牛津高中英语(译林版)高中TheCurseoftheMummy教学设计

牛津高中英语（译林版）高中The Curse of the Mummy教学设计

一、教案背景

1、面向学生：中学

2、学科：英语（译林出版社）

3、版块：模块二高一上学期

4、课题：Reading:The Curse of the Mummy

5、课型及课时：阅读课第1课时

二、教材分析

教学内容：

牛津高中英语（译林版）模块二高一上学期第三单元“Amazing People”第一课时Reading: The Curse of the Mummy

教材分析：

本课为模块二第三单元Reading教学的第一课时，第三单元主要讲述神秘的古代文明，而本课主要讲述埃及金字塔以及有关木乃伊的诅咒。埃及金字塔及木乃伊是世人不断研究及探索

的领域，也是我们学生非常感兴趣的领域。本课主要帮助学生通过阅读这篇文章掌握阅读此

类文章的阅读策略和阅读技巧，提高学生的阅读能力和综合运用语言的能力。同时，通过本课教学，培养学生科学探究的精神。

教学目标：

知识目标：

1、了解一些有用的关于金字塔，埃及，探险的单词，词组表达：curse, explorer, secretary, curious, coincidence等.

能力目标：

1、通过对阅读策略的学习，掌握预测课文内容和获取学习的能力；

2、培养学生的说、读、写能力、竞争意识和自主、合作、探究的意识。

情感目标：

1、使学生了解木乃伊的神秘世界，激发他们的求知欲；

2、努力学习，学会用科学的方法来破解这一未解之谜

学习策略：

1、利用图片或者特定语境来学习新的单词和短语；

2、采用激励性评价体制，激发学生的积极性和主动性；

3、小组活动，通过小组成员合作学习，培养学生自主运用语言的能力。

教学重难点：

通过对阅读策略的学习，掌握预测课文内容和获取学习的能力；

教学准备：多媒体课件

教学方法：任务教学法、小组讨论法等

Step1 Leading-in

Watch a video about mummy

T: Have you seen this film? It is about mummy. Do you know what is mummy? It is preserved dead body. And it is famous in Egypt. Okay, now let’ s enjoy this video. While watching, please pay attention to what message did the mummy leave?

Have you found out the message?

S:Death is only a beginning.

T: Good! And do you know what is this message? It is a curse.What is curse? Curse are the words believed to have magical powers that can harm people. In Chinese, we call “诅咒”. This is the title of the passage, so can we predict what the passage will tell us?

S: The curse. Maybe there is something terrible.

T: Do you want to know about the curse? Or are you curious?

S: Yes!

T: Okay, now begin reading the passage, let’ s learn some new words. Read after me loudly.

【设计说明】通过观看电影《木乃伊》的一小段视频，激发学生的兴趣，激发学

生表达的欲望，增加课堂的生动性及趣味性。

Step 2 New words

tomb n. 古墓mummy n. 木乃伊

explorer n. 探险家discovery n. 发现

amazing adj. 令人惊奇的curious adj. 好奇心

fortune n. 财富entrance n. 入口

swallow v. 吞；咽secretary n. 秘书

coincidence n. 巧合connection n. 联系

scientific adj. 科学的explanation n. 解释

virus n. 病毒riddle n. 谜

【设计说明】扫清词汇障碍，帮助理解课文

T: Now please read the passage quickly and complete the following tasks in the Fast reading part.

Step3 Fast reading for general ideas

Task 1

What is the main idea of this passage?（）

A. Howard Carter' s discovery and the sufferings of his team members.

B. Howard Carter' s life

C. Different reasons for the deaths of the people

Task2 Match the main idea of each part

Part1(para1-3) A. Some people died after the tomb was opened

Part2(para4-5) B. An introduction to Howard Carter.

Part3(para6-8) C. Different explanations about the deaths, but remains a riddle.

Task3 Answer the following questions.

1.Who is Howard Carter?

2.When did Howard Carter make his most amazing discovery?

3.How many people died after the tomb was opened?

【设计说明】本设计的目的是让学生通过快速阅读，寻找上下文中的有用信息并

理清文章脉络，培养学生快速阅读的能力。

T: Firstly, Let’ s see what the main idea is.

S: A

T: This passage can be divided into three parts. And what is the main idea of part 1? How about part 2, part 3. We gain a clear idea of each part. Who is Howard Carter? S: He was a famous explorer the world has ever known.

T: Yes, we can learn from the first sentence at the beginning. And when did Howard Carter make his amazing discovery?

S: In 1922. ...

T: Exactly right. There are so many people died after the tomb opened. Is it frightening? Before finding out how they died and why they died, let’ s learn something about the famous explorer, Howard Carter. Please read paragraph1 to paragraph3 and finish task1.

Step 4 Careful reading for important information

Task 1

Part1(Para1-3)

Howard Carter

Born(year):________ Job :_______ Personality(个性）:_________________ Interests：_________________________________

Education：________________________________

Year of the discovery：____________

The most important tomb: ___________________

T: Who would like to tell us Howard Carter, to be brave and put up your hands. When was he born?

S: 1874. Because he was 17 in 1891.

T: What was his job?

S: Explorer.

T: How about his personality?

S: He was brave...

T: Now we know Howard Carter was a famous explorer and he led the team to explore King Tutankhamun’ s tomb. But his teammates died. Now please read paragragh4 to paragraph5 and find out how did they die?

Task2

Part 2(Para4-5)

The death of Carter’ s teammates

Character Connection(联系) with Carter

How did he die？

and the tomb

Pet bird Being left in Cairo swallowed by a 1.________

Lord Carnarvon Money provider, was present

fell ill with a 2._________

when the tomb was opened

George Gould Carnarvon’ s 3.______ visited

caught a high fever

the tomb

Richard Bethell Carter’ s 4._______, entered

died of 5. ___________

the tomb

Arthur Mace Team member Not mentioned

Task 3 (Detailed information in Para6-8)

Different explanations about the deaths

1.Just _________

2.The mummy’ s _________

3. A scientific explanation--__________

Conclusion: The mystery has remained a ____________.

【设计说明】这一环节目的让学生学会提取细节信息，以小组为单位，让学生以小组抢答的形式，按小组进行评比，每组每次回答一个要点，最后评选出优胜组，用激励性的评价体制，增强学生的竞争意识。

T: According to their deaths, there are different explanations. Some believe that they died by chance. It’ s coincidence. Some believe that it is the curse of the mummy. But others believe that viruses are the main cause. What do you think of it? Now please have a discussion with your group members and share your opinions.

Step 5 Discussion

What do you think of it, a curse, a coincidence(巧合) or having a scientific explanation--viruses(病毒)?(You can refer to para6-8)

You can use the following expressions.

1. There is possibility that...,

Because...

2. The deaths can be explained like this...

3. I think their deaths are due to...,

Because...

4. In my opinion, all this happened

Because...

My opinion:

I think the power of a curse is in the mind of the person who believes in it.

Howard Carter, who actually opened the tomb, never believed in the curse and lived on until the age of 65. The people died shortly after the discovery maybe because they were too worried about the curses and thus got sick and even died. 【设计说明】让学生通过小组讨论，找出答案，有助于培养他们的合作探究意识。Homework

Write a summary about Howard Carter.

The Curse of Mummy 学案

Learning aims:（学习目标）

1.Knowledge and skills (知识与技能)

1. To learn some key words and useful expressions.

2. To learn to apply reading skills.

2.Process and method (过程与方法)

Skimming, scanning, careful reading, discussion

3.Feeling, Attitude and Value (情感，态度与价值观)

Develop students’ interest in

mummies and exploration.

Learning focus and difficult points（学习重难点）

Train the students’ reading ability.

Learning procedures: 学习过程

Step1 Leading-in

Watch a video about mummy

Step 2 New words

tomb n. 古墓mummy n. 木乃伊

explorer n. 探险家discovery n. 发现

amazing adj. 令人惊奇的curious adj. 好奇的

fortune n. 财富entrance n. 入口

swallow v. 吞；咽secretary n. 秘书

coincidence n. 巧合connection n. 联系

scientific adj. 科学的explanation n. 解释

virus n. 病毒riddle n. 谜

Step3 Fast reading for general ideas

Task 1

What is the main idea of this passage?（）

A. Howard Carter' s discovery and the sufferings of his team members.

B. Howard Carter' s life

C. Different reasons for the deaths of the people

Task2 Match the main idea of each part

Part1(para1-3) A. Some people died after the tomb was opened

Part2(para4-5) B. An introduction to Howard Carter.

Part3(para6-8) C. Different explanations about the deaths, but remains a riddle

Task3 Answer the following questions.

1.Who is Howard Carter?

________________________________________________

2.When did Howard Carter make his most amazing discovery?

_____________________________________________________

3. How many people died after the tomb was opened?

_______________________________________________________________

Step 4:Careful reading for important information

Task 1

Part1(Para1-3)

Howard Carter

Born(year):________ Job :_______ Personality(个性）:_________________ Interests：_________________________________

Education：________________________________

Year of the discovery：____________

The most important tomb: ___________________

Task2

Part 2(Para4-5)

The death of Carter’ s teammates

How did he die？

Character Connection(联系) with Carter

and the tomb

Pet bird Being left in Cairo swallowed by a 1.________

fell ill with a 2._________ Lord Carnarvon Money provider, was present

when the tomb was opened

caught a high fever George Gould Carnarvon’ s 3.______ visited

the tomb

died of 5. ___________ Richard Bethell Carter’ s 4._______ entered

the tomb

Arthur Mace Team member Not mentioned

Task 3 (Detailed information in Para6-8)

Different explanations about the deaths

1.Just _________

2.The mummy’ s _________

3. A scientific explanation--__________

Conclusion: The mystery has remained a ____________.

Step 5 Discussion

What do you think of it, a curse, a coincidence(巧合）or having a scientific explanation--viruses(病毒)? And why？(You can refer to para6-8.)

You can use the following expressions.

1. There is possibility that ...,

Because...

2. The deaths can be explained like this ...

3. I think their deaths are due to...

Because...

4. In my opinion, all this happened...

Because...

Homework

Write a summary about Howard Carter.

教学反思

本人于2013年11月7日在高一（3）班上了一节英语阅读课，通过这节课，对新课程理念下的高中英语教学有了新的认识。下面想谈谈本次课在得、失、效，改四个方面一些反思。

一．思得：

在课堂教学过程中，能够运用新课程标准中的理念，以以发展学生能力为重

点，在教学设计中强调了情感、态度、价值观的教育。这节课课堂节奏快，信息

量较大，通过对英语文章 a curse of the mummy的阅读，重点培养学生快速查找文章大意和具体信息的能力。本节课用mummy引出话题，用video导入主题，调动全体学生的情绪；ppt设计规范，授课过程中注意调动学生积极。整节课能

使学生听课愉悦快乐，课堂气氛宽松，又有激励性，是一次合作的师生共同进步的过程。

二．思失

对学生参与活动的度注意不够，individual活动太多，应多加些pair work, group work，使更多的学生，能够有更多的机会参与活动；对于较困难问题，应组织学生参加讨论。这说明对于学生的合作学习贯彻不够，挖掘学生能力，潜力，激励学生的能力还有待改进。在discussion中，部分学生能够根据自己的观点给

出正确答案，但大多是照读课文的内容的，这样易束缚学生们的思维。熟练，精

确的课堂用语本身就是优化课堂教师课堂行为一个重要方面。由于平时课堂用语过于随意，另外在授课中还是由于紧张忘记了很多，不能干脆、利落，明了。这

说明精、简课堂用语是一项长期的任务，教师要时时练习，才能熟练，应用自如；部分活动课堂活动台阶搭得不够，应一步步引导学生，逐渐地、有梯度地提升学生能力。

三．思效

一节好的阅读课的所有活动都应该围绕文章topic进行，应注意中下层学生对课文的理解和掌握。阅读课中discussion应该是更深层次的讨论，加深讨论就是评论，应check the result of the discussion。讨论中，要让学生多用所学的知识讨论本篇阅读的主题。在这方面以前还认识不足，同时在课堂上的部分活动与教学目标达成关系不大，部分学生对文章主题的理解还不深刻，对学生解惑答疑等手段运用还欠生疏，还没有能从中获取反馈信息。

四．思改

采用有力的措施改进教学。例如学生基础和技能方面的欠缺，应帮助纠正、

弥补；运用知识解决问题能力不足，应通过训练来提高；少数人的问题，个别辅导；大多数学生的问题，需要在课堂上统一解决，甚至调整教学进度等等。叫学

生回答问题，应到处开花，覆盖面应达到80%以上。在以后的教学中应继续加强贯彻学生合作学习的新课程理念，实践证明学生对合作学习是积极欢迎的，在合作学习中学生能畅所欲言，充分表达自己的思想感情，发挥自身的潜力。还要加强对教材的整合力度，教学中要紧紧围绕主题开展活动，搭够教学步骤的台阶，

让学生从不懂到懂，从朦胧到清晰，带领全体学生而不是部分学生共同进步。

牛津高中英语M5U2reading教案

模块5第二单元Reading The economy or the environment Must we choose? 江苏省海州高级中学英语组韩燕 【教学目标】 (1) To read a passage about economy and environment to improve their reading ability. (2) To make them aware of the problems caused by man with the development of economy. (3) To make students pay attention to the environment problems and think about what they can do to help protect the environment. (4) To learn how to read a debate. 【教学重点】 To help the students learn how to keep the balance between economy and environment. To help the students develop their ability in solving problems and improve their oral English. 【教学难点】 To help the students learn how to read a debate. Master some important language points and use them correctly. 【知识链接】 1．根据首字母提示写出符合句意的单词。 1)Some experts are worried about the situation because profits are f__________(流动)out of the country. 2)With the development of our economy, many companies are thinking of e_______（扩大） their business relationship with China. 3)With the environment polluted, it is high time that we took e________（有效的）measures to solve this serious problem. 4)It is well-known that scientific farming is the k________ （关键）to the further development of agriculture. 5)Before making the final decision, the girl d_________（辩论）with herself for a while. 6)We all know that in practice most planes are delayed or arrive ________ （稍微的）ahead of schedule. 7)For the local people, the war is still a (an ) _________ （可怕的）experience in their mind. 8)In our country, everyone should bear ______ （责任）for the stability of society. 9)It is ________ （荒唐的）to make a stupid mistake in examination, but my daughter is always doing so. 10)It was ________ （明显的）that some disaster had occurred in this flooded area. 2．歌曲欣赏。 Earth song — Michael Jackson I used to dream I used to glance beyond the stars now I don’t know where we are although I know we’ve drifted far hey, what about yesterday, what about us, what about the seas, what about us the heavens are falling down, what about us I can’t even breathe, what about us what about the bleeding earth, what about us can’t we feel its wounds, what about us what about nature’s worth, ooo, ooo It’s our planet’s womb, what about us what about animals, what about it we’ve turned kingdoms to dust, what about us what about elephants, what about us have we lost their trust, what about us what about crying whales, what about us we’re ravaging the seas, what about us what about forest trails, ooo, ooo burnt despite our pleas, what about us what about the holy land, what about it torn apart by creed,

牛津译林版高中英语必修一模块一

高中英语学习材料 madeofjingetieji 盐城市龙冈中学牛津高中英语模块一测试题 命题人：程永华 第一卷(选择题，共75分) I.听力（共两节，满分20分） 第一节（共5小题；满分5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。 1.How much is the skirt? A.$19.15. B.$9.15. C.$9.50 2.What are the two speakers doing? A.They are having a rest. B.They want to have dinner. C.They are hiking on a hill. 3.What does the man mean? A.He doesn't like Chinese food. B.He doesn't want to eat out. C.He wants to pay for the meal. 4.What did the man do yesterday evening? A.He had dinner with his friend. B.He visited a friend. C.He saw a film. 5.When does Mr Brown have to be at the airport? A.At 8:30. B.At 9:30. C.At 10:30. 第二节（共15小题，满分15分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6至8题。 6.What kind of color TV does the woman want to buy? A.A small one. B.A big one. C.A cheap one. 7.What's the man's opinion about buying a TV? A.The woman should buy a small one. B.The woman should buy a big one. C.The woman should buy a cheap one. 8.Why does the man give the woman such a suggestion? A.Because the big one is too expensive. B.Because she will have to change it in a few years. C.Because her sitting room isn't very big. 听第7段材料，回答第9至11题。 9.Where is the boy going to spend his holiday? A.In the city. B.In his hometown. C.Abroad. 10.What will he do there? A.Do some farm work. B.Study at home. C.Do some housework. 11.Which of the following is TRUE? A.The girl knows how to farm. B.The boy's grandparents don't live in the city. C.The boy's school is in the country. 听第8段材料，回答第12至14题。 12.What are the man and the woman looking for? A.A comfortable hotel. B.A modern hotel. C.A cheap hotel. 13.Where could the man and the woman find the hotel they need? A.Next to the bank. B.A two minutes' drive to the west. C.On the left side of the street.

牛津高中英语模块七第三单元Reading教学案例设计

牛津高中英语模块三第三单元 Back to the past Reading Lost civilizations 江苏省沭阳如东中学张长波 一、教学内容分析： 本案例是牛津高中英语教材模块三第三单元阅读的处理。本节课是以听、说、读为主的课文理解教学课。通过听课文，阅读课文和问答对文章进行初步理解。再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。希望通过该课的学习，学生能够对失落的文明有所了解，并对人类文明的发展及如何保护人类的文化遗产做出探讨，同时培养学生综合运用语言及听说读写的能力。 二、学生学情分析： 教学对象为江苏高中一年级下学期学生，学生思维活跃。高一学生已经初步实现从具体思维向抽象思维的过渡。他们不满足于教科书上的知识，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。他们的学习自主性很强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体。同时他们还主动扩展和利用学习资源（如电脑操作知识），从多渠道获取信息，并能用所获得的信息进行清楚有条理的表达。因此，设计这节课时，我充分考虑到学生的主体性，充分创造机会让学生拥有成功的喜悦，在和谐的氛围中探究并完成教学任务，让学生主动学习，学有所获。 三、设计思想(Thoughts on the design) Reading主要是了解人类历史上两个非常著名的失落的文明——意大利的庞贝合中国的楼兰。本文是一片旅行日志，笔者根据自己对教材的理解，紧扣单元主题设计了导入、头脑风暴、快速阅读、仔细阅读、巩固复述、拓展讨论、作业七个环节。在设计教学的过程中，运用复习‘文明’的定义作为本课的导入，激发学生兴趣。设计的任务由浅入深，环环相扣，并注重各教学环节的衔接。在整个教学过程始终贯穿人类文明这条主线，用图片的形式呈现Part B的词汇——温故知新，设计输入，激活记忆，借助于已学过的词汇建立起新旧知识之间的联系。以话题为中心重组教材。词汇教学离不开语境，设计一个中心话题，使教材为当堂的词汇教学所用，而不是按部就班地教教材。以词汇为主线展开教学，以运用为目标挖掘生成，创造机会促使学生运用目标词汇进行表达。以快乐为原则寓教于乐，促进学生在学习过程中的积极体验，从而达到多维的目标。

牛津高中英语教学设计

牛津高中英语教学设计 单元：Unit 1 School life 板块：Word Power Thoughts on the design: Word power 该板块设计的目的是引导学生通过以下两种方法学习词汇：一是让学生学习与单元话题相关的分类词汇；二是通过构词法学习单词。该板块设计了图表、对话或短文，用以拓展学生对于话题相关的词语的认识和运用。 Teaching aims: 1.to cultivate students’ ability of reading a map; 2.to develop and practice the way of asking and giving the way; 3.students are expected to gain a more general ideal of school facilities; 4.to enlarge students vocabulary and try to guide them to use correctly. Teaching procedures: Step One—Don’t tell me its name (Guessing game) [设计说明] Describe the features of the given place, but not to mention its name, let others guess)(通过此步骤使得学生充分熟悉有关school facilities的名词，为教学的下一步展开做好铺垫，同时激发学生学习热情。 e.g. (提示词) *Book stand；E-books；Abundant reading materials (library) *Pieces of equipment for specific purposes, as building up one’s body (gym) *Yummy Yummy (Picture Presentation) (students’ canteen) *Second Home (dormitory) Step Two—Drawing a map & looking for destination [设计说明] 学生按照老师口头所给路线画图，可请1-2名学生上黑板演示，充分锻炼学生“ASK AND GIVE THE WAY”的能力。 如： Now, everybody, welcome to our starting point. Try to imagine that you are right now facing the North. I’d like you to go along this road, which is called the Zhong Shan Road, and then turn left; you will find a city library on your right side … Step Three—Welcome our spokesman (Role-acting & Recommendation) [设计说明]角色扮演，学生按自我意愿在所给选择范围内挑选一名运动明星，并向大家推荐由其代言的某一运动项目。

《牛津高中英语》模块一Unit1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 Britis h language, culture, history and some other British lives. But do you know what the British schoo l life is really like? If you want to know the answer, please watch the following video.

(完整word版)高中英语教学案例分析

高中英语教学案例分析 王萃 摘要：在英语课程的改革中，方方面面都在提倡自主、合作与探究的学习方式，让学生成为学习的主人，使学生的主体意识、能动性和创造性不断得到发展。因此，培养学生自主、合作与探究的学习方式，是新课程改革中一个迫切的任务。 关键词：合作与探究英语阅读 一、前言 《牛津高中英语》Project是课堂教学的延伸和拓展,属于探究式学习,要求学生走出课堂,与同学分工合作。学生认真阅读所提供的阅读材料,从中得到启发,然后通过讨论、调查、专访、文献检索等活动,完成一个特定的课题。模块六第一单元Project的课题是Putting on a play.包括两个舞台剧:The invisible bench和The important papers。现将设计思路及教后反思与诸君交流,探讨如何让学生真正走出课堂、参与课堂、享受课堂。让学生参与“备课”，备教材在本课的两个舞台剧中,台词较为简单,但旁白和转场很多,人物表情和心理活动非常丰富。所以,同学们主要应在揣摩人物内心方面做足功课。 二、学生分析 根据《新课标》精神，高中英语教学要在培养学生的语言技能、语言知识、情感态度、学习策略和文化意识等素养的基础上培养综合语言运用能力。因此，高二学年的英语教学将继续培养和优化学生的

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(译林版)高中The Curse of the Mummy教学设计

牛津高中英语（译林版）高中The Curse of the Mummy教学设计 一、教案背景 1、面向学生：中学 2、学科：英语（译林出版社） 3、版块：模块二高一上学期 4、课题：Reading:The Curse of the Mummy 5、课型及课时：阅读课第1课时 二、教材分析 教学内容： 牛津高中英语（译林版）模块二高一上学期第三单元“Amazing People”第一课时Reading: The Curse of the Mummy 教材分析： 本课为模块二第三单元Reading教学的第一课时，第三单元主要讲述神秘的古代文明，而本课主要讲述埃及金字塔以及有关木乃伊的诅咒。埃及金字塔及木乃伊是世人不断研究及探索的领域，也是我们学生非常感兴趣的领域。本课主要帮助学生通过阅读这篇文章掌握阅读此类文章的阅读策略和阅读技巧，提高学生的阅读能力和综合运用语言的能力。同时，通过本课教学，培养学生科学探究的精神。 教学目标： 知识目标： 1、了解一些有用的关于金字塔，埃及，探险的单词，词组表达：curse, explorer, secretary, curious, coincidence等. 能力目标： 1、通过对阅读策略的学习，掌握预测课文内容和获取学习的能力； 2、培养学生的说、读、写能力、竞争意识和自主、合作、探究的意识。 情感目标： 1、使学生了解木乃伊的神秘世界，激发他们的求知欲； 2、努力学习，学会用科学的方法来破解这一未解之谜 学习策略： 1、利用图片或者特定语境来学习新的单词和短语； 2、采用激励性评价体制，激发学生的积极性和主动性； 3、小组活动，通过小组成员合作学习，培养学生自主运用语言的能力。 教学重难点： 通过对阅读策略的学习，掌握预测课文内容和获取学习的能力； 教学准备：多媒体课件 教学方法：任务教学法、小组讨论法等 Step1Leading-in Watch a video about mummy T: Have you seen this film? It is about mummy. Do you know what is mummy? It is preserved dead body. And it is famous in Egypt. Okay, now let’ s enjoy this video. While watching, please pay attention to what message did the mummy leave? Have you found out the message?

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.

(完整word版)高一英语单词重点牛津译林版

必修1到4重点 B come across偶然遇见 D examine检查 Adolescence青春期be supposed to应该companion伴侣，陪伴defend辩解，防御exist存在 Annoyed愤怒的behavior行为construction施工，建筑物deserve值得existence存在 anyhow反正bend弯腰，（使）弯曲content内容go on a diet节食explore探索 Approximately大约branch分支convince使确信dynasty朝代extraordinary不同寻常的Average一般的，普通的belong to属于creature动物downtown市中心entire完全的 Advance前进，预先v.n blank空格，空白的ceremony仪式，典礼desert抛弃，沙漠explode爆炸 Adventure冒险brilliant明亮的character性格，人物，文字desire渴望，愿望expression表达，表情Afterwards后来backwards向后combine组合，（使）联合destination目的地extreme极度的，极端的Altogether总共beard胡须come down with患病dismiss解雇，不予考虑editor编辑 Ancestor祖先beneath在…之下concern关心，v.涉及,使担忧disturb打扰escape逃离v.n apply申请bargain便宜货，讨价还价conclusion结论，推论dusty尘土飞扬的essay论文 appropriate适当的be meant to旨在，目的是consist组成due to因为even if/though虽然，即使arrange安排benefit使受益，益处，奖金convenient方便的declare宣布 F atmosphere大气层，气氛bitter愤愤不平的，严寒的corrupt使腐化vt decorate装饰function起作用，作用astronaut宇航员bonus意外收获，奖金（adj贪污的deed行为，行动failure衰竭，失败astronomer天文学家budget预算court法院，球场destroy毁坏fault过错 accent口音button按钮champion冠军disaster灾难figure体型，数字，人物access进入，通道chief最重要的，主要的，首领distinction区别fond喜爱的 appearance外观 C comment评论，评价n.v. distinguish区分v forbid禁止 aside除…之外challenging具有挑战性的committee委员会drag拖，拉former以前的 attach把…附在…上charge负责，收费compete比赛，竞争delighted愉快的frightened受惊的，害怕的audience观众clinic诊所comprehension理解力determine确定forever永远地 aware意识到的composition作品constant连续发生的disappointed失望的fortune财富，运气 accuse控告，谴责concentrate全神贯注consult咨询fare车费 aim以…为目标confused困惑的contemporary现代的 E firmly坚定地，牢牢地appeal吸引，吸引力contain 包含corporation（大）公司embarrassed尴尬的flee逃避，逃跑 aspect方面，层面curtain窗帘continent洲，大陆equipment设备found兴建 attempt尝试candidate候选人expert专家fade衰落，逐渐消失association社团，关联classic经典的，经典作品enthusiastic热情的fancy精致的，绚丽的，幻想coincidence巧合entrance人口frequent频繁的

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。