牛津高中英语必修三Unit1说课稿
牛津高中英语必修三Unit1说课稿各位老师：你们好！我今天所说内容是高中一年级英语模块三第一单元The World Of Our Senses中的第一课时Five Senses。
我说课的内容包括二个部分：一是教材分析，二是说教学程序。
一：教材分析1．教材内容分析我认为《牛津高中英语》这套新编教材设计精巧，模块之间，模块内部的各单元之间以及单元内部的各板块之间均有联系，构成了有机的整体。
每个单元的第一部分都是为本单元的精读文章做一个铺垫。
所以我认为第一个单元的第一堂课主要是扩大学生的信息量。
通过听，说，读，写来增强学生的英语基本功，特别是学生的英语口头表达能力和团结协作能力。
本堂课的教学内容较少，由一篇短小的文章和几个讨论题目构成。
我认为只有充分发挥学生的主动性，组织学生实践，然后讨论最后得出结论，这样才能丰富课堂教学。
在教学中尽量让每一个学生都积极参与。
每次我都会用一些学生感兴趣而且又比较贴近现实的话题展开讨论。
2．教材的重点和难点。
本堂课的语言点就是掌握”Senses”一词的用法。
完成讨论题目。
提高学生英语口语技能3．情感态度与价值观。
从练习中培养学生养成细心观察，勇于探索的精神。
让学生学会与他人合作，学会倾听，学会欣赏和感悟，从而建立自信心。
教育学生看待事物要看事物的本质，不要受事物的外表所迷惑。
对身体有缺陷，五官感觉不全的人我们不应该岐视他们，应该伸出友谊之手。
二：教学程序。
导入（Lead-in）上课之前询问学生下列问题：1， With what do we see and hear?2， How do we know whether a dish is delicious or not?3， How do we know that a flower has a pleasant smell?4， What do we do when we want to know whether the water in the basin is hot or cold?5， How do we know about the world around us?通过上面的提问，让学生明白“五官感觉”是指Sight，Taste，Smell，Hearing and Touch。
把这些词汇板书在黑板上并领读。
新授放慢语速，努力让学生听懂下面的英文介绍：As we know， almost everyone has five senses which are used everywhere and everyday. We learn about the world through thefive senses. We use the five senses to study, work and relax.I think we are lucky to have all the five senses. These senses help us to enjoy our life. But as a matter of fact, there are some people who have lost one or more of their senses. Can you suppose how they live?接下来再给学生二到三分钟阅读时间并在课本上找出下列问题的答案。
（此题要求学生独立完成）1.Do you know how blind people read?(They can read by touching raised dots which represent numbers and letters. This system is called Braille.)2.How do the deaf communicate with each other? (They use body language or sign language.)3.What are your feelings about these people ?最后是一个主观题，可以合理的对学生进行情感教育。
（要求分组讨论，然后代表发言，评出优胜组，并适时给予精神奖励。
）最后老师作评论：I felt a great pity for these people .As for me, I think, I should treasure my life and study hard in order to do more things for our society. And on the other hand, we should do what we can to help the disabled and shouldn’t look down upon them.) 课本操练。
（让学生观察课本上的四幅图片，判断自己的视觉，并适当的给予提示。
）Picture1:Ask: What can you see in this picture?(If they look at the white parts, they can see a vase. If they look at the black parts, they can see two faces.)Picture2:Ask: How do you find out whether the two lines are of the same length?(They can use a ruler to measure the two lines or they can use two pieces of paper to cover both ends of the two lines. Tell students that different kinds of arrowheads may mislead our sight and that if they are careless, they may get the wrong answer.)Picture3:Ask: How can you prove that the two lines are straight? (They can place a ruler next to the line. They can also use a ruler to draw more straight lines which run paralleled to the two lines. Tell students not to be affected by the surrounding lines.)Picture4:Ask: How do you read line b?(The symbols in line b can be read as the letters K,B,R and M) 通过上述问题的回答，教学生总结并讨论下面这个问题：What can we learn from observing the four pictures?首先单独叫学生发表意见，随后老师提供参考型答案。
Sometimes the appearance may cover the real features. From these four pictures. We know that even if we have good senses, we can still be confused. That is to say, superficies sometimes can mislead our judgment. So we should try our best to get rid of the optical illusions to get the real features of the things.4. 讲解语言点。
sense.n. [c] 感官,感觉the sense of sight/ hearing /smell/ touch/taste感觉,感观（多用作单数，并与a连用）a sense of humor /duty/pride /safety意义,意思（与meaning同义，是可数名词）The word “make” has many senses.作判断力,见识,道理解时，常用作不可数名词。
Mother has plenty of senses. 母亲见多识广。
作感觉到,领悟，发觉解时，后接名词或者从句He sensed that his boss wasn’t pleased with his answer.When I entered the room, I immediately sensed something unusual in the air.Sensitive adj.敏感的敏锐的Sensible adj.明智的，合理的。
5. 随堂操练____My hometown take on a new look, a ____of pride suddenly appeared in my mind.A. Having seen; happiness.B. Seeing; meaningC. When I saw; senseD. While I see; feeling The elderly need special care in winter, as they are_____ to the sudden change of weather.A.sensitiveB. sensibleC. flexibleD. positive6. 课堂作业要求学生从课本中的三个问答题中任选一题作在课堂作业本上，要求80个单词以上。
7. 家庭作业。
Ask students to do the exercises on page 98.That’s all. Thank you for your listening.。
高中英语人教版必修3第一单元Unit1-Festivals-and-celebrations说课稿+文档.doc
Book3(高中英语人教版必修3第一单元) Unit1 Festivals and celebrations《节日与庆典》我说课的内容是高一英语必修3Unit1阅读 Festivals and celebrations ，这是一节综合技能课，我说课内容包括以下几个部分：教材分析、学情分析、说教法、学法以及教学程序和教学反思。
一．教材与学情分析1．教材内容、地位和作用本单元以”节日”为话题。
本文的题目是Festivals and Celebrations.这一部分是本单元主题的重要体现形式。
本篇阅读主要介绍古今中外节日的种类、由来、以及人们的活动和习俗。
使学生不仅增进了对我国传统节日的理解，而且对外国的节日也有所了解和感悟，提高学生的文化素质，进而拓展社会文化背景、增加跨国文化知识。
2．学情分析由于本单元是安排在春节过后，寒假开学时的第一个单元，学生并对所学相关内容作了很好的铺垫，并有一定的生活积累，而且对“节日”这个话题既熟悉又比较感兴趣，因此可以激发学生的求知欲，更深层次的理解本课内容。
但由于学生基础薄弱，课文也涉及到西方文化，学生学习和理解有一定难度。
二．课程标准与教学目标新课程标准对这一课的要求是：通过介绍古今中外节日的种类、由来、以及人们的活动和习俗，使学生掌握阅读技巧，提高阅读能力。
根据《新课程标准》的要求和学生实际情况，确定了以下三维教学目标：知识与技能目标：熟悉中外节日，培养学生猜词能力，通过略读，找读、细读等方法，提高阅读能力和技巧。
过程与方法目标：通过对课文的阅读，教师引导，学生自主探究与合作学习，熟悉中外节日、掌握词汇，提高阅读能力。
情感、态度与价值观目标：在熟悉中外节日的基础上，提高学生的文化素质，进而拓展社会文化背景、增加跨国文化知识。
三. 教学重点和难点重点：1.熟悉中国和其他国家的节日。
（阅读）2.分析整理课文中的细节内容。
（详细阅读）难点：用所学知识谈论中国和其他国家的节日和庆祝方式。
牛津版高中必修3 Unit1 The world of our senses语法课说课稿
牛津版高中必修3 Unit1 The world of our senses语法课说课稿英语语法在高中阶段占有重要的地位，虽然在教招考试中浮现的频率较低，但是不能否认浮现的可能性，而说课是近年来教招面试中浮现频率较高的考察形式，能够测出同学的语言功底和表达功底。
故学会如何撰写语法课的说课稿也是十分有须要的，本文以牛津版高中英语必修3 Unit1 The world of our senses 语法课为例举行说课稿设计。
Greeting:Good morning/afternoon, everyone! Im very glad to stand here to interpret my lesson. Today, my topic is the world of our senses.My lesson consists of five aspects: the analysis of teaching material and students, teaching aims, teaching and studying method, teaching procedures and blackboard design.I. Analysis of the teaching material First of all, lets focus on the analysis of teaching material. The lesson I am going to talkabout is from Oxford Senior English for China Book Unit 3, the world of our senses, grammar part.. After this lesson, well enable students to master noun clauses with different conjunctions. Students can also improve their reading and writing skills.Ⅱ.Analysis of the studentsNext, it is about students. My students are in senior 2.After many years of English studying,theyve known many words, sentences and some skills to solve English problems, so they have a good foundation to learn this grammar part. However, they havent learnt it systematically so that they even couldnt recognize the noun clause. So in thisperiod ,I would arrange a variety of activities to help them join in my class.Ⅲ.Analysis of the teaching aimsBased on the syllabus and the analysis, I set the teaching aims as follows:Knowledge aims:Students can get familiar with the grammar point of noun clauses and recognize them.Students can know the function of conjunction word "that' and "whether'/'if' and their differences.Ability aim:Through different ways of practice, students can use the noun clauses to make sentences and they can understand some passages which contain noun clauses. Emotional aims:Students can get more interest in English grammar learning and not afraid of learning grammar.Ⅳ.Analysis of the key and difficult pointsAccording to the teaching aims, the key point of this lesson are to recognize noun clauses with different conjunctions and their meanings. The difficult points is to use the conjunction "that' and "if/ whether' skillfully.V. Analysis of teaching and study methodsTo help students achieve the teaching aims much easier, I will mainly use task-basedteaching method, multimedia method and so on. For students, I will lead them to study bythemselves, and learn to communicate with people to let thembecome the real host of the class.VI. Analysis of the teaching proceduresNext,lets come to the most important par-the teaching procedures. It includes several parts: lead in, presentation, practice, production and summary and homework.Step 1 Lead-in (3 mins)The first step is lead in. I will show them a part of the video of a speech made by Martin Luther King "I have a dream', then make students do a imitation of it, paying attention to the pronunciation and the passion in it. In this way, it can arouse students interest in the class and lead in the class in a relaxing way.Step 2 Presentation(20 mins)And then, it a good chance to start the second part, presentation.(1)At first, I d like to show the original text of the classic part of the video again and lead them to discover the rule in these sentences :1.I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave-owners will be able to sit down together at the table of brotherhood.2.I have a dream that one day even the state of Mississippi,a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.3.I have a dream that my four children will one day live ina nation where they will not be judged by the color if their skin but by the content of their character.(2)My students have already learnt English for several years and they have the sense of English in some extent, so Students may find they are all compound sentences and they all contain a conjunction "that'. Then Ill let students make a assumption about what type of sentence they are. They can discuss with their classmates.(3)After discussion, Ill just conclude the rule: "they are called noun clauses, and we use "that' to introduce a noun clause when the clause is a statement and the clause is not functioned as anything. Or we use "that' to introduce a noun clause and the clause is functioned as subject or object or predicative in the whole sentence. ' For examples:The radio announced that the mist would become a thick fog.(object) That we couldnt find our way out was really bad news.(subject) The truth is that the buses will not be running.(predicative) (4)And then, Ill continually tell them that we can also use "if/ whether' to introduce a noun clause when the clause is a "yes/ no question'. We change the word order in clause after "if /whether' into that of a statement. But we can only use "whether' but not "if' after a preposition or when the clause as the subjectis at the beginning if the sentence. For examples:She wondered if/ whether the buses would still be running. She is not certain about whether she has done anything wrong. Whether it is going to clear up keeps me wondering.By doing this, these sentence can help students learn noun clauses in a interesting way. And it can be a good start for students to their further study.Step 3 Practice(10 mins)So now, its time to let students totally master this point. Im going to talk about the third part, practice. I would like to show a article on the screen about our senses and let some students circle the right words :Many people wonder if/ whether there is any connection between our senses and our health. Scientists observe that/ if making the most of our senses when we are young can keep us healthy later on in life.Why do we feel anxious or tired? One study shows if/ that approximately 90% of our time is spent watching TV or using computers. It is added whether/ that while our sense of sight is used too much, our senses of touch and smell have been ignored. People often ask whether/ if or not we should develop all our senses. The answer is yes. Experts suggest that/ if we do the following things more often. While having dinner, listen to some enjoyable music rather than watch TV. While relaxing at home, have some flowers next to you that smell nice. Before going to bed, turn the lights off. While sleeping, wear a nightshirt that is pleasant to touchit will make us sleep well.And then, let them read the following sentences and complete the blanks using "that/ whether/if'.I felt my hands and feet were cold.I thought I needed a hot cup of coffee to warm me up and recover some strength.I knew I was getting close to the camp, as I could smell food.I shouted to find out there was anyone there, but there was no answer.I almost believed I could never find my way.Suddenly I heard the sound of footsteps from behind and I wondered it was the sound of the wind.Through the two activities, students can deepen their understanding of the noun clauses introduced by "if/ whether/ that'.Step 4 Production(10 mins)And then, it should be the last part, production. Id like to ask some students telling stories: they are supposed to make a story that happened in their life and then share it with the class, using the noun clauses introduced by "if/ whether/ that'. 2 minutes to prepare and 8 minutes to share.In this way, students can use the noun clauses skillfully and their speaking ability can be trained. It also can improve their confidence to communicate with others in English. And let them become the real host in class.Step 5 summary and homework(2 mins)By the end of the class, Ill invite one student to summarize what we have learned today. And give them todays homework, let students search for songs or sayings with a noun clause and share them next class. It can consolidate what we have learnt today after class. So its good for them to master the point indeed.以上就是牛津版高中必修3 Unit1 The world of our senses语法课说课稿，更多老师聘请面试备考资料，请查看老师聘请面试备考频道。
2020年人教版高中英语必修三unit1reading 说课稿
2020学年人教版高中英语必修三Unit1 Festivals around the worldGood morning, ladies and gentlemen, it’s my great pleasure to be here sharing my teaching plan with you. The topic of the lesson is from Senior English for China Student’s Book 3 Unit 1: Festivals around world. I’ll talk about the lesson from six main parts: the teaching material, teaching objectives, teaching key and difficult points, teaching methods, studying methods and teaching procedures. Firstly，I’ll introduce the teaching material.This unit is mainly about festivals and celebrations around the whole globe. The first reading passage“festivals and celebrations” is the center of this unit, which is also what my teaching plan based on. In this passage, it introduces the four different kinds of traditional festivals, their origins and celebrations. From this passage, students will know more about festivals around the world. Secondly, I’d like to talk about my teaching objectives.Knowledge objectives:Enable students to master the words, phrases and understand what this passage is about.Ability objectives:1: Improve students’ reading ability, especially skimming and scanning.2: Improve students’ spoken English and cooperative ability by group work. Emotional objectives:Help students know more about festivals and celebrations, enhance their culture awareness and their respect to tradition.Thirdly, teaching key points, difficult points.Teaching key points1:Enable students get a main idea of the passage, make students understand the different customs of different festivals.Teaching difficult points1: Make sure students can describe some major festivals with their own words, Fourthly, Teaching methods.1: Task-based TeachingBy using TBT method, students can be given opportunities to practice and use a language in daily life activities, which help them to master the language naturally and better.3: Computer Assisted TeachingBy using CAT method, teachers can provide more attractive teaching material, and create an interesting and vivid learning environment.Fifthly, studying methods.1: Task-based learning.2: Cooperative learningSixthly, Teaching procedures.1: Lead-inShow students a short video some traditional festivals’ celebrations. After watching that, ask students questions like “have you ever had these festivals?” “what do you do at these festivals?” “how do you know about these festivals?”Justification: in the beginning of the class, I want to use online video to create a lively environment in which students can get involved in more quickly, and also activate students interest and background knowledge of the topic.2: While-reading.Task 1 SkimmingDivide students into 8 groups, give them 3 minutes to glance over the title and each paragraph, then try to discuss and sum up the main idea of each and the theme of the whole passage.Justification: practice students’ ability of reading for the general idea, moreover, by group disc ussion, turn passive study to active study, and enhance students’ spoken English and the consciousness of cooperative learning.Task 2 ScanningGive students 8 minutes to read the passage carefully, then ask them questions like:1, what festivals are held to honour the dead and ancestors?2, who is honoured in India in October 2?3, what do European people do to celebrate harvest?4, what festivals are celebrated in Spring?Justification: practice students’ ability of reading for specific information. And also, by answering those questions students can have a better understanding of festivals around the world.3: Post-reading.Divide students into 8 groups, ask students to find out and discuss all the festivals and celebrations mentioned in the passage. After that, each group sends a representative to describe two festivals in front of the whole class. Justification: deepen students’ knowledge of today’s class. Make sure students can talk about festivals and celebrations by using their own words. Encourage students to express themselves in the face of people and to cooperate with others.4: Consolidation.Ask students to review the passage very quickly then complete the exercise below.Justification: review and consolidate the knowledge we’ve just learnt.5: Homework.Write an essay to introduce a festival and how it is celebrated.Justification: this activity does not only strengthen students’ understanding of different kinds of festivals and celebrations, but also improve students’ interculture awareness.。
牛津译林版高中英语必修三Unit 1《The world of our senses》(Task)教学设计1
单元：Unit 1 The world of our senses板块：Task课堂设计指导思想：本节课是task教学课。
本板块的教学围绕如何讲故事开展了以听、说、读、写为主的一系列教学活动。
以听力练习为铺垫把学生带入特定的语言情境中，辅以与故事讲述相关的技巧训练，并通过小组讨论和口、笔头表达等一系列的课堂学习活动，使学生学会熟练自由地运用英语。
因此合理安排任务和紧密联系主题对最后的成果呈现是否成功有至关重要的作用。
本板块第一教时主要解决故事情节排布和插图的运用问题；第二课时主要解决如何使故事增色问题和语言点的处理。
Teaching aims:1.Make students know the chain of a story.2.Train students’ability of telling a story effectively by using pictures withspeech bubbles.3.Improve students’ability of writing a st ory by using ad jectives and adverbs.Teaching procedures:Period OneStep 1 Introduction (ppt 4-6)Do you like reading stories? (Ask) Most of you like reading stories. Can you tell me what kind of stories you like reading? W hy? (Ask) You like different kind of storie s. Have you tried tellin g a story to your classmates or friends? Today we will learn some skills of telling a story. After class, you can make up a story and tell it to your friends. Maybe, they will like it.【设计说明】通过师生问答引出本板块的主题——学讲故事。
牛津译林版高中英语必修三《Unit1 The world of our senses》 Task Telling a story 教学设计
学
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环节四当堂检测
二次备课
Finish Part A on Page 17.
1. tired 2. asleep 3.suddenly 4.alive 5.frightened 6.loudly 7.back 8.beautiful 9.red 10.delicious
课
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Plotting a story.
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知识与能力
学生会熟练自由地运用英语
过程与方法
以口语练习为铺垫把学生带入特定的语言情境中，辅以与故事讲述相关的技巧训练，并通过小组讨论和口、笔头表达等一系列的课堂学习活动，使学生学会熟练自由地运用英语。
情感、态度与价值观
充分发挥学生的想象力，能正确表达自己的想法
教学
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How to plot a story
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3.Writing a story.
Lead in:
Do you like reading stories？
What kind of stories do you like reading？Why？
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环节二合作释疑环节三点拨拓展
(备注：合作释疑和点拨拓展可以按照顺序先后进行，也可以根据教学设计交叉进行设计)
Different elements of a comic strip.
课后
作业
Review what we have learnt today.
Finish Part B on Page 97
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必修三英语unit1说课稿
必修三英语unit1说课稿尊敬的同事们，今天我们将共同探讨必修三英语Unit 1的教学设计。
本单元的主题是“Friendship”，旨在通过各种教学活动，让学生理解友谊的重要性，学会如何建立和维护友谊。
教学目标：1. 知识目标：学生能够掌握本单元的核心词汇和短语，理解并运用相关的语法结构。
2. 技能目标：通过听说读写等活动，提高学生的英语交际能力，特别是口语表达能力。
3. 情感目标：培养学生珍视友谊的情感，引导学生思考如何在生活中建立和维护友谊。
教学重点：1. 核心词汇和短语的掌握。
2. 语法结构的运用，特别是现在完成时和过去完成时的区分和使用。
教学难点：1. 现在完成时和过去完成时的准确使用。
2. 口语表达中如何自然地运用本单元的语言点。
教学方法：1. 任务型教学法：通过设置具体的任务，激发学生的学习兴趣。
2. 合作学习：鼓励学生小组合作，共同完成学习任务。
3. 情景教学：创设真实的语言使用环境，让学生在实际情境中学习和使用英语。
教学过程：1. 导入（Lead-in）：- 通过展示一些关于友谊的图片或视频，引发学生对友谊的思考。
- 提问学生关于友谊的看法，激活学生的相关背景知识。
2. 呈现（Presentation）：- 呈现本单元的核心词汇和短语，通过图片、例句等方式帮助学生理解和记忆。
- 讲解现在完成时和过去完成时的语法规则，并给出典型例句。
3. 操练（Practice）：- 通过填空、转换句型等练习，让学生巩固对词汇和语法结构的掌握。
- 组织角色扮演活动，让学生在模拟的情境中使用目标语言。
4. 应用（Application）：- 设计一个小组讨论，主题为“友谊的重要性”，让学生运用所学的语言知识表达自己的观点。
- 通过写作任务，如写一篇关于友谊的短文，进一步加深学生对语言的运用。
5. 总结（Summary）：- 回顾本节课的学习要点，强调词汇、语法结构的重要性。
- 鼓励学生在日常生活中多观察、多思考，将所学知识应用到实际交流中。
牛津版高一英语必修3 Unit 1 The world of our senses全英文教案设计
Unit 1 The world of our senses教学设计★The analysis of this unit:This unit introduces and develops the theme of the five senses of humans and some special senses of animals★The aim of this unit:1. Help Ss gain a better understanding of the five human senses as well as some knowledge about how animals use their senses.2. Ss will learn to master the skills of plotting and developing a story and try to tell a story with a surprise ending.3. Help Ss develop their integrated skills: listening, speaking, reading and writing.★Teaching periods for this unit:Period 1: welcome to the unit and listeningPeriod 2-3 ReadingPeriod 4 Word PowerPeriod 5-6 Grammar and usagePeriod 7-8 TaskPeriod 9-10 ProjectPeriod 11-12 WorkbookPeriod 13-14 English WeeklyPeriod one: Welcome to the unit★The analysis of this part:Ss will be presented with a short passage and four pictures about the give senses. Teaching aims:1. Practice Ss’ spoken English and listening ability2. Encourage Ss to participate in the discussion in order to realize how they and otherpeople use their senses in their studies and daily life and now they can make better use of their senses.Teaching methods:1. Oral expression2. Group or team discussion3. Listening and speakingTeaching procedures:Step one: Brainstorming1. How many senses do people have ? What are they?With what can we see and hear?How can we know whether a dish is delicious?How can we know a flower has a peasant smell?What do we do when we want to know whether the water in the basin is hot or cold?2. Table3. What would happen if people lost one or two of their senses?For example: a person who can’t see is blind.A person who can’t hear is deaf.4. What are the roles of the five senses?As we all know, almost everyone has five senses and they’re used everywhere all the time. We learn about the world through the five senses. We use the five senses to study, work and relax.5. By the way, how blind people can read?How do the deaf communicate with each other?They can read by touching raised dots which represents numbers and letters called Braille.They use body language or sign language.Step two: Sharing information1. Ask Ss to read the short passage and know more about the five senses.2. Useful words and expressions☆ sense sight smell touch△sense n. 官能, 感觉, 判断力a sense of fatigue and hunger. 疲劳和饥饿的感觉a keen sense of humor. 敏锐的幽默感a six sense 第六感觉，第六感官make sense of 有道理，有意义What you say makes no sense.It doesn’t make sense to buy that expensive coat whe n these cheaper ones are just as good.vt. 感到, 理解, 认识sense one’s sorrow, hostility( 忧愁，敌意)Although she didn’t say anything, I sensed that she didn’t like the idea.Sight n. 视力, 视觉, 见, 瞥见, 视域, 眼界Sense of sight 视觉catch sight of a rare bird. 看见了一种稀有鸟类the sights of London. 伦敦的风光vt. 看见After three days at sea, we sighted land.△Sightings C/n 目睹，目击People have shown great interest in his disappearance due to sightings o f puzzling lights in the sky.△One another = each other 彼此，相互Sign 符号，标牌，示意动作traffic signs 交通标志 a shop-sign 商店招牌sign language 手语She gave us a sign to enter the room.Sign 签字，示意Sign your name here, please.The policeman signed them to stop.Step Three: Picture DescriptionPicture one:----- what can you see in it?---- If you look at the black /white part, you’ll see two faces/ a vase.Picture two:------Are the two lines of the same length?------ How can you prove that?Picture three:------Are the two lines straight?------How can you prove that?Picture four:------ What can you see from line B?So why are people misled by their own eyes?Because the backgrounds or other lines confuse the eyes. Also, what we expect to see can change what we see---- the brain is confused actually.Summary: From these four pictures, we can know our senses sometimes can confuse us.Step Four: DiscussionMore questions for Ss to discuss.Q1/As:We use one or two of the five senses more than the others when we need to . In the darkness, the sense of hearing and touch become more sensitive because we can’t see anything.When we listen to our favourite music, we will close our eyes and just want to listen with our ears.When we read a very interesting book, we’ll lose ourselves in it, and hardly hear anything around us.When we eat sth, we don’t only taste or smell, we look at it as well.Q2/As:Which sense helps you learn English?I think in learning, the senses of sight and hearing help us a lot.Listen to the tape, the teacher, broadcastRead the English text by sightQ3/As:Take Beethoven, the great German composer as an example:When he was completely deaf in 1824, he completed his most famous symphony, the Ninth Symphony.Take HuaYanjun(华彦钧)，Blind as an example:Although he couldn’t see anything, his famous erhu Solos(独奏曲)are admired by people all over China.Step Five: Listening page 96People have the five senses: sight, hearing, taste, smell and touch.Do animals have the five senses?If so, let’s know more about them.1. Go through the instruction with some listening techniques.2. Listen and then check.Homework:1. Read two articles on page 94-952. Preview reading textReadingTeaching aims:1 To encourage students to speak out to practice their oral English2 To arose their interest in learning this unit through activities.3 To let them know the importance of senses and know that sometimes senses affect one another and people may be misled by their own senses.Difficult points:Encourage the students to share their opinions by fully participating in the discussion in order to realize how they and other people use their senses in their studies and daily life.Teaching proceduresStep 1 Lead-in (Pictures 1-3)Lead in the five senses by asking the students their life experiences.The five senses are:The sense of sight, the sense of hearing, the sense of taste, the sense of smell and the sense of touchThey enable us to know the world around us.Step 2: Discussion (Pictures 4-5)What will happen if you lose one or two of your senses?Do you know how blind people can read?Step 3: Reading (Pictures 6-7)A. Read the passage and find the answers to these questions:Do you know how blind people can read?How do the deaf communicate with each other?B. Solve the language problems while reading.Step 4: Sharing information and Observation (Picture 8)A. Question:Do you believe sometimes senses may cheat us and they may affect one another?B. Show some examples. (Pictures 9-13)Step 5: Discussion (Pictures 14-15)A. Ask the students the following question and then have a discussion. They are all expected to be involved in the discussion, practice their spoken English, and share their opinions with each other.Question: Why are people misled by their own eyes?B. After the discussion the teacher draw the conclusion thatBecause the background or other lines confuse the eyesAlso, what we expect to see can change what we see.Actually, it is more the brain that is confused than the eyes.C. Remind the students that no matter how our eyes may cheat us, we do need our eyes as well as other senses. So we should protect our senses. We can see that health is very important in our life and good senses also improve our life quality. Maybe the best way to avoid being cheated by our senses is that we sense, meanwhile, we think. (Picture 16)Step 6 Consolidation (Picture 17). Review the five senses once again and finish the exercises given on show, which, of course are related to the senses.Step 7 Discussion (Picture 18)Do you know that some famous people are disabled?Raise examples and talk about their contributions.Step 8 Assignments (Picture 19)1.Preview the reading part, do exercise C1 and C2.2.Find information about some more famous people who are disabled and yet make great contributions to the world.word powerTeaching aims:1. Enlarge students’ vocabulary2. Let students know more about weather.Teaching important points:Remember these words and try to use them freely.Teaching proceduresStep1. Lead inQuestions for them to answerWhich word is used twice besides the noun street in the two sentences?1.Once out in the street, she walked quickly towards her usual bus stop.2.‘Here we are, King Street.’ he stopped.Step 2. Presentation and exercisesA Find the words listed below in the story and complete the table.B Complete the report clearly.The air sometimes smells very bad. Do you know what (1) this? One (2) is traffic. Dose anyone have an (3) to the problem of global warming? So far even scientists can’t (4)this question. In some countries you can see people without (5)sleeping on the streets. It’s difficult to (6)all the people who need homes. In some other countries, the price of food (7) every year. Poor people often have to go hungry because they cannot afford the (8) .答案：causes cause answer answer houses house increases increaseStep 3. Explain more words of the text.Observe (page 2, line 14)As Polly observed the passengers on the train, she sensed that she was being watched by a tall man in a dark coat.释义：a. to see or notice sb / sth 看到注意到观察到b. to watch sb / sth carefully 观察；监视c. to obey rules, laws, etc 遵守（规则、法律等）练习1：猜猜下面各句中的observe的含义与上面哪种释义相匹配。
新牛津译林版高中英语必修三unit 1《the world of our senses》period 3优秀教案(重点资料).doc
模块3 unit. 1 Period three 教案TaskTeaching goals:11.Make Ss know the sequence of a story.12.Train Ss’ability of telling a story effectively by using pictures with speech bubbles.13.Improve Ss’ability of writing a story by using adjectives and adverbs and how to prepare asurprise ending..Teaching important and difficult points:◆Make sure Ss know the importance of adjectives and adverbs in the story.◆Enable Ss to write a story correctly.Teaching proceduresStep 1 Revision1. Check homework.2. Do some exercises to revise the noun clauses.Step 2 Skills building 1: Plotting a storyPlot:The sequence of events in a story is called the plot.A plot tells what happens to the characters in a story. [:]1. Exposition: It comes at the beginning of the story and introduces the Setting and themain characters (Who? Where?When? Why/)Plot 2. Complication: It comes in the middle of the story and tells about the problems experienced by the characters.3. Resolution: It comes at the end of the story and tells how the problem is solved orhow the story ends1.Ask students to read part A on page 13. They need to know what they have been asked todo and what information they s hould get when listening to the tape. Have them complete the checklist individually, and then ask them to check their answers with their partners to see if they have the same answers. The class can listen to the recording again if necessary. 2.Ask students to listen to the conversation and answer the questions in Part B. After theyfinish this part, let them check their answers with their partners to make sure that they have got the correct answers.3.Tell students that they will write the beginning of the story using their answers in Part B. Possible example:It happened in this summer. One morning at about 10, Sandy and her classmates went to the museum together with their teachers, because they had a class project about art and history. They got there by school bus. When they arrived at the museum, Sandy and her partner Li Feifei were so busy looking around that they got lost. So they ran about,trying to find their classmates .Luckily they saw their classmates and caught up with them.Skills building 2: id entifying different elements of a comic stripSpeech bubblesThought bubblesSound bubblesCaptionStep3: preparing a story with a surprise ending1.Ask students to read the guidelines on page 15 and make sure that they know what theyneed to do. Ask them to first work individually and then to c heck their answers with their partners. If they have different answers, have them discuss which answer is better.2.In pairs, ask students to work out a surprise ending from the five pictures given in Part A.They should draw a picture, write a caption and add thought, speech or sound bubbles where necessary. Encourage students to use their imagination and create any ending which is surprising. Choose some students’pictures and show them to the whole class. Ask students to decide which is the best picture with a surprise endingPractice: Add a surprise ending to the story.That cold January night, I was growing sick of my life inSan Francisco. There I was walking home at one in the morning after a tiring practice at the theater. With opening night only a week away, I was still learning my lines. I was having trouble dealing with my part-time job at the bank and my acting at night at the same time. As I walke d, I thought seriously about giving up both acting and San Francisco. I had expected too much of my l ife.As I walked down the empty streets under tall buildings, I felt very small and cold. I began running both to keep warm and to keep away from any possible robbers. Very few people were still out except a few sad-looking homeless people under blankets.About a block from my apartment , I heard a sound behind me. I turned quickly, half expecting to see someone with a knife or a gun. The street was empty. All I saw was a shining streetlight. Still, the noise had made me nervous, so I started to run faster. Not until I reached my apartment building and unlocked the door did I realize what the noise had been. It had been my wallet falling to the sidewalk.Suddenly I wasn’t cold or tired any more. I ran out of the do or and back to where I’d heard he noise. Although I searched the sidewalk anxiously f or 15 minutes, my wallet was nowhere to be found....Skills building 3: using adjectives and adverbs in stories.Adjectives: 1. to describe a person or thing.2. to express physical and other qualities, our feelings and views3. to express origin, necessity, frequency and degree of certaintyAdverbs: 1. to add more information to a verb, an adjective, a phrase or another adverb.2. to express place, time, frequency, degree, manner and viewpoints.3. to make comments, concentrate on a certain word or phrase and link clauses or sentences. Step 4: improving your story1.Have students read the guidelines in Part A on page 17. Ask them to go over the adjectivesand adverbs given in the box. Guide them to point out which words are adjectives and which are adverbs. Ask them to first fill in the blanks with the words in the box, and then write the last paragraph of the story using the sixth picture they drew in Step 2.2.Ask students to think about what good storytellers will do to make others interested andwilling to listen to them. Ask students to read the guidelines in Part B. Have them work in pairs to practice telling the story they have just finished. Then ask some students to present their stories in class. The whole class should decide who is the best storytellerPossible example:All of a sudden, a bell ringing, Sandy woke up and found herself sitting on a chair. She could see people were leaving. To her great surprise, she saw a big , red apple in her left hand and some beautiful flowers in her right hand. She knew it was time for the museum to close and she had to leave. But her classmates and her teachers were nowhere in sight.Ask students to read the story of Part A in Writing on page 97 of the Workbook, and then finish Part B. They can do Part B as homework.Step5 Homework1. Ask Ss to create a story in groups and encourage them to act out2. Find out the difficult points in Project.Project: Producing a TV showTeaching goals:14.Do some reading.15.Improve Ss’ability of writing.16.Get Ss to cooperate with others.Teaching important and difficult points:◆Know the general idea of the passage.◆Make sure Ss know how to write an interesting story.The first period:Teaching procedures[:]Step 1 Reading1.Ask students to read the article Shark attacks and find out as much information as they canabout sharks.2.Have students read the article again and ask them to find out what unique senses sharkshave, what senses sharks use to attack humans and what people can do to protect themselves.3.Read the article and fill in the form below:_________1____________________8__________hit and run, second, a “sneak”, safety, a fresh wound, do not panic[:] Step 2 Language points1. Most people know that the most dangerous shark is the great white shark, mainly becausethey have seen the movie ‘jaws’.most 前面加the表示最高级,不加the表示大多数mostly 一般地/通常adveg: The sauce is mostly ream.We’re mostly out on Sundays.mainly总体/大致adveg: The people in the hotel were mainly tourists.[:]The population almost doubles in summer mainly because of the jazz festival.2. The chances of being attacked by a shark are very small compared to other dangerschance c.n possibility chance of doing stheg :Is there any chance of getting tickets f or tonight?She has a slim chance that he will change his mind.by chance 偶然地eg: I met my classmate in primary school the other day on the street by chance.opportunityeg: It was the chance he had been waiting for.I won’t give him a second chance.3. The low number of attacks that happen every year proves that sharks do not feed on humansif they have the choice.prove (1) 证明prove sth to sbeg: Give me a chance and I will prove it to you.(2) link verb 证明是eg: The experiment proved a failure.(3) prove oneself to sb 显示eg: He constantly feels he has to prove himself to others.4. When attacking in this way, the shark waits for you to swim by and attacks you suddenly.此句为省略句. When the shark is attacking in the this way, the shark waits for you to swim by and attacks you suddenly.在状语从句当从句主语与主句主语一致,且从句的谓语动词有be动词, 从句的主语与be动词都能省略5. Recently, shark attacks have been increasing as water sports are becoming more popular.as 表一种伴随的原因意思上相当于becauseeg: My English improves a lot as I use it every day.1.Hit the shark on the nosehit sb on(硬的)/in(软的) + the + 身体的部位Step three: HomeworkExercise in the newspaper on page 4The second period:Producing a TV show Period Tw o:Teaching aims:To do the project of producing a TV show about how an animal uses its senses. Teaching procedures:Step 1: Check homeworkStep 2: PlanningTeacher: Every student has to tell their classmates what animal they would like to introduce if they could. The things you consider before you start your TV show:1 what kind of ani mal do you want to introduce in your TV show?2 why do you want to introduce such an animal?3 what is your TV show going to say on the animal?4 what is the purpose of your TV show?Step 3: PrepareStep 4:Group members who are editing the TV show will have to draft the article based on all the ideas from our previous research and discussion.When the draft is done, each member should read it carefully and give suggestions on its wording and design.Example:Teacher: Each group will have 3 to 4 minutes to express your TV show. Please do remember to use your imagination to make your TV show interesting and good. We will, ofcourse, to choose the best one and record the TV show. By the way, your articlewhich you wrote for your TV show should be photocopied and give every othergroup and me one copy.Step 6: Homework1. Produce your TV show.2. Prepare for a test.Self-assessmentTeaching goals:This part at the end of the unit aims to allow students to determine what they have achieved and what else they can do to improve their study.Teaching procedures:1 让每一个小组上台表演自己的TV show.由老师和学生同时打分.评分细则:对所写文章的评分: 50是否用上名词性从句10是否用上四个本单元学过的词组10是否用上四个本单元学过的重点单词10 句子是否通顺. 10单词拼写是否正确10对表演评分: 50是否仪表端正10是否语言清晰, 语调语音好听10表演整体艺术是否专业10是否体现团队合作10TV show 是否有原创精神102 老点评和学生代表谈看法.。
高中英语新人教版选择性必修三unit 1 art using language 说课稿
Unit 1 ArtUsing language: Ancient Chinese art on showGood morning, dear judges. It’s my great honor to be here to present my teaching design.The content of my lesson is Senior English required elective course Book 3 Unit 1 Using language: Ancient Chinese art on showTo begin with, I will introduce my basic teaching elements from the following perspectives.1.Analysis of the basic teaching elements①Teaching material analysisThe theme of this lesson and this unit is "art". Through the study of this unit, students should enhance the interest and appreciation of art, as well as the ability to communicate across cultures with art as the theme.Specifically in this lesson, students should think deeply about how to better understand the traditional Chinese art value, and how to promote Chinese traditional art to the world. This article is about ancient China. The promotion of art exhibitions belongs to the applied style. It introduces the reader to the exhibition. The theme, which focuses on the classic exhibits of the exhibition, explains the meaning of the art exhibition, is provided some other important information about the exhibition.②Students analysisStrengthes:1.show great interest in this topic and be eager for knowledge2.capable of expressing their ideas simply3.having mastered some reading techniquesProblems:1.have problems in deep understanding2.short of vocabularies related to the topicck the ability of summarizing and integrating information4.know little about expressions of ancient art③Analysis of the teaching objectivesIn order to promote the development of every student, the teaching objectives are listed in the following parts.1.identify new words2.have a general understanding of the passageplete the leaflet4.write an announcement about exhibition④analysis of teaching important and difficult points1.To extract useful expressions and sentences2.To figure out the main idea and the text organization.3.To write an announcement about exhibition⑤Analysis of the teaching methods and learning methodsTo achieve the teaching objectives, there are three teaching methods used in this lesson. They are situational teaching method, task-based language teaching method and communicative teaching method. As for the learning method, students will be encouraged to adopt cooperative learning method to enhance their cooperative awareness.2.Presentation of the theoriesThe design of this class is based on two teaching theories:♦Product-oriented approach♦The curriculum standard3.Analysis of the teaching proceduresStep 1: Lead-inWhat art form are they(on page 8)? And what other forms do you know?The painting Clearing After Snow on the Mountain Pass is one of the great works of Tang Yin who was born during the Ming Dynasty.The sculpture is of Buddhist origin, which is from Tang Dynasty.Step 2 While-readingTask 1 Read for the text organization and the main idea1．What's the text mainly about?A．The Richfield Museum of Fine Art.B．An introduction to ancient Chinese art show.C．Something about the Shang Dynasty.D．Something about the Emperor Qianlong.答案：BII. Skim the text and match the main idea of each partPart 1(para 1) A. A brief summary of the exhibitionPart 2(para 2-4) B. Matters needing attention about the exhibitionPart3(para5) C. An introduction of the exhibitionPart4(Para6--9) D. Highlights of the exhibitionTask 2 Read for detailed informationFind out the answer1．The painting Clearing After Sno w on a Mountain Pass was created in ．A．the Qing Dynasty B．the Ming DynastyC．the Tang Dynasty D．the Shang Dynasty答案：B2．Which of the following statements is NOT true according to the text?A．The artists who made the bronze objects were very famous.B．Tang Yin tried to enter into the civil service at first，but failed.C．The artists who made the bronze objects were skillful.D．Most sculptures of the Tang Dynasty were associated with Buddhism.答案：A3．You can visit the exhibition ．A．from 9：00 a．m.to 5：00 p．m.on MondayB．from 8：00 a．m.to 6：00 p．m.on TuesdayC．from 10：00 a．m.to 3：00 p．m.on WednesdayD．from 6：00 a．m.to 4：50 p．m.on Friday答案：C4．If a couple take their 3yearold daughter and 8yearold son to the exhibition，how muchwill they pay for the tickets?A．$25. B．$28.C．$30. D．$20.答案：ATask 3 Read the text again and complete the advertising leaflet below.More than__________ of wonderful art from China on displayHighlights ：The painting Cleaning After Snow on a Mountain Pass, by ______________.A collection of nearly 100 __________________.Many fine examples of _____________________.You will ___________________________Date ：NOW until ________________________Opening hours: ___________a.m. to _____________ p.m.Museum is closed on _________________Tickets: Adults $ ____________ Students $ ____________, Children under 12 $ 5, Children under5 freeNo photos or food and drink allowed in museum.Step 3 post- reading: Fill in the blankThe Richfield Museum of Fine Art is proud to present our new exhibition，“From Shang 1.to Qing：Chinese Art Through the Ages.”From bronze bowls to ceramic vases，and jade sculptures to ink wash paintings，our goal is 2.to display (display) the Chinese artistic genius from ancient times. The highlight of this exhibition is the 3.painting (paint) Clearing After Sno w on a Mountain Pass，one of the great works of Tang Yin. This painting，4.showing (show) high mountains，trees，and houses 5.covered (cover) in snow，was made with extraordinary skill. Also of primary note is 6.a collection of nearly 100 bronze objects from the Shang Dynasty.7.While/Though/Although the artists who made these great works are not known，they showed great skill in 8.creating (create) these beautiful pieces. Finally，we have many fine examples of Tang Dynasty sculptures. Most of these are of Buddhist origin. These works 9.were intended (intend) to spread Buddhism and they are of 10.exceptional (exception) beauty andquality.Step 4:Assignment:You are now going to write an announcement for art club members about a trip to see an exhibition. Write your announcement based on your notes.To:_______________________________From:_____________________________subject: On ________________, we will go to see _________________.This exhibition is….4. Blackboard designThe blackboard design is one of the highlight of the whole class. By experiencing that change from nothing to a whole one, students can have a better understanding of the text and internalize the information actively.。
牛津译林版高中英语必修三Unit 1《The world of our senses》(Task)word教案
Unit 1 The world of our sensesTaskTelling a storyTeaching Aim:●To learn and practice their listening, speaking, reading and writing skills ● To learn how to tell a story.●To get some practical advice on plotting a story.Teaching Procedure:Step One: Leading inDo you like reading stories?What kinds of stories do you like reading? Why?What are th e common elements in stories?Step Two: Skills Building 1Ask students what stories they li keAsk students what the common elements are in stories.1. StartThe start of the story introduces the background of the story and the main characters.I t answers these questions: Who? Where? When? Why?2. BodyThe body of the story te lls about the problems experienced by the characters, e.g., a problem the main character wants to solve or something he/she needs to learn from the experience.3. EndingThe ending of the s tory tells how the problem is solved or how the story ends. Step Three: PracticeAsk students to complete a checklist. And give an ex ample.Step Four: Skills Building 2Help students to recognize different elements of a comic strip and ask them to practice.Ask students to tell a story according to the pictures.Work with your group members to work out a surprise ending according to the five pictures given in Part A. You should draw a picture, write a caption and add thought, speech or sound bubbles where necessary.Prepare a story with a surprising ending. And practice it.Step Five: Skills building 3Help students to use adjectives and adverbs in the stori es.Help students to learn how to describe different things.Step Six: Writing storiesAsk students to do exercises in the textbook an d share their stories. At the same time help them write th eir stories.Step Seven: Homework:1. Do part B on Page 97.2. Prepare a story with a surprise ending.3. Preview Project.。