牛津高中英语模块七第三单元阅读课说课稿

牛津高中英语模块三第三单元Back to the pastReading Lost civilizations江苏省沭阳如东中学张长波一、教学内容分析：本案例是牛津高中英语教材模块三第三单元阅读的处理。

本节课是以听、说、读为主的课文理解教学课。

通过听课文，阅读课文和问答对文章进行初步理解。

再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。

希望通过该课的学习，学生能够对失落的文明有所了解，并对人类文明的发展及如何保护人类的文化遗产做出探讨，同时培养学生综合运用语言及听说读写的能力。

二、学生学情分析：教学对象为江苏高中一年级下学期学生，学生思维活跃。

高一学生已经初步实现从具体思维向抽象思维的过渡。

他们不满足于教科书上的知识，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。

他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。

他们的学习自主性很强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体。

同时他们还主动扩展和利用学习资源（如电脑操作知识），从多渠道获取信息，并能用所获得的信息进行清楚有条理的表达。

因此，设计这节课时，我充分考虑到学生的主体性，充分创造机会让学生拥有成功的喜悦，在和谐的氛围中探究并完成教学任务，让学生主动学习，学有所获。

三、设计思想(Thoughts on the design)Reading主要是了解人类历史上两个非常著名的失落的文明——意大利的庞贝合中国的楼兰。

本文是一片旅行日志，笔者根据自己对教材的理解，紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、巩固复述、拓展讨论、作业七个环节。

在设计教学的过程中，运用复习‘文明’的定义作为本课的导入，激发学生兴趣。

设计的任务由浅入深，环环相扣，并注重各教学环节的衔接。

在整个教学过程始终贯穿人类文明这条主线，用图片的形式呈现Part B的词汇——温故知新，设计输入，激活记忆，借助于已学过的词汇建立起新旧知识之间的联系。

Topic : Reading (1)Unit 3 Reading period 1Teaching aims :To help the students know some background knowledge about theInternet technology .To learn some vocabulary about the Internet .To read a debate about the effects of the Internet on our lives . Teaching important pointsTo read the passage and get a general idea of it byFast reading .To finish C1 and C2 by careful reading .Teaching difficult points :To master the skills of reading a debateTeaching methods :Reading discussion practicingTeaching procedures :Step one : Greetings and revisionGreet the whole class as usual .Revise the new words in reading and try to get students to read them correctly and know their meanings .Step two : Lead—inYesterday we mainly talked about the convenience the Internet hasbrought to us . But do you think it always bring us good things ?(No.) Although it can give us much convenience , it can also havesome badeffect on us .Yes , can you give me someExamples of the two effects the Internet has on our daily lives .(Give the students a few minutes to discuss with their classmates and then ask some to list their opinions .)From your answers , we can find that some students think it has good effects ; some think it’s bad .That’s what we will mainly learn today .Now please turn to page 34 and let’s learn the reading strategy first .Step three : Reading strategyReading an argumentWhen you read an argument , you must remember that a speview is being given . If you know what to look for , you can be a better judge of whether the argument is well made .First know what the argument is about .Then find a list of the points the person wants or make or individual sub-arguments 。

Topic : Reading (2)Type : New lesson Unit three Reading Period 2Teaching aims :To help the students better understand the passage by explaining some difficult words and phrases .in the first part .Teaching important points :To explain the usages of the following : that is to say , value , turn to , whether , a waste of remainTeaching difficult points :How to grasp these language points and practice themTeaching methods :Reading , explaining ,practisingTeaching procedures :Step one : Greetings and revisionGreet the whole class as usual .Check the homework exercise . Part E on page 37 .Answers :1. Internet2. debate3. speakers4. experts5. social ties6. heavy7. aspect8. up-to-date9. disabled 10. statisticsStep two : The analysis of the first part .After we got the main idea of the passage . Now today we will mainly deal with some language points in the first part .Now , please read the passage together and pay attention to yourpronunciation and intonation .1. that is （to say ）亦可，换言之，也就是说，在句中为独立成分，作插入语，位置较为灵活。

牛津英语模块七第三单元Task参考教案Task Getting news from the InternetSkills building 1: reading charts and graphsWhen you are learning about a new topic, what information is most important besides opinions? (Facts and figures)Now I’ll present you a chart. Please lo ok at it carefully and try to tell me what this chart can tell us.(The bar chart above shows the weight in kilograms of some fruit sold one day by a market. We can see that 52 kg of apples were sold, 40 kg of oranges were sold, and 8 kg of star fruit were sold.)So, when listening, we need to be able to collect facts and figures, which are often presented in the form of charts and graphs. You are expected to learn some different types of graphs and charts that use bars, lines or circles to show information. .Read the guidelines in Skills building 1 on Page 42. Focus on how to understand different kinds of charts and graphs.Step 1: collecting information1. Pair work:Have a discussion with your partner:If you want to attend a series of lectures about the ways people watch or listen to the news, what should you pay special attention to?2. Listen to the first speech and take notes in the space.TapescriptFirst speaker:We are here today to discuss the ways that people get their news.There are several main sources to which most people turn when they want to3. Now, please go over the instructions in Part B and read the three sentences. Try to guess what the speech that you are going to listen to is about and what words will beused to complete these sentences before you listen to the recording.Please check the answers.4. Please read the instructions of Part C. Look at the bar chart and pay special attention to the legend, the side (y-axis) and the bottom (x-axis).5. Please look at the pie chart and read the question and the legend and try to finish the remaining questions.6. Discussion in groups of four. Why 50 per cent of people trust the news sources from national TV and local TV, while only 7 per cent of people trust the news on the Internet.Skills building 2: forming more detailed questions1. What we can do if we want to get more detailed information when we already knowa little about a topic? (One of the ways is to ask more questions on this topic.)2. Read the guidelines and the three parts on page 44 and try to understand how to get more detailed information.Step 2: asking more detailed questionsNow, let’s use the skills we just learned to get more detailed information. Suppose you need to ask one speaker his opinion on the situations that people gets news from the Internet.1. Work individually to think up and write down as many questions as you can to find more detailed information. You can consult the prompts in the left column on page 44.2. Work in pairs, one asks questions formed from the prompts in the left column, and the other answers these questions using the prompts in the right column. A fter that, I’d like you to present the questions and answers in front of the classroom.Skills building 3: reporting on facts and figuresSometimes we need to write a report on certain topic. What shall we pay attention to when we write a report? For example, when you are asked to write a report on how the students in your class think they should spend their time, what should you include?1. Read the guidelines in this part to find out what are the two main things to focus on.2. Please read Part 1 and try to get how to state facts and opinions. Then try to tell us which of the following are facts and which are opinions.1) Computers are still too expensive for many people. (fact)2) I think reading newspapers is the easiest way to get news. (opinion)3) You can n ot only see‘real’images on TV but also hear them talk. (fact)4) News on the Internet is updated every hour. (fact)5) Some people consider Internet news to be unbelievable. (opinion)Step 3: e-mail a reportAs mentioned above, you are expected to know how to express facts and opinions. Now, let’s have a practice. Let’s write a report using the information gathered in Steps 1 and 2 and e-mail it.1. First let’s divided into small groups and then make an arrangement. Remember each member of the group shouldcontribute to the planning of the outline of the report. You should pay special attention to in what position you should write the report and to whom you will write the report.2. I’d like several students to read your e-mails to the class.Possible exampleDear Sir,I went to listen to two speeches about the ways people get news. From the first speaker, I know there are different types of news, such as sports results, weather, politics and current affairs, and some of them are more suited to sources like radio, newspapers, and television. There is no doubt that the Internet is increasingly popular, but the number of people who get their news from the Internet is still small. I have collected some figures from two charts, each of which is a survey of 500 people. According to the two charts, the percentage of people who turn first on the Internet for news on emergency, opinions, weather, breaking news and sports results is respectively only 2 per cent, 5 per cent, 5 per cent, 4 per cent and 5 per cent. However, for news on emergency and breaking news, the percentage of people who turn first to local TV comes to 53 per cent and 48 per cent. Why still people not turn first on the Internet to get news? The second speaker gave the following reasons: first, the Internet is still not accessible to everyone; second, information on it is often uncontrolled; third, people do not always trust the news online.Yours,(Your own name)。

牛津版高二英语模块七unit3教案一、教学目标1.学生能够掌握一些关于单纯过去时的语法知识，包括动词的规则变化和一些常用的过去式动词。

2.学生能够理解并运用单纯过去时来描述过去发生过的事。

3.学生能够听懂和流利地使用有关食品和健康的英语表达。

二、教学重点和难点重点1.单纯过去时的语法知识2.与食品与健康相关的英语表达难点1.听懂并运用英语口语表达自己的观点2.在日常交流中描述过去的事件三、教学过程活动1：引入1.通过名人区别过去和现在的形象和状态，引入单纯过去时的语法，例如，“Elvis Presley was a famous singer and actor. He died in 1977.”（伊利斯·普雷斯利是一位著名的歌手和演员。

他于1977年去世了。

）活动2：语法1.展示单纯过去时的规则变化和常用的过去式动词。

2.练习用动词的过去式完整地描述一件事情。

活动3：问答与口语练习1.给出与食品和健康相关的问句，让学生在课堂上练习运用英语回答。

2.学生进行分组讨论，交流他们的饮食习惯和健康体验，并在课堂上分享。

活动4：听力练习1.聆听有关食品和健康的英语口语。

判断是否与健康有关，是否是正面的健康信息。

2.学生从听力中提取并记录有关食品和健康的词汇和短语。

活动5：单元总结和扩展1.学生自己总结本单元的重点和难点。

2.给学生几个与食品和健康相关的主题，让学生讨论并汇报他们的想法。

四、课堂作业1.完成与单纯过去时和与食品和健康相关的练习。

2.准备对食品和健康有关的主题进行演讲。

五、教学心得本节课是一节重点和难点并存的课程，因为在口语练习中需要学生自己的思考和运用，但同时也需要对语法规则有一定的基本掌握。

在教学中，需要关注学生的积极性和管理控制，确保他们在课堂氛围中感到舒适和自信。

Unit 3 Project Doing Research on the InternetTeaching aims:Encourage students to practise their English by completing a project.Important & difficult points:1.Read an information sheet about Internet research.nguage points in the text.3.Students use what they have learnt to finish a project by working together.Teaching procedures:Step 1 RevisionStep 2 Lead-in of the reading passage1. Ask students to work in pairs to siscuss the steps they follow when they research information on the Internet. Ask them to write down what they do step by step.2. Ask two or three pairs to present their ways of researching information to the class.Step 3 ReadingAsk students to read the article in Part A with the help of the following table.Step 4 Language points1．guiden．领路人，导游者，引导者，指南a guide book导游指南A guide led us around the city．向导带我们到市内各地去游玩。

译林牛津模块7 Unit 3 Language points for Reading(译林牛津版高二英语选修七教案教学设计)The second period for Language points for ReadingStep1.RevisionCheck the homework.Step2.Key points1.that is to say /that is 也就是说，即常用来进一步解释前面说过的事情。

这是个固定短语，在句中作插入语，前面都可有逗号，后面可接句子或短语。

eg. My boss has asked me to attend a lecture about the use of the Internet three days from now, that is to say, on Friday.John is a Londoner, that is to say, he lives in London.2.value n.价值，重要性，好处eg. People seldom realize the value of health till they have lost it.What is the value of the book?This is the value of regular exercise.value v.重视，敬重，估量eg. I’ve always valued your friendship/your advice. The Ss have always valued their teachers.The machine is valued at 1,000 yuan.3.form v.形成，构成，养成，想出，成立eg. Five colleges formed the university.Water forms almost three quarters of the human body. Clouds are forming on the top of the hill.form a /the habit form in line in the form ofform n.外形，形状，形式eg. She has a tall graceful form.These are two different forms of the same thing.4.in need of 需要中的，需要。

牛津版高二英语模块七unit3教案一、教学目标本节课的教学目标：•学生能够理解文本中的新单词，如embrace、prisoner等•学生能够使用目标单词和短语，如conflict、terrifying experience等，表达自己的观点•学生能够分析并理解文本的主要内容，包括主题、情节和主要人物•学生能够运用所学知识和思维模式，深度理解文本，提高批判性思维和阅读能力二、教学流程本节课的教学流程如下：Step 1: 引入•整合学生已有的知识，引出本节课的主题：“The prison diary of Ho Chi Minh”。

•让学生分享他们对越南战争和胡志明的看法。

Step 2: 阅读理解•学生阅读文章，突出主题、情节和主要人物。

取出重点，加以教学，如 Ho Chi Minh在狱中的心路历程、越南民族运动和越南战争背景等。

•教师和学生分享建议和个人看法，让学生在集体讨论中加深对主题和人物的理解。

Step 3: 语言点讲解•教师根据教学需要预先安排几个目标单词和短语，例如embrace、conflict、terrifying experience等。

•调整学生注意力，讲解这些新单词和短语的释义及其在文章中的用法。

Step 4: 讨论•聚焦“Ho Chi Minh信仰的感情和意义”，给学生时间进行个人思考。

•推动学生进行小组讨论，提高组织和沟通的能力。

•教师与学生分享个人观点。

总结主要讨论结果，包括对 Ho Chi Minh信仰的新内容。

Step 5: 作业•让学生回答某些问题和完成一份课堂笔记，如：1.What does Ho Chi Minh’s prison diary tell us about him?2.What is the significance of Ho Chi Minh to Vietnam?3.What did you learn from the discussion?三、教学要点本节课的重点和难点：1.理解 Ho Chi Minh在狱中的心路历程和越南民族运动的背景。

The Effects of the Internet on Our Lives一、教材分析本课为译林版《牛津高中英语》必修模块7第3单元Reading （The Effects of the Internet on Our Lives）的内容。

本课的话题是互联网给人类生活带来的影响，课文内容由两篇辩论性的演讲组成，分别代表正反两方观点，讨论了互联网的利与弊。

本单元以“The Internet”为话题，旨在通过本单元教学，使学生了解互联网以及使用互联网的利与弊，掌握辩论稿的写作特色。

互联网是学生最乐于学习，也是最感兴趣的话题之一。

在本单元的welcome to the unit中，学生已经了解了互联网的相关信息，这为阅读课奠定了一定的基础。

另一方面，课文中出现了reading strategy, 教会学生如何阅读辩论稿。

所以说，这节阅读课在整个单元模块中起着比较重要的作用。

二、教学目标1.语言知识目标：丰富学生与网络相关的词汇和表达，把握辩论文体的结构特点。

2.语言技能目标：1)强化略读、查读等阅读微技能，训练通过寻找关键词、主题句等方式更快速、更准确地确定文章的段落大意，理清文章的总体框架与脉络。

2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。

3）增强阅读理解能力；发展借助网络作品、图片、表格等非语言信息进行语言输出的能力。

3.情感态度与情感意识目标：1）在小组合作互动中，增强学生的团队合作精神与分享意识。

2）培养学生自主学习的能力。

3）指导学生全面、正确地看待网络，自觉抵御其不良影响。

三、教学重点与难点：1、教学重点：a.学会谈论因特网，把世界连起来，所带来的好处和不利之处，以及因特网将来的用处。

b.阅读能力的培养和阅读技巧的训练，如快速阅读找出各段主题句和精读课文完成回答问题等。

c.自觉端正对网络的态度，正确、有效地使用网络。

2、教学难点：a.通过阅读更好地发展各种阅读技巧；b.训练用英语获取信息、处理信息、分析问题和解决问题的能力。

译林牛津模块7Unit3Reading（语言点）（译林牛津版高二英语选修七教案教学设计）Reading1 analysis n.-ses分析；分解chemical analysis化学分析make an analysis of …对…的分析The analysis of the samples on the murder spot showed some valuable clues to the police.对谋杀现场标本的分析为警察提供了一些有价值的线索。

in the final analysis总之, 最终仍是...; 归根结底是in the last analysis总之, 最终仍是...; 归根结底是analyze vt.-lyzed, -lyzing分析，分解The scientist analyzed the milk and found it contained too much water.科学家分析了一下牛奶，发现里面含水分过多。

The chemist analyzed the new tonic and found it contained poison.药剂师对这种新补药作了化验分析,发现有毒。

2 value un.用处，用途;价值What is the value of your house?你的房子值多少钱？In spite of this, many people are confident that 'The Revealer' may reveal something of value fairly soon.尽管如此,很多人都相信那个`探宝器'很快就能探测到一些有价值的东西。

Your help has been of great value.你的帮助很有价值。

vt.-ued, -uing估价；定价He valued the ring at $80.他估计这枚戒指值80美元。

Unit 3 Project Doing Research on the Internet Teaching aims:Encourage students to practise their English by completing a project.Important & difficult points:1.Read an information sheet about Internet research.nguage points in the text.3.Students use what they have learnt to finish a project by working together.Teaching procedures:Step 1 RevisionStep 2 Lead-in of the reading passage1. Ask students to work in pairs to siscuss the steps they follow when they research information on the Internet. Ask them to write down what they do step by step.2. Ask two or three pairs to present their ways of researching information to the class.Step 3 ReadingAsk students to read the article in Part A with the help of the following table.Step 4 Language points1．guiden．领路人，导游者，引导者，指南a guide book导游指南A guide led us around the city．向导带我们到市内各地去游玩。

牛津英语模块七第三单元Reading精品教案1Topic : Reading (1)Unit 3 Reading period 1Teaching aims :To help the students know some background knowledge about theInternet technology .To learn some vocabulary about the Internet .To read a debate about the effects of the Internet on our lives . Teaching important pointsTo read the passage and get a general idea of it byFast reading .To finish C1 and C2 by careful reading .Teaching difficult points :To master the skills of reading a debateTeaching methods :Reading discussion practicingTeaching procedures :Step one : Greetings and revisionGreet the whole class as usual .Revise the new words in reading and try to get students to read them correctly and know their meanings .Step two : Lead—inYesterday we mainly talked about the convenience the Internet hasbrought to us . But do you think it always bring us good things ?(No.) Although it can give us much convenience , it can also havesome badeffect on us .Yes , can you give me someExamples of the two effects the Internet has on our daily lives .(Give the students a few minutes to discuss with their classmates and then ask some to list their opinions .) From your answers , we can find that some students think it has good effects ; some think it’s bad .That’s what we will mainly learn today .Now please turn to page 34 and let’s learn the reading strategy first .Step three : Reading strategyReading an argumentWhen you read an argument , you must remember that a speview is being given . If you know what to look for , you can be a better judge of whether the argument is well made .First know what the argument is about .Then find a list of the points the person wants or make or individual sub-arguments 。