Unit 1 Tales of the unexplained
Part 1: Teaching Design
Aims and requirements
Read a news story about a missing boy and a magazine article about Yeti
Listen to a dialogue between a boss and his employee
Talk about aliens and conduct an interview
Write a report
Tell a mysterious story
Procedures
Period one, Welcome to the Unit
Step 1: Brainstorming
1. Boys and girls, have you ever heard something not only interesting and attractive but also
unexplained at all even with the help of modern science and technology in the world? Here are some pictures on the screen. Can you tell me what they are?
The chances for seeing a UFO are greater for those people who live in small towns or in the country and are outside late at night.
UFOs. Yes, they are called UFOs, meaning unidentified flying objects.
UFOs come in all shapes and sizes. Some are only small spots of light that move in strange patterns across the night sky.
Some can be seen in the daytime are often disk- or saucer-shaped.
UFOs were once seen in different parts of China. Look at some pictures on the screen, please.
Do you think such kind of things mysterious ? Are you curious about them? Besides UFOs, can you list anything more unexplained you?ve ever heard or seen in your daily life?
They are Yetis, the Loch Ness Monster, Stonehenge and the Pyramids in Egypt.
2. Open your books and let?s look at page one. Please read the instruction and focus on the five
pictures and illustrations first. Then answer the following questions:
Do the five pictures have something in common?
If so, what is it? (unexplained; no satisfactory answers; mysterious; no evidence...)
Can scientists explain these phenomena?
How do you feel about them?
Are you a bit curious?
3. Think of as many expressions as possible to answer the questions above. Try to make up some sentences and read them to the class. I will also offer you some examples.
They are mysterious because no satisfactory answers have been offered to explain them. Though these mysteries have puzzled people for a long time, they still show great interest in them. People feel puzzled by the mysteries.
4. Report the information you have collected to the class. Your answers are quite different. Now we will use some of your answers as a prompt for a class discussion. For example,
Teacher:What information have you got about UFOs?
Student A:...
Teacher:Do you think Student A's information interesting? What about the information you've got? Is there anything different?
Student B:...
5. Please discuss the topics in pairs. Here are some questions.
About UFOs:
Have you ever read some reports about UFOs in China?
Are you interested in UFOs?
Are they really from another planet?
What do the letters UFO stand for?
Why do you think UFOs visit our planet?
About Yetis:
Where are the Himalayas?
What's the weather like there?
Why do some people make great efforts to climb them?
(hobby; dream; challenge themselves; make discoveries; overcome difficulty,..)
A Yeti is reported to be half-man and half-beast. Have you heard of it?
Do you think some climbers' disappearances are connected with Yetis?
About Stonehenge, the pyramids and the Loch Ness Monster:
Stonehenge and the pyramids in Egypt, the most famous of which is the Great Pyramid, are cultural relics.
Where were the pyramids built, on the east coast of the Nile or on the west coast?
What are the reasons?
Do you think the Great Pyramid is a wonder in human history?
How was the Great Pyramid built?
I haven't heard of Stonehenge or the Loch Ness Monster. They are a bit new to me. What about you?
Would you be interested in discovering more about them?
Step 2: Sharing information
1. Let?s deal with the questions in pairs. For the first question, you may discuss it this way: Do you believe in UFOs? What might be the most acceptable explanation for UFOs? You may give different answers such as:
-Aliens from space.
-Military test aircraft.
-Some UFOs are alien, some are test aircraft.
-UFOs are evidence of human space travel.
-UFOs are neither alien nor test aircraft.
-UFOs don't exist.
You can express your agreements and disagreements with each other.
2. Summarize your answers and then report to the class.
Sample answers
1. I have a firm belief in UFOs. In fact, I have seen a few myself. UFO stands for Unidentified Flying Object, that is, an object, apparently moving in the sky, which we cannot identify. However, if you ask me whether or not I believe in spacecraft carrying visitors from outer space, I would have to say 'no'. I do not believe in them.
2. The continent of Antarctica was discovered in 1818. It was once supposed to have been covered by ice for hundreds of thousands of years. However, in 1949 scientists took samples from sediment deep beneath Antarctica, which revealed that great rivers had once flowed into Antarctica until about 6,000 years ago, Many more mysteries remain to be discovered.
3. I'm always interested in the stories of UFOs and aliens. And I hope I will have the chance to meet one some day. If it really happens to me, I will ask questions such as 'Who or what are you?', 'Where are you from?' and 'How long does it take to travel from your place to our planet?'. I will try my best to communicate with them, discovering what their life is like and why they have come to the earth.
UFOs UFO stands for Unidentified Flying Object. According to some witnesses, it is colorless and moves at a slow, steady speed with little noise.
The Loch Ness Monster Loch Ness is a big lake in Scotland. Nessie, the Loch Ness Monster, was sighted as far back as the 6th century AD.
Period two, Reading boy missing ,police puzzled
Step 1: Lead-in
1. Some questions about UFO
Do you know what the three letters UFO stand for?
Have you ever heard of the UFOs?
Have you ever had the chance to see one?
Do you believe the usual sayings about the UFOs?
What do you think a UFO is?
Do you think there are any creatures on it?
Where do you think the creatures come from?
Will they become our friends or enemies?
2. Today, we?ll come to Reading part. Now I?d like you to look at the pictures on pages 2 and 3 and the title, Boy missing, police puzzled. Can you connect them with each other?
Picture 1:
Is the first picture a UFO?
Are there really UFOs from the outer space?
Picture 2:
Who was the missing boy?
Does he like playing football or baseball?
Picture 3:
What?s the picture about?
Does the bright light outside the window come from a UFO?
Does the bright light have something to do with Justin?s missing?
(If possible, the teacher may use the projector or macromedia to show the situations in the three pictures and ask the students the same questions as given above. Check answers in pairs. Check the answers with the whole class if you wish.)
3. Answer the following questions, focusing on the title of the article, Boy missing, police puzzled.
Does the title arouse your interest when you read it?
Can you complete the title?
What information can you get from the title?
What else do you want to know? For example, 'boy missing' (How/When/Where was the boy missing?) 'police puzzled' (Why are they puzzled?/What are the police going to do about the boy's disappearance and how?)
Are you curious about why the writer uses an incomplete sentence as the title?
Did you know that it is a feature of a news title?
What are some other features of a news title?
Can you guess what details may be covered in the following news story?
Step 2:Fast reading for general ideas
1. Before skimming the passage, please look at the news photographs first and describe what is happening in them. Then find the answers to the three questions above the text:
1) What is the article about? (The article is about a missing boy/UFOs and aliens.)
2) Who is missing? (Justin Foster is missing.)
3) Do the police know what happened to Justin? (No.)
2. Read the first paragraph carefully to get the main idea and the important facts such as: When and where was the boy missing? What caused the boy's sudden disappearance? How old was the boy? Why did people show interest in his disappearance?
3. Now scan the article again and locate specific information according to Parts C1 and C2. Questions 1, 2, 3 and 5 in Part C1 check background information about Justin while Questions 4, 6, 7 and 8 check your comprehension about witnesses, aliens and the case. Part C2 requires you to identify some details to support the main points of the story.
Step 3: Detailed reading for important information
1. Please self-evaluate how well you understand and comprehend the article with the following exercise.
At 8 p.m.___________________________________
At 10.45 p.m._____________________________
Justin Foster At 11 p.m.___________________________________
After 11p.m., he was seen_____________________
The next morning, he was found________________
shape__________________
its appearance colour__________________
Strange objects (UFO) size______________________
its inside ___________________________________
2. Answer the questions
Where does Justin Foster live ? （He lives in Dover, New Hampshire.）
Why did Justin?s mother go to bed early? (Justin?s mother went to bed early because of a headache.)
What sports does Justin play? (He plays basketball.)
What time did the witness see Justin walking home? (At 10.45 p.m.)
Does Justin have any brothers and sisters ? (He has a sister)
What colour were the aliens? (They were white.)
Who else has been taken by the aliens? (Mavis Wood has been taken by the aliens.)
Who is in charge of the case ? (Detective Sam Peterson was in charge of the case.)
3. Complete Parts D and E. The meanings of the words in Part D are not difficult for you to identify after you have read through the passage twice. Part E is a diary written by Kelly. It requires you to understand the diary first, and then write down the missing words to make the meaning complete.
3. Having read the text, please pay attention to the different features of each paragraph.
1) First let?s have a discussion about how we usually decide whether a ne ws article is worth reading or not and what methods we use in our reading.
As we all know, newspapers play an important part in our daily life. Wherever you are, you can be informed of the latest news by reading a newspaper. From your experience, how do you usually select the news you?d like to read, by taking a look at its title or being attracted by its colorful pictures?
Every one of you can express your own opinions and give the reasons.
2) Compared with the other paragraphs, is the first paragraph the most important one in the article? Please describe the differences between the first paragraph of the article and the paragraphs that follow.
3) You are asked to read the Reading strategy …reading a newspaper article?. Pay attention that both the title and the first paragraph, which is called the lead paragraph, play a key role in your understanding of news articles.
Step 4: Post-reading activities
1. Retell the story according to the diagram on page 6. I?ll write down some key words and phrases on the blackboard or the overhead projector for you to refer to in case you need help.
2. Suppose you are a writer. Please give an ending to the story. Though the police have made efforts to investigate the case. Justin's disappearance remains a mystery. Was he really seized by aliens or were there other reasons? All the people are concerned about Justin's disappearance. What do you think might have happened to him? Was he in danger? If he were taken away by aliens, how do you think they would treat him? Just use your imagination and all the endings are acceptable.
3. Do with Parts A1 and A2 on page 80 in Workbook to get more familiar with the text and the words and expressions in it.
4. Please turn your attention to the questions in Part F. You are expected do some speaking
practice according to the sample.
5. Read Part A first and then do Part B in Writing on page 87 in Workbook.
Period four, Grammar and Usage
Present perfect tense
1. Use different methods to present the present perfect tense. Here are some ideas:
1) Please look at the screen. Pay attention to the different forms of the verbs:
2) Let?s complete the following sentences, in which the predicate part is missing.
We_____(study) English for about five years.
They_____(live) in the south since their daughter was born.
I_______ (read) your article three times. It's well written.
The student________(finish) her homework already.
Eric__________(go) back to his hometown today.
Answers: have studied have lived have read has finished has gone
3) Read the following sentences and point out what tense or tenses are used in them and the reasons why they are used.
We have studied English for about five years. We began to study it five years ago.
They moved to the south in 1990 and have lived there since then.
The student is doing her homework. She hasn't finished it yet.
Eric left home last year and has just come back.
2. We may wonder why some verbs can't be used in the present perfect tense. Let?s read the following sentences, and try to find different usages of some verbs.
Justin has been away from home for several days. He disappeared last Friday.
They bought this house three years ago and they have lived here since then.
My brother went to see my grandpa last week. He has visited him three times this month.
So you see when an action happens over a period of time that began in the past and continues to the present, the present perfect tense is often used. When an action happened at a definite time in the past, the past simple tense is often used.
3. Read Points 1 and 2 on page 8 to make sure why the present perfect tense is used in these two sentences.
4. Go over Point 3 on page 8 to learn what time expressions can be used with the present perfect tense. Pay attention to the different usages between already and yet, or for and since.
5. Read Point 4 on page 8 to learn that the present perfect tense can be used in a situation where the action was completed only a moment ago. In this case, just is used.
6. Go over Points 5 and 6 on page 8 and note that when we want to express a repeated action, we use the present perfect tense with the time expressions once/twice/three times ...
7. Let?s read the diary entry and then complete it using the correct forms of the verbs in brackets.
Answers:
(2) saw (3) has visited (4) loves (5) hasn't visited (6) has swum (7) has never
met
(8) has dived (9) has found (10) hasn't found (11) Has, been
Summary of The Present Perfect tense:
1.We use the present perfect tense to talk about things that happened in the recent past, but are
connected to the present.
Daniel has lived(live) in Beijing since he came to China.
(Connection with the past: Daniel came to China. Connection with the present: Daniel is living in China.)
2.We use the present perfect tense to talk about something that started in the past, and is still
happening now.
came has lived
________________________________________
past now future
3.We use the present perfect tense to talk about actions that were completed only a short time ago.
I went to Egypt in 1986. I went to Egypt in 2004.I have been (be) to Egypt twice.
4.We can also use the present perfect tense for repeated actions.
Has it ever snowed(snow) in Hong Kong?
No, it has never snowed(snow) there.
5.We use the present perfect tense when the exact time of an action is not clear or important. We
use it with time expressions such as: already, ever, for, just, lately, never, recently, since, yet Notes:
1. We use already for affirmative statements and yet for negative statements and
interrogative sentences.
2. We use for + a period of time and since + a point of time.
3. Structures connected with the present perfect tense:
1) It is (has been) +a period of time +since-clause.
2) This (That/It) is the first (second…) time + that-clause (present perfect tense).
3) This (That/It) is the only ) … + that-clause (present perfect tense).
4) This (That/It) is the best/ finest /most interesting … + that-clause
Resources
The present perfect
-Three hours ago she baked a cake. And since then let?s see…
-…She?s already made the beds, written a letter, gone shopping, and cooke d dinner.
-And now she?s just answered the telephone for the fifth time.
English has a verb tense, the present perfect, which serves to denote past happenings that are relevant to, or that still have an effect at, the moment of speaking. This tense, formed with the present of have plus a past participle (answered, cooked, gone, written, made, and so on), is really
a combination of present and past together. Notice the kinds of adverbs and adverbial phrases that
are closely associated with the present perfect.
He?s been a success now, I would say, since 1990.
And now he?s just decided to enter politics.
The simple past, denoting past happenings that are localized in the past, contrasts sharply with the present perfect, as can be seen best by the kinds o f “time” adverbials that may be used with one tense but not with the other.
Simple Past Present Perfect
yesterday since then
an hour ago so far
I learned a new so ng last night I?ve learned another now
on Monday in the last hour
already
now now
then ×then then ×then
(past) (future) (past) (future) (Attention is drawn to the present knowledge
of the song and not on the previous act of learning it.)
Therefore, do not say things like “I?ve learned a new song yesterday”, which is a very common mistake.
The speaker chooses among these and other tenses in part according to how he feels himself related to the event.
Present perfect continuous tense
Here we will look at two situations in which the present perfect continuous tense is used. Note how the tense is formed and try to understand how the tense is used in sentences. We will practise forming verbs in this tense and complete sentences.
1. We sometimes use the present perfect continuous tense to talk about actions that started in the past and are still continuing, or have just finished but are still connected to the present in some way. For example,
I've been waiting for an hour and he still hasn't turned up.
I'm so sorry I'm late. Have you been waiting long?
2. Go over Points 1 and 2 on page 9 to understand this tense better.
3. Go over Point 3 to see how the tense is formed.
4. Fill in the missing words. Pay attention to the verb form in the example given in the first picture (all the verb forms here are the present perfect continuous tense, except for the one in Sentence 5). It is a trap and does not require the present perfect continuous tense.
Answers:
(2) have been talking (3) have been taking (4) have been watching (5) have seen
(6) have been writing
5. Do with Part C1 on page 82 in Workbook to become familiar with the present perfect tense and the present perfect continuous tense.
Present perfect or present perfect continuous?
1. Go over Point I on page 10 to identify why the two different tenses are used in the two sentences.
In the first sentence, the present perfect tense is used, which means that the action read isn't continuing, and Li Jia knows what the book is about now. In the second sentence, the present perfect continuous tense is used, which means that the action read is still continuing.
2. Go over Point 2 on page 10. Note that the present perfect continuous tense can't be used with time expressions such as twice or how many times, because in this tense the action is continuous, not stopped and then started again.
3. Go over Point 3 on page 10 to define the meaning of a state verb or an action verb. Note that a state verb doesn't mean an action, so it can't be used in a continuous tense.
4. Note that the present perfect continuous tense can't be used when the words always, never, yet, already or ever are used in a sentence.
5. Finish the two exercises on page 11.
Answers:
A (1) heard (2)been doing (3) been researching (4) been doing (5) started (6) done (7) read
(8) found (9) started (10) been doing (11) been making
Sample answers:
B 1. He has been waiting at an underground station.
2. They have been traveling in a UFO. It looks like a saucer. (Answers may be various.)
3. They probably have talked to animals or plants on the Earth as well as creatures on other planets. (Answers may be various.)
4. They have visited Mars, Venus, Jupiter and some other planets. (Answers may be various.)
6. Do with Part C2 on page 82 in Workbook to have one more chance to practise the usage of the two different tenses.
Resource
The Present Perfect Continuous
-I still haven?t figured out how she does it a ll.
-I haven?t either, and I?ve been trying now for ten years.
The present perfect tense, like the simple present and the simple past, has a continuous form as well. The effect of the present perfect continuous is to make past happenings continuous throughout a time span extending up to the present:
Simple Past: I learned a new song (three hours ago).
now
Hours
then ×then
(past) (future)
(past event accomplished, specific time)
Present Perfect: I’ve learned another now (in the past few hours).
now
Hours
then ×then
(past) (future)
(past event accomplished, present relevance)
Present Perfect Continuous: I’ve been learning still another now (for the past hour).
now
Hours
then ×then
(past) (future)
(past event not necessarily accomplished, present relevance, possibly still going on at the moment of speaking)
Verbs denoting action that can only be momentary or instantaneous (knock, hit, sneeze,
interrupt, introducing, and so on) can also occur in the continuous. The meaning, however, is then one of repetition:
You’ve been interrupting me now ( for the past five minutes).
now
then ×then
(past) (future)
Although this class of verbs also includes arrive, leave, come, go, and so on, the “repetition” with the verbs just mentioned cannot be effected by one person alone: The guests haven been arriving now for an hour. But not “The guest has been arriving now for an hour.
Consolidation
I. Relative items in recent years’ college entrance examinations:
1. My friend, who ____ on the International Olympic Committee all his life, is retiring next month.
(2006浙江)
A. served
B. is serving
C. had served
D. has served
2. John and I ________friends for eight years. We first got to know each other at a Christmas party.
But we ________each other a couple of times before that. (2002北京春季招生)
A. had been; have seen
B. have been; have seen
C. had been; had seen
D. have been; had seen
3. With the rapid growth of population, the city ________in all directions in the past five years. (2003
北京春季招生)
A. spreads
B. has spread
C. spread
D. had spread
4. --How long ________at his job? --Since 1990. (2003北京春季招生)
A. were you employed
B. have you been employed
C. had you been employed
D. will you be employed
5. How can you possibly miss the news? It ________on TV all day long. (2004 北京春季招生)
A. has been
B. had been
C. was
D. will be
6. Now that she is out of a job, Lucy ________going back to school, but she hasn?t decided yet. (2004
北京高考)
A. had considered
B. has been considering
C. considered
D. is going to
consider 7. --How are you today? (2000全国高考)
--Oh, I ________as ill as I do now for a very long time.
A. didn?t feel
B. wasn?t feeling
C. don?t feel
D. haven?t felt
8. I _______ Ping-pong quite well, but I haven?t had time to play since the new year. (2001全国高
考)
A. played
B. will play
C. have played
D. play
9. I wonder why Jenny ________us recently. We should have heard from her by now. (2002全国高考)
A. hasn?t written
B. doesn?t write
C. won?t write
D. hadn?t written
10. Although he has lived with us for years, he ________us much impression. (2004上海春季招生)
A. hadn?t left
B. didn?t leave
C. doesn?t leave
D. hasn?t left
11. The first use of atomic weapons was in 1945, and their power ________increased enormously ever
since. (2004上海高考)
A. is
B. was
C. has been
D. had been
12. She has set a new record, that is, the sales of her latest book ________50 million. (2004福建高考)
A. have reached
B. has reached
C. are reaching
D. had reached
13. More patients ________in hospital this year than last year. (2004江苏高考)
A. treated
B. have treated
C. had been treated
D. have been treated
14. --The window is dirty. --I know. It ________ for weeks. (2004广西高考)
A. hasn?t cleaned
B. didn?t clean
C. wasn?t cleaned
D. hasn?t been cleaned
15 Years ago we didn't know this, but recent science ______ that people who don't sleep well soon get
ill. (2005广东高考)
A. showed
B. has shown
C. will show
D. is showing
16. The coffee is wonderful ! It doesn?t taste like anything I _____ before. （2005全国卷I）
A．was having B．have C．have ever had D．had ever had
17. My brother is an actor. He _________ in several films so far. （2005浙江卷）
A．appears B．appeared C．has appeared D．is appearing
18. I ____ in London for many years, but I?ve never regretted my final decision to move back to
China. (2006重庆)
A. lived
B. was living
C. have lived
D. had lived
19. Although medical science ____ control over several dangerous diseases, what worries us is
that some of them are returning. (2006江苏)
A. achieved
B. has achieved
C. will achieve
D. had achieved
20. I won?t tell the student the answer to the math problem until he ____ on it for more than an
hour. (2006湖北)
A. has been working
B. will have worked
C. will have been working
D. had worked
II. Translation
1 我已经看了说明，但我还是不理解。
2 你看见过不明飞行物吗？
3 这是我们吃过的最贵的一顿饭。
4 我一直用左手写字。
5 在过去的二十年里我们国家发生了巨大的变化。
6 迄今为止你读了多少英文小说？
7 他家搬到澳大利亚已经八年了。
8 他父亲去世后，他就一直和他的叔叔住在一起。
Keys:
I.1-5 DDDDA 6-10 BBDAB 11-15 CADDB 16-20 CCABA
II.1. I have read the instructions but I still don?t understand them.
2. Have you ever seen a UFO?
3. This dinner was the most expensive meal we have ever had.
4. I have always written with my left hand.
5. Great changes have taken place in our country in the past 20 years.
牛津高中英语模块三第三单元 Back to the past Reading Lost civilizations 江苏省沭阳如东中学张长波 一、教学内容分析： 本案例是牛津高中英语教材模块三第三单元阅读的处理。本节课是以听、说、读为主的课文理解教学课。通过听课文，阅读课文和问答对文章进行初步理解。再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。希望通过该课的学习，学生能够对失落的文明有所了解，并对人类文明的发展及如何保护人类的文化遗产做出探讨，同时培养学生综合运用语言及听说读写的能力。 二、学生学情分析： 教学对象为江苏高中一年级下学期学生，学生思维活跃。高一学生已经初步实现从具体思维向抽象思维的过渡。他们不满足于教科书上的知识，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。他们的学习自主性很强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体。同时他们还主动扩展和利用学习资源（如电脑操作知识），从多渠道获取信息，并能用所获得的信息进行清楚有条理的表达。因此，设计这节课时，我充分考虑到学生的主体性，充分创造机会让学生拥有成功的喜悦，在和谐的氛围中探究并完成教学任务，让学生主动学习，学有所获。 三、设计思想(Thoughts on the design) Reading主要是了解人类历史上两个非常著名的失落的文明——意大利的庞贝合中国的楼兰。本文是一片旅行日志，笔者根据自己对教材的理解，紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、巩固复述、拓展讨论、作业七个环节。在设计教学的过程中，运用复习‘文明’的定义作为本课的导入，激发学生兴趣。设计的任务由浅入深，环环相扣，并注重各教学环节的衔接。在整个教学过程始终贯穿人类文明这条主线，用图片的形式呈现Part B的词汇——温故知新，设计输入，激活记忆，借助于已学过的词汇建立起新旧知识之间的联系。以话题为中心重组教材。词汇教学离不开语境，设计一个中心话题，使教材为当堂的词汇教学所用，而不是按部就班地教教材。以词汇为主线展开教学，以运用为目标挖掘生成，创造机会促使学生运用目标词汇进行表达。以快乐为原则寓教于乐，促进学生在学习过程中的积极体验，从而达到多维的目标。
牛津高中英语教学设计 单元：Unit 1 School life 板块：Word Power Thoughts on the design: Word power 该板块设计的目的是引导学生通过以下两种方法学习词汇：一是让学生学习与单元话题相关的分类词汇；二是通过构词法学习单词。该板块设计了图表、对话或短文，用以拓展学生对于话题相关的词语的认识和运用。 Teaching aims: 1.to cultivate students’ ability of reading a map; 2.to develop and practice the way of asking and giving the way; 3.students are expected to gain a more general ideal of school facilities; 4.to enlarge students vocabulary and try to guide them to use correctly. Teaching procedures: Step One—Don’t tell me its name (Guessing game) [设计说明] Describe the features of the given place, but not to mention its name, let others guess)(通过此步骤使得学生充分熟悉有关school facilities的名词，为教学的下一步展开做好铺垫，同时激发学生学习热情。 e.g. (提示词) *Book stand；E-books；Abundant reading materials (library) *Pieces of equipment for specific purposes, as building up one’s body (gym) *Yummy Yummy (Picture Presentation) (students’ canteen) *Second Home (dormitory) Step Two—Drawing a map & looking for destination [设计说明] 学生按照老师口头所给路线画图，可请1-2名学生上黑板演示，充分锻炼学生“ASK AND GIVE THE WAY”的能力。 如： Now, everybody, welcome to our starting point. Try to imagine that you are right now facing the North. I’d like you to go along this road, which is called the Zhong Shan Road, and then turn left; you will find a city library on your right side … Step Three—Welcome our spokesman (Role-acting & Recommendation) [设计说明]角色扮演，学生按自我意愿在所给选择范围内挑选一名运动明星，并向大家推荐由其代言的某一运动项目。
《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-in T: 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 schoo l life is really like? If you want to know the answer, please watch the following video.
高中英语教学案例分析 王萃 摘要：在英语课程的改革中，方方面面都在提倡自主、合作与探究的学习方式，让学生成为学习的主人，使学生的主体意识、能动性和创造性不断得到发展。因此，培养学生自主、合作与探究的学习方式，是新课程改革中一个迫切的任务。 关键词：合作与探究英语阅读 一、前言 《牛津高中英语》Project是课堂教学的延伸和拓展,属于探究式学习,要求学生走出课堂,与同学分工合作。学生认真阅读所提供的阅读材料,从中得到启发,然后通过讨论、调查、专访、文献检索等活动,完成一个特定的课题。模块六第一单元Project的课题是Putting on a play.包括两个舞台剧:The invisible bench和The important papers。现将设计思路及教后反思与诸君交流,探讨如何让学生真正走出课堂、参与课堂、享受课堂。让学生参与“备课”，备教材在本课的两个舞台剧中,台词较为简单,但旁白和转场很多,人物表情和心理活动非常丰富。所以,同学们主要应在揣摩人物内心方面做足功课。 二、学生分析 根据《新课标》精神，高中英语教学要在培养学生的语言技能、语言知识、情感态度、学习策略和文化意识等素养的基础上培养综合语言运用能力。因此，高二学年的英语教学将继续培养和优化学生的
英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。同时，还要关注学生的情感，提高他们的人文素养，提高他们独立思考和判断能力，培养创新精神和实践能力，增进跨文化理解和交际能力。 三、教材分析 该板块引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外；它基于阅读文本，又超越文本信息。根据《课标》，《课标》在“使用建议”部分指出：教材内容、教学活动和教学方法应具有较大的灵活性和开放性。在不违背科学性原则的前提下，教材应该具有一定的弹性和伸缩性。允许使用者根据自己的实际需要，对教材内容进行适当的取舍和补充。因此，此教学设计着眼于把project 部分根据现在所教生源的实际情况，设当地化繁为简，让学生自己从两片喜剧中选择一个小组合作表演。并根据英语课程标准倡导的“任务型”教学途径，设计相应的教学任务，同时在整节课的教学设计中强化每个任务环节的有机结合。对学生而言，随着不同任务的转化，对他们构成了不同层次的挑战，以培养学生的综合语言运用能力，从而达到学以致用的目的。三是注重在语言材料的有效输入的基础上进行语言的有效输出。坚持先读（课文，课外阅读材料），后说（合作探讨如何表演），再演（完成舞台表演）的教学三部曲。 四、教学策略 该板块引导学生进行谈那就行学习，把英语听说读写的训练从课
牛津高中英语模块一（第1讲） 【教学内容与教学要求】 一、教学内容： 牛津高中英语模块一Unit 1 （上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building 学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。 Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3．学习阅读技巧：skimming&scanning。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪 【难点讲解】 1.What is your dream school life like? 你理想中的学校生活是什么样子? 这里dream表示心目中最理想的. 如dream team (梦之队)。
教学设计 学科高中英语 课题 教材 设计者 学校 Unit3 Celebrations Lesson1 Festivals( A reading lesson)
Ⅰ Analysis of Teaching Material This is the first lesson of this unit. Before this class, the teacher have taught the students vocabulary in Warm-up and Lesson 1. The reading passage titled FESTIVALS briefly describes three traditional festivals of China. Such a topic is closely related to students’life, thus it is very easy to arouse their interest in learning this lesson. The text covers 3 sections. Teacher should encourage students to skim for the general idea for each section, and scan for further understanding, because this lesson introduces a lot of useful new words and expressions which are only used for festivals. In order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in the each step to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. Moreover, homework is very important for an effective class. So the students are assigned to write a composition about Spring Festival, based on what they have learned in this lesson. Ⅱ Teaching Aims: 1.Learn and master the useful words and phrases. 2.Let the student learn about 3 traditional Festivals of China. 3.Train the students’ skimming and summarizing ability during reading the text. 4.Encourage students to learn more about Chinese festivals and cultivate their love to our traditional culture. Ⅲ Teaching Important Points: 1.Master the following words and phrases: be celebrated by, is said to do, be made with, fall on, the first lunar month, burn down, in many shapes and sizes, mark, many different kinds of, special food 2.Enable the students to understand the three Chinese traditional festivals, Mid-Autumn
《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.
英语必修4译林牛津Unit 1精品学案（Project 第1部分） 教材：牛津高中英语(模块四)高一下学期 文档内容：教学设计—教案 单元：Unit 1 Advertising 板块：Project 1 课堂设计指导思想： 本堂课的宗旨是引导学生在“做中学”，通过让学生完成一份围绕本单元主题的传单来学习和使用英语。引导学生主动学习，帮助他们形成以能力发展为目的学习方式，鼓励学生通过体验、实践、讨论、合作和探究的方式发展自己的语言综合能力。 Teaching aims: 1. Get to learn and use English by doing a project. 2. Try to fully understand the two reading materi als and master the language items. 3. Learn to get enough information about ad campaigns from the reading materials. Teaching procedures: Step 1 Lead-in Show students two groups of pictures and draw their attention to the importance of ads. 【设计说明】通过两组图片将学生的思绪带回本单元主题，重新引发他们对广告的注意力，以旧带新，自然导入本课。 Step 2 Listen and understand Have students listen to the recording of the handout and answer the three questions to get a general idea of this reading material. 【设计说明】帮助学生通过听录音和回答问题初步理解阅读材料，并获取有关广告宣传单的基本信息。 Step 3 Reading for detailed information Ask students to read the material again carefully to get detailed information about developing an ad campaign. 【设计说明】引导学生通过详读阅读材料，更好地理解文章并了解策划广告宣传活动的主要环节。 Step 4 Main idea of each paragraph Ask students to work in pairs to focus on each paragraph of the handout and then report the main idea of each paragraph to the class. 【设计说明】启发学生注意文章的段落结构，复习说明文的阅读策略，为策划宣传单做准备，
牛津高中英语教学设计与反思 单元：Unit1 School life 板块：Reading 靖江市第一高级中学闻震宇 一·教学设计指导思想： 第一模块第一单元的主题为“School Life”, 整个单元内容的设计围绕高中生活这一主题展开，本节课的教学内容为“Reading School life in the UK”课文理解。在这一部分，学生将学会skimming &scanning阅读策略，并对英国学生的在校生活有所了解。 Teaching aims: 1. to read a magazine article about school life in the UK; 2. to learn to apply two basic reading skills: skimming and scanning; 3. to learn some expressions about school life; 4. to get some information about what school life in the UK is really like. Teaching procedures: Step1 Lead-in Play the song of ‘High School Life’ and show students’ photos. Can you guess the name of the song? What can you think of when we talk about school life? Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there. Let’s first preview the words that will be used in the article, the definition of the word is given, please match the meaning with the word. Step2 reading Before we read the article, we are going to learn the reading strategies: skimming and scanning. 1. Reading strategy－scanning We scan the text when we want to find certain information in a text quickly. Apply scanning to finish PartC1.C2. 2. Reading strategy－Skimming We skim a text when we want to get a general idea of what it is about. Apply skimming to find the key sentences of the paragraph. Find out the main idea of each paragraph and answer questions concerning the content of each paragraph. Part1: School hours: 1. Was she happy with the school hours? ______________ 2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。
牛津高中英语教学设计 教材：牛津高中英语(模块三)高一下学期 文档内容：教学设计—教案 单元：Unit 2 Language 板块：Project（第一课时） 作者：孙小朵 教案背景：新课改背景下，素质教育的真谛：创新与合作,着重于孩子能力的培养，鼓励在创新中成长。本课时的设计为Project的第一课时，主要是侧重于文本的处理，同时也把文章的重点短语一并完成，学生在课前做好充分的预习准备。对于Project的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于Reading的阅读，Project的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本，本文主要是讲述了中国汉字的发展历程：汉字的出现.象形字.会意字.形声字.以及简化字。 Teaching aims: 1.Let the students know the development of Chinese characters. 2.Let students know the formation of Chinese characters. 3.Learn to explain the process of the Chinese character Teaching procedures: Step 1 Lead-in Ask students a question "Can you recognise these Chinese characters?"and Show the students some pictures about developing process of the Chinese characters and introduce the topic “The development of Chinese characters”. 【设计说明】作为文本阅读的导入，首先要找一些关于课文的图片来挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。 Step 2 Skimming Skim the text and think about how many parts we can divide the whole text into,then match the main idea with each part: A The origin of Chinese characters. B Simplified Chinese characters. C. Brief introduction of Chinese characters. D. Form and development of Chinese characters. para.1 C Para.2A Para.3-4 D Para.5 B 【设计说明】通过快速阅读掌握文本的结构划分，对于文本实现整体性的粗线条把握,在文本划分基础上概括每部分的总体大意。 Step 3 Reread the text and answer the following questions Part１
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
牛津高中英语模块一（第1讲） 【教学容与教学要求】 一、教学容： 牛津高中英语模块一Unit 1 （上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期 Huge campus and low-rise building 学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3．学习阅读技巧：skimming&scanning。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪
Lesson Plan on The Honourable Games 学科教学英语谢咪2013020430 背景介绍：高一学生已经有了一定的语言基础，同时有相对较高的学习主动性，所以教学重点在于知识获取和综合运用语言能力的提高。而阅读作为教学载体可以提供给学生文化知识，文体知识，以及在消化这些内容过程中所需要的自学与合作学习的机会，并从中得到精神的提升，因此设计知识，技能，情感三维一体的教学时值得考虑的；同时，高中英语一般是以两节课为一个课时单位，所以，课堂活动应考虑融入听说读写多种活动尽量丰富，克服学生疲惫。教学内容：The Honourable Games 是译林牛津版模块4 Unit 2 Sporting Events的课文（22-23）。本课主要以演讲的形式向大家介绍了奥运会的历史、意义以及国内外的一些著名运动员。同时课后配有练习题来检验和巩固学生对课文理解以及重点词汇掌握（24-25）。 教学目标：通过学习学生能够 1.掌握新单词significance 等等。 1.谈论奥运会的历史，意义以及介绍自己喜欢的运动员。 2.抓住阅读一篇演讲稿的要领以及提高自己聆听演讲的能力。 3.增强自主学习意识以及课堂合作意识。 4.体会到奥运会的意义以及培养爱国精神。 教学重难点： 重点：理解课文内容。 难点：联系上下文理解单词意思。 教学步骤： The first 45 minutes I Pre-reading Step1 ( 3 m ) Greeting and showing pictures to students. T: Who is he? S: Tian Liang. T: What does he do now? S: A TV star. T: How much do you know about him? S:……
江苏省教育学会初中教育专业委员会第三届优秀教学案例评选 《牛津初中英语》8A Unit 4 教学案例分析 一、背景说明 《牛津初中英语》8A Unit 4 第二课时为阅读第一课时。在整个单元中起着承上启下的作用。在本课时中，一是要求学生阅读有关大熊猫的文章，从上下文猜测词义，学习新单词；引导学生通读全文，找出文中的关键词和要点，从整体上把握全文；通过泛读、跳读、精读，培养学生的阅读能力，总结文章的大意以及作者的写作意图。二是通过文章学习了解大熊猫的成长过程及面临的困难，探讨保护大熊猫的措施，并培养学生爱护动物、保护动物的意识。 二、教学过程 1.课前导入（在秋日私语优美的音乐声中，学生放松，呈现图片。通过猜词、 头脑风暴，学生复习了大量和动物有关的词汇，激发了学生的学习兴趣，很快进入学习状态。） 2.Pre-reading （用图片导入生词，图文并茂，形象直观，学生记住了生词和情景，为接下来的阅读做好了准备。） 3.While-reading （任务一：快速阅读、回答问题。指导学生快速搜索相关信息，培养学生快速阅读能力。） 问题设计：What does Xi Wang mean? What will happen to giant pandas if we do nothing? （任务二：学生听录音、精读文章，小组合作设计问题，互相提问。初中阶段学生养成模仿磁带朗读的习惯，有助于形成正确的语音、语调，形成语感。 提问检测了学生对文章细节的理解，培养学生合作学习的能力。） （词汇量的大小直接影响学生的阅读速度和理解程度，通过上下文理解词义，通过语境的设置推知部分语篇意义，是阅读中重要的能力。初二英语教学应该让阅读插上想象的翅膀，学生初步了解不同体裁的文章所应有的信息量。） S：Finish Part B. （任务三：听读总结文章大意，揣测写作意图。引导学生总结文章大意，是阅读的一项重要任务，有利于文章整体把握。通过视频了解大熊猫幼崽的早期生活，图文形象生动，学生在听的同时，进一步了解文章。多媒体进一步发挥了教师的主导作用，创设了英语学习的情景，使学生处于最佳学习状
牛津高中英语模块一（第 1 讲） 【教学内容与教学要求】 一、教学内容： 牛津高中英语模块一Unit 1（上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期Huge campus and low-rise building学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。 Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英 特网接口。 3．学习阅读技巧：skimming&scanning 。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assemblyarticle available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和? .相处不拘束school hours 学校作息时间earn respect from 赢得?的尊敬sound like 听起来象for free 免费 get a general idea 了解大意as well as 除? .以外 , 也key words 关键词word by word 逐字逐句 地find one ’s way around 认识路develop an interest in 培养对? .的兴趣 surf the Internet 网上冲浪 【难点讲解】 1. What is your dream school life like? 你理想中的学校生活是什么样子 ?
《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 heamazing? 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 wonderful?it What is he doing? He is playing a yo-yo. I think he is very clever. Isn great? This dog is lazy, it is sleeping, and it is dreaming of eating. Isn funny? And these babies are in the pumpkins. Aren interes’ting?they Lovely? ’ t it ’ t it 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.