模块三第一单元教案(1)

4.文化分析：进一步了解重要的节假日。
学情分析
知识经验：第二模块学生已经学习了一般过去式动词加ed的用法，本节课将继续学习一般过去式及其否定式。
生活经验：平时过国庆节都会放假，就会有平时要做的事，但是那一周不需要做，学生有生活体验。
策略经验：学生已经掌握小组合作、同桌合作练习等策略，本节课将加入更多活动，学生将运用自然拼读等方式练习单词。
S:Monday
I usually...
presentation
Listen and and answer the question.
(教师板书句子，讲解usually，之后总结规律)
Did Lingling do them yesterday?
find all the sentences that has”didn’t”
课时备课卡（1）
周次：第( 3 )周 第( 1 )课时 教案序号( 12 )
课题
M3U1 She didn’t walk to school yesterday.
主备人
修改人
课型
新授课
教学准备
PPT，挂图，光盘
教材分析
本课是新标准一年级起点四年级上册第三模块第一单元的教学内容。课文情景是介绍Lingling昨天一天的活动。平常情况下，她星期一早上7点起床，但昨天她7点没有起床；平常她走路去上学，但昨天她没有去上学；平常她都上英语课，但昨天她没有上英语课。这是因为昨天是国庆节，在国庆假期，她不用去上学，而是在家看电视，玩玩具。四年级已经学过一般过去时态的肯定形式句型，本课进一步学习一般过去式的否定形式句型。
(4)话题：本节课的话题是谈论自己和他人在过去某一时间没有做的事情。
(5)功能：能用一般过去时谈论自己和他人在过去某一时间没有做的事情。

Module3 unit1 Where did you go?一、教材剖析本模块持续学惯用过去时叙述过去发生的事情，本单元是第三模块的第一单元，主要体现本模块所要学习的主要内容，课文经过电话对话，大明咨询Amy， Samand Lingling在英国周末的活动，本单元主要学习一般过去时态，要修业生学会用动词的过去式：visit-visited,go- went ,send- sent, take-took , 说明过去发生的事情。

并在小组内学会问答：What didyou do at the weekend ? We visited lots of places. Where did you go? We went to theBritish Museum .How did you go to these places?We went by bus.等有关句子。

教课目的：知识目标：1. 学习单词British, museum ,thanks,weekend,place,museum,how,best,tookTrip,river,hour,minute,twenty.2.用一般过去时表达过去发生的事情What did you do at the weekend ? We visited lots of places. Where did you go? Wewent to the British Museum.能力目标：1、学会运用一般过去时表达过去发生的事情，特别要掌握部分不规则动词的过去式。

2.经过学习培育学生听、说、读、写和灵巧运用语言的能力，培育学生的竞争和参加合作的意识。

感情目标：经过学习动词的过去式，培育学生敢于张口说英语，并让学生理解时间的难得，学会集理安排自己的作息时间。

学习策略：1．景点资料、单词卡片、课文语境设置情形学习新单词和短语。

2.采纳激励性评论，在教课活动中充足激发学生的求知欲和表现欲，经过小组合作学习，培育学生自主运用语言的能力。

牛津高中英语模块三Unit1 语法教课设计设计一、内容剖析：本课的教课内容是牛津高中英语模块三Unit1 的 Grammar and usage 板块。

这个板块教授的语法知识是名词性从句，即主语从句、宾语从句、表语从句、同位语从句等主要的从句，以及 that, if 和 whether 三个关系词的使用。

因为名词性从句是本单元的教课要点，又是学生新接触的知识点，所以本节课经过课件、教师的解说与指导和学生的自主与合作学习，力争获得优秀的教课成效。

二、对象剖析：高一学生已经具备必定的抽象逻辑思想能力，可是名词性从句内容多且复杂，不简单掌握。

所以，部分学生可能会产生反抗或畏难情绪。

本节课将创造轻松快乐的氛围，让学生踊跃主动地参加到讲堂教课中来，实现学生在教课中的主体地位。

三、教课目的：·知识目标：学生能掌握名词性从句的种类（主语从句、表语从句、宾语从句、同位语从句等）、关系词（ when, where, who, how, whether, if ,that 等）及用法。

·感情目标：激发学生的学习兴趣，使他们仔细倾听教师的解说，重视所学知识内容；激励学生在小组活动中与伙伴踊跃合作，认识自己的学习状况。

·能力目标：学生经过所学能达成基础练习而且能写出切合语法例范的名词性从句；经过自主学习与合作学习，学生的自主研究和协作研究能力能有所提升。

·认知和思想能力的目标：协助学生剖析、比较和概括所学知识内容，进而达到重修知识结构的目的。

四、教课重、难点：·要点：名词性从句的种类和关系词·难点： that, if 和 whether 的使用原则五、教课工具：多媒体教课工具六、教课方法：解说法任务型教课法合作学习七、教课思路设计：Step 1Lead-in: contextulize grammarT:Good morning, boys and girls.Ss: Good morning, teacher.T:I read a report about Shanghai Expo yesterday. There is a lot of news about Shanghai Expo recently. Have you read anything?S1: Many people visit Shanghai Expo park everyday. It ’s very crowded at the entrance.T:Yes. That many people visit Shanghai Expo park everyday makes the entrance very crowded. It is very difficult to count how many people there are everyday. However, do want to go tthere?T:When are you going to Shanghai Expo park?S2: I ’m not sure. Maybe in the summer holiday.T:Oh, whether you are going to Shanghai Expo park has not decided. I wonder if you haveany opinion about Shanghai Expo? What about you?S3: I think it is very important.Because many Chinese people can learn culture of foreign countries in China.T: Yes. It provides a good opportunity that we Chinese people can learn foreign cultures without going abroad. Anything else?S4: I think foreigners can see China ’s progress.T: Good. What achievements China has achieved in recent years can be sensed by foerign friends.Step 2Presentation: introduce noun clausesing a noun clause as the subject of a sentence (主语从句 )“it”can be used as an empty subject2. Using a noun clause as the object of a (宾语从句 ):VerbPrepositionI ’m interedted in who that tall man is..There was a discussion about whether Polly had found the blind man“it”can be used as anempty object .We all thought it good news that the fog had finally gone.The conductor has made it clear that no buses will be running.3. Using a noun clause as the predictive of be ( 表语从句 )The truth is that the fog is too thick for the bus to run that far.My question is whether Polly can find her way home.The problem is how Polly is going to find us in the crowd.4. Using a noun clause in apposition to a noun (同位语从句 )The fact that Polly didn’task for the man’s name is a pity.The news that the plan had crashed made us sad.Whatrever gave you the idea that I can sing?ing that, if/whether or a question word to begin a noun clauseI hope that Polly will be OK.No one knew if/whether he lost his sight because of an accident.Step 3 Task1: ask the students to finish the exercise on page 9 and try to intothe categories made in Step 2. (individual + pair work)主语从句：but why pleasant smells do not reduce pain in men is a question still to be answered byscientists .同位语从句：The possibility that pleasant smell might reduce pain has recently been suggested by new research.One explanation is that women ’s sense of smell deveploped long ago, and is linked to recognizing the smell of babies.宾语从句：(1) Verb:As people believe that strong smells can affect the senses, volunteers were asked not to eat or drink for eight hours before the experiment began.He says that scientists already have data from40 volunteers.He adds that this year, scientists will test another 60 volunteers and will be in a better position to explain the results.Scientists used to believe that mothers recognized their children by sight only.Now, they have started to believe that the sense of smell also helps ,(2) Preposition:Scientists are interested in whether the sense of smell is related to pain and whether man and women have the same senses .Step 4 Practice: summarize introductory words and ask the students to do exercises名词从句指引词： that、if 、whether( 连结词 ); who 、whose、what、which( 连结代词 ); when 、where、 why 、how 、 how long( 连结副词 ).______________ the earth is round is true.Do you know ______________ he lives?My opinion is ______________ you should not go alone.The student ______________ answered the question was John.He did not know ______________ had happened.I wonder _______________ she can come tomorrow.Can you tell me ______________ the dish is made?Do you have any idea ______________ will Miss Smith arrive?We should think carefully about ____________ Mr. Green said at the meeting. Step 5Presentation: noun clauses beginning with that or if/whether1.We use that to introduce a noun clause when the clause is a statementShe sensed smething. A tall man in a dark coat was staring at her.She sensedthat she was being watched by a tall man in a dark coat.Some principles should be remembered:(1)that is not used to begin a noun clause after a preposition in most cases, but it can be usedto begin a noun clause after in or except.The problem lies in that the mist may become a thick fog.I didn t’tell him anything except that I wasn’table to find my way back.(2)that can not be left when the noun clause is the subject of a sentence.That we couldn/t find our way out was really bad news.(3)that can be dropped in informal English when the noun clauses is the object orpredicative of a sentence.She wished (that) someone would come along to help her.The truth is (that) the buses will not be running.2. We use if or whether to introduce a noun clause when the clause is a yes/no question . Wechange the word order in a clause after if or whether into that of a statement.She wondered. Would the buses still be running?She wondered if/whether the buses would still be running.Some principles should be remembered:(1) whether but not if can be used after a preposition.She is not certain about whether she has done anything wrong.(2)Only whether can be used when the clause as the subject is at the beginning of the sentence.Whether it is going to clear up keeps me wondering.(3)We use whether or not , but not if or not .We want to know whether or not the train goes to King Street.3. If that or whether/if introduces a noun clause that has two sentences connected by and or but,We add another that or whether/if after and or but.He said that he liked rain very much and that he wouldn ’t use an umbrella when it was rainning.No one knows whether it will be fine tomorrow and whether he will come to work.Step 6 Practice: Ask the students to finish the two exercises on page 11 (check and give feedback)Step 7Homework: ask the students to write a summary of the reading text they learned by using noun clauses.八、板书设计：名词从句指引词：连结词： that、 if 、whether连结代词： who、 whose、 what 、 which连结副词： when、 where、 why 、 how、 how long九、教课反省：。

一、基本信息
二、教学目标
1.能听懂介绍学校的简短对话
2.能利用“there be”句型介绍自己的班级和学校
三、学习者分析
七年级学生在小学阶段已经接触过本模块第一单元中的大多数内容，数词和there be句型对于他们并不陌生，但学生对他们的使用还大多处于只知其一，不知其二的阶段。

学生对于白板教学，特别是白板的互动教学功能非常的感兴趣，利用白板授课极大的调动了他们的热情和兴奋点。

四、教学重难分析及解决措施
在本模块教学重难点均为there be句型的正确使用。

学生对于何时使用这个句型存在理解障碍。

并且由于there be句型的就近原则和some，a lot of 这些词汇的干扰，使学生正确选用be动词的形式成为了难点。

针对这些重难点，我采用模仿-设疑-自主归纳规律-巩固练习的方式来解决。

五、教学设计。