高中译林牛津英语模块四Unit3教案.docx

Module4, Unit3 单元教学设计 课题 AWE M4 U3 主备人 胡黎莉 项 目 目 标 要 求话 题Tomorrows world语言知识语音Natural and fluent pronunciation and intonation 词汇Reality, presentation, amaze, passive, user, sightseeing, happiness, network, studio, social, confident, disappointed, disabled, convenience, secure, injure, biology, urban, planning, neighbourhoood, operator, fee, disadvantage, electric, liquid, powder, programming, accuse, privacy, fade, editor, constant, monitor, function, monitor, function, button, chief, importance, pack, nephew, hire, shore, mushroom, gas, exit, ceiling, float, escape, terror, upwards, sunlight, zip, worn, mankind, beast, impression, master, frostAdd to, put forward, with the aid of, carry out, as to, last but not least语法1. The passive voice2. Modal verbs and passive voice3. Verbs often used in the passive voice 功能1. Describing popular science and modern technology2. Describing school environments语言技能By the end of the unit, students will be able to 听listen for facts and opinions and to an interview about computer use说discuss views on technology and interview a classmate about computer use读read a business presentation and summaries of two science fiction novels写Write a proposal for a computer room and a short science fiction story 情感态度Students know and accept diverse cultures and broaden horizon.Students learn how to be cooperative as well as competitive with others.学习策略Summarize what is in listening and reading; put more effort on the difficulties; cooperate with other; expand knowledge in other ways文化意识1. Scientific and technological developments2. Famous science fiction writers and their science fiction stories注：目标要求可参阅南京外国语学校仙林分校英语教学实施纲要第四部分“目标内容”中的相关描述。课时主备教案 课型 Welcome + Word powerLearning objectives:By the end of this period, students will be able to:1. discuss what people could do in the future and imagine what tomorrows world would be like;2. introduce words related to computers and the internet;3. practice and reinforce the rules of forming abstract nouns.Focus of the lesson:1. vocabulary related to computers2. proper expressions of students opinions about what the future would be likePredicted area of difficulties：the rules of forming abstract nounsLearning aids:1.PPT;2.blackboard.Learning procedures:PROCEDURECONTENT二次备课Warming up(PPT1-4)1. Daily report2. Teacher shows pictures on P14 and encourage students to imagine what might take place in the future by asking them questions if possible. 1) What jobs do you think robots could do?2) Whats your views on our contacts with aliens?3) How does Earth relate to other planets?Vocabulary learning(PPT5)Teacher presents a picture of different parts of a computer and encourages Ss to name each part as well as introduces some relevant wordsOutput(PPT6-7)1. Students finish exercises on the textbook P472. They are encouraged to talk about the significance of computers.Forming abstract nouns(PPT8-10) 1. Teacher introduces the rules of forming abstract nouns by adding suffixes.2. Ss give examples.Presentation(PPT11)Students imagine what computers will be like in the future and make a short report of it.Homework1. Remember the computer-related words.2. Try to learn more computer-related words by consulting dictionaries or surfing the Internet. 课型 Reading(I)Learning objectives:By the end of this period, students will be able to1. get to know new words and phrases.2. know about some information of RealCine through fast and detailed reading.3. make a business presentation.Focus of the lesson:1. the new words and phrases in this article2. the characteristics of a business presentationPredicted area of difficulties：1. Students can catch the information about RealCine2. Students can write a business presentationLearning methods:1. PPT 2. blackboardLearning procedures:PROCEDURECONTENT二次备课Warming up(PPT1-6)1. Daily report2. Lead-in:1. Show students virtual reality behind RealCine.2. Encourage students to talk about the development of film. Reading comprehension(PPT7-18)1. Students skim the text and answer the questions.2. Students analyze the passage and give main idea for each part.3. Students scan the text and complete some relevant exercises.4. ConsolidationOutput(PPT19)Post-reading tasks:1. Discussion If you were given the chance to use the RealCine, what would you use it to do? And why?2. Write a business presentation. Homework Finish the exercises on the school-based assignment book.课型 Reading（II） Learning objectives: By the end of this period, students will be able to1. write out the transformation and phrases of the key words correctly; 2. use the key words properly in relevant tasks;3. raise the awareness of learning new words or phrases in a context.Focus of the lesson:1. usage of the key words2. usage of the key patternsPredicted area of difficulties:the usage of the phrase put forward, carry out and so onLearning aids:1. PPT2. blackboardLearning procedures:PROCEDURECONTENT二次备课Warming up1. Daily report.2. Revision of the Reading partIntroducing the key words1. that deserves to be developed. deserve to be done; deserve doing 2. where passive audience watches and hears what. passive/ active/inactive3. Imagine that a VR user goes sightseeing in the Himalayas. go sightseeing4. Not only will he or she feel every step. Not only 置于句首，句子倒装5. To add to the virtual world of Real Cine add to/ add up to/ add up/ addto6. give out smell to match the give out/ off/ away/ in/ up 7. An argument has been put forward that some users will be disappointed by put forward; be disappointed by/at8. While still in the convenience of the VR studio. convenience, inconvenience 9. Without the risk of getting injured in a injured, injury; wounded10. make changes before construction is carried out. carry out/ conductPracticeDoing the relevant exercise:Blank-fillingMultiple choicesDialogueOutputMaking up a short passage with the new words.HomeworkSchool assignments课型 Grammar & UsageLearning objectives:By the end of this period, students will be able to1. know about the basic forms of the passive voice;2. employ modal verbs in the passive voice and some verbs that are often used in the passive voice. Focus of the lesson:the usage of the modal verbs in the passive voicePredicted area of difficulties:1. the usage of the modal verbs in the passive voice 2. verbs used in the passive voiceLearning aids:1. PPT2. blackboardLearning procedures:PROCEDURECONTENTWarming up(PPT2-4)1. Daily report2. Lead-in: Test students whether they know sth about the passive voice by giving some exercises.Teacher gives 3 sentences and tells Ss that the 3 sentences can be used in the passive voice.Presentation and practice(PPT5-8)1. Ss are encouraged to find out the difference between the active voice and the passive voice.2. Have Ss read the article Not just watching a fim in the Reading section again and point out the sentences in the passive voice.3. Ss work out how the different tenses are formed by doing relevant exercises.4. Ask students what they must pay attention to when using the passive voice and make conclusions.5. Ss are expected to complete the report on P49.Supplement(PPT9-16)1. Modal verbs and the passive voiceGive students some examples of using modal verbs in the passive voice and Ss are expected to tell how to form the passive voice in the present and the past tenses. Have them finish the second report by referring to the information in the first one.2. Verbs often used in the passive voiceAsk Ss to complete some sentences by choosing one of the two words given.Ss draw conclusions through these sentences and know why they choose the verb-ed forms but not verb-ing forms. Complete the article with suitable verbs in their proper forms.practice (PPT17-20 )Teacher has students do more exercises concerning the passive voice.HomeworkConsolidation exercises on the school-based assignment book.课型 TaskLearning objectives:By the end of this lesson, students will be able to:1.distinguish between facts and opinions. 2. ask for information and how to write formally.3. complete some notes, to find out more about the computer room and write a proposal for a new computer room.Focus of the lesson:1. how to distinguish facts and opinions2. formal writingPredicted learning difficulties:1. the difficulty of identifying facts and opinion2. the writing of a proposalLearning aids: 1. PPT 2. computerLearning procedures:PROCEDURECONTENT二次备课Warming up(PPT2)1. Daily report 2. IntroductionAsk students about what article should be written in a formal way. Presentation(PPT3-11)1. Distinguishing between facts and opinionsGive sample sentences and ask Ss to learn what fact is and what opinion is.They are expected to distinguish facts from opinions by giving more examples.2. Asking for informationRead an article and find out the information about the computer room. Have students ask questions based on the information.3. Formal writingSs learn the rules for formal writing.Provide Ss example sentences of both formal and casual writing.Have Ss go over the information in Part A and Steps 1 and 2. Help them write a proposal.Output(PPT12)Students work in a group to write a proposal.HomeworkComplete the composition by yourself. Write it down on students exercise book.课型 ProjectLearning objectives:By the end of this period, students will be able to:1. use their imagination to think about what will happen in the future.2. work in groups to discuss what kind of story they are going to write about .3. know how to cooperate and how to fulfil each part of the task. Focus of the lesson:1. what a science fiction is like2. how to write a science fiction storyPredicted learning difficulties:1. how to write a science fiction storyLearning aids:1. PPT2. blackboard3. paperLearning procedures:PROCEDURECONTENT二次备课Warming up(PPT2-4)Daily reportLead-in:Have a free talk by asking and answering questions.Have you ever read any science fiction stories?Do you know any science fiction writers?Who is your favourite one?Have you ever heard of Jules Verne or H.G. Wells?Reading comprehension(PPT5-8)1. SkimmingRead the first story written by Jules Verne and ask questions.Read the second story and complete relevant exercises to help understand.2. ScanningCompare the two science fiction stories and find out similarities and differences both in content and writing. Output(PPT9-10)Students work in groups to write a science fiction story. 1. Decide what story they would like to write. 2. Decide the setting and the main characters.3. Decide how many parts their story will have.HomeworkStudents improve the story and write out the article individually, adding some background pictures if necessary.8