认真研究教案可以让教师更好地理解教材，从而提升课堂教学的深度和广度，教案的灵活性使得教师能够根据实际情况及时调整教学计划，下面是王科范文网小编为您分享的高中英语必修3教案6篇，感谢您的参阅。
高中英语必修3教案篇1
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
n.
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……
n.
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
高中英语必修3教案篇2
第三单元
1 ) bet
make a bet 打赌
place/put a bet on 在……下赌注
one ’ s best bet 最好的办法
作动词，表示“打赌，赌博”，后直接加宾语。
i bet ( that )表示“我敢肯定”，相当于 i am sure 。
you bet 表示“肯定，没问题”，相当于 certainly 。
2 ) scene
scene 表示“(戏剧，电影中的)一幕 / 一场，出事地点，现场，情景;风景，布景”。
behind the scenes 在幕后;秘密地。
on the scene 在现场。
set the scene ( for sth )作事前的现场描述，为……做准备。
come on the scene 到现场。
3 ) stage
表示“舞台，戏剧，阶段”，可以表示“路程，一段路，(事故发生的)现场”。
be/go on the stage 当演员，登台演出
set the stage for sth 为某事做准备。
4 ) tale
是可数名词，表示“传说，故事”。
tell its own tale 不言自喻，显而易见。
5 ) permit
作动词，后接名词或者代词，表示“允许，答应”;也可以表示“使可能”。
后接不定式的复合结构。
后接动名词，不能直接跟不定式。
分词短语作状语。
后不能跟从句。
permit of sth 认可，容忍。
作名词，表示“许可证，执照，许可”。
6 ) account
作名词，表示“叙述，报道，理由，账目，户头”。
by/from all accounts 根据大家所说的。
give an account of 叙述，报道，说明。
作名词，表示“认为”时，后接复合宾语。
account for 表示“做出解释，导致，是……的原因”，还可以表示“占，捕获”。
常见的词组：
out of account 不考虑 on all accounts/on every account 无论如何 on no account 决不
take … into account/take account of … 对……加以考虑，顾及…… turn … to good account 利用
7 ) jealous
be jealous of sb 嫉妒，唯恐某人被他人夺走。
be jealous of sth 妒忌，精心守护。
8 ) issue
作动词，表示“发行，出版，发布“。
issue sb with sth 将某物发给某人。
issue in 导致。
作名词，表示“流出，发行，(出版物的)期号，争端”。
at issue 要考虑的，意见不同的。
take issue with sb ( on/over/about )就某事论某人。
9 ) bow
bow at sb 朝某人鞠躬 bow to sb 鞠躬迎接某人
bow sb in/into 鞠躬迎入某人 bow sb out 鞠躬送走某人
bow to sth 顺从某事
take a/one ’ s bow (演员)鞠躬谢幕( bow 作名词)。
10 ) pretend
作及物动词，后接动词不定式， that 从句，名词。
pretend to sth 表示“自以为有……”，后面接名词，常指“学问，智慧，美德”。
11 )有关 trouble 的词组：
get into trouble 陷入困境，惹麻烦 ask for/look for/borrow trouble 自找麻烦，自讨苦吃
be a trouble to sb 对某人是个麻烦 be a trouble to do 干某事是件麻烦事
be in trouble 处于困境 get sb into trouble 使某人陷入困境 get out of trouble 摆脱困境
have trouble doing sth 做某事很费力 make trouble 闹事，捣乱 make trouble for sb 给某人带来麻烦 take the trouble to do sth=take the troublein doing sth 不辞劳苦地做某事 trouble sb to do sth 麻烦某人做某事 trouble sb for sth 麻烦某人某事
3. 语法
名词性从句
在句子中起名词作用的句子叫名词从句 (noun clauses )。 名词从句的功能相当于名词词组 , 它在复合句中能担任主语、宾语、表语、同位语、介词宾语等，因此根据它在句中不同的语法功能，名词从句又可分别称为主语从句、宾语从句、表语从句和同位语从句。
一、引导名词性从句的连接词
引导名词性从句的连接词可分为三类：
连词： that (无任何词意)
whether,if (均表示“是否”表明从句内容的不确定性)
as if ,as though (均表示“好像”，“似乎”)
以上在从句中均不充当任何成分
连接代词： what, whatever, who, whoever, whom,
whose, which.whichever,whomever
连接副词： when, where, how, why
不可省略的连词：
1. 介词后的连词
2. 引导主语从句和同位语从句的连词不可省略。
that she was chosen made us very happy.
we heard the news that our team had won.
比较：
whether 与 if 均为”是否”的意思。 但在下列情况下，whether 不能被 if 取代：
1. whether 引导主语从句并在句首
2. 引导表语从句
3. whether 从句作介词宾语
4. 从句后有” or not ”
whether he will come is not clear.
大部分连接词引导的主语从句都可以置于句末，用 it 充当形式主语。
二 . 主语从句
作句子主语的从句叫主语从句。主语从句通常由从属连词 that ， whether ，if 和连接代词 what ， who ， which ， whatever ， whoever 以及连接副词 how ， when ， where ， why 等词引导。 that 在句中无词义，只起连接作用;连接代词和连接副词在句中既保留自己的疑问含义、又起连接作用，在从句中充当从句的成分。
有时为避免句子头重脚轻，常用形式主语 it 代替主语从句作形式主语放于句首，而把主语从句置于句末。主语从句后的谓语动词一般用单数形式。常用句型如下：
( 1 ) it + be + 名词 + that 从句
( 2 ) it + be + 形容词 + that 从句
( 3 ) it + be + 动词的过去分词 + that 从句
( 4 ) it + 不及物动词 + that 从句
另注意在主语从句中用来表示惊奇、不相信、惋惜、理应如此等语气时，谓语动词要用虚拟语气“ (should) +do ”，常用的句型有：
it is necessary (important, natural, strange, etc.) that …
it is a pity (a shame, no wonder, etc.) that …
it is suggested (requested, proposed, desired, etc.) that …
三、宾语从句
名词句用作宾语的从句叫宾语从句。引导宾语从句的关联词与引导主语从句表语从句的关联词大致一样，在句中可以作谓语动词或介词及非谓语动词的宾语。
1. 由连接词 that 引导的宾语从句
由连接词 that 引导宾语从句时， that 在句中不担任任何成分，在口语或非正式的文体中常被省去，但如从句是并列句时 , 第二个分句前的 that 不可省
注意：在 demand 、order 、suggest 、decide 、insist, desire, request, command 等表示要求、命令、建议、决定等意义的动词后，宾语从句常用“( should ) + 动词原形”。
2. 用 who ， whom, which, whose, what, when, where, why, how, whoever, whatever,whichever 等关联词引导的宾语从句相当于特殊疑问句，应注意句子语序要用陈述语序。
3. 用 whether 或 if 引导的宾语从句，其主语和谓语的顺序也不能颠倒，仍保持陈述句语序。此外， whether 与 if 在作“是否”的意思讲时在下列情况下一般只能用 whether ，不用 if ：
a. 引导主语从句并在句首时;b. 引导表语从句时; c. 引导从句作介词宾语时;d. 从句后有“ or not ”时; e. 后接动词不定式时。
4. 注意宾语从句中的时态呼应，当主句动词是现在时，从句根据自身的句子情况，而使用不同时态。
当主句动词是过去时态( could, would 除外)，从句则要用相应的过去时态，如一般过去时，过去进行时，过去将来时等;当从句表示的是客观真理，科学原理，自然现象，则从句仍用现在时态。
5. think, believe, imagine, suppose 等等动词引起的否定性宾语从句中，要把上述主句中的动词变为否定式。即将从句中的否定形式移到主句中。
四、表语从句
在句中作表语的从句叫表语从句。引导表语从句的关联词与引导主语从句的关联词大致一样，表语从句位于连系动词后，有时用 as if 引导。其基本结构为：主语 + 系动词 + that 从句。
需要注意的，当主语是 reason 时，表语从句要用 that 引导而不是 because 。
?注意】 whether 可引导表语从句，但与之同义的 if 却通常不用于引导表语从句。
五、同位语从句
同位语从句说明其前面的名词的具体内容。同位语从句通常由 that 引导，可用于同位语从句的名词有 advice 、demand 、doubt 、fact 、hope 、idea 、information 、message 、news 、order 、problem 、promise 、question 、request 、suggestion 、truth 、wish 、word 等。
同位语从句和定语从句的区别：
that 作为关系代词，可以引导定语从句，充当句子成分，在从句中作宾语时可以省略; that 引导同位语从句时，起连词的作用，没有实际意义，不充当句子成分，一般不能省略。
试比较下面两个例句 :
i had no idea that you were here .( that 引导同位语从句，不能省略)
have you got the idea ( that ) this book gives you of life in ancient greece ?( that 引导定语从句，作宾语，可以省略)
六、名词性 that- 从句
1 )由从属连词 that 引导的从句叫做名词性 that- 从句。 that 只起连接主句和从句的作用，在从句中不担任任何成分，本身也没有词义。名词性 that- 从句在句中能充当主 语、宾语、表语、同位语和形容词宾语，例如：
主语： that he is still alive is sheer luck. 他还活着全靠运气。
宾语： john said that he was leaving for london on wednesday. 约翰说他星期三要到伦敦去。
表语： the fact is that he has not been seen recently. 事实是近来谁也没有见过他。
同位语：the fact that he has not been seen recentlydisturbs everyone in his office.
近来谁也没有见过他，这一事实令办公室所有的人不安。
形容词宾语： i am glad that you are satisfied with your job.
你对工作满意我感到很高兴。
2 ) that- 从句作主语通常用 it 作先行词，而将 that- 从句置于句末，例如：
it is quite clear that the whole project is doomed to failure. 很清楚，整个计划注定要失败。
it ’ s a pity that you should have to leave. 你非走不可真是件憾事。
用 it 作形式主语的 that- 从句有以下四种不同的搭配关系：
a. it + be + 形容词 + that- 从句
it is necessary that … 有必要……
it is important that … 重要的是……
it is obvious that … 很明显……
b. it + be + -ed 分词 + that- 从句
it is believed that … 人们相信……
it is known to all that … 从所周知……
it has been decided that … 已决定……
c. it + be + 名词 + that- 从句
it is common knowledge that ………是常识
it is a surprise that … 令人惊奇的是……
it is a fact that … 事实是……
d. it + 不及物动词 + that- 分句
it appears that … 似乎……
it happens that … 碰巧……
it occurred to me that … 我突然想起……
七、名词性 wh- 从句
1 )由 wh- 词引导的名词从句叫做名词性 wh- 从句。 wh- 词包括who, whom,. whose, whoever, what, whatever,which, whichever 等连接代词和 where, when, how, why 等连接副词。 wh- 从句的语法功能除了和 that- 从句一样外，还可充当介词宾语、宾语补语和间接宾语等，例如：
主语： how the book will sell dependson its author. 书销售如何取决于作者本人。
直接宾语： in one ’ s own home one can do what one likes. 在自己家里可以随心所欲。
间接宾语： the club will give whoever wins a prize.
俱乐部将给得胜者设奖。
表语： my question is who will takeover president of the foundation. 我的问题是谁将接任该基金会主席职位。
宾语补足语： she will name him whatever she wants to. 她高兴给他起什么名字就取什么名字。
同位语： i have no idea when he will return.
我不知道他什么时候回来。
形容词宾语： i ’ m not sure why she refused their invitation. 我尚不能肯定她为什么拒绝他们的邀请。
介词宾语： that depends on where we shall go.
那取决于我们去哪儿。
2 ) wh- 从句作主语也常用先行词 it 做形式主语，而将 wh- 从句置于句末，例如：
it is not yet decided who will do that job.
还没决定谁做这项工作。
it remains unknown when they are going to get married. 他们何时结婚依然不明。
八、if, whether 引导的名词从句
1 ) yes-no 型疑问从句
从属连词 if, whether 引导的名词从句是由一般疑问句或选择疑问转化而来的，因此也分别被称为 yes-no 型疑问句从句和选择型疑问从句，其功能和 wh- 从句的功能相同， 例如：
主语： whether the plan is feasible remains to be proved. 这一计划是否可行还有等证实。
宾语： let us know whether / if you can finish the article before friday. 请让我们知道你是否能在星期五以前把文章写完。
表语： the point is whether we should lend him the money. 问题在于我们是否应该借钱给他。
同位语： they are investigating the question whether the man is trustworthy. 他们调查他是否值得信赖。
形容词宾语： she ’ s doubtful whether weshall be able to come. 她怀疑我们是否能够前来。
介词宾语： i worry about whether he canpass through the crisis of his illness. 我担心他是否能度过疾病的危险期。
2 )选择性疑问从句
选择性疑问从句由关联词 if/whether … or 或 whether … or not 构成，例如：
please tell me whether / if they are swedish or danish. 请告诉我他们是瑞典人还是丹麦人。
i don ’ t care whether you like the plan or not. 我不在乎你是否喜欢该计划。
if 和 whether 的区别：
1 、在动词不定式之前只能用whether 。
2 、在 whether …… ornot 的固定搭配中。
3 、在介词后，只能用whether 。
4 、宾语从句放在句首表示强调时，只能用 whether 。
5 、用 if 会引起歧义时，只用 whether 。
九、否定转移
1) 将 think,believe, suppose, expect, fancy, imagine 等动词后面宾语从句的否定词转移到主句中，即主句的谓语动词用否定式，而从句的谓语动词用肯定式。注意：若谓语动词为 hope, 宾语从句中的否定词不能转移。
2) 将 seem,appear 等后的从句的否定转移到前面。
3) 有时将动名词，介词短语或整个从句的否定转变为对谓语动词的否定。
4) 有时状语或状语从句中否定可以转移到谓语动词前。
高中英语必修3教案篇3
1. 单元背景分析
随着科学技术的发展，各种各样新的发明和发现都层出不穷。生活在这样一个知识爆炸的年代，学生们更应用心去体会并感受科技和发明创造者给生活带来的变化，进而能联想到他们平时所学的学科及知识，并用英语为媒介进行知识的整合与串联。同时从另一个角度来说，科技进步的同时，我们的社会也产生了各种各样的矛盾与争论，因此如何正确的看待或处理这些问题，也成为广大学生应该了解并掌握的知识。
2.学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
二、教学目标分析
语言技能
听：在听懂教师向学生讲述实验中注意事项基础上，继续学习并强化捕捉特定信息的能力，以及确定全文主要话题的概括能力。
说：应能在了解一定的现代科技发明基础上，思考并学习如何对一种新的事物进行描述。同时能与他人进行交流，叙述事物的利与弊端。
读：强化略读、查读等阅读微技能，训练通过寻找关键词，主题句等方式更快速并准确的确定文章的段落大意，理清文章的总体框架与脉络。继续运用已经掌握的基本猜词技巧猜测部分单词，并在上下文体验中感受某些佳句给读者带来的深层含义。
写：学习在对事物进行理性思考的基础上，运用恰当的句型与词汇描述对事物正反面的不同观点，同时更应注重掌握一些必要的过渡词增加此类写作的条理性与层次感，并应熟悉议论性作文的基本写作框架。
情感态度与文化意识
(1)。进一步培养小组合作学习的能力，通过调查、采访、讨论等活动完成任务，取长补短，加强团体协作意识。
(2)。引导学生用英语进行不同学科特点的思考，体会学科之间的联系与区别。通过话题启发学生积极思考，调动学生的学习兴趣。
(3)。指导学生用批判的思维去接受新的事物，增强他们的辩论意识与能力。
(4)。意识到科技工作的艰苦以及所必需的个人品质与素质，鼓励学生在学习过程中的创新精神与实践能力。
语言知识
词汇：学习并使用一些与science 和scientists有关的词汇。
语法：进一步了解一词多义现象与合成词的构成。
功能：学习如何就某一事物给予别人指导与说明。
话题：掌握有关实验说明的话题表达以及如何从正反两方面对某一话题进行分析讨论。
学习策略
指导学生运用已学会的抓重点、做记号、摘笔记等方式对所学内容进行整理与归纳，并鼓励学生增加与教师和同学交流、合作，继续培养正确的自我评价与相互评价的习惯，从而总结交流学习所得，进一步形成有效的学习方法。并指导学生把英语学习从课堂延伸到课外，发挥已掌握的使用工具书，查找资料、上网等方式增加用英语思维与表达的能力，了解实验对于科学研究的重要性，树立正确的向上的学习态度，形成具有批判性的看问题习惯。
三、教学内容分析
本单元的中心话题是science and scientists。话题依附于听力、对话、阅读与写作等语言载体中。本单元的话题内容与学生的日常学习有着密切的关系，应该说是以英语为媒体让学生表达他们对平时理化生等理科课程，特别是相关实验，所想到及感受到的内容。因此，尽管本单元的话题对学生而言有着一定的难度，但却有体现出了以学生为中心，贴近学生生活而又富有时代气息的特点。
warming up设计了四幅与学生的理科课程有关的图片，学生通过对日常熟悉的相干实验工具及场地的识别，展开相关学科特点与学习的讨论。同时在此基础上，要求学生们在listening部分能熟悉某些实验室的规则及注意事项，掌握如何给予别人指导与说明，并能抓住文章的中心话题，捕捉相关细节内容，回答有关的问题。
speaking则是一个极富时代气息的讨论练习。要求学生们能对现在热门的尖端科技有所了解，(练习中提供了诸如maglev train, cloning, nuclear energy, computer 与 space flight等内容)然后能就这些新的科学技术与工具进行理性的辨证的思考，既能感受到它们给我们的生活带来的巨大利益，同时也能发现其中所存在的不足与弊端，并能通过讨论、对话等形式发表自己的观点与想法。这一部分也应该是本单元写作内容的一个铺垫。
reading讲述的是科学家 franklin的风筝实验，从而证明lighting and electricity are the same的故事。学生在理解文章的基础上，能充分感受到实验对于科学工作的重要性及科学家是如何获得事业上的成功的。同时能落实材料中所出现的一些单词与短语的使用。
language study是在本单元词汇学习的基础上，让学生进一步了解并掌握一定的构词法。主要是兼类词、一词多义现象及合成词的构成。
高中英语必修3教案篇4
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。
高中英语必修3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。
高中英语必修3教案篇6
教学准备
教学目标
objectives:
1. instructional objectives
by the end of the class, most students are able to:
1) use the words and the phrases they learned to complete the tasks based on the text.
2) pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.
3) more than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.
2. educational objectives
by the end of the class, students are able to:
improve their cultural awareness from carnival and learn more about its influence on the western culture after class
3. personal objectives：
1) be confident of standing on the stage and speak clearly and spontaneously.
2) encourage students to speak in the class with different kind of techniques.
教学重难点
focal points:
by the end of the class, students are able to:
1) improve the main reading skills through completing reading tasks in pair work and group work.
2) use the table to finish their essay about their favorite film.
difficult points:
by the end of the class, students are able to:
1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.
2) write a film review according to the table and the text.
教学过程
procedures and time allotment
stage 1 getting students ready for learning
t: class begins!
ss:…
t: good afternoon, class!
ss:…
t: today, let’s come to culture corner. module 4. do you know chinese festivals?
ss:…
t: first, work in groups, discuss and make a list of chinese festivals in english. (1min).
ss:…
t: ok, time is up. you know chinese festivals?
ss:…
t: very good. for example1.
new year’s day 元旦节 (1月1日)
2. spring festival 春节 (农历正月初一)
3. lantern festival 元宵节 (农历正月15)
4. the qingming festival 清明节 (4月5日)
5. dragon boat festival 端午节 (农历5月初五
6. double-ninth day 重阳节 (农历9月初九)
7.national day 国庆节 (10月1日)
t: and festivals brought us much traditional knowledge. so, festival is beautiful. do you know foreign festivals?
ss:...
t: in the textbook, there are some festivals with pictures. do you know the right descriptions about them?
ss:...
t: this festival is at the end of october, when “ghosts” come out.
ss:...
t: this is when americans remember the hard times when they first arrived in the country.
ss:..
t: this is a festival of color, which marks the beginning of spring in india.
ss:...
t: this is a christian festival which comes in the middle of winter
ss:...
t: let’s watch a video. can you guess what festival it is? .
t: they are dressed up in special clothes, and they are wear masks.
ss:...
t: now, first question is how do people feel on this festival? second is what festival is it?
ss:...
t: yes, very good. now, let’s watch a video about carnival.
ss:...
t: what do you remember about carnival?
ss:...
t: where did it first?
ss:...
stage 2 pre-reading
step 1. listen to the tape.
t: let's listen to the following passage to learn more about carnival. try to find out what places are mentioned in terms of carnival celebrations.
ss:..
t:...
step 2. scan the passage and try to answer the questions.
t: what is the meaning of carnival?
ss:...
t: originally it meant “with no meat”but now it symbolizes “life”.
step 3. read the passage and match column a with column b.
t: ok, now i will give you 1 minute to read it again and then i will ask you some
stage 3 while-reading
step 1 read the passage. choose the best answers to the two sentences.
t: are you finish? let’s look at the questions.
first question is today carnival has become a celebration of ____. which one you choose?
a. freedom b. harvest c. life itself d. success
ss:...
t: yes, very good. next question is we need to _____ to understand what carnival is all about.
a. look at the history of america b. go to america
c. look at the meeting of two cultures---european and african d. both a and c
ss:...
t:....
step 2 check whether the statements are true or false.
t: …
t: now, let’s check.with the opening of huge farms and plantations, many africans went to look for jobs in america., what’s your idea?
ss:…
t: do you agree?
ss:…
t: excellent, in paragraph 2, this marked the beginning of the slave trade. so the question 1 is false.
t: next question 2, the europeans imported their festivals and later the slaves learned from them and added their traditions.
ss:...
t: very good. this answer in paragraph 3.
ss:...
t: question 3，the slave trade was abolished and the salves took over the carnival.
ss:...
t: the last, with the passing of time, carnival became a festival of the black people only.
ss:…
t:exactly! superb!
step 3 skimming for specific information
task: answer the questions according to the passage.
t: read the text carefully and answer the questions.
next, we will read the text again to explore how the text organized. 3minutes, let’s go!
t: now, let’s check your answers. what is carnival today?
ss:carnival today is an international, multicultural experience.
t:the second question is where were the slaves taken from ?
ss:in africa
t:....
t: excellent!
stage5 post-reading
discussion: useful questions to make up dialogues
t: there have seven questions, useful questions to make up dialogues.
have you dressed up in special clothes?
2 what did you wear? 3 how did you feel?
4 did you eat special food?
5 did you give or receive gifts?
6 did you have a holiday from school?
7 did you enjoy yourself with your family or friends?
t: i will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!
ss:...
t:time is up. which one do you choose?
ss:....
t: yes, so the theme of frankenstein is about science and humanity.
t: ok, next group, do you have other answer?
ss:...
课后习题
homework
do exercises on page 37-38.
高中英语必修3教案6篇相关文章：
