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必修三英语unit5课件

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必修三英语unit5课件(（共11篇））由网友“查宝的小姑奶奶”投稿提供，以下是小编精心整理的必修三英语unit5课件，供大家阅读参考。

必修三英语unit5课件

篇1：必修三英语unit5课件

必修三英语unit5课件

I．单元教学目标

技能目标Skill Goals

Talk about the basic information about Canada— location, main cities, customs and cultural diversity.

Learn how to read a traveling report and use maps.

Learn to express directions and positions.

Master the Noun Clause- Appositive clause.

Learn to write a report to express what you hear and see in a place.

II．目标语言

功

能

句

式表示方向的句式

Where is...?

How does one go to...?

In what direction is...?

Is... close to/far from...?

How far is...?

表示位置的句式

It is/lies in the north/south of...

It is/lies to the south/east/northwest of...

It is within...

Kilometers of...

It is/lies on the west/east.

The place is on the border.

You go along the coast.

It is east /west of...

It is far away from...

One goes northward.

词汇1. 四会词汇

Quiz Canadian minister continent baggage chat scenery eastward westward upward surround harbor measure aboard eagle within border slight acre urban topic mix mixture bush maple frost confirm wealthy distance mist misty schoolmate booth downtown approximately dawn buffet broad nearby tradition terrify terrified pleased impress impressive

2. 词组

Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance

语法Noun clause as the appositive

III．教材分析与教材重组

1. 教材分析

本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。

1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的`知识，为介绍加拿大做好准备。

1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。

1.3 Reading 部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。

1.4 Comprehending部分设计了三种题型，前两个题是对Reading部分细节内容的理解，一个是问答题，一个是改错题。最后是在地图上标出两位女孩的旅游路线，相对简单一些。此部分不仅检测学生对细节的把握，还要求学生列举加拿大蕴藏的两种自然资源，而且检测学生根据课文内容进行推理和判断的能力以及读图能力。抓住文中人物的行踪，就能够很好地把握文中的信息。

1.5 Learning about Language部分首先是构词法，培养学生词汇生成能力，旨在通过加上前缀或后缀的方法扩大学生的词汇量。第二部分使用课文中的词汇和信息进行填空和编对话，旨在提高学生活用词汇的能力。语法部分是有关同位语从句的练习。

1.6 Using Language部分综合训练听说读写的能力。通过听力填空及讨论的形式进一步了解有关加拿大的知识——居民和语言。阅读部分继续加拿大之旅，从多伦多到蒙特利尔，介绍了加拿大的旅游景点及风土人情。写作部分要求以报告的形式写旅游见闻，要求学生掌握旅游报告的写作方法。

1.7 Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。

2. 教材重组

2.1 Reading(I)：从话题内容和功能上分析Warming Up， Pre-reading Reading与Post-reading话题相同，可以整合成一节阅读课。

2.2 Reading(II)：可将Using language中的Reading与Workbook中Reading Task放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。

2.3 Listening：可将Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一节“听力课”。

2.4 Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74）整合一节“口语课”。

2.5 Learning about language:将Learning about language( P36 Exercise 4除外) 与Workbook中的Using words && expressions （P70）和 Using structures （P71）结合在一起，上一节“语言学习课”。

2.6 Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing Task (P74)整合成一节写作课。

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:Reading (I)

2nd period: Reading (II)

3rd period: Listening

4th period:Speaking

5th period:Learning about Language

6th period:Writing

Ⅳ. 分课时教案

The First Period Reading (I)

Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban

b. 重点句子

2. Ability goal 能力目标

Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.

Understand the noun clause used as appositive.

Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.

3. Learning ability goals学能目标

Improve the students’ reading ability - guessing words, searching for information.

Learn the information about Canada.

Master the expressions for describing directions and locations.

Teaching important points 教学重点及难点

a. Find the answers to the questions in post-reading.

Learn the methods of writing a traveling report about.

b. Understand the use of noun clause - appositive clause.

Learn to read the traveling report according to the traveling route.

Teaching methods 教学方法

1． Skimming and scanning;

2． Asking-and-answering activities;

3． Listening method.

Teaching aids 教具准备

A computer, a projector and a tape recorder.

Teaching procedures & ways教学过程与方式

Step 1 Revision

Check the students’ homework.

T: Before we come to the new lesson, let’s check your homework.

The teacher checks the assignment of the last class.

Step 2 Lead-in and Warming Up

Show the students the maple flag and ask them some questions.

T: Do you know which country uses this national flag?

Ss: Canada.

T: Which continent is Canada in?

Ss: It is in North America.

T: How large is it?

Ss: I only know it is the second largest country in the world. I don’t know the exact number.

T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?

Ss: The United States.

篇2：必修三unit5英语课件

I．单元教学目标

技能目标Skill Goals

Talk about the basic information about Canada— location, main cities, customs and cultural diversity.

Learn how to read a traveling report and use maps.

Learn to express directions and positions.

Master the Noun Clause- Appositive clause.

Learn to write a report to express what you hear and see in a place.

II．目标语言

功能句式表示方向的句式

Where is...?

How does one go to...?

In what direction is...?

Is... close to/far from...?

How far is...?

表示位置的句式

It is/lies in the north/south of...

It is/lies to the south/east/northwest of...

It is within...

Kilometers of...

It is/lies on the west/east.

The place is on the border.

You go along the coast.

It is east /west of...

It is far away from...

One goes northward.

词汇1. 四会词汇

2. 词组

Prime minister, rather than, settle down, manage to do, catch sight of, have a gift for, in the distance

语法Noun clause as the appositive

III．教材分析与教材重组

1. 教材分析

本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的'所见所闻。

1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。本单元阅读是“在旅途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。

1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。

1.7 Summing Up部分要求学生就内容、词汇和结构三个方面进行归纳，对本单元所学知识进行概括总结。

2. 教材重组

2.1 Reading(I)：从话题内容和功能上分析Warming Up， Pre-reading Reading与Post-reading话题相同，可以整合成一节阅读课。

2.2 Reading(II)：可将Using language中的Reading与Workbook中Reading Task放在同一节课中处理，再上一节阅读课。因为话题都是关于加拿大的城市与风土人情的。

2.3 Listening：可将Using Language中的Listening and Writing, Speaking, Workbook中的Listening(P69) 与Workbook中的Listening Task三个活动整合成一节“听力课”。

2.4 Speaking:把Learning about Language中的Exercise 4 Making up a dialogue(P36)与 Workbook中的Talking (P69) 和 Speaking Task （P74）整合一节“口语课”。

2.6 Writing 可将Using Language中的Writing(P39) 与Workbook中的Writing Task (P74)整合成一节写作课。

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:Reading (I)

2nd period: Reading (II)

3rd period: Listening

4th period:Speaking

5th period:Learning about Language

6th period:Writing

Ⅳ. 分课时教案

The First Period Reading (I)

Teaching goals教学目标

1. Target language目标语言

a. 重点词汇和短语

rather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, have a gift for, within, manage to do, catch sight of, eagle, acre, urban

b. 重点句子

2. Ability goal 能力目标

Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada.

Understand the noun clause used as appositive.

Enable the students to understand the details of the passage about Canada and find the correct answers to the questions in the post-reading.

3. Learning ability goals学能目标

Improve the students’ reading ability - guessing words, searching for information.

Learn the information about Canada.

Master the expressions for describing directions and locations.

Teaching important points 教学重点及难点

a. Find the answers to the questions in post-reading.

Learn the methods of writing a traveling report about.

b. Understand the use of noun clause - appositive clause.

Learn to read the traveling report according to the traveling route.

Teaching methods 教学方法

1． Skimming and scanning;

2． Asking-and-answering activities;

3． Listening method.

Teaching aids 教具准备

A computer, a projector and a tape recorder.

Teaching procedures & ways教学过程与方式

Step 1 Revision

Check the students’ homework.

T: Before we come to the new lesson, let’s check your homework.

The teacher checks the assignment of the last class.

Step 2 Lead-in and Warming Up

Show the students the maple flag and ask them some questions.

T: Do you know which country uses this national flag?

Ss: Canada.

T: Which continent is Canada in?

Ss: It is in North America.

T: How large is it?

Ss: I only know it is the second largest country in the world. I don’t know the exact number.

T: Canada occupies an area of 9, 978, 4670 square kilometers. It is a bit bigger than China. Which country is its neighbor?

Ss: The United States.

(The teacher shows a map of Canada to the students.)

T: Right. The United State is its neighbor. Canada is a beautiful country.

Step 3 Pre-reading

T: Now I want to ask you a question. Do you like traveling?

Ss: Yes, we like traveling very much. (No, I don’t like traveling. It is tiring.)

T: I know most of us like traveling. Have you ever been abroad?

Ss: No / Yes.

T: Few of us have ever been abroad. Then what is the longest trip you have ever taken?

Sa: Beijing (Shanghai / Hainan / Harbin).

Sb: I have never been out of my hometown.

T: If you get a chance to go abroad, which three countries would you like to visit most? Why?

Sc: I would like to go to French, Australia and Ireland. I think French is full of romantics and there are many beautiful buildings. Australia is famous for its beautiful scenery and people are very friendly. Ireland is also beautiful. I want to walk along the roads of the countryside.

Sd: I think I will travel in china first, because China is my motherland and she is very beautiful. I would also like to go to Canada so that I can see the large and beautiful lakes, and there’s the wonderful snow scenery. I also feel like paying a visit to Australia because there are many sheep and rare animals there.

T: Very good. We love our motherland, but if we want to make our country more beautiful and more developed, we should know more about the other countries. Here are two questions. You may ask your partner for answers and give your answers to him/her.

Show the questions on the screen or on the blackboard.

If you take a trip to Canada, what do you expect to see?

What three words would you use to describe Canada?

The teacher can ask some pairs to tell their ideas in class.

T: Who’d like to tell us your opinions?

Sa: I want to see the mountains and the forests. Canada is beautiful, wide and people are friendly.

Sb: I want to see the big snow and polar bears, three words large, clean and mysterious.

T: Are they right? You can find the answers in the text. Li Daiyu and Liu Qian will take us to visit Canada. Please turn to Page34, read “A Trip on the True North”.

Step 4 Fast reading

Get the students read the passage quickly and carefully. Meanwhile, help the students form a good habit of reading. T: Do you feel puzzled when you read the title? What is “the True North”? Now, read the passage and get the general idea of the passage. Underline the main places mentioned in the text.

Give the Ss five minutes for reading.

Five minutes later.

T: Time is up. Have you finished?

Ss: Yes, we have.

T: The first question is what the passage is mainly about?

Sa: The passage is about a trip of two girls, and it tells us some information about Canada.

T: Right. It mainly tells us the information about Canada. What are the main places mentioned in the text?

Sb: They are the Atlantic coast, Vancouver, Rocky Mountains, Calgary, Thunder Bay, Lake Superior and Toronto.

T: Look at the map on Page33. Draw the traveling route of the two girls on the map.

Give the students one minute to draw the route.

T: You did a good job. Do you have any difficulty in reading? Let’s look at the difficult points together.

The teacher explains some important or difficult points to the students.

Step 5 Reading aloud

Let the students read the passage again and find the details from the passage.

T: Now you read the questions on Page35 first, and then read the text aloud to find the answers to the questions. After a while, answer the questions in complete sentences without looking at your books.

Give the students a few minutes to read and find answers. Then ask some students to give their answers.

篇3：高一英语必修一unit5课件

一、教学背景分析

1.教材分析：

本课的教学内容是人教版高中英语必修一unit5阅读部分，该部分的重点学习内容是通过不同的阅读技巧(如通过略读和查读从文章中获取主要信息等)理解全文，并能针对阅读内容表达自己观点。话题贴近历史人物的学习。本课的重点词汇有found, republic, principle, peaceful, mankind, lawyer…etc.等。教师在课堂上要通过一系列的课堂活动和任务培养学生的阅读技能，提升学生的阅读能力。

2. 学情分析

1.学生在学习本课之前已学的词有hard-working, active, generous, selfless等及描述人物品质的形容词。因此，在导入环节，教师要遵循从已知到未知的学习规律，展现学习过的词进入新课的学习。在阅读活动环节利用填空，判断题使学生在完成课堂任务后能快速获取主要信息。

2. 高一的学生相对来说好胜心比较强，课堂竞赛是激发学生学习积极性的好方法。

3. 本课主题以历史人物为话题，教师要充分激活学生对历史人物的崇拜之情，让学生富有爱戴之情完成阅读任务。教师可让学生在课前上网查找曼德拉的相关信息。

4. 学生基础一般，学生程度参差不齐。在设计这堂课时，任务应考虑学生的认知能力，从简到难，以适合各个层次的学生，使教学有效、高效。

二、教学目标：

1. 知识与技能目标：

1学习新单词found, republic, principle, peaceful, mankind, lawyer…etc.

2)重点短语：out of work, as a matter of fact, blow up;

3)通过不同的阅读技巧(如通过略读和查读从文章中获取主要信息等)理解全文，并能针对阅读内容表达自己观点.

2. 过程与方法目标：

通过所设计的课堂活动和任务，让学生主动参与，在合作探究中学会学习和理解文章。

3. 情感态度价值观：

1) 了解纳尔逊曼德拉的生平事迹，学习伟大人物的优秀品质，不断提高自身的品格修养。

2) 通过竞赛、小组合作学习等形式，调动学生的学习主动性和积极性。

三、教学重点、难点：

1.重点：通过略读和查读等阅读技巧获取主要信息，并能针对阅读内容表达自己观点。

2.难点：运用不同的阅读技巧理解全文，能够正确描述人物品质。

四、教学策略与方法：

1. 本节课根据学生的特点和教学内容的`实际，采用任务型教学法和交际法相结合的方式来教学。

2. 采用计算机多媒体辅助教学，增加阅读兴趣，降低难度。

3. 通过竞赛、小组合作等多种形式，提高学生的学习兴趣、学习主动性和积极性。

五、教学过程设计：

教学过程

设计意图

Stage1 Pre-reading

Step1 Leading-in & Presentation

Q&A

Video

通过学生所熟悉的人物及单词引入新课，并通过观看视频引起学生对所要学人物的了解和阅读材料的兴趣。展示学习目标，让学生了解本课重点。

Step 2 Prediction

Predict the passage though the title and the picture

帮助学生预测课文，使学生带着想知道结果的愿望，目的性强，注意力将会更集中。

Stage 2 While-reading

Step 3 Fast reading & Careful reading

首先快速阅读中可运用查读和略读技巧获取答案并对文章进行分部分从而初步了解文章整体大意。其次在细读中设计对详细信息的学习，从而加深学生对文章的深度理解。

Stage 3 Post-listening

学习了课文后，小组讨论总结曼德拉的品质。观看写给曼德拉歌曲的视频，学习伟人的高尚品质。

Step 4: 1. Discussion

2. Video

Step 5 Summary

总结本课重点，及时反思本课收获。

Step 6 Homework

1. Memorize the new words and phrases.

2. Preview the language points of the passage.

复习巩固所学习过的单词和重要句型，并为引入课文的学习做好准备。

六.板书设计

Unit5 (Reading) Elias’ story

Para.1

Part 1 before

Para.2

Elias met Mandela

Para.3

Part 2 after Para.4

Para.5

篇4：高一英语必修一unit5课件

一、整体设计思路、指导依据说明

《高中英语课程标准》强调高中英语教学应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力;逐步培养学生用英语进行思维和表达的能力;为学生进一步学习和发展创造必要的条件。

高中英语课程还强调要使学生通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力;要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法和风格。

同时，高中英语课程关注学生的情感，引导学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。

基于以上说明，本课将Warming-up和Reading进行整合，旨在帮助学生提高阅读能力，帮助学生更好地、更全面地了结伟人的优秀品质，并进一步学习曼德拉作为领袖人物的非凡魅力，提高自身的品格修养;同时，本课设计了各种活动，让学生进行自我探究和分组合作，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力，最终达到提高学生自主学习能力的目的。

二、教学背景分析

本单元是人教版新课程标准试验教材中必修第一册的第五单元，中心话题是“伟人的品格”。本课内容是“伊莱亚斯的故事”，借穷苦的黑人工人伊莱亚斯的口吻，叙述发生在他身边的纳尔逊99曼德拉的故事。这样的写法有别于惯常所采用的平铺直叙式，因此在教学过程中，要让学生能从伊莱亚斯普通的话语中感受曼德拉的伟大。课文是词汇、语法和文化的载体，文章中大量定语从句的出现，也给初步学生留下了直观的印象，为后面的语法学习奠定了良好的基础。

学生们对曼德拉都有所了解。因此，教师要利用学生的已知引出更多的未知，并通过对文章的分析，引导学生从更深的层次去理解曼德拉的伟大之处。

三、教学目标分析

1. Help students learn the structure and the content of the reading.

Help students learn and understand some difficult sentences：

a. The last thirty years have seen the greatest number of laws stopping our rights and progress.

b. We were put into a position in which we had either to accept we were less important， or fight the government.

2. Instruct the students to understand long and difficult sentences in two ways：

a. finding the new meaning of a learned word

b. breaking down a long sentence with an attributive clause into two short sentences

Instruct the students to learn the hidden messages through careful reading.

3. Instruct students to observe， experience， think and explore using task-based teaching.

Instruct students to learn the historical background from plain statement and think about the root of problems.

4. Under the guidance of the teacher， the students must first be willing to learn.

Students should learn the good qualities of Mandela and apply them to daily life.

四、教学重点、难点分析

(一)教学重点

Some difficult sentences in the reading.

How to analyse and understand the article.

(二)教学难点

1. How to analyse a long and difficult sentence.

2. The strategies of understanding an article.

五、教学过程设计

步骤1：学习目标展示(30’’)

Learning aims：

1. To learn about Elias’ life and great qualities of Mandela.

2. To understand long and difficult sentences in the passage.

设计意图：展示学习目标，让学生明确学习任务，有助于提高学生的学习效率。步骤2：导入(4’30’’)

Show some pictures of famous or great people. The students are free to choose any person they like， say whether he is famous or great and present the reasons.

Show the students a sentence structure to help them：

In my opinion， he is a famous/ great person， because…

After the students’ presentation， show them a picture of another great person-Nelson Mandela. Ask them what they know about him and show some information about him.

He spent 67 years struggling for the equal rights of the black， including 27 years in prison.

He won the Nobel Peace Prize in 1993.

He was the first black president of South Africa.

July， 18th every year is International Nelson Mandela Day.

设计意图：用几幅学生熟知的人物图片导入文章，有助于激发学生的学习兴趣和好奇心。

步骤3：阅读理解(30’)

1. Read paragraph 1 and predict the general idea of the passage：

A. Mandela’s growing experience.

B. Elias’ working experience.

C. How Elias changed with Mandela’s help.

设计意图：通过读第一段预测大意的任务，让学生了解多数情况下文章的结构，以及如何快速获取文章大意。学生们读完第一段后，并不给出答案，让学生带着问题继续学习。

2. Read paragraph 2 quickly and find out the topic sentence：

Answer： I needed his help because I had very little education.

From Elias’ bad situation， draw a conclusion that black people’s situation was bad.

Show some pictures about black people’s life and introduce more.

设计意图：在利用主题句来总结此段段意的同时，让学生了解伊莱亚斯的状况;在此基础上，让学生进一步了解在斗争胜利前整个黑人群体的悲惨遭遇，从而从侧面理解曼德拉的伟大。

3.Read paragraph 3&4 carefully and fill in the form.

There are many long and difficult sentences in these two paragraphs. Before reading the two paragraphs， help the students learn how to analyse long and difficult sentences.

设计意图：这两段中的长难句比较多，因此在学生阅读前应该先指导学生如何分析长难句，为阅读扫清障碍。

a. The last thirty years have seen the greatest number of laws stopping our rights and progress， …

Paraphrase this sentence： In the last thirty years， there have been a great number of laws stopping our rights and progress， …

Exercises：

(1) The golden week has seen a sharp increase in tourists.

答案：In the golden week， there has been a sharp increase in tourists.

(2) Last thirteen years has seen big changes of Han Han.

答案：In last thirteen years， there have been big changes of Han Han.

设计意图：旧词新意是学生无法理解句子的关键原因。在这里不仅要讲解词义，关键是要把含有该词的句子变为另外一个简单的句式，使学生更容易接受。通过看图片变句式的情景训练让学生学以致用，进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。

b. We were put into a position in which we had either to accept we were less important or fight the government. Sentence one： We were put into a position.

Sentence two： In that position we had to accept we were less important or fight the government.

Exercieses：

(1) Shijiazhuang No.1 Middle School is a school in which many famous people studied.

答案：Sentence one： Shijiazhuang No. 1 Middle School is a school.

Sentence two： Many famous people studied in this school.

(2) November 11 will be the lucky day when Guo Jingjing and Huo Qigang will get married.

答案：Sentence one： November 11 will be the lucky day.

Sentence two： On that day Guo Jingjing and Huo Qigang will get married.

设计意图：用拆分法将含有定语从句的长难句分成两个单独的句子可以使句子变得容易理解。通过看图片变句式的情景训练让学生学以致用，进一步掌握并巩固新方法。图片的设计时尚、实用、新颖、有趣且贴近学生的生活。

After reading the two paragraphs， let the students fill in the form.

What Mandela did good qualities

1. He told Elias how to get correct _____. generous， kind

2. He organized _______________. ?

3. He decided to _____ the laws and took _____ when peaceful ways were useless. ?

答案：

1. papers

2. the ANC Youth League; active， brave， wise

3. attack; violence; brave， determined

设计意图：让学生从曼德拉的话语和做法里体会曼德拉的美好品质。

4. Read paragraph 5 carefully and fill in the blanks.

Why did Elias help Mandela to blow up buildings? Because he knew it would help them _____ ____ _____ of making black and white people ______.

答案：achieve their dream; equal

5. Complete the chart (group work).

determined to change a loyal follower and

the unfair situation fighter

After finishing the chart， draw a conclusion：

Elias changed from a ____， _____， _____ worker into a _____ fighter with Mandela’s help. And check the students’ prediction.

答案：poor， worried， helpless; determined

设计意图：有了前面对每一段含义的理解作铺垫，学生可以更好地从整体上文章的内容，有助于学生更深层地理解文章，以及曼德拉所起的作用和他个人的品质。

步骤4：语言总结输出(5’ )

What kind of person is Nelson Mandela? What can we learn from him?

Some adjectives will be offered to help the students： determined; wise; active; generous; brave; selfless; devoted; active.

设计意图：语言表达部分是本节课的升华部分。首先，播放潘基文在曼德拉国际日发表的演讲，让学生回顾曼德拉一生感人的事迹;然后通过这节课的学习，让学生说出自己对曼德拉的认识，以及自已的收获。目的是：

1.把语言知识和励志教育结合在一起。激励学生要有远大理想，胸怀国家，并为理想努力拼搏。

2.指导学生积累语言知识。

步骤5：布置作业(1’)

1. Must： Retell the story of Elias using the third person.

Tips：

Who was Elias?

How did he meet Nelson Mandela?

What did he do later?

Why did he do that?

2. Optional： Make a poster about Mandela by yourself using what we’ve learnt.

设计意图：必做作业的目的是为了总结和巩固课内所学知识，力求将所学知识内化为实际的语言运用能力。选做作业是为那些学有余力的学生准备的，扩大并加深他们对曼德拉的认识。

六、教学评价设计

评价内容：学生在课上所表现出来的文章理解的具体情况;学生对曼德拉伟大品质的理解情况，以及能否具体清楚的表达出来;学生是否发挥了主体意识，学习任务的完成度、小组活动的参与度以及表达交流能力。

评价方法：课堂过程中教师对学生的评价，学生之间的评价，学生的自我评价。

篇5：必修三英语课文课件

必修三英语课文课件

第1课时 Talk about festivals:

some traditional Chinese Festivals

Spring Festival春节

Qingming Festival 清明节 Double Ninth Festival 重阳节

Double Seventh Festival 七夕节 Mid-Autumn Festival中秋节

Lantern Festival 元宵节（The Yuanxiao Festival）

Dragon Boat Festival 端午节

*Festivals are meant to celebrate important events.

*What’s your favorite holiday of the year?

*What festivals or celebrations do you enjoy in your city or town?

*Do you like spending festivals with your family or with your friends?

*What part of a festival do you like best——the music, the things to see, the visit or the food?

*Festivals and celebrations o f all kinds are held everywhere.

*They lit fires and made music because they thought these festivals would bring a year of plenty.

*Some festivals are held to honor the dead or satisfy and please the ancestors.

*Festivals can be held as an honor to famous people or the gods.

*The most energetic and important festivals are the ones that look forward to the end of

winter and to the coming of spring.

*Festivals let us enjoy life, be proud of our customs and forget our daily life for a little while.

第2课时【自主学习】单词预习学案

1.庆典，庆祝 n._________ v.__________

庆祝严寒的结束__________________________, ________________

2. 起源，由来n._________

Her mother is French __________(原籍)

宗教 n. _________ adj._______ 宗教信仰__________

3.到达n.________ v._____________

幸存，生还 n._____________v.____________

4. 独立 n.____________adj.___________

从英国人那儿获得独立______________

5.盼望春节的到来_______________ _______________

Special attention should be paid to __________(pronounce)the words.

6.与家人玩得开心_________ 取笑某人，拿某人开玩笑___________

I did it_____________(闹玩地) 搞某人的恶作剧____________

7.必要性，需要;必需品n._____ 必需的adj._______ 生活必需品______

8.守信用，履行诺言 __________ ___________ 食言____________

9. 道歉v.__________ n.___________ 因某事向某人道歉__________

Please accept my ______________(道歉) for that

Me to ___________ (道歉)to that fellow? No way!

He _________________(向我道歉) for stepping on my foot.

10. 淹没，溺死v. __________ pt ___________ pp ____________

a drowning man(译)_____________ a drowned body(译)_____________

drown oneself in work(译) __________ drown one’s sadness in wine __________

11. 哭泣，流泪v._____________ pt___________pp_________

He ______________(因失败而哭泣)his failure.

扫v._________________ pt._____________ pp._________________

【合作探究】

12. 用dress, clothes, clothing, cloth适当形式填空

1)The ________ (衣服)need washing, can you have _______(it, them)washed?

2)The shop sells children’s___________ only.

3)Please cover the table with a ___________.

4)____________________________(一件衣服)

5)People are expected to wear formal __________ in a wedding.

13. in memory of; in celebration of; in honour of; in the shape of, in search of 填空

1)The boys went_________________ something to eat .

2) He wrote a poem _________________his wife.

3).Many people joined them ______________(寻找那个失踪的孩子)

4).People eat food _________ skulls on festival of the dead.

5)A ceremony was held _______________those killed in the earthquake

【当堂检测】

1)The great flood _________________________many villages.那次大洪水把许多村子都淹没了。

2)You must ___________________________(为迟到向你朋友道歉)。

3).Finlan d _______________________Russian during World War I.

芬兰在一战中从俄国中独立出来。

4). The job will ___________________his parents (使他独立于父母)

5). Last summer I took a course on ______________.

A. how to make dresses B. how dresses be made

C. how to be made dresses D. how dresses to be made

6). He wept _______ joy at the news that he was admitted to Beijing

University.

A. for B. as C. to D. in

第3课时

内容 Reading—A sad love story

【自主学习】Step I ：Reading Comprehension

1. Li Fang was heart-broken because _________

A. his girlfriend said goodbye to him

B. his girlfriend didn’t love him any longer

C. his girlfriend didn’t turn up

D. he didn’t love his girlfriend

2. Why couldn’t Niulang follow Zhinv to the Heaven?

A. Because he lost his way

B. Because he lost heart

C. Because he had to take care of the babies.

D. Because the Milkey Way stopped him

3. The truth of the story is that ________

A. Hu jin doesn’t love Li Fang any longer and want to say goodbye to him.

B. The two lovers waited for each other in different places.

C. Li Fang should have waited in the tea shop.

D. Hu Jin should have waited in the tea shop.

Step II: Translate the phrases

1. 出现，到达，露面 ______________

2. 守信用，履行诺言________________

2. 用咖啡解愁 ____________________

4. 在人间，究竟 ________________

5. 动身往家走 __________________

6. 把花和巧克力都扔掉_______________

7.展翅搭桥 __________________________

【合作探究】

Step III: Translate the sentences

1. He was not going to hold his breath for her to apologize.

_____________________________________________________________

2. It was obvious that the manager of the coffee shop was waiting for Li Fang to leave.

_____________________________________________________________

3. Finding that Zhinv was heart-broken, her grandmother finally decided to let the couple cross the Milky Way to meet once a year.

_____________________________________________________________idn’t turn up. She could be with her friends right now laughing at him.

_____________________________________________________________

Language Points:

1. But she didn’t turn up.

turn up: vi.1). To arrive 到达；来到；露面

We planned to meet at half past seven, but she never turned up.

2). (被) 发现。（被）找到

Don’t worry about the letter . I’m sure it’ll turn up.

Vt. 开大；调高（音量；热量等）

Could you turn up the radio?

短语链接：

turn down 关小（声音，灯等）；拒绝 turn against 背叛 turn in 上缴；拐入

turn on/off 打开/关上 turn over 翻身/ 页；移交 turn away 打发走

turn out 结果证明是；生产；制造 turn to 求助于；转向做…

【巩固练习】

用turn短语的正确形式填空：

1. He promised to come, but hasn’t _______ _________ yet.

2. She tried to join the army but _______ _______ _______ because of poor health.

3. Whenever in trouble, you can _______ _______ the police for help.

4. The weather _______ ________ to be fine.

5. Hundreds of people were __________ _________ from the island, so it was called “the land of tears”.

3. I don’t want them to remind me of her.

remind sb. of sth. 使某人想起某事；提醒某人某事

e.g. The photo reminded me of my childhood.

Please remind me of this afternoon’s meeting.

拓展： remind sb. to do sth. 提醒某人做…

e.g. Remind me to write to mother, please.

remind sb. that 提醒某人某事

e.g. I reminded him that he must go home b efore dark.

【巩固练习】

1).Travelers ________ ______ _______(被提醒) climbing the hill is dangerous.

2).He _______ ______ ______（提醒我）take an umbrella along.

3).The photo _________ ________ ______ ______ _____(使那老人想起) what he had suffered in the war.

3. It was obvious that the manager of the coffee shop was waiting for LiFang to leave.

It is / was obvious that … 显然， …是显而易见的。其中的it是形式主语

that引导的是真正的主语，此句型可以改为：“Obviuously, …”

e.g. 1. Obviously, you misunderstood him.

2. It was obvious to everyone that he was very nervous.

【当堂检测】

1.在咖啡店遇到某人, _________2.下班后_______,3突然出现；到场；调大（收音机等）_____, 4.right now,______5.嘲笑,______6守信用；履行诺言______, 7.look forward to ~ing 8. all day_____9 be alone with sb______7, be like a fool_______, 8、hold one’s breath______, 9.drown one’s sadness in coffee,_________10. it is obvious that….._________, 10.wait for…to leave_________, 11.wipe the table________, 12., turn on the TV_______, 13.a weaving girl_____, 14.a herd boy______,15. fall in love with_______, 16.get married secretly_______________ 17., be married to sb._________, 19.return to Heaven, _______ 20.cross the river______, 21once a year_________, 22.on the seventh day of the seventh lunar month__________, 23. hear about_________,24 set off for home_________, 25, remind sb. of…__________ 26._____________在回家路上,27. hear…~do/ ~ing, _________28.wave at sb.______,29. have a gift for sb.___________ 30. a happy Valentine’s Day_________

Ⅰ.课文词汇填空（旨在复习本课文中的单词拼写和主要词语等）根据课文内容完成下面语法填空，注意单词拼写和词语用法：

There are all kinds of celebrations1 （遍及）the world. Different countries have different festivals. Festivals of the Dead are held to honour the 2 (death) or to satisfy the ancestors. Festivals can also 3 (hold) to honour famous people. In China, the Dragon Boat Festival honours the famous 4 （古代的） poet, Ou Yuan. The most energetic and important 5 （节日）are Spring Festivals 6 look forward to the end of winter and the coming of spring. At the Spring Festival in 7 , people eat such things 8 dumplings, fish, and meat and give children lucky money in red paper. Some western countries have very 9 (excite) carnivals, which take place forty days before Easter, usually in 10 （二月）.

Ⅱ.课文大意概括（旨在训练用30个单词概括大意的能力）阅读课文，试着用30来个单词概括课文大意或翻译下面短文。

文章告诉了我们世界各地五种重要节日并解释了人民为什么，在何时以及如何举行各种活动来庆祝这些节日。

The passage tells us __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

词组（共10小题；每小题0.5分，满分5分）

11. 有意义,行得通 ___________________________________________

12. (在我)看来,(依我的)观点 _____________________________________

13. 定居, 安下心来 _____________________________________________

14. 对……有影响 _______________________________________________

15. 为了纪念 __________________________________________________

16. 以……为自豪 _____________________________________________

17. 使某人想起某事 ____________________________________________

18. 对… 感到乐观 ____________________________________________

19. 使某人高兴的是 _____________________________________________

20. 导致某事,造成某事 ______

一多项选择

1. In order to save the animals out of danger, they ____ a special place for them to live freely.

A. set free B. set off C. set out D. set aside

2. I didn’t mean to keep you waiting here for a long time. There are several traffic jams on the way. Can you ____ me?

A. apologize B. interrupt C. forgive D. behave

3. I am surprised that you should have been fooled by such a ____.

A. role B. deal C. test D. trick

4. It’s the ___ in the country to go out and pick flowers on the first day of spring.

A. use B. habit C. custom D. normal

5. ---Have you heard the story of The merchant of Venice?

--No. When and where does the story ____?

A. take up B. take off C. take on D. take place

6. Washington, a state in the United States, was named _____ one of the greatest American presidents.

A. in favor ofB. in need of C. in search of D. in honor of

7. The police are offering a $ 60,000 _____ for information about the killer.

A. reward B. priceC. awardD. prize

8. We invited her to dinner but she didn’t even bother to _____.

A. turn toB. turn upC. turn on D. turn down

9. On Halloween, children in American like to ____ as ghosts to frighten people.

A. make upB. put onC. dress upD. spy on

10. Almost all of us ____him for his courage in front of difficulty.

A. award B. admire C. accept D. forgive

11. All the teachers and students have got everything ready to ____ the 50th anniversary of our school.

A．congratulate B．celebrate C．inspect D．respect

12. Three university departments have been ______ $600 ,000 to develop good practice in teaching and learning.

A．promoted B．included C．secured D．awarded

13. In order to find a cure to the disease，he travels about the world _____ facts about little known diseases.

A．gathering B．searching C．collecting D．receiving

14. Tom _____ friendship and experience from the local residents, working with them for 3 years.

A．beat B．won C．gained D．made

15. History is about forgiving not forgetting. If some people forget history we should _____ them.

A．repeat B．remember C．remind D．r ecord

16. Since my childhood, I have been dreaming of _____ on a journey round the world. But till now, the dream doesn't come true.

A．putting off B．setting off C．taking off D．going out

17. The old man was almost dying, terrified with darkness and loneliness. He really _____ love and care.

A. turned to B. relied on C. starved for D. referred to

18. It _____ a few days later that he failed to pass the tests to get a place to study at the key school.

A. turned up B. turned out C. turned off D turned to

二完成句子

1. 们家乡在过去的里发生了巨大的变化。（take）

Great changes ______________________________ in our hometown in the past 20 years.

2. 那老师因迟到向学生道歉。（apologize）

The teacher ______________________________________________ late.

3. 我一直渴望再次见到你。（forward）

I __________________________________________________ you again.

4. 黄色的花朵总使他想起在乡下的童年。（remind）

Yellow flowers always _______________________________________ in the countryside.

5. 今天上午我在办公室看到了她，她不该不经医生允许就回来上班。(come)

I saw her in the office this morning. She _____________________________

_________________ without the doctor’s permission.

6. 打扮成圣诞老人，他很受孩子们欢迎。（dress）

_____________________________ Father Christmas, he is popular among

Children.

8. 他耍花招使我相信了他说的话。(trick)

He _________________________ make me believe what he said.

9. 她讨厌在公共场所被开玩笑。（trick）

She hates __________________________________ in public.

10. 他站在山顶欣赏大自然的美景。（admire）

He stood on the top of the mountain ____________________________

__________________ .

11. 他看上去很困倦，昨晚一定熬夜写论文。（stay）

He looks sleepy. He must ________________________________ last night,

writing the essay.

12. 别坐在那里什么也不干，来帮忙整理桌子。（do）

Don’t sit there ______________________. Come and help me with the table.

13. 天气许可的话，明天我会来的。（permit）

I’ll come tomorrow, _______________________________ .

14. 这是一次小型的非正式的老同学聚会，你不必盛装打扮。（dress）

It’s a small informal party among our old classmates--- you ____________

____________________________.

15. ---那边可能是谁呢? ---有可能是我们的语文老师，他总穿红衣服。（be）

--- Who________________________ over there?

---It may be our Chinese teacher who is always dressed in red.

第4课时 Grammar: Modal verbs:

may / might, can / could, will / would, shall / should, must / can的用法

【自主学习】

1. may 与might的用法

may 与 might

1)表示允许、许可。否定答语一般要用mustn’t，表示“禁止、阻止”之意。 --- May I watch TV after supper?

--- Yes, you may. / No, you mustn’t.

2)在表示请求、允许时, might比 may的语气更委婉一些。在日常口语中，用can征询对方意见更为常见。 ---Might I use your telephone?

--- Yes, please.

--- May / Can I go home now?

--- Yes, you may / can.

3)表示可能性的推测，含有“或许”“大概”“可能”之意，用might代替may时，则语气显得更加不肯定。

What he said may be true.

She may come tomorrow.

He might have some fever.

2. can与could的用法

can 与 could

1)表示能力Some of us can use the computer now, but we couldn’t last year.

2) 表示客观的可能性It will be sunny in the daytime, but it could rain later on this evening.

3) 表示请求和允许 --- Can I go now?

--- Yes, you can.

4)表示请求,口语中常用could代替can,使语气更加婉转Could you wait a few day for the money?

Could you please show me the way to the station?

5)表示惊异、怀疑、不相信的态度（主要用于否定句、疑问句和惊叹句中）

Can this news be true?

It can’t be the headmaster. He’s gone to Beijing.

How can you be so foolish!

3. will与would的用法

will与would 1）.用于表示意志或意愿。Will指现在，would指过去 I will never do that again.

They said that they would help us.

2）.表示请求、建议等，用would比用 will委婉、客气些 Will you please take a message for me?

Would you please pass him the book?

3）.表示习惯性动作，译为“总是”“惯于”。Will指现在，would指过去 Fish will die without water.

Every evening, she would sit by the window, deep in thought.

4）.表示预料或猜想 It would be about ten when he left home.

I thought he would have told you about that.

5）.用于否定句中，表示“不肯”“不乐意No matter what I said, he wouldn’t listen to me.

4.shall与should的用法

shall 1）用于第一、第三人称疑问句中，表示说话人征求对方的意见 What shall we do next?

Shall I do the washing-up?

When shall my brother be able to leave hospital?

2）用于第二、第三人称的陈述句中，表示说话人给对方的命令、警告、允诺或威胁

You shall go with me. ( 命令)

You shall have a new dress for your birthday.（允诺）

He shall be punished.（威胁）

should

1)表示劝告或建议，作“应该”讲 We should be strict with ourselves.

You should keep your promise.

2) 表示推测，作“可能”、“该”讲The roads should be less crowded today.

I should have finished reading it by Friday.

3)Why / how + should结构表示说话人对谋事不能理解、感到惊异等意思，译为“竟会”

Why should you be so late today?

（你今天怎么来的这么晚？）

I don’t know why you should think th at I did it.

（我真不明白你凭什么认为这件事是我干的。）

5. must, may (might) 和can表示“推测”的用法

must 只能用于肯定句，表示可能性很大的一种推测，作“肯定”“一定”讲 (1)--- Look, someone is coming. Who can it be?

--- It may be the headmaster.

---It can’t b e him. He has gone to Shanghai.

--- Then it must be Mr Zhang. He looks like the headmaster.

(2)--- What can they be talking about?

--- They may / must be talking about the question raised at the meeting.

(3) --- Can they have finished the work?

--- Yes, they may / must have finished it.

--- No, they can’t have finished the work so soon.

--- Then they must have played so much.

May /might 用于肯定句中（可能，或许，大概）；用于否定句中（可能不）。表示可能性较小的一种推测

can 表示推测时，只用于否定句和疑问句中

【合作探究】：I. 单项填空：

1. Write in simple English in order that everybody ______ understand

you. A. may B. must C. should D. will

2. You _______ miss the lecture, though you ______ have it.

A. mustn’t; needn’t B. needn’t; mustn’t

C. mustn’t; mustn’t D. can’t;

needn’t

3. --- Better not have the operation right now.

--- ________.

A. I mustn’t B. I shouldn’t C. I won’t D. I can’t

4. The train was ten minutes late, so I ______ have run all the way from my house to the station.

A. couldn’t B. shouldn’t C. needn’t D. mustn’t

5. I’m not going simply because I don’t see why I _______.

A. will B. would C. should D. shall

6. --- It must be Mr. Li who did it.

--- No, it _____ be Mr. Li.

A. mustn’t B. can’t C. wouldn’t D. may

7. --- It’s getting cloudier and cloudier.

--- Yes, I’m afraid it ______ be raining soon.

A. must B. should C. might D. can

8. I promised to get there before 5 o’clock, but now the rain is pouring

down. They _____ for me impatiently.

A. may wait B. ought to wait C. could wait D. must be waiting

9. --- ______ you make so much noise?

--- Sorry, I’ll take care not to.

A. Must; B. Can C. May D. Would

10. On Sundays when I was a child, Father and I _____ get up early and go fishing.

A. could B. would C. might D. should

11.I ______ have written to him because he phoned me shortly afterwards

A. ought to B. must C. couldn’t D. needn’t

12. --- _____ the plane have taken off on time?

--- I’m afraid not. The fog was too thick then.

A. Need B. Should C. Can D. Must

13. This looks like a different kind of stone. What _____ we do with it?

A. will B. shall C. would D. do

14. He has much money at the beginning of every month, but by the end of it he _____ little left.

A. can have B. will have C. should have D. need have

15. How _______ you say that you really understand the whole story if you have finished only part of the article?

A. must B. need C. may D. can

【当堂检测】II. 用适当的情态动词填空：

1. There is 20 minutes left. We _______ (not) have to be in such a hurry.

2. Where is my watch? I really can’t find it. Where _____ it be?

3. The doctor told the old man that he ______ avoid eating fat.

4. It’s too late. I think he ______ go to bed.

5. ______ you mind my troubling you with a few questions?

第5课时

【自主学习】

I. 单词拼写

1.Tom celebrated the a_________（到达）of the New Year with a party for his friends.

2. Getting food to s__________（挨饿的`） people does nothing to stop the war.

3. We just can’t find enough good second-hand cars to s__________（满足） demands.

4. The fruit was often served at wedding f__________（盛宴）.

5. Is Russia a E_______（欧洲） country or Asian country? Many people are puzzled sometimes.

6. Carolina was a__________ （奖励）the prize for both films.

7. No one is to see the document without the p__________ （许可）of the writer of the report.

8. I’ve made up my mind, but it’s o_______（显而易见）that you need more time to think it over.

9. Dolphins have sometimes been known to save d__________ （快要溺死）swimmers.

10. I used to a__________ （羡慕）him as a true scientist and hard worker.

II. 短语翻译

1. 出现______________________ 2. 饿死 ____________________

3. 对…满足___________________ 4. 导致 ____________________

5. 纪念 _____________________ 6. 盛装 ____________________

7. 开玩笑____________________ 8. 期望 ____________________

9. 好像______________________ 10. 玩得开心 ________________

11. take place _________________ 12. day and night ______________

13. a couple of ________________ 14. hold one’s breath ___________

15. keep one’s word ____________ 16. apologise to sb for sth _______

17. be meant to _______________ 18. do harm __________________

19. have one’s origin as _________ 20. set off for _______ __________

【合作探究】III. 词语辨析

A）forgive, excuse, pardon

excuse:“原谅”，指有意放过人们在社会，习俗方面的具体行为。如失礼，疏忽或失职，不予以指责和惩罚，常用于口语。

forgive:“饶恕，宽恕，赦免”，感情色彩较浓，表示不但放弃一切报复要求，且打消一切复仇的心理，不再愤恨，强调主观和内心的宽恕。

pardon:“原谅，宽恕”，正式用语，指放弃处罚要求，予以赦免，尤其指由上级按法律正式赦免过失或过错。作原谅讲时，同excuse，较老套、正式，主要用于“知道自己的言行将冒犯对方时候”。

1Please __________ me for using your telephone without asking for permission. I thought you wouldn’t mind.

2 She was so kind as to __________ her close friend who had done harm to her when she was in a great difficulty.

3 The two spies were __________ by the President yesterday.

B）collect, gather

gather和collect均可表示“收集”，但collect有区别挑选之意，表示收藏某类物品时多用此词，gather则强调将散乱的东西集中起来。指“聚集” 时两者同义。

1. One of Tony’s hobbies is __________ rare birds.

2. Clouds __________ before a thunderstorm came.

C) think of, think about, think over

think about指“考虑”、“对......有某种看法”，此时它可与think of 换用。但当think of 作为“想起，想到”讲时，of一般不能改为about。think over有“仔细考虑”之意，相当于think about... carefully, 但about是介词,后可直接接宾语。over是副词，所跟宾语是代词时，代词要放在think 和over之间。

1. I can’t think _________ his name at the moment

2. Universities may be forced to think again __________ the courses they provide due to the new employment situation.

3. Why don’t you think it __________ and give me a call in a couple of days?

D) gain, win, earn

gain侧重指经过努力或有意识行动而取得某种成就或获得某种利益或好处。

win主要指通过努力、斗争、比赛等而获得胜利。

earn侧重指依靠自己的劳动或因付出代价与有功而获得，其宾语多为金钱、荣誉和理应得到的东西。

1. He has __________ a lot of money by working in the evenings.

2. He ___________ experience while working for the newspaper.

3. Who do you think will __________ the next election?

E) mean to do, mean doing

mean to do sth.“打算干…事”; mean doing sth.“意味着…”.

1. I meant __________ (give) you this book today, but I forgot.

2. Missing this train means _________ (wait) for another hour.

F) lonely, alone

这两个词都有“单独”，“独自”，“孤单”的意思。但alone只是陈述一个客观事实，通常不带感情色彩，强调独自一人，没有别的同伴，无褒贬之意，只能用作表语或后置定语，另外alone还可作副词。而lonely只能作形容词，表示一种感觉，带有感情色彩。指人时，强调内心的“孤独”，“寂寞”，“冷清”，希望有人陪伴，可作表语和定语。另外lonely还可表示“偏僻的”，“人迹罕至的”，而alone没有这一意思。

1. On the island Chuch had to learn to survive all __________.

2. The old man lives __________, but he never feels __________.

3. The old man lives a __________ life in that __________ mountain village.

G) cry, weep 这两个词均指因痛苦、悲哀或伤感等出声地流泪。 weep 书面用词，指小声哭或无声地哭，侧重流泪。而cry则较为强烈,常指大声的哭.

1. We all __________ in silence for the dead.

2. We heard her __________ far outside the house.

【当堂检测】IV基础测试

A. 单词拼写

请根据汉语提示或首字母写出单词的正确形式

1. The proud man said he would rather s_______（挨饿） than beg for food.

2. What he said couldn’t s________（满足） his parents, so they kept asking him.

3. A boy l_______（带领） us to the old man’s house, so we had no trouble in finding him.

4. He is a famous p________ （诗人）and his poems are popular with the youth.

5. It is not his custom to d________（淹没） his sadness in wine.

6. She entered the lab without _____________ (许可).

7. There is now no ______________ (可能) that she comes to apologise to us.

8. Do you know when India gained its _______________ (独立) from Britain.

9. He is the most _________(英俊) man I’ve ever met.

10. He got a lot of __________ (奖状) for his excellent study.

1 Don’t look forward to the day you stop suffering, because when it comes you know you’ll be dead. 生于忧患,死于安乐.

2 A dog starving at his master’s gate predicts the ruin of the state. 树死先从叶子黄.

3 I would rather have a mind opened by wonder than one closed by custom. 宁愿创新,不愿陈腐.

4 Gather you rosebuds while you may, old time is still a flying, and this same flower that smiles today,tomorrow will be dying. 未雨绸缪.

5 However big the fool, there is always a bigger fool to admire him. 傻瓜总会发现有比他更傻的人在赞美他.6 Belief, then, is the great guide of human life. 信仰是生活的向导.

篇6：高一英语必修三课件

新课标下的英语教学提倡Task-based Language Teaching也就是任务型教学方法。尤其是在阅读课的教学过程中，使用此方法更能培养学生综合语言运用能力。学生在体验、实践、参与、交流、合作的过程中，实现任务目标，从而感受成功，并达到使用语言的目的。为实现任务型教学，教师应科学地确立教学目标，精心设计任务及活动，遵循新课标之“采用活动途径，倡导体验与参与”的理念。本着“真实性、互动性、趣味性和素质能力培养”等原则，我结合教材内容设计了一堂高中英语阅读课教学，处理Module 3 中的Reading and Vocabulary。课堂设计主要以下列程序呈现：

一、Pre-task:激活学生已有背景知识，导入课题。

我设计了一段电影视频和一系列图片导入课题，以引发学生兴趣，集中其注意力。通过影片让学生认识自然灾害的威力，通过一组图片，让学生进一步学习有关灾害的名词及学会给事物下定义。

二、While-task:带任务阅读，训练技能。

对于本篇阅读材料，我遵循由浅入深、由表及里、由具体到概括的原则设计教学环节。在此过程中我设计了一系列阅读任务，如下定义（giving definitions），确定主题句（spotting topic sentences），回答问题（answering questions based on reading），判断正误（True-or-False statements），填表格（completing a chart）等。让学生带着任务，养成并逐步提高阅读技巧,即略读（skimming），跳读（scanning），细读（intensive reading）以及其他微技能，从而培养其良好的阅读习惯，使他们逐渐掌握阅读策略，那就是通过语篇而不是孤立的句子来获取信息和学习语言知识和技能。

三、Post-task: 以话题为核心，巩固并扩展语言知识。

在此环节中，我以本模块话题为中心，设计了Filling in the blanks, Revision 和Discussion等任务，学生们分组展开讨论，然后报告小组结果。通过这项活动，着重培养学生运用英语获取、处理信息，解决实际问题的能力，激发其学习兴趣，同时也进一步激励学生关爱生命、关爱地球，鼓励他们用文化知识和科学技术武装自己，为保卫我们的地球，改善人类的生存环境做贡献。学生们通过参与合作来完成任务，不但有利于促进知识与技能的进一步形成和巩固，还交流了感情；同时，他们也体验了团体精神的魅力和成功的乐趣，进而增强了自信心，达到了共同提高与合谐发展的目标。

四、Homework Assignments:学会积累，促进转化。

针对本节课教学内容，我设计了两项课后作业题。第一项是要求学生课后熟读课文，并复习生词及一些有用表达法。第二项是要求学生根据所给关键词（key words），发挥想象，写成一篇50-100词的小文章，旨在让学生在动笔的过程中对所学内容回头望、再思考，以达到熟练掌握，灵活运用，将语言知识转化为运用能力的目的。

总之，高效优质的英语课堂是一种理念，也是一种价值追求，它更是一种教学实践。我作为一名执教二十余载的英语教师，在这条路上一直在学习、在探索，但总感觉自己只是触到冰山一角。教学研究这条路尽管艰辛而漫长，但是为了能让自己的课堂行云流水，自然流畅，而学生们也能学在其中，乐在其中，我将继续走下去！

篇7：高一英语必修三课件

（一）听和说教学内容设计

1.听的教学内容设计：听力教学的内容一般应包括：

⑴ 语音训练

语音训练包括对听音、重读、意群等的训练，增强学生的语音辨别能力，对于造成听力困难的语音应专项训练。如：bed—bad, ship—sheep, chip—cheap, pin—pen, sit—seat 训练应从词到句，再到文。

⑵ 听力技巧训练

听力技巧包括听大意、听具体信息、猜词义、听细节、听隐含之意等。听力教学应包含训练这些技巧的各种听力活动。

⑶ 听力理解训练

听力技巧的培养是为理解服务的，除了语音和技巧的训练之外，听力教学更多的应是通过各种活动训练学生句子和语篇的理解能力，使学生的理解由“字面”到“隐含”再到“应用”，理解步步加深。

2.说的教学内容设计：说的教学内容一般应包括：

⑴ 发音

错误的发音会造成理解困难，甚至使听者无法理解，因此说的教学内容首先应是正确的发音，包括音节、重读、弱读、连读、失去爆破，辅音浊化，送气减弱、意群、停顿、语调等。

⑵ 语法、词汇

合乎语法的句子才容易理解，用词准确，有助于理解。缺乏必要的词汇常使说话者难以准确地表达自己的思想。因此说的教学应包含一定的词汇和语法教学。

⑶ 交际功能

通过说的教学，学生应能掌握“问候”“道歉”“抱怨”“邀请”“建议”“致谢”“信息询问”“征求意见”等各种交际功能。

⑷ 释疑技巧

释疑技巧是防止会话中断的必要手段。当听的一方未能听清楚对方的意思时，应能有多种方式询问对方的含义，使会话得以继续进行，当不能明白个别单词短语的意思时，可问 “What does…mean ？”, “Could you tell me what…mean ？”如果有部分内容不能明白，比如没有听清楚怎么走，可问：“Do you mean I should turn left?” “Sorry, how far should I walk?”“You said the name of the street is...?” 如果不清楚自己是否真正明白对方的含义可以说：“Do you mean...?” 要求对方解释自己说过的话可以用升调重复对方的话，等等。

⑸ 文化知识

交际不仅依赖于语言的准确性，同样依赖于语言的得体性。这就要求，说话者有必要了解一定的文化知识，使自己的语言符合其所适用的文化氛围，符合其所处的语言环境，符合其所担任的角色。

（二）听说课的教学模式

1. PWP 模式

现在我们很多课堂都倡导 PWP 教学模式。即：pre-listening, while-listening, post-listening.

为了更好地上好听说课，我们要掌握听说课的要领：

1) 听前：准备要充分，教师提前预设问题，为听力教学作好充分的铺垫。

① 扫清重要词汇障碍，做好背景知识、初步感知语言知识的导入。

② 利用课本资源进行听力预测：充分利用课本图片，通过听前讨论图片、根据图片回答问题等，培养学生听前看图进行听力预测的习惯；浏览文字：预习听力的题目、题干，图片、表格、选项、判断正误句子等。

③ 教师创造性地使用练习：教师要根据学情及听力难易度，整合教材中的听力题目，做到让学生听有所获。

2) 听中：知识输入要合情、听力操作要合理：

① 听几遍合适？播放磁带的遍数（听几遍录音）——由学情及听力材料的难易决定。

② 如果听力材料有好几段，教师要逐段播放，一个小对话结束后要暂停，让学生有时间做听力练习，然后再往下播放下一个对话的录音；

③ 如果听力材料太长，教师备课时就应该按意分成几个小段，播放时增加停顿，给学生留出做题时间。

④ 如果有很难的句子，且句子很重要，可以适当停顿，多次播放，这也是对学生的一种人文关怀。

3) 听后：输出要多样。教师应要求和鼓励学生用完整的英语句子进行说的练习。此外，听后的输出活动形式应该是多样的：如根据图、表格、听力题目等资源进行对话、写话；跟读，角色朗读和自编新的主题对话的形式。把听、说和听、写相结合，进行训练。

2. “3P”教学模式。即Presentation—Practice —Production

1 ）Presentation 阶段

教师通过解释、举例、示范、角色扮演等向学生介绍新的语言项目，包括语法、句法、功能、会话技能等，确定课堂的教学内容和教学目标。

2 ）Practice 阶段

教师为学生提供各种机会，使学生运用所展示的内容。练习由易到难，由控制到半控制，逐步增加学生的自主性。

3 ）Production 阶段

教师给学生提供机会将其新学到的语言知识和交际技能融入已有的知识之中，使其能自由地运用语言进行交际。

3. 任务型学习模式

该模式采用交际会话的方式，使学生通过完成一定的交际任务，达到培养语言运用能力的.目的。教学一般也是由三部分组成：

1）通过实景展示必要的语言知识和语言技能。

2）布置交际性任务，如到商店购物，到机场买票，到车站接人，参加面试等等。

3）活动之后是对任务完成情况的评估。

任务型学习模式使听说活动的设计尽量给学生自由发挥的余地；在真实的任务驱动下，增加听说材料的趣味性，在完成任务的过程中增加听和说的竞争成分；听说过程中也要加入适当的听说技巧的训练，由易到难的顺序排列；让学生在交际中得到充分的锻炼。

（三）听说教学设计案例分析

高中 Module 1 Unit 4 Earthquake

课型：听说课

Step I ： Lead-in

1. 听歌曲《让世界充满爱》，同时展示在人民大会堂表彰抗震英雄的照片。

October 8th , The Great Hall of the People( 人民大会堂 ) ，Top leaders paid tribute ( 称赞，歌颂 ) to heroes of the Sichuan earthquake.

【设计思路】：激发学生兴趣及学习积极性，为本课主题和本节课活动的顺利开展做了一个很好的铺垫。

【实践过程】：大家都经历了为汶川地震捐款等活动，因此课堂气氛极为活跃。

【实践反思】：学生的积极性被激发出来，有利于整堂课的开展。

展示唐山、汶川地震的画面，提出问题：What do you know about earthquakes?

【设计思路】：通过这个问题引出灾难这一话题，继而引入这节课的主题 —— 地震。

【实践过程】：学生虽然对唐山地震不够了解，但汶川地震记忆犹新，课堂上学生的反应很快，他们能想到许多的有关地震灾害的描述。

【实践反思】：通过启发和联想让学生说出地震的相关句子扩展他们的思维。

Step II ： Discussion

播放视频，看完有关地震的视频让学生讨论：

What may an earthquake cause?

【设计思路】：看视频之前给学生提问这个问题，使学生带着任务去观看，印象深刻，而且对地震带来的危害有更加深入的理解。

【实践过程】：虽然视频具有震撼力，但由于讨论时间较短，加上学生的思维有限，学生回答的答案比较局限。

【实践反思】：在此环节应该多给时间他们，给出一些关键词帮助他们充分讨论。

What can we do to help them after the earthquake? 让学生讨论。

【设计思路】：在了解地震的灾害后，引出如何帮助灾区人民从灾难中走出来，树立信心，重建家园，从而引出问题。

【实践过程】：通过讨论方式和小组计分形式使这个环节气氛热烈。

【实践反思】：学生应在解决问题的过程中通过讨论得到答案，这样学到的知识更能印象深刻。

Step III ：Listening & Speaking

1. Please listen to the teacher's experience in earthquake and take notes. A will write down all the questions and B will write down the answers.

【设计思路】：播放一段学生采访本校心理教师的听力材料，姚老师在地震救援时赶到灾区做心理辅导，使学生了解如何在听中记录信息。

【实践过程】：两人一组分别记录采访的问题和姚老师的回答，然后各自和其他组的同学核对，所以这部分他们完成得很好。

【实践反思】：听力原本是学生感到困难枯燥的，但使用学生对本校教师的访谈材料，学生对听力内容非常感兴趣，有助于提高学生的听力。

What are you going to do if you interview other teachers?

Group work：design the questions.

Interview Mr. Zhang whose wife went to Wenchuan to help people in earthquake.

【设计思路】：通过听力训练从而引出说的活动。

【实践过程】：学生通过小组活动设计新的问题，采访同年级的英语老师，他的夫人参加医疗队到汶川抢救伤员，学生和英语老师的互动将本节课的气氛推向高潮。但因学生知识面等原因，学生提出的问题有重复现象。

【实践反思】：此环节在增加知识性的基础上，通过现场采访更使积极互动，给课堂增加了趣味性。

同时学生在讨论的过程中，学会了和对方互动，提出更多问题，使交流更真实。

篇8：七年级英语unit5课件

Language Goal：

Talk about what people are doing.

Teaching Aims：

The present Progressive(结构式：Be+V-ing)

Key Points：

---Is he reading?

---Yes,he is./No,he isn't.

Difficult points：

现在进行时的用法和动词V-ing形式的构成，新目标七年级英语Unit5教案。

Teaching Methods：

由浅入深,设置场景、对话以及表演来教授新句型。

Teaching Aids：

教学图片、教学光盘、VCD机、录音机

Teaching Procedures：

Step1.Warming– up A.Duty report Teacher：How are you,boys and girls?

S s：Fine,thank you.

Teacher：OK,who's on duty today?

(the student who is on duty starts to make aduty report)

B.Ask and answer

(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.)

T：Usually,what time do you go to school?

S1：…

T：When does your father watch TV in the evening?

S2：…

T：Do you do your homework in the evening?

S3：…

T：When do you play soccer?

S4：…

T：what time do you usually eat dinner?

S5：…

(The teacher should encourage the students after questions.)

The teacher ask the students to read these five verbs for several times.

Step 2.Presentation A.Match the words and the activities.

Ask the students to turn to page 83,and look at the pictures in 1a.

Then,the teacher ask questions：

--What's he doing?(Picture 1)

--He's making atelephone call.

(Help the students answer the question with body language.)

Ask and answer just like that,and finish 1a.(Ss can guess the meaning of doing homework,watching TV,cleaning,eating dinner and reading.)

The Ss read these V-ing words after the teacher.

B.Play the video.

To make the Ss clear what they are learning in this class.Mr.Gong's words do give the teacher abig hand.

(Write down the title of Unit 14 I'm watching TV on the blackboard and ask the Ss to read it.)

C.Teach the Present Progressive.

1.Introduction Tell the Ss what the Present Progressive is.(现在进行时表示现在正在进行或发生的动作,它的表现形式为Be Verbs+V-ing--这也即为它的结构式.)

2.Tell the difference Write down the V-ing forms by another lines of go,watch,do,play and eat on the blackboard.Ask the Ss to have alook and find the difference between them.For example：go and going,watch and watching,do and doing,etc.Then,ask the Ss to read them again.

3.Listen to the tape.

Let the Ss get rea dy to listen to the tape(paper and ball-point pen).

Check the answer：2 41 4.Activities.

The teacher acts several actions and say：“What am Idoing?”,help Ss answer：“I'm opening the door.”

(The other actions：look at someone,clean the window)

Write down the three sentences on the blackboard,and ask the Ss to pay attention to the important words underlined：

n What am Idoing?

n I'm opening the door.

n What am Idoing?

I'm looking at him.

n What am Idoing?

n I'm cleaning the window.

5.Pairwork.

Ask and answer questions about what people are doing in the picture.

u What's he doing?

u He's reading.

The Ss can practice different sentences upon the verbs on the blackboard.

6.Guessing game.

The teacher prepare several pieces of paper and there are different actions on it.Ask apair of Ss to act it out.(Each pair of Ss choose two pieces of paper and act.)

(The Ss must like to do it,so the teacher can ask many pairs to do this game and,the Ss can be familiar with the Present Progressive step by step.They can have fun in the classroom during this class,it's the most important.)

7.Self-assessment.

The teacher prepare for the Ss some listening exercises,and play the cassette,let them finish these exercises at once.Then,check the answer.The Ss can understand whether they have learned about the Present Progressive.

8.Do the exercises.

The teacher have the Ss some exercises,and ask the Ss to do at once.

1--What's Li Lei doing?--He_.(read)

2--What's his mother doing?--She_.(write)

3--What are they doing?--They_.(play soccer)

4--What are David and Mary doing?

--They_.(have dinner)

5--What's Jenny doing?--She_.(run)

(In fact,the Ss don't have enough time to finish the exercises,so they can go on and finish these exercises after class.

Step 3.Homework 1.Finish the exercises in the class.

2.Make aconversation and act it out with your partner.

Step 4.The end T：You are very good today,boys and girls！And thank you for listening.Bye.

Unit 5I am watching tv.说课稿

(一)教材的地位及作用

本课是初一新教材第5单元的第一部分，教材内容围绕着描述人现在的活动展开，让学生学会谈论人人们正在干什么，教案《新目标七年级英语Unit5教案》。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中，学生能通过交换对不同人物活动的描述，促进学生之间和师生之间的情感交流，增进情谊。

(二)教学目标

1、知识目标：

What are you doing?I am watching.

What is he doing?He is doing homework.

Is she reading?No,she is doing her homework.

2、能力目标：

(1)、能抓住人物的主要特征来描述人物的外貌，并根据描述画出人像。

(2)、能概括人物的外貌特征并根据人物特征推理出某一人物。

3、情感目标：

通过描述同学、教师或自己的偶像的外貌，表达自己的看法，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的爱好，增进情谊。

(三)教学重点及难点

1、掌握并运用描述人物活动和地点的词汇：

watching,doing,eating cleaning,playing,reading,swimming,shopping,pool,school,mall,library 2、掌握并运用简单的英语交际句型：

What are you doing?I am watching.

What is he doing?He is doing homework.

Is she reading?No,she is doing her homework.

(四).教法设计

对本课我主要采取了如下几种教法：

1.听录音。

听音是英语学习的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以模仿。

2.重点解释，个别操练。

在每一堂教学中，学生总会遇到一些难以理解的词、句型、短语、句子或某一语法现象。如本课出现的一般过去时的用法等都需要教师个别解释甚至创设语言情境进行操练和举例，以扫除自由交际过程中的“拦路虎”，为语言的进一步学习奠定基础。

3.指导学生展开情景对话。

在第一部分和第二部分的教学过程中，要想办法使人人开口，使人人都有成功感。通过对话逐步达到对教材内容的全部操练。第三部分问答游戏时，猜中的同学老师给予鼓励，激励更多的同学参与进来

4.学生独立操作。

首先要求学生根据师生示范独立对话，随后叫几组分别站起来表演。这是深化课堂教学的重要举措。

5.我在教学过程中设计了填表和动词填空的练习，以检查学生对本课的掌握情况。在整个教学活动中，我还采用了幻灯片，对顺利开展教学活动起到了很好的'辅助作用。

(五).学法指导：

我所采用的教法有助于学生掌握如下学法：

1.养成听的习惯。

学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。

2.科学储备大量知识。

学生不掌握丰富的知识就不可能进行很好的语言交流。所以学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻、灵活度大。

3.及时巩固，反复记忆。

凡教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则常常是学了新的，忘了旧的。

4.积极操练，重在口头。

在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识和语言能力；也只有这样，才能实现脱口说英语的目的。

(六)教学设计

在上新课之前先复习动词的ing形式，和上节课的重点句型。通过对重点句型的变形导入新课。安排猜谜游戏帮助学生巩固新知之新知识。然后翻开课本学习2c，这样可以降低学生学习难度，有利于学生更好的掌握新知识。接下来再讲2a和2b，之后是3a和3b.讲解4时，难度再次加大，因为需要学生用自己的语言讲解图片。于是我利用教材所给的图片和问题进行引导，先让学生观察图片，在就图片回答问题。问题有答案之后，要求他们讲述图片，这个难度就大大降低了。最后我在就学生的讲述进行适当的引导和补充。下课前布置作业，结束课堂。在整个教学过

篇9：九年级英语unit5课件

九年级英语unit5课件

九年级英语unit5重点短语与句型归纳

Unit5 Topic1

China attracts millions of tourists from all over the worlh.

【重点短语】

1.It has been+时间段+since从句

It is+时间段+since从句

时间段+has passed+ since 从句

自从……以来已经多长时间了

2.know very little about 对……几乎不了解

3.places of interest 名胜古迹

4.all over the world 全世界

5.a great number of 许多，大量

6.the second longest 第二长

7.the birthplace of ……的发源地

8.fetch sb. sth.= fetch sth. for sb.

为某人取某物

9.in detail 详细的

10.millions of 数百万

11.be worth doing sth. 值得做某事

12.run through 流经

13.lie in 位于……之内

lie on 和……紧挨着，相邻

lie to 隔……相望，不相邻

14.a/the symbol of ……的象征

15.imperial power 帝王权利

16.play an important part/role

扮演重要的角色

17.stretch from…to…

从……延伸到……

18.join…together 把……连接在一起

19.wear away磨损，消耗

20.seperate…from… 把……与……分开

21.bring…into…把……带入，使达到

22.be regarded as 被看做……

23.the home of ……之乡

24.the largest number of 最多数量

25.along/together with… 和……一起

26.begin to do sth. 开始做某事

27.since then 自从那时起

28.be similar to 与……相似

29.the pronunciation of ……的发音

30.the same as 和……一样

31.be famous for 因为……而著名

【重点句型】

1.Chinais a great country with about 5000 years of history.

/Chinais a great country (which/that) has about 5000 years of history.

中国是一个有着五千年历史的国家。

2.It is a book with details aboutChina.

/It is a book (which/that) introducesChinain detail.

这是一本详细介绍中国的书。

3.And some of them are very famous, such as Mount Tai, Mount Huang, Mount Song and Mount Emei.

并且他们中一些非常著名，例如泰山，黄山，嵩山和峨眉山。

4.That correct! 非常正确！

Unit5 Topic2

He is really the pride ofChina.

【重点短语】

1.in the field of 在……领域

2.be born 出生

3.wise sayings 至理名言

4.the importance of ……的重要性

5.receive/get/have a good education

接受好的.教育

6.at the age of 在……岁时

7.travel around 环游

8.search for 搜寻，搜查

9.good rules of behavior 好的行为准则

10.in one’s thirties 在某人三十多岁时

11.the rest of 剩余的

12.pass away 去世

13.set up 建立

14.come to an end 结束

15.be proud of/take pride in 为……感到骄傲

be the pride of 是……的骄傲

16.play an important role/part

扮演一个重要的角色

17.succeed in doing sth. 成功做某事

18.more than half a century earlier than

比……早半个多世纪

19.die of 死于（内因）

die from 死于（外因）

20.sail to 航行到……

21.graduate from 从……毕业

22.as well as 和，又，和……一样好

23.make contributions to 为……作出贡献

24.from then on 从那时起

25.in charge of 主管，负责

26.be honored as 被誉为……

27.the father of ……之父

28.have great influence on 对……有好的影响

29.depend on 依靠，取决于

30.be used for 被用于……

31.at the end of 在……末

32.the method of ……的方法

【重点句型】

1.Could you tell me more about him?

你能告诉我关于他更多的吗？

2.It’s hard to believe.很难相信

3.What a great explorer!多么伟大的探险家！

4.He was a great thinker who had many wise ideas about human nature and behavior.

他是一个对人的本性和行为有很多真知灼见的伟大的思想家。

5.He was also a famous philosopher whose sayings have influenced many people in different countries.

他也是一位著名的哲学家，他的至理名言对不同国家的许多人产生了影响。

6.When I walk along with two others, I may be able to learn from them.

三人行，必有我师。

7.He who learns but does not think is lost, he who thinks but does not learn is in danger.

学而不思则罔，思而不学则殆。

篇10：英语必修三unit2课件教案

英语必修三unit2课件教案

以听说为主的基于学习英语必修三unit2课件教案。一起来看看吧。

项目内容

教学内容一段录音，讲述王鹏去图书馆寻找健康饮食的资料，巧遇这方面的专家，

于是向这个专家请教。通过这段录音，引发学生对合理搭配饮食的讨论。

学习目标从以下学习目标中确定四类、每类至少一项作为自己的本课时学习目标。

语言知识使学生对合理、健康饮食有更深入地了解及如何合理搭配食物。

语言技能通过听力口语等各种活动，训练学生提取信息，表达观点的能力。

语言运用

（1）学会在听力中抓住要点的技巧

（2）学会把听到的内容用自己的语言表达出来。

文化意识了解合理搭配饮食的重要性，提高学生健康饮食的意识。

情感态度在了解合理搭配饮食的重要性的同时，也注意生活和学习上的合理安排。

学习策略

（1）自主地在新旧语言知识之间建立联系，

（2）自主反思本单元所学到的语言知识和技能，

将之迁移并运用到要学习中，

（3）主动拓展与本单元主题相关的信息。

任务

课时任务：听一段录音，获取相关语言信息，再把这些信息运用在口语活动中，

给一个胖女孩提一些饮食方面的建议。

评价标准从以下标准中选定至少两项作为你本单元学习的评价标准。

1、理解听力材料的大概内容。

2、能把所听到的.信息运用到口语中。

3、借助同伴的启示与帮助，更好的完成任务。

学习

资源听力材料

预设

时间学习步骤学习目的教学方案学习方案学习资源

第1-5’导入引入

听力老师会用两个问题”Which illness do we still have today? “and “why we have this illness ?”引导学生进入听力材料，让学生对接下来的听力训练的内容有一个心里准备。用问题激发学生的讨论，从而激发学生对回答问题及相关知识的联想。学生通过讨论为接下来的听力任务做好背景知识准备。教师

话语

第6-21’听力进入听力训练，本课时的重点之一有了前面两个问题引入，再加上前面学过的READING部分，教师可以直接进入主题。让学生听一段录音之后，学生完成几个简单的问题，再听一遍录音，再完成几个细节题，循序渐进，由浅入深，学生可以大概获取听力材料的信息。首先提一些简单的问题，让学生能够轻易回答，即能够让学生获得成功的喜悦，也可以让学生对材料有个了解。之后，再进入深一些的问题。

听力材料

第22-25’信息

展示让学生把听到的信息以说的方式展示出来。教师把学生所听到的材料信息用语句活词语的方式展示出来学生把自己听到的内容，加上自己的理解，通过口语方式展示出来。学生

话语

第26’任务

展现了解任务让学生了解接下来的任务，就是为一个胖女孩制定健康的饮食计划。了解任务。

第27-39’任务讨论强化语用意识和交流意识让学生按照自己的观点

尽情自由的讨论通过前面的讨论、听力，已经使学生把握了许多相关的信息，接下来的任务就是让他们学会如何运用这些信息以口语的形式表达出来。自己与同伴的讨论

第40’任务完成修改完善自己的讨论向全班同学呈现自己的讨论成果。学生话语