2019精选教育3AUnit6教师版.doc
2019外研版高中英语选择性必修三Unit6 Presenting Ideas 教案
Unit 6 Nature in words单元主题本单元的主题是语境是“人与自然”，涉及的主题语境内容是不同文学形式中描写的自然。
本单元带领学生赏析不同作家笔下妙不可言的自然。
他们在描绘自然之美的同时传递了环境保护的主题。
通过本单元的学习，学生不仅能够掌握不同文体的特点，体会作者对自然的爱，也能更好地理解人与自然的关系，树立欣赏和保护自然的意识，建立感恩自然、珍视自然、关爱自然的信念。
单元目标学生能够围绕本单元的主题语境，基于单元提供的诗歌、散文、小说、博客、书评等多模态语篇，综合运用各种语言技能，赏析描写自然的美文，体会作者的语言魅力；能够听懂并谈论与自然相关的文学作品，恰当使用所学词汇和表达通过不同的文学形式描写自然，深化对单元主题意义的理解；能够运用单元所学内容，提升分析和解决问题的能力，提高自己的理解和表达能力，最终促进自身语言能力，文化意识、思维品质和学习能力的提升。
教学计划经过对教材内容的分析和重组，本模块可以分五课时教授：第一课时Starting out第二课时Understanding ideas第三课时Using language第四课时Developing ideas第五课时Presenting ideas教学步骤：Period 1 Starting outTeaching Goals:1. To arouse Ss’ interest in learning about the development of the various literary form related with nature.2. To develop Ss’ appreciation of the beauty of nature.Teaching Procedures:Step 1 Leading-inPurpose: To activate Ss and arouse them to talk about the literary forms they know.Ask Ss to brainstorm the literary forms they have already known.What literary forms do you know?？Suggested answers:novels, poems, essays, letters, travel journals, dramas and folk tales.Step 2 watch the video and answer questionsPurpose: To learn the development of the various literary form related with nature as well as the nature writers and their works.Ask Ss to watch the video and answer the following three questions.1 What literary forms are mentioned in the video?Suggested answers:Poems, letters, travel journals, essays and novels are the literary forms mentioned in the video.2 Write down the writers and their works mentioned in the video.Suggested answers:Ralph Waldo Emerson ----NatureThoreau ------WaldenJack London----The call of the wild, White Fang3 What is new of literary works about nature now?Suggested answers: Writers now are more aware of the vulnerability of nature, and they call for the protection of nature.Step 3 Listen and learn the poem by Emily Dickson.Purpose: To help Ss understand the message conveyed in the poem and think about the significance of nature to human beings.1 Give Ss some background information about Emily Dickson and the feature of her poems.2 Ask Ss to listen and read the poem and answer questions.3Lead Ss to understand the poem by answering the questons.1) How many aspects are there to introduce “Nature” in the poem?Suggested answers:Three aspects. Nature is what we see. Nature is what we hear.Nature is what we know.2) What images are used to symbolize nature?Suggested answers:Nature is symbolised by simple images of animals (“Squirrel”, “the Bumble bee”, “The Bobolink”, “the Cricket”) and features (“The Hill”, “the Afternoon”, “Eclipse”, “the Sea”, “Thunder”), which are in turn symbolic of the poet’s thoughts and feelings about the simplicity of nature. Nature is also symbolised in a metaphorical sense when i t is described as “Heaven” and “Harmony”.3) What message does the poem try to convey?Suggested answers: The message of the poem is that although what we see and hear in nature appears to be simple, within that simplicity lie great beauty, mystery and magnificence that humans cannot truly appreciate or capture in their art.4) What does nature mean to you?Ss’s own answer.Step 4 Describing naturePurposes:Enable Ss to appreciate the beauty of nature in Charles Dickens’s The Pickwick Papers.1 Ask Ss to read the paragraph and answer the questions.1) What does this paragraph mainly describe?Suggested answers: This paragraph mainly describes the beautiful appearance in the month of August.2) What aspects does the author describe?Suggested answers:The author describes the skies, fields, flowers, orchards, trees, wheat and the quality of the light.2 Ask Ss three more questions to further understand the text.Why did the passing wagon move slowly?Why didn’t the author hear no loud noises?Can you find some clues from the text?Suggested answers:Ss’s understanding of the text.3 Ask Ss to finish 6 on page 66.4 To play Thomas Nash’s poem Spring for Ss to further stimulate Ss’s appreciation of the beauty of nature in literature.Step 5 Homework1Describe nature during your favorite season with the words you have learnt.2 Read the word list of unit6.Period 2 Understanding ideasTeaching Goals:1. To understand First Snow by John Boynton Priestley and analyze the structure and the purpose of the text.2. To enable Ss to describe nature.3. To stimulate Ss’ love for nature and their ability to appreciate the related literary forms.Teaching Procedures:Step 1 IntroductionPurpose: To present Ss the background information of the author.1 As Ss to quickly read the paragraph and answer two questions to get the background information of the author.1) What careers did Priestley have in his lifetime?Suggested answers: Priestly joined the army in World War I before going on to study at Cambridge University. After graduation, he worked as a freelance writer and radio presenter.2) What kind of person do you think Priestley was?Suggested answers: talented, productive, observant = being good at observing, imaginative, quick-minded2 Present Ss several breathtaking pictures of the snow to arouse their interest and provide words related to this topic.blizzard大风雪snowstorm暴风雪blowing snow 飞雪drifting snow 飘雪sleet雨夹雪snow drift雪堆snow shower 阵雪light snow 小雪flurry阵雪/小雪heavy snow 大雪snowfall降雪snowflake雪花Step 2. Reading.1. ScanningPurpose: To get a brief understanding of the text and learn to read for the main ideas by looking for topic sentences.A Ask Ss to go through the text and underline the expressions the author uses to describe the first snow.B Ask Ss to match the main ideas of each paragraph by looking for topic sentences.C Finish the task on page 64 to understand the purpose of the text.2. SkimmingPurpose: To get Ss to further understand the text and learn the words and expressions in the text as well as the structure and the author’s attitude and emotions behind the text.A Learn the text paragraph by paragraph.B Ask Ss to finish task 4 on page 64 to learn how the author describe the first snow.C Enable Ss to retell the passage based upon the mind map.To deal with the new words in the text.Step 3. Post-reading& HomeworkPurpose: To further consolidate the words and expressions as well as the way to depict nature in the text.1. To ask Ss to finish a grammar filling text based upon the passage.2.Ask Ss to write a short article within 100 words to depict anything they like in nature.Try to use as many words you have learnt in this unit as possible.Try to use different images to make your description vivid.Period 3 Using languageTeaching Goals:1. To know non-finites as attributive, adverbial and complement by analyzing examples and summarizing the rules.2. To grasp the usage of non-finites as attributive, adverbial and complement by doing individual work and group work.3. To use non-finites as attributive, adverbial and complement to describe their attitude towards nature.Teaching ProcedureStep1 Lead-inPurpose : To arouse the known knowledge of non-finite forms1.Ask Ss to explain the usage of carpeted,to find, to watch, flattening andfalling.2.Jigsaw: go through the slice very quickly, then fill in blankets.Step 2 Rules explanationPurpose: To help Ss understand the rules of non-finite forms as attributive, adverbial and complement.1.Infinitive form1)Infinitive forms as attributive不定式作定语通常放在其修饰的名词或代词之后。
2019新外研版高中英语必修三Unit 6 Disaster and hope： Part Ⅱ Using language——省略
Ⅰ.基本特征感悟 【感悟用法】 ①(You)Come in，please! ②John is a lawyer，and his wife (is) a cleaner. ③You’d better look out when (you are) crossing the street. ④He is the man (who/whom/that) you can depend on. ⑤The boy wanted to play football in the street，but his mother did not allow him to (play football in the street). ⑥It shows (that) a knowledge of first aid can make a real difference.
10
When (it is) heated，ice can be turned into water. 加热的时候冰可以变成水。 Will you be free this Sunday? If (it is) so，let’s go camping. 这个周日你有空吗？如果有，我们去野营吧。 (2)在than，as等引导的比较状语从句中常省略某些成分。 They don’t use more water than (it is) necessary. 他们使用的水没有超出需要量。 He runs as fast as Bob (runs).他的省略
(1)在when，while，if，as if，though，although，as，until，once，whether，unless， whenever等连接的状语从句中，当从句主语跟主句的主语相同且从句谓语中含有 系动词be或从句的主语为it时，则从句中主语和be动词常被省略。 Wood gives off much smoke while (it is) burning.木头燃烧时产生很多烟。 Whenever (it is) possible，they would stop him and ask him the three questions. 只要有可能，他们就让他停下并问他这三个问题。
2019整理全新版大学英语第一册unit6 讲稿.doc
2. Group Discussion:
1)Describe the most romanticthing that happened to you orthe most touching love story you have heard..
The Main Concourse seen here is an immense space 120 feet wide, 375 feet long and 125 feet high. Although the Terminal had suffered neglect in the 1970’s and 1980’s, a massive four-year restoration project was recently completed and you’ll be amazed at how new this place looks! One of the biggest jobs of this restoration was to the vast vaulted ceiling. Painted like an evening sky with more than 2500 gilded stars and constellations, it allows New Yorkers something they never get to see.
2)Grand Central Station
Grand Central Station lies inManhattan,New York, and it is the largest and busiest railway station in the world. As you approach it from42ndStreet, you’ll be facing this triumphant facade featuring a fifty-foot pediment with statues of Hercules, Minerva and Mercury surrounding a clock. This interior of Grand Central is also an amazing sight and will transport you to another time.
Unit 6 Lesson 3 The Superhero Behind Superm
Words and Phrases
8．__s_tr_i_k_e________ vi. & vt. 突然发生（某种不幸）；
突然有坏的影响；打，击
9．__s_e_v_e_r_e_______ adj. 很严重的 10．_m__o_v_e_m_e_n__t____ n. 运动，动作，活动 11．_d_e_p_r_e_s_s_io_n_____ n. 忧郁，沮丧，消沉；抑郁症 12．_o_n_g_o_i_n_g_______ adj. 继续进行的，不断发展的 13．_c_o_m__m_i_t_m__en__t__ n. 投入，忠诚，奉献；承诺
译 文 ： 克里斯托弗·里夫的一生几乎难以想象——从极其成功的好莱坞生涯 ，
Read and Explore
Read the story. Have you found the answers to any of your questions? Underline the answers that you have found.
The story of Christopher Reeve’s life is one that is almost impossible to imagine — from a
With a new sense of energy and commitment, Reeve undertook an intense exercise programme to help him achieve this goal. He engaged in a wide range of exercises designed to rebuild muscle, and made remarkable progress. Shortly after, he managed to return to his film career by directing, producing and even starring in films. He also wrote a biography and returned to his charity work. Reeve became a passionate and energetic advocate for people with back injuries and disabilities, raising millions of dollars in support of medical research. “What I do is based on powers we all have inside us ... and you don’t have to be a ‘superman’ to do it.” His positive attitude inspired many people who were stuck in illness. “With the progress of new medical research, I’m confident that people like me would be able to walk again one day. So you can see, I’m too busy with living to think of giving up!”
2019外研版高中英语选择性必修三Unit6 Developing ideas 教案
Unit 6 Nature in words单元主题本单元的主题是语境是“人与自然”，涉及的主题语境内容是不同文学形式中描写的自然。
本单元带领学生赏析不同作家笔下妙不可言的自然。
他们在描绘自然之美的同时传递了环境保护的主题。
通过本单元的学习，学生不仅能够掌握不同文体的特点，体会作者对自然的爱，也能更好地理解人与自然的关系，树立欣赏和保护自然的意识，建立感恩自然、珍视自然、关爱自然的信念。
单元目标学生能够围绕本单元的主题语境，基于单元提供的诗歌、散文、小说、博客、书评等多模态语篇，综合运用各种语言技能，赏析描写自然的美文，体会作者的语言魅力；能够听懂并谈论与自然相关的文学作品，恰当使用所学词汇和表达通过不同的文学形式描写自然，深化对单元主题意义的理解；能够运用单元所学内容，提升分析和解决问题的能力，提高自己的理解和表达能力，最终促进自身语言能力，文化意识、思维品质和学习能力的提升。
教学计划经过对教材内容的分析和重组，本模块可以分五课时教授：第一课时Starting out第二课时Understanding ideas第三课时Using language第四课时Developing ideas第五课时Presenting ideas教学步骤：Period 1 Starting outTeaching Goals:1. To arouse Ss’ interest in learning about the development of the various literary form related with nature.2. To develop Ss’ appreciation of the beauty of nature.Teaching Procedures:Step 1 Leading-inPurpose: To activate Ss and arouse them to talk about the literary forms they know.Ask Ss to brainstorm the literary forms they have already known.What literary forms do you know?？Suggested answers:novels, poems, essays, letters, travel journals, dramas and folk tales.Step 2 watch the video and answer questionsPurpose: To learn the development of the various literary form related with nature as well as the nature writers and their works.Ask Ss to watch the video and answer the following three questions.1 What literary forms are mentioned in the video?Suggested answers:Poems, letters, travel journals, essays and novels are the literary forms mentioned in the video.2 Write down the writers and their works mentioned in the video.Suggested answers:Ralph Waldo Emerson ----NatureThoreau ------WaldenJack London----The call of the wild, White Fang3 What is new of literary works about nature now?Suggested answers: Writers now are more aware of the vulnerability of nature, and they call for the protection of nature.Step 3 Listen and learn the poem by Emily Dickson.Purpose: To help Ss understand the message conveyed in the poem and think about the significance of nature to human beings.1 Give Ss some background information about Emily Dickson and the feature of her poems.2 Ask Ss to listen and read the poem and answer questions.3Lead Ss to understand the poem by answering the questons.1) How many aspects are there to introduce “Nature” in the poem?Suggested answers:Three aspects. Nature is what we see. Nature is what we hear.Nature is what we know.2) What images are used to symbolize nature?Suggested answers:Nature is symbolised by simple images of animals (“Squirrel”, “the Bumble bee”, “The Bobolink”, “the Cricket”) and features (“The Hill”, “the Afternoon”, “Eclipse”, “the Sea”, “Thunder”), which are in turn symbolic of the poet’s thoughts and feelings about the simplicity of nature. Nature is also symbolised in a metaphorical sense when i t is described as “Heaven” and “Harmony”.3) What message does the poem try to convey?Suggested answers: The message of the poem is that although what we see and hear in nature appears to be simple, within that simplicity lie great beauty, mystery and magnificence that humans cannot truly appreciate or capture in their art.4) What does nature mean to you?Ss’s own answer.Step 4 Describing naturePurposes:Enable Ss to appreciate the beauty of nature in Charles Dickens’s The Pickwick Papers.1 Ask Ss to read the paragraph and answer the questions.1) What does this paragraph mainly describe?Suggested answers: This paragraph mainly describes the beautiful appearance in the month of August.2) What aspects does the author describe?Suggested answers:The author describes the skies, fields, flowers, orchards, trees, wheat and the quality of the light.2 Ask Ss three more questions to further understand the text.Why did the passing wagon move slowly?Why didn’t the author hear no loud noises?Can you find some clues from the text?Suggested answers:Ss’s understanding of the text.3 Ask Ss to finish 6 on page 66.4 To play Thomas Nash’s poem Spring for Ss to further stimulate Ss’s appreciation of the beauty of nature in literature.Step 5 Homework1Describe nature during your favorite season with the words you have learnt.2 Read the word list of unit6.Period 2 Understanding ideasTeaching Goals:1. To understand First Snow by John Boynton Priestley and analyze the structure and the purpose of the text.2. To enable Ss to describe nature.3. To stimulate Ss’ love for nature and their ability to appreciate the related literary forms.Teaching Procedures:Step 1 IntroductionPurpose: To present Ss the background information of the author.1 As Ss to quickly read the paragraph and answer two questions to get the background information of the author.1) What careers did Priestley have in his lifetime?Suggested answers: Priestly joined the army in World War I before going on to study at Cambridge University. After graduation, he worked as a freelance writer and radio presenter.2) What kind of person do you think Priestley was?Suggested answers: talented, productive, observant = being good at observing, imaginative, quick-minded2 Present Ss several breathtaking pictures of the snow to arouse their interest and provide words related to this topic.blizzard大风雪snowstorm暴风雪blowing snow 飞雪drifting snow 飘雪sleet雨夹雪snow drift雪堆snow shower 阵雪light snow 小雪flurry阵雪/小雪heavy snow 大雪snowfall降雪snowflake雪花Step 2. Reading.1. ScanningPurpose: To get a brief understanding of the text and learn to read for the main ideas by looking for topic sentences.A Ask Ss to go through the text and underline the expressions the author uses to describe the first snow.B Ask Ss to match the main ideas of each paragraph by looking for topic sentences.C Finish the task on page 64 to understand the purpose of the text.2. SkimmingPurpose: To get Ss to further understand the text and learn the words and expressions in the text as well as the structure and the author’s attitude and emotions behind the text.A Learn the text paragraph by paragraph.B Ask Ss to finish task 4 on page 64 to learn how the author describe the first snow.C Enable Ss to retell the passage based upon the mind map.To deal with the new words in the text.Step 3. Post-reading& HomeworkPurpose: To further consolidate the words and expressions as well as the way to depict nature in the text.1. To ask Ss to finish a grammar filling text based upon the passage.2.Ask Ss to write a short article within 100 words to depict anything they like in nature.Try to use as many words you have learnt in this unit as possible.Try to use different images to make your description vivid.Period 4 Developing ideasTeaching Goals:1. To consolidate a basic reading skill—analyzing the text.2. To understand the words and expressions in the text.3.To learn the basic elements of a book review and how to write a book review.4 Arouse Ss’ awareness of environmental protection.Teaching Procedures:Step 1 Leading-inPurpose: To provide background information about DDT and its harmfulness.1Ask the Ss to look at at the infographic below and answer the questions.1)How does DDT reach the human body in the food chain?Suggested answers:When DDT is sprayed onto plants in order to kill insects, it is absorbed by the plants and later consumed by animals; humans in turn eat those animals.DDT also leaks through the soil and into rivers and lakes, where it contaminates fish consumed by humans.2)What harm does DDT cause?Suggested answers:DDT is highly poisonous to living organism, including humans.2 Ask Ss to brainstorm the basic elements of a book review and provide theanswers.A book review: an article in a newspaper or magazine giving opinion about a new bookIt includes basic information of the book, the reason for its publication, features of the writing, comments on this book and influence of this book.3 Ask Ss to read the book review on Silent Spring, a book that led to the banning of DDT.Predict what will be mentioned in the passage.Step 2 ReadingPurpose: To consolidate a basic reading skill—analyzing the text, understand the words and expressions in the text and learn the basic elements of a book review and how to write a book review.1Read and choose the correct answers to five questions.2Further understand the text by learning the words and difficult sentences in the text. 3Fill the blanks with the correct forms of the words in the box.4Analyze the the structure of a book review by learning the structure of the text.5Ask Ss to write their own book review.Step 3 Post readingPurpose:Arouse Ss’ awareness of environmental protection.Ask Ss four questions and allow them to discuss with their group members or partners.1 )Why was Silent Spring so successful?Suggested answers:Silent Spring was so successful because it alerted the general public to the dangers of DDT. It planted important new ideas in the public mind, such as that spraying chemicals to control insect populations has an impact on other wildlife, and that the chemicals got into the food chain.2 )What is the moral lesson behind “A Fable for Tomorrow”?Suggested answers: The moral lesson is that financial profit should not come at the expense of the environment and the creatures living in it.3) Why did some people challenge Carson’s findings?Suggested answers:Some people challenged Carson’s findings because they were concerned about the negative impact they would have on business in the pesticide industry.4) In what different ways do First Snow and Silent Spring raise people’s awareness of nature?Suggested answers:First Snow shows the beauty of nature—and in particular the snow—through its words and imagery, while Silent Spring describes an unnatural spring without the beauty of birdsong. They each raise people’s awareness of nature by highlighting theinterplay between nature and human behavior.Step4 Homework1. Use the new words and expressions to make some sentences.2. Finish the following exercises on P70 of the workbook.。
外研版(2019)高中英语必修第三册教学课件：Unit 6 Disaster and hope Se
◆单句语法填空
（1）Compared （compare）with your translation work ，your partner’s is better. （2）Compare （compare） fresh and frozen vegetables and you ’ll find the fresh
as an actress.
（5） About twenty doctors and forty nurses umpade
this medical team.
词汇五 avoid vt. 避免，防止；躲避，避开
◆教材原句
I’ll avoid the feeling by thinking about work. 我将通过思考工作来避免这种感觉。
着我们的未来。让我们勇往直前,永不 会灭。 爱是完美的,它给了我们很大的勇气和 信心,让 我们充 满信心 在人生 的道路 上畅通 无 阻。当一个人需要关怀,需要别人向他 伸出援 手,付出 爱的时 候,却 没人理 睬他,他 有 多痛苦。就算你家财万贯,事业有成,有 着天使 脸孔,却不愿 为一些 需要一 点点帮 助 的人送出关怀,这样的人活着有什么意 思。就 算你拥 有世间 财富,丰 功伟绩 ,花容 月 貌,但走到哪里别人向你投来异样的眼 光,这眼 光不是 羡慕、 赞许,而是嫉 恨、厌 恶 。帮助人是快乐的,不图回报,我们世界 需要爱 ,有爱 让人不 再觉得 世界冷 漠,让人 不
（1）instantly /directly + 句子
（2）the moment /minute /instant + 句子
（ 3）hardly...when...；no sooner... than...
2019版高中英语 Unit 6 Design Section Ⅰ Reading(Ⅰ) (Warm-up
Unit 6 Design凤凰城大学体育场(University of Phoenix Stadium)位于美国亚利桑那州，是美国著名的亚利桑那红雀橄榄球队的主场以及美国大学生体育协会(NCAA)嘉年华杯的举办地。
Have you ever heard of the University of Phoenix Stadium? It has the most modern technology in the world.Workers began building the stadium in two thousand and three.It was completed about three years and four hundred fiftyfive million dollars later.Unlike most stadiums，it has a roof that fully opens.It is made of two parts that slide in and out.This area is called the Valley of the Sun.It sometimes is a very hot place.The average high temperature in the summer is above thirtyseven degrees Celsius.So the roof of the stadium can be closed to permit air conditioning machines to be used.But the roof can be opened during the cooler months for sporting and other events，like big rock concerts and trade shows.The stadium has an unusual feature(特征) that no other stadium has.The natural grass playing field rolls in and out of the structure as needed.The grass grows on an object like a giant tray(托盘)．Most of the time the grass is moved outside to get sunshine and rain.Workers roll it back inside for football games.Officials say this makes the center more usable for nonsporting events.Architect Peter Eisenman designed the huge stadium.Its shape represents the barrel cactus(圆桶掌)，a common(普通的) plant in the area.The huge metal pieces that form its walls shine brightly in the desert sun.阅读上文并回答下列问题1．When did workers begin building the stadium?【答案】In 2003.2．Who designed the huge stadium?【答案】Peter Eisenman.SectionⅠReading(Ⅰ) (Warmup & Lesson 1)[新生词汇初识]Ⅰ.匹配下列单词的词性及汉语意思1．abstract A．adj.直的adv.直，直接2．straight B．n.想象；想象力3．imagination C．n.展览会4．exhibition D．adj.抽象的，深奥的5．poetry E．adj.典型的6．creature F．vt.强调7．typical G．n.诗(总称)8．elegantly H．n.动物；(有特性或特质的)人9．emphasise I．adv.优雅地10．detail J．n.细节，详情【答案】1－5 DABCG 6－10 HEIFJⅡ.选择下列句中相应词组的汉语意思2．I was deep in thought，so I didn't notice him coming in.3．The basin is filled with water soon.You can't pour more in.4．I had to report the accident at length as the reporter asked me to describeit in detail.5．Accidents due to driving at high speed were very common that weekend.6．The old lady fixed her eyes on the stranger.【答案】1－6 CAEFBD[教材语篇细研]第一步速读——了解文章主题和段落大意速读P36教材课文，选择最佳答案What is the passage mainly about?A．Artists. B．Poetry.C．Singing. D．Background.【答案】 A第二步细读——把控文章关键信息细读P36教材课文，选择最佳答案1．Why did Xu Beihong hold some exhibitions in Asia and Europe between 1933 and 1940?A．To sell his painting.B．To show his painting skills.C．To promote Chinese art.D．To make himself famous.2．Qi Baishi's painting style is unique because .A．he used different shades of grey in a creative wayB．his painting often leaves the audience guessingC．his painting often makes the audience use their imaginationD．both B and C3．Why did Chen Yifei add a lot of detail to the fan in the painting Poppy?A．To show the fan is quite beautiful.B．To emphasise the woman.C．Because the fan is difficult to paint.D．Because Chen Yifei is good at painting fans.4. Which of the following did Qi Baishi NOT do?A．He worked with wood.B．He painted pictures of scenery.C．He painted simple pictures from everyday life.D．He worked with metal.【答案】1－4 CDBD第三步精读——能力升华接轨高考根据P36教材课文，在空白处填入1个适当的单词或括号内单词的正确形式。
高三英语下册Uint-6课件(新编2019教材)
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Unit6TheAdmirableLesson3Thesuperherobehindsuperman
北师大版（2019）必修第二册Unit 6 The AdmirableLesson 3 The superhero behind superman教材分析：本节课程所使用的教材为《北师大版（2019）必修第二册》Unit 6 The Admirable Lesson 3 The superhero behind superman。
该课程主要通过阅读一篇关于Superman背后的超级英雄的文章，让学生了解Superman的创造者Jerry Siegel及其背后的故事，展示他作为超级英雄的良好品质和正义精神。
教学目标：1. 知识与能力目标：学习并了解Jerry Siegel的背景及其对Superman的贡献，提高学生的阅读理解能力。
2. 过程与方法目标：通过阅读材料，引导学生掌握正确的阅读方法，培养学生的阅读兴趣和自主阅读能力。
3. 情感态度价值观目标：培养学生对正义、勇气和责任的认识，激发学生对英雄精神的敬佩和向往。
教学重点：1. 让学生了解Jerry Siegel的背景及其对Superman的影响。
2. 引导学生通过阅读文章，理解Superman的背后有着什么样的故事和哲学。
教学难点：1. 帮助学生理解并准确运用文章中的专业词汇和表达。
2. 引导学生通过阅读文章，发现并理解Superman的背后有着什么样的英雄精神。
学情分析：学生为高一年级的学生，英语水平普遍较低，课堂氛围较为活跃。
学生对超级英雄方面的知识和文化有一定基础，并对此感兴趣。
然而，学生在阅读理解和运用词汇方面还存在一定的困难。
教学策略：1. 激发学生学习兴趣：通过谈论和分享自身对超级英雄的了解，激发学生对课程的兴趣。
2. 多媒体辅助教学：结合多媒体资源，展示相关图片和视频，增强学生的学习兴趣和理解力。
3. 提供互动环节：设计小组讨论或合作活动，鼓励学生互相交流与合作，提高学生的阅读理解和口语表达能力。
教学方法：1. 阅读理解教学法：通过对课文的整体阅读和精读，帮助学生理解文章，掌握关键信息。
Unit 6 Lesson 3英语教案高中英语北师大版(2019)必修第二册
Unit 6 The AdmirableLesson 3 The superhero behind supermanOverview:In this lesson, students will learn about the life of Jerry Siegel, the creator of Superman, and his journey to bring the iconic superhero to life. Students will practice reading comprehension, vocabulary, and critical thinking skills as they analyze the text and answer questions.Objectives:Students will learn about the life and work of Jerry Siegel.Students will practice reading comprehension and vocabulary skills.Students will develop critical thinking skills by analyzing the text and answering questions.Materials:Textbook:《北师大版(2019)高中英语必修第二册》Unit 6 The Admirable Lesson 3Handout with comprehension and vocabulary questionsWhiteboard and markersProcedure:Warm-up:Begin the class by asking students to brainstorm some famous superheroes. Write their answers on the board and ask them to share what they know about each character.Pre-reading:Introduce Jerry Siegel as the creator of Superman and ask students what they know about him. Explain that they will be reading a text about his life and work. Ask students to predict what the text might be about and write their predictions on the board.Reading:Have students read the text individually and answer the comprehension and vocabulary questions on the handout. After they have finished, ask them to compare their answers with a partner.Group Discussion:Bring the class back together and ask for volunteers to share their answers to the comprehension questions. Lead a discussion about the text, encouraging students to ask and answer questions about the content.Wrap-up:Conclude the lesson by asking students what they learned about Jerry Siegel and his contribution to popular culture. Ask them if their predictions about the text were correct and why or why not.Exercise:I. Choose the best answer to complete each sentence.What made Siegel and Shuster create Superman?A. A dream.B. Their favorite superhero.C. Their love for comics.D. Their hope for a better world.Superman is different from other superheroes because he _______.A. has superpowersB. fights for justiceC. wears a capeD. has a secret identityWhat was Jerry Siegel's original name for Superman?A. SuperhumanB. SupermanC. The Man of SteelD. The Mighty ManHow did Siegel and Shuster finally sell the idea of Superman?A. They made a comic strip about Superman.B. They sold the character to a newspaper.C. They sent their idea to a publisher.D. They drew a cartoon of Superman.Which of the following was NOT one of Superman's abilities in the beginning?A. FlyingB. Super strengthC. X-ray visionD. TelekinesisII. Fill in the blank with the proper form of the word given.Siegel and Shuster's creation of Superman was a ___________ (history) event in the world of comic books.Superman's ___________ (strong) made him almost invincible.Clark Kent is Superman's ___________ (real) identity.The success of Superman ___________ (inspire) many people to pursue their own dreams. Superman is known for his ___________ (protect) of the innocent and defenseless.IV. Discuss the following questions with your classmates.Why do you think Superman has remained popular for so many years?Do you think superheroes like Superman have a positive impact on society? Why or why not? What qualities do you think make a person or character admirable?Are there any real-life people who you consider to be heroes or heroines? Why do you admire them?What do you think is the most important message that can be learned from the story of Superman and his creators?Answers:I. 1. D 2. B 3. A 4. C 5. DII. 1. historic 2. strength 3. real 4. inspired 5. protectionIV. Discussion questions, answers may vary.Homework:Ask students to write a short paragraph about their favorite superhero, explaining what they admire about them and why.。
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第 1 页 授课学案 Unit6 Colours 一、必备词汇 1、颜色 2.橙色的 3.现在，目前 4.绿色的 5.和；与；又 6.黄色的 7.黑色的 8.蓝色的 9.棕色的 10.白色的 11.一个 12.蛋；鸡蛋 13.或；还是 14.好的，太感谢了 15.你想要...........吗？ 二、课文解析
1.Look at my skirt.It’s orange. 看我的裙子。他是橙色的。 Look at 看........look 通常表示主动地、有意识地看 例：请看黑板。Please the blackboard. 2. What colour is my skirt now?现在我的裙子是什么颜色？ What colour colour在句中是名词，指颜色。what colour是由what引出的特殊疑问词。 3. It’s green. ①It’s 是第三人称代词(it)加be动词(is),是"它是"的意思 如：他是什么？他是一个影集。What is that? a album(影集). ②its是物主代词,是"它的"的意思,如Its name is Billy. ③its 是表示它们的.. 比如动物的脚,可说its foot it's 是it is 的缩写.表示它是什么什么。 比如它是一条狗。 a dog . 猫正在和喝的牛奶。The cat is drinking milk. 今天的天气真好。 a fine day today . 4. What colour is it now?他现在是什么颜色呢？ 5. It’s red and yellow.它是红黄相间的。 在一般疑问句中，对颜色提问用What colour......? 例：My skirt is pink.(对划线部分提问） 6.What colour is this T-shirt?这件T恤是什么颜色的？ 7.Would you like an egg? Yes,please.你想要一个鸡蛋吗？是的，请。 Would you like ＋名词 ”你想要点。。。“ Would you like ＋to do sth."你想要...吗" 你想各处看看吗? look around? 您需要再来一杯么？ one more glass? 第 2 页
请你不要这样做好吗？Would you please not do this ? 【颜色集中营】 红 red，橙 orange，黄 yellow，绿 green，青 cyan，蓝 blue，紫 purple，灰 gray，粉 pink ，黑 black，白 white，棕 brown。 【重点句型】 It is=It’s 它是...... This is......这是...... 课堂巩固练习
1.单词拼写。 （1）橙色的________ （2）绿色的________ （3）黄色的________ （4）黑色的________ （5）白色的________ （6）蓝色的________ （7）棕色的________ （8）紫色的________ 二、写出下列字母的邻居。 2.在四线三格上写出下列字母的邻居。 （1）E ________ G （2）________ Ll ________ （3）Oo ________Qq （4）b ________d （5）________ Oo ________ （6）k ________m 三、单项选择。 3.Would you like _______egg? A. a B. an C. / 4.Pandas are black and _______. A. yellow B. green C. white 5.A: Look at my skirt.B: _______. A. It's green. B. It's great. C. Thank you. 6.— _______ is it?—It's red. A. What B. What colour C. What's colour 7._______ is Mike. _______ my friend. A. He's; He B. He's; He's C. He; He's 8._______, this is my new skirt. A. Look at B. Look C. look 四、根据所给中文选择合适的英文翻译。 9.我的短裙是黄色的。 A. My skirt is orange. B. My skirt is yellow. 10.什么颜色？ A. What colour? B. What time? 11.看我的新衬衫。 第 3 页
A. Look at my new shirt. B. Look, this is my new shirt. 12.这是一个橙色的橘子。 A. This is a orange orange. B. This is an orange orange. 13.你想要一件夹克衫吗？ A. Would you like a jacket? B. Would you like a shirt? 五、情景交际 14.选出相对应的答语。 ⑴Would you like an egg?________ A. It's great. ⑵Look at my skirt.________ B. Yellow. ⑶What colour?________ C. Hello, Yang Ling. ⑷Orange or yellow?________ D. It's red and black. ⑸Hello, Mimi.________ E. Hello, Tim. ⑹This is my friend, Tim.________ F. Yes, please.
课后作业 一、给下列物体选择合适的颜色 1.根据常识，给下列物体选择合适的颜色。 red yellow blue green orange
（1）________ （2）________ （3）________
（4）________ （5）________ 二、汉译英。 2.汉译英 （1）红黄相间________ （2）一件橙色的夹克________ （3）一条绿色短裙________ （4）什么颜色________ （5）一顶蓝色棒球帽________ （6）橙色的或是棕色的________ 三、匹配题 3.给英语句子找出其对应的汉语句子。 ⑴I see red.________ A.给我看绿色。 ⑵I have a blue book.________ B.我看见红色。 ⑶Show me green.________ C.给我看看你的黄色蜡笔。 ⑷Show me your yellow crayon.________ D.这是萨拉。 ⑸This is Sarah.________ E.我有一本蓝色的书。 四、根据常识及汉语提示填写单词。 4.An apple is ________ (红色的). 5.A panda is ________ (白色) and________ (黑色). 第 4 页
6.The sky is ________ (蓝色). 7.Bananas are ________ (黄色). 8.Frogs are ________ (绿色). 五、连词成句。 9.Would, an, like, egg, you (?) (连词成句) 10.colour, is, the, What, sea (?) (连词成句) 11.is, my, cap, This, blue (.) (连词成句) 12.T-shirt, is, this, red, yellow, and (.) (连词成句) 13.This, green, is, skirt (.) (连词成句) 答案解析部分 一、单词拼写 1.【答案】（1）orange（2）green（3）yellow（4）black（5）white（6）blue（7）brown （8）purple 【考点】单词拼写 【解析】【分析】（1）橙色的orange，故答案为orange. （2）绿色的green，故答案为green.（3）黄色的yellow，故答案为yellow. （4）黑色的black，故答案为black.（5）白色的white，故答案为white. （6）蓝色的blue，故答案为blue.（7）棕色的brown，故答案为brown. （8）紫色的purple，故答案为purple. 【点评】本题考查单词拼写，注意平时牢记单词汉语意思和用法。 二、写出下列字母的邻居。
2.【答案】（1）（2）；（3） （4）（5）；（6） 三、单项选择。 3.【答案】B 【考点】冠词辨析 [来源:学+科+网] 【解析】【分析】句意：你想要……鸡蛋吗？根据egg是以元音音素开头的单数名词，an表示“一个”是不定冠词，用于修饰元音音素开头的单数名词，故选B. 【点评】本题考查了冠词用法。 4.【答案】C 【考点】形容词辨析 【解析】【分析】句意：熊猫是黑色的和……。根据常识熊猫是黑色和白色的。A黄色的，B绿色的，C白色的，故选C. 【点评】本题考查了形容词辨析，注意牢记形容词汉语意思。 5.【答案】B 【考点】情景交际 【解析】【分析】句意：—看看我的裙子。—……。别人给你展示某物，要有礼貌的赞扬，A是绿色的。B棒极了。C谢谢你。故选B. 【点评】本题考查了情景交际，注意牢记有关赞扬的日常用语。