NSE BOOK1Module3period1

您好！以下是我的教案简介：1.本课是外研版（新标准NSE）高一英语第二学期第四册 MDDULE 5A Trip Along the Three Gorges中的第三课时。

2.经教材重组后，经教材重组后，本课以检查家庭作业“谈论校规”为起点，过渡到游客须知，学习了Listening，巩固和拓展了Function, 最后以Cultural Corner中的要求学生给自己写明信片为落脚点结束了本课。

通过本课教学促使学生写出了关于旅游时寄发明信片的短文，同时要求寄发给自己，是我设计的主要特色。

本课以《高中英语课程标准》的基本理念中“重视共同基础，构建发展平台”、“优化学习方式，提高自主学习能力”、“关注学生情感，提高人文素养”为主要指导思想，设计了本课教学活动。

3．教案中有多数图片，请注意浏览。

4．本课系2005年6月在“宁夏回族自治区吴忠市高中新课程教学观摩研讨会”上的一节示范课。

(注：教案从下页开始)外研版新标准（NSE）高一英语BOOK ⅣModule 5 A Trip Along the Three GorgesPeriod 3宁夏吴忠回民中学毋迎雪Teaching ContentListening +Function +Cultural CornerTeaching Aims and Demands1.Listening: choosing the right pictures while listening2.Function: talking about obligation, permission and prohibition3. Cultural Corner : writing postcards for themselvesAffection and attitudesAfter talking about obligation, permission and prohibition, make sure the notice to visitors is really important while traveling.Learning strategies1.Make sure obligation, permission and prohibition are needed in differentplaces.2.Writing postcards to yourself is a nice way to collect the information ofinterests.Cultural awarenessGetting to know more about the traveling in China and trying to introduce them to the world.Teaching AidsMulti—media and postcardsTeaching ProceduresStep 1 GreetingsListen to the music and tell the class what we’ll learn in this lesson.Step 2 RevisionActivity 1 →Ask the students to answer the question →Who can tell us some rules in our school?Activity 2 →Show three short summaries on the screen.A short summary 1You must / have to….You are required to….obligation It is necessary to….It’s not necessary to….You don’t have to….You aren’t required to….e.g. Students are required to have a written excuse for an absence.Students don’t have to make an appointment to see the teachersin their offices.A short summary 2You’re allowed to….You can / may…. permissionY ou aren’t allowed to….You can’t / shouldn’t….e.g. Teachers aren’t allowed to hit students.Students shouldn’t talk with each other during the test.A short summary 3You can’t / mustn’t….prohibitionYou’re forbidden to….It’s against the rules to….e.g. Students mustn’t ride bikes at school.Students are forbidden to the net bars.It’s against the rules to smoke here.Step 3 PresentationActivity 1 →Show some photos of the Three Gorges and a notice to visitors on the screen. Ask the students to try to get the meanings of the rules. Pay attention to the usage of the Modal Verbs in the “Notice to visitors”.Notice to Visitors Environmental pollution is getting serious here. Some activities are dangerous. In order to keep you safety and protect the environment, please follow the rules below.1. Passengers can’t hurt the animals, birds, useful insects or pickflowers.2. Travellers mustn’t swim from the boat.3. Foreigners have to take their passports with them.4. You should keep the water clean.5. Y ou shouldn’t throw away the litter everywhere.You must throw it into trash can.6. You don’t have to go with the guides but it’s safer.Thank you for your cooperation Activity 2 →I’m interested in booking a classic Three Gorges cruise. And I know there theboats are big modern. They also have professional English –speaking directors.You can choose between western and Chinese cuisine.Get the students to try to understand the meaning above.Step 4 ListeningTurn to page 45, ListeningActivity 1 →Listen to the conversation and decide where the speakers are.Activity 2 →Tick the things you can do on a classic Three Gorges cruise. Step 5 FunctionChoose the correct meaning. Then call back the answers.Step 6 Cultural CornerActivity 1 →Read the passage in CULTURAL CORNER and please answer thefollowing questions.1 . What does the writer like doing when he travels?2. In which country is he from?3. Does he enjoy his travelling?Activity 2→Read the passage in CULTURAL CORNER again and please answer the following questions.1.Where did he travel recently?2.Is there anything special in his home ? What is it?3.What rules does he follow when he sticks a pin in the map?4.What dose he think of New Zealand / Italy / China?5. What dose he take with him wherever he goes?Activity 3 →Show some pictures all over the world and several postcards on the screen. As an example, have the students to guess the place after the teacher describes it.Activity 4 → Group workThe students of each group share their post cards first, then a reporter from each group shows theirs (describes the place) in class and the others guess where it is.Step 7 Summary of Obligation, permission and prohibitionStep 7 Homework1. Send your postcard to yourself.2. Read aloud CULTURAL CORNER 4 times.3. Finish Activity2 in Function on page 46.“Fortune never helps the man whosecourage fails.”（运气永远不会帮助没有勇气人。

Oral Presentation of the Teaching Plan forModule1，NSE Book1I. Teaching Material AnalysisThis is the 1st unit in NSE Book 1, and the topic is “My First Day at Senior High”. The second period in module 1 focuses on reading. Students will get to know the new learning environment at Senior High. And they will learn how to express their feelings about their first day at Senior High School, which can help them adapt to the new school life. At the same time I will help the students develop their reading skills by skimming for the main idea and scanning for specific information.II. Teaching Objectives1. Language ObjectivesImportant words or phrases: bored, nothing like，look forward toStudents should learn some basic language knowledge, which can enlarge their vocabulary and develop their ability in using English by speaking and writing.2.Ability Objectives(1) To have the students to introduce their new school life.Speaking is one of the most important ability for students. They should know how to express their thoughts in English correctly.(2) To develop their reading skills by skimming for the main idea and scanning for specific information.Skimming and scanning are very basic reading skills. Skimming is a good reading strategy for students to get the main idea of each paragraph and scanning is a good reading strategy for students to search the specific information.3.Moral Objectives(1) To help students adapt to senior high school as soon as possible.(2)To help students build positive attitude towards language learning in new surroundings.III. Important Points1. To help students learn some vocabularies and useful expressions.2. To train students’ speaking and reading ability.IV. Difficult Points1. How to grasp the main idea of the text and each paragraph by reading skills.Getting topic sentence and main idea are a key way to comprehend the passage. And grasping the important reading skills-skimming and scanning are difficult for them.2. How to use what the students have learned in class to introduce their new school life.V. Teaching Methodsmunicative Approach:Speaking, pair work and so on.These communicative approach can improve students’ speaking ability and promote their team spirits.2.Teaching Aids：Blackboard writing can make students have a clear framework. And multimedia is very necessary for me to show some complex content and save time.VI. Learning Methods1. Reading strategy. Reading is a silent and individual activity. In this period, students need to develop some reading strategies such as skimming, scanning and summarizing information and so on.2. Communicative strategy, students are required to be able to communicate with other students and teachers. In this way, they will practice their speaking ability. VII. Teaching ProceduresStep I Greeting (o.5mins)Greeting is a necessary part of the class. For it’s a good way to get close tothe students in class and to arouse the students’ attention.Step II Lead-in (4.5mins)In this part, I will ask students some questions to compare Senior Highschool with Junior High school. In this way, it can stimulate students’ interestin study and building a bridge among all kinds of knowledge.Step III Pre-reading (10mins)Let the students scan the text quickly to finish the chart on PPT and thengrasp the main idea of this text and summarize the main idea of eachparagraph. In this way, it can help the students improve reading skills.Step IV While-reading (23mins)1 To ask students to finish exercises 4 and 6 on Page 3-4 and then check theanswer and explain.2 To deal with some difficult language points. Especially some words andphrases are often showed in examination.Step V Post-reading (5mins)1 SummarySum up what students have learned, and have the students to know myexpectation of them.2 Discussion: (group work)According to the main task of the English curriculum for nine-yearcompulsory education, discussion in groups can provide more chance tocultivate students' interest and cooperative spirit in learning.Step VI Homework Assignment (5mins)Ask students to make a detailed plan for their 3 years’ high school life andretell the passage. Their plan will guide them and encourage them when theyget frustrated; Recite is a good way for improving students’ memory.VIII. Blackboard DesignI will divide the blackboard into 3 parts, the left is the language points. In the middle of the blackboard are sentences related language points. The right is homework.。

为什么做全英文版的初中词汇表？答复：打个比方，英汉词汇表就好比是一个人学走路时用的拐杖，在刚开始的时候可能还有点用，但如果要真正学会走路最终还是要扔掉拐杖，去接触英英解释的词汇表，去接触真实的英语环境。

使用英英词汇表还有以下好处：、节省你学词汇表的时间，提高你学词汇的效率，并且能够养成英英思维的良好习惯：你是用旧的英文单词理解新的英文单词，在记忆新的单词时，顺便已经复习了旧的单词；同时没有母语的影响，也就没有思维的转换过程，你的记忆效率非常会非常高。

、更加深刻地理解词汇（中文和英文并非就真能一一对应，很多词非常微妙，细微差别在中文翻译中体察不出来）、更加全面地掌握单词的各种搭配以及切合语境的应用（动词和介词如何搭配？形容词如何用更贴切？常用词一词多义，活学活用等问题都可以在字典里找到答案。

）。

在中考中，你能够非常非常精准的理解为什么要选哪个答案，而其它的答案不能选。

仅通过中文解释是看不出的，只能查英英词典，用英英方式去理解，才能真正找到根源。

本文由美英桥原创。

用英英理解太难了，如何才能更简单一点？答复：如果想过好英语，让初中三年的英语学习变得非常轻松，你一定要学会使用英英思维方式。

对于从来没有使用这种方式的初中生来讲，的确比较难，因为最熟悉的还是我熟悉的还是自己母语。

在第一步时，你可以借助中文去理解，但当有一定的基础后，你可以逐渐学会用英英的方式去记忆和理解单词。

为了能够更好的让你完成这种过渡，我们准备了以下的分享的文档：相关具体细节和相关完整的分享文档怎么没有，我如何获得？相关的文档由于篇幅或者上传限制的原因可能不完整，请发邮件至2487452826@索取（请注意要索取的文档内容）。

词汇表特别说明：由于篇幅所限，没有相关例句，如需要，请发邮件索取Excel有例句的文档。

Surface Book 3 13.5-inch display13.5-inch displayOur commitment to sustainabilityAt Microsoft Devices, sustainability is integral to our mission to build products that create magical experiences while empowering every person and organization to achieve more. From product design and new product introduction through sourcing, manufacturing, responsible delivery, and product end-of-life, we are driven to make a difference with our products both in how our customers create with them and in the impact their DEVICEWeight1 i5: 1534 g i7: 1642 g Dimensions i5: 31.2 cm x 23.2 cm x 1.3-2.3 cm i7: 31.2 cm x 23.2 cm x 1.5-2.3 cmPACKAGING RETAIL COMMERCIALWeight 1105.6 g 647 gDimensions 35.1 cm x 26.9 cm x 6.2 cm 39.7 cm x 29.5 cm x 6.3 cm Volume 5907 cm3 7378 cm3Materials Folding carton, corrugated paper board, molded pulp, plastic Labels and certificationsMeets ENERGYSTAR® 8.0EPEAT® Silverregisteredin the U.S.CCEL in China5CECP in China6Global warming potential303 kg CO 2 equivalentPrimary energy demand from non-renewable resources3199 MJThese figures represent the estimated environmental impact 2 across the product's life cycle. The calculations are based on the Intel® Core™ i5 8GB DRAM 256GB SSD configuration of Surface Book 3 with 13.5-inch display and include the main device, power supply unit, and packaging. Other accessories are not included.The greenhouse gas emissions and energy use figures are based on a Life Cycle Assessment (LCA) in accordance with ISO 14040 and ISO 14044. The Life Cycle Inventory (LCI) data is based on our own measurements, collected from suppliers, and content supplied by Sphera(copyright 2021) and ecoinvent, along with other internationally available LCI databases. The system boundaries include extraction of raw materials, upstream materials preparation, electronic component manufacturing, subassembly manufacturing and assembly, final assembly, distribution to customer, three years of product use, and end-of-life treatment. Software and hardware design impacts are captured in our corporate carbon footprint and excluded from the individual product LCA calculations.This device meets the requirements of the ENERGY STAR Computer Specification Version 8.0 and EU Commission Regulation for Standby and Off Mode Power Consumption for Electronic Household and Office Equipment 1275/2008.The power supply meets European Union Ecodesign Directive for Energy Related Products 2009/125/EC (ErP Directive) and Ecodesign regulation for external power supply EC No 278/2009.INPUT MODE 100 V 115 V 230 V Off 0.4 W 0.3 W 0.4 W Sleep 2.1 W 2.1 W 2.0 W Idle6.7 W6.6 W6.3 WManufacturingTr ansp ortProduct useDisposalFind out more about the environmental impact of our products at: Designing Sustainable Products26.4 kWhENERGY STAR® estimated annual energy consumption 7Find out more about energy efficiency at: Improving Energy EfficiencyThrough careful material selection we aim to reduce the environmental impact of our products. The chart shows the estimated proportions of the materials used to create this device and retail packaging.We take a precautionary approach to substance management. We follow legislative developments and research regarding chemical impacts on health and environment and update our specifications with new product and manufacturing substance restrictions to address risks.All our products comply with global substance restrictions and with Microsoft policies in cases where restrictions are set that go beyond the regulatory requirement.This product fully complies with all relevant global regulations, including, but not limited to: ✓ The European Union’s Restriction of Hazardous Substances Directive (RoHS) Directive2002/95/EC as amended by the RoHS Recast Directive 2011/65/EU✓ Management Methods on the Prevention and Control of Pollution caused by ElectronicInformation Products commonly known as “China RoHS”✓ European Union’s Registration, Evaluation, Authorization and Restriction of Chemicals(REACH) Regulation 2006/1907/EC✓ The Montreal Protocol on Substances that Deplete the Ozone Layer✓ California (USA) Proposition 65 (Device does not contain chemicals that would triggernotification)Find out more about the materials used to create our products at:Sustainable Materials and ApproachFind out more about our Restricted Substance List at:Sustainable Materials and ApproachIntegrating sustainability into our packaging designs and material selection is a priority. We improve the sustainability of our packaging by using less material, selecting more sustainable materials, and optimizing manufacturing processes. We are committed to designing and delivering packaging materials that achieve measurable sustainability gains while ensuring products are adequately protected.Microsoft has a “paper first” strategy for our packaging. We favor paper as a packaging material because it is renewable, biodegradable and highly recycled. We are focused on minimizing the use of plastics in our packaging. When required, we strive to use plastics with recycled content and resins that are accepted for use in recycling systems. The retail packaging materials for this product contains 62 percent post-consumer recycled materials and it is 98 percent recyclable by weight. 3This product is also offered in packaging specially designed for the commercial channel. The commercial packaging uses less materials and has a higher percent of recycled content, which reduces the environmental impacts when compared to our retail packaging as shown below.Our packaging does not contain hazardous or restricted substances, such as polyvinyl chloride (PVC), and is fully compliant with the European Union Packaging and Packaging Waste Directive 1994/62/EC, as amended, and CEN packaging standards EN 13427:2005 as well as US Toxics in Packaging legislation.Find out more about our packaging at: Approach to Product PackagingMicrosoft complies with global electronics recycling laws, including the EU Waste Electronic and Electrical Equipment (WEEE) Directive 2002/96/EC and its Recast 2012/19/EU and other recycling laws in Asia, Latin America and North America. We fulfill recycling obligations and meet information and labelling requirements for covered Microsoft products.The crossed-out wheeled bin symbol marked on this product signifies that it must not be disposed of with regular household waste and needs to be taken instead to an appropriate collection point.To help prevent uncontrolled waste disposal and promote the recycling or recovery of materials, always return your used electronic products, batteries, and packaging materials to a dedicated recycling or recovery collection point, if available in your area.Check how to recycle your products at: Approach to Product RecyclingDownload the Microsoft Sustainability Report: Devices Sustainability at Microsoft1 Weight of device only, not including power supply unit or any accessories. Weight and dimensions might vary depending on product variant.2 The results of a life cycle assessment (LCA) depend on the calculation method, scoping and assumptions used, and they reflect our understanding at the time when published. The results are therefore not directly comparable with those conducted by other parties or at other times.3 Percentage is based on average content by weight. Recycling facilities for these packaging materials may not exist in your area.4 Compared to retail packagingThe China Certification of Environmental Labelling (CCEL) Program is intended to promote recycling, pollution reduction, and resource conversation; guide consumers in purchasing “green” products that meet environm ental criteria; and encourage manufacturers to design and supply environmentally benign products for the China market. The CCEL ecolabel applies only to commercial SKUs in China.6 The China Energy Conservation Program (CECP) is a voluntary certification program aiming at promoting the production and purchase of resource-efficient products in China. CECP certification applies only to commercial SKUs in China.7 Configuration: 115 V 60 Hz。

外研社英语N S E八年级下册模块教案集团标准化工作小组 [Q8QX9QT-X8QQB8Q8-NQ8QJ8-M8QMN]New Standard English 8BModule 10 My perfect holiday嘉兴实验初级中学陈蔚娟一.教材内容分析本模块话题相对分散，主要是谈论假或想象的话题。

语法现象主要是用would/wouldn’t表达对事情的想象，学生不但要具备并熟练地掌握would/wouldn’t表示假设的技巧，并且要会运用这一技巧进行对出游计划的描述。

教学中应结合学生实际情况，调整教学内容，合理设置课时。

适当进行拓展，以激发学生的学习兴趣，拓宽学生视野。

二、学情分析1.本模块的主要篇章所涉及的内容是学生所熟悉的（如假设家长不在家），但是没有很鲜明的特色，也没有激发学生求知欲的信息沟。

所以在处理教材的过程中需要多设置一些令学生有谈论欲望的话题。

wouldn’t do sth结构本身比较简单,学生掌握起来难度不大,只要教师稍加指点就行。

三．教学目标3．学习策略目标了解不同地方的旅游资源，互相交流不同国家的文化，对学生进行不同文化意识的渗透。

同时让了解其他国家风景，增加学生的背景知识。

培养学生具有一定的责任意识和关爱他人之心。

5．情感态度目标1）通过课文教学引导学生关注文化，关注社会，关注身边的时事和优秀人物。

2）通过学习送行分别时所用的交际用语，学会与人友好相处。

3）通过谈论不同的假设场景，激发学生的内在情感,学习换位思考，进行情感教育。

4）能在小组活动中积极与他人合作，相互帮助，共同完成学习任务。

四．重点难点1.教学重点以谈论假设的话题为中心，谈论各种情况下的可能性。

2．教学难点1）表达猜想的词汇及它们在句中的正确运用。

2）能用恰当正确的英语介绍个人的旅游计划。

3. 突破途径以话题为核心，通过个人思考、小组及班级活动等不同途径，在听、说、读、写中使句型以不同的形式反复出现，在足够的输入中，达成有效的语言输出，并通过交流获取更多的信息。