高中英語(yǔ)必修三課件

1、高中英語(yǔ)必修三課件Unit 1 Festivals around the word1. Teaching aims: Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up Phrases: Would you like Could I have? Might I offer help? May I see? You should tryCould we like at? Can you suggest? We might take Teaching Procedures Step I Leading in

2、T: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays? Ss. Yes. Of course! T: When did you feel most happy and excited? Ss: At the Spring Festival. T: Who can tell us why? Any volunteers? S1: Because it is the most important festival in our country. S2: Becaus

3、e I got a lot of lucky money from my parents. S3: Because I neednt study at festivals and there was a lot of delicious food to eat. How great. S4: Because I met my cousins and friends who I hadnt seen for a long time. T. Very food! I am glad to hear that. Today we will talk about festivals, which ar

4、e meant to celebrate important events. Please think about some other festivals. Can you name just a few? Ss: New year, Yuan xiao festival :T: Quite right. Thats called the Lanterns Festival. How about some other festivals? Ss: The Army Day, International Labours Day, National Day, Tomb Sweeping Fest

5、ival, Dragon Boat Festival, Mid-autumn Day T: You have done a good job, boys and girls! . Step Warming up Festivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know. Discuss when they take place, what

6、they celebrate and one thing that people do at that time. The first one is given to you as an example. Festivals Time of year/date What does it celebrate What do people do Mid-Autumn Festival Autumn/Fall The beauty of the full moon, harvest, time with family and friends Give/Eat mooncakes and watch

7、the full moon with family and friends Step Pre- reading Discuss in groups of four 1. Whats your favourite holiday of the year? Why? 2. What festivals or celebrations do you enjoy in your city or town? Do you like spending festivals with your family or with friends? What part of a festival do you lik

8、e bestthe music, the things to see, the visits or the food? Step Assignment 1. Consolidation 2. Listening to the material again after class to be familiar with it. 3. Homework: Collect as much information about festivals as possible. The second period Reading-Festivals and celebrations 1 Teaching Ai

9、ms 1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone origin in memory of dress up trick poet arrival national gain independence gather agricultural European custom awards watermelon handsome rooster admire look forward to religious as though have fun with daily 2.To en

10、able the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world 3.To enable the students to master some English expressions and phrases about festivals. 4. Teach the basic reading skills: skimming and scanning. 5. Try

11、 to compare and make conclusion s of different festivals. III. Reading1. Listening to the recordingNow please listen to the recording of the text FESTIVALS AND CELEBRATIONS. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice.2. Reading and

12、 underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from FESTIVALS AND CELEBRATIONS3. Reading and transferring informationRead the text again to complete the table listing festivals

13、and their celebrations.FESTIVALS AND CELEBRATIONSAncient FestivalsFestival of the DeadFestival to Honour PeopleHarvest FestivalSpring FestivalCelebrate the end of the cold weather, 4. Reading and understanding difficult sentencesAs you have read the text, you can surely tell which sentences are diff

14、icult to understand. Now put your questions concerning the difficult points to me.Step Listening T: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. Its up to you. After listening, please write down thre

15、e things that most festivals seem to have in common.( Comprehending Ex.3 on Page 32unit 2 healthy eating(Period 1Warming up and reading)教學(xué)重點(diǎn)1. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading skills.教學(xué)難點(diǎn)1. Develop students r

16、eading ability.2. Enable students to talk about different kinds of food and balanced diet.三維目標(biāo)知識(shí)目標(biāo)1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon,

17、 slim, curiosity, hostess, raw, vinegar, lie, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.2. Let students learn the knowledge of balanced diet and nutrition.能力目標(biāo)1. Develop students reading ability and let them learn different reading skills.2. E

18、nable students to talk about different kinds of food, problems with diet and balanced diet.情感目標(biāo)1. Stimulate students sense to form a healthy eating habit.2. Develop students sense of cooperative learning.教學(xué)過(guò)程Step 1 Leading-inHave a free talk with students. Ask them the following questions:1. Everybo

19、dy has to eat, but do you eat a healthy diet?2. What do you usually have for breakfast/lunch/supper?3. What kind of food do you like best?4. Why are you so strong/weak/fat/thin? Does it have anything to do with your diet?5. Do you think you are eating a balanced diet?Step 2 Warming up1. Let students

20、 turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.Healthy food Unhealthy food2. Show the following on the screen. Let students read the question and the information about food in the form below.Do you know that the food you eat helps you grow in diff

21、erent ways?Food that provides energy(e. g. energy-giving food)Food that helps grow bones and muscles(e. g. body-building food)Food that helps the body fight diseases(e. g. protective food)ricenoodlesspaghettibreadpotatoeschocolate buttercreamoilsnutsmeateggscheesemilktofuMost vegetables(e. g. beans,

22、 peas, cucumbers, eggplants, peppers, mushrooms, cabbages)and fruit(e. g. apples, peaches, oranges, lemons)3. Ask students to work in pairs to discuss the following questions and then one of them tells their ideas to the class.3Questions:1)Which groups of food do you like best?2)Which do you eat mos

23、t often?3)Do you eat the three kinds of food each day?3)What will happen to you if you dont eat a balanced diet?Step 3 Pre-reading1. Let students discuss the following question:What do you think should go into a good meal?2. Ask students to imagine they are going to invite some friends for dinner. L

24、et them discuss the question: What special food of your place would you offer them? Then have them plan a menu.3. Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are

25、right.Step 4 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:1)Who are mentioned in the story?2)Where did the story happen?Three minutes later, check the answers with the whole class.Suggested answers:1)Wang Peng, Yong Hui and Li Chang.2)It happ

26、ened in the two restaurants: Wang Pengs restaurant and Yong Huis restaurant.2. Intensive readingAllow students to read the passage carefully this time to understand the main idea of each paragraph and theimportant details, and then finish the following:3. Reading and discussionRead the passage a thi

27、rd time and then work in pairs to do the following:Step 5 ConsolidationAsk students to talk about the problems with the diet in Wang Pengs restaurant and Yong Huis restaurant in their own words according to the text. Then let them retell the whole story.Step 6 Homework1. Learn the useful new words a

28、nd expressions in this part by heart.2. Read the reading passage again and try to retell the story.4Unit 3 The Million Pound Bank-NoteThe First Period IntensiveReadingTeaching goals教學(xué)目標(biāo)1. Target language 目標(biāo)語(yǔ)言a. 重點(diǎn)詞匯和短語(yǔ)bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest,

29、jealousb. 交際用語(yǔ)Expressions on request:Would you step inside a moment, please?Would you please come in?May we ask what youre doing in this country and what your plans are?Well, why dont you explain what this is all about?c. 重點(diǎn)句型1) Have you ever made a bet with a friend? If so, what did you bet on?2) H

30、e is lost inLondon.3) Permit me to lead the way, sir.4) As a matter of fact, I landed inBritainby accident.5) His eyes stare at what is left of the brothers dinner on the table.6) I wonder, Mr Adams, if youd mind us asking a few questions.7) I earned my passage by working as an unpaid hand, which ac

31、counts for my appearance.2. Ability goals能力目標(biāo)a. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.b. Enable students to sum up the main idea of ACT ONE Scene 3.c.

32、Enable students to understand the details about the whole scene.d. Retell the scene using the key words of the whole scene.e. Express their opinions by answering the following questions:1) Do you think money is everything? Why?2) Do you agree that only money can bring people happiness?3. Learning ab

33、ility goals 學(xué)能目標(biāo)a. Help students to understand natural language in the dramatic context and increase their self-confidence in using English.b. Help students to sum up the main idea of ACT ONE Scene3.c. Help students to understand the details of the whole scene.d. Get students to retell the whole sce

34、ne.e. Help them to answer the following questions:1) Do you think money is everything?2) Do you agree that only money can bring people happiness?Teaching important points 教學(xué)重點(diǎn)a. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal an

35、d non-verbal ways in which language works.b. Discuss the questions:1) Do you think money is everything?2) Do you agree that only money can bring people happiness? 5 Teaching difficult points教學(xué)難點(diǎn)Discuss the questions:1) Do you think money is everything?2) Do you agree that only money can bring people

36、 happiness?Teaching methods 教學(xué)方法Elicitation, discussion, listening, reading and pair work.Teaching aids 教具準(zhǔn)備A computer, a projector and a tape recorder.教材分析This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned i

37、n the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.This teaching period mainly deals with the new grammar items: 1. noun clauses as the object; 2. noun clauses as the predicative. Students often feel noun clauses abstract and difficult to lear

38、n, so it is necessary to make the lesson interesting and lively, and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the play The Million Pound Bank Note again, tick out all the sentences from the play where noun clause

39、s are used as the object and the predicative, and then translate them into Chinese. Secondly, compare and discover the uses of each noun clause by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 21 and more exercises for students to master the re

40、lated noun clauses. Finally, summarize the use of noun clauses as the object and the predicative and let students make it clear how each noun clause is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 57 and additional exercises for c

41、onsolidation.教學(xué)重點(diǎn)Get students to understand and use noun clauses as the object and the predicative.教學(xué)難點(diǎn)Enable students to learn how to use noun clauses as the object and the predicative correctly.三維目標(biāo)知識(shí)目標(biāo)1. Get students to know more about noun clauses.2. Let students learn noun clauses as the object

42、.I cant say that I have any plans. . . and he does not know what he should do.I did not know whether I could survive until morning.3. Have students learn noun clauses the predicative.Thats why weve given you the letter.The fact is that I earned my passage by working as an unpaid hand. . .能力目標(biāo)Enable

43、students to use noun clauses as the object and the predicative correctly and properly according to the context.情感目標(biāo)1. Get students to become interested in grammar learning.2. Develop students sense of group cooperation. 6教學(xué)過(guò)程設(shè)計(jì)方案(一)Step 1 Revision1. Check the homework exercises.2. Dictate some new w

44、ords and expressions.Step 2 Leading-in by a gamePlay the game of “Pass the message”. Show the same written message to the first person in each team of the class. Ask the person to pass the message on orally in indirect speech as quickly as possible. The first team that finishes it must put up their

45、hands and the last person tells the class the message. If he/she has got it right, that team has won the game.Example 1:Message: There will be no homework tonight.S1: The teacher said that there would be no homework tonight.Example 2:Message: The fact is that she has been ill for 3 days.S1: The teac

46、her said the fact was that she had been ill for 3 days.Step 3 Grammar learning1.Readingand discoveringAsk students to turn back to Page 17 to read through the play The Million Pound Bank Note, let them pick out the sentences using noun clauses as the object and the predicative, read them aloud, and

47、then translate them into Chinese.Suggested answers:Sentences using noun clauses as the object:2. Thinking and discussingLet students read the sentences they picked out, think over and discuss with a partner how each of these noun clauses is being used in the situations. If students have some difficu

48、lty, give them a hand.3. Summing up: noun clauses as the object and the predicative種類(lèi)關(guān)聯(lián)詞例句說(shuō)明賓語(yǔ)從句陳述意義that1. I believe (that)he is honest.2. I think (that)he is honest and that he is always keeping his promise.3. We must realize (that)we should learn English well.that在從句中不充當(dāng)任何成分; 在口語(yǔ)或非正式文體中常被省去, 但若從句并

49、列時(shí)后面的從句that不能省略。疑問(wèn)意義if whether1. I dont know if/whether it is interesting.2. He doesnt care if it isnt a fine day.3. I wonder whether he will come or not.4. Everything depends on whether we have enough money.if和whether一般可以互換, 但當(dāng)與or not連用和作介詞賓語(yǔ)時(shí)要用whether, 不能用if; 從句是否定句時(shí)一般用if。特殊疑問(wèn)意義who, whom, which, w

50、hose, what, when, where, why, etc.1. Please tell me who will go with you.2. He isnt aware of what a terrible thing he has done.3. I wonder why he hasnt called me.4. She always thinks of how she can work well.5. I wonder where he is going with his classmates.賓語(yǔ)從句作及物動(dòng)詞的賓語(yǔ), 也可作介詞的賓語(yǔ)。賓語(yǔ)從句用陳述語(yǔ)序。注1We must

51、 make it clear that anybody who breaks the law will be punished.如果賓語(yǔ)是復(fù)合賓語(yǔ), 則用it作形式賓語(yǔ), 將從句放后。注21. We dont think you are right.2. I dont believe he will do so.think, believe, imagine, suppose等的賓語(yǔ)從句, 否定前移到主句中。表語(yǔ)從句連詞that whether as if1. The problem is (that)they cant get there early.2. It looks as if it

52、 is going to rain.在非正式的文體中that可以省略。連接代詞who what which1. Thats just what I want.2. The question is who/which of you will be the next speaker.連接副詞When where why how1. This is where our problem lies.2. That is why he didnt come to the meeting.表語(yǔ)從句位于主句連系動(dòng)詞之后。Step 4 Grammar practice1. Turn to Page 21. As

53、k students to do the exercises in Discovering useful structures. Several minutes later, check the answers with the whole class. Give some explanations if necessary.2. Turn to Page 57. Ask students to do Exercises 1-3. Check the answers after most of them finish.Step 5 Closing down by a quizShow the

54、following exercises on the screen. Let students finish them within five minutes to see if they have mastered noun clauses as the object and the predicative. Five minutes later, check the answers with the whole class. Unit 4 Astronomy: the science of the stars Period 1Warming up and reading教材分析This i

55、s the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about some famous scientists and what they have discovered. Then turn to Warming Up. It is intended to have students think about and then discuss

56、 these two groups of questions:1. In our solar system eight planets circle around the sun. What are they? Can you match the names with the planets?2. What interests you in astronomy? Do you know any questions that astronomers are interested in?Pre-reading is to remind students that the origin of lif

57、e on the earth is a question that interests astronomers and each religion and culture has its own ideas about how life began on the earth. The teacher should ask students what they know about these and then let them predict what kind of information will be introduced in the next partReading.The read

58、ing passage titled HOW LIFE BEGAN ON THE EARTH provides students a brief introduction on how the universe developed and how life began on the earth. It provides a scientific background to any investigation into space and it is factual. Students are encouraged to preview the text and find out the use

59、ful new words, expressions and structures themselves. They should try to work out the meanings of the new words through the context. Then if necessary, they can look them up in the dictionary or turn to the teacher for help. Also 8encourage them to look at the pictures and read the title to guess wh

60、at the text might be about. Then let them skim for the general idea, and scan for further understanding. In order not to let them feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the five exercises in the Compr