译林牛津高一英语模块3 Unit 2 Language 知识点讲解教案
模块3Unit 2 Language重点单词1. occupy vt. 占领，占据；占（空间、地位等）；占去时间occupation n. 职业；占领【常见搭配】【名师点拨】1) 当用occupy作状语时，如后接介词with或in，用occupied形式；如接oneself，则用occupying形式。
2) 类似用法的词有：be devoted to/devote oneself to; be dressed in/ dress oneself (sb.); befaced with/ face sth.; be dedicated to/ dedicate oneself to; be seated in/ seat oneself等。
【即时演练】A: 完成句子1. I know she often ________________________ all kinds of information about thissubject. 我知道她经常忙于收集有关这题材的所有信息。
2. The dinner and speeches _____________________. 晚餐和演讲占用了3个小时。
【答案】1. occupies herself / is occupied in collecting 2. occupied three hoursB: 单选（江苏省启东中学2014届高三第一次月考）Fully ________ in looking after three children at home, she no longer has time to enjoy various activities in the club.A. attachedB. occupiedC. contributedD. devoted【解析】句意：一直在家忙着照看三个孩子，她再也没有时间享受俱乐部的各种活动。
be occupied in doing sth.“专心于……；在忙着……”。
【答案】B2. raise vt. 举起，抬高，提高(音量)；使某人晋升，种植；饲养(家畜)；抚育(子女)；引起(疑问、开心)；提出(问题、质疑、抗议等)【常见搭配】【词义辨析】【即时演练】A: 完成下列句子1. Nowadays, __________________ in a big city is difficult for many people.现在在大城市里养家糊口对许多人来说是很艰难的。
2. Recently the government has taken measures to ________________________.近来政府部门已采取措施来改善人们的生活状况。
【答案】 1. raising a family 2. raise people’s livi ng conditions（江西省七校2013届高三上学期联考）Those who want to say anything more _______ your hand and then _______ to speak.A. arise; raiseB. raise; riseC. raise; arouseD. rise; raise【解析】句意：【答案】B3. concern vt. 与……有关；使关涉；使担心n. 担心，关怀；关系concerned adj. 有关的，涉及的；忧虑的；担心的concerning = regarding = about prep. 有关；关于【常见搭配】◆She showed a great deal of concern for her son’s illness. 她非常关心儿子的病情。
◆He doesn’t concern himself with politics. 他不关心政治。
◆As far as he was concerned, what other people thought was not the most important thing.就他而言，别人的想法并不是最重要的。
【即时演练】（扬州中学2013届高三3月月考）The drilling in Antarctica dragged on slowly because of lack of money, equipmentbreakdowns, environmental ______ and severe cold.A. concernsB. assumptionC. occupationsD. ignorance【解析】句意：因为缺少金钱，设备故障，环境担忧以及严寒等原因，在南极地区的钻井工作慢慢地拖得越来越长。
concern“担心，忧虑”；assumption“假定，假设”；occupation“占领”；ignorance“忽视”。
【答案】A4. access vt. 接近，使用；n. 接近的机会，享用权accessible adj. 可到达的，可进入的【常见搭配】◆We gained access to the house through the window. 我们从窗户进入屋内。
◆You have no access to these books without permission. 不经允许，你无权使用这些书。
◆You can access the high building by taking an elevator. 你能搭电梯进入那座高楼。
【即时演练】（浙江省金华十校2013届高三上学期期末考试）I’m afraid I’m not to h elp with the talent show, for I am fully occupied with my own project.A. reliableB. availableC. convenientD. accessible【解析】句意：我担心我无法帮助这才艺表演了，因为我一直在忙于我自己的项目。
available “有空的；可获得的”；reliable“信赖的”；convenient“便利的”；accessible“可到达的，可进入的”。
【答案】B5. convenient adj. 方便的，便利的；适宜的，合适的convenience n.方便，便利；便利的事情【常见搭配】【名师点拨】在某人方便时，只能用if it is convenient for/to sb. / if it suits one’s convenience，绝不能用if sb. is convenient。
【即时演练】A: 用常见搭配的内容填空1. __________________, the two groups have been treated as one in this report.2. Can you telephone me ____________________ to arrange a meeting?3. Please come at six ____________________.【答案】1. For convenience 2. at your convenience 3. if it is convenient for/ to youB: 单选(2012天津卷)The secretary arranged a(n)______time and space for the applicants to have aninterview.A. importantB. spareC. publicD. convenient【解析】句意：这位秘书为参加面试的所有应聘者安排好了方便的时间和地点。
convenient “方便的”；important“重要的”；spare“闲暇的”；public“公众的”。
【答案】D6. differ vi. 相异；有区别difference n. 不同；区别；差数；争执different adj. 不同的；相异的；有分别的【常见搭配】◆Customs differ in different countries. 各国风俗不同。
◆His opinion differs entirely from mine. 他的意见和我的完全不同。
◆She always differs with me about how to spend the vacation.有关如何度假一事，她和我的意见总是不合。
【即时演练】(2012浙江卷)According to scientists, our mental abilities begin to_______ from the age of27 after reaching the highest level at 22.A. differB. shrinkC. failD. decline【解析】句意：据科学家称，在22岁达到最高水平后，从27岁开始我们的脑力开始衰退。
decline“下降，减少，变弱”；differ“不同，有区别”；shrink“收缩，萎缩”；fail“失败”。
【答案】D7. contribution n. 贡献，促成因素；捐赠contribute v. 捐赠；有助于；投稿【常见搭配】◆He has made great contributions to a space development program.他对太空发展计划有很大的贡献。
◆A proper amount of exercise contributes to good health.适度的运动有益健康。
◆I make most of my money by writing books but I do contribute to magazines sometimes.我的钱大部分是靠写书挣的，但我也确实有时给杂志社投稿。
【名师点拨】contribute to可理解为“成为……的原因”，此时等同于lead to“导致”；result in“导致”；bring about“造成，引起，导致”；be responsible for“是……的原因”；account for“足以说明……”。
【即时演练】（湖北黄冈中学2014届高三上学期期末考试）In our life we should learn to make __________ in balancing the interests of our own and others, which may benefit us in the long run despite the present loss.A. compromisesB. commitmentsC. contributionsD. considerations【解析】句意：在我们的生活中我们应该要学会在平衡自己和其他人利益方面的妥协，尽管目前是损失，但从长远角度来看会使自己受益。
译林牛津高一英语模块3 Unit 2 Language 知识点讲解教案
模块3Unit 2 Language重点单词1. occupy vt. 占领，占据；占（空间、地位等）；占去时间occupation n. 职业；占领1) 当用occupy作状语时，如后接介词with或in，用occupied形式；如接oneself，则用occupying形式。
2) 类似用法的词有：be devoted to/devote oneself to; be dressed in/ dress oneself (sb.); befaced with/ face sth.; be dedicated to/ dedicate oneself to; be seated in/ seat oneself等。
【即时演练】A: 完成句子1. I know she often ________________________ all kinds of information about thissubject. 我知道她经常忙于收集有关这题材的所有信息。
2. The dinner and speeches _____________________. 晚餐和演讲占用了3个小时。
【答案】1. occupies herself / is occupied in collecting 2. occupied three hoursB: 单选（江苏省启东中学2014届高三第一次月考）Fully ________ in looking after three children at home, she no longer has time to enjoy various activities in the club.A. attachedB. occupiedC. contributedD. devoted【解析】句意：一直在家忙着照看三个孩子，她再也没有时间享受俱乐部的各种活动。
be occupied in doing sth.“专心于……；在忙着……”。
高一英语译林版必修3教案：Unit2 Languageperiod4 含
Period 4 Word power整体设计教材分析Word power包含了两部分。
第一部分是Formal and informal English, 给出了常见正式英语和相应的非正式英语的相关表达, 让学生做出比较并尽可能列举更多的类似表达。
随后给出一封以非正式语体书写的英文信, 要求学生将其改写为正式语体。
通过这两个练习, 旨在使学生意识到语言应用场合的重要性, 了解何时应使用正式语体、何时使用非正式语体。
第二部分是有关世界各国的官方语言和国旗辨识的内容。
通过提问, 要求学生快速认知此类内容。
三维目标1. 知识与技能1)Enlarge the students’ vocabulary.2)Get the students to know about formal and informal English，and know something about countries and their official languages.3)Through the listening practice, help the students know more how to improve their English.2. 过程与方法Talk to improve the students’ speaking ability.Practice to get the students to master what they’ve learnt.Discuss to make every student work in class.3. 情感与价值Learn something about English culture. After this period, let the students know formal and informal English.教学重点Make the students know something about formal and informal English.Master the words in this part and use them freely.教学难点How to make the students use this skill freely to solve some problems.教学过程教学设计（一）→ Step 1 Revision and lead-inSelect some words and phrases often used in spoken English, and then point out informal English expressions.Read the following sentence and find which part you think is informal.I am sorry to say that a lot of your answers to those questions in your homework are not precise, so you must think about them.Then ask students to present some other examples.Formal and informal EnglishFormal English Informal Englisha large amount/number of a lot ofarrange sort outchild kiddiscard throw awayI regret to inform you. . .I’m sorry to say. . .immediately right awayin addition plusIt is my hope. . .hopeprevent stoppurchase buyreply answerspeak to have a word withtake my concerns into consideration think about it→ Step 2 PresentationAsk the students to read the introductions to formal and informal English . Formal English is more common in writing, while informal English is more common in speaking.Ask the students to compare the formal English words with the informal English words listed in the chart on page 26.→ Step 3 PracticeAsk the students to practice what they have learnt above.First the teacher points out the informal places while the students are reading the letter.Then rewrite the letter in formal English.Suggested answers:Dear Mr. Smith,I want to speak to you about the condition of the playground. I regret to inform you that people do not discard their rubbish properly. They leave rubbish on the ground instead of using the bins. Yesterday a 6-year-old child fell and cut his hand on a broken bottle. The boy was taken to hospital immediately. In addition, the beautiful view of the park is spoiled.I believe that there are a large number of actions you could take to solve this problem. For example, you should purchase additional litter bins and arrange security to prevent people from littering.It is my hope that you will take my concerns into consideration. I look forward to your reply.Yours sincerely,Jerry Broker→ Step 4 Word power(Group work)1. How many languages are spoken in the world today? (About 6, ooo)2. Do you know the ten most widely spoken languages? What are they? (They are Chinese, English, Hindi, Spanish, Russian, Arabic, Bengali, Portuguese, Malay and French. )1)Organize students into groups of four and provide each group with a word map. Have each group write down as many names of countries and their official languages as possible.Use the following diagram as a pattern to organize the information.Country Official language(s)Country Official language(s)Australia English Mexico SpanishBengal Bengali New Zealand English, MaoriCanada English, French Portugal PortugueseChinese Chinese Russia RussianEgypt Arabic Saudi Arabia ArabicFrance French Singapore English, Chinese, Malay, Tamil Germany German Spain SpanishIndia English, Hindi Switzerland French, German, ItalianIreland English, Irish U. K.EnglishItaly Italian USA English2)Then have the students finish Part A and share their answers with their group members.3)Ask the students to fill in the blanks of the following diagram about country, official language(s), people and capital, which help the students enlarge their vocabulary.Country Official language(s)People CapitalAustralia English Australian CanberraGreece Greek Greek AthensSpain Spanish Spanish MadridEgypt Arabic Egyptian CairoRussia Russian Russian MoscowFrance French French ParisMexico Spanish Mexican Mexico CityJapan Japanese Japanese TokyoItaly Italian Italian Rome4)Discussion(groups or pairs):What do you think the official languages of the United Nations are?→ Step 5 Listening practiceAsk the students to do the exercises in Parts A and B in listening on Page 104 in their Workbook. Let them know more about how to improve their English.→ Step 6 Summary and homeworkWe’ve known something about formal and informal English, deal with some words and expressions related to languages, and go over the names of countries and their language(s). Usethese skills to enlarge or reinforce your vocabulary and try your best to improve your English.Homework:1. Go over what we learned in this period.2. Preview the next lesson.板书设计Country Official language(s)Country Official language(s)Australia English Mexico SpanishBengal Bengali New Zealand English, MaoriCanada English, French Portugal PortugueseChinese Chinese Russia RussianEgypt Arabic Saudi Arabia ArabicFrance French Singapore English, Chinese, Malay, Tamil Germany German Spain SpanishIndia English, Hindi Switzerland French, German, ItalianIreland English, Irish U. K.EnglishItaly Italian USA English教学设计（二）→ Step 1 Lead-inIn this period we’ll deal with words and expressions related to language and enlarge students’ vocabulary by distinguishing formal English from informal English and by learning countries and their languages.(Give the students some sentences on the blackboard, and ask the students some questions) Sentences:1. Did you ask for a pay increase?2. Did you request a pay increase?3. I’m sorry to say that your answers to your homework are wrong and you’d better correct them right away.4. I regret to inform you that your answers to your homework are wrong and you’d better correct them right away.Q1)Are they formal English or informal English?Q2)How do you tell them?Q3)What are they?Q4)Do you know other informal of formal English?Suggested answers:1)1, 3 are informal English while 2, 4 are formal English.2)From the informal and formal English expressions.3)ask for, I’m sorry to say, answers, righ t away(informal English)request, I regret to say, replies, immediately. (Formal English)4)child—kid; in addition—plus; prevent—stop; speak to—have a word with→ Step 2 Formal and informal English1)Now, please read the introductions to formal and informal English, and then tell me what determines formal and informal English.2)Yes, formal English is more common in writing, while informal English is more commonin speaking. Please look at the chart on Page 26, and compare the formal English words with the informal English words. If you have questions you can discuss them with your partner or check the dictionary.Suggested answer:1)Context.→ Step 3 Practice1. Any question? (2 minutes later)2. Ok, let’s practice it. Read the letter on Page 26. First, ple ase point out the informal places, and then rewrite the letter in formal English.Suggested answers:1. No.2. Dear Mr. Smith,I want to speak to you about the condition of the playground. I regret to inform you that people do not discard their rubbish properly. They leave rubbish on the ground instead of using the bins. Yesterday a 6-year-old child fell and cut his hand on a broken bottle. The boy was taken to hospital immediately. In addition, the beautiful view of the park is spoiled.I believe that there are a large number of actions you could take to solve this problem. For example, you should purchase additional litter bins and arrange security to prevent people from littering.It is my hope that you will take my concerns into consideration. I look forward to your reply.Yours sincerely,Jerry Broker→ Step 4 Countries and languagesThe teacher asks the students some questions.1. Do you know how many members there are in the United Nations?2. How many permanent members are there in the UN and what are they?3. But do you know what official languages are these countries?4. There are many other countries in the world. Do you know what their official languages are?Suggested answers:1. 1912. Five. China, France, Russia, the UK and the USA3. China: Chinese; France: French; Russia: Russian; the UK: English; the USA: English4. Spain-SpanishJapan-JapaneseItaly-ItalianPlease look at the chart on Page 27. It tells you some countries’ official languages.→ Step 5 ResourcesWe have learnt about some countries and their official languages.Which country does each flag represent?Look at Page 27 Part A, and discuss with your partner and write down the name of each country and its official language(s).→ Step 6 DiscussionWhat do you think the official languages of the UN are?(English; French; Russian; Spanish; Arabic. )→ Step 7 HomeworkSurf the Internet to search for more information about the UN.Preview the grammar.活动与探究Surf the Internet to look for more information about formal and informal English.。
译林牛津版高一英语模块三Unit-2-Language语言点及练习(含答案)
模块3 Unit 2 LanguagePart 1 教材中的基础考点Ⅰ.高考单词→识记·思考·运用1．核心词汇①________ v t.替换，代替，取代；把……放回原处②________ v t.区分，辨别；使具有某种特征③occupy v t.占领；占用(时间、空间等)→________ n．占领；占用；工作，职业④________ n．贡献，促成因素；捐赠→contribute v t.&v i.捐献，捐赠，捐助；贡献；促成，导致⑤entire adj.完全的，整个的→________ ad v.完全地，整个地⑥________ n．区别，差别；优秀；辨别→distinct adj.不同的；清晰的；明显的⑦concern n．关心；忧虑v t.涉及；使担忧；对……感兴趣→________ adj.担心的，忧虑的→________ prep.关于，涉及⑧access v t.进入；使用n．通道；(使用的)机会，权利→________ adj.可使用的；可接触到的；可到达的；易理解的⑨represent v t.代表；展示，描绘→________ n．代表⑩convenient adj.方便的，便利的→________ n．方便，便利；便利的设施或用具→________ adj.不方便的答案①replace②distinguish③occupation④contribution ⑤entirely ⑥distinction⑦concerned；concerning⑧accessible⑨representative ⑩convenience；inconvenient2．常考词汇①defeat v t.________②process n．________③ban v t.&n.________④unique adj.________⑤mixture n．________⑥custom n．________⑦interrupt v i.&v t.________⑧combine v t.&v i.________⑨indicate v t.________答案①击败，战胜②过程；进程③禁止；取缔④独特的；独一无二的⑤混合，混合体⑥风俗，习俗⑦插嘴，打断，暂停⑧组合；(使)联合⑨显示，表示；象征，暗示用所给单词的适当形式填空1．They feel that they can be ________(represent) of not only black students but all black people.2．When asked what he did in his spare time，George told me that it was reading that ________(occupy) most of his free time.3．When the chain broke，it ________(replace) with an old piece of rope until something more suitable could be found.4．Medicine should not be put where it is ________(access) to children.5．The title will be ________(official) given to meat a ceremony in London.(2016·全国Ⅰ，语法填空)6．He was ________ to hear that two of his essays ________ agriculture could n’t be published.(concern)7．My most ________ moment was trying to introduce a woman whose name I could n’t remember and it also made the woman ________．(embarrass)8．My house is ________ located just off the High Street.I t’s ________ for you to drop in.Please come at your ________．(convenient)9．There are ________ differences between formal and informal language.Sometimes i t’s difficult to ________ them.Could you tell me the ________ between them？(distinction)10．The young generation should be encouraged to ________ new things，as ________ makes great sense in the 21st century.(creation)答案 1.representatives 2.occupied 3．was replaced 4.accessible 5.officially 6.concerned；concerning 7．embarrassing；embarrassed8.conveniently；convenient；convenience9.distinguishing；distinguish；distinction10.create；creativity 【联想·积累】❶“代替”短语集中营①substitute...for...②take the place of③take on e’s place④in place of⑤instead of⑥replace sb/sth❷盘点含前缀“re -”的单词①replace 放回；代替②reappear 重新出现③repay 报答；偿还④reproduce 再现；复制⑤reunite 重逢；再次相聚⑥recycle 回收利用⑦rebuild 重建；修复⑧renew 更新⑨rearrange 重新排列⑩recover 康复；恢复健康❸-fy结尾动词大全①simplify 简化②satisfy 满足③beautify 美化④clarify 澄清；阐明⑤classify 分类⑥purify 净化；提纯❹“如今”表达法一览①nowadays现在，如今②now 现在③at the moment 目前，此刻④at the current time 当前⑤at present 现在，目前⑥at the present time 目前⑦these days 如今开心词场→核心单词串记As far as I am concerned，the process of inventing typewriter was not long.The latest version is very practical.Its simplified appearance is very beautiful.It represents the most advanced progress in this field.It differs from the traditional ones.It will make our work and life more convenient.Therefore，I suggest you buy one from its official website.Ⅱ.重点短语→识记·思考·运用1．动词＋介词/副词①be made up________/consist ________由……组成(构成)②lead ________导致；通向③add...________．..把……加到……上④stand ________代表，象征；支持，主张⑤take________ 占据(时间，空间)；从事⑥differ ________与……不同答案①of；of②to③to④for ⑤up⑥from2．介词短语①as a result ________作为……的结果，由于②________ a whole作为整体，总体上③aside________除……之外④________ the point中肯，切题⑤________ conclusion总之答案①of②as③from④to ⑤in3．其他①play a part ________在……中起作用②come ________ use运用；开始使用③make fun ________嘲笑④be used ________被用于……答案①in②into③of④for用左栏所给短语的适当形式填空1．The more acid you ________ the bottle of water，the cloudier it becomes.Why not do an experiment to prove it?2．The electronic waste stream is increasing three times faster than traditional garbage ________．3．________ being fun and good exercise，swimming is a very useful skill.4．The UN，________ about 190 member countries，is the most important international organization in the world today.5．I’m afraid these changes will ________ a large number of people losing their jobs. 6．During the Mid-Autumn Festival people often eat mooncakes，which ________ a happy family reunion(团聚)．答案 1.add to 2.as a whole 3．Aside from 4.consisting of 5.lead to 6.stand for【联想·积累】❶go短语全接触①go through 通过；浏览②go by 过去；经过③go down 下沉；下降④go over 复习；检查⑤go for 去参加，去从事⑥go out 出去；熄灭⑦go along 继续；进展❷stand短语随手包①stand up 起立，站起②stand out 显眼；突出③stand by 袖手旁观；无动于衷④stand for 代表；象征⑤stand aside 让开；置身事外❸“动词＋名词＋of”短语大集会①catch sight of 看见②take control of 控制③take charge of 主管，负责④make fun of取笑；嘲弄⑤make use of 利用⑥take notice of注意到⑦take the place of 取代Ⅲ.经典句式→识记·思考·运用原句背诵感悟1．The question of whether English will keep on changing in the future is easy to answer.英语将来会不会继续变化的问题是很容易回答的。
高考英语一轮复习MODULE3UNIT2LANGUAGE课件牛津译林版
raise a family养家 [辨析] raise,arise,rise (1)raise为及物动词,意为“抬高;提高”,说明主语的动作作用于其他事 物。 (2)arise为不及物动词,意为“出现;发生”。 (3)rise为不及物动词,意为“上升;升起”,说明主语自身向更高的位置 移动。
5.concern vt.(使)担忧;涉及;对……感兴趣 n.关心;忧虑 教材原句 ①King Henry Ⅶ was a poet who showed great concern for
点拨 replace=take the place of 代替,替代 replace...with...用……替换;以……接替 take one's place 代替;就位,就座 in one's place=in place of 代替
[点津] 前缀“re-”(重复,再一次) replay 重放 renew 更新 replace替换 review复习 repeat 重复 rewrite 重写 retell 复述 remind 使想起 reunite重聚 restart重新开始 reboot(电脑)重启 reset重新设置
◆完成句子
⑤依我看,教育工作者应该关心与儿童健康成长有关的问题,并关注教
育工作。
As
far as I'm concerned educators should
be concerned about the problem that concerns the healthy
growth of the children and be concerned with the work of e-
accessible adj.可接近的;可进入的;可使用的 be accessible to可接近;可靠近;可使用 [点津] (1)access前通常不加冠词,且access和accessible短语中的to是介词。 (2)在access to中,介词to后可接名词或代词,一般不接doing。
2019-2020年牛津译林版高中英语必修三Unit 2《Language》(Language points)word教案
2019-2020年牛津译林版高中英语必修三Unit 2《Language》（Language points）word教案Teaching aims:Students will learn to use some important phrases and key words.Teaching procedures:Important phrases1. The English language is made up of the grammar and vocabulary these people broughtto Britain.be made up of 由……组成（构成）e.g. The medical team was made up of twelve doctors.医疗队由十二名医生组成。
拓展：make up有多种含义:1) 形成，构成e.g. Women make up 56% of the student numbers.女生占学生人数的56%。
2) 编造e.g. The whole story is made up.整个故事都是虚构的。
3) 补足，弥补e.g. We need $50 to make up the loss.我们需要五十元以弥补损失。
4) 化妆e.g. It took her more than an hour to make herself up.她花了一个多小时才打扮好。
2. Old English consisted of a mixture of their languages.consist vi.组成，构成consist of 由……组成（构成）e.g. A university consists of teachers, administrators and students.大学由教师，行政人员和学生组成。
Our book consists of 3 units.我们的书有3单元。
英语：Unit2《Language》Project&revision课件(1)(译林牛津版必修3)
6. Considering your idea as a whole I _________, think it will contribute significantly to the development of the company. However, it may cause some problems as well. 7.I was lucky in that I was able to find ______ what I wanted.
5. 整体来看，这本书值得一读。(as a 整体来看，这本书值得一读。 whole) As a whole, the book is worth reading. 6. 这个故事被简写了，以便于更容易理 这个故事被简写了， 解。(simplify) The story has been simplified to make it easier to understand.
•What can we put in a booklet?
Starting the project--How to design a booklet Planning Preparing Producing Presenting
Planning Work in small groups and discuss and choose what characters the group would like to research. Discuss the layout of the booklet. Divide the work each group member will do. Collect the information needed.
Translate the following sentences into English, using the words or phrases in the brackets. 1. 你知道大学与高中有什么不同吗 ？ 你知道大学与高中有什么不同吗？ (differ) Do you know how college differs from high school?
Module3 Unit2 Language reading第一部分的教案(译林牛津版高一英语必修三
Module 3 Unit 2 LanguageReadingTeaching Aims:1. Have Ss enhance their reading abilities2. Have Ss gain an overall understanding of the article and learn to adopt different reading strategies.Teaching Focus:1. Help Ss know some knowledge about English language and its history.2. Help Ss learn some language items.Teaching Process:Step1. Lead-inAs we all know, we Chinese students learn English as our foreign language. Are you good at English?What do you think is the most difficult part of studying English---pronunciation, grammar, vocabulary or something else?Do you think English has always stayed the same? Give some examples. (Long time no see.)Step2. SkimmingNow we know that English has not always stayed the same. I think everything develops in the history. So English has a developing history. In our text book there is a passage about it. Now let’s look at it. Please turn to page 22. Skim the passage and try to find answers to the three questions in Part A.Check the answers as a class.Step3.ListeningListen to the tape and get more detailed information in the reading. Please look at Part C1 and answer these five questions.Check the answers as a class.More detailed questions. Look at C2 and fill in the blanks.Check the answers as a class.Step4.Looking at the Reading Strategy and answer the questions.What should you notice? Why?Answers: dates, years, e.g. the 5th century…help you understand a sequence or events and how pieces of information relate to the text.What can you do when you read a history article?Answers: Make a time chart, listening relevant information such as times, places and events…Step5.Reread the reading and look at the following chart to list information such as times and events.Time EventsBefore the middle of the 5th century People in Britain all speak a language called Celtic.At the end of the 9th century The Vikings invaded Britain and brought their language.By the 10th century Old English was the official language of EnglandIn 1066 The Normans conquered England and took control of the country.By the latter half of the 14th century English was adopted by allclasses in England.In 1399 Henry IV became King of England and used English for allofficial occasions.During the Renaissance in the 16th century Modern English began.Step6.Now let’s look at some exercise about True or False.1. Old English consisted of an Anglo-Saxon base plus words from the languages of French and Norway. F2. In 1066, the Normans took control of the country and English was replaced with French. F3. The words for most animals come from old English just because the animals were raised and cooked by English servants. T4. English was used for all official occasions after the Norman Conquest. F5. People from different places sometimes misunderstand each otherthough they both speak English. TStep7.Discussion1. Do you think it possible for Chinese to be the most widely used language some day? Why or why not?2. Language borrows words from each other. Please list some of them.Chinese words from English: 咖啡，沙发，模特儿，摩登，引擎，三明治，汉堡等English words from Chinese: PingPong, Kongfu, tofu,etc.Step8.Homework1. Read the reading after class.2. Do the exercise on Page98 of the workbook.。
牛津译林版高中英语必修三Unit 2《Language》(Word Power)word教案
牛津译林版高中英语必修三Unit 2《Language》(WordPower)word教案Formal English and informal English & Countries and languages Teaching Aims:●To learn formal and informal English●To complete the relevant exercises to consolidate itTeaching procedure:Step One: BrainstormingShow students an informal letter and ask them to find out too formal expressions. Look at the following expressions and tell us which one you think is better. Then read the introduction to formal and informal English on Page 26.Step Two: informal expressionsAsk students to judge which expression is better a nd which i s informal.Show students some formal and informal English.Step Three: languages in different countri esShow a form and let students know one or two languages are spoken in a country. And the country and its people.Step Four: listeningAsk students to do the listening exercise and check answers together.Step Five: Work in groupLook at the map of the world. Write down as many names of countries and their of About 6,000 languages are spoken in the world today. The 10 most widely spoken languages are Chinese, Spanish, English, Hindi, Arabic, Bengali, Portuguese, Russian, Japanese and German.Look at the following pictures, tell us which country it is and what its official language is.Step Five: Homew ork1. Review what we learned in this period.2. Preview the next lesson.3. To get more information about UN, according to the website given t o you. :/ /english ://aboutun/index.html。
Unit2Languagereading（译林牛津版高一英语必修三教案教学设计）
Unit2 Language reading(译林牛津版高一英语必修三教案教学设计)Period 1The general idea of this periodThis article deals with how English developed and why it has many confusing rules. All the activities involved aim at checking and enhancing students’ reading abilities.Teaching Aims:1. Check and enhance students’ reading abilities.2. Train ss to gain an overall understanding of the article and learn to adopt different reading strategies.Teaching important points:1. Help Ss know some knowledge about English language and its history.2. Help them learn some language items.Teaching difficult points:1. how to read a history article2. how to grasp the new words.Teaching methods:1. Talking to improve the students’ speaking ability.2. Practice to get the students to master what they’ve learnt.3. Discussion to make every student work in class.Teaching aids:1. the multi-media2. the blackboard.Teaching procedures:Step 1.. Revision and lead in1. Revision about languages.2. Talk about English.Step 2. Reading1. Ask Ss to skim the article and answer the three questions on P22.2. Ask Ss to reread the passage and do C1 on P24 individually.3. Get Ss to scan the article again and do C2.4. Help Ss to get the idea of the reading strategies.5. Help Ss to finish the time table on the PPT.6. Ask Ss to finish T/ F on PPT.Step 3. Language items.1. Do D1, D2 in class.2. Do E in class.Step 4. DiscussionHold discussion in class.1. Languages borrow words from each other. List some.e.g.Chinese words from English:English words from Chinese:2．Do you think it possible for Chinese to be the most widely used language some day? Why or why not?Step 4. Homework.1． Do Part E.2． Read the article in Part B on P97, WB.3． Prepare for the language items.Period 2 Language FocusTeaching aims:1. To understand new words, phrases and sentence patterns in the reading passage;2. To learn how to use them.Teaching Important Points:1. To help the students to understand the text better.2. To help the students master the use of some importantlanguage points.Teaching Difficult Points:1. The usage of some words, phrases and sentence patterns.Teaching Procedures:Step 1 Revision and lead-inDo part E on P25.Step 2 Words to be learnedDo part D1.Step 3 Phrases to be learnedAsk students to find the following phrases in the passage.Express the langue items.Step 4 PracticeFill in the blanks with the new words learned.Step 5 Assignments:1. Keep in mind the useful words, phrases and sentence patterns and know how to use them.2. Finish A1,A2,。
牛津译林版高中英语必修三Unit2LanguageReading教学设计1
单元：Unit 2 Language板块：Reading课堂设计指导思想：本节课是以明白得文本为主，偏重听、说、读技术训练的阅读课。
英语的阅读是学生进展英语技术的主阵地，在整个单元的教学程序中具有极为重要的作用。
本教学设计涉及课文阅读的第一课时，以文本为依托，围绕文本明白得展开了一系列的活动，要紧目的确实是要帮忙学生多层次地明白得文本内容，同时操练多项语言技术，拓展知识，提高能力。
在活动的设计上，依照了Top-down, Bottom-up, top-down交替螺旋式上升的模式，以文本为基础实现阅读的深切明白得。
Teaching aims:1.Get t o know more about the development of the English language.2.Get further understanding of the text and be able to retell some important elements in thedevelopment of English.3.Practice more skills in reading a history article.Teaching procedures:Step 1 Warm-upThe teacher starts the lesson with a free talk. Ask the students “How long have you been learning English? What have you learned?”Tell students that they will learn a passage dealing with English and its history.【设计说明】通过看似随意的对话，教师对学生已有知识加以激活，同时，为阅读文章主题的导入和进一步的阅读做好铺垫。
Step 2 SkimmingStudents are allowed several minutes to skim the text. Their skimming is based on the task of questions on page 22 concerning the gen eral idea of the text.【设计说明】通过基于问题任务的快速文本阅读，把握文本的主体大意，为进一步阅读成立框架。