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牛津高中英语教学设计

单元:Unit4Behindbeliefs

板块:Reading(Languagepoints)

Thoughtsonthedesign:

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交际能力,句子结构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.Studentsareexpectedtogooversomeimportantsentencestructuresandtheirabilityoftranslatingorparaphrasingwillalsobeimproved.

Teachingprocedures:

Step1Revision(Competition)

Holdapetitionbyaskingfivestudentseachrepresentinghisorhergrouptowriteidiomsontheblackboardasmanyaspossible.Thenaskanotherfivestudentsfromeachgroupstoexplaintheidiomswrittenbytheirgroupmates.Thegroupwhichcanwritethemostidiomsandcanofferrightexplanationswillwinthepetition.

(PPT5)

[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,记或者机械地回答问题为主,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,又能有效地让学生参与进来,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.

Step2Languagepoints

Paragraph1

Readtheparagraphtogether.

Line1-2Anidiomisagroupofwordsoranexpressionwhosemeaningoftencannotbeunderstoodbylookingatthemeaningsoftheseparatewordsinit.

*Translatethesentence..

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.

*Separatehereisusedasanadjectivewiththemeaning'eachorindividual(wordinthegroupofwordsortheexpression)'or'nottogether'.e.g.这对双胞胎共享一个房间,但是他们各自睡一张床.

Thetwinsshareoneroom,buttheysleepinseparatebeds.Separatecanalsobeusedasaverb,whichmeans'tobeeapart'or'tobenottogether'.e.g.要将两头正在争斗的公牛分开是非常困难的.

Itisextremelyhardtoseparatetwofightingoxen

(PPT5)

3.inotherwords换句话说类似于"Thatis(tosay)等."

本文网址:http://www.sxsky.net/xie/070188018.html

其他和word有关的短语及固定用法:

inaword简言之,总之

haveawordwithsb与某人谈一下

havewordswithsb与某人吵架

keepone'sword守信,信守承诺

Wordcamethat等有消息称······

(PPT7)

课堂操练:

Yourperformanceinthedrivingtestdidn'treachtherequiredstandard-______,youfailed.

A.intheendB.afterall

C.inotherwordsD.atthesametime

Key:C

(PPT8)

4.anumberof许多(用于修饰可数名词)

thenumberof等的数目

课堂操练:

Thenumberofthestamps_____limited,soanumberofpeople_____tohavealookatthem.

A.are,wantB.is,wantsC.is,wantD.are,wants

9:ThebiblewasfirstwritteninHebrewandthentranslatedintoGreek,bothofwhichusemanyidioms.

*Translatethefirstsentence..

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+ofwhich/whom引导定语从句的用法:

most,both,all,neither,either,none等代词+ofwhom(指人)/which(指物)可以引导定语从句.如:

Shehastwodaughters,neitherofwhomlivesathome.

Hehasfivedictionaries,allofwhicharepractical.

(播放幻灯片10)

*代词+ofwhom(指人)/which(指物)引导定语从句也可转换成ofwhom(指人)/which(指物)+代词引导定语从句.如:Ihavemanystorybooks,ofwhichallareinteresting.

【考例】Lastweek,onlytwopeoplecametolookatthehouse,________

wantedtobuyit.

A.noneofthemB.bothofthem

C.noneofwhomD.neitherofwhom(2007安徽)

Key:D

简析:D.定语从句与先行词可连成neitheroftheonlytwopeoplecametolookatthehouse,因此应填neitherofwhom引导定语从句.

(PPT11)

3.theconnectionto等也可以用介词with与······的联系

4.beforelong不久以后,很快longbefore很久以前

5.beusedtodo被用来做某事usedtodo过去常常做某事beusedtodoing习惯于做某事

(PPT12)

课堂操练:

Asayoungman,Tomusedtointhetown,________tofindajobforafewcoins.

A.knockingabout,waitedB.knockeddown,waiting

C.knockabout,waitingD.knockeddown,waited

Key:C

(PPT13)

Paragraph3

1.Readtheparagraph.

2.Line14-16Biblicalidiomsoriginallyhadstraightforwardandclearmeaningsbecausetheywereoftenmeanttounderlinethemoralofastoryandtogiveaudiencesanimagetohelpthemunderstandthestorybetter.

*Translatethefirstsentence..

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地理解故事.

ahiddenweakness隐藏的弱点,不为人知的弱点hidden过去分词作定语

(PPT14)

Paragraph4

1.Readtheparagraph

2.Line24-25Thisisusedwhenpeoplewanttosaythattheyknowsomethingbutnotwhogavethemtheinformation.

*Paraphrasethissentence.

Key:Whenpeoplewanttoexpressthemeaningthattheyknowsomeinformationbuttheydon'tknowwhotellthemtheinformationtheywillusethisidiom.

3.Line25-27ThisidiomesfromapassageintheBiblethatsays,'abirdoftheairshallcarrythevoice,andthatwhichhathwingsshalltellthematter'.

*Translatethefirstsentence..

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