Module 3写作课教学案例

适用学科初中英语适用年级七年级适用区域 外研版区域课时时长（分钟）2 课时知识点 1. there be 句型2. 常见方位介词1. 知识与技能目标：单词：学会与本话题相关的四会单词。

通过例句详解、根据汉语意思填空等形式加强对重点单词的记忆和应用。

短语：总结与本话题常出现的短语，通过对经典例句详解、经典题解析加强对短语的训练。

句型：让学生在理解的基础上，将重点句子应用到日常生活及写作中，提高写作技能。

教学目标 2.过程与方法：1）老师和学生一起翻译短文并从中找出自己不认识的词汇。

2）学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。

3.情感态度与价值观：1）能根据老师所翻译的文章快速记住生词的汉语意思。

2）能通过不断上涨的词汇量快速提高阅读能力。

教学重点 1.掌握日常简单的交际用语。

2.掌握 there be 句型，并且掌握 some 和 any 在 there be 句型中的应用。

3.掌握本某块常见方位介词的用法。

4.掌握 a lot of 的用法。

教学难点 1.能够灵活应用重点词汇。

2.能够灵活应对 there be 句型的考题，掌握 some 和 any 的用法。

3.能够灵活应用本木模块方位介词的用法。

第1页教学过程一、导入1、 T: hello ,everyone.what can you see in our class?such as desk, blackboard and chair. Who cantell me what can you see in our school?S: I can see many trees and flowers in our school.T: very good.OK,today we will talk about our school.let’s get together describe our school.2、使用以下填空题进行预习知识的检查Ⅰ.词汇短语1.__________ n.兄弟2.___________ n.女儿3.__________ n.父亲4.___________ n.母亲5.__________ n.父\母亲6.__________ n.照片7.__________ prep.这些8.__________ n.左边\adj.左边的9.__________ n.成年女子10.__________ n.丈夫11.__________ n.前面12.__________ n.站；车站13.__________ n.医院14.__________ n.饭店15.__________ n.警察16.__________ n.剧院17.__________ n.男演员18.__________ n.司机19.__________ n.护士20.__________ n.经理21.__________ 紧挨着22. __________ 在......的前面（内部）23.__________ 在同一家医院24.__________ 一位公交车司机【 答 案 】 1.brother2.daughter3.father4.mother5.parent6.photo7.these8.left9.woman10.husband11.front12.station13.hospital14. hotel15.police16.theatre\theater 17.actor18.driver19.nurse20.manager第2页21.next to Ⅱ.活用句型22.in the front of 23.at the same hospital 24.a bus driver1.What a big family! 【句式仿写】多么小的一把椅子啊！______________________________________________________________________2.Who is this? 【句式仿写】那是谁？________________________________________________________________________3.This is a pen. 【句式仿写】这是一名警察。

Module 3 Unit 3 Project教学案例Para（）Socrates’death---why?Para（）Philosophy---what?Para（）Socrates---who?小组讨论，抢答。

活跃课堂气氛Step IV ScanningShow the picture of Socrates again.教师：Will you please read the whole article to know more about Socrates again ? and then discuss the questions in groups to find the answers as fast as possible.⑴What does the philosophy mean ?⑵Who was Socrates?⑶What was his special way of teaching?⑷Why did he die ?教师带领学生梳理课文内容。

再次要求学生详细认真地读课文，然后回答与课文内容有关的4个问题。

小组讨论，选出发言人，回答问题。

不详尽之处，学生通过补充阅读，补全答案。

（补全答案通过抢答完成，气氛热烈）本篇文章脉络分明，层次感强，因此不用给太多时间阅读以免影响到活动任务。

Scanning是阅读中的重要板块，重点在通过阅读文章，让学生获取相关语言信息、整合信息，了解写作框架、写作技巧和写作方法，以帮助学生在下一环节的语言输出，同时提升同类体裁的写作水平。

选修八Module 3. An Embarrassing Moment写作课教学设计设计意图：运用“讨论式”的英语教学模式和采用“任务型”英语教学途径，培养同学们的听说读写能力，突出阅读和写作技能的训练、学习策略的培养、阅读和写作的实践，从而使学生领会语言信息的输入与输出、阅读和写作之间的内在联系，并引导学生独立思考并以讨论、合作学习的方式练习英语写作。

教学年级：高二课题名称：Module 3 Foreign food——Writing: An Embarrassing Moment授课类型：英语写作教材版本：外研版相关领域：叙事教学目标：1. 培养学生的阅读和写作策略，提高写作能力。

2. 能够正确地运用所学单词、短语和句型进行写作训练。

3. 学会小组合作解决难句以及了解作文评分标准，学会自批自改作文。

教学重点：引导学生通过对阅读文章的分析总结出叙事类作文的写作结构和常用句式。

教学难点：如何让学生能根据作文评分标准评价自己和他人的作文。

教学用时：45分钟教学方法：讨论法教学手段：多媒体Powerpoint, 展台教学过程：第一环节：信息输入——阅读训练（用时约20分钟）Step 1 Leading inTask 1. Show some pictures and a video of embarrassing moment and ask the students:Have you ever experienced an embarrassing moment like this? What was your feeling at that time?Task 2. Discussion.Try to talk about your embarrassing moment in pairs. Try to think of the words or phrases to express the feeling as many as possibleTask 3. Brain stormAsk students to think out as many words as possible connected withembarrassment.4. Show the learning aims on the PPT.设计目的：用图片和视频展示，把学生的注意力转移到课堂学习中来，调动学生愉快的学习情绪。

外研版高中英语必修3Module 3 The Violence of Nature写作课（1）By 李春英，武清区杨村一中Part 1 教案设计Teaching goals:1 Let students sum up the elements necessary for describing a disaster;2 Enable students to report on a disaster;3 Help students evaluate a composition.Teaching important point:Enable students to write a report.Teaching difficult point:Enable students to evaluate a report.Teaching content:Writing on the workbookCultural cornerTeaching strategy: Task based teachingFinding and summing upDiscussingTeaching procedures:Step I lead in the topicDirections: let students sum up the elements necessary for a description of a disaster using the article on page 84 of the workbook.T: Today our job is to learn to report on a disaster. So what elements should be included in the description? Keep this question in mind. This newspaper article may help you find out the elements.Step II sum up the elements that should be included in a description about a disaster T: Ok, let’s read the passage now and try to sum up the elements necessary for describing a disaster.T: Have you found out the necessary elements?S: what, when, where, cause, results.T: Yes. Can you fill in the blanks now by scanning the article of Cultural Corner on page 29 quickly?Key:Directions: Students work in groups to decide on a disaster they are familiar with and collect material for it.T: So you have got the necessary elements. Ok, I’d like you to work in groups now. First, decide on a disaster you are familiar with. Then collect material for it according to these elements. Make yourselves ready for writing the report.Directions: Students work in pairs and write a report with the help of the material. Give students instructions on the passive voice which is common in a report and necessary help.The passive voice: 被动语态表示主语为动作的承受者，只有及物动词才有被动语态，其构成为：“be + 及物动词的过去分词”The past passive: for an action which started and ended in the past For example: Homes and shops were hit by floods on Wednesday.The past perfect passive: for an action which happened before another action in the past For example: When the hurricane ended, several buildings in the town had been destroyed. Step V evaluate the compositionDirections: Students read their report in groups first and choose the best one to present it in public. Then different groups can compare notes with each other to choose the best report for the newspaper.Step VI homeworkModify their own report.Part 2 教学反思This class lets students sum up the elements necessary for describing a disaster by reading a similar passage first. Then encourage students to decide on a disaster and collect material according to these elements. At last evaluate the composition themselves and make their own writing better. In this way, this class focuses on exposing students to enough input first and then they are able to write something naturally.Part 3 专家点评该教案设计很有条理性，教学目标明确，整个课时也是围绕教学目标展开，所以在导入时也直奔主题而来。

ModuleThree教案陶老师评Module Three（教案）陶老师评Module Three（教案）2010.3.22 I. Teaching aims and demands: 1.Practise the reading skills by reading the passages.2.Know about Chinese and western food culture. II. T eaching difficulty and focuses:: 1．Learn to describe the typical meat in China or in the western countries. 2．Master the phrase: no wonder III. Teaching methods: Some reading skills: scanning; skimming; Group discussion; Free talking IV. Teaching processes: Step one Lead in Look at some pictures about food in China and western countries. Step two Fast reading Read passage One and answer the question. Why did the writer say “No wonder my fellow guests had had only a few bites of each food”? Step three Deep Reading Choose the best answers according to passage one. 1. Which of the following is not related to the writer’s attitude? Chinese people are sometimes obsessed with food B. I couldn’t imagine how fabulous real Chinese banquet could be C. These days I enjoyed that sort of food myself. D. I was already so full that I could only watch as the banquet continued.2. The writer of passage one______. A. doesn’t like Chinese foodB. hasn’t got used to most Chinese food yetC. likes most Chinese food Step four Careful reading Read passage one and fill in the blanks. The writer’s first____________ of Chinese food culture came at a____________ during a trip to Beijing. He had never imagine how__________ a real Chinese banquet could be. Many plates dangerously___________ one on top of another. The writer started eating___________. But everyone else just__________ a bit of each dish. The writer thought they couldn’t have big_________. But to his __________,more dishes arrived. The writerthen understood why the others only had a few bites of each dish. And the writer also found it is much to the ___________of many westerners. The Chinese eat almost every part of an animal. Step five Fast reading .Choose the best answers according to passage two. 1.What does the writer think of English food and Chinese food? A. Chinese food is prepared with more care at the appearance. B. English food is prepared very carelessly/ C. Cold food is liked by English people. D. Mixed food is served at the table. 2.The purpose of the writer is__________________. A. to tell about English food culture. B. to show her positive attitude towards English food C. to show her negative attitude towards English food D. to tell what she thinks about English food 3.The writer of passage two______. A. doesn’t like British food B. doesn’t like the way British food is prepared and served C. doesn’t l ike the way the British eat Step six Consolidation 1.Chinese people are sometimes obsessed with food. 2.The western food didn’t really taste bad, but it was a meal that made me feel cold inside. 3.No wonder westerners like Chinese food. 4.The western food goes against the Chinese sense of beauty and style at the table. 5.One thing( I do admire) is the polite manner (in which British people eat, even if it is just a potato). Step seven Group discussion Discussion in pair: Describe a typical Chinese food and a western food and give the visitor some advice on food: What people eat How people eat How they behave What table manners are The quantity of food The taste of the food Step eight homework Your foreign food will visit China. Y ou write a letter to him or her to describe the Chinese food and give him or her some advice on Chinese food. 课堂实录 Step one Lead in Teacher: Look at some pictures about food in China and western countries. Students:Do as the teacher told. Step two Fast reading Teacher: Read passage One and answer the question. Why did the writer say “No wonder my fellow guests had had only a few bites of each food”? Students: Read and find the answer to the question. Step three Deep Reading Teacher: Read passage One and choose the best answers according to passage one. 1. Which of the following is not related to the writer’s attitude? Chinese people are sometimes obsessed with food B. I couldn’t imagine how fabulous real Chinese banquet could be C. These days I enjoyed that sort of food myself. D. I was already so full that I could only watch as the banquet continued. 2. The writer of passage one______. A. doesn’t like Chinese food B. hasn’t got used to most Chinese food yet C. likes most Chinese food Students: Read and find the answer to the questions. Step four Careful reading Teacher:Read passage one and fill in the blanks. The writer’s first____________ of Chinese food culture came at a____________ during a trip to Beijing. He had never imagine how__________ a real Chinese banquet could be. Many plates dangerously___________ one on top of another. The writer started eating___________. But everyone else just__________ a bit of each dish. The writer thought they couldn’t have big_________. But to his __________,more dishes arrived. The writer then understood why the others only had a few bites of each dish. And the writer also found it is much to the ___________of many westerners. The Chinese eat almost every part of an animal. Students: Read and fill in the blanks. Step five Fast reading Teacher:Read passage two and choose the best answers. 1.What does the writer think of English food and Chinese food? A. Chinese food is prepared with more care at the appearance. B. English food is prepared very carelessly/ C. Cold food is liked by English people. D. Mixed foodis served at the table. 2.The purpose of the writer is__________________. A. to tell about English food culture. B. to show her positive attitude towards English food C. to show her negative attitude towards English food D. to tell what she thinks about English food 3.The writer of passage two______. A. doesn’t like British food B. doesn’t like the way British food is prepared and served C. doesn’t like the way the British eat Students: Read and find the answer to the questions. Step six Consolidation Teacher: Give you three minutes to read and recite the following sentences;you can think about their chinese meanings in mind. 1.Chinese people are sometimes obsessed with food.2.The western food didn’t really taste bad, but it w as a meal that made me feel cold inside.3.No wonder westerners like Chinese food.4.The western food goes against the Chinese sense of beauty and style at the table.5.One thing( I do admire) is the polite manner (in which British people eat, even if it is just a potato). Students:Read and recite these sentences. Step seven Group discussion Teacher: Give you five minutes to have a discussion in pair: Describe a typical Chinese food and a western food and give the visitor some advice on food: What people eat How people eat How they behave What table manners are The quantity of food The taste of the food Students: Discuss in pair. Step eight homework T cacher:Your foreign food will visit China. You write a letter to him or her to describe the Chinese food and give him or her some advice on Chinese food. 评课内容及反思感悟这节课我讲的是第八册课本的第三单元的课文Foreign Food。

A Hand-OutModule 3 The Violence of Nature Period 5 Co mposition Comments and AppraisalsThe guidance of the Period 5By Tang GuangrongLearning Aims（学习目标）：How to write a composition about natural disasters correctly.Important Points (学习重点)：1、How to arrange a structure-complete composition；2、Time &. location expression；3、How to use the past tense to report a piece of news.Difficult Points（学习难点）：How to use advanced vocabulary and complex structures，such as，nonfinite verb，attributive clauses，inversion etc.预习成就未来、准备造就完美！一、The main mistakes in our compositions1、Time Expression① Principle： first，and then followed.② A. 直接表示时间法：就是按照几点几分的顺序来表示时间。

（这个最简单）例如:8：00——eight(o’clock) 5:20——five twentyB. 添加介词表示法如果分数小于或等于30，就用past来表示，结构是“分钟+past+该点钟“；如果分钟大于30，就用to来表示，结构是“分钟+to+下一点钟例如：12：05—— five past twelve 9:50——ten to ten 8:40——twenty to nine温馨提示：在第二种表示法中，如果分钟是15，一般用a quarter 来代替fifteen;C.如果分钟是30，一般用half来代替thirty。