牛津高中英语牛津版译林版高一模块一Unit教案图文稿

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高中英语牛津译林版模块1 Unit 1 reading(1):school life in the UK课件(共22张PPT)

高中英语牛津译林版模块1 Unit 1 reading(1):school life in the UK课件(共22张PPT)
2.I’m sorry to hear about your problems, _b_u_t_ I’m glad you’re feeling better and recovering. The feeling before “however” or ”but” and the feeling after them are usually opposite.
a. Amy wanted to __b_e_t_h_in__ very much.
b. Amy was going to _d__ie__ because she had taken some weight-loss pills which did great harm to her health.
now

Why?
Used to go to the gym
Take weightloss pills
dangerous …
priceless
Mum
?
7
kg
Feel …
be ashamed of…
E-mail 2
Where What Why Who
How
She is in_h_o_s_p_i_ta_l__
We can use a comma after “however”
E-mail 1 True or False
1. Amy used to go on a diet to keep slim. (F) 2. Amy is trying to lose weight because she is
ashamed of her body. (T) 3. Most young women want a slim figure. (T) 4. The weight-loss pills Amy took didn’t work. (F) 5. Sometimes Amy feels so energetic. (F)

2021牛津译林版高中英语必修一 Unit1 Extended reading教学设计

2021牛津译林版高中英语必修一 Unit1 Extended reading教学设计

《英语》(选择性必修·第一册)Book 1 Unit 1 Food mattersExtended readingEating in ChinaI. Learning objectivesBy the end of this section, students will be able to:1. locate and describe some specific information related to the three traditional Chinese foods mentioned in the blog entries;2. summarize the three traditional Chinese foods based on their popularity, features and history;3. discuss the author’s attitude towards traditional Chinese foods and his purpose of writing the blog entries;4. introduce one of their local popular dishes in English to a foreign traveller.II. Key competence focus & Predicted area of difficulty1. To promote understanding of different features of traditional foods;2. To use appropriate writing skills to describe traditional Chinese dishes.III.Teaching proceduresStep 1 Lead-inThe teacher has students brainstorm information related to traditional Chinese foods. (Individual Work)1. Do you have any ideas of traditional Chinese foods? Can you talk about them in terms of ways of cooking,styles, flavours and types of courses.2. What are the three essential factors by which Chinese dishes are judged?3. Can you name some of your favourite Chinese dishes in English?[设计意图] 通过头脑风暴活动,激发学生的学习兴趣,导入话题;引导学生通过烹饪方式、口味和菜肴类别谈论传统中国美食,并联系自身经历,为理解三篇博客文章做好知识铺垫。

高中英语牛津译林版必修一译林英语模块一Unit1 Reading (共24张PPT)

高中英语牛津译林版必修一译林英语模块一Unit1 Reading  (共24张PPT)

School life in the UK
enjoyable & exciting experience
Teachers & class Homework & subjects
Extra-curricular life
Feeling & hope
Required & elective courses
Scan the text for key words and phrases, dates, numbers and so on.
Work in pairs.
1. Should students study more languages?
2. What subjects would you like to take if you could choose? Why?
3.We can have kind , patient and humorous teachers. They can help us when we are in trouble.
4.I hope the classmates are friendly and sincere. we can get along well with each other.
Mr. Heywood. F
Miss Burke
2. Most British classes have fewer than
thirty students.
T
3. Wei Hua had more homework in her
school in China.
T
4. It was verfyreeexpensive for Wei Hua to

高中译林牛津英语模块一Unit2教案

高中译林牛津英语模块一Unit2教案

Module1 Unit1教学设计课时主备教案课型Welcome + WordpowerLearning objectives:By the end of this period, students will be able to1. enlarge their own knowledge by knowing the differences between American English and British English in pronunciation, grammar, vocabulary and spelling;2. improve their spoken skills by describing their own experiences or speaking about what they have heard or seen in the past tense;3. be aware of the sense of language by learning some English colloquialisms.Focus of the lesson:1. relations between parents and teenagers2. differences between American English and British English3. different colloquialismsPredicted area of difficulties:1. how to improve the relationships between parents and teenagers if they are not so good;2. how to use colloquialisms properly.Learning aids:1. PPT2. blackboard课型Reading(I)Learning objectives:By the end of this period, students will be able to1. know more information about American family life;2. learn the basic skills of how to read a play and act out the play with the help of a teacher;3. form a positive attitude towards growing pains.Focus of the lesson:1. characteristics of a play;2. a performance of a play;Predicted area of difficulties:How to act in the play?Learning methods:1. PPT2. blackboard课型Reading(II)Learning objectives:By the end of this period, students will be able to1. write out the transformation of the key words and phrases correctly;2. use the key words properly in relevant tasks;3. know some words and phrases in a play;4. raise the awareness of learning new words or phrases in a context.Focus of the lesson:1. usage of the key words and expressions;2. verb tenses in a play and some stage instructions.Predicted area of difficulties:1. the usage of the following words and phrases …follow‟ …be supposed to do‟ …tolerate …deserve‟and so on;2. the proper usage of relative adverbs.Learning aids:1. PPT2. blackboardLearning procedures:课型Grammar & UsageLearning objectives:By the end of this period, students will be able to1. better understand the grammatical functions of attributive clauses;2. use prepositions +which / whom3. use relative adverb s …when‟ …wh ere‟ …wh y‟ ;4. enjoy the neatness & beauty of attributive clauses comparing them with simple sentences. Focus of the lesson:1. the usage of relative adverbs;2. the exchange of “prepositions +which” and relative adverbs.Predicted area of difficulties:1. the usage of relative adverbs;2. how to distinguish relative pronouns and relative adverbs.Learning aids:1. PPT2. blackboardLearning procedures:课型TaskLearning objectives:At the end of this lesson, students will be able to:1. understand the main points and the mood of the writer by reading four diary entries.2. know how to write a letter for advice and a letter of reply.3. know a better way to solve the problem between teenagers and parents.Focus of the lesson:Reading for key points and main idea.Predicted learning difficulties:How to get the key points in a diaryLearning aids:1. PPT2. blackboardLearning procedures:课型ProjectLearning objectives:By the end of this period, students will be able to:1. know what are growing pains;2. identify the three types of changes of growing pains;3. learn to deal with the changes properly and develop healthily both physically and mentally.Focus of the lesson:1. three kinds of changes;2. proper ways to deal with them;Learning aids:1. PPT2. blackboardLearning procedures:。

新教材牛津译林版高中英语必修第一册Unit1 Back to school 教学课件

新教材牛津译林版高中英语必修第一册Unit1 Back to school 教学课件

【构词规律】
根据给出的构词规则写出下列单词
1. -ful 常用于名词之后构成形容词。
care n. → _ca_r_e_f_u_l
adj. 细心的
color n. →_c_o_lo_r_f_u_l
adj. 多彩的
2. -less 常用于名词之后构成形容词。
use n. →_u_s_el_e_s_s
——培根
3. The value of knowledge lies not in possession, but in use. 知识的价值不在于占有, 而在于使用。
4. If you don’t want to waste life in the world, you have to study for a lifetime. 如果不想在世界上虚度一生, 那就要终身学习。 5. There is time to learn, the problem is whether we are willing to drill. 要学习的时间是有的, 问题是我们愿不愿意钻研。
Unit 1 Back to school
Welcome to the unit & Reading Grammar and usage & Integrated skills P102 Extended reading & Project P185
核心脉图·目标导引
话题阅读·主题导入
【引言解读】 Study without thinking leads to confusion; thinking without study ends in puzzlement. —Confucius 释义: 学而不思则罔; 思而不学则殆。 ——孔子 启示: 一味读书而不思考, 就不能合理有效利用书本的知识; 一味空想而不去实 实在在地学习, 则终究一无所得。

牛津译林版英语必修一Unit1Reading1教案

牛津译林版英语必修一Unit1Reading1教案

牛津高中英语教学设计单元:Unit1 School life板块:Reading教学内容浅析: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-inPlay 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 readingBefore we read the article, we are going to learn the reading strategies: skimming and scanning.1. Reading strategy-scanningWe scan the text when we want to find certain information in a text quickly.Apply scanning to finish PartC1.C2.2. Reading strategy-SkimmingWe 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。

Unit1FoodMattersReading教学设计高中英语牛津译林版(2020)选择性

Unit1FoodMattersReading教学设计高中英语牛津译林版(2020)选择性

牛津译林版(2020)选择性必修第一册Unit 1 Food MattersReading教材分析:本节课的阅读材料是一篇关于食物选择的文章,介绍了健康饮食的重要性以及如何选择适合自己的食物。

文章中涉及到的主题与学生的日常生活密切相关,因此学生应该能够产生共鸣并产生兴趣。

教学目标:1. 学生能够理解文章的主旨和细节,了解健康饮食的重要性以及如何选择适合自己的食物。

2. 学生能够运用所学知识,分析自己的饮食习惯并制定更加健康的饮食计划。

3. 学生能够通过阅读文章,增强对健康饮食的认识,提高自我保健意识。

教学重点:1. 重点词汇和短语:介绍与食物相关的重点词汇和短语,例如蔬菜、水果、碳水化合物、蛋白质、脂肪等。

2. 阅读技巧:引导学生掌握阅读技巧,例如略读、扫读、精读等,以便更好地理解文章。

3. 文章主旨和细节:引导学生理解文章的主旨和细节,包括健康饮食的重要性以及如何选择适合自己的食物。

教学难点:1. 词汇障碍:有些词汇可能比较生僻,需要教师进行解释和引导。

2. 文化差异:不同地区和文化背景下的饮食习惯和观念可能存在差异,需要教师进行适当引导和解释。

学情分析:高一学生已经具备了一定的英语基础和阅读能力,但是他们可能对一些专业术语和概念不太熟悉。

因此,教师需要针对学生的实际情况进行适当的引导和解释。

教学策略:1. 激活学生的前知:通过提问和讨论的方式,了解学生对健康饮食的认识和饮食习惯。

2. 教学组织:采用小组合作学习和讨论的方式,引导学生进行深入思考和分析。

3. 学习任务设计:设计多种形式的学习任务,例如填空、选择、问答等,以便更好地检测学生对文章的理解程度。

4. 反馈与调整:根据学生的实际情况和学习进展,及时调整教学策略和方法。

教学方法:1. 激活学生的前知:提问学生关于健康饮食的认识和饮食习惯,引导学生进入本节课的主题。

2. 导入新课:介绍本节课的阅读材料和主题,引导学生了解文章的主旨和细节。

译林牛津江苏省高一英语必修模块一Unit1上教案及练习 牛津英语 教案

译林牛津江苏省高一英语必修模块一Unit1上教案及练习 牛津英语 教案

译林牛津某某省高一英语必修模块一Unit1上教案及练习【教学内容与教学要求】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 es 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】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)。

牛津译林版(2020)高中英语选择性必修第一册Unit1教案

牛津译林版(2020)高中英语选择性必修第一册Unit1教案

《英语》(选择性必修·第一册)Unit 1 Food mattersIntegrated skills (II)I. Learning objectivesBy the end of the lesson, students will be able to:1. talk about their favorite food, including its appearance, smell, taste, ways of cooking and a particular experience associated with it;2. write an article about their favorite food.II. Key competence focusWrite an article about their favorite food.III. Predicted area of difficulty1. How to convey the ideas clearly.2. How to write an article vividly.IV. Teaching proceduresStep 1 Lead-in1.T presents some pictures of food such as mooncake, Tiramisu, dumpling, hot pot, etc. and asks the following questions:Picture 1 (Mooncake)T: What can you see in the picture?S: Mooncakes.T: Have you tried a mooncake?S: Yes.T: When did you try it for the first time?S: I gave it my first try at the age of 5.T: Do you like it?S: Yes, very much.T: How does it taste?S: It tastes sweet.Picture 2 (Tiramisu)T: Do you know the dessert in the picture?S: It is Tiramisu.T: How does it look?S: It looks adorable.Picture 3 (Dumpling)T: What’s the picture about?S: Dumplings.T: Do you know how to cook the dish?S: It can be steamed, boiled or fried.Picture 4 (Hot pot)T: What’s it?S: It’s a hot pot.T: How do you think it feels in your mouth?S: I think it is spicy.2. T asks more questions as follows:T: What’s your favorite food? Why do you like it?(Ss may give various answers.)3. T shows a picture of salted duck and mentions her experience of tasting it for the first time.T: Salted duck is one of my personal favorites. I gave it my first try twenty years ago, together with my family members. My father went on a business trip to Nanjing and brought one back. Itlooked mouth-watering. Before my mother sliced it, brother and I couldn’t wait to have a try. The meat was juicy and salty, which really impressed all of us. How can I forget such a tasty dish?【设计意图:通过互动,引入主题,并为对话环节做铺垫。

牛津译林版英语必修一Unit1Reading1教案

牛津译林版英语必修一Unit1Reading1教案

牛津高中英语教学设计单元:Unit1 School life板块:Reading教学内容浅析: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-inPlay 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 readingBefore we read the article, we are going to learn the reading strategies: skimming and scanning. 1. Reading strategy-scanningWe scan the text when we want to find certain information in a text quickly.Apply scanning to finish PartC1.C2.2. Reading strategy-SkimmingWe 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。

牛津译林版(2020)高中英语选择性必修第一册Unit1教案

牛津译林版(2020)高中英语选择性必修第一册Unit1教案

《英语》(选择性必修·第一册)Unit 1 Food mattersExtended readingI. Learning objectivesBy the end of the period, students will be able to:1. get the main information about the three traditional Chinese foods;2. write a summary of each of the three traditional Chinese foods;3. appreciate some nice words and understand their meanings and functions;4. find out the author’s views about these traditional Chinese foods and show their own opinions;5. introduce a popular dish in their hometown.II. Key competence focus1. Get the main information about the three traditional Chinese foods.2. Find out the author’s views about these traditional Chinese foods and give some opinions.III. Predicted areas of difficulty1. Write a summary of each of the three traditional Chinese foods.2. Appreciate some nice words and understand their meanings and functions.3. Introduce a popular dish in the hometown.IV. Teaching proceduresStep 1 Lead-inFree talkAfter greeting Ss, T has a free talk with them: eating is of great importance in our daily life. What food do you usually have for lunch and dinner? Then T asks Ss a question: what’s your favorite food and can you introduce something about it?【设计意图:通过自由交谈导入本节课,让学生畅所欲言讲讲自己最喜欢的食物并简单介绍,激活学生已有知识并激发学生的阅读兴趣。

高一英语(译林牛津版) 必修一教师用书 Unit1 School life

高一英语(译林牛津版) 必修一教师用书 Unit1 School life

Unit 1School life【美文阅读】School years in different countries当你正在享受假期的时候,世界上有些国家的孩子却还在学校里学习。

由于地域、文化、时区的差异,在世界上不同的国家,学校里的学制、假期及课程安排等也形式各异。

Somewhere in the world, right now, students are hard at work in school and some are enjoying holidays. With over 190 nations across the globe's 24 time zones(时区), there are different types of school year. Here's a brief introduction to the typical school year in the following three countries.AustraliaStudents in Australia attend school for 200 days a year. Their school year lasts from late January to late November. Since Australia is in the Southern Hemisphere(半球), it experiences summer while it's winter in China. Summer vacation for Australian students is from December to late January. The school year in Australia is divided into four terms, with each term lasting 9 to 11 weeks. Students then have two weeks of vacation between each term. The typical school day is from 9 a.m. to 3:30 p.m., and lunch is eaten at school. Students are required to attend school for at least nine years.FranceThe school day in France typically runs from 8 a.m. to 4 p.m., with a half day on Saturday. Lunch is a two-hour break for public school students. Students usually attend school from the age of 6 to 18. The school year lasts from August to June, and is divided into four seven-week terms. Students in the primary grades learn basic skills in reading, writing, and math, as well as participate(参与) in exercises to develop observation,imagination, and physical abilities. Older students study French, math, physical and natural sciences, foreign language, history, etc.JapanMost Japanese schools run on a trimester(三学期制) schedule. The school year begins in April and ends in the following March, with summer, winter and spring holidays to separate the three terms. Uniforms are required and there are many rules for hairstyles, shoes, socks, skirt length, etc. Students in Japan study academic subjects, such as Japanese language, math, reading, social studies, and they also receive moral(道德的) education. Moral education involves teaching students about health and safety, understanding and confidence, public manners, and environmental awareness.From:http://www.factmonster. com【诱思导学】1.What is the difference between our school year and theirs?【答案】We have different terms. There are usually two terms in our school year while in both Australia and France, they have four terms and Japan has three.2.Do you think our present school year is good or not, and why?【答案】It is hard to say good or bad because different countries lie in different time zones, they enjoy different holidays and different schools.3.Do you want to know the school life in the UK?Why or why not?【答案】Yes. Because the school life in the UK interests me very much./No. Because I have no interest in the school life there. It's none of my business.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词汇,初步了解课文以及相关的背景知识,对下一堂课课文的全面理解起到一个铺垫作用。

牛津译林版(2020)高中英语选择性必修第一册Unit1教案

牛津译林版(2020)高中英语选择性必修第一册Unit1教案

《英语》(选择性必修·第一册)Unit 1 Food mattersIntegrated skills (I)I. L earning objectivesBy the end of the lesson, students will be able to:1. understand how to introduce your favourite food;2. know some basic information and some events at the school Food Festival through listening;3. predict what type of word will be filled in the blanks before listening.II. Key competence focus1. Use listening strategies to get the right information.2. Get some useful information to prepare for writing by reading and listening.III. Predicted area of difficulty1. Complete the notes while listening.2. Know about the ways to introduce the favourite food.IV. Teaching proceduresStep 1 Free talkT asks Ss to have a free talk about their favourite food.T: Hello, boys and girls. What is your favourite food? Can you introduce something about it?T: Thanks for your sharing. I think you really love the food, so maybe you will be interested in the Food Festival. There is an announcement about the school Food Festival.【设计意图:本节课以情境导入——邀请学生谈谈自己最喜爱的食物,并引出学校即将举办美食节的活动,进而引出下文的听力部分。

新教材牛津译林版高中英语选择性必修第一册Unit1 Food matters 教学课件

新教材牛津译林版高中英语选择性必修第一册Unit1 Food matters 教学课件

词海拾贝 ①frequent vt.常去 ②authentic adj.真正的 ③ingredient n.成分;(尤指烹饪)原料
典句欣赏
Having fallen in love with the special flavour,Ali goes to the kebab restaurant three to five times a week with his friends to enjoy some real kebabs. 译文:阿里爱上了这种特殊的风味,每周和朋友们一起去烤肉串店三到五次, 享受真正的烤肉串。 分析:本句是一个简单句。Having fallen in love with the special flavour是动 词-ing形式的完成时作原因状语,to enjoy some real kebabs是不定式短语作 目的状语。
7. association n.联想,联系;协会,社团;联合,交往
8. vary vi.(根据情况)变化,变更;相异,不同
vt.变更,改变
9. link vt.联系,相关联;把……连接起来
n.联系,连接;关系,纽带;链接
10. emotion
n.情感,强烈的感情,激情,情绪
11. native
n.出生于某国(或某地)的人;本地人 adj.出生地的;本
It seems that Xinjiang kebabs are particularly popular among foreigners.“Most of the time,when I really want to eat some good meat,some good kebabs,I go to a Xinjiang restaurant,”Adam-djobo Djalilou,a 26-year-old student from Togo,told the Global Times.

牛津译林版高一英语必修一教案unit3

牛津译林版高一英语必修一教案unit3

牛津译林版高一英语必修一教案unit3教案标题:牛津译林版高一英语必修一教案Unit 3教案建议和指导:1. 教学目标:- 熟悉并掌握Unit 3中的词汇和短语,如environment, pollution, global warming, etc.- 理解并运用本单元的语法知识,如定语从句、名词性从句等。

- 提高学生的听、说、读、写技能,培养学生的交际能力和阅读理解能力。

- 通过课堂活动和讨论,培养学生的合作意识和创新思维能力。

2. 教学重难点:- 教学重点:帮助学生掌握本单元的词汇和语法知识,提高语言运用能力。

- 教学难点:培养学生的阅读理解能力,引导学生进行深入思考和讨论。

3. 教学准备:- 教材:牛津译林版高一英语必修一教材Unit 3- 多媒体设备:投影仪、电脑等- 教学资源:词汇卡片、练习题、课堂活动设计等4. 教学过程:- 导入:通过展示图片或视频引入本单元的话题,激发学生的学习兴趣。

- 词汇学习:通过词汇卡片和多媒体展示,引导学生学习和记忆本单元的词汇和短语。

- 语法讲解:通过教材中的语法部分,结合例句和练习题,讲解定语从句、名词性从句等语法知识。

- 阅读理解:选择教材中的一篇阅读材料,设计问题和讨论活动,引导学生进行阅读理解和思考。

- 交流活动:设计小组讨论或角色扮演活动,让学生在小组内进行合作交流,分享自己的观点和想法。

- 语言运用:通过练习题和语言游戏,巩固学生对本单元词汇和语法的运用能力。

- 总结归纳:对本节课的重点内容进行总结和归纳,帮助学生理清思路和加深记忆。

- 作业布置:布置相关的作业,如课后练习题、写作任务等,巩固学生的学习成果。

5. 教学评估:- 通过课堂讨论、练习题和作业的批改,对学生的学习情况进行评估和反馈。

- 鼓励学生积极参与课堂活动,提高学生的学习兴趣和主动性。

6. 教学延伸:- 鼓励学生进行相关的课外阅读和研究,拓宽知识面和培养学生的自主学习能力。

牛津译林版必修第一册 unit 1 reading教学设计-优秀教案

牛津译林版必修第一册  unit 1 reading教学设计-优秀教案

必修一Welcome to the unit & ReadingRealizing Your Potential主题语境:人与自我语篇类型:演讲授课时长:一课时(45分钟)文本分析:本节课主要包括Welcome to the unit以及reading部分的内容。

作为高一学期的第一节课,Welcome to the unit部分通过视频和问答邀请学生分享自己新入学的感受和对未来高中生活的计划,联系学生自身经验,帮助激活与这一主题有关的已有知识,为阅读部分做铺垫。

Reading部分文章的主题语境为人与自我,引导学生正确认识自我、丰富自我和完善自我。

本文是一位校长的开学演讲,鼓励学生积极应对高中生活的挑战,实现自身的潜力。

全文共有6个段落,第一段为演讲开场白,问候听众,引出演讲内容。

第二段作者阐述了高中生即将面对的机遇与挑战,同时指出高中是实现潜力的黄金时间。

第三到五段作者分别讲述了什么是潜力,以及实现潜力的两个途径,为高中生提供切实可行的建议。

最后一段作者借用老子的话再次呼吁所有学生充满自信,不断努力实现潜力。

整个演讲结构完整,逻辑清晰,语言生动且富有感染力,作为开学演讲很好地结合了新生的实际问题,实现了演讲目的。

本文的价值取向在于鼓励学生探索自身无限的潜力,在阅读中正确认识自己,树立正确的人生观。

从语篇类型角度来看,本文是一篇演讲稿,包含开场白、演讲要点和结束语这三个必要部分。

演讲的主要特点是有针对性、鼓动性、逻辑性。

首先演讲者为高中校长,听众是高一新生,因此演讲的语言大多比较亲切,容易拉近与听众的距离,并且演讲中列举的例子都十分贴近高中生的实际生活。

为了达到演讲的鼓动性,作者在演讲中运用了大量的排比、暗喻、设问、引用等,使得整个演讲情绪层层递进。

最后,演讲作为口头艺术要让听众理解,就必须有清晰的逻辑,因此作者在文稿结构上采用了总分总形式,同时还增加了许多具有标志性的连接词,让听众更容易跟上演讲要点。

牛津译林版高一英语必修一unit 1 grammar 课件(共26张)

牛津译林版高一英语必修一unit 1 grammar 课件(共26张)
2
Exploring the rules
1. S+V
(1) The sun was shinning. (2) We all breathe, eat and drink.
3
Exploring the rules
2. S+V+P
(1) This is an English dictionary. (2) The dinner smells good. (3) The well has gone dry.
about you? (5) The old man sitting at the gate said he was ill.
9
Consolidation
Underline the attributive of each sentence. (1) What is your given name? (2) I am afraid some people forgot to sweep the floor. (3) The man downstairs was trying to sleep. (4) I am waiting for the sound of the other shoe!
Unit 1 Back to school
Grammar and usage
1
Exploring the rules
1. S+V
主语+谓语
2. S+V+P
主语+系动词+表语
3. S+V+O
主语+谓语+宾语
4. S+V+O+O 主语+谓语+间接宾语+直接宾语
5. S+V+O+C 主语+谓语+宾语+宾语补足语

英语ⅰ译林牛津版unit1第一课时教案

英语ⅰ译林牛津版unit1第一课时教案

英语ⅰ译林牛津版unit1第一课时教案Teachinggoals1.TargetlanguageImportantwordsandexpressions:low-rise,locker,atease2.AbilitygoalsEnablethestudentstocomparejuniorschoollifewithhighschoo llife.3.LearningabilitygoalsHelpthestudentslearnhowtocomparejuniorschoollifewithhig hschoollife.Teachingimportant&difficultpointsLearntocomparejuniorschoollifewithhighschoollife. TeachingmethodsDiscussion.TeachingaidsAcomputerandaprojector.TeachingproceduresStepⅠFreeTalkMakeaself-introductionandtalkaboutjuniorschoollifewitht hestudents.T:Hello,everyone.WelcometotheseniorhighEnglishclass.I'm ××.IhavebeenhereteachingEnglishsinceIgraduatedfrom××Universitymorethan10yearsago.Therefore,I'vemadealotoffriend s.NowI'mverygladtolearnEnglishtogetherwithyouthisyearandI'm surewe'llsoonbecomefriends,too.Nowyou'vejustfinishedyourjun iorschoollifeandareabouttoenteranewperiodinyourstudies.Doyo ufeelnervous?SI:Notatall.I'vemadesomepreparationsbeforeIcamehere.S2:Alittle.ThenewschoolisquitedifferentfromtheoneIwasin .S3:Yes,Idofeelnervous.Everythinghereisnewandstrangetome .S4:No.Idon'tfeelnervous.BecauseI'msureIcandomyschoolwor kbetterhere.T:Highschooltimeisveryimportantandoftenconsideredasgold entimeinourlife.However,someofyoumayfeeluncomfortablewhenfi rstcamehere.Whatdoyouthinkyoucandotoovercomethesedifficulti es?S5:Ithinkwecantrytorelaxourselvesbymakingasmanyfriendsa spossibleanddoingmoreactivities.S6:Therearereallysomedifferencesbetweenthelifeinjuniora ndhighschools.Weshouldadjustourselvestothenewenvironmentass oonaspossible.Ifwehavedifficulties,wecanaskforhelpfromclass matesandteachers.T:Well,whatarethedifferencesdoyouthinkbetweenthelifeinj uniorandhighschoolsare?Haveyoufoundsome?S7.YesFirsttherearemorestudentsherefromdifferentplaces. Inmyjuniorschool,studentswereallfromthesametown,andtherewer eonly30studentsinmyoldclass.T:Well,canyoutellussomethingaboutyourselfandyourschool?S7:I'mfromXMiddleSchoolMynameisS7.Thereisonlyathree-sto reybuildinginmyjuniorschool.Therewereabout500studentsthere. Andthestudents'dormitoryisnotbigenoughtoholdallthestudents. Asmyhomeisnotfarawayfromtheschool,Ihadtogobackhomeeveryday.T:Nowyouneedn'tgobackhomeeveryday.Butwouldyoumissyoupar ents?S7:Ofcourse.ButI'lltrytoovercomemyfeelings.T:Good.Anyotherdifferences?S8:Yes.We'llhavemoresubjectsinhighschoolandthickbooks.M aybetheyaremoredifficulttolearn.T:Don'tworry.Bothjuniorandhighschoolstudyareforagoodfou ndationofallsubjects.Aslongasyouworkhard,I'msureyoucanbebet ter.S9:Ifoundtherearemoreandhigherbuildingshere.Andmorebeau tifultoo.Inourschool,thereisonlyoneoldfive-storeybuilding.T:Whichschooldoyoucomefrom?Canyoutellussomethingaboutyourschoollifethere?S9:Icamefrom×middleschool.Itisasmallbutbeautifulschoolwithmountainsallar ound.Welivedattheschooldorms.Weusedtoclimbthemountainattheb ackoftheschoolafterclassandwereadandplayedthere.Weusedtopla ybasketballintheafternoonbuthadtogotoclassroomsforone-hours elf-study.T:Soundsinteresting.Anyway,anewschoolandnewstudentbodyi sagreatopportunitytolearnaboutpeople,placesandcultures.Iwis heveryoneherecanmakemanyfriendsandgetgreatsuccessinyourscho olworkintheseyears.StepⅡWelcometotheunitLookatthepicturesandtalkaboutdifferenthighschoollives.T:Well,boysandgirls,whenwespeakofschoollife,whichEnglis hwordscanyouthinkof?pleaselookatsomepicturesfirst.Ss:(joys;sorrows;dreams;discoveries;failures;tears;succ esses;challenges;excitement)T:We'vestudiedEnglishforthreeormoreyears.WhatistheUKsch oollifelike?HowdifferentisitfromthatinChina?Pleaselookatthe followingpictures.TheyshowsomepartsofhighschoolintheUK.What canyouseeinthepictures?Whatarethedifferencesbetweenschoolsi nChinaandintheUK.?T:Asweallknow,therearedifferencesbetweenschoollivesinju niorandhighschools.Sotheremustbedifferencesindifferentcultu res.Someofusmustbeeagertoknowwhattheschoollifeinothercountr iesarelike.Forexample,we'vestudiedEnglishforthreeormoreyear s,whatistheUKschoollifelike?HowdifferentisitfrominChina?You know,therearemanyfamousschoolsanduniversitiesintheUK.Today, we'llpickupthissubject.NowreadtheinstructionsinWelcometothe unitonpage1andfocusonthepicturesindividually.Askthestudents totalkaboutthepictures.T:Whatcanyouseeinthepictures?Whatarethedifferencesbetwe enschoolsinChinaandintheUK.S1:InPictureI-2,wecanseeverylow-risehousesandhugecampus .TheyareverydifferentfromthoseinChina.InChina,weusuallyhave largebuildingsandcampustomakesurestudentshaveenoughspacetos tudyinandplayin.S2:InPicture3-4,wecanseelockersforeachstudentoutsidethe classroom.InChina,weoftenhavesomelockersineverybedroom.S3:InPicture5-6,wecanseealargerclassroomwithfewerstuden tsinit.Thestudentssitintwolinesandfacetoface.Thestudentsare puttinguptheirhandseagerlytoanswertheteacher'squestions.InC hina,wealwayshaveafullclassroomwithstudentssittinginseveral linesfacingtheblackboardAndinmostcases,studentsarenotsoeagertoanswertheteachers'questions,especiallyhighmiddleschoolst udents.S4:InPicture7-8,twostudentsarediscussingsomethingwithth eirteacher.TheylookquiteateaseWiththeirteacherandlikefriend s.ItissimilarinChina,Nowadays,lotsofteachersandstudentshave establishedagoodrelationshipwitheachother.Theyrespecteachot herandtrytogainabetterunderstandingofeachother.T:Therearecertainlymanydifferencesbetweentheschoollives inChinaandintheUK,asweallcanseeclearlyfromthepictures.Doyou knowofanyotherdifferences?S5:Certainly.IheardthestudentsintheUKcanchoosewhatevers ubjecttheylike.S6:AndtheyarescoredA,B,C,DandEforeverysubjecttheychoose insteadof100points,150points,etc,suchasinChinaorotherAsianc ountries.T:Also,studentsintheUKhavedifferentschoolactivities.For example,theyorganizeschoolclubs,designpostersordovolunteerw ork.InChina,wealsohavemanyschoolactivities.Whatkindofschool activitiesdoyouenjoy?S7:Ienjoyplayingbasketballafterschool.S8:Ipreferdrawing.S9:Ilikeplayingchess.T:Withoutvarietiesofschoolactivities,schoollifewouldbeb oring.Mostofyoumusthavedrawnapictureofwhathighschoollifewou ldbelikeinyourmindbeforeyoucamehere.Nowwho'dliketoshareyour dreamschoollifewithus?S10:Mydreamschoollifeislikethis:therearemanyfriendlyand knowledgeableteachers;classmatesgetalongwellwitheachother;w estudy,play,singanddancetogether;wehaveparties,etc.Allinall ,I'mhappywitheverythingandeveryonehere.S11:Mydreamschoollifewouldbelikethis:Instudy,Iwillworkh ardertomakegreatprogressineverysubject;Iwilltrytodomorespor tstomakemestronger;Iwillbeabletolearntoplaycomputergames,et c....T:Justaswhatthefourpicturesshow,differencesdoexistbetwe enhighschoolsinourcountryandintheUK.Thereareofcourse,manyma sonsforsuchphenomena.Whatdoyouthinkthereasonsare?S1:Ithinkit'smainlybecausewebelongtodifferentcultures.B othChinaandtheUKhavealonghistoryofcivilizationamongwhichdif ferentschoolsystemsdeveloped.Itisnowonderwehavedifferentsch oollives.S2:Iquiteagreewithyou.Chinahasdifferentculturalandeduca tionalbackgroundfromthatoftheUK,sotherewillbedifferences.S$:ChinaandtheUKhavedifferent,traditionsineducationands choolsystems.Ibelieveeachhasadvantagesanddisadvantages.StepⅢHomeworkT:Studentsindifferentcountrieslearndifferentlyandhavedi fferentschoollifeexperiences.Idohopeyou'llhaveagreatexperie ncehere.Afterclass,1.Trytomakeacarefulplanforyourhighschoolstudy.2.PreviewtheReading.。

Unit1Natureinthebalance单元教学设计-高中英语牛津译林版(2020)

Unit1Natureinthebalance单元教学设计-高中英语牛津译林版(2020)

Book 3 Unit 1 Nature in the balance一.单元整体设计思路本单元的主题是“人与自然”,话题是“环境与环境保护”,涉及的语篇类型有:歌曲、记录片脚本、电视访谈节目脚本、小册子等。

本单元的教学旨在帮助学生认识保护环境的重要性,通过学习一些与环境有关的语篇文章,培养学生的环保意识。

本单元涉及到了八个板块。

Welcome to the unit 板块以一首英文歌曲导入主题情境,激发学生对环保话题的兴趣。

Reading板块则以一篇亚马孙雨林的纪录片为参照,引发学生们对环境与人的思考,Grammar则是“环保记录片和环保志愿者活动”,语法以省略这一语法专题为核心。

Integrated skills板块则以“保护动物”创设情境,通过一系列阅读、看、听、说,最终要求学生完成一个呼吁人们保护动物的语篇写作任务。

Extended reading板块以“城市的发展与环境污染”创设情境,旨在引导学生们正视经济发展与环境保护的关系,并培养学生辩证思考的能力。

Project板块要求学生通过合作学习、探究学习完成一个关于环境的小册子。

Assessment板块引导学生就环境问题进行反思,运用本单元所学知识来提升学习能力。

Further study板块引导学生运用资源策略,通过观看与本单元话题相关的纪录片,加强对单元话题的研究。

二.教学内容分析三、单元教学目标1.掌握纪录片脚本的结构及其行文特征。

2.探究归纳省略这一语法现象的规则并在语境中正确运用。

3.完成一篇号召人们保护动物的校报文章。

4.掌握电视访谈节目的语篇特征,学会分辨观点和论点。

5.小组合作,制作关于环境问题的小册子。

四、课时教学安排老师:1.充分备课,了解并解读教材。

2.收集与本单元有关的资料,并做成图片或者音频形式。

3.单词,短语已经重点句型的分析与把握。

4.习题的选用,充分利用现有学习资料。

学生:1.熟悉本单元话题,可以自己查阅有关资料。

2020新牛津译林版高中英语必修一 Unit 1 Reading I 同步教案

2020新牛津译林版高中英语必修一 Unit 1 Reading I 同步教案

2020新牛津译林版高中英语必修一Unit 1 Back to School同步教案Teaching DesignPeriod 2: Reading ITeaching Aims♦Read Mr Xu’s speech about Realizing your potential and understand a speech;♦ Learn to find out topic sentences and understand the new words and phrases; Teaching ProceduresReading Realizing your potentialStep1: Leading-inLast class, we talked about that our senior high school is a time of learning and discovery. How can we learn better and discover more? (lead to Confucius’s saying: Study without thinking leads to confusion; thinking without study ends in puzzlement. )Step2: Pre-readingSenior high school brings a lot of new experiences to everyone. Today we will read a speech given to senior high students by Mr Xu, their principal on the first day of the term. Before the students read the speech transcript , they should think about 2 questions:How do you think senior high school will be different from junior high school?What do you think the principal will talk about in his speech?Step3: Detailed reading for important information1.Listen and name1). Play the tape and ask the students to listen carefully and mark the numbers before each paragraph.2). Introduce the definition of topic sentencess, where can we find them? Ask them to find out the answer on P4 A1Read Mr Xu’s speech quickly and try to finish A1 on page 4.。

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牛津高中英语牛津版译林版高一模块一U n i t教案集团文件版本号:(M928-T898-M248-WU2669-I2896-DQ586-M1988)牛津英语译林版高一必修一Unit1教案Unit 1 School life Teaching aims of the whole unit:1.Develop students’ ability of reading comprehension by reading an article about school life in the UK and two other articles about school clubs.2.Develop students’ ability of listening comprehension by listening to two talks about school activities.3.Develop students’ speaking ability by discussing daily school life and reporting school activities.4.Develop students’ writing ability by writing a notice about school activities.5.Develop students’ integrated skills of using English by making a poster for a school club.6.Enlarge students’ vocabulary about school facilities.7 Help students understand what an attributive clause is and what relative words function as in attributive clauses; teach students how to use relative pronouns that, which, who, whom and whose.Period arrangement:The whole unit: 12 periodsWelcome to the unit: 1 periodReading: 2 periodsWord power: 1 periodGrammar and usage: 2 periodsTask: 2 periodsProject: 2 periodsSelf-assessment: 1 periodRevision and exercises: 1 periodPeriod 1 Welcome to the unitI. Teaching aims:1 Get students to know the different high school loves between the UK and China.2 Develop students’ English speaking skills.II. Teaching Procedures:Step 1. Warming upLet some students make a self-introduction.1. Introduce themselves.2. Say something about their junior high school life.3. Pair work: brain storm: When we are talking about our school life, what will we probably think ofWhat words or phrases will we use to describe our school life?Step 2 Presentation1.Say the following to students:It’s the beginni ng of the new term. You’ve just finished your junior high and are about to enter a new period in your studies.I am happy to give your lessons and I hope we can be friends.I can see that some of your are eager to know what studying at senior high will be like. Will it be differ4ent from juniorhighWell, there are certainly many differences between junior high and senior high, but there are also some things that are the same in every school in China.What about schools in other countriesDo you have different experiences Are schools all over theworld the same This is the subject of our first unit.2. Ask students to read the instruction and tell them:Here are three pictures that show some aspects of school lifein the UK. Please read the instructions, look at the pictures: what's the difference between schools in China and the UKStep 3 Discussion1 Ask students the following questions to talk about the wordsin the four pictures:Huge campus and low-rise buildingsWhat does huge mean?What does low-rise mean?What about campus and school buildings in China(Schools in China usually have a large enough campus to make sure students have enough space to study and play. But most school buildings have at least 3 storeys.)Lockers for every studentDo you know what a locker is?(There are rows of lockers by the classrooms for students to put their bookd, exercise-books and other belongings.)What do you think about locker for students?Do you think that we should have such locker in our school Why or Why notFewer students in each classHow many students are there in our class?Do you know the number of students in a class in the UKAt ease with our teacherWhat can we know from this picture?What does the word ease meanWhat do you think the phrase at ease mean?Were you getting on well with the teacher when you were in junior high?What relationship do you want to have with your teachers in senior high?2 Ask students to work in groups to talk about the four pictures and the differences between schools in the UK and China. Then ask several students to report their discussion to the whole class.3. Ask students to discuss the three questions in pairs, and them ask some of them to report their answers to the questionsto the whole class.What is your dream school life like?What kind of school activities do you enjoy?What do you think of your life here in the new school?Step 4 Summary and HomeworkToday we’ve mainly talked about the dif ferences between thehigh school lives in the UK and in China. After class you should:1) Recall all the new words and expressions that we learn inthis lesson.2) Find more about any other differences between the highschool lives in the UK and in China, either by surf theInternet or by reading some articles in newspapers or magazines.3) Preview the following part: reading (page 2 to page 4).。

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