人教版高一英语教案第三单元
Unit 3 Going Places
Ｉ．单元教学目标
技能目标Goals
Talk about traveling
Talk about means of transportation
Express good wishes
Review verb tenses
Use the present continuous tense for future actions Write travel letters
ＩＩ．目标语言
功能句式Intentions and plans
Where would you prefer doing ...? How would you like to go ...?
When are you going off to ...?
How are you going to ...?
Wishes
Have a good trip!
Have a nice / pleasant trip!
When are you going to Guangzhou? How are you getting to the airport?
Is anybody seeing you off?
She is leaving for Shanghai next week.
词汇1．四会词汇：
consider, means, transportation, board, experience, simply,
vacation, nature, basic, equipment, simple, tip, poisonous, paddle, stream, normal, excitement, adventurous, handle, similarity,
particular, poison, separate, combine, task
2．认读词汇：
destination, raft, backpack, spider, cell-phone, eco-travel,
responsibly, unpack
3．词组：
get away form, watch out, protect sb/sth from, see sb off,
on the other hand, as well as
4．重点词汇：
consider, means, experience, nature, particular, separate
语法The Present Continuous Tense for future action
重点句子1. Where would you prefer going (to doing ...)
2. I would prefer to do sth
3. I prefer to do ... rather than do ...
4. How would you like to go to the places？
5. When are you going off to Guangzhou? P19
6. If you want a normal ..., choose a quiet stream or river that is wide ... or rock ... P17
7. As with hiking, you should always think about...and wear good clothes.P18
8. Eco-travel, on the other hand, is a way to travel responsibly. P20
9. By staying at hotels ... , tourists can help the villagers make
money ... . P20
III. 教材分析与教材重组
1. 教材分析
本单元以“旅行”为话题，所涉及的内容有：外出旅游的行为规范、旅游的
方式等。通过本单元的学习使学生了解旅游的不同方式，学会表达计划和任务。
能自己设计一次旅行计划并能写信介绍自己的旅行情况。
1.1 Warming Up部分提供了四幅有关外出旅行中的个别行为不当的图片，让
学生判断四位旅行者在旅行过程中的错误行为，通过讨论让同学们认识到外出旅行时，应遵守交通规则和维护公共秩序，第二、三部分要求学生能根据具体情况自行选择交通工具。
1.2 Listening两部分材料是机场广播和明信片。通过表格的形式训练学生集
中捕捉信息的能力，另外两段材料分别突出现在时和过去时，强化了学生的时态意识。
1.3 Speaking部分借助于“时间机器”设计科幻旅游。通过三个问题诱发他
们的想象力。同时也能表达出同学们对过去和未来的真实愿望以及情感。
1.4 Pre-reading提供了三个问题使同学们自己去把这方面的经历和课文联系
起来，激发他们的学习兴趣。
1.5 Reading部分分为三部分。Adventure Travel中的第一句引出本段，列举人们出行旅游的种种目的，由此引出后两个话题。Hiking和Rafting各分为两段。第一段分别介绍hiking和rafting，第二段列出外出hiking和rafting的建议，可以采用对比阅读的方法。
1.6 Post-reading选择最佳答案和完成表格是对课文的检查和巩固，加深同学
们对课文的理解。
1.7 Language-study部分包括两方面的训练。第一部分通过单词的配对练习，
帮助同学们加深理解本单元的部分重要单词和词组。语法部分通过读写来操练时态，了解进行时的另一种用法：进行时表将来。
1.8 Integrating skills部分提供“生态旅游”的信息。先阅读，然后四人一组
讨论并制定一个“生态旅行”计划来训练学生的说、读、写技能。Writing部分要求学生书写两封信，训练他们对不同时态的应用。
1.9 Tips 明确写作的几要素，指导学生如何明确写作的目的。
1.10 Checkpoint总结了本单元的语法——现在进行时，并设计了一些最基本
的练习，检查和强化了对本部分的掌握情况。
2. 教材重组
2.1 Warming up, Speaking和Talking均属于说的训练，因此把Warming up, Speaking和Talking整合成一节“口语课”。
2.2 Listening和Workbook中的Listening放在一起，设计成一节“听力课”。
2.3将Pre-reading, Reading和Post reading三项活动放在一起，合成一节“阅
读课”。
2.4 Language study和Workbook中的Practice整合成一节“语法课”。
2.5 Integrating skills中的Reading和Workbook中的Integrating，reading部分整合为一节“泛读课”。
2.6 Integrating skills中的Writing和Workbook中Integrating skills，writing 合为一节“写作课”。
3．课型设计与课时分配（根据学情，经教材分析，本单元要分六课时完成）1st Period 口语课
2nd Period 听力课
3rd Period 阅读课
4th Period 语法课
5th Period 泛读课
6th Period 写作课
The First Period Speaking
Teaching goals 教学目标
1. Target language 目标语言
a. 词汇和短语
consider, means, transportation, information
b. 重点句型和交际用语
Where would you like to go?
Which year would you like to go to?
How would you like to go to the places, by train or by bus?
2. Ability goals 能力目标
Enable the students to make a plan for a trip and give some tips on trip.
3. Learning ability goals 学能目标
1. Help the students to talk about trips.
2. Encourage the students to learn how to make a plan for a trip.
Teaching important points 教学重点
Talking about travelling means of transportation.
Teaching difficult points 教学难点
Talking about travelling means of transportation.
Teaching methods 教学方法
a. listening and response
b. watching and saying
c. pair work or group work
Teaching aids 教具准备
1. slide-show
2. pictures
Teaching procedures && ways 教学过程与方式
Step I Revision
T: Hello, everyone, first, let’s review the important points of last unit. Please look at the slide show.(show the slide)
1. Mother said to me “Be sure to lock the door before you go to school.”
2. “Drink more water every day.” The doctor said.
3. “Why are you late again?” said the teacher angrily.
4. _____________________ (别忘了)to turn off the light before you leave the room.
5. The teacher told us (把所有东西摆放整齐)________________________.
Students do the exercises and check the answers.
Suggest answers:
1. Mother asked me to be sure to lock the door before I went to school.
2. The doctor asked me to drink more water every day.
3. The teacher asked angrily why I was late again.
4. Don’t forget
5. to put everything in order.
Step II Lead in
Mike, have you ever traveled?
T: Today we are going to talk about “travelling”.
M: Yes, I have ever been to Beijing.
T: When did you go there?
M: Last summer.
T: How did you go there?
M: We went there by bus. T: Why did you go there by bus?
M: Because it isn’t too far away from here and it’s very convenient to go there by bus T: Good. How about you? LiMing, have you ever traveled?
L: Yes, I have been to Hainan last winter vacation.
T: How did you go there?
L: I went there by plane?
T: Why?
L: Because it’s too far from here and we can save lots of time by going there by plane.
Ask more students like this.
Step III. Warming up
T: If we go out for traveling, we can go by bus, by train, by plane or by ship. How can you get to these places.
Show the slides.
conditions transportation
Shanghai——London
Chongqing——Chengdu
Beijing——Guangzhou
Dalian——Qingdao
T: What would you like to take from Shanghai to London？
S1: I’d like to go there by air.
T: What about others?
S2: I think I’d like to go there by bus.
S3: I’d like to go by train.
S4: I would go there by ship.
T: We can go to places by bus, by train, by bike, or even on foot. What do you have to consider before you decide which means of transportation you will use?
Divide the students into groups to discuss the means of transportation. Then each group reports their answers.
T: What should you consider before you decide which means of transportation you will use?
S1: We should consider how far it is.
S2: We should consider the landscape.
S3: We should consider the weather.
S4: We should also consider how many things we should take.
should also pay attention to our T: That’s good. After we get to the destination. We
behavior. Look at these four pictures on Page 15. Are they doing anything wrong? Show the pictures.
T: Is there anything wrong in Picture 1?
A: He is driving too fast.
T: What should he do?
A: I think he should lower down.
T: What about Picture 2?
B: He is littering. I think he shouldn’t throw things everywhere.
T: Is he doing anything wrong in Picture 3?
C: Yes, he is smoking where he shouldn’t.
T: That’s right. How about Picture 4?
D: His car is parked in the wrong place.
T: We should pay attention to these behaviors when we are traveling. Any other things we should pay attention to?
Students discuss and raise their answers.
S1: We can’t jump the queue when we are waiting for the bus.
S2: We can’t pick flowers.
S3: We s houldn’t throw thing everywhere.
S4: We shouldn’t curve on the buildings or on the trees.
Step IV Speaking
Show a picture of “Time machine”．
T: What’s it?
Students guess what it is.
T: It’s a time machine. With it you could travel to the past or to the f
uture. You could also visit any year and any place you wish.
T: Hi, Jim, which year would you like to go to?
J: I’d like to go to the year 3000.
T: Where would you like to go?
J: I’d like to go to Africa.
T: Why?
J: Because I want to see how they live at that time.
T: OK. How about you , Mary? Where and when would you like to go?
M: I’d like to go to the year 1840 in China?
T: Why?
M: If I went there, I could prevent the foreigners from attacking China.
and when you would like to go. T: Good. Now, let’s work in pairs to talk about where
Students work in pairs to discuss about it. Then ask some pairs to act it out.
eg.
A: Which year would you like to go?
B: I’d like the year 3000 BC.
A: Where would you like to go?
B: I’d like to go to Egypt?
A: Why?
B: I want to be one of the designers of Pyramid and discover the secrets in it.
Step V Talking
Divide the students into two parts to discuss if it is good to open up the mountain to
tourists.
A: I think we should open up the mountain. In that case, we could make more money.
B: Although it can help us make more money, but I think it will destroy the mountain.
A: We can use part of the money to protect it. And it can also make our city famous and develop the city. It’ll be good for all of us.
B: I’m afraid I can’t agree with you. I think it’s better if our city is famous for a go company. It’s a place for tourists. It will not be a good place to live.
A: If we open it up. It will help people get more interested in history and nature.
B: I agree it will help, but it’s not the only way. We can build up a web site to make it known.
Homework
1. Fill in the role card on P98.
2. Preview the listening part on P15 and P97.
详细内容请订阅
《名师说课》
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Use of Language: 1. Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily. Important points: 1. Talk about different kinds of food that one favorites. 2. learn the basic knowledge of healthy eating. 3. learn how to say in the clinic. 4. Grasp the language points and grammar in the text. Difficult points: The use of modal verbs --- had better, should and ought to. Teaching aids: computer or slider-projector Way of Teaching: Communication way of teaching, discussion and group work. Lesson 1Step 1 Warming-Up First show the students some pictures of dishes and so to introduce the topic of this unit. And then show the pictures on their text books and let them to decide what is junk food and what is not.
外研版高中英语必修三module3教案
高一英语第十一次课----- 必修三module3 一、考点、热点回顾 （一）key words and phrases 1.experience vt.经历n(可数)经历n(不可数)经验 2.cause vt.引起，导致cause sb. to do sth.导致某人去做某事cause sb. trouble/problems 给某人带来麻烦/问题 cause n.起因，理由，事业-------指造成某事的直接原因，后常接of或to do reason n.原因，理由------指从逻辑推理上得出的原因，后常接for或定语从句。 3.bury vt.埋葬 bury oneself in =be buried in 专心于，埋头于bury one’s face in one’s hands 双手捂脸4.occur vi.发生-------指发生时，有计划无计划均可。脑海中出现某种想法。 happen vi.发生------指事先无计划偶然发生。碰巧作某事happen to do sth. take place 发生-------指事先安排，计划的事情。举行。 以上三词均无被动形式。 sth. Occurs sb. 某人想起=strike/hit eg: A good idea occurred to me . It occurs to sb. to do sth.某人想起It occurred to me to visit my teacher. It occurs to sb. that…某人想起It occurred to me that I should visit my teacher. 5.take off 去掉，脱掉，起飞，成功，休假，减去，移动 6.strike vt＆n.(雷电，暴风雨等）袭击=hit，击打，碰撞，罢工，想起=occur to,打动 (1)The miners went on strike for higher pay. (2)Does this clock strike twelve? (3)A good idea struck me while I was walking along the river. (4)He hit me ,so I struck him back. (5)A huge forest fire broke out after the lighting struck. (6)I am still struck by the native beauty of the lake. 7.ruin vt.毁坏，破坏，使堕落n.毁灭，崩溃，废墟in ruins 变成一片废墟 8.warn vt.警告，告诫，提醒注意warn sb. of/about sth.提醒某人注意某事 warn sb. not to do sth.= warn sb.against doing sth. 提醒某人不要做某事 give a warning 发出警告without warning 毫无预警 9.in all 总共，总计 above all 最重要的是after all 毕竟at all 确实，根本first of all首all of a sudden突然all in all从各方面考虑all along一直，始终 10.possibility n.可能性，可能发生的事 There is a/no possibility that… 有（不）可能There is a/no possibility of doing sth.有（没有）的可能 possible adj.可能的It is possible (for sb.)to do sth. It is possible that……. 11.set fire to =set….on fire 放火（焚烧）……. on fire着火（状态）catch fire 着火（动作）put out a fire扑灭火 12.put out 扑灭（火），伸出，出版 put off推迟put up张贴，建造put away放好，收好put on 穿上，上演put forward 提出 1．拿起；拾起；搭载；学会；收听2．平均 3．有史以来4．到……时为止 5．结束；告终6．扑灭 7．放火烧…… 8．总共 9．带来损害10．使某人无家可归 pick up on average of all time by the time end up put out set fire to in all do/cause damage make sb. homeless
高一英语人教版必修三unit1课文内容
Unit 1 Festivals around the world FESTIVALS AND CELEBRATIONS Festivals and celebrations of all kinds have been held everywhere since ancient times. Most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn. Sometimes celebrations would be held after hunters had caught animals. At that time people would starve if food was difficult to find, especially during the cold winter months. Today’s festivals have many origins, some religious, some seasonal, and some for special people or events. Festivals of the dead Some festivals are held to honour the dead or to satisfy the ancestors, who might return either to help or to do harm. For the Japanese festival Obon, people should go to clean graves and light incense in memory of their ancestors. They also light lamps and play music because they think that will lead the ancestors back to earth. In Mexico, people celebrate the Day of the Dead in early November. On this important feast day, people eat food in the shape of skulls and cakes with “bones” on them. They offer food, flowers and gifts to the dead. The Western holiday Halloween also had its origin in old beliefs about the return of the spirits of dead people. It is now a children’s festival, when they can dress up and go to their neighbours’ homes to ask for sweets. If the neighbours do not give any sweets, the children might play a trick on them. Festivals to Honour People Festivals can also be held to honour famous people. The Dragon Boat Festival in China honours the famous ancient poet, Qu Y uan. In the USA, Columbus Day is in memory of the arrival of Christopher Columbus in the New World. India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain. Harvest Festivals Harvest and Thanksgiving festivals can be very happy events. People are grateful because their food is gathered for the winter and the agricultural work is over. In European countries, people will usually decorate churches and town halls with flowers and fruit, and will get together to have meals. Some people might win awards for their farm produce, like the biggest watermelon or the most handsome rooster. China and Japan have mid-autumn festivals when people admire the moon and in China enjoy moon-cakes. Spring Festivals The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring. At the Spring Festival in China, people eat dumplings, fish and meat and may give children lucky money in red paper. There are dragon dances and carnivals, and families celebrate the Lunar New Year together. Some Western countries have very exciting carnivals, which take place forty days before Easter, usually in February. These carnivals might include parades, dancing in the streets day and night, loud music and colourful clothing of al kinds. Easter is an important religious and social festival for Christians around the world. It celebrates the return of Jesus from the dead and the coming of spring and new life. Japan’s Cherry Blossom Festival happens a little later. The country, covered with cherry tree flowers, looks as though it is covered with pink snow. People love to get together to eat, drink and have fun with each other. Festivals let us enjoy life, be proud of our customs and forget our work for a little while.
人教版高中英语必修一全册教案
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
高中英语必修五第四单元教案设计
实用文档 Unit4 Making the news 一、语言要点 I单元要点预览（旨在让同学整体了解本单元要点）
实用文档 ) (旨在提供完形填空所需材料II 词语辨析
实用文档
实用文档 词性变化（旨在提供语法填空所需材料）III
重点词汇（旨在提供综合运用所需材料）IV concentrate vt.集中；聚集1） ] 典例[ 政权集于总统一身）Authority was concentrated in the president. 1 We concentrated on the task before us. 我们专注于眼前的任务2）] 重要用法[ 专心集中，concentration n. 实用文档 with deep concentration专心 concentrate one's attention on [upon] 把注意力集中在 [练习]汉译英 1) 如果你全神贯注，就能解决这个问题。 ___________________________________________________________________________________ _______ 2) 面对巨大的灾难，整个社会致力于解救废墟中的人们。 ___________________________________________________________________________________ _______ Key: 1)You'll solve the problem if you concentrate upon it. 2) Facing the great disaster, the whole society concentrated its attention on rescuing the people in ruin.
教学设计 高一英语ppt课件教案 人教版
新课标高一英语必修2 第5单元Music Reading教学设计 一、设计思想 根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。 本节阅读课教学设计的最大特色是： (1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前—阅读中—阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 (2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。 (3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红） 二、教材分析
【英语】高中英语新课标必修三_Unit_1优秀教案
普通高中课程标准实验教科书（人教版） 英语必修Ⅲ Unit1 Festivals around the world (Reading) Festivals and Celebrations 学生姓名：赵倩倩
Unit 1Festivals around the world Ⅰ.Analysis of teaching material At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival. The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events. The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading. The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups. Ⅱ.Teaching aims 1.Knowledge aims 1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with 2). Let students learn about history and basic knowledge of festivals both in and out of China. 2.Ability aims 1). Develop students’ reading ability and let them learn different reading skills.