最新牛津译林版高中英语必修三unit 2《language》language points教案.doc
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Unit 2 Language Language pointsTeaching aims:Students will learn to use some important phrases and key words.Teaching procedures:Important phrases1. The English language is made up of the grammar and vocabulary these people brought to Britain.be made up of 由……组成(构成)e.g. The medical team was made up of twelve doctors.医疗队由十二名医生组成。
拓展:make up有多种含义:1) 形成,构成e.g. Women make up 56% of the student numbers.女生占学生人数的56%。
2) 编造e.g. The whole story is made up.整个故事都是虚构的。
3) 补足,弥补e.g. We need $50 to make up the loss.我们需要五十元以弥补损失。
4) 化妆e.g. It took her more than an hour to make herself up.她花了一个多小时才打扮好。
2. Old English consisted of a mixture of their languages.consist vi.组成,构成consist of 由……组成(构成)e.g. A university consists of teachers, administrators and students.大学由教师,行政人员和学生组成。
Our book consists of 3 units.我们的书有3单元。
consist with 一致,相符e.g. Our deeds must consist with our words. 我们必须言行一致。
牛津译林版高中英语必修三Unit 2《Language》(WordPower)word教案Formal English and informal English & Countries and languages Teaching Aims:●To learn formal and informal English●To complete the relevant exercises to consolidate itTeaching procedure:Step One: BrainstormingShow students an informal letter and ask them to find out too formal expressions. Look at the following expressions and tell us which one you think is better. Then read the introduction to formal and informal English on Page 26.Step Two: informal expressionsAsk students to judge which expression is better a nd which i s informal.Show students some formal and informal English.Step Three: languages in different countri esShow a form and let students know one or two languages are spoken in a country. And the country and its people.Step Four: listeningAsk students to do the listening exercise and check answers together.Step Five: Work in groupLook at the map of the world. Write down as many names of countries and their of About 6,000 languages are spoken in the world today. The 10 most widely spoken languages are Chinese, Spanish, English, Hindi, Arabic, Bengali, Portuguese, Russian, Japanese and German.Look at the following pictures, tell us which country it is and what its official language is.Step Five: Homew ork1. Review what we learned in this period.2. Preview the next lesson.3. To get more information about UN, according to the website given t o you. :/ /english ://aboutun/index.html。
模块3 unit. 2 Period one 教案 (1)Unit 2 LanguageTeaching objectives of the whole unit1.To develop students’ reading abilities .2.To help students know some knowledge about English language and its history.3 To know about formal and informal English4 To let students know the usages about it5 To learn how to conduct a survey and how to write a report6 To get the students to talk about writing a booklet about Chinese characters. Period arrangement:The whole unit: 12 periodsPeriod 1—Welcome to this unitPeriod 2—Reading 1 (Reading Comprehension)Period 3—Reading 2 (Word focus)Period 4—Word power1Period 5—Word power2Period 6—Grammar & usagePeriod 7—Consolidation of grammarPeriod 8—Task building 1Period 9—Task building2&3Period 10—Project readingPeriod 11—Project designing a bookletPeriod 12—Revision and evaluationPeriod 1 Welcome to this unitI.Teaching objectives:●To encourage students speak out to practice their oral English.●To arose their interest in learning this unit through activities.II.Teaching procedures:Step1 Show the students a piece of paper money,then ask them the following questions:错误!未找到引用源。
Module 3 Unit 2 Language新课标单词throughout prep.贯穿,遍及confusing adj.令人迷惑的,令人不解的vocabulary n.词汇tribe n.部落European adj.欧洲的;欧洲人的n.欧洲人create vt.创造,创建,创作nowadays adv.现今,现在official adj.官方的,正式的consist vi.组成consist of 由……组成,由……构成contribute vi. & vt 贡献contribute to 是……的成因之一development n.发展;开发take control of 控制,取得对……的控制rule vt. & n 统治replace vt.替换,代替,取代*despite prep.尽管*impact n.巨大的影响,冲击servant n.仆人raise vt.饲养ox n. (复数oxen)牛,公牛ending n.词尾,结尾,结局upper adj.上层的,上面的,上边的class n.阶级,阶层adopt vt.采用tongue n.语言;舌头mother tongue 母语,本国语modern adj.近代的,当代的,现代化的,时髦的,时新的include vt.包括pronunciation n.发音,语音style n.风格process n.过程;进程depend vi.视……而定,依靠depend on 视……而定;取决于,依赖于,依靠record vt.记录promise vt. & vi 许诺,答应n.许诺,诺言difficulty n. 困难unknown adj.不知道的,未知的disagree vi.意见不一,分歧;不一致standard n.标准adj.标准的set vt.确定〔标准等〕,制定〔标准等〕phrase n.词组,短语department n.部门ban vt.禁止,取缔pure adj.纯的,纯洁的spread n., vi & vt 传播easily adv.容易地,不费力地access vt.接近,使用n 接近的机会,享用权across prep.在……各处,遍及racial adj.种族的character n. (书写或印刷)符号Chinese character 汉字differ vi.相异,有区别differ from 和……不同,不同于represent vt.代表action n.行为,动作,行动bine vt. & vi 组合,〔使〕联合,〔使〕结合writing n.文字;文字作品drawing n.绘画,绘画艺术physical adj.有形的;实物的;物质的square adj.方的,正方形的n.方型,正方形simplify vt.简化plex adj.复杂的originally adv.最初,原先,起先eventually adv.最后,终于,最终reflect vt.反映,反射prisoner n.囚犯symbol n.符号;象征direction n.方向opposite n.相反的事物,相对立的事物indicate vt.显示,表示,象征,暗示pronounce vt.发音课文出现短语1. in a sense2. stand for3. all over the world4. inform sb of sth5. throughout history6. be made up of7. bring sb with sth8. speak a language9. be different from10. consist of11. the official language12. find it hard to do sth13. contribute to14. take control of15. be replaced with/by16. even though17. despite the fact 18. have an impact on19. the English language20. result in21. work as22. the way of doing sth23. because of24. depend on25. quite a few26. make up27. have a word with sb28. a six-year-old kid29. right away30. take action31. look forward to (doing)sth32. a waste of time33. leave out34. in any case35. e true36. look up37. used to do sth38. care about39. at one time40. due to41. get to the point42. waste time doing sht.43. make fun of44. be used to do sth45. in addition46. in a word47. it seems likely that48. sb is likely to do sth49. concentrate on50. in a short51. a written/spoken language52. differ from…in…53. as a whole54. develop into55. bine…together56. in the 1950s57. be widely used一.单词应用根据单词的首字母或汉语意思填写正确单词,注意形式变化。
模块3 unit. 2 Period two 教案 (2)Unit 2 LanguageWord power课堂设计指导思想:“Word power”是新教材中出现的一个新板块,它旨在科学地、有效地、有趣地扩充学生的词汇量。
“Word power”在设计上采用了与本单元主题相照应的思路,内容上不受课后词汇表的限制,期冀在同一语意场中通过语境的辅助以及构词法等相关知识的输入实现学生词汇的扩展。
本节课是以听、说、读为主的词汇教学课。
词汇教学应当“有层次”并兼顾“知、情、意”。
首先,“有层次”是指词汇教学应努力遵循认知规律,按照学生温故知新——探索新知识——使用新知识——巩固新知识的客观规律进行教学。
其次,兼顾“知、情、意”是指词汇教学要有:知——词汇知识、学习策略以及词汇所蕴含的文化知识的输入;情——师生间的情感互动、学生的情感融入与兴趣的激发,以及情感体验的过程;意——人文精神和人生意义的体悟与提升。
Teaching aims:1.Get to know the names of some countries and their official languages;2.Learn the differences between formal and informal English;3.Get some background knowledge of related topics;4.To discuss the important ways that help to achieve better understandingbetween people from different cultures.Teaching procedures:Step 1 Lead-inThe teacher introduces the topic of the UN.Basic facts about the UN:Fact1: When was the United Nations founded?A clue: In the year 2005 the UN celebrated its 60th birthday. (backgroundknowledge)The students are supposed to get the answer: In 1945.Fact2: Why was it founded?Inform the students of the following aspects:The UN works on: ①peace and security ②human rights ③humanitarian affairs ④international law ⑤economic and social developmen tIn a word, it works on international affairs.Fact3: How was it organized?Show the students the diagram of the UN system.Point out three of them which the students might be familiar with: UNESCO, WHO, WTO.Introduce the 6 principal organs of the UN.Offer the students 2 websites where they can find more information about the UN.(Learning strategy: to help The students learn more by themse lves)Fact4: What about its members?Ask the students to read the paragraph on page27. (task-based reading) Task: Answer the following questions:① How many countries are members of the UN? (91)② Can you give me some examples of the member states? (China, France, etc.)③ How many languages are spoken in the world today? (About 6000)Check the answers and give more information.【设计说明】结合课文中的信息,为学生了解联合国提供了一系列的背景知识:联合国建立的时期、目的、组成、以及成员国和使用语言等等。
单元: Unit 2 Language板块: Task讲堂设计指导思想:Task 是牛津教材差别过去及其余教材很有特点的版块。
Task 的设计整体上是环绕本单元的主题,要修业生最后达成一个与主题有关的写作任务。
该版块的设计思路是由输入至输出,关于高中学生而言,写作的输出是有必定的难度的,这类难度主要表此刻:一、写作的素材的不足,学生因为经历有限,关于问题的看法及支撑看法的有关论据相对单薄,常常没法知足写作的需求;二、写作构造、写作能力有待进一步提升。
译林版牛津教材 Task 在设计上充分考虑到了这两个问题,有梯度地为学生摊平道路,打扫阻碍,主要经过以下门路加以实现:一、经过听、读、说的训练,为学生最后的写作供给相对充分的素材累积,使学生最后的写作能够言之有物,内容充分;二、经过对学生写作构造和写作技巧的指导,帮助学生顺利达成单元的写作任务。
本节课设计的是 Task 的第一课时,以听、说以及少许的阅读活动为主,经过阅读认识及帮助展望听力内容;经过听力资料帮助学生获得美国身势语的有关信息,为进一步地进行比较,达成写作打好基础;经过议论发问,为下一课时达成问卷做好铺垫。
b5E2RGbCAPTeaching aims:1.Get to know what to expect in the listening materials.p1EanqFDPw2.Listen and get the information about the meaning of commongestures in America. DXDiTa9E3d3.Learn how to write questions for the questionnaire.RTCrpUDGiT Teaching procedures:Step 1 Anticipating a responseStart the lesson with the topic about what the students often do in thelistening tests. Mention the importance of prediction in listening. Askthe students to give some tips if possible. 5PCzVD7HxAThe teacher pres ents some questions on th e screen for the students to practice prediction. jLBHrnAILg【设计说明】学会展望,关于提升听力能力是很有效且一定的听的策略。
模块3 unit. 2 Period three 教案Task Report on body languageI.Teaching objectives:1.To learn how to anticipate a response2.To learn hoe to formulate written questions3.To learn how to conduct a survey and how to write a re portII.Teaching procedures:Skills Building1:predicting an answer1. Have the Ss to guidelines on page32. Make sure that they understand how to predict the answers to the questions while listening.2. Read the statements 1 to 9. Let the Ss decide if the statements are true or false.Listening. Finish the exercise on page 32.Ans. 1T 2F 3F 4F 5T 6F 7F 8T 9TStep 1: Filling in a chart1.Ask Ss to say what these common gestures in the chart mean in China. And ask them to predict what they mean in America.2.Have Ss listen to a recording and confirm their predicted answers. Finish the chart on page 33.1.good2.telling the true3.Yes4.No5.Hello or goodbye6.crazy7.where you are(you place)8. good job9.OkSkills building 2: Formulating written questions:1.Read the guidelines on page 34 to make sure that they know what to.2.Help the Ss to analyse why the questions should be asked like that. Finish the rest two.st night, we watched a television show on CCTV8. Did you see it ? If so, did you like it?3.I finished a book last night. How about you? What happened in the last book you read?Step2: Surveying your classmatesTake the first o ne as an example and ask them to finish the rest in pairs.Sample answers:1a 2b 3a 4a 5a 6b 7aSkills building 3: Organizing a report1.Read the four points at the top of page 36 check out the tips. Put emphasis on the four main sections.2.Have the Ss go over the guidelines; work in groups to check their answers to find the appropriate sections for these sentences and number them in the logical order.Answer 8 4 2 6 3 5 1 9 7Step 3: writing a report on body language1.Now the Ss are going to write a report on body language in China with the information they gathered in Step1 and Step2.2. When writing, they may refer to the s tructure------Get the Ss to go through the second part on page37 to get the general idea for each section.IntroductionProcedures/MethodResults/FindingsConclusionStep 4: Homework:1.Read A on page 992.Finish B on Page 99Project Designing a bookletI.Teaching objectives:1.To train the students’ writing, reading and speaking abilities.2. To get the students to talk about writing a booklet about Chinese characters.3. To get the students to cooperate with others.II.Teaching procedures:Step 1 Greeting and Lead-in(Show the students some beautiful pictures ofRead the passage and answer:Step 3 Read the passage again and divide the passage into several parts, then give the main idea of each part.Para. 1. Brief introduction of Chinese characters.Para. 2. The origins of Chinese characters.Para.3-6 Form and development of Chinese characters.Para. 7-8 Pronunciation of Chinese characters and simplified Chinese charactersStep 4 Designing a booklet(1) PlanningAsk students to work in small groups and discuss the Chinese characters their group would like to research. Then they should discuss the layout of the booklet, and divide the work each group member will do to collect the information needed.(2)Preparing [:数理化网]Look for information in as many sources as they can find. Then they meet, discuss and choose the information each group member has collected.(3) ProducingStudents each write a section of the booklet. They should put what they have written together and add photos or illustrations. They must proofread the draft to correct mistakes if there are any. New ideas can be added. Now the booklet is finished.(4) PresentingStudents present their booklet to the whole class by taking turns to talk about each section of their booklet. Everyone in each group should have a chance to speak.Step 5 Homework1.Do Parts B1 and B2 on page 93 in Workbook.2.Do Parts D1 and D2 on page 95 in Workbook.3.Review words and phrases in this unit.Period 12 Revision and evaluationI.Teaching objectives:1.To H elp ss to solve the problems in this unit2. To help ss to evaluate how they have learnt in this unitII.Teaching procedures:Step 1 ExplanationDeal with problems in ex and unit test.Step 2 EvaluationGet ss to judge how they master what they have learned in the unit to the form.Step 3 HomeworkGet ready for the next unit.。
Unit 2 Language Welcome to the unitTeachin g Aims:◆To introduce languages in the world.◆To talk about other forms of languages .◆To practise students’ speaking abilityTeaching Procedure:Step One: Leading-inIntroduce languages i n the world, such as Chinese, Russian, English ,Spanish , Japanese, Tibetan ,French ,Ar abic ,Greek, German.What language do you speak? Can you speak other language?Do you know how many languages there are in the world?Do you speak any other language besides Chinese? If so, can you speak a little for us?Which other language do you like to learn best? Why?Which language do you think is the hardest? Why?Step Two: SpeakingAsk students the question: do you know other forms of languages? And show them emoticon and see if they know all of them.Ask students to think about what sign language is and show some pictures about it.Step Three: Further DiscussionIntroduce the language for the blind and the inventor of it. Ask students to discuss if English is important and why.Do you think that language is the only way people communicate?What other methods of communication can you think of?What will you do if you w ant to say “ok” to your friend, but she/h e couldn’t hear you?Step Four: Homework Preview the Reading part.。
Unit 2 Language Language points
Teaching aims:
Students will learn to use some important phrases and key words.
Teaching procedures:
Important phrases
1. The English language is made up of the grammar and vocabulary these people
brought to Britain.
be made up of 由……组成(构成)
e.g. The medical team was made up of twelve doctors.
医疗队由十二名医生组成。
拓展:make up有多种含义:
1) 形成,构成
e.g. Women make up 56% of the student numbers.
女生占学生人数的56%。
2) 编造
e.g. The whole story is made up.
整个故事都是虚构的。
3) 补足,弥补
e.g. We need $50 to make up the loss.
我们需要五十元以弥补损失。
4) 化妆
e.g. It took her more than an hour to make herself up.
她花了一个多小时才打扮好。
2. Old English consisted of a mixture of their languages.
consist vi.组成,构成
consist of 由……组成(构成)
e.g. A university consists of teachers, administrators and students.
大学由教师,行政人员和学生组成。
Our book consists of 3 units.
我们的书有3单元。
consist with 一致,相符
e.g. Our deeds must consist with our words. 我们必须言行一致。
consist in 在于,存在于
e.g. Tolerance consists in respecting the opinions of others.
宽容在于尊重别人的意见。
The beauty of the picture consi sts in its colors.
这幅画的美在于其色彩。
3. Aside from place names… became part of Old English.
aside from 除……之外
e.g. Everything was quiet, aside from the occasional sound of a car in the
distance.
除了远处偶尔有汽车的声响外,四周一片寂静。
4. The most important contribution was from the Normans, a French-speaking
people who defeated England and took control of the country in 1066.
contribution n.贡献,促成因素
e.g. He made a very positive contribution to the overall success of the project.
他对项目的全面成功作出了非常积极的贡献。
defeat vt.击败,战胜,困惑
e.g. Our football team defeated theirs thi s time.
这一次我们的足球队胜了他们的足球队。
The instruction manual completely defeated me.
这个操作指南使我完全弄糊涂了。
take control of 控制,取得对……的控制
e.g. Take control of the situation instead of feeling overwhelmed or powerless.
控制局势,而不应被它左右或束手无策。
Take control of your own destiny.
掌握自己的命运。
5. … which led to Old English replacing Celtic.
lead to 导致,引发
e.g. Too much work and too little rest often lead to illness.
过多的工作和过少的休息会引发疾病。
This misprint led to great confusion.
这个印刷错误给人造成了极大的费解。
lead to 还能表示“通往”
e.g. All roads lead to Rome.
条条大路通罗马。
注:to为介词,其后可跟名词,也可构成结构lead to sb. doing,表示“导致某人做某事”。
e.g. As a child, she showed an interest in small animals, which led to her taking up the study of biology when she grew up.
她小时候就对小动物产生了兴趣,这也使得她长大后选择了学习生物。
replace vt.
1) 取代;以......代替
e.g. The brakes have to be replaced.
刹车需要更换。
Electric lights have replaced candles.
电灯已经取代了蜡烛。
2) 把...... 放回(原处)
e.g. She replaced the receiver.
她将听筒放了回去。
3) 归还; 偿还
e.g. I will replace the cup I broke.
我愿用一个新杯子赔还我打碎的一只。
6. After the Norman Conquest, many English people worked as servants who raised
animals.
raise vt.养育,培养,增加,提高,
筹募,提及,举起
e.g. The baby was raised on soybean milk. 这孩子是用豆浆喂养大的。
The landlord raised my rent to $200.
房东把租金提高到$ 200。
They are going to raise money for the school buildings.
他们将为盖校舍筹集资金。
He raised his glass and said: “Your heal th, Carl.”
他举起了杯子说道:“祝你健康,卡尔。
None of them raised any objection.
他们谁也没提出反对意见。
【拓展】
不同于raise,rise一般为不及物动词,作“上升”解,常用于日、月、烟雾、水汽、
气温、物价、生病时的体温、水位、人的职位等;也作“起床,起身”解。
e.g. The sun rises in the east.
太阳从东方升起。
He always rises early.
他总是早早起床。
难句分析
1. The most important contribution was from the Normans, a French-speaking
people who defeated England and took control of the country in 1066.
【分析】这是一个复合句。
本句的主干是The most important contribution was from the Normans;a French-speaking people who … in 1066是the Normans的
同位语,其中,who引导限制性定语从句,修饰people;在该定语从句中,
defeated和took control of是并列的两个谓语。
2. However, the Norman Conquest did not affect English as much as the Angles and the Saxons’ victory about 600 years earlier, which led to Old English replacing Celtic.
【分析】
这是一个复合句。
the Norman Conquest did not affect English是句子的主干,as much as … earlier是方式状语;which引导非限制性定语从句,修饰victory。