Unit 1 The written word Project 教学设计新部编版
Unit 1 The written word Grammar 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Unit 1 The written word Grammar 教学案Step 1: General introductionThe grammar items in this unit focus on negative statements. You are expected to understand the meanings of negative statements. You will also learn the ways to make a negative statement. Then you may apply what you have learnt to practical use by finishing two exercises.Step 2: ExercisesTurn the following into negative statements.1. They are listening to pop music now.________________________________2. Many people can speak English nowadays._________________________________3. You must make your bed after you get up every day._______________________________________________4. His mother has a beautiful car.________________________________________________5. We need a pen and piece of paper.________________________________________________6. I need wear a warm coat._________________________________________________7. The old man always goes for a walk in the park after supper._______________________________________________8. The doctors volunteer in the countryside every year._________________________________________9. Mike does sports in the afternoon.________________________________10. You’d better talk with your parents right now.___________________________________Step 3: Explanation and practice1. Make a list of the most commonly used negative words:no，not，never，neither，hardly，seldom，few，little，barely…2. Please decide whether it is a true statement: John Keats was a famous short story writer.This statement is untrue. We can correct an untrue statement in the following way:John Keats was not a famous short story writer.3. As we learned，negative sta tements are often used to correct a mistaken idea. Let’s recall the ways to make negative statements.4. Read Part 1 and Part 2. When not is used with a negative prefix，the meaning of the sentence is positive. However，the positive meaning is not as strong as that of a direct positive statement. For example:Students are not discouraged to discuss things with their classmates. (Students are encouraged to discuss things with their classmates.)Your actions were not inexcusable，but they were certainly not appropriate. (Your actions were excusable，but certainly not appropriate.)It is not uncommon for him to be late. (It is very common for him to be late.)not can be used before a phrase of time，distance or a noun phrase to emphasize the negativemeaning of the phrase. For example:It is not a long distance from the city center to the new railway station. (=It is very near from the city center to the new railway station.)It will not be long before most people around the world know how to use a computer. (=Soon，people around the world will know how to use a computer.)There were not many people present for the lecture. (=There were very few people present for the lecture.)5. Read Part 3. In informal English，the negative expressions can be used with whether and if to show doubt or uncertainty. For example:I wouldn't be surprised if they didn’t buy a house soon. (=I wouldn’t be surprised if they bought a house soon.)I wonder whether/if I shouldn't get a haircut. (=I wonder whether/if I should get a haircut.)I wonder whether/if I shouldn't buy a new suit. (=I wonder whether/if I should buy a new suit.)6. Read Part 4. Pay attention to some negative expressions.on no account，in no circumstances，never before，nowhere，at no time，by no means，7. Read a book report written by Sharon. Try to cycle the negative statements.8. Finish Part B individually.Step 4: ConsolidationI. Multiple choice1. His mother had talked to him for many minutes while he was watching TV，but ＿＿＿＿.A. a little did he hearB. little did he hearC. little heard heD. a little heard he2. During the war，＿＿＿＿but also he lost his wife and his child.A. not was his job in the lab taken awayB. not only was his job in the lab taken awayC. not merely his job in the lab was taken awayD. not just was taken away his job in the lab3. I think this is the first time that we have met.＿＿＿anywhere.A. Before have we never seen each otherB. Never before we have seen each otherC. Each other have we seen never beforeD. Never before have we seen each other4. ——The old man wouldn’t stay at home for a rest even if it rained.——＿＿＿＿. He would feel sick if he stayed home for one day.A. So would my grandpaB. So wouldn’t my grandpaC. Neither would my grandpaD. Nor wouldn’t my grandpa5. By no means ＿＿＿to our plan for the trip.A. will she agreeB. she will agreeC. agrees sheD. will agree she6. They went into a small house but ＿＿＿.A. no persons did they findB. not a person found theyC. not a person did they findD. not a person they found7. Henry often helps look after Granny Wang，but＿＿＿.A. seldom is GeorgeB. seldom George doesC. seldom does GeorgeD. seldom looks George after Granny Wang8. Nothing but two ancient Chinese coins ＿＿＿＿after they took out the jar.A. did they find in itB. they found in itC. in it did they findD. in it found theyII. Translation1. 这两本书都不是英国出版的。
Unit 1《The written word》-word power教案1(牛津译林版选修8)
Period 3 Word PowerⅠ. Teaching aims:Enable Ss to use the new words about the literatureEnable Ss to learn useful strategy to expand their vocabularyⅡ. Teaching important points:Enable Ss to learn and master words about literatureEnable Ss to know the classification of literatureⅢ. Teaching difficult points:Enable Ss to give correspondent definition of each new wordEnable Ss to classify literatureⅣ. Teaching methods:Cooperative learning, task-based learningⅤ. Teaching aids:A computer, a blackboard, a tape-recorderⅥ. Teaching procedures:StepⅠ GreetingsStepⅡ Brainstorming1. Are you interested in books? What kind of books are you fond of?2. How many categories of literature can you name? What does each of them include? StepⅢ PracticePart A1. Read the article and find out all the types of literatures mentioned.2. Read part A again and fill in the Chart below.Discussion1. Who are they?2. Match the names and worksPart B1. Look at the following pictures and describe their works and contributions2. Use more information to introduce each literary figures.Part C1. Practice reading the words in bold from parts A and B.2.Read the passage of Part C carefully3. Fill in the blanksStep IV. Vocabulary extensionWork in groups1. match the words and their meanings2. complete the crossword puzzleStep V. Homework1. Try to find more names of literature.2. Do exercises about literature in your workbook.3. Talk about different literary figures.。
牛津译林版高中英语选修八《Unit 1 The written word》 Grammar 教案 3
牛津译林版高中英语选修八Grammar and usage1. serve (P8)v. [T] in a shop, restaurant or hotel, to deal with a customer by taking their order, showing or selling them goods etc: 服务,接待Are you being served, madam?That's the restaurant where they refused to serve Giles because he was so rude.v.[I or T] to provide food or drinks: 提供食物,饮料等Do they serve meals in the bar?Breakfast is served in the restaurant between 7 and 9We arrived at the hotel and were served with champagne and canapés.All recipes in this book, unless otherwise stated, will serve (= be enough for) 4 to 5 people.[+ object + adjective] Serve the tarts hot with custard or whipped cream.v.[T] to provide with something that is needed: 提供所需之物London's hospitals, so says the report, are out of touch with the communities that they serve.v.[I or T] to work for; to do your duty to: 服务,工作,服役He served in the army in India for twenty years.She has served on the committee for the last fifteen years.He served under Harold Wilson as Transport Minister.servicen. [U] the act of dealing with a customer in a shop, restaurant or hotel by taking their order, showing or selling them goods, etc: 服务,接待The only trouble with this café is that the service is so slow.[C] a system or organization that provides for a basic public need:the ambulance/health/postal/prison service[C or U] the operation of a system:There isn't any railway service on Sundays.We hope to be operating a normal service as soon as possible.services plural noun UKa place beside a large road at which fuel, food, drink and other items that people want on their journey are sold:We stopped at the services to get petrol.servantn.a person who is employed in another person's house, doing jobs such as cooking and cleaning, especially in the pastpublic servant/servant of the state a person who works for the government:Public servants should be incorruptible.in servicein use:v. [T]1)to take care of a person, or an animal or plant, until they are completely grown: 抚养Her parents died when she was a baby and she was raised by her grandparents.The lambs had to be raised by hand (= fed artificial milk by people)when their mother died.The farmer raises (= breeds) chickens and pigs.The soil around here isn't good enough for raising (= growing) crops.2) to cause sth. to increase or become bigger, better, higher, etc: 抬高, 提高The government plan to raise taxes.I had to raise my voice (= speak more loudly) to make myself heard over the noise. The inspector said that standards at the school had to be raised.Our little chat has raised my spirits (= made me feel happier).3) to lift sth. to a higher position: 举起Would all those in favor please raise their hands?He raised the window and leaned out.Mary Quant was the first fashion designer to raise hemlines.3. abuse (9)v. [T] 1) to use or treat someone or sth. wrongly or badly, especially in a way that is to your own advantage: 虐待She is continually abusing her position/authority by getting other people to do things for her.I never expected that he would abuse the trust I placed in him.Several of the children had been sexually/physically/emotionally abused.2) to speak to someone rudely or cruelly: 辱骂The crowd started abusing him after he failed to save a goal.n. [U] rude and offensive words said to another person: 辱骂He had apparently experienced a lot of verbal abuse from his co-workers.He hurled (a stream/torrent of) abuse at her (= He said a lot of rude and offensive things to her).'Idiot!' is a mild term of abuse (= an insulting expression).child abusen. [U] when adults intentionally treat children in a cruel or violent way: 虐待儿童4. get caught (P9)v. [L + past participle] (getting, got, got or US gotten) sometimes used instead of 'be' to form the passive:I got shout ed at by some idiot for walking past his house.They're getting marri ed later this year.pressv. [I or T; usually + adv. or prep.] to push sth. firmly, often without causing it to move permanently further away from you: 按,压Press the button to start the machine.He pressed his face against the window.Can you press a bit harder on my shoulders, please?The crowd pressed against the locked doors trying to get into the building.Press down firmly on the lever.[T] to make clothes smooth by ironing them: 熨烫I'll just press these trousers.[T] to put a weight on fruit in order to remove the juice: 榨汁to press grapes[T] to make a record or CD: 制唱片Over 3000 copies of the CD were pressed and sent some out to college radio stations. [T] to make sth. flat and firm by putting it under sth. heavy: 压扁The children pressed some flowers.pressed turkey breastn. [C usually singular] a firm push against sth. using the fingers: 按,压To start the machine, just give this button a press.[S] when you make cloth smooth with an iron: 熨烫Can you give this shirt a quick press?[C] a piece of equipment which is used to put weight on something in order to crush it, remove liquid from it or to make it flat: 熨斗a garlic/trouser/wine pressto try hard to persuade someone to do something: 强迫,迫使[+ object + to infinitive] The committee pressed him to reveal more information.He's pressing me for an answer.Can I press you further on(= persuade you to say more about) this issue?pressuren. [U] the force you produce when you press sth.: 压力He put too much pressure on the door handle and it snapped.You can stop bleeding by applying pressure close to the injured area.[C or U] the force that a liquid or gas produces when it presses against an area:gas/water pressureThe new material allows the company to make gas pipes which withstand higher pressures.The gas is stored under pressure (= in a container which keeps it at a higher pressure than it would usually have).[U] when someone tries to make someone else do sth. by arguing, persuading, etc: 压力(抽象)public/political pressureTeachers are under increasing pressure to work longer hours.[+ to infinitive] Pressure to abandon the new motorway is increasing.The government is facing pressure from environmental campaigners.He only asked her under pressure from his wife (= because his wife forced him to). She's putting pressure on him (= trying to persuade him) to get married.FORMAL The international community are trying to bring pressure to bear on the government (= trying to persuade them) to resolve the situation.[C or U] a difficult situation that makes you feel worried or unhappy:She's got a lot of pressure on her at work just now.Be nice to him - he's been under a lot of pressure recently.Can you work well under pressure?n.[C] a suggestion that sth. unpleasant or violent will happen, especially if a particular action or order is not followed: 威胁[+ to infinitive] She carried out her threat to throw away any clothes that were left on the floor.The threat of jail failed to deter him from petty crime.Drunken drivers pose a serious threat (= cause a lot of harm) to other road users.He says he'll tell the authorities but it's just an empty threat (= it will not happen).be under threat of sth.to be in a situation where people are threatening you with sth. bad or unpleasant: 在……的威胁之下She left the country under threat of arrest if she returned.threatenv. [T] to tell someone that you will kill or hurt them, or cause problems for them if they do not do what you want: 威胁They threatened the shopkeeper with a gun.[+ to infinitive] They threatened to kill him unless he did as they asked.[I] If sth. bad threatens to happen, it is likely to happen: 预兆,征兆Look at those clouds! There's a storm threatening.[T] to be likely to cause harm or damage to sth. or someone: 对……造成威胁v. [I or T] to fight against sth. or someone that is attacking you: 抗拒……的诱惑The soldiers resisted (the enemy attacks) for two days.[T] to refuse to accept or be changed by sth.: 拒绝The party leader resisted demands for his resignation.He tried to run away from the police and was charged with resisting arrest.The new hybrid crops are much better at resisting disease.[T] to stop yourself from doing sth. that you want to do: 克制自己去做某事I can never resist temptation/chocolate/the urge to laugh.[+ ing form of verb] She couldn't resist laughing at him in those clothes.resistancen. [U] when sth. or someone resists:resistance to diseaseGovernment troops offered no resistance (to the rebels).There's a lot of resistance (= opposition) to the idea of a united Europe.[U] a force which acts to stop the progress of sth. or make it slower:The car's speed was reduced by air/wind resistance.[C or U] SPECIALIZED the degree to which a substance prevents the flow of an electric current through it:Copper has (a) low resistance.resistantadj. 1) not wanting to accept sth., especially changes or new ideas:Why are you so resistant to change?2) not harmed or affected by sth.:a stain-resistant carpeta disease-resistant variety of tomato。
2022高考英语创新设计总复习教师用书-八第一单元thewritten
2022高考英语创新设计总复习教师用书-八第一单元thewrittenUnit 1The written wordⅠ.单词默写1．classic adj经典的，古典的n．经典作品，名著2．abuse v t.虐待；辱骂；滥用3．generous adj大方的，大方的4．abnormal adj不正常的，反常的，专门的5．reform v t.，v i.&n. (使)改过自新，改造；改革，改良6．antiaue n.古董，古物7．criminal n.罪犯8．violent adj.暴力的，粗暴的；猛烈的，强烈的9．exhibit v t.展览，展出，陈设10．rescue n．，v i.&v t. 救援，营救11．adaptation n. something adapted or the process of adapting12．civil adj. polite enough，without being friendly13．talent n. a special natural ability14．overnight ad v. for or during the night15．stress v t. to give particular importance to a matter when talking or writing about it Ⅱ.词汇拓展1．harm n．损害，损害，危害；邪恶，恶行→harmful adj有害的→harmless adj 无害的2．fortune n．财宝；运气；好运→fortunate adj幸运的→fortunately ad v.幸运地→misfortune n．不幸3．settle v t.使定居；安排，安放；解决(问题等)→settlement n．→settler n．移民4．compare v．比较，相比→comparison n．比较→comparative adj比较性的5．resist v i.&v t.抗击，抵抗，抵制→resistant adj抗击的→resistance n．抗击语境助记——词不离句，句不离段He had great stress to the exhibition, for his companions had strong resistance against his reform at first, but the fortune brings him good reputation and makes them tend towards it.Ⅲ.短语落实1．live up to 达到，符合(期望)2．be bent on(doing) something 决心要做某事3．come to one's rescue 救援/关心某人4．have nothing to do wirh和……无关5．give up舍弃6．too_eager_to_do_sth 专门期望做……7．appeal_to吸引8．get_arrested被捕9．let_out放出，发泄，泄露10．compare...to... 把……比作……Ⅳ.句子翻译1．Pip's sister often abuses him，but Joe is a kind and simple man，who would rather die than see any harm come to Pip.(Page 3)皮普的姐姐经常虐待他，但乔却是一个善良淳朴的人，他宁愿死也不愿看到皮普受到任何损害。
高中英语新牛津译林版精品教案《Task(2)》2
牛津高中英语教学设计单元：Unit 1 The written word板块：Ta 2执教：沅江一中吴英Thought on the deign:本节课是以说和写为主的语言综合技能训练课，首先以一段简短的电影为话题，导入文学评论的写作方法。
让学生六人一组操练和交换有关意见和观点。
其次，重点围绕文学评论这个主题，分析文学评论的写作特点，并在课堂上让学生选择文学作品限时操练和讲评。
本节课的难点在于课堂时间的分配与把握。
如果时间有限，可以让学生在课内完成文学评论的框架和基本观点并及时点评。
而形成书面上的文章可作为课外作业。
Teaching aim:In thi municate the view with each other according to the boo or tor The wi mae a review and decide that one or two of them wi how their teamwor to the whoe ca Student wi have ten minute around to a wa around the caroom to heae ure that tudent a ou wor in the word Can ou te me ome of themOne of them wi give me hi/her anwerThen a tudent to oo at the creen and introduce ome famou wor in the word to themI ma a evera quetion:Have ou ever read them Do ou now the author ,the character or the a a YES OR NOThen if ou want to read one of them, et’ tart from a iterar reviewI beieve ou wi be good writer becaue ome of ou have got ome on the creenEncourage tudent to be good writer and write good review of boo or torieA tudent to write the firt two ation the gathered in grouodif it after the have finihed their own[E ewor1 orrow。
高中英语Unit1ThewrittenwordTask教学设计2牛津译林版选修8
单元：Unit 1 The written world板块：Task 2Thoughts on the design:本节课是以说和写为主的语言综合技术训练课，首先以一则文学评论为话题，让学生两人一组或四人一组操练和互换有关“意见”的句型。
其次，重点围绕这则文学评论，分析文学评论的写作特点，并在课堂上限时操练和讲评。
本节课的难点在于课堂时间的分派与把握。
若是时间有限，可让学生在课内完成文学评论的前两段并及时点评。
而后两段可作为课外作业。
Teaching aims:In this part, students will practise in pairs how to ask for and give opinions under the guidance. Meanwhile, they are expected to apply these skills practically by writing a literary review of a short story The home-made ball.Step 1 Lead-inAsk students to read the instruction for skills building 2 and find out the useful phras es for the following points:giving opinionasking for opinionsshowing agreementshowing disagreementAsk students to read answers aloud together.Answers:giving opinions: I feel that …/If you ask me, I would say …/In my opinion…asking for opinions: Do you think that …?/ How do you feel about …?/ What’s your opinion of …?showing agreement: Exactly! /I think so, too. /I feel the same way.showing disagreement: I disagree. /I beg to differ. /I don’t feel the same way.[Explanation]本节课的导入，以阅读讲义上有关如何询问及给予意见的说明材料着手。
牛津泽林版选修八Unit1 The written word-Welcome to the unit
Unit1 The written wordWelcome to the unit【学习目标】（1）学习并掌握重点单词：bookworm、poetry、antique、movelist、author、desperate、tension、generous、rigid （2）学习并掌握重点短语：suspend sb. from school、lose one's temper、in no time、trade with sb.（3）能听懂、会说句型：a. You're looking for trouble if you don't pay your taxes.b. What dress shall I put on for the meeting?【学习重点】（1）单词：bookworm、poetry、antique、movelist、author、desperate、tension、generous、rigid （2）短语：suspend sb. from school、lose one's temper、in no time、trade with sb.（3）能听懂、会说句型：a. You're looking for trouble if you don't pay your taxes.b. What dress shall I put on for the meeting?【学习难点】（1）对本课文章内容主旨大意的准确理解。
（2）重点单词、短语、句型在实际情境中的运用与表达。
【学习过程】一、新知学习1．课文预习。
阅读课文，将自己不认识的单词写下来。
_________________________________________________________________________________________________________________________________________________________________________________2．学习单词和句型。
Unit 1 The written word Word 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Unit 1 The written word Word 教学案2. Discussion:1) What are the differences between poetry and other forms of literature？2) How many categories of literature can you name？Step 2: Vocabulary learning1. Now，read the article about different categories of literature in Part A. Find out all the types mentioned in the text and then fill in the chart below.2. Now，please match each writer with his/ her masterpiece.“Miss Brill” Charles Dickens“Ode to a Nightingale”Katherine Mansfield“Romeo and Juliet”John Keats“Great Expectations”:William ShakespeareWould you choose one of the four famous literature figures and give an introduction to him or her？3. Now let’s come to Part C on page 7. Please finish it individually. You may use Parts A and B as reference.Step 3: Vocabulary extension1. Pair work: Complete Part D in pairs，you may consult a dictionary.2. Discussion: Who is your favorite literature figure and why？3. Reading:Good sentences taken from Oliver Twist1) “Please，Sir，I want some more.”… Oliver，asking the cook at the workhouse for more gruel.2) “Good-bye dear！God bless you！” …Dick told Oliver on his way to London，which warmed Oliver’ s heart and gave him courage.3) “As he spoke，he pointed hastily to the pict ure above Oliver’s head；and then to the boy’s face. There was its living copy. The eyes，the head，the mouth；every feature was the same. The expression was，for an instant，so precisely alike，that the minutest line seemed copied with startling accuracy”…from the moment when Mr. Bumble realizes who Oliver is.4) ‘“Am I，’ said the girl [Nancy] ‘Take care I don’t overdo it. You will be the worse for it Fagin，if I do；so I tell you in good time keep clear of me’”…Nancy protecting Oliver from Fagin’s beatings. This line foreshadows the downfall of the Jew brought about by Nancy’s hand.5) “the mother，when the pains of death first came upon her，whispered in my ear that if her babe was born alive，and thrived，the day might come when it would not feel so much disgraced to here it’s poor young mother named…whether it be a boy or girl，raise up some friends for it in this troubled world；and take pity upon a lonely and desolate child，abandoned to its mercy.” …the old nurse sally told Mrs. Carney when she was dying.6) “‘When the boy is worth a hundred pounds to me，am I to lose what chance threw me in the way of getting safely，through the whims of a drunken gang that I could whistle away the lives of！And me bound，too，to a born devil，that only wants the will and has the power’”…Statement by Fagin to Nancy that shows the depth of his greed and exploitation of the people around him.7)‘But even if he has been wicked，’ pursed Rose，‘think how young he is，think that he may never have known a mother’s love，or the comfort of a home；and that ill-usage and blows，or the want of bread，may have driven him to herd with men who have forced him to guilt. Aunt，dear aunt，for mercy’s sake，think of this，before you let them drag this sick child to a prison，which i n any case must be the grave of all his chances of amendment.’”…The powerful speech by Rose that saves Oliver from going to prison. This speech is also a statement by Dickens about the effectiveness of the prison system in saying that it does not reform people.8) “If I had been less- less fortunate，the world would call it；if some obscure and peaceful life had been my destiny；if I had been poor，sick，helpless；would you have turned from me then？Or has my probable advancement to riches and honour，given this scruple birth？”…Harry during his proposal to Rose wondering if he had a different station life，would she accept his offer. Dickens says here that love need not have money to be happy，and actually states that the lesser the money or station in life，the happier two people may be，because money corrupts people.9) “…raising herself with difficulty，on her knees，drew from her bosom a white handkerchief –Rose Maylie’s own，and holding it up，in her folded hands，as high towards heaven as her feeble strength would allow，breathed one prayer for mercy to her maker” …A powerful passage，Dickens illustrates that Nancy，with her final act of good helping Oliver that she too，like Rose Maylie，was not evil any longer.10) “‘Not Aunt，” cried Oliver，throwin g his arms about her neck: ‘I’ll never call her aunt –sister，my own dear，sister，that something taught my heart to love so dearly from the first！Rose，dear，darling Rose！’” Oliver’s joy at finally having a loving family member who will love him comes through，because his story is all about his search for a family and love.。
牛津译林版高中英语选修8精品学案Unit 1 The written wordNew words1
预习导学（10分钟）写出下列名词：经典著作____________ 古董，古物___________ 智慧，明智_______________ 灰尘____________ 改编，改写____________ 作品，著作____________书的章，篇____________ 不确定 ____________紧张____________小说的情节____________ 财富，运气 ____________提醒，提示____________ 缺点，短处____________ 偏见____________ 同伴____________主题，主旨____________ 财富 ____________ 相识，熟人____________小说家_______________ 贫民收容院_______________ 罪犯_______________百万富翁_______________ 法庭_______________ 罪行，罪恶_______________ 暴力，暴行_______________ 不幸，灾祸_______________动词：改过自新，改革________ 对。
施加压力________ 抵制，抵抗____________ 形容词：古典的_______________ 文学的_______________ 被承认的_______________ 单纯的，简朴的__________ 慷慨的________ 突然的，生硬的____________ 持续的_______________ 破旧的_______________ 浅薄的_______________死板的，严格的___________有教养的_________ 华而不实的_______________受过教育的_______________ 不正常的 _______________短语：对。
有偏见_______________ 一心想要_______________和。
Unit1 The written word project(1)四步教学法课件 牛津译林版课件
(普通版)
你说你爱雨，但当细雨飘洒时你却撑开 了伞； 你说你爱太阳，但当它当空时你却看 见了阳光下的暗影； 你说你爱风，但当它轻拂时你却紧紧 地关上了自己的窗子； 你说你也爱我，而我却为此烦忧。
Homework 1. Do Parts B1 and B2 on page 99 of the workbook. 2.Recite the poem——A Red Red
The feelings expressed by the poet.
Activity 2 : Go
through the
passage and then finish
exercises.
Work in pairs to get the structure of the report and the main idea of each part
Rose
Main idea of paragraphs
Para. 1-4 introduction of Robert Burns Para. 5-6 some information about a movement of poets called the Romantic Movement
Para. 7 the poem “A Red, Red Rose”
with its introduction and explanation
Activity 3: Detailed-reading
Part 1 ( para 1-4 )
1 What was Burns famous for?
He had a reputation for being funning and pleasant to be around.
2021年高中英语 Unit 1 The written world教案 牛津译林版选修8
2019-2020年高中英语 Unit 1 The written world教案牛津译林版选修8【美文阅读】How to start reading classic literature诵读经典可以使人提高素养，增长才智。
但是，只有掌握了一定的阅读技巧，阅读经典才是快乐之旅。
The written word is one of the most powerful forms of expression. Classic literature written many years ago still has the power to educate and inspire people. Many people find it difficult to read the classics(古罗马文学). In fact, reading the classics can be a pleasurable experience especially as you mature(成熟) and develop a deeper understanding of the world.★Read for enjoyment. Classic literature should be read for enjoyment as well as education. Look for the works by authors you're familiar with through movies or TV. Choose the type of classic literature that you enjoy reading from past experience.★Keep a dictionary on hand. Use the Oxford English Dictionary as areference for unfamiliar words or to define(使明确) words that have changed in meaning over time. Start slowly and work on reading 30 minutes a day to get into the habit.★Get to read its biographical information. This is because it relates to the setting of the story and author. To have a better understanding of the story, find out more about the time period in which a work was created and the background of its author.★Do research on the Internet. Large numbers of websites, like Bibliomania, provide information for the study and exploration of classical literature.★Understand story structure. Classic literature often contains plex plots and extensive character development. Focus on reading for the overall(总的，全体的) theme or the meaning of the story, and take notes to recognize the basic elements of the story.★Buy literature panions. Authoritative(权威的) works such as the Oxford panion to Classical Literature or the Norton Anthology of English Literature offer popular classic works of literature to get you started.★Understand the use of footnotes(脚注) in literature. Classic literature is often full of references to social and culture elements ofthe past. Footnotes may be used to explain these references and make the material easier to understand.【诱思导学】1．Classic literature is too difficult for us to read now. Do you think so?2．Which tip do you think is the most useful while reading the classics?【答案】 1.Yes, I think so. / Though difficult, it can be read little by little.2．The last tip. Because I think footnotes are helpful to me.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的生词，初步了解课文以及相关的背景知识，对课文的全面理解起到一个铺垫作用。
Unit 1 The written world grammar教案
教学反思：
t
3.fortune/ misfortune/ fortunate/ unfortunate
StepⅥpractice and consolidation of the grammar points
Step V Homework
1.Go over the negative statements
2.Finish the exercises of Part C1 and C2 on p102 inyour textbook
3.. some important points of the negative statements and moreexamples
4.practice (part A and B)
Step III Language points
1 . resist
1.reform/ inform
2.abuse/ scold/ complain/ blame
【教学方法】：
Inductive and deductive methods, task-based learning and cooperative learning.
教学过程
一备
二备
Step I Revision and lead in
1.Ask the students to recall what they’ve learned about the negative statements
Step II work onthe negative statements
1.Ask the Ss to look at the two examples and ask
1)What are negative statements used here?
高中英语：Unit 1《The written word》教案-Task(牛津译林版选修8)
Unit 1 The written wordTask ---教案Teaching aims:To develop students’s ablity of listening.To teach them how to write literatury review.Skills building 1: listening for key wordsRead the guidelines in Skills building 1 on Page 10. Try to give a speech, following the guidelines.Step 1: recognizing key words1. Listen to this speech, trying to fill the table in Part A on Page 10.2. Listen to the tape again, and check the answers.3. What role do you think friendship plays in our daily life? Now, let’s read a short story. After that, youmay get a better understanding of friendship.4. Read the story again and then complete the table with the key words in the short story.5. Listen to the conversation in Part C and check your notes in Part B against what you hear in Part C. Skills building 2: asking for and giving opinions1. Group work: Discussion: How to ask for and give opinions?2. Pair work: Create a situation and make a dialogue, you’ll practice using the phrases you lis ted just now.3. Read the guidelines on Pa ge 12.Step 2: giving your opinion on a literary review1. Read the literary revi ew of “The Attic” on page 12. Focus on the plot, characters and the theme of the story.2. Have a discussion about the five questions listed below the review. Give y our ideas freely.3. Acting: Work in pairs, making a dialogue. One acts as the reporter and the other as the reader. Try to use as many questions as possible.Sample answersReporter:Good morning, Miss Yang. I’ve just read your literary review of‘The Attic’ in a magazine.Could I ask you a few questions about it?Reader: Sure. What would you like to know about?Reporter:Do you think the plot of ‘The Attic’ sounds interesting?Reader: Yes, it is really entertaining and poetic from beginning to end.Reporter:People say the author uses colours to describe Cindy’s mood. What do you think of this way of writing?Reader:I like the way. In my eyes, colours add beauty to theReporter:Well, why do you think Virginia Fox uses chocolate as a symbol of happiness?Reader: I feel that chocolate usually helps us think of a sweet and rich life, which symbolizes happiness and success in Cindy’s life.Reporter:Personally I feel the same way. By theway, which character do you think is the most interesting in the story?Reader:If you askme, I would say my favourite character is definitely Stuart, the ‘prince’.Reporter: Can you tell me why?Reader:Beca use I feel that he adds some comedy to this otherwise dark tale. Reporter:Do you think ‘the beauty of freedom’ is a good theme for a short story? Reader:Yes, it is an important theme in ‘The Attic’, which makes it different from other Cinderella stories.Reporter:Thank you very much.Skills building 3: writing a literary review1. Read the guidelines at the top of page 13. Remember what should be included in a review.2. Work in groups of four to write an outline of a literary review.Step 3: writing your reviewYou are expected to write a literary review of “The home-made ball” based on the information you have collected in Steps 1 and 2 and through this to practice the skills you have learnt in Skills buildings 1, 2 and 3.1. Review the information you have collected and the main points you need to include in writing a review.2. Work in groups of four to write the review.Possible example‘The home-made ball’ is a short story written by jerry Johnson.The story is set in modern-day Amer ica.The main character of ‘The home-made ball’ is a boy calledKevin. Kevin and Mike ar e good friends who play soccer withheir home-made ball every day, but when Kevin gets new sneakersand a soccer ball, things change.Friendship is an important theme in this short story. The author, Jerry Johnson, uses the old and new things, like the old hom e-made ball and the new soccer ball, and the old bench and the new sneakers As symbols. The old things symbolize the most valuable thing,friendship, which needs to be cherished.I think this story is really good and I give it a rating of four out of five.。
unit1 the written word——word power教学设计 高中英语(江苏)复习专题
牛津高中英语教学设计单元：Unit 1 The written word板块：Word powerTeaching aims:1. Enable students to understand and know how to use new vocabulary concerning literature;2. Help students to know some information about some important literary figures such asShakespeare; John Keats, Katherine Mansfield and Charles Dickens.Important teaching points:1. Introduce to students different categories of literature, writers of different kinds ofliterature;2. Help them find and get more information about some important literary figures and their works. Teaching methods:1. Design some chart filling and blank filling exercises to consolidate what they’ve learnt.2. Organize a discussion to make every student work in class.3. Let students use their dictionary to find out the usage of new words on their own. Teaching aids:1. The multi-media2. The blackboardTeaching procedures:Step 1 Brainstorming1. Show pictures and lead in the discussion on literature.How many categories of literature can you think of? Can you name some?The teacher writes down students’ answers on the blackboard.2. Introduce the different categories of literature by asking them to read the introduction ontheir book and at the same time finish a chart.Step 2 Further learning: writers of different types of literature1. Ask students to do the following blank filling exerciseThe one who writes drama is called _________.who writes poems is called _________.who writes short stories is __________.who writes novels is ______________.2. Help student to get more information about literary figures mentioned on their book from theInternet or books.3. The teacher then share with students what he or she has found about these literary figures，which includes their birth and death date, nationality, occupation and famous works.Step 3 Consolidation: Part CFill in the blanks using the words from Part A and Part B.Step 4 Self-studyPut the following books into different categories in Part D.•short story: ________________•science fiction: _____________•detective story: _____________•romance novel: _____________Step 5 HomeworkComposition writingTopic: Who is your favorite writer? Which book of him do you like best? And why do you like it? Write a composition of about 200 words introducing your favorite writer and a book of him.。
Unit 1 The written word Task 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Unit 1 The written word Task 教学案Skills building 1: Listening for key wordsFirst, I’m going to summarize what I read. So please listen to me atten tively, paying special attention to the emphasized key words.Just as a proverb says, ‘Life is filled with twists and turns.’ One can’t gain any success if he or she never experiences difficulty or failure. In other words, trouble exists from beginning to end during our lifetime. Students may fail in their exams, scientists may fail in their experiments, and players may be defeated in their matches.Discuss in pairs: While listening to a lecture or a news report, do you always have to pay attention to every word the speaker uses？What do you think are the most important words to pay attention to？Why do you think so？Read the guidelines in Skills building 1 on Page 10. Try to give a speech，following the guidelines.Step 1: recognizing key words1. Suppose in your English class，your teacher is telling you how to write a literary review. Now listen to this speech，trying to fill the table in Part A on Page 10.2. Listen to the tape again，and check the answers.3. What role do you think friendship plays in our daily life？Now，let’s read a short story. After that，you may get a better understanding of friendship.4. Read the story again and then complete the table with the key words in the short story.5. Listen to the conversation in Part C and check your notes in Part B against what you hear in Part C.Skills building 2: asking for and giving opinions1. Group work: Discussion: How to ask for and give opinions？2. Pair work: Create a situation and make a dialogue，you’ll practice using the phrases you listed just now.3. Read the guidelines on Page 12.[Step 2: giving your opinion on a literary review1. Read the literary review of “The Attic” on page 12. Focus on the plot，characters and the theme of the story.2. Have a discussion about the five questions listed below the review. Give your ideas freely.3. Acting: Work in pairs，making a dialogue. One acts as the reporter and the other as the reader. Try to use as many questions as possible.Skills building 3: writing a literary review1. Read the guidelines at the top of page 13. Remember what should be included in a review.2. Work in groups of four to write an outline of a literary review.Step 3: writing your reviewYou are expected to write a literary review of “The home-made ball” based on the information you have collected in Steps 1 and 2 and through this to practice the skills you have learnt in Skills buildings 1，2 and 3.1. Review the information you have collected and the main points you need to include in writing a review.2. Work in groups of four to write the review.。
Unit 1《The written word》-Project教案1(牛津译林版选修8)
Unit 1 The written wordProject---教案Teaching aims:To teach the students one of the English literary treasures and help them analyze ancient poem.To appreciate another piece of Rabindranath Tagore’s poem.Steps :Part A: ReadingLook at the screen and listen to the tape, trying to grasp the theme of the poem.It’s a romantic poem. As we all know, romantic themes tend to be emotional. Today, we’ll read and later recite a romantic poem about love by Robert Burns A Red, Red Rose.Let’s come to the reading part of Project.1. Read the report on the poetry of Robert Burns, Skim for the main idea of this article and tell how it is organized.Paragraphs 1—4 introduction of Robert BurnsParagraphs 5—7 some information about a movement of poets called the Romantic Movement Paragraphs 8—9 the poem ‘A Red, Red Rose’ with its introduction and explanation2. Pair work: Rearrange the events in the order of time. Fill in the following table:3. Read the article for a third time to get more information about this report, and then fill in the following table about Robert Burns.4. Read and recite the poem A Red, Red Rose, trying to understand the meaning of the poem.5. poem appreciation: by Rabindranath TagoreThe Furthest Distance in the worldThe furthest distance in the worldIs not between life and deathBut when I stand in front of youYet you don't know thatI love you.The furthest distance in the worldIs not when I stand in front of youYet you can\'t see my loveBut when undoubtly knowing the love from bothYet cannot be together.The furthest distance in the worldIs not being apart while being in loveBut when I plainly cannot resist the yearningYet pretending you have never been in my heart.The furthest distance in the worldIs not struggling against the tidesBut using one\'s indifferent heartTo dig an uncrossable riverFor the one who loves you .Part B1. Group work: Discuss the eight questions in Part B. Then prepare your project.2. Present your project.Homework1. Read the passage in project and recite the poem.2. Do Parts B1 and B2 on page 101 of the Workbook.。
高中英语 Unit 1 The written word Section Ⅴ Project教学案
Unit 1 The written word Section ⅤProject[原文呈现]Robert Burns and his poetryRobert Burns, Scotland's①supreme②literary hero, was born in Alloway, Scotland in 1759. Burns had a reputation③for being funny and pleasant to be around. However, he came from a poor family with many debts④， and did not ever make a lot of money.People say that Burns's first love, Nelly Kirkpatrick, encouraged⑤him to write poetry. ‘To a Mouse’ and ‘The Holy⑥Fair’， two of his most popular poems, both appeared in his first book of poetry. After it was published, he became famous nationwide⑦. Then he moved to Edinburgh, the capital and largest urban centre of Scotland. Burns was by then a famous poet, but was not any richer and had to earn his ine by farming.A hard life and weak health made Robert Burns's life short. He died at the age of 37 in 1796. All of Scotland mourned⑧ Burns's death, and afterwards many people donated money⑨ to support his widow⑩ and children.[读文清障]①Scotland/'skɒtlənd/n.苏格兰②supreme/suː'priːm/adj.最高的，至高无上的③reputation/ˌrepjʊ'teIʃn/n.名誉，名声have a reputation for有……的名声④debt/det/n.债务，欠款pay off debts还清债务⑤encourage sb. to do sth.鼓励某人做某事⑥holy/'həʊlI/adj.神圣的，圣洁的⑦nationwide adj.&adv.全国性的(地)⑧mourn v．悼念⑨donate money捐款⑩widow/'wIdəʊ/n.遗孀，寡妇罗伯特·彭斯和他的诗歌[第1～3段译文]苏格兰文学巨匠罗伯特·彭斯于1759年出生在苏格兰的阿洛韦。
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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
Unit 1 The written word Project 教学案
Part A: Reading
At the beginning of this period, let’s enjoy an English poem. She walks in beauty. Look at the screen and listen to the tape, trying to grasp the theme of the poem.
It’s a romantic poem. As we all know, romantic themes tend to be emotional. Today, we’ll read and later recite a romantic poem about Love by Robert Burns A Red, Red Rose. Let’s come to the reading part of Project.
1. Read the report on the poetry of Robert Burns, skim for the main idea of this article and tell how it is organized.
Paragraphs 1—4 introduction of Robert Burns
Paragraphs 5—7 some information about a movement of poets called the Romantic Movement Paragraphs 8—9 the poem ‘A Red，Red Rose’ with its introduction and explanation
2. Pair work: Rearrange the events in the order of time. Fill in the following table:
3. Read the article for a third time to get more information about this report，and then fill in the following table about Robert Burns.
4. Read and recite the poem A Red，Red Rose，trying to understand the meaning of the poem.
Part B
1. Group work: Discuss the eight questions in Part B. Then prepare your project.
2. Present your project.
Homework
1. Read the passage in project and recite the poem.
2. Do Parts B1 and B2 on page 101 of the Workbook.。