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牛津高中英语模块一Unit 1 Word power教学设计1. 教学内容：牛津高中英语模块一Unit 1 Word power2. 教学目标通过教学活动使学生熟悉：1）泸溪一中校园设施的概况；2）正确利用校园设施提高自身素质；3）清楚地表达自己才能达到有效的交流。
知识与技能听：听懂师生、学生之间的对话，完成每一个任务。
说：能用比较得体的语言进行交流、完成对校园设施功能的表述及用英语表达路线。
读：能正确读出本节课所用到的校园设施词汇和指示路线的表达；能读懂本节课中出现的关于CMHS的表述文字并能正确读出该文章。
写：能运用复习到的指示路线的表达完成B部分练习。
过程与方法创设学习情景，引导学生自主学习、合作学习、探究学习，培养学生的有效交际、信息处理和用英语思维的能力。
情感态度与价值观让学生在不断地学习情景中体验用英语交流的成功与喜悦，同时培养他们团队合作、相互帮助的精神。
3. 教学策略自主学习，合作学习，探究学习。
4. 教学重点及难点1）熟悉校园设施的英文对应词汇以及如何正确使用校园设施；2）复习指示路线的表达法。
5. 教学过程Step 1 Lead-inBy reviewing the topic of Unit 1 and playing a guessing game，lead the Ss know what to learn in this period.Guessing game：Let Ss guess the answer by listening to a description of a school facility，and invite one student to write the word down on the blackboard：classroom，library，gym，dormitory，and canteen. Step 2 Vocabulary（1）Learn more facilities through pictures. Also，ask one student to write the words down on the blackboard.Basketball court，reading room，science lab，teachers office / office，garden（2）Let the student lead the rest to read the ten words on the blackboard.（3）Find more facilities from the map on Page 6.Lecture hall，art room，car park，stores，swimming pool，and medical center（4）Teach Ss to read the words and then ask them to read them together.（5）Make the words visualized through a flash of our school，made by myself，and let students tell the name together to consolidate.Step 3 Functions of facilities（1）Group work：divide Ss into 6 groups and ask them to describe a picture by using the sentence “A ______ is a place for us to ______.”（2）Game：ask one student to face the blackboard，listen to what others read，and choose the correct facility.（3）Let Ss finish exercise：Part C on Page 7：first read the passage on the book and then do it together on the screen.Step 4 Telling ways（1）Reading：let Ss read Wei Huas thoughts on Page 6 and find out which way she chose.（2）Retell Wei Huas ways by looking at the map on the blackboard. （3）Translate and learn some useful expressions of telling ways. （4）Group work：each group discusses to finish a task. The group leaders come to the blackboard to show the way and remind the members of the way when necessary，and the members tell the way in English. Task 1：Here I am standing at the library. I want to get to the canteen，but I have to buy something first.Task 2：Here I am standing at classroom 40. I want to get to the art room，but I have to get some medicine from the doctor first.Task 3：Here I am standing at the dormitories. I want to swim，but before that I have to listen to a speech.Step 5 Summary and HomeworkReview what was learned in this class.Homework：（1）Learn more words about school facilities after class if they like.（2）Finish Part D on Page 7 to learn some words about equipment. （3）Finish Part B on Page 6.7. 板书设计School Facilitiesclassroom basketball court lecture halllibrary reading room car parkgym science lab medical centerdormitory language lab swimming poolcanteen garden art room。
牛津高中英语教学设计：M2 Unit 1 School lifeWord power龙山高级中学彭海燕Ⅰ.Thoughts on the design: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。
Ⅱ.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 idea of school facilities;4.to enlarge students’vocabulary and try to guide them to use thevocabulary correctly.Ⅲ.Teaching procedures:Step 1. 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 2. 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 W AY”的能力。
《牛津高中英语》Word power活动设计课例分析作者：丁娜丁红州来源：《中学生英语·外语教学与研究》2019年第01期《牛津高中英语》教材Word power 板块旨在通过系统的词汇学习，扩大学生的词汇量。
本文通过具体的任务设计案例，从学生发展，气氛营造，优化教学模式，促进教师发展，四个角度探讨了Word power板块的教学方法。
1. Word Power板块处理方式的现状分析Word power板块的设计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。
该板块设计了图标、对话或短文，用以拓展学生对话题相关的词语的认识和运用。
在日常教学中我们往往会忽视这一板块，有的教师不讲，有的教师选讲。
在笔者看来，对于这一板块的处理轻描淡写是远远不够的，我们应该理解编者用意，充分挖掘教材，整合课程资源，发展学生的综合语言技能。
2. 《英语课程课标》提出的七大教学原则针对目前现状，有必要重新解读《英语课程标准》中提到的七大教学原则：面向全体学生，为学生终身发展奠定共同基础鼓励学生学习选修课程，加强对选修课的指导关注学生的情感，营造宽松、民主、和谐的教学氛围加强对学生学习策略的指导，帮助他们形成自主学习能力树立符合新课程要求的教学观念，优化教育教学模式利用现代教育技术，拓宽学习和运用英语的渠道教师要不断提高专业化水平，与新课程同步发展3. 下面通过具体的课堂任务设计，从其中四个教学原则分析Word power板块教学方法3.1面向全体学生，为学生终身发展奠定共同基础为了帮助学生打好高中英语课程的共同基础，教师要鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能，要创造条件让学生能够探究他们自己感兴趣的问题并且自主解决问题，要特别强调让学生在人际交往中得体地使用英语。
例如，M6U3中提到了英语语言中的构词法——borrowing“外来词”。
《牛津高中英语》Word power活动设计课例分析◎丁娜丁红州《牛津高中英语》教材Word power板块旨在通过系统的词汇学习，扩大学生的词汇量。
本文通过具体的任务设计案例，从学生发展，气氛营造，优化教学模式，促进教师发展，四个角度探讨了Word power板块的教学方法。
1.Word Power板块处理方式的现状分析Word power板块的设计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。
该板块设计了图标、对话或短文，用以拓展学生对话题相关的词语的认识和运用。
在日常教学中我们往往会忽视这一板块，有的教师不讲，有的教师选讲。
在笔者看来，对于这一板块的处理轻描淡写是远远不够的，我们应该理解编者用意，充分挖掘教材，整合课程资源，发展学生的综合语言技能。
2.《英语课程课标》提出的七大教学原则针对目前现状，有必要重新解读《英语课程标准》中提到的七大教学原则：•面向全体学生，为学生终身发展奠定共同基础•鼓励学生学习选修课程，加强对选修课的指导•关注学生的情感，营造宽松、民主、和谐的教学氛围•加强对学生学习策略的指导，帮助他们形成自主学习能力•树立符合新课程要求的教学观念，优化教育教学模式•利用现代教育技术，拓宽学习和运用英语的渠道•教师要不断提高专业化水平，与新课程同步发展3•下面通过具体的课堂任务设计，从其中四个教学原则分析Word power板块教学方法3.1面向全体学生，为学生终身发展奠定共同基础为了帮助学生打好高中英语课程的共同基础，教师要鼓励学生通过体验、实践、讨论、合作和探究等方式，发展听、说、读、写的综合语言技能，要创造条件让学生能够探究他们自己感兴趣的问题并且自主解决问题，要特别强调让学生在人际交往中得体地使用英语。
例如,M6U3中提到了英语语言中的构词法——borrowing4*外来词"。
主要提到了法语，德语，意大利语和阿拉伯语对英语词汇的影响。
Unit1 (M5) Word Power & Task (译林牛津版高二英语必修五教案教学设计)Unit1 (M5) Word Power & Task【学习目标】1．掌握Page 26~ 27 & Page32~37上出现的重要单词、词组与句型2. Designing a poster【学习要求】1．整理Page 26~ 27 & Page32~37上的重要单词、词组与句型。
2. 研读Page32~37上的相关内容并掌握海报设计。
课前预习：请运用所学环境词汇知识，根据括号内的汉语提示，完成下列短文：Give eco-tourism the go-aheadLAST week's topic: Tourism is 1.affecting (影响) society and the 2.environment (环境) in many ways. What 3.connection (联系) is there between tourism and environment? How can we maintain a 4.balance (平衡) between them?Mike (Tianjin): There is no 5.doubt (怀疑) that we can 6.benefit（得益）a lot from tourism. We shouldn't 7.prohibit (禁止) tourism just because it 8.pollutes (污染) the environment. The key is keeping tourism from 9.destroying (毁坏) the environment. First, we can 10. construct (建造) fewer modern facilities at scenic spots than before. Second, tourists can be 11. educated (接受教育) about how to 12. protect (保护) the environment. I'm sure if we try our best, we can find a balance between tourism and the environment课文解析:1. The United Nations Convention to Combat Desertification （UNCCD）was established in 1994.（page 35）We have established diplomatic relations with many countries.我们已和许多国家建立了外交关系。
新授课学案M1 Unit 1 Word power编写:YX 审核：批准：2012-9-16班级：姓名：Teaching aims:1. Learn to read a map and find their way to a certain place.2. Enlarge our vocabulary by learning about school facilities and sports.Teaching important and difficult points:Learn how to express themselves in English in finding the way.Teaching method: discussion and practice.Teaching aids: Multi-media, learning planTeaching procedures:Step1 previewing:1.Check new words and phrases we have learned令人愉快且兴奋的经历把时间投入学习中去在学期末花一小时读英语集会尊重奋斗一般的具有挑战性的满意回顾雕像交换学业的毕业，毕业生西班牙人额外的捐赠极佳的，非常好的利用新近的教授负责，掌管毕业一代，一代人2.Lead in by naming some pictures.3.School facilitiesLibrary dormitory medical centreTeaching building art roomGym 体育馆car park playground school hall office Canteen fountain science laboratory garden4.Equipment in a gymBeam 平衡木barbell 杠铃climbing bars爬梯basketball court篮球场rings 吊环mat垫子dumb-bell 哑铃skipping role跳绳Step2 questioning:Look at the map on page6 and read Wei Hua’s thoughts.While you are reading:1. Try to figure out which route she will take, the red one or the blue one?2. Underline and write down the verb + preposition phrases she uses to describe her position and movement.3. After lunch, Weihua needs to go back to the dormitories to get a book before afternoon classes start. Look at the map with Weihua. Find out the quickest way to get from the dormitories to classroom 4 and describe it to your partner.4. How to describe positions and directions: (read aloud)Here I am at…Walk towards…Go between…Turn left…Walk past…Then I should see…Excuse me, can you tell me the way to…Excuse me, how can I get to…Excuse me, do you know where…Sure. …You can’t miss it. You’ll find it on your right. Sorry, I’m not from around here.Step3 presentation:Look at the map, ask your partner how to get to the following places and then check if it is the quickest way.One possible version:I walk towards the car park and the art room, I can then turn left, walk past the classrooms and turn left, walk past the library and go straight on….Step4 promotion:Finish Exercise on page 7.Welcome to Central Manchester High School. (CMHS)Step5 feedback:Imagine you are a student guide, and then introduce our school to some tourists.A tourist wants to know the way to the library.A tourist wants to go to the canteen to have a meal.A tourist wants to read books in the library.A tourist wants to go to the headmaster’s office.Step6 Homework:Preview grammar and usage in page 8.。
