ss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.

step 6. assignment

1. ss prepare the reading task on page 44.

2. surf the internet and find some material about friendship in different countries.

period five

step 1. warming up

ss say something about making friends and how to maintain friendship.

step 2. listening

ss listen to a short passage and fill in the blanks on page 41 (listening).

step 3. reading

1. first reading: ss read the passage about friendship in hawaii and finish wb.ex1.on page 45.

2. second reading: ss read again and discuss the questions on page 45.

3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

step 4. discussion

what do you and your friends think is cool?

ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .

ask ss to use the following sentences while they talk:

i think that… is cool/ isn’t cool because ….

i think so.

i don’t think so.

i agree with you.

i don’t agree with you.

step 5. assignment

ss collect some proverbs about friendship.

period six

step 1. pre-writing

1. read a letter from a student called xiaodong.

2. go over the advice on page 7 and be ready for writing.

step 2. while-writing

ask the ss to write a letter to xiaodong as an editor and give him some advice.

1. ss make a list about the important information that they need.

2. ss begin to write the letter to xiaodong.

3. ss revise their letters by themselves.

4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)

5. ss get back their own writing paper and write the letter again.

step 3. post-writing

choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.

step 4. writing for fun

1. ss read the passage on page 7 by themselves.

2. ss try to write a few lines to describe their best friends or a person they know.

3. show some ss’ writings in class.

step 5.assignment

do wb writing task on page 46.

period seven

teachers can use this period freely.

suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.

必修三英语教案篇2

period 1&2 warming up and reading

teaching aims:

1.enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview

2. enable the students to learn some reading strategies

3. enable the students to learn the necessary qualities in their future job

important points and difficult points

learn about how to be a good reporter

teaching methods

strategic reading method; task-based method

teaching procedures:

i. elaboration (warming up): help the students to relate their known knowledge to the topic that will be learned

task 1 :( group discussion) talk about jobs in china daily?

types of jobs what it involves

reporter

task2: predict what is going to be learned by looking at the title of the text. which type of job will be talked about in the text?

ii. prediction (pre-reading):

task 3: predict the main idea of the text by discussing the following questions:

1. what are the qualities a good news reporter needs to have?

(have group discussion first and then finish part 1 individually)

2. what your first day at school was like? how would you feel on your first day at work? (group discussion)

iii. skimming, scanning, analyzing (reading & comprehending)

task 4: read the text quickly to get a general idea of the text.

task 5: divide the passage into three sections and match the following main ideas to the three sections：

how to get an accurate story

how to protect a story from accusations

how to become a reporter

the skills needed

the importance of listening

stages in researching a story

how to check facts

how to deal with accusations of printing lies

work in a team

task 6 read quickly to find out the information to fill in the form below

task 7: tell what is required for a reporter and a photographer

patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional

a reporter a photographer

iv. summarizing

task 8: write a summary of the text

v. assignment

read an english newspaper and retell the main idea of one article in it.

period 3&4 words & expressions

teaching aims:

get the students to know how to use some words and expressions correctly and appropriately

important points and difficult points

use some words and expressions correctly and appropriately

teaching methods

demonstrating and summarizing; practicing

teaching procedures:

1. occupation n.

1). teaching is my occupation. 职业

2). swimming is my occupation. 使…忙碌的事情;消遣

occupy v.

occupied=busy

occupy oneself in/with sth.

employment; occupation; job; profession; vocation; work; trade

he is looking around for .

: artist

he is out of .

she chose teaching as her .

she’s a lawyer by .

he’s a carpenter by .

2. assign v.

assignment n.

she gladly accepted the assignment. (分派的任务;工作)

the english assignment is a book report. (课外作业，功课)

3. on one’s own

of one’s own

for one’s own

we should complete the test _________

4. experienced adj.

be experienced in/at sth/doing sth.

who is experienced in cooking in your home?

5. the first/last time + 时间状语从句

the first time i came here, i was not used to the climate here.

cover n. 封面,掩盖(物) ;

1). tom will covered the outbreak of the disease.

2). the road was covered with snow.

3). she laughed to cover her worry.

4). the red army covered about 30 miles a day.

5). is the money enough to cover the cost of a new shirt?

7. be eager for sth. (sucess)

to do sth.

that clause

he is eager to see his daughter.

we are eager that the project should be started early

be anxious about =be worried about

8. concentrate on sth./doing sth.

we should concentrate on our study.

tom is concentrating on fishing.

9. of +抽象名词(importance; value; use; help; benefit)

of special interest=

of no use=

the meeting is of great importance.

each minute is _____ for us.

of greatly valuable

great valuable

of great value

for much value

10. acquire; get; gain

1). i sat in the front of the bus to ___ _ a good view of the countryside.

2). gradually we _______ experience in how to do the work.

3). they _____the victory after a bloody battle.

11. have a nose for 嗅觉灵敏

she has an ear for music. 有鉴赏能力

she has an eye for color and style in clothes. 有眼光

12. meanwhile=in the meanwhile

=in the meantime

=at the same time

mother went shopping; meanwhile, i cleaned the house

13. trade n. v.

1). japan does lots of trade with the united states.

2). he is a shoemaker by trade.

3). she trades 3 apples for some bananas.

14. trick

1). 窍门，手法

2). play a trick(joke)on sb.

=make fun of sb. (玩笑,恶作剧)

3). he got into the building by a trick (诡计,花招)

15. challenge

1).he challenge my view on that matter.

2).to finish the job in 2 days was a real challenge.

16. support

n. 1).i need your support.

v. 1)为…提供证据,证实

2) the old man entered the room supported by his grandson.

3). he has always supported the weaker party.

4). he has a large family to support.

17. case

1).he thought he had solved the problem , but that was not the case.

2).here is a case of being careless.

3).we will look into that case.

in case of sth. 如果,万一…

in that/this case 在那样/这样情况下

in no case 决不

in case + 从句以防;可能;倘若

take an umbrella in case it rains.

(in case 从句常用一般现在时表将来, 或should+do)

17. accuse sb. of sth.

=charge sb. with sth.

tom ____ his boss of having broken his word.

blamed

accused

charged

scolded

18. so as to do sth. 只能在句末

= in order to do sth.

=so that + 从句

= in order that + 从句

i got up at five so as to catch the train

19. admit

admit doing /having done

admit sb. into/to (the university)

lily finally admitted___ my umbrella by mistake.

to take

to have taken

having taken

have taken

20. n. adj.

profession professional 具有….特点

finish ex 3 on page 29

assignment

finish ex1 and ex 2 on page 28 and ex 3 on page 29 (discovering useful words and expressions)

finish ex 2 , ex3 on page 63 and ex4 on page 64 (using words and expressions) in workbook.

period 5 grammar

teaching aims:

get the students to use “inversion” correctly and appropriately

important points and difficult points

use “inversion” correctly and appropriately

teaching methods

task-based method; demonstrating; discussion; summarizing; practicing

teaching procedures:

i. presentation

task 1: comprehend the following sentences

only then did i begin my work on designing a new bridge.

=i began my work on designing a new bridge only then.

2. not only was there a christmas tree, but also exciting presents under it.

=there was not only a christmas tree, but also exciting presents under it.

inversion: 起强调作用

ii. analyzing & summarizing

task 2: find 4 examples of inversion in the reading passage

1. never will zhou yang forget his first assignment at the office of china daily.

2. only when you have seen what he or she does, can you cover a story by yourself.

3. not only am i interested in photography, but i took a course at university.

4. only if you ask many different questions will you acquire all the information you need to know

task 3: analyze the sentences above and summarize the rules

1. why can these sentences use inversion ?

2. how are these inverted sentences made?

※ 否定副词no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only 等开头的句子要部分倒装。

※ 部分倒装:只把谓语的一部分(如助动词\情态动词)等放到主语前，或把句子的强调部分提前。

task 4: analyze more sentences below and summarize the rules

1) only after he had spoken out the word did he realize he had made a big mistake.

※ 如含有从句,只要求主句倒装

2) ______,there was no hope of her being able to sleep.

as she was exhausted

if she was exhausted

exhausted as she was

now that she was exhausted

※ 当as(尽管)引导让步状语时,要部分倒装

3) . i often go out for a walk after supper. so does she.

4). if you don’t wait for him, nor shall i.

※ 当so, neither, nor表示另一者也具有前面所述的情况时,要部分倒装.

iii. practice

task 5：do exercise 3 on page 30 (“discovering structures”)

iv. analyzing & summarizing

task 6: analyze sentences below and summarize the rules

1). there appeared a man in black in the distance.

2). under the tree sits a beautiful girl.

inversion(倒装) → 部分倒装

↘ 完全倒装

※ 以地点副词here, there, down, under和时间副词now, then开头，后面的动词是be, come, exist, fall, follow, go, lie, remain, seem, stand等，而且主语是名词时，构成完全倒装句.

※ 完全倒装:把整个谓语动词放到主语之前

3)the teacher came in and the class began.

=in came the teacher and the class began

4).____ from the tenth floor when the policeman pointed his gun at him.

a. jumped down the thief

b. down the thief jumped

c. the thief jumps down

d. down jumped the thief

5). here we are.

※ 在here, there引出的倒装句中，当主语是普通名词是用完全倒装句,当主语是代词时,则用陈述句语序(主+谓)

v. assignment：

do exercise 1 on page 64 (“using structures” in workbook)

period 6 extensive reading

teaching aims:

1. enable the students to know writing and printing process for an article and what is the primary source and the second source

2. enable the students to consolidate some reading strategies

3. enable the students to learn the necessary qualities in their future job

important points and difficult points

enable the students to know writing and printing process for an article and what is the primary source and the second source

teaching methods

strategic reading method; task-based method

teaching procedures:

i. elaboration (warming up): help the students to relate their known knowledge to the topic that will be learned

task1.review the types of jobs in a newspaper

task2. talk about the process of making a newspaper? (group discussion)

give the following hints when needed: interview; do some research; write a story; check the article written by a reporter; print the first edition; set the page; check again

ii. skimming and summarizing

task 3: read and fill in the form

task 4: learn some words and expressions

1. accurate 准确，精确

1) is this watch accurate?

2) his information was accurate

2. set to sth./doing sth. 开始做某事

=get down to sth./doing sth

1). as soon as i got home, i set to preparing supper.

2). they’ll set to the project, as soon as it is approved.

※ look forward to…, devote… to…, be/get used to…, lead to…, prefer…to…, pay attention to…, object to…

3. approve vi. (approval n.)

approve of sth./doing sth.

=agree to/on/with

1).your parents won’t approve of your going there. = agree on

2).i cannot agree to this plan. =approval of

4. process v. 加工,处理

1) the street is in the process of repair

2). they are using a new process to make glass.

process food adj. 加工过的,处理的

task 5: retell the main process of making a newspaper

iii. read the passage on page65 (“reading task) and answer the following questions

iv. assignment

read an english newspaper and retell the main idea of one article in it.

period 7 listening and speaking

teaching aims:

1. learn how to make an appointment

2. improve the students’ listening and speaking skill

important points and difficult points

learn how to make an appointment

teaching methods

task-based method

teaching procedures:

i. elaboration & prediction: get the students to predict what they will listen to and elaborate the topic to their known knowledge.

task 1: go over ex1 on page 31 and guess what they will listen to on the tape.(group discussion)

ii. listening

task 2: listen and circle the correct summary of the listening passage.

this is about a young man who is refused an interview with liu ming.

this is about a young man who is trying to arrange in interview with liu ming.

this is about a young man who wants to ask liu ming about how to work abroad.

task 3: listen to the tape again and answer questions on page 32.

task 4: listen to the tape again and try to note down the dialogue (pair work)

task5: role-play the dialogue and elect the best actors (the most similar to the original dialogue)

iii. speaking and listening

discuss the phrase that may be used in making appointments (input)

shall we make an appointment? how about…?

when are you free? when do you think is convenient for you?

is it possible to…? i shall be busy at… and… but i can be free at…

where is the best place? maybe we can meet at…

task 6: make an appointment according to the situation in ex3 on page 32

task 7: listen to the tape and do ex 1 and ex2 (listening)) on page 62.

iv. assignment

work in pairs. make an appointment according to the situation in ex 1 (talking) on page 62

必修三英语教案篇3

(1)课题：friendship

(2)教材分析与学生分析：

本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。warming up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；pre-reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的.朋友；reading部分anne’s best friend以日记形式讲述了犹太女孩安妮的故事；comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; using about language 部分教学本课重点词汇和重点语法项目。

(3) 课时安排：

the first period: speaking: warming up and pre-reading the second period： reading

the third period: grammar

the forth period：listening

the fifth period: writing

(4)教学目标：

①知识与技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct speech and indirect speech; learn to write an essay to express and support an opinion.

②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友; 5. 朋友的重要性。

③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。

(5) 教学重点和难点：

词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit

短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in

重点语法项目：直接引语和间接引语的互相转换

难点：understand the real meaning of friends and friendship;

discuss the answers to the questions (reading);

how to teach the ss to master the usage of direct speech and indirect

speech(statement and questions).

(6) 教学策略：

discussion, student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation

(7) 教学煤体设计：

a projector and a tape recorder.

(8) 教学过程：

period one：speaking （warming up and pre-reading）

aims

talk about friends and friendship.

practise talking about agreement and disagreement.

step i revision

ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. then give some comments.

t: now, lets check up your homework for last class. id like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.

step ii warming up

t: / think most of us have some good friends. do you know why people make friends with one another?

step iii talking(wb p41)

first get the students to listen to what a canadian say about making friends. then ask them to discuss the two questions.

t: now were going to listen to what leslie clark, a canadian has got to say about making friends. after listening, please talk about the two questions in groups of 4. try to use the following expressions.

1 do you agree with her?

2 what do you think of people from foreign countries?

agreement disagreement

i think so, i dont think so.

i agree.i dont agree

thats correct.of course not.

thats exactly my opinion. im afraid not.

youre quite right. i dont think you are right.

step iv speaking(b p6)

first, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. ask them to fill in the form prepared before class. show the instructions and decide what kind of friends their classmates are. third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. show the instructions and decide what kind of friends other classmates are. they can share your questionnaire with one or two other groups and try each others questionnaires.

at last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.

t: friends come in many flavors. there are best friends, school friends, fair-weather friends, forever friends and many more. do you want to know what kind of friends your classmates are? now lets make a survey. first, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.

1. your friend borrowed 100 yuan from you last week and hasnt returned it. you will

a. ask him / her to pay back as soon as possible; or youll end the friendship.

b. ask him / her to pay back if he / she has.

c. tell him / her not to return it.

2. your friend said your bad words behind you. you will

a. ask him / her to say sorry to you , or youll stop your friendship.

b. excuse him / her and forget it.

c. ask others to tell him / her that he/she is wrong.

3. you promised to meet your friend at five oclock but your parents ask you to do homework at home. you will

a. tell him your parents ask you to do homework at home.

b. tell him / her a lie that you are ill.

c. say sorry to him / her and plan to meet him / her another time.

4. you borrowed a bike from your friend, but you had it stolen. you will

a. buy a new one which is the same as his / hers.

b. just tell him / her you had it stolen.

c. say sorry to him/her and buy him/her an old one

after they finish choosing the answers, show the scoring sheet on the screen.

instructions:

2-5 a fair-weather friend

only like them when they are happy and popular. if they are feeling down, or if they are having a problem, you dont want to spend time or talk with them. you dont help your friends when they have problems. you are always thinking about yourself.

you should care more about your friends. if you continue to be self-centered and dont consider others feelings, you wont make more friends and keep friendship for long.

6-11 a school friend

you see each other in school. you just study and play with them together in school. you may not know everything about each other. you take things smoothly. you seldom hurt your friends with your benefit considered. youd better add more affection to your friends. friendship is about feelings and we must give as much as we take.

12-17 a best friend

you do everything together with your friends: study, read, watch tv, surf the internet, play sports and listen to music. if either one has a problem, the other is there to help. you know your friends very well. you understand and yield to each other. you help with each other and improve together. you have a lot of common benefit. your friendship is good to both of you. you are mutually beneficial.

18-21 forever friend

you will always listen to your friends and try to help them, even if you disagree or if you are having a problem. whenever they have any difficulty, youll try your best to do what you can to help them without hesitation. you devote yourself to your best friends. you are willing to lose what you have, even your life.

课后反思：

本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。

必修三英语教案篇4

一、单元考点提示

1.单词

willing ,devote,cure,disadvantage,shock,institute,admire,debt,expedition,

merchant, exist,chart,botany,disaster,crew.

2.短语

devote…to 把……用在;把……献给

succeed in (干)……成功

give off 发出(光、热等)

in honour of 为了纪念……;为向……表示敬意

above all 首先;首要

set off 使爆炸;引起;出发

pay off 偿清(欠款等)

at sea 在大海上;在航海

take…by surprise 使……吃惊;出奇兵攻占

in charge of 主管;负责

set out 出发;开始

in search of 寻找

3.句型

(1)i’m (not)sure… i’m not sure whether/if…

(2)i doubt if/whether…

(3)making a map of the east coast was an important job.

(4)the men often fall ill and suffer fever.

(5)they will provide us with eggs and meat.

4.交际英语

(1)i doubt if he’ll be asked to speak again next year.

(2)perhaps i’ll go to that one.

(3)maybe it was useful for some people.

(4)how did you find the talk this morning?

(5)i shall insist on leaving at 7 a.m.sharp.

(6)we’ve decided to do sth./that…

(7)have you decided which boat to take?

(8)i suggest doing sth.

二、考点精析与拓展

1.have something(nothing,much,little)to do with与……有(没有，有很大，有一点)关系。

①i have nothing to do with that young man.

②his job has something to do with telephones.

③this has little to do with what we are talking about.

④do you have anything to do with that club?

2.doubt v.& n.怀疑，不相信

of…对……(抱)怀疑或悲观(态度)

doubt 从句在否定句及疑问句中多跟that

引起的从句，在肯定句中多跟

whether(if)引起的从句。

①i doubt the truth of this report.

②they have never doubted of success.

③i don’t doubt that you are honest.

④can you doubt that he will win?

⑤i doubt if that was what he wanted.

该词作名词时有以下短语

beyond(all)doubt毫无疑问;in doubt怀疑，犹豫，不肯定;no doubt肯定地，想必;without doubt毫无疑问，一定地

①the truth of the story is beyond doubt.

②i was in doubt about what to do.

③no doubt i learned a lot from that lecture.

④without doubt these theories were all wrong.

3.how do (did )you find…?(你觉得/认为……怎么样?)是征求对方对某人、某事的看法或意见的用语。回答时在find 后要跟复合宾语。

how did you find the dishes?

(i found them)tasteless.

how do you find peter gray?

i found him dishonest.

4.admit vt.①接纳，许可……进入(allow sb./sth.to enter)

he was admitted to the school this year.only two hundred boys and girls are admitted to our school every year.

②承认，后可接名词，doing、从句或复合结构。

i admit my fault.she admitted having read the letter.he admitted that his comprehension was weak.you must admit the task to be difficult.

5.be remembered as…作为……而被人们怀念

he will always be remembered as a national hero.

6. ( be)determined to do sth.下定决心做……

determine to do sth.决定(心)做……

①i was determined not to follow their advice.

②i left him,determined never to set foot in that house again.

③she determined to go that very afternoon.

7.certain某(些)，仅作形容词用法。

①he didn’t come for a certain reason.

②a certain person called on me yesterday.

③she will do it on certain conditions.

some 也可以作此意讲，但前面无冠词

①he is living at some place in east africa.

②i’ve read that story before in some book of other.

8.succeed in sth.(doing sth.)(干……)成功，其反义词组;fail in sth.(doing sth.)或fail to do sth.;名词success;形容词successful

9.give off,放出(光、烟、气味等)、散发，

give out,放出，发出(声音，光线，气味等)，(食物、燃料、力量等)用尽、筋疲力尽。

①these red roses give off a sweet smell.

②this device gives out flashes of light in the fog.

③both my strength and money gave out.

10.in honour of sb.(sth.) 为了纪念或表示敬意而举行某活动。

①a memorial meeting was held in his honour.

②it is only a dance in honour of my birthday.

11. devote…to…把……献给，把……用在

devote oneself to…致力于，献身于

be devoted to…专心致志于，献身于，忠于

①mary devotes too much time to eating.

②he has devoted his whole life to benefiting mankind.

③he devoted himself entirely to music.

④he was still devoted to the study of chemistry.

⑤he is very devoted to his wife.

12.believe in 信任

①we believe in marxism.

②you can believe in him.

③we believe in our government.

set off (for)出发，动身(去某地)

set off 引爆

13. set out to do sth.着手……

set about

doing开始(着手)做……

①we’ll set off fox xi’an at six tomorrow.

②polonium is used to set off a nuclear bomb.

③he set out to break the record for the crosschannel swim.④i don’t know how to set about this job.

14.have effect on 对……有影响，相当于affect：

it has had such a bad effect on him.

15.above all 首先，特别是，最重要的是

after all 到底，毕竟

at all (用来加强语气)与not连用，表示“一点也不，完全不”。

in all 总共

all but 几乎，差点没(=almost,nearly)

①we have all but finished the work.

②the day turned out fine after all.

③children need many things ,but above all they need love.

④he wasn’t at all tired.

⑤do you feel ill at all(真的，确实)?

⑥there were twenty in all at the party.

16.order food 叫食物

order n.&vt./vi.订购……

place an order for sth.订购……

order sth.from…向……订购……

order sb.sth. order sth.for sb.为某人订购……

i have ordered you some new clothes.

17.insist on doing sth.坚持做……

suggest doing sth.建议做……

enjoy doing sth.喜欢做……

类似的admit,appreciate,avoid,consider,delay,deny,detest.dis

-like,endure,escape,excuse,face,feellike,finish,forgive,give

up,can’t help,imagine, leave off,mention,mind,miss,postp

-hone,practise,put off, resist,risk,can’t understand,und

-erstand,mean(意味着)

以上这些动词只能接动名词作宾语，不能接动词不定式作宾语。在介词之间，也只能用动名词作宾语。

look forward to,object to ,be used to,in addition to,prefer…to,according to,stick to,etc.

18.live animals活着的动物

(动、植物等)活着的

live adj. (置于名词之前)

(广播、电视等的)实况的

作为叙述形容词则用alive,living

alive,(more alive,most alive)活着的;有活力的，活泼的;(不置于名词之前)常作表语。

a live (living) fish 一条活鱼

不能用an alive fish

a live tv broadcast实况转播的电视节目

catch a lion alive活捉狮子

①although old,he is very much alive.

②my grandmother is more alive than a lot of young people.

③the wounded soldier is still living.

lively adj.精神的，有生气的，活泼的，生动的

a lively boy,

a lively discussion.

her talk was lively and interesting.

19.throw away抛弃

throw in插进(话语)

throw off脱

throw out 抛出，丢弃

throw over把……抛过去(抛回)，抛弃(朋友)

20.provide sb.with sth.供给某人……

provide it 供给……，提供……

provide:

n.eg.the hotel will provie tents.

n.+for sb. sb.+with sth.

eg.they provide food and books for the children.

they provide the children with food and books.

provide for赡养，抚养

he had to provide for a big family

supply vt.提供……供给……

n.supply

sth.to sb. sb.with sth.

they didn’t supply those children with books for studying.

they didn’t supply books to those children for studying.

21.go bad 变坏

类似的：go wrong,go mad,etc.

go 通常表示不好的变化。

alice’s face went red with anger.

my husband’s hair is going gray.

22. at sea 在航海中，在海上

at the sea 在海边

在英语中，有许多结构用与不用定冠词在意思方面有着很大的区别。

go to sea 当水手，当海员

go to the sea 到海边去

keep house 料理家务

keep the house呆在家中不出门

in bed 睡着，躺在床上

in the bed在床上

at play在玩，正在游戏

at the play 在看戏

23.fall ill 生病，得病

①tom is absent,for he has fallen ill.

②john was caught in the storm and he fell ill.

24.keep sb.healthy使……保持健康

keep,n.“使维持(某种状态)”后可接adj.(ving,p.p,adv.)等作宾补。

①i was so tired that i could hardly keep myself awake.

②i’m sorry to have kept you waiting so long.

③keep your mouth shut and your eyes open.

④they kept us out.

⑤once a cold kept him in bed for three days.

25.take an interest in 对……感兴趣

have an interest in 对……感兴趣

lose interest in 对……失去兴趣

①he has a great interest in stamp-collecting.

②i lost my interest in history.

③his father took no interest in him.

26.pay for 付……的货款，为……付代价

pay off 全部还清，偿请(借款)

①did you pay 300 yuan to him for that bicycle?

②i have just paid off my loan from the bank.

③you’ll have to pay for your mistakes.

27.suffer v.受苦,遭受。

①she suffered greatly as a child.

②he suffered the loss of a leg during the war.

③she suffers from stomach-aches.

28.break out(战争、火灾、疾病、瘟疫等的)爆发

①the american civil war broke out in 1861.

②fire broke out in the neighbour last night.

break out in (into)…忽然(做出)……

break out in laughter突然放声大笑

break in (强盗等)强行闯入

break into闯入;打碎(打破)成……

break up 分开，分割

29.take…by surprise对……突然袭击，出乎……意料。

his parents took him quite by surprise when they suddenly appeared at the door.

30.in charge of prep.担任……，管理……，负责

in the charge of a personin a person’s charge由(某人)照料(管理)

take charge of 担任……，接管。

my father is in charge of this company.

31.set sail 扬帆启航

the ship set sail for europe.

32.head south向南行

head vi.向……前进，朝某方面行进。后面接for,forward的介词短语，或表示方向的副词east,eastward等。

①where are we heading?

②those ships are heading for hongkong.

高中英语必修三教案

必修三英语教案篇5

本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

1. 开展学生活动，发挥主体作用

新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2. 实施情景教学，统合三维目标

本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

3. 转变学习方式，增强教学效果

新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动，为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

4. 运用问题教学，启发学生思维

本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。

?教材分析】

本单元教学内容为人教版新课标module 5 unit 3 life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。

第一篇reading文章主要讲述主人公li qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了li qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。

考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。

?学情分析】

1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘

生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。

2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识

发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

?教学目标】

(1)知识与能力

学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。

(2)过程与方法

通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为warming-up and reading, 第二课时为learning about language, 第三课时为using language, 第四课时为listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。

(3)情感态度与价值观

通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。

?重点难点】

重点：

1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。

2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。

难点：

1.掌握过去分词作定语和状语的用法。

2.运用所学的词汇及句型写出具有一定想象力的短文。

?教学策略与手段】

1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。

2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。

3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。

?教学准备】

1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。

2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。

3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。

?教学过程】

period 1: warming-up & reading

teaching aims:

1. learn some new words and expressions.

2. improve the students’ reading skills.

3. know the more advanced forms of transport in ad 3005 and the advantages and problems of life in the future.

teaching methods:

1. inductive method

2. pair work & group work

3. competition

4. illustration

5. deductive method

step 1 greetings and lead-in

1.the teacher can start with daily greetings and try to lead in some words in this unit.

q1: where do you come from? do you live in the downtown or in the countryside?

do you live in a comfortable surrounding?

is it a suitable location for people to live in?

what is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

2.q2: no matter where you live, i am wondering how do you usually go to school? (by bike, by car, by bus…)

bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. what other vehicles do you know?

carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

3.now let’s take a look at the screen to learn about the development of all the means of transportation.

sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

4.q3: what will the future means of transportation be like? (time travel)

well, today we are going to learn a text about time travel.

?设计说明】

由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到warming-up中的transport与houses, villages,towns, 以及location of settlement的联系不大，可单独提出，因此将transport的发展变化应用于课文的导入中，这样比较科学自然。)

step 2 skimming

1.the teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

q1：what will the future life be like?

2.the students are given several minutes to read through the text and try to find out the changes mentioned in the text.

q2: which changes are mentioned in the text?

time travel – transport – air quality – religion – clothing – eating – houses – towns

3.the teacher can ask the students to carry out a discussion about the changes.

q3: which changes are good and which are bad?

?设计说明】

猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)

step 3 reading for details

1.before the journey

q1: how many people are mentioned in the text? who are they?

q2: when did the writer write this letter? and to which year did he travel?

q3: why did li qiang travel to the year ad 3005?

q4: what did li qiang suffer from?

q5: how did li qiang feel? what makes him feel better?

q6: where did they arrive?

?设计说明】

通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。

2.during the journey

1) in the capsule:

climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

2) out of the capsule

confused by the new surrounding, i was hit by the lack of fresh air

q1: how did li qiang overcome the lack of fresh air?

1. hovering carriage: .

q2: how did the hovering carriage float?

q3: how can a person move swiftly?

2. “a large market”

q4: what were people doing there?

q5: what happened to li qiang?

3. a large building

q6: what is a “time lag” flashback?

?设计说明】

按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点hovering carriage, a large market, a large building来处理文章第三段。

3.after the journey

(arriving home, he showed me into a large bright, clean room.

description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

q1: how did the author feel after visiting the special house?

exhausted, i slid into bed and fell fast asleep.

?设计说明】

通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。

step 4 consolidation

1.put the statements into correct order. ( c --- a --- d --- b )

a. we are transported into the future by a comfortable time capsule.

b. i arrived at wang ping’s home and everything in his house made me surprised.

c. i won a travel to the year ad 3005.

d. i have my first try to master a hovering carriage.

2.discussion: compare the houses, towns, location of settlement of different period of time and predict about the changes in the future

ad 1005: china ---- ad 2007: modern world ---- ad______ : your idea

3.a telephone interview with li qiang

ask the students to discuss in group of six and raise as many questions to li qiang as possible. some questions about the problems in future life are recommended.

?设计说明】

首先通过对文章故事情节的正常排序回顾文章梗概;其次通过warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访li qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。

step5 assignment

1.show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.

q1: what problems are we facing now?

q2: what have caused those problems?

2.show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life

3.assignment: object-designing

design an object which can help you change the world for a better future

?设计说明】

通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。

period 2: learning about language

teaching aims:

1. learn past participle used as adverbial.

2. master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.

teaching methods:

1. teach grammar in real situations.

2. learn grammar through practice.

step 1 revision and preparation

1.ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? how do you know? can you find some sentences to support your opinion?

2.ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.

1 .confused by the new surroundings, i was hit by the lack of fresh air.

2. worried about the journey, i was unsettled for the first few days.

3. exhausted, i slid into bed and fell fast asleep.

and then ask the students to finish the exercises in their textbook.

ex.1. combine these two sentences using the past participate as the adverbial.

1. i was frightened by the loud noise. i went to see what was happening.

frightened by the loud noise, i went to see what was happening.

2. he was hit by the lack of fresh air. he got a bad headache.

hit by the lack of fresh air, he got a bad headache.

3.i felt very tired after the long journey. i still enjoyed meeting the aliens on the space station.

tired after the long journey, i still enjoyed meeting the aliens on the space station.

4. the museum was built in 1910. the museum is almost 100 years old.

built in 1910, the museum is almost 100 years old.

5. the little girl was frightened by the noise outside. the little girl dared not sleep in her bedroom.

frightened by the noise outside, the little girl dared not sleep in her bedroom.

6. the student was given some advice by the famous scientist. the student was not worried about his scientific experiment any more.

given some advice by the famous scientist, the student was not worried about his scientific experiment any more.

3.ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.

1. his parents company named “future tours” transported me safely into the future.

2. a table and chairs rose from under the floor as if by magic.

3. tomorrow you will be ready for some visits organized by the company.

and then ask the students to finish the exercises in their textbook.

ex.2. combine these two sentences using the past participate as the attribute.

1. soon we lost sight of that famous astronomer. he is called li qiang.

soon we lost sight of that famous astronomer called li qiang.

2. i am going to buy a painting. it is copied from vincent van gogh.

i am going to buy a painting copied from vincent van gogh.

3. the castle is under repair. it was built in 1432

the castle built in 1432 is under repair.

4. i like that old private house. it is built of wood and mud.

i like that old private house built of wood and mud.

5. the vehicle is mentioned in the book. the vehicle is unknown to me.

the vehicle mentioned in the book is unknown to me.

6. the room is completely empty. the room is connected to the rest of the house by a long passage.

the room connected to the rest of the house by a long passage is completely empty.

7. the queen was sitting in a royal carriage. the carriage was drawn b four horses.

the queen was sitting in a royal carriage drawn by four horses.

?设计说明】

通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升reading内容，巩固学生对reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于reading中comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：

过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。

1. 作时间状语。 once discovered, the enemies were completely wiped out.

2. 作原因状语 moved by his words, i accepted his present.

3. 作条件状语 united we stand, divided we fail.

4. 作让步状语 although tired, they continued to work.

5. 作方式或伴随状语 the teacher stood there, surrounded by many students.

注意：

1) 作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having been done.

e.g. having been told many times, he can’t still remember it.

2). 过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。

(误)checked carefully, some spelling mistakes can be avoided.

(正)if the composition is checked carefully, some spelling mistakes can be avoided.

过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。

step2 consolidation

非谓语动词练习

b 1. ___ and happy, tony stood up and accepted the prize. (2006全国)

a. surprising b. surprised c. being surprised d. to be surprising

a 2.no matter how frequently _______, the works of beethoven still attract people all over the world. (2006广东)

a. performed b. performing c. to be performed d. being performed

c 3._________ and i’ll get the work finished. (2007 重庆)

a. have one more hour b. one more hour

c. give one more hour d. if i have one more hour

b. 4. the repairs cost a lot, but its money well _____. (2006 湖北)

a. to spend b. spent c. being spent d. spending

c. 5. _____ with a difficult situation, arnold decided to ask his boss for advice.(2006江苏)

a. to face b. having faced c. faced d. facing

b 6.when her father, the girl burst into crying. (2005湖北)

a. asking of b. asked about c. being asked d. asked

d 7. the man kept silent in the room unless . (2006浙江)

a. spoken b. speaking c. to speak d. spoken to

d 8. ________, the old man is living a happy life. (2006天津)

a. taking good care b. taken good care

c. having taken good care d. taken good care of

d 9.the olympic games, in 776b.c., did not include women players until 1912. (nmet2004)

a. first playing b. to be first played

c. to be first playing d. first played

b 10. from his clothes, he is not so poor. (2006上海)

a. judged b. judging c. to judge d. having judged

a 11.european football is played in 80 countries, it the most popular sport in the world. (nmet2003)

a. making b. makes c. made d. to make

b 12.the secretary worked late into the night, a long speech for the president. (met2004)

a. to prepare b. preparing c. prepared d. was preparing

c 13. a reply, he decided to write again. (2005北京)

a. not receiving b. receiving not

c. not having received d. having not received

b 14.the houses are for the old people and the construction work will start soon. (2006江苏)

a. built b. to be built c. to build d. being built

c 15.if ill, i’ll stay home a good rest. (2006辽宁)

a. to fall, taking b. fall; to taking

c. falling; taking d. falling; take

step 3 discussion: life at present v.s. life in the future

1. ask the students to carry out a discussion to compare the present life and life in the future.

do you want to work for space? what worker should be needed for the space?

2. ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.

(constant remind unsettle previous bend press swiftly link)

many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. you can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. people are _______ at first but soon feel better as families are encouraged to come. for health reasons, only one stay of three years is allowed. so any ______ experience working in space for this length of time means you cannot apply. many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. it is sad but the rules cannot be ___ for anyone. 【设计说明】

通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。

step4 assignment

ask the students to write an application letter for working in space.

?设计说明】

让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。

period 3: using language

teaching aims:

1. learn some new words and expressions.

2. encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.

3. train the students’ reading skills and predict the future humans.

teaching methods:

1. prediction

2. pair work & group work

3. comparison

step 1 lead-in

1.the teacher shows a video clip from star war to the students.

2.the teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.

q1: where do those creatures live? galaxy, planet

q2: how are they different from us humans?

q3: what do they eat and drink?

q4: which language do they speak?

?设计说明】

该部分阅读是上一课阅读材料的延续，主要谈及li qiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取_《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。

step2 prediction and understanding of the title

the teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will li qiang come across in ad 3005.

?设计说明】

引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。

step3 reading for details

1.ask the students to describe the space station.

q1: what does the space station look like?

q2: how about the inside of the space station?

q3: what can you see inside the station?

2.ask the students to read through the following two passages and finish the following questions:

q1: what two alien creatures are mentioned in the text?

q2: what are the features of these two amazing creatures?

3.compare the similarities and differences between these two alien creatures in various aspects.

name of creature mu-mu dimpods

size tall & thin small

appearance face/head/leg like a cat

colour black & white blue or purple

personality friendly interesting + lovely

number of arms six many

number of legs one leg / shell many

how it moves slowly skip around fast

voice whisper shout

food carrot + cocoa lemonade + herbs

?设计说明】

由于文章结构清晰，内容简单，主要介绍了li qiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。

step4 discussion

the teacher asks the students to predict about the future humans by referring to the following questions.

q1: when do the future humans live?

q2: where do they live?

q3: what do they eat?

q4: do their body parts have any other special functions?

q5: what are the features of the future humans?

q6: how do future humans work and live?

?设计说明】

文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征;由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。

step5 assignment

draw a picture of the future humans, then write a description based on your drawing. 【设计说明】

让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成powerpoint文件，在第四课时中上台展示。

period 4. listening and speaking

teaching aims:

1. train the students’ listening ability.

2. encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.

teaching methods:

1. listen to catch the main ideas

2. individual work and group work

3. cooperative study

step1 display the design of the future humans

the teacher chooses several students to come to the front and display their design of future humans to the class. appropriate evaluation is required.

?设计说明】

抽取几位学生上台通过powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!

step2 lead-in

the teacher displays a picture of the solar system to the students, and asks the following questions:

q1: which planet would be the best residence for humans?

q2: what will life on mars be like?

?设计说明】

因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet, oxygen, gravity, space creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。

step3 listening for main ideas

□living on another planet □new discoveries in space □space creatures

□why a space station spins □how to get water on mars □comets

□houses in a town on mars □martian creatures □atmosphere and gravity

keys: living on another planet, atmosphere and gravity, how to get water on mars, houses in a town on mars

?设计说明】

要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。

step4 listening for details

1. how can “wonderworld” make sure there is enough oxygen?

2. how can “wonderworld” make sure there is enough water?

3. what is the advantage of living in “wonderworld”?

4. do you think people will be healthy living in “wonderworld”? why?

keys: 1. “wonderworld” will provide a covered area for people to live in with a special air supply.

2.collect water from under the planet’s surface – cleaned and recycled – bacteria are

used to clean the dirty water.

3.people may become rich and famous.

4.people will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.

?设计说明】

要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。

step5 prediction & speaking

ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:

suppose that… do you imagine that…?

i wonder if … is it possible that…?

is it likely/ unlikely that…? do you suppose that…?

?设计说明】

要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网

step6 assignment

practise asking your classmates what will their hometowns be like in 1000 years’ time.

?设计说明】

要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的_，在实践中锻炼学生的英语能力。

必修三英语教案篇6

重点句型

1. we usually think of science subjects asphysics, chemistry, biology and mathematics.

通常我们认为科学学科为物理、化学、生物、和数学。

2. when are they to hand in their plan?

他们的计划什么时候交上来。

3. whether we help him or not, he will fail.

不论我们帮助他与否，他都将失败。

4. it exploded loudly with fire and rock, whichwere in time to produce the water vapour, carbon dioxide, oxygen, nitrogen andother gases, which were to make the earth’s atmosphere.

它(地球)巨大的爆炸喷出了烈火与岩石，最终产生了水蒸气、二氧化碳、氧、氮和其他多种气体，从而形成了地球的大气层。

5. it was quite different from what i expected.

它和我原来想的很不一样。

6. this made it possible for us to learn english better.

这使得我们有可能把英语学得更好。

7. scientist believe that taking carbon dioxide from the atmosphere and filling the air with oxygen helped life to develop.

科学家认为，从大气中吸取二氧化碳，并向空气中释放氧气，有助于生命的发展。

8. he has experience as well as knowledge.

他既有学识又有经验。

9. they are putting too much carbon dioxide into the atmosphere ,which prevents heat from escaping from the earth intospace.

他们把太多的二氧化碳释放到大气层中，这使得热量不能从地球上散发到太空中。

10. whether life will continute on the earth formillions of years will depend on whether this problem can be solved.

生命是否会在地球上延续几百万年要取决于这个问题能否得到解决。

11. canada is the second largest country in the world.

加拿大是世界上第二大的国家。

12. success is within our grasp now.

现在我们成功在望了。

13. i’m feeling slightly better today.

我今天感到好一点了。

14. i prefer to play football rather than stayat home.

我宁愿踢足球而不愿呆在家里。

15. he gave me money as well as advice.(as well as 和;同;也)

他给我忠告并且给我钱。

16. these books are mine; the rest are yours.

这些书是我的，其他的都是你的。

17.i asked her a question but she remainedsilent.(remaine 是连系动词，意思是“保持，仍然是”)

我问了她一个问题，但她保持沉默。

18. many people think it is the most beautifulcity in canada, as it is surrounded by mountains on the north and east and thepacific ocean on the west.

许多人都认为温哥华是加拿大最美丽的城市，因为来自它的北面和东面都被大山包围，而西面濒临太平洋。

19. many of them have a gift for working withanimals and they can win thousands of dollars in prizes.

他们中的许多人拥有与兽共舞的天分，因而能赢得数千美元的奖金。

20. you can have a view of paris from the eiffeltower.

从埃菲尔铁塔上你可以看到巴黎全景。

21. around noon they arrived in toronto, the mostwealthy and biggest city in canada.

大约中午时分她们到了多伦多—加拿大最富有、最大的城市。

22. i accompanied him as far as the bus stop.

我陪他一直走到公共汽车站。

必修三英语教案篇7

教学准备

教学目标

1). to learn the knowledge of the cultural relics.

2). discuss how to protect our cultural relics.

3).reading and understanding, catching the history and information of the amber room.

4). functional item, how to tell the story about the amber room

5). finish the comprehending exercises after the reading passage.

6). use scanning; skimming and careful reading to learn the story of the amber room.

教学重难点

key points

to understand cultural relics.

how to tell the story about the amber room

difficulties

talk about cultural relics at home and abroad in english freely.

to learn the story of the amber room.

教学工具

课件

教学过程

导入

1). guessing:

teacher present some pictures and statements ,let the students guess whtat or where it is.

the great wall; the pyramid ; taj mahal

2)teacher show some pictures. they are all very famous places in china or in the world. ask the students to think these over:

a. can you name them out?

who have the right to own and confirm them?

(the shown pictures: group 1;①yuanmingyuan; ②forbidden city

group 2: ③ming dynasty vase ;④taj mahal; ⑤ivory dragon boat

and mogao caves)

step i: pre-reading

1).ok, you have know something about cultural relics, have you ever seen a piece of amber?and what do you know about it?

show some pictures of amber. let students know what the amber is and its value.

color yellow- brown

feel like feel as hard as stone

amber is the fossil(化石) form of resin(树脂) from trees.

it takes millions of years to form.

2). can you imagine a house made of amber?please preview “in search of the amber room.”

step ii: fsat reading and thinking about the title:

1). teacher give students the following questions to think:

when you see this title, what do you want to know?

what is the amber room?

why was it called the amber room?

what was it made for?

what happened to it?

why to search for it?

(ask the students just remember these questions in their mind not find the answers.)

2). fast reading to get the main idea:

the amber room , which _________________sent to the russian people as a _____, was ____by the _____________ soldiers .

(students read the passage quickly and fill in the blans)

3). now, let the students try to answer the questions in part 1). (ppt 7)

(teacher may give some necessary help)

step iii: scanning

ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. join the correct parts of the sentences together. (exercise 1 on page 2)

after do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (ppt 9)

step iv: skimming

ask students to skim the passage and complete exercise 2 on page2.

( 3 ) how did the amber room become one of the wonders of the world?

( 5 ) how was a new amber room built?

( 4 ) how did the amber room get lost?

( 1 ) how was the amber room made?

( 2 ) why did the king of prussia give the amber room to the czar of russia as a gift?

step v: careful reading

let the students read the text carefully and try to find some details to complete the form on ppt 11.

step vi: role play

just now you have learnt the story of the amber room, now suppose you are a guide of the amber room, how will you intrduce the amber room to the visitors?

( give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)

homework

1. read the story of the amber room again after class.

2. write the introduction of the amber room you have discussed in class.

3. prepare for next period by underline the difficult points in the text.

板书

blackboard design

unit 1 cultural relics

warming up & pre-reading

what is cultural relics?

a.a cultural relic is sth. that survived for a long time

b.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed