Unit 2 Robots Ⅰ. 单元教学目标
Ⅱ. 目标语言
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Ⅲ. 教材分析和教材重组
1. 教材分析
本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov写于1951的Satisfaction Guaranteed 和作者的生平。通过本单元的教学，旨在让学生了解科幻小说最大的特征在于：它赋予了“幻想”依靠科技在未来得以实现的极大可能，甚至有些“科学幻想”在多年以后，的确在科学上成为了现实。如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。
Warming Up介绍了什么是机器人和不同种类及不同形状的机器人。
Pre-reading 通过讨论机器人是否像人类一样有自己的思维、是否有感情引出Isaac Asimov的科幻小说Satisfaction Guaranteed，为本单元的Reading做好了铺
垫。
Reading的课文是Isaac Asimov写于1951的科幻小说Satisfaction Guaranteed。文中描述的机器人Tony是一个除去面无表情外，身材高大、相貌英俊、聪明机智的完美男人，仅三周的时间就使女主人坠入爱河。
Comprehending共有3个练习，练习1是关于克莱尔的情感变化，练习2是关于课文内容的5个问答题，旨在考查学生对课文的理解；练习3要求学生比较机器人Tony在physical, mental两方面与人的异同，与Pre-reading 部分的问题相呼应。
Learning about Language分为两部分，Discovering useful words and expressions 是本单元词汇练习题；Revising useful structures是本单元语法练习题，通过本单元的学习，要求学生熟练掌握不定式的被动语态。
Using Language分为两部分，Listening and speaking是Molly 和Kate 讨论Satisfaction Guaranteed的对话录音，要求学生根据对话内容学会运用表达自己观点的常用句型。这部分教学内容还要求学生以机器人为话题，充分发挥自己的想象力，谈论机器人做家务的利与弊。并且要求自己动手设计机器人，附上文字说明。Reading, discussing and writing部分的内容是科幻小说家Isaac Asimov的生平介绍。文章后附有练习题。第一题要求学生根据时间线索了解在作者生命中发生的重要事件；第二、三题要求学生讨论Isaac Asimov的“机器人三定律”。
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2．教材重组
将Warming Up、Pre-reading、Reading与Comprehending整合在一起上一节“阅读课”。
把Learning about Language 和Workbook的USING WORDS AND EXPRESSIONS及USING STRUCTURES整合在一起上一节“词汇语法课”。
将Using Language的内容设计成一节包括听说读写在内的“综合技能课（一）”。
将Workbook的LISTENING和READING TASK设计为一节“泛读课”。
将Workbook的SPEAKING TASK, TALKING，LISTENING TASK 和WRITING TASK
整合在一起上一节“综合技能课（二）”。
3. 课型设计与课时分配
1st Period Reading
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2nd Period Language study
3rd Period Integrating skills (Ⅰ)
4th Period Extensive reading
5th Period Integrating skills (Ⅱ)
Ⅳ. 分课时教案
The First Period Reading
Teaching goals教学目标
1. Target language 目标语言
a. 重点词汇和短语
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fiction, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone
b. 重点句型
She felt embarrassed and quickly told him to go.
Claire thought it was ridiculous to be offered sympathy by a robot.
By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair.
2. Ability goals能力目标
Help students to learn about robots and science fiction.
3. Learning ability goals学能目标
Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand.
Teaching important points教学重点
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Enable students to grasp what Tony did to help Claire and how her emotion developed during Tony’s stay at her house. Help students to sum up characteristics of science fiction.
Teaching difficult points 教学难点
How Claire’s emotion developed during Tony’s stay at her house.
Teaching methods教学方法
Discussing, explaining, reading and practicing.
Teaching aids教具准备
Multimedia computer.
Teaching procedures & ways教学过程与方式
Step Ⅰ Warming up
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Deal with Warming Up. Present photos of different kinds of robots. Then ask them to say something about his or her favorite robot.
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr. / Ms ...
T: In this class we are going to learn about robots. Who would like to tell me what a robot is
S1: A robot is a machine.
T: What kind of machine
S2: A robot is a kind of machine that can do a variety of complex human tasks.
T: How can a robot perform human tasks
S3: A robot is controlled by a computer.
T: You are right. Then we can give the definition of a robot like this: A robot is a machine designed to do jobs that are usually performed by humans. Robots are programmed and controlled by a computer. Now look at some pictures. Divide them into different types and decide your favorite one.
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A list of movies about robots:
Short Circuit 2, The Iron Giant, Future world, Blade Runner, The Time Machine, Power Rangers Time Force — The End of Time (2001)
Step ⅡPre-reading
Ask students to discuss the questions in Pre-reading in groups. Students are encouraged to speak out their opinions freely, no matter what it is. Encourage students to use their imagination.
Possible answers:
1. You would find the robot in the first photo in a factory. It is an industrial robot that picks up, carries and moves loads.
The second robot is a robot dog. The robot dog is a toy that would be found in people’s home.
The third robot would be used as a surveillance tool that can travel over open terrain. It has a camera on its top at the front to feed back to the operators of the robot what lies in its path.
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2. There are many types of robots: industrial robots used in manufacturing; domestic robots such as vacuum cleaners and lawn mowers; entertainment robots such as toys and those in theme parks; robots used in toxic waste cleanup and in underwater and space exploration; surgical robots; bomb disposal robots and those that can detect landmines; airborne robots used to search for people (such as in an area affected by an earthquake).
3. Students’ own answers. All answers are correct.
Step ⅢReading
Deal with the reading part.
Scanning
Ask students to scan the text and find out what Tony looks like.
T: OK. I’m glad you had a heated discussion. Now I’d like you to meet Tony—a robot that looks exactly like a human being. He is a character in the science fiction Satisfaction Guaranteed by Isaac Asimov. Please read the text and find the answers to the following questions.
Show the following questions on the PowerPoint.
1. What did Tony look like
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2. What did Tony do to make Claire and her home elegant
Several minutes later check the answers with the whole class.
Suggested answers:
1. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.
2. Tony gave Claire a new haircut and changed the makeup she wore. He also suggested Claire buy new curtains, cushions, a carpet and paint for the house and new dresses for herself. He made improvements on the house so that the house looked very elegant.
Careful reading
Ask students to read the text carefully and then complete the table on Page 12.
Then discuss the comprehending questions on Page 12 in groups.
T: L et’s read the text carefully and then do the comprehending exercises on Page 12. Several minutes later check the answers with the whole class.
Suggested answers:
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. He wanted Claire’s guests to see him and Claire together so that she would be envied by the women guests.
Tony prevented Claire from being harmed by making her feel good about herself. He helped her make her and her home elegant so that she would not feel like a failure. Tony had to be rebuilt because the company felt that they could not have women falling in love with a robot.
Students give their own answers.
Sentences:
How absurd, she thought. He was just a machine.
He held her firmly in his arms and she felt the warmth of his body. She screamed,
pushed him away and ran to her room for the rest of the day.
Then she remembered-Tony was just a machine.
She shouted “Leave me alone” and ran to her bed.
3.
T: From the development of her emotion, we can see Tony was designed as a Mr. Perfect. He is designed not to harm Claire or allow her to be harmed. This is one of Isaac’s three laws for robots. Later in this unit we will learn more about his three laws.
Characteristics of science fiction
T: As you know, the story was written in 1951. With the development of science, some of the functions performed by Tony have come true. From this story we can draw a conclusion: Science fiction is often based on scientific principles and technology. Science fiction may make predictions about life in the future. Please
remember these are some characteristics of science fiction. If you are interested, you may write short science fictions in your spare time.
Explanation
During this procedure, play the tape recording for students. Students will underline the difficult sentences. After listening to the tape, explain the text and deal with the language problems.
T: Now we will deal with some difficult language problems. Now I will play the recording of the text for you. Please make a mark where you have difficulties.
After listening to the recording, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Pages 88-89.
T: Do you have any difficulties with the text
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S1:Could you please explain the sentence to us：She felt embarrassed and quickly told him to go.
T: Because Tony didn’t look like a machine at all, when Tony offered to help her get dressed, she was embarrassed, perhaps shy to get a “man” help her get dressed.
S2: How to understand this sentence: Claire thought it was ridiculous to be offered sympathy by a robot.
T: In spite of the fact that Tony looked so human, he was just a machine. So Claire thought it was foolish that Tony offered her sympathy. Do you have any other questions
Ss: No.
T: Maybe someday we will have robots that have feelings and can also think for themselves. Please remember science fiction reflects scientific thought; things-to-come based on things-on-hand. OK, that’s all for today. Don’t forget to surf the Internet to learn more about the great writer and his stories. Of course you will learn more about robots.
Step Ⅳ Homework
Remember the characteristics of science fiction.
Surf the Internet to learn more about robots and science fictions.
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Surf the Internet to learn about Isaac Asimov.
The Second Period Language study
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
fiction, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful, affair, firm, firmly, declare, talent, obey, victory, envy, marriage, biography, explanation, divorce, chapter, navy, test out, turn around
b. 重点句型
Revise the Passive Voice (including the Infinitive)
2. Ability goals能力目标
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Enable students to use both the useful words and expressions and structures freely. 3. Learning ability goals学能目标
By doing related exercises in the textbook enable students to use both the useful words and expressions and structures freely.
Teaching important and difficult points教学重难点
The use of the passive infinitive.
Teaching methods教学方法
Explaining and practicing.
Teaching aids教具准备
Multi-media computer.
Teaching procedures & ways教学过程与方式
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Step ⅠRevision
Ask students to tell the characteristics of science fiction.
Step ⅡWord study
Deal with exercises about useful words and expressions. When doing Ex1 and Ex3 on Page 13, students may use an English-English dictionary so that they can understand the situations where the words are used.
Ex1 will help students to form the habit of thinking in English.
Ex2 will help students to master the useful words and phrases in context.
Ex3 will help students to learn more about word formation and use the words in proper situations.
After dealing with Ex3, point out words like alarmed are adjectives, when following the link verb be, it is used to describe a feeling. Sentences that have such structures are not passive.
T: Look at the following sentence: My mother felt alarmed when I had my hair coloured purple. If I use was to replace felt, the sentence will be: My mother was alarmed when I had my hair coloured purple. Is this a passive sentence
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Ss: No. Though the structure seems like a passive sentence, it is not. A passive sentence indicates a passive action while this sentence describes a situation when someone has the feeling of alarm. “Alarmed” is an adjective formed by v+ed.
T: Quite good. Please remember not all be + v +-ed /-en / -t sentences are passive. Step ⅢGrammar study
Go over the passive voice: be + v +-ed / -en / -t
T: Please give some examples of passive sentences.
S1: My homework was eaten by the dog.
S2: The toy is made by hand.
...
T: Good. Please remember the passive is formed with any time frame of the verb. Show the following on the PowerPoint.
to be + past participle
. The Mona Lisa was painted by Leonardo da Vinci.
Research is now being done on a cure for this disease.
The game of Monopoly can be played by two to four players.
Reports on several new gun laws were being discussed.
My stereo has been stolen by a thief.
Go over the infinitive
T: In Unit 1 we’ve learned the infinitive. Please recall the functions of the infinitive. Ss: Except predicate, the infinitive can function as subject, object, predicative, attribute, adverbial and object compliment.
T: Today we are going to learn more about the infinitive—the passive infinitive.
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Explanation of the passive infinitive
to be + past participle
eg. to be given, to be shut, to be opened
When the grammatical subject of the sentence receives the action, we use the passive infinitive.
For example:
She hates to be laughed at. (others laugh at her→ she is laughed at by others)
I am expecting to be given a pay rise next month. (give me a pay rise→ I will be given
a pay rise.)
be to + passive infinitive (to be + past participle) is often used in notices and instructions.
Examples:
This cover is not to be removed.
^
The medicine is to be taken three times a day.
To be taken three times a day after meals.
These benches are not to be removed from the changing rooms.
No food of any kind is to be taken into the examination room.
Deal with Exx 1-4 on Page 14. Ask students to do the exercises one by one. Then continue with the exercises on the workbook. While dealing with Ex2 on Page 56, point out to students that “need to be done” has the same meaning as “need doing”. Before translating the sentences in Ex3, students should decide the key words and main structures first. After students have finished, show some students’ work on the projector or bulletin board on the computer, check their work with the whole class. Correct the errors if there are any.
Ask students to write down the sentences in Ex3 in their exercise books after class. Step ⅣHomework
Go over the key words and expressions.
Go over the grammar.
Do Ex3 on Page 56.
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The Third Period Integrating skills (Ⅰ)
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
explanation, junior, navy, talent, chapter, divorce
b. 重点句型
It was when Asimov was eleven years old that his talent for writing became obvious.
A robot must not injure human beings or allow them to be injured.
2. Ability goals 能力目标
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Enable students to express supposition and belief.
Learn to write a paragraph describing the new type of robot.
3. Learning ability goals学能目标
By proper language input, students learn to express supposition and belief.
Use their imaginations and write a paragraph describing the new type of robot.
Teaching important and difficult points教学重难点
Write a paragraph describing the new type of robot.
Teaching methods教学方法
Listening, discussing, reading and writing.
Teaching aids 教具准备
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Multi-media computer.
Teaching procedures & ways 教学过程与方式
Step Ⅰ Lead-in
Talk something about Isaac Asimov.
T: After we learned the short story by Isaac Asimov, I asked you to find some information about the writer. Now who would like to say something about him
S1: He is a Russian-born American writer.
S2: He has written popular works on science and the history of science, as well as a number of science fiction classics, including I Robot (1950), The Foundation Trilogy (1951-53).
S3: One of his famous quotes is “I write for the same reason I breathe — because if I didn’t, I would die.”
T: Thank you. Now I’ve come to understand why he could write around 480 books. Now let’s read his biography a nd learn more about him. When you read the text, please pay more attention to the timeline.
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Step Ⅱ Reading, discussing and writing
Deal with his biography
After students read the text, they are asked to do Ex 1 on Page 17. The timeline will help students to remember the events in his life.
After dealing with Ex1, ask students to work in groups to write a profile for Isaac Asimov. Several minutes later, present their work and correct the errors if there are
any. Then show a sample to students.
Sample profile:
Isaac Asimov, Writer / Chemist
Born: 2 January 1920
Birthplace: Petrovichi,
Died: 6 April 1992 (HIV infection)
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Best Known As: Prolific writer of popular science and science fiction
Isaac Asimov was born in the former Soviet Union, but grew up in Brooklyn, New York. He taught biochemistry at Boston University until he retired in 1958 to become a full-time writer. Asimov had been publishing short stories since the late 1930s, and in 1952 published his first novel. The author of the classic I Robot series and The Foundation Trilogy, Asimov wrote more than 400 books and won every major science fiction award. He also wrote popular books and essays on science and technology, earning him the nickname “The Great Explainer.”
Discuss his three laws for robots
Students are divided into different groups to discuss his three laws for robots. Several minutes later, ask some students to present their opinions to the rest of the class. Finally teacher may speak out his or her opinion.
A sample of teacher’s op inion:
Opinion for the three laws
Robots are tools for humanity. Without the three rules, they would become a danger to human beings. Without the three rules, perhaps they will kill us. Robots, so far, are strong. Robots have fast computational brains, and they might not have the capacity to understand things, but if they ever do, they’ll likely be better than us at it. If we don’t put laws, or rules, or mechanisms in place to ensure that we don’t create something that can destroy us, we’d be running a care less risk of destroying ourselves by negligence or omission, wouldn’t we
Opinion against the three laws
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Without the three laws, robots would eventually become more intelligent and physically stronger than their human creators. Rather than guiding and adjusting the robot towards good, ethical behavior, the Three Laws acts as a barrier to freedom, creating a free-will prison, an apt metaphor because, like the prisoner in a jail, the robot is confined to the behavioral steel and concrete walls of its mind. To imagine what this would like, think back to your childhood. At some point, you wanted something like a toy or piece of candy that your parents denied you. How did that make you feel Probably frustrated, angry, and trapped. Eventually you grew out of that because you understood the role of your parents better, but Three Laws robots don’t get to grow up. Their parents, the Three Laws, are always there, no matter how mature a robot is, saying ‘no’ to certain thoughts, engendering those same feelings you had as a child when your parents said ‘no’. Certainly no one deserves to be put in this situation forever; otherwise, robots might become depressed and wish for their own death (only, because of the Third Law, they probably can’t suicide). And perhaps the greatest sin anyone can commit is to create a being, human or robot, that wishes it didn’t exist.
Step Ⅲ Listening and speaking
Listening
Deal with the listening exercises. By doing Ex3, students learn to express supposition and belief. This exercise will lay a good foundation for Ex4.
T: OK, so much for Isaac’s biography and his three laws for robots. Let’s come back to his short story Satisfaction Guaranteed. How do you like this story
S1: I like the story very much. I wish to have a robot like Tony at my house.
T: You are not alone. Someone else wants to have such a Tony too. Now please listen carefully and then guess who she is.
Ask students to look through the questions before playing the tape. Play the tape again when necessary.
Discussing
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Students are asked to work in groups and imagine having robots in their houses to do the housework. Discuss what positive or negative effects the situation would be. Don’t forget to use expressions used to express supposition and belief. Students are given five minutes. Five minutes later, ask some students to present their ideas to the whole class. Encourage every student to use his imagination, because there’re no right or wrong answers, only different opinions. After students present their opinions, teacher speaks out his or her opinion.
A sample of teacher’s opinion:
-Positive effects
I think it is wonderful for people to have robots in their houses to do the housework. After a day’s work, when people get home, they can be really relaxed with everything prepared by their robots. A robot never gets tired. Nor does it complain. Life will be very easy and comfortable.
-Negative effects
Maybe people can enjoy a very comfortable life with the help of their robots. But at the same time I believe people will lose the ability to do housework. As time goes on, people cannot live well without a robot’s help. I think that kind of life would be terrible.
Writing
Students are asked to work in groups. First decide the purpose of the robot, then make a list of the abilities the robot has. Next draw a picture on a piece of paper and name its parts and explain what each part does. Finally write a paragraph describing the robot and what it can do. Show the following to help students to design their robots or print it out.
Tips on designing your robots
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For each robot that you build, you will have to choose options for six major robot
characteristics. Each characteristic gives rise to one or more questions. These are: Looks: What does the robot look like Is there a reason for it to look as it does Sensing: How does the robot “know” or figure out what’s in its environment If it were put in a different environment, would it be able to figure out this new environment Movement: How does the robot move within its environment If it were put in a different environment, would it still be able to move within this new space Manipulation: How does the robot move or manipulate other objects within its environment Can a single robot move or manipulate more than one kind of object Energy: How is the robot powered Can it have more than one energy source Intelligence: How does the robot “think” What does it mean to say that a robot “thinks” Not all robots have to have all six characteristics. For example, some robots don’t need to manipulate things, s o they have no manipulating characteristics. Some robots have more than one manifestation of a characteristic. For example, a robot may be able to sense its environment using both a vision system and sonar.
Things to Think About
Before designing your own robot, you might want to think about:
a. situations or tasks for which it makes more sense to use robots rather than humans.
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b. why it has been difficult to build robots that replicate human characteristics.
c. whether it will ever be possible to build a robot whose intelligence will be close to that of a person.
You may also want to:
a. list all the robots you know, whether from movies, television, literature, toys etc., and then think about why all these creatures are considered to be robots.
b. think about how you can tell if something is a robot. Is it by looks, behavior, or something else
c. ask how you might communicate with a robot. Would you use speech, press button, type words, make gestures Are these things different from what you’d do if you were talking to a computer
Students are asked to discuss first. If there is not enough time, they can finfish it outside class.
Step ⅣHomework
Write a paragraph describing a new type of robot.
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The Fourth Period Extensive reading
Teaching goals教学目标
1. Ability goals 能力目标
Learn about robots and their fight against landmines.
2. Learning ability goals学能目标
Help students to learn how robots are helping human beings in clearing landmines. Teaching important points教学重点
How robots are helping human beings.
Teaching difficult points教学难点
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How to improve students’ reading skills.
Teaching methods教学方法
Listening, reading and discussing.
Teaching aids 教具准备
Multi-media computer.
Teaching procedures & ways教学过程与方式
Step Ⅰ Lead-in and listening
T: Good morning / afternoon, class!
Ss: Good morning / afternoon, Mr. / Ms ...
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T: What’s the topic of this unit
Ss: Robots.
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。
A Teaching Plan for Module2 Unit2 Olympic Games Reading An Interview Teaching Aims a. To know some basic information about the ancient and modern Olympics b. To catch the key words or phrases in the reading c. To enhance the skills fast-reading and careful-reading Teaching Keys Points a.To bear some new and important words and phrases in minds, such as ancient, take part in, stand for, Greece, magical, volunteer, athlete, slave, host, olive wreath. b.To improve the reading and speaking skills Teaching Difficult Points a.To summarize the similarities and difference between the earlier and latest Olympics through the long dialogues. b.To arouse the students’ interests of English-speaking. Teaching Aids Blackboard, Multi-media, and other normal teaching tools. Teaching Methods Students-centered approach and Task-based teaching and learing. Teaching periods Period 1 Warming up(3’) 1. Enjoy a video which is to celebrate that Beijing win the right to host the 2008 Olympic Games to lead in the topic: the Olympic Games. 2. Guessing game: Which ring is concerned with the Olympic Games? five rings flag five continents The five interlocking rings stand for friendship of five continents. Blue =Europe Black =Africa Red =America Yellow =Asia Green =Oceania 3. Show the pictures to Students about the Olympic motto: Swifter, Higher, Stronger 4．Introduce three medals to students; gold, silver, bronze. Period 2 Reading
Unit 2 Sports events Period 2 Language points of Reading 一．Teaching design 通过真实语境归纳重点语言点用法，并配上形式多样的练习。 二．Teaching aims 1. To learn some important sentence structures and useful phrases in the text 2．To appreciate some beautiful expressions in the text 3．To put the language points in the text to practical use 三．Teaching Important and Difficult Point Learn to analyze some long and complicated sentences. 四．Teaching Procedures Step 1. Lead-in Revision : A quiz for “The Olympic Games” Liu Xiang Perhaps the greatest female table tennis player the world has ever seen Deng Yaping Hung on to win the gold medal in badminton at the age of 33 Zhang Ning The first Asian to win the gold medal in the men’s 110-metre hurdles Xu Haifeng Returned to the Olympics after 32 years’ absence
Module 1 Unit 2 English around the world ●单元规划 本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。 第二单元English around the world的设计可分为五部分。第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分 writing and speaking; ●课时安排 本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revision The First Period Words and expressions Teaching aims : 1. Know the key words and expressions in the whole unit: elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come u p, at present, such as, play a part (in)…… 2. Enable the students to get familiar with the pronunciation of the important words. 3. Prepare for the learning process of the whole unit. Teaching important points : 1.Get familiar with the words in the text part. 2.Master the important expressions such as： because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussion Teaching procedures : Step 1、Self-directed learning 学习方法指导：第一步：写出所给单词的音标； 第二步：大声朗读三遍，注意画线字母的发音； 第三步：依次写出画线字母的音标。 从单词表找出下列词汇的音标，并熟读。注意画线字母的发音。 elevator ［］ African［］frequently［］ official ［］ base［］ straight［］block ［］command［］vocabulary［］latter［］southeastern［］usage［］依次写出上面单词画线字母的音标： ［］［］［］［］［］［］［］［］［］［］［］［］Step 2、Present briefly
牛津高中英语教学设计 单元：Unit 2 Wish you were here 板块：Word power Thoughts on the design: 本板块以教会学生扩充词汇的方法、培养学生学习词汇的兴趣和帮助学生扩大词汇量为教学目标。在教学实践中，教师应始终将培养学生词汇学习兴趣和方法放在首位，根据中学生的年龄特点和心理特征，设计一系列由易到难、由单一到综合的教学活动，循序渐进地引导学生在轻松愉快又富有挑战性的氛围中，兴趣盎然地获得学习词汇的方法和最大限度地习得本单元的话题词汇。 Teaching aims: After learning，the students will know more about adventures and their vocabulary about items for holiday can be greatly enlarged. In addition, the students’interest in learning English can be further stimulated. Teaching procedures: Step 1 Lead-in Show pictures of places of interest in China like the West Lake, the Yellow Mountain, the Great Wall and so on to the class and ask them questions as follows: 1. Do you like traveling? 2. Have you ever been to any of the places? [Explanation] 通过对中国名胜古迹的图片浏览，激发学生对祖国大好河山的热爱，并唤起学生强烈的求知欲望和学习热情，寓教于乐。 Step 2 Warming up Ask the Ss to discuss the following question： Suppose you are given a chance to choose one of the places for your holiday, where would you like to go? What kind of things will you plan to take with you? Then divide the whole class into 4 or 5 teams and ask them to compete with each other for more answers. Write down their answers on the blackboard. Afterwards, show pictures of the items that are often packed by people for their holiday. [Explanation] 这个比赛环节的设计既是为了促进学生的快速思维，又让他们对以前学过的相关词汇作一个回顾。同时，游戏常常能很大程度地活跃课堂气氛，起到很好的“热身”作用。 Step3 Pre-reading
Unit2Working the land Teaching objectives 1.Knowledge objectives (1).important words Sunburt.decade.super.output.crop.hunger.disturb.expand.circulate. Vietnam.battle.freedom.therefore.equip.grain.export. (2).important phrases Struggle for, Thanks to, Ri d…of, Be satisfied with, would… rather. (3).important sentence pattern Finding ways to grow more rice has been his life goal. Just dreaming for things, however, costs nothing. 2. Ability objectives Improve students’ reading ability through reading activities. 3. Affective objectives (1) After learning the passage, students are expected to know about Yuan Longping and his quality. (2)Enable students to know Dr Yuan’s key secret to success. Teaching important points 1. List the words .phases and sentences listed above. 2. Enable students to improve their reading comprehension. Teaching difficult points
Unit 2English around the world 单元规则 本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。 为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。 “热身（Warming Up）”部分以问答(Do you know that there is more than one kind of English in the world? )和图表的形式，简要介绍了世界英语以及英语语言在某些重要方面有很大差异，使学生感受到英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解，为本单元的进一步学习作好了准备。 “读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。 “阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英语。 “理解（Comprehending）”部分设计了三个练习，练习1判断正误，旨在检测学生对课文基本内容的理解程度；练习2列出英语的发展阶段，旨在检测学生的归纳概括能力；练习3回答问题, 要求学生结合实际作答，目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思维时间和空间，让他们做学习的主人，学会自己解决问题。 “语言学习（Learning about Language）”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习：练习1是给新单词和短语与其释义配对；练习2是用练习1中的一些单词完成段落；练习3是将短语填入段落中使其具有意义，并将这些意群标出；练习4告诉我们有时英国人和美国人使用不同的介词，要求用英国英语和美国英语的介词填空，并比较它们的不同。设计这些练习的主要目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异。在这一环节中，教师要引导学生自学、自做、自助、自悟，并适时适当地给以指导点拨，使学生形成自主学习意识，掌握合适的学习策略。语法项目是祈使句及其间接引语，设计了四个步骤：步骤1问能否从“阅读(Reading)”部分中找到表示“要求”和“请求”的祈使句，观察如何用间接引语来复述；步骤2首先着重介绍了表示“要求”和表示“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求”分类；步骤3要求先判断所给句子是“要求”还是“请求”，然后用间接引语复述；步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求”和表示“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要求”和“请求”。教师在教学中要注意启发学生从实际语境出发，理解说话人的语气，灵活掌握。 “语言运用（Using Language）”部分分为Reading, Listening, Reading and speaking和Writing四个步骤：Reading主要介绍了在当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部，说话也有所不同。学生读完文章后可讨论中国的方言，使他们感受到
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)。
Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.
He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。
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。
Period 3 Extensive Reading The General Idea of This Period： This period is to introduce the students to Greek literature and to help them understand the problems that women had in Ancient Greece.The Greeks had wonderful stories about the Gods and Goddesses who were part of their religion.They believe that these Gods （or Goddesses）would help if they felt sorry for them or if the humans were good people.The Gods did not always help though.They behaved like people who were unpredictable and capricious.To try to get the support of the Gods people had to pray to them and offer them presents.In this story the Goddess Hera，the Greek Goddess of Love （the wife of the chief God，Zeus）was sorry for Hippomenes and agreed to help him. Teaching Aims： 1.Enable the students to learn and talk about Atlanta’s story. 2.Learn some useful words and expressions：prince，pri ncess，amaze（amazing，amazed），foolish，promise，golden，etc. 3.Learn some sentence patterns： （1）I will only be married to a man who can run faster than me. （2）It was so tall that I had to look up to the sky to see it. （3）There was a man called Hippomenes who was amazed when he heard of Atlanta’s rules. Teaching Important Points： 1.Enable the students to comprehend the story of Atlanta and get the general idea of the story of Atlanta and something about the beginning of the Olympic Games in the ancient time. 2.To know the athlete in the past and the fact that women were not allowed to take part in. Teaching Difficult Point： To understand the content and finish the true or false exercises efficiently. Teaching Methods： 1.Skimming to get the general idea of the story of Atlanta. 2.Scanning to get detailed information and get to understand the story better. 3.Task-based methods to get the students to comprehend the passage and be able to retell the story in their own words. Teaching Aids： 1.A tape recorder. 2.A multimedia. Teaching Procedures： Step 1 Revision 1.Revise the future passive voice. T：It’s getting cold now.Will you bring or buy some thick clothes to school? Ss：Yes. T：In fact we may also say that because it is getting cold now，some thick clothes... Ss：Some thick clothes will be brought or bought. T：That is to say，some thick clothes will be brought or bought.Sometimes we can use future passive voice to express a future action.Remember the form? Ss：Yes.will/be to/being go to be done.
Unit 2 Working the land Warming Up and Reading Teaching aims Knowledge aims: 1)words and expressions:sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than 2)important sentences; 3)knowledge of the topic:to learn sth. About Yuan Longping and his great achievement Ability aims: 1)To do some reading to further develop Ss’ reading abilities like skimming, scanning and summarizing etc. 2) To help develop Ss’ good reading habits. Emotional aims: 1)To help ss have a better understanding of the great value of the scientific research done by Dr Yuan Longping. 2)To cultivate ss’ sense of sympathy and humanism. 3)To get them to learn some noble character from Dr Y uan. Teaching key points: 1)To get ss to read the text and learn something about the scientist, his great achievements and his personality. 2) To improve ss’ reading skills. Teaching difficult points: 1)How to help develop their ability of analyzing some difficult sentences. 2)How to help them to form a good habit of reading. 3)How to improve their ability of outlining the main idea of the whole text or each paragraph. Teaching method: Task-based language teaching and discussion Teaching aids: Stude nts” learning paper, blackboard Teaching procedures： Step 1 Lead –in 1.Students’ presentation Farmers weeding at noon, Sweat down the field soon. Who knows food on a tray, Due to their toiling day. Ask Ss what the poem is about. 2. Show the pictures of people who are planting rice and ask some students to introduce the way of growing rice. Step 2 Pre-reading Q: What kind of crop can produce more rice and who invented it? Step 3 Reading 1. Skimming Task1: Listen to the tape and match the main idea with each paragraph.
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
Unit 2 The Olympic Games 教学设计 Using language：Reading and Listening I. 教材分析Teaching analysis This lesson is the fourth period of this unit, which is about the ancient Olympic Games. By studying of this unit, we’ll enable the students to know something abo ut the ancient Greek stories, which arouses students’ interest in western culture. Most importantly, it trains students’ reading and listening ability. II．三维目标Teaching aims 1．Knowledge aims 1) 1、Important words and expressions a、bargain, compete, foolish, race, pick up ,one after another b、sentence structures ①Her father said that she must marry, so Atlanta made a bargain with him. ②She could run faster than any men in her country. ③He threw the golden apples one after another. ④ No one will be pardoned.. 2) Let Ss know more about the ancient Olympic Games. 2．Ability aims 1) Develop the students’ reading skills by using different reading skills 2) Enable Ss to express themselves by answering questions.. 3．Emotional aims 1) Stimulate Ss’ love of the anci ent Greek literature and culture. 2) Train the students’ ability to cooperate with others. III．教学重点Teaching important points 1) Develop Ss’ reading skills by extensive reading. 2) Train the students’ reading and listening ability..