book2unit3教学设计

1、模块必修2主备人郭桂红 第3 单元 第 1 课时 模块总第 50 课时课题：Unit 3 Computers Vocabulary 授课班级授课教师课标要求及解读对本单元出现的重点单词和短语必须做到四会,即听，说， 读，写。知识与技能这学节课后，学生能够拼读、听音识别、拼写并运用本单元的重点词汇（即黑体词汇，英语程度较好的学生要求掌握所有不带符号的词汇）学生能够拼读、听音识别、在阅读文本上下文中理解本单元的带三角符号的词汇过程与方法1. 自主学习：学生运用拼读规则拼读出本单元词汇，自主练习2. 小组活动：互考互查、词汇游戏3. 师生互动：教师当堂检查、检验学生的词汇学习情况及效果情感态度与价值

2、观鼓励学生使用不同的但是适合自己的方法来记忆巩固英语单词，以养成良好的记单词习惯关键目标学生能拼读、听音识别、上文中理解本单元的关键词汇教学难点大部分学生能在实践中运用本单元的核心词汇来表达自己学情分析二教学过程教学流程、知识呈现个性化思考Snunciation 1) Ss pronounce the words and phrases in unit3 by themselves. 2) Ss check their pronunciation in pairs. 3) Ss listen and repeat after the record 4) Ss correct t

3、heir pronunciation by practicing 5) The teacher check SsworkStep2.Word formation 1) Ss work in groups to find out some of the words formation. eg: solve(v.)-solution (n.) happy (adj.)-happiness(n.) Person (n.)-personal(adj.)-personally(adv.) 2)Ss share their findings with the whole class Step3 Games

4、 1)Ss have 5 minutes to memorize as many words as possible 2)Ss work in groups to check on each other to find out who can memorize the most words in their ways. Step4.Practice 1. Ss finish the exercises1-3 on Page 20 in the textbook. 2. Check their work by asking some of them to write the answers on

5、 the Bb or report to the class orally.Step5 Homework Ss finish the exercises 1-2 on Page 56 in the workbook _三教学反思 一教学准备模块必修2主备人郭桂红 第3 单元 第 2 课时 模块总第 51 课时课题： Unit 3 Computers Reading for Information授课班级授课教师课标要求及解读通过快速浏览课文了解文章的主要信息，这种技能能帮助学生提高理解和捕捉文章主要信息的能力；通过跳读抓住Comprehending部分所需要的事实细节，训练学生快速获取所需信息

6、的能力。教学目标知识与技能1.学生能够了解更多计算机的发展史以及其在各领域的运用。2.学生能够使用SKimming这种阅读技能去快速抓住文章的主旨以及各段的主要内容3.学生能够运用Scanning这种阅读技能在文中获取所需的具体事实细节过程与方法 1.头脑风暴：说出与计算机有关的词汇2.自主学习：自主阅读找出文章主旨段落大意、具体事实细节等3.小组讨论：文章主旨及段落大意的提炼4.教师讲解：阅读方法的介绍以及示范情感态度与价值观让学生熟悉计算机的发展史，并通过让学生想象未来的计算机来调动他们的学习积极性，并能激发学生的想象力以及有助于培养他们的创造能力。关键目标学生能运用Skimming和Sc

7、anning来在文中获取他们所需要的信息 教学难点 1、对文章及段落主旨的提炼2、作者观点态度的推断学情分析二教学过程教学流程、知识呈现个性化思考Step1.Warming up1.Brainstorm：Words and expressions related to computers2.Show Ss some pictures to make them know the history of computers and ask them to finish Ex3 in Pre-reading3.Ask them “Whats the next computer like”Step2 p

8、rediction 1. Ask Ss to read the title: WHO AM I ? and look at the two pictures 2. Ss predict what the passage may be about Step3 Reading for information.1.Skimming: Tell the Ss how to skim and ask them to go through the text in the limited time to get the main idea of the passage2. Scanning: Ss read

9、 the passage and finish the timeline below by themselves and then check answers with each other. 1642:_ 1822:The analytical machine was made by Charles Babbage. _: _. 1940s: _. _:The first family of computers was connected to each other. 1970s:_. Now: _.3.Careful Reading: 1)Individual work: Ss read

10、the passage again and write down the topic sentence of each paragraph and their supporting details. Paragraph1: Paragraph2: Paragraph3: 2) Group Work to check answers and discuss about some difficulties that they have met.Step4 Homework After class Ss try to retell the text in their own words_三教学反思

11、一教学准备模块必修2主备人郭桂红 第3 单元 第 3 课时 模块总第 52 课时课题：Unit 3 Computers Reading for Language授课班级授课教师课标要求及解读 要求学生掌握文章内容和文中所出现的句型，词汇，短语等。拓展学生的知识面，让学生对英美文化和英语学习产生浓厚的兴趣。 知识与技能1. 学生能自己归纳总结文中重要短语表达、关键句型并能与同伴分享学习成果；2. 学生能够用文中的核心短语、句型用自己的语言组织来复述本篇课文1. 学生能运用文中的核心短语、句型来编自己的故事。过程与方法 1. 自主学习2. 小组活动1. 班级展示情感态度与价值观1. 鼓励学生自己学

12、习归纳总结文中的重要短语、句型并学会分享学习成果取长补短；2. 鼓励学生发挥自己的想象力运用所学的知识编自己的故事关键目标学生学会自主归纳小结文中的重要表达法及句型并学会分享教学难点学生能够灵活运用所学的语言点，充分发挥自己语言功底和自己的想象力来编符合逻辑的故事学情分析二教学过程Step1 RevisionAsk Ss some questions to review the main idea of the reading passage and the topic sentences of each paragraphStep2 Individual Work Ss read the p

13、assage and find out some important and useful expressions and sentence patterns Step3 Group Work 1.Ss check and share their work in groups of four2. Divide Ss into two big groups. Lets have a competition: each group chooses one students to report their work. Who will do it better?Step4 RetellingSs t

14、ry to retell the text using their own wordsAsk 2 or 3 students to retell it.Step5 HomeworkAfter class, Ss make their own stories using expressions and sentence patterns they have learnt in the reading passage._三教学反思 一教学准备模块 必修2主备人黄勤俭 第3 单元 第 4 课时 模块总第 53 课时课题： Unit3 Grammar授课班级授课教师课标要求及解读参照七级语法目标要求：

15、理解并掌握现在完成时这一语法形式，描述人、事、物。这一语法有一定难度，但可通过结合学生生活、学习进行口头、笔头练习，达到理解和掌握其用法。教学目标知识与技能知识目标：1. Get students to know the structure of the present perfect passive voice.2. Let students to use the present perfect passive voice.能力目标： 1. 本节课后大多数学生能够正确恰当地应用现在完成时的被动语态。 2. 对于学困生，本节课后大能够再认现在完成时的被动语态这一语法现象。过程与方法过程： 1.

16、 通过复习一般现在时和一般将来时的被动语态，引入现在完成时的被动语态。 2. 在阅读课文Who Am I ? ，要求学生勾出含有现在完成时被动语态的句子，并且翻译成中文。 3. 练习巩固，可以采取填动词正确形式，或翻译，或转换句子等方法。方法： 1. 任务型教学方法。 2. 合作学习与练习。情感态度与价值观1. 通过小组翻译竞赛，或通过玩游戏等方式让学生对该语法产生兴趣。2. 通过小组翻译竞赛，或通过玩游戏等方式培养学生们团队合作意识。关键目标使学生掌握现在完成时被动语态这一语法结构及其用法。教学难点使学生如何正确应用现在完成时被动语态这一语法结构及其用法。学情分析二教学过程教学流程、知识呈现

17、个性化思考Step I Revision 1. Check the homework exercises. 2. Dictate some new words and expressions.Step II Grammar revision 1. Review the passive voice 1) The present passive voice: am / is / are + p.p. 2) The present future passive voice: shall / will be + p.p. 2. Fill in the blanks with the right for

18、m of the given verbs.1) Sailing races_(hold) on the lake at 11:30 Tuesday.2) Food_(serve) between 12:00 and 14:00 every day.3) Nobody_(allow) to enter the stadium without a ticket.4) Whoever breaks the law_ (punish).Suggested answers:1) are held 2) is served 3) will be allowed 4) will be punishedSte

19、p III Grammar learning 1. Reading aloud and discovering Ask students to go back to page 18 to read aloud the passage Who Am I ? Let them pick out the sentences in the present perfect passive voice and translate them into Chinese. Suggested answers: 1) Over time I have been change quite a lot. 随着时间的流

20、逝，我已经改变了许多。 2）I have been used in offices and homes since the 1970s. 自从20世纪70年代以来，我已经被应用于办公室和家庭。 3）I never forget anything I have been told !我从来不会忘记告诉我的任何事情！4) Since the 1970s many new applications have been found for me. 自从20世纪70年代以来，许多新的用途已经为我开发出来。 5）I have also been but into robots and used to ma

21、ke mobile phones. 我也已经被装入机器人体内，并应用于制造移动电话。 6）I have ever been put into space rocket. 我甚至已经被装入太空火箭。 2. Looking and thinking Let students look at the tense used in the sentences they picked out and think over this question: What is the structure of the present perfect passive voice? 3. Summing up The

22、structure of the present perfect passive voice is“have / has + been + p.p.”. It is a combination of the present tense and the passive voice.Step IV Grammar practice Change the following sentences into the present perfect passive voice. Put the verbs into the correct from. (题目见教材P21 第2 部分)Step V Play

23、ing a game 1. Get students to form 3 groups.2. Let students play the game “What has been decided” in groups.3. Ask students to write down 4 decisions, using the pattern: It has been decided that 4. Ask students to report their groups decisions are of the most interest.Step VI ConsolidationAsk studen

24、ts to do the exercises (Exercise 1 & 2) in Using Structures on page 57.Step VII Homework 1. Finish off the Workbook exercises (Exercise3) on page 57. 2. Preview the passage AndyThe Android on page 23 , find the sentences in which the present perfect passive voice has been used , and see if you c

25、an put them into the active voice. 3. Keep a diary._三教学反思 一教学准备模块 必修2主备人黄勤俭 第3 单元 第 5 课时 模块总第 54 课时课题： Unit3 Listening and speaking授课班级授课教师课标要求及解读 六级听力目标：能抓住所听语段中的关键词，理解话语之间的逻辑关系；能从听力材料或讨论中提取信息和观点。教师根据班级情况和材料难以程度进行必要的解释和指导，实现循序渐进地提高学生听力能力。教学目标知识与技能知识目标：1. Get students to learn some useful new words

26、and expressions.2. Let students to learn the expressions of giving opinions, reasoning and making a decision: I think that In my opinionI believe that I think this one is better, because I dont like this once, because The advantage / disadvantage is Lets make our decision to do / that Ive decided 能力

27、目标： 1. 通过引导，使学生理解听力材料，并完成相应听力任务。 2. 培养学生边听边写下关键信息的习惯和能力。 3. 学习怎样提出观点，进行推理并做决定。过程与方法过程： 1. 用图片导入谈话，并总结语言功能项目（提观点，讲道理，做决定）。 2. 进行听力材料训练，要求记下关键信息，并完成相关练习 。 3. 总结指导听力技巧。方法： 1. 任务型教学方法。 2. 合作学习与练习。情感态度与价值观1. 通过听说训练等方式，使学生对信息技术有更进一步理解并产生兴趣。2. 通过听说学习，培养学生们团队合作意识。3. 进行必要的信息技术方面法律法规知识学习。关键目标通过话题及材料的听说训练，掌握一些

28、语言技巧，尤其是如何提出观点、讲道理、做决定。教学难点使学生听懂听力材料，提高就特定话题进行谈话的能力。学情分析二教学过程教学流程、知识呈现个性化思考Step I Revision 1. Check the homework exercises. 2. Ask some students to translate some sentences using the present perfect passive voice.Step II Warming up 1. Give some pictures such as TV, computers, CD-ROM, DVD, radios and

29、 newspapers. Ask students to decide which the form of information technology is.2. Tell students the 21st century is the century of information technology. Make it clear that all the things mentioned just now are different kinds of information technologies, and they all can bring a lot of new inform

30、ation to us.3. Ask students to rank, choose which they think is the most useful one.4. On the blackboard:draw the following form, and write the expressions of giving opinions and reasoning in it, and make sure students understand their Chinese meanings. Giving opinions ReasoningI think thatIn my opi

31、nion, I believe thatI think this one is better,becauseI dont like this one, because The advantage / disadvantage is 5. Let students talk about the advantages and disadvantages of each kind of information technology, using the expressions of giving opinions and reasoning.Step III Listening on page 22

32、 1. Turn to page 22. Go through the directions and the chart with students. Let them guess what the conversation they will hear may be about. 2. Play the tape for them to listen and decide whether their guessing is right. 3. Play the tape again. When listening, they work in pairs: one student writes

33、 down the answers to “advantages”; the other writes down the answers to “disadvantages”. 4. They exchange the information and listen to the tape again for checking. Let them have the correct answers. 5. Give 2 or 3 minutes to students to ask questions if they have any. 6. Show students the listening

34、 text and let them read it. 注：根据班级学生情况，也可以选择其他设计本功能话题的材料。Step IV Listening on page 55 1. Ask students to look at the 4 pictures of robots, and in pairs tell as many things as they can from the pictures.2. Play the tape for students to listen to and find out which three robots are mentioned, and then

35、 number them according to the listening.3. Ask students to look at the boxes before they listen to the tape again.4. Play the tape, and let students listen and fill in the boxes.5. Let students share their information in pairs.6. Play the tape again for students to check and have the correct answers

36、.7. Give students 2 or 3 minutes to ask questions if they have any.8. Show students the listening text and let them read it.Step V Talking on page 55 1. Ask students to read the directions and make sure they know what to do. 2. Go over the expressions of giving opinions, reasoning and making a decis

37、ion. 3. Ask students to list the advantages and disadvantages of each one. 4. In pairs discuss which one is the best for them. 5. Students make their choices and give reasons. Remind them to use the expressions of giving opinions, reasoning and making a decision. 6. Share some ideas with the whole c

38、lass.Step VI Listening on page 58 1. Warming up by introduction. 2. Ask students to read the directions and make sure they know what to do. 3. Play the tape for students to get the general idea. 4. Play the tape again for students to fill in the form. They can work in pairs. One writes down the answers to the first three items; the other writes down the answers to the last two items.5. Students exchange their answers. Play the tape a third time for them to check and have the correct answers.6. Show students the listening text and let them read it. 注：本部分根