春天的田野-海口经济职业技术学院

人教版高三英语全册教案
目 录
Unit 1 That must be a record! ..................................... .................................................. ................. 1

Unit 2 Crossing limits ........................................... .................................................. ..................... 6

Unit 3 The land down under ....................................... .................................................. ............... 14

Unit 4 Green World .. .................................................. .................................................. ................ 19

Unit 5 Getting the message .......................................... .................................................. .............. 25

Unit 6 Going West .... .................................................. .................................................. ................ 32

Unit7 A Christmas Carol ............................................ .................................................. ................... 38

Unit 8 Learning a foreign language ................................. .................................................. .......... 42

Unit 9 Health Care ........ .................................................. .................................................. .............. 45

Unit 10 American literature ....................................... .................................................. ................ 51

Unit 11 Key to success .......................................... .................................................. ........................ 65

Unit 12 Education ........................................ .................................................. .............................. 70

Unit 13 The mystery of the Moonstone ..................... .................................................. ................... 78

Unit 14 Zoology .. .................................................. .................................................. ........................ 86

Unit 15 Popular youth culture ............................ .................................................. ........................... 89

Unit 16 Finding Jobs ..................................... .................................................. ................................ 97

人教版高三英语全套教案

Unit 1 That must be a record!
Ｉ． 单元教学目标
技能目标Goals
▲ Talk about records, adventures and hobbies
▲ Practise measuring and comparing
▲ Review the subject
▲ Fill in a form
II． 目标语言
1. Talk about records, adventures and hobbies
2. Practise measuring and comparing
Typical measurements (m=meters cm=centimeters h=hours) Height of people
(When referring to people, ―tall‖ is used, not ―high‖, and measurements are given in feet
and inches (but not yards) or meters and centimeters. She is about 5ft 6 in tall. The world‘s
tallest man is 2.55m. Speed A speed limit of 30 mph Sound travels 186,300 miles in a
second. Measurement of Temperature The normal temperature of the human body is 37°C.
The lowest temperature ever recorded on earth is-89.2°C. Crossed the Three Gorge on a
high wire, 646 meters long, 402 meters high, time 13 minutes 48 seconds. Walked across
Mt Heng, 1,399 meters long, 436 meters high, time 52 minutes 13 second At Tiankeng,
walked 687 meters, about 662 meters above the ground
1. 四会词汇 beard, voyager, tight, tightrope, edition, moustache, brewery, conclude,
hire, length, athletic, fade, account, attempt, suitable, inspect, confirm, certificate, gradual,
blank, enthusiastic, bid, decade, committee, fascinate, burst, underline, globe, bush, skilful,
administration, permission, schoolmate, grandparent, recently, familiar, helmet, truly,
delight, delighted, energetic, cautious, outgoing, register
2. 认读词汇 cheetah, sailfish, gorge, Urumqi, feat, hectare, Lance Armstrong, Juan
Antonio Samarranch, spaceman, ramp, skateboarder, skateboard, capture, factor, teenage,
skim
3. 词组 set down, in a row, in the first place, apply for, burst into sth, center on
upon, concentrate on
4．重点词汇 set down, attempt, suitable, apply for, inspect, confirm, enthusiastic, bid,
fascinate, burst into sth. underline, center on upon, concentrate on, delight, delighted,
cautious, outgoing, register
Review the Subject
1． Instead, the editors of the book set down the records and keep track of them in
other ways.
2． Impressive as the record is, it fades next to the story of Armstrong‘s struggle
against disease.
3． These new sports are called ―extreme sports‖ and all center on the ―X-factors‖---
the pure joy of doing something that you did not think you could do and overcoming your
fears.
功
能
句
式
词
汇
语法
重
点
句
子
III． 教材分析与教材重组
1. 教材分析
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人教版高三英语全套教案
通过学习 《吉尼斯世界纪录大全》的介绍，同学们可以了解到该书集知识性与趣味性于
一体，是一本非常畅销的书 。该书内容广泛，涉及政治、经济、艺术、体育、自然等各个方
面，可以说包罗万象，休闲时光，轻松阅 读，不但放松了心情，还增长了很多知识。虽然大
部分纪录对普通人来说都高不可攀，不过也有一些纪录 是普通人创造的，因为吉尼斯是―普
通人的奥运会‖，要入选吉尼斯世界纪录关键是要有创意,以此鼓励 学生的创新精神，培养他
们的创新意识。没准哪天学生中有人也创个吉尼斯世界纪录，为国争光。
1.1 WARMING UP 通过一些有趣的吉尼斯世界纪录测试题，让同学们了解计量单位
名称与数字的用法，激发学生对此书的兴趣。
1.2 LISTENING是对人和动物的高度、体重和速度的比较和描述。
1.3 SPEAKING是一个任务型教学活动。采访新疆达瓦孜艺术的第六代传人---Adili 阿
迪力。练习计量单位名称与数字的用法。
1.4 PRE- READING是快速阅读训练。要求学生掌握一定的快速阅读技巧，准确找出
问题的答案。
1.5 READING是关于《吉尼斯世界纪录大全》的介绍。文中介绍了第一本吉尼斯大全
问世的过程，世界纪录涉及的内容，人们为什么对世界纪录感兴趣以及什么样的记录才能被
采纳。
1.6 POST-READING第一个题是5个问答题，目的是训练学生的事实核对能力；第二< br>题是把6个句子同文章进行匹配，考查学生的英语思维能力；第三题要求学生写出申请吉尼
斯纪录 的正确步骤，考查学生的阅读理解及记忆能力。
1.7 LANGUAGE STUDY 分词汇和语法两部分。其中，Word study 是一个英语释义
练习，旨在培养学生的英语思维能 力，有助于养成英语思维的习惯。Grammar介绍句法知识
——句子的主语。帮助同学们了解哪些结 构可以做句子的主语。
1.8 INTEGRATING SKILLS中的Reading介绍了 极限运动，极限运动可以锻炼人的毅
力和胆识，帮助人类不断挑战自我，挑战极限，体会生活乐趣。
WRITING部分要求学生完成吉尼斯纪录申请表。
1.9 TIPS 介绍了怎样提高学习效率。
2. 教材重组
2.1 将WARMING UP、LISTE NING与SPEAKING整合在一起，通过谈论世界纪录，练
习计量单位名称与数字的表达方法，上 一节―听力口语课‖。
2.2 把PRE-READING, READING 和POST- READING 放在一起上一节阅读课。
2.3 将INTEGRATING SKILLS 设计为一节―泛读课（一）‖。
2.4 把WORKBOOK中的听力作为导入，复习申报吉尼斯纪录 的程序，然后填一份申报
吉尼斯纪录登记表。
2.5 将GRAMMAR与WORKBOOK中的语法练习题整合在一起上一节―语法课‖。
2.6 将WORKBOOK 中的INTEGRATING SKILLS 设计为一节―泛读课（二）‖
3. 课型设计与课时分配（经教材分析，本单元可以用6课时教完）
1
st
Period Listening & Speaking
2
nd
Period Reading
3
rd
Period Integrating Skills (1)
4
th
Period Writing
5
th
Period Integrating Skills (II)
6
th
Period Grammar


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人教版高三英语全套教案

IV. 分课时教案
The First Period Listening & Speaking
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
beard, voyager, tight, tightrope, edition, moustache
b. 交际用语
Practise expressing measuring and comparing.
2. Ability goals能力目标
Enable students to talk about records, adventures and hobbies.
Help them learn to express measuring and comparing.
3. Learning ability goals学能目标
Talk about records, adventures and hobbies. Practise expressing measuring and comparing.
Learn to use some typical measurements.
Teaching important points教学重点
Talk about records, adventures and hobbies. Practise expressing measuring and comparing.
Learn to use some typical measurements.
Teaching difficult points 教学难点
How to use measurements correctly.
Teaching methods 教学方法
Discussing (cooperative learning)
Listening, speaking
Teaching aids 教具准备
a tape recorder, a projector and a computer
Teaching procedures & ways 过程与方式

Step I Leading in
As most of the Senior Grade III students start school in August, the weather must be very hot.
The teacher may start the class with the following question. ―What is the highest temperature
recorded this summer?‖ Then lead students to do the quiz about the amazing facts on Page1.
T: Good morning afternoon, everyone!
Ss: Good morning afternoon, Mr. Ms…
T: It is very hot, what is the temperature?
S1: It is reported the highest temperature is 35°C
T: Is it the hottest day recoded this summer?
S2: I don’t think so. It was much hotter on July 26. The temperature was 37°C on that day.
T: Good. I‘m very glad you are careful about this. But do you know the lowest temperature
recorded on earth? (Show the questions on Page 1on the PowerPoint.) Please work in groups and
try to find the amazing facts.

Step II Warming up
Students will work in groups to decide the answers. Whether they can guess the answers or
not is not important. The aim of this quiz is to stimulate their interest. Two minutes later show the
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人教版高三英语全套教案
answers on the PowerPoint.
T: Ok. It doesn‘t matter whether you guessed the answers or not. How do you find the
questions?
Ss: Very interesting.
T: Do you know where to find the answers to such interesting questions?
Ss: The Guinness Book of World Records.
T: Yes, it is a book contains records of all kinds. After class please find more information in
the book in the library. In this class we are going to practise measuring and comparing. First look
at
some typical measurements. Ok, please read after me.
Show the following on the PowerPoint.
(m=meters cm=centimeters h=hours)
Height of people (When referring to people, ―tall‖ is used, not― high‖, and measurements are
given in feet and inches (but not yards) or meters and centimeters.
She is about 5ft 6 in tall.
The world‘s tallest man is 2.55m.
Speed
A speed limit of 30 mph
Sound travels 186,300 miles in a second
Measurement of Temperature
The normal temperature of the human body is 37°C
The lowest temperature ever recorded on earth is-89.2°C

Step III Listening
In this procedure, students will hear someone talk about the size and the speed of humans
and animals. The purpose of the exercise is to practise measuring and comparing. Before listening,
students will discuss the three questions in groups.
T: Are you familiar with the measurements?
Ss: Yes.
T: Ok. How tall are you. Wang Fei?
S1: I’m 175cms.
T: Then who is the tallest in your class?
Ss: Li Lei and he is 184cms tall.
T: Then we can say Li Lei is taller than Wang Fei. Do you know how tall Yao Ming is?
S2: He is 2.26cms.
T: Then among the people we know Yao Ming is the tallest. OK, let‘s come to the listening
part. You are going to hear someone talk about the size and the speed of humans and animals.
Before we listen to the tape, let‘s look at the questions on Page 2.
Now work in groups and discuss the three questions. You are given five minutes.
Five minutes later, check the answers with the whole class. Various answers may be given.
T: Well done. That‘s your opinion. Now let‘s listen to the tape and hear what others say.
Play the tape for students to finish the Listening Exercises 2-3 on Page 2. Play the tape again
when necessary. Then check the answers with the whole class.

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人教版高三英语全套教案
Step IV Speaking
An interview of the record-breaking tight ropewalker Adili. While students present the
interview, the teacher may show the photos to help the others to understand the interview better.




T: Besides Yao Ming, we have another celebrity. Who is it? (Show the picture of Adili on the
powerpiont)
S1: Adili, a tight ropewalker.
T: Who would like to say something about him?
S2: He was born in Xinjiang in 1971.
S3: He has a lovely daughter.
S4: He is famous as the record -breaking tight ropewalker.
S5: His name is in the Guinness Book.
T: Now Adili is visiting our city and you are going to interview him for the school newspaper.
Please don‘t forget to refer to the information on Page 3. Work in pairs and 5 minutes later I will
ask some of you to act it out.
A Sample of the interview.
A: Adili B: A Journalist
B: Adili, glad to meet you and welcome to our city!
I‘m a school journalist from No 1 Middle School.
A: Thank you!
B: The students in our school admire you very much. They are eager to learn something
about you. May I ask you some questions?
A: OK. Thank you and I am willing to be of some help.
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人教版高三英语全套教案
B: How many years has your family walking on the rope?
A: My family has been walking on tightropes for 430 years!
B: Wow, so many years! Could you say something about the 2002-year record? How many
days did you stay on the high wire?
A: In May 2002, I broke a world record by staying on a wire rope for 22 days and beat the
21-day Guinness world record. I walked on the rope up to five hours a day. I spent the rest of
the time in a hut at the end of the rope.
B: You are very great. I was told you broke some other Guinness world records. Could you
say something about your ropewalk across the Three Gorges? How long was the wire? How high
was the wire above the ground and how long did the walk take you?
A: On June 22, 1997 I crossed the Three Gorges on a high wire, which was 646 meters long,
402 meters high and the walk took me 13 minutes 48 seconds. I broke the Guinness world record
set by a Canadian.
B. We are very proud of you. In October 2000 you broke another Guinness world record
when you walked across Mt. Heng. How long was the wire? How high was the wire above the
ground and how long did the walk take you?
A: When I walked across Mt. Heng, I crossed a wire 1,399 meters long, 436 meters high
and I spent 52 minutes 13 seconds on it.
great! In August 2003 you broke another Guinness world record at Tiankeng. How
high was the wire above the ground?
A: At Tiankeng, I walked 687 meters, about 662 meters above the ground and beat the 402
meters above the ground record.
B. Thank you very much. You have been breaking records. You have been challenging
yourself. We should learn from you. Good luck to your future performance.
A: Thank you.
Step V Homework
Surf on the Internet or use the library to find some information ofThe Guinness Book of
World Records.

Unit 2 Crossing limits
I．单元教学目标
技能目标Skill Goals
▲0 Talk about exploring the world
▲1 Practise judging situations and making decisions
▲2 Review the predicate
▲3 Write a persuasive essay
II．目标语言
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人教版高三英语全套教案
Expressions to judge situations and make
decisions:
功
能
句
式
a. Expressions used to judge situations:
1. From my understanding, I find it possible that…
2. In my opinion, nobody has the right to…
3. For the sake of…, I believe…
4. In respect for…, we should…
5. Everything has two sides, but I …
6. By no means should we sacrifice people‘s life in the name of science…
b. Expressions used to make decisions:
1. It‘s hard to decide… however,
2. Take everything into consideration, I …
3. In spite of…, I still believe…
4. I am likely to think… because…
5. My choice will be…
1. 四会词汇
evaluate, various, key, origin, equip, puzzle, wealthy, Asian, African,
ambassador, wander, motherland, existence, accurate, navy, treasure, command,
royal, embassy, zebra, volunteer, radium, dam, suggest, accomplish, sickness,
unable, sacred, refer, aircraft, arise, evidence, chairman, praise
2. 认读词汇
Christopher Columbus, endeavor, Marco Polo, spice, Ceylon, Arab,
westernmost, Roman, empire, rhinoceros, horn, Shanga, awareness, fleet, symbolic,
sum, horizon, navigation, Korea, the Himalayas, Sherpa, Tibet, honesty, dedication,
ideal, technological
3. 词组
in the name of, in exchange for, set sail, in return, bring up, apart from, refer
to, run out
4. 重点词汇
various, key, wealthy, accurate, wander, suggest, accomplish, arise, praise
Review the Predicate:
1. A team of scientists discovers an important ancient grave near the village of
native people.
2. I was reading a book about Marco Polo when you called.
3. We can send robots equipped with cameras and other tools to do
observations for us.
4. The world map was a great puzzle to people of early civilizations.
5. A small bronze statue of lion has been found in the Swahili town of Shanga.














词









汇

语









法

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人教版高三英语全套教案
重
点
句
子
1. Trade and curiosity have often formed the foundation for mankind‘s greatest
endeavor.
2. The Arabic contacts to the African coast led to the next meeting between
black people and a Chinese.
3. The contacts between China and Africa over the centuries had led to the
awareness of each other‘s existence, but still no accurate maps of the countries
around the Indian Ocean existed.
4. In the years between 1405 and 1433, seven large treasure fleets sailed
westwards on voyages of trade and exploration.
5. The fleet made several expeditions before the exploration was stopped,
probably for economic reasons.

III.教材分析与教材重组
1． 教材分析
本单元的话题是Crossing limits，话题涉及的历史和地理知识庞杂，给学生理解文章带
来了较大难度。Pre- reading, Reading和Post- reading部分涉及了许多背景知识，这会给学生
精读文章带来障碍。Warming Up, Listening和Integrating Skills部分涉及到Exploration话题
的空间跨度很大，因此解决好中外、过去和现在Exploration的关系可以促进学生理解话题
— —跨越极限。Speaking和Writing以判断和劝诱为主题，旨在通过理解和学习话题，发展
学生理解观点和形成自主判断，促进学生的自主决策能力。
1．1 WARMING UP 以４位中 外航海家的图片为引线，引出了本单元人物和话题。
４个任务设计层层深入，首先由人物事迹逐渐导向单 元话题——Exploration。最后一个任务
把话题引向具体的单元话题的目标语言。
1．2 LISTENING包括Pre-listening, While- listening和Post-listening三个部分。
Pre- listening的目的是培养学生听前预测的能力，这就使得听的过程目的性很强。
Post-li stening的两个任务设计各有侧重，任务１强调对听力内容的整体理解，任务２则侧重
对话题思想 的理解，重在培养学生解决问题的能力。整体上来看，Listening的设计旨在培养
学生预测、选 择、判断和深层加工信息的能力。
1．3 SPEAKING 部分包括三个Situations。 三个Situations都是以科学发现和探测
为主题，提出问题情境，旨在培养学生对问题情境的判 断能力和运用语言解决问题的能力。
问题的情境设计具有思辨性特征，学习者只有对问题情境的深刻理解 ，才能做出准确的判断，
在此基础上形成决策。
1．4 READING部分包括Pre- reading, Reading 和Post-reading三个部分。
Pre- reading以Silk Road为主题，输入背景知识，促进学生对Reading的深刻理解。Read ing
讲述了海上丝绸之路开辟的背景、发展和繁荣，文章的后半部分重点记叙了郑和下西洋的过
程和意义。Reading的主题内容明确，此主题是培养学生民族自豪感的好材料。Reading的
语言材料不难，但是由于文章所记叙的内容时间跨度很大，关系略显复杂，学生不易把握文
章的结构。 教学中处理好背景知识输入和读懂文章整体结构的任务设计，就基本可以很好地
完成教学任务。Post -reading是对Reading内容的熟练和主题的拓展，最后一个任务升华了
主题。这些任务设 计都要求学生跨越段落寻找信息，因此教学设计中要适当补充和重新设计
Tasks，以使得大多数学生 都能读透文章。
1．5 LANGUAGE STUDY 分词汇和语法两部分。其中，Word s tudy的前两个练习
序列性很强，两个练习设计注重词性拓展和运用。任务中基本涉及到本单元重点词 汇和常见
词汇，但是对学生而言，仅依靠这样两个任务设计是不能够达到熟练的目的，因此应该适当 8

人教版高三英语全套教案
的在Homework或者Integrating Skills部分运用恰当的任务设计来达到使学生能够熟练运用
这些词汇的目标。Word Stud y的第三个练习训练学生在语境中运用词汇的能力，材料内容补
充了本单元话题的背景知识。Word Study基本上呈现出了本单元的重点词汇，任务形式以训
练为载体，强调了语言知识的运用能力，因 此教学中要细处理。Grammar 则分成两个Parts.
Part 1要求学生要学会识别和判 断Predicate；Part２强调了Predicate在语篇中的运用。由于
是复习内容，所以 两个Task的内容设计显得简单，可以适当补充一些Tasks来强化学生在
写作过程中准确运用Pr edicate的能力。
1．6 INTEGRATING SKILLS分为2部分：Reading 和Writing。Reading记叙了中
外Pione ers爬越珠穆朗玛峰的过程，文章的语言内容不难，不会对学生构成整体的阅读障碍，
但文章中涉及到 的一些细节知识需要学生细读才能准确把握，因此可利用本篇阅读材料重点
培养学生细节理解能力。阅读 材料后的四个任务设计都是围绕细节理解展开，任务设计采用
口头回答和Paraphrasing的形 式，目的是训练学生的口头表达能力。Writing部分的内容以阅
读材料为背景，以爬山是否应该带 氧气为主题形成讨论，分为两种观点。题目设计同前面
Speaking话题相同，训练学生的思维辨析 能力，提高其运用笔头形式表达观点的能力。写作
要求学生要拓展话题，了解更多的Mountain- climbing事实或实例来支持观点。因此写好文
章的关键重在于事例和事实的采集、整理和分析。
1．7 Tips的主题内容是阅读指导，指导学生对于不同文体和主题的阅读材料要选用
不同 的阅读方法。阅读策略训练一直都是阅读指导的重点，因此可选用报刊选载、小说和科
技说明文来指导学 生利用Tips的建议阅读，强化阅读策略训练。
1．8 Checkpoint 2是本单元语言知 识的反馈和强化。分为谓语形式和单元话题词汇
与句式复习两个部分，此项内容可以作为反馈练习来强化 单元知识。

2． 教材重组
2．1 教材的Warming Up和Listening两部分内容相关性很大，Warming Up的材料
不仅可以导出单元话题，而且可以利用Warming Up的内容为Listening铺垫必要的语言准备。
Workbook部分的Listening practice可以被用来补充更多的单元信息和训练学生的听力能力。
因此可以整合这3部分内容， 上一节听力课。
2．2 Speaking的内容以Exploration为题，重在培养学生运用 思维辨析、判断和决
策的能力，组织语言材料的难度较大。但可以借助Warming Up的内容和听力材料为辅助材
料，运用Mind- Map教学策略来帮助学生收集材料，降低难度，上一节口语课。
2．3 Pre-reading, Reading和Post- Reading三个教学环节序列性很强，互为补充。
Integrating Skills的Tal king部分同教材Reading部分内容有很大相关性，整合这4个环节，
可以设计一节文化背景输 入→阅读→读后反思→读后讨论的流线形精读课。
2．4 LANGUAGE STUDY重在语言知 识复习和强化，教学中通过合理设计任务，
分类组合，设计一节以语言训练为载体的语言知识学习课。
2．5 INTEGRATING SKILLS 的Reading的内容相对简单，但是在单元教学 中作用
很大。其内容不仅是对单元话题的拓展，也是对后面写作内容的铺垫。通过精处理，拓展话
题理解，训练语言知识，就可以起到承前启后的作用。
2．6 INTEGRATING SKILLS 部分的写作设计是对单元话题的总结。语言的输出方
式以Essay载体，以单元主题为 话题，既呼应了SPEAKING，又升华了主题。
2．7 Work book 的Integrating Skills分为Reading和Writing两部分内容，Reading< br>的内容同教材部分Reading的内容的文章结构有相似之处，都是对历史事件和历史人物的记
叙和评价；Writing以Essay writing 为主题，呼应教材Speaking和Writin g部分。因此可以
这两部分为载体，上一节综合实践课来强化本单元读写技能的实践运用。
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人教版高三英语全套教案
3． 课型设计与课时分配（经教材分析，根据学情，本单元可以用7课时教完）
1
st
Period Listening
2
nd
Period Speaking
3
rd
Period Reading
4
th
Period Language study
5
th
Period Extensive reading
6
th
Period Writing
7
th
Period Integrating skills

IV.分课时教案
The First Period Listening

Teaching goals 教学目标
1. Target language 目标语言
重点词汇和短语
explore, exploration, discover, discovery, face risks, face challenges, modern means,
equipment
2. Ability goals 能力目标
Enable students to learn that exploring in the past and present are quite different.
3. Learning ability goals 学能目标
Enable students to learn how to compare between the past and present exploring.
Teaching important points 教学重点
Enable students to fully understand the ―problem-solution‖ part in Warming Up and
Listening materials.
Teaching difficult points 教学难点
By training listening strategies of prediction and doing shorthand, enable students to form a
good habit of listening.
Teaching methods 教学方法
1. Team work learning
2. Task-based learning
Teaching aids 教具准备
A projector and some slides
Teaching procedures & ways 教学过程与方式

Step I Revision (Give reading materials before class)
T: First, let’s check your homework to see how well you have prepared for the class. Now
please do the quiz.
Quiz:
1. Who was the first person that mapped the Indian coast?
2. Who was the first person that discovered the “New World”?
3. Why did Abel Tasman sail along the coast of Australia and many islands in the Pacific
Ocean?
4. What was James Cook’s purpose of his voyage?
Key:
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人教版高三英语全套教案
Zheng He
Columbus
Tasman was to answer questions about the nature of the geography of Pacific Ocean
regions during his exploration.
Cook was chosen by the Royal Society of London to undertake a scientific journey to Tahiti
to observe and document the event as the planet Venus passed between the earth and the sun. His
secret task was to find new landmasses in the south.

StepⅡ Warming Up
Task one: World map exploration
T: Look at the map and tell me how many continents there are in the world. What are they?
Show a world map through slide.
S: There are seven continents in the world. They are Asia, Africa, Europe, Oceania, North
America, South America and Antarctic.

T: Observe the map carefully and find their separate positions. Tell me which ocean separates
Asia from Oceania, and which separates Europe from America. Then tell me which oceans we
have to cross if we take the shortest route from China to the east coast of Africa by sea.
S: The Pacific Ocean separates Asia from Oceania and the Atlantic Ocean separates Europe
from America. We have to cross the Pacific Ocean and the Indian Ocean.
Task two: Discuss and answer
T: Work in pairs and discuss the following question?
Question: What were the dangers and challenges that explorers had to face in the past while
exploring the world? You can find answers in your reference handout or recall them from your
memory.
S: There were a lot of dangers that made their exploration difficult. First, they had to struggle
against big storms, icebergs and great rocks that lie unnoticed in the sea. Second, they may easily
get ill without fresh vegetables on board. Third, they had to fight against pirates and unfriendly
natives.
Task three: List words and expressions
T: Since we have known a lot about exploration at sea, now please recall the words and
expressions we just used in talking about exploration. You can also think out these words and
expression by using mind-map strategy.
Students recall the words by using mind-map strategy and make the following list.
Item
Words with the meaning
exploration and discovery
Language
Make a discovery, expedition,
explore the unknown, exploration
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人教版高三英语全套教案
Purposes and experiences in the Do scientific research, map the coast, find a new
course of an expedition landmass, discover an island, hit a rock, meet with
storms, fight against the natives, land, hide in a harbor
Transport and communication set out for, set sail for, on board, by sea, on deck, by
radio, by flag language, by telephone
Step III Pre-listening
Task one: Prediction
T: Now we are going to hear an interview between a reporter and a professor about exploring
in the past and at present. Before listening, please think what sort of questions the reporter will ask
and list at least three questions.
S: He may ask the following three questions. 1. What communicating tools did they use in
the past? 2. How did they store enough fresh water? 3. How did they deal with sickness in the
course of exploration in the past?
T: If the reporter raises the above questions, what examples will the professor give to answer
the questions?
S: He may give an example of a great explorer and explain the questions.
Task two: Question and answer
T: What modern means can explorers make use of today?
S: They can send messages by radio and take pictures with advanced cameras in space travel.
They can also use robots and other advanced equipment to accomplish some dangerous tasks.

Step IV While-Listening
Task one: Listen for the first time and fill in the chart
T: In the tape you are going to hear the differences of communication and transport used in
the past and at present. Listen to the tape and fill the chart of exercise 2 on page 11.
Students listen and do the exercise.
Task two: Do shorthand
T: Listen to the tape for the second time and fill in the chart below. Before that you had better
read the questions of exercise 3 carefully.
Students listen to the tape and do shorthand.
Risks in the past
Solutions for modern explorers having no map
Similarities between the past expeditions and trips to Mars



Step V Post-listening
Task one: Discussion
T: Exploration means advancement. It was Armstrong‘s first step on the moon that enables
people to know what the real moon is like. Meanwhile, explorations are not without dangers and
challenges. Recall your early experiences or choose one topic from the teacher‘s list to discuss
what dangers or difficulties you may have in the course of exploration. Work in groups of four and
list all the possible dangers or difficulties. After that, please find out possible solutions to the
problems.
Teacher‘s list:


Exploring an uninhabited (无人居住的) island
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人教版高三英语全套教案
Situations

Going through a cave
Discover a special plant
Students discuss in groups and try to find out possible solutions.
S: Take exploring an uninhabited island as an example, we may meet the following dangers
and difficulties and we have found out possible solutions to them, as is shown in the below.
Dangers and difficulties Solutions
We may meet with big waves on the Prepare a boat strong enough and listen to
voyage weather forecast before hand
We may get lost in the island
way
We may find it difficult to make Prepare enough food and fresh water and take
meals some matches
We may be attacked by the snakes Prepare a safe sleeping bag and some
medicines

Take a compass and make marks along the
Step Ⅵ Listening practice
Task one: Choose the best answers
T: Listen to the tape for the first time and do exercise 2 on page 153.
Students go through the requirement before listening and listen to get the answers.
Task two: Listen and answer questions
T: Listen to the tape for the second time and do exercise 3 on page 153.
Students go through the requirement before listening and find answers to the questions.

StepVII Homework
Task one: Use the following words to make short phrases (eg: evaluate—evaluate the
situation)
Words and expressions: evaluate, various, make a decision, in the name of, solve the energy
problem, be rich in, take possession of, damage, disturb, available
Task two: Interview some of your classmates and find out if they would like to take part in
―A Trip to an Uninhabited Small Island‖. Then write a small passage showing different opinions
and their reasons. At the end of the passage, you should express your own reason and opinion.
Sample key:
Yesterday I made a survey among my classmates to see if they would like to take part in a
trip to an uninhabited island. Their opinions are divided.
About 60% of the students agree to take apart in the exploration. Some believe that
exploration will build up their courage. Some girls think the exploration will make their
experience richer. And most students are curious about it and take it a good chance to test their
ability of independence.
About 40% of students disagree with the idea. The main reason is that it is too dangerous.
The rest of the students take no interest in such activities.
From my point of view, I think life means to experience. And we can be more independent
only when we take a positive attitude towards everything. Therefore, I will take part in it.
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Unit 3 The land down under
I. 单元教学目标
技能目标Skill Goals
▲0 Talk about Australian history, geography, nature, customs and culture
▲1 Practice expressing prohibitions and warnings
▲2 Review the Predicative
▲3 Write a description of animals
II. 目标语言
Expressions of prohibitions and warnings:
You can‘t mustn‘t ...
功
If you ..., you‘ll ...
You‘d better not do it.
能
Don‘t smoke!
Don‘t be late!
句
Look out!
Take care!
式
Be careful!
1． 四会词汇
strait, islander, fellow, criminal, govern, resemble, diverse, transform,
immigration, strengthen, differ, pronunciation, vocabulary, female, concept,
chew, chairwoman, entire, mine, fence, birthplace, outing, lemonade, barbecue,
roast, steak, barrier, pointed, claw, hairy, medium, bushy
2． 认读词汇
词
Canberra, outback, territory, Queensland, Victoria, Tasmania, Aborigines,
Torres Strait, Portuguese, Dutch, claim, governor, newcomer, commonwealth,
汇
the Commonwealth of Australia, mate, Sheila, wilderness, billabong, aboriginal,
koala, Alaska, dingo, the Great Barrier Reef, logical, wombat
3． 词组
As a consequence (of), break out, feed ... on, be made up of, have an
influence on, benefit from
The Predicative
Teaching English as a foreign or second language has already become a
语
big business.
Two plus two is four.
Shanghai is no longer what it used to be.
法
Her eldest son has been way from home ever since the war broke out.























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人教版高三英语全套教案
重
点
句
子
1. Sydney is perhaps Australia‘s most famous city, but the capital of
Australia is Canberra, a city located between Sydney and Melbourne. P22
2. Later, when the American War of Independence made it impossible for
England to send prisoners to North America, Australia was chosen as a new
place where prisoners and criminals were sent. P22
3. The newcomers changed the way land was managed and introduced new
plants and animals that were harmful to the Australian ecosystems. P22
4. After the Second World War, Australia began to transform itself into the
modern country it is today. P23

III. 教材分析和教材重组
1. 教材分析
本单元的中心 话题是―澳大利亚‖，通过本单元的学习，让学生了解该国的地理、历史、
自然、风俗、文化等方面的知 识，激发学生对旅游的兴趣。整个单元的热身、阅读等语言知
识和语言技能项目都围绕该话题展开。
1.1 WARMING UP通过三个问题和一幅地图，唤起学生脑海里已有的澳大利亚的知识，
和进一步了解澳大利亚的欲望。
1.2 LISTENING由三个练习组成，录音分为两部分。第一个练习要求预测录音要谈到的内容。第二个练习是完成表格。第三个练习是通过听第二段录音，了解旅行安全、设备及环
保方面的 建议并完成表格。这三个练习主要培养学生预知、捕捉和筛选信息的能力。
1.3 SPEAKING 重点训练表达禁止和警告的日常交际用语，以小组的活动形式进行讨
论，组织学生用前面所听内容完成要 到某地旅行的原因以及如果出现了问题应该如何解决。
1.4 PRE-READING 提供了二个 问题，要求学生预测―阅读‖部分会回答哪些问题以及如
何安排这些问题。培养学生的逻辑能力。这些问 题的讨论为阅读作了铺垫，激起学生阅读下
文的欲望，他们急于了解自己的回答是否与作者相吻合。
1.5 READING 介绍了澳大利亚的组成、国旗、土著居民、殖民者、国家的诞生以及
澳大利亚英语与英国英语的区别。
1.6 POST-READING 练习1 让学生脑海中的问题得到解决。练习2 检查学生对阅读
的理解程度。练习3 训练学生分清事实、定义和例子，有助于学生准确地有逻辑地表达观
点。
1.7 LANGUAGE STUDY 包含词汇和语法两部分。词汇学习涉及借助于英语词典。解
释英语单词 和本单元一些词在文章中的具体运用。语法练习部分复习了表语。
通过两个练习使学生学习到哪些词可以充当表语，还有除be 外哪些动词还可以充当系
动词。通过复习可以提高学生书写句子的准确性。
1.8 INTEGRATING SKILLS 包含阅读和写作部分。通过阅读―澳大利亚‖，人们了解了
澳大利亚的一些其它情况， 如，人口、面积、物产、动物和气候等。写作部分要求学生描
述一种澳大利亚的动物。
2. 教材重组
2.1 WARMING UP, LISTENING 和 Workbook中的LISTENING放在一起，设计成一节
―听力课‖。
2.2 SPEAKING 和Workbook 中的TALKING均属于说的内容，因此把它们放在一起，
整合成一节―口语课‖。
2.3 将PRE-READING, READING和POST- READING三项活动放在一起，整合成一节
―阅读课‖。
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人教版高三英语全套教案
2.4 把LANGUAGE STUDY和Workbook中的PRACTISING放在一起，整合成一节―语
法课‖。
2.5 将INTEGRATING SKILLS中的Reading设计为一节泛读课。
2.6 将INTEGRATING SKILLS中的Writing和Workbook中的WRITING合为一节―写
作课‖。

3. 课型设计与课时分配（根据学情，经教材分析，本单元分六课时完成。）
1
st
Period Listening
2
nd
Period Speaking
3
rd
Period Reading
4
th
Period Language Study
5
th
Period Extensive Reading
6
th
Period Writing

IV. 分课时教案
The First Period Listening
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
travel tips, plan a trip to, pay attention to, accent, go on one‘s the trip, experienced, stay safe
b. 重点句式
Which of the places would you like to visit?
Before you go on your trip, you need to think what to bring and how to stay safe.
2. Ability goals 能力目标
Enable students to catch important information about what to bring and how to stay safe
before going on the trip by listening.
3. Learning ability goals 学能目标
Help the Ss learn how to catch the important information about what to bring and how to stay
safe before going on the trip when listening.
Teaching important points 教学重点
Deal with the two listening materials about traveling in Australia.
Teaching difficult points 教学难点
Learn about Australian accent.
Teaching methods 教学方法
1. Listening (individual).
2. Cooperative learning.
Teaching aids 教具准备
Multimedia and a blackboard.
Teaching procedures && ways 教学过程
与方式

Step I Greetings
Greet the whole class as usual.

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人教版高三英语全套教案
Step II Warming up
Show the students a picture of Sydney Opera House on the screen.
T: OK. Now please look at the picture and then tell me what it is and where it is.
S: It is Sydney Opera House and it is in Australia.
T: You are right. OK. Now today we‘ll learn about Australia, in other words, the land down
under. I think you should have known a lot about Australia. So I‘ll ask you some questions.
Question 1 is ―What do you know about Australia? List three things that interest you.‖ Who‘d like
to have a try?
S1: I know some famous cities, for example, Sydney, the largest city in Australia; Canberra,
its capital and Melbourne.
S2: I know some Australian animals, for example, Kangaroos, dingoes and Platypus.
S3: I know some Australian attractions, for example, Great Barrier Reef, Sydney Harbor
Bridge and Gold Coast.
T: OK. So much for this question. Let‘s look at the map of Australia on Page 19 in our book.
Which of the places would you like to visit? Why? What would you do there? Volunteers！
S4: I’d like to visit Great Barrier Reef, because it is a beautiful place, and there I can dive to
learn more about the secrets of the sea.
S5: I want to visit South Australia, I can go cycling there.
S6. I’d like to visit Brisbane, I can go surfing there.
T: OK. I wish your wishes come true some day. Now could you tell me where the Pacific
Ocean, the Indian Ocean, Sydney, Melbourne and Canberra are? Volunteers！
S7: The Pacific Ocean is to the east of Australia while the Indian Ocean is to the west of
Australia. Sydney is in the southeast of Australia, belonging to New South Wales; Melbourne is
also in the southeast of Australia, belonging to Victoria, and Canberra is in the southeast of
Australia, belonging to Capital Territory.

Step III Listening
T: OK. We have talked a lot about Australia. Now let‘s listen to something about Australia.
Imagine that you are going to visit Australia. Listen to the travel tips on the tape and plan a trip to
one of the destinations. First let‘s look at the word list below. Tick the words you think you will
hear on the tape. Are you clear?
Ss: Yes.
Students do Exercise 1. After a minute.
T: Have you finished?
Ss: Yes.
T: OK. Let‘s do Exercise 2.
Play the tape for the first time. After that, ask some students to complete the chart, and if not
correct, give the correct ones. Then play the tape again for the students to listen.
T: Before you go on your trip, you need to think what to bring and how to stay safe. Use what
you know about adventure travel and safety to list a few items in the chart below. Then I‘ll ask
some of you to give your answers. (After two minutes) Are you ready?
Ss: Yes.
Ask three students to give their answers.
Suggested answers:
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人教版高三英语全套教案
Walk early in the day and rest during the heat of the day;
Drink plenty of water in hot climates.
Pace yourself when walking, climbing, etc.
Safety
Don‘t photograph locals without their permission.
On a wildlife trip, don‘t wear perfume or colognes.
Clothing: 2 pairs of trousers shorts, 2 —4 shirts, sweaters, rain gear
(coat and or umbrella), coat (weight depends on destination), 3 or 4 pairs
of socks, 3 or 4 pairs of undergarments (walking shoes boots)
Tools: duffel bag, flashlight (extra batteries && bulbs), Swiss army
knife (or similar), plastic water bottle && folding cup, spoon (fork, plate),
compass, whistle, inflatable travel pillow, sleep sack (lightweight) or
Equipment
sleeping bag, nylon cord, sewing kit, small towel, water purifier (chemical
or mechanical)
Medication: analgesic such as aspirin, insect repellent, bandages
Others: maps, guidebooks, camera, accessories, film, extra batteries,
dark glasses.
Don‘t destroy the habitat of plants and animals.
Don‘t make a fire where it is forbidden.
Don‘t pour anything like Coca-cola into rivers or lakes.
Environmental
Don‘t go to destroy birds‘ nets and take eggs out of them.
protection
No touching corals or anything else while diving.
Don‘t throw waste anywhere.
T: Good. We‘ll hear the second part of the tape, and you will hear an experienced outback
guide give advice about safety equipment. After that, please complete the chart according to what
you hear.
Play the tape and then check the answer with the whole class. If necessary, play the tape
again.

Step IV Listening (Workbook)
T: Now let‘s do some more listening. Please turn to Page 161, Exercise 1.
Ask three students to answer the three questions.
Suggested answers:
1. Bushfires often break out in summer (after October) in Southeast and South of Australia,
because it is very hot and rains little and it blows heavily. Once a bushfire breaks out, it is hard to
control, which causes many deaths and loss of property.
2. If a bushfire were moving towards my house, I would immediately leave my house in a car
with necessary things.
3. People should be careful, save water and never throw cigarette ends through the windows
of the vehicles.
T: Let‘s listen to Part 1 of the tape for the first time and do 1 and 2 of Exercise 2. Listen to
Part 1 of the tape for the second time and then do 3 of Exercise 2.
Check the answers.
T: Listen to Part 2 and do Exercise 3 on P 161.
Check the answers.
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人教版高三英语全套教案

Step V Summary and homework
T: Today we talked a lot about Australia and also listened to something about Australia. There
are two tasks for you to do after class. If you have a chance to go to Australia, what would you
like to do there? This is the first homework, and the other is to do Ex. 1 on Page 163: Use the
clues to solve the word puzzle. See you next time.
Ss: See you next time.

Unit 4 Green World
I 单元教学目标

技能目标 Skill Goals
▲0 Talk about botany
▲1 Speak about procedures
▲2 Write a description of plants

II 目标语言

Speak about procedures in agriculture and botanical science
1. Can you tell something about…?
2. What is it used for?
3. Can you think of ways to…?
4. What kind of … do you know?
5. Which (flower) is your favorite?
6. Why do people need to …?
7. What problems did … have in common?
8. Why wasis … important to …?
9. Where do … come from?
10. What could be a possible explanation for …?
功
能








句
式





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人教版高三英语全套教案
词
汇
1. 四会词汇
procedure, rose, strawberry, lemon, bunch, growth, herb, identification, male, privilege,
botanical, cosy, appetite, astronomy, expense, cocoa, enterprise, settlement, straw, pineapple,
tone, reward, technician, appearance, output, millimeter, merely, classify, promote, appoint,
calculate, accumulate, abandon, nowhere, altogether, latter, distinguish
2. 认读词汇
tulip, peony, Carl Linnaeus, Daniel Solander, Joseph Banks, wealth, Oceania, Tahiti, Venus,
hemp, involve, Kew, classification, Oxford, Charles Darwin, beagle, Galapagos, finch, beak,
Gregor Mendel, Gote Turesson, dandelion
3. 词组
look out for, on a large scale, year after year, pass away, name…after, in detail, have
something done
4. 重点词汇
procedure, growth, merely, herb, classify, identification, male, promote, botanical,
astronomy, on a large scale, accumulate, abandon, output, distinguish, appoint, calculate
Review the object: what is used as the object; direct and indirect object
1. Attempts had been made by others to classify plant species into groups, but the
breakthrough came with the work of Carl Linnaeus. P30
2. In 1768, the Royal Navy appointed James Cook as the commander of the Endeavor to
take members of the Royal Society on an expedition to Tahiti. P31
3. He also looked out for new economic species: plants that could be grown in England or
other parts of the world to produce cops that could be sold. P31
4. Banks was the first to move crops from one continent to another on a large scale,
helping to develop local economies with these new imports. P31
5. Darwin‘s observations on that voyage led him to write his famous book On the Origin
of Species. P34
6. Back home, in England, Darwin realized that differences in habitat could lead to
different species in birds as well as in plants. P34
7. As a result of Darwin and Mendel‘s research, scientists of the nineteenth century
formed the belief that the influence of the environment was behind the development of new
species. P35
8. It would take a next generation of scientists to bring the importance of the environment
on species back in view. P35

III 教材分析与教材重组
语
法
















重
点










句
子








1. 教材分析
本单元以Green World 为话题，旨在通过单元教学让学生初步了解一些植物学方面
的基础知 识，如植物的分类、栽培以及植物学的发展历程等；并能够运用所学语言知识对相
关话题进行表述。
1.1 WARMING UP 部分呈现了四种常见花卉的图片。旨在通过对这些图片的感知，唤
醒学生对相关知识的记忆。
1.2 LISTENING 是关于绿色植物果实的分类及其食用（药用）价值的一段录音。 通过
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人教版高三英语全套教案
对这一段录音的学习，学生可以形成对植物果实分类知识的初步了解。
1.3 SPEAKING 部分提供了三个讨论话题。第1个话题要求学生按照图片提示描述豆类
植物的种植、 培育过程。第2个话题是第1个话题的延伸和拓展，学生通过讨论，可以了解
到更多的植物种植、培育过 程，从而形成对部分植物特性的了解。第3个话题以生活中―送
花‖为例，进一步训练学生对花卉养护知 识的描述能力。
1.4 PRE-READING 以图片形式呈现了四种植物果实形态。目的在于通 过对这些植物果
实的感知，让学生进一步了解植物学相关知识（如植物产地、使用价值等）。并由此引导 出
READIGN 部分的中心人物。
1.5 READING介绍了植物学（正式成为一门 科学）的历史形成过程。重点介绍了两个
为植物学发展做出过卓越贡献的重要人物林厄尼斯与班克斯。
1.6 POST-READING 部分针对READING部分的相关内容设计了5个小练习。第1 个
练习以选择填空的形式考查学生对课文细节内容的了解。第2-5小题以问句形式进一步考查
学生对课文重点内容的了解。
1.7 LANGUAGE STUDY 该部分包括Word Study和Grammar 两个部分，各设置了2-3
个小题。Word Study 分别以同义 替换（词汇释义）和短文填空的形式对本单元部分重点词
汇进行训练；Grammar部分主要就前面所 学―宾语‖这一句子成分进行巩固性练习。该部分设
置了三个小题：第1小题要求学生对所给句子中的― 宾语‖进行辨析，以进一步加深其对该概
念的理解；第2小题着重对have something d one这一句型结构进行训练；第3小题以改写句
子的形式进一步训练―宾语‖这一语法内容，特别是直 、间接宾语的用法。
1.8 INTEGRATING SKILLS分READIGN和WRITING 两个部分。READING部分介绍
了查尔斯·达尔 文、格雷门·门德尔、约特·杜尔松三个在植物学发展史上作出过重大贡献的人
物。WRITING 部 分以dandelion为例，要求学生通过对图片的描述了解―物种变异‖方面的
知识。另外，课本还 提供了可供写作时参考的段落提纲。
1.9TIPS部分是有关―科学观察‖这一科学家所必备素质的论断或名言。
1.10 CHECKPOINT 共两部分。第1部分重点对―宾语‖这一语法内容进行回顾总结；第
2部分利用 问句形式提出要求，让学生归纳可用于描述农业和植物学研究过程中的―步骤‖的
词汇及表达。

2．教材重组
2.1将WARMING UP部分与SPEAKING部分以及W ORKBOOK中TALKING部分整
合在一起上一节―口语课‖。
2.2 将课本PRE-READING部分、READING 部分和POST- READING部分以及
WORKBOOK中GRAMMAR部分第1题整合在一起上一节―精读课‖。
2.3 将课本LANGUAGE STUDY部分与WORKBOOK中PRACTICIGN部分整合在一
起上一节―语言知识‖课。
2.3将课本LISTENING部分和WORKBOOK中LISTENING部分整合在一起上一节 ―听
力课‖。
2.4将INTEGRATING SKILL中READING部分与WOR KBOOK中READING部分整
合在一起上一节―泛读课‖。
2.5将INTEGRATING SKILL之WRITING 部分与WORKBOOK中WRITING部分整合
在一起上一节―写作课‖。

3. 课型设计与课时分配
1
st
Period Speaking
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人教版高三英语全套教案
2
nd
Period Reading
3
rd
Period Language Study
4
th
Period Listening
5
th
Period Extensive reading
6
th
Period Writing

IV. 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target language目标语言
a. 重点词汇和短语
tulip, rose, peony, strawberry, bunch,
b. 重点句子
Can you tell something about each flower?
Where does it come from?
What is it used for?
Which flower is your favorite?
Explain how to grow and take care of the soybean plant.
Describe what to do and how to take care of the flowers you have been given.
2. Ability goals 能力目标
Enable students to talk about ―botany‖ (including the names, the properties, the usage of
certain plants, how to grow and take care of them, etc) and to say something about it.
3. Learning ability goals学能目标
Learn how to describe plants (properties; places of birth; what they are used for; how to grow
and take care of them, etc).
Teaching important points 教学重点
Help students learn to describe plants and how to grow and take care of them.
Teaching difficult points 教学难点
How to help students learn more about ―botany‖, and then give descriptions.
Teaching methods 教学方法
Discussion
Pairwork Groupwork
Teaching aids 教具准备
Pictures, slides, a PC and a projector.
Teaching procedures & ways 教学过程与方式

Step I Revision
T: In the last unit, we‘ve learned a lot about Australia. Now who‘d like to make a general
speech on the country?
S: Let me try. Australia is the only country in the world which covers an entire continent. It is
a wealthy country, which produces metals, precious stones, coal, grain, meat and wines, and has
22

人教版高三英语全套教案
the biggest iron mines in the world. Australia has about one-sixth of the world’s sheep and
produces almost one-third of its wool. The climate in Australia varies from north to south.
T: Anything else?
S: Modern Australia is made up of six states and two territories. The first Australians were
the aborigines and Torres Strait Islanders. The two world wars had a strong influence on Australia.
The official language is English, which are quite different from British and American English.

Step II Warming Up
T: Good. You really did a great job. Do you know what is the national flower of Australia?
S: Golden Wattle (Acacia pycnantha)
（金合欢，又称相思树）
.
Show the picture to students.

T: Very good. As shown in the picture, the species is certainly attractive with its showy, large,
bright golden flower heads. Now look at the pictures on Page 28 in our textbooks. These are four
flowers commonly seen in our daily life. First, match each flower with its correct name, please.
T: There seems no difficulty for you to do this, right? OK, the answer is…
S:
①
-rose;
②
-tulip;
③
-peony;
④
-sunflower
T: Well done. Susan, what is your favorite? Why?
S: I love sunflower best of all. There are, I think, three reasons,: first, I love eating the seeds
of sunflowers, they are delicious; second, their stems can be used to build fences by farmers; third,
sunflower oil is very popular in daily life.
T: Great. Lily, can you tell us something about the other three flowers?
S: OK. Tulips are native to Central and Western Asia, and parts of the Middle East, roughly
in the region near Afghanistan. Tulips are mainly used for decoration. Tree peony, the Chinese
National Flower, native to China, is called as the of flowerswhich is widely used in
Chinese medicine. Rose is native to Southwest Asia, and it is often used as present with the
meaning of “love”. Also, rose flower is a kind of important Chinese medicine.
T: Good. As we all know, flowers are only one of the most important parts of plants. Plants
are very important to human beings. They provide us food, medicine, decoration, etc. Without
them, our world would be dull, lifeless… And growing plants can be both fun and a useful
experience. Do you have such experiences? Do you know how to grow certain plants? And how to
take care of them? The pictures on Page 29 is an example of planting soybeans. Now everyone,
look at the pictures first, then try to explain the stages of growing soybean and how to take of
them by describing each picture, you may write down your ideas on the paper.
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人教版高三英语全套教案
Move around the class and check their work. Offer language help if needed.

Step III Speaking about procedures
T: Kate, would you like to show us your ideas?
S: Glad to. First, put some soft soil in the pot or box; second, put the seeds of soybeans on a
wet cloth or put them in the water; then, put the seeds into the soil. After several days, the seeds
come into bud and out of the soil. Later on, water them every two days till the green leaves grow.
For this step, the teacher can (or ask the students to ) make a short film to present the stages
of growing soybeans.

Step IV Discussion
T: Well done, Kate. Soybeans are easy to grow. Now imagine you want to plant something
else in your garden plot, work in groups and decide which plants, vegetables or flowers your
group would grow, how to plant them, how to take care of them, when to harvest or pick them.

Step V Oral-presentation
Ask several students to show their answers to the class.
Sample answers:
Carrots are loaded with vitamins, and are nutritious. On top of being good for you, carrots
taste good, too. So our choice is carrot.
(1) Before planting, work the soil deeply.
(2) Sow them very thinly, about 14 inch deep. Cover them with a fine garden soil. Or
sprinkle them on top of the soil, and lightly water them into the soil.
(3) Keep carrots well weeded early in the season. They are easily overcrowded, with any
competing weeds usually winning out.
(4) Begin to harvest carrots as ―baby‖ size, thinning the row as you harvest. Once you begin
picking, you can harvest as needed.

Step VI Talking
T: Really interesting. But how do the plants grow?
Read the instruction on Page 170 in the WORKBOOK to the students, then ask the students
to work in pairs to describe ―the process of photosynthesis of plants‖ in their own language.
A description of basic photosynthesis:
Photosynthes is the process by which green plants and certain other organisms transform
light energy into chemical energy. During photosynthesis in green plants, light energy is captured
and used to convert water, carbondioxide, and minerals into oxygen and energy-rich organic
compounds.

Step VII Assignment
T: In this class, we‘ve learned a lot about plants and planting. Ask your parents or others to
teach you more about planting, if you are interested in. And please do Exercise 3 on Page 30 in the
textbooks
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人教版高三英语全套教案
Unit 5 Getting the message
I. 单元教学目标
技能目标 Skill Goals
▲Talk about advertising and advertisements
▲Practise making complaints and expressing emotions
▲Practise expressing and evaluating different views
▲Review the Object Complement
▲Write an advertisement
II. 目标语言
Making complaints and expressing emotions
He‘s to blame. That‘s lovely great wonderful!
What do you mean by doing so?
Does that surprise you?
He shouldn‘t have done it.
功
Is something worrying you?
能
She blamed him for coming home late.
句 式
It‘s (quite) all right.
How could you cheat your teacher?
I‘m pleased with your spoken English.
Why didn‘t you tell me the truth?
I wish I had never given it up.
1. 四会词汇
convey, advertise, advertiser, brand, consideration, charge, loss, blame, broadcast,
post, react, annoy, annoying, accuse, associate, appeal, frequent, figure, salesman,
saleswoman, profit, campaign, policy, spokesman, spokeswoman, illegal, target,
nowadays, nephew, waitress, hostess, attach, discount, bonus
2. 认读词汇
词
mislead, misleading, critic, Ronaldo, Tetsuya Komuro, bait, bullet, nutritional,
汇
heroine, goddess, promotion, legend, slogan, catchy, context
3. 重点词组
take ... into consideration, in charge (of), hand in hand, get across, appeal to, keep
an eye out for ., point out, make sense
4. 重点词汇
advertise, charge, blame, react, accuse, figure, profit, attach, discount
Review the Object Complement
1. Some people find advertisements useful and entertaining.
2. As my neighbor Mr. White is a troublemaker, I have to keep myself away from
him.
语
3. The Consumers‘ Club advises us to make informed choices by reading ads
法
carefully.
4. Companies hope to see ads influence the behavior of customers.
5. Companies spend a large amount of money employing advertisers.
6. The UN employs famous people to make its programmes known to the public.
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人教版高三英语全套教案
7. They appointed him head of the Biology Department.
8. We found the room decorated with framed ads on the walls.
1. You think the newspaper is to blame for this because ... P39
2. ... has gone hand in hand with the development of advertising. P40
重
3. Customers see so many ads every day that advertisers must ... to get their
点
message across. P40
句
4. The best chance to reach customers is to appeal to their emotions. P40
子
5. It has been proven again and again that ... P40
6. First of all, we should always keep an eye out for ―hidden information‖. P41

III. 教材分析和教材重组

1. 教材分析
本单元的主题是―advertising and advertisem ents‖，功能项目是―表示抱怨‖、―表达喜怒哀
乐‖以及―表达、评价不同观点‖，写作要点是尝 试写一则广告。通过本单元的学习，要让学
生了解广告的语言特点、广告的艺术以及消费者应对广告所持 的理性态度。教师要借助听说、
讨论、阅读、写作等一系列行之有效的教学活动，进一步激发学生的学习 兴趣，积极参与到
课堂实践中，切实提升其综合运用语言的能力，让他们意识到现代社会广告无处不在， 广告
是生活中不可或缺的一部分。理性地、科学地对待广告不仅有助于提高个人素养，增添生活
的乐趣，还有益于整个社会素质的提高，营造一个诚信、发展、科学、和谐的社会。
1.1 WARMING UP 提供三幅精美图片和相关广告信息，本部分可以作为下文―说‖的铺
垫，让学生 分组讨论这些图片，唤起对―广告‖这一主题的热忱和兴趣，使其有话可说，无话
不说。
1.2 LISTENING有两大任务，一是根据特定的主题（选购电脑），组织学生讨论或思考，< br>为进一步的―听‖作铺垫；二是听录音，培养从听力材料中获取信息，并进行深入分析、推断、
加 工的能力。
1.3 SPEAKING要求把全班分成四个小组，每一组选择不同的身份和主题，结合 本人的
生活体验，表示抱怨、喜怒哀乐等。作为报纸编辑，则应从全局出发，运用表示和评价不同
观点的句型或结构。这种开放式讨论有助于引导学生运用所学知识合作学习，指导他们全面
地、辨证地 看待问题。
1.4 PRE-READING是READING的热身活动。要求学生以广告为话题展 开讨论，初步
了解广告的利与弊，为进一步的阅读作好铺垫。再引导学生通过比较阅读检验自己的判断，
这有助于潜移默化地培养学生阅读能力、分析能力。
1.5 READING采用―主题句‖ 的写作手法，先引出每段的主题，然后提出问题、分析问
题、解决问题。教师要引导学生充分利用―主题 句‖这一有效的写作技巧，指导学生把握文章
主旨，了解作者的写作意图，并深入地培养他们猜测词义、 理解语句、归纳大意、理智地应
对广告等能力。
1.6 POST-READING从回答问 题到展开讨论，由低到高、由易到难，循序渐进，引导学
生把握教材，体验广告的魅力并发挥想象，活化 语言，从而达到综合运用英语进行交际的目
的。
1.7 LANGUAGE STUDY ― 词汇学习‖部分旨在培养学生根据语境猜测生词并正确运用
所学词汇的能力。其核心是把词汇的学习和真 实的语境巧妙结合起来，逐步拓展学生的词汇
量。―同步语法‖部分则设计了不同类型的宾语补足语练习 题，旨在训练学生准确理解宾语补
足语并灵活运用的能力。
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人教版高三英语全套教案
1.8 INTEGRATING SKILLS 阅读部分是READING部分话题的延续和拓展，指导学生
创造性地写一则广告。相对起来，写作任务 更富有挑战性，不但要求学生大胆想象，还要求
学生的习作技巧性和创造性兼备。
1.9 Tips指导学生如何运用声音、图像和动作多途径提高词汇记忆效果。
1.10 Checkpoint部分简要地总结本单元语法重点，并引导学生总结与本单元话题密切相
关的词汇。

2. 教材重组
2.1 从话题内容上分析，WARMING UP 与SPEA KING相一致；而从训练目的上分析
与TALKING比较一致。从教材份量来说，可将WARMIN G UP，SPEAKING和Workbook
中的TALKING整合在一起，设计成一节任务型― 口语课‖。
2.2 将LISTENING 和Workbook中的LISTENING整合在一起，设计成一节任务型―听
力课‖。
2.3 可将PRE-READING, READING和POST- READING三个教学活动整合在一起上一
节任务型―阅读课（一）‖。
2.4 可将LANGUAGE STUDY 与Workbook中的PRACTISING语法练习题整合在一起
上一节任务型―语法课‖。
2.5 可将INTEGRATING SKILLS 中Reading和Workbook中INTEGRATING SKILLS
的Reading整合起来上一节任务型―阅读课（二）（泛读课）‖。
2.6 将INTEGRATING SKILLS 中的Writing和Workbook中INTEGRATING SKILLS 的
Writing整合成一节任务型―写作课‖。

3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）
1st Period Speaking
2nd Period Listening
3rd Period Reading
4th Period Language study
5th Period Extensive reading
6th Period Writing

Ⅳ. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
convey, advertise, advertiser, charge, loss, blame
b. 交际用语
Making complaints and expressing emotions
He‘s to blame.
That‘s lovely great wonderful!
What do you mean by doing so?
Does that surprise you?
He shouldn‘t have done it.
Is something worrying you?
27

人教版高三英语全套教案
She blamed him for coming home late.
It‘s (quite) all right.
How could you cheat your teacher?
I‘m pleased with your spoken English.
Why didn‘t you tell me the truth?
I wish I had never given it up.
2. Ability goals 能力目标
Enable the students to make complaints and express emotions.
Enable the students to express and evaluate different views on advertising and
advertisements.
3. Learning ability goals 学能目标
Help the students learn how to make complaints, express emotions and evaluate views.
Teaching important points 教学重点
How to get the students to make comments on advertising and advertisements.
Teaching difficult points 教学难点
How to encourage the students to express themselves on advertising and advertisements.
Teaching methods 教学方法
1. Free-talking method;
2. Task-based approach.
Teaching aids 教具准备
A computer and some related pictures.
Teaching procedures && ways 教学过程与方式

Step I lead-in
T: Boys and girls, first let‘s look at two beautiful pictures and tell me what do you think of
them.

Sa: The first one is an ad. It is about a famous digital camera. The brand name is Panasonic.
Sb: The second is an ad for Diet Pepsi.
Sc: They are wonderful ads with brand names, photos and slogans.
T: Good. We are living in a world of ads. What‘s your opinion on ads? Do you find them
annoying or fascinating? Today let‘s talk about advertising and advertisements.

Step II Warming up
This step is to arouse the students‘ interest in advertising and advertisements and get them to
think and talk freely.
T: Now, class. Please look at the three pictures on P37 carefully and try to fill in the
28

人教版高三英语全套教案
following chart with proper information.

Items Ad 1 Ad 2
What are they
trying to persuade you
to buy?
How are they
trying to do so?
What is the
message of each ad?
How is the
information
conveyed?
What kind of
information about the
product is given in
each ad?

Suggested answer:
Items Ad 1 Ad 2
What are they Advanced Shampoo
trying to persuade you electronic products
to buy?
How are they By using abstract By using
trying to do so? design, slogan and wonderful pictures,
pictures slogan and realistic
products
What is the The product is of True shampoo
message of each ad? high quality and it can create beauty,
helps customers to bring happiness and
succeed. love to customers.
How is the Pictures+ slogan Products+ slogan
information +spokeswoman + pictures
conveyed?
What kind of Brand name Product sales
information about the promotion
product is given in
each ad?

Words related to advertising and advertisements
T: What kind of words do you think you would need to talk
advertisements?
Help:
1. Divide the whole class into four or more groups.
29
Ad 3





Ad 3
Soft drinks
By using
wonderful pictures,
slogan and products
Zhake soft drinks
help athletes to refresh
themselves.
Pictures+
slogan+products
Brand name
promotion and sales
about advertising and

人教版高三英语全套教案
2. The students can choose the group whose topic interests them most.
3. Each group tries to think of more words about the related topic.
4. One member from each group is called on to report their work.
After several minutes.
T: Now it‘s time to report your work. Volunteer!
Sa: There are many related verbs concerning this topic: advertise, broadcast, post, mislead,
promote, appeal to, entertain, increase, decrease ...
Sb: Here are some related nouns concerning this topic: ad, advertising, advertisement,
advertiser, customer, slogan, designer, text, writer, brand, spokesman, spokeswoman, salesman,
saleswoman, sales, choices, profit, principle, function, influence, shop, store, supermarket ...
Sc: Here are some related adjectives concerning this topic: entertaining, annoying,
misleading, expensive, cheap, interesting, humorous, argumentative, persuasive, informative,
truthful, false ...
Sd: Media containing advertising and ads are newspapers, TV, radios, the Internet, poster,
balloon, buses...
Se: There are many world-famous brand names. Here are some examples: Coco Cola,
Panasonic, Lenovo, Haier, Nike, Nestle, Rossini, IBM, Philips, Pioneer, HP, TCL, Ford, NEC ...
T: Well done. I‘m glad you know so much about ad. Do you like advertisements? Do you find
it annoying when you watch TV and see so many ads on show or you just find them entertaining?
List your reasons for likes and dislikes.
Help:
1. Divide the students into six or eight groups.
2. Individual work. Each student has to choose his or her opinion and offer more ideas
concerning the topic.
3. Group work. Each member lists his or her opinion and reasons.
4. Class work. Group leader displays their work by referring to the useful expressions.
After several minutes.
T: OK, time for you to report your work.
Possible answers:
Reasons for likes Reasons for dislikes
1. Ads can direct our choices of goods.
1. Ads don‘t tell real things.
2. Ads tell the latest information about 2. Ads make the users buy what they
various goods.
shouldn‘t buy.
3. Ads help consumers to make a better 3. Ads cover much space, and waste a lot
choice. of paper.
4. Well-done ads are kind of art works. 4. Ads take up too much time on TV.
5. Ads cut down the costs, making the 5. Too many ads will make people bored ...
papers cheaper ...
Step III Speaking
This part is meant to supply the students with realistic situations so that they can have more
chances to practise the functional items—making complaints, expressing emotions and evaluating
different views.
T: We are going to have a role-play. To be specific, we are going to hold a meeting between
readers and the newspaper editor. Four readers complain about the advertisements of a local
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newspaper and the editor in charge of the newspaper‘s advertisements section tries to respond to
readers‘ complaints and solve the problems. Are you clear?
Help:
1. Divide the students into four groups.
2. Individual work. Each student has to offer more ideas concerning the topic.
3. Group work. Each member states his or her opinion and reasons.
4. Class work. Group leader reports their work by stating different views.
After several minutes.
T: Now you‘ve warmly discussed this topic. I‘d like the group leaders to report your work.
Sa: I’m angry about your ads for weight loss products. The ads say that I will lose weight if I
use the products. But when I tried them, I didn’t lose weight at all. Instead I’m putting on weight.
I’m also suffering from sleeplessness. Your newspaper should be responsible for this.
Sb: I’m very upset because I have just lost a lot of money after answering an ad in your
newspaper. The ad was full of lies. I think the newspaper is responsible and should help me get my
money back because your newspaper should make it necessary to check what the ads say is true
or not. It’s clear that you failed to do this, least in this ad. Please repay me as soon as possible.
Sc: The ads in the newspaper sometimes show women who are young, beautiful and stupid.
This is bad because not all women like this. These ads give readers a false impression and hint
that ugly women are unpopular and that if you’re young and beautiful, you can’t be very smart.
That’s unfair.
Sd: I’m a school nurse. Many of our students eat too much junk food. I think the newspaper is
to blame for this because there are many such ads about junk food in your newspaper. Obviously,
you only consider how much money you can earn by releasing ads, without thinking about
readers’ interests. Junk food does more harm than good to our health. It is a tragedy.
Se: Dear readers, thank you for your care and your valuable advice to our newspaper. I think
the ads are necessary because they can also be enjoyed and appreciated if well designed. Beside,
the ads can help to reduce our costs of the newspaper so that the price is lower and readers can
read something more interesting and worthwhile. As to your complaints, I think our newspaper
will devote more time to checking the contents of ads, trying to provide readers with more
scientific, interesting and entertaining ads. Thank you.
Step IV Talking (Workbook on P178)
This part should be a free talk concerning the topic. The students should be encouraged to
think creatively and express their own opinions freely.
Design advertisements
Help:
1. The whole class is divided into eight groups.
2. The students can choose the group whose topic interests him or her most.
3. Two students design the ad, two think up an idea, two look for pictures and two draw the
picture.
4. One member from each group is called on to report their work.
T: Now time is up. I think you must have had a lot of new creative ideas to share with us.
Which group would like to try first?
Sa: Let me try. We’d like to advertise a new drug used for treating myopia. It’s a kind of
magic medicine. If taken properly, the drug will take effect. In about two weeks a student will no
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longer suffer from being near-sighted. We’d like to employ three students to promote the drug and
advertise it in newspapers, on the radio and local TV. The whole project will cost about 2000
Yuan.
Sb: We’d like to advertise a new type of cellphone. We can talk on the phone, send messages
and pictures, take photos and surf on the Internet. We can also store a lot of useful personal
information. As it is very fashionable, we are going to employ sports star Liu Xiang, who tells his
parents about his winning gold medal and sends pictures at the same time. The whole project adds
up to 3,500 Yuan.
Sc: We should like to advertise a new electronic English Dictionary. If we want to look up a
word, enter the word immediately, we can find the pronunciation, English and Chinese
explanation, set phrases, examples and so on. We’ll employ a senior student to work for us. I think
it will be worthwhile. The ad will cost 1000 Yuan.
...
Step V Homework
1. Consolidation
T: Last Sunday you bought a MP3 player in the local supermarket according to the ad. But
soon you found there was something wrong with it. So please write to the manager, explain your
complaints and ask for your money back.
2. Preview the new lesson.
T: Please preview Listening after class.

Unit 6 Going West
I. 单元教学目标
技能目标Skill Goals
▲ Talk about perseverance and success
▲ Practise talking about ability
▲ Review the Attribute
▲ Write a story

II. 目标语言
Expressing perseverance and success
I believe in myself and know ...
I am more of ...
I know exactly ...
I stand for what I say ...
功
I am honest with myself and ...
能 句
I always finish what I have started.
式
I am never disappointed for very long.
I can quickly adapt myself to ...
I am strong and ready for any challenge.
I don‘t lose heart when I fail to do something.
词 1. 四会词汇
quit, circumstance, assessment, survival, biscuit, alcohol, goat, flour, nail, razor,
汇
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人教版高三英语全套教案
bedding, beyond, frontier, salty, pond, burden, desperate, beast, accustomed, thirst,
starvation, anxiety, shallow, legendary, tax, anniversary, granddaughter, flu, throat,
catastrophe, relief, deliver, Arctic, tough, quilt, packet, ray, bark, sculpture, memorial,
retell
2. 认读词汇
perseverance, Robinson Crusoe, axe, the Rocky Mountains, wagon, Kansas, barren,
patch, Anchorage, Nome, front-page, Curtis Welch, diphtheria, vaccine, Nenana, wrap,
stake, at stake
3. 词组
apply(...)to ..., add up, lose heart, take it easy, keep up, common sense, leave
behind, lose one‘s way, come to an end, go for
4. 重点词汇
quit, apply(...)to ..., add up, circumstance, lose heart, assessment, take it easy, keep
up, common sense, survival, leave behind, lose one‘s way, come to an end, go for,
burden, desperate, accustomed, starvation, anxiety, shallow, flu, relief, deliver, retell
1. I was so weak and tired that I got onto my knees and started moving across the
sands on all fours. P50
2. When we saw the valley with fat cattle and horses, we thought we had reached
重
点 句
the promised land. P50
3. If untreated, it would produce a powerful poison that would kill the patient.
子
P53
4. No pains, no gains! Don‘t step away from challenges, but go for it. P54

III. 教材分析与教材重组

1．教材分析
本单元以―西进运动‖为话题，旨在通过单元教学，使学生了解美国的西进运动 及其所代
表的美国人勇于开拓、不畏艰辛的西部精神。并能正确运用表示―不屈不挠‖及―成功‖类的交
际用语，学习相关语法，同时扩大知识视野。文章通过介绍西方的文化历史，激发学生主动
参与 、主动探究的求知欲。
1.1 WARMING UP是一份自测的问卷。 通过自我打分，了解自我评估结果，引出本单
元主要谈论的话题—perseverance and success，为下一步听、说、读、写打下基础。
1.2 LISTENING部分提供一种情景 ——荒岛求生,其练习的设计体现了听力过程中对要
点与细节的理解。通过听前回答问题,帮助学生提高 分析总结听力内容的能力。
1.3 SPEAKING部分要求通过想象与鲁滨逊·克鲁索遭遇相同的 事件,并就如何在荒岛上
通过所提供的有限资源自救进行表达,从中培养学生想象的能力。
1.4 PRE-READING是READING的热身活动。要求学生采用讨论交流的方式,了解美 国
的历史,激发他们对阅读主题文章的欲望。
1.5 READING 一文采用叙事的写作 手法,介绍了作者一家迁移过程中所遭受的种种艰
辛,进而阐明要想成功就需要―不屈不挠‖的精神。主 题鲜明，容易引起学生的阅读兴趣和共
鸣。
1.6 POST-READING从回答问题、 概括提炼中心思想和小组讨论三个方面逐步推进，激
发学生的求知欲，并充分利用学生已有的知识达到运 用英语进行交际的能力。
1.7 LANGUAGE STUDY分词汇和语法两部分。词汇学习分三个部分，练习一是训练学
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人教版高三英语全套教案
生对单词的理解和用英语解释英语的能力。练习二和 练习三训练学生对一些重点单词和短语
的理解。语法学习是复习定语，通过判断和填空加以巩固。
1.8 INTEGRATING SKILLS中的Reading和Writing是一个整体训练 材料。Reading是关
于安克雷奇·诺姆狗拉雪橇的由来，从而延伸了主课文的中心。Writin g要求根据图片重写这
篇文章，使学生再度加深对文章内容的理解，锻炼学生捕捉信息的能力，并提高写 作能力。

2．教材重组
2.1 从话题内容上分析， WARMING UP与 SPEAKING相一致；而从训练目的上分析
与Talking比较一致。所以可将WARMING UP， SPEAKING和Workbook中的Talking整
合在一起，设计成一节―口语课‖。
2.2 将LISTENING和Workbook中的Listening整合在一起，设计成一节―听力课‖。
2.3 将PRE-READING，READING和POST- READING三个活动整合一起，上一节―阅
读课‖。
2.4 将INTEGRATING SKILLS中的Reading和Workbook中的Integrating Skills中的
Reading整合在一起上一节―泛读课‖。
2.5 将LANGUAGE STUDY与Workbook中的Practising语法练习题整合在一起上一节
―语法课‖。
2.6 将INTEGRATING SKILLS的Writing和Workbook中Integrating Skills的Writing整
合成一节―写作课‖。

3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时完成）
1st Period Speaking
2nd Period Listening
3rd Period Reading
4th Period Language Study
5th Period Extensive Reading
6th Period Writing

Ⅳ. 分课时教案
The First Period Speaking
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
quit, apply(...)to ..., add up, circumstance, lose heart, assessment, take it easy, common sense,
survival, biscuit, alcohol, goat, flour, nail, razor, bedding
b. 重点句子
I believe in myself and know I can achieve my goals.
I am more of a leader than a follower.
I know exactly what I want in my life.
I stand for what I say, and always act according to my beliefs.
I am honest with myself and know my weaknesses.
I always finish what I have started.
I am never disappointed for very long.
I can quickly adapt myself to new circumstances.
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人教版高三英语全套教案
I am strong and ready for any challenge.
I don‘t lose heart when I fail to do something.
2. Ability goals 能力目标
Enable the students to talk about perseverance and success with the target language.
3. Learning ability goals 学能目标
Through oral practice, enable the students to learn how to talk about perseverance and
success.
Teaching important points 教学重点
Learn how to survive on a desert island with limited food, tools and materials.
Teaching difficult points 教学难点
Help students learn how to overcome all sorts of difficulties in order to survive.
Teaching methods 教学方法
1. Talking;
2. Discussing;
3. Students-centered approach.
Teaching aids 教具准备
A computer and a projector.
Teaching procedures && ways 教学过程与方式

Step Ⅰ Revision
T: Good morning afternoon, boys and girls! Let‘s check the assignment for last unit. First,
let‘s have a dictation.
...
Step Ⅱ Lead-in and Warming up


T: Boys and girls! Look at the two pictures. Do you know who he is?
Ss: No.
T: He is Lance Armstrong. I‘ll tell you a story about him.
When Lance Armstrong zipped past this field of sunflowers during the Tour de France, the
27-year-old cyclist already had reason to celebrate. In 1997, doctors diagnosed the Austin, Texas,
native with testicular cancer, which had spread to his abdomen, lungs and brain. Armstrong was
given only a fifty-fifty chance of survival. He fought those odds with a risky cancer treatment and
continued to train between chemotherapy sessions. Armstrong not only beat the cancer, but when
he zoomed across the finishing line in Paris on July 25, 2000, out- pacing his closest competitor by
seven minutes and 37 seconds, he became only the second American to win cycling‘s premier
event.
T: What makes him beat the cancer and succeed? I‘ll give you two minutes to discuss with
your partners.
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人教版高三英语全套教案
Two minutes later.
T: What‘s your answer?
SA: Perseverance.
T: Good. What kind of person do you think can succeed?
SB: No matter what difficulty he comes into, he always believes that he will succeed and
never gives up his goals.
T: Do you know what kind of person you are? Let‘s do the quiz below on P46. Read the
instruction and then add up your score.
After students finish the quiz.
T: OK, now you may make a self-assessment according to the results on P47. You will know
about yourself.

Step Ⅲ Speaking
T: Have you read the book ―Robinson Crusoe‖? Who wrote ―Robinson Crusoe‖?
SC: Yes, I have. Daniel Defoe wrote the book “Robinson Crusoe”.
T: Could you tell us the general idea of this book?
SC: Yes. The story starts with Robinson Crusoe’s running away from home. An inexperienced
teenager and a young man full of bright fancies about the future, he naturally chooses to go to sea,
because in those days it meant a chance to live a chivalrous life, to see the wonders of the world
and to make a fortune. After many setbacks and adventures on the sea, he settles down in Brazil as
a planter. But the call of the sea is so strong that he soon embarks on another voyage, this time, to
Africa. Unfortunately a big storm blows the boat off its course and shipwrecks it near an island.
Of all the ship’s crew Robinson alone escapes to the shore after strenuous efforts. After
salvaging from the wrecked ship some stores of necessity such as bread, rice, barley, corns, planks,
lead, gunpowder, an axe and two saws, which he later manages to bring to the island with a
self-made raft. After several futile attempts to leave the island, Robinson settles himself down to a
hard and lonely life. He grows crops, domesticates animals and builds comfortable homes for
himself. His life turns better when he saves a young Negro from the hands of savages, whom he
names Friday. Robinson teaches him English and educates him in such a way that Friday soon
becomes a loyal servant and an indispensable help to him. He struggles to live for 27 years there
and finally gets relieved and returns to England.
T: You‘ve done a good job. Do you understand what he said?
Ss: Yes.
T: Robinson managed to survive on the island for more than 27 years. Suppose you were cast
away on a desert island in the Pacific Ocean, what would you do to survive? Turn to P48, read
through the part of Speaking and discuss with your partners. I‘ll give you ten minutes to prepare it.
After ten minutes.
T: Have you finished? That must be an unusual experience. What can you do there? Can you
make other tools based on the tools and materials you have? What can you make? What spirit you
think you should have to overcome all sorts of difficulties? Volunteer?

SD: If I were cast away on a desert island in the Pacific Ocean like Robinson Crusoe, I
would not know what to do but feeling sad, sullen, and lonely. Living in a desert, I would miss my
parents and friends. But soon I would cheer up and do something to make myself happy. Though I
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人教版高三英语全套教案
couldn’t make a tool, I could make full use of the things I had. I could not only use axe to chop
wood but also go hunting with gun. Wood would be used to warm myself and cook food. The
important thing is that I believe as long as I am alive, I’ll have a chance to go back home. I think
strong will and never-give-it-up spirit make me overcome all sorts of difficulties.
SE: I wouldn’t know what to do but crying and feeling lonely. I would feel sad for a long time
because I would have to do everything myself. If my families lived with me in the island, I think it
would be better than living in the city full of pollution. I would use ink and paper to practice
painting day by day. If I could return my home, I wished I would become a famous painter. I think
hope makes me overcome all sorts of difficulties.
T: Good. We should be optimistic about difficulties and never give up.

Step Ⅳ Talking (P186)
T: Everybody had a dream when he was a child. Could you tell me what your dream was?
SA: I want to be a doctor. I think a doctor is a great person because he can save people’s
lives.
SB: I want to be a lawyer. They earn a lot of money, have a high social status and are
respected by others.
T: Good. Do you think it is easy to realize your dreams? What obstacles do you think will be
on the way? Are you prepared for them? Think about it. Now turn to P186, I‘ll give you ten
minutes to finish two dialogues with your partners according to Talking and then some of you will
be asked to act out your dialogues.
Ten minutes later.
T: Would you like to act out your dialogues?
SC and SD: Yes.
SC: What are going to be when you grow up?
SD: Sorry, I don’t know. I’ve never thought about it. How about you?
SC: I want to become a famous singer.
SD: To be a singer? I don’t know I should congratulate you or not. I think becoming a singer
is very difficult.
SC: Yes. Being a singer isn’t easy. However, I am qualified to be a singer, because I sing well
and am good at communicating with others. Don’t you think I am an accomplished girl?
SD: I think you are. Although you are pretty good, I think there will be many obstacles. In the
first place, you have little experience in singing on stage. In the second place, your parents don’t
back up you.
SC: I have enough confidence in overcoming them.
SD: Maybe you can become a successful singer, but you haven’t enough time to take care of
your parents and go shopping and so on.
SC: It doesn’t matter. I can get someone to look after them. I think I will be a promising
singer because I won the first place in the singing contest in our school last year.
SD: I wish your dream come true.
T: Fantastic. One more dialogue, please?
SE and SF: We’d have a try.
SE: Hello. Fancy meeting you here. Long time no see.
SF: Glad to meet you.
37