高中译林牛津英语模块十Unit1教案.doc

Four short words sum up what has lifted most successful individuals above the crowd: a little bit more.-author-date高中译林牛津英语模块十Unit1教案Module_ Unit _单元教学设计 课题 AWE M10 U1 主备人 戚 敏 项 目 目 标 要 求话 题Building the future语言知识语音Natural and fluent pronunciation and intonation 词汇Short-term, long-term, rainfall, gravity, headline, politician, statesman, wrestle, dilemma, agency, pregnant, beyond, loaf, permanent, irrigation, framework, enterprise, housewife, problem-solving, conventional, ox, tractor, dam, expense, weaken, squeeze, basement, creativity, catering, adjustment, housing, grandchild, deposit, oilfield, solar, flour, tentative, hopefully, systematicMake the headlines, put pressure on, beyond doubt, at a crossroads, work of art, catch up on, alarm bell, put sth. into practice, on top of, push for, solar energy语法1. Linking words功能1. Describing social issues2. Describing ways of reducing poverty语言技能听Students will be able to listen to a conversation between a student and her grandfather about development说Students will be able to talk about helping poor people and interview a government official读Students will be able to read a essay about food and development aid and a newspaper article about sustainable development.写Students will be able to write an essay about the development of a city or town.情感态度Students know diverse living conditions.Students have deep sympathy for poor people.Students learn how to help poor people and how to get away from poverty.学习策略Summarize what is in listening and reading; put more effort on the difficulties; cooperate with other; expand knowledge in other ways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 M10 U1 课型 Welcome & Wordpower 主备人 戚 敏 Learning objectives: At the end of this period, students will be able to: 1. know more about poor area and poverty itself;2. have a clear idea of the causes of poverty; 3. learn some words and expressions related to different industries;4. think of the possible solutions to the problemFocus of the lesson:1. causes of poverty;2. different industries;Predicted area of difficulties：1. possible solutions to the problem Learning aids:1.PPT;2.blackboard.Learning procedures:PROCEDURECONTENTWarming up1. Daily report: 2.Sharing Ss knowledge:(1) What is the number one problem our world is facing?Presentation of Welcome to the unitPictures about how severe the world poverty is:(1) What problems can be caused by poverty?(2) What are the causes of poverty?(3) What are the possible solutions to poverty?Output of Welcome to the unitMaking a short representation:Presentation of Word power1. Preparation for Word power(1) What does your father/mother do? What kind of jobs are you interested in? Why? Can you put all the occupations into different categories? How many industries have your researched?(2) vocabulary learning(3) Part A(4) Part B(5) Part C(6) Part DOutput of Word power1. map of the British commonwealth of Nationst.Homework 课题 AWE M10U1 课型 Reading（I） 主备人 戚 敏 Learning objectives:At the end of this period, students will be able to1. grasp the main structure of introducing a country;2. know more about the culture, major cities, tourist attractions and other things in Canada; 3. develop their interest in foreign cultures and thus accept the diverse culturesFocus of the lesson: 1. the features of Canada;Predicted area of difficulties：1. introduction of a countryLearning methods:1. PPT2. blackboardLearning procedures:PROCEDURECONTENTMETHODSPURPOSEWarming up1. Daily report A wonderful land2. Brainstorming:When we talk about Canada, what do you think of? What is Canada famous for?Can you name some famous cities in Canada?What are the official languages that are used in Canada?Can you name some famous people from Canada?ActingGroup competitionAsking and answering questionsTo warm up the classTo attract students attention by sharing some picturesReading comprehension1. Introduce the reading strategy: sorting out information 2. Fast readingWhat is the population of Canada?Which Canada cities are mentioned?Why is Canada referred to as a “land of maple trees”?3. Careful reading a. Read paragraph 12 to fill in the table belowb. Read paragraph 37, compare the differences between the cities mentioned and fill in the following table.4. Class assessmentTask-based reading asking questionsGroup competitionGroup discussionGroup work Asking and answeringFilling in the blanksFilling in the blanksTo help students read a brochureTo help students describe the general information of Canada, its major cities and nature attractions.To help students grasp the main idea of the brochureTo evaluate whether students have understood the passageOutputPost-reading tasks: 1. Discussion:If you are to visit Canada, which city or place do you want to visit first? State your reasons.2. Further discussion: If you were offered a chance to go travelling around Africa, which place would you like to visit most and why is that place your favourite? Students will discuss in groups and later ask each group to present before class. Group discussion To help encourage students to talk more about the country. To help students tell some well-known places in Africa.Homework1. Rewrite a passage about Canada. 2. Finish the exercises on Page 106107.Writing and speakingTo consolidate what students have learned in class.课题 AWE M10 U1 课型 Reading（II） 主备人 戚 敏 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. analyze long sentences;4. make up a short passage with these words reasonably and accurately. Focus of the lesson: 1. usage of the key wordsPredicted area of difficulties:1. the usage of the phrase second only to; the vast majority of; consist of2. the meaning of Paris being the largest3. the long sentences of attributive clause Learning aids:1. PPT;2. blackboard.PROCEDURECONTENTMETHODSPURPOSEWarming up1. Daily report.2. Brainstorming:What do you know about Canada?ActingAsking and answering questionsTo warm up the class with the daily reportTo arouse students interestIntroducing the key words1. Second only to Russia, Canada is famous for its fantastic natural scenery. à second only to2. defend3. the vast majority of 4. rank5. dynamic6. ensure7. in addition to8. consist of 9. seek ones fortune10. go well with11. Paris being the largestLooking at the picturesAsking and answering the questionsGroup discussionTo find out the usage of the key words from the examples. To write out the transformation and phrases of the key words.To use the key words properly in relevant exercise.PracticeDoing the relevant exercise:Blank-fillingMultiple choicesDialogueIndividual workGroup competitionTo consolidate.OutputMaking up a short passage with the new words.Group discussionGroup evaluation To improve the abilities to use the new words and train their imagination and creativity.HomeworkReview what has been taught.Writing the short passage and finishing the exercise on books.Individual workTo consolidate.课题 AWE M10 U1 课型 Grammar & Usage 主备人 戚 敏 Learning objectives:At the end of this period, students will be able to 1. learn two types of attributive clauses: restrictive and non-restrictive and differences between the two types;2. know how relative pronouns and adverbs are used in each;3. apply what they have learnt by fulfilling some written tasks.Focus of the lesson: 1. to establish a clear understanding of the clause and fulfill some exercisesPredicted area of difficulties:1. to identify the clause in a sentence;2. to apply the clause in different situations.Learning aids:1. PPT2. blackboardPROCEDURECONTENTMETHODSPURPOSEWarming up1. Daily report2. Picture-talkingActingAsking and answering questionTo use the daily report to warm up the class To arouse students interestPresentation1. Review the attributive clause 2. Generally review the functions of relative pronouns and adverbs used in the attributive clause.3. Get students to compare the restrictive and non-restrictive attributive clauses. Looking at the pictures and talking about their future plansDiscussionGroup discussionGroup competitionGroup discussionGroup discussionGroup competitionTo find out the forms of the future continuous tenseTo summarize the grammatical meaning of future continuous tenseTo find out the forms of the future in the pastTo summarize the grammatical meaning of future in the pastPracticeComparison exercisesConsolidation exercisesGroup competitionIndividual workTo apply restrictive and non-restrictive properlyOutputMaking a detailed description about Canada using attributive clauses.Group discussionGroup evaluationTo improve students abilities to employ t restrictive and non-restrictive clauses and arouse students curiosity about other culturesHomeworkConsolidation exercisesIndividual workTo review what we have learnt today.课题 AWE M10 U1 课型 Task 主备人 戚 敏 Learning objectives:At the end of this lesson, students will be able to:1. be aware of both some detailed information and some hidden information that is not clearly stated by inferring or guessing;2. form the habit of taking notes while listening and inferring from the note what they have heard;3. use different expressions to ask for repetition of information, especially of important information;4. have a clearer understanding of what should be paid attention to when writing a travel plan and write one.Focus of the lesson: 1. inferring information when listening;2. asking for more information and notes-taking while listeningPredicted learning difficulties:1. writing a travel plan for a trip to New YorkLearning aids: 1. ppt. 2. tape and tape recorderLearning procedures:ProcedureContent Methods Purpose Warming up1. Daily report and commentsPersonal presentationTo share personal travel experiencespresentationRelate a story and get the students to answer:1. Is the writer fond of study?2. How long did the writer actually study yesterday?3. Did his mother think he could pass the exam?4. How do you know the answers above Asking and answeringTo Summary: When you are listening to a speech or a conversation, sometimes you have to infer or guess some of the information that is not clearly stated; or sometimes you have to pay special attention to the detailed information though its mentioned directly. In this case, you have to take notes and see what you can learn from the speech or conversation.Listening to a conversation for informationGet the students to answer: If you are to visit New York, what places would you like to go to? Can you name some of its interesting places? Show the pictures of Kennedy International Airport, the island of Manhattan, the Statue of Liberty, the UN Headquarters, the Bronx Zoo, the Empire State Building and the Metropolitan Museum of Art. listening Group discussionTo arouse students interestAsk the students to read the instructions. Have a look at Part A and explain to them what is an itinerary. Reading To learn about requirements1. Listen to the tape twice and fill in the blanks.2. Get the students to read the instructions in Part B and go on to complete the note sheet.Listening and readingTo grasp information about the conversation and complete the blanks Asking a travel agent for more information1. Tell the students something about yourself. Then suddenly stop and ask: Sorry, what did I say just now? Get the students to retell your words, using indirect speech.2. When a speaker speaks very fast, and you need to make sure that you have got the correct details, what would you do? Sometimes, it is important for us to ask for repetition or repeat the information yourselves whenever necessary. Now, please present as many ways of asking for a repetition as possible. Remember that you should be polite when asking for repetition. 3. Read the instructions and role-play the conversation. Make sure that the student should ask for repetition where there is an asterisk.Asking and answeringReading To help students make agenda on their own, developing their creativity and deepening their understanding of cultual differencesWriting a travel plan for a trip to New York1. Ask the students to read the title for Skills building 3 and answer: What should be listed in a travel plan? 2. Get the students to draw up a travel plan for the orchestras trip to New York using the information gathered in Steps 1 and 2. 3. Get the students to write a composition within 150 words according to the instructions.Asking and aswering Writing To present a travel plan in the written formHomeworkFinish the composition.Writing To check how well students have learnt课题 AWE M10 U1 课型 Project 主备人 戚 敏 Learning objectives:At the end of this period, students will be able to:1. list the reasons why the writer says Australia is a sporting nation;2. know how this article is organized;3. realize how to make your article more persuasive;4. display one distinctive aspect of the Chinese culture, organize their projects and present their projects to the class.Focus of the lesson: 1. popular sports in Australia2. why these sports are so popularPredicted learning difficulties:1. making a presentation about Chinese cultureLearning aids:1. multi-media courseware(PPT)2. blackboardLearning procedures:PROCEDURECONTENTMETHODSPURPOSEWarming upDaily reportOral talkTo activate students To arouse the interestLeading inFree talkWhat do you suppose people think about when France, Britain, India or Australia is mentioned?Investigate: Do you think sport is an important cultural aspect of Australia? Why or why not?Interactive talking and discussionTo prepare vocabulary and background information for th