高三英語(yǔ)教案大全七篇

第高三英語(yǔ)教案大全七篇高三英語(yǔ)教案大全七篇

高三英語(yǔ)教案都有哪些？在所有英語(yǔ)變種中，挪威影響的不變?cè)厥且詔h-（他們、他們的、他們的）開(kāi)頭的一組代詞被h-（即他、他、赫拉）盎格魯-撒克遜代詞取代。下面是小編為大家?guī)?lái)的高三英語(yǔ)教案大全七篇，希望大家能夠喜歡！

高三英語(yǔ)教案大全精選篇1

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1、掌握下列詞匯和短語(yǔ):reason,list,share,feelings,Netherlands,German,outdoors,Crazy,nature,dare,thundering,entirely,power,trust,indoors,gothrough,hideaway,setdown,aseriesof,onpurpose,inorderto,facetoface,accordingto.

2、進(jìn)一步學(xué)習(xí)有關(guān)“朋友”的知識(shí)信息，啟發(fā)學(xué)生對(duì)朋友和友誼的思考。

3、了解《安妮日記》的背景知識(shí)，在感受外國(guó)文化的同時(shí)，深刻理解安妮日記的內(nèi)涵，同時(shí)提高學(xué)生文化意識(shí)。

4、訓(xùn)練學(xué)生一定的閱讀技巧，使他們掌握一些有效的學(xué)習(xí)策略，從而提高閱讀速度和理解的準(zhǔn)確性，并養(yǎng)成一定的自主學(xué)習(xí)能力。

5、培養(yǎng)學(xué)生快速閱讀的能力、捕捉信息的能力及運(yùn)用語(yǔ)言進(jìn)行交際的能力。

6、通過(guò)個(gè)人活動(dòng)、小組活動(dòng)和班級(jí)活動(dòng)等方法，培養(yǎng)學(xué)生的合作互助精神，分享英語(yǔ)學(xué)習(xí)的經(jīng)驗(yàn)，感受用英語(yǔ)交流的成功和喜悅。

教學(xué)重難點(diǎn)

教學(xué)重點(diǎn):

1、了解《安妮日記》的背景知識(shí)，在感受外國(guó)文化的同時(shí)，深刻理解安妮日記的內(nèi)涵，同時(shí)提高學(xué)生文化意識(shí)。

2、訓(xùn)練學(xué)生的閱讀技巧，提高學(xué)生閱讀速度和理解能力。

教學(xué)難點(diǎn):

對(duì)所獲得的信息進(jìn)行處理、加工和學(xué)習(xí)，形成有效的學(xué)習(xí)策略。

教學(xué)工具

ppt課件

教學(xué)過(guò)程

...

板書(shū)

Uint1ReadingAnne’sBestFriend

Qualities:easy-going,warm-hearted,helpful,…

Questions:

Skimming

Summarize

Discussion:1style2ideas

高三英語(yǔ)教案大全精選篇2

TeachingAimsandDemands

WordsandPhrases

FourSkills:stomachfeveroughtoughttoexamineplentyplentyofdietkeepupwithmakearightchoiceshortoffitgainnowandthen

ThreeSkills:energysoftbarfuelchemicalbalancetastyboilmixture

SpokenEnglish:

Intheclinic/seeingadoctor:

What’swrongwithyou/What’sthematterwithyou

Liedownandletmeexamineyou.

Letmehavealook.

Wheredoesithurt

Drinkplentyofwaterandgetsomerest.

I’vegotapainhere.Thisplacehurts.

There’ssomethingwrongwithback/myknee/myarm.

Idon’tfeelwell.

Grammar:

UseofLanguage:

1.Masterthefunctionuseoflanguageasdefinedabove.

2.Helpthestudentstofinishthetasksoflistening,reading,writing,speakingpresentedinthebookandtheexercisebookthroughusingwhatthestudentshavelearned.

Learnthetextabouthealthyeating.Getthestudentsknowaboutthebasicknowledgeofhowtoeathealthily.

Importantpoints:

1.Talkaboutdifferentkindsoffoodthatonefavorites.

2.learnthebasicknowledgeofhealthyeating.

3.learnhowtosayintheclinic.

4.Graspthelanguagepointsandgrammarinthetext.

Difficultpoints:Theuseofmodalverbshadbetter,shouldandoughtto.

Teachingaids:computerorslider-projector

WayofTeaching:Communicationwayofteaching,discussionandgroupwork.

Lesson1Step1Warming-Up

Firstshowthestudentssomepicturesofdishesandsotointroducethetopicofthisunit.

Andthenshowthepicturesontheirtextbooksandletthemtodecidewhatisjunkfoodandwhatisnot.

Herethestudentsmayhaveashortaskandanswerinpairstothemselvesmoreengagedinthetopic.

Step2Listening

Letthestudentslistentothetapeandbepreparedtoanswerthequestionsbelow.

Step3Speaking

ShowthestudentsthethreesituationsasonP2.Thenaskthestudentstopreparedadialogueaccordingtotheexamplesinpairs.Askseveralpairsofstudentstopresenttheirdialogue

Afterthatlisttheusefulexpressionsintheirdialogue.

Step4Homework

Prepareforthenextclass.

Collectsomemenusifpossibleforthenextclass.

Lesson2

Step1Introduction

UsingthequestionsonP3tointroducethenewtext.

Step2Fast-reading

1.Whatdoesthe“fuel”meaninthefirstparagraph

(Itmeansdifferentkindsofmaterials,suchasprotein,Calciumthatweneedtokeephealthy.)

2.Whatdowehavetoconsiderwhenwechoosetobuyoreat

(Whatkindsofnutrientsthatthefoodcontain.)

3.Whatmadeoureatinghabitchanging

(Manythings:whatpeoplebelieve,advicefromcompaniesandstores.)

4.Howcanwefeelandlookfine

(Weoughttolearnaboutourbodyandthefuelitneedstokeepfit.)

Explainthelanguagepointsifnecessary.

Step3Carefully-reading

Howmanypartscanbedividedinto

(Threeparts.)

What’sthemainideaofeachpart

(1.oureatinghabitsarechanging.2.whytheeatinghabitsarechanging3.thebestwaytodevelophealthyeatinghabits.)

Step4Talking

Askthestudentstotakeouttheirmenusandreadthemcarefully.Thenprepareadialoguethatmayhappenbetweenacustomerandawaiter/waitress.

Step5Homework

FinishtheexerciseVocabularyonP5.andP72-73

Lesson3

Step1Revision

Checkthehomework.

Step2Grammar

FirstpresentthestudentsthemodalsentenceswithModalVerbsandaskthestudentstomakesomesentenceswiththem.

Step3Consolidation

(1)FinishtheexerciseonP5andonP74

(2)Takeoutapieceofpaperwiththecolumn“Ask###”inordertomakethestudentsunderstandwhenyouaregivingadviceitisbettertousesomesentenceswithhadbetter(not),andought(not)to,should(not).Thenreadapassageasanexampleandafterwardslistthepointsyouhavetopayattentiontowhenyougiveadvice.

1.giveadvicethatwillreallyhelptheperson.

2.bepoliteandsincere

atlastgetthestudentstofinishthefollowingpractice.

Step4Homework

Finishtheexercise3onP74inthestudents’workbook.

Lesson4

Step1Revision

LetsomestudentsreadtheirreplytothelettersonP74.

Step2Reading

ReadthetextonP6andthengetthestudentstofindthemainideaofit(Snacksisalsoimportant.weneedtolearnsomethingaboutsnacksandthewaytoprepareit.)

Step3Writing

Askthestudentstoworkinpairstowritetherecipefortheirfavouritedish.

WemayfirstgivethetipsonP7asaguide.

Step4Discussion

FirstaskthestudentstoreadthepassageonP75andthengivethefollowingquestionsasthetopicforthestudentstotalk:Whatisacouchpotato

Whatdoesonehavetopayspecialattentiontoinordertokeephealthy(foodandexerciseetc.)

Step5Homework

Doageneralsurveyinordertolearnaboutthedifferencesbetweenpeople’seatinghabitsandtrytofindwhichishealthier.

高三英語(yǔ)教案大全精選篇3

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1).Tolearntheknowledgeoftheculturalrelics.

2).Discusshowtoprotectourculturalrelics.

3).Readingandunderstanding,catchingthehistoryandinformationoftheAmberRoom.

4).Functionalitem,howtotellthestoryabouttheAmberRoom

5).Finishthecomprehendingexercisesafterthereadingpassage.

6).Usescanning;skimmingandcarefulreadingtolearnthestoryoftheAmberRoom.

教學(xué)重難點(diǎn)

Keypoints

Tounderstandculturalrelics.

HowtotellthestoryabouttheAmberRoom

Difficulties

TalkaboutculturalrelicsathomeandabroadinEnglishfreely.

Tolearnthestoryoftheamberroom.

教學(xué)工具

課件

教學(xué)過(guò)程

導(dǎo)入

1).Guessing:

Teacherpresentsomepicturesandstatements,letthestudentsguesswhtatorwhereitis.

TheGreatWall;ThePyramid;TajMahal

2)Teachershowsomepictures.TheyareallveryfamousplacesinChinaorintheworld.Askthestudentstothinktheseover:

A.Canyounamethemout

Whohavetherighttoownandconfirmthem

(Theshownpictures:Group1;①Yuanmingyuan;②ForbiddenCity

Group2:③MingDynastyvase;④TajMahal;⑤ivorydragonboat

andMogaoCaves)

StepI:Pre-reading

1).Ok,youhaveknowsomethingaboutculturalrelics,haveyoueverseenapieceofamberAndwhatdoyouknowaboutit

Showsomepicturesofamber.Letstudentsknowwhattheamberisanditsvalue.

coloryellow-brown

feellikefeelashardasstone

Amberisthefossil(化石)formofresin(樹(shù)脂)fromtrees.

Ittakesmillionsofyearstoform.

2).CanyouimagineahousemadeofamberPleasepreview“Insearchoftheamberroom.”

StepII:Fsatreadingandthinkingaboutthetitle:

1).Teachergivestudentsthefollowingquestionstothink:

Whenyouseethistitle,whatdoyouwanttoknow

WhatistheAmberRoom

WhywasitcalledtheAmberRoom

Whatwasitmadefor

Whathappenedtoit

Whytosearchforit

(Askthestudentsjustrememberthesequestionsintheirmindnotfindtheanswers.)

2).Fastreadingtogetthemainidea:

TheAmberRoom,which_________________senttotheRussianpeopleasa_____,was____bythe_____________soldiers.

(Studentsreadthepassagequicklyandfillintheblans)

3).Now,letthestudentstrytoanswerthequestionsinpart1).(PPT7)

(Teachermaygivesomenecessaryhelp)

StepIII:Scanning

Askthestudentstoscanallthenamesofthepersonappearedinthetextandfindoutwhatdidtheydototheamberroom.Jointhecorrectpartsofthesentencestogether.(exercise1onpage2)

Afterdotheaboveexercise,teachergivestudentsapictureofthepeopleinthetextandletthestudentstrytotelltheclueofthestoryaccordingtothepersons.(PPT9)

StepIV:Skimming

Askstudentstoskimthepassageandcompleteexercise2onpage2.

(3)HowdidtheAmberRoombecomeoneofthewondersoftheworld

(5)HowwasanewAmberRoombuilt

(4)HowdidtheAmberRoomgetlost

(1)HowwastheAmberRoommade

(2)WhydidtheKingofPrussiagivetheAmberRoomtotheCzarofRussiaasagift

StepV:Carefulreading

LetthestudentsreadthetextcarefullyandtrytofindsomedetailstocompletetheformonPPT11.

StepVI:Roleplay

JustnowyouhavelearntthestoryofTheAmberRoom,nowsupposeyouareaguideofTheAmberRoom,howwillyouintrducetheamberroomtothevisitors

(Givestudentsabout3minutestohaveadiscussioningroupoffour,thenasksomeofgroupstomakearoleplaybeforealltheclass.)

Homework

1.ReadthestoryofTheAmberRoomagainafterclass.

2.WritetheintroductionoftheAmberRoomyouhavediscussedinclass.

3.Preparefornextperiodbyunderlinethedifficultpointsinthetext.

板書(shū)

BlackboardDesign

Unit1Culturalrelics

Warminguppre-reading

Whatisculturalrelics

A.aculturalrelicissth.thatsurvivedforalongtime

B.aculturalrelicmaybeapartofoldthinghasremainedwhentherestofithadbeendestroyed

C.aculturalrelicissomethingratherrare

高三英語(yǔ)教案大全精選篇4

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

Words

base,command,request,recognize

Expressions

becauseof,comeup,atpresent,makeuseof,suchas,playapart(in)

Patterns

…becauseofthat,Englishbegantobspokeninmanyothercountries.

Actuallyalllanguageschangeanddevelop…

ThelattergaveaseparateidentitytoAmericanEnglishspelling.

教學(xué)重難點(diǎn)

■TohelpstudentsgettoknowaboutEnglishdevelopment

■Tohelpstudentsbetterunderstand“l(fā)earningEnglish”

■Tohelpstudentsunderstandandusesomeimportantwordsandexpressions

■TohelpstudentsidentifyexamplesofIndirectSpeech(II):requestcommandsinthetext

教學(xué)工具

課件

教學(xué)過(guò)程

⑴Warmingupbylisting

Goodmorning,class.WehavebeenlearningEnglishforseveralyears.ButhowmanyEnglish-speakingcountriesarethereintheworldNowlet’smakealistofthemontheblackboard.

EnglishCountriesExplanation

MothertonguetheUnitedKingdom

theUnitedStatesofAmerica

Canada

Australia

SouthAfrica

Ireland

NewZealandThepeopleinthesecountriesarenativespeakersofEnglish.Intotal,formorethan375millionpeopleEnglishistheirmothertongue.

SecondlanguageIndia

Pakistan

Nigeria

thePhilippinesThesepeoplespeakthelanguageoftheirowncountryathomebutthelanguageofthegovernment,schools,newspapers,andTVisEnglish.

ForeignlanguageChina

Germany

France

etc.ThenumberofpeoplewholearnEnglishasaforeignlanguageismorethan750million.

⑵WarmingupbyansweringquestionsaboutEnglish

Goodmorning,class.TodayweshallstartlearningUnit2Englisharoundtheworld.ButhowmuchdoyouknowaboutEnglish

●WhatisStandardEnglish

StandardEnglishistheformofEnglishthatmostpeopleinBritainuse,andthatisnotlimitedtooneareaorgroupofpeople.

●Whatisadialect

Adialectisavarietyofalanguagespokenonlyinonearea,inwhichwords,orgrammarareslightlydifferentfromotherformsofthesamelanguage.

●DowehavestandardChineseWhatisit

InChinathere’resomanydialectsthatthegovernmentencouragesthewholenationtospeakPutonghua,whichisregardedasstandardChinese.

⑶Warmingupbygivingreasons

Unit2Englisharoundtheworldiswhatwearegoingtolearntoday.WearealllearningEnglishnowbecauseEnglishissopopularintheworld.ButdoyouknowwhyitissoHowmanyreasonscouldyougivingforthespreadofEnglisharoundtheworld

__EnglishisoneoftheofficiallanguagesoftheOlympicGamesandtheUnitedNations.

__Englishdominatesinternationalwebsitesandprovidesnearlyallofthenewcomputerterminology.

__TourismandtradefromWesternEuropeandNorthAmericahascontributedtothespreadofEnglish.

__SatelliteTV,radioprogramslikeJoyFM,CDsand,ofcourse,HollywoodfilmsallbroadcastEnglishintoChina.Also,anumberofChinesefilmsincludeEnglishsubtitles.

2.Pre-reading

WearelearningEnglishhere.ButwhyarewelearningitCouldyousuggesttotheclassasmanyreasonsasyoucanthinkof,whypeopleintheworldlearnEnglish

forwork,asahobby,tolearnaboutotherpeople,totravel,toreadliteratureintheoriginal,toreadresearchpapers,tomeetforeigners,tosurftheInternet,topassexams,etc.

Goonwithyourreasons.Ishallwriteyoursuggestionsontheboardasyoumakethem.

3.Skimmingthetextforgeneralideas

Nowwegotopage9toskimthetextforthemainideaofeachparagraph.

Paragraph1:ThespreadoftheEnglishlanguageintheworld

Paragraph2:Nativespeakercanunderstandeachothereveniftheydon’tspeakthesamekindofEnglish.

Paragraph3:Englishchangesanddevelopswhenculturesmeetandcommunicatewitheachother.

Paragraph4:Bythe19thcenturyEnglishissettled.

Paragraph5:EnglishisspokenasaforeignlanguageorsecondlanguageinSouthAsia.

4.Readingandfilling

Readthetexttocompletethechartbelow.

TimeEnglishisinfluencedby…

AD450-1150German

1150-1500French

Inthe1600’sShakespeare,whomakeuseofawidervocabularythaneverbefore

Bythe19thcenturySamuelJohnson,NoahWebster

NowLanguagesinSouthAsia,inSingapore,inMalaysia,inAfricaandinChina

5.Readingandcopying

Nextweshallgooverthetextoncemore.Thistimetryfindandcopyalltheusefulexpressionsdowninyournotebook.

Usefulexpressions

attheendof…,makevoyages,speakEnglishas…,inthenextcentury,changeovertime,communicatewith…,bebasedon…,atpresent,becomelesslike…,ruleEngland,enrichtheEnglishlanguage,makeuseof…,moveto…,laterinthe18thcentury,giveaseparateidentityto…,haveaverylargenumberof…,fluentEnglishspeakers,becomethelanguagefor…,developone’sownidentity,increaserapidly

高三英語(yǔ)教案大全精選篇5

教學(xué)目標(biāo)

Knowledgeandability:TohelptheSsknowaboutthehistoryoftheAmberroomanddeveloptheirreadingskills.

Processandmethod:Ssacquireknowledgeandimproveabilitythroughdiscussionandcompetition.

Emotion,attitudeandvalues:toarouseSssawarenessofprotectingtheculturalrelics.Understandculturalrelicsbelongtothewholeworldandthehumanbeings.

教學(xué)重難點(diǎn)

importantpoint:Understandthecontentofthewholepassageandmasterthedifferentreadingskills,suchas,skimming,scanningandsoon.

difficultpoint:howtosolvethequestionsandfindtheusefulinformationusingthereadingskills.

教學(xué)工具

課件

教學(xué)過(guò)程

Leadin

1.showsomepictures.

2.showthepicturesandashortvideoofamberroom.

purpose:motiveSssinterest.

Hi,everyone.Let’slookatthescreen.I’llpresentyousomepictures.Theyareallaboutculturalrelics.Someofthemareculturalsites.Someofthemarenaturalsites.OnlyaninternationalprofessionalorganizationfromUNhastherighttodecideonandnamethem.

Presentation

Lookatthephotoshere.Whatdoyouknowaboutthesubstanceof“amber”Whatdoknow

abouttheculturalrelics“theAmberRoom”

discussion:

Now,boysandgirls,Imeta“moraldilemma”.ThatmeansImustmakeachoicebetweentheinterestsofthefamilyandtheinterestsofthesociety.Thingsarelikethis:Myoldgrannyhappenedtofindanancientvaseunderatreeintheearthofourgarden.It’ssobeautifulandspecial.Now,myfamilyfellintoamoraldilemma.Canyouhelpustomakeadecision

A:Whatshouldwedo

B:Canwekeepitforourselvesorreportittothegovernment

C:Haveyoucomeacrosssuchasituation—tomakeadifficultchoice

listenandanswerthequestions:

Playtape.Ssgetthemainideaofthepassage.

Reading

pre-reading:

1.Haveyoueverseenapieceofamber

Whatdoyouknowaboutit

2.lookatthetitleandthepicture.predictwhatitisabout.Thenskimitquicklyandseeifyouwereright.

Reading:

1sttime:

readbyyourselfasquicklyasyoucan.

jointhecorrectpartsofthesentencestogether.

2ndtime:choicesandT/F

competebetweenboysandgirls.

3rdtime:

answersomequestion.Asksstothinkoveranddiscuss.

purpose:understandthetextbetterandarouseSssawarenessofcompetition.Graspthemaininformation.

Discussionandreport

Thinkoverofwhatwediscussinthepartofwarmingup:Ifindmyselffallingintothedilemma.

youdiscusstogether,andwritedowntheoutlineofareport.

workingroup

Consolidation

fillintheblanks(summary).

Homework

makeareport.

usetheusefulinformationinthepassage.

高三英語(yǔ)教案大全精選篇6

Goodmorning/afternoon,mydearjudges.Imnumber___.Itsmygreathonortohavethisopportunitytotalkaboutmyteachingideas.Mypresentationconsistsofthefollowingaspects.

Analysisoftheteachingmaterial

Firstofall,let’scometotheanalysisofteachingmaterial.ThislessonisfromNewSeniorEnglishforChinaBook5module3,thereadingpart.Thetopicofthisunitisaboutadventures.ItisexcerptedfromMarkTwain’swork“TheAdventuresofHuckleberryFinn”.Thestoryisabouttwoteenagerswhofindasteamboatandboardonthesteamboat.

Analysisofthestudents

Secondly,studentsarethesubjectofourclass.AftermanyyearsofEnglishstudying,they’veknownmanywords,sentencesandsomeskillstosolveEnglishproblems.Theynotonlystudythewordsandphrases,butalsolearnthemeaningandtheculture.SoIwouldintroducethemmoreknowledgeabovethepassagetoarousetheirreadinginterest.

Analysisoftheteachingaims

BytheanalysisoftheNewCurriculumStandardinEnglish,teachingmaterialandthestudentsinmyclass,Isetthefollowingthreeteachingaims.

Thefirstoneisknowledgeaims:

1)Studentslearnandgraspthefollowingimportantusefulnewwordsandexpressions:pourdown;saildown;climbonto;panic;curious;tieup…

2)Learnthelanguageandgraspthemeaninginthispassage.

Thesecondoneisabilityaims:

Throughreading,studentsreadingabilityandword-guessingabilitywillbeimproved.

ThelastoneisEmotionalaims:

StudentswillbemoreinterestedintheliteratureandcinemainEnglishandenjoythefamousworks.

Analysisofthekeyanddifficultpoints

Accordingtotheanalysisabove,Isetthekeypointsanddifficultpointsasfollows.

Teachingkeypoints:

Memberandmasternewwordsandphrasesandunderstandthepassage.

Teachingdifficultpoints:

Fosterstudents’interestofreadingpassageandimprovetheirreadingability.

Analysisofteachingandstudymethods

Now,Iwouldliketotalkabouttheteachingmethodsandstudyingmethods.Astotheteachingmethods,CommunicativeApproachandTask-basedTeachingMethodwillbeadoptedinthislesson.Iwillleadthemtostudybythemselves,andthroughansweringmyquestions,theywillhaveagoodunderstandingofthepassage.

Analysisoftheteachingprocedures

Now,let’scometothemostimportantpartofthislesson:theanalysisoftheteachingprocedures.Thislessonisdividedinto5stages,thatis,warmingup,pre-reading,while-reading,post-readingandsummaryhomework.

Step1warmingup

Inmywarmingupstage,aftergreetingwiththestudentsIwillIntroduceMarkTwainandhisworks,suchasTheAdventuresofHuckleberryFinn，RunningforGovernor，ThePrinceandthePauper.Thentellstudentstodaywewilllearnadventure,apassagefromTheAdventuresofHuckleberryFinn.

MarktwainisafamousAmericanwriter.Throughtheintroduction,studentswillhavemoreinterestinreadingfamousworks.AndtheywillbecuriousaboutthepassageandIcanmovetothenextstepsmoothly.

Step2Pre-reading

Inpre-reading,Iwillaskthemtohaveafreetalkaboutadventure.

Askthemtalkaboutadventure.Forexample:WhatisadventureWouldyouliketogoAdventureisanexcitingtrip.Perhapssometimesyoufeelbored,youcouldimaginegoingonagreatadventure,suchascaving,climbing,sailingandcanoeing.

Thenleadstudentstopredictthepassage,askthemtoLookatthepictureinthebookanddiscussthefollowingquestions:

1.Whoarethey2.Wherearethey3.Whataretheydoing4.Whatistheboypointingat

Inthisway,studentswillbefamiliarwithadventureandlayafoundationforreadingthepassage.

Step3While-reading

Inthisperiod,therearetwoactivities:globalreadinganddetailedreading.Firstly,globalreading,Iwouldliketogivestudents5minutestohaveaglobalreadingtochecktheirideaswhattheypredictduringthepre-reading.Atthesametime,theyfindoutandcirclethedifficultwords.

Fastreadingcanhelpstudentsunderstandthewholepassagequicklyandpracticetheirlogicthinking.ThenIwillexplainthedifficultwords,suchasfantasy,identify,andaccount.Forexample

Fantasyn.theactivityofimagingthings

phrase:liveinafantasyworldfantasticadj.

identifyvrecognizesborsth

identifythecriminal

identityn.IDidentitycard

Next,itshouldbedetailedreading.Iwillaskthemtoreadthepassageagainanddotheexercise2onthebook.Numbertheeventsintheordertheyhappen.ThenIchecktheanswer.

Afterthisreading,studentswillgraspthewholepassage.Inordertocreatemorechanceforstudentstoread,Iwillaskstudentsreadthepassageparagraphbyparagraph.AnswerthefollowingquestionsshowedonthePPT.

Paragraph1.Discoverasteamboat

Whatwastheweatherlikethatnight

Whatdidtheyseeandwhatwere