小學語文微課教案

Module3Literature。

一名合格的教師要充分考慮學習的趣味性，作為教師就要根據(jù)教學內(nèi)容制定合適的教案。教案可以讓上課時的教學氛圍非?；钴S，幫助教師提前熟悉所教學的內(nèi)容。關(guān)于好的教案要怎么樣去寫呢？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《Module3Literature》，歡迎您參考，希望對您有所助益！

Module3Literature

PartOneTeachingDesign

教學設(shè)計說明

話題介紹

本模塊主要介紹英國古典文學中狄更斯作品及其生平，了解上述內(nèi)容并掌握有關(guān)的詞匯，培養(yǎng)有關(guān)的語言技巧。

Period1Reading

INTRODUCTIONVocabularyandreading和READINGANDVOCABULARY合并為第一課時“閱讀課”。課文OliverAsksforMore讓學習了解狄更斯作品。在學生課前自學、預(yù)習的基礎(chǔ)上，以背景介紹導入新課，然后采取“自上而下”的閱讀教學模式，引導學生關(guān)注文章的篇章結(jié)構(gòu)、段落大意，得出“樹型圖”，進行“信息轉(zhuǎn)換”，理解全文、復(fù)述意義。教師還可以參考“教學資源”中關(guān)于CharlesDickens相關(guān)信息的材料，幫助學生更多了解英國作品。

Period2Function

第二課時FUNCTIONEmphaticsentences是“功能課”，學習倒裝句的用法”。教學重點是倒裝的用法。

Period3Grammar

課本32頁GRAMMAR1Inversionusedforemphasis為第三課時“語法課”，集中學習和演練Inversionusedforemphasis。

Period4Writing

Writeadescriptionofcharacters

Period5ReadingandVocabulary(2)

課本37頁的ReadingandVocabulary(2)“為泛讀課”，學習PhilipPirrip。引導學生閱讀課課文，然后模仿其語篇結(jié)構(gòu)、盡量運用課文中學到的詞語、結(jié)構(gòu)和話題模式，用記敘文體介紹自己熟悉和喜愛的人物。

Period6ListeningandEverydayEnglish

能識別所學詞語及結(jié)構(gòu)并聽懂意義，能聽懂并理解包含感情和情感的日常用語；能理解《霧都孤兒》的內(nèi)容。

Period7ReadingPractice

課本39頁的Readingpractice讓學生進行閱讀，然后完成書上練習題。

Period8CulturalCorner

該部分簡單介紹了CharlesDickens的生平，是本模塊的一個重要內(nèi)容。教師可以按教學時間來決定教學方法，如果時間緊，可以用泛讀、速讀、略讀的方法處理。了解英國古典文學和同期的古典文學，了解它們對世界文化的貢獻

Period9Task

TASK“任務(wù)課”，學生課前利用圖書館、網(wǎng)絡(luò)等手段收集某一地區(qū)的facts，課上教師出示若干file范例，指導學生完成

Period1Reading---OliverAsksforMore

▇Goals

●TolearntoreadpassageswithInversionusedforemphasisaboutliterature

●Tolearntoreadwithstrategies

■Procedures

Step1:WarmingupbylearningaboutCharlesDickens

CharlesDickens’sfatherwasaclerkattheNavalPayOfficeandbecauseofthis,thefamilyhadtomovefromplacetoplace:Plymouth,London,andsoon.Itwasalargefamilyanddespitehardwork,hisfathercouldn’tearnenoughmoney.In1823hewasarrestedfordebtandCharleshadtostartworkinginafactory,labellingbottlesforsixshillingsaweek.Afterleavingschool,Charlesstartedtoworkinasolicitor’soffice.HelearnedshorthandandstartedasareporterworkingfortheMorningChronicleincourtsoflawandtheHouseofCommons.

In1836hisfirstsuccesswaspublished,ThePickwickPapers.Thiswasfollowedbymorenovels:OliverTwist(1837),NicholasNickleby(1838-39)andBarnabyRudge(1841).HetravelledtoAmericalaterthatyearandarousedthehostilityoftheAmericanpressbysupportingtheabolitionmovement.In1858hedivorcedfromhiswifeCatherine,whohadbornehimtenchildren.Duringthe1840shissocialcriticismbecamemoreradicalandhiscomedymoresavage:NovelslikeDavidCopperfield(1849-50),ATaleofTwoCities(1959),GreatExpectations(1860-61)onlyincreasedhisfameandrespect.Hislastnovel,TheMysteryofEdwinDroodwasnevercompletedandwaslaterpublishedposthumously.

Step2:Beforeyouread

Pleasegooverthewordlistforthismodule,payingattentiontothepronunciationoftheword,therelationshipbetweenitspronunciationanditsspelling

Step3:Whileyouread

Cut/thesentencesintothoughtgroups,blackenthepredicates,underlinetheusefulexpressionsanddarkentheconnectives.

Step4:Afteryouread

CopyalltheusefulexpressionsintoyourExpressionBook.Ifpossible,makeyourownsentenceswiththeseexpressions.

UsefulexpressionsfromOliverAsksforMore

needwashing,tryto,inthisway,becomewildwithhunger,betallforhisage,beusedtodoing,pickout,itwas…who…,stareat,forsupport,notuntil,nosooner…than…,seizesomebody’sarms,rushintotheroom,besureof

SentencesmadewithexpressionsfromModule3

1.Thatyoungthiefneedsagoodbeating!

2.Mostyoungsmokerswhotrytoquitusuallydosoontheirowninsteadofusingrecommendedmethods.

3.Inthisway,Icanfinishthejobaheadoftime.

4.Hisfacebecameredwithcold

5.Themerchant’ssonismatureforhisage.

6.IhavealwayslivedinthecountrybutnowI’mbeginningtogetusedtolivinginthecity.

7.Canyoupickoutyoursisterinthiscrowd?

8.Itwastheythat(who)cleanedtheclassroomyesterday.

9.Itissopeacefultostareatthecloudswithoutacareintheworldonbrightwarmsunnyday.

10.Theoldmanheldastickforsupport.

11.Notuntilthechildfellasleepdidthemotherleavetheroom.

12.Nosoonersaidthandone!

13.Heseizedthegunfromtheenemysoldier.

14.Whenthebellrang,studentsrushedintotheclassroomlikebees.

15.Itisourresponsibilityascitizenstobesureofthetruthfulnessofinformationbeforeweactonitorpassiton.

Step5:Drawingadiagramofthetexttoshowitsorganization

OliverAsksforMore

Thebeginningofthefilm:Theboysbecamequitewildwithhunger

ChildrenchoseOlivertoaskformoresoupandhedidso

OliverwaslockedinaroomandmaybewouldbehangedStep6:Closingupbyretellingthetext

Toendthisperiodwearegoingtoretellthetextwiththehelpofthediagramabove,usingasmanyinversionsentencesaspossible.

相關(guān)閱讀

Module3Unit3

作為優(yōu)秀的教學工作者，在教學時能夠胸有成竹，作為教師就要在上課前做好適合自己的教案。教案可以讓學生更好的吸收課堂上所講的知識點，幫助教師掌握上課時的教學節(jié)奏。教案的內(nèi)容具體要怎樣寫呢？下面是小編精心收集整理，為您帶來的《Module3Unit3》，歡迎您參考，希望對您有所助益！

Module3Unit3
一．詞組
1．事實上________________________2.撫養(yǎng);教育;提出(討論等);嘔吐______
3.對…作出解釋;導致_______________4.與此相反;正相反_______________
5.掙得船費____________________6.偶然;無意中_____________________
7.衣衫襤褸_________________8.凝視;盯著看___________________
9.冒險________________________10.說實話_________________
11.一大筆；大量_____________12.以一種…的態(tài)度__________
13.對…沒有耐心__________________14.…是某人的過錯________________
15.允許某人做某事________________16.提前_______________
17.迷路；傾心于__________________18.打賭______________________
12.前進;可以;往下說_____________20.關(guān)于;至于_________________
二．單元重點詞匯
1.scene場景；情景scenery自然風景；自然風光
sights名勝；人文景觀（常用復(fù)數(shù)）view從遠處或高處看到的景色
1)Thereisacrowd_________________oftheaccident.事故的現(xiàn)場擠滿了人。
2)Themountainhotelofferedabeautiful_______.
3)Iprefertoseethehistorical________ofLondon.
4)Let’sstoptoadmirethebeautiful_________here.
2.Permit
1)Haveyouapermittofishinthislake?你有在這個湖里捕魚的_________嗎？
2)Wedonotpermit________intheoffice我們不允許辦公室抽煙
Wedonotpermithim______________intheoffice.我們不許他在辦公室抽煙。
=Heisnot______________＿＿＿intheoffice.
3.spot
1)Ieasily________himinthecrowdbecausehewasverytall.(v.發(fā)現(xiàn)，認出)
2)He_______thedesk_______ink.他用墨水弄臟了課桌。
3)Mycatiswhite________brown________.我的貓是白底棕色斑點的
4)Whenthefirebrokeout,nobodywas_______________________(在現(xiàn)場)
4.Seekv.(過去式________,過去分詞________)
1)I____________________hermindbutfailed.我試圖改變她的心意但沒有成功
2)Hewentto______________________________.他去請教他的律師。
5.重點句型：
1）___fact,Ilanded____Britain___accident.事實上，我在英國上岸是偶然的。
2）Ididn’tknow_____Icouldsurvive_____morning.我不知道我是否能活到天明。
3）And_______theship_____broughtyoutoEngland.就是這條船帶你到英國的。
4）Thefact_____Iearnedmypassage______working______anunpaidhand,________accounts_________myappearance.
事實上我靠做義工來頂替船費，這就是我為什么衣冠不整地原因了。

Module3MyFirstRideonaTrain

一名優(yōu)秀的教師在教學時都會提前最好準備，教師要準備好教案，這是教師需要精心準備的。教案可以讓學生們充分體會到學習的快樂，減輕教師們在教學時的教學壓力。我們要如何寫好一份值得稱贊的教案呢？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《Module3MyFirstRideonaTrain》，希望能為您提供更多的參考。

Module3MyFirstRideonaTrain
一、題材內(nèi)容
本模塊是通過旅游經(jīng)歷介紹風光，幫助學生學會關(guān)于交通工具和地貌等自然現(xiàn)象的詞語，學會運用表示過去的用語作回憶、寫游記、介紹風光。
二、教學目標
1）語言知識：
語音句子中的重音
詞匯abandonedcassettecircuscolorfuldesertdiamondexpertfarmfieldshelicopterlawtramshootkindergartenproductrecentlyscenerysupply
詞組inthecentralpartof,along-distancetrain,darkred,untilthe1920s,onthecoastof,outofdate,adiningcar,comicbooks,forthefirsttime,feelnervous,aspeedof
語法-ed形式作形容詞；表達過去時間的詞語或詞組
功能禮貌用語
話題介紹旅游經(jīng)歷；介紹童年故事
2）語言技能：
聽聽懂對事件的回憶、旅游介紹并獲取信息
說禮貌地進行EverydayEnglish中的對話；運用過去時間回憶；運用含有-ed句子介紹風光
讀Scanning,skimming,carefulreading,generalization;inference等閱讀微技能訓練
寫用所學的詞匯、詞組、及含-ed的句子寫介紹旅游情況的文章和各種回憶
3）學習策略：
學生一定程度形成自主學習，有效交際、信息處理、英語思維能力
認知聯(lián)系，歸納，推測，速讀，略讀，查讀等技能
調(diào)控從同伴處得到反饋，對自己在敘述及作文中的錯誤進行修改
交際積極、有效同時禮貌地進行對話
資源積極有效閱讀從網(wǎng)上及各種媒體所獲取的有關(guān)旅游及介紹各地風光的信息
4）文化意識：了解我國現(xiàn)代化建設(shè)的最新成就；了解我國及各地不同的旅游文化
5）情感態(tài)度：熱愛祖國河山；為祖國建設(shè)感動自豪；倡導文明禮貌
三、教學重點和難點
重點：1.如何使用地道英語描述風光、事件或回憶
2.正確理解并應(yīng)用-ed形容詞
3.如何禮貌進行日常對話
難點:能用得體的英語表達自己，描述過去的難忘經(jīng)歷
四、教學方法
基于課程改革的理念及“第二語言習得論”和“整體語言教學”理論，運用任務(wù)型教學途徑，圍繞核心任務(wù)，設(shè)定小任務(wù)，開展促進自主性學習的課堂活動，強調(diào)合作探究與獨立思考相結(jié)合，初步設(shè)計“P—T—P”自主學習立體模式：（Pre-task----Task-cycle----Post-task）。
五、教材處理
核心任務(wù)：學生能利用照片、明信片、紀念品等向同伴介紹旅游情況。三個環(huán)節(jié)如下：
Pre-task:學生回憶往事，激活背景知識，重溫情感體驗
Task-cycle:通過整個模塊聽說讀寫的訓練，強化“描述風光或一件難忘的事”的表達及語篇能力，為完成任務(wù)做好鋪墊
Post-task:達成任務(wù)，展示成果，反饋學習情況。
六、教學安排
根據(jù)學生學習英語的特點和規(guī)律，我們把本模塊劃分為6課時：
Period1:Introduction,Readingandvocabulary(1.2)
Period2:Reading
Period3:Grammar12,Function,CultureCorner
Period4:Vocabulary,readingandspeaking
Period5:Listening,pronunciation,EverydayEnglish
Period6:Task,writing
注：教學設(shè)計內(nèi)容較多，應(yīng)根據(jù)學生的學習水平、接受程度及課堂出現(xiàn)的臨時狀況進行運用、調(diào)整及篩選。
[教學設(shè)計]
Ss=students;T=teacher;=groupwork;=pairwork;=individualwork=screen
Period1Introduction,Readingandvocabulary(1.2)
Ⅰ、教材內(nèi)容及教學目標
1、學習有關(guān)交通工具的名詞和動詞，回憶第一次旅游的快樂情景
2、通過查找信息，描述自己印象中的澳大利亞
3、學習部分有關(guān)Reading中將要出現(xiàn)的生詞(需要在文章中猜測的詞匯除外)
Ⅱ、教學設(shè)計
Task1:Describeatrip(15m)–Introducton
Pre-taskBrainstorming
Trytobringoutasmanywordsabouttransportationaspossible.
Task-cycleLearndifferentverbsandnounsabouttraveling.
Activity1Matching(1)
Activity2Putmeintherightplace!
A:Drawapicturewithroad,rails,waterandcloudsontheblackboard.Put
differentvehiclesintherightpositiononthepicture.
B:AskandanswerQsin(2)accordingthepicture.
Activity3FillingGuessinggame
geton(off)
getinto(outof)
Ride
Drive
takeoff/ride
A:

B:ShowpicturestakeninHainan.Q:HowdidIgetthere?(differentanswersshouldbeencouraged)
Post-task:Describethefirsttimeyoutraveledalongdistance
A:Q:Whensomeonewanttodescribehisfirsttrip,whatdoyouwanttoknow?
5W1H(who,when,where,what,whyhow)
B:DescribethefirsttripReporttoall
Task2:DescribeAustralia(25m)—Readingvocabulary
Pre-task:SearchinformationaboutAustraliabeforeclass
Task-cycle:Australia
Activity1Brain-storming(wordsaboutAustralia)
Activity2Talking(1)
A:TalkaboutthepicturesonP22+thingsaboutthecountrybroughtbySs
B:Getquestionsin(1)solved
C:Dialoguebetween“Australians”and“tourists”Reporttoall
Activity3Vocabulary(Part)
A:ChoosethewordswhichyouthinkcanbeusedtodescribeatraintriptoAustraliafromthelistshownonthescreen(adictionaryisrecommended)
B:Matchthewordswithpictures(camels,cassette,desert,diamonds,sand,soil)
C:Chooseawordintheblankettomatchtheunderlinedpartinapassage(2)
Notlongago,IhadawonderfultriptoHainan.It’snotanareaofdryland,becauseit’ssurroundedbysea.Thereyoucanalwaysenjoythebeautifulsunshine,greentreesandbluewater.Onthebeaches,youcan’tfindanyvaluablestones,butyoucanalwaystouchthesoftsandinstead.Onmywayback,Imadefriendswithsomeofthepeopletravelingonthetrain.
Post-task:Display(Abriefmake-upstoryaboutatriptoAustraliausingsomeofthenewwords)
Recalling(4m)Recallwhatwelearntoday.Questionsunsolved.
Homework(1m)WorkbookP804.5.
Describeyourfirsttimeyoutraveltoaplaceofinterest.

Period2Reading
Ⅰ、教材內(nèi)容及教學目標
1、學習在澳大利亞乘火車旅游的文章
2、訓練速讀、略讀和查讀技能，通過中心句掌握全文中心，學會分析文章結(jié)構(gòu)，
學會運用想象、聯(lián)想、邏輯分析和英語思維的能力
3、學會如何描述乘火車旅游的情形
Ⅱ、教學設(shè)計
TaskLearnandretellthepassage
Pre-taskContentPrediction(2m)Accordingtothepictureandthetitle,trytopredictwhatwewillbeabletolearnfromthepassage.
Task-cycleReading(40m)
Pre-readingMapreadingLookatthemapoftherailwaysinAustralia,discusswhichcityyouwouldliketotravelandhowtogetthere.
While-reading
Activity1First(Fast)reading
A.Match:Findoutwhatmainideaeachparagraphisabout.(myfirstrideonalong-distancetrain,thefood,thepassenger,theGhan)
B.Mainsentenceineachparagraph.
C.Mainidea
D.GuideSstofindoutthestructureofthepassage.
Activity2Second(Detailed)readingDealwith6questionsin(4)
Activity3Thirdreading(ReadingStrategiesApplying)
A.Findoutappropriateinformationtofillintheformbelow:
PartOne(1)
WhoWhenWhereWhatWhyHow
PartTwo(2-3)
FoodScenery
FirsthundredkmsAfterthatSuddenly
B.Putmeintherightorderandformapassage,addinginthetimesignals.
Camelsweretrainedtocarrysuppliesbackfromthecentralpart.
Camelswereshotbecauseofthenewrailwaylinebuiltbythegovernment.
TheybroughtcamelsfromAfghanistan.
Australiansneededawaytothecentralcountry.
Theytriedridinghorses,butfailed.
C.Word-guessing(abandon,diamond,supplies)
Post-task
Activity1RetellingRetellthepassagewiththehelpoftheform
Activity2DiscussionP24(5)
Activity3Smalldebate“Theyshouldshotthecamels”
Recalling(2m)Recallwhatwelearntoday.Questionsunsolved.
Homework(1m)Writeareadingnote
閱讀格式卡
Title__________________________Module_________Date___________
Generalidea：
WordsPhrases:
BS:
BS=beautifulsentence

Period3Grammar12,Function,CultureCorner
Ⅰ、教材內(nèi)容及教學目標
1、學會通過合作探究，歸納總結(jié)出-ed形容詞作定語及其定語的位置，
2、運用過去時間表達法
3、運用禮貌用語
4、了解Maglev，能說出與普通火車的區(qū)別
Ⅱ、教學設(shè)計
Task1Findoutrulesof“–edadjectives”
Activity1CompetitionThegroupwhichwritethemostright–edformsoftheverbsgivenbyteacherswin.
Activity2Findouttherulesof“-edadj.”
A.Look,say,writeandcombinea.Tactoutthesentences:Ithrewthepaperaway.Thepaperwasusedbefore.
b.Sswriteoutthesentences
c.Trytocombinethesentencestoone:Ithrewthe_______paperaway.
d.Talkaboutthepicturesusing–edformandwritethemdown.
B.Observe,compareandfindouttherules(Grammar1)
Activity3WorkbookP791.2.
Task2:Story-makingusingpasttensetimeexpressions
Activity1Brainstorming(pasttensetimeexpressions)
Activity2Completethesentences(2)
Activity3Story-tellingMakestoriesaccordingtothepicturesgiventodifferentgroups

Task3:Politeconversation
Activity1Actanddiscuss2Ssactoutthedialogue.DiscussQsin(2)
Activity2MakenewdialoguesSuggestionsgivenbySs—Makenewdialoguesaccordingto(3.4)
Task4:Interview(aboutMaglev)
Activity1Readandcompare
Activity2InterviewReport(oneinterviewer+onemayor+designer+assistant)
Activity3Yourideaofnewtransportations

Period4Vocabulary,readingandspeaking
Ⅰ、教材內(nèi)容及教學目標
1、學習表示地點和在該地點做事的詞匯，訓練聯(lián)想的認知策略
2、學習有關(guān)回憶的文章，能敘述自己的回憶
Ⅱ、教學設(shè)計
TaskChildhoodmemories
Pre-taskWordsandexpressions
Activity1DistrictmapDrawanimaginarydistrictmapwithnamesonitwithSs
Activity2Tellmeyourfirsttimeto...
IwillneverforgetthedayI...
IrememberthedayI...
myfirstvisitto...
doing
Task-cycleJigsawreadingInterview5groupsread,othergroupsbringoutQs.—Interview
Post-taskTalkshowThreefamouspersonsoneTVhostonaTVtalkshowtalkingaboutchildhoodmemories.

Period5Listening,pronunciation,EverydayEnglish
Ⅰ、教材內(nèi)容及教學目標
聽懂對話，抓住要點，獲取信息
1、
2、句子重音
3、訓練根據(jù)對方話語作出回應(yīng)、表達態(tài)度的技能
Ⅱ、教學設(shè)計
Task1Knowingthingsabouther
Pre-taskGettinginformationaboutMaryLennon
Task-cycleListening
Activity1WhenWhereBywhatGetbasicinformationfromthefirstlistening
Activity2Interview(Ex.12)
Post-task“IamMaryLennon...”SupposeyouareMary,talkaboutyourexperiencewiththehelpoftheQs
Task2:“MyPronunciationisbetter!”
Activity1ListenImitate
Activity2Competition
Task3:Showyourresponse!
Activity1Ex.12
Activity2ShowyourresponseOneofyouisasuperstar,theotherisaninterviewer.You’rehavingatalkonCCTV.(Trytouseexpressionstoshowyourresponseorattitudetowardstheotherperson.)

Period6Task,writing
Ⅰ、教材內(nèi)容及教學目標
1、借助一切可借助的力量介紹自己的一次旅游情況
2、寫童年某一事件的過程，訓練記憶、整理和歸納等邏輯思維能力
Ⅱ、教學設(shè)計
Task1:Displayoneofyourtripstoatouristspot
Pre-task:Thingsaboutthetrips
A.Collectinformationaboutthetouristspot
B.CollectEnglishsignsinthetouristspot
C.Collectpictures,photos,postcards,magazinesreports,mapsorsouvenirsaboutthetouristspot
D.Makenoteson5W1H
Task-cycle:ShareChoose
Activity1Sharethethingsyoucollectwithyourpartners
Activity2ChoosethebestStodothetalking,theothersofferhelpwhenneeded
Post-task:DisplayTalkaboutyourfirsttripstoatouristspotwiththehelpofallkindsofinformation.(analbumwithcommentsonitisrecommended)
Task2:Writing
Pre-task:Choosetopics
Task-cycle:Writing
Brainstorming--Writing---Evaluationbyoneselfpartner---Correction--ChoosethebestoneCorrect
Post-task:ShowthebestwritingComment
RecallingRecallwhatwelearntodayQuestionsunsolved.
HomeworkComposition(ChooseanytopicsonP27)

Module3ForeignFood

Module3ForeignFood
Period2GrammarandUsage--ReviewofAttributiveClause
▇Goals
●ToreviewAttributiveClause
▇Procedures
Step1:SomepracticalexplanationsofAttributiveClause
一、經(jīng)常使用定語從句的場合:
1.先行詞為獨一無二的物體時。如：Thesun,whichrisesintheeast,givesusheatandlight.太陽從東邊升起，給我們發(fā)出光和熱。
2.先行詞是指物的專有名詞時。如：
TheGreatWall,whichiscalledinChinese“TheTenThousandLiGreatWall”,isactuallymorethan6,000kilometerslong.
長城，中國人稱作“萬里長城”，實際上6,000多公里。
3.先行詞指物且被指示代詞或人稱代詞所修飾時。如：Thisisherhouse,whichwasbuiltlastyear.這是她的房子，是去年建的。
4.定語從句修飾整個主句時。如：HeisfromAmerica,whichIknowfromhisaccent.他是美國人，這一點我從他的口音可以斷定。
二、定語從句引導詞的選擇:
1.關(guān)系代詞的選擇
1)非限制性定語從句的關(guān)系代詞不能用that。指人時，如引導詞做主語用who、作賓語用whom；指物時要用which.注意引導詞作賓語也不能省略。如：
Mr.Zhang,whocametoseemeyesterday,isanoldfriendofmyfather’s.張先生昨天來看我，他是我父親的一位老朋友。（作主語）
MissHowe,whomyoumetatthestation,isfromAmerica.豪小姐是美國人，你在車站見過她。（作賓語）
TheGreatWallofChina,whichwasbuiltbyancientChinesepeople,isregardedasoneofthefewwondersoftheworld.長城是古代中國人民修建的，它被看作是世界上為數(shù)不多的奇跡之一。
2)as和which的選擇
as和which都可用來引導非限制性定語從句，來指代整個主句的內(nèi)容。非限制性定語從句位于句末、且as或which在從句中作主語、賓語或表語時，兩者?？苫Q。如：
Shefailedintheexam,which/aswasnatural.他考試沒及格，這很自然。（作主語）
Heisanhonestboy,which/asanybodycansee.任何人都能看得出來，他是個誠實的孩子。（作賓語）
ThemanseemedaGerman,which/asinfacthewas.那個人似乎是個德國人，實事上他就是德國人。（作表語）
但要注意以下區(qū)別：
①如非限制性定語從句位于主句之前或插在主句之中時，只能用as。如。
Aswehaveseen,oceanscovermorethan70percentoftheearth.
我們已經(jīng)看到，海洋占地球面積的百分之七十多。
Thiskindofcomputer,asiswell-known,isoutofdate.
眾所周知，這種計算機現(xiàn)在已經(jīng)過時了。
②as在從句中作主語，后面常跟行為動詞的被動式;which在從句中作主語，后常跟行為動詞的主動式。如：
Shehasbeenlateagain,aswasexpected.她又遲到了，這在預(yù)料之中。
Itrainedhardyesterday,whichpreventedmefromgoingtothepark.
昨天雨下得很大，使我無法去公園。
Katealwaystellsalie,whichherparentsfindstrange.凱特總是說謊，她父母覺得這很奇怪。
③當從句和主句語義一致時用as，表“正如”；反之用which。如：
Thethiefcameagain,aswasexpected.小偷又一次來了，這是預(yù)料之中的。（語義一致）
Theelephantislikeasnake,whichisnotright.大象像一條蛇，這是不對的。（語義不一致）
④as用常用在asoftenhappens,aswaspointedout,aswassaidabove,asIremember,asIunderstand等結(jié)構(gòu)中。如：
Jackhaswonthefirstprize,asoftenhappens.像往常一樣，杰克獲得了一等獎。
2.關(guān)系代詞和關(guān)系副詞的選擇
在非限定性定語從句中，關(guān)系代詞和關(guān)系副詞的選擇方法和限制性定語從句一樣：引導詞在從句中作主語或賓語時，用關(guān)系代詞；作狀語時用關(guān)系副詞。如：
Iwanttobuythehouse,whichhasagarden.我想買那個房子，那個房子有一個花園。（作主語）
Theplace,whichIvisitedbefore,haschangedgreatly.
這地方我以前來過，現(xiàn)在變化很大。（作賓語）
ThestoryinthebooktakesplaceinCanada,whereDoctorBethunewasborn.
書中故事發(fā)生在加拿大，白求恩大夫就是在那里出生的。（作狀語）
3.關(guān)系副詞和人稱代詞、指示代詞的選擇
選關(guān)系代詞還是人稱代詞，關(guān)鍵是分清句子結(jié)構(gòu)。如是非限制性定語從句（兩句中間以逗號隔開，且無連詞），用關(guān)系代詞；如是并列句（全句中有連詞、兩句中間為句號或分號），用人稱代詞或指示代詞。請試填：
①Hehasthreesons,noneof____isadoctor.
②Hehasthreesons,____aredoctors.
③Hehasthreesons,butnoneof____isadoctor.
④Hehasthreesons;____aredoctors.
A.whomB.themC.theyD.who
題解：①、②兩題中間為逗號且無連詞，說明后句為非限制性定語從句③、④題為并列句。答案：ADBC.
Step2:定語從句對比練習
1.①Thisisoneofthemostinterestingfilms_____shownlastweek.
②Thisistheveryoneofthemostinterestingfilms_____shownlastweek.
A.whichwasB.thatwasC.whichwereD.thatwere
2.①Hehastwosons,_____arecollegestudents.
②Hehastwosons,and_____arecollegestudents.
A.bothofwhichB.bothofwhomC.bothofthemD.bothofit
3.①Hestilllivesintheroom_____windowfacestotheeast.
②Hestilllivesintheroom,thewindow_____facestotheeast.
③Hestilllivesintheroom_____isinthenorthofthecity.
④Hestilllivesintheroom_____thereisabeautifultable.
A.whichB.whoseC.whereD.ofwhich
4.①_____leavestheroomlastoughttoturnoffthelights.
②_____wholeavestheroomlastoughttoturnoffthelights.
③_____wholeavetheroomlastoughttoturnoffthelights.
A.AnyoneB.WhoC.ThoseD.Whoever
5.①_____weallknow,Chinaisrichinnaturalresources.
②_____iswell-knownthatChinaisrichinnaturalresources.
③_____iswell-known,Chinaisrichinnaturalresources.
A.WhichB.AsC.ItD.That
6.①I’llneverforgetthedays_____westudiedtogether.
②I’llneverforgetthedays_____wespenttogether.
A.thatB.不填C.whenD.AandB
7.①Thisistheonlyway_____youcanfind.
②Idon’tliketheway_____hespoketohismother.
A.thatB.不填C.inwhichD.A,BandCE.AandB
8.①Galileocollectedthefacts__provedtheearthandalltheotherplanetsmovearoundthesun.
②Galileodiscoveredthefact_____theearthandalltheotherplanetsmovearoundthesun.
A.thatB.whichC.不填D.AandB
9.①Isthismuseum_____theyvisitedlastmonth?
②Theteachertellsusthat_____cleanstheblackboardistobepraised.
A.thatB.theoneC.whichD.theonewho
10.①Itwaseleveno’clock_____theywentoutofthecinema.
②Itwasateleveno’clock_____theywentoutofthecinema.
A.whichB.thatC.whenD.onwhich
Keys:1.①D②B2.①B②C
3.①B②D③A④C4.①D②A③C
5.①B②C③B6.①C②D
7.①E②D8.①D②A
9.①B②　D10.①C②B

Module 3 music教案

俗話說，磨刀不誤砍柴工。教師要準備好教案，這是教師需要精心準備的。教案可以讓學生們能夠更好的找到學習的樂趣，幫助教師掌握上課時的教學節(jié)奏。怎么才能讓教案寫的更加全面呢？下面是小編精心收集整理，為您帶來的《Module 3 music教案》，歡迎閱讀，希望您能閱讀并收藏。

Module3music

Aimsandrequirements
●Toenablethestudentstolistenandtalkaboutlikesanddislikes(especiallyaboutmusicandmusicians),encouragingthemtotrythevocabularyandeverydayEnglishinthisunit
●Todevelopthestudents’readingability
●Tohelpthestudentslearnandusetwogrammars(adverbialclauseoftimeandthepastperfecttense)indifferentsituations
●Tohelpthestudentstowriteabiographyofaperson,usingthetimeexpressionsinGrammar1
Teachingprocedures

Period1Introduction，Warmingup
Teachingaims:
Enablingthestudentsto
1.knowsomewordsaboutmusic
2.knowsomethingaboutthreegreatcomposers
step1.Warmingupbylisteningpiecesofmusicandaskingquestions
Playseveralpiecesofmusic(musicfromHaydn,MozartandBeethovenwillbebest)toletthestudentslistenandappreciate,thenaskthem:
1)Doyoulikemusic?
2)Whataboutthesepieces?
3)Whatisyourfavoritekindofmusic?
4)Whoisyourfavoritemusician?Andwhoisyourfavoritecomposer?
step2.Warmingupbyshowingsomepicturesanddiscussing

1)Doyouknowwhotheyare?
2)Whatkindofthingsarethesepicturesconnectedwith,science,culture,politics,painting,drawingormusic?
step3.Warmingupbylisteningtoapieceofmusic
Goodmorning,class.Todaywearegoingtoreadapassageaboutthreegreatmusicianswhoareallcomposers.Acomposerisamusicianwhowritespiecesofbeautifulmusicforotherstosingortoplay.Now,let’slistentoapieceofmusic.(theteacherplaysapieceofmusic----erquanyingyue)
1.doyouknowwhatkindofmusicitis?
2.whoseworkisit?
3.whatkindofmusicisit?
4.whatisyourfeelingafterlisteningtoit?
Step4showthefollowingpictures
Andmakethestudentsfamiliarwiththesenewwords:
Pianoviolinsaxphonedrumerhuguitar
step4.

nowpleasematchthesemusicalinstrumentswiththeirnames.
Step5workingroupstodiscussthesequestions:
1.whichoftheinstrumentsdoyoulikelisteningto?
2.whichfamousmusiciansplaythem?
3.isthechineseinstrumentsdifferentfromtheotherinstruments?describethedifference,ifthereisone.
Step6summaryandhomework:
Todaywe’velearnttheIntroduction,knowsomethingaboutmusic,andwe’vealsolearntsomenewwords.
Thehomework:
1.Trytoinstructyourfavoritemusiciantoyourclassorally.
2.Learnthenewwordsagain,usingthedictionaryifnecessary

Periods2ReadingandVocabulary

TeachingAims:
Trainthestudentsreadingability.
Learnsomeusefulwordsandexpressions.
TeachingImportantPoints.
Helpthestudentstounderstandthepassagebetter.
Learnandmastersomeimportantwordsandphrasesinthisperiod.
TeachingDifficultPoints:
Howtohelpthestudentsimprovetheirreadingandunderstandthepassagebetter.
TeachingMethods:
Fastreadingtogetthegeneralideaofthetext.
Carefulreadingtounderstandthepassagebetter.
Discussiontohelpthestudentsunderstandwhattheyvelearnedbetter.
Teachingprocedure.
Step1Lead--in
TheteachermayplayakindofmusicwrittenbyBeethoven.
-------Whatkindofmusicdoyouthinkit?
-----Whodoyouknowwroteit?
Theteachermaydiscussthequestionsandanswerthemfreely.
T:Asweknow,therearevariouskindsofmusicaroundtheworld.Theyallhavetheirownobviouscharacteristic.AndalsotherewerefamouscomposerssuchasJosephHaydn,Mozart,andBeethoven.Todaywemaylearnoftheirlifefromthetext.
Step2Readingcomprehension.
Fastreading:Readthepassagequicklyandchoosethebesttitle.
A.ThreeGreatAustrianComposers.
B.ThreeGreatComposeroftheeighteenthCentury.
C.ThreeGreatChildComposers.
Key:Ｂ.
Nowletsreadthepassageagain,underlinenewwordsinthetextanddecidewhetherthefollowingstatementsarerightornot.
1.ThethreecomposerswereallborninAustria.
2.Mozarthadabeautifulsingingvoice.
3.Mozartdiedbeforehisfortiethbirthday.
4.Beethovenonceworkedatthecourtofaprince,whobegantogodeafwhenhegrewolder.
5.BeethovenhadevermetHaydn,buthedidntthinkhetaughthimalot.
6.BothHaydnandMozarthadfatherswhoweremusicians.
Key:
1.FBeethovenwasborninBonn,Germany.
2.F.Haydnhadagoodsingingvoice.
3.T
4.F.Haydnonceworkedatthecourtofaprince,buthedidntgodeaf.
5.T
6.F.Haydnwasthesonofapeasant
(TheteachermaybeginwiththeT/Fquestionsorallyandthisisagoodtimetotesttheirlisteningabilitiesaswellastheircomprehensionofthetext.)
Step3Readandlistentothepassage.Meanwhile,somemorequestionsarewaitingforyou.
1.HowdidHaydnchangetheformofsymphonies?
2.HowlongdidheworkineasternAustria?
3.HowmanypiecesofmusicdidMozartcompose?
4.HowoldwashewhenheplayedfortheEmpressofAustria?
5.HowlongwereMozartandHaydnfriends?
6.WhotaughtBeethovenhowtoplaythepiano?
7.Didhestopcomposingwhenhebecamedeaf?
Keys:
1Hechangedthesymphonyintoalongpieceforalargeorchestra.
2.30years.
3.Morethan600piecesofmusic.
4.Whenhewas6,heplayedtheharpsichordinaconcertfortheEmpressofAustria.

Periods3,FunctionandGrammar

Teachingaims:1Tolearngrammarrules
2Tousethegrammarrulesforcorrectcommunication
3Tostudyco-operately
Teachingimportantpoints:Tousethecorrecttenseandtheproperconj.
Teachingdifficultpoints:Tousecorrectlythetwotensesandthethreeconj.
Teachingmethods:Explanationandpractice
Teachingprocedure:
StepⅠLead-inbytellingtheclasswhathappenedtotheShenzhouⅫ
Asscienceandtechnologyisdevelopingrapidly,Chinahasachievedalotintheareaof.ShenzhouⅫlaunchedwhen/whilescientists,engineersandthewholenationwerewaitingandwatching.WhenIcamebackhomefromschoolandheardthenews,Icouldn’thelpgettingexciteed.Ifeelproudofourcountry.
StepⅡGrammar1
1Makesentenceswith“when,while,comein,havealesson”
(Hereisapictureofaclassroomandastudentcomingin)

AWhenhecamein,wewerehavingalesson.
BWhenwewerehavingalesson,hecamein.
CWhilewewerehavingalesson,hecamein.

2Saythemeaningof“as”inthefollowingsentences.
DAshewasachild,hestudieddrawing.
EAshegrewolder,hebegantogodeaf.
FHelistenedtomusicashewalked.
當…之時隨著一邊…一邊…
3Answerthethreequestions.
Whenwetalkaboutasingleeventinthepast,weusewhenasinA.
Whenwetalkaboutaperiodoftimeinthepast,weusewhen/while/asasinBCD.
WeuseastorefertoaprogressivechangeasinEF.
4Practice
Completethefollowingsentenceswith“when,while,as”
(1)___shewasstudyingatschool,shealsosangintheschoolchoir.
(2)___hewaslivinginVienna,hestudiedmusic.
(3)___shemetbach,shewasonly20yearsold.
(4)___hegrewolder,hefounditmoredifficulttocomposemusic
(5)___hewasplayingintheorchestra,hemethiswife.
(6)___hewasworkinginHollywood,hebecameillanddied.
(7)___Ilistenedtotheviolinsolo,Ifellinlovewithclassicalmusic.
(8)___theytouredEuropefor10years,theyfinnallydecidedtoliveinAustrilia.
StepⅢGrammar2Thepastperfecttense
1Readthefollowingsentencesandsummariserules,payingattentiontotenses.Fillintheblanks.
AfterLipinghadfinisheddoinghishomework,heturnedontheTV.
Aftertheyhadgoteverythingready,theybegantodotheexperiment.
Beforehecametoourschool,hehadtaughtEnglishforseveralyears.
Beforehisletterreachedme,Ihadreceivedhistelephonecall.
Theyhadfinishedtheprojectbylastmonth.
Ihadleftthecountrybythetimetheletterreachedme.
haddonebeforedid
didafterhaddone
haddonebydid/pasttime
2Practice
WorkbookGrammar(2)(3)(4)
Completethesentencesusingtheverbsinbracketsandthepastsimpleorpastperfecttense.

StepⅣ
1GameOralpractice,pairwork.
Askandanswerquestionsusingallkindsoftenses.
Example:--Whendidyouhaveyourbreakfastthismorning?
--At6.
--HaveyoupreparedfortheEnglishlesson?
--Yes,Ihave.Ihavefinishedtheexercisesintheworkbook.
2Watchavedioplay.
StepⅤSumup
Asksomestudentstomakesentencesusing“when,while,as,before,after,by”.
StepⅥHomework:PresentabiographyofafamousChinesemusicianorcomposer.

Periods4SpeakingandWriting
TeachingAims:
1.KnowledgeandSkill
a.Todevelopspeakingabilitybytalkingaboutlikesanddislikes.
b.Tolearnaboutsomevocabularyandknowledgerelatedtomusicandcomposers.
c.TodevelopwritingabilitybypresentingabiographyofafamousChinesemusicianorcomposer.
d.Traintheabilityofcollectinganddealingwithinformation,anddeveloptheirabilitiesofgettingnewinformation,communicationandcooperation.
2.EmotionandValues
a.Toraisestudents’interestsinscienceandformtherightattitudetowardsallkindsofmusic.
b.TohelpthemknowChinesetraditionalmusicwellandcultivatetheirinterestinplayingsomeChineseinstrument.
3.Character-building:
a.Tomakethemknowhowtoenjoydifferentkindsofmusic.
b.Arousetheirinterestofplayingsomekindsofinstrumentandenrichtheirleisuretime.
4.Cross-culturalawareness
a.TohelpthemknowthedifferencebetweenChinaandsomewesterncountriesininstruments.
b.Cultivatetheirawarenessofculturalcommunicationthroughthespeciallanguage—music.
DifficultiesandImportance:
a.Tomakethestudentsunderstandandgraspthevocabularyandknowledgerelatedtomusic.
b.Toenablethestudentstoknowhowtouseadverbialclauseoftime.
TeachingMethod:
a.Task-basedmethodology
b.CommunicativeApproach
TeachingProcedures：
Step1Pre-reading
Lookatthepictureandanswerthefollowingquestions.
1.Whoishe?
2.Haveyoueverknowsomethingabouthim?
Step2While-reading
a.Skimming
Readthepassagequickly,andmakeanoteofsomebasicinformationaboutYexiaogang．
Name
Sex
Nationality
Job
Mainachievement
Styleofmusic

Suggestedanswers:

NameYexiaogang
SexMale
NationalityChina
JobComposer
Mainachievementreceivedmanyprizes,homeandabroad
StyleofmusicmixingChinesemusicaltraditionswithwesternformsandinstrumentation．
b.Detailedreading
Readthepassagecarefullyandfillintheblankswithproperwords.FindwhatYeXiaogangdidorwhathappenedtohiminthefollowingyears：
TimeWhathedid
1955
From1978to1983
1985
1986
1996
Suggestedanswers:
TimeWhathedid
1955born
From1978to1983studiedattheCentralConservatoryofMusicofChina．
1985heldaconcertofsymphoniesinBeijing．
1986hisalbumappeared
1996playedwithItalianmusicianEnricoRavaattheBeijingInternationalJazzFestive．
Step3.Post-reading
Discussion.
1.ArethereanysimilaritiesbetweenYeXiaogangandtheEuropeancomposersyouhavereadaboutinthismodule?
2.DoyouthinkitisagoodideatomixChineseandwesternmusic?
Step4EverydayEnglish
a.Listentotwopeopletalkingaboutthewaytheylistentomusicandanswerthequestions.
1.Howdotheylistentoit?
2.Aretheyhappywiththewaytheylistentomusic?
3.WhatdoesAnnaoffertodoforTom?
b.workinpairs.Discussyourfavouritemusicandhowyoulistentoit.
Step4Guidedwriting
WriteashortpassageofafamoussingerinChina—HanHong.
Thefollowingwordsmayhelpyou:
1.singwellsuccessfulsongwriter
2.bornin1971inTibet(西藏)
3.youngwatchhermothersinganddance
4.attheageofnineprofessional(專業(yè)的)traininginBeijing.
5.in1985herfirstnationalprize
6.writesongsin1993
7.songHometownnumberoneinChina
Homework:
1.FinishwritingthebiographyofHanHong—afamousChinesesinger.
2.Finishotherexercisesinthismodule.

Periods5culturecorner

Teachingaims:
Enablingthestudentsto
1.toknowsthaboutYeXiaogang
2.writeabiographyofafamousChinesemusicianorcomposer.
Teachingsteps:
I.AsksomestudentstosaysomethingaboutMozart.Giveasmanydetailsaspossible.
II.TrytothinkofaChinesemusicianorcomposer,eg.XuPeidong.
Gatherthesematerials.
1.when,whereandinwhatkindoffamilyhe/shewasborn.
2.howhe/shespenthis/herchildhoodoryouth.
3.abouthis/hereducation
4.whatarehis/herfamousworks
5.whathis/herstyleis/was
Groupwork.Askthestudentstodiscussaboutthemusicianorcomposer.
Thenasksomestudentstostanduptosaysth.aboutthemusicianorcomposer.
Correctthemistakesifany.
III.CulturalCorner.
YeXiaogang
1.Listentothepassageandtrytofindtheanswertothisquestion:
WhendidhisalbumHorizonappear?(in1986)
2.ReadthepassagethoroughlyandmakeanoteoftheinformationaboutYeXiaogang.
Name:_________________Sex:__________________
Nationality:_____________Job:___________________
Mainachievements:____________________________________________
Styleofmusic:____________________________
Whathedidorhappenedtohiminthefollowingyears:
1955:___________________________________________
From1978to1983:___________________________________________
1985:___________________________________________
1986:___________________________________________
1996:___________________________________________
3.Checktheanswerswiththewholeclass.ThenaskoneortwostudentstosaysthaboutYeXiaogangwiththehelpofthenotesmade.
4.Languagepoints:
1)workas
2)leadingmoderncomposers主要作曲家
leadingarticle社論
theleadingcause主要原因
aleadingrole主角
3)mixAwithB
=mixAandBtogether
mixwinwithwater
Nevermixwithsuchpeople.
mixup弄混，弄錯
It’scommontomixhimupwithhisbrother.
弄亂
mixupthepapers
mixupthosedata
4)receivemanyprizes
5)partof
IV.Homework:
WriteashortpassageabouttheChinesemusicianorcomposerwetalkedaboutthisperiod.