北师大必修3精品英语教案

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北师大必修3精品英语教案篇一：Unit 7 THE SEA Lesson 3 The Sea World 教学设计3 -优质公开课-北师大必修3精品

Unit 7 THE SEA

Lesson 3 The Sea World

教学设计

Teaching goals 教学目标

1. Target Language语言目标

a.重点词汇和短语

undersea athletic emperor coral tropical ray discovery daily educational up-to-date attraction attract up to watch out tiny giant deadly shark discount b. 重点句子

How they stop it from melting? P13

On the one hand, we loved most of the attractions, especially the one for the children. On the other hand, I didn’t think that the cafe was as good as it should be. P13

2. Ability goals能力目标

Help students read a brochure by building the structure chart.

3. Learning ability goals学能目标

Students learn to read and locate information by using titles and subtitles.

Teaching important points教学重点

Help students use the structure to read this kind of reading materials following the same way. Teaching difficult points教学难点

Enable students to read some important facts about the text and the underwater world. Teaching procedures & ways教学过程与方式

Step I Check homework

Activity one: Check homework

T: Good morning/afternoon, at the beginning of the class I will call a student to present your project plan in the front.

The student presents his works.

One possible version:

Sea Travel Plan

I like stories of sea travels when I was young. These stories are full of excitement and attract me greatly. Explorers like Columbus and Zheng He are my favorite heroes. Their courage inspires me to try something new all the time.

But I still feel puzzled about their real records during the journey. How could they tell directions? How did they overcome the difficulties they met? What was the exact number of people who died in the journey? These questions make me curious and eager to know the real facts about them.

I have made a reasonable plan to do my project. I will list the great explorers I want to know and then I will make a chart according to time order. Following the order I will check the information about them through the Internet and do library research.

Activity two: Find solutions

T: I will call one student to present your problem analysis and solutions.

Sa: I think over-fishing is a big problem. Though many people believe most of the countries in the world should obey the international law of fishing and some countries have special regulations that forbid fishing some kinds of sea animals. However, this is not effective. I think this problem can be solved only through heavy punishment.

StepⅡ Pre-reading

Activity one: Get familiar with seas animals

T: Look at the pictures on page 12 and find which of these animals you can see.

Ss: I can see crab, dolphin, penguin and shark.

T: Where can you see all these sea animals?

Ss: I can find the sea animals in the sea or in an underwater world.

T: Have you found the brochure of an underwater world with inviting pictures which attract you to go for a visit to them.

Ss: Yeah, we could see a lot of such ads.

Activity two: Learn the function of the brochure

T: What is the purpose of these brochures? A. To persuade. B. To warn. C. To inform.

Sa: I think A and C are right, because in a brochure you can find what interests you easily and the

北师大必修3精品英语教案篇二：高中英语北师大版必修3Unit+8《Adventure》lesson1+Adventure+Holidays教案

An English Class Teaching plan

北师大必修3精品英语教案篇三：英语北师大版必修1全套教案

Unit 1A Perfect Day

Teaching aims:

To read two texts for specific information

To revise Present Simple and Present Continuous

Teaching course:

ⅠWarm up

First ask students the question to arouse their interest.

What do you think a perfect day is like?

Students will give all kinds of answers: go shopping ; watching TV; read novels; listen to music; surf the Internet and so on.

Draw a conclusion: do all you like to do; live a life in the way you like.

Now read two texts telling you two people’s perfect days.

Ⅱ Reading

Understanding the text

Read the text and answer the following questions.

What kind of lifestyle do you think the man in a couch potato?

Do you ever watch too much TV? How much time do you spend watching TV every day?

What kind of lifestyle do you think the man in the second text?

Listen to the text

1. underline the TV programmes that Brian usually watches.

2. Underline the kinds of work Bob does every day.

Ⅲ Speaking

Do the exercise 4

Read the two texts again and answer these questions

Do the exercise 5

Which lifestyle do you prefer? Which one is healthier? What can Bob or Britain do to improve their lifestyles?

What does a couch potato refer to?

What does a workaholic mean?

Ⅳ Language in use

Work in pairs and describe your parents’ lifestyle to your partner.

Ⅴ Vocabulary

Do the exercise 7

Ⅵ Grammar

First turn to page 92 analysis and explain Present Simple and Present Continuous Then do the exercise 8 and 9

Ⅶ Homework

Write a composition “My Perfect Day”

Words:100 words or so

Suppose you can design your a day freely what is your perfect day like?

Unit1 Lesson 2 Relaxing

Teaching aims:

To practise listening for specific information

To learn about ways of dealing with stress in everyday life

Teaching course:

Ⅰ Warm up

Work is very important in our life. We have to work, no matter what you are. With the development of modern society, people are fastening their steps of life. There is less time for relaxation. The problem is that more and more people feel stressed. How to get rid of the stress we are suffering from is what we are to talk about.

Ⅱ Talking

Task one

You are to do some listening, Before it think about your school life, list the things ( at least 3 ) you do and your feeling about them. ( A=Activity, F=Feeling )(目的是激发学生的兴趣，锻炼学生的口头表达能力，为听力内容做铺垫)

How do you get rid of the stress in your life?

Talk to each other about the activities you have listed. Say which is stressful and which is relaxing. Do it like this:

prepare for an exam; lie on the beach; wait for the result of; give a talk in English; do shopping with task two.

Interview your classmates to see what kind of stress they are suffering from and how they relax themselves or get rid of it.

Ⅲ Listening

Do the exercise 2

Do the exercise 3

Read through the Strategies with the class and see if they can use any of these Strategies already. In pairs, students read the questions and try to predict the answers. Point out that more

than one answer is possible.

Students then exchange ideas to find out if they have made the same predictions if they have made different predictions, ask students to justify their opinions.

Do the exercise 5 and 6

Before listening the materials ask students to read the questions and first predict answers then listen the tape twice.

When students have checked their answers, ask them what advice they would give to Mark to help him be less nervous before exams and before going to parties.

Do the exercise 7

Students look at the exercise and see if they can remember or can guess any of the missing words. Students listen to the cassette again and complete the sentences in the Function File.

Pronunciation

Do the exercise 9

In our oral language we often pause. Now listen to Mark again. Which words or sounds does he use to hesitate?

Students listen to the cassette. After each sentence, pause the cassette so that students can repeat the hesitation device.

Do the exercise 10

Before starting their talk, students can look at the sentences they wrote in Exercise 9

Students then put the exercise away and talk to their group without any notes, using as many hesitation words as possible.

Ⅳ Homework:

Writ a report about you interview in class. Write about the stress you and most of your classmates are suffering from. Find the causes of the stresses and give advice on how to relax yourselves.

Lesson 3 A Volunteer Teacher

Teaching aims:

To listen for specific facts

To give opinion about voluntary work

To talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going to

Teaching difficulties:

To talk about future arrangements and intentions, using the Present Simple, the Present Continuous and going to

Teaching Aids: computer and cassette

Teaching procedures:

Ⅰ. Speaking

T: What does the girl do?

S:

T: Yes she is a volunteer teacher. This is a real story. The girl’s name is Wang Shu, grew up in Hangzhou, Zhejiang Province. Upon graduation from the English department of Beijing Normal University, she left Beijing for Inner Mongolia working as a volunteer teacher. She is still there now. What do you know about this part of China?

S:

T: show a slide to introduce Inner Mongolia (Inner Mongolia (Nei Mongol) is the first national autonomous region established in China. It stretches along China's northern border with Mongolia and Russia and covers an oblong area of over 1.28 million square kilometers, one eighth of China. Of all the Chinese provinces and autonomous regions, Inner Mongolia is the third largest after Xinjiang and Tibet.) Inner Mongolia falls behind

developed areas so it needs volunteers go to work there.

T: What can you say about the girl in the photo?

S:

Ⅱ Listening

Students read the questions and predict the answers

T: I think you must be interested in Wang Shu, now listen to the interview, you will learn more about her and answer these questions.

Students listen to the tape and check their predictions.

Students(出自:WwW.HNNscy.Com 博 文学习 网:北师大必修3精品英语教案) listen to the tape again and make sure of the answers

Students work in pairs and take turns to retell Wang Shu’s story

Ⅲ Voice your opinion

Is it a good idea to do voluntary work? What reasons do people have for doing voluntary work?

Ⅳ Vocabulary

Do the exercise 5.

Students work individually, thinking about the cues and what they are going to do.

Students read the sentences, decide which words to use, and then complete the sentences.

Ⅴ Grammar

Do the exercise 6

Listen to the interview again. Pay attention to these sentences from the interview. What verb forms are used to talk about the future?

Guide students to draw the following conclusion:

present Simple

present Continuous

going to + infinitive

do consolidate exercise7, 8and 9

explain further grammar:

Expressing future arrangements and intentions:

be going to-- to express an intention to do something.