two cities.Step 4 Discussion1.Is it useful for people to study things from the past? Why or why not?2.Since as long ago as 1553 people have said, ‘History repeats itself.’What do you think this saying m eans? Do you agree with it? Why or why not?Step 5Homework.1. Read the passage carefully and pre view the new words and phrases.2. Make a s ummary of the text.。

《英语》（必修·第三册）Unit 3 The world onlineIntegrated skills (I)I. Learning objectivesBy the end of the lesson, students will be able to:1.know something about the history and development of Internet use through listening;2.listen for years;3.know something more about Internet use through viewing charts.II. Key competence focus1. Use listening strategies to get the right information.2. Get some useful information to prepare for writing by listening and viewing charts.III. Predicted area of difficulty1. Understand the talk through listening.2. Accumulate some useful words and expressions about Internet use.IV. Teaching proceduresStep 1 Lead-inT asks Ss the following question and lets them answer it one by one quickly.T: What do you often use the Internet to do?S1: I use the Internet to search for information that helps me with my homework.S2: I use it to read about the latest news on topics I am interested in.S3: I use social networking softwares to keep in touch with my friends.S4: I use different apps to listen to music, take photos or play games.S5: I enjoy shopping online, so I sometimes order food or clothes from my favourite restaurants or stores.S6: I watch films or TV shows to relax when I have free time....T: Do you know when the Internet was invented? Has it changed over the years? And what do you think it will be used to do in the future ?Ss: ...T: Now, let’s listen to find out the answers to the questions and learn more about Internet use.【设计意图：复习导入，头脑风暴，快速激活学生对于“互联网的使用”这一主题已有的知识和经验，同时导入听力环节。

2019-2020学年高中英语人教版必修三Unit 3 The Million Pound Bank-NoteI．教学内容分析本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。

Warming Up通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品有个初步的了解。

Pre-reading首先要求学生回答几个相关的问题，并让他们展开想象，借助讨论引入到《百万英镑》的情节。

Reading部分是详细介绍富商兄弟俩打赌把一张百万英镑的钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。

最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。

本部分可以通过先熟读后改编的形式，让学生登台表演，培养学生的调控能力和交际能力，然后再利用多种形式的练习让学生深入理解课文。

Learning about Language部分突出了词汇和语法的学习与训练。

本单元的语法是名词性从句中的宾语从句和表语从句的具体用法。

Using Language部分中包括了听、读、写三个部分的内容，是本单元主要篇章的延伸。

学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。

该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。

其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。

Learning Tip指导学生掌握对话的技巧，了解如何使用相应的语音和语调来编排戏剧，提高学生的写作水平。

II．教学重点和难点1. 教学重点(1) 本单元教学目的和要求中的生词和短语；(2) 掌握名词性从句中的宾语从句和表语从句的具体用法；(3)了解戏剧（剧本）语言的特点，如舞台说明（stage directions）用一般现在时态，台词中有很多的省略句等。

新课标高中英语必修三unit3课件一、教学内容本节课为人教版新课标高中英语必修三Unit 3,主题是“The world online”。

具体内容包括：1. 词汇：surf the internet, search for, information overload, privacy, chat room, bulletin board, blog, virtual reality, cyberbullying等。

2. 语法：现在进行时态的被动语态。

3. 阅读理解：一篇关于网络成瘾的文章。

4. 写作：以“The pros and cons of living in a digital world”为主题，写一篇短文。

二、教学目标1. 学生能够掌握本节课的词汇和语法知识。

2. 学生能够理解阅读理解文章的主要内容，并能够运用所学知识进行讨论。

3. 学生能够运用所学知识，完成写作任务。

三、教学难点与重点1. 重点：词汇和语法知识的掌握。

2. 难点：阅读理解的理解和写作任务的完成。

四、教具与学具准备1. 教具：课件、黑板、粉笔。

2. 学具：课本、练习册、笔记本。

五、教学过程1. 导入：通过展示一些图片，如人们在网上的各种活动，引导学生谈论网络的普及和影响。

2. 呈现：展示课本中的词汇和语法知识，引导学生学习和掌握。

3. 阅读理解：给学生发放阅读理解文章，让学生在规定时间内完成。

然后，进行讲解和讨论。

4. 写作：给学生发放写作任务，让学生在规定时间内完成。

然后，进行讲解和讨论。

5. 练习：给学生发放练习册，让学生在规定时间内完成。

然后，进行讲解和讨论。

六、板书设计1. 词汇：列出本节课的词汇，并在黑板上进行解释和例句展示。

2. 语法：用图表的形式，展示现在进行时态的被动语态的构成和用法。

七、作业设计1. 作业题目：运用本节课的词汇和语法知识，写一篇关于自己在上网过程中的体验的文章。

2. 答案：略。

八、课后反思及拓展延伸1. 课后反思：对本节课的教学效果进行反思，看是否达到了教学目标，学生是否掌握了词汇和语法知识，阅读理解和写作任务是否完成得很好。

⼈教版⾼中英语必修三Unit3Reading教案⾼品质版Unit3 Reading精品教案Period 1 & 2Pre-reading, Reading & ComprehendingTeaching objectives:1. To talk about short stories and plays.2. To develop Ss’ reading skills.3. To arouse Ss’ interest in acting out a play and writing a play.Teaching Procedures:Step 1. Pre-readingPurpose:To arouse Ss’ interest in learning about the attitudes of different people.1. Show some pictures and encourage Ss to get as much information as possible. Then ask them to answer the following questions.(1) When you get a large amount of money to use as you like, what will you do with it? Why?(2) Have you ever made a bet with a friend? If so, what did you bet on?(3) How did you feel about the bet after it was won or lost?(4) Have you ever r ead the story “The Million Pound Bank-Note”?(5) Have you seen the movie? If so, what did you think of it?2. Get Ss to talk freely with their partners about the value and use of money. After talking, ask Ss to present their opinions in class.For Your Reference:S1: I’ll buy a big house, a new car of my own and get married to a beautiful girl. In my opinion, the most important thing for a person is to enjoy the life. So, if Ihave a lot of money, I’ll make full use of it to meet my needs for a rich life.S2: I’ll give some money of the one million pound to the poor people in the western part of our country to help them live a happy life, especially the children.Because they really need help and they can learn more knowledge in order todevelop the western part of our country. This way of spending money ismeaningful.S3: ...Step 2. Leading-inPurpose:To stimulate Ss’ interest in reading the text.Ask Ss to think about the following questions and talk about the answers.1. How did Henry get the Million Pound Bank-Note?2. Do you agree that the money can bring Henry happiness?3. What will Henry do with the note?4. How many characters are there in this scene?5. When and where did the story happen?Step 3. Fast readingPurpose: To get the gist of the passage.1. Ask Ss to read the text quickly and try to get the main idea of the text.2. Ask Ss to finish the following exercises according to the text.(1) Which is the right order of the events according to the text?① Henry wandered in London streets.② About a month ago, Henry Adams was sailing out of the bay.③ The next morning he was spotted by a ship.④ Towards nightfall he found himself carried out to sea by a strong wind.⑤ On the ship he earned his passage by working as an unpaid hand.A. ①②③④⑤B. ②③④⑤①C. ②④③①⑤D. ②④③⑤①(2) What’s the servant’s name?A. RoderickB. HenryC. OliverD. James(3) Which of the following statements about Henry is NOT true?A. Henry comes from the USA.B. He worked for a mining company in America.C. He arrives in England as planned.D. He wants to find work in London.(4) Which of the following statements is NOT one of the reasons why the brothers decide to choose Henry?A. He is an American.B. He doesn’t have any money.C. He is a hard-working man.D. He is honest.(5) Why did the narrator say “you’re about to hear the most incredible tale”?A. Because Henry Adams survived at sea.B. Because Henry Adams earned his passage by working as an unpaid hand.C. Because Roderick and Oliver invited Henry to step in and asked him questions.D. Because Henry Adams, a tramp, was given some money for reasons unknown to him.(6) Why did the two brothers give Henry Adams an envelope?A. They wanted to play a trick on Henry.B. They had a pity on Henry.C. They made a bet.D. Henry was not an English man.(7) How did Henry Adams feel when he got an envelope from the brothers?A. sadB. happyC. astonishedD. He took it for granted.Suggested Answers:(1) D (2) D (3) C (4) C (5) D (6) C (7) CStep 4. Intensive readingPurpose: to get the students to learn the details of the text.1. Ask Ss to read the text again and finish Ex1 of Comprehending on P19.2. Ask Ss to talk in pairs and answer the following questions.(1) How did Henry Adams come to England?(2) Where did Henry work before? How much did he have?(3) What did the two gentlemen give Henry?(4) When can Henry open the letter?Suggested Answers:(1)It was the ship that brought him to England.(2)He worked for a mining company before and he had no money at all.(3)They gave him a letter.(4) He can’t open it until two o’clock.3. Ask Ss to read the text very carefully and finish the following table.Suggested Answers:(1) summer (2) 1903 (3) London (4) American businessman (5) lost (6) find a job (7) brothers (8) invited (9) questions (10) a million pound bank-note (11) bet4. Ask Ss to answer the following question and try to find out the relative sentences. What kind of person are the characters? Suggested Answers:◆ Henry Adams: He earns his passage by working on a ship to England. (proud)He arrived in England by accident after not sailing his boat well. (careless)He asks for a job not charity. (honest)◆ Roderick and Oliver: having servants and not worrying about giving a stranger amillion pound bank-note. (rich)prepared to bet one million pounds just for a bit of fun. (mischievous)They see that Henry is honest and proud. (good judges of character)5. Ask Ss to have a small discussion to draw a summary of the whole text. Suggested Answer:Henry, a San Francisco businessman is rescued at sea by a British ship that takes him to London where he finds himself without money, friends or the hope of finding a good job. Hungry and alone, he walks on the streets of the city when unexpectedly he is asked to a large and grand house. Two rich brothers, Roderick and Oliver, have made a secret bet. Roderick believes that a man cannot survive in the city for a month with only a million pound bank-note in his possession but Oliver believes he can. The play takes us along on Henry’s misadventures with humor and surprise to discover who will win the bet.Step 5. Language point1. go ahead(1) 进⾏；发⽣The building of the new bridge will go ahead as planned. 新桥的建设将会按照计划进⾏。

必修三unit3全单元课件.一、教学内容本节课我们将学习必修三Unit 3的全单元内容。

具体章节包括：Chapter 1：The World of English; Chapter 2：Travel and Adventure; Chapter 3：Understanding Different Cultures。

详细内容涉及英语的发展历程、旅行与冒险的词汇和表达、以及不同文化背景下的人际交往。

二、教学目标1. 了解英语的发展历程，掌握与旅行和冒险相关的词汇和表达。

2. 提高学生的英语听说读写能力，使他们能够在实际场景中进行有效沟通。

3. 培养学生的跨文化交际意识，增进对不同文化的理解和尊重。

三、教学难点与重点教学难点：旅行与冒险相关词汇的用法和文化差异的理解。

教学重点：英语发展历程的掌握和跨文化交际能力的培养。

四、教具与学具准备教具：PPT课件、黑板、粉笔、教学录音机。

学具：学生课本、笔记本、文具。

五、教学过程1. 导入：通过展示世界地图，引导学生思考英语在全球的分布情况。

2. 新课内容：讲解英语发展历程，介绍旅行与冒险相关词汇，分析文化差异。

3. 实践情景引入：播放一段关于旅行和冒险的英语视频，让学生感受真实语境。

4. 例题讲解：针对难点和重点，设计典型例题，引导学生分析和解答。

5. 随堂练习：分组进行角色扮演，模拟旅行中的真实场景，提高学生的实际应用能力。

六、板书设计1. 英语发展历程2. 旅行与冒险词汇3. 文化差异与跨文化交际七、作业设计1. 作业题目：结合本节课所学内容，写一篇关于旅行中的趣事的英语作文。

2. 答案：要求作文结构清晰，语言通顺，不少于100词。

八、课后反思及拓展延伸1. 反思：关注学生在课堂上的参与度，了解他们在学习过程中的困惑，及时调整教学方法。

2. 拓展延伸：鼓励学生在课后了解更多关于世界各地的文化背景，提高他们的跨文化交际能力。

同时，推荐一些旅行与冒险相关的英语读物，拓展学生的词汇量和阅读面。

2019新人教高中英语选择性必修三Unit3 Environmental Protection词汇教学教案Teaching aims:1.Enable students to further understand the usages of such important words and expressions as starve,release,frequently,harmonious and submit,etc;learn to express yourselves by using them.2.Guide students to learn to use the right collocations between adjectives and the nouns,verbs and their objects.3.Help students to use what you have learnt into writing.Teaching key and difficult points:1.Help students to learn the bold words and expressions of the unit and express themselves freely in English.2.How to use the words and phrases in real situations.Teaching procedures:StepⅠSelf-directed study—Word FormationIn your self-study time,please find out the relative forms of the following words and at the same time,make out their meanings by referring to the dictionary or reference books.1.emission-vt.2.starve-n.3.habitable-n.4.sustain-adj.prehensive-n.-vt.6.frequently-adj.-n.7.restrict-n.8.harmonious-n.9.submit-n.10.annual-adv.11.chaos-adj.12.originate-n.-adj.13.conservation-vt.14.regulation-vt.15.inspection-vt.16.tolerate-adj.-n.Suggested answers:1.emit2.starvation3.habitat4.sustainableprehension/comprehend6.frequent/frequency7.restriction8.harmony9.submission10.annually11.chaotic12.origin/original13.conserve14.regulate15.inspect16.tolerant/toleranceStepⅠCollocationsTry to retell the story,using the lexical chunks below.1.climate change 气候变化;气候变迁2.along with 连同……一起;和……一道3.melting ice and rising sea levels 正在融化的冰以及上升的海平面4.a dramatic change 急剧的变化5.be shocked by 被……惊呆了6.according to 根据……7.appear to 似乎;好像8.in order to为了……9.this alarming case 这个令人震惊的事实10.have an impact on 对……有影响11.greenhouse effect 温室效应12.refer to 参考;涉及13.keep Earth’s climate warm and habitable 保持地球气候温暖且适宜居住14.huge amounts of 大量的15.fossil fuels 化石燃料;矿物燃料16.strong and comprehensive evidence 有力且详尽的证据17.take appropriate actions 采取恰当的措施18.economic losses 经济损失19.result in 导致20.seize every opportunity to 抓住每一个机会StepⅠUsages of Important Words and PhrasesIn the following part,we’ll study the usages of the words and phrases.1.starve vt.&vi.(使)挨饿;饿死【教材回顾】An expert who has studied polar bears for many years said that from the position of its dead body,the bear appeared to have starved and died.【同义句替换】An expert who has studied polar bears for many years said that from the position of its dead body,the bear appeared to have hungered and died.【语境感知】(1)And a government can starve public broadcasters of money,too—as the BBC is painfully learning.(2)The animals were left to starve to death.(3)The new job doesn’t pay as much but we won’t starve!(4)When do we eat?I’m starving!(5)He said the only alternative was to starve the people,and he said this could not be allowed to happen.【用法小结】starve to death 饿得要死starving adj.挨饿的;即将饿死的be starving 饿极了starvation n.挨饿;饥饿suffer from starvation 遭受饥饿starve for 渴望;急需【近义短语】long for=die for渴望;急需【考点运用】(1)Here are two loaves of bread and a ham for you,so that you won’t (starve).(2)It was a race against time to stop people dying from (starve).【例句仿写】在这样的情况下我急切渴望得到你的帮助。

课时 8 project(1)教材：牛津高中英语 ( 模块三 ) 高一下学期文档内容：授课方案—授课方案单元： Unit 3 Back to the past板块： Project课堂设计指导思想：Project的主要内容是学习如何介绍历史人物。

本课要解决的是理解两篇文章，并以此为范本认识学习如何介绍人物一生。

Teaching aims:1.Read and understand the text.2.Get to know how to introduce someone important in history.Teaching procedures:Step 1 Lead inThe teacher starts the lesson by showing a picture of the film Alexander, and thus introduce the article students are going to read.【设计说明】经过电影引入话题，并以此补充接下来要读的文章的背景知识，以方便学生理解文章。

Step 2 Read and understand1.Ask students to listen to the tape recording of the text and read the text.2.Help students get the main idea of each paragraph.3.Ask students to read the text again and answer the questions to make surethey understand the text.4.Ask students to read the article and answer the questions.【设计说明】经过简单的练习设置帮助学生理解课文内容，掌握文章的脉络和结构，并且了解时间表的内容。