一名合格的教师要充分考虑学习的趣味性，作为教师就要根据教学内容制定合适的教案。教案可以让上课时的教学氛围非常活跃，帮助教师提前熟悉所教学的内容。关于好的教案要怎么样去写呢？为此，小编从网络上为大家精心整理了《Module3Literature》，欢迎您参考，希望对您有所助益！

Module3Literature

PartOneTeachingDesign

教学设计说明

话题介绍

本模块主要介绍英国古典文学中狄更斯作品及其生平，了解上述内容并掌握有关的词汇，培养有关的语言技巧。

Period1Reading

INTRODUCTIONVocabularyandreading和READINGANDVOCABULARY合并为第一课时“阅读课”。课文OliverAsksforMore让学习了解狄更斯作品。在学生课前自学、预习的基础上，以背景介绍导入新课，然后采取“自上而下”的阅读教学模式，引导学生关注文章的篇章结构、段落大意，得出“树型图”，进行“信息转换”，理解全文、复述意义。教师还可以参考“教学资源”中关于CharlesDickens相关信息的材料，帮助学生更多了解英国作品。

Period2Function

第二课时FUNCTIONEmphaticsentences是“功能课”，学习倒装句的用法”。教学重点是倒装的用法。

Period3Grammar

课本32页GRAMMAR1Inversionusedforemphasis为第三课时“语法课”，集中学习和演练Inversionusedforemphasis。

Period4Writing

Writeadescriptionofcharacters

Period5ReadingandVocabulary(2)

课本37页的ReadingandVocabulary(2)“为泛读课”，学习PhilipPirrip。引导学生阅读课课文，然后模仿其语篇结构、尽量运用课文中学到的词语、结构和话题模式，用记叙文体介绍自己熟悉和喜爱的人物。

Period6ListeningandEverydayEnglish

能识别所学词语及结构并听懂意义，能听懂并理解包含感情和情感的日常用语；能理解《雾都孤儿》的内容。

Period7ReadingPractice

课本39页的Readingpractice让学生进行阅读，然后完成书上练习题。

Period8CulturalCorner

该部分简单介绍了CharlesDickens的生平，是本模块的一个重要内容。教师可以按教学时间来决定教学方法，如果时间紧，可以用泛读、速读、略读的方法处理。了解英国古典文学和同期的古典文学，了解它们对世界文化的贡献

Period9Task

TASK“任务课”，学生课前利用图书馆、网络等手段收集某一地区的facts，课上教师出示若干file范例，指导学生完成

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.

相关知识

Module3Unit3

作为优秀的教学工作者，在教学时能够胸有成竹，作为教师就要在上课前做好适合自己的教案。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师掌握上课时的教学节奏。教案的内容具体要怎样写呢？下面是小编精心收集整理，为您带来的《Module3Unit3》，欢迎您参考，希望对您有所助益！

Module3Unit3
一．词组
1．事实上________________________2.抚养;教育;提出(讨论等);呕吐______
3.对…作出解释;导致_______________4.与此相反;正相反_______________
5.挣得船费____________________6.偶然;无意中_____________________
7.衣衫褴褛_________________8.凝视;盯着看___________________
9.冒险________________________10.说实话_________________
11.一大笔；大量_____________12.以一种…的态度__________
13.对…没有耐心__________________14.…是某人的过错________________
15.允许某人做某事________________16.提前_______________
17.迷路；倾心于__________________18.打赌______________________
12.前进;可以;往下说_____________20.关于;至于_________________
二．单元重点词汇
1.scene场景；情景scenery自然风景；自然风光
sights名胜；人文景观（常用复数）view从远处或高处看到的景色
1)Thereisacrowd_________________oftheaccident.事故的现场挤满了人。
2)Themountainhotelofferedabeautiful_______.
3)Iprefertoseethehistorical________ofLondon.
4)Let’sstoptoadmirethebeautiful_________here.
2.Permit
1)Haveyouapermittofishinthislake?你有在这个湖里捕鱼的_________吗？
2)Wedonotpermit________intheoffice我们不允许办公室抽烟
Wedonotpermithim______________intheoffice.我们不许他在办公室抽烟。
=Heisnot______________＿＿＿intheoffice.
3.spot
1)Ieasily________himinthecrowdbecausehewasverytall.(v.发现，认出)
2)He_______thedesk_______ink.他用墨水弄脏了课桌。
3)Mycatiswhite________brown________.我的猫是白底棕色斑点的
4)Whenthefirebrokeout,nobodywas_______________________(在现场)
4.Seekv.(过去式________,过去分词________)
1)I____________________hermindbutfailed.我试图改变她的心意但没有成功
2)Hewentto______________________________.他去请教他的律师。
5.重点句型：
1）___fact,Ilanded____Britain___accident.事实上，我在英国上岸是偶然的。
2）Ididn’tknow_____Icouldsurvive_____morning.我不知道我是否能活到天明。
3）And_______theship_____broughtyoutoEngland.就是这条船带你到英国的。
4）Thefact_____Iearnedmypassage______working______anunpaidhand,________accounts_________myappearance.
事实上我靠做义工来顶替船费，这就是我为什么衣冠不整地原因了。

Module3MyFirstRideonaTrain

一名优秀的教师在教学时都会提前最好准备，教师要准备好教案，这是教师需要精心准备的。教案可以让学生们充分体会到学习的快乐，减轻教师们在教学时的教学压力。我们要如何写好一份值得称赞的教案呢？为此，小编从网络上为大家精心整理了《Module3MyFirstRideonaTrain》，希望能为您提供更多的参考。

Module3MyFirstRideonaTrain
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abandonedcassettecircuscolorfuldesertdiamondexpertfarmfieldshelicopterlawtramshootkindergartenproductrecentlyscenerysupply
词组inthecentralpartof,along-distancetrain,darkred,untilthe1920s,onthecoastof,outofdate,adiningcar,comicbooks,forthefirsttime,feelnervous,aspeedof
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EverydayEnglish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,carefulreading,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：
Period1:Introduction,Readingandvocabulary(1.2)
Period2:Reading
Period3:Grammar12,Function,CultureCorner
Period4:Vocabulary,readingandspeaking
Period5:Listening,pronunciation,EverydayEnglish
Period6: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;=groupwork;=pairwork;=individualwork=screen
Period1Introduction,Readingandvocabulary(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
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
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
阅读格式卡
Title__________________________Module_________Date___________
Generalidea：
WordsPhrases:
BS:
BS=beautifulsentence

Period3Grammar12,Function,CultureCorner
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
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
TaskChildhoodmemories
Pre-taskWordsandexpressions
Activity1DistrictmapDrawanimaginarydistrictmapwithnamesonitwithSs
Activity2Tellmeyourfirsttimeto...
IwillneverforgetthedayI...
IrememberthedayI...
myfirstvisitto...
doing
Task-cycleJigsawreadingInterview5groupsread,othergroupsbringoutQs.—Interview
Post-taskTalkshowThreefamouspersonsoneTVhostonaTVtalkshowtalkingaboutchildhoodmemories.

Period5Listening,pronunciation,EverydayEnglish
Ⅰ、教材内容及教学目标
听懂对话，抓住要点，获取信息
1、
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
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
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、经常使用定语从句的场合:
1.先行词为独一无二的物体时。如：Thesun,whichrisesintheeast,givesusheatandlight.太阳从东边升起，给我们发出光和热。
2.先行词是指物的专有名词时。如：
TheGreatWall,whichiscalledinChinese“TheTenThousandLiGreatWall”,isactuallymorethan6,000kilometerslong.
长城，中国人称作“万里长城”，实际上6,000多公里。
3.先行词指物且被指示代词或人称代词所修饰时。如：Thisisherhouse,whichwasbuiltlastyear.这是她的房子，是去年建的。
4.定语从句修饰整个主句时。如：HeisfromAmerica,whichIknowfromhisaccent.他是美国人，这一点我从他的口音可以断定。
二、定语从句引导词的选择:
1.关系代词的选择
1)非限制性定语从句的关系代词不能用that。指人时，如引导词做主语用who、作宾语用whom；指物时要用which.注意引导词作宾语也不能省略。如：
Mr.Zhang,whocametoseemeyesterday,isanoldfriendofmyfather’s.张先生昨天来看我，他是我父亲的一位老朋友。（作主语）
MissHowe,whomyoumetatthestation,isfromAmerica.豪小姐是美国人，你在车站见过她。（作宾语）
TheGreatWallofChina,whichwasbuiltbyancientChinesepeople,isregardedasoneofthefewwondersoftheworld.长城是古代中国人民修建的，它被看作是世界上为数不多的奇迹之一。
2)as和which的选择
as和which都可用来引导非限制性定语从句，来指代整个主句的内容。非限制性定语从句位于句末、且as或which在从句中作主语、宾语或表语时，两者常可互换。如：
Shefailedintheexam,which/aswasnatural.他考试没及格，这很自然。（作主语）
Heisanhonestboy,which/asanybodycansee.任何人都能看得出来，他是个诚实的孩子。（作宾语）
ThemanseemedaGerman,which/asinfacthewas.那个人似乎是个德国人，实事上他就是德国人。（作表语）
但要注意以下区别：
①如非限制性定语从句位于主句之前或插在主句之中时，只能用as。如。
Aswehaveseen,oceanscovermorethan70percentoftheearth.
我们已经看到，海洋占地球面积的百分之七十多。
Thiskindofcomputer,asiswell-known,isoutofdate.
众所周知，这种计算机现在已经过时了。
②as在从句中作主语，后面常跟行为动词的被动式;which在从句中作主语，后常跟行为动词的主动式。如：
Shehasbeenlateagain,aswasexpected.她又迟到了，这在预料之中。
Itrainedhardyesterday,whichpreventedmefromgoingtothepark.
昨天雨下得很大，使我无法去公园。
Katealwaystellsalie,whichherparentsfindstrange.凯特总是说谎，她父母觉得这很奇怪。
③当从句和主句语义一致时用as，表“正如”；反之用which。如：
Thethiefcameagain,aswasexpected.小偷又一次来了，这是预料之中的。（语义一致）
Theelephantislikeasnake,whichisnotright.大象像一条蛇，这是不对的。（语义不一致）
④as用常用在asoftenhappens,aswaspointedout,aswassaidabove,asIremember,asIunderstand等结构中。如：
Jackhaswonthefirstprize,asoftenhappens.像往常一样，杰克获得了一等奖。
2.关系代词和关系副词的选择
在非限定性定语从句中，关系代词和关系副词的选择方法和限制性定语从句一样：引导词在从句中作主语或宾语时，用关系代词；作状语时用关系副词。如：
Iwanttobuythehouse,whichhasagarden.我想买那个房子，那个房子有一个花园。（作主语）
Theplace,whichIvisitedbefore,haschangedgreatly.
这地方我以前来过，现在变化很大。（作宾语）
ThestoryinthebooktakesplaceinCanada,whereDoctorBethunewasborn.
书中故事发生在加拿大，白求恩大夫就是在那里出生的。（作状语）
3.关系副词和人称代词、指示代词的选择
选关系代词还是人称代词，关键是分清句子结构。如是非限制性定语从句（两句中间以逗号隔开，且无连词），用关系代词；如是并列句（全句中有连词、两句中间为句号或分号），用人称代词或指示代词。请试填：
①Hehasthreesons,noneof____isadoctor.
②Hehasthreesons,____aredoctors.
③Hehasthreesons,butnoneof____isadoctor.
④Hehasthreesons;____aredoctors.
A.whomB.themC.theyD.who
题解：①、②两题中间为逗号且无连词，说明后句为非限制性定语从句③、④题为并列句。答案：ADBC.
Step2:定语从句对比练习
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

俗话说，磨刀不误砍柴工。教师要准备好教案，这是教师需要精心准备的。教案可以让学生们能够更好的找到学习的乐趣，帮助教师掌握上课时的教学节奏。怎么才能让教案写的更加全面呢？下面是小编精心收集整理，为您带来的《Module 3 music教案》，欢迎阅读，希望您能阅读并收藏。

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.
当…之时随着一边…一边…
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(专业的)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社论
theleadingcause主要原因
aleadingrole主角
3)mixAwithB
=mixAandBtogether
mixwinwithwater
Nevermixwithsuchpeople.
mixup弄混，弄错
It’scommontomixhimupwithhisbrother.
弄乱
mixupthepapers
mixupthosedata
4)receivemanyprizes
5)partof
IV.Homework:
WriteashortpassageabouttheChinesemusicianorcomposerwetalkedaboutthisperiod.

文章来源：http://m.jab88.com/j/73893.html

更多