英语角校本课程材料

1、The English Corner同济大学附属七一中学英语角简介和探索Contents （ 目录 ）I. The record of the weekly English Corner （英语角活动记录）II. How to design topics for the EC （英语角话题的设计和开展）1） How to integrate text materials into the EC activities（课本内容和英语角活动相结合的范例 ）Topic1: Body language （肢体语言）Topic2: The Phantom of the Opera （剧院魅影）Topic

2、3: Environmental Protection （环境保护）Topic4: Colors （颜色）Topic5: Travelling （旅游）Topic6: Food （食物）2） Trans-cultural communicative awareness（ 跨文化交际意识的培养）Topic1: Holidays and Festivals （1）（节假日）Topic2: Holidays and Festival （2） （节假日）Topic3: Giving Gifts （赠送礼品）Topic4: Viewing the films on the Chinese and Wes

3、tern Cultural Difference （ 中西电影文化的差异）3） The Topic according to the Current Affairs （时事话题） Topic1: Copenhagen U.N. Climate Change Conference 2009（哥本哈根气候大会）Topic2: The 2010 Shanghai World Expo. （上海世博会）Topic 3: The Nobel Prize （诺贝尔奖）Topic4: Happiness （幸福论）Topic5: Foggy Days （雾霾）Topic6: Cities （城市）Topic

4、 7: The comments on Blogs （博客）Topic8: Advantages and Disadvantages of Firecrackers放鞭炮的利与弊）Topic9: Food SecurityTopic10: Super Girls4） The Topic on enjoying the English Songs and films（歌曲影片的欣赏）Topic1: Can you feel the love tonightTopic2: Right here waitingTopic3: Yesterday Once MoreTopic4: Last Chris

5、tmasTopic5: Classic Movie DialoguesIII. Assessment of Oral English （英语角 口试评价）前言 (Prologue)学习英语的最终目的就是为了交流，为了沟通，因此提高学 生的口语表达能力是教师教学工作的重点， 是判断学生英语水平的重要依据。而提高英语口语的唯一途径就是要坚持不懈地锻炼，要大胆地说、勇敢地说，不怕出错、不怕闹笑话，要坚持说到“熟能生巧”为止。每个学生都想自己能说一口流利的英语，都想在课堂之外进一步加强自己的语言表达能力， 但苦于找不到合适的语言场所， 苦于没有能激发说英语强烈欲望的良好的语言氛围， 苦于寻觅能用英语自

6、由沟通和交流的对象。 英语角正顺应了这种需求， 满足了学生迫切要提高口语表达能力的愿望； 它不仅仅是一个纯英语环境的诞生， 而且是语言运用的绝佳阵地， 它将英语带出了课堂， 融入学生的日常生活， 渗入学生的内心世界，启发他们去运用知识，认识世界，开启未来。因此英语角作为一种能有效提高学生口语表达能力的活动形式，正越来越受到人们的重视和喜爱。现在各个中小学学校、高校和社会团体纷纷建立英语角， 高校和校外的英语角大多是学生或市民自发地组织起来， 聚集在一起， 一对一地用英语交流思想、文化、艺术、生活等等。在大中城市，许多外国留学生和外籍教师也常常来英语角交流， 这更吸引了一批英语爱好者。 而中学作

7、为英语教学的主阵地， 探索和实践英语角活动更能为广大中学生提供一个课外的广阔平台来展示他们的语言能力和其他各方面的风采， 通过在英语角的活动和参与， 激发他们学习英语的兴趣， 最终还可以起到促进课堂英语学习的积极作用， 从而形成一个良性循环，真正提高学生学习语言的自信。我校开展英语角也有将近10 年的经验，利用学校优美的小花园做场地， 在外籍英语教师， 本校英语组教师的共同努力和探索下开辟了具有同济大学附属七一中学特色的英语角。 每周一中午的主话题讨论，外教老师的英美文化介绍，英语小游戏，英语歌曲赏析等都成了学生们喜闻乐见， 积极参与的常规活动， 在此过程中， 学生的英语口语和听力水平有了显著

8、提升， 大家从原本课堂上羞于开口说英语变得跃跃欲试了， 更胆大自信地和英语老师和外教进行交流。同时，通过英语角的活动，学生对英语国家的文化有了更深的了解， 平时课堂上以文字呈现的文化知识顿时变得立体生动起来了， 从而有效地促进了大家学习英语的热情和兴趣。此校本教材就从有关英语角活动设计和开展的几个维度来介 绍探讨高中英语角活动的建设。Chapter 1 英语角的组织和记录工作英语角活动的组织者应在第一次活动之前设计一份活动的记录表，记录每次活动的时间，地点，组织者，活动主题和学生活动情况等信息。以我校为例，如天气状况良好，活动的地点安排在环境比 较优美的小花园，时间放在每周一中午 12: 10

9、至12: 40。组织者主 要是学校高一或高二年级的英语教师和学校聘请的外籍教师，本校教师应提前一周与外教合作共同制定好每次活动的主题并设计相关的 具体活动，活动的形式最常见的为学生围绕某一主题用英语交流讨 论，组织者和外教起到引导的作用，并提供一定量的和主题相关的学 生讨论时所需的词汇和表达方式。学生人数每次可以控制在15至20人左右，人数如太多不利于组织，且学生练习口语的机会也会受到影 响。最后组织者记录下每次学生活动的情况， 及时了解学生对于英语 角活动的感受和收获。 以下是某学期我校英语角的活动记录样本。英语角活动记录(2010.9-2010.12)日期地点主题参与老师学生活动9. 20

10、小花园Body language外教，边中杰9.27小花园Body language外教，边中杰， 汪炜，曹素娥10.11多媒体教室Lyrics of songs外教，边中杰10.18多媒体教室Lyrics of songs外教，边中杰10. 25小花园Travel外教，边中杰11.1多媒体教室Sightseeing in Aucland, New Zealand外教，边中杰11. 15勤学楼106Sightseeing in Auckland, New Zealand外教，边中杰11.221小花园Cities外教，边中杰11.29小花园Thanksgiving Day外教，边中杰12. 6小

11、花园Generation外教，边中杰Chapter 2 英语角话题的设计和开展1. Integrating text materials into the EC activities（课本内容和英语角活动相结合的范例）上海牛津英语教材中有许多题材丰富内容新颖话题有趣的文章，如能把课文的内容加以利用和英语角的话题和活动有机地结合，定会收到良好的效果。以高一上学期 Unit One的Body Language一课为例，组织者或教师可以根据课本中的内容作适当拓展，补充现实生活中不同的肢体语言实例，在英语角的活动中组织者通过肢体语言的展现，鼓励学生猜测每种不同肢体语言的含义并用英语表达出来，最后再对所

12、学的有关本话题的生词和表达方式进行总结，并给学生更多补充材料以便在下一次活动中有话可说。以下就是某次英语角活动结合课本内容的材料以供参考Topic 1: Body LanguageBODY LANGUAGE枷加高一英语牛津教材上学期第一课的话题是body language （肢体语言），此话题是我们生活 中经常会接触到的，因此把这个话题延伸到英语 角的活动中，能提升学生学习的兴趣和热情。由 于课本中所列举的肢体语言种类有限，在英语角 中，教师或组织者可以补充更多肢体语言的实例， 通过先自己做出动作来让学生猜趣味更多，然后 再用英语总结每个动作的英语表达方式和所代表的意义。接着可以让学生联想生活

13、中看到的更多的肢体语言的例子，以小组讨论交流的方式开展，最后再补充一些在生活中具有欺骗性的肢体语言实例， 可以结 合热门的美剧Lie to me （千谎百计）讨论生活中人们骗人时表现出来的肢体语Procedure:1. Get the students to brain storm what body language （ gestures, postures, eye contacts） they often use in daily life to express what they mean.2. Students contribute the ideas via movements,

14、such as thumbs up to mean good, thumbs down to mean depreciation, V-sign for victory, crossing fingers signifying prayer, keeping one' arms crossed in front of the chest meaning unwillingness to involve in the community, touching the index finger and thumb with the other three fingers separated

15、to mean “ok” , etc. and guess the meaning of each sign.3. Give extra material on body language to the students and discuss the deeper sense of it.4. Play an episode of the American TV series “Lie to me' and discuss the body language displayed in it and how to tell if someone is lying through his

16、 or her body language.5. Summarize what has been discussed and learned, the many meanings of body language.Extra Materials:Communicating effectively means more than knowing what to say and when to say it. Communication involves the subtle signals your body language sends to those listening. Here are

17、 some common body actions and the impressions they create:1. Fiddling - Playing with your watch or a pen lookslike you ' re bored or impatient 2. Clock watching -It looks like you ' re anxious to move on to something else.3. Tapping - Tapping your foot or fingers suggests you are impatient o

18、r nervous.4. Staring - An unblinking stare conveys aggression5. Legs crossed or body hunched - Closing up your body profile - becoming smaller looks like you lack confidence.6. Arms crossed - If you keep your arms folded during communication, you appear to be defending yourself against the others.7.

19、 Touching your face - When you have your hand in front of your mouth, you appear timid.8. Rubbing your nose, looking away - People who are lying often rub their nose or look away when speaking.9. No eye contact - If you won t look the other speaker in the eyyoeu, seem to have low interest or a lack

20、of confidence. (Don t forget staring. above.)Signs of Deception:Body Language of Lies:? Physical expression will be limited and stiff, with few arm and hand movements. Hand, arm and leg movement are toward their own body the liar takes up less space. ? A person who is lying to you will avoid making

21、eye contact.? Hands touching their face, throat & mouth. Touching or scratching the nose or behind their ear. Not likely to touch his chest/heart with an open hand.Emotional Gestures & Contradiction? Timing and duration of emotional gestures and emotions are off a normal pace. The display of

22、 emotion is delayed, stays longer it would naturally, then stops suddenly.? Timing is off between emotions gestures/expressions and words. Example: Someone says "I love it!" when receiving a gift, and then smile after making that statement, rather then at the same time the statement is mad

23、e.? Gestures/expressionsdon tmatch the verbal statement, such as frowning when saying I“love you. ”? Expressions are limited to mouth movements when someoneis faking emotions (like happy, surprised, sad, awe, )instead of the whole face. For example; when someone smiles naturally their whole face is

24、involved: jaw/cheek movement, eyes and forehead push down, etc.Interactions and Reactions? A guilty person gets defensive. An innocent person will often go on the offensive.? A liar is uncomfortable facing his questioner/accuser and may turn his head or body away.? A liar might unconsciously place o

25、bjects (book, coffee cup, etc.) between themselves and you.Verbal Context and Content? A liar will use your words to make answer a question. When asked,“ Did you eat tlast cookie? ” The liar answers, “ No, I did not eat the last cookie.”?A statement with a contraction ismore likely to be truthful :“

26、 I didn't do it ” instead of“ I did not do it ”? Liars sometimesavoid "lying" by not making direct statements. They imply answers instead of denying something directly.? The guilty person may speak more than natural, adding unnecessary details to convince you. they are not comfortable

27、with silence or pauses in the conversation. ? A liar may leave out pronouns and speak in a monotonous tone. When a truthful statement is made the pronoun is emphasizedas much or more than the rest of the words in a statement.? Words may be garbled and spoken softly, and syntax and grammar may be off

28、. In otherwords, his sentences will likely be muddled rather than emphasizedOther signs of a lie:? If you believe someone is lying, then change subject of a conversation qcukily, a liar follows along willingly and becomes more relaxed. The guilty wants the subject changed; an innocent person may be

29、confused by the sudden change in topics and will want to back to the previous subject.? Using humor or sarcasm to avoid a subjet.cTopic 2: The Phantom of the OperaLONDONS GREATEST LOVE STOrty dThefJANTOMof heOPERA高一牛津教材下学期第一课的内容为the Phantomof the Opera （剧院魅影），剧院魅影是百老汇的经典曲 目，课文中为浓缩版，有很多细节没有充分展现出来， 通过

30、英语角发给学生一些补充材料，介绍剧院魅影的创 作背景，作者的信息以及很多具体的情节，了解了这些 后，可以组织学生选择其中一个片段以话剧或音乐剧的 形式演出来，以4至5个学生为一组，利用课余时间排 练，英语老师做适当指导，最后可以在学校一年一度的英语戏剧节上展演。I. Enjoying the scenes of the film1. Explain the classic clips in the film2. Experience the emotion of the hero and heroineII. Dubbing one sceneIII. Asking the students

31、to experience the emotion of the hero and heroine in the film againThe original production ofThe Phantom Of The OperaThe Phantom Of The Opera opened on October 9th 1986 and is now in its 26th year.Gaston Leroux, the versatile French author who createThe Phantom of the Opera, was a man with an abidin

32、g passion for the theater and it seems appropriate that after years of struggle, writing newspaper reviews and a number of unsuccessful plays, he should have left his mark on literature with a novel about an extraordinary episode in the history of France's greatest opera houseBorn in Paris in 18

33、68, Gaston Leroux is himself as interesting as his story. Photographs reveal him to have been a big, rather plump man with slicked back dark hair and a moustache, who dressed fashionably and sported a gold pince-nez. He was evidently a flamboyant character and once claimed that his family were direc

34、tly descended from William the ConquerorAlthough his literary inclinations put him at the top of his class, when his father decided that he was to become a lawyer, Gaston changed from an energetic pupil to an idle student. The theater was obviously gripping his imagination and, it is not surprising

35、that after he finally completed his legal study and was called to the bar as aprobationer, he continued to write in his spare timeHowever, the course of his life was changed when his father died suddenly and left him heir to a fortune of almost one million francs. At once, Gaston abandoned the law a

36、nd flung himself into a round of gambling, (poker was his particular vice) and pleasurein the colorful society of Paris. In less than a year he had squanderedhis inheritanceNot downhearted, Leroux begged a job on L'Echo de Paris in 1890 and was asked to combine his knowledge of the law and love

37、of the theatre as court reporter and drama critic! It was as an investigative reporter that Leroux found the greatest satisfaction at this period of his life. His paper allowed him to probe suspected malpractice in the local police force and public administration and his hard-hitting reports not onl

38、y exposed several corrupt officials but also made his name as a journalist.This passport to adventure took him from Finland, south to the Caspian Sea, through Italy, Egypt and Morocco, frequently disguising himself in order to be able to witness events at first hand.The strain on his health and a na

39、tural enough desire to settle down with his family made him give up the footloose life of a roving correspondent and become a novelist.His first books were unashamed pot-boilers, full of blood and thunder. Then, in 1907, he used his admiration for Edgar Allan Poe and Sir Arthur Conan Doyle to develo

40、p a young detective, Joseph Rouletabille, who solved a seemingly impossible crime committed in a locked room. The book was called: The Mystery of the Yellow Room.In 1911 he published Le Fant?me de 1'Op raB, introducing it to his readers by explaining how he carried out his own enquiries into the

41、 strange events that had occurred in the famous Opera House in the 1880s. He tells of how he visited the huge underground lake where the Phantom hid and even stumbled upon the skeletons of "some poor wretches who had been massacred under the Commune in the cellars of the Opera."However, sa

42、les of the book were only moderate and the reviews - such as they were disappointing. The only kind of public interest seems to have been generated by the serialization of the story in French, English and American newspapers with suitably graphic illustrations of the Phantom stalking the dimly lit c

43、averns of the Opera House. It was to be the reading of this serial by a researcherfor Universal Pictures which set in motion the chain of events which were to bring theThe Phantom of the Opera to the screen for the first time in 1925 and make a star of Lon Chaney Snr.Tragically, Leroux did not live

44、to see the full triumph of his Opera story, though it is believed he did visit the cinema in Paris to see the Universal film in 1926. He was by then in failing health and died of uraemia on 15 April 1927. He was 59 years old and had written over sixty novels, none of which had made him rich. Today,

45、copies of most are difficult to find aside from The Phantom of the Opera and The Mystery of the Yellow Room.In the three quarters of a century of his existence, the Phantom had undeniably over-shadowed his creator and, at the same time, become a familiar term in everyday use. What a smile that would

46、 surely have given the former journalist and theatre lover after all these years!Topic 3: Environmental Protection高二牛津教材下学期第五单元的话题为Environmental Protection (环境保护)，此话题和当前的实事也有联系，学生学起来也有话可说，在英语角的活 动中可以以环保的一个主题(如治理空气污染，植树造林，臭氧空洞，垃圾分类 处理等)，设计诺干问题，并附上讨论该话题时可能所需的英语词汇，4至5人以小组分组讨论，学校英语老师和外教各负责一小组确保讨论的流畅进行并在

47、语 言表达上做适当的知道和帮助。Procedure:1. Watch a video clip of the prediction of the Maldives' future fate of being submerged and elicit the topic of environmental protection.2. List some common problems of environmental damages, such as deforestation, ozone layer holes, air pollution, water pollution, rubb

48、ish sorting and disposal, etc.3. Discuss how we can do to solve the environmental problems.4. Provide the students with supplementary material on the environmental protection so that they may have ideas and perspectives to talk. Possible new words and expressions concerning this topic are also attac

49、hed in the material.5. Summarize what has been discussed,the possible feasible ways to deal with the environmental problems and predict the future trend.Extra materialHistory of environmental protectionEnvironmental protection in Tanzania began during the German occupation of East Africa (1884-1919)

50、 colonial conservation laws for the protection of game and forests were enacted, whereby restrictions were placed upon traditional indigenous activities, such as hunting, firewood collecting and cattle grazing. In 1948, Serengeti was officially established as the first national park for wild cats in

51、 East Africa. Since 1983, there has been a more broad-reaching effort to manage environmental issues at a national level, through the establishment of the National Environment Management Council (NEMC) and the development of an environmental act. Government protectionThe Division of the Environment

52、is the main government body that oversees protection. It does this through formulation of policy, coordinating and monitoring environmental issues, environmental planning and policy-oriented environmental research. The National Environment Management Council (NEMC) is an institution that was initiat

53、ed when the National Environment Management Act was first introduced in 1983. This council has the role to advise governments and the international community on a range of environmental issues. The NEMC has the following purposes: provide technical advice; coordinate technical activities; develop en

54、forcement guidelines and procedures; assessmonitor and evaluate activities that impact the environment; promote and assist environmental information and communication; and seek advancement of scientific knowledge.The National Environment Policy of 1997 acts as a framework for environmental decision

55、making in Tanzania. The policy objectives are to:1. Ensure sustainable and equitable use of resources without degrading the environment or risking health or safety2. Prevent and control degradation of land, water, vegetation and air3. Conserve and enhance natural and man-made heritage, including bio

56、logical diversity of unique ecosystems4. Improve condition and productivity of degraded areas5. Raise awareness and understanding of the link between environment and development6. Promote individual and community participation7. Promote international cooperationTanzania is a signatory to a significa

57、nt number of international conventions, including the Rio Declaration on Development and Environment 1992 and the Convention on Biological Diversity 1996. The Environmental Management Act, 2004, is the first comprehensive legal and institutional framework to guide environmental-management decisions.

58、 The policy tools that are parts of the act includes the use of: environmental-impact assessments, strategics environmentals assessments and taxation on pollution for specific industries and products. The effectiveness of shifing of this act will only become clear over time as concerns regarding its implementation become apparent based on the fact that, historically, there has been a lack of capacity to