牛津高中英语教学设计.doc

1、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 3 Back to thepast板块：Welcome to the unit作者：曹敏课堂设计指导思想：本课通过了解世界文化遗产，拓展学生的人文知识，培养学生人文素养。通过一系列课堂活动，激发学生用英语了解，描述，表达世界文化遗产，同时为下一课作好铺垫。Teaching aims:1. Students will be asked to talk about some magnificent structures, including the Statue of Zeus, the Taj Ma

2、hal, the Hanging Gardens and the Pltala Palace.2. Students are required to get involved in the discussion, practise their spoken English and participated in all the designed activities.3. Students are expected to be able to describe one of the ancient civilizations and develop their sense of culture

3、 protection.Teaching procedures:Step 1 Introduction1. The teacher starts the lesson with the song Rivers of Babylon and introduce the topic.2. Arouse students interests by introducing the seven wonders of the world and introduce the topic by askingquestions “ Why are they called the seven wonders of

4、 the world? and“ What ot” her ancient civilizations do you know about? ”【设计说明】通过学生感兴趣的音乐话题引入主题。Step 2 Look and understandAsk students to look at the pictures and ask them what they know about the pictures.【设计说明】通过问答了解学生对四幅图片的了解程度。Step 3 Read and understandIntroduce the Statue of Zeus, the Taj Mahal,

5、 the Hanging Gardens and the Potala Palace. Ask students to go through the descriptions for detailed information, and then fill in the form.【设计说明】通过介绍背景知识，填空确保学生掌握所需知识，并以此作为示范，为下面学生要做的Presentation 作铺垫。Step 4 DiscussionAsk students to talk about ancient civilizations they are interested in .【设计说明】鼓励学

6、生用刚接触的有关古代文化建筑的语汇来谈论自己感兴趣的话题。Step 5 PresentationAsk students to introduce one of the ancient civilizations.【设计说明】让学生模仿老师前面的图片表述，介绍一个古代文化建筑，以操练巩固所学知识。Step 6 HomeworkAsk students to write a composition introducing one of the ancient civilizations【设计说明】通过家庭作业再次巩固所学内容。同时，鼓励学生利用网络等有效学习资源了解更多有关知识。牛津高中英语教学

7、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 3 Back tothe past板块：Reading作者：曹敏课堂设计指导思想：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。Teaching aims:4. Make sure that student understand the text.5. Help the students develop the ability of reading diary entries.6. Make sure that

8、 students grasp the main idea of the text by retelling the text.7. Enable the students to talk about the topic of civilization in English.Teaching procedures:Step 1 Lead-inThe teacher begins the lesson by showing the picture of Pavarotti and Beijing Opera to compare China with Italy.The teacher intr

9、oduce the topic: Pomprii vs. Loulan Lost civilizations.【设计说明】通过有关中国和意大利的话题引入主题，调动学生的学习热情和兴趣，寓教于乐，水到渠成导入本课主题。Step 2 ListeningAsk students to listen to the tape recording and answer the question: What is one main similarity between Pompeii and Loulan?【设计说明】通过听课文录音和回答问题完成对课文的初步理解。Step 3 ReadingAsk the

10、students to read the text, answer the questions and complete the form.【设计说明】通过阅读课文，回答问题和完成表格对文章进行进一步的理解。Step 4 RetellingLet the students retell the text according to the form.【设计说明】通过复述课文确保学生理解掌握课文。Step 5 DiscussionMake students discuss the topic: What would you like to show to the aliens about our

11、human civilizations if they came to our earth? Why?【设计说明】从课文主题展开讨论，深化文章内涵，促使学生真正运用语言进行思想交流，提升学生的精神。Step 6 AssignmentsFrom the topic of the discussion ask students to think of the civilization of their class.【设计说明】通过讨论的话题引申出班级文化，启发学生思考，从课文内容向人文层面的提升，同时也激励学生树立正确积极的人生观与价值观。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

12、期文档内容：教学设计教案单元：Unit 3 Backto the past板块：Reading作者：曹敏课堂设计指导思想：通过听写、翻译、造句、替换、填空、完句、情景、故事(用所操练的语言点编故事)等活动操练语言点。Teaching aims:Master some language items.Teaching procedures:Step 1 Practice of language items1. similar: be similar to the same as/that be different from the similarity of a cat to a tigerMar

13、y is similar to Rose in many ways.The two cats are similar but not the same.1) Although in appearance, the two plants have some basic differences.2) The song the one I heard yesterday.3) A second study produced results.2. take over1) After his father retired, he took over the company.2) I took over

14、her job while she was in New York.3) Our company was recently taken over by a larger one.3. so was the city1) I felt excited, did the others.2) I didn t feel excited, did the others.3) I ve never been to London, neither/ nor have my parents.4. with1) With so many tre es around, our school2) With so

15、much homework to do 3) With everything finished4) With the old man showing the way 5) With a book in his hand 5. asas 引导状语从句，表示按照，依照, 正如的意思。1) You look great as you are.2) When at Rome, do as the Romans do.3) Leave it as it is.4) You must take things as they are.6. turn out1) turn out to be We worke

16、d hard to prepare for the coming exam, but it turned out to be rather easy.2)It turns out that It turned that she was a friend of my sister.7. imagine1) +n.Try to imagine the desert on a very hot day.2) + clauseShe could not imagine what would happen after that.3) + doingTry to imagine being on the

17、moon.4) sb. to beImagine yourself (to be) in his place.Can you imagine life without water?Can you imagine without water?Jack always imagines that he is a successful lawyer.Jack always imagines himself a successful lawyer.8. remains/ruins1) Most of the buildings have been destroyed. What we can see t

18、oday are only the remains of them.2) remain: v. to continue to exist/ to stay in the state of3) After 20 years, they remained best friends.4) After the great fire, nothing remained.9. together with: including, as well as, along with1) 200 school bags, together with 5000 books, were donated to Projec

19、t Hope.2) We bought fruits, together with some vegetables.3) The teacher, together with his students, is going to the museum.【设计说明】通过通过听写、翻译、造句、替换、填空、完句、情景活动操练语言点。Step 2 Making up a story with some of the language itemsAsk students to make up a story with some language items. 【设计说明】以此检查学生对所学内容的掌握程度。

20、Step 3 HomeworkAsk students to write a short story containing some language items.【设计说明】通过家庭作业再次巩固所学内容。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 3 Back tothe past板块：Word power作者：曹敏课堂设计指导思想：通过情景，竞赛等活动学习，扩充与考古和其他科目有关的词汇。Teaching aims:8. Develop the students ability of using the target language

21、in real si.tuation9. Enlarge the students vocabulary by learning some words about archaaenodloogtyher subject.Teaching procedures:Step 1 Words related to UNESCO world heritageMake sure students understand the definition and function of UNESCOStep 2PresentationArouse students in terests in world heri

22、tage and exchange more information about it.【设计说明】通过活动让学生了解UNESCO ，扩充相关词汇，并让学生在活动中试用相关词汇。Words related to archaeologyStep 1Make sure students understand some words related to archaeology.Step 21. Fill in the blanks using the words in Part A.2. Ask students to form groups and each group choose one su

23、bject as your topic and then list as many words as possible related to the subject (at least ten).【设计说明】通过活动扩充学生词汇量HomeworkMake up a short passage with pair nouns and group nouns or words related to archaeology.【设计说明】通过家庭作业再次巩固所学内容。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 3 Back tothe past板块

24、：Grammar andusage作者：曹敏课堂设计指导思想：通过设计的活动和练习学习三个语法项目：宾语补足语，either - or - and neither nor 和主谓Teaching aims:10. Help students to grasp the rules of subject-verb agreement and the object complement.11. Use the compound sentences introduced by neithernor ，either butralso not only12. Develop the students ab

25、ility of using the grammar rules to make correct sen.tencesTeaching procedures:Step 1 Lead inAsk questions and introduce the topic.【设计说明】通过问答引入主题。Step 2 Learn and understandMake sure students know the definition and basic grammatical rules of object complement.【设计说明】明确宾语补足语的规则，为下面的操练作准备。Step 3 Pract

26、iceGive more examples and follow the steps on page 48.Step 4 Learn more about either or and neithernor 1. Fill in the blanks with the missing words and introduce the topic of either or and neither nor 2. Make sure students know the definition and basic grammatical rules of either or and neither nor

27、. 【设计说明】简单的语境设置，检测学生对所学内容的掌握。Step 5 Learn more about subject werb agreementFollow the steps on pages 50-51.Do multiple choice.【设计说明】通过练习检测学生对所学内容的掌握。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 3Back to the past板块：Task作者：曹敏课堂设计指导思想：本课主要通过听、说、写的活动让学生了解如何讲述历史事件，为下一课的活动作准备。Teaching aims:13. Teach

28、and instruct students some specific procedures when trying to achieve a goal.14. Make sure students have opportunities to combine the skills they have learned with reality.15. Prepare students for the next step: giving a talk.Teaching procedures:Step 1 Lead inAsk students whether they ve seen films

29、about historic events and introduce the topic.【设计说明】通过热门电影引入本课主题。Step 2 Skills building 1: listening for the gistFollow the steps on pages 52-53.Step 3 Skills building 2: describing illustrations1. Ask students to describe the picture of the launch of Shenzhou VII.2. Show the picture of Mogao Caves

30、and ask students what they want to know about the picture.Then give the description of the picture.16. Ask students to think of how to describe illustrations.17. Tell students how to describe illustrations.【设计说明】通过让学生先实践，再思考，然后从实践中上升到理论高度。Step 4 PracticeAsk students to describe the picture of Tianan

31、men Square.【设计说明】再从理论落实到实践。Step 5 HomeworkPrepare some illustrations about historic events.牛津高中英语教学设计教 材：牛津高中英语（模块三一）高一下学期文档内容：教学设计教案单元：Unit 3 Back to the past板块：Task作 者：曹敏课堂设计指导思想：通过进一步操练学习描述历史事件并展示成果。Teaching aims: （用英文撰写）具体陈述本课时要做的事及其目的，要从学生学习的角度陈述，如：18. Aid students to choose and organize the in

32、formation they have got and help them complete their products.19. Enhance students overall abilities and improve their integrated s.kills20. Make students learn how to write an outline of a speech and how to host a talk about a historical event.Teaching procedures:Step 1 Lead inIntroduce the topic o

33、f Pearl Harbour.【设计说明】通过导入检查学生对珍珠港背景知识的了解程度。Step 2 Writing descriptions for your illustrationsFollow the steps on pages 55-56.Step 3 Giving your talk1. Organize students into small groups and choose some sets of illustrations.2. Plan an outline according to a set of illustrations.3. Give the talk in

34、 groups and pay attention to the points given on P57.Step 4 HomeworkAsk students to write their speech.【设计说明】通过家庭作业再次巩固所学内容。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 3 Back to the past板块：Project课堂设计指导思想：Project 的主要内容是学习如何介绍历史人物。本课要解决的是理解两篇文章，并以此为范本了解学习如何介绍人物生平。Teaching aims:21. Read and under

35、stand the text.22. Get to know how to introduce someone important in history.Teaching procedures:Step 1 Lead inThe teacher starts the lesson by showing a picture of the film Alexander, and thus introduce the article students are going to read.【设计说明】通过电影引入话题，并以此补充接下来要读的文章的背景知识，以方便学生理解文章。Step 2 Read a

36、nd understand1. Ask students to listen to the tape recording of the text and read the text.2. Help students get the main idea of each paragraph.3. Ask students to read the text again and answer the questions to make sure they understand the text.4. Ask students to read the article and answer the que

37、stions.【设计说明】通过简单的练习设置帮助学生理解课文内容，把握文章的脉络和结构，并且了解时间表的内容。Step 3 Discussion and retellingAsk students to compare the two figures according to the article.【设计说明】通过讨论，比较让学生进一步理解所学内容。Step 4 Preparations for homeworkAsk students what important people in history they are interested in and ask them to form g

38、roups to research what they re interested in.【设计说明】通过交流鼓励学生根据兴趣组成小组，为完成作业准备。Step 5 HomeworkWork in small groups, discuss and research time periods in history you are interested in. 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 3 Back tothe past板块：Project作者：曹敏课堂设计指导思想：本课是节成果展示课，学生通过前期的分工合作，开展调查，收集

39、资料，交流讨论及物化成果在课堂展示交流成果，并互相评判以提升学生的成果。Teaching aims:23. Help students learn how to make a poster.24. Ask students to present their project.25. By grading students project help students understand how to make a good poster.Teaching procedures:Step 1 Lead-inBy asking questions and showing the steps of m

40、aking a project help students go over their homework and prepare for their presentation.Ask students to proofread their poster and prepare for presentation.【设计说明】通过回顾学生前期工作步骤，为下一步Presentation 的作准备。Step 2 PresentationAsk students to present their work and give comments on their work.【设计说明】通过展示评判，提升学生

41、的成果。Step 3 HomeworkAsk students to proof read their time chart and put their poster up in the display corner of their classroom.【设计说明】让学生通过修改作业来进行反思。U3 重点词汇讲解1. destroy (destroyed, destroyed)v. 破坏注意该词与ruin, damage 等词的区别：destroy: 多指彻底地、毁灭性地破坏，含导致无用，不能或很难再修复的意味。ruin: 多指因外部原因而受到严重破坏或毁灭，侧重破坏的彻底性；也可用于引申意

42、义，特指抽象意义中珍贵美好的事物。如ruin ones future, ruin one s career。 该词做名词时，注意下列搭配：fall intoruin ( 崩溃)， be in ruins (在废墟中)。damage: 多指对无生命物体的损害，造成降低价值、破坏功能等后果，但仍可修复。可用作名词，常用词组 do/cause damage to。例如：(1) The building was completely destroyed by the fire. 大火完全毁掉了这幢大楼。(2) The repairman tried to repair the car which wa

43、s damaged in an accident.修理工试图修复在事故中被损坏的车子。(3) The earthquake did a lot of damage to the city. 地震对城市造成了巨大的损失。(4) It rained for 3 days, which ruined my holiday. 雨下了三天，把我的假期毁掉了2. remains1) n. 剩余物(1) She fed the remains of her dinner to the cat. 她用剩余的饭菜喂猫。同时，该词还能表示“遗址”和“遗体”。例如：(2) The archeologist disc

44、overed the remains of an ancient culture.考古学家发现了一处古文明遗址。(3) His remains were buried in Westminster. 他的遗体被安放在威斯敏斯特大教堂。应注意该词为复数形式，类似的词还有：ruins (废墟，遗址)，goods (货物)，riches (财富)，arms (武器),fireworks (烟火)，wages (工资),sweets (糖果),crossroads (十字路口)等。2) vi. 遗留、继续存在(1) Few villages remained after the flood. 洪水过后

45、，几乎没有村庄剩下。(2) After the fire, very little remained of the temple. 火灾过后，寺庙所剩无几。3) remain 为系动词，后接名词、形容词、分词、介词短语等。(1) He remained the leader after the election. 选举过后，他仍是领导。(2) The place remains warm all winter. 这个地方整个冬天都很温暖。(3) He remained sitting in the classroom after the examination.考试后，他仍然坐在教室里。4)

46、也可表示留待以后去看、去做、去说等。Much remains to be done.还有很多事要做。(2) It remains to be seen whether the decision is right or not.该决定正确与否有待将来见分晓。3. flee (fled , fled)vt. /vi. 逃跑，逃避，迅速离开(1) The enemy fled in disorder. 敌军乱哄哄地逃跑了。(2) The prisoner had already fled (from) the prison when the police arrived.警察到的时候，犯人已经从监狱

47、逃走了。注意与 escape 的区别：flee 指仓促逃走，通常带有紧急意味，侧重“逃”的动作本身； escape 除表示逃跑外，还能表示逃避惩罚、麻烦或不幸等事。如： (1) None of the criminals escaped punishment. 罪犯们一个也没有逃脱惩罚。(3) He narrowly escaped death. 他险些送命了。4. pour(1) Thick black smoke was pouring out from the roof. 黑色浓烟从屋顶滚滚而出。(2) The rain is pouring down. 大雨倾盆而下。(3) It ne

48、ver rains but it pours. 不雨则已，一雨倾盆。(指事情不发生则已，一旦发生便接踵而来。)习惯用语：pour in 涌入，倒进pour out 倾泻出来，将某物表达出来pour cold water on 对泼冷水pour oil on the flame火上浇油5. declare1) vt. “宣布、宣告、声明”，后接名词或从句。(1) The next day, US President Franklin Roosevelt declared war against Japan.第二天，罗斯福总统宣布对日作战。(2) The Chinese government de

49、clared a ban on plastic bags.中国政府宣布禁止使用塑料带。(3) The suspect declared that he was innocent . 该嫌疑犯声称自己是清白的。2) 也可接复合宾语结构，宾语补足语可由形容词、不定式、分词等充当。如：(1) The suspect declared himself innocent . 该嫌疑犯声称自己是清白的。(2) They declared his story to be true . 他们声称他们的故事是真的。(3) The teacher declared Mike chosen. 老师宣布迈克被选上了。

50、3)注意declare和announce的区别declare : 用于正式场合，指“正式宣布”， “郑重宣布”。announce：用于普通场合，指“宣布”，“使公开”，“在无线电、电视上主持介绍”。(1) They announced their engagement to the family. 他们向家里宣布订婚。(2) The captain announced that the plane would take off. 机长宣布飞机即将起飞。6. aware adj. 意识到的，知道的，察觉到的常用词组：be aware of/ that 意识到，察觉到(1) He was awar

51、e of the danger around him. 他意识到周围存在危险。(2) He was aware that he was in danger. 他意识到自己处境危险。aware 是表语形容词，前面不能用very 修饰，一般用well, quite 等词修饰。如：(3) I am well / quite aware that smoking is bad for health. 我很清楚吸烟有害健康。n. awarenessraise the public awareness of environmental protection 提高环境保护意识7. take over1) 接

52、管，接收，接任(take sth. over from sb.)(1) He expects to take over the business when his father retires.他希望他父亲退休时，由他接管生意。比较： He expects that his father will hand over the business to him.他希望父亲能把企业传给他掌管。(2) Would you like me to take over the driving for a while?你愿意让我接替你开会车吗？2) 拓展：take in 吸收，欺骗(1) Don t be t

53、aken in by his promises for he never realizes them.不要被他的承诺欺骗，他从来都不兑现。(2) They often drive to the countryside to take in the fresh air there.他们经常开车到乡村吸收新鲜空气。3) take on 雇佣，呈现，承担(1) China has taken on a new look since its reform 自改革以来，中国呈现出新的面貌。(2) I feel honored to take on the role as a volunteer. 能担任

54、志愿者的工作，我感到很荣幸。(3) The supermarket took on extra workers during vacations.超市在节假日雇佣更多的工人。4) take off 起飞，脱下(衣帽)，事业腾飞(1) His career has taken off since he got the first gold medal.自他得到第一块金牌后，他的事业就开始腾飞了。5) take up 占据，从事，开始(1) After retirement my grandfather took up photography as a hobby.退休后，我爷爷喜欢上了摄影。(2

55、) The huge bed took up half of the room s space.床占了房间一半的空间。6) take down 记下，取下(1) The students took down what the teacher said in class. 学生们记下了老师所说的话。7) take back 收回(所说的话)，退回(某物)(1) If you refuse to take back what you said, I will never forgive you.如果你不收回你所说的话，我定不原谅你。8) take after 相像(1) In looks she

56、takes after her father. 他在相貌上和他父亲长得很像。8. in memory of 纪念He wrote a poem in memory of his dead wife. 他为亡妻写了一首诗，以示纪念。归纳类似结构短语：in hope of 满怀希望in search of 搜寻in honor of 为了纪念in need of 需要in place of 代替in favor of 支持9. no doubt 无疑，确实No doubt Taiwan is part of China. 台湾确实属于中国。(1) I doubt whether/ if / There is some doubt whether/ if .(2) There is no doubt that / I have no doubt that / I don't doubt that I doubt if / whether she will pas