《牛津高中英语》模块一Unit1教案
《牛津高中英语》模块一Unit 1一、教学课型: 阅读理解课二、教材分析1. 教材内容见《牛津高中英语》模块一Unit 1 （Pages 2—3）2. 教材处理该篇文章主要介绍中国学生Wei Hua 在英国为期一年的留学经历。
通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。
但由于内容较多以及中英文化方面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有一定的困难。
针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。
整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。
3. 教学目标①知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。
②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取文章细节的阅读能力。
③文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。
4. 教学的重点和难点①重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。
②难点：如何培养学生运用略读（skimming ）和寻读（scanning）阅读技巧来快速获取主旨大意和细节信息的能力。
三、教学设计1. 总体思路本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。
2. 教学过程Step 1 Lead-inT: Now, Class, we have learned English since the primary school, and we have known some Britis h language, culture, history and some other British lives. But do you know what the British school life is really like? If you want to know the answer, please watch the following video.(设计说明:由学生从小学以来的英语学习,自然过度到对对英语语言、文化、历史等方面的了解，进而提及到英国中学生活，激发学生对该话题的兴趣,为下文做很好的背景铺垫。
)Show the students a short video, which mainly tells us about a public British school where we may know something about the British students s’t udy hours at school, their school activities, their s ubjects and their study goals.(设计说明:通过这段录像使学生从视觉, 听觉等方面了解到英国中学生的日常作息时间、在校活动、所学科目以及学习目标,让学生多方面直观,感性地了解英国中学生活,为后面文章的学习提供很好的背景知识。
)Step 2 PresentationT: From this the video, we have already gained some brief impression about the British school life. If you want to get something more about it, let ’co s me to today ’p s a ssage.T: Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.(设计说明:由录像内容自然导入课文, 环环相扣, 轻松入题。
同时, 对文章的内容作简要介绍, 让学生对阅读内容有所了解。
)Step 3 Reading(1) SkimmingT: Now please skim the passage quickly and try to find the answers to the following questions. Ha nd up when you get them. (Show the questions on the screen.)5. What is the main idea of this passage?(Suggested answers: 1. It mainly tells us some specific information about what school life in the UK is really like and some differences between high schools in the UK and in China.)6. What are the key points you can conclude from each paragraph?(Suggested answers: Para 1: School hours; Para 2: Attending assembly; Para 3: Teachers and class mates; Para 4-6: Homework and subjects; Para 7: British food and her activities; Para 8: feeling an d hope.)(设计说明:通过让学生对文章的中心思想和段落关键词归纳，有意识地培养学生的略读策略, 有助于学生有的放矢地快速获取主要信息的阅读能力。
)(2) ScanningAsk the Ss to go through the passage as quickly as possible and try to find answers to the three foll owing questions.3. How long did Wei Hua stay in Britain?7. What was the name of Wei Hua’s class teacher?8. What did Wei Hua make in her woodwork class?(Answers: 1. For one year. 2. Mr Heywood. 3. A small table. )(设计说明:该步骤旨在让学生带着问题通过快速寻读文章相关信息, 以此形成对Wei Hua 留学英论的经历有一个初步了解。
)(3) Detailed informationT: Now please scan the passage to find some detailed information from each paragraph and then fill in the following form:Para Main idea Detailed information1School hours a) Was she happy with the school life? (Yes.)b) School in Britain _____ around 9 am and _____ about 3:30 pm. (starts; ends)2Attending assembly a) Who was the girl sitting next to her on the first day? (Diane.)b) The headmaster told them about _____ during assembly. (Rules, the best way to earn respect fr om the school.)3Teachers and classmates a) Who was her favorite teacher? (Miss Burke.)b) Was it easy for her to remember all the students fa’ces and names? Why? (No. Because they had to move to different classrooms for different classes.)4Homework and subjectsa) The homework was not heavy, but why was it a bit challenging for her at first? (Because all the homework was in English.)5a) Why did her English improve a lot? (Because she used English every day and spent an hour each day reading English books in the library.)b) Did she enjoy cooking? How do you know? (Yes. She thought it was really fun as she learned how to buy, prepare and cook food.)6 a) Do students have to learn all the subjects even if they don’li t ke them? (No.)7British food and her activitiesa) Why did she miss Chinese food a lot at lunchtime? (Because British food is very different, andBritish people eat lots of desserts after their main meal.)b) She usually played on the school field. Sometimes she played _____. Sometimes she _____. (fo otball with the boys; relaxed under a tree or sat on the grass)8 Feeling and hope a) She felt _____ and hopes _____ . (lucky, to be back and study there again.)(设计说明:通过用表格的形式对文章中重要信息加以呈现, 将略读和寻读、获取细节信息和深层理解相结合，并将读与写自然衔接起来，让学生系统，直观地掌握阅读材料中重点内容, 这要求学生认真分析课文，积极思考, 从而使他们对英国中学生活有进一步的理性认识。
高中英语-Unit1-《The-phantom-of-the-opera》-reading教案-牛津
Chapter1. The Phantom of the Opera -Reading一、章节分析（Reading section ）（一）综述本章节讲解并描述了一个故事：剧院魅影。
由于此剧在上海曾经演出过，因此学生们对这个主题应当是比较熟识甚至酷爱的。
因此，老师应充分利用学生的爱好，将此名剧同课文相结合，来进行教授。
本课的任务有两个：1学生通过对课文的学习。
驾驭一些核心词汇，例如：capture, kidnap, mask, magically等。
2通过学习课文，了解故事的写作方法，为writing部分做打算。
（二）阅读目标1学问目标学习课文中重点词、词组、句型和语法。
2实力目标通过阅读进一步了解歌剧的历史以及其他方面的学问。
3情感目标对文中的phantom的内心世界进行分析，推断文学作品中人物的善恶和性格的困难冲突性。
（三）教学方法采纳任务型教学法组织教学，通过听说，探讨等详细活动，达到教学效果。
（四）重点和难点1词汇学习1)核心词汇belowobeyphantomrolekidnapaudiencereleaseburstmagicallyinjure2)拓展词汇operaangelexistcapture3)词组和短语a huge building, with seventeen floorsforce him to leave homemake a secret home for sbgain power overmust bebe crowded within the endbe filling with waterbe shocked atmake sb do4)句型学习1. In the middle of this lake was an island, and on that island, one hundred yearsago, lived the Phantom2. …,he was so ugly that his own mother made him wear a mask,…教学设计（Teaching Designs）解。
Unit 1 《School life》教案7(牛津版必修模块1)
Unit 1 Word powerWarming-up1. Present one of the school maps from the students’ repairing work. And encourage him or her to tell us how he or she found the way out on the first day. Encourage more students to think of the pattern drills and useful expressions they have learned in junior school:Do you have any difficulty finding your way out on the first day? If you don’t know your way, how can you ask and answer the way?2. Encourage more students to talk about the following questions such as: which facility attracts you most in our school? Why? Help the students to recall related words and expressionsWhat do you think of our canteen? How about the gym? Is our car park ok in the school? Encourage them to express their genuine opinions.3. Ask stu dents to focus on the map of Part A first. Read Wei Hua’s thoughts quickly and match her routes on the map. Remind students to pay attention to the usage of the words and expressions on the map.V ocabulary learning1.Ask students to do Part B. Write a description of the quickest way to get from thedormitories to class 4 and read it to the class.Sample answersB If you are standing at the door of the dormitories, first turn right and go past the medical centre and the gym, then turn left and walk until the end of the road. Classroom is on your left.2. If possible, design some more samples for the students to practice. For example, ask students to mark the shortest way from the science laboratory to classrooms 16-25. This exercise encourages students to familiarize the phrases of finding the way.3. Ask students to read Part C and complete it. Check the new words in the passage while they give the answers. Aim to make sure the students have done the repairing work of looking up possible new points in the dictionaries before class. available, qualified, access.AnswersC 1 car park 2 classrooms 3 library 4 labs 5 gym 6 swimming pool 7 dormitories 8 medical centre 9 canteenV ocabulary extension1. Focus on the equipments of Part D. Ask students to name out some of their names if possible. Then teach new items. Help them to know about each gymnastic items.2. Ask students to finish Part D and encourage them to have a short discussion like: Do you think it’s important for schools to have a g ym? How do you like these equipments?AnswersD 4 beam 7 barbell 1 climbing bars 6 basketball court 2 rings 8 mat 3 dumb-bell 5 skipping ropeHomework1.let the students to remember all the useful words and expressions in Part A, B, and D .Learn to make sentences with the key words in Part C.2.Do Part A and B in writing on Page 85.3.Pick out attributive clauses in the passage of Part C.。
牛津高中英语牛津版译林版高一模块一Unit1教案
牛津英语译林版高一必修一Unit1 教案Unit 1 School lifeTeaching aims of the whole unit:1．Develop students abi’l ity of reading comprehension by reading an article about school life inthe UK and two other articles about school clubs.2．Develop students abi’lity of listening comprehension by listening to two talks about school activities.3．Develop students s’peaking ability by discussing daily school life and reporting school activities.4．Develop students writ’ing ability by writing a notice about school activities.5．Develop students inte’grated skills of using English by making a poster for a school club. 6．Enlarge students voca’bulary about school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWelcome to the unit: 1 periodReading: 2 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students ’English spe ak lil n s g. skiII. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life?Step 2 Presentation1. Say the following to students:It s’the beginni ng of the new term. You ’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China.What about schools in other countries? Do you have different experiences? Are schools all overthe world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does h uge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences betweenschools in the UK and China. Then ask several students to report their discussion to the whole class.aspects In the UK In ChinaHuge campus and We can see huge campus Schools in China usually have a large enoughlow-rise buildings and low-rise buildings. campus to make sure students have enough space to It is the biggest difference study and play in.from schools in China But most school buildings are taller, at least threestoreys.Lockers for every There are rows of lockers Students bring what they need for lessons to school student by the classrooms for and then take it all back home after school. Most students to put their schools in china do not have equipment in thestationary, books, classroom.exercise-books and otherbelongings.Fewer students in There are fewer studentsThere are usually more students in high school, each class in a class, no more than perhaps 40 to 50 per class. Recently some schools30 per class. are beginning to limit the number of students ineach class.At ease with our Students have a close It is similar in china. Nowadays, lots of teachers and teacher relationship with their students have established a good relationship with teachers. They feel at easeeach other. They respect each other and work toand comfortable with gain a better understanding of each other.them.4. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we ’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).。
《牛津高中英语》模块一-Unit-1-教案.docx
《牛津高中英语》模块一Unit 1一、教学课型 : 阅读理解课二、教材分析1.教材内容见《牛津高中英语》模块一Unit 1 （ Pages 2— 3）2.教材处理该篇文章主要介绍中国学生Wei Hua 在英国为期一年的留学经历。
通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。
但由于内容较多以及中英文化方面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有一定的困难。
针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。
整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。
3.教学目标①知识目标 : 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。
②能力目标 : 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取文章细节的阅读能力。
③文化目标 : 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。
4. 教学的重点和难点① 重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。
②难点：如何培养学生运用略读（ skimming ）和寻读（ scanning）阅读技巧来快速获取主旨大意和细节信息的能力。
三、教学设计1.总体思路本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较 , 分组活动 , 巩固）、阅读后（运用）三部分。
2.教学过程T:Now, Class, we have learned English since the primary school, and we have known someBritis h language, culture, history and some other British lives. But do you know what the British schoo l life is really like? If you want to know the answer, please watch the following video.(设计说明 :由学生从小学以来的英语学习,自然过度到对对英语语言、文化、历史等方面的了解，进而提及到英国中学生活，激发学生对该话题的兴趣,为下文做很好的背景铺垫。
高中英语unit1Bodylanguage-grammar教案牛津上海版S1A
Chapter1.Body language-grammar教案Language一、章节分析（一）综述本章节主要语法---动名词在牛津英语中出现两次: 本课和高二（下）第一课。
本课主要介绍动名词作主语、动词宾语、介词宾语；高二（下）第一课主要介绍一些动词后接动名词和不定式的区别。
故本课不仅要介绍课本上动名词的基本用法，还应扩展动名词作真正主语用法，总结后接动名词作宾语的动词，归纳带介词to的动词短语，但不应挖得太深。
（二）目标学习动名词作主语、动词宾语、介词宾语和表语的基本用法。
（三）教学方法口语情景教学法( 教师创设情景，学生主要通过口语训练达到对语言知识的掌握)（四）重点和难点1A部分简单总结一些不含冠词的介词短语2B部分要细讲3C部分省略不讲二、教学设计（Teaching Designs）教学内容教学实施建议教学资源参考Lead –in 让学生找出课文中含有动词-ing的句子，分析比较它们的不同点，引出正题：动名词。
介绍动名词的特点。
《牛津英语一课一练导学与测试》page 4Practice 教师先利用图片举例，介绍动名词作主语用法，然后在ppt的辅助下通过图片，提示词，学生小组练习。
动名词作动词宾语，介词宾语等讲法同上。
［具体处理这部分内容的建议见[衔接1；课件：gerund]拓展动名词作真正主语用法，总结带动名词作宾语的动词，归纳带介词to的动词短语。
［具体处理拓展部分内容的建议见[衔接2]。
图片可扫描书上P8, p9, p10《牛津英语教学参考》Page5-10Exercises and homework学生写一段话，尽量多用刚学的动名词；学生做一些教师精选的单项选择，以便巩固所学语法。
［具体处理这部分内容的建议见[衔接3]。
[链接1] 说明：这是一份关于动名词的基础教学的教案与课件。
Step One lead-in1Ask students to find the sentences which have the form of v.+ing in the text .(possible answers):He gave an encouraging smile.Communicating is more than speaking and listening.She is holding her head up.2Explain the meaning and features of gerunds.Gerunds are –ing nouns. It is a kind of nouns. So in the above sentences, only“communicating, speaking, and listening” are gerunds. As a noun, gerunds canbe used as subject, verb object, preposition object, predicative and attributive. Step Two Presentation1Gerunds as subjects1)Example:T: What does shaking hands mean?S1: Shaking hands is a sign of friendship.S2: Shaking hands means that you are friendly.（动名词作主语时，位于动词用单数）2)PracticeStudents practise according to the example. They work in pairs. S1 makesquestions using the pictures and turning the verbs in brackets into –ing nouns. S2 chooses answers from the box.Shaking your fist is a sign of anger.Sighing is a sign of sadness.Yawning means that you are sleepy.Closing your eyes means that you are thinking.Whistling means that you are happy.Scratching your head means that you are thinking.Bowing is a sign of respect.(补充讲解句型It is (was) no use/good doing something.)2Gerund as verb objects1)Example:T: I didn’t know you could swim.S: Didn’t you? I love/ like swimming.T: So do I. I really enjoy swimming.I don’t. I hate / dislike swimming.I prefer walking.2)Practice:Students work in pairs to make similar dialogues about the pictures. Followthe example.3)Tell students some other verbs which have such usages.admit, appreciate, avoid, be worth, complete, finish, deny, delay, postpone,escape, practice, suggest, miss, allow, permit, forbid, consider, imagine3Gerunds after prepositionsOn her first day at work, Debbie saw the things. She didn’t know what they werefor, so she asked Mr Yang.Work in pairs to complete their conversation. S2 should answer S1, using –ing nouns made from the verbs in the box along with “for”．1)Example:T: Excuse me, but what are these _keys_____ for?S: They’re _for____ __locking_____ the drawers of the desk.2)Practice:Students work in pairs to make similar dialogues about the pictures. Followthe example.S1: And this _______?S2: It’s _______ ________ letters.S1: What about these _______ ________?S2: They’re _______ ________ your paper together.S1: This ________. What’s it for?S2: It’s _______ _______ the dates on documents.S1: And these ________?S2: They’re _______ ________. They’re a present for your first day at work.( 补充总结含介词to的动词短语：be (get)used to, get down to, look forward to, lead to, pay attention to, be devoted to, object to例如：Let’s get down to talking about your future.I’m look forward to hearing from you.)（见课件：gerund）[链接2]说明：这是动名词的拓展部分，拓展了动名词句型、接动名词做宾语的一些动词、接动名1下列句型后用动名词1)It’s no use / good doing…2)There is no point (in) doing …3)It’s worth doing…4)…can’t help doing…〖典型例句〗1)It’s no use crying over the spilt milk.2)The place is well worth visiting again.3)There is no point cheating in the exam.4)We can’t help laughing at the joke.5)It’s no good copying others’ homework.2下列动词后常接动名词做宾语1)admit, appreciate, avoid2)complete, consider3)delay, deny4)endure/stand, enjoy, escape, excuse5)finish6)imagine7)keep8)mind, miss9)postpone, practice10)resist, risk11)suggest巧记这些动词的诀窍：继续坚持勿停止；盼望完成莫推迟错过成功会后悔；惯于冒险须放弃避免原谅不逃脱；忙于欣赏禁不住介意练习很值得；考虑建议末延迟想象无用已无益；记得做过勿忘记禁止使用不定式〖典型例句〗1)I enjoy reading books in bed though it is not a good habit.2)I can’t imagine going to any place without you.3)Would you mind opening the door for me?4)He suggests reading English every day.5)The bird missed being shot.6)He escaped being punished by running away.3下列动词短语种to为介词1)be (get)used to2)get down to3)look forward to4)pay attention to5)be devoted to6)object to7)lead to〖典型例句〗1)I used to get up late, bu t now I’m used to getting up early.2)After discussing with his deskmate, he got down to writing his composition.3)I’m looking forward to hearing from you.以下几点可以在以后单元里讲解：1)need/ want / require 句型2)love, like, hate 后接 to do 与doing 作宾语的区别3)stop, remember, regret, try, mean, go on, forget后接 to do 与doing 作宾语的区別4)allow, permit, consider, advise后接 to do 与doing 作宾语和宾补的区别5)动名词的时态和语态6)动名词的复合结构[链接3]说明：Ⅰ单选：1.Do keeping _____, will you?A. to tryB. tryC. having triedD. trying2. We are all looking forward ______ Mr. Smith next week.A. to seeB. of seeingC. at seeingD. to seeing3. He spent all his time ______ for the final examination.A. to prepareB. of preparingC. in preparingD. to preparing4. The boy is only five years old, but he is quite used _____ the telephone.A. to answerB. to answeringC. of answeringD. by answering５. ______soundly is better for your illness than taking medicine.A. To sleepB. SleepingC. SleepD. Having slept６. Sometimes when I look into the sky, I feel like ______ a trip somewhere.A. to makeB. makingC. makeD. to go for７. I consider _____ of every fish is a kind of murder.A. takingB. a takingC. the takingD. to take８. My grandfather is a rich man, but ______ money does not solve all his problems.A. hasB. to haveC. havingD. having had９. It is no good ______ him to see you off.A. to expectB. expectingC. of expectingD. for him to expect１０.There is one more book worth ______.A. readB. of readingC. being readD. reading１１.He liked ______ many questions at the press conference.A. being askedB. askingC. of askingD. ask１２.We had no trouble ______ the path through the forest.A. to findB. for findingC. findingD. with findingII.用括号里的动词的正确形式填空：1. He insisted on _______（do ）the work in some other way.2. The windows want / need / require to be cleaned. That is, they need / want / require_____ (clean).3. He practiced _______(play) the piano every day.4. She doesn’t mind ______( work ) overtime.5. It will mean ______( benefit ) your company and mine.6. Have you decided to put off ______( go ) to the seaside?7. Peter kept (on) ______ (ask) questions.8. It’s a waste of time ______( argue) about it.9. _____ ( talk ) is easier than doing.10. Have you finished _______ (do) your homework?III．翻译：1. ______（每天晨读一刻钟）is very important in learning English.2. It’s no use _______（叹气）.3. Debbie enjoys _______（微笑着与客户交流）.4. John has just given up ______（吸烟）.5. I ______（一直盼望着访问）China again.6. He run off to avoid ______（看见）by his class teacher.7. This machine is for ______（切纸）.8. This book is well worth ______（读）.9. ______（挥动拳头）is a sign of anger.10. Mr. Yang suggested/advised ______ （看着顾客的眼睛）to make a good impression on him.IV．拓展题：１．---You were brave enough to raise objections at the meeting.---Well, now I regret _____that.A. to doB. to be doingC. to have doneD. having done2．The patient was warned _____ oily food after the operation.A. to eat notB. eating notC. not to eatD. not eating3．She looks forward every spring to _____ the flower-lined garden.A. visitB. paying a visitC. walk inD. walking in4．The little time we have together we try _____ wisely.A. spending itB. to spend itC. to spendD. spending that5．While shopping, people sometimes can’t help ______ into buying something they don’t really need.A. to persuadeB. persuading D. being persuaded D. be persuaded6．What worried the child most was ______ to visit his mother in the hospital.A. his not allowingB. his not being allowedC. his being not allowedD. having not been allowed7．Tony was very unhappy for _____ to the party.A. having not been invitedB. not having invitedC. having not invitedD. not having been invited8．_____ to sunlight for too much t ime will do harm to one’s skin.A. ExposedB. Having exposedC. Being exposedD. After being exposed9．The discovery of new evidence led to _____.A. the thief having caughtB. catch the thiefC. the thief being caughtD. the thief to be caught10．One learns a language by making mistakes and _____ them.A. correctB. correctingC. correctsD. to correct11．---You should have thanked her before you left.---I meant _____, but when I was leaving I couldn’t find her anywhere.A. to doB. toC. doingD. doing12．In some parts of London, missing a bus means_____ for another hour.A. waitingB. to waitC. waitD. to be waiting13．---What’s made John so angry?---______ the tickets for the concert.A. LoseB. To loseC. Because of losingD. Losing14. The day we are looking forward to _______ at last.A. arrivingB. arriveC. arrived Ｄ. arrives15. Mr. Reed made up his mind to devote all he had to ____ some schools for poor children.A. set upB. setting upC. have set upD. having set up附答案：Ⅰ．单选：ＤＤＣＢＢＢＣＣＢＤＢＣⅡ．用括号里的动词的正确形式填空：doing, cleaning, playing, working, benefiting,going, asking, arguing, Talking, doing Ⅲ．翻译：1.Reading for a quarter of an hour every morning2.sighingmunicating with customers with a smile4.smoking5.am looking forward to visiting6.being seen7.cutting up paper8.reading9.Shaking one’s fist10.looking at customers’ eyesⅣ．拓展题：DCDBD BDCCB BADCB。
《牛津英语1A Unit 1》说课教案
《牛津英语1A Unit 1》说课教案《牛津英语1A Unit 1》说课教案《牛津英语1A Unit 1》说课教案我说课的内容是《牛津英语1a》unit 1my classroom的第八教时，授课时间20分钟。
这是一堂儿歌的教学课，面对的学生是刚入学两周的小孩。
在这两周内，学生初步接触了文具类单词paper, pencil, rubber, pen, bag, book，以及简单的、课堂用语。
本课时的教学内容为：学会用…for you and me的句型与人分享属于自己的东西。
根据这一安排和学生的整体认识水平，从知识教学、能力培养、情感策略等方面考虑，我确立本课时的教学目标：1. 能听懂会说paper, a pencil, for you and me.2. 能流畅地说出本首儿歌。
3. 能用…for you and me的句型进行口语交际，学会与人分享物品的用语，激发学生学习英语的兴趣。
教学重点：1. 学会用英语表达与人分享的句子….for you and me.2. 培养学生朗读儿歌时的语感.（这是小学阶段的第一首儿歌。
）教学难点:能正确的发音for you /for me .为实现以上目标,我是这样设计教学过程的:howwhyandi.pre-task preparation:准备阶段安排了两个内容:1. game: roll, roll, let’s roll.这是“滚雪球”的游戏,作为这堂课的热身、复习运动。
老师先给出一个model，让学生将这段内容一传二，二传四，这种形式的操练让学生在最短的时间内，有充分的语言交流的机会。
整个课堂马上融入全员参与的氛围中。
2. daily talk: 在热身之后通过老师提问what can you see in the pencil-box/ classroom？让学生用前几课时已学句型i can see…回答，这样在复习单词的同时，用看得见摸得着的熟悉的实物来操练，创设了一个与实际环境相结合的情景，学生通过观察运用已学的词汇，体现语言的交际性。
牛津译林版英语必修一Unit1Welcometotheunit教案
牛津高中英语教学设计单元：Unit 1 School life板块：Welcome to the unitThoughts on the design:Welcome to the unit 这一板块的主要功能是激活学生与单元话题有关的已有知识，引导学生联系自己的亲身经历进行相关话题的讨论。
生动的画面为该模块的语言学习设置了生动的语言情景，能有效地引起学生对话题的兴趣，调动学生的学习积极性。
Teaching aims:1.to introduce and develop the theme of School Life;2.to get more specific information about Senior One students who have just stepped into a freshnew life;3.to enable students to get more chances of practicing listening and speaking skills;4.to guarantee effective communication among students.Teaching procedures:Step One——Oversea Conversation + Completing Timetables*Chinese student－“What you will be doing at 8 o'clock Saturday morning?*British student－“Sleeping like a log.” (*a sigh of surprise of Chinese Student)[设计说明]通过此对话凸显中西方学校生活差异，伴随而来的Timetable的比较进一步深入话题，从而引出对预设话题Dreaming of colorful school life的思考。
牛津高中英语模块一Unit1教案.docx
Period 1 Welcome to the unitTeaching aims:1.Target languageImportant words and expressions: low, locker, outdoor activities2.Ability goalsEnable the students to compare junior school life with high schooI life.3.Learning ability goalsHelp the students learn how to compare junior school life with high school life.Teaching important & difficult pointsLearn to compare junior schooI life with high schooI life.Teaching methodsDiscussion.Teaching aidsA computer and a projector.Teaching proceduresStep 1: Free TalkMake a self-introduction and talk about junior school life with the students.Step 2: Welcome to the unitLook at the pictures and talk about different high school lives between Britain and China. Picture 1: Huge campus and low buildings (In Britain)Picture 2: Large and tall buildings and huge campus (In China)Picture 3: Lockers for every student (In Britain)Picture 4: Lockers for every student in bedrooms (In China)Picture 5: Small class sizes with fewer students (In Britain)Picture 6: 50-60 students in each class (In China)Picture 7: A lot of outdoor activities and at ease with teachers (In Britain)Picture 8: Teachers are friendly to Ss (In China)Step 3: Discussion1.What are the d iff ere nces betwee n the lives of Chin ese and British high school students?2.What kind of school activities do you enjoy?3.What is your dream school life like?Step 4: Homework1.Try to make a careful plan for your high school study.2.Preview the Reading.Teachi ng Post-descriptio n:Periods 2-5 Reading School life in the UK Teaching aims:The General Idea of This Period:This period is about the reading of the passage School Life in the UK. It will help you to learn more about school life in the UK and the d iff ere nces betwee n that in the UK and in China. Meanwhile you can learn some reading strategies such as skimming and scanning.Teaching Aims:1.Train the students" reading ability.2.Learn some useful words and expressions.3.Lear n more about school life in the UK and the d iff ere nces betwee n school life in the UK and in ChinaTeaching Important Points:1.Help the students to understand the passage better.2.Learn and master some important words and phrases in this period.Teaching Difficult Point:1.How to help the stude nts improve their readi ng ability and un d erst a nd the passage better.2.How to master the important Ianguage points in this passage.Teaching Methods:1.Fast reading to get the general idea of the text.2.Careful reading to understand the passage better.3.Discussion to help the students understand what they've learned better.4.Explanation to help the students master some language points.Teaching Aids:1- A tape recorder.2.A multimedia.Teaching Procedures:Step 1 Greetings1.Greet the whole class as usual.2.Check their home work.Step 2 Reading1- DiscussionT: Last time we learned about some differences between Chinese and British school life. First lets work in groups and have a discussion about the schooI life in the UKAsk the students to have a discussion in groups.T: Today we are going to read a passage by Wei Hua, who once studied in the UK. She willgive us some detailed information about the schooI life in the UK.2.Reading strategyReading strategies: skimming and seanningA. Skimming: We skim a text when we want to get a general idea of what it is about. We look at the titles and headlines, 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.B・Scanning: When we want to find certain information in a text quickly, we scan the text for key words and phrases, dates, numbers, etc. We do not need to read the whole text word by word.3.Skimming and scanning (Practice)T: Now let's skim the text quickly and tell the topics mentioned in the text.Next lets scan the text and answer these questions. Hand up when you get the answers.(T show the questions on the screen.)1.How long did Wei Hua stay in Britain?2.What was the name of Wei Hua's class teacher?3.What did Wei Hua make in her art class?Suggested answers:1.For one year.2.Mr Heywood.3.A small sculpture.4.Do some true or false exercises.1.Wei Hua's favourite teacher was Mr Heywood.2.Most British classes have fewer than thirty students.3.Wei Hua had more homework in her school in China.4.It was very expensive for Wei Hua to communicate with her parents.5.In the UK, students can choose to stop studying any subject.6.The cake made by Wei Hua did not taste good.5.Read the article again carefully and answer the following questions.1.According to the headmaster, what should the students spend much time on?2.Why was it a struggle for Wei Hua to remember the names of her classmates?3.Why did Wei Hua find her homework difficult at first?4.Who gave Wei Hua a lot of support in her studies?5.How did Wei Hua man age to improve her En glish?6.What do the British like eating at the end of dinner?Suggested answers:1.Study.2.Because they had d if fere nt stude nts in some classes.3.Because all the homework was in English.4.All her teachers5.She used English every day and spent an hour each day reading English books in the library.6.Desserts.6.Detailed readingNow lets read the passage again carefully to check the answers. Underline the new words in the text. Meanwhil巳some more questions are waiting for you.(First go through the questions so that they know what to find out. Give them a chanee to discuss with their partners if they want)1.What time do British Schools usually begin?2.What time do they usually end?3.On average, how many students are there in a class in the UK?4.Why did Wei Hua find her homework difficult at the beginning of her study in the UK?5.On Tuesdays, what did Wei Hua do in evening?6.What do British students usually eat after their main meal?7.Which British city did Wei Hua go to?(Write down the new words the students have just listed.)7.ConsolidationAsk the Ss to talk about the topics mentioned in the text and then fill in the forms.6. Careful reading and practiceAsk the Ss to match the words with correct definitions.Step 3: Further discussionAsk the Ss to talk about the two questionsStep 4: Language points :1.experiencen. [ U] He is an old teacher with much experienee.c.f. He is an experienced teacher.n. [C] My grandfather likes to tell us about his wonderful experiences in the war time.v. During the war time , my grandfather experienced a hard time .2.as : since : becauseI could get up an hour later than usual as schools in China begin before 8 a. m .I felt lucky as all my teachers were very helpful.My English improved a lot as I used En glish every day •Cooking was really fun as I learned how to buy, prepare and cook food •3 sound link-v.The music sounds so pleasant •That sounds a good idea .I hope I dorft sound as if Km criticizing you .It sounded like a train going under my house .4.averagen. The average of 4, 5 and 9 is 6.These marks are well above / below average .On (the ) average.We fail one student per year on average .adj. The average age of the students is 16 in our class .Rainfall is about average for the time of year.v. This car averages 40 miles to the gallon .Meals average out at $ 10 per head .5.attend : go to6.earn : get something because you have done something good.7.challenging : difficult in an interesting way that tests your ability8.extra : more than usual9.prepare : make something ready10.desserts : sweet food eaten at the end of a meal •11.Present attributive clauses and illustrate them to the students:I sat next to a girl whose name was Diane •Step 5: practice, Listening and Consolidation1.Do practice and review some useful words in the text.2.Listen to the tape. You may follow it while listening and please pay attention to your pronun ciati on.(The teacher plays the tape for the students to listen. After that the teacher gives the students a few minutes to read aloud the passage. Mean while, the teacher asks the stude nts to try to remember some details.)3.Turn to Page 5.Lets do Exercise E. Complete the letter to Wei Hua using the words below. Suggested answers:1.experienced2.fond3.literature4.dessert5.struggle6.respect7.encouragementStep 6: Discussion1.Should students learn more Ianguages? Why or why not?2.What subjects would you like to take if you could choose? Why?3.What subjects do you like best and least?4.Do you think we should learn more foreign Ianguages?Step7: SummaryReading strategies: skimming and sea rming.Step 8: Homework1.Read the passage after class and get familiar with these Ianguage points.2.Have a further discussion with your partners about the topic in Part F.Teachi ng Post-descripti on:Periods 6-7 Word powerTeaching aims:1.Target languagecan tee n, lecture hall, gym, beam, barbell, skipping rope, dumb-bellWhat is the quickest way to …P6If I walk toward •… I can then •… walk past... and …P62.Ability goalsEnable the students to learn the words and expressions about school facilities.3.Learning ability goalsHelp the students learn how to master the words and expressions about school facilities.Teaching important points:Learn the words about school facilities.Teaching methods:lllustration, definition and translation.Teaching aids:A blackboard and Multimedia.Teaching proceduresStepl: Lead inCheck the homework.Step 2: Vocabulary LearningAsk the students to think about the following topic.Activity 1: Learning the names of school buildingsAsk the students to give the Chinese meaning of the names of the buildings.Activity 2: Finding the wayReview the expressions of asking and answering the way.1.How to ask the way:Excuse me, which is the quickest way to ... ?Excuse me, could you tell me the way to ... ?Excuse me, how can get to ... ?2.How to answer the way then?Turn left / right, and walk straight on. Turn right at the end of the first / second crossing, you will find it on your left / right. You can't miss it.Walk toward / past •…and then walk between ... and ... You will find …right next to …3.Ask the students to do Part B.Sample description:Suppose Wei Hua is at the door of the can tee n. First she should tur n right, walk to the first crossing and turn left, walk straight on to the end of the road, get the book she wants and then retur n from the same way to the can tee n, walk on till the end of the road. Classroom 4 is on her left.Activity 3: Finishing the noteAsk the students to do Part C on page 7.Step 3: Vocabulary ExtensionThere are many pieces of equipment there and often there are instructors.Now please do Part D by yourselves.Then check the answers.1.climbing bars;2. rings;3. dumb-bell;4.beam;5. skipping rope6. basketball court;7. barbell;8. mat Step 4: Homework1- Try to learn more words about school facilities.2.Preview the Grammar and usage.Teachi ng Post-descripti on:Periods 8-11 Grammar and usageThe Attributive Clause (1)Teaching Aims:To learn the usages of the noun clauses and practise using them.Important and Difficult Points:1.The basic usage of the relative pronouns and lear n to use them in d iff ere nt situations.2.How to help the students to learn the grammar efficiently.Teaching methods:Deduction to present the usage of the relative pronouns and then some exercises to consolidate what we have learned.Teaching aids:A blackboard and Multimedia.Teaching proceduresStepl: GreetingsStep2: PresentationLook at the picture at page8 and ask the students to speak out what they may think of.(Write down these three structures on the Bb or show them on the screen below the picture.)Adjective: a green teamPrepositional phrase: a team in greenAttributive clause: a team who were wearing greenConcept: Attributive clause modifies a noun in the same way as adjective or prepositional phrase does. The noun it mod讦ies is called an antecedent.Relative words:Read Part2 at page8. Attributive clauses are usually introduced by relative pronouns like which, that,who, whom, and whose, or relative adverbs like where, why and when. In the clause these relative words usually function as the following: (page8)Step3: PracticeRead the article at page9 and underline the attributive clauses you find in the article.Step 4: Relative pronounsRelative pronouns: that, which, who, whom and whose. Read this part at pagelO and grasp the usages of these relative pronouns.(show the screen) Then do the exercise at pagell・Step 5: ConsolidationFinish the exercises at page88Step 6: HomeworkComplete the Attributive Clause exercisesTeachi ng Post-descripti on:Periods 12-14 TaskTask Reporting school activities (1)Teaching goals1.Target languageUndersta nding a program: date, day, time, venue, eve nt / activity2.Ability goalsEnable the students to understand a program.3.Learning ability goalsHelp the students learn how to complete a timetable for a school program.Teaching important & difficult pointsHow to complete a timetable for a school program・Teaching methodsListe ning.Teaching aidsA recorder and a blackboard・Teaching proceduresStep 1: Revision and Lead-inCheck the homework and review the usage of relative pronouns.The relative pronouns of English are: who, whom, whose, which, and that. Now please finish the following exercises・Show the following.1.Don't talk about such things of _ you are not sure.A.whichB. whatC. asD. those2.The wolves hid themselves in the places ___ couldn*t be found.A. thatB. whereC. in whichD. in that3.The freezing point is the temperature _ water changes into ice.A. at WhichB. on thatC. in whichD. of what4.TH tell you _ he told me last week.A. all whichB. thatC. all thatD. which5.We're talking about the piano and the pianist_ were in the concert we attended last night.A. whichB. whomC. whoD. that6.The girl _ an English song in the next room is Tom*s sister.A. who is singingB. is singingC. sangD. was singing7.Those _ not only from books but also through practice will succeed.A. I ear n B・ whoC. that learnsD. who learn8.Any one _ this opinion may speak out.A. that againstB. that againstC. who is againstD. who are against9- Didn't you see the man _?A.I nodded just nowB.whom I nodded just nowC.I nodded to him just nowD.I nodded to just now10. Can you lend me the novel _ the other day?A. that you talkedB. you talked about itC・ which you talked with D. you talked aboutSample answers: 1-5 AAACD 6-10 ADCDCTalk about school programs with the students.Step 2: Understanding a programActivity 1: Ask the students to read the five points in Skills building 1 on page 12.Read the five points in Skills buildi ng 1 on page 12 and make sure what a program usually in eludes. Activity 2: Ask the stude nts to write dow n the n ames of mon ths and the seve n days of a week in abbreviati ons.Sample answers:Jan, Feb, Mar, Apr, May, Jun, Jul; Aug, Sep, Oct, Nov, DecMon, Tue, Wed, Thu, Fri, SatActivity 3: ListeningListen to the talk of a famous scientist and complete the timetable on page 12.Play the recording and then check the answers with the students.Step 3: Listening PracticeActivity 1: Completing a timetableAsk the students to read the instructions and the timetable・Then ask the students to listen to the tape and complete the timetable on their own. Check the answers as a class.Activity 2: Completing a note sheetAsk the students to read the instruct!ons on page 92 and listen to complete the exercises.Read the guideline on page 92. Then listen to the tape and complete the note sheet. Check the answers.Then ask the students to listen to the telephone conversation between Keling and her dad and complete the notes.Activity 3: Completing a storyAsk the students to read the story and the note sheet first, and then complete the story.Ask the students to read the completed story to check the answers.Step 4: SummaryToday we've learned a very useful skill, that is how to develop a school program. The most important thing in developing a program is to make a careful plan in advance.Step 5: HomeworkPlease work in groups and develop a program plan.Task Reporting school activities (2)Teaching goals1.Target languageComparing information.2.Ability goalsEnable the students to make decisions by comparing information.3.Learning ability goalsHelp the students learn how to make decisions by comparing information.Teaching important & difficult pointsCompare information to make decisions.Teaching methodsDiscussion and task-based activities.Teaching aidsA projector and some slides.Teaching proceduresStep 1: RevisionCheck the homework.Step 2: Lead-inGet the students to know how to compare information before making decisions.Ask the students to read the two points about comparing information before making decisions on page 14.Read the two points on the screen about how to make comparisons.Show the following on the screen.Oread all the information carefullyOmake as many comparisons as possibleStep 3: WritingActivity 1: Reading and comparing the information Ask the students to read the guidelines and the list of the seven books・Read the e-mail David Brown wrote to Yang Yan as fast as you can and find out what the main idea of the e-mail.Ask the students to compare the list of the seven books and the information given in the letter. Then read the e-mail again carefully, and find the information David Brown has provided about the book and complete the following chart.Show the following on the screen.Title: __________Author: __________Year: __________Price: __________Sample answers:Title: Including the word "Dynasties”Author: A famous professorYear: After 2007Price: below 20Then ask the students to compare the list of the seven books with the information given in the letter to find the clues.Activity 2: Writing a replyT: You've made a fight decision by comparing the information. Now please write back to David Brown for Yang Yan. When writing, please pay attention to the pattern of an e-mail・A sample e-mail:Dear David Brown,very glad to receive your e-mail. According to the information you provide about this history book, I have found it out for you. I have found there are seven books in the library about Chinese history. But only four of them in elude “Dyn asties11 in the title. On the back covers of them, I sawtheir prices and there were three of them left. Then in accordance with author and year, I found it out finally. It is The Rise of the Dynasties. You can order a copy of it soon.Best wishes,Yang YanStep 4: SpeakingActivity 1: Comparing the informationAsk the students to compare the information in the timetable with the school program on page 13. Ask the students to choose the five talks you can attend.Sample answers:1.School life in the USA2.Fighting pollution3.Staying in good health4.Australian pop songsActivity 2: ReportingAsk the stude nts to read the in struct! ons in Part B on page 15.Read the instructions in Part B first. And then work in pairs talking about the talks according to the program timetable on page 13 and the notes in Part A.Step 5: SummaryBy making comparisons, we can see clearly the similarities and chfferences between different information. Ifs one of the best ways to make correct decisions.Step 6: Homework1.Write an article in which you compare your study method with that of your classmate(s) and make your decisions.2.Preview Skills building 3 and Step3.Task Reporting school activities (3)Teaching goals1.Target languageWriting a notice.2.Ability goalsEnable the students to write a notice.3.Learning ability goalsHelp the students learn how to writer a notice.Teaching important & difficult pointsHow to write a notice.Teaching methodsDiscussion and task-based activities.Teaching aidsA projector and some slides.Teaching proceduresStep 1: RevisionCheck the homework・In the last period, we learned how to make decisions by comparing information.Step 2: Lead-inTo inform others, one of the ways it to put on notices. Then do you know what a notice is? How to write a notice? Now read the guidelines on page 16 and find out.Ask the students to read the notice given by the school library.Rread the notice from the school library. Point out the important information in it.Show the following:Event:Time:Reason:When to reopen:The new opening hours:Public holidays:Who gives the notice:Sample answers:Event: library closedDate: 15-17 SeptemberDay: next Wednesday, Thursday and FridayReason: the sports meeting will be heldWhen to reopen: Saturday (18th September)The new opening hours: Morn Fri: 8 am - 6 pmSat & Sunday: 10 am - 5 pmPublic holidays: closedWho gives the notice: LibraryAsk the students to talk about how to make a notice attractive・Step 3: WritingAsk the students to read the guidelines in Step 3 on page 17.Write a notice to inform your classmates of the program you'll attend. Now read the guidelines on page 17 first.A sample notice:NoticeTalks in OctoberI am very glad to inform you that there are four talks to be held next month. The topics of them, respectively, are School life in the USA, Fighting pollution, Staying in good health and Australian pop songs. The places, the time and the speakers of the talks are as follows:School life in the USA: by a USA student; in Room 404, Building 1; at 3 p.m. on 13th Oct.Fighting pollution: by a Scientist; in Room 105, Building 2; at 9 a.m. on 19th Oct.Staying in good health: by a doctor; in Room 306, Building 4; at 2.30 p.m. on 21st Oct.Australian pop songs: by a famous singer; in Room 303, Building 4; at 10 a.m. on 29th Oct. Thank you for your kind attention.Li MingmingStep 4: PracticeAsk the students to write a note.T: When we give someone information and the person may not be present, you can write a note. The note will help the person remember to do something・ Next please read the instructions on page 93 and then write a note.A sample note:Dear Mickey,It's a pity that you are out when I come to visit you. But it doesn*t matter. I invite you to pay a visit to me at our school. Here I leave you a note with our school map. When you walk through the school gate into the campus, you can see two paths on the two sides of the playground. Take the path on the left and you will pass by gym, library and teachers1 office. Seeing a beautiful river, you should cross the bridge over it. Then turn left and walk about 300 meters, you will reach Dorm 1, where I live. That's it. Wang JunStep 5 HomeworkWrite a notice based on the following information由于学校要举行运动会，原定于11月5日举行的期中考试将改在口月20日。
译林牛津版高一英语必修一unit1schoollife教案
Unit 1 School lifeTeaching aims of the whole unit:1．Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2．Develop students’ ability of listening comprehension by listening to two talks about school activities.3．Develop students’ speaking ability by discussing daily school life and reporting school activities.4．Develop students’ writing ability by writing a notice about school activities.5．Develop students’ integrated skills of using English by making a poster for a school club.6．Enlarge students’ vocabulary about school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWelcome to the unit: 1 periodReading: 2 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm:When we are talking about our school life, what will we probably think of?What words or phrases will we use to describe our school life? Step 2 Presentation1.Say the following to students:It’s the beginni ng of the new term. You’ve just finished your junior high and are about to enter a new period in your studies. I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from junior high? Well, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China. What about schools in other countries? Do you have different experiences? Are schools all over the world the same? This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school life in the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UK?Step 3 Discussion1 Ask students the following questions to talk about the words in the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China?(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school? Why or Why not?Fewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UK?At ease with our teacherWhat can we know from this picture?What does the word ease mean? What do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.aspects In the UK In ChinaHuge campus and low-rise buildings We can see hugecampus andlow-rise buildings.It is the biggestdifference fromschools in ChinaSchools in China usually have alarge enough campus to make surestudents have enough space tostudy and play in.But most school buildings aretaller, at least three storeys.Lockers for every student There are rows oflockers by theclassrooms forstudents to put theirstationary, books,exercise-books andother belongings.Students bring what they need forlessons to school and then take itall back home after school. Mostschools in china do not haveequipment in the classroom.Fewer students in each class There are fewerstudents in a class,no more than 30 perThere are usually more students inhigh school, perhaps 40 to 50 perclass. Recently some schools areclass. beginning to limit the number ofstudents in each class.At ease with our teacher Students have aclose relationshipwith their teachers.They feel at easeand comfortablewith them.It is similar in china. Nowadays,lots of teachers and students haveestablished a good relationshipwith each other. They respect eachother and work to gain a betterunderstanding of each other.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questions to the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the differences between the high school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn in this lesson.2) Find more about any other differences between the high school lives in the UK and in China, either by surf the Internet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).Period 2 Reading (1) School life in the UKTeaching aims:1. Get students to know what school life is like in a high school in the UK.2. Develop students’ ability of reading comprehension through:1)skimming and scanning.2)Guessing the meanings of some new words from the context3. To learn some expressions about school life.Teaching procedures:Step 1 Lead-in and PresentationSay the following to the students:Yesterday we’ve talked about the differences between the high school lives in the UK and in China. We know well about the high school lives in China, because we are Chinese. But we know a little about the high school lives in the UK. Yeah? Today we are going to read a magazine article which is written by an exchanging student. She has been studying in the UK for one year. Now she gives a clear brief introduction about her school life there.(Bb: School life in the UK) Before we read the article, we are going to learn the reading strategy: skimming and scanning.Please look at page 3: Reading strategy. (Bb the following while learning the reading strategy. )Skimming: to get a general idea of the article, without studying it in detail.Focus on the titles, headings, the first and last sentences or paragraphs, charts and pictures …scanning: to find certain information in an article quickly.Look for key words and phrases, dates and numbers, etc.Step 2. Reading1. Skimming:Question: How does Wei Hua feel about her life in the UK?2. Scanning:1)Ask students to go through the three questions in part A and makesure that each of them know the meaning of each question.(AWoodwork class is a class in which students make somethingfrom wood.)Ask students to read the passage as quickly as possible and try to find answers to the three questions. Remind students only tofocus on and identify the most important information.2)Ask student to reread the passage and complete Part C1individually. Then ask some of them to give the answers to thequestions in Part C13)Ask students to finish Part C2 individually. Then get somestudents to share their answers with the whole class. Ask them to say the true sentences to correct the false ones.3 GuessingAsk students to finish Part D individually. Tell them not to look up the meanings of the words from the wordlists in the textbook. Let themguess the meanings from the context. Then check the answers with the whole class.Step 3 New Words in this UnitStudy the new words appears from page2 to page 5 (from attend to immediately) at page 68.Step 4. Homework.1. Complete part E on page 5.2. Read the two articles in reading on pages 82 and 83 in wb and answers the questions below them.3. Learn all the new words we learned today by heart.Period 3 Reading (2) School life in the UKTeaching aims:1 Help students become more familiar with the article.2 Develop students’ ability of reading comprehension by finding out what topics are covered in the article.3 Develop students’ ability of speaking by discussing the subjects they like in school.Teaching Procedures:Step 1. Revision:Check the homework:1)Have a dictation to go over the words learned last period.2)Check the answers in reading on pages 82 and 83 in wb.3)Ask some students to read the article in Part E to check whetherthey have used the suitable word in each blank.Step 2 Reading1) Ask some students to read the article aloud paragraph by paragraph. Ask other students to find out what topics are covered in it.School hoursSchool assemblyTeachersClass sizeDifferent classes in different classroomsHomeworkSubjects and favourite subjectsWhat to do at lunchtimeBritish food3)Ask students to point out the different high school lives in the UKand in China in these topics.Step 3 DiscussionLet students look at Part F together and discuss the questions in Part F in Pairs. Then get some pairs to act out their discussion in class.Step 4 Language focus1 Ask students to find out the following words, phrases and sentences in the article. Then give some explanations.Words:a)as (since, because, for)b)attend (join, join in, take part in)c)prepared)experiencee)respectf)exciting, excitedg)dropPhrases:a)for freeb)be happy withc)used to do sth.; be/get used to do sth.; be/get used to doing sth.d)the way to do; the way of doing; the way + Attributive Clausee)at the end of; in the end; by the end off)as … asSentences:a)Going to a British school for one year has been a very enjoyableand exciting experience for me.b)I do like eating.c)We also had different students in some class, so it was difficult toremember all the faces and names.2 Ask students to put the following sentences into English in their exercise-books.1) Jim 加入了我们的讨论之列。
英语ⅰ译林牛津版unit1第一课时教案
英语ⅰ译林牛津版unit1第一课时教案Teachinggoals1.TargetlanguageImportantwordsandexpressions:low-rise,locker,atease2.AbilitygoalsEnablethestudentstocomparejuniorschoollifewithhighschoo llife.3.LearningabilitygoalsHelpthestudentslearnhowtocomparejuniorschoollifewithhig hschoollife.Teachingimportant&difficultpointsLearntocomparejuniorschoollifewithhighschoollife. TeachingmethodsDiscussion.TeachingaidsAcomputerandaprojector.TeachingproceduresStepⅠFreeTalkMakeaself-introductionandtalkaboutjuniorschoollifewitht hestudents.T:Hello,everyone.WelcometotheseniorhighEnglishclass.I'm ××.IhavebeenhereteachingEnglishsinceIgraduatedfrom××Universitymorethan10yearsago.Therefore,I'vemadealotoffriend s.NowI'mverygladtolearnEnglishtogetherwithyouthisyearandI'm surewe'llsoonbecomefriends,too.Nowyou'vejustfinishedyourjun iorschoollifeandareabouttoenteranewperiodinyourstudies.Doyo ufeelnervous?SI:Notatall.I'vemadesomepreparationsbeforeIcamehere.S2:Alittle.ThenewschoolisquitedifferentfromtheoneIwasin .S3:Yes,Idofeelnervous.Everythinghereisnewandstrangetome .S4:No.Idon'tfeelnervous.BecauseI'msureIcandomyschoolwor kbetterhere.T:Highschooltimeisveryimportantandoftenconsideredasgold entimeinourlife.However,someofyoumayfeeluncomfortablewhenfi rstcamehere.Whatdoyouthinkyoucandotoovercomethesedifficulti es?S5:Ithinkwecantrytorelaxourselvesbymakingasmanyfriendsa spossibleanddoingmoreactivities.S6:Therearereallysomedifferencesbetweenthelifeinjuniora ndhighschools.Weshouldadjustourselvestothenewenvironmentass oonaspossible.Ifwehavedifficulties,wecanaskforhelpfromclass matesandteachers.T:Well,whatarethedifferencesdoyouthinkbetweenthelifeinj uniorandhighschoolsare?Haveyoufoundsome?S7.YesFirsttherearemorestudentsherefromdifferentplaces. Inmyjuniorschool,studentswereallfromthesametown,andtherewer eonly30studentsinmyoldclass.T:Well,canyoutellussomethingaboutyourselfandyourschool?S7:I'mfromXMiddleSchoolMynameisS7.Thereisonlyathree-sto reybuildinginmyjuniorschool.Therewereabout500studentsthere. Andthestudents'dormitoryisnotbigenoughtoholdallthestudents. Asmyhomeisnotfarawayfromtheschool,Ihadtogobackhomeeveryday.T:Nowyouneedn'tgobackhomeeveryday.Butwouldyoumissyoupar ents?S7:Ofcourse.ButI'lltrytoovercomemyfeelings.T:Good.Anyotherdifferences?S8:Yes.We'llhavemoresubjectsinhighschoolandthickbooks.M aybetheyaremoredifficulttolearn.T:Don'tworry.Bothjuniorandhighschoolstudyareforagoodfou ndationofallsubjects.Aslongasyouworkhard,I'msureyoucanbebet ter.S9:Ifoundtherearemoreandhigherbuildingshere.Andmorebeau tifultoo.Inourschool,thereisonlyoneoldfive-storeybuilding.T:Whichschooldoyoucomefrom?Canyoutellussomethingaboutyourschoollifethere?S9:Icamefrom×middleschool.Itisasmallbutbeautifulschoolwithmountainsallar ound.Welivedattheschooldorms.Weusedtoclimbthemountainattheb ackoftheschoolafterclassandwereadandplayedthere.Weusedtopla ybasketballintheafternoonbuthadtogotoclassroomsforone-hours elf-study.T:Soundsinteresting.Anyway,anewschoolandnewstudentbodyi sagreatopportunitytolearnaboutpeople,placesandcultures.Iwis heveryoneherecanmakemanyfriendsandgetgreatsuccessinyourscho olworkintheseyears.StepⅡWelcometotheunitLookatthepicturesandtalkaboutdifferenthighschoollives.T:Well,boysandgirls,whenwespeakofschoollife,whichEnglis hwordscanyouthinkof?pleaselookatsomepicturesfirst.Ss:(joys;sorrows;dreams;discoveries;failures;tears;succ esses;challenges;excitement)T:We'vestudiedEnglishforthreeormoreyears.WhatistheUKsch oollifelike?HowdifferentisitfromthatinChina?Pleaselookatthe followingpictures.TheyshowsomepartsofhighschoolintheUK.What canyouseeinthepictures?Whatarethedifferencesbetweenschoolsi nChinaandintheUK.?T:Asweallknow,therearedifferencesbetweenschoollivesinju niorandhighschools.Sotheremustbedifferencesindifferentcultu res.Someofusmustbeeagertoknowwhattheschoollifeinothercountr iesarelike.Forexample,we'vestudiedEnglishforthreeormoreyear s,whatistheUKschoollifelike?HowdifferentisitfrominChina?You know,therearemanyfamousschoolsanduniversitiesintheUK.Today, we'llpickupthissubject.NowreadtheinstructionsinWelcometothe unitonpage1andfocusonthepicturesindividually.Askthestudents totalkaboutthepictures.T:Whatcanyouseeinthepictures?Whatarethedifferencesbetwe enschoolsinChinaandintheUK.S1:InPictureI-2,wecanseeverylow-risehousesandhugecampus .TheyareverydifferentfromthoseinChina.InChina,weusuallyhave largebuildingsandcampustomakesurestudentshaveenoughspacetos tudyinandplayin.S2:InPicture3-4,wecanseelockersforeachstudentoutsidethe classroom.InChina,weoftenhavesomelockersineverybedroom.S3:InPicture5-6,wecanseealargerclassroomwithfewerstuden tsinit.Thestudentssitintwolinesandfacetoface.Thestudentsare puttinguptheirhandseagerlytoanswertheteacher'squestions.InC hina,wealwayshaveafullclassroomwithstudentssittinginseveral linesfacingtheblackboardAndinmostcases,studentsarenotsoeagertoanswertheteachers'questions,especiallyhighmiddleschoolst udents.S4:InPicture7-8,twostudentsarediscussingsomethingwithth eirteacher.TheylookquiteateaseWiththeirteacherandlikefriend s.ItissimilarinChina,Nowadays,lotsofteachersandstudentshave establishedagoodrelationshipwitheachother.Theyrespecteachot herandtrytogainabetterunderstandingofeachother.T:Therearecertainlymanydifferencesbetweentheschoollives inChinaandintheUK,asweallcanseeclearlyfromthepictures.Doyou knowofanyotherdifferences?S5:Certainly.IheardthestudentsintheUKcanchoosewhatevers ubjecttheylike.S6:AndtheyarescoredA,B,C,DandEforeverysubjecttheychoose insteadof100points,150points,etc,suchasinChinaorotherAsianc ountries.T:Also,studentsintheUKhavedifferentschoolactivities.For example,theyorganizeschoolclubs,designpostersordovolunteerw ork.InChina,wealsohavemanyschoolactivities.Whatkindofschool activitiesdoyouenjoy?S7:Ienjoyplayingbasketballafterschool.S8:Ipreferdrawing.S9:Ilikeplayingchess.T:Withoutvarietiesofschoolactivities,schoollifewouldbeb oring.Mostofyoumusthavedrawnapictureofwhathighschoollifewou ldbelikeinyourmindbeforeyoucamehere.Nowwho'dliketoshareyour dreamschoollifewithus?S10:Mydreamschoollifeislikethis:therearemanyfriendlyand knowledgeableteachers;classmatesgetalongwellwitheachother;w estudy,play,singanddancetogether;wehaveparties,etc.Allinall ,I'mhappywitheverythingandeveryonehere.S11:Mydreamschoollifewouldbelikethis:Instudy,Iwillworkh ardertomakegreatprogressineverysubject;Iwilltrytodomorespor tstomakemestronger;Iwillbeabletolearntoplaycomputergames,et c....T:Justaswhatthefourpicturesshow,differencesdoexistbetwe enhighschoolsinourcountryandintheUK.Thereareofcourse,manyma sonsforsuchphenomena.Whatdoyouthinkthereasonsare?S1:Ithinkit'smainlybecausewebelongtodifferentcultures.B othChinaandtheUKhavealonghistoryofcivilizationamongwhichdif ferentschoolsystemsdeveloped.Itisnowonderwehavedifferentsch oollives.S2:Iquiteagreewithyou.Chinahasdifferentculturalandeduca tionalbackgroundfromthatoftheUK,sotherewillbedifferences.S$:ChinaandtheUKhavedifferent,traditionsineducationands choolsystems.Ibelieveeachhasadvantagesanddisadvantages.StepⅢHomeworkT:Studentsindifferentcountrieslearndifferentlyandhavedi fferentschoollifeexperiences.Idohopeyou'llhaveagreatexperie ncehere.Afterclass,1.Trytomakeacarefulplanforyourhighschoolstudy.2.PreviewtheReading.。