2021牛津译林版选修十unit1《buildingthefuture》word教案

2021牛津译林版选修十unit1《buildingthefuture》

word教案

●Period 1 Welcome to the unit

Teaching aims:

1.Get to know something about the development of the world, the issue of poverty, the causes of

poverty as well as the possible solutions to the problem;

2.Practise listening and speaking by sharing information;

3.Get ready for the learning of this unit.

Teaching procedures:

Step 1 Brainstorming

The teacher begins the lesson by asking students to find out the causes of poverty and the possible solutions to the problem by means of pair work.

【设计说明】教师通过学生头脑风暴活动进入本单元的主题“Building the future”。

Step 2 Pair work

Ask students to look at the four pictures and discuss questions according to the each picture.

【设计说明】利用图片关心学生结合自身的经历和生活体会展开两人活动，培养了学生的听说能力。

Step 3 Group discussion

Ask students to find out the great changes that have taken place in Wuxi, where they are living and studying so that they will care more about their hometown and try their best to learn more knowledge to serve the hometown in the future.

【设计说明】教师让学生通过小组讨论，谈谈他们生活和学习的都市无锡的庞大变化，真正做到学以致用，把发生在周围的情况用英语表达出来，做到了“Localization”。从而通过小组讨论培养学生合作学习的能力。

●Period 2 Reading (1)

Teaching 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.

Teaching procedures:

Step 1 Introduction

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

【设计说明】作为文章的导入，为阅读明白得做好热身预备。

Step 2 Scamming

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

【设计说明】培养学生快速阅读技能，不需要通读全文就能找到答案。

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.

【设计说明】有目的地默读，关心学生查找信息。

Step 4 Comprehension

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

How many people are quoted in the article?

【设计说明】检查学生的明白得成效。

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.

【设计说明】在课文明白得完毕的基础上听读课文，不仅能更好地明白得课文，而且训练了学生的听读能力。

Step 6 Reading strategy: understanding a title

Help students to master the reading strategy: understanding a title

【设计说明】关心学生把握阅读策略，如何样明白得文章题目。

Step 7 Summary

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

【设计说明】这也是检查学生明白得成效的一种重要手段，同时也培养了学生写的能力。Step 8 Group discussion

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

【设计说明】这是阅读明白得课的最高层次，培养学生的听说能力及发散思维能力和制造能力。

Step 9 Homework

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

Period 3 Reading (2)

Teaching aims:

1. Learn the language points in the passage.

2.Practice listening、speaking and writing.

Teaching procedures:

Step 1 Learn the new language points

1. shock

v. 震动、震动 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.

n. 震动、冲突、震动

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 lat 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. Tom 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.

We have no doubt that Mary is diligent and intelligent.

4) no doubt

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

No doubt that Mary has set us a good example.

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. on top of =in addition; besides

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

on top of the world = extremely happy

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

5.be dependent on sb / sth. =depend on /count on / rely on 依靠、依靠

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. The elderly may seek their own friends rather than become too emotionally dependent on their children．

6. 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 risk?

Heart disease can be avoided if people at risk take medical advice.

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.

He was determined to get there even at the risk of his life.

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.

He was ready to run / take the risk of being taken prisoner by the enemy.

D. vt. 冒······的危险，拿冒······险

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

We mustn’t risk getting caught in a storm.

【设计说明】在语言点的操练过程中能够采纳中译英、句型转换、情形设置等方法关心学生明白得文中显现的语言现象，把握新的语言知识。

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.

【设计说明】通过编故事的形式巩固所学语言点。

Step 3 Presentation

Three students went to the front and did their presentation as speakers from their groups. The students, as was expected, did quite well. This kind of practice really enhances the students’ ability to use the language in a comprehensive way, applying their integrated skills of speaking, listening and writing. It tickles their imagination, challenging their ability of organization and their courage to speak in front of their teachers and peers. Eventually, they cultivate their confidence through getting encouragement from their teacher and through appreciation by their peers.

【设计说明】通过展现所编故事的形式锤炼学生说的能力，同时又增强了学生的自信心。

Step 4 Homework

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

【设计说明】通过写作的形式，复习巩固本课所学的语言知识。

Period 4 Word power

Teaching aims:

1.Learn some words and phrases about the industry.

2.Learn some synonyms of “develop”.

Teaching procedures:

Step 1 Brainstorming

The teacher begins the lesson by conducting a survey on the jobs that the students’ parents do. What does your father/mother do?

Step 2 Reading

Step 3 Pair work

Ask students to choose an exact industry to fill in the blank of each sentence.

Answer: 1. catering 2. publishing 3. IT 4. tourism 5. fashion 6. construction

Step 4 Group work

Tell students a synonym is a word or an expression that has the same meaning or nearly the same meaning as another word or expression. And then encourage the students to find out synonyms of the word “develop” as many as possible. The teacher can give some hints.

Hints: to gradually grow or become bigger; to think of a new idea and make it successful (develop)

to make something better than before (improve)

to develop gradually ( evolve )

to help something happen or develop ( promote )

to decide how something will look, work, etc ( design )

to develop and improve particular qualities ( grow )

Step 5 Consolidation

Ask students to complete the exercise B.

Period 5 Grammar

Teaching aims:

1.Get to know some types of linking words;

2.Do some exercises to consolidate how to use linking words;

3.Ask students to write a paragraph to practice writing.

Teaching procedures:

Step 1 Lead-in

The teacher begins the lesson by asking students to point out the linking words of the passage. Education is very important, particularly in the various ways it benefits young people. First of all, it teaches them and helps them better understand the world. Secondly, education teaches people about the history and culture of their country. In this way, young people learn about the past and are able to appreciate their national literature and art. Thirdly, education helps develop people’s personalities. Through education, young people learn to respect and tolerate others and will become more friendly, cooperative and helpful. Lastly, education prepares young people for the future. Apart from academic knowledge, they will also learn the skills they need for their future careers.

first of all; second; in this way; thirdly; lastly; apart from

【设计说明】通过那个练习，让学生关于连接词有一个形象直观的认识，为后面的介绍做好铺垫。

Step 2 Types of linking words

Give the students some sentences and ask them to divide these sentences into four categories.

1.Poverty is still killing people. However, these small victories are a good start towards a better

future.

2.The program has several aims: firstly, to help unemployed people find work; secondly, to

teach new mothers about nutrition; and thirdly, to help young people develop problem solving

skills.

3.These people will be given a chance to help themselves instead of being dependent on other

people. As a result, they will enjoy a higher standard of living.

4.Our organization is working to raise money for the local homeless shelters. Furthermore, we

are collecting clothing to give to those in need.

5.Many people believe that hunger is only a problem in the developing world. On the contrary,

it is a problem all over the world.

6.Geldof intended the concert to raise money for and public awareness of the famine. In the end,

$100 million was raised.

7.For example, the disease malaria, which is spread by mosquitoes, kills over one million

children yearly. On top of this, according to the United Nations, hunger and malnutrition claim ten million lives each year.

8.Reporter: Why did you organize the concert?

Bob: Well, for one thing, I wanted to raise money for the hungry people. Also, I wanted to raise public awareness of poverty and famine.

Time sequence words: 2; 6 Cause and effects words: 3; 8

Contrasting words: 1; 5 Addition words: 7; 4

【设计说明】在导入部分练习的基础上，让学生大致了解连接词的种类。

Step 3 Group work

Ask students to give more examples of these four categories of linking words.

●Time sequence words: firstly; secondly; thirdly; finally; then; next; to begin with; first of all;

in the first place; above all; last but not the least; first and most important

●Cause and effects words:because; since; now that; for this reason; due to; thanks to;

because of; as; owing to; so that; in order that; as a result; thus; hence; so; therefore;

accordingly; as a consequence

●Contrasting words: by contrast, on the contrary, while, whereas, on the other hand, unlike,

instead, but, different from, otherwise, yet, in contrast

●Addition words:what’s more, in addition, besides, also, furthermore, too, moreover,

furthermore, as well as, additionally

【设计说明】通过和学生一起归纳，让学生进一步了解这四种连接词，以便在以后写作中起到指导作用。

Step 4 Introduction of some other linking words

Introduce some other linking words to students.

●Conclusion:to conclude; on the whole; in conclusion; to sum up; in short; in brief; in

summary

●Give an example: for example; for instance; in this/that case; such as; take… for example;

●Show differences or similarities: likewise; yet; despite; in spite of; in the same way; in the

same manner; equally

【设计说明】通过给学生补充书上没有的连接词种类，来丰富学生关于连接词的知识。

Step 5 Consolidation

Ask students to do exercise A and B on page 9 and check answers.

【设计说明】通过练习，巩固本课所学内容。

Step 6 Homework

Write an article with the title “The tourism industry of Wuxi”.

1.in 150 words

https://www.wendangku.net/doc/6714369177.html,ing proper linking words

【设计说明】通过作业巩固所学知识，练习写作。

Period 6-7 Task

Teaching aims:

1.Help students learn to use emotive language to express how they feel about something;

2.Teach students to write an essay;

3.Help students develop their listening, speaking, reading and writing abilities.

Teaching procedures:

Step 1 Aim and analysis

Our task is to write an essay using objective language, providing facts and figures, giving examples and discussing future probability.

Skills Building 1: Identifying emotive language

Skills Building 2: Discussing probability of the future

Skills Building3:Writing an essay

【设计说明】教师在一开始说明整个task板块的目的，能够关心学生理清思路，有针对性地完成下面的学习任务。

Step 2 Skills building1

Ask students to read the guidelines on page 10, trying to understand and learn by heart:

Emotive adjectives: wonderful, glorious, exceptional; terrible, horrifying, awful

Hyperbole: “It weighed a ton!”

Tone of voice: angry, sad, pleased, amused

【设计说明】关心学生学习和把握一些有感染力的形容词，英语中夸张的表达语言及从语调中感受说话者的喜怒哀乐等情感。

Step 3 Step 1

Ask students to listen to an interview and fill in the tables on Pages10-11 (partA, Part B & partC) 【设计说明】这一部分除了了解相关信息以外要紧是训练学生的听力和阅读能力。是语言输入环节。

Step 4 Skills building2

Read the key points on page 12 and learn to express yourself by using the certain phrases.

1. If you are certain that something is or is not going to happen in the future, you can use the following phrases:

It will (not) … It will certainly (not) …It is (not) going to … It will surely (not) …

It will definitely (not) …

2. If you expect something to happy or not to happen in the future but are not very certain, you can use the following phrases:

It will probably (not) … It is (not) like ly to … It should (not) …

3. When something in the future is not a certainly but only a possibility, you can use the following

phrases:

It may (not) … It could (not) …It might (not) …

4. If you think that something has no chance at all of happening in the future and want to express this in strong terms, you can use the following expressions. However, you should be careful in doing so as this is usually considered very rude:

no way out of question not in a million years

【设计说明】关心学生认识学习表达自己思想的词组。

Step 5 Step 2

Pair work: interview the City Development Council, practicing how to interview with your partner using predictions. e.g. (not) (very) certain, possible, no chance at all.

【设计说明】这一环节要紧是为学生提供说的机会，练习口语，属学生交互活动。

Step6 Skills building 3

Writing an essay

When writing an essay, it is very important that you structure it in an ordered way. Otherwise, it will not make sense to readers. To do this, you should divide the information into sections---the introduction, the main body and the conclusion. Besides following the structure, you should also: 1. use objective language

In my opinion, I think

2. provide facts and figures

The United Nations reported that one out of every five children in the world live in poverty.

3. give examples

In one vill age in Africa, there is a family of ten. All of the family members are …

4. discuss future probability

In the future, it will probably develop into the biggest industry in the area.

【设计说明】为下一环节论文的写作做好预备。

Step 7 Writing and homework

1. Write a letter to convince your friend that moving back to China is the best thing to do.

2. Ask students to exchange their letters and correct the possible mistakes and then the teacher just give some examples.

【设计说明】这节课要紧是让学生在交流的过程中提高自己的写作能力。

Period 8 Project

Teaching aims:

1.Help 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.

Teaching 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.

【设计说明】与课题相关的图片的展现，能够激发学生的学习爱好。那个地点能够放映人类社会在进展过程中所带来的负面阻碍，从而自然地让学生明白连续进展的重要性及对几种可再生能源有所了解。

Step 2 Pair work

What is the gift for the future? What do you think we can give for the future?

【设计说明】看题目，推测文章的主旨。

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.

【设计说明】通过听录音磁带，来关心学生对文章的结构有所了解。

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.)

【设计说明】通过问答和完成填表使得学生对文章的细节有了更深入的了解。

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.

【设计说明】学生通过上课时的讨论为课后的实际操作做好预备。

Step6 Project and homework

1.Get ready for the classroom display about the Roma.

2. Ask students to make a classroom display.

【设计说明】学生可利用网络、报刊杂志等多媒体形式查找资源, 并在相互交流过程中提高英语表达能力。

2020年高中英语牛津译林版选修8阅读强化训练十六25

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