Unit 8 Lesson 1第2课时示范教案【高中英语北师大版必修第三册】
Unit 8 Lesson 1 Reading教案- 高中英语北师大版(2019)必修第三册
Good morning/afternoon, my dear judges. I'm number ___.I’ve divided the text into two parts and this is the first part--Reading and Thinking. May I begin now？Ok. Good morning/afternoon, boys and girls. Let’s begin our class.StepⅠPre-readingPart 1:T: Look at the pictures on page 30 and discuss the following questions.1.What is happening in each picture?2.Have you ever done any of these things?Leave the tap running while you brush your teeth.3.What would happen if everybody did the same things?Ss: Millions of gallons of water would be wasted; millions of lights would be on; millions of pieces of litter would be dropped. And all of this would be very harmful.Step ⅡFast--reading Read the text and Choose the best answer.(1). Which of following is not“Just-me-ism”?A. Leave the tap running while you brush your teeth.B. Leave a light burning when you go out.C. Drop a piece of litter and can’t be bothered to pick it up.D. Turn off the light when you go out.S1: D(2). When was Roots & Shoots established?A. In the early 1980s.B. In the late 1980s.C. In the early 1990s.D. In the late 1990s.S2: C(3)What’s the purpose of Roots & Shoots?A. To inspire old people.B. To inspire young people.C. To inspire middle-aged people.D. To inspire children.S3: B(4) What can we learn from the text?A. Every individual doesn’t matter.B. Every individual can make a difference to the world.C. Only a few people suffer from “Just-me-ism”.D. People can’t live together in peace with nature.S4: BT: Very good! Thank you all, sit down please!Step ⅢCareful-reading: Read the text again and answer the questions1. Skim the passage and fill in the blanksPara. 1: What is “(1)__________”?S5: Just-me-ismPara. 2: The (2)__________ of Roots & Shoots.S6: establishmentParas. 3～4: The (3)__________ of its name.S7: meaning2. What is the text type of the passage?A. Narration (记叙文).B. Argumentative Essay (议论文).C. Expository [ɪkˈspɑːzətɔːri] Writing (说明文).D. Practical Writing (应用文).S8: CT: excellent! Thank you and congratulations!Step ⅣDiscussionT: Now I will offer you three questions to discuss--Read Paragraph 1. Discuss the questions below. You can work in your groups and three minutes later, three groups will be chosen to voice your opinions . So you should hurry up and meanwhile decide which represents your group.1. What is “Just-me-ism”? (Group 1 and 2)2. Why is “Just-me-ism”a problem? (Group 3 and 4)3. Do you have any suggestions on how to solve the problem? (Group 5 and 6)T: Time is up. Who? Good, Group 2. Tell usS10: Just-me-ism”is a way of thinking that focuses on caring for just oneself and ignores the environment, animals, and the community.T: wonderful. Next? En, Group 6.S11: A solution would be to make them understand that even the smallest action can change the world, so they should take action whenever possible for the environment, animals and their community.T: excellent. The last? En, Group 3.S12: There will be nobody to care and look after the environment.T: excellent,too! Thank you all and congratulations!Step V SemmaryAsk a student to summarize the textS13:Step ⅥHomework Sublimation of Reading Thinking: Theme Practice1.What contribution does Roots & Shoots make to society? (Critical Thinking 批判性思维)2.What is your explanation for the two quotes from Dr. Jane Goodall? (Creative Thinking 创造性思维)That’s all. Thank you!。
北师大版高中英语必修3Unit8AdventureLesson1word教案
An English Class Teaching plan SubjectEnglish Name of the teacher Class 高一级 Performing date 1 Adventure HolidaysTime Span 2 Period T e a c h i n g r e q u i r e m e n t a n d t e a c h i n g g o a l s Knowledge goals ：1 To distinguish between and use State and Activity verb.2 To identify paragraph topic in a reading text3 To distinguish between and use adverbs and adjectives 1. Drafted Teaching procedures and possible methods applied ： Have a free talk with students to make them become interested in the new lesson. Then read the text. 2. Ethical goals and virtue:1. To cultivate their interest in speaking English.2. To use pictures to help the students understand new words.3. To help students know the fashion sports.A n a l y s i s o n t h ep r o c e d u r e s o f t h e C l a s sStudents may have difficulty understanding the concept of State verbs and use them in the continuous form. Items Contents SolutionsImportantpoints 1. To distinguish between and use State and activity verbs. 2. S tudents’participation in speakingEnglish.Make the student work together. Encourage students to discuss the problem and solve it together.TeachingdifficultiesTo distinguish between and use State and activity verbs. Students ’ discussion and the teacher ’s guidance. TeachingMethods orApproachesTeaching methods: 1. Read and answer 2. Discussion and speaking MeansappliedTeaching aids: 1. PowerPoint slides for teaching2. Multi-media teaching platformD e t a i l e d t e a c h i n g p r o c e d u r e s Step 1. GreetingsStep 2. Lead-inWith the development of society more and more people are tired of unchanged and dull life. They want to free away from their work for a time and live a new and excited life that they didn’t experience before. They spend their holidays in various ways. Now adventure holiday is more and more popular. Which of these holidays would you like to go on?Which of these holidays would you like to go on?A. canoeing and white-water rafting in YunnanB. trekking and climbing in the HimalayasC. doing water sports on Hainan IslandD. a safari in South AfricaGive students some pictures about canoeing and white-water rafting, trekking and climbing in the Himalayas, doing water sports and an overland safari in Tanzania. Ask students to give reasons for their choice. S: Their answers may be various. T: Though trekking and climbing the mountain is difficult and uncomfortable, it has special charming to attract so many people. Now let’s read a passage Himalayan Adventure after reading it maybe you want to climb Himalayan mountain.Step Ⅱ. ReadingTask 1 Read the passage silently and choose the best answers.1. Who do you think writes the text?A. the trekkerB. local governmentC. the organizer of adventure 2000D. the guide near the Himalayas2. Which of the following statement is true?A. If you attend a Class A hike, you can climb on the top of the Mount Qomolangma.B. You have to live in tents in Tibet.C. Adventure 2000 is a traveling programme.D. Climbing the Mount Qomolangma is cold, s o you’d better go there in July .S e l f a s s e s s m e n tadj 合适的, be fit forHe is fit for the job.他适合做这个工作。
Unit+8+Green+Living+语言点讲义 高中英语北师大版(2019)必修第三册
Unit 8 Green LivingLesson 1 Roots and shoots1.solution n. [C] 解决办法solve vt.解决；解答(难题等)a solution to..………的解决办法find/offer/seek/put forward a solution 找到/提供/寻找/提出解决办法You can't solve anything by just running away.2.balance n. 平衡vt./vi 保持平衡，立稳balanced adj.平衡的,均衡的keep a balance between A and B 在A和B之间保持平衡keep/lose one’s balance某人保持/失去平衡a balanced diet均衡的饮食Though she is very successful,she finds it hard to keep a balance between her businesses and her family life.尽管她很成功,但她发现很难保持事业和家庭生活的平衡。
3.harmony n. [U]融洽；和睦in harmony with与......和睦相处Devoted to keeping a lasting peace, we must live in harmony with one another.为了维护持久和平，我们必须和睦相处。
4.bothered adj.担心的;烦恼的not be bothered to do sth懒得做某事bother sb with sth为某事打扰或麻烦某人I am not bothered to get involved in his business.我懒得去管他的事情。
I don’t want to bother you with my problem.我不想让你因为我的问题而担心。
Unit 8 Lesson 2第2课时示范教案【高中英语北师大版必修第三册】
Unit 8 Green LivingLesson 2 Period 2教材分析本节课是第八单元第二课Greening the Desert听力课的第二课时，听力语篇是介绍易解放的主题演讲后的问答环节。
演讲者回答了听众提出的关于易解放走出悲伤情绪的动力、“绿色生命”公益组织的贡献以及现阶段发展等三个问题。
通过演讲者和听众的互动，学生能进一步体会人物的高尚品质，领悟“普通人也能做出巨大贡献”的主题。
教学目标在本课学习结束时，学生能够：1.获取关于易解放走出悲伤投身环保事业的动力、环保组织的贡献及发展现状等关键信息；2.运用正式场合（如讲座访谈等）常见的提问、回答方式进行得体的交际互动；3.评价易解放投身环保事业的意义，深入理解“人与自我”、“人与自然”的关系。
教学重难点【教学重点】1.借助笔记，听取整合关键信息的方法；2.常用的提问方式。
【教学难点】在正式场合中进行提问互动，并表现得体。
教学过程Step 1 Pre-listeningDiscussion:1. What have you learnt about Yi Jiefang?2. What impressed you most?3. What questions would you like to ask her if you have a chance to meet her?设计意图：引导学生口头复述易解放事迹，评价人物，激活已有知识。
尝试提出问题，为本节课听力内容做准备。
Step 2 While-listening1. Listen to the Q & A session and take notes. Then answer the questions.1) What helped Yi Jiefang work through her sadness?2) What changes has NPO-Greenlife brought to the desert?3) What did Yi Jiefang do in 2013?设计意图：引导学生听材料时抓取并归纳整合关键信息，分析语篇逻辑，并能用简洁高效的方式做笔记。
2020_2021学年高中英语Unit8Lesson1教案北师大版必修3
Unit 8 Adventure瞬间刺激的冒险运动有很多，蹦极就是一个不错的选择！为什么那么多人喜欢体验蹦极呢？Bungee JumpingAround the world more and more people are taking part indangerous sports and activities.Of course，there have always beenpeople who have looked for adventure—those who have climbed thehighest mountain，explored unknown parts of the world or sailed insmall boats across the greatest ocean.Now，however，there are people who seek an immediate thrill from a risky activity which may only last a few minutes or even seconds.I would consider bungee jumping to be a good example of such an activity.You jump from a high place(perhaps a bridge or a hotair balloon)200 meters above the ground with an elastic rope tied to your ankles.You fall at up to 150 kilometers an hour.It is estimated that 2 million people around the world have now tried bungee jumping.Other activities which most people would say are as risky as bungee jumping involve jumping from tall buildings and diving into the sea from the top of high cliffs.[阅读障碍词]1．explore vt. 探索2．seek vt. 寻求3．elastic adj. 有弹性的4．estimate vt. 估计5．cliff n. 悬崖[诱思导读]阅读短文，判断正(T)误(F)1．More and more people are taking part in dangerous sports and activities.(T) 2．People jump from a high place with an elastic rope tied to their waist.(F) 3．It is estimated that 2 million people in China have now tried bungee jumping.(F) SectionⅠReading(Ⅰ) (Warmup & Lesson 1)Ⅰ.匹配下列单词的词性及汉语意思( )1.adventure A．n.住所，住处( )2.hike B．n.地平线( )3.wild C．adj.可选择的，非强制的( )4.extra D．adj.最大的，最多的( )5.optional E．adj.野生的；狂热的( )6.horizon F．adj.特别的；额外的( )7.route G．v.&n.徒步旅行，远足( )8.luggage H．n.行李( )9.accommodation I．n.奇遇，冒险的经历( )10.maximum J．n.路程，路线[答案]1－5 IGEFC 6－10 BJHADⅡ.选择下列句中词组的汉语意思A.起飞B.考虑C.下降D.也E.立刻；马上( )1.They visited some factories，hospitals as well as the school.( )2.She watched openeyed as the plane took off.( )3.Mick wants to see you in his office right away.( )4.Crime has gone down 70 percent.( )5.I tried to think about all the problems that were ahead of me tomorrow.[答案]1—5 DAECBAdventure In The HimalayasJust imagine.You are walking along a mountain path in the Himalayas.You are feeling tired.You are thinking about how far there is to go.Then，suddenly you are there! And the amazing Mount Qomolangma is on the horizon.It looks great.A few minutes later，you arrive at the camp.The food cooking on the fire smells great and while you are having a hot cup of tea，you relax and watch the sun go down.①At dinner，the food tastes fantastic.You talk with other people in the group about everything you have seen and done during your day's hiking②.If you are looking for experiences like this，Adventure 2000 is the organisation(团体) for you.A lot of hiking holidays sound exciting，but the reality is often very different.Hiking trips can be uncomfortable(不舒服的) and even dangerous.However，at Adventure 2000 we feel that we understand the needs of hikers.All our guides have several years of experience in leading hiking trips in the Himalayas.They know all the best routes(路线) and best places to camp.We also realise that hiking can be hard work and believe that hikers need all our help.As well as the group guide，all teams have cooks and porters(行李搬运工)．While on a hiking trip③，our cooks prepare delicious meals.And our porters carry your luggage，which means that you can simply enjoy the experience④.喜马拉雅探险设想一下，你正走在喜马拉雅山的一条山路上，感到疲惫。
北师大版高中英语必修3 Unit8_Lesson1_公开课教学设计(一)
Unit8 Lesson1 公开课教学设计（一）Unit 8 AdventureLesson 1 Adventure HolidaysⅠ. General introduction:This lesson is taken from Module Three, Senior English for China by Beijing Normal University. This lesson is about the reading part. By learning this passage, the students can master some language points and reading skills.Ⅱ. Teaching aims and demands:1). knowledge objectsV ocabulary: raft, horizon, organization, route, porter, luggage, accommodation, hostel, maximum, altitude, extra, optional, differ, footprint, anxious.Phrase: white-water rafting, right now, on the horizon,2). Ability objects.Listening skills ：understand what the teacher's speech..Reading skills ：general understanding，detail information，.Speaking skills：discuss your adventure experiences. With the use of new words and expressions ..writing skills：write a short passage about your adventure experiences.(3). Emotion objectslearn the spirit from the climbers of Qomolangma and have safety awareness of Hiking.Ⅲ. Teaching keys and difficultiesuse the new words and expressions to discuss the adventure experiences.Ⅳ. Teaching methods. Fast reading. Detailed reading. Explaining.Task based group discussionⅤ. Course numberWe will finish this lesson in 3 classes. This is the reading class.Ⅵ. Teaching proceduresStep1 Warming up(1) Greetings. Now adventure holiday is more and more popular. Which of these holidays would you like to go on?A canoeing and white-water rafting in YunnanB hiking and climbing in the HimalayasC doing water sports in Hainan Island.D an safari in South AfricaE. going parachutingF. exploring a desertGive students some pictures .Ask students to give reasons for their choice.(2)If a chance given, would you like to take part in the Adventure of Himalayas? Step2Pre-readingReview the new words and expressions in this lesson and read them out loudly.Step3 First-reading(1) Read the brochure and match the paragraphs (1-7)with the topics. ( the aim is to train students to master main idea of the paragraph) . Then listen to the passage . (the aim is to give students right pronunciation and improve their listening ability. )(2) Read the passage and choose the best answers.Step4 Second-readingAnswer these questions in your own words (The aim is to practice students’ spoken English. Encourage students to answer the questions without looking at books.)Step5 SummaryWhat are the advantages of Adventure 2000?There are …experienced guides,cooks and portersgood travel arrangementscomfortable accommodationspecial offersStep6 Post-readingPair workStudent A : you would like some information about Adventure 2000.Student B: you work for Adventure 2000. Try to persuade Student A to go on the trip. Step7 Homeworkwrite a short passage about your adventure experience or dream.(at least 100 words) Step 8 Blackboard designIn order to make the blackboard design clearly and neatly, I will divide the blackboard into three parts. On the left, I’ll write teaching aims; in the middle of the blackboard, there should be important and difficult language points, and on the right, I will write the summary of this whole class.。
Unit 8 Writing Workshop第2课时示范教案【高中英语北师大版必修第三册】
Unit 8 Green LivingWriting WorkshopPeriod 2教材分析本节课是第八单元写作课的第二课时。
本节课重点是引导学生练习不同类型图表的分析及汇报；通过同伴互评和教师点评，对课前完成调查报告初稿进行修改润色。
希望学生通过实际调研和调查报告的撰写，真正了解身边人对环保的态度，发现问题并能提出切实可行的改进建议，为绿色生活贡献自己的一份力。
教学目标在本课学习结束时，学生能够：1.分析并汇报不同类型的图表（柱状图、饼图、折线图）数据；2.明确调查报告的具体评价标准，并依据标准对同伴习作做出评价；3.根据同伴建议修改润色自己的习作。
教学重难点【教学重点】1.调查报告各部分的写作思路及语言支撑，尤其是不同类型图表数据的分析和汇报方式；2.调查报告评价标准细则的解读。
【教学难点】学生调查报告中原因分析及建议部分的润色提升。
教学过程Step 1 Warming-upReview the survey report. Complete the sentences using the phrases below.设计意图：回顾调查报告内容，巩固上节课所学的定量表述方式，为本节课写作任务做铺垫。
Step 2 Pre-writingPair WorkRecall what you have learnt about the expressions to describe the findings and figures / introduce data changes / analyze data. List as many expressions as possible.设计意图：同伴讨论分享，激活学生已有的语言储备。
Step 3 While-writingPair Work: Describe the charts and share your writing with your partner. List different expressions you use to introduce the results.设计意图：以课本提供的“共享单车使用情况”的调查报告结果为例，练习描述饼图、柱状图数据。
Unit 8 Lesson 1第1课时示范教案【高中英语北师大版必修第三册】
Unit 8 Green LivingLesson 1 Period 1教材分析本节课是第八单元第一课Roots & Shoots的第一课时阅读课。
阅读文章是一篇说明文，介绍了世界著名动物行为学家珍·古道尔创办的环保组织“根与芽”。
文章从“以自我为中心”（Just-me-ism）的概念及危害出发，引出“根与芽”环保组织成立的初衷和重要性。
运用排比、重复、引用、对比等修辞手法增强感染力，号召年轻人行动起来，为环保事业献出自己的一份力。
希望学生通过阅读本文，能改变“个体行为微不足道”的错误观念，意识到点滴力量汇聚起来能改变世界，主动承担环保责任。
教学目标在本课学习结束时，学生能够：1.了解并口头介绍“根与芽”环保组织的基本信息（成立背景、创始人、时间、目的、名称意义、社会贡献等）；2.掌握说明文语篇典型结构及本文语言风格特点；3.理解“以自我为中心”、“命运共同体”等概念内涵并发表个人见解。
教学重难点【教学重点】1.“根与芽”环保组织关键信息的获取与解读；2.说明文语篇结构及语言风格分析。
【教学难点】1.对举例、排比、重复、口语化表达、引用等修辞手法的识别和作用的理解；2.对“以自我为中心”、“命运共同体”等概念内涵的理解及表达。
教学过程Step 1 Warming-upPair Work: Look at the pictures. Discuss the following questions.1. What is happening in each picture?2. Have you ever done any of these things?3. What would happen if everybody did the same things?设计意图：图片激活学生生活经验，引导学生简单表述日常生活中常见的不良习惯和后果。
Step 2 Pre-readingLook at the picture and the title. Make a guess: what is the passage about?设计意图：通过图片和标题预测语篇话题，让学生带着预测和疑问有目的地阅读。
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Unit 8 Green Living
Lesson 1 Period 2
教材分析
本节课是第八单元第一课Roots & Shoots的第二课时，重点是课文内容的回顾与拓展及对文本语言、语法知识的学习。
本课涉及的语法点是非谓语动词，要求学生区分以-ing结尾和以-ed结尾的动词在句中充当定语、状语、宾语补足语、表语的用法。
教学目标
在本课学习结束时，学生能够：
1. 在小组展示中口头介绍“根与芽”组织；
2. 正确理解并使用动词-ing形式和动词-ed形式；
3. 在情境中通过角色扮演内化运用所学语言。
教学重难点
【教学重点】
1.动词-ing形式和动词-ed形式的语法功能；
2.主题汇报及与他人沟通时的表达技巧。
【教学难点】
对动词-ing形式和动词-ed形式多样的语法功能的理解。
教学过程
Step 1 Warming-up
Task 1: Group Presentation. Introduce Roots and Shoots.
设计意图：通过小组展示的形式锻炼学生合作调研、演讲思辨的能力，加深对“根与芽”环保组织的了解。
小组展示后的同伴点评、教师点评环节引导学生互相学习，总结演讲的表达技巧。
Task 2: Complete the summary of the text on page 32, Ex. 8.
设计意图：填空回顾课文内容，引导学生关注语篇中的动词-ing形式和动词-ed形式，为语法学习做准备。
Step 2 Grammar Focus
The teacher introduces the usage of the –ing/ed form of the verb.
设计意图：通过例句展示、句型转换等方式引导学生归纳提炼动词-ing形式和动词-ed形式在句中充当形容词或副词，起到定语、状语、宾语补足语或表语的作用。
Step 3 Practice
Exercise 1: Match the words in bold (1-4) with their functions (a-c).
设计意图：匹配练习考查学生对动词-ing形式和动词-ed形式充当句子成分的理解。
Exercise 2: Choose the correct options.
设计意图：选词练习考查学生对动词-ing形式和动词-ed形式的运用。
Exercise 3: Complete the text with the correct form of the verbs in brackets. What is the function of each verb form?
设计意图：用所给动词的正确形式填空，综合考查学生对动词词形变换的掌握以及对-ing和-ed两种形式的理解和运用。
Step 4 Language Focus
The teacher introduces the usage of key words, phrases, and sentences in the text.
设计意图：提炼语篇重点词汇、短语及句式表达，引导学生落实语言知识。
Step 5 Assignment
Pair Work: Imagine you are a volunteer of Roots & Shoots. Use what you have learnt to persuade one of the following people. Write a short paragraph and then perform the dialogue with your partner.
设计意图：创设情景，通过角色扮演引导学生运用所学践行“根与芽”环保组织的宗旨，纠正“以自我为中心”的错误观念，传播人人参与的环保理念。