新教科版高中英语必修三全册单元教案(教学设计)全集
高中英语必修三教学设计
高中英语必修三教学设计一、教学任务及对象1、教学任务本教学设计针对的是高中英语必修三的内容，主要包括英语语法、词汇、阅读理解、听力、口语表达以及写作等技能的训练。
本课程旨在帮助学生巩固英语基础知识，提高英语综合运用能力，特别是强调在具体语境中运用英语进行有效沟通。
此外，教学内容还将涉及一定的文化背景知识，以拓展学生的国际视野。
2、教学对象本教学设计的对象是高中一年级的学生，他们在之前的英语学习中已经掌握了基本的语法知识和词汇量，具备初步的英语阅读、听力、口语和写作能力。
然而，学生在英语学习过程中仍然存在个体差异，因此，在教学过程中需要关注每个学生的学习需求，因材施教，激发学生的学习兴趣，提高他们的自信心和自主学习能力。
同时，针对高中生的心理特点，注重培养他们的合作精神、批判性思维和创新意识。
二、教学目标1、知识与技能（1）掌握并运用高中英语必修三的全部词汇和短语，扩大词汇量，为英语阅读和写作打下坚实基础。
（2）理解和掌握英语语法知识，如时态、语态、非谓语动词等，提高句子构建和语法运用的准确性。
（3）提高阅读理解能力，通过分析文章结构、把握主旨大意、理解细节信息，培养快速获取和解读信息的能力。
（4）提升听力技能，能够准确理解并获取听力材料中的关键信息，提高英语听力水平。
（5）培养流利、准确的口语表达能力，学会在特定情境中用英语进行有效沟通，增强语感。
（6）锻炼写作技巧，能独立完成各类作文，如记叙文、说明文、议论文等，提高文章的逻辑性和表达效果。
2、过程与方法（1）采用任务型教学法，引导学生通过参与、体验、实践、探究等方式学习英语，提高自主学习能力。
（2）利用多媒体教学资源，创设真实语境，激发学生的学习兴趣，提高课堂参与度。
（3）鼓励学生合作学习，开展小组讨论、角色扮演等活动，培养团队合作精神和沟通能力。
（4）注重启发式教学，引导学生发现问题、分析问题、解决问题，培养批判性思维和创新能力。
（5）定期进行课堂展示和评价，让学生在实践中不断提高自己的英语水平。
高一英语必修3教案全部
Unit 1 Festivals around the worldIII. 教材分析与教材重组1. 教材分析本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。
1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。
可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。
1.2 Pre-reading是Reading 的热身活动。
主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。
1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。
此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。
处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。
1.4 Comprehending是考察对阅读内容的进一步理解。
练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。
练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。
练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。
这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。
新课标高中英语必修三UnitAstronomy全单元详细教案
Unit 4 Astronomy: the science of the stars三、单元预习任务Pre-unit task1. 根据本单元教学目标和要求,了解本单元话题和任务,充分做好课前预习工作;2. 预习语言知识,包括词汇表里的词汇和扩展词汇,掌握词义、发音、词性以及其基本用法;鼓励学生勤查字典;3. 多渠道如报刊、杂志、网络等等查阅并了解与本单元话题有关的背景知识和材料;第一课时前：1、根据教学目标和要求,了解本课时的话题和任务,预习课文的语言知识,包括词汇表里的词汇和短语,以及课外提供的扩展词汇,掌握词义、发音、词性以及基本用法;鼓励学生勤查字典;2、预习阅读材料,掌握文章的中心思想和基本脉络;3、通过报刊、杂志、网络等途径,多渠道查阅并了解与阅读材料相关的信息资料和背景知识,做好充分的课前预习工作;学生可以通过以下问题来自我检查预习情况Questionnaire:does astronomy deal withdo we call people who study astronomydid the universe come into beingyou name the eight planetsyou know the solar system in the universe What is it made up ofdid life come into being on the earth第二课时前：1、复习阅读课文,预习所给的词汇、相关星球知识等材料；2、预习Using language.第三课时前：1、预习所给的词汇,和相关知识;2、查找并阅读一篇关于黑洞的文章;第四课时前：1、预习语言点和语法点;第五课时前：1、复习上一课时所学的语言点和语法;2、通过本单元的输入,罗列写故事的写作方法;四、教学安排Teaching arrangements本教学安排根据“LARA教学原则”,对教材进行大胆的删除L –leave out、修补A –Amending、替换R –Replace、增添A –Add,灵活的将教材为我所用;新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上,设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排,循序渐进,循环反复,有利于学生构建知识系统；注意培养创新精神,提高实践能力;但新教材也应与学生的实际相结合,我们不能全盘照搬;同时在教学过程中,为了对教学有个即使的反馈和有效的改进,我们还进行了“形成性评价”;本单元的语言技能和语言知识几乎都围绕“The science of the stars”这一中心话题设计的;我们根据本单元实际情况对教材的课时安排作了一些调整,尤其是学生用书Student’s Book和作业本Workbook有机结合;整个单元的备课思路是这样的：从天文学谈到地球地球上生命的起源,如何去保护地球----其他星球及太空物质月球及黑洞----去太空旅行的目的,可能会碰到哪些困难,需要做哪些准备---科学家进行探索需要准备什么以及需要怎样的素质;因此,具体安排是这样的：Period one: Warming up and readingPeriod two: Using language and readingwbPeriod three: Listening, talking, listening and writing Period four: GrammarPeriod five: Language Point这样要说明的是我们在第二三课时教学中,特别穿插了对写作的辅导,符合了先输入后输出的教学理念;五、教学步骤 Teaching proceduresPeriod 1 Warming up & ReadingStep 1 Warming up & lead in1.Talk about science subjectsStep 2 Reading1.Get the Ss to go through Paragraph 1 on P 25 and find the answers to thefollowing questionsQs: ① What did the earth look like after the “Big Bang”a cloud of energetic dust② How did the earth change afterwards …combine into a solid ball③ What happened to the ballexplode…make the earth’s atmosphere④ How did the water begin to appearcool down⑤ Did water stay on the other planets or satellitesdisappear⑥ Water was important for the beginning of life. How did water make lifedevelop dissolve harmful gases into …T: With water, life began and developed on the earth. How did life develop through history2.Make the Ss read paragraphs 2-3 and finish the following chart.A cloud of dust →a solid ball →presence of water→Q: Why was it necessary for plants to grow before animalsPlants provided oxygen for animals to breathe.3. RetellSuppose you are Dr. … who studies astronomy. You are invited to give a speech to the school students about the development of life on “Earth Day” April ndto the earth.T: Earth is home to us the living things. We ought to take good care of it. Do we human beings look after the earth wellWhat problems have been caused by humans to the earthair/water/earth pollution, global warming, desertification, endangered wildlife…Step 3 Activities1.Activity 1: We make our home earth in danger. If we still keep doing damageto the earth, we will be homeless one day. It is time we took action and protected it. Discuss in groups “ How to protect our earth and make it a better place to live on ”2.Activity 2: Suppose you are to design an activity for your school on EarthDay, which is intended to call on teachers and students to protect the earth.Work in groups and choose a reporter of your group to report your work. The following points should be included in the report of your activity.What the activity is aboutWhy the activity is designedWhen and where to do the activityWho takes part in the activityWhat to be done in the activity…Step4 Homework:1.Search the Internet for the information of the development of life.2.Read and learn good words, phrases or structures from Reading.七、评价与反思Assessment and reflectionTask 1: Collect information about “the science of stars” learnt in this unit and make notes if necessary.Task 2: Reflection教师反馈Teacher’s reflection:1.Have all the teaching aims been reached2.Have all the Ss learnt a lot in the lessons3.What can be improved …教师对学生课堂活动的评价：Class:Name:Score:Items:Understandable 5 4 3 2 1Logical 5 4 3 2 1Creative 5 4 3 2 1Active 5 4 3 2 1Cooperative 5 4 3 2 1Others 5 4 3 2 1学生反馈Students’ reflection:1 自我评价Self-assessmentClass ________Name _________No _________Date __________In this unit, you learnt about the science of stars. How comfortable do you feel doing each of the skills below1=Not comfortable 2=Need more practice3=comfortable 4=very comfortableSkills Comfortable levelTalk about astronomy 1 2 3 4Have the proper attitude towards science 1 2 3 4Practice expressing problems and making suggestions 1 2 3 4Use the new words and expressions 1 2 3 4Write an outline 1 2 3 4Use subjective clause 1 2 3 42 自我反馈Reflection1.How to be a scientist ___________________。
高中英语必修3教案
高中英语必修3教案教案标题：高中英语必修3教案教案目标：1. 帮助学生掌握高中英语必修3课程的核心知识和技能。
2. 培养学生的英语听、说、读、写的综合能力。
3. 培养学生的批判性思维和解决问题的能力。
4. 培养学生的合作与沟通能力。
教材和资源：1. 高中英语必修3教材。
2. 多媒体设备。
3. 学生练习册和作业本。
4. 课堂互动活动所需的材料。
教学内容和步骤：课时一：Unit 1 Friendship1. 导入：通过展示一些关于友谊的图片和引发学生对友谊的讨论来激发学生的学习兴趣。
2. 预习：让学生阅读Unit 1的课文，并回答一些与友谊相关的问题，以激发学生的思考和预习的兴趣。
3. 听力训练：播放Unit 1的听力材料，让学生完成相关的听力练习，提高他们的听力理解能力。
4. 阅读理解：让学生阅读Unit 1的课文，并完成相关的阅读理解练习，培养他们的阅读理解能力。
5. 语言点讲解：讲解Unit 1中的重点词汇和语法知识，并通过例句和练习巩固学生的理解和应用能力。
6. 合作活动：分组让学生就友谊的重要性展开小组讨论，并展示他们的观点和结论。
课时二：Unit 2 Healthy eating1. 导入：通过展示一些关于健康饮食的图片和引发学生对健康的讨论来激发学生的学习兴趣。
2. 预习：让学生阅读Unit 2的课文，并回答一些与健康饮食相关的问题，以激发学生的思考和预习的兴趣。
3. 听力训练：播放Unit 2的听力材料，让学生完成相关的听力练习，提高他们的听力理解能力。
4. 阅读理解：让学生阅读Unit 2的课文，并完成相关的阅读理解练习，培养他们的阅读理解能力。
5. 语言点讲解：讲解Unit 2中的重点词汇和语法知识，并通过例句和练习巩固学生的理解和应用能力。
6. 合作活动：分组让学生就健康饮食的重要性展开小组讨论，并展示他们的观点和结论。
课时三：Unit 3 Travel journal1. 导入：通过展示一些关于旅行的图片和引发学生对旅行的讨论来激发学生的学习兴趣。
新课标人教版高一英语必修3全英文全套教案
1.Unit 1 Festivals around the world2.Teaching aims of this unitTalk about festivals and celebrationsTalk about the ways to express request and thanksLearn to use Modal verbsWrite a similar story with a different ending3.Sentence patterns:Request:Coul d/ Would you please…Could I have…Could we look at…I look forward to…May I see…Thanks:It’s very kind of you…Thank you very much/ Thanks a lot.I’d love to.It was a pleasure…Don’t mention it.You are most welcome.4.Modal verbs:May might, can could will would shall should must canThe first period Speaking1.Teaching aims:Vocabulary: take place, lunar, festival, Army Day, Christmas, dress upPhrases: Would you like … Could I have…Might I offer help… May I see…You should try…Could we like at…Can you suggest… We might take…Teaching ProceduresStep I Leading inT: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidaysSs. Yes. Of course!T: When did you feel most happy and excitedSs: At the Spring Festival.T: Who can tell us why Any volunteersS1: Because it is the most important festival in our country.S2: Because I got a lot of lucky money from my parents.S3: Because I needn’t study at festivals and there was a lo t of delicious food to eat.How great.S4: Because I met my cousins and friends who I hadn’t seen for a long time.T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a fewSs: New year, Yuan xiao festival…:T: Quite right. That’s called the Lantern’s Festival. How about some other festivalsSs: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…T: You have done a good job, boys and girls! .Step ⅡWarming –upFestivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know.Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.Step ⅢPre- readingDiscuss in groups of four1.What’s your favourite holiday of the year Why2.What festivals or celebrations do you enjoy in your city or town Do you likespending festivals with your family or with friends What part of a festival do you like best---the music, the things to see, the visits or the foodStep ⅣAssignment1.Consolidation2.Listening to the material again after class to be familiar with it.3.Homework: Collect as much information about festivals as possible.The second period ReadingTeaching Aims1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone originin memory of dress up trick poet arrival national gain independencegather agricultural European custom awards watermelon handsomerooster admire look forward to religious as though have fun with daily 2.To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world3.To enable the students to master some English expressions and phrases about festivals.4.Teach the basic reading skills: skimming and scanning.5.Try to compare and make conclusion s of different festivals.Step ⅠRevision1.Greetings.2.Review the new words of this part.3.Check the students’ homework---festivalsStep ⅡReading1.ScanningT: Open your books and turn to page one. I’d like you to do the scannin g. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3. ( Ask the student to look through the questions and then read the text silently.)( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)2.Intensive reading( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)T: Read the text loudly for a second time and them try to tell if these sentences are True or False.3.Reading and discussionT: Read the text a third time and then work impairs to do Exercise 2 on Page 3.( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their ownexperiences.)4.Explanation(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)T: Now I will discuss some important sentences and phrases in the passage.a.Some festivals are held to honor the dead, or satisfy and please the ancestors,who could return either to help or to do harm.b.In memory ofc.In India there is a national festival on October 2 to honor Mahatma Gandhi,the leader who helped gain India’s independence from Britain.d.People are grateful because their food is gathered for the winter, and becausea season of agricultural work is over.e.The most energetic and important festivals are the ones that look forward tothe end of winter and to the coming of spring.f.The country is covered with cherry flowers so that it looks as though it mightbe covered with pink snow.The suggested explanation:a.An attributive clause.The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.b.in memory of … serving to recall sb, to keep him fresh in people’ minds.He wrote a poem in memory of his dearest wife, who died in an accident.in honor of ( showing great respect or high public regard)in hopes/the hope of (hoping)in defence of (defending)c. a noun phrase followed by an attributive clause as the appositived.two clauses for reasone.energy→energetic adj. ( full of or done with energy)look forward to ( to is a preposition here.)devote to, be/get used to, get down to , stick toe.g. I’m looking forward to hearing from you.Step ⅢListeningT: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).The third period Learning about languageTeaching aims:1.Let the students know the usage of modal verbs.2.Enable the students to recognize the words and expressions in the reading passageaccording to what mean the same as them.Step ⅠGreeting and Revision( Ask some students to retell the text we learned .)StepⅡ. Practicing the useful words and expressionsT: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examplesSs: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.S1. I’m looking forward to hearing form my friendS2: We are talking about verbs.S3: Would you like to talk with meS4: Who can think of an effective solution to the problemS5: Please think about my proposal.Step ⅢUseful StructuresT: Let’s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94Step ⅣSumming up and home workT: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.Homework1.Practice of WBP42EX.1,2,3.2.Please find out10 sentences with modal verbs, and try to get their meanings.The fourth period ListeningTeaching aims:1.Vocabulary: go with, the big bands, musicians, over and over again, for sale, getused to, the winners of this year’s awards for the best costumes2.Enable the students to know how to get the key words to understand theconversation about the carnival parade, to talk about sth happened and express request and thanks.Step ⅠRevisionAfter checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.Step ⅡWarming upT: By the way, what’s the topic of this unitSs: Festivals around the world.T: Would you like to know something more about festivals around the worldSs: Of course.T: Now I will show you several pictures. What’s the festival calledSs: Carnival.T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.Step ⅢListeningT: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside thequestions. For the second time, you should write down the answers andthen check them with your partners.( It’s important to encourage the students to adapt their present knowledge anyskill to a variety of situations wherever they can. Make sure to allow various expressions of the answers. Do not demand the same words form all students.)Step ⅣSpeakingThis part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. Thepolite form of English are important and should be practiced in a varietyof situations.Step ⅤListening taskT: There are about 10 minutes left. Let’s come to listening task. Turn to page 43and look at the pictures. They have something in common. Can you find it outSs: They are all about festivals bout the dead.T: That’s right. I will play the tape for you. For the first time you should try towrite down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart,according to which you can make a report.The fifth period Extensive readingTeaching aims:1.Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drownone’s sadness in coffee, set off for, remind somebody of something,2.Learn to compare the festivals in China and in western countries.Step ⅠRevisionCheck homeworkStep ⅡReading (1)T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival—Qi Qiao and Valentine’s Day. NowT: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.Step ⅢDiscussion and writingT: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.Step ⅣReading(2)T: Let’s come to anot her passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.Added material:Thanksgiving DayFourth Thursday in November is celebrated as ‘Thanksgiving Day’ People thank God for his blessings. People can ‘Thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true "thanksgiving" observance. It lasted three days.Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.HalloweenThe ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding "Fire Festivals" which were celebrated for threedays (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and otherofferings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern. According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked thedevil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬）(carried in a hollowed out turnip.[植]芜箐,芜箐甘蓝) to warm him and light his way.In Ireland, they originally also used turnips for their "Jack Lanterns", but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.EasterOn Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave.The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.Hot Cross Buns Hot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.The Easter EggAs with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.O-bon FestivalBon DanceDuring o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing.Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi. Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!Unit2 Healthy eatingTeaching Aims of this unit1.Talk about healthy eating2.Making suggestions or giving advice on diet3.Distinguish the meanings of Modal verbs4.Make a balanced menu5.Vocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective getrid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on7.Speaking: Practice talking about your ideas; practice giving suggestions andadvice, practiceseeing the doctor.8. The use o f ought toThe first period Warming up and readingStep ⅠWarming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step ⅡPre-readingGet the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then I’llask you to report your work. Are you clearStep ⅢReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.1.Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.a.The two restaurants supplied the healthy diet.b.The reason why Yong Hui’s restaurant was so popular withcustomers.c.Wang Pengwei found out why he had lost his customers and decidedto win them back2.Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.ually Wang Pengwei’s restaurant was full of people. (T )b.Yong Hui served a balanced diet. ( F)c.Yong Hui could make people thin in two weeks by giving them a gooddiet. (F)d.Wang Pengwei’s customers often became fat after eating in hisreataurant. (T)e.Yong Hui’s menu gives them energy foods. (F )f.Wang Pengwei’s menu gives tem foods containing fiber. (F )g.Wang Pengwei admired Yong Hui’s restaurant when he saw the menu.(F )h.Wang Pengwei decided to copy Yong Hui’s menu. (F )StepⅣComprehendingBy now, the students have had a further understanding of the text.Let the students read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner.T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurantS1:…S2:…S3:…T: You all have a point here. But what will they do We will see it next period.Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his exampleSs: Yes.T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:a.Wang Pengwei sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated”happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.c. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step ⅤHomework1.Try to retell the text.2.Prepare for the language learning and do Using words and Expressionson WB (Page 49-50)The second period Language studyStep ⅠRevision1.Check the students’ homework.2.Ask some of the students to retell the text.Step ⅡWord studyThis part is a consolidation of the words in the text. Ask the students to do the exercise individually.T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text.I necessary, you can discuss with your partners.…Step ⅢGrammarThe students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text.a.By lunchtime they would have all be sold---It indicates possibility.b.His restaurant ought to be full of people.---It indicates possibility.c.What could have happened--- It indicates possibility.d.Nothing could have been better.--- It indicates possibility.e.Something terrible must have happened if Maochang was not coming toeat with him as he always did.---It indicates guessing.f.He could not believe his eyes. ---It indicates intension.g.He wonder if he should go to the library to find out ---It indicates duty.h.He wouldn’t have Yong Hui getting away with telling people lies!---It indicatesintension.…Step ⅣHomework1.Review the rules of word formation and the meanings of modal verbs.2.Prepare the Using Structure on page 50 by making a dialogue in pairs. The third period ListeningStep ⅠRevision1.Check the using structure on page 50.2.Ask the students to make a short dialogue in pairs.Step ⅡListening( using language)The students will hear what Wang Pengwei did after leaving Yong Hui’s restaurant. Ask the students to finish the chart and answer the questions.T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.( Play the tape. Students write down the answers and check the answers with their partners.)T: Now listen to it again and try to make sure your answers are right.Step ⅢListening (WB P48)The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.Step ⅣHomework1.Pre-view the reading(2) and reading task on Page 52. See how the storyended.2.Find some information about healthy eating on the Internet.The fourth period Extensive readingStep ⅠRevision1.Check the homework2.Share the information the students have got form the Internet.Step ⅡPre-readingAsk the students to read some proverbs and translate them into Chinese.。
高中英语新课标必修三Unit1教案
高中英语新课标必修三Unit1教案标题：高中英语新课标必修三Unit1教案一、教学目标通过本单元的学习，学生能够：1、掌握与旅行、探险相关的词汇和表达方式；2、了解和掌握如何写旅游计划和游记；3、提高听、说、读、写四项技能；4、培养对旅游和探险的兴趣和热情。
二、教学内容本单元围绕旅行和探险主题展开，包括以下内容：1、单元导入：介绍旅行和探险的概念和意义，激发学生兴趣；2、课文学习：阅读与旅行和探险相关的文章，了解旅游计划和游记的写作技巧；3、词汇学习：掌握与旅行、探险相关的常用词汇和表达方式；4、听力训练：通过听录音材料，提高听力理解能力；5、口语练习：通过小组讨论、角色扮演等活动，提高口语表达能力；6、阅读理解：阅读与旅行和探险相关的文章，提高阅读理解能力；7、写作训练：根据所学内容，写一篇旅游计划或游记。
三、教学过程1、单元导入：通过展示一些美丽的旅游景点图片，引导学生谈论旅行和探险的意义和价值，激发学生兴趣。
2、课文学习：通过多媒体设备，展示课文内容，引导学生阅读和理解。
在阅读过程中，教师可适当解释生词和难句，帮助学生理解文章。
3、词汇学习：通过讲解、示范、例句等方式，帮助学生掌握本单元的词汇和表达方式。
4、听力训练：播放与旅行和探险相关的录音材料，让学生听并做听力理解练习。
教师可适当解释生词和难句，帮助学生理解。
5、口语练习：通过小组讨论、角色扮演等活动，让学生练习口语表达。
教师可适当引导和纠正。
6、阅读理解：根据本单元主题，选取相应文章进行阅读理解练习。
教师可适当解释生词和难句，帮助学生理解。
7、写作训练：根据所学内容，让学生写一篇旅游计划或游记。
教师可适当指导和纠正。
四、教学评估1、通过课堂表现、作业、测验等方式，对学生的学习情况进行评估；2、通过小组讨论、角色扮演等活动，对学生的口语表达能力进行评估；3、通过写作练习，对学生的写作能力进行评估。
五、教学反思根据学生的学习情况和其他反馈，对本次教学进行反思和总结，以便更好地指导今后的教学工作。
高中英语必修三教案
高中英语必修三教案高中英语必修三教案学习英语要抛弃杂念，认真学会语法基础。
小编为大家整理的高中英语必修三教案，希望大家喜欢。
高中英语必修三教案1一、Pre-task:激活学生已有背景知识，导入课题。
我设计了一段电影视频和一系列图片导入课题，以引发学生兴趣，集中其注意力。
通过影片让学生认识自然灾害的威力，通过一组图片，让学生进一步学习有关灾害的名词及学会给事物下定义。
二、While-task:带任务阅读，训练技能。
对于本篇阅读材料，我遵循由浅入深、由表及里、由具体到概括的原则设计教学环节。
在此过程中我设计了一系列阅读任务，如下定义（giving definitions），确定主题句（spotting topic sentences），回答问题（answering questions based on reading），判断正误（True-or-False statements），填表格（completing a chart）等。
让学生带着任务，养成并逐步提高阅读技巧,即略读（skimming），跳读（scanning），细读（intensive reading）以及其他微技能，从而培养其良好的阅读习惯，使他们逐渐掌握阅读策略，那就是通过语篇而不是孤立的句子来获取信息和学习语言知识和技能。
三、Post-task: 以话题为核心，巩固并扩展语言知识。
在此环节中，我以本模块话题为中心，设计了Filling in the blanks, Revision 和Discussion等任务，学生们分组展开讨论，然后报告小组结果。
通过这项活动，着重培养学生运用英语获取、处理信息，解决实际问题的能力，激发其学习兴趣，同时也进一步激励学生关爱生命、关爱地球，鼓励他们用文化知识和科学技术武装自己，为保卫我们的地球，改善人类的生存环境做贡献。
学生们通过参与合作来完成任务，不但有利于促进知识与技能的进一步形成和巩固，还交流了感情；同时，他们也体验了团体精神的魅力和成功的乐趣，进而增强了自信心，达到了共同提高与合谐发展的目标。
必修三英语的教案
必修三英语的教案1.必修三英语的教案（篇1）知识目标:复习两个阅读技能——scanning， skimming;学习本单元的部分生词。
本事目标:能构成文章的图式，在图式的帮忙下自主地复述本课的主要资料，在此过程中实现生词的重现。
情感目标:学生在教师的启发下，经过师生互动和生生互动，进一步探究知识。
在这一过程中，学生能够不断地实现互相教育和自我教育，并能寻求自我发展;学生能明白计划的重要性，并能收获一些与之相关的谚语。
教学重难点构成文章的`图式，并在图式的帮忙下复述文章的主要资料。
教学工具课件教学过程StepsTeacher’s activityStudents’ activityAimsStep 1Show and tell the students the learning goals for them and make possible explanationsStudents listen to the teacher and have an idea of what they are going to learn in this class。
To make the students know what they are to learn in this classStep 21)、Show some pictures with beautiful scenery2) Ask the students two questions:Are they attractive?Where do you want to travel? –I dream about traveling…1)Students appreciate those pictures2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling into…”1) To arouse students’ interest2) To practice a sentence patternStep 31) Show the title of the reading passage2) Ask the students whether this passage is about the whole process of the journey。
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新教科版高中英语必修三全册单元教案（教学设计）全集
UNIT 1 FRIENDS
【教学目标】
1．知识目标
（1）重点单词：
degree, range, casual, variety, convenience, vacation, emotional, mutual, historical, straighten, generational, precious, represent, support （2）重点短语：
point of view, carry out, in common, in touch with
（3）能理解、应用句型：
a. A woman of 65, who is wise, who listens well, and who…
b. We keep our public face and emotional distance, which means that we’ll talk about being overweight but not about being sad or disappointed.
2．语言技能目标
（1）理解并掌握新词的含义及应用。
（2）理解材料内容：通过上下文克服生词困难，掌握听力技巧，提高英语听力能力。
3．情感态度、文化意识、学习策略
在“学生为主体”的思想指导下，让学生成为课堂的主人，形成有效的“生生互动”，“和谐对话”，同时借助多媒体的优势使学生主动融入课堂教学情境之中，以调动学生积极性，激发学生参与课堂的潜能，建立良好的课堂氛围，真正发挥情感教学的优势。
【教学重点】
1．学习并掌握重点单词：
degree, range, casual, variety, convenience, vacation, emotional, mutual, historical, straighten, generational, precious, represent, support
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