牛津高中英语模块三Unit2教案设计上课讲义
高中英语 Module 3 Unit 2 Period2教案 译林牛津版必修3
高中英语 Module 3 Unit 2 Period2教案译林牛津版必修3Unit 2 LanguageWord power课堂设计指导思想：“Word power”是新教材中出现的一个新板块，它旨在科学地、有效地、有趣地扩充学生的词汇量。
“Word power”在设计上采用了与本单元主题相照应的思路，内容上不受课后词汇表的限制，期冀在同一语意场中通过语境的辅助以及构词法等相关知识的输入实现学生词汇的扩展。
本节课是以听、说、读为主的词汇教学课。
词汇教学应当“有层次”并兼顾“知、情、意”。
首先，“有层次”是指词汇教学应努力遵循认知规律，按照学生温故知新——探索新知识——使用新知识——巩固新知识的客观规律进行教学。
其次，兼顾“知、情、意”是指词汇教学要有：知——词汇知识、学习策略以及词汇所蕴含的文化知识的输入；情——师生间的情感互动、学生的情感融入与兴趣的激发，以及情感体验的过程；意——人文精神和人生意义的体悟与提升。
Teaching aims:1.Get to know the names of some countries and their official languages;2.Learn the differences between formal and informal English;3.Get some background knowledge of related topics;4.To discuss the important ways that help to achieve better understanding betweenpeople from different cultures.Teaching procedures:Step 1 Lead-inThe teacher introduces the topic of the UN.Basic facts about the UN:Fact1: When was the United Nations founded?A clue: In the year 2005 the UN celebrated its 60th birthday. (background knowledge) The students are supposed to get the answer: In 1945.Fact2: Why was it founded?Inform the students of the following aspects:The UN works on: ①peace and security ②human rights ③humanitarian affairs ④international law ⑤economic and social developmentIn a word, it works on international affairs.Fact3: How was it organized?Show the students the diagram of the UN system.Point out three of them which the students might be familiar with: UNESCO, WHO, WTO. Introduce the 6 principal organs of the UN.Offer the students 2 websites where they can find more information about the UN. (Learningstrategy: to help The students learn more by themselves)Fact4: What about its members?Ask the students to read the paragraph on page27. (task-based reading)Task: Answer the following questions:①How many countries are members of the UN? (191)② Can you give me some examples of the member states? (China, France, etc.)③ How many languages are spoken in the world today? (About 6000)Check the answers and give more information.【设计说明】结合课文中的信息，为学生了解联合国提供了一系列的背景知识：联合国建立的时期、目的、组成、以及成员国和使用语言等等。
牛津高中英语模块三Unit2教案设计.doc
教学设计江苏省泰兴中学英语组何飞 一、 Teaching Plan Background 教案背景1、 教材：Advanee with English Module 3 (牛津高中英语模块2、 学生：Senior One Students (高一学生)3、 学科：英语4、 课时：1课时5、 学生课前准备： ⑴Preview Welcome to the unit 课前预习单元导入(2) Define the word Language” and students c an refer to references or surf the In ternet.定义“语言”，可参考参考书或网络(3) Th ink about how many people com muni cate with each other 思考人们交流的 方式二、 Teaching Topic 教学课题Adva nee with En glish Module3 Unit2 ----- W elcome to the unit牛津高中英语模块三第二单元单元导入三、 Analysis of Teaching Materials教材分析 1、Teach in g Con te nts 教学内容 Talk about various forms of Ian guage and ask stude nts to share their experie nee English study.谈论不同的语言形式，让学生分享英语学习经验2、An alysis of Teachi ng Co nte nts 内容分析This unit introduces the development of various forms of Ianguage, especiallyEnglish, Chinese characters and Braille. Welcome to the unit is the 1st part of this unit. In the process of learning this part, students will have a basic understanding of differe nt forms of Ian guage, which can lay a good foun dati on for the follow ing study.本单元主要介绍了几种不同语言的发展，尤其是英语、汉字和布莱叶文。
高中英语module3unit2教案牛津版必修 (1)
Module 3 Unit 2一.词汇1. stand for（1）stand for 代表；象征（2）倡导或者支持：Stand for freedom of the press.（3）接受；容忍We will not stand for impolite behavior.知识拓展: 由Stand构成的短语：stand against 反对；stand by 袖手旁观stand behind 支持；stand on依靠，遵守；stand out伸出，引人注目；stand up for支持；保卫；stand up to勇敢面对；顶得住2. pick up 1) 捡起, 收拾; 2) 收听,接收; 3) (用车)来接 4) (不是通过正规教育和指导)学会 5) (偶然)得到消息 6) (无意地廉价)买到 7) (生意)好转1) She went over to the crying child and picked her up.2) I will pick you up at the airport at five.3) We were able to pick up the BBC World Service.4) She picked up Spanish and many a good habit when she was living in Mexico.5) Trade usually picks up in the spring and the sales have picked up 14% this year.6) You can pick up lots of used stamps very cheaply.考题链接:(1) It was so dark in the cinema that I could hardly _______my friend.A turn outB bring outC call outD pick out(2)She________ Japanese when he was in Japan. Now she can speak it freely.A picked outB made outC made upD picked up.3. plus prep 1) 加上 2） =as well as 和例： 1) 2 plus 5 is 7. 2) The teacher plus five students is going to Nanjing next week.adv = besides 另外例：He has a strong army. Plus, it is highly trained.4. contribute (sth) to给….作出贡献，捐赠1）Immigrants have contributed to British culture in many ways.2）The writer personally contributed $5000 to the Hope project.contribute to 导致，是…的成因之一All these factors contributed to his success.同义词组：result in; lead to5. control vt. 控制 The police couldn’t control the situation.n. 短语：lose control of 失去对…的控制；take control of sth控制住…get out of control 失去控制； bring sth under control 把…控制住例：1) He lost control of his temper. 2) An armed group took control of the school.3) At first the fire got out of control. Fortunately, the fire was finally brought under control.6. replace vt. 取代，替换短语：sb replace A with B:用B取代A同义短语：take one’s place=take the place of sb / sth… He was hurt and another player replaced him.7. despite prep = in spite of尽管，不管，不顾Her voice was shaking despite all her efforts to control it.8. promise vi. vt 许诺,答应短语：promise (sb) to do sth; promise sb sth; promise sth to sb； promise sb that + clause-----Promise me (that) you won’t do anythi ng stupid. ----- I promise.n. 诺言，承诺 promise (n) 构成的常见词组:make a promise keep a promise break a promiseHe has broken his promise that everyone will be given a rise.promising adj. 有前途的,有希望的, 会成功的The weather is promising. He is a promising young singer.9. access 1.) vt. 接近,利用,靠近 2.) n. 接近的机会，享用权 accessible adj 可接近的，可进入的短语：have access to sth / sb 有机会(使用或接近)Fallen rocks cut off the only access to the village.10. mix 混合、掺和短语：mix A with B：把A和B混合；A mix with B ：A和B相交融mixture n 混合物; mixed adj 混合的，混杂的，男女混合的11. consist vi 组成，构成 A consist of B:A由B组成/构成(无被动)同义短语：A is made up of B12. care about 1) 关心、关怀例：He sincerely cares about his employees.2) 在乎、在意例：She didn’t care about anything people might say.care for 1) 喜欢、关心例：The emperor cared for nothing more than new clothes. How the Party cares forus!2) 照顾、照料例：The children are well cared for in the kindergarten.13. what if…假设/如果…, 将会怎么样But the question is what if I still ca n’t understand the meanings.What if we moved the sofa over there?3) What if we fail in the exam?14. 表示“许多”的词语归纳：只能修饰可数名词只能修饰不可数名词可数和不可数名词均可many,a good /great many,a (large/great) number of, many a +n much,a great/good deal of,a great amount ofa lot of, lots of,plenty of,a large/great quantity of,quantities of_____ of students whose parents have _______ money go abroad for further study every year.A. A number; a great manyB. A good many; a great deal ofC. A number; a large amount ofD.A great many; a great amount of15、mind：1)作名词时，有以下几种含义：头脑；大脑；智力。
牛津译林版高中英语模块3 Unit 2 Period 3 教学设计
Module 3 Unit 2 Period 3 教学设计I. Teaching objectives:1. To learn how to anticipate a response2. To learn how to formulate written questions3. To learn how to conduct a survey and how to write a reportII. Teaching procedures:Skills Building1: predicting an answer1. Have the Ss to guidelines on page32. Make sure that they understand how to predict the answers to the questions while listening.2. Read the statements 1 to 9. Let the Ss decide if the statements are true or false.Listening. Finish the exercise on page 32.Ans. 1T 2F 3F 4F 5T 6F 7F 8T 9TStep 1: Filling in a chart1. Ask Ss to say what these common gestures in the chart mean in China. And ask them to predict what they mean in America.2. Have Ss listen to a recording and confirm their predicted answers.Finish the chart on page 33.1. good2.telling the true3.Yes4.No5.Hello or goodbye6. crazy7.where you are(you place)8. good job9. OkSkills building 2: Formulating written questions:1. Read the guidelines on page 34 to make sure that they know what to.2. Help the Ss to analyse why the questions should be asked like that.Finish the rest two.st night，we watched a television show on CCTV8. Did you see it ？If so，did you like it？3.I finished a book last night. How about you？What happened in the last book you read？Step2: Surveying your classmates. Revise the gestures in Step 2 on page 33. Let the Ss go over the guidelines on page 35 and make sure that they know what to do. Take the first one as an example and ask them to finish the rest inpairs.Sample answers:1a 2b 3a 4a 5a 6b 7aSkills building 3: Organizing a report1. Read the four points at the top of page 36 check out the tips. Put emphasis on the four main sections.2. Have the Ss go over the guidelines；work in groups to check their answers to find the appropriate sections for these sentences and number them in the logical order.Answer 8 4 2 6 3 5 1 9 7Step 3: writing a report on body language1.Now the Ss are going to write a report on body language in China with the information they gathered in Step1 and Step2.2. When writing，they may refer to the structure------ Get the Ss to go through the second part on page37 to get the general idea for each section. IntroductionProcedures/MethodResults/FindingsConclusionStep 4: Homework:1. Read A on page 992. Finish B on Page 99Project Designing a bookletI. Teaching objectives:1.To train the students’ writing，reading and speaking abilities.2. To get the students to talk about writing a booklet about Chinese characters.3. To get the students to cooperate with others.II. Teaching procedures:Step 1 Greeting and Lead-in(Show the students some beautiful pictures of。
高一英语牛津版必修3 Unit2 Reading 教案
高一英语牛津版必修3 Unit2 Reading 教案更多精彩；英语教师网英语教师网论坛课间团购网Module 3 Unit 2 LanguagePeriod 2 Reading (1)Teaching Aims:1. Have Ss enhance their reading abilities.2. Get Ss to know more about the language English and its history.3. Have Ss gain an overall understanding of the article and learn to adopt different reading strategies.Teaching Focus:1.Help Ss know some knowledge about English language and its history with the help of time chart or timeline.2.Help Ss learn some language items.Teaching Procedures：Step 1 Pre-readingAsk students the following questions.1. As we all know, we Chinese students learn English as our foreign language. What do you think is the most difficult part of studying English—pronunciation, grammar, vocabulary or anything else?2. Do you think English has always stayed the same?Step 2 Reading strategyT: Now we know that English does not always stay the same. I think everything develops in the history. So English has a developing history. In our text book there is a history pa ssage about it. But how shall we reading a history article? Let’s go through the Reading strategy and find it out.Answer: 1. Notice the dates and years2. Make a time chart, listing relevant information such as times, places and events, etc.Step 3 Skimming and listeningThe students may be very eager to know what the text is about. Thus I ask Ss to read the text quickly and try to find answers to the three questions in Part A. Check the answers with the class.With Part A finished, they may know the topic and structure of the text. This is very useful for them to further understand the text. During this period, the students will get more information about the text by listening to the text and doing Part C1 and Part C2.1、Ask the students to read through the excises on page 24.2、Ask the students to listen to the text attentively and try to get more information.3、Ask the students to look at Part C1 and answer these five questions and then checkthe answers as a class.4、Ask the students to look at Part C2 and fill in the blanks and then check the answers as a class.Step 4 Further readingI will have Ss reread the text and look at the following chart to list information such as time and events.period Time EventsOld English Before the middle of the 5th century People in Britain all speak a language called Celtic.At the end of the 9th century The Vikings invaded Britain and brought their language.By the 10th century Old English was the official language of EnglandMiddle English In 1066 The Normans conquered England and took control of the country.during 250 years French had an impact on EnglishBy the latter half of the 14th century English was adopted by all classes in England.In 1399 Henry IV became King of England and used English for all official occasions.Modern English During the Renaissance in the 16th century Pronunciation underwent huge changestoday people will keep inventing new words and new ways of saying thingsGet the students to make clear the people who got into Britain in different times and the development of language with the help of some maps and charts.Go through the examples of words in the text together.Summarize the text with the help of a time line.Step 5 ExercisesHave students look at the following True or False exercises. The aim of the task is to check if the students have got the information of the text.1.Old English consisted of an Anglo-Saxon base plus words from the languages of French and Norway. F2.In 1066, the Normans took control of the country and English was replaced with French. F3.The words for most animals come from old English just because the animals were raised and cooked by English servants. T4.English was used for all official occasions after the Norman Conquest. F5.People from different places sometimes misunderstand each other though they both speak English. TStep 6 DiscussionLanguage borrows words from each other. Please list some of them.Chinese word s from English: 咖啡，沙发，模特儿，摩登，引擎，三明治，汉堡等Homework1.Read the text after class.2.Do the exercises on Page98 of the workbook.Period 3 Reading (2) (Language points)Teaching Objectives:1.To understand the text better2.To master some useful words and expressionsStep 1. Revision:1. Complete the passage on P25.2. Match the new words.Step 2 Language points1.be made up ofThe medical team was made up of twelve doctors. 医疗队由十二名医生组成。
牛津高中英语模块3UNIT2课件
During the Renaissance
in 16th century
Modern English began.
Time
Before the middle of 5th century
5th---9th century
At the end of 9th
By the 10th century
Event
man- men
shoe—shoes
Foot – feet
house—houses
tooth — teeth glass — glasses
Child — children
The word for the animal:
ox/ cow
sheep
The word for the meat:
beef
mutton
language
Celtic
Three Germanic tribes invaded Britain Vikings began to invaded Britain
Anglo-Saxon (base of old English)
Old English
Anglo-Saxon (base) Old English language of Denmark
What is a good idea for you to do when you read a history article?
Make a time chart, listing relevant information such as times, places and events…
Time Before the middle of 5th century
高中英语：M2U3READING(II) 教案 牛津版必修3
Module 2 Unit 3 Amazing peopleReading Language itemsTeaching planTeaching Aims:I.To learn some important and useful words phrases and sentencesII.To practise using themTeaching Importances:The use of words phrases and sentencesTeaching Difficulties:Three sentences in Lever IITeaching Preparation:I. Finish Part E before classII.Ss should read the article to find out the difficult language items before class. Teaching Process:Step 1 RevisionI.Check the answers to Part E at Page 45 in Student’s bookII.Explanations:1.pay off成功，带来好结果His efforts finally paid off.All these years of hard working will pay off when you take the exam.还清，偿还，pay off one’s debts2….former kings以前的国王知识链接：former→latter↓present3.Words can’t express how excited I was!语言无法表达我有多么兴奋！Step 2 Lead-inI.Fill in the blanks according to the given words.(Ask Ss do it one by one )1. Children are c_____ about everything. They are always asking a lot of questions.2. I am going to move to another city and start my new life. Now I am e_____ myold flat of everything.3. The police e______ the window frame for fingerprints after the theft happened.4. When he broke the record, no one was p_____. So, he has no witness.5. There are many well-p______ old buildings in this small town. These buildingsattract a lot of visitors every year.6. This man spent all of his life sailing across the oceans. Can you imagine livingsuch an a______ life?7. Don’t d_____ her; she is doing h er homework.8. The d______ of gold in California made people rush to the west.9. What a c________ that we meet in Paris!10. The Great London Fire, which began on 2nd September 1666, r_____ in hugedamage to the city of London.II.Check the answers to the ten sentences above,then read them,especially pay attention to the word spelling.Step 3 Language itemsnguage items are divided into two levers(Lever I Ss read ,then translate some sentences into English orally to check the resultLever II Ss discuss the use of the words and phrases in the three sentencesand finish exercises in groups,then give clear explanations to them .)I.1. He was bright and curious about the world outside his hometown. (L 5-6)“curious” means “eager to learn / know”be curious about sth. 对……好奇be curious to do sth. 好奇地做某事curiously enough …奇怪的是，……（口语，常放句首）e.g. They were very curious about the people who lived in the island.He is always curious to find out how everything works.Curiously enough, a year later exactly the same thing happened to me again.2. In 1891, at the age of 17, he set sail for Alexandria, Egypt. (L6-7)●“set sail for”means “to travel to somewhere by boat”.In the phrase, the word“sail” means“a short trip usually fro pleasure or in a boatwith sails”.e.g. We set sail from Dover for Ostend. We went for a sail around the island.●set sail for 短语中的“for”指的是“目的地”.e.g. We left our bags in the station and made straight for the shipyard.3. These preserved bodies are known as mummies. (L9-10)●“preserved” means “keep from risk of going bad”,用作定语.preserve sth./ sb. from…保护……免于……preserved fruit 防腐水果the preserve （野生动物）保护区e.g. The city should take steps to preserve the old templeOil usually preserves metal from rust. No hunting is allowed in the preserve.●“be known as”means “be famous as”.be known for …因为……而闻名be known as …作为……而闻名be known to …对于（谁来说）而闻名e.g. Li Bai is well known to the young generation as a great poet for his poems.4. In 1922, Howard Carter made his most amazing discovery of all, in the Valleyof the Kings, in Egypt. (L12-13)●“discovery” means“something that is discovered”.discover Vt. 发现discoverer n. 发现者make a discovery of …发现了……5“The tomb contained more riches, gold and jewels than any of us had ever seenbefore, as well as the mummy of the king.” said Carter. (L17-19)●“riches” means “wealth”.e.g. All his riches are no good to him if he is ill.●“jewel”通常用作复数, means “pieces of jewellery that contain one ormore precious stones and are worn on clothes or on the body”.E.g. She was too poor to buy jewels, so she borrowed some from her friend.●Attention, please! “jewel”是可数名词, 而“jewellery”是不可数名词.常说“a piece of jewellery”. E.g. This ring is my most valuable piece of jewellery.●The phrase “as well as”works as a conjunction, meaning “in addition to”,当连接两个主语时谓语动词看前者.类似的有：with,along with,alongwithe.g. We shall travel by night as well as by day.Annie as well as her sister is seeing a Chinese film at the cinema.6.We emptied the tomb of everything it contained –We were rich and famous right away. (L 20-21)●“empty”v. means “to make or become empty”. 我们常常会用“empty sth. out of a place” or “empty a place of sth.”把…从…里倒出来;empty…into…把…全倒进…e.g. I emptied the closet of my clothes and put them into the black case.=I emptied my clothes out of the closet and put them into the black case.7 Upon entering the tomb, Carter’s lucky pet bird, which had led him to …(L23)●“upon” /on+n./v.inge.g. Upon / On his arrival at the airport, he was arrested by the police.The young mother was joyful upon / on seeing her child take his first steps.Comparison: on;upon＋n./v.ingimmediately/the moment(minute)/as soon as＋句子8….another member of the team,also died shortly after the discovery.(L34)“shortly”adv.不久,很快I’ll be ready shortly.I saw him shortly before he died.“shortly”常常与“before”或“after”连用,分别表示“不久以后”“不久以前”9.Some people way the deaths were just coincidence. (L38)●“coincidence” means “something that happens by chance”.by coincidence 碰巧What a coincidence (it is) to do sth! 真是巧合……It is a coincidence that 真是太巧了，(从句中常用“should”情态动词表示惊讶)e.g. We met in London by coincidence. What a coincidence (it is) to meet you here!It’s rather a coincidence that her hair should be the same colour as mine.10.If breathed in, they can result in illness or even death. (L43-44)●“if” (conj.)+v./v.ed.“If breathed in” =“If the viruses are breathed in”.在条件状语从句中，当主句及从句的主语保持一致时,从句中谓语部分含be可以省略.同样适用于when,while,asif,though,as,until,once,whether,unless,where…e.g. If (it is)taken correctly, the medicine should work well.Look out for cars when (you are)crossing the street.She worked very hard though she was still rather in poor health.I won’t go to her party unless (I am)invited. Attention:主将从现●Read the following similar structure.If possible/necessary=If(it is)possible/necessaryWhere / When necessary = Where / When (it is / they’re ) necessarye.g. If possible I should like to have two copies of it.II.Translate several sentences orally.1．周杰伦作为一名歌手以其独特的嗓音为年轻人所知______________________________2．海水里含盐________________________________________________________________3．照片里有五个可爱的孩子，也包括我。
牛津高中英语模块三Unit2教案设计.doc
教学设计江苏省泰兴中学英语组何飞一、Teaching Plan Background 教案背景1、教材：Advance with English Module 3（牛津高中英语模块3）2、学生：Senior One Students（高一学生）3、学科：英语4、课时：1课时5、学生课前准备：(1) Preview Welcome to the unit. 课前预习单元导入(2) Define the word “Language”, and students can refer to references or surf the Internet. 定义“语言”，可参考参考书或网络(3) Think about how many people communicate with each other 思考人们交流的方式二、Teaching Topic 教学课题Advance with English Module3 Unit2 —— Welcome to the unit牛津高中英语模块三第二单元单元导入三、Analysis of Teaching Materials 教材分析1、Teaching Contents 教学内容Talk about various forms of language and ask students to share their experience of English study. 谈论不同的语言形式，让学生分享英语学习经验2、Analysis of Teaching Contents 内容分析This unit introduces the development of various forms of language, especially English, Chinese characters and Braille. Welcome to the unit is the 1st part of this unit. In the process of learning this part, students will have a basic understanding of different forms of language, which can lay a good foundation for the following study.本单元主要介绍了几种不同语言的发展，尤其是英语、汉字和布莱叶文。
牛津译林版高中英语必修模块三 Unit2 Reading 知识点教学设计-新版
教学
难点
Enable the students to apply the language points into practical exercises.
教学
方法
Self-study, cooperative study, inductive method and comparative analytical method
be made up of a mixture of
be different from feel puzzled
consist of around
aside from play a part in
at the end of take control of
bring with as much as
教
学
Unit2 reading知识点教学设计
课题
M3 Unit2 Reading
课型
新授课
课标
要求
掌握本节课所学语言点并能熟练运用
教
学
目
标
知识与能力
1. Enable the students to master the main language points freely.
2. Enable the students to apply the language points into practical exercises.
lose control of…失去对......的控制
out of control不受控制、支配
二次备课
教
学
过
牛津译林版高中英语必修三Unit2LanguageReading教学设计1
单元：Unit 2 Language板块：Reading课堂设计指导思想：本节课是以明白得文本为主，偏重听、说、读技术训练的阅读课。
英语的阅读是学生进展英语技术的主阵地，在整个单元的教学程序中具有极为重要的作用。
本教学设计涉及课文阅读的第一课时，以文本为依托，围绕文本明白得展开了一系列的活动，要紧目的确实是要帮忙学生多层次地明白得文本内容，同时操练多项语言技术，拓展知识，提高能力。
在活动的设计上，依照了Top-down, Bottom-up, top-down交替螺旋式上升的模式，以文本为基础实现阅读的深切明白得。
Teaching aims:1.Get t o know more about the development of the English language.2.Get further understanding of the text and be able to retell some important elements in thedevelopment of English.3.Practice more skills in reading a history article.Teaching procedures:Step 1 Warm-upThe teacher starts the lesson with a free talk. Ask the students “How long have you been learning English? What have you learned?”Tell students that they will learn a passage dealing with English and its history.【设计说明】通过看似随意的对话，教师对学生已有知识加以激活，同时，为阅读文章主题的导入和进一步的阅读做好铺垫。
Step 2 SkimmingStudents are allowed several minutes to skim the text. Their skimming is based on the task of questions on page 22 concerning the gen eral idea of the text.【设计说明】通过基于问题任务的快速文本阅读，把握文本的主体大意，为进一步阅读成立框架。
牛津译林版高中英语模块三 Unit 2 Reading教学课件
Because each word or phrase came from a different language.
3. What was the German plural form replaced by?
2. What are the three kinds of English discussed in the article? Old English, Middle English and Modern English.
3. In what way is English still changing? English is still changing in many ways, such as in vocabulary and pronunciation.
Find proper words from the text according the definitions: (P)
1. _v_o_c_a_b_u_l_a_r_y n. all the words that someone knows, learns or uses
2. _n_o_w__a_d_a_y_s adv. now, compared with what happened in the past
3. _s_e_r_v_a_n_t_ n. someone who is paid to do services such as cleaning, cooking, etc.
6. By the later half of the 14th century, English was a_d_o_p_t_e_d by all classes.
2020-2021学年牛津译林版(2020)高中英语必修第三册 Unit2 skills1教学设计
Book 3 Unit 2 Natural disastersIntegrated skills 1Continuing a story about a flood一、教学目标By the end of the section, students will be able to:1. obtain the information about floods and flood safety tips;2. analyse the typical features of a story about a family caught in a flood;3. predict what would happen to a family caught in a flood.二、教学重难点1. To internalize the information about floods and flood safety tips;2. To predict what would happen to a family caught in a flood.三、教学过程步骤教学活动设计意图互动时间/模式Lead-inStep 1 The teacher introduces the lesson by showing students pictures and asking themquestions at random.•What can you see in the pictures?•What happens during the flood?•What do you know about floods?•When will floods happen?•What damage may floods cause?The t eacher draws students’ attention tothe topic of “floods” and activatesstudents’ knowledge of floods.Students gain some idea of floods and导入话题，通过自由发言，激发学生的学习兴趣，激活学生已有的相关知识和经验，让学生有话可说，有话能说。
牛津译林版高中英语模块3 Unit 2 Task 教学设计
Unit 2 Task 教学设计Skills building 1: anticipating a responseThe aim of this part is to train you to anticipate responses when you are listening. As is often the case，Sometimes people’s predication depends on their purpose in listening and people may expect a related answer to the question which has been asked. However，you should remember that even if you have the knowledge of cultures and customs of differen t countries and you know the answer，you should continue listening for confirmation.1notice any behavioral differences between Chinese people and Westerners. Then please report the results.2 Read the guidelines on page 32 to learn how to predict the answers to the questions while listening.3 Read statements 1 to 9 on page 32 first to decide if the statements are true or false. Then listen to the interview to confirm your predicted answers.Answers1 T2 F3 F4 F5 T6 F7 F8 T9 TStep 1: filling in a chartHere we will find out what several common gestures mean in the USA.1.Please read the chart and match the common gestures with the pictures above.2.Let’s listen to the tape to get more information in order to finish the chart on the page 33.Tape scriptProfessor: I’ll be speaking about some gestures today. Much of today’s lecture will be surprising to you，so you may want to take notes.Some of the most common American gestures have very different meanings in otherareas of the world. Take the handshake for example. In America，a strong，firm handsh ake shows a confident person，someone you can trust，a good leader，but people mig ht be surprised in Asia and the Middle East where they prefer a much looser handshake.Other American gestures are considered very rude in other countries，such as direct eye contact. To an American，eye contact shows that someone is telling the truth or is intere sted in what he or she hears. But if you lived in parts of Asia or Africa，people might be offended.There are many chances for you to be confused by gestures and body language whenyou travel. Nodding your head up and down for‘yes’and shaking your head from side toside for ‘no’mean the opposite in parts of eastern Europe. The same applies to waving your hand left to right for hello and goodbye. This can mean ‘no’in Asia and parts of Eur ope！If you go to Argentina，you might be offended and think someone is calling you crazy when you see them point at their head or ear and move their first finger in a circle. Although this means someone or something is crazy in America，in Argentina，it just means that you have a phone call！If you want to get someone to come over to where you are，you might hold your h and，with the palm up and fingers facing in，and curl your first finger in and out. But don’t do that in Asia，because it isn’t very polite.The last gestures I want to talk abo ut are what we call ‘thumbs up’and the ‘OK’sign. If you close your hand and hold up your thumb，this gesture is used in many countrie s，but it means the number one in Germany and Japan instead of ‘good job’like it does in America. If you make a circle with your thumb and first finger，and point the other t hree fingers up，you are saying ‘yes’or that something is okay if you are in America. B ut in France it means zero，in Japan it means money，and if you are in Brazil or Ger many，it is very rude！So you see，gestures are a big part of body language and can change from country to country. This means it is very important to ask people what they mean if you aren’t s ure. Body language and spoken language are not meant to be understood by themselves. When we put them together，that is when we can make our meanings most clear. Answers(1) good (2) telling the truth (3) Yes (4) No (5) Hello or goodbye(6) crazy (7) where you are/your place (8) good job (9) OK3. Let’s do listening on page 104 in Workbook to improve your listening skills.The activities in the section aim to help you write questions clearly and accurately.1. Read guidelines on page 34 to make sure you know what to do. Think about why the se questions should be asked like that.2. Complete the rest two questions in Skills building 2 on page 34.Answers2 Last night，we watched a television show on CCTV 8. Did you see it？If so，did you like it？3 I finished a book last night. How about you？What happened in the last book you read？Step 2: surveying your classmatesIn this part we will use what we have practiced in Step 1 to talk about different gesture Please read the guidelines and the situations below and try to fill in blanks on page 35.Sample answers5 You and your friends are taking photos in a park. You are posing and your friend is holding a camera. After a flash，your friends holds his hand with fingers pointing up and pal m facing out. Index finger and thumb make an ‘O’.a He is saying ‘OK’.b He is asking you to pose again.Other:6 Your daughter and you are going shopping. You want to buy a new skirt for your daughter. You pick up a blue one and show it to her. She shakes her head from side to side. Then you pick up a red one. She nods her head up and down. Your daughtera likes the blue skirt.b is satisfied with the red skirt you chose.Other:7 All of your family is enjoying a big dinner on Mid-Autumn Day. After the meal，youlean back and pat your stomach with the palm of your hand. You mean:a Oh，I am full. It’s quite delicious.b I have got a stomach-ache.Other:Sample answers1 a2 b3 a4 a5 a6 b7 aSkills building 3: organizing a reportIn this part you will learn how to organize information for a report properly and how to sort it into four main sections.sections.3. Let’s go over the guidelines，and check our answers，and then number them in the logical order.Answers 8 4 2 6 3 5 1 9 7Step 3: writing a report on body languageIn this part you will write a report on body language based on the information we havecollected in steps 1 and 2.1. Please read the guidelines on page 37，so you will have what should be written in mi nd.2. Please review the results you have collected and record the answers by using the form in Part 1.3. Let’s go over each step suggested in Part2 and write the report.Sample answers In this report the writer talks about body language used in both Chin a and the United States. It looks at how the same gesture is used in the two different co untries and how the gesture expresses different meanings in the two countries. It also stat es the similarities and differences of body language in these two countries. The informatio n was collected from my classmates through a survey. In order to conduct the survey，I created some situations and answers for some common gestures for my classmates to resp ond to. After collecting their answers，I recorded their answers and analyzed the statistics. From the outcome of my survey，we can see that for most of the gestures，people in both countries share the same meaning，as with the gestures of the head nodding up and down，the head shaking from side to side and thumbs up. There are also some differen ces in the meaning of some gestures. For example，there are differences in the meaning of the gesture of waving，when the palm faces out and the hand moves left and right. I n the USA it means ‘Hello’，but in China it means ‘No’，a negative answer. Nowadays，some young Chinese also use this gesture to greet others. So with the increase in cultura l，educational and economic exchange between the two countries，the differences in bod y language between the two nations will become smaller and smaller.These results suggest that people from different cultures more or less can understand each other by using these gestures. It seems that in the future we can make full use of b ody language to help us convey our ideas or feelings when we talk with foreign friends.。
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牛津高中英语模块三U n i t2教案设计
教学设计
江苏省泰兴中学英语组何飞
一、Teaching Plan Background 教案背景
1、教材：Advance with English Module 3（牛津高中英语模块3）
2、学生：Senior One Students（高一学生）
3、学科：英语
4、课时：1课时
5、学生课前准备：
(1) Preview Welcome to the unit. 课前预习单元导入
(2) Define the word “Language”, and students can refer to references or surf the Internet. 定义“语言”，可参考参考书或网络
(3) Think about how many people communicate with each other 思考人们交流的方式
二、Teaching Topic 教学课题
Advance with English Module3 Unit2 —— Welcome to the unit
牛津高中英语模块三第二单元单元导入
三、Analysis of Teaching Materials 教材分析
1、Teaching Contents 教学内容
Talk about various forms of language and ask students to share their experience of English study. 谈论不同的语言形式，让学生分享英语学习经验
2、Analysis of Teaching Contents 内容分析
This unit introduces the development of various forms of language, especially English, Chinese characters and Braille. Welcome to the unit is the 1st part of this unit. In the process of learning this part, students will have a basic understanding of different forms of language, which can lay a good foundation for the following study.
本单元主要介绍了几种不同语言的发展，尤其是英语、汉字和布莱叶文。
这一部分在整个单元中起导入作用。
在这一部分的学习过程中，学生会对几种语言有基本的了解，为这一单元以后的学习打下良好的基础。
3、Analysis of Students 学情分析
As senior high school students, they have paid much attention to language in
英：Happy New Year!
法：Bonne Année
德：Frohliches Neues Jahr!
If possible, ask students to read some of them. Ask students whether they know other expressions for “新年快乐”, if so, ask students to speak them out.
Then present a picture to students, and ask students what the symbol in the picture stands for.
This stands for a big smile
This symbol is called emoticon (emotion + icon = emoticon). We often use emoticons when chatting online or texting messages. Then divide the whole class into four groups. Each group each time can send a member to draw the emoticons and meanings he knows on the blackboard. At last, the group that draws the most correct emoticons on the blackboard is the winner. Every member in the group will be given a prize. The following are some common emoticons:
:-) = ☺
:-(= sadness
:-O= surprise
:-D= great joy
:-P= making a face
:~-(= crying
8-)= A man who is wearing
glasses is smiling.
(设计说明：充分调动学生上课的积极性和参与度，发挥学生的创造力和想象力，体现以学生为主体的教育理念)
Step 3 Group Discussion 小组讨论 (8 minutes)
Sometimes, people don’t communicate with each other in spoken language, and they can also use body language. Look at the following pictures and discuss with your partner the meanings of them.
Thumbs up!Thumbs down!
Ok! & ...Victory/win Applause
Call me!
What do they mean?
Ask some students to share their opinions.
However, in different cultures, the same body language can have different meanings. For example, “Nose tap” in England means “It’s confidential” in England,
(设计说明：这一部分介绍了布莱叶盲文，既联系Unit 1的部分知识，又为后面Project中有关布莱叶盲文的学习做了很好的铺垫，注重知识的前后连贯。
)
Step 5 Discussion on communication between animals 动物交流方式讨论
(6 minutes)
At the beginning of our class, we have discussed the definition of “Language”, which is “a system of arbitrary vocal symbols used for human communication”. So do you think only human beings can communicate with each other in language, and animals can not use language to communicate with each other? If you don’t think so, give some examples to support your ideas. You’d better discuss it with your partner. Step 6 Free Talk 自由演讲 (8 minutes)。