第一篇：牛津高中英语教学设计 - 苏州市第一中学校
牛津高中英语教学设计
教
材：牛津高中英语(模块九)高三上学期 文档内容：教学设计—教案 单
元：Unit 4 Behind beliefs 板
块：Task 作
者：钱建芬
Thoughts on the design: 本节课是把英语听、说、读、写的训练从课堂内拓展到课堂外的探究性学习课，旨在通过学生对阅读材料——中国最古老的佛教寺庙白马寺“The White HorseTemple”的熟悉的基础上，使学生在积极参与听、说、读、写等一系列的课堂活动的同时，了解佛教如何传入中国、白马寺的建筑风格及它在中国佛教史上的重要地位，以此引导学生探索“介绍一个宗教圣地”该从哪几个方面入手及该类文章的基本结构。然后根据具体的步骤，通过小组讨论、分工合作、信息检索、交流汇报等形式的活动，用英语完成一份报告：介绍历史上某个有影响的宗教圣地，最后呈现学习成果，创造性地完成学习任务，培养学生综合运用英语的能力。
Teaching aims:
After reading a report about a historic religious site “The White Horse Temple”, the students will be able to know about the oldest Buddhist temple in China and what needs to be covered in a report like this.The students will also have the chance to practise their listening, speaking, reading and writing abilities while participating in classroom activities.At the end of the class, the students will practise how to write a report about a historic religious site.Teaching procedures: Step 1 Lead-in（播放幻灯片4）
1.Look at some pictures of famous places in China and guess the names of these places.The pictures show the Four Famous Buddhist Sites in China.（播放幻灯片5-8）They are Wutai Mountain in Shanxi, Putuo Mountain in Zhejiang, Emei Mountain in Sichuan and Jiuhua Mountain in Anhui.When the students guess the names, you can give some hints so that they can guess the names correctly.Then I will ask the following question:（播放幻灯片9）
Q: What do these places have in common with each other? A: They are not only famous tourist attractions in China , but also famous historic religious sites in China, which are known as the Four Famous Buddhist Sites in China.(中国四大佛教圣地)
2.Talk about two questions.（播放幻灯片10）
Q: Do you know about any other historic religious site in China? Q: Do you know which Buddhist temple is the oldest in China? Then present two pictures of the White Horse Temple and students will know that the White Horse Temple is
the oldest Buddhist temple in China.（播放幻灯片11）
[Explanation] 学生在该部分主要通过了解中国四大佛教圣地，联想到中国的其他佛教圣地，从而自然引导到本报告的主题：中国最古老的佛教圣地——“The White Horse Temple”。
Step 2 Reading comprehension
１．Analyse the structure of the report
Listening（播放幻灯片12）
Listen to a report about a historic religious site The White Horse Temple.While listening, please find out what aspects about the White Horse Temple the report mainly covers.Then ask the students to answer the following questions.Q: What aspects about the White Horse Temple does the report mainly cover?（播放幻灯片13）
A: A brief introduction of the temple.The story behind the temple.The architecture of the temple.The importance of the temple.Q: Which paragraphs of the report mainly cover the above aspects?（播放幻灯片14）
Ａ：Paragraph 1 gives a brief introduction of the temple.Paras 2-5 tell the story behind the temple.Paragraphs 6 tells about the architecture of the temple, and Paras7-9 covers the importance of the temple.Q: So what‟s the structure of the report? A:
（播放幻灯片15）
• Part 1(Para 1)
A brief introduction about the temple.• Part 2(Paras 2-5)
The story behind the temple.• Part 3(Para 6)
The architecture of the temple.• Part 4(Para 7-9)
The importance of the temple.2.Comprehension
Part 1 Para 1 A brief introduction of the temple（播放幻灯片1６）Read Para 1 again and fill in the blanks:
The White Horse Temple is __________ in ___________, Henan Province in the ___________ east of China.Being the ________ _________ temple in China, it _________ one of the most __________ temples in all of China.Answers: located;Luoyang;central;first;Buddhist;is/remains;important
Part 2 Paras 2-5
The story behind the temple.（播放幻灯片17）
Read Paras 2-5 again and try to answer the following questions:（播放幻灯片18-23）Q: 1.What did the story originate in? A: The story originated in a dream the Emperor Mingdi of the Eastern Han Dynasty had one night in the year AD 64.Q: 2.What did Mingdi dream of that night? A: He dreamt of a golden man flying over the palace.Q:3.What was the golden man like? A: He was almost four metres tall, and there was a bright light coming from his head that lit the entire palace hall.Q: 4.How did the officials interpret his dream? A: The officials interpreted that the Emperor had dreamt of Buddha, a god from India.Q: 5.Why did Mingdi instruct his officials to go to India on his behalf as agents? A: To find more information about Buddha.Q: 6.What did the officials bring back to Luoyang from India? A: They brought back to Luoyang two monks who were Buddhist masters and some Buddhist readings and images of Buddha as well.Q: 7.How were the Buddhist readings and images of Buddha brought back to Luoyang? A: They were brought back to Luoyang on a white horse.Q:8.Where were the Indian monks invited to stay in Luoyang? A: First at the Honglu Temple, and later in the suites that were newly built in the Honglu Temple.Q: 9.Why did the Honglu Temple get its present name , the White Horse Temple? A: To remind people of the white horse that the Buddhist readings and images had travelled on.Q: 10.What change did renaming the temple bring about to the Chinese language ? A: The White Horse Temple first brought the meaning of „temple‟ to the word „si‟(寺), which is no longer used to mean „ministry‟, and instead only refers to a temple.Part 3 Para 6 The architecture of the temple.（播放幻灯片24）
• Read Para 6 again and try to find out the characteristics of the architecture of the temple.（播放幻灯片25-28）
The architecture is interesting and _____ particulary in building ______ and _____.Answers: varied;height;style.The temple ______ is centered around a southern-facing _________ that is shaped like a ________.On both sides are different ____ and the rooms where the ______ live.Answera: comlex;courtyard;rectangle;halls;monks
Show pictures of different halls and rooms．
The ______known _________ pagoda in China, Qiyun Pagoda, _____ stories tall, stands in the ___________ corner of the complex.The pagoda ______ the tombs of the two _______ monks who originally travelled to China.Answsers: first;Buddhist;13;soouth-east;houses;Indian
Part 4 Paras 7-9（播放幻灯片29）
Read Paras 7-9 again and then do the pair work.• Pair work: Please work in pairs and make a list of things that make the White Horse Temple important to Chinese People and history.Ask about things that make the White Horse Temple important（播放幻灯片30）
• It is not only the oldest Buddhist temple in China, but also the oldest one still in use.• Buddhism spread from here to other parts of China and Asia and remains important today as a holy Buddhist site.• It has a lot of history.（播放幻灯片31）
• The new Indian-style pagoda, located west of the White Horse Temple, represents the
friendship between India and China.• It is one of the first historic buildings the governmemt listed to receive special state
protection.• It is a famous tourist attraction and will remain a popular sightseeing destination.[Explanation] 学生在这一环接主要通过理解阅读材料的篇章结构，明白介绍一个佛教圣地该重点介绍哪几个方面及该类文章的基本结构。然后通过一系列的课堂活动如回答问题、缺词填空、图片演示等活动，学生对白马寺在这几个方面的信息有了基本的了解。这一部分照理可以不用让学生把重点放在理解文章上，但是目前很多学校在Project 的教学中往往会把其中的文章当做阅读理解来上，那这样的设计可以既满足这一类学校的需求，同时也兼顾到需要学生完成Project的预设任务的学校的需求。建议第二类学校在使用该教案时，可以把分段理解省略(u对应的幻灯片为16-31)，直接进入本教案的第三部分。但这对于基础弱的学生来说，没有了对阅读材料的的理解，要完成Project的预设任务就会觉得无从入手。（课本62-63页的文章，本身就是写一份相关报告的示范样本，所以建议不要轻易把分段理解部分删除）。
Step 3 Project
1.Guidelines for writing a report about a historic religious site
（播放幻灯片32）
I am sure you have known a lot about the famous religious site “The White Horse Temple” after reading the report and know how to write a report like this.It‟s your turn to write your own report about a historic religious site.Then the students are required to answer the following questions.Q: What do you think can be covered in your own report?（播放幻灯片33）A:
• • • • • A brief introduction of the religious site The story/ history behind the religious site The architecture of the religious site The importance/ uniqueness of the religious site Etc.Group Work（播放幻灯片34）
Take out your notes about historic religious sites you took yesterday.Work in groups of four and discuss the following for two mintues.（播放幻灯片35）
• Decide which historic religious site your group will write about.• Choose from your notes things to be covered in your report.• Decide how many paragraphs yow will write and make sure each of you has to write at least one paragraph.• Discuss how to organize all the paragraphs in a good order and what will be the structure of your report.Here the English teacher is expected to remind the students that the structure of the report on the the White Horse Temple might be a good sample.Then show a sample structure of a report about a historic religious site.（播放幻灯片36）
• Part 1(Para 1)
A brief introduction about the temple.• Part 2(Paras 2-?)
The story behind the temple.• Part 3(Para ?)
The architecture of the temple.• Part 4(Para ?-?)
The importance of the temple.2.Write your own report（播放幻灯片37）
Please finish writing your own paragraphs within 2 minutes and then read them to your group members.After that, I will choose some of the groups to give a presentation in the front.Each group member is required to present at least one part of your report when the whole group give your presentation in the front.[Explanation]
在第一个环节中，学生对于中国有哪些宗教圣地特别是著名的四大佛教圣地有了了解，这就为他们最后决定选择哪个宗教圣地来写一份报告提供了参考。而在第二个环节中学生又明确了写一份“介绍一个宗教圣地”的报告所应包括的几个方面和该类报告的篇章结构。因此，这两个环节很自然地为学生自己探索如何完成这份报告作好了准备。通过小组讨论、分工合作、信息检索、交流汇报等活动，学生将能用英语完成了一份“介绍一个宗教圣地”的报告，最后呈现了学习成果，创造性的完成了学习任务，培养了综合运用英语的能力。
Step 5 Homework（播放幻灯片38）
• Each of you is expected to write a complete report about the historic religious site your group talked about just now.The groups who haven‟t had the chance to give the presentation today will give their presentation in tomorrow‟s lesson.[Explanation]
在最后呈现报告的环节中，若没有足够的时间让每个小组来汇报他们的成果，可以让其余小组在下一堂课上来进行展示，这样每一个同学都将得到锻炼的机会。
3.Step 1
[Explanation] 例如：由于是借班上课，教师通过自我介绍这一环节帮助学生逐步适应教师的语速和语言风格。通过有关南京的话题，拉近与本土学生间的情感距离。通过猜词竞赛，充分调动学生的学习热情和兴趣，寓教于乐。在欢快的气氛中，渗透通过词缀记忆词汇的学习策略，水到渠成地导入本课主题。
Step 2
[Explanation]
（步骤用英文撰写。步骤中要注明对应的ppt.，并详细说明如何使用ppt.，对ppt.图片和视屏所涉及的教学内容要用英文陈述，教学中的提问要有参考答案。说明用中文撰写。说明阐述本步骤的设计思路，几个步骤如是一个有机整体，可以在这几个步骤结束时一并说明。）
第二篇：牛津高中英语教学设计 - 苏州市第一中学校
Book 9_教案_U4_Project_9-9 牛津高中英语教学设计
教
材：牛津高中英语(模块九)高三上学期 文档内容：教学设计—教案 单
元：Unit 4 Behind beliefs 板
块：Task 作
者：钱建芬
Thoughts on the design: 本节课是把英语听、说、读、写的训练从课堂内拓展到课堂外的探究性学习课，旨在通过学生对阅读材料——中国最古老的佛教寺庙白马寺“The White HorseTemple”的熟悉的基础上，使学生在积极参与听、说、读、写等一系列的课堂活动的同时，了解佛教如何传入中国、白马寺的建筑风格及它在中国佛教史上的重要地位，以此引导学生探索“介绍一个宗教圣地”该从哪几个方面入手及该类文章的基本结构。然后根据具体的步骤，通过小组讨论、分工合作、信息检索、交流汇报等形式的活动，用英语完成一份报告：介绍历史上某个有影响的宗教圣地，最后呈现学习成果，创造性地完成学习任务，培养学生综合运用英语的能力。
Teaching aims:
After reading a report about a historic religious site “The White Horse Temple”, the students will be able to know about the oldest Buddhist temple in China and what needs to be covered in a report like this.The students will also have the chance to practise their listening, speaking, reading and writing abilities while participating in classroom activities.At the end of the class, the students will practise how to write a report about a historic religious site.Teaching procedures: Step 1 Lead-in（播放幻灯片4）
1.Look at some pictures of famous places in China and guess the names of these places.The pictures show the Four Famous Buddhist Sites in China.（播放幻灯片5-8）They are Wutai Mountain in Shanxi, Putuo Mountain in Zhejiang, Emei Mountain in Sichuan and Jiuhua Mountain in Anhui.When the students guess the names, you can give some hints so that they can guess the names correctly.Then I will ask the following question:（播放幻灯片9）Q: What do these places have in common with each other? A: They are not only famous tourist attractions in China , but also famous historic religious sites in
第 1 页
共 7 页
2015-9-29
Book 9_教案_U4_Project_9-9 China, which are known as the Four Famous Buddhist Sites in China.(中国四大佛教圣地)
2.Talk about two questions.（播放幻灯片10）
Q: Do you know about any other historic religious site in China? Q: Do you know which Buddhist temple is the oldest in China? Then present two pictures of the White Horse Temple and students will know that the White Horse Temple is the oldest Buddhist temple in China.（播放幻灯片11）
[Explanation] 学生在该部分主要通过了解中国四大佛教圣地，联想到中国的其他佛教圣地，从而自然引导到本报告的主题：中国最古老的佛教圣地——“The White Horse Temple”。
Step 2 Reading comprehension
１．Analyse the structure of the report
Listening（播放幻灯片12）
Listen to a report about a historic religious site The White Horse Temple.While listening, please find out what aspects about the White Horse Temple the report mainly covers.Then ask the students to answer the following questions.Q: What aspects about the White Horse Temple does the report mainly cover?（播放幻灯片13）
A: A brief introduction of the temple.The story behind the temple.The architecture of the temple.The importance of the temple.Q: Which paragraphs of the report mainly cover the above aspects?（播放幻灯片14）Ａ：Paragraph 1 gives a brief introduction of the temple.Paras 2-5 tell the story behind the temple.Paragraphs 6 tells about the architecture of the temple, and Paras7-9 covers the importance of the temple.Q: So what‟s the structure of the report? A:
（播放幻灯片15）
• Part 1(Para 1)
A brief introduction about the temple.• Part 2(Paras 2-5)
The story behind the temple.• Part 3(Para 6)
The architecture of the temple.• Part 4(Para 7-9)
The importance of the temple.第 2 页
共 7 页
2015-9-29
Book 9_教案_U4_Project_9-9 2.Comprehension
Part 1 Para 1 A brief introduction of the temple（播放幻灯片1６）Read Para 1 again and fill in the blanks:
The White Horse Temple is __________ in ___________, Henan Province in the ___________ east of China.Being the ________ _________ temple in China, it _________ one of the most __________ temples in all of China.Answers: located;Luoyang;central;first;Buddhist;is/remains;important
Part 2 Paras 2-5
The story behind the temple.（播放幻灯片17）
Read Paras 2-5 again and try to answer the following questions:（播放幻灯片18-23）Q: 1.What did the story originate in? A: The story originated in a dream the Emperor Mingdi of the Eastern Han Dynasty had one night in the year AD 64.Q: 2.What did Mingdi dream of that night? A: He dreamt of a golden man flying over the palace.Q:3.What was the golden man like? A: He was almost four metres tall, and there was a bright light coming from his head that lit the entire palace hall.Q: 4.How did the officials interpret his dream? A: The officials interpreted that the Emperor had dreamt of Buddha, a god from India.Q: 5.Why did Mingdi instruct his officials to go to India on his behalf as agents? A: To find more information about Buddha.Q: 6.What did the officials bring back to Luoyang from India? A: They brought back to Luoyang two monks who were Buddhist masters and some Buddhist readings and images of Buddha as well.Q: 7.How were the Buddhist readings and images of Buddha brought back to Luoyang? A: They were brought back to Luoyang on a white horse.Q:8.Where were the Indian monks invited to stay in Luoyang? A: First at the Honglu Temple, and later in the suites that were newly built in the Honglu Temple.Q: 9.Why did the Honglu Temple get its present name , the White Horse Temple? A: To remind people of the white horse that the Buddhist readings and images had travelled on.Q: 10.What change did renaming the temple bring about to the Chinese language ? A: The White Horse Temple first brought the meaning of „temple‟ to the word „si‟(寺), which is no longer used to mean „ministry‟, and instead only refers to a temple.Part 3 Para 6 The architecture of the temple.（播放幻灯片24）
• Read Para 6 again and try to find out the characteristics of the architecture of the temple.（播放幻灯片25-28）
The architecture is interesting and _____ particulary in building ______ and _____.Answers: varied;height;style.第 3 页
共 7 页
2015-9-29
Book 9_教案_U4_Project_9-9 The temple ______ is centered around a southern-facing _________ that is shaped like a ________.On both sides are different ____ and the rooms where the ______ live.Answera: comlex;courtyard;rectangle;halls;monks
Show pictures of different halls and rooms．
The ______known _________ pagoda in China, Qiyun Pagoda, _____ stories tall, stands in the ___________ corner of the complex.The pagoda ______ the tombs of the two _______ monks who originally travelled to China.Answsers: first;Buddhist;13;soouth-east;houses;Indian
Part 4 Paras 7-9（播放幻灯片29）
Read Paras 7-9 again and then do the pair work.• Pair work: Please work in pairs and make a list of things that make the White Horse Temple important to Chinese People and history.Ask about things that make the White Horse Temple important（播放幻灯片30）
• It is not only the oldest Buddhist temple in China, but also the oldest one still in use.• Buddhism spread from here to other parts of China and Asia and remains important today as a holy Buddhist site.• It has a lot of history.（播放幻灯片31）
• The new Indian-style pagoda, located west of the White Horse Temple, represents the
friendship between India and China.• It is one of the first historic buildings the governmemt listed to receive special state
protection.• It is a famous tourist attraction and will remain a popular sightseeing destination.[Explanation] 学生在这一环接主要通过理解阅读材料的篇章结构，明白介绍一个佛教圣地该重点介绍哪几个方面及该类文章的基本结构。然后通过一系列的课堂活动如回答问题、缺词填空、图片演示等活动，学生对白马寺在这几个方面的信息有了基本的了解。这一部分照理可以不用让学生把重点放在理解文章上，但是目前很多学校在Project 的教学中往往会把其中的文章当做阅读理解来上，那这样的设计可以既满足这一类学校的需求，同时也兼顾到需要学生完成Project的预设任务的学校的需求。建议第二类学校在使用该教案时，可以把分段理解省略(u对应的幻灯片为16-31)，直接进入本教案的第三部分。但这对于基础弱的学生来说，没有了对阅读材料的的理解，要完成Project的预设任务就会觉得无从入手。（课本62-63页的文章，本身就是写一份相关报告的示范样本，所以建议不要轻易把分段理解部分删除）。
Step 3 Project
第 4 页
共 7 页
2015-9-29
Book 9_教案_U4_Project_9-9 1.Guidelines for writing a report about a historic religious site
（播放幻灯片32）
I am sure you have known a lot about the famous religious site “The White Horse Temple” after reading the report and know how to write a report like this.It‟s your turn to write your own report about a historic religious site.Then the students are required to answer the following questions.Q: What do you think can be covered in your own report?（播放幻灯片33）A:
• • • • • A brief introduction of the religious site The story/ history behind the religious site The architecture of the religious site The importance/ uniqueness of the religious site Etc.Group Work（播放幻灯片34）
Take out your notes about historic religious sites you took yesterday.Work in groups of four and discuss the following for two mintues.（播放幻灯片35）
• Decide which historic religious site your group will write about.• Choose from your notes things to be covered in your report.• Decide how many paragraphs yow will write and make sure each of you has to write at least one paragraph.• Discuss how to organize all the paragraphs in a good order and what will be the structure of your report.Here the English teacher is expected to remind the students that the structure of the report on the the White Horse Temple might be a good sample.Then show a sample structure of a report about a historic religious site.（播放幻灯片36）
• Part 1(Para 1)
A brief introduction about the temple.• Part 2(Paras 2-?)
The story behind the temple.• Part 3(Para ?)
The architecture of the temple.• Part 4(Para ?-?)
The importance of the temple.2.Write your own report（播放幻灯片37）
Please finish writing your own paragraphs within 2 minutes and then read them to your group members.After that, I will choose some of the groups to give a presentation in the front.Each group member is required to present at least one part of your report when the whole group give your presentation in the front.第 5 页
共 7 页
2015-9-29
Book 9_教案_U4_Project_9-9 [Explanation]
在第一个环节中，学生对于中国有哪些宗教圣地特别是著名的四大佛教圣地有了了解，这就为他们最后决定选择哪个宗教圣地来写一份报告提供了参考。而在第二个环节中学生又明确了写一份“介绍一个宗教圣地”的报告所应包括的几个方面和该类报告的篇章结构。因此，这两个环节很自然地为学生自己探索如何完成这份报告作好了准备。通过小组讨论、分工合作、信息检索、交流汇报等活动，学生将能用英语完成了一份“介绍一个宗教圣地”的报告，最后呈现了学习成果，创造性的完成了学习任务，培养了综合运用英语的能力。
Step 5 Homework（播放幻灯片38）
• Each of you is expected to write a complete report about the historic religious site your group talked about just now.The groups who haven‟t had the chance to give the presentation today will give their presentation in tomorrow‟s lesson.[Explanation]
在最后呈现报告的环节中，若没有足够的时间让每个小组来汇报他们的成果，可以让其余小组在下一堂课上来进行展示，这样每一个同学都将得到锻炼的机会。
3.第 6 页
共 7 页
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Book 9_教案_U4_Project_9-9
Step 1
[Explanation] 例如：由于是借班上课，教师通过自我介绍这一环节帮助学生逐步适应教师的语速和语言风格。通过有关南京的话题，拉近与本土学生间的情感距离。通过猜词竞赛，充分调动学生的学习热情和兴趣，寓教于乐。在欢快的气氛中，渗透通过词缀记忆词汇的学习策略，水到渠成地导入本课主题。
Step 2
[Explanation]
（步骤用英文撰写。步骤中要注明对应的ppt.，并详细说明如何使用ppt.，对ppt.图片和视屏所涉及的教学内容要用英文陈述，教学中的提问要有参考答案。说明用中文撰写。说明阐述本步骤的设计思路，几个步骤如是一个有机整体，可以在这几个步骤结束时一并说明。）
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2015-9-29
第三篇：牛津高中英语教学设计
牛津高中英语教学设计
教 材：牛津高中英语(模块四)高一下学期
文档内容：教学设计—教案
单 元：unit 1 advertising 板 块：reading 1 作 者：唐敏芳
课堂设计指导思想：
本堂课是以听、说、读为主的阅读课。阅读课旨在培养学生根据不同的阅读目的使用不同的阅读策略的能力，从文章中获取和处理主要信息的能力，理解文章主旨和作者意图的能力以及通过上下文进行整体理解语篇的能力。本篇阅读材料是一位中学生根据研究性活动写成的一篇说明文。学生应在阅读本文的基础上掌握说明文的阅读策略，了解说明文由三大部分组成。即：导入主题，支撑主题的细节材料和结论。同时，学生可以在第一课时学习的基础上学习广告的基本知识。teaching aims: 1.to get a general idea of the whole text.2.to train gist-reading skill and learn the main point of each paragraph of the text.3.to be familiar with the detailed information about the text.4.to master the reading strategy for expository writing.teaching procedures: step 1 lead-in the students are encouraged to have a brainstorming about advertisements in order to review what they have learned before the class and get more knowledge related to advertisements.【设计说明】让学生对广告一词进行头脑风暴，可引导学生在复习第一时的教学内容的基础上，激活学生脑中有关广告的图式，拓展与广告相关的知识，并自然流畅地导入本课主题。step 2 before-reading 【设计说明】通过简单的练习设置检测学生对新学词汇的理解, 为下一步的阅读理解铺设道路。
step 3 fast-reading ask students to listen to the recording of the reading text and skim the text to get the general idea.【设计说明】通过听课本录音和快速阅读，了解学生对文本表层的理解情况，引导学生逐步提高阅读速度，从而提高阅读理解水平。step 4 detailed-reading let students read the text carefully and work out the main idea of each paragraph.【设计说明】这一环节可训练如何学生处理信息，有助于培养学生语篇和段落的分析能力的，有利于引导学生主动学习，帮助他们形成以能力发展为目标的学习方式。step 5 further reading the true or false statements are designed to check students’ further understanding of the whole text.【设计说明】通过从整体到局部，再从局部到整体的策略来培养学生对文本的整体理解能力。step 6 post-reading(consolidation activity one)【设计说明】这是初步的学生表达拓展活动，旨在培养学生分解和整合信息的技能和灵活运用语言的能力。
step 7 post-reading(consolidation activity two)ask students to retell the whole text with the help of the key words on the ppt.【设计说明】要求学生复述课文内容，是在有效输入语言的基础上进行的输出活动，对学生的表达提出了更高要求。这样不仅能增强学生的语言实践量，也有助于培养学生运用英语思维的习惯，提高语言综合运用能力。step 8 about the reading strategy draw the students’ attention to the reading strategy about expository writing.【设计说明】阅读策略的学习是训练学生阅读能力的有效措施，让学生了解说明文的基本结构，能在阅读训练中达到事半功倍的效果，并为他们今后的学习打下良好的基础。step 9 homework ask students to finish reading the article on page 95, to list the difficult language points on their notebooks, and retell the reading text.【设计说明】通过家庭作业巩固并拓展所学内容。要求学生列出语言难点，鼓励学生利用网络了解更多有关广告的知识，有利于培养他们的自主学习能力。篇二：牛津高中英语教学设计
牛津高中英语教学设计
教材： 牛津高中英语（模块九）高三上学期 文档内容： 教学设计——教案
单元： unit 4 behind beliefs 板块：reading(language points)作者： 庄如英
thoughts on the design: 课文教学，除了对文章内容的阅读理解之外，分段讲解课文语言知识点,也是相当重要的。由于短语句子必须在一定语段的情景中才能更好地显示出它的语言交际能力，分析一些复杂句子的结构时，更是只有把句型教学与课文教学有机地结合起来，才能真正把句型学到手，并能在真实的交际中灵活运用。因此在语言点的教学过程中，我主张以段为单位，先逐段通读，整体上把握内容含义，再逐个分析重要语言点，其中讲解操练相辅相成，学生和老师都要动起来。最后再进行一系列由简到难的强化训练，当然都是要在一定语境基础上的，当场巩固当场掌握，从被动接受到主动运用。teaching aims: after learning the language points in this text, the students will be able to get familiar with the meanings of some words and expressions.also, the students will be able to use them correctly.students are expected to go over some important sentence structures and their ability of translating or paraphrasing will also be improved.teaching procedures: ［explanation］
一直感觉课文语言点的讲评课形式比较刻板，学生们基本上都是以听、记或者机械的回答问题为主，课堂气氛也比较沉闷。因此设计这个竞赛作为整节课的开始，既起到了复习上一节课所学内容的作用，又能有效的让学生参与进来，充分调动学生的积极性，课堂气氛也顿时活跃，为下一步学习作了良性准备。step 2 language points paragraph 1 1.read the paragraph together.2.line 1-2 an idiom is a group of words or an expression whose meaning often cannot be understood by looking at the meanings of the separate words in it.*translate the sentence..key:习语是词组或者一种表达方式，其意义无法从孤立的单词中获得。*separate here is used as an adjective with the meaning ‘each or individual(word in the group of words or the expression)’ or ‘ not together’.e.g.这对双胞胎共享一个房间，但是他们各自睡一张床。
the twins share one room, but they sleep in separate beds.e.g.要将两头正在争斗的公牛分开是非常困难的。
it is extremely hard to separate two fighting oxen(播放幻灯片5)3.in other words换句话说 类似于 “that is(to say)„.”
其他和word有关的短语及固定用法： in a word 简言之，总之
have a word with sb与某人谈一下 have words with sb与某人吵架 keep one’s word守信，信守承诺 word came that „有消息称。。(播放幻灯片7)课堂操练： your performance in the driving test didn’t reach the required standard-______，you failed．
a．in the end b．after all c．in other wordsd．at the same time key: c(播放幻灯片8)4.a number of 许多（用于修饰可数名词）the number of。。的数目
课堂操练：
the number of the stamps _____ limited, so a number of people _____ to have a look at them.a．are;want key: c(播放幻灯片9)paragraph 2 1.read the paragraph.2.line 8-9 : the bible was first written in hebrew and then translated into greek, both of which use many idioms.translate the first sentence..key: 《圣经》最初是用希伯来文写成的，后来被译为希腊语，这两种语言都是用很多习语。
*代词+of which/whom引导定语从句的用法: most, both, all, neither, either, none等代词+of whom（指人）/which（指物）可以引导定语从句。如： she has two daughters, neither of whom lives at home.he has five dictionaries, all of which are practical.(播放幻灯片10)*代词+of whom（指人）/which（指物）引导定语从句也可转换成of whom（指人）/which（指物）+代词
b．is;wants c．is;want d．are;wants 引导定语从句。如：i have many story books, of which all are interesting.【考例】last week, only two people came to look at the house, ________ wanted to buy it.a.none of them b.both of them c.none of whom d.neither of whom（2007 安徽）key: d 简析：d。定语从句与先行词可连成neither of the only two people came to look at the house，因此应填neither of whom引导定语从句。(播放幻灯片11)3.the connection to„ 也可以用介词with 与。。的联系 4.before long 不久以后，很快 long before很久以前
5.be used to do 被用来做某事used to do 过去常常做某事be used to doing习惯于做某事
(播放幻灯片12)课堂操练：
as a young man, tom used to in the town, ________to find a job for a few coins.a.knocking about;waited b.knocked down;waiting c.knock about;waiting d.knocked down;waited(播放幻灯片13)paragraph 3 1.read the paragraph.2.line 14-16 biblical idioms originally had straightforward and clear meanings because they were often meant to underline the moral of a story and to give audiences an image to help them understand the story better.translate the first sentence..key: 圣经习语原本都有着直白、清晰的意义，因为它们通常意在强调某一故事的寓意，给听众或读者一个意象以帮助他们更好的理解故事。
3.a hidden weakness 隐藏的弱点，不为人知的弱点 hidden过去分词作定语(播放幻灯片14)paragraph 4 1.read the paragraph 2.line24-25 this is used when people want to say that they know something but not who gave them the information.*paraphrase this sentence.key: when people want to express the meaning that they know some information but they don’t know who tell them the information they will use this idiom.and that which hath wings shall tell the matter’.translate the first sentence..keys: 这个习语来自《圣经》上的一段话，原文是这样的：“因为空中的鸟必传扬这声音，有翅膀的也必述说这事”。
*句中hath是古英语，相当于现代英语的has(播放幻灯片15)5.lead a life of luxury 过着奢华的生活 lead a „life / lead a life of „ 过着。。的生活 6.mend one’s way 培养好习惯，改进生活方式
eg.there’s no sign of him mending his ways.看不出他有改进生活方式的迹象。(播放幻灯片16)7.in honor of„ 为了纪念，为了欢迎，为了庆祝
课堂操练：
christmas is a christian holy day usually celebrated on december 25th ____ the birth of jesus christ.a.in accordance with b.in terms of c.in favor of d.in honor of(播放幻灯片17)paragraph 5 1.read the paragraph 2.things related to food与食物有关的东西 be related to sb/sth 与某人或某事物有关
eg：wealth is seldom related with happiness.财富鲜与幸福相关。(播放幻灯片18)3.line 33-35 for instance, children are often referred to as the ‘apple of their parents’ eye’, meaning that their parents love them very much and are very proud of them.*translate the first sentence..keys:例如，孩子们常常被说成是“apple of their parents’ eye”,意思是他们的父母非常爱他们，以他们为荣。* for instance 例如，同 for example * refer to „ as „ 将。。看作。。* be proud of„以。。为荣，以。。为骄傲同 take pride in„(播放幻灯片19)4.be worth nothing 一文不值 be worth sth/ doing/$值。。；值得做某事；值。。钱
课堂操练：
she is not worth.a.to get angryb.getting angry c.getting angry with d.to get angry with(播放幻灯片20)paragraph 5 1.read the paragraph 2.line 50-52 when you have a thorough understanding of english idioms and their origins, you can better understand and appreciate the history and cultures of english-speaking countries because idioms are carriers of history and culture.*translate the first sentence..keys: 透彻了解英语习语及其起源，你可以更好地理解和欣赏英语国家的历史和文化，因为习语 是历史和文化的载体。
* a thorough understanding透彻的理解(播放幻灯片21)［explanation］
以段为单位，先逐段通读，整体上把握内容含义，再逐个分析重要语言点，其中讲解与操练相辅相成，注重的并非是字词短语的死记硬背，而是在具体语境中的实际运用。包括一些复杂句型的翻译分析，不光从语法的角度分析，也要从整个段落的意思分析。让学生明白学语言的最终目的是为了交际。step 3 practice 1.fill in the blanks with the phrases in the box below.change the form where necessary.by and by mend one’s ways in other wordsin honour of for instance refer to take care of for a long time quite a few throw away 3.the stadium was named _________ the club’s first chairman.4.old english was in many ways similar to modern german._____________, the nouns, adjectives, and verbs were highly inflected.5.the hospital now ________ patients by name, not case number.6.i have been waiting for her _________, but she hasn’t turned up yet.7.now even ________ scientists continue to doubt whether cloning is beneficial to human beings.8.britain must now _________ this opportunity by electing a labour government.9.while he is away, his neighbour would like to _________ his house and pets.10.he didn’t do well in the college entrance examination.____________, he may not go to any key university.1.mend his way 2.by and by 3.in honour of 4.for instance 5.refers to 6.for a long time7.quite a few8.throw away9.take care of10.in other words(播放幻灯片22-23)1.we chinese lifestyle is ___________________(完全不同于)british people’s lifestyle.2.since he came out of prison, he ____________________(改过自新，迷途知返)，later he has turned into a worthy man.3._____________________(除非天气有好转)，we will have to cancel the game.5.___________________(自从战争结束以来)，over five thousand prisoners have been released.6._______________(一旦发现偷窃行为)，you must report it to the police immediately.8.the discovery is _______________(被认为是)a major breakthrough in the field of medical science.3.unless the weather improves4.is meant to 5.since the end of the war 6.once you find any thefts 7.worth keeping watch over8.referred to as(播放幻灯片24-25)［explanation］
当场所学的内容当场进行巩固检查，两个练习的难度逐渐递增，从简单的填空到根据中文翻译，有本节课学校的语言点，也有以前所学的基础内容。
第四篇：牛津高中英语教学设计
牛津高中英语教学设计
单
元：Unit 2 Getting a job 板
块：Welcome to the unit
Thoughts on the design: 本单元话题主要围绕找工作展开。Welcome to the unit在整个一单元中起到了对单元总话题的导入作用。以课本上4张图片为基础，笔者将教授内容划分了三个板块。何处找寻工作信息，为找给工作该做哪些准备（材料上的准备和经验上的积累），面对严峻的就业形势该如何应对找不到工作的局面。课堂活动形式主要以小组自由讨论，发表意见为主。
Teaching aims:
After learning welcome to the unit, the students will be able to: 1.Know where to search job opportunities.2.What to prepare to get a job.3.How to face the difficulties of failing to find a job temporarily.Teaching procedures:
Step 1 where to find job opportunities(PPT4)1 Encourage students to think of where to find job opportunities.2 Encourage students to compare the different ways of find job opportunities.[Explanation] 根据自身的生活经验，高三的学生一般都能列举出若干工作信息来源。为培养学生的深沉思考能力，笔者又设计了
第五篇：牛津高中英语教学设计1
牛津高中英语教学设计
教材：牛津高中英语(模块三)高一下学期
文档内容：教学设计—教案
单元：Unit 2 Language
板块：Project（第一课时）
作者：孙小朵
教案背景：新课改背景下，素质教育的真谛：创新与合作,着重于孩子能力的培养，鼓励在创新中成长。本课时的设计为Project的第一课时，主要是侧重于文本的处理，同时也把文章的重点短语一并完成，学生在课前做好充分的预习准备。对于Project的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于Reading的阅读，Project的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本，本文主要是讲述了中国汉字的发展历程：汉字的出现.象形字.会意字.形声字.以及简化字。
Teaching aims:
1.Let the students know the development of Chinese characters.2.Let students know the formation of Chinese characters.3.Learn to explain the process ofthe Chinese character
Teaching procedures:
Step 1Lead-in
Ask students a question “Can you recognise these Chinese characters?”and Show the students some pictures about developing process of the Chinese characters and introduce the topic “The development of Chinese characters”.【设计说明】作为文本阅读的导入，首先要找一些关于课文的图片来挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。
Step 2Skimming
Skim the text and think about how many parts we can divide the whole text into,then match the main idea with each part:
A The origin of Chinese characters.B Simplified Chinese characters.C.Brief introduction of Chinese characters.D.Form and development of Chinese characters.para.1 CPara.2APara.3-4 DPara.5 B
【设计说明】通过快速阅读掌握文本的结构划分，对于文本实现整体性的粗线条把握,在文本划分基础上概括每部分的总体大意。
Step 3 Reread the text and answer the following questions
Part１
What makes the Chinese language differ from many Western languages?
The Chinese language differs from many Western languages in that it uses characters which stand for ideas, objects or deeds instead of an alphabet.And Chinese words are formed by combining different characters.Part 2
Who is said to have invented Chinese writing?
Cang Jie.Give a short introduction of Cang Jie.仓颉也称苍颉，是传说为黄帝的史官，汉字的创造者。传说中仓颉生有“双瞳四目”。目有重瞳者，中国史书上记载只有三个人，虞舜、仓颉、项羽。虞舜是禅让的圣人，孝顺的圣人，而仓颉是文圣人，项羽则是武圣人。
Part 3
How are Chinese characters formed?
1.drawings of physical objects－pictographs(象形)
(More pictographs are given for students to match with their simplified characters.)
2.combine two or more elements together to express ideas or directions and numbers(会意)The teacher explains some characters.examples: 莫(上下都是草，中间是个太阳，意思是太阳已落入草丛之中，天色已暮)众(三个人)、友（二手相叠，友善相助义）、比（两人紧挨着）、More characters are given to the students.They are encouraged to use their imagination to explain them.囚——(人困于门中)，友（二手相叠，友善相助义）、珏（两串玉）、朋（两串贝）、焱(三个“火”)；戋（两戈交接，攻伐义）、丝（两捆丝）、品(三个口)
3.combine meaning and pronunciation－pictophonetic characters(形声)
The teacher gives examples: 蛛、钱、材、消、熔
Ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters.Part 4
When did Chinese writing begin ?
Thousands of years ago
How was Chinese writing invented ?
Cang Jie saw the tracks of animals in the snow and he got the idea that he could use different shapes to stand for different objects.【设计说明】在掌握文本结构，主体大意的基础上，进行文本的精细阅读，目的是在理解文本细节的基础上，为Project的图册设计进行素材的收集，写作结构的梳理。
Step 5Phrases and sentences
1.与„„不同 differ from2.代表 stand for 3.在许多情况下in many cases
4.组成make up5.根据 according to 6.随着时间的过去 over time
7.总体来说 as a whole8.（使）变成 turn into9.在20世纪50年代in the 1950s
【设计说明】在熟悉课本的基础上，能快速的在课文中找到重要的短语和句子。Step6.Language points:
Let each group to choose their favourite fruit(banana pear grapestrawberry apple)and thendiscuss the phrases with their parters.1.differfrom（有区别，与---不同）
differ in(在----方面不同）be different from
difference--tell the difference between
(1)他的房子和我的不同。（译）His house differs from mine.介词填空)
2.in many cases
in case(that);in case of;in no case;in any case;in this/that case
3..Not all characters were developedfrom drawing of objects 并非所有的，表示部分否定 提示：句中all,every,both,many表示“都，每一个，许多”时，无论放在主语部分还是谓语部分，都表示部分否定。相应的完全否定形式是： none,nothing,nobody, no one,neither
4.It is easy to distinguish(distinguish)their meanings by looking at them.(1)学好英语是可能的。It is possible to learn English well.(2)他似乎已经知道问题的答案。It seems that he has known the answer to the question.5.turn into
Practice:
1)当气温低于零度，水就变成冰。
2)Heat turns ice into/to steam.【拓展】有关turn的短语：
in turnby turnsturn backturn down
turn inturn intoturn offturn on
turn outturn overturn toturn up
【设计说明】通过做游戏的方法让学生选择自己要讨论的题目并同时完成Step 6Homework
Find more information on the Internet about the development of Chinese characters.教学反思：通过网络阅读，提高学生搜寻、定位、整合信息的能力，为下一课时的图册制作实现素材的积累。
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