必修三教案（北师大版高一）

高一下学期《英语必修三3》教案

英语必修3课程教案

授课题目Unit7TheSeaLesson1TheSpiritofExplorers课次

授课方式先学后教课时安排2

教学目标：

TeachingAims:

I.TDpractisereadingforspecificinformation.

2.Topractiseusingrelativeclauseswithwhen,whereandwhy.

3.Topractiseusingrelativeclauseswithprepositionsandrelativepronouns.

4.TDreviewandconsolidatetherelativepronouns.

5.Totalkaboutexplorers.

教学重点及难点：

Teachingdifficulties:

Topractiseusingrelativeclauseswithwhen,whereandwhy.

教学主要内容及步骤：教法提示：

TeachingAids:computerandcassette.

Teachingprocedures:

I,Warmingup

T:Todaywe'regoingtostudyunit7theSea.Canyoutalkaboutanythingaboutthesea?

(Ifstudentshavedifficultytheteachergivesthemhelp,forexample:Whatdoestheseamake

youthink?)

S:

T:Theseaisbeautifulandwecandosomeinterestinggames.(givesomepicturesto

attracttheirattentionanddevelopinterest)Theseahasspecialcharmsinceancienttimes

humanbeingscouldn'thelpexploringit,suchasZhenghe(slide)thengiveColumbus's

portrait,introducetheirmaindeedsandaskthem"Whoisit”

S:

T:Theyhadthespiritofexplorers,especiallyColumbus,heisfamousallovertheworld.

Why?

S:

T:PeopleconsiderhimtohavediscoveredAmericafirst,doyouthinkso?

S:

IIReading

TasklNowlefsreadthetext,youwillgettherightanswer

1.WhichofthefollowingpeopledoyouthinkarrivedinAmericafirst?

a.ChristopherColumbus

b.AncientRomans

c.Chinese

d.Vikings

Studentswillgettherightanswer:VikingsarrivedinAmericafirst.(Giveslides)

Task2Readthetextmorecarefully.Arethesestatementstrue(T)orfalse(F)

l.ErictheRedforcedpeopletogotoGreenlandwithhimtogether.

2.BiarnisetsailfromIcelandinordertojoinLeif'sfather.

3.Forsomereason,allshipsErictheRedbroughtdidn'tgettoGreenland.

4.TheVikingswerestrongerandstrongerinNorthernEuropefromthe8thto10thcentury.

5.AccordingtoofficialrecordsEuropeansreachedAmericalongbeforeColumbuseverset

sail.

Answers:IF2F3T4T5F

Task3Giveaworldmap,Pointaltheislandinturns,askstudentstosayitsnameandVikings

sailingroute(slide)thendotheexercise2

HISpeaking

Task1.Getstudentstoreadthetextagainforspecificinformationaboutthethreediscoveries.

Theninpairs,completethetableinExercise3withtheinformationtheyget.

Checktheanswersandthengetstudentstoreadthetextaloud

Task2.Readthetextagainandanswerthefollowingquestions.

Encouragestudentstoworkinpairsandaskasmanyquestionsaboutthetextastheycan.

Checktheanswersinclass.

Encouragestudentstotalkaboutthethreediscoveriesintheirownwords.

Task3.AskstudentsiftheyknowanyotherstoriesinvolvingtheVikings.Iftheydo,askthem

totelltheclassthestory.

IVLanguageStudy

Exercise6Findthewordsinthetextthatmatchmostcloselywiththemeaningofthe

wordsbelow.

VIHomework

ImaginethedifficultiestheVikingmetwrite5sentencesaboutit

板书设计Languagepoints:

1.Accordingto根据，依照。后面接短语，不能接句子。

AccordingtothetextitwasthevikingsthatdiscoveredAmerica

根据这篇课文的叙述是北欧的海盗发现了美洲。

Thepricevariesaccordingtothereason.

价格随季节的变化。

2.1ongbefore"在之前很久”

TheyachievedthislongbeforeColumbuseversetsail.

他们在哥伦布到达此地很久之前就已经来过这儿。

beforelong"不久''

Ishallseeyouagainbeforelong,myboy.

孩子，很快我就会再来看你。

Itbe一段时间before“过了多久”

ItwasalongtimebeforeIgottosleepagain.

过了很久，我才又睡着了

3.getintotrouble"遇到麻烦”

Sheisalwaysgettingintotrouble.

她总是有麻烦。

beintrouble”有麻烦,有困难,出事”

Heisintroubleagain.Thistimehehasbrokenawindow.

他又有麻烦了，这次他打碎了窗户上的玻璃。

havetrouble(in)doingsomething“做某事有困难”

Didyouhaveanytrouble(in)findingthehouse?

你找到这所房子有困难吗？

4,follow

“跟随”

Hefollowedherupthestairs.

他跟着他上了楼。

“沿着走”

Followthisroadtothecorner.

沿着这条路走道拐角处。

“遵循，依照行事”

Hemustfollowthedirectionsthathisteachergave.

他必须听从老师的指导

“听懂，，

What?Ican'tquitefollowthat.

什么？我听不懂。

Youarereadingtoofastformetofollow.

你读得太快，我听不懂。

5.ofwhichonly14=only14ofwhich

Ericsetsailonceagain,thistimewith25ships,ofwhichonly14madeittoGre

enland.

埃里克又一次起航，这次一共有25条船，只有其中14艘到达了格兰岛。

6.LeiffollowedBiami'sdirectionsandsailedtowhatisbelievedtobethecoastofpr

esent-dayCanada.

赖伊夫按照比阿尼提供的线索航行到了现在被认为是加拿大海岸的地方。

what做主语，此处不能用where.

形成性评价或教学反思：

Warm-up的主题内容是海上运动。通过聆听大海的声音把学生活动引向整个单元话题。海

上运动是学生关注的话题，以此导入能够极大调动学生学习本单元的兴趣。

英语必修3课程教案

时间：2014年2月第2周

授课题目Unit7TheSeaLesson2ProtectingtheSea课次

授课方式先学后教课时安排2

教学目标：

TeachingAims:

1.TopracticespokenEnglish.

2.Topracticelisteningforspecificinformation.

3.Topracticeshowinginterestwhenlisteningtoanotherspeakerinaconversation.

4.Topracticeinvolvingthepersonwhoislisteningtoyou.

教学重点及难点：

Teachingdifficulties:

Learntoinvolvingthepersonwhoislisteningtoyou.

教学主要内容及步骤：教法提示：

TeachingAids:computerandcassette

Teachingprocedures:

I・Warmingup

T:Howistheseaimportanttopeople?

Ss:students'answersmaybevarious.

T:Watercoversabout75%oftheearth'ssurface,itprovidesuswithfoodandresources

suchasoil,naturalgasandsomemetals.Besidestheseahasagreateffectonclimate,

therefore.Theseaisveryimportantforus.Butwhatwehavedonedoesharmtothesea.

Nowlookatthepictures,showingstudentssomeslidesaboutseapollution.Theteacherwill

asksomequestionstoencouragestudentstospeakEnglish.

(Thepurposeistoproducetheseapollutionandletstudentsrealizetheimportanceof

protectingthesea.)

II.Discussing

1.Youarelikelytonoticesomethingaboutseapollutioninyourcityorhometown,pleasetalk

aboutit.

2.Ifwegoonpollutingtheseawhatistheresult?

3.Whatmeasuresdoyouthinkweshouldtake?

4.Whatshouldwedoasastudent?

(Couragethemtomakesuggestionsforpreventingsea,riverandlakepollution)

IH.Listening

YoursuggestionsaregoodandusefulandFangZhouandZhiHongaretakingaboutthe

problemtoo.Whatwilltheysay?Nowlefslistentotheconversation

(Inordertohelpstudentbetterunderstandingtheconversationfirstdotheexercise).

1.Listentothetapeandchoosetherightanswer.

①.Whatcanbedoneaboutoverfishing?

A.man-maderaisingfish

B.Intheworstareastheybanfishingforseveralyears

C.controlthenumberoffishpeoplecancatch

②.What'stheresultofoverfishing?

A.therearelessfishtocatch

B.peoplecanfishtoomuch

C.Theycancatchmorefishthanbeforebybettertechnology

③.Whataresomegovernmentdepartmentsdoingaboutseapollution?

A.punishingpeoplewhokeeparecordoflevelsofpopulation

B.thinkingofwaystoreducepopulation

C.alldepartmentsmustberesponsibleforfindingwherepollutioncomesfrom.

(answers:①.C②,A③.B)

2.Listentothetapeagainandfillinthetape.(Theteacherdesigntheexerciseistoreduce

thedifficultyinnextexercise)

3.Listentotheinterviewagainandanswerthequestions

①.Whatistheproblem1?

②.Whatistheproblem2?

③.Whatarethereasonsforproblem2?

④.Whatarethecausesofproblem1?

⑤.Whatarethesolutionstoproblem1?

⑥.Whatarethesolutionstoproblem2?

IV.Writingandspeaking:

Doexercise5,6,7toshowinterestandkeepaconversationgoing.Readthroughtheexample

dialoguethenmakeupanewonewithyourpartner.

(Thepurposeistopracticeshowinginterestwhenlisteningtoanotherspeakerinaconversation

andinvolvingthepersonwhoislisteningtoyou.)

V.Homework

Practiseusingtheusefulwordsaboutprotectingtheseabymakingsentenceswiththem:

protect,pollute,pollution,waste,dealwith,beresponsiblefor,breakthelaw,punish,keepa

recordof,control,communicate.

板书设计

①.Thafswhenpeoplefishtoomuchandthenumberoffishfallstoolow.Somefish

maydisappearaltogether.

②.SotherearemorefishermancalchingmoreFish?

Well,theyhopetocatchmore1、sh,buttherearelesslishlocatch,sotheysimply

can't.

③.Theyalsotrytohelppeopletogetotherkindsofjobs,sotherearelesspeopletr

yingtomakealivingfromMshing.

④.Itmostlycomesfromindustrialwastefromfactoriesandagriculturalwastefrom鱼

rming.

形成性评价或教学反思：

TheSpiritofExplorers是本单元的"明星"模块，VikingVoyagestoAmerica是本

模块的主打课文，承载本单元的重点语法现象一一定语从句。教学中需要给予特别的关

注，需要调动学生的注意力和兴趣，方能有效实施教学计划。

英语必修3课程教案

时间：2014年2月第3周

授课题目Unit7TheSeaLesson3TheSeaWorld课次

授课方式先学后教课时安排2

教学目标：

Teachingaims:

①.tolearnsomeanimalsunderthesea

②.tolearnsomewordsandexpressions

③.tolearntheusageof"as"

教学重点及难点：

Teachingdifficultandimportantpoints:

Tomastertheusageof"as”

教学主要内容及步骤：教法提示：

Teachingaids:

CAI

Teachingprocedures:

I.Warmup

Toenjoysomeamazingandpopularanimalsoftheseaandtalkabouttheanimalsfreely

II.Readtolearn

Taskl:Readthebrochure.FindwhereyoucanseethesethingsinUnderwaterWorld:

•1.VirtualRealityVoyage

•2.SeaTheatre

,3.OceanFloor

•4.DiscoveryPool

•5.PolarWorld

Task2:Readthetextagainandmatchthesecommentsfromvisitorstothedifferentareasof

Underwaterworld.

2

3

4.….

IH.Languagepoints

Task1:findthefollowingphrasesinthetext

PolarWorld:

•一小部分

•在水面上

・表演杂技的海豹

•在喂养的时间

OceanFloor:...

DiscoveryPool:...

VirtuallyRealityVoyage:

•现代的

•虚拟现实

•发出声音

•用一种光

Task2:tolearntheusageofsomeimportantwordsandphrases,suchaswith,attract...

Task3:toleantheworldbuildinglikelong—lengthetc.

IV.Exercise

V.Sumup

VI.Homework

板书设计

形成性评价或教学反思：

2.1TheSeaWorld模块的第一部分内容是阅读一个Brochure,重点培养学生的重要

泛读技能一一Scanning和Skimming,所以可根据本部分内容设计一节泛读技能训练课。

英语必修3课程教案

时间：2014年3月第4周

授课题目Unit7TheSeaLesson4SeaStories课次

授课方式先学后教课时安排2

教学目标：

教学重点及难点：

教学主要内容及步骤：教法提示：

Step1Pre-reading

l>Haveyouseensomefilminwhichtheseaisimportant?

Whatdidyouthinkofit?Telltheclass.

2>ShowsomepicturesinJaws,Titanic.FreeWilly,20,000LeaguesUndertheSea,

TreasureIsland.

3>Lookatthekeywordsandfindtheminthepictures.

barrel,cloud,fisherman,fishingboat,horizon,moon,wave,whirlpool

Step2Reading

Lookatthepicturesandtrytoputtheminrightorder.

l>Readeachparagraph,payingattentiontothelinkingwords,e.g.oneday,suddenly,inthe

end一

2>Decideapossibleorderfortheparagraphs.

3>Readtheminthatordertoseeifthestorymakessense.

Step3Post-reading

EXERCISES

TrueorFalse

l>Writercankeepcalmintimeofdanger

2>Inthewhirlpool,onlythewritersurvived.Bothofhistwobrothersdied.

3>Thethreebrothersfirstmetthewhirlpoolandthenwerecaughtinthestorm.

4>Itwasthebarrelthatcarriedmetoanareawheretheotherfishermenwere.

5>Thewriter'sbrotherstayedintheheavyboatbecausehethoughtitwasbettertostaythere.

Keys:TTFFF

UsetheStrategiestoputtheparagraphsA,BandCinthecorrectorder.

Keys:BAC

Readthestoryagainandanswerthesequestions.

l>Whydidthewriter'syoungerbrotherfalloverboard?

2>Whydidtheboatgotowardsthewhirlpool?

3>Whydidthewritertiehimselftoabarrel?

4>Whydidn'thisbrotherdothesame?

5>Whydidhisoldcompanionsnotrecognizehim?

Keys:

l>Anenormouswavewashedhimoverboard.

2>Thewindandwavesweretakingitthere.

3>Heavierobjectswentdownintothewhirlpoolquickly.Thebarrelwaslighter.

4>Hewasterrified.

5>Becausehishairwaswhite,notblack.

Completethesentencesbelowwiththesewordsfromthetext.

afterwards,intheend,oneday,suddenly,then,when

(1)in1964,RobetLeSerrecwassailingneartheAustraliancoast(2)he

decidedtostopnearanisland.(3),hesawahugecreaturerestingbesidehisboat.He

tookaphotograph,and(4)thecreatureswamaway.(5),heshowedthephotograph

toscientists,but(6),nobodybelievedhim.

Step4Languagepoints

atthatmoment在那一时刻

themoment就

Iwasdeeplymovedandtearsrundownmycheeksatthatmoment.

ThemomentTomwentoffthetaxiherantowardsthehospital.

atgreatspeed以非常快的速度移动

也可以写成：withgreatspeed

makesb.do让某人做某事

TheteachermadeXiaoHuahelpme.

terrified形容词，可怕的。

terrorn.terrible/terrifiedadj.terrifyv.

survivevi.活下来，幸存

Fewofhousessurvivedthewar.

vt.(经过一一)活(保存)下来

Ofthewounded,onlythreesurvived.

horrifying令人恐怖的

horribleadj.horrifyv.horrorn.

thedifferencesbetweenhorrorandterror

horror令人毛骨悚然的恐怖terror感到身受危险的恐惧

inthedirectionof朝的方向

inalldirections各方面underthedirectionof在指导下directionsforuse用法说明

Asyoucansee,Ididescape.

did在这里起强调作用，对谓语进行强调。

Ididcomehereyesterday.

在祈使句中，也借用助动词do强调说话人的祈使语气。如：

Dogivehermyregards.

EXERCISES

Findwordsinthestorythatthewriterusestodescribehisfeelings.

Keys:terrifiedhorrifyingcalmerexhausted

Youcanoftenmakedifferentformsfromoneword.Completethetablewithwordsfromthe

story.

Keys:terror(n.)terrified/terrible(adj.)

tosave(v.)safe(adj.)

toclear(v.)clear(adj.)clearly(adv.)

Makenewwordsfromthewordsinbracketstocompletethegaps.Useadictionarytohelp

you.

(1)(terror)experiencesatseaarenot(2)(common).In1977,Japanesefishermen

caughta(3)(mystery)seacreatureintheirnets.It's

(4)(long)wastenmetersand,(5)(fortune)forthefishermen,itwas

(6)(death).Itsmelledverybadandtheythoughtitmightbe(7)(safe),sothey

threwitoverboard.Becausethephotographsare(8)(clear),

(9)(science)havebeenunableto(10)(identify)thecreature.

Step5Homework

Writeacomposition

Imaginehisbrotherdidn'tdied,onedaytheymetandhisbrothertalkedabouthisstory.

板书设计

形成性评价或教学反思：

SeaStories模块的主要目的是培养学生的阅读策略，活动设计基本以策略培养和形成为

主，因此可以根据本部分内容设计一节阅读策略训练课。

英语必修3课程教案

时间：2014年3月第4周

授课题目Unit7TheSeaCommunicationWorkshop课次

授课方式先学后教课时安排2

教学目标：

Objectives

■Towriteareportaboutatouristattraction.

■Topractiseusinglinkingwordsofcontrast.

■Toprepareforandtakepartinapublicdebate.

■Topractisegivingopinions.

■Tolistentoasongandunderstandit.

■Topractiseusingvocabularyconcerningtheenvironment.

教学重点及难点：

Possibleproblems

Somestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatall

studentshavearolethattheycanmanagesuccessfully.

教学主要内容及步骤：教法提示：

Writing:AReport

Beforeyoustart

Exercise1

■Gothroughthefirstexamplewiththestudents.

■Studentsthenworkinpairs,makingcommentsabouttheaquarium.

■Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.

Exercise2

■Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdo

nothavetounderstandeverywordtocarryoutthetask.

■Studentsreadthereportandmatchtheparagraphswiththeheadings.

■Checkstudents'answers.

Answers

1generaldescription2listofgoodpoints3listofbadpoints4conclusion

■Pointouttheheadingofthereport:Whatinformationdoesitgive?Howisthisheading

differentfromthatofaformalletter?Makestudentsawareofhowclearlytheinformationis

recorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.

Stage1

■Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethem

toelicitalistoftouristattractions.Writethemontheboard.

■Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthe

sortofpeoplewholiketheattraction(adults?children?families?),thebesttimeofyeartovisit

theattraction,etc.

■Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycan

inventanattractioniftheywish.

Stage2

■Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.

■Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhave

chosen.Tellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goround

andassistwithideasornewvocabularyifnecessary.

Stage3

■ReferstudentstoWritingHelp1foradviceonlayout,vocabularyandlinking.

■Studentsplanthefourparagraphsofthereport.

■Studentsthenwritetheheadingandthefirstdraftofthereport.

Stage4

■Studentschecktheirdrafts.ReferthemtoWritingHelp1(checking).Theyshouldalsouse

theirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.

Talkback

■Ingroups,studentsreadeachother'sreportsanddiscusswhethertheyagreewiththe

opinionsandconclusionsinthereports.

■Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.

■Onememberofeachgroupreportssomeofthegroup'sconclusions.

Speaking:PublicDebate

Beforeyoustart

Exercise1

Usefulvocabulary:coastal,wildlifepark,oilrefinery.

Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.

■StudentsreadthetextaboutDolwynBay.

■Checkstudents*understandingoftheusefulvocabularyandasksomecomprehension

questions,e.g.Howmanypeoplelivethere?(8,000)Aretherealotofyoungpeoplethere?(no)

WhatnewindustrywilltherebeinDolwynBayinthefuture?(oilindustry).

Exercise2

■Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabig

oilrefineryinDolwynBaybeforestudentsworkinpairs.

■Inpairs,studentsdiscussandlisttheprosandconsoftheplanstobuildabigoilrefineryin

DolwynBay.

■Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormore

cons.

Exercise3

■Studentsreadthroughthelistofpeopleandthenlistentothecassette.

Answer

theownerofafishingboat

Tapescript

Speaker:I'mtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Forone

thing,itwillbetenibleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewon't

beabletofish.It*sdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbe

muchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneyto

buildnewfishingboats.

■Playthecassetteagain,pausingittocheckstudents'understandingofdisaster,pollutethe

sea.

Stage1

KeyWords

business,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,

pollution,traffic,(un)employment,wildlife

■GothroughtheKeyWordswiththeclass,askingstudentstotranslatethemorputthemintoa

sentenceinEnglish.

■Lookatthenotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymore

pointstosupporthispointofview.

■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabout

his/heropinionsoftheplans.

Stage2

■ReadtheFunctionFilewiththeclass,drawingstudents*attentiontotheuseofstresstogive

emphasistoyouropinion,e.g.Iamtotallyagainsttheplan.

Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.

Stage3

■Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercase

beforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.

■Remindstudentsthatthisisa"publicdebate5,notaninformalconversationamongfriends.

Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyou

wish,eachgroupcanappointachairpersontocontrolthedebate.(Thechairpersonthengives

his/heropinionsasamemberofthecommunityattheverybeginningofthedebate).

■Ingroups,studentstaketurnstogivetheiropinions.Wheneveryoneinthegrouphasspoken,

thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansforDolwyn

Bay.

Talkback

■Eachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.

Listening

■Studentsreadthroughthetextandguessthemissingwords.

■Thentheylistentothesongandcompletethetext.

AnswersandTapescript

Iamsailing,Iamsailing,homeagain,acrossthesea.

Iamsailing,stormywaters,tobenearyou,tobefree.

Iamflying,Iamflying,likeabird,acrossthesky.

Iamflying,passinghighclouds,tobewithyou,tobefree.

Canyouhearme?Canyouhearme?Throughthedarknight,faraway.

Iamdying,forevercrying,tobewithyou,whocansay?

Wearesailing,wearesailing,homeagain,acrossthesea.

Wearesailing,stormywaters,tobenearyou,tobefree.

■Playthesongagainandaskfurtherquestions:'Whatisthesituationinthesong?Whereis

thepersongoing?Whoishegoingtosee?Isthepersonreallysailing?9

■Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaof4returning,

(sailing/flyinglikeabird),'feelingunhappy5(crying/dying),'havingdifficulties5(stormy

waters).

■Studentsthendiscussanyothersongstheyknowaboutthesea?Carethesesongsusually

sloworfast?sadorhappy?

Options

Practice

Ingroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.

Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublic

debatetheyhavejusthad.

Extension

Ifthereareanydevelopmentplanscurrentlyaffectingthestudents'ownregionorcountry,the

prosandconsoftheseplanscanbediscussedinclass.

板书设计

形成性评价或教学反思：

Communication的第一部分内容是以培养学生的写作能力为主，重点是强化学生的笔头表

达能力。因此，可以根据第一部分内容设计一节写作课。

英语必修3课程教案

-主备人：雷博

时间：2014年3月第5周

授课题目Unit8Adventure

课次

Lesson1AdventureHolidays

授课方式先学后教课时安排2

教学目标：

TeachingAims:

1TodistinguishbetweenanduseStateandActivityverb.

2Toidentifyparagraphtopicinareadingtext

3Todistinguishbetweenanduseadverbsandadjectives

教学重点及难点：

Teachingdifficulties:

TodistinguishbetweenanduseStateandActivityverb.

教学主要内容及步骤：教法提示：

TeachingAids:computer

Teachingprocedures:

I・Warmingup

.Nowadventureholidayismoreandmorepopular.Whichoftheseholidayswouldyouliketo

goon?

Whichoftheseholidayswouldyouliketogoon?

Acanoeingandwhite-waterraftinginYunnan

BtrekkingandclimbingintheHimalayas

CdoingwatersportsinHainanIsland.

DanovelandsafariinTanzania.

Givestudentssomepictures.Askstudentstogivereasonsfortheirchoice.

S:Theiranswersmaybevarious.

IIreading

Task1readthebrochureandmatchtheparagraphs(1-7)withthetopics(theaimistotrain

studentstomastermainideaoftheparagraph)

IIIlistening(theaimistogivestudentsrightpronunciationandimprovetheirlisteningability.

TheteachercansuggestsomestudentswhoaregoodatEnglishclosingbooks)

IVReading

Task1.Readthetextloudlyandmakeapreparationforansweringquestionsatthesametime

furtherunderstandingofthetext

Task2.Answerthesequestionsinyourownwords(Theaimistopracticestudents'spoken

English.Encouragestudentstoanswerthequestionswithoutlookingatbooks.)

Vlanguagepoints

Task1.languagepoints

VIGrammarpresentation

FirstGrammarSummary3,onpage93

Thendoexercise4.6.7

VIIhomework

Exercise8

Exercise9

板书设计

1.aswellas同...一样，也是，还有

Aswellasthegroupguide,allexpeditionshavecooksandporters.所有的长途跋涉都

配有厨师、搬运工和向导。

Thechildislivelyaswellashealthy.

这个孩子既健康又活泼

HeknowsGermanaswell.

他也懂德文。位于句末用aswell

2.Including包括

Thetrekcosts2500includingallflightsandaccommodation.

旅行费用为2500英镑，其中包括所有机票和食宿

ThreemembersoftheEverestExpeditionwerekilledincludingadoctor.

三名珠穆朗玛峰探险队员遇难，其中包括一名医生。

ThreemembersoftheEverestExpeditionwerekilled,adoctorincluded.

4.offer

提供(东西或机会)

Thehoteloffersexcellentservicesforfamilies.

本旅馆提供优良的家庭服务。

Josiehadofferedherservicesasaguide.

乔西曾表示愿意当向导

offersbsth.offersthtosb

主动提出，主动给予

TheydecidedtoofferthejobtoJo.

他们决定把这份工作给乔

形成性评价或教学反思：

Warm-up通过让学生听4个人谈论有关他们的冒险梦想，从而激发学生的冒险欲望，为

本单元的中心话题作好了铺垫。

英语必修3课程教案

-主备人：雷博

时间：2014年3月第5周

授课题目Unit8AdventureLesson2ExtremeSports课次

授课方式先学后教课时安排2

教学目标：

TeachingAims:

1.Topractisestrategiesforpreparingtolistentoatext.

2.Topractiseexpressingpreferences

3.Topractiseusingphrasalverbs

4.Topractiseusingcorrectintonationinquestions

教学重点及难点：

Teachingdifficulties:

1.Topractiseexpressingpreferences

2.Topractiseusingphrasalverbs

教学主要内容及步骤：