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  • 您的位置:在点网 > 教案 > 高一教案 > 牛津高一英语教案 正文 2017-07-31

    牛津高一英语教案

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    篇一:牛津高中英语教学设计

    牛津高中英语教学设计

    教 材:牛津高中英语(模块四)高一下学期

    文档内容:教学设计—教案

    单 元:unit 1 advertising

    板 块:reading 1

    作 者:唐敏芳

    课堂设计指导思想:

    本堂课是以听、说、读为主的阅读课。阅读课旨在培养学生根据不同的阅读目的使用不同的阅读策略的能力,从文章中获取和处理主要信息的能力,理解文章主旨和作者意图的能力以及通过上下文进行整体理解语篇的能力。本篇阅读材料是一位中学生根据研究性活动写成的一篇说明文。学生应在阅读本文的基础上掌握说明文的阅读策略,了解说明文由三大部分组成。即:导入主题,支撑主题的细节材料和结论。同时,学生可以在第一课时学习的基础上学习广告的基本知识。

    teaching aims:

    1. to get a general idea of the whole text.

    2. to train gist-reading skill and learn the main point of each paragraph of the text.

    3. to be familiar with the detailed information about the text.

    4. to master the reading strategy for expository writing.

    teaching procedures:

    step 1 lead-in

    the students are encouraged to have a brainstorming about advertisements in order to review what they have learned before the class and get more knowledge related to advertisements.

    【设计说明】让学生对广告一词进行头脑风暴,可引导学生在复习第一时的教学内容的基础上,激活学生脑中有关广告的图式,拓展与广告相关的知识,并自然流畅地导入本课主题。 step 2 before-reading

    【设计说明】通过简单的练习设置检测学生对新学词汇的理解, 为下一步的阅读理解铺设道路。

    step 3 fast-reading

    ask students to listen to the recording of the reading text and skim the text to get the general idea.

    【设计说明】通过听课本录音和快速阅读,了解学生对文本表层的理解情况,引导学生逐步提高阅读速度,从而提高阅读理解水平。

    step 4 detailed-reading

    let students read the text carefully and work out the main idea of each paragraph.

    【设计说明】这一环节可训练如何学生处理信息,有助于培养学生语篇和段落的分析能力的,有利于引导学生主动学习,帮助他们形成以能力发展为目标的学习方式。step 5 further reading

    the true or false statements are designed to check students’ further understanding of the whole text .

    【设计说明】通过从整体到局部,再从局部到整体的策略来培养学生对文本的整体理解能力。 step 6 post-reading (consolidation activity one )

    【设计说明】这是初步的学生表达拓展活动,旨在培养学生分解和整合信息的技能和灵

    活运用语言的能力。

    step 7 post-reading (consolidation activity two )

    ask students to retell the whole text with the help of the key words on the ppt.

    【设计说明】要求学生复述课文内容,是在有效输入语言的基础上进行的输出活动,对学生的表达提出了更高要求。这样不仅能增强学生的语言实践量,也有助于培养学生运用英语思维的习惯,提高语言综合运用能力。

    step 8 about the reading strategy

    draw the students’ attention to the reading strategy about expository writing.

    【设计说明】阅读策略的学习是训练学生阅读能力的有效措施,让学生了解说明文的基本结构,能在阅读训练中达到事半功倍的效果,并为他们今后的学习打下良好的基础。 step 9 homework

    ask students to finish reading the article on page 95, to list the difficult language points on their notebooks, and retell the reading text.

    【设计说明】通过家庭作业巩固并拓展所学内容。要求学生列出语言难点,鼓励学生利用网络了解更多有关广告的知识,有利于培养他们的自主学习能力。篇二:牛津高中英语教学设计

    牛津高中英语教学设计

    教材: 牛津高中英语(模块九)高三上学期

    文档内容: 教学设计——教案

    单元: unit 4 behind beliefs

    板块:reading (language points)

    作者: 庄如英

    thoughts on the design:

    课文教学,除了对文章内容的阅读理解之外,分段讲解课文语言知识点,也是相当重要的。由于短语句子必须在一定语段的情景中才能更好地显示出它的语言交际能力,分析一些复杂句子的结构时,更是只有把句型教学与课文教学有机地结合起来,才能真正把句型学到手,并能在真实的交际中灵活运用。因此在语言点的教学过程中,我主张以段为单位,先逐段通读,整体上把握内容含义,再逐个分析重要语言点,其中讲解操练相辅相成,学生和老师都要动起来。最后再进行一系列由简到难的强化训练,当然都是要在一定语境基础上的,当场巩固当场掌握,从被动接受到主动运用。

    teaching aims:

    after learning the language points in this text, the students will be able to get familiar with the meanings of some words and expressions. also, the students will be able to use them correctly. students are expected to go over some important sentence structures and their ability of translating or paraphrasing will also be improved.teaching procedures:

    [explanation]

    一直感觉课文语言点的讲评课形式比较刻板,学生们基本上都是以听、记或者机械的回答问题为主,课堂气氛也比较沉闷。因此设计这个竞赛作为整节课的开始,既起到了复习上一节课所学内容的作用,又能有效的让学生参与进来,充分调动学生的积极性,课堂气氛也顿时活跃,为下一步学习作了良性准备。

    step 2 language points

    paragraph 1

    1. read the paragraph together.

    2. line 1-2 an idiom is a group of words or an expression whose meaning often cannot be understood by

    looking at the meanings of the separate words in it.

    *translate the sentence..

    key: 习语是词组或者一种表达方式,其意义无法从孤立的单词中获得。

    *separate here is used as an adjective with the meaning ‘each or individual (word in the group of words or the expression)’ or ‘ not together’.

    e.g. 这对双胞胎共享一个房间,但是他们各自睡一张床。

    the twins share one room, but they sleep in separate beds.

    e.g. 要将两头正在争斗的公牛分开是非常困难的。

    it is extremely hard to separate two fighting oxen

    (播放幻灯片5)

    3. in other words换句话说 类似于 “that is (to say)?.”

    其他和word有关的短语及固定用法:

    in a word 简言之,总之

    have a word with sb与某人谈一下

    have words with sb与某人吵架

    keep one’s word守信,信守承诺

    word came that ?有消息称。。。

    (播放幻灯片7)

    课堂操练:

    your performance in the driving test didn’t reach the required standard-______,you failed.

    a.in the end b.after all

    c.in other wordsd.at the same time

    key: c

    (播放幻灯片8)

    4. a number of 许多(用于修饰可数名词)

    the number of 。。。的数目

    课堂操练:

    the number of the stamps _____ limited, so a number of people _____ to have a look at them.

    a.are; want

    key: c

    (播放幻灯片9)

    paragraph 2

    1. read the paragraph.

    2.line 8-9 : the bible was first written in hebrew and then translated into greek, both of which use many idioms.translate the first sentence..

    key: 《圣经》最初是用希伯来文写成的,后来被译为希腊语,这两种语言都是用很多习语。

    *代词+of which/whom引导定语从句的用法:

    most, both, all, neither, either, none等代词+of whom(指人)/which(指物)可以引导定语从句。如: she has two daughters, neither of whom lives at home.

    he has five dictionaries, all of which are practical.

    (播放幻灯片10)

    *代词+of whom(指人)/which(指物)引导定语从句也可转换成of whom(指人)/which(指物)+代词

    b.is; wants c.is; want d.are; wants

    引导定语从句。如:i have many story books, of which all are interesting.

    【考例】last week, only two people came to look at the house, ________wanted to buy it.

    a. none of them b. both of them

    c. none of whom d. neither of whom(2007 安徽)

    key: d

    简析:d。定语从句与先行词可连成neither of the only two people came to look at the house,因此应填neither of whom引导定语从句。

    (播放幻灯片11)

    3. the connection to? 也可以用介词with 与。。。的联系

    4. before long 不久以后,很快 long before很久以前

    5. be used to do 被用来做某事used to do 过去常常做某事be used to doing习惯于做某事

    (播放幻灯片12)

    课堂操练:

    as a young man, tom used to in the town, ________to find a job for a few coins.a. knocking about; waited b. knocked down; waiting

    c. knock about; waiting d. knocked down; waited

    (播放幻灯片13)

    paragraph 3

    1. read the paragraph.

    2.line 14-16 biblical idioms originally had straightforward and clear meanings because they were often meant to underline the moral of a story and to give audiences an image to help them understand the story better.

    translate the first sentence..

    key: 圣经习语原本都有着直白、清晰的意义,因为它们通常意在强调某一故事的寓意,给听众或读者一个意象以帮助他们更好的理解故事。

    3. a hidden weakness 隐藏的弱点,不为人知的弱点 hidden过去分词作定语(播放幻灯片14)

    paragraph 4

    1. read the paragraph

    2. line24-25 this is used when people want to say that they know something but not who gave them the information.

    *paraphrase this sentence.

    key: when people want to express the meaning that they know some information but they don’t know who tell them the information they will use this idiom. and that which hath wings shall tell the matter’.

    translate the first sentence..

    keys: 这个习语来自《圣经》上的一段话,原文是这样的:“因为空中的鸟必传扬这声音,

    有翅膀的也必述说这事”。

    *句中hath是古英语,相当于现代英语的has

    (播放幻灯片15)

    5. lead a life of luxury 过着奢华的生活

    lead a ?life / lead a life of ? 过着。。。的生活

    6. mend one’s way 培养好习惯,改进生活方式

    eg. there’s no sign of him mending his ways. 看不出他有改进生活方式的迹象。(播放幻灯片16)

    7. in honor of? 为了纪念,为了欢迎,为了庆祝

    课堂操练:

    christmas is a christian holy day usually celebrated on december 25th ____ the birth of jesus christ.

    a. in accordance with b. in terms of c. in favor of d. in honor of(播放幻灯片17)

    paragraph 5

    1. read the paragraph

    2. things related to food与食物有关的东西

    be related to sb/sth 与某人或某事物有关

    eg:wealth is seldom related with happiness. 财富鲜与幸福相关。

    (播放幻灯片18)

    3. line 33-35 for instance, children are often referred to as the ‘apple of their parents’ eye’, meaning that their parents love them very much and are very proud of them.

    *translate the first sentence..

    keys:例如, 孩子们常常被说成是“apple of their parents’ eye”,意思是他们的父母非常爱他们,以他们为荣。 * for instance 例如,同 for example

    * refer to ? as ? 将。。。看作。。。

    * be proud of?以。。。为荣,以。。。为骄傲同 take pride in?

    (播放幻灯片19)

    4. be worth nothing 一文不值

    be worth sth/ doing/$值。。。;值得做某事;值。。。钱

    课堂操练:

    she is not worth .

    a. to get angryb. getting angry c. getting angry with d. to get angry with(播放幻灯片20)

    paragraph 5

    1. read the paragraph

    2. line 50-52 when you have a thorough understanding of english idioms and their origins, you can better

    understand and appreciate the history and cultures of english-speaking countries because idioms are carriers of history and culture.

    *translate the first sentence..

    keys: 透彻了解英语习语及其起源,你可以更好地理解和欣赏英语国家的历史和文化,因为习语

    篇二:牛津版高一英语必修1全套教案

    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 averagecanteen 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)。

    2. Going to a British high school for one year was a very enjoyable and exciting experience for

    me.

    去一所英国中学读书一年对我来说是一次令人愉快和兴奋的经历。

    Going 在本句里作动名词,它和后面的to a British high school for one year构成动名词短语作句子的主语。Go to a British high school本来是个动词词组,在go 后面加上ing 后,它就具备名词的特性可以在句子中充当主语、宾语或表语。

    动词的现在分词和过去分词都可以作定语,但所表达的意思不同, 现在分词作定语常表示“令人…”、“正在….”;例如exciting news, sleeping dog; 过去分词则有被动或完成的意思,常表示“感到….的”、“被….的”,例如: an excited crowd of people, broken heart.

    3. I was very happy with the school hours in Britain because school starts around 9 a.m. and

    ends about 3.30 p.m.

    我对英国学校的作息时间很满意因为学校大约上午9点开始上课,下午3点半左右放学。 Be happy with=be pleased with, around=about。

    4. This means I could get up an hour later than usual as schools in China begin before 8 a.m.

    这意味着我可以晚一小时起床,因为在中国学校8点钟上课。

    as adv.同样地, 被看作, 象

    prep.当做

    conj.与...一样, 当...之时, 象, 因为

    本单元多次出现as, 用法各不相同,应注意比较。另外as 还可以构成一些常用词组:as if就好像, as far as就….而言, so as to以便于, as for至于, such as例如,等等。

    mean: 意味着, 后面通常加名词或宾语从句。例如:

    The attack of Pear Harbor meant a declaration of war with the United States.

    The raise of salary means that I can send my daughter to a better school.

    5. He also told us that the best way to earn respect from the school was to work hard and achieve

    high grades.

    他还告诉我们赢得学校尊敬的最好方法是努力学习并取得好成绩。

    The best way to do sth is to…..结构用来表达做某事的最好方法是….., 例如:

    The best way to learn English is to use it as often as possible.

    6. I found the homework was not as heavy as what I used to get in my old school, but it was a bit

    challenging for me at first because all the homework was in English.

    我发现这儿的家庭作业没有我原来学校的多,但一开始对我有些挑战性,因为所有作业都是英语的。

    As…..as, 中间加形容词或副词,一般要连接两个相同的句子成分, 请比较下面两句话: You hate him as much as I (=You hate him as much as I hate him).

    You hate him as much as me(=You hate him as much as you hate me).

    Used to 过去常常, 隐含的意思是现在的情况已经不同。例如:

    She used to study very hard. ( She does not study so hard any more).

    Used to 的否定形式是usedn’t to/ didn’t use to

    注意:be used to sth/doing 表示习惯于….

    7. Cooking was really fun as I learnt how to buy, prepare and cook food.

    当我学着怎样买菜、洗菜、烧饭时,烹饪真的是一件有趣的事。

    fun是名词,有趣的事情, 副词really并非修饰它,而是修饰前面的be动词was

    试比较: He is really a funny guy. 和 He is a really funny guy.这两句意思虽然相同, 但really修饰的对象不同,因此说话的侧重点也不同。

    8. I do like eating desserts after meals as you mentioned in your article.

    就像你在文章中提到的那样,我的确喜欢在饭后吃甜食。

    Do、did在陈述句中,用在动词前表示强调,可译作的确、确实。

    9. Upon finishing his studies, he started travelling in China.

    完成学业之后,他开始在中国旅行。

    介词upon/ on加doing相当于带as soon as 的时间状语从句。

    Upon finishing his study=As soon as he finished his study

    10. Former student return from China

    一位校友重中国归来

    former, past, old 虽然都和过去有关,但 侧重点不同。 former:“过去曾经是...的、 前任….”, past: “过去的” old“老的、从前的”。例如: former president前总统,past experience以往的经验,my old school我的母校。

    11. earn, achieve和gain

    这三个单词的基本意思都是“get”但含义不尽相同, earn :get as the reward of work(挣,得到…作为工作的回报), achieve :get what you want by effort(成就,通过努力达到某个

    目标), gain和“get”的用法最接近,它对得到的方法和内容都没有具体要求。常见搭配: earn money/ a living/ one’s respect/ one’s bread, achieve a gaol/ success/ purpose/ high grade, gain experience/ weight/ an advantage over/ time/ the upper hand( 占上风)/ ground(取得进步).

    【语法】

    定语从句(1)

    用来说明主句中某一名词或代词(有时也可说明整个主句或主句中一部分)而起定语作用的句子叫作定语从句。定语从句的作用和作定语的形容词、介词词组、分词词组相似,有时可以相互转换,例如:金发女孩可译作a blonde girl ,a girl with blonde hair或a girl who has blonde hair。定语从句通常由关系代词that/ which/ who/ whom/ which/ as或关系副词when/ where/ why引导,这些词既指代主句中要说明的名词或代词, 又充当从句中的某个句子成分。请看例句: 指代主句中的先行词person,在从句中作主 语)

    指代friend,在从句中作宾 语, 所以常用代词who的宾格形式). 关系代词that指代weak nation,在从句中作表语) ’t take in one more student. (关系代词whose指代the school’s ,从句中作floor space的定语) 关系副词where指代主句中的地点状语gym 在从句中作状语)

    【阅读技巧】

    Skimming & Scanning

    Skimming略读,skim原意是轻轻掠过表面,作为阅读技巧是指通过浏览文章标题,主题句,插图和图表等方法了解文章的大意。 Skan, 本意是扫描,这里指用眼光快速扫视书报等材料寻找我们想要的信息。他们的区别在于Skimming是为了了解文章的大意,而Scanning是为了寻找某些具体信息。Skimming & Scanning都是快速阅读的重要策略,也是信息时代我们必备的技能。尤其是在阅读英语时,注重练习Skimming & Scanning可以帮助克服逐字逐

    句的阅读习惯(如finger-point reading, lip reading),提高阅读速度。

    【补充阅读】

    阅读这篇文章,根据中文提示和上下文写出所缺的单词:

    My School Day

    I leave home at 6:45 and walk 20 minutes to ______(赶) a bus to school. The bus is a special one just for kids going to my school. The _______(路程) on the bus takes an hour because it has to keep stopping to pick up other students along the way.

    When I arrive at school, I______(领取) my Tablet PC from the Flexi (Flexiable Learning Centre). Then I go to my Tutor Room for Registration at 8:30. We listen to announcements to see what special things are happening at school today or this week.

    At about 8:50 we leave Tutor Room to go to our First Period. Every day I have a different Lesson the first period. Normally it is

    Humanities but I also have Maths, Drama and Music, and French on the other days. Each period lasts an hour.

    All my lessons are in different rooms and places around the school. Each Room either has a three_____(位) number or a name. The numbers are very hard to remember!. I have different teachers for each lesson. I have a _______(存物柜) where I can store some

    篇三:《牛津高中英语》模块一 Unit 1 教案

    《牛津高中英语》模块一 Unit 1

    一、教学课型: 阅读理解课

    二、教材分析

    1. 教材内容

    见《牛津高中英语》模块一 Unit 1 (Pages 2—3)

    2. 教材处理

    该篇文章主要介绍中国学生Wei Hua在英国为期一年的留学经历。通过她对英国中学生活的描述,学生对英国中学生的日常学习情况增加一定的了解。但由于内容较多以及中英文化方面的差异,在阅读过程中,对于刚进入高中学习的学生,他们中有些在完全理解课文方面有一定的困难。

    针对上述分析,本课在设计时先以录像导入的形式,增加学生对文章有关的感性知识;然后采用略读的方法,培养学生阅读整体观念;在随后的细节处理时,采取寻读、细节理解、正误辨别的方法;在难点处理时,通过启发诱导,教师归纳的措施加以突破。整个教学过程的设计由浅入深,由感悟、理解、分析、归纳、总结到运用,从而完成从阅读输入到理解输出的学习过程,达到培养学生阅读能力的目标。

    3. 教学目标

    ① 知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。

    ②能力目标: 通过寻找文章大意及具体细节问题的答案,培养学生快速归纳文章主旨和获取文章细节的阅读能力。

    ③ 文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解,体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。

    4. 教学的重点和难点

    ① 重点:对英国中学生活的具体了解和中英两国之间的文化教育的差异。

    ② 难点:如何培养学生运用略读(skimming)和寻读(scanning)阅读技巧来快速获取主旨大意和细节信息的能力。

    三、教学设计

    1. 总体思路

    本课的教学设计采用:阅读前(导入)、阅读中(略读,寻读,辨别正误,比较, 分组活动, 巩固)、阅读后(运用)三部分。

    2. 教学过程

    Step 1 Lead-in

    T: Now, Class, we have learned English since the primary school, and we have known some British language, culture, history and some other British lives. But do you know what the British school life is really like? If you want to know the answer, please watch the following video.

    (设计说明:

    由学生从小学以来的英语学习,自然过度到对对英语语言、文化、历史等方面的了解,进而提及到英国中学生活,激发学生对该话题的兴趣,为下文做很好的背景铺垫。)

    Show the students a short video, which mainly tells us about a public British school where we may know something about the British students’ study hours at school, their school activities, their subjects and their study goals.

    (设计说明:

    通过这段录像使学生从视觉, 听觉等方面了解到英国中学生的日常作息时间、在校活动、所学科目以及学习目标,让学生多方面直观,感性地了解英国中学生活,为后面文章的学习提供很好的背景知识。)

    Step 2 Presentation

    T: From this the video, we have already gained some brief impression about the British school life. If you want to get something more about it, let’s come to today’s passage.

    T: Today we are going to read a passage by Wei Hua, who once studied in the UK. She will give us some detailed information about the school life in the UK.

    (设计说明:

    由录像内容自然导入课文, 环环相扣, 轻松入题。同时, 对文章的内容作简要介绍, 让学生对阅读内容有所了解。)

    Step 3 Reading

    (1) Skimming

    T: Now please skim the passage quickly and try to find the answers to the following questions. Hand up when you get them. (Show the questions on the screen.)

    1. What is the main idea of this passage?

    (Suggested answers: 1. It mainly tells us some specific information about what school life in the UK is really like and some differences between high schools in the UK and in China.)

    2. What are the key points you can conclude from each paragraph?

    (Suggested answers: Para 1: School hours; Para 2: Attending assembly; Para 3: Teachers and classmates; Para 4-6: Homework and subjects; Para 7: British food and her activities; Para 8: feeling and hope.)

    (设计说明:

    通过让学生对文章的中心思想和段落关键词归纳,有意识地培养学生的略读策略, 有助于学生有的放矢地快速获取主要信息的阅读能力。)

    (2) Scanning

    Ask the Ss to go through the passage as quickly as possible and try to find answers to the three following questions.

    1. How long did Wei Hua stay in Britain?

    2. What was the name of Wei Hua’s class teacher?

    3. What did Wei Hua make in her woodwork class?

    (Answers: 1. For one year.2. Mr Heywood.3. A small table. )

    (设计说明:

    该步骤旨在让学生带着问题通过快速寻读文章相关信息, 以此形成对Wei Hua留学英论的经历有一个初步了解。)

    (3) Detailed information

    T: Now please scan the passage to find some detailed information from each paragraph and then fill in the following form:

    Para Main idea Detailed information

    1

    School hours a) Was she happy with the school life? (Yes.)

    b) School in Britain _____ around 9 am and _____ about 3:30 pm. (starts; ends)

    2

    Attending assembly a) Who was the girl sitting next to her on the first day? (Diane.)

    b) The headmaster told them about _____ during assembly. (Rules, the best way to earn respect from the school.)

    3

    Teachers and classmates a) Who was her favorite teacher? (Miss Burke.)

    b) Was it easy for her to remember all the students’ faces and names? Why? (No. Because they had to move to different classrooms for different classes.)

    4

    Homework and subjects

    a) The homework was not heavy, but why was it a bit challenging for her at first? (Because all the homework was in English.)

    5

    a) Why did her English improve a lot? (Because she used English every day and spent an hour each day reading English books in the library.)

    b) Did she enjoy cooking? How do you know? (Yes. She thought it was really fun as she learned how to buy, prepare and cook food.)

    6 a) Do students have to learn all the subjects even if they don’t like them? (No.)

    7

    British food and her activities

    a) Why did she miss Chinese food a lot at lunchtime? (Because British food is very different, and

    British people eat lots of desserts after their main meal.)

    b) She usually played on the school field. Sometimes she played _____. Sometimes she _____. (football with the boys; relaxed under a tree or sat on the grass)

    8 Feeling and hope a) She felt _____ and hopes _____ . (lucky, to be back and study there again.)

    (设计说明:

    通过用表格的形式对文章中重要信息加以呈现, 将略读和寻读、获取细节信息和深层理解相结合,并将读与写自然衔接起来,让学生系统,直观地掌握阅读材料中重点内容, 这要求学生认真分析课文,积极思考, 从而使他们对英国中学生活有进一步的理性认识。)

    (4) True or false

    T: Please read the passage again, and then decide the following sentences true or false according to the article. If it is false, please try to correct it.

    1. Wei Hua likes the school hours in the UK.

    2. Chinese schools encourage students to work hard.

    3. Wei Hua’s favorite teacher was Miss Burke.

    4. The average number of the students in each class in Britain is over 30.

    5. British students have fixed classroom and classmates.

    6. British students can only study two languages: English and French.

    7. Wei Hua enjoyed British food.

    8. Wei Hua enjoyed playing football.

    9. Wei Hua is now back in Manchester again.

    (Suggested answers:

    1. T 2. T 3. T

    4. F The average number of the students in each class in Britain is 29.

    5. F They move to different classrooms for different classes.

    6. F They have to study English, but they can drop French if they don’t like. They can choose Spanish or German.

    7. F She missed Chinese food a lot.

    8. T

    9. F She hopes that someday she can go back and study in Manchester again.)

    (设计说明:

    在学生基本理解文章的内容后, 通过对文章细节以正误选择题的形式加以呈现, 引导学生分析比较文章具体细节, 培养学生辨别是非正误细节的阅读理解能力。)

    (5) Consolidation

    Ask the students to read the passage carefully one more again to find the answers to the following questions. Through careful reading, students can get the further understanding about the text and consolidate what they have learned from skimming and scanning.

    1. Which of the following statements is Not Wrong according to the passage?

    A. She used to get up at 8 a.m. in China.

    B. What the headmaster told them sounded like what she used to hear in her school in China.

    C. She was such a good cook that she liked cooking British food.

    D. She didn’t like History or Art, so she chose Woodwork.

    2. What is the main idea of the passage?

    A. Her English improved a lot as she used English every day.

    B. School life in the UK is busy and bitter.

    C. She had a wonderful experience in a British school.

    D. She wanted to go back to China and enjoy Chinese food.

    3. Which of the following has the closest meaning to “I could e-mail my family and friends back home for free” ?

    A. I could e-mail my family and friends back home without paying money.

    B. I could e-mail my family and friends back home freely.

    C. I could e-mail my family and friends in my free time.

    D. I could be free to e-mail my family and friends back home.

    4. The writer’s purpose of writing the passage is to __________.

    A. tell us that she doesn’t like school life in Britain

    B. excite more students to study abroad

    C. improve her English

    D. introduce her exciting and happy life in Britain

    5. She felt lucky because __________.

    A. she could get up an hour later than usual

    B. the headmaster told them to earn respect by working hard and achieving high grades

    C. she had been given a golden opportunity to study in Britain and met helpful and friendly teachers and students

    D. she improved her English

    (Suggested answers: 1. B 2. C 3. A 4. D 5. C)

    (设计说明:

    该环节问题的设置遵循了文章阅读的整体性和连贯性原则,要求学生不仅要读懂设置的题干问题,还要能够理解文章中有关内容及其内在联系,即不仅考查学生对阅读中语言形式的掌握,而且考查他们对语言知识的灵活运用。)

    Step 4 Group work

    Ask the students to hold a discussion about the following topic: What’s the similarity and difference between the schools in China and the UK?

    Aspects In the UK In China

    similarity

    difference

    After the discussion the teacher may ask two or three students from different groups to present their group’s opinions about the topic. The teacher should give them some help if necessary.(设计说明:

    通过组织学生对中国和英国中学的异同进行比较讨论,从而进一步加深对英国中学生活差异的体会和感悟。这样,有助于提高学生对知识的理解水平和运用所学的内容解决问题的能力,既可以为教师教学提供反馈信息,又可以让学生之间的相互启迪,使他们在学习过程中学会学习。)

    篇四:牛津高中英语模块一Unit1Reading教案

    中学英语教学综合实践

    学院

    专业

    年.班级

    姓名 _________吴琼___

    学号 ___222013310032018___

    Analysis of Teaching Material and Students

    Good afternoon, 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?ll

    1.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 page 4.

    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 of the 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 group work. 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 I

    used to get. . .

    For the educational objectives, firstly, enable the students to learn to talk about school life and 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 information

    Students: 40 senior high school students, Grade 1

    Teaching materials: School life in the UK

    Education system in the UK

    Type of the lesson: Reading

    Teaching methods:Task-based Language Teaching

    Communicative Language Teaching

    Situational Language Teaching

    Lesson duration: 40mins

    Date: November 17, 2015

    Teaching aids: blackboard, chalk, PPT, textbook

    ⅡLanguage Contents

    Vocabulary:

    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:for 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 points

    a. 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 Objectives

    By the end of the class, students are able to:

    a. Instructional objectives:

    1. Learn some useful words and expressions

    attend, 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 structures

    1)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 Procedure

    Stage 1 warn up (7 mins)

    →Step 1 Greetings and self-introduction

    T: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 in

    T: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 of the 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 Reading

    Task1 Skimming

    In order to help the students to know how to skim a passage, the teacher get the following

    篇五:牛津高中英语模块一Unit 3教案

    Period 1 Welcome to the unit

    Teaching aims:

    1. Enable the students to describe people’s current situations

    2. Train the students’ speaking ability by expressing their opinions on looking good and feeling

    good

    Teaching important & difficult points

    1. Enable the students to express opinions about how to look good and feel good.

    2. Enable the students to tell different ways about how to both look good and feel good.

    Teaching methods

    Cooperative learning, task-based learning

    Teaching aids

    A computer and a projector.

    Teaching procedures

    Step 1 Brainstorming

    1. Greeting

    2. Let the students enjoy some pictures about some beauties and some handsome young men..

    Then activate students' imagination by asking the following questions:

    T: Everybody likes beauties, so let’s enjoy some pictures.

    Are the girls beautiful?

    Will you fall in love with them when you first see them?

    Are the young men very handsome? Are they very famous?

    Where can you find(转 载 于:wWw.zAIdian.cOM 在 点 网:牛津高一英语教案) them?

    Do you want to be as beautiful and attractive as them?

    3. Ask Ss to say something about some unpleasant pictures and answer:

    Do they look good and feel good? Why?

    Step 2 Further discussion

    1. Ask Ss to discuss two questions:

    1). Do you think looking good is as important as feeling good? Why?

    2). What makes one look better and feel better?

    2. Get the Ss look at some pictures and give the answers

    Step 3 conclusion

    After the discussion is finished, the teacher sums up the balance of how to look good and feel good.

    How can we both look good and feel good?

    1) Confident

    2) Healthy Physically

    3) Healthy mentally

    4) Exercise regularly

    5) Healthy diet

    Step 4 Advice

    Ask the Ss to work in groups to discuss the advice about how to keep fit.

    The teacher give some suggested measures for the students to stay healthy:

    ● Don’t eat junk food. Try and eat a healthy diet.

    ● Don’t go to bed too late. Make sure you get sufficient sleep.

    ● Get regular exercise.

    ● Go to see the doctor if you’re not feeling well.

    ● Don’t spend too much time using computers or watching TV, as it is bad for your eyes. Step 5 Homework

    1. Find more information about how to keep fit.

    2 . Write a passage about “health and beauty” or “healthy eating and exercise”.

    Teaching Post-description:

    ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    __________________________________________________________________

    Periods 2-5 Reading

    Teaching aims:

    1. Enable the students to learn about the three letters

    2. Train the students’ reading ability

    (skimming, detailed reading, consolidation)

    Teaching important and difficult points:

    1. Get the main points about the three emails.

    2. Enable the students to identify the main topic of each email and understand sentences with

    “however” and “but”.

    Teaching methods:

    Cooperative learning, task-based learning

    Teaching Aids:

    1. A tape recorder.

    2. A multimedia.

    Teaching procedures:

    Step 1 Lead-in

    1. Greetings

    2. Ask Ss to talk about the pictures and answer

    Do they look good and feel good?

    Then show some pictures including some fat persons

    Students may laugh

    T: Do you feel it’s interesting? Why?

    S: In the picture, there’re women models. Women models means they have good figures. But there’s a fat man among them

    T: What kind of person do you like better, the fat or the slim.?

    3. Ask the students to look at the picture about a fat man being treated by a doctor and ask: What is he trying to do?

    Step 2 Pre-reading

    1 Discuss about this question:

    If you are the person who is a little over-weight, how would you lose weight? Please discuss with your partner.

    Suggested answers

    Going on a diet

    Exercising in a gym

    Receiving surgical treatment

    Taking weight-loss pills

    2. Talk about the ways to lose weight and discuss which methods they prefer, including the advantages and disadvantages. Finally fill in the form.

    3. Prediction

    Look at the title and predict what will be talked about in the text

    (Who, , what, how, why, the results…)

    Step 3 Reading

    1. Fast reading

    Read the text fast and answer the three questions on page 42. and the meaning of the title “Dying to be thin……”

    1) The first is that Amy wanted to be thin very much.

    2) The second is that Amy was going to die because she had taken some weight-loss pills.

    2. Careful reading

    1) True or false

    2) Multiple choices on page 44 C1

    3) Discuss the main point of each letter and the whole passage

    Step 4 Further Discussion

    Ask the Ss to work in groups to discuss the following questions.

    1. What lessons has Amy learnt from her experience?

    2.What kinds of advice would you give to Amy?

    Step 5 Reading strategy

    1. Explain the differences in meaning between the sentences with “however” and “but”.

    2. find out in the text the sentences using “however” and “but”.

    Step 6 language points

    (1) I used to go to the gym three times a week, but I don’t work out any more.

    used to do sth. be/get used to sth./ doing sth. use sth. to do sth. be used to do sth. 区别和用法

    It used to be thought that the Earth was flat, but now everyone knows it is round.

    Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?

    I never got used to going to bed so late.

    Computers are used to do a lot of work in many companies.

    (2) I used to go to the gym three times a week, but I don’t work out any more.

    Many famous actors keep fit by working out in the gym every day.

    The room smelled wonderful but they could not work out where the smell was from.

    (3) I’m trying to lose weight because I’m so ashamed of my body.

    be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…

    (4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.

    Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?

    (5) They contain a harmful chemical that caused my liver to fail.contain / include区别和用法 To keep fit, we should always avoid food containing too much fat.

    The price includes the postage charges.

    My pet dog has caused me a lot of trouble. What caused him to fall off his horse?

    Step 7 Homework

    1. Read the text again to get a better understanding.

    2. Finish Part A1, A2 on page 94.

    3. Recite the new words and phrases of Reading

    4. Preview the Word Power .

    Teaching Post-description:

    ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

    ________________________________________________________________________________________________________________________________________________

    Periods 6-7 Word power

    Teaching aims:

    1. Learn and master the new words about sports

    2. Enlarge the knowledge about sport

    Important and difficult points:

    1. Talk about sports to learn new words

    2. Remember some new names of sports

    Teaching methods:

    1. Individual work

    2. Pair or group discussion

    3. Comparisons

    Teaching aids:

    A blackboard and Multimedia.

    Teaching procedures:

    Step 1 Greetings

    Step 2 Brainstorming

    1. Are there any school clubs in your school? Have you ever joined one?

    2. Are you interested in sports clubs? Are you planning to join one?

    Step 3 Practice

    Part A

    1. Read the diary by Zhou Ling and summarize the types of sports she mentioned

    2. Talk about which school clubs Zhou Ling can join and list some of the reasons. Discussion

    1. Are you interested in sports? What’s your favorite?

    2. Can you name some types of sports you know?

    Part B

    1. Look at the following pictures and describe the sports

    2. Decide which sports in the picturesyou would like to play.

    Words focus

    Fill in the blanks with the names of sports

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