牛津英语 模块三unit 2 reading 学案教案资料

七年级上册Unit 3 Reading2学案主备：谈德欢审核：日期：2020-8-2 学校________ 班级____________ 姓名__________ 家长签字_______【板块要点】一、教学目标1. 能熟练掌握文章中的词汇、短语并且造句。

2. 能用自己的语言复述文章的意思。

教学重点、难点1. 能根据所学内容来描述自己所在的学校面貌。

2. 能在真实的环境中进行合作交流描述一所学校的面貌。

二、词汇、短语三、句型（语法）1. The playground is so big. He sings so well, so many people like his songs.2. let sb. (not) do sth. make sb. (not) do sth.3. There is a teacher’s desk and some chairs in the front of the classroom.There are some chairs and a teacher’s desk in the front of the classroom.4. There be …….否定句：There is/are not …….一般问句：Is/Are there ……? Yes, there is/are. No, there isn’t/aren’t.5. sb. have/has sth. There is/are sth. + 地点.There is/are….. in the classroom. What’s in the classroom?6. 区别also和too：also常用于系动词，助动词和情态动词之后，实义动词之前。

too常用在句子末尾。

He can swim. I can swim, too. = He can swim. I can _________ ___________.7. Who’s that man in the white shirt?the boy under the tree the students from Grade 7the glass on the desk the woman in a black T-shirt【课前导学】1. Words and phrases.词组翻译：1).看起来现代化2).准备干某事3).带父母参观校园4).在教学楼前面5).在底层6).那边的楼房7).那个穿白衬衫的男人8).开会9).操场如此大10).教室宽敞明亮2. Read the text and recite it.【课堂学习】Step1. One-minute talk.Ask a student to introduce himself.Step2. Task 1 -- Read the conversation by themselves, ask some questions about the school.1)How does the school look?2)2)How many classrooms are there?3)Where is the library?Task 2. Understand the important phrases and sentences1). Let me show you around. 让我带你参观。

牛津英语模块三unit2reading学案Period 2 Reading(I) English and its historyAims: 1. Learn about English history.2. Manage to get the general idea of the passage.3. Learn how to read a history article..Points: 1. Learn about the development of English.2. Understand the expressions in the text and try to make sense of them.Procedures:Step 1: Lead-inAnswer the following questions:1. What are the ways of communicating with each other?2. Which is the most widely used language in the world?3. Read part of the sonnet (十四行诗)by Shakespear:Shall I compare thee to a summer's day? ___________Thou art more lovely and more temperate: ___________Rough winds do shake the darling buds of May,And summer's lease hath all too short a date: ___________Sometime too hot the eye of heaven shines, ___________...(我怎么能够把你来比作夏天？你不独比它可爱也比它温婉：狂风把五月宠爱的嫩蕊作践，夏天出赁的期限又未免太短：天上的眼睛有时照得太酷烈……)4. What are the underlined words used as today?____________________________________________________________5. What conclusion can we draw?____________________________________________________________(How did this happen? That’s what we are going to learn today. What’s the title of the passage? What k ind of article is it?What should we focus on when reading this kind of article?) Step 2: Fast ReadingRead the passage fast and complete the table:The Development of EnglishKinds Time EventsOld English Before the middle of the 5th centuryAt the end of the 9th centuryBy the 10th centuryMiddle English In 1066By the latter half of the 14th centuryIn 1399Modern English During theRenaissance inthe 16th centuryStep3 : Careful Reading. (Read the text carefully and do the following.)Old EnglishTime Event LanguageBefore the middle of 5th century5th---9th century Three Germanic tribes invaded BritainAt the end of 9th century Vikings began to invaded Britain __________________ ______________________________Middle EnglishIn1066,_________________________________________________________ However, throughout the 250 years,_______________________________________________By the latter half of the 14thcentury______________________________________________In 1399, ________________________________________________________________ The impact of French on English:1.________________________________________________________2.________________________________________________________3.________________________________________________________Modern English1. When did modern English begin?__________________________________________________________2. What changes had happened during this period of time?___________________________________________________________3. Is Modern English the end of all these changes?____________________________________________________________Step 4 Task-based readingRead the article and complete the table:English and its historyOld English Before the middle of the 5th century, the language 1.________ in Britain was Celtic. Anglo-Saxon 2.________ from the mixture of Celtic and the language of the three Germanic tribes.At the end of the 9th century, the Vikings created Old English, 3._______ their languages with Anglo-Saxon.By the 10th century, Old English, 4.________ of an Anglo-Saxon base and words from the languages of Denmark and Norway, was the official language of English.第 2 页共5 页Middle English In 1066, England was 5.___________ by the Normans, but French didn’t take the 6._____ of English as the first language.By the latter half of the 14th century, English was 7.________ by all classes, and the King of England used English for all official occasions.8.________ English Vocabulary and pronunciation 9._________ great changes during the Renaissance. There is no 10.________ that English will continue hanging in the future.Step 5: Discussion:1 . What do you think are the main reasons for the development of a language?2. Do you think it possible for Chinese to be the most widely used language some day? Why or why not? Homework:1. Read out the text and find the expressions in it.2. Finish Workbook A1;A2.Feed back：阅读理解：American EnglishAlso significant beginning around 1600 AD was the English colonization of North America and the latter creation of a distinct American dialect. Some pronunciat ions and usages “froze” when they reached the American shore. In certain respects, American English is closer to the English of Shakespeare than modern British English is. Some “Americanisms”that the British decry(谴责) are actually originally British expressions that were preserved in the colonies while lost at home (e.g., fall as a synonym（同义词）for autumn, trash for rubbish, frame-up which was reintroduced to Britain through Hollywood gangster movies, and loan as a verb instead of lend).The American dialect also served as the route of introduction for many native American words into the English language. Most often, these were place names like Mississippi, Roanoke, andIowa. Indian-sounding names like Idaho were sometimes created that had no native-American roots. But, names for other things besides places were also common. Raccoon, tomato, canoe, barbecue, savanna, and hickory have native American roots, although in many cases the original Indian words were mangled （破坏）almost beyond recognition.Spanish has also been great influence on American English. Armadillo, mustang, canyon, ranch, stampede, and vigilante are all examples of Spanish words that made their way into English through the settlement of the American West.To a smaller extent French, mainly by Louisiana, and West African, through the importation(进口) of slaves, words have influenced American English. Armoire, bayou, and jambalaya came into the language via New Orleans. Goober, gumbo, and tote are West African borrowings first used in America by slaves.1.From the passage we know American English is a mixer of __________,_______,______2.Which one is closer to the English of Shakespeare? American English or British English?3. Mustang is a word from______.A. British EnglishB. FrenchC. SpanishD. Chinese4. French was introduced into American English by ____.A. merchantsB. slavesC. Slave-ownersD. soldiersAnswers:Step 11. language, sign language, emoticon, animal language, Braille and so on.2. English.4. you; you are; has; sometimes.5. English has changed greatly.Step 2Kinds Time EventsOld English Before the middle of the 5th century People in Britain all spoke a language called Celtic.At the end of the 9th century The Vikings invaded Britain and brought their languages.By the 10th century O ld English was the official language of England.Middle English In 1066 The Normans conquered England and took control of the country.By the latter half of the 14th century English was adopted by all classes in England.In 1399 Henry IV became King of England and used English for all official occasions.Modern English During the Renaissance in the 16th century Modern English began.Step 3Old EnglishCeltic; Anglo-Saxon; Old EnglishAnglo-Saxon, the language of Denmark, the language of NorwayMiddle EnglishThe Normans conquered England and took control of the country.French didn’t replace English as the first language.English was adopted by all classes in England.Henry IV became King of England and used English for all official occasions.1. More words with similar meanings.2. words for meat3. French ways of making pluralsStep 4 : Task-based reading1. spoken2. developed3. mixing4. consisting5. conquered6. place7. adopted 8. Modern 9. underwent 10. doubtStep 51. In some ways, it is surprising that languages change. After all, they are passed down through the generations. Yet linguists (语言学家) find that all languages change over time —at different speeds. For example, while Japanese has changed little over 1,000 years, English developed rapidly in just a few centuries.第 4 页共5 页Languages change for a variety of reasons. Large-scale changes often occur in response to social, economic and political pressures. History records many examples of language change caused by invasions, colonization and migration. Even without these kinds of influences, a language can change if enough users change the way they speak it.Usually, the needs of speakers drive language change. New technologies, industries, products and experiences simplyrequire new words. Plastic, cell phones and the Internet didn’t exist in Shakespeare’s time, for example. By using new terms, we all drive language change. But the unique way that a person speaks also causes language to change. That’s because no two people use a language in exactly the same way. The vocabulary and phrases people use depend on where they live, their age, education level, social status and other factors. Teens and young adults for example, often use different words and phrases from their parents.2. The answers are varied.Supplementary reading1.British English, Spanish, French2. American English3. C4. B。

4.教师针对文章中的重点、难点，进行详细讲解，确保学生能够理解并掌握。
（三）学生小组讨论
1.教师将学生分成小组，每组讨论以下问题：“What are the responsibilities of having a pet? Can you give some examples?”
2.每组选取一名代表进行汇报，分享小组讨论的成果。
三、教学重难点和教学设想
（一）教学重难点
1.重点：掌握Reading2中的生词、短语和句型，理解文章主旨和结构，提高阅读理解能力。
难点：运用阅读策略深入理解文章细节，将所学知识运用到口语和写作中。
2.重点：培养学生关爱动物、尊重生命的情感态度。
难点：将情感态度转化为实际行动，提高学生的道德素养。
（二）教学设想
1.采用任务型教学法，以学生为主体，激发学生的主动性和积极性。设计丰富多样的教学活动，如小组讨论、角色扮演、课后调查等，让学生在实践中掌握知识。
2.创设情境，引入生活实例，帮助学生理解文章内容，提高阅读兴趣。例如，邀请宠物养护专家进行讲座，让学生了解宠物的实际需、音频等，丰富教学资源，提高学生的学习兴趣和效果。
8.评价方式多元化，结合课堂表现、作业完成情况、小组合作成果等方面，全面评价学生的学习效果。
9.教学过程中，注重师生互动，鼓励学生提问、发表见解，培养学生的批判性思维和创新意识。
10.定期进行教学反思，根据学生的学习情况和反馈，调整教学策略，以提高教学效果。
四、教学内容与过程
（一）导入新课
1.教师以图片、视频等形式，展示各种可爱的宠物，引发学生对宠物话题的兴趣。
3.与家长或朋友进行一次关于宠物话题的英文对话，记录下对话内容，并分享给老师。
-通过实际对话练习，提高学生的口语表达能力，同时增进与家长或朋友之间的沟通。

教学设计课程类型阅读课 授课地点课题 高中英语必修三Module2 ReadingThe Human Development Rep教 材 分 析本课是高一英语必修三第2模块的第二课时，是一篇关于TheHuman DevelopmentReport的介绍性文章，文章介绍了2003年人类发展所取得的成就及存在的问题。

全文包括报告产生的背景、报告所包涵的主要内容以及指标衡量的现状。

在教学中我将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探索学习法，设计不同的读后练习，结合阅读技巧的应用由浅入深的从不同侧面教授和培养学生的阅读理解能力。

学 情 分 析在高一第一学期的英语学习的基础上，学生们已经掌握了一定的阅读技巧并形成为了初步的阅读策略，但是学生掌握的并不熟练，所以在阅读教学中还应该不断实践略读、查读等一定的阅读技巧以及预测、确定主题句和识别关键词等阅读微技能。

本班为实验班，所以在此基础上我还想通过设计阅读表达题训练学生猜词、翻译以及表述个人态度观点等高考题型。

因此，利用这一篇介绍性的文章，提高本班学生对这种文章的阅读能力。

教 学 重 点 1.对词汇短语进行复习和掌握，为阅读做好铺垫2.通过略读和查读等阅读技巧以及预测、确定主题句和识别关键词等阅读微技巧形成阅读策略并提高逻辑判断能力。

3.通过阅读表达题训练学生猜词、翻译、同义句替换以及表述个人态度观点等高考题型。

4.通过阅读表达掌握文章之中的生词、短语以及长难句教 学 难 点 1.通过略读和查读等阅读技巧以及预测、确定主题句和识别关键词等阅读微技巧形成阅读策略并提高逻辑判断能力。

2.通过阅读表达题训练学生猜词、翻译、同义句替换以及表述个人态度观点等高考题型。

3.如何匡助学生运用阅读策略，促进学生自主学习与合作。

教 (一)认知目标学 目 标1．充分理解课文大意并完成所给的任务。

2．用所学的知识与火伴进行交流、沟通，学会交际。

（二）情感目标利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。