人教版新课程高三unit15教案

人教版新课程高三unit15教案（精选4篇）

1.人教版新课程高三unit15教案 篇一

Teaching Aims:

1.Train the students’ reading ability by reading the passage about young volunteers

2.Learn some useful words and expressions

3.Help the students know much about voluntary work

Teaching Important Points:

1.Help the students grasp the main idea of the passage and understand the passage better

2.Learn and master the useful words and expressions in this period

Teaching Difficult Points:

1.How to help the students improve their reading ability

2.How to master the language points in the passage

Teaching Methods:

1.Fast reading to get the general idea of the text

2.Discussion to help the students understand the passage better

3.Listening and repeating to improve the students’ listening ability and improve their pronunciation

Teaching Aids:

1. the multimedia 2. the blackboard

Teaching Procedures:

Step 1 Lead-in (Dr Bethune: pictures on the screen )

Dr Bethune was a Canadian, but he volunteered to come to China to help the Chinese people during the Anti-Japanese War. At last he lost his life in order to save others. Some volunteers teach in remote areas to help children there receive good education, and their work is making a big difference to the children’s future. Some volunteers also help the people who live alone. They help the elders living alone do shopping, do housework and sometimes read newspapers to them. The elders enjoy their company and they may feel more energetic and optimistic. Some volunteers help protect our environment. They plant trees, help people realize the importance of protecting rivers and animals. Step 2 Skimming:

Lu Hao : is helping an elderly gentleman who lives alone with shopping, doing jobs in house, reading the newspaper to him and chatting.

Lin Ying : has gone west and now works as a teacher in a village school.

Meng Yu: took part in an event and is collecting money to help starving children in some of the least developed countries.

Step 3 Scanning

1. According to the passage, why young people choose to do voluntary work?

They want to make some contributions to society.

2. What do people think of young volunteers?

People think it is a good deed for youths to be volunteers. As Kofi Annan, Secretary of the United Nations said“each contribution - no matter how small - can help make a difference.”

3. Do you think the “1 helps 1” scheme affects Lu Hao’s study? Why? No, I don’t think so. Because Lu Hao visits Mr. Zhao only twice a week after school, so he can arrange his study and the voluntary work properly. Besides he can learn some history from Mr. Zhao. The job is helpful to him too.

4. How does Lin Ying like the people in the remote village? Lin Ying thinks the people there are poor but they have big hearts and made her very welcome.

5. What’s Lin Ying hoping to do? She is hoping to improve the standard of education in the school by introducing the modern teaching methods they use in the east.

6. Why did Meng Yu and her classmates go without food for 30 hours?

Because they wanted to promote awareness of hunger.

7. How did Meng Yu like his study in a foreign country? Meng Yu thinks that coming to another country to study requires a big adjustment and it takes a while to fit in.

8. Why did the three volunteers make different choices about the work and the time? Because their own studying and working conditions and abilities were different, so they had to choose different voluntary work at different time according to their own actual conditions.

Step 4 Explanation

1. acknowledge vt. ① admit ② express thanks for e.g. He refused to acknowledge that he was defeated. We must not fail to acknowledge the professor’s help.

2. company n. being together with another or others e.g. I enjoy his company. I’m glad/grateful of your company.

3. apply v. ① make a formal request ② fit; be suitable/useful

e.g. They applied for an extension for their visas. He applied to return to his motherland. The rule doesn’t apply to middle school.

4. straight away/off: without hesitation/delay e.g. I can’t tell you straight away/off.

5. fit in: be in harmony with sb./sth. e.g. You can’t bring outsides into a place like this; they won’t fit in. You should fit in with other employees.

6. Mostly we just drink tea and chat. mostly: mainly and chiefly eg: He wrote to his parents every week, mostly on weekends.

7. I really feel I’m doing something worthwhile and I’m having a great time doing it. worthwhile: adj. used as an attribute

1) worthwhile: worth spending time eg: It is worthwhile visiting / to visit the museum. But we can’t say “The museum is worthwhile visiting.”

2) worth one’s while eg: The work is worth our while.

8. Coming to another country to study requires a big adjustment and it takes a while to fit in. “require” is similar to “need, want” in meaning. We can say “need / want / require doing ... / to be done”. eg: The room requires cleaning. The room requires to be cleaned.

Step 5 Further Understanding

What activity

Lu Hao: “1 helps 1” scheme of the Youth Volunteer Community Development Project

Lin Ying: Go West Project organized by the Communist Youth League of China

Meng Yu: An event organized by Meng Yu and her classmates

When

Lu Hao: Every Tuesday and Friday

Lin Ying: After graduation

Meng Yu: During weekends

Where

Lu Hao: In the old man’s house

Lin Ying: In a remote village school of southwest China

Meng Yu: In Canada

Whom to help

Lu Hao: An lonely old man

Lin Ying: Some poor kids

Meng Yu: Starving children

Benefits to others

Lu Hao: Mr. Zhao doesn’t feel lonely any more; his health has been improved; he feels more energetic and optimistic.

Lin Ying: The kids become eager to learn; the pass rate has greatly improved; the children will get rid of the poverty and has a bight future.

Meng Yu: Make the children get rid of starvation and live a better life.

Benefits to him or her

Lu Hao: He learns more history from Mr. Zhao and his grades have improved a lot.

Lin Ying: She gets a lot of satisfaction, acquires valuable skills and experience, and builds up confidence, self-awareness, good communication skills and leadership ability.

Meng Yu: By making some different friends she doesn’t feel lonely and homesick but feels more positive; she begins to value the chance to get a good education; it has given her the motivation to succeed

Step 6 Post-reading

What volunteering projects do you know about in our area? And how do you think these benefit the young people who are involved in them?

Step 7 Homework

1. Retell one of the students’ experiences in your own words. Notes: 1) Use the first person. 2) Use proper prepositions, conjunctions and phrases. 3) Make use of the chart above while retelling. 2. Prepare for the reading task on Pages 135-137.

2.人教版新课标高二Unit1教案 篇二

Class

Date

project Great scientists

Period One

Aims and demands 1. Enable the Ss know sth about great scientists.

2. Learn some new words and expressions.

3. How to examine a new scientific idea.

4. Comprehend the reading passage.

Main points Warming up and Reading passage

Difficult points Comprehend the reading passage

Teaching procedures Step One warming up

1. Show the Ss some pictures of great scientists; ask them to talk about them.

2. The Ss discuss the quiz questions in groups and walk along to offer them help if needed.

3. Work out their answers by themselves.

4. Check their answers to see who knows the most.

Step Two pre-reading

1. The Ss discuss the stages in examining a new scientific idea in pairs by asking the questions in the pre-reading.

2. Ask the Ss to put them in order and get their answers.

Step Three Reading passage

1. Fast reading. Let the Ss go over passage as fast as possible and try to find the hard words, expressions and sentences they have.

2. Explain the difficulties they have.

3. Extensive reading. Ask the Ss to read the passage more carefully and then try to complete the chart in the comprehending by discussing in groups.

4. Choose some Ss to answer the questions in the comprehending.

5. Ask the Ss to choose one of the paragraphs to read aloud fluently.

Notes: steam engine, physical characteristics, put forward a theory, draw a conclusion, expose to, be to blame, in addition (to), be linked to, know about, absorb into.

It seemed the water was to blame.

To prevent this from happening again, John Snow suggested that …be found. (suggest sb do sth)

Step Four homework

Read the passage again and go over Learning about language.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Two learning about language

Aims and demands 1. Discover the useful words and expressions.

2. Learn and improve the use of useful words and expressions.

Main points Learn to use the words and expressions that the Ss discover.

Difficult points Improve the use of the words and expressions.

Teaching procedures Step One Learning about language

1. Discover the useful words and expressions in this unit in groups of four.

2. Ask the Ss to show their results to the class.

3. Ask them to study the words and expressions in Exx.1

4. Ss have a discussion and do the exercise.

5. Check their answers.

6. Change the verbs into nouns and make sentences by using “make a …”

Step two Using words and expressions

1. Make sure the Ss know the words and expressions.

2. Let the Ss work in groups to complete the blank in Exx.1.

3. The teacher walks around the offer them help.

4. Check their answers. The possible answers are: exposed to, linked to, connect to, blame, examine, test, rejected, defeated.

5. Do the translations. Ss discuss the sentences and the translate them into English, using the words and phrases in brackets.

Step three words learning

1. Show the Ss a list of prefixes. Ask the to talk about them.

2. Ask them to work in groups to find some words with the prefixes and study their meanings.

3. Ask them to show their results to the class.

4. Walk around the class to give them help if needed.

Step four study the use and meanings of suggest.

1. Study the meaning of suggest by looking the dictionary entry.

2. Match the meanings with the sentences on the right in Ex.4.

3. Check their answers.

Step five Homework

Write down the translation Exx.2, 4, 6 and 7 in the exercice book.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Three learning about language

Aims and demands 1. Discover the useful structure.

2. Learn to use the grammar of past participle.

3. Enable the Ss understand the past participle using as attribute and predicative.

Main points Learn the usage of the past participle using as attribute and predicative.

Difficult points Use the useful structure.

Teaching procedures Step One revision

Review the past participle of some verbs.

Step Two

1. look at the chart and study the phrases.

Past participle as the attribute Past participle as the predicative

1.terrified people

2.reserved seats

3.polluted water

4.a crowded room

5.a pleased winner

6.

7.

8.

9.

10. 1.

2.

3.

4.

5.

6.children who look astonished

7.a vase that is broken

8.a door that is closed

9.the audience who feel tired

10.an animal that is trapped

3. Ask the Ss the following questions:

1)What kind of words before the past participles?

2)What kind of words after the past participles?

1)1pp.+noun; *2noun+pp phrase

2)link verb +pp

4.Ask the Ss find the sentences using the past participle in the reading passage.

5.Ss have a discussion and complete the chart with the same meaning of the phrases above.

6. Ss show their results to the class.

7. Complete the sentences in Ex.3.

Step Three using structure

1. Make sure the Ss know the words and the discuss in groups to finish the sentences using past participle.(Ex.1)

2. Rewrite the sentences into one sentence using the past participle as the attribute or predicative.

3. Check their answers.

Step four Homework

Write down 1)3)5)7) of Ex.2 in the exercise book.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Four using language Listening

Aims and demands 1. Improve the Ss listening skills.

2. Know more about great scientists.

Main points Listening and speaking

Difficult points Get to know the information of listening materials.

Teaching procedures Step One Listening and speaking

1. Listen to the tape and answer the questions.

1What did Qian Xuesen study first?

2What experience did he get in America that was very useful for China?

3What was Qian Xuesen’s achievement when he returned to China from America?

4How has he been honoured in China?

5How did Steve honour him?

Step Two speaking

1. Ss discuss what scientific job they will do in the future in pair by using the questions and expressions on Page6.

2. Choose some Ss to talk in class.

Step Three Listening and talking

1. Play the tape for the Ss to listen and finish the exercises in the workbook , pause from time to time if needed.

2. Check their answers.

3. Work in pair. Imagine you are going to meet a specialist about a newly-found flower by using the useful sentences on Page42.

Step Four listening task

1. Play the tape for the Ss to get the information of the listening task.

2. Check their answers.

Step Five Homework

Prepare the reading task.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Five Reading and reading task

Aims and demands Improve the Ss reading skills and their talent in getting the information.

Main points Reading and reading task

Difficult points Finding the Euler path

Teaching procedures Step one Revision

Revise the past participle used as the attribute and predicative.

Step two Reading

1. Ss read the passage as fast as they can and then draw the two theories of the universe in groups.

2. Ask the Ss to show their pictures to the class.

3. Ss read the passage again and find the problems they have.

4. Solve the Ss’ problems.

Notes: lead to (All roads lead to Rome.)

Make sense (1.Here, read the sentence. It doesn’t seem to make sense.2.Your story doesn’t make sense to me.)

Only (1. Only by shouting and waving his hand could he be noticed. 2. Only if I get a job can I have enough money to continue my studies at college. Only phrase … could he …. Only if I … can I …)

5. Discuss in pairs. If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Why?

6. Choose some Ss to share their ideas to the class.

Step three Reading task

1. Ss read the passage and answer the following questions.

1What is odd point? 2What is even point? 3What rule did Euler find?

2. Ss discuss in groups and try to find the answers.

3. Teacher walks around to offer them help.

Notes: If a figure has more than two odd points, you cannot go over it without lifting your pencil from the page or going over a line twice.

4. Use the rule to see if you can go over the diagram, not missing any points or going over any line twice.( See figures on page 46)

5. Ss work in groups.

Step four Homework

Write a short passage about Copernicus.

Teaching plan for Unit One

Class

Date

project Great scientists

Period Six

Aims and demands 1. Try to write sth persuasive.

2. Learn to write a report about people.

Main points Make a plan in discussion.

Difficult points Write a passage / a report.

Teaching procedures Step one Writing

1.Ask the Ss to read the passage again and gather some information about Copernicus. For example:

He believes his new theory is true.

There are problems with his present theory.

He has done many years of observation to prove his new theory is true.

Science cannot develop unless people publish their ideas.

Time will show if his theory is true or not.

2. Plan to write a letter.

1Ss work in groups to make up a plan of writing the letter. They can follow the plan in the book on P8.

2Ask the Ss to read their plans.

3Write their letters in groups, when finished,ask the Ss to read in class.

Step two Writing task

Write a report about your scientist, his/her life, achievements and the key to his/her success.

1. Before you begin to write, remember to put your information under three headings: life, achievements and key to success.

2. Plan your report like the one on P47.

3. Ask them to read their plans.

4. Begin to write the report.

Step three Homework

3.人教版新课程高三unit15教案 篇三

I.Teaching Aims and Demands

1. Knowledge Objects: Key vocabulary; Target language; Writing practice.

2.Ability Objects : Listening, writing and speaking skills.

1. Moral Object: Working hard makes a man.

II.Teaching Key Points

1. Key vocabulary

talented, loving, outstanding, unusual, beautiful, creative, kind, famous.

2. Target language

A: Who’s Midori? B: She’s a famous violinist.

A: When was she born? B: She was born in 1971.

A: When did she tour the U.S.?

III.Teaching Difficulty: Target language.

IV. Teaching Methods

Listening, writing and speaking methods; Pairwork; Groupwork.

V. Teaching Aids: A tape recorder; A projector.

VI.Teaching Procedures

Step I Greet the class .

Step II Lead- in and Introduction

Today we start to learn to talk more about people.They are different but just common like us.

Show the new words on the screen.

talented loving outstanding unusual creative grandchild violinist skating skater become

Point to them and lead the students to learn them.

Step III Section B 1a

First learn the words in the yellow bar at the top of the page. Write them on the board. Then point to the words one by one and ask students to say what they mean. Have students explain the words, or use the words in several sentences to show what they mean. For example ,

T: Talented. A talented person can do something very well. Deng Yaping is a talented table tennis player, Sun Yanzi is a talented singer. Who else is talented?

S: Carlos is a talented soccer player.

Read the instructions and point out the pictures. Ask a student to read the names of the people in the pictures. Help him if he has some difficulties in pronunciation of the names.

Ask students to write one or orwo words from the list under each person’s picture. Give students an example to help them understand how a possible answer is.

Step IV 1b Groupwork

Point to the different people in the pictures in Activity 1a.Ask several students to read to the class the words they wrote under each picture.

Read the sample sentences: A: Arthur is a loving frandfather.

He spends all his free time with his grandson.

Say, Now work with a group. Make your own statements about the people in the pictures using the words you wrote in your book.

Ask students to tell the class what they said about some of the people.

Step V 2a

Read the instructions and point out the words in the list in Activity 1a. Say, Listen to the boy and girl talking about people the admire. Circle the words you hear.

Check the answers.

Step VI 2b

Show the eight sentences on the book’box. Stuents read.

Check the answers.

Step VII 2c Pairwork

Point out the sample conversation. Ask two studnts to read it to the class.

Then lead the class to read the sample conversation toghther.

Have students work in pairs. Ask some pairs of students to say a conversation to the class.

Step VIII Summary

Today we have learned to talk about people with words talented, loving, outstanding, unusual, beautiful, creative, kind, famous.

And we listened to a story about Midori and Laura. Both of them became very famous when they were very young. Working hard makes a man. You are young, you have chances to prepare and go.

Step X Blackboard Design

Unit 9 When was he born?

talented loving outstanding unusual

beautiful creative kind famous

A: Who’s Midori? B: She’s a famous violinist.

A: When was she born? B: She was born in 1971.

A: When did she tour the U.S ?

4.人教版新课程高三unit15教案 篇四

水湾中学 刘景丽

一.整体设计思路、指导依据说明

利用生活中的实例，来谈论允许做的事，并让学生表达 agree 或 disagree。运用句型 should be allowed to. 让学生自己讨论该做什么和不该做什么，发表自己的主见。

二.教学背景分析

教学内容分

本课时是本单元的基础部分，让学生利用图片、课件和录音机，指导学生听录音，让他们自己来讨论做什么和不该做什么，加强 pair work 活动的开展。

学生情况分析：

学生基础可以，但是有一小部分学生能力差，他们能会读，听清，表达自己的意见就可。大部分的学生要能会听、会读、会运用语言。

三.教学目标分析

（1）基本目标

注重口语训练，通过听、说 微型训练活动达到交际的目的。

（2）情感态度与价值观

讨论允许做与不允许做的事，并要求学生发表自己的观点，引导学生明辨是非。

四。教学重点、难点分析

教学重点： 本课注重口语训练，通过听、说、读训练活动，达到教学目的。

教学难点：运用 Reflecting 和 Transforming information 的学习策略，引导学生谈论Rules.

五.教学过程设计

步骤1：情景导入。

设计意图：利用生活实例，让学生注意规章制度。

步骤2：师生互动。

设计意图：利用师生互动，来完成本课所展示的重点内容，达到听说训练的目的。

步骤3：协作学习

设计意图：让学生在合作学习中，体会语言的使用情景和运用语言的目的。

.Step1 Lead in(情景导入)

1. 引导学生练习制作图书室或微机室学生注意事项表。参考词汇如下；

Make some rules for a new library .The following phrases may help you :

Smoking , bring food or drinks , make noise , throw paper about , make…dirty ,take away books without permission ,reading aloud…

2 .学生参考以上词汇，制作图书室学生注意事项表。

A . Don’t smoke in the library .

B.

C.

D.

E.

3. 再播放图书室学生注意事项表的幻灯片，给学生对照和参考。

Step2 师生互动。

A. Play Section A 1a 中的插图设计的图片，显示1a 方框中的句子，要求学生发表意见。

B. Play the tape and let the students finish Section A 1b.

C. Use Pair work .Have the students make up conversation and practice Section A 1c

D． Have the students read 2a and then play the tape in Section A 2a and circle “T” or “F”.

E． 播放Section A 2b部分的录音，要求学生给2b部分方框中的句子排序.

F． Ask the students to make up conversation .引导学生根据 2a 和 2b 部分的内容 ,完成 2c 部分的练习。

Step 3 Group work (合作学习)

A. 引导学生分成2人小组，合作完成Sun Fei 和 Wu Yu 所要遵循的生活规则表，完成 部分的学习任务。

B. 引导学生进行课堂口语训练，完成 3b部分 Pair work 活动学习任务。

C. 引导学生开展 Group work 活动，对2－4人 进行调查，并填写调 查结果。

Talk to other students in the class and find two to four people who have follow these rules.

Step 4 Summary (小结)

We talk about what we are allowed to do,并表达 agree 或 disagree. We learn how to use “should be allowed to。 通过 Sun Fei 和 Wu Yu的谈话内容，了解她们所要遵循的生活规律。

六.教学评价设计

评价内容：A．学生通过学习来掌握语言，并达到运用的能力。

B．学生听、说、读有了提高。

评价方法：A．利用学生在课堂中的表现加以激励。

B．运用语言教会学生明辨是非。

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