高中英语M3U3 reading-teaching plan
高中英语M3U3readinglostcivilization教学设计新人教版必修3
第一阶段青年教师教学设计比赛
牛津高中英语教学设计
内容：必修模块 3 unit3
板块：reading lost civilizations
李集中学：王东
2010/3/27
牛津高中英语教学设计
教材：牛津高中英语模块3
文档内容：教学设计---教案
单元：unit3
板块：reading I
Thoughts on the design :
本课是高一必修第三模块里的unit3 back to the past 中的阅读课lost civilizations 这一主题。
由于在welcome to the unit 部分，学生已经获取了一部分关于历史文明的内容，因此在学习此部分内容时，学生就比较容易能接受。
本部分内容的学习，主要是通过图片和视频，让学生了解庞贝古城、楼兰王国，并。
高一英语导学提纲（4）M3U3Reading（译林牛津版高一英语必修三教案教学设计）
高一英语导学提纲（4）M3U3Reading（译林牛津版高一英语必修三教案教学设计）高一英语导学提纲(4)M3U3 Reading第一课时课前导学一．预习：阅读P42-43的文章，完成C1,C2 and D1,D2,EFind out the facts and historical information about the two cities.Pompeii time eventin the 8th centuryin 89 BCon 24th Aug. AD 79in 1860Loulan 2000 years agofrom AD 200 to AD 500100 years ago迁移创新Both Pompeii in ________and Loulan in China became ____ ________ about 2000 years ago. Pompeii was ________ in the 8th century BC and was _____ _______ by the Romans in 89BC. On 24th Aug.AD79, Mount Vesuvius _________ and the city were _______ __________. Loulan was a _________ _________ on the Silk Road. It disappeared under the ________. There are just a few _________ left. Some _________, such as coins and painted pots, was found.质疑讨论请提出预习中存在的问题。
1.____________________________________________________________________ ______2.____________________________________________________________________ ______第二课时课前导学重要短语1 失落的文明_______________2 赢得一席之地________________3 夺取；接管______________4 被活埋_________________5 在下雨天____________6 变成；转向；求助于___________7 被…覆盖______________ 8 去往某处_________________9 和；加之_______________ 10 阻止某人做某事_____________句型1. I feel lucky to have won a place on this trip.(L1)【点拨】句中的to have won a place on this trip是不定式短语作状语，表示________.to have won是不定式的________式，表示不定式的动作或状态发生在谓语动词表示的动作或状态___________。
高中英语Unit3 Warming up and Reading教案
Unit3 Warming up and ReadingLearning aims:1.To arouse the students’interest in the topic----stop smoking and how to live a healthy life.2.To learn more about the harm of smoking and know how to quit smoking.3. To grasp and remember the detailed information of the reading passage. Teaching Procedures:Step1: Warming upWhat’s a healthy personA truly healthy person is someone who is healthy in both body and mind.Step2: Lead in1.Why do you think some adolescents start smoking?2.In what ways is smoking harmful?Step 3:Fast readingSkim the letter and answer the following questions.1.How many parts does the reading text consist of?(Two parts. The first part is a letter and the second part is an internet page.)2. Who wrote the letter to whom?(A grandfather wrote the letter to his grandson James.)3.What’s the main idea of each paragraph?（You can try to find the topic sentence of each paragraph)Paragraph1: Grandad’s healthy lifeParagraph2: The reason for writing the letterParagraph3: Three causes to become addicted to cigarettesParagraph4: The harmful effects of smokingParagraph5: More advice and grandad’s wishesStep 4: Detailed readingT：Read the letter carefully, and try to fill in the chart with information from thereading passage.Step 5: Discussion1. What kind of person do you think James’ grandfather is?(He is fit and healthy and leads an active life. He cares very much about his grandson’s well-being. He is knowledgeable. He can searches the internet for information he needs. He loves his grandson.)2.what do you think of the advice on the Internet page that James’ grandfather sends to James?(It is a good summary but a person wanting to give up should probably look for more information than what is presented here.)Step 6:Summary :James’s grandfather wrote to help James quit smoking. James’grandfather once became addicted to cigarettes in three ways. His body was accustomed to having nicotine. He began to do it automatically and became mentally (mental) addicted. But he finally managed to stop when realizing the harmful effects of it. He also told James that smoking did damage to heart and lungs and it was moredifficult for smoking couples to become pregnant . So he gave James some advice and encouraged him not to be disappointed (disappoint). If he kept trying, he would succeed eventually.Step 7: Homework1. Find out the key points and the difficult sentences of the text.2.Search some more information about the harmful effects of smoking and advice on stopping smoking.。
M3 U3 Reading教案
The writer’s feelings
Step6:Further reading
Make a comparison betweenPompeiiand Loulan
Similarities
Differences
Pompeii
Step5:Scanning 2
Read carefully and find the information about LouLan
Destination
Foundation
Disappearance
Cause of disappearance
Discoverer
The scene the author saw
Step3:Scanning1
Task1: (Day1)
Watch a video aboutPompeiiandanswerthe question:
What happened toPompeiiin August AD 79?
Task2:(Day2-Day3)
Questions:
What was the result of the volcano eruption?
(5)V_______the buried city----Pompeiiand getting (6)a________ at it.
Day10
(7)E_______ to arrive in Loulan after several days of traveling.
Day11
Introducingthe (8)d________ ofLoulan and feeling(9) p________ at its disappearance.
M3U3_Reading_The_Million_Pound_Bank_Note
Teaching plan for M3U3 Reading: The Million Pound Bank Note I. Teaching aims:At the end of the class, the students will be able to：1.Learn more about Mark Twain and the beginning of the play;2.Explore the characters’ actions, feelings and intentions beyond theconversations;3.Practice their summarizing ability;4.Think the implied message in this play.II. Teaching procedures:Step I. Lead-in (7’)1.Self-introduction and recall students’ knowledge of Mark Twain byshowing them his information.2.Show the film clip of the reading and list some questions for students tothink while watching.Purpose:To give students background information of the writer Mark Twain. Arouse their interest for the film script and let them have the first impression for the characters.Step II. Reading (20’)1.Skim the play excerpt. Students will choose a key word for each partdivided by teacher and are encouraged to give a main idea for each part.Purpose:To let students get the general idea of the text and let thempractice the ability of summarizing.2.Close-reading for each part:1) Part One: Read the narrator’s line and find the detailed information of the setting.2) Part Two: Analyze the brothers’ questions to get a full picture of Henry. Find out the development of characters’ feelings and compare them.3) Part Three: Analyze Henry’s personal quality and find out why the brothers choose Henry as the note-receiver. Complete the summary of Part Three.Purpose:Students are encouraged to infer characters’ actions, feelings and intentions through detailed reading so as to understand the development of the plot.Step III. Writing (7’)Write a summary for Part Two based on teacher’s guidance.Purpose:Students will be able to practice their summarizing ability by changing play conversations to a written narrative.Step IV. Evaluation and homework (6’)1) Ask some students to show their writing pieces and comment on them.2) Show teacher’s example of this exercise and point out some important elements. 3) Give students a follow-up exercise to practice their writing after class.Purpose: Students can learn from each other’s works and learn what they need to keep in mind when writing a summary for a longer text.M3U3 Reading: The Million Pound Bank NotePost-reading exercise:Write a summary for Part Two (line 14-46) in around 60 words.You need to:1.Change spoken language into written language;2.Include the characters’ actions, feelings and thoughts in your summary.After-class exercise:Continue writing this story and predict how the story will end. (150 words)At two o’clock, Henry opens the letter____________________________________ _____________________________________________________________________。
公开课 Book3 Unit3[教案]
![公开课 Book3 Unit3[教案]](https://img.taocdn.com/s3/m/e3148906905f804d2b160b4e767f5acfa0c78354.png)
Teaching Plan for Book3 Unit 3The Million Pound Bank Note (Revision )By Huang YingyingZhao’ an No.1 High schoolOct.21、2020 Class 6 Senior 3Teaching Goals:1..Enable students to master the text well.2..Enable students to understand the play.3. Dev elop students’ reading skills and speaking skills.4. Develop students’ sense of group cooperation.Key Teaching PointsHow to make the Ss’ master the unit well.Difficult points1. How to grasp the whole passage.2. How to help the Ss master the words and phrases.Teaching aidsThe multi-mediaTeaching proceduresStep1. Lead-in1.Ask students to recite the three sentences.2.Read the words and phrases.Step2. Listening and reading1. Listen to the reading part and finish the following passage.Sailing out of the bay, a San Francisco businessman called Henry, found himself carried out to sea by a strong wind. When he had just about given himself up for lost, he 1. (spot) by a ship and so he landed in London 2.accident. 3.(hunger) and alone, he was 4. (wander) on the streets of the city 5. he was unexpectedly called into a mansion, where two rich brothers gave him 6.envelope, telling him not to open it until two o’clock of the day. Not 7.(know) it was a million pound bank note, Henry left the place and went into a restaurant to eat something.Everybody was rude to him as he was in 8.(rag) and looked depressed. Then, to everyone’s surprise, he handed the owner a million pound bank note to pay for the meal. Seeing the note, the hostess 9.(scream).All the people in the restaurant became polite and did 10. they could to please Henry.2. Explain the important points①．Sailing out of the bay, a San Francisco businessman called Henry, found himself carried out to sea by a strong wind.原句: Well, towards nightfall I found myself carried out to sea by a strong wind.嗯，夜晚来临的时候，我发现自己被一阵强风刮进了海里。
Unit 3 On Reading Teaching Plan 教案
Unit 3On ReadingTeaching PlanLearning Objectives1)Rhetorical skill: discussion on one point2)Key language & grammar points3)Writing strategies: sentences in inverted sequence4)Theme: enjoyment of readingPre-class Activity: none.Relationship to Current Unit:Materials: Teacher’s Book (6), English-English Dictionary, Blackboard, PPTEstimated Time of Lesson: 270m, 6 sessionsTime Allocation:P 1-21.Pre-reading: playing games / word puzzle / picture activation / short stories 10m2.Global Reading: text introduction, culture notes, author, structure 15m3.Detailed Reading (a): Text I: Paragraph 1-265mP 3-44.Detailed Reading (b): Text I: Paragraph 3-6 90mP 5-65.Consolidation Activities (a): Text Comprehension; Writing Strategies 20m6.Consolidation Activities (b): Language work; Oral Activities; Writing 70m7.Further Enhancement (Optional): Text II / Other Comprehensive PracticesSection One Pre-reading ActivitiesI. Picture ActivationDo you find reading enjoyable?II. Pre- reading Questions1. Reading is so important to us that almost everyone is involved in some kind of reading sometimes. As a way of diversion, reading is usually relaxing and enjoyable. However, can reading always be an enjoyable experience? If not, when and why?Open to discussion.2. A good book will evoke sympathy in its readers’ hearts, give them some enlightenment and even may change their lives. How can we define a good book? Describe some of the books that you consider good.Open to discussion.Section Two Global ReadingI. Text IntroductionIn this essay, the author focuses his discussion exclusively on one point: Reading should be enjoyable. With neatly knitted development the author approaches the theme from two perspectives —what to read (from Paragraph 1 to Paragraph 3) and how to read (from Paragraph 4 to Paragraph 6). According to him, both should fit the reader’s own fancy.II. Culture NotesGeorge Eliot (Paragraph 2) English writer, pen name of Mary Ann Evans (1819–1880). Her novels include Adam Bede (1859), The Mill on the Floss (1860), and Middlemarch (1871–1872).Adam Bede(Paragraph 2) Inspired by an anecdote told to George Eliot by her aunt, Adam Bede is notable for its extraordinarily realistic characters and convincing depiction of English rural life, complete with the earthy Derbyshire dialect of the title character. When it was first published, in 1859, the book earned praise for its nuanced and unflinching description of a young woman’s fall from grace and for Adam’s simple righteousness.III. AuthorW. Somerset Maugham (1874–1965), British novelist, one of the most popular writers in England in the 20th century, is noted for his clarity of style and skill in storytelling. His best-known works include Of Human Bondage(1915), The Moon and Sixpence(1919), Ashenden: or, The British Agent(1928), and Cakes and Ale: or, The Skeleton in the Cupboard (1930).Reading and our life: classifications知性阅读(reading for information)愉悦阅读(pleasure reading)疗愈阅读(healing reading)“从书中我纾解了寂寞的情绪，读了天方夜谭和爱丽丝梦游仙境，并从其篇章中寻到了痛苦的避难所。
新人教版选择性必修三Unit 3 Reading and Thinking集体教案
1.Discuss
What will you do to help?
What can we do to help?
2.假设你是学生会主席李华，请你围绕“低碳生活，保护环境”的主题，写一封英语倡议书，
内容包括：1.保护环境的重要性；2.如何低碳生活；3.发出倡议。
Step 3 While-reading
Paragraph 2
Q1: What caused the death of the polar bear according to the news?
Q2: Judging by the last sentence,What is the relationship between paragraph 2 and climate change?
The graph shows the change in the Global Surface Temperature between 1920 and 2016. It shows the temperature anomaly（平均气温距值）. The Earth is getting warmer and warmer.
◆Take appropriate actions and measures
Individuals
◆Reduce our carbon footprint by restricting the amount of carbon dioxide our lifestyles produce
◆Educate everyone about global warming, along with its causes and impacts
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Teaching plan for M3U3 Reading: The Million Pound Bank Note
I. Teaching aims:
At the end of the class, the students will be able to：
1.Learn more about Mark Twain and the beginning of the play;
2.Explore the characters’ actions, feelings and intentions beyond the conversations;
3.Practice their summarizing ability;
4.Think the implied message in this play.
II. Teaching procedures:
Step I. Lead-in (7’)
1.Self-introduction and recall students’ knowledge of Mark Twain by showing them
his information.
2.Show the film clip of the reading and list some questions for students to think while
watching.
Purpose: To give students background information of the writer Mark Twain. Arouse their interest for the film script and let them have the first impression for the characters. Step II. Reading (20’)
1.Skim the play excerpt. Students will choose a key word for each part divided by
teacher and are encouraged to give a main idea for each part.
Purpose: To let students get the general idea of the text and let them practice the ability of summarizing.
2.Close-reading for each part:
1) Part One: Read the narrator’s line and find the detailed information of the setting.
2) Part Two: Analyze the brothers’ questions to get a full picture of Henry. Find out the development of characters’ feelings and compare them.
3) Part Three: Analyze Henry’s personal quality and find out why the brothers cho ose Henry as the note-receiver. Complete the summary of Part Three.
Purpose:Students are encouraged to infer characters’ actions, feelings and intentions through detailed reading so as to understand the development of the plot.
Step III. Writing (7’)
Write a summary for Part Two based on teacher’s guidance.
Purpose: Students will be able to practice their summarizing ability by changing play conversations to a written narrative.
Step IV. Evaluation and homework (6’)
1) Ask some students to show their writing pieces and comment on them. 2) Show teacher’s example of this exercise and point out some important elements. 3) Give students a follow-up exercise to practice their writing after class.
Purpose: Students can learn from each other’s works and learn what they need to keep in mind when writing a summary for a longer text.。