外研版必修Module5 Reading 教学设计

第一篇：外研版必修Module5 Reading 教学设计

Ⅰ.Analysis of the teaching contents:

This part is a reading material about a trip along the Three Gorges by some foreigners, which is related to the topic of this module, and the students are familiar with and proud of the Three Gorges.Through this reading material, the students will learn more about the Three Gorges and learn to describe what they see when they have such kind of experience by using the words, phrases learned from this passage.In addition, this reading material can cultivate the students’ patriotic feeling as well as help them do their writing task in the following part.Ⅱ.Teaching goals:

1.Make the students master some words, phrases and sentence patterns.(1)Words: cave, cliff, lake, peak, plain, plateau, shore, slope, valley, wood, construction, distant.(2)Phrases: be to do, have to, make a detour, at the edge of, in the distance, get a kick out of.(3)Sentence patterns:

At Wushan we made a detour up the Daning River to see some of the smaller gorges.(make a detour / make a noise / make money / make contributions / make progress)

The next day we went through the big gorges on the Yangtze River.(go through / go across)

2.Enable the students to describe similar topics by using the words, phrases and sentence structures learned from this reading material.Ⅲ.Teaching important points:

1.Encourage the students to talk about historical changes of the Three Gorges.2.Train the students’ analyzing and comprehending abilities by reading the passage.Ⅳ.Teaching difficult points:

1.How to help the students improve their reading ability.2.Lead the students to talk in class actively.Ⅴ.Teaching procedures:

Step 1 Lead-in

1.I will use a poem by Li Bai, whose title is 《早发白帝城》(朝辞白帝彩云间，千里江陵一日还。两岸猿声啼不住，轻舟已过万重山)to introduce the topic.And then I will ask the students to do the following tasks.(1)Do you know where Li Bai was traveling through by boat?

(2)Can you name what the three gorges are?

[Design intention]

Lead in the topic by showing a poem by Li Bai.It is easy to attract the students’ attention and arouse the students’ interest.2.Show a picture and ask the students “What can you see from the picture?”

It’s a good chance for them to describe the picture by using words: cave, cliff, lake, peak, plain, plateau, shore and wood.3.Use the following words to complete the definitions.cave

Cliffs

lake

peak

plain plateau

shore

slope

valley wood

(1)A ___ is the low ground between the sides of mountains.(2)A ___ is a large area of flat low ground.(3)The ___ is the area where the land meets the sea or a lake.(4)A ___ is the side of the mountain.(5)___ are the steep sides of mountains at the edge of a river or the sea.Step 2 Fast-reading

1.During the start of the period, let the students scan the passage and listen to the tape of this passage to find out the answers to the questions on the screen.(1)Why did the foreigners decide to take a trip along the Three Gorges?

(2)Who is the famous poet mentioned in this passage that lived in the 3rd century BC.[Design intention]

Through the two questions, I mean to train the students to develop the ability to obtain information quickly and increase confidence.2.Match the words with their definitions.characters deck

dock

detour

exploit

pagoda

raft

1.a place where boats load and unload

____

2.a simple boat made of pieces of wood tied together ____

3.a temple ____

4.a change of route ____

Suggested answers:

1~4 dock;raft;pagoda;detour

Step 3 Careful-reading

1.Divide the students into 6 groups and ask them to compete with each other to summarize the ideas.[Design intention]

Doing this, I intend to develop the students’ ability of summarizing and guessing the meanings of words as well as their cooperative and communicative skills.2.Fill in the table.A Trip Along the Three Gorges

Suggested answers:

During the Spring Festival, 1997 / Peter Hessler and his colleague / Boat / Slept through it / The Xiang River, home of Qu Yuan, rocks, streams, and hills / Flag blowing, a sign, took pictures and pointed at the site

[Design intention]

In order to help the students obtain detailed information, they are required to look through the passage and work in pairs to finish the task.Step 4 Discussion

In this step, I will let the students enjoy a 5-minute video, which is about the Three Gorges.Let them prepare the discussion about the Three Gorges in groups of four according to what they hear on the video.Following this, I will let the students form groups of four, preparing for the following tasks.(1)Describe the two foreigners’ first day journey.(2)Describe the two foreigners’ second day journey.I will give the students some key words.The first day journey: shine brightly, sail downstream, hilly region, bamboo raft, coal boat, dock at, narrow to.The second day journey: make a detour, home of Qu Yuan, history, legend, be heavy with, the construction site, the Chinese flag, distant mountain, exploit.[Design intention]

Through this, I intend to develop the students’ ability to speak English.Step 5 Language points

Deal with some language problems to help the students understand the passage better.1.He and a colleague were to spend two years there teaching English at a teacher training college.他和一位同事将在一所教师培训学院教两年的英语。

[词语辨析]

be to do / be about to do / be going to do

(1)be to do 表示按计划或职责、义务要求必须做的事或即将发生的动作。

(2)be about to do表示打算将要做的事，也可用来表示很可能发生的事或自然现象。一般不与时间状语连用。

(3)be going to do强调主语的主观安排。

[即景活用]

He met her in the doorway just as she ___ go away.A.was going to

B.would

C.was about to

D.was to

[解析]

选C。此句意只表示“正要离开”，没有“计划或打算”之意。

2.Swimming from the boat is forbidden.从船上下来游泳是被禁止的。

[词语辨析]

forbidden是forbid的过去分词，它的过去式为forbade。forbid是“禁止，不准”的意思，与allow意思相反。如：Smoking is forbidden in the concert hall.[词语拓展]

forbid的搭配为：

◆ forbid sb to do sth禁止某人做某事

◆ forbid doing sth禁止做某事

[即景活用]

He was in poor health, so the doctor ___ him to drink wine.A.hoped

B.demanded

C.forbade

D.prevented

[解析]

选C。句意为“因为他身体不好，医生禁止他喝酒。”

[Design intention]

Let the students realize how to analyze the difficult sentences and grasp the meanings exactly by doing this section.Step 6 Homework

Let the students choose one of the tasks as their after-class activity.1.Make a comparison between A Trip Along the Three Gorges and My First Ride on a Train.2.Write one of your visits to some famous places.[Design intention]

This step is to extend the task.On one hand, the students can consolidate their knowledge;on the other hand, the students can form the good habit of auto-nomic learning and show their interest in English learning.

第二篇：外研版必修1 module 1教学设计

Module 1 My First Day at Senior High

一、教材分析

本模块的中心话题是―一位高中新生到新学校的一，具体介绍高中新生第一天到校观察和接触到的人和事物及个人的感受，内容紧密结合学生现实生活。本节课着重培养学生的阅读能力。通过文章的阅读学习，培养学生热爱新学校、新班级和新同学的感情，鼓励学生参与各种英语活动，克服困难。

本模块的内容主要有：

课时1：衔接初中科目，并比较初高中的不同点。课时2：阅读李康的高中第一天。课时3：阅读文知识点学习。

课时4：语法1,2，学习一般现在时，现在进行时和以ing和ed结尾的形容词。课时5：听力部分的新单词和文化角的阅读。课时6：写作，写一篇关于自己学校的文章。

二、学情分析

由于高一新生在每个初中的英语学习程度参差不齐，为了满足不同学生的发展需求，我改变了以往以习题、听写为主的复习方法，提前布置任务让学生预先用自主学习单预习，尽量多的使用本模块词汇编写小故事，基础差一些的学生可以说句子或组短语，在自主的选择和练习中达到了复习的目的，分层次的布置任务也照顾到全体同学，同学们描述自己的高中第一天，每个人都能用到10个以上的本模块词汇，效果很好。这也是本课设计的闪光点之

Period 1 Introduction

一、目标点击： A级目标

（1）复习和学科有关的单词：biology, chemistry, history，English, Japanese, geography, Russian, IT, Chinese, mathematics, physics, PE（2）掌握并记忆本课的重点词汇和短语：

academic, enthusiastic, amazing, information, attitude, behavior, comprehension, handwriting, instruction, method, photograph, spelling, textbook(3).词组：be similar to, one’s attitude to/towards B级目标： 1.复习和学科有关的单词：biology, chemistry, history，English, Japanese, geography, Russian, IT, Chinese, mathematics, physics, PE 2.会读新单词

二、重点难点（1）学习和掌握本课生词

（2）多层次的训练阅读能力，提高阅读水平三：拓展链接

初中时学生已经学过各个学科名，现在结合初中熟悉的知识点来学习高中各学科教师的特点。

四、学法研究

Step1.检查学生的预习情况老师先叫个别学生来读新单词，学生读的时候进行纠正，在带读两遍。然后学生小组合作，你读给我听，我读给你听。利用这种形式，让学生的单词过关。Step2.课堂导入 Ask a question ― What is your first impression of our school?‖

设计意图：交际法。利用这个题目导进新课。同时老师与学生之间进行了对学校第一印象和看法的交流。既起到了课堂热身的作用、导进了新课，又加强了师生和生生之间的交流。Step 3.教学过程 Step4.Self-introduction(I)(some drills need to be written on the black board)My name is „„ I am a „„

I was born on/in „„ I graduated from „„

In my spare time, I like/ am good at / am fond of „„21·世纪*教育网 I hope/ think/ want „„ „„

(II)Get the students to introduce themselves to their partners in groups of four, and then ask some volunteers to introduce their new friends to all the other students in English.Step5.Vocabulary and speaking(I)Vocabulary Ask the students to tell you what subjects they learned in Junior High school and what other subjects they will learn in Senior High school, ask the students to express them in English as possible as they can, then write the words on the Bb, teach the students to pronounce the words they don’t know.eg : Chinese English Mathematics Physics Chemistry Biology Politics History Geography Arts Music IT(Information Technology)PE(Physical Education)GT(General Technology)Japanese Russian Frenchwww.xiexiebang.com(II)Dialogue(pair-work)I like_________ because___________ I think_________is important because _________ I would like to study/learn_________ because __________ In my opinion_________ is _________so I ____________ Step6.完成课本第二页的5个问题 1.学生先读这5个句子 2.学生把中文意思翻译出来。

3.小组讨论怎样用英语来回答这五个问题，并把答案写在黑板上，Step7.Summary 小结本课内容，并让学生当堂背诵今天所学的新单词。

五、个体特需 ：有些学生基础较差，只要求他们把学科名字学会。Period 2Reading Comprehension

一、目标点击：

1.记住本课的重点词汇和短语：website, brilliant, bored, embarrassed, previous, description, amazed, embarrassing, technology, impress 2.词组：far from, nothing like, have fun, in other words, hard-working, look forward to 3.培养学生的阅读能力，训练学生阅读速度，查读的阅读技巧；训练学生学会找主题句，归纳文章主

旨，运用想象，联想，学会用英语思考的能力 4.熟读课文，知道课文的中文意思

二、重点难点

（1）鼓励学生通过回答问题来学习本课生词

（2）多层次的训练学生的阅读能力，提高阅读水平（3）理解阅读的内容。

三、拓展衔接

结合自己高中开学第一天的情景，对课本的内容加以理解。Step1.检查学生复习和预习情况。Step 2.Pre-reading Ask the Ss to discuss the questions in Activity 1 on page 2 in pairs and show their answers.Then get them to practice Activity 2.Check the answers with the whole class.Step 3 prediction（对课文内容的猜测）教学时间：2m According to the title of the text :My First Day at Senior High‖, have Ss predict what the text talks about, and check the answer after fast reading.设计意图：根据标题培养学生阅读技能即对文章内容的猜测。通过这一活动帮助学生利用已经把握的知识和手段，预先推知和判定文章的内容。然后通过阅读找出作者所写的内容，由学生自己思考、检查与对比，看文章的内容与学生所给出的之间的异同点，并分析其原因。这样既可促进学生的想象，也可促进学生的阅读。Step4.Fast reading（泛读）教学时间：10m 1.Read the passage quickly and match the main idea with each paragraph。Paragraph 1 A: The English class is really interesting.Paragraph 2 B: Self-introduction Paragraph 3 C: What we do in our English class Paragraph 4 D: The students in our class Paragraph 5 E: The students’ attitude to Ms Shen Paragraph 6 F: Something about my school 任务1：先独自快速限时(3minutes)阅读，把阅读课文作为整体来处理，检查学生对课文中的事实的表层理解，让学生对文章有一个了解。然后通过小组活动，交流合作。本环节难度不高，即便学困生也能在其小组成员的帮助下完成此任务。成功给人以最大的满足，产生自豪感，增强学习毅力。更重要的是总结出他们在阅读中所用的方法——略读Step5.Careful reading（精读）27m 1.read the text carefully and choose the best answers.1.Li Kang mentions the following about Ms Shen EXCEPT that____ A.her class is interesting.B.she is very enthusiastic.C.she is liked by students.D.she wants to improve her own spelling.2．How many boys are there in Li Kang's class? A．16.B．28.C．49 D．65.3．Which of the following is NOT the reason that makes Li Kang think his new school is good? A．There is a computer in every classroom.B．The teachers are enthusiastic.C．They can study online.D．The computer has a big cinema screen in every classroom.4．How do the teachers teach in the school? A．They teach in the same way as the teachers do in primary schools.B．The websites teach the students instead of teachers.C．They use computers to help them teach in class.D．They teach the students with the help of films.5．The sentence ―They are brilliant‖ means ______ A．The teacher are all great.B．The new students are all clever.C．All the amazing things are wonderful.D．The computers are good.2.read the text again and fill in the blanks 2.Careful reading(17m)Mind Mapping After doing this, can you try to retell the text? 任务1：任务型和活动型教学法。在快速阅读环节对课文表层理解的基础上，进行段落内容的理解和划分，帮助学生在脑中形成MIND-MAP来熟悉文章的结构，理清文章的总体内容和结构特点并锻炼了学生对细节信息寻找和概括的能力，此处对学生是有挑战性的。然后同组的学生互相讨论，分工合作，交流意见，得出结果。

任务2：任务型教学法。通过表格的填充，对文章有一个更为深进的了解。完成相对信息的细节处理。学生只需对照课文就可轻松填写表格，由于此任务较轻易此处不再做小组活动。回答题目采用抢答的方法。而且任务2之后时间答应的情况下尝试让学生已看着任务2的图示复述课文的主要内容，让学生能够感觉到这种学习策略的实效性.Step6.Post-reading Choose the answers with the same meaning as the sentences from the text(Part 4 P3)1.Lines 21-24: Ms Shen`s method of teaching is nothing like that of the teachers at my Junior High school.a.My previous teachers’ method of teaching is better than that of Ms Shen.b.My previous teachers’ method of teaching is different from that of Ms Shen.2.Lines 27-28: I don`t think I`ll be bored in Ms Shen`s class!a.I will find the class interesting!b.I will find the class difficult!3.Lines 31-32: Some students were embarrassed at first „ a.The students stopped being shy eventually.b.The students couldn’t do the activity.4.Lines 33-35: Ms.Shen gave us instructions and then we worked by ourselves.a.We did everything by ourselves.b.We listened to Ms Shen`s explanation and then worked with each other.Step7课堂小结 :Decide which is the better summary.a.Li Kang `s new school is very different from his old school.There is new technology and they speak a lot in the English class.Everyone in the class works hard.b.Li Kang is very impressed with the teachers and the technology in his new school.The English teacher’s method is very different from that in his old school and very interesting.The class is bigger and the students work hard.c.The most important thing about the new school is the technology in the classroom.There are more girls than boys in the class.Li Kang`s first homework is a description of the street where he lives.设计意图：任务2 让学生在了解每一段意之后自己尝试给这篇文章进行一个简短的总结和概括，锻炼了学生提炼信息和筛选信息的能力。总结之后再看以上哪两个是针对这篇课文更好的概述，假如学生有分歧，让学生找出课文中的句子或片断来证实自己的观点。学生在这种独立思考和题目争论中锻炼了提出题目和解决的能力。

七、个体特需 :个别学生可了解文章的意思即可

Period3 Important Language Points

一、目标点击：

1.掌握单词enthusiastic, amazed, amazing,called,bored,boring，impress的用法 2.掌握短语nothing like,look forward，in other word的用法

3.掌握句型I don’t think 否定前移的用法，同位语的用法，倍数的表达法 二：重点难点 教学重点： 让学生掌握本课的重点单词，词组和句型。教学难点： 怎样让学生灵活使用词汇、短语和句型来做题。三：拓展链接

利用初中所学知识点来学习新的知识点。

四、学法研究

例1.I live in Shijiazhuang, a city not far from Beijing a city 作Shijiazhuang的同位语

2.The teachers are very enthusiastic and friendly and the classrooms are amazing.enthusiastic adj.热情的，热心的，热烈的，满腔热忱的 词汇拓展：

（1）enthusiasm u.n.狂热;热心;积极性 enthusiast c.n.狂热者;爱好者

be enthusiastic（doing）对......热心（2）amazing adj.使人惊奇的 amazed adj.感到惊奇的 amazement n.惊讶 固定搭配 It is amazing that be amazed 对.......吃惊 be amazed 因做某事而感到吃惊 to one’s 令某人吃惊的是 in 惊讶地 练习： 1.他热心于科学研究。2.我的新同学热心帮助别人 3）He told us the news in an voice.4)The expression on her face suggested she was when she heard the news.5), the little girl was able to recite the whole poem.5)I’m(收到......来信很惊讶)my school teacher again.例3.The teacher is a very enthusiastic woman called Ms.Shen.called Ms.Shen.非谓语动词短语作后置定语 练习： 这座湖叫东湖。他住在一个四面环山的房子里.例4.Ms.Shen`s method of teaching is nothing like that of the teachers at my Junior High school.(1).nothing like 完全不，根本没有；完全不像，根本不像 There is nothing like what I wanted.It looks nothing like a horse.There is nothing like swimming as a means of keeping fit.【链接】 something like 有点像，用于肯定句

anything like 大约，有点像，用于疑问句或否定句 练习： 1）这门课程一点也不像我期望的那样。2）她看上去有点像你妹妹。

(2).辨析that, it, one it 表同类同物 that 表同类异物，具体 one 表同类异物，泛指 练习： Many parents said there were differences in their approach to educating their children compared with _______ of their parents.A.those B.one C.both D.that 例5.I don’t think I will be bored in Ms.Shen’s class!(1)否定前移 我相信他不知道这个秘密。

________________________________ 我想我不会再来了。

_______________________________(2)bored adj.感到厌倦的 boring adj.令人厌烦的 搭配： be bored 对......厌倦 be tired 对......厌烦 be tired 因....而疲劳 练习： 1).I don’t consider him a nice man to work with.I’m getting bored his empty talk.2).What do you think of the talk?----to tell the truth, it was(bore)3).Many of us were soon(tire)of it and began to do something else.4).The boy(令人厌烦的)story because he has read it several times.6.In other words, there are three times as many girls as boys.(1)In other words 换句话说in a/one word 总而言之 keep one’s word 遵守诺言 break one’s word 不遵守诺言，食言 have a word with sb.和......谈一谈 练习： 1).You didn’t perform as well as the other competitors,______, you failed.A.in other words B.after all C.in the end D.at the same time 2).My head teacher(跟我谈了谈)about the grades last week.(2)倍数表达法

1).倍数+as adj.As 2).倍数+比较级

3).倍数+size/length/with/height/depth 练习：

1).Ten years ago the population of our village was ________that of theirs.A.as twice large as B.twice as large as C.twice as much as D.as twice much as 2)After milk was found containing chemical melamine(三聚氰胺)the price of them is discounted ________ it was before.A.half as many as B.as half as many C.as half much as D.half as much as 7.I am looking forward to doing it.look forward to 期盼，盼望（to 为介词后接n.或doing）练习：

Mr.Brown expressed his hope that he would look forward to ____ the city and ______ the people there once more.A.visiting;seeing B.visit;see C.visiting;to see D.visit;seeing 8.Li Kang is very impressed with the teachers and the technology in his new school.impress vt.使印象深刻 搭配：

be impressed by/with 对......留下印象

impress sb.with sth.某物给某人留下印象 impress sth.on sb.某物给某人留下印象 练习： 1).His father _______ on him his mother’s words.A.learned B.studied C.knew D.Impressed 完成句子：

He impressed me his honesty when we met for the first time.His speech(给某人留下了深刻的印象)。课堂练习： 翻译： 1.她对新的教学方法很热心。

____________________________________ 2.在那儿，我们看见一所四周都是树的房子。______________________________________ 3.她看上去有点像个新的电影明星。______________________________________ 4.我想他不会通过考试的。________________________________ 选择题： 1.The cost of renting a house in central Xi’an is higher than _____ in any other area of the city.A.that B.this C.it D.one 2.How men first learned to invent words is unknown, ______, the origin of language is a mystery.A.in a word B.on the contrary C.on the other hand D.in other words 3.We have two ears and one mouth so that we can listen______we speak.A.as twice much as B.as much as twice C.twice as much as D.as much twice as 4.What a table!I’ve never seen such a thing before.It is _________it is long.A.half not as wide as B.wide not as half as C.not half as wide as D.as wide as not half 5.We are looking forward to ________ a chance_______ the opening ceremony of the London 2012 Olympic Games.A.being given;watching B.be given;watch C.being given;to watch D.giving;to watch 6.We are much _____ with the standard of the children’s work on the exhibition.A.moved B.touched C.surprised D.impressed 7.---What ________ did the country leave on you after a year of your staying there?---Well, I think what ________ me most was the friendliness of the people there.A.impression;impressed B.impressed;impressed C.impression;impressing D.impressive;was impressed

五、个体特需 :个别学生只需掌握：

be enthusiastic about, be bored with, be impressed with, nothing like, in other words, far from 等词语的意思 Period4 Grammar

一、目标点击：

让学生理解现在进行时，一般现在时和以-ing和-ed结尾的形容词的用法，并掌握这些用法。二：重点难点

让学生掌握并灵活运用现在进行时，一般现在时和以-ing和-ed结尾的形容词的用法。三：拓展链接

初中时学生已经学习了这三个语法，本科意在巩固复习这三个语法。

四、学法研究

让学生单人或者双人练习参与课堂 一般现在时

（一)课堂导入：展示给学生一些句子并且回答他们的发现结果，设计的目的是引出主题，一般现在时。

（二）课堂讲授 Step I：一般现在时态

课堂导入：给学生展示一些句子

1)I live in Shijiazhuang, a city not far from Beijing.2)I leave home for school at 7 every morning.3)Four plus two is six.4)The earth moves around the sun.5)The sports meeting will be put off if it rains tomorrow.6)The train for Beijing leaves at 12:00.我的发现：

1）一般现在时表示经常性的或者习惯性的动作，或现阶段内存在的状态，如例句______.2）一般现在时还可以表示客观事实或普遍真理，如例句__________.3）一般现在时可以表示将来，如例句________.设计意图：通过自主学习预习初步让学生探究一般现在时以及其用法。语法点击：一般现在时态的用法

1）表示习惯性、经常性出现的动作、状态。关键词，时间状语often、usually、always、sometimes、never，every day、on Sunday / Monday I usually ______(go)to school at seven.She never_______(play)computer games.2）表示目前的状态。

They _______(like)swimming.He _______(look)like his father.3）表示客观事实或普遍真理。The earth _____(go)round the sun.Winter ______(be)colder than summer.4）在时间，条件，让步状语从句和时刻表？（节目单等）中，用一般现在时表示将要发生的动作或状态。

If it _____(be)fine tomorrow, we shall visit the Great Wall.School ________(begin)on February 5.设计意图：教师和学生一起归纳总结一般现在时以及加强练习，加深学生的印象。达标训练 任务用所给词的适当形式填空

1)I__________(be)a student.My sister______(be)a student, too.2)The train ________(leave)at 10:00.3)We always ________(clean)our classroom after school.4)Our teacher told us that the sun ________(rise)in the east.5)Sometimes he______(play)football after school.He really_____(enjoy)himself.6)They ___(go)to Guangzhou every week.8)He will call me if he ___(come)here.设计意图：让学生加强巩固掌握一般现在时态的用法。Step II 现在进行时态 探究发现：现在进行时 1)We are using a new textbook.2)I’m writing down my thoughts about it.3)How many of you are coming to the party tonight? 我的发现

1）现在进行时态表示现在或现阶段正在进行的动作，如例句_________.2）现在进行时态还可以表示将来，如例句__________.设计意图：让学生自主预习探究一般现在时的用法。语法点击：现在进行时态

1）表示现在或者目前一段时间内正在进行的动作,常见的标志性词有now, look, listen.We _________(study)at Shangao Middle School.2）现在进行时与always, all the time 等连用时表示“赞扬，惊讶，讨厌”感情色彩，带有较强的交际性功能。

He is always _________(make)mistakes.3）现在进行时表示将来时态。有些动词如go，come，leave, arrive, start, finish 等表示起止，位移得动词的现在进行时，可以表示即将发生的动作，做表示与将来的时间状语连用。

It’s time for dinner.----I am _________(come).设计意图：教师和学生一起总结现在进行时态的用法以及加强该语法的用法。达标训练 任务A：.用所给动词的适当形式填空.1.Look!The cat____________(run)up the tree.2.He is always _________(ask)his parents for money.4.Tom_______________(play)the piano in the room.Please ask him to come here.5.Listen!They_______________(sing)in the classroom.6.I(ride)my bike now.7.She _________________(leave)for Japan tomorrow.8.Amy and Sam(do)their homework now.任务B.汉译英

1.我们正在看电视.______________.2.他们正在打扫教室.___________.3.汤姆正在吃早饭.____________.设计意图：根据学生的不同情况，设计不同的练习让学生深刻掌握现在进行时态。Step: III 以-ing 和-ed 结尾的形容词 探究发现：以-ing 和-ed 结尾的形容词 找出课文中含有-ing和-ed结尾的形容词的4个句子并且翻译该形容词的意思。（P2-3）我的发现：1)–ing 结尾的形容词，通常译为__________________.2)–ed 结尾的形容词，通常译为___________________.设计意图：让学生自主探究课文中关于以-ing 和-ed 结尾的形容词的意思，为下面的探究做铺垫。语法点击：以-ing 和-ed 结尾的形容词的用法

1）–ing 结尾的形容词，通常被称作现在分词形容词，表示中心词或主语的性质和特征，通常译‖令人感到„的。2)–ed 结尾的形容词，通常被称作过去分词形容词，表示衷心词或主语的感受，通常译为‖‖感到„„‖

3)这些形容词在句子中作定语，表语，宾语补足语等。a.Hainan is an amazing place.____________.b.Everyone is excited by the news of holiday._____________.c.I find the book so interesting that I keep on reading it until midnight._______.设计意图：通过探究，教师和学生一起探究以-ing 和-ed 结尾的形容词的用法。A任务用括号内所给词的适当形式填空。

1.Without dreams, even a rich man would find his life___________(bore)2._____________(disappoint), she asked me to take her the train station.3.He was ________(please)with their warm welcome.4.He may arrive on time if he is ________(interest)in the match.5.The children were ____after the trip.（tire）

6.Her ________ face make us ______________(surprise).7.The ____trip lasted a whole day.（tire）

8.There is a _________(amaze)look on his face.9.Tom`s parents are ____ at his ____ results of the exams．（disappoint）11.The mistake he made makes him ______________(embarrass).课后巩固： 一，完成课本第67页第一题。

二，用括号里所给动词的适当形式填空。

1）Seeing the _________(satisfy)make on his paper, her burst into a ____________(satisfy)laughter.2）After a _______(relax)holiday, the _______(relax)students returned home, full of energy.3）On hearing ________(move)story, she couldn’t control her _________(move)tears.4）The __________(puzzle)look on his face showed that he didn’t catch what I had said.5）He spoke in such a _______(frighten)voice that all the listener’s face turned pale.设计意图：巩固学生对一般现在时，现在进行时和以-ing 和-ed 结尾的形容词的用法。

五、个体特需 ：翻译一些常见的以-ing 和-ed 结尾的形容词的意思。

Period5 Listening and Cultural Corner

一、目标点击 1.掌握词汇：correction, encouragement, enjoyment, explanation, fluency, misunderstanding, progress, pronunciation, system, cover, diploma, semester 2.掌握词组：be fluent in, make progress, at the beginning, at the end of, be divided into, take part in 3.掌握句型：The school year is divided into two semesters, the first of which is September through December.4.了解名词后缀：-tion,-ment,-ing,-y 5.理解美国高中与中国高中的文化差异。1.掌握词汇：correction, encouragement, enjoyment, explanation, fluency, misunderstanding, progress, pronunciation, system, cover, diploma, semester 2.掌握词组：be fluent in, make progress, at the beginning, at the end of, be divided into, take part in 3.理解文章大意。

二、重点难点 ：单词的背诵和句型的掌握

三、拓展衔接 :学生已经学习了中国高中的阅读文，老师带他们去了解美国中学的不同点。

四、学法研究

Step1.教师检查学生的预习情况，并过单词关。Step2.根据刚刚学习的单词完成课本第五页的练习。

Step3.T asks Ss “What about the Senior High School in America?”，引导学生来快速阅读文化角的文章，并回答问题。

Step4：Language Points 1.secondary school 2.cover seven years 占七年 ,写出下列cover 的其他意思。

1)The story covers only three days and is very interesting._________ 2)How far can we cover a day? ____________ 3)Will 10,000 dollars cover the bill? ____________ 4)I’m covering a traffic accident.____________ 3.at the end of +时间/地点：在„.结束的时候，在„的尽头

in the end ____________ by the end of ______________, 如果后面跟过去的时间，通常与____________ 时态；和将来的时间连用，通常与__________________时态连用 练习：(1).The school is situated _____________ the street．(2).We'll have an exam in English ___________January．(3).I'm sure everything will be fine_______________．(4).__________ last month they had planted 10,000 trees.4.The school year is divided into two semesters, the first of which is September through December„ be divided into_______________分辨 divide___________________ separate____________(1)Please _________ the apples from the bad ones.(2)Please _________ the apple into halves.the first of which is„ 引导的是非限制性定语从句。

这是由“名词/代词+of+关系代词”引导的定语从句。这种形式可以用于指人，也可以用于指物。指人时关系代词用whom，指物时用which。Her sons, both of _______ work abroad, ring her up every week.4.I take part in all kinds of after-school activities.take part in_________ join_______________ join in ________ attend________________(1)My uncle_______ the Party in 1978.(2)Will you ________playing basketball?(3)Did you _______ his last lecture?(4)The teacher ____________ our discussion yesterday.(5)Step5.Summary

五、个体特需 ：写出下列单词的中文意思：

correction___________ encouragement___________ enjoyment___________ explanation___________ fluency___________ misunderstanding___________ progress___________ pronunciation___________ system___________ disappear ___________ teenager___________ move___________ cover___________ diploma___________ semester___________

Period 6 Writing

一、点击目标: To learn to write an e-mail.假设你是李华，最近收到你的澳大利亚笔友Jack的电子邮件，询问你的学校的基本情况以及你的高中生活。请根据以下提示，给他回一封电子邮件，内容包括： ●百年名校，有教学班48个，教师220人，学生3000人； ●老师教学认真，对学生有耐心；

●学习情况：最喜欢的科目是数学和电脑，英语学习有困难； ●课余生活：听流行音乐，和同学打篮球。

参考词汇：教学认真take teaching seriously； 耐心patient Dear Jack，二、导学预习

第一步：细审题，三确定

1.确定体裁：本文为应用文：________________________;2.确定人称：本文的主要人称应为_____________________;3.确定时态：描述学校生活用__________________________.第二步：拟要点，列提纲

写邮件的目的：①_________________ ②____________________简单介绍学校：①__________________ ②___________________________ ③__________________ 讲述学习和生活状况：①________________ ②_________________③________________ ④____________ ⑤______________ 第三步：依提纲，准翻译 要点一：我很高兴收到你的来信。

要点二：我写信想告诉你我的学校和学校生活。要点三：我们的学校是一所名校。

要点四：我们的学校有百年的历史。3.确定时态：描述学校生活用____________.第二步：拟要点，列提纲

写邮件的目的：①________________ ②__________________ 简单介绍学校：①_______________②_______________ ③____________________ 讲述学习和生活状况：①_____________ ②_________________ ③______________ ④________________ ⑤_______________ 第三步：依提纲，准翻译 要点一：我很高兴收到你的来信。

要点二：我写信想告诉你我的学校和学校生活。要点三：我们的学校是一所名校。要点四：我们的学校有百年的历史。

要点五：学校内有教学班48个，教师220人，学生3000人。要点六：老师教学认真，对学生有耐心。要点七：我们学习语文、数学、英语、物理等。

要点八：我最喜欢的科目是数学和电脑，并且非常擅长它们。要点九：我英语学习有困难。

要点十：在课余时间，我喜欢听流行音乐，喜欢和同学打篮球。第四步：句升级、求靓丽

句式升级一：把要点一和要点二合成并列句

句式升级三：把要点三和四用with构成的介词短语合并成一句话 第五步：巧衔接，顺成文

第三篇：外研版高中英语必修五模块四阅读课教学设计

外研版高中英语必修五模块四阅读课教学设计

一、整体设计思路、指导依据说明

指导依据：在高中英语学习中，词汇是一个不可忽视的重要元素。语言学家认为，“各种语言学习活动归根结底都是学习词汇的活动，是词汇在听、说、读、写、译等形式中的练习和应用”。离开了词汇，语言就失去了实际意义；离开词汇语言就无法表达思想。词汇学习直接影响英语语言学习的效果。在中学英语阅读教学中，学生碰到的重要问题就是词汇阻碍，不少学生因词汇量小，看不懂句子或文章，而丧失了英语阅读的兴趣。学生的词汇量越大，对词汇理解得越深刻，其阅读也越广泛，视野就越开阔。

目前的高中学生由于没有找到适合自己的词汇学习方法和策略，在词汇学习方面存在诸多问题。有些词读不准，有些词甚至根本不会读，导致在拼写时错误百出，遗忘率极高。更别说正确、熟练地运用了。这就造成了学生无法运用英语进行正确恰当的听说读写，使他们感到英语学习困难重重。教师不仅有责任教授学生词汇知识，而且应该研究探讨词汇教学的方法。

设计思路：阅读中词汇的学习是将词汇放在课文情景中去理解并获取信息的过程。吕叔湘先生曾说过：“词语要嵌在上下文里才有生命。”没有语境很难掌握一个单词的确切含义，阅读中的词汇学习是培养学生在篇章语境中词义理解程度的最佳时机。结合学生目前学习词汇的实际情况，本节课的教学过程中，教师尝试充分利用课文所提供的丰富语言材料，设计多种形式的词汇练习，使学生教熟练掌握和运用所学新词汇。

二、教学背景分析

教材内容分析：本节阅读课是第四模块的第二课时，主要向大家介绍一个很著名的外国节日――狂欢节。这个话题与我们的日常生活和学生们感兴趣的外国文化有着很大的联系，对此话题的学习与讨论有益于提高学生学习英语的兴趣，通过日常教学使学生们掌握有关节日的新词汇并使他们了解其它国家的文化背景和社会风貌，为学生以后的阅读和学习做好知识储备。

学生情况分析：本节课的教学对象是高二年级的学生。他们在听、说、读、写和口语表达等方面都有了一定的基础。虽然课前已经让学生们通过各种渠道搜集了有关狂欢节的信息，学生对本节课要讨论的话题也有了一定的了解，但他们对与这一话题相关的英语词汇量不足，要用英语进行思维和表达还是有一定难度的。因此，这节阅读课中的词汇处理就显得格外重要。

三、教学目标分析

（一）语言技能目标

1.提高提取和筛选信息并进行重组的能力。

2.积极参与语言实践活动，提高用英语进行思维和表达的能力。

（二）知识能力目标

1.学会用英语简单介绍西方的节假日；

2.准确理解文章内容，并掌握文章中出现的新词汇。

四、教学重点、难点分析

教学重点：培养学生在阅读活动中获取信息，理解全文的能力。

教学难点：通过阅读，学生能够掌握本课的新词汇并能熟练应用。

五、教学过程设计

步骤1：导入（3分钟）

图片展示：向学生展示一些与节日有关的图片。

设计意图：借助节日图片，讨论相关话题，引出、学习一类词，因为有图片的直观呈现，学生能很快的掌握词义。并让学生在复述图片和谈论话题的过程中巩固新词汇，帮助学生降低词汇记忆和运用的难度，有效激活学生已有的知识储备。如在猜测狂欢节的图片中，就出现了“People love to dress up in costumes and wear masks for this festival.”其中，“dress up”，“costumes”和“masks”都是新单词，图片的视觉冲击既激发了学生的兴趣，吸引了他们的注意力，又为学生呈现了直观的词义概念，强化了其对词汇的理解和记忆，从而让导入环节不再单纯地为阅读服务。

步骤2：词汇处理（4分钟）

1.Read the new words.2.Practice： Put the words into the sentences in their proper forms.memory revive extend magic

pretend wander book hide

1.As time passed，however，the carnival period was _________ from one day to five days.2.Look at the little boy ______ about � perhaps he can’t find his mother.3.Dalian is a city full of _____，and attracts many tourists all over the country.设计意图：此部分只是读前的词汇处理，目的是帮助学生掌握课文大意，因此不可占用过多时间，影响阅读课其它环节的安排。

步骤3：快速阅读（4分钟）

Read the passage and check the topics it mentions.1.Different carnivals

2.The origins of carnival

3.Special food

4.Carnival in Venice

设计意图： 培养学生归纳和概括的能力，为下一步确定阅读的框架作好铺垫。学生在快速读一篇文章时，要善于发现“提示词”以及与“提示词”有联系的关键词，这其实也是学习词汇的过程。因为在查找关键信息求其大意时，学生可以根据提示词猜出一些单词近似原文的词义，如“revive”一词，上一段结束时学生根据“memory”得知狂欢节停止了，可接下来一段开头作者给出了“but” 一词，学生一定可以猜出“revive”的大概含义。这一环节让学生在自觉或不自觉间又学到了一些新的词汇，为进一步仔细阅读创造了条件。步骤4：仔细阅读（10分钟）

再读一遍文章，回答相应问题。

1.When and how did people in Europe celebrate carnival？

It was celebrated between Christmas and Easter.People ate，drank and dressed up.2.What was carnival in Venice like at the beginning？

It lasted for just one day.People ate，drank and wore masks.3.What did different people do at carnival？

Ordinary people could pretend to be rich and important.Famous people could have romantic adventures in secret.Crimes went unpunished.4.What changes happened to the tradition of wearing masks？

At the beginning-wearing masks was allowed.In the 14th century-wearing masks was limited.At the end of the 18th century-wearing masks was banned.In the late 1970s-wearing masks was revived.Today-wearing masks is the key.5.Who played the most important role in reviving the carnival？

The students and the town council.（They realized that carnival was good for business.）

6.What makes carnival in Venice different？

（The mystery of the masks.）

设计意图： 让学生在课堂上通读课文，并进行课堂讨论，找出文中的关键词语进行回答。这样既能把学生的思路引到文章的脉络上，使学生对整篇文章的内容有总体的了解，又能为他们学习新单词提供具体的语境，有助于学生全面领会新词的含义。

步骤5：巩固（10分钟）

让学生假设自己是威尼斯的导游和游客，由导游向游客介绍这一节日，并让学生分组表演。活动开始前，教师要明确要求学生用到本节课所学的词汇。

（小组活动，课堂展示）

The following words may help you：

The most famous carnival…

At the beginning…last

As time passed…extend

The 14th century-the 18th century … limit/ban

In the late 1970s …revive

Today …celebrate

Sample dialogue：

Guide： Hello，everyone.Welcome to Venice！Here we see crowds of people wandering around wearing masks on their heads.Tourist A： They are also wearing costumes instead of their ordinary clothes！

Guide： Yes！They are celebrating the most famous carnival in Europe.Tourist B： How long did it last？

Guide： It lasted only one day at the beginning，but over time，it extended to weeks after Christmas.Though it was banned by the government in the 18th century，it was revived by students in the 1970s.Tourist C： Why do people wear masks？

Guide： With costumes，people can pretend to be anyone else.With costumes，they hide their faces as well as their ideas.That’s the magic of masks！Come on and join us.You can’t afford to miss it！

设计意图：通过角色表演，学生可以巩固所学内容并提升学生英语的应用能力。真实、有趣的语言情境能充分调动学生学习的主动性，使学生自觉投入到情境之中，主动参与活动，在话语中感知新词并在交际的过程中进行多种练习。这样做有助于学生全面领会新词的含义，并在使用的过程中帮助学生加深对词汇的理解和识记，提高运用能力，达到内化的目的。

步骤6：应用（8分钟）

让学生根据所学有关节日的词汇和表达方式设计一个节日，要求学生落实到纸上。

If you are given a chance to design a festival，what do you want it to be like？

It will be celebrated on… / It will last …

Will people dress up in costumes？

By celebrating it，people may feel…

设计意图：鼓励学生积极运用所学词汇，培养产出意识，从而加深学生对节日内涵的理解及相关词汇的应用。

步骤7：课堂小结，布置作业（1分钟）

教师对学生的展示进行点评，并提出本节课主要侧重阅读课中的词汇教学，布置作业――介绍自己喜欢的中国节日，并比较中西方节日的差异。

设计意图：培养学生的跨文化意识，并巩固阅读中所学词汇，提升学生的英语语言应用能力。

六、教学评价设计

（一）评价内容

1.理解主旨大意；

2.提取和筛选具体信息；

3.理解文章内容，运用相关词汇。

（二）评价方法

1.单词填空；

2.选择话题（多选）；

3.回答问题；

4.角色表演与课文内容巩固相结合；

5.运用相关词汇设计节日。

文档资料：外研版高中英语必修五模块四阅读课教学设计 完整下载 完整阅读 全文下载 全文阅读 免费阅读及下载

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第四篇：外研版高中英语必修 一Module6 Listening教学设计

外研版高中英语必修 一Module6 Listening教学设计

【摘 要】本设计针对高一英语听力教学研究，尝试采用小组合作探究的方式，锻炼学生听力技能，以及听-读-说的训练。从课堂效果来看，目标基本达成，但最后讨论没有完成，比较遗憾。教师口语表达也有些欠缺。

【关键词】英语听力；教学设计

一、教材分析

授课内容为高一阶段必修一第六模块的Listening and Vocabulary部分。本模块围绕the Internet and Telecommunications展开。听力话题是教师、学生以及父母对网络的看法。网络是学生较感兴趣的话题，已经有一定的词汇储备，而且在模块导入部分学习了新的有关网络的词汇，所以词汇不会造成较大的听力障碍。围绕本模块的主题以及听力材料主要内容，主要锻炼学生通过听获取观点表达信息的能力，再辅以说以及写的内容加以巩固并培养学生的情感价值观态度。

（1）教学重点：①通过听、说、写学习如何表达自己对网络的观点并形成正确的对待网络的态度；②学习并练习预测这个听力技巧；

（2）教学难点：①如何准确获取听力中关于观点表达的信息；②如何保证最后小组讨论的有效性。

（3）解决办法：① 尽可能多听几遍加以一定提示停顿；辅以听力材料；②将任务具体化。

二、教学目标

（1）语言知识目标：讨论网络的优缺点并发表自己的观点。

（2）语言技能目标：①听：帮助学生正确理解对话内容并推断出不同说话者的观点、态度；在对话和语段中识别新词汇、短语并正确理解其意义；根据要求从电视采访对话中找出相应的词汇、短语并完成有关填空练习；引导学生学习练习听力技能―预测。②说：运用所学词汇、短语表达自己对网络的态度。③写：练习根据其他人对网络的观点给出不同的观点并写出来组织成文。

（3）情感态度：通过听、说、写了解不同的人对网络的不同的看法，学会客观、辩证的看待网络并积极获取和利用这些资源，避免沉迷于电子游戏而荒废学业，虚度光阴。

三、教学方法

采用任务型教学法与活动教学法相结合。开展自主性学习的小组活动，使合作、探究与独立思考相结合，最大程度地优化学生的学习方式，提高课堂效率。

四、教学过程

Step1: Fill in the blanks to review the words that we have learned to prepare for listening:

Nowadays, almost all of us can have a______ to the Internet.I like s______ the Internet after finishing the whole day’s work.I use my p__________ computer to s______ the important information.Furthermore, I often visit some English w____________ to help my English teaching.If necessary, I will d_________ some good lessons to study.Of course, I also use the computer to chat with my friends and students, listen to some excellent music and watch some good TV shows.Every time I l___ __ to my QQ number, I will be glad to find some old friends and students online.However, I never play computer games on the I_________ because I think it is a waste of time and it does harm(伤害）to my health.Keys: access;surfing;personal;store;websites;download;log on;Internet

（课堂：学生较感兴趣，复习了单词，并让学生了解教师对网络的态度）。

Step2: Lead-in: After reading, ask: What do you think of my life with the Internet? …I think the Internet is useful for me.But for you, the students, different people have different opinions.According to your reading, you have known my opinions about the Internet.Next, we will listen to three interviews to know the different opinions about the Internet.(课堂：自然导入，比较流畅)

Step3: Listening and vocabulary

1.Pre-listening: Read the choices first to predict:

How many people are there in the listening? Keys: Four.Who are the three people? Keys: Ann, the teacher;Tom, the student;Pat, Tom’s mother.What are their opinions about the Internet? Students’ own opinions.（1）)Ann, the teacher, thinks that _________.everything on the Internet is useful for students

the Internet is a bad thing

it’s important to help students find useful sites on the Internet

（2）Tom, the student, thinks that__________.(a)the Internet is the only place to study

(b)the Internet is a good place to study

(c)it’s important to use the Internet as much as possible

（3）Pat, Tom’s mother, thinks that _________.(a)Tom should only study from books

(b)he spends too much time reading about football on the Internet.(c)using the Internet is a bad thing

（课堂：由于问题较简单，学生积极做出了预测，对听力材料有了一定了解。）

2.While-listening:Listen to the three people answering the interviewer.Choose their opinions from the list in pre-listening.Keys: c b b

（课堂：学生听一遍只准确的得出了第一题的答案，根据课堂反映，再听一遍并加以停顿，学生得出了2、3的答案，对听力大意有了一定了解。）

3.While-listening:Listen again to fill in the blanks to get more information.Interviewer：Hello and welcome to Education Today.Today, we’re talking about the Internet.Is the Internet a good thing for education? With me in the studio are Ann Baker, who’s a teacher, Tom Grant, who’s 17 and still at school, and Tom’s mother Pat.Welcome to the show, everyone.If I can talk to you first, Ann, do you think that the Internet is a good thing or a bad thing?

Ann：Well, there are good and bad things about the Internet, but I think we should concentrate on the good things.The Internet has fantastic information about all kinds of things, and for this reason I think ①___________________________ for students to use it.Interviewer：Do you allow your students to use the Internet during school time?

Ann：Absolutely!They have Internet classes once a week.It’s a chance for them to do some independent work.I ②_______________ they have a reason to use the Internet.Interviewer：What do you think are the bad things about using the Internet?

Ann：Well, we all know that there are some terrible sites on the Internet.We must make sure that students look for information on ③ ________________________________.Interviewer：I see.Thank you.Well, I also have Pat and Tom Grant with me.Tom, how often do you use the Internet?

Tom：Every day.Interviewer：At school or at home?

Tom：At school and at home.Interviewer：How much time do you spend on the Internet at home?

Tom: ④ ___________________________.About five hours.Interviewer: Five hours a week?

Tom: No!Five hours a day!

Interviewer: And what do you do on the Internet? Do you study?

Tom: Yes, ⑤__________________________on the Internet.Interviewer: Is it better than studying at school?

Tom: Well, they''re different.I like studying at school ⑥_______________.Interviewer: Pat, what do you think about that?

Pat: Well, I''m happy when Tom is studying on the Internet, but he doesn''t always study.Interviewer: What do you mean?

Pat: Well, there are a lot of music sites that he likes.And he spends a lot of time reading about his⑦______________ football team.Interviewer: So you would prefer it if he didn’t do that.Pat: No―I want him to study and enjoy himself.But studying is important.And ⑧__________from ⑨ _________ is important.Interviewer: More important than studying on the Internet?

Pat: Studying is the important thing.Keys: ①it’s very good；②make sure；③ on interesting and useful sites；④As much time as I can；⑤it’s good to study ；⑥as well；⑦favourite ；⑧studying ；⑨books.Listening skill: Predicting(预测）the information before listening according to the questions or given information will make listening easier.So before listening, try to read the questions or given information quickly to help you get more information while listening.(课堂：大部分学生能完成任务。)

4.While-listening:Listen to the conversation between a headmaster and a parent to practice the listening skill.Before listening, read the sentences to predict: What are they talking about? What happened to Du Juan?(Students’ own answers.)

(课堂：尽可能让学生多预测一些。)

Listen to a conversation between Mrs Wu and the headmaster of her daughter’s school.Decide if the sentences are true(T)or false(F).(1)Mrs Wu is worried because Du Juan spends a lot of time chatting with strangers on ICQ.(2)Du Juan was one of the top students in her class but she isn’t any more.(3)Du Juan only uses the Internet to find information for class work.(4)Mr Han thinks that all websites are bad.(5)Mr Han doesn’t think children should use the Internet because it is too dangerous.Keys: T T T F F

（课堂：听一遍获取信息不够准确，再听一遍达到要求。达到预测技能帮助听力中获取信息的目的即可。）

5.Post-listening:Work in pairs to read the first listening material and guess the meaning of the words in BLACK and pay attention to the sentences in the box.(The sentences are expressions about opinions on the Internet.)

Keys: 演播室；集中精力于；极棒的，极好的；完全地，当然；独立地；糟糕的网站；所以你宁愿他不这样做吧。

(课堂：小组合作起到一定作用，锻炼学生猜测词义，小组合作的目的达到。)

Step4: Writing:(From the listening, you have known many opinions about the Internet, and now read the short passage on page56 to know the students’ opinions about the Internet and learn how to express your opinions.)

Keys: 1.Agree with/ disagree with 2.On the subject of learning English 3.It would be much better if we spent the time working on a computer.4.Work independently Work in a group of four and give the opposite view.(Make sure each member in your group has at least one opinion.)

Your group’s opinions:

1.___________ 2.___________3.___________ 4._____________

Step5: Great Debate：

Suppose(假设)the girls are parents and teachers, you don’t want your children or students to play the computer.First work in your group to think of as many disadvantages as you can and then try to persuade(说服)your children or students(the boys)not to play the computer.Suppose the boys are children or students, you want to be allowed to play the computer.First work in your group to think of as many advantages as you can and then try to persuade your parents or teachers(the girls)to allow you to play the computer.Disadvantages _________________________________________

Advantages: ___________________________________________.(课堂：学生对此话题比较感兴趣，但时间不够充足，讨论不充分，最后展示太短。)

Step6：Attitude to the Internet

The Internet can not be avoided, we should welcome it.Use it to help you study and

live a better life but not to waste time.Use the Internet correctly and you may find your

life with the Internet enjoyable and efficient(高效的).五、教学反思

第一次真正的尝试听力教学设计，感觉设计思路还可以，环节与环节之间有衔接，比较流畅。但是也暴露了许多问题：①设计时没有充分考虑时间分配的问题，以致writing环节没有时间进行。②最后活动分组没有规划好，有些学生没法组成四人小组。③语言不够简练，同样内容重复太多。若能干脆利落一点，后面活动应该完成的比较充分。④课件出错两处。

板书设计：

The Internet

My opinions

Ann→the teacher Your opinions

Tom→the student

Pat →the parent

The headmaster;the mother

作者简介：

盛伟，女，汉族，2004年大学本科毕业，现为山东省邹平县第一中学高一英语教师。

第五篇：外研版必修3 Module 2语法教学设计

外研版必修3 Module 2语法教学设计

Book3module2语法教学设计

步骤

活

动

活动方式

预设效果

备注

课前准备

第一步：朗读和理解Activity1和Activity3中的句子并分别找出连词but----however和although----while.第二步：体会but----however和although---while.的相似点和不同之处，并加以总结和归纳。

先个人独立完成，然后小组内交流合作。

.让学生对but----however和although----while的相似点和不同之处有初步的认识。

2.培养学生观察语法现象，总结归纳语法要点的能力。

导入

交流作业：

通过Activity1和Activity3中的例子体会连词but----however和although----while的相似点和不同之处。

分小组汇报，师生互动，生生互动。

.帮助学生准确掌握连词but----however和although----while的相似点和不同之处。

巩固

做下面的匹配练习，把连词but----however和although----while用在适当的地方并在必要处改变标点符号。

（A）

.XXXisfondofmusic.2.Allgoalsareimportant.3.IattemptedtohelpXXXwithhis/herhomework.4.manypeopleindevelopedcountrieshavegoodfoodtoeat.a.Everyday799,000,000peopleindevelopingcountriesarehungry.b.ThefirstoneforXXXistoimprovehis/herEnglish.c.XXXiscrazyaboutfilms/basketball/….d.He/Sherefusedandtrytoworkitoutbyhimself/herself.先个人独立完成，然后组内交流，最后分小组抢答。（小组竞赛）

让学生通过练习巩固对连词but----however和although----while的相似点和不同之处的认识。

2.培养学生合作和竞争的意识。

引导学生让句子内容贴近生活（如：可以在句子中加入身边的同学或朋友的名字）。

拓展

对句子尽量用连词but,however,although或while进行扩句，添加意思。

Eg.chinaisadevelopingcountry.Althoughchinaisadevelopingcountry,itmakesgreatcontributionstothedevelopmentofglobaleconomy.chinaisadevelopingcountry,butitmakesgreatcontributionstothedevelopmentofglobaleconomy.chinaisadevelopingcountry.However,itmakesgreatcontributionstothedevelopmentofglobaleconomy.组内合作完成，分小组汇报（小组竞赛）。

.培养学生的发散性思维。

2.帮助学生用英语描述生活和表达个人观点。

3.让学生在反复练习中牢牢掌握连词but----however和although----while的用法。

4.培养学生合作和竞争的意识。

鼓励学生大胆想象，引导学生用英语表述自己的所见所闻所想。

延伸

将课堂上所造的句子加以扩充，添加内容，写成60字左右的小短文，尽量用上连词but,however,although或while。

小组合作完成，个别小组汇报。（小组竞赛）

.让学生将做掌握的.连词but,however,although和while的用法用于写作。

2.培养学生合作和竞争的意识。

挑选其中一篇展示，并邀请其他学生一起批改。

小结

总结本堂课所学知识。

全班活动，师生互动

帮助学生回顾本节课的重点。

作业

相互批改课堂上完成的小短文。

小组互动

让学生在改正错误中更进一步地掌握连词but,however,although和while的用法。

鼓励学生对其他同学的作业写上评价；老师最后收上作业再查阅并点评。