牛津高中英语模块一全册教案

牛津版高一英语上册模块一Unit 1 (下)教案【牛津版高一英语上册模块一Unit 1 (下)教案】【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 (下)二、教学要求：1.掌握和学校活动有关的常用单词、词组与句型。

2.学会用英语写通知和海报。

3.语法：定语从句(二)【知识重点与学习难点】一、重要单词：contest, replace, possession, complete, include, programme, present(v), event, item, venue, timetable, compare, issue, order, dynasty, professor, unnecessary, attractive, underline, approve, , generation, require, scary, design, draft, wording, previous, finalize, poem, poet, confident, run(manage,operate), host, hostess, advertise,vote.二、重点词组：refer to 指 , function as当作…使用, 具有….的功能 , leave out省略 , relate to 和…相关 , pay attention to注意, in short form用宿略的形式, take place发生, make decision作决定, make comparison作比较, take turns轮流, follow the outline按照纲要, be responsible for对…负责, consist of包含,由…构成, come up with想出, base on根据, have it approved by…征得…..的同意, inform sb of sth告知, sign up签名参加.【难点讲解】1. I have to do my home work in a place that has desks and chairs.我必须在一个有课桌椅的地方做家庭作业。

中学英语教学综合实践学院外国语学院专业英语（翻译）年.班级2013 级 4 班姓名_________吴琼___学号___222013310032018___Analysis of Teaching Material and Students Good aft ernoon, Ladies and gentlemen! It?s my great honor to be here to present a lesson to you.This is a reading class, and my students are 40 senior high students from class1, Grade 1. It?s their second English lesson since they entered the high school. Besides, they don?t have learned any basic reading skills and they cannot express themselves clearly.The teaching material from unit 1 of Oxford Advanced English which is printed by Yilin Publishing House. This reading passage is about a vivid description of the school life in Manchester made by Wei Hua, a Chinese girl who once studied in the UK. The students who are expected to learn this unit are the new comers to high schools. They will certainly curious about British high school life as well as their own school life. So the topic is an amazing one for the students, and it will definitely stimulate the students? interest since they can imagine and arrange their own new school life.Before this lesson, I?ll1.Ask the students to prepare for a free-talk for about two or three minutes. They can introduce themselves to their classmates or say something about their junior middle school life, or even make a plan for their high school life. This will help all the students to take part in in-class activities and help them adapt to high school life quickly. If some students really have some difficulty in doing this, the teacher can help them to prepare for it before class.2. Encourage the students to go to the library or surf the Internet to get some information about school life in the UK, if possible. They can also be divided into several groups to get some information about high school life in different countries as they like.3. Ask the students to read the passage School life in the UK on pages 2 to 3, as well as reading strategy on page 3. If time permits, ask them to finish exercises C1, C2 and D on page4.While the students are reading this passage, some reading strategies should be introduced: skimming —to get the general idea of a passage by looking at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and chart; scanning—to find certain information in a text quickly by looking for key words and phrases, dates, numbers, etc.Task-based Language Teaching methods, Communicative Language Teaching methods and Situational Language Teaching methods will be used in my class. Meanwhile, different in-class activities should be well organized for all the students to take part in according to the content ofthe text with the purpose of training their skills in not only reading, but also in listening and speaking. Some charts and tables are used for the students to find some information for the text.And the students should be encouraged to take part in different activities of pair work or groupwork. They should learn to enjoy team-work. More in- class activities are related to the students? daily life and require common sense from the students. And more exercises are given in different forms to help the students to learn how to use some of the new words and phrases.By the end of the class, for the instructional objectives, first, students are able to master the vocabularies and phrases: attend, earn, respect, achieve, challenging, prepare, drop, miss, experience, introduce, for free, at lunchtime, word by word, on average, sound like. Also , the sentence structures: 1)This means I could. . . 2)I found the homework was not as heavy as what Iused to get. . .For the educational objectives, firstly, enable the students to learn to talk about school lifeand identify the differences in the school life between the UK and China. Secondly, help the students to learn to make an outline of a plan for their new school life.For the personal objectives, the teacher is able to know how to manage a class more effectively and arouse students? interests in a reading class.My teaching procedures are divided into 4 stages: warm-up, pre-reading, while-reading and post-reading. They all will be represented later, so here comes my class.School life in the UK吴琼ⅠBackground informationStudents: 40 senior high school students, Grade 1Teaching materials:School life in the UKEducation system in the UKType of the lesson: ReadingTeaching methods:Task-based Language TeachingCommunicative Language TeachingSituational Language TeachingLesson duration: 40minsDate: November 17, 2015Teaching aids: blackboard, chalk, PPT, textbookⅡLanguage ContentsVocabulary:Words for production: attend, earn, respect, achieve, challenging, prepare, drop, miss, experience, introduce,Words for recognition: attend, earn, respect, achieve, challenging, prepare, drop, miss, experience, introduce,Phrases f:o r free, at lunchtime, word by word, on average, sound like.Sentence structures: 1)This means I could. . .2)I found the homework was not as heavy as what I used to get. . .ⅢFocal & Difficult pointsa. Focal point:Develop the two reading skills: skimming and scanning.b. Difficult point:1. Help the students to learn about the school life in the UK and get the students to talk about the differences in the school life between the UK and China.2. Help the students to learn to use some of the new words and expressions.3. Help the students to learn to make an outline of a plan for their new school life.ⅣTeaching ObjectivesBy the end of the class, students are able to:a. Instructional objectives:1. Learn some useful words and expressionsattend, earn, respect, achieve, challenging, prepare, drop, miss, experience, introduce, for free, at lunchtime, word by word, on average, sound like.2. Learn some important sentence structures1)This means I could. . .2)I found the homework was not as heavy as what I used to get. . .3.Train the students? reading ability, introducing the two ,reading strategies?, skimming and scanning.b. Educational objectives:1.Enable the students to learn to talk about school life and identify the differences in the school life between the UK and China.2.Help the students to learn to make an outline of a plan for their new school life.c. Personal objective:The teacher is able to:1. Know how to manage a class more effectively.2. Arouse students? interests in a reading class.ⅤTeaching ProcedureStage 1 warn up (7 mins)→Step 1 Greetings and self-introductionT:This is the first semester of the high school and most of you are not familiar with each other, so self-introduction is necessary for you to get to know about each other. Please be a volunteer to go to the front of the classroom and make a self-introduction or describe part of your junior middle school life and make a plan for their high school life.S:My name is...T:Well done. After Mary finishes her free-talk, the rest of you can ask her some questions.S:Mary, I want to ask you a question...→Step 2 Lead inT:We have learnt Welcome to the Unit last lesson, please describe some parts of high school life in the UK based on what you have learned in that section.T:Anybody wants to raise up his hand? Well, Bonne please.S:Huge campus and low-rise buildings can often be seen in the UK. That is an outstanding sight when we travel in the UK, compared to so many high-rise buildings in China. Balabala...T:Thank you, Bonne. Good job.T: The British school system is considered one of the best in the world. As is known to us all, education in the UK is compulsory for everyone between the ages of five and sixteen, and is provided by two kinds of schools: independent (fee-charging) schools and state-funded schools.T:Please pay attention to the contents on the bottom of page1. There are several pictures ofthe school life in the UK. I need you to describe some of the scenes in the pictures about the school life in the UK.T: Any volunteer? OK, Victoria please.S:They are so many in-class activities in the their class. I think we should have more opportunities to work in pairs or in groups.T:Good girl, sit down please. You guys have done good job. There is more I want to talk about. It seems that their classes are loose, but in fact well organized. Do you agree with me?S:Yes!Stage 2 Pre-reading (8 mins)→Step 3 ReadingTask1 SkimmingIn order to help the students to know how to skim a passage, the teacher get the followingpassage, which is also related to the topic of this unit, for the students to read. The students are supposed to get the main idea of this passage as quickly as possible.T:If you have prepared lesson before the class, you ?ll know the theme of the reading passage which will be discussed later. Here ?s a passage on the screen which is related to that. Please get the main idea of this passage as quickly as possible. (Click the PPT)Reading material:Education system in the UKThe UK is made up of 4 different countries —England, Scotland, Wales and Northern Ireland. Education in the UK is compulsory for everyone between the ages of five and sixteen, and is provided by two kinds of schools: independent and state-funded schools.Education system in ScotlandThe education system in Scotland differs at school and under-graduate level to the other countries that follow a similar system. The main differences are as follows:Students can enter university at the age of 17 rather than 18, as university courses in Scotland are normally one year longer than in England.Between the ages of 16-18 years, students in Scotland often study a broader curriculum thanin other parts of the UK and often do not specialize in the sciences, arts, and humanities.Education system in England, Wales and Northern IrelandChildren normally start school at the age of 5 and move to secondary school at the age of 11. Pre-school programs are also available to students at the age of 3 or 4. . . .After the students read this passage, raise these questions for them to answer:T:Time ?s up, have you finished? Well, here are some questions. (Click the PPT)1. What?s the main idea of this passage?2. And how do you know that?3. Is there any other way to help us to get the main idea quickly?T:Any volunteer? Wow, you are so clever! OK, Sherlock first, Watson next and finally Moriaty.S:Balabala...T:Well done, sit down please! Let ?s check the answer. (Click the PPT)Possible answers:1. It mainly tells us the education system in the UK, especially that in Scotland.2. From the title and the subtitle.3. Usually the pictures will help us a lot. Sometimes, the first and the last paragraph are very important for us to read, as well as the first sentence of each paragraph.T:You are really quick in mind and action. By the way, how do you get the answers in such a short time? (Let the students to think about that for a while.)T:Well, it seems that it?s not necessary to read an article word by word, or sentence by sentence to get the general idea or some main information. While reading, we should use some,reading strategies?. In this unit, two reading strategies are introduced, which are basic reading skills and used by many people.Task2 Reading strategyT:Please read the ,reading strategy? on page 3 and finish the form on the screen. (Click the PPT)Reading strategyReading strategy Purposes MethodsSkimmingScanningT:Please show me your hands once you have finished that task. OK, I ’l l show you my answer. (Click the PPT)Sample answers:Reading strategy Purposes MethodsSkimming To get a general idea of By looking at the titles and headings, thewhat the text is about first and last sentences of paragraphs andthe first and last paragraphs as well aspictures and charts to guess what the text isabout.Scanning To find certain information By scanning the text for key words andin a text quickly phrases, dates, numbers, etc.Task3 BrainstormingT:Before we move on to the details of this reading passage, please have a brainstorming.(Click the PPT)Question:When we come to the title ,School life in the UK?, what do you expect to read in this passage?T:Please pay attention to the picture.(Point to the shape above)This design is used to help you learn to predict what to read in this passage, to know how to select different materials, to aroseyour interest in reading this passage. You could use that method every time when you come across a passage.T:After your brainstorming, please discuss with your partner.Stage 3 While-reading (20 mins)Task1 SkimmingT: All these are very good reading skills, which are often adopted by many people while they are reading. Please skim the text, and find the answers to the three questions in Part A as quick as possible, using the methods talked about.T:Time ?s up. Edward, please answer the question.S:I think the answer should be...T: Well done. Sit down, please. Let ?s check the answers again.The first is ,For one year ?. The second is ,Mr. Heywood ?.And the third is ,A small table ?.Task2 ScanningSince team work plays a very important part in the school life for the teenagers, if possible, more chances should be given to the students to let them be aware of team spirit.T:Now it?s time for you to scan the passage to get certain information quickly. You need to have a group competition. You will be divided into four groups —Group 1, 2, 3, and 4. Try your best to find the structure of the text, scan the text and find out how many parts the text can be divided into and get the main idea for each part. If one of you get one of them, he or she will be given 10 marks.T:Ready? Go!T:OK, time ?s up. Which group want to be the first? Well, Grop1 raised their hands first.S:Balabala...T:Good answer! You ?ll get 10 marks since you really get the point. Anyone else? All right, Group 1 raised their hands again. Any compititors? Well, it ?s...er...it?s Group2! OK, please tell us your answers.S:Balabala...T:Good. But I ?m afraid you haven ?t mentioned the key point. Never mind. You ?ll also get 10 marks for your sharing and cuorage. Let ?s check the answers on the screen. (Click the PPT)Parts Main ideasPart 1(Para. 1) Wei Hua?s feeling about staying in a British high school for oneyearPart 2 (Paras. 2-7) Different aspects Para. 2 the advice the headmaster gaveof school life in during assemblythe UK Para. 3 school teachers and classmatesPara. 4 school homework and subjectsPara. 5 school activitiesPara. 6 choices about subjectsPara. 7 school food and entertainment Part 3(Para. 8) Wei Hua?s hopeTask3 Consolidation exercisesT:Now it?s time to do more consolidation exercises. Turn to page 4, and come to C1 first. Work in pairs, that is, one student read the question and the other answers it.(Allow the students several minutes to finish it and give some guidance if possible. )T:Eddie ?s pair seems confident. OK, it ?s your show time.S:Balabala...T:Well done. Now, turn to C2. Molly, read the first sentence please.S:balabala...T:OK, now Molly you need to ask one of the other students to decide whether the sentence is true or false. If it is false, let him or her correct it.S:Sherlock.T:Well, Sherlock, it ?s your turn.S:Balabala..T:Good job.Task4 Comparison in detailsT:Since you have already got some details about the school life in the UK. You can compare the school life between the UK and China. Work in groups to find out the information and useyour common sense to fill in the blanks. (Click the PPT)Differences and similarities about school life between the UK and ChinaDifferent aspects The UK ChinaDifferences School hoursClass sizeClassesClassmatesHomeworkSubjectsSchool foodSimilarities School assemblySchool teachersT:Well, Let ?s check the answer. (Click the PPT)Differences and similarities about school life between the UK and ChinaDifferent aspects the UK ChinaDifferences School hours 9 a. m. -3: 30 p. m. 7: 30 a. m. -4: 30 p.m.Class size about 30 students about 50 studentsClasses different classrooms in the same classroomClassmates can?t remember all remember them easilyHomework not heavy too muchSubjects English, History, English Chinese, Maths,literature, Computer Science, English, Physics,Maths, Science, PE, Cooking, Chemistry, History,Woodwork French, Art Politics, Geography,PE, BiologySchool food lots of desserts after their main regular three mealsmealSimilarities School assembly rules, ways to earn respect and achieve high grades School teachers helpful, friendlyTask4 Practice (share your opinions)T:Well, the question is again. Compared to the school life in China, which aspect of the school life in the UK do you prefer? Why? Or, which aspect of the school life in the UK attractsyou more? Why?(Show the above on the screen. Students are encouraged to discuss with their partners first before they give their opinions. )T:Fraiyer is looking at me. Well, your turn.S:Balabala..T:Good job, girls. Thanks for your sharing.Stage 4 Post-reading (15 mins)Task1 Further understanding of this textT:(Click the PPT) Here are some reading comprehension exercises.Before you get down to these exercises, please pay attention to the details of the passage. You should learn to find the supporting sentences in the passage. Now Let?s start!1. Which of the following statements is NOT true?A. Not all the students are familiar with each other.B. Students can choose any of the subjects or drop any one.C. Students in that school have to move to different classrooms for different classes.D. Students should work hard to get high grades.2. Which of the following sentences about Wei Hua is TRUE according to the text?A. Wei Hua couldn?t get used to the school hours there.B. Wei Hua couldn?t get on well with her classmates, for they didn?t know each other.C. Wei Hua soon adjusted herself to the homework in English there though it was a bit challenging.D. Wei Hua didn?t like British food and couldn?t get used to eating desserts.T:Once you have finished, please look at me. Well, most of you have raised up your eyes. Any volunteer? Er...it ?s OK. The answer is B&C.(Click the PPT)Suggested answers: 1. B 2. CT:The most important thing is that you need to fing the supporting sentences. Please remenber that.Task2 Guessing the meanings of the new wordsT:The main idea of this passage and some of the details have been further discussed. Now, it?s time to come to some new words in this passage. Turn to page 4, and come to Part D. Find these new words in the article, guess their meanings from the context and then match them with the correct definitions.(Give the students several minutes to finish this part. Then check the answers. )T:I want to know if the you have fully understood these new words, the teacher can design some exercises for the students to do. For example, the teacher can ask the students to fill in the blanks with the seven words.(Ask the students to fill in the blanks and then check the answers. )1. Cathy is making herself up, for she will_____________ a wedding party.2. With the exam drawing near, all the students are busy_____________ for it.3. To be a journalist is more_____________ than to be a worker, but I like it.4. The couple_____________ a lot of money by running that restaurant.5. Do you eat_____________ after your main meal?6. Once Zhang Hua wanted to_____________ English, but now he is good at it.7. We have some_____________ homework before our examination.(This kind of exercises can help the students to master the usage of some of the important words in this unit. If the students find it difficult to do, then the teacher can ask them to work inpairs first. )T:When you doing that task, I go around the classroom and find that it seems difficult for you. Please work in pairs and do that again.T:Well, time ?s up. Let?s check the answer.(Click the PPT)Suggested answers: 1. attend 2. preparing 3. challenging 4. earn 5. desserts 6. drop 7. extra T:Have you finished correcting your wrong answer?S:Yes!T:OK, let ?s move to Part E. A British student has read Wei Hua?s article and wants to become her pen friend. Complete his letter to Wei Hua, using the words given.T:Because we don?t have enough time, let ?s check the answer together.(If time permits, ask the students to read out their answers, and check them. Give some explanations if necessary. )Task3 In-class activitiesDifferent in-class activities are very important in learning English. The text has been talked about a lot. Most of the students must have mastered the text well. It?s time for them to practice. The following steps are designed for the students to practice their spoken English, to consolidate what they have learnt, to enlarge their knowledge and to improve other abilities in learning English.Practice A (review the basic knowledge of the passage)This is designed to help the students to consolidate what they have learned in this passage. They can use the information in the passage directly or organize their report using their own words.T:Now, let ?s do some practice. Please pay attention to the screen.(Click the screen)1. Say something about Wei Hua?s studying experience in Manchester in the UK.2. Describe part of school life in the UK according to the text.(Show the above on the screen. )T:Any volunteer? Emma, please.S:Wei Hua was an exchange student who once studied in a British high school in Manchester in the UK. She thought that was an unforgettable experience for her. In her opinion, the teachers there are very helpful and friendly. She also made some friends there. And she missed them very much. Wei Hua was happy with the school hours there, because she could get up an hour later than usual as schools in China begin earlier. What impressed her most was that they had to move to different classrooms for different classes. And they had different students in some classes, which made it difficult to remember all the faces and names. Wei Hua chose to study Woodwork, Andshe made a small table. She liked it very much though it didn?t look like a table. Wei Hua experienced a different way of life, I think. That?s all. Thank you!T:Awesome! Please give her your big hand!Practice B (make an interview)T:So far we haven?t had the opportu nity to go abroad to experience a foreign way of life, butwe are happy here to iew Wei Hua. Apart from the things you have learned in the passage, what other information would you like to know about her life and study in the UK? Do an interviewwith your partner, different aspects can be mentioned in your interview dialogue, such as timetable, teachers, classmates, subjread a passage about school life in the UK written by Wei Hua. Suppose you have a chance to intervects, homework, grades, size of the classroom, campus, school facilities, host family, food, teaching methods, atmosphere, students?hobbies, traditions, school rules and principles and so on.T:Iris, please.S:...T:Good job.→Step 4 Teaching and learning design of some new words and expressiosnT:Let ?s move on to the language points. Since we?ve talked about the words before. Let ?s move on to the phrases and sentence structure.Part AT:Please find the following phrases in the passage, and use them to make sentences according to their meanings in the text.1. for free2. at lunchtime3. word by word4. on average5. sound like(Collect sentences from the students. Here are some of them. )1. Every one of the students can get one ticket for free.2. My grandmother often reminded me of table manners at lunchtime when I was a little girl.3. Our Chinese teacher advises us not to read a passage word by word.4. These students are 16 yeas old on average.5. It sounds like a train going under my house.T: Then I ?ll give you more explanations.More explanations1. for free 免费Please read these sentences and pay attention to the different meanings of ,free? in these sentences.1)The bird should be set free.2)You are free to go or stay as you please.3)Those children are free from anxiety.4)He is usually free in the afternoon.5)At last, she freed herself from debt.Suggested answers: 1)这只鸟应该被放掉。

牛津版高一英语上册模块一Unit1(下)教案【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 (下)二、教学要求：1.掌握和学校活动有关的常用单词、词组与句型。

2.学会用英语写通知和海报。

3.语法：定语从句(二)【知识重点与学习难点】一、重要单词：contest, replace, possession, plete, include, programme, present(v), event, item, venue, timetable, pare, issue, order, dynasty, professor, unnecessary, attractive, underline, approve, , generation, require, scary, design, draft, wording, previous, finalize, poem, poet, confident,run(manage,operate), host, hostess, advertise,vote.二、重点词组：refer to 指 , function as当作…使用, 具有….的功能 , leave out省略 , relate to 和…相关 , pay attention to注意, in short form用宿略的形式, take place发生, make decision作决定, make parison作比较, take turns轮流, follow the outline 按照纲要, be responsible for对…负责, consist of包含,由…构成, e up with想出, base on根据, have it approved by…征得…..的同意, inform sb of sth告知, sign up签名参加.【难点讲解】1. I have to do my home work in a place that has desks and chairs.我必须在一个有课桌椅的地方做家庭作业。

Module1 Unit1教学设计课时主备教案课型Welcome + WordpowerLearning objectives:By the end of this period, students will be able to1. enlarge their own knowledge by knowing the differences between American English and British English in pronunciation, grammar, vocabulary and spelling;2. improve their spoken skills by describing their own experiences or speaking about what they have heard or seen in the past tense;3. be aware of the sense of language by learning some English colloquialisms.Focus of the lesson:1. relations between parents and teenagers2. differences between American English and British English3. different colloquialismsPredicted area of difficulties：1. how to improve the relationships between parents and teenagers if they are not so good;2. how to use colloquialisms properly.Learning aids:1. PPT2. blackboard课型Reading（I）Learning objectives:By the end of this period, students will be able to1. know more information about American family life;2. learn the basic skills of how to read a play and act out the play with the help of a teacher;3. form a positive attitude towards growing pains.Focus of the lesson:1. characteristics of a play;2. a performance of a play;Predicted area of difficulties：How to act in the play?Learning methods:1. PPT2. blackboard课型Reading（II）Learning objectives:By the end of this period, students will be able to1. write out the transformation of the key words and phrases correctly;2. use the key words properly in relevant tasks;3. know some words and phrases in a play;4. raise the awareness of learning new words or phrases in a context.Focus of the lesson:1. usage of the key words and expressions;2. verb tenses in a play and some stage instructions.Predicted area of difficulties:1. the usage of the following words and phrases …follow‟ …be supposed to do‟ …tolerate …deserve‟and so on;2. the proper usage of relative adverbs.Learning aids:1. PPT2. blackboardLearning procedures:课型Grammar & UsageLearning objectives:By the end of this period, students will be able to1. better understand the grammatical functions of attributive clauses;2. use prepositions +which / whom3. use relative adverb s …when‟ …wh ere‟ …wh y‟ ;4. enjoy the neatness & beauty of attributive clauses comparing them with simple sentences. Focus of the lesson:1. the usage of relative adverbs;2. the exchange of “prepositions +which” and relative adverbs.Predicted area of difficulties:1. the usage of relative adverbs;2. how to distinguish relative pronouns and relative adverbs.Learning aids:1. PPT2. blackboardLearning procedures:课型TaskLearning objectives:At the end of this lesson, students will be able to:1. understand the main points and the mood of the writer by reading four diary entries.2. know how to write a letter for advice and a letter of reply.3. know a better way to solve the problem between teenagers and parents.Focus of the lesson:Reading for key points and main idea.Predicted learning difficulties:How to get the key points in a diaryLearning aids:1. PPT2. blackboardLearning procedures:课型ProjectLearning objectives:By the end of this period, students will be able to:1. know what are growing pains;2. identify the three types of changes of growing pains;3. learn to deal with the changes properly and develop healthily both physically and mentally.Focus of the lesson:1. three kinds of changes;2. proper ways to deal with them;Learning aids:1. PPT2. blackboardLearning procedures:。

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课时主备教案课型 Welcome & Word powerLearning objectives:By the end of this period, students will be able to1. enlarge their own vocabulary by knowing the exact names of all kinds of school facilities and activities;2. improve their spoken skills by describing their favorite activities at school and showing others ways;3. be aware of cultural differences by comparing school life in China and in Britain.Focus of the lesson:1. the names of school facilities2. different expressions to ask and show waysPredicted area of difficulties：using locative prepositions and prepositional phrases properlyLearning aids:1. PPT2. blackboard34课型 Reading（I）Learning objectives:By the end of this period, students will be able to1. know more information about the school life in Britain;2. learn to use two reading strategies: skimming and scanning;3. form a reasonable attitude to different ways of education. Focus of the lesson:1. skimming2. scanningPredicted area of difficulties：When and how to use skimming and scanning?Learning methods:1. PPT2. blackboard5课型 Reading（II）Learning objectives:By the end of this period, students will be able to61. write out the transformation and phrases of the key words correctly;2. use the key words properly in relevant tasks;3. use -ing form as subjects;3. get a basic idea of attributive clause;4. raise the awareness of learning new words or phrases in a context. Focus of the lesson:1. usage of the key words2. v–ing form as subjectsPredicted area of difficulties:1. the usage of the phrase ‘devote…to’ ‘attend’ phrases about‘look’ and so on2. the proper usage of –ing form as subjectsLearning aids:1. PPT2. blackboardLearning procedures:1. Going to a British highschool was a enjoyableand exciting experiencefor me. enjoy joy ,experience experienced2. I was very happy with theschool hours besatisfied/pleased with3. This means I can get upan hour than usual.mean to do/doing; meaningmeaningfulMeaningless; thanexpected4. …, all of the newstudents attended anassembly in … attend5. …the best way to earnrespect was to devoteourselves to study andachieve high grades. away to do sth/of doingsth show respect for;respectable; respectfuldevote to sth/doingsth; be devoted to6. This sounded like myschool in China.soundlinking verb7. This is about the averagesize for … average; onaverage8. it is a struggle for meto remember all the facesand names. struggle todo9. … it was a bitchallenging for me atfirst a bit challenge 10. I could send e-mailsto … for free. freeof charge;charge free10. I was glad that …werefond of the cake I made.be fond of11. I missed Chinese food alot at lunch. miss vi;miss sth; miss doing12. I look back on my timein the UK withsatisfaction, look backon8课型 Grammar & UsageLearning objectives:By the end of this period, students will be able to1. understand the grammatical functions of attributive clauses;2. use relative pronouns ‘that’ ‘which’ ‘who’ ‘whom’ ‘whose’;3. enjoy the neatness and beauty of attributive clauses comparing them with simple sentences.Focus of the lesson:the usage of relative pronounsPredicted area of difficulties:1. the usage of relative pronounsLearning aids:1. PPT2. blackboard910课型 TaskLearning objectives:By the end of this lesson, students will be able to1. understand the dates, time, places in a program;2. know how to get the information by comparing;3. report his or her decision to the whole class. write a notice. Focus of the lesson:1. notes-taking by reading and listening2. Writing a noticePredicted learning difficulties:understanding of all numbers appearing as time, date or day2. writing a noticeLearning aids:1. PPT2. tape and tape recorderLearning procedures:课型 ProjectLearning objectives:By the end of this period, students will be able to1. know what school clubs are like;2. work out with group members how to start a school club;3. learn the importance of teamwork.Focus of the lesson:1. getting to know what school clubs are liketo start a clubPredicted learning difficulties:1. the design of a school clubLearning aids:1. multi-media courseware(PPT)2. blackboardLearning procedures:。

U1M1 School lifePeriod Grammar (1)Teaching Aims1. to help Ss learn what an attributive clause is;2. to help Ss understand the functions of relative pronouns and relative adverbs;3. to be able to distinguish attributive clauses.Teaching Important Point:The basic understanding of the attributive clause.Teaching Difficult Point:How to help the Ss to learn the Attributive Clause efficiently.Teaching Method:Tell Ss what the relative words funtion as and then do some exercises to consolidate what we have learned.Teaching Aids:multimedia devicesTeaching Procedures:Step 1. Revision and lead-in1. Review the adjective, phrases or clauses used to modify the nouns.1) Mary is a 21-year-old student.She is a nice girl.2) Mary is a student 21 years old.Mary is a student in her twenties.3) Mary is a student who is 21 years old.Step 2. Introduction to attributive clauses1. Introduce main clause and the attributive clause.Mary is a student who is 21 years old.(主句部分) (从句部分)He who laughs last laughs best.(从句部分)2. Introduce the terms of ‘attributive clause’ and ‘antecedent’.attributive clause（定语从句：修饰主句中名词或代词的从句叫做定语从句。

Period 1 Welcome to the unitTeaching aims:1.Let the students get familiar with the topic of growing pains. As the topicis quite common to them.2.Encourage them to practice their spoken English by talking about their ownexperience or combining what they have seen and heard in the daily life. Teaching important & difficult points1.Activate students， imagination.2.Relate the information given in the book to the students， own experience and 1et them express their opinions ful1y and freely.Teaching methods1.Individual work or group work to make every student speak English and think inEnglish.2.Teacher-students exchanging methods by interviewingTeaching aidsA computer and a projector.Teaching proceduresStep 1: Lead-inTeacher may use the following questions to activate students interest in the problems between parents and teenagers.Questions:1.Do you love your parents?2.Do you like to stay with your parents at home?3.Do you sometimes quarrel with your parents?4.Why do you quarrel with them?Step 2: Presentation1.Picture talking and describingGuide the ss to read the instruction and the pictures on the book.Ask the Ss whether they are familiar with the situation in the pictures and make them describe the pictures with their own words.Teacher can give examp Ie fi rst.2.Summary of the topicsEncourage ss to use thei r imagination and any descr iptions are acceptable.Step 3: DiscussionAsk ss to focus on the questions and think about the answer individually first・ Let them tell the true feeling. As for the last question, teacher may ask the Ss how they think about the experienee now. After talking about the questions, guide the Ss to think about the problem of generation gap and discuss how to overcome the problems.Questions:1.Do you think there is a generation gap between you and your parents?2.Does the generation gap really exit?3.After leavi ng home, how do you think of the relati on ship betwee n you?4.How to deal with the problem ?5.When you have a problem with them and want to talk to someone, who do you choose to talkto ?Let the ss conduct a feedback activity.Step 4: SummaryMake a con clusi on: Growi ng pains can be very painful if we do no thing to un derstand others and make others understand us. Try to let your parents know how you feel and care your parents，feeling, too. In this class we have talked about the difficulty in growing up. We have a warm discussion about the pictures and the problems happening to children and their parents. From this class we know out parents' love is rue and selfless. Now I give you your homework—write a few words to your parents from you deep heart, which can express your love to your parents.Step 5: HomeworkAsk students to write one of their experierices, enjoyable or painful, on their exercise books.Teachi ng Post-descripti on:Periods 2-5 ReadingHome AloneTeaching aims:1.The Reading strategy of this part teaches Ss some characteristics of a play and the basic skillsof how to read a play.2.Enable Ss to master some important Ianguage points.3.Make sure the Ss can deal with the problems that happen in their family correctly and peacefully・Teaching important and difficult points:1.Help the Ss understand the text better.2.How to improve Ss reading ability.Teaching methods:1.Ask Ss to do fast-reading to get general idea of the play.2.Ask them to do careful-reading to understand detailed information.3.Pair or group work to participate in class.Teaching Aids:1.A tape recorder.2.A multimedia.Teaching procedures:Step 1: Lead-inT: first please look at these pictures, what are the feelings of kids who are left home alone?Well, "Growing Pains" was a very popular TV show during the 1960s & 1970s. The teacher has to make sure Ss know about it by introducing parts of the famous TV show.1.Have you ever had this kind of experienee when your parents had to go away and leave you alone or with a pet?2.If no, can you imagine what might happen if you were left alone?3.Could you handle all the responsibility and keep everything clean and safe?Step 2: Fast-reading1.Ask Ss to read the play quickly and find answers to Part A.2.Check them together.Step 3: Careful reading1.Ask Ss to read the play a second time and tell them to pay attention that the play has two acts,each with d if fere nt themes, encouragi ng them to read it out loud.2.Finish Part C1-C23.Check answers together.Step 4: Reading strategy1.Ask Ss to discuss, read the reading strategy on page 23 and know how to read a play.2.Practise reading the play.3.To find more sentences said by each character of the play4.Then finish Part D1-D2-EStep 5: Language pointsAfter knowing the general idea of the text, then deal with some Ianguage points to make sure Ss can understand the text in details.1.be an gry with sb. an ger2.happen to do sth. sth happen to sb.3.be on vacation/ holiday4.than expected5.can't wait to do sth.6.surprise -surprised-surprisingto one's surprise= to the surprise of sb.follow—following7.be surpposed to / be expected/ required to8.ben d—be nt—be nt9.be to do..10.be gone /be lost/ missing11.do with (what)deal with(How)12.explain—explanationexplain sth. to sb. explain to sb. sth.explain to sb. that....13.in a mess14.With + O. + O.C. (Prep. Adv. Adj. v-ing, P.P/n. to do )15.leave26.in charge of17. reason for/why28. go unpunished19.we thought••…20.tee nager /teen in one's tee nsteenage adj. ~ problems/ children21.fault/mistake22.go out23.have sth. Done24.seene25.no more not any moreno Ionger not any Ionger26.deserve27.be hard on28.now that29.be rude to30.feel like + n./ pron. /v-ing/ that...31.we didn't think...否定迁移32.should have doneStep 6: PracticeI.单词拼写：根据句意及汉语提示或首字母，写出各句中所缺单词的正确形式。

牛津高中英语牛津版译林版高一模块一U n i t教案文件管理序列号：[K8UY-K9IO69-O6M243-OL889-F88688]牛津英语译林版高一必修一Unit1教案Unit 1 School life Teaching aims of the whole unit:1．Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2．Develop students’ ability of listening comprehension by listening to two talks about school activities.3．Develop students’ speaking ability by discussing daily school life and reporting school activities.4．Develop students’ writing ability by writing a notice about school activities.5．Develop students’ integrated skills of using English by making a poster for a school club.6．Enlarge students’ vocabulary about school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWelcome to the unit: 1 periodReading: 2 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm: When we are talking about our school life, what will we probably think ofWhat words or phrases will we use to describe our school life?Step 2 Presentation1.Say the following to students:It’s the beginni ng of the new term. You’ve just finished your junior high and are about to enter a new period in your studies.I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from juniorhighWell, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China.What about schools in other countriesDo you have different experiences Are schools all over theworld the same This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school lifein the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UKStep 3 Discussion1 Ask students the following questions to talk about the wordsin the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school Why or Why notFewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UKAt ease with our teacherWhat can we know from this picture?What does the word ease meanWhat do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questionsto the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the dif ferences between thehigh school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn inthis lesson.2) Find more about any other differences between the highschool lives in the UK and in China, either by surf theInternet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).。