牛津高中英语Unit 4The next step 教学设计.doc

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1、牛津高中英语Unit 4 The next step 教学设计Goal Writing a university guidePlan for the whole unitTeaching objectives By the end of this unit, Ss will be able to:Language 1 get familiar to the courses in universities 2 describe university life3 describe the relationship between courses in the university and the

2、career in the future4 use words and expressions like preview, decide on, land on ones feet, squirrel something away, etc.5 get understanding of allusion in EnglishSkills & strategies 6 read articles and gain much knowledge about university courses and university life7 listen to a conversation relate

3、d to university courses and options8 discuss options and possibilities9 write a report about future life choices10 master two basic reading skills, skimming and scanning11 use expanded vocabulary related to university life, courses, activities and facilities12 get to know the relationship between em

4、otions and tone and style13 use more complex vocabulary and sentences to communicate needs and express ideas in a wider variety of social and academic settings14 identify strategies used by the multi-media, or through Internet, to present information for various purposes15 use strategies of note-tak

5、ing, outlining, and summarizing to structure drafts of clear, coherent, and focused essays by using standard grammatical forms16 write a university guideCulture & morals 17 learn about the university life home and abroad18 get to know about popular university courses and career options home and abro

6、ad19 get ready for the next stepuniversity life20 get interested in university life21 clarify and defend positions with relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning, building up an ideal goal of lifeOverviewUni

7、t 4 The next step introduces and develops the theme of what students should do to prepare for university and especially for choosing a suitable course, based on practical reading and listening materials related to university life, including an article in a school newsletter (P50-51), two other artic

8、les about university courses (P54, P59), a brochure of a college (P62-63), and two recording clips about university courses and options (P58). At last, with the aid of the varied resources, such as textbook, workbook, courseware, the Internet, this unit is to be task-based and unfolded section by se

9、ction as the following:1 In Welcome to the unit, students are presented five pictures, which show what university students will do when they are studying a certain course. Students are expected to discuss the questions below and talk about which course they would like to study, whether everyone shou

10、ld go to university and what they think university life is like. Word power is combined in this period. In this section, words and phrases about university courses, different types and positions of faculty members, and different levels of university degrees are presented to the students.2 In the sec

11、ond period, the Reading text is an article in a school newsletter, which is written by a former student of the school about studying at a university in Canada. The topic mainly focuses on what preparations he made for studying abroad and what university life there is like. In the third period, langu

12、age points and important sentence structures from the article will be discussed and analyzed. 3 In Grammar and usage, students will learn about allusions and how an allusion is used by referring to a person, an event, a place, a character from literature or a thing like a work of art to create an as

13、sociation with something else. Examples are given in an exercise for the students to practise. 4 In the Task section, which requires students to write a report about course choices, students will practise the language skills of listening, speaking, reading and writing through some activities in clas

14、s, such as taking notes while listening to two conversations, checking the notes after reading an article, and discussing options and possibilities. And in the next period, students are required to write a report about course choice.5 In Project 1&2, students will read a brochure about a university

15、in China in the first period. Then they will be guided to write a guide to a university either at home or abroad after doing some research to find out some information about it. A week later, the works of the students will be displayed and the top five will be chosen and presented by the students th

16、emselves in another period.6 In Exploration, which is created for a combination of the New English Curriculum and the New Gaokao of 2010, is mainly focused on the cultivation of Ss innovation ability of applicable-type talents, using the Internet to surf out the necessary information and dealing wit

17、h the three types of exercises in Gaokaofilling in the blanks and writing out the right order according to the listening material; completing the form based on a passage,; answering the questions after surfing the Internet.7 The period of Self-assessment is a totally student-centered time. The stude

18、nts get to know their strengths and weaknesses by checking what they have learned in this unit, with the help of which solutions to improvement will be worked out individually.Period arrangement PeriodContents & pages or sourcesSelf-assessmentTextbookWorkbook(Page)Supplementary(Source)ToMYSectionPag

19、e1Welcome to the unit and word power49, 54-55A, B(122-123)A game 1, 21142Reading (2-1)50-51Skimming and scanning exercises (original)6, 9, 10,1253Reading (2-2)50-51A1, A2(118)Consolidating exercises(original)4, 5, 1554Grammar and usage 56-57C1, C2(120)A game5, 2045Task (2-1)58-60Reading comprehensio

20、n exercises(original)3, 7,8, 1556Task (2-2)61D1, D2(121)Case design(original)8, 947Project(3-1)62-63A form(original)13, 17, 2058Exploration(3-2)InternetInternet websites;Practice exercises(original)13, 14, 1518, 20, 2159Project (3-3)62-63A vote design(original)16, 19, 20510Self-assessment 64A questi

21、onnaire(original)4, 19, 21510Total16ALL (5)112197 Very confident Quite confident Confident Slightly confident Not confidentFeedbackMineIn general, 95% drafted teaching objectives have been fulfilled. In terms of language and knowledge, the students have learned a lot about university life home and a

22、broad, familiarized themselves with university life and courses, had some achievements in understanding and using allusions, and have experienced working on a listening and writing task alone and carrying out a project on a team. In the aspect of attitudes toward learning, learning strategies, and c

23、ultural awareness, students have also gained some knowledge. Most of them actively participated in the process of discussing and learned how to cooperate with each other properly, showing extraordinary interest in the project. They tried to come up with unique ideas, and really worked on it. They tr

24、ied every possible means to get all the information they need, such as surfing the Internet, finding some reference books in the library or even getting some first-hand materials from the foreign teachers and their pen pals abroad. Much to our surprise, every student buried themselves in the project

25、 work, forming a splendid and magnificent picture of their future university life. On the whole, the teaching plans have worked well and smoothly, mostly due to the sufficient need analyses. However, very few students couldnt express themselves freely and fluently due to their shyness and lack of se

26、lf-confidence. As for this kind of students, we need to show more concern for them and encourage them to express themselves confidently.Yours Period 1 Welcome to the unit& Word power 课件链接，请点击。Teaching aims 1 Let Ss get information about university courses.2 Enable Ss to know the different titles and

27、 positions at a university in China.3 Encourage Ss to learn about different university degrees.Keys & puzzles1 Categories of university courses.2 The titles and positions at a university.Teaching approaches1 Task-based Teaching Approach2 Situational Teaching Approach Teaching aids1 Multi-mediaTeachi

28、ng proceduresIn generalIt is important that every student in Senior Grade 3 carefully plans for his/her further education and study at university. The teacher will lead the students to talk about some famous universities by showing them a few pictures of the universities in China. Then they are aske

29、d to look at five pictures that show different courses that students study at university. They are required to think about and discuss which courses they would like to study at university. Next, they will be led to think about different course in university and try to classify the courses in pairs.

30、To make the students know and think about the different titles and positions in university, they are encouraged to work in groups of four, each group will read Part B and choose a title or position to talk and show about their responsibility. Then they will finish Part C individually to consolidate

31、the vocabularies they get from Part A and B. After that, the students are expected to explore more vocabulary about levels of degrees in a university. At last, there will be a discussion on how to face their biggest challenge when studying in the university. Through this activity, students can not o

32、nly improve their English speaking ability, but can also give serious consideration to their own future. Homework is necessary to the students after class.（对大学生活的展望 探讨大学课程分类 了解大学老师的职位和头衔并探讨相关的工作职责 结合AB词汇知识C 关于学位词汇 提升运用 布置作业）In detailStep 1 Warming up (5 minutes)1 Brainstorming by showing the student

33、s some pictures of some famous universities in China.Ask them the following questions at the same time. 1) Have you ever been to or heard of any of these universities? 2) What do you know about them?Get different students to give their opinions.2 Lead the students to talk about their coming universi

34、ty life and what course they may take.1) What do you think the university life is like? 2) Look at the pictures on P49 .Which courses would you like to take? Why?Step 2 Presentation (10 minutes)1 If you want to continue studying the subject chemistry in university, what courses would you take?2 Gath

35、er the students suggestions on the blackboard, tell the students usually there are more than one subjects in a course. For example: if you take the course physics, you will study both physics and math.3 Show the following table on the screen and get the students to do as a wholeClassifying: Put all

36、the course names into two groupsthe sciences and the arts. DisciplineCoursesSubjectsthe sciencesMathsmathsPhysicsphsics, mathsChemistryChemistry, mathsthe artsLiteratureEnglishArchaeologyhistoryEncourage Ss to talk more about the courses: “Which course will you choose in your university study life?

37、Do you know other categories and courses in university?” Lead in the next teaching step, knowing more vocabulary about different university courses.Step 3 University courses category (15 minutes)1 Part A: Get Ss to read the article in Part A. Ask them first to think of the careers they want to have

38、and to find which university courses would allow them to move into these jobs after they graduate.2 Pair work: Let Ss discuss in pairs and add more courses and subjects. Expand the table for Ss to fill in. They can do it in a big group if necessary.DisciplineCoursesSubjectsthe sciencesMathsmathsPhys

39、icsphsics, mathsChemistryChemistry, mathsthe artsLiteratureEnglishArchaeologyhistorybusinessengineeringSocial sciencesothers Go around the classroom to give help at any time the students need. Then get two pairs to check their answers in class.3 Part B: group work1) Get Ss to think about who teach a

40、nd work at a university in China and what positions theyhold. Ask Ss to read Part B. To make the students know and think about the different titles and positions in university, they are encouraged to work in groups of four, each group will read Part B and choose a title or position to talk and show

41、about their responsibility. The teacher will have to get ready for some big cards with the title and position words on them for the students to choose.2) Act out. Ask some volunteers to act out in front. Reward them with the prize “Speech Award”“Leadership Award” etc.4 Part C: Practice1) Ask Ss to r

42、ead the passage in Part C, and fill in the missing words which they can find inPart A and Part B according to the context.2) Check the answers by asking different students Answers:1 courses, 2 professors, 3 lectures, 4 president, 5 Electronic, 6 Industrial, 7 Civil, 8 assistants 9 Information Techno

43、logy, 10 Sports Science, 11 Administration, 12 graduates.Step 4 Vocabulary extension (5 minutes)1 Show the students a picture of a graduate in university. Tell them that usually before their graduation, they will get different levels of degrees according to how hard they have been working.2 Ask Ss i

44、f they know about different levels of university degrees, which they may know about in Chinese. 3 Part D: Ask them to read Part D and do the matching exercise. 4 Check the answers: 1 g 2 a 3 d 4 f 5 b 6 e 7 h 8 c.Step 5 Extensive discussion (10 minutes)1 There will be a discussion on how to face the

45、ir biggest challenge when studying in the university. Through this activity, students can not only improve their English speaking ability, but can also give serious consideration to their own future. 2 The students may talk freely in their group. Time permitting, some of the students may be required

46、 to share their views in the class.Step 6 Homework1 Look up in the dictionary for more words to name the course. Write down at least 5 of them.2 Read the articles in Part A and Part B on Page122 and Page123, trying to picture your ideal university life.FeedbackMineAs far as I am concerned, because t

47、his is the last unit the Ss have in high school, they need some consideration and preparations on going to universities. The reason of the teachers combining welcome to the unit with word power is that the Ss could have more to talk when they are required to present their ideas on choosing a certain course in university. After all, the courses are not the same as what they had in high school. Ss did very good job in talking about the university life they are going to face, including the courses they might choos