Word power
高一英语牛津版必修2 Unit 2 word power课件
The items Colin wants to take
What to take
tent sleeping bag life jacket pan to sleep in to keep warm for white-water rafting
Why
to cook food parka and boots for trekking in the mountains extra clothes to keep warm in the mountains
Third day, Colin got lost in the Sahara Desert.
Task 1Biblioteka MoroccoAdventure holidays! Let’s go!
the Imagine that you andSahara get separated from Nileyour friends on an
island. You have to survive(幸存).Which of the items in the box would be the most useful to you on the island? List the three most useful items and explain why you think they would be useful.
tent
sleeping bag
life jacket
the white-water rafting
helmet
pan
parka boots
trekking in the mountains
1.Do you think Colin has made good preparations for his travel?
图学《牛津高中英语》Word power
图学《牛津高中英语》Word power【摘要】本文针对《牛津高中英语》的word power版块词汇教学，运用图式理论指导该版块教学，结合教学案例，例析该理论对word power版块词汇教学的优越性。
【关键词】词汇教学图式理论牛津高中英语 word power 【中图分类号】g633.41 【文献标识码】a 【文章编号】2095-3089（2012）11-0103-01一、引言在高中英语学习中，单词记忆困难，遗忘率高是学生头疼，老师犯难的问题。
江苏省高中学校统一使用牛津高中英语（advance with english），单元生词量80-100，每个模块第三课时word power均添加30个，对高中生来讲相当棘手。
有老师选择跳过该部分的教学，但对照2009年江苏省高考作文题鼠标（操作计算机，上网冲浪、点击、移动、插入、拷贝、删除、编辑文本，搜索信息；收发邮件，选购商品；点播音乐，下载电影）与模块4第3单元的word power板块words related to computers and the internet又紧密相关。
因此笔者认为探索word power板块的词汇教学的有效性具有现实意义。
二、图式理论图式理论是关于知识是怎样被表征出来的，以及关于这种对于知识的表征如何以其特有的方式有利于知识的应用的理论。
依据图式理论，人脑中所保有的一切只是都能分成单元、构成组快和组成系统。
这些就是图式，是认知的框架，它使信息有条不稳的存储在记忆中。
它们在语言材料的理解和记忆中具有预期、意义表征、存储提取的组织作用。
图式的主要类型有语言图式、内容图式和形式图式。
语言图式是关于词汇和语法的语言知识；内容图式是文章中与内容相关的文化背景知识；形式图式指关于篇章结构的知识即语篇知识。
图式理论对于指导听力和阅读教学都有了比较广泛深入呢的研究。
本文是针对图式理论指导牛津高中英语word power板块进行教学的研究。
M6U4 Word power 单词讲解
alternative n.二中择一, 可供选择的办法, 事物adj. 选择性的, 二中择一的project alternatives 项目方案have no alternative but 除...外别无选择; 只有; 只好only by ... can只有...才能only for =but for 要是没有a remote village 穷乡僻壤a question remote from the subject 与本题不太相干的问题be remote and cold in one's manner 态度冷漠a charity performance义演in charity出于恻隐之心in charity with对...有好感out of charity with对...没有好感come into possession of sth.占有/获得某物get possession of拿到, 占有, 占领How did you get possession of it?你是怎样得到它的?in possession of sth.占有某物（sth.）in one's [sb.'s] possession=（sth.）in the possession of sb.)(某物)为某人所占有[持有]mountainous waves.巨大的波浪the poverty of the soil 土壤的贫瘠Poverty is not a shame, but the being ashamed of it is.[谚]贫不足耻, 耻贫乃耻。
by all means务必; 勿论如何; 不惜一切地; 千方百计地by any means[口]用一切可能的方法或手段by means of=by the way of 通过; 用; 借助于by no means=on no account决不, 一点也不by some means (or other)想个办法; 以某种方法by this means=by this way用这种方法by what means怎样live within one's means 量入为出地(生活) primitive societies 原始社会primitive passions 天生的热情obtain a prize 得奖He obtained a knowledge of Latin.他学会了拉丁文。
unit1 word power
牛津高中英语模块二说课稿Unit 3 amazing peopleWelcome to the unitGood morning/afternoon, ladies and gentlemen. My name is XXX. I’m in group XXX, number XXX. I’m so honored and pleasure to have the chance to be here sharing my lesson with you.The teaching material I choose to illustrate is taken from the Advance with English, Students’ Book 2, Unit 3, Welcome to the unit part. My teaching plan will include 4 parts: the analysis of teaching material, teaching aims, teaching methods and teaching procedure.Part 1 Analysis of teaching materialWord power is the third part of the unit. It can improve students’ interest to grasp the words. It also provides a chance for students to enlarge their vocabulary about space exploration. At the same time, we should get the students to understand some difficult words and phrases to comprehend the text better.If Ss can master it well, it will be helpful for them to learn the rest of the unit.Part 2 Teaching aimsThrough the study of this part,Knowledge aim: To review the word formation and master the useful words and phrasesAbility aim: To expand the students’vocabulary. Let the student learn new words about space exploration. To help them learn how to apply them in English learning. Part 3 Teaching methodsI will use the following methods to achieve my teaching aims:1)Ask students read the text carefully and pay attention to the blue words.2)Show students some pictures by multimediaAt the same time, make use of the modern electricity teaching equipments, and all kinds of teaching means. It can mobilize the Ss’ enthusiasm and creativity in learning English.Part 4 Teaching procedureIn order to realize the teaching procedure properly and efficiently, under the principle of ‘ students centered’, I divide the teaching procedure into 6 steps.Step 1 Lead-in1.Have Ss focus on the text in part A and ask them the blue words’ meaning2.interpret the whole text and explain the new words.Step 2 presenting some pictures in part BFirst, ask several students to look at the pictures presented by the multimedia . Second, ask students to speak out each word’s meaning ,quick and right. Step 3 doing the exercise in part C1.Have students finish the exercise and check answers2.point out some knowledge points of the text in part CStep 4 finish part DHave Ss to finish part D .That’s all. Thanks a lot for your attention.。
译林牛津版高中英语选修9课件：U3 Wordpower
Netherlands India USA
France
lotus
iris
tulip rose
Colour idioms
Read Part A on P39 and get the meaning of the idioms in the sentences.
white as a sheet be tickled pink in the red green with envy feel blue in the black
苍白 很高兴 负债 嫉妒 不高兴 银行里有钱
•Read a diary entry written by a university student and fill in the blanks with appropriate colour idioms for Part A.
Keys:
1. feeling blue
Canada China France USA Indonesia UK New Zealand Australia Korea Singapore
Russia
Italy
Holland
Poland
Cuba
Germany
Denmark
Brazil
Belgium
Discussion
What kind of things can represent a country?
•
16、业余生活要有意义，不要越轨。2021/5/112021/5/11May 11, 2021
•
17、一个人即使已登上顶峰，也仍要 自强不 息。2021/5/112021/5/112021/5/112021/5/11
Read the article about different national flowers of different countries and list the flowers mentioned in it.
叶牛津高中英语曳Wordpower板块的教学思路-2019年教育文档
叶牛津高中英语曳Wordpower板块的教学思路在牛津版高中英语教材中，Word power板块是比较特殊且重要的教学内容。
这部分内容主要是引导学生用正确的方法来学习和掌握词汇，用构词法学习词汇，不但可以更容易记忆词汇，还可以更好地对词汇进行归类。
另外，在这个板块的内容中，还包含一些相关的图表、对话和短文等，学生在学习的过程中可以通过这些相关知识以及知识的运用来进一步加强对词汇的理解和拓展词汇的运用方法。
因此，只要学生能够把这部分内容学好，那么对于提高学生的词汇综合能力也是非常有利的。
本文将针对目前Word power部分的一些教学现状和存在的问题来探讨Word power板块的教学思路。
一、Word power部分的教学现状随着课程的不断改革和教学的不断深入，教师对词汇教学的认识也在不断提升，但在处理Word power部分教学的时候，仍然会存在一些误区。
如，不够重视相关教材内容的利用，对编者的设计意图没有完全领会，对这部分的内容进行教学脱离了教材，仅仅讲解词汇表中的词汇，这样的教学方式是非常低效且单调的。
另外，在词汇的学习过程中常常缺乏正确的词汇学习指导，使学生对词汇的学习感觉过难，学习兴趣也在不断减退。
从这几方面看来，词汇教学已经严重制约着高中英语教学的效果，我们应该更加重视词汇的教学。
二、Word power教学思路分析1.充分利用Word power部分本身的内容激活词汇的学习模式。
在教材中，这部分内容通常是由一段对话、短文或相关的图表来呈现的。
这样的呈现形式为词汇的学习提供了更真实和鲜活的情境。
如果教师对这段材料不拓展开来使用，只是用最简单最基础的形式把每一个项目讲解演练一遍，如，读对话或短文，理解内容的意思，体会并学习词汇的用法，接下来就是通过教材上提供的一篇练习来复习和巩固所学习的词汇，最后再根据构词法来拓展词汇的学习。
这样的步骤不能说有问题，但就教学的效果来看，还是有些欠缺。
因此，教师可以在这几个步骤中加入一些其他环节，如通过复习的方式来导入知识，展开头脑风暴活动，想办法让对话中的语境真实地呈现出来，再加上即时的检测和归纳，使整个过程更加丰富多彩，活跃课堂的气氛，提高学生的思维能力。
高一牛津译林版英语必修二Unit 2 Word power公开课课件
waterproof flashlight
To-take list for adpaste
To-take list for adventure travel
towel
To-take list for adventure travel
water bottle
Find out what was packed by Colin but not mentioned by Jennifer.
Let’s play games!
Guess what has been described!
We are from adventure travel kit
We are from adventure travel kit
To-take list for adventure travel
water purifying tablet
To-take list for adventure travel
water purifier
To-take list for adventure travel
waterproof matches
(1) (2) (3) (4) (5) (6) (7) (8) (9)
shoes /boots raincoat/ life jacket/ towel tent sleeping bag map compass flashlight/ torch candles camera
Colin packed 5 more items than what Jennifer reminded him to take…
Tell what it is and circle the word!
Unit 2 Section Ⅲ Word power 教学设计新部编版
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Section ⅢWord power, grammar and usage & Task教学设计语言点一单词集释板块识记掌握自主预习(一)词义配对1．handle A．the state of being able to do what you want，without anything stopping you 2．insist B．damage，injury，or trouble caused by someone's actions or by an event 3．freedom C．talk in a friendly informal way to sb.4．chat D．order sb. not to do sth.5．harm E．caring only about yourself and not about other people6．selfish F．to say firmly and repeatedly that something is true7．forbid G. to deal with a difficult situation or problem答案：1. G 2.F 3.A 4.C 5.B 6. E7.D(二)根据词性和词义写出下列单词8．guidance n．指导，引导→guide vt.指导，引导9．argument n．争吵，辩论；论点，论据→argue v．辩论，争论10．worried adj. 担心的，担忧的→worry vt.使烦恼，使担心11．patience n．耐心→patient adj.有耐心的12．distant adj.不友好的，冷淡的，疏远的；遥远的→distance n．距离；远处13．annoyed adj.愤怒的，生气的→annoy vt.使生气，恼火→annoying adj.令人生气的，使人恼火的理解拓展名师解析1．handle vt.处理，应付；操纵(车辆等)n.把手，柄(一)背诵佳句培养语感(教材原句)I don't know how to handle this ...我不知道如何应对这件事……(鲜活例句)She's very good at handling difficult customers.她很擅长对付挑剔的顾客。
M5U1-Word-power英语教学公开课(牛津版)
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brave
Who are they ?
ambitious
honest
confident determined
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energetic
generous ffrriieennddllyy
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Who is he ?
He is a warm-hearted and unselfish Tip 1 person.
He is always willing to help others.
Tip 2
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Tip 3 He is a faithful Chinese soldier.
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Useful sentence structures or words: 1. He is very…because…. 2. He is not only …but also…so… 3. He is so…that… 4. The reason why we like him is that… 5. He is a/an…person who/that...+定从 6. I think highly of him, because~~~ 7. There was a time when +定从
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Another friend I want to tell you about is Zhao Jie. He is very (humorous / boring) and loves telling jokes. He is training to be an athlete on the national team. I have no doubt he will succeed.
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主备人：蒋荣审核人：万磊授课人：＿＿＿＿ 时间＿＿＿
【学习目标】
1.Let students to learn formal English and informal English
2.Enlarge students’ vocabulary
【学习流程】
Some of my friends saw the film last night, Lucy_________________.
3. King VII was a poet whoshowed great concern forlanguage.
concera(n)关心，忧虑(vt)涉及，使担忧；对-----感兴趣
People from the West like to use these words incases wheresome people inAsiamay not think it necessary.(Page37)
这两句话都是由____________引导的_____________从句。有类似用法的名词还有：_________________________________________，其中case这个词还有________________意思，其还有另外的短语：
raise concer _____________
concer sth/sb____________________
be concerned with sth与-----有关，涉及
concern oneself about/with sth=be concerned about/with____________________
(Page28)