高一牛津英语(译林版)模块三第一单元教案

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高中-英语-牛津译林版-高一英语教案：Module III unit1

Teaching Plan of “Welcome to the Unit”(Unit 1, Module 3)（芜湖市第一中学汪艳英语组）I. Teaching Analysisa) Text analysis: the text of this lesson is about introducing the five senses of human beings.b) Students’analysis: students have seldom paid much attention to their senses, so they are expected to join in the discussion and express themselves in order to know more about their five senses and improve their speaking and listening as well. They are also advised to use their senses in a mutual way.II. Teaching Aims:a) Knowledge aim: Students are expected to know more about different kinds of senses.b) Ability aim: Students are hoped to improve their speaking and listeningC) Emotion aim: Students are encouraged to learn how to use their senses in a correct way .III. Teaching Important and Difficult PointsHow to encourage students to speak as much as possible and realize the emotional aims mentioned above.IV. Teaching MethodsFree-talk; topic-discussion; group work;V. Teaching AidsComputer / blackboardVI. Teaching ProceduresStep 1: Warm –up activityGreet the whole class warmly.Step 2: Lead- inQuestion: what are the five senses of human beings?(students are expected to use sentences to express their senses and their corresponding functions)Step 3: Video learningShow students a video people’s different ways of sensing the world. After listening, askthem a question: Do human sense the whole world in the same way?Step 4: Detailed discussion about the pictures in students’ book and help students to learn more about their senses.☞Activity 1: Ask students to focus on the pictures in students’ textbook. As to each picture, students are expected to answer some questions.☞Activity 2 : Show students another video and ask them: How do the blind or the deaf sense the world?☞Activity 3: Ask students to read a short passage about some famous deaf people in the world After reading, ask students some questions as follows:1. How do the blind read?2. Who is Louis Braille?3. How many kinds of body language talked about in the micro-lesson?4. Do body language mean the same in different cultures ?☞Activity 4:Listening: ask students to listen to a short passage about animals’ senses and take notes by circling the correct words.Step 5: DiscussionHave students discuss in groups on the topic:1) Can you list some situations where you use one of your senses more than the others?2) Which sense helps you learn English best?Step 6: HomeworkEncourage students to search more information about the five senses and ask students to make up a story on the following topic:What will happen in a heavy fog?。

牛津译林版高中英语模块3 Unit 1 Task 教学设计

Unit 1 Task –Telling a story教学设计Skills building 1: plotting a story1. In this section we’ll learn about the plot of a story and the three parts, exposition, complication and resolution that a story usually contains; and learn what to notice when reading a story; and try to put what you’ve learnt into practice by putting different parts of a story in the correct order.Do you like reading stories? What kind of stories does you like reading? Why? What are the common elements in stories? (Most stories tell what happened, when and where it happened and who was involved in it.)There is usually a plot in a story that tells readers what happens to the character(s) in the story.2. Read the three points on the top of page 12 in this section to see if you’ll lear n something from it.3. Do Part ADo it individually first and then we’ll check the answer together.Ok, we’ve got the orders corrected and can you give the reasons why you put the paragraphs in such an order? (This is an order in accord with the sequence of the story.)4. Please finish Part B by deciding which element each paragraph represents according to the definitions of exposition, complication and resolution.Answers (Page13)A 3 1 6 2 5 4B 1 E 2C 3 C 4 C 5 C 6 RStep1: Completing a checklistYou are to develop listening skills in this part. Complete a checklist in Part A first after listening to the teacher, and then answer some questions in Part B after listening to a conversation.1. Please read Part A on page 13 to make sure what you are asked to do and what information you should get when listening to the tape. Complete the checklist individually, then check your answers with your partners to see if you have the same answers.Answers (Page 13)A 1 the questions your teacher asks are for the beginning of the story.2 you need to write about the special experience of a girl.3 the story must have a surprise ending.2. Listen to the conversation and answer the questions in Part B. Check your answers with your partners to make sure that you have got the correct answer.Tape scriptS1: OK, Let’s first think about how S andy got there. Should she go on the train or the school bus?S2: Well, we should first decide why she went to the museum.S1: That’s right. Was it because she liked the show in the museum?S2: Or perhaps she went because of a class project? You know we always do class projects.S1: That’s a good idea. So she went to the museum to do a class project about…S2: About art and history?S1: That’s not a bad idea, a project about art and history.S2: Now we can decide how she got to the museum.S1: If she went because of a class project, she and her classmates probably would go by school bus.S2: Why?S1: Because a school bus can take about fifty people. When we go on an outing, two teachers always go with us. Remember?S2: That’s true. So they all went by schoo l bus.S1: Yes, so now we know why and how she went to the museum, and who she was with. But what did she do before she got there?S2: Perhaps, they were walking from school bus, and Sandy and her partner Li feifei were so busy looking around that they got lost. And they started to run to try and find their classmates. Luckily they could still see them and caught up with them at last.S1: Yes, that would explain why she was so tired.S2: Well, it seems that we have answered all of the questions.。

模块3Unit1Welcometotheunit（译林牛津版高一英语必修三教案教学设计）

模块3Unit1Welcometotheunit（译林牛津版高一英语必修三教案教学设计）Unit 1 the world of our sensesPeriod 1. Welcome to the unitTeaching goals:Encourage students speak out to practice their oral English .Arose their interest in learning this unit through activities.Let them know the importance of senses in daily life.Teaching important and difficult points:Help students prepare for their discussion, making sure that they are fully prepared before the lesson.Teaching aids: candy, stoneTeaching methods: talking, discussionTeaching ProceduresStep1. greetings and lead-inLead in the five senses by asking the students about their life experiences. Show the Ss sth like some candies, a stone. Ask the following questions:1. what’s this?(a candy) with what can you see it?(eyes) sight2. if we don’t use our eyes, how can we know it is a candy?---it smells nice. I can tell it by using my smell sense.3. who would like to taste it? Ask him/her to describe it.---the candy tastes sweet. I taste it with my tongue.4. give the student a stone to touch. Ask them to guess what it is, and tell how they can guess it.--- the stone feels hard and cool when I touch it.5. can you hear me? With what you can hear me?---our ears. (hearing)T: so , we know almost everyone has five senses: sight,hearing, taste, smell and touch. They are used everywhere and all the time. We learn about the world through the five senses. We use the five senses to study, work and relax, but in fact, there are some people who have lost one or more of their senses. Today, we will learn something about our senses. Please turn to page 1.Step2 Sharing informationAsk the students to read the instructions and the short passage. Ask them if there are any difficult sentences or phrases. Ask the students to answer some questions:1. Do you know how blind people read?(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)2. How do the deaf communicate with each other?(They use body language or sign language.)3. can good senses sometimes confuse us? Yes.Then ask the Ss to look at the four pictures and answer the questions below them.P1: if they look at the white part, they can see a vase. black part---two faces.P2: the two lines are of the same length. The different kinds of arrowheads may mislead our sight. How: A ruler to measure the lines./ cover both ends of the lines.P3: yes, they are. How: place a ruler next to the line./ to draw more straight lines which run parallel to the lines. Not to be affected by the surrounding lines.P4: the symbols in line b can be read as the letters K B R M . B/13 4.Can the symbols be read in only one way?Then ask the Ss to think about them and answer the questions:Q1: what can we learn from observing the four pictures?Sometimes even if we have good senses, we can still be confused. So, when judging things, we should try our best to get the real features of the things.Q2: why are people misled by their own eyes?Because the background or other lines confuse the eyes. Also, what we expect to see can change what we see. (in fact, the brain is confused and not the eyes.)Step 3 discussionThen ask the Ss to discuss the 3 questions below, and to report their answers.Suggested answers: 1. when we listen to our favorite music, we often close our eyes and just want to listen with our ears. 2. I think in learning english, the sense of sight and hearing help me a lot. I usually listen to the tape before I read. While I am listening to the tape, I will look at the text. And I often read english text aloud. The combination of the two senses helps me remember what I have learnt. 3. Beethoven 贝多芬: composer, deaf in 1818, the ninth symphony Blind Abing: erhu solo, 二泉映月Hawking: the brief history of time black hole 张海迪：多种语言，会针灸，《轮椅上的梦》helen keller: “if I had the power of sight for 3 days”Step 4 activitiesIn order to improve the Ss’ speaking ability, ask the Ss to turn to Page5, and make up a dialogue to talk about senses. They can talk like the given sample dialogue.Step5 explanation of language points.Step6 summary and homework1. Preview the reading part, do exercise C1 and C22．Review the talking of senses.The design of the blackboardWelcome to the unitfive sensesWe … With… The sense…See Eyes SightHear Ears HearingTaste Tongue/taste buds TasteSmell Nose SmellTouch/feel Hands/feet/skin touchBlind Braille deaf sign language/body language The record after teaching。

牛津译林版英语必修一Unit3Reading1教案

牛津高中英语教学设计单元：Unit 3 Looking good, feeling good板块：ReadingThoughts on the design:本节课是以说和读为主的阅读教学课。

设计思路在兼顾培养学生的口语能力的同时注重提高学生的阅读理解能力和启发学生的创新思维能力。

创设多种情景激发学生的学习兴趣，以有限的课堂为载体，通过问题的设置检验学生对文章细节以及文中各角色的观点行为的理解，通过小组活动要求学生就某一问题提出看法并展开讨论，然后仿照范例进行会话练习。

实施循序渐进和尊重差异的教学策略,达到对学生综合理解能力的培养。

Teaching aims:After learning this part, the students will be able to grasp the main topics of the three e-mails—Amy’s problems, how she dealt with them and Zhou Ling’s concerns and advice to Amy and the students’ interest will be stimulated in learning English by expressing their own opinions on the topic “To be beautiful or to be healthy”.Through some practice, the students will improve their reading abilities of skimming and scanning to a certain level.Teaching procedures:Step1 Lead-in1.Show the students some pictures and ask them to answer the following questions:● Do they look good and feel good?● Whom do you like better, the thin or the fat? Why?2. Then show them a picture about a fat man exercising to lose weight which may make the students laugh and ask them this question:●What’s the man trying to do?[Explanation]通过图片，激发学生的兴趣，引入“减肥”这一话题。

高中译林牛津英语模块三Unit1教案

Module3 Unit1教学设计课型 WeleLearning objectives:By the end of this period, students will be able to1、 realize how people uses their five senses in their daily life;2、 learn how to make better uses of their senses through participation in the discussion、Focus of the lesson:1、 picture-talking2、 mastering words about the five sensesPredicted area of difficulties:1、 expressing their opinions about people’s senses2、 memorizing words and phrases concerning five sensesLearning aids:1、2、 blackboardReading (1)Learning objectives:By the end of this period, students will be able to1、 gain an overall understanding of the article;2、 know clearly the important elements of stories;3、 apply what students have learnt in reading strategy part to practical use、Focus of the lesson:1、 having a thorough understanding of the article2、 putting reading strategy into practical useunderstanding the general idea of the articleLearning aids:1、2、 blackboardReading (2)Learning objectives:By the end of this period, students will be able to1、 grasp the usage of some key words and phrases;2、 understand the newspaper article better;3、 use the key words and phrases correctly in relevant exercises、Focus of the lesson:the usage of some key words and phrases1、 the usage of the words and expressions: once, sense, approach, find+O+O、C2、 the usage of thatLearning aids:1、2、 blackboardWord powerLearning objectives:By the end of this period, students will be able to1、 learn that many words in English can have different roles in different types of sentences;2、 review and learn words used to describe different kinds of weatherFocus of the lesson:1、 Parts of speech2、 Words describing the weatherPredicted area of difficulties:Parts of speechLearning aids:1、2、 blackboardGrammar and usageLearning objectives:By the end of this period, students will be able to1、 know clearly what noun clauses are;2、 recognize different kinds of nouns clauses correctly;3、 understand how to use conjunctions that and if/whether to introduce noun clauses、Focus of the lesson:knowing clearly the different types of noun clausesmastering the usage of that and if/whether in noun clausesPredicted area of difficulties:knowing the difference between appositive clauses and attributive clauses Learning aids:1、2、 blackboard____TaskLearning objectives:By the end of this period, students will be able to1、 know clearly how to plot a story;2、 recognize different elements of a ic strip;3、 improve their language in story-telling by using adjectives and adverbs、Focus of the lesson:1、 mastering the rules in plotting a story2、 preparing a story with a surprise endingPredicted area of difficulties:writing a story with a surprise ending using adjectives and adverbsLearning aids:1、2、 blackboardLearning procedures:____ProjectLearning objectives:By the end of this period, students will be able to1、 know how sharks use their senses to survive dangers in their environment and how pigeonscan always find their way home;2、 learn how to talk about animals and their unique senses;3、 develop a TV show about how an animal uses its senses、Focus of the lesson:1、 understanding the main idea of the two articles2、 how to develop a TV showPredicted area of difficulties:developing a TV show about how an animal uses its senses Learning aids:1、2、 blackboard。

英语必修ⅲ牛津译林版unit1periodone教案

模块3 unit. 1 Period one 教案课题M3U1 课时Welcome 主备人授课时间教学目标Give the Ss some impression of the five senses教学重、难点Know some useful phrases about the five senses.教学工具 Multimedia预习要求Workbook教师活动内容、方式学生活动内容方式旁注Step 1 GreetingsStep 2 Welcome to the unit1.BrainstormingQuestions:⏹With what can we see and hear?⏹How can we know whether a dish is delicious?⏹How can we know that a flower has a pleasant smell?⏹What do we do when we want to know whether the water in the basin is hot or cold?2.Fill in the tableWe do with the sensesee eyes sighthear ears hearingtaste tongue/taste buds tastesmell nose smelltouch/feel hands/feet/skin touch3.What would happen if you lost one or two of your senses?A person who cannot see is___ (blind) and someone who cannot hear is ___. (deaf)Do you know how blind people can read?They can read by touching raised dots which represent numbers and letters. This system is called Braille.How do the deaf communicate with each other?body language or sign language4.Read the short passage on page 15.Look at the four pictures and answer the question below each picture.(1)What can you see in this picture?(2)How would you judge the length of the two lines?(3)How can you prove that the two lines are straight?(4)Can the symbols be read in only one way?Why are people misled by their own eyes.6.DiscussionRead the three questions in the short passage and discuss them in groups of four. Report your answers to the whole class.Exx:1. deserted ____________ (v.)2. still (adj.) _____________ (adv. )3. stare at ____________(怒视)4. watch out _____________ (同义词)5. confidently____________(adj.)6. reduce_____________ (把……减少到)7. experiment ______ (做实验)课题M3U1 课时Reading 1 主备人授课时间教学目标 Improve students’ speaking abilityTrain the Ss’ reading ability and master reading strategy: reading a story教学重、难点教学重点：Paraphrase long sentences and analyze the organization of the text教学难点：How to help the Ss improve their reading ability and understand the text better. 教学工具 Multimedia预习要求Workbook教师活动内容、方式学生活动内容、方式旁注Step1 RevisionCheck the homewoekHave a dictationStep 2 Fast readingRead the story quickly and answer the following questions.1. Why did Polly leave work early that day?Because it was foggy and she wondered if the buses would still be running.2. Why did Polly take the Underground train to Green Park?Because no buses run that far to King Street.3. How did she get home at last?With the help of the old blind man.Step 3True or False1.The fog was very thick in the morning.2.When she got to Green Park, the weather turned out to be fine.3.Polly got to Green Park by train.4. The old man carried an umbrella in his hand.5.At first Polly thought the old man couldn’t see her face because he was blind.6. After arriving at home, Polly invited the old man to her home for a rest and heagreed.Step 4. Comprehension to the text.Read the story carefully and try to find the route (路线) that Polly took home.1.outside Polly’s working place2.at the bus stop on the street3.in the Underground train4.at Green Park station5.in Park Street6.at the corner of the street7.at 86 King StreetStep 5. Deep understandingRead the story carefully and answer the following questions:1. (Lines 15-16) …she sensed that she was being watched by a tall man in a dark coat. Why was a tall man mentioned here?2. (Lines 22-23) …Polly felt a rough hand brush her face …Why did the man brush Polly’s face?The writer mentioned the two unnamed men in order to show that ______.A. Polly was in danger.B. they wanted to help her.C. they would do something bad to her.D. Polly was too nervous.3. (Line 30) Polly waited. at last she spoke.The man offered to help her, but why did Polly wait?Step6 HomeworkWork in groups and write a story with a surprise ending.1. What is your opinion on the old man?2. What can we do to help those disabled like the old blind man?Step 7 Reading strategyStories usually have the following elements in common.a plot (情节)main characters (主要人物)a certain time period ( 特定时间)课题M3U1 课时Reading 3 Language points 主备人授课时间教学目标Get the general idea of the passage and develop the students reading ability by learn the reading strategy.教学重、难点教学重点：Know some useful phrases教学难点：desert/sight/fear/set教学工具 Multimedia预习要求Workbook教师活动内容、方式学生活动内容、方式旁注Step 1.GreetingsStep 2. Lead-inTalk about the weather . Ask the students the following questions:What’s the weather usually like in spring/summer/autumn/winter in London?Which season do you think is the best ? Why ?Do we sometimes have foggy days ?What would you do if you get lost on such a day ?In Welcome to the unit, we talked about five senses. What senses do you think we can use on a foggy day ?Step 3. Listen to the tape and try to answer the questions in Part A on page 2.Step 4. Read the passage and do Parts C1 and C2 on page 4.Step 5. Read again and find the supporting details for each part.Step 6. Post reading activities.1.Ask the students to retell the story.2.Guide the students to read the Reading Strategy for the article and teach them theelements of a story. ( what,when,why,who, a climax, a surprising ending )3.Discuss the questions1.)Have you ever lost your senses of taste or smell when you were ill ? How did youfeel ?2.)Some people talk about ‘sixth sense’. They say that it helps people know aboutthings before they happen. Do you believe in a sixth sense?Why or why not ? 1.This is a story about what happened to a young lady on a thick foggy afternoon. A blindman led her home when no one could see anything in thick fog.Recite some parts of the passage and finish exercise D and E? (P4-5)Step 7 Language points1.desertn. 沙漠；荒地 adj. 荒凉的；不毛的Vt. Vi. 离开；放弃；抛弃；废弃 deserted adj.The street was deserted. 街上行人绝迹。

英语必修ⅲ牛津译林版unit1period教案one教案

模块3 unit. 1 Period one 教案Unit 1 The world of our sensesTeaching objectives of the whole unit:1 Develop students’ ability of reading comprehension by reading a story about a blindman who helped others get through a thick fog and the other one about shark attacks, some special senses of animals.2 Develop students’ ability of listening comprehension by listening to two talks aboutstorytelling contest and how to begin the story3 Develop students’ speaking ability by discussing how to create their own stories4 Develop students’ writing ability by teaching them how to use proper adjectives andadverbs to make the body of their story more lively, and write a story with a surprising ending5 Develop students’ integrated skills of using English by producing a TV show about howan animal uses its senses6 Enlarge students vocabulary about the words to describe the weather7 Help students understand what a noun clause is and noun clauses beginning with that or if/whether1.Welcome to the unitIn this part, students are encouraged to conduct a free discussion about the importance of five senses in their studies and daily life. Students are expected to express their opinions boldly and imaginatively.2.ReadingThe reading text deals with a story about what happened to a young lady on a thick foggy afternoon. The reading strategy of this unit teaches students how to comprehend a story better while reading it. Students will practice identifying these elements.3.Word powerThis section has two parts. In the first part, students will learn that many words in English can have different roles in different types of sentences. In the second part, students will review and learn words used to describe different kinds of weather.4.Grammar and usageThe grammar focus in this unit is on noun clauses. Students are expected to learn what noun clauses are and understand how to use the conjunctions that and if/whether to introduce noun clauses.5.TaskThis section consists of a series of activities which will provide students with opportunities to practice the language skills. And through the three steps, students will learn how to plot a story, prepare a surprise ending and improve their language in storytelling.6.ProjectThe project in this unit is designed to help students learn and use English through doing a project. The purpose of this section is to help students use what they have learnt to finish a project by working together.7.Self-assessmentThis section aims to help students determine the progress they have made.Period arrangement:Welcome to the unit: 1 periodReading: 3 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsRevision and exercise: 1 periodPeriond 1: welcome to the unitTeaching Aims:---To give the Ss the idea that sometimes the senses affect one another and people may be misled by them. To help them to realize how they use their senses in their studies and daily life and to teach them how to make better use of their senses.--- Ask Ss to fully participate in the discussion, practise their spoken English, and share their opinions with one another.Procedures:Step 1 brainstorming 8 minutes to 10 minutes (Encourage Ss to speak out) Ask the following questions:With what do we see and hear?How do we know that a flower has a pleasant smell?How do we know whether a dish is delicious?What do we do when we want to know whether the water in the basin is hot or cold?How do we know about the world around us?What are the five senses?(Blackboard: See – eyes—sight—lookHear-ears—hearing—soundTaste—tongue—taste—tasteSmell—nose—smell—smellTouch/feel—skin—touch--feel)As we all know almost everyone has five senses. We learn about the world through the five senses and we use them to study, wok and relax. So please tell me the advantages of each sense.…There, however, are some people who have lost one or two of their five senses.What do we address them?Can they still hear, see and feel the world?Are they still useful to our world or can they make contributions to our society? Discuss in groups and then show what your group have found to all of us.…Language studyFill in the blanks with words that have something to do with “senses”:When he got there, he _________ that there was a dark hole. He ________ into it, but could ________ nothing. He ________ with his ears, he could _______ nothing, either. He _________ it for a long time. He _______ something strange. He ___________ the side of the hole. It ______ hot. Suddenly some noises wer e ________ from the hole. It ________ like someone was cooking inside.Possible answers: noticed looked see listened hear watched sense felt/touched felt heard soundedStep 2 sharing information 20’to 25’ ( to help Ss know more about the 5 senses ) Teacher: Do you always believe what you see?Ss:…Teacher: Some say Yes, and some say No. Look at this picture , and tell whether it moves or notTeacher: This time, you may be cheated by your easy!Ask Ss to read the short passage and help them to understand the main ideaAsk them to give more examplesLook at the 4 pictures and answer the questions below.Picture 1Ask Ss what they can see in this picture.Teacher: If you look at the picture in a creative way, you will definitely see a lot more than you don’t.What does the white part look like? How about black part?Ss:…Picture 2Ask Ss how they would find out whether the lines are of the same length.Teacher: You can, of course, use whatever measures do measure the two lines. Ruler or two pieces of paper.Picture 3Have Ss say how they can prove that the two lines are straight.Teacher: Use your ruler next to the line to make sure it is straight if you are not relying on your eye sight.Ss:…Picture 4The symbols in line b can be read as either the letter K, B, R, M, or K, 13, R, M.Teacher: Why are people misled by their own eyes?Ss:…background…it’s more the brain that is confused than the eyes…Step 3 group discussion and interview 5’to 10’ (to help them build up team spirit) Ask Ss the three questions below.Teacher: There are three questions right below the pictures. Let’s discuss them in groups first, then we will have some news reporters to interview some groups for each question.Teacher: Time’s up! Stop discussing! It’s our interview time.Homework:1 Spend less than 5 minutes talking to yourself on what you have got in today’s classin English.2 Translation事实情况是雾太大，车开不了那么远。

牛津译林版高中英语必修模块三 Unit1 Reading 教学设计-新版

The ending
The old blind man led Polly home and refused her invitation because he would be off to ______ back the help that people gave him when it was ______.
课后
作业
Read the article in Part B in Reading on Page 95 of the workbook.
板书
设计
1. the main points.
2. the supporting details.
课后
反思
A.Polly was in danger
B.they wanted to help her
C.they would do something bad to her
D.Polly was too nervous
4. (Line 31) Polly hesitated. At last she answered.
教学
方法
Task-based language teaching and discussion teaching method
教学程序设计
教
学
过
程
及
方
法
环节一明标自学
过程设计
二备课
Teaching objectives:
1.Enable the students to get the main point of thestory.
Step2 Self-study
Self- study 1Reading strategy ----how to read a story

(完整版)高中译林牛津英语模块三Unit1教案

Module3 Unitl教学设计课题AWE M3 U1主备人江亚平课时主备教案课型WelcomeLear ning objectives:By the end of this period, stude nts will be able to1. realize how people uses their five sen ses in their daily life;2. l earn how to make better uses of their senses through participation in the discussion. Focus of theless on:1. picture-talk ing2. masteri ng words about the five sen sesPredicted area of difficulties:1. expressing their opinions about people 'senses2. memoriz ing words and phrases concerning five sen ses Lear ning aids:1. PPT2. blackboardLear ning procedures:课型Reading (1)Lear ning objectives:By the end of this period, stude nts will be able to1. gain an overall un dersta nding of the article;2. know clearly the important elements of stories;3. a pply what stude nts have lear nt in readi ng strategy part to practical use. Focus of the less on:1. havi ng a thorough un dersta nding of the article2. putt ing readi ng strategy into practical usePredicted area of difficulties:un dersta nding the gen eral idea of the articleLear ning aids:1. PPT2. blackboardLear ning procedures:课型Reading (2)Lear ning objectives:By the end of this period, stude nts will be able to1. grasp the usage of some key words and phrases;2. un dersta nd the n ewspaper article better;3. use the key words and phrases correctly in releva nt exercises.Focus of the less on:the usage of some key words and phrasesPredicted area of difficulties:1. the usage of the words and expressi ons: on ce, sen se, approach, fin d+O+O.C2. the usage of thatLear ning aids:1. PPT2. blackboardLear ning procedures:课型Word powerLear ning objectives:By the end of this period, stude nts will be able to1. lear n that many words in En glish can have differe nt roles in differe nt types of sentences;2. review and lear n words used to describe differe nt kinds of weatherFocus of the less on:1. Parts of speech2. Words describ ing the weatherPredicted area of difficulties:Parts of speechLear ning aids:1. PPT2. blackboardLear ning procedures:课型Grammar and usageLear ning objectives:By the end of this period, stude nts will be able to1. know clearly what noun clauses are;2. recog nize differe nt kinds of nouns clauses correctly;3. un dersta nd how to use conj un cti ons that and if/whether to in troduce noun clauses. Focus of the less on:knowing clearly the differe nt types of noun clausesmasteri ng the usage of that and if/whether in noun clausesPredicted area of difficulties:knowing the differe nee betwee n appositive clauses and attributive clausesLear ning aids:1. PPT2. blackboardLear ning procedures:课型_____ TaskLear ning objectives:By the end of this period, stude nts will be able to1. know clearly how to plot a story;2. recog nize differe nt eleme nts of a comic strip;3. i mprove their Ian guage in story-telli ng by using adjectives and adverbs. Focus of the less on:1. mastering the rules in plotting a story2. preparing a story with a surprise endingPredicted area of difficulties:writing a story with a surprise ending using adjectives and adverbsLear ning aids:1. PPT2. blackboardLear ning procedures:课型_____ ProjectLear ning objectives:By the end of this period, stude nts will be able to1. know how sharks use their sen ses to survive dan gers in their environment and how pige onscan always find their way home;2. lear n how to talk about ani mals and their unique sen ses;3. develop a TV show about how an ani mal uses its sen ses.Focus of the less on:1. un dersta nding the main idea of the two articles2. how to develop a TV showPredicted area of difficulties:develop ing a TV show about how an ani mal uses its sen sesLear ning aids:1. PPT2. blackboardLear ning procedures:。

英语必修ⅲ牛津译林版unit1periodthree教案

模块3 unit. 1 Period three 教案课题M3U1 课时Task 1 主备人授课时间教学目标 1. To help them get more knowledge of English2. To help the students improve their communication skill教学重、难点教学重点：know something about plot教学难点：how to plotting a story教学工具 Multimedia预习要求Workbook教师活动内容、方式学生活动内容、方式旁注Step 1. RevisionCheck the answers for Grammar.Step 2. Lead-in1.Do you like reading stories ?2.What kind of stories do you like reading ? Why ?3.What are the common elements in stories ?Step 3. Skills building 1 Plotting a story1.Have the students read the three points on Page 12.2.Ask the students to do Part A individually.3.Check the answers with the whole class.Step 4. Completing a checklist1.Ask the students to read Part A on Page 13.2.Play the tape.3.Check the answers (Part A and B)4.Ask the students to write the beginning of the story using their answers in Part B. Step5. Skills building 2Identifying different elements of a comic strip1.Ask the students to read the guidelines and look at the 4 pictures on Page 14.2.Ask the students to read the comic strip in the exercise and label the different waysof adding words to pictures.3.Ask the students to tell a short story according to the comic strip.Step 6. Preparing a story with a surprise ending .1.Ask the students to read the guidelines on Page 15.2.Ask the students to work individually.3.Discuss the answers.4.Work out a surprise ending.Step 7. Skills building 3 Using adjs and advs in stories.1.Ask the students to read Part 1 on Page 16.2.Have the students read Part 2.Ask them to pay attention to where an adv. is used ina sentence.3.Ask the students to read Part B.4.Ask the students to individually complete the exercises on Page 16.5.Discuss the answer.Step 8. Improving your story1.Have the students read the guidelines in Part A on Page 17. Ask them to go over theadjs and advs.2.Ask the students to read the guidelines in Part B.3.Have them work in pairs to practise telling the story.Step 9. ConsolidationAsk the students to present the stories in class.。

高中英语 Unit1 Task教案牛津译林版必修3

Unit 1 The world of our sensesTaskTelling a storyTeaching Aim:●To learn and practice their listening, speaking, reading and writing skills● To learn how to tell a story.●To get some practical advice on plotting a story.Teaching Procedure:Step One: Leading inDo you like reading stories?What kinds of stories do you like reading? Why?What are th e common elements in stories?Step Two: Skills Building 1Ask students what stories they li keAsk students what the common elements are in stories.1. StartThe start of the story introduces the background of the story and the main characters. I t answers these questions: Who? Where? When? Why?2. BodyThe body of the story te lls about the problems experienced by the characters,e.g., a problem the main character wants to solve or something he/she needs tolearn from the experience.3. EndingThe ending of the s tory tells how the problem is solved or how the story ends.Step Three: PracticeAsk students to complete a checklist. And give an ex ample.Step Four: Skills Building 2Help students to recognize different elements of a comic strip and ask them to practice. Ask students to tell a story according to the pictures.Work with your group members to work out a surprise ending according to the five picturesgiven in Part A. You should draw a picture, write a caption and add thought, speech or sound bubbles where necessary.Prepare a story with a surprising ending. And practice it.Step Five: Skills building 3Help students to use adjectives and adverbs in the stori es.Help students to learn how to describe different things.Step Six: Writing storiesAsk students to do exercises in the textbook an d share their stories. At the same time help them write th eir stories.Step Seven: Homework:1. Do part B on Page 97.2. Prepare a story with a surprise ending.3. Preview Project.。

高一牛津英语(译林版)模块三第一单元教案.doc

A d v a n c e W i t h E n g l i s h M o d u l e3Unit 1 The world of our sensesPeriond 1: welcome to the unitAims: ---to give the Ss the idea that soemtimes the senses affect one another and people may be misled by them to help them to realize how they use their senses in their studies and daily life and to teacch them how to make better use of their senses.--- ask Ss to fully participate in the discussion, practise their spoken English, and share their opinions with one another.Precedures:Step 1 brainstormingAsk the following questions:With what do we see and hear?How do we know that a flower has a pleasant smell?How do we know whether a dish is delicious?What do we do when we want to know whether the wather in the basinis hot or cold?How do we know about the world around us? What are the five senses?(Blackboard: see – eyes—sight—lookHear-ears—hearing—soundTaste—tongue—taste—tasteSmell—nose—smell—smellTouch/feel—skin—touch--feel)As we all know almost everyone has five senses. We learn about the world through the five senses and we use them to study, wok and relax.Step 2 sharing informationAsk Ss to read the short passage and the main ideaAsk them to give more examplesLook at the 4 pictures and answer the questions below.Homework: translation事实情况是雾太大，车开不了那么远。

模块3 unit 1 reading (译林牛津版高一英语必修三教案教学设计)

Time： Feb.12, 2006 No. 02Topic: Unit 1 ReadingTeaching aims:1.Words, expressions and sentences: truth, deserted, reach out, watch out for2. Enable the Ss tolearn to analyze the story.3. Help the Ss learn reading strategy..Teaching important & difficult points:Learn about the plot of the story.Teaching methods: Discussion and task－based activitiesTeaching aids: A computer and a projectorTeaching procedures & waysStep I Lead-inTalk about the climate or the weather:What’s the weather usually like in spring / summer … here?Which season do you think is the best? Why?Do we sometimes have foggy days here? When?How do you feel on a foggy day?What would you do if you got lost in the fog?Step II Practice1. Go through the passage and try to answer the questions in Part A.2. Read the passage again and complete Parts C1 and C2.3. Fill in the chart.Part Place Time & weather Person(s) What happened Polly’s thought or feelingPart 1 Outside Polly’s work place At 4 p.m. foggy Polly She left work early. She wondered if the bus would still be running.Part 2 At the bus stop in the street Later Polly; the bus conductor The fog was too thick for the bus to run to King Street, where Polly lived.Part 3 In the underground train; at Green Park station Later Polly; a tall man A tall man in the dark coat is on the train. She sensed she was being watched.Part 4 In Park Street;At th ecorner of the street When Polly got to the station, the fog lay like a thik, grey cloud. Polly; a man A rough hand brushed her face. Her heart was beating with fear.Part 5 In the street It was dark. Polly; an old man The old man took her hand and helped her find the way. She wished for someone to come along. Fear held her still. She began to feel frightened again.Part 6 Outside Polly’s house at King Street Late that day Polly; the old blind man The old man left to help more people in need. Polly was thankful.4. Reading strategy.The elements of a storyFocus on what happened, when it happened, where it happened, whyit happened and who was involved in the event5. Retell the story in their own words acording to the route that Polly took home.Outside Polly’s working place → at the bus stop on the street → in theUnderground train → at Green Park station → in Park Street→ at the corner of the street → in the street near King Street→ at 86 King StreetStep III HomeworkList all the language problems.Read the article in Part B in Reading in the Wb.。

模块3 Unit 1 Welocme to the unit(译林牛津版高一英语必修三教案教学设计)

Teaching aims:1. Enable the Ss toknow 5 senses and their usages.3. Help the Ss learn how people can make better use of their senses. Teaching important & difficult points:Learn about the 5 senses.Teaching methods: DiscussionTeaching aids: A computer and a projectorTeaching procedures & waysStep I Free talkSay something about their winter holidays:Did you enjoy yourselves in the holidays?How did you spend their holidays?What is the most exciting part of your holidays?What’s your plan for the nw t erm?Step II Presentation1. Ask the Ss the following questions:With what can we see ang hear?How can we know whether a dish is delicious?How can we know that a flower has a pleasant smell?What do we do when we want to know whether the water in the basinis hot or cold?2. Fill in the form:We do With the sensesee Eyes sighthear Ears hearingTaste tongue/ taste buds tasteSmell nose smellTouch/ feel everywhere of the body touchQuestions: people who can’t see --- blindPeople who can’t hear --- deafWhat would happen if you lost one or two of your senses?Step III Welcome to the unit1. Read the instructions and the short passage.Tick the sentences that they don’t understand.Sometimes senses affect one another.For example, people have trouble recognizing taste when thefood is the wrong color.affect v. = have a bad effect onQuestions: What language is used by the deaf?How do the blind communicate with each other?2. Look at the 4 pictures and answer the questions below.No 1: In the darkness, the sense of hearing & touchbecome more sensitive because we can’t see anything; Whenwe listen to our favorite music, we will close our eyes and just want to listen with our ears; Wneh we read an interesting story, we’ll lose ourselves in it and hardly hear anything aroundus; When we eat something, we not only taste or smell it, we look at it as well.Question: Why are people misled by their own eyes?The background or other lines confuses the eyes. Also,what we expect to see can change what we see.It’s m ore the brain that is confused than the eyes.3. GroupworkDiscuss the 3 questions4. Read the article in Reading in their wormbook.About Beethoven.Beethoven / a German composer / deaf / symphonyAbing / Chinese / blind / erhu solosStep IV Homework1. Try to make a careful plan for the new term.2. Preview the Reading.。

高一英语译林版3教案：Unit1 Theworldofoursensesperiod3含解析

Period 3Reading (2）教学过程教学设计→ Step 1 Revision1.In the last period we have talked much about the story. First let's review the story。

2。

Check the homework。

→ Step 2 Language studyTo learn the new words and expressions, we have different ways. This time we can adopt the Teaching and Learning Design way；that is to say, we can design the new words and expressions in the form of exercises and ask the students to learn the words and phrases by themselves，and then they can do the paper exercises in groups. After that, the teacher will explain some of them to the students or ask the students to work in pairs and then give their explanations by themselves。

First ask the students to finish the following sentences with the words in the text.1。

He s_____________ that something had happened to his family.2. He survived the plane crash and landed on a d_____________ island。

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因为恐惧，她能感到自己的心跳。

今天有那么多人迷路，我想帮助他们。

Period 2: ReadingTeaching aims:1 Encourage students speak out to practice their oral English.2 Arose their interest in learning this unit through activities.3 Let them know the importance of senses and know that sometimes senses affect one another and people may be misled by their own senses.Difficult points:Encourage the students to share their opinions by fully participating in the discussion in order to realize how they and other people use their senses in their studies and daily life.Teaching proceduresStep 1 Lead-in (Pictures 1-3)Lead in the five senses by asking the students their life experiences.The five senses are:The sense of sight, the sense of hearing, the sense of taste, the sense of smell and the sense of touch.They enable us to know the world around us.Step 2: Discussion (Pictures 4-5)What will happen if you lose one or two of your senses?Do you know how blind people can read?Step 3: Reading (Pictures 6-7)A. Read the passage and find the answers to these questions:Do you know how blind people can read?How do the deaf communicate with each other?B. Solve the language problems while reading.Step 4: Sharing information and Observation (Picture 8)A. Question:Do you believe sometimes senses may cheat us and they mayaffect one another?B. Show some examples. (Pictures 9-13)Step 5: Discussion (Pictures 14-15)A. Ask the students the following question and then have a discussion. They are all expected to beinvolved in the discussion, practice their spoken English, and share their opinions with each other.Question: Why are people misled by their own eyes?B. After the discussion the teacher draw the conclusion thatBecause the background or other lines confuse the eyes.Also, what we expect to see can change what we see.Actually, it is more the brain that is confused than the eyes.C. Remind the students that no matter how our eyes may cheat us, we do need our eyes as wellas other senses. So we should protect our senses. We can see that health is very important inour life and good senses also improve our life quality. Maybe the best wayto avoid beingcheated by our senses is that we sense, meanwhile, we think. (Picture 16)Step 6 Consolidation (Picture 17). Review the five senses once again and finish the exercises given on show, which, of course are related to the senses.Step 7 Discussion (Picture 18)Do you know that some famous people are disabled?Raise examples and talk about their contributions.Step 8 Assignments (Picture 19)1.Preview the reading part, do exercise C1 and C2.2.Find information about some more famous people who are disabled and yet make greatcontributions to the world.Period 3: Word powerTeaching aims:1. Enlarge students’ vocabulary2. Let students know more about weather. Teaching important points:Remember these words and try to use them freely. Teaching proceduresStep1. Lead inQuestions for them to answerWhich word is used twice besides the noun street in the two sentences?1.Once out in the street, she walked quickly towards her usual bus stop.2.‘Here we are, King Street.’ he stopped.Step 2. Presentation and exercisesB Complete the report clearly.The air sometimes smells very bad. Do you know what (1) this? One (2) is traffic. Dose anyone have an (3) to the problem of global warming? So far even scientists can’t (4) this question. In some countries you can see people without (5)sleeping on the streets. It’s d ifficult to (6) all the people who need homes. In some other countries, the price of food (7) every year. Poor people often have to go hungry because they cannot afford the (8) .答案：causes cause answer answer houses house increases increaseStep 3. Explain more words of the text.observe(page 2, line 14)As Polly observed the passengers on the train, she sensed that she was being watched by a tall man in a dark coat.释义：a. to see or notice sb / sth 看到注意到观察到b. to watch sb / sth carefully 观察；监视c. to obey rules, laws, etc 遵守（规则、法律等）练习1：猜猜下面各句中的observe的含义与上面哪种释义相匹配。