2013牛津译林版选修十unit 1《building the future》word教案.doc

1、Teaching plan for Module 10 Uni1 Period 1 Welcome to the unit Teaching aims: 1. Get to know something about the development of the world, the issue of poverty, the causes of poverty as well as the possible solutions to the problem; 2. Practise listening and speaking by sharing information; 3. Get re

2、ady for the learning of this unit. Teaching procedures: Step 1 Brainstorming The teacher begins the lesson by asking students to find out the causes of poverty and the possible solutions to the problem by means of pair work. 【设计说明】教师通过学生头脑风暴活动进入本单元的主题 “Building the future”。 Step 2 Pair work Ask stud

3、ents to look at the four pictures and discuss questions according to the each picture. 【设计说明】利用图片帮助学生结合自身的经历和生活经验展开两人活动，培养了学生的 听说能力。 Step 3 Group discussion Ask students to find out the great changes that have taken place in Wuxi, where they are living and studying so that they will care more about

4、their hometown and try their best to learn more knowledge to serve the hometown in the future. 【设计说明】教师让学生通过小组讨论，谈谈他们生活和学习的城市无锡的巨大变化，真 正做到学以致用，把发生在身边的事情用英语表达出来，做到了“Localization”。从而通过 小组讨论培养学生合作学习的能力。 Period 2 Reading (1) Teaching aims: 1. Try to help Ss know something about the poverty in developing

5、 countries and the way to help them solve the problem; 2. Try to cultivate Ss abilities in listening、speaking 、reading and writing; 3. Help Ss master the reading strategy: understanding a title. Teaching procedures: Step 1 Introduction The teacher begins the lesson by asking students to say somethin

6、g about the title. 【设计说明】作为文章的导入，为阅读理解做好热身准备。 Step 2 Scamming Ask students to try to find out the answers to the three questions in a very short time without finishing reading the whole text. 【设计说明】培养学生快速阅读技能，不需要通读全文就能找到答案。 Step 3 Silent reading Ask students to read the passage carefully, trying to

7、find out the main idea of each paragraph, finish the true or false questions and answer all the seven questions. 【设计说明】有目的地默读，帮助学生寻找信息。 Step 4 Comprehension Ask students to finish the true or false questions and answer all the seven questions How many people are quoted in the article? 【设计说明】检查学生的理解效

8、果。 Step 5 Listening and reading Ask students to listen to the tape and read after it so that the students will have a better understanding of the text. 【设计说明】在课文理解完毕的基础上听读课文，不仅能更好地理解课文，而且训练了学 生的听读能力。 Step 6 Reading strategy: understanding a title Help students to master the reading strategy: underst

9、anding a title 【设计说明】帮助学生掌握阅读策略，怎样理解文章题目。 Step 7 Summary Ask students to fill in the blanks according to what they have learned form the passage. 【设计说明】这也是检查学生理解效果的一种重要手段，同时也培养了学生写的能力。 Step 8 Group discussion Ask the students talk about the two topics by working in groups. 【设计说明】这是阅读理解课的最高层次，培养学生的听说

10、能力及发散思维能力和创造能 力。 Step 9 Homework Ask the students to write a 150-word passage about either of the two topics. Period 3 Reading (2) Teaching aims: 1. Learn the language points in the passage. 2. Practice listening、speaking and writing. Teaching procedures: Step 1 Learn the new language points 1. shoc

11、k v. 震动、震惊 A. sth. shock sb. B. sb. be shocked (to do) C. sb. be shocked that A great number of people in the world are suffering from hunger, which greatly shocks us. =We are greatly shocked that a great number of people in the world are suffering from hunger. =We are greatly shocked to learn that

12、a great number of people in the world are suffering from hunger. n. 震动、冲突、震惊 A great number of people in the world are suffering from hunger, which is a great shock to us. It gives us quite a shock to learn that a great many people in the world are suffering from hunger. 2. intend v. A. sb. intend t

13、o do sth. 打算做某事 What do you intend to do this Sunday? I intended to visit you lat night but it rained. B. sb. intend sb.to do sth. / sb. be intended to do sth. /sb. intend that打算让某人做某 事 They intend their son to take over the company. =Their son is intended to take over the company. =They intend that

14、 their son will take over the company. C. sb. intend sth. as sth. =sth. be intended as sth. sb. intend sth. for sb. =sth. be intended for sb. sb. intend sth. for sb. as sth. =sth. be intended for sb. as sth. Mothers day was coming. Tom bought some flowers for his mother as a gift in honor of his mot

15、her. Tom intended the flowers as a gift.=The flowers were intended as a gif. Tom intended the flowers for his mother.=The flowers were intended for his mother. Tom intended the flowers for his mother as a gift. =The flowers were intended for his mother as a gift. The joke, intended (intend) to pleas

16、e the audience, turned out to be very boring. 3. doubt 1) doubt sb. / sth. Sarah doubted Hannah. Sarah doubted Hannahs honesty. 2) doubt whether / if There is some doubt whether / if Sb. has doubts whether / if Sarah doubted whether Hannah was honest. There was some doubt whether Hannah was honest.

17、Sarah had her doubts whether Hannah was honest. 3) dont doubt that There is no doubt that Sb. has no doubt that We dont doubt that Mary is diligent and intelligent. There is no doubt that Mary is diligent and intelligent. We have no doubt that Mary is diligent and intelligent. 4) no doubt No doubt t

18、hat good friends should share in joys and troubles. No doubt that Mary has set us a good example. 5) without doubt :毫无疑问, 一定地 Dont worry; hell come back without doubt. Without doubt you have been working very hard. 4. on top of =in addition; besides He had a bad week. He lost his job, and on top of

19、that, his car was stolen. on top of the world = extremely happy When I heard that she had been released, I felt on top of the world. 5.be dependent on sb / sth. =depend on /count on / rely on 依靠、依赖 The country is heavily dependent on its exports of agricultural commodities =The country heavily depen

20、ds on / counts on/ relies on its exports of agricultural commodities. The elderly may seek their own friends rather than become too emotionally dependent on their children 6. risk A. at risk : 处于危险之中 The disease is spreading, and all children under five are at risk. Is the Governments income policy

21、seriously at risk? Heart disease can be avoided if people at risk take medical advice. B. at the risk of 冒的危险 At the risk of catching the fever himself the man kindly carried the sick child home. He was determined to get there even at the risk of his life. C. run/ take the risk of 冒的危险, 做某件危险的事 I wa

22、s afraid to run the risk of betting on the game. He was ready to run / take the risk of being taken prisoner by the enemy. D. vt. 冒 的危险，拿冒 险 The brave man risked his life in trying to save the child. We mustnt risk getting caught in a storm. 【设计说明】在语言点的操练过程中可以采用中译英、句型转换、情景设置等方法帮助学 生理解文中出现的语言现象，掌握新的语

23、言知识。 Step 2 Group discussion In the making of this kind of story, emphasis is on the correct and clever use of the language items, not on the content of the story, which may appear strange sometimes. 【设计说明】通过编故事的形式巩固所学语言点。 Step 3 Presentation Three students went to the front and did their presentati

24、on as speakers from their groups. The students, as was expected, did quite well. This kind of practice really enhances the students ability to use the language in a comprehensive way, applying their integrated skills of speaking, listening and writing. It tickles their imagination, challenging their

25、 ability of organization and their courage to speak in front of their teachers and peers. Eventually, they cultivate their confidence through getting encouragement from their teacher and through appreciation by their peers. 【设计说明】通过展示所编故事的形式锻炼学生说的能力，同时又增强了学生的自信心。 Step 4 Homework Try to make up a sto

26、ry by using the words and phrases weve learned in this passage. 【设计说明】通过写作的形式，复习巩固本课所学的语言知识。 Period 4 Word power Teaching aims: 1. Learn some words and phrases about the industry. 2. Learn some synonyms of “develop”. Teaching procedures: Step 1 Brainstorming The teacher begins the lesson by conducti

27、ng a survey on the jobs that the students parents do. What does your father/mother do? Step 2 Reading Ask students to read the passage in Part A and fill in the table: Industry Description Occupation Construction industry including people working on building sites and producing building materials en

28、gineer Catering industry referring to all business involving food and drinks waiter/waitress; cook/ chef Publishing industry involving businesses providing printed and online materials editor; writer Fashion industry including people working with clothes, from designing to making and even modeling t

29、hem designer; model Information technology one of the fastest growing of all industries programmer Tourism industry related to travel agencies and places of historical interest tour guide Step 3 Pair work Ask students to choose an exact industry to fill in the blank of each sentence. Answer: 1. cate

30、ring 2. publishing 3. IT 4. tourism 5. fashion 6. construction Step 4 Group work Tell students a synonym is a word or an expression that has the same meaning or nearly the same meaning as another word or expression. And then encourage the students to find out synonyms of the word “develop” as many a

31、s possible. The teacher can give some hints. Hints: to gradually grow or become bigger; to think of a new idea and make it successful (develop) to make something better than before (improve) to develop gradually ( evolve ) to help something happen or develop ( promote ) to decide how something will

32、look, work, etc ( design ) to develop and improve particular qualities ( grow ) Step 5 Consolidation Ask students to complete the exercise B. Period 5 Grammar Teaching aims: 1. Get to know some types of linking words; 2. Do some exercises to consolidate how to use linking words; 3. Ask students to w

33、rite a paragraph to practice writing. Teaching procedures: Step 1 Lead-in The teacher begins the lesson by asking students to point out the linking words of the passage. Education is very important, particularly in the various ways it benefits young people. First of all, it teaches them and helps th

34、em better understand the world. Secondly, education teaches people about the history and culture of their country. In this way, young people learn about the past and are able to appreciate their national literature and art. Thirdly, education helps develop peoples personalities. Through education, y

35、oung people learn to respect and tolerate others and will become more friendly, cooperative and helpful. Lastly, education prepares young people for the future. Apart from academic knowledge, they will also learn the skills they need for their future careers. first of all; second; in this way; third

36、ly; lastly; apart from 【设计说明】通过这个练习，让学生对于连接词有一个形象直观的认识，为后面的介绍做 好铺垫。 Step 2 Types of linking words Give the students some sentences and ask them to divide these sentences into four categories. 1. Poverty is still killing people. However, these small victories are a good start towards a better future.

37、 2. The program has several aims: firstly, to help unemployed people find work; secondly, to teach new mothers about nutrition; and thirdly, to help young people develop problem solving skills. 3. These people will be given a chance to help themselves instead of being dependent on other people. As a

38、 result, they will enjoy a higher standard of living. 4. Our organization is working to raise money for the local homeless shelters. Furthermore, we are collecting clothing to give to those in need. 5. Many people believe that hunger is only a problem in the developing world. On the contrary, it is

39、a problem all over the world. 6. Geldof intended the concert to raise money for and public awareness of the famine. In the end, $100 million was raised. 7. For example, the disease malaria, which is spread by mosquitoes, kills over one million children yearly. On top of this, according to the United

40、 Nations, hunger and malnutrition claim ten million lives each year. 8. Reporter: Why did you organize the concert? Bob: Well, for one thing, I wanted to raise money for the hungry people. Also, I wanted to raise public awareness of poverty and famine. Time sequence words: 2; 6 Cause and effects wor

41、ds: 3; 8 Contrasting words: 1; 5 Addition words: 7; 4 【设计说明】在导入部分练习的基础上，让学生大致了解连接词的种类。 Step 3 Group work Ask students to give more examples of these four categories of linking words. Time sequence words: firstly; secondly; thirdly; finally; then; next; to begin with; first of all; in the first place

42、; above all; last but not the least; first and most important Cause and effects words: because; since; now that; for this reason; due to; thanks to; because of; as; owing to; so that; in order that; as a result; thus; hence; so; therefore; accordingly; as a consequence Contrasting words: by contrast

43、, on the contrary, while, whereas, on the other hand, unlike, instead, but, different from, otherwise, yet, in contrast Addition words: whats more, in addition, besides, also, furthermore, too, moreover, furthermore, as well as, additionally 【设计说明】通过和学生一起归纳，让学生进一步了解这四种连接词，以便在以后写作中 起到指导作用。 Step 4 Int

44、roduction of some other linking words Introduce some other linking words to students. Conclusion: to conclude; on the whole; in conclusion; to sum up; in short; in brief; in summary Give an example: for example; for instance; in this/that case; such as; take for example; Show differences or similari

45、ties: likewise; yet; despite; in spite of; in the same way; in the same manner; equally 【设计说明】通过给学生补充书上没有的连接词种类，来丰富学生关于连接词的知识。 Step 5 Consolidation Ask students to do exercise A and B on page 9 and check answers. 【设计说明】通过练习，巩固本课所学内容。 Step 6 Homework Write an article with the title “The tourism indus

46、try of Wuxi”. 1. in 150 words 2. using proper linking words 【设计说明】通过作业巩固所学知识，练习写作。 Period 6-7 Task Teaching aims: 1. Help students learn to use emotive language to express how they feel about something; 2. Teach students to write an essay; 3. Help students develop their listening, speaking, reading

47、and writing abilities. Teaching procedures: Step 1 Aim and analysis Our task is to write an essay using objective language, providing facts and figures, giving examples and discussing future probability. Skills Building 1: Identifying emotive language Skills Building 2: Discussing probability of the

48、 future Skills Building3:Writing an essay 【设计说明】教师在一开始说明整个 task 板块的目的，可以帮助学生理清思路，有针对性 地完成下面的学习任务。 Step 2 Skills building1 Ask students to read the guidelines on page 10, trying to understand and learn by heart: Emotive adjectives: wonderful, glorious, exceptional; terrible, horrifying, awful Hyperbo

49、le: “It weighed a ton!” Tone of voice: angry, sad, pleased, amused 【设计说明】帮助学生学习和掌握一些有感染力的形容词，英语中夸张的表达语言及从语 调中感受说话者的喜怒哀乐等情感。 Step 3 Step 1 Ask students to listen to an interview and fill in the tables on Pages10-11 (partA, Part B 2. Learn some important words and expressions; 3. Get ready for the classroom display about the report of what your city / town is doing to support sustainable development. Teaching procedures: Step 1 Lead-in Ask students to look at the pictures and get a general