牛津英语模块七第三单元Reading精品教案1

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。

Unit 3 Project Doing research on the InternetTeaching Aims:●To give students a chance to practice their English by completing a project.●To help students make a poster explaining how they have searched and whatthey have found.●Teaching Procedure:Step One: BrainstormingIn what ways can we get information?Step Two: Reading1)Ask the students to work in pairs to discuss the steps they follow whenthey research information on the Internet. Ask them to write down whatthey do step by step. Then ask two or three pairs to present their ways ofresearching information to the class.2)Read the article in Part A. Get students to underline the key word,phrases or sentences about Internet research given in the article whilereading.Step Three: Language points1.important phrases2.key wordsStep Four: Safety tipsThere are some very important things that you need to keep in mind whenyou're on your computer at home or at school.•First, remember never to give out personal information such as your name, home address, school name, or telephone number in a chat room or on bulletin boards. Also, never send a picture of yourself to someone you chat with on the computer without your parent's permission.•Never write to someone who has made you feel uncomfortable or scared.•Do not meet someone or have them visit you without the permission of yourparents.•Tell your parents right away if you read anything on the Internet that makes you feel uncomfortable.•Remember that people online may not be who they say they are. Someone who says that "she" is a "12-year-old girl" could really be an older man.Step Five: Making a poster1)Ask the students to work in groups to discuss the questions in Part B.They should choose a topic to research on the Internet and then dividethe work among the group members.2)Ask each group to present their poster to the class. Other groups cangive their comments. Encourage students to decide which group hadmade the best use of the Internet and has found the true and accurateinformation.Step Six: Homework:1.Finish the poster2.Do B1 and B2 in Workbook.。

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。

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。

连系动词Teaching aims:1.Students are expected to review the usage of linking verbs, as well as how to use them in different situations.2.Students will also learn that linking verbs can be divided into three parts.3.Students will apply what they have learnt to practice by doing some exercise. ProceduresI. Lead-inHelp students to review what we have learnt about linking verbs and what they are.II. Explanation1.连系动词的概念：连系动词是用于将句子的主语与进一步的信息联系在一起的词，而进一步的信息是指主语所处的状态。

2.连系动词可以分成三大类：1. “存在”类: 表示存在或具有某种特征或状态。

这类连系动词强调“存在”。

常见的有: be(是)，look(看起来)，feel(摸上去)，seem(似乎是)，appear(似乎、显得)，prove(证明是)，smell(闻起来)，taste(尝起来)，sound(听起来)等。

例如:The story sounds true.Those oranges taste good.2. “持续”类: 表示某种情况或状态的持续。

这类连系动词强调“持续”。

常见的有: remain(依然)，keep(保持)，stay(保持)，continue(继续、仍旧)，stand(处于某状况或情形)等。

例如:—Why don't you put the meat in the fridge?—It will stay fresh for several days.It's already ten in the morning. The store remains closed. What's the matter?3. “变化”类: 表示由一种情况或状态变化成另一种情况或状态。

《牛津高中英语》模块7 Unit 3 Reading教学设计摘要：本文以《牛津高中英语》模块7 Unit 3 Reading为例，对其教学设计进行了详细介绍，旨在和广大教师共同探讨教学设计的模式和方法。

关键词：总体思路；教学过程；设计说明作者简介：王勇，硕士研究生学历，江苏省扬州大学附属中学英语教师，中学一级教师。

一、教学课型：阅读课二、教材分析1.教材处理本课为译林版《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带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。

笔者围绕课文主题，针对文体特点和学生的认知水平，安排了4个教学步骤，旨在让学生通过本课学习增强阅读技能，加深对互联网的认识，在参与活动中提升语言的综合运用能力。

2.教学目标（1）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）训练学生通过阅读快速、有效地查找、转换和生成信息的能力；（3）指导学生全面、正确地看待网络，自觉抵御其不良影响。

（4）通过任务型教学模式，有效降低学生过高英语学习焦虑，锻炼其听说读写技能。

3.教学重点（1）熟练掌握表达网络用途和影响的词汇；（2）利用课文信息顺利完成各项任务；（3）自觉端正对网络的态度，正确、有效地使用网络。

三、教学设计1.总体思路针对本课教学目标和本班学生的语言基础，本课采取了4个主要教学步骤，即：lead-in, reading comprehension, language focus 和post-reading，按照步骤的要求设计了8个操作性强的学习任务，涉及了大脑风暴、速读和略读、阅读判断、阅读选择、阅读填表、词语配对、缺词填空、观点交流、学习报告等形式。

教学步骤由浅入深、先感性后理性，突出阅读能力的培养，兼顾其它能力的发展，逐步提高对学生综合语言运用能力的要求。