高中译林牛津英语模块一Unit1教案.doc

Module1 Unit1教学设计

课题 AWE M1 U1 主备人 仇晓荣
项 目
目 标 要 求
话 题
School life
语言知识
语音
Natural and fluent pronunciation and intonation
词汇
enjoyable, experience, headmaster, earn, devote, respect, literature, average, struggle, challenging, encouragement, cooking, extra, fond, sculpture, dessert, satisfaction, academic, exchange, former, graduate, fluent, kindness, splendid, independent, title, dynasty, somehow, recent, professor, inform, donate, run, host, approve, charge, schoolmate, broadcast, preparation, event, outing, poet, generation, literary, select, courtyard, position
For free, be fond of, look back on, make use of, in charge of
语法
1.Introduction to attributive clause
2. Usage of pronoun relatives
功能
1. Describing school life
2. Describing school activities
3. paring school life in the UK and in China
语言技能
听
Students will be able to listen to a headmaster talking to school activities.
说
Students will be able to discuss daily school life and school activities to their classmates and teacher.
读
Students will be able to read a magazine article about school life and two articles about school clubs.
写
Students will be able to write a note about school activities.
情感态度
Students know and accept diverse cultures and broaden horizon.
Students are more interested in English.
Students learn how to be cooperative as well as petitive with others.
学习策略
Summarize what is in listening and reading; put more effort on the difficulties; cooperate with other; expand knowledge in other ways
 注：目标要求可参阅南京外国语学校仙林分校《英语教学实施纲要》第四部分“目标内容”中的相关描述。

课时主备教案
课型 Wele & Word power
Learning objectives:
By the end of this period, students will be able to
1. enlarge their own vocabulary by knowing the exact names of all kinds of school facilities and activities;
2. improve their spoken skills by describing their favorite activities at school and showing others ways;
3. be aware of cultural differences by paring school life in China and in Britain.
Focus of the lesson:
1. the names of school facilities
2. different expressions to ask and show ways
Predicted area of difficulties：
using locative prepositions and prepositional phrases properly
Learning aids:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE
CONTENT
METHODS
PURPOSE
Warming up
1. Daily report:
My dream school
2.Sharing Ss’ own experiences:
(1) Share with us your favorite part of your old/new school life
(2) What school activity do you like most?
Giving a speech.
Asking and answering questions.
To warm up the class.

To arouse Ss’ interest.
Presentation of Wele to the unit
Introducing four pictures of British school life :
(1)What is your impression of the school life in British after looking through the four pictures?
(2) What are the differences in school life of China and of Britain?
Showing pictures.
Asking and answering questions.
Pair discussion.
To know what school life in Britain looks like.

Output of Wele to the unit
Present the result of the discussion of each group

Presentation

To know the cultural differences and improve their spoken skills

Presentation of Word power
1. Play a game
Guess the names of the buildings according to their functions below.
1) Used for different experiments
2) Used to serve three meals
3)….
2. More names of the facilities
Brainstorming in class.
To get students involved in class and enlarge their .
To enlarge their vocabulary

1. List different ways to ask ways
2. Try to show your partner ways according to the map on P6.

Brainstorming Pair work
To go over different expressions to ask and show ways.
To consolidate the names of school facilities.
Output of Word power
You are a group of new students and are trying to help each other to find different places you want to go. Make up a dialogue. Please make sure each one has at least two chances to have his or her voice heard.
Group performance.

To practice what they have learnt in class.

Homework
1. Finish the exercises on P7.
2. Remember the names that you don’t know in the two parts.
3. Prepare for the reading and do preparation exercises on P4.
Individual work
To consolidate what they have learnt and prepare them for the next period

课型 Reading（I）
Learning objectives:
By the end of this period, students will be able to
1. know more information about the school life in Britain;
2. learn to use two reading strategies: skimming and scanning;
3. form a reasonable attitude to different ways of education.
Focus of the lesson:
1. skimming
2. scanning
Predicted area of difficulties：
When and how to use skimming and scanning?
Learning methods:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE
CONTENT
METHODS
PURPOSE
Warming up
1. Daily report
My life in Junior
2. Lead-in：a game(between groups)
The teacher shows some pictures of school facilities quickly and groups try to write down the names as many as possible. (one point for each right name; minus two for every wrong one.)
Acting
Group petition

To warm up the class
To go over what they have learnt in the last class.
To arouse their interest.
Reading prehension
1. Introduce the reading
strategies: skimming & scanning.
2. Use skimming to get the main idea of the text. (which lines are considered before you get the main idea?) (fast reading)
3. Use scanning to find something specific. (careful reading)
Quick answers to questions about the details of Wei Hua’s school life.
4. Class assessment
Task-based reading

Showing them the instructions on P3.
Individual work

Group petition

Group work
True or false
Asking and answering
Filling in the blanks
To help students get some idea of the two strategies.

To practice skimming.

To get a better understanding of the text and practice scanning.

To help students grasp the text on the whole and to evaluate how much students have got from the passage

Output
Post-reading tasks:
An interview:
Choose one as Wei Hua and one as her classmate in Britain. The others act as reporters. Give us an interview about their school life in Britain. Use as much information from the text as possible.

Group discussion

To help encourage students to talk more to develop their skills.
To help students try to reuse the information provided by the text in a third person.
Homework
1. Doing exercises on Page 5&86.
2. Read the text again; underline the words, phrases and sentences that you think are important or you don’t understand.
Writing and speaking
To consolidate what students have learned in class and prepare them for the next period.

课型 Reading（II）
Learning objectives:
By the end of this period, students will be able to
1. write out the transformation and phrases of the key words correctly;
2. use the key words properly in relevant tasks;
3. use -ing form as subjects;
3. get a basic idea of attributive clause;
4. raise the awareness of learning new words or phrases in a context.
Focus of the lesson:
1. usage of the key words
2. v–ing form as subjects
Predicted area of difficulties:
1. the usage of the phrase ‘devote…to’ ‘attend’ phrases about ‘look’ and so on
2. the proper usage of –ing form as subjects
Learning aids:
1. PPT
2. blackboard

Learning procedures:
PROCEDURE
CONTENT
METHODS
PURPOSE
Warming up
1. Daily report.
2. Brainstorming:
If you can choose, which school do you prefer, a Chinese one or a British one? State your reason.
Acting
Asking and answering
To warm up the class with the daily report
To arouse students’ interest
Introducing the key words
1. Going to a British high school was a enjoyable and exciting experience for me. à enjoy joy , experience experienced
2. I was very happy with the school hours à be satisfied/pleased with
3. This means I can get up an hour than usual. à mean to do/doing; meaning meaningful
Meaningless; than expected
4. …, all of the new students attended an assembly in …à attend
5. …the best way to earn respect was to devote ourselves to study and achieve high grades. àa way to do sth/of doing sth show respect for; respectable; respectful à devote to sth/doing sth; be devoted to
6. This sounded like my school in China.àsound linking verb
7. This is about the average size for …à average; on average
8. it is a struggle for me to remember all the faces and names. à struggle to do
9. … it was a bit challenging for me at first àa bit challenge
10. I could send e-mails to … for free. à free of charge;
charge free
10. I was glad that …were fond of the cake I made. àbe fond of
11. I missed Chinese food a lot at lunch. miss vi; miss sth; miss doing
12. I look back on my time in the UK with satisfaction, àlook back on

Students exchange what they have underlined and give the explanations themselves. The teacher pletes or concludes if necessary.

To find out the usage of the key words from the examples.

To write out the transformation and phrases of the key words.

To use the key words properly in relevant exercise.

Practice
Doing the relevant exercise:
Blank-filling
Multiple choices
Dialogue
Individual work
Group petition
To consolidate.
Output
Making up a short passage with the new words.
Group discussion
Group evaluation
To improve the abilities to use the new words and train their imagination and creativity.
Homework
School assignments
Individual work
To consolidate.

课型 Grammar & Usage
Learning objectives:
By the end of this period, students will be able to
1. understand the grammatical functions of attributive clauses;
2. use relative pronouns ‘that’ ‘which’ ‘who’ ‘whom’ ‘whose’;
3. enjoy the neatness and beauty of attributive clauses paring them with simple sentences.
Focus of the lesson:
the usage of relative pronouns
Predicted area of difficulties:
1. the usage of relative pronouns
Learning aids:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE
CONTENT
METHODS
PURPOSE
Warming up
1. Daily report
2. Free talk
Give us any phrase you like, using an adjective to modify a noun or a noun plus a prepositional phrase.
Acting
Asking and answering question
To use the daily report to warm up the class
To arouse students’ interest
Presentation
1. What are attributive clauses?
2. What does an attributive clause look like?
3. What is name of the nouns modified by the clause and what is called the conjunctions in the clause?
4. Look for attributive clauses in the text on P9.
5. Study all the relative pronouns on Page 10, tell us what does each one stand for?
6. What is the difference between ‘that, which’ and ‘who whom’?
7. What is the difference between ‘who’ and ‘whom’？
8. Why can some relative pronouns be left out like sentences on P10?
9. What is the relation of the two nouns before and after the relative pronouns ‘whose’?
10. The teacher makes a conclusion.
Discussion and presentation
Group discussion
Free talk

Group discussion

To get a basic idea of attributive clauses

To learn how to use relative pronouns by studying the grammatical phenomenon and answering the questions themselves.

Practice
Consolidation exercises on P11
Individual work
To test themselves how much they have understand
Output
Make up as many sentences using attributive clauses as possible. No repeating of the sentences in class.
Students can refer to the picture on P10.
Group work
& Group petition
To improve students’ abilities to employ what they have learnt in class.
Homework
Workbook P88 &
School assignments
Individual work

课型 Task
Learning objectives:
By the end of this lesson, students will be able to
1. understand the dates, time, places in a program;
2. know how to get the information by paring;
3. report his or her decision to the whole class. write a notice.
Focus of the lesson:
1. notes-taking by reading and listening
2. Writing a notice
Predicted learning difficulties:
1.the understanding of all numbers appearing as time, date or day
2. writing a notice
Learning aids:
1. PPT
2. tape and tape recorder
Learning procedures:

PROCEDURE
CONTENT
METHODS
PURPOSE
Warming up
Daily report and ments
Personal presentation
To share personal experiences
1. Brainstorming
Did you attend any summer course this year?
What information is really important when you make the decision to join a program?
2. Listen to a program
and circle the correct words to plete the timetable.(P 13)
Free talk

Discussion

Listening
To arouse students’ interest about the topic

To help them to be more sensitive to numbers.

Presentation

1. pare the charts on P14 and P15 to find out the subjects that you can attend.
2. Make a decision on the subjects that you want to attend
3. Make a report of your decision to your classmates and at least two reasons are required for your choice.
Pair work
To develop their ability to process information they can get and make a proper decision.
Practice
1. Study the notice on P16，paying attention to the beginning of the notice.
2. what should be included in a notice?
3. Write a notice yourselves.
Individual study

Asking and answering
Pair work
To help them know how to write a notice.
To develop their writing skills.
Homework
Write a notice yourself
Writing
To check how well students have learnt

课型 Project
Learning objectives:
By the end of this period, students will be able to
1. know what school clubs are like;
2. work out with group members how to start a school club;
3. learn the importance of teamwork.
Focus of the lesson:
1. getting to know what school clubs are like
2.how to start a club
Predicted learning difficulties:
1. the design of a school club
Learning aids:
1. multi-media courseware(PPT)
2. blackboard
Learning procedures:

PROCEDURE
CONTENT
METHODS
PURPOSE
Warming up

Daily report
Free talk
Oral talk
Interactive talking and discussion
To activate students
To arouse the interest
To prepare vocabulary and background information for the major task
Presentation
1. Read the two clubs quickly and find out what the clubs are.
2. What does the radio club do at school？
3. What should a new member of the literary club do at his or her first meeting?

Individual skimming

To develop Ss’ reading strategy of skimming and scanning.
2. Discussion:
1) Why do we need clubs?
2) When you want to join a club, what will you take into consideration?
III. If you are asked to be a founder of a club, what club do you want to start?
Group discussion

Free talk
To help students to develop an idea to start a club and know the necessities to found a club.