高中译林牛津英语模块三Unit3教案学习资料
牛津译林版2020高中英语选择性必修第三册Unit 3 单元核心知识点
It is said that the young man was dismissed for being dishonest.
据说那个年轻人因不诚实而被解雇了。
4.acknowledge vt.承认(权威、地位);承认(属实);(公开)感谢 教材重温 Zheng He’s accomplishments are now widely acknowledged, and he is remembered as one of China’s most influential explorers. (P30) 郑和的成就现在受到广泛认可,他也作为中国最具影响力的探险家之一被世人铭记。 语境速测 单句语法填空 ①If the host casually _a_ck__n_o_w_l_e_d_g_e_s(acknowledge) that there is a camera in the room by telling a
Unit 3 Back to the past
单元核心知识点精讲
Ⅰ.重点单词 1.convince vt. 使确信,使相信;说服,劝说 教材重温 “It is clear,” he said, “that there is only one way to convince you.” (P29) 他说:“显然,只有一种方法可以令你们信服。” 语境速测 单句语法填空 ①I became so _co_n__v_in_c_e_d_(convince) of this that I could imagine myself upon the skates and the
n. 承认;告知收到;答谢;
in acknowledgement of
以感谢;承认;为感谢……
【教案】译林牛津版模块三 Unit 3 Back to the past：Grammar and usage
Unit 3 Back to the pastGrammar and usageObject complement & Either …or… and neither … nor… & Subject-verbagreementTeaching Aims: Learn the grammar:◆O bject complement◆E ither… or and neither… nor◆S ubject-verb agreementTeaching Points:How to use the ob ject complement / either… or / neither… nor / subject-verb agreement in different situations. The key point is to help students guess the exact usage from the context.Teaching Methods:1. Inductive method2. Comparative method3. Communicative approachTeaching Aids:1. A multimedia2. A blackboardTeaching Procedures:Step 1 Object complement(1)Situation one—Did you find anything special when you went to the classroom?—No, I didn’t.—You found the door open, didn’t you?—Oh, yes. But I found nobody in the classroom.(2) PositionV. + Object + object complemente.g. The inspector shot the drug-dealer dead.(= The drug-dealer was shot dead by the inspector.)(3)Situation two—What do you think about her performance?—We consider that her performance is a big success.( We consider her performance a big success. )—What do people think about dogs?—People believe that dogs are honest.( People believe dogs to be honest. )(4)UsageAn object complement , which gives information about the object, can be a noun, a noun phrase, an adjective, a to-infinitive, a bare infinitive, or a prepositional phrase.Step 2 E ither… or / neither… nor(1) Situation one—I have got one ticket for Liu Xiang’s 110m hurdle race to be held inEither you or your desk-mate can have it.—Is it on Saturday or on Sunday?—It is on next Monday.—Oh, what a pity. I am afraid neither I nor my desk-mate can enjoy it.(2)Situation two—Which language can I use to write the speech? ( English / Chinese )—------ You can write the speech either in English or in Chinese.(3) Situation three—It is neither your fault nor mine. It’s your friend Jack’s fault.—Whose fault is it? ( yours / mine )(4)Situation four—Which one can I take, Sir?—I am afraid, you can take _______________. (neither the gun nor the cigar)(5)Situation five—Where can I stay on Saturday afternoon, Sir?—You can stay ______ in the classroom _____ in the dormitory. ( either … or)Step 3 Subject-verb agreementGrammar rulesRead the 6 points on Page 10, find out the usages of subject-verbStep 4 PracticeWhen the subject is a group noun like: class/ family/ government/ team… , we use a singular verb if the noun identifies a singular or unit, or a plural verb if it identifies a number of individuals.Step 5 HomeworkDo the exercises in Workbook.。
高中英语：Unit3 Back to the past教案(牛津译林版必修3)
Unit3 back to the past单元教案Lost civilizations 教学案例一、教学内容：教牛津高中英语必修模块三Unit 3二、课型：阅读课三、教学设计思路Lost civilizations 是一篇有关人类消失的文明的文章。
在教学的设计上，以人类文明这一主线把各项活动贯穿起来。
通过一系列的练习和活动逐步加深学生对文章的掌握和理解，并最终达到综合运用的目的。
笔者力求通过本课的教学使学生了解人类灿烂的古代文明。
引导学生形成珍爱和保护人类文化遗产的观念。
同时掌握阅读日记的技巧，及有关人类文化的相关词汇。
四、教学目标1〕解有关人类灿烂的古代文明，培养热爱人类文明，保护人类悠久文化的感情；2〕会描述历史及事实，会用英文表达情感；3〕使学生掌握阅读日记的技巧，提高阅读能力;4〕掌握有关人类文明的词汇。
五、教学重点、难点1〕培养学生阅读技巧，提高学生阅读能力;2〕培养学生英语语言的综合运用能力。
六、教学过程Step1. Lead-in1.Questions1) China has a long history, in the past thousands of years, Chinese people have built many magnificent structures. Can you name some buildings that could represent ancient civilizations in China?2) Around the world, people also built a lot of magnificent structures. Do you know about them?〔设计说明〕以问题导入，引导学生从熟知的中国文化谈起，并扩展到谈论世界文化，使学生易于接受。
2. Watch the pictures representing ancient civilizations. Introduce these pictures to the students.〔设计说明〕1〕面的内容相衔接。
牛津译林版高中英语模块3 Unit 3 Welcome to the unit 教学设计
Unit 3 Welcome to the unit 教学设计Aims and requirements◆Read diary entries about lost civilizations and the parallels between ancient Roman and Chinese history◆Listen to the information for giving a talk about a historical event◆Discuss the history of Rome and events that happened in the past◆Give a talk about a historical event◆Create a time chart showing parallel historical events in China and the West◆Expand vocabulary related to archaeology and some other studiesProcedures●Welcome to the UnitStep 1: Brainstorming1. Do you know the meaning of the sentence，boys and girls？在P84页Step1:Brainstoming下面1.后面加：Do you know the meaning of the sentence, boys and girls? If you want to understand today，you have to search yesterday. --- Pearl Buck想要懂得今天，就必须研究昨天. --- 赛珍珠.People today should never forget the past.What are the four ancient countries？(China，India，Egypt，Ancient Babylon.) Ancient people left us people today so many heritage sites. Do you know how many world heritage sites are there in China？At first let’s enjoy some beautiful pictures. Do you know what the pictures are about？Now I’d like to tell you something about them.China has now 35 heritage sites，with 24 cultural sites，six natural sites and five mixed. (The Great Wall，the Temple of Heaven，the Forbidden City，the Summer Palace，the Potala Palace，Jiuzhaigou Valley Scenic and Historic Interest Area，Classical Gardens of Suzhou，Mount Huang，Mogao Caves and so on)Imperial City，the administrative andstretching in the east-west axis 1，700600. Only a small portion of the premises is taken by halls。
牛津译林版高中英语必修第三册Unit3 课本教材全部知识点 详细 讲解 讲义
UNIT 3 THE WORLD ONLINEWelcome to the unit1.We use the net to cross barriers and connect cultures.2.Read a blog post3.Hold a debate about ....4.There are many milestones in the development of the internet.5.These scientists used the webcam to see from their desks whether the pot was empty to avoid wasted trips for coffee.6.The creator was inspired by comics.7.Emojis took off throughout the world.1.take off起飞;脱掉;(短时内)成功8.Which inventions are used most frequently.Readingthe internet: a world without frontiers1.The internet is a technological wonder, bringing about far-reaching changes in all aspects of our lives.2.The internet has the power to connect people across the world to a single shared community.3.Billions of people have joined it, and obviously many more will follow.4.The internet enables people to reach beyond their villages and get in touch with the outside world.5.with access to the internet come some truly life-changing advantages.accessible adj.可使用的;可接触的;可到达的;易理解的→access n.入口,通道,利用/接近……的权利或机会完全倒装的用法6.One of the greatest advantages lies in the quick and easy access to a huge amount of information.7.To a certain extent, the world’s knowledge is all at our fingers.To some extent= to an extentAt sb’s fingertips 随时可供使用；了如指掌8.With the click of a a mouse or the touch of a button, it is possible to find out anything we care to know, from recipes to travel packages, from military affairs to learning resources.9.In the time it takes to find one book in the library, we can use a search engine to bring up millions of results.10.No wonder the internet has become the first place that the majority of people turn to for information.majority n. 多数，大多数→major adj. 主要的；n. 专业；v. 主修→minority n. 少数民族；少数in a/the majority占大多数a/the majority of大多数……by/with a majority of以大多数……major adj.主要的；v.主修；n.专业major in...主修……minority n.少数in the minority占少数温馨贴士】majority通常与定冠词连用，后接“of＋复数名词/代词”，表示“……的大多数”，即the majority of＋n. (pl.)/pron.，作主语时，谓语动词用复数。
苏教牛津译林高中英语模块3_Module3__Unit3语言运用导学案
Module3 Unit3语言运用导学案The world of our sensesLearning goals:1. To improve the reading ability by focusing on language points and grasp the new usage of some important words and phrases.2. To improve the ability to analyze the long and difficult sentences.Important and difficult points:1. To master the usage of some important words and phrases.2. To understand some long and difficult sentences by analyzing the sentence structure.【预习案】【使用说明及学法指导】1.Read and understand the passage as much as possible.2.Finish the exercises within 15 minutes.3.熟记导学案中8个词组，50个知识点、2个句型.预习自测：Write down the following phrases in English according to the text (That is to say --- all the phrases are from the text) and try to recite them crazily. （根据课文翻译下列词组并且疯狂背诵, 基础好的同学用每个词组造个句子）:Step1. 通读全文，翻译下列词组(1)瞥见______________________ （2）哪里也看不见_________________ (3)在视力范围内______________ (4) 出发_________________________(5) 期盼_____________________ (6) 到来，出现___________________(7) 使某人不动_______________ （8）伸手去够____________________Step2. Write down your problems while you are reading.请找出你认为不容易理解的句子（写上哪一页第几行）,等待课堂内与同学及老师们一起探讨。
牛津译林版-英语-三年级上册-3A Unit 3 My friends 全课时教案
She’s…She’s my friend.
He’s…He’s my friend.
教师备课用纸（四） 第 页 年 月 日
课题
Unit 3My friends
课时数
8
第3课时
总课时数
15
教
学
目
标
1、能熟练地听懂、会读、会说会运用句型He’s…/She’s…
2、能初步听懂并且会读、会说、会运用词组my friend.
T:Goodbye,…
师--生 生--生
2.教师学生带着头饰，按要求完成对话。
以Mike为例
A:He’sMike.He’smy friend.
B:Hello,Mike.I’m…
C: Hello,…
以Lang smy friend.
S2:Yes, I am./No, I’m not/I’m…
T：Goodbye, Mike
教师总结：
T：You are good partner.
He’s Mike. He’s myfriend.
板书He’s…
教师出示He’s…,并教授
（1）Read with the teacher——He’s
（2）Read one bye one
4.Class is over.
T: Goodbye,class.
Ss: Goodbye, Miss Lu.
教师备课用纸（四） 第 页 年 月 日
教学程序
师 生 活 动
教学手记
Step4.
Homework
1. 听 story time的录音，跟读 5 遍。
2. 尝试给对话配音。
板书设计
Unit 3My friends
英语必修ⅲ牛津译林版unit3period教案three教案
模块3 unit. 3 Period three 教案TaskTeaching Objectives:1 to teach and instruct students some specific procedures when trying to achieve a goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to combine the skills they have learned with reality4 to aid students to choose and organize the information they have got and help them complete their products5 to enhance students’ overall abilities and impr ove their integrated skills Important and difficult points:Make students learn how to write an outline of a speech and how to host a talk about a historical event.Teaching procedures:Step 1 RevisionRevise the grammar items in this unit (object complements, either…or…and neither…nor…, and subject-verb agreement).Step 2 Lead-inGet the students to know something about how to give a talk about a historical event. Step 3 Skills building 1Make students know how to listen to get the gist, and do the listening on P52. In step1, students use the skill to listen to a conversation and find the useful expressions. Step 4 Skills building 2Make the students how to describe an illustration and try to write a description of a historical place. In step2, write a description about the Attack on Pearl Harbor according to the information found on a website.Step 5 Skills building 3Make students know what a simple outline of a speech often includes and organize some notes into an outline for a speech. In step3, plan an outline to introduce your illustration and give your talk.Project Creating an illustrated time chartAncient China and RomeStep 1 ReadingRead the article and try to get the main idea of each paragraph:Paragraph 1 Main events in Rome and China between 753 BC and 479 BC.Paragraph 2 Similarities between China and Rome during the Han Dynasty.Paragraph 3 Both Rome and China influenced areas between 212 BC and 100 BC. Paragraph 4 Rome and China had a difficult time in the following hundred years. Read the article again and answer the following questions:1.When did Rome become a republic and what happened in China then?2.When was China united and by whom?3. Which city did Han Dynasty have as its capital? Where is it now?3.What did China and Rome have in common during the Han Dynasty?4.When was Silk Road was in use? And what was it used for?6. When did the trade between China and Rome begin? What goods were traded?5.When did Han Dynasty fall and what did it result in?8.When was Roman Empire ended? Was it the same story for China?Step 2 Language study1. In 753 BC, the city of Rome was founded, an d in 509, it became a republic.2. Fifteen years later the Qin dynasty was overthrown, and the Han Dynasty was founded with Chang’an as its capital city.重点讲解“With +宾语+ 宾补”的用法。
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Module3 Unit3教学设计
课时主备教案
课型Welcome + Word power
Learning objectives:
By the end of this period, students will be able to
1. talk about some magnificent ancient civilizations;
2. practice their spoken English and participate in all the designed activities;
3. develop their sense of culture protection;
4. enlarge their vocabulary by learning some words about archaeology and other subject. Focus of the lesson:
1. picture-talking
2. finishing the tasks and having group competitions
Predicted area of difficulties:
1. expressing their opinions about ancient civilizations
2. memorizing words and phrases concerning civilizations and archaeology
Learning aids:
1. PPT
2. blackboard
Learning procedures:
课型Reading (1)
Learning objectives:
By the end of this period, students will be able to
1. grasp the main idea of the text;
2. develop the ability of reading diary entries;
3. talk about the topic of civilization in English. Focus of the lesson:
1. having a thorough understanding of the article
2. putting reading strategy into practical use Predicted area of difficulties
understanding the general idea of the article Learning aids:
1. PPT
2. blackboard
Learning procedures:
课型Reading (2)
Learning objectives:
By the end of this period, students will be able to
1. grasp the usage of some key words and phrases;
2. understand the diary entries better;
3. use the key words and phrases correctly in relevant exercises. Focus of the lesson:
the usage of some key words and phrases
Predicted area of difficulties
the usage of the words and expressions
Learning aids:
1. PPT
2. blackboard
Learning procedures:
课型Grammar and usage
Learning objectives:
By the end of this period, students will be able to
1. grasp the rules of subject-verb agreement and the object complement;
2. u se the compound sentences introduced by neither…nor…, either…or…, not only…but
also …;
3. develop their ability of using the grammar rules to make correct sentences.
Focus of the lesson:
1. grasping the rules of object complement
2. knowing clearly the rules of Subject-verb agreement
Predicted area of difficulties
knowing clearly the rules of Subject-verb agreement
Learning aids:
1. PPT
2. blackboard
Learning procedures:
课型____Task
Learning objectives:
By the end of this period, students will be able to
1. enhance their overall abilities and improve their skills of listening, writing and talking;
2. learn how to write an outline of a speech and how to host a talk about a historical event;
3. choose and organize the information they have got and complete their products.
Focus of the lesson:
1. preparing for a talk.
2. learning how to write an outline of a speech
3. learning how to host a talk about a historical event
Predicted area of difficulties
combining the skills they have learned with reality
Learning aids:
1. PPT
2. blackboard
Learning procedures:
课型____Project
Learning objectives:
By the end of this period, students will be able to
1. read and understand the text;
2. get to know how to introduce someone important in history;
3. learn how to make a good poster.
Focus of the lesson:
1. understanding the main idea of the two articles
2. learning how to make a poster about a historical figure
Predicted area of difficulties
making a poster about a historical figure Learning aids:
1. PPT
2. blackboard
Learning procedures:。