牛津英语模块二_unit1教学设计.doc

Unit One : Tales of unexplained Grammar and Usage The first periodAnalysis of the teaching material:This is the 1st period of Grammar part. The main purpose of this lesson is to make Ss be familiar with different tenses and apply them into practice.Objectives:1. to make students fully understand the essences of present perfect tense with the simple English explanations and exercises.2. to explain to the students the differences between present perfect tense and simple past tense.3. to help Ss get a general idea of present perfect continuous tense.4. to help students strengthen grammar points with the aim of applying them into practice.Teaching approaches:Teaching approaches is the key step for class teaching. Visual-scene teaching method, tasked-based method as well as the approaches of discussion and soon will be adopted in the teaching of this lesson .and emphasis will be put on Ss ability of speaking ,expressing and brainstorming .Language is best learned through activities .Ill introduce a rich variety of activities and approaches to meet different needs of the Ss and make full use of the advantages of multimedia which is visual ,operable to make my lesson vivid, interesting and effective.2.Interaction Patterns: Teachers -class, individuals, pairsSs ability to work both independently and collaboration is very important to their success in the future. It is therefore important for Ss to have opportunities to develop their English skills and knowledge independently, in pair , in groups and as a class .Teaching Aids: multimedia and a blackboard Procedures for teaching:Step One: Lead-inT: Good morning, everyone. How are you doing today?S: Fine, thank you. And you?T: I am fine, too. Last week we learned something about the mysterious tales. Are you interested in the topic?S: Yes.T: Good, * have you read anything about mystery recently?S: Yes.T: You are a hard-working student. (S: Sorry.T: It doesnt matter. Have you prepared the new lesson?S: Yes.)T: Good, by the way, how many years have you leaned English?S: I have learned English for * years.T: Thank you. *, can you repeat what he/she said just now.S: I have learned English for * years.T: (write down the sentence on the blackboard.) Are you familiar with the sentence structure?S: Yes.T: what do you call it in English?(pause) Lets first have our attention on present perfect tense.Step Two: Present perfect tenseT: Have you learned the passage called Boy missing, people puzzled?S: Yes.T: Go through the passage on Page 2 and underline the sentences using present perfect tense. Use skimming and scanning skills to help you focus on the sentences with special sentence structure.S: Active responses.T: Look at the screen. Read these sentences together.Police in American have stepped up their search for a fifteen-year-old boyPeople have shown great interest in his disappearanceI havent seen Justin since. Some people in Dover also say that they have seen aliens.Police have not ruled out the possibility that Justin was taken by aliens, but who has taken charge of the case.T: Look at these sentences carefully. Can you tell me the sentence structure of present perfect tense?S: Has or has + doneT: Good, we use have/has(not)+past participle to form present perfect tense. Now look at the screen.I didnt see Justin last Friday night.I dont see Justin at present.Read the two sentences together.S: Reading.T: Can you combine the two sentences together with the present perfect tense? ( pause) *, can you have a try?S: I have not seen Justin since last Friday night.T: Good, why should we use present perfect tense here? Look at the table on the screen.last Friday nightpresentI dont see Justin at present.Read the two sentences together.I havent seen Justin since last Friday night.T: Did I see Justin last Friday night?S: No.T: Do I see Justin at present?S: No.T: I didnt see Justin in the past and I still dont see him now. Throughout the time period , we can say I havent seen Justin since last Friday night.T: Pay attention to the word since. We often use it with present perfect tense. What other words can we use together with present perfect tense?S: (Brainstorming)T: lets look at them together.yet, ever, recently/lately, since, for, already, justT: Read them together.S: Reading.T: Have you learned these words when you were in the junior school?S: Yes.T: Good, fill in the blanks with these words. Remember that these words can be only used once.A: Have you_ been to New York?B: No, I havent been to New York _.I have gone to Beijing_ .But I will go to New York this summer.A: Im sure youll like it. Hey, do you know that my family have owned a plane_1920.B:I dont believe your family have had a plane_ over 80 years.A: In fact, you have seen it in the sitting room_.B: Yes, I have_ noticed it. But I have seen it many times. Its only a model.T: which pair like to read the dialogue? How about your pair?S: Active response.T: Now I have a question for you. Look at the underlined sentence, why should we use present perfect tense here? (pause) Because we dont have such words like since or for here. Now open your books to Page 10.Go through the 10 pints quickly and have your attention on one particular point which will tell you the answer.S: Searching for the answer.T: May I ask * to give your opinion?S: give the answer.T: Good, lets read the fifth point together.S: Reading.T: Another question for you. Why should we use since before 1920but for before over 80years.S: Give their answers in Chinese.T: Ok, now lets come to the next pointsince or for.T: Look at the two sentences on the blackboard. Read them please.We havent seen him for two years.We havent seen him since 2003.S: Reading.T: Why should we use since in the first sentence but for in the second one?T: Because we have two years in the first sentence but we have 2003 in the second one. Therefore, we use for + a period of time, but we use since +a point in time. Now lets do an easy exercise for consolidation. I havent heard from Tom_2000.We have known each other _5 years.S: Give the answers together.T: Youre so clever. Now please do the Ex. on page 8.S: finish the exercise.T: Ask several Ss to read each sentence in order.S: give their answers.T: I have a question for you. Can we use has seen for the second blank?S: No.T: Why?(pause) Now lets come to the second focuspresent perfect tense & simple past tense.Step Three: Present perfect tense & simple past tenseT: First Id like to ask some students to do some translation work.T: *, can you have a try? Jim 四年前买了这本书。S: Jim bought the book four years ago.T: Good, another one for *Jim在南京已经住了四年了。S：Jim has lived in Nanjing for four years.T: Why should we use simple past tense in the first sentence but present perfect tense in the second one?T: Look at the table on the screen.Jim bought the book pastpresentfour years ago.Jim has lived in Nanjing for four years.T: Is four years ago a past time, present time or a future time?S: A past time.T: Good, thus we use simple past tense to express the action which happened in the past. Another question for youdid Jim live in Nanjing four years ago?S: Yes.T: Does he live in Nanjing now?S: Yes.T: Throughout the four years we can say Jim has lived in Nanjing for four years.T: Now please finish the exercise for consolidation.UFOs or Unidentified Flying Objects are objects or phenomena in the sky that cannot be well explained. For thousands of years, people_ (see) things they _(not understand) in the sky. A businessman named Washington _(ever see) nine shiny, round objects flying through the air. He_(tell) a newspaper reporter they_(look) like “pie plates skipping over water”. The reporter therefore_(use) the words “flying saucer” in his story since then and today thats another popular name for UFOs. S: Finish the exercise and give the answers together.T: Youre really wonderful. Lets put what we have learned into practicepair-work.1.Suppose that you read the book called Lake Tianchi Monster. 2.Meanwhile your friend knows nothing about it. 3.Make up a dialogue with the using of simple past tense and present perfect tense. 4.You may refer to the passage on Page 91 to get some detailed information about Tianchi Monster.S: Go through the passage quickly and make out a dialogue with the partner.T: Lets invite two pairs to come to the blackboard and act the dialogue out. Any volunteers?S: Active performance.T: I really appreciate your performance. Do you like to see anything interesting? Do you like to see some comics?S: Yes. T: Look at the screen. What is the tiger doing?S: Dancing.T: In fact the tiger keeps dancing after the breakfast. For the past time ,we can say The tiger was dancing. The tiger is so fond of dancing. Will he go on dancing in the future?S: Yes.T: Then what can we say to expressing the meaning. Can we say The tiger has danced.?S: No.T: Anyone knows the answer, hands up.S: Give the answer due to preparation.T: Good, you are quite clever. Now lets come to the last focuspresent perfect continuous tense.Step Four: Present perfect continuous tenseT: Turn back your books to reading part. Go through the passage quickly and try to find out sentences with present perfect continuous tense.S: Searching for the answers.T: Lets read them together. I havent been sleeping well since I returned home.So we have been looking at other possibilities too, such as murder.S: Read the sentences together.T: Look at these sentences carefully and then tell me the sentence structure of present perfect continuous tense.(pause0 How about *?S: Have/has + been + doing.T: Good, finish the blank-filling on Page 9 my life work.S: Finish the exercise.T: Lets check the answers. Read the sentences together.S: Read these sentences.T: Can we use have been seeing for the fifth sentence? If not, why?T: Tomorrow we will discuss the differences between present perfect tense and present perfect continuous tense. Here is the homework.1.Translation. 他三年前就入了团。 他是团员已经三年了。 从上个星期就开始下雪了。教学设计意图各位老师，大家好。今天我主要就译林版牛津高中英语一二模块教材谈点自己的看法。这套教材最大的特点就是强调 do to learn的教学思想。各个模块以话题为主线，活动为形式，引导学生积极常识，主动探究。学生在参与活动，完成任务的过程中，逐步提高综合运用英语的能力。所以说，在这一学期的教学过程当中，我本人也是受益匪浅。在刚走上工作岗位我就能参与到新课改当中，亲身体验英语教学的革命性变化，这对于我来说真得是种莫大的荣幸。既然是新课改，就肯定会碰到新问题。比如教学进度的合理安排，教学评价方式的革新，教学内容的深化，文化意识的输入等等，这对我们参与新课改的老师都提出了一系列的要求。怎么样解决一系列的问题。我想这不得不借助教研组的力量。举全组之力，集中精力投入到新课改当中去。在这里我得特别感谢我们外语组的教研组长黄祖明老师和我的师傅秦红老师，还有教研员陆老师，他们给了我很多的精心指导。除此之外，我想个人的钻研也是必不可少。在使用教材的过程中，我就发现牛津英语的语法部分很特别。它不同与传统教材的语法讲解。传统的英语语法部分（即language study）讲解内容偏少，练习部分都是单个句子的练习，学生很容易走入死抠语法，生搬硬套的学习误区。而牛津英语的语法通过语法规则的讲解和多种图示的呈现，让学生比较全面系统地掌握语法知识。由于语法讲解配有恰当的文字说明和一目了然的图片，表格，这样就使语法规则的讲解通俗明了。而语法部分所选用的语言材料和所设计的联系都与该单元话题相联系。这样就很好的扣住了主题，强调了教材的系统性，整体性的特点。这是传统教材所不能比拟的。但是，老师的上课不能拘泥于教材。教材编写得再好，如果我们老师不能体会教材的精神，不能选用合适恰当的方式来组织教学活动， 那么我们就可能陷入穿新鞋走旧路的尴尬当中去。 怎么样上好新教材的语法课？在黄老师的组织下，我们教研组开展了多次的研讨，不断摸索，并积极借鉴兄弟学校的成功做法，努力形成我们自己的风格。前不久，我代表我们教研组上了一节语法研讨课。撇开成功与否，我想就这次课的设计思路向各位老师做个汇