模块三Unit1

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 Se nses。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。

1.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。

2.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 lear n about the world through the

five sense s. We use the five senses to study, work and relax. I think we are lucky to have all th e five senses. These senses help us to enjoy our life. But as a matter of fact, there are some people wh o 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. T his 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 i n order to do more things for our society. And on the other hand, we should do what we can to help t he 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 t his 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 line s are straight?

(They can place a ruler next to the line. They can also use a ruler to draw more straight lines wh ich 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 eve n if we have good sense s, we can still be confused. That is to say, superficies sometimes can mislead ou r judgment. So we should try our best to get rid of the optical illusions to get the real features of the t hings.

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 sense d 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; meaning

C. When I saw; sense

D. While I see; feeling The elderly need special care in winter, as they are _____ to the sudden change of weather.

A. sensitive

B. sensible

C. flexibl

D. positive

6. 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.

Unit1 The world of our senses (Reading: Fog)

Hello, ladies and gentlemen. I’m Liang Jia. It’s my great pleasure to be here sharing my lesson with you. The lecture I choose to illustrate is taken from Advance with English Student’s Book 3, Unit 1 The world of our senses, Reading part. My teaching plan will include three parts: teaching material, teaching methods and teaching procedures.

Part 1. Analysis of the teaching material

1.Status and Function

This unit introduces and develops the theme of the five senses of humans and some special senses of animals. The reading text tells students a story about a blind man who helped others get through a thick fog even though he himself could not see anything. This unit not only provides a chance for students to gain a better understanding of the five human senses, but also teaches the students the reading strategy of reading a story. Stories usually have a plot, main characters, a certain time period, a place, a problem to be solved, a climax or a surprise ending. Learning to recognize these aspects of a story will help students better understand what they read.

2. Teaching aims and demands

Based on the analysis of the teaching material, I have chosen the following as the teaching aims.

(1)Knowledge objects: 1)Enable the Ss to learn to describe problems, feelings, weather and

interpersonal relationships. 2)Enable the Ss to learn to analyze the story.

(2)Ability Objects: 1) to develop the reading skills of skimming and scanning. 2) help the Ss

learn reading strategy.

(3)Moral objects: 1) let the Ss know something about interpersonal relations. 2) make sure

Ss can learn to help each other in their daily life.

3. Teaching important and difficult points

(1) Learn about the plot of the story.

(2) Let students learn how to improve their reading ability.

(3) How to get the main idea of the text quickly and correctly.

(4) Retell a story with a surprise ending.

4. Teaching aids: multi-media computer and tape recorder

Part 2: The teaching methods

In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. So in the lesson, I’ll mainly use the following methods:

1.Discuss in pairs or in groups

https://www.sodocs.net/doc/117143136.html,municative teaching methods

3.“Task-based” teaching method

4.Audio-visual teaching method

Part 3. Teaching procedures

I have designed the following steps to train their ability of reading.

Step 1: Lead-in

Show some pictures about senses by multi-media computer and then ask the students some questions like this: What’s the weather usually like in summer?

Do we have foggy days here? When?

How do you feel on a foggy day?

Have you ever lost your way in the fog?

What would you do if you got lost in the fog?

What senses do you think we can use on a foggy day?

The aim is to draw the students’ attention to the theme of the reading material.

Step 2: Fast Reading

After the step of Lead-in, It’s time for me to get the students to skim the text. And I would tell the students to skim is to read quickly and note only key points, as for scanning is to read intensively to get the detail information. The aim is to have the students get the general ideal of this passage…And to improve the students’abilities in making conclusion. The students are required to answer some questions after reading it.

1.Ask the students to read the text quickly and answer the four questions in Part A.

2.After checking the answers, tell the students that usually it is not necessary to read an

article word by word or sentence by sentence to get some information, then ask them to read the “reading strategy” on Page 3.

Then, I’ll let students to practice the reading strategy—reading a story on page 3, the students will finish Part C1, C2 on Page 4. Let the Ss work in pairs, one student reads the

question and the other answers. If it is false, let him or her correct it. And the Ss can grasp the reading skills easily.

Step 3: Detailed reading

This time I’ll ask the students to listen to the tape with their books open. After listening, let the students discuss in groups to find out how many parts the text can be divided into and get the main idea for each part and then fill in the blanks—place, time＆weather, person, what happened and Polly’s thought and feeling in each part(use PPT). The purpose of this part is to get the students know more about the text. In the meanwhile, deal with some difficult and long sentences raised by the students. I would ask them to underline word and expressions and sentences which they feel useful. And they may ask for help if there were any points they are not quite sure about.

Step 4: Reading a loud

After the students fully understand the whole text, I’ll ask some students to read the text one paragraph by one paragraph. Through reading, I can see sense of students’ English language. Step 5: Consolidation

I’ll ask students to finish the exercise, Part D and E on Page 4 and 5. The purpose of this step is to consolidate.

Step 6: Discussion

If time is enough, I’ll ask students to have a discussion in Part F on Page 5. Purpose of my design: This step is used here to develop the Ss’ ability of communication and also their ability of cooperation will be well trained. Tell the Ss we should be polite and take good care of our things. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding of this lesson.

Step 7: Homework

1.Go over what they learnt in the period

2.Finish the exercise on Page 90

3.Preview the word power part

Part 4. Blackboard design

英语基础模块上册unit1教案

英语基础模块上册unit1教案

Unit 1 nice to meet you! Period 1 【教学目标】 语言知识目标： A) 词汇：first, last, telephone, number, age, address, e-mail,engineer,street, company, manager, secretary, patient, vocational, nurse, name card, vocational school. B）句型: Hello!/Hi! Good morning/ good afternoon/ good evening. I’m….. Nice to meet you!/ Nice to meet you too. Where are you from? 教学重点和难点 1．重点： A) 认知新词汇：first, last, telephone, number, age, address, e-mail,engineer,street, company, manager, secretary, patient, vocational, nurse, name card, vocational school. B) 认知last name 和first name 在中西方的差异。

2．难点： 语言功能：Enable students greet peple in English. 情感目标： A) 激发学生学习英语的兴趣，发挥学生学习英语的主动性。 B) 通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。 C) 学习英语文明礼貌的询问和回答方式。 学习策略： A）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。 B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。 C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。 D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。 【教学步骤】 Period 1 Step 1 Warming up 1. Introduction: 1min

必修三 unit2 词汇练习

A级基础过关 Ⅰ.用所给词语的适当形式填空 1．Children show great________(curious) in everything. 2．It's very important to know our own strengths and ________(weak)． 3．Workers should wear full ________(protect) clothes when working in the chemistry factory. 4．As the only ________(host)，she manages the family so well. 5．This gas is highly________(poison)． 6．This activity is for a ________(limit) period only. 7．Too much fat will make you put on________(weigh)． 8．They were not eating the right food to get more ________(energetic)． 9．There were few________(choose) of food and drink on the menu for Wang Peng. 10．After Wang Peng got the good idea，he felt more ________(hope) as he drove back home.

1.curiosity 2. weaknesses 3. protective 4. hostess 5. poisonous 6. limited 7. weight 8. energy 9. choices 10. hopeful Ⅱ.选词填空 year ago. 2．You smoke too much—you should try to____________． 3．The kids were playing in the mud and______________they were covered in it. 4．I don't know how they manage to______________paying such low wages. 5．I spent an hour every day taking exercise in order to______． 6．After the scandal，he faces a hard struggle to_______public support before the next election. 7．______________stay at home，he preferred to play chess with his friends after supper. 8．She has been______________by teaching since she graduated from college. 1. in debt 2. cut down 3. before long 4. get away with 5. lose weight 6. win back 7. Rather than 8. earning her living Ⅲ.完成下列句子 1．He____________(躺在) on the sofa and soon fell asleep.

模块四必选案例分析

模块四必选案例分析 1.对于那些标志性特征不明显的图片，胡老师怎么判断是不是自己下载的呢？他应该怎样做才能将现在混乱的文件夹中的图片有序的组织起来？ 答：根据我常用的方法，对于那些对于那些标志性特征不明显的图片，胡老师可以将文件夹中的文件按“修改时间”对图标进行排列，通过下载图片的时间来找出自己下载的图片；还可以用缩略图的方式找到自己的图片。对于混乱的文件夹中的图片他可以重建多个文件夹，命名为特征明显的文件夹名称，将自己下载的图片进行分类整理保存，这样就一目了然了。另外完全可以建一个以“寻宝记”命名的文件夹，把所有一切关于寻宝记的材料都放进去。 2.胡老师希望选的照片都是纯粹的风景照，有人的照片还把人处理掉了，你是否赞同他的做法，为什么? 答：我不太赞同他的这种做法。因为有些风景照中的人物可以更好的衬托风景的特点，显得亲切自然，且更能够体现它们的价值，所以是可以保留的。把握好原则：有利于辅助学习，凸显中心即可。但一般不宜过度占用学生注意力和时间。 3.胡老师用超级解霸从光盘上剪辑了科罗拉多大峡谷的一段视频插入PPT 中，但是在试放的时候没有声音，这可能是哪个环节出了问题？ 答：教学中我也曾遇到过类似问题，大概是这样几种情况： 电脑方面的问题： a. 系统声音置于了静音状态或降到了最低音量状态。 b. 当然也可能是声卡驱动出现了问题。 c.电脑上安装的软件声频出现问题。 操作中的问题：

a.在剪缉的时候可能没有采集音频数据。 b.选择的编码格式不兼容。 外部问题： a.音响外设没有打开。 b.调音台或音箱音量太低。 c.传输线路出了故障。 4.胡老师是在百度图片上搜索教学图片，你有没有更快地收集到可用教学图片的办法？ 答：首先是选择资源充足、更新速度快、服务便捷、可实现上传下载的教学资源网站，我们可以在搜集资料时直接到该站寻找，一次就能找到许多相关的素材。其次，在网络上加入同行构成的群，如博客、论坛、QQ群等，实现最新信息的共享，达到互相帮助的目的。如果站内寻找不到所需资源不到再通过搜索引擎搜索，提高效率。另外如果方便的话，可以用数码相机拍摄。平时准备一个U盘，在上网的过程中看见合适的图片可以及时分类保存到U盘中，以备不时之需。可以利用教师用书中自带光盘中的资源库中的图片等等。 5.根据胡老师的课程设计，你会怎样选择设计这堂课的课件？请画出你开发课件的流程，包括所设计的课程结构图。 答：在开发课件时，首先确立选题，然后确立教学目标，接着设计创作，然后构思课件结构布局、创意等。收集课件中要用到的素材并进行处理。接着开始制作课件。最后，对课件进行测试及发布。总之思路是先动脑思考，然后在纸上先大略设计，在进入电脑。另外在设计中也会有一些修改。 结构图如下：

北师大版高中英语模块一unit1lesson1教学设计说明

教学设计Unit1 Lesson1：A Perfect Day The First Period 一、学情分析 学生刚刚从初中毕业进入高中阶段学习，学习英语的兴趣大，课堂较为积极、活跃，课堂气氛较好。经过三年的初中学习，已具备一定的阅读能力。因此，在设计这堂课时，要着重从激发学生的兴趣出发，循序渐进引导学生理解课文，掌握一定的阅读技巧，然后让学生就所学话题进行讨论，让他们从讨论中有所启迪。 二、教材分析 本课是语篇是两则关于不同生活方式的阅读文章。学生将在在本课学习有关不同生活方式的表达方式，理解文章大意，使用略读、细读等阅读策略。学生要将阅读信息内化，转换成自己的语言。并通过对文章中两人的不同生活方式的讨论，学会合理、有效地安排自己的生活和学习。 三、教学目标 （一）知识目标：To learn some words and phrases. （二）能力目标：To discuss favorite TV programs and daily activities. To read two texts for specific information. To write a short article, using what the students learnt in this period. （三）道德目标：To help the students discuss what a healthy and active lifestyle is and form a good habit. 四、教学重点与难点 1. Teach the passages as a whole: make the Ss understand and grasp the general idea of each passage as a whole. 2. Thinking of the healthy lifestyles in our daily life and how to improve our lifestyles. 五、教学方法 1. Communicative Method 2. Skimming and Scanning 3.“Task-based”Teaching Method 六、教学工具 1. Multi-media 2. Blackboard 七、教学过程 Pre-reading Step1. Teacher presents several pictures to make the students get familiar with the key words in exercise1,page 8. Ask the students the question: Do you ever watch too much TV? How much time do you spend watching TV every day?

模块三unit2单词

Part 1 Warming Up, Pre?reading, Reading and Comprehending I. 根据下面各句句意以及所给单词的首字母或汉语提示词，写出该单词的正确形式（每空一词）。 1. This kind of vegetable can be eaten r________ or cooked. 2. You can still eat breakfast when you are ________ (减肥). 3. ________ (油煎) the potatoes, covered, for about 20 minutes. 4. They listed the strengths and w________ of their product. 5. They offer a 10 percent ________ (折扣) on rail travel for students. 6. We aim to offer good value and service to all our ________ (顾客). 7. Many thanks to our host and h________ for such a wonderful evening. II. 下面各句中均有一处错误，请找出并改正。 1. I had to compete to 19 other people for the job.________ 2. A woman with a plate full with food sat down opposite him. ________ 3. I was amazing at the little girl’s knowledge of French literature. ________ 4. She’s tiring of going into that office every day and wants to make a change. ________ III. 根据括号内的汉语提示补全下面句子（每空一词）。 1. I’ll try my best to ________ ________ ________ ________ (重新获得你的信任). 2. Try to eat a(n) ________ ________ (均衡的饮食). It is good for your health.

模块四必选案例分析

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Unit 1 nice to meet you! Period 1 【教学目标】 语言知识目标： A) 词汇： first, last, telephone, number, age, address, e-mail,engineer,street, company, manager, secretary, patient, vocational, nurse, name card, vocational school. B ）句型 : Hello!/Hi! Good morning/ good afternoon/ good evening. I ’ m ? .. Nice to meet you!/ Nice to meet you too. Where are you from? 教学重点和难点 1．重点： A) 认知新词汇： first, last, telephone, number, age, address, e-mail,engineer,street, company, manager, secretary, patient, vocational, nurse, name card, vocational school. B) 认知 last name 和 first name 在中西方的差异。 2． 难点： 语言功能： Enable students greet peple in English. 情感目标： A ) 激发生学习英语的兴趣，发挥学生习英。 B ) 通过小组活动、组间竞赛等，培养学生的 C ) 学习英语文明礼貌的询问。 学习策略： A ）认知策略：为完成学习任务而自觉采取一些适合自己的学段。 B ）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情。 C ）资源策略：学会利用一切可利用的学习资源，如学习用品，字典 获取更多的信息。 D ）调控策略：在学习的过程中，通过自我评价和反思，不断调整自【教学步骤】 Period 1 Step 1 Warming up 1. Introduction: 1min Good afternoon, boys and girls. I ’m your new teacher in this new term.. Before we learn the new lesson, I want to give a brief introduction of myself. My name is ysy. You can call me Miss Ye. (中文重复一遍 )。I hope we can have a great time in this term. 希望同学们配合我的工作，同时也欢迎同学们课后对 我的教学工作提出建议。希望在接下来的这段时间里，和同学们相处愉快， 共同进步。

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计算机考试模块二必选案例分析. 1、请指出王老师列出的目标分别对应布卢姆目标层次的哪一层？ 答：王老师列出的目标对应的布卢姆目标层次关系如下 了解杜甫的生平和主要代表作，简要了解创作背景：安史之乱——知道； 准确理解字、词、句的含义——理解； 活学活用课文中出现的生词——运用； 分辨出古诗文中的虚写部分和实写部分——分析； 获得怎样读懂古诗文的方法；获得怎样体会诗文包含的思想感情的方法；提高古诗词阅读和鉴赏能力——综合； 体会老妇一家的不幸，差役的蛮横；体会战争给人民带来的苦难；体会作者忧国忧民但又无可奈何的情感；培养关注民生，关注现实的素养——评价。 2、王老师在分析教学目标时，采用了什么方法分析教学目标？ 答：王老师在分析教学目标时，采用了归类分析法。 3、在进行教学目标分析时，除了使用思维导图工具，还可以使用哪些软件来分析？请对比这些软件支持教学目标分析的特点。 答：除了用思维导图工具以外，还可以考虑使用WORD 2003，运用其中的文本工具和绘图工具可以实现分析过程，而WORD是大家熟知的软件，易学易用，设计的结构图简单明了，无需专业知识，如果有不清楚的地方，也可以迅速改正，很方便；也可以考虑使用WPS中的文字工具和WORD编辑方法一样；还可以考虑使用PHOTOSHOP图片制作工具，这样制出来的图效果更好，更直观，但需要软件的相关知识，不易学，对于大多数老师来说，使用、操作起来有一定的难度。 4、安全中，第一堂课效果不理想时，王老师对教学做出了调整，这种调整体现了来自学习者特征分析的哪些信息？你怎么评价王老师在第一次课教学效果不理想的情况下，所做出的思考和调整？ 答：第一堂课效果不理想，王老师对教学作出了调整，我认为这种调整体现了来自学习者特征分析的起点能力水平分析和学习动机分析。 对于王老师在发现孩子们对伊拉克局势分析无兴趣后，迅速作出调整，我认为是相当好的。对学生的起点能力水平和学习动机作分析有利于教学，正是通过分析学习者个体之间表现出的一些共性的、稳定性的特征，又表现出多样化的差异，不同年龄学习者的认识发展成熟水平等等，为我们的集体化教学提供一定的理论指导，差异性的研究又为我们的个别化教学提供理论指导。而王老师在教学之前并没有考虑到这些方面，所备内容只是局限于城内孩子的认知能力水平，并没有考虑到在一个乡村学校的实际情况，他们消息闭塞，所得外界消息有限，故在备课过程中忽略了孩子们的接受能力，导致课堂效果差，可喜的是，当他发现这一问题后，迅速思考，认真研究了这群孩子的特点及与城里孩子的差异后，对教学作出了调整，