ModuleUnit les of the unelainedword教学设计牛津译林版高一上册教案
英语外研版选修八Module5Period1教案
①Picture 1(ShenzhouⅤaircraft):
What’s the name of the Chinese man?
2. To get Ss to understand some phrases’usage;
3. To get Ss to express their opinions about spaceexploration.
Teaching Procedures:
Step 1. Introduction
1. Leading-in
Module 5 The Conquest of the Universe
Period 1 Introduction, Everyday English, Speaking
Teaching Goals:
1. To get Ss to learn something about space exploration;
(2) Ask Ss to do Activity 2individually, and then compare their ideas with their partners.
(3) Ask Ss to talk about their answers of Activity 2. Then ask them to try to come up with other events which could happen in the future.
③Picture 3:
What was the man doing?
2024-2025学年外研版初中英语八年级(上)教案Module5Unit1
Module 5Lao She TeahouseUnit 1I wanted to see the Beijing Opera.设计说明教学反思从谈论对京剧的了解和喜欢程度引入新课。
通过对话的学习和演练，提升学生的朗读能力。
通过听力训练，提升学生在交谈中捕捉细节信息的能力。
学习新单词、短语和句型，学习新语言点，增加学生的语言积累。
初步学习动词不定式作宾语和双宾语的用法。
练习重音，提升学生在英语表达中的规范性和美感度。
通过对应练习，巩固学生对单词、短语、句型和语法的掌握，提升运用能力。
教学目标通过本单元的教学，让学生达成以下目标：1.知识目标掌握本单元新单词及短语：actress，teahouse，offer，end，in the end，no idea。
2.能力目标(1)能听懂关于谈论京剧的对话。
(2)学习使用动词不定式作宾语和双宾语的用法。
3.情感目标通过听说训练，更多地了解中国的京剧艺术，增强文化自信。
重点难点重点：对话朗读，动词不定式作宾语的用法和双宾语的用法难点：动词不定式作宾语的用法和双宾语的用法，句子中单词的重读教学准备PPT课件，有关京剧的图片，活动2、3、5的录音授课时数2课时教学过程Step 1Warming up1. Play the recording of the Beijing Opera to the class.2. Ask the students how much they know about the Beijing Opera and if theylike it.T: Do you know the Beijing Opera?Ss: …T: Do you like it?Ss: …T: Can you sing the Beijing Opera?Ss: …Step 2PresentationWork in pairs. Look at the pictures and talk about them. Use the words in the box to help you. (Activity 1 on Page 34)1. Ask the students to look at the pictures.2. Tell them to read through the words and make sure they know the meaningactress dance music play sing teahouse theatre traditional3. Ask them to describe the pictures in pairs.4. Encourage some pairs to present their conversations.Step 3Listening1. Let the students listen and underline the correct words or expressions. (Activity 2 on Page 34)(1) Ask the students to read the three sentences.(2) Play the recording and ask the students to choose the correct answers.(3) Have the students check answers with their partners.(4) Check answers and read full sentences with the students.Answers: 1 wants to see 2 doesn’t know 3 difficult(5) Play the recording again. Show the tapescript if necessary.Step 4Listening and reading1. Introduce the playwright Lao She and his play Teahouse to the class.2. Play the recording and ask the students to check the true sentences. (Activity3 on P35)(1) Read through the sentences and try to understand them.(2) Listen to the recording. Then check the true sentences.(3) Elicit the answers from the class.Answers: 3√4√5√3. Listen again and try to get answers to the question.1. Who went to Lao She Teahouse last night?2. Did Betty like the Beijing Opera?3. How long did they stay there in the end?4. Does Lingling often go to see the Beijing Opera?5. What is Lao She famous for?(1) Ask the students to read through the sentences and try to understand them.(2) Listen to the recording and try to get the answers. Allow some students toread the conversation if they still can’t get the answers after listening.(3) Elicit answers in full sentences for the class.Answers:1 Lingling and Betty.2 Yes, she did.3 They stayed there for three hours.4 No, she doesn’t.5 He is famous for his play Teahouse.4. Read the conversation again and find out the following phrases. Try to5. Listen to the conversation and read it.(1) Ask the students to listen to the recording and then try to read the conversation on their own.(2) Ask or encourage some students to read the conversation. Correct their mistakes.(3) Ask some students to practice the conversation in different roles.Step 5PracticeComplete the passage with the correct form of the words in the box. (Activity 4 on Page 35)(1) Read through the words in the box.complete it with the correct form of the words in the box on their own.(3) Check answers in groups.(4) Elicit answers from the class.Answers:(1) offered (2) difficult(3) actresses (4) end (5) mainStep 6Language points1. You know，I wanted to see the Beijing Opera，so Lingling offered to take me there. 你知道，我想看京剧，因此玲玲主动提出带我去那儿。
ModuleUnieSoftheunexpl精选ned教学设计牛津译林版高一上册教案
M o d u l e U n i e S o f t h e u n e x p l精选n e d教学设计牛津译林版高一上册教案集团标准化办公室：[VV986T-J682P28-JP266L8-68PNN]Module 2 Unit 1 Tales of the unexplainedStep 1预习交流Task 1 Warming upHow much do you know about thiscreatureWhat else would you like to knowabout itTask 2 Skimming1. What do they look like2. What can they do3. When and where were they foundStep 2 课堂交流Task 3 True or False1. There are no Yetis in the world according to the report.2. An American mountain climber said that he saw a Yeti once.3. Yetis ran with an amazing speed.4. Footprints of Yetis are similar to human.5. Yetis possibly lived in Asia about 3,000,000 years ago.6. Scientists have solved themystery.Task 4 Talk about the pictureTheir appearanceman-likeheavily builthairy-black furhuge shoulders6 feet talllong armslarge handslarge feetTheir abilitiesrun with amazing speed and strengthwalk like a manattack peopleTime and places1998 the Chinese side of the HimalayasThe Shennongjia National Forest Park, Hubei Province1970 Bossbrug, Washington, USAVocabulary1. show the truth or correctness of2. to live or to be real3. something that cannot be explained or understood4. almost but not exactly the same5. the degree of being strong or powerfulmystery strength support similar exsitTask 5 Careful ReadingDo scientists all believe Yetis existHow are their opinions dividedDr Krantz believes __________________.He explained Yetis are reported to be found in manyparts of the world because___________________________.Some scientists think ________________.They explained the large footprints might be made by ___________________.Task 6 Further discussionHow many of you believe in the existence of Yetis Task 7 WritingDo you enjoy reading this story If you are supposed to write a story about Yetis, how will you write it How did the writer write itCollect information:1. What do they look like2. What can they do3. When and where were they found4. What do scientists think about itThe outline: Searching for the YetiPara 1Sightings of Yetis are reported all over the world.Para 2-4Witnesses gave similar descriptions of Yetis.Para5-6Scientists’ opinion of their existence are divided.Para 7Scientists hope the mystery will be solved someday.Writing skills1. an interesting title2. an attractive beginning3. illustration (photos / pictures)4. an open end for readers to think more…How to write a storyInformationOutlineWriting skillsTask 8Creating a storyabout one of themysteries .Now here comes a chance for you to create a story of your own!Task 9 Telling a mysterious storyPlanningPreparingProducingPresentingPlanning1. What to write about2. Information3. Outline and writing skills4. Different tasksPlan 1 What to write aboutWebsites mysteries What we know aboutitYeti phobe. comnessie.Loch NessMonsterPyramids touregypt. netStonehengeUFO…Plan 2 InformationWhat information should be included in your storyWhat unknown information would you like to add to your storyPlan 3 Outline and writing skillsWork out an outline of your story.What writing skills are you going to usePlan 4 Different tasks1. Researcher_________2. Story writer_________3. Story illustrator_______4. Story teller___________forbidden6. ability7. explanation8. embarrassed9. upset 10. achievement。
Module1集体单元整体教学设计英语九年级上册
in ______, ______ metres wide, _____ metres high
The Terracotta Army
more than ______ years old
The Three Gorges Dam
______ metreslong,_____ metres high, ____ metres wide, produce _________
完成表格习题
这一环节学生对新单词有了一定认识，需要后续继续加以应用
锻炼学生口语能力
Step 5Exercise
T:Ask students to read the conversation again and answer the questions.
1.Where is the Giant’s Causeway?
三、课时教学设计
本单元第1课时
Unit1It’s more than 2,000 years old.(听说课)
语篇研读
第一单元的对话以托尼、玲玲等人的讨论为场景，介绍了巨人之路、维多利亚瀑布等著名的景观。通过本单元的学习，学生能掌握一般现在时、一般过去时、现在完成时、形容词比较级和最高级的用法，同时让学生初步学会运用“I’m not sure...”“In my opinion...”等句式准确、得体地表达个人观点。
第二单元主要培养学生的读写能力。首先通过承接第一单元的内容，学生两人一组讨论自己所了解的一个伟大的自然景观，接下来学习一篇有关“The Grand Canyon”的游记，让学生更好地领略大自然的美景和世界奇观，学习并掌握一些相关的描述性形容词。最后通过练习，让学生把曾经参观过的世界名胜和自然景观写出来，既巩固了所学知识，又锻炼了他们的英语表达能力。
Module全英教案
Module1The Great Wall1、Teaching preparing:Students book：Module1Unit 1Activity1, 2, 32、Teaching task:A．basic object:Key words：thousand postcard more kilometerKey sentences:“These postcards are great!”“It’s a picture of the Great Wall.”“Tell me more about the Great Wall.”“How long is it?B . To learn “thousand kilometer million ” C．Review:The using way of the verb ‘be’2．Talking about some famous places.3、Teaching point:words：thousand kilometer million postcard more 4、Teaching difficulty:kilometer thousand million“Tell me more about the Great Wall. “It’s a picture of the Great Wall.”5、Task design:words：postcard more thousand kilometer million Sentences: “These postcards are great!”“It’s a picture of the Great Wall.”“Tell me more about the Great Wall.”“How long is it?”“It’s about six thousand seven hundred kilometers.”的句型。
高一英语Unit1 Tales of the unexplained二模块教案 牛津英语
高一英语Unit1 Tales of the unexplained二模块教案TaskPeriod 6--9Teaching objectives:1 to teach and instruct students some specific procedures when trying to achieve a goal2 to make students be aware of the appropriate ways of performing each individual procedure and master the skills3 to make sure students have opportunities to combine the skills they have learned with reality4 to aid students to choose and organize the information they have got and help them complete their products5 to enhance students’ over all abilities and improve their integrated skills Important and difficult points:Make students learn how to design a questionnaire, how to conduct an interview, how to analyse statistics and how to write a report which includes conclusions and recommendations based on the survey.Teaching procedures:Step 1 RevisionRevise the Present perfect or present perfect continuous tense.Step 2 Lead-inGet the students to know something about the survey. And first show them the rules about a questionnaire.Step 3 Skills building 1Completing a questionnaire and do exercises on Page 12. Teach the students how to design a questionnaire and the exercise on Page 13.Step 4 Skills building 2Make the students how to greet others and make introductions. In Step 2, organize them to conduct an interview using the vocabulary on Page 15. Step 5 Skills building 3Analyzing statisticsanalyzing statistics to draw conclusions.Analyzing statistics to make recommendations.Then ask the students to write a report according to the statistic information.Step 5 ProjectTelling a mysterious story and writing a story about the one of the mysteries. Step 6 HomeworkFinish all the homework in Unit 3.。
外研版初一下册Modlue5Unit3教学设计
外研版初一下册dlue Unit 3教学设计dulehetnanduntrUnit3Languageinuse一、型：Revisinandriting二、教材分析：本是一节模块温习。
在整个模块教学中具有举足轻重的地位。
在第一单元的听说和语法两个时中，学生已初步了解单音节形容词的比较级的组成及用法，以听说的形式运用含单音节形容词比较级来谈论家乡和城市。
在第二单元的读写中，学生以文为载体，通过阅读文“hetnanduntr”，在读写训练中进一步明白得和把握单音节形容词的用法同时学习描述“一个地址”的相关辞汇。
本单元是运用本模块所学的单音节形容词的比较级和比较描述不同地址及其地理特点的相关辞汇来进行各类形式的书面训练，从而提高学生的语言知识和语用能力。
也确实是说，本对学生来讲是一个对知识和技术的巩固和提升进程。
本属于温习型。
温习的目的在于梳理归纳相关话题的辞汇、语法，使之形成网络，同时在“了解”、“把握”的基础上通过在具体情境中完成一系列相关任务来培育学生综合运用语言的能力。
因此，本的重点应放在学生能运用本模块所学的辞汇、语法和比较法的描述表达方式来比较两种事物。
三、教学对象分析：在本之前学生已学习了单音节形容词的组成及用法，并运用该语法进行了两次比较人物的简单写作联系；另外，在学完Unit2文后，学生有进行了“hetn”的写作联系，把握了描述“一个地址”的相关辞汇，这对本的温习提升奠定了必要的基础。
利用练习法和归纳法使学生系统把握并准确运用单音节形容词的用法及对照描述两个事物的辞汇，从而实现本的教学目的。
学生在以往的写作中已经把握了大体的写作技术，本将帮忙学生把握“比较法”的写作技术。
另外，本又一次为学生安排“两个同窗”相关信息的对照写作练习和大连、北京两城市的对照写作练习，切近学生的生活，容易激发学生对同窗的关爱和对祖国各地的酷爱之情。
二、教学目标：（一）知识目标：、辞汇：（1）把握一个单词：fat（2）归纳并把握描述“Plaesandgegraphialfeatures”的文句；（3）归纳并把握比较性描述“Plaesandgegraphialfeatures”的文句；二、语法：（1）归纳并把握单音节形容词比较级的组成；（2）把握比较状语从句的用法。
Book新编ModuleUnit教学设计教案
新编Module精选Unit教学设计教案第一章：教学目标1.1 知识目标(1) 学生能够掌握Module精选Unit中的生词和短语。
(2) 学生能够理解并运用Module精选Unit中的语法知识。
(3) 学生能够朗读并复述Module精选Unit的故事情节。
1.2 能力目标(1) 学生能够运用Module精选Unit中的词汇和语法知识进行口语交流。
(2) 学生能够通过阅读Module精选Unit提高阅读理解能力。
(3) 学生能够运用Module精选Unit中的知识进行写作练习。
1.3 情感目标(1) 学生能够培养对Module精选Unit主题的兴趣。
(2) 学生能够在学习过程中培养团队合作精神。
(3) 学生能够增强自信心，提高学习英语的积极性。
第二章：教学内容2.1 教材分析本章以新编Module精选Unit为教学内容，通过学习Unit中的故事情节，引导学生掌握相关词汇、短语和语法知识。
教材内容丰富，插图生动，有利于激发学生的学习兴趣。
2.2 学情分析学生在学习本章内容时，已具备一定的基础知识，能够听、说、读、写简单的英语句子。
通过本章学习，学生将进一步提高英语水平，为后续学习打下坚实基础。
2.3 教学重难点本章教学重点为Module精选Unit中的词汇、短语和语法知识。
教学难点在于引导学生运用所学知识进行口语交流和写作练习。
第三章：教学方法3.1 自主学习法引导学生通过自主学习，掌握Module精选Unit中的词汇和短语。
3.2 合作学习法组织学生进行小组讨论，共同完成语法练习和口语交流任务。
3.3 任务型教学法通过设计各种任务，让学生在完成任务的过程中运用所学知识。
第四章：教学步骤4.1 热身活动（5分钟）引导学生复习上一模块的知识，为新模块的学习做好铺垫。
4.2 新课导入（10分钟）介绍Module精选Unit的主题，引导学生预习生词和短语。
4.3 课堂讲解（15分钟）讲解Module精选Unit中的词汇、短语和语法知识，让学生充分理解并掌握。
Book新编ModuleUnit教学设计教案
新编Module精选Unit教学设计教案一、教学目标1. 知识目标：（1）让学生掌握新编Module精选Unit中的生词和短语。
（2）让学生理解并运用Unit中的重点句型和语法结构。
（3）让学生了解西方节日文化，提高跨文化交际能力。
2. 能力目标：（1）培养学生阅读和理解英文文章的能力。
（2）培养学生运用英语进行口语交流的能力。
（3）培养学生写作和翻译英文文章的能力。
3. 情感目标：（1）激发学生学习英语的兴趣和积极性。
（2）培养学生热爱生活和尊重文化的态度。
二、教学内容1. 教学文本：新编Module精选Unit的课文。
2. 教学知识点：生词、短语、重点句型、语法结构、节日文化。
三、教学过程1. 导入：（1）教师简要介绍本节课的教学目标和内容。
（2）利用图片或实物引导学生谈论相关节日。
2. 呈现：（1）教师展示课文文本，引导学生关注和图片。
（2）教师通过提问方式激发学生对课文内容的兴趣。
3. 朗读和理解：（1）学生自主朗读课文，理解大意。
（2）教师提问检查学生对课文内容的理解。
（3）学生分组讨论，回答问题，加深对课文的理解。
4. 语言点讲解：（1）教师讲解生词和短语的含义和用法。
（2）教师讲解重点句型和语法结构的用法。
5. 练习：（1）学生完成课后练习题，巩固所学知识。
（2）教师批改练习题，及时反馈学生的学习情况。
6. 拓展活动：（1）学生分组进行角色扮演，模拟节日场景。
（2）学生展示自己的表演，其他学生和教师进行评价。
四、教学评价1. 课堂参与度：观察学生在课堂上的发言和互动情况。
2. 课后练习：批改学生完成的练习题，了解学生的学习效果。
3. 口语表达：评价学生在角色扮演中的口语表达能力。
五、教学资源1. 课文文本：新编Module精选Unit的课文。
2. 生词和短语卡片：用于呈现和复习生词和短语。
3. 节日图片或实物：用于引导学生谈论相关节日。
4. 课后练习题：用于巩固所学知识。
六、教学策略1. 任务型教学法：通过设计各种任务，让学生在实际语境中运用所学知识，提高语言运用能力。
Book新编ModuleUnit教学设计教案
新编Module精选Unit教学设计教案第一章：教学目标1.1 知识目标(1) 学生能够掌握Module精选Unit中的生词和短语。
(2) 学生能够理解并运用Module精选Unit中的重点语法结构。
(3) 学生能够熟练阅读并理解Module精选Unit的文章内容。
1.2 能力目标(1) 学生能够通过Module精选Unit的学习，提高自己的阅读理解能力。
(2) 学生能够运用Module精选Unit中的知识，进行口语交流和写作表达。
1.3 情感目标(1) 学生能够对Module精选Unit的主题产生兴趣，提高学习积极性。
(2) 学生能够通过学习Module精选Unit，增强自己的自信心。
第二章：教学内容2.1 教材分析本章所选教材为新编Module精选Unit，内容包括生词、短语、重点语法、阅读理解和口语交流等。
2.2 学情分析学生已经具备一定的英语基础，但对Module精选Unit中的生词和短语可能存在理解困难。
学生需要通过大量的练习和实际应用，提高自己的阅读理解和口语交流能力。
2.3 教学重难点(1) 教学重点：生词和短语的掌握，重点语法的学习，阅读理解能力的提高。
(2) 教学难点：对Module精选Unit文章深层次的理解，口语交流和写作表达的运用。
第三章：教学方法3.1 讲授法：教师通过讲解，引导学生理解生词、短语和重点语法。
3.2 阅读法：学生通过阅读文章，提高自己的阅读理解能力。
3.3 实践法：学生通过口语交流和写作表达，实际运用所学知识。
第四章：教学步骤4.1 导入：教师通过与学生互动，引入本章主题。
4.2 生词和短语的学习：教师引导学生学习生词和短语，并通过例句和练习加深理解。
4.3 重点语法的学习：教师讲解重点语法，并通过练习巩固学生所学。
4.4 阅读理解：教师引导学生阅读文章，并通过问题讨论加深理解。
4.5 口语交流和写作表达：教师组织学生进行口语交流和写作表达，实际运用所学知识。
BookModuleUnit教学设计教案
Book Module Unit 教学设计教案一、教学目标1. 知识目标：学生能够掌握本单元的生词和短语。
学生能够理解并运用本单元的主要语法结构。
学生能够听懂并能够运用本单元的核心句型进行日常交流。
2. 技能目标：学生能够通过阅读和听力练习，提高理解和获取信息的能力。
学生能够通过口语练习，提高口头表达能力。
学生能够通过写作练习，提高书面表达能力。
3. 情感目标：学生能够培养对学习英语的兴趣和自信心。
学生能够通过小组合作学习，培养团队协作精神。
二、教学内容1. 教学主题：本单元主题为“日常生活”。
2. 教学重点：本单元的重点是掌握日常生活中常用的词汇和短语，以及运用主要语法结构进行交流。
3. 教学难点：本单元的难点是正确运用主要语法结构和词汇进行日常交流。
三、教学方法1. 交际法：通过模拟日常生活场景，让学生在实际语境中练习运用英语进行交流。
2. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用英语。
3. 小组合作学习：通过小组讨论和合作完成任务，培养学生团队协作精神。
四、教学步骤1. 导入：利用图片或实物引入本单元主题，激发学生兴趣。
2. 新课呈现：讲解本单元的生词和短语，通过例句展示语法结构的用法。
3. 课堂练习：通过听力练习和口语练习，让学生巩固所学内容。
4. 课后作业：布置相关的写作和家庭作业，让学生进一步巩固所学知识。
五、教学评价1. 课堂参与度：观察学生在课堂上的积极参与程度，以及小组合作学习的效果。
2. 作业完成情况：检查学生课后作业的完成质量，以及对所学知识的掌握程度。
3. 测试成绩：通过单元测试或考核，评估学生对本单元知识的掌握情况。
六、教学资源1. 教材：使用《Book Module Unit》教科书，作为主要教学资源。
2. 多媒体课件：制作多媒体课件，包括图片、视频、音频等，以辅助教学。
3. 网络资源：利用网络资源，寻找与日常生活相关的英语学习材料，丰富教学内容。
4. 实物道具：准备一些与日常生活相关的实物道具，用于模拟场景教学。
《英语》(新标准)(高中阶段)顺序选修8M5模块整体教学设计2
Noun Clause
文化意识
1.To get to know human beings’exploration of space.2.To learn something about the historic event in the history of exploration of space
The students read part 2 and find the writer’s attitude to space exploration.
通过第二部分的阅读，引导学生发现作者的态度和观点。
8 minutes
Discussion
Ask the students to discuss the question:Is it worthwhile or not to explore the universe?
Thestudents read the passage quickly and match the mian ideas with the parts.
通过快速阅读并完成匹配任务，让学生对文章的主要内容有明确的把握。
15 minutes
Scanning of part 1
Ask the students to answer some questions.
Book 8 Module 5 The conquest of the Universe
模块整体解读及分析
《英语》（新标准）
话题
人类首次登月、首次航天飞机飞行、土星及其卫星、科幻电影等。
功能
了解人类不断探索外空的历史，增强开发外空、谋求人类和平与发展的意识。
任务
完成一份中国人探索太空的事件年表。
课时划分
unit1alandofdiversity全单元教案
Unit 1 A land of diversity Ⅰ. 单元教学目标技能目标Skill Goals▲Talk about the USA▲Talk about (going) places▲Learn the words about the USA▲Learn how to ask questions and make comments▲Learn the usage of the Noun Clauses▲Write an introduction to places▲Study the culture and people of the USAⅡ. 目标语言功能句式Talk about (going) placesWhere have you visited recently?When did people first live there?What is the climate like?Why is it so warm / cold / dry / wet there?What’s the population of...?How many nationalities live there?What did you think about the people?What is the most important festival there?How do they celebrate it?What other interesting things did you see?That’s interesting / terrific / marvelous / cool / lovely / beautiful, wonderful!You’re exciting / wonderful. Good / Creative /Fantastic / Super job!词1．四会词汇Strait distinct Arctic means majority ministry Catholic hardship elect federal rail percentage Italy Denmark boom aircraft Korea Korean Pakistan immigration racial crossing vice nephew pole applicant customs socialist occur cattle indicate luggage汇shave tram apparent apparently brake conductor slip bakery ferry hire seagull angle nowhere punishment justice mourn civil authority reform grasp thankful insert2．认读词汇illustrate, Alaska, prehistoric, immigrant, Hollywood, Laotian, conqueror, cable, Andrew, wharf, Alcatraz3．词组Live on, the Arctic, by means of, make a life, keep up, back to back, team up with, mark out, take in a great/good many, apply for结构Learn to use the Noun Clauses重点句子1. However, it is likely that Native Americans were living in California... P22. Of the first Spanish to go to..., the majority were... P23. That is why... P24. Some died or returned home, but... P25. Although Chinese immigrants..., it was the building of... P26. It is believed that before long... P37. Built in 1873... was invented by... P88. It’s a... that takes in... P89. He was noticed by... and to find... P5110. He spoke publicly about..., using his fame to help... P51Ⅲ. 教材分析和教材重组1. 教材分析本单元以“地域文化”为主题, 旨在通过单元教学，使学生了解有关美国地理方面的知识；学习加利福尼亚州的简介，使学生对美国的文明史略见一斑；通过阅读名人传记，研究美国的民族文化，使学生对美国有全方位的认识，掌握有关美国的历史、地理、文化、民族等方面的词汇；学会运用名词性从句等语法知识，并通过相关练习，提高学生的语言运用能力；通过阅读一篇图文并茂的美国游记，学会书写电子邮件或明信片，介绍某一名胜古迹和人文景观；通过学习、探究我国少数民族地区的多种文化，以及撰写我国某一城市、省份或地区的简介，加深对祖国地域文化的了解，提高写作能力。
牛津译林版高中英语模块8 Unit 2 The universal language Word 教学
Unit 2 The universal language Word 教学案11. An orchestra is a group of musicians that mostly play classical music. (P22) 管弦乐队是由一些通常演奏古典乐的人组成的。
Mostdeterminer, pron, adv. 1) the biggest number or amount of, more than anything or anyone else: 最What’s the most you’ve ever won at cards?Which of you earns the most money?He wanted to do the most good he could with the £200，so he gave it to charity.The kids loved the fair，but they enjoyed the bumper cars most of all.2) used to form the superlative of many adjectives and adverbs: (最高级)Joanne is the most intelligent person I know.The department needs three more computers in order to work most effectively (= to work as effectively as possible).3) almost all: 大多数I don't eat meat，but I like most types of fish.In this school，most of the children are from the Chinese community.4) very: 很，非常It was a most beautiful morning.-most suffixused to mean ‘furthest’: 最远的John O'Groats is the northernmost part of the British mainland (= the part that is farther to the north than any other part).mostlyadv.In the smaller villages，it's mostly (= usually) very quiet at nights.The band are mostly (= Most of them are) teenagers，I think.2. Sometimes，though，they are used to tell the difference between two orchestras in the same city. (P22) 虽然有时他们被用来区分同是一个城市的两个管弦乐队的不同之处。
译林牛津版高中英语模块1教案全套
大家论坛欢迎您！更多资料请到高中英语版/forum-136-1.html 2009年高考英语试题汇总贴-大家网推出高中英语版专题分类荟萃（更新中）高中英语语法类汇总高中英语试题类汇总高中英语教学资源类汇总（更新中）高中英语经验方法类汇总高中英语词汇类汇总声明：所有内容由大家网论坛高中英语版收集整理，仅供学习交流使用！牛津高中英语模块一（第1讲）主讲：邵磊主审：孙德霖【教学内容与教学要求】一、教学内容：牛津高中英语模块一Unit 1 （上）二、教学要求：1．掌握和校园生活有关的常用单词、词组与句型。
2．学会描述校园生活和学校设施。
High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building 学校面积大，没有高层建筑。
Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。
Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。
3．学习阅读技巧：skimming&scanning。
4．语法：定语从句（一）【知识重点与学习难点】一、重要单词：access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax二、重点词组：class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪【难点讲解】1.What is your dream school life like?你理想中的学校生活是什么样子?这里dream表示心目中最理想的. 如dream team (梦之队)。
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Module 2 Unit 1 Tales of the unexplained
Step 1预习交流
Task 1 Warming up
How much do you know about this creature?
What else would you like to know about it?
Task 2 Skimming
1. What do they look like?
2. What can they do?
3. When and where were they found?
Step 2 课堂交流
Task 3 True or False
1. There are no Yetis in the world according to the report.
2. An American mountain climber said that he saw a Yeti once.
3. Yetis ran with an amazing speed.
4. Footprints of Yetis are similar to human.
5. Yetis possibly lived in Asia about 3,000,000 years ago.
6. Scientists have solved the
mystery.
Task 4 Talk about the picture
Their appearance
man-like
heavily built
hairy-black fur
4. almost but not exactly the same
5. the degree of being strong or powerful
mystery strength support similar exsit
Task 5 Careful Reading
Do scientists all believe Yetis exist?
How are their opinions divided?
Dr Krantz believes __________________.
He explained Yetis are reported to be found in many parts
of the world because___________________________.
Some scientists think ________________.
They explained the large footprints might be made by ___________________.
Task 6 Further discussion
How many of you believe in the existence of Yetis?
Task 7 Writing
Do you enjoy reading this story? If you are supposed to write a story about Yetis, how will you write it?
How did the writer write it?
Collect information:
1. What do they look like?
2. What can they do?
3. When and where were they found?
Task 8
Creating a story about one of the
mysteries .
Now here comes a chance for you to create a story of your own!
Task 9 Telling a mysterious story
Planning
Preparing
Producing
Presenting
Planning
1. What to write about
2. Information
3. Outline and writing skills
4. Different tasks
Plan 1 What to write about
mysteries What we know about it Websites
Yeti www. phobe. com
www. nessie. Loch Ness
Monster
1. average
2. behaviour
3. weightlifting
4. regularly
5. forbidden
6. ability
7. explanation
8. embarrassed
9. upset 10. achievement。