【正文】 in a foreign country and refuse to e back。 homesick。 advanced technology。 about foreign customs and culture。 their English。)Step 5 Reading strategy At first the teacher may ask the class how they can get the main idea and detailed information from the necessary, the teacher may give the students some minutes to think about it or work together with their several minutes, the teacher may ask some of them to deliver their approaches to finding the main idea and detailed information from the the teacher may draw a conclusion about the reading strategies of skimming and scanning by showing the following contents on the : We skim a passage when we want to get a general idea of what it is look at the titles and headings, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the passage is : When we want to find certain information in a passage quickly, we scan the passage for key words and phrases, dates, numbers, do not need to read the whole passage word by word.(設計說明: 該步驟通過讓學生對學習過程中所采用的無意識閱讀策略加以思索、討論和分析，然后，在老師的啟發(fā)引導下，對閱讀策略進行總結歸納，使學生對學習方法的掌握由無意學習發(fā)展到有意學習，從而使得學生進一步有效掌握閱讀技巧和方法，不斷提高閱讀能力。)Step 4 Group work Ask the students to hold a discussion about the following topic: What’s the similarity and difference between the schools in China and the UK?Aspects In the UK In China similaritydifferenceAfter the discussion the teacher may ask two or three students from different groups to present their group’s opinions about the teacher should give them some help if necessary.(設計說明: 通過組織學生對中國和英國中學的異同進行比較討論，從而進一步加深對英國中學生活差異的體會和感悟。)(4)True or false T: Please read the passage again, and then decide the following sentences true or false according to the it is false, please try to correct Hua likes the school hours in the schools encourage students to work Hua’s favorite teacher was Miss average number of the students in each class in Britain is over students have fixed classroom and students can only study two languages: English and Hua enjoyed British Hua enjoyed playing Hua is now back in Manchester again.(Suggested answers: The average number of the students in each class in Britain is They move to different classrooms for different They have to study English, but they can drop French if they don’t can choose Spanish or She missed Chinese food a She hopes that someday she can go back and study in Manchester again.)(設計說明: 在學生基本理解文章的內容后, 通過對文章細節(jié)以正誤選擇題的形式加以呈現(xiàn), 引導學生分析比較文章具體細節(jié), 培養(yǎng)學生辨別是非正誤細節(jié)的閱讀理解能力。ends)2Attending assembly a)Who was the girl sitting next to her on the first day?(Diane.)b)The headmaster told them about _____ during assembly.(Rules, the best way to earn respect from the school.)3Teachers and classmates a)Who was her favorite teacher?(Miss Burke.)b)Was it easy for her to remember all the students’ faces and names? Why?( they had to move to different classrooms for different classes.)4Homework and subjects a)The homework was not heavy, but why was it a bit challenging for her at first?(Because all the homework was in English.)5 a)Why did her English improve a lot?(Because she used English every day and spent an hour each day reading English books in the library.)b)Did she enjoy cooking? How do you know?( thought it was really fun as she learned how to buy, prepare and cook food.)6 a)Do students have to learn all the subjects even if they don’t like them?(No.)7British food and her activities a)Why did she miss Chinese food a lot at lunchtime?(Because British food is very different, and British people eat lots of desserts after their main meal.)b)She usually played on the school she played she _____.(football with the boys。)(2)Scanning Ask the Ss to go through the passage as quickly as possible and try to find answers to the three following long did Wei Hua stay in Britain? was the name of Wei Hua’s class teacher? did Wei Hua make in her woodwork class?(Answers: one small table.)(設計說明: 該步驟旨在讓學生帶著問題通過快速尋讀文章相關信息, 以此形成對Wei Hua留學英論的經歷有一個初步了解。Para 7: British food and her activities。Para 3: Teachers and classmates。)Step 3 Reading(1)Skimming T: Now please skim the passage quickly and try to find the answers to the following up when you get them.(Show the questions on the screen.) is the main idea of this passage?(Suggested answers: mainly tells us some specific information about what school life in the UK is really like and some differences between high schools in the UK and in China.) are the key points you can conclude from each paragraph?(Suggested answers: Para 1: School hours。)Step 2 Presentation T: From this the video, we have already gained some brief impression about the British school you want to get something more about it, let’s e to today’s : Today we are going to read a passage by Wei Hua, who once studied in the will give us some detailed information about the school life in the UK.(設計說明: 由錄像內容自然導入課文, 環(huán)環(huán)相扣, 輕松入題。 Step 1 Leadin T: Now, Class, we have learned English since the primary school, and we have known some British language, culture, history and some other British do you know what the British school life is really like? If you want to know the answer, please watch the following video.(設計說明: 由學生從小學以來的英語學習,自然過度到對對英語語言、文化、歷史等方面的了解，進而提及到英國中學生活，激發(fā)學生對該話題的興趣,為下文做很好的背景鋪墊。② 難點：如何培養(yǎng)學生運用略讀（skimming）和尋讀（scanning）閱讀技巧來快速獲取主旨大意和細節(jié)信息的能力。③ 文化目標: 通過對課文的學習、有助于學生對英國中學生活全面而深入的理解，體會中英兩國之間由于國情、歷史的不同所產生的文化教育的差異。① 知識目標: 通過該文的學習,幫助學生對英國中學作息時間、班級規(guī)模、所學科目、課程內容、學習負擔等學校生活有具體的了解。針對上述分析，本課在設計時先以錄像導入的形式，增加學生對文章有關的感性知識；然后采用略讀的方法，培養(yǎng)學生閱讀整體觀念；在隨后的細節(jié)處理時，采取尋讀、細節(jié)理解、正誤辨別的方法；在難點處理時，通過啟發(fā)誘導，教師歸納的措施加以突破。通過她對英國中學生活的描述，學生對英國中學生的日常學習情況增加一定的了解。語法的中文解釋 中的錄音稿。Workbook中的答案。中的答案。提供Word power板塊中 等方面的幫助。組內分工 在老師指導下確定課題。二是根據(jù)本單元的有關話題,從Word family的 二是根據(jù)本單元的有關話題, 的 角度, 1 Unit 1 School life Word power School facilities A Presenting a passage and a map B Practising writing amp。making a dialogue ,主要以語 教材根據(jù)語言學習的特點, 篇形式呈現(xiàn)詞匯,語法等語言知識, 篇形式呈現(xiàn)詞匯,語法等語言知識, 語言技能的訓練也是以語段或語篇形 式呈現(xiàn), 式呈現(xiàn),.《牛津系列高中英語》必修模塊單元結構介紹 牛津系列高中英語》 3 Word power Wo