请根据您将使用的新教材,设计一个unit或者module的课.doc

1、请根据您将使用的新教材，设计一个Unit或者Module的课文教学过程。人教版英语必修Unit 1 Friendship一、 教材分析这两篇阅读材料都是围绕本单元的中心话题 Friendship 展开的，第一篇课文讲的是一个犹太女孩ANNE在二战时期遭受德国纳粹迫害时期个人的感受，以及她把日记本当成她最好的朋友，向它倾诉个人情感的故事。第二篇是关于夏威夷人对朋友意义的理解和表示。反映了夏威夷文化中”友谊”广泛而包容的精神内涵。二、 教材整合本单元共有两篇阅读材料，围绕一篇课文完成Pre-reading,reading, comprehending以及练习题。三、 课时分配计划用三课时完成这两篇阅读材料的教学任务，第一课时完成对ANNES BEST FRIEND 的学习，重点在于对整体意义的理解。第二课时完成FRIENDSHIP IN HAWAII的学习，重点在于对事实细节的理解。第三课时重点突破在两篇课文中的语言点的学习和训练。四、 教学步骤第一课时Step 1 Lead-inGive students 3 questions in Pre-reading to have d discussion ,arousing students interests to read the text.Step 2 ReadingRead the first two paragraphes and the dirary , sum up the the main ideas in each part:Paragraph 1:Her diary was Annes best friendParagraph 2:She and her familys situation in World War II.The diary: Her recall to her beautiful past, her experience in mind about night, her feeling at that time.Step 3 Deeply understandingGuide students to understand the authers feeling through some sentences and words. For example : crazy, a deep blue sky, the song of birds, moon light and flowers,didnt open a window, at dusk ,thundering, sadly, dirty curtains, dusty windowsStep 4 ComprehendingFinish Exercise 1-4.在练习2里面强调对事实细节的理解，在练习3里面运用课文里面的素材描述ANNE的情感，把它当做写作练习来做。在第四个练习里组织学生讨论，并由小组长向全班报告小组讨论情况。第二课时Step 1 Lead-inShow some beautiful pictures from Hawaii on the screen ,describing them in simple English to arouse students interests.Step 2 ReadingAsk students to read the text carefully,finding out the key words in each paragraph.Step 3 SummarySum up the main ideas in each paragraph:Paragraph 1 : Friendship is part of the “aloha spirit”-to be with happiness.Paragraph 2 : The second important sign of friendship-loving the land,loving their people or community.Paragraph 3: The third important sign of friendship-living in peaceStep 4 Gussing the meaning of some wordsAloha-happiness 好，爱，你好，再见（夏威夷人用语）lokahi-oneness with all people （夏威夷人用语）lei-a string of flowers 花环、花冠kokua-help 帮助ohana-family 家庭Step 5 Group DiscussionAfter reading the text , discuss the questions in exercise 2 in groupsStep 6 Open thinking and discussionThe aloha spirit has been made into a law for the islands of Hawaii.Which idea or action would you like to make into a law to improve the friendliness of people towards each other?第三课时Step 1 Revise the two texts, read them together loudly.Step 2 Language pointsAsk students to pick out some phrases and sentencesFor example: go through, set down ,a series of, on purpose, face to face, Settle , live in peace, feel at home.Step 3 PracticeAsk students talk out their meanings in groups, then make several sentences using the above words and phrasesFor example : 1) The old man ,who is a jewish,went through World War II in great pain.2) That little girl sets down interesting things in her diary every day.3) The naughty boy got his teacher angry on purpose.4) After the war,the couple lives in peace in the countryside. Step 4 HomeworkWrite a summary about the second text on page 44,describing how Hawaii treat their friends in about 100 words. 2.请根据您将使用的新教材，设计一个阅读教学活动。Unit 2 The United Kingdom阅读Puzzles in geography1.内容及其解析本两节课要学的内容是课本第9页的阅读课文。Reading是篇说明文，简要说明了英国的历史演变过程。学生已经在前一课时学过与这篇阅读有关的内容。本节课的内容就在此基础上进一步加深，其重点是课文的大意、篇章结构。教学的重点是从整体上把握文章大意和篇章结构，解决重点的关键是训练学生使用恰当的阅读方法与技能，如跳读、寻读、细读、猜测词义等，来把握文章的整体脉络，捕捉具体信息细节，归纳课文大意与段落大意，以达到全面深刻领会文章的目的。教学目标及其解析1) 了解英语这个国家历史演变的过程。2）让学生掌握恰当的阅读方法与技能，如略读、查读，总结、归纳内容的能力、猜测词义的能力等,来把握课文内容并获取信息、处理信息。3.问题诊断分析这篇阅读课文涉及的国家多，并且不同的国家文化有差异也有相同内容，学生难以读懂。在阅读的过程中，学生可能会碰到一些生词，部分学生不能掌握文章整体脉络，不会归纳课文大意与段落大意，因此在阅读方法与技巧方面做必要的指导，帮助学生学习使用恰当的阅读方法与技能，对陌生的词可借助上下文猜测词义，归纳段落大意要仔细理解每一段课文的第一二句的意思，要找主题句。4. 教学支持条件：多媒体5教学过程问题和题例：问题与题例Step1. Lead-in：问题：Before going to the UK, what do you want to know about the UK. Skim the text, and tick out what are mentioned in the text.设计意图：让学生对本节课充满好奇，激发学生的阅读兴趣。Step2.一Skimming问题： 1) How many parts can we divide the passage into?2) Whats the main idea for each part? Part 1. (Para. 1) Present the topic of the passage.Part 2 (Para. 2 ) Explains what the term “Great Britain” means and how it came aboutPart 3. (Para. 3) The similarities and differences among the four countries. Part 4. (Para. 4) The three zones of England and their similarities and differences.Part5. (Para. 5-6) Explains the importance of London as a cultural and political center in the UK. 设计意图：训练学生略读技巧，培养学生快速捕捉信息以及归纳信息的能力，帮助学生分析文章的结构和脉络，通过回答问题训练学生的归纳能力，为进一步学习和理解文章打好基础。Step3 Scanning问题一：Read the passage again and then answer the following questions.1. What are the four countries of UK? England, Wales, Scotland and Northern Ireland2. When was Wales linked to England? In the 13th century AD. 3. When did the name “Great Britain” appear?When England and Wales were joined to Scotland. It happened when King James of Scotland became King of England and Wales as well.4. What are the differences among the flags of the UK?The flag of England is a cross, the flags of Scotland and Ireland are both like a fork. The flag of the UK, is the combination of the three flags. That is to say, the UK is a combination of the three countries: England, Scotland and Northern Ireland.5. What area do the four countries work together?The currency and international relations.6. What are the four countries differences?They have very different institutions, such as different educational and legal systems as well as different football teams for competitions like the World Cup.7. What are the features of the South, the Midlands and North of England?Most of the population settled in the South, but most of the large industrial cities in the Midlands and North of England8. Where can you find more about British history and culture?In older but smaller towns first built by the Romans.9. How many invaders invaded England?Four invaders: the Romans, the Anglo-Saxons, the Vikings and the Normans.10. How did the four invaders influence England? Because the Romans left their towns and roads; the Anglo-Saxons left their language and their government; the Vikings influenced the vocabulary and place names of the North of England; the Normans left castles and words for food. 问题二： Decide if the following statements are true (T) or false (F). 1. The oldest castle in London was constructed by Norman rulers in 1066.(T)2. London has the oldest port built by the Normans in the 1st century AD. (F)3.The oldest building in London was begun by the Anglo-Saxons in the 1060s.(T)4. The first invaders Norman left their towns and roads.(F)5. The Vikings influenced the vocabulary and place-names of the North of England.(T)设计意图：通过提问，加深对文章细节的了解，培养学生获取信息、解决问题的能力；通过把词、短语等整理成句子，培养学生把零散的信息整理成句、成文的能力，有助于学生写作能力的提高；同时也培养学生抓题干关键词的能力。问题三：What is the text mainly about?A. How many countries make up the United Kingdom? B. Explain how England is divided into three zonesC. The reason why London became the cultural capital of England.D. A brief introduction to the UK about its foundation and development based on geography, history and culture, etc.Key: D设计意图：训练学生抓文章主旨题的能力，适应高考。6. 小结是否理解了文章的内容，是否掌握了一定的阅读方法和技巧7. 目标检测On page 11 part 28. 配餐练习A组：Underline the language points you think are importantB组： 阅读理解PassageThe BBC was founded in 1922, including radio and television services. It is based at Broadcasting House in London.The BBC is controlled by some governors chosen by the government, but these people have freedom and the government cant interfere（干扰）. That is, the BBC is supposed not to be the mouthpiece（代言人）of the government. It has to be as fair as possible in giving radio and television time to, for example, political parties and religious （宗教）groups.There is a kind of interesting service in British-rental services. Many people prefer to rent（租用）their television sets instead of buying them.The rent for a black and white set is about 80 pence a week (1980). The rent of a color set is more than twice that of a black and white set. If the sets go wrong, people can have them repaired free of charge or replaced immediately.Everyone has to buy a yearly licence, since there is no advertising on BBC radio or television. It is from the sale of licences that the BBC gets most of its money. A licence for a black and white set costs 8 pounds, and for a colour set 18 pounds a year.There are four specialized radio channels, which broadcast different kinds of programmes. Radio I is mainly pop music. Radio 2 deals with light nusic, sports and other programmes. Radio 3 broadcasts serious music, talks on serious subjects etc. News broadcasts are mainly given by Radio 4.There are special programmes for Northern Ireland, Scotland, Wales, and certain parts of England. It also broadcasts programmes about Britainin many different languages as well as in English to all parts of the world.1. The officials in charge of the BBC . A. must say what the government wants to say B. should give more time to political parties than to religious groups C. are elected by the citizens from all over the country D. can decide things without the permission of the government2. If he wants to watch TV at home, everyone . A. has to buy a television set of his own B. must rent a TV set C. had to buy a licence once a year D. can change his damaged TV set for a new one without payment3. How does BBC get most of its money? A. It gets money from all kinds of advertisements. B. The BBC depends on the rent of TV sets. C. The BBC gets money mainly by selling licences and TV sets. D. It gets its money mainly by selling licences.4. Which of the following is true? A. If you rent a television set and there is something wrong with it, you should pay to fix it with your own money. B. It costs more to rent a color TV set than a black and white one. C. You can listen to classical（古典的）music from Radio 1. D. You neednt buy the licence if you pay the rent on time.5. Which of the following is NOT true? A. The BBC radio services include 4 radio channels. B. The BBC broadcasts to foreign countries only in English. C. The programmes of the four radio channels are not the same. D. The BBC special programmes are not only for foreign countries but also for different areas in its own country.Key: DCDBBC组: 短文改错（共10小题；每小题1分，满分10分）增加：在此处加一个漏字符号()，并在其下面写出修改的词。删除：把多余的词用斜线()划掉。修改：在错的词下划一横线，并在其下面写出修改后的词。注意：1.每处错误及其修改均仅限一词；2只允许修改10处，多者（从十一处起）不计分。I went shopping with my wife. We have a lot of things to buy them. We drove to the center of the city and stopped our car in the front of the shop. An hour later, we came back to the car. And it was strange that we couldnt open the door. So we asked policeman for help. He was glad to help us. A few minute later, he got the door open. Just then a man came up and shouted angrily. “ How are you doing with my car? ” We were surprising and went to see the number of the car. What do you think we do then? We had to speak sorry to the man again and againKey: I went shopping with my wife. We have a lot of things to buy them. We drove had to the center of the city and stopped our car in the front of the shop. An hour later, we came back to the car. And it was strange that we couldnt Butopen the door. So we asked policeman for help. He was glad to help us. aA few minute later, he got the door open. Just then a man came up and shouted minutesangrily. “ How are you doing with my car? ” We were surprising and went What surprisedto see the number of the car. What do you think we do then? We had to speak did saysorry to the man again and again. 9. 教学反思3、请根据您将使用的新教材，设计一个文化教学活动。浅谈英语课堂教学中的文化渗透艺术一、前言普通高级中学英语课程标准（实验稿）指出，高中英语课程应强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力;形成跨文化交际的意识和基本的跨文化交际能力;进一步拓宽国际视野，增强爱国主义精神和民族使命感，形成健全的情感、态度、价值观，为未来发展和终身学习奠定良好的基础。 二、英语课堂教学中文化导入的途径语言是文化的载体，文化影响和制约着语言交际，语言和文化密不可分。因此，文化导入的成败在很大程度上取决于教师能否把它与语言教学、特别是课堂教学有机地结合起来。下面笔者分别从词汇、习语、习俗、语篇、课外活动等几个方面谈谈教师如何在课堂教学中恰如其分地进行文化渗透。（一）充分理解词汇的文化内涵，在教授词汇的过程中渗透文化。词汇的涵义不同于它的字面意义，而是指它的隐含或附加意义。学生学习外语不仅要掌握词汇的字面意义，而且应当了解词汇的涵义。英语中的很多词汇来自于神话、典故、寓言、传说等，教师如果能在课堂上适当地向其介绍相关的文化知识，定能激发起学生的兴趣，使其在欣赏文化的同时会在不知不觉中加深对词汇的理解和记忆，取得良好的词汇学习效果。英汉两种语言在词义上并不是一一对应的关系，如:white一词在英语里的意思是having the color of milk， salt or snow，汉语译为“白的、白色的”，但在英语的许多对应词中并无white，如“白熊”译为polar bear，“白费事”译为all in vain, a waste of time and energy，“白痴”译为idiot。同样，许多西方人对汉语中的“红白喜事”中的“白”字也感到费解。再如，英语里的red-letter day(纪念日、喜庆的日子)，在西方一般指圣诞节或其他节日。而在中国，“红”除了含有吉祥喜庆的涵义，在近代还用来象征革命和社会主义。在英语中，red有时还意味着危险状态或使人生气，如red flag（惹人生气的事情）。如果在商业英语中出现in the red，则意为“亏损、负债”。又如，孔雀（peacock）在我国文化中是吉祥的象征，人们认为孔雀开屏是大吉大利的事。在英语中，peacock的内涵意义通常是贬义，含有骄傲、炫耀、洋洋自得的意思，如as proud as a peacock。英语中的很多搭配也是约定俗成的，不能用中文里的搭配规律套用到英语中去。如:汉语中的“红茶”在英语中不是red tea,而是black tea。因为词语在不同的文化背景下的意义不同，所以教师在词汇教学中有意识地结合有关文化背景知识的讲授，有助于学生对词汇内涵的理解。（二）充分理解习语的文化内涵，在教授习语的过程中渗透文化。习语是语言发展的结晶，具有强烈的文化特征，进行习语教学，使学生在学习语言的同时学习文化，并能从大量的语言材料中看到语言与文化的密切关系，从而加深对英语民族文化与本民族文化的了解，提高语言的交际能力。英汉两种语言中丰富的习语都体现了不同的文化特征。比如，汉语中常常用“小菜一碟”来形容某事很容易做，而英语中的同义习语是a piece of cake。汉语中形容一个人“心里七上八下、忐忑不安”的状态，在英语中则说成have butterflies in ones stomach。对于这种现象，教师除了在课堂上为学生讲授外，还可指导学生在课下收集一些素材，并进行比较分析的工作。再如:汉语中表示没有结果的“镜中月、水中花”的单恋，在英语中用carry the torch来表达。就字面意思而言，carry the torch指的是“高举火炬”。Torch（火炬）暗示着“生生不息”，carry the torch由此也代表着“为某一目标或理想奋战到底（即使没有回报）”。关于carry the torch（单恋，苦恋）的渊源有多种说法。一种比较流行的观点认为，爱神Venus（维纳斯）经常被描绘成手执火炬（carry the torch）的形象，由此，该短语逐渐被人们接受，用以比喻“爱虽逝，情却痴”。此外，由维纳斯的“火炬”还引申出了一些相关的短语。如短语torch songs常被指代为“感伤恋歌”，而演唱这类歌曲的歌手则被认为是torch singers（专唱感伤恋歌的歌手）。值得一提的是，carry the torch除了表示“单恋”，还可用以形容“执着于某一事业或理想”，如:Mike is known for carrying the torch for animal welfare.（麦克因执着于动物福利事业而闻名。）习语不仅难以理解，更难于运用得当。教师要引导学生在阅读文章时注意体会，对于不能理解的习语一定要查词典。只要能持之以恒，学生一定可以正确地理解习语并准确地使用它们。（三）从社交礼节及习俗方面着手，帮助学生了解文化差异，逐步提高学生跨文化交际的能力。社交礼节是指某文化或成员在特定类别的交际活动中共同遵守的规则与习惯，东西方社交礼节因受各自文化的影响和制约，存在一定的差异。例如，人教版高中教材必修四Unit 4 Body language中就含有丰富的跨文化交际的信息。课文中讲到，日本人初次见面时以鞠躬来互相问候;英国人通常与别人保持一定距离，不会用身体接触陌生人;西班牙、意大利或南美国家的人则会站在离别人很近的地方，而且很可能用身体接触对方。讲授课文时，教师可以用大拇指和食指捏成一个圈，其余三个手指分开向上伸直，提问学生这个手势所表示的意义（答案:In America it means OK. In Japan its the sign for money,）。然后，教师再做出另一种表情咬紧牙关，同时告诉学生Im an Arabian，看看有没有学生知道这表示什么（在阿拉伯，这种表情表示深恶痛绝）。类似上述的中西日常交际礼仪的文化差别还有很多，如在打招呼、告别、祝贺和赞扬等方面，中西文化差异非常大。英语教师应努力提高自己的文化素养，在课堂上有意识地对学生进行文化渗透，帮助学生了解文化差异，逐步提高学生跨文化交际的能力。（四）充分挖掘教材中的文化信息，在阅读教学中传授文化背景知识。学生在阅读理解中往往对文章中暗含的文化信息比较困惑，进而影响其对文章的理解。英语教材中的课文内容广泛，其中含有很多值得挖掘的文化信息。教师可根据课文的内容适当地将文化教学渗透其中。例如，人教版选修八Unit 4 Pygmalion中就含有丰富的文化信息。课文讲述的是一个语言学教授Higgins偶遇口音糟糕无比、讲话粗鲁的卖花女Eliza，经过一段时间的语言训练，把她转变成一个有修养、能跻身上流社会的淑女。（五）有效利用课外活动，鼓励学生通过多种渠道获取文化知识。课外活动是课堂教学的延伸。要让学生获取丰富的文化知识，单靠课堂教学是远远不够的,教师应该鼓励学生充分利用课外时间来扩充自己的文化知识。笔者在教学中经常给学生补充外国网站上的文章，让学生通过阅读地道、鲜活的语言材料感受文化。此外，笔者经常给学生播放英美电影，引导学生注意观察英语国家的社会文化等各方面情况，各阶层人们如何与朋友交往，怎样进行娱乐活动，说话的表情、手势等。例如，在教授前面提到的Pygmalion一课时，笔者及时让学生观看了由这个喜剧改编的电影My fair lady，学生通过观看影片不仅加深了对课文的理解，并对其中传达的文化信息理解得更加透彻。另外，笔者还经常组织学生举办英语讲座、英语沙龙、英语角、圣诞晚会等活动，在活动中让学生逐步感受英语国家文化背景知识。4、请根据您将使用的新教材，设计一个Unit或Module新题型评价题（如一段任务型听力题、或者一篇语法完型题、或者一篇任务型阅读题、或者一个读写作文等均可），并说明设计意图。WritingTeaching Aims1.To get the students to know the form of the thank-you note.2.To enable the students to write a thank-you note.Teaching ProceduresStep 1 DiscussionIn this unit, we have talked a lot about helping people. And we often receive help from others.In that case, what do you usually do?Suggested answers:1) Give him or her a sincere smile.2) Make a telephone call to thank him or her.3) Write a thank-you note.4) Try to help him or her in another way.Brainstorming: When do you need to write a thank-you note?Encourage the students to discuss and think out as many situations as they can.Possible situations:1) When you have received gifts sent by mail.2) To the hostess after being invited to a party.3) After receiving letters of encouragement or congratulations.4) After receiving beautiful flowers while you are in hospital.Step 2 ReadingStudy the thank-you note by Jenny on the textbook on page58 to find out:1) For what did Jenny express her thanks to her aunt?2) In what way can we write a thank-you note well?a. Tell the students that a thank-you note is usually short. The main topic is to show ones thanks to another person. So they shouldnt enlarge it into a composition.b. The date is not always necessary.Step 3 Writing1) Assign the writing task.Annie 原以为好友Rose结婚后把她忘记了，却意外在6月10日收到了Rose寄来的生日礼物精美的小雕像(figurine)。她觉得这个小雕像非常适合放在书架(bookshelf)上。Annie认为此礼物会永远提醒她想起她俩的友谊。她对此写信从心底向Rose表达感谢之意。2) Let the students work in groups, examine the topic carefully and try to express it orally.3) Check several groups in order to collect more information.4) Comment on