牛津高中英語(yǔ)模塊九unit3教案.doc

《牛津高中英語(yǔ)模塊九unit3教案.doc》由會(huì)員分享，可在線閱讀，更多相關(guān)《牛津高中英語(yǔ)模塊九unit3教案.doc（10頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

基于深度備課的集體備課相關(guān)規(guī)定 南外仙林分校外語(yǔ)部 一、集體備課程序 1.開(kāi)學(xué)初，備課組長(zhǎng)負(fù)責(zé)制定《集體備課人員安排表》，將本學(xué)期集體備課主備任務(wù)分解到人(暫定:高中年級(jí)1次/1 人，初中年級(jí)1次/2人,采用“主+次”組合，由第一主備人執(zhí)筆），按期上傳至校園網(wǎng)公共平臺(tái)。 2.主備人提前10天撰寫(xiě)出《單元教材內(nèi)容分析》和《課時(shí)教學(xué)主備教案》并上傳至校園網(wǎng)，由備課組長(zhǎng)發(fā)一線通提醒組內(nèi)老師及時(shí)認(rèn)真閱讀，在校園網(wǎng)公共平臺(tái)發(fā)表看法，提出修改意見(jiàn)，主備老師及時(shí)關(guān)注相關(guān)討論。 3.備課組長(zhǎng)按時(shí)召集組織集體備課，主備教師記錄老師發(fā)言，匯總網(wǎng)上老師意見(jiàn)，認(rèn)真研究，對(duì)教案作必要修改后上傳至校園網(wǎng)公共平臺(tái)，并印發(fā)給組內(nèi)老師。 4.授課教師認(rèn)真閱讀思考集體共案，根據(jù)學(xué)情及個(gè)人教學(xué)風(fēng)格，對(duì)共案的教學(xué)內(nèi)容和教學(xué)方法等作出必要調(diào)整并在“備注”欄加以說(shuō)明。 5.每位老師須保存好個(gè)人二次備課教案以備檢查。 二、單元教學(xué)設(shè)計(jì) 課題 AWE M9 U3 主備人 蘇杰 項(xiàng) 目 目 標(biāo) 要 求 話 題 The meaning of colour 語(yǔ)言知識(shí) 語(yǔ)音 Natural and fluent pronunciation and intonation 詞匯 sew, random, thread, unrest, fundamental, abolish, liberation, equality, symbolize, justice, honesty, salute, settler, rate, object, compromise, station, separation, submit, virtue, union, federal, spiritual, purity, similarity, outspoken, substitute, homeland, seed, seedless, observer, disappointing, bound, dishonest, ambitious, dimension, identification, facial, unconditional, ambition, noble, occupation, arbitrary, subjective, consistent, mourning, warmth, caution, collar, garment, ecology, Muslim, burglar, funeral, Buddhism, choir at random, date back to, get one’s way, split off from 語(yǔ)法 Overview of noun clauses 功能 1. Describing the national flags of some countries 2. Describing colours and culture 語(yǔ)言技能 聽(tīng) Students will be able to listen to a conversation about the different characters in a Beijing opera 說(shuō) Students will be able to talk about national flags and discuss colours used in Beijing opera. 讀 Students will be able to read an Internet article about national flags and a magazine article about colours in different cultures. 寫(xiě) Students will be able to record information using categories and prepare and present an oral report about color. 情感態(tài)度 Students learn National flags and national flowers. Students learn about Beijing opera and masks. Students learn different colours and cultures in France, the USA and Indonesia. 學(xué)習(xí)策略 Summarize what is in listening and reading; put more effort on the difficulties; cooperate with other; expand knowledge in other ways 注：目標(biāo)要求可參閱南京外國(guó)語(yǔ)學(xué)校仙林分?！队⒄Z(yǔ)教學(xué)實(shí)施綱要》第四部分“目標(biāo)內(nèi)容”中的相關(guān)描述。 三、課時(shí)主備教案 課題 AWE M9 U3 課型 Welcome + Word power 主備人 蘇杰 Learning objectives: At the end of this period, students will be 1. much interested in Unit 3 “the meaning of colour”; 2. highly motivated and eager to know the meaning related to colours and how different countries define different colours; 3. know some words related to national flowers and some expressions related to colour idioms. Focus of the lesson: 1. four pictures of different colours 2. a debate on Chinese national flower Predicted area of difficulties： 1. discussion on whether the plum blossom or the peony should be regarded as our national flower Learning aids: 1.PPT 2.blackboard. Learning procedures: PROCEDURE CONTENT Warming up 1. Daily report: 2. Lead in the topic-colours (1) What is your favourite colour and why? (2) What colour would you choose to represent your character? Why? Presentation of Welcome to the unit Introducing some colours in the masks used in Chinese opera which tell the audience about the personality of each character. Match the masks with the characters: Introducing different colours associated with different countries Output of Welcome to the unit 1. Guessing game Different countries use different flowers as their national flowers. Do you know which countries’ national flowers the following flowers are? 2. Discussion: What is the national flower of China? Peony or plum blossom? Which one do you prefer and why? First part of Word power: National flowers 1. Brainstorming: What kind of things can represent a country? 2. Reading Read the article about different national flowers of different countries and fill in the table Second part of Word power: Colour idioms 1. Read Part A on P39 and get the meaning of the idioms in the sentences. 2. Read a diary entry written by a university student and fill in the blanks with appropriate colour idioms for Part A. 3. Discussion Guess the meaning of the phrases. Homework 1. Revise the words and phrases learned. 2. Find out more idioms about colours and exchange information next time. 課題 AWE M9 U3 課型 Reading（I） 主備人 蘇杰 Learning objectives: At the end of this period, students will be able to 1. to learn the passage National flags, colours and cultures; 2. predict the theme or the topic of an article, with the help of headlines, subtitles and the first or the last paragraphs; 3. understand that what they already know will help greatly in their reading; Focus of the lesson: 1. students’ knowledge before reading an article 2. the national flags made of different colours Predicted area of difficulties： 1. comparing their own knowledge with the new information learnt from the article and gain an overall understanding Learning methods: 1. PPT 2. blackboard Learning procedures: PROCEDURE CONTENT Warming up and reading strategy 1. Daily report 2.Reading strategy: (1) Ask Ss to read “Reading strategy” on P35. (2) Ask Ss to read the headline and the first paragraph to get an idea of the theme of the article. (PPT 4) (3) Show Ss a picture of many national flags (PPT 5) (4) Follow-up question: What does a national flag tell you? (PPT 6) Answers to be found in the first paragraph Talk about what they have known 1. Show Students a map of our national flag. (PPT 7) 2. Questions and answers: What do the color red and yellow in our national flag mean to us?(PPT 8) What do the five stars mean to us? (PPT 9) 3. Discussion: What does our national flag mean to us Chinese people? (PPT10) Reading comprehension 1. Ask Ss to read three subtitles and match the country with their national flag. (PPT 11) 2. Ask Ss to scan for related information of the French national flag: (PPT13) (1) Read the passage to find about the colours of the French flag: (2) Read to find more about the French flag: 3. Ask Ss to scan for related information of the USA national flag: (PPT 14) (1) Read the passage to find about the colours of the USA flag: (2) Read the passage to find about the meaning behind the pattern of the USA flag: 4. Ask Ss to scan for related information of the Indonesian national flag: (PPT 15) Fill out the form: Post reading 1. A sum-up question: What do the three flags have in common?. (PPT 16) 2. Discuss the meanings of the colours used on the flag: (PPT 17-18) Homework 1. Go over Reading article “National flags, colours and culture” on P34-35. 2. Finish Ex. C1,C2 on P36. 課題 AWE M9 U3 課型 Reading（II） 主備人__ 蘇杰 Learning objectives: At the end of this period, students will be able to 1. know how to use the new words and phrases freely; 2. write out the transformation and phrases of the key words correctly; 3.. use the key words properly in relevant exercises Focus of the lesson: 1. usage of the key words Predicted area of difficulties: 1. the usage of the phrase ‘in a gesture to’ 2. the usage of the new words, like “impact” and “undertake” 3. the proper usage of the words in the translation Learning aids: 1. PPT 2. blackboard PROCEDURE CONTENT Warming up 1. Daily report. 2. Review: Question and answer Multiple choice (參見(jiàn)課件P4-8) Language points 1. at random (PPT 9) (1) at random 任意地，隨機(jī)地 The girl opened a book at random and started reading. (2) random adj. a random selection/ in a random order (3) randomly The winning numbers are chosen randomly by computer. 2. salute (PPT 10) (1) salute (verb) 敬禮、致敬 The soldiers stood at attention and saluted. (2) salute (noun) 敬禮 They fired a salute to welcome the President. They all raised their glasses in salute. 3. object (verb) (PPT 11) (1)object (verb) 反對(duì) to feel or say that you oppose or disapprove of sth. If no one objects, we’ll carry out the project as planned. (2) object to sth./doing sth. I strongly object to the terms of the contract! 4. compromise (PPT 12) (1) vi. 妥協(xié)，互讓 compromise with sb. They were unwilling to compromise with the boss. compromise on sth. We simply cannot compromise on this matter. (2) n. 妥協(xié) reach a compromise Be prepared to make compromises. 5. date (PPT 13) date (verb) (1) date back to This custom dates back to the 17th century. (2) date from The church dates from the 13th century. Practice Doing the relevant exercise: 1. Pair work. (PPT 14) Ask Ss to match the new words with their definitions 2. Complete the following table: (PPT 15) 3. Translate the following sentences into English: (PPT 17) Homework 1. Go over what we have learned today. 2. Finish Ex. E on P37. 課題 AWE M9 U3 課型 Grammar & Usage 主備人 蘇杰 Learning objectives: At the end of this period, students will be able to 1. have an overall picture of “adverbial clause” 2. get a better understanding of adverbial clauses. Focus of the lesson: 1. functions of each “adverbial clause” in the sentence Predicted area of difficulties: 1. the usage of different adverbial clauses 2. different conjunctions used in the adverbial clauses Learning aids: 1. PPT 2. blackboard PROCEDURE CONTENT Introduction 1. Daily report 2. Explain what “adverbial clause” is. (PPT 4) An adverbial clause is a dependent clause that functions as an adverb. 3. Different kinds of “adverbial clause”. (PPT 5) Adverbial clause of Time時(shí)間狀語(yǔ)從句 Place 地點(diǎn)狀語(yǔ)從句 Reason 原因狀語(yǔ)從句 Condition 條件狀語(yǔ)從句 Purpose 目的狀語(yǔ)從句 Result 結(jié)果狀語(yǔ)從句 Manner 方式狀語(yǔ)從句 Concession 讓步狀語(yǔ)從句 Contrast 比較狀語(yǔ)從句 Presentation 1. Adverbial clause of Time 時(shí)間狀語(yǔ)從句 (PPT 6-8) (1) conjunctions 連接詞 when while before after until/till immediately directly whenever as the moment the instant the minute by the time each time every time (2) Give some examples to each set of conjunctions: a. when, while, as, before, after, until/till While Jenny was doing the washing up, Jane was watching TV. b. the moment, the instant, the minute The instant I saw him, I knew I have seen him before. c. by the time The train had left by the time they rushed to the station. d. each time, every time Every time I went to visit him, he was playing computer games. Each time we met with difficulties, they came to our help. 2. Adverbial clause of Place (PPT 9) (1)Conjunctions: where, everywhere, anywhere (2) Examples: Put the key where you can find it later. 3. Adverbial Clause of Reason (PPT 10-12) 4. Adverbial Clause of Condition (PPT13-14) 5. Adverbial Clause of Purpose (PPT15) 6. Adverbial Clause of Result (PPT16) 7. Adverbial Clause of Manner (PPT17) 8. Adverbial Clause of Concession (PPT18-21) 9. Adverbial Clause of Contrast (PPT22) Reading and practice 1. Read the dialogue in Part A on page 41 and fill in the blanks with conjunctions. PPT 23-24 2. Read the passage in Part B on page 41 and fill in the blanks with conjunctions. Homework 1. Review the grammar “adverbial clause”. 2. Finish C1 and C2 on page 120 of the workbook. 課題 AWE M9 U3 課型 Task 主備人 蘇杰 Learning objectives: At the end of this lesson, students will be able to: 1. learn how to understand adjectives describing characteristics or personality; 2. learn how to put words in the correct order; 3. record information Focus of the lesson: 1. understanding adjectives describing characteristics or personality 2. recording information Predicted learning difficulties: 1. understanding adjectives describing characteristics or personality 2. recording information Learning aids: 1. PPT 2. tape and tape recorder Learning procedures: PROCEDURE CONTENT Warming up Daily report and comments Game: ask students to find out three adjectives to describe your partner Presentation and skill practice 1. Getting to know the characters (1) Read the instructions in part A on Page 42. Listen to conversation 1 and write down each character’s personalities. (2) Read the instructions in part B on Page 43. Listen to conversation 2 and circle the adjectives and choose a role for him. (3) Read the article on Page 43. Circle the colors to be used on the mask. 2.Informing the performer (1) Read Skills building 2 on P44 and pay attention to the word order. (2) Read the instructions in step 2 and make up a dialogue with you partner referring to the table on P44. 3.Recording information about the mask (1) Read Skills building 3 on Page 45. Discuss in groups of four and design a chart. (2) Work with your partner on one role from the rest four. Output Present your pair work. Introduce briefly one of the roles to class. Homework Write a complete chart on P45. 課題 AWE M9 U3 課型 Project 主備人 蘇杰 Learning objectives: At the end of this period, students will be able to: 1. learn that a colour may convey both positive and negative meanings; 2. get a general idea and detailed information through reading strategies; 3. practice recording information; 4. learn how to conduct research on a certain topic. Focus of the lesson: 1. recording information they have learned in the previous Task section 2. conducting research on a certain topic Predicted learning difficulties: 1. getting a general idea and detailed information through reading strategies like skimming, scanning and predicting Learning aids: 1. PPT 2. blackboard Learning procedures: PROCEDURE CONTENT Warming up Leading in Daily report Pictures-based talking Show Ss two groups of pictures about wedding. (PPT4) (1) Question: What is the theme of the two groups of pictures? (2) What differences do you notice between the two groups? Reading practice 1. Why do different nations have their own preferences in color? (Read the first paragraph of the article on P46 for answer) 2. Predict: What will probably be discussed in the following paragraphs? 3. Skimming: Read the first sentence in the following paragraphs to get a general idea of the whole article. . 3. Ask students to read the article carefully and answer the questions. Language study Replace the underlined parts in the sentences with words or phrases from the reading article. (參見(jiàn)課件P15-16) Discussion Research and presentation Do you know meanings of other colors? What are they? Work in groups of four, preparing for an oral report about a certain color. Homework 1. Review the reading article on P46-47. 2. Carry out the research as planned and get ready for an oral report tomorrow.