模块4U1wordpower教案
高中英语 Unit 1第一部分 Word Power教学设计 牛津译林版选修6
Unit 1 Laughter is good for youPart One Teaching Design第一部分教学设计● Word PowerStep 1: BrainstormingT: Have you heard of Shakespeare? Can you say out some of his works?S: “Romeo and Julie”, “Merchants of Venice” and so on.T: Have you seen them performed on the stage?S: Yes. /No.T: A piece of writing to be performed by actors in the theatre is called drama. Are you interested in drama? Do you want to learn something more about drama? Today we’ll learn some words used in a drama on the stage.Step 2: Brainstorming and vocabulary learning1 First, let’s check how much you have known about drama.T: What do we call the person who acts in a play?S: An actor or actress.T: What do we call the person who is in charge of a play?S: A director.T: what are the words that the actors say called?S: linesT: Where can the lines can be found?S: In a script.T: what is a script made up of?S: Acts and scene.T: What are the words called that tell the actors how to act?S: They are called stage directions.Write these on the blackboard and make sure the students know the meaning of each word.2 After you have grasped the above words, let’s focus on the picture in part B,which gives you some information related to things on a stage.3 Let’s focus on the passage in part C, which checks your s’ability of understanding and using the words you have just learnt. In order to fill in the blanks correctly, you have to understand the passage and the exact meaning of the missing words. You should first complete the exercises individually and then check answers with the class.Answers1 actor2 director3 lines4 cast5 script6 stage7 acts 8 scenes 9 costume 10 wings 11 props 12 light13 scenery 14 stage directionsStep 3: Vocabulary extension1Boys and girls, let’s suppose you are going to perform a drama at the school art festival. Discuss in your group: How you are going to prepare and arrange for the performance. The following words can help you.A dramacast directors, actors, actressesscript theme, lines, stage direction,acts/scenesstage wings, microphone, curtains, lights,scenery, setothers Budge, props, costumes2 Let’s come to part D. We know in English, there are many useful idioms and saying about laughing and it is good for us to keep some useful idioms in mind. This part will present some to us. Look at the idioms and the sentences below. Then see if you can find any more idioms about smiling or laughing and write sentences using them in the space provided.Sample answersto have the last laugh: to make someone who has criticized or defeatedyou look stupid by succeeding in something more important or by seeing them fail e.g. They fired her last year, but she had the last laugh because she was taken onby their main rivals at twice the salary.He laughs best who laughs last.all smiles: becoming happy again especially after feeling sade.g. When Mary found out about the holiday, she was all smiles.Step 4: Consolidation exercises.1 Write out the words according to the English explanations.1 make somebody laugh or simile ____________2 the person in charge of a play ____________3 very good of high quality ____________4 full of eagerness or interest ____________5 perform without preparation ____________6 take place, happen ____________7 worried or afraid ____________8 unlike anything else ____________9 text of a play, film, ____________10 instrument that changes sound waves into electrical current used inbroadcasting speech, music, etc. _____________Answers1. amuse 2 director 3 excellent 4 enthusiastic 5 improvise 6 occur 7 nervous 8 unique 9 script 10 microphoneII. ReadingWords: 333； time: 5’30”A night of funWednesday night 7:30 p.m. at the Chuckle Bar!Starring Rodney Mann, Pedro Mendez and Larry Dunne!Next Wednesday night at the Chuckle Bar we have an all-star line-up of comedians. Three of the world’s best known comedians are coming together for one night only. Book your tickets by calling 1-900-555-6565 or be at the door early to buy them before the show begins.Rodney MannMann is famous for his jokes about average people and their lives. Many of his jokes are social commentaries on everyday. He loves to set his jokes in New York, the city where he grew up.Mann’s most famous opening line, “You know, I was walking down the street the other day…’ is know all over the world. He is just back from his tour of Europe, and is appearing at the Chuckle Bar for one night only. Don’t miss out!Pedro MendezPedro Mendez grew up on a small farm in Panama. He moved to the USA with his parents when he was ten, and has been telling jokes and making people laugh ever since. Recently, the 30-year-old comedian began filming a new TV programmer that he will both act in and produce.Experience Mendez’s unique Latin style humor for yourself. His “I had a farm in Panama” routine is a classic that should not be missed.Larry DunneLarry Dunne has been making people laugh all over the world for more than five decades. He began his career by performing for soldiers in Hawaii in the 1950s, and since then, he has been the host of his own late night TV programmer. The videos and DVDs of his performances are the best selling of any stand-up act out there. An old style comedian, Dunne uses lots of singing and dancing as part of his routines.Dunne is best known for his jokes about life in the USA and how it has changed during his lifetime. This will be Dunne’s last show before he retires, so don’tmiss it.Call 1-900-555-6565 to reserve your tickets or be at the door by 7:00 p.m.1 The comedy show will have_______ comedians on _______ night.A three; oneB three; twoC one; threeD one; two2 Rodney Mann grew up in ________.A the USAB PanamaC HawaiiD New York3 The show begins _______.A at lunch timeB at 7:30 p.m.C at 7:00 p.m.D at 7:30 a.m.4 Pedro Mendez has lived in ______for _____ years.A the USA; thirty-fourB the USA; tenC Panama; thirty-fourD the USA; twenty5 The oldest comedian is probably ________, and has been performing _______.A Rodney Mann; for over fifty yearsB Larry Dunne; since the 1970sC Larry Dunne; for over fifty yearsD Pedro Mendes; for over fifty yearsStep 5: Homework1 Parts B1 and B2 on page101 of the Workbook.2 Prepare the Part Grammar and Usage。
英语必修ⅳ译林牛津版unit1wordpower教案
●Word powerWe’ll learn in this section some common suffixes that can be added to nouns or verbs to create adjectives. And also some vocabulary related to sales and marketing.Step 1: Brainstorming1. Please think about the following questions:How are the following words formed?health (noun) healthy(adjective) interest (verb) interesting (adjective)An English word can have several derivatives. And please pay attention to the fact that many English words share the same root word, even though they have different meanings or parts of speech.Now here’s more example for you to better understand word formation.breath (n.) breathe (v.) breathless (adj.)act (v.) action (n.) actor (n.) actress (n.) activity (n.)possible (adj.) impossible (adj.) possibility (n.) possibly (adv.)friend (n.), friendly (adj.), friendless (adj.), friendship (n.), unfriendly (adj.) As you can see, many words are derived by adding suffixes or prefixes to the root words. Often you may come across unfamiliar words while reading, try to use knowledge of word formation to guess their meanings. Will you? And can you give more examples about word formation?2. Shall we have a competition to see who can give more examples or create more words by adding suffixes or prefixes to the root words?3. As we know, sometimes an English word can be made up of three parts: a prefix, a stem and a suffix. A stem is the main part of a word. A prefix is a group of letters added to the beginning of a word. A suffix is a group of letters placed at the end of a word. Both prefixes and suffixes modify the meaning of a word or change it into a different word group. The following is a table of common prefixes:Step 2: Learning about Word formationThe basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "un flatter ing," the root is simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle).English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refereither to a prefix or a suffix) quite extensively. For example, the words "prefix," "suffix," and "affix" themselves are all formed from "fix" by the use of prefixes: •"ad" (to) + "fix" (attached) = "affix"•"pre" (before) + "fix" = "prefix"•"sub" (under) + "fix" = "suffix"Note that both the "-d" of "ad" and the "-b" of "sub" change the last letter.Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):ab (away) abrupt, absent, absolvead (to) adverb, advertisement, afflictin (not) incapable, indecisive, intolerableinter (between, among) intercept, interdependent, interprovincialintra (within) intramural, intrapersonal, intraprovincialpre (before) prefabricate, preface preferpost (after) postpone, postscript, postwarsub (under) submarine, subscription, suspecttrans (across) transfer, transit, translateStep 3: Ready used materials for Word formationZero MorphemesSome affixes consist of no sounds at all. Zero morphemes DO exist, and we'll see why, and illustrate another concept, allomorphy at the same time.Consider the following words:Adjective Verbyellow yellowbrown browngreen greenpurple purpleThe relation between "yellow" (adjective) and "yellow" (verb) is exactly the same as that between "white" and "whiten", which we just considered. But the form of "yellow" doesn't change. So we say that we added a zero suffix:Verb/ \Adjective -Ø|yellowMeaning: "to make (more) yellow"Zero morphemes are obviously hard to spot because you can't hear them! In these cases you have to notice what ISN'T there. (Sherlock Holmes solves one of his cases by noticing that a dog DIDN'T bark. This was important because there was a situation where any dog would have barked. This is the kind of thinking you have to do to find zero morphemes.)AllomorphyBut now we have two ways to make Adjectives into Verbs meaning "to make (more) Adjective": "-en" ("black-en") and "-Ø" ("yellow-Ø") How do we know which rule to use? That is, why not "yellow-en"?One possible (but uninteresting) answer is that we just have to memorize which affix to use for each stem. That is, we just memorize that "black" takes "-en" and "yellow" takes "-Ø". But we would like a better explanation.As with the phonology problems, the best place to look is "near" where the affix attaches. Since "-en" is a suffix, let's look at the end of the stems. What we find is that we can divide the Adjectives into two classes based on what the last SOUND (NOT letter) of the stem is:•Use "-en" if the last sound is:[p] "deep-en" [f] "stiff-en" [v] "live-en" [t] "white-en"[d] "redd-en" [s] "less-en" [ʃ] "fresh-en" [k] "dark-en"•Use "-Ø" if the last sound is:[e] "gray-Ø" ("His hair grayed (gray-Ø-ed) before he was twenty.")[n] "brown-Ø" [m] "dim-Ø" [l] "purple-Ø" [r] "clear-Ø"We can use the same type of diagrams, and indicate the conditions:Verb/ \Adjective -en if Adjective ends in an obstruent (oral stop or fricative)-Ø if Adjective ends in a sonorant (nasals, approximants, vowels) Meaning: "to make (more) Adjective"When we did phonology problems, we had a notion of "default" or "elsewhere". The same concept can arise in morphology, although in this case the choice is made difficult by the clean cut between obstruents and sonorants. It is true, however, that there are exceptions to this rule with certain unusual adjectives:Verb/ \Adjective -en if Adjective ends in an obstruent (oral stop or fricative)-Ø El sewhereMeaning: "to make (more) Adjective"Another example of allomorphy in English is the choice of the negative prefix "il-/ir-/im-/in-". The rules are:•Use "il-" when the stem begins with "l": "il-legal"•Use "ir-" when the stem begins with "r": "ir-responsible"•Use "im-" when the stem begins with "m, b, p": "im-mobile" "im-balanced", "im-possible"•Otherwise (elsewhere) use "in-": "in-active", etc.In a diagram:Adjective/ \when Adjective begins with l: il- Adjectivewhen Adjective begins with r: ir-when Adjective begins with a bilabial: im-Elsewhere: in-Meaning: "not Adjective"Notice here that there is a clear case that applies when the other (more specific) rules cannot. This is the DEFAULT or ELSEWHERE rule. The ELSEWHERE concept plays an important role in linguistics and we have already encountered it in phonology and we will encounter it again in this course.Finally, some allomorphy is simply exceptional. There are morphemes which are used with only a limited number of words, such as plural "-en" as in "ox-en", "child-(r)en".Furthermore, some words are so irregular that they have no internal analysis, for example "went" is the SUPPLETIVE form for what would otherwise be "go-ed". Children oftenuse words like "go-ed" ("went") or "hold-ed" ("held"). These are called OVERGENERALIZATION errors because the children use a regular productive process on exceptional words.Other ways of Forming Words •Back formationsWhere one "falsely" uses a rule."peddler" refers to a personanalyze "peddler" as "peddle" + "-er"•Blends: "smoke" + "fog" = "smog"; "motor" + "hotel" = "motel"•Words from Names: "jumbo", "sandwich"•Truncation (Clipping): "gym(nasium)", "(tele)phone" Acronyms: "AIDS" = "Acquired Immune Deficiency Syndrome"。
牛津高中英语模块四Unit1WordPower课件
+y + ly Noun + ic + al + ous + ful
health healthy week weekly hero heroic origin original danger dangerous help helpful
+ ed amaze amazed Verb + ing excite exciting
rewrite, retell
mistake, misdirect
Suppose you own a small ice cream shop and people from your local area like your ice cream very much. You have many customers and your shop is ng very well. Now you would like to expand your market and sell ice cream in another area. However, there is
• How are these words formed? • When you come across unfamiliar
words, do you often use the knowledge of word formation to guess their meanings? If so, can you give some examples?
already an ice cream shop there. What could you do to make sure that your new shop would be successful? Think about the following questions: • Do you think that the people in the other area will have the same taste in ice cream as the people in your local area?
高一英语《Unit1 Word power》教学设计2
《Unit 1 Word power》教学设计（2）Teaching aimsLearn some new words and enlarge Ss’ vocabulary.Teaching proceduresStep 1 Brainstorming Think about the following questions：1).Whether UFOs really exist has puzzled US for a long time．Have you ever thought about exploring space one day?2).Are you interested in making discoveries in space?3).What achievements have humans made so far in space exploration?4).Who was the first man to travel in space?5).When did the first man land on the moon? And how?6).What do you know about him?While focusing on the questions above，please pay attention to some other new words related to space，such as astronaut，spaceship／space shuttle ,orbit，etc．give SS more information about the history of space exploration and the history of the space shuttle．Step 2：V ocabulary learningRead the first part of the speech and complete the time line of the main events mentioned．2。
Book 4_U1_Word power
销售目标 market research sales/marketing department 市场份额 consumers 销售/营销部门
Words-matching
market share
sales targets
sales figures
市场调查 销售量 消费者
Practice: B
Wu Ping: Do all ads play tricks on people? Wu Hong: No. PSAs use some of the same methods as commercial ads, like Using attractive pictures and exciting languages, suffixes but they are not meant to trick us. commerce n. commercial attract v. attractive excite v. exciting
i 1. commerce c o m m e r c 2. health h e a l 3. hero h e r o 4. attraction a t t r a c t 5. help 6. excitement 5 h 7. origin e x c i 8. danger o r i g i n
Competition:
Think more words that are created this way. Which group can win ? The group that has the most words wins.
How to form adjective from nouns and verbs?
最新高中英语-Unit1-Word-power教案-译林牛津版必修4
英语必修4译林牛津Unit 1精品教案（3）Word●Word powerWe’ll learn in this section some common suffixes that can be added to nouns or verbsto create adjectives. And also some vocabulary related to sales and marketing.Step 1: Brainstorming1. Please think about the following questions:How are the following words formed?health (noun) healthy(adjective) interest (verb) interesting (adjective)An English word can have several derivatives. And please pay attention to thefact that many English words share the same root word, even though they have different meanings or parts of speech.Now here’s more example for you to better understand word formation.breath (n.) breathe (v.) breathless (adj.)act (v.) action (n.) actor (n.) actress (n.) activity (n.)possible (adj.) impossible (adj.) possibility (n.) possibly (adv.)friend (n.), friendly (adj.), friendless (adj.), friendship (n.), unfriendly (adj.)As you can see, many words are derived by adding suffixes or prefixes to the root words. Often you may come across unfamiliar words while reading, try to use knowledgeof word formation to guess their meanings. Will you? And can you give more examplesabout word formation?2. Shall we have a competition to see who can give more examples or create mo re wordsby adding suffixes or prefixes to the root words?3. As we know, sometimes an English word can be made up of three parts: a prefix,a stem and a suffix. A stem is the main part of a word. A prefix is a group of lettersadded to the beginning of a word. A suf fix is a group of letters placed at the endof a word. Both prefixes and suffixes modify the meaning of a word or change it intoa different word group. The following is a table of common prefixes:Prefix Meaning Examples (adjectives)un- Not unfair, unnecessary, unimportant,unhappyin- Not incorrect, invisible, incurable,inaccuratedis- showing opposite disable, dishonest, disagree, disappear,discoverre- do again rewrite, redo, rebuild, react, retel l,recreatemis- badly or wrongly misunderstand, misdirect, mistake,misuseStep 2: Learning about Word formationThe basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "un flatter ing," the root is simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle).English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affixto refer either to a prefix or a suffix) quite extensively. For example, the words "prefix," "suffix," and "affix" themselves are all formed from "fix" by the use of prefixes:•"ad" (to) + "fix" (attached) = "affix"•"pre" (before) + "fix" = "prefix"•"sub" (under) + "fix" = "suffix"Note that both the "-d" of "ad" and the "-b" of "sub" change the last letter.Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):ab (away) abrupt, absent, absolvead (to) adverb, advertisement, afflictin (not) incapable, indecisive, intolerableinter (between, among) intercept, interdependent, interp rovincialintra (within) intramural, intrapersonal, intraprovincialpre (before) prefabricate, preface preferpost (after) postpone, postscript, postwarsub (under) submarine, subscription, suspecttrans (across) transfer, transit, translateStep 3: Ready used materials for Word formationAffixesMorphemes added to free forms to make other free forms are called affixes. There are three principle kinds of affixes:1.prefixes (at beginning) — "un-" in "unable"2.suffixes (at end) — "-ed" in "walked"3.circumfixes (at both ends) — "en--en" in "enlighten"(These always seem to consist of otherwise attested independent prefixes and suffixes.)A Rule for Forming some English WordsConsider the following pairs of English words:Adjective V erbdark darkenblack blackenred reddensteep steepenWhat generalization (rule) can we make?•Form: "en"•Combination: At the end of Adjectives (suffix) to make Verbs•Meaning: "to make (more) Adjective"We can draw a diagram to show the internal structure of one of the words:Verb/ \Adjective -en|[blackMeaning: "to make (more) black"Likewise we can draw a partial structure (tree diagram) which shows the three properties of rule of combination for the affix:Verb/ \Adjective -enMeaning: "to make (more) Adjective"Zero MorphemesSome affixes consist of no sounds at all. Zero morphemes DO exist, and we'll see why, and illustrate another concep t, allomorphy at the same time.Consider the following words:Adjective V erbyellow yellowbrown browngreen greenpurple purpleThe relation between "yellow" (adjective) and "yellow" (verb) is exactly the same as that between "white" and "whiten", which we just considered. But the form of "yellow" doesn't change. So we say that we added a zero suffix:Verb/ \Adjective -Ø[|yellowMeaning: "to make (more) yellow"Zero morphemes are obviously hard to spot because you can't hear them! In these cases you have to notice what ISN'T there. (Sherlock Holmes solves one of his cases by noticing that a dog DIDN'T bark. This was important because there was a situation where any dog would have barked. This is the kind of thinking you have to do to find zero morphemes.)AllomorphyBut now we have two ways to make Adjectives into Verbs meaning "to make (more) Adjective": "-en" ("black-en") and "-Ø" ("yellow-Ø") How do we know which rule to use? That is, why not "yellow-en"?One possible (but uninteresting) answer is that we just have to memorize which affix to use for each stem. That is, we just memorize that "black" takes "-en" and "yellow" takes "-Ø". But we would like a better explanation.As with the phonology problems, the best place to look is "near" where the affix attaches. Since "-en" is a suffix, let's look at the end of the stems. What we find is that we can divide the Adjectives into two classes based on what the last SOUND (NOT letter) of the stem is:•Use "-en" if the last sound is:[p] "deep-en" [f] "stiff-en" [v] "live-en" [t] "white-en"[d] "redd-en" [s] "less-en" [ʃ] "fresh-en" [k] "dark-en"•Use "-Ø" if the last sound is:[e] "gray-Ø" ("His hair grayed (gra y-Ø-ed) before he was twenty.")[n] "brown-Ø" [m] "dim-Ø" [l] "purple-Ø" [r] "clear-Ø"We can use the same type of diagrams, and indicate the conditions:Verb/ \Adjective -en if Adjective ends in an obstruent (oral stop or fricative)-Ø if Adjective ends in a sonorant (nasals, approximants, vowels) Meaning: "to make (more) Adjective"When we did phon ology problems, we had a notion of "default" or "elsewhere". The same concept can arise in morphology, although in this case the choice is made difficult by the clean cut between obstruents and sonorants. It is true, however, that there are exceptions to this rule with certain unusual adjectives:Verb/ \Adjective/ \un- Adjective/ \Verb -able|tieMeaning: un( able (tie) ) = "can't be tied"The relative scope of "un-" and "-able" is different in these two cases, leading to a difference in meaning. The difference in meaning also correlates with whether "un-" is modifying a verb or an adjective. When a difference in meaning correlates with a difference in structure like this we call this STRUCTURAL AMBIGUITY. Structural ambiguity is a very important concept. We will see exactly the same thing when we analyze sentences.Other ways of Forming Words•Back formationsWhere one "falsely" uses a rule."peddler" refers to a personanalyze "peddler" as "peddle" + "-er"•Blends: "smoke" + "fog" = "smog"; "motor" + "hotel" = "motel"•Words from Names: "jumbo", "sandwich"•Truncation (Clipping): "gym(nasium)", "(tele)phone"Acronyms: "AIDS" = "Acquired Immune Deficiency Syndrome"课后练习Many of us mistakenly believe that it's wrong to think we have any good qualities. We may spend a lot of time blaming ourselves for our negative qualities, thinking that self criticism is the key to improving our performance. However, a constant focus on our supposed shortcomings can stop our efforts to make friends with other people. How can we believe that others could like us if we believe our inner being is flawed （有缺陷）?If someone seems to dislike you, the reason for that dislike might have little or nothing to do with you. The person who doesn't like you might be fearful, or shallow, or busy or shy. Perhaps you and that person are simply a mismatch for each other at this particular time.Don't take yourself out of the game by deciding that your flaws are bigger than your good qualities. In fact, some of the very qualities you consider to be flaws may be irresistible to someone else. For all the factors that might cause one personto reject you, there are at least as many factors that will work in your favor with someone else.You might be thirty pounds over your ideal weight, but you may have a wonderful laugh and a real enthusiasm for life. There are many people who don’t mind your extra pounds. You may drive a shabby car, but you might be a great dancer and a loyal friend. There are people out there lo oking for loyalty, or fun, or sweetness, or wisdom, and the package it comes in is not important. If you are worried that you are not beautiful enough to attract friends, keep in mind that not everyone is looking for physical beauty in their friends. You can decide to feel inferior（自卑） because you don't have much money and you don't drive a nice car. You can believe that this is the reason that you don't have many friends in your life. On the other hand, if you are very wealthy you may be suspicious that everyone is after your money and that nobody really likes you as a person.The point is that you can focus on just about anything and believe it's the reason you do not have friends and cannot make any.36. According to the author ___________ plays an important role in making friends.A. admitting your shortcomingsB. self criticismC. modestyD. confidence【答案】D【解析】推理判断题。
M4U1Wordpower教学设计
牛津高中英语模块四（必修）第一单元Word power教学设计学习者起点分析：高一年级学生，在学完牛津高中英语模块四（必修）第一单元的Reading: Advertisements 以后。
学习内容分析：以牛津高中英语模块四（必修）第一单元Word power中Using suffixes 为基本内容，拓展为利用词缀猜测词义。
教学目标分析：1. 知识与技能目标：掌握词汇的基本缀合法，能根据词缀猜测词义2. 过程与方法目标: 词汇学习策略，猜测词义策略，归纳总结策略3. 情感态度价值观目标: 培养学生对词汇学习的兴趣，对生词不惧不燥的心理素质教学内容介绍：利用词缀猜测词义是一种重要的词汇学习策略，本堂微课主要介绍如何利用词根附加前后缀的缀合法来猜测词义，目的是提高学生词汇学习效率，并生成适合自己的词汇学习策略，教师在情境与问题中启发引导，学生在任务与活动中体验、归纳、操练和运用。
教学设计介绍：Step one:1. Learning aims1. How to guess adjectives.2. How to guess verbs.3. How to guess nouns.4. Some useful prefixes.2. Task one: Fill in the blanks with the correct form of the given words.Advertisements play an important role in our __________ (day) life. There are two main types:__________ (commerce) ads and PSAs. They use lots of __________ (persuade) and __________ (appeal) images to sell products or services.However, they do not always tell you the complete truth, so we should be __________ (care) not to fall for their tricks.Question: How are these adjectives formed?3. Tip one: How are adjectives formed?Noun + ___________________________________________________________________________________ Verb + ____________________________________________________________________________________ 4.Activity one(Practise): Read the following advertisement and fill in the blanks.Do you want __________ (love) and __________ (attract) clothing at low prices? Are you __________ (tire) of wearing the same _______ (bore) clothes every day? Do you want to look smarter and more __________ (energy) and __________ (create)? Our shopping environment is _________ (friend) and _________ (enjoy). Our _________ (compete) prices mean you don’t have to be __________ (wealth) to look great.【设计说明】本环节以How to guess adjectives为主要内容，作为导入的Task one是根据学生刚学过的课文内容改写的小短文，让学生用短文填空的方式来导入本课，既可复习上一课的内容，又能给学生创造形容词构词法的情境，随后的问题How are these adjectivs formed?则迅速将学生的注意力引到构词法知识上，即在名词和动词后加上后缀可构成形容词。
Unit1__Word__power参考教案
年级
高二
学科
英语
教 者
编 号
课 题
Laughter is good for youWord power
课时数
1
教 案
类 型
新授课
备 课
日 期
年月日
星期第周
上 课
日 期
年月日
星期第周
教 材
分 析
本单元Wordpower主要是关于戏剧语言词汇和有关表情方面的词汇
学 情
*learn lines by heart
*find out when the character he or she is playing on stage
*dress in his or her costume and wait in the wings in time
*know the props that are going to be used before going on stage
*calm down and be confident when on stage
Step 5. Idioms about smiling & laughing
to have the last laugh; all smiles (Explanations and examples are given to you.)
(2). Complete the exercise of Part C.
(3). According to Part C, answer this question “What kinds of things should an actor do to become successful?”.
牛津译林版模块四Unit1 word power(公开课)课件
historical
Verb
+ous +ful +ed
+ing
Cooperative-study：（课堂练习）
1. Socrates always asked _ch_a_l_le_n_g_in_g___(challenge) questions to everyone he met.
Questions
adding suffixes to noun or verb
Do you know how to form adjectives?
energetic
attractive
energy n.
ic
attract (v.)
-ive
root(词根)
suffix（后缀）
root
suffix
Noun Verb
+y +ly +ic +al +ous +ful +ed +ing +ive + able
Can you find more adjectives formed by adding suffixes ?
Cooperative-study：（合作探究）
Noun Verb
+y/ry +ic +al
+ous +ful +ed
+ing
+able +ive
Noun +y/ry fog
foggy +ic academy
academic +al history
historical
高中英语Unit1Wordpower教案新人教版选修6
江苏省新沂市第二中学高中英语《Unit 1 Word power》教案新人教版选修6教学方针1)To understand the text better2)To master some useful words and expressions重点 1.To understand the text better 难点1.To master some useful words and expressions教法及教具Talking, Practicing教学过程教学内容个案调整教师主导活动学生主体活动Step 1 Word studyRead the passage on Page 6, Part A. Pay attention to thewords in blue, guessing the meanings of them.1. To kill or not to kill, that is the question.Do you know the names of the cast and the line in thesescenes(场景)?the words thatthe actors say.2. Uncle Li is very angry; the consequence is very serious.lines & stage direction Zhang Yimou张艺谋A famous director(paper in hand)a person in charge of the whole performanceCast (全体演员)Director (导演)Lines (台词)Script (剧本)stage direction (舞台说明)Act (幕)Scene (场)one-act play (独幕剧)Step2 Word playMatch the words with the explanationA: areas to the right and left of stage which the audience can’t see.B: screen that can be raised or lowered at the front of a stage.C: platform of place on which plays are performed.D: things used on a theatre stage t o represent the place of action.E: special style of dress for a particular activity.1.scenery_______2.stage__________3.curtains_______4.costume________5.wings _______Step 3 Word competition1.What do we call the person who acts in a play?2.What do we call the person who is in charge of a play?3.What is a script made up of?4. What will an actor read in a script?5. What kind of play is called one-a ct plays?6.a part of a play in which the action happens in one place7.a small object used by actors during the performance ofa play or film8.the area at either side of the stage that can no t be seen by the audience9.the clothes worn by actors in a play, or worn by somebody to make them look like something else.Practice1.On hearing the gunshot, the birds flew in all d______.2. Do you think your w___ are strong enough to fly by yourself?3. People living in the countryside can enjoy wonderful natural s_____.4. Please read the s___ of the play first and try to keep the lines in mind.5. Act1, S_____2 of ‘Hamlet’ is exciting.S tep 4 DiscussionRead part C, and discuss how to be a good actor.How to be a good actor ?1. listen to the director2. learn lines by heart3. find out when the character he or she is playing onstage4. dress in his or her costume and wait in the wings intime5.know the props that are going to be usedbefore going on stage6. calm down and be confident when on stageStep 5 Idioms about smiling& laughingto laug h one’s head off: to laugh very hardto smile on someone: someone is luckyall smiles: becoming happy again especially after feelingsad.to have the last laugh:to make someone who hascriticized or defeated you look stupid by s ucceeding insomething more important or by seeing them failStep 6 Homework1.Find more idioms about smiling and laughing, and finishPart D.2. Make up a short play and try to act it out in class.板书设计教学札记。
《教学分析》-M4U1Wordpower201504
healthy weekly heroic national dangerous helpful amazed exciting enjoyable attractive
Exercise: Best Clothing Shop
Possible answers:
(1) lovely (2) attractive (4) energetic (5) friendly (7) lucky (8) fantastic
Fill in the blanks
I want to buy some milkp_r_o_d__u_c_t_s from the shop. _S__a_l_e_s__of milk usually go up during this time. I like
‘Fresh’ milk very much because this band is really
market share sales targets sales figures
市场调查 销售量 消费者
Practice: B
Possible answers: (1) market share (2) (2) sales figures (3) (3) consumers (4) market research (5) sales/marketing department (6) sales targets Exercise for consolidation
Competition:
Think more words that are created this way.
Which group can win ?
How to form adjective from nouns and verbs?
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Unit1 Advertising
Word power
Teaching aims:
1. Get to learn that some words are divided by adding suffixes and prefixes to the root words.
2. Learn more words and expressions related to sales and marketing.
3. Enlarge our vocabulary by thinking about more words that are created by adding suffixes and prefixes.
I mportant points & difficult points:
Adding suffixes and prefixes to the root words.
Teaching procedures:
Preparation:
Step 1 Lead-in (Blank-filling)
Ask students to fill in the blanks with the derivatives of the given words. The short passage is related to the reading passage.
Analyses:
Step 2 Show more examples
Show students more examples of derivatives to impress them with the knowledge of word formation.
Step 3 Competition
Divide the whole class into four groups and encourage students to think of more words that
are created by using the knowledge of word formation. The group that has the most words wins
Step 4 Create adjectives from nouns and adjectives
Tell students that an English word can have several derivatives, some of which are formed by adding suffixes to the nouns and adjectives.
Step 5 Detailed knowledge of creating adjectives
Show students more examples of adjectives so that they can see that there are
different forms of suffixes. Encourage students to think of as many of these words as possible.
Step 6 Consolidation
Ask students to read the advertisement at P.6 and fill in the blanks. Form adjectives by adding the correct suffixes to the given words. Check the answers as a class and make sure the students have no problems using the suffixes learnt in this section.
Exercises:
Step 7 Learn more about suffixes
Introduce other common adjective-forming suffixes to students and tell them each suffix usually has a fixed meaning. The table provides some examples of common suffixes.
Step 8 A Word puzzle
The students are encouraged to finish the word puzzle with the help of the given words. And they can have fun at the same time.
E xploration:
Step 9 An active show
Ask students to work in pairs and make a dialogue about promoting a new book called “English
Literature”. Then, have the dialogue presented to the whole class.
Step 10 Words-matching
Ask students to read the passage at P7 and list these words in blue. Then, ask students to match the words with their Chinese explanation to make sure they understand these words and expressions.
Step 11 Consolidation (one)
Encourage students to finish Part B at P7 individually and check the answers as a class.
Step 12 Consolidation (two)
Ask Ss to finish the passage by filling in the blanks with the words learnt in this section.
Step 8 Homework
1. Memorize the words and phrases learnt in this section.
2. Make good preparations for Grammar and Usage.。