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人教版高一英语必修三 unit 3_教案

人教版高一英语必修三  unit 3_教案
人教版高一英语必修三  unit 3_教案

教学过程

一、课堂导入

以提问的形式,提问学生对马克·吐温和他的作品的了解,并做简单的介绍。

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,并通过对宾语从句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

bring up 培养;抚养;养育或教育某人;提出

(回归课本P17)

He was brought up in Hannibal.

Eg: She brought up five children. 她养育了五个孩子。

Her parents died when she was a baby and she was brought up by her aunt.

[归纳拓展]

bring sb. up to be/as 培养某人成为

bring sb. up to do sth. 培养某人要……

bring about 带来,造成;使(船等)掉过头来

bring back 带回来,拿回来;使回忆起来;使恢复

bring down降低,使下降,使倒下

bring in 收割(庄稼等);生产,产出;挣得;引进/来

bring out 出版,生产;拿出,取出;说出;使显出,使(意义)明白表达出来bring……to a close/ an end结束,使完结

bring……to a stop使停止,使停住

scene n. 场面;情景;景象;事件

(回归课本P17) Act 1 ,scene 3.

[归纳拓展]辨析:scene / sight / view / scenery

scene 指某一处的自然风光,指展现在眼前的情景,也可指scenery的一部分;指某处小范围的景色,大多包括景物中的人及活动,可译为“情景”、“景色”、“场面”、“(戏剧)一场”。

scenery(总称)自然景物,天然风光,是由多个scenes构成的自然风景。

sight 景象,风景,名胜;视力/眼界,是眼睛所看到的景象,可以指美丽的风景,也可以指悲惨的景象,用其复数sights表示名胜古迹,人文景观等。

view 景色,风景,是指人以一定的角度(或从远处或从高处等)所看到的景色;还有“观点”“看法”的意思。

【练习】根据句子意思用scene,sight,view,scenery的适当形式填空。

1). Guilin is famous for its beautiful _______.

2). The _______ is a perfect dream when you see the sun rising slowly in the east.

3). You can get a wonderful _______at the top of the tower.

4). The flowers are a lovely _______ in spring.

5). He began to lose his _______six years ago.

Keys: 1). scenery 2). scene 3). view 4). sight 5). sight

bet n. 打赌,赌注;被打赌的事物vt. 打赌;敢断定,确信

(回归课本P17)

Two old and wealthy brothers,Roderick and Oliver,have made a bet.

Eg: He often bets a 1ot of money on horses. 他经常在赛马上豪赌。

I bet that it will rain tomorrow. 我敢肯定说明天一定会下雨。

[归纳拓展]

bet on sth为某事打赌

bet sb. + 赌注on sth 用赌注就某事与某人打赌

make a bet on 为某事打赌

win/lose a bet 打赌赢/输了

permit v. 允许,许可;n.表具体含义“通行证,许可证,执照” [C]

(回归课本P18 Line 3)

Permit me to lead the way,sir.

[归纳拓展]

permission n. 表抽象含义“允许,许可” [U]

permit sth. / doing sth. 允许做某事

permit sb. to do sth. 允许某人做某事

permit sb. sth. 允许某人某物

give sb. a permission to do sth. 给某人做某事的许可

ask (sb.) for permission 请求某人许可

with / without one’s permission没有某人的许可

eg:Visitors are not permitted to take photos.游客请勿拍照。

Time/Weather permitting (=If time/ weather permits),I’ll come tomorrow.

如果天气许可的话,我明天来。

I don’t permit holding a party in my house. 我不允许在我的房子里开晚会。

Jim’s father didn’t permit him to join the school football team.

吉姆的父亲不允许他加入校足球队。

The doctor has permitted him only two meals a day. 医生只允许他一天吃两顿饭。【辨析】let,permit,allow

let允许,让,常用于口语中,一般不用于被动语态。后接不带to的不定式作宾补。permit v. & allow v. 在许多情况下二者可以通用,但:

permit更正式、积极,多指上级对下级或长辈对晚辈的准许,语气较强;有“主动许可、正式批准”之意。词义较强

allow偏重听任或默许,多指听任或不管教某人做某事。有并不反对或不加阻止的含义,词义较弱。

常用句型allow/permit sb. to do sth.

be allowed/permitted to do sth.

allow/permit doing sth.

eg:The nurse allowed him to remain there,though it was not permitted.

go ahead执行,进行,前进,(于祈使句)可以,往下说,用吧,开始吧

(回归课本P18 Line 23)

Go right ahead.

Eg: Despite the bad weather,the journey will go ahead. 尽管天气不好,旅行将照常进行。

The building of the new bridge will go ahead as planned.新桥的修建将按计划进行。

[归纳拓展]

(be) ahead of 在之前;领先于;胜过

ahead of time / in advance 提前

go after追求;设法获得

go against反对;不利于

go along和…一道;往前走

go away走开;离开

go by走过,经过

go for接(某人);去做(某事);努力获取

go off爆炸;(灯)灭了

go out外出;(灯,火)熄灭

go over仔细检查;复习

go through浏览;翻阅;遭受,经历

go up上升,上涨

go without 没有

go wrong走错路;出毛病

as a matter of fact 事实上

(回归课本P18)

As a matter of fact,I landed in Britain by accident.

as a matter of fact 相当于in fact,actually。意为“事实上,其实”

eg: as a matter of fact,the crop circles in England were men-made.

by accident 偶然地;意外地

(回归课本P18)

As a matter of fact,I landed in Britain by accident.

by accident = by chance表示“偶然地,意外地”,在句中作状语。

Eg: Last time I ran across her in the street by accident. 上次我偶然在街上碰见她。

I only found it by accident. 我只是碰巧找到的。

[归纳拓展] by + n. 短语

by contrast 对比之下

by mistake 错误地

by hand 用手,用体力

by machine 用机器

spot v. 发现。

(回归课本P18)

The next morning I’d just about gi ven myself up for lost when I was spotted by a ship. 【名师点拨】句中的spot是及物动词,表示“发觉;找出”,其后可接that从句。

He spotted a friend in the street and went over to her.

No one spotted that the bank-note was fake.

Neighbors spotted smoke coming out of the house.

【归纳拓展】

spot sb. doing sth. 看到某人正在做某事

on the spot = on the scene到(在)现场;当场

spot还可以用作名词,表示“污点;地点”。

Eg:How can I get rid of the spots on my clothes?

passage n. 通道;(书、讲话、音乐等的)一段,一节;经过,通过,消逝;旅费

account for导致;做出解释;总计有

(回归课本P18)

The fact is that I earned my passage by working as an unpaid hand,which accounts for my appearance.

passage

Eg: They were denied passage through the occupied territory. 他们被禁止穿越占领区。

He worked his passage to Australia. 他在去澳大利亚旅行的船上做工偿付船费。

[归纳拓展]

with the passage of time 随着时间的推移

account for表示“解释,说明”,在含义上相当于explain。

account n. 说明;理由;计算,账目vi. & vt. 认为;说明;解释总;计有

eg: I’ m going to the bank to open a new account. 我去银行开个新账户。

Bad weather accounted for the long delay. 长期的延缓是因为坏天气。

[归纳拓展]

on account of = because of 因为

open an account在银行开个户头

keep an account of记录,记载

take sth. into account/consideration考虑到某事

to be honest = to tell (you) the truth = honestly speaking老实说;说实话

(回归课本P18 line 42)

Well,to be honest,I have none.

Eg: To be honest,I have no time to do it. 老实说,我没有时间做这件事情。

To be honest,I don't think we have a chance of winning. 说实话我认为我们没有获胜可能.

[归纳拓展]

英语中表示“……说”的短语:

generally speaking一般来说exactly speaking确切地说

to be frank = frankly speaking坦率地说

in general一般地来说in other words换句话说or rather更确切地说to sum up概括地说that is 也就是说

on the contrary与此相反;正相反[只作状语]

(回归课本P18 line 44)

On the contrary,in fact.

Eg: It doesn’t seem ugly to me;on the contrary,I think it’s rather beautiful.

我觉得它并不丑,恰恰相反,它挺美。

It wasn’ t a good thing;on the contrary,it was a huge mistake.

这并不是一件好事,相反,这是个巨大的错误。

[归纳拓展]

to the contrary(表明是)相反的;相反地[作定语和状语]

(be) contrary to 违反(某事物);

amount n.数(量);总额vi.(to)合计;接近

(回归课本P22)

Eg: Can you really afford this amount? 你真付得起这个总数吗?

The cost amounted to 250. 费用共达250英镑。

[归纳拓展]

a (large/small) amount of + n.[u] + v. (单数)

(large/small) amounts of + n.[u] + v. (复数)

in (large/small) amounts [作状语]大(少)量地

amount to... 共达……,合计……

as for 至于,关于

(回归课本P22)

As for the bill,sir,please forget it.

Eg: As for you,you ought to be ashamed of yourself. 至於你,你应该感到惭愧。

[归纳拓展]

as for 是介词短语,常用于句首,用于介绍新话题或对已谈过的话题进行进一步的说明。as to 至于,关于;提到;就……而论(至于,说到)

考点/易错点2 重点句子分析

【教材原句】Imagine that somebody gives you a large sum of money to spend as you like.

What would you do with it?

想象一下有人给你一大笔钱,你会怎么做。

【句法分析】

1、Imagine that… that引导了一个宾语从句。

2、 A large sum of money 一大笔钱

3、What… do with…处理

How … deal with…

【教材原句】It is Henry Adams,an American businessman,who is lost in London... 【句法分析】

这是一个强调句结构。

强调结构的陈述式为“It is (was)+ 被强调部分+ that (who)…”。该结构可用于强调主语、宾语、状语等,但不能强调谓语动词。该句式中用that或who的区别是:当被强调的指人时,用that 或who均可;当被强调的不是指人时,则只能用that(注意不用which)。如:It was in the office that he was killed. 他是办公室被杀害的。(强调in the office)It is the children who broke the window. 是孩子们打破窗户的。(强调the children)

It was to you and not anyone else that I lent the money. 我只借钱给你,不借给其他人。

(强调to you and not anyone).

【教材原句】The fact is that I earned my passage by working as an unpaid hand,which accounts for my appearance.

事实上我靠做义工来顶替船费,这就是我为什么衣冠不整的原因了。

【句法分析】

1、earn one`s passage 挣取旅费

2、is 后面是that引导的表语从句。

3、which 引导的非限制性定语从句。

考点/易错点3 语法点学习宾语从句

宾语从句:在句子中起宾语作用的从句叫做宾语从句。

宾语从句分为三类:动词的宾语从句,介词的宾语从句和形容词的宾语从句。

一、宾语从句用法

宾语从句的连接词:

(一)、从属连词

连接宾语从句的从属连词主要有that,if,whether。

that引导表示陈述句的宾语从句,if和whether,whether...or not引导表示“是否”的一般疑问句的宾语从句。

He told me (that )he would go to college the next year. 他告诉我他明年上大学。

I don’t know if there will be a bus any more. 我不知道是否还会有公交车。

Nobody knew whether he could pass the exam. 没有人知道他是否会通过考试。

(二)关联代词

连接代词主要有who,whom,whose,what,whoever,whomever,whosever,whatever,whichever等。

连接代词一般指疑问,但what,whatever除了指疑问外,也可以指陈述。

Do you know who has won Red Alert game?

你知道是谁赢得了红色警戒的游戏么?

The book will show you what the best CEO should know.

Have you determined whichever you should buy,a Motorola or Nokia cell phone?

(三)关联副词

连接副词主要有when,where,why,how,whenever,wherever,however等.

He didn’t tell me when we should meet again.

他没有告诉我什么时候我们能再见面.

Could you please tell me how you use the new panel?

None of us knows where these new parts can be bought.

二、动词的宾语从句

大多数及物动词都可以带宾语从句

We all expect (that )they will win,for members of their team are stronger.

He told us (that)they would help us through the whole work.

部分“动词+副词”结构也可以带宾语从句

I have found out (that)all the tickets for the concert have been sold out.

Can you work out (that)how much we will spend during the trip

动词短语也可以带宾语从句常见的这些词有:

make sure确保make up one’s mind下决心keep in mind牢记

Make sure that there are no mistakes in your papers before you turn them in.

可运用形式宾语it代替的宾语从句

①动词find,feel,consider,make,believe等后面有宾语补足语的时候,则需要用

it做形式宾语而将that宾语从句后置.

I think it necessary that we take plenty of hot water every day .

我认为每天多喝开水是有必要的.

I feel it a pity that I haven’t been to the get-together.

我没去聚会,感觉非常遗憾.

I have made it a rule that I keep diaries. 我每天写日记成了习惯.

We all find it important that we (should) make a quick decision about this matter.

我们都认为对这件事马上做出决定很重要.

②有些动词带宾语从句时需要在宾语与从句前加it(双宾语)

这类动词主要有:hate,take,owe,have,see to.

I hate it when they say with their mouths full of food.

我讨厌他们满嘴食物时说话.

He will have it that our plan is really practical. 他会认为我们的计划确实可行.

We take it that you will agree with us. 我们认为你会同意我们的.

When you start the engine,you must see to it that car is in neutral.

开启发动机时,一定要使汽车的离合器处于空挡位置.

③若宾语从句是wh-类,则不可用it代替

We all consider what you said to be unbelievable.

我们都认为你所说的是不可信的.

We discovered what we had learned to be valuable.

我们发现我们所学到的东西都是有价值的.

三、介词的宾语从句

用whether之类的介词宾语从句:

We are talking about whether we admit students into our club.

我们正在讨论是否让学生加入我们的俱乐部.

The new book is about how Shenzhou 6 manned spaceship was sent up into space.

用that,if引导的介词宾语从句

有时候except,but ,besides三个介词后可见到that引导的宾语从句

I know nothing about my new neighbor except that he used to work with a company. 对

于我的新邻居我只知道他曾在一家公司上班,其他一无所知.

四、形容词的宾语从句

有些形容词具有动词的含义,所以也可以带一个宾语从句,例如;

1. I am sorry I am late.

2. I am glad that you can join us.

3. Are you sure his answer is right?

常用来引导宾语从句的形容词sure,certain,glad,please,happy,sorry,afraid,satisfied,surprised。

I am sure I will pass the exam. 我确信我会通过考试.

I am sorry that I have troubled you so long. 很抱歉我这么长时间在打扰你.

He is glad that Li Ming went to see him when he was ill.

五、if与whether

①if和whether在作“是否”解时,引导宾语从句常放在动词know,ask,care,wonder,

find out等之后,介词后一般不用if

②少数动词,如:leave,put,discuss,doubt后的宾语从句常用whether.

③whether后可以加or not,但是if不可以.

④在不定式前只能用whether.

(eg:I can’t decide whether to stay. 我不能决定是否留下。)

六、否定转移

主句的谓语动词是think,believe,imagine,suppose,consider,expect,fancy,guess等,并且主句的主语是第一人称而且为一般现在时,从句的否定词一般要转移到主句上来,其反义疑问句一般与宾语从句一致.

I don’t think he will come to my party.

而不能说成I think he won’t come to my party. 我认为他不会来我的舞会.

I don’t believe that man is killed by Jim. 我认为那个人不是Jim所杀的.

如果宾语从句中有某个含有否定意义的形容词或副词,其反义疑问句要用肯定形式.

通常我们称为否定前疑。

We find that he never listens to the teacher carefully,does he?

我们发现他从来不仔细听老师讲课,是不是。

七、宾语从句的时态变化规律:

(1) 当主句是一般现在时态时,从句可根据需要用任何时态。

(2) 当主句是一般过去时态时,从句只能使用过去范围内的任何时态。但客观真理除外。

如:The teacher said that the earth goes round the sun.

八、宾语从句的语序

宾语从句一般要用陈述句语序。例如:

When did he leave? I want to know. →I want to know when he left.

Does the shop close at six every day? Do you know?

→Do you know if/ whether the shop closes at six every day?

四、例题精析

【例题1】

【题干】

— Did you plan to meet here?

— No,we met ________.

A. by mistake

B. by accident

C. by the way

D. with chance

【答案】B

【解析】句意:我们是偶然遇到。

by accident偶然地。

【例题2】

【题干】

He was hit by a falling tree that night and killed ________.

A.on the spot B.in a spot C.under the spot D.on a spot

【答案】A

【解析】on the spot 当场。

【例题3】

【题干】

No one knows __________in a million years.

A. what man will look like

B. what will man look like

C. man will look like what

D. what look will man like

【答案】A

【解析】本题考查宾语从句。从句作宾语时,其语序应是陈述句的语序;连接词位于从句的句首。本题中,what作介词like的宾语,但因其用于引导宾语从句,故放于从句之首。

五、课堂运用

【基础】

1、Peter must be ill. It's the only thing that can ________ his strange behavior.

A.lie in B.result from C.account for D.explain about 【答案】C

【解析】account for 解释,说明。

句意:Peter肯定病了。这是唯一能解释他奇怪行为的理由。

2、Rose was born in Hong Kong but _______in the USA because her parents went there to work

for some reasons.

A.brought out B.brought up C.taken out D.taken up

【答案】B

【解析】bring up 抚养长大。

【巩固】

1、Sometimes she’d ask the driver to stop in front of a particular building and would sit

______ into the darkness.

A.staring B.glaring C.watching D.noticing

【答案】A

【解析】stare into 盯着。

2、—Would you permit me here?

—Sorry. We don’t permit in the library.

A. smoking; smoking

B. to smoke; to smoke

C. smoking; to smoke

D. to smoke; smoking

【答案】D

【解析】考查固定搭配permit sb to do sth,permit doing sth。

【拔高】

1、The mother was trembling with anger. She ______ her son and said nothing.

A. looked at

B. stared at

C. glared at

D. glanced at

【答案】B

【解析】考查stare at 盯着。

2、Seeing the happy of the children playing in the park,I’m full of joy and confidence in the future of our country.

A. sight

B. view

C. look

D. scene

【答案】D

【解析】考查scene,场景。

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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。

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Unit 1Festivals around the world Ⅰ.Analysis of teaching material At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival. The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China, and connect them with seasons of the year and reasons for the celebrations. The teacher can use this part to introduce information that Chinese students should have about their country’s cultural events. The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include. The teacher should let students discuss the questions and predict what kind of information will be introduced in the Reading. The reading passage titled FESTIV ALS AND CELEBRATIONS briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. Then let them skim for the general idea for each section, and scan for further understanding. Because this passage introduces a lot of useful new words and expressions which are only used for festivals, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the four exercises in the Comprehending to see how much they have understood the reading passage. The teacher can first let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. In order to arouse students’ interest, the teacher can hold a competition between groups. Ⅱ.Teaching aims 1.Knowledge aims 1). Get students to learn the useful new words and expressions in this part: beauty, harvest, starve, origin, religious, ancestor, Mexico, feast, bone, belief, poet, arrival, gain, independence, gather, agriculture, award, rooster, admire, energetic, Easter, clothing, Christian, custom, take place, in memory of, dress up, play a trick on, look forward to, day and night, as though, have fun with 2). Let students learn about history and basic knowledge of festivals both in and out of China. 2.Ability aims 1). Develop students’ reading ability and let them learn different reading skills.

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