牛津译林版英语高一上册Module 1《Unit 1 School life》word教案.docx

1、牛津译林版英语高一上册Module 1Unit 1 School lifeword教案 单元教学目标The First Period ReadingThe Second Period Function and writingThe Third Period Listening and speakingThe Forth Period Language studyThe Fifth Period Integrating skillsThe Sixth Period Writing2019-2020年牛津译林版英语高一上册Module 1Unit 1 School lifeword教案I. 单元教

2、学目标技能目标Skill GoalsIdentify the differences between school life in the UK and in ChinaDiscuss the daily school life Understand vocabulary about school facilities Write a notice about school activitiesDesign a poster for a new school clubRecognize attributive clausesII. 目标语言功能句式Describing school lifeG

3、oing to a British high school for one year was a very enjoyable and exciting experience for me. We had to move to different classrooms for different classes. We also had different students in some classes, so it was difficult to remember all the faces and names. Describing school activities Next mon

4、th we will have our school open day. We have invited David to be one of our guest speakers. He will make a speech about his experiences in China. Comparing school life in Britain and in China I found the homework was not as heavy as what I used to get in my old school, but it was a bit challenging f

5、or me at first because all the homework was in English.词汇1. 四会词汇attend, earn, respect, achieve, grade, literature, average, challenging, lunchtime, e-mail, extra, cooking, prepare, drop, Spanish, German, woodwork, miss, dessert, field, experience, article, penfriend, introduce, immediately, former,

6、recently, culture, develop, photograph, donate, gift, display, kindness, guest, speech, flat, bookcase, attention, please, title, dynasty, cover, recent, professor, regret, inform, run, host, approve, broadcast, preparation, close, outing, continue,poet, generation, poem, select, require, scary, nat

7、ure2. 认读词汇assembly 3. 短语for free, pay attention to语法Introduction to attributive clauses Relative pronouns: that, which, who, whom, and whose重点句子1. I sat next to a girl whose name was Diane. P22. David was one of the most helpful studentsthat we ever had. P93. In 1998, he went to Oxford University wh

8、ere he got interested in Chinese culture. P94. Some of the cities in China which he likes most are Beijing, Shanghai, Harbin and Nanjing. P9 5. Most of the students that he taught have become his friends. P96. Some of the books were gifts that he got from his Chinese friends and students. P97. The p

9、aintings that David donated to the school are being displayed in the assembly hall. P98. During exam time we have a special programme that tells students the things they should or shouldnt do for preparation. P18. 教材分析与教材重组1. 教材分析 本单元以School life为话题，旨在通过单元教学使学生了解英国校园生活的一些基本情况及中英两国校园生活的不同之处；学习并能运用表示校

10、园设施的一些基本词汇；学习定语从句的基本概念及关系代词的用法；能就校园活动的话题展开讨论；能就校园活动情况向班任老师做出报告；学习通知的写法；学会设计以介绍学校俱乐部为主题的海报等。 1.1 Welcome to the unit 部分利用四幅图片，分别从（校园风貌、生活设施、课堂教学、师生关系）四个不同的侧面介绍了英国校园生活的有关情况。该部分还设计了三个讨论话题，引导学生对中英两国校园生活进行比较，并就相关话题发表自己的看法。 1.2 Reading部分的短文节选自一份校园杂志。文章由一位交换留学生所写。作者通过自己的亲身经历简要地介绍了英国学校生活的一些情况。文章前后分别设计了五个部分的

11、练习：前两个练习（A、B）要求学生运用本单元介绍的两种基本阅读方法（skimming and scanning）阅读文章，把握文章主旨大意，了解文中明显的细节内容；练习C1通过问题的形式考查学生对文中具体信息的把握程度；C2通过判断正误练习加深学生对阅读材料的理解；D部分为词汇练习，要求学生首先联系上下文猜测所给词汇的含义；然后通过配对练习帮助学生掌握新词的含义和用法；E部分要求学生通过运用所给词汇填空的方式完成一封英国学生写给Wei Hua的信件，以进一步加深学生对阅读内容的理解；练习F设计了两个话题，引导学生对校园生活有关话题展开讨论，以获得对文章深层次的理解。 1.3 Word powe

12、r部分以Wei Hua找食堂、回宿舍取课本、去健身房、找路等一系列活动为主线，设计了四个练习，学习有关表示学校设施的词汇并进行运用性训练。 Parts A 和B通过图示、阅读及写作的方式帮助学生熟悉相关词汇，复习问路、指路的相关表达；Part C通过一则CMHS的布告，对前两个练习中所学的词汇进行训练；Part D通过配对练习进一步拓展学生词汇。 1.4 Grammar and usage部分学习定语从句这一语法项目，课本重点对关系代词的用法作了讲解，并通过语篇阅读训练的方式帮助学生掌握该内容。 1.5 Task由一系列技能训练项目（和步骤）组成。该部分要求学生通过完成Reporting sc

13、hool activities这一任务，学会讨论校园活动这一话题并能以校园活动为主题写一则布告。任务要求分三步完成，课本在每一个步骤前都设计了一个技能训练项目。分别是：第一步，通过听取一个校长关于校园活动项目介绍的录音，完成一项校园活动时间表，技能训练项目是了解项目内容；第二步，向班任老师报告有关情况，技能训练项目是对所供信息进行比较筛选；第三步，写一则布告知会同学们有关校园活动的情况，技能训练项目是学习布告写作的方法。 1.6 Project部分提供了两篇有关学校俱乐部的阅读文章，指导并鼓励学生课后组建学校俱乐部，并能为此设计一份海报进行宣传。1.7 Self-assessment部分引导学

14、生对本单元所学内容进行总结回顾，对本单元的学习情况做出分析评价，并能制订相应行动计划，有针对性地对学习过程中存在的问题做出改进或调整策略。2. 教材重组 2.1将课本Welcome to the unit部分设计为一节 “口语课（I）”。 2.2 将课本Reading部分及Parts A-D设计为一节 “阅读课”。 2.3将课本Reading中Parts E和F部分以及练习册Language practice中Parts A1和A2部分整合为一节“口语课（II）”。 2.4将课本Word power部分设计为一节“词汇学习课”。 2.5将课本Grammar and usage中Introduc

15、tion to attributive clauses部分以及练习册Language practice中Part C1整合为一节“语言知识课（I）”。 2.6将课本Grammar and usage中Relative pronouns部分设计为一节“语言知识课（II）”。 2.7将课本Task中Skills building 1和Step 1以及练习册Listening部分整合为一节“听力课”。 2.8将课本Task中Skills building 2和Step 2设计为一节“口语课(III)” 2.9将课本Task中Skills building 3和Step 3以及练习册Writing部分

16、设计为一节“写作课”。 2.10将练习册Reading部分设计为一节“泛读课”。 2.11将课本Project部分以及练习册Language practice中Part B整合为一节“综合技能课”。 2.12将练习册Language practice中Part D及课本Self-assessment部分整合为一节“综合评价课”。3课型设计与课时分配 1st Period Speaking (I) 2nd Period Reading 3rd Period Speaking (II) 4th Period Vocabulary building 5th Period Language study (I)