Unit 2 Healthy eating
Period 3 Learning about language: Grammar
整体设计
教材分析
This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.
This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t. Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese. Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs. Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.
At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.
教学重点
1. Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.
2. Let students learn the use of ought to.
教学难点
Enable students to learn how to use ought to correctly.
三维目标
知识目标
1. Get students to know more about modal verbs.
2. Let students learn the use of ought to.
能力目标
Enable students to use modal verbs correctly and properly according to the context.
情感目标
1. Get students to become interested in grammar learning.
2. Develop students’ sense of group cooperation.
教学过程
设计方案(一)
→Step 1 Revision
1. Check the homework exercises.
2. Dictate some new words and expressions.
3. Read the passage Come and Eat Here again to find words and expressions that mean the same.
Alternative words and expressions Words and expressions from the text
should
run away after doing something wrong
something to make you thin by eating it
wish to know about something
get rid of something
Alternative words and expressions
parts of plants that help food move quickly
through the body
changing food into something the body can use
proper amount of different kinds of food needed
for good health
Give students about four minutes to find the suitable words and expressions. Then check the answers with the whole class.
Suggested answers:
Alternative words and expressions Words and expressions from the text
should ought to
run away after doing something wrong get away with
something to make you thin by eating it slimming foods
wish to know about something curiosity
get rid of something throw away
Alternative words and expressions Words and expressions from the text
fibre
parts of plants that help food move
quickly through the body
digestion
changing food into something the body can
use
proper amount of different kinds of food
balanced diet
needed for good health
→Step 2 Leading-in by revision
Translate the following sentences and explain how each of these modal verbs is being used in the situations.
1. He could hardly support his family before he found the new job.
2. Where could/can the boy be now?
3. May/Might I come in?
4. You may/might catch sight of the sunrise from here when you get up before 5 in the morning.
5. You mus t hurry up or you’ll be late.
6. Whatever you want, you shall have.
7. We should read English aloud every morning.
8. He would sit there for hours, doing nothing at all.
Suggested answers:
1. 他在找到那份新工作前几乎无法养家糊口。(ability)
2. 那孩子现在能在哪儿呢?(guessing)
3. 我可以进来吗?(ask for permission)
4. 你在早晨五点钟以前起来, 或许能从这儿看到日出。(possibility)
5. 你必须得快点儿, 不然会迟到的。(necessity)
6. 你想得到什么, 你就可以有什么。(promise)
7. 我们应该每天早晨朗读英文。(duty)
8. 他总是在那儿一坐就是几个小时, 什么都不干。(past habit)
→Step 3 Grammar learning
1. Reading and discovering
Ask students to turn back to Page 10 to read through the passage Come and Eat Here, let them pick out the sentences using modal verbs and translate them into Chinese.
Suggested answers:
1)By lunchtime they would all be sold.
到午饭时分, 它们都会卖完。
2)By now his restaurant ought to be full of people.
到了这个时候, 他的餐馆本该宾客盈门的。
3)What could have happened?
发生了什么事呢?
4)Nothing could be better.
再没有比这些更好(吃)的了。
5)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.
要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。
6)He could not believe his eyes.
他简直不能相信他的眼睛。
7)Perhaps he should go to the library and find out.
也许他应该去图书馆查查清楚。
8)He could not have Yong Hui getting away with telling people lies!
他不可能让咏慧哄骗人们后跑掉。
9)He had better do some research.
他最好作一番调查。
10)They would become tired very quickly.
他们很快就会到疲乏。
11)Perhaps with a discount and a new sign he could win his customers back.
或许打折的方法和新的招牌能够帮他赢回顾客。
2. Thinking and discussing
Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations. Use the function words below to explain the meaning of the modal verbs. If students have some difficulty, give them a hand.
Intention Duty Permission Possibility Guessing Ability
Suggested answers:
1)Possibility2)Possibility3)Possibility4)Possibility5)Guessing6)Intention 7)Duty 8)Intention 9)Duty 10)Possibility 11)Ability
3. Summing up: the use of ought to
ought to的用法
ought无人称和时态的变化, 后接带to的动词不定式。ought to可表示“义务”“要求”或“劝告”, 常译作“应该”“应当”等, 和should差不多, 只是语气稍重一些; 有时表示“非常可能”的意思。否定式为ought not to(oughtn’t to), 疑问式为Ought I/you/. . . to. . . ?
1. 表示“责任或义务”
Such things ought not to be allowed, ought they?
这类事情不应该被准许, 是吗?
—Ought he to go? 他应该去吗?
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。
牛津高中英语模块一(第1讲) 【教学内容与教学要求】 一、教学内容: 牛津高中英语模块一Unit 1 (上) 二、教学要求: 1.掌握和校园生活有关的常用单词、词组与句型。 2.学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building 学校面积大,没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。 Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3.学习阅读技巧:skimming&scanning。 4.语法:定语从句(一) 【知识重点与学习难点】 一、重要单词: access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组: class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪 【难点讲解】 1.What is your dream school life like? 你理想中的学校生活是什么样子? 这里dream表示心目中最理想的. 如dream team (梦之队)。
牛津高中英语模块一到模块十单词表 【牛津高中英语模块一词汇表】 enjoyable有乐趣的 experience 经历,体验assembly集会,会议headmaster校长 earn获得;赚,挣得 respect尊敬,敬重 devote致力于;献身 literature 文学 average一般的,普通的;平均的struggle奋斗,努力;挣扎,难事;斗争;努力 challenging具有挑战性的encouragement鼓励 cooking做饭;烹饪,烹调 for free免费 extra 额外的,外加的 fond喜爱的,喜欢的 be fond of喜爱,喜欢 Spanish西班牙语(的);西班牙人(的) sculpture雕像,雕塑 dessert甜点 look back (on)回忆,回顾satisfaction 满意 surf 冲浪 academic学业的,学术的exchange交换;交流 former以前的 graducate毕业生,毕业 fluent流利的 painting绘画,绘画作品 donate捐赠 kindness善意 splendid 极佳的,非常好的independent 独立的 make use of 利用title(书的)名称;(文章的)题目,篇名 dynasty朝代,王朝 somehow 不知为什么;不知怎么地 recent新近的,最近的 professor教授 inform 通知,告知 opening hours开放时间 run管理;操作 host主持人;主人,东道主approve批准,通过;赞成,同意charge使承担责任;收费,负责,掌管 in charge of负责,掌管schoolmate 同学,校友croadcast广播,播放preparation 准备,筹备 event(重要)事件;社交活动;比赛项目 outing短途旅行,远足graduation毕业 poet 诗人 generation一代,一代人 literary文学的 select选择,挑选 courtyard庭院,院子composition作品,成分 act(戏剧的)一幕 curtain窗帘;(舞台上的)帷幕can't wait to do something迫不及待地做某事 soccer <美>英式足球,足球frightened 受惊的;害怕的 be supposed to应该……,应当…… bend(使)弯曲,弯腰,屈身
牛津高中英语教学设计 单元:Unit 1 School life 板块:Word Power Thoughts on the design: Word power 该板块设计的目的是引导学生通过以下两种方法学习词汇:一是让学生学习与单元话题相关的分类词汇;二是通过构词法学习单词。该板块设计了图表、对话或短文,用以拓展学生对于话题相关的词语的认识和运用。 Teaching aims: 1.to cultivate students’ ability of reading a map; 2.to develop and practice the way of asking and giving the way; 3.students are expected to gain a more general ideal of school facilities; 4.to enlarge students vocabulary and try to guide them to use correctly. Teaching procedures: Step One—Don’t tell me its name (Guessing game) [设计说明] Describe the features of the given place, but not to mention its name, let others guess)(通过此步骤使得学生充分熟悉有关school facilities的名词,为教学的下一步展开做好铺垫,同时激发学生学习热情。 e.g. (提示词) *Book stand;E-books;Abundant reading materials (library) *Pieces of equipment for specific purposes, as building up one’s body (gym) *Yummy Yummy (Picture Presentation) (students’ canteen) *Second Home (dormitory) Step Two—Drawing a map & looking for destination [设计说明] 学生按照老师口头所给路线画图,可请1-2名学生上黑板演示,充分锻炼学生“ASK AND GIVE THE WAY”的能力。 如: Now, everybody, welcome to our starting point. Try to imagine that you are right now facing the North. I’d like you to go along this road, which is called the Zhong Shan Road, and then turn left; you will find a city library on your right side … Step Three—Welcome our spokesman (Role-acting & Recommendation) [设计说明]角色扮演,学生按自我意愿在所给选择范围内挑选一名运动明星,并向大家推荐由其代言的某一运动项目。
牛津高中英语(译林版)高中The Curse of the Mummy教学设计 一、教案背景 1、面向学生:中学 2、学科:英语(译林出版社) 3、版块:模块二高一上学期 4、课题:Reading:The Curse of the Mummy 5、课型及课时:阅读课第1课时 二、教材分析 教学内容: 牛津高中英语(译林版)模块二高一上学期第三单元“Amazing People”第一课时Reading: The Curse of the Mummy 教材分析: 本课为模块二第三单元Reading教学的第一课时,第三单元主要讲述神秘的古代文明,而本课主要讲述埃及金字塔以及有关木乃伊的诅咒。埃及金字塔及木乃伊是世人不断研究及探索的领域,也是我们学生非常感兴趣的领域。本课主要帮助学生通过阅读这篇文章掌握阅读此类文章的阅读策略和阅读技巧,提高学生的阅读能力和综合运用语言的能力。同时,通过本课教学,培养学生科学探究的精神。 教学目标: 知识目标: 1、了解一些有用的关于金字塔,埃及,探险的单词,词组表达:curse, explorer, secretary, curious, coincidence等. 能力目标: 1、通过对阅读策略的学习,掌握预测课文内容和获取学习的能力; 2、培养学生的说、读、写能力、竞争意识和自主、合作、探究的意识。 情感目标: 1、使学生了解木乃伊的神秘世界,激发他们的求知欲; 2、努力学习,学会用科学的方法来破解这一未解之谜 学习策略: 1、利用图片或者特定语境来学习新的单词和短语; 2、采用激励性评价体制,激发学生的积极性和主动性; 3、小组活动,通过小组成员合作学习,培养学生自主运用语言的能力。 教学重难点: 通过对阅读策略的学习,掌握预测课文内容和获取学习的能力; 教学准备:多媒体课件 教学方法:任务教学法、小组讨论法等 Step1Leading-in Watch a video about mummy T: Have you seen this film? It is about mummy. Do you know what is mummy? It is preserved dead body. And it is famous in Egypt. Okay, now let’ s enjoy this video. While watching, please pay attention to what message did the mummy leave? Have you found out the message?
学然后知不足 让我们飞翔吧 1 牛津高中英语单词表(单元) Module 1 A ability n.能力 achieve vt.赢得,取得;实现,成就 achievement n.成就 act n.(戏剧的)一幕 vt.表现;行动 actress n.女演员 adult n.成年人 advice n.建议,忠告 affect vt. 影响 after all 毕竟 along with 连同…,随同… amount n.量,数量 approve vt.&vi.批准,通过; 赞成 argument n.争论,辩论;论点,论据 article n.文章 as a matter of fact 事实上 as though 好像,似乎 ashamed adj.惭愧的,羞愧的 assembly n.集会;会议 at present 目前,当前 attend vt.出席,参加 attention n.注意,关注 pay attention to 注意 attractive adj.有吸引力的,有魅力的 average adj. 一般的,普通的;平均的 B be supposed to 应该…,应当… behavior n.<美>行为,举止 bend vi.&vt.弯腰,屈身; (使)弯曲 bookcase n.书柜,书橱 boring adj. 令人厌倦的,乏味的,无聊的 broadcast vt.& n.广播;播放 C cafe n.咖啡馆,小餐馆 Internet caf é 网吧 calorie n.卡路里,卡 can n.罐子,金属容器 trash can <美>垃圾桶 cash n.现金 challenging adj.具有挑战性的 charge n.负责,掌管 in charge 负责,掌管 chat vi.&n.聊天,闲谈 chemical n.化学物质;化学药品 adj.化学的 close adj. 亲密的;靠近的 column n.专栏,栏目 concentrate vt.&vi.集中(注意力、思想等),全神贯注 consider vt.考虑 contain vt.包含; 容纳 continue vi.&vt.继续,持续 control vt.&n.控制 cooking n.做饭;烹饪,烹调 count vi.算数,有效 cover n.(书的)封面;盖子 back cover (书的)封底 crazy adj.发疯的,疯狂的 like crazy 发疯似地,拼命地 culture n.文化 curtain n.窗帘;(舞台上的)幕布 D damage vt.& n.损害,伤害 dessert n.(餐后的)甜点 develop vt.培养,养成 diet n.节食;日常饮食 vi.节食,控制饮食 go on diets 节食 display vt.陈列, 展览 do with 处理,处置 donate vt.捐赠,捐献;赠予 drop vt.放弃 dynasty n. 朝代,王朝 E-F earn vt.获得;赚,挣得 effect n.效果,作用;影响 side effect 副作用 e-mail vt.给..发电子邮件 embarrassed adj. 尴尬的,不好意思的,难为情的 energy n.能量 exact adj.精确的,准确的 exercise vi.锻炼,运动 experience vt.经历,体验 explain vt.&vi.解释,说明 explanation n.解释,说明 extra adj.额外的,外加的 failure n.衰退,衰竭;故障,失灵 fall out (头发等)脱落 fault n.过错,错误 field n.运动场,操场 fight vi.争吵,争论;打架,争斗 figure n.体形,身材 flat n.套房
牛津高中英语教学设计 教材:牛津高中英语(模块三)高一下学期 文档内容:教学设计—教案 单元:Unit 2 Language 板块:Project(第一课时) 作者:孙小朵 教案背景:新课改背景下,素质教育的真谛:创新与合作,着重于孩子能力的培养,鼓励在创新中成长。本课时的设计为Project的第一课时,主要是侧重于文本的处理,同时也把文章的重点短语一并完成,学生在课前做好充分的预习准备。对于Project的文本,我们在实际操作中达成了这样的认识:文本是用以阅读的,但是不同于Reading的阅读,Project的文本阅读不是单单以获取信息、了解文本为目的的,它的存在是以阅读为基础,为下一课时的图册文本设计提供信息与蓝本,本文主要是讲述了中国汉字的发展历程:汉字的出现.象形字.会意字.形声字.以及简化字。 Teaching aims: 1.Let the students know the development of Chinese characters. 2.Let students know the formation of Chinese characters. 3.Learn to explain the process of the Chinese character Teaching procedures: Step 1 Lead-in Ask students a question "Can you recognise these Chinese characters?"and Show the students some pictures about developing process of the Chinese characters and introduce the topic “The development of Chinese characters”. 【设计说明】作为文本阅读的导入,首先要找一些关于课文的图片来挑动学生的学习兴趣,激发学生的学习热情,自然而然地引至主题。 Step 2 Skimming Skim the text and think about how many parts we can divide the whole text into,then match the main idea with each part: A The origin of Chinese characters. B Simplified Chinese characters. C. Brief introduction of Chinese characters. D. Form and development of Chinese characters. para.1 C Para.2A Para.3-4 D Para.5 B 【设计说明】通过快速阅读掌握文本的结构划分,对于文本实现整体性的粗线条把握,在文本划分基础上概括每部分的总体大意。 Step 3 Reread the text and answer the following questions Part1
牛津高中英语模块一(第1讲) 【教学容与教学要求】 一、教学容: 牛津高中英语模块一Unit 1 (上) 二、教学要求: 1.掌握和校园生活有关的常用单词、词组与句型。 2.学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期 Huge campus and low-rise building 学校面积大,没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3.学习阅读技巧:skimming&scanning。 4.语法:定语从句(一) 【知识重点与学习难点】 一、重要单词: access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组: class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪
牛津高中英语教学设计与反思 单元:Unit1 School life 板块:Reading 靖江市第一高级中学闻震宇 一·教学设计指导思想: 第一模块第一单元的主题为“School Life”, 整个单元内容的设计围绕高中生活这一主题展开,本节课的教学内容为“Reading School life in the UK”课文理解。在这一部分,学生将学会skimming &scanning阅读策略,并对英国学生的在校生活有所了解。 Teaching aims: 1. to read a magazine article about school life in the UK; 2. to learn to apply two basic reading skills: skimming and scanning; 3. to learn some expressions about school life; 4. to get some information about what school life in the UK is really like. Teaching procedures: Step1 Lead-in Play the song of ‘High School Life’ and show students’ photos. Can you guess the name of the song? What can you think of when we talk about school life? Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there. Let’s first preview the words that will be used in the article, the definition of the word is given, please match the meaning with the word. Step2 reading Before we read the article, we are going to learn the reading strategies: skimming and scanning. 1. Reading strategy-scanning We scan the text when we want to find certain information in a text quickly. Apply scanning to finish PartC1.C2. 2. Reading strategy-Skimming We skim a text when we want to get a general idea of what it is about. Apply skimming to find the key sentences of the paragraph. Find out the main idea of each paragraph and answer questions concerning the content of each paragraph. Part1: School hours: 1. Was she happy with the school hours? ______________ 2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。
—-可编辑修改,可打印— — 别找了你想要的都有! 精品教育资料——全册教案,,试卷,教学课件,教学设计等一站式服务—— 全力满足教学需求,真实规划教 学环节 最新全面教学资源,打造完美教 学模式 《牛津高中英语》(模块一.高一上) 1 attend vt.出席,参加 2 assembly n.集会;会议 3 earn vt.获得;赚,挣得 4 respect n.&vt.尊敬,敬重 5 achieve vt.赢得,取得;实现,成就 6 grade n.学分;成绩;等级
7 literature n.文学 8 average adj.一般的,普通的;平均的 9 challenging adj.具有挑战性的 10 lunchtime n.午餐时间 11 e-mail vt.给……发电子邮件 12 for free 免费 13 extra adj.额外的,外加的 14 cooking n.做饭;烹饪,烹调 15 prepare vt.&vi.准备 16 drop vt.放弃 17 Spanish n.西班牙语;西班牙人 18 German n.德语;德国人 19 woodwork n.木工工艺 20 miss vt.思念,想念 21 dessert n.(餐后的)甜点 22 field n.运动场,操场 23 experience vt.经历,体验 24 article n.文章 25 penfriend n.笔友 26 introduce vt.介绍 27 immediately adv.立即,马上 28 former adj.从前的,以前的29 recently adv.最近,近来 30 culture n.文化 31 develop vt.培养,养成 32 photograph n.照片,相片 33 donate vt.捐赠,捐献;赠予 34 gift n.赠品,礼物 35 display vt.陈列,展览 36 kindness n.善举;好意,善意 37 guest n.客人,来宾 38 speech n.演说,演讲,讲话 39 flat n.套房 40 bookcase n.书柜,书橱 41 attention n.注意,关注 42 pay attention to 注意 43 please vt.使满意,取悦 44 title n.(书的)名称;(文章的)题目,篇名 45 dynasty n.朝代,王朝 46 cover n.(书的)封面;盖子 47 back cover (书的)封底 48 recent adj.新近的,最近的 49 professor n.教授
牛津高中英语教学案例 ------M3,U3,Reading: Lost Civilizations 引言 近几年来,高中英语教学改革在逐步的加快和深入。新课程的实施、新教材的使用、新教法的提倡、以及改变“死读书,读死书”的问题,让学生自主学习等,已成为广大高中教师普遍关注的教学热点。国家教育部颁发的《英语课程标准》倡导采用“任务型教学”的途径,让学生在教师的指导下,通过感知、体验、实践、参与和合作等方式,逐步达到教学目标规定的要求。因此,在设计教学的过程中,如何才能体现新的课程理念、培养学生的思维能力、激发学生的学习热情,就成为高中英语教学中教师所面临的一个重要的必须解决的问题。 下面以笔者的一节课为例,对教师在这一节课所设计的过程进行案例分析,阐述在新的课程标准下,如何才能让课堂焕发“新课程、新理念”的光彩。 教学背景 教学对象是高一学生,英语基础知识和听说读写技能都处于一般水平,部分学生对英语学习兴趣不浓。因此,通过让他们积极参与实践、学习和使用英语,调动他们学习英语的兴趣,是本学期英语学习的主要目标。 教材分析 本课是高一必修第三模块里的unit3, back to the past 中的阅读课lost civilizations 这一主题。由于在welcome to the unit 部分,学生已经获取了一部分关于历史文明的内容,因此在学习此部分内容时,学生就比较容易能接受。本部分内容的学习,主要是通过图片和视频,让学生了解庞贝古城、楼兰王国,并比较它们之间的区别。通过分析和讨论,让学生在理解历史的基础上,明白保护历史遗迹的重要性,并能从自身作起,铭记历史,捍卫历史。但由于此部分内容中出现的时间、地点等生僻词过多,因此,在课前,我教他们读了一下,让他们能自行阅读课文,这样在学习课文时,就容易理解。 教学目标
牛津高中英语模块一到模块五单词表 【牛津高中英语模块一词汇表】 enjoyable 有乐趣的experience 经历,体验assembly 集会,会议headmaster 校长 earn 获得;赚,挣得respect 尊敬,敬重 devote 致力于;献身literature 文学 average 一般的,普通的;平均的struggle 奋斗,努力;挣扎,难事;斗争;努力 challenging 具有挑战性的encouragement 鼓励 cooking 做饭;烹饪,烹调 for free 免费 extra 额外的,外加的 fond 喜爱的,喜欢的 be fond of 喜爱,喜欢Spanish 西班牙语(的);西班牙人(的) sculpture 雕像,雕塑 dessert 甜点 look back (on) 回忆,回顾satisfaction 满意 surf 冲浪 academic 学业的,学术的exchange 交换;交流 former 以前的 graducate 毕业生,毕业 fluent 流利的 painting 绘画,绘画作品donate 捐赠 kindness 善意 splendid 极佳的,非常好的independent 独立的 make use of 利用title (书的)名称;(文章的)题目,篇名 dynasty 朝代,王朝somehow 不知为什么;不知怎么地 recent 新近的,最近的professor 教授 inform 通知,告知 opening hours 开放时间 run 管理;操作 host 主持人;主人,东道主approve 批准,通过;赞成,同意charge 使承担责任;收费,负责,掌管 in charge of 负责,掌管schoolmate 同学,校友croadcast 广播,播放preparation 准备,筹备event (重要)事件;社交活动;比赛项目 outing 短途旅行,远足graduation 毕业 poet 诗人 generation 一代,一代人literary 文学的 select 选择,挑选courtyard 庭院,院子composition 作品,成分 act (戏剧的)一幕 curtain 窗帘;(舞台上的)帷幕can't wait to do something 迫不及待地做某事soccer <美>英式足球,足球frightened 受惊的;害怕的 be supposed to 应该……,应当…… bend (使)弯曲,弯腰,屈身
牛津高中英语教学设计 The Honorable Games 湖南新田二中邓晓兰一基本说明 1.教材:牛津高中英语(Advance with English) 2.年级:高一下学期 3.所属模块:模块四 4.所属版块:阅读(Reading) 5.出版单位:译林出版社 6.课时:第一课时 7.学时数:45分钟 二教学设计 1.教学目标(Teaching aims) 知识与能力: 本节课的阅读材料是关于奥运会的历史及重要意义的一篇演讲稿,并让学生认识一些著名的成就非凡的运动员。作为一篇阅读文章,主要是帮助学生学习语言、文化等方面的知识,选择恰当的阅读策略以提高阅读能力。 过程与方法: 根据课标的要求,让学生通过预测(predicting)、略读(skimming)或寻读(scanning)的阅读策略,带着问题进行阅读,了解文章的主旨大意和比较明显的细节内容,完成阅读任务。再通过细读文章,培养学生获取信息和处理信息的能力,从而达到帮助学生更好地理解所读文章的目的。 情感态度与价值观: 英语作为一门语言,其基本功能是交际。本节课通过对奥运会历史及意义的了解,让学生体会到体育运动的起源、发展与兴起的作用。课堂可就学生感兴趣的运动项目,运动员进行简单的讨论,创造一种师生“情感互动”的语言交际氛围,促使学生互相学习,互相帮助,体验集体荣誉感和成就感,同时发展合作精神,努力营造宽松、民主和谐的教学氛围。 2.内容分析(Analysis of the teaching material) 课程标准: 高一年级学生语言技能目标应达到六级水平,在阅读方面能从一般文字资料中获取主要信息,能利用上下文和句子结构猜测词义,能根据上下文线索预测故事情节的发展,能根据阅读目的使用不同的阅读策略,能通过不同信息渠道查找所需信息。本堂课要求学生通过对各种阅读策略的运用,能很容易地完成课堂练习,也能学会如何才能写一篇生动的演讲稿。 教学重点:通过不同的阅读策略提高学生的阅读能力,学会带着问题去阅读并快速的抓住文章的主要信息。
牛津高中英语单词表 模块1 Unit 1 attend 出席,参加 assembly集会,会议 earn 获得,赚,赚得 respect 尊敬 achieve 取得,实现 grade 学分,年级,等级 literature 文学 average 一般得,普通得,平均得challenging 具有挑战性得 lunchtime午餐时间 e-mail 电子邮件,给。。。发电子邮件for free 免费 extra 额外得,外加得 cooking 做饭,烹饪 prepare 准备 drop 放弃 Spanish 西班牙语 German 德语,德国人 woodwork 木工手艺 miss 思念,想念 dessert (餐后得)甜点
field 运动场,操场 experience 经历,体验 article 文章 penfriend 笔友 introduce 介绍 immediately 立刻,马上 former 从前得,以前得 recently 最近,近来 culture 文化 develop 培养,养成 photograph 照片,相片 donate 捐献,捐赠 gift 赠品,礼物 display 陈列,展览 kindness 好意,善意 guest 客人,来宾 speech 演说,演讲 flat 套房 bookcase 书橱,书柜 attention 注意,关注 pay attention to 对。。。注意please 使满意,取悦 title (书得)名称,(文章得)题目dynasty 朝代,王朝
cover (书得)封面,盖子 back cover (书得)封底 recent 新近得,最近得 professor 教授 regret 遗憾,抱歉,后悔,惋惜 inform 通知,告知 run 管理,经营 host 主持人,主人,东道主 approve 批准,通过,赞成 broadcast 广播,播放 preparation 准备,筹备 close 亲密得,靠近得 outing 短途旅行,远足 continue 继续,持续 poet 诗人 generation 一代,一代人 poem 诗,诗歌 select 选择,挑选 require 要求,需要 scary 让人恐慌得,吓人得 nature 自然,大自然 Unit 2 act n、(戏剧得)一幕;vi、表现,行动vacation (美)假期;休假