高中英语 Unit 1《Festival around the world》教案 新人教版必修3.docx
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高中英语Unit1《Festivalaroundtheworld》教案新人教版必修3
2019-2020年高中英语Unit1《Festivalaroundtheworld》教案新人教版必修3
第一部分
《金色教案》教学设计说明
Aboutthetopicandthestructures
单元话题和结构
本单元以节日为话题,介绍了世界各地的一些节日的含义、由来和民俗。
通过本单元的学习,可以帮助学生更多地了解节日、体味文化;同时又可以引导学生理解、尊重不同的文化和习俗。
本单元语言功能项目是:
打电话、邀请和致谢。
本单元语言结构项目是“情态动词”。
本单元还要求学生学习写作“记叙文:
故事”。
《金色教案》教学设计在单元课时划分上与课本保持一致,即“阅读课、知识课、运用课三课时/三课型划分”。
但在实际教学过程中,建议教师依据学生基础、教学条件、学校安排的因素,对课本、对《金色教案》教学设计重新划分课时,裁剪、拼接使用提供的材料,以便“物尽所用”,达到最佳教学效果。
教师也可以参照《金色教案》提供的“实际教学过程课时划分建议”进行教学。
Period1
Reading
阅读课
WarmingUp教师选择使用提供的“讨论”、“看听”或者“词汇学习”,进行热身,激发学生的阅读兴趣,导入本课,为Reading部分的阅读做好铺垫。
Pre-reading既可以让学生“想象和分享”,也可以让他们“交谈和分享”。
Reading通过Listeningtotherecording,Readingandunderlining。
Readingandtransferringinformation,Retellingthetext,Readingandfilling,Answeringprehensionquestions,Readingandunderstandingdifficultsentences和Closingdownbydoingexercises活动,引导学生从形式到内容掌握课文,了解亡灵节、名人节、丰收节和春节,弄清楚节日的由来及其存在的意义。
亡灵节是为祭奠亡灵,取悦祖先而举行的节日,例如日本的盂兰盆节(Obon),墨西哥的亡灵节,万圣节(Halloween)等。
名人节有中国的端午节,美国的哥伦布日,印度的甘地纪念日。
春天的节日包括中国的春节,西方的狂欢节、复活节,日本的樱花节等。
Period2
Learningaboutlanguage
知识课
Learningaboutlanguage主要突出本单元的重点词汇和主要语法项目。
通过Warmingup,Learningaboutgrammar(Readingandfinding和DoingexercisesNo.1,2and3onpage5),Closingdownbydoingaquiz
等活动,帮助学生熟练掌握情态动词may/might,can/could,will/would,shall/should,must/can的各种语用功能。
Period3
Usinglanguage
运用课
Usinglanguage涵盖了听、说、读、写四个部分。
首先是Warmingupbytalkingabout“carnival”,然后是Listening,Speaking。
阅读活动要求学生Readingandunderlining。
读后还要求学生进行Speaking和Acting活动。
写作为Guidedwriting。
之后Furtherapplying(Findinginformation,Writingletters)。
最后以fillingaform或者describingthestarsofVegaandAltair结课。
实际教学过程课时划分建议
Period1
将WarmingUp、Pre-reading、Reading和prehending整合在一起上一节“阅读课”。
Period2
将Learningaboutlanguage和Workbook中的USINGWORDSANDEXPRESSIONS、USINGSTRUCTURES整合在一起上一节“语言知识课”。
Period3
将Usinglanguage设计为一节包括听说读写单项技能或组合技能训练的“综合技能课
(一)”。
Period4
将Workbook的READINGANDLISTENING和TALKING整合在一起上一节“听说课”。
Period5[]
将Workbook的LISTENINGTASK、READINGANDWRITINGTASK和SPEAKINGTASK整合为一节“综合技能课
(二)”。
第二部分
教学资源说明
Section1
Background
背景
围绕单元话题“Festivalaroundtheworld”,《金色教案》提供了几则语言规范、短小精干的趣味性材料。
这些材料既可以作为教师教学参考材料为教师所用,也可以直接或改写、重组后作为课堂内外的拓展性阅读材料呈现给学生。
Section2
Explanation
解析
重点针对“阅读课型”中的课文难句,《金色教案》不仅提供了详尽的,就句论句的解析和翻译,而且还以解析的焦点话题为线索,进行了一定的归纳、辨析和总结,以帮助教师更好地实施“语言形式”的教学。
Section3
Vocabulary
词汇
按照课本单元词汇表顺序,《金色教案》重点提供动词、短语搭配的讲解。
所提供的例句,经典、地道、实用、易懂,完全可以直接用于教学。
第三部分
教学测评说明
围绕单元词法、句法项目,《金色教案》提供了长短不一的“单元教学测评”,并备有参考答案供教师使用。
有些测评题目直接源于历年高考试卷,更具有说服力和实用性。
2019-2020年高中英语Unit1《Festivalaroundtheworld》教案2新人教版必修3
Period2AsamplelessonplanforLearningaboutLanguage
(Modalverbs:
may/might,can/could,will/would,shall/should,must/can’t)
Introduction
Inthisperiodstudentswillbefirsthelpedbytheteachertodiscoverandlearntousesomeusefulwordsandexpressions,andthentodiscoverandlearntousethefollowingusefulstructures:
may/might,can/could,will/would,shall/should,must/can’t.Thefollowingstepsofteachingmaybetaken:
Warmingup,LearningaboutgrammarandClosingdownbydoingaquiz.
Objectives
TohelpstudentslearnaboutModalverbs
Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions
Tohelpstudentsdiscoverandlearntousesomeusefulstructures
Procedures
1.Warmingupbydiscoveringusefulwordsandexpressions
Turntopage4anddoexercisesNo.1,2and3.Checkyouranswersagainstyourclassmates’.
2.Readingandfinding
Turntopage1andreadthetextofFESTIVALSANDCELEBRATIONS.Asyouread,findoutexamplesofmay/might,can/could,will/would,shall/should,must/canusedinthesentences.
3.DoingexercisesNo.1,2and3onpage5
Turntopage5anddotheexercisesNo.1,2and3ingroupsoffour.
4.StudytheusesofModalverbs
Nextwegoontomakeacarefulstudyofallthemodalverbs.
(用原版)
Modals
Wordslikecan,will,may,must,andafewothersarecalledmodals.Modalauxiliaryverbshelpotherverbsexpressameaningoranidea.Somemonusesofthemodalsarethese:
Ability:
HecanspeakEnglishnow.
Hecouldn’tspeakEnglishayearago.
I’mnotabletoetothegameonFriday.
Permission:
Allpassengersmaynowboard.
Wecanboardnow.
Obligation:
Youmustfastenyourseatbelts.(strong)
Youshouldpayattention.
(weak)
Yououttopayattention.
Possibility:
Itmayrain.
HowcouldIforgetanimportthinglikethat?
Hecan’t/musthaveknowntheresult.
Meaningssimilartothoseofthemodalscanoftenbeconveyedbyrealverbforms:
Hehasto=…must…
isabletospeakEnglish.=…can…
isallowedto=…may…
issupposedto=…should…
(be)ableto
ability,lessusedthancan
e.g.I’mnotabletoetothegameonFriday.
can
ability
e.g.Canyouplaythepiano?
askingforandgivingpermission
e.g.“Mom,canIgothecinematonight?
”
“No,youcan’t.Youhavehomeworktodo”
offer
e.g.CanIhelpyou?
request,instruction
e.g.Canyouswitchonthelightforme?
capability
e.g.ThesummersinEnglandcanbereallyunpredictable.
withbetomakecriticisms
e.g.Susancanbearealpainintheneckattimes.
can’t
ability
e.g.Ican’tetothegameonFriday.
whenyoufeelsuresomethingisnotpossible(oppositeofmust)
e.g.Thetennismatchcan’tbeoveryet.(I’msureitisn’t).
could
possibilityoruncertainty(canalsousemight)
e.g.Hecouldbetheoneforyou!
request(morepolitethancan)
e.g.Couldyouswitchonthelightforme?
suggestion
e.g.Wecouldgoonapicnicthisafternoon.
askingforandgivingpermission
e.g.“CouldIuseyourphone?
”
“Yes,ofcourseyoucan”
unwillingness
e.g.Icouldn’tpossiblyleaveTomalonewhilehe’sinthisstate.
withparativeadjectivestoexpresspossibilityorimpossibility
e.g.Icouldbefitter.
e.g.Hecouldn’tstudyharder.
hadbetter
strongadvice(lessusedthanshould)
e.g.You’dbetterdothewashingupnow.
e.g.I’dbetternotgoouttonight,becauseIhavetogetupearlytomorrow.
may
toexpressalthoughinclauses
e.g.Imaybemarriedtoyou,butthatdoesn’tgiveyoutherighttotreatmelikedirt.
possibilityoruncertainty(formal)
e.g.TheremaybeacureforAIDSwithinthenexttenyears.
askingforandgivingpermission(lessusual,moreformal)
e.g.“MayIuseyourphone?
”
“Yes,ofcourseyoumay”
mayaswell/mightaswell
describestheonlythinglefttodo,somethingwhichthespeakerisnotenthusiasticabout
e.g.I’msobored,Imayaswelldosomehousework.
might
possibilityoruncertainty
e.g.TheremightbeacureforAIDSwithinthenexttenyears.
unrealsituation
e.g.IfIknewherbetter,Imightinvitehertotheball.
must
whenyoufeelsuresomethingistrue(oppositeofcan’t)
e.g.Thetennismatchmustbeoverbynow.(I’msureitis).
necessity,personalfeelings
e.g.Ihaven’tspokentoLizforages.Imustgiveheracall.
order,strongsuggestion
e.g.Youmuststopsmokingoryou’llgetlungcancer.
shall
certaintyordesire(mainlyBritishEnglish)
e.g.IshallgiveupchocolateforLent.
informalrulesandregulations(mainlyBritishEnglish)
e.g.Racismorsexismshallnotbetoleratedinthisbuilding.
inquestionstoaskforinstructionsanddecisions,andtomakeoffersandsuggestions(mainlyBritishEnglish)
e.g.WhatshallIdo?
Whenshallweeandseeyou?
Shallwegotothecinemathisevening?
shan’t
certainty(lessusual,mostlyBritishEnglish)
e.g.Ishan’tbelateforthemeeting.
should
expectation(canuseoughtto)
e.g.IfyoulikePicasso,youshouldenjoytheexhibition.
suggestion,advice,opinion(canuseoughtto)
e.g.Youshouldhavemoredrivinglessonsbeforeyoutakethetest.
whensomethingisnotrightorasyouexpectit
e.g.Thepriceonthiscanofbeansiswrong.Itshouldsay$1.20,not$2.20.
criticism(canuseoughtto)
e.g.Youshouldn’tshoutatyourmotherlikethat.
uncertainty
e.g.ShouldIaskheroutonadate?
should+wordsofthinking,tomakeanopinionlessdirect
e.g.Ishouldthinkhecouldfindamorepatiblematch.
withbeandadjectivesdescribingchance,includingodd,strange,typical,natural,interesting,surprised,surprising,funny(=odd)andWhatacoincidence.
e.g.It’soddthatheshouldaskyousomanypersonalquestions.
afterincasetoemphasiseunlikelihood
e.g.I’mnotgoingouttonightincasesheshouldcallme.
If…..should
e.g.IfJaneshoulddropbywhenIamout,tellhertoebacklater.
politeorderorinstruction
e.g.Applicationsshouldbesentby3rdJanuary.
will
assumption
e.g.Oh,that’llbeJohnonthephone.
request(canandcouldaremoremon)
e.g.Willyougototheshopforme?
intentionorwillingness
e.g.“I’lltakegran’spearlsthen”.
“Youwon’t!
”
“Iwill!
”
order
e.g.Willyoupleaseshutup?
insistence
e.g.“Iwon’tcleanmyroom!
”
“Yesyouwill!
”
habitsandtypicalbehaviour
e.g.Sarahwillsitandgazeatthestarsallnight.
criticism
e.g.Shewilldrinktoomuchwhenshegoesout.
won’t
emphaticallyforbidanaction,inresponsetoawillexpression
e.g.“I’lltakegran’spearlsthen”.
“Youwon’t!
”
“Iwill!
”
refusal
e.g.“Iwon’tcleanmyroom!
”
“Yesyouwill!
”
would
request(canandcouldaremoremon)
e.g.Wouldyougototheshopforme?
wouldlike-offer/invitation
e.g.Wouldyoulikeacupoftea?
afterbe,followedbyadjectivesdoubtful,unlikely,toemphasiseatentativeaction
e.g.It’sdoubtfulthathewouldbethereintimeofneed.
annoyinghabit,typicalofaperson
e.g.Shewouldaskme