牛津高中英语模块一unit1—2教案(school life)unit1—2

课程单元教学设计首页

课程课题：Unit 1 School life ——Period 2 Reading

授课

教师

授课班级学时数4授课

日期

年月日教学地点

教学目标Knowledge

1. Learn some useful words and expressions

attend, earn, respect, achieve, challenging, prepare, drop, miss, experience,

introduce, for free, at lunchtime, word by word, on average, sound like

2. Learn some important sentence structures

1)This means I could. . .

2)I found the homework was not as heavy as what I used to get. . .

Ability

Train the students?reading ability, introducing the two …reading strategies?,

skimming and scanning.

Emotion

Enable the students to learn to talk about school life and identify the

differences in the school life between the UK and China.

教学重点难点1. Help the students to learn about the school life in the UK and get the students to talk about the differences in the school life between the UK and China.

2. Help the students to learn to use some of the new words and expressions.

3. Help the students to learn to make an outline of a plan for their new school life.

教学手段与方法1. Discussion in pairs or in groups.

2. Task-based in-class activities.

3. Explanations of some language points.

教学

准备

A tape recorder and a multimedia classroom.

参考资料《牛津高中英语》（教师用书）《牛津高中英语》课课练

教学反思

课堂教学安排

教学过程主要教学内容及步骤

Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Greetings and self-introduction

Lead in

Reading

Teaching and learning design of some new words and expressions Skills in Reading

Summary

Homework

板书设计

Reading strategy Brainstorming Listening

Structure

教学过程

Period 2 Reading

Thoughts on the design:

在完成了welcome板块的学习后，阅读一名从中国到英国的交换生的介绍文章。让学生在阅读过程中使用skimming理解文章大意，用scanning 获取细节信息，之后再对文章作综合回顾。然后，引导学生换个角度，从英国学生的角度来看待中国的学校生活，模仿课文，从不同的方面介绍中国的校园生活。

本课按照“点、线、面—单词、词组、句型”设计，课本主要词汇attend, miss, experience, devote, look back on通过幻灯片重点讲解; enjoyable, average, earn, challenging, extra, for free, used to, 等以填空的形式呈现，相关短语教师口头陈述，学生举例运用。最后模仿动名词作主语。用所学词汇编故事。

教材分析

This reading passage is about a vivid description of the school life in Manchester made by Wei Hua, a Chinese girl who once studied in the UK. The students who are expected to learn this unit are the new comers to high schools. They will certainly curious about British high school life as well as their own school life. So the topic is an amazing one for the students, and it will definitely stimulate the students? interest since they can imagine and arrange their own new school life. By learning this unit, the teacher can also help the students to get used to the new high school life as soon as possible.

While the students are reading this passage, some reading strategies should be introduced: skimming—to get the general idea of a passage by looking at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and chart; scanning—to find certain information in a text quickly by looking for key words and phrases, dates, numbers, etc.

Meanwhile, different in-class activities should be well organized for all the students to take part in according to the content of the text with the purpose of training their skills in not only reading, but also in listening and speaking. Some charts and tables are used for the students to find some information for the text. And the students should be encouraged to take part in different activities of pair work or group work. They should learn to enjoy team-work. More in-class a ctivities are related to the students? daily life and require common sense from the students. And more exercises are given in different forms to help the students to learn how to use some of the new words and phrases.

课前准备

1. Ask the students to prepare for a free-talk for about two or three minutes. They can introduce themselves to their classmates or say something about their junior middle school life, or even make a plan for their high school life. This will help all the students to take part in in-class activities and help them adapt to high school life quickly. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class.

2. Encourage the students to go to the library or surf the Internet to get some information about school life in the UK, if possible. They can also be divided into several groups to get some information about high school life in different countries as they like.

3. Ask the students to read the passage School life in the UK on pages 2 to 3, as well as reading strategy on page 3. If time permits, ask them to finish exercises C1, C2 and D on page

4.

教学过程

Step 1 Greetings and self-introduction

This is the first semester of the high school and most students are not familiar with each other, so self-introduction is necessary for them to get to know about each other. Encourage the students to volunteer to go to the front of the classroom to make a self-introduction or describe part of their junior middle school life and make a plan for their high school life. After one student finishes his or her free-talk, other students or the teacher can ask him or her some questions.

Step 2 Lead in

Ask the students to describe some parts of high school life in the UK based on what they learned in Welcome to the unit. If necessary, they can also talk about some of the differences between Chinese and British school life.

Some possible answers:

1. Huge campus and low-rise buildings can often be seen in the UK. That is an outstanding sight when we travel in the UK, compared to so many high-rise buildings in China.

2. What impressed me a lot are the lockers in the classrooms for students to put their stationery, books, exercise books and other belongings. I think it is really convenient for the students. While in China, we usually have a heavy burden of school bags. I often wonder if the heavy bags will do harm to the development of our bodies.

3. From my point of view, most foreign teachers are humorous and kind-hearted. It seems that they have a close relationship with their students. And some of our teachers are too strict with us. Maybe not only the students, but also the teachers are under the pressure of the entrance examination.

For the teacher, it is important to point out that the British school system is considered one of the best in the world. As is known to us all, education in the UK is compulsory for everyone between the ages of five and sixteen, and is provided by two kinds of schools: independent (fee-charging) schools and state-funded schools.

(If the multimedia is available, this design is recommended. )

Show part of the video about the school life in the UK or show several pictures of the school life in the UK, and then ask the students to describe some of the scenes in the video/some of the pictures about the school life in the UK.

Some possible answers:

1. I?m surprised that they only have about 20 students in their class while we have 54 students here. And they have a lot of chances to express their opinions. Their presentations are beyond my imagination. I hope I can do that in my class.

2. They are so many in-class activities in the their class. I think we should have more opportunities to work in pairs or in groups.

3. It seems that their classes are loose, but in fact well organized. The teacher talks less, and the students do a lot.

Step 3 Reading

Skimming

Come to the article from a school magazine, written by an exchange student Wei Hua, who once studied in the UK. She gives us a brief but vivid description of what school life in the UK is like from her own experience. Ask the students to read the text quickly and answer the three questions in Part A.

Check the answers.

1. For one year.

2. Mr. Heywood.

3. A small table.

After the students finish it, the teacher can raise this question:

You are really quick in mind and action. By the way, how do you get the answers in such a short

Possible answers:

1. Firstly, these questions are very easy to answer. Secondly, there are some skills in reading these questions, that is, we should find out some key words in the questions. For example, in the first question, …how long? reminds me to focus on some numbers. In question 2, we should pay special a ttention to the …name? and …class teacher?, which will help us find the information in the text quickly.

2. For the last one, …Woodwork class? leads me to paragraph 6 soon, so I find the answer to question 3 easily.

The teacher should note that usually it’s not necessary to read an article word by word, or sentence by sentence to get the general idea or some main information. While reading, we should use some ‘reading strategies’. In this unit, two reading strategies are introduced, which are basic reading skills and used by many people. Ask the students to read the ‘reading strategy’ on page 3 and finish the form on the screen.

Or we can use another way to help the students to learn how to skim a passage.

In order to help the students to know how to skim a passage, the teacher can also get the following passage, which is also related to the topic of this unit, for the students to read. The students are supposed to get the main idea of this passage as quickly as possible.

Reading material:

Education system in the UK

The UK is made up of 4 different countries—England, Scotland, Wales and Northern Ireland. Education in the UK is compulsory for everyone between the ages of five and sixteen, and is provided by two kinds of schools: independent and state-funded schools.

Education system in Scotland

The education system in Scotland differs at school and under-graduate level to the other countries that follow a similar system. The main differences are as follows:

Students can enter university at the age of 17 rather than 18, as university courses in Scotland are normally one year longer than in England.

Between the ages of 16-18 years, students in Scotland often study a broader curriculum than in other parts of the UK and often do not specialize in the sciences, arts, and humanities.

Education system in England, Wales and Northern Ireland

Children normally start school at the age of 5 and move to secondary school at the age of 11. Pre-school programs are also available to students at the age of 3 or 4. . . .

After the students read this passage, raise these questions for them to answer:

1. What?s the main idea of this passage?

2. And how do you know that?

3. Is there any other way to help us to get the main idea quickly?

Possible answers:

1. It mainly tells us the education system in the UK, especially that in Scotland.

2. From the title and the subtitle.

3. Usually the pictures will help us a lot. Sometimes, the first and the last paragraph are very important for us to read, as well as the first sentence of each paragraph.

The teacher should tell the students that all these are very good reading skills, which are often adopted by many people while they are reading. And then ask the students to skim the text, and find the answers to the three questions as quick as possible, using the methods talked about.

Then check the answers.

…Reading strategy? is very important while we are reading a passage. Here, two reading strategies are introduced in this unit. Ask the students to read the …reading strategy? on page 3 and fini sh the form on the

Reading strategy

Reading strategy Purposes Methods Skimming

Scanning

Sample answers:

Reading strategy Purposes Methods

Skimming To get a general idea of

what the text is about By looking at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.

Scanning To find certain information

in a text quickly By scanning the text for key words and phrases, dates, numbers, etc.

Brainstorming

Before the students move on to the details of this reading passage, ask them to have a brainstorming.

Question:

When we come to the title …School life in the UK?, what do you expect to read in this passage?

This design is used to help the students learn to predict what to read in this passage, to know how to select different materials, to arose their interest in reading this passage, to let other students share their creative ideas, to encourage more students to take part in in-class activities and to give every student a chance to express their ideas.

List all the things suggested by the students on the blackboard. If necessary, the teacher can add more items according to the text.

Suggested answers:

Things expect to read about

School hours

School location

School assemblies

School teachers

School facilities

School classes

School homework

School subjects

School holidays

School fees

School activities

School food

. . .

Listening for information

After the students give some suggested answers, ask them to listen to the tape of the text with their books closed, and then tick the things mentioned in the passage.

Things expect to read about

√School hours

School location

√School assemblies

√School teachers

School facilities

√School classes

√School homework

√School subjects

School holidays

School fees

√School activities

√School food

. . .

Scanning

Now it?s time for the students to scan the passage to get certain information quickly. Let the students have a group competition. Since team work plays a very important part in the school life for the teenagers, if possible, more chances should be given to the students to let them be aware of team spirit. Tell the students that they will be divided into four groups—Group 1, 2, 3, and 4. They should try their best to find the details about the things talked about in the passage. If one student can get one of them, he or she will be given 10 marks. Ask them to remember to use the reading strategy—scanning.

Suggested answers:

Things mentioned Some details

√School hours . . . starts around 9 a. m. and ends about 3. 30 p. m.

School location

√School assemblies . . . told us about the rules of the school and the best way to

earn respect from the school

√School teachers Mr Heywood was the class teacher and Miss Burke was Wei

Hua?s favorite teacher. . . were helpful

School facilities

√School classes . . . there were 29 students, which is about the average size for

British schools. . . . had to move to different classrooms for

different classes. . . had different students in some classes

√School homework . . . not as heavy as. . . was a bit challenging. . . was in English

√School subjects English, History, English Literature, Computer Science, Maths,

Science, PE, Cooking and French. . . students can choose and

drop some subjects

School holidays

School fees

√School activities . . . read English in the library. . . went to the Computer Club at

lunch time. . . had an extra French class on Tuesday

evenings. . . cooking. . . held a class party at the end of term. . .

played football on the school field

√School food . . . is very different. . . eat lots of desserts after the main meal

If time permits, we can guide the students to focus on the structure of the passage. In this way, we can also help the students to learn how to scan a passage.

While reading a passage, we should pay special attention to the structure of the passage. By doing that, we?ll fi nd it easier for us to understand the text. Ask the students to come to the structure of the text, scan the text and find out how many parts the text can be divided into and get the main idea for each part.

Parts Main ideas

Part 1(Para. 1) Wei Hua?s feel ing about staying in a British high school for one

year

Part 2 (Paras. 2-7) Different aspects

of school life in

the UK Para. 2 the advice the headmaster gave during assembly

Para. 3 school teachers and classmates Para. 4 school homework and subjects Para. 5 school activities

Para. 6 choices about subjects

Para. 7 school food and entertainment

Part 3(Para. 8) Wei Hua?s hope

(About this part, students can be divided into four groups and be encouraged to find the answers as quickly as possible. The teacher can ask some simple questions to guide the students. ) Now it?s time for the students to do more consolidation exercises. Ask the students to turn to page 4, and come to C1 first. Let the students to work in pairs, that is, one student read the question and the other answers it.

(Allow the students several minutes to finish it and give some guidance if possible. )

Then ask the students to come to C2. Ask one student to read one sentence, and he or she will ask one of the other students to decide whether the sentence is true or false. If it is false, let him or her correct it.

Comparison in details

Since the students have already got some details about the school life in the UK. They should be encouraged to learn to compare the school life between the UK and China. Ask them to work in groups to find out the information and use their common sense to fill in the blanks.

Differences and similarities about school life between the UK and China

Different aspects the UK China

Differences School hours 9 a. m. -3: 30 p. m. 7: 30 a. m. -4: 30 p.

m.

Class size about 30 students about 50 students

Classes different classrooms in the same classroom

Classmates can?t remember all remember them easily

Homework not heavy too much

Subjects English, History, English

literature, Computer Science,

Maths, Science, PE, Cooking,

Woodwork French, Art Chinese, Maths, English, Physics, Chemistry, History, Politics, Geography, PE, Biology

School food lots of desserts after their main

regular three meals

meal

Similarities School assembly rules, ways to earn respect and achieve high grades

School teachers helpful, friendly

Further understanding of this text

To help the students to improve their reading skills, the teacher can also prepare some reading comprehension exercises for the students to do.

1. Which of the following statements is NOT true?

A. Not all the students are familiar with each other.

B. Students can choose any of the subjects or drop any one.

C. Students in that school have to move to different classrooms for different classes.

D. Students should work hard to get high grades.

2. Which of the following sentences about Wei Hua is TRUE according to the text?

A. Wei Hua couldn?t get used to the school hours there.

B. Wei Hua couldn?t get on well with her classmates, for they didn?t know each other.

C. Wei Hua soon adjusted herself to the homework in English there though it was a bit challenging.

D. Wei Hua didn?t like British food and couldn?t get used to eating desserts.

(Before the students get down to these exercises, ask them to pay attention to the details of the passage. The teacher should point out that the students should learn to find the supporting sentences in the passage. ) Suggested answers: 1. B 2. C

Guessing the meanings of the new words

The main idea of this passage and some of the details have been further discussed. Now, it?s time to come to some new words in this passage. Ask the students to turn to page 4, and come to Part D. Ask them to find these new words in the article, guess their meanings from the context and then match them with the correct definitions.

(Give the students several minutes to finish this part. Then check the answers. )

To see if the students have fully understood these new words, the teacher can design some exercises for the students to do. For example, the teacher can ask the students to fill in the blanks with the seven words.

(Ask the students to fill in the blanks and then check the answers. )

1. Cathy is making herself up, for she will_____________ a wedding party.

2. With the exam drawing near, all the students are busy_____________ for it.

3. To be a journalist is more_____________ than to be a worker, but I like it.

4. The couple_____________ a lot of money by running that restaurant.

5. Do you eat_____________ after your main meal?

6. Once Zhang Hua wanted to_____________ English, but now he is good at it.

7. We have some_____________ homework before our examination.

(This kind of exercises can help the students to master the usage of some of the important words in this unit. If the students find it difficult to do, then the teacher can ask them to work in pairs first. ) Suggested answers: 1. attend 2. preparing 3. challenging 4. earn 5. desserts 6. drop 7. extra

After the students finish this exercise, they will be asked to come to Part E. A British student has read Wei Hua?s article and wants to become her pen friend. Complete his letter to Wei Hua, using the words given.

(Ask the students to read out their answers, and check them. Give some explanations if necessary. ) In-class activities

Different in-class activities are very important in learning English. The text has been talked about a lot.

Most of the students must have mastered the text well. It?s time for them to practice. The following steps are designed for the students to practice their spoken English, to consolidate what they have learnt, to enlarge their knowledge and to improve other abilities in learning English.

Practice A (review the basic knowledge of the passage)

This is designed to help the students to consolidate what they have learned in this passage. They can use the information in the passage directly or organize their report using their own words.

1. Say something about Wei Hua?s studying experience in Manchester in the UK.

2. Describe part of school life in the UK according to the text.

(Show the above on the screen. )

Sample answers:

1. Wei Hua was an exchange student who once studied in a British high school in Manchester in the UK. She thought that was an unforgettable experience for her. In her opinion, the teachers there are very helpful and friendly. She also made some friends there. And she missed them very much. Wei Hua was happy with the school hours there, because she could get up an hour later than usual as schools in China begin earlier. What impressed her most was that they had to move to different classrooms for different classes. And they had different students in some classes, which made it difficult to remember all the faces and names. Wei Hua chose to study Woodwork, And she made a small table. She liked it very much though it didn?t look like a table. Wei Hua experienced a different way of life, I think. That?s all. Thank you!

2. School life in the UK is quite different from that in China. Usually in Britain school starts around 9

a. m. and ends about 3: 30. p. m. , while in China schools begin before 8 a. m. The average size for British schools is about 30, while in China there are about 50 students in one class. Since the students in Britain have to move to different classrooms for different classes, and they have different students in some classes, they would find it difficult to remember all the faces and names. However, in China, usually all the 50 students will study in the same classroom, so we get familiar with each other soon. There are also great differences in the choice of subjects. The British students can choose or drop their subjects if they don?t like them. We can seldom do that. Anyway, there are some similarities in school life between the UK and China. For example, strict rules are required in both of the countries and the best way to earn respect from the school is to work hard and achieve high grades. In addition, all the teachers are willing to help the students. In conclusion, to have a chance to study in a British high school means to experience a different way of life. That?s all. Thank you!

Practice B (share your opinions)

Compared to the school life in China, which aspect of the school life in the UK do you prefer? Why? Or, which aspect of the school life in the UK attracts you more? Why?

(Show the above on the screen. Students are encouraged to discuss with their partners first before they give their opinions. )

Practice C (make an interview)

So far we haven?t had the opportunity to go abroad t o experience a foreign way of life, but we are happy here to read a passage about school life in the UK written by Wei Hua. Suppose you have a chance to interview Wei Hua. Apart from the things you have learned in the passage, what other information would you like to know about her life and study in the UK? Do an interview with your partner, different aspects can be mentioned in your interview dialogue, such as timetable, teachers, classmates, subjects, homework, grades, size of the classroom, campus, school facilities, host family, food, teaching methods, atmosphere, students? hobbies, traditions, school rules and principles and so on.

Practice D (make a plan for the new school life)

The students are new comers to high schools, and they should be encouraged to make a plan for their new school life. Raise the following questions and let the students discuss them in groups. Then ask the

representatives of each group to give a short presentation. This design will help the students to adapt themselves to high school life quickly and help them to form a good habit of studying by making a good plan first. As the saying goes, well begun is half-done.

What kind of school life do you expect in the new term? How will you enjoy your school life?

Step 4 Teaching and learning design of some new words and expressions Part A

To learn the new words and expressions, we have different ways. This time we can adopt the Teaching and Learning Design way, that is to say, we can design the new words and expressions in the form of exercises, ask the students to learn the words and phrases by themselves, then they can do the paper exercises in groups. After that, the teacher will explain some of them to the students or ask the students to work in pairs and then give their explanations by themselves.

First ask the students to finish the following sentences with the words in the text.

1. Our class teacher will_____________ an important meeting this afternoon.

2. The old teacher told us that the best way to_____________ respect from the students was to work hard and be patient with them.

3. All the Chinese_____________ Premier Zhou as a great leader.

4. How can we_____________ high grades in our examinations?

5. To be a monitor is a bit_____________ for me, for I am a shy girl.

6. It is great fun to learn how to buy,_____________ and cook food.

7. Isn?t it strange that students in a British high school should_____________ some subjects if they don?t like them?

8. We_____________ our parents very much during the first month in the boarding school.

9. If you have a chance to study abroad, you will_____________ a different way of life.

10. Let me_____________ myself to you. I?m Ling Tao from No. 1 high school.

(This step will help the students to move back on to the text to try their best to understand how to use these words. If the students don’t know how to use them, encourage them to use a dictionary for help. Only in this way can the students learn by themselves. )

Suggested answers:

1. attend

2. earn

3. respect

4. achieve

5. challenging

6. prepare

7. drop

8. missed

9. experience 10. introduce

Explanations:

1. attend

The word …attend? is a verb. It means …go to? or …be present at? in the text.

Translate the following phrases or sentences, please.

1)上学____________________________

2)上教堂__________________________

3)出席会议_________________________

4)听演讲__________________________

5)Please attend to what the teacher is saying.__________________________

6)Are you being attended to? (=Is anyone serving you? )________________

7)Which doctor is serving you?____________________

8)Over two hundred people attended the charity show.________ ____________

Suggested answers: 1)attend school 2)attend church 3)attend a meeting 4)attend a lecture 5)请注意听老师讲话。6)有店员招呼你吗? 7)哪个医生为你看病? 8)两百多人参加了慈善演出。

2. earn

The wor d …earn? is a verb meaning …get something that one deserves because of one?s qualities or actions? or …get money by working?. Finish the following sentences, please.

1)He____________ _______________ ____________ (谋生)by delivering newspapers.

2)The success in the Olympic Games_____________ Liu Xiang_____________ (赢得尊敬) and admiration.

3)___________ ___________ ____________ ___________ ___________ _________a year? (你赚多少钱? )

4)He___________ ____________ _____________ _____________ ____________ (获得赞美)from the newspapers for his new book.

Suggested answers: 1)earns his living 2)earned, respect 3)How much do you earn 4)earned a lot of praise

3. respect

This word can be used as both a noun and a verb. Please rewrite the following sentence and translate the others.

1)Students should respect their parents and teachers.

→Students should____________ ____________ _____________their parents and teachers.

2)如果你不尊重自己, 怎能期望别人尊重你?_______________________________

3)He has no respect for his promise.____________________________________

Suggested answers: 1)show respect for 2)If you don’t respect yourself, how can you expect others to respect you? 3)他不重视他的诺言。

4. achieve

Translate the following phrases or sentences, please.

1)获得成功__________________________ 2)达到目的_________________

3)完成任务__________________________ 4)获得高分_____________

5)他永远不会有所成就。_______________________________________

6)The inventor was rewarded by the government for his scientific achievements.

_________________________________________________________________

Suggested answers: 1)achieve success 2)achieve one’s purpose 3)achieve one’s goal4)achieve high grades 5)He will never achieve anything. 6)该发明家由于在科学上的成就, 受到了政府的奖励。

5. challenging

challenging is an adjective challenge is a noun or verb.

Translate the following sentences.

1)He challenged Tom to fight.

2)Who challenged his right to vote?

3)Which is a more challenging job, to be an astronaut or to be a pilot?

Suggested answers: 1)他向汤姆挑战。2)谁对他投票的权利提出了异议?

3)当宇航员还是飞行员, 哪个更具有挑战性?

6. prepare

Finish the following sentences.

1)Mother__________ _____________ ____________ ______________ (在准备饭)in the kitchen.

2)Mr Wang___________ ______________ ____________ _____________ (在备课)in the office.

3)Miss Li is good at___________ _____________ ___________ ___________ __________ _________ (指导学生准备考试).

4)They________ ____________ ____________ ___________ _____________ _____________(准备好对付任何可能发生的事情).

5)We____________ ______________ _____________ (能够且愿意)supply the goods you ask for.

6)We___________ ____________ _______________ ______________(正在作准备)the coming examination.

→We____________ ______________ _____________ the coming examination.

Suggested answers:1)is preparing a meal 2)is preparing his lessons 3)preparing students for an examination 4)are prepared for anything to happen 5)are prepared to 6)are making preparations for/are preparing for

7. drop

Translate the following sentences into Chinese, paying attention to the different meanings of …drop?.

1)You?d better drop your bad habit.2)Let?s drop the subject.3)She dropped the teapot.

4)The temperature has dropped to 0℃.5)She dropped into a chair, worn out.

6)Please drop me a line if possible.7)Please drop me at the post office.

8)I wish he wouldn?t drop in on me so often.9)Tom has dropped out of the team.

Suggested answers:

1)你最好改掉你的恶习。2)我们不要再谈论这个话题了。3)她把茶壶掉落下去了。

4)温度已经降到零度了。5)她一下子坐在椅子上, 显得精疲力竭。6)如果可能给我写封短信吧。

7)请让我在邮局下车。8)我希望他不要时常来访。9)汤姆不参加那个队了。

8. miss

Finish the following sentences, please.

1)We?ll____________ _____________ _______________ ____________(很想念)if you move.

2)He had to see the doctor and so____________ ____________ ___________. (没能参加会议)

Translate the following sentences, paying attention to its different meanings.

3)I threw the ball to him but he missed it.

4)The hospital is on the right side at the end of the road, so you ca n?t miss it.

5)I?m afraid I?ve missed the point.

6)Do you think he missed a good chance?

7)The child just missed being hit by a car.

8)I missed her in the crowd.

Suggested answers: (1)miss you very much (2)missed the meeting (3)我把球丢给他, 但他没接着。

(4)医院就在路尽头的右边, 所以你不会看不见的。(5)我恐怕没抓住要点。(6)你认为他错失良机了吗? (7)那个小孩差一点儿就让车子撞到了。(8)在人群中, 我把她看丢了。

9. experience

Ask the students to translate the following sentences.

1)v. Experience can be used as a verb. It means …feel or have experience of?.

(1)Have you ever experienced real hunger?

(2)He experienced great hardships for the first time in his life.

(3)The small village has experienced great changes in the last thirty years.

2)n. ［C］Experience can be used as a countable noun, which means …an event that affects people in s ome way?.

(1)Would you please tell us of your experiences in Australia?

(2)It was an exciting experience sailing to the uninhabited island.

3)n. ［U］Experience can also be used as an uncountable noun, meaning …the process of gaining knowledge or skill by doing and seeing things?.

(1)He has much experience in teaching English.

(2)Experience is the best teacher.

(3)He hasn?t had enough experience for the job.

4)experienced adj. 有经验的, 老练的, 熟练的

(1)He?s very experienced in money matters.

(2)She is an experienced teacher.

Suggested answers:1)(1)你经历过真正的饥饿吗?(2)他年轻时期经历过困苦。(3)在过去的三十年间, 这个小村庄发生了巨大的变化。2)(1)你能告诉我们你在澳大利亚的经历吗?(2)远航到那个没人去过的岛屿是次令人兴奋的经历。3)(1)他教英语很有经验。(2)经验是最好的老师。(3)他做这项工作没有足够的经验。4)(1)他在处理钱的问题方面很有经验。(2)她是个有经验的老师。

10. introduce

Translate the following sentences into Chinese.

1)He introduced me to his parents.

2)Tobacco was introduced into Europe from America.

3)Would you be so kind as to write a letter of introduction for me?

Suggested answers:1)他把我介绍给他父母。2)烟草是由美洲传入欧洲的。3)你能否帮我写封介绍信?

Ask the students to either make sentences or make a short passage with the above ten words. In this way, the students will learn to use the words and learn to organize the sentences by themselves. Meanwhile, this design will help the students to fire their imagination and make some different sentences with creative ideas.

For example:

The Spring Festival is just around the corner. I really miss my aunt Lucy very much. She is a journalist working for China Daily. While we are busy with the coming New Year, she is preparing for an important meeting held in Swiss. And she will attend it soon. Aunt Lucy is always telling me that we can only achieve great success and earn respect from others by working hard. She once told me that being an English journalist is a little bit challenging but it is worth doing. She will never drop it. One of her unforgettable experiences is that she was once introduced to the American president and interviewed him.

I hope one day I will be a journalist like my aunt Lucy.

Part B

After learning the new words, the teacher can ask the students to find the following phrases in the passage, and use them to make sentences according to their meanings in the text.

1. for free

2. at lunchtime

3. word by word

4. on average

5. sound like

(Collect sentences from the students. Here are some of them. )

1. Every one of the students can get one ticket for free.

2. My grandmother often reminded me of table manners at lunchtime when I was a little girl.

3. Our Chinese teacher advises us not to read a passage word by word.

4. These students are 16 yeas old on average.

5. It sounds like a train going under my house.

More explanations

1. for free 免费

Please read these sentences and pay attention to the different meanings of …free? in these sentences.

1)The bird should be set free.

2)You are free to go or stay as you please.

3)Those children are free from anxiety.

4)He is usually free in the afternoon.

5)At last, she freed herself from debt.

Suggested answers:1)这只鸟应该被放掉。2)去或留随你的便。3)这些孩子们无忧无虑的。4)他通常下午有空。5)最后, 她还清了债务。

2. at lunchtime 吃饭时

…at?通常可以用来表示时间, 如:

at sunset, at sunrise, at dawn, at night, at midnight, at noon, at any time, at that moment, at this point

3. word by word 逐字逐句地

类似的词组还有:

sentence by sentence, one by one, day by day, year by year

4. on average 平均

The word …average? is an adjective, meaning …usual, typical or normal?; it can also be used as a noun, meaning …a usual level?; it can also be used as a verb, meaning …to be of a certain amount as an average?.

The average age of the boys in this football team is fifteen.

这个足球队的平均年龄是15岁。

On average, there are 30 girls present every time.

平均起来，每次有30个女生到场。

The average of 4, 5, and 9 is 6.

4, 5，9的平均数是6。

The average working hours for most people are 40 hours a week.

大多数人平均工作时间为每周40小时。

5. sound like 听起来像

In the text …sound?is a linking verb, meaning …seem. . . when heard?.

It sounds like a good idea.

听起来是个好主意。

It sounds like there is something wrong with the computer.

听起来这台电脑有问题。

Pay attention to the different usages of the word …sound? in the following sentences, in which …sound? is used as a noun or an adjective.

I could hear the sound of laughter of those children.

我能听到那些孩子们的笑声。

The foundations of the house are not very sound.

房子的地基不是很牢固。

After the explanation, the teacher can ask the students to make a short passage or make a short dialogue using these phrases.

At lunchtime, my little son Tom told me word by word that his greatest dream was to set up a magic school of his own. He said that there would be only ten students on average in each class. The students can choose their favorite subjects for free. They can even drop some subjects if they don?t like them. I told him that sounded like a good idea and he should work hard for it.

Part 3

After learning these phrases, the teacher should guide the students to come to some difficult and important sentence patterns in the text.

1. This means I could. . .

As we know, …mean? has different meanings, such as …be a sign of; be likely to result in; intend; refer to; have as a purpose; be of importance or value to?, etc.

1)What do you mean by saying that?

你说那些是什么意思？

2)This new frontier incident probably means that there will be a war.

边境新发生的事件意味着将会有战争。

3)He means to succeed.

他想成功。

4)Your friendship means a great deal to me.

你的友谊对我很重要。

The students should be reminded to pay special at tention to the differences between …mean to do?(打算做某事)and …mean doing?(意味着做某事).

5)I?m sorry if I hurt your feelings—I didn?t mean to.

如果我伤害了你，对不起! 我不是有意的。

6)Missing a bus in parts of England sometimes means waiting for another hour.

在英国某些地方错过一班车，有时就意味着再等一小时。

The noun form of …mean? is …meaning?(意义, 含义, 企图) and …means?(方法, 手段), its adjective form is …meaningful?(富有意义的, 意味深长的), and its

adverb from is …meaningfully?(意味深长地). Here are some examples.

7)This is a passage without much meaning.

这篇文章意义不大。

8)He looked at me meaningfully.

他意味深长地看着我。

9)These goods are by no means satisfactory.

这些货绝不令人满意。

2. I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging for me at first because all the homework was in English.

我发现家庭作业并不如我以前学校的重，但因为所有作业都是英语的，一开始还有点挑战性。

1)First, ask the students to pay attention to the sentence structure …not. . . but. . . ?.

(1)It is not what he said but how he talked about it that made me angry.

(2)They had a discussion not in the living room but in the garden.

(3)Not his parents but Tom is going to attend the meeting.

2)Second, ask the students to come to the phrase …as. . . as. . . ?, which is used to compare two things or two persons.

I can play football as well as, if not better than, Tom.

我踢足球即使不比汤姆好，也和他一样。

The word …as? can be used as either a preposition or a conjunction.

Working as a teacher, I love my career very much.

作为老师，我很喜欢我的职业。

As Susan was sitting on the sofa reading English, Mary entered.

当Susan坐在沙发上读英语时，Mary进来了。

Then guide the st udents to pay attention to the phrase …a bit?, which means …to some degree? or …rather?.

Could you turn the radio down a bit, please? The baby is sleeping.

你能把收音机关小一点吗？孩子在睡觉。

The teacher should note that …a bit? means …a little?. But the students should pa y attention to the negative form of …a bit?. The phrase …not a bit? means …not at all?, while …not a little? means …very much?.

I had a big meal this noon, so now I?m not a bit hungry.

中午我饱饱地吃了一顿，因此现在我一点也不饿。

After a whole day?s hard work, she was not a little tired, and she couldn?t move her legs.

工作一天，她很累，腿都迈不动了。

3. I was very happy with the school hours in Britain because school starts around 9 a. m. and ends about 3: 30 p. m.

我很满意英国学校的时间安排，因为早晨9点左右才上课，下午3点半左右就放学。

Here …with? is a preposition, which refer s to the attitude towards a person or a thing.

The nurse is always patient with the patients.

这个护士对病人们很有耐心。

But pay attention to the different usages of the word “with” in the following sentences.

Have you noticed the woman with an angry look in her eyes? (carrying; characterized by)

你看到那位妇女满眼怒色了吗?

The boy picked up a stick and started to write on the ground with it. (to indicate the means or instrument)

小男孩捡起小木棍开始用它在地上写起字来。

I want to congratulate you with all my heart. (to indicate manner)

我真心祝贺你。

The teacher should ask the students if they still have some difficulty in understanding and using these phrases or sentence patterns. If so, give more explanations at the request of the students. If not, ask the students to choose at least ten of these words, phrases or sentences to make up a short dialogue or make up a short passage.

Step 5 Skills in Reading

(guess the meanings of the words)

A According to the context

1. A calendar is a list of the days, weeks, months of a particular year.

Here …calendar? means_____________.

2. After Sandy put the letter in the envelope, she sealed it and put a stamp on it.

Here …sealed? means_____________.

A. 封口

B. 签字

C. 拆封

D. 投送

3. Since I have finished my paper now, I am going to give myself a treat tonight. I am going to watch a movie on campus, an action movie called …Face Off?.

The underlined words …a treat? here means_____________.

A. an action movie

B. something pleasant to enjoy

C. a rest

D. something nice to eat

4. Some ships carried cargo such as rice, wood, machines, but others carried only passengers.

Here …cargo? means_____________.

A. 军队

B. 工业品

C. 农产品

D. 货物

5. The old woman was strange, for she kept over 100 cats in her house. The villagers all called her an eccentric lady.

Here …eccentric? means_____________.

A. hardworking

B. kind

C. lonely

D. unusual

6. Her voice was usually soft and sweet, but now it is hoarse.

Here …hoarse? means_____________.

A. 动听的

B. 嘶哑的

C. 细的

D. 高声的

7. A serious threat (威胁) to farmers in many parts of the world is erosion. Erosion takes place if too many trees are cut down on a land. The rain and the wind may wash away and blow away the topsoil. The plants become weaker and weaker until nothing grows well. If erosion goes on, a good land will turn into a desert.

Here …erosion? means_____________.

A. 过量伐木

B. 庄稼丰收

C. 过量使用土地

D. 水土流失

8. He was one of 80 middle school students from China in a month-long …Youth Summit?. The summit was to mark the 25th anniversary (周年) of President Nixon?s journey to China, which was the turning point in China-U. S. relation. The Youth Summit was aimed at increasing understanding and friendship between

young students of the two countries through visits and discussions.

Here …Youth Summit? means_____________.

A. a visit to the Nixon Library

B. the Chinese students visit the U. S.

C. a meeting discussing relations between the China and the U. S.

D. activities to strengthen the ties between the Chinese and American students

9. Then of course there are times for the children to make a name and make a little money in some big show. Some stage schools give their children too much professional work at such a young age. But the law is very tight on the amount they can do. Those under 13 are limited to 40 days in the year; those over 13 do 80 days.

…Professional work? as used in the t ext means_____________.

A. school work

B. money-making performances

C. stage training at school

D. acting, singing or dancing after classes

10. What makes it rain? Rain falls from clouds for the same reason as anything falls to earth. The earth?s gravity pulls it. But every cloud is made of tiny water drops or ice crystals (晶体). Why doesn?t rain or snow fall constantly from all clouds? The tiny drops or ice crystals in clouds are very small. The effect of gravity on them is minute (微小). Air currents move and lift tiny drops so that the net downward displacement (位移)is zero, even though the tiny drops are in constant motion.

The word motion is closest in meaning to_____________.

A. wind

B. movement

C. falling down

D. action

B According to the word formation: derivation/composition/conversion

11. I?d like to book a ticket for a non-stop train from London to Paris.

12. We tried to discourage him from climbing the mountain without a guide.

13. Australia exports a lot of woolen goods every year.

14. Have you ever attended one of the lectures from the ex-president?

15. Would you please help me to sharpen the pencil?

16. Li Yang has tried to popularize a new method of learning English.

17. The education system rather than the teachers is to be responsible for the overburden on the students.

18. The Internet is becoming increasingly popular and a new high-speed broadband network was recently started.

19. In order to catch the train in time, he shouldered his way through a crowd.

20. You should screen your camera from direct sunlight.

Suggested answers:

1. 日历

2. A

3. B

4. D

5. D

6. B

7. D

8. D

9. B 10. B 11. 直达的12. 阻止13. 出口14. 前任总统15. 削尖16. 普及17. 过重的负担18. 宽带19. 挤出一条路20. 遮住

Step 6 Summary

Step 7 Homework

1. Read the passage again, and write a sum mary of this passage “School life in the UK” in about 100 words.

2. Choose at least ten new words or phrases from the text to make sentences or write a short passage with all of them in it.

3. Preview Word power.

4. Do some exercises about guessing the meanings of the words from the context.

英语基础模块上册unit1教案

英语基础模块上册unit1教案

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2．难点： 语言功能：Enable students greet peple in English. 情感目标： A) 激发学生学习英语的兴趣，发挥学生学习英语的主动性。 B) 通过小组活动、组间竞赛等，培养学生的合作意识和团队精神。 C) 学习英语文明礼貌的询问和回答方式。 学习策略： A）认知策略：为完成学习任务而自觉采取一些适合自己的学习方法和手段。 B）交际策略：学会与他人合作交流，并能把语言材料用到真实的生活情景中去。 C）资源策略：学会利用一切可利用的学习资源，如学习用品，字典，录音机和网络等获取更多的信息。 D）调控策略：在学习的过程中，通过自我评价和反思，不断调整自己的学习方法。 【教学步骤】 Period 1 Step 1 Warming up 1. Introduction: 1min

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人教版高中英语必修二Unit 1 Culture relics语言点教学案含答案

Unit 1 Culture relics 单元语言点 目标认知 重点词汇 rare, valuable, survive, doubt, remove, amaze, select, design, remain, worth, fancy 重点短语 belong to, in return, serve as, think highly of, part of 重点句型 1. … could never have imagined… 2. Nor do I think they should give it to any government. 知识讲解 重点词汇 rare 【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？ 【点拨】rare adj. 稀少的, 罕见的 It is rare to see a man over 160 years old. 很少见到一个人能活到160岁。 稀薄的 The air is rare at high altitudes. 高处空气稀薄。 【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少发生”之意。 occasional 指偶然、间或发生的事，侧重无规律可循。 uncommon指一般不发生或很少发生的事情，故显得独特、异常与例外。 scare指暂时不易发现、不存在或数量不足，供不应求的东西。 rare指难得发生的事或难遇见的人或事，侧重特殊性。 valuable 【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？ 【点拨】valuable adj. 很有用的，宝贵的；很值钱的，贵重的valuable experience 宝贵的经验 valuable jewelry 贵重的首饰 This is one of the most valuable lessons I learned. 这是我所学到的

北师大版高中英语模块一unit1lesson1教学设计说明

教学设计Unit1 Lesson1：A Perfect Day The First Period 一、学情分析 学生刚刚从初中毕业进入高中阶段学习，学习英语的兴趣大，课堂较为积极、活跃，课堂气氛较好。经过三年的初中学习，已具备一定的阅读能力。因此，在设计这堂课时，要着重从激发学生的兴趣出发，循序渐进引导学生理解课文，掌握一定的阅读技巧，然后让学生就所学话题进行讨论，让他们从讨论中有所启迪。 二、教材分析 本课是语篇是两则关于不同生活方式的阅读文章。学生将在在本课学习有关不同生活方式的表达方式，理解文章大意，使用略读、细读等阅读策略。学生要将阅读信息内化，转换成自己的语言。并通过对文章中两人的不同生活方式的讨论，学会合理、有效地安排自己的生活和学习。 三、教学目标 （一）知识目标：To learn some words and phrases. （二）能力目标：To discuss favorite TV programs and daily activities. To read two texts for specific information. To write a short article, using what the students learnt in this period. （三）道德目标：To help the students discuss what a healthy and active lifestyle is and form a good habit. 四、教学重点与难点 1. Teach the passages as a whole: make the Ss understand and grasp the general idea of each passage as a whole. 2. Thinking of the healthy lifestyles in our daily life and how to improve our lifestyles. 五、教学方法 1. Communicative Method 2. Skimming and Scanning 3.“Task-based”Teaching Method 六、教学工具 1. Multi-media 2. Blackboard 七、教学过程 Pre-reading Step1. Teacher presents several pictures to make the students get familiar with the key words in exercise1,page 8. Ask the students the question: Do you ever watch too much TV? How much time do you spend watching TV every day?

unit2 colours 第一课时教学设计

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Unit 2 My family 第一课时教学设计 河北省卢龙县第一实验小学王保红 【教学重点】 1．句型：Who's that man(boy)? He's my ...Who's that woman(girl)? She's my ... 2．词汇：father, mother, mom, woman, man 【教学难点】 he和she的意义区分及发音。 【教具准备】 1．教师及学生的家庭照片。 2．教材相配套的教学课件。 3．教材相配套的教学录音带。 【教学过程】 （一）热身／复习（Warm-up/Revision） 1．播放Unit 1 B Let's talk动画，让学生模仿表演。 2．学生3人一组做对话表演。 （二）呈现新课（Presentation） 1．教师将一位新朋友介绍给大家。教师扮演这个新朋友，问一个女生：What's your name? 引导这个女生回答：My name's (Diana). 教师对其他学生说：She's (Diana). 并示意学生跟着重复这句话。 2．教师指着离自己稍远的女生问：Who's that girl? 引导学生回答：She's ... 3．用同样的步骤问一个男生，用he 代替she。 4．教师指着离自己稍远的男生问：Who's that boy? 让学生回答：He's ... 5．让学生指着班里的同学做问答：Who's that girl? She's ... Who's that boy? He's ... 6．教师拿出学生们所熟悉的教师的照片，用实物投影仪展示出来。询问学生：Who's that man? Who's that woman? 引导学生回答：He's Mr. ... She's Miss/Mrs. ... 7. 教师可向学生出示几张明星的照片或图片，让学生做Who's that man? Who's that woman? 的问答练习。 8．教师出示自己的家庭照片说：This is my family. Do you know who they are? 鼓励

英语教案-unit1MYCLASSROOM第二课时教案

英语教案－Unit1 My classroom 第二课时教案 -------------------------------------------------------------------- ----------- 教学重点：学习句子We have a new classroom. We have 6 new lights；学习用near表示方位。 教学难点：学生对our 和my 的表达要比理解稍难些。our 一词的发音对学生来说读准不太容易。教具准备：1．学生自带一件物品，最好是有关已学过的英文单词。2．Amy, Mike 和Zhang Peng的面具。3．一张画有教室的大幅图片。4．教材相配套的教学课件。 [Unit 1 Let’s talk/A] 5．教材相配套的教学录音带。教学过程：（一）热身、复习（Warmup/Revision）1．复习已学句型：This is…I have…教师手拿一个毛绒玩具，说： I have a dog , this is my new dog. 2．让学生用事先准备好的实物模仿句子3．当学生能够说出句子时，教师可提问：Where is it? 启发学生用学过的知识回答： It’s on/in/under/the …4．在学生回答Where is it?时，教师可以适当的加入near 一词，It’s near the…让学生在实际的情景中理解near 的含义并运用。（二）呈现新课（Presentation）1．教师出示Amy和Mike的面具，问：Who’s he? Who’s she?学生回答出Amy 和Mike后，教师补充：Amy and Mike are classmates. 让学生猜classmate 的含义。教读classmate 2．教师介绍新人物并展示情景对话：出示面具 This is Zhang Peng, he is Amy and Mike’s new classmate. They have a new clas sroom. Do you want to have a look? Ok, Let’s go and have a look.(间接引出新句子) 教师出示一张教室图并把它贴到黑板上：This is a new classroom.提问： What’s in the classroom? (让学生先熟悉一下对话情景。) 3．让学生带着问题观看本部分的教学课件。 ［Unit 1 Let’s talk/A］How many lights in the classroom? Is the new classroom big? Where is ZhangPeng’s seat? 4．让学生通过视听来回答教师所提出的问题，有困难的地方教师要做必要的帮助。5．学生跟读并模仿Let’s talk部分的内容。（使用教材相配套的教学录音带）6．请学生解释We have a new classroom. We have 6 new light. 让学生结合实际情况用We have…说句子。请学生解释Let’s go and have a look. 本句可用动作来表示。教师告诉学生Let’s go and have a look.是建议去看远处的东西。7．教师可让学生互相问一问在教室中所坐的位置。Where’s your seat? It’s…8．再次观看本部分的教学课件，让学生根据画面内容分角色配音。9．让学生三人一组，分角色表演对话。评选最佳表演奖。教师要注意学生使用my, our两词的准确性。最好让学生在说话时把这两个词的动作表演出来，以免混淆。10．听 Let’s chant部分的录音。（使用教材相配套的教学录音带）教师随着录音的播放出示表示work和play 的图片，使学生对句子加以理解。学生听录音进行模仿。（三）趣味操练（Practice）游戏1 做“找朋友”的游戏。教师给学生1分钟的时间，让学生下位子去找与自己拥有相同物品的同学。教师说停后，看谁找到了“朋友”，并让拥有相同物品的“朋友”一起说：We have…找到朋友的学生都说完后，教师再给时间让学生去找“朋友”，继续游戏。游戏2 做“拍手”的游戏。教师播放Let’s chant 的录音。学生两人一组，一边跟录音说歌谣一边做拍手游戏。拍手方法：两人面对面，Work and play, 两人各自的左手相互击掌一次；Word and play.两人的右手相互击掌一次； In the classroom every day. 两人各自的左右手打开同时与对方击掌一次。 Work and play, Work and play. We have fun every day.的拍手方法与前三句相同。游戏