【正文】 e / lead a life of ? 過(guò)著。為驕傲同 take pride in?(播放幻燈片19) worth nothing 一文不值 be worth sth/ doing/$值。Wele to the unit在整個(gè)一單元中起到了對(duì)單元總話題的導(dǎo)入作用。Teaching aims: the students know the development of Chinese students know the formation of Chinese to explain the process ofthe Chinese characterTeaching procedures:Step 1LeadinAsk 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”.【設(shè)計(jì)說(shuō)明】作為文本閱讀的導(dǎo)入，首先要找一些關(guān)于課文的圖片來(lái)挑動(dòng)學(xué)生的學(xué)習(xí)興趣，激發(fā)學(xué)生的學(xué)習(xí)熱情，自然而然地引至主題。 points:Let each group to choose their favourite fruit(banana pear grapestrawberry apple)and thendiscuss the phrases with their （有區(qū)別，與不同）differ in(在方面不同）be different fromdifferencetell the difference between(1)他的房子和我的不同。It seems that he has known the answer to the intoPractice:1)當(dāng)氣溫低于零度，水就變成冰。相應(yīng)的完全否定形式是： none,nothing,nobody, no one,neither is easy to distinguish(distinguish)their meanings by looking at them.(1)學(xué)好英語(yǔ)是可能的。Part 3How are Chinese characters formed? of physical objects－pictographs(象形)(More pictographs are given for students to match with their simplified characters.) two or more elements together to express ideas or directions and numbers(會(huì)意)The teacher explains some : 莫(上下都是草，中間是個(gè)太陽(yáng)，意思是太陽(yáng)已落入草叢之中，天色已暮)眾(三個(gè)人)、友（二手相疊，友善相助義）、比（兩人緊挨著）、More characters are given to the are encouraged to use their imagination to explain ——(人困于門(mén)中)，友（二手相疊，友善相助義）、玨（兩串玉）、朋（兩串貝）、焱(三個(gè)“火”)；戔（兩戈交接，攻伐義）、絲（兩捆絲）、品(三個(gè)口) meaning and pronunciation－pictophonetic characters(形聲)The teacher gives examples: 蛛、錢(qián)、材、消、熔Ask the students to have a discussion with the partner and try to find some more examples of pictophonetic 4When did Chinese writing begin ?Thousands of years agoHow 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.【設(shè)計(jì)說(shuō)明】在掌握文本結(jié)構(gòu)，主體大意的基礎(chǔ)上，進(jìn)行文本的精細(xì)閱讀，目的是在理解文本細(xì)節(jié)的基礎(chǔ)上，為Project的圖冊(cè)設(shè)計(jì)進(jìn)行素材的收集，寫(xiě)作結(jié)構(gòu)的梳理。本課時(shí)的設(shè)計(jì)為Project的第一課時(shí)，主要是側(cè)重于文本的處理，同時(shí)也把文章的重點(diǎn)短語(yǔ)一并完成，學(xué)生在課前做好充分的預(yù)習(xí)準(zhǔn)備。step 3 practice in the blanks with the phrases in the box the form where 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 stadium was named _________ the club’s first english was in many ways similar to modern , the nouns, adjectives, and verbs were highly hospital now ________ patients by name, not case have been waiting for her _________, but she hasn’t turned up even ________ scientists continue to doubt whether cloning is beneficial to human must now _________ this opportunity by electing a labour he is away, his neighbour would like to _________ his house and didn’t do well in the college entrance , he may not go to any key his way and by honour of instance to a long a care other words(播放幻燈片2223) chinese lifestyle is ___________________(完全不同于)british people’s he came out of prison, he ____________________(改過(guò)自新，迷途知返)，later he has turned into a worthy (除非天氣有好轉(zhuǎn))，we will have to cancel the (自從戰(zhàn)爭(zhēng)結(jié)束以來(lái))，over five thousand prisoners have been (一旦發(fā)現(xiàn)偷竊行為)，you must report it to the police discovery is _______________(被認(rèn)為是)a major breakthrough in the field of medical the weather meant to the end of the war you find any thefts keeping watch to as(播放幻燈片2425)［explanation］當(dāng)場(chǎng)所學(xué)的內(nèi)容當(dāng)場(chǎng)進(jìn)行鞏固檢查，兩個(gè)練習(xí)的難度逐漸遞增，從簡(jiǎn)單的填空到根據(jù)中文翻譯，有本節(jié)課學(xué)校的語(yǔ)言點(diǎn)，也有以前所學(xué)的基礎(chǔ)內(nèi)容。* be proud of?以。waited(播放幻燈片13)paragraph 3 the 1416 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 the first sentence..key: 圣經(jīng)習(xí)語(yǔ)原本都有著直白、清晰的意義，因?yàn)樗鼈兺ǔＲ庠趶?qiáng)調(diào)某一故事的寓意，給聽(tīng)眾或讀者一個(gè)意象以幫助他們更好的理解故事。wants 引導(dǎo)定語(yǔ)從句。it is extremely hard to separate two fighting oxen(播放幻燈片5) other words換句話說(shuō) 類似于 “that is(to say)?.”其他和word有關(guān)的短語(yǔ)及固定用法： in a word 簡(jiǎn)言之，總之have a word with sb與某人談一下 have words with sb與某人吵架 keep one’s word守信，信守承諾 word came that ?有消息稱。由于短語(yǔ)句子必須在一定語(yǔ)段的情景中才能更好地顯示出它的語(yǔ)言交際能力，分析一些復(fù)雜句子的結(jié)構(gòu)時(shí)，更是只有把句型教學(xué)與課文教學(xué)有機(jī)地結(jié)合起來(lái)，才能真正把句型學(xué)到手，并能在真實(shí)的交際中靈活運(yùn)用。step 5 further reading the true or false statements are designed to check students’ further understanding of the whole text.【設(shè)計(jì)說(shuō)明】通過(guò)從整體到局部，再?gòu)木植康秸w的策略來(lái)培養(yǎng)學(xué)生對(duì)文本的整體理解能力。本篇閱讀材料是一位中學(xué)生根據(jù)研究性活動(dòng)寫(xiě)成的一篇說(shuō)明文。如：模塊四第三單元中Project部分就找到可讓學(xué)生背誦的段落，這樣勢(shì)必造成教學(xué)中的有些任務(wù)常常不能保質(zhì)保量完成。我們的做法是將這些詞或詞組中的重點(diǎn)在學(xué)完之后再羅列出來(lái)，供學(xué)生再度記憶。從交上來(lái)的作業(yè)，教師就會(huì)發(fā)現(xiàn)，學(xué)生的創(chuàng)造力是無(wú)限的，只要教師相信學(xué)生，愿意給他們提供機(jī)會(huì)，學(xué)生個(gè)個(gè)都是好樣的。如模塊2第二單元的Wele to the Unit中展示的四幅圖，就為學(xué)生提供了廣闊的想象和思維空間。首先，我們想談?wù)勥@些經(jīng)驗(yàn)和教訓(xùn)，與大家相互探討。我有著和許多老師同樣的感慨，牛津高中英語(yǔ)是一本好教材，但就是不知道如何用好教材，課前總有力不從心，課后又總有言猶未盡的感覺(jué)。一，從教學(xué)時(shí)間的角度來(lái)看，模塊五一共三個(gè)單元，按照教學(xué)計(jì)劃，每個(gè)單元是14個(gè)課時(shí)，加上單元測(cè)驗(yàn)和練習(xí)講解，應(yīng)該是17課時(shí)左右。 “that I made” ——attributive clause 定語(yǔ)從句She was the teacher who taught us English Literature.。2)____