职业高中英语第三册Unit5语法部分教案unit5Languageinuse
2019新人教高中英语选择性必修三Unit5 Poems--Using Language公开课教案
2019新人教高中英语选择性必修三Unit5Music--Using Language公开课教案Using Language1--Talk about attending a poetry contest Teaching aims:1.Enable students to master some words and expressions about preparing a poetry contest.2.Guide students to know the expressions that are used to praise and encourage somebody.3.Help students to express your own ideas on the given topics about attending a poetry contest and develop your interest in writing poems.Teaching key points:1.Master the words and expressions about preparing a poetry contest.2.Learn and use the expressions in the listening text to describe attending a poetry contest.Teaching difficult points:1.Enable students to catch the key information of the listening text.2.Enable students to express themselves on the given topics about attending a poetry contest.Teaching procedures:StepⅠLead-inBefore the class,let’s have a free talk.Design:T:Dear class, have you ever written a poem before?Ss；Yes.T:Oh,really?What did you write about?S:Love, I have written a poem before for my mother on her birthday to tell her how much I love and appreciate her.T:Wow, good for you.So, what might inspire you to write the poem?S:I might be inspired to write poems by seeing something beautiful or by beingin love,etc.I think many different things could inspire me.OrT:Dear class,have you ever written a poem before?Ss:No.T:OK,well, have you read poems?Ss:Yes.T:So,what do you think poets usually write about?Ss:Nature,love,dream,etc.T:How do they get inspired/find inspiration to write poetry? Do you know the meaning of inspire? It means to give sb the idea for sth,especially sth artistic or that shows imagination.Ss:Um, go for a walk, hike in the countryside,climb to the top of the mountain,lose a loved one,etc.StepⅠ While-listeningActivity 1Listen to Part 1 and choose the best answers1.When is the deadline for the poetry contest?A.20th.B.22nd.C.24th.2.What does Nora mean by saying that she needs time to polish her writing?A.She still needs time to change it and make it better.B.She plans to do it this weekend.C.She has finished it.3.Why doesn’t Pitt want to enter a poem contest?A.Because he thought it is meaningless.B.Because he plans to go for a hike.C.Because he can’t think of anything to write about.4.What does George plan to do?A.He plans to polish his writing.B.He plans to write his poem this weekend.C.He plans to skip the contest this year.Suggested answers:1. B2.A3.C4.BActivity 2Listen to Part 2 and find out how the students will inspire themselves to write poetryGeorgeplans to and ,so all sorts of may come into his mindNora writes best whenPittwhile working and writing poetrySuggested answers:Georgeplans to go for a hike in the countryside and sit quietly somewhere,so all sorts of interesting thoughts and words may come into his mindNora writes best when surrounded by familiar thingsPitt listens to music while working and writing poetryActivity 3Listen to the two parts again and tick the expressions you hear that are used to praise and encourage somebodyPraising and encouraging¨That’s a good idea.¨I like that idea.¨That’s a good effort.¨You are doing well.¨What a great idea!¨Your ideas sound very encouraging to me.¨Keep up the good work.¨Do your best.¨I think that’s a fantastic idea.¨You know what?That’s a good idea.¨Come on,you can do it.¨Give it your best shot. Suggested answers:√.That’s a good idea.√.What a great idea!√Keep up the good work. √Give it your best shot.StepⅠPost-listeningActivity Work in pairs and write a short conversation using the expressions that are not included in the listening materialSuggested answers:S1:I am so anxious because I think I cannot finish writing my poem before the deadline.S2:Why?You haven’t written it yet?S1:I have already written one poem but I need more time to polish it.And I don’t know what to do.S2:Eh,I think you can turn to Eric—the exchange student for help.S1:You know What?That’s a good idea.Thank you very much.S2:It’s a e on,you can do it.StepⅠSpeakingActivity 1Work in groups.Discuss entering a poem contest like the one in the listening section.The expressions in Activity 4 and the following questions may help youDiscuss entering a poem contestActivity 2Role-playMake a dialogue about entering a poem contest.One student act as the teacher and one student act as the student.Example:T:Our school is going to hold it’s yearly poem contest.Are you going to take part in it?S:Yes,I’m going to enter the yearly poem contest.T:Good for you.What kind of poem are you going to write?S:I am going to write haiku.T:That sounds great.What are the topics you would love to write about?S:I would like to write about nature and wildlife.T:What a great idea! How will you inspire yourself to write the poem?S:I will inspire myself to write the poem by visiting an ancient temple and forest in the countryside.T:You know what?That’s a good idea.Keep up the good work.S:Thank you.T:Will you use rhyming words in your poem?Why?S:I won’t use rhyming words in my poem as haiku doesn’t usually have rhyming words.T:Good job.Just give it your best shot and then you will get a good grade.StepⅠ HomeworkListen and practise reading the following poems aloud.Pay attention to the rhyming words and the rhythm of the poems.Activity Listen and circle the words you think are stressedTHE ARROW AND THE SONGI shot an arrow into the air,It fell to earth,I knew not where;For,so swiftly it flew,the sightCould not follow it in its flight.I breathed a song into the air,It fell to earth,I knew not where;For who has sight so keen and strong,That it can follow the flight of song?Long,long afterwards,in an oakI found the arrow,still unbroke;And the song,from beginning to end,I found again in the heart of a friend.H.W.LongfellowNIGHTThe sun descending in the west,The evening star does shine;The birds are silent in their nest,And I must seek for mine.The moon,like a flower,In heaven’s high bower,With silent delight,Sits and smiles on the night.Farewell,green fields and happy groves,Where flocks have took delight.Where lambs have nibbled,silent movesThe feet of angels bright;Unseen,they pour blessing,And joy without ceasing,On each bud and blossom,And each sleeping bosom.William BlakeUsing Language2--Write a poemTeaching aims:1.Enable students to assess subject,images,rhyming words and rhetorical devices of poems.2.Guide students to analyse and write an essay about a poem.3.Help students to write an original poem based on what has been learnt.Teaching key points:1.Help students to assess subjects,images,rhyming words and rhetorical device of poems.2.Help students to write an original poem based on what has been learnt.Teaching difficult points:1.Enable students to recognize subjects, images,rhyming words and rhetorical devices of poems.2.Enable students to write an original poem based on what has been learnt.Teaching procedures:StepⅠPre-reading1.Do you remember any poems you have read,either in Chinese or in English?2.Do you know how to understand a poem?Make a list of questions that the readers should consider while reading poems.The following points may help you.Tips:Tone: a quality in the writer’s voice or writing showing his/her feelings or thinking.Rhetorical devices:repetition,figurative language, smile, metaphor...Suggested answers:1.The answers vary.2.What is the subject of the poem?What is the poem about?What images does the poet use?What is the tone of the poem?What feelings and emotions does the poet try to make the reader feel?How does the poem make you feel?Which emotions is the poet trying to convey to the reader?Does the poet use rhyming words?Which rhetorical devices are used in the poem?Does the poet use alliteration(头韵)?Metaphor or simile?Repetition of words or phrases?StepⅠ While-readingActivity 1Read for the general information1.What’s the topic of each poem?2.What picture comes to your mind after you read them?3.What inspiration have you got from the poems?Suggested answers:1.Wind,dream,love.2.The answers vary.For example:I can see wind blowing across the hill and kites flying in the wind.I can even see the poet running after wind.3.The answers vary.For example:know the importance of dream,etc.Activity 2Read for the detailed informationRead the poems again and complete the table.①Wind on the hill②Dream③A MatchSubjectImagesRhymingwordsRhetoricaldevicesSuggested answers:Subject:①the wind②the dreams③loveImages:①kite,person②broken-winged bird,barren field frozen with snow ③rose,leaf,fieldsRhyming words:①knows/goes can/ran kite/night blew/too goes/knows ②die/fly go/snow ③together/weather closes/is grief/leafRhetorical devices:①repetition,alliteration②repetition,metaphor③repetition,metaphor,simileStepⅠAnalyse and write an essay about a poemActivity 1Read the example in activity 3 and answer the questionsHow does the author analyse the poem?From which aspects?aspects{Para.1Theofthepoem.{What’sthetopicofthepoem?Whatkindofpoemisit?Howdosomesentencesrhyme?Para.2The ofthepoem. Para.3The ofthepoem. Para.4The ofthepoem.Suggested answers:1.form2.image/picturenguage/expressions4.meaning/inspirationActivity 2Read for language expressions1.Read the essay again and find out the useful expressions. Para.1_________________________________________Para.2____________________________________________Para.3I learnt a new ...Para.4I think the poet is ...He wants to ...Suggested answers:Para.1The poem ... by ... is ... with ... lines.When I read the poem aloud I can hear that ...These rhyming words sound ...Para.2When I close my eyes,I can see ... from the poem.For example...2.Brainstorming—Think other useful expressions that you can use when analysing a poem.Suggested answers:Here is a poem titled ...by ...This poem isabout ...It is popular with Chinese readers.It rhymes at ...The language of the poem is ...In my opinion,.../As far as I’m concerned,...Activity 3Choose one of the poems and write a short essay about itSuggested answers:The poem WIND ON THE HILL by ne is a poem with 20 lines.When I read the poem aloud I can hear that the ends of some sentences rhyme—“knows” and“goes”,“kite” and “night”.These rhyming words sound nice and make the poem pleasing to read.When I close my eyes,I can see vivid pictures from the poem.For example,I can see wind blowing across the hill and kites flying in the wind.I can even see the poet running after wind.The language of the poem is descriptive and vivid.I learnt a new phrase “keep up with”,which means to catch something.As far as I’m concerned,the poet is describing the beauty of wind and nature for us.Activity 4Exchange your work with your partner and show your workStep ⅠWrite an original poemActivity 1Follow these stepsSuggested answers:The answers vary.Activity 2Write your poem_________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ________________________________________Step Ⅰ Presentation□Is the theme/subject of the poem clear?□Are the words and phrases related to the theme?□Does the poem paint a picture in your head?□Does the poem have a proper title?□Does the poem rhyme?StepⅠ HomeworkRead aloud your poem to the class or put it up in the classroom.。
最新中职英语基础模块教案：Unit5(第三课时)
Unit 5 What’s the weather like in Beijing?教学设计第三课时 Phonetics review(Vowels: Chant 3 and Chant 4)1．教学内容本课时包括Phonetics review (V owels: Chant 3 and Chant 4)部分，具体训练内容为：元音/ɔɪ/ /au/，辅音：/j/ /s/ /r/ /m/ /h/。
2．教学重点、难点教学重点：上述音标的准确发音；教学难点：元音/ɔɪ/ /au/的区分。
3. 教学目标知识目标: 通过模仿、辨别进一步熟悉音标中元音/ɔɪ/ /au/，辅音：/j/ /s/ /r/ /m/ /h/的正确发音；能力目标:正确跟读上述音标及相关歌谣、单词。
4. 教学步骤Step I Revision and introductionMake a brief revision about the vowels /ei/ /ai/ that we learned in last section, and introduce the pronunciation /ɔɪ/ /au/ that will appear in this class..Step II Practice on Vowels: /ɔɪ/Chant 3 Joyce and RoyActivity 181. Try to pronounce. Ss read aloud the words given: soil, boy, soy, coin, toy, oil.2. Listen and choose. Ss fill in the blanks with the words they listened, then check with each other.3. Ss try to list more words that contain /ɔɪ/.（设计意图：通过列举词汇，可有效地复习所学单词，巩固记忆。
高中英语必修三教案：第5单元using+language.doc
高效课堂教学设计：（授课日期：年月日星期班级）精美句子1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了6、朋友是什么？朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
人教版高中英语必修3 Unit5 Grammar 优秀教学设计
Unit5 Grammar 教学设计Period 4语法专题课教学设计设计意图This is the fourth teaching period of this unit. The first task is to understand and put noun clauses as the appositive into practice. The emphasis of this period will be placed on the grammatical knowledge in the reading text. In order to make students understand the grammar, we can firstly get students to study the grammar by themselves and try to make a summary according to the examples. And then try to put them into use to improve the ability of using them in real situations.教学目标1. To help students grasp the grammatical rules of noun clauses as the appositive in this unit.2. To help students construct the grammatical trees and use the noun clauses in real situations through self-study and cooperative exploration.3. To let students be absorbed in English study and enjoy the beauty of English.教学重点1. The usage of noun clauses.2. Put the grammatical rules into practice.教学过程Task l Lead-in（设计意图：通过回归课文寻找同位语从句，培养学生观察发现总结的能力。
中职《英语基础教程》第三册-Unit5-电子教案
Unit 5 We are going to work as packagers on the assembly line.一、单元内容分析本单元的教学重点是掌握关于常见岗位工作指令的词汇与短语。
能够听懂就工作任务进行询问和部署的对话；正确并熟练运用就工作任务进行转述的相关表达与句型；能读懂简单的工作任务流程和指令的短文。
本单元通过复习常见岗位工作指令的短语，引出询问工作流程和部署工作任务这个话题，与学生的专业性、职业性都联系紧密。
就这些短语而言，学生在以前的学习中也有所接触。
本单元需识记的短语较多，针对学生的专业情况，教师应该通过合理的设计，帮助学生有效地完成听、说、读、写四个任务，为后面的练习以及语言的输出做好充足的准备。
在教学过程中教师可充分利用询问工作流程、部署工作任务和转述工作要求等相关活动，让学生在个体或集体活动中充分练习相关句型。
并在此基础上培养学生良好的工作习惯和职业习惯，帮助他们更合理高效地完成常见工作岗位中的一些任务。
本单元设计成四个课时：第一课时Lead-in + Listening and speaking第二课时Reading and writing第三课时Language in use第四课时V ocabulary practice + Supplementary Reading二、分课时教学设计第一课时Lead-in + Listening and speaking一、教材分析1.教学内容本课时系教材《英语基础教程》（3）第五单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：复习常见岗位工作指令的词汇与短语，听懂并掌握就工作任务进行询问和部署的简单对话，能准确地表达工作任务的各个步骤并进行转述。
2.教学重点、难点（1）教学重点复习常见工作指令的词汇与短语；听懂就工作任务进行询问、部署和转述的句型；听懂就工作任务进行询问和部署的简单对话，准确地表达工作任务的各个步骤并进行转述。
凤凰职教第三册unit5优质课教案
1plete the conversations with the useful expressions above.
2.Fill in the blanks with the right forms of the words given.
(1)Hearing the funny joke, she could not help_____ (laugh).
Are they showing a successful team, and why? Teacher will ask some questions about the two pictures.Encourage the ss to talk about the two pictures.
2.Read the English saying below. Think of Chinese ones with the same or similar meaning.
教学过程
教学步骤
教学内容
教学方法及双边活动
Step 1
warm-up
Step 2
Listening
Step 3
Speaking
Step 4
Practice
Step 5
Homework
1.teacher will ask some questions by showing pictures. Let students to compare the two pictures.
Activity1.Listen to the conversation and tick(∨)what’s being talked about.
Before listening: teach some new words in the listening material.
人教版高中英语必修三教案unit5 Language points
Unit5 Canada—“The True North”
本节课题
Language points
课标要求
Master useful words , expressions and sentence patterns such as rather than, continent, baggage, chat, scenery, eastward, surround, harbour, aboard, settle down, manage to, catch sight of, eagle, have a gift for, within …
3. Students have confidence in using these patterns.
教材分析
Make them know how to use the language points in this part correctly and get them understand the reading passage better.
学情分析
Students may have difficulty in using sentence structures.
教学重难点
Get the students to master the usages of the patterns
提炼的课题
Deal with the important language points
预习内容布置
新新学案P 80-81
三维目标
1. Learn to use the useful sentence patterns in the reading passage.
中职英语第三册unit 5
Unit 5 We are going to work as packagers on the assemblyline.（第一课时教学设计）一、学情分析本教案的授课对象为职业高中学校高二年级电商班的学生。
通过一年的学习，这些学生已经有了一定的英语基础，能听懂和说出一些单词和词组，但大多数的学生还不能用完整的语句表达个人观点，缺乏综合运用语言的能力；能参与一些让他们感兴趣的课堂活动，但课后较少主动复习，缺少学习的延续性。
针对此现象，教师可以考虑通过图片展示、讨论与他们学生生活息息相关的主题等教学手段，组织多样化的课堂活动来分解和降低教学难度，调动学生的参与积极性，激发学生英语学习的兴趣，让学生在有目的的情景活动中，培养语言的运用能力。
同时，可以采用分层教学法，以适合不同程度的学生，培养学生的合作能力和自主学习能力。
二、教材分析1. 教学内容本课时系教材《英语3（基础模块）》（高教版）第五单元的第一课时，包括lead-in 和Listening and Speaking两部分，具体内容：流水线上的工作流程和具体工作内容，听、说有关流水线工作的对话。
这些内容为整个单元的学习活动做语言和知识的准备，也为学生学以致用的语言表达活动提供了语言铺垫。
流水线上的工作流程相对于学生来讲是比较陌生的话题，教师需要创设较为真实的语言环境，来引导学生积极参与到课堂活动中来。
2. 教学重点、难点(1) 教学重点：学生能听懂流水线工作的流程和具体工作内容，并能利用所学词汇和句式进行有关流水线工作的对话。
(2) 教学难点：学生能利用所学有关流水线工作流程的词汇和句式进行相关实际生活中的对话练习。
三、教学目标1. 知识目标(1) 通过对话学习，学生能掌握以下词汇：packager, assembly line, workshop, socialpractice, wrap, dress up, seal。
(2) 通过对话听和说的练习，学生能用first, then, after that, the last 来描述生产线上的工作过程，并能掌握基本句型：68英语教师资源包3（基础模块）What are we going to do?What / How should we ...?First, you should ... Then ...What’s next? Is that it?After that, ... Finally, ... That’s all.2. 能力目标(1) 学生能听懂流水线上的工作流程和具体工作内容并进行排序练习。
【VIP专享】职业高中英语第三册Unit5阅读部分教案unit5 reading and writing
Activity 13 Read and complete 再读报道，帮助张明完成 下面的实习总结报告。 I took part in ___________________________ this summer. It is the third time that I _______________________________. I find ________________. It is really a good opportunity for us to know about the society. This summer, we were asked to _______________________________. We were divided into
能掌握本单元的重点词汇和句型。 教学重点 能用 first，then,after that,at last 描述工作流程。
能区分直接引语和间接引语
教学难点 能使用 say，tell,ask 等词把直接引语变成间接引语
教学资源 多媒体
教学后记
过程与方法
学生能在学习中发现 问题和解决问题 1、小组合作法 2、情景教学法 3、自主学习法
1）Suppose it was their teacher who assigned the task, what
would he say? ____________________________________________________ 2) What did Li Kai say at the end of the program? ____________________________________________________ 3)Suppose the reporter interviewed Zhang Ming, what would he say? ___________________________________________________ 4)Suppose the reporter told what Xu Liyan said to a friend, what would he say? ____________________________________________________ Step 4 Practice and consolidation Activity 15 Look and describe,看图，选择适当的词语完 成图片描述。
【中职专用】高教版2021基础模块3Part 5 Unit 5 教案
1.Here are the dialogues of travel reporter Kevin. Please match column A with column B.
E.g:Kevin says,“I am a travel reporter”.
Review the words in the reading to know the usage of them，then fill in the sentences to finish task20.
Check the answers together ,correct the errors and explain the reason.
3.Read and complete.
Fill in the description about Mount Tai.Check the answers together ,correct the errors and explain the reason.
1.Read and review the usage of the vocabulary while finishing task 19.
4.Conclusion.
1.直接引语:引述说话人原话;用,和“”引号
间接引语:转述说话人的话;不用引号，ቤተ መጻሕፍቲ ባይዱ宾语从句
2.人称变化口诀：
时态变化：(主句为过去时)
1.Read the model sentences to conclude the features of grammar and finish task16 in group.
1.Remember the grammar rules and key vocabulary in the unit.
外研版高中英语选择性版必修第三册Unit5 Section Ⅱ Using language学案
Section ⅡUsing language1．employ v．使用，运用；雇用(1)employ sb．as ...雇用某人为……employ sb．to do sth．雇用某人做某事be employed in (doing) sth．应用于/从事于/忙于(做)某事(2)employment n．工作，职业，雇用employer n．雇用者，雇主employee n．受雇者，雇员①A number of people have been employed to deal (deal) with the work．②A large company requires the employment (employ) of many people．③It's been reported that a large number of employees (employ) in some western countries are using emojis at work．④她忙着把所有要做的工作列一个清单。
She was employed in making a list of all the work to be done．⑤你是怎样利用你的空闲时间的？How do you employ your spare time?2．vary from ...to ...从……到……之间变化(1)vary v．根据情况)变化，不同；改变vary with随……而变化vary in在……方面变化，在……方面有差异(2)variety n．多样化；不同种类a variety of各种各样的(3)various adj．各种各样的，各种不同的[即学即练] 单句语法填空/完成句子①Join us to taste a variety (various) of fresh local food and drinks ． ②When a predator lives on various (vary) species ，they are weakly linked ． ③The stopping distance for cars varies with the speed they are travelling at ． ④人的爱好和选择各不相同。
Module5Unit3Languageinuse教案
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module 5 Unit 3 Language in use》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是否遇到过需要用英语表达个人成就或祝贺他人的情况？”（例如，当你的朋友获得比赛冠军时）这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何用英语表达个人成就的奥秘。
2.语法点：一般过去时与现在完成时的区别和用法，通过对比和实例分析，让学生在实际语境中运用这两个时态。
3.对话和阅读理解：分析课文中的对话和阅读材料，提高学生的阅读理解能力和听力技巧。
4.写作练习：结合本单元的话题，让学生尝试写一篇关于个人成就的小短文，锻炼学生的写作技巧。
二、核心素养目标
《Module 5 Unit 3 Language in use》的教学旨在培养学生以下核心素养：
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解一般过去时和现在完成时的基本概念。一般过去时是描述过去发生的事情，现在完成时则是强调过去发生的事情对现在造成的影响。掌握这两个时态对于描述个人经历和成就至关重要。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何在实际对话中使用这两个时态，以及它们如何帮助我们更准确地表达意思。
最后，我认为在课后给予学生们一些额外的辅导和资源也非常重要，这样他们才能在课后继续巩固所学知识。我会在课后提供一些在线学习材料，并鼓励他们在日常生活中尽量使用英语进行交流，以提高他们的语言实际运用能力。通过不断的努力和改进，我相信学生们会在英语学习上取得更好的成绩。
Module5Unit3Languageinuse教案
1.语言能力：培养学生运用英语进行交流的能力，通过描述过去事件，掌握并运用简单过去时态，准确使用时间状语和动词过去式，提升语言表达的准确性和流利性。
2.思维品质：激发学生思考并分享个人经历，培养逻辑思维和创造性思维，提高问题分析和解决能力。
3.文化意识：通过讨论不同文化背景下的过去经历，增进学生对文化差异的理解，培养跨文化沟通意识。
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“简单过去时态在日常生活中的应用”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。
2.引导与启发：在讨论过程中，我将作为引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
Module 5 Unit 3 Language in use教案
教学内容：
一、教学内容
Module 5 Unit 3 Language in use
1. Review the vocabulary and sentence structures related to the topic of past experiences.
4.学习能力：鼓励学生在互动活动中积极探究、合作学习，培养自主学习策略，提高学习效率，形成长期学习的动力。
三、教学难点与重点
1.教学重点
-核心词汇与短语：重点复习与过去经历相关的词汇，如"visit", "go on a trip", "last summer", "yesterday"等，并强调这些词汇在句子中的应用。
五、教学反思
Module5Unit3Languageinuse教案外研版
教学难点
the use of infinitives.
学情分析
It may be a little difficult touse the infinitives correctly.
学法指导
Formal and interactive practice
教 学 过 程
教学内容
教师活动
学生活动
效果预测（可能出现的问题）
Show some exercor them to do together and check the answers quickly.
Show the homework for them
1、Read and think the commons
2. Find the same structures in this module and talk about with cla源自s.补救措施修改意见
一、Language practice
二. Around the world
三Module task.
四．Practices.
五．. homework
1、Bring studenread the sentences and ask them to find the commons
2. Ask students to find out more the structures in this module.
3.Show the grammar rules.
students do Activities1,2,3,4,5
6,7,8.
Bring them to learn the passage
1. Point out these questions and make them talk about.
外研版高中英语必修第三册Unit5 Section Ⅱ Using language学案
Section ⅡUsing language1．unaware adj．未觉察到的，未意识到的(1)be/become unaware of/that...未意识到……(2)aware adj．觉察到的，意识到的be/become aware of/that...意识到……make sb．aware of/that...使某人意识到……as far as I'm aware据我所知(3)awareness n．意识raise one's awareness of增强某人对……的意识①As is known to all，education is a process，and people are gradually aware of its importance．②Global warming is a big concern for all and it's important to raise people's awareness(aware) of climate change．③我做事太过专心，以至于对周围发生的事情丝毫没有察觉。
I got so absorbed in doing something that I was/became unaware of things happening around me．2．cloth n．布(1)a piece of cloth一块布a damp cloth一块湿抹布(2)clothes n．(无单数形式)衣服，衣物clothing n．[U](尤指某种)服装，衣服的总称①She put a cloth over the table，preparing to have dinner．②Protective clothing must be worn when the machine is in operation．③My washing machine is being repaired，so I have to wash my clothes by hand．④他们递给我们每个人一块热的湿布擦手。
高中英语Unit5Usinglanguage学案新人教必修3
广东省惠州市惠东县惠东荣超中学高中英语 Unit 5 Using language学案新人教版必修3学习方针:1.阅读课文，学习相关地理知识，了解加拿大的两个城市：多伦多和曼彻斯特，欣赏这两个城市的自然美景。
2.掌握重点单词和短语的用法。
课前预习案Previewing Case使用说明及学法指导：1. 自我学习课本38页里的内容，完成预习案。
2. 完成时间25-30分钟。
Task1 Write down the words and expressions according to the following Chinese meaning.I. 单词巩固1.v. 混合_________ 证实_________ 使惊吓___________ 使印象深刻___________2.n. 混合物__________ 灌木___________ 枫树____________ 传统__________霜_________距离_________ 薄雾__________ 同学__________货摊_________珍珠_________ 黎明__________ 自助餐__________3.adj.富有的___________ 有薄雾的___________市区的_________ 接近；大约__________ 宽阔的________ 附近的________恐惧的________欣喜的_______给人印象深刻的____ ___II. 短语记忆1.在远处______________2.大约黄昏时分_______________3. 一直走到____________________4.和……闲聊_______________5. 去市中心_______________6. 讲法语____________________7. 用法语做的广告_______________ 8. 在附近的大学____________________Task 2 按照课文内容（P38）用适当的介词或副词填空。
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语言技能目标：听—能识别流水线上的工作流程和具体工作内容
说—能用first, then, after that, at last描述工作流程。
读—能读懂有关社会实践的文章并提取相关信息
写—能根据提示完成一份简单的实习报告
学生能在学习中发现问题和解决问题
1、小组合作法
2、情景教学法
3、自主学习法
4、探索发现法
文化意识：简单了解中外学生的社会实践活动形式、目的等的异同
情感态度：了解今后要进入工作的场所，初步树立敬业的工作态度。
教学重点
能掌握本单元的重点词汇和句型。
能用first，then,after that,at last描述工作流程。
教学难点
能区分直接引语和间接引语
能使用say，tell,ask等词把直接引语变成间接引语
教学资源
多媒体
教学后记
8）时态的变化主句为现在或将来时态，间接引语的时态一般不变；主句为过去时态时，间接引语一般作相应的变化。变化见下表：
直接引语
间接引语
一般现在时
一般过去时
现在进行时
过去进行时
现在完成时
过去完成时
一般过去时
过去完成时
过去完成时
过去完成时
一般将来时
过去将来时
Step 4 Practice and consolidation
3）Waiter:Would you like to order now?
Customer:I’d likese.
Q:What did the customer say?
4)Guest:When does your program start?
Staff:Our program starts at 9:00 am.
Q:What did the guest ask? And what did the staff answer?
Activity 20 Ask and answer.三人一组，就以下信息仿照例句循环问答。
Eg：A: What did you do yesterday?
2.自主阅读life and culture的文章。
Customer:OK. Thank you.
Q:What did the staff tell the customer to do?
2)Staff:I want to exchange some money. Can you help me?
Customer:With pleasure.
Q:What did Jack ask Mary to do?
Activity 18 Read and complete.读以下对话，用say, tell, ask的适当形式填空。
A: I wonder where Sue is. She __________ she would be here at 8 o’clock.
B: Oh, I saw Jack this morning. He __________ me that Sue was on her holiday in Australia.
3）go to the convenience store and buy a cake
4）go to the bank to cash a check
5）go to the toy factory for social practice
Step 5 Homework
1.完成vocabulary practice的练习
A: Really? But her doctor __________ that she should rest for at least a month.
B: What’s the problem? Jack __________ me to watch out for her doctor’s call this morning. I was wondering why.
B: I went to the shop to replace my MP4 player.
C: What did B say?
1）attend night English courses for vocational school students
2）do a part-time job as a tutor
A: I’ve just got the message. Her doctor didn’t __________ what illness she had got.
Activity 19 Read and answer.阅读以下几组对话，回答问题。
1）Staff:Please complete this application form.
汨罗市职业中专学校教学方案设计（首页）
教学
内容
Unit 5 We are going to work as packagers on the assembly line Language in use (1) (PPT 34-47)
课型
学时
节次
授课班级
授课日期
出勤情况
纪律情况
教学目的
知识与技能
过程与方法