模块三第二单元教案.docx

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：Welcome to the unit

课堂设计指导思想：
本课时是单元的第一课时，课型为听说课。Welcome to the unit作为一个单元的起始，主要起到“预热”的功能，其具体作用体现在：一、激活学生现有知识体系，为新知识的输入铺设台阶，铺平道路；二、导入本单元的main topic，为整个单元的话题的讨论提供引子；三、输入相关背景知识，为学生了解单元话题内容，进行进一步讨论、探究提供信息和依据；四、围绕单元主题，提供学生一个友善的同龄人间的听说训练的平台，从而帮助学生学得更加自信，将思维真正变成鲜活的可以使用的语言。本课的设计从日常可以言说的语言谈起，逐步讨论了语言的多种形式——有声的、无声的、人类间的、动物间的等等，扩大学生对语言外延的认识，进而探讨了信息得以传递的各种途径，最后话题缩小到英语语言的学习，为Reading的导入做了一定的铺垫。
Teaching aims:
1. Get to know more about different forms of languages.
2. Learn different ways in which information can be transmitted.
3. Get fully involved in the discussion and share the experiences of learning English.
Teaching procedures:
Step 1 Warming up
The teacher starts the lesson with a small guessing game. Students are divided into several groups. A question “How many languages are there in the world?” is presented on the screen. Answers varying from “more than 2000” to “more than 7000” are also presented on the screen. Students are encouraged to guess the answers. And students who guess it right can gain points for their groups. And the answer is more than 6000.
【设计说明】从简单的竞猜游戏过度进入课堂教学，生动活泼，从最大限度上激发学生的热情和积极融入课堂的参与意识。可以按小组实施，对每组选择不同答案的人数加以分别统计，最后以每组猜对正确答案的人数记入分数。由于设计的是竞猜，最大的好处是使学生无论基础如何，都能参与进来，而且都可能为本组获得成绩贡献自己的一份力量，对于将英语语言学习上后进的同学卷入课堂能起到较好的作用。
Step 2 Presentation of a card
Present a new year’s card to the students. Ask them to recognize the languages printed on the card. If some students could read some of the languages, encourage them do it in the class.
【设计说明】印有多种新年祝福语(中、英、法、俄、日)的卡片是书本图片的第一张。部分学生可能可以辨认出其中两至三种语言，甚至更多。如果学生愿意在班里朗读这些祝福语，也可以为他们的组获得分数。这样的设计一方面，为部分学生铺设了展示的舞台，可以增加这些学生学习语言的自豪感和为团队争光的荣誉感；另一方面，可以激发其他学生学习语言的动力和兴趣。如果教师自身条件允许，可以教学生这些语言的读法，不失为一次既有亲和力，又能激发课堂生动与活力的活动。
Step 3 Discussion of emoticons
An emoticon is presented on the screen. Two questions “We often see this while chatting on line or in our text messages, what does it stand for? Could you give some other examples of emoticons?” are raised on the screen as well. Students are encouraged to utter their ideas freely. And the teacher really should appreciate their answers and the opportunity to learn from the students.
More emoticons are presented on the screen to let students guess or tell the meaning of them. This can also be involved in the competition if the teacher wants it to be interesting.
【设计说明】网络及手机短信中的表情符号是学生们生活中较为流行的一种语言形式，对这一学生熟知的语言现象的讨论，有助于拉近语言与学生间的距离，更有助于充分调动学生的学习积极性。
Step 4 Discussion on other forms of languages
Tell students that a language is not only something that can be spoken or typed. Show them a picture of sign language on the book. Give a short introduction of the meaning of the gesture. Present more pictures of sign language and get students to guess their meaning.
【设计说明】介绍语言不仅仅包含可书写和可言说的形式，还有手势等形式。简单介绍同一手势在不同国家和文化中蕴含的不同意义，在激发学生学习热情的同时，加强了文化的输入，和跨文化交际意识的培养。
Step 5 Introduction of Braille
Deaf people can use sign language to communicate. Ask students “How can blind people read the language in the books?” Present a picture of Braille alphabet on the screen. Ask students to feel the dots on their cash if possible.
【设计说明】与学生讨论盲文。简单介绍盲文的字母表。如果条件允许，可以让学生通过感觉人民币上的盲文标识对盲文有一个感性的认识。帮助学生体会残疾人学习生活的不便，鼓励他们要努力学习。
Step 6 Discussion on communication between animals
Raise the question “Do you believe animals can also speak languages?” Let students express their idea about communication between animals.
【设计说明】人类只是这颗蔚蓝色星球居民的一份子，人类用语言交流，那么动物呢？让学生从已有的实际知识出发，加以适当的想象，阐述他们的观点。人类发展的步伐永远需要想象力这对翅膀的推动，在这里让我们的学生畅所欲言吧。
Step 7 Discussion of other ways of changing information
Present a few pictures of some beautiful dancers in the silent world. Ask the students “Have you ever been shocked by the magnificent performance?” Raise the topic of other ways in which people can exchange their messages. For example “smoke signals and fire signals and etc.” Students are allowed to discuss the topic in groups and present their ideas according to the brainchild of their discussion.
Based on the discussion, students are encouraged to think over what should be included as language.
【设计说明】残疾舞者的美带给学生震撼和感动，同时激发学生思考讨论其它传递信息和表达思想的途径，从而拓宽他们对语言的理解。语言是思维的载体，是传递思想，文化，知识，美等非物质的途径。通过对语言外延的探讨，加深学生对语言的理解和认识。
Step 8 Discussion on learning of English
English is the most widely used language in the world. Ask students to share their effective methods for studying the English language with each other.
【设计说明】从语言的理解我们将话题缩小到英语课堂。同龄人间的彼此学习是一种比老师苦口婆心的说教有用得多的榜样的力量。老师在这里可以提前邀约英语学习有想法、有特点、有方法的同学在这一环节做陈述，相信会有意想不到的收获。
Step 9 Homework
Like Chinese, English also has a long history. After class, please do some research to find out how the English language has been developing.
【设计说明】通过家庭作业让学生接触更多关于语言的知识，同时水到渠成地为Reading的预习做好铺垫。
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：Reading

课堂设计指导思想：
本节课是以理解文本为主，侧重听、说、读技能训练的阅读课。英语的阅读是学生发展英语技能的主阵地，在整个单元的教学程序中具有极为重要的作用。本教学设计涉及课文阅读的第一课时，以文本为依托，围绕文本理解展开了一系列的活动，主要目的就是要帮助学生多层次地理解文本内容，同时操练多项语言技能，拓展知识，提高能力。在活动的设计上，依照了Top-down, Bottom-up, top-down交替螺旋式上升的模式，以文本为基础实现阅读的深入理解。
Teaching aims:
4. Get to know more about the development of the English language.
5. Get further understanding of the text and be able to retell some important elements in the development of English.
6. Practice more skills in reading a history article.
Teaching procedures:
Step 1 Warm-up
The teacher starts the lesson with a free talk. Ask the students “How long have you been learning English? What have you learned?”
Tell students that they will learn a passage dealing with English and its history.
【设计说明】通过看似随意的对话，教师对学生已有知识加以激活，同时，为阅读文章主题的导入和进一步的阅读做好铺垫。
Step 2 Skimming
Students are allowed several minutes to skim the text. Their skimming is based on the task of questions on page 22 concerning the general idea of the text.
【设计说明】通过基于问题任务的快速文本浏览，掌握文本的主体大意，为进一步阅读建立框架。
Step 3 Listening for the details
Present the questions on page 24. Let the students bear them in mind and listen to the text carefully to find the answers. Check the answers.
1. Why does the English language have so many rules that confuse people?
Because it is made up of the grammar and vocabulary that people from different countries and
cultures brought with them to Britain.
2. Where did the word English come from?
It came from the word Engle, as it was spelt in Old English.
3. Why can words with similar meanings be found in the English language?
These words with similar meanings developed because each word came from a different
language.
4. Who made the greatest contribution to the development from Old English to Middle English?
The French-speaking Normans, who took control of England in 1066.
5. Why are many of the words for animals different from those for meat in English?
The words for the animals came from Old English, while the words for the meat came from
Old French.
【设计说明】让学生带着问题听，避免了盲目，同时也对个别细节更为关注。
Step 4 Intensive comprehension
Ask the students to pay attention to the subtitles and divide the text into several parts.
The text can be easily divided into 4 parts considering the subtitles, namely, Introduction, Old English, Middle English and Modern English.
【设计说明】快速浏览课文的小标题，实际是一种阅读策略的输入。“授人以鱼不如授人以渔”，因此让学生掌握方法、技能、策略也是教学应当关注的课题。在阅读过程中，教师有意识地加入策略培训，有助于学生实现更为有效的阅读。
Part1 Introduction
Read part 1 and find answer to the question “Why English has so many difficult rules?”
Because people from many different countries have lived together in Britain and they brought with them the rules and vocabulary into the English language.

Part2 Old English
Present a flow chart according to the development of Old English. The teacher can choose to tell the students some basic facts as well as to ask some detailed questions with reference to the chart.
And after completing the chart, students will be encouraged to give a short summary of Old English. If necessary, the teacher can give an example as follows:
“Today we have learned the development of Old English. And let me tell you something about it. Before the middle of the 5th century, people spoke Celtic. Then 2 Germanic tribes the Angles, the Saxons occupied Britain. Their language mixed with Celtic and became the base of Old English. At the end of the 9th century, the Vikings, people from countries including Denmark and Norway moved to Britain. And their language mixed with Anglo-Saxon and became what we now call Old English. By the 10th century, Old English was the official language of England.”
Ask Ss to think about “Why we feel puzzled about which words or phrases to use?”

Part3 Middle English
Read part 3 and discuss the answer to the question “What are the factors that contributed to the development of Middle English?”
French and Henry IV.
Have a further discussion within groups about the influence resulting from the factors and make a summary of the factors and the effects.

Part4 Modern English
Students are asked to finish reading the last part and find answers to the following two questions:
When did Modern English appear?
During the Renaissance in the 16th century. (If possible, the teacher could also inform students of some basic information of Renaissance.)
What new factors are included in modern English?
Latin and Greek words, pronunciations and new words and new ways being invented.
【设计说明】细致的精读，帮助学生扫除阅读障碍，理清文章脉络，进一步理解文本细节。
Step 6 Retelling
The key words are presented on the screen. Students are allowed 5 minutes to prepare retelling the text in pairs.
Presentation
Students are encouraged to come to the front and retell the text. The teacher could also ask students to do the retelling one after another, each student one sentence.
【设计说明】复述课文是对文本理解的很好的检验，要求学生对全文有整体的把握。有屏幕上的关键词做提示，可以帮助学生解除紧张心理。两人一组进行操练，可以建立学生彼此学习的平台，同时，由于有过两人间的预演，之后的presentation同学可以更有信心。
Step 7 Post-reading consolidation
Students are asked to fill in the blanks of a short passage related to the text.
【设计说明】阅读后的巩固练习。如果时间允许可以在课上完成，如果时间不够可以转为课后的作业。
Step 8 Homework
Write a short summary of English and its history according to what we have learned today.
【设计说明】通过课后的写作，一方面巩固所学知识，另一方面弥补写的技能训练。
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：Reading

课堂设计指导思想：
本课时为Reading理解过后的第二课时，着重于语言知识的讲授，即我们常说的语言点课。语言点的讲解容易陷入枯燥的泥淖，要上得生动需要艺术。而且，语言点的讲解宜精不宜多，宜多练优于多讲，因为了一旦内容过多，学生就会生吞活剥、囫囵吞枣无法消化；如果讲得过多，学生没有机会操练、体会、巩固，就不可能真正地理解掌握；因此，不如精选精练，扎扎实实。本着这样的设想，本节课的设计为语言点课安排了一个课时，选择了课文中出现的十二个语言点，逐一讲解，在句子层面进行多方位练习，并在此基础上要求学生在课后将所学知识运用到语篇的写作中。
Teaching aims:
7. Do some revision of what have been learned in the last lesson.
8. Acquire the usage of the language items in the text.
9. Apply the language items into practical use.
Teaching procedures:
Step 1 Revision
The teacher starts the lesson with a short revision of what have been learned in the previous lessons. This part consists of two activities—to match the words and their definitions and to fill in the blanks.
【设计说明】在课的一开始，设计了复习环节，优势有二：第一，帮助教师检查学生对之前学习内容的掌握，有利于教师及时了解教学对象的学习情况，了解教学的效果，在必要情况下，及时调整教学内容和进度，从而更好地为教学对象服务，以实现教学效果的提高；第二，传递有效学习策略的相关信息：复习是学习过程的一个重要环节，教师如果能常常有意设计复习活动，提高学生及时复习的意识，培养他们良好的学习习惯，这将会让学生终身受益。
Step 2 Presentation
Present all the language items that should be coved in the following lesson. Ask the students to find them out in the text.
【设计说明】语言点的学习，要避免一味灌输。在讲述语言点时，首先应该让学生明确学习目标，因此，在此处，教师将精选的词汇率先呈现给学生，使学生的学习有计划、有目的。
Step 3 Discussion of the language items
1. be made up of
make up 化妆，编造，弥补
be made up of … 由……构成
be made of … 由……制造
be made from ... 由……制造
She quickly made herself up and went out for the party.
Don’t believe him. He made the whole story up.
I must make up the lost time by extra work.
1. My favorite salad is made of lettuce, tomatoes and cucumber.
2. She made up a story to comfort her little daughter.
3. Nylon is made from air, coal and water.
4. The audience is made up of very young children.
5. The toy cost a dollar and Ted only had fifty cents, so Father made up the difference.
6. Society is made up of people with widely differing abilities.
2. consist
1) 组成，构成 +of:
A university consists of teachers, administrators and students.
大学由教师,行政人员和学生组成。
Our book consists of 3 units.
我们的书有3单元。
2) 主要是，主要在于 +in
Happiness consists in appreciating what you have.
快乐就在于满足所拥有的。
3. contribute to
1) to help to lead to the result导致;
Drink contributed to his death.
酒造成了他的死亡。
2) 捐(款);捐献,捐助 (donate to)
他将积蓄的一半捐献给红十字会。
He contributed half of his savings to the Red Cross.
3) 投(稿)[(+to)]
他给杂志投稿他的诗。
He contributed his poems to the magazine.
3. control
1) V. 控制；支配；管理；克制；抑制
She is skillful enough to control the machine.
她已有了足够的技术可以操纵这台机器了。
The British government at that time controlled the island.
当时英国政府控制该岛。
You must learn to control your temper.
你必须学会克制着不发脾气。
2) n. 支配；控制；调节；抑制 [(+of/over)]
They have no control over him.
他们控制不了他。
There must be someone who can take control of these naughty children.
应该有人能管住这些淘气的孩子。
Some more phrases:
in control of … in the control of … be/ come/ bring/get under control
under the control of … be/get out of control lose control of …
The boy is no longer _in/under the control of_ his parents.
Police at present lost control of the crowd. They asked for help.
With the help of firefighters, they got the fire _under control_.
Mum was angry to see her children out of control.
Who do you let be in control of_ your class while you’re out?
4. replace
vt.1) 取代；以……代替 [(+with/by)]
The brakes have to be replaced.
刹车需要更换。
Electric lights have replaced candles.
电灯已经取代了蜡烛。
2) 把...放回(原处)
She replaced the receiver.
她将听筒放了回去。
3) 归还;偿还
I will replace the cup I broke.
我愿用一个新杯子赔还我打碎的一只。
5. result in
V. 1) 结果;导致 (lead to)
Carelessness resulted in lots of accidents.
粗心造成大量交通事故。
2) result from (because of, due to)
His failure resulted largely from his laziness.
他的失败主要是懒惰所致。
His success C working hard.
Too much cigarettes A hisdeaths.
He had to take a taxi to work B the bad weather.
A. result in B. as a result of C. results from D. as a result
6. raise vt./ n
1) The baby was raised on soybean milk.
这孩子是用豆浆喂养大的。
2) The landlord raised my rent to $200.
房东把租金提高到$ 200。
3) They are going to raise money for the school buildings.
他们将为盖校舍筹集资金。
4) He raised his glass and said: "Your health, Carl."
他举起了杯子说道:"祝你健康,卡尔。"
5) None of them raised any objection.
他们谁也没提出反对意见。
True or false:
1. Prices have been risen up. F raised
2. The sun raises in the east and sets in the west. F rises
3. Jack was raised by his aunt after his parents passed away. T
【设计说明】逐一讲解语言点，通过中英互译、完成句子、改错、单选等多种形式进行操练，增进学生对这些语言点的理解掌握。

Step 5 Homework
Make up a story using the expressions we have learned today.
【设计说明】课间的讲解、操练仍然停留在句的层面，运用所学表达至语篇虽是较高的要求，也是合理的要求。

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：Word power

课堂设计指导思想：
Word power旨在科学地、有效地、有趣地扩充学生的词汇量。Word power在设计上采用了与本单元主题相照应的思路，内容上不受课后词汇表的限制，期冀在同一语意场中通过语境的辅