外研版高中英语必修三模块1-教学设计
教学设计说明1.教材分析外研版高中英语教材分为必修（1-5册）和顺序选修（6-11册）。
本课选自外研版高中英语必修三（供高中一年级下学期使用）模块1，单元的核心主题是Europe，介绍了欧洲的一些城市。
各个板块内容分别是topic & task, grammar/function, skills,vocabulary/everyday English, culture/learning to learn, work-book六部分组成。
通过本单元的学习，学生可以具体了解欧洲的一些国家或城市的历史发展，著名建筑物以及历史上的著名人物。
本单元第一部分是Induction，除了对单词的学习，还介绍了一些国家或城市的名字，并对其的地理方位进行了描述，通过一张map，对这些城市进行学习。
第二部分是Reading and V ocabulary，是本节课的重点，重点分析课文：Great European Cities. Function部分，主要进行Describing Location的学习。
接下来是对Grammar 1Passive voice: present and past forms和Grammar 2 Subject and verb agreement的学习。
还有一部分技巧训练，对听、说、读、写四个方面进行练习。
下一部分是Pronunciation and everyday English的练习，最后一部分是Culture corner部分的学习，增加对欧洲文化知识的了解。
本课选取本单元的Reading and V ocabulary部分的文章Great European Cities作为教学重点内容，作为本单元的第二课时，但是阅读课的第一课时，该文章是分别对欧洲四个国家的著名城市（巴黎，巴塞罗那，佛罗伦萨，雅典）进行介绍。
本文语言难度不大，适合学生进行深层阅读，学生可以在阅读中领略四市风采。
本节课的重点是引导学生了解四市，并用所学有用词汇表达介绍某一座城市，例如自己的家乡。
2.教学设想本课选自外研版必修三模块1的第二课时内容为：Reading and V ocabulary，是在继本单元第一课时之后，进一步对本单元Europe 的深入学习，并对文章Great European Cities进行细致的学习。
由于有了第一课时对欧洲国家几个城市的介绍，所以学生对欧洲国家有了初步了解，我以此为切入点，首先，视频导入（关于文章中四个城市的视频）。
通过视频，引起学生的兴趣，然后开始进入今天的主题，对文章Great European Cities中四个城市：Paris,Barcelona, Florence, Athens的讲解。
教师：we have watched the video about some cities, and do you like them and do you want to go for a travel to Europe with me. 学生：Yes.教师：Now, let’s t ravel in the cities.然后开始讲课文。
本节课主要采用三段式的教学模式，即读前、读中和读后。
导入部分，利用视频，涉及本节课所学知识，引起学生兴趣，为之后的内容做铺垫。
三段式之一的读前，设计了几个问题，以唤起学生的已有知识，并通过PPT展示课内要讲的图片，一步一步引导学生进入正式的课文。
在三段式之二的读中环节，设计了三个活动，此环节是最关键的环节，所以设计时候需要谨慎，仔细考虑。
第一个部分是scanning, 通过寻读，首先让学生掌握本篇文章的主旨大意，对文章有整体的认知。
并且在此阶段，设计了一个活动，来帮助学生理解。
第二部分是skimming，通过寻读，让学生在不用读懂每个单词的情况下，准别定位到所要寻找的特定信息，在这个部分，还设计了一些问题，希望学生带着问题进行阅读，来帮助学生理解所看到的东西。
第三部分是研读环节，此环节，考察学生对课文细节的阅读，希望学生在阅读过程中注意之前忽略的细节，阅后完成后还设计了判断对错题型来考察学生的理解。
三段式之三的读后环节，总体上是对前两个环节所读东西的巩固练习,在此环节设计了一个连线题，通过连线，加深对课文理解。
三段式之后，在设计两个活动进行练习。
接下来的总结部分，教师言简意赅的说说本节课所学重难点。
之后的作业，是对知识的课外拓展，将所学知识应用到实际生活中去。
3.学生分析本节课的授课对象是高一学生，有了一定的英语基础和学习能力，但学生水平层次不齐，在完成阅读、讨论任务时仍需要老师充分的铺垫和引导。
教师在阅读环节的设计上应尽量环环相扣，在问题的设计上应尽量有梯度，层层递进，给学生充分的缓冲过程，让学生在课堂中动起来，让课堂充满自主、合作、探究的活跃气氛。
本节课属于本单元的第二课时，已经有了第一课时关于基础词汇和句型的学习，并对欧洲国家进行了介绍，有了一定的基础知识，为本节课做了铺垫。
4.教学方法设计本节课主要采用任务型教学法，多媒体辅助教学法，头脑风暴法，师生互动法。
本节课采用任务型教学法，人物设计课内贯穿，课外拓展，使学生运用英语成为一种习惯。
在课内，教师设计了层层递进的教学活动来帮助学生完成每一步的任务，环环相扣，有助于帮助学生清晰明了的在任务中学习知识。
并设计了作业，进行课后的巩固练习，将所学知识拓展到课外，秉持了“学以致用”的原则，让学生“为用而学，在用中学，学了就用”。
采用多媒体辅助教学法，将现代技术应用到教学中去，既可以清晰直观的展示所要讲解内容，又增加了课内学习的趣味性，并不是只有课本一种学习方式，丰富学生的学生资源的来源。
还可以通过PPT展示课本没有的知识，补充丰富课本。
运用多媒体，可以直接呈现内容，节约时间，提高效率。
在板书的设计中采用头脑风暴法，可以培养学生的思维能力，拓宽学生思维渠道，将整节课所学清晰明了的展示在学生面前，为学生做口语和写作练习做铺垫，并以此为例，教会学生平时自己学习用头脑风暴法，拓宽自己思维渠道。
课内教学过程中，最重要的就是师生互动，摒弃了传统教师满堂灌的方法，在教学过程中，既考虑学生的实际情况和课内出现的问题，尊重学生的想法，也考虑课程进度，教师真正做到课堂控制者，调节者，信息提供者等多重重要角色。
5.管理策略设计高中教学，一般属于大班级，由于班级容量大，学生活动时难以操控，所以教师一定要驾驭好课堂，做到管理得当，收放自如。
充分了解学生，让积极发言的学生带动不敢或者不发言的学生，可以利用提问等方式来吸引学生注意力。
在完成课上任务时，要做出清晰明了的指令并进行正确的引导，既要做一个好的指导者和控制着，也要作品一个优秀的信息提供者和调控者。
6.媒体设计本课堂采用多媒体PPT和黑板相结合的形式。
在PPT上呈现比较直观性的东西，以便清晰、快捷地呈现所学知识点，而且可以更加直观地进行教学。
另外，在幻灯片放映过程中还插入了视频，形象生动。
同时，还使用了黑板来呈现本节课的重点。
但值得注意的是，不能满堂课只依赖PPT，用PPT所呈现的内容，必须详略得当，图片、视频、动漫等等之类的教学内容，很有必要借助多媒体教学，这样既直观又形象，但是本节课所讲重点知识点，不能完全依赖多媒体，而且不可以什么都展示在PPT上，只能将PPT作为教师授课的一个得力助手，但切记喧宾夺主。
7.教学分析教学内容：外研版高中英语必修三Module1, Reading and V ocabulary部分教学对象：某县一中高中一年级学生70人教学项目：V ocabulary: Paris, Barcelona, Florence, Athens, Seine, sculpture, MadridStructures: situated on, more than, be famous for, off the coast,the center of, between… and … is,教学策略：任务教学法，多媒体辅助教学法，头脑风暴法，师生互动法教学目标：To make students master the vocabulary and structures;To use the strategy of scanning, skimming, detailed-reading;To travel to the four European cities and get some information about them;To learn how to introduction a city by using useful expression in the text.教学重点：Help students learn to use the three main reading skills: scanning, skimming, detailed-reading教学难点：This section provides students some opportunity to learn some vocabulary about countries and learn some structures to describe a city.任务应用：了解欧洲国家的基本信息，特别是英国、法国、西班牙、希腊、意大利。
包括这个国家的名称，首都以及其他著名城市，地理位置，标志性建筑物，所在城市史上著名人物。
除此之外，感兴趣的同学还可以查阅资料，了解更多的其他信息：风土人文、文化习俗等。
课堂教学过程Step 1. Leading-in[时间] 第1-3钟[教师活动] Good morning, boys and girls. Nice to me et you. Let’s get started. Last class, we have already known about some countries and some cities in Europe. Today, we will learn some of them, but before we learn, first let’s look at the video, and please pay attention to the information the video will present. If necessary, take some notes. Then I will play the video about the four cities.[学生活动] Students watch the video, and take notes.[教学目的] 在上课一开始，教师首先通过简单的回顾上一节课所学知识，来导入本节课所要学的内容，使学生顺其自然的过渡到本节课。
新版外研版高中英语必修第三册Unit-1-课程教学设计
Activity 2
1. Tasks Ss to read through the passage, focusing on the pictures, addresses,signatures and comparethetwo letters.
2. Ss pick out threesuggestions mentioned in the part and fill in blanks ofAgonyAunt’ssuggestions on page 4.
1.To train students’ reading skillinlocating certain information.
2.引导学生描述生活中的人际交往的更多实例，阐述对Think before we speak和对Loose lips sink ships的理解。
教学难点
1.基于对篇章内容的理解，并结合学生各自的生活实际，对回信中所列举的建议进行增补，从而加深对主题意义的理解；
2.基于对篇章的理解，结合真实的生活体验，总结个人合理的交际策略。
教学难点
1.引导学生将自身生活的真实体验与语言学习相结合，获得真实的表达欲望和学习需求,同时加深对自己的了解；
2.引导学生对人际交往中的不当行为进行总结，能举一反三，并尽量在实际生活中避免。
教学策略
视听教学法
Teaching contents
Procedures
Purposes
Teacher’s activity
For example:
When you have conflictswith classmates, you would like to turn to ( )for help.
外研版高中英语必修3 Module1教学设计Module1 教案教案
Module 1 EUROPEPart One Teaching Design第一部分教学设计Period 1 Reading—Great European Cities■Goals●To learn to read passages with passive voice (present and past forms) about European cities ●To learn to read with strategies■ProceduresStep 2: Before you readPlease 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 3: While you read2. A diagram of Great European Cities3. Complete the article with one word in each blankBeing the capital and largest city of France, _1_is situated on the River Seine. As one of the most beautiful cities in the word Paris is _2_ by more than eight million tourists every year. Barcelona is the second largest city of _3_ and is situated on the northeast coast, about five hundred kilometers east of the Spanish _4_, Madrid. Florence is an Italian city which became famous because of the Renaissance, a great _5_ movement which began in the 1300s and lasted for three hundred years. Athens, the capital of Greece, is known as the _6_ of western civilization. Two4. Answer the reading comprehension questions according to the text1. The famous symbol of Pairs is _____.A. the Church of the Sagrada FamiliaB. the ParthenonC. The Uffizi PalaceD. the Eiffel Tower2. Barcelona is the second largest city of _____.A. FranceB. SpainC. ItalyD. Greece3. The Renaissance is a great artistic movement which began in the_____and lasted for three hundred years.A. 1400sB. 1500sC. 1300sD. 1600s4. Athens is known as the birthplace of _____.A. western civilizationB. Antonio Gaudi.C. Leonardo da VinciD. Michelangelo1. Copy all the useful expressions into your Expression Book. If possible, make your ownStep 5: Closing up by retelling the textTo end this period we are going to retell the text with the help of the diagram above. Try to use asSection 2 The Analysis of the Difficult Sentences fromModule 1 EUROPE1.Paris is the capital and largest city of France, situated on the River Seine. 巴黎是法国首都和最大的城市。
英语外研版必修3全套教案文库
英语外研版必修3全套教案文库教案标题：英语外研版必修3全套教案文库教案一：Unit 1 Friendship教学目标：1. 通过本单元的学习，学生将能够了解友谊的重要性，并学习如何建立和维护友谊。
2. 学生将能够用英语描述和讨论友谊的特征和重要性。
3. 学生将能够运用所学的词汇和表达方式，写一篇关于友谊的短文。
教学内容：1. 词汇：friendship, loyal, supportive, trust, value, betray, bond, companion, etc.2. 语法：定语从句的使用3. 听说读写：听力练习，口语表达，阅读理解，写作练习教学步骤：1. 导入：通过展示一些友谊的图片或视频，引起学生对友谊的思考和讨论。
2. 听力练习：播放一段关于友谊的对话或短文，要求学生根据听到的内容回答问题。
3. 词汇学习：介绍本单元的词汇，并进行词义解释和例句展示。
4. 语法讲解：介绍定语从句的概念和用法，并通过例句进行讲解和练习。
5. 口语练习：学生分组进行对话练习，讨论他们对友谊的看法和体验。
6. 阅读理解：学生阅读一篇关于友谊的短文，并回答相关问题。
7. 写作练习：学生根据所学的内容，写一篇关于友谊的短文，并互相分享和评价。
教学评估：1. 口语表达评估：观察学生在口语练习中的表达能力和语法运用情况。
2. 阅读理解评估：检查学生对于友谊相关文章的理解能力和问题回答的准确性。
3. 写作评估：评估学生写作能力和对友谊的理解和表达。
教案二：Unit 2 Healthy eating教学目标：1. 通过本单元的学习，学生将能够了解健康饮食的重要性，并学习如何选择和准备健康食物。
2. 学生将能够用英语描述和讨论健康饮食的原则和方法。
3. 学生将能够运用所学的词汇和表达方式，写一篇关于健康饮食的短文。
教学内容：1. 词汇：healthy eating, balanced diet, nutrients, vitamins, minerals, carbohydrates, protein, etc.2. 语法：情态动词的使用3. 听说读写：听力练习，口语表达，阅读理解，写作练习教学步骤：1. 导入：通过展示一些健康食物的图片或视频，引起学生对健康饮食的思考和讨论。
外研版高中英语必修三模块一全套教案
Book 3Module 1 Europe(教案)Teaching Aims:1. Knowledge and Skilla.Enable the Ss to master the important words, understand the passage and learnsomething about European cities, art and architecture.b.Help students to learn how to describe a region exactlyc.Improve the Ss’ ability of reading, listening, speaking and writing.d.Help them prepare a fact file on a region of China.e.To help them master the usage of Passive Voice: present and past forms.2.Emotion and Valuesa.To arouse the Ss’ curiosity about what makes up the European Union.b.To help them know something about the European Union and its member countries.c.To encourage the Ss to be active and cooperative in the class3. Cross-cultural awareness:a.To strengthen the consciousness of international association by comparing China andthe European Union in the geographical position, culture and economy.4. Character-building:a.Promote the knowledge of world by know something about the Europe.b.To let them know the importance of cooperating with others in a group Difficulties and Importance:a. Subject and verb agreement.b. Some difficult sentences that students have difficulty in understandingc.Improve the student’s ability of grasping the general idea of the passage. Teaching Method:a.Task-based methodologymunicative ApproachTeaching Time:Five periods:Period 1 vocabulary and speakingFunction describing locationPeriod 2 Reading and V ocabularyPeriod 3 Grammar 1 Passive voice: present and past formsListeningPeriod 4 Pronunciation and Everyday EnglishGrammar 2 Subject and verb agreementPeriod 5 Cultural cornerWritingTeaching Procedures:Period 1 vocabulary and speakingFunction describing locationStep 1. Warming upAnswer the following questions.1)How many continents are there in our earth?2)Which continent is China in?3)Can you name the other continents?4)Which countries make up Europe?Step 2. Look at the following pictures and fill in the blanks with suitable words. Picture 1. It’s from _________. The people in ________speak ________.Picture 2. It’s from _________. The people in ________speak ________.Picture 3.It’s from _________. The people in ________speak ________.Picture 1 the Eiffel Tower Picture 2 Big Ben Picture 3 the leaning tower of Pisa Suggested answers: 1. France France French2. United Kingdom United Kingdom English3. Italy Italy ItalianSuggested Answers:Step 4 Look at the picture and find the countries on the map.United Kingdom France Greece Portugal Italy SpainStep 5 According to the map of Europe, fill in the blanks with suitable words.1)_______ is in the northwest of Europe. 2)_______ is in the southwest of Europe. 3)_______is in the southeast of Europe. 4)_______is in the south of Europe. 5)_______is next to Spain. Suggested answers:1. f2. a;d;e3. b4. c5. dStep 6 Answer the questions, and then complete the sentences using correct prepositions.1) What’s the difference between on the coast and off the coast? 2) What’s the difference between across and between? 3) Paris is situated _____ the River Seine.4) France and England face each other _____the English Channel. 5) There is a mountain range _____France and Italy. 6) Barcelona is a city _______the coast of Spain.7) Britain is an island _______the coast of continental Europe. Suggested answers:1. on the coast means that the place is actually on the land, where it meets the sea; off the coast means that the place is an island not far from the mainland.2. across means that something is on the other side, that there is something between two places, two objects or a lso two people; between refers to the “thing” which separates two objects, places or people.3. on4. across5. between6. on7. offStep 7 The usage of “in” “on” “to”.in表示在内部on表示接壤to表示彼此分离1) Italy is ______the south of Europe.2) Portugal is ______the west of Spain.3) Barcelona is ______the northeast coast of Spain.Suggested answers:1. in2. to3. onHomework:1.Write sentences to describe geographical areas of China.2.Describe the familiar place using the new words we have learned.Period 2Step 1 Pre-readinga. Read the passage and match the photos with these descriptions.( )1. a landmark in Paris( )2. an art gallery in Florence( )3. a church in Barcelona( )4. a building in Athensb.V ocabularyMatch the words with their definitions.1. someone who designs buildings2. to be in a certain place3. something that is easy to recognize, such as a building4. someone who produces novels or poems5. a large building where people can see famous pieces of art6. the art of making things out of stone and wood, etc.7. of a time long agoa. ancientb. architectc. galleryd. landmarke. locatef. sculptureg. writer Suggested answers:1. b2. e3. d4. g.5. c6. f7. bStep 2 While-readinga.Read the passage and answer these questions.1)Which of the cities are capital cities?2)Which one is situated on the coast?3)Which is famous for its places to eat?4)Which ones are or were important cities for writers and artists?5)Which was the world’s greatest city a long time ago?Suggested answers:1. Athens and Paris2. Barcelona3. Paris4. Paris and Athens5. Athensb.Decide if these sentences are true(T) or false(F).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.Suggested answers:1,2,5,,7,8: T 3, 4, 6, Fc.Read the passage carefully and fill in the form according to the information you’ve gained.Discussion. Discuss the following questions with your partner.1)What did you know about these cities before you read the text?2)What new information did you learn?3)Which of them would you most like to visit?Step 4. Language Explanations:1.tourist n. 游客。
高中英语外研版必修3教案Module1(27页)
Module 1Europe教课要点：Remember the following important words, phrases as well as sentence patterns.Important words and phrases:across,continental, landmark,gallery,Situated, symbol, located, architect,Civilivation,aggreement,whereabouts,representative, parliament region, geographical, feature, be located in(on), be famous for, be known as, make⋯out of⋯, next to, in front of, on other hand, little by little, the number of.Important sentence pattterns: 1. Paris is the capital and largest city of France, situated on the River Seine.2.France is Europe’s third largest country and faces the United Kingdom across the English Channel.教课难点：1)Make the students master these words, phrases and sentence patterns.2)Make the students master how to talk about the locations of some European countries correctly and freely.3)Make the students master the subject and verb agreement.教具准备：Some pictures, multimedia & a blackboard.课时安排：Period 1Introduction & Reading and VocabularyPeriod 2Grammar 1; Listening and Vocabulary; Grammar 2Period 3Pronunciation; Everyday English; Function and SpeakingPeriod 4Writing; TaskPeriod 5Cultural Corner; Module FilePeriod 1Introduction & Reading and Vocabulary三维目标：1. Knowledge and Skills1). Train the students’speaking skills.2). Develop the students’reading ability.3). Learn some useful words and expressions.4).Learn some information about European cities.2. Process and Strategies1). Train the students’speaking ability through individual and pair work.2). Train the students’reading skills by dealing with some reading activities.3. Emotion and Values1). Try to raise the students ’cooperation awareness in their study by pair work or group work.2). Through this period the students will know more about some European cities.教课要点：1. Help the students make sense of the whole passage.2. Help the students to improve their reading ability.教课难点：1.Lead the students to talk in class actively.2.Deal with some difficult language points.教具准备：Some pictures, the multimedia & a blackboard.教课过程：Step 1Lead-in and Introduction1. Lead the module in by asking students the following questions: Howmany continents are there in the world altogether ?What are they? 2.Show a map of Europe to the class.Ask them to look at the box at page 1,read out the mames and then pair Work to finish activity 1.3. Ask the students to read out the words and phrases in the box andask them to locate the words in the information below, then work out.Step 2 Pre-reading1Learn some words in the passage that are new to students.Match the words in the box with their definitions.(p3)Answers:1.architect 2.locate ndmark 4.writer 5.gallery 6.sculpture 7.ancient2Ask students to do Activity 1(p2) individually, then check with a partner.Call back the answers from the whole class.1) a landmark in Paris2) an art gallery in Florence3) a church in Barcelona 4) a building in AthensSuggested answers: 1.A 2. C 3. D 4. BStep 3 .Fast ReadingOption 1:(for mon students)1. Share some reading strategies with the whole class:Reading strategies: skimming and scanningWe skim a text when we want to get a general idea of what it is about.We look at the titles and headlines, the first or last sentence of paragraphs and the first or last paragraph as well as pictures and charts to guess what the text is about.When we want to find some information in a text quickly ,we scan the text for key words and phrase,dates,numbers,etc.We don’tneed toread the whole text word word by word .2.Ask the students to read the text quickly and answer the followingquestions1). Which of the cities are capital cities?2). Which one is situated on the coast?3). Which is famous for its places to eat?4). Which ones are or were important cities for writers and artists?5). Which was the world’s greatest city a long time ago?Suggested answers:1. Athens and Paris2. Barcelona3.Paris4. Paris and Athens5.Athens Option 2: ( For better students )Ask students to reaf through the passage to tell if the following sentences are true or false.If they are false,ask the correct sentences from them.1). The Eiffel Tower is a tall building in France.2). There are a lot of restaurants and cafs in Paris.é3). 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). There were a lot of good writers in ancient Athens.8).A long time ago, Athens was the world’s most powerful city.Suggested answers:3.Barcelona is the second largest city of Spain.4.The church of Sagrada Familia hasn’tbeen finished so far.6.The Uffizi palace is the most famous art gallery in the city.Step 4 Careful ReadingGo through the passage with students and deal with some difficult langage points.1. The United Kingdom is off the northwest coast of continental Europe.介词 off 指“在陆地邻近的海面”。
高中英语 Module 1《Europe》教案-Speaking外研版必修三
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 mon 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。
外研社必修三Module1教案
Teaching Aid Blackboard; A recorder; Computer; A projector
Teaching Procedure
The teacher’s activity
The students’ activity
Time
Lead – in
Show Ss the map of the Europe and show the location of every city on the map.And this process is better with music.
The students read the passage carefully and give out the answers.
20mins
summarize the main idea of each paragraph: 1. Which of the cities are capital cities? 2. Which one is situated on the coast?
Teaching Material and Students Analysis
The content of my lesson is Module 1 in New Standard English Book 3. This module is about the great European cities. It introduces four famous cities in Europe. The cities are Paris, Barcelona, Florence and Athens. By studying of this unit, we’ll enable students to know more about the different features of the European cities. At the same time, let the students learn how to describe a city. Students in grade one in senior high school. / Average class/ They haven’t completely changed their methods of studying and cannot involve themselves in the class activities fully. They have difficulty in expressing themselves in English clearly. Some students are not very interested in English.
外研版高中英语必修3 Module1教学设计Teaching Resources1教案
Part Two Teaching Resources第二部分教学资源Section 1 Background readings for Module 1 EUROPEWords and Expressions from Module 1 EUROPEcontinentaladj.being or concerning or limited to a continent especially the continents of North America or Europe:the continental United State，continental climatefacen.1. the front of sth.:He washed his face.He excelled in the face of danger.He dealt the cards face down.The face of the city is changing.2. status in the eyes of others: He lost face.v.1. turn so as to face; turn the face in a certain direction:Turn and face your partner now.2. present somebody with sth., usually to accuse or criticize:He was faced with all the evidence and could no longer deny his actions.3. oppose, as in hostility or a competition:Jackson faced Smith in the boxing ring.rangen.1. a place for shooting (firing or driving) projectiles of various kinds:The army maintains a missile range in the desert.2. a variety of different things or activities:He answered a range of questions.3. a large tract of grassy open land on which livestock can graze:They used to drive the cattle across the open range every spring.v.1. change or be different within limits:Estimates for the losses in the earthquake range as high as $2 billion.2. have a range; be capable of projecting over a certain distance, as of a gun: This gun ranges over two miles.3. let eat: Range the animals in the prairie.landmarkn.the position of a prominent or well-known object in a particular landscape:The church steeple provided a convenient landmark.situatedadj.situated in a particular spot or position:Nicely situated on a quiet riverbank.symboln.sth. visible that by association or convention represents sth. else that is invisible: The eagle is a symbol of the United States.Locatedadj. situated in a particular spot or position:Valuable centrally located urban land.projectn. a planned undertaking：form [draw up] a projectv.1. project on a screen:The images are projected onto the screen.2. throw, send, or cast forward:They are about to project a missile.ancientadj. very old:An ancient mariner. Ancient history.signn.1. a perceptible indication of sth. not immediately apparent:He showed signs of strain.He posted signs in all the shop windows.It was a sign from God.2. any communication that encodes a message:Signals from the boat suddenly stopped.v.1. engage by written agreement:They signed two new pitchers for the next season.Have you signed your contract yet?He signed to play the casino on Dec. 18.2. communicate in sign language:I don't know how to sign, so I could not communicate with my deaf cousin3. mark with one's signature; write one's name (on):She signed the letter and sent it off.agreementn.1. the statement (oral or written) of an exchange of promises:They had an agreement that they would not interfere in each other's business.2. harmony of people's opinions or actions or characters:The two parties were in agreement.whereaboutsn.the general location where sth. is:I questioned him about his whereabouts on the night of the crime.adv.about where or near what place:I don't know whereabouts the border will be drawn.governv.direct or strongly influence the behavior of:His belief in God governs his conduct.Who is governing the country now?Most transitive verbs govern the accusative case in German.representativen.a person or thing that represents others:a member of the United States House of Representatives,an item of information that is representative of a typeadj.standing for sth. else:The bald eagle is representative of the United States.Representative government as defined by Abraham Lincoln is government of the people, by the people, for the people.regionn.the extended spatial location of sth.:The farming regions of France.Penguins inhabit the polar regions.It was going to take in the region of two or three months to finish the job.In the abdominal region.Here we enter the region of opinion.featuren.the characteristic parts of a person's face: eyes and nose and mouth and chin:An expression of pleasure crossed his features.The map showed roads and other features.They ran a feature on retirement planning.The feature tonight is `Casablanca.v.have as a feature: This restaurant features the most famous chefs in France.producen.what you grow on a farm. etc.:The farmer brought his produce to the market.My cousin sells her garden produce in the market.This shop sells native produce.farm produce, a finished produce, home produce, mineral producev.bring onto the market or release:Produce a movie.We produce more cars than we can sell.The tree would not produce fruit.This procedure produces a curious effect.经典时文背诵A great Asian cityShanghai is situated on the estuary ([]河口, 江口) of Yangtze River of China.It is the largest industrial city in China. Covering an area of 5,800 square kilometers (2,239 square miles), Shanghai has a population of 18.7 million, including 2 million floating population.Originally, Shanghai was a seaside fishing village. Today’s Shanghai is a multi-cultural metropolis with both modern and traditional Chinese features. Bubbling Shanghai shows off everyaspect of her unique glamour ([] 魅力).Serving as the largest base of Chinese industrial technology, the important seaport and China's largest commercial and financial center, shanghai draws the attention of the whole world.Shanghai continues to grow and prosper meeting the aspirations of the 21st century while retaining its proud traditions of service and hospitality. The Oriental Pearl TV Tower, Jinmao Mansion and Pudong International Airport are the modern symbols of an international metropolis([]主要都市,大城市) while the Shanghai Museum, Shanghai Grand Theatreand Shanghai City Planning Exhibition Center are evidence of the extensive and deep passion of a great city that extends a warm welcome to friends from all over the world.。
新外研社高中英语必修三Unit1Knowing me,Knowing you-Writing教学设计
新外研社高中英语必修三Unit1 Knowing me, Knowing youWriting教学设计教学目标：By the end of this period, students will be able to1.Analysing the given passage through text analysis pattern and to finish continuation writing;2.Plug in the feelings of “I” while making mistakes and acknowledge that the better way to solve problems is to take responsibility and learn to forgive.教学重难点：1..Instruct students to read the given text,complete the text analysis, and then write a continuation;2.Guide students to understand the value of forgiveness and its impact on personal growth in relationships.教学方法：Task-based Language Teaching Method教学过程设计：Step ⅠReading and thinkingRead the text and answer the questions.1.What’s the main idea of the text?2.What will happen next and how would this story end?Forty-three years seems like a long time to remember the name of a mere friend.I have already forgotten the name of an old lady who was a customer on my paper route when I was a twelve-year-old boy in Marinette,Wisconsin back in 1954.Yet it seems like just yesterday that she taught me a lesson in forgiveness that I can only hope to pass on to someone else someday.On a Saturday afternoon,a friend and I were throwing rocks onto the roof of the old lady’s house from a secret spot in her backyard.The object of our play was to observe how the rocks changed to missiles as they rolled to the roof’s edge and shotout into the yard like comets(彗星) falling from the sky.I found myself a perfectly smooth rock and sent it for a ride.The stone was too smooth,however,so it slipped from my hand as I let it go and headed straight for a small window on the old lady’s back porch(走廊).At the sound of broken glass,we took off from the old lady’s yard faster than any of our missiles flew off her roof.I was so scared about getting caught that I was concerned about the old lady with the broken porch window all the time that night.However,a few days later,when I was sure that I hadn’t been discovered,I started to feel guilty for her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was no longer able to look into her eyes.I made up my mind that I would save my paper delivery money,and in three weeks I had the seven dollars that I thought would cover the cost of her window.I put the money in an envelope with a note explaining that I was sorry for breaking her window and hoped that the seven dollars would cover the cost for repairing it.I waited until it was dark._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ The next day,I handed the old lady her paper._________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Suggested answers:1.I broke an old lady’s window and was determined to save money to cover the cost of it.2.Students’ own answers.Step ⅠAnalysing the textActivity1Read for elementsRead the text quickly and fill in the blanks.Who:_____________________________________________;What:_____________________________________________;Where:____________________________________________;When:_____________________________________________;Why:______________________________________________;How:______________________________________________;Activity2Read for plotsBased on the analysis of the text,complete the table.Tips:读故事主线(开端,发展,高潮,结局等)How would the problem be solved?Forty-three years seems like a long time to remember the name of a mere friend.I have already forgotten the name of an old lady who was a customer on my paper route when I was a twelve-year-old boy in Marinette,Wisconsin back in 1954.Yet it seems like just yesterday that she taught me a lesson in forgiveness that I can only hope to pass on to someone else someday.On a Saturday afternoon,a friend and I were throwing rocks onto the roof of the old lady’s house from a secret spot in her backyard.The object of our play was to observe how the rocks changed to missiles as they rolled to the roof’s edge and shot out into the yard like comets(彗星) falling from the sky.I found myself a perfectly smooth rock and sent it for a ride.The stone was too smooth,however,so it slipped from my hand as I let it go and headed straight for a small window on the old lady’s back porch(走廊).At the sound of broken glass,we took off from the old lady’s yard faster than any of our missiles flew off her roof.(故事发生的开端背景)ⅠbeginningI was so scared about getting caught that I was concerned about the old lady with the broken porch window all the time that night.However,a few days later,when I was sure that I hadn’t been discovered,I started to feel guilty for her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was no longer able to look into her eyes.(发展:由于害怕而逃跑,之后又感到愧疚)ⅠDevelopmentI made up my mind that I would save my paper delivery money,and in three weeks I had the seven dollars that I thought would cover the cost of her window.I put the money in an envelope with a note explaining that I was sorry for breaking her window and hoped that the seven dollars would cover the cost for repairing it.(高潮:攒钱修玻璃并写信道歉)ⅠClimaxParagraph1:I waited until it was dark.Paragraph2:The next day,I handed the old lady her paper.(结局:得到原谅)ⅠEndingSuggested answers:Activity3Read for charactersFind out more detailed description of the two main characters and complete the table.Step ⅠWritingBased on the text analysis,finish the continuation writing assignment.I waited until it was dark.____________________________________________The next day,I handed the old lady her paper._____________________________ Step ⅠPresentationExchange your writing with your partner and evaluate each other’s work based on the criteria provided in the Continuation Writing Evaluation Table.写作评价量规结构,如三大从句、非谓语动词、wi th 复合结构、倒装句、强调句误,但不影响理解的,影响理解续表3 Step ⅠAppreciationI waited until it was dark.Since there were few people on the street,I walked to her yard secretly.Then I walked straight to her mailbox and put the envelope into it without any hesitation.After that,I ran out of the lady’s yard quickly being scared to be discovered.Lying on my bed,I had good night because I had taken the stone in my heart off.The next day,I handed the old lady her paper.She said,“Boy,wait for a minute!” I was so scared but still waited for her.She went into her house and came out again with a splendid box.I looked into her eyes with great surprise,only to find her smiling as usual.I took the box from her,opened it,and found some sweets,seven dollars I gave her and a note saying “I am proud of you!”.Step ⅠHomeworkPolish your work based on peer assessment.教学反思：本节课通过巧妙的课堂设计和问题引导，层层递进地引导学生完成文本分析并掌握读后续写的文本分析模式。
外研版高中英语必修三模块1 教学设计
教学设计说明1.教材分析外研版高中英语教材分为必修〔1-5册〕和顺序选修〔6-11册〕。
本课选自外研版高中英语必修三〔供高中一年级下学期使用〕模块1，单元的核心主题是Europe，介绍了欧洲的一些城市。
各个板块内容分别是topic & task, grammar/function, skills,vocabulary/everyday English, culture/learning to learn, work-book六局部组成。
通过本单元的学习，学生可以详细理解欧洲的一些国家或城市的历史开展，著名建筑物以及历史上的著名人物。
本单元第一局部是Induction，除了对单词的学习，还介绍了一些国家或城市的名字，并对其的地理方位进展了描绘，通过一张map，对这些城市进展学习。
第二局部是Reading and V ocabulary，是本节课的重点，重点分析课文：Great European Cities. Function局部，主要进展Describing Location的学习。
接下来是对Grammar 1Passive voice: present and past forms和Grammar 2 Subject and verb agreement的学习。
还有一局部技巧训练，对听、说、读、写四个方面进展练习。
下一局部是Pronunciation and everyday English的练习，最后一局部是Culture corner局部的学习，增加对欧洲文化知识的理解。
本课选取本单元的Reading and V ocabulary局部的文章Great European Cities作为教学重点内容，作为本单元的第二课时，但是阅读课的第一课时，该文章是分别对欧洲四个国家的著名城市〔巴黎，巴塞罗那，佛罗伦萨，雅典〕进展介绍。
本文语言难度不大，合适学生进展深层阅读，学生可以在阅读中领略四市风采。