M4 U1 Advertising
Period 1 Welcome and reading 1
Learning aims:
1. To discuss and get some ideas of the two main types of ads and their respected purposes.
2. To get involved in the discussion and practice their spoken English.
3. To get a general idea about the text.2. To make Ss become familiar with the detailed information about the text.
4. To master Reading Strategy.
Leaching procedures:
●Previewing
Do you know what the meaning of each sentence is and what grand it advertises for?
1. The taste is great.
2. Ask for more.
3. Just do it.
4. Let us make things better.
5. Obey your thirst．
6. Enjoy Coca-Cola.
7. Generation Next.
8. Communication unlimited.
9. Poetry in motion, dancing close to me
10. Take toshiba, take the world.
11. Good to the last drop
12. No business too small, no problem too big
13. Feel the new space.
●Reading
1、Fast-reading---skim the article and get the answer to each question.
1. What?s an advertisement?
2. How many types of advertising do you know according to the passage?
3. Where can we find these ads?
4. What are ads used for?
5. What do advertisements encourage people to do?
6. What does PSAs stand for?
7. What are PSAs meant to do?
8. When did China begin a nationwide public service advertising campaign?
9. Why should we follow the advice in PSAs?
2、Detailed-reading ---True for False
1. Advertisements are found in many places.
2. PSAs are only found in newspapers.
3. All advertisements tell the complete truth.
4. PSAs and commercial ads use some of the same methods.
5. Commercial ads can give us valuable information about how to live our lives.
6. An ad warning people against smoking is an example of a PSA.
3、Note-taking---What are the similarities and the difference between commercial
●Reading comprehension
Choose the correct answer according to the text.
1. Which of the following is true according to this reading passage?
A. All people enjoy seeing and hearing all kinds of advertisements.
B. Many people think advertisements are the most important in their everyday life.
C. Many people are quite used to seeing and hearing various advertisements.
D. All advertisements give people very important information.
2. The writer of this reading passage wants to ______.
A. tell his readers what are advertisement
B. share some important information about advertisements with readers
C. tell his readers how important advertisements are
D. tell his reader why people are used to seeing and hearing all kinds of advertisements
3. Which of the following can not be regarded as an advertisement ______?
A. …Yes to life, no to drugs.?
B.…Project Hope---school every child.?
C. …Good to the last drop.?
D. …The car accident kills four passengers.?
4. The main difference between commercial advertisements and public service advertisements is that ______.
A. public service advertisements cost only a little money while commercial ones cost a lot
B. public service advertisements deal with public issues but commercial ones don?t
C. commercial advertisements sometimes deal with serious social problems
D. public service advertisements tell the complete truth but commercial ones don?t
5. Some of the advertisements are clever because ______.
A. they don?t tell the complete truth to customers though they don?t lie
B. they use the most beautiful language and images
C. they are made so beautiful and can be found almost everywhere
D. they don?t tell lies directly to the customers
6. Which of the following topics will be talked about in a public service advertisement ____?
A. A new car factory that will be built in China next year.
B. A good harvest of oranges is expected this year.
C. Tea will take the place of coffee.
D. A paper bag will make your home cleaner.
Consolidation
Find the missing words and complete the following sentences according to the text.
1. Advertisements use language and images to encourage customers to buy a product or service or in an idea.
2. Advertisements can be into two major commercial advertisements and public service advertisements.
3. Public service advertisements are used to people about health, safety or some other large issues.
4. Not all commercial advertisements tell people the truth and sometimes some of they will play some on customers.
5. Customers should be of the methods in advertisements to try and sell us things.
6. The government sometimes uses public service advertisements, which are often used for , to educate people about some issues that public welfare.
7. some commercial advertisements sometimes don?t lie, we should learn to be about them.
8. All public service advertisements are meant to be and we should something from them.
M4 U1 Advertising
Period 2 Advertisement Reading 2 Language Focus Learning aims:
To grasp the usage of some important words and expressions.
Teaching important point:
1. How to help the students be familiar with the language points.
2. How to help Ss apply these points into practice.
Language points:
1. We are so used to them that we often do not even realize how many we see and hear in a day.
比较：be used to do / doing sth. used to be used to do
1）The new machine _____production. However I_____ it.
A. is used to increase; am not used to controlling
B. is used to increasing; don?t used to control
C. used to increase; don?t used to cont rol
D. used to increasing; am not used to control 2）—Is that the small town you often refer to?
—Right, just the one where you know I for years.（以前工作过）3）This is a woman who long hours and traveling extensively.（习惯于工作）
4）Cotton over 40% of the world's textiles. （用来做）
5）Used she (Did she use) to go to school by bike? Yes, she_____________________.
2. I did some research on advertisements, and have some very important information to share with you.
share vt. 分享，分担，共有;共同使用n. 1.一份 a share in/of sth. 一份… 2.股份;股票短语拓展：share (out) between/among 分配，分摊给……；share in sth. 分享某物；
share (in) sth with /among/between sb. 与……分享（某物），将某事告诉（某人）
do one?s share for 为……尽自己的一份力量；go shares (with) 平分；分享；完成句子：
1）Sam and I .山姆和我合住一间房间。
2）We should .我们应当同甘共苦。
3）Here is your share of the cake.
3. An advertisement uses words and picture to persuade people to buy a product or service, or to believe in an idea.
知识点1：service ( U/ C) 服务,帮助(U)(服务业的)招待,服侍;使用(状况)
The government aims to improve public services, especially education.政府致力于改善公共事业,尤其是教育。
The ship will be taken out of servic e within two years. 那艘船将在两年之内不再使用。
短语拓展：at one?s service 随时为某人服务的be of service to sb 对某人有用in service 当差; 在职; 在使用中do/ offer a service for sb 为某人效劳完成句子
1) The restaurant at the corner across the street gives_____.
A. a good service
B. good services
C. good service
D. services good
2) ----Good morning, Grand Hotel!
----Hello, I?d like to book a room for the nights of the 18th and 19th.
----____.
A. What can I do for you?
B. Just a minute, please.
C. What?s the matter?
D. At your service. serve v. 为（某人）工作; 供职, 服役（如在军队里）; 将（饭菜）摆上桌
serve sth./sb.为…服务serve sb. with sth.= serve sth to sb. 供某人饭菜In some parts of the world, tea _____ with milk and sugar.
A. is serving
B. is served
C. serves
D. served
知识点2：believe in: to have firm faith in
比较：believe believe in
I don?t ________ ghosts. I _______ that stories of ghosts were made up by human beings.
4. PSAs are often run for free, and are meant to educate people about health, safety, or any other problem that affects public welfare.
be meant to
完成句子：
1）This experiment test the students? sense of direction. 这次实验目的是为了测试学生的方向感.
2）We this news report a teaching material for freshmen. 我们打算把这篇新闻报道作为新生教材。
3）The book beginners. 这本书是为初学者编写的。
5. However, we still must be aware of the skilful methods used in ads to try and sell us things.
1）be aware of + n. / doing
you of learning a foreign language?你意识到学外语的重要性了吗？
2）be / become aware that+句子
She something was burning.她意识到有东西烧起来了。
I?m that smoking is bad for our health.我很清楚吸烟有害健康。
6. …and make a mental connection with the food in the grocery.
connect: bring together/join
翻译下列语句：
1）The two cities are connected by a railway.
2）She is connected with a famous family.
3）You should not connect the two different things to each other.
connection:
短语：in connection with make a connection with
They are the case.他们与这个案件有关联。
7. We must not fall for this kind of trick.
知识点1：fall for sth.上当、受骗fall for sb. 被某人所吸引，爱上某人
Many people .许多人上了他的当。
He said that he was a student and I it. 他说他是学生我信以为真。
短语拓展：fall back退回fall behind 落后fall into the habit of 养成…习惯fall away 背弃fall in love with 爱上
翻译下列语句，注意划线短语的意思及用法：
1）You are really a fall guy.
2）The plan fell down because it proved to be too expensive.
3）You can not fall into the bad habit—smoking a lot.
4）The production has fallen off since last month.
5）They fell to thinking about what had happened to them.
知识点2：trick (n)戏法,诡计,恶作剧. (vi) 坑骗、诱使
短语拓展：trick into 坑骗trick out of 骗走trick sb into doing sth 诱使某人做某事play a trick on / play tricks on开…玩笑，捉弄
完成句子：
1）The teacher asked us each other any more. 老师要求我们不要再捉弄对方了。
2）They . 他们骗我犯错。
3）He the poor girl her money.他骗了那个可怜的女孩的钱。
8. think about why you should do the things the ad suggests, or buy the product or service the ad promotes.
promote vt. 促进；提升；宣传；推销（商品等）
promote sb. (from sth.) to sth./提拔某人/被提拔为……的职位；
promote growth 促进生长；
词形变化：promoter n. 发起人，筹备人；promotion n 促进；增进；提升；
完成句子：
1）After this win, Manchester United the First. 这次踢赢之后，曼彻斯特联队升入甲级。
2）The young army officer the rank of captain. 这个年轻军官被提升为上尉。
3）He a clerk a manager. 他从职员被提升为经理。
1. You should your books your desk-mate.
2. I getting up early in the morning.
3. He finish the project ahead of time, but he failed.
4. I will never the words of door-to-door salesman.
5. I never God .
6. She the danger around her.
7. You will get a book .
8. The teacher asked us to _________________ environment protection.
9. The special clothes will you being attacked by wild animals.
10. You are actually _____________ her laziness if you do everything for her.
11. She to us about what she did just now.
12. Don?t _______________ me! I am angry!
13. If you the machine the electricity, it will work.
M4 U1 Advertising
Period 3 Word power Learning Aims:
1. To learn some common suffixes.
2. To learn vocabulary related to sales and marketing.
Suffix
1、仿照例词写出下列单词的词形变化：
2、完成句子
1. This book is of great help, that is to say, it is very .
2. I don?t think it has any use, that is to say, I think it is .
3. He doesn?t like that guy------He that guy.
4. The message is very valuable. That is to say, it is of great .
5. The old man is in good health.----He is .
6. Drunk drivers are a great danger to people on the road. that means they are ________ drivers.
7. He likes talking very much. ---He is very .
Exercise
一、完成句子
1. 他说服我放弃了中断试验的想法。
He _________ me to ______ ______the idea of dropping the experiment.
2. 她总是想着怎样才能为祖国多做些事情。
She always _______ ________ how to do more for the motherland.
3. Clare，让Harry玩一会儿你的玩具。你要学会和你的弟弟分享。
Let Harry play with your toys as well, Clare---you must learn to _______ _______ your brother.
4. 如果要吸引顾客，你必须考虑使用何种方法。
If you want to ____________ __________, you must decide _______ ______________ you want to use.
5. 一个好教师会想尽各种办法让学生听懂。
A good teacher will try lots of different ways to _______ _________ ___________ __________ to the students.
6. Nell不相信Joe是喷气式飞机飞行员的说法。
Nell did not _______ __________ Joe?s story about being a jet pilot.
7. 我已经习惯处理这种问题了。
I?m _________ _______ ____________ ___________ matters of this sort.
8. 目前我们住单元房很满意，不过不久我们也想住个独门独院的房子。
We?re ______ _______ ________ in a flat for the moment, but we may want to _______ _____
a house soon.
9. 消费者要学会保护自己不受不真实广告的欺骗。
Consumers must learn to _________ themselves ________ _________ __________ about products or services.
10. 务必记住离开时关上灯、锁好门。
________ _______to remember to turn ______the light and lock the door when you leave.
二、阅读文章，了解其大意，然后选择正确选项填空。
Every afternoon, as they were coming home from school, the children used to go and play in Giant?s garden. It was a large lovely (1) _____, with soft, green (2) _____. Here and there over the grass stood beautiful flowers like (3) _____, and there were twelve peach trees that in spring time broke out into blossoms(花) and in autumn bore rich (4) _____. The birds sat in the trees and (5) _____ so sweetly that the children used to (6) _____ their games in order to listen to them. “How (7) _____ we are here!” they cried to each other.
One day (8) _____ came back. He had been to visit his friend Bill and had (9) _____ with him for seven years. After the seven years were over, he had said all that he had to (10) _____. His talk was limited and he was determined to (11) _____ his own castle, when he arrived he saw the children (12) _____ in the garden.
“What are you doing here?” he cried, (13) _____ a very rough voice. The children ran away.
“My own garden is (14) _____ garden,” said the Giant, “(15) _____ can understand that, and I will (16) _____ nobody play in it but (17) _____.” So he built a high (18) _____ all round it and (19) _____ a notice board which (20) _____: TRESPASSERS WILL BE PROSECUTED
1. A. house B. park C. castle D. garden
2. A. grass B. trees C. playground D. flowers
3. A. stars B. a garden C. a farm D. the milk river
4. A. wealth B. fruit C. harvest D. grain
5. A. cried B. spoke C. sang D. talked
6. A. enjoy B. play C. share D. stop
7. A. nervous B. terrible C. splendid D. happy
8. A. the children B. the Giant C. his friend D. the writer
9. A. talked B. played C. stayed D. worked
10. A. do B. prepare C. say D. write
11. A. return to B. sell C. lock D. protect
12. A. reading B. playing C. talking D. fighting
13. A. with B. at C. by D. in
14. A. my own B. a beautiful C. nobody?s D. a famous
15. A. whoever B. anyone C. someone D. none
16. A. let B. invite C. promise D. allow
17. A. you B. my friend C. myself D. one person
18. A. tower B. wall C. gate D. road
19. A. built B. bought C. put up D. cut
20. A. said B. marked C. wrote D. called
三、阅读文章，选择正确答案，回答问题。
Mary got a little white lamb. She tied it to a tree in her field during the day and went to take it home every evening. One evening, she found the lamb gone. Someone had cut the rope and stolen the lamb. When her husband came home, she told him what had happened. Henry at once set out to look for the thief.
It was easy to find the thief in the small village. Henry heard that his neighbor Alex got a lamb. He went to the neighbor?s house and said angrily, “Return the lamb to me, or I?ll call the police.”
Alex explained that he had bought a lamb, but it was black. Henry looked out of the window. There in the garden was a little black lamb. He felt ashamed. Then he apologized to his neighbor. While they were talking, it began to rain. He stayed in Alex?s house until the rain stopped. When he went outside, he was surprised to see the lamb changed. He lamb, which had been black half an hour before, was now almost white.
“What color on earth is the lamb,” Henry wondered, “black or white?”
1. When her husband came back Mary told him __________.
A. she had got a lamb
B. someone had stolen the lamb
C. she had tied the lamb to the tree
D. her son was gone
2. Henry said to Alex, “If you ______ return the lamb to me, I?ll go to the police office.”
A. will
B. won?t
C. don?t
D. have to
3. Henry didn?t leave the neighbor?s home ______.
A. until it began to rain
B. until it stopped raining
C. when it was raining
D. before it began to rain
4. To his surprised, he found a _______ lamb there instead.
A. big
B. black
C. small
D. white
5. Which of the sentences is right?
A. The lamb was stolen by Alex.
B. The lamb was bought by Alex.
C. The lamb could change its color.
D. The lamb went to Alex?s house by itself.
M4 U1 Advertising
Period 4 Grammar Direct and reported speech
Learning Aims:
1. To understand how to use reported speech in statements.
2. To learn the way to change direct speech into reported speech in different tenses and sentence structures.
学习过程：
●定义
引述别人的原话叫，用自己的话转述别人的话叫。间接引语在多数情况下构成宾语从句。而直接引语一般前后要加，间接引语不要加引号。John said, “I like reading adventure stories.”
（间接引语）
●一般规则
直接引语变间接引语---.陈述句
直接引语如果是陈述句，变为间接引语时，用连词引导(在口语中常省略)，从句中的人称、时态、指示代词、时间状语、地点状语等要作相应变化。
(1)人称的变化
口诀：一主二宾三不变
意义：第一人称变为与一致，第二人称变为与一致，第三人称保持不变。
(2)时态的变化
如主句的谓语动词是一般过去时，直接引语变间接引语时，从句的谓语动词在时态方面要作相应的变化。如主句的谓语动词是现在时，从句的时态则无需变化。
直接引语转换成间接引语时时态的变化：
一般现在时→现在进行时→
一般过去时→现在完成时→
一般将来时→过去完成时→
补充：间接引语中的不变时态如下。
在把直接引语变成间接引语时，谓语动词的时态一般要作相应的变化，但在下列几种情况下时态不变。
①如果间接引语主句中的动词是一般现在时，现在进行时，现在完成时或将来时态时。如：He says, “This work is too difficult.”
___________________ _________.
②当直接引语是表示不因说话时间变化而变化的科学真理或客观事实时。如：
He said，“There are over 50,000 different characters in Chinese.”
He said _____ _______ ________________.
③当直接引语动词表示的状态或动作在引述时仍在继续时。如：
“I?m fifteen,” the boy said.
The boy .
④当直接引语中的谓语动词含有无过去时形式的情态动词时。如：
I said, “You?d better ask him for help.”
I said _____________ _______________.
⑤当直接引语陈述的是一种反复出现或习惯性的动作时。如：
“I get up at six o?clock every morning.” said he.
He said _____________ _______________.
⑥时间状语从句中的一般过去时或过去进行时，变成间接引语后可以不变。如：“When I lived in America, I often saw Tom,” said he.
He said _______ _____________________.
⑦如果直接引语中有明确的过去时间状语时。如：
“I was born in 1982，”said my friend.
My friend said ________ ____________________.
⑧当直接引语中的谓语动词为过去完成时的时候。如：
“I had lived in a small village before I came here，”said she.
She said ______________ ______________.
(3)指示代词、时间状语、地点状语和动词的变化。
直接引语转换成间接引语时的变化
this→这个→那个these→这些→那些
now→现在→那时today→今天→那在yesterday→昨天→前一天
tomorrow→明天→第二天ago →
here →这里→那里come→来→去
补充：如果在当地转述，here不必改为there，动词come不必改为go。如果在当天转述，yesterday, tomorrow等时间状语也不必改变。
注意点
1、直接引语改间接引语---疑问句
疑问句改为间接引语后，不再是独立的疑问句，而是陈述句的宾语从句。所以原有疑问句的倒装语序必须改为的正常语序，句尾不用问号而用句号。
(1)一般疑问句改为间接引语时，从句用或引导。例如：“Are you ready?” he asked.
He asked me___ _______ __________.
(2)特殊疑问句改为间接引语时，从句仍用原句中的引导。例如：“What did you say?” he asked.
He asked me__________ ______.
(3)选择疑问句改为间接引语时，从句通常用引导。例如：
He said，“Are they teachers or students?”
He asked me _______ _____________________.
(4)陈述疑问句改为间接引语时也用if或whether引导。例如：
He said, “You are a student?”
He asked me whether/if I was a student.
2、直接引语改间接引语---祈使句
(1) 转述祈使句时，要将祈使句的动词原形变为带to的不定式，并在不定式的前面根据句子的意思将原来的动词改为转述动词advise, ask, beg, invite, order, remind, tell, warn等。祈使句为否定时，在to的前面要加上not。例如：
He said to me, “Speak louder.”
The doctor said to him, “Don?t drink too much.”
(2) 引述动词的间接宾语或直接引语中的呼语是祈使的对象，通常改为引述动词的宾语。如原句没有间接宾语或呼语，通常也要加上宾语me, him, us等。
The teacher said, “Stand up ,please,boys and girls.”
The teacher asked the boys and girls to stand up.
(3) 祈使疑问句和祈使句一样，改为asked加宾语再加不定式短语(宾语补足语)。例如：He said to me，“Will you do me a favor?”
He asked me to do him a favor.
3、直接引语改间接引语---感叹句
直接引语是感叹句时，间接引语要用原句中的what/how引导。
Jack said to mother, “What a delicious cake it is!”
Jack told his mother . Tom said, “How happy I am!”
Tom said
课堂检测
单项选择
1. He asked ____ for the violin.
A.did I pay how much
B. I paid how much
C. how much did I pay
D. how much I paid
2. Someone is ringing the doorbell. Go and see _____.
A.who is he
B. who he is
C. who is it
D. who it is
3. Can you tell me ____?
A.how good is his spoken English
B. how well his spoken English is
C. how well he speaks English
D. how good he can speak English
4. He said that he had bought the jacket____.
A.before three days
B. three days before
C. three days ago
D. last week
5. Did you say_____?
A. that what he said was true
B. that it was true that he said
C. what did he say was true
D. what he said it was true
6. Please tell me ____ from.
A.where do you come
B. where you come
C. where you will come
D. there you come
7. Ask her ____ come with us.
A.if she will
B. if or not she will
C. that if she will
D. whether will she
8. The driver said that he ____ pick ____ a passenger at West Street.
A.will, up
B. would, up
C. will, out
D. would, out
9. He said he ___ in 1993.
A. has born
B. had been born
C. had born
D. was born
10. John ___ me he was going to help me with my English.
A. explained
B. spoke
C. told
D. said
11. He asked me _______ I would go to Beijing by air the next day.
A. that of
B. if
C. that whether
D. how
12. Mother asked the youngest kid ________ with his toy car.
A. what the matter was
B. what was the matter
C. what the matter is
D. what is the matter
M4 U1 Advertising
Period 5 Project Developing an ad campaign Learning aims:
1. To encourage Ss to use what they?ve learnt throughout the unit to complete a project.
2. To know how to cooperate and do the project together.
Reading ---How do you build an ad campaign
1. Questions and answers.
1) What do you know about an ad campaign?
2) What must you keep in mind when you start a successful advertising campaign?
3) Why do you need to research your audience?
4) What is important when you are planning an ad campaign?
5) What should your advertising campaign be based on?
1）An ad campaign may depend on _____ to be successful
A. many different people and target audience
B. the use of many different kinds of media
C. the final decision of the target audience and successful people
D. the images that common people can create
2）The target audience of an ad campaign should be _____.
A. carefully decided by the people who start the ad campaign
B. determined by the hours they actually watch TV every day
C. people who often going shopping and those who enjoy looking at advertisements
D. enjoy the right message created by the right people
3）Which of the following ads will be the most successful according to the text?
A. The ones that have the most audience who watch a lot of TV every day.
B. Those that make good use of all kinds of media.
C. The ones which are carefully planned and appealing to the target audience.
D. Those that are dealing public welfare issues.
4）Which of the following questions is necessary to ask when you are planning a public ad campaign?
A. Who are the target audience of the ad campaign?
B. How many people will watch TV and listen to the radio and get to know the issue?
C. How much do common people know about the social problem to be talked about?
D. To what degree does the issue affect the lives of the target audience directly?
5）Which of the following statements is TRUE according to the text?
A. There are many different ways to reach the message to the target audience.
B. It is quite necessary to determine what method should be used to deliver the message.
C. The target audience can decide the way to choose to advertise.
D. Best approaches can get the message across to all the people who see the advertisements.
Reading---Anti-smoking ad campaign
1. Questions and answers:
1）What is the subject of this ad campaign?
2）Why do they build this ad campaign?
3）Who is the target audience for this ad campaign?
4）What is the ad campaign aimed to do?
5）What is the slogan for this campaign?
●Consolidation:
Read the following passage carefully and fill in each space with the correct word.
The planning of an advertising 1. c usually begins long before the product is introduced to 2. c . Advertisement professionals (专家) meet with representatives (代表) of the 3. c to discuss how the 4. p should be presented and 5. p . Large companies may have their own advertising department, but most companies choose to hire an independent 6. a company.
In the first few meetings, the people who make the product and 7. a discuss not only how the product should be 8. m , but also how the design of the product might be changed in order to 9. a as many customers as possible.
Once the general strategy is decided, the advertising company begins 10. p the campaign. The company collects as much 11. i as possible about the product and the customers who might 12. b it. The person at the advertising company in charge of the 13. p then holds a meeting.
Present will be a person to think up an idea for an advertisement, and a person to buy 14.
s in newspapers or time on TV. There will be a writer to write the text and designer to 15. d the ad, using pictures or photographs and the text.
●Language focus:
1. In order to determine…
1）determine to do / determine sth.
We at once. 我们决心马上离开。
Can you of the new word? 你能断定这个生词的意思吗？2）be determined to do sth. = make up one?s mind to do 决心做某事
find out who did it. 我已下决心查明是谁干的。
I left the place, never to come back again. 我决心离开这个地方再也不回来。3）determine on /determine upon 决定
I determined on an early start. 我决定提早出发。
4）determined adj. determination n.
a determined man 一个意志坚定的人 a determined look 坚决的表情
a man of determination 有决断力的人
2. appeal to the way…
1）appeal to sb. for sth/to do sth. 呼吁，要求
She her. 她恳求我们和她同行。
The film . 这部电影投合青年人的喜好。
2）appeal to sb. against sth.
appeal a higher court 向上级法院申述
appeal against three-year sentence 不服三年的判决而上诉
3）appeal n.有感染力；有吸引力；呼吁appealing adj.
Music has little appeal for me. 音乐引不起我的兴趣。
make an appeal to sb. for sth. 为某事向某人发出呼吁
3. be concerned with…(line 23)
Her latest article is concerned with Taiwan Issues.
Mr. Zhang is much concerned with the disabled.
My parents my marks after the college entrance examination.高考后父母对我的高考成绩很关注。
as far as sb. / sth. concerned: 就某人/事而言concerning 与……有关
4. what approach you want to …
翻译下列语句，注意approach 的不同用法
1）We can try a new approach to language teaching.
2）At her approach the children ran off.
3）As you approach the town the first building you see is the church.
4）With the approach of night, it became colder and colder.
5）The approach to the city was blocked.
6）The time is approaching when they will leave for London.
7）Did he approach you about helping him with his homework?
5. get sth across
This is the message that we want to get across to the public.
The bridge was destroyed so we couldn't get across the river.
I couldn't get my point across in the debate.
牛津小学英语3A第8单元第二课时教学设计 ·教学理念： 本节课是新授课，我的设计主要的特点是以任务为依托，以活动为手段，以一个故事贯穿整个教学，通过有趣的游戏，chant等帮助学生将枯燥、抽象的语言变得生动，激发学生学习英语的兴趣和愿望，让学生在感知、体验、参与中获取知识，形成能力。 ·教学内容： 牛津小学英语3A第8单元第二课时A、D部分（第一课时为B部分） ·教学目标： 1、能听懂、会说Let's go to …及其应答All right./OK. Let's go./Good./Great!等。 2、学会表达“去某处”和“如何去某处”，以及对别人的建议进行回答。 ·教学重点： 能听懂、会说Let's go to …及其应答All right./OK. Let's go./Good./Great！等 ·教学难点： 能在创设的情景中灵活运用所学句型。 ·教学准备： 课件、单词卡片、句子卡片、Tom和Jerry图片 ·教学过程： Step 1 Warm up 1、Greeting 2、Do some exercises: Clap your hands
（follow me） 【设计理念】在与学生相互用英语问好，进行简单的英语交流后，我与学生边说一些英语，边做一些像拍手、点头等简单的动作，为学生创造一个轻松和谐的教学氛围，把学生带到英语学习乐园，也为下一步话题的展开做好铺垫。 Step2 Revision T: Look, who's he?（课件出示：Su wu-kong）Today Su wu-kong wants to test you. play two games. 1、 Magic eyes （to review:zoo, park, superma rket, the Great wall , cinema） 2、Listen and judge （听声音来辨别交通工具） 【设计理念】游戏是孩子的天性，游戏也是最受欢迎的课堂活动。孙悟空通过魔力眼、听音辨物，这两个游戏来考同学们，同学们在游戏中复习了B部分单词，这样学生既玩得开心，又达到了复习巩固的效果。 Step3 Presentation and practice T:Today, I'll bring you two friends（课件出示：Tom and Jerry） T Maybe they're enemy before , but they're good friends now .It's sunn y today ,they go out .Let's share their one day. 1、It's 8:00（课件出示钟）
牛津8A U2 School life Reading I 一、背景介绍 本单元的主题是学校生活。学生通过阅读有关英国、美国学校的文章的同时，还需比较各学校之间的差异，并能对自己的学校生活进行描述。本课是本单元的第二课时的一个阅读课，在第一课时里已经初步对英、美语体稍做了比较，对以前所学的有关学校生活的词汇、用语也做了收集和回顾。本课时主要目标是：根据语境和关键词猜测文章大意；能理解全文并回答有关问题；通过改正一些陈述识别有关学校生活的具体细节。通常在阅读课的第一课时，我会着重于全文的理解，不去讲解任何语言难点，给学生一个阅读，用心思考的氛围，不让他们有担心划重点背诵句子，而对阅读失去兴趣，从而真正意义上的锻炼他们自己解决阅读中困难的能力。但在课堂进行中却有了意外发生，我本来预计的内容没能够完成。表面上看不出有很大问题，但我知道在学生活动设计和问题设计上我都存在问题。 二、案例描述 本课是阅读课的第一课时，我认为没有采用多媒体的必要，因此在教室里进行。本课一开始，我利用电视投影出示上一课时的有关图片并用设计好的情景句提示，来复习上一课的词汇。如：Can you play football? Do you like watching football matches? What do people call “football” in America? 等来比较British English 与American “Which grade English的区别。之后用有关他们学校生活方面的如“Where do you study?” are you in?”“What’s your school like?”“What subjects do you learn at school?”“Do you have any good friends here?”“Do you think he is a great person?”这几组问题引出课文中要出现的新词汇“senior”, “a mixed school”“driving lessons”“Home Economics, sew, tasty meals, buddy, hero(es), admire”，并帮助他们分析较难读单词的音节和读音，进行领读，并以一个match的活动进行检测，看看他们对这些单词意义和读音上的理解。到此为止，学生反应都还可以。接下来我用“Do you know anything about the school lives in other countries? What subjects do they learn？”等问题引出文章主题: School lives in different countries. 接下来要求他们看课本上的两篇文章，回答有关问题。因为现成材料上的问题我在备课时是觉得还不错，虽然个别问题细了一点，所以准备采用。但当我要求他们取出材料进行小组问题讨论时，却发现课代表还未将材料发下，这下我只好自己读问题，由他们回答了，当时脑中也想过把问题写在黑板上，但考虑到时间的问题，就还是自己读了。虽然我在每问完一个问题后稍做了停顿，但我班上的一小部分学生因为能力和学习习惯差的问题，基本上在这个环节中处于被动，不知从哪里找答案，虽然很多学生能跟得上，将答案说出来了。但对于那几个学生这个环节就空了。接下来是细读课文，判断所给陈述句子的正误并回答原因，学生没有讨论，自己做，然后由学生读句子，判断说理由；接下来是将图片与文章内容匹配。而有关课文的一个对话活动没有时间进行就下课了。三、课后反思
牛津英语1b教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
Unit 1 New Year The First Period 一、Teaching Materials： Let’s learn ----uncle, aunt Let’s talk-------How are you I am fine, thank you./Very well, and you 二、Teaching Aims： a)Knowledge Objects：Learn the greetings : How are you I am fine. Thank you; Very well, and you （Just so so. Not bad.） b)Ability Objects：Make Ss can use the greetings. c)Moral Objects：Make Ss more polite. 三、Teaching Importants ：How are you /uncle/aunt 四、Teaching Difficults ：How to pronounce :Very well ，uncle，aunt 五、Teaching Aids：Cassette 1 B and Cassette player, Wall charts 1 B.
The Second Period 一、Teaching Materials： Let’s learn ----grandmother, grandfather Let’s talk-------Happy New Year! 二、Teaching Aims： a)Knowledge Objects：Learn the greetings : Happy New Year! b)Ability Objects：Make Ss can use the greetings, and learn the sentences ： Have some sweets . Have some tea.
牛津小学英语》3A《Thank you》教学案例与反思作者：出自：浏览/评论：1,072/0 日期：2007年10月9日09:21 寓教于生活其乐也融融 ---《牛津小学英语》3A《Thank you》教学案例与反思 【引言】 《英语课程标准》强调：课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。在设计任务型的教学活动时要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实。 【案例】 教材分析：牛津小学英语3A Unit10《Thank you》主要围绕食物和饮料类的单词,学习“征求意见”这一功能项目.要求学生能用英语询问别人是否需要吃或喝某种东西,以及如何应答. 本单元第一教时是教学句型…及其应答句:Yes,please. No,thank you.能听懂﹑会说a glass of milk , a glass of juice ,a cup of coffee , a cup of tea. 下面是我在执教牛津小学英语3A Unit10《Thank you》第一课时的教学案例： A Free talk and motivation How are you?(学生之间自由的打招呼,配以丰富的动作,夸张的表情,学生的注意力很快从课外进入到英语课堂) talk
Let’s go to…(教师出示地点图片,学生两两相问,不同句型的复习,课堂学习的气氛迅速升温) B Presentation and practice : No ,thank you ; Yes ,please. (1)T :Boys and girls .What can you see in the classroom? What can you see on teacher’s desk? (教师事先在讲台上放上各种文具用品,便于学生直观感受,大胆的说.从课堂大范围转到讲台,为后面的新授作好铺垫) (2)T:I can see a glass. (3)Learn :glass (4)T :Let’s go to a shop .Now ,we’re in a shop. (教师出示shop的图片,这是一个陌生的单词,教师力图利用逼真的图片和交际动作,使学生有所感悟。此处创设情景,为引出以下的购物交际) (5)T:I’m a ’re a custom. A glass?(教师配以夸张的升调,引起学生注意) S:No. T:A pencil? S:Yes.
Module 2 My favourite things Unit4 Animals in the zoo （新版牛津英语三年第二册） 一、教材分析 《Animals in the zoo》一课选自新编三年起点Oxford English第二册Module 2 Unit 4的内容。本单元分为三课时，本课为第一课时，主要学习六个表示动物的单词（bear, elephant, lion, monkey, panda, tiger）及句型I like …Do you like …s? 肯定回答Yes，I do./及否定回答No，I don’t.学生能结合本单元的词汇、句子以及已学词汇、句子综合运用进行会话操练。 二、学生分析 三年级的孩子活泼可爱，敢想、敢说、敢做，求新求异的愿望非常强烈。但随着学习任务的加重，学生的学习兴趣在逐渐降低。在这一学段教师要帮助学生确立正确的学习态度，把握有效的学习方法和学习策略，养成良好的学习习惯。在课堂教学中教师不能只通过丰富多彩的课堂教学活动（如：游戏,竞赛,表演等），激发他们学习英语的兴趣，还应当注重帮助学生突破学习困难，获得学习知识的能力。 三、设计思路 孩子都是在音乐的伴随下长大的，喜欢听音乐是孩子的天性。我将本课时的教学内容，学习六个表示动物的单词（bear, elephant, lion, monkey, panda, tiger）及句型I like …Do you like …s? 肯定回答Yes，I do./及否定回答No，I don’t.用歌曲的形式表达出来，使教学内容具有完整性。在新授开始前，我设计动画Apple tree引入，根据小朋友熟知的这首歌，创设新颖的板书设计导入新课，然后说一个Chant进行对五官及形容词的复习，为学习动物的特点埋下伏笔，接着复习学过的动物，富有儿童情趣的情境，这样引导学生用眼睛去看，用耳朵去听，用心灵去体验，收到“课伊始，趣亦生”的良好效果。 教学目标： 1．知识与技能： (1) 能听懂、会说句型“I like …Do you like …s? Yes，I do./ No，I don’t.”, 并能在各种情境中得体运用。 (2)动物名称“bear, elephant, lion, monkey, panda, tiger”的运用。 2.过程与方法：以活动为主线，采用任务型教学途径，让学生在玩中学、学中玩，寓学于乐。 3．情感态度价值观：通过各种游戏活动激发学生的学习兴趣，在学生活动中培养他们的合作、参与意识，形成良好的互帮互助精神。同时渗透思想教育，即动物是我们的朋友，要爱护动物。 教学准备：卡片、课件 教学步骤： Step 1.Greetings Good morning. How are you? Step 2.Warm up a. Sing a song---Apple tree [设计意图：通过唱歌引起学生的热情，并为板书做准备。] b.Say and act T: nose ---nose ---long nose, tail---tail---short tail…
《牛津初中英语》教学案例五年级：初二学科：英语学校：南京市第六十六中学执教：杨慧 8B Unit 4 Reading (I) Teaching aims: To read an e-mail about hosting a charity show. To improve the students’ reading skills. To make students know more about charities and what they can do for the charities. Teaching aids: Multimedia and a tape-recorder Teaching methods: 1.Imagine. 2. Listen and read. 3. Ask and answer. 4.Summarize 5.Free talk Important and difficult points: To know how to raise money for charities To learn about Ricky’s feelings before, while and after the show Emotional attitudes: By learning more about charities in China and what people do for the charities, let the students know our world is full of love. Teaching procedures: Step 1 Pre-reading 1.What is a charity?（showing this definition on the screen） It’s a system of giving money, food or help free to those who are in need because they are ill, poor or homeless, or any organization which is set up to provide money or help in this way. 策略：通过老师对charity这个词的最原味的英文解释，一下子把学生的思维跟本单元的话题拉近，也可以让学生从定义上初步获得一些我们可以为慈善事业做些什么的信息。 2.Revise the names of some charities in China and what these charities do.(showing them some pictures of these organizations) Project Hope helps schools and students in poor areas. Save China’s Tiger s protects tigers and other big cats in China. Spring Bud Project helps poor young girls return to school. Project Green Hope helps protect rivers and lakes in China. 3.Present some news.
《牛津初中英语》教学案例一年级：初一学科：英语学校：南京市第十二中学执教：潘洁Unit 4 Comic strip & welcome to the unit Teaching aims: 1. Introducing names of interesting facts and strange things. 2. Discussing something unusual and express the feeling. Teaching aids: Multimedia Teaching methods: 1.Asking and answering. 2. Listening and reading. 3. Free talk 4. Imagination. Teaching procedures: Step 1 Lead-in 1.Show some pictures and ask: How do you feel when you see these pictures? Look at the man, he has a long mustache. Isn't he amazing? If you meet a man like this on a bus. How do you feel? Strange And this pig, look carefully, What’s it made of? It’s made of orange peel. Isn’t it wonderful? What is he doing? He is playing a yo-yo. I think he is very clever. Isn’t it great? This dog is lazy, it is sleeping, and it is dreaming of eating. Isn’t it funny? And these babies are in the pumpkins. Aren’t they interesting? Lovely? 2.Read these words. (interesting, funny, wonderful, amazing, great, strange, lovely) 策略：精心选择六幅图片，包含生活中、自然界一些稀奇古怪的人，动物或现象。在提问过程中，有意识地用amazing, strange, wonderful, great, funny, interesting, lovely回答问题，使学生对本课的重点词汇有一个初步的了解。 通过展示六幅图片，引起学生兴趣，帮助学生初步感知本课的主题，amazing things. Step 2 Presentation Show the pictures about lighting, rocket, sneezing, elephant, goldfish, tortoise, giraffe and the tallest man, talk about each picture . 1.Who is he? Yao Ming. How tall is he? Do you know the tallest man in the world? He was from the USA, he was about 2.72 m tall. He died in 1940. What a pity!
柘汪镇第二中心小学电子备课教案 课题 Unit 2 A telephone call备课人徐梦蕾 教学内容： 5B. Unit 2 E部分 Read and act, F部分Play a game, G部分Listen and repeat 教学目标： 1. 通过复习，能较熟练地掌握本单元所学的词汇。 2. 能较熟练地在情景中运用本单元所学的日常交际用 语和四会句型。 3. 听懂、会说、会读并理解E部分Read and act。 4. 了解元音字母o在单词中的读音。 5. 能熟练诵读本单元出现歌谣。 教学重、难点： 能正确地运用句型What’s wrong with you? I’ve got ... Take some medicine …，并能在具体情景中以口或笔头形式进行交流。 课前准备： 1. 准备E、G部分出现的投影片。 2. 准备医生道具（医生帽、听诊器等）。 3. 准备G部分的单词卡片。 教学过程： A Learn to say a rhyme学习歌谣I’m ill. 先让学生听一遍，后教师逐句领读，学生跟读。 B Free talk 师生交流 C Revision 复习 1. 出示B部分词汇图片，进行游戏：眼明手快。教师将图片贴在黑板上，然后快速读出其中某个词汇,哪一组学生代表最快指
出即为获胜。 2. 出示A部分会话投影片，看图让学生用所学句型描述。 D Look and read 1. 教师扮演医生，佩戴医生道具，模仿E部分内容进行师生问答。让学生熟悉E部分的会话。如： Open you mouth and say “Ah”.等。 2. 出示E部分投影，指导学生看图，放录音，让学生整体理解对话内容。 3. 学生跟读对话。 4. 在小组内朗读，在熟练的基础上进行表演。 E 学教师出示单词卡片，让学生认读 brother, love, monkey, mother。 2. 教师示范朗读单词，让学生跟读，后让学生体会单词中的共同音素。 3. 学生看G部分投影，听录音跟读单词和句子，教师通过表情、手势让学生体会该句的意思。 F Play a game 教师将学生分成四人一组,其中3人各写一个7（可灵活掌握）位数的号码，并在号码旁注上自己的姓名，并交给教师。没有号码的同学记住其中1个同学的号码，打电话（表演）给他，进行本课会话练习。 若学生打错电话，教师适时交授他说 Sorry, wrong number. 布置作业： 听录音跟读本课所学内容，要求学生能够根据本课所学句子和日常交际用语进行自编会话，同桌表演。 板书设计：
牛津小学英语3B Unit3 family members 教学案例 一．教材分析 本课内容牛津小学英语3B Unit3 Family members，主要学习有关家庭的词汇，以及用这些词汇表达自己家庭成员的情况。学生在A部分学习了father, mother, brother, sister, grandfather, grandmother,以及句型Who＇s that woman/man?的表达方式. 对家庭成员的称呼和询问有一定的基础;在本课时中,可以在学习新句型Who＇s this boy/ girl?的基础上,进一步的整合对话内容. 二. 教学目标 1．认知目标：能正确听、说Who’s this boy/girl? He’s my.../She’s my ...； 正确理解、运用感叹词Cool, Great, Wow;及常用口语Really? 2．能力目标：正确的运用Who’s this boy/girl?这个句型询问，并能正确回答； 流利的介绍自己的家庭成员 3．情感态度目标：增进学生之间交流合作表演能力；了解其他同学的家庭成员。 三.教材重点、难点 重点：熟悉并掌握句型Who＇s this boy/girl? 难点：正确运用口语常用词Come on ! Really ? 及brother ,really ,watch的发音。 四.课前准备 1．本课有关的录音磁带、图片、头饰、教学挂图。 2．一张自画的全家福照片,学生自备照片。 3．四张邀请单 4．CAI课件 五．教学过程 一．Warm up 1.师生一起边说边做前一课所学的Let’s chant: A B C D E F G , Father mother and me, C D E F G A B, Sing and dance under the tree. ２．日常口语对话 Hello, How are you? How old are you? Where are you from? Nice to meet you. 设计意图：营造轻松愉快的教学气氛，抓住学生的注意力，吸引学生参加活动。与学生间对话，问候既可以缩短师生的距离又可以培养学生的交际能力
牛津初中英语教学设计
牛津初中英语教学设计案 牛津初中英语8B Unit5 International Charities 第二课时Reading 教学设计 ————江苏省沭阳县北丁集中学王利 设计的基本理念：根据新课标，突出学生自主学习的主体地位原则，培养学生 自主、合作、探究精神、突出语言运用能力培养的理念而设 计。《英语课程标准》是以学生“能做某事”的描述方式来设定 各级目标要求的。这就决定了我们在教学中要尽量采用“任务 型”的教学途径。在这一教学环节中，教师的任务就是根据单 元和课堂教学内容和目标，给学生设计一个阶段、一个单元 和每一课的学习任务、目标，并锁定任务，吸引和组织他们 积极参与，通过思考、调查、讨论、交流和合作等方式，学 习和使用英语，完成学习任务。 一、教材分析 （一）教材的地位和作用 1、单元背景分析：慈善机构在当今人们的生活中，尤其是贫困地区人们的生活中起到了越来越重要的作用。这些机构通过不同的方式帮助世界各地的人们。本单元就是让学生重点了解UNICEF(联合国儿童基金会)、World Vision(世界宣明会)、ORBIS（奥比斯）、Oxfam(乐施会)、Wide fund for Nature(世界自然基金会)五个国际慈善机构。激发学生乐于助人的情怀，激励他们好好学习，为贫困地区的人们贡献自己的一份力量。 2、教材内容分析： 本单元主要谈论有关慈善机构的话题。本课是一篇阅读课文，通过学习对ORBIS一名医生
的采访，了解ORBIS医生的基本工作状况。学生通过对比学习，引出新课标语言的学习，并通过一系列的听、说、读、写活动逐步深入，不仅让学生学会用正确的语言介绍ORBIS医生的工作情况，又能让学生了解更多关于世界贫困人口的情况，激发学生乐于助人的情怀。所以本课是本单元的教学重点。 二、设计特色： 强调学生自主学习、合作讨论和语言表达能力，不同的学生提出不同的要求，让每个层次的学生都有所收获，激发学习兴趣。 三、教案流程图： Language points Explain and examples
牛津小学英语6A案例分析教学设计Case analysis teaching design of Oxford prima ry school English 6A
牛津小学英语6A案例分析教学设计 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 教学背景: 本课内容是《牛津小学英语》6a中unit5《on the farm》，本单元的核心内容是动词过去式变化规律及读音，主要学习句型what （else）did you do?及其回答i……本单元出现了七个关于农场活动的动词，已于第一课时教完。本节课主要教授这七 个动词的过去式，并教会构成方法发音规律，并拓展到其它动词。 教学目标： 1、认知目标： （1）能正确听、说、读、写词汇last,did. （2）正确听、说、读、写句型what（else）did you do last…?及其相应答句 （3）初步了解一般过去时中规则动词的过去式变化规律及 其变化中的不同读音。 2、能力目标：（1）培养学生的观察力，分析能力。 （2）培养学生的创造能力、发展学生个性。
3、情感目标： （1）激发学生的学习兴趣，提高学习的积极性。 （2）激发学生的参与意识，综合运用语言知识的意识，团结合作的意识。 重点难点： （1）四会单词和句型的初步掌握及运用。 （2）了解规则动词过去式的变化规律及其变化中ed的不同读音。 教学准备： 1.多媒体课件。 2.水果若干。 教学过程： 1.listen and act （t说动词，s做动作，以此来复习上节课所学的农场活动 的相应词组eg:milk cows…） 2.free talk （free talk主要有两个目的：一是复习一般时态：what do you usually do?为学习一般过去时做好铺垫；二是由谈论职业引出农民，进而引出贯穿整堂课的主线a li baba这位农民。通过 人机对话，全班一起参观他的农场。） 1．magic eyes:what did a li baba do last weekend? 2．guess: what did miss chen do last weekend?
Unit 4 第2课时 一、教学内容：D&A 二、教学目标： 技能目标： 1. Four skills: an e-mail, busy, town, usually, what does she usually do? He/she usually … 2. Three skills: I’m busy． 3. Require the students to read and act the dialogue 三、教学重点： 1. Four skills: an e-mail, busy, town, usually, what does she usually do? He/she usually… 2. Three skills: I’m busy． 四、教学难点： 1. Require the students to read and act the dialogue 五、教具准备： 1. 教学挂图。 2. 录音机和磁带。 3. 单词卡片和小黑板。 六、教学过程： Step 1. Free talk 1. T(对话某男生):What do you usually do on Sundays? S1: I usually play basketball.
T: Do you know Yao Ming? (课件中播放一小段姚明打篮球的视频) T(转向全体学生):Do you like him?/Does he play basketball well? 引导Ss: Yes, I do. / Yes, he does. 同法T再播放一段游泳运动员田亮游泳的视频,重复刚才的问题，从而来导入新授单词: well. T带领学生: well, well w-e-l-l, swim well, play basketball/football well.(引导学生边说边做动作)，让学生举例与well搭配的词组 2. T: Let's read the phrases of part B. walk walk walk carefully sit sit sit quietly dance dance dance beautifully speak speak speak loudly run run run fast jump jump jump high 2.(出示C图) T: Does Mike jump high? S: Yes, he does. T: Does Yang Ling dance beautifully? S: Yes, she does. T: Does Nancy run fast? S: No, she doesn’t. T: Now ask and answer in pairs.
牛津英语1B Unit 7教学案例 【教材简析】 本课选自牛津英语1B第七单元。内容为六个单词：cake, ice-cream, sweet, jelly, milk 和coke。由于一年级实验班一直是牛津英语和灵通英语两套教材并行，学生已经接触过其中cake 和milk两个单词，所以我在学习四个生词的基础上，又对已经学过的单词作了一定的扩展，并加入一个句型：Do you like ice-cream? Yes, I do. /No, I don’t.使其难易程度更适合实验班的学生。 【设计理念】 通过对教材进行校本化处理，丰富了教材的内容，并根据低年级教学的特点，从学生的情感态度入手，通过韵律诗、歌曲、游戏等多种形式，充分调动学生的学习兴趣，并采用适合学生实际情况的自主探究式调查活动，发展学生的思维和多元智能。力图呈现出一个和谐有序、思维活跃的英语课堂。 【教学目标】 1. 知识与能力目标 学习单词cake, ice-cream，sweet，jelly，coke,并以这五个单词为切入点,让学生用句子去描述,去表达。掌握句型：Do you like ice cream? Yes, I do. /No, I don’t并能围绕食物这一话题进行交流． 2. 过程与方法目标 让学生学习关于食物的单词并能围绕这一话题进行交流，在这个过程中,培养学生的交流能力和实际语言运用能力。 3. 情感与态度目标 通过区分好的食物和不健康的食物, 引导学生养成健康的饮食习惯；通过区分中国和西方的传统食物，使学生了解西方的饮食文化，从而进行文化渗透。 【教学难点】 1. 单词ice-cream 和jelly的发音。 2. 掌握句型: Do you like … ? 并能做出回答。 【教学重点】 在交流中正确运用句型: Do you like … ? 【教学资源】 单词图片、计算机多媒体课件、录音机。 【教学过程】 一、准备（Warm-up） 1. 课前歌曲。
牛津高中英语教学案例 ------M3,U3,Reading: Lost Civilizations 引言 近几年来，高中英语教学改革在逐步的加快和深入。新课程的实施、新教材的使用、新教法的提倡、以及改变“死读书，读死书”的问题，让学生自主学习等，已成为广大高中教师普遍关注的教学热点。国家教育部颁发的《英语课程标准》倡导采用“任务型教学”的途径，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，逐步达到教学目标规定的要求。因此，在设计教学的过程中，如何才能体现新的课程理念、培养学生的思维能力、激发学生的学习热情，就成为高中英语教学中教师所面临的一个重要的必须解决的问题。 下面以笔者的一节课为例，对教师在这一节课所设计的过程进行案例分析，阐述在新的课程标准下，如何才能让课堂焕发“新课程、新理念”的光彩。 教学背景 教学对象是高一学生，英语基础知识和听说读写技能都处于一般水平，部分学生对英语学习兴趣不浓。因此，通过让他们积极参与实践、学习和使用英语，调动他们学习英语的兴趣，是本学期英语学习的主要目标。 教材分析 本课是高一必修第三模块里的unit3, back to the past 中的阅读课lost civilizations 这一主题。由于在welcome to the unit 部分，学生已经获取了一部分关于历史文明的内容，因此在学习此部分内容时，学生就比较容易能接受。本部分内容的学习，主要是通过图片和视频，让学生了解庞贝古城、楼兰王国，并比较它们之间的区别。通过分析和讨论，让学生在理解历史的基础上，明白保护历史遗迹的重要性，并能从自身作起，铭记历史，捍卫历史。但由于此部分内容中出现的时间、地点等生僻词过多，因此，在课前，我教他们读了一下，让他们能自行阅读课文，这样在学习课文时，就容易理解。 教学目标
Unit 5 Review and check . 教学目的： 1．通过复习，要求学生能比较熟练地听、说、读、写已学过的单词和句型。 2．通过本单元的复习操练，要求学生综合运用所学的日常交际用语。 教学理念： 1．采用任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。 2．充分利用实物、图片、注重培养和激发学生学习的积极性和自信心。 教学重点、难点： 能熟练地听、说、读、写已学过的单词和句型。 教具准备： 录音机、磁带、图片和相关实物、挂图。 课时安排： 本单元共计五课时 A部分第1课时 B部分第2课时 C部分第3课时 D部分第4课时 第一课时 教学内容： 《九年义务教育六年制小学教科书、牛津小学英语》4A第三单元，第一教时（Look ,read and write ） 教学目标： 1．能根据图片上所提供的情景，选择相应的日常交际用语，并在气泡中写上序号。 2．提高学生的观察能力，阅读能力以及情景中口头交际能力。 教学过程： 一、Warm up 1.Greetings. 2.Sing a song 《Perhaps》. 3.Free talk (师生之间交谈复习巩固1~4单元所学句型。) 4.On duty . 值日生可以走下去，与学生进行交谈，这样可以在交谈中复习旧知。 二、Review . 投影出示句型: May I have …? This …is for …What’s this /that? It’s a ……Where’s my ……Perhaps it’s in /on …… What’s this /that in English? It’s a … Do you like……? Yes ,I do /No ,I don’t . (让学生根据教师所提供的物品进行练习，可以让学生尽可能多地用到这些句型，进行比赛，看谁在一段话中用的句型最多。) 三、Presentation and practice . 1.Read the sentences . 指导学生读A部分左边的句子。并想想它们的答语。 2．出示挂图 让学生看图，根据具体语境选择对话。
“领”着孩子学 闸北区第二中心小学陆斌 在教授牛津英语时我采用在课堂教学中创设模拟的生活情景，把英语教学同日常生活相结合，让学生在体验生活的同时，激发学生的发散思维，提高运用英语来交际的能力。因为只有让学生了解了我们所学的知识如何在实际生活中运用，他们才会发现知识的有效性和单纯学习课本知识的局限性，靠书本上的这几句简单的句型，是远远满足不了实际生活中人与人之间语言交流的需要的。于是，他们会把想说的或者想学的，不能用英语表达的内容告诉我，我便结合学生的需要积极引导，发挥我“导向标”的作用，引领学生找到正确的途径，通向更广阔的知识领域。 一、教学背景 根据这堂课的教学目的“go shopping”，有关于“snack”含掌握书上的单词和句型﹑熟练运用这些单词和句型﹑为学生创设购物情景，让学生自主学习﹑了解更多关于购物方面的英语知识等教学内容。在尝试培养学生发散和创新思维能力的教学思想指导下，这些内容就显现出如下的教学流程： 二、课堂实录 第一，在常规的Daily Talk 中，我会问问孩子们，今天感觉怎样？今天天气如何？想吃些什么？想做些什么？等等一些日常的问题，通过每天自然的﹑亲切的师生之间的英语交流，让我了解学生，也让学生了解我，形成一种用英语进行沟通的语言环境。 T: How are you? / What’s the weather like today? / What do you want to eat? / S: I’m fine, thank you! / Just so so. / It’s sunny. / I like to eat chicken. / I like to eat pizza. / I like to eat juice. / I like to eat biscuit. 在交流中，我很注意给一些能够让学生有发散余地的input，激发学生反馈更多不同的output。 第二，在Daily Talk 后，我带领学生做些游戏。 “Flash cards”快速的闪过单词卡片，让学生们迅速的读出，帮助学生复习学过的单词，看哪一组的学生反应最快。 “Listen the order”让学生根据口令做动作，边说边做边玩，在活动中复习句型。这样轻轻松松的就复习了学过的知识，充分达到了在“学中玩，在玩中学”的效果。 第三，在游戏结束后，我设计了自己有些累，感到口渴，想喝水的这一幕：当时，刚刚做完游戏，我表现出很热很渴的样子，说：I feel very hot and I’m very thirsty.然后就拿着杯子喝了口水，问学生：Are you thirsty? 这句话一出口，许多学生很快给了我不同的回应，有的说：“I’m thirsty, I want to buy a juice to drink.”，有的说：“Me too. Can I get a drink?”，有的甚至已经拿出自己的小水壶说：“Excuse me, Can I drink my water?”接着我们讨论了想喝什么饮料？到那儿去买？派谁去买？怎么买？教授“May I have a ……”我通过设计一些肢体语言与口语相结合的环节，充分调动了学生的视觉和听觉双重记忆能力。毫不费力的就让学生听懂﹑学会了今天要学的单词和句型，并把相关课外句型自然的引入。 第四，创设购物的模拟情景，通过学生们自编的生活情景短剧让学生扮演生活中的shop-assistant和customers让他们自己发掘go shopping是会碰到些什么问题。例如：区分商店的名称，不同的商品运用的语言不同，以及在小商店购物时，如何讨价还价，等等。学生们想到的这些问题，有些与我事先考虑的不谋而合，而有些问题甚至连我自己都没有想到。 第五，在教学过程中，我还穿插了一些儿歌和英语歌曲。如：在购物时，店主总是会叫卖自己的商品。其中我教了一首儿歌《Hot cross buns》教学生如何用英语叫卖商品。这种形