教案新部编本Module 1 Europe
高一英语module 1 europe 教案3.doc
Module 1 EuropeSpeaking---教案■Goals●To learn about tag questions●To role-play a conversation■ProceduresStep 1: Learning about Tag QuestionsA tag question is a special construction in English. It is a statement followed by a mini-question. The whole sentence is a "tag question", and the mini-question at the end is called a "question tag".We use tag questions at the end of statements to ask for confirmation. They mean something like: "Am I right?" or "Do you agree?" They are very common in English. The basic structure is:Look at these examples with positive statements:Look at these examples with negative statements:Some special cases:Here are some mixed examples:But you don't really love her, do you?This will work, won't it?Well, I couldn't help it, could I?But you'll tell me if she calls, won't you?We'd never have known, would we?The weather's bad, isn't it?You won't be late, will you?Nobody knows, do they?Notice that we often use tag questions to ask for information or help, starting with a negative statement. This is quite a friendly/polite way of making a request. For example, instead of saying "Where is the police station?" (not very polite), or "Do you know where the police station is?" (slightly more polite), we could say: "You wouldn't know where the police station is, would you?" Here are some more examples: You don't know of any good jobs, do you?You couldn't help me with my homework, could you?You haven't got $10 to lend me, have you?IntonationWe can change the meaning of a tag question with the musical pitch of our voice. With rising intonation, it sounds like a real question. But if our intonation falls, it sounds more like a statement that doesn't require a real answer:Answers to tag questionsHow do we answer a tag question? Often, we just say Yes or No. Sometimes we may repeat the tag and reverse it (..., do they? Yes, they do). Be very careful about answering tag questions. In some languages, an opposite system of answering is used, and non-native English speakers sometimes answer in the wrong way. This can lead to a lot of confusion!For example, everyone knows that snow is white. Look at these questions, and the correct answers:In some languages, people answer a question like "Snow isn't black, is it?" with "Yes" (meaning "Yes, I agree with you"). This is the wrong answer in English!Here are some more examples, with correct answers:The moon goes round the earth, doesn't it? Yes, it does.The earth is bigger than the moon, isn't it? Yes.The earth is bigger than the sun, isn't it? No, it isn't!Asian people don't like rice, do they? Yes, they do!Elephants live in Europe, don't they? No, they don't!Men don't have babies, do they? No.The English alphabet doesn't have 40 letters, does it? No, it doesn't. Question tags with imperativesSometimes we use question tags with imperatives (invitations, orders), but the sentence remains an imperative and does not require a direct answer. We use won't for invitations. We use can, can't, will, would for orders.Same-way question tagsAlthough the basic structure of tag questions is positive-negative or negative-positive, it is sometime possible to use a positive-positive or negative-negative structure. We use same-way question tags to express interest, surprise, anger etc, and not to make real questions.So you're having a baby, are you? That's wonderful!∙She wants to marry him, does she? Some chance!∙So you think that's amusing, do you? Think again.Negative-negative tag questions usually sound rather hostile:∙So you don't like my looks, don't you?Step 2: Role-play a conversation about where you live。
高一英语Module 1 Europe 教案
一. 教学内容：Module 1 Europe二. 重难点讲解1. face名词n. 脸，面孔the front of the head, with the eyes, nose and mouthJohnny hit him in the face.My face is burning.He often makes faces at children.名词n. 前面；正面the side presented to view, the chief, right, or most important surface of anything The face of the building looks towards the south.名词n. 脸部表情a look or expression on the faceHe is a good judge of faces.She stood up with a smile on her face.He made a long face.名词n. 外观，外表the outward appearance of anythingThe face of our home town has been greatly changed.名词n. 面子，威信dignity; reputation; what is thought about a personIf Tom doesn’t keep his promise, he’ll lose face.如果汤姆不信守诺言，他就会丢面子。
动词v. 面对，面向have the face or the front towards somethingWe share mon experiences and face mon tasks.Our room faces the sea.The house faces south.He turned around and faced me.动词v. 大胆面对，应付be brave enough to go to someone or something unfriendly or dangerousShe had to face her angry boss.He faced difficulties squarely and overcame them.动词v. 承认…存在recognize the existence ofWe have to face facts.动词v. 朝，向be turned, lookMy house faces to the south.2. 及物动词vt. 设置establish or place in a particular place or positionWhere is the new factory to be located?The firm located its office in Shanghai.及物动词vt. 找出位置state or show the position ofCan you locate Paris on the map?及物动词vt. 找出出处，查出find out the exact position ofThe soldiers located the enemy.3. ancient形容词adj. 远古的，古代的an ancient civilization古代文明ancient relics古代遗物形容词adj. 自古以来的，古来的，古老的an ancient custom古老习惯4. govern动词v. 统治，管理to make laws for a country, to ruleWho governs this country?谁治理这个国家？动词v. 限制；抑制，控制restrainYou should govern your temper.你应该克制一下自己的脾气。
Module 1 Europe 教学设计
Modul e 1 EuropeIntroductionStep 1 As you know, Europe plays an important role in economy. How many countries are in Europe? 45. Can you tell us some developed countries?(Such as United Kingdom, France, Greece, Portugal Italy, Spain, Russia.Holland.)Step 2 . Go through words in activity. Read the words after the teacher.1.Athens/'æθənz/ n. 雅典(希腊首都)2. Greece /gri:s/ 希腊3. Lisbon / 'lizbən/ 里斯本（葡萄牙首都）4. Portugal /'pɔ:tjugəl/ n. 葡萄牙5. Spanish / 'spæniʃ/ a. 西班牙的n. 西班牙语6. English /'iŋgliʃ/ a. 英国的,英国人的n. 英语7. Greek / gri:k / a. 希腊(人)的n. 希腊人,希腊语8. London / 'lʌndən/ 伦敦9. Portuguese /pɔ:tju'gi:z/n.葡萄牙人,葡萄牙语a. 葡萄牙的,葡萄牙人的,葡萄牙语的10. United Kingdom n. 英国,联合王国11. France /frɑ:ns/ n. 法国12. Italian / i'tæljən / a. 意大利的n. 意大利人13. Madrid / mə'drid / n. 马德里14. Rome / rəum / n. 罗马15. French / frentʃ / a. 法国(人)的,法语的n. 法语16. Italy / 'itəli / n. 意大利17. Paris / 'pæris / n. 巴黎18. Spain / spein / n. 西班牙Step 3 Then fill in the form.Step 4 Check the meaning of the words and phrases of activity 2 .1.across : [ə'krɔs] prep. 横过穿过,横过在……对面1）.The two lines cut across each other.两条线相交。
module1europeword教案
Ⅰ. 教学内容分析本模块以Europe为话题，介绍了几座著名的欧洲城市。
通过模块教学，学生要学会运用所学词汇描述自己所了解的城市，介绍城市的所在位置；教师要引导学生正确认识和看待欧洲经济的发展，激发学生努力学习、建设祖国的雄心壮志。
Introduction部分通过填充欧洲地图，使学生对欧洲一些国家的国名、首都及地理位置做一个初步了解，引发学生进一步探究的兴趣。
Reading and vocabulary部分通过阅读对Paris, Barcelona, Florence,和Athens 四座欧洲名城的介绍，让学生学会相关词汇，并了解如何写城市介绍。
Function部分通过对一些表方位的介词短语的介绍，让学生学会说明一个地点的确切方位。
Grammar 1部分通过观察课文中的例句，要求学生了解被动语态的使用。
Listening 部分通过听取一段三人间的对话对Cardiff, Valencia和Edinburg进行了介绍，让学生获取信息，完成相关练习，进一步了解欧洲名城。
Writing 部分通过让学生进一步获取信息来加深对欧洲城市的了解，并根据所获取的信息加写介绍欧洲城市人文环境的段落，使课文信息更加丰富。
Grammar 2部分列举了以集合名词作主语的句子，让学生考虑主谓搭配，并通过练习加以巩固。
Pronunciation and Everyday English 部分通过听力练习，让学生掌握反义疑问句的语调变化，了解升调和降调的使用规律。
Cultural Corner部分是对欧盟的介绍，让学生了解欧盟有哪些成员国及欧盟的发展史。
Task部分是对本模块所学内容的一个复习和应用，要求学生小组活动，查找资料，利用本模块词汇设计一个资料包，介绍中国一个地区或城市。
Module File部分有助于学生对本模块内容进行归纳，对自己的学习进行总结和检验。
Ⅱ. 教学重点和难点1.教学重点(1)掌握与城市发展相关的词汇；(2)学习主谓一致及被动语态的语法功能；(3)学习运用不同的介词表达不同的位置。
高中英语Module 1 Europe阅读课教学设计附反思
Module 1 Europe阅读课（2）Part 1教案设计Teaching AimsTarget Languagea. Main Words and Phraseslandmark, gallery, situated, symbol, located, architect, project, sculpture, birthplace, civilization, ancient, be famous for, work on, of all time, be known as.b. Main Sentence Patterns✧Paris is the capital and largest city of France, situated on the River Seine.✧One of the world’s largest art galleries, the Louver, is also located in Paris.✧One of Barcelona’s most famous landmarks is the Church of the Sagrada Famili a, which wasdesigned by an architect called Antonio Gaudi.✧Florence is an Italian city which became famous because of the Renaissance, a great artisticmovement which began in the 1300s and lasted for three hundred years.✧Athens, the capital of Greece, is known as the birthplace of western civilization.Ability Aims✧Help to train the students’ reading ability.✧Help the students to learn four great European cities, including Paris, Barcelona, Florenceand Athens, by reading the text.Language FocusTeaching Important Points✧Introduce the four famous cities and ask students to describe them in English.✧Enable the students to master some important words, phrases and sentences according tothe text.Teaching Difficult Points✧Help students work together with their partners to introduce the four cities to others.✧How to help the students improve their reading abilities and understand the passage better. Teaching Methods✧Listening and fast reading to get the general idea of the passage.✧Intensive reading to understand the passage better.✧Explanation to help the students master some language points.✧Discussion to help the students understand what they’ve learned better.Teaching AidsA tape recorder and multimedia computer.Teaching ProceduresStep 1 Lead-inLet the students look at the screen and review the useful words and expressions learnt yesterday. And then show some photos of the 4 great European cities on the screen. Talk about the locations, famous landmarks of these countries freely.Step 2 While-Reading1. Read the text quickly and silently. And then finish Activity 1.( ) 1. a landmark in Paris( ) 2. an art gallery in Florence( ) 3. a church in Barcelona( ) 4. a building in Athens.A. the Eiffel TowerB. the Parthenon C, the Uffizi Palace .D. the Sagrada Familia.At the same time the teacher show the four pictures.The key: 1 A 2 C 3 D 4 B2. Circle the words in activity 2 while fast reading and then ask students to guess the meaning by✧to be in a certain place ____________✧something that is easy to recognize, such as a building ____________✧someone who produces novel or poems. ____________✧ a large building where people can see famous pieces of art. ____________✧the art of making things out of stone and wood, etc. ____________✧of a time long ago. ____________The key: 1. Architect 2. locate 3. landmark 4. writer 5. gallery 6. sculpture 7. ancient3. Read the passage again, but carefully, and answer these questions in activity 3 and4.✧Which of the cities are capital cities?✧Which one is situated on the coast?✧Which is famous for its places to eat?✧Which ones are or were important cities for writers and artists?✧Which was the world’s greatest city a long time ago?The key: Athens and Paris 2. Barcelona 3. Paris 4. Paris and Athens 5.AthensDecide if these sentences are true or false.✧The Eiffel Tower is a tall building in France.✧There are a lot of restaurants and cafés in Paris.✧Barcelona is the capital of Spain.✧The Church of the Sagrada Familia was built in 1926.✧The artistic movement called the Renaissance began in Florence.✧The Uffizi Palace is a famous hotel in Florence✧There were a lot of good writers in ancient Athens.✧ A long time ago, Athens was the world’s most powerful city.The key: 1. T 2. T 3. F 4. F 5. T 6. F 7. T 8. T4. Language Points:1.situatedplaced in a certain position in circumstances of a specified kind坐落的，位于的e.g. my hometown is situated on a small island.2.symbolsomething that represents something else象征e.g. the Eiffel Tower is the symbol of Paris.3.located (=situated)e.g. The school is located near my home.4.recognizebe able to identify st. or sth. That has been perceived before认出，辨认出e.g. I recognize him immediately though we haven’t seen for ages.5.work on从事，致力于（后面接表示具体事物的名词或者代词）e.g. Maria has been working on the new project.6.because of由于（后面接原因，可以是代词，名词或者动名词）e.g. We didn’t hold the spo rt meeting because of the heavy rain.(We didn’t hold the sport meeting because it rained heavily.)7.make… out of用…制造出e.g. She made a model ship out of wood.Step 3 Post-readingAfter reading the passage twice, ask students to discussion the following questions:1.What did you know about these cities before you read the text?2.What new information did you learn?Divide the class into several groups and give them a couple of minutes to discuss and write the answers down, and then exchange their ideas.Step 4 Homework1) Revise the text, pay attention to the important language points. In Next class we’ll have a dictation of some key words, phrases and sentences.2) Find out the sentences that you can’t understand and underline them, tomorrow we will explain and discuss them together.Part 2教学反思本课授课很好地完成了本节课的教学目标。
Module 1 Europe 教学设计
Module 1 EuropeIntroductionStep 1 As you know, Europe plays an important role in economy. How many countries are in Europe? 45. Can you tell us some developed countries?(Such as United Kingdom, France, Greece, Portugal Italy, Spain, Russia.Holland.)Step 2 . Go through words in activity. Read the words after the teacher.1.Athens/'æθənz/ n. 雅典(希腊首都)2. Greece /gri:s/ 希腊3. Lisbon / 'lizbən/ 里斯本（葡萄牙首都）4. Portugal /'pɔ:tjugəl/ n. 葡萄牙5. Spanish / 'spæniʃ/ a. 西班牙的n. 西班牙语6. English /'iŋgliʃ/ a. 英国的,英国人的n. 英语7. Greek / gri:k / a. 希腊(人)的n. 希腊人,希腊语8. London / 'lʌndən/ 伦敦9. Portuguese /pɔ:tju'gi:z/n.葡萄牙人,葡萄牙语a. 葡萄牙的,葡萄牙人的,葡萄牙语的10. United Kingdom n. 英国,联合王国11. France /frɑ:ns/ n. 法国12. Italian / i'tæljən / a. 意大利的n. 意大利人13. Madrid / mə'drid / n. 马德里14. Rome / rəum / n. 罗马15. French / frentʃ / a. 法国(人)的,法语的n. 法语16. Italy / 'itəli / n. 意大利17. Paris / 'pæris / n. 巴黎18. Spain / spein / n. 西班牙Step 3 Then fill in the form.Step 4 Check the meaning of the words and phrases of activity 2 .1.across : [ə'krɔs] prep. 横过穿过,横过在……对面1）.The two lines cut across each other.两条线相交。
2019-2020年高中英语Module1Europe语法课教学设计附反思
2019-2020年高中英语Module1Europe语法课教学设计附反思Part 1教案设计Teaching Aims1. Target LanguageTo learn and master the words and phrases related to this part.2. Ability Aims1）To learn and master the usage of passive voice.2）To learn and master the usage of Subject and verb agreement3）Practise as much as possible to make the students use the two grammar items correctly and freely.Language Focus1. Passive voice: present and past forms2. Subject and verb agreementTeaching Methods1.Explanation and inductive method to make the Ss understand the grammar.2.Practise method to let the Ss master the uses of the grammar.3.Individual work or pair work to get all the Ss to take part in the class.Teaching Aids1. The blackboard2. The multimediaTeaching ProceduresGrammar 1---Passive VoiceStep 1 Lead-inRead and translate the sentences in activity 1 into Chinese to lead in the new grammar item. Step 2 PresentationAsk the students to make a list of the verb form: Such as is visited, is known as ,was designed, were produced, was built…Show the verb form Be+P.P on the screen. Ask the students to pay attention to the tenses of Be. Answer the questions.Step 3 SummaryPair work. Make the sentences passive.1.About a million tourists visit Florence each year.2.Ten million people visited London last year.3.Leonardo da Vinci painted the Mona Lisa.4.Picaso didn’t paint the Mona Lisa.5.Thousands of workers built the Great Wall of China.Possible answers:1.Florence is visited by about a million tourists each year.2.London was visited by ten million people last year.3.The Mona Lisa was painted by Leonardo da Vinci.4.The Mona Lisa wasn’t painted by Picaso.5.The Great Wall of China was built by thousands of workers.Step 6 PracticeComplete the sentences with the correct form of the verbs in brackets..1.Athens ______(built) by the Romans.2.The sculpture ______ （created）by a Beijing company.3.the opera______ (not shown) in London4.Traditional Chinese New Year festivities ______ (celebrate) in capitals all around Europe.5.Paper ______ (first make ) in China in 105 AD.Possible answers:1. was built2. was created3. was not shown4. are celebrated5. was first madeStep 7 PracticePair work. Translate the following sentences, using Passive Voice :1. 卢浮宫座落在巴黎。
高二英语上册《Module1 Europe》教案
必修3Module 1 Europe核心单词1. facev.面对，面向；面临（困难等)；应付n.脸;相貌，面容;表情；表面；正面Our new house faces (towards/to the) south.我们的新房子朝南。
The face of the earth is covered with three-fourths of water.地球表面的四分之三被水覆盖。
常用结构：face danger/difficulties/the facts 面对危险/困难/事实be faced with面临，面对save/lose one’s face 挽回/丢面子make a face (at sb.)(向某人)扮鬼脸in (the) face of面临……；在……面前face to face 面对面（作状语）Face-to-face面对面（作定语）I was faced with a new problem.我面临一个新的问题。
2. rangen.山脉;行列;范围;射程vt.& vi.排列；归类于；（在某范围内）变动，变化The animal is still beyond range of my gun.那只动物还在我的射程之外。
The teacher ranged the children in order of size.老师把孩子按照个头排成一行。
There is a wide range of temperature in the north of our country. 我国北方气温变化很大。
常用结构：in/within range (of ...) 在（……）射程内;在（……）范围之内beyond/out of range 在射程之外；在……范围外out of one s range 某人能力达不到的;某人知识以外的range from ...to ... 在……范围内变化3. oppositeprep.在……对面；与……相对The supermarket is opposite our school.这家超市在我们学校的正对面。
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教师学科教案[ 20 – 20 学年度第__学期]
任教学科：_____________
任教年级：_____________
任教老师：_____________
xx市实验学校
Module 1 Europe
教学设计
Period 1 Reading—Great European Cities
Teacher: Hu Long
■Teaching Goals
●To learn to read passages with passive voice (present and past forms) about European cities
●To learn to read with strategies
【Aids】Multimedia facilities, tape-recorder, photos, diagrams
■Procedures
Step 1: Warming up by learning about Europe
Show the video and some pictures to learn the new words ,teach them to read it. Please go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.
Step 2: Before you read
Listen to the text and match the photos with these descriptions.
Step 3: While you read
Find the main sentences about Great European Cities A diagram of Great European Cities
Step 5 Read the passage and choose True or False.
1.The Eiffel Tower is a tall building in France.
2.There are a lot of restaurants and cafes in Paris.
3.Barcelona is the capital of Spain.
4.The Church of the Sagrada Familia was built in 1926.
5.The artistic movement called the Renaissance began in Florence.
6.The Uffizi Palace is a famous hotel in Florence.
7.A long time ago, Athens was the world’s most powerful city.
8.There were a lot of good writers in ancient Athens.
Step 6 Introduce your city and talk about your city’s landmark and famous buildings.
Step 7 work in group
Introduce your city and talk about your city’s landmark and famous buildings.
Homework
Collect more information on Internet about one of the cities from the Great European cities.
Examples:
How many people live there?
What kind of sports do they live?
What’s their favorite food?
What about the climate?
What’re the geographical feature?
教学反思
本节课的教学任务在于让学生认识欧洲的主要国家，了解掌握欧洲丰富的旅游资源。
在教学思路上，通过欧洲国家视频短片，认识欧洲主要国家的词汇，开展学生旅游路线的设计和展示、学生互评、小组竞赛等学生活动来组织教学，将活动贯穿于整个教学过程，使学生在轻松的学习环境中学到知识，掌握一定的阅读技能，并增强合作和团结精神，有效进行了德育渗透，体现了新教材中以学生活动教学思路，符合新课标当中提出的“体现学生是主体，教师为引导”的教学理念。
通过这节课的设计与实施，我体会到以下几点：
1、整节课思路构架清晰。
教学目标明确，在教学过程中引导学生从简单到复杂，一步一步将学生引入阅读课中，真正体会到阅读的乐趣。
使学生了解了预读、扫读、读中、读后的阅读技巧。
2、学习高效并在快乐中学习。
整节课学生在以“欧洲主要城市旅游”为主题的活动中，通过读图、讨论探究等一步一步地解决阅读过程中遇到的问题。
学生参与面广，积极主动，活动到位，特别是效率高，在短短45分钟内，学生基本掌握了教学目标的内容，并根据阅读课写出自己家乡的小短文。
3、有效利用多媒体教学。
本节课充分发挥了多媒体教学的优点，运用得恰到好处。
导入引
人入胜的欧洲美丽城市短片，更加的吸引了学生的注意力和对欧洲国家的了解。
课件制作精美、清晰，使学生在绚丽多彩的课件中体验欧洲国家优美的旅游特色。
4、教师语言生动，发音标准，表情丰富且亲切，给学生于感染力。
在评价学生的时候能用语言的魅力来激励学生，使学生在自信和浓厚的兴趣中学习。
当然通过教学实践我也认识到本节课的一些不足和需要进一步改进：
1、问题设计的层次性不足。
课堂上大部分学生能在问题的引领下积极思考，广泛参与，但由于问题设计的层次性不足，对于一些基础较差的学生来说参与教学的困难很大，由此出现了一小部分学生仅仅是“看热闹”，教学效果不好。
改进措施：在教学中关注每一位学生，关注每一位学生的发展，注重问题设计的层次性。
2、应突出教学方法的多样性、教学过程的趣味性，在教学中多结合生活，多采取情景教学。
改进措施：加强理论学习，多研究教材教法，研究学生，通过不同教学实践来引导学生掌握学习技能和自主学习能力的提高，加强学生的学法指导和知识的迁移。
3、小组活动的效率不高，学生动手能力欠缺。
改进措施：研究小组活动的有效性和监管力度，形成有效的小组教学
习，开展小组长的监管培训，充分发挥学生自主学习与管理能力。
4、学生活动单一，教学内容没有有效融入活动中，活动有一定的局限性，知识点落实不到位。
措施:开展学生活动应适当，不要为了活动而搞活动，应该让学生活动成为教学的手段，把教学内容融入活动之中。
通过活动来落实相关的知识点。
5、教学评价方式过于单一且没有及时的给学生讲解相对应的知识点。
改进措施：专研教学评价理论与实践的运用，让教学评价更加高效与实用！
个人简介:
胡龙,中小学一级英语教师, 2011年册亨县第一届“教坛新秀”评比中，荣获一等奖, 2012年11月申报的课题《边远山区高中新课
标英语教学困惑与对策》被列为州级课题,本人为课题组负责人, 2012年论文《浅析新课改下高中英语听力障碍及应对策略》, 2013年《浅析交际法在口语教学中的运用》荣获省教育协会一等奖，课件《快乐语法-定语从句复习》荣获二等奖。
2013年《边远山区高中新课标英语教学困惑与对策》论文荣获中国教师发展基金会重点科研课题《教学多样化与素质教育》国家科研成果一等奖。
2014年7月《边远山区高中新课标英语教学困惑与对策》州级课题获结题。
于2015年9月因工作需要调到兴义五中任高中英语教学。
我的教学理念是：一是让课堂有吸引力，让学生在乐中学、在学中乐；二是让课堂成为学生体验成功、获得成就感的阵地，踏踏实实地落实好知识点。
我的教学特色体现在三个方面：
一、英语学习来源于生活实践，学习中多用“启发式和体验式”。
二、乐中学，学中乐，让学生学得更加轻松。
三、向课堂45分钟要质量，因材施教，分层教学，精讲精炼。