牛津高中英语模块二一单元全英文教案

牛津高中英语模块二一单元全英文教案（精选5篇）

篇1：牛津高中英语模块二一单元全英文教案

Unit 4 Law and order

1st period Welcome to the Unit

Teaching aims:

(1). Students are expected to fully participate in a discussion about why people break the law and discuss their opinions about young people who become hackers.

(2) Encourage students to think of ways to make the society safer.

(3).By talking about the pictures and discussing, students’ spoken English can be practised.

Important points & difficult points:

(1).Students are expected to express their own opinions by talking about why people break the law, discuss their opinions about young people who become hackers

(2). Students are encouraged to speak freely.

Teaching Procedures:

Step 1: Lead-in

(1) Show students some pictures with peaceful scenes.

(2). Ask them: Seeing these pictures, do you like to live in a peaceful world. Why?

(Possible answers: Yes, we do. Because we can study, live, play and work without any worries. …)

(3)Tell them: But there’re always things against people’s wishes. Some people are always committing crimes. Why do you think people commit crimes? (possible answers: expressing hatred; in the hope of getting more money; lacking sense of law ……)

(4) Ask: What kind of crimes do you know?

(possible answers: terrorism; kidnapping; murder; violence; theft; burglary)

Step 2. Discussion:

Get the students to discuss: a) What is your opinion about people committing cybercrime?

b) What can we do to make our society safer?

Step 3. Story-making: Get the students to make up a story about each picture at page 49. Take the first one as an example: A man was sleeping with his bag of money lying beside him. Unfortunately, his was found rich, and a thief was trying to get the money. He was stealing the bag using a hook. He might be successful this time, but I think he will definitely be caught one day.

Step 4. Extensive reading:

Get the students to read the passage at page 126 and allow them time to answer the questions below the article.

Step 5. Homework:

(1). Finish the passage at P. 127

(2). Preview Reading.

2nd period Reading

Teaching aims:

(1) Encourage the Ss to gain some knowledge about the problem of cybercrime, understand the importance of fighting against it and learn about the necessity of international cooperation.

(2) Get the students to practise and reinforce their reading comprehension as well as

improve their overall ability by participating in the activities.

(2) Students are expected to put into practice the skill of understanding the definitions

of important vocabulary.

Important points & difficult points:

(1). Train their skill of understanding the definitions of important vocabulary.

(2). Understanding the importance of fighting against it and learn about the necessity of international cooperation.

Teaching Procedures:

Step 1 Revision

1. Get some students to answer the questions on P 127.

Step 2 Lead-in

1. Warming up:

Tell the students something about the Internet: The Internet has given people

many new opportunities to find information. However, at the same time, it has caused a number of problems, and cybercrime is one of the most serious. Internet-related crime (also referred to as cyber-crime, e-crime and hi-tech crime) is a term used to describe a range of different crime types that are committed or facilitated online, including hacking, viruses, copyright piracy, trade secret theft, trademark counterfeit, currency counterfeit, Internet fraud, junk email or spam, Internet harassment, and much more.

2. General questions:

(1). According to the Council of Europe, how many types of cybercrime are there?

There are four types of cybercrime.

(2). How many companies and government departments were surveyed by the Computer Security Institute?

503 were surveyed.

(3). What is the solution to cybercrime?

The only solution is international cooperation.

Step 3 Reading comprehension

1. Get the students to read the passage carefully, trying to find the answers to the following questions.

(1). What is the definition of cybercrime?

(It is a relatively new term that refers to any computer-related criminal offence.)

(2). Can you name two examples of cybercrime

(Hacking, spreading computer viruses, fraud, websites with offensive content or websites that encourage hatred and violence, and breaking intellectual property and copyright laws.)

(3). What is fraud?

(Fraud is a crime where money is stolen by cheating others.)

(4). According to the Council of Europe, who is affected by cybercrime?

(All Internet users are affected by cybercrime either directly or indirectly.)

(5). Why is most cybercrime against companies not reported?

(Because most companies want to avoid the loss of customers, who may think that the company cannot protect their money.)

(6). Why are cybercriminals almost impossible to catch?

(Laws against cybercrime have not been passed in many countries, and there are many holes in their legal systems. Most countries don’t have arrangements for dealing with citizens of other countries who commit cybercrimes. Also, these criminals can be anywhere and can move quickly, so it is often almost impossible to catch them.)

(7). What do governments need to do to fight criminals with computer skills?

(Governments need to combine their technological resources to keep up with the criminals who have the best technical skills. It is also important to upgrade laws and create international standards for these laws. This will allow states to follow criminals across borders.)

2. Further comprehension: Choose the best answer.

(1). Which of the following is right?

A. Cybercriminals are more interested in getting money from large companies.

B. Fraud against individuals is more serious.

C. Receiving e-mails promising money or cheques shows that you’re lucky.

D. With international cooperation, we can avoid any loss.

(2). Which one of the measures will NOT be taken to prevent online crimes?

A. Educating people who use computers.

B. Seeking international cooperation.

C. Passing laws.

D. Preventing people from using the Internet.

(Keys: A, D)

Step 4. Further reading

1. Students read the passage again and give the general idea of each part:

Part I(1-2): The definition and different types of cybercrime

Part II(3-5): The extent of the problem

Part III(6): The legal situation regarding cybercrime

Part IV(7-8): The solution to the problem

2. Get the students to fill in the blanks with proper words:

Part I: The Internet has expanded lately, ___ ____ the opportunities for crimes. Committing ______ is realized online with little _____ of being ______. To fight this, we need to work together. The Council of Europe has ______ online crimes into four categories. (Keys: so have; crime; risk; caught; classified)

Part II: Cybercrime has become _______ today, and all Internet users are ________ by it. Large companies are ____ targets for cybercriminals, who are often IT ______. A survey ________ in showed that almost all companies had their security system ______ into. Hundreds of billions of dollars has been lost to cybercriminals _______. (keys: severe; affected; ripe; experts; educated; broken; anuually)

Part III: Cybercrime is so new that some governments have no laws against it, and many holes ______ in their ______ system. Most countries have no __________ for dealing with _______ of other countries who commit cybercrime, and they are difficult to be ______. (keys: exist; legal; arrangements; citizens; caught)

Part IV: Only by international cooperation can we s______ this problem. These criminals p______ the best technical skills in the world, m_______ that governments must combine their technological r_________ to keep up. The UN is also required to form a special a_____ to act as an international r_____ or steward. (keys: solve; possess; meaning; resources; agency; referee)

Step 5 Developing reading ability through usage

1. E(p5) Complete the passage.

1. cybercrime 2. tight 3. computer 4. security

5. viruses 6. hacked 7. content 8. violence

9. offence 10. private

Step 6 Consolidations and Expansion

F(p5) Discuss the questions:

1. Do you think Internet shopping and banking could encourage cybercrime? If so, in what way?

2. What do you think is more important, the convenience of using the Internet to buy things or financial safety? Why?

3. How would you suggest we solve the problem of cybercrime?.

Step 7 Homework

1. Write a composition about cybercrime: how it come into being; why there is cybercrime; how to solve the problem.

3rd period Reading

Teaching aims:

(1) Encourage the Ss to raise reading ability by focusing on language points.

(2) Get the Ss to grasp the new language usage in the text by learning them.

Important points & difficult points:

Language usage: expand; term; offence;

Teaching Procedures:

Step 1 Revision

Retell the article.

Step 2 Language points (Learn and use)

1. …as the Internet has expanded in recent years, (p.50 line 1)

expand----to become larger in size, number, or amount, or to make something become larger.

20世纪60年代,这个镇子的人口迅速增加.

The population of the town expanded rapidly in the 1960.

水结冰时会膨胀

Water expands as it freezes.

extend 延伸,伸展 extent 程度

2. Cybercrime is a relatively new term that refers to any computer-related criminal offence. (p.50 line7)

term ①看待某事的一种方式②字词/语言③时段④条件/协议⑤关系⑥其他含义

从艺术角度来看,这部电影值得一看.

In artistic terms, the film is worth seeing.

in terms of 在…方面; 根据…来解释

in sb’s terms 在某人看来; 根据某人的观点

in the long / short / medium term 就长期/短期/中期而言

be on good / bad terms 关系好/不好

我们与所有邻居关系都好.

We’re on good terms with all our neighbours.

come to terms with sth 与…妥协 ;接受

be thinking / talking in terms of 正考虑做….; 正打算做…..

3. offence--- an illegal action or a crime; behavior which offends someone.

醉酒驾车属严重违例.

Driving while drunk is a serious offence.

问题是怎样摆脱她而又不得罪她.

The problem was how to get rid of her without causing offence.

Step3. Homework

1. Read through the magazine article.

2. Preview word powder.

4th period Word power

Teaching aims:

(1). Learn and master different expressions related to the law.

(2). Enlarge the knowledge about expressions of the law.

Important points & difficult points:

(1). Talk about crime to learn new words.

(2). Remember the new expressions of the law.

Procedure:

Step 1 Revision:

Get the students to retell the passage in Reading.

Step 2 Words used in the law:

Give the students some explanations and get them to give proper words.

1. a dishonest, violent, or immoral action that can be punished by law

Last night a woman was murdered, and the ______ was committed by a male.

(crime)

2. someone who has been attacked, robbed, or murdered

In most sexual offences the attacker is known to the ________. (victim)

3. an official organization whose job is to make sure that people obey the law, to catch criminals, and to protect people and property.

Someone was heard fighting in the restaurant and I dialed 110; several ________________ arrived 5 minutes later. (police officers)

4. a police officer whose job is to discover information that will result in criminals being caught.

She hired a ________ to find out where her husband was going after work. (detective)

5. an official attempt to find out the reasons for something such as a crime, accident, or scientific problem.

The government is to launch a full-scale __________ into the crash which claimed over 150 lives. (investigation)

6.facts, objects, or signs that make you believe that something exists or is true.

The _______ was enough to prove him to be guilty. (evidence)

7. an illegal action or a crime

Driving while drunk is a serious __________. (offence)

8. to ask someone questions to find out something

The police ________ some local people and find some evidence. (interview)

9. thinking that someone might be guilty of doing something wrong or dishonest, without being sure.

His behavior that day made the police _________. (suspicious)

10. someone who sees a crime or an accident and can describe what happened

Police have appealed for _______ to come forward and help them find the murderer. (witnesses)

11. if the police arrest you, they take you away because they think you have done something illegal.

The man was _______ for breaking the law. (arrested)

12. someone who is involved in illegal activities or has been proved guilty of a crime

The man giving a lecture at the hall was a _______, who was being purchased by the police. (criminal)

13. someone who is thought to be guilty of a crime.

Two _______ were arrested today in connection with the robbery. (suspect)

14. to do something wrong or illegal

Women ______ fewer crimes than men. (commit)

15. having done something that is a crime

He was found _______ of murder in the court. (guilty)

16. to state officially that someone is guilty of a crime

The man they arrested last night has been _______ with murder. (charged)

17. a building or room where all the information concerning a crime is given so that it can be judged.

The witness was required to appear in _____. (court)

18. a legal process in which a court of law examines a case to decide whether someone is guilty of a crime.

Brady was on _______ for robbing an old man of his money. (trial)

Step 3 Read and understand

Ask the students to read the flow chart about the stages of the legal process in Part B. Discuss it among themselves.

Step 4 Further study

1. Complete the exercise of Part C.

(1) police station (2) crime (3) trials (4) arrested (5) charged (6) investigation (7) lawyers (8) witnesses (9) guilty (10) sentences (11) prison (12) victims

2. Ask students to do Part D in pairs. Encourage them to consult dictionaries when meeting an unknown word.

Homework

1. Keep in mind all the useful expressions related to the law.

2. Preview grammar and usage

5th period Grammar and Usage

Language Styles

Ability goals

Enable the students to learn to use proper language styles in proper situations.

Learning ability goals

Help the students to learn how to use proper language styles in proper situations.

Teaching important points

Teach differences between spoken and written English; differences between formal and informal styles.

Teaching difficult points

Help students learn how to choose proper languages styles according to the situations.

Teaching methods

Question-and-answer activity and practice

Teaching aids

A computer and a blackboard

Teaching procedure

I. Greetings and Revision

1.Talk about the types of cybercrime.

2.How to fight against cybercrime.

II. Language Styles

1.The most important difference in the English language style is between spoken and written forms of English. Within spoken and written forms of English, there are also differences between formal and informal styles.

2.Read the texts and decide which is formal and which is informal

TEXT 1 Informal

A. Hi Mike. It’s Alice’s birthday tomorrow. Shall we buy her a present?

B. Yes, of course, what about some flowers?

A. Flowers are lovely. But I’d prefer to get her a CD. You know she loves music.

B. Good idea.

Summary

It uses simple sentence structures, the active voice, less formal language and contractions.

TEXT 2 Formal

A. Good morning, Mr. Smith. The report is finished. Shall I present it to you?

B. Please give it to me in an hour. I have a meeting with some customers about our new product.

A. I am sorry to interrupt you. Please inform me when you are finished and have time to look at the report.

B. Yes, I will.

Summary

It uses the passive voice and is obviously a formal setting between two professionals.

General Guide

Formal Informal

Written text essays

reports

letters of application letters to friends or family

e-mails

text messages

Spoken language

formal speeches

Addressing strangers Talking to people we know well (family members and friends)

Formal Style

Features

1)We often find complex sentence structures, including the passive voice and subordinate clauses.

Subordinate clause

Ordinary citizens are aware of the frequent computer-related crimes that happen since many computer users are affected by computer viruses.

Passive voice

2)We also find more abstract nouns.

There has been an increase in the incidence of crime.

Informal Style

Features

1)We often use simple sentence structures.

People are worried about computer viruses.

2)We often use active voice.

You should go to the university and talk to the detective in charge of campus police about the theft.

3)We also find a lot of colloquial language, and there are contractions.

We’ve heard lots of reports of financial fraud

III. Practice

1. Which text is formal and which is informal

Text 1

Good morning, viewers, and welcome to ‘Sunday topics’. Many crimes that take place in our city are caused by a lack of money. My guest, Dr. Johnson, believes so. We will be covering this and many other topics, as well as talking to you, the public, about your thoughts on the issues of today. I hope that you are going to stay with us for the next forty minutes.

Text 2

Hi, everyone, and glad to see you again in ‘Sunday Topics’. Dr. Johnson is my guest, and he says that many crimes that take place in our city are caused by a lack of money. We’ll look at this and other interesting topics as well as chatting to you about today’s issues. I think you’ll like it, so stay with us.

Analysis

Text 1 : Formal Style

It features sentences with passive voice, subordinate clauses and abstract nouns.

Text 2 : Informal Style

It uses colloquial language and contractions, as well as simple sentences and the active.

2. Part A P.57

Formal Informal

Spoken b d e a j

Written f h c I g

3. Part B P. 57

A)

Hey, you------ shut the door!

Would you be so kind as to shut the door, please?

Visitors are requested to shut the door quietly when leaving the building.

By order of the headmaster, these doors must be kept shut at all times.

Please shut the door.

Would you mind shutting the door?

6 3 1 2 5 4

B)

Be quiet.

Could I trouble you to turn the volume on the radio down a little, please?

Visitors are politely requested to keep their voices down at all times.

Shut up!

Silence is requested in this area while the examinations are being given.

Please stop talking!

5 3 1 6 2 4

C)

Work in pairs and make a dialogue in a informal or formal style.

IV. Homework

Revise the grammatical points

Do part C1 and C2 on page 124.

Preview the task

6th period and 7th period Task

Investigating and reporting facts

I. Ability goals

1. Enable students to listen for emotions expressed by tones.

2. Enable the students to ask and answer questions politely and write a report on an investigation.

II. Learning ability goals

1. Help the students learn how to listen for emotions expressed by tones.

2. Help the students practice how to ask and answer questions in a polite way and how to organize information properly for a report.

III. Teaching important and difficult points

1. Listening for the speakers’ feelings and taking notes.

2. Improve students’ speaking skills and make the students master the writing skills on writing a report.

IV. Teaching methods

1. Listening and speaking

2. Discussion and task-based activities.

V. Teaching aids

A recorder;A computer and a projector

Teaching Procedure

I. Revision

1. Make a dialogue in a formal or informal language style.

2. Check the homework assigned last period.

II. Skills Building 1

1. Lead-in

1) Recognize some emotions

2) Listening for emotions expressed by tones

When people are speaking, they are not only expressing facts and ideas, but also revealing something about how they feel. As we know, the tone of voice is the most obvious way. Many different emotions can be expressed through different tones.

Role-play

Dialogue 1 Excitement

A: Hello, Jane. How was your day at the theme park?

B: It was great. We went on all the rides. The best one was the roller coaster. It stats really slowly. Then when you get to the lightest point, it suddenly drops really quickly. Everyone screamed and waved their hands in the air.

Dialogue 2 fear

A: Oh, no! Help, somebody, help!

B: What’s wrong?

A: In the bath, there’s a big spider. It’s huge!

B: Don’t worry. It can’t hurt you. I’ll put it outside.

Dialogue 3 shame

A: Did you have a good time at your friend’s birthday party?

B: I did, until it came to the birthday cake. I’m afraid I was very greedy and ran towards the cake. I tripped, and fell into the cake. It was so embarrassing.

A: The important thing is you’re not hurt.

Dialogue 4 anger

A: What’s wrong? Your face is like thunder.

B: I was on the bus home, and I think someone stole some money out of my pocket. It wasn’t much, but it made me so mad.

A: Oh, no! At least the thief didn’t get very much money though.

Dialogue 5 happiness

A: Congratulations on your exam results. You must be so pleased.

B: I am. I worked really hard studying, and it all paid off.

A: Let’s go out to dinner to celebrate.

Summary

With anger or annoyance, a person’s tone of voice will be louder and stronger than normal.

If someone is afraid, his or her tone of voice will probably be soft and shaky.

A person who is ashamed will be likely to speak very quietly and hesitantly in a flat tone of voice.

2. Finding out about a boy’s feelings

Part A Listen to the investigation and take notes for your report to the headmaster.

Part B Listen to the investigation again and decide whether he is angry, afraid or ashamed.

1. How does he know it was me? It could have been anyone.

2. I’m sorry, Mr Li. I didn’t mean

that. Really, I was going to

return the money later.

3. I... do my ... homework.

Part C A Letter of apology

Read the letter on page 59 and answer the questions

1.Who did he go to the Internet café with?

2.When did he go?

3.Where did his parents think he was doing while he was at the Internet café?

4. Why did he not ask for money from his parents?

5. Will he pay back the money?

III. Skills building 2 asking and answering questions politely

1. Lead in

Read the two dialogues and judge which one is more polite.

Dialogue 1

A: Are you coming with me to the concert tonight?

B: No. I’ve got my hands full with this report.

Dialogue 2

A: Excuse me, I would like to invite you to the concert.

Could you please spare me some time tonight?

B: I am terribly sorry. I am busy with this report and do not have any time to spare.

The first one is more informal using colloquial language while the second one is formal using very polite language.

Summary

In many situations, it is not very polite to be too direct or blunt in the way you ask or answer a question. It is usually more polite to use the expressions like:

Could you please tell me...?

Could you explain...?

Would you mind telling me...?

I wonder what you think about...?

Have you thought about...?

Well, you see....

Let me explain...

It’s like this....

I’m afraid I don’t know....

2. Interviewing a parent

Organize the students into groups of and discuss the ways to solve the problem of the boy stealing the money.

Discuss the situation with the boy’s parent.

Role-play the dialogue.

IV. Skills building 3 Writing a report

A report will include all or some of the following points, in the order shown:

1.Statement of the present situation

2.Background to the situation---- what happened before

3.Cause of/ reasons for the situation

4.Details of the situation

5.Likely results of the situation----what may happen in the future

6.Recommendations for the action to be taken

7.Reasons for the recommendations

Step 3 Writing a teacher’s report

1.Statement of the present situation

2.Background to the

3.Reasons for the situation

4.Details of the situation (Xu Jin’s reactions)

5.Likely results of the situation

6.Recommendations for action to be taken

7.Reasons for the recommendations

Example

Report on Xu Jin stealing money from school

Statement of the situation Xu Jin stole some money from his classmates yesterday

Background to the situation He got involved with some friends playing computer games in an Internet café.

Reasons for the situation He was addicted to computer games and needed more money because of this.

Details of the situation (Xu Jin’s reactions) He told the truth and wrote a letter of apology.

Likely results of the situation We should give him a second chance.

Recommendations for actions to be taken –reasons for the recommendation Give his parents some suggestions: Ask them to talk to Xu Jin more often and get to know his friends.

Encourage Xu Jin to concentrate on study and stop him from going to the Internet cafes. His bad habits caused him to steal, and he needs to stop.

V. Homework

Preview the article on page 127

Finish Part A and part B on page 128

Finish part A and part B on page 129

8th period Module 10 Unit 4 Project

Making a proposal about protecting intellectual property

You and intellectual property

Ability goals

1. Enable the students to make a proposal about protecting intellectual property.

2. Help the students use what they have learnt to finish a proposal about protecting intellectual property.

Teaching important points

Talk about intellectual property. Learn how to make a proposal about protecting intellectual property.

Teaching methods

1. Skimming and scanning

2. Ask-answer activity

3. Group work

Teaching aids

A recorder, a projector and some slides

Teaching procedure

I. Greetings and revision

Have you finished your writing assigned last period? Let’s have a check together. Who would like to read your passage out?

II. New lessons

1. Lead in

1) Have you ever download a song or a film from the Internet?

2) Do you pay for the song or the film?

3) Do you think it legal to download the song and the film from the Internet without permission? Why?

4) Do you learn about the intellectual property?

2. Reading

1) Read the passage quickly and then tell me the general idea of each part.

Part 1 the definition of intellectual property

Part 2 the reasons for protecting intellectual property

Part 3 The current problem of piracy that we are facing

Part 4 the possible solutions to the problem

2) Read the passage again and try to answer the following questions.

(1) What does intellectual property refer to?

(2) How many kinds of intellectual property are there?

(3) Why is it considered necessary to protect intellectual property rights?

(4) If a company spends a lot of money on research and development of new products, but their new products are copied, what will happen to the company?

(5) What are the common ways in which people affect intellectual property rights?

(6) Who are the people most likely to be breaking intellectual property laws?

3. Finish the exercises Parts B1 and B2 on page 123, Workbook

1) Part B1

1.abroad 2. raw 3. draft 4. straits 5. sucked

6. underwear 7. apology 8. technological

2) Part B2

1.further 2. was faced with 3. certificate 4. apology

5. have posed 6. signature 7. motor 8. deserve

4. Activity I Making a proposal

Divide the students into groups of six, and each group is going to research the proposals on how to protect intellectual property. Each group will then write a short article. The following questions may help you to write your proposal.

1) What kind of advice will you write in your proposal?

2) How will you organize your proposal-in paragraphs or in bullet points?

5. Activity 2 Producing

1) Work in groups of six to prepare your proposal

2) Present the sample articles

III. Summary and homework

1. Continue to finish your proposal about intellectual property.

2. Summarize what we have learnt in this unit.

3. Finish Exercises D1 and D2 on page 125, Workbook.

篇2：牛津高中英语模块二一单元全英文教案

Teaching Aims:

1. Enhance students’ reading abilities.

2. Enable Ss to adopt the strategy understanding incomplete sentences used for emphasis.

Teaching important points:

1. Help Ss gain some knowledge about job interviews.

2. Help them learn some language points.

Teaching methods:

1. Improve the students’ reading comprehension.

1. Practice to get the students to master what they’ve learnt.

2. Discussion to make every student work in class.

Teaching aids:

1. the multi-media

2. the blackboard.

Teaching procedures:

Step 1. Lead- in with pictures.

Step 2 Skimming

1. What is the lecture transcript about?

2. How many parts does the interview process have?

3. What should you do to increase your chances of success in the interview?

Step 3 Scanning

Para 1-2.

1. What is the professor going to talk about?

2. What is an interview?

3. What’s the purpose of the interview?

4. After getting much information about the company, what should you do next?

5. How do you practice your interview?

6. What should you feel if you are prepared properly?

Para 3-6

1. How many states does an interview process have? What are they?

2. How important is the first part, preparation in the interview?

3. In order to get prepared, where can you get much information about the company?

4. The first impression is very important, how should we prepare for the first impression?

Para7-10

1. What is the best time you arrive for the interview?

2. What should you do during the interview?

Para 11-12

1. What should you do after the interview?

2. Why do we do this?

Step 4 Consolidation

Fill in the blanks according to the text.

When your application is successful you’re asked to go for an i____. The purpose of the interview is not only to find the s___ person for the position, but also provides o_____ for job candidates to find out more about the job. Interview process can s___ into three parts: first, p____, the k__ to getting the job; second, the interview itself; and finally, what you should do after the interview. Next, think about some questions you might be asked. Don’t worry about having ____ on the day of the interview. First i____ are important, so wearing s___ clothes when you’re go for an interview. When you arrive for interview, make sure you are ____. During the interview, remember to be e____. Using _____ to express yourself in perfect time. Listen closely and answer carefully. After interview you should follow up by writhing to the company to express thanks.

Step 5 Reading strategy

Understanding incomplete sentences used for emphasis.

1) In terms of incomplete sentences to denote emphasis, what parts of the

sentence are missing?

2) Which words does this kind of sentence often begin with?

Analyse the following incomplete sentences.

1. Or better yet, do practice interviews with a friend.

2. So now I want you to imagine that it’s the day of the interview.

Step 6 Language points:

1. … you won’t have to answer questions off the top of your head during the interview.

off the top of one’s head 信口地

2. Don’t worry about having butterflies in your stomach before the interview.

have butterflies in one’s stomach

(做某事前)惊慌，紧张

Eg. I always have butterflies in my stomach just before I perform on stage.

3. Smile when you shake hands with the interviewer and look him or her in the eye.

look somebody in the eye

直视某人，正视某人

Eg. I asked him to look me in the eye and tell me what he had done with my bike.

4. You should follow it up by writing to …

follow up 对……采取进一步行动，加强

Eg. Lucy followed up her interview with a telephone call.

5. Nod your head when you agree with…

nod one’s head 点头

Eg. She nodded her head to show that she agreed with me.

Homework:

1. Read the passage again after class and underline the difficult and important points.

篇3：牛津高中英语模块二一单元全英文教案

关键词： 《牛津高中英语》    Project    教学设计

Project板块是《牛津高中英语》的特色，是课堂教学的延伸，属于典型的探究式学习，旨在“发展学生综合语言运用能力”（教育部，2003），但也是英语课堂教学难点。2005年秋季，江苏全省使用这套教材，笔者在听课和访谈中发现，不少教师对Project的教学设计存在困惑。《牛津高中英语》Project通常先呈现一到两篇阅读材料，为学生完成特定课题提供形式和内容的范例。学生在接下来讨论、调查、专访、文献检索等一系列活动中，用英语完成任务，从而获得综合英语知识，并发展综合语言运用能力。这一理念符合美国著名实用主义教育家杜威提出的“做中学”，杜威指出“唯一的真正教育是通过对儿童能力的刺激而来的”，“儿童自己的本能和能力为一切教育提供了素材，并指出了起点”（赵祥麟，1981）。

Project的目标定位很好，但因教材信息量大、课时紧，且Project活动和高考无直接联系;学生压力大时间少，Project活动的“性价比”不高。其实不然，教师可选择并设计适量Project活动，进而促进英语教学。笔者将以《牛津高中英语》Module 4 Unit 2的Project为例，探讨Project课型各个教学环节的设计。

一、调整处理课文，完成课题Planning

模块四第二单元的主题是“Sporting events”。教师有必要一开始浏览整个单元，带领学生初步了解单元内容。本单元Project难度低，笔者决定提前进行Project教学，用一课时处理课文，让学生按要求分工、确定课题，提前进入Planning阶段。

（一）课文导入设计

在本课导入中，笔者同时呈现Madrid，Istanbul和Tokyo三座城市的申奥照片，提问：“Which city won the bid to host 2020 Olympic Games？”，学生很感兴趣，异口同声地答：“Tokyo！”紧接着，笔者问：“What Olympic sports do you know？”进行奥运会运动词汇的Brainstorming，全班气氛热烈，“swimming，running，long jump”等词泉涌而出。笔者接着呈现生词“power boating，Tae kwon do，rugby”，同时展示相关图片，配以简单英文解释。

首先，本课导入有趣简洁，立刻吸引住学生。其次，和主题相关，避免画蛇添足。再次，图文并茂，气氛渐入佳境;同时，处理生词。因此整个导入起到了很好的启下作用。

（二）课文内容分析

Project共两篇文章。处理Passage 1奥运会相关说明文时，笔者分两步：第一步处理文章大意，了解文章梗概;第二步处理局部信息，深入学习文章内容。处理Passage 2这篇与体育精神相关的短故事时，笔者主要处理局部信息。

快速阅读Passage 1，完成选择题，帮学生把握主旨。

Passage 1 talks about ？摇？摇        ？摇？摇.

A.what sports are out from the Olympics

B.what sports are now in the Olympics

C.how a new sport can enter the Olympics

D.what other sports will probably be in

寻找passage 1局部信息，判断对错。

1.Baseball is out because it has become less popular.

2.Rugby has been in the Olympics for many years until now.

3.Tae Kwon do， now popular， was  first  included  in  the Olympics in 2004.

4.Wushu is likely to get into Olympics in the near future.

两个练习不仅帮助学生理解局部信息，而且促进学生把握主旨。

下面涉及和Passage 2的衔接问题。两篇文章，从文体到内容，看似不太相关。为了能无缝对接上，笔者设计了以下问题：“What is the most important thing in sports？”鼓励学生各抒己见，最后抛出问题：“Is winning the most important thing in sports？”同时展出林丹和李宗伟巅峰对决时的照片，组织学生小组讨论，最后代表发言。这一设计不但从内容上衔接了两篇文章，而且从让学生在读Passage 2前就对体育精神有了较深思考。

处理Passage 2课文时，笔者分两步走。首先，处理浅显局部信息。其次，处理较复杂信息。

处理浅显局部信息时，笔者要求学生回答：

How many tournaments are mentioned？

What teams are mentioned？

处理较复杂信息，有两个任务：

第一个任务问两次锦标赛各队伍排名;第二个任务分别问：“What is Eagle’s attitude towards winning？”“What is Kangaroo’s attitude towards winning？”最后得出结论：

For Eagles，winning is（everything）.

For Kangaroos，winning （isn’t） everything.They found（friendship），（honor） and （respect） finally.（注：斜体部分是要求学生填写的内容。）

以上练习帮助学生深层次理解文章，对文章主旨理解有质的升华。

（三）如何Make a speech

在学习了两篇文章后，学生已积累了不少奥运会、体育精神等的英语知识。笔者按教学要求，让学生做相关研究，并鼓励学生套用文章中的好词句，以做到学以致用。该环节任务：假设A和B两所中学进行篮球赛比赛，就该比赛进行一次演讲，内容涉及比赛过程、结果及演讲者对结果的态度。

对于正式英语演讲，很多学生仍然没有概念。笔者给学生做了相关训练，首先给学生提供一个演讲的基本框架，即beginning， body， ending。

Beginning部分，要有招呼、自我介绍、演讲主题等。如：“Good morning，ladies and gentlemen. As a student from High School A， I feel happy to stand here and give a speech about ‘winning isn’t everything’。”

Body部分，要亮出态度，摆事实讲道理。如：“We played a basketball match against High School B.Do you know the result？We failed. We got 58 points，and they got 60 points. However， we still believe winning isn’t everything. Reasons are obvious. I will give three examples...”在讲道理时，要求学生必须引用名言警句，具体数据，并和观众互动。如引用Michael Jordan的一段话：“I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times， I’ve been trusted to take the game winning shot and missed. I’ve failed over and over and over again in my life. And that is why I succeed.”和观众互动方法很多，如眼神接触、向观众提问。这些技巧的使用，无疑让演讲更生动、真实，更能与听众产生共鸣。

Ending部分，演讲者需要有一个总结，言简意赅地带着听众回顾演讲内容。

（四）课题的Planning

第一课时最后，笔者安排了课题的Planning，让学生当场确定分组、确定课题、安排分工。最后笔者以PPT的形式，清楚明确地给出“Make a speech about sport”课题的各方面要求。

二、调研完成课题，妥善利用资源（Preparing & Producing）

在了解单元梗概及提前学习Project后，学生已明白最终的演讲任务。在Project第一课时，学生有了明确的计划和分工。在学习本单元其他内容的过程中，学生会接触到更多相关信息，且有时间搜集其他渠道信息，如网络、报纸、杂志、收音机、图书馆等。学生也有精力讨论，增删信息，写演讲稿，各司其职。

小组成员反复讨论、修改草稿，同时组间可交换草稿并互改。笔者跟进学生每日进展，督促检查学生，并提出意见，保证学生在截止时间之前定稿。

三、展示课题成果，进行多元评价（Presenting）

展示课题成果方式多元，不是一成不变的。比如“Make a speech about sport”，可以在课堂上做一些简单的成果汇报，也可以举办一场演讲比赛，比赛地点可选择在报告厅。

笔者提倡评价方式多元，进行班级演讲比赛，挑选部分学生代表作为评委，制定评分细则，涉及演讲内容、结构、台风、课件等;算分去掉最高分和最低分，算平均分，做到公平公正;提前公布规则，让所有学生做到心中有数;教师点评要有激励性，充分肯定各组成果，让学生体验成功感;当堂隆重颁奖，主持人全程英语主持，模仿奥运会，播放音乐，奖品多元，让学生们身心得到鼓舞。这时教师不是唯一的评价者，不是唯一的权威，不再居高临下，师生感情更融洽。

四、结语

Project课型设计应该灵活，可以弹性安排课时，在处理课文的基础上，帮助学生深入了解课题主题，制订课题计划，鼓励学生调动各方面资源，准备课题材料，完成课题任务，展示课题成果。各学习环节的优化有力促进了学生对课文内容迁移性输出，促进了学生英语综合能力的提高。

参考文献：

[1]教育部.通高中英语课程标准（实验）[M].北京：人民教育出版社，2003：6.

篇4：牛津高中英语模块二一单元全英文教案

南京三中 秦永法 刘巧

Teaching aims: 1. Enlarge students’ vocabulary about personalities.

2. let them recognize positive and negative

adjectives that describe personality.

3. make a list of synonyms and antonyms about the adjectives describing personality

Teaching important points:

1.Remember these words

2.try to use these adjectives that describe personality. freely.

Teaching difficult points:

1 how to make them to describe a person with these adjectives that we have learnt today

.Teaching methods:

1. Students-centered. (Discussion to make every student work in class.)

2. Teacher and students’ interaction (Talking to improve the students’ speaking ability.)

3. Multimedia way.( Practice to get the students to master what they’ve learnt.)

1. Discussion to make every student work in class.

Teaching aids:

1. the multimedia

2. the blackboard.

Teaching procedures:

Step 1 Revision and lead in

1 . Let students guess who is he

He was a soldier and died at an early age after the founding of PRC.

He is ----helpful -----warmhearted

------ unselfish/selfless

Chairman Mao encouraged us to learn from him on March 5th.

In March every year, we learn from him to offer help to others

2. He was Lei Feng

Step2 1. Have you paid attention the adjectives?

All these adjectives are used to describe Personalities.

2 Let’s have a try

.Use some adjectives to describe people’s personalities

1 What kind of person is “Dae Jang Geum”?

Smart Strong-willed Helpful Kind friendly Hardworking/diligent Creative Warm-hearted

2 try to describe other people

3 exercise

(1) Match these adjectives to their meanings

(2)

step 3 read the dialogue on the text book

1 The adjectives in red are negative The adjectives in blue are positive

2 exercise

1

Generous warm-hearted reliable open-minded honest helpful polite

Friendly dishonest narrow-minded

Stubborn bad-tempered moody impolite unkind boring

2

Strong-minded---determined

shy ------timid

Friendly------kind

Happy-----cheerful

Try to tell the synonyms

Brave-------courageous

Smart-----clever

Loyal-----faithful

Diligent ------hard-working

Passionate----enthusiastic

3 discussion

Do you know Eight Honors and Eight Disgraces?

What kind of personalities belong to Honors and what kind of personalities belong to Disgraces ?

Step4 synonyms and antonyms

1 Having the same or similar means------synonyms

Having the opposite meaning-----antonyms

2 exercise

Try to tell the synonyms and antonyms

3 discuss

(1) read the story

(2) Can you describe the personalities of the prince

(3) What your decision will be if you were the old king?

Step 5

1 keys to page7

Answers

1 easy-going 2 quiet 3 shy 4 friendly

5 honest 6 hard-working 7serious 8 strict

2 competition

Try to speak highly of your friends with as many positive adjectives as you can to make the others believe that your friend is the best

3 discussion

In your opinion, what kind of person is easy to get along with and make friends with?

What characteristics would you not like a friend to have.

Homework

1 Try to find more adjectives that describe personalities

篇5：牛津高中英语模块二一单元全英文教案

1. To enlarge students’ vocabulary。

2. To get students to learn some words and expressions related to different industry.

3. To improve students’ speaking ability.

Teaching Important and Difficult Point:

Ss are expected to familiarize themselves with the new words and expressions.

Teaching Approaches:

Task-based approaches

Form of Activities:

Individual, pair or group work.

Teaching Aids:

The multimedia and the blackboard

Teaching Procedures:

Step 1. Lead-in

1. What does your father do? And your mother? What about your uncle?

How many occupations do you know? What kind of jobs are you interested in?

Step 2 Industry

How many industries do you know? What are they?

Construction industry Catering industry publishing industry

Information technology Tourism industry

2. Read the study guide about different industries in Part A on Page6 then fill in the table.

Industry Description Occupation

Including people working on building sites and producing building materials

Referring to businesses involving food and drink

Involving businesses providing printed and online materials

Including people working with clothes, from designing to making and even modeling them

One of the fastest growing of all industries

Related to travel agencies and places of historical interest

3. Complete the following sentences:

1) It’s my job to make sure all the tables are set properly for each meal. I work in the __________ industry.

2). I’m an editor for a national newspaper. I work in the ____________ industry.

3). I love surfing the Internet and really enjoy my job designing websites. I work in the ______ industry.

4). I help people plan each stage of their holiday. I work in the _______ industry.

5). I work for a world-famous brand. I design handbags for them. I work in the _________ industry.

6). I often work on a building site and have to wear a helmet. I work in the _____________ industry.

4. Description your ideal future jobs and tell the reasons.

Step 3 synonyms

1. Look at the following groups of words. What does each group have in common? Add more words to each group.

large; huge; enormous

bad; terrible

content; happy

aged; senior; elderly

They are synonyms.

2. Read the instructions for Part A on page 7, understanding what a synonym is and the synonyms for the word ‘develop’, then fill in the blanks with the correct words from Part A.

1). My uncle has just opened a new seafood restaurant and he wants me to help him __________ it. He hopes it will become the most famous seafood restaurant in the city.

2). The plan _____ from a very simple idea.

3). I want you to ________ a layout for me. I want to be able to see exactly how the finished product might look.

4). She is very talented. If she works hard and practices often, she will ________ into a fine young pianist.

5). If they follow the plan, the town will _______ into one of the biggest tourist destinations in the country.

6). Their quality of life will _________ greatly with the addition of running water to their town.

Homework:

1. Review new words and expressions in this part.