外研版高中英语必修三模块教学设计

Module 4 Sandstorms in Asia教材分析本模块以Sandstorms为话题，旨在让学生深入了解沙尘暴的起因和对我国乃至整个亚洲的危害，并通过以“沙尘暴”和“环境保护”为话题的各种任务或活动，让学生掌握与沙尘暴和环境有关的词汇，了解沙尘暴方面的知识。

培养学生用英语谈论沙尘暴及环保的语言技能, 同吋提高学生的环保意识。

教学目标根据上述教材的分析特征，根据《高中英语教学大纲》对英语阅读的要求，根据素质教育中要培养学生综合素质能力的要求，我为这一课确定了如下三项目标：(1)知识与能力：首先帮助学生复习掌握必要的生词及培养学生掌握良好的阅读习惯和阅读方法一跳读、略读和详读等。

同时注意开发和培养学生的记忆能力，观察能力、想彖、比较和分析能力，以及实践运用能力等。

(2)过程与方法：以课文整体教学为中心，让学生通过gnuip work、pair work等小组合作形式，运用不同的阅读方法，创设不同的情境，设置各种任务，使学生积极主动参与到课堂的各项活动屮；充分发挥多媒体的作用，使课堂内容丰富，形象直观，从而为完成本节课的教学目标奠泄基础。

(3)情感态度与价值观：了解沙尘暴方面的知识。

同时提高学生的环保意识。

♦教学重难点【教学重点】(1)掌握一些与沙尘暴和环保有关的词汇。

(2)学习不定式的各种形式。

(3)学习表达有关沙尘暴和环保的话题。

【教学难点】(1)掌握不定式的各种形式。

(2)谈论沙尘暴和环保。

(3)写有关环保的短文课前准备多媒体课件辅助教学过程Period 1 Introduction Reading and VocabularyStep 1. Warming upDescribe the picture in your own words.Step 2 Introduction 11 ・ Complete the sentences using the correct form of the words.blow bury frighte ning last(v) sandstormThere has been a _______ . It ________ for ten hours and was very __________ . The wind ________ t he sand high around the houses, and some cars were almost completely by the sand .2.Look at the pictures and answer the questions・1).What is happening?2).What is the cyclist wearing and why?3).What do you think happens to traffic in this situation? Why?Keys: 1 )There is a sandstorm blowing.2)They\e wearing hoods, masks and glasses to protect themselves.3)It moves very slowly. Because it is not clear to see everything on the road and people must take great care・Discussion : Where in China do sandstorms begin?Xinjiang, Gansu and Western Inner MongoliaBeijing and Northeast Inner MongoliaStep 3 : Introduction-2: discuss these statements and decide which statement is false.1)Sandstorms begin in desert areas・2)Deserts are created by climate changes・3)Deserts are also created because people cut down trees and dig up grass.4)Sandstorms from Asia have blown across the Pacific Ocean to America.5)Sandstorms can't be prevented. x6)The inland region has more sandstorms than the one near the sea.Step 4. Fast readingTask 1: Read the text and tell the definition of sandstormSandstorms are strong dry winds that carry sand.Task 2: What other aspects are mentioned in this passage?causes and effects suggestions measuresTask 3. How many parts can this article be divided into ?Part l(paral) major disaster in Asia- SandstormPart 2(para2_5) description: cause influence suggestionPart3(pcira6) measures to prevent sandstormsTask 4. Fill in the form with the detailsThink about: any other measures? Step 5 detailed readingTask 1. Choose the correct answer1 ・ sand dunesmeansa) plants growing in sand b) sand hills2.affect means ____a) to kill b) to cause a change3.You wear a mask over your ____a) face b) body4.strength is the noun of ____a) strong b) strange5・ desertification (in Paragraph 3) means ____a) making land desert; b) throwing sth awaykeys: bbaaaTask 2. Describe the feeling of Ren JianboIt is a ________ e xperience, the most _________ and the most dangerousTask 3.analyze the cause of sandstormsThe cause of sandstorms is ______________(a ______ in which land becomes desert).A.______ changesB.People _________ trees and _________ grass>Task 4 • think about the harni of sandstorms to citizens.A.Thick _______ covers the city.B._______ moves very slowly.C.To be _______ in a sandstonn is frightening.D._______ makes people breathe difficult.Task 5. The measures of reducing the harm of sandstormsA.______ a sandstorm before it occurs・B.Take _______ advice and do not go out.C.Wear a _______ .D.Plant trees to _______ it coming nearer.Task 6. General structure of the passtigeStep 6. Group work "A Press Conference (记者招待会)about Sandstorms^ Suppose you are attending a press conference about sandstorms. Some are government spokesmen , some are journalists and citizens. Now work in groups of 4. You can refer to the followi ng problems ••sandstorm of last month in Beijing.the cause of sandstorm.effect of sandstorms.measures to prevent sandstormPeriod 2 Language points in reading原文再现(Reading)1•一个主要的灾难2.大规模的战役/运动3.被困在沙尘暴中4.次数好像增加了5.伐树挖草6.醒来看到昏黄的天空和夹杂着黄沙在城里肆虐的狂风7.车辆行驶很慢因为浓浓的尘埃降低了能见度&建议人们不要出门9.阻止其接近10.计划继续种树11.一个接一个发生12.清扫走;卷走1.a major disaster2.a mass campaign3.be caught in the sandstorm4.appear to have increased5.cut down trees and dig up...6.wake up to an orange sky and strong winds that cover the city in a thick...dust7.traffic moves very slowly because the thick dust makes it difficult to see.8.advise people not to go out9.prevent it coming near10.plan to continue planting..・11 .happen one after another12. sweep away1.1. major: adj.主要的，重大的What do you see as a major problem with the environment?One of the major aims of reading about sandstorms is to raise awareness of environmental protectio n.China now ___________________ in international affairs.minor:次要的a minor illnessEnglish was my major in university.=I majored in English in university.majority:多数，大部分(n.)the majority of sth/sb = most of sth/sbminority:少数；少数民族2.A mass campaign has been started to help solve it.l)mass: adj・大规模的，大众的mass productionmass destruction weaponsmass media大众传媒mass n. n. 1.大团/块/群2.质量3.体积4.众多；大量,大宗[(+of)]a mass ofYmasses of = a lot of/lots of + C n./U n・Fve got masses of work to do and masses of books to read.the masses 群众2)anti-smoking campaignan advertising campaign3.Para.2When asked about his experience in a sandstorm, Ren Jianbo said.“_________________________ a sandstorm was terrible and it was the most ____________ and the most dangerous ___________ F ve ever been _____ ・ There was nothing __________ •”(bite)44__________________ by a dog was not a delightful experience^ he told the doctor. bite) In the countryside _________________ b y a dog is common occurrence.To have been caught in such a traffic jam was a terrible experience•(特定情况)Being caught in such a traffic jam is a common occurrence in cities.(一般情况) be/get caught in sth・被困在…•屮=be/get trapped/stuck inOn seeing their car ______________ ,the police came to their rescue.He was late because he had been caught in a traffic jam.= ______ in a traffic jam, he was late.4.Cut downPeople in the poor village have to ciu down trees to make a living・Russia and America have agreed on cutting down nuclear weapons・'The article is too long,” said the editor. "Could you cut it down to 2000 words?59响应“绿色11!行"号召，很多市民减少了开车上班。

Module Three The Violence of NaturePeriod OneTeaching content:Introduction; Reading and V ocabularyTeaching important points:1.Make the students describe a natural disaster they have experienced;2.Help the students understand the passage better;3.Help the students learn and master some words and difficult language points;4.Train the students` reading skill.Teaching difficult points:1.Encourage the students to talk about natural disasters.2.Help the students improve their reading ability and understand the passage better;3.Help the students master the important language points in this passage.Teaching procedures:Step 1 Lead-in and Introduction1.Lead-in：Nature is our habitat.It is very beautiful and generous to us human being.But sometimes it may be very frightening:There are different kinds of natural disasters in the world.Now who can give us some examples?OK,such as:flood, hurricane, thunderstorm, tornado, earthquake, mud-rock flow, drought, tsunami, lightning and so on.The pictures on P21 are also some examples.What are they?Yes,they are flood,hurricane and tornado.This module,we will talk about this topic:The Violence of Nature.2.Activity 1 on P21Read through the given information to understand and try to match;Call back the answers and explain if necessary;Read out the words in the box aloud together in class.3.Activity 2 on P21*For our students,we just need to go through the questions to understand and ask the students to think by themselves.They don`t need to present their opinions in class.【Pay attention to Learning to learn.】Step 2 Pre-reading[Activity 1 on P22]In this passage,we will learn about several natural disasters.Before reading,let`s learn about the Gulf Stream(墨西哥湾流)—a warm ocean current.Read through the short passage to get the main idea and try to choose the correct answers;Call back the answers and then go through the text together to explain some language points;Read through the text quietly and individually to understand it better.Step 3 While-reading1.Read through the text carefully to get the main idea and then find the answers to the questions in Activity 2 on P22.The students can find the answers directly in the text.2.Then call back the answers and explain if necessary.Suggested answers:1)More than 400 km/h. 2)It stays where it was.3)About 800. 4)More than 700.5)It has huge waves. 6)8th September, 1900. 7)No, he wasn`t.8)His coffin was dropped in the sea by a hurricane and carried to Canada by the Gulf Stream.nguage points【Ref:Notes to the text】Go through the text together with the students to explain some language points.4.Read through the text again quietly and individually to understand it better.Time permitting,listen to the tape and follow it.Step 4 Post-reading[Activity 3 on P22]Read through the given information to understand it and try to match;Call back the answers and explain if necessary;Read out the words in the box aloud together.Step 5 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P81-82 in workbook.Appendix: Notes to the text1.occur vi.▲(1)发生[=happen,take place(强调按计划)]e.g:The accident occurred at five o`clock.(=happen)▲(2)想起，想到(与to 连用)sth. occurs to sb. OR It occurs to sb. that clause(主语从句) 某人突然想起…e.g: An excellent idea occurred to me when I woke up this morning.It occurred to me that I would travel Europe.2.They can destroy houses,but leave the furniture inside exactly where it was.▲leave + O. + OC.“使…处于某状态”，宾补可以是介词短语、形容词、分词等。

Module 2 Developing and developedcountries本课是高中英语新教材必修3模块2，主要内容是谈论欧洲的几大城市和著名建筑。

本课人文地理知识丰富，容易吸引学生的注意力，激发学生的兴趣。

但如何利用本课，拓宽相应的知识，就成为本课的一个重点。

尤其本课的Function 中出现了方位介词的用法，以及方位的表达法这一语言点，这就要求在这一课的教学中既要达到阅读理解的目的，又要做到将方位表达这一实用语言点传授下去，使学生理解、掌握、运用，从而使阅读与知识掌握、运用达到和谐统一。

根据上述教材的分析特征，根据《高中英语教学大纲》对英语阅读的要求，根据素质教育中要培养学生综合素质能力的要求，我为这一课确定了如下三项目标：（1） 知识与能力：首先帮助学生复习掌握必要的生词及培养学生掌握良好的阅读习惯和阅读方法---跳读、略读和详读等。

同时注意开发和培养学生的记忆能力，观察能力、想象、比较和分析能力，以及实践运用能力等。

（2） 过程与方法：以课文整体教学为中心，让学生通过group work 、pair work 等小组合作形式，运用不同的阅读方法，创设不同的情境，设置各种任务，使学生积极主动参与到课堂的各项活动中；充分发挥多媒体的作用，使课堂内容丰富，形象直观，从而为完成本节课的教学目标奠定基础。

（3） 情感态度与价值观：鼓励学生珍爱生命，热爱生活，培养学生审美意识。

（4） 单元教学目标A.技能目标GoalsTalk about location and know the different features of four cities in European countries. Practise describing a famous city.Study Passive Voice & subject and verb agreement.Write an introduction about a city.B. 目标语言词汇: across, boot, continental, face, range, landmark, gallery, situated, symbol, located, architect, project, sculpture, birthplace, civilization, ancient, opposite, sign, agreement, whereabouts, govern, head, representative, parliament, region, geographical, feature, produce重点句子: The United Kingdom is off the northwest coast of continental语法: Passive voice: present and past forms.The Sagrada Familia was designed by an architect called Antonio Gaudi .Athens is known as the birthplace of western civilization.Subject and verb agreement.My family lives in Cardiff.The whole class is here.本课的重点应放在培养和发展学生的阅读理解能力上，使学生能够提高阅读效率，增强理解能力，同时对有关欧美英语国家历史文化背景有所了解。

Module1 EuropeⅠ. 教学内容分析本模块以Europe为话题，介绍了几座著名的欧洲城市。

通过模块教学，学生要学会运用所学词汇描述自己所了解的城市，介绍城市的所在位置；教师要引导学生正确认识和看待欧洲经济的发展，激发学生努力学习、建设祖国的雄心壮志。

Introduction 部分通过填充欧洲地图，使学生对欧洲一些国家的国名、首都及地理位置做一个初步了解，引发学生进一步探究的兴趣。

Reading and vocabulary部分通过阅读对Paris, Barcelona, Florence,和Athens 四座欧洲名城的介绍，让学生学会相关词汇，并了解如何写城市介绍。

Function部分通过对一些表方位的介词短语的介绍，让学生学会说明一个地点的确切方位。

Grammar 1 部分通过观察课文中的例句，要求学生了解被动语态的使用。

Listening 部分通过听取一段三人间的对话对Cardiff, Valencia和Edinburg进行了介绍，让学生获取信息，完成相关练习，进一步了解欧洲名城。

Writing 部分通过让学生进一步获取信息来加深对欧洲城市的了解，并根据所获取的信息加写介绍欧洲城市人文环境的段落，使课文信息更加丰富。

Grammar 2 部分列举了以集合名词作主语的句子，让学生考虑主谓搭配，并通过练习加以巩固。

Pronunciation and Everyday English 部分通过听力练习，让学生掌握反义疑问句的语调变化，了解升调和降调的使用规律。

Cultural Corner部分是对欧盟的介绍，让学生了解欧盟有哪些成员国及欧盟的发展史。

Task部分是对本模块所学内容的一个复习和应用，要求学生小组活动，查找资料，利用本模块词汇设计一个资料包，介绍中国一个地区或城市。

Module File部分有助于学生对本模块内容进行归纳，对自己的学习进行总结和检验。

Ⅱ. 教学重点和难点教学重点掌握与城市发展相关的词汇；学习主谓一致及被动语态的语法功能；学习运用不同的介词表达不同的位置。

Module 1 EuropeIntroductionStep 1 As you know, Europe plays an important role in economy. How many countries are in Europe? 45. Can you tell us some developed countries?(Such as United Kingdom, France, Greece, Portugal Italy, Spain, Russia.Holland.)Step 2 . Go through words in activity. Read the words after the teacher.1.Athens/'æθənz/ n. 雅典(希腊首都)2. Greece /gri:s/ 希腊3. Lisbon / 'lizbən/ 里斯本（葡萄牙首都）4. Portugal /'pɔ:tjugəl/ n. 葡萄牙5. Spanish / 'spæniʃ/ a. 西班牙的n. 西班牙语6. English /'iŋgliʃ/ a. 英国的,英国人的n. 英语7. Greek / gri:k / a. 希腊(人)的n. 希腊人,希腊语8. London / 'lʌndən/ 伦敦9. Portuguese /pɔ:tju'gi:z/n.葡萄牙人,葡萄牙语a. 葡萄牙的,葡萄牙人的,葡萄牙语的10. United Kingdom n. 英国,联合王国11. France /frɑ:ns/ n. 法国12. Italian / i'tæljən / a. 意大利的n. 意大利人13. Madrid / mə'drid / n. 马德里14. Rome / rəum / n. 罗马15. French / frentʃ / a. 法国(人)的,法语的n. 法语16. Italy / 'itəli / n. 意大利17. Paris / 'pæris / n. 巴黎18. Spain / spein / n. 西班牙Step 3 Then fill in the form.Step 4 Check the meaning of the words and phrases of activity 2 .: [ə'krɔs] prep. 横过穿过,横过在……对面1）.The two lines cut across each other.两条线相交。

Module 4 Sandstorms in AsiaPeriod 1 Introduction设计思路说明【Pre-learning】通过图片讨论沙尘暴的危害。

【While-learning】学习关于沙尘暴词汇以及讨论沙尘暴的起因。

【Post-learning】讨论应对沙尘暴的方法。

教材分析本模块以Sandstorms为话题，通过本模块的几篇阅读材料使学生对Sandstorms有所了解，并通过文章中提出的一些深刻的问题，比如，The desert is only 250 kilometers away to the west of Beijing使学生更好地了解我们的地球和我们的生活环境正遭受的破坏，并引发对“我们应该如何保护环境”的热烈讨论，通过这些讨论会激发学生对环境保护的了解和实施的自觉性。

通过讨论Sandstorms，让学生表达对沙尘暴的看法，以及我们应采取何种措施来提高环境质量。

并能就此设计海报来呼吁人们保护环境。

INTRODUCTION 复习和学习有关自然灾害的词汇,呈现了一些自然灾害的起因以及造成的危害,使学生对沙尘暴有初步了解。

教学目标【知识与能力目标】Enable the students to talk about the sandstorms, the reasons for causing sandstorms and theimportant of protecting environment.【过程与方法目标】Help students to learn how to talk about the sandstorms, the reasons for causing sandstorms and the important of protecting environment.【情感态度价值观目标】To realize the importance of protecting environment.教学重难点【教学重点】How to describe sandstorms & environmental protection.【教学难点】How to express one’s opinions.课前准备1. A projector2. A computer教学过程Step I. Pre-learningT: Good morning, everyone! Today we are going to learn a new module, Module 4 Sandstorms in Asia. Look at the screen please. I will show you some pictures. Talk about them in your own words. (Show them the pictures of sandstorms.)S1: In the first picture I can see a man is riding a bike hard. The sky is yellow.T: Can you see the buildings clearly?S1: No, they are not clear.T: Thank you, sit down please.S2: In the second one I can find some buildings, but I cannot see them clearly. May be the city is in the sand or anything like that.S3: In the third one I can see a very tall building only. There is much sand in the sky.T: Very good. Thank you.S4: In the next picture, I can see many people riding bikes wearing masks. The weather is very cold, because they wear gloves and more clothes.T: How about the air? Is it clean?S4: The air is not clean. There is something like sand in the air.T: Quite right!S5: In the fifth picture, there is a strong wind carrying sand. It looks like smoke.S6: In the last one, there are some buildings covered with thick, yellow dust.T: Excellent job! Thank you every much. Now, who can tell us why there is so much sand in the sky? The wind that carry sand are called…S7: Sandstorm.T: Very good. Yes, they are called sandstorm. If you want to know more about sandstorm, let’s come to Module 4 Sandstorms in Asia.Step II. While-learningT: Open your books on page 31. Look at the picture in your books, what can you see in the picture?S1: There is a strong wind carrying sand in the sky, and a car covered with sand running slowly.T: Right. Now, complete the sentences using the correct form of words in the box. Three minutes.T: From this short paragraph, we can see the sandstorm is frightening. Have you ever experienced the sandstorm? How does it be created? Before we discuss these questions, let’s look at some words on the screen.into several groups to discuss questions in activity 2. Then call back the answers)S1: Most of the sandstorms begin in desert areas. Because there are no trees and grasses in the desert areas. The wind is very strong.S2: Climate changing can create deserts, but nowadays, the deserts are being enlarged because of humanity.S3: Deserts are also created because people cut down trees and dig up grass.T: Why people cut down trees?S3: They want to get wood or to plant crops.S4: Few years ago, Japan was affected by the sandstorms coming from northwest China. And America is also affected by sandstorms. Some are caused by humanity; some are from Asia blown across the Pacific Ocean. Sandstorm has been a global issue.T: Very good, thank you. Can we prevent it?S5: Yes. At present, our China has carried out many plans to prevent sandstorm. For example, China has formed a professor committee to study how to prevent sandstorms. We have planted many trees every year. Cutting down the trees is unlawful. The degree of sandstorm is on decline. So we can prevent it. We believe ourselves.T: Quite right. I believe too. Where does the sandstorm often happen?S6: the inland region has more sandstorms than the one near the sea. Because the inland is drier than the one near the sea.T: Can you give us the reason?S6: Dry weather is one of the main reasons for sandstorms.Step III. Post-learningT: Quite right. You’ve done very well. From this activity, you’ve got much information on sandstorms. Sandstorm is very bad. It pollutes the air, affects our daily life. If you are in a sandstorm what should you do? Now work in pairs to discuss the questions in activity 3.(5 minutes later, call back the answers)S1: If I am in a sandstorm I will wear a mask to protect my mouth and throat, wear a pair of glasses to protect my eyes.S2: Besides mask and glasses I will wear a hat. Because there is much sand in the air, it will make my hair dirty.T: You are right. In a sandstorm, you should wear a mask and a hat, a pair of glasses is also necessary. Which one is more dangerous, earthquake and sandstorm?S3: I think earthquake. Because in sandstorm we can stay at home to protect us, but in earthquake everywhere is dangerous.T: I agree with you. Where in China do sandstorms usually happen? What is the first sign?S4: In the west and northwest China.S5: But it also happens in Beijing often.S6: Before the sandstorm, there is usually a heavy wind and dry weather.S7: The sky is yellow.S8: One afternoon of last spring, when I was at school, the sky was yellow. There was much sand in the sky. The wind was very strong with some drops of rain. In fact, it was not rain. It was mud. At that time, I thought the earthquake was coming. It was very terrible.T: It was really terrible. Thank you. Now I think all of you have known about something of sandstorm. The sandstorm is terrible and harmful. We should work hard to protect our environment.Homework:1. Recite the new words.2. Preview the passage in Reading and V ocabulary.教学反思略Period 2 Reading and Vocabulary设计思路说明【Pre-reading】Show some pictures of sandstorms to the students and let them to describe the pictures so as to arouse the students’ interest and learn some words)【While-reading】Get the students to have an idea of the organization of the whole text and let the students know more detailed information about sandstorms to train the students’ ability of seeking the needed information.【Post-reading】Have the students watch a video of a sandstorm that happened in Inner Mongolia and ask them to work in pairs to prepare an interview about the sandstorm.教材分析本模块以Sandstorms为话题，通过本模块的几篇阅读材料使学生对Sandstorms有所了解，并通过文章中提出的一些深刻的问题，比如，The desert is only 250 kilometers away to the west of Beijing使学生更好地了解我们的地球和我们的生活环境正遭受的破坏，并引发对“我们应该如何保护环境”的热烈讨论，通过这些讨论会激发学生对环境保护的了解和实施的自觉性。

英语外研版必修3全套教案文库教案标题：英语外研版必修3全套教案文库教案一：Unit 1 Friendship教学目标：1. 通过本单元的学习，学生将能够了解友谊的重要性，并学习如何建立和维护友谊。

2. 学生将能够用英语描述和讨论友谊的特征和重要性。

3. 学生将能够运用所学的词汇和表达方式，写一篇关于友谊的短文。

教学内容：1. 词汇：friendship, loyal, supportive, trust, value, betray, bond, companion, etc.2. 语法：定语从句的使用3. 听说读写：听力练习，口语表达，阅读理解，写作练习教学步骤：1. 导入：通过展示一些友谊的图片或视频，引起学生对友谊的思考和讨论。

2. 听力练习：播放一段关于友谊的对话或短文，要求学生根据听到的内容回答问题。

3. 词汇学习：介绍本单元的词汇，并进行词义解释和例句展示。

4. 语法讲解：介绍定语从句的概念和用法，并通过例句进行讲解和练习。

5. 口语练习：学生分组进行对话练习，讨论他们对友谊的看法和体验。

6. 阅读理解：学生阅读一篇关于友谊的短文，并回答相关问题。

7. 写作练习：学生根据所学的内容，写一篇关于友谊的短文，并互相分享和评价。

教学评估：1. 口语表达评估：观察学生在口语练习中的表达能力和语法运用情况。

2. 阅读理解评估：检查学生对于友谊相关文章的理解能力和问题回答的准确性。

3. 写作评估：评估学生写作能力和对友谊的理解和表达。

教案二：Unit 2 Healthy eating教学目标：1. 通过本单元的学习，学生将能够了解健康饮食的重要性，并学习如何选择和准备健康食物。

2. 学生将能够用英语描述和讨论健康饮食的原则和方法。

3. 学生将能够运用所学的词汇和表达方式，写一篇关于健康饮食的短文。

教学内容：1. 词汇：healthy eating, balanced diet, nutrients, vitamins, minerals, carbohydrates, protein, etc.2. 语法：情态动词的使用3. 听说读写：听力练习，口语表达，阅读理解，写作练习教学步骤：1. 导入：通过展示一些健康食物的图片或视频，引起学生对健康饮食的思考和讨论。

Book 3Module 1 Europe(教案)Teaching Aims:1. Knowledge and Skilla.Enable the Ss to master the important words, understand the passage and learnsomething about European cities, art and architecture.b.Help students to learn how to describe a region exactlyc.Improve the Ss’ ability of reading, listening, speaking and writing.d.Help them prepare a fact file on a region of China.e.To help them master the usage of Passive Voice: present and past forms.2.Emotion and Valuesa.To arouse the Ss’ curiosity about what makes up the European Union.b.To help them know something about the European Union and its member countries.c.To encourage the Ss to be active and cooperative in the class3. Cross-cultural awareness:a.To strengthen the consciousness of international association by comparing China andthe European Union in the geographical position, culture and economy.4. Character-building:a.Promote the knowledge of world by know something about the Europe.b.To let them know the importance of cooperating with others in a group Difficulties and Importance:a. Subject and verb agreement.b. Some difficult sentences that students have difficulty in understandingc.Improve the student’s ability of grasping the general idea of the passage. Teaching Method:a.Task-based methodologymunicative ApproachTeaching Time:Five periods:Period 1 vocabulary and speakingFunction describing locationPeriod 2 Reading and V ocabularyPeriod 3 Grammar 1 Passive voice: present and past formsListeningPeriod 4 Pronunciation and Everyday EnglishGrammar 2 Subject and verb agreementPeriod 5 Cultural cornerWritingTeaching Procedures:Period 1 vocabulary and speakingFunction describing locationStep 1. Warming upAnswer the following questions.1)How many continents are there in our earth?2)Which continent is China in?3)Can you name the other continents?4)Which countries make up Europe?Step 2. Look at the following pictures and fill in the blanks with suitable words. Picture 1. It’s from _________. The people in ________speak ________.Picture 2. It’s from _________. The people in ________speak ________.Picture 3.It’s from _________. The people in ________speak ________.Picture 1 the Eiffel Tower Picture 2 Big Ben Picture 3 the leaning tower of Pisa Suggested answers: 1. France France French2. United Kingdom United Kingdom English3. Italy Italy ItalianSuggested Answers:Step 4 Look at the picture and find the countries on the map.United Kingdom France Greece Portugal Italy SpainStep 5 According to the map of Europe, fill in the blanks with suitable words.1)_______ is in the northwest of Europe. 2)_______ is in the southwest of Europe. 3)_______is in the southeast of Europe. 4)_______is in the south of Europe. 5)_______is next to Spain. Suggested answers:1. f2. a;d;e3. b4. c5. dStep 6 Answer the questions, and then complete the sentences using correct prepositions.1) What’s the difference between on the coast and off the coast? 2) What’s the difference between across and between? 3) Paris is situated _____ the River Seine.4) France and England face each other _____the English Channel. 5) There is a mountain range _____France and Italy. 6) Barcelona is a city _______the coast of Spain.7) Britain is an island _______the coast of continental Europe. Suggested answers:1. on the coast means that the place is actually on the land, where it meets the sea; off the coast means that the place is an island not far from the mainland.2. across means that something is on the other side, that there is something between two places, two objects or a lso two people; between refers to the “thing” which separates two objects, places or people.3. on4. across5. between6. on7. offStep 7 The usage of “in” “on” “to”.in表示在内部on表示接壤to表示彼此分离1) Italy is ______the south of Europe.2) Portugal is ______the west of Spain.3) Barcelona is ______the northeast coast of Spain.Suggested answers:1. in2. to3. onHomework:1.Write sentences to describe geographical areas of China.2.Describe the familiar place using the new words we have learned.Period 2Step 1 Pre-readinga. Read the passage and match the photos with these descriptions.( )1. a landmark in Paris( )2. an art gallery in Florence( )3. a church in Barcelona( )4. a building in Athensb.V ocabularyMatch the words with their definitions.1. someone who designs buildings2. to be in a certain place3. something that is easy to recognize, such as a building4. someone who produces novels or poems5. a large building where people can see famous pieces of art6. the art of making things out of stone and wood, etc.7. of a time long agoa. ancientb. architectc. galleryd. landmarke. locatef. sculptureg. writer Suggested answers:1. b2. e3. d4. g.5. c6. f7. bStep 2 While-readinga.Read the passage and answer these questions.1)Which of the cities are capital cities?2)Which one is situated on the coast?3)Which is famous for its places to eat?4)Which ones are or were important cities for writers and artists?5)Which was the world’s greatest city a long time ago?Suggested answers:1. Athens and Paris2. Barcelona3. Paris4. Paris and Athens5. Athensb.Decide if these sentences are true(T) or false(F).1)The Eiffel Tower is a tall building in France.2)There are a lot of restaurants and cafes in Paris.3)Barcelona is the capital of Spain.4)The church of the Sagrada Familia was built in 1926.5)The artistic movement called the Renaissance began in Florence.6)The Uffizi Palace is a famous hotel in Florence.7) A long time ago, Athens was the world’s most powerful city.8)There were a lot of good writers in ancient Athens.Suggested answers:1,2,5,,7,8: T 3, 4, 6, Fc.Read the passage carefully and fill in the form according to the information you’ve gained.Discussion. Discuss the following questions with your partner.1)What did you know about these cities before you read the text?2)What new information did you learn?3)Which of them would you most like to visit?Step 4. Language Explanations:1.tourist n. 游客。

教学设计《Module3 The Violence of Nature》教学设计(2011年5月)科研所通河一中吕萍一、教学课型：阅读课。

二、教材分析：The Violence of Nature是外研版Book 3 Module 3的一篇阅读文章，文章共分3部分，分别介绍了两种自然灾害——龙卷风和飓风的形成和危害及一次异常事件。

三、教学目标：1. 让学生识记并能正确运用以下词汇：ash, bury, current, disaster, erupt, flow, latitude, lava, occur, tornado, tropical, hurricane, pick up, take off, on average, end up。

2. 学习过去完成时的被动语态的用法。

3. 理解含有所学生词、含有过去完成时的被动语态和间接引语的句子和段落，读懂其意义并获取信息；理解模块提供的和来自其他渠道的对不同自然灾害的介绍并获取信息。

4. 引导学生整体把握文章主旨，提高阅读效率；鼓励学生开展小组合作，运用副词表达好消息和坏消息。

5. 了解自然灾害的危害，结合发生在我国的两次大地震及甘肃省舟曲县的泥石流，激发学生学好科学文化知识的决心和信心，以实际行动作好与自然灾害作斗争的准备，为人类造福。

四、教学重点和难点：1. 通过阅读理解词汇，通过词汇学习掌握文章主旨，加深对文章的理解。

2. 理解文章中含有定语从句的句子及含有过去完成时的被动语态的句子。

3. 联系实际，了解不同的自然灾害带来的危害，激发学生利用所学知识与自然灾害作斗争的决心。

五、教学过程：StepⅠWarming upShow a video “Storm Chasers” and some pictures about tornado, hurricane and other natural disasters to lead in the topic of this passage.[设计说明]使用多媒体视频及图片生动、形象地展示与文章相关资料，更直观地展现自然灾害的威力，吸引学生注意，激发他们的学习兴趣和决心。

Module3 Writing名师教学设计（一）Teaching aids: A blackboard, a teaching plan, a multimedia.Teaching aims:1. V ocabulary: to get students to know some key words to describe an earthquake.2. Reading: to get students to improve their reading skills such as skimming and scanning.3. Attitude: to get students to know how to protect themselves in an earthquake and cherish their lives.Key points: reading strategy and topic discussions.Difficult points: reading comprehension and spoken expressions.Teaching process:Step I IntroductionA: GreetingS: Good afternoon, everyone!T: Good afternoon, Miss Li!Sit down, please!S: Thank you!B. A Radio showT: Look at the screen, the memories of “512”, what’s the earthquake referred to?S: It referred to an earthquake.T: Why do we call it “512 Earthquake”?S: Because the earthquake happened on May the 12th, 2008.T: Now let’s watch a radio about this earthquake. While watching, find out the answers to the following questions (write them on the blackboard):1. Where did the earthquake happen?2. What damage did the earthquake cause?3. How did people feel in the earthquake?4. Who were sent there to give help?C. BrainstormT: What words would be used when we talk about earthquakes?S: Events: Tangshan, Yushu, Tokyo, San Francisco.Damage: homes, buildings, lives, money.Feelings: sad, nervous, lonely.Rescue Work: doctors, nurses, soldiers, firefighters.Step II Reading ActivitiesA. SkimmingT: As we all know, this passage is about earthquake and this word is very important and appears many times, so it is the key word of the whole passage. Can you find out the key word of each paragraph?S: Part 1(Paragraph 1---worldwide):An introduction: how often earthquakes occurPart 2(Paragraph 2: Hua County):An example: earthquake in China (Hua County)Part 3(Paragraph 3-5: California)Another example: earthquake in the USA (California)B. ScanningT: Which paragraph does the data appear？What’s the data referred to?400 times/day 800 k㎡60% 830, 0005: 15 a. m. 1906-4-1825, 000 500250, 000 3, 000C. SummaryAbout 400 earthquakes occur worldwide per day and over 100, 000 per year. Step III Earthquake DrillsA. In the ClassroomWhat can we do to keep ourselves safe in an earthquake?1. Run out of the classroom as quickly as possible. (F)2. Jump out of the window. (F)3. Stay still. (F)4. Lean against the wall. (F)5. Hide under the desk. (T)6. Use a lift. (F)7. Keep calm. (T)B. In Other SituationsSupermarket: lean against the corner of wallIn the field: lean against the rockOutdoors: stay stillAt home: hide under the desk or the bedIn the cinema: hide under the chairC. TipsLife is only once.We must cherish our life.In an earthquake，SPEED IS LIFE.Step IV HomeworkThe earthquake is coming, but you can take only three things. What will they be? Why will you choose them?教学反思1. 视频导入，为整堂课定下基调。

教学设计说明1.教材分析外研版高中英语教材分为必修（1-5册）和顺序选修（6-11册）。

本课选自外研版高中英语必修三（供高中一年级下学期使用）模块1，单元的核心主题是Europe，介绍了欧洲的一些城市。

各个板块内容分别是topic & task, grammar/function, skills,vocabulary/everyday English, culture/learning to learn, work-book六部分组成。

通过本单元的学习，学生可以具体了解欧洲的一些国家或城市的历史发展，著名建筑物以及历史上的著名人物。

本单元第一部分是Induction，除了对单词的学习，还介绍了一些国家或城市的名字，并对其的地理方位进行了描述，通过一张map，对这些城市进行学习。

第二部分是Reading and V ocabulary，是本节课的重点，重点分析课文：Great European Cities. Function部分，主要进行Describing Location的学习。

接下来是对Grammar 1Passive voice: present and past forms和Grammar 2 Subject and verb agreement的学习。

还有一部分技巧训练，对听、说、读、写四个方面进行练习。

下一部分是Pronunciation and everyday English的练习，最后一部分是Culture corner部分的学习，增加对欧洲文化知识的了解。

本课选取本单元的Reading and V ocabulary部分的文章Great European Cities作为教学重点内容，作为本单元的第二课时，但是阅读课的第一课时，该文章是分别对欧洲四个国家的著名城市（巴黎，巴塞罗那，佛罗伦萨，雅典）进行介绍。

本文语言难度不大，适合学生进行深层阅读，学生可以在阅读中领略四市风采。

外研版高中英语必修三模块3高中英语教学设计高中英语教学设计外研版必修三Module 3 The Violence of Nature焦燕，临清市第三高中一、教学设计理念：(一)“二二五”课堂教学就是通过导学案给学生创设问题情景，充分调动学生的积极性，先让学生自主学习，成为问题的“发现者”，然后与小组成员进行合作性的探究，再由学生自行展示学习成果。

课堂前20分钟为学生提供一个展示与自由辩论交流技能的平台；再用20分钟进行巩固性训练，强化学习成果；最后5分钟布置作业和预习任务。

“二二五”课堂教学打破了常规的课堂教学模式，形成一个由课下预习、课上展示演练和课下巩固组成的“大课堂”，使学生的学习过程在课上和课下形成一个有机循环。

其目是培养学生的自主学习能力，鼓励学生大胆展示自我，学生之间既有合作探究又有激烈辩论，同时提高学习能力和人际交往能力。

在整个教学过程中，教师是学生学习的引导者和参与者，但教师“动”的少，学生“动”的多，给学生提供了足够的思维空间和自由发展的平台。

(二)教学的真正目的是让学生通过知识的探索形成热爱生命、热爱生活、积极进取的生活观。

(三)教学中能力的培养（如：阅读能力）与知识的学习（如：词义辨析、句法结构）相互结合。

二、教学设计的背景：（一）学习需要的分析：本课描述了一些自然灾害的成因、特点及影响，可以扩充学生的文化信息，拓展学生的视野。

另外，我给学生补充了一些有关四川地震的图片和英文报道，激发学生用英语获取知识和解决问题的兴趣。

（二）学习内容的分析：外研版英语教材中的每一个单元都是围绕一个独立的话题展开，包括听、说、读、写等综合技能的训练。

本单元为高一必修三第三模块，教学内容为描述自然灾害。

目的是让学生通过完成本模块的任务，能够对所学语言灵活运用，熟练掌握有关自然灾害这一话题词汇和表达句型。

并通过模块学习使学生了解地震、飓风、龙卷风等各种自然灾害的成因、过程及所造成的严重后果。

培养学生对自然科学知识的渴求，对美好生活的热爱，激发他们学好自然科学服务于生活的热情。

Part Two Teaching Resources第二部分教学资源Section 1 Background readings for Module 3 The Violenceof Nature1. latitudeLatitude, angular distance of any point on the surface of the earth north or south of the equator. The equator is latitude 0°, and the North Pole and South Pole are latitudes 90°N and 90°S, respectively.2. lavaLava is molten rock that a volcano expels during an eruption. Lava, when first exuded from a volcanic vent, is a liquid at very high temperature: typically from 700°C to 1200°C (1300°F to 2200°F). Although the viscosity of lava is 100,000 times that of water, the viscous rock can flow many miles before eventually cooling and solidifying.3. Ten deadliest natural disastersSection 2 The Analysis of the Difficult Sentences fromModule 3 The Violence of Nature1．They can destroy houses, but leave the furniture inside exactly where it was. 他们能完全地破坏房子, 但是房子里面的家具却能留在原处。

外研版英语必修三教案外研版英语必修三教案1Teaching points: Grasp the important words and phrases.一、Warming up: 1. Greeting:T: Hello, boys and girls. Let us recite the seasons. Ok? Ss: Ok.T and Ss: spring, summer, autumn and winter.T: What day is it today?Ss: Today is ……2. Saying a chant:Hello, Meg, hello, Ted.What’s his name? He is Ben.What’s her name? She is Pat.How old is she? She is eight.How old is he? He is nine.3. Singing “Head, shoulders, knees and toes.二、New concept.T: Oh, you are great .Today let us learnModule 6ActivitiesUnit 1 What do you do at the weekend? （Writing and reading） 1. T: Do you like playing football?Ss: Yes, I do.T: What do you do at the weekend? （explain in Chinese ） Ss: I play basketball.T: I like reading at the weekend .What about you?Ss: I like swimming.T: You are great.T: And what do you have at school?You can say: I have ……Ss: I have English and Chinese.T: Do you like maths?Ss: Yes, I do. / （No, I don’t.）T: What do you do at 5 o’clock in the morning?I sleep in the morning. What about you?Ss: I sleep too.2. Do exercises: On the board write the following list1） What do you do at the weekend?I………..2） What do you have at school?I have …… and ……3. Listen and say. Play the tape, pause it after each utterance and let theSs repeat the sentences.4. Show the Ss some books .For example “Maths”“Chinese”“Science”Show the Ss some pictures “football”“sleep”“swimming5. Text 1） Listen and look.2） Answer questions:What do you do at ……o’clock in the morning?What do you have at school?三、Homework: 1） Read the text frequently and recite the text.2） Copy the following sentences 2 times.What do you do at the weekend?What do you have at school?外研版英语必修三教案2教学重点：words and phrases: half, past, have breakfast / dinner教学难点： What’s the time,please?It’s half past six.I have breakfast at half past six.热身复习：老师出示6个动词词组，同学读，并讲出每个词组的意思。

2024年外研版英语必修三教案一、教学目标语言知识目标：使学生能够掌握本单元的核心词汇、短语及语法结构，包括但不限于动词时态、名词复数、形容词和副词的比较级和最高级等。

语言技能目标：通过阅读、听力、口语和写作练习，提高学生的理解和表达能力，鼓励他们用英语进行交流和思考。

学习策略目标：培养学生自主学习和合作学习的能力，指导他们如何有效地利用学习资源和学习策略来提高英语学习效果。

文化意识目标：通过本单元的学习，让学生了解不同国家的文化和习俗，增强跨文化交际能力。

二、教学重点和难点教学重点：核心词汇和短语的用法。

重要语法结构的理解和应用。

课文的理解和主要内容的把握。

教学难点：语法结构的复杂性和易混淆点。

词汇在不同语境中的具体应用。

学生口语和写作技能的实际运用。

三、教学过程导入新课通过相关话题的讨论或观看相关视频，激发学生的学习兴趣。

简要回顾上节课的内容，为新课做铺垫。

呈现新课的学习目标，明确本节课的学习任务。

词汇和语法学习利用多媒体课件展示核心词汇和短语，通过例句和练习帮助学生理解和记忆。

对重要语法结构进行详细讲解，并通过例句和练习巩固学生的理解。

鼓励学生提出问题和疑惑，及时进行解答和指导。

课文学习学生自主阅读课文，标记不懂的句子或词汇。

教师讲解课文中的难点和重点句子，帮助学生理解。

通过小组讨论或角色扮演等活动，加深学生对课文内容的理解。

口语和写作练习设计贴近学生生活的口语练习话题，鼓励学生积极参与。

提供写作任务，如写一封英文信或描述一张图片等，提高学生的写作能力。

给予及时的反馈和指导，帮助学生改进口语和写作表达。

课堂小结总结本节课的主要内容和重点知识。

强调学生在课后需要复习和巩固的知识点。

布置课后作业和评价方式。

四、教学方法和手段任务型教学：通过设计具有实际意义的任务，让学生在完成任务的过程中学习和运用知识。

合作学习：鼓励学生通过小组讨论、角色扮演等活动进行合作学习，培养团队合作精神。

多媒体教学：利用多媒体课件、视频等教学资源辅助教学，提高教学效果。

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