高中英语 Unit2 Project课件 牛津译林选修6

课题： M1U2 Project

【教学目标】

1. To have a better understanding of growing pains.

2. To cooperate with others to write a report on a certain kind of growing pains

they are interested in.

【教学重点】How to improve the reading ability.

【教学难点】How to write a report on a certain kind of growing pains.

【教 具】Multi-media projector

【教学过程】

Language points

1. at the moment: at this / that moment

in a ~ 马上，很快，常用将来时连用

after a ~ after a while / minute

to the ~ on time

for a ~ 暂时地， 一时地

for the ~ 当时，一时

the moment ( that) 可用于引导时间状语从句=as soon as /

immediately

Ss rushed out the moment they heard the bell.

The moment I saw him I know there was no hope.

They fell in love the first time they saw each other.

Each / every time I watch a DVD, he sends me to bed.

Next time you see me, please return me the book.

2. as if / though 作连词引导一个方式从句或标语从句

M7U2 Fit for life

Project学案

第一部分：重点讲解

1. adjustable adj. 可调整的

I want to buy an adjustable chair tomorrow. 我想明天去买把可调整的座椅。

归纳拓展：

adjust…to… 使…适应…

adjust oneself to 使自己适应于

make an adjustment 作出调整

练习：

She found it hard to____ working late into the night.

A. used to B. adjust to C. be adjustable D. adjust of

2. sharp adj. 锋利的；急转向的；尖刻的；灵敏的

I cut my foot on a sharp stone. 我的脚被一块锋利的石头割破了。

She has a sharp mind. 她头脑机敏。

习题：请猜猜sharp在下列句子的含义。

1. Be careful. The knife’s very sharp.

2. He has very sharp eyes; he catches sight of things quickly.

3. The boss was very sharp with me when I was late this morning.

3.let out 放出；发出；让…出去；泄漏

Let me out! I’m locked in. 放我出去！我被锁住了。

The girl let out a scream of fear. 女孩发出恐惧的叫声。

练习

He accidentally____ he had quarreled with his wife and that he hadn’t been

home for a couple of weeks.

牛津高中英语教学设计

教 材：牛津高中英语(模块九)高三上学期

文档内容：教学设计——教案

单 元：Unit 2 Witnessing time

板 块：project

作 者：徐申叶

Thoughts on the design:

本单元的Project既是对阅读的补充，又是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。通过阅读The imperial tombs，帮助学生快速理清文章总体结构和相关细节以及文体特征，了解两大著名的皇陵及其保护的有关知识。同时，让学生从中受到启发，以小组的形式用英语完成对某一历史建筑保护的提议书。

Teaching aims:

After learning the project, the students will be able to master some general ideas of imperial

tombs, including the importance of the tombs, their location and special features of Ming and

Qing Tombs as well as preservation and recognition of the tombs.

What’s more, students are required to be able to write a proposal of protecting a local

historic building in the form of a group.

Teaching procedures:

Step 1 Lead-in

Ask students to discuss with each other which historic site or building they will recommend to

The invisible bench

Characters: Five students

Setting : A park

Mike: Really , what this courtyard needs _____(be) a bench. Maybe

here?(‘sits’ as if there is a bench)No.(gets up, walks to the other side of the

stage. Tony enters, but Mike does not notice)Maybe here?(‘sits’ again)Yes,

I think maybe here.

Tony: What are you doing?

Mike: I’m sitting ____ an invisible bench, of course.

Tony: Can I join you ?

Mike: Of course.(moves over as if to make room for Tony)

Tony: Ah, it’s rather nice here, isn’t it?

Mike: Indeed. Both ‘sit’ for a while, reading their textbooks. Cathy enters.

Cathy: What is going on here?

Mike: We’re sitting on an invisible bench.

Tony: You should join us .It’s nice and cosy.

Cathy: Okay. Thanks for the ________(invite). (Mike and Tony move over.

Cathy ‘sits’ down alongside them)Wow, it’s quite ________( comfort)!