第一篇：牛津高中英語教學設計模塊4

牛津高中英語教學設計

教

材：牛津高中英語(模塊四)高一下學期 文檔內容：教學設計—教案 單

元：Unit 1 Advertising 板

塊：Project 1 作

者：唐敏芳

課堂設計指導思想：

本堂課的宗旨是引導學生在“做中學”，通過讓學生完成一份圍繞本單元主題的傳單來學習和使用英語。引導學生主動學習，幫助他們形成以能力發展為目的學習方式，鼓勵學生通過體驗、實踐、討論、合作和探究的方式發展自己的語言綜合能力。

Teaching aims: 1.Get to learn and use English by doing a project.2.Try to fully understand the two reading materials and master the language items.3.Learn to get enough information about ad campaigns from the reading materials.Teaching procedures: Step 1 Lead-in

Show students two groups of pictures and draw their attention to the importance of ads.【設計說明】通過兩組圖片將學生的思緒帶回本單元主題，重新引發他們對廣告的注意力，以舊帶新，自然導入本課。

Step 2

Listen and understand Have students listen to the recording of the handout and answer the three questions to get a general idea of this reading material.【設計說明】幫助學生通過聽錄音和回答問題初步理解閱讀材料，并獲取有關廣告宣傳單的基本信息。

Step 3

Reading for detailed information Ask students to read the material again carefully to get detailed information about developing an ad campaign.【設計說明】引導學生通過詳讀閱讀材料，更好地理解文章并了解策劃廣告宣傳活動的主要環節。

Step 4

Main idea of each paragraph Ask students to work in pairs to focus on each paragraph of the handout and then report the main idea of each paragraph to the class.【設計說明】啟發學生注意文章的段落結構，復習說明文的閱讀策略，為策劃宣傳單做準備，同時培養學生的合作學習能力。

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Step 5 Read and understand

Ask students to read the sample ad campaign and answer three questions in order to get a general idea.【設計說明】幫助學生在第一個閱讀材料的基礎上，通過閱讀廣告宣傳單的例文，進一步了解廣告宣傳單的基本格式，為學生設計并呈現自己的廣告宣傳單提供了可依照的范例。

Step 6 Language focuses

Ask students to list the useful words and expressions from the two reading materilas in notebook and make preparations for writing an handout.【設計說明】幫助學生掌握兩份閱讀材料中的主要的詞匯和習慣用法，為完成廣告宣傳單做準備。

Step 7

Homework Ask students to finish Part B1 and B2 on P91 to be more familiar with the meaning and the usage of the words and phrases learnt in this section.【設計說明】通過作業鞏固本堂課的學習成果，為完成下一部分任務所鋪墊。

教

材：牛津高中英語(模塊四)高一下學期 文檔內容：教學設計—教案 單

元：Unit 1 Advertising 板

塊：Project 2 作

者：唐敏芳

課堂設計指導思想：

這一板塊的設計旨在改變我們固有的教學理念、教學方式，改變以教師為中心、單純傳授書本知識的教學模式。幫助學生形成適合自己學習特點的學習策略。引導學生主動學習，幫助他們形成以能力發展為目的學習方式，鼓勵學生通過體驗、實踐、討論、合作和探究的方式。

Teaching aims:

1.Get to know how to cooperate and do the project with classmates.2.Practise the four skills, and especially the writing and speaking skills in the course of doing the

project.3.Try to apply the skills learnt in this section to finish the handout.Teaching procedures:

Step 1 Lead-in

Show students some samples of attractive handouts.2 / 3

【設計說明】通過頗有吸引力的宣傳單圖片，激發學生興趣，自然進入本課主題。

Step 2

Planning

Organize students into groups to discuss the first two questions and choose one welfare problem for their ad campaign.【設計說明】通過組織學生討論第一第二兩個問題，讓學生明確自己的主題，同時在體驗、討論、合作和探究中拓展能力。

Step 3 Preparing Ask students to discuss the remaining six questions to have a clear mind about the important parts of developing an ad campaign and decide which group member will be responsible for each task.【設計說明】指導學生明確分工，鼓勵學生在“做中學”。

Step 4 Producing

Allow students several days to work individually and put what they have written together and finish the handout.Then proofread their handouts and correct mistakes if necessary.【設計說明】指導學生在完成個人分工后，共同完成本組的宣傳單。讓學生在合作中提升綜合運用能力，體驗成功喜悅。

Step 5 Presenting Ask each group to present their handouts to the class.They have to explain why they choose the topic, etc.【設計說明】安排完整的時間讓每組代表展示他們的合作成果，鼓勵學生用流暢，得體的英語進行陳述。

Step 6 Homework Ask students to read the reading materials and get themselves familiar with it.Then post handouts on the wall of the classroom after class.【設計說明】要求學生鞏固本板塊的學習成果，享受合作學習的成功喜悅。

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第二篇：牛津高中英語教學設計

牛津高中英語教學設計

教 材：牛津高中英語(模塊四)高一下學期

文檔內容：教學設計—教案

單 元：unit 1 advertising 板 塊：reading 1 作 者：唐敏芳

課堂設計指導思想：

本堂課是以聽、說、讀為主的閱讀課。閱讀課旨在培養學生根據不同的閱讀目的使用不同的閱讀策略的能力，從文章中獲取和處理主要信息的能力，理解文章主旨和作者意圖的能力以及通過上下文進行整體理解語篇的能力。本篇閱讀材料是一位中學生根據研究性活動寫成的一篇說明文。學生應在閱讀本文的基礎上掌握說明文的閱讀策略，了解說明文由三大部分組成。即：導入主題，支撐主題的細節材料和結論。同時，學生可以在第一課時學習的基礎上學習廣告的基本知識。teaching aims: 1.to get a general idea of the whole text.2.to train gist-reading skill and learn the main point of each paragraph of the text.3.to be familiar with the detailed information about the text.4.to master the reading strategy for expository writing.teaching procedures: step 1 lead-in the students are encouraged to have a brainstorming about advertisements in order to review what they have learned before the class and get more knowledge related to advertisements.【設計說明】讓學生對廣告一詞進行頭腦風暴，可引導學生在復習第一時的教學內容的基礎上，激活學生腦中有關廣告的圖式，拓展與廣告相關的知識，并自然流暢地導入本課主題。step 2 before-reading 【設計說明】通過簡單的練習設置檢測學生對新學詞匯的理解, 為下一步的閱讀理解鋪設道路。

step 3 fast-reading ask students to listen to the recording of the reading text and skim the text to get the general idea.【設計說明】通過聽課本錄音和快速閱讀，了解學生對文本表層的理解情況，引導學生逐步提高閱讀速度，從而提高閱讀理解水平。step 4 detailed-reading let students read the text carefully and work out the main idea of each paragraph.【設計說明】這一環節可訓練如何學生處理信息，有助于培養學生語篇和段落的分析能力的，有利于引導學生主動學習，幫助他們形成以能力發展為目標的學習方式。step 5 further reading the true or false statements are designed to check students’ further understanding of the whole text.【設計說明】通過從整體到局部，再從局部到整體的策略來培養學生對文本的整體理解能力。step 6 post-reading(consolidation activity one)【設計說明】這是初步的學生表達拓展活動，旨在培養學生分解和整合信息的技能和靈活運用語言的能力。

step 7 post-reading(consolidation activity two)ask students to retell the whole text with the help of the key words on the ppt.【設計說明】要求學生復述課文內容，是在有效輸入語言的基礎上進行的輸出活動，對學生的表達提出了更高要求。這樣不僅能增強學生的語言實踐量，也有助于培養學生運用英語思維的習慣，提高語言綜合運用能力。step 8 about the reading strategy draw the students’ attention to the reading strategy about expository writing.【設計說明】閱讀策略的學習是訓練學生閱讀能力的有效措施，讓學生了解說明文的基本結構，能在閱讀訓練中達到事半功倍的效果，并為他們今后的學習打下良好的基礎。step 9 homework ask students to finish reading the article on page 95, to list the difficult language points on their notebooks, and retell the reading text.【設計說明】通過家庭作業鞏固并拓展所學內容。要求學生列出語言難點，鼓勵學生利用網絡了解更多有關廣告的知識，有利于培養他們的自主學習能力。篇二：牛津高中英語教學設計

牛津高中英語教學設計

教材： 牛津高中英語（模塊九）高三上學期 文檔內容： 教學設計——教案

單元： unit 4 behind beliefs 板塊：reading(language points)作者： 莊如英

thoughts on the design: 課文教學，除了對文章內容的閱讀理解之外，分段講解課文語言知識點,也是相當重要的。由于短語句子必須在一定語段的情景中才能更好地顯示出它的語言交際能力，分析一些復雜句子的結構時，更是只有把句型教學與課文教學有機地結合起來，才能真正把句型學到手，并能在真實的交際中靈活運用。因此在語言點的教學過程中，我主張以段為單位，先逐段通讀，整體上把握內容含義，再逐個分析重要語言點，其中講解操練相輔相成，學生和老師都要動起來。最后再進行一系列由簡到難的強化訓練，當然都是要在一定語境基礎上的，當場鞏固當場掌握，從被動接受到主動運用。teaching aims: after learning the language points in this text, the students will be able to get familiar with the meanings of some words and expressions.also, the students will be able to use them correctly.students are expected to go over some important sentence structures and their ability of translating or paraphrasing will also be improved.teaching procedures: ［explanation］

一直感覺課文語言點的講評課形式比較刻板，學生們基本上都是以聽、記或者機械的回答問題為主，課堂氣氛也比較沉悶。因此設計這個競賽作為整節課的開始，既起到了復習上一節課所學內容的作用，又能有效的讓學生參與進來，充分調動學生的積極性，課堂氣氛也頓時活躍，為下一步學習作了良性準備。step 2 language points paragraph 1 1.read the paragraph together.2.line 1-2 an idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.*translate the sentence..key:習語是詞組或者一種表達方式，其意義無法從孤立的單詞中獲得。*separate here is used as an adjective with the meaning ‘each or individual(word in the group of words or the expression)’ or ‘ not together’.e.g.這對雙胞胎共享一個房間，但是他們各自睡一張床。

the twins share one room, but they sleep in separate beds.e.g.要將兩頭正在爭斗的公牛分開是非常困難的。

it is extremely hard to separate two fighting oxen(播放幻燈片5)3.in other words換句話說 類似于 “that is(to say)?.”

其他和word有關的短語及固定用法： in a word 簡言之，總之

have a word with sb與某人談一下 have words with sb與某人吵架 keep one’s word守信，信守承諾 word came that ?有消息稱。。(播放幻燈片7)課堂操練： your performance in the driving test didn’t reach the required standard-______，you failed．

a．in the end b．after all c．in other wordsd．at the same time key: c(播放幻燈片8)4.a number of 許多（用于修飾可數名詞）the number of。。的數目

課堂操練：

the number of the stamps _____ limited, so a number of people _____ to have a look at them.a．are;want key: c(播放幻燈片9)paragraph 2 1.read the paragraph.2.line 8-9 : the bible was first written in hebrew and then translated into greek, both of which use many idioms.translate the first sentence..key: 《圣經》最初是用希伯來文寫成的，后來被譯為希臘語，這兩種語言都是用很多習語。

*代詞+of which/whom引導定語從句的用法: most, both, all, neither, either, none等代詞+of whom（指人）/which（指物）可以引導定語從句。如： she has two daughters, neither of whom lives at home.he has five dictionaries, all of which are practical.(播放幻燈片10)*代詞+of whom（指人）/which（指物）引導定語從句也可轉換成of whom（指人）/which（指物）+代詞

b．is;wants c．is;want d．are;wants 引導定語從句。如：i have many story books, of which all are interesting.【考例】last week, only two people came to look at the house, ________ wanted to buy it.a.none of them b.both of them c.none of whom d.neither of whom（2007 安徽）key: d 簡析：d。定語從句與先行詞可連成neither of the only two people came to look at the house，因此應填neither of whom引導定語從句。(播放幻燈片11)3.the connection to? 也可以用介詞with 與。。的聯系 4.before long 不久以后，很快 long before很久以前

5.be used to do 被用來做某事used to do 過去常常做某事be used to doing習慣于做某事

(播放幻燈片12)課堂操練：

as a young man, tom used to in the town, ________to find a job for a few coins.a.knocking about;waited b.knocked down;waiting c.knock about;waiting d.knocked down;waited(播放幻燈片13)paragraph 3 1.read the paragraph.2.line 14-16 biblical idioms originally had straightforward and clear meanings because they were often meant to underline the moral of a story and to give audiences an image to help them understand the story better.translate the first sentence..key: 圣經習語原本都有著直白、清晰的意義，因為它們通常意在強調某一故事的寓意，給聽眾或讀者一個意象以幫助他們更好的理解故事。

3.a hidden weakness 隱藏的弱點，不為人知的弱點 hidden過去分詞作定語(播放幻燈片14)paragraph 4 1.read the paragraph 2.line24-25 this is used when people want to say that they know something but not who gave them the information.*paraphrase this sentence.key: when people want to express the meaning that they know some information but they don’t know who tell them the information they will use this idiom.and that which hath wings shall tell the matter’.translate the first sentence..keys: 這個習語來自《圣經》上的一段話，原文是這樣的：“因為空中的鳥必傳揚這聲音，有翅膀的也必述說這事”。

*句中hath是古英語，相當于現代英語的has(播放幻燈片15)5.lead a life of luxury 過著奢華的生活 lead a ?life / lead a life of ? 過著。。的生活 6.mend one’s way 培養好習慣，改進生活方式

eg.there’s no sign of him mending his ways.看不出他有改進生活方式的跡象。(播放幻燈片16)7.in honor of? 為了紀念，為了歡迎，為了慶祝

課堂操練：

christmas is a christian holy day usually celebrated on december 25th ____ the birth of jesus christ.a.in accordance with b.in terms of c.in favor of d.in honor of(播放幻燈片17)paragraph 5 1.read the paragraph 2.things related to food與食物有關的東西 be related to sb/sth 與某人或某事物有關

eg：wealth is seldom related with happiness.財富鮮與幸福相關。(播放幻燈片18)3.line 33-35 for instance, children are often referred to as the ‘apple of their parents’ eye’, meaning that their parents love them very much and are very proud of them.*translate the first sentence..keys:例如，孩子們常常被說成是“apple of their parents’ eye”,意思是他們的父母非常愛他們，以他們為榮。* for instance 例如，同 for example * refer to ? as ? 將。。看作。。* be proud of?以。。為榮，以。。為驕傲同 take pride in?(播放幻燈片19)4.be worth nothing 一文不值 be worth sth/ doing/$值。。；值得做某事；值。。錢

課堂操練：

she is not worth.a.to get angryb.getting angry c.getting angry with d.to get angry with(播放幻燈片20)paragraph 5 1.read the paragraph 2.line 50-52 when you have a thorough understanding of english idioms and their origins, you can better understand and appreciate the history and cultures of english-speaking countries because idioms are carriers of history and culture.*translate the first sentence..keys: 透徹了解英語習語及其起源，你可以更好地理解和欣賞英語國家的歷史和文化，因為習語 是歷史和文化的載體。

* a thorough understanding透徹的理解(播放幻燈片21)［explanation］

以段為單位，先逐段通讀，整體上把握內容含義，再逐個分析重要語言點，其中講解與操練相輔相成，注重的并非是字詞短語的死記硬背，而是在具體語境中的實際運用。包括一些復雜句型的翻譯分析，不光從語法的角度分析，也要從整個段落的意思分析。讓學生明白學語言的最終目的是為了交際。step 3 practice 1.fill in the blanks with the phrases in the box below.change the form where necessary.by and by mend one’s ways in other wordsin honour of for instance refer to take care of for a long time quite a few throw away 3.the stadium was named _________ the club’s first chairman.4.old english was in many ways similar to modern german._____________, the nouns, adjectives, and verbs were highly inflected.5.the hospital now ________ patients by name, not case number.6.i have been waiting for her _________, but she hasn’t turned up yet.7.now even ________ scientists continue to doubt whether cloning is beneficial to human beings.8.britain must now _________ this opportunity by electing a labour government.9.while he is away, his neighbour would like to _________ his house and pets.10.he didn’t do well in the college entrance examination.____________, he may not go to any key university.1.mend his way 2.by and by 3.in honour of 4.for instance 5.refers to 6.for a long time7.quite a few8.throw away9.take care of10.in other words(播放幻燈片22-23)1.we chinese lifestyle is ___________________(完全不同于)british people’s lifestyle.2.since he came out of prison, he ____________________(改過自新，迷途知返)，later he has turned into a worthy man.3._____________________(除非天氣有好轉)，we will have to cancel the game.5.___________________(自從戰爭結束以來)，over five thousand prisoners have been released.6._______________(一旦發現偷竊行為)，you must report it to the police immediately.8.the discovery is _______________(被認為是)a major breakthrough in the field of medical science.3.unless the weather improves4.is meant to 5.since the end of the war 6.once you find any thefts 7.worth keeping watch over8.referred to as(播放幻燈片24-25)［explanation］

當場所學的內容當場進行鞏固檢查，兩個練習的難度逐漸遞增，從簡單的填空到根據中文翻譯，有本節課學校的語言點，也有以前所學的基礎內容。

第三篇：牛津高中英語教學設計

牛津高中英語教學設計

單

元：Unit 2 Getting a job 板

塊：Welcome to the unit

Thoughts on the design: 本單元話題主要圍繞找工作展開。Welcome to the unit在整個一單元中起到了對單元總話題的導入作用。以課本上4張圖片為基礎，筆者將教授內容劃分了三個板塊。何處找尋工作信息，為找給工作該做哪些準備（材料上的準備和經驗上的積累），面對嚴峻的就業形勢該如何應對找不到工作的局面。課堂活動形式主要以小組自由討論，發表意見為主。

Teaching aims:

After learning welcome to the unit, the students will be able to: 1.Know where to search job opportunities.2.What to prepare to get a job.3.How to face the difficulties of failing to find a job temporarily.Teaching procedures:

Step 1 where to find job opportunities(PPT4)1 Encourage students to think of where to find job opportunities.2 Encourage students to compare the different ways of find job opportunities.[Explanation] 根據自身的生活經驗，高三的學生一般都能列舉出若干工作信息來源。為培養學生的深沉思考能力，筆者又設計了

第四篇：牛津高中英語教學設計1

牛津高中英語教學設計

教材：牛津高中英語(模塊三)高一下學期

文檔內容：教學設計—教案

單元：Unit 2 Language

板塊：Project（第一課時）

作者：孫小朵

教案背景：新課改背景下，素質教育的真諦：創新與合作,著重于孩子能力的培養，鼓勵在創新中成長。本課時的設計為Project的第一課時，主要是側重于文本的處理，同時也把文章的重點短語一并完成，學生在課前做好充分的預習準備。對于Project的文本，我們在實際操作中達成了這樣的認識：文本是用以閱讀的，但是不同于Reading的閱讀，Project的文本閱讀不是單單以獲取信息、了解文本為目的的，它的存在是以閱讀為基礎，為下一課時的圖冊文本設計提供信息與藍本，本文主要是講述了中國漢字的發展歷程：漢字的出現.象形字.會意字.形聲字.以及簡化字。

Teaching aims:

1.Let the students know the development of Chinese characters.2.Let students know the formation of Chinese characters.3.Learn to explain the process ofthe Chinese character

Teaching procedures:

Step 1Lead-in

Ask students a question “Can you recognise these Chinese characters?”and Show the students some pictures about developing process of the Chinese characters and introduce the topic “The development of Chinese characters”.【設計說明】作為文本閱讀的導入，首先要找一些關于課文的圖片來挑動學生的學習興趣，激發學生的學習熱情，自然而然地引至主題。

Step 2Skimming

Skim the text and think about how many parts we can divide the whole text into,then match the main idea with each part:

A The origin of Chinese characters.B Simplified Chinese characters.C.Brief introduction of Chinese characters.D.Form and development of Chinese characters.para.1 CPara.2APara.3-4 DPara.5 B

【設計說明】通過快速閱讀掌握文本的結構劃分，對于文本實現整體性的粗線條把握,在文本劃分基礎上概括每部分的總體大意。

Step 3 Reread the text and answer the following questions

Part１

What makes the Chinese language differ from many Western languages?

The Chinese language differs from many Western languages in that it uses characters which stand for ideas, objects or deeds instead of an alphabet.And Chinese words are formed by combining different characters.Part 2

Who is said to have invented Chinese writing?

Cang Jie.Give a short introduction of Cang Jie.倉頡也稱蒼頡，是傳說為黃帝的史官，漢字的創造者。傳說中倉頡生有“雙瞳四目”。目有重瞳者，中國史書上記載只有三個人，虞舜、倉頡、項羽。虞舜是禪讓的圣人，孝順的圣人，而倉頡是文圣人，項羽則是武圣人。

Part 3

How are Chinese characters formed?

1.drawings of physical objects－pictographs(象形)

(More pictographs are given for students to match with their simplified characters.)

2.combine two or more elements together to express ideas or directions and numbers(會意)The teacher explains some characters.examples: 莫(上下都是草，中間是個太陽，意思是太陽已落入草叢之中，天色已暮)眾(三個人)、友（二手相疊，友善相助義）、比（兩人緊挨著）、More characters are given to the students.They are encouraged to use their imagination to explain them.囚——(人困于門中)，友（二手相疊，友善相助義）、玨（兩串玉）、朋（兩串貝）、焱(三個“火”)；戔（兩戈交接，攻伐義）、絲（兩捆絲）、品(三個口)

3.combine meaning and pronunciation－pictophonetic characters(形聲)

The teacher gives examples: 蛛、錢、材、消、熔

Ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters.Part 4

When did Chinese writing begin ?

Thousands of years ago

How was Chinese writing invented ?

Cang Jie saw the tracks of animals in the snow and he got the idea that he could use different shapes to stand for different objects.【設計說明】在掌握文本結構，主體大意的基礎上，進行文本的精細閱讀，目的是在理解文本細節的基礎上，為Project的圖冊設計進行素材的收集，寫作結構的梳理。

Step 5Phrases and sentences

1.與??不同 differ from2.代表 stand for 3.在許多情況下in many cases

4.組成make up5.根據 according to 6.隨著時間的過去 over time

7.總體來說 as a whole8.（使）變成 turn into9.在20世紀50年代in the 1950s

【設計說明】在熟悉課本的基礎上，能快速的在課文中找到重要的短語和句子。Step6.Language points:

Let each group to choose their favourite fruit(banana pear grapestrawberry apple)and thendiscuss the phrases with their parters.1.differfrom（有區別，與---不同）

differ in(在----方面不同）be different from

difference--tell the difference between

(1)他的房子和我的不同。（譯）His house differs from mine.介詞填空)

2.in many cases

in case(that);in case of;in no case;in any case;in this/that case

3..Not all characters were developedfrom drawing of objects 并非所有的，表示部分否定 提示：句中all,every,both,many表示“都，每一個，許多”時，無論放在主語部分還是謂語部分，都表示部分否定。相應的完全否定形式是： none,nothing,nobody, no one,neither

4.It is easy to distinguish(distinguish)their meanings by looking at them.(1)學好英語是可能的。It is possible to learn English well.(2)他似乎已經知道問題的答案。It seems that he has known the answer to the question.5.turn into

Practice:

1)當氣溫低于零度，水就變成冰。

2)Heat turns ice into/to steam.【拓展】有關turn的短語：

in turnby turnsturn backturn down

turn inturn intoturn offturn on

turn outturn overturn toturn up

【設計說明】通過做游戲的方法讓學生選擇自己要討論的題目并同時完成Step 6Homework

Find more information on the Internet about the development of Chinese characters.教學反思：通過網絡閱讀，提高學生搜尋、定位、整合信息的能力，為下一課時的圖冊制作實現素材的積累。

第五篇：牛津高中英語教學設計與反思

牛津高中英語教學設計與反思 單元：Unit1 School life

板塊：Reading

靖江市第一高級中學 聞震宇

一·教學設計指導思想：

第一模塊第一單元的主題為“School Life”, 整個單元內容的設計圍繞高中生活這一主題展開，本節課的教學內容為“Reading School life in the UK”課文理解。在這一部分，學生將學會skimming &scanning閱讀策略，并對英國學生的在校生活有所了解。

Teaching aims: 1.to read a magazine article about school life in the UK;2.to learn to apply two basic reading skills: skimming and scanning;3.to learn some expressions about school life;4.to get some information about what school life in the UK is really like.Teaching procedures: Step1 Lead-in Play the song of ‘High School Life’ and show students’ photos.Can you guess the name of the song? What can you think of when we talk about school life? Now we are going to read a magazine article which is written by Wei Hua, an exchange student.She has been studying in the UK for one year.She will give us a brief introduction of her school life there.Let’s first preview the words that will be used in the article, the definition of the word is given, please match the meaning with the word.Step2 reading Before we read the article, we are going to learn the reading strategies: skimming and scanning.1.Reading strategy－scanning We scan the text when we want to find certain information in a text quickly.Apply scanning to finish PartC1.C2.2.Reading strategy－Skimming We skim a text when we want to get a general idea of what it is about.Apply skimming to find the key sentences of the paragraph.Find out the main idea of each paragraph and answer questions concerning the content of each paragraph.Part1: School hours: 1.Was she happy with the school hours? ______________ 2.School in Britain _______ around 9 am and __________ about 3:30 pm, while schools in China begins before 8a.m.We believe that ___________早起的鳥兒有蟲吃。

Part2: Attending assembly: 1.Who was the girl sitting next to her on the first day?_____ 2.The headmaster told them about ______ during assembly.3.The best way to earn respect from the school was to _________and ___________.Because____________________(知識就是力量）

Part3: Teachers and classmates: 1.Who was her favorite teacher?_______.2.Was it easy for her to remember all the Ss’ faces and names? Why ? ________.Part4 / 5 / 6: Homework and subjects: 1.The homework was not heavy, but why was it a bit challenging for her? _________.2.Why did her English improve a lot? _________.3.Did she enjoy cooking? How do you know? ________.4.Do Ss have to learn all the subjects even if they don’t like them? ________.Discussion: Do you think we should learn more foreign languages? If you have a chance, would you like to learn a foreign language?

Part 7: British food and her activities: 1.Why did she miss Chinese food a lot at lunchtime?_____.2.She usually played on the school field.Sometimes ____.Sometimes _______.Discussion: If you are abroad, what kind of Chinese food do you think you will miss?

Step3 Detailed reading Read the text again carefully and find out the similarities and differences between lives of British and Chinese students.Step4 Consolidation 1.Task-based gap filling exercise

(1)___________ life in the UK

The(2)_____and(3)______ experience of school life in the UK On the first day, all students went to attend(4)_______.During it, the headmaster told us about the rules of the school and the best way to(5)________ respect from the school was to work hard and(6)_______ high grades.My(7)_______ teacher taught us English Literature.Homework was not as(8)_______as what I used to get in my old school.My English(9)______a lot as I used English everyday and spent an hour each day reading English books.Students can(10)______some subjects if they don’t like them.2.Comprehension of the whole text.Finish some multiple choices

Step4 Language focus Showing some pictures(including attending class/school, attend a church, attend assembly, attend a wedding)to indicate “attend”.1.On the first day, all the students went to attend assembly.(1)vt.出席，參加

(2)attend(on)sb.照料某人，看護某人 attend to sb.(3)attend to sth.注意，專心干（某事）Exercises concerning “attend”.Distinguish the following four notions: “attend, join, join in, take part in” 1)He _______ the army in the year of 2003.2)How many of you will ____________ the coming sports meeting? 3)Who is going to ____________ the concert with me tomorrow? 4)Won’t you ________ us ______ the tennis match?

2.Students at that school have to study Math, English and Science, but can drop some subjects if they don’t like them.drop v.放棄，落下，斷絕（往來），減少，降低

Try to tell the meaning of “drops” in the following sentences.1)It was so quiet that you could hear a pin drop.2)His voice dropped./ He dropped his voice to a whisper.3)Please drop me at the Post Office.4)It is wise of you to drop the habit of smoking._______ Drop n.滴；點;下降；落下；下跌 a drop of water 一滴水

eye drops 眼藥水 teardrops 淚珠 a drop in the price of wheat小麥價格下跌 e.g.1.The worldwide economic recession has led to ___________in people’s salary.（下降）2.I didn’t see any _________ on Liu Xiang’s face when he quit running in the Olympic Games Vocabulary extension drop in / by順便拜訪 drop sb.a line 寫封短信 drop in on sb.造訪某人 drop in at a place造訪某地

1)The headmaster asked me to_________ him at his office.校長讓我去他辦公室。2)_____________ when you have time.有空時寫封信給我。

3)I want to ____ out of math class, which is too hard for me.我不想上數學課，它對我來說太難

4)I missed Chinese food a lot at lunch time.miss v.思念, 想念;錯過，避免，躲過；未擊中，未抓住，未達到（目標）n.小姐

missing adj.丟失的，不在的，失蹤的 miss a chance 錯過一次機會 Exercises, 1）He fired at the tiger but missed(it).miss means: ___________ 2）Her son has gone to the USA, and she misses him very much.miss means: ___________ 3)He missed the 9.30 train and therefore missed the accident.miss means: ___________ 4)We missed seeing the film when it was at the local cinema.miss means:___________

5.Going to a British high school for one year was a very enjoyable and exciting experience for me.experience(1)un.經驗，從經驗中獲得的知識和技能(2)cn.經歷

(3)vt.體驗，經歷

(4)experienced adj.有經驗的，經驗豐富的

The _________________ mountain climber _________________a lot, and he gained much _________________ from his own adventurous _________________.那個有經驗的登山者經歷了許多，他從自己的冒險經歷中獲得了許多經驗。Attributive clauses I sat next to a girl.Her name was Diane.I sat next to a girl whose name was Diane.我坐在一個名叫Diane的女孩旁邊。

All my classmates enjoyed the cake that I made.All my classmates enjoyed the cake.The cake was made by me.我的所有同學都喜歡吃我做的蛋糕。Attributive clause定語從句

“a girl”& “the cake”——antecedent先行詞 “whose”&“that”——relative pronouns關系代詞 “whose name was Diane”& “that I made” ——attributive clause 定語從句

She was the teacher who taught us English Literature.。

Step5 Discussion What are the advantages and disadvantages of studying abroad?

Step6 Homework 1.Write a short passage about 100 words according to the discussion“What are the advantages and disadvantages of studying abroad?” Prepare to interview Wei Hua.二．設計說明

這節課是閱讀課，主要訓練學生的閱讀能力，兼顧全面訓練學生的聽、讀、說的能力。

三．案例分析與反思

英語閱讀課最重要的是培養學生的閱讀理解能力，用英語去完成任務，這節課達到了這樣的目的。教學設計挖掘了文章的內涵和主旨，使各種有用信息滲透到英語教學之中；整個過程始終貫穿著培養學生的各方面能力，全方位開發學生的潛能。這種教學設計克服傳統的教師講、學生記的弊病，學生在教師引導下學會思考、學會分析、學會發現，學會表達，真正發揮了學生的主體作用和教師主導作用。課堂上能做到全面提高學生的英語能力，通過師生，生生的交流，合作，探究，取得很好的教學效果。