高中英语课件Book,1_U2_Word,power

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　牛津高中英语教学设计

　单

　元：Unit 2 Growing pains 板

　块：Word power Thoughts on the design: 本节课是以听、说、读为主的词汇拓展教学课。本节课的设计在教材原有的基础上增加了语言信息的输入：一方面提高了学生对语言的直观的感性认识；另一方面信息的选择也注重通过情感教育增加学生对语言的情感融入。此外，本节课对于教材的处理有所侧重，并适当延伸。在教授词汇知识和学习策略的同时，适当增加了词汇所蕴含的文化知识的输入。整节课应当在师生的情感互动、学生的情感融入和师生共同的情感体验的过程中进行。

　Teaching aims:

　After learning this session, the students will be able to know and recognize some differences between American and British English, and some colloquialisms as well. With this teaching design, the students will experience more differences between American and British language and culture. Besides, the students will obtain more cultural background information as well as more interest in English language and culture. Teaching procedures:

　Step 1

　Show a poster and introduce the movie «the Parent Trap». Show two questions about the movie: (1) What’s the difference between the twins? (2) Can you tell Annie from Hallie in the movie? Try to find the answers while watching the following movies and reading the texts concerned. [Explanation] 本单元的主题是成长，因此向学生推荐这部有关成长的电影。下面将通过视频与文本的形式具体讲述电影情节，因此此处只需简单介绍以引入下面的主题。

　The Parent Trap, presented by Disney in 1998, tells a story of a pair of twins getting reunited after 11 years separation since birth. Lindsay Lohan elegantly played two main characters, the twins, one from the UK and the other from the USA. 说明：在介绍过程中，教师宜强调双胞胎姐妹分别来自英国和美国，提醒学生留心两人语言上的差异。也即随后的两个问题。这两个问题只需提出而不需要学生回答，仅仅要求学生在下面欣赏和阅读的过程中思考。

　Step 2

　Show the movies.

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　Show the texts, and fill in the blanks according to the movies. Chapter I

　 Meeting At Maine Summer Camp, eleven-year olds Californian Hallie Parker and Londoner Annie James meet each other. Though they look surprisingly ________ to one another, they develop a ________ for each other, and attempt to play tricks on one another in a series of childish competitions. (alike, dislike) Chapter II

　 Realization Finally, both girls are punished to stay together in an isolation cabin, where they learn that they have much in ________. They then realize that they are in fact ________ sisters that were separated at birth. They each have one half of the same photograph, a wedding picture that their _________ took eleven years and nine months ago. (common, twin, parents) Chapter III

　 Plan Desperately wanting to meet the other parent they’ve never seen since ________, the sisters hatch a plan: Hallie will return to London ________ as Annie, and Annie will return to California as Hallie. Of course, the plan will eventually be __________, and the two girls imagine their parents having to meet after 11 years in order to change them back. (birth, acting, discovered) Chapter IV

　 Discovery After some training lessons, where they each learn about one another, they head "home" separately, and the plan begins. Due to their slightly different ________, and their greatly different manners, they are soon discovered one after another. With the help of others, they continue with their plan to bring their parents back together again. (language) Chapter V

　 Re-union In the end, of course, they _______ in bringing the whole family together as one. (succeed) [Explanation] PPT 第 5 到 14 页是一个整体，通过该电影的几段剪辑和文字叙述简单地介绍了这个故事。电影片段的播放只需要单击电影画面即可。文本部分的填空简单检测学生对所看内容的掌握。整个故事分了五个章节：第一章“meeting”是两姐妹相会；第二章“realization”是姐妹俩发现真相；第三章“plan”是姐妹俩策划交换身份的情节；第四章“discovery”有两段剪辑，分别介绍俩姐妹各自被发现的过程；第五章“re-union”没有视频，直接通过文字介绍故事结局。整个过程教师宜以口述来过渡五个部分，并适当加入情感因素。

　Step 3

　Finish the exercise of true or false. 1) Annie is from the USA while Hallie is from the UK. (F) 2) They’ve never met each other before. (T)

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　3) They recognize one another at the first sight. (F) 4) They each have one half of the same picture. (T) 5) According to their plan, Hallie will go to California, and Annie, London. (F) 6) The language they speak is completely different. (F)

　[Explanation] 这部分是对故事内容的回顾检测。

　Step 4

　Show the two questions at the beginning of the class: (1) What’s the difference between the twins? (2) Can you tell Annie from Hallie in the movie? Ask students to discuss about them. After discussion, try to complete the form shown below according to the movie.

　Annie Hallie from London, UK California, USA language British English American English examples give me a fright scare me dizzy woozy My God! [ɒ] My God! [ɑː] [Explanation] 此时对于前面提出的两个问题，学生应该心里有数了，但是仍然很难用语言来表述清楚。因此，紧接着的表格简化问题，易于学生回答。并且，通过这个表格，教师可以自然过渡到本课的第二个主题：“American English vs British English”。

　Step 5

　Introduce the differences between American and British English from four aspects: grammar, spelling, vocabulary and pronunciation. Show examples of the differences one by one. (students’ book page 26) [Explanation] PPT 第 18 到 24 页分别从语法、拼写、词汇和语音四个方面介绍了英美英语的不同之处，并分别举例。该部分内容直接选自教材，并增加部分常用常见词汇的区别和英美发音的不同之处。

　Step 6

　Make a conclusion of the differences: Despite such differences, all English speakers, Americans or

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　Englishmen, can understand each other, just like the twins, Hallie and Annie. Ask a question about the differences between American and British cultures: Besides language, can you name any other differences between the cultures of the USA and the UK? [Explanation] 通过上述的介绍指出，英美英语虽然存在不同，但仍不影响相互理解。此外，通过提出问题来引导出下面的一个主题：英美文化的差异。

　Step 7

　Let the students discuss about the question above.

　Show some examples of cultural differences in the form of brain-storming: How much do you know? 1) Thanksgiving is observed only in _______. (the USA) 2) People usually walk on the ______ side in the USA while in the UK people usually walk on the ______ side. (right, left) 3) __________ behave in a more casual way while in _______ people are a bit more formal or traditional. (Americans, Britain) 4) Americans select ________ as the top leader of the country, while in the UK, the ______ or ______ is always the representative of the country. (president, King, Queen) 5) Football has its origin in ______, but in America, where it is called ______, it is not so popular as American football, or ______. (Britain, soccer, rugby)

　[Explanation] 通过小组讨论，可以让学生互相交流所知文化知识。然后以练习形式向学生介绍部分常见的英美文化差异，拓宽学生的知识面，增加语言知识之外文化的输入。

　Step 8

　Explain the meaning of the word “colloquialism”: A colloquialism is an informal expression used in spoken English. Colloquialisms are never used in formal English or in writing, but are often used in conversations. In many cases, we can guess the meaning of the colloquialisms through the words used. Match the two columns. (students’ book page 27, part A) Guess the meaning of the given expressions, try to find an equal Chinese expression for each. (students’ book page 27, part B) [Explanation] PPT 第 26 到 32 页是本课最后一个主题：

　“colloquialisms”。相比前面部分的重要性而言，

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　该部分在本课设计中作了简化处理，直接采用教材内容，仅仅在练习中补充了一个中文俗语的对等翻译以增加学生对于英文俗语的理解。

　Step 9

　Assignments:

　(1) Try to find more differences between the USA and the UK, both in language and in culture.

　(2) Try to find more colloquialisms by referring to the dictionary. Explain to the students how to get the information needed, for example, through Internet, by reading books or referring to a dictionary. Ask the students to finish the task assigned after class. [Explanation] 作业的布置是对本课内容的补充与巩固，毕竟课堂时间有限。教师需要在布置作业的同时向学生介绍通过何种途径去获取作业所需信息，比如网络、书籍、词典等。