高中译林牛津版英语模块十Unit1 building the future Welcome & Wordpower单元教案

单元教学设计
课题 AWE M10 U1 主备人
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, systematic
Make 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 issues
2. 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
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 problem
Focus of the lesson:
1. causes of poverty;
2. different industries;
Predicted area of difficulties：
possible solutions to the problem
Learning aids:
1.PPT;
2.blackboard.
Learning procedures:
PROCEDURE
CONTENT
Warming up
1. Daily report:

2.Sharing Ss’ knowledge:
(1) What is the number one problem our world is facing?
Presentation of Welcome to the unit
Pictures 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 unit
Making a short representation:
Presentation of Word power
1. 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 D
Output of Word power
1. map of the British commonwealth of Nationst.
Homework

课题 AWE M10U1 课型 Reading（I） 主备人
Learning objectives:
At the end of this period, students will be able to
1. 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 cultures
Focus of the lesson:
1. the features of Canada;
Predicted area of difficulties：
1. introduction of a country
Learning methods:
1. PPT
2. blackboard
Learning procedures:
PROCEDURE
CONTENT
METHODS
PURPOSE
Warming up
1. Daily report
A wonderful land
2. 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?
Acting
Group competition
Asking and answering questions
To warm up the class
To attract students’ attention by sharing some pictures
Reading comprehension
1. Introduce the reading strategy: sorting out information
2. Fast reading
What 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 1~2 to fill in the table below
b. Read paragraph 3~7, compare the differences between the cities mentioned and fill in the following table.
4. Class assessment
Task-based reading
asking questions
Group competition
Group discussion
Group work
Asking and answering
Filling in the blanks
Filling in the blanks
To help students read a brochure
To help students describe the general information of Canada, its major cities and nature attractions.
To help students grasp the main idea of the brochure
To evaluate whether students have understood the passage
Output
Post-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.
Homework
1. Rewrite a passage about Canada.
2. Finish the exercises on Page 106~107.
Writing and speaking
To consolidate what students have learned in class.
课题 AWE M10 U1 课型 Reading（II） 主备人
Learning objectives:
At the end of this period, students will be able to
1. 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 words
Predicted area of difficulties:
1. the usage of the phrase second only to; the vast majority of; consist of
2. the meaning of Paris being the largest
3. the long sentences of attributive clause
Learning aids:
1. PPT;
2. blackboard.
PROCEDURE
CONTENT
METHODS
PURPOSE
Warming up
Daily report.
Brainstorming:
What do you know about Canada?
Acting
Asking and answering questions
To warm up the class with the daily report
To arouse students’ interest
Introducing the key words
Second only to Russia, Canada is famous for its fantastic natural scenery. ? second only to
defend
the vast majority of
rank
dynamic
ensure
in addition to
consist of
seek one’s fortune
go well with
Paris being the largest
Looking at the pictures
Asking and answering the questions
Group discussion
To 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.
Practice
Doing the relevant exercise:
Blank-filling
Multiple choices
Dialogue
Individual work
Group competition
To consolidate.
Output
Making up a short passage with the new words.
Group discussion
Group evaluation
To improve the abilities to use the new words and train their imagination and creativity.
Homework
Review what has been taught.
Writing the short passage and finishing the exercise on books.
Individual work
To consolidate.
课题 AWE M10 U1 课型 Grammar & Usage 主备人
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 exercises
Predicted area of difficulties:
1. to identify the clause in a sentence;
2. to apply the clause in different situations.
Learning aids:
1. PPT
2. blackboard
PROCEDURE
CONTENT
METHODS
PURPOSE
Warming up
Daily report
Picture-talking
Acting
Asking and answering question
To use the daily report to warm up the class
To arouse students’ interest
Presentation
Review the attributive clause
Generally review the functions of relative pronouns and adverbs used in the attributive clause.
Get students to compare the restrictive and non-restrictive attributive clauses.
Looking at the pictures and talking about their future plans
Discussion
Group discussion
Group competition
Group discussion
Group discussion
Group competition
To find out the forms of the future continuous tense
To summarize the grammatical meaning of future continuous tense
To find out the forms of the future in the past
To summarize the grammatical meaning of future in the past
Practice
Comparison exercises
Consolidation exercises
Group competition
Individual work
To apply restrictive and non-restrictive properly
Output
Making a detailed description about Canada using attributive clauses.
Group discussion
Group evaluation
To improve students’ abilities to employ t restrictive and non-restrictive clauses and arouse students’ curiosity about other cultures
Homework
Consolidation exercises
Individual work
To review what we have learnt today.
课题 AWE M10 U1 课型 Task 主备人
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 listening
Predicted learning difficulties:
1. writing a travel plan for a trip to New York
Learning aids:
1. ppt.
2. tape and tape recorder
Learning procedures:
Procedure
Content
Methods
Purpose
Warming up
1. Daily report and comments
Personal presentation
To share personal travel experiences
presentation
Relate 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 answering
To 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 it’s 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 information
Get 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 discussion
To arouse students’ interest
Ask the students to read the instructions. Have a look at Part A and explain to them what is an itinerary.
Reading
To learn about requirements
1. 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 reading
To grasp information about the conversation and complete the blanks
Asking a travel agent for more information
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.
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.
Read the instructions and role-play the conversation. Make sure that the student should ask for repetition where there is an asterisk.
Asking and answering
Reading
To help students make agenda on their own, developing their creativity and deepening their understanding of cultual differences
Writing a travel plan for a trip to New York
1. 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 orchestra’s 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 form
Homework
Finish the composition.
Writing
To check how well students have learnt
课题 AWE M10 U1 课型 Project 主备人
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 Australia
2. why these sports are so popular
Predicted learning difficulties:
1. making a presentation about Chinese culture
Learning aids:
1. multi-media courseware(PPT)
2. blackboard
Learning procedures:
PROCEDURE
CONTENT
METHODS
PURPOSE
Warming up
Daily report
Oral talk
To activate students
To arouse the interest
Leading in
Free talk
What 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 discussion
To prepare vocabulary and background information for the major task
Fast reading
Para 3 -Para 8 of the magazine article Is Australia really a sporting nation?
Individual skimming
To figure out what sports are popular in Australia.
Intensive reading
Whole passage
Individual reading
Discussion
To find out the reasons why the sports mentioned are so popular.
Group work
Get the students to work in groups of four and divide the text into three parts. Write down the general idea of each part. Tell them to pay special attention to how this article is organized and what words the writer uses to make the article more persuasive.
Individual reading
Group discussion
to learn how to organize the article like this and how to be persuasive
Consolidation
Do you agree that Australia is a sporting nation? Why or why not?
Preparation
Producing
Presentation
Get the students to work in groups of four to discuss Questions in Part B. Each group then choose one particular aspect and produce a presentation. The students can imitate the structure of the text and employ some expressions from it.
For example, students who think that Chinese kung fu is one important aspect of Chinese culture can present in three aspects:
1. The Chinese devotion to kung fu and factors that make them love Chinese kung fu.
2. Different kinds of kung fu that the Chinese like.
3. Statistics of adults and teenagers who practice Chinese kung fu.
Basically to help students analyze the article and then improve their writing skills.
Homework
Presentation: Is Chiana a ... country?
Group work
To list your points and try to convince others.