（2020）新牛津译林版高中英语必修第三册 教案(全册一套10份打包).rar

第 1 页 共 6 页Book 3 Unit 1 Nature in the balanceExtended readingNews that Matters: pollution in NorgateTeaching AimsBy the end of this section, students will be able to:1. understand the TV show transcript about a polluted city;2. summarize the main viewpoints of the host and three guests;3. come up with their own ideas about the relationship between economic development and environmental protection;Teaching important points1. To read and understand the transcript;2. To write about what the world will be like 20 years from now.Teaching ProceduresStep 1 Lead-in 1. Students brainstorm different kinds of pollution. 2. Students think about the pollution they have met or heard of before.Step 2 Reading1.First readingThe teacher has students answer the following question.What kinds of pollution do you think the cities have now? 2.Second ReadingThe teacher has students finish Part A on Page 12.Summarize the main viewpoints of the host and three guests. 3.Third ReadingThe teacher has students find the supporting details of the three guests and the host.第 2 页 共 6 页Step 3 knowledge pointI.words1.smog/smog/ n. U,C雾霾，烟雾 拓展：smog 是由 smoke 和 fog 两个词各取一部分缩合而成的一个新词。如：brunch 是由 breakfast 和 lunch 缩合而成，意为“早午餐,motel 是由 motor 和 hotel 缩合 而成，意为“汽车旅馆”。 2.colour 熟词生义 vt.给着色,给染色 例句：The rising suncloure the skybright re. 冉冉阳把天空染得通红。3.irresponsible adj.不负责任的 单词拆解：前级 ir-(不，非) + responsible (adj.有责任)一 irresponsib4.economic/iskanomik/ adj.经济的，经济上的；可赚钱的 词链：economy(/ikonami/ n. C经济; C,U节约) economist (/ikonamist/ n. C经济 学家)economic benefit/benifit/ n. U,C优势；益处；成效 economic benefits 经济效益 economic development 经济发展 5.golden rule n. usually sing. 成功之重要面则 例句：The golden rule in tennis is to keep your eye on the ball. 打好网球的重要原则是眼要紧盯着球。 6.former/fo:ma(r)/adj.昔日的,前任的；以前的,从前的 the former 前者(反)the latter 后者 例句：If I had to choose between fish and chicken, Id prefer the former. 若让我在鱼肉和鸡肉之间选择，我更喜欢前者。7.official /afifl/ n. C官员,要员 adj.公务的；正式的,官方的 officially adv.正式地,官方地 例句：Ive been officially invited to the wedding. 我正式获得邀请去参加这场婚礼。8. poverty/povati/ n. U贫穷,贫困;U,sing. 贫乏 live in poverty 生活于贫困之中 lift people out of poverty 帮助人们摆脱贫困9.one and the same 意为“同一个(人或物)”,表示强调。 例句：I was amazed to discover that Muhammad Ali and Cassius Clay were one and the same. 我惊奇地发现穆罕默德阿里和卡修斯克莱是同一个人。第 3 页 共 6 页10.inseparable /mseprabl/ adj. (与某事物)不可分离的,分不 开的;形影不离的 构词法：inseparable 是由否定前缀 in-(意为不,非,相反 的) + separable(adj.可分开的, 可分隔的,可分离的)构 成的形容词。11.large amounts of 大量，许多 a large/ great good small amount of +不可数名词大量的/ 少量的(作主语时，谓语动 词用单数形式) large/small amounts of+不可数名词大量的/少量的 (作主语时，谓语动词用复数形式) the amount of +不可数名词的总数(作主语时，谓语动词用单数形式) 12.chemical /kemikl/ n. C化学制品 adj.化学的;化学作用的 the chemical industry 化学工业 chemical experiment 化学实验 chemistry/kemstri/ n. U化学 chemist n. C化学家；药剂师 II. sentence 1.wish +虚拟语气的宾语从句虚拟语气的宾语从句教材例句 I wish we could also do something to help.我希望我们也能帮点忙。 析析：wish 后面接 that 引导的宾语从句，从句谓语动词形式如下：(1)与现在事实不符，从句用一般过去时(be 动词用 were);(2)与过去事实不符,从句用过去完成时;(3)与将来事实不符,从句用 would/ could/should/might + do。I wish I were a bird flying high in the sky.我希望我是一只高飞在天空的鸟。 (虚拟现在的情况)I wish I had followed your advice in the last competition.我真希望在上次比赛中我采纳了你的建议。(虚拟过去的情况) I wish you would not be stubborn any more.我希望你以后不再固执。(虚拟将来的情况)2.in the last/past.作时间状语作时间状语教材例句 In the last 500 years, over 300 species of land animals have gone extinct.在过去的 500 年里,超过 300 种陆地动 物已经灭绝。析：析：(1) in the last/past.在过去的时间里,也可以表述为 during/over/for the last/past.(2) in/during/over/for the last/past.在句中作时间状语,谓语动词用现在完成时或现在完成进行时。In the last few years, China has made great achievements in environmental protection.在过去的几年里,中国在环境保护方面取得了巨大成就。 拓：拓：常与现在完成时连用的其他表达: since+时间点; since then; ever since; recently; lately; so far; by now; up to now第 4 页 共 6 页3.倒装句倒装句:so+助动词助动词/情态动词情态动词/系动词系动词 be+主语主语教材例句：As the human population continues to grow, so does the effect we have on animals.随着人口的持续增长,我们对动物的影响也在不断增加。析：析：so/such 引导的倒装句: so/such+助 动词/情态动词/系动词 be+主语”, 表示前面所说的肯定情况也适用于后者，意为“也是这样”。 拓：拓：在 so/such.that.结构中,当 so/such.置于句首时，其所在句子部分倒装，that.不倒装。So hot a day was it that they all went swimming.天气如此热,他们都去游泳了。Such a tough problem is it that I find it really hard to handle.这是一个如此困难的问题以至于我发现它真的很难解决。 链：链：(1)neither/nor 引导的倒装句: neither/nor+助动词/情态动词/系动词 be + 主语”,表示前面所说的否定情况也适用于后者,意为“也不” (2)如果前面句子的谓语既有肯定又有否定，或者形式不同，就用句型 So it is/was with.或It is/was the same with.(3) so/such +主语+助动词/情态 动词/系动词 be,表示说话人同意对 方的观点,意为“的确如此”。4. It is ones duty to do sth.做某事是某人的责任。做某事是某人的责任。教材例句：Its our duty to protect our environment while aiming for eco- nomic development.我们的责任是保护环境,同时着眼于经济发展。 析：析：在句式 It is ones duty to do sth.中, it 是形式主语,后面的不定式短语是真正的主语。It is our duty to keep the classroom clean.保持教室干净是我们的职责。 链：链：能用于It+be+名词词组+to do sth. / that 从句”的名词词组还有 a pity, an honour,a good thing, a fact, a surprise 等。 It was a pity that you overlooked such an important detail.真可惜你忽视了这么重要的细节。 Step 4 Appreciation The teacher has students work in pairs and answer the following questions.1. Whats the style of this TV show transcript?2. Whats the function of this style? Step 5 exercisesI.The teacher has students work in groups and finish Part B on Page 12.II.exercisesWord Practice1. The head office of the bank is in Beijing, but it has _(分部)all over the country. 第 5 页 共 6 页2. He is likely to go abroad for_ (更进一步的) study for the following four years. 3. With the tourist trade booming, the_(居民) of thi area are paying more attention to the protection of nature. 4. The _ (委员会) members are for the plan he puts forward.5. My sister Lucy is_ (完全地) different from me in looks, although we are twins.6. Whenever or however you take notes, keep in mind that note-taking is a selective _(过程). 7. It remains to be seen whether these newly established _(政策) can be put into practice.8. This advertisement is a typical example of their marketing _(策略). 9. People in this area were hit by hunger and _(贫困)10. When Helen criticized me, Chris came to my_(辩护).11. _(官方的) reports suggest that the number of households with three generations living together had risen from 325,000 in 2001 to 419,000 in 2013.12. I was walking in the street yesterday evening when I suddenly ran into my _(以前的) teacher.答案：1. branches 2. further 3. residents 4. committee 5. entirely 6. process 7. policies 8. strategies 9. poverty 10. defence 11. Official 12. formerGrammar filling1. Plants are very important. That is_they can make food with the help of air, water and sunlight.2. He didnt attend the meeting last night. Thats _he doesnt know our plan for the picnic.3The reason_ you got into a panic (恐慌) was_ you hadnt been well prepared for what would happen.4.The reason _his anger was_he lost his cellphone. 5.The reason_ he gave for his not coming to the party was his car broke down halfway. 答案： 1.1because why why; that for; that that/which; that 第 6 页 共 6 页Step 6 Homework1. Polish up the writing.2. Finish the workbook. 第 1 页 共 3 页Book 3 Unit 1 Nature in the balanceIntegrated skills 1Calling for the protection of animalsTeaching AimsBy the end of this section, students will be able to:1. learn about how human activities have caused harm to animals;2. be aware of the importance of animals and come up with ways to protect animals;3. write an article for the school newspaper calling for everyone to protect animals.Teaching important pointsTo learn to analyze the reasons for endangerment.Teaching ProceduresStep 1 Lead-in The teacher introduces the topic by asking students the following questions:1. Do you know these animals?2. What do they have in common?Step 2 listening1. Students answer the two questions in Part A on Page 8. What are the three main reasons why people hunt animals?. How do human activities indirectly have an effect on animals?2.Finish the exercise . what happened to several whale species in the last century?_ . what can protected areas ensure? _ . what cause the loss of animal habitats in the Amazon rainforest? _第 2 页 共 3 页 . what will we be better able ti do if we learn more about how human activities harm the environment?_Step 3 speakingStudents share their ideas in groups of four by asking the following question:What are the reasons for their being close to extinction?After discussion, the teacher asks one or two students to report. Step 4 ReadingThe teacher guides students to read the news report on Page 8 and has students analyze the structure of the report by asking the following questions: 1. What does the writer want to tell us through the title?2. What has the writer mentioned in the first paragraph? 3. How does the writer classify the impact of human activities on animals?Step 4 Writing1. Students go through “Planning your writing” in Part D on Page 10 on how to write an article for the school newspaper calling for everyone to protect animals. 2. Word Practice. What s the authors preferred solution to g_ warming?. If wild animals cannot find enough food or their _(栖息地) is destroyed, their number may decrease. The _(应用) of the new technology has greatly increased the production. Tom is a fantastic musician. Im_ (绝对地) certain that his next concert will be a success. Large _(足迹) have also been discovered which may belong to the wild man. When he was to open the door, his keys were _(无处) to be found.答案：1. global 2. habitat 3. application 4. absolutely 5. tracks 6. nowhereStep 5 Homework第 3 页 共 3 页1. Polish up your report.2. Finish the workbook.第 1 页 共 2 页Book 3 Unit 1 Nature in the balanceProjectMaking a booklet on environmental problemsTeaching AimsBy the end of this section, students will be able to:1. use effective communication skills when interacting with others;2. collect and sort the material needed when making the booklet;3. present the outcome of group work;4. evaluate and comment on each others booklet.Teaching important points1. To create and present a booklet.2. To evaluate and comment on the booklet page.Teaching ProceduresStep 1 Preparation1.The teacher has students work in groups of four and collect different kinds of booklets as samples for discussion. 2.The teacher has students form a general idea of what a booklet should look like by showing several examples. 3.The teacher has students review the words and expressions relative to the topic of environmental problems in this unit.Step 2 Implementation The teacher has students discuss different environmental problems we are faced with and decide what topics should be included in a booklet on environmental problems.Step 3 DiscussionThe teacher has students discuss in groups, choose one problem to write about in the booklet and 第 2 页 共 2 页divide the tasks among group members by answering the following questions. 1. What topic will you choose to research? 2. Why do you choose this topic?3. How will you research your chosen topic?Step 4 Exercises1. The teacher has students collect information about their chosen problem and sort out relevant information.2. Finish the exercise1. It was merciless of the people to rub this kind of _(毒药) on spears to kill wildlife.2. With _(更多的) efforts you will manage to build up confidence in yourself.3. Its all part of an overall_ (部署) to gain promotion.4. Tom bursts into tears and anger pushes him to act without considering the _(后果) 5. It is a custom that a great many_(以前的) pupils will attend a farewell dinner.6.His_(正式的) visit to Beijing is scheduled to start on January 16th on the lunar calendar.7. The skill of making and marketing snacks has helped the villagers get out of_ (贫穷). 8. After the experiment, please set the acid _(化学制品) and tools aside.9. She clapped her hands in delight after reading the article on_ (回收利用) 10. It sprang to mind that he could light the_ (树枝)and warm himself up.Step 5 Homework1. Show and explain the booklet to one of your family members.2. Finish the workbook第 1 页 共 12 页Book 3 Unit 2 Natural disastersExtended readingThe Last Days of Pompeii (Excerpt)Teaching AimsBy the end of this section, students will be able to:1. understand the adaptation of the novel about Pompeii;2. grasp the main idea of the adaptation;3. know the destructive power of natural disasters;Teaching important points1. To read and understand the text;2. To appreciate the language style of the author.Teaching ProceduresStep 1 Lead-in Show students some pictures about the ruins of ancient Pompeii, and ask them the following questions.What do you know about Pompeii?What can you see in the picture?Can you imagine what has happened to the city or the people?Step 2 ReadingHave students read the introduction on Page 25 and get to know about the writer and the background of the excerpt.第 2 页 共 12 页What is the novel The Last Days of Pompeii about? Step 3 While-ReadingHave students read Paragraph 1 again and ask them the following questions.1. What was the city of Pompeii like before the volcano erupted?2. What was the evidence of past eruptions of Mount Vesuvius?Have students read Paragraphs 24 again and ask them the following questions.1. What did the busy citizens see when they looked upwards?2. Why did they feel frightened?3. What did citizens do at the beginning?4. What changes happened to the cloud a moment later?5. How did people behave then?Have students read the last paragraph again and ask them the following questions.1. What did the city remains look like after it was unearthed? 2. What do the remains of the city remind us of?Step 4 language point1. erupt /trApt/ vi. &cvt. (火山)爆发;突然发生 eruption n. U,C(火山的)爆发;突发(战争、疾病等) 例：Violence _ outside the embassy gates.大使馆门外突然发生了暴乱。2. roll /raul/ vi. & vt. 翻滚,滚动;翻身; 卷起 n.C卷；一管；sing. 翻滚 例：Wallpaper is sold in_.壁纸论卷 销售。 第 3 页 共 12 页The kittens were enjoying _in the sunshine.那些小猫在阳光下嬉戏打滚。3. volcano /volkernau/ n. C火山 volcanic /volkaentk/adj.火山的,火山 引起的，火山产生的 火山喷发 _4. unbearable /Anbearabl/ adj.难耐的, 无法忍受的 近义 adj.无法忍受的,不能容忍的，完全不可接受的 _反义 adj.可忍受的，能应付的 _5. beyond /bijond/ adv.在(或向)较远 处；在另一边 prep.在(或向)更远处； 超出；晚于；无法；超出之外 例：Snowdon and the mountains_were covered in snow.斯诺登山及其以远的山脉都被积雪覆盖着。 The road continues_the village up into the hills.那条路经过村子后又往上延伸到群山中。I know what Ill be doing for the next three weeks but I havent thought _ that.我知道我未来三周要干什么,但再往后我还没有想过。 6. far and wide 到处，各处第 4 页 共 12 页例：People came from_ to visit the museum.人们从各地赶来参观这个 博物馆。 The police searched_for the missing child.警方四处搜寻失踪的小孩。 7. preserve vt.维持的原状,保存,保养;保护,维护,保留 常见搭配常见搭配：be well preserved 保存得好例：He said that he had heard the calls_the boxes and had seen how some of them. were listed as historic buildings.他说,他听到了保护这些亭子的呼声,也看到了其中一些如何被列为历史建筑These eighteenth century oil paintings are so well _that the visitors are greatly amazed.这些 18 世纪的油画保存得这么好,以至于参观者大为惊叹。归纳拓展：归纳拓展：preservation n. U保护,维护,保存;保留,维持,保持例：We are working for the environmental _我们正致力于环境保护工作。8. break out 意为(战争、打斗等不愉快事件)突然开始,爆发,是不及物短语动词,不用于被动语态。 例：A fire_in the restaurant last night. Fortunately, no one was hurt.第 5 页 共 12 页昨晚这家饭店发生了火灾。幸运的是，没有人受伤。辨析比较：辨析比较：break out 意为(战争、打斗等不愉快事件)突然开始,爆发例：break out The Second World War _in September, 1939.第二次世界大战于 1939 年 9 月爆发。happen 意为“发生,出现,常带有偶然的意味,此时用物作主语,不用于被动语态;还可意为“碰巧,恰好,此时常用人作主语 例：The car accident_ yesterday.车祸是昨天发生的。She_to be out when we called.我们打电话时,她恰好外出了。