M4U1Project 导学案
Learning aims:
1.T o memorize the new words and phrases in the two articles.
2.T o have a better understanding of advertisement campaign.
3.T o know how to use the important expressions correctly.
Important points:
1.H ow to understand the articles better.
2.H ow to help the students finish all the exercises.
3.H ow to help the students develop their creative and comprehensive abilities. Teaching procedure
Step One：lead in
Step Two: Fast reading
Read the text A quickly and find the best answer to each question.
1. What is an ad campaign?
2. What media can you use in an ad campaign?
3. What questions should we first consider
1. L1
2. L6
3. L8 三点
Read the text B carefully and choose the best answer to each question.
1. What’s the author’s attitude towards the anti-smoking ad campaign?
A. Acceptable
B. Worried
C. Uninterested
D. Supportive
2. It seems that young people hold the view that smoking _____
A. is cool and attractive
B. can help them save much money
C. has nothing to do with their future
D. does no damage to their health DA
Step Three: Detailed reading
Task-based reading English weekly issue 39 edition 2
Step Four: Language points
一：words
sth to sb 向某人推荐某物
recommend doing sth 建议做某事recommend sb to do sth 建议某人做某事
recommend that sb should do sth 建议某人做某事
1.Teachers recommend parents________
_their children under 12 to ride bikes to school for safety.
A. not allow
B. do not allow
C. mustn’t allow
D. couldn’t allow A
2.determine vt 确定；决定
sth 决定(做)某事（表动作）
be determined to do sth决定做某事（表状态）
determine that 决心
Ex. _____ never to come back before he could make a big fortune, Mike left home without saying a word.
A. to be determined
B. Determined
C. Being determined
D. to determine B
3．appeal vi 有吸引力；呼吁
n有吸引力；呼吁
appeal to sb to do sth 恳请/呼吁某人干某事
make an appeal for 恳求……
1.We made an appeal to the villagers for money to build the bridge.
2.----- How did you like his performance?
----- To be honest , his singing didn’t _____________ to me much.
A. appeal
B. belong
C. refer
D. occur
A
5.urge vt 敦促，力劝urgent (adj.)
紧迫的，紧急的urgency （n.）紧急（事件）
urge that sb (should) do sth 敦促某人干某事
have an urge to do sth 有做某事的冲动The report urged that all children _______________ swim.
A. should teach
B. be taught
C. would teach
D. would be taught B
二：sentences
1.Unlike a single advertisement, an ad campaign is a planned programme of advertisement using various kinds of
ads to reach a certain audience.
现在分词短语using various kinds of ads to reach a certain audience在句中作定语，相当于一个定语从句：Which uses various kinds of ads to reach a certain audience.
现在分词或现在分词短语作定语修饰名词，从逻辑关系上讲，被修饰名词与该动词之间存在主动关系。过去分词或过去分词短语作定语修饰名词，与被修饰名词与该动词之间存在被动关系。1.There are many children playing (play) on the playground.
2. It is one of the funniest things found(find)on the Internet so far this year.
2.Four times as many people used our product last year.
本句中的four times as many people是一种倍数表达法，其构成是倍数+as+形容词或副词的原级+as + 比较对象
+as +
倍数+as+形容词或副词的比较级+than
倍数+as+the size/height/length/width +of
倍数+what+从句
eg. The new stadium being built for the next Asian Games will be three times as big as the present one.
The new stadium being built for the
next Asian Games will be three times bigger than the present one.
The new stadium being built for the next Asian Games will be three times the size of the present one.
3. When planning a public welfare campaign, you may want to ask yourself……
本句是when引导的时间状语从句的省略句，补充完整应是When you are planning a ……
Ex. Unless (it is) necessary(如果没有必要)，you’d better not refer to the dictionary.
Though ____________to see us, the professor gave us a warm welcome
A. surprising
B. was surprised
C. surprised
D. being surprising
C
巩固训练：
一：单词拼写
1.My first task was to multiply seven by three.
2.The pot is very modern in design(设计)。
3.It’s about time we updated our software.
4.You should be able to pick up a few good bargains.
5. Russia used to react quite strongly in the past when the case would be handled.
6.The book is an analysis of poverty and its causes.
7. I bought a dress for only 10 dollars in a sale; it was a real bargain.
二：单选
1. I don’t think your lecture ______ the audience, for they appeared quite puzzled.
A. got along with
B. got around to
C. got away from
D. got across to
2.If you have a job, _____________ yourself to it and finally you will succeed.
A. do devote
B. don’t devote
C. devoting
D. not devoting
3.Lisa is ___________ to Judy because she has been working here for two years, while Judy is a newcomer.
A. cautious
B. similar
C. familiar
D. senior
4.The present situation is very complex, so I think it will take me some time to ______ its reality.
A. make up
B. figure out
C. look through
D. put off
5.Though having failed many a time, Dr Frank was not in the least frustrated and finally __________ a successful way to solve the problem.
A. cleared away
B. broke away
C. made out
D. figured out
6. I _____________ to hear that he had resigned.
A. am shocking
B. am shocked
C. shocked
D. was shocked
7. My uncle’s house in the downtown area is much smaller than ours, but it is twice ____________expensive.
A. as
B. so
C. too
D. very
8.Teacher as a career ____________ to many people because of the long holidays.
A. attracts
B. calls
C. appeals
D. pulls
9. ------what a large park!
------ So it is. It is _________ the one we visited last year.
A. three times big as
B. three times the big
C. three times bigger than
D. three times as bigger as
10.The new suspension bridge ____________ by the end of last month.
A. has been designed
B. had been designed
C. was designed
D. would be designed
11. when ___________ about his future
plans, zhangYimou said that his next movie would follow a modern theme.
A. asking
B. asked
C. to ask
D. being asked
12.You should get your ideas___________ when you are putting ___________ an ad campaign.
A. through; off
B. across; together
C. across; down
D. along; together
13. ____________ never to come back
before he could make a big fortune, Mike left home without saying a word.
A. To be determined
B. Determined
C. Being determined
D.To determine
14.Everyone was ______________ at the _____________ news.
A. shocking; shocked
B. shocked; shocking
C. shocking; shocking
D. Shocked; shocked
15. China ___________ the relevant parties(相关方) to keep calm and adopt a responsibility.
A. suggests
B. urges
C. insisted
D. demands
16. While __________ along the road, Mr smith met an old friend of his.
A. walked
B. he is walking
C. walking
D. is walking
1-16 DADBD DACCB BBBBBC
如切如磋，如琢如磨 ——牛津小学英语教学反思 我反思的题目的灵感来自于《诗经.卫风.淇奥》中的一句诗，里面讲述了学习要不断地琢磨和研究，才能有所收获、有所成就，本人涉足英语教学四五年了，回想这几年来的英语教学过程，有很多感受和心得，下面就针对我的教学实践说我的想法： 对待学生要宽严相济。英语教师一般不担任班主任，在学生心目中的地位肯定要稍为逊色一些，我也不例外，在教育学生的过程中，我总是以宽容的胸怀来关心学生，关心他们的学习，关心他们的思想，尽量从他们的角度去想问题，但是宽容并不是等同于纵容，我对待学生还是比较严格的，作业一般布置得不多，但是一定要及时完成，不能及时完成的话也要督促他们尽快完成，对于一些作业字迹潦草的同学，我也要求他们能给予部分修正或者重写。在背诵等环节方面，我也严格要求学生要全部背诵完毕，一些学习接受能力比较弱的学生我是进行重点指导，并且分层次、分段落来进行背诵。这些宽严相济的做法，不仅有效地提高了教学效率，也使学生感到教师不那么威严冷漠。也能学生对教师产生亲切但不失其威信感。把握教学要面面俱到。小学英语教学要特别注意听、说、读、写的全面训练和发展，但是在目前的英语教学现状中，重视了听、说、读，忽视了写，特别是如何正确地写，是一大教学困惑和难题。 我针对这一困难，在平时的教学中，在课堂上加强了这几个方面的操练，在听的方面，我尽量使用标准的发音和语气语调给学生良好的示范，还尽可能利用现有的教学资源来给学生多种可能的视听空间；在说的方面，我除了一般的问和答的操练之外，还创设多种教学情境和教学内容，来给学生充分而全面的操练；在读的方面，我除了常规的读课文和读文章外，我还多一些时间给学生来阅读一些课外的资料，这样多层次的学习可以切实地解决学生阅读量缺乏的问题；在写的方面，我在完成一般的笔头作业外，还在五六年级鼓励学生写英语小短文。这样多层次、全方位的听说读写训练，可以为学生的英语学习奠定扎实的基础。渗透文化要合理适当。现在的英语教学不仅仅局限于一般的知识传授，还需要一定的文化意识的渗透。我在平时的英语教学中，就经常有意识地渗透文化的内容和意识，如用餐、购物、问好、送礼等一些风俗习惯，可以采用中、西方文化的对比教学，从而能感受到西方人的热情、开朗、奔放的性格特征；在一些西方节日风情内容的介绍时，我鼓励学生自己去上网搜索，然后在课堂上进行汇报交流，并且在相应的英语教学进行表演展示；在讲述一些语言习惯的过程中，我有意识地让学生来进行表演。渗透文化虽然不可能像其他的知识一样可以产生直接的反应，也不能快速地见到教学效果，但是“文化是民族的灵魂”，可以从内心深处改变学生的精神世界。层次教学要清晰明了。在我们实际的英语教学中，学生之间存在着较大的差异，这时教师的指导和引领显得尤其重要。 我对待学习优秀的学生和学习较差的学生，采用了不同的方法，对待优秀生我采用的是“激将法”，每次遇到难题总是放手让他们去解决，这样的教学方式可以激发他们的潜能；对待后进生，在一些基础知识和基本技能的传授方面，则是多一些细致的耐心、多一份宽容的爱心，促使他们能有所进步、有所收获。这样的层次教学法，既可以比较顺利地完成教学内容，也可以为最大范围的学生考虑。 教学方式要灵活多样。小学英语教学最大的忌讳就是一成不变和刻板单调，
模块5第二单元Reading The economy or the environment Must we choose? 江苏省海州高级中学英语组韩燕 【教学目标】 (1) To read a passage about economy and environment to improve their reading ability. (2) To make them aware of the problems caused by man with the development of economy. (3) To make students pay attention to the environment problems and think about what they can do to help protect the environment. (4) To learn how to read a debate. 【教学重点】 To help the students learn how to keep the balance between economy and environment. To help the students develop their ability in solving problems and improve their oral English. 【教学难点】 To help the students learn how to read a debate. Master some important language points and use them correctly. 【知识链接】 1．根据首字母提示写出符合句意的单词。 1)Some experts are worried about the situation because profits are f__________(流动)out of the country. 2)With the development of our economy, many companies are thinking of e_______（扩大） their business relationship with China. 3)With the environment polluted, it is high time that we took e________（有效的）measures to solve this serious problem. 4)It is well-known that scientific farming is the k________ （关键）to the further development of agriculture. 5)Before making the final decision, the girl d_________（辩论）with herself for a while. 6)We all know that in practice most planes are delayed or arrive ________ （稍微的）ahead of schedule. 7)For the local people, the war is still a (an ) _________ （可怕的）experience in their mind. 8)In our country, everyone should bear ______ （责任）for the stability of society. 9)It is ________ （荒唐的）to make a stupid mistake in examination, but my daughter is always doing so. 10)It was ________ （明显的）that some disaster had occurred in this flooded area. 2．歌曲欣赏。 Earth song — Michael Jackson I used to dream I used to glance beyond the stars now I don’t know where we are although I know we’ve drifted far hey, what about yesterday, what about us, what about the seas, what about us the heavens are falling down, what about us I can’t even breathe, what about us what about the bleeding earth, what about us can’t we feel its wounds, what about us what about nature’s worth, ooo, ooo It’s our planet’s womb, what about us what about animals, what about it we’ve turned kingdoms to dust, what about us what about elephants, what about us have we lost their trust, what about us what about crying whales, what about us we’re ravaging the seas, what about us what about forest trails, ooo, ooo burnt despite our pleas, what about us what about the holy land, what about it torn apart by creed,
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)。
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。
Module 6 Unit 1 1 comedy / ?k?m?d?/ n.喜剧 2 weekly n.周刊；周报adj.每周的 3 crosstalk n.相声 4 stand up for 支持，维护 5 stand-up n.单口喜剧adj.(喜剧)单人表演的 6 stage / ste?d?/ n.舞台；阶段，时期 7 comedian / k??mi?d??n / n.喜剧演员 8 tease / ti?z/vt.取笑；揶揄；戏弄 9 previous / ?pri?v??s / adj.先前的，以往的 10 variety/ v??ra??t?/ n.不同种类；多种样式 11 style/ sta?l/ n.风格；方式；样式 12 behave / b??he?v/ vi.＆vt.表现 13 visual / ?v??u?l/ adj.视觉的 14 hammer / ?h?m?(r)/ n.锤子，榔头vt.敲，捶打 15 trip vi.＆vt.绊，(使)绊倒 16 trip over 绊倒 17 performance n.表演，演出；表现，业绩 18 make fun of 拿……开玩笑；取笑，嘲弄 19 affection/ ??fek?n;/ n.喜爱，钟爱 20 have affection for 喜爱，钟爱 21 performer n.演员；表演者 22 academy/ ??k?d?m?/ n.研究院，学会；专科院校 23 perform vi.＆vt.表演；做，履行；运转 24 little-known adj.鲜为人知的 25 come up with 想出；拿出 26 technical / ?tekn?kl/ adj.技术的，技能的 27 lip/ l?p/ n.嘴唇 28 silent film n.无声电影 29 howl / haul/ vi.大叫，嚎叫n.嚎叫, 嚎叫声 30 amuse / ??mju?z/vt.逗笑，逗乐;(使)娱乐 31 saying n.格言，谚语，警句 32 cigar / s??gɑ?(r)/n.雪茄烟 33 bathtub n.浴缸，浴盆 34 pass away 去世，亡故 35 mourn / m??n/vi.＆vt.衷悼，忧伤 36 fitness / 'f?tn?s/ n.健壮，健康；适合37 strengthen / ?stre?θn/ vi.＆vt.增强；巩固 38 yoga / ?j?ug?/ 瑜伽术 39 muscle/ ?m?sl/ n.肌肉 40 participate / pɑ??t?s?pe?t/vi.参加，参与 41 deep-breathing adj.深呼吸的 42 positive /?p?z?t?v/ adj.积极的，正面的；肯定的 43 drive away 赶走；驱赶 44 negative/?neg?t?v/ adj.消极的/否定的；有害的 45 guarantee / ?g?r?n?ti?/vt.＆n.保证；担保 46 foolishness / ?fu?l?n?s ?/ n.愚蠢 47 foreigner n.外国人 48 instruct / ?n?str?kt/ vt.教授；指示，命令 49 take on 接纳;呈现;承担;雇佣 50 initial/ ??n??l/ adj.最初的，初始的n.首字母 51 attain / ??te?n/ vt.(通常经过努力)获得；达到 52 polish / ?p?l??/ vt.提高；修改；润色 53 invisible / ?n?v?z?bl/ adj.看不见的；无形的 54 bench / bent?/ n.长凳，长椅 55 setting n.(戏剧、小说等的)情节背景；场景 56 make room for 为……腾出地方 57 textbook n. 教科书；课本 58 cosy / ˋk?uz?/ adj.暖和舒适的，惬意的 59 invitation /?nv?'te??n/ n.邀请 60 alongside prep.＆adv.在……旁边；与……一起 61 crowded adj.拥挤的 62 castle /?kɑ?sl/ n.城堡；堡垒 63 armchair n.扶手椅 64 yell / jel/ vi.＆n.叫喊，大喊,吼叫 65 pile / pa?l/ n.摞；垛；堆 66 official-looking adj.貌似官方的 67 anger / ???g?(r)/ n.怒，怒火，怒气 68 bow / bau/ vi.＆vt./ n.鞠躬；低头; 69 dash / d??/ vi.急驰，猛冲n.猛冲；匆忙 70 tear / te?(r)/ vt.撕，扯 71 burst vi.猛冲，突然出现；爆裂 72 burst in 闯进；突然闯入 73 empty-handed adj.空手；一无所获
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》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.
牛津小学英语3A Un教学反思 【教学反思】 小学英语教学反思,本课是围绕服装来展开教学的。 我充分结合之前所学句型：Thisis…通过以旧带新,在my和your的基础上新授另外两个物主代词his和her。 学生在第一课时已初学了8个相关服装的词汇，shirt,T-shirt,blouse,sweater,coat,jacket,所以在第二课时开始，我就安排了简短的词汇复习。 学生通过介绍自己的物品，以及他人的物品，来操练句型：Look，thisis…that’s…在教学中，我请学生预先设计好衣服，通过用“Lookat…”来展示并介绍自己的设计，得到他人的评价It’snice.Hownice!It’ssmart.It’spretty.等教学内容，联系实际，便于学生记忆。同时结合做游戏，唱歌谣，听听做做等多种形式巩固了本课所学，并让学生自然习得本单元A部分的课文。 由于小学生注意力集中的时间较短，如何使各教学环节行之有效，如何让每一个学生都融入课堂，这意味着要关注每一个学生，使每一个学生都参与进来。在上课的时候，我尽量的关注着每一个角落的学生，采取单个练习，小组练习，男生操练，女生操练等多种形式让每一个学生都积极参与课堂的每一个环节。 总结本课教学情况，我觉得有以下几点需要在今后的教学中注意： 1.look/lookat…这个单词常常在课堂用语中用到，所以学起来应该比较顺利，但学生在运用的过程中肯定会混淆。 2.this/that这两个单词看来容易，但在发音上首先就遇到难题，th的发音对
中国人来说是个难点，更何况是孩子，在第一课时中，已专门区分过，所以第二课时相对比较好。其次这、那的关系学生常常分不清，再次thatis=that’s又是一个难点，太多学生会把它说成that’sis。 3.his/her这两个单词的意思学生能明白，但用起来就不会那么顺手，his 的读音又是个难点，学起来有困难，再把myyour这两个单词放一起搞，学生简直分不清到底是谁的了。 4.nice/smart/pretty这三个单词意思差不多，学生能领会，其中pretty的发音稍微难了点。 5.本课时容量较大，学生在新授的过程中有点累，所以对巨型的操练还不够到位，这个方面值得注意。 “努力创设开放、生动而有朝气的英语课堂”，这是《全日制义务教育英语课程标准》的一项基本实施建议，这一理念召唤和指引我们的英语课堂应该是一个充满生命活力的课堂，应该是教师在围绕学生发展而精心设计的基础上，充分运用自己的教育智慧，保持课堂的灵活性和开放性，让自己融入课堂，与学生一道，共同参与活动。我相信自己在今后的课堂教学中一定会基于这一理念，在课中精心创设尽量真实的语言环境，激发学生兴趣，让学生在感受，体验，参与、合作过程中来学习语言，感受用英语交流的乐趣和愉悦感，培养学生初步用英语进行交流的能力，为提高课堂教学的实效性而不断努力。
牛津高中英语（译林版）高中The Curse of the Mummy教学设计 一、教案背景 1、面向学生：中学 2、学科：英语（译林出版社） 3、版块：模块二高一上学期 4、课题：Reading:The Curse of the Mummy 5、课型及课时：阅读课第1课时 二、教材分析 教学内容： 牛津高中英语（译林版）模块二高一上学期第三单元“Amazing People”第一课时Reading: The Curse of the Mummy 教材分析： 本课为模块二第三单元Reading教学的第一课时，第三单元主要讲述神秘的古代文明，而本课主要讲述埃及金字塔以及有关木乃伊的诅咒。埃及金字塔及木乃伊是世人不断研究及探索的领域，也是我们学生非常感兴趣的领域。本课主要帮助学生通过阅读这篇文章掌握阅读此类文章的阅读策略和阅读技巧，提高学生的阅读能力和综合运用语言的能力。同时，通过本课教学，培养学生科学探究的精神。 教学目标： 知识目标： 1、了解一些有用的关于金字塔，埃及，探险的单词，词组表达：curse, explorer, secretary, curious, coincidence等. 能力目标： 1、通过对阅读策略的学习，掌握预测课文内容和获取学习的能力； 2、培养学生的说、读、写能力、竞争意识和自主、合作、探究的意识。 情感目标： 1、使学生了解木乃伊的神秘世界，激发他们的求知欲； 2、努力学习，学会用科学的方法来破解这一未解之谜 学习策略： 1、利用图片或者特定语境来学习新的单词和短语； 2、采用激励性评价体制，激发学生的积极性和主动性； 3、小组活动，通过小组成员合作学习，培养学生自主运用语言的能力。 教学重难点： 通过对阅读策略的学习，掌握预测课文内容和获取学习的能力； 教学准备：多媒体课件 教学方法：任务教学法、小组讨论法等 Step1Leading-in Watch a video about mummy T: Have you seen this film? It is about mummy. Do you know what is mummy? It is preserved dead body. And it is famous in Egypt. Okay, now let’ s enjoy this video. While watching, please pay attention to what message did the mummy leave? Have you found out the message?
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
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
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，