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 1

Passive 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, Madrid

Structures: 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。通过视频播放，以此作为切入点，营造轻松而富有情趣的课堂氛围，从而吸引学生的注意力，引起学生学习兴趣，调动学生学习的积极性。视频内容既涉及上节课所学的单词，又简单设计本节课所要讲解的内容，既是一种回顾，又为引出本节课后面所讲内容作铺垫。

Step 2. Pre-reading

[时间] 第4-5分钟

[教师活动] The teacher asks questions: how many countries and cities in the video, and what are their names? How about the characteristics about every city presented in the video? Please check your notebook and discuss with your partner. After discussing, the teacher asks whether you have find out what they are famous for. (Ss: no.) Okay, let’s first look four cities’ pictures on PPT, and then find the answers from the passage together. (The teacher writes the title on the blackboard)

[学生活动] Students discuss with their partner actively. Students look the pictures.

[教学目的] 读前活动，教师用一系列问题来呈现知识，通过问题，让学生头脑风暴，唤起已有的有关知识，为阅读课做准备。并通过图片的展示，清晰的呈现了本节课将要学到的四个城市，让学生做到心中有数，消除学生对阅读内容的陌生感。同时帮助学生搭建了一个支架。

Step 3. While-reading

Scanning:

[时间] 第6-10分钟

[教师活动] After watching the video, let’s turn to our passage. Now, students, please scan the passage, read it quickly and find out the answers. First, the teacher asks students to read the passage quickly and

finish activity 1, and then try to find the main idea of the passage using your own way.

Activity 1:

( ) 1. a landmark in Paris

( ) 2. an art gallery in Florence

( ) 3. a church in Barcelona

( ) 4.. a building in Athens.

A. the Eiffel Tower

B. the Parthenon

C. the Uffizi Palace

D. the Sagrada Familia.

At the same time the teacher show the four pictures.

The key:

1. A

2. C

3. D

4. B

Okay, time is up. Have you found the answers? Teacher checks the answers with the whole class. After finishing the activity 1, teacher asks students speak the main idea of the passage and how they find the main idea. If the way students use is right, the teacher just emphasize it, but if the way is wrong, the teacher should correct it and tell students the right way.

[学生活动] Students read the passage and finish the activity 1 together. One student stands up and answers the way she/he find the main idea. [教学目的] 此环节的目的是培养学生的略读策略。学生通过略读文本，对信息做出简单筛选和判断，带着问题有重点的进行阅读。把握

文章脉络，从整体上把握文章结构，从而形成对文章的整体认知，并构建清晰和完整的阅读文本图式。学生通过活动1 的提示，帮助学生找出文章主旨大意，并学会如何能准确、快速、有效找到大意的方法。

Skimming:

[时间] 第11-18分钟

[教师活动] All of you do it well. After the scanning, now, let’s read the passage again paragraph by paragraph, but before you read, look at these five questions and remember it in your mind, and then try to find the answers in the passage. You can discuss with your partner. Later we will check the answers.

Questions:

1.Which of the cities are capital cities?

2.Which one is situated on the coast?

3.Which is famous for its place 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?

[学生活动] Students skim the passage with the five questions, and find the answers. They will also discuss the answers with partner.

[教学目的] 此环节主要旨在培养学生的寻读策略。寻读阶段要求学生能快速从阅读文章中找到特定的信息，使学生在了解大意、对文章整体感知的基础上，在不必了解每个单词、句子的情况下，准确定位

到特定信息部位，有重点的从文章中找到所要回答问题的答案。为下一步所要进行的研读做铺垫。

Detailed- reading:

[时间] 第18-30分钟

[教师活动] After scanning and skimming, you must have a completed and correct cognition for the passage. Now, let’s reread the passage, but we should pay attention the details of the passage. The teacher analyzes the passage sentences by sentences to understand passage deeply and get the detailed information combined with students’ interaction. We can extract, process and reorganize the information from passage. During the analysis, teacher can let students answer what the sentence means. After the detailed analysis, let students finish the activity T or F through group work. And then teacher checks the answers. If teacher finds any doubtful place, teacher should discuss with students and find the correct answers to form right concept. The teacher can write the key structures in the blackboard which can be used to describe cities and also help students understand the passage.

Activity T or 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 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.

The key:

1.T

2.T

3.F

4.F

5.T

6.F

7.T

8.T

[学生活动] Students follow the teacher to understand the detailed information, and if they have any questions about during the analysis, they can ask. They also interact teacher’s question, and respond teacher. After learning the passage deeply, they finish the activity T or F with group, and they discuss the doubtful parts with teacher and group members.

[教学目的] 此环节旨在培养学生的研读策略。通过教师的引导，学生明白如何进行细致的阅读一篇课文并在以后的阅读中学会运用此

策略。在研读过程中，学生注意文章的细枝末节，并对内容进行判断、推理和归纳，最后形成争正确的观念，从而深层次的理解课文。通过小组活动，完成读后的T or F的活动，加深对课文的理解和认识，并让学生意识到小组活动的重要性。

Step 4. Post- reading

[时间] 第30-33分钟

[教师活动] Please look at the exercises: match the description of the each city, and finish them. And discuss your answers with your group. We will

check the answers later.

Paris the Uffizi Palace

Famous because of the Renaissance

The Parthenon

Greece’s best writers and philosophers Barcelona Leonardo da Vinci and Michelangelo

The second largest city of Spain

The Eiffel Tower

Florence the river Seine

The capital and largest city of France

The church of Sagrada Familia

Athens about five hundred kilometers east Madrid [学生活动] Students look at the PPT and quickly finish the activity based on prior reading.

[教学目的] 此环节是一个信息输出环节，即将先前所讲内容进行简单的回顾，并迅速准确做出选择，从而加深了对文章的理解和在一次的巩固。

Step 5. Exercises

[时间] 第34-43分钟

[教师活动] Teacher designs some activities to help students consolidate what we learn about the passage. After learning the passage deeply, we have already known the detailed information, and we also know some

expressions of describing a city. Now, lets do an activity.

Look at the detailed information in the book and the key structures in the blackboard, try to retell the story in your own words. Do it with your partner. One student can chose two cities to describe, and the other student chose another two to describe. You must contain these information: location, landmark,

[学生活动]1: Students retell the story with their own words by using the key structure with their partner.

[学生活动]2: Using brainstorm and the useful structure in the blackboard to introduction your own city orally.

[教学目的] 此环节旨既是对所学知识的进一步理解和巩固，也是让学生将所学知识付诸应用，并转化为自己内在的知识。让学生复述故事，培养学生的逻辑思维能力和言语组织能力，同时提高学生的口语交际能力和语言输出能力。

Step 6. Summary

[时间]第44分钟

[教师活动] In the class, students learn the four cities deeply, and they also know how to read a passage through scanning, skimming and detailed reading.

Step 7. Homework

[时间] 第45分钟

1.Finish the exercise on page 67.

2.Write a passage about your city using the key structure we’ve learned

today.

[教学目的] 进一步加强巩固课内所学练知识，并将所学知识延伸到课外拓展，使用英语成为一种习惯。

Step 8. Blackboard design

Step 9. Reflection

外研版高中英语选修8全册教案

外研版高中英语必修8 全册教学设计教案

目录 Module 1 Deep South Period II Module 1 Deep South Period III Module 1 Deep South Period IV Module 1 Deep South Period V Module 1 Deep South Period VI Module 1 Deep South Period Ⅰ Module 1《Deep South》 Module 2 The Renaissance--cultural corner and task Module 2 The Renaissance--function and grammar Module 2 The Renaissance--reading and vocabulary 1 Module 2 The Renaissance--reading practice Module 2 The Renaissance--Vocabulary and writing Module 2 The Renaissance--word list and introduction Module 3 Foreign Food--function and grammar Module 3 Foreign Food--reading and vocabulary Module 3 Foreign Food--reading practice Module 3 Foreign Food--vocabulary and writing Module 3 Foreign Food--word list and introduction Module 4 Which English--Cultural corner Module 4 Which English--Grammar Module 4 Which English--Introduction Module 4 Which English--Listening Everyday English Speaking Module 4 Which English--Reading and Vocabulary Module 4 Which English--Reading Practice Module 4 Which English--Speaking-Reading and Vocabulary (2)-Writing-Task Module 5 The Conquest of the Universe-- Introduction Reading and speaking Module 5 The Conquest of the Universe-- Listening Everyday English Speaking Module 5 The Conquest of the Universe-- Reading and Vocabulary Module 5 The Conquest of the Universe--Grammar Module 5 The Conquest of the Universe--Reading and Vocabulary (2) Writing Task Module 5 The Conquest of the Universe--Reading Practice Module 6 《War and Peace-grammer》 Module 6《The Tang Poems-Introduction》 Module 6《The Tang Poems-Language Points》 Module 6《The Tang Poems-Reading and writing》

人教版高一英语必修三 unit 2 _教案

教学过程 一、课堂导入 学习下列谚语： You are what you eat. 人如其食。 First wealth is health. -----Emerson 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。 二、复习预习 教师引导学生复习上节课所学知识点，（以提问、回顾的形式进行），针对上节课的作业进行讲评、订正、答疑，并通过对情态动词具体用法的分析和扩展导入本节课所要学习的课本知识的学习。 三、知识讲解 考点/易错点1 重点单词与短语学习 balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的 (回归课本P10)

What will happen to you if you don’t eat a balanced diet? Eg: 1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。 2). I must check my bank balance (= find out how much money I have in my account). 我要核对一下我在银行的余额（看我的帐户上有多少钱）。 3). Try to balance your diet by eating more fruit and less protein. 多吃些水果，少摄入些蛋白质，使饮食均衡合理。 [归纳拓展] a balanced diet 均衡的饮食 keep the balance of nature保持生态平衡 keep one’s balance保持平衡 lose one’s balance (= be out of balance) 失去平衡 think of想，考虑 (回归课本P10) He thought of his mutton，beef and bacon cooked in the hottest，finest oil. （1）想起；记起Sorry，I didn`t think of your name just now. （2）考虑We should think of the matter carefully. （3）为…着想Chen is always thinking of the poor people in the poor areas. （4）想；打算I am thinking of giving up smoking. [归纳拓展] think about想；考虑think much of 对…评价很高think highly / well of 高度评价 think out 想出 think badly / little of认为不好think over 仔细考虑 tired of 厌倦 (回归课本P10) Tired of all that fat? 厌倦肥腻了吧？ be tired of 对……厌倦 eg. I’m tired of your conversation.你的讲话我听腻了. I grow tired of asking this，so it’ll be the last time. 我已厌烦了问这个问题，所以这是最后一次.

高中英语教案

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Unit 1 Festivals around the world Ｉ．单元教学目标 II．目标语言

III. 教材分析与教材重组 1. 教材分析 本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和习俗，旨在通过本单元的学习使学生不但了解我国的节日，而且对外国的节日也有所了解，进而拓展社会文化背景、增加跨国文化知识；使学生复习和巩固

运用请求和感谢的表达法，掌握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，能表达自己的观点和想法。 1.1 Warming Up 旨在通过表格引导学生讨论并列举出五个我国节日的日期、庆祝内容和民俗。可以刚刚过去的春节为话题导入对节日的讨论；使他们由自己的经历谈起，扩展到别的节日以及外国的重要节日，激发学生的兴趣，激活他们关于节日的背景知识，为本单元的学习做准备。 1.2 Pre-reading是Reading 的热身活动。主要通过两个问题引导学生思考并讨论自己最喜欢的节日及欢度方式，进而了解学生对节日的认识，以便为阅读作好铺垫。 1.3 Reading 的五篇小短文分别介绍古代节日、亡灵节、纪念名人的节日、丰收节、春天的节日等，使学生了解各种节日的由来及其存在的意义。此部分载有Festivals的重要信息，还呈现了大量的词汇和主要的语法---情态动词的用法。处理时应作为重点、整体处理，通过上下文来教词汇、语法，并引导学生分析长句、难句和复杂句。 1.4 Comprehending是考察对阅读内容的进一步理解。 练习一：六个问题让学生对文章内容有浅层理解并考察课文细节，但又不能仅仅拘泥于课文，要引导学生理解课文内容的基础上联系现实生活。 练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的，以表格的形式检查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。 练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的人们都很重要。这就要求学生不仅要温习文章内容而且要结合实际，阐述自己的想法，挖掘学生的思维能力和语言表达能力。 1.5 Learning about Language 分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习和用文章中的词汇的适当形式填空；Discovering useful structures 是以文章内容为载体在语境中练习语法，掌握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、结构相结合的特点。 1.6 Using Language 是英语听说读写的全面运用的练习。