牛津高中英语全英文说课稿-Word-Power部分
《牛津高中英语》Word power活动设计课例分析
《牛津高中英语》Word power活动设计课例分析作者：丁娜丁红州来源：《中学生英语·外语教学与研究》2019年第01期《牛津高中英语》教材Word power 板块旨在通过系统的词汇学习，扩大学生的词汇量。
本文通过具体的任务设计案例，从学生发展，气氛营造，优化教学模式，促进教师发展，四个角度探讨了Word power板块的教学方法。
1. Word Power板块处理方式的现状分析Word power板块的设计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。
该板块设计了图标、对话或短文，用以拓展学生对话题相关的词语的认识和运用。
在日常教学中我们往往会忽视这一板块，有的教师不讲，有的教师选讲。
在笔者看来，对于这一板块的处理轻描淡写是远远不够的，我们应该理解编者用意，充分挖掘教材，整合课程资源，发展学生的综合语言技能。
2. 《英语课程课标》提出的七大教学原则针对目前现状，有必要重新解读《英语课程标准》中提到的七大教学原则：面向全体学生，为学生终身发展奠定共同基础鼓励学生学习选修课程，加强对选修课的指导关注学生的情感，营造宽松、民主、和谐的教学氛围加强对学生学习策略的指导，帮助他们形成自主学习能力树立符合新课程要求的教学观念，优化教育教学模式利用现代教育技术，拓宽学习和运用英语的渠道教师要不断提高专业化水平，与新课程同步发展3. 下面通过具体的课堂任务设计，从其中四个教学原则分析Word power板块教学方法3.1面向全体学生，为学生终身发展奠定共同基础为了帮助学生打好高中英语课程的共同基础，教师要鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能，要创造条件让学生能够探究他们自己感兴趣的问题并且自主解决问题，要特别强调让学生在人际交往中得体地使用英语。
例如，M6U3中提到了英语语言中的构词法——borrowing“外来词”。
牛津译林版英语必修一Unit2Wordpower教案
牛津高中英语教学设计单元：Unit 2 Growing pains板块：Word powerThoughts on the design:本节课是以听、说、读为主的词汇拓展教学课。
本节课的设计在教材原有的基础上增加了语言信息的输入：一方面提高了学生对语言的直观的感性认识；另一方面信息的选择也注重通过情感教育增加学生对语言的情感融入。
此外，本节课对于教材的处理有所侧重，并适当延伸。
在教授词汇知识和学习策略的同时，适当增加了词汇所蕴含的文化知识的输入。
整节课应当在师生的情感互动、学生的情感融入和师生共同的情感体验的过程中进行。
Teaching aims:After learning this session, the students will be able to know and recognize some differences between American and British English, and some colloquialisms as well. With this teaching design, the students will experience more differences between American and British language and culture. Besides, the students will obtain more cultural background information as well as more interest in English language and culture.Teaching procedures:Step 1Show a poster and introduce the movie «the Parent Trap».Show two questions about the movie: (1) What’s the difference between the twins? (2) Can you tell Annie from Hallie in the movie? Try to find the answers while watching the following movies and reading the texts concerned.[Explanation]本单元的主题是成长，因此向学生推荐这部有关成长的电影。
高中英语Unit2LanguageWordpower教学设计牛津译林版必修3
单元： Unit 2 Language板块： Word power讲堂设计指导思想：Word power 旨在科学地、有效地、风趣地扩大学生的词汇量。
Word power 在设计上采用了与本单元主题相照顾的思路，内容上不受课后词汇表的限制，期冀在同一语意场中经过语境的协助以及构词法等有关知识的输入实现学生词汇的扩展。
本节课是以听、说、读为主的词汇教课课。
词汇教课应当“有层次”并兼备“知、情、意”。
第一，“有层次”是指词汇教课应努力依据认知规律，依据学生温故知新—探究新知识—使用新知识—稳固新知识的客观规律进行教课。
其次，兼备“知、情、意”是指词汇教课要有：知——词汇知识、学习策略以及词汇所包含的文化知识的输入；情——师生间的感情互动、学生的感情融入与兴趣的激发、以及感情体验的过程；意——人文精神和人买卖义的体悟与提高。
Teaching aims:1.Get to know the names of some countries and their official languages.2.Learn the differences between formal and informal English.3.Get some background knowledge of related topics.4.To discuss the important ways that help to achieve better understanding between people fromdifferent cultures.Teaching procedures:Step 1 Lead-inThe teacher introduces the topic of the UN.Basic facts about the UN:Fact1: When was the United Nations founded?A clue: In the yearth2005 the UN celebrated its 60 birthday. (background knowledge)The students are supposed to get the answer: In 1945.Fact2: Why was it founded?Infor m the students of the following aspects:The UN works on:①peace and security② human rights ③ humanitarian affairs④ international law⑤ economic and social developmentIn a word, it works on international affairs.Fact3: How was it organized?Show the students the diagram of the UN system.Point out three of them which the students might be familiar with: UNESCO, WHO,WTO.Introduce the 6 principal organs of the UN.Offer the students 2 websites where they can find more information about the UN.(learning strategy: to help The students learn more by themselves)Fact4: What about its members?Ask the students to read the paragraph on page27. (task-based reading)Task: Answer the following questions:①How many countries are members of the UN? (191)② Can you give me some examples of the member sta tes? (China, France, etc.)③ How many languages are spoken in the world today? (About 6000)Check the answers and gi ve more information.【设计说明】联合课文中的信息，为学生认识联合国供给了一系列的背景知识：联合国成立的期间、目的、构成、以及成员国和使用语言等等。
牛津译林版高中英语模块6 Unit 2 word power 教学设计2
5. I know that many people are concern / concerned about me. I have received letters from so many people,all expressing their concern / concerned.
Now , let’s have a competition.
Words describing happiness:
Adjective form:
Noun forms:
Words describing sadness:
Adjective forms:
Noun forms:
Some of your classmates are talking about their feelings. Can you choose the correct form of the word to complete the sentences?
Unit 2 word power教学设计2
课题：module 56unit2 word power
教学目标
1. To make the students learn the words related to emotions.
2. To lead the students to pay attention to the noun and adjective forms of the words.
6. It was with great sadness / sad that they learnt of the man’s death. Everyone felt sadness / sad at the news.
Book6_U2_教案课时2Wordpower
牛津高中英语教学设计教材：牛津高中英语(模块6)高二上学期文档内容：教学设计—教案单元：Unit 2 What is happiness to you?板块：Word Power作者：赵燕Thoughts on the design:本节课以拓展表达情感方面的词汇为主。
在授课过程中，关注学生的参与度及自主学习方式的培养，并力求设置合理情景，培养学生的实际运用能力。
Teaching aims:After learning this period, the students will be able to:1.learn some useful words on emotions.e the above vocabulary appropriately and freely.3.know something about abstract nouns and idioms in English.Teaching procedures:Step 1 lead in (PPT1-9)1.Share their poems on happiness.2.Ask them to think of more words to express happiness.3.Introduce the concept of abstract nouns.4.Ask the students to tell the adjectives of the nouns.[Explanation]整个导入环节由学生分享他们的小诗开始，可邀请几个学生朗诵作品，并请其他同学评价。
然后围绕快乐这一主题词，以小组为单位要求写出表达快乐的其他词汇（名词）；接着分析这些名词的共性－介绍何为抽象名词，并要求他们写出这些名词的形容词形式。
Step 2 More words on emotions (PPT10-13)1.Encourage students to think of more words to express emotions and feelings by using theirown everyday experience.2.Add more words both in noun and adjective forms.Step 3 Activities (PPT14-15)1.Write down the change of Flora’s emotions on p23 of students’ book.2. A guessing game: Work in groups of four to invent a situation to express different emotions orfeelings. Speak in front of the audience and ask them to guess the words.[Explanation]此环节可采取“头脑风暴”鼓励学生说出更多的与情感相关的词汇，并且要求是在情景中描绘，接着扩充更多词汇要求学生记忆。
Unit 1《The written word》-word power教案1(牛津译林版选修8)
Period 3 Word PowerⅠ. Teaching aims:Enable Ss to use the new words about the literatureEnable Ss to learn useful strategy to expand their vocabularyⅡ. Teaching important points:Enable Ss to learn and master words about literatureEnable Ss to know the classification of literatureⅢ. Teaching difficult points:Enable Ss to give correspondent definition of each new wordEnable Ss to classify literatureⅣ. Teaching methods:Cooperative learning, task-based learningⅤ. Teaching aids:A computer, a blackboard, a tape-recorderⅥ. Teaching procedures:StepⅠ GreetingsStepⅡ Brainstorming1. Are you interested in books? What kind of books are you fond of?2. How many categories of literature can you name? What does each of them include? StepⅢ PracticePart A1. Read the article and find out all the types of literatures mentioned.2. Read part A again and fill in the Chart below.Discussion1. Who are they?2. Match the names and worksPart B1. Look at the following pictures and describe their works and contributions2. Use more information to introduce each literary figures.Part C1. Practice reading the words in bold from parts A and B.2.Read the passage of Part C carefully3. Fill in the blanksStep IV. Vocabulary extensionWork in groups1. match the words and their meanings2. complete the crossword puzzleStep V. Homework1. Try to find more names of literature.2. Do exercises about literature in your workbook.3. Talk about different literary figures.。
译林牛津版高中英语选修9教案：u1 word power
牛津高中英语教学设计单元：Unit 1 Other countries, other cultures板块：Word powerThoughts on the design:本节课是词汇教学课。
词汇教学在高中英语教学中占据重要位置，正如著名语言学家威尔金斯（D．A．Wilkins）曾经说过“Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed.”这句话的中文意思是“没有语法，难以表达；没有词汇，寸步难行。
”词汇教学有效的方法之一就是按主题将相关词汇分类组块学习，这有助于学生的长期记忆和灵活运用。
本节课词汇学习的焦点是关于描述国家的单词，即从哪些方面介绍一个国家。
Teaching aims:After learning the section, the students will be able to know what words can be used to describe a country. They are expected to use the words learnt in class to complete the relevant exercises. Meanwhile, the students will gain some knowledge of the United Kingdom, which helps them to promote their cross-cultural awareness.Teaching procedures:Step 1 Brainstorming1. Begin the lesson by reviewing the reading passage ‘Canada—land of the maple tree’. Ask students to answer the following question: What subjects are covered in the passage of Canada—land of the maple tree?2. Show the pictures of Big Ben and Tower Bridge to students, and ask them the questions:(1) Do you know the buildings in the pictures?(2) In which country do they lie? (In the United Kingdom.)3. Ask students to think about the following question:If we were to write a book about the United Kingdom, what subjects should be covered in the book?[Explanation]鼓励学生尽可能多地说出相关词汇。
《牛津高中英语》Module6 Unit4 Word power教学案例
《牛津高中英语》M odul e6U ni t4W ord pow er教学案例南京市秦淮中学于秋兰新课改强调从学生的学习兴趣、认知水平以及生活经验的角度入手,对任务型教学途径进行应用,使得学生的综合语言运用能力能够在体验、实践、参与的过程当中得到有效的发展。
新课标增加了对学生跨文化交际、学习策略等方面能力的培养,要求教师能够充分的发挥以人为本的教育观念,对学生的终生学习能力进行有效的培养。
一、教材分析本文的案例选取的为牛津高中英语高二M odul e6中U ni t4 H el pi ng Peopl e ar ound t he w oul d中W el com e t o t he uni t以及W or d pow er部分的整合,对世界当中战争、贫穷、污染社会现象进行了讲述,由此引发了到要对困难人群进行帮助,以及对联合国等国内外组织的名称、构成以及功能进行了解。
并对联合国当中的各个部分进行讲述。
二、学情分析在经过一年多的高中英语学习之后,高二学生已经对一定的英语语言功底有所具备,很多学生都能够对自己对事物的观点进行自如的表达,也能够利用英语对自己独到的看法进行发表,学生之间也有了一定的合作学习发展。
在实际教学的开展之前,教师应安排学生通过图书馆、网络等形式对资料进行查阅,并对社会问题、国内外组织的相关信息进行搜集。
三、教学设计1.导入在网上对相关图片进行下载,并向学生进行展示,图片当中主要对中国、世界各地当中的贫困地区进行讲述,这些贫困地区当中的人民到处流浪,期待能够拥有上学的机会。
在该过程当中,学生十分安静的对图片进行观看,并会产生珍惜学习机会的情绪,同时也使得教学过程当中情感教育的目的得到了实现,在此基础上,教师可以抛出下列问题:W hatdo you t hi nk oft he s i t uat i on ofpeopl e i n t he pi ct ur es?W hatcan w e do t o hel p t hem?B es i des our s el ves,w ho can w e cal l on t o hel p t hos e peopl e i n t r oubl e?学生对这些画面有着很深的感触,于是也能够对自身的看法进行表达。
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Word power部分说课稿Book 1 Unit1Good morning，ladies and gentlemen. Today I'm very pleased to have an opportunity to talk about some of my teaching idea s。
My topic is word power part of Unit 1，taken from the Advance with English，Student’s Book 1. My representation is made up of six parts:analysis of the teaching material，analysis of the students, teaching methods，teaching procedures，blackboard design。
Part 1 Analysis of the teaching material:This is the second part of this unit, and it plays a very important role. The unit introduces and develops the theme of school life in the UK。
All the materials are related to school life. It can improve students’interest to grasp the words。
It also provides a chance for students to enlarge their vocabulary about school facilities. At the same time，we should get the students to understand some difficult words and phrases to comprehend the text better。
Teaching aims:1)Knowledge aim：To review the word formation and master the useful words andphrases2)Ability aim: To expand the students’ vocabulary。
Let the student learn new wordsabout school facilities。
To help them learn how to apply them in English learning.3)Moral aim: Enable the students to talk about school facilities and love their schoolfacilities.Teaching difficult point：1)How to make use of word formation to enlarge their vocabulary and improve theirreading ability.2)The usage of some key words.3)To recognize and understand vocabulary about school facilities。
Part 2 Analysis of the students：1。
The Ss have known something about school facilities through the Internet and other ways。
2。
They are lack of vocabulary.3。
They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes. Part 3 My teaching theories, methods and aidsBefore dealing with this lesson，I’ll do my best to carry out the following theories： Make the Ss the real masters in class while the teacher himself acts as director； Co mbine the language structures with the language functions; Let the students receive so me moral education while they are learning the English language。
Teaching method：In order to realize the teaching process properly and efficiently, I’ll let the Ss to get abetter understanding of the lesson. I have designed the following methods to train their ability of reading。
According to the modern social communication teaching theories, I adopt the Situational Language Teaching method and Task—Based Language Teaching method in my teaching.Teaching aids：1。
a projector2。
a tape recorder3。
multimedia4。
the blackboardPart 4 Teaching proceduresIn order to achieve the teaching aims mentioned above，I decide to choose guided reading and Task-Based teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies comprehend the text，solve problems and complete different tasks。
The teaching procedures include five steps. They’re lead-in，vocabulary learning，practice，homeworkStep1 Leading-inAsk the students to have a discussion with their partners about the topic in.Ask some students to act their dialogue。
Step2Vocabulary learning(in order to help Ss to guess the meaning of certain unknown words and understand the passage exactly。
This step can enable students to understand the given material better, to make the students grasp the useful phrases，grammar and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently. ）1)Encourage them to finish Part B individually and then check the answers withthe whole class。
2)Encourage students to guess the meanings of the words by studying thedifferent parts of the word。
If they can’t，let them refer to the dictionary and check for mispronunciation.Step3 Practice（This step gives the students 5—8 minutes to make a similar dialogue using the phrase and sentences learned in this passage and everyday life experience according to the given situation (show it on the screen using a multi—media computer. The purpose is to get the students to grasp the words and the sentence patterns and tries to use them freely. In this way, the students will be very active in practicing their spoken English）1）Ask students to make sentences with phrases that we have learned._________________________________________________________2) Encourage students to say something about themselves with the new words.3) Practice to get the students to master what they’ve learnt。