牛津高中英语模块三Unit1语法教案设计.docx

牛津版高中必修3 Unit1 The world of our senses语法课说课稿英语语法在高中阶段占有重要的地位，虽然在教招考试中浮现的频率较低，但是不能否认浮现的可能性，而说课是近年来教招面试中浮现频率较高的考察形式，能够测出同学的语言功底和表达功底。

故学会如何撰写语法课的说课稿也是十分有须要的，本文以牛津版高中英语必修3 Unit1 The world of our senses 语法课为例举行说课稿设计。

Greeting:Good morning/afternoon, everyone! Im very glad to stand here to interpret my lesson. Today, my topic is the world of our senses.My lesson consists of five aspects: the analysis of teaching material and students, teaching aims, teaching and studying method, teaching procedures and blackboard design.I. Analysis of the teaching material First of all, lets focus on the analysis of teaching material. The lesson I am going to talkabout is from Oxford Senior English for China Book Unit 3, the world of our senses, grammar part.. After this lesson, well enable students to master noun clauses with different conjunctions. Students can also improve their reading and writing skills.Ⅱ.Analysis of the studentsNext, it is about students. My students are in senior 2.After many years of English studying,theyve known many words, sentences and some skills to solve English problems, so they have a good foundation to learn this grammar part. However, they havent learnt it systematically so that they even couldnt recognize the noun clause. So in thisperiod ,I would arrange a variety of activities to help them join in my class.Ⅲ.Analysis of the teaching aimsBased on the syllabus and the analysis, I set the teaching aims as follows:Knowledge aims:Students can get familiar with the grammar point of noun clauses and recognize them.Students can know the function of conjunction word "that' and "whether'/'if' and their differences.Ability aim:Through different ways of practice, students can use the noun clauses to make sentences and they can understand some passages which contain noun clauses. Emotional aims:Students can get more interest in English grammar learning and not afraid of learning grammar.Ⅳ.Analysis of the key and difficult pointsAccording to the teaching aims, the key point of this lesson are to recognize noun clauses with different conjunctions and their meanings. The difficult points is to use the conjunction "that' and "if/ whether' skillfully.V. Analysis of teaching and study methodsTo help students achieve the teaching aims much easier, I will mainly use task-basedteaching method, multimedia method and so on. For students, I will lead them to study bythemselves, and learn to communicate with people to let thembecome the real host of the class.VI. Analysis of the teaching proceduresNext,lets come to the most important par-the teaching procedures. It includes several parts: lead in, presentation, practice, production and summary and homework.Step 1 Lead-in (3 mins)The first step is lead in. I will show them a part of the video of a speech made by Martin Luther King "I have a dream', then make students do a imitation of it, paying attention to the pronunciation and the passion in it. In this way, it can arouse students interest in the class and lead in the class in a relaxing way.Step 2 Presentation(20 mins)And then, it a good chance to start the second part, presentation.(1)At first, I d like to show the original text of the classic part of the video again and lead them to discover the rule in these sentences :1.I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood.2.I have a dream that one day even the state of Mississippi,a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.3.I have a dream that my four children will one day live ina nation where they will not be judged by the color if their skin but by the content of their character.(2)My students have already learnt English for several years and they have the sense of English in some extent, so Students may find they are all compound sentences and they all contain a conjunction "that'. Then Ill let students make a assumption about what type of sentence they are. They can discuss with their classmates.(3)After discussion, Ill just conclude the rule: "they are called noun clauses, and we use "that' to introduce a noun clause when the clause is a statement and the clause is not functioned as anything. Or we use "that' to introduce a noun clause and the clause is functioned as subject or object or predicative in the whole sentence. ' For examples:The radio announced that the mist would become a thick fog.(object) That we couldnt find our way out was really bad news.(subject) The truth is that the buses will not be running.(predicative) (4)And then, Ill continually tell them that we can also use "if/ whether' to introduce a noun clause when the clause is a "yes/ no question'. We change the word order in clause after "if /whether' into that of a statement. But we can only use "whether' but not "if' after a preposition or when the clause as the subjectis at the beginning if the sentence. For examples:She wondered if/ whether the buses would still be running. She is not certain about whether she has done anything wrong. Whether it is going to clear up keeps me wondering.By doing this, these sentence can help students learn noun clauses in a interesting way. And it can be a good start for students to their further study.Step 3 Practice(10 mins)So now, its time to let students totally master this point. Im going to talk about the third part, practice. I would like to show a article on the screen about our senses and let some students circle the right words :Many people wonder if/ whether there is any connection between our senses and our health. Scientists observe that/ if making the most of our senses when we are young can keep us healthy later on in life.Why do we feel anxious or tired? One study shows if/ that approximately 90% of our time is spent watching TV or using computers. It is added whether/ that while our sense of sight is used too much, our senses of touch and smell have been ignored. People often ask whether/ if or not we should develop all our senses. The answer is yes. Experts suggest that/ if we do the following things more often. While having dinner, listen to some enjoyable music rather than watch TV. While relaxing at home, have some flowers next to you that smell nice. Before going to bed, turn the lights off. While sleeping, wear a nightshirt that is pleasant to touchit will make us sleep well.And then, let them read the following sentences and complete the blanks using "that/ whether/if'.I felt my hands and feet were cold.I thought I needed a hot cup of coffee to warm me up and recover some strength.I knew I was getting close to the camp, as I could smell food.I shouted to find out there was anyone there, but there was no answer.I almost believed I could never find my way.Suddenly I heard the sound of footsteps from behind and I wondered it was the sound of the wind.Through the two activities, students can deepen their understanding of the noun clauses introduced by "if/ whether/ that'.Step 4 Production(10 mins)And then, it should be the last part, production. Id like to ask some students telling stories: they are supposed to make a story that happened in their life and then share it with the class, using the noun clauses introduced by "if/ whether/ that'. 2 minutes to prepare and 8 minutes to share.In this way, students can use the noun clauses skillfully and their speaking ability can be trained. It also can improve their confidence to communicate with others in English. And let them become the real host in class.Step 5 summary and homework(2 mins)By the end of the class, Ill invite one student to summarize what we have learned today. And give them todays homework, let students search for songs or sayings with a noun clause and share them next class. It can consolidate what we have learnt today after class. So its good for them to master the point indeed.以上就是牛津版高中必修3 Unit1 The world of our senses语法课说课稿，更多老师聘请面试备考资料，请查看老师聘请面试备考频道。

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. Studentswill 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 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 more of 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 gotlost 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 ParkStreet------- at the corner of the street----- in the street 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 is 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 thetime she reached the corner of the street, the footsteps were gone.6. Polly found herself staring up at a man standing with his handresting 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 describedifferent 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 thef=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 first speech 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 what they 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: Telling 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 whenlistening 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 questionsin 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 andthen 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 Step2.2. 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 find out 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 eitherin 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 animalssuch 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. They will 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 thedifferent 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 determinewhat 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.。

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：。

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.。

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。

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。

牛津高中英语模块三第一单元教学案（第三、四课时）模块3 Unit 1 第三、四课时Periods III & IVReading (II)I. Homework checking1. retelling2. check D on page 4II. Phrase searching and translation1. 下班2. 笼罩在灰白的薄雾中3. 乘坐地铁4. 穿着暗色大衣的高个子男子5. 剩下的6. 扫视7. 无处可见8. 在视线中9. 出发去格林公园10. 因害怕感觉到心跳11. 希望成功12. 发觉自己在做某事13. 伸出手14. 当心，提防15. 使某人一动不动16. 从黑暗中传来17. 靠在……上18. 偿还III. Language pointsThe following points appear in Parts I – III (Period III)1. once conj. 一旦Once you begin you must continue. 你一旦开始, 便不可停下来。

Once printed, this dictionary will be very popular! 一旦出版，这本词典将会非常畅销！2. too +adj. (for sb.) to doThe book is too difficult for me to understand.3. that/this adv. (=so) 这么，那么I've done only that much. 我所做的就这么多。

I was that angry I could have hit him. 我十分生气, 简直想揍他。

I've never been out this late before. 我从来没在外面待到这么晚。

4. might/could用在肯定句中，表示猜测。

其可能性非常小。

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。

牛津高中英语模块三Unit1语法教案设计扬中树人高中部王平一、教学内容：本单元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，以及that, if和whether三个关系词的使用。

二、教学目标：·知识目标：学生能掌握名词性从句的类型（主语从句、表语从句、宾语从句、同位语从句等）、关系词（that, if & whether）及用法。

·情感目标：激发学生的学习兴趣，重视所学知识内容；激励学生在小组活动中与同伴积极合作，了解自己的学习情况。

·能力目标：学生通过自主学习与合作学习能及时掌握教学内容；提高认知和思维能力。

准确快速地解决与知识点相对应的高考真题。

三、教学重、难点：·重点：名词性从句的类型和关系词·难点：that, if和whether的使用原则四、教学工具：多媒体教学工具五、教学方法：讲授法任务型教学法合作学习六、教学思路设计：Step 1 Lead-in:Questions and answers between the teacher and students in order to remind the Ss of object clause.Step 2 Presentation: introduce noun clauses1. Using a noun clause as the object of a (宾语从句):A．动词They know that the habit will kill them.He asked how much I paid for the violin.B．介词Your success depends on whether you work hard or not.I’ll give it to whoever needs it most.C．“it”用来做形式宾语，代替宾语从句We all thought it good news that the fog had finally gone.The conductor has made it clear that no buses will be running.2. Using a noun clause as the subject of a sentence (主语从句)Whether he will go there is not known.What he said is not true.Where he hid the money is to be found out.It is certain that he will succeed.ing a noun clause as the predictive of be (表语从句)The question is whether we can rely on him.That’s because we were in need of money at that time.He looked as if he was going to cry.That’s why I was late.ing a noun clause in apposition to a noun (同位语从句)The news that he failed in the exam surprised his parents.Word came that we would have two days off next week.There is no possibility that our team will lose the game.I’ll keep the promise that I will help you out when you are in trouble.PracticePlease turn to P 92 and do Exercise C1Step 4 The usage of “that, if & whether”Task1 that在名词性从句中的意义及用法A. that在名词性从句中属于“三无”，即“没有意义，不做成分，一般不省”。

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:。