2021牛津译林版选修十unit2《peopleonthemove》word教案

2021牛津译林版选修十unit2《peopleonthemove》

word教案

Welcome to the unit

Teaching aims:

1.Get to know something about population mobility including different reasons;

2.Practise listening and speaking by sharing information;

3.Get ready for the reading part of this unit.

Teaching procedures:

Step 1 Brainstorming

The teacher begins the lesson by asking students to share their experiences in pairs by finding out when, where and why they moved

【设计说明】教师通过让学生分享自身或是周围的人的迁移经历而自然进入本单元的主题“People on the move”。

Step 2 Pair work

Ask students to look at the five pictures and discuss where the people in the pictures are moving and why.

【设计说明】由自身的经历转到他人的迁移缘故上专门自然，水到渠成。

Step 3 Group discussion

Ask students to find out various reasons for population mobility.

Possible answers: marriage, job, environment, study …

【设计说明】教师让学生通过小组讨论，进一步发觉人口迁移的多方面的缘故，以拓展学生的视野。

Step 4 Pair work

Ask students to discuss after graduation, where they would like to study, in a nearby city or in a faraway place? Why?

【设计说明】关于高三学生来说，毕业后报考什么高校，是近一点的依旧远一点的，差不多上专门实际的问题。学生在分享方法的过程中，能够对自己的选择有更为深入的摸索，能够在一定程度上培养学生解决问题的能力。

Step 5 Group work

Ask students to think about whether population mobility is good for the development of our world, why or why not?

Possible answer: Population mobility is good for the development of our country and our world. Because now we’re all making contributions to building a global village and population mobility

is helpful for us to share our knowledge, science and technology and even labor force. It’s good for globalization.

【设计说明】那个步骤是对学生思想的一种提升，由小及大，能够关心学生形成正确的世界观，站在全球进展的角度来看待人口迁移问题。

Step 6 Homework

Ask students to surf the Internet and try to find out something about the history of immigrants to America.

Reading :period one

Teaching aims:

1.Know something about the population mobility in the USA;

2.Try to improve students’ reading ability;

3.Know how to match pictures with quotations when reading newspapers or magazines.

Teaching 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.

【设计说明】教师通过presentation这一形式，一来检查了学生作业的完成情形，二来能够为文章的导入做好预备。教师运用美国殖民时期的一张地图，能够让学生关于美国这一移民国家有更为深入的了解。美国移民的历史可查阅网上资料，参考网站：://zhidao.baidu /question/55021957.html。美国不仅是一个移民国家，而且时至今日，美国国内人口的迁移依旧在进行着。

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.

【设计说明】带着简单的问题听一遍课文，有助于学生了解文章大意。

Step 3 Fast reading

【设计说明】快速阅读有助于学生对课文有进一步的了解。

Step 4 Reading

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

1. Where in the USA are the older people who are moving south from?

2. What state in the USA is most popular with older people ?

3. Why is Charlotte County in central Florida called the oldest place in the USA?

4. What has been done in Florida for older people?

5. What is the percentage of people in the USA who move house every year?

6. Why are young people moving to cities?

7. Why does Daniel want to move to a big city?

8. How many people are quoted in the article?

【设计说明】精读有助于关心学生深入了解文章中的细节,提高学生的阅读能力。

Step 5 Task-based reading

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

【设计说明】利用任务型阅读的方式，能够检查学生对文章的明白得，这是复述课文内容的一种形式，也是一种有效的输出形式。

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?

【设计说明】让学生运用所学的语言知识，来讨论民工问题，能够将书本知识和生活实际联系起来，提升思维深度，同时能够为学生提供练习口语的机会。

Step 7 Homework

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

Reading : period two

Teaching aims:

1. Learn the language points in the passage;

2. Practice listening and speaking.

Teaching 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 快速进展

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. 摸索，考虑，研究

2)I haven’t had time to look at the papers yet. （认真）观看，检查

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

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

4）She looked through her notes before the examination. 快速扫瞄

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

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

7）Looking back on my childhood, I feel so good. 回忆

8）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. 赞扬，尊敬（某人）

3. account for

Drinking too much accounted for his accident.

How do you account for losing 5 games?

Please account for your behavior.

There’s no accounting for taste. 人各有所好。

take ……into account = take account of

on account of: because of

on this/that account 因此

4. submit to

He submitted the report to the committee. 提交

She submitted to her parents’ decision at last. 服从

I was unwilling to submit (myself) to his orders.

5. vote

vote on sth. / for / in favor / against sth. / to do 投票决定做/ sb. as sth.

vote on the proposal

vote against strike

vote to put off the contest

be voted (as) “Actress of the year”

n. vote for / in favour / against sth.

cast a vote 投票

have / take a vote on sth.

6. take to

I took to John immediately. (begin to like)

He has taken to drinking recently. (start doing …as a habit)

7. in part : to some degree; partly

The accidents were due in part to the bad weather.

His success is due in part to my financial support.

for one’s part 就······而言

on one’s part 在某人方面

【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 Homework

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

Word power

Teaching aims:

1.Learn some words and phrases about the country, the city and sociology;

2.Learn some words with the suffix –ation;

3.Practise reading by doing question and answer exercises.

Teaching procedures:

Step 1 Brainstorming

The teacher begins the lesson by asking students to list out some words and phrases related to the city and the country.

The city: industrial, expensive, business people, skyscrapers, urban, busy

The country: agricultural, peaceful, farmers, plants and animals, nature, beautiful scenery

【设计说明】教师通过brainstorming形式，关心学生迅速进入主题，引发学生学习爱好。

Step 2 Reading

Ask students to read the passage in Part A and answer the following questions:

1. How does industrialization affect where people living?

People on farms and in the countryside begin to move to cities.

2. How can rural areas develop into industrialized areas?

People bring technology to rural areas.

3. What happens through the process of industrialization and modernization?

The living standards and the cost of living are raised.

【设计说明】通过三个简单的问题，关心学生大致了解阅读材料的内容，为接下来的词汇学习做好预备，并与学生校对问题答案。

Step 3 Pair work

Ask students to match each word with its definition in the hand-out.

Answer：industry: producing goods in factories

agriculture: growing food on farms

industrialization: the process by which a place starts to develop industries

rural area: the countryside

urban: area covered by a town or city

urbanization: the process of areas of countryside turning into industrial cities

population: the number of people in an area or a country

migration patterns: the mass movement of people in a area or a country

modernization: the process of introducing new ideas and concepts to the development of

an area or a country

living standards: a way of measuring how people’s lives are

cost of living: how expensive people find it to live their everyday life

【设计说明】运用释义配对的方式，关心学生把握新单词的涵义。

Step 4 Group work

First tell students the Chinese meaning for the suffix “-ation” is “行为，过程，结果“，then ask students to have a discussion in groups trying to find out more words ending with the suffix “-ation”.

Modernization, industrialization, globalization, localization, realization personalization, idealization, civilization

【设计说明】通过构词法的学习，关心学生扩充相关词汇，并把握单词经历规律。

Step 5 Reading

Ask students to read the passage the importance of sociology in Part A (page 23) and answer the following questions:

1. What is sociology?

Sociology is the study of society and the groups within society such as the family.

2. Why do we study sociology?

By studying sociology, we can identify important factors such as education that help make people more successful within a society.

【设计说明】让学生带着问题有目的地读文章，能够关心学生大致了解阅读材料的内容，为接下来的词汇学习做好预备，并与学生校对问题答案。

Step 6 Vocabulary learning

Ask students to read the new words listed on the screen and get to know the Chinese meanings for the words and phrases.

sociology 社会学

society 社会

socialization 社会化

primary socialization 初级社会化

secondary socialization 中级社会化

norms 规范、标准

values 价值

behaviours 行为

sociological theories 社会学理论

individuals 个体

【设计说明】通过给出单词的中文释义，直截了当学习单词，也是一个传统而有效的词汇学习方法。

Step 7 Consolidation

Ask students to do part B on page 23.

Sociology

Sociology is the study of society and the groups within society.

Education and the media are types of secondary socialization.

Social behavior rules and called norms.

Sociological theories can influence society, including governments and individuals.

【设计说明】完成书上练习，巩固这部分所学知识。

Step 8 Homework

Read the passage on page 111 and do the exercises.

Grammar and usage

Teaching aims:

1.Get to know the elements of a paragraph;

2.Do some exercises to consolidate the different elements of a paragraph;

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

Teaching procedures:

Step 1 Lead-in

The teacher begins the lesson by asking students to put the following sentences in the correct order to form a well-developed paragraph on page 108 and ask students to divide the paragraph into three parts.

a. Another way to improve your listening comprehension is to watch English news programs on TV or to listen to English-language radio programs.

b. Besides focusing on listening and writing skills, you should also take every opportunity to speak English in and after class.

c. I have been doing all these things, so I have made great progress in learning English.

d. Today, I would like to tell you about different ways to study English.

e. Secondly, you might want to watch English-language films, as these can help you learn some useful words and expressions, and they make practising English listening a lot more interesting.

f. Thirdly, you should work on your English writing by doing something like keeping a diary in English or writing to an English-speaking pen friend.

g. Firstly, you should be sure to read something in English every day.

h. For example, you can read articles in an English newspaper like China Daily.

i. In this way, you can use English every day and improve your fluency.

j. However, if newspapers do not interest you, you may choose a novel that appeals to you and read one or two pages every day.

Keys: d, g, h, j, e, a, f, b, i, c

Divide the paragraph into three parts.

Part 1 d

Part 2 g —b

Part 3 i —c

【设计说明】通过排序和分段练习，让学生关于段落的各个组成部分有一个形象直观的认识，为后面的介绍做好铺垫。

Step 2 The elements of a paragraph

Topic sentence

Supporting sentences

Concluding sentence

【设计说明】在导入部分练习的基础上，让学生自然认识段落的三大组成部分。

Step 3 Introduction to the three parts

Topic sentence:

1. Each paragraph should have a point. The topic sentence clearly states what information the

paragraph will give.

2. The topic sentence is usually the first sentence of a paragraph.

( e.g. Young adults give many reasons for moving to cities. Today, I would like to tell you

different ways to study English.)

Notes:

1. Not all paragraphs have a topic sentence. Sometimes, a paragraph continues a topic introduced in the previous paragraph.

2. In the first paragraph of an essay, a story or an article, the topic sentence may follow a hook.

(e.g. Older Americans are on the move. The questions, is, though, why are so many people

retiring and spending their pensions in Florida?)

Supporting sentences:

1. follow the topic sentence

help explain or prove the topic sentence

2. We use transitions to link each sentences to the previous or following ones.

( 1. for example, for instance 2. furthermore, also

3. first(ly), second(ly), third(ly)

4.on the other hand, however )

Concluding sentence:

1. appear at the end of a paragraph

2. repeat the topic in a new way

3. express a final idea about the topic or to help introduce the topic of the next paragraph

( e.g. Across the USA, people are noticing the same thing: young people want to live in cities.) 【设计说明】通过阅读课本和举例的方式，让学生对段落的三大组成部分有更深刻的明白得和认识。

Step 4 Homework

Write an article with the title “What is success”.

1.in 150 words

2.pay attention to the elements in the paragrap

Task

Teaching aims:

1.Learn some key expressions while listening for the sequence of events;

2.Learn to use convincing language to write a letter to a friend;

3.Improve listening, speaking and writing abilities.

Teaching procedures:

Step 1 Aim and analysis

Our task is to write a letter to convince your friend abroad whether it’s good or not to come back. Before it we must make some preparations.

Skills Building 1:

Listening for the sequence of events

Skills Building 2:

Answering questions with more than one response

Skills Building3:

Using convincing language

【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 26, trying to remember:

Sequence of events means order of event

Useful phrases: in the beginning, originally, after that, then, after, when, before, eventually, in the end

【设计说明】关心学生认识表示情况进展顺序的一些关联词。

Step 3 Step 1

Ask students to listen to the report about Zhu Lin and also phone her to get more information.( Part A and B on page 26)

【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。

Step 4 Step 2

Ask students to read the passage on page 27 and do some exercises.

What is the “ brain drain”?

Answer: Brain drain means skilled workers and educated people move to other countries for work or study.

When did the phenomenon begin?

Answer: It began in the 1970s.

Reasons for reversal of brain drain

1. The combination of economic & career opportunities

2. Preferential government policies

3. Sponsorship for studying abroad

4. Friends tell friends about the good opportunities in China, and the news spread.

Step 5 Skills building2

Read the instruction on page 28 and learn different connecting words.

Support: and/ also/ furthermore/ moreover/ in addition

Contradict: however/ but/ even tough/ despite

【设计说明】关心学生认识表达支持和反对的关联词。

Step 6 Step 3

Group discussion: What do you want to ask the careers officers about?

Pair work: Make up a dialogue between the student and the careers officer and then Switch role. 【设计说明】这一环节要紧是为学生提供说的机会，练习口语。

Step7 Skills building 3

Tips for convincing someone of something

1. Avoid the passive voice.

2. Find good sources of information.

3. Tell the truth.

4. Do not be afraid to use strong language.

【设计说明】为下一环节书信的写作做好预备。

Step 8 Homework

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

Project

Teaching aims:

1.Get to know some important information about the Roma;

2.Learn some important words and expressions;

3.Get ready for the classroom display about the Jewish people.

Teaching procedures:

Step 1 Lead-in

Ask students to look at the pictures and answer the question:

Who are those people in the pictures?

The Roma.

Show some parts from a film about the life of the Roma.

【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。那个地点能够放映一些罗姆人的影音资料以激发学生的爱好。

Step 2 Fast reading

What is this article aimed to do?

To explain the history of the Roma and the reasons for their movement.

【设计说明】快速阅读，关心学生迅速了解本文写作的要紧目的。

Step 3 Listening

Ask students to answer the question:

What’s the route of the Roma’s movement?

【设计说明】在学生回答过程中辅以地图的展现，能够关心学生更直观地了解罗姆人作为游牧民族的特点。

Step 4 Reading

Ask students to answer the following questions:

1. Where did the Roma originally live?

They originally lived in northern India in an area that is now Pakistan.

2. What problems did the Roma experienced throughout their travels?

One of the Roma’s traditions, fortune telling, earned them a reputation as liars and witches. Europeans were alarmed because of their traditions.

3. Why did the Roma live in terror?

Because many of the Roma were killed by the Nazis.

4. When were the International Romani Union founded?

It was founded in the 1970s.

【设计说明】通过问答形式使得学生对文章的细节有了更深入的了解。

Step 5 Task-based reading

What are talked about in the article?

history

traditions

way of life

【设计说明】任务型阅读能够检验学生对文章总体脉络的了解，并为学生自己接下来的展现活动做好预备。

Step 6 Discussion

What are the things we have to do to make a classroom display about the Jewish.

Planning:

1. Form a group of 4 members.

2. Every member research one related topic: history, culture, politics…..to show the Jewish are a distinct cultural group.

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 mistake.

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。

Step7 Homework

Get ready for the classroom display about the Jewish.

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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