教案中要融入多样化的教学方法，以满足不同学生的学习需求，通过教案的制定，教师能够更好地整合教学资源，提高课堂教学的质量，网客范文小编今天就为您带来了必修三英语教案7篇，相信一定会对你有所帮助。
必修三英语教案篇1
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
必修三英语教案篇2
重点句型
1. we usually think of science subjects asphysics, chemistry, biology and mathematics.
通常我们认为科学学科为物理、化学、生物、和数学。
2. when are they to hand in their plan?
他们的计划什么时候交上来。
3. whether we help him or not, he will fail.
不论我们帮助他与否，他都将失败。
4. it exploded loudly with fire and rock, whichwere in time to produce the water vapour, carbon dioxide, oxygen, nitrogen andother gases, which were to make the earth’s atmosphere.
它(地球)巨大的爆炸喷出了烈火与岩石，最终产生了水蒸气、二氧化碳、氧、氮和其他多种气体，从而形成了地球的大气层。
5. it was quite different from what i expected.
它和我原来想的很不一样。
6. this made it possible for us to learn english better.
这使得我们有可能把英语学得更好。
7. scientist believe that taking carbon dioxide from the atmosphere and filling the air with oxygen helped life to develop.
科学家认为，从大气中吸取二氧化碳，并向空气中释放氧气，有助于生命的发展。
8. he has experience as well as knowledge.
他既有学识又有经验。
9. they are putting too much carbon dioxide into the atmosphere ,which prevents heat from escaping from the earth intospace.
他们把太多的二氧化碳释放到大气层中，这使得热量不能从地球上散发到太空中。
10. whether life will continute on the earth formillions of years will depend on whether this problem can be solved.
生命是否会在地球上延续几百万年要取决于这个问题能否得到解决。
11. canada is the second largest country in the world.
加拿大是世界上第二大的国家。
12. success is within our grasp now.
现在我们成功在望了。
13. i’m feeling slightly better today.
我今天感到好一点了。
14. i prefer to play football rather than stayat home.
我宁愿踢足球而不愿呆在家里。
15. he gave me money as well as advice.(as well as 和;同;也)
他给我忠告并且给我钱。
16. these books are mine; the rest are yours.
这些书是我的，其他的都是你的。
17.i asked her a question but she remainedsilent.(remaine 是连系动词，意思是“保持，仍然是”)
我问了她一个问题，但她保持沉默。
18. many people think it is the most beautifulcity in canada, as it is surrounded by mountains on the north and east and thepacific ocean on the west.
许多人都认为温哥华是加拿大最美丽的城市，因为来自它的北面和东面都被大山包围，而西面濒临太平洋。
19. many of them have a gift for working withanimals and they can win thousands of dollars in prizes.
他们中的许多人拥有与兽共舞的天分，因而能赢得数千美元的奖金。
20. you can have a view of paris from the eiffeltower.
从埃菲尔铁塔上你可以看到巴黎全景。
21. around noon they arrived in toronto, the mostwealthy and biggest city in canada.
大约中午时分她们到了多伦多—加拿大最富有、最大的城市。
22. i accompanied him as far as the bus stop.
我陪他一直走到公共汽车站。
必修三英语教案篇3
Ⅰ、教材内容及教学目标
1、 借助一切可借助的力量介绍自己的.一次旅游情况
2、 写童年某一事件的过程，训练记忆、整理和归纳等逻辑思维能力
Ⅱ、教学设计
task 1: display one of your trips to a tourist spot
pre-task: things about the trips
a. collect information about the tourist spot
b. collect english signs in the tourist spot
c. collect pictures, photos, postcards, magazines reports, maps or souvenirs about the tourist spot
d. make notes on 5w & 1h
task-cycle: share & choose
activity 1 share the things your collect with your partners
activity 2 choose the best s to do the talking, the others offer help when needed
post-task: display talk about your first trips to a tourist spot with the help of all kinds of information. ( an album with comments on it is recommended )
task 2: writing
pre-task: choose topics
task-cycle: writing
brainstorming --writing ---evaluation by oneself & partner ---correction -- choose the best one & correct
post-task: show the best writing & comment
recalling recall what we learn today & questions unsolved.
homework composition ( choose any topics on p27 )
必修三英语教案篇4
教学准备
教学目标
掌握住列举的重点单词和句子
教学重难点
掌握住列举的重点单词和句子并能灵活运用
教学过程
Ⅰ.重点单词
1.________ vi. 爆裂;爆发
n. 突然破裂;爆发
2.________ n. 事件;大事
3.________ n. 废墟;毁灭
vt. 毁灭;使破产
4.________ adj. 极度的
5.________ vt. 破坏;毁坏;消灭
6.________ vt. & vi. (使)震惊;震动
n. 休克;打击;震惊
7.________ n. & vt. 援救;营救
8.________ vt. 使陷入困境
n. 陷阱;困境
9.________ n. 灾难;灾祸
10.________ vt. 埋葬;掩埋;隐藏
11.________ n. & vt. 损失;损害
12.________ n. 裁判员;法官
vt. 断定;判断;判决
13.________ vt. 损害;伤害→________ n. 伤害;损害→________ adj. 受伤的
14.________ n. 电;电流;电学→________ adj. 用电的;带电的→________ adj. 与电有关的;电学的
15.________ vt. 使惊吓;吓唬
→ ________ adj. 受惊的;受恐吓的
→ ________ adj. 令人恐惧的
16.____________ n. 祝贺;(复数)贺词
→ _____________ vt. 祝贺
Ⅱ.重点短语
1.a (great) number ________ 许多;大量的
2.dig ________ 掘出;发现
3.________ an end 结束;终结
4.right ________ 立刻;马上
5.as ________ 仿佛;好像
6.________ ruins 严重受损;破败不堪
7.think little ________ 轻视，满不在乎
8.tens ________ thousands of 数以万计
9.be proud ________ 以……自豪
10.judge ________ 从……判断
11.be trapped ________ 陷入
12.be buried ________ 埋头于
13.put ________ shelters 搭建避难??
14.get away ________ 离??
15.pay attention ________ 注意
Ⅲ知识点教案
ex.2 on seeing jay chow appear on the stage, the audience burst out _________ (cheer).
burst with anger/ joy
勃然大怒
burst n.
突然破裂;爆发
a burst of laughter
一阵笑声
2.
n. 废墟，遗迹(常用复数形式);毁灭
be/lie in ruins
成为废墟;严重受损;破败不堪
ex.1 all the towns were/lay in _____ (ruin) after the earthquake.
vt.毁灭;使破产
ruin oneself
ruin one’s health/fame/future
ex.2 过量吸烟损害健康，因此你应该戒烟。
heavy smoking ruins your health, so you should give up smoking.
ex.3 用 ruin, destroy, damage填空：
① her heart was slightly _______ as a result of her long illness.
② his life was ________ by drink.
③ the earthquake almost _______ all the bridges in this area.
3. injure vt.损害;伤害
______ n. 伤害
______ adj. 受伤的
________ 伤员
exs.
①the soldier was ______ in the arm in the war.
②she was ______ slightly in an accident during the work.
③this bright light will do great ______ to your eyes.
④i was very much ______ at his words.
看例句再归纳：
1. i was shocked to hear that 17 people died in the explosion at a restaurant in anhui.
2. i was shocked at the news that 17 people died in the explosion at a restaurant in anhui.
3. i was shocked that 17 people died
in the explosion at a restaurant in anhui.
excite, discourage, disappoint, encourage, inspire, interest, move, please, puzzle, surprise, worry…
6. trap
vt. 使陷入困境
trap sb. into (doing) sth.
be trapped in
困在 ……中;陷在……中
ex.1 警察设圈套使他讲出实情。
the police trapped him into
telling the truth.
ex.2 对比练习
他陷入交通堵塞中，感到很无助。
1) he ___________ (trap) in the traffic jam and felt helpless.
2) when he __________ (trap) in the traffic jam, he felt helpless.
3) when __________ (trap) in the traffic jam, he felt helpless.
n. 陷阱;困境
set a trap to do sth./for…
诱使某人做某事
fall into a trap
落入圈套
7. bury vt.
找出含bury 的短语并翻译
① the army organized teams to dig out those who were trapped and to bury
the dead.
掩埋
② he has learnt to bury his feelings.
掩藏、隐藏
③ you’ll never solve your problems if you just bury your head in the sand----you have to face them.
bury…in…
把……埋到……里;使……沉浸于……
④ she buried her face in her hands and wept.
bury one’s face in hands
双手掩面
be buried in/bury oneself in
专心于;埋头于;沉浸于
ex.1 对比练习：
他埋头学习，不知道他的同学们早已经离开了。
1. as he ____________ (bury) in his study, he didn’t know that his classmates had left.
2. as he __________ (bury) himself in his study, he didn’t know that his classmates had left.
3. _____ (bury) in his study, he didn’t know that his classmates had left.
4. ________(bury) himself in his study, he didn’t know that his classmates had left.
5. 8. right away
6. 立刻、马上
7. =right now/ at once/in no time
8. by the end of 到时候为止(常与_________连用)
9. ex.2 by the end of last month, he _________(learn) 3,000 english
10. words or so.
11. ex.3 我会用爱迪生的一句名言来结束。
12. i’ll end up with a famous saying from edison.
13. 10. review
14. a (great/large) number of +(pl.) n.
15. the number of+(pl.)n.
16. ex.1 the number of foreign students attending chinese universities_________ (be) rising steadily since 1990.
17. ex.2 ----the number of students are in
18. the dining hall now.(改错)
19. ----yes. the number of students
20. _____ (be) about 400.(填空)
21. 11. thousands of families were killed and many children were left without parents.
22. leave 做使役动词，意为 ___________________
23. leave+宾语+宾补 {doing sth.
24. {done
25. {to do sth.
26. {adj. / adv. /介词短语
27. ex.1 you shouldn’t have left water ___________(run).
28. ex.2 she ran away _____________________
29. _______________. (她跑开了，留下她的男友
30. 一个人在雨中)
31. 12. it seemed as if the world was at an end!
32. → as if用于陈述语气中：
33. it looks as if it’s going to rain.
34. she closed her eyes as if she was tired.
35. → as if 用于虚拟语气中：
36. 1). she behaved as if nothing ______________(happen).
37. →as if___________ “似乎要做某事”
38. 2). he opened his mouth as if _________ something. (say)
39. 12. it seemed as if the world was at an end!
40. → as if用于陈述语气中：
41. it looks as if it’s going to rain.
42. she closed her eyes as if she was tired.
43. → as if 用于虚拟语气中：
44. 1). she behaved as if nothing ______________(happen).
45. →as if___________ “似乎要做某事”
46. 2). he opened his mouth as if _________ something. (say)
47. 13.translate the following sentences:
48. 1). all hope was not lost.
49.
50. 2). not everyone has passed the exam.
51. 3). i don’t want both the ties.
52. 部分否定/半否定:
53. all/both/every... not...(not all/both/every…)
54. 意为：______________________
55. ex.1 ________ people can understand you.
56. = _____ people can _____understand you.
57. 并不是所有的人都能理解你。
全部否定：
no, never, none, neither, nobody,
nothing, no one, nowhere…
ex.2 这两个男孩对我们都不粗鲁。
neither of the boys is rude to us.
Ⅳ. 巩固 考点作文串记
one night, everything began ___________ (shake), with the pipes _________ (burst) and the electricity cut off. it seemed that the world was ______ an end. some people were ______ (injure), some buried in the _______ (ruin) and some missing. judging from the situation, there were ______ number of ______ (trap) people waiting for the rescue. but all hope was not lost, ________ soldiers were soon sent to help ______. with the help of the soldiers, everything returned to _______ (peaceful).
必修三英语教案篇5
(1)课题：friendship
(2)教材分析与学生分析：
本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。warming up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；pre-reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的.朋友；reading部分anne’s best friend以日记形式讲述了犹太女孩安妮的故事；comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; using about language 部分教学本课重点词汇和重点语法项目。
(3) 课时安排：
the first period: speaking: warming up and pre-reading the second period： reading
the third period: grammar
the forth period：listening
the fifth period: writing
(4)教学目标：
①知识与技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct speech and indirect speech; learn to write an essay to express and support an opinion.
②过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深入讨论几个与本单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4. 善不善交朋友; 5. 朋友的重要性。
③情感态度与价值观：学完本单元后要求学生进行自我评价，主要评价自己在本单元中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什么问题。使学生加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生的问题等。
(5) 教学重点和难点：
词汇：add point upset ignore calm concern cheat share reason list series crazy nature purpose dare thunder entirely power according trust suffer advice situation communicate habit
短语： add up calm down have got to be concerned about go through hide away set down on purpose in order to face to face according to get along with fall in love join in
重点语法项目： 直接引语和间接引语的互相转换
难点：understand the real meaning of friends and friendship;
discuss the answers to the questions (reading);
how to teach the ss to master the usage of direct speech and indirect
speech(statement and questions).
(6) 教学策略：
discussion, student-centered vocabulary, learning, listening, pairwork, teach grammar in real situation
(7) 教学煤体设计：
a projector and a tape recorder.
(8) 教学过程：
period one：speaking （warming up and pre-reading）
aims
talk about friends and friendship.
practise talking about agreement and disagreement.
step i revision
ask some of the students to read his / her composition for the class, describing one of the problems between friends and how it is solved. then give some comments.
t: now, lets check up your homework for last class. id like some of you to read his / her composition for the class, describe one of the problems between friends and how it is solved.
step ii warming up
t: / think most of us have some good friends. do you know why people make friends with one another?
step iii talking(wb p41)
first get the students to listen to what a canadian say about making friends. then ask them to discuss the two questions.
t: now were going to listen to what leslie clark, a canadian has got to say about making friends. after listening, please talk about the two questions in groups of 4. try to use the following expressions.
1 do you agree with her?
2 what do you think of people from foreign countries?
agreement disagreement
i think so, i dont think so.
i agree.i dont agree
thats correct.of course not.
thats exactly my opinion. im afraid not.
youre quite right. i dont think you are right.
step iv speaking(b p6)
first, get the students to think of four situations among friends in groups of 4 and design a questionnaire to find out what kind of friends their classmates are. second, try it out on their own group, checking the questionnaire through and adding up their score and see how many points they can get. ask them to fill in the form prepared before class. show the instructions and decide what kind of friends their classmates are. third, ask each student to stand up and walk around the classroom to make a survey on four of other classmates. show the instructions and decide what kind of friends other classmates are. they can share your questionnaire with one or two other groups and try each others questionnaires.
at last, show the instructions to help your classmates to know how to improve his or her skills of making good friends with others if necessary.
t: friends come in many flavors. there are best friends, school friends, fair-weather friends, forever friends and many more. do you want to know what kind of friends your classmates are? now lets make a survey. first, please think of four situations among friends and design a questionnaire to find out what kind of friends your classmates are.
1. your friend borrowed 100 yuan from you last week and hasnt returned it. you will
a. ask him / her to pay back as soon as possible; or youll end the friendship.
b. ask him / her to pay back if he / she has.
c. tell him / her not to return it.
2. your friend said your bad words behind you. you will
a. ask him / her to say sorry to you , or youll stop your friendship.
b. excuse him / her and forget it.
c. ask others to tell him / her that he/she is wrong.
3. you promised to meet your friend at five oclock but your parents ask you to do homework at home. you will
a. tell him your parents ask you to do homework at home.
b. tell him / her a lie that you are ill.
c. say sorry to him / her and plan to meet him / her another time.
4. you borrowed a bike from your friend, but you had it stolen. you will
a. buy a new one which is the same as his / hers.
b. just tell him / her you had it stolen.
c. say sorry to him/her and buy him/her an old one
after they finish choosing the answers, show the scoring sheet on the screen.
instructions:
2-5 a fair-weather friend
only like them when they are happy and popular. if they are feeling down, or if they are having a problem, you dont want to spend time or talk with them. you dont help your friends when they have problems. you are always thinking about yourself.
you should care more about your friends. if you continue to be self-centered and dont consider others feelings, you wont make more friends and keep friendship for long.
6-11 a school friend
you see each other in school. you just study and play with them together in school. you may not know everything about each other. you take things smoothly. you seldom hurt your friends with your benefit considered. youd better add more affection to your friends. friendship is about feelings and we must give as much as we take.
12-17 a best friend
you do everything together with your friends: study, read, watch tv, surf the internet, play sports and listen to music. if either one has a problem, the other is there to help. you know your friends very well. you understand and yield to each other. you help with each other and improve together. you have a lot of common benefit. your friendship is good to both of you. you are mutually beneficial.
18-21 forever friend
you will always listen to your friends and try to help them, even if you disagree or if you are having a problem. whenever they have any difficulty, youll try your best to do what you can to help them without hesitation. you devote yourself to your best friends. you are willing to lose what you have, even your life.
课后反思：
本课教学设计容量和密度较大，但难度适中，大部分学生都能接受。体现全面照顾大部分学生的教学理念。注意培养学生开口说英语的的信心。
必修三英语教案篇6
教学目标
to learn to talk about kinds of music
to learn to read about bands
to study the attributive clause (in/ for/ with/ by+which/ whom)
to learn to write an e-mail
教学重难点
to study the attributive clause (in/ for/ with/ by+which/ whom)
to learn to write an e-mail
教学工具
课件
教学过程
i. warming up
warming up by describing
good morning, class. today we are going to talk about an interesting topic --- music. as we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. listening to music also makes people feel happy and nice. how many do you know about music? can you tell about different kinds of music? now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. see if you can guess which music matches with which picture.
warming up by discussing
hi, everyone. do you like music? how much do you know about music? can you tell about the different kinds of music? please turn to page 33. look at the pictures. let’s listen to some music. let’s see if you can guess which music matches with which picture.
classical music country music rock ‘n’ roll
rap orchestra folk music
yes, you are right. i’m sure you will really enjoy yourselves after listening to all these beautiful music. what kind of music do you like better, chinese or western, classical or modern? why? how does music make you feel? why do you like to listen to music? let’s discuss these questions in small groups. try to share your opinions with one another.
ii. pre-reading
1.thinking and saying
have you heard about any of the famous bands in the world? list some if you can.
for reference: i’ve heard about “the beatles”, “back street boys”, “the eagles”, “west life” and “pink floyd”.
2.listening, talking and sharing
let’s listen to some pieces of music from different bands. work in groups of four. tell your group mates which band you like best. why? then the group leader is to stand up and share the group idea with the class.
for reference: i am from group 1. our group likes “the beatles” best. we like their style of performances. listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.
do you know anything about “the monkees”?
for reference: “the monkees” is a band that was first popular in the 1960s in america. unlike most bands of the time, the monkees were not formed by its members but rather by tv producers. they were a fictional band in the tv show of the same name. the band was composed of mike nesmith, mickey dolenz, davy jones, and peter tork. all the members had some musical experience. let’s come to the reading --- the band that wasn’t and find more about them.
iii. reading
1.reading aloud to the recording
now please listen and read aloud to the recording of the text the band that wasn’t. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice and you shall read aloud twice, too.
2.reading and underlining
next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.
collocations from the band that wasn’t
dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a tv show, play jokes on…, be based loosely on…, the tv organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band
3.reading to identify the topic sentence of each paragraph
skim the text and identify the topic sentence of each paragraph. you may find it either at the beginning, the middle or the end of the paragraph.
1st paragraph: how do people get to form a band?
2nd paragraph: most musicians meet and form a band.
3rd paragraph: one band started as a tv show.
4th paragraph: “the monkees” became even more popular than “the beatles”.
3.reading and transferring information
read the text again to complete the tables, which list how people formed a band and how the monkees was formed by the tv organizers and became a real band.
how do people get to form a band?
members high school students
reasons they like to write and play music.
places they practice their music in someone’s home.
forms they may play to passers-by in the street or subway.
results they can earn some extra money. they may also have a chance to dream of becoming famous.
how was the monkees formed and became a real band?
the monkees in 1968 (left to right): micky dolenz, peter tork, mike nesmith & davy jones
beginning of the band it began as a tv show.
style of the performance they played jokes on each other as well as played music.
first music and jokes most of them were based loosely on the band called “the beatles”.
development of the band they became more serious about their work and started to play their own instruments and write their own songs like a real band. they produced their own records and started touring and playing their own music.
changes of the band the band broke up in about 1970, but reunited in the mid-1980s. they produced a new record in 1996, which was a celebration of their time as a real band.
4. reading and understanding difficult sentences
as you have read the text times, you can surely tell which sentences are difficult to understand. now put your questions concerning the difficult points to me.
iv. closing down
closing down by doing exercises
to end the lesson you are to do the comprehending exercises no. 1, 2, 3 and 4.
closing down by having a discussion
do you think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs? why?
for reference: i don’t think the tv organizers were right to call “the monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.
do you agree that the jokes were more important than the music for this band? give a reason.
for reference: yes. i think it is the jokes that really attract more fans.
no. i think the purpose of forming a band is getting people to enjoy the spirit of music. it’s more important than playing jokes just to make people laugh.
closing down by retelling the form of the band the monkees.
i shall write some key words and expressions on the board. you are to retell the form of the band according to these words.
课后小结
学了这节课你有什么收获?
课后习题
完成课后习题一、二。
板书
unit 5 music
必修三英语教案篇7
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）
