牛津英语模块6Unit3welcomeandreading公开课教学
牛津英语模块6-Unit-3-welcome-and-reading公开课教学课件共28张PPT(共
Reading by yourself
Example 2: wedding ceremonies (line 16-34) Task 1: 1. What made Peter surprised at the wedding reception in Korea? 2. What is permitted and what is prohibited at the wedding reception in Brunei?
Cultural differences
receiving presents
festival Bonfire Night
wedding ceremonies
taking off shoes before entering a house
pointing gestures
Reading
Example 1: receiving presents (line1-15)
In Japan or Korea, people __b_o_w____ to each other when they meet.
When in Rome, do as the Romans do.
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1. How many people are involved in this conversation? Who are they? Three. They are Mali , Peter and Waled.
Asia Brunei
3. What does Ma Li think about learning about cultural differences?
牛津译林版七年级英语上册Unit3Welcometoourschool!Reading优秀教学案例
一、案例背景
牛津译林版七年级英语上册Unit3 "Welcome to Our School! Reading"主要介绍了学校的一些场所和活动。本节课的主要内容是让学生掌握学校相关场所的英语表达，如教室、图书馆、实验室等，同时能运用所学知识进行简单的日常交流。
1.教师引导学生总结本节课所学的知识，如学校场所的英文名称、位置描述等。
2.通过思维导图或板书，对所学知识进行归纳和梳理，帮助学生形成知识体系。
3.强调本节课的重点和难点，提醒学生加强巩固。
（五）作业小结
1.教师布置作业，要求学生运用所学知识，描述自己学校的设施和位置。
2.鼓励学生通过绘画或写作的方式，展示自己对学校场所的理解和创造力。
（三）小组合作
1.划分学习小组，让学生在小组内进行讨论、交流和合作，共同完成任务。
2.设计小组活动，如共同设计学校地图、介绍学校设施等，培养学生的团队协作能力。
3.鼓励学生相互倾听、理解和尊重，培养良好的人际沟通能力。
4.教师在小组活动中扮演观察者和指导者的角色，及时给予学生反馈和指导。
（四）反思与评价
1.学生通过自我反思，总结自己在课堂上的收获和不足，提高自主学习能力。
2.学生之间进行互相评价，发现他人的优点和不足，培养批判性思维和团队意识。
3.教师对学生的表现进行评价，关注他们的过程和进步，给予积极的反馈和鼓励。
4.利用评价表或评价体系，对学生的知识掌握和能力提高进行量化评估，为后续教学提供参考。
2.多种教学方法的综合运用：本节课运用了情景创设、问题导向、小组合作等多种教学方法，使学生在互动、探究和实践中学习，提高他们的语言表达能力和团队协作能力。
译林牛津版九年级英语上 Unit 6 Welcome to the unit 教学课件共39张PPT
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2. in
Rfroodlneotpoelfasythttehhecelcaobsnse.vsetrs.ation
cartoons cooking music video fashion sports
3.To learn about the healthy lifestyle through the study. (通过学习，了解健康的生活方式。)
New words and expressions
done comedy documentary real-life dialogue
adj. 完毕，结束 n. 喜剧 ['kɒmədi] n. 纪录片['dɒkju’mentri] adj. 真实生活的 n. 对话['daɪəlɒɡ]
Hobo wondered whether Eddie is getting _b_o_r_e_d__ with staying at home all day. But Eddie said he was ___b_u_s_y___. He had to watch ___sp__o_rt_s__ on TV in the morning. Then he would like to have lunch and a little __s_le_e_p_. After that, it’s dinner time. Eddie thought a dog’s ___w_o_r_k___ is never ___d_o_n_e__.
A: What is your favourite TV programme?
沪教牛津版六上Unit 3 Healthy or unhealthy 教案(公开课)
Module 1 Getting to know each otherUnit 3 Healthy or unhealthy? 教案一、教学目标1. 认知目标：学习掌握新词汇：healthy，unhealthy，hamburger，yesterday，fruit，pie，pizza，sandwich，vegetable，chicken，chocolate，掌握句型：What did you have for breakfast this morning? 以及答复：I had some …2. 能力目标：能运用所学句型描述自己的早餐吃了什么。
3. 情感目标：让学生通过对课文内容的学习掌握，增强学习的信心，调动学生的学习兴趣。
二、教学重难点1. 重点能运用所学句型描述自己的早餐吃了什么。
2. 难点句型：What did you have for breakfast this morning? 以及答复：I had some …的理解掌握。
三、教学用具照片、多媒体教学设备、单词卡片。
四、教学设计Step 1 warming1. 师生互相问好，教师询问大家今天早上吃早餐了吗？早餐吃了些什么呢？自己喜欢的食物有哪些呢？这些是否是健康食物呢？2. 教师向学生们说说自己的早餐吃了些什么，自己喜欢的食物。
Step 2 Revision and Presentation1. 教师告诉学生我们这节课就要学学如何用英语交流自己的早餐吃了些什么，是否健康。
2. 教师请学生谈谈自己的早餐及喜欢的食物。
3. 教师出示单词卡片进行新单词教学，带读并配合肢体动作让同学们印象深刻。
4. 教师播放课文内容录音，请同学们认真听一遍，争取做到理解内容。
Step 3 New Lesson活动Let’s do a survey教师制作一张表格，请同学们分别填上自己三餐所吃的食物，并在表格完成后请一位同学向其他同学介绍任意一位同学的三餐吃了什么，并评价是否健康。
(市级公开课)译林牛津英语模块6 Unit 3 Reading Culture
Unit 3 Understanding each other
Reading Cultural Differences
Learning goals:
• 1. To understand some interesting cultural customs in Brunei, Korea, and the UK; • 2. To comprehend some cultural differences between China and other countries by making a comparison; • 3. To cultivate the comprehension of cultural differences and the sense of cross-cultural communication.
a wedding ceremony (line 14-22)
a wedding reception (line 23-32)
• …… • …… • ……
• …… • …… • ……
Brunei
Step 2 Detailed reading
Wedding culture
Step 2 Detailed reading
SHOW TIME
Step 4 Summary and reflection
Invisible cultural differences
• • • • • • • Social structures; Political background; Economical foundation; Values or morals; Religions and beliefs; Customs and habits; ……
高中英语新高考-教材课文复习讲义：牛津模块6Unit 3单词语篇记忆和讲解(考前复习版)
高中英语新高考-教材课文复习讲义：牛津模块6Unit 3单词语篇记忆和讲解（考前复习版）生词解释Module 6 Unit 3生词表解释1. greet 有三个用法，常用在记叙文写作中向…打招呼• she greeted him with a smile 她微笑着向他打招呼对…作出反应• the crowd greeted the news with cheering人群对这一消息报以欢呼声突然被…感知• an amazing sight greeted me 令人惊叹的一幕呈现在我眼前• a lovely smell greeted me 我闻到一股香味2. hug give [somebody] a hug拥抱某人 (和embrace一样，但embrace 还可以接future，challenge)3. ensure（和assure用法一样）facilities to ensure the safety of cyclists确保骑车人安全的设施The book ensured his success. 这本书保证了他的成功。
后接这些词多：•safety, •security, •success, •survival, •quality, •access, •stability, •protection4. congratulatecongratulate sb on sthShe congratulated me warmly on my exam results.她热情地祝贺我考试取得好成绩。
You can congratulate yourself on having done an excellent job. 你应该为你出色的工作感到自豪。
5. permit［pəˈmɪt］vt. 许可，允许［ˈpɜːmɪt］n. 许可证permit sb to do sthAs a punishment, she was not permitted to attend any school activities.作为惩罚，不允许她参加学校的任何活动Most public libraries also have a reading-room, where you can sit at the desk and read the daily newspapers, magazines and other books, but you are not permitted to take them out. 大多数公共图书馆也有一个阅览室，在那里你可以坐在桌前读报纸，杂志以及其他书籍，但不允许带出阅览室。
牛津译林版七年级英语上册Unit3Welcometoourschool!Reading教学设计
七年级学生正处于英语学习的关键时期，他们对英语学习充满好奇，有较强的求知欲。在此基础上，学生对学校的各个场所和活动有一定了解，但运用英语进行描述的能力尚需提高。此外，学生在阅读技巧方面，对文章整体结构的把握和关键信息的提取能力有待加强。
2.难点：对于七年级学生来说，一般现在时的运用和阅读理解中关键信息的提取是难点。他们需要通过大量的实践和指导，才能熟练掌握这些知识点。
（二）教学设想
1.创设情境：利用多媒体展示学校的各个场所和活动，让学生在真实的语境中感知和学习英语。通过观看图片和视频，激发学生的学习兴趣，为词汇和语法的学习打下基础。
最后，我会布置课后作业，要求学生运用所学知识，写一篇介绍学校的短文。同时，鼓励学生在课后继续关注学校生活，发现校园的美好，为下一节课的学习做好准备。通过这样的总结，使学生在课后能够自主复习和巩固所学，提高英语素养。
五、作业布置
为了巩固本节课的学习内容，确保学生对新知识点的掌握，特布置以下作业：
1.词汇练习：请学生完成课后练习册中的词汇填空题，要求正确使用本节课所学的词汇，如“library”, “science lab”, “gym”等，描述学校的各个场所。
2.任务驱动法：设计一系列任务，如填空、选择、排序等，引导学生通过完成任务来掌握词汇和句型。在任务中，学生能够自然而然地运用一般现在时，提高语言表达能力。
3.分层教学：针对学生的个体差异，设计不同难度的练习和活动。对于基础较弱的学生，重点巩固词汇和基本句型；对于基础较好的学生，则提高要求，如设计复杂的对话和写作任务。
牛津高中英语模块六Unit3Welcome的教学设计
牛津高中英语模块六Unit 3 Welcome的教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 3 Understanding each other板块：Welcome to the unit作者：肖英（沅江三中）教材分析本节课主要内容是通过看图说话帮助学生理解中外文化差异。
学情分析学生对汉语语言文化有一定的了解，而对外国文化的理解还有待提高本课的设计意图：本节课是以说和读为主的单元热身课，用一课时的时间来激活学生与单元话题（文化差异）有关的已有知识以便导入课文教学。
运用图画以及与图画有关的提示语，激发学生对话题的兴趣，引导学生运用已有知识进行相关话题的讨论。
由于课本上的信息量不大，学生对各国的文化差异并不是很了解，所以通过阅读短文来增加信息量，为下一步的学习做好充分的热身准备，从而调动学习的积极性。
同时要注重德育教育，引导学生学会尊重文化差异。
Teaching aimsHelp the students learn how to talk about cultural differences and customs.Teaching important and difficult pointsEnable the students to talk about cultural differences and understand the use of examples.Teaching methodsDiscussion, reading and cooperative learning.Teaching aidsA computer and a projectorTeaching procedure and waysStep 1 Greetings and lead-inGreet the class as usual。
Get the students to show different ways of greeting they know. And then discuss some other ways of greeting and the ways of greeting. Finally, get the students tell some other customs that are different in different parts of the world. As we all know, different countries have different cultures and customs. Look at the Quiz on the screen please, let’s knowmore about cultural differences in different countries.1) In Western count ries, it’s unusual to give tips. (No)2) Westerners tend to avoid using13. (Yes)3) Nodding your head up and down always means yes. (No)4) Usually, one should never give a clock as a gift in China. (Yes)5) Never point to anything with your foot in Vietnam. (Yes)6) You can pass something to an older person with one hand in Korea.(No)7) In Canada, it’s OK to arrive early if you are invited to someone’shouse? (No)Write the following names of countries on the blackboard.China, Japan, USA, Thailand, South America, the Middle East, Dutch （设计意图）本环节先从单元话题入手，让学生从简单的QUIZ中了解各国在日常生活中有哪些基本的文化差异，不至于在以后与外国人打交道产生误解，造成尴尬的局面。
牛津译林版高中英语模块6 Unit 3 Section Ⅰ Welcome to the unit
1．Can the British and Americans understand one another easily?
2．In which aspects do the British English and the American English differ?
The United Kingdom and the United States share many common values and speak basically the same language. But what are some of the differences that tourists and expatriates(侨民) from the UK notice when they visit or live in America?
Schools are run very differently in the UK and in the USA. In the UK, children usually start school at the age of 5 and leave at 16 or they can complete one or two extra years of schooling and leave at the age of 17 or 18. The school years runs from early September to late July with short “half term〞 breaks in between. Students wear school uniforms to identify the school they attend. Unlike American schools, where children “graduate〞 at the end of their school career, British school children simply leave. A person is referred to as a “school leaver〞 rather than as a “high school graduate〞. Graduation is reserved for the time when students finish their university course.
Unit 3 Welcome to our school 示范课教学设计(牛津译林版七年级上册教案)
3.Studentsreadwhat Millie says and pay attention to the key words. Then read them andwork out the rules about the sounds ofp, ppandb.
4.Students learn to pronounce and read more words.
14.Students learn to pronounce and read more words.
活动层次
学习理解之感知与注意、获取与梳理、概括与整合
应用实践之内化与运用
效果评价
通过观察学生的读音反馈，了解学生对辅音字母及字母组合在单词中的发音规则的掌握情况。
教学活动
15.Students read and classify the consonants.
活动层次
迁移创新之想象与创造
效果评价
通过观察学生的活动反馈，了解学生将所学知识内化并迁移创新的能力。
环节设计意图:培养学生将所学知识内化并迁移创新的能力。
作业与拓展
1.Review 14 consonants and use them to practice reading new words inUnit3.
环节一：激活已知，引发学习兴趣（3 mins）
复习元音字母的发音，以及14个辅音字母的读音，为接下来的辅音学习以及拼读单词做好铺垫。
教学活动
1. Students read the words and review thesoundsof vowel letters.
2. Students read the letters.
三、教学目标
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Wedding ceremonies in Korea
What made Peter surprised at the wedding reception in Korea?
They had a live hen and a rooster as a part of the wedding ceremony.
What is permitted and what is prohibited at the wedding reception in Brunei?
In Japan or Korea, people __b_o_w____ to each other when they meet.
When in Rome, do as the Romans do.
TTaasFskaks1t1:r:FFeaaasdstitnrrgeeaaddiningg
1. How many people are involved in this conversation? Who are they? Three. They are Mali , Peter and Waled.
In South America, you can expect to be _h_u_g_g__e_d___ when you meet someone.
In the Middle East
In the Middle East , Arabs greet each other by _to_u_c_h_i_n_g_ noses.
Critical Thinking
How do the speakers support their ideas?
A. By giving examples. B. By giving definitions. C. By offering statistics(数据).
How many examples of cultural differences are there in the conversation? What are they?
Asia Brunei
3. What does Ma Li think about learning about cultural differences?
She thinks that learning about cultural differences is a good way to understand more about each other.
In Netherlands
When Dutch people meet , they kiss each other on one _c_h_e_e_k__ and then the other. If you are a close friend or relative, then you get three kisses!
2. Where do Peter and Waled come from? Peter comes from the UK, and Waled is from Brunei.
3. What does Ma Li think about learning about cultural differences?
hug
various ways
wave
bow
of greeting
call
kiss
shake hands
In Thailand
In Thailand, people
greet each other by
putting their hands
together and _bo_w__in_g____ slightly.
Reading by yourself
Example 2: wedding ceremonies (line 16-34) Task 1: 1. What made Peter surprised at the wedding reception in Korea? 2. What is permitted and what is prohibited at the wedding reception in Brunei?
Cultural differences
receiving presents
festival Bonfire Night
wedding ceremonies
taking off shoes before entering a house
poimple 1: receiving presents (line1-15)
Benefits of learning cultural differences:
A _A_v_o_i_d__m__is_u_n_d_e_r_s_t_a_n_d__in_g_,
B _B_r_o_a_d_e_n__o_u_r__h_o_r_i_z_o_n_sand
C _C_o_m__m_u_n_i_c_a_t_e__s_m_o_o__th__ly__.
Unit 3 The 1st period
Do you know how people greet each other in different countries?
How do Chinese people greet each other in formal situations?
send flowers smile text messages