牛津版M3U2完整教案

Module3, Unit 2 Language

English and its history (Reading)

Learning goals:

After the period, the students will

1. know more about the development of the English language.

2. get further understanding of the text and be able to retell some important elements in the development of English.

3. practice more skills in reading a history article.

Learning important and difficult points:

comprehension of the development of English

Learning methods: individual and group work

Learning steps:

Step 1 Warm-up

The teacher starts the lesson with a free talk. Ask the students “How long have you been learning English? What have you learned?”

Tell students that they will learn a passage dealing with English and its history.

Step 2 Skimming

Students are allowed several minutes to skim the text. Their skimming is based on the task of questions on page 22 concerning the general idea of the text.

Step 3 careful reading

Present the questions on page 24. Let the students bear them in mind and read the text carefully to find the answers. Check the answers.

1. Why does the English language have so many rules that confuse people?

Because it is made up of the grammar and vocabulary that people from different countries and cultures brought with them to Britain.

2. Where did the word English come from?

It came from the word Engle, as it was spelt in Old English.

3. Why can words with similar meanings be found in the English language?

These words with similar meanings developed because each word came from a different

language.

4. Who made the greatest contribution to the development from Old English to Middle English?

The French-speaking Normans, who took control of England in 1066.

5. Why are many of the words for animals different from those for meat in English? The words for the animals came from Old English, while the words for the meat came from

Old French.

Step 4 Intensive comprehension

Ask the students to pay attention to the subtitles and divide the text into several parts. The text can be easily divided into 4 parts considering the subtitles, namely, Introduction, Old English, Middle English and Modern English.

Part1 Introduction

Read part 1 and find answer to the question “Why English has so many difficult rules?”

Because people from many different countries have lived together in Britain and they brought with them the rules and vocabulary into the English language.

Part2 Old English

Present a flow chart according to the development of Old English. The teacher can choose to tell the students some basic facts as well as to ask some detailed questions with reference to the chart.

And after completing the chart, students will be encouraged to give a short summary of Old English. If necessary, the teacher can give an example as follows:

“Before the middle of the 5th century, people spoke Celtic. Then 2 Germanic tribes the Angles, the Saxons occupied Britain. Their language mixed with Celtic and became the base of Old English. At the end of the 9th century, the Vikings, people from countries including Denmark and Norway moved to Britain. And their language mixed with Anglo-Saxon and became what we now call Old English. By the 10th century, Old English was the official language of England.”

Part3 Middle English

Read part 3 and discuss the answer to the question “What are t he factors that contributed to the development of Middle English?”

French and Henry IV.

Have a further discussion within groups about the influence resulting from the factors

and make a summary of the factors and the effects.

Part4 Modern English

Students are asked to finish reading the last part and find answers to the following two questions:

When did Modern English appear?

During the Renaissance in the 16th century.

What new factors are included in modern English?

Latin and Greek words, pronunciations and new words and new ways being invented. Step 6 Retelling

The key words are presented on the screen. Students are allowed 5 minutes to prepare retelling the text in pairs.

Presentation

Students are encouraged to come to the front and retell the text. The teacher could also ask students to do the retelling one after another, each student one sentence.

Step 7 Writing

Write a short summary of English and its history according to what we have learned today.

Step8 Homework

Students book P98 A1,A2

Module3, Unit 2 Language

English and its history (language focus)

Learning goals:

After this period, the students will

Do some revision of what have been learned in the last lesson.

1.lcquire the usage of the language items in the text.

2.apply the language items into practical use.

Learning important points:

Language points in the text

Learning steps:

Step 1 Revision

The teacher starts the lesson with a short revision of what have been learned in the previous lessons. This part consists of two activities—to match the words and their definitions and to fill in the blanks.

Step 2 Presentation

Present all the language items that should be coved in the following lesson. Ask the students to find them out in the text.

Step 3 Discussion of the language items

1. consist

1) consist in

Happiness consists in appreciating what you have. 2) consist of: 无被动，=be made up of Revision: made up

a)

b) Don‟t believe him. He c)

make up be made up of … be made of … be made from ...

1) My favorite salad lettuce, tomatoes and cucumber.

2) She a story to comfort her little daughter.

3) Nylon air, coal and water.

4) The audience very young children.

5) The toy cost a dollar and Ted only had fifty cents, so Father the

difference.

6) Society people with widely differing abilities.

2. control n. / vt

in control of … in the control of … be/ come/ bring/get under control

under the control of … be/get out of control lose control of …take control of

a)

b) Police at present the crowd. They asked for help.

c) d) e)

f)

Mum was angry to see her children Who do you let be lass while you‟re out?

3…., which led to Old English replacing Celtic.

1). lead to/result in sb. doing sth.

2). lead sb. to do sth. / lead sb. to sth. so? What led you to this idea?

The discovery of new evidence led to ___________.

A. the thief having caught B. catch the thief D. the thief to be caught

4. replace vt 代替，取代

1). replace A with/by B, 意为用B 代替A 。

2) take the place of , take sb‟s place, in place of sb, in sb‟s place

They will replace us to finish the work.

= They will to finish the work.

(take charge/control of , in charge/control of, search for, in sb‟s search for, …)

5. the English language did borrow many words from French.

did 为助动词，强调borrow 的语气。

6.contribute to

a) lead to /result in

b) send… to

c) donate… to

Various factors contributed to his downfall.

He contributed half of his savings to the Red Cross.

He contributed his poems to the magazine.

contribution n. 可构成词组make contributions to / make a great contribution to 他们为社会发展做出了巨大的贡献。

7. raise vt./ n

1) The baby was raised on soybean milk. 2) The landlord raised my rent to $200. 3) They are going to raise money for the school buildings.

4) He raised his glass and said: "Your health, Carl." 5) None of them raised any objection.

True or false:

1. F raised

2. F rises

3. Jack was raised by his aunt after his parents passed away. T

8.Fill in the blanks with phrases below.

aside from, contribute to, lead to, consist of, play a part in name after,

differ from, occupy oneself /in with, come into use, , take control of

1. Our book _____________ 3 units.

2. An increase in the price of drugs has the rising cost of medical care.

3. He _________ himself _____ his research report.

4. An earthquake may the spread of deadly diseases.

5. Old English greatly the Modern English.

6. what have been referred to just now, I have one further point to make.

7. There was a city ________________the great man in Russia.

8. When we the company, it was losing money.

9. It is a fact that more and more plastics will __________________ in our daily life.

10. The book you read as a child can __________________the job you have later in life. 1. consists of 2. contributed to 3. occupied in/with 4. lead to 5. differs; from

6. Aside from 7. named after 8. took control of 9. come into use 10.play a part in Exercise

1. John will James in the next round because James was badly injured.

A. remove

C. compete D. vote

2. The news shocked the public, to great concern about students‟ safety at school.

A. having led B. led D. to lead

3. their normal school hours, many of my students have additional evening or weekend classes. B. In need of

C. In case of D. Regardless of

4. Hearing the old man‟s reports, the officer from his seat and said that something must be done to people‟s living standards.

A. raised; rise

C. raised; raise D. rose; rise

5. It was announced that only when the fire was would residents (居民)

be permitted to return to their homes. B. in control of

C. beyond control D. out of control

6. I‟m sure your suggestion will the problem.

B. contribute to solve

C. be contributed to solve

D. be contributed to solving

7. As a matter of fact, of sleep can make you look tired, and even _________putting on weight.

A. lose; cause B. lost; result from

D. losing; lead

8. It suddenly occurred to Anne that money couldn‟t all that Bob had suffered in the past five years.

A. make out B. work out

D. fill out

9. The Group of Eight ( G8 ) the eight richest countries in the world.

A. is consisted of B. is made up

D. makes up

10. all of them are strong candidates, only one will be chosen for the post.

A. Since C. If D. As

11. ________careful when you cross the road.

A. do C. is D. are

12. I heard that Mrs. Lin has been ___________with the translation of a French novel these months.

A. seized B. devoted C. attracted 13. He is so good at tennis that I have never _______him.

A. won B. beat D. struck

14. It is _______ that he will win in the match, for he has been preparing for it for a whole month.

B. sure C. told D. spoken

15.This kind of material can be used to _______plastics.

A. taking the place of B. take place of

C. taking place of

Module3, Unit 2 Language

Grammar and usage 1

Learning goals:

After this period, students will be able to

1. learn all noun clauses and help students judge different noun clauses.

2. learn question words in noun clause.

Learning important points: question words in noun clause

Learning difficult points: comprehension of noun clauses

Learning steps:

Step 1 Lead-in

I. Go over the different noun clauses such as subject clause, object clause, predictive clause, and appositive clause. (subject clause) (predictive clause)

II. Introduce all question words in noun clauses, such as what, which, who, whom,

where, when, how, why, and whose. Tell students to pay attention to the order of noun clauses and don‟t leave out question words.

Conjunctions of Noun Clauses:

连接词：that, whether, if, as if (as though)

连接代词：what, whatever, who, whoever,

whom, whose, which （作主语/宾语）

连接副词：when, where, how, why（作状语）

The teacher starts the lesson with a short introduction of herself. A competition is held to guess different careers. And the topic of „director‟ is introduced.

Step 2 Noun clauses introduced by question words：

1）What was he doing ? His father was surprised. subject clause 主语从句

2）What‟s your first impression of him? I want to know.

object clause 宾语从句

3）How can I make a grammar lesson interesting?

That is my question.

predicative clause 表语从句

4）How did Peter respond to that question?

I have no idea.

appositive clause 同位语从句

Attention:

1. We change the word order in a clause after a question word into that of a statement.

2. We cannot leave out the question words in noun clauses in any cases.

Check whether the sentences are true or false:

(1) How was he successful is still a puzzle. ( F )

How he was successful is still a puzzle. ( T )

(2) Could you tell me what was the matter with me. ( T )

Could you tell me what the matter was with me. ( F )

Fill in the blanks using “that/ whether / where/ how/when”.

2. How _______ he got the money is still uncertain.

that ______ we should get up earlier and take more

exercise.

4. I have no doubt ____ that ____ he will win.

whether _______ he will win.

Step 3 Homework

Page 44 EFP

Module3, Unit 2 Language

Grammar and usage 2

Learning goals:

After this period, students will be able to

learn how to use it as an empty subject.

Learning important points:

The usage of it

Learning difficult points:

differences between attributive clauses and noun clauses

“it” in the Emphatic Pattern

Learning method: individual and group work

Learning steps:

Step 1 “It” as empty subject and object:

I. Review the function of “it”:

1. It‟s a book. (指代)

2. It‟s ten o‟clock. (时间)

3. It‟s raining outside. (天气)

4. It‟s a long way to the museum. (距离)

II. Empty subject “it”:

1. We can use it as an empty subject

A .When we use a noun clause as the subject of a sentence.

a. (preferable) It is certain that we would not be able to understand Old English

today.

(correct) =That we would not be able to understand Old English today is

certain.

b. (preferable) It is easy to answer whether English will continue changing in the

future.

(correct) =Whether English will continue changing in the future is easy to

answer.

c. (preferable) It depends on the style of writing when we use certain words. (correct) =When we use certain words depends on the style of writing.

B. When the subject is a to-infinitive.

a. (preferable) It is hard to master a foreign language.

(correct) =To master a foreign language is hard.

b. (preferable) It is important to know how to use a computer.

(correct) =To know how to use a computer is important.

C. When the subject is a v-ing form.

a. ( preferable) Smoking is difficult to stop.

(correct) =It is difficult to stop smoking.

b. (preferable) Travelling to Beijing takes up a lot of my time.

(correct) =It takes a lot of my time travelling to Beijing.

Tip:

We usually use the empty subject it with a clause or to-infinitive (preferable), but with the v-ing form we prefer the real subject at the beginning.

2. It can also be used before seem, appear, happen, chance, turn out and prove as the empty subject of a sentence.

a. It seems that he speaks two languages.

= He seems to speak two languages.

b. It happens that my new neighbour comes from my home town.

= My new neighbour happens to come from my home town.

Step 2 Other important cases of noun clauses:

I. 同位语从句和定语从句的区别:

1. 定语从句是先行词的修饰语，它不涉及先行词的具体内容。定语从句中that 不但起连接作用，而且在定语从句中充当一个句子成分，充当从句的宾语成分时可省略。

2. 同位语从句对中心词的内容作进一步的解释和说明，表明中心词的具体内容。引导同位语从句的that 在同位语从句中不做任何成分, 只起连接作用, 无具体含义, 且不可省略.

Attributive or Appositive

1. We expressed the hope that they had expressed. (AT)

2. We expressed the hope that they would come to China again. (AP)

3. The information has been announced that more middle school graduates will be admitted into university. (AP)

4. The information that he revealed at the meeting is of great value. (AT)

II. 疑问词 + ever和no matter + 疑问词的区别：

① 疑问词 + ever可引导名词性从句，在主从句中要充当一定的部分。 ② 疑问词 + ever还可引导让步状语从句。

Whoever breaks the rule, he must be punished,

Whatever you do, you must do it well.

③ no matter + 疑问词只能引导让步状语从句。

No matter what you do, you must do it well.

No matter who breaks the rule, he must be punished.

Step 3 it is/was….that….

EFP page37

Exercises:

1. Someone is ringing the doorbell. Go and see _D___.

A. who is he B. who he is C. who is it D. who it is

2. The photographs will show you __B__.

A. what does our village look like

B. what our village looks like

C. how does our village look like

D. how our village looks like

3. What the doctors really doubt is __B___ my mother will recover from the serious disease soon.

A. when B. if C. whether D. why

4. Great changes have taken place in that school. It is no longer ___A___ it was 20 years ago, _____ it was so poorly equipped.

A. what; when B. that; which

C. what; which D. which; that

5. __C___ leaves the room last ought to turn off the lights.

A. Anyone B. The person C. Whoever D. Who

6. I was surprised by her words, which made me recognize __A_ silly mistakes I had made.

A. what B. that C. how D. which

7. Parents are taught to understand ____B__ important education is to their children‟s future.

A. that B. how C. such D. so

8. Scientists think that the continents ___C___ always where they _____ today.

A. aren‟t; are B. aren‟t; were

C. weren‟t; are D. weren‟t; were

Step 5 Finish the following dialogue by filling in the proper words: PPT Step 6 Homework

Finish the exercises on page 100. And preview the instructions in the Task.

Module3, Unit 2 Language Project

learning goals:

After the period, the students will

3. Get to know the development of Chinese characters .

4. Get informed of the formation of Chinese characters.

5. Learn to explain the Chinese character by the way it forms.

6. Learn the history of Braille.

Learning important points:

comprehension of the two passages

learning steps:

Step 1 Lead-in

Show the students a picture of a running horse. Simplify the image using lines. And explain how it became the origin of the character “马”. Introduce the topic “The development of Chinese characters”.

Step 2 Skimming

Skim the text and discuss how Chinese characters are formed.

1. drawings of physical objects－pictographs (象形)

(Show students a picture of examples of development of pictographs.)

(More pictographs are given for students to match with their simplified characters.)

2. combine two or more elements together to express ideas or directions and numbers (会意)

The teacher explains some characters.

examples: 家（有房有猪）采（手采摘草本植物）尖（上小下大）旦(地平线上的太阳)

More characters are given to the students. They are encouraged to use their imagination to explain them.

囚——人困于门中，伐——人持刀戈，仙——山中人，众——多人，男——田里的劳力，休——人倚木而息，明——日与月，鸣——鸟口之声，孬——不好，森——众木，炎——多火，本——木之根，末——木之梢，歪——不正

3. combine meaning and pronunciation－pictophonetic characters(形声)

The teacher gives examples: 砖 编 聆 骂

Ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters.

Step 3 Intensive reading

1.What makes the Chinese language differ from many Western languages?

The Chinese language differs from many Western languages in that it uses characters which stand for ideas, objects or deeds instead of an alphabet. And Chinese words are formed by combining different characters.

2.Who is said to have invented Chinese writing?

Cang Jie.

3.What fired his idea of inventing Chinese characters?

Tracks of animals in the snow.

4.When were simplified Chinese characters introduced by the Chinese government? In the 1950s.

5.Where are simplified Chinese characters used?

In China‟s mainland.

Step 5 Reading

Read the second passage and answer the questions:

Who is Braille?

At the age of three Event _________________________

When he was 10 Event_______________ Problem_____________

In 1821 Event _________________ Problem___________________

At the age of fifteen Event_____________ Result_____________

Step6 practice

P49 EFP

Step 6 Homework

Find more information on the Internet about the development of Chinese characters.