高一牛津英语(译林版)模块三第一单元教案

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module3unit1languagepoints（译林牛津版高一英语必修三教案教学设计）

module3unit1languagepoints（译林牛津版高一英语必修三教案教学设计）1.The city was already covered in a grey mist.Be covered in/withCover in 完全盖起The ground is covered with snow.2. wonder1) vt. 想知道I wonder who he is/what he wants/why he is late/(if)whether he will come/whose it is.I was wondering how to get there quickly/where to spend the weekend.2) vi. 感到惊奇；惊愕；惊叹 wonder at sthI don’t wonder at her refusing to marry him.It’s not to be wondered at. 那不足为奇n. 1) ［u］惊奇；惊愕；惊叹No wonder you were so late. 难怪你来得那么迟。

2）［c］奇迹；奇观Walking on the moon is one of the wonders of our times.What a wonder! 多么令人惊奇。

Adj. Wonderful3. Once out in the street, she walked quickly towards her usual bus stop.Once adv. 1) 一次2）曾经；从前（常用于句中）He once lived in Persia.Conj. 一旦 as soon asOnce you understand this rule, you will have no further difficulty.4. The truth is that the fog is too thick for the bus to run that far.That the fog is too -------- 是一个表语从句Too-------(for sb) to------- 太-------而不能-------It’s too hot to work.That far 那么远 that可以作副词，修饰形容词或副词，表示程度I’m sorry. I hadn’t realized the situation was that bad.对不起，我没料到情况有那么糟。

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.。

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。

module3unit1全单元教案（译林牛津版高一英语必修三教案教学设计）

module3unit1全单元教案（译林牛津版高一英语必修三教案教学设计）Unit 1 The world of our senses教案设计教材整体分析:1. 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 instorytelling.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 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 ProceduresStep1. BrainstormingAsk students the following questions:1. With what do we see and hear?2. How do we know whether a dish is delicious?3. How do we know that a flower has a pleasant smell?4. What do we do when we want to know whether the water in the basin is hot or cold?5. How do we know about the world around us?As we all know, almost everyone has five senses, which 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 there are some people who have lost one or moreof their senses.Step2 Presentation1.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..2. 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.)3. How do the deaf communicate with each other?(They use body language or sign language.)Step3 DiscussionLook 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?5.Why are people misled by their own eyes?Step4 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 were ________ from the hole. It ________ like someone was cooking inside.Step5 Discussion1. Read the three questions in the short passage and discuss them in groups of four.2. Report your answers to the whole class.Step6 Assignments1. Preview the reading part, do exercise C1 and C22. Preview the reading strategyPeriod 2 ReadingTeaching goals:Improve Ss’ reading ability.Enable Ss to master some important language points.Make sure Ss can learn to help each other in their daily life.Teaching important and difficult points:Master the use of some language points.( wish for; reach out ; watch out for; pay back…)Retell a story with a surprise ending.Teaching proceduresStep1: Lead-inAsk students to talk about the climate or the weather in the place where they live:What’s the weather usually like in spring in Liyang?Which season do you think is the best? Why?Do we sometime have foggy days here? When?How do you feel on a foggy day?Have you ever lost your way in the fog? What would you do if you got lost in the fog?Which city has the name of “foggy city”?Step2: Reading1. Ask students to go through the passage as quickly as they can and try to find answers to the four questions in part A.2. Ask students to read the passage again and complete partsC1and C2.3. Ask students to fill in the blanks according to the text.Step 3: ListeningListening to the text and read together with it.Step 4: Reading strategy1. Guide students to read the Reading strategy for the article and teach them the elements of a story.2. Give students another story to read and practice identifying the essential elements of a story.Step 5: PracticeAsk students to complete Parts D and E.Step 6: Assignments1. Finish A1 and A2 on page 90 of the Workbook.2. Retell the story in their own words.3. Find out the difficult points in the passage.Period 3 Language studyTeaching goals:Help students understand fully of the text.Deal with some difficult sentences and useful language pointsTeaching important and difficult points:mastering the use of some of language points: in sight, wish for, reach out, watch out for, pay back, be frozen with, be related to, be linked to, make sense, make the most of, can’t help doing, Teaching proceduresStep1 RevisionRetell the story:Help the students retell the story Fog in their own words. Use the chart to help them:Outside Polly’s working place-----at the bus stop on the street------ in the Underground train-----at Green Park station------- in Park Street------- at the corner of the street----- in thestreet near King Street------ at 86 King StreetStep2 Difficult sentencesRead and understand the following sentences, then remember in mind:1. Once out in the street, she walked quickly towards her usual bus stop.2. ‘Sorry, Miss,’ replied the man, ‘the truth i s that the fogs too thick for the bus to run that far.3. While the rest of the passengers were getting out, she glanced at the faces around her.4. The tall man was nowhere to be seen.5. As she walked along, she heard the sound of footsteps, but by the time she reached the corner of the street, the footsteps were gone.6. Polly found herself staring up at a man standing with his hand resting on her arm.Step3 Useful words and phrasesStep 4 AssignmentFinish the learning plan.Period 4 Word powerTeaching goals:Make sure students can know the different roles some words can have in different types of sentences.Enable Ss to master the meanings of some words used to describe different kinds of weather.Teaching important and difficult points:Train Ss to guess and understand the meanings of the words according to the context and pictures.Teaching proceduresStep 1 RevisionCheck the homework assigned the day before.Step2 BrainstormingStep 2. Brain stormingWrite down two sentences on the blackboard:Once out in the street, she walked quickly towards her usual bus stop.“Here we are, King Street.” He stopped.Which word has two meanings and two parts of speech?How many other words which have more than one part of speech can you think of?Step 3. Parts of speech1. Ask students to read the speech bubbles on page 6. Make sure that they pay attention to the word rest and get them to describe the f=different meanings of it in different parts of speech. Then have them read the instructions for Part A.2. Ask students first to complete the table in Part A individually and then to discuss in pairs the answers. Encourage students to make different sentence.. Then check the answers with the whole class.Step 4. PracticeAsk students to complete part B according to the instructions. Then have one or two of them read the short report.Step5. Describing the weather1.Ask students what words they use to describe different kinds of weather. Write down on the blackboard the word students say.2. Ask students to practice reading in pairs the dialogue in Part A. They may look at the symbols in Part B for reference.3. Have students first look at the symbols for different kinds of weather and then let them read the weather report in the firstspeech bubble.4. Ask students to complete the second speech bubble by looking at the three pictures below it.Step6. Assignments1. Finish the learning plan exercise2. Review the grammar and usage--- noun clauses.Period 5-6 Grammar and usageTeaching goals:Make sure the students understand what the noun clauses are.Ss should know the different use of noun clauses.Learn to use conjunctions that, if/whether.Teaching important and difficult points:Noun clauses can be used as different parts in a sentence.The use of that in subject clause and the different use of if and whether.Teaching procedures:Step1. Introduction to noun clausesWhat is noun?What is the use of noun?What is noun clause?(by reading some sentences):1.When we will start is not clear.2.Mrs Black won’t believe that her son has become a thief.3. My idea is that we should do it right now.4.I had no idea that you were her friend.Step2. Presentation1. Ask students to read Part 1 on page8 so that they will know that a noun clause can be used as the subject of a sentence. More sentences can be given to the students.1) That he will succeed is certain .2) Whether he will go there is not known .3) What he said is not true .4) Where he hid the money is to be found out .Have students read the sentence in which it is used as an empty subject:Who will go makes no difference.= It makes no difference who will go.That she was able to come made us very happy.=It made us happy that she was able to come.2. Ask students to read Parts 2 so that they will know that a noun clause can be used either as the object of a verb or a preposition in a sentence.1) They know that the habit will kill them.2) He asked how much I paid for the violin.3) He made it clear to the public that he did an important and necessary job .4).I find it necessary that we should do the homework.Ask students to read the two sentences in which it is used as an empty object.3. Ask students to read Part 3 so that they will know that a noun clause can be used as the predicative after the link verb be.1)The question is whether we can rely on him.2)That’s because we were in need of money at that time .3)He looked as if he was going to cry .4)That’s why I was late4.Explain to students what apposition means. Then have the students read Part 4.Step3 PracticeAsk the students to read the article on page 9 and to describe the main idea in their own words. Make sure that they know whatthey need to do and that they can identify all the noun clauses.Step4 PresentationNoun clauses beginning with that or if/whether1.Ask the students to read Part 1, which is about using that to introduce a noun clause.2. Have students read Part 2, which is about using if or whether to introduce a noun clause.When do we use if/whether to introduce a noun clause?When can we only use whether bet not it?Step5 PracticeAsk students to finish exercises on page11.Step6 Assignment1. Finish the exercises in learning plan.2. Finish C2 on page 92 of the workbook.Period7---8 Task: T elling a storyTeaching goals:Make Ss know the sequence of a story.Train Ss’ ability of telling a story effectively by using pictures with speech bubbles.Improve Ss’ ability of writing a story by using adjectives and adverbs.Teaching important and difficult points:Make sure Ss know the importance of adjectives and adverbs in the story.Enable Ss to write a story correctly.Teaching proceduresStep 1 Revision1. Check homework.2. Do some exercises to revise the noun clauses.Step 2 Skills building 1: Plotting a story1. Ask students to read part A on page 13. They need to know what they have been asked to do and what information they should get when listening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary.2. Ask students to listen to the conversation and answer the questions in Part B. After they finish this part, let them check their answers with their partners to make sure that they have got the correct answers.3. Tell students that they will write the beginning of the story using their answers in Part B.Skills building 2: identifying different elements of a comic stripStep3: preparing a story with a surprise ending1. Ask students to read the guidelines on page 15 and make sure that they know what they need to do. Ask them to first work individually and then to check their answers with their partners. If they have different answers, have them discuss which answer is better.2. In pairs, ask students to work out a surprise ending from the five pictures given in Part A. They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Encourage students to use their imagination and create any ending which is surprising. Choose some students’ pictures and show them to the whole class. Ask students to decide which is the best picture with a surprise ending.Skills building 3: using adjectives and adverbs in stories.Step 4: improving your story1. Have students read the guidelines in Part A on page 17.Ask them to go over the adjectives and adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step 2.2. Ask students to think about what good storytellers will do to make others interested and willing to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practise telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storyteller.Ask students to read the story of Part A in Writing on page 97 of the Workbook, and then finish Part B. They can do Part B as homework.Step5 Homework1. Ask Ss to write a story.2. Find out the difficult points in Project.Period 9 Project: Producing a TV showTeaching goals:Do some reading.Improve Ss’ ability of writing.Get Ss to cooperate with others.Teaching important and difficult points:Know the general idea of the passage.Make sure Ss know how to write an interesting story.Teaching proceduresStep1 Reading1. Ask students to read the article Shark attacks and find out as much information as they can about sharks.2. Have students read the article again and ask them to findout what unique senses sharks have, what senses sharks use to attack humans and what people can do to protect themselves.3. Ask students to do Part B1 and B2 on page 91 of the Workbook either in class or as homework, so they will have a better understanding of the usage of words and phrases learnt in this section.4. Ask students to do Parts D1 and D2 on page 93 of the Workbook as homework to review the useful words, phrases and patterns they have learnt in this unit.Ask students to do the listening exercises in Part A and B on page 96 of the Workbook to learn more about animals’ senses.Step 2 Language pointsI. Deal with some language points for Ss to understand the letters better.II. If Ss still have questions, help to solve them.Step3 Producing a TV showPlanningAsk students to work in groups of four. First ask them to discuss and choose which animal they would like to focus on. Have them write down the animal’s name and one of its unique senses. As some students may keep pets at home, they will be quite familiar with some pet animals such as dogs, cats or fish. They can choose one of the animals that they are most familiar with. Students should also choose what type of show they will produce. Each group member will be responsible for researching information about one aspect of the animal.PreparingStudents will go to a zoo, watch an animal documentary, read some books or surf the Internet to get the information they need. While they are doing such things, they need to take notes. Theywill get together to discuss what should be included in their show. They will make a list which focuses on how the animal uses its senses and think about how to present the information.ProducingStudents each work on a different part of the TV show. When the different parts are put together, each group member should read the writing carefully, correct the mistakes and add some new ideas.PresentingEach group will take turns presenting their TV show to the class by showing their work and narrating. Students can have a discussion to decide which group’s TV show is the best.Step 4 Assignment1.Finish the learning plan2. Prepare for a test.Period 10 Self-assessmentTeaching goals:This part at the end of the unit aims to allow students to determine what they have achieved and what else they can do to improve their study.Teaching procedures:1. Do a review test to consolidate what Ss have learned in this unit.2. Let Ss do the self-assessment. Know the situations and help those Ss who have trouble.。

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。

(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 weather Focus of the less on: 1. Parts of speech2. Words describ ing the weather Predicted area of difficulties: Parts of speech Lear ning aids: 1. PPT 2.blackboard Lear 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 ons canalways 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:。

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.。