Book3-Unit3全单元教案
2019年新人教版必修一Unit 3教案 学案设计
Teaching & Learning Plan for Unit3 Book 1Sports and fitnessA good healthy body is worth more than a crown in gold.健康的身体贵于金皇冠。
Unit3 单元核心素养---教学目标与要求Teaching & Learning Plan for Period I, Unit3, Book 1Warming up & ReadingType: New TeachingPart One: Key competences(核心素养)Language abilities (语言能力) Understanding the general meaning of the new text Learning abilities (学习能力) Train the reading ability to scan for the detailed information Cultural awareness（文化意识）Learn about sports and games around the world. Thinking qualities(思维品质) Talk about sports events and sportsmanship.Part Two: Independent Learning【自主学习·预习初探】【Pre-reading activity.读前活动】I. Words：（tip：不要简单地抄写，而是尽量默写出下列单词）1.健康;健壮;适合n. ___________2.体育场;运动n.________3.比赛项目;大事;公开活动n. _________4.滑雪的adj.;滑雪v.______5.vt.主办;主持n.主人;主办人;主持人____6.跑道;足迹;铁轨n. _______7.健身房;体育馆n. ___________ 8.体操(训练) n. _________9.流汗vt./vi.汗水;出汗n._________ 10.传奇故事/人物;传说n._______11.运动员;运动健n. __________ 12.高手;主人n.精通;掌握vt._____13.荣誉;尊敬;荣幸n. ___________ 14.荣誉;光荣;赞美n. _________15.奖章;勋章n. ____________ 16.冠军；优胜者n. __________17.锦标赛;冠军赛;冠军称号n. ____ 18.决心;决定n. __________19. 分离;分开;成碎片adv.________ 20.使受伤;损vt. __________21.受伤的;有伤的adj. ___________ 22.伤害;损伤n. __________23. 队长;船长;机长n. ___________ 24.优美的;优雅的adj._________25.力量;体力n. ___________ 26.失败;失败的人/事物n._____27.竞争;对抗vi. ___________ 28.假装;装扮v. _________29.一百万num. ___________ 30.作弊;vi.欺骗n.骗子________31.观众;听众n. ___________ 32.积极的;肯定的adj._________33.苗条的;单薄的adj. ___________ 34.日常饮食n.节食v._________35.相当;有点儿adv. ___________ 36.慢跑n./v. _________37.错误;差错n.________38.压力;重音n.强调；重读；使焦虑不安v.____1996年至今一直在帮助年轻人。
2021年高中英语新外研版 必修第三册Unit 3 The world of science—教案
Unit 3 The world of scienceStarting out & Understanding ideas【教材分析】In this period, students will look at some pictures presenting inventions from famous novels. Besides that, through watching a video, students can learn about other inventions which can arouse their interest in scientific creations.The reading material is an interview, in which Dr Richard, the author of The New Age of Invention is invited to talk about human’s inventions. Before reading, the lead-in part will guide students to think about the significance of human’s inventions and reasons why the inventions were made. After reading, students are expected to voice their opinions about what inspires people to continuously invent things.【教学目标】1. Lead students to talk about the influence of inventions on human and predict future inventions by watching a video.2. Have students get the main idea of the text by skimming and identity the interviewee’s opinions about the new age of invention.3. Guide students to learn about the features of interview articles and get the gist of the conversation.4. Guide students to think about inspiration for inventions and cultivate a spirit of innovation.【教学重难点】1. Guide students to talk about how the way of our life has changed and reasons behind these changes.2. Guide students to master reading skills and develop their reading ability.3. Have students talk about what inspires people to invent things and future possible inventions.【教学过程】Step 1 Starting out1. Lead students to look at the four pictures with descriptions and talk about the imaginary inventions from famous novels.2. Guide students to learn about some inventions by watching a video.3. The students talk about the invention which interests them most and give their reasons. Step 2 Pre-reading1. Students look at the pictures and describe the differences.2. Students discuss why the way we live has changed over time.Step 3 First readingSkim the text and find out the answers to the following the questions.1. What inventions are not mentioned in the interview?A. The four great inventions in Ancient China.B. The great western inventions.C. Computing technology and solar technology.D. Space technology and medical technology.2. Which of the following statements is not true?A. Dr Richard thinks the present day is a new age for inventions.B. Lots of new inventions are based on technologies.C. Dr Richard is an inventor himself.D. A strong desire to create things can make it a reality to invent things.3. What kind of book do you think is the book The New Age of Invention?A. A travel guide.B. A science fiction.C. A autobiography.D. A popular science book.Step 4 Further reading1. Help students tell opinions from facts and choose the statements describing Dr Fairhurst’s opinions.1) Inventions in Ancient China were better than those in the West.2) A lot of today’s great inventions are tech-based.3) Today, most inventors prefer working by themselves.4) The desire to solve problems inspires invention.5) A time machine will definitely be invented in the future.2. Guide students to comb the structure of the text and complete the mind map withStep 5 Post reading1. Work in groups. Have students think about what else inspires people to invent things.2. Ask some students to share their opinions with the class.Step 6 Language appreciation1. It (the title of the book) suggests that the present day is a new age for inventions.[句式分析]本句中“suggest”意为“表明”引导的宾语从句“that the present day is a new age for inventions”，从句用“陈述语气”。
2023年新人教版高中英语必修一《Unit3SportsandFitness》单元教案(附导学案)
《Unit 3 Sports and Fitness》单元教案Unit 3 Sports and FitnessPeriod 1 Listening and Speaking & Listening and Talking【教材分析】In this period, the theme is “sports and health”. Students will have a general understanding of how to invite a friend to a sports event and voice one’s own opinions about sportsmanship by listening and ultimately can form a healthy lifestyle and good attitudes towards sports.Listening and Speaking introduces the topic of sports events with posters advertising them, along with related vocabulary and grammar, and is a warm-up for the activities which follows.Listening and Talking introduces idea of sportsmanship by listening to a conversation, matching speakers’ opinions and giving and discussing one’s own opinions.【教学目标与核心素养】1.Instruct students to get main facts by listening and motivate them to talk about the topics about how to invite a friend to a sports event ，voice one’s own opinions about sportsmanship by listening.2.Develop students’sense of cooperative learning and individual thinking capability.3.Develop students’different listening skills to solve different listening comprehensive problems.【教学重难点】1.Teach students how to focus on key words, not on single words or grammar.2.Prompt Ss to talk about the related topics, such as how to invite a friend to a sports event and voice one’s own opinions about sportsmanship.【教学过程】Part 1: Listening and SpeakingLead inThe teacher is advised to talk with their students about sports events.Boys and girls, look at the posters on p36, what sports events do you like to watch? Which sports would you like to try? After their small talk, the teacher can move on by finishing the following listening task:Play conversation 1 which is about Shen Qi’s main purpose for talking to Amy and after finishing listening for the first time, the students need to solve the following tasks.1.Purpose2.Listen to conversation 1 again and write down the words that the speaker stresses:Listening tip:Listen for main ideas.Try to catch the main ideas instead of trying to remember and translate each word you hear.After finishing the task above, the teacher is expected to play conversation 2 which is about Adam’s inviting Julie to a sports event and after finishing listening, the students need to solve the following task.Listen to Conversation 2. Then answer the following questions:1.When will the event happen?The event will happen2.What”s a “Blue Paint“ run?A “Blue Paint“ run is a fun run that3.Why is it called a “Blue Paint“ run?Because people can buy water ballons flled with and the runners.4.If 200 people take part in the run and 400 balloons are sold, how much money will they collect?Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWhat event or activity would you like to invite your friend to? Make a conversation with a partner.Ski Race: Zhangjiakou, a beautiful city in northern China, will host the Youth Ski Race in December.Track Meet: a great event for track –and –field lovers on 26 October.Gym Class: come and work out at a gym! You can make it.Part 2: Listening and Talking:The teacher is advised to talk with their new students about the related topic:Boys and girls , what do you think of sportsmanship? Let’s listen and find out: Play the listening and match each opinion with the right speaker. Who do you agree with? Why?Cao Jing Lily MaxA.An athlete should do his/her best to win.B.The girl should stop and help the other girl. Good sportsmanship is more important than wining!C.An athlete should think about honor and his/her fans if he/she is competing for his/her country.Listen again and circle the expressions that you hear in the conversation.agreeingI agree.So do I. Exactly!All right Good idea. Yes, I think so. disagreeingI”m sorry, but I disagree/don”t agree. I don”t think so. That”s not right.That doesn”t make any sense! That”s not how I see it.I see what you mean, but …Me too.Sure./Certainly./Of course. You”re right/correct.I guess so.Talking projectWork in groups. Choose one of the situations below and make a conversation:●A soccer player should not pretend to fall down even if it helps his/her team.●In school teams, everyone should get a chance to play, not only the best players.●It is wrong to pay people millions of yuan to play sports.●Athletes should play only for their own country.EXAMPLEA: I agree with the idea that a soccer player should never pretend to fall down even if it helps his or her team. You should never cheat.B: Exactly! It”s important to do the right thing.C: Well, don”t think so. Many players do it, and they think it helps their team to win. A: That doesn”t make any sense!B: I see what you mean, but the audience wants fair play.Unit 3 Sports and Fitness-Listening and Speaking & Listening and Talking【教材分析】This lesson focuses on the discourse analysis of its organization and features. Through the questions, the students are guided to sort out why Lang Ping and Jordan are masters and what role models they set. On this basis, the students are allowed to use the language they have learned to talk about the sports stars in their minds.【教学目标与核心素养】1.Read quickly to get basic information about Lang Ping and Jordan; read deeply to understand why they can be called sports legends.2.Understand the meaning of some languages in the context of the text through question guidance, such as “time seems to stand still, graceful“ and so on.3.Read and clarify the context of each part of the text, learning how to talk a write sports legends.4.Through comparativeanalysis,w e can form the criterif aor judgingthelegendary figures and learn to choose the legendary sports stars we like.【教学重难点】1.Get basic information about Lang Ping and Jordan; read deeply2.Understand why they can be called sports legends.3.Understand the meaning of some languages in the context of the text, such as “time seems to stand still, graceful“ and so on.【教学过程】Step 1 Leading-in1.Have the Ss ask and answer in pairs.Q1: Who are your favorite sports player?Q2: Do you like him/her? Why?2.Then ask the Ss to talk about Lang Ping and Michael Jordan, and have several Ss to share their ideas.Q1: What do you know about Lang Ping and Michael Jordan?Q2: What else do you want to know about them?Step 2Understanding the title and the lead paragraph.Have the Ss think about the title and answer the following questions.Q1: Why do you think the author chooses to write these two sports stars?Q2: What does “living legend” mean?Q3: What are the standards or requirements to be chosen as a living legend of sports star?Then discussthe questionsabove in groups,then have someone to sharetheir ideas.Step 3 Getting detailed information about Lang Ping1.Read to answer the following questions.Living legends Jordan Masters?Good examples?Q1: Is Lang Ping a master in her area? How do you know that?Q2: What good examples does Lang Ping set for others?2.Read again and Focus on the story about Lang Ping. Then try to retell the story of Lang Ping.Step 4 Exploring detailed information about Michael Jordan1.Read the paragraph of Michael Jordan and complete the following table.We have got to know why Lang Ping is a living legend. Now read and find out why Michael Jordan is a living legend on your own by completing the following table.2.Sort out detailed information about Michael Jordan.（1）Understand the transitional sentence.Q: Which part is about Michael Jordan as a master? Which part is about the example he set?（2）Have the Ss Focus on why Michael Jordan is a master and what good examples Michael Jordan set when they’re reading. And think about these questions as below:Q1: How does the author describe his impressive skills?Q2: How do you understand “time seemed to stand still”?Q3: What does “graceful” mean?Q4. Which sentence do you think best describes his mental strength?Q5. Which words is important in the sentence in describing his mental strength? Why?Q6: How do you understand “unique”?Q7: What can we learn from Michael Jordan?Step 5 Discussing and recommendingRecommend their own living legends of sports.Work in groups to choose your own living legend of sports and give the reasons of your choice.Step 6 HomeworkReview the stories of Lang Ping and Michael Jordan, and try to retell them.Unit 3 Sports and FitnessPeriod 3 Discovering Useful Structures—tag questions【教材分析】This teaching period mainly deals with the grammar: tag questions.This period carries a considerable significance to the cultivation of students’spoken English. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality. 【教学目标与核心素养】1.Get students to have a good understanding of the basic usages of tag questions.2.Enable students to use the basic phrases structures flexibly.3.Develop students’ speaking and cooperating abilities.4.Strengthen students’ great interest in grammar learning.【教学重难点】1.How to enable students to have a good understanding of the basic usages of tag questions.2.How to enable students to use the basic usages of tag questions flexibly.【教学过程】Step1: 语法自主探究一、根本组成方法1. 确定式陈述You often play badminton, don’t you?你常常打羽毛球，是吗？局部+否认附加You are going to the gym with me, aren’t you?疑问局部〔前肯你要和我一起去健身房，是吗？她以前去过上海，是后否〕She’s been to shanghai before, hasn’t she?吗？2.否认式陈述It isn”t a beautiful flower, is it?那不是秀丽的花，是吗？局部+确定附加You didn”t go skating yesterday, did you? 你昨天没去滑冰，是疑问局部〔前否吗？后肯〕They can’t finish it by Friday, can they?他们不能在星期五之前完成，是吗？3.含有否认词〔1 〕当陈述句中含有He hardly goes to school by car, 的附加疑问句seldom, hardly, never, does he?rarely, little, few, none, 他几乎不开车去上学，是吗？neither ，no, not, nowhere, You have never been to Paris, havenothing no one, nobody 等you?否认意义的词时，后面的你从没去过巴黎，是吗？附加疑问句则为确定形They seldom come late, do they?式。
【人教版】八年级英语上册 Unit 3 全单元英文教案
Unit 3I'm more outgoing than my sister.Section A是基本的语言部分，打好本单元目标语言的基础。
运用听力(1b，2a，2b)、pair-work(1c，2c)、role-play (2d)等口语练习活动，层层递进，步步深入，充分培养学生学习目标英语的语感。
目标语言(语法和词汇)是在每个单元的开始通过图片和对话框呈现的。
图片将帮助学生建立一个自然的语境，让学生清晰地理解新的语言目标，熟悉这些语言在日常生活中是怎样使用的。
Section B是比较级的拓展和综合的语言运用。
1a，1b通过讨论在朋友身上什么是最重要的，为后面提供基本句子如makes me laugh等。
1c，1d通过听力继续以朋友为话题以比较级为语法谈论朋友。
2b，3c是通过阅读和写作最后达到综合运用语言的目的，2b培养真实生活中的语言阅读技能。
4通过谈论谁是合适的student helper来继续巩固运用目标语言。
Self Check 2考查五个形容词的用法及区别形容词比较级与原级的使用。
Self Check 3运用比较级对比自己和好友。
第一课时Section A(1a－2d)Teaching Goals【教学目标】Key words：outgoing，better，loudly，quietly，hard-working，compet ition，fantastic，which，clearly，winKey phrases：play the drums，more...than，as...as，singing competition，have funKey sentences：1. I'm more outgoing than my sister.2. That's Tara，isn't it？No，it isn't.3. I think she sang more clearly than Nelly.Teaching Key Points【教学重点】The vocabulary：outgoing，better，loudly，quietly，hard-working，competition，fantastic，which，clea rly，win，more...than，as...asTarget language：—Is that Sam？—No，that's Tom. Sam has longer hair than Tom.—That's Tara，isn't it？—No，it isn't. It's Tina. Tina is taller than Tara. And she also sings more loudly than Tara.—Did you like the singing competition yesterday，Anna？—Oh，it was fantastic！Nelly sang so well！Is Tom smarter than Sam?Teaching Difficult Points【教学难点】Oral practice using the target language above.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading inAsk a student to introduce herself/himself.★Step 2Pre－taskPage 17，1a.1．Show some pictures to Ss.Say，They are stars. Ask Ss to tell what they see.Ask Ss to use the words：tall，loudly，thin，long hair，short hair，heavy，quietly，short and so on.2．Then ask Ss to repeat these sentences：Yao Ming is taller than Ronaldo.★Step 3W hile－taskPage 17，1c & 1b.1．Call attention to the picture.2．Point out the sample conversation in Activity 1c.Say，Now work with a partner. Make yo ur own conversation about the twins.3．Ask several pairs to say one or more of their conversations.4．Then listen to the recording. Ask Ss to number the twins.5．Check the answers.Page 18，2a.1．Point out the two columns and read the headings：－er，－ier and more. Then point out the words in the box. Read.Say，Now listen and write the“－er”and“－ier”wo rds in the first column and the words that use “more” in the second column.2．Play the recor ding and check the answers.Page 18，2b.1．Point out the picture and the two boxes with the headings Tina and Tara.Say，Listen to the recording. Write sentences in the boxes.2．Play the recording and check the answers.★Step 4Post－taskPage 18，2c & 2d.1．Point out the chart in Activity 2c and on Page 81.Say，Make your own conversati ons according to the information. Ask pairs to continue on their own.2．Correct the answers.3．Make students scan the conversation in 2d.4．Teach and then make Ss role－play the conversation in pairs. In this part，student A will be Julie. Student B will be Anna. As they talk，move around to monitor their work. Offer language or pronunciation support as needed.5．Have a group of students present their conversation to the class.★Step 5Homework1．How are you and your si ster/brother different？Write down.2．Do the exercises on Page 15 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The first period Section A(1a－2d)1．Words：outgoing，better，loudly，quietly，hard－working，competition，fantastic，which，win，clearly2．Target language：①A：That's Tara，isn't it?B：No，it isn't.②A：Is Tom smarter than Sam?B：No，he isn't. Sam is smarter than Tom.第二课时Section A(GF－3c)Teaching Goals【教学目标】Key sentences：1.Is Tara more outgoing than Tina？No，she isn't. Tina is more outgoing than Tara.2．Does Tara work as hard as Tina？Yes，she does.3．Who is smarter，your mother or your father？I think my mother is smarter than my father.Teaching Key Points【教学重点】1.Grammar Focus. The sentences in the box.2.The comparative forms of adjectives and adverbs.Teaching Difficult Points【教学难点】1.The comparative forms of adjectives and adverbs.2．Use some adjectives to describe people and use their comparative forms to compare people.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading inAsk，How are you and your mother/father different?Ask some Ss to answer.★Step 2Pre－taskPage 19，Grammar Focus.1．Review the grammar box. Ask Ss to read the sentences to the class.2．Write the phrases “more outgoing than”．Say，When you compare things using words with three or more syllables，you use the word “more”．3．Call attention to the word “friendly”，circle “y” and say，When a word ends in “y”，change “y” to an “i”and add“－er”．4．Practice reading the sentences in the chart.★Step 3While－taskPage 19，3a & 3b.1．Call students' attention to 3a.2．Make students complete the tasks individually.3．Choose Ss to give their answers.4．Correct the answers.5．Practice reading.6．Turn to 3b.And choose a student to answer the five questions according to the example.★Step 4Post－taskPage 19，3c.1．Ask students to read the sample conversation in the box.2．Have students work in pairs to complete the chart.3．Ask some pairs to present their dialogues.★Step 5Homework1．Compare one of your best friends with you. Write down the same and different things between you two.2．Do the exercises on Page 16 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The second period Section A(GF－3c)1．Target language：①A：Is Tara more outgoing than Tina?B：No，she isn't. Tina is more outgoing than Tara.②A：Are you as friendly as your sister?B：No，I'm not. I'm friendlier.③A：Does Tara work as hard as Tina?B：Yes，she does.④A：Who is smarter，your mother o r your father?B：I think my mother is smarter than my father.2．Answers to 3a.第三课时Section B(1a－1e)Teaching Goals【教学目标】Key words & phrases：talented，truly，care，be talented in，the same as，be good at，care about，make sb. laughKey sentences：1.I think a good friend makes me laugh.2．Molly studies harder than her best friend.Teaching Key Points【教学重点】The vocabulary：talented，care，care about，be talented inTarget language：I think a good friend makes me laugh.For me，a good friend likes to do the same things as me.Yes，and a good friend is talented in music，too.That's not very important for me...Molly studies harder than her best friend.Well，Mary and her best friend are both tall.Teaching Difficult Points【教学难点】Use the target language to talk with your classmates about your opinions on what makes a good friend.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Show a maxim to Ss：A friend in need is a friend indeed.2．Ask，What kinds of things are important in a friend?★Step 2Pre－taskPage 20，1a.1．Read each description to the class and ask the Ss to repeat.2．What kinds of things are important in a friend？Rank the things below 1—7(1 is the most important)．3．Ask different Ss to copy the seven phrases on the board. Then read the phrases together.★Step 3While－taskPage 20，1b.1．Say，Now make your own statements about friends using the phrases in Activity 1a.2．Ask some Ss to tell the class what they look for in a friend. And say，Who is your best friend?Page 20，1c.Play the recording and check the answers.Page 20，1d.Play the recording and check the answers.★Step 4Post－taskPage 20，1e.1．Say，Now work with your partner. Make a conversation using information in the chart.2．Ask several pairs to say their conversations to the class.★Step 5HomeworkDo the exercises on Page 17 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The third period Section B(1a－1e)1．Key vocabulary：truly，be talented in，the same as，be good at，care about，make sb. laugh2．Target language：A：Molly studies harder than her best friend.B：Well，Mary and her best friend are both tall.第四课时Section B(2a－2e)Teaching Goals【教学目标】Key words：serious，mirror，kid，necessary，both，though，grade，should，saying，reach，hand，touch，heart，fact，break，arm，laugh，share，loud，similarKey phrases：as long as，be different from，bring out，the same as，care about，in fact，be similar toKey sentences：1. I'm quieter and more serious than most kids.2．I don't really care if my friends are the same as me or different.3．Huang Lei isn't as good at tennis as Larry.4．A true friend reaches for your hand and touches your heart.Teaching Key P oints【教学重点】The vocabulary：serious，necessary，both，though，should，reach，touch，break，laugh，share，loud，similar，as long as，be different from，the same as，in fact，be similar to Target language：I'm quieter and more serious than most kids. That's why I like reading books and study harder in class.In fact，she's funnier than anyone I know.I know she cares about me because she's always there to listen.Teaching Difficult Points【教学难点】Talk about the famous sayings about friends.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings.2．Ask，Should friends be the same or different？Choose 2 or 3 students to talk about their opinions. Say，Today we'll read about what these people think.★Step 2Pre－taskPage 21，2a & 2b.1．Project some famous sayings about friendship on the screen. Ask Ss to guess their meanings and think of more.2．Project these new words on the screen or write them on the board and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.serious adj.严肃的；mirror n．镜子；necessary adj.必需的；both adj. & pron.两个；though adv.不过，可是 conj.虽然；should modal v．应该；reach v．到达；touch v．感动，触摸；fact n．事实；break v．(使)破；laugh v．笑；share v．分享；similar adj.类似的；as long as只要；be different from 与……不同；bring out 使显现；the same as和……相同；in fact事实上；be similar to与……相像的3．Make students scan the three articles first. Ask students to put a mark in contents that are unfamiliar to them. Then the teacher lead Ss to learn them. Pay attention to the new words and phrases on the screen.4．Practice reading.★Step 3While－taskPage 22，2c & 2d.1．Make students read 2b again. Then judge if the eight statements in 2c are true(T)or false(F)．2．Choose students to give their answers.3．Check the answers.4．Ask，How do you and your friends compare with the people in the article？Choose a student to talk about it with five sentences.★Step 4Post－taskPage 22，2e.1．Read the four sayings about friends.2．Talk about these questions with your partner：Which saying about friends is your favorite？Which friend do you think about when you read this saying？Why？Begin your statements according to the example：My favorite saying is...It makes me think about my best friend. She/He is...★Step 5Homework1．Search for five famous sayings about friends. Write them in your exercise books.2．Do the exercises on Page 18 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The fourth period Section B(2a－2e)1．Words：serious，mirror，necessary，both，grade，should，saying，reach，hand，touch，fact，break，laugh，share，loud，similar2．Phrases：as long as，be different from，bring out，the same as，care about，in fact，be similar to3．Sentences：①I'm quieter and more s erious than most kids.②Huang Lei isn't as good at tennis as Larry.③Friends are like books－you don't need a lot of them as long as they're good.④A true friend reaches for your hand and touches your heart.第五课时Section B(3a－Self Check)Teaching Goals【教学目标】Key words & phrases：primary，information，primary school，be good with，call sb. at，have good gradesKey sentences：1.The English Study Center needs a weekend student helper for primary school stude nts.2．Call the English Study Center at 443－5667 for more information.3．So who do you think should get the job，Jenny or Jill?Teaching Key Points【教学重点】The vocabulary：information，primary school，have good grades，be good with，call sb. at...Teaching Difficult Points【教学难点】Writing practice.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings.2．Check the homework.★Step 2Pre－taskPage 23，3a.1．Look at the pictures and the information in the chart.2．Compare Wang Lingling with Liu Lili. Write down the results.3．Choose a student to present his or her answers.★Step 3While－taskPage 23，3b & 3c.1．Complete the task in 3b.2．Write two paragraphs describing your friends using the notes you make in 3b.3．Choose 2 or 3 students to read their competitions loudly.4．Correct the mistakes.★Step 4Post－taskPage 24，Part 4.1．Write the names of two outgoing students on the board. Say，Who do you think should get the job，A or B?2．Ask Ss to work in pairs.3．Ask some pairs who they think should get the job and why.★Step 5ExercisePage 24，Self Check.1．Ask students to work on their own.2．Check the answers.★Step 6Homework1．Compare two of your best friends. Write five sentences using comparatives.2．Do the exercises on Page 19 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The fifth period Section B(3a－Self Check)1．Key vocabulary：informat ion，primary school，be good with，call sb. at＋电话号码，have good grades2．Sentences：①Call the English Study Center at 443－5667 for more information.②Jenny is smarter，but I think Jill is more outgoing.。
精通版三年级英语下册教案
精通版三年级英语下册教案一、教学目标通过本册教材的学习，学生应能够：1、掌握200个左右的基础单词，包括颜色、动物、食物等基础词汇。
2、掌握基础的语法知识，包括名词、动词、形容词和介词的用法。
3、能够听懂简单的英语对话，并能够进行简单的对话。
4、培养学生对英语的兴趣和爱好，树立学习英语的自信心。
二、教学内容及方法1、单词学习：通过图片、实物等方式引导学生学习颜色、动物、食物等基础词汇，并进行记忆和运用。
2、语法学习：通过例句讲解和练习，让学生掌握名词、动词、形容词和介词的用法，了解句子的基本构成。
3、听力练习：通过听录音和观看英语动画片等方式，让学生听懂简单的英语对话，并能够进行简单的对话。
4、口语练习：通过角色扮演、对话练习等方式，鼓励学生用英语进行简单的交流，培养他们的口语表达能力。
三、教学过程1、导入新课：通过提问、展示图片等方式引导学生进入本课的主题。
2、学习新单词：通过展示图片、实物等方式让学生学习新的单词，并进行记忆和运用。
3、学习新语法：通过例句讲解和练习，让学生掌握新的语法知识，了解句子的基本构成。
4、听力练习：通过听录音和观看英语动画片等方式，让学生听懂简单的英语对话，并能够进行简单的对话。
5、口语练习：通过角色扮演、对话练习等方式，鼓励学生用英语进行简单的交流，培养他们的口语表达能力。
6、总结复习：对本课学习的内容进行总结复习，让学生更好地掌握所学知识。
四、教学评价1、课堂表现：观察学生在课堂上的表现，包括学习态度、注意力、回答问题等情况。
2、作业评价：布置一些相关的作业，如单词记忆、对话练习等，评价学生的完成情况。
3、期末考试：通过简单的期末考试，评估学生对本册教材的掌握情况。
本册教材的教学目标是使学生掌握约300个生词，掌握26个英文字母，能正确书写部分单词，了解48个音素的发音，初步建立音素概念，能运用简单的英语问候语，并能在实际生活中加以运用。
学习简单的语法知识，掌握现在进行时的用法，了解名词的复数形式和动词的第三人称单数形式的构成。
高一英语人教版(2019)必修第三册第三单元book3unit3 词汇知识点解析附练习
Book3Unit41.determined adj.有决心的;意志坚定的*However,some scientists were determined to help humans realize their dream to explore space. *Determined to look after his parents well,he moved to live with them.*No matter what happens,she has determined to tell the truth.*I have determined on being an astronaut after graduation.【词块积累】(1)be determined to do sth决心做某事(2)determine vt.确定;下定决心determine to do sth决定做某事determine on/upon(doing)sth决定……determine that...决定……(3)determination n.决心;决定【即学活用】(1)语法填空。
①His__________(determine)look suggested that he wouldn’t change his mind.②___________(determine)to train his daughter in English,he found an English teacher for his daughter.③It takes hard work and_____________(determine)to reach the goals that we want to achieve.(2)Sandra____________(决定)become a doctor and her persistence paid off.(3)She_______________________________(决心)keep a journal.2.disappointed adj.失望的;沮丧的*He was disappointed that other guests were not coming.*I’m really disappointed with/in you,Tom.*I was disappointed at not finding her at home.*After his attempt,Campbell was disappointed to learn that his average speed had been299miles per hour.【词块积累】(1)be disappointed that...对……感到失望be disappointed at/by sth.对某事感到失望be disappointed in/with sb.对某人失望be disappointed to do sth.因做……而感到失望(2)disappoint vt.使失望(3)disappointment n.失望;沮丧to one’s disappointment令某人失望的是(4)disappointing adj.令人失望的;令人扫兴的【即学活用】语法填空。
沪教牛津版初一下册英语Unit3Ouranimalfriends单元全套教案(教学设计)
Unit 3 Our animal friends 教案课题：Unit 3 Our animal friends课型：Reading 课时：第 1 课时，共 4 课时教学目标1.Students can master how to pronounce the new words and master the meanings of the words .2.Let students know more about dogs.3.To master some usages of some useful expressions and develop an ability of howto get a further understanding of the text.4.Develop the reading ability and speaking skills教学重点: Know the structure and contents of the main article教学难点: Imagine the use of dogs. Find out more helpful animals in our daily life.教学准备: PPT, Blackboard教学步骤:Step I: Pre-reading1.Show a picture of a dog to arouse the interest and lead them to get into thetopic of this unit.a)Do you like dogs?b)Dogs are our friends.They help us a lot.2.Talk about the kinds of dogs in groups.3.Finish Exercise A on Page 30.A.Match the kinds of dogs in the box with the pictures below.4.Talk about the following questions and help the students answer them.a)What does a police dog do?b)What does a rescue dog do?c)What does a guide dog do?Step II: While-reading Procedure1.Look at the photos and the title of the story on page 31. Then answer the questions below. a)What do you think the word “ eyes ” means in the story?b)What is the story probably about?2.Read the text quickly and let the students get the general idea of the text.3.Read the first three paragraphs and answer the questions.a)Did the receptionist want to allow Charlie to stay in the hotel? Why or why not?b)What is Charlie?c)What did the receptionist do then?4.Read the last two paragraphs and complete the chart.5.Learn some new words and help them understand main words.Step III:Discussion1.Students work in groups and discuss the following question.How do dogs save people ?2.Encourage the students to given their possible answers.Step IV: Reading comprehension.Read the text in details and finish the blank filling exercise in a sheet, then check the answers. Step V: Sum upStep VI:Homework1.Read the text fluently2 write a passage to introduce your favorite animal.Step VII:The blackboard design课题：Unit 3 Our animal friends课型：Language points and grammars课时：第 2 课时，共 4 课时教学目标1. Students can understand and remember the main points.2. Students can master the grammars R eflexive pronouns a nd Preposition of position.3.Students can do some exercises about them.教学重点: Language Points教学难点:The grammars Reflexive pronouns a nd Preposition of position. 教学准备: PPT, Blackboard, music教学步骤:Step I: RevisionReview some main vocabulary.b.Retell the text in own words.c.Listen to the radio programme and finish A and B on Page 34.Step II: Group worka.Ask the students to collect the language points as much as possible in the text.b.Which group collect the most?Step III:. Language points learning.1.Explain main language points.2.Help the students make sentences with them to understand them better.3.Practice the language points to finish A and B on Page 34.4.Finish D1 on Page 33.Step IV: Grammars learning.Grammar A Reflexive pronouns1.Show PPT for them to understand what Reflexive pronoun s is.2.Encourage them to make sentences to help them understand.3.Find the sentences about R eflexive pronoun s in the text.4.Master the rule about Singular Reflexive pronoun a s n d Plura l Reflexive pronoun s.5.Finish the given exercises on Page 36.Grammar B Preposition of position.1.Show PPT for them to understand Preposition of position.2.Encourage them to make sentences to help them understand.3.Find the sentences about P reposition i.n the text.4.Finish the given exercises on Page 37.Step V: Practice the grammarsanize them to finish the exercise about the grammars in limited time .2. check the answers.Step VI: Sum upa.Know about Reflexive pronouns and Preposition..a.Show a PPT to guide the students to give sum up of the class.b..Help them to cultivate the ability of summarizing.Step VII.Homework:Make a dialogue in written way to talk about how a dog help people Step VIII. The blackboard designUnit3 Our animal friends课题: Unit 3 Our animal friends 课时: 第3课时共4课时课型: Reading 教学目标:1. Students can talk about dolphins.2. Students can get the main idea about T he Friendly Dolphin. 教学重点: Know more about friendly dolphins. 教学难点: Get the main idea about the story.教学准备: PPT, Blackboard教学方法: Group competition. 教学步骤:Step I:. Revision.a.Review the main language points.b.Review the grammars R eflexive pronouns a nd Preposition of position..Step II: Lead in.1.Show three pictures.Ask:a.What animals can you see in these pictures?b.Do you like them?c.What do you know about them? Can they save people' s lives?Step III:.Before reading1.Invite them to look at the pictures of sharks and dolphins.2.Answer the questions:What do you think of sharks and dolphins?Step IV:While readinga.Get the main idea of the story The Friendly Dolphin.b.Can talk about how a dolphin saved his life.c.Finish the given exercise on Page 40.d.Ask the students to note the tips.Step V: Group worka.In groups, role-play a press conference with the boy in the story.b.One student can be the boy saved by the dolphin, the other students can be journalists asking questions about the story.Step VI: Sum upStep VII:. Homework:Finish the exercises in this unit on your workbook.StepVIII: The blackboard designUnit3 Our animal friends课题: Unit 3 Our animal friends 课时: 第 4 课时，共 4 课时课型: Writing 教学目标:1.The students can talk about dogs laws.2.Students can write some sentences on helpful animals .3.Students should be ready to help others.. 教学重点: Talk about dogs laws. 教学难点: Write out the sentences about helpful animals..教学准备: PPT, Blackboard教学步骤:Step I: Before writing1.Read the culture corner about the dog laws in the UK.2.Answer the two questionsa.What must dogs wear in public places in the UK? Why?b.What kind of dogs needn' tt follow this law?c.Talk about the dog laws in our country.Step II:.Writing.a.Show a picture of animals on a farm.b.Choose one of the animals and talk about how it helps people.c.Write an article about it. Use the following words and the sentences to help you. Step III:Discussiona.Show a picture of animals.b.What animal do you like best?c.What is special about this animal?d.Why do you like this animal?e.Is this animal helpful to people?Step IV:Show time1.Walk around to find the better work to show around.2.Correct the work and recommend the better one to learn from. Step V: Sum up1.List the beautiful sentences they write in the passages2.Sum up some skills in writingStep VI: HomeworkRewrite the article in the exercise book.Step VII:. The blackboard designUnit 3 Our animal friends。
(完整版)Unit3Where-did-you-go教案
余庆县敖溪小学六年级英语集体备课方案Unit 3 Where did you go？第三单元教学总目标：1、掌握本模块的重点单词、短语、句型，掌握一般过去式的用法。
2、能用一般过去式询问别人在过去时间里乘坐什么样的交通工具,去了哪里及做了些什么并作答.3、能进一步掌握一般过去时的定义、构成及动词过去式的变化规则。
4、能运用when，where，how描述假期活动并展开讨论。
5、积极运用所学的英语进行交流，加强合作式学习，共同完成学习任务。
6、培养学生合理安排学习和生活的能力，激发学生热爱大自然的美好情感。
课时安排：第一课时：Let's try＆Let’s talk第二课时：Let’s learn＆Listen，answer and write第三课时:Let's try&Let's talk第四课时：Let’s learn＆Look and say&Sing a song第五课时： Read and write第六课时：Let's check＆Let’s wrap it up&Story time附:根据学生个体差异和学生对知识点掌握情况的不同，授课教师可酌情调整授课课时或内容.第一课时主备人：杨正文Teaching Aims:1.能够听、说、读、写以下动词短语：rode a horse rode a bike went camping hurt my foot went fishing2。
能够运用一般过去时询问别人在过去的某个时间点去哪里及所做的事情并做答。
Teaching Key and Difficult points:1. 本课时的教学重点是掌握5个动词短语的过去式形式。
2.本课时的教学难点是以下两个句子的运用：Where did you go last Saturday？What did you do there?教师要多示范，通过有针对性的反复操练知道学生熟练掌握。
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Unit 3 The Million Pound Bank-Note I．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。 2. 教学难点 (1) 了解《百万英镑》及其作者马克·吐温的时代背景，提高学生的文学修养和培养学生的跨文化意识； (2) 学习语言交际中委婉请求、请求允许和点餐的表达法； (3) 学习怎样去写或编一个短剧和更难的比较长的戏剧。 III．教学计划 本单元建议分六课时： 第一、二课时：Pre-reading, Reading & Comprehending 第三课时：Using Language 第四课时：Learning about Language 第五、六课时：Workbook IV．教学步骤： Period 1 & 2 Pre-reading, Reading & Comprehending Teaching Goals: 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-reading Purpose: 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 read 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 I have 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 to develop the western part of our country. This way of spending money is meaningful. S3: ...
Step 2. Leading-in Purpose: 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 reading Purpose: 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. ① ② ③ ④ ⑤ B. ② ③ ④ ⑤ ① C. ② ④ ③ ① ⑤ D. ② ④ ③ ⑤ ① (2) What’s the servant’s name? A. Roderick B. Henry C. Oliver D. 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. sad B. happy C. astonished D. He took it for granted. Suggested Answers: (1) D (2) D (3) C (4) C (5) D (6) C (7) C Step 4. Intensive reading Purpose: 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.