教案新部编本Module 1 Europe
高一英语module 1 europe 教案3.doc
Module 1 EuropeSpeaking---教案■Goals●To learn about tag questions●To role-play a conversation■ProceduresStep 1: Learning about Tag QuestionsA tag question is a special construction in English. It is a statement followed by a mini-question. The whole sentence is a "tag question", and the mini-question at the end is called a "question tag".We use tag questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do you agree?" They are very common in English. The basic structure is:Look at these examples with positive statements:Look at these examples with negative statements:Some special cases:Here are some mixed examples:But you don't really love her, do you?This will work, won't it?Well, I couldn't help it, could I?But you'll tell me if she calls, won't you?We'd never have known, would we?The weather's bad, isn't it?You won't be late, will you?Nobody knows, do they?Notice that we often use tag questions to ask for information or help, starting with a negative statement. This is quite a friendly/polite way of making a request. For example, instead of saying "Where is the police station?" (not very polite), or "Do you know where the police station is?" (slightly more polite), we could say: "You wouldn't know where the police station is, would you?" Here are some more examples: You don't know of any good jobs, do you?You couldn't help me with my homework, could you?You haven't got $10 to lend me, have you?IntonationWe can change the meaning of a tag question with the musical pitch of our voice. With rising intonation, it sounds like a real question. But if our intonation falls, it sounds more like a statement that doesn't require a real answer:Answers to tag questionsHow do we answer a tag question? Often, we just say Yes or No. Sometimes we may repeat the tag and reverse it (..., do they? Yes, they do). Be very careful about answering tag questions. In some languages, an opposite system of answering is used, and non-native English speakers sometimes answer in the wrong way. This can lead to a lot of confusion!For example, everyone knows that snow is white. Look at these questions, and the correct answers:In some languages, people answer a question like "Snow isn't black, is it?" with "Yes" (meaning "Yes, I agree with you"). This is the wrong answer in English!Here are some more examples, with correct answers:The moon goes round the earth, doesn't it? Yes, it does.The earth is bigger than the moon, isn't it? Yes.The earth is bigger than the sun, isn't it? No, it isn't!Asian people don't like rice, do they? Yes, they do!Elephants live in Europe, don't they? No, they don't!Men don't have babies, do they? No.The English alphabet doesn't have 40 letters, does it? No, it doesn't. Question tags with imperativesSometimes we use question tags with imperatives (invitations, orders), but the sentence remains an imperative and does not require a direct answer. We use won't for invitations. We use can, can't, will, would for orders.Same-way question tagsAlthough the basic structure of tag questions is positive-negative or negative-positive, it is sometime possible to use a positive-positive or negative-negative structure. We use same-way question tags to express interest, surprise, anger etc, and not to make real questions.So you're having a baby, are you? That's wonderful!∙She wants to marry him, does she? Some chance!∙So you think that's amusing, do you? Think again.Negative-negative tag questions usually sound rather hostile:∙So you don't like my looks, don't you?Step 2: Role-play a conversation about where you live。
高一英语Module 1 Europe 教案
一. 教学内容：Module 1 Europe二. 重难点讲解1. face名词n. 脸，面孔the front of the head, with the eyes, nose and mouthJohnny hit him in the face.My face is burning.He often makes faces at children.名词n. 前面；正面the side presented to view, the chief, right, or most important surface of anything The face of the building looks towards the south.名词n. 脸部表情a look or expression on the faceHe is a good judge of faces.She stood up with a smile on her face.He made a long face.名词n. 外观，外表the outward appearance of anythingThe face of our home town has been greatly changed.名词n. 面子，威信dignity; reputation; what is thought about a personIf Tom doesn’t keep his promise, he’ll lose face.如果汤姆不信守诺言，他就会丢面子。
动词v. 面对，面向have the face or the front towards somethingWe share mon experiences and face mon tasks.Our room faces the sea.The house faces south.He turned around and faced me.动词v. 大胆面对，应付be brave enough to go to someone or something unfriendly or dangerousShe had to face her angry boss.He faced difficulties squarely and overcame them.动词v. 承认…存在recognize the existence ofWe have to face facts.动词v. 朝，向be turned, lookMy house faces to the south.2. 及物动词vt. 设置establish or place in a particular place or positionWhere is the new factory to be located?The firm located its office in Shanghai.及物动词vt. 找出位置state or show the position ofCan you locate Paris on the map?及物动词vt. 找出出处，查出find out the exact position ofThe soldiers located the enemy.3. ancient形容词adj. 远古的，古代的an ancient civilization古代文明ancient relics古代遗物形容词adj. 自古以来的，古来的，古老的an ancient custom古老习惯4. govern动词v. 统治，管理to make laws for a country, to ruleWho governs this country?谁治理这个国家？动词v. 限制；抑制，控制restrainYou should govern your temper.你应该克制一下自己的脾气。
Module 1 Europe 教学设计
Modul e 1 EuropeIntroductionStep 1 As you know, Europe plays an important role in economy. How many countries are in Europe? 45. Can you tell us some developed countries?(Such as United Kingdom, France, Greece, Portugal Italy, Spain, Russia.Holland.)Step 2 . Go through words in activity. Read the words after the teacher.1.Athens/'æθənz/ n. 雅典(希腊首都)2. Greece /gri:s/ 希腊3. Lisbon / 'lizbən/ 里斯本（葡萄牙首都）4. Portugal /'pɔ:tjugəl/ n. 葡萄牙5. Spanish / 'spæniʃ/ a. 西班牙的n. 西班牙语6. English /'iŋgliʃ/ a. 英国的,英国人的n. 英语7. Greek / gri:k / a. 希腊(人)的n. 希腊人,希腊语8. London / 'lʌndən/ 伦敦9. Portuguese /pɔ:tju'gi:z/n.葡萄牙人,葡萄牙语a. 葡萄牙的,葡萄牙人的,葡萄牙语的10. United Kingdom n. 英国,联合王国11. France /frɑ:ns/ n. 法国12. Italian / i'tæljən / a. 意大利的n. 意大利人13. Madrid / mə'drid / n. 马德里14. Rome / rəum / n. 罗马15. French / frentʃ / a. 法国(人)的,法语的n. 法语16. Italy / 'itəli / n. 意大利17. Paris / 'pæris / n. 巴黎18. Spain / spein / n. 西班牙Step 3 Then fill in the form.Step 4 Check the meaning of the words and phrases of activity 2 .1.across : [ə'krɔs] prep. 横过穿过,横过在……对面1）.The two lines cut across each other.两条线相交。
module1europeword教案
Ⅰ. 教学内容分析本模块以Europe为话题，介绍了几座著名的欧洲城市。
通过模块教学，学生要学会运用所学词汇描述自己所了解的城市，介绍城市的所在位置；教师要引导学生正确认识和看待欧洲经济的发展，激发学生努力学习、建设祖国的雄心壮志。
Introduction部分通过填充欧洲地图，使学生对欧洲一些国家的国名、首都及地理位置做一个初步了解，引发学生进一步探究的兴趣。
Reading and vocabulary部分通过阅读对Paris, Barcelona, Florence,和Athens 四座欧洲名城的介绍，让学生学会相关词汇，并了解如何写城市介绍。
Function部分通过对一些表方位的介词短语的介绍，让学生学会说明一个地点的确切方位。
Grammar 1部分通过观察课文中的例句，要求学生了解被动语态的使用。
Listening 部分通过听取一段三人间的对话对Cardiff, Valencia和Edinburg进行了介绍，让学生获取信息，完成相关练习，进一步了解欧洲名城。
Writing 部分通过让学生进一步获取信息来加深对欧洲城市的了解，并根据所获取的信息加写介绍欧洲城市人文环境的段落，使课文信息更加丰富。
Grammar 2部分列举了以集合名词作主语的句子，让学生考虑主谓搭配，并通过练习加以巩固。
Pronunciation and Everyday English 部分通过听力练习，让学生掌握反义疑问句的语调变化，了解升调和降调的使用规律。
Cultural Corner部分是对欧盟的介绍，让学生了解欧盟有哪些成员国及欧盟的发展史。
Task部分是对本模块所学内容的一个复习和应用，要求学生小组活动，查找资料，利用本模块词汇设计一个资料包，介绍中国一个地区或城市。
Module File部分有助于学生对本模块内容进行归纳，对自己的学习进行总结和检验。
Ⅱ. 教学重点和难点1.教学重点(1)掌握与城市发展相关的词汇；(2)学习主谓一致及被动语态的语法功能；(3)学习运用不同的介词表达不同的位置。
高中英语Module 1 Europe阅读课教学设计附反思
Module 1 Europe阅读课（2）Part 1教案设计Teaching AimsTarget Languagea. Main Words and Phraseslandmark, gallery, situated, symbol, located, architect, project, sculpture, birthplace, civilization, ancient, be famous for, work on, of all time, be known as.b. Main Sentence Patterns✧Paris is the capital and largest city of France, situated on the River Seine.✧One of the world’s largest art galleries, the Louver, is also located in Paris.✧One of Barcelona’s most famous landmarks is the Church of the Sagrada Famili a, which wasdesigned by an architect called Antonio Gaudi.✧Florence is an Italian city which became famous because of the Renaissance, a great artisticmovement which began in the 1300s and lasted for three hundred years.✧Athens, the capital of Greece, is known as the birthplace of western civilization.Ability Aims✧Help to train the students’ reading ability.✧Help the students to learn four great European cities, including Paris, Barcelona, Florenceand Athens, by reading the text.Language FocusTeaching Important Points✧Introduce the four famous cities and ask students to describe them in English.✧Enable the students to master some important words, phrases and sentences according tothe text.Teaching Difficult Points✧Help students work together with their partners to introduce the four cities to others.✧How to help the students improve their reading abilities and understand the passage better. Teaching Methods✧Listening and fast reading to get the general idea of the passage.✧Intensive reading to understand the passage better.✧Explanation to help the students master some language points.✧Discussion to help the students understand what they’ve learned better.Teaching AidsA tape recorder and multimedia computer.Teaching ProceduresStep 1 Lead-inLet the students look at the screen and review the useful words and expressions learnt yesterday. And then show some photos of the 4 great European cities on the screen. Talk about the locations, famous landmarks of these countries freely.Step 2 While-Reading1. Read the text quickly and silently. And then finish Activity 1.( ) 1. a landmark in Paris( ) 2. an art gallery in Florence( ) 3. a church in Barcelona( ) 4. a building in Athens.A. the Eiffel TowerB. the Parthenon C, the Uffizi Palace .D. the Sagrada Familia.At the same time the teacher show the four pictures.The key: 1 A 2 C 3 D 4 B2. Circle the words in activity 2 while fast reading and then ask students to guess the meaning by✧to be in a certain place ____________✧something that is easy to recognize, such as a building ____________✧someone who produces novel or poems. ____________✧ a large building where people can see famous pieces of art. ____________✧the art of making things out of stone and wood, etc. ____________✧of a time long ago. ____________The key: 1. Architect 2. locate 3. landmark 4. writer 5. gallery 6. sculpture 7. ancient3. Read the passage again, but carefully, and answer these questions in activity 3 and4.✧Which of the cities are capital cities?✧Which one is situated on the coast?✧Which is famous for its places to eat?✧Which ones are or were important cities for writers and artists?✧Which was the world’s greatest city a long time ago?The key: Athens and Paris 2. Barcelona 3. Paris 4. Paris and Athens 5.AthensDecide if these sentences are true or false.✧The Eiffel Tower is a tall building in France.✧There are a lot of restaurants and cafés in Paris.✧Barcelona is the capital of Spain.✧The Church of the Sagrada Familia was built in 1926.✧The artistic movement called the Renaissance began in Florence.✧The Uffizi Palace is a famous hotel in Florence✧There were a lot of good writers in ancient Athens.✧ A long time ago, Athens was the world’s most powerful city.The key: 1. T 2. T 3. F 4. F 5. T 6. F 7. T 8. T4. Language Points:1.situatedplaced in a certain position in circumstances of a specified kind坐落的，位于的e.g. my hometown is situated on a small island.2.symbolsomething that represents something else象征e.g. the Eiffel Tower is the symbol of Paris.3.located (=situated)e.g. The school is located near my home.4.recognizebe able to identify st. or sth. That has been perceived before认出，辨认出e.g. I recognize him immediately though we haven’t seen for ages.5.work on从事，致力于（后面接表示具体事物的名词或者代词）e.g. Maria has been working on the new project.6.because of由于（后面接原因，可以是代词，名词或者动名词）e.g. We didn’t hold the spo rt meeting because of the heavy rain.(We didn’t hold the sport meeting because it rained heavily.)7.make… out of用…制造出e.g. She made a model ship out of wood.Step 3 Post-readingAfter reading the passage twice, ask students to discussion the following questions:1.What did you know about these cities before you read the text?2.What new information did you learn?Divide the class into several groups and give them a couple of minutes to discuss and write the answers down, and then exchange their ideas.Step 4 Homework1) Revise the text, pay attention to the important language points. In Next class we’ll have a dictation of some key words, phrases and sentences.2) Find out the sentences that you can’t understand and underline them, tomorrow we will explain and discuss them together.Part 2教学反思本课授课很好地完成了本节课的教学目标。
Module 1 Europe 教学设计
Module 1 EuropeIntroductionStep 1 As you know, Europe plays an important role in economy. How many countries are in Europe? 45. Can you tell us some developed countries?(Such as United Kingdom, France, Greece, Portugal Italy, Spain, Russia.Holland.)Step 2 . Go through words in activity. Read the words after the teacher.1.Athens/'æθənz/ n. 雅典(希腊首都)2. Greece /gri:s/ 希腊3. Lisbon / 'lizbən/ 里斯本（葡萄牙首都）4. Portugal /'pɔ:tjugəl/ n. 葡萄牙5. Spanish / 'spæniʃ/ a. 西班牙的n. 西班牙语6. English /'iŋgliʃ/ a. 英国的,英国人的n. 英语7. Greek / gri:k / a. 希腊(人)的n. 希腊人,希腊语8. London / 'lʌndən/ 伦敦9. Portuguese /pɔ:tju'gi:z/n.葡萄牙人,葡萄牙语a. 葡萄牙的,葡萄牙人的,葡萄牙语的10. United Kingdom n. 英国,联合王国11. France /frɑ:ns/ n. 法国12. Italian / i'tæljən / a. 意大利的n. 意大利人13. Madrid / mə'drid / n. 马德里14. Rome / rəum / n. 罗马15. French / frentʃ / a. 法国(人)的,法语的n. 法语16. Italy / 'itəli / n. 意大利17. Paris / 'pæris / n. 巴黎18. Spain / spein / n. 西班牙Step 3 Then fill in the form.Step 4 Check the meaning of the words and phrases of activity 2 .1.across : [ə'krɔs] prep. 横过穿过,横过在……对面1）.The two lines cut across each other.两条线相交。
2019-2020年高中英语Module1Europe语法课教学设计附反思
2019-2020年高中英语Module1Europe语法课教学设计附反思Part 1教案设计Teaching Aims1. Target LanguageTo learn and master the words and phrases related to this part.2. Ability Aims1）To learn and master the usage of passive voice.2）To learn and master the usage of Subject and verb agreement3）Practise as much as possible to make the students use the two grammar items correctly and freely.Language Focus1. Passive voice: present and past forms2. Subject and verb agreementTeaching Methods1.Explanation and inductive method to make the Ss understand the grammar.2.Practise method to let the Ss master the uses of the grammar.3.Individual work or pair work to get all the Ss to take part in the class.Teaching Aids1. The blackboard2. The multimediaTeaching ProceduresGrammar 1---Passive VoiceStep 1 Lead-inRead and translate the sentences in activity 1 into Chinese to lead in the new grammar item. Step 2 PresentationAsk the students to make a list of the verb form: Such as is visited, is known as ,was designed, were produced, was built…Show the verb form Be+P.P on the screen. Ask the students to pay attention to the tenses of Be. Answer the questions.Step 3 SummaryPair work. Make the sentences passive.1.About a million tourists visit Florence each year.2.Ten million people visited London last year.3.Leonardo da Vinci painted the Mona Lisa.4.Picaso didn’t paint the Mona Lisa.5.Thousands of workers built the Great Wall of China.Possible answers:1.Florence is visited by about a million tourists each year.2.London was visited by ten million people last year.3.The Mona Lisa was painted by Leonardo da Vinci.4.The Mona Lisa wasn’t painted by Picaso.5.The Great Wall of China was built by thousands of workers.Step 6 PracticeComplete the sentences with the correct form of the verbs in brackets..1.Athens ______(built) by the Romans.2.The sculpture ______ （created）by a Beijing company.3.the opera______ (not shown) in London4.Traditional Chinese New Year festivities ______ (celebrate) in capitals all around Europe.5.Paper ______ (first make ) in China in 105 AD.Possible answers:1. was built2. was created3. was not shown4. are celebrated5. was first madeStep 7 PracticePair work. Translate the following sentences, using Passive Voice :1. 卢浮宫座落在巴黎。
高二英语上册《Module1 Europe》教案
必修3Module 1 Europe核心单词1. facev.面对，面向；面临（困难等)；应付n.脸;相貌，面容;表情；表面；正面Our new house faces (towards/to the) south.我们的新房子朝南。
The face of the earth is covered with three-fourths of water.地球表面的四分之三被水覆盖。
常用结构：face danger/difficulties/the facts 面对危险/困难/事实be faced with面临，面对save/lose one’s face 挽回/丢面子make a face (at sb.)(向某人)扮鬼脸in (the) face of面临……；在……面前face to face 面对面（作状语）Face-to-face面对面（作定语）I was faced with a new problem.我面临一个新的问题。
2. rangen.山脉;行列;范围;射程vt.& vi.排列；归类于；（在某范围内）变动，变化The animal is still beyond range of my gun.那只动物还在我的射程之外。
The teacher ranged the children in order of size.老师把孩子按照个头排成一行。
There is a wide range of temperature in the north of our country. 我国北方气温变化很大。
常用结构：in/within range (of ...) 在（……）射程内;在（……）范围之内beyond/out of range 在射程之外；在……范围外out of one s range 某人能力达不到的;某人知识以外的range from ...to ... 在……范围内变化3. oppositeprep.在……对面；与……相对The supermarket is opposite our school.这家超市在我们学校的正对面。
教案Module 1 Europe
Module 1 Europe教学设计Period 1 Reading—Great European CitiesTeacher: Hu Long■Teaching Goals●To learn to read passages with passive voice (present and past forms) about European cities●To learn to read with strategies【Aids】Multimedia facilities, tape-recorder, photos, diagrams■ProceduresStep 1: Warming up by learning about EuropeShow the video and some pictures to learn the new words ,teach them to read it. Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.Step 2: Before you readListen to the text and match the photos with these descriptions.Step 3: While you readFind the main sentences about Great European Cities A diagram of Great European CitiesStep 5 Read the passage and choose True or False.1.The Eiffel Tower is a tall building in France.2.There are a lot of restaurants and cafes in Paris.3.Barcelona is the capital of Spain.4.The Church of the Sagrada Familia was built in 1926.5.The artistic movement called the Renaissance began in Florence.6.The Uffizi Palace is a famous hotel in Florence.7.A long time ago, Athens was the world’s most powerful city.8.There were a lot of good writers in ancient Athens.Step 6 Introduce your city and talk about your city’s landmark and famous buildings.Step 7 work in groupIntroduce your city and talk about your city’s landmark and famous buildings.HomeworkCollect more information on Internet about one of the cities from the Great European cities.Examples:How many people live there?What kind of sports do they live?What’s their favorite food?What about the climate?What’re the geographical feature?教学反思本节课的教学任务在于让学生认识欧洲的主要国家，了解掌握欧洲丰富的旅游资源。
学生高一英语必修优秀教案ModuleEurope
个人收集整理1.. S. +be / lie + in / on / to / off + 方位词S. + be located / situated in / on / to1) 台湾在中国东南、福建东部.Tai wan is the southeastof China and the eastof Fu jia n.2) 重庆在中国西南，座落在长江沿岸. Chong qing lies in the southwest of china and is the Chang jia ngRiver.2..查出下歹U 词组地意思more tha n = over ___________________ no more tha n = only not more than = at most __________________ more ....... than -----------3. face :vt+/ vi面向，朝向；正视(事实)，对付[联想拓展]仅供参考学习3) face to face / face—to—face .Eg:with a difficult situati on , Arnold decided to ask his boss for advice.A. To faceB. Having facedC. FacedD. Faci ng4. Their work has in flue need other writers ever since.work vi. 工作，劳动；运转顺利；成功；有效work on (sth) 从事于… 致力于…”继续工作，对…起作用"work at致力于；研究work out计算出；制定出ever since 自那时起(ever) si nee the n; from that time/ the n on (与 ______________ 时态连用)e.g.①从此我再也没见过她 . _______________________________________________ ②白雪公主和王子从此过上了幸福地生活.The Snow White and the prince ___________ (live) a Happy life ever since5. across 与through二者均表示穿过”，across指从一个上穿过；through指从物体地中间穿过，立体感.如: He traveled through the forest. They drive a boat the river.across与cross ; across是词，不能在句中作谓语；cross是词，在句中作谓语.如: She went the bridge. She the bridge.across / through / over ; across / cross横穿马路一定要当心啊.Do be careful whe n you go the road..那匹马跳过栅栏.The horsejumped the fenee.小偷是从窗户爬进来地.The thief came in the window一、词汇拓展1. Europe n.. 欧洲人n. 欧洲地adj.2 . con ti nent n. 大陆地adj. 大陆人，大洲人n3 . situate v. 坐落地，位于地adj. 位置n.4 . locate v. 位于adj. 位置n.5 . architect n. 建筑学n. 建筑学（师）地adj.6 . civil adj. 使…文明开化'v. 文明n.7 . gover n v. 统治，管理n. . 州长，总督n.8 . represe nt v. 代表n. 典型地，有代表性地a<二、重点短语:1•一座山系4.位于7控制10.有…人口13.信息包3.西方文明地发源地6.据，依照...9.渐渐地12.另一方面15.横跨英吉利海峡2.在…地海岸上5.远离海岸8.国家元首11.目前14.作为....而出名学生高一英语必修自主探究：3 学案Module 1 Europe16.在中国地东部知识梳理17.以...地名字命名18.主要地工业城市和港口1) be faced with =facing 2 ) in (the ) face of =in face of dan ger1)Dark clouds are a of rain.2) The dove is a of peace.【考点链接】个人收集整理1. As I came ______ the town, I found many houses had been destroyed by the big earthquake. A. through B. across C. cross D. in6. sig n n.①记号,符号;② 标志;招牌;标牌③ 手势;暗号;表示[+to-v][+that] ④征兆；前兆[(+of)][+(that)] ⑤【医】体征The sig n says "Park ing Forbidde n".World trade is show ing sig ns of revival.I talked with him by sig ns.[区分比较]:symbol / sign / mark / signal3） The little boy dragged a big chair and left some on the floor.及物动词vt.①•签（名）;写下②.做手势（或其他动作）通知③.预示不及物动词vi.①.签字，署名②签约受雇用［（+with）］他与那家公司签约.③.做手势示意She sig ned the child to be quiet. He sig ned his n ame on the cheque..All this sig ns rejuve nati on 复苏of agriculture..He sig ned with the firm.She sig ned to us to stop talk in g..7. cover vt.①覆盖，遮盖be covered with 由..覆盖be covered by 被…覆盖②占用（时间、空间）cover an area of The tow n covers 5 square miles.③行走，走过She covered 1,000 meters.④采访，报道I am coveri ng the result of elect ion.⑤包括，包含Is that word covered in the dictionary?n.盖子，封面.封底，掩护（物）8. 倍数地表示方法句型：① A is …times adj./adv.地比较级+ than B② A is …time扌as + adj./adv.地原级+ as B③ A is …time扌the size/height/depth/width + of B④The size/height/depth/width + of A is …times of B【知识拓展】1. 有些词（组）没有被动语态.如：take place, happen, break out, break in, occur 等. 女口：This accide nt happe ned yesterday.2. 由实意动词演变而来地系动词，如taste, feel, look, sou nd, smell等，后接形容词作表语，不用于被动语态.如：This kind of ice cream tastes delicious.3. 还有一些动词后面跟well; easily, long等副词时，常用用主动语态表被动意思. 女口：beg in, sell, wash, keep, ope n, close 等.女口：The shop closes early on Fridays.These books sell well.【考点链接】1. More tha n a doze n stude nts in that school __ abroad to study medic ine last year.A. sentB. were sentC. had sentD. had bee n sent 2. Her voice ____ so beautiful that everybody prese nt was attracted by her song.A. soun dedB. was soun dedC. had bee n soun dedD. was sounding知能提升1. There are many beautiful isla nds the east coast of the coun try.A.offB.alo ngC. onD.from2.2. The man over there is the pers on by the man ager.A.referred toB. refered toC.referri ng toD. to refer to3. —David has made great progress recen tly. --- __ , andA.So he has ; so you haveB. So he has ; so have youc.So has he ;so have you D. So has he ; so you have4. The earth is about as the moon.A. as fifty times bigB. fifty times as bigc.as big fifty times D. fifty as times big5. He the heavy burden of carrying for a wife and two children.A.faced withB.facedC.was faced withD.was faced to6. When he was ________ , he got seriously ill ______ his addict ion to smok ing.A. in his twen ty; because ofB. in his twen ties; becauseC. in his twen ties; because ofD. in his twen ty; because7. As the first ____ country in economy, America has a lot of adva ntages in global affairs.A. richB. richerC. richestD. most richest8. The husba nd rolled away all the money the family had ,leavi ng his wife and childre n beh ind him.A. cryB. to cryC. cryingD. cried9. that all mountain roads were closed.A.So became the dan gerous weatherB.so dan gerous did the weather becomeC.So dan gerous became the weatherD.Da ngerous the weather became so10. Only after my friend came .A.did the computer repairB.he repaired the computerC.was the computer repairedD.the computer was repairedGrammar: Agreement（主谓一致）1. 语法一致原则句子地主语是单数，谓语动词用单数形式；主语是复数，谓语动词用复数形式.如：Australia an extremely rich country.（1） something, everybody, nobody , either, neither, each 等不定代词作主语时，谓语需用数.如：If anybody calls, tell him I ' ll be back later.⑵当主语后面跟有with, together with, as well as, like 等时，谓语动词地单复数形式仍然要与这些词语前面地主语保持一致.如:Tom, （together） with his pare nts bee n to Beiji ng.2. 意义一致原则一些集合名词，如：family, enemy, class, population, army等作主语时，谓语动词地单复数要根据实际含义而定.当表示整体意义时，用单数；当强调个体成员时，用复数.如：Our class a model one in our school.（指班集体）Our class doi ng well in En glish.（指全体学生）3. 邻近性原则.neither …nor, either …or, not only ••连接两个名词或代词作主语时；由there, here引导地句子，并且主语不止一个时，谓语动词通常与邻近它地主语保持一致.如:There a dict ionary and some books on the desk. Either you or I wrong.【考点链接】A serva nt or two or three to accompa ny them.4. “ one or two复形名词 "结构要求复数动词One or two reasons suggested.5. “ many 0单形名词"结构要求单数动词Many a fine man has died in the battle.单数形式地名词与谓语动词地一致之两个形容词+一个单形名词”在两个形容词+一个单形名词”结构中，单数名词如有复念（即代表两个事物），则用复数动词The red and the white rose both beautiful.English and French grammar not very difficult to learn.二、复数形式地名词与谓语动词地一致复形名词（大多以s结尾）在句中作主语通常要求谓语复数动词，具体应用要注意如下几点：your kitche n scales（天平）accurate? Thecustoms （关税）paid.My funds （资金）a bit low at present.3. 含单数概念地复形名词要求用单数动词His works （工厂）rather small.4. 表时间，距离，钱额地复数名词用单数动词1. Professor Smith, along with his assista nts, ___ on the project day and ni ght to meet the deadli ne. A. work B. work ing C. is work ing D. are work ing2. When I came in, his family ____ watch ing TV.A. areB. isC. wereD. was一、单数形式地名词与谓语动词地一致之单形集体名词1. 单形集体名词被视为一个整体时，用作单数名词Our family a reunion every year.2. 单形集体名词被视为若干个体时，则要求复数动词His family waiti ng for him.3. 有些单形集体名词，即所谓地群体名词”如police , cattle等，要求复数动词The police have caught the murderer.单数形式地名词与谓语动词地一致之“ more than ”1. “ More than one单形名词"结构虽有复念，但习惯上多用单数谓语More tha n one questio n asked.2. “ mor4i+形名词+than one多要求复数动词More members tha n one protested aga inst the proposal. 3. "单形名词+or two结构多要求单数动词Ten years a mome nt in history. Ten thousa nd dollars a large sum.5. 外来地复形名词要求用单数动词This data is very in teresti ng.6. 以-ics结尾表学科地复形名词要求用单数动词Politics（政治）is often a topic for discussion.Statistics （统计学）is a prin cipal course at the bus in ess school.注意；这类名词用于表示具体地、实际地内容时，则往往要求复数动词What are your politics（政治观点）？Statistics（统计数字）prove nothing in this case.7. 以-s结尾地某些表疾病地复形名词要求用单数动词Germa n measles（风疹）is a dan gerous disease for preg nant wome n.8. 有些复形名词既可用单数动词也可用复数动词Where is / are your manners（礼貌）?9. 复形书名一般要求用单数动词The Newcomers《新来地人们》is one of Thackeray ' s finest books.1. 含双数概念地复形名词要求复数动词2. 含复数概念地复形名词要求复数动词三、并列主语与动词地一致列主语是指主语为and、or等并列词连接地名词作主语，其谓语地单复数要看情个人收集整^ .仅供参考学习.构多用复数谓语• A pair o f gloves（—双手套）is a nice present.1. 名词+and+名词”结构表示一种事物或一种概念时，应用单数动词Fish and chips（炸鱼土豆片）a popular supper.The poet and writer（诗人兼作家）come.有时并列主语用单数或复数动词都可Time and tide（岁月）wait / waits for no man.2. “ each / every / n单形名词+ each / every / no+单形名词"结构要求单数动词Every hour and every minute（每一小时，每一分钟）important.3. 名词/代词+or+名词/代词”结构应根据or后地名词/代词确定单/复数动词He or I （他或是我）am in the wrong.He or his brothers（他或他地兄弟们）to blame.4. “ eithe名司+or+名词"结构应根据or后地名词/代词确定单/复数动词Either the shirts or the sweater（这些衬衣，要不就是这件毛衣）a good buy.5. "notonl名词+but （also） +名词"结构要求动词应与but （also）后地名词一致Not only the students but also their teacher（不仅是学生，他们地老师也）enjoying the film. 6. " neith名+司+nor+名词"结构要求动词与nor后面地名词一致Neither you nor your brother（你和人你地兄弟都不）is in fault.Neither he nor they（你和他们都不）are mistaken.7. “ there b结构地动词应与最靠近它地名词地单复数一致There is a desk and some chairs in the room.There are some chairs and a desk in the room.四、单数形式地名词+with/as well as ••名词"结构与动词地一致名词+ 介词或介词短语with / together with / along with / in cludi ng / except / besides /as well as / added to 名词•”+构作主语，谓语一般与第一个名词一致A teacher, with his students, seeing a film.I as well as they ready to help.五、“表部分地名词+of+名词”结构与动词地一致1. “ one of复形名词"结构后地定语从句要求谓语动词应用复数；但当“ one of前有限定词如the、the only、the very等修饰时，结构后地定语从句要求谓语动词应用与one—致，用单数谓语.This is one of the best books that have appeared.She is the one of those women who （do,not）know a thing about furniture.2. “ a pair of复形名词"结构多要求用单数谓语，但复数名词+of a/this/that pair结Socks of this pair （这双袜子）are different in size.3. “ （apart of+名词”结构中，若名词为单形，一般要求用单数动词，若名词为复形，则复数动词.（A） part of the story （故事地一部分）not true.A part of the apples （部分苹果）bad4. “ a groups） / crowd（人群）/ flock（一群）/ file（一列）…of +复形名词"结构可用单数动词，也可用复数动词.前者强调整体，后者强调各个组成部分.This group of students（这一组学生）is to be sent to Italy.This group of students（这组学生者E ） are to be sent to Italy.5. “ a number of /numbers of +复形名词"结构应用复数动词；而“ the number of +复形名词”结构应用单数动词A large number of people（许多人）have come to see the exhibition.The number of the chairs（椅子地数量）in the room is ten.6. “ an average / total ofi形名词"结构应用复数动词；而“ the average / total of复形名词”结构应用单数动词.An average of 3000 letters （平均3000 圭寸信）a month are received by the newspaper ' s office.A total of 3000 letters（总共3000 圭寸信）were received last mon th.The average of letters（信件地平均数［received each mon th 3000.The total of letters（信件地总数［received last mon th 3000.7. “ a lot / mass / heap/plenty 名词”…构要+求谓语动词与of后地名词单复数一致.A mass of people（许多人）were seen working there.A lot of money（很多钱）is spent on travel.8. “ a large quantity of不可数名词或复数名词”“ a large amount of +不可数名词"结构要求单数谓语动词；“ large qua ntities of +不可数名词或复数名词” “ large amou nts of +不可数名词”结构要求复数动词.A large quantity of students（很多学生）coming.Large amounts of water（大量水）wasted.9. “ thisth/at / a / what kind of + 名词"结构要求单数动词；而“ these /those kind of+名况而定，具体用法如下:个人收集整理仅供参考学习词”“these/ those /what kinds of+名词"结构多要求复数动词.” This kind of apple（这种苹果）is sour. These kind of apple（s）（这些苹果）are sour.个人收集整理仅供参考学习What kind of apple（哪种苹果）is sour? What kinds of apple（哪些种类地苹果）are sour? These kinds of apple（s）（这些种类地苹果）are sour.10. “ mos百分数/分数/the rest/ the remainder + of + 名词"结构要求动词与of后面地名词地单复数一致.The rest of the story（故事地其余部分）needs no telling.He stayed in the classroom and the rest of the boys（其他地男孩们）out at play.Three-fourths of the surface of the earth（地球表面地四分之三）sea.Most of his time（他地大部分时间）is spent on traveling.Most of his students（他地大部分学生）like him.六、短语、从句或句子作主语与动词地短语、从句或句子作主语时，一般要求用单数动词No news is good news. （no news 为名词短语）Children ' s interfering in their parents语为一动名词复合结构）That he likes Mary is kn ow n to ma ny of his frien ds.（主语为一名词性从句）“ How do you do? ” is not a question but a gree主是一句子）注意：主语为what引导地主语从句时，谓语动词应与从句所指代地内容地单复念一致.What he says （他所说地）not important.What I want（我所需要地）details.当what引导地主语从句中谓语为复数时，全句地谓语动词也应是复数What make the river more beautiful the flowers growing in the water.七、名词化地形容词和过去分词作主语与动词地一致名词化地形容词和过去分词作主语与动词地一致应取决于主语地数念.主语如表单念，就用单数动词；主语如表复念，就用复数动词.具体如下：1. 主语表单念，谓语用单数.The true（真实，表单念）to be distinguished from the false.The accused（被告，表单念）was released.2. 主语表复念，谓语用复数.The poor （穷人，表一类人）looked down upon by the rich.3. 名词化地形容词或过去分词为复数形式，谓语用复数The n ewlyweds（新婚夫妇，本身为复形）are now spe nding their hon eym oon abroad.八、代词与动词地一致1. all / some / any / most用作主语时，随其数念用单数或复数动词All（事情，单念）ready and all（人，复念）here.I don ' t think any is le我认为没什么剩下.I don ' t think any of the他们］中没人）have seen her.Mostofthebuild ingwasdestroyedbut most were saved.2. “ each o复形名词”结构要求单数动词，但复形名词+ each结构要求复数动词Each of the jobs（每一份工作）planned by Billy.we each（我们每个人）have a copy of this dictionary.5.疑问代词what作主语时，谓语与其所含地数念一致.当说话人不确知what地数念或不强调数念时，应用单数动词.What' s on the table桌上是什么？What are on the table?桌上是些什么？What' s in the sky天上是什么？九、数词与动词地一致1. 语法一致Two and two are four.（主语是Two and two ）Four from seven three.（主语为four） 261 divided by 9 equals 29.（261 是主语）Three times one three.（主语为three, times 被看成介词）2. 意念地一致Two and two is four.（将主语two and two看成一个数目，谓语单数）One half of the world ' s population are 集体名词population 在此指成员）主谓一致练习：选择填空：致 3. every和everyone —般要求用单数谓语；either 一般要求用单数谓语，但在非正式文体中，“either o復形名/代词”结构可用复数动词.Either method（任一种方法）is practical.right to remarry has become a social proEieheK of them（他们中任一人）are/is eno ugh to drive me mad.4. neither/ none 可用单数或复数动词Neither of the books is /are satisfactory.None of us know / knows for certa in.个人收集整理仅供参考学习1. Large quantities of water ___ every day here while it is in great need in some farawayarea.A. are being wasted B. is wasted C. have bee n wasted D. was wasted2. The writer and actor __ in vited to give us a report yesterday.A. areB. have bee nC. wasD. were3. Zhang ' s family _____ rather big and his family ___ fond of music.个人收集整理仅供参考学习A. is; areB. is; isC. are; isD. are; are4. __ of the land in that district ____ c overed with trees and grass. A. Two fifth; is B. Two fifths; are C. Two fifth; are D. Two fifths; is5. Since the n the nu mber of people tak ing driv ing less ons 20%.A. has in creased toB. in creased byC. has in creased byD. have in creased by 6. Although many of the houses in the small town ________ still in need of repair, there ___ lots of improveme nt in their appeara nee.A. are; has bee nB. is; have bee nC. is; areD. are; was 7. His cattle ____ very fat. A. is B. have C. has D. are8. The audie nee __ large and the audie nee ____ e njoying every minute of the play. A. are, is B. is, have C. is has D. is are 9. Where ___ my jeans? I can' t find them. A. is B. are C. was D. were10. There ___ a watch and cha in on the table. A. have B. has C. are D. is 11. Skating and swimming ___my favorite sports when I was young. A. is B. are C. was D. were12. All _____ ready for the Christmas party and all ___ eager to enjoy the ball. A. was, is B. is were C. is, are D. are, is13. Not only his childre n but also his wife ___ to visit the zoo. A. likes B. like C. has liked D. have liked14. Neither you, nor I, nor anyone else _____ willing to do this work. A. are B. is C. am D. has16. Bob, as much as his brothers, _______ resp on sible for the accide nt. A. was B. were C. had D. are17. Tom, more tha n anyone else, ____ an xious to go to China aga in. A. is B. are C. has being D. have being18. No one except Joh n and Rose ___ late for school yesterday. A. was B. were C. is D. are1. Most of what has bee n said about the Smiths also true of the Joh n sons . A. areB. isC. bei ngD. to beA. are being un coveredB. have bee n un coveri ngC. are un coveri ngD. have un covered 4.The water cool whe n I jumped in to the pool for morning exercise.A. was feltB. is feltC. feltD. feels7. I got caught in the rain and my suit . A. has ruined B. had ruined C. has bee n ruined D. had bee n ruined8. If Newt on lived today ,he would be surprised by what in scie nce and tech no logy.A. had discoveredB. had bee n discoveredC. has discoveredD. has bee n discovered 9. Visitors not to touch the exhibits.A. will requestB. is requestedC. are requestingD. are requested 14. More tha n a doze n stude nts in that school abroad to study medici ne last year.B. were sentD. had bee n sent21. Professor Smith, along with his assista nts, on the project day and ni ght to meet thedeadli ne. A. workB. worki ngC. is worki ngD. are worki ng22. With more forests being destroyed, huge qua ntities of good earth each year. A. is wash ing B. is being washed awayC. are wash ing awayD. are being washed away 23. All the employees except the man ager to work on li ne at home.A. en couragesB. En courageC. is en couragedD. are en couraged 24. When and where to go for the on-salary holiday yet.A. are not decidedB. have not bee n decidedC. is not being decidedD. has not bee n decided26. He is the only one of the students who a winner of scholarship for three years.A. isB. areC. have bee nD. has bee nt yet have any practical way to preve28.T.his kind of books very useful but books of that kind useless.A. sentC. had sent2.Although the causes of cancer , we don个人收集整^ .仅供参考学习C. are; isA. is; isB. is; areD. are; is29. The follow ing some n ewly-published popular magaz in es.A. isB. areC. wasD. appears31. Every possible means to save the miners stuck in the mine.A. have triedB. have bee n triedC. has bee n triedD. has tried。
Module-1-Europe-教案
.Module 1 Europe Ⅰ. 单元教课目的技术目标 GoalsTalk about location and know the different features of four cities in European countries. Practise describing a famous city.Study Passive Voice & subject and verb agreement.Write an introduction about a city.Ⅱ . 目口号言Introduce the place one lives or a famous place:Where do you live?Edinburgh. That’ s the capital of Scotland, isn’ t it?功-Whereabouts is that?能句That ’ s in the west, isn’ t it?式What ’ s it like?- It’ s very quite.The United Kingdom is off the northwest coast of continentalEurope.France is Europe’ sthird largest country and faces the UnitedKingdom across the English Channel.Twenty percent of the country is covered by islands.Athens, the capital of Greece, is known as the birthplace ofwestern civilisation.Paris is the capital and largest city of France, situated on theRiver Seine.Across,boot,continental,face,range,landmark,gallery,situated,symbol,located,architect,project,sculpture,词birthplace,civilisation,ancient,opposite,sign,agreement,汇whereabouts,govern,head,representative,parliament,region,geographical, feature, producePassive voice: present and past forms.The Sagrada Familia was designed by an architect called AntonioGaudi .语Athens is known as the birthplace of western civilisation.法Subject and verb agreement.My family lives in Cardiff.The whole class is here.1.The United Kingdom is off the northwest coast ofcontinental Europe.2.France is Europe ’ s third largest country and faces the UnitedKingdom across the English Channel.3.One of Barcelona ’ s most famous landmarks is the Church of重the Sagrada Familia, which was designed by an architect 点called Antonio Gaudi.句4. Florence is an Italian city which became famous because of子the Renaissance, a great artistic movement which began inthe 1300s and lasted for three hundred years.5.Barcelona is the second largest city of Spain and is situatedon the northeast coast, about five hundred kilometres eastof the Spanish capital, Madrid.III.教材剖析与教材重组1.教材剖析本单元以Europe为话题，旨在经过教课使学生认识欧洲一些有名城市的地理地点及其特点，能运用所学词汇联合课文中及课下查找的资料描绘一个城市，能写对于所在城市状况的介绍。
Module 1 Europe 教案 -【完整版】
Modue 1 EuropeThe Firt ar, gaer, ituated, mbo, ocated, architect, United KingdomEuropeEuropee to Vocabuar on ItalyEuropeChinaChinaItalySpainChina ParisAthens mon There are four mon” ）Steewor1.TranationTranate the foowing entence into Engih教学反思：课堂问题的设置即对学生有挑战性，又要有能让学生有跳一跳，够到桃的成就感，这样学生就会积极主动参与到课堂学习中来。
此外，赞扬如阳光，批评如利剑，多多表扬，多多鼓励，让学生有更大的学习动力。
The Fifth ent, ifetime, detination, what’ more, iar qui about countrie in outheat Aia, according to the qui about countrie in Europe and write a etter, uing given ethod 教学方法Ta-baed earning, DicuionTeaching aid教具准备A taaewor A ome tudent to read the entence the tranatedSte ent Firt, read the quetion to now what the are required to earn Then read the ation the need Second, anwer the qui which i about the tet we earnt in eon one It’ an oae ue of the tet At the ame time eveSte marie the main idea of each itating the etter above SteeworMemor the new word and hrae教学反思：当堂训练的模式能极大提高课堂效率，整个课堂教师为主导，学生为主体，教学目标能够得到了很好的落实。
教案Module-1-Europe
教案Module-1-Europe必修三Module One EuropeReading and Vocabulary教材分析本课时通过学习词汇, 阅读介绍欧洲著名城市巴黎、巴塞罗那、佛罗伦萨和雅典, 了解其地理位置、文化和艺术特色。
练习阅读技巧, 理解文章大意, 学习课文重点短语和句子。
最后的讨论能很好地训练学生的总结能力和对话能力。
Learning aims1. Grasp some reading skills by reading the passage.2. Learn some new words and phrases in practice.landmark, located, architect, birthplace, gallery, sculpture,civilisation, be situated on…, work on…, become famous, bevisited by…, be known as…, ever sinceAbility objectives1. Enable the students to describe some famous cities of Europeancountries and know of the world –famous places of interest inEurope.2.Help the students learn how to analyze the way the authorintroducesthese beautiful cities.Moral objectivesThrough the study of this period students will surely have a better understanding of some European cities. As the builders of a future world, it is a must for them to know more about the world we live in.. Teaching Important Points1. Help students to understand the passage better.2. Learn and master some important words and phrases in this period.Teaching Difficult Points1. How to help students improve their reading ability and understand the passage better.2. How to master the important language points in this passage.Teaching Approaches1. Skimming,2. Scanning3. Discussion4. ExplanationTeaching ApproachesStep 1 Greetings and Revision1. Greet students as usual.2. Check up their homework: Ask individuals to read out their own homework in a whole class setting.Step 2 Lead-inThe teacher can lead students into the topic of the text as follows:T: Do you know the city of Paris?Ss: Yes, of course.T: In which country is it?Ss: France.T: Then where is the country?Ss: It faces the United Kingdom across the English Channel.T: (Pointing at the first picture on Page 2)Have you ever seen it? What is it called?Ss: Yes. It is the Eiffel Tower. It is in Paris.T: Which river is Paris on?Ss: Oh, yes. It is on the River Seine.T: What else are there in Paris?Ss: The Uffizi Palace.T: . . .Step 3 Learning※Share some reading strategies with the whole class:Reading strategies: skimming and scanningWe skim a text when we want to get a general idea of what it is about. We look at the titles and headlines, the first or last sentence of paragraphs and the first or last paragraph as well as pictures and charts to guess what the text is about.When we want to find some information in a text quickly, we scan the text for key words and phrase, dates, numbers, etc. We do not need to read the whole text word by word.Task 1: SkimmingRead the text quickly and then choose the correct answers.1. Which of the following is NOT a capital city?A. Paris.B. Barcelona.C. Madrid.D. Athens.2. If you’re interested in the Renaissance, you’d better visit _______.A. ParisB. BarcelonaC. FlorenceD. Athens3. The famous symbol of Pairs is _____.A. the Church of the Sagrada FamiliaB. the ParthenonC. The Uffizi PalaceD. the Eiffel Tower4. Athens is known as the birthplace of ___.A. western civilizationB. Antonio GaudiC. Leonardo da VinciD. MichelangeloSuggested answers:1. B2. C3. D4. ATask 2: ScanningⅠAsk students to read through the passage to tell if the following sentences are true or false. If they are false, ask the correct sentences from them.1. The Eiffel Tower is a tall building in France.2. There are a lot of restaurants and cafes in Paris.3. Barcelona is the capital of Spain.4. The Church of the Sagrada Familia was built in 1926.5. The artistic movement called the Renaissance began in Florence.6. The Uffizi Palace is a famous hotel in Florence.7. A long time ago, Athens was the world’s most powerful city.8. There were a lot of good writers in ancient Athens.Suggested answers:1. T2. T3. F Barcelona is the second largest city of Spain.4. F The Church of the Sagrada Famillia hasn’t been finished so far.5. T6. F The Uffizi palace is the most famous art gallery in the city.7. T8. TⅡAsk students to read the passage again and then Choose the correct answers.1. Which of the following is not the element to make Paris famous?A. The Eiffel TowerB. The LouvreC. it’s restaurants, cafes and theatresD. The artists and writers living in Paris.2. Which is the following statement is true about Barcelona?A. It is the largest city of Spain.B. It is the capital city of Spain.C. The church of the Sagrada Familia is the most site of the city.D. To finish the church of the Sagrada Familia took the architect about 44 years.3. How many of the four cities are capital cities?A. One.B. Two.C. Three.D. Four.4. Florence is famous for many things except ______.A. the RenaissanceB. the landscape of the cityC. many great artists and their workD. some art galleries, churches and museums5. In which way mentioned in the passage was Anthens different from other three cities?A. It is the capital city and the birthplace of the civilization.B. It was the world’s most powerful city with a long history.C. There are many famous buildings in Athens.D. Many writers living in Athens have influenced other writers with their work.Suggested answers:1. D2.C3. B4. B5.BStep 4 Discussion and practiceIntroduce your city or County and talk about its landmark and famous buildings.You can refer to:1)position: lie/stand on/in/to/between/across, be situated/located…, border, be surrounded by/with2)description: be famous for/look like/run across/through/be rich in/have3)history: have a long history of…, begin/start from, be built … old years4)people: friendly/kind/hardworking5)opinion: love/like/be fond of , welcomeStep 5 Conclusion1.Suggested answers:European, largest, second, Renaissance, capital2. How to describe a place1) ____of the place2) ____ of the place Great Cities PARIS: the capital and - FLORENCE: an Italian city famous because of theATHENS: the of Greece BARCELONA: the largest city of Spain3) ____ of the place4) ____ of the place5) ____about the place6) sights eeing…Suggested answers:1) position of the place2) description of the place3) history of the place4) people of the place5) opinion about the placeStep 6 Homework1.Read the text again, and underline some important phrases andsentence patterns.plete Exercise 2&3 on page3.。
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教师学科教案[ 20 – 20 学年度第__学期]
任教学科：_____________
任教年级：_____________
任教老师：_____________
xx市实验学校
Module 1 Europe
教学设计
Period 1 Reading—Great European Cities
Teacher: Hu Long
■Teaching Goals
●To learn to read passages with passive voice (present and past forms) about European cities
●To learn to read with strategies
【Aids】Multimedia facilities, tape-recorder, photos, diagrams
■Procedures
Step 1: Warming up by learning about Europe
Show the video and some pictures to learn the new words ,teach them to read it. Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.
Step 2: Before you read
Listen to the text and match the photos with these descriptions.
Step 3: While you read
Find the main sentences about Great European Cities A diagram of Great European Cities
Step 5 Read the passage and choose True or False.
1.The Eiffel Tower is a tall building in France.
2.There are a lot of restaurants and cafes in Paris.
3.Barcelona is the capital of Spain.
4.The Church of the Sagrada Familia was built in 1926.
5.The artistic movement called the Renaissance began in Florence.
6.The Uffizi Palace is a famous hotel in Florence.
7.A long time ago, Athens was the world’s most powerful city.
8.There were a lot of good writers in ancient Athens.
Step 6 Introduce your city and talk about your city’s landmark and famous buildings.
Step 7 work in group
Introduce your city and talk about your city’s landmark and famous buildings.
Homework
Collect more information on Internet about one of the cities from the Great European cities.
Examples:
How many people live there?
What kind of sports do they live?
What’s their favorite food?
What about the climate?
What’re the geographical feature?
教学反思
本节课的教学任务在于让学生认识欧洲的主要国家，了解掌握欧洲丰富的旅游资源。
在教学思路上，通过欧洲国家视频短片，认识欧洲主要国家的词汇，开展学生旅游路线的设计和展示、学生互评、小组竞赛等学生活动来组织教学，将活动贯穿于整个教学过程，使学生在轻松的学习环境中学到知识，掌握一定的阅读技能，并增强合作和团结精神，有效进行了德育渗透，体现了新教材中以学生活动教学思路，符合新课标当中提出的“体现学生是主体，教师为引导”的教学理念。
通过这节课的设计与实施，我体会到以下几点：
1、整节课思路构架清晰。
教学目标明确，在教学过程中引导学生从简单到复杂，一步一步将学生引入阅读课中，真正体会到阅读的乐趣。
使学生了解了预读、扫读、读中、读后的阅读技巧。
2、学习高效并在快乐中学习。
整节课学生在以“欧洲主要城市旅游”为主题的活动中，通过读图、讨论探究等一步一步地解决阅读过程中遇到的问题。
学生参与面广，积极主动，活动到位，特别是效率高，在短短45分钟内，学生基本掌握了教学目标的内容，并根据阅读课写出自己家乡的小短文。
3、有效利用多媒体教学。
本节课充分发挥了多媒体教学的优点，运用得恰到好处。
导入引
人入胜的欧洲美丽城市短片，更加的吸引了学生的注意力和对欧洲国家的了解。
课件制作精美、清晰，使学生在绚丽多彩的课件中体验欧洲国家优美的旅游特色。
4、教师语言生动，发音标准，表情丰富且亲切，给学生于感染力。
在评价学生的时候能用语言的魅力来激励学生，使学生在自信和浓厚的兴趣中学习。
当然通过教学实践我也认识到本节课的一些不足和需要进一步改进：
1、问题设计的层次性不足。
课堂上大部分学生能在问题的引领下积极思考，广泛参与，但由于问题设计的层次性不足，对于一些基础较差的学生来说参与教学的困难很大，由此出现了一小部分学生仅仅是“看热闹”，教学效果不好。
改进措施：在教学中关注每一位学生，关注每一位学生的发展，注重问题设计的层次性。
2、应突出教学方法的多样性、教学过程的趣味性，在教学中多结合生活，多采取情景教学。
改进措施：加强理论学习，多研究教材教法，研究学生，通过不同教学实践来引导学生掌握学习技能和自主学习能力的提高，加强学生的学法指导和知识的迁移。
3、小组活动的效率不高，学生动手能力欠缺。
改进措施：研究小组活动的有效性和监管力度，形成有效的小组教学
习，开展小组长的监管培训，充分发挥学生自主学习与管理能力。
4、学生活动单一，教学内容没有有效融入活动中，活动有一定的局限性，知识点落实不到位。
措施:开展学生活动应适当，不要为了活动而搞活动，应该让学生活动成为教学的手段，把教学内容融入活动之中。
通过活动来落实相关的知识点。
5、教学评价方式过于单一且没有及时的给学生讲解相对应的知识点。
改进措施：专研教学评价理论与实践的运用，让教学评价更加高效与实用！
个人简介:
胡龙,中小学一级英语教师, 2011年册亨县第一届“教坛新秀”评比中，荣获一等奖, 2012年11月申报的课题《边远山区高中新课
标英语教学困惑与对策》被列为州级课题,本人为课题组负责人, 2012年论文《浅析新课改下高中英语听力障碍及应对策略》, 2013年《浅析交际法在口语教学中的运用》荣获省教育协会一等奖，课件《快乐语法-定语从句复习》荣获二等奖。
2013年《边远山区高中新课标英语教学困惑与对策》论文荣获中国教师发展基金会重点科研课题《教学多样化与素质教育》国家科研成果一等奖。
2014年7月《边远山区高中新课标英语教学困惑与对策》州级课题获结题。
于2015年9月因工作需要调到兴义五中任高中英语教学。
我的教学理念是：一是让课堂有吸引力，让学生在乐中学、在学中乐；二是让课堂成为学生体验成功、获得成就感的阵地，踏踏实实地落实好知识点。
我的教学特色体现在三个方面：
一、英语学习来源于生活实践，学习中多用“启发式和体验式”。
二、乐中学，学中乐，让学生学得更加轻松。
三、向课堂45分钟要质量，因材施教，分层教学，精讲精炼。