译林版高中英语选必三Unit3 Reading I 教案
译林版高中英语选必三Unit3 Reading II 教案
《英语》（选择性必修·第三册）Unit 3 Back to the pastReading (II)I. Learning objectivesBy the end of the lesson, students will be able to:1. understand the usage of the following words and phrases: strengthen, dismiss, acknowledge, influential, insist, panic, on behalf of, be loaded with, regardless of, allow for;2. use the above words and phrases in new situations;3. find out words and phrases related to navigation;4. learn to use facts to illustrate points.II. Key competence focus1. Understand some new words and expressions.2. Use the new words and phrases correctly.III. Predicted area of difficulty1. Use the new words and phrases correctly.2. Use facts to illustrate points.IV. Teaching proceduresStep 1 Lead-inT leads Ss to recall what they have learnt in the last class.T: Last class we learnt something about Zheng He’s and Christopher Columbus’s voyages. Then can you have a summary according to their first voyages, places of arrival, total number of voyages and significance?【设计意图：回归课本，帮助学生回忆前一日所学的文章内容，培养学生的语言概括能力。
Unit 3 Reading 1 课件-高中英语牛津译林版(2020)选择性必修第三册
Why were Zheng He’s ships loaded with china, silk, tea and other treasures? Because these are gifts to foreign rulers.
What helped prove that the records of Zheng He’s voyages were not legends? An enormous shipyard was discovered in Nanjing, where the fleet had been built.
• two explorers ‒ Zheng He and Christopher Columbus • where they went • what they did • why they sailed the oceans • what influences their voyages had • ....
Further reading Why does the author choose the first voyage as the beginning of this article? (Para 1)
The first voyage marked the beginning of a great period in the history of exploration in China and the whole world.
Lead-in
Looking into a mirror, we can see true images of our own; with our knowledge of the past, the present can be better known.
英语ⅲ译林牛津版unit3reading教案
英语ⅲ译林牛津版unit3reading教案Period2 ReadingLostCivilizationsTeachingaims:1) Totalkaboutlostcivilizations2) Tohelpthestudentsdeveloptheabilityofreadingdiaryentries.Importantanddifficultpoints:Thewayofreadingdiaryentries.Teachingprocedures:Step1Lead-in1. ShowstudentsavideoaboutancientPompeii.2. Answerquestions2) WhereisthecityofPompeii?3) Whathappenedtoit?4) Whatisitlikenow?5) Whatelsedoyouwanttoknowaboutthem?Step2Readingcomprehension.1. Askstudentstoreadthepassagequicklyandtrytofindanswerstothequest ionsinPartA.2. AskstudentstoreadagainandcompletePartC1.3. LetstudentscompletePartC2.Step3Readingstrategy1. Discussinpairsaboutwhatfeaturesareusuallyincludedindiaryentries .2. LetstudentsreadtheReadingstrategy.3. Whenyouarereadingdiaryentriesrecordingsomeone’stravels,youshouldlookfor:⑴Datesandplacenames⑵Factsandhistoricalinformation⑶Personalfeelingsandopinions4. Answerquestionsaccordingtothetext.1WhathappenedtoPompeiiinAugustAD79?2.Howwastheburiedcitydiscovered?3.WhatwerethesteppingstonesalongtheroadinPompeiiusedfor?4.WhywasLoulananimportantcityabout2,000yearsago?5.HowdomanypeoplethinkLoulandisappeared?6.Accordingtothelastsentence,howdidtheauthorfeelaboutthelossofLoulan?5. Findoutthefactsandhistoricalinformationaboutthetwocities.Pompeii time eventinthe8th centuryin89BCon24th Aug.AD79in1860Loulan 2000yearsagofromAD200toAD500100yearsagoStep4Discussion1. Isitusefulforpeopletostudythingsfromthepast?Whyorwhynot?2. Sinceaslongagoas1553peoplehavesaid,‘Historyrepeatsitself.’Whatdoyouthinkthissayingmeans?Doyouagreewithit?Whyorwhynot?Step5Homework.1.Readthepassagecarefullyandreviewthenewwordsandphrases.2.Makeasummaryofthetext.Period3Reading(2)TeachingObjectives:1〕Tounderstandthetextbetter2〕TomastersomeusefulwordsandexpressionsImportantanddifficultpoints:SomeusefulwordsandexpressionsTeachingprocedures:Step1Checkthehomework.Step2Completethesummarywithproperwords.BothPompeiiin________andLoulaninChinabecame____________about2000yearsago.Po mpeiiwas________inthe8th centuryBCandwas____________bytheRomansin89BC.On24th Aug.AD 79,MountVesuvius_________andthecitywere_________________.Loulanwasa____________ ______ontheSilkRoad.Itdisappearedunderthe________.Therearejustafew_________left .Some_________,suchascoinsandpaintedpots,wasfound.Step3languagestudy• 1.ABritishsocietyarrangedfortenhighschoolstudentsfromdifferentco untriestogoonaculturalexpeditiontositesoflostcivilizations.arrangev.安排，筹划，整理，布置•arrange+n.+for+n.为…安排…•arrange+for+n.+todo安排…做…•arrange+(with+n.)+todo(与人)约定干…•arrange+thatclause(从句用should+v.)商定…,安排…•Iarrangedtomeethimat6o’clock.•我约定在6点钟跟他见面.•Thesecretary____________themanager.•秘书替我向经理预约.•I’ve_______forhim________her.•我已安排他跟她见面.•Hearrangedthatthemeeting_______offforaweek.•他安排把会议延后一星期召开.• 2.IamrepresentingCanada.Ifeelluckytohavewonaplaceonthistrip.•我代表加拿大。
译林版高中英语选必四Unit3 Reading I 教案(雅礼版)
【设计意图：通过赏析黄炎培关于职业的名言，引导学生树立正确的职业观，尊重每一份职业，并认识到事业无贵贱，每一份对社会有益的职业都值得称赞。
】Step 3 Watching a videoT has students watch the video and fill in the blanks on page 29.T asks Ss the following questions:1) What is your understanding of the spirit of craftsmanship?2) Why do some people choose to be an art restorer? Do you want to become one of them?3) What do you expect from your future career?【设计意图：通过视频，帮助学生了解书画修复工作的特点，启发学生讨论“工匠精神”的内涵，并进一步探究人们的就业观，影响其选择某一份工作的多种原因。
】Step 4 Global readingRead the magazine article and complete the chart below with the main idea of each paragraph.【设计意图：通过速读，培养学生快速抓取文章大意的能力。
】Step 5 Detailed readingRead the magazine article again carefully and answer the following questions.1 According to the first paragraph, why do we have to work?2 What helped Yang Liwei become a pilot and later an astronaut?3 What should we do to adapt to a rapidly changing workplace?4 What can we take pride in according to the last paragraph?【设计意图：细读文章，提取相关细节信息，帮助学生更好地理解文章。
2020-2021学年牛津译林版(2020)高中英语必修第三册 Unit3 Readin1 教学设计
Book 3 Unit 3 The world onlineReading 1The Internet: a world without frontiers一、教学目标By the end of this section, students will be able to:1. grasp the structure, outline and details of the article by skimming and scanning;2. understand how cohesive devices and comparisons are used in the article;3. adopt a critical attitude towards the Internet.二、教学重难点1. To read and understand the article;2. To describe your online activities and write a comparison of the life before and after smartphones wereinvented.三、教学过程步骤教学活动设计意图互动时间/模式Pre-readingStep 1 The teacher has students answer the two questions on Page 30.1. What do you often do on the Internet?2. What effects do you think the Internet has on yourlife?By answering the two questions, students talk abouttheir online activities. If possible, the teacher can showsome pictures to offer some clues.Students share with each other the effects the Internethas on their lives.激发学习兴趣，定位学习起点，自然引出学习任务。
译林版高中英语选必二Unit3 Reading I 教案
《英语》（选择性必修·第二册）Unit 3 Fit for lifeWelcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. read the lecture transcript about genome editing carefully；2. know the main idea of each paragraph and understand how the passage is organized in the lecture;3. improve their critical thinking ability by answering the given questions.II. Key competence focusImprove the ability of reading comprehension and critical thinking.III. Predicted area of difficultyGet the Ss to know how the lecture transcript is organized.IV. Teaching proceduresStep 1 Warming upT shows four pictures to the class.1.T leads Ss to look at the pictures and asks the following three questions:•What jobs are shown in the pictures?•Would you like to be a medical professional? Why or why not?•Can you describe an experience you had with a medical professional? What was it like? •What advances in medical science have you heard about？2.T leads Ss to read some sentences about health.•Health is happiness.•An apple a day makes a doctor away.•When the sun comes in, the doctor goes out.【设计意图：课前让学生们看一些与本课主题相关的图片营造氛围，为本课堂主题的阅读做好铺垫。
译林版高中英语必修三Unit3 Extended reading 教案
《英语》（必修·第三册）Unit 3 The world onlineExtended readingI. Learning objectivesBy the end of the period, students will be able to:1. know about Alan’s life about living without a smartphone for a week;2. decide whether a life without a smartphone is a smart choice;3. leave a message under the blog to state their opinions about the topic.II. Key competence focus1. Understand the changes that the writer experiences.2. Develop a right attitude towards a smartphone.III. Predicted areas of difficulty1. Summarize the differences between before and after the writer stopped using his smartphone.2. Leave a message after the blog to state their opinions.IV. Teaching proceduresStep 1 Lead-inT asks Ss what would they do if they stay alone and introduces the topic of this lesson.【设计意图：直接通过一个问题了解学生平时一个人待着的时候会做些什么，大部分学生的答案应该是玩手机，由此引入今天的主题——Smartphone: a smart choice?】Step 2 Prediction1. T asks Ss to answer the title.T: Smartphone: a smart choice? What’s your answer?2.T asks Ss to predict what will be talked about in the passage.T: Can you predict what will be talked about in the passage and what opinion the writer would hold?【设计意图：先让学生回答课文标题的问题，再让学生预测作者的观点和态度。
译林版高中英语选必一Unit3 Reading (I) 教案(雅礼版)
Unit 3 The art of paintingWelcome to the unit & Reading (I)◆内容分析：本单元的主题语境是“人与社会”，话题是“绘画艺术”，涉及的语篇类型有旅行日记、博客文章、操作指南和海报等。
本单元的学习旨在帮助学生更多地了解中外绘画知识，增强文化意识，提高艺术修养。
本单元为学生提供了丰富的语言学习材料，引导学生围绕“绘画艺术”这一话题开展相互关联的语言活动，在训练语言技能的同时，提高学习能力、发展思维品质、增强文化意识。
Welcome to the unit板块按照主题介绍不同的绘画类型，例如风景画、肖像画等，以此导入绘画和画家这一话题，激发学生对本单元的学习兴趣。
本单元的卷首名人名言出自古希腊抒情诗人希莫尼德斯，意为：“画是无言的诗，诗是有声的画。
”这句话说明了绘画与诗歌这两种艺术形式的相通性。
◆教学目标：By the end of the lesson, students will be able to:1. tell something about Impressionism, including its features, two great painters, masterpieces and influence;2. analyze the multiple meanings of the title;3. introduce the Musée d’Orsay as a tour guide.◆教学重难点：1. Tell something about Impressionism.2. Understanding the implied meanings of the title.◆教学过程：Step 1 Lead-inA quote from Simonides of Ceos Painting is silent poetry, and poetry is painting that speaks.【设计意图：快速引入话题，拓展相关词汇。
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《英语》（选择性必修·第三册）Unit 3 Back to the pastWelcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. get the detailed information about Zheng He’s and Columbus’s exploration on the sea;2. deeply analyse some problems to improve their thinking quality;3. learn something from the two explorers and write a reflection paper.II. Key competence focus1. Get the detailed information about Zheng He’s and Columbus’s exploration on the sea.2. deeply analyse some problems to improve their thinking quality.III. Predicted area of difficulty1. Deeply analyse some problems to improve their thinking quality.2. Learn something from the two explorers and write a reflection paper.IV. Teaching proceduresStep 1 Warm upT gets Ss to have a free talk and read the famous saying written by Chen Shou.T: People have been dreaming about time travel for many years, and H. G. Wells wrote a famous novel named The Time Machine, then if you had a time machine,(1)which dynasty would you go back to and why?(2)which historical figure would you like to meet and what would you say to him/her?T: By learning from the past, we can enrich our knowledge about historical figures and events, and it can also enlighten us on what is going on, and prevent us making the same mistakes in the future. Just as Chen Shou said—could you please stand up and read it twice?(Looking into a mirror, we can see true images of our own; with our knowledge of the past, the present can be better known.)【设计意图：自由交流好热身，诵读经典入情境。
激活学生的想象力，让学生自由表达，迅速导入阅读环节。
】Step 2 Prediction1.T asks Ss to predict the content of the two historical articles.T: What might be covered in the two historical articles?(Tips: according to the title, subtitles and pictures)2. T asks Ss to look through the articles quickly and get the main idea.(Zheng He’s and Columbus’s exploration on the sea, including where they went, what they did, why they sailed the oceans and what influences their voyages had.)【设计意图：让学生预测文章内容，进行合理发散思维，激发他们的学习兴趣，然后通过略读检验他们的预测并了解文章的大意。
】Step 3 Reading2.T asks Ss to read the historical articles again carefully and answer the following questions.(1) Why were Zheng He’s ships loaded with china, silk, tea and other treasures?(2) What helped prove that the records of Zheng He’s voyages were not legends?(3) What challenges did Columbus and his crew encounter during the journey in 1492?(4) Why did Columbus call the natives Indians?【设计意图：寻读找细节，学生提取文本中的基本事实性信息，进一步梳理细节，这训练了学生快速获取信息的能力。
细读求甚解，引导学生更全面地理解课文的某些细节，进一步培养学生的阅读理解能力。
】Step 4 Further thinkingT has Ss share their own opinions about these two questions.(1)By comparing the stories of the two explorers, what can you learn about?(2)How might explorers have changed the course of history?【设计意图：让学生在理解文章的基础上深入分析某些问题，探究探索者们如何改变历史进程的问题。
】Step 5 Group discussionT asks Ss to discuss the following questions in groups.1.What factors made the voyages of Zheng He and Columbus so successful? Use the information in the articles to support your opinion.2.What have you learnt about the spirit of exploration from the articles?【设计意图：运用阅读材料训练学生主动思考的能力，巩固并整合所学内容，让学生深刻领会探索家所具有的优良品质，从而学习他们的精神。
这不仅提升了学生的语言知识能力，而且培养了他们的思维品质和文化意识。
】Step 7 Language appreciation1.T has Ss read the two articles carefully and think about this question:What writing techniques make good historical articles?2.T leads Ss to read and enjoy some good sentences and then learn to write such sentences. (1)A fleet of over 200 ships navigated the blue seas, with almost 28,000 people on board, which was a splendid scene.e.g. My grandmother read newspapers in the beautiful garden, with two little dogs around her, which was a nice and warm scene.Students shout slogans while running on the playground, with _________________________, which ________________________________________.(2) His voyages opened a new chapter of the Age of Exploration, a period which witnessed many important geographical findings.e.g. His coming opened a new chapter of the company, which greatly promoted its sale.______________ opened a new chapter of _______________, _________________________. 【设计意图：让学生大声地朗读这两个表达地道的句子，学会赏析语言并模仿写句子，这有利于提高学生的写作水平。
】V. HomeworkPlease write a reflection paper of the articles.。