模块三第一单元教案

1、牛津高中英语教学设计教材：牛津高中英语(模块三)高一下学期文档内容：教学设计教案单元：Unit 1 The world of our senses板块：Word Power课堂设计指导思想：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

2、aims:1. Get to know different parts of speech of words.2. Learn words and expressions related to weather.3. Encourage students to learn to remember and practise what they learn by listening and translation.Teaching procedures: Step 1 IntroductionThe teacher starts the lesson by asking a student to r

3、etell the reading passage in this unit “fog” and write down those words in the passage and show another two words on the screen which have different parts of speech so that students can understand the meaning of “part of speech” and further understand those words.【设计说明】在学习词汇之前，刚好完成了Reading的教学，通过复述课文

4、既起到了复习巩固作用又通过某些词的重现让学生了解了本节课要学习的内容：同一个词可能有不同的词性和含义。整个导入过程自然流畅。Step 2 Grasp and practice Ask students to fill in the blanks of part B on page 6 to grasp the words given in the box.【设计说明】通过简单的练习设置帮助检测学生对新学词汇的理解。Step 3 Review, look and understandRemind students of the trouble Polly met and ask them to

5、conclude: It is the fog that causes her so much trouble. Look at some pictures about bad weather which causes trouble and let students understand them.【设计说明】通过对文章的再次温习引入到话题“坏天气会给人们造成麻烦，天气预报可以有效减少损失。”因此，从情感上，学生能更积极地参与学习有关天气词汇的学习。Step 4 Show and learnSymbols of weather are introduced to students. The

6、students can learn and remember better with the help of vivid pictures and the teacher will also introduce a way that some adjectives are formed. That is, we add “y” to some of the noun forms.【设计说明】通过图片和词汇的相结合双重刺激学生的记忆，让学生轻松而形象地学习词汇以及构词法的一些知识。同时可选些词让学生造句，以巩固所学词汇。Step 5 Translation Ask Students to tr

7、anslate a weather report by using the sentence patterns and words shown in the previous step.【设计说明】通过翻译对前面几个部分学过的词汇，词组和句型的掌握进一步加深。Step 6 Practice Ask students to finish part B on page 7 to know clearly how to read and express information about weather forecast.【设计说明】语言的功能在使用在交流，这部分的练习设计以天气预报员的预报为背景，

8、情景真实，表达词句地道，是一个很好的将学习和真实交流结合的机会，学生在操练过程中感觉真实而有趣，有利于对知识的掌握。Step 7 Homework Listen to the weather report for tomorrow in Wuxi and write a short passage in English.【设计说明】通过家庭作业再次巩固所学内容。同时，鼓励学生利用网络等有效学习资源了解更多有关天气的知识。牛津高中英语教学设计教材：牛津高中英语(模块三)高一下学期文档内容：教学设计教案单元：Unit 1 The world of our senses板块：Grammar and

9、usage课堂设计指导思想：本课语法为名词性从句。教学目的为帮助学生了解什么是名词性从句；学会连词that，if，whether的正确使用。语法课的设计应摒弃教师一讲到底，罗列语法规则的陈旧教学方式，把语法的运用放置于情景中。这样学生就会身临其境学习语法，生动、有趣，教学效果好。Teaching aims:1. Make sure the students understand what the noun clauses are.2. Students should know the different use of noun clauses.3. Learn to use conjuncti

10、ons: that, if/whether.Teaching procedures:Step1. Introduction to noun clauses (ppt 4-5)What is noun?What is the use of noun?What is noun clause?(by reading some sentences): At lunch, the weatherman reported that the mist would become a thick fog in the afternoon. She wondered if the buses would stil

11、l be running. The truth is that the fog is too thick for the bus to run that far. What surprised me most was that the old man couldnt see anything.【设计说明】从课文中挑选出四句名词性从句，经过两课时的课文阅读及语言点教学，学生对这些句型结构已有清晰的理解，以此导入名词性从句的教学显得比较自然。Step2. Presentation (ppt 6-9)1. Ask students to read Part 1 on page8 so that th

12、ey 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 senten

13、ce in which it is used as an preparatory subject:Whowillgomakesnodifference.= Itmakesnodifferencewhowillgo.Thatshewasabletocomemadeusveryhappy.= Itmadeushappythatshewasabletocome.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

14、 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 u

15、sed as an preparatory 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) Thats because we were in need of money at that time.3) He looked as if he was going to cry.4)

16、Thats why I was late.4. Explain to students what apposition means. Then have the students read Part 4.1) The news that he failed in the exam surprised his parents.2) Word came that we would have two days off next week.3) There is no possibility that our team will lose the game.4) Ill keep the promis

17、e that I will help you out when you are in trouble.【设计说明】充分利用教材的英语讲解，帮助学生对名词性从句的结构有进一步的了解。同时通过翻译句子，补全句子等练习，强化学生对名词性从句的感性认识。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 what they need to do and that they can i

18、dentify all the noun clauses.【设计说明】通过阅读Pleasant smells reduce pain，指导学生在理解文本的基础上，找出该文中所含的11句名词性从句，并要求说出名词性从句的类型。Step4. Presentation (ppt 10-13)Noun clauses beginning with that or if/whether.1. Ask the students to read Part 1, which is about using that to introduce a noun clause.2. Have students read

19、 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?【设计说明】通过阅读教材归纳的规则，加之教师中文释义，学生对that, if, whether的用法进行操练。Step5. Practice (ppt 14-24)1. Ask students to finish exercises on page11.2. Do so

20、me exercises.【设计说明】在以上“明理”的基础上，设置操练，让学生学会运用。Step6. Assignment (ppt 25)Finish C2 on page 92 of the workbook.【设计说明】课后的复习巩固，是语法教学必不可少的环节。牛津高中英语教学设计教材：牛津高中英语(模块三)高一下学期文档内容：教学设计教案单元：Unit 1 The world of our senses板块：Task课堂设计指导思想：本节课是task教学课。本板块的教学围绕如何讲故事开展了以听、说、读、写为主的一系列教学活动。以听力练习为铺垫把学生带入特定的语言情境中，辅以与故事讲述相

21、关的技巧训练，并通过小组讨论和口、笔头表达等一系列的课堂学习活动，使学生学会熟练自由地运用英语。因此合理安排任务和紧密联系主题对最后的成果呈现是否成功有至关重要的作用。本板块第一教时主要解决故事情节排布和插图的运用问题；第二课时主要解决如何使故事增色问题和语言点的处理。Teaching aims:4. Make students know the chain of a story.5. Train students ability of telling a story effectively by using pictures with speech bubbles.6. Improve st

22、udents ability of writing a story by using adjectives and adverbs.Teaching procedures: Period OneStep 1 Introduction Do you like reading stories? (Ask) Most of you like reading stories. Can you tell me what kind of stories you like reading? Why? (Ask) You like different kind of stories. Have you tri

23、ed telling a story to your classmates or friends? Today we will learn some skills of telling a story. After class, you can make up a story and tell it to your friends. Maybe, they will like it.【设计说明】 通过师生问答引出本板块的主题学讲故事。Step 2 Plotting a story 1. Ask students to read the story on page 12 and finish t

24、he exercise of part A and B.【设计说明】通过练习，让学生对如何安排故事情节有初步的认识。2. Ask students to do exercise of step 1.【设计说明】通过学习所听材料和段落写作，让学生学会如何写故事的开头部分。Step 3 Recognizing different elements of a comic strip1. Listen to the tape and work out the main information in each part.2. In pairs, ask students to work out a su

25、rprise 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.【设计说明】通过讲解范例和完成练习，让学生学会如何在故事中绘制插图。Step 4 Homework (ppt 29)1. Review what we have learnt today.2. Preview Skill building 3.【设计说明】通过家庭作业再次巩固所学内容。牛津

26、高中英语教学设计教材：牛津高中英语(模块三)高一下学期文档内容：教学设计教案单元：Unit 1 The world of our senses板块：Task课堂设计指导思想：本节课是task教学课。本板块的教学围绕如何讲故事开展了以听、说、读、写为主的一系列教学活动。以听力练习为铺垫把学生带入特定的语言情境中，辅以与故事讲述相关的技巧训练，并通过小组讨论和口、笔头表达等一系列的课堂学习活动，使学生学会熟练自由地运用英语。因此合理安排任务和紧密联系主题对最后的成果呈现是否成功有至关重要的作用。本板块第一教时主要解决故事情节排布和插图的运用问题；第二课时主要解决如何使故事增色问题和语言点的处理。T

27、eaching aims:1. Improve students ability of writing a story by using adjectives and adverbs.2. Telling a story after learning the three skills.Teaching procedures:Period TwoStep 1 Leading inReview two skills of telling a storyStep 2 Using adjectives and adverbs in storiesHave students do exercise on

28、 page 16.1. 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.【设计说明】通过讲解范例和完成练习，让学生学会如何在故事中插入形容词和副词使故事增色Step 3 Telling a story Have them work in pairs to practice telling the story they have just

29、 finished. Then ask some students to present their stories in class. The whole class should decide who is the best storyteller.【设计说明】学生运用本板块所学技巧讲述自己所编写的故事，及时反馈学生的掌握程度并锻炼学生的口头表达能力。Step 4 Useful expressions and difficult sentences Ask Ss to translate some phrases and help Ss understand some difficult

30、sentences.【设计说明】通过汉译英练习和难句讲解，疏通了阅读中的障碍，有助于学生更好地掌握讲故事的技巧，提高语言运用能力。Step 5 Homework1. Ask students to read the story of Part A in Writing on page 97 of the Workbook.2. Find out the difficult points in Project.【设计说明】通过家庭作业再次巩固所学内容。牛津高中英语教学设计教材：牛津高中英语(模块三)高一下学期文档内容：教学设计教案单元：Unit 1 The world of our senses

31、板块：Project课堂设计指导思想：本节课是以听、说、读、写为主的project教学课。本板块的教学以文章阅读为铺垫，重在完成计划、准备、写作，呈现的任务。而素材的搜集范围，文章的结构，呈现的方式都可以参考阅读的内容。因此做好阅读疏导和任务安排对最后的成果呈现是否成功有至关重要的作用。本板块第一教时主要解决文章的理解和疏通，和任务的安排；第二课时需在几天之后进行成果汇报，提倡学生用多种方式，如海报，模拟电视播报，角色扮演小品，记者招待会等。Teaching aims:7. Get to know something about sharks and pigeons.8. Learn to f

32、ollow the structure of each passage.9. Group work: Four students a group. Choose an animal and write a passage about it then produce a TV show.Teaching procedures: Step 1. Introduction (ppt 4-9)Many animals are of great help to our daily lives or make great contributions to the development of scienc

33、e and technology. Can you list some of them?Animals are friends of human beings. However, some animals will cause trouble or danger to us in some situations. For example, when they are hungry or when they feel themselves in danger. Do you know some dangerous animals on the land? (Some pictures are s

34、hown.) There are also some dangerous animals in the water. (Some pictures are shown.)【设计说明】教师通过两段动物和人的关系的语言和相关图片分别引出本文主角鸽子和鲨鱼。Step 2. A small quiz (ppt 10)Ask students to fill in blanks related to some information about sharks.【设计说明】让学生对鲨鱼的知识猜测产生兴趣，有关鲨鱼感官的知识能帮助学生理解文章中的一些内容。Step 3. Read and understan

35、d (ppt 11)Allow Students 1 minute to read the text and complete questions in “Fast reading”.【设计说明】带着问题去快速阅读课文，进一步加强阅读技巧的训练，同时对文章有个初步的了解。Step 4. Listen and understand some details (ppt12-14)Listen to the tape and work out the main information in each part.【设计说明】通过详细阅读完成对文章细节的把握。Step 5. Reading about

36、pigeons (ppt15-19)Read the passage about pigeons and hold a discussion.(1) Why did the officer write a message in the story?(2) By what means was the message sent?(3) How do pigeons find their way?【设计说明】通过阅读完成对文章结构以及细节的把握。Step 6. Assignments about “producing a TV show” (ppt20-24)Planning: Ask Studen

37、ts to form groups of four. They should discuss and choose an animal to focus on Preparing. Search for information in different ways: search the internet; go to a zoo; watch an animal documentary or read some books.Producing: Write and rewrite.Presenting: Present the TV show to all the classmates and

38、 have a competition.【设计说明】从布置分组到学生的分工、课后的搜集整理资料、重组资料并定稿、呈现电视秀是一个比较繁琐和长期的工作。老师可在课后给与适当的帮助。Step 7. Language points (ppt 25-29)【设计说明】通过对语言点的学习，加深对文章难句理解，提高语言运用能力。Step 8. Homework (ppt 30)Do Parts part A, B and C on page 90 in Workbook.Review words and phrases in this unit.【设计说明】通过家庭作业再次巩固所学内容。同时，鼓励学生利用

39、网络等有效学习资源了解更多有关动物的知识。U1 重点词汇讲解及复习Welcome to the unit1. Blind people can read by touching letters in raised dots called Braille.raised: adj. 凸起的raise: vt. raise your hand 举起手 raise the price 提高价格 raise money for the charity 为慈善机构筹钱 raise a baby 养育小孩rise: vi. The sun rises in the east. 太阳从东边升起。 (rise,

40、 rose, risen)arise: vi. The problem arises from lack of communication. 这个问题产生于缺乏沟通。 (arise, arose, arisen)2. However, even if we have good senses, they can still confuse us.confuse: vt. sth. confuse sb. 某物使某人困惑confused: adj. sb. is confused about sth. 某人对于某物感到困惑。 his confused look/expression 他的困惑的表情

41、confusing: adj. sth. is confusing. 某物令人困惑。 He was confused about the confusing news. 他对这个令人困惑的消息感到困惑。Reading1. As Polly observed the passengers on the train, she had a feeling that she was being watched by a tall man in a dark overcoat.observe: vt.(1) 观察 observe sth./sb.; observe that The teacher ob

42、served that some students were asleep. 老师发现一些学生睡着了。 observe (see, watch, notice) sb. do sth. 观察某人做某事（强调过程，动作的结果） sb. doing sth. 观察某人做某事 （强调动作正在进行）(2) 遵守（规则、法令等） Everyone should observe the traffic rules. 每个人都应遵守交通规则。 (3) 庆祝 How will you observe your birthday? 你将如何庆祝你的生日？observer: n. 观察者observation:

43、n. 观察，观察力2. While the rest of the passengers were getting out, she glanced at the faces around her.rest: n. (1) the rest剩余的人，物Take what you want and throw the rest away. 拿走你需要的，然后把剩余的扔掉。the rest 作主语时，谓语动词由of 后的名词单、复数决定The rest of his life was spent in prison. 他的余生在狱中度过。The rest of the books are on t

44、he shelf. 剩余的那些书在架子上。(2) 休息 have a rest 休息一下adj. 剩余的glance: vi. glance at 看一眼，瞥一眼The man glanced nervously at his watch. 男子紧张地瞥了一眼他的手表。【辨析】glance at 很快地看一眼，瞥一眼glare at 怒视stare at 凝视，盯着看n. give/take/have a glance at (朝)一瞥3. There was no one in sight.sight: n. 视力，视觉in sight 看得见 The train is still in s

45、ight. 火车还在视线范围内。out of sight 看不见catch / get / have sight of 看到，发现at the sight of sth. 一看见 They ran away at the sight of the police. 他们一看见警察就跑了。 near-sighted, short-sighted 近视眼的4. As she walked along the narrow street, she heard the sound of footsteps approaching, but by the time she reached the corn

46、er of the street, the footsteps were gone.approach: vi. 接近，靠近，即将到来 The summer vacation is approaching. 暑假即将到来。vt. 接近，靠近He cautiously approached the house. 他小心地走近那房子。 n. 方法the approach to the problem 问题的解决方法5. Polly hesitated.hesitate: vi. 犹豫vt. hesitate to do sth. 犹豫做某事hesitation: n. Without any hes

47、itation, he jumped into the river to save the drowning child. 他毫不犹豫地跳下河去救溺水的孩子。6. A few seconds later, a hand reached out and grasped her arm. reach out: 伸出reach out (ones hand) for sth.: 伸出手拿某物The beggar reached out for money. 乞丐伸手要钱。【拓展】 out of (ones) reach 够不着，触不到The banana was out of the monkeys

48、 reach. 猴子够不着香蕉10. You really shouldnt feel anxious.anxious: adj. 焦急的，忧虑的 be anxious about sth./ that 渴望的 We are really anxious for peace. 他们确实渴望和平。 Im really anxious to see him. 我急于见他。11. Thank you so much for coming to my aid, said Polly in relief.relief: n. 宽心，慰藉，轻松 vt. relieve ones pain 减轻，缓和某人的

49、痛苦Grammar and usage1. reduce: v. 减少，降低，减缓reduce pain/ costs/ speed: 减轻痛苦、降低价格、减慢速度The price has been reduced to 50 yuan. 价格被降到50元。 by 50 yuan. 价格被降了50元。【反义词】 increase v. 增加 2. volunteer: n. 志愿者v. 志愿做，自愿做volunteer to do sth. 志愿做某事Many volunteers volunteered to help the old in their town. 许多志愿者自愿帮助镇上的

50、老人。 volunteer for sth. 志愿为某事（出力） voluntary: adj. 志愿的 voluntarily: adv. 志愿地3. recognize: vt. 认出 I could hardly recognize her at first sight. 我第一眼几乎不能认出她。 认可 be widely recognized as 被广泛的认可为4. puzzle: vt. sth puzzle sb. 某物令某人迷惑puzzled: adj. 感到迷惑的puzzling: adj. 令人迷惑的Task1. distance: n. 距离in the distance

51、 在远处at a distance 隔一段距离within walking distance 很近2. suit: n. （一套）衣服 vt. sth suit sb. 适合 be suited to 适合3. attach: vt. 贴上，系上 attach sth. to sth. attach importance to sth. 重视某事 使依附;使附属 This hospital is attached to the medical college nearby. 这个医院附属于附近的那所医学院。Project1. Contrary to what many people might

52、 assume, evidence shows that sharks seldom attack humans. contrary: adv. 相反地，反对地Contrary to expectation, he didnt win in the contest. 与预期相反,他在竞赛中没有获奖。adj. 相反的,对立的 His views are contrary to mine.他的看法与我相反。 n. 相反;相反的事物 You didnt bother me. On the contrary, I like your company. 你没有打扰我。相反地,我喜欢你的陪伴。2. Do

53、not wear bright clothing or jewellery, because sharks are attracted to the flash of colors and bright objects.attract: vt. 引起.的注意(或兴趣等) Jim was attracted to the Italian girl. 吉姆被那位意大利女孩所吸引。吸;吸引 The garden city attracts many tourists. 那个花园城市吸引许多游客。 attraction: n. 吸引，吸引力，吸引物 attractive: adj. 吸引的，有吸引力的

54、3. likely: adj. 可能的He is likely to come.= It is likely that he will come.可以说 It is likely/probable/ possible to do sth./ that 但只能说 sb. is likely to do sth.4. During both World War I and II, pigeons were employed by armies to carry messages to and from the front lines, saving the lives of many soldie

55、rs and even helping win some important victories.employ: vt. employ sb. 雇佣某人employer: n. 雇佣者employee: n. 被雇佣者练习一、 首字母填空。1. He is r_ as leader of the team. 2. The little boy held his mothers hand f_ when crossing the street.3. Soon a team of 200 v_ arrived in the area to help the wounded, homeless in the earthquake wit