2015年牛津译林版9A Unit5 Art world整单元教案(表格型)
in a film
Keys: 1958 central Hunan, China music
教师活动内容、方式学生活动备注(个性化设
计) composer
Beijing / 1978 the USA Oscar
3. Read the fourth paragraph. Then discuss these question.
1) What does Tan Dun use a lot in his music?
2) What kind of musical instruments are used in the piece of music Water?
3) How does Tan make music in Water?
Keys: He uses the sounds of nature a lot in his music.
He does not use any musical instruments.
He makes over 50 sounds from water by controlling the speed of water flow.
4. Read the fifth and sixth paragraphs and help Sandy fill the blanks.
His music: uses (8)___________________a lot builds a bridge(9) ______________
Keys: the sounds of nature between the East and the West Read the fourth paragraph. Then discuss these question.
Read the fifth and sixth paragraphs and help Sandy fill the blanks.
Step 7 Exercises
1. Sandy wants to know the meaning of some new words
in the article. Help her match the words on the left with the meanings on the right.
Write the correct letters in the blanks.
1. present ___
2. composer ____
3. central ____
4. common ____
5. control ____
6. boundary ____
a. a dividing line
b. not special
c. Make something work in the way you want
d. a person who writes music
e. In the centre of an area
f. Give something to someone , especially at an important event
Keys: f d e b c a
2. Part 2 Sandy is talking with Daniel about Tan Dun.
Complete their conversation with the information on pages 66 and 67.
Daniel: Tan Dun is one of the greatest (1)__________ in the world. Could you tell me more about match the words on
the left with the
meanings on the
right.
Complete the
conversation with
Exercises
谭盾1958年出生于中国湖南省的中部地区，他是在浏阳河边长大的。
句中的born in 1958 in central Hunan 是过去分词短语作状语，表示状态。
3. Tan showed an interest in music.
谭显示了对音乐的兴趣。
show an interest in sth./ doing sth.
4. He loves the sounds of the rushing water and the
blowing wind because, to him, the best music comes from nature.
他喜欢淙淙的水声和飒飒的风声，因为对他来说，最美妙的音乐来自于大自然。the sound of the rushing water and the blowing wind 淙淙的水声和风吹过的声音其中the sound of …的声音
5. Since he had no musical instruments then, he made
music with common objects like stones and paper.
因为当时没有任何乐器，他就用一些普通的东西，比如石头，纸什么的，来创作音乐。
have no musical instruments 没有任何音乐器具
common objects普通的东西
6. He went on to study in the USA.
他继续去美国深造。
go on to study in the USA继续去美国深造，其中go on to do sth 接着做另外的事情，
eg: Go on to do the other exercise after finishing this one.
做完这个练习题后，接着做另一个练习题。
go on doing接着做同一件事情，例如: After a short break, I go on doing my homework. 在短
暂的休息后，我继续做作业。
7. As a composer, perhaps he is best known for winning
an Oscar for his music in the film Crouching Tiger, Hidden Dragon.
作为一位作曲家，也许他最为人知的是为电影《卧虎藏龙》作曲而赢得奥斯卡大奖。这里的as 作为介词，意思是“作为”。如：
她过去曾是位老师。
She used to work ___ teacher.
be known for意为“因为……而著名”，相当于be
famous for。除v-ing形式外，for后还可跟名词。如：Yuan Longping is well-known for hybrid rice.
【拓展】be known as意为“作为……而著名”，相当于be famous as。如：
Norman Bethune was well-known as a great doctor. Language points
Language points
e.g. Millie: Why do you love Michael Jackson?
Daniel: Because he was the King of Pop.
TIP:
We never use the conjunction so in sentences with
because.
2. Giving reasons with since and as
Since and as are also used to give reasons for
something. Usually the reasons are already known.
Their tone is weaker than because.
e.g. Since he had no musical instruments then, he
made music with common objects like
stones and paper.
TIP:
Learn the grammar Since and as are used in the same way and have no
difference in meaning.
e.g. As he likes the sounds of nature, Tan uses
them a lot in his music.
一. because, since和as引导的原因状语从句
because直接的原因或理由，着重点在从句，用于回
答why，语气最强，“因为”。
since对方已知的、无须加以说明的既成事实的理由，
全句中心在主句，语气
比because弱，“既然”。
as十分明显的原因，一般说明因果关系，着重点在主
句，语气较弱，“由于”。
Exercises:
1. The doctor told the patient to go on a diet
he was overweight.
A. on the condition of
B. because
C. for
D. when
2. the weather was fine, I opened all the
windows.
A. As
B. Because of
C. For
D.
With
3. you are leaving tomorrow, we can eat
dinner together tonight.
A. For
B. Since
C. Before
D. While
在强调句式中，若强调原因状语从句，只能用because
引导的从句。
e.g. It was because he was ill that he didn’t go
with us.
正因为他病了，他才没和我们一起去
二、for 和 because，as，since的区别
She has to practice hard these days.
3. Sandy will design the posters for the art
festival. She can draw very well.
4. Some students love painting and taking photos.
There will be a students’ art show.
教师活动内容、方式学生活动备注(个性化设计)
5. The art festival is open to all students and
parents. Everybody is welcome.
Keys: 1. Daniel decided to play the violin at
the art festival since / as he is good
at it.
2. Since / As Kitty will dance at the song
and dance show, she has to practise
hard these days.
3. Sandy will design the posters for the
art festival since / as she can draw
well.
4. Since / As some students love painting
and taking photos, there will be a
students’ art show.
5. Since / As the art festival is open to
all students and parents, everybody is
welcome.
3. Sunshine Middle School gave all the students free
tickets to an opera during the art festival.
Sandy is writing about it in her diary. Help her complete her diary with because or since/as.
Our school gave us free tickets to an opera
(1)__________ it can help us learn more about
different art forms.(2)_______ Millie also
planned to take the underground, we went to the theatre together. When we arrived, Kitty had already been there. Soon Simon and Daniel came.
(3)_________ it was still early, we went to Buy
some dri nks. “We’d better be quick (4)
_________ the opera will begin in 20 minutes,”
Kitty suggested. We came back quickly.
Then we waited for Amy outside the theatre. “The opera is going to start in a minute. Please come inside,” the man at the door side, but A my did not appear. After a while, we saw Amy running towards us. “I’m late (5)________there was too much traffic.” She said, out of breath. Then we hurried into the theatre. Practise
complete her diary
with because or
since/as.
Practise
外研社版必修二Module 2 NoDrugs教学设计
Module 2 No Drugs 1.教学目标（teaching objectives） a.Students can learn some words and phrases about cigarettes and drugs and use them to express the harm of drugs. b.Students can use related words, phrases and sentence patterns to make a poster to remind others of the harm of drugs. c.Students can know the harm of drugs and they can refuse them firmly and help those who are addicted to drugs. 2.学情分析（analysis of students） Students are in the second term of the tenth grade and they are not familiar with the English class which is taught by English in the whole 45 minutes. Students are full of enthusiasm and interest but they don’t know how to use English to think about things around them and they lack related vocabulary. In fact, students have known something about this topic and they have some thoughts to express. Thus, how to motivate them to express their opinions about drugs is my biggest task. In this class, I will carry out many different ways to lead them to think and express. 3.教学重难点（key points and difficult points） Key points a.Students can use what they learned to persuade others out of drugs. b.Students can grasp the skill of organize a narration and an exposition. Difficult points a.Students can understand and use properly the adverbial clauses. b.Students can write two short passages to persuade others to give up drugs both in the form of a narration and an exposition. 4.教学过程（teaching procedures） 教学活动 I. 导入（leading-in） Who are they? why were they put into prison? Do you know these things? What are they called?
牛津高中英语模块七第三单元Reading教学案例设计
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牛津高中英语教学设计
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牛津译林版英语必修二Unit2Welcometotheunit教案
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《牛津高中英语》模块一Unit1教案
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(完整word版)高中英语教学案例分析
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英语学习方法，使他们能通过观察、体验、探究等主动学习的方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。同时，还要关注学生的情感，提高他们的人文素养，提高他们独立思考和判断能力，培养创新精神和实践能力，增进跨文化理解和交际能力。 三、教材分析 该板块引导学生进行探究性学习，把英语听、说、读、写的训练从课堂内拓展到课堂外；它基于阅读文本，又超越文本信息。根据《课标》，《课标》在“使用建议”部分指出：教材内容、教学活动和教学方法应具有较大的灵活性和开放性。在不违背科学性原则的前提下，教材应该具有一定的弹性和伸缩性。允许使用者根据自己的实际需要，对教材内容进行适当的取舍和补充。因此，此教学设计着眼于把project 部分根据现在所教生源的实际情况，设当地化繁为简，让学生自己从两片喜剧中选择一个小组合作表演。并根据英语课程标准倡导的“任务型”教学途径，设计相应的教学任务，同时在整节课的教学设计中强化每个任务环节的有机结合。对学生而言，随着不同任务的转化，对他们构成了不同层次的挑战，以培养学生的综合语言运用能力，从而达到学以致用的目的。三是注重在语言材料的有效输入的基础上进行语言的有效输出。坚持先读（课文，课外阅读材料），后说（合作探讨如何表演），再演（完成舞台表演）的教学三部曲。 四、教学策略 该板块引导学生进行谈那就行学习，把英语听说读写的训练从课
牛津高中英语模块一全册教案
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 average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪 【难点讲解】 1.What is your dream school life like? 你理想中的学校生活是什么样子? 这里dream表示心目中最理想的. 如dream team (梦之队)。
高中英语优秀教学设计
教学设计 学科高中英语 课题 教材 设计者 学校 Unit3 Celebrations Lesson1 Festivals( A reading lesson)
Ⅰ Analysis of Teaching Material This is the first lesson of this unit. Before this class, the teacher have taught the students vocabulary in Warm-up and Lesson 1. The reading passage titled FESTIVALS briefly describes three traditional festivals of China. Such a topic is closely related to students’life, thus it is very easy to arouse their interest in learning this lesson. The text covers 3 sections. Teacher should encourage students to skim for the general idea for each section, and scan for further understanding, because this lesson introduces a lot of useful new words and expressions which are only used for festivals. In order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in the each step to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class. To consolidate the contents of the reading passage, students should be required to talk about festivals in their own words at the end of the class. Moreover, homework is very important for an effective class. So the students are assigned to write a composition about Spring Festival, based on what they have learned in this lesson. Ⅱ Teaching Aims: 1.Learn and master the useful words and phrases. 2.Let the student learn about 3 traditional Festivals of China. 3.Train the students’ skimming and summarizing ability during reading the text. 4.Encourage students to learn more about Chinese festivals and cultivate their love to our traditional culture. Ⅲ Teaching Important Points: 1.Master the following words and phrases: be celebrated by, is said to do, be made with, fall on, the first lunar month, burn down, in many shapes and sizes, mark, many different kinds of, special food 2.Enable the students to understand the three Chinese traditional festivals, Mid-Autumn
(完整word版)牛津初中英语教学案例精选五
《牛津初中英语》教学案例五年级：初二学科：英语学校：南京市第六十六中学执教：杨慧 8B Unit 4 Reading (I) Teaching aims: To read an e-mail about hosting a charity show. To improve the students’ reading skills. To make students know more about charities and what they can do for the charities. Teaching aids: Multimedia and a tape-recorder Teaching methods: 1.Imagine. 2. Listen and read. 3. Ask and answer. 4.Summarize 5.Free talk Important and difficult points: To know how to raise money for charities To learn about Ricky’s feelings before, while and after the show Emotional attitudes: By learning more about charities in China and what people do for the charities, let the students know our world is full of love. Teaching procedures: Step 1 Pre-reading 1.What is a charity?（showing this definition on the screen） It’s a system of giving money, food or help free to those who are in need because they are ill, poor or homeless, or any organization which is set up to provide money or help in this way. 策略：通过老师对charity这个词的最原味的英文解释，一下子把学生的思维跟本单元的话题拉近，也可以让学生从定义上初步获得一些我们可以为慈善事业做些什么的信息。 2.Revise the names of some charities in China and what these charities do.(showing them some pictures of these organizations) Project Hope helps schools and students in poor areas. Save China’s Tiger s protects tigers and other big cats in China. Spring Bud Project helps poor young girls return to school. Project Green Hope helps protect rivers and lakes in China. 3.Present some news.
牛津译林版必修二unit1课程教学设计 Boy missing, police puzzled
Module 2 Unit 1 Reading Boy missing , police puzzled Chenhui Nov. 1. 2016 教学设想 对于学生来说，语言学习不仅仅是为了交际和提高语言运用能力，更是为了在高考中取得较好成绩，这是一个不可回避的话题。近几年的高考英语试卷，都对阅读能力提出了较高的要求，关于归纳、总结、辨析、推理等批判性思维题目的比重越来越大，而且这类题已经成为了学生失分的重灾区。因此，在日常阅读教学中帮助学生提升批判性思维能力已是迫在眉睫。因此，在课程上运用批判性阅读策略指导阅读教学，能有效提升学生批判性思维能力，从而满足学生自身的学习需求。 批判性阅读强调把预测、分析、概括、推理、判断、评价等批判性阅读策略应用于阅读过程中，不仅有利于提升读者的批判性思维能力，更有利于提升读者深层次阅读的能力。基于具体运用批判性阅读策略到真实课堂的初衷，我对这堂课进行了相应的教学设计。 第一、将批判性策略融入教学目标。 教学目标是任何一堂课首先要考虑的问题。在批判性阅读教学中，教学目标的设置需要体现出批判性阅读策略的应用，鉴于学生的认知水平，我的教学目标设定为：have a preliminary sense of using critical reading strategy in reading an newspaper article 第二、教学环节的设计涉及到分析、应用及创造这些认知过程。 因为课堂教学文本是阅读新闻报纸文章，我先选择相似但内容较简单的文本让学生阅读。在教师问题的引导下，学生能够自我总结出：在阅读新闻文章的首段，我们应该重点把握五个因素（人物、时间、地点、事件、情节）。在此基础上，学生能够将所总结的规律应用到新课程的学习中。最后，以读促写的环节能够促使学生实现知识迁移，解决新问题，培养他们的批判性思维。 第三、通过预测培养发散性思维。 预测是指读者根据文章提供的线索，包括文字和非文字，结合自己已有的认知结构和经验，对文本的主题、内容等做出的预先推测（张茹芳，2012）。我让
高中英语 Unit1 (Project 第1部分)教案 译林牛津版必
英语必修4译林牛津Unit 1精品学案（Project 第1部分） 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：Project 1 课堂设计指导思想： 本堂课的宗旨是引导学生在“做中学”，通过让学生完成一份围绕本单元主题的传单来学习和使用英语。引导学生主动学习，帮助他们形成以能力发展为目的学习方式，鼓励学生通过体验、实践、讨论、合作和探究的方式发展自己的语言综合能力。 Teaching aims: 1. Get to learn and use English by doing a project. 2. Try to fully understand the two reading materi als and master the language items. 3. Learn to get enough information about ad campaigns from the reading materials. Teaching procedures: Step 1 Lead-in Show students two groups of pictures and draw their attention to the importance of ads. 【设计说明】通过两组图片将学生的思绪带回本单元主题，重新引发他们对广告的注意力，以旧带新，自然导入本课。 Step 2 Listen and understand Have students listen to the recording of the handout and answer the three questions to get a general idea of this reading material. 【设计说明】帮助学生通过听录音和回答问题初步理解阅读材料，并获取有关广告宣传单的基本信息。 Step 3 Reading for detailed information Ask students to read the material again carefully to get detailed information about developing an ad campaign. 【设计说明】引导学生通过详读阅读材料，更好地理解文章并了解策划广告宣传活动的主要环节。 Step 4 Main idea of each paragraph Ask students to work in pairs to focus on each paragraph of the handout and then report the main idea of each paragraph to the class. 【设计说明】启发学生注意文章的段落结构，复习说明文的阅读策略，为策划宣传单做准备，
牛津高中英语教学设计与反思
牛津高中英语教学设计与反思 单元：Unit1 School life 板块：Reading 靖江市第一高级中学闻震宇 一·教学设计指导思想： 第一模块第一单元的主题为“School Life”, 整个单元内容的设计围绕高中生活这一主题展开，本节课的教学内容为“Reading School life in the UK”课文理解。在这一部分，学生将学会skimming &scanning阅读策略，并对英国学生的在校生活有所了解。 Teaching aims: 1. to read a magazine article about school life in the UK; 2. to learn to apply two basic reading skills: skimming and scanning; 3. to learn some expressions about school life; 4. to get some information about what school life in the UK is really like. Teaching procedures: Step1 Lead-in Play the song of ‘High School Life’ and show students’ photos. Can you guess the name of the song? What can you think of when we talk about school life? Now we are going to read a magazine article which is written by Wei Hua, an exchange student. She has been studying in the UK for one year. She will give us a brief introduction of her school life there. Let’s first preview the words that will be used in the article, the definition of the word is given, please match the meaning with the word. Step2 reading Before we read the article, we are going to learn the reading strategies: skimming and scanning. 1. Reading strategy－scanning We scan the text when we want to find certain information in a text quickly. Apply scanning to finish PartC1.C2. 2. Reading strategy－Skimming We skim a text when we want to get a general idea of what it is about. Apply skimming to find the key sentences of the paragraph. Find out the main idea of each paragraph and answer questions concerning the content of each paragraph. Part1: School hours: 1. Was she happy with the school hours? ______________ 2. School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m. We believe that ___________早起的鸟儿有虫吃。
【学无止境】高中英语(译林牛津版)必修二教案 Unit3 Task writing a biographical article授课案
模块二Unit3：Task writing a biographical article授课 案 ●Task writing a biographical article This section consists of a series of activities which provide opportunities to learn and practice language skills. Each of the three steps is preceded by a skills building activity. Try to learn how to write a curriculum vitae and a biographical article. Skills building 1: listening for figures In this part you will learn when to use cardinal numbers or ordinal numbers and how to identify specific numbers when listening. You will also learn what words or phrases can be used to express an approximate number or to modify a number. Listen to an interview and fill in the figures you hear. 1. First let’s review different forms of numbers. Please give the ordinal form of the numbers below. ① 1-12 Cardinal numbers Ordinal numbers formation one first/1st 1. 序数词1-3为特殊变化 two second/2nd 2. 4-12在基数词词尾加-th构成。 three third/3rd注意fifth, ninth, twelfth的词形变 four fourth/4th化。 five fifth/5th nine ninth/9th twelve twelfth/12th ② 13-19基数词在数词3-9后加-teen构成，其中13和15发生拼写变化，分别为thirteen, fifteen 13-19序数词在基数词后加-th构成。如：thirteen--thirteenth ③ 20-90整十位数在基数词2-9之后加后缀-ty构成，其中20，30，40，50拼写发生变化，分别为twenty, thirty, forty, fifty; 构成序数词时，将词尾y变成i加eth, 如：sixty—sixtieth/60th 十位数之间的数，由十位数加个位数构成，中间用连字符号。构成序数词时，十位数用基数词表示，个位数用序数词表示。如：21/ twenty-one→twenty-first/ 21st Note:
牛津高中英语教学设计1
牛津高中英语教学设计 教材：牛津高中英语(模块三)高一下学期 文档内容：教学设计—教案 单元：Unit 2 Language 板块：Project（第一课时） 作者：孙小朵 教案背景：新课改背景下，素质教育的真谛：创新与合作,着重于孩子能力的培养，鼓励在创新中成长。本课时的设计为Project的第一课时，主要是侧重于文本的处理，同时也把文章的重点短语一并完成，学生在课前做好充分的预习准备。对于Project的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于Reading的阅读，Project的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本，本文主要是讲述了中国汉字的发展历程：汉字的出现.象形字.会意字.形声字.以及简化字。 Teaching aims: 1.Let the students know the development of Chinese characters. 2.Let students know the formation of Chinese characters. 3.Learn to explain the process of the Chinese character Teaching procedures: Step 1 Lead-in Ask students a question "Can you recognise these Chinese characters?"and Show the students some pictures about developing process of the Chinese characters and introduce the topic “The development of Chinese characters”. 【设计说明】作为文本阅读的导入，首先要找一些关于课文的图片来挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。 Step 2 Skimming Skim the text and think about how many parts we can divide the whole text into,then match the main idea with each part: A The origin of Chinese characters. B Simplified Chinese characters. C. Brief introduction of Chinese characters. D. Form and development of Chinese characters. para.1 C Para.2A Para.3-4 D Para.5 B 【设计说明】通过快速阅读掌握文本的结构划分，对于文本实现整体性的粗线条把握,在文本划分基础上概括每部分的总体大意。 Step 3 Reread the text and answer the following questions Part１