必修三 unit 3_教案
新人教高中英语必修三Unit3 DiverseCultures-Readingforwrting教案
2019新人教高中英语必修三Unit3 Diverse CulturesReading for writing 公开课教案Teaching aims:1.Enable students to acquire some basic information about San Francisco’s Chinatown.2.Enable students to figure out the organisation and language feature of the text.3.Help students to identify the cultural characteristics of Chinatown and the relationship between Chinese culture and American multiculturalism.4.Guide students to write an introduction to your city/town and write an outline of your introduction.Teaching key points:1.Analyse the organisation and language feature of the text.2.Cultivate students to write an introduction to your city/ town properly and concisely according to an actual situation.Teaching difficult points:1.Enable students to figure out the organisation and language feature of the text.2.Guide students to introduce their city or town in a comprehensive,accurate and organised way.Teaching procedures:StepⅠBefore readingTalk about your travel experience and ask students to give you some advice and information as you plan to travel to San Francisco’s Chinatown.T:Class, I plan to travel to America and my destination will be Chinatown in San Francisco. How do you know about Chinatown? Can you give me some advice and information to help me know more about Chinatown?Ss: Firstly, it is the place where the Chinese immigrants live. Secondly, you canexplore the interesting sights,experience traditional Chinese culture, go shopping, eat Chinese food, and so on.Step ⅠWhile readingCultural NoteThe Dragon Gate is the most photographed site in San Francisco’s Chinatown.The gate was designed by three Chinese-American architects in 1967 using traditional Chinese village gates for inspiration.The Tin How Temple is the oldest Taoist temple in Chinatown,and one of the oldest Chinese temples in the United States.The temple was built in 1852,but then destroyed by the 1906 earthquake.The image of the goddess Mazu was preserved,as well as part of the altar and the bell.These were relocated to the top floor of a building constructed on the site of the old temple.The Bank of Canton is actually the old Chinese Telephone Exchange,a traditional Chinese-style building constructed in 1894.When the telephone was first introduced,there was no way to dial a number.Instead,you would have to talk to a switchboard operator (nearly always a woman),tell her the telephone number of the person you wanted to talk to,and she would manually connect you to the person you wanted to call using an electric plug.However,Chinese residents thought it was impolite to use a number to refer to a person,so the switchboard operators in Chinatown had to know all the names and addresses of everyone in Chinatown so they would know who to connect people to.They also had to know five dialects of Chinese and speak English.Like many buildings in Chinatown,the Chinese Telephone Exchange was destroyed by the 1906 earthquake,but it was quickly rebuilt.However,in 1949 it was closed when dial telephones made switchboards unnecessary.Portsmouth Square,now a public park,is the site of San Francisco’s first public square,built in the early 19th century.While many important historical events related to California and San Francisco occurred in the square before Chinatown was established or grew in size,the site is now very much considered an integral part of Chinatown.The Scottish novelist Robert Louis Stevenson (1850—1894) lived in San Francisco briefly between 1879—1880,and spent much time in Portsmouth Square during his stay there.There is a monument in his honour in the park.Activity 1Prediction1.Look at the title and picture and predict what kind of article is this?2.Who are the target readers?3.What is the writer’s purpose of writing this text?Suggested answers:1.This is an introduction to Chinatown in San Francisco.2.Visitors.3.To introduce a diverse cultural Chinatown in San Francisco to visitors.Activity 2 Reading for main ideaRead the text quickly and match the main idea of the passage.Para.1 A.The characteristic of Chinatown.Para.2 B.The history of Chinatown.Para.3 C.The introduction of Chinatown’s shops and products.Para.4 D.The origin of Chinatown.Para.5 E.The existence value of Chinatown.Para.6 F.The famous food and drinks of Chinatown.Suggested answers:Para.1:A Para.2:D Para.3:B Para.4:C Para.5:F Para.6:EActivity 3 Reading for detailsRead the passage again and answer the questions.1.What are the famous tourist sites in the Chinatown of San Francisco?2.Which is the best season to visit the Chinatown in San Francisco?3.What else can you do there?Suggested answers:1.Dragon Gate,Tin How Temple,Bank of Canton,and Portsmouth Square.2.All year round.3.We can explore the interesting sights,experience traditional Chinese culture,goshopping,eat Chinese food,and so on.Activity 4Reading for organisation and language featuresRead the text again and study the organisation and language feature.1.What information is included in the introduction? Tick the items that are mentioned.2.Underline the sentences that are used to describe the items above.Location:______________________Climate:________________________________History:_____________________________________Ethnic groups:____________________________________Languages:_____________________________________________Famous figures:_____________________________________________Famous food/drink:_______________________________________________ Tourist attractions:_________________________________________________ Businesses and industries:_____________________________________________3.Fill in the blanks to show the structure of the text.Paragraph(s)Main ideaDetails Expressions1 Introductionsh ortintrodu ction to San Francisc o’s Chinato wn2—5 Bodywhat youcan findand doin San Francisco’sChina-town23456 Summaryim portanc e of Chinato wnSuggested answers: 1.2.Location:in San FranciscoClimate:mild all year roundHistory:Chinese immigrants settled in the area during the railroad construction and gold rush periodEthnic groups:the majority of residents in Chinatown are still ethnic ChineseLanguages:many of whom do not speak English fluentlyFamous figures:Robert LouisFamous food/drink:traditional dishes from all over ChinaTourist attractions:Dragon Gate,Tin How Temple,Bank of Canton,Portsmouth SquareBusinesses and industries:souvenirs,goods,and clothing;all kinds of traditional Chinese herbal medicine;Chinese tea stores3.Pa ragraph (s)MainideaDetails Expressions1Int roducti onshortintroduction toSanFrancisco’sChinatownlocation,features,climatebiggest,oldest,very popular tourist draw,mild allyear round2—5what you2history,ethnichistorically...what started as...then turnedinto...the majority of residents...a real taste of ChinaBo dy canfindand doin SanFrancisco’sChinatowngroups,language3attractions,famous figuresfamous sites include....to name but a few,spendhours just exploring the interesting sights,smells,andsounds of China,a key site.a great place to...4storesand goodsoffer a unique range of...all kinds of...can befound,varieties of5foodtreasure,suit everyone’s taste,traditional dishesfrom all over China6 Summa ryimportance ofChinatownuniquecultureallow...to...experience...first handStepⅠ Describing a place with distinctive cultural identity1.In groups,brainstorm as much information as possible about your city/town and its culture.Then write an outline of your introduction.①What is unique about your city/town?②Is it a city/town with diverse cultures?③What examples can you give to illustrate its feature?2.Write an introduction to your city/town.The following phrases and expressions may help you.·is located in/on·has a history of...years·is divided up into·has a population of·is...in size·is home to...ethnic groups·the most popular/greatest/largest·popular festivals/foods/tourist sights include...Suggested answers:1.①My city is distinctive cultural identity.②Yes,it is a city/town with diverse cultures.③I will give examples such as history,population...to illustrate its features.2.Lijiang is an ancient city high up in the mountains of Yunnan,near the borders of Sichuan and Tibet.It was an important stop on the Ancient Tea and Horse Road,which connected central China with Myanmar and India,transporting not just tea but also silk and other goods.Lijiang’s Old Town,with a history of over 800 years,is a UNESCO World Heritage Site.Today,Lijiang is mostly known for its ethnic minority culture,especially the culture of the Naxi ethnic group.The Naxi are famous for their Dongba culture.They have their own unique written language that uses pictures and symbols.They also create beautiful arts and crafts,and are well known for their singing and dancing.Strolling around the Old Town,one can witness Naxi life much as it was hundreds of years ago.One can also try traditional Naxi food,including the air-dried pork liver,Naxi baba (a kind of flat bread),and Naxi hot pot.But if you really want to see Naxi traditional culture,it is best to visit during the Torch Festival,which usually occurs in the summer.During the festival,the streets are full of torches,bonfires,and lots of people singing and dancing.While the main ethnic group living in the area is the Naxi,there are also at least 19 other ethnic groups,including Yi,Lisu,Bai,Tibetan,and Pumi.It is easy to arrange a short homestay with an ethnic minority family to learn more about their way of life.Just outside the city,there are beautiful mountains,meadows,lakes,rivers,and gorges,offering plenty of opportunities to go hiking,kayaking,or rafting.Like much of Yunnan,the weather is always fairly mild in Lijiang,so it is fine to visit throughout the year.Lijiang can be easily reached by airplane or train,and visitors can hire bikes or cars to explore the area.It is the perfect place for tourists to experience the colourful culture of China’s ethnic minorities.StepⅠEvaluating and polishing the draft1.Exchange drafts with a e the checklist to give feedback on your partner’s draft.2.Get your draft back and revise it.3.Put up your introduction in your classroom or share it with the class.StepⅠHomework书面表达：请阅读下面有关中国题材纪录片(documentary)的对话，并按照要求用英语写一篇150个词左右的文章。
新外研社高中英语必修三Unit3 The world of Science整单元完整教学设计
新外研社版高中英语必修三Unit 3 The World of ScienceStarting out&Understanding ideas教学设计教学目标:By the end of this period, students will be able to:1.Watch a video and extract the key information from it;2.Know and master the main features of an interview;3.Understand this passage to obtain relevant details;4.Improve critical thinking skills and try to give some useful suggestions.教学重难点：1.Summarise the inventions and usage of acquiring language knowledge;2.Understand the future trends in global technology development, form an international perspective, and deepen your understanding of the unit theme.教学方式：P-W-P教学法，Task-based Teaching Method.教学设计：Step ⅠLead-inActivity1Watch a videoWatch the video and answer the questions.1.Which of the inventions in the video interests you most?Why?2.Which of the inventions in the video do you think will become a reality?3.Of all the inventions in the world,which do you think is the most useful? Why?Suggested answers:Students’ own answers.Activity2Look at the picturesLook at the pictures and talk about how the way we live has changed over time.Discuss the reasons behind these changes.Suggested answers:Students’ own answers.Step ⅠWhile-readingActivity1Read for the main ideaChoose the sentences that describe Dr Fairhurst’s opinions.Suggested answers:2,4Activity2Language points and translation1.In addition,important advances have been made in medicine and environmental science thanks to increasing computer power.【翻译】此外,得益于不断强化的计算机能力,医药与环境科学也取得了重要进展。
【教案】新人教必修三Unit 3 Reading for writing教学设计
教学设计课题：人教版（2019）必修第三册 Unit 3 DiverseCulturesReading for Writing: Welcome to Chinatown!主题语境：人与社会——历史、社会与文化语篇类型：介绍性语篇授课时长：45分钟授课对象：高一（1）班授课教师：指导教师：授课时间：文本分析本课语篇的主题语境是人与社会，该文介绍了旧金山中国城最具代表性的内容，包括该地的居民构成、语言、建筑、商品、饮食风味和人们的活动。
该语篇是一篇典型的带有旅游宣传性质的介绍性语篇，从文章标题“Welcome to Chinatown!”到“总—分—总”的写作结构，客观而全面地描述了旧金山中国城的历史和现状，并呼吁还没有机会去中国的人前往中国城，亲身体验中国传统文化。
语篇共有6段，第一自然段概述旧金山中国城的特点，即它在美国最大、历史最悠久，颇受游客欢迎。
主体部分的四个段落从不同角度带领读者了解旧金山的中国城。
第二段介绍了中国城的起源、居民的构成和当地的主要语言。
第三段继续讲述中国城的历史，包括1906年的地震和城市的重建，并主要介绍了几个有特色的景点。
第四段介绍了中国城的店铺类型及特色产品，包括中草药、茶叶等。
第五段介绍中国城的饮食特点。
第六段重申中国城存在的价值，即它是美国多元文化的重要组成部分，是游客亲身体验中国传统文化的重要场所。
阅读语篇的插图呈现的是旧金山中国城入口处的牌楼，即龙门，大门以绿瓦盖顶，顶上盘龙鱼跃龙门，正上方悬挂“天下为公”牌匾，左右各有一个石狮把门，中国味十足。
学情分析高一年级的大多数同学已具备从高中相应阶段一般难度的文本中提取主要信息的能力。
但是表达能力欠缺，对文中所提到的Chinatown以及相关背景知识了解不多，对介绍家乡的一些关键信息把握不准，写作结构不清晰。
通过对课文篇章结构的分析和主要信息的梳理，有利于学生写作时构建文章的架构，鼓励他们去寻找家乡的独特文化，以及更有效的语言输出。
【教案】公开课教学设计必修三Unit3 reading for writing
课题：必修三Unit3 Reading for Writing一、教材内容分析本课语篇的主题语境是人与社会，主题群是人与社会中的文化习俗，主题语境内容通过介绍唐人街继续聚焦中国文化。
该文介绍了旧金山中唐人街最具代表性的内容，包括该地的居民构成、语言、建筑、商品、饮食风味和人们的活动。
语篇共有6段，第一自然段概述旧金山唐人街的特点，即它在美国最大、历史最悠久，颇受游客欢迎。
主体部分的四个段落从不同角度带领读者了解旧金山的唐人街。
第二段介绍了唐人街的起源、居民的构成和当地的主要语言。
第三段继续讲述唐人街的历史，包括1906年的大火和城市的重建，并主要介绍了几个有特色的景点。
第四段介绍了唐人街的店铺类型及特色产品，包括中草药、茶叶等。
第五段介绍唐人街的饮食特点。
第六段重申唐人街存在的价值，即它是美国多元文化的重要组成部分，唐人街也是海外华人的精神家园和传播中国文化的重要窗口，外国人在唐人街能近距离体验中国文化。
该语篇是一篇典型的带有旅游宣传性质的介绍性语篇，从文章标题“Welcome to Chinatown!”到“总一分一总”的写作结构，客观而全面地描述了旧金山唐人街的历史和现状，并呼吁还没有机会去中国的人前往唐人街，亲身体验中国传统文化。
二、学情分析本课的授课对象是尤溪县第五中学高一年级学生，学生人数为26人，学生与本课相关的核心素养情况如下: 1.语言能力: 大部分学生能读懂旧金山唐人街的旅游宣传简介，基本掌握这类文章的文本结构、内容要点及语言风格，但对于内容要点相应的表达与主题结合还不太熟悉:2.学习能力: 学生已有一定的梳理文本结构，提炼关键信息的能力，但对于突出要点的同时查找细节支撑信息还不是特别熟练，在阅读写作策略及习惯上需要指导:3.文化意识: 学生对中国文化的影响及其多样性有一定的理解，但对中国文化于美国多元文化中的地位及两者的联系缺乏了解，需进一步拓宽国际视野，提升文化理解和鉴别能力;4.思维品质: 学生具备基本的语篇结构梳理能力，但根据文本进行分析、提取信息并结合写作表达关键信息的能力有所欠缺。
人教版必修三英语第三单元教案TalkingaboutPhysicalAppearance
人教版必修三英语第三单元教案TalkingaboutPhysicalAppearance--Talking about PhysicalAppearance(Unit 3)教材分析：本单元主要讲述的是如何描述一个人的外貌特征，涉及到的语法主要是形容词的比较级和最高级，同时还有一些逊色与胜任的表达方式。
本单元的重点在于教学如何使用形容词来描述一个人的外表，让学生掌握一定的描述技巧，从而进行更准确地表达。
教学目标：知识目标：1.能够熟练描述一个人的外貌特征，并使用形容词的比较级和最高级，以及相关的逊色与胜任的表达方式。
2.能够运用所学知识完成相关的阅读、听力和口语练习，达到基本的交流能力和语言应用能力。
能力目标：1.培养学生辨别身体部位的能力，提高其观察力和表达能力。
2.提高学生的英语听、说、读、写的能力，使其能够流利地进行英语口语交流。
情感目标：1.培养学生树立正确的审美观和人生价值观，使其能够尊重不同的文化和不同的人。
2.鼓励学生在语言学习中发扬创新思维，锻炼自我表达的勇气和能力。
教学重点：1.形容词比较级、最高级和逊色与胜任的表达方式的掌握。
2.学生口语表达能力的培养和提高。
教学难点：1.如何正确运用形容词比较级、最高级和逊色与胜任的表达方式。
2.如何培养学生英语口语表达的能力，提高其英语听、说、读、写的能力教学设计：一．课前准备 ( Pre-task preparation)1.教师准备相关的物品，以便于学生在描述一个人的外貌时有具体的东西可以参考。
2.让学生阅读相关的课文，了解相关的语言点和表达方式。
二．引入 (Introduction)1.教师可以通过播放一段视频或者是展示图片，引入对话题的思考。
2.教师可以介绍一些有趣的人物，引入本节课的主要内容。
三．新课教学 (New content)1.形容词的比较级和最高级 (Comparative and superlative adjectives)a.讲解基本的用法和规则。
高中英语必修三unit 3 diverse cultures全单元(共四部分)教学设计教案
普通高中英语（2019版）必修第三册Unit 3 Diverse CulturesPeriod 1 Listening and speaking听力部分分为两个部分：Listening and speaking和Listening and talking。
Listening and speaking板块的活动主题是“讨论几种美国食品的起源”( Talk about the origins of American food)。
美国的多元文化反映在社会生活的各个领域,饮食就是很重要的一个方面。
该板块介绍了四种食品——汉堡包、墨西哥玉米片、秋葵汤和福饼,它们都是在美国本土发明的,但都带有其他民族的饮食风味和特点。
在文化交流过程中,不同民族的文化接触后会产生碰撞,同时也会根据需要从不同的文化体系中选取文化元素,经过整合融为一体,形成一种新的文化体系,这就是文化融合的过程。
现代美国文化就是多种文化融合的结果,而这里介绍的几种美国食品正是文化融合现象的具体表现。
听力对话的最后一句道出了美国饮食的特点:将世界上的不同食材混合在一起,创造出一种全新的食品。
Listening and talking板块的活动主题是“谈论中国的少数民族文化”( Talk about ethnic minority cultures in China)。
此部分从谈论美国的多元文化过渡到谈论中国文化的多样性。
少数民族文化是中国文化多样性的重要体现。
该板块围绕贵州苗族和侗族的少数民族文化展开。
民族文化是民族身份的重要标志,了解中国文化的多样性有助于培养文化自信,弘扬和传承中国文化。
了解中国异彩纷呈的少数民族文化也有助于学生形成尊重、包容的心态,为维护和谐社会作出贡献。
1. Master the methods and skills of note-taking, understand the logic of listening materials (including the expression of transition, contrast, cause and effect, coincidence, and examples), so as to determine the key information;2. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process;3. Instruct students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners;4. Master the principle of dividing long sentences into groups, and be able to use pause skills when reading long sentences or oral expressions.5. Be able to introduce Chinese minority culture and tell Chinese stories in English.Importance:1. Help students understand the manifestation of American multiculturalism in diet by listening to an interview, and guide students to record key information in the listening process;2. Instruct the students to clearly introduce the characteristics and cooking methods of a Chinese national food to their partners.3. Be able to introduce Chinese minority culture and tell Chinese stories in English.Difficulties:1. Clearly introduce the characteristics and cooking methods of a Chinese national food to the partners;2. Master the principle of dividing long sentences into groups, and be able to use pause skills reasonably when reading long sentences or oral expressions.3. Be able to introduce Chinese minority culture and tell Chinese stories in English.1. Review the vocabulary about food and understand the characteristics of Chinese traditional food culture;2. Read this section in advance, review the vocabulary of American food, and understand the characteristics of American food culture.Step 1 Lead-in1.The teacher presents a news report to help students understand the meaning of diverse in the title.Overseas Students Experience Diverse Cultures at Shandong University Shandong University in Jinan, East China's Shandong Province unveiled its I8th International Cultural Festival at its central campus on April 26, offering locals a chance to experience unique cultures from 25 countries around the world.Overseas students from Russia, France, Thailand, Afghanistan, Italy, Uganda, and Laos wore traditional costumes as they showcased food,dances,handcrafts,and souvenirs from their home countries.Since 2001, the international cultural event has evolved into an important channel the university to promote its campus culture featuring understanding, inclusiveness.for openness, and progress.2.According to the above context, the teacher guides the students to discuss the meaning of diversecultures, and then asks them to try to explain the meaning of unit title "diverse cultures" in their own language.Students can explain it this way :It means the coexistence of many different types of cultures in a specific region or in the world as a whole. Each culture has its distinct features and each other’s differences are respected.Step 2 Watching and talkingActivity 11.Teachers makes full use of pictures to find the breakthrough of unit teaching.The following questionscan guide students to observe the details in the picture, so as to understand the cultural information and its connotation carried by the picture, and establish a connection with the unit theme.What can you see in the photo?(buildings, lamp post, lanterns.) Do you find the place familiar?What are some words on the buildings?Why are there both Chinese and English shop signs?Where do you think this photo was taken?What day you think such a place is like?Do you think this is a typical place to show cultural diversity? Why?2.Appreciate famous quotes.The teacher asks the following questions to help students understand thequotation and relate the unit topic:Can you paraphrase the quote in your own words?Can you give some examples to demonstrate the diversity of people in world?Can you think of some examples to show diverse cultures in the world?3.Ask the students to quickly review the listening, speaking, reading and writing tasks listed in theopening page. Then ask the students to close their books and answer the positive questions.What are some topics you will read about/ listen to?What are some topics you will talk/write about?Which part do you think will interest you?What do you expect to learn from this unit?Step 3 ListeningActivity 21.Ask the students to look at the four pictures in activity 1.2.Students were asked to match the picture to the following description and then to try to match it to thename of the food.Picture A: small pieces of thin crisp chips served with beans, cheese, spices, etc (nachos).Picture B: a crisp hollow cookie containing a piece of paper with a short message on it (fortune cookie).Picture C: a thick seafood soup,a spicy stew(gumbo).Picture D: a sandwich containing cooked meat and some other vegetables in a bread roll (hamburger).Activity 31.The teacher plays the recording for the first time and asks the students to verify whether the matching food names in activity 1 are correct.2. The teacher plays the recording for the second time. The teacher arranges the following questions in advance to guide the students to get the key information and grasp the general meaning of the listening dialogue.Where does this conversation take place? How do you know?Who are the speakers?What is the topic of the conversation?What is Steve Fox’s opinion about American food?How many examples does Steve Fox give to support his opinion? What are they?Activity 41.Look at the five sentences in activity 3.Let's listen to the tape for the third time.The teacher first lets the student understand the problem, then completes the listening task, in this way the student listens with the purpose, is helpful to develop the selective attention strategy.2.Ask the students to browse the listening task of activity 4. First, try to fill in the information in the form from memory.Next, the teacher plays the tape again and asks the students to fill out the rest of the information and reminds them to use the shorthand strategy.If students can fill out most of the information, teachers can ask them to fill in more information on the form as they listen.When the students were finished, they were asked to use the information in the table to organize the language and verbally describe each food.3.Listen to the tape again and ask the students to complete the following sentences in the listening text.He’s here to talk about cultural influences on American food.You mean there was a mixing of cultures? Food from overseas changed when it arrived in the States.And there are many more examples of mixed-culture dishes.So they’re like a mix of the Chinese, American, and Japanese cultures.It was invented in New Orleans over 200 years ago, and mixes French, African, Native American, and Spanish cooking.So it's the food of many different cultures, all in one dish?American cooking often mixes things from around the world to make something completely new. Step 4 SpeakingActivity 51.Teachers can use courseware to show pictures and definitions of potluck to introduce this interestingcultural phenomenon to students.Such as:A potluck dinner is a meal to which each guest brings a dish of food prepared by the person, tobe shared among the group.2.Next, the teacher can ask the following questions to start thinking:How do you think potluck dinners show diverse cultures in the world?What food would you bring to the party if you were invited?Why do you choose this food?3.Teachers create a situation and ask students to create a dialogue in pairs. One student ACTS as a guestinvited to a potluck party and the other gives advice as a friend.Each group is asked to have a conversation about the origin, preparation and characteristics of a food according to the three questions in activity 5.Students can also add cultural information about the history and legends of the food.After the students have finished the drill, the teacher may ask several groups of students to present to the class. Step 5 PronunciationActivity 61. Understand the spoken text.Read the passage silently and answer the following questions:What is this text about?What did you learn about them from the text?2.Mark the pauses in the passage. Then ask one of the students to read to the class.In combination withthe student's problems in pausing, help students understand the role of pausing: first, pausing allows us to take a breath in time, so that we won't be so tired in the process of speaking;Secondly, proper pauses allow us to better grasp the rhythm of speaking and express ourselves.3. The teacher plays the recording, guides the students to make necessary modifications, and summarizesthe common positions of pauses.4. Listen to the tape again and ask the students to follow the tape.5. Let the students read the passage in pairs. Help each other to improve the accuracy and fluency ofreading.Finally, please have a few students present to the class.Step 6 ListeningActivity 71.Ask students to focus on the three pictures in activity 1 and try to describe each picture, including:Photo 1: Where do you think these men are from? What are they doing? What are they holding in their hands? What is the instrument like? What arc their clothes like?Photo 2: Where do you think the girls are from? What are they doing? What are their clothes like?What are they wearing on their heads?Photo 3: Can you find in the photo which village it is? What time is it in the photo? What is the village like?Based on the description of the students, the teacher skillfully penetrated the key words in the listening dialogue, such as silver, accessory, minority, musical instrument, perform, etc.2.It's about the ethnic minority cultures of the Miao and Dong people in China. It's about the ethnicminority cultures of the Miao and Dong people in China.3.Let the students focus on the Miao and Dong ethnic groups, share their understanding of the twoethnic minorities, fully activate the students' background knowledge, and prepare for the following listening activities.Step 7 Listening comprehensionActivity 81.Grasp the main idea of the listening.Listen to the tape and answer the following questions:Who are the two speakers in the listening? What is their relationship?What is the main idea of the first part of the listening? How about the second part?plete the passage.Ask the students to quickly review the summaries of the two listening materialsin activity 2. Then play the recording for the second time.Ask them to complete the passage and fill in the blanks.3.Play the recording again and ask the students to use the structure diagram to comb the informationstructure in the listening.(While listening, take notes. Capture key information quickly and accurately.) Step 8 TalkingActivity 91.Focus on the listening text.Listen to the students and listen to the tape. Let them understand theattitudes of Wu Yue and Justin in the conversation.How does Wu Y ue feel about Chinese minority cultures?What does Justin think of the Miao and Dong cultures?How do you know that?2.learn functional items that express concerns.Ask students to focus on the expressions listed in activity.3.And try to analyze the meaning they convey, including praise (Super!).Agree (Exactly!)"(You'rekidding.!)Tell me more about it. Tell me more about it.For example, "Yeah Sure." "Definitely!""Certainly!" "No kidding!" "No wonder!" and so on.4.Ask the students to have conversations in small groups, acting as Jsim and his friends.Justin shares histravels in Guizhou with friends and his thoughts;Justin's friends should give appropriate feedback, express their interest in relevant information, and ask for information when necessary.In order to enrich the dialogue, teachers can expand and supplement the introduction of Miao, dong, Lusheng and Dong Dage.After the group practice, the teacher can choose several groups of students to show, and let the rest of the students listen carefully, after listening to the best performance of the group, and give at least two reasons.Step 9 Homework1)Independently complete the exercises in the guide plan;.2)Remember the new words and learn the usages of them.1、通过本节内容学习，学生能否清晰地向同伴介绍一种中国民族食品的特点和烹饪方法；2、通过本节内容学习，学生能否通过听一段访谈对话来了解美国多元文化在饮食方面的体现，并指导学生在听力过程中记录关键信息；3、通过本节内容学习，学生能否掌握听力理训练中的听力策略。
新人教版高中英语必修三Unit 3 Reading and Thinking教案
-Clear the tackle ofthenext step.
Reading
Step 6
Pair work
Teacher encourages students to use the key words and phrases learnt to discuss with their partner about the following topics:
4.Encourage students to learn more about gold rush.
重点
1.Master the usage of key words and phrases.
2.Improve the students’ ability to classify and organize information.
教学目标与核心素养
1.Learn and master the key words and phrases.
2.Train the students’ ability to organize the information.
3.Enable the students know about cultural diversity
After acknowledgingthe information and the meaning of the new words, answer the questions.
-Use video to catch students’ attention.
-Expand their horizons and spark their interest.
claim-deny
人教版英语必修三第三单元reading for writing教案
人教版英语必修三第三单元reading for writing教案Unit 3 Reading for Writing教案。
【教学目标】。
1.学生能够了解和认识一些重大节日的传统方法和历史。
2.通过阅读和写作技能的练习，学生能够提高自己的英语水平。
3.帮助学生在词汇、语法和写作方面提高自己的技能。
【教学重点】。
1.学生必须熟悉传统的节日和庆典。
2.通过阅读文本，学生应该能够理解不同的庆典和文化。
3.学生必须能够用英语发表意见和写作思考。
【教学难点】。
1.如何根据文本理解文化和庆典活动。
2.提高学生的写作技能和口语表达能力。
3.如何评估学生的写作和口语表达能力。
【教学方法】。
教师主导教学，黑板讲解，学生讨论，学生阅读练习，学生写作，小组互动，学生演讲，并采用查询等策略。
【教学步骤】。
Step 1 概述课程和目标。
教师向学生介绍第三单元的主题，根据课程目标和学生预期的技能水平，让学生明确学习目标和期望能够达到的技能和知识。
Step 2 学术词汇表和口头表达。
教师为学生提供一个专业术语的列表，这些术语与节日和庆典有关，或与文化和习俗有关。
教师会冷静地对每一个术语进行解释。
后，要求学生反复说这些术语，以尽量熟练掌握，并进行口头练习，确保学生能够在英语中表达自己的想法。
Step 3 阅读理解和分析。
教师分配课文，有可能包括多个篇章，帮助学生用所学的技能加深对文本的理解和评估。
教师可以要求学生回答问题，或寻找关键内容。
学生们可以自由地解释课文。
教师可以通过黑板引导讨论，协助学生更好地理解文本。
Step 4 串讲和口头演讲。
要求学生口述内容，并向同学们展示他们的批判性思维，看看他们能否进一步理解所学到的新知识。
通过“串课”和口头演讲，学生可以更深入地了解自己的思维和理解。
Step 5 搜集资料、撰写文章。
学生阅读文本，了解庆典和历史文化的细节，并搜集资料，构建自己的写作思路，写下自己的文章。
Step 6 小组分享和讨论。
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教学过程一、课堂导入以提问的形式，提问学生对马克·吐温和他的作品的了解，并做简单的介绍。
二、复习预习教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对宾语从句具体用法的分析和扩展导入本节课所要学习的课本知识的学习。
三、知识讲解考点/易错点1 重点单词与短语学习bring up 培养；抚养；养育或教育某人；提出(回归课本P17)He was brought up in Hannibal.Eg: She brought up five children. 她养育了五个孩子。
Her parents died when she was a baby and she was brought up by her aunt.[归纳拓展]bring sb. up to be/as 培养某人成为bring sb. up to do sth. 培养某人要……bring about 带来，造成；使（船等）掉过头来bring back 带回来，拿回来；使回忆起来；使恢复bring down降低，使下降，使倒下bring in 收割（庄稼等）；生产，产出；挣得；引进/来bring out 出版，生产；拿出，取出；说出；使显出，使（意义）明白表达出来bring……to a close/ an end结束，使完结bring……to a stop使停止，使停住scene n. 场面；情景；景象；事件(回归课本P17) Act 1 ，scene 3.[归纳拓展]辨析：scene / sight / view / sceneryscene 指某一处的自然风光，指展现在眼前的情景，也可指scenery的一部分；指某处小范围的景色，大多包括景物中的人及活动，可译为“情景”、“景色”、“场面”、“(戏剧)一场”。
scenery（总称）自然景物，天然风光，是由多个scenes构成的自然风景。
sight 景象，风景，名胜；视力/眼界，是眼睛所看到的景象，可以指美丽的风景，也可以指悲惨的景象，用其复数sights表示名胜古迹，人文景观等。
view 景色，风景，是指人以一定的角度(或从远处或从高处等)所看到的景色；还有“观点”“看法”的意思。
【练习】根据句子意思用scene，sight，view，scenery的适当形式填空。
1). Guilin is famous for its beautiful _______.2). The _______ is a perfect dream when you see the sun rising slowly in the east.3). You can get a wonderful _______at the top of the tower.4). The flowers are a lovely _______ in spring.5). He began to lose his _______six years ago.Keys: 1). scenery 2). scene 3). view 4). sight 5). sightbet n. 打赌，赌注；被打赌的事物vt. 打赌；敢断定，确信(回归课本P17)Two old and wealthy brothers，Roderick and Oliver，have made a bet.Eg: He often bets a 1ot of money on horses. 他经常在赛马上豪赌。
I bet that it will rain tomorrow. 我敢肯定说明天一定会下雨。
[归纳拓展]bet on sth为某事打赌bet sb. + 赌注on sth 用赌注就某事与某人打赌make a bet on 为某事打赌win/lose a bet 打赌赢/输了permit v. 允许，许可；n.表具体含义“通行证，许可证，执照” [C](回归课本P18 Line 3)Permit me to lead the way，sir.[归纳拓展]permission n. 表抽象含义“允许，许可” [U]permit sth. / doing sth. 允许做某事permit sb. to do sth. 允许某人做某事permit sb. sth. 允许某人某物give sb. a permission to do sth. 给某人做某事的许可ask (sb.) for permission 请求某人许可with / without one’s permission没有某人的许可eg：Visitors are not permitted to take photos.游客请勿拍照。
Time/Weather permitting (=If time/ weather permits)，I’ll come tomorrow.如果天气许可的话，我明天来。
I don’t permit holding a party in my house. 我不允许在我的房子里开晚会。
Jim’s father didn’t permit him to join the school football team.吉姆的父亲不允许他加入校足球队。
The doctor has permitted him only two meals a day. 医生只允许他一天吃两顿饭。
【辨析】let，permit，allowlet允许，让，常用于口语中，一般不用于被动语态。
后接不带to的不定式作宾补。
permit v. & allow v. 在许多情况下二者可以通用，但：permit更正式、积极，多指上级对下级或长辈对晚辈的准许，语气较强；有“主动许可、正式批准”之意。
词义较强allow偏重听任或默许，多指听任或不管教某人做某事。
有并不反对或不加阻止的含义，词义较弱。
常用句型allow/permit sb. to do sth.be allowed/permitted to do sth.allow/permit doing sth.eg：The nurse allowed him to remain there，though it was not permitted.go ahead执行，进行，前进，（于祈使句）可以，往下说，用吧，开始吧(回归课本P18 Line 23)Go right ahead.Eg: Despite the bad weather，the journey will go ahead. 尽管天气不好，旅行将照常进行。
The building of the new bridge will go ahead as planned.新桥的修建将按计划进行。
[归纳拓展](be) ahead of 在之前；领先于；胜过ahead of time / in advance 提前go after追求；设法获得go against反对；不利于go along和…一道；往前走go away走开；离开go by走过，经过go for接(某人)；去做(某事)；努力获取go off爆炸；(灯)灭了go out外出；(灯，火)熄灭go over仔细检查；复习go through浏览；翻阅；遭受，经历go up上升，上涨go without 没有go wrong走错路；出毛病as a matter of fact 事实上(回归课本P18)As a matter of fact，I landed in Britain by accident.as a matter of fact 相当于in fact，actually。
意为“事实上，其实”eg: as a matter of fact，the crop circles in England were men-made.by accident 偶然地；意外地(回归课本P18)As a matter of fact，I landed in Britain by accident.by accident = by chance表示“偶然地，意外地”，在句中作状语。
Eg: Last time I ran across her in the street by accident. 上次我偶然在街上碰见她。
I only found it by accident. 我只是碰巧找到的。
[归纳拓展] by + n. 短语by contrast 对比之下by mistake 错误地by hand 用手，用体力by machine 用机器spot v. 发现。
(回归课本P18)The next morning I’d just about gi ven myself up for lost when I was spotted by a ship. 【名师点拨】句中的spot是及物动词，表示“发觉；找出”，其后可接that从句。
He spotted a friend in the street and went over to her.No one spotted that the bank-note was fake.Neighbors spotted smoke coming out of the house.【归纳拓展】spot sb. doing sth. 看到某人正在做某事on the spot = on the scene到（在）现场；当场spot还可以用作名词，表示“污点；地点”。
Eg：How can I get rid of the spots on my clothes?passage n. 通道；（书、讲话、音乐等的）一段，一节；经过，通过，消逝；旅费account for导致；做出解释；总计有(回归课本P18)The fact is that I earned my passage by working as an unpaid hand，which accounts for my appearance.passageEg: They were denied passage through the occupied territory. 他们被禁止穿越占领区。
He worked his passage to Australia. 他在去澳大利亚旅行的船上做工偿付船费。
[归纳拓展]with the passage of time 随着时间的推移account for表示“解释，说明”，在含义上相当于explain。