高中英语必修三教案

Unit 1 Festivals around the world Ｉ．单元教学目标

II．目标语言

III. 教材分析与教材重组

1. 教材分析

本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固

运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。

1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。

1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。

1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。

1.4 Comprehending是考察对阅读内容的进一步理解。

练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。

练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。

练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。

1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。

1.6 Using Language 是英语听说读写的全面运用的练习。

1.6 ①Listening 是课文的延伸，通过听几位学生参加Trinidad Carnival 节日游行的两段对话，使学生体会参加节日游行的真实情景，既训练听力一通过问题训练了他们的分析能力。

1.6 ②Speaking 分为两部分。第一部分通过电话突出交际用语功能的训练；第一部分让学生编对话，可以按自己的想象、经历为内容，训练思维和表达能力。

1.6 ③Reading 是发生在情人节的一个令人伤心的爱情故事，其中又插入了一个“七巧节”的故事。阅读后的讨论不仅帮助学生理解文章主旨大意，更重要的是让学生学会寻求解决问题的方法。

1.6 ④ Writing 的任务是写一个与文章结尾不同的结局。旨在让学生通过思考写出自己的想法，尝试自己解决问题。

总之，通过本单元的系统学习，让学生了解世界各国的节日及民俗，学习有关节日的词汇，并能够丰富语言知识，提升用英语表达观点的能力。

2. 教材重组

2.1 口语从话题内容和功能上分析Warming Up 与Workbook中的Listening和Talking相一致，旨在启发学生讨论、思考并引出本单元关于节日的话题，可以整和成一节任务型“口语课”。

2.2精读可将Pre-reading、Reading、Comprehending三个活动整和成一节“阅读课”。

2.3语言学习将Learning about Language与Workbook中的Using words && expressions Using structures结合在一起，上一节“语言学习课”。

2.4听力可将Using language中的Listening与Workbook中Listening和Listening task放在同一节课中处理，上一堂"听力课"。（Using language中的Speaking可视听力时间而定，可课上处理亦可留做课下作业下堂课提问。）

2.5. 泛读可将Using Language中的Reading &&Writing和Workbook中的Reading Task上成一节"泛读课"。

2.6 复习、写作可将Workbook中的Speaking Task 和Writing Task 上成一节复习写作课。（Workbook中的Project && checking yourself, 可视学生水平安排在本堂课或留做作业。）

3. 课型设计与课时分配(经分析教材, 本单元可以用六课时教完。)

1st period S peaking

2nd period Reading

3rd period Learning about Language

4th period Listening

5th period Extensive Reading

6th period Writing && Consolidation

IV. 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target language 目标语言

a. 重点词汇和短语

take place, lunar, festivals, Army Day, Christmas,

dress up

b. 交际用语

Express one’s opinion:

In my opinion, ...

I believe ...

I think that ...

Expressions used in the shops:

Would you like...? Could I have...?

Might I offer help...? May I see...?

You should try...? Could we look at...?

Can you suggest...? We might take...?

2. 能力目标

Enable the students to talk about Chinese festivals and customs in English and get to know some information about foreign festivals.

3. 学能目标

Enable the students to learn how to talk about Chinese festivals and customs.

Teaching important points 教学重点及难点

How to talk about the Chinese festivals and social customs at festivals and how to offer and request the items you need in shops.

Teaching methods 教学方法

Elicitation, discussion, listening, pair work.

Teaching aid 教具准备

A computer, a projector and a tape recorder

Teaching procedures && ways 教学过程与方法

Step I Leading in

T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?

Ss: Yes. Of course!

T: When did you feel most happy and excited?

Ss: At the Spring Festival.

T: Who can tell us why? V olunteers!

S1: Because it’s the most important festival in our country.

S2: Because I got much lucky money from my parents,

grandparents and my relatives.

S3: Because I needn’t study at festivals and there was lots of delicious food to eat. How great!

S4: Because I met my cousins and old friends who I hadn’t seen for a long time and we had a very good time together.

T: Excellent work! I am glad to hear that. Now let’s talk about FESTIV ALS, which are meant to celebrate important events. Please think about other Chinese festivals.

S1: New Year (January 1st), Yuan Xiao Festival (15 days after the Spring Festival). T: Quite right. That’s the Lantern Festival. It’s the 15th day of the first lunar month. What do you usually do on the Lantern Festival?

S2: We eat special sweet dumplings called Yuan Xiao and enjoy displayed lanterns.

S3: And we enjoy beautiful fireworks, too.

T: You have done a good job. What are the other festivals?

S4: International Women’s Day. It was on March 8.

S5: Arbor Day on March 12th.

S6: International Labor Day and Chinese Youth Day.

S7: International Children’s Day.

T: Yes. Very good. Next one?

S8: Army Day is on August 1st and Teachers’ Day is on September 10th.

S9: National Day on October 1st.

T: Excellent work! Those are all the legal holidays in our country. Do you know our traditional festivals? List some of them, please.

Sa: The most important one is the Spring Festival.

T: Yes. It’s also called Lunar New Year. Anything else?

Sb: Qingming Festival in memory of the dead or the heroes on April the fifth.

T: It’s called Tomb Sweeping Festival. Another one?

Sc: Dragon Boat Festival on the fifth day of the fifth lunar month in memory of the great poet — Qu Yuan.

Sd: Mid-Autumn Festival on the fifth day of the eighth lunar month.

T: You’ve done a good job, boys and girls! You have named many festivals. I’m proud of you for you are so well-informed.

Step II Warming up

T: Look at the screen and I’ll show you a table and some pictures:

T: What can you get from the table and the pictures?

Ss: Chinese festivals.

T: Open your books and turn to page one. Work in pairs and discuss another four Chinese festivals: what people celebrate and what people do. The first one is given to you as an example.

Three minutes for free talk, then ask some students to share their opinions with the whole class.

Suggested answers:

Do not expect all students have the same answers, and accept any correct information. T: Ok! We have got lots of information about Chinese festivals. Would you like to know something about foreign festivals?

Ss: Yes!

T: What’s the most important festival in western countries?

Ss: Christmas!

T: That’s right! Please look at the pictures and talk about them.

1 2 3

4 5 6

S1: The first one is about April Fools day on April 1st. But I know nothing about the second picture.

S2: I have no idea, either. There are some round objects. What are they?

T: They are the Easter eggs(复活节彩蛋). On Easter Day people like to dye and exchange eggs. Easter Day comes on the Sunday on or after March 21st. People think Jesus Christ(耶稣) comes back to life on that day. Many people go to church and children often get presents. How about the third one?

Ss: Halloween! Children like to play a game “trick or treat”(不请吃就捣蛋).

T: Yes! Halloween is a time to have fun. It comes on October 31st. It’s one of the most favorite holidays for children. Parties are very popular, too. People wear scary clothes and masks(面具), for example, dress up like a witch(巫婆). Next one?

S3: A plate of chicken and some delicious food. But I don’t know what it is called. T: The food is turkey(火鸡), corn(玉米) and pumpkin pies(南瓜派). Thanksgiving Day is a traditional American festival on the fourth Thursday in November when families get together and have a big dinner. How about the fifth picture?

Ss: There are roses and heart in it. May be it’s about love.

Ss: I see. It is on February 14th. But I don’t know its English name.

T: It’s Valentine’s Day. Candy, flowers and other gifts are exchanged between lovers or couples on this day, in honor of two martyrs, both named St. Valentine. Do you know something about the last picture?

S4: The flowers are beautiful. What’s the name of the festival?

T: It’s Cherry Blossom Festival, a Japanese festival. Every April when the cherry flowers come out, Japanese people celebrate it. They go out with their friends or families. They si t under the trees, sing and have a picnic. Ok. That’s about some foreign festivals.

Step III Listening (WB P41)

T: Now, we will come to the listening part. First, turn to Page 41. And then listen to the tape. Look at the first picture in this page. What can you see?

S5: A rabbit and a chicken.

T: Yes. But the rabbit is called the Easter Bunny. Read after me "the Easter Bunny". It is an imaginary rabbit that children believe comes to the home to hide the Easter eggs(复活节彩蛋). And the second picture is about t he Easter eggs. What’s in the third picture?

S6: Some bread.

T: Yes. The bread with an X is called hot cross buns. On Easter Day people eat it. Now listen to the tape and try to get the main idea.

Play the tape for the students. While listening, the students should grasp the key words and get the main idea. Then play the tape once more. After listening, let the students answer the questions. And check the answers with the whole class. Then sum up the useful expressions in the material (about Easter Day). Then play the tape a third time for them to write down the main idea of the passage. Then check the answers with the whole class.

The suggested answers are in the Teachers’ Book Page 18.

Step IV Talking (WB P41)

T: Now we’ll make up a dialogue: suppose that Spring Festival is coming, and you are to do some shopping for it, work in pairs one as the customer and the other as the shopkeeper. First, look through the useful expressions given on this page. Then I will ask some of you to present your dialogue publicly.

Teachers show the useful expressions on the screen. You can give a model or not. It’s up to the English level of your students. 2minutes later ask several students to talk. Sa: May I help you?

Sb: Yes. I’d like to buy something for Spring Festival.

Sa: May I suggest your buying some vegetables and fruit, which are very fresh. At Festivals you’d better not have too much fat.

Sb: Thanks for your advice. I’ll take two kilos cabbage, three kilos bananas and some nuts.

Sa: Would you like some flowers to decorate you house?

Sb: No, thanks. May I see some candy? I will buy some for my nephew.

Sa: This way, please. We have all kinds of candy here. Would you like some chocolate?

Sb: Yes, let me see. We might take this kind and that one over there.

Sa: Anything else?

Sb: No. That’s what I need.

Sa: Many thanks for your coming! May you have a happy Spring Festival!

[The sample dialogue is in the Teachers’ Book Page 18.]

Step V Assignment

1. Consolidation

T: Boys and girls you did very well today. We have talked about many festivals around the world. I hope you can listen to the listening material again after class to be familiar with it.

2. Homework

Collect as much information about festivals as possible.

Think about the questions in Part 2 "pre-reading" and then preview the next part about reading to get the main idea.

人教版高一英语必修三 unit 2 _教案

教学过程 一、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)

What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.

高中英语必修一教案

高中英语必修一教案Unit 1 Friendship

1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition

(完整版)高中英语必修三教材分析_英语_教材分析_人教版

人教新课标模块3教材分析 ——西北工业大学附属中学 由国家教育部制定并颁布的《普通高中英语课程标准（实验）》明确规定高中英语课程应使学生在义务教育阶段学习的基础上进一步明确英语学习的目的，发展自主学习能力和合作精神；在加强对学生综合语言运用能力培养的同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力；高中英语课程还应根据学生的个性特征和发展的需要，为他们提供丰富的选择机会和充分的表现空间。通过高中英语课程的学习，使学生的语言运用能力进一步得到提高，国际视野更加宽广，爱国主义精神和民族使命感进一步增强，为他们的为未来发展和终身学习奠定良好的基础。人教新课标这套教材每一个模块有五个教学单元。每个单元围绕一个主要的话题开展听说读写的活动，共分九个部分。“热身”（warming up）---主要通过问卷调查，看图讨论，情景听说，思考问题等多种形式的活动，激发学生的学习兴趣，激活其已有的知识，使学生能运用自己已有的知识和经验思考该单元的中心话题。“读前”(Pre-reading)---设置问题启发学生预测课文的内容，展开简短的讨论，以便通过阅读验证自己的推测。“阅读”（Reading)---为各单元的主要阅读语篇，题材和体裁多种多样，承载该单元的话题重要信息，以及大部分词汇和主要的语法结构。“理解”（Comprehending）---用以检测学生对阅读课文的理解程度。“语言学习” (Learning about Language)---采用发现和探究的方法启发学生自己找出书中的重要语言项目，培养学生初步运用这些语言的技能。“语言运用”(Using Language)---围绕中心话题的听说读写的综合性练习，包括了Listening and speaking & Reading and writing。“小结”(Summing Up)---要求学生自己小结从各单元中学到的内容，生词和习惯用语以及语法结构。“学习建议”(Learning Tip)---培养学习策略，优化学习方式，提高自主学习的能力。“趣味阅读”(Reading for Fun)---满足学生的兴趣需求，体现教材的选择性和拓展性。 以上是普通高中英语课程标准（实验稿）对课程目标的解读。下面，我们将从教材的使用者的角度，结合在教材使用过程中学生对教材的反应情况，主要针对模块教材整体，从模块和单元知识结构，模块和单元内容发生发展过程，模块和单元知识学习意义，模块和单元教学建议与学法指导说明四个方面浅略地谈一下自己的见解，以期与各位同行共同探讨更好地掌握、运用好英语课程标准。

外研版高中英语必修三模块教学设计

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