网站首页 | 范文大全 | 教案下载 | 优秀作文 | 诗词赏析 | 优美散文 | 板报大全 | 题库下载 | 故事大全 | 励志 | 爆笑笑话 | 字典 | 网站导航
在点网
  • 幼儿园教案
  • 语文教案
  • 数学教案
  • 英语教案
  • 政治教案
  • 物理教案
  • 化学教案
  • 历史教案
  • 地理教案
  • 生物教案
  • 音乐教案
  • 体育教案
  • 美术教案
  • 信息技术教案
  • 主题班会教案
  • 教学参考
  • 教学设计
  • 课堂实录
  • 评课稿
  • 说课稿
  • 教学反思
  • 小学教案
  • 初中教案
  • 高中教案
  • 托班教案
  • 小班教案
  • 中班教案
  • 大班教案
  • 一年级教案
  • 二年级教案
  • 三年级教案
  • 四年级教案
  • 五年级教案
  • 六年级教案
  • 初一教案
  • 初二教案
  • 初三教案
  • 高一教案
  • 高二教案
  • 高三教案
  • 您的位置:在点网 > 教案 > 高中教案 > 牛津高中英语模块三fog课件教案 正文 2016-10-09

    牛津高中英语模块三fog课件教案

    相关热词搜索:牛津 教案 课件 模块 高中英语 牛津高中英语模块九 牛津高中英语模块9购买 牛津高中英语课文朗读

    篇一:牛津高中英语Module3Unit1 Reading Fog 阅读课 学案

    Module 3 Unit 1 The world of our senses

    Reading (Ⅰ) Fog

    Learning aims:

    1. To enable students to get the general idea of the passage.

    2. To help students to grasp the reading strategy of how to read a story.

    3. To encourage students to practice their spoken English by retelling a story and train their written English by making up a story.

    4. To arouse students’ awareness of helping those in need in our daily life.

    Teaching procedures:

    Step one: Free talk and brainstorming (5mins) Enjoy two pieces of music. (Rhythm Of The Rain & You Are My Sunshine)

    1. Which song do you like better?

    2. What kind of the weather do you like better? And why?

    3. Do you know what the weather is like in Beijing recently?

    4. What is likely to happen in such a thick fog?

    Step two: First reading (7mins)

    Read the passage quickly and answer the following questions:

    1. What is the story about?

    2. Who are mentioned in the story?

    3. When did the story happen?

    4. Where did the story happen?

    5. How did Polly get home at last?

    6. What surprises you most in the whole story?

    Step three: Reading strategy: reading a story (3mins)

    Stories usually have basic elements as follows. Let’s take this story as an example:

    ? What happened: __________________________________________

    ? When it happened: ________________________________________

    ? Where it happened: ________________________________________

    ? Why it happened: __________________________________________

    ? Who was involved in the event: ______________________________

    ? A story with a climax (高潮) or a surprise ending is usually more eye-catching.

    Step four: Second reading (7mins)

    Task one: Read part1-2, and answer the questions.

    1. Why did Polly leave work early?

    2. Why did Polly take the Underground to Green Park?

    Task two: Read part3-4, and judge the sentences true or false. (if it is false, please correct it.)

    1. () When she got to Green Park, the weather turned out to be fine.

    2. () Polly got to Green Park by train.

    3. () Polly felt excited when a rough hand brushed her face, and the man’s voice was close to her ear.

    Task three: Read part 5-6, and put these events in the correct order.

    A. An old man took Polly’s hand.

    B. A hand reached out and touched Polly’s arm.

    C. Polly thanked the blind man.

    D. Polly and the old man turned left at the crossroads.

    E. Polly got to King Street safely.

    F. The old man went to help others.

    The correct order: __________________________________

    Step five: Further reading (3mins)

    Step six: Retelling the story (10mins)

    1. Connect the main idea of each part to retell the story.

    2. Add some details (such as time, place, act, feeling, etc.)to your retelling and make it your own version.

    Step seven: Deep understanding (5mins)

    Discuss in groups

    1. Which sentence the man said in the story moves you deeply?

    2. What kind of people is the blind man?

    3. Can you use one sentence to summarize the theme of the story?

    Step eight: Making up a story

    Step nine: Homework

    1. Employ the reading strategy to read and retell another story.

    2. Make up a story and share it with your classmates.

    篇二:牛津高中英语模块十unit3教案

    基于深度备课的集体备课相关规定

    南外仙林分校外语部

    一、集体备课程序

    1.开学初,备课组长负责制定《集体备课人员安排表》,将本学期集体备课主备

    任务分解到人(暂定:高中年级1次/1 人,初中年级1次/2人,采用“主+次”组合,由第一主备人执笔),按期上传至校园网公共平台。

    2.主备人提前10天撰写出《单元教材内容分析》和《课时教学主备教案》并上

    传至校园网,由备课组长发一线通提醒组内老师及时认真阅读,在校园网公共平台发表看法,提出修改意见,主备老师及时关注相关讨论。

    3.备课组长按时召集组织集体备课,主备教师记录老师发言,汇总网上老师意

    见,认真研究,对教案作必要修改后上传至校园网公共平台,并印发给组内老师。

    4.授课教师认真阅读思考集体共案,根据学情及个人教学风格,对共案的教学

    内容和教学方法等作出必要调整并在“备注”栏加以说明。

    5.每位老师须保存好个人二次备课教案以备检查。

    二、单元教学设计

    注:目标要求可参阅南京外国语学校仙林分校《英语教学实施纲要》第四部分“目标内容”中的相关描述。

    三、课时主备教案

    课题 AWE M10 U3课型 Welcome+Wordpower主备人苏杰 Learning objectives:

    At the end of this period, students will be able to:

    1. learn useful strategy to expand their vocabulary;

    2. develop their ability in listening and speaking;

    3. enlarge their vocabulary of stopping bad habits.

    4. learn different forms of abbreviations

    Focus of the lesson:

    1. students’ ability to discuss how to protect ourselves

    2. phrases related to habits and use them freely

    3. some abbreviations

    Predicted area of difficulties:

    1. students’ ability to express their opinion in English

    Learning aids:

    1. PPT

    2. blackboard

    课题 AWE M10 U3课型 Reading(I)主备人 苏杰

    Learning objectives:

    At the end of this period, students will be able to

    1. learn and master the words and expressions in the text.

    2. train their reading ability.

    3. learn about how to protect themselves from Aids.

    Focus of the lesson:

    1. words and expressions in the text

    2. students’ reading ability

    Predicted area of difficulties:

    1. students’ reading ability training

    Learning methods:

    1. PPT

    2. blackboard

    课题 AWE M10 U3 课型 Reading(II) 主备人__ 苏杰 Learning objectives:

    At the end of this period, students will be able to

    1. Learn and master the Reading strategy.

    2. Explain the difficult language points.

    3. Get the students to practice the key points

    Focus of the lesson:

    1. usage of the key words

    篇三:牛津高中英语模块三第三单元reading教学案例

    牛津高中英语模块三第三单元

    Back to the past

    ReadingLost civilizations

    江苏省沭阳如东中学 张长波

    一、教学内容分析:

    本案例是牛津高中英语教材模块三第三单元阅读的处理。本节课是以听、说、读为主的课文理解教学课。通过听课文,阅读课文和问答对文章进行初步理解。再通过列表比较和复述课文进一步理解课文,最后通过讨论深化主题。希望通过该课的学习,学生能够对失落的文明有所了解,并对人类文明的发展及如何保护人类的文化遗产做出探讨,同时培养学生综合运用语言及听说读写的能力。

    二、学生学情分析:

    教学对象为江苏高中一年级下学期学生,学生思维活跃。高一学生已经初步实现从具体思维向抽象思维的过渡。他们不满足于教科书上的知识,更希望能学到知识性和趣味性兼有的内容,从英语学习中获得更多的知识和能力。他们喜欢富有个性化的教学设计,喜欢接受新鲜事物。他们的学习自主性很强,不再认为英语的课堂学习很枯燥,主动参与到活动中去,成为课堂的主体。同时他们还主动扩展和利用学习资源(如电脑操作知识),从多渠道获取信息,并能用所获得的信息进行清楚有条理的表达。因此,设计这节课时,我充分考虑到学生的主体性,充分创造机会让学生拥有成功的喜悦,在和谐的氛围中探究并完成教学任务,让学生主动学习,学有所获。

    三、设计思想(Thoughts on the design)

    Reading主要是了解人类历史上两个非常著名的失落的文明——意大利的庞贝合中国的楼兰。本文是一片旅行日志,笔者根据自己对教材的理解,紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、巩固复述、拓展讨论、作业七个环节。在设计教学的过程中,运用复习‘文明’的定义作为本课的导入,激发学生兴趣。设计的任务由浅入深,环环相扣,并注重各教学环节的衔接。在整个教学过程始终贯穿人类文明这条主线,用图片的形式呈现Part B的词汇——温故知新,设计输入,激活记忆,借助于已学过的词汇建立起新旧知识之间的联系。以话题为中心重组教材。词汇教学离不开语境,设计一个中心话题,使教材为当堂的词汇教学所用,而不是按部就班地教教材。以词汇为主线展开教学,以运用为目标挖掘生成,创造机会促使学生运用目标词汇进行表达。以快乐为原则寓教于乐,促进学生在学习过程中的积极体验,从而达到多维的目标。

    The article 'Lost civilizations' is about a cultural tour to sites of lost civilizations. The reading text is made up of several excerpts from the travel diary kept by a student about her travel experience in Pompeii in Italy and Loulan in China. Students are expected to gain some information about ancient civilizations, and to practise and reinforce their reading comprehension. The Reading strategy in this unit teaches students how to read diary entries. Students are expected not only to master this strategy, but also to apply it to their future study.

    Teaching aims:

    1. Make sure that student understand the text.

    2. Help the students develop the ability of reading diary entries.

    3. Make sure that students grasp the main idea of the text by retelling the text.

    4. Enable the students to talk about the topic of civilization in English.

    Teaching procedures:

    Step 1 Lead-in

    The teacher begins the lesson by showing the pictures of some civilizations, such as the Statue of Zeus, the Taj Mahal, the city of Pompeii and the Potala Palace.

    Last period, what did we talk about?

    ——Civilization.

    When we are talking about civilization, what will you think of?

    ——architecture, art, literature, thought, religion…

    Who can give a definition on ‘civilization’?

    ——It’s about a society, its culture and its way of life during a particular period of time or in a particular part of the world, including architecture, art, literature, thought, religion and so on. Then, what is lost civilization? Do you know the meaning of the word‘lost’?

    ——It means something doesn’t exist any more.

    Good. Now who can give a definition on ‘lost civilization’?

    ——It means ancient buildings, cultures and countries that no longer exist now.

    Can you list some lost civilizations that you know?

    ——The Hanging Gardens, the Lighthouse of Alexandria, the Temple of Artemis…

    So we can see there are so many lost civilizations in the world. And this period, we will mainly focus on two famous lost civilizations; they’re Pompeii and Loulan.

    【设计说明】通过对上一节课的复习引入主题civilization,展示和文明有关的图片,调动学生的学习热情和兴趣,寓教于乐,学生跟着图片一步一步地对人类文明展开了解,然后下定义,紧随其后,引入lost civilization的话题,为文章的阅读做铺垫,同时也水到渠成导入了本课主题。

    Step 2Scanning & Reading strategy

    Find the answers to the three questions. Work in pairs.

    1. Where are Pompeii and Loulan?

    Pompeii is in Italy and Loulan is in China.

    2. What is one main similarity between the two cities?

    Both of them became lost civilizations about 2,000 years ago.

    3. What was Loulan buried beneath?

    Loulan was buried beneath the sand.

    After scanning the text, have you noticed that there are many dates and place names? Why? —— Yes. Because they’re diary entries.

    How do we read diary entries? What should we look for?

    Later in our reading, let’s pay attention to these points. Now, come back to the passage again. How many diary entries are there altogether?

    Have a short discussion with your partners, and try to tell the main ideas of each diary entry. Main ideas: Reading strategy:When you are reading diary entriesrecording someone’s travels, you should look for:⑴Dates and place names⑵Facts and historical information⑶Personal feelings and opinions

    Day 1: Telling the purpose of the trip and the two destinations.

    Day 2:Attending a lecture about the city of Pompeii and the volcano eruption.

    Day 3: Visiting the buried city-----Pompeii and getting amazed at it.

    Day 10: Being excited to arrive in Loulan after several days of traveling.

    Day 11: Introducing the discovery of the city-----Loulan and feeling it’s a pity.

    【设计说明】通过快速阅读培养学生获取信息的能力,并在浏览的同时发现文章的明显特征(多个日期和地点),因为本文是由几篇旅游日志所组成,所以对每篇日志大意进行探讨,研究阅读策略。

    Step 3 Reading & Listening

    Task 1: Ask the students to read the first diary entry after the tape, and find out the route of their trip.

    【设计说明】通过听录音朗读课文,找出旅行路线,对文章进行进一步的理解。

    Task 2 :Listen to the tape and read the diary entries Day 2 and Day 3, then finish the exercises about Pompeii.。

    1. What happened to Pompeii on 24 August AD 79?

    Mount Vesuvius erupted and lava, ash and rocks poured out of it onto the surrounding countryside. Many people in Pompeii were buried alive, and so was the city.

    2. How was the buried city discovered?

    It was discovered in the 18th century when a farmer discovered a stone with writing on it. People started to dig in the area.

    3. What were the stepping stones along the road in Pompeii used for?

    With the stones, people did not have to step in the mud on rainy days.

    4.What happened soon after the ruins of Pompeii was found?

    People started to dig in the area for treasure, which caused much damage.

    Fill in the form according to the text.

    Maybe it’s hard for us to imagine how the peaceful volcano destroyed the whole city. Now I’d like to play a short video to make sure you’ll get a vivid impression on the disaster.

    Free talk:

    Can you imagine how people felt at their last glance at their cities?

    【设计说明】通过问答,填表确保学生理解掌握课文。通过Free talk让学生自由发表观点,面临着城市的灭亡和生命的终止,人们的内心会有哪些想法,人们会怎样挣扎。

    Task 3: Read the diary entries Day 10 and Day 11, and finish the exercises about Loulan.

    5. Why was Loulan an important city about 2,000 years ago?

    Because it was a stopping point on the famous Silk Road between the East and the West.

    6. How do many people think Loulan disappeared?

    It was gradually covered over by sandstorms from AD 200 to AD 400.

    7. According to the last sentence, how did the author feel about the loss of Loulan?

    She felt that it was a pity! Purpose of the tripto see the lost civilizationsPurpose of the tripto see the lost civilizationsPompeii in ItalyDestinationFoundationin the 8th century BCDisappearanceabout 2,000 years agoCause of volcano eruptiondisappearanceDiscoverera farmerThe scene the author streets, houses and bodies of sawpeopleThe scene before the a rich and busy citycity was buriedLoulanin ChinaDestinationFoundation2,000 years agoDisappearancefrom AD200 to AD400Cause of sandstormsdisappearanceSven Hedin, an European explorerDiscovererThe scene the author city ruins and an ancient water sawsystemThe scene before the a small, wealthy commercial city,city was burieda stopping point and a green land

    Step 4 Conclusion & consolidation Compare the two cities; let the students fill in the form.

    篇四:牛津高中英语模块一Unit 3教案

    Period 1 Welcome to the unit

    Teaching aims:

    1. Enable the students to describe people’s current situations

    2. Train the students’ speaking ability by expressing their opinions on looking good and feeling

    good

    Teaching important & difficult points

    1. Enable the students to express opinions about how to look good and feel good.

    2. Enable the students to tell different ways about how to both look good and feel good.

    Teaching methods

    Cooperative learning, task-based learning

    Teaching aids

    A computer and a projector.

    Teaching procedures

    Step 1 Brainstorming

    1. Greeting

    2. Let the students enjoy some pictures about some beauties and some handsome young men..

    Then activate students' imagination by asking the following questions:

    T: Everybody likes beauties, so let’s enjoy some pictures.

    Are the girls beautiful?

    Will you fall in love with them when you first see them?

    Are the young men very handsome? Are they very famous?

    Where can you find them?

    Do you want to be as beautiful and attractive as them?

    3. Ask Ss to say something about some unpleasant pictures and answer:

    Do they look good and feel good? Why?

    Step 2 Further discussion

    1. Ask Ss to discuss two questions:

    1). Do you think looking good is as important as feeling good? Why?

    2). What makes one look better and feel better?

    2. Get the Ss look at some pictures and give the answers

    Step 3 conclusion

    After the discussion is finished, the teacher sums up the balance of how to look good and feel good.

    How can we both look good and feel good?

    1) Confident

    2) Healthy Physically

    3) Healthy mentally

    4) Exercise regularly

    5) Healthy diet

    Step 4 Advice

    Ask the Ss to work in groups to discuss the advice about how to keep fit.

    The teacher give some suggested measures for the students to stay healthy:

    ● Don’t eat junk food. Try and eat a healthy diet.

    ● Don’t go to bed too late. Make sure you get sufficient sleep.

    ● Get regular exercise.

    ● Go to see the doctor if you’re not feeling well.

    ● Don’t spend too much time using computers or watching TV, as it is bad for your eyes. Step 5 Homework

    1. Find more information about how to keep fit.

    2 . Write a passage about “health and beauty” or “healthy eating and exercise”.

    Teaching Post-description:

    ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    __________________________________________________________________

    Periods 2-5 Reading

    Teaching aims:

    1. Enable the students to learn about the three letters

    2. Train the students’ reading ability

    (skimming, detailed reading, consolidation)

    Teaching important and difficult points:

    1. Get the main points about the three emails.

    2. Enable the students to identify the main topic of each email and understand sentences with

    “however” and “but”.

    Teaching methods:

    Cooperative learning, task-based learning

    Teaching Aids:

    1. A tape recorder.

    2. A multimedia.

    Teaching procedures:

    Step 1 Lead-in

    1. Greetings

    2. Ask Ss to talk about the pictures and answer

    Do they look good and feel good?

    Then show some pictures including some fat persons

    Students may laugh

    T: Do you feel it’s interesting? Why?

    S: In the picture, there’re women models. Women models means they have good figures. But there’s a fat man among them

    T: What kind of person do you like better, the fat or the slim.?

    3. Ask the students to look at the picture about a fat man being treated by a doctor and ask: What is he trying to do?

    Step 2 Pre-reading

    1 Discuss about this question:

    If you are the person who is a little over-weight, how would you lose weight? Please discuss with your partner.

    Suggested answers

    Going on a diet

    Exercising in a gym

    Receiving surgical treatment

    Taking weight-loss pills

    2. Talk about the ways to lose weight and discuss which methods they prefer, including the advantages and disadvantages. Finally fill in the form.

    3. Prediction

    Look at the title and predict what will be talked about in the text

    (Who, , what, how, why, the results…)

    Step 3 Reading

    1. Fast reading

    Read the text fast and answer the three questions on page 42. and the meaning of the title “Dying to be thin……”

    1) The first is that Amy wanted to be thin very much.

    2) The second is that Amy was going to die because she had taken some weight-loss pills.

    2. Careful reading

    1) True or false

    2) Multiple choices on page 44 C1

    3) Discuss the main point of each letter and the whole passage

    Step 4 Further Discussion

    Ask the Ss to work in groups to discuss the following questions.

    1. What lessons has Amy learnt from her experience?

    2.What kinds of advice would you give to Amy?

    Step 5 Reading strategy

    1. Explain the differences in meaning between the sentences with “however” and “but”.

    2. find out in the text the sentences using “however” and “but”.

    Step 6 language points

    (1) I used to go to the gym three times a week, but I don’t work out any more.

    used to do sth. be/get used to sth./ doing sth. use sth. to do sth. be used to do sth. 区别和用法

    It used to be thought that the Earth was flat, but now everyone knows it is round.

    Dr Ma used to work in a children’s h(转 载 于:wWw.zAIdian.cOM 在 点 网:牛津高中英语模块三fog课件教案)ospital in Nanjing, usedn’t /didn’t he?

    I never got used to going to bed so late.

    Computers are used to do a lot of work in many companies.

    (2) I used to go to the gym three times a week, but I don’t work out any more.

    Many famous actors keep fit by working out in the gym every day.

    The room smelled wonderful but they could not work out where the smell was from.

    (3) I’m trying to lose weight because I’m so ashamed of my body.

    be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…

    (4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.

    Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?

    (5) They contain a harmful chemical that caused my liver to fail.contain / include区别和用法 To keep fit, we should always avoid food containing too much fat.

    The price includes the postage charges.

    My pet dog has caused me a lot of trouble. What caused him to fall off his horse?

    Step 7 Homework

    1. Read the text again to get a better understanding.

    2. Finish Part A1, A2 on page 94.

    3. Recite the new words and phrases of Reading

    4. Preview the Word Power .

    Teaching Post-description:

    ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    ________________________________________________________________________________________________________________________________________________

    Periods 6-7 Word power

    Teaching aims:

    1. Learn and master the new words about sports

    2. Enlarge the knowledge about sport

    Important and difficult points:

    1. Talk about sports to learn new words

    2. Remember some new names of sports

    Teaching methods:

    1. Individual work

    2. Pair or group discussion

    3. Comparisons

    Teaching aids:

    A blackboard and Multimedia.

    Teaching procedures:

    Step 1 Greetings

    Step 2 Brainstorming

    1. Are there any school clubs in your school? Have you ever joined one?

    2. Are you interested in sports clubs? Are you planning to join one?

    Step 3 Practice

    Part A

    1. Read the diary by Zhou Ling and summarize the types of sports she mentioned

    2. Talk about which school clubs Zhou Ling can join and list some of the reasons. Discussion

    1. Are you interested in sports? What’s your favorite?

    2. Can you name some types of sports you know?

    Part B

    1. Look at the following pictures and describe the sports

    2. Decide which sports in the picturesyou would like to play.

    Words focus

    Fill in the blanks with the names of sports

    篇五:牛津高中英语模块三Unit2教案设计

    教学设计

    江苏省泰兴中学英语组何飞

    牛津高中英语模块三fog课件教案》由www.zaidian.com(在点网)整理提供,版权归原作者、原出处所有。
    Copyright © 2016 在点网 All Rights Reserved.