牛津高中英语模块三第一单元教案3

Unit3 back to the past单元教案Lost civilizations 教学案例一、教学内容：教牛津高中英语必修模块三Unit 3二、课型：阅读课三、教学设计思路Lost civilizations 是一篇有关人类消失的文明的文章。

在教学的设计上，以人类文明这一主线把各项活动贯穿起来。

通过一系列的练习和活动逐步加深学生对文章的掌握和理解，并最终达到综合运用的目的。

笔者力求通过本课的教学使学生了解人类灿烂的古代文明。

引导学生形成珍爱和保护人类文化遗产的观念。

同时掌握阅读日记的技巧，及有关人类文化的相关词汇。

四、教学目标1〕解有关人类灿烂的古代文明，培养热爱人类文明，保护人类悠久文化的感情；2〕会描述历史及事实，会用英文表达情感；3〕使学生掌握阅读日记的技巧，提高阅读能力;4〕掌握有关人类文明的词汇。

五、教学重点、难点1〕培养学生阅读技巧，提高学生阅读能力;2〕培养学生英语语言的综合运用能力。

六、教学过程Step1. Lead-in1.Questions1) China has a long history, in the past thousands of years, Chinese people have built many magnificent structures. Can you name some buildings that could represent ancient civilizations in China?2) Around the world, people also built a lot of magnificent structures. Do you know about them?〔设计说明〕以问题导入，引导学生从熟知的中国文化谈起，并扩展到谈论世界文化，使学生易于接受。

2. Watch the pictures representing ancient civilizations. Introduce these pictures to the students.〔设计说明〕1〕面的内容相衔接。

高一牛津英语译林版模块三第一单元教案高一牛津英语 ( 译林版 ) 模块三第一单元教学设计Advanc e With English Module 3Unit 1 The world of our sensesPeriond 1: welcome to the unitAims: ---to give the Ss the idea that soemtimes the senses affect one another and people may be misled by them to help them to realize how they use their senses in their studies and daily life and to teacch them how to make better use of their senses.---ask Ss to fully participate in the discussion, practise their spoken English, and share their opinions with one another.Precedures:Step 1 brainstormingAsk the following questions:With what do we see and hear?How do we know that a flower has a pleasant smell?How do we know whether a dish is delicious?What do we do when we want to know whetherthe wather in the basinis hot or cold?How do we know about the world around us? What are the five senses?(Blackboard: see –eyes—sight —lookHear-ears —hearing —soundTaste—tongue—taste—tasteSmell—nose—smell—smellTouch/feel—skin —touch--feel)As we all know almost everyone has five senses. We learn about the world through the five senses and we use them to study, wok and relax. Step 2 sharing informationAsk Ss to read the short passage and the main idea Ask them to give more examplesLook at the 4 pictures and answer the questions below.Homework: translation事真相况是雾太大，车开不了那么远。

牛津高中英语模块三Unit1 语法教课设计设计一、内容剖析：本课的教课内容是牛津高中英语模块三Unit1 的 Grammar and usage 板块。

这个板块教授的语法知识是名词性从句，即主语从句、宾语从句、表语从句、同位语从句等主要的从句，以及 that, if 和 whether 三个关系词的使用。

因为名词性从句是本单元的教课要点，又是学生新接触的知识点，所以本节课经过课件、教师的解说与指导和学生的自主与合作学习，力争获得优秀的教课成效。

二、对象剖析：高一学生已经具备必定的抽象逻辑思想能力，可是名词性从句内容多且复杂，不简单掌握。

所以，部分学生可能会产生反抗或畏难情绪。

本节课将创造轻松快乐的氛围，让学生踊跃主动地参加到讲堂教课中来，实现学生在教课中的主体地位。

三、教课目的：·知识目标：学生能掌握名词性从句的种类（主语从句、表语从句、宾语从句、同位语从句等）、关系词（ when, where, who, how, whether, if ,that 等）及用法。

·感情目标：激发学生的学习兴趣，使他们仔细倾听教师的解说，重视所学知识内容；激励学生在小组活动中与伙伴踊跃合作，认识自己的学习状况。

·能力目标：学生经过所学能达成基础练习而且能写出切合语法例范的名词性从句；经过自主学习与合作学习，学生的自主研究和协作研究能力能有所提升。

·认知和思想能力的目标：协助学生剖析、比较和概括所学知识内容，进而达到重修知识结构的目的。

四、教课重、难点：·要点：名词性从句的种类和关系词·难点： that, if 和 whether 的使用原则五、教课工具：多媒体教课工具六、教课方法：解说法任务型教课法合作学习七、教课思路设计：Step 1Lead-in: contextulize grammarT:Good morning, boys and girls.Ss: Good morning, teacher.T:I read a report about Shanghai Expo yesterday. There is a lot of news about Shanghai Expo recently. Have you read anything?S1: Many people visit Shanghai Expo park everyday. It ’s very crowded at the entrance.T:Yes. That many people visit Shanghai Expo park everyday makes the entrance very crowded. It is very difficult to count how many people there are everyday. However, do want to go tthere?T:When are you going to Shanghai Expo park?S2: I ’m not sure. Maybe in the summer holiday.T:Oh, whether you are going to Shanghai Expo park has not decided. I wonder if you haveany opinion about Shanghai Expo? What about you?S3: I think it is very important.Because many Chinese people can learn culture of foreign countries in China.T: Yes. It provides a good opportunity that we Chinese people can learn foreign cultures without going abroad. Anything else?S4: I think foreigners can see China ’s progress.T: Good. What achievements China has achieved in recent years can be sensed by foerign friends.Step 2Presentation: introduce noun clausesing a noun clause as the subject of a sentence (主语从句 )“it”can be used as an empty subject2. Using a noun clause as the object of a (宾语从句 ):VerbPrepositionI ’m interedted in who that tall man is..There was a discussion about whether Polly had found the blind man“it”can be used as anempty object .We all thought it good news that the fog had finally gone.The conductor has made it clear that no buses will be running.3. Using a noun clause as the predictive of be ( 表语从句 )The truth is that the fog is too thick for the bus to run that far.My question is whether Polly can find her way home.The problem is how Polly is going to find us in the crowd.4. Using a noun clause in apposition to a noun (同位语从句 )The fact that Polly didn’task for the man’s name is a pity.The news that the plan had crashed made us sad.Whatrever gave you the idea that I can sing?ing that, if/whether or a question word to begin a noun clauseI hope that Polly will be OK.No one knew if/whether he lost his sight because of an accident.Step 3 Task1: ask the students to finish the exercise on page 9 and try to intothe categories made in Step 2. (individual + pair work)主语从句：but why pleasant smells do not reduce pain in men is a question still to be answered byscientists .同位语从句：The possibility that pleasant smell might reduce pain has recently been suggested by new research.One explanation is that women ’s sense of smell deveploped long ago, and is linked to recognizing the smell of babies.宾语从句：(1) Verb:As people believe that strong smells can affect the senses, volunteers were asked not to eat or drink for eight hours before the experiment began.He says that scientists already have data from40 volunteers.He adds that this year, scientists will test another 60 volunteers and will be in a better position to explain the results.Scientists used to believe that mothers recognized their children by sight only.Now, they have started to believe that the sense of smell also helps ,(2) Preposition:Scientists are interested in whether the sense of smell is related to pain and whether man and women have the same senses .Step 4 Practice: summarize introductory words and ask the students to do exercises名词从句指引词： that、if 、whether( 连结词 ); who 、whose、what、which( 连结代词 ); when 、where、 why 、how 、 how long( 连结副词 ).______________ the earth is round is true.Do you know ______________ he lives?My opinion is ______________ you should not go alone.The student ______________ answered the question was John.He did not know ______________ had happened.I wonder _______________ she can come tomorrow.Can you tell me ______________ the dish is made?Do you have any idea ______________ will Miss Smith arrive?We should think carefully about ____________ Mr. Green said at the meeting. Step 5Presentation: noun clauses beginning with that or if/whether1.We use that to introduce a noun clause when the clause is a statementShe sensed smething. A tall man in a dark coat was staring at her.She sensedthat she was being watched by a tall man in a dark coat.Some principles should be remembered:(1)that is not used to begin a noun clause after a preposition in most cases, but it can be usedto begin a noun clause after in or except.The problem lies in that the mist may become a thick fog.I didn t’tell him anything except that I wasn’table to find my way back.(2)that can not be left when the noun clause is the subject of a sentence.That we couldn/t find our way out was really bad news.(3)that can be dropped in informal English when the noun clauses is the object orpredicative of a sentence.She wished (that) someone would come along to help her.The truth is (that) the buses will not be running.2. We use if or whether to introduce a noun clause when the clause is a yes/no question . Wechange the word order in a clause after if or whether into that of a statement.She wondered. Would the buses still be running?She wondered if/whether the buses would still be running.Some principles should be remembered:(1) whether but not if can be used after a preposition.She is not certain about whether she has done anything wrong.(2)Only whether can be used when the clause as the subject is at the beginning of the sentence.Whether it is going to clear up keeps me wondering.(3)We use whether or not , but not if or not .We want to know whether or not the train goes to King Street.3. If that or whether/if introduces a noun clause that has two sentences connected by and or but,We add another that or whether/if after and or but.He said that he liked rain very much and that he wouldn ’t use an umbrella when it was rainning.No one knows whether it will be fine tomorrow and whether he will come to work.Step 6 Practice: Ask the students to finish the two exercises on page 11 (check and give feedback)Step 7Homework: ask the students to write a summary of the reading text they learned by using noun clauses.八、板书设计：名词从句指引词：连结词： that、 if 、whether连结代词： who、 whose、 what 、 which连结副词： when、 where、 why 、 how、 how long九、教课反省：。

A d v a n c e W i t h E n g l i s h M o d u l e3Unit 1 The world of our sensesPeriond 1: welcome to the unitAims:---to give the Ss the idea that soemtimes the senses affect one another and people may be misled by them to help them to realize how they use their senses in their studies and daily life and to teacch them how to make better use of their senses.--- ask Ss to fully participate in the discussion, practise their spoken English, and share their opinions with one another.Precedures:Step 1 brainstormingAsk the following questions:With what do we see and hear?How do we know that a flower has a pleasant smell?How do we know whether a dish is delicious?What do we do when we want to know whether the wather in the basinis hot or cold? How do we know about the world around us? What are the five senses?(Blackboard: see – eyes—sight—lookHear-ears—hearing—soundTaste—tongue—taste—tasteSmell—nose—smell—smellTouch/feel—skin—touch--feel)As we all know almost everyone has five senses. We learn about the world through the five senses and we use them to study, wok and relax.Step 2 sharing informationAsk Ss to read the short passage and the main ideaAsk them to give more examplesLook at the 4 pictures and answer the questions below.Homework: translation事实情况是雾太大，车开不了那么远。

牛津高中英语模块三第一单元教学案（第三、四课时）模块3 Unit 1 第三、四课时Periods III & IVReading (II)I. Homework checking1. retelling2. check D on page 4II. Phrase searching and translation1. 下班2. 笼罩在灰白的薄雾中3. 乘坐地铁4. 穿着暗色大衣的高个子男子5. 剩下的6. 扫视7. 无处可见8. 在视线中9. 出发去格林公园10. 因害怕感觉到心跳11. 希望成功12. 发觉自己在做某事13. 伸出手14. 当心，提防15. 使某人一动不动16. 从黑暗中传来17. 靠在……上18. 偿还III. Language pointsThe following points appear in Parts I – III (Period III)1. once conj. 一旦Once you begin you must continue. 你一旦开始, 便不可停下来。

Once printed, this dictionary will be very popular! 一旦出版，这本词典将会非常畅销！2. too +adj. (for sb.) to doThe book is too difficult for me to understand.3. that/this adv. (=so) 这么，那么I've done only that much. 我所做的就这么多。

I was that angry I could have hit him. 我十分生气, 简直想揍他。

I've never been out this late before. 我从来没在外面待到这么晚。

4. might/could用在肯定句中，表示猜测。

其可能性非常小。

宁远三中英语必修导教案Unit 1 The world of our sensesPeriod 1 Welcome to the unit& Reading 导教案自主学习：一 . 在课文第L1----L3 中找到以下单词或短语并将他们译成中文。

1) 和某人议论某事2)fear held her still(L28---29)__________3) 互相影响4) staring up at(L33)5) grasp one’s arm ______________6) get across (L37)__________7) covered in a grey mist(L2)_______________8)stepped out into the fog __________9)took her fare(L8)10) 获得巨大成就_______________合作研究：1.【原句】 our senses are very important in our daily lives.sense 用法研究：Ⅰ sense 作为名词，意为 ____________. a sense +noun 意为“的感觉”a sense of humor ___________ a sense of honor_____________a sense of pride_____________ a sense of direction__________依据以下例句判断sense有关短语的意义。

1.What you are doing doesn’tmake sense.=Your action is meaningless.2.Can you make sense of his foolish behavior?3.I don ’ t agree with you, even though what you sayinaisense true.4.In no sense will I give in.5.The Snowwhite finally came into sense after the prince kissed her.make sense :make sense of :make no sense :in a sense/way :in no sense come to one’s sensethere is no sense to do/in doing:做某事是没实用的，没存心义的【练习】短文填空When I ________ he is lying to me. I asked him, “ Canyou _________ the school rules? If you think they really _________in a sense, ____________ lying to your teachers, that is to say, _________ could you have cheated me! ”Ⅱsense 作为动词，意为 _______________Example: She sensed that she was being watched by a tall man. 在这句话中 sense能够替代为 _________, ____________.2.【原句】 (L2)When Polly left home that morning, the city was already covered ina grey mist. 波莉走开家的那一天清晨，这座城市已笼盖在灰白色的雾气中。

Module3 Unit1 教学设计课题AWE M3 U1 主备人江亚平工程目标要求话题The world of our senses语音Natural and fluent pronunciation and intonationconfuse, fog, forecast, observe, glance, nowhere,wherever, narrow, approach, darkness, hesitate,grasp, stare, anxious, grateful, aid, relief, reduce,volunteer, analyze, recognize, puzzle, sniff, ignore,sweat, distance, thunder, lightning, wave, overhead,词汇tap, suit, disability, hopeful, whisper, bite, contrary, 语言知识flesh, attract, calm, panic, fist, likely, soldier, roll,loose, employ, compass, unlikein sight, wish for, reach out, watch out for, roll up语法1. Introduction to noun clauses2. Noun clauses beginning with that or if/whether功能Talking about the world of our senses听S tudents will be able to listen to and understand a talk about a storytelling contest语言技能说读S tudents will be able to discuss the five senses and tell a storyStudents will be able to read the story entitled“Fog〞and two articles about animals写S tudents will be able to write a story with a surprise endingStudents know the importance of our senses情感态度Students know the significance of interpersonal relationships Students learn typical weather in different countries学习策略D iscussion and group work, co-operation with each other, expanding vocabulary related to weather.课时主备教案课型WelcomeLearning objectives:By the end of this period, students will be able to1. realize how people uses their five senses in their daily life;3. learn how to make better uses of their senses through participation in the discussion. Focus of the lesson:2. picture-talking3. mastering words about the five sensesPredicted area of difficulties:1. expressing their opinions about people ’s senses2. memorizing words and phrases concerning five sensesLearning aids:1. PPT2. blackboardLearning procedures:PROCEDURE CONTENTS 二次备课1. Daily reportWarming up (ppt1-4 ) 2. Get students to answer a few questions about people’s senses3. Have them fill in the blanks and grasp the expression of the five senses in English1. Encourage students to talk about the four picturesPresentation of respectively and share opinions with each other. welcome to the Each group is responsible for one picture.unit (p 5-7) 2. Ask students to answer a few questions to makethem understand the pictures better.1. Get students to use what they have learnt to fill inthe blanks.Exercise (p8-9) 2. Make students fully aware of the importance ofthe five senses3. Check answers with students as a whole class.Thinking and discussing(p10-18) 1. Get students to think about the three questions in the book and have a discussion.2. Show students pictures to arouse their interest in the lesson in the process of the discussion.Homework 1. Preview the reading part, do Exercise C1 and C2.(p19) 2. Preview the reading strategy.课型Reading (1)Learning objectives:2By the end of this period, students will be able to4. gain an overall understanding of the article;5. know clearly the important elements of stories;6. apply what students have learnt in reading strategy part to practical use.Focus of the lesson:4. having a thorough understanding of the article5. putting reading strategy into practical usePredicted area of difficulties:understanding the general idea of the articleLearning aids:3. PPT4. blackboardLearning procedures:PROCEDURES CONTENT 二次备课3. Daily report4. Lead in:Warming upShow students a picture and encourage them to havea free talk with each other about fog, leading inwords at the same time.(p1-4)Reading strategy (p5) Draw students’attention to reading strategy and make sure that students know the key elements in a story.Output of 1. Tell students to find the relevant information in reading strategy the article according to Reading Strategy.(p6) 2. Check answers with them.4.Encourage students to read the article carefully Reading Comprehension( and finish the exercises part C1, C2, and D.p7-13) 2. Have them discuss in groups.Further Get students to answer a few more challenging understanding questions to help them understand the text better.(p14-15)Post-reading Encourage students to retell the story with the help a (p16-17) few phrases.Ask students to have a discussion about the Discussion (p18) personality of the old man and things we could dofor the old.Role-play(p19-2 Encourage students to have a role play and shoe0) them a few sample questions for reference1. Read this article again and underline some usefulHomework phrases.(p21) 2. Finish exercise E on P 5 to consolidate what theyhave learned in class.课型Reading (2)Learning objectives:By the end of this period, students will be able to6. grasp the usage of some key words and phrases;7. understand the newspaper article better;8. use the key words and phrases correctly in relevant exercises.Focus of the lesson:the usage of some key words and phrasesPredicted area of difficulties:5. the usage of the words and expressions: once, sense, approach, find+O+O.C6. the usage of thatLearning aids:5. PPT6. blackboardLearning procedures:PROCEDURES CONTENT 二次备课5. Daily reportRevision (p1-2) 6. Revision: check answers in part E with students.7. Have students underline the key words and phrases.2. once3. that4. observe5. the restLanguage points 5. glance atteaching(3-34) 6. nowhere2. sight3. approach4. beat with fear5. wish47. hold her still8. hesitate9. find+O+O.C.10. watch out for11. exceptAsk students to make up a story, using at least 8Practice (p35) words, phrases or sentence structures they havelearned in this period of class.9. Review the new words and phrases and keep themin mind.Homework(p36)10. Finish the exercises in workbook.11. Recite the required part in the book.课型Word powerLearning objectives:By the end of this period, students will be able to7. learn that many words in English can have different roles in different types of sentences;8. review and learn words used to describe different kinds of weatherFocus of the lesson:7. Parts of speech8. Words describing the weatherPredicted area of difficulties:Parts of speechLearning aids:8. PPT9. blackboardLearning procedures:PROCEDURE CONTENT 二次备课Warming up(p1-2) 6. Daily report7. Lead in the topic of this period by showing students two examples from the article.6. Check students’understanding by doing somePractice (p3-4) exercise.7. Check answers with students.Consolidation exercise (p5-23) 12. Have students do more exercise to consolidatewhat they have learnt.13. Remind students that they can use the dictionary for reference.12. Show students a picture and let them tell whichPresentation city it is.(p24-25) 2. Review some words about weather and add somenew ones.Exercise 9. Ask students to finish the exercise in part B.10. Check answers with students.Encourage students to have a discussion about theDiscussion (p26) following two questions.9. What kind of weather do you prefer?10. Please forecast the weather of tomorrow.10. Try to find more words with different parts ofHomework speech.(p27) 2. Talk about different kinds of weather in differentseasons and places.课型Grammar and usageLearning objectives:By the end of this period, students will be able to8. know clearly what noun clauses are;9. recognize different kinds of nouns clauses correctly;10. understand how to use conjunctions that and if/whether to introduce noun clauses. Focus of the lesson:knowing clearly the different types of noun clausesmastering the usage of that and if/whether in noun clausesPredicted area of difficulties:knowing the difference between appositive clauses and attributive clausesLearning aids:8. PPT9. blackboardLearning procedures:PROCEDURE CONTENT 二次备课Warming 1. Daily reportup(p1-4) 2. Do some warm-up exercise to get studentsinterested in the lesson.Presentation Show students the concept of noun clauses and its (p5-10) functions in sentences.Introduction and explanation(p11-28) 14. Introduce the four different noun clauses tostudents one by one.15. Get students to do some exercise for consolidation at the same time.13. Have students finish the exercise on P 9. Exercise(p29)14. Check answers with them to know how they aregetting along with noun clauses.Useful phrases Show students some useful phrases and explain (p30-32) wherever it is necessary.Review (p33) Review the four different kinds of noun clauses with students.Key points often Draw students ’attention to the following key points tested in exams because they are often tested in exams.(p34-42)More practice (p43-56) 11. Challenge students to do more exercise forconsolidation.12. Check answers with them.Homework 1. Finish part C1 and C2 on P92 in students ’book (p57) 2. Finish the exercise in the workbook.课型____TaskLearning objectives:By the end of this period, students will be able to11. know clearly how to plot a story;12. recognize different elements of a comic strip;13. improve their language in story-telling by using adjectives and adverbs. Focus of the lesson:11. mastering the rules in plotting a story12. preparing a story with a surprise endingPredicted area of difficulties:writing a story with a surprise ending using adjectives and adverbs Learning aids:11. PPT16. blackboardLearning procedures:PROCEDURE CONTENT 二次备课15. Daily reportWarming up and lead in(p1-2) 16. Lead in by inviting students to retell the storyFog .17. Get students to talk about different kinds of stories they like.18. Lead in words at the same time.Presentation of Tell students the concept pf plot and show students plot1(p3-4) the three parts a plot usually contains.Practice Have students finish the exercises on P12-13 to make sure that they understand the rules clearlyPresentation of This part is relatively easy and teachers can choose Skills building 2 their respective way to deal with this part.and Step 2 (p4)Presentation of Step 1 (p5-6) 13. Ask students to listen to the radio and finish theexercise in parts A, B and C.14. Give students a sample for reference.Presentation of 1. Ask students to recognize different kinds of Skills building elements by giving examples.1(p7-9) 2. Encourage students to do some exercise.14. Tell students that different stories have different Presentation of endings.Step 2 (p10-12) 2. Have students finish the exercise on P15.13. Ask students to finish the exercise on the PPT. Presentation of 1. Make students aware of the importance of Skills building 3 adjectives and adverbs in stories.(p13-14) 2. Have students finish the exercise on P16.Presentation of Step3(p15-16) 12. Ask students to finish the exercise on P17.13. Ask students to present their stories.14. Give them an example.Homework(p17) 10. Prepare a story with a surprising ending.11. Preview project.8Learning objectives:By the end of this period, students will be able to17. know how sharks use their senses to survive dangers in their environment and how pigeonscan always find their way home;18. learn how to talk about animals and their unique senses;19. develop a TV show about how an animal uses its senses.Focus of the lesson:19. understanding the main idea of the two articles20. how to develop a TV showPredicted area of difficulties:developing a TV show about how an animal uses its sensesLearning aids:15. PPT16. blackboardLearning procedures:PROCEDURES CONTENTS 二次备课15. Show students pictures and let them discuss withWarming up each other the different kinds of sharks and theirand lead in senses.(p2-9) 2. Give students more information about sharks tomake them understand the senses of sharks better.Fast reading Get students to read the text quickly and do some(p10-11) exercise to check their understandingCareful reading Tell students to read the text carefully and find out(p12-16) the general idea of each paragraph.Instruct students to learn some useful phrases in the Key phrases(p17-18) text and explain some if necessary.Summary (p19) Help students make a summary of the whole text.14. PlanningDevelop a show 2. Preparing(p20-26) 3. Producing15. PresentingHomework 1. Finish the exercise in the workbook.(p27) 2. Review words and phrases in this unit.9。

Module3 Unit1教学设计课型 WeleLearning objectives:By the end of this period, students will be able to1、 realize how people uses their five senses in their daily life;2、 learn how to make better uses of their senses through participation in the discussion、Focus of the lesson:1、 picture-talking2、 mastering words about the five sensesPredicted area of difficulties:1、 expressing their opinions about people’s senses2、 memorizing words and phrases concerning five sensesLearning aids:1、2、 blackboardReading (1)Learning objectives:By the end of this period, students will be able to1、 gain an overall understanding of the article;2、 know clearly the important elements of stories;3、 apply what students have learnt in reading strategy part to practical use、Focus of the lesson:1、 having a thorough understanding of the article2、 putting reading strategy into practical useunderstanding the general idea of the articleLearning aids:1、2、 blackboardReading (2)Learning objectives:By the end of this period, students will be able to1、 grasp the usage of some key words and phrases;2、 understand the newspaper article better;3、 use the key words and phrases correctly in relevant exercises、Focus of the lesson:the usage of some key words and phrases1、 the usage of the words and expressions: once, sense, approach, find+O+O、C2、 the usage of thatLearning aids:1、2、 blackboardWord powerLearning objectives:By the end of this period, students will be able to1、 learn that many words in English can have different roles in different types of sentences;2、 review and learn words used to describe different kinds of weatherFocus of the lesson:1、 Parts of speech2、 Words describing the weatherPredicted area of difficulties:Parts of speechLearning aids:1、2、 blackboardGrammar and usageLearning objectives:By the end of this period, students will be able to1、 know clearly what noun clauses are;2、 recognize different kinds of nouns clauses correctly;3、 understand how to use conjunctions that and if/whether to introduce noun clauses、Focus of the lesson:knowing clearly the different types of noun clausesmastering the usage of that and if/whether in noun clausesPredicted area of difficulties:knowing the difference between appositive clauses and attributive clauses Learning aids:1、2、 blackboard____TaskLearning objectives:By the end of this period, students will be able to1、 know clearly how to plot a story;2、 recognize different elements of a ic strip;3、 improve their language in story-telling by using adjectives and adverbs、Focus of the lesson:1、 mastering the rules in plotting a story2、 preparing a story with a surprise endingPredicted area of difficulties:writing a story with a surprise ending using adjectives and adverbsLearning aids:1、2、 blackboardLearning procedures:____ProjectLearning objectives:By the end of this period, students will be able to1、 know how sharks use their senses to survive dangers in their environment and how pigeonscan always find their way home;2、 learn how to talk about animals and their unique senses;3、 develop a TV show about how an animal uses its senses、Focus of the lesson:1、 understanding the main idea of the two articles2、 how to develop a TV showPredicted area of difficulties:developing a TV show about how an animal uses its senses Learning aids:1、2、 blackboard。

牛津高中英语模块三Unit1语法教案设计扬中树人高中部王平一、教学内容：本单元的语法知识是名词性从句，即主语从句、宾语从句、表语从句、同位语从句，以及that, if和whether三个关系词的使用。

二、教学目标：·知识目标：学生能掌握名词性从句的类型（主语从句、表语从句、宾语从句、同位语从句等）、关系词（that, if & whether）及用法。

·情感目标：激发学生的学习兴趣，重视所学知识内容；激励学生在小组活动中与同伴积极合作，了解自己的学习情况。

·能力目标：学生通过自主学习与合作学习能及时掌握教学内容；提高认知和思维能力。

准确快速地解决与知识点相对应的高考真题。

三、教学重、难点：·重点：名词性从句的类型和关系词·难点：that, if和whether的使用原则四、教学工具：多媒体教学工具五、教学方法：讲授法任务型教学法合作学习六、教学思路设计：Step 1 Lead-in:Questions and answers between the teacher and students in order to remind the Ss of object clause.Step 2 Presentation: introduce noun clauses1. Using a noun clause as the object of a (宾语从句):A．动词They know that the habit will kill them.He asked how much I paid for the violin.B．介词Your success depends on whether you work hard or not.I’ll give it to whoever needs it most.C．“it”用来做形式宾语，代替宾语从句We all thought it good news that the fog had finally gone.The conductor has made it clear that no buses will be running.2. Using a noun clause as the subject of a sentence (主语从句)Whether he will go there is not known.What he said is not true.Where he hid the money is to be found out.It is certain that he will succeed.ing a noun clause as the predictive of be (表语从句)The question is whether we can rely on him.That’s because we were in need of money at that time.He looked as if he was going to cry.That’s why I was late.ing a noun clause in apposition to a noun (同位语从句)The news that he failed in the exam surprised his parents.Word came that we would have two days off next week.There is no possibility that our team will lose the game.I’ll keep the promise that I will help you out when you are in trouble.PracticePlease turn to P 92 and do Exercise C1Step 4 The usage of “that, if & whether”Task1 that在名词性从句中的意义及用法A. that在名词性从句中属于“三无”，即“没有意义，不做成分，一般不省”。

Unit 3 Looking good, feeling good1st period Welcome to the UnitTeaching aims:(1) Make students pay attention to their health, and how to keep healthy.(2) Get the Ss to improve oral English by talking about the pictures.Important points & difficult points:(1) Students are expected to express their own opinions by comparing the importance of beauty and health.(2) Encourage students to speak freely.Procedure:Step 1 Lead-in(1) Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”(2) Some questions about yourself:•Do you think appearance plays an important part in your life?•Which do you think is more important, looking good or feeling good?Step 2 Talk about the pictures“Wow! I think this blouse will make me look slimmer.”“This is really difficult but I feel so strong.”“You must get enough sleep to stay healthy.”“Eating more fruit makes me feel better.”Step 3 Discussion:Choose one picture and have a free talk.(1) Who is the person? (2) The reason why he/she does so as the picture shows(3) Give some details about the picture(An example：Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)Step4 Talk about questions on P41(1) Do you think we can change our appearance by wearing different clothes?(2) Which do you think is more important, eating well or doingexercises?(3) What do you do to keep yourself looking good and feeling good?Step 5 Further discussion:Step 6 Homework(1) Preview the reading text.(2) Choose one picture on P41, and write down the details about it.2nd period ReadingTeaching aims:(1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.(2) Stimulate the Ss’interest in learning English bytalking about their own opinions when itcomes to the topic “To be beautiful or to be healthy ”. Important points & difficult points:(1)Find the main points in the three letters and express them.(2)Understanding the text.Procedure:Step 1 Lead-in(1) Some people are overweight, some are a little fat, andsome are slim. Find why people are fat.(2) Discuss ways of losing weight.a)going on a diet b) exercising in the gymc) receiving surgical treatment d) takingweight-loss pills(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.Step 2 Reading comprehension(1) General questions: (1st reading)Where does Amy come from?What kind of pills did Amy take?What caused Amy’s liver to fall?(3)Ex C1 Choose the best answers. (2nd reading)Questions: 1-6Step 3 Further reading(1) Ex C2 Find the main points in the three letters (3rd reading)(2) Ex D1 D2 Detailed understanding and learning new words in the context.Step 4 Develop reading ability through usage(1) Ex E Complete the letter based on the text.Step 5 Consolidation and Expansion (Choose one of the following.)(1) Suppose you are A my’s best friend. What advice or suggestions would you give to Amy?(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?(3) What do you think is the best way to keep healthy? Why? Step 6 HomeworkRead the whole text (1) to know what Amy had to stay slim and how she recovered.(2) to learn some language usages3rd period ReadingTeaching aims:(1)Encourage the Ss to raise reading ability by focusing onlanguage points.(2)Get the Ss to grasp the new language usage in the text bylearning them.Important points & difficult points:Language usage:(1) used to do sth be/get used to sth/ doing sth use sthto do sth be used to do sth(2) touching; exciting; moving; disappointing, in teresting… (arouse the feeling…)touched; excited; moved; disappointed, interesting…(be made to feel…)Procedure:Step 1 RevisionCheck the language usage in the text(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’ (4) Question tagsStep 2 Language points (Learn and use)(1) I used to go to the gym three times a week, but I don’t work out any more.used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法It used to be thought that the Earth was flat, but now everyone knows it is round.Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?I never got used to going to bed so late.Computers are used to do a lot of work in many companies. (2) I used to go to the gym thr ee times a week, but I don’twork out any more.Many famous actors keep fit by working out in the gym every day.The room smelled wonderful but they could not work out where the smell was from.(3) I’m trying to lose weight because I’m so ashamed of my body.be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法To keep fit, we should always avoid food containing too much fat.The price includes the postage charges.My pet dog has caused me a lot of trouble. What caused him to fall off his horse?(6)This is really a touching story-a stranger who donatedpart of his liver to a girl he doesn’t even know!The son and his parents are parting at the station with tears in their eyes. What a touching scene!touching; exciting; moving; disappointing, interesting… (arouse the feeling…)touched; excited; moved; disappointed, interesting… (be made to feel…)The excited children were opening their Christmas presents.(excite)She was deeply moved when she watched the moving film.(move)Step 3 ConsolidationRead the text and find the sentences containing the language usages we have just learned.Step4 Homework(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.4th period Word powerTeaching aims:(1). Learn and master the new words about sports(2). Enlarge the knowledge about sportImportant points & difficult points:(1). Talk about sports to learn new words(2). Remember some new names of sportsProcedure:Step 1 Lead-inTalk about the 10th National Sports in Nanjing:(1) What have Nanjing people done for the 10th National Sports ?(2) What can I do for this sports meeting?(3) How many kinds of sports can you name ?Free talk about yourself.(1) Of all kinds of sports, which do you like most?(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?Step 2 Read and speak(1) Part A on page 46(2) Find all the names of clubsStep 3 Further studyTalk about expressions of the pictures about sports: badminton tennis boxing fencingweightlifting squash shooting volleyballbasketball football aerobics triathlonStep 4 Read and understand(1) Complete the exercise of Part C on page 47.(2) Some questions for you :1) What suggestions does Zhou Ling give to Amy?2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.(3) Types of sports Part D (P47)Do you know which are indoor sports and which are outdoor sports? Think more!boxing beach volleyball fencinggymnastics skiing baseball…Step 5. Homework(1) Learn all the new words by heart.(2) Make sure you know how to use it.5th period Grammar and usageTeaching aims:(1) Master the usage of non-restrictive Attributive Clause.(2) Practice about all kinds of Attributive Clause.Important points & difficult points:(1) Non-restrictive Attributive Clause.(2) The usage of “which”and “that”in AttributiveClause.(3) Some special usage of “that” in Attributive Clause. Procedure:Step 1 Lead-in(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.(3) Ask Ss to find out the differences between these sentences.That is,Comma;The Non-restrictive Attributive Clause can be left out; We can’t use “that” in this kind of sentence;We can’t miss the relative words, either.Step 2 Initial knowledge of Non-restrictive Attributive ClauseFind out the Non-restrictive Attributive Clause on page 42-43 (Reading).Step 3 Non-restrictive Attributive Clauses(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;(3) More exercises.Step 4 Further study of the Attributive Clauses“That”must be used in Attributive Clause in the following cases:(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.(3).The antecedent is modified by an ordinal or superlative(4). The antecedent is modified by only, very, last, etc.(5). The antecedent refers to people and things.(6). A sentence begins with who or which.(7).A relative pronoun functions as predicative.More examples are available in each part.More exercises are available as well.Step 5 Summary and homeworkA brief summary of the usage of Attributive Clauses Complete the exercises on page 48-49.6th period Grammar and usageTeaching aims:(1) Master the usage of non-restrictive Attributive Clause.(2) Review the usage of all kinds of Attributive Clause.(3) Review the usage of intonation, and learn how to read question tags.(4) Learn and master the form of question tags.Important points & difficult points:Some special forms of the question tags.Procedure:Step 1 Lead-inT shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is ‘seehow much I love you’.T: Do you say “I love you” to your parents? And how do you say it?S: …T: Do your parents say “I love you”to you? If they are too shy to say “I love you”to you, you can ask them, “You love me, don’t you?”and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.Step 2 Question tagsT introduces the definition of question tags and the basic usage of question tag.(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.(4) We use an auxiliary verb, model verb or be in a question tag.(5) After an imperative clause, we use will you. After Let’s,we use shall we.Some exercises are available as well.Step 3 Language pointsT asks Ss to read out the answers and T introduces the important language points as well.(1). considera.考虑consider sth./doing sth.b. consider 认为 +that clause/ sb. to bec. consider as 认为……是……(2). be skinny= be very thin(3). lift weights(4). side effect(5). achievement(6). take the risk(7). read your postStep 4HomeworkP51, A, B; P104, C1, C27th period TaskTeaching aims:(1) Practise students’ language skills of listening, reading, speaking and writing(2) Help students to learn 2 skills of finding informationImportant points & difficult points:(1) Find and underline the main ideas(2) Find and circle the key wordsProcedure:Step 1 Introduce two skills of finding information:(1) Read the questions carefully before you begin.(2) Skim the passage, and look for main points and key words. Step 2 Practise(1) Find the main ideas and key words in a passage:Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health. Key words: cause liver failure; worried about her figure; health is priceless; eat properly(2) Read two pictures about “Better Body Gym”, and find the main points and key words.(3) Passage understandingSome questions about the above two pictures;1.Membership fee:__________________2.Number of gyms in the city:1.____2.____3.____3.What do you get forfree?__________________________________________4. How big is each gym?5.Can you get advice from a personal trainer?Yes______ No______6. How can you find out more?____________________Step 3 Practise listening1.One in Jinshan Road; one near the King Hotel2.No3.Provide with your ID number4.NoStep 4 Practise writing(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information . (2) Write a letter to recommend a gym to a friendStep 5 Homework(1) Find information about a club.(2) Invite your friend to join it.8th period TaskTeaching aims:(1) Get the Ss to focus on note-taking skills by studying and practising.(2) Encourage the Ss to use abbr, key words and symbols in taking notes.Important points & difficult points:(1) Use abbreviations & contractions. (2) Write down the key words. (3) Use symbols(4) Use punctuations (5) Interviewing classmates about exercise and taking notesProcedure:Step 1 Lead-inGuess the meanings:Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥﹤↑↓ A Q ABC BA circamara SOHO contd Art FestStep 2 Note-taking1 use abbreviations & contractions:PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest2 Write down the key words.(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.(2) Practice: Let’s try.3 Use symbols(1) Model: By swimming regularly, jogging, drinking lotsof water and getting plenty of sleep, I can be healthier.swimming + jogging + water + sleep →healthier(2) Practice: Let’s try.Step 3 Listening practice:1 The number seven bus is not on time. No. 7 bus isn’ton time.2 Our department is increasing the number of teachers.Ourdept is↑the no. of teachers.3 I’d like to see the manufacturer.I’d like to see themfr.4 Senior High 1 has a bigger class than Senior High 2.SH1has a ﹥class than SH2.5 The People’s Republic of China was founded in 1949.PRCwas founded in 1949.Step 4 Interviewing classmates about exercise(1) Listen to the speaker and take notes about theequipment available in the gym.(2) Interview your partner. (3) Tell your class whatexercise your partner does.Step 5 Using punctuation(1)Do you know these punctuationmarks? , . ? ! : ; ‘ ’ ’ - —(2) Practice: Let’s try:Step 6 ConsolidationWrite an e-mail to your friend recommending Better Body Gym. Step 7 HomeworkExx D1 & D29th period ProjectTeaching aims:(1)Get the Ss to know about proper health and fitness so thatthey can take care of themselves.(2) Improve the students’ ability of making a survey and making a questionnaire.Important points & difficult points:(1) Read the passage about health.(2) Make a survey about health.(3) Complete a report about health.Procedure:Step 1 Lead-inT shows two pictures, one is Nicole Kidman, and the other isVictoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?Step 2 Skimming(1) Try to get the main idea of each paragraph.(2) Try to get the general idea of the whole passage.Step 3 Introducing the projectMake a booklet about how healthy the students in our school. Step 4 The procedures of doing the project(1)Planning:Get into groups(4-6)Clear assignmentsDecide which group your group will survey.(2)preparing:Make a questionnaire.Give out and collect the questionnaires.Record and analyze the statistics.Write the report.(3) Producing:a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do youA sample questionnaire is provided as a reference as well.b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.d. Report should include the following parts:the class, grade;how many Ss answered the Qs;comparison(3)presenting:Present the reports to the classStep 5 HomeworkComplete the project10th period ProjectTeaching aims:(1) Improve the students’ ability and provide practice.(2) Make a booklet about health.(3) Master the usage of some useful words and expressions. Important points & difficult points:(1) Present a report about health to the whole class.(2) Make a booklet about health.Procedure:Step 1 Lead-inT shows Ss the rules of how to present.1. Report should include the following parts:the class, grade;how many Ss answered the Qs;comparison2. Each group member should report on part of the results. Step 2 PresentationT values which group did a better job, and also invites the Ss to talk about which they like best, and why.Step 3 How to make a bookletA booklet will include…•cover•contents•reports•appendixStep 4 Language pointsT introduces some language points in the article to Ss. (1) Word focuslife-styleregularcountcontrolconcentrate(2)words to be learned from old wordsenergy, skip(3)phrases to be noticedalong within the long terma good amount of sleepas a matter of factin no timeStep 5 homeworkMake a booklet。