高中牛津英语模块九unit2教案
牛津英语9A Unit2 Integrated skills教案及练习 (含答案)
9A Unit2 Colour (Period 7 Integrated skills)Teaching Aims:1. To understand the context of an advertisement and a TV demonstration.2. To understand how a colour therapist does.3. To get information from a printed advertisement.4. To get furter（further）i nformation from a TV interview.(reading )and llistening and determine the facts.Teaching emphasis: 1. To understand the context of an advertisement and a TV demonstration.2. To understand how a colour therapist does.Teaching difficulties: To learn to express different feelings according to colours.Teaching preparation: Recorder, etcPreview：1．Preview the new words:discover promise successfully college oil rub dark skin pale advise free 2.Translate the following phrases:1) 改善你的生活2）拿回你的钱3) 皮肤苍白的人4）给我一些建议5）答应帮助你6）一张免费的电影票7) 建议某人做某事8）上大学9）颜色的力量10）想到一个好主意3.根据句意和所给的汉语写出单词，使句子意思完整正确。
英语9译林牛津版unit2task教案
英语9译林牛津版unit2task教案TaskwritingaletterabouttheTowerofLondonTeachingaimsanddemands:1.Toteachandpractisetheskillsoflistening,speaking,readingandwriting.2.Toteachhowtolistenfordiscoursemarkers,howtostresssyllablesandwords3.Toteachhowtowriteinformallyaboutaformaltopic Difficultandkeypoints:1.Toteachhowtolistenfordiscoursemarkers,howtostresssyllablesandwords2.ToteachhowtowriteinformallyaboutaformaltopicTeachingaids:Multi-mediaTeachingsteps:一、Revision. TranslatethefollowingsentencesintoEnglishusingparticipleclauses1.拿着一本书,老师快步走进了教室.2.那个杯子掉在地上,碎了.3.吃完饭后,小明拿出一本小说书,.4.被弟弟吃掉的苹果最大.5.在树下唱歌的小孩子不是一个学生.二、Skillsbuilding1:listeningfordiscoursemarkers1..Providestudentswiththefollowingradiotranscript.Askstudentstore adandpayattentiontohowtheideasareconnected.Askthemtounderlinethep hrasesinthetranscript.Readthefollowingpassage,andpayattentiontohowTheideasareconnecte d.ThenunderlinethephrasesinthePassage. Differentcoloursareoftenassociatedwithdifferentcultures.Ofallth ecolours,Ilikegreenbest.Thereareavarietyofreasonsforthis.Tobeginw ith,thiscolourisoftenassociatedwithnature.Itmayremindyouofgreengr assorgreenwillowsinspring.Inaddition,greenisthoughtofasacoldcolou rwhichmayhelppeoplecalmdownandbecomelessstressed.Stayinginaroomco louredgreen,youmaykeepacoolhead.Apartfromthese,thismagicalcolourc analsohelpyoufeelcomfortable.Forexample. ifyoufeeltiredofworkingorstudying,byfocusingonsomegreentreesfar away,youreyeswilldefinitelyhaveagoodrest.Takingalltheaboveintocon sideration,Ithinkgreenhasamagicpowerandiscertainlymyfavouritecolo ur.3.Askstudentstoreadtheguidenlinesontopofpage26.Thenwritetheaboveunderlinedwords.Tellstudentsthattheyarediscoursemarkerswhichareusedtoshowtheconnectionbetweenwhatthespeakerissayingandwhatha salreadybeensaid.三、Step1:listeningtoaradioprogramme1.Askstudentstostudythelestcolumnofthetableonpage26,whichintrodu cestheTowerofLondon.Answerthefollowingquestions.1.Whofirstusedthesite?2.Whathappenedin1066?3.WhatwasthepurposeofbuildingtheTowerofLondon?4.Dokingsstilllivethere?5.WhatwerethefunctionsoftheTower?6.WhichisthemostpopularpartoftheTower?2.Listentothetapeandfillinthetablewiththediscoursemarkers4.AskonestudenttoreadaloudtheinstructionsofPartBonPage27.Tellstudentsthattheymayfinishthenoteswiththehelpofthediscoursemarkers intherightcolumnofthetable.Allowlessablestudentstoworkinpairs 5.AskstudentstoreadtheinstructionsinPartC.Makesurethattheyknowwhattodo.Havestudentsonlyfocusontheexecutioner,thevictims,andwhe nandwhythevictimswerekilled.Youmaychecktheanswersandconductafe edbackactivity.nguagepoints.divorcesbaccusesbofsththecrimeofbetrayingone’scountry sentencesbtodeathmakeroomforsbmakeatripto四、Skillsbuilding2:stressingsyllablesandwords1.Tellstudentsthatitisvitallyimportantforonetolearnhowtopronounce anewlanguagecorrectlyasthecorrectpronunciationhelpspeopleundersta ndwhatyouaresaying.Goodpronunciationalsohelpspeoplecommunicatebet terwitheachother.WhenspeakingEnglish,payattentiontopauses,intonat ion,correctpronunciationofwordsandstressinwordsandsentences.2.Askstudentstogoovertheguidelinesontopofpage28.Thendoanexercise.Underlinethewordsweshouldstresswhenwereadinthefollowings entences1.Theweatherisgoodenoughforapicnictoday.2.I’dliketoattendthemeetingthisafternoon,butI’mverybusy.3.Thisishisbook,notherbook.4.ThisisTom,andthisisJim.5.Thisappleisonthedesk.Itisn’tunderthedesk.6.I’dliketobuyabook,butIhavelittlemoney.五、Step2:askingaboutthecrownjewels1.Gothroughthepointsintheleftcolumnonpage28.2.Workingroupstolistasmanyquestionsyouwanttoaskaboutthecrownjewelsasyoucan.3.Studytheanswersintherightcolumn.4.Oneactsasthetouristandtheotherasthetourguides六、Skillsbuilding3:writinginformallyaboutaformaltopic1.Revisetheformatofaletterbyaskingthefollowingquestions: Whatandhowdowewriteonanenvelope?Thengiveanexample.2.HaveafreetalkSupposethatyouhavejustreturnedfromanartexhibitionaboutGuilin.T herewerephotosandpaintingsonthetopic.Pleasegiveyourpersonalcomment sontheexhibition:①Whatimpressedyoumost?②Whatdoyouthinkneedsmoreimprovement?③Whatwasyourfavouritepartoftheexhibition?④Whatdoyouthinkoftheexhibitionsasawhole?七、Step3:writingaletterbackhome1.ReadtheinstructionsinStep32.workingroupsoffourtowriteanoutline3.Writelettersandcheckmisspellingandtrytoreadthelettersinthe front.SummaryandhomeworkpletethearticleinPartConPage116.pletethenotesonpage116in Workbook.。
牛津译林版英语九年级上册Unit2教案优秀教学案例
（三）情感态度与价值观
1.通过本节课的学习，使学生对英语学习产生更浓厚的兴趣，增强自信心，提高学习动力。
2.培养学生积极向上的学习态度，使他们认识到学习英语的重要性，树立正确的学习观念。
3.教育学生要珍惜时间，善于抓住过去的机会，努力提高自己的综合素养，为未来的发展打下坚实基础。
（四）反思与评价
1.引导学生对学习过程进行反思，总结过去进行时的构成、用法和规律，提高他们的自主学习能力和自我改进能力。
2.设计具有针对性和全面性的评价指标体系，对学生在学习过程中的表现进行评价，及时发现并解决他们的学习问题。
3.鼓励学生积极参与评价，让他们在评价中认识自己的优点和不足，提高他们的自我认知和自我改进能力。
2.对学生的作业进行及时批改和反馈，指出他们的优点和不足，提供改进的建议。
3.鼓励学生在课后进行自主学习，复习和巩固过去进行时的知识，为后续的学习打下坚实基础。
五、案例亮点
1.情景创设：通过呈现机场接机的图片和模拟场景，引导学生身临其境地运用过去进行时进行交流，增强了学生的感官体验和语言实践能力。这种情境创设的方式不仅激发了学生的学习兴趣，还提高了他们对过去进行时的理解和运用。
1.组织学生进行课堂总结，让他们回顾和归纳过去进行时的构成、用法和规律。
2.通过提问、讨论等方式，引导学生发现过去进行时与其他时态的区别和联系，加深他们对语法知识的理解。
3.强调过去进行时在实际交流中的应用和重要性，激发学生进一步学习和实践的兴趣。
（五）作业小结
1.布置具有针对性和实际意义的作业，如让学生撰写一篇关于过去经历的故事，并运用过去进行时进行叙述。
Unit 2 《Growing Pains》教案9(牛津版必修模块1)
Period 2 Reading 1(Comprehension focus)Teaching objectives:◆To develop students’ ability of reading a play◆To know about American family life and problems that happen between Americanteenagers and their parents◆To form a positive attitude towards solving problems between teenagers and parents Important and difficult points:Learn to analyze the emotions of each character from the instructions of the play. Teaching procedures:Step 1 Lead-in:Get students to think about the following questions:Have you ever watched the famous American TV comedy “Growing Pains”?Could you list some of the members of the family? (Show them a photo and tell them the family members.)What do you think of the play?If you were left alone, can you imagine what might happen?Step 2 readingPlease go through the Reading strategy and tell me how to read a play.(make sure students know how to read a play.)First reading:Get students to read the play and finish Part A individually.Answers1.Eric,Daniel, Mom and Dad.2. The room was a mess./ There was trash all over the place.3. Spot was ill.Second reading1.Mom and Dad were back from their holiday a week earlier.2.Eric was happy when seeing his mother.3. Parents left Daniel in charge.4.The boys spent the money seeing the vet for Spot.5.The room was very clean and tidy when their parents came back.6.Daniel didn’t have a chance to explain what had happened.7.Mom felt regretful for what they said to Daniel.8.Boys didn’t use up the money from their parents.Word studyChoose the correct one:1.I just finished my vacation to Yunnan.A. workB. holiday2. The man explained to the people that the factory had been close. to give meaning of sth. B. to give a reason for sth.3. When I went into the room, I found the room was in a mess.a difficult state B. a dirty or untidy state4. A teacher should trust his students.look after B. believe that sb. is good5. The woman was mad at the dog for eating her shoes.A. worriedB. angry6. It is rude to run into other’s house without knocking at the door.A. not politeB. anxiousDetailed reading1.Please read Act One of the play carefully and fill in the form2. Please read Act Two carefully and fill in form:Role-playDivide students into groups of five and one is the narrator and the others are the main characters. Role-play Act One and Act Two.Discussion1.Suppose you were one of the children what would you do?2.How do you think good parents should treat their children?3.Do you think there is a generation gap between you and your family? How can you deal with it?Homework：1 Write an end to the play.2 Role-play the dialogue in groups of five.。
牛津英语模块9unit2语言点详解（译林牛津版高三英语选修九教学案例）
牛津英语模块9 unit 2 语言点详解(译林牛津版高三英语选修九教学案例)1. gesture 姿态，手势；举止；态度，观点make a ~ of despair作出绝望的样子The government made a ~ towards public opinion.顺应民意做出----姿态speak by ~ 以手势表达They made a rude ~ at the driver of the other car.友好的表示It is a nice ~ to invite his wife too.They sent flowers as a ~ of sympathy to the parents of the childI gave her some flowers as a gesture of apology 我送花表示我的歉意Communicate with sb by ~It’s a nice ~ to invite t hem as well as the child.态度，意图，表示Vt. ~ to/for sb to do sthShe ~d for them to come in.What is the altitude of the village?It’s difficult to breathes at these ~ s.2. frictionThere is a great deal of ~ between the management and the work force.Conflicts and ~s to be solved3. restore 把---拿回原处，恢复原状，复兴，使（失去的习惯等）复旧；修复，使复原~ sb to sth; ~ sth to sb, 使---恢复到（原先的状况，地位等）~ my health; ~ me to healthThe company restored him to his former job.公司恢复他原来的工作~ sth: ~ my beauty, sight, confidence 恢复---姿色，视力，信心Her job is ~ing old paintingsThe police restored order. 恢复秩序 ~ a templerestoration 恢复，还原 the ~ of peace 恢复和平one’s ~ to health 对---的恢复复职，复位 the ~ to his job4. appoint vt (1) 挑……做某工作或任某职位，任命，委派～ sb (to sth)/ (as) sth/ to do sth～ Tom to the vacant post/ (as) Chairman 委派汤姆填补那空缺/ 做主席(2) ～ sth (for sth) 确定…… ～ a date for a meetingappointment 约会，约定5. bother : (1) vt ① ～sb about/ with sth 打扰、烦扰；给……添麻烦I’m sorry to ～ you, but could you tell me the way to the station?Does the smoking ～ you? 我抽烟影响你吗？Don’t ～your father (about it) now; he’s very tired now.② 使……不安 the problem has been ～ing me for weeks.(2) vi.① (为做某事) 费功夫,添麻烦He didn’t even ～ to say thank you. 他甚至连说声谢谢都不肯。
牛津译林版九年级英语上册 9A Unit 2 Colours 单元教案
Step 操练
1通过创设情景、与学生真实交流和展示例句等方式，帮助学生巩固课文的重点词汇、词组。以prefer为例，教师说：Which colour do you prefer, blue or orange? As for me, I prefer orange because it can cheer me up.
课题
9A Unit2Colours
Comic strip and Welcome to the unit
教学目标
1掌握表示不同颜色的词汇。
2了解彩虹的颜色以及它们的顺序。
3能够用英语谈论颜色。
教学重点
掌握表示不同颜色的词汇
教学难点
能够用英语谈论颜色
教学过程
二次备课
Comic strip
Step I导入
2要习学生学过的颜色名称，如red、green、blue、white、brown、black、orange等。让学生四人一组，一个学生挑选任意物品，如水果、蔬菜等，另一个学生说出其颜色并接着给出另一种物品，再由下一个学生回答，以此类推，如：
S1：Banana.
S2：Yellow. Sky.
S3：Blue. Your hair.
Strong colours
英语选修9译林牛津版unit2教案
Unit 2 Witnessing timeWelcome to the unitTeaching aims and demands:1.To let students discuss historic sites and get them interested infamous historic sites.2.To practice students’ spoken EnglishDifficult and key points:1.To practise students’ spoken Englishs of historic sites.Teaching aids: multi- mediaTeaching steps:一.Brainstorming.1.Look at some pictures about some Chinese historic sites and saysomething about them and ask:1.What do you think of these pictures?2.Are they beautiful?2.Teacher gives students information about the pictures .3.Show students a picture of pyramids, then the pictures in the text.4.Ask students to search on the Internet or in reference books to getsome information about historic sites in the pictures.anize a class presentation by asking students to report theirfindings and show their pictures of the four historic sites to the class.6.Show students some information about the historic sites in thepictures二.Sharing information1. Ask one student to read the instructions to the class.2. Organize students to discuss the four pictures .Encourage students to use the information that they collected before class to discuss the four pictures.3 Organize students into small groups to discuss and try to find the answers to the questions:1.Which modern buildings do you think will be famous in 1000 years?2.What should we do to protect historic sites?anize the class into two groups, and have a debate:Should we rebuild historic sites that have been damaged or destroyed?5.Have students read the article in Part A on page 114 and the one in Part B on page 115 in Workbook三．Summary and homework.Read the article in Pare A on page 115 in Workbook。
译林牛津版高中英语选修9教案：U2 Reading 39教案
牛津高中英语教学设计教材：牛津高中英语(模块九) 高一上学期文档内容：教学设计——教案单元：Unit 2 Witnessing time板块：Reading 2Thoughts on the design:本节课是语言知识教学课。
高中英语教学旨在培养学生听说读写综合技能，但无论是其中哪一种技能，都离不开语言知识的积累，因此上好语言点课是高中英语教学的重中之重，是掌握一切技能的基石，学生只有通过语言知识的学习积累才能彻底地掌握所学的单词、短语、句型，并将其在不同语境中运用自如，为听说读写做好牢固的铺垫。
本节课将以“导入——归纳——操练——记忆——测试/竞赛——写作运用”的课堂教学模式，切实提高学生的语言运用能力。
教师可以根据自己的习惯作适当调整。
Teaching aims:After learning the language points, the students will be able to grasp the important usage of the some key words and some important phrases. And they can use them to make sentences freely.Teaching procedures:Step 1 Presentation and practicePresent some sentences containing important language points in various ways. After leading in, explain some language points. And practice according to various kinds of exercises.Activity 1: Present the language points by filling in the blanks. (ppt5 用填写单词的形式把重点词汇引出，然后进行归纳讲解，并用各种形式进行操练。
牛津译林版九年级英语上册Unit 2 Reading (I) 示范课教案
【What】
本节课的话题是“颜色与情绪”，属于“人与自我”主题下的主题群“生活与学习”，子话题为“身心健康，抗挫能力，珍爱生命的意识”。文本从沉静的颜色、温暖的颜色、有活力的颜色和有力量的颜色四个方面谈论颜色所代表的含义和它们对情绪的影响。
【Why】
通过解读颜色与情绪的关系使学生掌握如何通过颜色调节情绪，加强生活中的抗挫能力，使身心得以健康发展。
三、学情分析
学生通过第一课时的学习，较好地巩固了颜色词汇，为本课的学习扫除了部分单词障碍。学生通过文学影视作品等对色彩与情绪的关系有一定了解，比如蓝色代表忧伤，黄色代表快乐等。但知识不全面，解读各异，缺乏系统性是广为存在的现象。如何认识颜色的力量，通过颜色调节治愈消极情绪还有待在本课中深入领会。
四、教学目标
3.Students look at the pictures and learn some information about colour psychology.
4. Students look at the pictures and guess what the passage is about.
活动层次
学习理解之获取与梳理、概括与整合
效果评价
观察学生反馈，了解学生对语篇信息和词汇语义的理解程度。
环节设计意图:
通过不同的阅读活动，培养学生获取文章大意及关键信息的能力，帮助学生理清文章内容，同时表格的形式能够帮助学生建立框架意识，便于信息提炼和整合。
环节四：读后巩固，强化知识要点，并在语境中运用所学，迁移创新。（17mins）
作业与拓展
1. Collect some sayings about colours and share themwith your classmates.
牛津高中英语模块九Unit2 课案要点
牛津高中英语模块九U2课案要点模块9Unit2 课文学习1Title: The Acropolis now 今日卫城Some language pointsPara1.1.*No one has had a greater impact on Western civilization than the ancient Greeks.（L.1）*have/make an impact on对…有影响The book made a great impact on its readers这本书对读者有很大的影响。
*civilization*civilized. 文明的,有礼的/ uncivilized未开化的,不文明的2.*They were responsible for many advances in ….他们在。
取得了很大进展。
*be responsible for担负(对...负责) ；担负。
；引起。
作为…原因Everyone should be responsible for his work每个人都应对自己的工作负责。
The floods were responsible for over a hundred deaths洪水引起100多人的死亡。
*3注释1 at p.67。
，as is the marathon 正如马拉松赛跑一样。
见《作业本》P.32as 表示“也一样”。
用部分倒装。
见《步步高》p.195Para21.*注释2 at p.67*（1）in particular: especiallyIt was a good concert - I enjoyed the last song in particular.这是一场不错的音乐会，我特别喜欢最后一场。
*(2)associate vt. * 联想,把...联想在一起[+with]They associate turkey with Thanksgiving他们把火鸡和感恩节联系在一起*be associate with…与。
高三牛津英语模块九第二单元全部课时精品教案_图文
Module9 Unit 2 Witnessing timePeriod 1 Welcome to the unitTeaching aims and demands:1. To let students discuss historic sites and get them interested in famous historic sites.2. To practice students’ spoken EnglishDifficult and key points:1. To pract ise students’ spoken English2. Names of historic sites.Teaching Procedures:Step 1 Brainstorming1. Can you name some famous Chinese historic sites you are familiar with?The Forbidden City (Imperial Palace; The Summer Palace, or Garden of Ease and Harmony ;The Ming Tombs; The ruins of Yuanmingyuan2. Nowadays many historic sites have been damaged, leaving only part of the ruins. Do you think it is necessary to rebuild them?Step 2 Sharing informationGroup work. Look at the four pictures at page 1. Let’s study them one by one and try to discuss some questions in groups of four.Picture 1When was the Colosseum built? (In the 1st century BCWhat was it used for? (It was an amphitheatre or arena that was used for displays of combat and wild-beast shows.How big is it? (It was designed to hold 50,000 spectators.Picture 2What is Suzhou famous for? (It is famous for its splendid scenery, especially its classical gardens.Have you visited the classical gardens there? If so, what did you see?Of all the gardens, which impressed you most? (The Lingering Garden impressed me most. Before I visited the garden, I couldn’t help wondering why it was given that name. Only then did I understand the real meaning. Everyone was so fascinated by the beautiful scenery there that they lingered in the garden and were reluctant to leave.Picture3Where was the temple complex built? (In CambodiaWhen was it built? (In the early years of the 12th century.Why was it built? (It was built to honor the Hindu god Vishnu.Picture 4When and where was the Cathedral built? (In Moscow between 1555 and 1560.Do you know anything special about the Cathedral?(The Cathedral consists of nine individual churches, each of which is crowned by a unique tower. The central tower is surrounded by eight-point light for mankind.What do you feel when seeing the church? Are the towers in harmony with each other?Step3: Discussion:1. Do you know anything about the historic sites in the pictures?2. Do you think it is a good idea to rebuild historic sites that have been damaged or destroyed? Why or why not?3. Which modern buildings do you think will be famous in 1,000 years?Sample answers:1. Of all the four historic sites, I know the classical gardens of Suzhou best. I have been to Suzhou twice and paid a visit to the classical gardens. They are so well designed and built that they look really natural. Of all the gardens, the Humble Administrator’s Garden, the Lingering Garden, the Master-of-Nets Garden and the Mountain Villa are the most famous. When ever you are there, you’ll be fascinated by Suzhou’s splendid scenery. It is no wonder that Suzhou is called the earthly paradise.2. In my point of view, it is a really good idea to rebuild historic sites that have been damaged or destroyed. Historic sites reflect the history and culture of a particular period, which helps people remember what has happened before so that they will notforget the past. Besides, rebuilding historic sites may promote local tourism. In turn, this may improve the local environment and preserve its natural beauty. In conclusion, I strongly recommend historic sites be rebuilt.3. I think that the National Stadium in Beijing for the 2008 Olympics will be famous in 1,000 years. There’s no doubt that the venue will be a landmark in the city of Beijing. Not only can it accommodate a maximum of 100,000 spectators, but also its nest-like appearance from the outside reminds people of getting back to nature. That’s why people gave it the nickname, “the Bird Nest”. Your first sight of the design will surprise you. It’s so unique that you cannot take your eyes off it.Step4: Homework:Prepare the Reading part.Words and expressionsWhile the pace of change in the modern world gets faster and faster, people are becoming more and more aware of the need to preserve the world’s cultural heritage.1 whileconj.① during the time that, or at the same time as: 当…..时候，在此期间I read it while you were drying your hair.While I was in Italy I went to see Alessandro.I thought I heard him come in while we were having dinner."I'm going to the post office." "While you're there can you get me some stamps?"② while (although despite the fact that; although: 虽然While I accept that he's not perfect in many respects, I do actually quite like the man. While I fully understand your point of view, I do also have some sympathy with Michael's.③ while compared with the fact that; but: 而，但是He gets fifty thousand pounds a year while I get a meagre twenty!Tom is very extrovert and confident while Katy's shy and quiet.I do every single bit of housework while he just does the dishes now and again. noun. while (lenghth of time 一会儿（一点）时间a while a length of time:You were there quite a while (= a long time, weren't you?"When did that happen?" "Oh, it was a while ago (= a long time ago.I haven't seen him for a while (= for a long time. I'll be fine in a while (= soon.2 aware adj. [after verb]①明白，意识到，觉察到[+ that] I wasn't even aware that he was ill.Were you aware of the risks at the time?She was well (= very aware that he was married.I suddenly became aware of (= started to notice him looking at me.②感兴趣的，见闻广博的to be ecologically/politically awaren.awareness [U]Public awareness of the problem will make politicians take it seriously. Environmental awareness has increased dramatically over the past decadePeriod 2 Reading The Acropolis nowTeaching aims and demands:1. To get students to know the general history of Acropolis, the damage done to the Acropolisand the ways undertaken to preserve this historic site.2. To teach students how to recognize reference markers ,3. To improve students’ reading comprehension.Difficult and key points:1. To get students to know the general history of Acropolis, the damage done to the Acropolis and the ways undertaken to preserve this historic site.2. The Reading strategyTeaching Procedures:Step 1: Lead-inLet’s enjoy some pictures, which country or city can you think of when seeing the pictures? (Athens, the capital city of GreeceHave you ever been there? Then do you know what the greatest symbol of Athens is? Step 2: Fast reading for general ideasGo through the passage as quickly as possible and try to find answers to the three questions in part A. Just focus on and identify the information needed to answer these questions.Answers A 1. In the 5th century BC 2. It was made of marble. 3. UNESCOStep 3: Detailed reading for important information1. Let’s read the passage a second time and complete Parts C1 and C2 on page 20.2. Listen to the tape and try to complete Part D and Part E.3. Read the text again and choose the best answers according to the text:1. Which of the followings was not a Greek invention?A. The Western alphabet.B. Roman alphabet.C. Architecture.D. Marathon2. Why was the Acropolis built on the hill called the Sacred Rock in the centre of the city?A. To associate ancient Greek civilization with the capital city of Athens.B. It was constructed at a high altitude above the city in honour of Athens.C. Because there are three main temples to Athens.D. Because it was convenient for everyone to get to and could be seen from every past of the city.3. In which year did the Acropolis receive a World Heritage listing from UNESO?A. 1835B. 1975C. 1987D. 2004Keys: CDCStep 4: Post-reading activities1. Pair work: Please introduce the causes of the damage done to the Acropolis and the ways to protect it to other group members, with the help of the chart in Part C2 Discuss the following question:Why do you think it is necessary and important to preserve World Heritage sites?......2. Let’s come to Part F. Work in pairs and share your opinions with each other.3. Please do Parts A1 and A2 on page 110 in Workbook to practise using some words and phrases.Step 5: Language points:1. No one has had a greater impact on Western civilization than the ancient Greeks.(page 18,lines 1-3 古希腊人对西方文明的影响无人可及。
牛津高三模块9 unit 2 Grammar and usage 2 教案设计
牛津高中英语教学设计教材：牛津高中英语(模块九) 高三上学期文档内容：教学设计——教案单元：Unit 2 Witnessing time板块：Grammar 2Thoughts on the design:本节课是本单元语法的第二课时，在前一课时中，学生已经掌握了名词性从句的基本用法。
本课中教师要引导学生进行一些名词性从句的归纳和总结。
Teaching aims:After learning this lesson, the students will be able to recognize some special uses of the noun clause. With this knowledge, students will get an overall idea of the use of the noun clause, which is helpful to improve their learning strategy.Teaching procedures:Step 1 Revision1. Do the exercise and ident ify the noun clauses’ functions in the following sentences.(1) ______ the baby could speak made his parents very happy.A. ThatB. WhatC. WhyD. If(2) I wonder ___ you will go shopping or stay at home.A. thatB. ifC. whetherD. what(3) This is _____ he was often late for school.A. whatB. thatC. whyD. whether(4) We all know the truth ____ the earth moves around the sun.A. IfB. thatC. whyD. whetherAnswers: (1) A 主语从句(2) C宾语从句(3) C表语从句(4) B同位语从句2. Find clauses from the following sentences and tell the functions of them.(1) At lunch time, the radio weatherman reported that the mist would become a thickfog in the afternoon. (宾语从句)(2) The truth is that the fog is too thick for the bus to run that far. (表语从句)(3) What surprised me most was that the old man couldn’t see anything. (主语从句)(4) The fact that Polly didn’t ask for the man’s name is a pity. (同位语从句) [Explanation]简单复习回顾上节课所学内容，为下一步拓展作好准备。
牛津高三模块9 unit 2 Task 2 教案设计
牛津高中英语教学设计教材：牛津高中英语(模块九)高三上学期文档内容：教学设计—教案单元：Unit 2 Witnessing time板块：Task 2Thoughts on the design:继续以伦敦塔为主题，通过学习音节重读和单词重读，进一步提高学生准确得体运用英语的能力；学会通过使用特定的句型和词汇以非正式的语气表述正式的话题。
Teaching aims:After learning the second half of the task, students will be able to have a general idea on word stress and sentence stress. They are reminded of paying more attention to the correct pronunciation and do a better job in communication. In addition, students can be able to write informally about a formal topic by using certain sentence structures and special vocabulary while writing to their family or good friends. Teaching procedures:Step 1 Stressing syllables and words.1. A little quiz at the beginning of the class. Ask Ss to try to pronounce ‘increase’ in two different sentences.2. Ask them to choose the correct meaning for the same sentence ‘Please sit down’, with first ‘down’ stressed, indicating speaker’s anger.[Explanation]以提问的形式激发学生对单词中音节的重读和句子中单词重读的语音现象的兴趣，同时引出下一个教学环节：进一步学习教材上有关音节重读和单词重读的介绍。
牛津译林版高中英语模块9 Unit 2 Workbook
7. The famous paintings will be on display until the end of the year.
8. Choosing to learn a second language is an optional choice at some schools. / A foreign language is optional at some schools.
感谢您的关注
Thank you for
your attention !
B2
1 buries / buried 2 decorated
3 Located
4 increased
5 raised
6 influenced
7 damaging 8 preserving
9 treasure
10 adding
11 pyramids 12 inspected
C1
1. Working harder 2.Not having finished my homework 3.Standing on the top of the hill 4. lined with all kinds of trees 5. If taken better care of 6. Concerning on our studies 7. Weather permitting 8. Dressed in our school uniform
C2 1. All necessary preparations having
been made, - - -. 2. ( When ) watching the inspiring
news on TV, - - -.
牛津译林英语9AUnit2 教案
3. There will have a basketball match tomorrow._________
Step 9Homework
教后记
课题
Reading1
课时
2
授课日期
They _________ seen that film _________.
4. Blue looks good on her. (改为同义句)
She __________ good __________ blue.
找出错误并在横线上改正
1. We all think pink is a girl color._____________
The joke here is that Eddie is male and chooses blue because he thinks this is a masculine color. However, the blue item of clothing turns out to be a dress. Hobo is deliberately trying to mislead Eddie by not showing or telling him that it is a dress.
课题
Unit 2 Colour
Comic Strips+ Welcome to the unit
课时
1
授课日期
教学
目标
To recognize the names of different colors
To recognize the colors of therainbow and the order of the colors
江苏省大丰市新丰中学高中英语《Unit 2 Witnessing time》导学案3(无答案)牛津译林版选修9
Module 9 Unit 2 Witnessing timeProject班级：姓名：学号：一、明确目标，自主学习Teaching aims:1.Learn about the imperial tombs of the Ming and Qing Dynasties in China2 .By reading, let Ss. Know the importance of protecting the cultural remains Teaching stress and difficult points:How to complete a project and write a proposal for saving cultural remains二、合作释疑，互相研讨Step 1 Lead-inThe teacher asks the Ss some questions about China’s historic sites to arouse the Ss’ interests.T: China is home to many famous historic sites. Can you name some of them?Ss: _____________________________________________________________________T: They’re all listed on UNESCO’s World Heritage List.Now we’re going to read a travel guide to the Imperial Tombs of the Ming and Qing Dynasties. Step 2 ReadingI)Read the text fast and then answer the following questions.1.Why are the Ming Tombs called Shisanling? __________________________________2.Apart from shisanling, which is the most famous Ming Tomb?__________________________________3.How many Qing emperors were buried in Hebei Province?__________________________________Step 2 Reading comprehension (True or False)1.No attention has b een given to preservation of the Ming and Qing Tombs.2.All of the tombs have suffered some damage.3.Dongling has been under the protection of the state government.4.Xiaoling hasn’t been restored.5.The deadline for completing restoration of Changling and Zhaoling have been set.6.International recogn ition isn’t part and parcel of preserving and restoring historical sites.7.We need to take the responsibility to treasure and protect these monuments.三、精心点拨，启发引导1. The Ming and Qing Imperial tombs are among the most extraordinary cultural remains to be found anywhere.Ⅰ句中动词不定式to be found anywhere作________, 修饰名词短语___________。
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基于深度备课的集体备课相关规定南外仙林分校外语部一、集体备课程序1.开学初，备课组长负责制定《集体备课人员安排表》，将本学期集体备课主备任务分解到人(暂定:高中年级1次/1 人，初中年级1次/2人,采用“主+次”组合，由第一主备人执笔），按期上传至校园网公共平台。
2.主备人提前10天撰写出《单元教材内容分析》和《课时教学主备教案》并上传至校园网，由备课组长发一线通提醒组内老师及时认真阅读，在校园网公共平台发表看法，提出修改意见，主备老师及时关注相关讨论。
3.备课组长按时召集组织集体备课，主备教师记录老师发言，汇总网上老师意见，认真研究，对教案作必要修改后上传至校园网公共平台，并印发给组内老师。
4.授课教师认真阅读思考集体共案，根据学情及个人教学风格，对共案的教学内容和教学方法等作出必要调整并在“备注”栏加以说明。
5.每位老师须保存好个人二次备课教案以备检查。
二、单元教学设计注：目标要求可参阅南京外国语学校仙林分校《英语教学实施纲要》第四部分“目标内容”中的相关描述。
三、课时主备教案课题AWE M9 U2 课型Welcome+Wordpower 主备人杨艳Learning objectives:At the end of this period, students will be able to:1. get involved in the discussion on historic sites;2. express their opinions about the necessity of preserving their cultural heritages;3. practise their spoken English and participate in all the activities.Focus of the lesson:1. four pictures of famous historic sites2. discussion of the proper way to preserve the cultural heritagesPredicted area of difficulties：1. discussion on whether it is a good idea to rebuild historic sites, as well as which modern buildings they think might be famous in the futureLearning aids:1.PPT2.blackboard课题AWE M9 U2 课型Reading（I）主备人杨艳Learning objectives:At the end of this period, students will be able to1. learn the general history of Acropolis, the damage done to the Acropolis and the stages undertaken to preserve this historic site;2. recognize reference markers, which are used to avoid repetition when writing an article;3. gain an overall understanding of the article and learn how to read a difficult article with the help of reference markers.;Focus of the lesson:1. the features of a reference marker2. the general history of AcropolisPredicted area of difficulties：1. the way to read a difficult article with the help of reference markersLearning methods:1. PPT2. blackboard课题AWE M9 U2 课型Reading（II）主备人__ 杨艳Learning objectives:At the end of this period, students will be able to1. write out the transformation and phrases of the key words correctly ;2. use the key words properly in relevant exercises;3. translate a short passage into English by using these words reasonably and accurately. Focus of the lesson:1. usage of the key wordsPredicted area of difficulties:1. the usage o f the phrase ‘in a gesture to’2. the usage of the new words, like “impact” and “undertake”3. the proper usage of the words in the translationLearning aids:1. PPT2. blackboard课题AWE M9 U2 课型Grammar & Usage 主备人杨艳Learning objectives:At the end of this period, students will be able to1. understand the grammatical rules of the noun clause;2. employ the noun clause correctly in their expression and writing.Focus of the lesson:1. understanding of the grammatical rules of the noun clause and the usage of them in various situations Predicted area of difficulties:1. the usage of the noun clause in their expression and writingLearning aids:1. PPT2. blackboard课题AWE M9 U2 课型Task 主备人杨艳Learning objectives:At the end of this lesson, students will be able to:1. learn how to listen for discourse markers;2. learn how to stress syllables and words;3. write informally about a formal topic;4. apply these skills practically by writing a letter about the Tower of London. Focus of the lesson:1. listening for discourse markers2. writing skill buildingPredicted learning difficulties:1. learning on how to listen for discourse markers2. a letter writing about the Tower of London by using the skills they have learned Learning aids:1. ppt2. tape and tape recorder课题AWE M9 U2 课型Project 主备人杨艳Learning objectives:At the end of this period, students will be able to:1. search for information about historic sites;2. choose useful information from what they have found;3. assign roles to all group memers, cooperate by working together, and fulfil each part of the assignment;4. gain some insights into the importance of protecting historic sites.Focus of the lesson:1. learning and using of English through writing a proposal together2. a proposal writing for saving and protecting a local building that has a long historyPredicted learning difficulties:1. using of the background information in the article and what they have learnt to finish a proposal about protecting and saving historic sitesLearning aids:1. multi-media courseware(PPT)2. blackboard。