牛津高中英语教学设计新部编版

教师学科教案[ 20 – 20 学年度第__学期]

任教学科：_____________

任教年级：_____________

任教老师：_____________

xx市实验学校

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:

Step1 Revision (Competition )

Hold a competition by asking five students each representing his or her group to write idioms on the blackboard as many as possible. Then ask another five students from each groups to explain the idioms written by their groupmates. The group which can write the most idioms and can offer right explanations will win the competition.

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［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 o r 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.

Separate can also be used as a verb, which means ‘to become apart’ or ‘to be not together’.

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

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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。。。

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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 words D．at the same time

Key: C

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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 B．is; wants C．is; want D．are; wants

Key: C

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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.

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*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 h ouse，因此应填neither of whom引导定语从句。

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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

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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

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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

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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.

4.Line 25-27 This idiom comes from a passage in the Bible that says, ‘a bird of the air shall

carry the voice, 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

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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。

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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

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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。

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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…

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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 angry

B. getting angry

C. getting angry with

D. to get angry with

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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，因为习语是历史和文化的载体。

* a thorough understanding 透彻的理解

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［Explanation］

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，其中讲解与操练相辅相成，注重的并非是字词短语的死记硬背，而是在具体语境中的实际运用。包括一些复杂句型的翻译分析，不光从语法的角度分析，也要从整个段落的意思分析。让学生明白学语言的最终目的是为了交际。

Step 3 Practice

1. Fill in the blanks with the phrases in the box below. Change the form where

necessary.

by and by mend one’s ways in other words in honour of for instance

refer to take care of for a long time quite a few throw away

1. The Communist Party committees tried to ‘re-educate’ him but he refuse to ______________.

2. It will come all the easier to like him __________ when we are all together.

3. The stadium was named _________ the club’s first chairman.

4. Old English was in many ways similar to Modern German. _____________, the nouns, adjectives, and verbs were highly inflected.

5. The hospital now ________ patients by name, not case number.

6. I have been waiting for her _________, but she hasn’t turned up yet.

7. Now even ________ scientists continue to doubt whether cloning is beneficial to human beings.

8. Britain must now _________ this opportunity by electing a Labour government.

9. While he is away, his neighbour would like to _________ his house and pets.

10. He didn’t do well in the College Entrance Examination. ____________, he may not go to any key university.

1. mend his way

2. by and by

3. in honour of

4. For instance

5. refers to

6. for a long time

7. quite a few

8. throw away

9.take care of 10. In other words

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Complete the following English sentences according to the Chinese given in the brackets.

1. We Chinese lifestyle is ___________________(完全不同于) British people’s lifestyle.

2. Since he came out of prison, he ____________________(改过自新，迷途知返)，later he has turned into a worthy man.

3. _____________________(除非天气有好转)，we will have to cancel the game.

4.The programme ________________(旨在) help these people relieve poverty and become well-off.

5. ___________________(自从战争结束以来)，over five thousand prisoners have been released.

6. _______________(一旦发现偷窃行为)，you must report it to the police immediately.

7. Obviously it is _____________(值得看管好) the pond during these times to ensure that the fish do not become stuck.

8. The discovery is _______________(被认为是) a major breakthrough in the field of medical science.

Keys: 1. completely different from 2. has mended his ways and come home

3. Unless the weather improves

4. is meant to

5. Since the end of the war

6. Once you find any thefts

7. worth keeping watch over

8. referred to as

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［Explanation］

当场所学的内容当场进行巩固检查，两个练习的难度逐渐递增，从简单的填空到根据中文翻译，有本节课学校的语言点，也有以前所学的基础内容。将机械的短语灵活的使用在不同的语境中，才算是达到了语言点教学课的教学目标。

Step 4 Homework

1. 复习课文中的有关短语和句型，准备听写。

2. Workbook等教辅材料上有关语言点的练习。

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［Explanation］

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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

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。

部编版小学语文一年级-上册ieveer名师教学教案(2020年度~)

11.ie üe er 教学目标： 1、学会复韵母ie üe 、特殊韵母er及其四声读准音认清形，正确书写。 2、学习声母与复韵母ie üe 组成的音节，能准确拼读。 3、学会整体认读音节ye yue。 4、认识8个生字,正确朗读句字、儿歌。 教学重点: ie üe er 的发音，声母与üe组成音节的拼读以及认字 教学难点:er的发音 教学时间： 9.28 课前准备：与教案相关的课件；写有声调的ie üe er ye yue的卡片；文中老爷爷图的音节卡片。 教学过程： 第一课时 一、创设情境，复习导入 1．今天，老师给大家带来了一位新朋友——丁丁。（课件显示） 国庆节放假的时候，丁丁准备跟爸爸、妈妈到海南岛爷爷家里去玩，拼音宝宝也吵着要去，瞧，他们出来了！（课件显示：ui ou ai ei ao iu）2．来，让我们跟他们打个招呼吧！（生齐读） 3．丁丁说：“别吵，别吵！乖乖地排好队，我就带你们走！” 谁来帮拼音宝宝排排队？（指名生回答） 我们把这一队拼音宝宝叫做——（复韵母）【激发兴趣，导入学习。】

二、合作探究，学习新知 1．今天，我们就跟着丁丁一边游海南，一边学拼音，好不好？让我们带上拼音宝宝出发吧!飞机“嗖”一下就飞到了海南。哇！海边的风景真美啊！丁丁一边看（课件显示椰子图），一边听（课件显示耳朵图），不知不觉已经到了晚上（显示月亮图）。小朋友，你们仔细看，看到什么了？（指名回答）2．是啊！丁丁身边的拼音宝宝也跳出来了：“这里藏着我的复韵母兄弟呢！你们发现了吗？”（课件出示三个复韵母：ie ue er） 3．大家仔细看看图，想一想，这三个复韵母该怎么读？（学生自由试读） 4．全班反馈交流 你会读哪个复韵母？能教大家读一读吗？ * ie：你有什么好办法记住它？（i和e在一起，就变成了ie，这个ie就是椰子树的椰，） * ue：ie和ue中的e发音是一样的，可以迁移，前面是i就是ie,前面是u就是ue。 （ie和ue对于学生来说相对比较简单，重点还是ie和ue的区别，发音上没有什么难点，可采用优等生带读，老师范读，指名个别读，开火车读等形式让学生巩固。） * er：这个复韵母可有意思了!你们看，里面藏着一个声母呢！这里的r可不读原来的音了，老师教你们一个口诀:“er中看到r，舌头卷一卷。”er 这个韵母不同于其它韵母，我们知道每一个韵母都可以和声母做朋友组成音节，可是，er是个小淘气，它和谁也不团结，只能自己独立成音节了。（er的