人教版英语必修一第三单元教案
人教版英语必修一第三单元教案人教版英语必修一第三单元教案
Unit 1 Friendship
(1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;Reading部分Anne’s Best Friend 以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。 (3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading
The third period: Grammar
The forth Period：Listening
The fifth period: Writing
(4)教学目标：① 知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.
② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友; 2. 结交网友;3. 观点交流;4. 善\不善交朋友; 5. 朋友的重要性。③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。(5) 教学重点和难点：
词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation municate habit
短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重点语法项目：直接引语和间接引语的互相转换
难点：Understand the real meaning of friends and friendship;
Discuss the answers to the questions (Reading);
How to teach the Ss to master the usage of Direct Speech and Indirect
Speech(Statement and Questions).
(6) 教学策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计：穿插于分课时教学设计中
(10)教学反思或值得改进的地方：见每个课时最后部分。
Period One：Speaking (Warming Up and Pre-Reading)
Aims
Talk about friends and friendship.
Practise talking about agreement and disagreement.
Step I Revision
Ask some of the students to read his / her
position for the class, describing one of the problems between friends and how it is solved. Then give some ments.
T: Now, let's check up your homework for last class. I'd like some of you to read his / her position for the class, describe one of the problems between friends and how it is solved.
Step II Warming up
T: / think most of us have some good friends. Do you know why people make friends with one another?
Step III Talking(WB P41)
First get the students to listen to what a Canadian say about making friends. Then ask them to discuss the two questions.
T: Now we're going to listen to what Leslie Clark, a Canadian has got to say about making friends. After listening, please talk about the two questions in groups of 4. Try to use the following expressions.
1 Do you agree with her? 找教案
2 What do you think of people from foreign countries?
Agreement Disagreement
I think so, I don't think so.
I agree. I don't agree
That's correct. Of course not.
That's exactly my opinion. I'm afraid not.
You're quite right. I don't think you are right.
Step IV Speaking(B P6)
First, get the students to think of four
situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. Second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. Ask them
to fill in the form prepared before class. Show the instructions and decide what kind of friends their classmates are. Third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. Show the instructions and decide what kind of friends other classmates are. They can share your questionnaire with one or two other groups and try each other's questionnaires.
At last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
T: Friends e in many flavors. There are best friends, school friends, fair-weather friends, forever friends and many more. Do you want to know what kind of friends your classmates are? Now let's make a survey. First, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. Your friend borrowed 100 Yuan from you last week and hasn't returned it. You will
A. ask him / her to pay back as soon as possible; or you'll end the friendship.
B. ask him / her to pay back if he / she has.
C. tell him / her not to return it.
2. Your friend said your bad words behind you. You will
A. ask him / her to say sorry to you , or you'll stop your friendship.
B. excuse him / her and forget it.
C. ask others to tell him / her that he/she is wrong.
3. You promised to meet your friend at five
o'clock but your parents ask you to do homework at home. You will
A. tell him your parents ask you to do homework at home.
B. tell him / her a lie that you are ill.
C. say sorry to him / her and plan to meet him / her another time.
4. You borrowed a bike from your friend, but you had it stolen. You will
A. buy a new one which is the same as his / hers.
B. just tell him / her you had it stolen.
C. say sorry to him/her and buy him/her an old one
After they finish choosing the answers, show the scoring sheet on the screen.
Scoringsheet
1AOB2C62 AlB6C2
3A2BOC34 A6BlC2
Instructions:
2-5 A fair-weather friend 找教案
Only like them when they are happy and popular. If they are feeling down, or if they are having a problem, you don't want to spend time or talk with them. You
don't help your friends when they have problems. You are always thinking about yourself.
You should care more about your friends. If you continue to be self-centered and don't consider
others' feelings, you won't make more friends and keep friendship for long.
6-11 A school friend
You see each other in school. You just study and play with them together in school. You may not know everything about each other. You take things smoothly. You seldom hurt your friends with your benefit considered. You'd better add more affection to your friends. Friendship is about feelings and we must give as much as we take.
12-17 A best friend
You do everything together with your friends: study, read, watch TV, surf the Internet, play sports and listen to music. If either one has a problem, the other is there to help. You know your friends very well. You understand and yield to each other. You help with each other and improve together. You have a lot
of mon benefit. Your friendship is good to both of you. You are mutually beneficial.
18-21 Forever friend
You will always listen to your friends and try to help them, even if you disagree or if you are having a problem. Whenever they have any difficulty, you'll try your best to do what you can to help them without hesitation. You devote yourself to your best friends. You are willing to lose what you have, even your life.
课后反思：本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。
The second period: Reading
Aims:
1. to master the new words and some useful expressions.
2. to understand the text and finish the exercises in Comprehending.
Step 1. Looking and guessing
Work in pairs. Look at the pictures and the heading and guess what the text might be about.
1). Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?
2). What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?
Step 2
Reading to summarise the main idea of each paragraph.
Skim the text and summarise the main idea of each paragraph in one sentence.
Para. One: Anne made her diary her best friend whom she could tell everything.
找教案
Para. Tw Anne’s diary acted as her true friend during the time she and her family had to hide away
for a long time.
Para. Three: Having been kept indoors for so long, Anne grew so crazy about everything to do with nature.
Step 3 Language points
1. add (to) v. 1) to put together with something else so as to increase the number, size, or importance;
2) to join (numbers or amounts ) so as to find the total.
eg: The fire is going out; will you add some wood?
The snowstorm added to our difficulties.
Add up these figures for me, please.
2. ignore v. to take no notice of; refuse to pay attention to
eg: His letters were ignored.
Even the best of men ignored that simple rule.
My advice was pletely ignored.
3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到
eg: The boy's poor health concerned his parents.
He is concerned for her safety.
The news concerns your brother.
He was very concerned about her. 4. loose adj. not firmly or tightly fixed. She wore loose garments in the summer.
I have got a loose tooth. Some loose pages fell out of the book.
5. purpose n. [C] an intention or plan; a
person’s reason for an action. What is the purpose of his visit?
The purpose of a trap is to catch and hold animals.
Did you e to London to see your family, or for business purpose?
6. series n. (of) a group of things of the same kind or related in some way, ing one after another or in order.
Then began a series of wet days that spoiled our vacation.
This publishing firm is planning a new series of school textbooks.
They carried out a series of experiments to test the new drug.
7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;
2) n. a person who cheats; dishonest persons
They cheated the old woman of her house and money.
The salesman cheated me into buying a fake.
He never cheated in exams.
I see you drop that card, you cheat!
I never thought that Sam is a cheat.
8. share 1) vt.&vi. (in\with\ amount\between) to have, use or take part in something with others or among a group.
2) n. (in\of) the part belongs to, owed to or done by a particular person.
The money was shared out between them.
Sam and I share a room.
We shared in his joy.
They always share their happiness and sorrow.
I have done my share of the work.
9. crazy adj. 1) mad ; foolish 2) [+about] wildly excited; very interested
You're crazy to go out in this stormy weather.
John's crazy about that girl.
She is just crazy about dancing.
10. dare v.& v.aux.. 1) + to do; 2) + v
to be brave enough or rude enough (to do sth. dangerous, difficult or unpleasant).
How dare you accuse me of lying!
How dare you ask me such a question?
My younger sister dare not go out alone.
He did not dare to leave his car there.
11. trust 1) n. [U] (in) form believe in the honesty, goodness or worth etc, of someone or something
2) v. to believe in the honesty and worth of someone or something; have confidence in
I have no trust in him.
I don’t place any trust in the government’s promises.
Why do you trust a guy like him?
I trust your wife will soon get well.
12. suffer v. (for) to experience pain, difficulty or loss
I cannot suffer such rudeness.
He suffered from poverty all his life.
My father suffers from high blood pressure.
They suffered a great deal in those days.
13. advice n. [U] opinion given to someone about what they should do in a particular situation 找教案
→v. advise to give advice to
I want your advice, sir. I don't know what to do.
I asked the doctor for her advice.
I f you take my advice, you won’t t ell anyone about this.
He gave them some good\ sound advice.
14. municate v. 1) (to) to make (opinions, feelings, information etc. ) known or understood by others. e.g. by speech, writing or body movements;
2) (with) to share or exchange opinions, feelings, information etc.
Our teacher municates his idea very clearly.
He had no way to municate with his brother.
Did she municate my wishes to you?
We learn a language in order to municate.
Deaf people use sign language to municate.
15. calm 1) adj. free from excitement, nervous activity or strong feelings; quiet
2) n. [U] peace and quiet
3) v. to make calm
You must try to be calm.
The high wind passed and the sea was calm again.
The police chief advised his men to stay \ keep calm and not lose their tempers.
There was a calm on the sea.
She calmed the baby by giving him some milk.
We calmed the old lady down.
Useful expressions:
1. add up to join (numbers or amounts ) so as to find the total.
Add up 3, 4 and 5 and you'll get 12.
Add up your score and see how many points you can get.
If we add these marks up, we'll get a total of 90.
2. calm down
to make or bee calm
Calm down, sir. What's the trouble?
Just calm down, there’s nothing to worry about!
We tried to calm him down, but he keep shouting.
3. be concerned about \with
to worry or interest
My parents are concerned about my studies.
Don’t concern yourself about \ with other people’s affairs.
She’s concerned about his son’s future.
4. go through
1) to suffer or experience; 2) to look at or examine carefully;
3) to pass through or be accepted
The country has gone through too many wars.
The new law did not go through.
Let’s go through it again, this time with the music.
5. set down
1) to make a written record of; write down 2) put down
I have set down everything that happened.
I will set down the story as it was told to me.
Please set me down at the next corner.
6. a series of + pl. & n 做主语时，谓语动词用单数
一连串的，一系列的，连续的
There has been a series of car accidents at the crossing.
These days I have read a series of articles on reading.
A series of TV play is on Channel 1 these days.
7. on purpose
intentionally; with a particular stated intention
He did it on purpose.
“I am sorry I stepped on your toe; it was an accident.” “It wasn’t! You do it on purpose.”
I came here on purpose to see you.
8. according to
as stated by sb. or sth.
They divided themselves into three groups according to age.
Please arrange the books according to size.
According to the Bible, Adam was the first man.
According to her, grandfather called at noon.
9. fall in love
begin to be in love (with sb.)
They fell in love at once; it was love at first sight.
What will he do if his daughter falls in love with a poor man?
They fell in love with each other for years.
10. join in
to take part in (an activity)
They are going to join in the singing.
She started dancing and we all joined in.
Would you like to join in my birthday party?
课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语
部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。
Period 3： Grammar
Step I Revision
Check students' homework.
Step II Word study
This part is a consolidation of the words learnt in this unit. Ask the students to do the exercise independently.
T: Now please open your books and turn to Page 4. First let's learn about language. Use the word they've learnt in this unit to fill in the blanks. Complete the sentences with suitable words in correct forms.
Step III Preparation
Get a pair of students to stand up and act as Anne and Kitty. It's time for the teacher to be the interpreter between them. Encourage both sides to give different sentences, including statements and questions.
Step IV Grammar
The students will learn the use of Direct Speech and Indirect Speech (statements and questions). First try to make clear to the students what direct and indirect speech is, with the help of the practice in Step III. Then give them some examples. At last get
them to summarize the rules of Direct Speech and Indirect Speech (statements and questions).
T: In this part, we are to learn the use of Direct Speech and Indirect Speech (statements and questions). When do we use Direct Speech and when do we use Indirect Speech?
Step V Practice
For Ex 1, get the students to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the students to find out the changes in pronoun forms, word order, adverbials and so on, especially the verb tenses, the underline parts. Ask the students to pay attention to the reporting clause.
For Ex 2, ask the students to do it by themselves, then check.
Step VI Homework
1. Practice of WB (P4
2.1 &P 4
3.2)
2. Ask the students to think out different ways to solve the problems about making friends, preparing the materials about the debate. Get the students to know the problem was that Anne had made a friend in the hiding place the son of another family hiding with them, but her father was not happy about this. The topic is: how do you help to solve the problem between Anne and her father. Do you agree with Anne or her father? Use specific reasons to support your solutions.
课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生掌握直接引语和间接引语(祈使句和疑问句)的相互转化。
Period 4: Listening
Step I Revision
After checking the WB Exx, the teacher asks the students to read the letter on Page 6 first, and then ask them to discuss what was upsetting Lisa.
T: Here is a letter written to Miss Wang of radio by Lisa. Read the letter, please. Try to find out what was upsetting her with your partners, using the indirect speech.
S: Lisa made a friend with a boy in her class. But her classmates said they fell in love. Lisa said she didn't want to end the friendship. Lisa asked what she should do.
Step II Listening (Using language) The students will hear what Miss Wang says, then ask the students to answer the questions, using the indirect speech. At last, get them to spell out the words and fill in the blanks.
T: OK, we've already known the Lisa's problems on making friends. Miss Wang has suggested some possible solutions. Please look at page 6. We 're going to listen to what Miss Wang says, and then answer the questions of Ex 2. Go through the questions quickly.
人教版英语必修一第三单元教案
人教版英语必修一第三单元教案人教版英语必修一第三单元教案 Unit 1 Friendship (1) 课题：Friendship (2) 教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;Reading部分Anne’s Best Friend 以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。 (3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period： Reading The third period: Grammar The forth Period：Listening The fifth period: Writing (4)教学目标：① 知识与技能：Talk about friends and friendship; Practise talking about agreement and disagreement, giving advice and making decisions; Use direct speech and indirect speech; Learn to write an essay to express and support an opinion.
2020年新人教版高中英语必修一《Unit 3 Sports and Fitness》单元教案(附导学案)
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人教版高中英语必修一教案：Unit3TravelJournalLanguagepoints3
必修一Unit 3 Travel Journal Language points 冷静讲课 This is the second teaching period of this unit. We first check the students’homework and off the students to review what they learned during the first period. The emphasis in this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up and Reading. In order to make the students understand these points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, later offer some practices to make the students master their usages. Some words and expressions, such as persuade, insist, care about, give in, are very useful and important. So is the sentence pattern“ It is . . . that/who. . . pay more attention to them and design special exercises. At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well. 教课要点 1.Enable the students to grasp the usages of such important new words and expressions as persuade, insist, care about, give in, etc. 2. Get the students to master the usage of the pattern“ It is. . . that/who. . .” 教课难点 1.Let the students learn th e usage of the word“ insist”. 2.Enable the students to master the usage of the pattern“ It is. . . that/who. . .” and unders long sentences. 教课方法 1.Discussing, summarizing and practicing 2.Cooperative learning 教具准备 The multimedia and other normal teaching tools 教课目的 Knowledge aims 1. Get the students to learn and grasp some important new words and expressions: journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude change one’ s mindcare about give in 2. Get the students to learn some useful sentence patterns: 1)It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends. (It is / was. . . who/that. . . ) 2)Although she didn ’ t know the best way of getting to places,insistedshe that we find the source of the river and begin our journey there. (insist that sb.
高中英语新课标(人教版必修一) 教案 Unit3 Travel journal (The Third Period)
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英语必修一unit3教案
英语必修一unit3教案 【篇一：新人教版高一英语必修1unit3 travel journal 全 单元教案】 unit 3 travel journal i．teaching aims and demands: 1.skill goals: describe a journey. revise means of transportation. the present progressive tense expresses futurity. keep a travel journal to show personal impressions. 2.function sentence patterns---good wishes and farewells have a nice/ good time. have a nice/good time. tare care.good luck on your journey. say “ hello” to …write to me. give my love / best wishes to … have fun. 3.vocabulary: journal, fare, transport, finally, cycle, persuade, stubborn, insist, proper(ly), determine(d), altitude, valley, attitude, shorts, camp, record, topic, familiar, brave, give in, change one’s mind. detail, atlas, glacier, rapids, waterfall, plain, delta, canyon, afterthought. vientiane, laos, phnom penh, cambodia, ho chi minh, vietnam, mekong, tibetan. 4.grammar: the present continuous tense to express future actions. ii.the analysis of the teaching material: 1. warming-up and listening: let students know that travel is very common in modern society. ask them to discuss the fares to get to one place for different kinds of transport. do some listening practice 2. pre-reading and reading: the word has many great rivers. one of them is the mekong. introduce a travel journal---journey down the mekong to students.
高中英语人教版必修一Unit3Sports and Fitness-Living Legends教案
《Living Legends》教学设计 Teaching Objectives: 1.Students can learn to get information through reading with the help of mind maps and analysis forms. 2.Students can learn the way of expressing their own opinions and how to support the ideas in both speaking and writing. 3.Students can know the qualities of great/influential people. Focuses and Difficulties: 1.To make sure the students understand the structure of an essay in which opinions are expressed. 2.To make the students use the qualities they learned in the class to describe people they admire. Teaching Preparations: Multi-media, videos, worksheets 教学环节Steps 教师指导与学生活动 Teaching Activities 设计意图 Intention 1. Lead-in 2. Fast Reading 1. Lead-in 1. Teacher plays a video clip of the film
高中英语人教版必修第一册 Unit 3 Sports and Fitness 阅读课教案
Living Legends阅读课教案 1.Teaching Objectives ●Language ability: Students can understand the meaning and master the usage of some words and phrases. ●Learning ability: Students can improve their ability to analyse the structure of the article and learn how to write sports legends. ●Thinking quality objective: Students can realize the importance of sports and do more exercise in their daily life. ●Cultural consciousness objective: Students know famous athletes from different countries and broaden their horizons 2.Teaching Key and Teacning Difficult Point Teaching key points : Students can understand the meaning and master the usage of some words and phrases. Teaching difficult points : Students can improve their ability to analyse the structure of the article and learn how to write sports legends. 3.Teaching Procedures Step 1 Lead-in (5 minutes) ●Show the students some pictures of famous athletes and ask if you know who they are. ●Ask students “Who is your favourite athlete? Why?Could you introduce him/her briefly?”(Justification:this step can attract student’s interest and introduce the topic.)
人教版高中英语必修一unit3 教案
Unit 3 Travel journal 目标认知 重点词汇 transport, prefer, disadvantage, fare, flow, persuade, care, graduate, schedule, determine, although, insist, view, reliable 重点短语 ever since, give in, be fond of, make up one’s mind, put up, dream about 重点句型 1. once引导状语从句 2. get sb./sth. done 3. 主语+ be + adj.+ to do sth.句式 4. 强调句型 知识讲解 重点词汇 1、transport 【原句回放】Which kind of transport do you prefer to use: bus or train? 你愿意用哪种交通方式：汽车还是火车？ 【点拨】transport n. & vt. 运送，运输 常用搭配：transport... (from...) to... 把……（从……）运送到…… Blood transports oxygen around the body. 血液把氧气输送到全身。 Air transport is more expensive than road transport. 航空运输比公路运输要贵。These goods will be transported to the USA by ship. 这些货物将用轮船运到美国。【拓展1】transportation n.运输，交通工具 【拓展2】transport，traffic 1. transport作“交通”讲，指运输工具。 2. traffic作“交通”讲，指路上的行人、车马等数量的多少。 traffic jam 交通堵塞 【拓展3】前缀trans-
人教版高中英语必修一unit3教案
高三英语组教案 必修一Unit 3 Travel journal Review plan Background information School: Kai Yuan Middle School Teacher: zhang keli Students: 34 senior high school students, Class 16, Grade 3 Material: review of unit 1 Friendship, New Senior English f or China Student’s Book 1 Type of lesson: review Lesson duration: 40 minutes Date: Aids: Learning material, PPT, whiteboard, textbook, chalk, blackboard, Contents Review and exercise Objectives 1）students can recognize the Chinese meaning of the words of unit3 2）students can use some important words, phrases and sentences pattern to make sentences.(for example: prefer sth. to sth,persuade sb to do sth, persuade sb into doing sth 3）students can distinguish some important phrases’ meaning(burst, give 系列) 4）students can develop the ability to finish grammar filling by doing blank-filling during class. 5）Students can develop the good habit of preview. Focal points 1）students can use some important words, phrases and sentences pattern to make sentences.(for example: prefer sth. to sth,persuade sb to do sth, persuade sb into doing sth 2）students can develop the ability to finish grammar filling by doing blank-filling during class. 3）Students can develop the good habit of preview. Difficult points 1）students can develop the ability to finish grammar filling by doing blank-filling during class. 2）Students can develop the good habit of preview. Period1： Step 1：lead in (ask students the question, let them say it one by one) T: Do you like traveling? Why do you like traveling? Enrich our knowledge Make friends Be good to health T:You will go to some places for a holiday, what kind of transport does you prefer to use? Why? by train by car by plane/ air by ship/boat/sea the advantages and disadvantages Step2: check students’ memory one by one (before class ask students preview the words of this unit)(5mins) 核心单词 1.n．& vt.运送；运输 2.vt.说服；劝说 3.adv.最后；终于 4.n．时间表；进度表vt.为某事安排时间 5.n．弯；拐角vt.使弯曲vi.弯身；弯腰 6. n．态度；看法
高中英语人教版(2019) 必修第一册 Unit 3 教案
必修一Unit3 Reading and Thinking 【Teaching Objective:】 1.Enhance sports-related vocabulary and idiomatic expressions commonly used in sports contexts. 2.Enable students to understand and appreciate the achievements and resilience of Lang Ping and Michael Jordan as living legends in sports. 3.Develop students' critical thinking and analytical skills while reading the article. 4.Foster a sense of admiration and motivation for sports and personal growth.【Teaching Key and Difficult Points:】 Key Point: Understanding the achievements and challenges faced by Lang Ping and Michael Jordan in their sports careers. Difficult Point: Encouraging students to connect the legends' determination and perseverance to their own lives and challenges. 【Teaching Procedure:】 Step1.Warm-Up Ask students to name their favorite athletes or sports stars and share the reasons for their admiration. Discuss what qualities make a sports legend and the impact they have on society. Step 2. Pre-Reading Introduce the topic of "Living Legends of Sports" and the two athletes, Lang Ping and Michael Jordan. Show images of them in action and ask students to make predictions about their achievements and challenges based on the pictures. Step3. While-Reading Activity 1: Legends' Achievements and Challenges Divide the class into two groups, with each group assigned to one athlete.
Unit3ReadingforWriting教案-高中英语人教版
2019新人教必修一Unit3Sports and Fitness Reading for writing教案 Write a page in a wellness book Teaching objectives: 1.Students will be able to figure out the organization and language features of a page in a wellness book and write a page in a wellness book. 2.Raise their health awareness and develop healthy life habits. Teaching key points: 1.Analyse the organization and language features of a paper in a wellness book. 2.Learn how to write a page in a wellness book. Teaching difficult points: Enable students to write a page in a wellness book. Teaching methods: Task-based teaching method Exploring study discussion method Teaching procedures: Step 1: warming up T: Boys and girls, have you noticed that I have changed a lot recently? I mean, do you think I look slimmer? Ss:Yes, definitely. You look more beautiful. How can you manage it? T: I began to take exercise three months ago. And physical activity does benefit me much.Now I feel more energetic and confident. Today,let’s read an article and see how she has changed. Step2:Reading for main ideas Please find out the topic sentence of each paragraph.（红色部分为学生在各段落找的主题句）
人教版英语必修一Unit 3(Journey Down the Mekong--the Dream and the plan)教案
Teaching Plan for Journey Down the Mekong--the Dream and the plan By Yue Liu Teaching contents Unit 3 Travel journal Period 1 Reading. Journey down the Mekong Teaching aims 1.Knowledge aims After the lesson,students could know how to use the pattern It is(was)... that(who)....; They could know some words such as determined/make up one’s mind/stubborn/glacier/valley rapids/plains . 2.Ability aims Students could make a little improvement in their reading skills to look for the details. 3.Emotion aims To help the students know the author’s attitude s towards difficulties and tell them the right way to make a dream come true. Teaching Key points & Difficult points 1. It is(was)... that(who).... 2.Questions in task two and task three are difficult for them to finish,so some clues are given to help to finish them successfully. 3.There are too many new words for them ,so the tasks must be designed carefully to help them understand and get the hang of the clue of the passage. 4.To get most of the students involved in the class. Teaching methods Situational teaching method、Task based teaching method、Communicative teaching method 1.Situational teaching method. A video is used to bring the situation into life. 2.Task based teaching method. To understand the passage by doing some tasks in classes and after-class designed tasks. https://www.wendangku.net/doc/5119338590.html,municative teaching method. A lot of smiling faces are used to encourage them to cooperate and compete with each other. Teaching procedure Step 1 Warming up 1. Show some pictures of the rivers 2. Divide the students in 3 groups and name them after the names of the rivers. 3.Watch a video about the Mekong River 【Purpose】To arise the interests among students in the text.
高中英语人教版必修第一册Unit 3 Listening and Talking 教学设计-
Listening and Talking 教学设计 基本信息科目英语年级册 次高一必修 一 版本单元人教版 Unit 3 姓名学校 教学内容分析【What】 本节课的话题是表达你对体育精神的看法voice your opinion on sportsmanship。该话题属于主题语境--人与社会（文学、艺术与体育）。子话题为体育活动、大型体育赛事、体育与健康、体育精神。 听力文本采用对话形式，介绍了三名来自不同国家的中学生就一次田径比赛中，在最后一圈进入百米冲刺时，一个女孩是否应该放弃夺冠去帮助意外她摔倒的竞争对手的不同观点。 整段对话可以分为两个部分。第一部分是事件回顾部分，曹静首先向莉莉和麦克斯介绍了昨天体育运动会上，在某女子赛跑比赛中最后100米冲刺时，一名对手摔倒了，同她竞技的一个女孩放弃了夺冠的机会，而去帮助这个摔倒的对手的事件。第二部分观点讨论部分，曹静认为这个女孩在最后100米冲刺时，放弃夺冠的机会而去帮助摔倒的竞争对手的做法体现了无私的助人精神，这比赢得比赛还要重要。而莉莉和麦克斯则持不同观点，莉莉认为竞争对手在比赛中摔倒而失去比赛机会，固然很糟糕，但这恰恰是竞技体育的的一部分。如果一个运动员是为国家荣誉而赛，那她考虑的就应该是支持她的粉丝和国家荣誉。对此迈克表示非常赞同，迈克认为一个参赛选手在努力训练后，就应该竭尽全力去获得胜利。曹静表示理解莉莉和麦克斯的观点，但是她仍然坚持自己的看法。 【Why】 本课听力文本真实、典型，有助于学生理解体育竞争的残酷性，并激发学生思考什么是真正的体育精神。在发展语言技能的同时，有助于提高学生分析问题和解决问题、批判与创新的能力。 【How】 对话以曹静询问莉莉和麦克斯是否知道昨天田径赛场上发生的事为切入，此处曹静使用反义疑问句You saw the race yesterday, d idn’t you?来求证事实。曹静讲述了在昨天的田径比赛中，一个女孩在最后一圈进入百米冲刺时，放弃夺冠去帮助意外她摔倒的竞争对手事迹。曹静称赞这个女孩的行为that is what was so cool!，而莉莉和麦克斯则表示难以赞同她的做法，他们分别使用I don’t agree, I don’t think so等功能语表示反对。莉莉从体育比赛的竞赛价值观it is just part of the race和荣誉感what if an athlete is competing for her country?出发表示反对，麦克斯使用副词exactly表示赞同莉莉关于体育比赛的竞赛价值观的看法。曹静能理解莉莉和麦克斯分析问题的角度I see what you mean，但仍然坚持自己的看法。 在本段对话中，作者采用了以下的词汇语法手段。1）使用词块准确描述情境和表达观点：on the final lap, get up, finish the race, part of the race, do your best, make sense, what if, compete for, think about, come first。2）使用反义疑问句求证事实，维持交际：y ou saw the race yesterday, didn’t you? So the other girl won, did he? 3）使用比较级和最高级比较观点和强调观点：It is more important
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