最新英语教案高一必修三unit1模板1
一、教学内容 Pre-reading; Reading; Comprehending
二、教学目标
在本节课结束时，学生能够
l 认识节日的分类以及节日对人们生活的影响，从更深入的层面理解各国节日的意义。
l 运用略读(skimming)、找读(scanning)、细读(careful reading)等阅读技巧来掌握篇章中心内容，获取阅读文章中的关键信息。
l 根据上下文，理解本课的生词、词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night。
三、教学步骤
步骤一 略读(skimming)
1.学生看Reading中的图片和标题，两人一组讨论阅读材料中将介绍什么信息，完成Pre-reading的练习2。鼓励学生在班内发表个人的见解。
2.老师指导学生快速浏览文章中的小标题和每个自然段的首句，了解文章大意，即不同的节日或庆典类型代表着不同的含义，有些是纪念死者的，有些是纪念着名人士的，有些是庆祝冬天的结束春天的播种、秋天的丰收、以及猎人猎到猎物等等。
教学意图：快速浏览图片、标题信息、文章中的小标题和每个自然段的首句进行略读，可以使学生在较短时间内准确地找到文章的基本信息。
步骤二 找读(scanning)
1.老师先让学生看“理解”中的练习1，了解节日的分类，老师可做必要的解释。
教学意图：学生在把握了节日的分类后，他们在完成下列各环节时更有针对性。
2.让学生带着练习1中的任务通读一遍课文，重点阅读和练习有关的内容，快速找出练习所要求的基本信息。
教学意图：通过找读，学生带着任务就可以快速获得练习1所要求的关键信息。
3. 在老师的指导下，全班合作填写练习1表格中的第一行。然后，老师要求学生独立完成余下的三行表格的填写。学生完成表格的填写后，老师作点评。
教学意图：学生在第一环节中完成了节日的分类、第二环节中找到了练习1中的关键信息后，学生在本环节进一步整合信息，完成练习1表格的填写。
步骤三 细读(careful reading)
1. 学生仔细阅读课文，独立完成Comprehending中练习2的问题1~3，然后请几个学生回答，最后全班核对答案。
教学意图：练习2中的问题1~3较4~5简单，通过细读全文，学生能够独立作答。
问题1~3的参考答案：
1) Festivals of the dead are for hornouring or satisfying dead ancestors or others, who some people believe might return to help or harm living people.
2) Autumn festivals are happy events because people are thankful that food is ready for winter and the hard farm work is finished.
3) At spring festivals, people usually have dances, carnivals and other activities to celebrate the end of winter and the coming of spring.
2. 学生4人一组讨论问题4~5，然后每组选出一名代表，汇报讨论结果，最后老师给予指导并得出尽可能一致的意见。
教学意图：问题4~5是开放性的问题，通过讨论，学生可以根据文章的线索进行推理，根据已有的知识和经验得出问题的答案。在汇报中，学生就能够分享彼此的成果。
问题4~5参考答案：
1) It is important to have festivals and celebrations so we can enjoy life / be proud of our customs / forget our work for a little while.
2) The Chinese, Japanese and Mexican festivals of the dead all have customs to honour the dead. The Chinese and Japanese go to clean their ancestors’ tombs.
步骤四 归纳内容、对比
完成练习3~4的深层次的阅读理解任务：
老师要求学生探讨课文的整体结构和细节，从每个自然段中找出练习所需的具体的例证。然后老师指导学生完成表格的第一行。学生仿照第一行的填写方法，完成表格其它行的填写。在老师帮助下全班同学一起核对答案，力争取得较一致的意见。
教学意图：通过本环节的学习，学生能够体验归纳、总结、对比的学习过程，同时，为完成后续的写作任务做铺垫。
步骤五 解决阅读中学生遇到的困难
老师要求学生朗读课文。然后4人一组根据上下文讨论在阅读中遇到的难以理解的单词和词组，如feast, gather, belief, dress up, play a trick on, admire, poet, look forward, day and night等，先是组内探讨解决，组内解决不了的，老师给予帮助。
教学意图：解决阅读中的障碍，培养学生根据上下文进行猜词的能力。
步骤六 归纳整理、复述课文
1. 老师事先用投影呈现出本课信息图，学生在老师的引导下，共同完成信息图中的信息填写，选一名学生填写投影中的信息图(可用词或短语)。然后学生根据“信息图”用自己的话复述课文：
教学意图：教学生如何处理和加工信息，检查学生对课文中的主要信息、事实、情节要点等是否清楚，训练学生灵活运用所学语言表达自己的思想。
步骤七 作业
让学生把复述的内容写成短文。
教学意图：进一步加强学生对课文中主要内容的掌握，培养学生写summary的技巧。
最新英语教案高一必修三unit1模板2
Step I.Revision
Check the homework with the whole class.
Step II. Warming up
Ask the students to read the instructions and make sure they know what to do, and then have a discussion about the two pictures.
T: Today, before we begin our reading, I’d like to ask you a question, “What is the biggest sound you have heard in your life?”
S1: The sound of wind that blew in a winter night when I was very young. It sounded like a ghost who was howling. I was very frightened at that time.
S2: The biggest noise was the one that I heard when my neighbor was quarrelling with his wife. Perhaps, they broke their TV set.
T: That’s too terrible.
S3: The noise when planes take off.
S4: The sound of trains.
T: Good! I agree that all of them are big sound. But did you once heard the sound that the heaven falls and the earth cracks, in Chinese it is 天崩地裂?
Ss: No, we have no chance to hear that.
T: If there is a sound like this, what is it?
S5: When someone hears something unexpected and terrible. For example, when one of his loved families dies, he will feel this sound.
T: Terrific! You are using a literary way to express the sound.
S6: When an earthquake happens.
T: Great! I have waited for this answer for a long time. Today we’ll learn something about earthquakes. I think most of us have heard of earthquakes. Can you imagine how terrible it is ?
S7: The earth is shaking . All the buildings will fall down.
S8: Many people will die. And perhaps many children will lose their parents.
T: Yeah, earthquakes are disasters to everybody. Now look at the two pictures of Tangshan and San Francisco. Can you describe what you see in the pictures?
S1: Tangshan is a beautiful city. It has beautiful gardens, broad roads and some tall buildings.
S2: From the picture of San Francisco,I can see that it is a very big city. There are many tall buildings thickly standing on the earth. I think the population of the city is very large.
T: Good! What will happen if there has been a big earthquake in these two cities? Work in pairs and discuss it. Then I’ll ask so me of you to show your opinion.
Step III.Pre-reading
There are two questions in this part. Both are very interesting. The first one c
an more or less reveal the students’ values; while the second one can enlarge their imagination. No matter what their answers are, as long as they have given careful thoughts to the situations, their answers should be good.
T: Now, let’s look at the pictures. What are the predictions of an earthquake?
S1: Before an earthquake animals will become nervous. Cows, pigs, horses and dogs will be upset. And people can see mice running about. If the earthquake happens during winter, people can even see snakes.
T: Terrific! Where did you get this knowledge?
S1: From geography. I like it.
T: good. Sit down please.
S2: Madam, I don’t know the meaning of the picture with two women.
T: It doesn’t matter. You will know it soon after reading our text. OK. Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what will it be?
S3: I’ll take all my money. People can’t live without money.
S4: I will take as much water as possible. Because it is said that people can keep alive for nearly 7 days by drinking without any food
S5: In that case, I’d rather take some apples, so that besides drinking, I can also eat.
S6: I will carry my grandma. She is my most loved person in this world. She brought me up.
T: What a dutiful child you are! I’m very glad to hear that. Sit down please! It seems that all of you know what you should do during an earthquake. OK. Let’s read our text, and see what it tells us.
Step IV.Reading
In this part, teacher should ask the students to read the passage quickly for the first time to get the general idea of the passage. Ask them to pay attention to the first sentence of each paragraph. This can help them finish exercise3 in Comprehention. It is about the main idea of each paragraph. Then ask them to read the text again carefully to obtain some details. Before reading for the second time, show some questions on the screen, and let the students read the questions first. These questions can guide them to have a good understanding about the text. They can also make preparations for Exs1-2,which are about details.
Skimming
T: At first I’d like to read the text quickly to get the general idea of the article. While reading, you should pay attention to the sentence of each paragraph.
T: Have you got the general idea of the text?
Ss: Yes.
T: What is it?
S1: There is no quick answer to this question . Are you suggesting us that the general idea is the mixture of the first sentences of each paragraph?
T: Sure.
S1:OK. That’s easy. The main idea of the passage is some signs of the earthquake, and what would happen during the quake.
T: Good, sit down please. In fact, while we are answering the questions, we have involved the sequence, the functional item for this unit. (Teacher writes the word on the blackboard ) Do you understand the meaning of the word?
Ss: No.
T: Sequence means the order of the events. It can tell us which event happens first, and which happens later. Do you know the sequence that is used in our text?
S3: Yes. At first, the text tells us something that happened before the quake, then it tells us the things that happened during the quake and at last it tells us the things that happened after the earthquake.
T: Quite right! Now please look at the screen, these are the first sentences of each paragraph. Read them and think if they are the main idea of the text. If necessary, you may make some changes to make more exact.
Teacher shows the screen and gives a little time to think it over.
1.Strange things were happening in the countryside in the northeast Hebei.
2.The disaster happened and caused a lot of loss.
3. All hope was not lost.
Careful reading
T: Now, it’s time for us to read the text carefully. But before reading, you should read some questions first. These questions may help you get some information quickly and easily. Now look at the screen, and read the questions.
Show on the screen
1.What natural signs of a coming disaster were there?
2.Can you think of some reasons why these signs weren’t noticed?
3.What events probably made the disaster worse?
4.What situations probably made the disaster worse?
5.How were the survivors held?
Step V. Extension
Show the questions on the screen.
1.From whose point of view are events described? How do you know?
2.What is the mood of this passage? How is it created?
3.Why do you think the writer chooses to express his feelings about the quake rather than simply reporting what had happened?
4.Why is the title A NIGHT THE EARTH DIDN’T SLEEP?
5.What does the sentence “Slowly, the city began to breathe again.” mean?
Answers:
1. He uses third-person to describe the quake. His description is very objective. For example, the second sentence in the third paragraph. The writer says: “Everywhere they looked nearly everything was destroyed.” The writer uses they instead of we.
2.The mood is serious and a bit sad. It is created by giving details of how many people and animals were killed or injured, and how many buildings were destroyed.
3.Although the writer was not there, he felt sad for the people of Tangshan. He knows that some personal feelings will make the reading more interesting.
4.I think the reason is that, as usual, night is the time to sleep, and night should be safe and quiet. But that night everything changed. The writer uses A NIGHT THE EARTH DIDN’T SLEEP as a title to show how terrible and how unusual the night was.
5.Here we can see that the writer compared the city to a person who suffered a lot in the disaster. He felt her pain, and he worried about her. So when he said that people came to help her, we can feel his feelings to the city. The city will not die, she has hope and she can recover from the pain.
Step VI Comprehending
Answers to E_1-3
1.1. C 2. E 3.B 4.D 5.A
2.1. The walls of the villages wells had cracks in them.
2 .Roads got huge cracks
3. Brick buildings were destroyed.
4. The army helped the survivors.
5. Shelters were put up for those with no homes.
3.1. Strange things were happening in the countryside in northeast Hebei..
1.The disaster happened and caused a lot of loss.
2.All hope was not lost.
Step VII Homework
课后反思：总体感觉上，本节课上得比较成功，心情愉快。基本上完成了教学任务。学生们不但对地震有了一定的了解，而且能用英语进行简单的描述。但是同学们在讨论、汇报、回答问题时词汇单一，句式多是中国方的英语。在今后的教学中要加强语句表达方面的训练。
最新英语教案高一必修三unit1模板3
一、教学目标
知识目标
1. Get students to learn some useful new words and expressions in this part.
2. Get students to read the play.
3. Let students learn the expressions of ordering food.
能力目标
1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. Enable students to understand and act out the play.
3. Have students learn how to use the expressions to order food.
情感目标
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
二、教学重点
1. Develop students’ reading and speaking skills.
2. Let students read and act the play.
3. Have students learn to use the expressions to order food.
三、教学难点
1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.
2. Get students to act the play.
3. Have students make a dialogue at the restaurant.
教学过程
→Step 1 Revision
1. Check the homework exercises.
2. Ask two students to retell the content of Act I, Scene 3.in their own words.
→Step 2 Warming up
We have learned that Henry got a letter from the two old brothers ,so please predict what will happen next.
→Step 3 Reading
1. Read the play fast to understand the gist and decide whether the following statements are true or false.
1)The owner looked down upon Henry when he noticed Henry’s appearance.
2)Henry asked for more of the same food because he is an American who like to eat a lot.
3)When Henry saw the million pound bank note, he was happy and proud of it.
4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.
2. Read the play carefully and do the following:
1)Answer these questions in small groups.
(1)Whose behavior changes the most during this scene? Give examples.
(2)What kind of person is the owner of the restaurant?
(3)Why do you think the owner of the restaurant gave Henry a free meal?
2)Pay much attention to the different attitudes towards Henry.
Before Henry shows his million pound bank note:
Owner Hostess Waiter
That one’s reserved.
Well, we will have to take a chance.
. . . if you pay the bill. . . My goodness! He eats like a wolf.
It’ll cost a tiny bit.
Again, everything?
What’s there to wait for?
After Henry shows his million pound bank note:
Owner Hostess Waiter
I’m so sorry, sir, so sorry.
Oh, please, don’t worry, sir. Doesn’t matter at all.
Just having you sit here is a great honor! . . . bow. . . Screams
And you put him in the back of the restaurant!
bow
. . . bow. . .
3. Retell the story:
With the envelope in hand, Henry decided to enter a restaurant for a meal. He ordered some ham and eggs and a nice big steak together with a tall glass of beer. The waiter told him the meal would cost him a tiny bit. After eating his first order, Henry asked for more of the same.
When Henry opened the letter, he found it was a million pound bank note. He was surprised but the owner and the waiter were shocked. The owner was not sure if it was genuine or fake. They couldn’t believe Henry who was in rags could be so rich. At last, the note was proved to be real.
After knowing that the bill is genuine, the owner thanked Henry again and again for his coming to his little eating place and even asked Henry to forget the bill . The owner, hostess and waiter all bowed together as Henry left.
→Step 4 Language points
1.order n. 要(叫)的菜 eg. May I take your order?
n. 顺序，次序 eg. The books are arranged in order of size.
n. 命令 eg. Soldiers must obey orders
v. 命令 eg. The officer ordered his soldiers to march
v. 预定，预购 eg. I have ordered a steak.
2.take a chance 碰运气
Eg. As for whether he will win the game or not ,we must take a chance .
Maybe true love is a decision, a decision to take a chance with somebody.
也许真爱只是一个决定，一个与某个人一起冒险的决定。
3. genuine adj 1)真正的，真实的，名副其实的;非人造的，非伪造的
Eg. Her wedding ring is made of genuine diamond.
她的结婚戒指是真正的钻石做得。
2) 真诚的，真心的，诚实的
My genuine friend is not such right?
我真正的朋友不是这样的对吗?
3. Well, I did hear that the Bank of England had issued two notes in this amount. . . Anyway, I don’t think it can be a fake.
我确实听说英格兰银行发行了两张这样面值的钞票……不管怎样, 我觉得这不可能是假钞。
助动词do或其他形式does, did在肯定句中用于谓语动词前, 表示强调。例如:
I did tell him what I thought of.
我的确告诉过他我的想法。
can表示推测, 与主句中的not结合在一起, 表示“不可能”。例如:
It can’t be Jim. I know him too well.
不可能是吉姆, 我太了解他了。
5. But he’s in rags! 但是他穿得破破烂烂的。
介词in后面接表示颜色或衣物等的名词时, 意思是“穿着; 戴着”。例如:
The girl in green is a good friend of mine.
穿绿衣服的女孩是我的一个好朋友。
in rags衣衫褴褛
The old man in rags used to be very rich.
衣着褴褛的那位老人过去很富有。
6. As for the bill, sir, please forget it.
至于账单嘛, 先生, 请把他忘了吧。
as for: with regard to至于; 关于
As for you, you ought to be ashamed of yourself.
至于你, 你应该感到惭愧。
As for the hotel, it was very uncomfortable and miles from the sea.
至于旅馆呢, 非常不舒服, 而且离海边有好几里地
→Step 5 Acting
1. Ask students to listen to the tape and role play the text. Remind them to remember that Henry has an American accent while the owner, the hostess and the waiters all have British accents. Let them pay more attention to correct pronunciation and intonation.
2. Have as many groups as possible to act out the play in front of the class.
→Step 6 Speaking
1. Ask students to read Act Ⅰ, Scene 4 again and underline all the expressions used to order food. Read them aloud.
2. Show the following form on the screen. Let students read the expressions aloud, and make sure they understand their Chinese meanings.
WAITER/WAITRESS
Can I help you?
I’ll take your order in a minute.
Are you ready to order, sir/madam?
What would you like. . . ?
Enjoy your meal!
Here’s your bill.
Here you are. CUSTOMER
I’d like. . .
I’ll have. . .
Do you have. . . ?
What do you suggest?
I’ll have that.
The bill, please.
Can I have the check, please?
2. Suppose the situation: Now imagine you are having a good meal in a restaurant. Make a dialogue with your partner, who acts as a waiter/waitress.
3. Give several minutes for the students to prepare their dialogues in pairs.
4. Ask as many pairs as possible to present their dialogues to the class.
→Step 7 Extension
Many people are crazy about buying lottery tickets (彩票). What do you think of it?
● What kind of role do you think money plays in our daily life?
● Is money everything?
Suggested Answers:
Money is not everything.
Money can buy a house, but not a home.
Money can buy a bed, but not sleep.
Money can buy a clock, but not time.
Money can buy a book, but not knowledge.
Money can buy you a position, but not respect.
Money can buy you medicine, but not health.
Money can buy a friend, but not love.
Money can buy you blood, but not life.
→Step 8 Homework
1. Learn the useful new words and expressions in this part by heart.
2. Act out the play.
教学反思
这节课的目的在于提高学生的阅读技巧，同时运用语言的能力，重点掌握在餐馆中可能遇到的口语交际语言。这堂课的效果不错，学生积极参与，但是，由于学生的语言储备不够，所以在口语训练环节不是很流畅。很多学生不敢开口说英语，因此在以后的教学中，应该尽量帮助学生开口说，帮助他们创造一定的语言环境。
最新英语教案高一必修三unit1模板4
1.让学生了解地球的形成和发展
2.让学生体会并掌握各种阅读技能和技巧
3.通过文章学习使学生认识地球对人类的重要意义，增强保护地球的意识。
Key points and difficulties：
1，通过阅读了解地球的发展历程
2，掌握不同的阅读技巧，提高阅读能力
Teaching procedures：
Step 1 Lead-in
Let students do a puzzle ---------the earth
A puzzle
It looks like a ball but you can’t play,
It is our home but so big,
It is round but we usually think it is flat.
It moves anytime but no one feels.
设计说明：展示该谜语，并让学生齐读，然后猜出答案--地球。利用齐读的方式使学生精神振奋，通过猜谜语激发学生的兴趣导入新课。
Step 2 Pre-reading
A. Let students enjoy the beauty of the earth.
B. Questions:
1, How did the earth come into being?
2, In China, there are some stories about the beginning of life.
Do you know?
设计说明：通过图片让学生感受地球，产生热爱地球家园的体验，同时让学生产生了疑问，地球是怎么形成的，顺利过渡到下一部分。
Step 3 Fast-reading
1, Let students read the text quickly and then answer the following questions.
(1) According to the text, how did the universe begin?
(2) What is the fundamental to the development of life?
(3) Where did life first begin, on the land or in the sea?
(4) Which kind of animal has become the most important animals on the planet today?
设计说明：设计几个较为简单却有关全局的问题，让学生带着问题快速搜索所需信息，锻炼学生快速阅读的能力。让学生迅速把握文章的脉络，为接下来的仔细阅读活动打下基础。
2, Let the students read the text again and then finish the following exercise
Para1 a, the development of life
Para2 b, the important of water
Para3 c, the most important animals on the planet
Para4 d, the formation of the Earth
Para5 e, the “Big Bang”
设计说明：在上一活动的基础上，通过此连线题进一步考察学生在规定时间内把握语篇大意和各段中心大意的能力。
Step 4 Careful-reading
1, Analyzing read the text and fill in the blanks
How life began on the earth
设计说明：在学生对文章的内容已经有了比较全面的了解后，用图表的方式让学生重新构建文章的主要内容。形式简单、明了，便于知识的掌握和系统化。
2, Reading and answer the following questions.
1. Why was the earth different from other planets?
2. Why did the plants grow before the animals came?
3. Why is it wrong in films and stories to show dinosaurs and people together?
4. What problem is caused by human beings?
Step5 Consolidation
Retell how life began on the earth according to key words
最新英语教案高一必修三unit1模板5
一。 动名词做主语的用法
动名词做主语往往表示经常性、习惯性的动作， 在口语中也可以表示具体的动作。如：
Seeing is believing. Helping her is my duty. Talking mends no holes.
空谈无济于事。
Working with you is a pleasure. 和你一起工作是一种乐趣。
动名词做主语和不定式做主语一样，也可以用it作形式主语。如：
It's rather tiring walking around in a city.
不定式做主语往往表示具体的特别是将来的动作。如：
It's no use crying over spilt milk.覆水难收。
He realized that to go on like this was wrong.
二。 动名词作宾语的用法
1.有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受)， consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,
imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)， pay attention to, practice, put off, stick to, suggest等等。
Doing morning exercises is good for your health. 做早操对你的健康有好处。
Her shoes wants mending. 她的鞋该修理了。
注意： 当 need, want, require, worth后面接doing也可以表示被动。
Your hair wants cutting. 你的头发该理了。
The floor requires washing. 地板需要冲洗。
I have finished writing this book.我已经写完这本书了。
2. 在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如：
We don't allow smoking here. We don't allow anybody to smoke here.
3. 动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：
The window needs/requires/wants cleaning/to be cleaned.
4. 在begin, continue, love, like, hate, prefer, intend, start后用动名词和
用不定式作宾语均可，意义没有多大区别。
5. 动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。
forget, regret, remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。
Period9-10 writing and checking the answers of the exercises
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