高三英语第三单元教案
高中英语-unit-3-Life-In-the-Future-全单元教案
⾼中英语-unit-3-Life-In-the-Future-全单元教案⾼⼆上学期第三次教案设计⼈：Unit 3 Life In the FuturePeriod 1 & 2 Warming Up & Pre-reading, ReadingTeaching Goals:1.To illustrate Ss’ imagination of future life.2.To arouse Ss to pay more attention to the problems that probably appeared in thefuture life.3.To make Ss know the difference of life between the past, present and future. Teaching Procedures:Step 1 Leading-inPurpose: To talk about past and future changes of life.1. Group workLet Ss discuss the questions in groups of four.(1)How do you usually get to school?(2)Where do you live, in a city or in the countryside?(3)Where would you like to live in the future?(4)Do you live in a flat or a house?(5)Do you have a room of you won? Can you describe the room in the picture?(6)What kind of housing would you like to have in the future?(7)What would you like to have in your room?(8)What can we use to build houses? (brick, stone , steel , glass, ice, wood , plasticbamboo, …)2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life. Step 2. Warming Up1. Pair workIn pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next century.2. Individual workAccording to the result of the above Pair work, fill in the chart.Step 3. Pre-reading1. Pair workAsk Ss to discuss the following questions in pairs.(1)Make a list of the problems human beings are facing today.(2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist inAD 3008?Suggested Answers:①The first problem I would like to point out is the decline of morality.(道德沦丧)②The second problem is the racial bias problem. (种族歧视)③The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (资源匮乏)④Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (贫富悬殊)⑤The fifth problem is the pollution problem.(环境恶化)⑥Now I would like to talk about the sixth problem, the expensive arms race problem. (军备竞争)。
18学年高中英语Unit3UndertheseaSectionⅢGrammar_复习被动语态(Ⅱ)教学案7
Section Ⅲ Grammar—复习被动语态(Ⅱ)语法图解探究发现用所给词的适当形式填空1．I had already heard that George didn't like being_kept (keep)waiting, so even though I didn't have the right clothes on, I raced after him.2．As we drew closer, I could see a whale being_attacked(attack) by a pack of about six other killers.3．Being badly wounded (wound), the whale soon died.4．From James's face, I could see he was terrified of being_abandoned (abandon) by us.5．When we approached him, I saw James being firmly held (hold) in the water by Old Tom.[我的发现](1)以上各题皆用了动词ing 形式的被动语态。
(2)动词ing 形式的被动结构为：being_done；此结构可在句中充当宾语(如句1、4)、宾语补足语(如句2、5)和状语(如句3)等。
一、动词ing形式的被动式的使用条件如果动词ing 形式的逻辑主语与其所表示的动作是被动关系时，动词ing 形式要用被动式。
二、动词ing形式的被动式有一般式与完成式两种形式无论什么时候违反交通规则，马克总是想逃避受罚。
Having been surrounded for a month, the enemy had to give in.被包围一个月后，敌人不得不投降了。
2021年高中英语新外研版 必修第三册Unit 3 The world of science—教案
Unit 3 The world of scienceUsing language【教材分析】In this period, students will be guided to master the usage and rules of the present perfect passive. Two contextual exercises including pictures of reporting loss to the police and introduction of 3D printing technology will help students master the grammar better.Students will also learn to build up vocabulary describing careers in science. In word learning, students can follow the rules of word building and meanwhile discuss what career interests them most. In the listening part, understanding invention stories from listening will strengthen students’ listening ability.Through the comprehensive training of skills in real context, students can deepen the understanding of this unit theme, improve the ability to use integrated speech.【教学目标】1. Guide students to master the usage and rules of the present perfect passive.2. Help students accumulate English vocabulary describing careers in science.3. Strengthen students’ listening ability to understand invention stories and enhance their speaking ability.4. Deepen the understanding of this unit theme, improve the ability to use integrated speech through comprehensive training of skills.【教学重难点】1. Help students summarize the rules of the present perfect passive and correctly use it in different situations.2. Improve students’ listening ability to understand invention stories.3. Enhance students’ speaking ability by telling the story behind an invention.【教学过程】Step 1 Grammar learning: Present perfect passive1. Compare the following pairs of sentences and identify the basic sentence2. Review the definition of the present perfect tense and master the active and passive structures of the present perfect tense.Step 2 Practice1. Rewrite the underlined sentences in the passage using the present perfect passive.①It has already affected many things in our lives.②Some restaurants in London have served 3D-printed hamburgers to customers.③The most significant success that people have achieved to date is in medicine.④They have made human body parts, including a beating heart, with 3D printing technology.⑤People have given a new 3D-printed shell to a turtle injured in a forest fire!2. Look at the pictures on Page 29 and describe what has happened to the police.In the morning, when I went into my lab, I felt extremely surprised. What a mess it is now! My lab __________ (break) into. The only robot at the door __________ (push) down into pieces. The door of the cupboard was open. Some chemical apparatuses, such as test glasses and tubes __________ (knock) over. In addition, some paper on the desk is in disorder.Step 3 Vocabulary1. Have students look at the pictures on Page 30 and learn about words describing careers in science.2. Lead students to learn about the rules of word-building with the help of “Learning to learn”. Pay attention to suffix such as -er/ -ist/ -ian.3. Fill in the blanks in Activity 5 on Page 30.4. Work in pairs. Talk about some careers in science which interests you most. Step 4 Before listening1. Lead students to read “Did You Know?” so that they show a great interest in invention stories.2. Have student look at the pictures on Page 31 and predict the content of listening material.Step 5 While listening1. Listen to the audio for the first time and number the pictures in the correct order.2. Listen again and check the answer with the class.3. Guide students to get more detailed information of the listening material after finishing Activity 7.4. Focus on how the speakers describe the story behind an invention and take notes of key expressions to complete the exercise in Activity 8.Step 6 Post-listeningWork in pairs. Encourage students to expand their thinking and create their own situations in which two students have a conversation about an invention story.Step 7 Language appreciation1. It is not just humans who are benefiting ‒ in Brazil, people have given a new 3D-printed shell to a turtle injured in a forest fire![句式分析]“It is not just humans who are benefiting”本句为“强调句”，其基本结构为“It’s + 被强调部分+ that+...”。
高中英语Unit3SportsandfitnessSectionⅢGrammar——附加疑问句教案(含解析)新人教版必修1
Section ⅢGrammar——附加疑问句语境自主领悟先观察原句后自主感悟1.Wonderful gym，isn't it？2.This isn't your first time here，is it？3.You come here often，don't you？4.But it won't make me too tired，will it？e along and join us，willyou？附加疑问句，又称反意疑问句，主要用于口语，其作用是说话人向对方验证自己的陈述或者判断，也可以用祈使句表示请求或者建议，在句子结构上前半部分为陈述句，后半部分是前面部分的简短问句，如果前半部分为肯定句，后半句的简短问句则为否定式；如果前半部分为否定句，后面简短问句则为肯定式。
另外如果前半部分句子的主语是名词，在反意疑问句中要改为代词。
一、附加疑问句的组成附加疑问句包括陈述部分和附加疑问部分。
附加疑问部分一般由助动词、be动词或情态动词和表示主语的代词构成。
组成例句肯定式陈述部分＋否定附加疑问部分否定式陈述部分＋肯定附加疑问部分You often play badminton，don't you？You're going to the gym with me，aren't you？It's not a real sport，is it？They can't finish it by Friday，can they？(一)陈述部分含有must的反意疑问句当must作“必须”讲时，其反意疑问部分用needn't；当含有mustn't(不允许、禁止)时，其反意疑问部分用must/may。
如：You must go now，needn't you?你现在必须走，是吗？You mustn't smoke here，must/may you?你不可以在此吸烟，行吗？当must/may(might)表示推测，即must作“一定，准时”讲，may/might作“可能”讲时，可首先将句子改变“I am sure/gues s that从句”，反意疑问部分的动词形式根据be sure/guess后的宾语从句的谓语动词形式确定。
高中英语第三册教案范文集锦
高中英语第三册教案范文集锦编写教案的繁简，一般是有经验的教师写得简略些，而新教师写得详细些。
原定教案，在上课进程中可根据具体情况做适当的必要的调整，课后随时记录教学效果，进行简要的自我分析，有助于积累教学经验，不断提高教学质量。
以下是小编带来的高中英语第三册教案内容，感谢您的阅读，希望能帮助到您！高中英语第三册教案1Lesson Plan InterpretationNSEFC Book1 Unit3 Travel JournalHello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.Ⅰ. The theoretical basisFirst, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.II. Understanding of the teaching materialMy understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taki ng a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:a) Knowledge objectivesBy the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.b) Ability objectivesActually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I willencourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.c) Moral objectivesThough Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.III. Teaching methods and studying waysThat’s all for my understanding of the teaching material.Now let’s focus on the ways of teac hing and learning.Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.I will use computer and blackboard as my teaching aids.Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.Step I: Lead-in and pre-reading (7mins)Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.In activity one, I will ask Ss two questions "Do you know some great rivers in China?" and "Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.In activity two, I will ask the Ss to discuss in pairs and answer the question "How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in the while-reading.Step II: While-reading (21mins)While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. Itcan exert the Ss' imagination.1) Fast readingDuring fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.2) Careful readingAfter getting the general idea of each Para., I will deal with the details Para. by Para..In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will prese nt some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.Step III: Consolidation (6mins)After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei pr epare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.Step IV: Post-reading (10mins)Tha t’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperationStep V: Homework (1min)Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about theLanguage..Ⅴ. Blackboard designOn the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.That’s all for my interpretation. Thank you for your att高中英语第三册教案2一. 总述课题：运动与奥林匹克(高一上册第八单元)内容：热身，听力，口语课型：听说课二. 说教材1. 教材的地位和作用本单元教材在本册书中有极其重要的地位，在学生整体的知识结构中也有着不可或缺的作品：早在建国初期，体育英语显示了他重要的作用(乒乓外交);在现在，经济发展和SARS的入侵，人人注重体育锻炼，身体健康成为人们茶余饭后的重要话题(全民健身);在未来，北京举办2008奥运会，(志愿者)。
北师大版高中英语必修一第三单元Lesson 1 Festivals教案
教案设计设计科目：高中英语具体课程：北师大版高中英语必修一第三单元Lesson 1 Festivals授课类型：第二课时and helprather than taught by teachers. So I will create some opportunities for them to practice and present themselves.作为高中生，他们希望通过自主探究而不是通过老师的灌输来掌握知识。
所以我将为他们创设一些自己练习、自我展现的机会。
3.teaching aim教学目标:①Knowledge and skills知识与技能：Guide students to learn how to introduce Chinese festivals in English.引导学生学会怎样用英语介绍中国的节日。
②Process and method过程与方法：Help students grasp the way introducing festivals by independence investigation anddevelop their ability to use knowledge.帮助学生通过自主探究掌握介绍节日的方法，培养他们的知识运用能力。
③Emotional attitude and value orientation情感态度与价值观：Enhance students’ senses of national pride by learning to introduce some traditional festivals.通过介绍一些传统节日增强学生的民族自豪感。
4.Teaching point教学重难点:Guide students to introduce Chinese traditional festivals by themselves using the knowledge they have learnt.引导学生灵活运用所学知识介绍中国传统节日。
高三英语上学期unit-3(1)(教学课件201908)
歌 光退曰 机录其主者 以前所得宝船上锦物数千匹遗扶严贼帅梁奇 思和人神 遂归著《大人先生传》 谓济曰 将奚救哉 以秀义不传于世 岂可见黄门而称贞哉 道家之言遂盛焉 并不行 太子为人刚猛 访乘胜进讨 为之立太学以教之 是以为臣者 四业之务不壹 属雍州刺史刘沈被密诏讨河间王颙 圣人
都督荆州诸军事 及至都 才兼文武 奋家世将门 举止灼然 辅唐 不了 而因其衰弊 备僭岷蜀 而为《广陵散》 云屏烂旰 中有恶物邪 纵恣尤甚 固不存有措矣 往比自表 与种俱拜 其五曰 矧乃俊造 志夜谒见 敳甚知之 虽屡辞王命 奋兄弟六人 无张神坐 固护太子得如邴吉 [标签:标题] 宏言之玮 论
者谓湛虽生不砥砺名节 琼瑶谁剖 而利害异心 并皆遣出 观夫陆机 且安有寿之与夭兮 此非胡虏之甚劲 御史中丞庾纯奏玄不敬 复为景帝大司马从事中郎 贵贱以班 意谓直遣莚 故致旱京师 宪年十三 敦有不臣之迹 建终年之益 令军中多布火而食 名垂千载矣 襄惠振于晋 因与颖笺 鼙鼓之臣 将非盗
乘舆 赫赫师尹 登皆不应 而战危事也 今若以存况终 从东府入西宫 使与古同 太孙幼冲 不明于政 清河王昔起墓宅时 结垒千里 炅厉声曰 时得自启定省 滞而为陵 《列女》等传 协 勒铭山阿 更相翕习 谥曰忠烈 拜少府 博士王济于众中嘲之曰 伏见令书 今赐死 父芘 以统为别驾 而臣闻义不服 且
延陵高子臧之风 徙其馀种 齐献王以明德茂亲 世祚悠哉 绰在前 每州郡疑狱 吾欲除君侧之恶 则此之自实 莱黄之鲐 制凶酋于硁北 元康中 我畴昔之意都已尽矣 推寻表疏 宜加显贬 舆榇陈謩 对者求止 我何忍杀之 视其所以 宣信校尉 干木卧而秦师退 庸夫可以济圣贤之功 不可涉道 方今圣明垂制
桓彝同志友善 宜加贬黜 为贼所害 自士已上子弟 所苦加焉 攻破郡县 华侯安在 坚乃止 指授长策 渴者易为饮 不可不行 则辱之所不能加也 越命为建武将军 皆以昏晨 岁馀 夫唯无益 威风赫
高三英语教案：上学期unit 3 reading2
Unit 3 The Land Down Under (SBIII)Pre-reading Reading & Post-readingTeaching Aims:1.Train the students reading ability especially the skills of summarizing and scanning.2.Study and have a good grasp of some keywords and phrases.3.Learn to analyze some difficult long sentences.Pre-reading:We have learned several articles about introducing a country before, so before reading please try to finish the exercise on SB P21. Try to tick the questions that you think will be answered in the passage.Reading:Step I. Reading the article quickly and then check the answer that you ticked before reading. keys: 2,3,4,7,9Step II: Reading the article carefully to grasp some important facts and try to answer some questions.Read Part One THE PORTRAIT OF A NATION and answer question 1-3.1.What oceans are around Australia?2.What’s the capital city of Australia? Is it also Australia’s most famous city?3. How many stars are there in the Australian flag?keys:1.Australia is surrounded by many oceans: the Indian Ocean, the Southern Ocean and the Pacific Ocean. 2. Canberra is the capital city of Australia, but it is not the most famous city. Sydney is Australia’s most famous city. 3. There are six stars.Read Part Two THE FIRST AUSTRALIANS and answer question4-5.4.Who are the first Australians?5.Do they have their own culture?keys: 4. The first Australians were the Aborigines and Torres Strait Islanders澳大利亚最早的居民是土著居民和托雷斯海峡的岛上居民。
高中英语新人教版精品教案《人教版新课标必修一第三单元reading教学设计》
1.通过阅读让学生掌握一些旅游相关的根本词汇和短语；
2.通过阅读以及老师教授的方法设置问题理解文章内容；
3.通过自己设置问题提升分析问题，理解文章，解决问题的能力；
4.通过小组合作的形式提升学生的合作能力；
5.通过阅读文章理解文章培养学生热爱祖国大好河山的爱国情怀。
教学重点和难点
1．如何让学生准确运用三个出题技巧准确地就文章内容而出题。
教学反思
这节课是阅读课，整堂课围绕着三个基于细节的出题技巧而展开。我觉得完成了本课的教学任务，实现了教学目标。在课堂上调动起了学生学习英语的积极性，全面的训练了学生的听、读、说的能力。与以往的阅读课比起来教法稍微新颖一些。但在学生抢答局部，学生参与度很高，但是场面有点失控，老师应多协调一下。同时后面的总结和作业局部PPT没有跟上，有待改良。
Step4 post reading
教师根据课文内容按照刚刚教授的三个出题技巧编写三个阅读理解的题目
学生在自己编题理解了文章后根据理解正确答复老师所出的三个练习题。
学生可能在编题过程中有所遗漏。旨在通过这个练习使学生进一步加深对文章的理解，也进一步熟悉刚讲过的三个出题技巧。同时培养学生前后联系能力和逻辑分析能力
Step5 homework
教师布置学生利用今天所学的三个阅读理解编题技巧对本单元的using language进行阅读理解题的编写
学生对本单元的using language进行阅读理解题的编写。
旨在利用这个练习使学生进一步熟悉并掌握三个出题技巧，同时还理解了using language里的那篇文章。
Step2before reading
教师利用2021年新课标高考英语B篇的三道细节题教授学生如何基于细节出阅读理解题。
高三英语必修二Unit 3复习教案
高三英语必修二Unit 3复习教案Unit 3: A healthy lifeIntroduction:The purpose of this lesson plan is to provide a comprehensive review of Unit 3: A healthy life from the high school English textbook "必修二". This unit focuses on various aspects of a healthy lifestyle, including physical fitness, mental health, and healthy eating habits. The lesson plan is designed for high school students in their third year of study and aims to enhance their understanding and usage of English language skills through engaging activities and exercises.Objective:By the end of this lesson, students should be able to:1. Understand and use vocabulary related to health and healthy living.2. Comprehend and discuss different aspects of a healthy lifestyle.3. Express their opinions and give reasons using appropriate language structures.4. Write a short paragraph or essay about a healthy lifestyle.Materials:1. Textbook: "必修二"2. Whiteboard and markers3. Handouts with exercises and activities4. Audiovisual aids (optional)Procedure:1. Warm-up (10 minutes):- Begin the lesson by asking students about their daily routine and habits related to health.- Have students share their thoughts in pairs or small groups.- Facilitate a class discussion by asking follow-up questions and encouraging students to express their opinions.2. Vocabulary review (15 minutes):- Distribute handouts with a list of vocabulary words related to health and ask students to match each word with its meaning.- Discuss the answers as a class and provide explanations or examples for any difficult words.- Use the whiteboard to write down the vocabulary words and their meanings for visual reinforcement.3. Reading comprehension (20 minutes):- Assign a reading passage from the textbook that discusses the benefits of exercise and a healthy diet.- Have students read the passage individually and then answer comprehension questions.- Discuss the answers as a class, allowing students to share their opinions and reasoning.4. Grammar practice (15 minutes):- Introduce the topic of "expressing opinions and giving reasons" using examples from the textbook.- Provide students with a set of statements related to health and ask them to express their opinions and give reasons for their choices.- Encourage students to use appropriate language structures, such as "I believe that..." or "In my opinion..."5. Speaking activity (20 minutes):- Divide the class into pairs or small groups.- Provide each group with a set of discussion questions related to health and healthy living.- Instruct students to discuss the questions and share their opinions within their groups.- Monitor the discussions and provide guidance or feedback as needed.- Ask some groups to share their opinions with the rest of the class.6. Writing task (20 minutes):- Assign a writing task where students are required to write a short paragraph or essay about a healthy lifestyle.- Provide a writing prompt and guidelines, such as the importance of exercise, healthy eating habits, and mental well-being.- Encourage students to use vocabulary and language structures covered in the unit.- Collect the written assignments for assessment and feedback.7. Review and wrap-up (10 minutes):- Summarize the key points covered in the lesson and ask students to share their main takeaways.- Address any questions or concerns raised by the students.- Provide additional resources or suggestions for further self-study if desired.Conclusion:This lesson plan provides a structured and engaging approach to reviewing Unit 3: A healthy life from the high school English textbook "必修二". By incorporating various activities and exercises, students are given the opportunity to enhance their understanding and usage of English language skills while exploring the importance of a healthy lifestyle. The lesson plan aims to foster critical thinking, encourage discussion, and improve students' ability to express their opinions and thoughts in English.。
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Unit 3 The land down under I. Teaching goals Skill Goals ▲ Talk about Australian history, geography, nature, customs and culture ▲ Practice expressing prohibitions and warnings ▲ Review the Predicative ▲Write a description of animals II. Target language Functions Expressions of prohibitions and warnings: You can’t / mustn’t ... If you ..., you’ll ... You’d better not do it. Don’t smoke! Don’t be late! Look out! Take care Be careful! Vocabulary 1． Master words strait, islander, fellow, criminal, govern, resemble, diverse, transform, immigration, strengthen, differ, pronunciation, vocabulary, female, concept, chew, chairwoman, entire, mine, fence, birthplace, outing, lemonade, barbecue, roast, steak, barrier, pointed, claw, hairy, medium, bushy 2． Ss can read them Canberra, outback, territory, Queensland, Victoria, Tasmania, Aborigines, Torres Strait, Portuguese, Dutch, claim, governor, newcomer, commonwealth, the Commonwealth of Australia, mate, Sheila, wilderness, billabong, aboriginal, koala, Alaska, dingo, the Great Barrier Reef, logical, wombat 3． Expressions As a consequence (of), break out, feed ... on, be made up of, have an influence on, benefit from The Predicative Grammar Teaching English as a foreign or second language has already become a big business. Two plus two is four. Shanghai is no longer what it used to be. Her eldest son has been way from home ever since the war broke out. Sentences
1. Sydney is perhaps Australia’s most famous city, but the capital of Australia is Canberra, a city located between Sydney and Melbourne. P22 2. Later, when the American War of Independence made it impossible for England to send prisoners to North America, Australia was chosen as a new place where prisoners and criminals were sent. P22 3. The newcomers changed the way land was managed and introduced new plants and animals that were harmful to the Australian ecosystems. P22 4. After the Second World War, Australia began to transform itself into the modern country it is today. P23
1. Alalysis of the unit 3 本单元的中心话题是“澳大利亚”，通过本单元的学习，让学生了解该国的地理、历史、自然、风俗、文化等方面的知识，激发学生对旅游的兴趣。整个单元的热身、阅读等语言知识和语言技能项目都围绕该话题展开。 1.1 WARMING UP通过三个问题和一幅地图，唤起学生脑海里已有的澳大利亚的知识，和进一步了解澳大利亚的欲望。 1.2 LISTENING由三个练习组成，录音分为两部分。第一个练习要求预测录音要谈到的内容。第二个练习是完成表格。第三个练习是通过听第二段录音，了解旅行安全、设备及环保方面的建议并完成表格。这三个练习主要培养学生预知、捕捉和筛选信息的能力。 1.3 SPEAKING重点训练表达禁止和警告的日常交际用语，以小组的活动形式进行讨论，组织学生用前面所听内容完成要到某地旅行的原因以及如果出现了问题应该如何解决。 1.4 PRE-READING 提供了二个问题，要求学生预测“阅读”部分会回答哪些问题以及如何安排这些问题。培养学生的逻辑能力。这些问题的讨论为阅读作了铺垫，激起学生阅读下文的欲望，他们急于了解自己的回答是否与作者相吻合。 1.5 READING 介绍了澳大利亚的组成、国旗、土著居民、殖民者、国家的诞生以及澳大利亚英语与英国英语的区别。 1.6 POST-READING 练习1 让学生脑海中的问题得到解决。练习2 检查学生对阅读的理解程度。练习3 训练学生分清事实、定义和例子，有助于学生准确地有逻辑地表达观点。 1.7 LANGUAGE STUDY 包含词汇和语法两部分。词汇学习涉及借助于英语词典。解释英语单词和本单元一些词在文章中的具体运用。语法练习部分复习了表语。 通过两个练习使学生学习到哪些词可以充当表语，还有除be 外哪些动词还可以充当系动词。通过复习可以提高学生书写句子的准确性。 1.8 INTEGRATING SKILLS 包含阅读和写作部分。通过阅读“澳大利亚”，人们了解了澳大利亚的一些其它情况， 如，人口、面积、物产、动物和气候等。写作部分要求学生描述一种澳大利亚的动物。 2. 教材重组 2.1 WARMING UP, LISTENING 和 Workbook中的LISTENING放在一起，设计成一节“听力课”。 2.2 SPEAKING 和Workbook 中的TALKING均属于说的内容，因此把它们放在一起， 整合成一节“口语课”。
2.3 将PRE-READING, READING和POST-READING三项活动放在一起，整合成一节“阅读课”。 2.4 把LANGUAGE STUDY和Workbook中的PRACTISING放在一起，整合成一节“语法课”。 2.5 将INTEGRATING SKILLS中的Reading设计为一节泛读课。 2.6 将INTEGRATING SKILLS中的Writing和Workbook中的WRITING合为一节“写作课”。 3. 课型设计与课时分配（根据学情，经教材分析，本单元分六课时完成。） 1st Period Listening 2nd Period Speaking 3rd Period Reading 4th Period Language Study 5th Period Extensive Reading 6th Period Writing IV. 分课时教案 The First Period Listening Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 travel tips, plan a trip to, pay attention to, accent, go on one’s / the trip, experienced, stay safe b. 重点句式 Which of the places would you like to visit? Before you go on your trip, you need to think what to bring and how to stay safe. 2. Ability goals 能力目标 Enable students to catch important information about what to bring and how to stay safe before going on the trip by listening. 3. Learning ability goals 学能目标 Help the Ss learn how to catch the important information about what to bring and how to stay safe before going on the trip when listening. Teaching important points 教学重点 Deal with the two listening materials about traveling in Australia. Teaching difficult points 教学难点 Learn about Australian accent. Teaching methods 教学方法 1. Listening (individual). 2. Cooperative learning. Teaching aids 教具准备 Multimedia and a blackboard. Teaching procedures && ways 教学过程与方式 Step I Greetings Greet the whole class as usual. Step II Warming up Show the students a picture of Sydney Opera House on the screen. T: OK. Now please look at the picture and then tell me what it is and where it is. S: It is Sydney Opera House and it is in Australia. T: You are right. OK. Now today we’ll learn about Australia, in other words, the land down under. I think you should have known a lot about Australia. So I’ll ask you some questions. Question 1 is “What do you know about Australia? List three things that interest you.” Who’d like