北师大版高中英语必修3 Unit8 Lesson 3 说课稿 中文
北师大版高中英语必修模块三Unit8Lesson3教案-新版
北师大版高中英语必修模块三Unit8Lesson3教案-新版Unit8 Lesson 3教案Marco PoloTeaching objectives:1. To review relative clauses2. To compare and distinguish defining and non-defining relative clausesTeaching difficulties:1. To compare and distinguish defining and non-defining relative clausesTeaching Aids:computerTeaching procedures:Ⅰ. Warming upT: today we are going to read a story about Marco Polo. Have you heard about Marco Polo?Which of the following do you think is true about Marco Polo?A He was a French merchant who traveled to Venice.B He was an Italian merchant who traveled to China.S: BT: Yes. Many people know about his story. He came from Italy. Venice was his hometown.(show the pictures of Venice) Marco Polo wrote a very famous book. Do you know its name?S:T: When did Marco came to China? (slide : an old map of the yuan dynasty)S:T: How did Marco travel to China?( slide : an old map of traveling map)S:T: In 1271, his father brought Marco on a trip to China. Marco was surprised at Chinese customs and skills such as using coal for heating, paper money, noodle-making and many other things.) Now let read the text you will get more information.ⅡReadingTask1 Read the text. Are these statements true (T) or false (F)?1Kublai Khan trusted Marco polo’s father very much. F2Marco polo’s taught people to use coal as fuel in the Yuan Dynasty. F3The Hall in the Summer Palace can contain 6,000 people having dinner together. T4. China was more developed than Europe at that time when Marco travelled to China. T5. . As soon as Marco polo arrived in Italy a cocal war broke out near his town. F6. Marco Polo wrote The Description of the world before he died. FⅢ listeningListen to the text ( make a preparation for the reading aloud correctly)ⅣReadingthis time read aloud and answer these questions( do the exercise 2) practise spoken English and have a better understanding of the textⅦ language StudyV ocabulary Practice(do the exercise 3. 4)Language points1.break out (战争、争吵、疾病等)爆发During the election period, a big strike broke out.竞选期间，爆发了一场大罢工A quarrel broke out suddenly at midnight with the noise of breaking something.半夜，他们突然大吵起来，还伴随着摔东西地声音2in turn(s) 顺次;一个接一个地（做某事）The two sisters cared for their sick mother in turn.两姐妹轮流照看生病的母亲。
北师大版英语必修第三册(2019版U8_“White_Bikes”_on_the_Road参考译文
Unit8 Lesson3 “White Bikes” on the Road 参考译文第八单元绿色生活第3课“白色自行车”在路上多年来阿姆斯特丹的居民一直享受着骑自行车的益处。
这源于大约50年前，最初被称为“白色自行车”的想法。
阿姆斯特丹是个适合骑行的城市，它地势平坦方便骑行。
也有很多地方可以停放自行车，市中心的大多数街道都有自行车道。
由于为骑行提供便利，阿姆斯特丹非常受骑行者的欢迎——有高达38％的出行是使用自行车。
有些人甚至称阿姆斯特丹为“自行车之城”。
“白色自行车”的概念来自哪里呢？20世纪60年代，一群骑行爱好者提出了一个想法。
他们认为，如果市中心不允许使用汽车而只能用自行车，这会让所有人都受益。
他们希望这样能够节约能源，减少污染并提供免费的公共交通。
这群人将数百辆自行车涂成白色放置在阿姆斯特丹的许多地方供人们使用。
任何人都能够骑这些自行车做短途出行。
人们在行程结束时就地停放自行车，以便其他人能继续使用。
然而不久就出了问题，“白色自行车”全都消失了，小偷在几周内偷光了所有的车！1999年，“白色自行车”回到了阿姆斯特丹，这次安装了电子跟踪系统以记录它们的“一举一动”！要使用自行车，必须插入专用的卡片。
新的“白色自行车”实际上不是白色的，被涂上了鲜艳的颜色。
自行车要停放在专用的停车场。
因此，使用者到达目的地之后，必须将自行车停放到附近的专用停车场。
由于这个创意以及众多人的努力，例如20世纪60年代的骑行爱好者和那些让“白色自行车”回归的人，现在人们可以在阿姆斯特丹的市中心享受清新的空气和便利的交通。
如今，“白色自行车”的概念已经在世界范围内广泛传播，全球的共享单车也在增加。
在中国，越来越多的城市拥有了自己的“白色自行车”计划。
本地人和游客都喜欢骑共享单车，因为共享单车简单又便宜，可以节省能源、减少空气和噪音污染，使人享受在城市里运动的益处。
然而，问题也随之而来，例如自行车被盗和停放问题。
新教材高中英语北师大版必修第三册：Unit 8 lesson 3“White Bikes on the road”
高中英语 必修第三册 UNIT 8 GREEN LIVING
◆单句写作 （1） Ms Li___h_a_s_ _c_o_m__e_ ___u_p__ ___w_i_th_（已经想出） a few songs to help the shy students with social dialogue. （2） The designer says he __c_a_m__e ___u_p__ __w_i_t_h_ （想出） the idea after watching people get wet on streets in Russia. （3） In order to finish the task on time，many pieces of good advice __c_a_m_e_ ___u_p__ （提出）at the meeting. （4） A great number of/A great many good ideas came u（p大量的好主意被提出来）at this education conference to improve the students’ study. ◆选词填空：come up/come up with （5） Your name came up in our conversation twice. （6） She came up with a few tips on a healthy diet.
高中英语 必修第三册 UNIT 8 GREEN LIVING
◆单句语法填空 （1） The train disappeared from view and I knew my best friend would never come back. （2） The image shows the gas，dust，and stars that swirl around the black hole before disappearing（disappear） into it. （3）［2017·全国Ⅲ卷］By the 1920s，wolves had practically disappeared （disappear） from the Yellowstone area. ◆单句写作 （4）_T_h_e_ir__m_ i_su_n_d_e_r_s_ta_n_d_in_g__d_is_a_p_p_e_a_re_d（他们的误解消除了） after a long talk. （5） She was amazed that the creature suddenly __d_is_a_p_p_ea_re_d__f_r_o_m__si_g_h_t_/v_i_e_w___ （ 从视线中 消失了）. （6） The car finally _d_i_sa_p_p_e_ar_e_d____in_t_o__ __d_a_r_k_n_e_ss___ （消失在黑暗中）.
北师大英语必修三unit8_lesson3_Marco_Polo教案
北师大英语必修三unit8_lesson3_Marco_Polo教案Lesson3 Marco Polo教案I. Teaching Aims:a.Knowledge Aims:1)To increase Students’ store of vocabulary related to beauty.2)To know more about the story of Marco Polo.b. Ability Aims:1) To develop Students’ reading skills: finding out topics; finding out deta iled information etc.2) To retell the story of Marco Polo.c. Moral Aim:1) Train the students to cooperate with each other2) To improve student s’ understanding of spirits of Marco Polo and try to learn from him.d. Culture Awareness:To know the story of western traveller and his contributions.II. Key and Difficult Points:a.Teaching Important Points:1)To figure out the main idea of each paragraph.2)Practise the students’ oral English..b.Teaching Difficult Points:1)How to retell the story of Marco Polo.2)How to use the words and phrases to make sentences. .III. Teaching Methods: Task—based MethodIV. Teaching Aids: Multi-media setV. Teaching Time: One Period (40’)VI. Teaching Procedures:Pre-taskStep 1.Greetings and Lead-inShow students a short film about Marco Polo，stimulating their interests.Task-cycleTask1. Pre-readingBackground of Marco Polo (True or False)1.Marco Polo was a French traveller.2.He spent very short time in China.3.Marco Polo telling stories about China in the prison.4.He was very clever and skilful in language.5.China was less developed than Europe when Marco travelled in China.Task2. Fast reading:Step1. Read the whole article quickly. Find out the information about Marco Polo and fill out the following form: Name: Marco PoloBorn (when/where):Came to China (when):Purpose:Languages (how many):Returned to Italy (when):Age of his death:The name of his book:Step2. Listen to the articleAfter listening, please match the paragraphs with the right topics.Topics: Paragraphs:Marco’s amazement at China 3People‘s reactions to Marco’s book 6Inventions and developments in China 4Marco Polo's return to Italy 5Marco’s arrival in China 2Marco Polo's early life 1Task3. Intensive readingPlease read the passage carefully for detailed information:1.Who was the Chinese emperor when Marco travelled to China?________, the first emperor of the Yuan Dynasty2. Why was the emperor impressed by Marco Polo? Because Marco _______.A. was quite cleverB. was very powerfulC. could speak four languagesD. both A and C3. Why was Marco surprised to see people using paper money?Because in Europe people paid for goods with _____ and ______ .4. What were the black stones Marco saw people burning for fuel? The black stones were _____.A. woodB. gasC. coalD. diamonds5.Why was Marco put into prison when he went back to Italy?Because a _____ war _______and during the war he was _______ by the ______.6. Did all people believe Marco’s stories about China at that time? How did Marco Poloanswer?He replied “I have only told half of what I saw!”Post-taskStep1. Group CompetitionPractise using the important new words and phrases. You will see some words and phrases later.Please make sentences with them. Four students a group, your group will get one point if the answer is right!1.travelled across, do trade with.Sentences from the book: He travelled across Europe and Asia with his father, who wanted to do trade with the Chinese.2.Emperor, be impressed by.Sentences from the book: The Emperor was impressed by him and they became friends.3.in turn, be amazed by China.Sentences from the book: Marco, in turn, was amazed by how beautiful and powerful China was.4.walls, be covered in.Sentences from the book: The walls were covered in gold and silver.5.surprised to see, paper money.Sentences from the book: Marco was surprised to see Chinese people using paper money in the markets.6.be confused by, burn for fuel.Sentences from the book: Marco was also confused by the black stones people used to burn for fuel.Step2. Role-playStudents work in pairs, one student plays the role of Marco Polo, the other one playsthe role of a journalist. Then do the role-play.Hints: You can ask…… travelled across … ?… be amazed by… ?… be impressed by… ?… be confused by … ?… be surprised to see..?Step3. Summary and homework.Marco Polo was born in ______. He later travelled to ______ and was ________ by the Emperor _______. He served in China for _____ years and experienced many _______ things. Soon after he _______ to Italy, he was _______ prison, where he told his stories to a _______. The prisoner then_____ his stories in a book called _______________________.1.Write a report on Marco Polo from a journa list’s point of view.2.Retell the story according to the form.Reflection:。
北师大版高中英语必修三 Unit 8 Lesson 3教学课件
Marco Polo was 17 years old, he travelled across Europe and Asia with 1. _________ his father trade with the who wanted to do 2. ______ Chinese. When they arrived in Beijing, the welcomed them. Marco, who Emperor 3. _________ was very clever and could speak four impressed the Emperor and languages, 4. _________ they became friends. The Emperor sent tasks him to do many 5. important ______________.
Fill out the following form about Marco Polo . Name: Born (when/where): Marco Polo
1254, Italy
Came to China (when): 1271
Languages (how many): 4
Fill out the following form about Marco Polo .
2) Why was the Emperor impressed with Marco? Because Marco was very clever and could already speak four languages. 3) Why was Marco surprised to see people using paper money? Because in Europe people paid for goods with gold or silver. 4) What were the black stones Marco saw people burning for fuel? They were coal.
北师大英语必修三第八单元第三课lesson3 说课教案
2) Review the vocabularylearned in this period and finish Ex.7 on P71.
巩固本节课学习成果；为下一课时的学习做好铺垫。
Individual Work
2. Learn the vocabulary from the text:
①Ss find the words in the passage, and thenmatch the words with their definitions:court, in turn, available, confused, wealthy, author, stand by.
②Check the answers.
③Practice using some important words and phrases by completing sentences with the proper words.
学生通过细读获取基本的细节信息，为下一步深入阅读做好准备
及时扫清词汇障碍,保证阅读活动顺利进行
12’
1. T helps Ss to find out the clue of the story and work out the structure of the passage.
2. T elicits the outline of the passage and asks Ss to complete it with specific information. Ss refer to the passage and fill in the table inpairs.
北师大版高中英语必修3Unit8Lesson3说课稿中文
北师大版高中英语必修3 Unit8 Lesson 3 说课稿各位评委老师,下午好!今天我将从指导思想与理论依据、教学背景的分析教学目标的确定教法学法的选择及教学过程的设计 5 个方面说课。
一、指导思想与理论依据《英语新课程标准》强调高中英语课堂教学应以学生为中心,要为学生独立学习留有空间和时间,使学生有机会通过联想、推理和归纳等思维活动用英语分析问题和解决问题,获得经验,提高能力。
在设计任务时,教师应以学生的生活经验和兴趣为出发点,要有助于英语知识的学习、语言技能的发展和语言实际运用能力的提高。
发展自主学习和合作学习的能力;进一步拓宽国际视野,增强爱国主义精神。
二、教学背景的分析我将从教材内容分析和学生背景分析这两个方面进行。
1、教材内容分析、本节课是高中英语必修模块3 第8 单元第3 课的第一课时,是一节阅读理解课。
本课的话题是“Marco Polo” ,所选文章以“马可·波罗与他的游记”为题,以记叙文的形式,介绍了历史人物,世界著名旅行家马克·波罗的事迹及其贡献。
马克·波罗是一个学生比较熟悉的话题,且本课课文阅读量正常,难易度适中,适合高中生的英语认知水平,因此学生有学习兴趣,能积极地参与课堂学习。
从内容设计上,本课与第1 课“Adventure Holidays” ,第2 课“Extreme Sports”和第4 课“Journey to the Antarctic”是衔接的,围绕本单元的话题“冒险”展开。
通过对本课的学习和阅读,学生可以了解到马可·波罗的中国经历以及他的一些生平,学习其冒险精神,增强对祖国灿烂文化光辉历史的自豪感。
同时,学生还会在阅读中感知、构建“写人物”的文章框架,为以后的写作课做铺垫。
2、学生背景分析、知识方面:他们虽然具备了一定的英语词汇和语法知识,但基础较弱。
能力方面:他们有一定的阅读能力,掌握了一些阅读技巧和学习方法,能进行自主学习和合作学习,但对老师的依赖性比较大。
北师大版高中英语必修三Unit 8《Lesson 3 Marco Polo》教案 2
Unit 8 AdventureLesson 3 Marco Polo教学设计Teaching Objectives1.Knowledge objectives 知识目标Help the students master the following words, phrases and sentence pattern.(1)Important words(重点单词):dictation, author, wealthy, statement, reply, confuse, local, seat, court, trade, describe, available, serve, guest, eventually, especially, Emperor,(2)Important phrases(重点词组):do trade with…, in turn, be amaz ed by…, pay for…,break out, stand by …, take dictation(3)Important sentence pattern(重点句型):The prisoner then wrote the stories in a book called The Description of the World, which became one of the best-selling books in Europe.2.Ability objective能力目标To improve the students’ reading ability through reading activities.3.Affective objectives 情感价值目标(1)After lear ning the passage, the students are expected to know about Marco Polo’s experiences in China and the great Chinese civilization at that time.(2)Enable the students to be encouraged by the traveler’s spirit of adventure.Teaching Important Points1. Learn and use the words and phrases listed above.2. Enable the students to improve their reading comprehension.Teaching Difficult Points1. How to help the students understand the passage better.2. How to help the students improve the cross cultural awareness.Teaching proceduresStepⅠWarm upDivide Ss into several groups and each group is to choose a name.Each member can win points in competitions for their groupStepⅡLead in (3 minutes)(引入，3分钟)Task1. Free talk and a map of the Silk Road.Show some pictures about the Silk Road.教师活动：T: ①Seeing the picture, what do you think people are doing?②When you talk about the silk road, what will you occur into your mind?③Were there any foreigners who came to China?学生活动：Describe what you see in the picture.StepⅢBefore Reading (3minutes)(读前，3分钟)Task1. New wordsHelp Ss get familiar with some new words while looking at some pictures.Read the new words with Ss for several times.Step ⅣWhile-reading(14minutes)(阅读，14分钟)1. Fast ReadingTask2. Finding out the paragraphs.Read through the text quickly and help Ss match each paragraph with the main idea.教师活动：Show some pictures with the main idea.学生活动：Read the whole passage quickly and get a general idea of each paragraph.Task3. Dividing the passage into 3 parts.Part1. Why he went to China.Part2. What he saw and learnt in China.Part3. What happened after returning to Italy.学生活动：Deal with the main ideas of the paragraphs and summarize the sic paragraphs into three parts.Part1. para 1Part2. para 2-4Part3. para 5-62. Intensive Reading⑴Task4. Detailed reading for key information.教师活动: Ask Ss to read the three parts carefully for detailed information according学生活动：Read the three parts carefully, underline some key information and compete for points for group each own.Part1:1) Why did Marco and his father travel to China?Because his father was a merchant. He wanted to…Part2:2) Why was…?Because Marco D .A. was quite clever.B. was very powerful.C. could speak four languages.D. both A and C.3) Why was Marco surprised to seeing people using paper money?Because in Europe, people paid for goods with good and silver.4) What were the black stones Marco saw people burning for fuel?The black stones were C .A. wood.B. gas.C. coal.D. diamonds.Part 3:5) Why was Marco put into prison when he went back to Italy?Because a local war broke out and during the war, he was caught by the enemy.6) What was the name of his book?The name of his book was The Description of the World.7) Did all people believe Marco’s stories?How did Marco answer?He replied: “I have only told half of what I saw!”⑵Task 5: Listening教师活动：Play the listening material for Ss.学生活动：Listen to the listening material carefully to check our pronunciation and intonation and relax ourselves in beautiful English.⑶Task6: Filling out the form.教师活动：Show a slide about Marco Polo’s personal information.学生活动：Let’s compete for the information about Marco Polo.3．Deep Understanding⑷Task7: Role-play教师活动: Summarize the relationships between Marco Polo and other people. (四张图片) 学生活动:1) Find out the relationships between Marco Polo and his father/Kublai Khan/the prisoner/readers.2) Work in pairs and one is Marco Polo while other one is his father/Kublai Khan/the prisoner/a reader to make a dialogue.StepⅤPost-Reading⑸Task8: V oice your opinion.教师活动：Ask Ss to think about what we can learn from Marco Polo in spirit.(Personal qualities, Influence. Contributions…)学生活动：Think deep and talk freely about what we can learn from Marco Polo. (Competition: one sentence one point)设计目的：①运用上一步Role-play的成果。
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北师大版高中英语必修3 Unit8 Lesson 3 说课稿各位评委老师，下午好！今天我将从指导思想与理论依据、教学背景的分析教学目标的确定教法学法的选择及教学过程的设计5 个方面说课。
一、指导思想与理论依据《英语新课程标准》强调高中英语课堂教学应以学生为中心，要为学生独立学习留有空间和时间，使学生有机会通过联想、推理和归纳等思维活动用英语分析问题和解决问题，获得经验，提高能力。
在设计任务时，教师应以学生的生活经验和兴趣为出发点，要有助于英语知识的学习、语言技能的发展和语言实际运用能力的提高。
发展自主学习和合作学习的能力；进一步拓宽国际视野,增强爱国主义精神。
二、教学背景的分析
我将从教材内容分析和学生背景分析这两个方面进行。
1、教材内容分析、本节课是高中英语必修模块 3 第8 单元第 3 课的第一课时,是一节阅读理解课。
本课的话题是“Marco Polo” ，所选文章以“马可·波罗与他的游记”为题，以记叙文的形式，介绍了历史人物，世界著名旅行家马克·波罗的事迹及其贡献。
马克·波罗是一个学生比较熟悉的话题，且本课课文阅读量正常，难易度适中，适合高中生的英语认知水平，因此学生有学习兴趣，能积极地参与课堂学习。
从内容设计上，本课与第1 课“Adventure Holidays” ，第2 课“Extreme Sports”和第4 课“Journey to the Antarctic”是衔接的，围绕本单元的话题“冒险”展开。
通过对本课的学习和阅读，学生可以了解到马可·波罗的中国经历以及他的一些生平，学习其冒险精神，增强对祖国灿烂文化光辉历史的自豪感。
同时，学生还会在阅读中感知、构建“写人物”的文章框架，为以后的写作课做铺垫。
2、学生背景分析、知识方面：他们虽然具备了一定的英语词汇和语法知识,但基础较弱。
能力方面：
他们有一定的阅读能力，掌握了一些阅读技巧和学习方法，能进行自主学习和合作学习，但对老师的依赖性比较大。
但他们的英语口、笔头表达能力很弱。
心理特点方面：好奇心
强，思维比较活跃，对历史人物感兴趣,愿意参与课堂活动。
三、教学目标的确定教学目标的确定：的确定
根据新课标，制定以下三维目标：知识目标：知识目标：①能够认读本课重点及相关词汇，理解并记住其含义。
②通过观看电影片段，观察图片、阅读课文，了解历史人物马克·波
罗的事迹及贡献。
能力目标：能力目标：①能在阅读中使用略读、精读等阅读策略,使学
生获取和处理信息的能力有所提高。
②能运用所学语言知识，根据所提供的图片用自己的语言口头复述课文。
情感、态度、价值观：情感、态度、价值观：①通过阅读课文，了
解历史人物，旅行家马可·波罗的事迹及其贡献, 学习其冒险精神。
②了解当时伟大的中华文明，激发学生爱国主义热情和增强对祖国灿烂文化光辉历史的自豪感。
重点难点分析：
重点：对课文的理解。
难点：运用课文中学到的语言知识：口头复述课文。
四、教法学法的选择
1. 教法情景教学法让学生在英语学习中置身于情景当中，则既能够活跃课堂气氛，激发学生。