教案1 introduction in module 3
Module3 Unit1第一课时教学设计 外研版英语九年级上册
能听辨关键词并准确写出
能根据表格提示，按时间顺序说出邓亚萍的事迹
能听辨关键词并准确写出
能根据文本信息并结合实际思考回答下列问题
能够在上下文中选出单词的正确释义
能根据提示，简要说出对话主要内容。90%以上的学生能够说出
Step 4
Homework
1. Read aloud the new words and phrases.
5.能根据不同的阅读目的运用简单的阅读策略获取信息。
课标分解
1.能通过听对话，选择或说出对话中的人物、地点、主题等关键信息；
2.能通过阅读对话，找出对话中的具体人物、时间、事件等信息；能选出或说出对话的主要内容；
3.能根据上下文猜出生词的意思，不妨碍听和阅读的理解。
教材
分析
本模块以“英雄”为话题，介绍了体育、科技、历史、医疗等领域的英雄人物。Unit 1的对话是大明和李老师在课堂上的谈话，主要由大明介绍了自己心目中的英雄—乒坛名将邓亚萍。通过对话学习，学生可以了解到邓亚萍刻苦努力、锲而不舍的精神品质。教师引导学生关注原因、结果状语从句，帮助学生学会按时间顺序摘录英雄事迹中的重要信息。
2. Listento the first partand complete the table.
Facts about Deng Yaping
When she was five,
She____playing table tennis.
When she was twenty-four,
She___playing table tennis..
2.听辨对话中的人物及其关系，明确对话场所和话题；
3.通过听和阅读对话，说出大意、记录关键信息及观点并简述对话内容；
外研版七年级英语上册教案Module 3 Unit 1
Module 3My schoolUnit 1 There are thirty students in myclass.教材分析This is the first lesson in this Module 3,which takes the school as the topic, focusing on the introduction of the school.The topic is close to student life; freshmen are also interested in introducing the school. Teaching should be combined with the actual situation of students, flexible adjustment of teaching content (or increase, or delete, or before and after adjustment), reasonable setting of class hours. Appropriate expansion should be carried out to enrich students' knowledge, broaden their horizons, and educate them in their ideal and life planning.教学目标【知识目标】Key vocabulary:there, forty-six, computer, map, dictionary, wall, library, picture, television, right, fifteen, sixty,seventeen, eighteen, thirty, forty, fifty, sixty, seventy, eighty, ninety, many, how many, any, tree Key structures:there is / there are【能力目标】Ss can introduce one’s classroom.【情感目标】Students will get awareness of love for their schools and their homes.教学重难点【教学重点】There is a/ an….There are...【教学难点】There is a/ an….The use of There are …课前准备Tape recorder & Multimedia教学过程Step 1 Leading-inSs look at the pictures and answer the questions.T: What school are you in?S: I am in No. 1 Middle School.T: What class are you in?S: I’m in Class Two.T: How many students are there in your class?S: There are 30 students in my class.【设计意图】直接以对话形式引出话题，直奔主题，言简意赅。
外研社版高一必修Module3introduction教案
外研版高一英语必修1Module 3 My First Ride on a TrainPeriod 1 Introduction and Speaking课堂教学设计The General Idea of This PeriodIn this period we’ll review the means of transport that we can take to travel. The students will be able to learn some new words and expressions on vehicles. And they will be encouraged to describe their travel experiences. At last the students will talk about their travel plans for National Day.Teaching Contents: Introduction and SpeakingTeaching Goals1 1. Target LanguageImportant Words and Expressions: helicopter, motorbike, tram, ferry, distance, ride, drive, land, get on, get off, get into, get out of, take off.2. Ability goals1 a. Train the students’ speaking ability.1 b. Enable the students to describe the first time theytravelled to some place or talk about their unforgettable trips.1 c. Enable the students to talk about their travel plans forNational Day.1 3. Learning ability goalsHelp the students to learn to describe their travel experiences.4. Affection and attitudes1 a. Develop positive life attitudes and the love for ourmotherland.1 b. Cultivate the students’ awareness of cooperation.1 c. Cultivate the students’awareness of protecting theenviron- ment when they travel.5. Cultural awareness1 a. Enlarge the knowledge of travel.1 b. Cultivate the awareness of protecting theenvironment when travelling.1 6. Learning Strategiesa. Cognition: Learn the ways of describing one’s travel experience.b. Control: While doing tasks, watch and listen to other class-mates and learn from them.c. Resources: Learn about different means of transport and various places of interests through communication with teachers and classmates.Teaching Important Points1. Enable the students to learn words and expressions on vehicles.2. Train the students’ speaking ability.Teaching Difficult PointsHow to improve the students’speaking ability and to help them describe their travel experiences.Teaching Methods1. Answering activity to help the students go through vocabulary.2. Matching the words to arouse the students’interest in the names of vehicles.3. Individual, pair or group work to make every student work inclass.Teaching aids:CAI facilities.Teaching proceduresStep 1 Lead-inLead in by talking about how I come to Haikou Experimental Middle School and telling my first trip by plane.T: Good morning, boys and girls.Ss: Good morning, Teacher.T: Today is a special day. I feel very much honoured and lucky to come to Haikou Experimental Middle School and to meet so many lovely students here. I’m an English teacher from Qiongshan Middle School. Have you ever heard of Qiongshan Middle School?Ss: Yes.T: Do you know where the school is?Ss: In Fuchen.T: Yes. It’s not far from here. Can you guess how I came here?S1: By bus.T: Taking a bus is a good way of transport and it is cheap and comfortable. But it’s not convenient for me to take a bus here.I don’t want to walk for a long way from my home to the bus station and waste a lot of time waiting for the bus coming.S2: I guess you came here by car.T: Well. Driving a car is a good choice but it is my dream. I can’t afford to buy a car now. You know, I’m not so rich.S3: I think you took a taxi.T: It’s fast and convenient to take a taxi nowadays. But it’s not necessary for me because I have my own vehicle.( Doing an action of riding a motorbike to help the Ss guess)Ss: By motorbike.T: Bingo. I came here by motorbike. It took me about ten minutes’ride. I think it’s convenient to ride a motorbike everywhere and you can enjoy the fresh air and keep a good mood. For traveling in Haikou, I’d prefer to ride mymotorbike. And for a long distance, I’d like to take a plane. I still remember the first time I traveled by plane.Last summer vacation, I together with my fellow teachers, the teachers in Senior 3, traveled to Hongkong ,Singapore and Malaysia. I was very excited and a little nervous because it was my first time to travel a long distance----to travel abroad. We travelled by plane and by bus. The plane took off at Haikou Meilan Airport and about an hour later it landed at Shenzhen Airport. It was also my first time to be on a plane. Everything seemed so fresh to me. I looked out of the window and enjoyed the beautiful scenery. I kept on talking to express my excitement. At Shenzhen Airport we took a bus to Hongkong.The next day we took a plane from Hongkong to Singapore. It was a long trip and it took more than four hours. Because it was at night, out of the window we could see nothing but darkness. What impressed me most was the service on the plane. The food was delicious and the pretty smiling airhostesses were ready to help us. What a ride! Though more than a year has passed, this experience is still fresh in my memory.(设计意图：教学之法,贵在启导.通过亲切自然、贴近生活的引入迅速引起学生共鸣,激发学生参与到一个轻松、愉快的学习环境中.同时,教师对自己旅游经历的描述扩大了学生的语言输入量,使学生获得表达思想所需要的大量语言材料,激发他们说的强烈愿望,为后面的学生活动做好了准备和铺垫.)Step 2 Ask and answerAsk some questions about the means of transport.2 1. What means of transport can you take to travel in Haikou?3 2. What means of transport do you take to go to school ?4 3. What means of transport can you take to go to Guanzhou?T: With the development of society, travel becomes more and more popular, convenient and enjoyable. Many means of transport can be used to travel. Now I will ask you some questions.Question 1 : What means of transport can you take to travel in Haikou?T: Means of transport is a means of carrying people and thingsfrom one place to another. It also means vehicles. Pleaseanswer the question .S4: By bike, by motorbike, by bus, by car and by taxi.T: Yes, we can use many means of transport to travel in Haikou.We can also travel on foot.Question 2: What means of transport do you take to go to school ?S5: I go to school by bike.T: Well, riding a bike is good for your health.S6: I take a bus to school.T: OK, it’s comfortable and cheap. You can even enjoy the cool air conditioning during the hot summer.S7: By car. My father has a car.T: You are so lucky. I admire you very much.S8: I prefer to take a taxi.T: Oh, it’s fast but too expensive. You can’t do that everyday. You can choose a cheaper means if you are not in a hurry.S9: By “motortaxi”(摩的).T: My God. Don’t do that. It’s too dangerous. Many traffic accidents are caused by “motortaxis”.S10: I go to school on foot because it’s good for my health.T: I agree with you. And remember to get up early so that you won’t be late. Let’s come to another question.Question3: What means of transport can you take to go to Guanzhou?Ss: We can take a bus, a car, a train, a ship or a plane.T: Well done. For traveling to Guanzhou, we have to cross theQiongzhou Straits and we can travel by bus, by car, bytrain, by ship or by plane.(设计意图：围绕交通方式这一主题和内容展开问答.问题贴近生活,容易调动学生的积极性,激活他们的思维,培养他们的语言运用能力,达到“师生互动、生生互动”的学习效果.)Step 3 PresentationShow some pictures on the screen and get the students to name the means of transport as fast as they can.T: Well, you know the means of transport very well. Now let’s do an activity. Look at the pictures on the screen and tell the names of transport as fast as you can.Ss: (Picture 1) We can see a bike and a motorbike.(Picture 2) A car and a taxi.T: (Pointing to the taxi) We have to pay to use this car.Ss: (Picture 3) A bus and a tram.T: Exactly. A tram is a public vehicle driven by electricity. From the picture we can see it is connected to electric wires.Ss: (Picture 4) A train.(Picture 5) A plane and a helicopter.T: We seldom see helicopters in Haikou. They often appear on TV and in movies.Ss: (Picture 6) A ship and a ferry.T: A ferry is a ship or a boat that goes across the river carrying people and things.Ss: (Picture 7) We can see a boat in this picture.T: Going boating is romantic and a good way of relaxing yourselves.(设计意图：利用图片、声像以及多媒体技术使呈现的材料真实,贴进生活;迅速捉住学生的注意力,使学生了解学习的目标;通过对交通工具的学习,增大学生的语言输入量,为下面的活动打下基础.)Step 4 Task 1: Asking and Answering (Pair-work)Get the students to ask and answer the questions in Activity 2 on Page21 inpairs.Q1: Which of the vehicles in activity 1 travel on roads?Q2: Which of them travel on rails?Q3: Which of them travel on water?Q4: Which of them travel in the air?Q5: Which of them can you use to travel a long distance?T: Among these vehicles some travel on roads, some on rails, some on water, and some in the air. Now let’s classify them by asking and answering the following questions in pairs.S: Which of the vehicles in activity 1 travel on roads?S: Taxis, cars, buses, bikes and motorbikes travel on roads.S: Which of them travel on rails?S: Trams and trains travel on railsS: Which of them travel on water?S: Ferries, ships and boats travel on water.S: Which of them travel in the air?S: Helicopters and planes travel in the air.S: Which of them can you use to travel a long distance?S: Planes, helicopters, trains, buses and ships can be used to travel a long distance.(设计意图：结对问答活动充分体现学生为主体，教师为主导的新课程理念.培养学生分析信息，处理信息以及合作探究的能力.)Step 5 Task 2: Practice( Group-work and Competition)Match the verbs with the means of transport. Get the students to do Activity 3 at Page 21get on , get off , get into , get out of , ride , drive,land , take offbicycle, motorbike, bus, tram, train, car, taxi, plane, helicopter, ship, boat, ferry,.T: Now let’s judge what verbs can go with these vehicles. Match the verbs with the means of transport. We can say “ get on a….”Ss: A bus.T: Since we can say “ get on a bus”, we can also say “ get….”Ss: Get off a bus.T: Clever. “ Get off” is opposite to “get on”.Now you are divided into some small groups.Each group consists of four students. Discuss the answers with your group members.Then we’ll do a competition between groups. Each group will get one point if you give a right answer.Call back the answers from the class by doing the competition.(设计意图：合作学习使小组成员之间互相尊重,互相关心,互相欣赏,有利于形成和谐的学习氛围,培养他们的团队精神和合作能力.同时竞争意识的注入,使学生情绪高涨,最大限度地激发了学生的学习兴趣.)Step 6 Task 3: Speaking (Group-work)Get the students to describe the first time they travelled to some place or talk about their unforgettable trip.T: We have finished learning some vocabulary on vehicles. Now let’s do some speaking practice. Describe the first time you travel to some place or talk about your unforgettable trip. We’ll do this activity in fours. Every four students tell their travel experiences to each other. And then we’ll get one member in each group to share his experience to the whole class. You can follow this example:I first travelled to Sanya by bus when I was ten years old. I went with my classmates and teachers. It was a fine day. The sky was blue and the sun was shining. We got on a bus in Haikou. During the way we got a good view of the beautiful scenery. There were flowers and green trees everywhere. We were so happy and excited that we kept on talking and singing all the time.…Then the students do the activity in fours and share their travel experiences with the whole class.(设计意图：通过语言实践活动去发展英语语言能力.通过营造一个能进行交际实践的学习环境,努力扩大学生的知识面,帮助学生构建自己的自主学习模式.使学生形成以交际能力为核心的英语语言运用素质,在愉快轻松的氛围中达到运用英语交际的能力.)Step 7 Task 4: Free talk (Group-work)Get the students to talk about their travel plans for the coming National Day.T: National Day is coming. Because I like traveling , this National Holiday I have a travel plan. I will travel to Beijing by plane. I have never been to Beijing and visiting the Great Wall has been my dream since I was a child. There is a famous saying,“he who does not reach the Great Wall is not a true man. ”This time I will value the chance to enjoy myself and try to be a true man.And suppose you will go on a trip during the holiday as well. Talk about your travel plan. Say where you will go, who you will go with and what means of transport you would like to use to travel.Then the students give a free talk.(设计意图：创设情景,让学生运用所学的知识来执行并完成任务.在这个过程中学习的主体始终是学生.他们用英语做事,在做中探究、学习,在做中体验、交流和实践, 进一步巩固了所学内容.)Step 8 Summary and HomeworkGet the students to write down their travel plans.T: In this period we have learned some vocabulary on the vehicles , practised describing our travel experiences and talked about our travel plans. You have done a very good job. I really enjoy your performance.Please write down your travel plans as homework.So much for this lesson. Thank you very much.(设计意图：概括整个教学过程并用激励性语言评价学生在课堂中的活动，激发学生学习兴趣，使学生获得成就感，增强自信心，充分享受上英语课的乐趣.最后布置写作以帮助学生用英语进行思维和准确表达.)。
Module1Units1-3教案
在Module1 Units 1-3的教学过程中，我注意到学生在学习英语问候语、自我介绍、家庭成员称呼以及一般现在时态等方面取得了一定的进步。但同时也暴露出一些问题，值得我去思考和改进。
首先，我发现学生们在口语表达方面还存在一定的障碍。尽管他们能理解并模仿例句，但在实际场景中运用时，仍显得有些紧张和不自信。因此，在今后的教学中，我需要更加注重培养学生的口语表达能力，多组织一些课堂口语练习和角色扮演活动，让他们在实践中不断积累经验，提高自信。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了英语基本问候语、自我介绍、家庭成员称呼、描述人物外貌以及一般现在时态的基本概念和应用。同时，我们也通过实践活动和小组讨论加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
三、教学难点与重点
1.教学重点
Unit 1：
-核心内容：日常英语问候语、自我介绍、一般现在时态。
-举例：如“Hello, my name is...”, “I am...years old”, “What's your name?”等基本交际用语。
Unit 2：
-核心内容：家庭成员称呼、描述人物外貌、一般现在时态。
二、核心素养目标
Unit 1：培养学生跨文化交际意识，提升日常英语口语表达能力，增强学生团队协作能力。
Unit 2：提高学生英语词汇量和句型运用能力，发展观察、描述和表达人物特征的能力，加强语法知识在实际语境中的应用。
Unit 3：深化学生对学校生活的认识，锻炼运用英语描述日常活动的能力，强化时态运用及动词变化的准确性，提升学生的逻辑思维和语言组织能力。
Module3Unit1外研版英语九年级上册教案详解
在实践活动和小组讨论环节，学生们的参与度很高，讨论热烈。但我也注意到，有些小组在讨论过程中，成员之间的交流并不充分，部分学生过于依赖同伴。为了提高讨论效果，我计划在接下来的教学中，加强对学生讨论过程的引导，鼓励他们独立思考，提高解决问题的能力。
1.语言能力：通过学习本单元，学生能够熟练运用与饮食、健康相关的词汇和句型，用英语讨论日常饮食习惯，提高口语表达能力。
2.文化意识：了解并尊重不同国家的饮食文化，培养学生跨文化交际的意识。
3.思维品质：通过阅读、讨论等环节，培养学生独立思考、批判性思维，对健康饮食有更深入的理解。
4.学习能力：学会自主查阅资料，运用所学知识分析问题、解决问题，提高自主学习能力。
在教学过程中，教师应针对以上重点和难点，设计有针对性的教学活动，如词汇游戏、角色扮演、小组讨论和写作指导，帮助学生克服难点，确保他们对核心知识的理解和掌握。
四、教学流程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module 3 Unit 1外研版英语九年级上册》中的"Healthy Eating"。在开始之前，我想先问大家一个问题：“你们在日常生活中是否注意过自己的饮食习惯？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家对健康饮食的兴趣和好奇心，让我们一同探索健康饮食的奥秘。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解健康饮食的基本概念。健康饮食是指摄取营养均衡的食物，它对维持身体健康和提高生活质量至关重要。
Module3Unit1听说课教案
三、教学难点与重点
《Module 3 Unit 1听说课教案》
1.教学重点
-核心词汇与短语：shop, buy, ask for, give, thank, daily life, present tense, past tense等，这些词汇和短语是本节课的基础，需要学生在课堂上熟练掌握并在实际情境中运用。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了日常英语对话的基本概念、重要性和应用。同时，我们也通过实践活动和小组讨论加深了对这些对话的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
3.重点难点解析：在讲授过程中，我会特别强调一般现在时和一般过去时这两个重点。对于难点部分，我会通过举例和比较来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与日常英语对话相关的实际问题。
2.角色扮演：为了加深理解，我们将进行角色扮演活动。这个活动将演示如何在不同的日常场景中运用所学英语对话。
2.教学难点
-词汇的准确运用：学生可能会混淆相似意义的词汇，如“ask for”和“request”，需要在教学中特别注意区分。
-语法的时态运用：一般现在时和一般过去时的区别与运用是学生的常见难点，需要通过具体实例和练习来帮助学生理解和掌握。
-口语表达的流畅性：学生在进行角色扮演时可能会因为紧张或词汇、语法掌握不熟练而出现表达不流畅的情况。
外研版五(上)英语Module3Unit1第一课时说课稿
外研版五（上）英语Module3Unit 1第一课时说课稿尊敬的各位评委老师：大家上午好！我是来自×××学校×××，我今天说课的内容是外研版五（上）英语第三模块第一单元第一课时《Module3 Unit1 Activities 1—2》本节课是授新课，下面我从几个方面阐述我的说课流程。
一，教材分析本单元是在学过的一般过去时的一般疑问句,陈述句和用what,How many,How much引导的特殊疑问句的基础上继续学习一般过去时的特殊疑问句，并作出相应的回答。
主要是围绕去了哪里，怎样去的，做了什么事情而展开的话题。
二，学情分析学生在前面几节课已经学过一般过去时有一定的基础，能用一般过去时表述过去发生的事，由于谈论的事来源于生活，贴近学生的实际，学生感兴趣，只要老师利用好身边的素材，创设情景，让学生合适的操练，就能收到理想的效果。
三，教学目标根据教材需要和学情分析，我制定以下教学目标：（首先）知识目标(1),能听说认读单词thanks,weekend,museum,best,trip,twenty, at the weekend.(2),能听说读写单词place,how,took,river,hour,minute.(3),能听懂句What did you do at the weekend?How did they go tothese places?并作出的回答We visited lots of places. We went there by bus .（其次）能力目标能对去了哪里, 怎样去，做了什么事的询问和回答（再次）情感目标(1),培养学生热爱生活，关心他人，合理安排学习和生活能力。
(2),积极运用所学的知识进行交流，找出最有效记单词的方法。
（最后）文化目标了解Big Ben，the British Museum,培养学生跨文化意识.四，说重,难点重点：能听说读写Where did you go? We went to …等句型。
高中英语新课标外研版必修4教案Period1IntroductionModule3BodyLangu
Module 3Body Language and Non-verbal CommunicationBrief Statements Based on This ModuleThe Analysis of Teaching Contents in This ModuleThe topic of this module is “Body Language and Non-verbal Communication”.Related information is introduced through reading and listening.The reading part gives a brief introduction of body language in different cultures while the listening part shows how to behave well when you are invited to an American’s home.The vocabulary,sentence patterns,grammar,the main content of the context as well as the students’ activities such as listening,speaking,reading and writing and so on all develop around this topic.The teacher can design and organize such activities as organizing students to interview foreign friends or communicate with net pal to develop the students’language skills and communication skills.IntroductionThis part is made up of four activities which introduce not only vocabulary concerning physic contact or gestures but also a part of important expressions and body languages probably used on communication occasions.Through these activities the students can be familiar with some useful words and expressions concerning non-verbal communication and make good preparations for the following reading activities.This passage gives a brief introduction of how body languages are usually used in different customs and cultures.And three exercises concerning the content and vocabulary of the passage are designed.By doing these exercises the students can have a good understanding of the content of this passage and learn some words related to the content of this passage.Grammar 1This part introduces adverbial clause of condition around which three activities are designed.Through Activity 1 the students can have a knowledge of the general things of this grammar phenomenon such as the situation it describes,the subordinate conjunctions it uses to introduce the situation,why it is used as well as the tenses in both the independent clause and dependent clause.And Activity 2 will help students be far more familiar with the content of the passage and get to know clearly about the situations where adverbial clause of condition is used,that is,this activity will be of great help to consolidate what students have learned in Activity 1.The last activity is to match the two parts of the sentences about body language in Europe or America.It not only further consolidates students’ understanding of this grammar phenomenon’s use but also get them to know more about European and American body languages and gestures concerning non-verbal communication so as to interest them in understanding “different countries have different customs” and “when in Rome,do as the Romans do”.Listening and VocabularyThis part brings in both the content closely concerning the theme or topic of this module in the form of listening—behaviors in the communication with westerners and the related vocabulary.It is made up of four activities.In Activity 1 students are demanded to match the given words with the parts of the body in the picture.It helps the students exactly know how to express the parts of the body in English and smoothly leads students to Activity 2.Meanwhile these words are closely connected to the theme of this module.Activity 2 shows students how their body parts are used in non-verbal communication and have them form a series of vivid pictures in their minds about these body languages.Both Activity 3 and 4 are based on Activity 1 and 2.Through Activity3,students need to catch the main idea and find out the topics they have heard in the conversation,otherwise they cannot choose the right answer.At the same time they can also have a good understanding of American culture and customs in different social occasions of communication.If we see Activity 3 as trunk of a big tree,Activity 4 will be branches.That is to say,each piece of advice in Activity 4 embodies one of the topics in Activity 3.This activity requires students to listen carefully and understand the conversation fully and deeply in order to catch as many details as possible.Maybe they need to pay much attention to how to ask for and give advice correctly.So this helps students be well prepared to study the Function part.FunctionThe function of this module is about “giving advice”.Students are demanded to master how to use the modal verbs “should”and “must”to give advice.This part contains two activities.In Activity 1 students need to look at the sentences in Listening and V ocabulary Activity 4 and try their best to learn when and how to use the modal verbs “should” and “must” by using them to complete the following four sentences.Meanwhile this activity also lays a good foundation for Activity 2.Activity 2 not only practices the use of the modal verbs “should”“shouldn’t”“must”and “mustn’t” but also is linked to the theme or topic of this module—different cultures as well as different customs.Deeply speaking,it both develops and improves students’language skills and increases and broadens their cultural knowledge.Grammar 2This part is still mainly about adverbial clause of condition.It provides two activities for students.By reading the sentences and answer the given questions in Activity 1,students can get information such as in which situation adverbial clause of condition is best used and the subordinate conjunctions that are used to link the dependent clause and the independent clause.It also provides enough grammar knowledge for Activity 2 which instead consolidates the grammar phenomenon by filling in the blanks with the right form of verbs.PronunciationThis part introduces some differences existing in the pronunciation of both the American English and the British English.There are two activities designed in this part,both of which are linked with listening.In the first activity students need to listen to two speakers with the American accent and the British accent respectively to notice the differences between both of them.During the course of listening students are required to listen carefully in order to make a good and detailed comparison.Activity 2 supplies students a good chance to tell which accent different speakers use respectively.In this way,students can not only improve their pronunciation accuracy but also practice their listening skill.SpeakingIn this part the students work in pairs to perform a role-play game in the form of acting out a dialogue.One plays the role of a foreign friend and ask his or her partner for some information concerning Chinese culture and customs,the other give a his or her some good advice using the modal verbs such as “should” and “must”,meanwhile he or she can check if he or she has really mastered how to use adverbial clause of condition by beginning his or her sentences of advice with “if”.So this part consolidates the grammar knowledge learned above.Grammar 3This part gives a brief introduction of adverbial clause of concession and offers relative activities.Two activities are designed,the first of which can lead students to knowing about the realmeaning of adverbial clause of concession in the form of choosing the correct answers.The two sentences of this activity are both from the listening material and closely connected to the theme of this module,so that if students really understand and further master the meaning of them,they will have a deep understanding of the theme once more,which may stimulate them to be aware of culture and customs in different countries.The second activity is designed to help students learn some subordinate conjunctions with which the adverbial clause of concession begins.This activity is of great help to consolidate students’ knowledge of this grammar.WritingThe main content of this part is to answer an invitation and three activities are provided to help students give a correct reply.Activity 1 is a prewriting activity and shows two invitations with different styles—one formal,the other informal.Students need to read them and catch the main idea and some details so as to tell the differences between the formal style and the informal style.Meanwhile it can lay knowledge foundation for their reply.Activity 2 offers four expressions for students to judge whether they are formal or informal.This activity supplies helpful information that students can make use of in their reply.It,as well as Activity 1,offers the necessary precondition to Activity 3.Based on the two activities above,students are required to write a short reply to either invitation in Activity 3,which consolidates what they have just learned above.Everyday EnglishThis part is mainly about four daily expressions in English which are designed to help students understand and master how native English speakers take advantage of useful phrases and expressions in their daily life.Meanwhile,they can also improve students’ oral English level and deepen their comprehension of idioms and customs as well as culture of English speaking countries,which embodies the theme or topic of this module.Cultural CornerThis part is focused on a passage introducing the origin and function of clapping.After reading it students can have a better understanding of non-verbal communication.In order to help students get as many details as possible two questions are given as a clue.TaskThe task of this module is “preparing some social advice for visitors to China”.It requires students to make a discussion with their classmates and make a list of various social situations to write about.And then they had better write a short paragraph on each topic to show visitors what they should do in all aspects such as clothing,food,shelter and even their doing.Each paragraph ought to begin with if you or when you and use the modal verbs “should(n’t)”and “must(n’t)”,which makes sure that students go over what they have learned in Grammar part and consolidates their understanding of adverbial clause of condition.Finally work in groups to introduce what they write to each other.Maybe this way raises their awareness of cooperation.Module FileThis part is a summary of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Six periods for teachingPeriod 1:IntroductionPeriod 2:Reading and V ocabularyPeriod 3:Grammar 1;Listening and V ocabularyPeriod 4:Function;Grammar 2;Pronunciation;SpeakingPeriod 5:Grammar 3;Writing;Everyday EnglishPeriod 6:Cultural Corner;Task;Module FilePeriod 1IntroductionThe General Idea of This PeriodDuring this period we will learn some new words that can be used to describe physic contact and gestures.In dealing with Activity 1 the teacher may encourage the students to discuss the four pictures.Some performances may be of great help in leading in this part.The task of Activity 2 is to listen and match the situations with the pictures.Activity 3 is related to speaking.The teacher may ask the students to work in pairs and make up a dialogue.And then several pairs need to act out their dialogue.The last activity is reading and answering the questions.You can make them do it by themselves and then check the answers.Teaching Important PointsMaster some words,phrases and useful expressions describing body languages and non-verbal communication.Improve the students’speaking ability by talking,discussing,making up and acting out dialogues.Improve the students’ listening ability.Teaching Difficult PointsHow to encourage students to take an active part in the speaking and listening activities.How to improve the students’ speaking and listening ability.Teaching MethodsIndividual work,pair work or group work to make every student participate in class.Listening and matching activity to help the students have a good understanding of the listening material.Teaching AidsMultimediaA blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words,phrases and useful expressions.Encourage the students to know how to describe body languages or gestures in English.Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.Process and StrategiesTrain the students’ speaking ability through individual,pair work and group work.Train the students’ listening ability through listening and matching exercise.Feelings and ValueDeepen the students’correct understanding of what their partner really mean and make a response.Have the students know about some culture and customs concerning non-verbal communication and strengthen their communicative awareness.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,sir!T:In last module we have learned something about traffic jam at home and abroad.Today we are going to learn something about communication without words but body language.T:(The teacher shows a pile of pictures of physical contacts.) Here are several pictures concerning physical contact and body language or gestures.You may be familiar with some of them.Do you know how to express them in English?Now discuss them in pairs or groups.In a few minutes,I’ll ask some students to talk about them.(The students begin to discuss the pictures.And the teacher goes around the class and joins them.A few minutes later,the teacher says the following.)T:Are you ready?Who can give us a talk about the first picture?Any volunteer?Ss:Let me have a try.I think the old man is the grandfather,and the boy is his grandson.The grandson is crying,so the old man is patting the head of the little boy in the first picture.Ss:Picture 2 shows us a woman clapping with a big smile on her face.Ss:We could see that a man is dragging a woman violently in the fourth picture.Maybe the woman has done something wrong which makes the man angry.T:You are clever,good guy.Any different opinion?V olunteer?Go on.Ss:Let me have a try.There is a woman who is holding her baby in her arms very happily in the fifth picture.T:Completely true.Meanwhile,your pronunciation is very beautiful and fluent.Another one?Describe the next picture.Who wants to take this chance?Ss:Me.(A boy raises his hand.)T:OK.Please!Ss:In my opinion,it describes some people clapping happily and excitedly.T:Well done.So much for this part.Let’s go to the next part.Step 2 Match the verbs in the box with the picturesT:Just now we have discussed some pictures concerning physical contact and learned some words and expressions.Now open your books and turn to Page 21.Read these four words after me.(The teacher reads the words,followed by the students and performs each word’s meaning with gestures.)T:No.1 point.Ss:Point.T:In which picture are people pointing?Ss:Picture a.T:Ss:Shake.T:In which picture are people shaking their hands?Ss:Picture d.T:Good job.Next word:smile.Ss:Smile.T:Could you see in which picture people are smiling?Ss:Picture c.Ss:No,Picture b.Ss:But the girl in Picture a is also smiling.T:Excellent.You are all true.Different people have different opinions.People are all smiling in these three pictures,but the right answer is Picture c because people in another two pictures also show other gestures.Having finished this exercise,let’s perform a brainstorming activity.Now I divide you into four groups—Group a,Group b,Group c and Group d.Each group try your best to think out as many English names concerning all kinds of body movements or gestures as possible and then send a representative to write them on the blackboard.Now 5 minutes for you to prepare.You can also refer to your dictionary.T:(Five minutes later) Are you ready?Ss:Yeah.Write your words on the blackboard.(Four students go to the blackboard and write.)T:Now let’s count the words of each group together and choose the group who gives more words as a temporary winner.(During this course,if new words appear,the teacher should explain them and lead the reading or ask a student who knows them to give an explanation.) Group a—12Group b—10Group c—13Group d—15Now let me announce the winner in this activity—It is Group let’s continue the e these words to make up sentences.Each sentence you make will get 5 points.(The teacher rules out the word used to make a sentence.) One,two,begin!Ss:...T:Time is have given a good performance.Who wins this bout?It’s clear,right?Group a,20 points;Group b,25 points;Group c,20 points;and Group d,25 points too.Congratulations,Group d,you are the winner at last.(Students clapping.)T:That’s all for this activity.Follow me to the next part.Step 3 Listen and match the situations with the picturesT:In this part you are going to hear a piece of listening material.The first time you need to just listen to the material and try to get the main idea.Are you ready?(The teacher plays the tape for the students.)T:The listening is completed for the first time.Have you got the main idea?Ss:(Some of them) Yes.(But some of them) No.T:OK.Keep silent,please.Let’s listen to it again.This time you need to listen very carefully and make every effort to get the details.Meanwhile,match the situations with the picture above.Ready?Ss:Yeah.T:Let’s begin.(The teacher plays the tape once more.)T:(A few minutes later the listening is finished.) Have you finished your exercise yet?Ss:Yes.T:Let me check your answers now.Situation 1,any volunteer?S a:Situation 1 matches Picture d.T:Good,sit down,please.What about Situation 2?Who wants to have a try?S b:I think that it may be matched with Picture c.T:Good job.Absolutely right.Sit down,please.How about Situation 3?Anyone?S c:Let me have a try.It is perhaps Picture a.T:True or false?(Asking the whole class)Ss:True.T:OK.Sit down,please.The last situation?Say it together?Ss:Picture b.T:You all did good jobs.Thanks for your cooperation.This activity is over now.Let’s come to Activity 3.Step 4 Say What You Do When You...T:Work in pairs.Act out the movements and say the relevant words and expressions according to the following situations given in this activity.Five minutes for you to prepare.(Five minutes later)T:Are you ready now?Ss:Yes.T:Now which pair wants to act them out in front of the whole class.V olunteer?A pair of students raise their hands.T:OK,come up,please!You can begin now.S a:Meet a friend.S b:Performs it.T:Is he right?Ss:Yes....T:Thank you very much.All of you perform greatly well.So much for this activity.Turn to Activity 4.Step 5 Read and answer the questionsT:In last activity some students performed a lot of situations.This activity is an open one,so different students have different opinions.Choose an answer for Exercise 1 and give reasons for your choice.S a,Would you like to have a try?S a:I choose B.I am a girl with an inward character,so I don’t communicate with others much.Even if I have to do this,I usually use words instead of body languages.T:Good idea.Who has a different opinion?S b:D is my choice.As far as I am concerned,I’d like to communicate with others very much,and I really love sharing what I love as well as what I hate.During the communicating course,I usually make full use of my body,because only in this way could I express myself completely.T:Outward guy,haha?Ss:...Step 6 Summary and homeworkIn this class we’ve mainly learned something about body languages by speaking and listening,so we’ve got more information about body languages and our speaking and listening abilities have been improved.At the same time,we have learnt some words,such as point,shake,smile and some situations in which you use body language such as meet a friend,show someone the way,say no and so on.(The teacher writes them on the blackboard.) You should remember them and learn to use them.After class,try to collect more information about body language and prepare for next part—Reading and vocabulary.That’s all for today.Goodbye,everyone!Ss:Goodbye,Mr./Mrs...The Design of the Writing on the BlackboardModule 3Body Language and Non-verbal CommunicationThe first periodpoint,shake,smile,waveshow...the waycommunicate withshake handsRecord after Teaching______________________________________________________________________________________________________________________________________________________Activities and Research1.Encourage the students to collect more body languages in different countries.2.Make the students debate with each other.Reference for TeachingLanguage Points1.shake v.shake hands with sb.和某人握手Let’s shake on it.让我们为此握手。
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Module 3 Music
执教学生：谢楠2009级英语专业 2班
指导老师:夏康明职称:教授
Teaching Contents: introduction
Teaching aims:
Help Ss master the style and the instrument of the music, the difference of the music from different instruments.From the introduction,they not only have a better understanding of music, but also get a chance to practice their oral English. Teaching important points:
Let the Ss know more information about music, and try to guide them to appreciate
different kinds of music so as to evoke their interest to study this module.
Teaching difficult points:
Let Ss master the new words about music and the instrument, and describe their favourite music in English to practice their oral English.
Teaching methods :
1. Co-operative method for creative ideas.
2. Appreciation
3.Quesion-and-answer activity
Teaching procedure
Step 1 brainstorming andwarming up (3mins)
T: According to the words about music in your mind, please stand up and answer
my questions.
Q1: Which word mens someone who writes music?
S:...
Q2: Which word means a group of people who sing together?
S:...
Q3: Which instrument are used in classical music? pop music? rock music?
S:...
Step 2 presentation(5mins)
T: Next, I will play 5 pieces of music. After each music, I will ask one student
to tell me its style, so all of you need to focus on the music and try to
enjoy them.
playing...
T:Miss\Mr can you tell me what's the style?
S:...
T:Yes, very good. Let's continue.
Play...
T: After the listening, we can find that there are at least 5kinds of music.
They are...
Then, I will show you some pictures about instrument, please try to speak
out their names and their famous players.
Showing...
Step 3 discussion(4mins)
T: Now, please discuss with your partner about the first two questions
of activity2. You have two mins to discuss and then share your ideas with
us.
Discussion...
Q1: Do you often listen to the music,if so,What kind of music do you like best?
Q2: Which of the instruments do you like listening to?
This part can practice their oral English and translate what they have learned into talking. They can learn how to as k others’ opinions about music and how to answer it in their own way. It also encourage them to show themselves in front of the whole class.
Step (5) description and consolidation (3mins)
I will ask Ss to review what we have learned today together . From the reviewing, Ss consolidate their knowledge and prepare well for the next learning..
Step(6) Homework (1min)
Ss will be asked to learn an English song . Next class, I will ask some of them to introduce the songs they have learned, the name, the style, the singer, and then sing for us.
Blackboard design:
Module 3 music
new words:
table
erhu orchestra
Saxophone drum。