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牛津高中英语教学设计单元：Unit 3 Looking good, feeling good板块：ProjectThoughts on the design本节课的主题是Making a booklet about fitness, 所以教师课堂教学的落脚点应该是教会学生如何自己完成一个project，而不是像普通的reading教学那样注重背景知识、课文里的语言知识和问题的延伸，project课的教学重点在于教会学生如何以小组合作学习的方式和探究学习的方式去解决实际问题。
基于这个理念，本节课的设计把阅读文章部分作为学生制作booklet的一个模板，引导学生注重文章的结构和各部分的大意，培养学生获取信息、分析问题、处理信息的能力。
在第二部分的教学过程上，教师重在指导学生如何进行调查，如何设计调查问卷，如何撰写调查报告，这些重点在教学设计的过程中有非常具体的体现。
Teaching AimsAfter learning the passage and the introduction on how to make a booklet about fitness, the students will be able to know:1. the importance of living a healthy life;2. how to keep fit and feel better;3. how to finish a project by working together.Teaching ProceduresStep1 Lead-in1.Brainstorm （PPT 4）这是一篇杂志上介绍怎样保持身体健康、如何过上健康生活的文章，通过学习本文，让学生了解保持一种积极健康的生活方式的重要性，所以，在本节课的开始阶段，教师可使用brainstorm的形式，通过两个开放式的问题——“How much do you know about proper health and fitness?”以及“What do you usually do in order to live a healthy life?”的讨论，以学生对自己生活经历的回顾，教师自然地把他们引入到本节课的主题上。
Book 1 Unit 3 The art of paintingProjectMaking a poster about a painter一、教学目标By the end of this section, students will be able to:1. research on a painter through cooperation and exploration;2. write and present the poster of group work;3. evaluate and comment on each other’s poster.二、教学重难点To enhance one’s abilities of innovative and cooperative learning.三、教学过程步骤教学活动设计意图互动时间/模式PreparationStep 1 1. The teacher has students discuss the types and styles of painting and show some examples.(1) What have you learnt about the types ofpainting?(2) Can you show some examples from differentcultures and periods?(3) What about their painting styles?2. The teacher has students discuss and choose theirfavourite painter in class.(1) Which painter does your group would like toresearch on?(2) Why do you want to research on this painter?(3) Can you tell us his/her personal information and通过创设语境，激活学生已有的关于绘画类型、风格和名画、画家的认知和经验；复习单元话题“绘画的艺术”下的词汇知识、语法知识、语篇知识和语用知识，帮助学生构建单元学习与应用框架；引导学生重点研究他们喜10’Class WorkGroup Work。
Period 1 Welcome to the unitTeaching aims:1.Enable the students to describe people's current situations2.Train the students' speaking ability by expressing their opinions on looking good and feeling good Teaching important & difficult points1.Enable the students to express opinions about how to look good and feel good.2.En able the stude nts to tell d if fere nt ways about how to both look good and feel good. Teaching methodsCooperative learning, task-based learningTeaching aidsA computer and a projector.Teaching proceduresStep 1 Brainstorming1.Greeting2.Let the students enjoy some pictures about some beauties and some handsome you ng men..Then activate students' imagination by asking the following questions:T: Everybody likes beauties, so lets enjoy some pictures・Are the girls beautiful?Will you fall in love with them when you first see them?Are the young men very handsome? Are they very famous?Where can you find them?Do you want to be as beautiful and attractive as them?3.Ask Ss to say something about some unpleasant pictures and answer:Do they look good and feel good? Why?Step 2 Further discussion1.Ask Ss to discuss two questions:1). Do you think looki ng good is as imports nt as feeli ng good? Why?2). What makes one look better and feel better?2.Get the Ss look at some pictures and give the answersStep 3 conclusionAfter the discussion is finished, the teacher sums up the balanee of how to look good and feel good ・How can we both look good and feel good?1)Confident2)Healthy Physically3)Healthy mentally4)Exercise regularly5)Healthy dietStep 4 AdviceAsk the Ss to work in groups to discuss the advice about how to keep fit.The teacher give some suggested measures for the students to stay healthy:•Don't eat junk food. Try and eat a healthy diet.•Don't go to bed too late. Make sure you get sufficient sleep・•Get regular exercise.•Go to see the doctor if you're not feeling well.•Don't spend too much time using computers or watching TV, as it is bad for your eyes. Step 5 Homework1.Find more information about how to keep fit.2 . Write a passage about "health and beauty" or "healthy eating and exercise".Teachi ng Post-descripti on:Periods 2-5 ReadingTeaching aims:1- Enable the students to learn about the three letters2.Train the students〃reading ability(skimming, detailed reading, consolidation)Teaching important and difficult points:1.Get the main points about the three emails.2.Enable the stude nts to identify the main topic of each email and un d erst a nd sen tences with"however" and "but".Teaching methods:Cooperative learning, task-based learningTeaching Aids:1.A tape recorder.2.A multimedia.Teaching procedures:Step 1 Lead-in1.Greetings2.Ask Ss to talk about the pictures and answerDo they look good and feel good?Then show some pictures including some fat personsStudents may laughT: Do you feel its interesting? Why?S: In the picture, there're women models. Women models means they have good figures. Butthere's a fat man among themT: What kind of person do you like better, the fat or the slim.?3.Ask the students to look at the picture about a fat man being treated by a doctor and ask: What is hetrying to do?Step 2 Pre-reading1 Discuss about this question:If you are the person who is a little over-weight, how would you lose weight? Please discuss with your partner.Suggested answersGoing on a dietExercising in a gymReceiving surgical treatmentTaking weight-loss pills2.Talk about the ways to lose weight and discuss which methods they prefer, including the adva ntagesand disadva ntages. Fin ally fill in the form.3.PredictionLook at the title and predict what will be talked about in the text(Who,, what, how, why, the results...)Step 3 Reading1- Fast readingRead the text fast and answer the three questions on page 42. and the meaning of the title "Dying to be thin……”1)The first is that Amy wan ted to be thin very much.2)The second is that Amy was going to die because she had taken some weight-loss pills.2.Careful reading1)True or false2)Multiple choices on page 44 Cl3)Discuss the main point of each letter and the whole passageStep 4 Further DiscussionAsk the Ss to work in groups to discuss the following questions.1- What lessons has Amy learnt from her experience?2.What kinds of advice would you give to Amy?Step 5 Reading strategy1.Explai n the d if fere nces in meaning betwee n the senten ces with "however" and "but".2.find out in the text the sentences using "however" and "but".Step 6 language points(1)I used to go to the gym three times a week, but I dorVt 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. 区另lj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 three times a week, but I don't work 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)Km trying to lose weight because Km so ashamed of my body.be ashamed of sb./sth./doing…/ be ashamed to do.../ be ashamed that...(4)Since Km preparing to act in a new TV play, l z 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 I讦e there? (5)They contain a harmful chemical that caused my liver to fail. contain / in elude 区另U 和用法To keep fit, we should always avoid food containing too much fat.The price in eludes the postage charges.My pet dog has caused me a lot of trouble. What caused him to fall off his horse?Step 7 Homework1.Read the text again to get a better understanding.2.Finish Part Al, A2 on page 94.3.Recite the new words and phrases of Reading4.Preview the Word Power.Teachi ng Post-descripti on:Periods 6-7 Word powerTeaching aims:1.Learn and master the new words about sports2.Enlarge the knowledge about sportImportant and difficult points:1.Talk about sports to learn new words2.Remember some new names of sportsTeaching methods:1.In dividual work2.Pair or group discussionparisonsTeaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 GreetingsStep 2 Brainstorming1- Are there any school clubs in your school? Have you ever joined one?2. Are you interested in sports clubs? Are you planning to join one?Step 3 PracticePart AL Read the diary by Zhou Ling and summarize the types of sports she mentioned2. Talk about which school clubs Zhou Ling can join and list some of the reasons. Discussion1- Are you interested in sports? What's your favorite?2. Can you name some types of sports you know?Part B1- Look at the following pictures and describe the sports2. Decide which sports in the pictures you would like to play.Words focusFill in the blanks with the names of sports1. __________ is a game which is usually played in the us by 2 teams of 9 people. Each playertries to hit the ball and then around in the field.2.Sang Lan is a happy girl, even after she got hurt seriously in a _____________ competition.3.The first gold medal that China won in the Olympics is in Men's _____________ •4. ________ is a sport in which people play on lakes which have a thick layer of ice.5.You will be attracted by the traditi onal music and _________ in Tibet or in Yurfnan Provi nee.6.Wushu, which is a Chinese __________ , is trying to get into the Olympics.7.In _________ , people will compete in three d iff ere nt sports, usually swimmi ng, cycli ng and running.8.When doing ________ , you will not only enjoy the beautiful music, but also strengthen theheart and lungs.9. _______ is a sport in which the athletes run 42,195 meters.10.When playing _________ , you kick a ball and there are 10 other people in your team.11.Wang Liqin is one of the best ___________ players in the world.12.In a game, there are 6 players in each team. They try to pat a ball over a net. It is a ________game.13.Tiger Woods is one of the best _______ players in the world. He is from the US.14.Michael Jordan, O'neal and Yao Ming are __________ players.15.Tian Liang and Guo Jingjing won gold medals for __________ in the 10th National Games.Key: 1. baseball, Z.gymnastics, 3・shooting» 4.skating f S.folk dance,6・martial art, 7.triathlon, 8.aerobics z 9.marathon, lOJootball,ll.table tennis, 12. volleyball, 13.golf 14. basketball, 15.divingPartC1.Read and complete the e-mail to Amy.2.What are the advantages of the sportsaccording to Zhou Ling?Part D1.Look at the pictures above again and talk about whether the sports are played indoors or outdoors.2.Fill in the columns on page 47.Step 4 Topics for discussionWork in groupsgroup 1: What can we benefit from sports?group 2: Say something about your favorite sport.group 3: Look at the body movements and guess the names of the sports.group 4: Talk about some in door sportsStep 5 Homework1.Try to find more names of sports.2.Do exercises on P100 in your workbook.3.Talk about different kinds of in door and outdoor sports.Teachi ng Post-description:Unit 3 Looking good, feeling goodPeriods Grammar and usageThe Attributive Clause (3)Teaching aims:1.Master the usage of non-restrictive Attributive Clause.2・ Practice about all kinds of Attributive Clause・Teaching important and difficult points:1.Non-restrictive Attributive Clause.2.The usage of "which" and "that" in Attributive Clause.3.Some special usage of "that" in Attributive Clause.Teaching methods:1.Presentation and team work.2.Practice.parison.Teaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 Revision and lead inAsk the students to recall what they've learned about the attributive clauses2.Ask them practice finishing some sentences using attributive clauses3.Conclusion of what has been learnt about the attributive clauses4.make a comparison to introduce the non- restrictive attributive clausesStep 2 work on the non- restrictive attributive clauses1.Ask the Ss to find out the restrictive and non・ restrictive attributive clauses in the text.2.tell the differences between the two kinds of attributive clauses by giving examples andmaking conclusions3.Ask them to summarize what has been learnt and practice using the non- restrictive attributiveclauses4.The important points of attributive clauses1)non- restrictive attributive clauses led by "as" and "which"2)non- restrictive attributive clauses led by "some/ any of which/ whom…"5.practice (correction, multiple choices, comparison)Step 3 Homework1.Go over the restrictive and non-restrictive attributive clauses.2.Finish the exercises of Part A and B on p48-49 in your textbook3.Finish Part Cl on P96 in your workbook.Step 4 work on question tags1.ask questions and lead in2.discuss what question tags are3.discuss the situations in which question tags are used according to examples4.practice finding out the question tags in the text and explain them5.ask questions about the types and formations of question tags6.give examples and conclude the formation of question tags7.tips on how to use the question tags8.practice timeStep 5 Language pointsExplanation and practice1)consider2)affect/ effect/ effort/ offer3)recognize/ realizeStep 6 practice and consolidation of the grammar pointsStep 7 Homework1.Go over the question tags.2.Finish Part A and B on P51 in your textbook as well as Part C2 on P96 in your workbook.3.Preview Task.Teachi ng Post-description:Periods 12-14 TaskTask skills building 1: asking for and giving adviceTeaching aims:1.Practise students' language skills of listening, reading, speaking and writing2.Help students to learn 2 skills of finding informationTeaching important points:1.Find and underline the main ideas2.Find and circle the key wordsTeaching methods:1.Listening-and-answering activities to help students practice asking for and giving advice2.In dividual, pair or group practiceTeaching aids:A blackboard and Multimedia.Teaching procedures: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 for free? ___________________________________________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 listeningl.One in Jinshan Road; one near the King Hotel2.No3.Provide with your ID number4.NoStep 4 Practise writingplete 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 Homework1.Find information about a club・2.Invite your friend to join it.Teachi ng Post-descripti on:Periods 15-16 ProjectTeaching 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.3.Make a booklet about health.Teaching Important and difficult points:1・ Use abbreviations & contract!ons.2.Write down the key words.e symbolse punctuations5.In terviewing classmates about exercise and taki ng notes6.Present a report about health to the whole class.Teaching methods:Task-based learning and cooperative learningTeaching aids:A blackboard and Multimedia.Teaching procedures:Step 1 Lead-inT shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham・ Ask the Ss whether they know them? What do they think about them? Do they think they're beaut讦ul? 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 project⑴ Plan ning:Get into groups(3)Clear assig nmentsDecide 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 questi onn aire is provided as a ref ere nee as well.b.Remember to talk to the teacher to get eno ugh time to give out and collect your Questio nn aire.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 Lead-inT shows Ss the rules of how to present.1.Report should in elude the followi ng parts:the class, grade;how many Ss answered the Qs;comparison2.Each group member should report on part of the results.Step 6 PresentationT values which group did a better job, and also invites the Ss to talk about which they like best, and why.Step 7 How to make a bookletA booklet will in elude...•cover•con tents•reports•appe ndixStep 8 Language pointsT introduces some language points in the article to Ss.(1)Word focusI 讦e-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 9 homework1.Make a booklet2.Unit Revision: The ninth period.Teachi ng Post-descripti on:。
创意英语教案二：高中牛津英语 Unit 3 Project 模块一在高中英语教学中，Project（课程设计）是一个非常重要的环节，它不仅可以提高学生英语综合能力，而且可以培养学生的思维能力、创新能力、合作能力和实践能力。
在本文中，我们将介绍高中牛津英语教材中Unit 3 Project 模块一的教学设计和实施方法。
一、教学设计1.教学目标：（1）对话技能：学生能够熟练地使用目标语言进行日常对话交流。
（2）写作技能：学生能够通过写作表达自己的想法，并且结构和语言表现得比较准确和清晰。
（3）实践能力：学生能够根据实际情况进行调查、研究和分析，并且能够选择正确的方法和工具完成任务。
2.教学内容：（1）对话：学生将要进行家庭成员、家庭住址、家庭成员职业和爱好等方面的对话。
（2）写作：学生将要根据对话的内容撰写一篇短文。
（3）实践：学生将要前往校外进行任务调查，并且需要使用相关工具进行分析。
调查内容包括社区居民收入、职业分布、人口结构、教育资源利用情况等。
3.教学方法：（1）任务型教学法：教师将教学任务分解成多个小任务，逐步引导学生完成整个教学过程。
任务型教学注重学生的参与和实践，满足学生的个性化需求，使学生能够自主学习、自主思考和自主管理。
（2）合作学习法：教师将学生分为小组，让小组内的学生互相交流和合作，提高学生的参与度和情感投入度。
二、教学实施1.预习阶段为了使学生能够更好地理解课本内容和学习任务，教师需要在课前进行课前预习的工作。
教师可以通过给学生课前作业、让学生自主探究、提供相关网址等方式，引导学生进行课前预习。
2.授课阶段在授课阶段，教师将通过引言、示范、提示、辅导等方式进行教学。
教师需要遵循任务型教学法和合作学习法的要求，让学生在双向交流的基础上逐步完成复杂的教学任务。
3.巩固阶段在巩固阶段，教师需要对学生进行评价和反馈，并且让学生进行自我评价和反思。
在这一阶段，教师应该培养学生的创新思维和实践能力，鼓励学生进行探究和尝试。
