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高中英语教案二：探究牛津英语 unit3 project引言随着全球化和信息化的加速发展，英语作为全球通用的国际语言越来越重要。
如何教好英语已经成为教育界普遍关注和研究的话题。
在高中教育中，英语教学被视为极为重要的一环。
今天，我们来探究一下牛津英语 unit3 project 的教学内容和教学方法。
教学内容牛津英语 unit3 project 是高中英语第一学期的教学内容之一，主要涉及如下几个方面：1. 语法本单元主要涵盖了现在完成时和一般过去时两个时态。
这两个时态对于高中英语学习来说是基础且重要的。
2. 词汇此单元的词汇主要涉及描述个人经历和爱好的词汇。
例如：travel, adventure, competition, experience, etc.3. 听说读写此单元将听、说、读、写四个方面有机结合，通过各个知识点的综合训练来提高学生的语言技能。
例如：通过听力训练，提高学生的听力水平；通过口语训练，提高学生的口头表达能力；通过阅读训练，提高学生的阅读能力；通过写作训练，提高学生的写作水平。
教学方法1. task-based teaching牛津英语 unit3 project 采用的是任务型教学，即教师将任务交给学生，学生需要根据任务的要求完成相关活动和任务。
教师则扮演引导者的角色，帮助学生解决问题并提升学习效果。
2. cooperative learning此单元采用的是合作学习模式。
在教学过程中，学生被分组，可以在小组内相互讨论，协作完成各项任务，既可以放大个人学习的效果，又可以锻炼学生的团队合作能力。
3. multimedia teaching此单元采用了多媒体教学模式，即学生通过观看视频、听力材料和音频等多媒体资源来学习英语。
多媒体教学可以更好地吸引学生的注意力，加深学生的记忆效果。
教学效果通过牛津英语 unit3 project 的教学，能够达到以下几个方面的效果：1. 拓宽视野此单元通过介绍旅行、比赛等话题可以拓宽学生的视野，了解更多有关个人经历和爱好的信息，从而提高学生的综合素质。
牛津高中英语教学设计教材：牛津高中英语(模块三)高一下学期文档内容：教学设计—教案单元：Unit 2 Language板块：Project（第一课时）作者：孙小朵教案背景：新课改背景下，素质教育的真谛：创新与合作,着重于孩子能力的培养，鼓励在创新中成长。
本课时的设计为Project的第一课时，主要是侧重于文本的处理，同时也把文章的重点短语一并完成，学生在课前做好充分的预习准备。
对于Project的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于Reading的阅读，Project的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本，本文主要是讲述了中国汉字的发展历程：汉字的出现.象形字.会意字.形声字.以及简化字。
Teaching aims:1.Let the students know the development of Chinese characters.2.Let students know the formation of Chinese characters.3.Learn to explain the process of the Chinese characterTeaching procedures:Step 1 Lead-inAsk students a question "Can you recognise these Chinese characters?"and Show the students some pictures about developing process of the Chinese characters and introduce the topic “The development of Chinese characters”.【设计说明】作为文本阅读的导入，首先要找一些关于课文的图片来挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。
Unit 2 Section ⅤProject 教学设计语篇理解课文自读板块Ⅰ.Choose the best answers according to The development of Chinese characters.1．The main difference between the Chinese language and many Western languages should be that ________ according to the passage.A．Western languages are usually formed by combining and mixing many different languages from different countriesB．the characters the Chinese language uses have meanings and can work alone as words，while Western languages can'tC．the Chinese language has a longer history than Western languagesD．the Chinese language is easier to be understood than the English language2．From the story of Cang Jie we know the first Chinese characters were invented to represent ________.A．objects B．ideasC．actions D．pictures3．How many kinds of Chinese characters are mentioned in the passage？A．1. B．2.C．3. D．4.4．Which is the correct explanation about the forming of the character “休”？A．A man lying on the ground with his arms crossed.B．A man lying against a tree.C．A man running.D．A tree lying beside a man.5．The passage is mainly talking about ________.A．how the Chinese characters were inventedB．how the Chinese characters have developedC．how the Chinese characters have been influenced by Western languagesD．how the simplified Chinese characters were introduced答案：1.B 2.A 3.B 4.B 5.BⅡ.Fill in the blanks according to The development of Chinese characters.The Chinese language 1. differs from many Western languages in that it uses 2. characters which stand for ideas，objects or deeds. According to an 3. ancient story a man named Cang Jie invented Chinese writing. Some charactershave been 4. simplified and others have been developed from 5. drawings into 6.standard forms. Sometimes to 7. express ideas，some characters were made by bining two or more characters together. In order to show how they should be 9.pronounced，a method was developed to have one part of a character 10.indicate the meaning and the other suggests the pronunciation.Ⅲ.Read The story of Braille and decide whether the following statements are true (T) or false (F)．1．Louis Braille was born with no eyesight. (F)2．Inspired by the soldier's idea，Louis Braille created “Braille”．(T)3．The system created by Louis Braille is more simple than the system for passing messages at night during times of battle. (T)4．The blind can not only easily recognize Braille with the fingers but also easily write in Bralle with a special typewriter. (T)语言点一单词集释板块识记掌握(一)为以下单词分别选择合适的英文释义1．representA．to speak officially for another person or group of peopleB．to give people information about recent events答案：A2．simplifyA．to make something easier or less complicatedB．to make or produce something that is not real答案：A3．combineA．to make something do what you want。
Unit 3 Fit for lifeProject:Making a booklet about first-aid skills◆内容分析：本板块围绕单元话题，要求学生综合所学,在小组合作中用英语来制作一份关于急救知识的小册子。
教学活动首先引导学生讨论各自感兴趣的急救知识,并以小组为单位确定主题和思路；然后让学生在小组内分工协作,研究、搜集相关信息，并参照所给范例组织成文。
在制作过程中,教师应鼓励学生从各种渠道搜集相关知识,丰富内容。
制作完成后学生要以小组为单位,分别展示成果，最后将各小组的内容页面合并,制成以“急救知识〞为主题的一本完整的小册子。
◆教学目标：By the end of this section, students will be able to:1. research the knowledge of a certain first-aid skill;2. use group work to create a booklet about the first-aid skill;3. evaluate and comment on other groups’ work;4. put all the works together to make a booklet.◆教学重难点：1. Research the knowledge of a certain first-aid skill;2. Use group work to create a booklet about the first-aid skill.◆教学过程：Step 1 Lead-inQ: What common health problems can you name?Answers:animal bites bleeding burnscutsheart attacks shock 休克allergies过敏asthma 哮喘fractures 骨折bruises 挫伤，瘀伤Step 2DiscussionWhy is it necessary for people to learn some first-aid skills?First-aid skills are the basic skills that people learn to protect themselves when an accident occurs. In some extreme cases, a person may save another person’s life in an emergency. For example, if someone suddenly has a heart attack and there is no doctor around, a person with first-aid skills will know how to perform CPR to keep him or her alive before the ambulance arrivesStep 3Discussion➢Which first-aid skill would your group like to research? Why?Example:We are going to do research on the first-aid skill for cuts.Because young people are more likely to suffer small cuts when using sharp objects like a knife or a pair of scissors.➢What aspects of information should you include?What health problem the skill treatDos and don’tsWhen to use themHow they helpStep 4 ExampleThe first-aid skills for cuts& bruises.Step 5 PresentationAs a group, make a booklet about your chosenfirst-aid skills. Use the example to help you. Then present your booklet to the rest of the class.◆教学反思。
Unit 3 Back to the pastProject Creating an illustrated timechartTeaching aims:1.Knowledge and skills:enable the students to master the reading skillsand know how to create an illustrated time table.2.Process and strategies: pair and group work to make every student tomaster the knowledge.3.Feelings, attitudes and values: learn through practice as well asapplying the new knowledge practically.Teaching important points: enable the students to master the reading skills and know how to create an illustrated time table.Teaching methods: Students-centered, municative method.Teaching aids: Multi-media, black-board etc.Students’ activities: DiscussionStep IReadingRead the article and try to get the main idea of each paragraph:Paragraph 1Main events in Rome and China between 753 BC and 479 BC. Paragraph 2Similarities between China and Rome during the Han Dynasty. Paragraph 3Both Rome and China influenced areas between 212 BC and 100 BC.Paragraph 4Rome and China had a difficult time in the following hundred years.Read the article again and answer the following questions:1.When did Rome bee a republic and what happened in China then?2.When was China united and by whom?3. Which city did Han Dynasty have as its capital? Where is it now?4.What did China and Rome have in mon during the Han Dynasty?5.When was Silk Road was in use? And what was it used for?6.When did the trade between China and Rome begin? What goods were traded?7.When did Han Dynasty fall and what did it result in?8.When was Roman Empire ended? Was it the same story for China?Step 2 Time chartRead the time chart carefully and answer the following questions:1.What happened in both China and Rome in the year 509 BC?2.What about the year 27 BC?3. When was Confucius born?4. How long did the Han Dynasty last?Conclusion:What is a time chart?A time chart should be a chart marked with time periods and important events that take place in certain time periods.Part B Creating an illustrated time chartSteps for creating an illustrated time chartPlanning Work in small groups and do the following:1.Discuss and research time periods in history you are interested in.2. Choose one as the time period you will illustrate in your time chart.3. Discuss the tasks for each member.Research ________________Write the outline _________________Illustrate the time chart ____________Present the time chart ______________Preparing 1. Find information from various sources on the time period.2. Sort the information by date.3. Discuss the information and decide what to include in the time chart and what to leave out.4. Write an outline, paying attention to the time period and its significance.Producing5. Design the time chart based on the outline.6. Proofread it and add new ideas, if any.Homeworkplete the time chartDo Parts B1, B2 on page 101 and D1, D2 on page 103 inthe workbook。
Unit 2 Project Design a booklet 教学设计ReadingLook at the screen please. Do you know what they are about?Yes，something about Chinese characters. Do you know about the development of Chinese character?1. Please read the article about the development of Chinese characters，and answer the following questions:When did Chinese writing begin? (Thousands of years ago.)Who first invented Chinese writing? (Cang Jie.)How was Chinese writing invented? (Cang Jie saw the footprints of birds and animals in the snow and got the idea that he could use different shapes or pictures to represent different objects.) When did the Chinese government introduce simplified Chinese character? (In the 1950s.)2. Try to find the main idea of each paragraph and find the connections between them.3. Let’s have a discussion about how Chinese characters were formed.4. Finish Parts D1 and D2 on page 101 in the Workbook，please.Designing a bookletPlanningNow it’s time to do some group work. Let’s work in groups of four. Discuss and choose what characters we would like to research. Then you will decide the pages of the booklet and plan the layout with the help of the table on page 39，and divide the work each group member will do. PreparingIn the step of preparing，you are to look for as much information as you can from different sources. Then you can meet，discuss and choose the information each group member has collected.ProducingEach write a draft of the section. And put what you have prepared together and add illustrations where necessary. And then draft the booklet based on the ideas from the group’s research and discussion. New ideas can be added before the booklet is finished.PresentingAt length，you have got to present booklets to the whole class. And you are to answer questions the other groups have about your booklet.Please do writing on page 105 in workbook as your homework. The exercise will help you practice the use of some words，phrases and patterns in this unit.AnswerPart B (page 105)Nowadays English is one of the most widely used languages in the world and is one of the working languages of the UN. It is spoken as a native language in the UK，the USA，Australia，New Zealand，South Africa and other countries. It is spoken as an official language or second language in countries such as India and Nigeria. In these countries，English is the language of the。
教学设计江苏省泰兴中学英语组何飞一、Teaching Plan Background 教案背景1、教材：Advance with English Module 3（牛津高中英语模块3）2、学生：Senior One Students（高一学生）3、学科：英语4、课时：1课时5、学生课前准备：(1) Preview Welcome to the unit. 课前预习单元导入(2) Define the word “Language”, and students can refer to references or surf the Internet. 定义“语言”，可参考参考书或网络(3) Think about how many people communicate with each other 思考人们交流的方式二、Teaching Topic 教学课题Advance with English Module3 Unit2 —— Welcome to the unit牛津高中英语模块三第二单元单元导入三、Analysis of Teaching Materials 教材分析1、Teaching Contents 教学内容Talk about various forms of language and ask students to share their experience of English study. 谈论不同的语言形式，让学生分享英语学习经验2、Analysis of Teaching Contents 内容分析This unit introduces the development of various forms of language, especially English, Chinese characters and Braille. Welcome to the unit is the 1st part of this unit. In the process of learning this part, students will have a basic understanding of different forms of language, which can lay a good foundation for the following study.本单元主要介绍了几种不同语言的发展，尤其是英语、汉字和布莱叶文。
《英语》（必修·第三册）Unit 2 Natural disastersProjectI. L earning objectivesBy the end of the lesson, students will be able to:1.research on a chosen topic and sort out the collected information in a logical way;2.obtain a comprehensive understanding of different rescue methods;3.present group work and evaluate the works of other groups;4.make an information folder about rescue methods together.II. Key competence focus1. Develop the ability to obtain relevant and reliable information.2. Write an information page in a well-organized way.III. Predicted area of difficulty1. Search for related information with high validity about rescue methods.2. Summarize the advantages and disadvantages of various rescue methods.IV. Teaching proceduresStep 1 Lead-in1.T leads students to think about the natural disasters they have newly learned in this unit or they have known before, and then asks Ss to write down the corresponding rescue methods they know with the help of the information in part A on page 27.T: What comes to your mind when we speak of natural disasters? What terrible consequences do natural disasters bring about?T: In those cases, what can rescue team do to find and save those who suffer the disasters? In addition to the rescue methods listed in part A, do you know any other rescue methods used in natural disasters? Please write down some and share with your partner!2.T introduces the concept of “information folder” to Ss and clarifies the task to be carried out in this lesson.T: In today’s class, we are going to research on different rescue methods from several aspects, and then make an information folder covering these rescue methods together.T: Before we get started, I want to introduce to you what an “information folder” is. Generally speaking, a folder is basically a “container” for information about a certain topic. In addition to words, other forms of information such as pictures, posters and videos that are closely related to the topic can all be put in the folder. Making an information folder is an activity that requires our joint effort.【设计意图：从回顾所学或已知的自然灾害入手，引导学生思考自然灾害带来的严重后果以及发生后常见的救援方法；简单介绍“信息文件夹”的概念，并阐明本课的任务：全班合作，共同制作一份有关自然灾害救援方法的信息文件夹。
牛津高中英语模块三unit-2-project学案Unit2 Module3 LanguageProject Designing a booklet Extensive Reading------傅西江Step 1: Read the article at p.38 and answer questions.1 How old is the Chinese writing?___________________________________________________ ___________________________________2.Who invented Chinese characters?___________________________________________________ ___________________________________3. When did the Chinese government simplified characters? ___________________________________________________ ___________________________________Step 2 : Read the text again then choose the best answers.( ) 1 From the story of Cangjie we know that the first Chinese characters were invented to represent______A objectsB ideasC actionsD pictures( ) 2 The development of the Chinese character “山“ show that _________A it has been simplifiedB it hasbeen made more difficultC it was easier to write in drawingD People nowadays would prefer drawings.( ) 3 The Chinese characters “休” and“囚” are common in many ways, expected that ________A both are connected with a personB both are used to represent an ideaC both are used represent an objectD both are made up of two characters( ) 4 Which of the following is formed with one part showing the pronunciation and the other indicating the meaning?A 明B 囚Ｃ卡Ｄ吓( ) 5 The passage is mainly talking about __________A how the Chinese characters were invitedB how the Chinese characters have developedC how the Chinese characters have been influenced by Western languagesD how the simplified Chinese characters were introducedStep 3 : Task-basked reading comprehension.Step 4 Key phrases1differ from _____________________2 in that _____________________3 make up _____________________4 not all _____________________5 turn into _____________________6 simplified Chinese characters _____________________7 express ideas _____________________ 8 combine …with…_____________________9 as a whole _____________________ 10 develop into _____________________11 indicate the meaning _____________________12 have widespread use _____________________13 think of _____________________14 as a result of _____________________15 lost one’s eyesight _____________________16 be convenient for _____________________17 consist of _____________________18 be presented by _____________________19 be of practical use _____________________20 the most common system _____________________21find sth. interesting _____________________ 22 introduce sth. to sb. _____________________Step 6 Important sentences in the passages.1. The Chinese language _____________(不同于) many Western languages ____________(在于), instead of an alphabet, it uses characters which ______________(代表) ideas.2 Then he had the idea that he could use different shapes to ________________(代表)different objects.3 ____________________(并不是所有的) characters were developed from drawings of objects.4 Sometimes to express ideas, some characters were made by____________(结合) two or more characters together.5 It is easy to ___________________(区别)their meanings by looking at them, for example, the characters for “up” and “down”, which are opposites of each other.6 Therefore, a method was developed to have one part of a character____________________(表明) the meaning and the other suggest the pronunciation.7 Usually, when we talk about reading, we think of using our eyes to see letters ____________(被写在纸上的) on paper.8 Braille__________________(失明) at the age of three_______________________ (由于) an injury.9 ______________________(由于) metal wire was heavy, each book weighed as much as 100 pounds.10 The whole system ______________________（不方便）use11 Each letter of the alphabet was presented by a different pattern which_________________(组成)12 dots.12 While the students____________________(发现) thesoldier’s idea interesting, the system was too difficult to ______________________________(使用)Unit2 Module3 LanguageProject Designing a booklet Intensive Reading Ⅰ------傅西江Step 1: Key phrases1与…..不同 _____________________ 2 原因在于…… _____________________3 组成 _____________________4 并不是（部分否定）_____________________5 变成 _____________________6 简化汉字 _____________________7 表达想法 _____________________ 8把…..和…..结合起来 _____________________9 作为一个整体_____________________ 10 发展成为 _____________________11 表明含义_____________________ 12 广泛使用 _____________________Step 2 : Important sentences in the passages.1. 汉语与西方语言的区别在于它不使用字母，而是使用汉子表示思想，物体或行为。
__________________________________________________________________________________________________2 接着他又有了用不同形状代表不同物体的想法。
