外研社必修三module1教案

Module1Europe教學(xué)重點(diǎn)：Rememberthefollowingimportantwords,phrasesaswellassentencepatterns.Importantwordsandphrases:across,continental,landmark,gallery,Situated,symbol,located,architect,Civilivation,aggreement,whereabouts,representative,parliamentregion,geographical,feature,belocatedin(on),befamousfor,beknownas,make…outof…,nextto,infrontof,onotherhand,littlebylittle,thenumberof.Importantsentencepattterns:1.ParisisthecapitalandlargestcityofFrance,situatedontheRiverSeine.2.FranceisEurope’sthirdlargestcountryandfacestheUnitedKingdomacrosstheEnglishChannel.教學(xué)難點(diǎn)：1)Makethestudentsmasterthesewords,phrasesandsentencepatterns.2)MakethestudentsmasterhowtotalkaboutthelocationsofsomeEuropeancountriescorrectlyandfreely.3)Makethestudentsmasterthesubjectandverbagreement.教具準(zhǔn)備：Somepictures,multimedia&ablackboard.課時(shí)安排：Period1Introduction&ReadingandVocabularyPeriod2Grammar1;ListeningandVocabulary;Grammar2Period3Pronunciation;EverydayEnglish;FunctionandSpeakingPeriod4Writing;TaskPeriod5CulturalCorner;ModuleFilePeriod1Introduction&ReadingandVocabulary三維目標(biāo)：KnowledgeandSkills1).Trainthestudents’speakingskills.2).Developthestudents’readingability.3).Learnsomeusefulwordsandexpressions.4).LearnsomeinformationaboutEuropeancities.ProcessandStrategies1).Trainthestudents’speakingabilitythroughindividualandpairwork.2).Trainthestudents’readingskillsbydealingwithsomereadingactivities.3.EmotionandValues1).Trytoraisethestudents’cooperationawarenessintheirstudybypairworkorgroupwork.2).ThroughthisperiodthestudentswillknowmoreaboutsomeEuropeancities.教學(xué)重點(diǎn)：Helpthestudentsmakesenseofthewholepassage.Helpthestudentstoimprovetheirreadingability.教學(xué)難點(diǎn)：Leadthestudentstotalkinclassactively.Dealwithsomedifficultlanguagepoints.教具準(zhǔn)備：Somepictures,themultimedia&ablackboard.教學(xué)過(guò)程：Step1Lead-inandIntroductionLeadthemoduleinbyaskingstudentsthefollowingquestions:Howmanycontinentsarethereintheworldaltogether?Whatarethey?ShowamapofEuropetotheclass.Askthemtolookattheboxatpage1,readoutthemamesandthenpairWorktofinishactivity1.Askthestudentstoreadoutthewordsandphrasesintheboxandaskthemtolocatethewordsintheinformationbelow,thenworkout.Step2Pre-reading1Learnsomewordsinthepassagethatarenewtostudents.Matchthewordsintheboxwiththeirdefinitions.(p3)Answers:1.architect2.locate3.landmark4.writer5.gallery6.sculpture7.ancient2AskstudentstodoActivity1(p2)individually,thencheckwithapartner.Callbacktheanswersfromthewholeclass.1)alandmarkinParis2)anartgalleryinFlorence3)achurchinBarcelona4)abuildinginAthensSuggestedanswers:1.A2.C3.D4.BStep3.FastReadingOption1:(forcommonstudents)Sharesomereadingstrategieswiththewholeclass:Readingstrategies:skimmingandscanningWeskimatextwhenwewanttogetageneralideaofwhatitisabout.Welookatthetitlesandheadlines,thefirstorlastsentenceofparagraphsandthefirstorlastparagraphaswellaspicturesandchartstoguesswhatthetextisabout.Whenwewanttofindsomeinformationinatextquickly,wescanthetextforkeywordsandphrase,dates,numbers,etc.Wedon’tneedtoreadthewholetextwordwordbyword.Askthestudentstoreadthetextquicklyandanswerthefollowingquestions1).Whichofthecitiesarecapitalcities?2).Whichoneissituatedonthecoast?3).Whichisfamousforitsplacestoeat?4).Whichonesareorwereimportantcitiesforwritersandartists?5).Whichwastheworld’sgreatestcityalongtimeago?Suggestedanswers:1.AthensandParis2.Barcelona3.Paris4.ParisandAthens5.AthensOption2:(Forbetterstudents)Askstudentstoreafthroughthepassagetotellifthefollowingsentencesaretrueorfalse.Iftheyarefalse,askthecorrectsentencesfromthem.1).TheEiffelTowerisatallbuildinginFrance.2).

TherearealotofrestaurantsandcafésinParis.3).

BarcelonaisthecapitalofSpain.4).

TheChurchoftheSagradaFamiliawasbuiltin1926.5).TheartisticmovementcalledtheRenaissancebeganinFlorence.6).TheUffiziPalaceisafamoushotelinFlorence.7).

TherewerealotofgoodwritersinancientAthens.8).Alongtimeago,Athenswastheworld’smostpowerfulcity.Suggestedanswers:1.T2.T3.F4.F5.T6.F7.T8.T3.BarcelonaisthesecondlargestcityofSpain.4.ThechurchofSagradaFamiliahasn’tbeenfinishedsofar.6.TheUffizipalaceisthemostfamousartgalleryinthecity.Step4CarefulReadingGothroughthepassagewithstudentsanddealwithsomedifficultlangagepoints.TheUnitedKingdomisoffthenorthwestcoastofcontinentalEurope.介詞off指“在陸地附近的海面〞。anislandoffthecoastofFrance法國(guó)海岸附近的一個(gè)島嶼詞語(yǔ)辨析：offthecoast,onthecoast與alongthecoast1)offthecoast“遠(yuǎn)離海岸〞，表示離開(kāi)岸邊，在海上。2)onthecoast“靠近海岸〞，表示在大陸靠近海岸的地方。3)alongthecoast沿海岸，沿海地區(qū)eg:WedrovealongthePacificcoasttoSeattle.我們駕車沿著太平洋海岸去西雅圖。IusedtoliveinasmallvillageonthecoastofBrittany.我過(guò)去住在布列塔尼海邊的一個(gè)村莊asmallislandoffthecoastofScotland蘇格蘭近海的一座小島ItalyisinthesouthofEuropeontheMediterranean.be/lieinthe+方位+of+地點(diǎn)，表示“位于……的范圍內(nèi)〞QingdaoliesintheeastofShandongProvince.聯(lián)想拓展：表示位置時(shí)常用的三個(gè)介詞in,on,to.in表示在某一范圍內(nèi)，on表示兩者相鄰，to表示兩者在彼此范圍之外，二者不相容，可以相鄰，也可以不相鄰。Eg:JapantoKoreaisontheeastofChina.Shangdongin3.ParisisthecapitalandlargestcityofFrance,situatedontheRiverSeine.situatedontheRiverSeine.是過(guò)去分詞作定語(yǔ)，修飾Paris.“坐落在塞納河邊〞。besituated:tobeinaparticularplaceorposition位于……的，坐落在……的。asmalltownsituatedjustsouthofCleveland地處克利夫以南的小城。聯(lián)想拓展：beautifully/conveniently/pleasantlysituatedAlltheapartmentsarebeautifullysituatedoverlookingthebeach.所有的公寓都環(huán)境優(yōu)美，俯瞰海濱。bewell/badlysituated境況良好、處境困難Microsoftiswellsituatedtoexploitthisnewmarket.微軟具備良好的條件開(kāi)拓這個(gè)新市場(chǎng)。4.ThemostpopularplacefortouristsistheEiffelTower,thefamoussymbolofParis.最受游客歡送的旅游景點(diǎn)是埃菲爾鐵塔，它是巴黎著名的象征。thefamoussymbolofParis和theEiffelTower是同位關(guān)系symboln.符號(hào),標(biāo)志,象征eg:Onmaps,acrossisthesymbolforachurch.在地圖上,十字符號(hào)代表教堂.Thedoveisthesymbolofpeace.鴿子是和平的象征4.Thecityisfamousforitsrestaurants,Cafésandtheaters.這個(gè)餐館也以餐館,咖啡館和劇院而聞名。befamousfor因……而著名befamousas作為……而著名berememberedfor因……而被思念berememberedas作為……而被緬懷eg:Hewillalwaysberememberedasanationalhero.他將作為一名民族英雄而被人們緬懷Thatvillagewasknownforitspoverty.那個(gè)村莊過(guò)去因貧窮而知名。5.AbouttwothirdsofFrance’sartistsandwritersliveinParis.法國(guó)約三分之二得藝術(shù)家和作家住在巴黎.about作介詞,意為“大約…左右〞.1/5onefifthoneoverfive4/7fourseventhsfouroverseven分?jǐn)?shù)+of構(gòu)成的短語(yǔ)作主語(yǔ)時(shí)，謂語(yǔ)動(dòng)詞的數(shù)要根據(jù)of后的名詞決定，假設(shè)of后接可數(shù)名詞的復(fù)數(shù)，謂語(yǔ)動(dòng)詞用復(fù)數(shù)形式；假設(shè)of后接可數(shù)名詞的單數(shù)或不可數(shù)名詞，謂語(yǔ)動(dòng)詞那么用單數(shù)形式。eg:Two-fifthsofthestudentsarefromthecountryside.五分之二的學(xué)生來(lái)自農(nóng)村。Three-fourthsoftheearthsurfaceiscoveredbywater.四分之三的地球外表被水覆蓋。6.Gaudiworkedontheprojectfrom1882untilhisdeathin1926.高迪從1982年起從事這項(xiàng)工程直至1926年逝世。workonsth從事某工作相當(dāng)于spendtime/energyonsth.eg:WheneverIgetthetimewegoouttothecampandworkonit.只要我有時(shí)間，我們就去營(yíng)地干活。聯(lián)想拓展：workat從事，致力于workout做出，算出outofwork失業(yè)offwork沒(méi)有上班settowork著手工作atwork在工作，有某種影響，在起某種作用7.…beganinthe1300sandlastedforthreehundredyears.始于14世紀(jì)而且延續(xù)了300年。1)inthe1300s在14世紀(jì)Heisinhiseightiesandisstilleagertolearn.Itwasinthe1960sthatgreatarchitectwasborn.2)lastvi.繼續(xù)，延續(xù)Idon’tthinktheniceweatherwilllastawholeweek.Theoperationlastedthreehours.TheconferencelastedfromMondaytoFriday.夠用Thiswilllastmeaboutthreedays.Itwilllastoutthewinter.8.DuringtheRenaissance,someofthegreatestpaintersofalltimelivedandworkedinFlorence.在文藝復(fù)興時(shí)期，歷史上一些最偉大的畫(huà)家在佛羅倫薩生活和工作。ofalltime有史以來(lái)innotime(atall)立刻，馬上atnotime在任何時(shí)候都不，從來(lái)沒(méi)有atatime一次，每次atonetime曾經(jīng),一度allthetime一直，始終attimes有時(shí)，偶爾9.Theirworkshasinfluencedthewriterseversince.他們的作品影響了后世的作家。eversince從……以后；自……以來(lái)。表示動(dòng)作從過(guò)去的某一時(shí)間為起點(diǎn)，持續(xù)到現(xiàn)在，常與現(xiàn)在完成時(shí)態(tài)連用?？梢詥为?dú)使用，也可以后接名詞或從句。HewenttoTibetin1956andhaslivedthereeversince.1956年他去西藏，從那以后就一直住在那里。ComradeLihaskeptuphisstudyofEnglisheversincehebegantowork.李同志自從參加工作以來(lái),一直堅(jiān)持學(xué)習(xí)英語(yǔ)。everbefore“在以往任何時(shí)候〞,everbefore常出現(xiàn)在than后面,其中ever用以加強(qiáng)before的語(yǔ)氣,有時(shí)before可以省略。例如：It’srainingharderthaneverbefore.雨比以前下得都大。用everbefore或evensince填空。1).Hefelloffhishorseaweekagoandhasbeeninbed_____________.2).Chinaisricherandstrongerthan_____________.3).Ihavebeenhere___________1995.Step5DiscussionEncourgestudentstodiscussthefollowingquestions:Whatdidyouknowaboutthesecitiesbeforeyoureadthetext?Whatnewinformationdidyoulearn、Whichofthemwouldyoumostliketovisit?Step6SummaryandHomeworkInthisperiodwehavelearnedsomevocabularyandweshouldtrytokeeptheminmindafterclass.Beforewereadthetext,welearnedsomereadingstrategies,whicharequiteusefulinourfuturestudies.Afterreadingwelearnedaboutsomefamouscitiesandtheirarchitecture.Homework:Readthetextagainafterclassandmastertheusefulexpressionsinthisperiod.板書(shū)設(shè)計(jì)Module1EuropePeriod1landmark,gallery,Situated,symbol,located,architect,projec,scupture,birthplace,ancient,befamousfor因……而著名befamousas作為……而著名berememberedfor因……而被思念berememberedas作為……而被緬懷Period2Grammar1&2;ListeningandVocabulary三維目標(biāo)：1．Knowledgeandskills1)Helpthestudentsrevisethesubjectandverbagreement.2)Trainthestudents’listeningskills.3)Helpthestudents.revisethepassivevoiceinthepresentandpastforms.4)Learnsomeusefulwordsandexpressions.2.ProcessandStrategies1)Motivatestudents’enthusiasmintakingpartinclass.2)Trainthestudents’listeningabilitybydesigningsomeactivitiesapplicabletothestudents.3.Emotionandvalues1)Trytoraisethestudents’cooperationawarenessintheirstudybypairworkorgroupwork.2)Throughthisperiodstudentswillknowmoreaboutthepassivevoiceaswellasthesubjectandverbagreement,sothattheyareabletocomeupwithidiomaticEnglish.教學(xué)重點(diǎn)1.Encouragestudentstosumupgrammaticalrulesthemselves.2.Helpthestudentsmakefulluseofthegrammaticalrulestoexpressthemselves.3.Helpthestudentstoimprovetheirspeakingaswellaslisteningability.教學(xué)難點(diǎn)Leadthestudentstobeactiveinclass.2.Dealwithsomedifficultlanguagepoints.3.Helpthestudentslearnhowtogeteffectiveinformationwhilelistening.教具準(zhǔn)備Somepicturs,themultimedia&ablackboard.教學(xué)過(guò)程Step1ReviewandLead-inEncouragestudentstochooseacityfromthetextandintroduceittothewholeclass.Step2Grammar1PassiveVoice一．語(yǔ)態(tài)是表示主語(yǔ)和謂語(yǔ)的關(guān)系的。如果主語(yǔ)是動(dòng)作的執(zhí)行者，動(dòng)詞要用主動(dòng)語(yǔ)態(tài)；如果主語(yǔ)是動(dòng)作的承受者，動(dòng)詞就要用被動(dòng)語(yǔ)態(tài)。二．被動(dòng)語(yǔ)態(tài)的根本結(jié)構(gòu)be+過(guò)去分詞〔人稱.數(shù).時(shí)態(tài)的變化都表達(dá)在助動(dòng)詞be的變化上〕三.被動(dòng)語(yǔ)態(tài)適用情況1當(dāng)我們不知道動(dòng)作的執(zhí)行者時(shí)；2我們不必提出動(dòng)作執(zhí)行者時(shí)；3要強(qiáng)調(diào)動(dòng)作承受者時(shí)；4出于行文的需要四.主動(dòng)句與被動(dòng)句的轉(zhuǎn)換主動(dòng)句的結(jié)構(gòu)：主語(yǔ)+謂語(yǔ)+賓語(yǔ)+其它成分被動(dòng)句的結(jié)構(gòu)：賓語(yǔ)+be+動(dòng)詞過(guò)去分詞+by+主語(yǔ)(賓格)+其它成分可以省略e.g.1.PeopleuseEnglishfreely.(主動(dòng)句〕Englishisused(bypeople)freely.(被動(dòng)句〕五．被動(dòng)語(yǔ)態(tài)的八種時(shí)態(tài)〔時(shí)態(tài)是表示行為．動(dòng)作和狀態(tài)在各種時(shí)間條件下的動(dòng)詞形式〕１．一般現(xiàn)在時(shí)結(jié)構(gòu)：主語(yǔ)＋am/is/are+過(guò)去分詞e.g.主動(dòng)句：Shecleansherroomeveryday.被動(dòng)句：Herroomiscleaned(byher)everyday.(肯定句〕否認(rèn)句：Herroomisn’tcleaned(byher)everyday.一般疑問(wèn)句：Isherroomcleaned(byher)everyday?注意：被動(dòng)句的be助動(dòng)詞的變化應(yīng)按被動(dòng)句中新主語(yǔ)的人稱和數(shù)而變化，其時(shí)態(tài)應(yīng)與主動(dòng)句的時(shí)態(tài)一致．2.一般過(guò)去時(shí)結(jié)構(gòu)：主語(yǔ)+was/were+過(guò)去分詞e.g.主動(dòng)句：TheworkersmadetheVCDlastweek.被動(dòng)句：TheVCDwasmadebytheworkerslastweek.(肯定句)否認(rèn)句:TheVCDwasn’tmadebytheworkerslastweek.一般疑問(wèn)句：WastheVCDmadebytheworkerslastweek?3.一般將來(lái)時(shí)結(jié)構(gòu)：主語(yǔ)+willbe+過(guò)去分詞e.g.主動(dòng)句：MyfatherwillsendmetoAmericasoon.被動(dòng)句:IwillbesenttoAmericabymyfathersoon.4.過(guò)去將來(lái)時(shí)結(jié)構(gòu)：主語(yǔ)＋wouldbe+過(guò)去分詞e.g.主動(dòng)句：Hesaidhewouldpunishthenaughtyboytonight.被動(dòng)句:Hesaidthenaughtyboywouldbepunishedbyhimtonight.5.現(xiàn)在進(jìn)行時(shí)結(jié)構(gòu)：主語(yǔ)＋am/is/are+being+過(guò)去分詞e.g.主動(dòng)句：Heistellingastorynow.被動(dòng)句：Astoryisbeingtoldbyhimnow.6.過(guò)去進(jìn)行時(shí)結(jié)構(gòu)：主語(yǔ)＋was/were+being+過(guò)去分詞e.g.主動(dòng)句：HewastellingastorywhenIcamein.被動(dòng)句:AstorywasbeingtoldbyhimwhenIcamein.7.現(xiàn)在完成時(shí)結(jié)構(gòu)：主語(yǔ)＋have/has+been+過(guò)去分詞e.g.主動(dòng)句:Theboyhasfinishedthework.被動(dòng)句:Theworkhasbeenfinishedbytheboy.8.過(guò)去完成時(shí)結(jié)構(gòu):主語(yǔ)+had+been+過(guò)去分詞e.g.主動(dòng)句:Theyhadbuilttenbuildingsby2003.被動(dòng)句:Tenbuildingshadbeenbuiltbythemby2003.六.不同形式的被動(dòng)語(yǔ)態(tài)1.含有直賓和間賓的主動(dòng)結(jié)構(gòu),變?yōu)楸粍?dòng)時(shí)可將其中一個(gè)賓語(yǔ)變?yōu)橹髡Z(yǔ)，另一個(gè)不動(dòng)一般是主語(yǔ)結(jié)構(gòu)的間接賓語(yǔ)變?yōu)楸粍?dòng)的主語(yǔ)。Heshowedmehispictures.Iwasshownhispicturesbyhim.Hispictureswereshowntomebyhim.2.情態(tài)動(dòng)詞的被動(dòng)語(yǔ)態(tài)。是由情態(tài)V+be+p.p.構(gòu)成Hecannotbefound.3.有些動(dòng)詞用主動(dòng)形式表被動(dòng)含義.open,close,shut,read,write,translate,wash,clean,lock,sell,wear,cut,cook,eat,weigh,drink,pay,draw,etc.eg:Thegoodssellswell.Thedoorcan'topen.4.有些詞如want,need,require和beworth后面v-ing形式為主動(dòng)，意義為被動(dòng)。Theroomneeds/wants/requirescleaning.Thebookisworthreading.5.謂語(yǔ)動(dòng)詞是以下時(shí)，無(wú)被動(dòng)。happen,belongto,suit,fit(適合),have,let,join,fall,last〔延長(zhǎng)〕,cost〔花費(fèi)〕breakout〔爆發(fā)〕appear,burstout,hold,lack〔缺乏〕，agreewithStep4Grammar2Subjectandverbagreement“主謂一致〞是指謂語(yǔ)動(dòng)詞與主語(yǔ)必須在人稱、性、數(shù)上保持一致，即主語(yǔ)是復(fù)數(shù)，謂語(yǔ)也用復(fù)數(shù)形式，如are,were,have等，主語(yǔ)是單數(shù)，謂語(yǔ)要用單數(shù)形式，如：is,was,has,works等。在具體處理一致關(guān)系時(shí)可遵循以下三原那么:語(yǔ)法一致、意義一致、就近一致。一、意義一致的原那么〔一〕謂語(yǔ)動(dòng)詞為單數(shù)的情況1.由and連接的并列成分指的是同一概念，兼具身份或匹配出現(xiàn)。TheworkerandwriterisfromWuhan.(那個(gè)工人兼作家…)(比擬：TheworkerandthewriterarefromBeijing.那位工人和那位作家)BreadandbutterisadailyfoodintheWest.2.Every…and(every)…,each…and(each…,no…and(no)…,manya…and(manya)…連接兩個(gè)單數(shù)名詞作主語(yǔ)。Everydeskandeverychairismadeofwood.Manyaboyandgirlhasmadethesamemistake.3.one/everyone/each/either/thenumber+of+復(fù)數(shù)名詞作主語(yǔ)。Eachofthestudentshasabook.4.clothing,furniture,traffic,jewellery,baggage,equipment,luggage等無(wú)生命的集合名詞作主語(yǔ)。Clothingisbadlyneededinthisfloodedarea.5.以s結(jié)尾的詞，但表示學(xué)科、國(guó)家、機(jī)構(gòu)、書(shū)籍、報(bào)刊等名稱作主語(yǔ)。6.表示時(shí)間、距離、金錢(qián)、等復(fù)數(shù)名詞作主語(yǔ)，表達(dá)一個(gè)整體概念時(shí)。Twentyyearshaspassedsincehelefthishometown.7.由any-,some-,no-和-one,-thing,-body等所構(gòu)成的不定代詞作主語(yǔ)。8.非謂語(yǔ)動(dòng)詞、名詞性從句作主語(yǔ)。Collectingstampsiswhathelikes.Whateverwasleftwastakenaway.9.單數(shù)名詞、抽象名詞、物質(zhì)名詞作主語(yǔ)?！捕持^語(yǔ)動(dòng)詞為復(fù)數(shù)的情況1.由and連接的兩個(gè)并列成分表示兩個(gè)不同的概念。Bothbreadandbutteraresoldout.2.people,police,cattle等有生命的集體名詞作主語(yǔ)。Thepolicearelookingforthemissingchild.3.goods,stairs,arms等名詞作主語(yǔ)。4.由山脈、群島、瀑布、運(yùn)動(dòng)會(huì)等s結(jié)尾的專有名詞作主語(yǔ)。TheOlympicGamesareheldonceeveryfouryears.5.anumberof/quantitiesof/agroupof+名詞作主語(yǔ)?！踩持^語(yǔ)動(dòng)詞單、復(fù)數(shù)視情況而定1.集體名詞class,family,army,team,club,population,enemy,party,crowd,crew,audience,public,government,majority,group等作主語(yǔ)。強(qiáng)調(diào)整體用單數(shù)，指?jìng)€(gè)個(gè)成員用復(fù)數(shù)。Hisfamilyisagreatone.Hisfamilyaremusiclovers.2.means,works,pains等詞，根據(jù)主語(yǔ)表達(dá)的概念而定。Thesteelworksisnearthestation.Twonewsteelworksarebeingbuilt.3.“kind,sort,pair,type+名詞〞作主語(yǔ)，以這些名詞本身的單復(fù)數(shù)而定。4.all,none,some,any等不定代詞作主語(yǔ)，根據(jù)其指代的內(nèi)容而定。Allarepresent.Allthefoodtastesgood.5.“half/most/enough/part/therest/thelast/lots/plenty/分?jǐn)?shù)、百分?jǐn)?shù)+of+名詞〞作主語(yǔ):謂語(yǔ)動(dòng)詞要和of之后的名詞單復(fù)數(shù)保持一致。二、就近一致原那么由or,either…or,neither…nor,notonly…butalso等連接的并列主語(yǔ)，謂語(yǔ)動(dòng)詞常和靠近的作主語(yǔ)的名詞有單復(fù)數(shù)上保持一致。NotonlyhebutalsoIaminvited.Neithermyglovesnormyhatgoeswiththedress.但注意:“with/alongwith/togetherwith/including/but/except/like/among/aswellas/nomorethan/besides/ratherthan+名詞〞置于主語(yǔ)后，謂語(yǔ)動(dòng)詞一般仍和前面的名詞在單復(fù)數(shù)上保持一致。Theteacherwithanumberofstudentsisintheclassroom.Step5ListeningActivityOne.Askstudentstofollowthequestionsasyoureadthem.Tellstudentsthattheyaregoingtohearthreepeopletalking,twoofwhomareBritish,andoneSpanish.Playthetapeonceforthemjusttolitento.Andplaythetapethroughagainandaskthemtofocusonfindingtheanswers.Askthewholeclassforanswers.ActivityTwo1.Askstudentstolokatthechartcarefullyfirst.Makeuretheyknowwhattodo.2.Playthetapeforstudentstocompletethechart.3.Callbacktheanswersfromtheclassascompletesenences.ActivityThreeReadthroughthesentenceswhilethestudentsfollow.Playthetapeforthemtotellthesentencestrueorfalse.CallbacktheanswersfromtheclassStep6LanguagepointsSign,n.符號(hào),正負(fù)號(hào),手勢(shì),跡象,招牌v.簽，做手勢(shì)，做標(biāo)記Darkcloudsareasignofrainorsnow.烏云是雨或雪將至的預(yù)兆。Shesignedhernametothedocument.她在文件上簽了名。Step7SummaryandHomeworkThroughthisperiodwehaverevisedPassiveVoiceaswellasverbAgreement.Inthecourseoflearningnotonlywereweabletolearnsomethingmoreaboutthegrammar,butwealsolearnedtosumupgrammaticalrules.Homework:DoworkbookexercisesabouttheGrammar.板書(shū)設(shè)計(jì)Module1EuropePeriod2Englishisspokenbymanypeople.Thedoorwasopened.門(mén)被開(kāi)了。Period3Pronunciation;EverydayEnglish;FunctionandSpeaking三維目標(biāo)1.Knowledgeandskills1)Developthestudents’speakingability.2)Improvetheirpronunciation.2.ProcessandStrategies1)Learnhowtodescribelocation.2)Encouragestudentstospeakinclass.3)Trainthestudents’communicatingabilitybymasteringandmakinguseofEverydayEnglishexpressions.3.Emotionandvalues1)Trytoraisethestudents’cooperationawaernessintheirstudybypairworkorgroupwork.2)Instructthestudentstostudyindailylifebypayingattentiontoeverythingathand,combiningtheEnglishlanguagestudywithcultureandlife.3)Makeitfuntocommunicatewithothers.教學(xué)重點(diǎn)1.Encouragethestudentstoreadthesentencesaccuratelyandfluently.2.HelpthestudentsmakefulluseofeverydayEnglishfreely.3.Helpthestudentstoimprovetheirspeakingability.教學(xué)難點(diǎn)1.Leadthestudentstotalkinginclassactively.2.Helpthemmastertheraisingandfallingofquestiontags3.Developthestudents’communicatingskillsbypracticingtheuseofdailyexpressions.教具準(zhǔn)備Somepictures,themultimedia&ablackboard.教學(xué)過(guò)程Step1Lead-inandCheckupHavethestudentsdosomeexercisestoconsolidatetheknowledgetheylearned.1．Hisfamily_______asmallone．2．Hisfamily_______fatandshort．A．is，isB．a(chǎn)re，areC．is，areD．a(chǎn)re，isStep2PronunciationAskthestudentstolistentothetapecarefullypayingattentiontothepronunciationandmarktherisesandfallsasindicatedintheirbooksStep3EverydayEnglishAskthestudentstolistentothetapecarefullyandguessthemeaningsofthesentencesaccordingtothecontext.Choosethebestanswerstothesesentences.Step4FunctionandSpeaking1.Activity1Askthestudentstoreadthroughthesentencesandobservetheprepositionineachsentenceandworkoutthedifferencesof“in,on.to〞indescribinglocation.2.Activity21)Askthestudentstoobservethesentencesandtrytothinkofthefollowingquestions:<1>.What’sthedifferencebetweenonthecoastandoffthecoast.?<2>.What’sthedifferencebetweenacrossandbetween?3.Activity31.Askthestudentstoworkinpairstocomeupwiththetwolists.2.Callbackanswersfromthewholeclass.Step5HomeworkMakeupadialogueusingtheusefullexpressions.板書(shū)設(shè)計(jì)Module1EuropePeriod3ontheleftontherightbetweeninfrontoftobehindnearnexttooppositeabovebelowbesidewithfromPeriod4Writing;Task三維目標(biāo)1.Knowledgeandskills1)Trainthestudents’writingability2)Developthestudents’speakingability2.ProcessandStrategies1)Makethestudentsknowhowtousesomeprepsitionstodescribelocation.2)Practicetoimprovestudents’writingskills.3.Emotionandvalues1)Makeitfuntocooperatewithothers.2)Trytoraisethestudents’cooperationawarenessintheirstudybypairworkorgroupwork.教學(xué)重點(diǎn)Learntodescribelocation.教學(xué)難點(diǎn)Havestudentsformthehabitofcollectingmaterialsbeforewritingsomething.教具準(zhǔn)備Themultimedia&ablackboard.教學(xué)過(guò)程Step1ReviewandLead-in1.Askafewpairsofthestudentstoactoutthedialoguetheymadeasthehomeworkoflastclass.2.TranslatethefollowingsentencesintoEnglish.1).中國(guó)在亞洲的東部。2).我家住在黃河岸邊。3).葡萄牙在西班牙的西面。Step2Writing1.Studentsarerequiredtocomeupwithasmanyquestionsaboutthecityastheyc