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牛津高中英语教学设计

M10 unit1 Building the future

Period 1

T eaching aims:

1.Try to help Ss know something about the poverty in developing countries and the way to help

them solve the problem.

2.Try to cultivate Ss? abilities in listening, speaking, reading and writing.

3. Help Ss master the reading strategy: understanding a title.

T eaching important and difficult points:

1.Develop the students? reading ability

2.How to help the students develop their creative, comprehensive and consolidating abilities

T eaching procedures:

Step 1 Introduction

The teacher begins the lesson by asking students to say something about the title.

Step 2 Skimming

Ask students to try to find out the answers to the three questions in a very short time without finishing reading the whole text.

Step 3 Silent reading

Ask students to read the passage carefully, trying to find out the main idea of each paragraph, finish the true or false questions and answer all the seven questions.

Step 4 Comprehension

Ask students to finish the true or false questions and answer all the seven questions

8. How many people are quoted in the article?

Step 5 Listening and reading

Ask students to listen to the tape and read after it so that the students will have a better understanding of the text.

Step 6 Reading strategy: understanding a title

Help students to master the reading strategy: understanding a title

Step 7 Summary

Ask students to fill in the blanks according to what they have learned form the passage.

Step 8 Group discussion

Ask the students talk about the two topics by working in groups.

Step9 Homework

Ask the students to write a 150-word passage about either of the two topics.

Period 2

T eaching aims:

1. Learn the language points in the passage.

2.Practise listening, speaking and writing.

T eaching important and difficult points:

the usage of words and phrases

T eaching procedures:

Step 1 Learn the new language points

1. shock v. 震动,震惊

A. sth. shock sb.

B. sb. be shocked (to do)

C. sb. be shocked that …

A great number of people in the world are suffering from hunger, which greatly shocks us.

=We are greatly shocked that a great number of people in the world are suffering from hunger.

=We are greatly shocked to learn that a great number of people in the world are suffering from hunger.

shock n. 震动，冲突，震惊

A great number of people in the world are suffering from hunger, which is a great shock to us.

It gives us quite a shock to learn that a great many people in the world are suffering from hunger.

2. intend v.

A. sb. intend to do sth. 打算做某事

What do you intend to do this Sunday?

I intended to visit you last night but it rained.

B. sb. intend sb. to do sth.

= sb. be intended to do sth.

=sb. intend that …打算让某人做某事

They intend their son to take over the company.

=Their son is intended to take over the company.

=They intend that their son will take over the company.

C. sb. intend sth. as sth. =sth. be intended as sth.

sb. intend sth. for sb. =sth. be intended for sb.

sb. intend sth. for sb. as sth. =sth. be intended for sb. as sth.

Mother’s day was coming. T om bought some flowers for his mother as a gift in honor of his mother.

Tom intended the flowers as a gift. =The flowers were intended as a gif.

Tom intended the flowers for his mother. =The flowers were intended for his mother.

Tom intended the flowers for his mother as a gift. =The flowers were intended for his mother as a gift.

The joke, intended (intend) to please the audience, turned out to be very boring.

3. doubt

1) doubt sb./sth.

Sarah doubted Hannah.

Sarah doubted Hannah?s honesty.

2) doubt whether/if …

There is some doubt whether/if …

Sb. has doubts whether/if …

Sarah doubted whether Hannah was honest.

There was some doubt whether Hannah was honest.

Sarah had her doubts whether Hannah was honest.

3) don?t doubt that…

There is no doubt that …

sb. has no doubt that …

We don?t doubt that Mary is diligent and intelligent.

There is no doubt that Mary is diligent and intelligent.

4) no doubt

No doubt that good friends should share in joys and troubles.

5) without doubt: 毫无疑问, 一定地

Don?t worry; he?ll come back without doubt.

Without doubt you have been working very hard.

4. be dependent on sb/sth.

=depend on = count on = rely on 依靠的,依赖

The country is heavily dependent on its exports of agricultural commodities．

=The country heavily depends on/counts on/relies on its exports of agricultural commodities.

这个国家很大程度上依靠农产品的出口。

The elderly may seek their own friends rather than become too emotionally dependent on their children.老年人可以找自己的朋友而不会在情感上太依赖他们的子女。

5. risk

A. at risk: 处于危险之中

The disease is spreading, and all children under five are at risk.

Is the Government?s income policy seriously at ri sk?

B. at the risk of …冒……的危险

At the risk of catching the fever himself the man kindly carried the sick child home.

C. run/take the risk of 冒……的危险, 做某件危险的事

I was afraid to run the risk of betting on the game.

D. vt. 冒……的危险，拿……冒险

The brave man risked his life in trying to save the child.

Step 2 Group discussion

In the making of this kind of story, emphasis is on the correct and clever use of the language items, not on the content of the story, which may appear strange sometimes.

Step 3 Homework

Try to make up a story by using the words and phrases we?ve learned in this passage.

Period 3

T eaching aims:

1.H elp students know the importance of sustainable development and some particular forms of renewable energy.

2. Learn some important words and expressions.

3. Get ready for the classroom display about the report of what your city/town is doing to support sustainable development.

T eaching important and difficult points:

1.Develop the students? reading ability

2.How to help the students develop their creative, comprehensive and consolidating abilities

T eaching procedures:

Step 1 Lead-in

Ask students to look at the pictures and get a general idea of the fact that our development has done something bad to the world and the importance of sustainable development.

Step 2 Pair work

What is the gift for the future?

What do you think we can give for the future?

Step 3 Listening

Ask students to answer the question:

Listen to the tape and find out the main idea of this article and how it is organized.

Step 4 Silent reading

Ask students to answer the following questions:

1. What do you think of development in the past?

—It polluted the environment and wasted natural resources.

2. Compared to development in the past, what are the advantages of sustainable development?

—It is long-term planning which focus on the environment and preserving natural resources. It is all about creating better health care, education, housing and improved standards of living for everyone.

3. What might happen in the future to the current sources of energy?

—Our future and the lives of our children and grandchildren will be in danger. There will be an increase in pollution, global warning and acid rain.

4. Fill in the table below:

5. some useful expressions

1) put into practice

We?ve made our plans, and now we must put them into practice.

我们已订好计划，现在应付诸实施了。

His proposition is good in theory but cannot be put into practice.

他的建议在理论上可以，但不能付诸实现。

put into action 使行动起来

put into execution 实现，实行

put into words 用语言表达

put into shape 使……成形

2) on top of = in addition; besides

He had a bad week. He lost his job, and on top of that, his car was stolen.

这个星期他过得很糟糕。他丢了工作，不但如此，自行车也被偷了。

on top of the world = extremely happy

听说他被释放的消息，我感觉非常高兴。

When I heard that she had been released, I felt on top of the world.

Step 5 Discussion

What are the things we have to do to make a classroom display about the report. Planning:

1. Form groups of 4 members.

2. Every member should get involved in the research.

Preparing:

1. Discuss the information from various sources on the topic.

2. Decide what to include and what to leave out.

Producing:

1. Draw an outline of your display.

2. Use some examples or statistics to help you.

3. Use some illustrations to make your display attractive.

4. Correct any mistakes.

Presenting:

Present your display to the class.

Step 6 Homework

Get ready for the classroom display about the Roma.

M10 Unit 2 People on the move

Period 1

T eaching aims:

3.Know something about the movement in the USA.

4.Try to improve students? reading ability.

5.Know how to match pictures with captions when reading newspapers or magazines.

T eaching important and difficult points:

1.Develop the students? reading ability

2.How to help the students develop their creative, comprehensive and consolidating abilities

T eaching procedures:

Step 1 Lead-in

The teacher begins the lesson by asking students to say something about the history of immigrants

to America according to their survey. The teacher just shows a picture to help students fulfill the presentation.

Step 2 Listening

Ask students to listen to the tape and answer the question: What are the two groups of people discussed in this passage?

Answer: The old and the young in the USA.

Step 3 Fast reading

Ask students to read the passage again and try to answer questions in Part C2 on page 20.

1. Why is Florida called the oldest place in the USA? ________________________

2. Why is Florida a popular choice for older people?

3. What has been done in Florida for older people? ________________________

4. What is the percentage of people in the USA who

move every year according to a 2009 survey? ________________________

5. Why are young people moving to cities? ________________________

6. How many people were interviewed for the article? ________________________ Step 5 Task-based reading

Ask students to complete the task-based reading in the hand-out according to the passage.

Population mobility in the USA

Mobility

trends

Duration Reasons Examples

Aging in the sun People aged

65 and over

are heading

south,

accounting for

17 percent of

the state?s

population.

permanent

for a few

months of

the year

1.better health care;

https://www.wendangku.net/doc/3c7411884.html,munities for old

people;

3.warm and pleasant

climate;

4.low cost of living

there

1.Edna prefers staying

warm inside.

2.David and his wife

want to buy a house

here because the

community

understands the needs

of older people.

Bright lights, big city Y oung adults

move to big

cities.

1.good jobs;

2.excitement

1.Daniel thinks cities

are more exciting.

Though the rent is

high, it?s a great place

to meet people and

have fun.

2.Angela will move to

Los Angeles because

she wants more career

opportunities.

Step 6 Group discussion

Ask students to discuss the following question: Do you think it is good for many immigrant laborers to flow into cities from the countryside? Why or why not?

Step 7 Homework

Do Exercise D on page 20 and Exercise E on page 21.

Period 2

T eaching aims:

1. Learn the language points in the passage.

3.Practise listening and speaking.

T eaching important and difficult points:

the usage of words and phrases

T eaching procedures:

Step 1 Learn the new language points

1. on the move

1) traveling from place to place 在行进中，在移动中

We?ll be on the move next week, so you won?t be able to reach us.

2) busy or active all the time 繁忙的，活跃的

He?s always on the move and never has time to talk/rest.

3) developing quickly 快速发展

It?s an industry on the move.

2.look at

1) In this edition of American Living, we are looking at some population trends in the USA.

The effects of the new law need to be looked at. 思考，考虑，研究

2) I haven?t had time to look at the papers yet. （仔细）察看，检查

3) The Americans look at life differently from the British. 观察或看待事物

look down on/look into/look through/look up/look up to/look back on

1) She looked through her notes before the examination. 快速浏览

2) If you want to catch the next train, please look up the time in the timetable. 查看

3) A working party has been set up to look into the case. 调查，审查

4) Looking back on my childhood, I feel so good. 回顾

5) He was looked down on because of his shabby beginnings. 鄙视，瞧不起

He was such a great person that was worth looking up to. 赞赏，尊敬（某人）

3. make up

1) He made up some excuse about the dog eating his homework. 编造

2) They made up a little poem and wrote it on the card. 编写；创作

3) They made my face up to look like a clown. 给……化妆

4) Sorry, I?m late; I?ll make up the time this evening. 补足；补回

5) Women make up 40 per cent of the workforce. 组成，构成

This book is made up of twelve separate short stories. 由……组成

4. prefer 更喜欢，钟爱

Even today, most Americans prefer coffee to tea.

I prefer to stay at home rather than go to the cinema.

have a preference for sth. 偏爱……

5. elect 选举

elect sb to sth.

They were elected to the House of Commons.

She was the first black woman to be elected to the senate.

~ sb (as/to be)

They elected him (as) chairman of the company.

They elected Nixon (as/to be) President.

~ to do 选择、决定(做……)

Many people elect to work at home nowdays.

6. seek v. 寻求,寻找,搜索[(+after/for)]

He sought vainly for the answer. 他寻求答案,但无结果。

Something suspicious was found after the room was sought through. 房间被彻底搜查后,发现了一点可疑的东西。

He sought to speak to her. 他寻找机会与她说话。

牛津高中英语M5U2reading教案

模块5第二单元Reading The economy or the environment Must we choose? 江苏省海州高级中学英语组韩燕【教学目标】 (1) To read a passage about economy and environment to improve their reading ability. (2) To make them aware of the problems caused by man with the development of economy. (3) To make students pay attention to the environment problems and think about what they can do to help protect the environment. (4) To learn how to read a debate. 【教学重点】 To help the students learn how to keep the balance between economy and environment. To help the students develop their ability in solving problems and improve their oral English. 【教学难点】 To help the students learn how to read a debate. Master some important language points and use them correctly. 【知识链接】 1．根据首字母提示写出符合句意的单词。 1)Some experts are worried about the situation because profits are f__________(流动)out of the country. 2)With the development of our economy, many companies are thinking of e_______（扩大） their business relationship with China. 3)With the environment polluted, it is high time that we took e________（有效的）measures to solve this serious problem. 4)It is well-known that scientific farming is the k________ （关键）to the further development of agriculture. 5)Before making the final decision, the girl d_________（辩论）with herself for a while. 6)We all know that in practice most planes are delayed or arrive ________ （稍微的）ahead of schedule. 7)For the local people, the war is still a (an ) _________ （可怕的）experience in their mind. 8)In our country, everyone should bear ______ （责任）for the stability of society. 9)It is ________ （荒唐的）to make a stupid mistake in examination, but my daughter is always doing so. 10)It was ________ （明显的）that some disaster had occurred in this flooded area. 2．歌曲欣赏。 Earth song — Michael Jackson I used to dream I used to glance beyond the stars now I don’t know where we are although I know we’ve drifted far hey, what about yesterday, what about us, what about the seas, what about us the heavens are falling down, what about us I can’t even breathe, what about us what about the bleeding earth, what about us can’t we feel its wounds, what about us what about nature’s worth, ooo, ooo It’s our planet’s womb, what about us what about animals, what about it we’ve turned kingdoms to dust, what about us what about elephants, what about us have we lost their trust, what about us what about crying whales, what about us we’re ravaging the seas, what about us what about forest trails, ooo, ooo burnt despite our pleas, what about us what about the holy land, what about it torn apart by creed,

牛津高中英语模块七第三单元Reading教学案例设计

牛津高中英语模块三第三单元 Back to the past Reading Lost civilizations 江苏省沭阳如东中学张长波一、教学内容分析：本案例是牛津高中英语教材模块三第三单元阅读的处理。本节课是以听、说、读为主的课文理解教学课。通过听课文，阅读课文和问答对文章进行初步理解。再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。希望通过该课的学习，学生能够对失落的文明有所了解，并对人类文明的发展及如何保护人类的文化遗产做出探讨，同时培养学生综合运用语言及听说读写的能力。二、学生学情分析：教学对象为江苏高中一年级下学期学生，学生思维活跃。高一学生已经初步实现从具体思维向抽象思维的过渡。他们不满足于教科书上的知识，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。他们的学习自主性很强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体。同时他们还主动扩展和利用学习资源（如电脑操作知识），从多渠道获取信息，并能用所获得的信息进行清楚有条理的表达。因此，设计这节课时，我充分考虑到学生的主体性，充分创造机会让学生拥有成功的喜悦，在和谐的氛围中探究并完成教学任务，让学生主动学习，学有所获。三、设计思想(Thoughts on the design) Reading主要是了解人类历史上两个非常著名的失落的文明——意大利的庞贝合中国的楼兰。本文是一片旅行日志，笔者根据自己对教材的理解，紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、巩固复述、拓展讨论、作业七个环节。在设计教学的过程中，运用复习‘文明’的定义作为本课的导入，激发学生兴趣。设计的任务由浅入深，环环相扣，并注重各教学环节的衔接。在整个教学过程始终贯穿人类文明这条主线，用图片的形式呈现Part B的词汇——温故知新，设计输入，激活记忆，借助于已学过的词汇建立起新旧知识之间的联系。以话题为中心重组教材。词汇教学离不开语境，设计一个中心话题，使教材为当堂的词汇教学所用，而不是按部就班地教教材。以词汇为主线展开教学，以运用为目标挖掘生成，创造机会促使学生运用目标词汇进行表达。以快乐为原则寓教于乐，促进学生在学习过程中的积极体验，从而达到多维的目标。

牛津高中英语教学设计

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《牛津高中英语》模块一Unit1教案

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(完整word版)高中英语教学案例分析

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牛津高中英语教学设计1

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