《牛津高中英语》模块6全教案
2024年【教师版】译林牛津版高中英语模块六复习教案
2024年【教师版】译林牛津版高中英语模块六复习教案一、教学内容1. Chapter 1: Reading "The Internet: a world without frontiers"详细内容：探讨互联网的起源、发展及其对全球交流的影响。
2. Chapter 2: Grammar "The passive voice"详细内容：讲解被动语态的构成及其在各种时态中的应用。
3. Chapter 3: Listening and speaking "Cybersecurity"详细内容：讨论网络安全的重要性以及如何保护个人信息。
二、教学目标1. 让学生掌握模块六的重点词汇和表达，提高阅读理解能力。
2. 使学生熟练运用被动语态，增强语法运用能力。
3. 培养学生的听说能力，提高网络安全意识。
三、教学难点与重点1. 教学难点：被动语态在各种时态中的应用，听力材料的理解。
2. 教学重点：模块六的重点词汇、表达，网络安全意识的培养。
四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔。
2. 学具：教材、笔记本、练习册。
五、教学过程1. 导入：通过讨论互联网在日常生活中的应用，引出本节课的主题。
2. 新课内容呈现：a. 复习Chapter 1的阅读文章，讲解重点词汇和表达。
b. 复习Chapter 2的语法内容，通过例句和练习讲解被动语态。
c. 复习Chapter 3的听力材料，提高学生的听说能力。
3. 随堂练习：让学生运用所学知识，完成相关练习题。
4. 小组活动：分组讨论网络安全问题，提高学生的合作能力。
六、板书设计1. 高中英语模块六复习2. 内容：a. 重点词汇和表达。
b. 被动语态的构成及其在各种时态中的应用。
c. 网络安全的相关知识点。
七、作业设计1. 作业题目：a. 用被动语态改写下列句子：1. People use the Internet for various purposes.2. The teacher will correct our homework tomorrow.b. 阅读短文，回答问题（关于网络安全）。
牛津高中英语Module6,Unit2全单元教案
牛津高中英语Module 6, Unit 2全教案What is happiness to you?Welcome to the unitTeaching goalsEnable the students to state their opinions about happiness, and talk about how to help someone who is unhappy.Teaching important and difficult pointsTo encourage the students to give opinions on happiness and give their reasons.Teaching methodsIndividual work，and group workTeaching aidsMultimedia and blackboardTeaching procedure and waysStep 1 Greetings and lead-inT: Are you happy today?S: I got an A in this exam, so I feel very happy.T: You did a good job.S: I feel unhappy, because I always feel under pressure in my study. Although I study very hard, I still can not catch up with others.T: Do not lose heart. Just as the saying goes: where there is a will, there is a way. I believe if you continue to study like this, you will make progress.S: I feel happy today. We will have a family get-together tonight. I look forward to it!T: In your class, some feel happy, while others do not. So what happiness is on the earth, and how to become happy? Have you ever thought about that before?Ss: Yes! /No！T: Well. It does not matter. You will find much about that after learning this unit.Step2: PresentationsT: Ok! Please open your book to page 17! Let us look at the pictures. I’d like to divide you into 6 groups, and each group focuses on one picture. Use your common knowledge to describe each picture.T: Time is up! Are you ready?Ss: Yes!T: Group 1, please!S: In the picture, a girl is painting on the river side. The water is blue and calm. The scenery is so beautiful that the girl is totally attracted. And she wants to express happiness by painting it.T: Very good. Ok, group 2, what about you?S:T: What do you think of his description?Ss: Wonderful!T: I agree with you. Ok, it’s time for group 4. Any volunteer?S:T: Yes! That is it! Very good! Next group?S:T: Now, group 6?S:T: Wonderful!Step 3 DiscussionT: Up to now, we have talked about the six pictures. Now, discuss the questions below in groups of four.T: Ok, time is up, are you ready?Ss: Yes!T: We all know that reasons for happy are quite different. But, are there any things that can make everyone happy?S:T: Very good opinion. I agree with you. When we reach our goals, we will feel happyS:T: Good.S:T: Wonderful! Just now, we all stated some things that may make everyone happy. Everyone did a good job. Now, let us move on to next question: How to help our unhappy friends?S:T: That is it! And I still remember, just now, some said he was unhappy because he felt under pressure in study. Do you think that he will make progress in the future?Ss: Of course. We all believe that!T: Everyone can do things well with support from friends.S:T: Good idea! Any others?S: I will say with my unhappy friends, too. I will listen to whatever he/ she tells me. If possible, I will help him/her find out the problems and give some suggestions.T: That is so great of you!Step 4: SummaryT: Today, we have discussed about happiness, and all of you have done a good job. I feel so happy with you. At the end of this class, I hope every one of you will be happy every day. I also hope you can make everyone around you happy. So much for today.Stp5: HomeworkPreview Reading partReadingObjectives:1.To help Ss get a general idea about the text.2. To make Ss become familiar with the detailed information about the text.3. To help Ss master Reading Strategy.Teaching important points:1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidating abilities. Interaction Patterns: Teachers -class, individuals, pairsTeaching Aids:1. The multimedia2. The blackboardProcedures for teaching:Step1: lead-in1.Tell students that they are going to read an interview from a TV programme about happiness. Ask students how much information they know about Sang Lan. If possible, you can ask students to collect some relevant information before class. You may conduct the activity as follows: Today we are going to talk about a special girl named Sang Lan, who used to be a successful gymnast. Can you search for more information about this girl?2. Ask students to exchange the background information about Sang Lan they have found with each other. Ask students to think about Sang Lan’s experiences and answer the following questions:Different people find happiness and fun in different things. There are certainly no criteria assessing which way of being happy is the best. Do you think Sang Lan had had a happy life before she was injured?Do you think Sang Lan has a happy life now?What would you do if you had the same problem?Encourage students to discusss freely their true feelings about Sang Lan’s story.3. Ask students to think about the following question:Suppose you had a chance to talk face to face with Sang Lan, what would you like most to ask her about?The following are suggested answers:Childhood and school educationThings or experiences that had left her the deepest impression before the accidentReasons for learning gymnasticsThings that encourage her during hard timesCurrent physical conditionExpectations for futureFuture career plansAttitudes towards life, success and failureStep2: First readingFind the answers to Part AStep3: Read the text again and complete Parts C1 and C2.Step4: cloze (Ep21)Step5: discussion. (F)Step6: Language points:1. goal 1）目的，目标ach ieve/reach/realize one’s goal实现目标；2）（球戏等的）得分，赢分make/score/get a goal 得一分2. times 时代;时势；境况（常用复）;the times 当代The times are different. 时代不同了。
《牛津高中英语》模块6全教案
《牛津高中英语》模块6第一单元整体教案Unit 1 Laughter is good for youTeaching objectives of the whole unit♦ Read a magazine article about stand-up comedy and two short plays♦ Listen to an answering machine message and a radio talk show♦ Discuss comedy and famous crosstalk performers♦ Write an e-mail about crosstalk♦ Present a short playPeriod arrangement:The whole unit: 9 periodsPeriod 1—Welcome to this unit& Reading 1(Reading Comprehension) Period 2—Reading 2 (Word focus)Period 3—Word powerPeriod 4—Grammar & usagePeriod 5—Consolidation of grammarPeriod 6—Task building 1Period 7—Task building2&3Period 8—ProjectPeriod 9—Revision and evaluationPeriod 1 Welcome to this unit& Reading 1(Reading Comprehension)I.Teaching objectives:l To encourage students to discuss the pictures to practice their oral English. l To arose their interest in learning this unit through activities.l To get the general idea about the passage.l To know how to guess the meaning of a word from the context.II.Teaching procedures:Step1 Talk about the four pictures on P1Today, we have a chance to laugh heartily.There are four posters on our book. All of them are quite funny. Let’s enjoy them one by one. Picture 1T: What kind of expression is the man wearing?S: A funny facial expression.T: Where is he standing?S: In a spotlight, on stage.T: What is he doing there?S: Putting on performances, amusing and entertaining the audience.T: What might he be saying?S: He might be telling a joke.T: Where and when can you see the funniest man?S: At the Comedy Club this Tuesday.Picture 2T: What does the poster tell us?S: It recommends a book to us.T: What’s the book about?S: The book is about a funny girl.T: What do critics say about the book?S: Amazing, I laughed until I cried. ----Sunday ReviewYou won’t be able to stop laughing. ----Star TimesFunniest book of the year! ----Humor WeeklyT: Can these remarks attract you?Picture 3T: What’s this poster about?S: The poster is about a course teaching the traditional Chinese technique of crosstalk.T: Can you tell something about the Chinese crosstalk?S: It is a traditional Chinese art. Two or more actors/actresses stand on the stage, using funny words to entertain the audience.T: If you want to learn the crosstalk, what kind of qualities do you need to have?S: Having a sense of humor, being quick-minded and able to cooperate well with his or her partners.T: How can you find out more information according to the poster?S: By calling 5555-1234 for course schedule and fees.Picture 4T: What is this poster about?S: It is a comedy about life in the circus.T: What can we see in a circus?S: In a circus, we can see acrobats(钢丝), riders, clowns and performing animals.T: Do you think the life in a circus is interesting?Step 2: DiscussionDivide the students into different groups to discuss. Encourage them to use English while talking. Then collect their answersAfter we talked about the four posters,1.which of the above do you think will be the funniest?2.Who is your favorite comedian? Why do you like him or her?3.Why do people like funny things?Step 3: Fast-reading for general idea.Go through the passage as quickly as possible and find answers to the three questions in Part A.1 What is the article about?2 How many types of stand-up are there?3 What is laughter good for?Step 4: Careful-reading for detailed information1. Summary of the text2 Let's read the passage again more carefully and try to finish part C1 after your reading.3. Next let's listen to the tape and decide whether the following sentences are true or false.1 A stand-up comedian is not allowed to make fun of an audience member.2 If the comedians act or speak like a well-known person, this is called observational comedy.3 What the physical comedians usually do is tripping over chairs, walking into doors and falling down on stage.4 Quite a few stand-up comedians have become famous as television and film actor later on in life.5 The fact that when Crystal hosts the Academy Awards, he always keeps a toothbrush in his pocket for good luck is only known to a few people.6 Billy Crystal has no plans to go on making films to go on telling jokes.7 The reason why people who laugh a lot live longer is that when you laugh, your brain sends chemicals around your body that are good for you.1. Now let's come to Part C2. The four main types of stand-up comedy are explained in the article. Match each type with an appropriate example. Write the correct letter in the bracket.Step 3: Practice1. Part DFind these new words and expressions in the article. Guess their meanings from the contest. Then match them with the correct definitions.2. Part EGao Hua is writing a biography of Billy Crystal for his English class. Help him complete it.Step 4: Post-reading activities.1. Discuss the following questions in groups, then role-play the dialogues and act out before the class.(1) What are necessary qualifications a good comedian needs to have?(2) When you are in low spirits, what will you do to stop unpleasant feelings?(3) Besides laughter, what are other factors that can help people keep healthy and live longer?Step 5: Homework1 Prepare a funny story to tell to your classmates.2. Finish reading A and B in the workbookM6 Unit 2 What is happiness to you?● Welcome to the UnitAims and requirements♦ Read an interview and two essays about happiness♦ Listen to friend talk about problems and solutions♦ Talk about the gymnast Sang Lan♦ Write an article for a website offering adviceProceduresStep 1: BrainstormingHow do you understand happiness? What are your hobbies? And what do you do when you feel unhappy?Step 2: Sharing informationOpen your books to Page 17. Let’s share information about each picture on this page with each other.1. Study the six picturesPicture 1 Being creativeDo you like drawing? When and how did you begin to develop this interest?What does this hobby bring to you? (Whenever I feel upset and want to escape from everything, I like to go into my bedroom and take up my paints and brushes. It's so wonderful--all my thoughts and ideas can be expressed in my pictures.)What other things mean 'being creative' to you? (Thinking of different solutions to solve problems, expressing myself in my own ways and making new things.)Picture 2 Doing exciting thingsWhat are exciting things to you? (like white-water surfing or bungee jumping.) Why do people like exciting things? They bring lots of fun and help people forget all the troubles and worries. Picture 3 ReadingDo you like reading? Does reading make one happy? Why? It is really enjoyable when reading especially in a peaceful and quiet environment. Sometimes we are so absorbed by the characters in the book and their stories that we forget all about the outside world. Through reading, we gain knowledge and our horizons are broadened.Picture 4 Playing sportWhich are your favorable sports? It's a really good way to make friends, keep fit and relax. Picture 5 Spending time with familyDo you enjoy spending time with your family? When you feel happy or unhappy, do you talk to them about your problems and achievements? Family is important to everyone. It's a perfect time to talk to your family about your problems. They can give you good advice and make you confident. They are also happy for the achievements you made.Picture 6 Learning new thingsHave you ever been to a natural history museum? Why do people like museum? In a museum, we can find out more information than we can just through reading books. Visiting these kinds of places can give us a real insight into history.What other ways do you think may help you learn more new things? (Surfing the Internet and talking to different people.)2. Talk about each picture and exchange opinions with your partner.Which things do you often do and like to do? Why do you feel happy when doing these? Step 3: DiscussionWork in groups of 4 to discuss the three questions and then report the answers to the whole class.1. What are things that make everyone happy?Step 4: HomeworkRead the two articles on P112-113.Prepare the reading part.教后反思：____________________________________________________________________________________________________________________ —————————————————————————————————M6 Unit 2●Project Making a happiness handbook Teaching Aims: (1)help students learn and use English through doing a project.(2)Write a essay about their ideas of happiness.Teaching procedures:Part A1. At the beginning of this class, let’s appreciate two poems. After reading, try to say something about them.What is happiness(1) Thursday, 14. September 2006, 09:55:30 by Moonriver(2) 2006-9-14 18:34:49 By troublemakerl:Today we’ll read two essays on the theme of “the happiest days of your life” and then you wil l write an essay about your ideas of happiness and make your own happiness handbooks.2. Come to Part A. Read the essay GOLDEN DAYS by yourselves and then try to answer some questions.1) Is the writer old or young? How do you know that?2) What time does the writer consider to be the happiest of his life?3) Why does the writer think those days were happy?4) What does the writer think young people can do while old people can’t?3. Read the second essay and then judge whether the following statements are right or wrong.1) The writer is a teenager because she will be an adult in the future.2) She thinks her happiest days will be in the future with new technology and without war, pollution or hunger.3) The writer thinks that teenagers can’t do things like adults because they have to work hard at school, doing or learning things.4) The writer feels very nice each time she thinks of her happiest days ahead of her.5) From the essay, we can conclude that the writer is a hardworking girl, because she is always motivated to work hard for her future life by herself.4. Have a discussion about the advantages and disadvantages of teenagers and old people.5. Do Parts B1 and B2 on page 109 in workbook to practise using some words and phrases in this section.Part BYou are asked to make a handbook about happiness of each group. Work in groups and follow the outline below to design a handbook.PlanningEach group divide different tasks and decide who will check the English in the essays, who will illustrate the handbook, who will put all the essays together and make the cover of the handbook. PreparingReview what we’ve learned about happiness in this unit and then discuss th e following questions on page 31.Each one should come up with the idea of happiness of your own.ProducingMake a draft, get the approval of the group and finalize the handbook.PresentingPresent your group work to others and wait to be judged.教后反思：____________________________________________________________________________________________________________________ —————————————————————————————————M6 Unit 2●Reading The search for happiness Step 1: Lead-in1. Different people find happiness and fun in different things. There are certainly no criteria assessing which way of being happy is the best. Do you think Sang Lan had had a happy life before she was injured?Step 2: Fast reading for general ideasThe reading text is an interview from a TV programme about happiness. Dr Brain, a psychologist who studies happiness, is interviewed in a television talk show and tells a story about a brave girl called Sang Lan.Go through the passage quickly to find answers to the three questions in Part A.Step 3: Careful-reading for detailed information1. Read the passage again and complete Part C1. Questions in Part C1 are to check your reading comprehension by making correct judgments of the statements.2. Listen to the tape and complete C2. Questions in Part C2 are for students to note some specific information according to the time sequence.3. Ask students to describe Sang Lan's personality.1.More relevant information in the interview which shows Sang Lan’s personalityBefore going to hospital· being successful in her sport when she was young· being described as energetic, happy and hard-working· working towards something special· trying to make her parents proudWhile staying in hospital·being in good spirits·thinking about what she could do to get better·being proud of the things she had accomplished·feeling happy to be alive, and lucky to have the rest of her life to learn new thingsAfter leaving hospital·studying journalism at Beijing University·hosting a sports show about the 2008 Beijing Olympics·looking forward to playing table tennis in the special Olympics for disabled people in 2008 ·thinking about positive things and staying optimistic·believing that keeping busy helps her stay positiveStep 4: Practice1. Complete Part DFind these words and expressions in the interview. Guess their meanings from the context. Then match them with the correct definitions.2. Complete Part ERead this newspaper article about Sang Lan. Complete it with the words below.3. Let’s read the Reading strategy on page 19. Do you know what an interview means? An interview is a formal meeting at which one person asks another person a series of questions on a topic. When reading or watching an interview, you should pay attention to the topic, the opinions related to the topic, the questions asked and the answers to the questions.Step 5: Post-reading activities1.Think about the following questions again.What is happiness?What is the real value of being alive?Does being healthy and wealthy mean happiness?Does being respected and well-liked mean happiness?2. Have a debate. The topic is “Sang Lan was happier before the accident than she is now.”3. Go over Part F in pairs and continue the dialogue after the example.Step 6: Language PointsStep 7: Homework1. Finish Parts A1 and A2 on page 108 in Workbook.2. Go over the reading passage.教后反思：____________________________________________________________________________________________________________________ —————————————————————————————————M6 Unit 2 ●Word powerStep 1: BrainstormingIn this section we’ll learn the words and idioms used to describe emotions and feelings. Now I’d like you to answer the following questions:What words do you know can express happiness?Step 2: Vocabulary learning1. Read the instructions on page 22 and study the examples listed in the table.2. Write the adjective forms of other nouns related to emotion.ReferenceNouns Adjectivesastonishment astonisheddelight delightedfury furiouscuriosity curioussatisfaction satisfieddepression depressedamazement amazeddisappointmemt disappointedStep 3: Practice1. Let’s focus on Part A. Circle the right word according to each different situation.2. Do the exercise in Part B.Step 4: CompetitionHow many emotional words do you know? Now I’ll divide you into several groups. You’ll have a competition to see which group has the most words. In the end you need to group emotional words into three different categories: happiness, sadness and anger.·Words describing happiness:Noun forms: joy, happiness, delightAdjective forms: joyful, happy, delighted·Words describing sadness:Noun forms: sadness, depressionAdjective forms: sad, depressed·Words describing anger:Noun forms: anger, furyAdjective forms: angry, furiousStep 5: Vocabulary extension1. Choose the correct word to complete each sentence.①I'm not_____(satisfied, satisfaction) with what I've done. I can't get_____ (satisfied, satisfaction) from it. (satisfied; satisfaction)②I was _____ (amazed, amazement) by the change in his appearance. All of us looked at him in_____ (amazed, amazement). (amazed; amazement)③The boy is _____ (curious, curiosity) about everything. His burning_____ (curious, curiosity) inspires him to learn more. (curious; curiosity)2. Do part C. In the English language, there are some idioms about emotions. Guess theirStep 6: Homework1.Part C on page 114 in the Workbook.2.Prepare Grammar and usage.教后反思：____________________________________________________________________________________________________________________ —————————————————————————————————Unit 3 Understanding each otherWelcome to the unitTeaching objectives:Help the students learn how to talk about cultural differences and customs.Teaching focus and difficulties:Enable the students to talk about cultural differences and understand the usage of examples. Teaching aids:Teaching procedures:Step 1: Greeting and Lead inT: Good morning boys and girls!First, get the students to show different ways of greeting they know.T: We need greeting each other everyday, right? Greeting has many ways, yes or no? But the ways of greeting are all the same?T: Yeah, you are right, there are so many ways of greeting. How about our country? Our hometown?T: It is easy to see, people from different countries have different ways of greeting each other. Doyou know of any other ways of greeting around the world?Step 2: Welcome to the unitT: OK. Today we will go to a new unit. (writing on the blackboard: Unit 3 Understanding each other ) Open your books and turn to page 33. Look at the pictures below and discuss with your partners.Can you guess which country has the characteristic way of greeting? (point at picture 1, 2, 3, 4 and ask ) Can you act it out?Step 3: Ask and answerT: We have known some ways of greeting each other in different countries. Now there has a question:Why do people in different countries greet each other in different ways?Another question: Can you think of any other customs that are different in different parts of the world?Step 4: DrillingT: Which country you want to go? Do you know the way of greeting in that country? Can you act it out with your partner?Step 5: SummaryT: Today, we have discussed cultural differences and customs. And all of you have done a good job.I feel so happy with you. At the end of this class, I hope everyone of you will behave properly if you get the chance to go aboard in the future.Step 6: Review the new wordsT: OK. Now, let’s review the new words. Read after me!Read it all together, one time!Step 7: HomeworkPreview the reading.Must-writing on the blackboard:Unit 3 Understanding each other1.Why do people in different countries greet each other in different ways?2.Do you know of any other ways of greeting around the world?3.Can you think of any other customs that are different in different parts of the world? ThailandThe Middle EastArabNetherlandsUnit 3 Understanding each otherReadingTeaching objectives:1.To help Ss get a general idea about the text.2.To make Ss become familiar with the detailed information about the text.3.To help Ss master Reading Strategy.Teaching focus and difficulties:Reading comprehension (How to make the Ss understand the passage better and help the Ssfinish all the exercises . )Teaching aids:Teaching procedures:Step 1: ReviewT: S1, Do you want to go to Thailand? Have you remembered the way of greeting each other in that country? Can you act it out?T: S2, Do you want to go to Brunei? Do you know the way of greeting in Brunei?T: Yesterday, we have discussed cultural differences and customs, right? Now, today, we will learn more about customs and taboos in different parts of the world.Step 2: New wordsT: Ok. Firstly, we learn some new words about the reading. Please open your books and turn to page 77. (Can you pronounce them by yourself?) Read after me!Step 3: Fast readingT: Read the conversation quickly and answer the following questions. Please take 2 minutes to finish, OK?(after 2 minutes) Ask students to check the answers.Step 4: Extensive readingT: Perfect! You have done a good job! Now, please read the conversation again, this time you should care more about the conversation, and you must finish C1 and C2.Please take 10 minutes to finish, OK? Then we finish D together.Step 5: Drilling ET: Read the short essay and fill in the blanks with the words in the box. Take 3 minutes to finish. Step 6: DiscussionT: We have further studied the cultural differences in different countries, right? Now, let’s have a discussion. There are some questions about,1.Why do we need to find out about other cultures’ traditions?2.How can people understand each other’s cultures better?3.What do you know about cultures that are different from your own?OK. Discuss with your partner. I will ask someone to show his/her opinion.Step 7: HomeworkT: Today we have mastered more cultural differences, I hope you can write something about it, OK? And you can translate the conversation into Chinese that can help you understand better. OK. Class is over! Bye-bye!Must-writing on the blackboard:Unit 3 Understanding each otherReadingA: 1. Brunei;2. The UK;3. A good way to understand more about each other.C1: F T F F TC2: 1. open the present as soon as you received2. have a live hen and a rooster3. alcohol4. use thumb to point5. Bonfire Night6. hot dogs and other food can be cooked over the fire.D: b d e a c fE: 1. alike; 2. celebrations; 3. fireworks; 4. hot dogs;5. throughout;6. prohibited;7. ensure;8. permitted.Unit 3 Understanding each otherWord powerTeaching objectives:Students are expected to use English words borrowed from other languages and enlarge their English vocabulary, and use idioms correctly.Teaching focus and difficulties:English words borrowed from other languages and idioms.Teaching aids:Teaching procedures:Step 1: Lead inT: What do you think of the most difficult part of learning English?Do you agree that learning vocabulary is difficult?Yeah, There are too many English words, right? And most of them have random spelling.T: Have you got an easy way to learn and remember English words? If not, please discuss with your partner and try to work it out.Present some tips on blackboard:1.Remember the spelling of a word by its pronunciation.2.Remember the spelling of a word by analyzing the formation of the word.3.Remember the meaning of a word by making a sentence with it.4.Remember the meaning of a word by studying the origin of the wordT: OK. Have you fund out the way you learn new words? Can you tell us the method you usually use in learning new words?Do you agree these four tips?Step 2: Attention to English words borrowed from other languagesT: We know English is one of the most widely-spoken languages in the world, and it is used as the international working language in many places throughout the world.T: But where do the English language and all its words come from? Is it possible that English borrowed words from other languages? If so, can you give out some examples?Step 3: Focus on part AT: OK. Let’s focus on the passage on page 38. It’s an online article that Mali found, which is about English words borrowed from other languages.Please read the article and analyze how words are borrowed from other languages and used inT: This is a spidergram which shows some of the English words that have been borrowed from other languages.You can add more examples to the spidergram if possible.T: OK. Let’s have a look and read about it!Step 5: Focus on part CT: Now, let’s have a strengthening exercise to check your ability to understand some new words and use them correctly.OK. Take 5 minutes to finish it. Then check answers.Step 6: Focus on part DI was presenting the idioms on blackboard when Ss were doing the part C.The idioms: as strong as a horse ; as busy as a bee ; as poor as a church mouse ; as cool as a cucumber ; sleep like a log .T: OK. Now, let’s learn something interesting. Look at the blackboard. I presented some idioms. These idioms all have a characteristic connection with an animal or a thing, right?OK. Can you guess the meaning of each of them?T: Please use these idioms to complete the sentences on page 39. Take 3 minutes.Step 7: SummaryT: Today, we have learnt English words borrowed from other languages. I hope it can help you to learn new words. I believe sometimes it proves to be effective in remembering new words. So you are expected to use them and enlarge your vocabulary.Step 8: HomeworkPreview the grammar and usage. Bye-bye!Must-writing on the blackboard:Unit 3 Understanding each otherWord power1. Remember the spelling of a word by its pronunciation.2. Remember the spelling of a word by analyzing the formation of the word.3. Remember the meaning of a word by making a sentence with it.as busy as a beeas poor as a church mouseas cool as a cucumbersleep like a log .Unit 3 Understanding each otherGrammar and usageTeaching objectives:Help students master Unreal conditionals.Teaching focus and difficulties:Use unreal conditionals to state an imaginary present condition, past action and future situation, and practice it.Teaching aids:Teaching procedures:Step 1: Lead inPresent some sentences on the blackboard, which about unreal conditionals.1.If I were you, I would work harder.2.If lived near where a wedding reception was being held, you probably wouldn’t get muchsleep.3.If you had taken my advice, you wouldn’t have failed in the examination.4.If you had joined the chat room ten minutes ago, you would have known what we weretalking about!5.If it were to rain tomorrow, the meeting would be put off.6.If I had time tomorrow, I would certainly help you.T: OK. Please look at the blackboard. There are six sentences, let’s read it together. (read and translated these sentences)T: After you read all the sentences, what could you find in these sentences?T: Yeah. In each of these sentences, there all have a word “if” in it, right? (the same time circled “if” out) We know “if” means “如果、假如”.T: So today, we will learn about Unreal conditionals.Step 2: Unreal conditionals learningT: Unreal means imaginary. An unreal conditionals is a statement about an unreal or imaginary condition or situation.虚拟语气，是表示说话人的愿望、假设、猜测或建议，它不表示客观存在的事实。
牛津高中英语模块六Unit3Welcome的教学设计
牛津高中英语模块六Unit 3 Welcome的教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 3 Understanding each other板块：Welcome to the unit作者：肖英（沅江三中）教材分析本节课主要内容是通过看图说话帮助学生理解中外文化差异。
学情分析学生对汉语语言文化有一定的了解，而对外国文化的理解还有待提高本课的设计意图：本节课是以说和读为主的单元热身课，用一课时的时间来激活学生与单元话题（文化差异）有关的已有知识以便导入课文教学。
运用图画以及与图画有关的提示语，激发学生对话题的兴趣，引导学生运用已有知识进行相关话题的讨论。
由于课本上的信息量不大，学生对各国的文化差异并不是很了解，所以通过阅读短文来增加信息量，为下一步的学习做好充分的热身准备，从而调动学习的积极性。
同时要注重德育教育，引导学生学会尊重文化差异。
Teaching aimsHelp the students learn how to talk about cultural differences and customs.Teaching important and difficult pointsEnable the students to talk about cultural differences and understand the use of examples.Teaching methodsDiscussion, reading and cooperative learning.Teaching aidsA computer and a projectorTeaching procedure and waysStep 1 Greetings and lead-inGreet the class as usual。
Get the students to show different ways of greeting they know. And then discuss some other ways of greeting and the ways of greeting. Finally, get the students tell some other customs that are different in different parts of the world. As we all know, different countries have different cultures and customs. Look at the Quiz on the screen please, let’s knowmore about cultural differences in different countries.1) In Western count ries, it’s unusual to give tips. (No)2) Westerners tend to avoid using13. (Yes)3) Nodding your head up and down always means yes. (No)4) Usually, one should never give a clock as a gift in China. (Yes)5) Never point to anything with your foot in Vietnam. (Yes)6) You can pass something to an older person with one hand in Korea.(No)7) In Canada, it’s OK to arrive early if you are invited to someone’shouse? (No)Write the following names of countries on the blackboard.China, Japan, USA, Thailand, South America, the Middle East, Dutch （设计意图）本环节先从单元话题入手，让学生从简单的QUIZ中了解各国在日常生活中有哪些基本的文化差异，不至于在以后与外国人打交道产生误解，造成尴尬的局面。
牛津高中英语模块六wordpower教案
牛津高中英语模块六wordpower教案牛津高中英语模块六word power 教案Step 1: Lead-in (2分钟) Review: What is Ma Jie’s problem? Have you think of some ways to help him? When you give advice ,what guidelines should you remember? What to do and why? [设计说明] 本环节既能复习上一课时的部分内容，同时又很快转入本课时的第一节，即理解skill building 3的内容。
Step 2 Skill building 3 （5分钟）Guidelines What to do Why avoid judging use positive, helpful language do not say, Its wrong for you to people want help but not judgment of their previous behavior. give examples mention a similar situation where your advice works people will know how to use your advice. be specific give the advice that can help people to solve their own problem. people can be helped to solve their problems. [操作说明] 使用多媒体课件分项呈现各表格内容。
Step 3: Writing an article Task 1 （5分钟）Ask students to discuss and list what they should write in the article first. Use the guidelines to find some information (for reference) ·Ma Jies problems ·the possible solutions Ma Jie has thought of and the reasons why they didnt work · the advice you gave to Ma Jie ·the advice his parents, teachers and coach gave him and why it works · your opinion about the best way to solve problems that students have [设计说明] 本环节帮助学生应用前几个步骤所学的内容，为学生的写作构建整体的框架,提供必要的写作要点。
【教师版】译林牛津版高中英语模块六复习教案
【教师版】译林牛津版高中英语模块六复习教案一、教学内容本节课我们将复习译林牛津版高中英语模块六的内容。
具体章节包括：Unit 1 Laughter is the best medicine；Unit 2 What is happiness to you?；Unit 3 Understanding each other；Unit 4 Helping people around the world. 教学内容涉及词汇、语法、听力、口语、阅读和写作等方面。
二、教学目标1. 掌握模块六的核心词汇和短语，并能熟练运用到实际情境中。
2. 掌握并运用模块六所学的语法知识，提高写作能力。
3. 提高听力、口语、阅读能力，深入了解不同文化背景下的价值观和生活方式。
三、教学难点与重点教学难点：词汇的运用、语法知识的运用、跨文化交际能力的培养。
教学重点：核心词汇、语法、听力、口语、阅读和写作技能的综合运用。
四、教具与学具准备1. 教师准备：PPT、录音机、教材、教学卡片等。
2. 学生准备：教材、笔记本、字典等。
五、教学过程1. 导入：通过播放一段关于幸福和理解的短视频，引导学生进入本节课的主题。
2. 语言点复习：a. 复习Unit 1和Unit 2的核心词汇和短语。
b. 复习Unit 3和Unit 4的语法知识。
3. 实践情景引入：设置一个关于帮助他人的情景，让学生运用所学知识进行交流。
4. 例题讲解：a. 针对词汇和短语进行例题讲解。
b. 针对语法知识进行例题讲解。
5. 随堂练习：让学生进行听力、口语、阅读和写作的练习，巩固所学知识。
六、板书设计1. 核心词汇和短语板书。
2. 语法知识板书。
3. 例题及答案板书。
七、作业设计1. 词汇练习：根据所给句子，用模块六的核心词汇填空。
答案：略。
2. 语法练习：改写下列句子，使用模块六所学的语法知识。
答案：略。
3. 阅读理解：阅读文章，并回答相关问题。
答案：略。
八、课后反思及拓展延伸1. 反思：针对本节课的教学内容、教学方法和学生的表现进行反思，找出需要改进的地方。
牛津译林版高中英语选修模块六 Module6 Unit3 Reading教案-新版
Module6 Unit3 Reading教案Objectives:1.To help Ss get a general idea about the text.2. To make Ss become familiar with the detailed information about the text.3. To help Ss master Reading Strategy.Teaching important points:1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidating abilities.Teaching aids: multimedia and blackboardInteraction Patterns: Teachers -class, individuals, pairsProcedures for teaching:Step 1: Lead-inMany people like chatting on line, especially you students. You must have many e-pals.What do you think of online chat?Do you think it is really a good way to know more things and make more friends?Have you ever experienced any funny things or awkward situations when chatting with your cyber friends?Now, we will read an Internet chat room conversation. Surely you will know all about these after you read it. Sometimes online chat does benefit us a lot.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 on Page34. Just focus on and identify the information needed to answer these questions.Step 3: Detailed reading for important information.1. Let’s read the passage again and complete Parts C1 and C2 on page 36.2. Turkey.3. In the West, the polite time to open a present is when someone gives it to a person, because they like to see the person’s reaction.4. Guests expect presents as a souvenir to remember the big day.5. Alcohol.6. In Brunel, you should use your thumb to point at things.7. In both places, you should take off your shoes before going inside a house.C2 4 7 3 1 2 6 5Step 4: Practice1. Let’s complete Part D (Re fer to the text while complete part D)AnswersD 1d 2c 3f 4g 5b 6e 7h 8a2. Now, let’s read Ma Li’s diary about her chat room discussion. Fill in blanks with correct words.E 1)traditions 2)Thanksgiving 3)harvest 4)Europe 5)celebrate6)weddings 7)embarrassing 8) presents 9)rude 10) thumbStep 5: Post-reading activities1. Now let’s make up a dialogue by using the questions in Part F on Page 37. Work in pairs for a few minutes and then present your dialogue to the whole class.2. There are also cultural differences in different English-speaking countries. For example:Americans enjoy a good sense of humour; the British take a somewhat different view and believe a formal approach is the best way; the Australians are more informal and straightforward, often enjoying a good laugh and calling their close friends or new acquaintances by their first names.1.Discussion:What might happen if people had no idea of other countries’cultures?Do you think it might result in embarrassment on inconvenience?What do you think about “culture shock”?2.Do you know more information about cultural differences?➢In most countries, nodding your head up and down means ‘yes’.➢In some parts of Greece and Turkey, however, this motion can mean ‘no’.➢In South-eas t Asia, nodding your head is a polite way of saying ‘I’ve heard you.’➢In the United Stated, when someone puts his thumb up, it means ‘Everything is all right.’ However, in Sardinia of Italy and Greece, the gesture is insulting and should not be used there.Step 6：Language PointsStep 7: Homework1. Finish Parts A1 and A2 on page116 in the workbook.2. Prepare the part Word Power.。
高中牛津高中英语模块六Unit词汇教学案教案
高中牛津高中英语模块六U n i t词汇教学案教案Document number【980KGB-6898YT-769T8CB-246UT-M6U2词汇教学案编写：周前审核：审核组1. injure (vt.) ①使受伤，弄伤，损伤，损害②伤害（名誉、自尊等） The boy injured his leg while playing basketball.This could seriously injure the company’s reputation.injured: (adj.) 受伤的，被伤害的，感情受伤的 the injured 受伤的人injured looks ______________ in an injured voice______________ the dead and the ___________ 死者及伤者The injured taken to the nearest hospital.injury: (n.) ①伤害，损害②伤，伤口do sb. an injury 伤害某人It’s a severe injury to his reputation.____________________________The nurse is dressing his injuries. ____________________________辨析：injure, wound, hurt① injure 一般指由于意外或事故中受伤，指一时难愈之伤。
② wound 指外伤，如刀伤、枪伤、剑伤，尤指在战斗，战争中受伤③ hurt “受伤”的一般用法，既可指肉体上的伤害，亦可指感情上的伤害，作vi. 时；意为“疼，疼痛”用wound, harm, hurt, injure的正确形式填空：1)She felt at your words.2)Don’t your eyes by reading in dim light.3)The bullet him in the shoulder.4)He was in the accident.2. apart adj.& adv. ①分开的，分离的②和tell或know连用，意为“区别，分别”③apart from (1)远离，和……不在一起；(2)除……之外（尚有）；⑶除……之外（无）同except，同besides, as well as, in addition toThe 2 houses are 500 metres ____________. 这两栋房子相距500m.I can’t tell these two things apart._______________________________写出下列句子中划线词的汉语意思：①Apart from the cost, the color of the hat doesn’t suit me. ( )②I have finished apart from the last question.( )③Lucy has been accepted by Oxford University, so she had to live apart from her parents. ( )3. simply adv. 仅仅，只不过；简单地；确定指出下列句中simply的含义：①The book explains grammar simply and clearly.( )②Simply add hot water and stir (搅动).( )③That is simply not true.( )simple adj. ①简单的，简易的②简朴的，单纯的simplify vt. 简化simplified Chinese characters ______________4. adapt vt.& vi. ①使适应，使适合②改写，改编adapt sth. for sth. 改编……成为……adapt oneself to (sth./doing sth.) 使某人自己适应于某事adapt to sth. 适应某事他花了一个月才适应新环境。
牛津高中英语模块六第一单元Project教案
Lesson Design for B6U1 Project: Putting on a play- 1 -Unit 1 Project: Putting on a playⅠ .Teaching Objectivesinvisible, bench, setting, textbook, cosy, invitation,Words alongside, crowded, castle,armchair, yell,pile, official-looking, anger, bow, dash, tear,burst, empty-handed, glare, toilet paperput on, make room for, wander over, burst in, glareKnowledge Phrases at, hold out, a pile of official-looking papers, tear thepaper in two, dash out, hold out, run into, a roll ofKing moves around in chair,looking uncomfortable.SentenceStructuresReading SkillsSpeaking Learning Strategies Servant bursts in, next to Queen, empty-handed , and looking worried.Servant runs to get it and presents it to King.To get both general ideas and detailed information.To learn the two plays by retelling and acting out them.To participate in the activities and think deeply about the topic.Culture Awareness To understand the basic elements of a playEmotion & Attitude To let Ss love plays and most of all, love laughter.Ⅱ. Teaching Important and Difficult Points1.Get students to review the infinitive, verb-ing and verb-ed.2.Help students to act out one of the playsⅢ. Teaching Approach and Learning WaysIndividual, pair and group workⅣ. Teaching AidsMulti-media, the blackboard and textbookV. Teaching procedures：Lesson Design for B6U1 Project: Putting on a play- 2 -Step 1 Lead-in1.Questions:Have you ever seen dramas either on TV or in a theatre?Do you enjoy seeing dramas?Have you imagined acting in dramas?T tells Ss her experience of seeing a drama.2.We have talked a lot about laughter, performing and dramas. Now you havea chance to experience dramas for yourselves. Now welcome to our dramaclass!Step 2 Fast Reading1.The invisible bench(1)Ask the students to read the script and then ask them some questions.①Is there a bench in the courtyard?--No.②What does the word “invisible ” mean?--It means cannot“ be seen ”.③Is this a comedy? Why or why not?--Yes, it is a comedy because it is very funny.(2) After the Ss understand the play well, a sk them: If“we want to put onthis short play, what should we prepare? ”Script, drector, actors and actresses, setting, prop(textbooks).2.The important papers(1)Ask the students to read the script and then ask them some questions.①How many characters are there in the play?--Three. The king, the queen and the servant.②Who do you think is the main character/ hero in the play?--The king.③What does the King actually want?--Toilet paper.④Why are the others unable to understand him?--Because he is the king, important paper may mean very importantofficial documents for him.(2) After the students understand the play well, ask them:“ If we want toput on this short play, what should we prepare?”Script, Director, Actors and actresses, Setting, Prop(Toilet paper & otherpaper, dictionary, poster, magazine, armchair)Step 3 Detailed Reading1. The invisible benchWORD格式--可编辑Lesson Design for B6U1 Project: Putting on a play- 3 -One day, when Tony met Mike in the park, Mike said he was sitting on an(1) ______ bench, then, Tony joined in him. They both sat for a (2) ____, reading abook. Then, Cathy and Paula wanted to (3) in them. All make(4).But Mike looked (5) _____ and stood up and (6) ______ over tothe middle of the stage and sat down. Later, Ann came to them and asked ifthey were (7) _____ on an invisible bench.They said yes. But Mike said they didn ’ becauset, he (8) _____ to tell themthat the bench was too (9)______, so he had moved the bench. In theend, Tony, Paula and Cathy all (10) ____ down.Keys: invisible, while, join, room, annoyed, wandered, sitting, forgot, crowded,fell2. The important paperOnce u___ a time, there w___ a very funny story among three people, theKing, the Queen and a s_____. One day, as soon as the King entered thep____, he called in a servant and told him he had to have some i________papers immediately. Soon came back the servant with a p____ofo_____-looking papers, but s_____ this, the King threw them a__ the servantand shouted:“ No, no, no, bring my important papers!”The servant d_____ out and in a minute re-entered with a newspaper inhis han d. This time, to his s______, the King t____ it into halves and cried:“ N y___ fool! I must have my important papers RIGHT NOW!!!” However, like thefirst and second time, the servant f____ to bring the King what he wantedseveral times. Even the Queen d idn ’ t know what her husband wanted and justtore a page from her book and o_____ it to the King.At last, the servant h___ out a roll of toilet paper. He was puzzledwhether the King needed it or not. On the contrary, upon getting it, the Kingran o__ as fast as possible. So can you guess what happened to the King?Keys: upon, was, servant,palace, important,pile, official, seeing, at,dashed, surprise, tore, you, failed, offered, held, offStep 4 PerformingAfter learning the two plays, we know a play should contain script, director, actors/actresses and setting.Then if we are going to act out one of the plays above, we have four stepsto follow:1. Planning:Which play will you choose?Who will be the actors/ actresses?Who will be the director?Who will find props?Who will make costumes?WORD格式--可编辑Lesson Design for B6U1 Project: Putting on a play- 4 -2. PreparingActors and actresses should recite all their lines.All props needed should be found.All costumes needed should be made.Director should be in charge of all things related to the play.3. ProducingPractice your play before performing to the classmates.4. PresentingT tells the other students to watch the performance carefully, while someare performing. And in the end they have to decide which group’sperformance is the best, who is the best actor, who is the best actress and who is the best director.After the performance is over, some awards should be given to the winners.Step 5 RetellingIf we are going to retell the two plays, we should remember three points:(1)Who(2)What(3)WhereStep 6 HomeworkAsk the students to retell one of the plays after class and next timesome of them will be on stage to retell the play to the whole class.。
【教师版】译林牛津版高中英语模块六复习教案
Unit 1 Laughter is good for you【重点词汇讲解】1. A stand-up comedian may make fun of an audience member, or he or she might decide totell different jokes in response to the reactions of an audience.单口喜剧演员可能就某一观众开玩笑，或是根据观众的反应讲不同的笑话。
（1）make fun of –开……的玩笑，嘲笑…意思相当于laugh atDon’t make fun of people with disabilities. 不要嘲笑残疾人。
【相关拓展】注意fun 是不可数名词，与fun有关的短语或句型有：have fun =have a good time 玩得开心It is fun to do sth. 做某事有趣What fun it is to do sth！做某事多有趣啊！（2）response n. 回答，答复；反应，反响in response to 对……做出反应I knocked on the door but there was no response. 我敲了门，可是没有回应。
The product was developed in response to customer demand.为了满足顾客的需要，开发了这种产品。
【相关拓展】respond v. 回答，应答；反应（与to 连用）He never responded to my letter. 他从来没回过我的信。
How did he respond to the news? 他对这则消息有什么反应？You can rely on him to respond to a challenge. 你可以相信他知道如何迎接挑战。
responsible adj. 负责的be responsible for sth. 对……负责，是……原因Cigarette smoking is responsible for about 90% of deaths from lung cancer.因患肺癌而死亡者，约90%是吸烟所致。
高中牛津高中英语模块六Unit词汇教学案教案
高中牛津高中英语模块六U n i t词汇教学案教案SANY GROUP system office room 【SANYUA16H-M6U2词汇教学案编写：周前审核：审核组1. injure (vt.) ①使受伤，弄伤，损伤，损害②伤害（名誉、自尊等）The boy injured his leg while playing basketball.This could seriously injure the company’s reputation.injured: (adj.) 受伤的，被伤害的，感情受伤的 the injured 受伤的人injured looks ______________ in an injured voice ______________ the dead and the ___________ 死者及伤者The injured taken to the nearest hospital.injury: (n.) ①伤害，损害②伤，伤口do sb. an injury 伤害某人It’s a severe injury to his reputation. ____________________________The nurse is dressing his injuries. ____________________________辨析：injure, wound, hurt① injure 一般指由于意外或事故中受伤，指一时难愈之伤。
② wound 指外伤，如刀伤、枪伤、剑伤，尤指在战斗，战争中受伤③ hurt “受伤”的一般用法，既可指肉体上的伤害，亦可指感情上的伤害，作vi. 时；意为“疼，疼痛”用wound, harm, hurt, injure的正确形式填空：1)She felt at your words.2)Don’t your eyes by reading in dim light.3)The bullet him in the shoulder.4)He was in the accident.2. apart adj.& adv. ①分开的，分离的②和tell或know连用，意为“区别，分别”③apart from (1)远离，和……不在一起；(2)除……之外（尚有）；⑶除……之外（无）同except，同besides, as well as, in addition toThe 2 houses are 500 metres ____________. 这两栋房子相距500m.I can’t tell these two things apart. _______________________________写出下列句子中划线词的汉语意思：①Apart from the cost, the color of the hat doesn’t suit me. ( )②I have finished apart from the last question. ( )③Lucy has been accepted by Oxford University, so she had to live apart from her parents. ( )3. simply adv. 仅仅，只不过；简单地；确定指出下列句中simply的含义：①The book explains grammar simply and clearly. ( )②Simply add hot water and stir (搅动).( )③That is simply not true.( )simple adj. ①简单的，简易的②简朴的，单纯的simplify vt. 简化simplified Chinese characters ______________4. adapt vt.& vi. ①使适应，使适合②改写，改编adapt sth. for sth. 改编……成为……adapt oneself to (sth./doing sth.) 使某人自己适应于某事adapt to sth. 适应某事他花了一个月才适应新环境。
2024年【教师版】译林牛津版高中英语模块六复习精彩教案
2024年【教师版】译林牛津版高中英语模块六复习精彩教案一、教学内容本节课复习内容基于译林牛津版高中英语模块六。
具体章节为：Unit 1 Laughter is the best medicine, Unit 2 What is happiness to you?, Unit 3 Understanding each other, Unit 4 Helping those in need. 教学内容涵盖：1）语言知识，包括词汇、语法、句型等；2）语言技能，包括听说读写；3）情感态度，学会关爱他人，理解幸福与快乐；4）文化意识，了解不同文化背景下的幸福观。
二、教学目标1. 掌握模块六的核心词汇、短语、语法点，并能熟练运用。
2. 提高学生的听说读写能力，尤其是阅读理解和写作能力。
3. 培养学生关爱他人，理解幸福与快乐的情感态度。
三、教学难点与重点1. 教学难点：词汇的运用、长难句的理解与翻译、情感态度的培养。
2. 教学重点：词汇、语法、句型的掌握，以及阅读和写作能力的提升。
四、教具与学具准备1. 教具：PPT、黑板、粉笔、录音机、磁带。
2. 学具：笔记本、教材、字典、练习册。
五、教学过程1. 导入：通过播放一段关于幸福与快乐的英语视频，引发学生对主题的思考。
2. 语言知识复习：a. 教师带领学生复习模块六的词汇、短语、语法点。
b. 学生进行小组讨论，互相提问，巩固知识点。
3. 语言技能训练：a. 听力训练：播放录音，学生完成相关练习。
b. 口语训练：学生进行小组讨论，谈论自己对幸福的理解。
c. 阅读训练：阅读文章，完成相关习题。
d. 写作训练：根据所学内容，仿写一篇关于幸福的作文。
4. 情感态度培养：通过讨论、分享，引导学生关爱他人，理解幸福与快乐。
5. 文化意识拓展：介绍不同文化背景下的幸福观，提高学生的文化意识。
六、板书设计1. 核心词汇、短语、语法点。
2. 阅读和写作技巧。
3. 情感态度培养：关爱他人，理解幸福与快乐。
牛津高中英语模块六Unit-1-Word-power-Word-power教学说课稿
牛津高中英语模块六Unit 1 Word power Word power教学说课稿——牛津高中英语模块六Unit 1 Word power 对教材板块的理解：牛津高中英语教材前言中关于Word power板块有这样的描述：在英语学习中，你所面临的挑战之一是扩大词汇量，接下来的板块（即Reading之后）Word power 能为你迎接这一挑战提供有效的帮助。
在该板块中，你将学到各种词汇学习技巧。
这一段描述就是Word power板块教学的目的要求。
我所理解的词汇教学要求：1.从词汇学习开始，培养学生英语思维的习惯，不要以“读拼写—读音标—读汉义”这种汉语翻译式的词汇教学模式。
2.Word power的重心在power，学会根据话题扩充词汇是power的作用之一。
3.power的作用还有：找出词汇学习相应的规律和方法，培养学生词汇学习技巧。
切忌停留在“记拼写—记读音—记汉义”的简单识记层面。
教材分析：本单元主题是Laughter is good for your health。
Comedy是Laughter的重要来源，Comedy是drama的形式之一，因此本单元word power中的词汇就是与drama/play script话题相关的词汇扩充。
本单元的word power可以分为三类：1、与表演有关的剧本（含剧本、台词等词汇）2、表演环境（含舞台布置方面的词汇）3、演职人员及其要求教学目标：知识目标：通过本堂课学习，扩充关于performing的词汇相关的词汇。
能力目标：学会用mind-mapping和word tree的方式来记忆词汇，自己学做一个word tree。
情感目标：了解与表演有关的词汇，培养表演的兴趣？联系保卫钓鱼岛进行爱国主义教育。
教学重难点：理解和掌握本单元的新词汇cast ，prop，costume，script，microphone；突破act，cast，curtain，wing，scenery 等词汇在表演的专业术语中的词义理解。