必修一,unit3教案
人教课标版高中英语必修一 Unit3 Reading for information 教案-新版
Unit3 Reading for information 教学设计Unit 3 Travel journal (BookⅠ)第一部分单元总览1. 教材解读本单元的中心话题是旅游(Travel)，通过旅游日记的方式描述了“王坤”等人沿着湄公河自上而下的自行车旅行见闻。
一共六则日记（一、二、六为阅读材料，三、四、五则为听力材料），从开始为旅行做计划，直到圆满完成他们的旅行梦想。
具体涉及旅游所需的准备工作、选择安排旅游时间、景点、路线、交通工具以及沿途的一些见闻等。
通过本单元的听读学习与练习，不但使学生们学到了围绕旅游这一中心话题展开的语言技能和语言知识，而且了解了湄公河流域的文化背景和知识，使学生对旅游产生兴趣，增强对祖国大好河山的热爱，进而培养学生的跨国文化知识，同时也可启迪学生保护环境，爱护大自然，继承传统文化的意识。
同时，在学习现在进行时表示将来和听读旅行日记的同时，涵盖了课程标准24个话题项目中的个人情况Personal information、家庭、朋友与周围的人中的relatives and other people、兴趣与爱好Interests and hobbies中的hobbies、人际关系Interpersonal relationships 中的making plans、计划与愿望Plans and intentions、旅游与交通Travel and transport中的methods of transportation, travel and describing a journey、自然nature、历史和地理History and geography以及68个功能意念项目中的告别Farewells、祝愿Expressing wishes、偏爱和选择Preference、意愿和打算Intentions and plans等项目，让学生在话题情景中学习、巩固和运用谈论未来计划、祝愿与告别的表达，并在语境中理解掌握现在进行时表示将来的用法。
必修一unit3教案
必修一unit3教案教案标题：必修一 Unit 3 教案教学目标：1. 理解并掌握本单元的词汇和短语。
2. 能够运用所学词汇和短语描述人物特征和外貌。
3. 能够运用所学语法结构正确使用现在进行时态。
4. 能够运用所学知识写一篇关于自己或他人的描述性短文。
5. 培养学生的合作与沟通能力。
教学重点：1. 词汇和短语的掌握与运用。
2. 现在进行时态的正确使用。
3. 描述性短文的写作。
教学难点：1. 描述性短文的写作。
2. 语法结构现在进行时态的正确运用。
教学准备：1. 教材：必修一 Unit 3 阅读材料和练习题。
2. 多媒体设备：投影仪、电脑等。
教学过程：Step 1：导入 (5分钟)1. 利用图片或实物引入本单元的话题——人物特征和外貌。
2. 利用问题激发学生对话题的兴趣，例如：What kind of person do you admire?Why?Step 2：词汇和短语学习 (15分钟)1. 呈现并教授本单元的词汇和短语，例如：appearance, personality, confident, determined, etc.2. 运用图片和例句帮助学生理解和记忆词汇和短语。
3. 进行词汇和短语的练习，例如：单词拼写、填空等。
Step 3：语法学习 (20分钟)1. 介绍现在进行时态的用法和构成。
2. 利用图片和例句帮助学生理解和记忆现在进行时态的用法。
3. 进行现在进行时态的练习，例如：选择填空、改错等。
Step 4：阅读理解 (15分钟)1. 学生阅读本单元的阅读材料，并回答相关问题。
2. 学生之间进行小组讨论，分享自己的理解和答案。
3. 教师进行解答和讲解，帮助学生更好地理解和掌握阅读材料。
Step 5：写作练习 (20分钟)1. 学生根据所学词汇、短语和语法结构，写一篇关于自己或他人的描述性短文。
2. 学生之间进行互相交流和修改，提供反馈和建议。
3. 部分学生展示自己的作文，进行班级评价和讨论。
人教版高中英语必修一unit 3 sports and fitness整单元教学设计教案
Teaching and Learning Design人教社2019年版高中英语新教材Book1Unit 3 Sports and Fitness单元语篇教学设计单元语篇教学分析与整体设计单元主题名称: 运动与健康单元主题语境：人与自我之运动与健康单元主题内容：本单元以运动和健康为主题，从不同方面说明运动除了竞赛的目的，更多的还是为了身心的健康。
年轻人参加运动不仅能强身健体，还可以锻炼意志和耐力，学会与人合作，学会承受压力和失败，学会挑战自己的极限。
单元主题育人功能：本单元旨在帮助学生了解世界各地的特色体育项目、著名运动员和大型体育赛事。
形成正确的健身意识和习惯。
理解体育精神和公平竞争的深刻含义。
单元板块与课程内容要素分析：课程内容要素板块名称：Opening page语篇主题/话题语篇1 All sports for all people语篇类型多模态语言知识名人名言文化知识名人名言语言技能看、说——体育明星和赛事、喜欢的体育项目及其好处学习策略明确单元学习目标，周密计划单元学习课程内容要素板块名称：Listening and Speaking (+Pronunciation)语篇主题/话题语篇2 邀请朋友参加体育运动（Invite a friend to a sports event）语篇类型口语对话/听说语篇语言知识 1. 体育项目词汇；2. 邀请别人以及答复邀请的语言表达方式；3. 掌握附加疑问句升调和降调的基本知识。
文化知识各类运动项目（经典的、新奇有趣的、室内外、南北方不同的运动方式）语言技能听、说——提出邀请和答复邀请学习策略听取对话的主旨大意Listen for main idea课程内容要素板块名称：Reading and thinking语篇主题/话题语篇3 选择你最喜欢的运动员（Choose your favorite athlete）语篇类型杂志文章之人物传记语言知识 1.与体育运动相关的词汇；2. 就运动员的表现和体育精神表达同意或不同意的观点；3.阅读杂志文章，提取主要信息和观点，形成个人见解4.杂志文章语篇文本结构。
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 高中英语必修一 Unit 3 教案
课题
UNIT 3 Sports and Fitness
Period4Listening and Talking
学科
英语
班级
授课教师
教学目标
By the end of this section, students will be able to:
1.get different people’s opinions on sportsmanship through extensive listening;
教学
重点
1.指导学生通过泛听捕捉不同人物的观点。
2.指导学生积累表达同意和不同意某观点的日常用语。
教学难点
1.指导学生在具体的语境中，学会使用表达同意和不同意某观点的日常用语。
2.指导学生逐步理解体育竞技的内涵以及真正的体育精神，学会以批判的眼光看待现实问题，并作出理性思考与判断。
教
学
内
容
与
过
程
Step 1 Lead-in
Step 3 While-listening
Task 1 Extensive listening己的预测是否正确。
Task 2 Intensive listening
让学生听第二遍录音，完成课本P41活动2，圈出所听到的关于同意和不同意的表达。
2.identify and circle some expressions about agreement and disagreement that they hear in the conversation;
3.discuss and debate specific opinions about sportsmanship using expressions of agreement and disagreement;
英语人教版高中必修一(新课标)教案Unit 3 Reading and Thinking 教案
Unit 3 Sports and FitnessPeriod 2 Reading and Thinking教材分析本课时的活动主题是“选择你最喜欢的运动员”(Choose your favourite athlete)。
该文本属于杂志文章,有明显的标题特征、结构特征和语言特征。
文章创设的情境,即某杂志社请读者来信选举自己心目中的“体育界的活传奇”( Living Legends of Sports)，在此基础上，使学生能够使用所学知识来评选自己心中的体育传奇明星，并且能够表达自己对“体育精神”的理解，目的是培养学生理性思考和客观评判的思维品质。
另外还应该从这些传奇人物身上领会和感悟做人和做事的道理。
教学目标1. 快速阅读获取有关郎平和乔丹的基本信息；深入阅读了解他们被称为体育传奇的原因。
2. 通过提问引导学生理解某些语言在文本中的含义，如“time seems to stand still, graceful…”等等。
3. 阅读并理解课文各部分的上下文，学习如何说和写sports legend。
4. 通过对比分析，形成判断传奇人物的标准，学会选择自己喜欢的传奇体育明星。
教学重难点【教学重点】1.深入了解郎平和乔丹的基本情况。
2.理解他们被称为sports legends的原因。
【教学难点】理解某些语言在文本中的含义，例如“time seems to stand still, graceful…”等等。
教学过程Step 1 Warming-upLook at some famous sports stars’ pictures and have a discussion about them.设计意图：引导学生欣赏著名运动明星的图片及讨论知名运动员及运动的功能，引出本单元话题，并对本课将要学习的两位运动员郎平和乔丹做好铺垫。
Step 2 Pre-reading1.Work on Activity 1. Look at the titles and pictures, and predict what the text is about.2.Brainstorm: What aspects will be involved when we talk about “living legends of sports”？设计意图：通过浏览图片、标题、小标题以及板式预测文本内容。
高一英语教案(说课稿)：人教版必修一Unit3 Journey down the Mekong
Module1 Unit3Journey down the Mekong英语组：XXX一、教材的分析与处理1、课型：阅读课2、教材分析：地位：本文是该单元“旅行日志”的重点文章，属精读材料。
内容：讲述了主人公与姐姐想骑山地车沿湄公河沿线旅行，并为此查阅资料做准备。
体裁：旅行日记3、学生分析：学生已经学了warming-up与部分单词，并且预习了这篇课文，上课会比较轻松，理解也比较容易。
4、教学目的要求：①语言知识：理解与旅游有关的知识并掌握文中的一些词汇短语。
②语言技能：培养阅读策略（跳读、寻读、略读等）；了解旅游前的准备。
③情感态度：学习王薇敢于冒险的精神；感受主人公认真谨慎的态度，养成做事充分准备坚持到底的好习惯。
④学习策略：学会出行之前讨论、制定计划、查阅旅游资料等能力。
⑤文化意识：增强对祖国大好河山的热爱，以及在旅游中接受异国文化的能力。
5、教学重点：提升学生篇章的整体理解能力，让学生理解本课旅游日记的内容。
6、教学难点：（1）利用跳读、寻读等策略来找出关键词或主题句。
（2）以阅读课为依托，训练学生听、说、读、写及小组合作的能力。
二、教学方法与手段1、教学方法与手段：任务型教学法，情景教学法，讲授法。
（1）通过设置情景和教师讲授，帮助学生了解和学习关于湄公河的信息，激发学生的兴趣,为学习课文做铺垫。
（2）运用任务型教学法，通过读前、读中、读后的任务设计，引导学生理解文章的内容。
2、教学辅助：多媒体三、教学过程Step1: Lead inAsk some students to present their dialogue.(The homework of last class)【设计说明】采用对话形式导入，营造出宽松的学习气氛，为学生全面的课堂参与作了铺垫。
Step2: Pre-readingShow students some pictures and maps to know more about the Mekong river, its two names and the route it flows out of China.1. Names: Lancang River and Mekong River2. Route: China-Myanmar-Laos-Thailand-Cambodia-Vietnam-South China sea 【设计说明】利用图片来了解湄公河，为课文第三段做铺垫，同时，激发了学生的兴趣和好奇心。
英语必修一unit3教案
英语必修一unit3教案教案标题：英语必修一Unit 3: Travel journal教学目标：1. 通过本单元的学习，学生将能够掌握有关旅行和文化交流的词汇和表达方式。
2. 培养学生的听、说、读、写的综合能力，提高他们的语言运用能力。
3. 培养学生的跨文化交流意识和能力，增强他们对不同文化的理解和尊重。
教学重点：1. 词汇和短语：travel, journey, destination, explore, cultural exchange, customs, traditions, etc.2. 句型结构：What's your destination? How do you feel about...? Have you ever been to...?教学难点：1. 学生能够熟练运用所学词汇和句型进行口头和书面表达。
2. 培养学生的跨文化交流意识和能力，使他们能够更好地理解和尊重不同文化。
教学准备：1. 教材：英语必修一教材Unit 3相关课文和练习题。
2. 多媒体设备：投影仪、电脑、音频设备等。
教学过程：Step 1: 导入新课1. 利用多媒体设备播放一段关于旅行的视频，激发学生对旅行的兴趣。
2. 引导学生谈论自己最喜欢的旅行目的地，并分享他们的旅行经历。
Step 2: 课文阅读1. 学生阅读课文，并回答相关问题，检查他们对课文内容的理解程度。
2. 分组讨论：学生根据课文内容，讨论自己对旅行和文化交流的看法，并展示他们的观点。
Step 3: 词汇与表达1. 教师呈现本单元相关词汇和短语，并进行发音和词义解释。
2. 学生进行词汇和短语的搭配练习，通过口头和书面表达巩固所学内容。
Step 4: 句型训练1. 教师呈现本单元相关句型，并进行语法解释和例句演示。
2. 学生进行句型练习，通过角色扮演和对话练习，提高他们的口语表达能力。
Step 5: 语言运用1. 学生完成课本中相关练习题，巩固所学内容。
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Unit 3 Travel journal---Reading
Teaching goals
1.Knowledge objectives：Learn something about the Mekong River through
reading.
2.Ability objectives：Students can use what they have learned to describe a trip.
3.Moral objectives：Students should realize if they want to be successful, what
personalities they should have.
Teaching important and difficult points：
1.Understand the text well.
2.Try to master the useful new words & expressions in this period.
Teaching method：Task-based teaching, listening, reading, speaking
Teaching aids：a computer & a projector
Teaching procedures
Step 1 warming up
T. Do you like traveling along a river?
T. As we all know, there are a lot of rivers in the world. Now look at the chart.
In the left column are names of some great rivers. In the right column are locations where the rivers lie. Please match them. What role does a river
play in people’s life? In other words, how do people who live along a river use
it?
The suggested answers：
Step 2 Lead In
T. If you plan to travel along a river, what will you do? You may not know what will you do right now, after this class, you will know the answer. Now, let’s learn the reading “Journey down the Mekong”
Step 3 Pre-reading
T：Have you visited the Mekong River? If no, let’s learn something about it. Enjoy a clip of video.
1.Can you list the countries that the Mekong River flows through?
A.China, Myanmarˈmjænmɑː], Laos, Thailand, Cambodia, Vietnam
Step 4 Reading
Task1：Listen to the tape and pay attention to the pronunciation, then do the T or F exercise.
1.Wang kun is a high school student. F college students
2.Both Dao Wei and Yu Hang are grew up in eastern Yunnan province F their college is in Kunming
3.The source of Mekong is in Qinghai province . T
4.Finally Wang Kun agreed with his sister to cycle with her. T
5.They found few atlas and books about Mekong River in library. F a large
7. Only a small part of the river is in China. F half of the river is in china
8.As it enters Southeast Asia, it moves slowly. T
Task2：Scan the text quickly, then answer some questions
1. Who will travel in the text? Wang Kun and Wang Wei and their cousins
2. Where are they going ? Mekong River
3. How are they getting there? They will cycle there.
4.What did Wang Wei prepare for the trip? (BD)
1) Two years ago,she bought an expensive mountain bike
2) Then , she persuaded Wang Kun to buy one
3) Last year,she visited…Dao Wei and Yu Hang and persuade them to join in.
4) Several months before our trip,we went to library to find a large atlas with
good maps
5What didn’t she prepare for the trip?
•（1）。
She didn’t know the best way of getting to the places.
（2）.She hadn’t looked at a map to find where we will leave
（3）.She doesn’t know when we are coming back.
6. Is it a difficult journey to cycle along the Mekong? Why? Yes. The journey begins at an altitude of more than 5,000 meters, where is hard to breathe and very cold.
7.What can you see when you travel along the Mekong River?
You can see glacier, rapids, hills, valleys, waterfalls and plains.
Task3：Careful reading
1 Read the text again and try to complete a form.
2. The details of the Mekong River give out the outline to help ss to do it( blackboard design)
• 1.It begins at… a glacier on a Tibetan mountain
• 2.As it passes through valleys…it moves quickly
• 3. It enters…the Southeast Asia
• 4.After it leaves…china and high altitude, it becomes wide, brown and warm.
• 5. As it enters.. southeast Asia, its pace slows
• 6. At last it enters …the South China Sea
Task4：Consolidation
Fill in the blanks
Wang Kun and Wang Wei have dreamed about taking a great bike trip. when they _graduated from college. They decided_to cycle_along the Mekong River with。