人教版高一英语必修三第一单元教案 篇1
一、教材分析：
本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标:
1.知识目标:
引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2.能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3.德育目标：
用含过去分词的句子结构表达思想感情。
四、教学重点:
1.过去分词的用法.
2.过去分词的运用
五、教学难点:
1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2.过去分词在真实的生活语境中的使用。
六、教学策略:
通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略:
本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
八、教学用具：
多媒体辅助（将本课所需要的图片、文字等制成PPT课件）
人教版高一英语必修三第一单元教案 篇2
课题
Starter Module1 Unit1 Good morning,Miss Zhou.
课型
Listening and speaking
教学目标
学习称呼语和问候语
教学重点
打招呼用语
教学难点
如何正确运用打招呼用语
教具 多媒体、录音机
课时
1
教学课程
1. Greeting.
2. Warming-up
T: Class,Please stand up. Hello, class.
S: Hello, Ms…
T: Sit down please.
S: Thank you.
3. Drills
(1) 练习打招呼问好。
Hello ,Good morning, Good afternoon
(2) 练习告别语Goodbye。
4. Practise
1)Work in pairs part3
2) Complete the sentences.
5. Conclude
6. Homework
Complete part7 and part 8
人教版高一英语必修三第一单元教案 篇3
教学重难点
教学目标(这部分谢3点，按照USE的目标写)
(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学过程
Step 1Warming-up and lead-in (5 mins)
(1)导入
用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?
(He has a raremuscle disease.)
Yes, he’sdisabled.
But is Martyleading a miserable life due to his disability?
(No.)
He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.
(2)揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T: We are lucky tobe able-bodied and study in such a beautiful school.
But every now andthen, I find such students in our school. What are their problems?
(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)
T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?
Do you find itdifficult to walk around in our school with a walking stick?
Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?
(Yes.)
T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?
So in today’slesson, we are going to
1. read asuggestion letter
2. discussproblems with the school facilities
3. write a suggestionletter to the headmaster
2 Reading (15 min)
本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。
(1)学习建议信结构。
建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。
T: This is aletter to an architect. What information can we get in this part?
(receiver’s nameand address.)
What’s this partabout?
(sender’s name /signature)
From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter, which is called the body.
(2)通过阅读了解主旨大意。
T：The main body can be divided into three parts. Whatare they?
(1, 2-6, 7)
T: Whats thepurpose of the 1st paragraph?
(To give thearchitect the purpose of writing the letter.)
Whats the purposeof the last paragraph?
(To persuade thearchitect to adopt her suggestions.)
(3)通过阅读学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。
a)数字和斜体的运用
T: Now, let’s cometo the concrete suggestions that Alice has made. How many suggestions doesAlice make?
Why do you thinkthe writer numbered her suggestions and used italics?
(Highlight the key points so as to make iteasier for the readers to remember and understand her suggestions.)
So when you writea suggestion letter, you should number the suggestions and use italics.
b)具体写建议时要结合问题和解决办法
T: We are going tolearn some more writing strategies of writing suggestions.
How should wewrite suggestions? Let’s take a look at the first suggestion, what are theproblems for those who use wheelchair?
(the lifts are atthe back of the cinema in cold, unattractive places. As disabled people have touse the lifts, this makes them feel they are not as important as othercustomers.)
And what is thesuggested solution?
(It would be handyto have lifts to all parts of the cinema. The buttons in the lifts should beeasy for a person in a wheelchair to reach, and the doors be wide enough toenter. )
From this part, wecan see that a suggestion should consist of two parts, the problem and thesolution.
Let’s see two moreexamples. Find out the problems and suggested solutions in these two parts.
When you writesuggestions yourselves, don’t forget to write both problems and solutions.
c)运用礼貌用语
T: The thirdwriting strategy is about the the language. Suppose you were the architect,which one of these two statements do you prefer?
(Screen) I hopeyou will not mind me writing to ask if you have thought about the needs ofdisabled customers.
You must thinkabout the needs of disabled customers.
Why? (It soundsmore polite and more acceptable.)
Exactly. When youwrite suggestions, you should use some polite forms to encourage the reader totake the ideas seriously and make your suggestions more acceptable.
Now let’s findsome more examples in the text.
(Screen)
It would be handyto have lifts to all parts of the cinema.
It would help tofit sets of earphones to all seats...
So I’d like tosuggest that the seats at the back be placed higher than those at the front …
For disabledcustomers it would be more convenient to place the toilets near…
And if the doorscould be opened outwards, disabled customers would be very happy.
I hope mysuggestions will meet with your approval.
Step 3Discussion(8 min)
小组讨论是USE中的第二部S(Sharing)，分享。各学习小组合作学习，讨论学校中哪些地方可能对行走困难学生带来不便，积累写作素材，为下一步的写作做准备。
T: Now let’s comeback to our topic today. Some parts of our school are not suitable for thosewith walking difficulty. Let’s discuss:
1. What parts ofour school may cause problems for those with walking difficulty?
2. What are yoursolutions?
Step 4 Writing(15 min)
写作是USE中的第三部E(Expressing)，表达。经过前面的阅读输入，学生们已经基本掌握了建议信的写作手法;通过分享，学生们积累了写作素材;因此，写作部分由学生完成一封给校长的建议信，指出学校设计中的不足。这也是本堂课的最终目标，实现学生从输入到输出的转化。老师在写作后进行必要的指导，指出学生写作中的优点和不足。
Now that we havediscussed the problems and solutions with some school facilities, we can writea suggestion letter to our headmaster. Take out your handouts. The first partand last part are already given to you. What you have to do is write 2-3suggestions on the reconstruction of our school. When writing, do remember towrite both problems and solutions, and use polite forms.
Step 4 Emotionalattitude and values(2 min)
通过本单元Reading和UsingLanguage部分的学习，学生们有了理解、尊重、关心、帮助残疾人的意识，因此在本节课的最后，做一个总结，也是培养学生情感态度价值观的一个环节。
In this unit, wehave learned the difficulty of the disabled and how they face and conquer thedifficulty. But as able-bodies people, just making some suggestions or donatingmoney is far from enough. What else should we do?
( Care aboutdetails in their life.
Don’t look down upon them or laugh at them. )
Accept them as one of us,and invite them to join us in avariety of activities.)
人教版高一英语必修三第一单元教案 篇4
教学准备
教学目标
1). To learn the knowledge of the cultural relics.
2). Discuss how to protect our cultural relics.
3).Reading and understanding, catching the history and information of the Amber Room.
4). Functional item, how to tell the story about the Amber Room
5). Finish the comprehending exercises after the reading passage.
6). Use scanning; skimming and careful reading to learn the story of the Amber Room.
教学重难点
Key points
To understand cultural relics.
How to tell the story about the Amber Room
Difficulties
Talk about cultural relics at home and abroad in English freely.
To learn the story of the amber room.
教学工具
课件
教学过程
导入
1). Guessing:
Teacher present some pictures and statements ,let the students guess whtat or where it is.
The Great Wall; The Pyramid ; Taj Mahal
2)Teacher show some pictures. They are all very famous places in China or in the world. Ask the students to think these over:
A. Can you name them out?
Who have the right to own and confirm them?
(The shown pictures: Group 1;①Yuanmingyuan; ②Forbidden City
Group 2: ③Ming Dynasty vase ;④Taj Mahal; ⑤ivory dragon boat
and Mogao Caves)
Step I: Pre-reading
1).Ok, you have know something about cultural relics, have you ever seen a piece of amber?And what do you know about it?
Show some pictures of amber. Let students know what the amber is and its value.
color yellow- brown
feel like feel as hard as stone
Amber is the fossil(化石) form of resin(树脂) from trees.
It takes millions of years to form.
2). Can you imagine a house made of amber?Please preview “In search of the amber room.”
Step II: Fsat reading and thinking about the title:
1). Teacher give students the following questions to think:
When you see this title, what do you want to know?
What is the Amber Room?
Why was it called the Amber Room?
What was it made for?
What happened to it?
Why to search for it?
(Ask the students just remember these questions in their mind not find the answers.)
2). Fast reading to get the main idea:
The Amber Room , which _________________sent to the Russian people as a _____, was ____by the _____________ soldiers .
(Students read the passage quickly and fill in the blans)
3). Now, let the students try to answer the questions in part 1). (PPT 7)
(Teacher may give some necessary help)
Step III: Scanning
Ask the students to scan all the names of the person appeared in the text and find out what did they do to the amber room. Join the correct parts of the sentences together. (exercise 1 on page 2)
After do the above exercise ,teacher give students a picture of the people in the text and let the students try to tell theclue of the story according to the persons. (PPT 9)
Step IV: Skimming
Ask students to skim the passage and complete exercise 2 on page2.
( 3 ) How did the Amber Room become one of the wonders of the world?
( 5 ) How was a new Amber Room built?
( 4 ) How did the Amber Room get lost?
( 1 ) How was the Amber Room made?
( 2 ) Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift?
Step V: Careful reading
Let the students read the text carefully and try to find some details to complete the form on PPT 11.
Step VI: Role play
Just now you have learnt the story of The Amber Room, now suppose you are a guide of The Amber Room, how will you intrduce the amber room to the visitors?
( Give students about 3 minutes to have a discussion in group of four ,then ask some of groups to make a role play before all the class.)
Homework
1. Read the story of The Amber Room again after class.
2. Write the introduction of the Amber Room you have discussed in class.
3. Prepare for next period by underline the difficult points in the text.
板书
Blackboard Design
Unit 1 Cultural relics
Warming up & pre-reading
What is cultural relics?
A.a cultural relic is sth. that survived for a long time
B.a cultural relic may be a part of old thing has remained when the rest of it had been destroyed
C. a cultural relic is something rather rare
人教版高一英语必修三第一单元教案 篇5
一、动名词做主语的用法
动名词做主语往往表示经常性、习惯性的'动作，在口语中也可以表示具体的动作。如：
Seeing is believing. Helping her is my duty. Talking mends no holes.
空谈无济于事。
Working with you is a pleasure.和你一起工作是一种乐趣。
动名词做主语和不定式做主语一样，也可以用it作形式主语。如：
It's rather tiring walking around in a city.
不定式做主语往往表示具体的特别是将来的动作。如：
It's no use crying over spilt milk.覆水难收。
He realized that to go on like this was wrong.
二、动名词作宾语的用法
1.有些动词或短语动词后常用动名词作宾语。如admit, appreciate, avoid,can't stand(不能忍受)，consider,delay, devote … to, dislike enjoy,escape, excuse, feel like, finish, forgive, get down to, give up,
imagine. insist on, keep (on), look forward to, mention, mind, miss(错过)，pay attention to, practice, put off, stick to, suggest等等。
Doing morning exercises is good for your health.做早操对你的健康有好处。
Her shoes wants mending.她的鞋该修理了。
注意：当need, want, require, worth后面接doing也可以表示被动。
Your hair wants cutting.你的头发该理了。
The floor requires washing.地板需要冲洗。
I have finished writing this book.我已经写完这本书了。
2.在allow, advise, forbid, permit后直接跟动名词作宾语，如果有名词或代词作宾语，则构成“allow/advise/forbid/permit +名词/代词+不定式(宾语补足语)”之形式。如：
We don't allow smoking here. We don't allow anybody to smoke here.
3.动词need, require, want意为“需要”时，后跟动名词的主动式或不定式的被动式作宾语，意义没有区别。如：
The window needs/requires/wants cleaning/to be cleaned.
4.在begin, continue, love, like, hate, prefer, intend, start后用动名词和
用不定式作宾语均可，意义没有多大区别。
5.动词forget, go on, mean, regret, remember, stop, try, be used to, can't help后跟动名词和跟不定式区别较大，须注意。
forget, regret, remember后跟动名词，动名词表示已经发生的动作;后跟不定式表示将要发生的动作。
Period9-10 writing and checking the answers of the exercises.
