外研版英语必修3、4短语

外研版英语必修3、4短语（共6篇）

外研版英语必修3、4短语 篇1

in the south of 在… …的南部WSB3P1 to the north of 在… …以南WSB3P1 be covered by为… …所覆盖WSB3P1 be situated at/in/on位于WSB3P2 be located at/in/on位于WSB3P2 be famous for因… …而出名WSB3P2 be known as作为… …而著名WSB3P2 ever since自从… …WSB3P2 make things out of 从… …中制造出东西WSB3P3 on the coast 在海岸WSB3P4 off the coast远离海岸WSB3P4 on the left在左边WSB3P4 on the right在右边WSB3P4 in front of在… …的前面WSB3P4 next to靠近；紧挨着WSB3P4 in terms of据… …；依照… …WSB3P9 compared with同… …相比WSB3P9 on the other hand另一方面WSB3P9 have some control over对...…有控制WSB3P9 little by little一点点地；逐渐地WSB3P9 agree to do sth.同意做某事WSB3P12 at the top of在… …顶部WSB3P12 at the bottom of在… …底部WSB3P12 make sure确保；务必WSB3P12 up to达到WSB3P12 encourage sb.to do sth鼓励某人做某事WSB3P12 give examples of 举例WSB3P12 increase by增加了… … WSB3P12 make progress取得进步WSB3P12 make greater efforts做出更大的努力WSB3P12 be connected with与… …有关联WSB3P13 in particular尤其WSB3P14 collect money for为… …筹钱WSB3P15 explain sth.to sb.向某人解释某事WSB3P15 be willing to do sth.愿意做某事WSB3P15 be close to 接近；靠近WSB3P19 on the same latitude在同一纬度上WSB3P22 at sea在海上WSB3P22 pick up卷起；掀起WSB3P23 put down放下WSB3P23 take off去掉WSB3P23 on average平均起来WSB3P23 end up结果为… …；以… …结束WSB3P23 wake up醒来WSB3P24 set fire to放火焚烧… …WSB3P25 catch fire着火WSB3P25 manage to do sth.设法做到… …WSB3P25 put out扑灭(火)WSB3P25 take place发生WSB3P25 according to根据… …WSB3P27 fall down倒下WSB3P27 turn over 翻转WSB3P27 from side to side从左到右WSB3P28 plenty of大量的，足够的WSB3P28 cover an area of 占… …的面积WSB3P29 in all总计WSB3P29 cut down砍到WSB3P31 dig up挖起WSB3P31 advise sb.to do sth.劝告某人做某事WSB3P32 be caught in突然遭遇（风暴等）WSB3P32 as a result of由于… …的结果WSB3P32 prevent …(from)doing阻止… …做某事WSB3P32 one after another一个接一个地WSB3P33 in the air在空中WSB3P33 have a bad effect on对… …有坏影响WSB3P35 change from … to…从… …变成… …WSB3P35 damage to对… …的损坏WSB3P35 take in吸收WSB3P35 give out放出；发出WSB3P35 put on戴上WSB3P37 be bad for对… …不利WSB3P37 in a nutshell简言之；概括地讲WSB3P38 do one’s best尽力WSB3P38 look after照料WSB3P39 take away拿走WSB3P39 look through浏览WSB3P40 have difficulty in doing 做… …有困难WSB3P40 believe in 相信；信任WSB3P41 be similar to与… …相似WSB3P41 be kind to对… …和蔼WSB3P41 bring up抚养WSB3P42 give advice提建议WSB3P42 be related to与… …相关WSB3P42 be at war with与… …交战WSB3P43 in society社会上WSB3P43 follow one’s advice听从某人的建议WSB3P43 instead of 代替；而不是WSB3P44 live an unusual life过不寻常的生活WSB3P44 become interested in对… …感兴趣WSB3P44 a sense of responsibility责任感WSB3P45 in order of以… …的顺序WSB3P45 do with处理；处置WSB3P46 think of 想起；想到WSB3P47 be made from由… …制成WSB3P47 hear of听说WSB3P47 be proud of 对… …自豪WSB3P47 at the end of在… …尽头；在… …结束时WSB3P48 no faster than与… …同样不快WSB3P48 in conclusion总之WSB3P48 tell the time报时WSB3P48 for the first time第一次WSB3P48 give an example举例WSB3P48 in the second half of在… …下半场（叶）WSB3P49 provide sth.for sb.为某人提供某物WSB3P51 date from起源于WSB3P51 work out弄清楚WSB3P52 of great importance非常重要的WSB3P52 dream of梦想WSB3P52 hold back阻止WSB3P53 come true（梦想等）变成现实WSB3P53 equal to比得上；等同于WSB3P53 take away拿走WSB3P54 make sense有意义；有道理WSB3P54 be full of充满WSB3P55 be on a visit进行参观WSB3P57 bring an end to结束；终止WSB3P57 all the way一直WSB3P57 be pleased with对… …满意WSB3P58 for sure肯定地WSB4P2 make predictions做出预测WSB4P2 care for关心；喜欢WSB4P2 run out（某物）用完；耗尽WSB4P2 rely on依靠WSB4P2 plenty of大量的；充足的WSB4P2 find out找出WSB4P2 get rid of除掉；处理掉WSB4P2 load… with装载WSB4P2 place orders订购WSB4P2 at birth一出生WSB4P2 no matter无论WSB4P2 free of charge免费WSB4P2 at the flick of the switch 按一下开关WSB4P2 carry out实施；执行WSB4P2 attach to附在… …上WSB4P2 prevent sb.from doing…阻止某人做WSB4P3 use up用完WSB4P3 pay for付款WSB4P3 be filled with充满WSB4P3 share… with…同… …分享WSB4P4 look out小心；当心WSB4P5 be optimistic about对… …乐观WSB4P5 switch on打开… …的开关WSB4P6 in progress在进行中WSB4P6 refer to指的是，提及WSB4P6 take care of 照看WSB4P6 get dressed穿衣WSB4P7 get stuck卡住；陷住WSB4P7 worry about担心WSB4P8 be sure about对… ….有把握WSB4P8 get married结婚WSB4P8 as well也WSB4P8 for a start首先WSB4P8 run out of用完；耗尽WSB4P8 on the way out即将被淘汰；即将过时WSB4P8 throw away扔掉WSB4P9 means of transport交通方式WSB4P11 get around到处旅行；四处走动WSB4P11 be connected to与相连WSB4P11 be/get stuck in被困在WSB4P11 raise one’s hand举手WSB4P12 in no time马上；一会儿WSB4P12 a business permit营业执照WSB4P12 get crowded变得拥挤WSB4P12 during the rush hour在上下班高峰期WSB4P12 have a good view of欣赏的好风景WSB4P12 under construction在建设中WSB4P12 be worth doing sth.值得做某事WSB4P12 have in common 有共同之处WSB4P13 by taxi乘出租车WSB4P14 in time及时WSB4P14 at traffic lights在交通灯处WSB4P14 in the opinion of sb.在某人看来WSB4P15 go on doing sth.继续做某事WSB4P16 switch off关上（电灯、电视等）；断掉（电源）WSB4P17 turn on打开（电灯、电视等）WSB4P17 in a good mood好心情WSB4P18 divide… into把分成WSB4P18 drive sb.mad使某人发狂WSB4P18 no way 肯定不；没门儿WSB4P18 keep cool保持冷静WSB4P18 What’s more.而且WSB4P19 shake hands with sb.同某人握手WSB4P21 in the distance 在远处WSB4P21 communicate with 同进行交流WSB4P21 give reasons for 给出… …的理由WSB4P21 be on guard 保持警惕WSB4P22 be busy doing忙于做WSB4P22 make a deal达成协议；做成交易WSB4P22 be busy with忙于WSB4P22 hold up举起WSB4P22 give away暴露（自己的情况）WSB4P22 be unconscious of 对… …无意识WSB4P23 say goodbye to同… …道别WSB4P24 stare at凝视；盯着看WSB4P24 lift up举起WSB4P24 up and dow一上一下地WSB4P24 wipe from从… …擦掉WSB4P24 touch sb.on the head 碰触某人的头WSB4P25 by accident偶然地WSB4P25 make a toast敬酒WSB4P25 take a sip抿一口WSB4P25 even if 即使WSB4P27 say hello to sb.向某人问好WSB4P27 switch on打开（灯、无线电等）WSB4P27 ask sb.a favor 请某人帮忙WSB4P28 on earth究竟；到底WSB4P28 enjoy oneself过得开心WSB4P28 on social occasion在社交场合WSB4P28 be in competition with同… …竞争WSB4P29 bring up抚养；养育WSB4P32 as a result of 由于… …的结果WSB4P32 bring in 让… …参与WSB4P32 rise by上升了… …WSB4P32 be known for因… …而出名WSB4P36 in one’s case在某人的情况下WSB4P37 be diagnosed with被诊断患… …病WSB4P37 earn one’s living谋生WSB4P37 come to power掌权WSB4P37 at the edge of 在… …的边缘WSB4P41 go on a trip进行旅行WSB4P42 have four weeks off 放四周的假WSB4P42 at least至少WSB4P42 be heavy with有大量的… …WSB4P42 point at指着WSB4P42 take advantage of利用WSB4P43 in the distance在远处WSB4P44 rip off敲竹杠；敲诈WSB4P48 get a kick out of从… …中得到乐趣WSB4P48 only if只有WSB4P49 close to靠近WSB4P51 stick out伸出WSB4P51 on the surface of 在… …的表面WSB4P52 dive into潜入WSB4P52 cover an area of 占… …的面积WSB4P52 tell the truth说实话WSB4P53 be sceptical about对… …怀疑WSB4P53 be related to与… …相关WSB4P54 be unlikely to do sth.不可能做… … WSB4P54 adapt to适应WSB4P55 die out灭绝WSB4P56 cut off使… …隔绝WSB4P57 make up编造WSB4P57 come straight to the point谈正题；开门见山WSB4P58 throw light on帮助弄清楚；阐明某事WSB4P58 in the dark在黑暗中WSB4P58 go for 被… …所吸引；喜欢WSB4P58 be connected to与… …有联系WSB4P59 according to根据WSB4P59 be due to由于；由… …造成WSB4P59

外研版英语必修3、4短语 篇2

授课时间:40分钟

教学内容:外研版高中英语必修1 Module 2 Cultural Corner Different Countries, Different Schools

本课例获得山东省2016年高中英语德育优秀课例展评活动高一年级组二等奖。

一、教学分析

(一) 教学内容分析

本课教学内容分为两部分:第一部分文本为外研版高中英语必修1 Module 2 My New Teachers的Cultural Corner部分;第二部分文本为BBC纪录片《我们的孩子足够坚强吗?》部分视频内容。

第一部分主要介绍了我国和国外公立、私立学校中师生关系的相同点和不同点, 指出不同国家师生关系各有不同, 其中英国的师生关系最融洽, 但课堂纪律存在极大问题。以此为切入点, 引出第二个文本。该文本是BBC纪录片中关于五名中国教师在英国博航中学上课时课堂出现纪律不良现象的原因分析, 让学生进一步了解不同国家对课堂纪律要求产生的不同原因。

这两部分内容分别从现象和原因两个方面介绍了英国学生的课堂纪律问题。文本的关联性较高, 逻辑性较好, 符合学生的认知习惯。

(二) 教学对象分析

教学对象为山东省青岛市第五十八中学高一年级学生。该校学生有较好的英语语言基础, 基础词汇量在1600~2000之间。由于课前与学生没有接触, 对于学生的学情不甚了解, 笔者将在上课时进行灵活调整。

(三) 教学目标分析

英语课程承担着培养学生基本英语素养和发展学生思维能力的任务。语言既是交流的工具, 也是思维的工具 (教育部2012) 。依据英语学科基本核心素养, 以及《高中英语课程标准》对高一学生听、说、读、写、看等各项能力的基本要求, 笔者制订了以下教学目标。

1. 语言能力

(1) 学生能理解并学会使用单词formal, respect, discipline;

(2) 学生具备利用相关信息分析问题、解决问题的能力。

这两项语言能力是本堂课的主要训练目标, 教学设计也是以此为基础的。

2. 文化品格

学生通过分析和探究文本内容有效理解文化差异, 理性分析问题, 并认识到不同国家因文化背景不同而对课堂纪律的要求不同。

3. 思维品质

本堂课着重训练学生的批判性思维, 让学生批判性地思考每一种现象存在的原因, 并学会表达。

4. 学习能力

在充分相信学生的基础上让每一名学生都能够通过自己的认知去分析和理解所需要解决的问题。

(四) 教学重点和难点分析

1. 分析、探究文本, 认识纪律对于课堂学习的重要作用;

2. 理解文化差异, 分析产生差异的原因, 并能够使用适切的语言进行表达。

二、教学设计思路

笔者将设计重心放到文本所传递信息的分析和探究上, 所设计的课堂任务不再采用传统的文本结构分析和文法应用解析模式。让学生获得沉浸式课堂体验是本课教学设计的主要出发点。美国心理语言学家Stephen D.Krashen认为, 只有自然吸收的语言才能转化为口头用语并能熟练应用。靠语法分析得到的理性知识并不能使人们熟练掌握外语 (胡文仲2008) 。基于此, 笔者将本课的教学活动设置为三部分, 即Before reading, While reading和After reading。

三、教学过程

(一) Before reading

1.

笔者先依次展示三幅图片, 分别涉及formal (见图1) , respect (见图2) 和discipline (见图3) , 然后让学生口头描述, 练习使用这三个单词。

2. 介绍并播放视频 (五名中国教师在英国上课的情况) 。

视频播放结束后让学生自由发表意见并预测What will happen to the five teachers’classes?

【设计意图】图片导入清晰明了, 学生可以很快读懂图片内容, 明白这些词汇的实际使用环境。由视频引出本课话题Discipline, 学生不需转换思维过程就能马上进入课题的思考。预测问题的设计利用了学生的好奇心, 又不打断学生的思考顺序, 为之后的阅读做好了准备。视频是关于五名中国教师在英国上课的情况, 这可以很好地引导学生从文化差异的角度思考问题, 也体现了文化品质的培养目标。

(二) While reading

笔者要求学生阅读提前预设的文本并提取信息, 完成以下任务。

1.What kind of differences in schools does this passage describe?

2. 完成表1。

【设计意图】学生带着之前讨论的结果完成所给的阅读任务, 可以更好地了解英国学校课堂纪律的现状。本环节的目的是要学生明确了解相关信息, 为下一步的讨论和分析问题做好准备。这既是接受性思维的体现, 又是探究式学习的第一步, 即信息积累。

(三) After reading

1. 在学生完成阅读后, 笔者播放另一个短视频, 展示英国的学校课堂实际情况。

【设计意图】学生通过观看视频明确了解英国的学校课堂实际情况, 修正并梳理已经获得的信息, 更好地为之后的任务做准备。

2. 讨论活动

学生利用已有信息讨论以下问题:

What will happen if the five Chinese teachers are giving the lessons?

【设计意图】本环节的目的是培养学生的创新思维。这一活动所采用的内容紧密结合Before reading部分所使用的视频内容, 使课堂任务显得更加紧密。另外, 笔者充分利用预设环境, 促使学生积极参与课堂活动, 继续探究话题内容。

3. 小结对比

完成以上任务后, 笔者引导学生作小结。首先, 笔者让学生充分发表意见, 然后总结, 并引导学生发现其中的不同 (展示图片4) 。其次, 笔者引出新问题, 鼓励学生积极思考。

【设计意图】学生在完成了以上任务后, 已经拥有了足够的信息积累, 接下来应该是针对已有的信息进行总结分析, 而这一步就需要教师的适时引导, 带领学生去思考更深层次的问题。本环节是课堂转换的关键节点, 学生从这里开始需要更多的自主探究和批判性思考。本环节既体现了本课例最初的关于思维品质的设计目标———有探究性和批判性思维, 又体现出教师积极主动参与课堂教学, 帮助学生解决思维过程中的障碍, 给学生以知识的启迪。

4. 深层阅读

在新问题的引导下, 学生阅读新的语篇, 并找出所给问题的答案。

In Britain, the parents and the whole society don’t have that high expectation on the children of this age.They just live the life, you know, as they like.They can do whatever they want.They don’t have a lot of pressure.Some of the students’parents say that“although this is supposed to be Chinese methods, they are still Chinese methods in a British classroom”, and the students are loudly and clearly saying, “We are British and we are doing it in our way.”

But the headmaster of Bohunt says that has possibly got more to do with the teaching and learning, rather than discipline itself.

Question:What makes the differences?

【设计意图】深层阅读主要是为了帮助学生更好地理解并修正自己之前对相关问题的认知。而多元化的学习任务的安排能够让学生较好地保持学习兴趣, 也能够让具有不同兴趣和学习能力的学生在学习过程中贡献自己的力量。

5.Discussion

在读完小短文后, 学生可以充分利用自己在本堂课所获得的信息进行讨论。学生分组讨论问题:What makes the differences?

【设计意图】这是一个升华式的讨论, 讨论的过程也是问题解决的过程。通过这样的讨论, 学生可以明确并理解东西方学校在课堂纪律要求方面产生不同的原因, 同时也能明白中国学校课堂纪律要求严格的原因。这既体现了对学生的德育培养, 又体现了学生尊重自己的文化以及文化差异的品质。

(四) Conclusion

笔者总结本堂课, 并要求学生解决以下问题。

If you are a teacher, what kinds of the students’behavior do you think are acceptable when you are giving a lesson?Why? (4~5 sentences)

【设计意图】在完成前面的任务后, 学生可以创造性地解决新的问题。这充分锻炼了学生的学习能力, 也让学生的知识水平得到了升华。这个学习任务紧密贴合整个课例的设计意图, 充分锻炼了学生的创造性思维。

(五) Assignment

Refine your sentences and we will share your ideas with your classmates next time.

【设计意图】在结束本课学习后, 学生在课下可以继续深化思考, 通过互相分享更好地锻炼思维, 增强合作意识。这也是学生自我评价、自我检测的一种方式。

四、教学反思

本堂课的设计紧贴高中英语核心素养, 注重对学生文化品格和思维品质的培养。课堂设计体现了课堂学习中建设学生学习共同体的教学理念, 让学生在学习过程中能够自主探究并学会批判性地思考问题。

本堂课的不足之处体现在以下两个方面:一是在实际操作环节中, 笔者和学生的交流不是很流畅;二是在个别环节的设计上, 效果并不是很理想, 和本课的整体教学目标不够统一。

结束语

课堂是反映教师学养的一面镜子, 教师所上的每一堂课都反映了他们平时的知识底蕴和精神面貌。教师只有不间断地读书、学习, 不断加强自身修养, 不断丰富自己的知识, 才能上好每一堂课, 才能使学生在每一堂课中都学有所得。

参考文献

胡文仲.2008.和胡老师谈学英语[M].北京:外语教学与研究出版社.

外研版英语必修3、4短语 篇3

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Module 4 Great Scientists-The Student Who Asked Questions问问题的学生

In a hungry world rice is a staple food and China is the world’s largest producer.在当前的世界，水稻是主要食粮。中国是世界上最大的水稻产地。

Rice is also grown in many other Asian countries, and in some European countries like Italy.亚洲其他国家和一些欧洲国家比如意大利等，都种植水稻。

In the rice-growing world, the Chinese scientist, Yuan Longping, is a leading figure.在水稻种植界，中国科学家袁隆平是一位重要人士。

Yuan Longping was born and brought up in China.As a boy he was educated in many schools and was given the nickname, “the student who ask questions”.袁隆平生长在中国。小时候，他在愈多学校读过书，得了个“问问题的学生”的绰号。

From an early age he was interested in plants.袁隆平从小就对植物感兴趣。

He studied agriculture in college and as a young teacher he began experiments in crop breeding.他在大学里研究农学。作为一个年轻的教师，他开始了作物育种的实验。

He thought that the key to feeding people was to have more rice and to produce it more quickly.他想养活世人的关键是更多更快地生产水稻。

He thought there was only one way to do this – by crossing different species of rice plant, and then he could produce a new plant which could give a higher yieldthan either of the original plants.他认为，唯一的办法是使不同种类的水稻杂交，这样就能产生比原先任何一种水稻产量都要高的新品种。

First Yuan Longping experimented with different types of rice.首先，袁隆平对不同种类的水稻进行试验。

The results of his experiments were published in China in 1966.Then he began his search for a special type of rice plant.1966年，他的研究成果在中国发表，接着，他开始寻找一种特殊的稻种。It had to be male.It had to be sterile.这种稻种必须是雄性的，必须是不结果的。

Finally, in 1970 a naturally sterile male rice plant was discovered.最后，在1970年，一种天然的雄心不育稻种被发现，这是一个突破性的发现。

This was the breakthrough.Researchers were brought in from all over China to develop the new system.The research was supported by the government.全国各地的研究者们被召集在一起开发新的水稻种，研究得到了政府的赞助。

As a result of Yuan Longping’s discoveries Chinese rice production rose by 47.5 percent in the 1990’s.由于袁隆平的发现，中国的水稻产量在20世纪90年代增长了47.5%。

There were other advantages too.50 thousand square kilometers of rice fields were converted to growing vegetables and other cash crops.有其他的益处，万平方公里原来的稻田现在被用来种植蔬菜和其他经济作物。

Following this, Yuan Longping’s rice was exported to other countries, such as Pakistan and the Philippines.还除此之外，袁隆平研制的水稻还出口到巴基斯坦和菲律宾等国家。

In Pakistan rice is the second most important crop after wheat and will be grown in many parts of the country.在巴基斯坦，水稻是继小麦之后的第二种最重要的作物并将在许多地方种植。

The new hybrid rice has been developed by the Yuan Longping High-tech Agricultural Company of China.中国袁隆平高科技农业公司已开发出一种新的杂交水稻。

外研版英语必修3、4短语 篇4

Knowledge Objective:

Vocabulary and Listening

1.ss can grasp the usage of the new words ,phrases and sentence structures.2.Students learn how to make comparison between things.Ability Objective: Students enable to improve their listening and speaking ability.Emotional Objective:

Ss can cultivate the logical thinking of turning and contrast 2.Teaching important point : Students know more about the comparison and how to improve their listening ability.3.Teaching difficult points: Ss enable to listen effectively and use comparisons correctly.4.Teaching methods : Audio-lingual method 5.Teaching procedures: Step1.Lend-in 1.Check the words previewing in A1.2.Vocabulary learning in A1.3.Race to answer the A1.4.Check the answer:

Step2 Pre-listening Work in pairs to predicate the A2, each group give its predicative answer.Step3 While-listening 1.Extensive listening: listen to the tape, race to answer the A3.2.Careful listening: listen again, finish A4, each group give its final answer.3.Check the answer and praise the winner.Step4 Post-listening Work in groups to retell what you hear in the conservation.Step6.Summary & homework

Review the new words and listen the conversation where you feel confused again Blackboard Design Teaching Reflection

高一英语必修一课件外研版 篇5

一、题材内容

本模块是通过旅游经历介绍风光，帮助学生学会关于交通工具和地貌等自然现象的词语，学会运用表示过去的用语作回忆、写游记、介绍风光。

二、教学目标

1） 语言知识：

语音 句子中的重音

词汇 abandoned cassette circus colorful desert diamond expert farm fields helicopter law tram shoot kindergarten product recently scenery supply

词组 in the central part of, a long-distance train, dark red, until the 1920s, on the coast of, out of date, a dining car, comic books, for the first time, feel nervous, a speed of

语法 -ed形式作形容词；表达过去时间的词语或词组

功能 礼貌用语

话题 介绍旅游经历；介绍童年故事

2） 语言技能：

听 听懂对事件的回忆、旅游介绍并获取信息

说 礼貌地进行Everyday English中的对话；运用过去时间回忆；运用含有-ed句子介绍风光

读 Scanning, skimming, careful reading, generalization; inference等阅读微技能训练

写 用所学的词汇、词组、及含-ed的句子写介绍旅游情况的文章和各种回忆

3） 学习策略：

学生一定程度形成自主学习，有效交际、信息处理、英语思维能力

认知 联系，归纳，推测，速读，略读，查读等技能

调控 从同伴处得到反馈，对自己在叙述及作文中的错误进行修改

交际 积极、有效同时礼貌地进行对话

资源 积极有效阅读从网上及各种媒体所获取的有关旅游及介绍各地风光的信息

4） 文化意识：了解我国现代化建设的最新成就；了解我国及各地不同的旅游文化

5） 情感态度：热爱祖国河山；为祖国建设感动自豪；倡导文明礼貌

三、教学重点和难点

重点：1. 如何使用地道英语描述风光、事件或回忆

2. 正确理解并应用-ed形容词

3. 如何礼貌进行日常对话

难点: 能用得体的.英语表达自己，描述过去的难忘经历

四、教学方法

基于课程改革的理念及“第二语言习得论”和“整体语言教学”理论，运用任务型教学途径，围绕核心任务，设定小任务，开展促进自主性学习的课堂活动，强调合作探究与独立思考相结合，初步设计“P-T-P”自主学习立体模式：（Pre-task----Task-cycle----Post-task）。

五、教材处理

核心任务：学生能利用照片、明信片、纪念品等向同伴介绍旅游情况。三个环节如下：

Pre-task: 学生回忆往事，激活背景知识，重温情感体验

Task-cycle: 通过整个模块听说读写的训练，强化“描述风光或一件难忘的事”的表达及语篇能力，为完成任务做好铺垫

Post-task: 达成任务，展示成果，反馈学习情况。

六、教学安排

根据学生学习英语的特点和规律，我们把本模块划分为6课时：

Period 1: Introduction, Reading and vocabulary (1.2)

Period 2: Reading

Period 3: Grammar 1&2, Function, Culture Corner

Period 4: Vocabulary, reading and speaking

Period 5: Listening, pronunciation, Everyday English

Period 6: Task, writing

注：教学设计内容较多，应根据学生的学习水平、接受程度及课堂出现的临时状况进行运用、调整及筛选。

[教学设计]

Ss=students; T=teacher; =group work; = pair work; =individual work =screen

Period 1 Introduction, Reading and vocabulary (1.2)

Ⅰ、教材内容及教学目标

1、学习有关交通工具的名词和动词，回忆第一次旅游的快乐情景

2、通过查找信息，描述自己印象中的澳大利亚

3、学习部分有关Reading中将要出现的生词(需要在文章中猜测的词汇除外)

Ⅱ、教学设计

Task 1: Describe a trip ( 15m) – Introducton

Pre-task Brainstorming

Try to bring out as many words about transportation as possible.

Task-cycle Learn different verbs and nouns about traveling.

Activity 1 Matching ( 1 )

Activity 2 Put me in the right place!

A: Draw a picture with road, rails, water and clouds on the blackboard. Put

different vehicles in the right position on the picture.

B: Ask and answer Qs in (2) according the picture.

Activity 3 Filling & Guessing game

get on (off)

get into (out of)

Ride

Drive

take off/ride

A:

B: Show pictures taken in Hainan. Q: How did I get there? (different answers should be encouraged)

Post-task: Describe the first time you traveled a long distance

A: Q: When someone want to describe his first trip, what do you want to know?

5W & 1H ( who, when, where, what, why & how )

B: Describe the first trip Report to all

Task 2: Describe Australia ( 25m )-Reading & vocabulary

Pre-task: Search information about Australia before class

Task-cycle: Australia

Activity 1 Brain-storming (words about Australia)

Activity 2 Talking ( 1 )

A: Talk about the pictures on P22 + things about the country brought by Ss

B: Get questions in (1) solved

C: Dialogue between “Australians” and “tourists” Report to all

Activity 3 Vocabulary ( Part )

A: Choose the words which you think can be used to describe a train trip to Australia from the list shown on the screen (a dictionary is recommended)

B: Match the words with pictures (camels, cassette, desert, diamonds, sand, soil)

C: Choose a word in the blanket to match the underlined part in a passage (2)

Not long ago, I had a wonderful trip to Hainan. It’s not an area of dry land, because it’s surrounded by sea. There you can always enjoy the beautiful sunshine, green trees and blue water. On the beaches, you can’t find any valuable stones, but you can always touch the soft sand instead. On my way back, I made friends with some of the people traveling on the train.

Post-task: Display ( A brief make-up story about a trip to Australia using some of the new words)

Recalling(4m) Recall what we learn today. & Questions unsolved.

Homework(1m) Workbook P80 4. 5.

Describe your first time you travel to a place of interest.

Period 2 Reading

Ⅰ、教材内容及教学目标

1、学习在澳大利亚乘火车旅游的文章

2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，

学会运用想象、联想、逻辑分析和英语思维的能力

3、学会如何描述乘火车旅游的情形

Ⅱ、教学设计

Task Learn and retell the passage

Pre-task Content Prediction(2m) According to the picture and the title, try to predict what we will be able to learn from the passage.

Task-cycle Reading(40m)

Pre-reading Map reading Look at the map of the railways in Australia, discuss which city you would like to travel and how to get there.

While-reading

Activity 1 First ( Fast ) reading

A. Match: Find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the Ghan )

B. Main sentence in each paragraph.

C. Main idea

D. Guide Ss to find out the structure of the passage.

Activity 2 Second ( Detailed ) reading Deal with 6 questions in (4)

Activity 3 Third reading ( Reading Strategies Applying )

A. Find out appropriate information to fill in the form below:

Part One (1)

Who When Where What Why How

Part Two (2-3)

Food Scenery

First hundred kms After that Suddenly

B. Put me in the right order and form a passage, adding in the time signals.

Camels were trained to carry supplies back from the central part.

Camels were shot because of the new railway line built by the government.

They brought camels from Afghanistan.

Australians needed a way to the central country.

They tried riding horses, but failed.

C. Word-guessing ( abandon, diamond, supplies)

Post-task

Activity 1 Retelling Retell the passage with the help of the form

Activity 2 Discussion P24 (5)

Activity 3 Small debate “They should shot the camels”

Recalling(2m) Recall what we learn today. & Questions unsolved.

Homework(1m) Write a reading note

阅读格式卡

Title__________________________ Module _________ Date___________

General idea：

Words & Phrases:

BS:

BS=beautiful sentence

Period 3 Grammar 1&2, Function, Culture Corner

Ⅰ、教材内容及教学目标

1、学会通过合作探究，归纳总结出-ed形容词作定语及其定语的位置，

2、运用过去时间表达法

3、运用礼貌用语

4、了解Maglev，能说出与普通火车的区别

Ⅱ、教学设计

Task 1 Find out rules of “–ed adjectives”

Activity 1 Competition The group which write the most right –ed forms of the verbs given by teachers win.

Activity 2 Find out the rules of “-ed adj.”

A. Look, say, write and combine

a. T act out the sentences: I threw the paper away. The paper was used before.

b. Ss write out the sentences

c. Try to combine the sentences to one: I threw the _______ paper away.

d. Talk about the pictures using –ed form and write them down.

B. Observe, compare and find out the rules (Grammar 1 )

Activity3 Workbook P79 1. 2.

Task 2: Story-making using past tense time expressions

Activity 1 Brainstorming ( past tense time expressions)

Activity 2 Complete the sentences (2)

Activity 3 Story-telling Make stories according to the pictures given to different groups

Task 3: Polite conversation

Activity 1 Act and discuss 2 Ss act out the dialogue. Discuss Qs in (2)

Activity 2 Make new dialogues Suggestions given by Ss-Make new dialogues according to (3.4)

Task 4: Interview ( about Maglev )

Activity 1 Read and compare

Activity 2 Interview & Report (one interviewer + one mayor + designer + assistant)

Activity 3 Your idea of new transportations

Period 4 Vocabulary, reading and speaking

Ⅰ、教材内容及教学目标

1、学习表示地点和在该地点做事的词汇，训练联想的认知策略

2、学习有关回忆的文章，能叙述自己的回忆

Ⅱ、教学设计

Task Childhood memories

Pre-task Words and expressions

Activity 1 District map Draw an imaginary district map with names on it with Ss

Activity 2 Tell me your first time to...

I will never forget the day I ...

I remember the day I ...

my first visit to...

doing

Task-cycle Jigsaw reading & Interview 5 groups read, other groups bring out Qs.-Interview

Post-task Talk show Three famous persons & one TV host on a TV talk show talking about childhood memories.

Period 5 Listening, pronunciation, Everyday English

Ⅰ、教材内容及教学目标

1、听懂对话，抓住要点，获取信息

2、句子重音

3、训练根据对方话语作出回应、表达态度的技能

Ⅱ、教学设计

Task 1 Knowing things about her

Pre-task Getting information about Mary Lennon

Task-cycle Listening

Activity 1 When & Where & By what Get basic information from the first listening

Activity 2 Interview (Ex.1 & 2)

Post-task “I am Mary Lennon...” Suppose you are Mary, talk about your experience with the help of the Qs

Task 2: “My Pronunciation is better!”

Activity 1 Listen & Imitate

Activity 2 Competition

Task 3: Show your response!

Activity 1 Ex. 1 & 2

Activity 2 Show your response One of you is a superstar, the other is an interviewer. You’re having a talk on CCTV. (Try to use expressions to show your response or attitude towards the other person.)

Period 6 Task, writing

Ⅰ、教材内容及教学目标

1、借助一切可借助的力量介绍自己的一次旅游情况

2、写童年某一事件的过程，训练记忆、整理和归纳等逻辑思维能力

Ⅱ、教学设计

Task 1: Display one of your trips to a tourist spot

Pre-task: Things about the trips

A. Collect information about the tourist spot

B. Collect English signs in the tourist spot

C. Collect pictures, photos, postcards, magazines reports, maps or souvenirs about the tourist spot

D. Make notes on 5W & 1H

Task-cycle: Share & Choose

Activity 1 Share the things your collect with your partners

Activity 2 Choose the best S to do the talking, the others offer help when needed

Post-task: Display Talk about your first trips to a tourist spot with the help of all kinds of information. ( an album with comments on it is recommended )

Task 2: Writing

Pre-task: Choose topics

Task-cycle: Writing

Brainstorming --Writing ---Evaluation by oneself & partner ---Correction -- Choose the best one & Correct

Post-task: Show the best writing & Comment

Recalling Recall what we learn today & Questions unsolved.

外研版高中英语必修III(精) 篇6

Writing（1）

胡雅文

大港区油田实验中学

Part 1 教学设计 I.Teaching Design Teaching goals 1.Target Language

A.Important words and expressions

county, region, valley, disappear, come back, be full of, a visit to a place

B.Important sentence structures(1)I remember that there was a beautiful valley near the village.(2)The valley is now part of the reservoir created by the Three Gorges Dam.(3)When I came back, the bus I took was full of visitors from other parts of China.2.Ability goals

Help students write a short e-mail.3.Learning ability goals

Enable students to write a short e-mail by giving them useful tips.Teaching important & difficult points Help students learn how to write a short e-mail Teaching methods

Reading, discussion and writing Teaching aids Multi-media Teaching procedures Step I Lead-in

Greet students and ask them the following questions.Q1)How do you communicate with your friends? Q2)Do you often write them e-mails? Q3)Can you tell the advantages of writing e-mails?

(The purpose of the design is to motivate students’ interest in one of the popular means of communication----e-mail by asking the above questions and to lead in the task.)Step II Reading

Ask students to read an e-mail and find the answers to the following questions individually.Q1)Does the writer of the email live in Zigui County?

Q2)Why did she want to visit the region?

Q3)What had changed since the last time she was there? Step III Discussion 1.Students are required to discuss the main idea of each paragraph in pairs.Paragraph 1: The author gave the reason why he wanted to visit the region.Paragraph 2: The author describes the changes in the area.Paragraph 3: The author makes comments about the place he has visited.2.Discuss with students about the characteristics of the email.If students have difficulty, the teacher can help students by asking the following questions: a.What’s the difference between an e-mail and a letter?(In an e-mail you have to write the topic of your message on the subject line)b.Is the way of writing an email the same as that of writing a letter？(yes)c.Do you have to keep your e-mail long?(No, keep it as short as possible)

(The purpose of this part is to help students have a better

understanding of the steps of writing an e-mail by reading the passage，summarizing each paragraph and discussing the characteristics of an

email, so as to get students ready to write an e-mail after the model.)Step IV Writing

Write an email to a friend about a visit to a place which has changed

since your last visit.1.Work in groups of four.Students are required to discuss:

a.the place they are going to write about.b.the words and phrases they are going to use from the module.c.The following ideas can be included:

narrow street, live a simple life, buildings, hotels, foreign

visitors, shops, roads and traffic, bicycles, industry, pollution

2.Give students 15 minutes to write an email.3.After that, ask several students to read their emails to the whole class.Step V.Homework

1.Read the description of Shanghai on page101 and page 102.2.Do Ex.21 on page 102.Write a similar description of a city which has

changed in the last few years.Part 2 教学反思：

本节写作课我充分运用了新课标的理念，从电子邮件的写作要求到写作方法和技巧，都通过师生互动的方式，一步一步的展示给了学生。在让学生仿写电子邮件之前，先让学生在小组讨论写作话题、内容，收集本模块与写作内容相关的单词和短语，然后让学生列提纲打草稿，最终完成写作任务。学生在老师的指导下，互相帮助，共同探讨，去完成写作任务能让学生目的明确，更加自信，敢于动笔。如果时间允许，可让学生当堂完成写作后，当堂让学生交流作文，师生共同点评，学生的收益会更大。

Part 3 专家点评：