第六册modul 3教案

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(完整版)高二外研版选修6Module3InterpersonalRelationships-Friendship教案

I don’t agree. Even though you have a good friend, you can’t tell him all your
ll right. I see, you have different ideas. Well, what are your opinions on “
READING AND VOCABULARY包括一篇阅读课文和五项活动。其中
是阅读前的热身活动。设计了根据故事的开头和结尾推断故事的内容、
Activity 2的任务是：用浏览的方式在
Activities 3, 4 ＆ 5
Roy’s Story”
故事用第一人称叙述的手法，情节并不复杂，没
为启发学生对于友谊和朋友的深层意义的思考留下了足够的
’ve lost touch. / We still keep touch.
1. 四会词汇 interpersonal, close, trust, chat, hurt, financially, moody, amount, raise, theft, confront, count, lively, quarrel, regret, predict, click, reunite, couple, perfect, partner, mention, belong, bottom 2. 认读词汇 note, cloakroom, locker, fair(n.), swing, underneath, sweet(n.) 3. 词组
Friendship is very important to everyone, and even to the management of a
Yes. Everyone needs friends. In our daily life, if we have friends, we can live a

高中英语选修6模块3教案

Teaching planVocabulary and Reading—Childhood Friends(Studenfs Book6 Module 3)Teacher: Dingjihui Time: March 13th, 2013Teaching Aims:1.Aim to the knowledge: To learn about the childhood friends and dealwith the words, phrases and sentences.2.Aim to the abilities: To improve the students9 reading skills andcommunication ability.3.Aims to the emotion: To cultivate the students to value friendship・Teaching important points:1.Get the students to grasp the main idea of the passage2.Improve the students, reading skills and communication ability・3.Master some important words and expressions.Teaching difHcult points:1.Improve the students9 reading ability, and train the students to capture the key sentences and seize the key information.2.Get students to talk about their own childhood friends through group co-operatio n.Teaching methods:Task-based teaching methods, communicative teaching methods, reading, pair or group work and discussion.Teaching aids:A multi-media computer& a blackboardTeaching Procedures：Step 1 Pre-readingEnjoy some pictures and lead in the topic of this lesson.Step 2 Fast-reading (skimming and scanning)Read the passage quickly and silently and then finish the following tasks.1.Number the sentences in the order they appea匚(Ex.3 on page 37)2.Choose the best summary of this passage. (Ex.4 on page 37)Step 3 Careful readingRead the passage carefully for detailed information and answer thequestions.(Ex.5 on page 37)Step4 Play a gameChoose your favorite number , and find the lucky task・ The student who has completed his/her task successfully can get a gift.Step5 DiscussionDo you remember your friend in childhood?1.When and where did you meet each other for the first time?2.What is your friend like?3.What did you usually do together in your childhood?4.Have you had any problems or had a quarrel with each other?5.Are you still in touch with this person? If so, have you remained in touch all the time? If not, when did you lose touch?Get the Ss to discuss the questions in groups of 4 to exchange their ideas and if time permits, the teacher will choose volunteers to talk about their childhood friends to the whole class・Step6 SummarizingFriendship is like oxygen and we all need it to live!Step7・ HomeworkWrite a composition on “my childhood fiiends^. (100-120words )7。

2019-2020年高中英语 Module6 lesson3教案北师大版选修6

2019-2020年高中英语 Module6 lesson3教案北师大版选修6 Teaching Aim:①Learn some useful reading strategy: predicting, general idea, and working out the meaning of important words from the context.②. Learn to retell a story according to time order③. Accumulate some synonyms and antonymsTeaching important and difficult points①.Learn some useful reading strategy②.Retell a story according to time orderTeaching procedures:Ⅰ. Warming upTask1: Look at the picture and talk something about Helen KellerTask2:Talk about some famous people and their eventsⅡ. Pre-readingIntroduction about Helen KellerHelen Keller (June 27, 1880 - June 1, 1968), was an author, lecturer, and humanitarian whose unusual life and dedicated 献身的work had an international influence on the lives of the disabled (残疾人). She became blind and deaf at the age of 19 months through a damaging brain fever and could municate only through hysterical 歇斯底里laughter or violent tantrums 发怒. But, with the help of her teacher Anne Mansfield Sullivan, Keller learned to read barilla 盲文and to write by using a special typewriter. Bibliography自传: Keller, Helen, The Story of My Life and Teacher (1955); Waite, H. E., Valiant panions: Helen Keller and Anne Sullivan Macy (1959);Ⅲ. ReadingTask1: Reading strategy (1)Before reading, look at the title, pictures and the first couples of lines of the text.Look for clues to help you predict what kind of text it is and what it is about.Reading strategy(2)Read the text to get the general idea. Ignore words you d on’t know.Read the text again. Try to work out the meaning of important new words. Use a dictionary if you can’t.Read any prehensive questions and try to think of possible answers. Then findanswers to questions in the text.Task2: read the text and answer the following questions:1. How was Helen Keller different from other children?1 / 22. Why was her teacher so important to her?3. How did she learn new words?4. Why did she feel happy when she understood the meaning of the word “water”?5. Why w as the word “love” so difficult for Helen to understand?6. Why did she think that love might be the sun?7. How did she learn the word “think”?8. What do the words “love” and “think” have in mon?Task3: retell the story according to the cluesCan you fig ure out the whole process of Helen’s learning ?Some of the clues are given here:①. getting to know Sullivan …getting②. to know some words which can be touched…③.the mystery of language was revealed to her …④.getting to understand some abstract words.Ⅳ. Post-readingDiscussion:What kind of teacher do you think Anne Sullivan is?Try to use as many adjective words as you can:Ⅴ. Language points:1.feel +名词，感到某事情感或触摸到某物。

新标准第六册教案M3.doc

Module3Unitl模块整体分析Amy Darning分别计划周末要去动物园和农场，并各自预想自己将要见到的动物。

谈论将来发生的事情。

本模块主要学习一般将来时的一般疑问句及回答:Will...?Yes,...will./No,...won't.... will....及特殊疑问句What will you...?及其Pl答We'll...通过本课的学习，使学生在英语学习中获得快乐的学习体验，并用本课句型与他人交流各自将要做的事情，让学生做周末活动小调查等，以巩固一般将来时态的句子的使用。

教案Module 3 Unit 1 Maybe I'll go to the zoo.一、教学目标与要求1、知识与能力目标能够听说读写下列句子：★We'll see lions and tigers.★Will Sam go, too? Yes, he will.★Will you go too, Darning?★No, I won't.能听说读写的词语:will, won't, tiger, lion, school, zoo, park能听说读下列句子/she/he won't ...Who will...Where dose ...live?Is there ...there? 并能用学过的句子进行询问、交流各自将要做的事情，例如到哪去，干什么？用于表达将要上的课程等。

2、情感态度目标培养学生的表达及交际能力°使学生在英语学习中获得快乐的学习体验°二、教学重点及难点一般将来时态的一般疑问句的使用及回答：Will ...? Yes,...wilL/No,...won't.三、课前准备TAPE\TV\HEADDRESS\CARDS TEXTBOOK/ACTIVITYBOOK四、教学过程Step 1 Warm upGood morning, boys and girls.Do you want to visit London?（computer）What will you see? I'll see...（学生说出伦敦的著名城市景点课件）Boys and girls, this weekend, I w川go to the supermarket to buy lots of things. Could you tell us what you will do this weekend? S:FH go to ...T:What will you see at the zoo? T:I'll see…（zoo）（板书）Step 2 Presentation and practiceBoys and girls, Let look at the video: ? "What will Amy, Sam and Darning do this weekend?”Now, watch the video,please.Then Think it over. （课件）1 .What will Amy do this weekend?2.What will Amy see?Are you ready?Let's see （go）.（课件全课）（Watch TV） Headdress. The student will be Amy. Show a picture』仅一屏）Hello...Amy. What will you do this weekend?（为什么用we'll,请记住这个问题）。

牛津译林版高中英语选修模块六 Module6 Unit3 Reading教案-新版

Module6 Unit3 Reading教案Objectives:1.To help Ss get a general idea about the text.2. To make Ss become familiar with the detailed information about the text.3. To help Ss master Reading Strategy.Teaching important points:1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidating abilities.Teaching aids: multimedia and blackboardInteraction Patterns: Teachers -class, individuals, pairsProcedures for teaching:Step 1: Lead-inMany people like chatting on line, especially you students. You must have many e-pals.What do you think of online chat?Do you think it is really a good way to know more things and make more friends?Have you ever experienced any funny things or awkward situations when chatting with your cyber friends?Now, we will read an Internet chat room conversation. Surely you will know all about these after you read it. Sometimes online chat does benefit us a lot.Step 2: Fast reading for general ideasGo through the passage as quickly as possible and try to find answers to the three questions in part A on Page34. Just focus on and identify the information needed to answer these questions.Step 3: Detailed reading for important information.1. Let’s read the passage again and complete Parts C1 and C2 on page 36.2. Turkey.3. In the West, the polite time to open a present is when someone gives it to a person, because they like to see the person’s reaction.4. Guests expect presents as a souvenir to remember the big day.5. Alcohol.6. In Brunel, you should use your thumb to point at things.7. In both places, you should take off your shoes before going inside a house.C2 4 7 3 1 2 6 5Step 4: Practice1. Let’s complete Part D (Re fer to the text while complete part D)AnswersD 1d 2c 3f 4g 5b 6e 7h 8a2. Now, let’s read Ma Li’s diary about her chat room discussion. Fill in blanks with correct words.E 1)traditions 2)Thanksgiving 3)harvest 4)Europe 5)celebrate6)weddings 7)embarrassing 8) presents 9)rude 10) thumbStep 5: Post-reading activities1. Now let’s make up a dialogue by using the questions in Part F on Page 37. Work in pairs for a few minutes and then present your dialogue to the whole class.2. There are also cultural differences in different English-speaking countries. For example:Americans enjoy a good sense of humour; the British take a somewhat different view and believe a formal approach is the best way; the Australians are more informal and straightforward, often enjoying a good laugh and calling their close friends or new acquaintances by their first names.1.Discussion:What might happen if people had no idea of other countries’cultures?Do you think it might result in embarrassment on inconvenience?What do you think about “culture shock”?2.Do you know more information about cultural differences?➢In most countries, nodding your head up and down means ‘yes’.➢In some parts of Greece and Turkey, however, this motion can mean ‘no’.➢In South-eas t Asia, nodding your head is a polite way of saying ‘I’ve heard you.’➢In the United Stated, when someone puts his thumb up, it means ‘Everything is all right.’ However, in Sardinia of Italy and Greece, the gesture is insulting and should not be used there.Step 6：Language PointsStep 7: Homework1. Finish Parts A1 and A2 on page116 in the workbook.2. Prepare the part Word Power.。

选修六-第三单元-说课稿

选修六-第三单元-说课稿work Information Technology Company.2020YEAR选修六第三单元（Module3）第二课时“人际关系—友谊”说课稿同心回中马淑霞我要讲的这节课是选修六第三单元第二课时Reading –“Roy’s Story”.教材分析本模块以人际关系中最重要的元素—友谊为话题，通过谈论人际关系和友谊，阅读故事及介绍自己的好朋友等方式，使学生对友谊有更深刻的认识和理解，并能用已有的社会知识，亲身体会，用所学的语言知识技能，听懂以讨论人际关系，谈论友谊为内容的材料，理解课文关于友谊的深刻意义，描述自己与朋友这见友谊的发展过程。

Reading and vocabulary: 课文“Roy’s story”讲述了一个与人际关系和友谊有关的故事。

故事用第一人称叙述的手法，情节并不复杂，没有给出明确的结尾，为启发学生对于友谊和朋友的深层意义的思考留下了足够的空间。

教学目标1．目标语言：使学生掌握本课的词汇和重难点句型。

2．能力目标：使学生学会谈论人们日常生活中的友谊，认识到友谊是世界上最珍贵的东西之一。

3．学能目标：使学生学会怎样谈论人与人之间的友谊，以及总结人际关系的重要性。

学情分析我所任教的高二（11），（14）班的学生经过高一一年的正规训练，对于新教材已有所熟悉，听力、口语都有很大提高，已经初步具备观察问题、分析问题和解决问题的能力，教材内容和教学活动符合他们的年龄特征和心理发展特点，因此，本单元鲜活的事例必定会对他们有较强的感染力，但由于他们的思想还不够成熟，想法和行为需要教师的正确引导，因此，我在涉及听、说、读、写等语言技能的活动中，加强学生对某种职业的情感了解，从语言和情感两方面着手，创设机会让学生表达他们的感受。

教学过程与设计本课时的教学设计分八个步骤：Step1 Lead-in检查家庭作业，让学生找到一些有关友谊的谚语或格言。

然后再通过大屏幕和学生一起分享一些著名的谚语；用头脑风暴的方法让学生总结有关好朋友的词汇。

高中英语外研版选修6 教学设计 Module 3

Module 3 Interpersonal Relationship—Friendship本模块题材内容为人际关系、友谊，并引入了与此有关的词汇。

要求学生理解上述内容并掌握有关的词汇，培养学生的积极的友谊观及相关的语言技能。

【知识目标】 Key vocabulary: lose ，trust ，chat ，note ，hurt ，amount ，raise ，swing，confront ，count ， Quarrel ，regret ，predict ，click ，reunite ，couple ，mention ，belong, burst out laughing, feel shy and lonely, lose all interest in one’s work, see each other from time to time, have a wallet in one’s hand, feel open, go bright red, put…back, explain why…, lie on the back of a chair, swing open, walk inKey structures: 1. Roy laughed too, a loud happy laugh.were important to us.4. Roy, who had always been very close to his father, changed completely,becoming silent and moody...【能力目标】【情感目标】Learn to cherish friendship..【教学重点】To learn about Interpersonal Relationships — Friendship【教学难点】1. To learn to write a paragraph on the subject: H ow … and I became good friends2. 非谓语动词的having done 形式；非谓语动词的-ing 形式和to do 形式。

外研社选修6_Module_3_教学设计___

商洛市商州区大荆中学李梅梅Teaching Design（教学设计）Module 3 Interpersonal Relationship—Friendship——Roy’s StoryLi Meimei from Dajing Middle School of ShangluoI. Teaching Contents:Module 3 Interpersonal Relationship—Friendship (the second period)(Book 6 published by Foreign Language Teaching and Research Press, 2006)Introduction and Reading: Roy’s StoryThis lesson includes three parts:Part I: Introduction (Friend and Friendship)Part II: Reading of Roy’s StoryPart III: Expanding(Task-based Writing)Part IV: HomeworkII: Teaching Aims:a)Knowledge Objectives:☆To know well about some adjectives which are used to describe friends, such as honest, kind, friendly genuine, outgoing, helpful, brave, patient, humorous, faithful, share happiness and sorrow, enthusiastic good-temperedencouraging, faithful, reliable, hard-working, forgiving, humorous, narrow-minded, impatient, gossipy, bad-tempered etc.☆To master some useful and practical phrases such as burst out laughing/ into laughter, think to oneself, knock sb over, lost interest in, go through, go bright red, turn round, raise money etc.☆To grasp a detailed idea of Roy’s Story.b) Competence Objectives:☆To master some practical reading skills to crack skimming and detailed information cases in Reading Comprehension section and develop the ability in grasping a passage for useful information.☆To cultivate the awareness of group work and promote the ability of cooperation and communication in a group.☆To further enhance their ability in task-based writing and encourage the students to be confident to “show off” their writing work.c)Emotion Objectives:☆To learn what kinds of qualities a good friend should have and encourage the students to be such persons.☆To know what true friends and friendship are like and ask the students to value and cherish their existing friends.☆To promote their willingness in learning English.III.Key Points (Main Focuses)☆Read the passage and get the useful information for these two kinds of cases in reading comprehension : skimming and detailed information cases.☆Task-based writing according to the passage.IV.Difficult Points:☆The important words and expressions and sentence structure.☆The task-based writing.V.Teaching Aids:Multi-media, teaching planVI.Teaching Procedure:Step1. Lead-in:The lesson starts with a short video concerning with friends “Auld lang sa yn”and encourage the Ss to sing with the song. Then let them talk about their best friend.The students can talk about their best friends with the following leading questions:.What is good friends?They can read activity at first on page29The students discuss in groups and give their answers about their understanding.Step II. PresentationAfter the small talk about their own friends, ask the students to summarize what kinds of qualities a good friend should have..What qualities should a good friend has?This step aims to arise the Ss’ awareness of being a good friend of others.And then make a summary of what friends are.a. When I am in trouble, a good friend turns up immediately, trying his / her best to solve the problem for me.b. A good friend is a person who knows whatever you think in your mind and can help you ; share happiness and sorrowc. A good friend is someone who doesn’t care about whether you are rich or poor, he/she is willing to be with you…Step3. ReadingI. Pre –readingRead the beginning and end of the passage, and guess what the story is about.•I remember the first time I met Roy. He was standing in the centre of a group of boys, and he was telling a joke…•…It looked as if there was about ￡500 there. I was so surprised that I just stood there, holding the notes in my hands. At that moment, the door swung open, and Roy walked in.Let the students discuss in groups and make good use of their imagination to guess what the story is about.II. while –readingFast readingRead the context quickly and check whether their imagination is suitable. Then finish activity5.Careful readingExercise2.Qs for careful-reading:• 1. What was Roy like before his father died?• 2. What kind of relationship did Roy and Daniel have?• 3. How did Roy change?• 4. What happened in the classroom that surprised Daniel?• 5. What happened to the ￡500 ?• 6. How did Daniel know who had stolen it?III. Post reading (Expanding)If you were “I”, what would you do for him at such a time?Can you use some simple sentences to describe your good friend ?(who’s your best friend?/what does he /she look like?/what kind of things do you talk about together?/How long have you know him/her?...... )Let the students use a lot of adjectives they have discussed at the beginning of the class to describe their friend. Step4:Language pointsUseful and practical phrases and sentences.1. 大笑起来burst out laughing / into laughter2. 对……失去兴趣lost interest in3. 筹钱raise money4. My mouth fell open and I just looked at him.我目瞪口呆，只是看着他。

外研社高中英语选修六Module 3 备课参考

Module 3单元目标1. 理解动词ing 形式的完成式作状语的意义：动词的-ing形式的完成式表示的动作在句中谓语动词表示的动作之前发生；并能灵活运用这一语法现象2. 识记接v-ing 和不定式作定语的动词，尤其注意既可以跟v-ing又可以跟不定式做宾语的动词，以及它们意思的区别。

3.熟记课文词组并运用。

Unit 1要点精讲1. raise及物动词vt. 举起；抬起；提起put up, lift something or someone upThey raise glasses to the friendship between the two peoples.他们举杯为两国人民的友谊干杯。

This weight is too heavy; I can’t raise it.这东西太重，我举不起来。

及物动词vt. 提高；增加make prices, wages, etc. higherSalaries have now been raised.现在薪水已增加了。

The level of our scientific research has been raised.我们的科研水平有了提高。

及物动词vt. 饲养keep animals, to make young animalsThey increased their income by raising silkworms and so on.他们靠养蚕等增加了收入。

He is a farmer and raises horses.他是农民，又养马。

及物动词vt. 养育have and bring up childrenraise a family（rear a family）抚养子女They are proud to have raised such a fine son.养育这样一个好儿子他们感到很自豪。

及物动词vt. 种植；种grow plantsWe raised a good crop of tomatoes this year.今年我们种的西红柿长得很好。

Module6Unit3Languageinuse教案

2.学习和运用一般过去时态，结合课本中的例句和练习，让学生掌握并能在实际情景中运用该时态描述过去发生的事情。
3.通过小组合作和角色扮演活动，运用本单元所学的词汇和语法结构，进行真ຫໍສະໝຸດ 的语言交流，提高学生的口语表达能力。
4.完成课本中相关的练习题，巩固所学知识，并进行适当的拓展练习，提高学生的综合语言运用能力。
五、教学反思
在今天的教学中，我尝试了多种方法来帮助学生理解和运用过去进行时和一般过去时。通过提问和日常生活的例子，我试图让学生感受到这两种时态在表达过去事件中的重要性。在理论讲授环节，我注重了语法规则的清晰讲解，并结合实际案例进行分析，希望这样能够帮助学生更好地消化吸收。
课堂上，我注意到学生在分组讨论和角色扮演活动中表现得相当积极，这让我感到很欣慰。他们在实际操作中运用所学知识，不仅提高了语言能力，还增强了团队合作意识。然而，我也观察到一些学生在构造复杂句子时仍存在困难，特别是在时态和词汇的搭配上。这提示我在未来的教学中，需要针对这部分学生提供更多的支持和练习。
此外，我发现通过对比两种时态的例句和练习，学生能够逐渐区分它们的用法，但在实际应用时，仍有一些混淆。这可能是因为他们对这两种时态的感知不够深刻。为了解决这个问题，我考虑在下一节课中增加一些更具挑战性的练习，让学生在更复杂的语境中运用时态，以提高他们的辨析和应用能力。
我意识到，对于一些学生来说，口语表达仍然是一个挑战。他们能够在纸上正确完成练习，但在口头表达时却显得不太自信。因此，我计划在未来的课程中，增加更多的小组讨论和角色扮演活动，鼓励学生多开口，提高他们的口语流利度和自信心。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“过去进行时和一般过去时在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。

外研英语选修六Module 3-Reading标准教案

3). Check answers in Activity 3, 4 on page31.
Step 4. Language Points
1. Useful expressions
get to know逐渐了解act/behave towards sb.对待某人
get sb. to do sth. (make sb. do sth.)让…做…line n. (一)行(文字、数字、符号)；台词，诗行
Module 3 Interpersonal Relationship — Friendship
Subject：
Typeof Lesson：
Time：
Teacher：
Class：
Date：
一、Teaching Content
Stage 1: Introduction (Vocabulary and speaking)
Step 1. Read a passage about Friendship and answer questions.
What qualities should a good friend have?
How do you keep good relationship between you and your friends?
But just under a year ago,Roy’s father was knocked over by a car.
3. knock over撞倒，击倒
I got knocked over by a car when I was six.
knock downA bus knocked him down. (车辆）撞倒I knocked him down.击倒

Module6 Unit3 精品教案

Unit3 精品教案ⅠTeaching modelRevision and applicationⅡTeaching methodFormal and interactive practiceⅢTeaching aims1. To summarize and consolidate Present simple questions.2. To know something about animals in China.3. To have teamwork and make a poster of one’s favourite animal.ⅣTeaching ObjectivesKey structures: It doesn’t eat meat.The tiger lives in Asia.Does it eat meat?No, it doesn’t. It eats plants.ⅤTeaching aidsTape recorder, OHP , handoutsⅥTeaching StepsStep 1 RevisionShow some pictures to review the text of Unit 1 and Unit 2.Step 2 Language practice1. Read through the example sentences in the box with the whole class.2. Ask the students to repeat the sentences in the box.3. Grammar : the present simpleStep 3 Work in pairs1. Look at the pictures. Ask: What can you see?2. Ask and answer with a partner.4. Call back the answers from the whole class, check the answers.Keys :1. —Does Meimei the elephant come from Yuannan, China ?—Yes, it does.2. —Does Kingba the tiger come America?—No, it doesn’t. It comes from Asia.Step 4 Complete the sentences with does or doesn’t.1. Read through the sentences with the whole class.2. Ask the students to complete the sentences with a partner.3. Call back the answers from the whole class, and check the answers.Step 5 Complete the passage with the correct form of the words in the brackets.1. Read through the passage with the whole class.2. Ask the students to fill in the blank individually, and then check with a partner.3. Call back the answers from the whole class, and check the answers.4. Read the passage together loudly.Step 6 Complete the word map with the words from the box.1. Read through the words in the box with the whole class.2. Ask the students to complete the word map with the words from the box with a partner.3. Call back the answers from the whole class, and check the answers.Step 7 Around the world:1. Ask the students to look at the picture and discuss what they can see.2. Read through the information with the whole class, and talk something about them. Step 8 Module task: Making a poster of your favourite animal.1. Work in groups.1) Find out about an animal.2) Talk about your favourite animal.3) Choose one animal to write about4) Find out about the animalIt’s big/ small / tall, black and white /…It comes from Asia / Africa /…It eats meat / grass/ bamboo/…2. Make a poster about your group’s animal.1) Draw it or find a photo.2) Write some information about it.3. Present your poster to the class.Step 9 Important and difficult points.行为动词一般现在时的疑问式和回答一般现在时的疑问式在句首加助动词do, 主语为第三人称单数时在句首加does,其结构是：1.Do + 主语+ 动词原形…?They live near our school.Do they live near our school?The students like learning English.Do the students like learning English?2.Does + 主语（第三人称单数）+ 动词原形…?He watches TV every evening.Does he watch TV every evening?My father teaches Chinese.Does your father teach Chinese?3.简略回答用助动词do / does 和don’t / doesn’t代替行为动词。

外研版高中英语选修6Module3_Reading_Practice_公开课教学设计

Module3 Reading Practice 公开课教学设计TEACHING PLANMODULE 3 Interpersonal RelationshipsReading PracticeTeaching aims1. To enable the students to understand the main idea of the four poems.2. To enable the students to know how to read and enjoy an English poem.3. To enable the students to learn some useful words and expressions in the poems.4. To train the students’ s reading ability.Important points1. The main idea of each poem.2. Improving the students’ s reading ability to some degree.Difficult pointsGrasping each poem’s main ideaTeaching aids:MultimediaTeaching procedureStep 1. Leading-inI will ask the students a question which is" Do you love poem?" and then, show thema famous English poem .Life is dear, Love is dearer, Both can be given up for freedom.Then ask them about their ideas about the poem and show them the translation of it in Chinese.生命诚可贵, 爱情价更高, 若为自由故,两者皆可抛。

外研版必修6 Module3教案

Module Three Interpersonal Relationships—FriendshipPeriod OneTeaching content:Introduction & Reading and V ocabularyTeaching aims:1.To master some important words and phrases: acute, alike, all at once, belong to, be allergic to, be ashamed of, be blessed with, be nostalgic for, be on good terms with etc.2.To train the ability of reading comprehension.Important and difficult points:1.To master some important words and sentence patterns.2.How to improve the students` reading ability effectively.Teaching procedures:Step 1 Introduction1.Lead-inT: What comes up to your mind when “friendship” is mentioned?S: close friends make/keep/lose friends personal matter lonelychat about…with…trust get to know friendshipT: OK, this module we will talk about the topic:Interpersonal Relationships—Friendship.2.Activity 1Ask the students to read the statements in activity 1 on P29 to understand and check what they agree with.3.Activity 2Ask the students to read the given information in activity 2 on P29 to understand and try to match; then check the answers with the teacher.4.Activity 3Match the words in activity 3 on P29 to make expressions.*5.Activity 4Activity4 on P29 can be omitted for our students.Step 2 Reading and Vocabulary1.Activity 1Answer the questions about the words and phrases in activity 3 on P30 to learn some important words.2.Activity 2—PredictionFinish activity 1 on P30 to predict the content of the passage.3.Activity 3—While ReadingRead through the passage carefully to understand and try to answer the questions in activity 2 on P30 and in activity 5 on P31; at the same time,check your prediction in activity 1.Suggested answers to the questions in activity 2:1.He was outgoing, popular and friendly.2.They had a close relationship, in which they trusted each other.3. He became silent and moody, lost interest in his schoolwork and lost friends after his father`s death.4.He saw Roy taking money from other boys` pockets, which surprised Daniel.5.The ￡500 was stolen from a box in a classroom.6.Daniel felt cold while waiting for Roy in his bedroom, so he put on Roy`s jacket and found money in thepockets.Step 3 Language points【Ref:Notes to the text】Read through the text paragraph by paragraph with the students together to explain some language points. Step 4 Post-readingAsk the students to read through the text quietly and individually to understand it better and then finish activity 4 on P30.Time permitting,listen to the tape and follow it to understand the text better.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P105-106 in workbook.Appendix: Notes to the text▲1. My mouth fell open fall 用作link-verb. 意思是“变得”，后面跟形容词。

初三外语课程资源库Modoule6-U3教学设计

5. It’s nothing serious 6. Who’s missing?
7. have an agreement to stay together 8. wait for
9. We’d better get you to hospital. 10. fell over
作业
1 copy the phrases and try to recite them.
2.read the dialogue by themselves.
3.copy 8 sentences (two English one Chinese)
教学反思
课时安排
One period
教学手段
Communicative approach; Bottom-up approach; Formal and interactive practice and task-based approach.
学法指导
Individual, pair and group work to make every student active in class.
2)To grasp the key words and expressions.
3)To talk about an accident happened before.
教学难点
To talk about an accident happened before.
To reviseห้องสมุดไป่ตู้the use of prepositions.
3. Five students write down the answers on the blackboard. Check the answers with class.