模块2 多媒体教学资源的应用

模块2 多媒体教学资源的应用（精选10篇）

模块2 多媒体教学资源的应用 篇1

模块2 多媒体教学资源的应用

活动2 用问卷星了解学情

反思与分享

1、小组之间分享问卷星的使用体会？

使用问卷星很方便快捷，操作简单，很容易就能统计到各种数据，对一些难题，都能容易的搞定。

2、除了用来开展问卷调查以外，问卷星在教育教学工作中还有什么用途？

在教学中能统计各种数据，能统计学生的爱好，兴趣，等一类，能很有效的了解学生的心理变化，帮助学生更好的成长。

活动3 用XMind整理教案编写思路

反思与分享

1、小组之间分享思维导图软件的使用体会？

思维导图可以应用于生活和工作的各个方面，包括学习、写作、沟通、演讲、管理、会议等，运用思维导图带来的学习能力和清晰的思维方式会改善人的诸多行为表现：（1）成倍提高你的学习速度，更快地学习新知识与复习整合旧知识。(2）激发联想与创意，将各种零散的智慧、资源等融会贯通成为一个系统。（3）形成系统的学习和思维的习惯，你将能够达成众多你想达成的目标，包括： 快速的记笔记，顺利通过考试，轻松的表达沟通、演讲、写作、管理等等！（4）向你喜欢的优秀人物学习，并超越你的偶像和对手。使用者的评“使用思维导图是波音公司的质量提高项目的有效组成部分之一。

2、除了用来整理教案编写思路以外，思维导图软件在教育教学工作中还有什么用途？ 对于我们学习时笔记的升级有着巨大的帮助。其丰富的色彩、简洁清晰的脉络为我们的大脑进行一次清理。另外由于采用了“关键词”方法，我们就会经常思考所学内容的关键点，并很容易地了解所学各项内容之间的逻辑关系。而在每次学习结束之前，也可以用思维导图的方式为自己总结学习过的内容，从而大大增强记忆效果。在课后也可以采用思维导图进行课程内容的总结和复习。

多媒体环境下的教学设计与资源应用--作业本

活动4 主题网站的教学应用

反思与分享

1、在本节学习中，我们了解和体验了一些教育主题网站，您有什么感受？请简短的写在下面的横线上，并和同伴交流。

资源很丰富，而且很实用，操作简单快捷，方便，能被很好地利用。

2、在您的工作中，一定也会收集了一些非常实用的教育主题网站，请和小组内的同伴进行分享，并把大家分享的优秀网站名称、网址写在下面的横线上，每人至少分享三个。

中国统一教育网 VS远程信息网 学信网

活动7 PowerPoint在教学中的应用

反思与分享

1.你最常用的课件工具是什么？特点是什么？

PowerPoint像其它大部分演示文稿软件一样，文字、图像、影片和其它物体被安置在个别页或“幻灯片”上。“幻灯片”类似品是个参考对象，相等于幻灯机。随着PowerPoint和其它演示文稿软件的使用，幻灯机日渐淘汰。幻灯片可以打印或（经常）投影于银幕并可随演示者命令导览。介于幻灯片之间的转换类型可以指定多种方式的动画，就如同在幻灯片本身上出现一样。整体演示文稿设计可由母板来控制；而从整体的结构，至每个幻灯片的文字，可利用缩略图来编辑。可被存储和运行的演示文

2.普通教师有必要成为课件制作高手吗？

有必要，因为有很多高效课堂展示需要做课件，这些课件必须自己亲手做，才能发挥到最好的水平。

3.在难以掌握课件制作技术的情况下，怎样开展多媒体教学？

多学多练，虚心请教别人，最好是参加培训好好学。

多媒体环境下的教学设计与资源应用--作业本

活动8 QQ软件在教学中的应用 反思与分享

1.在教学工作中使用QQ，你认为哪个功能最好？与同伴进行交流分享。

QQ能很方便快捷的与其他人交流，并且可以发邮件，还可以发送一些文件，QQ空间还可以转载一些文章，图片，资料，还可以关注一些新闻，有趣的事，笑话，及重大的事件。2.以小组为单位，探讨QQ的其它教学功能。

模块2 多媒体教学资源的应用 篇2

1.1 多媒体技术应用现状

所谓多媒体技术, 是指通过编程方法整合文字、图像、动画、视频、音频等数字资源, 在一个交互式的平台上中, 将内容以生动活泼的动态形式表现出来。由于多媒体技术所具备的以往其他教学形式所不可比拟的优势, 因此从多媒体技术出现之初, 就在教学领域展现出极大的辅助教学作用。多媒体技术主要包含文本、图像、动画、声音、视频影像等内容。

1.2 多媒体技术在导游相关课程教学中的应用现状

目前在导游相关课程教学过程当中, 运用较普遍的是多媒体课件技术。由于多媒体课件技术填补了以往板书教学中存在的诸多不足, 可借用图片、视频影像等相关形式将枯燥的书本教学内容生动地展现在教学当中, 因此很多导游相关课程教学中都广泛使用。运用多媒体课件, 可将学生在书本上难以理解的工作场景更为生动的体现, 并且能大大增加相关知识点知识量的传递, 使得学生在课程教学过程之中对相关问题的理解有更为深刻的认识。

此外, 近年来随着多媒体技术的不断发展, 有更多的新型技术应用于导游相关课程的教学当中, 例如3D模拟导游教学软件的应用。新型的3D导游教学模拟系统, , 即导游实训平台, 它采用虚拟现实技术实现对导游教学要求的场景范围进行整体仿真, 并通过多通道弧幕系统投影出来。可通过键盘和鼠标在场景范围内的三维模型中身临其境般地进行鸟瞰、步行、飞行等任意交互漫游, 同时, 系统配以解说词和背景音乐, 使教学可以在高度仿真的模拟场景中更为有效地进行, 这不仅可以提升学生对课程的学习兴趣, 激发学生们的学习热情, 还可以为教师教学中的实训开展提供帮助, 借以提高学生们的动手实操能力推波助澜。

2 高职院校导游模块教学特点分析

2.1 模块教学概念

模块教学, 又称模块化教学法, 是20世纪70年代初由国际劳工组织研究开发出来的以现场教学为主, 以技能培训为核心的一种教学模式, 它一出台就在许多国家, 特别在发展中国家得到了广泛的应用。

该教学模式以其灵活性、针对性、现实性、经济性的特点, 越来越类高职院校的关注。模块化教学的具体包括划分小组、确定内容、布置任务、学生实施及结果评价等环节。

2.2 高职院校导游模块教学特点分析

2.2.1 高职导游模块教学强调学生在课程教学中的主体位置

与一般普通的基础理论课程教学要求有所不同的是, 在高职院校的导游模块教学中, 更加强调学生在学习中的主动作用和主体位置, 教师在教学过程中所起的作用主要是引导。将每一模块的重难点点出, 并且引导学生积极开展实训, 不断提升学生的实际操作能力, 是高职导游课程教学最主要的目的。

而在以往的其他课程教学中, 学生往往被动接受课堂的授课内容, 学习的主动性不强, 学习效果较差。尤其对于需要反复练习来提升能力的导游教学模块而言, 这种满堂灌的教学方式显然已经不能满足要求。

2.2.3 高职导游模块教学更注重学生实际操作能力的培养

高职院校的导游模块教学更为注重学生能力和素质的提升, 强调在熟悉掌握课本理论知识的基础上, 更好地为学生今后从业打下良好基础, 因此, 在高职导游模块教学中, 就不能仅仅局限于课堂教学, 而是要为学生创设各种工作场景, 让学生进行角色扮演, 更好地应用所学知识为从业服务。

2.2.4 高职导游模块教学中“专”与“杂”的矛盾

在高职导游模块教学过程中, 一方面要注重学生多方面知识的获取及能力的培养, 因为想要成为一名优秀的导游人员, 没有丰富的知识作为土壤, 是无法收获硕果的, 而导游在实际工作过程中所需运用的知识涉及面极广, 触及很多领域的相关知识, 如地理、历史、民俗、法律等相关内容。因此在课程教学中教学内容“杂”, 传递的知识量极大。

另一方面, 由于导游工作模块各成体系, 且今后在导游从业中工作独立性强, 因此又对学生具体掌握某一模块的知识提出更高要求。这就要求学生不仅能“杂”, 而且要在针对不同客人、不同工作任务时能够把握要领, 展现专业性, 也即实际操作中的“专”。

3 高职院校导游模块教学中多媒体技术应用的症结所在

3.1 教师过于依赖多媒体技术, 主体地位丧失

不可否认, 多媒体技术的运用, 确实能够激发学生的学习兴趣, 有效地帮助学生对于知识的理解和掌握, 促进其动手能力的提升。但也应认识到, 作为课堂教学引导者的老师应当发挥的主动作用。尤其是导游模块教学, 实践性很强, 如果仅仅把相关教学内容通过多媒体技术展示给学生, 而不是引导学生积极主动去学习, 甚至把教师变成为多媒体技术的附属品, 教师在课堂中只能简单进行解说, 而起不到教师应有的主导作用, 这就犯了创新教育之大忌。

3.2 教师过于重视多媒体技术, 忽略师生交流

教学活动是一个师生共同参与的活动。在教学活动中, 必须重视发挥学生主体作用的发挥。实际上, 在课堂教学中, 教师既是导演, 又是演员。教学中, 教师应以其特有的人格魅力和富有情趣的讲解来感染学生、调动学生积极参与教学。因此, 在教学过程中, 教师切忌机械地操纵机器, 应通过各种教学技巧, 如设置悬念、角色扮演等方法来调动学生的学习积极性, 重视在课堂中的师生交流。如果教师过多地依赖多媒体, 而忽略了师生之间的交流, 必将影响学生积极性的发挥, 教师也无法及时把握学生的学习动向, 不能及时获得学生的有效反馈。

3.3 教师过于滥用多媒体技术, 分散学生注意力

一些教师尝到多媒体的甜头后, 便从头至尾都运用多媒体技术来进行教学, 便忽视了其他常规教学媒介的运用。实际上, 任何教学方式都不是万能的, 多媒体技术也不例外。尽管多媒体有其它常规媒体所无法比拟的优越性, 但并不是万能没有缺憾的。滥用多媒体往往喧宾夺主, 使得教学重难点不能清晰地体现, 而且有些教师在课件中过度采用与教学内容无关的视频、图片等, 只会使学生分散注意力, 不能集中精力学习, 效果反而适得其反。

4 合理使用多媒体技术的对策探究

4.1 摆正教师在教学中的位置

教学中, 教师生动风趣的讲解及与学生的课堂交流, 具有很强的灵活性和即时性, 是教师对本课程内容掌握程度的综合体现, 凝聚着教师的多年的教学经验, 也是教师能力的体现。多媒体技术不能取代教师在教学活动中的主导位置, 教师依然是教学活动的引导者, 教师的讲解永远是教学活动的关键所在, 多媒体技术只能作为辅助工具为教师所用。

4.2 不可忽视板书的积极作用

在教学过程中, 板书的作用永远是不可忽视的。适当的板书可以让课堂教学条理更清晰, 重点更突出。如果将板书的所有内容整篇复制到课件上, 可能导致两种结果, 一是学生忙于抄课件上的文字内容, 对于老师的讲解充耳不闻;或者是课件内容来不及记录, 下课后缺乏对重点内容的把握。因此在教学过程中, 教师应根据实际授课内容, 将教学重点书写于黑板上, 便于学生理解和记忆。

4.3 应结合实地考察等教学方式

导游教学过程中不可忽视实地考察这种教学方式, 多媒体技术虽然可以模拟很多实际工作的场景, 但对于导游服务而言, 最重要的应是“对客”, 而“客”的多样性是多媒体技术目前无法模拟和仿真的。所以要做好“虚实结合”, 更好地培养学生的实操技能。

5 结论

总之, 现代多媒体技术在确实是一种现代化的教学手段, 在教学过程中为教师带来很多便利, 也充实和丰富了教学内容, 但决不能代替教师的课堂讲解和学生的实地考察。因此, 在教学过程中教师应把握好多媒体技术应用的度, 让多媒体技术为我所用, 并且适当结合其他教学方式, 最大程度发挥多媒体技术的辅助教学功能。

摘要：多媒体技术近年来在各学科上的应用日趋广泛, 将多媒体技术运用于教学, 不仅可以大大增加课堂教学的信息量, 而且可以优化教学过程和方法, 提高教学效率, 不过, 在导游模块教学的实践过程中, 笔者也发现过分依赖多媒体技术可能带来的不利影响。该文以其在导游模块教学中的应用为例, 探究如何趋利避害, 最大限度发挥多媒体的辅助教学作用。

关键词：多媒体导游模块教学

参考文献

[1]赵丽.旅游专业多媒体辅助教学的误区及其防治[J].社会科学家, 2006 (1) :128-129.

[2]吴玲.旅游专业多媒体课堂教学模式探讨[J].教育与职业, 2004 (30) :30-31.

[3]李信利, 吕月娥.探析多媒体旅游管理论文课件教学的弊端[J].科技资讯, 2006 (25) :106-107.

英语教学多媒体课件的模块化设计 篇3

【关键词】英语教学 趣味性 自主学习

从20世纪末，美国等国家开展了“模块”式教学方法的研究，并逐渐成为一种课程新形式。我国近年来也将“模块” 作为一种新的课程设计模式加以应用，两岸三地的教育界同仁在这个领域都取得了很大的进展。

模块化是一种单元式教学，是实现课程教学目标的最基本单位，通过多个模块的组合能反映出实现学习目标的全过程。它具有更强的独立性、灵活性、开放性，更富有可连接性，既能独立成章，也可以连贯起来，这是我们现代远程教育课程改革所追求的。因此，在课程的实施过程中，教师如何以长远眼光审视教学效益，以整体的思路设计教学和实践，立足局部放眼全局，是我们应深入思考并加以解决的问题。

一、当前英语教学课件存在的问题

1. 信息量大，学生消化吸收困难。

很多教师制作的多媒体课件中所展示的语篇或对话材料，一般是把教材中的情景和有声语言形象地展示给学生，从而忽略了学生在教师创设的情景中用英语进行的交际操练，忽略了学生的思维体验。这种设计留给学生自主参与课堂活动的机会比较少，抑制了学生学习的主动性和积极性。另外，多媒体课件的信息量偏大、切换快，学生几乎没有空间和时间来思考，认知量大，容易疲劳，影响教学效果。

2. 对教材的依附性强，难以独立。

一直以来，在制作教学课件的过程中如何使用教材资源是困扰教师的重要问题。不少课件在制作之初就是以教师授课为出发点，最终成了教材的简单复制，成为一种“广播版”教材。而且内容固化，知识点不能独立，一旦教材更迭，课件必须重新制作，这又大大增加了工作量。

3. 忽略了学生在教学过程中的主体地位，限制了学生互动、参与能力的发展。

随着外语教学方法的不断丰富，大家越来越发现外语教学的根本目的是如何提高学生的能力，课堂教学的重点不再是“我们该教些什么？”而应是“促进外语学习的条件是什么？我们如何在外语课堂教学中创造这些条件？”所以，多媒体课件应该善于创设较为真实的学习情境，提供学生思考所学内容的时间和空间，使学生主动学习、协作、探索和完成知识意义建构。

4. 难以照顾到学生的整体进度。

在很多课件的使用过程中，教学任务被放到一个很高的地位上， 要求英语教学以任务目标为主。任务型教学对学生的自学能力、组合能力和基础知识的要求比较高。一味追求完成教学任务使得一些基础较差的学生难以完成教学进度，容易失去对英语的学习兴趣。

二、针对以上问题，模块化课件可以有针对性的加以解决，其特点有以下几点

1. 模块化是一种整体教学，既是实现课程教学目标的基本单位，又可以组合起来反映出实现学习目标的全过程。它具有更强的综合性、灵活性、开放性，更富有弹性，这是我们现代教育课程改革所追求的。因此，在课程的实施过程中，教师如何以长远眼光审视教学效益，以整体的思路设计教学和实践，是我们应深入思考和探索的问题。根据认知心理学的“双通道假设”和“工作记忆有限性假设”，人类认知系统包括了视觉图像通道和声音语言通道，各个通道保存和处理信息的容量是有限的，当大量的视觉或听觉材料进入这两个通道时，就会引起信息的超载。基于这些认识，小模块化视频课件由于其所需时间较短，知识容量合宜，深受学生欢迎。国外有些公开大学每节录像课的时间一般只有十分钟。这种小模块化的视频课比较大地提高了学生的学习效率。

2. 它是一种适合成人的学习方式，学生自身的年龄、职业、地区、学习资历、学习程度等是不同的，他们的学习时间具有非连续性和总量有限性特点，小模块化课件学习可以让他们在模块与模块之间适当间隙，缩减学习时间总量。小模块化视频课以知识点的形式将课程的主要内容串联起来，每个视频的时间不宜过长，方便学生使用零散的时间来进行学习，老师在视频的录制过程中穿插一些动画、视频和图片，配上音乐等元素来对其内容进行丰富，提升小模块视频的趣味性，直观性，增强感性认识，增强学生自主学习的动力，加深学生对课程的记忆。

3. 针对开放教育来说，小型模块化视频课件凸显最重要的知识点，方便学生根据自己的需要来选择学习素材。一种是把课程的重要知识点专门提出来以小模块视频的形式进行重点讲解；另一种就是以案例集锦的方式，每个小模块视频都以案例分析的方式来对相关知识点进行解析。这样既能独立成章，又能连贯起来，使学生可以有针对性地加以选择，尤其适合学生考前的复习。

模块2 编写教学设计方案 篇4

学习目标

在本模块的学习中，您要努力达到如下目标： ◆ 了解教学设计的概念和作用(《标准》2.1.3)◆ 掌握教学设计的一般过程及关键环节(《标准》2.1.2，2.2.3)◆ 能够运用教学设计方法设计一节信息技术与课程整合的课(《标准》1.2.1，3.1.1，3.3.1，4.2)◆ 在小组活动中体验合作学习的过程，理解合作的意义;在对个人活动、小组活动评价与 反思的过程中形成反思的意识(《标准》1.3.2，3.4.3，3.4.6，4.4)您的学习成果

本模块的真实任务是制定出一节信息技术与课程整合课的教学设计方案。这是整个培训课程的核心任务之一，是后续媒体选择、教学课件设计与开发的基础。

本模块学习结束时，您将会获得如下学习成果： ◆ 一节信息技术与课程整合的课的教学设计方案 ◆ 本模块的学习记录

活动1：了解教学设计(30分钟)说明：本活动的目的是帮助您了解教学设计的概念和作用。师生互动1：了解教学设计的概念和作用(30分钟)活动2：掌握教学设计的一般过程(190分钟)说明：本活动的目的是帮助您掌握教学设计的一般过程以及教学目标分析、学习者特征分析、教学策略的选择与活动设计、学习情境设计等主要环节。

师生互动2：了解教学设计的主要环节(40分钟)师生互动3：掌握教学目标分析的方法(40分钟)师生互动4：理解学习者特征分析的方法(50分钟)师生互动5：掌握教学策略选择的原则和方法(45分钟)师生互动6：了解学习情境设计(15分钟)活动3：编写选题教学设计方案(65分钟)说明：本活动的目的是使您有机会运用上面所学的知识和方法，在设计一节信息技术与课程整合课的过程中更深入地理解教学设计的理论、方法以及实践中的注意事项。

师生互动7：观摩与分析优秀教学设计方案(35分钟)自主活动1：编写教学设计方案(30分钟)活动4：分享与修改教学设计(35分钟)说明：考察一个教学设计方案的优劣，一是看设计的质量高低，二是看教学设计方案的编写是否规范、清晰。看设计质量的高低，主要看设计的理念是否既能体现教师的主导作用又能突出学生的主体地位，每个环节的设计是否到位以及是否能体现整体性，教学策略与活动的设计是否能有效落实教学目标并能真正发展学生的能力。本活动将有助于您进一步理解教学设计的方法，完善您的教学设计方案。小组活动1：分享与修改教学设计方案(20分钟)小组活动2：分享教学设计实践心得(15分钟)活动5：填写评价量表(10分钟)思考题

1.什么是教学设计? 2.您认为教学设计的一般过程应包括哪几个主要环节? 3.建构主义环境下的教学设计有何特点? 4.对教学目标的阐述应注意哪几点? 5.简述学习者特征分析应包括的内容。6.简述教学策略的类别及选择原则。

7.什么是先行组织者策略?先行组织者策略有几种类型? 8.什么是教学模式?它与教学策略有什么关系? 9.创设情境的目的是什么?有哪些方法可以创设情境? 10.教学设计实践中应该注意哪些问题? 11.利用教学设计方案模板编写出一节课的教学设计方案(技术环境不限)。课外延伸

1.回忆和反思本模块的学习过程。如果对哪一部分的培训内容仍有疑问，您可以记录下来，在后续培训中向主讲教师咨询，或者在网络条件许可的情况下利用网络培训平台的答疑区解惑。

2.查阅有关教学设计方面的资料或观摩一些教学设计案例，进一步理解教学设计的方法和实践。

3.修改您以前的一节备课案，使之成为合格的教学设计方案。

4.预习模块3关于教学媒体应用的内容，思考选题的教学设计方案中需要运用媒体的内容及其应用的形式。

参考文献

l 乌美娜主编.教学设计.北京：高等教育出版社，1994 2李克东，谢幼如编著.多媒体组合教学设计.北京：科学出版社，1992 3 何克抗，郑永柏，谢幼如编著.教学系统设计.北京：北京师范大学出版社，2002 4何克抗.教学设计理论的新发展.http：//，2005年5月检索

模块三 教学媒体与资源利用 篇5

1．（多选）对于教学媒体，一般需要具备哪些基本要素：（）。

A．用于储存与传递以教学为目的的信息 B．用于教与学的活动 C．用于先进性 D．大多数人都会使用

2．（单选）教学媒体表现事物的空间、时间和运动特征的能力，体现了它的什么特性？

A．呈现力 B．重现力 C．传播性 D．可控性 E．参与性

3．（单选）媒体把信息同时传送到接受者的空间范围，体现了媒体的什么特性？

A．呈现力 B．重现力 C．传播性 D．可控性 E．参与性

4．（单选）按照对受信者感官的刺激的差异来分，电影、电视、录像、激光影碟等通常又称为（）。

A．视觉媒体 B．听觉媒体 C．视听觉媒体 D．交互媒体

5．（单选）按照加工程度来分，文摘、索引、目录数据卡片等属于（）

A．一次信息资源 B．二次信息资源 C．三次信息资源

6．（单选）评价教育资源的四个维度中，教学模式、教学工具、认知风格等属于（）。

A．基本信息 B．教学策略 C．知识组织 D．沟通方式

7．（多选）对于教学网站的评价量规，涉及哪两个方面？

A．总体性评价 B．项目性评价 C．形成性评价 D．总结性评价

8．（单选）关于矢量图与位图（）。

A．放大位图格式图像时会产生失真，缩放矢量图格式图像时不会引起失真 B．放大位图格式图像时不会产生失真，缩放矢量图格式图像时会引起失真 C．放大位图格式图像和缩放矢量图格式图像时都不会引起失真 D．放大位图格式图像时和缩放矢量图格式图像时都会引起失真

二、问答题

1.教育信息资源的获取方法有哪些？

提示：

（1）利用图书信息检索工具获取图书资料（2）期刊信息检索

（3）利用目录型检索工具搜索网络资源（4）利用网页搜索引擎搜索网络资源

2.关于 Internet教育资源“合理使用（Fair use）原则”，你是如何理解的

提示：

“合理使用原则”通常是指为了学习、引用、评论、注释、新闻报道、教学、科学研究、执行公务、陈列、保存版本、免费表演等目的，可以不向版权人支付报酬而使用其作品。这是为了在保护版权人利益，加强对版权限制的同时，又不至于减慢慢信息传播速度和增加社会成本。

美国在 1976年修订的版权法对“合理使用”有如下定义：使用任何方法复制各种材料，将这些材料用于批评、评论、消息报道、教学（包括用于在教室内使用的多本复印件）、学术及科学研究不违背版权法。它允许教师、学生、学者及艺术家们使用持有版权法的各种资料，不必取得作者和出版商的许可，也不必付任何使用费，这对促进知识的进步和提高教育质量是至关重要的。

在教育界，对“合理使用”信息资料比较一致的看法主要集中在 4个方面：

（1）教育界使用受版权保护的作品的合法权益应该得到保护，即教育工作人员有权利通过可靠途径获得各种用于教学、学习、学术研究、个人学习的信息资料。

（2）在创作和学习过程中，教育工作者可以自由的使用信息资料。

（3）教育界在网络世界利用“合理使用原则”不应该受到诸如以“授权”或者“执行”为名义的各种理由的干扰。

模块2 多媒体教学资源的应用 篇6

Wang Daizhen from Suyuan High School

I. Free talk

T: Good afternoon, everyone. I’m very glad to be here today. I’m going to take

you to travel.

Do you like traveling?

S: Yes, of course.

T: Good. What places have you been to?

S: I’ve been to…

T: Well, so many places. But can you tell me why people like traveling?

S: …

T: Ok, some…, some…, others .... But what you mentioned just now are all places of interest in China. How about going abroad? Have you been to a foreign country?

S: No.

T: How about Africa? (Presenting a map) Do you know sth. about Africa?

S: Yes. It is …

T: Good, in Unit 1 we talked about Pyramids. It’s one of the wonders in the world. Can you tell me where the pyramids are?

S: …

T: Yes, in Egypt. How about grassland? Many wild animals live there. What else do you know about Africa?

S: …

T: Camels, yes. They are called Boats in the desert. And here’s the largest desert-te Sahara Desert and the rain forests. Africa is rich in natural resources. What about its people?

S: Black people.

T: Yeah, black people. Black people are strong and full of energy. They like singing and dancing. Let’s enjoy their performance. ( A video)

Is Africa a wonderful place? Yes, it’s a land of mystery, charm and attraction. Are you eager to go there? But before going, we have to be clear about our plan.

II. Presentation

Now open your books at p.22. Here’s a letter. Look through the letter quickly and answer the question. “Who wrote the following letter?”

Task 1 Fast reading

T: OK, who’d like to tell me who wrote the following letter.

S: Toby.

T: Good. Toby is going to travel in Africa with his elder brother. Then try to find how long they will stay in Africa. Can you find the answer in the letter? At the end of the letter, Toby told Aihua about it.

S: Four weeks.

T: Right. Now look through the body of the letter, §2-7. Try to find the places and underline them. How many places do they plan to go to? What are they? It’s common that the first few sentences of each paragraph often tell us the important information.

S: …

T: Yes, in Africa they will go to five places. (Draw the travel route on the blackboard). Look at the map of Africa. Toby and his elder brother will fly to Morocoo from London. Then they will go camping in the Sahara Desert. After that they will do white-water rafting down the Rive Nile. Then they will arrive in Kenya. and Tanzania.. At last they will go to Himalayas. That’s their plan.

Task II. Careful Reading.

T: Now let’s find more details about their plan.

Listen to the tape and read after it. Try to get sth. about Toby’s travel through the desert.

S: … ( Read after the tape.)

T: In order to know the exciting part of Toby’s travel down the River Nile and in the magnificent area Kenya, I’d like two of you to read Para. 3-6.

S1: …(Read §3.)

S2: …(Read §4-6.)

T: Well done. Then I’ll ask all of you to read Para.7-8 together. That’s the rest part of their travel.

S: …

T: Now look at the form on the screen. We’ll find more details about their plan.

Toby’s Travel Plan

route transportation activities packings reasons

through

the Sahara

Desert

down the Nile

in Kenya

in Tanzania

III. Practice: Filling the blanks and talk about the paper

T: Ok. Just now we know a lot of things about Toby’s plan. It’s your turn to write down sth. Please take out the paper I gave you. Fill in the blanks using the proper words.

S: …

route transportation 2 packings reasons

3 the Sahara

Desert by 4 camping,

seeing stars tents,

5 bags,

torch to camp

to sleep in, keep warm

to see in the dark

6 the Nile by boat going white-water

7 helmet,

life jacket for white-water rafting

in Kenya on foot seeing wild animals a large, strong, light backpack,

camera,

guns to carry 8

of food and water

to take 9

to scare animals 10

in Tanzania on foot climbing

Mount Kiimajaro

T: Now time is up. Let’s check your answers. …Very good.

IV. Consolidation: Pair work: a phone call.

T: Since we are clear about Toby’s travel plan, what do you think Toby’s travel in Africa will be?

S: …

T: Their travel will be dangerous, challenging, scary, exciting and …It’s an adventure. ( Write on the blackboard: An Adventure in Africa.)

T: Suppose you were Toby and you are going to take a travel in Africa. Talk to your friend Aihua about your travel plan on the phone. Don’t forget to tell her the details about your plan. Make a dialogue with your partner.

S: …

( Four pairs.)

V. Group discussion

T: People travel for different purposes. Can you guess what Toby’s purpose is?

S: …

T: Right. If you’re Aihua, what suggestions will you give to your friend Toby when he is out for this kind of travel? I’d like you to have a discussion in your group. Six of you will be a group. A secretary will be made to write down something and a reporter will also be chosen to give a report in the front. Are you clear?

S: …

( Four groups.)

VI. Summary.

T: Today we read Toby’s letter to his friend Aihua and from the letter we know something about their travel plan in Africa. Do you want to have a chance to go there right now?

S: Yes.

T: Let’s go. ( African music.) But don’t forget our homework.

VII. Homework

模块2 多媒体教学资源的应用 篇7

一、新媒体环境对传统教学模式的影响

众所周知, 当下的新媒体环境不但丰富了当下人的生活方式, 同时也影响着他们的学习方式, 尤其作为年轻的大学生, 更是拓展了他们的思维空间和学习阵地。基于此种情况, 必须构建适合当下新媒体环境下学生特性的教学模式, 变学生被动学为主动学、考试单一评价为多元评价, 教学效果理论与实践脱轨为真正结合, 为此要求从内容到方法, 从具体课堂到考核都要求适合新媒体下学生的特点, 由此提出新的教学模式, 即“模块”式实践教学模式。

二、“模块”式实践教学模式在《艺术概论》教 学中的尝试与探索

(一) “模块”式实践教学模式构想

所谓“模块”式实践教学模式, 即从课程的教学目标、内容、特点出发, 紧密联系当下环境和大学生实际特点, 将课程内容依据培养目标做成可实践的模块, 这种教学模式即将课程内容划分为几个大的模块 , 以一案例或一热点问题 , 甚至是一次参观活动将相关的知识点串联起来。模块式教学实用性强, 互动性强, 针对性强, 更能引起学生学习的兴趣 , 从而能更好地完成相关的教学。以下就以《艺术概论》课程为例, 来谈谈这种模式的具体应用探索。

(二) 模块”式实践教学模式在《艺术概论》教学 中的尝试与探索

1.确立可实践的模块教学内容体系

模块的划分必须从素质核心和能力本位的角度出发, 按照一个种类的能力和素质为一个模块的原则进行划分。现以彭吉象的《艺术学概论》为例, 设计成三个模块, 分别是:基础模块、专业模块、拓展模块。上编为艺术总论, 系统论述了艺术的本质、特征、起源、功能等, 归为基础模块, 用来夯实学生的艺术基础。中编为艺术种类, 归为拓展模块, 帮助大学生拓宽艺术视野, 并掌握鉴赏作品的方法。下编为艺术系统, 对艺术创作、艺术作品、艺术鉴赏进行了全面介绍, 归为专业模块, 加强学生的实践操作能力。

2.采取可实践的模块教学方法体系

(1) 辩论、讨论实践法——基础模块部分

基础模块部分涉及到的内容是上编艺术总论, 此部分主要是辩论、讨论实践法。如艺术的起源是巫术说还是劳动说、艺术的主要社会功能是审美娱乐还是审美教化, 可以做成辩论赛, 学生们准备和进行辩论赛的过程也是自主学习的过程, 教师的适时点评更能加强其艺术思辨能力。所谓讨论实践法, 就是将难以做成辩论赛的基础理论部分做成讨论性的话题, 学生的观念和看法可能有偏差, 教师就他们的观点进行纠偏和深化, 这一教学方式可让学生对一些理论化问题的理解更加透彻。

(2) 竞赛、参观、作品实践法——拓展模块部分

中编归为拓展模块, 即艺术的五大种类, 关于实用、造型、表情、综合、语言艺术的学习, 可采取竞赛、参观、作品实践法。所谓的竞赛实践法, 就是将门类艺术常识化为知识竞赛的题目, 知识PK中不但学生兴趣浓郁, 而且也会提前自主学习和复习, 无形之中拓展了学生的艺术视野。所谓参观实践法就是组织学生参观博物馆、观摩艺术创作活动, 这样在实践中会让理论知识更加有形的印刻在学生心中。所谓的作品实践法, 就是依据所学不同专业的学生呈现出不同的专业作品来, 比如讲某艺术家的作品, 编导的学生根据艺术家的人生和作品编写剧本, 制作的同学拍成小视频, 音乐的同学写成歌词, 表演的学生在视频中做演员, 这样既锻炼专业实践能力, 又进行了合作能力的培养, 同时也让理论更接地气, 更易具有可操作性。

(3) 访谈交流、热评作品实践法——专业模块部分

下编为艺术系统, 归为专业模块部分, 即具体结合学生的专业来进行此部分的学习, 可采取访谈交流、热评作品实践法。所谓的访谈交流实践法, 比如在讲解艺术创作中艺术家应该具备的优秀艺术素质时, 可以让学生去访谈专业突出的学哥学姐, 做访谈的过程, 其实已经开始去学习身边人的优秀品质了, 这种实践性的操作比直白的讲述更好。所谓的热评作品实践法, 分为三个阶段为:他评、自评、教师评, 这样的点评, 学生会留下深刻的印象, 也会知道自己作品努力的方向。

3.制订可实践的模块考核评估体系

(1) 基础模块实践考核法

基础模块部分, 教师主要是依据学生的读书笔记和欣赏札记以及学生知识竞赛、辩论赛中的表现, 作为考核学生的依据之一, 占总成绩的百分之二十。同时学生在课堂上的自主发言、演讲、讨论等方式也要计算在内, 因为学生们已将课堂变为学堂体现了创造力在其中, 将此作为学生的学习创意分, 占总成绩的百分之十五。

(2) 拓展模块实践考核法

拓展模块部分, 学生要以作品的方式 (剧本、视频、音频等形式) 呈现, 如可根据课本内容, 做成几个专题作品, 教师进行评价, 此作为最终考核学生的依据之一, 占总成绩的百分之二十五。教师也可推荐学生去参赛, 因获奖学生毕竟是少数, 所以参赛成绩占总成绩的百分之十。

(3) 专业模块实践考核法

专业模块部分, 可以去收集或调查学生的访谈情况, 以及其专业作品的展示情况, 这一部分占总成绩的百分之二十。另外在此基础上, 写一篇学习本门课的总结收获及建议报告, 这是更高站位的关注本门课, 此占总成绩的百分之十。综合考虑这些内容给予学生形成性评价。

通过实践, 发现这种新型的教学模式符合了当下新媒体环境要求的教法上知能一体, 学法上知行一致, 不但会真正锻炼学生的能力, 而且也会消除学生们对理论课的偏见, 理应引起关注。

参考文献

[1]王勇.新媒体环境下的舆论特征研究[J].现代视听, 2013 (01) .

模块2 多媒体教学资源的应用 篇8

但是，在课程的实施中，“语言文字应用”的境遇是选修遇“冷”，实施策略有“偏”。

从学生的选择意向来看，语言的一花一草远不及文学的百花园让人流连忘返，小说戏剧很好看，诗歌散文有意味，新闻传记很有趣，文化论著有挑战。语言文字呢？有点琐碎，有点枯燥……所以，选者寥寥。

从老师的选择角度来看，选修《古代诗歌散文欣赏》备受青睐，最主要的原因是因为高考考古诗、考文言文；选修《外国小说欣赏》备受欢迎，是因为有趣且有用。《语言文字应用》不能说无用，也不能说无趣。高考考语言文字表达，却并不一定要通过《语言文字应用》的学习来实现，做题或许来得更有效。有意思的语言现象比比皆是，但鲜有人有耐心一点点去研究。因此，老师们更愿意投入大量的精力去训练语言文字题，却不愿花时间让学生去体验、去整理、去探究。从高一到高三，很多学校一直在练习字音、字形、成语、改病句、修辞、连贯、得体等高考考点，却鲜有系统鲜活的真正语言活动体验课。

在这样的背景下，“语言文字应用与探究”的选修的“选”便显得有些尴尬。既缺乏足够的语言积累的土壤，也缺乏相应研究的热情。在几个模块中，语言文字应用的选择自然就显得“门前冷落鞍马稀”了。

语言文字应用模块的选择如此，其实施又如何呢？

相对于必修教学的研究而言，选修教学的研究本来就少，而语言文字应用模块的研究更是少之又少。因此，在“语言文字应用”模块的教学上，还充斥着大量的原始的不加选择的“讲”。老师的一讲到底，看似有“语言”，看似也有“文字”，却少了最核心的“应用”。“应用”是“语言文字应用”模块教学的灵魂，没有了“应用”，“语言文字应用”模块便形同虚设，其教学便偏离了选修设置的初衷。

那么，语言文字应用模块，应当如何实施呢？

高中语文新课程标准指出：“（语言文字应用模块）应注重在生活和其他学科的学习中学习语文，使学生在实践中经受锻炼，拓展视野和应用范围，提高运用语言文字的能力，在实际运用中进一步了解自己的语文学习状况。要引导学生在广泛的阅读中，学会从大量的信息中筛选和整合，逐步提高提取信息的速度。在跨领域学习中，要关注语言文字方面的目标。”“重视调查、分析、探究的过程。引导学生注意观察学习和生活中的语言文字现象，有计划地收集材料，展开专题研究。”“引导学生从日常的语言现象和所阅读的各种文章中认识思维规律，并在自己的语言实践中自觉地运用规律。注重在思维活动中发展思维品质，提高思维能力。注意用语文课程中生动的实例展开教学，力求科学性与趣味性相结合。”

简而言之，语言文字应用与探究学习的目标是研究语言现象、发现语言规律、学会具体运用。

语言文字应用模块没有完整的“篇”，也没有独立的“意”。如果说“诗歌与散文”“小说与戏剧”像一部完整的电影，“语言文字应用与探究”则像一串不连贯的镜头；如果说“新闻与传记”“文化论著选读与专题研讨”像一片连绵的山谷，“语言文字应用与探究”更像河床上的石与沙。

因此，这个“应用”有别于其他选修教材的教学。

在“诗歌与散文”“小说与戏剧”“新闻与传记”“文化论著选读与专题研究”中，我们更注重词语们串联起来的完整的“意”的表达，更看重词语们堆积起来的“山”的连绵壮观。而在“语言文字应用与探究”中，我们更看重的是作为个体的“字”“词”的光芒，可以看它的出生、它的家族，可以看它的成长，可以看它怎样工作、可以研究在什么情况下它会出现问题。可以独立去把玩，也可以把它放到词语的丛林中。可以看它生存的土壤，也可以看它怎样千变万化。

语言文字应用课的实施，也不同于必修中梳理探究课的活动。

在高中语文必修的“梳理探究”和选修的“语言文字应用”中，我们可以找到很多大致相似的章节。

如：必修的梳理探究中有“优美的汉字”，选修的《语言文字应用》（人教版）中有“神奇的汉字”；必修中有“新词新语与流行文化”，选修中有“词语万花筒（每年一部新词典）”；必修中有“成语：中华文化的微缩景观”，选修中有“中华文化的智慧之花——熟语”；必修中有“修辞无处不在”，选修中有“语言的十八班武艺”……

但通过对教材编排的比较我们就会发现，两者虽然相似，但绝不雷同，它体现了对语言认识的深入。必修中汉字的“优美”体现的是“是什么”的直观呈现，选修中汉字的“神奇”则要体现为“为什么”的深度追问。必修中“新词新语和流行文化”是让我们对今天的新词新语做一番检视与探究，选修中“每年一部新词典”则是从历史的角度看新词新语的产生。新词新语是相对的，不仅探其根源，还要探究其产生方式。同时，对新词新语不仅有感知，还要有理性的认识。

借用《语言文字应用》编者的话来说：“（语言文字应用）课程的内容并不是另起炉灶，而是充分注意与初中和高中语文课程中相关知识链接，这是这门课的切入点，也不是炒冷饭，特别注意进一步提高中学生语言文字应用能力，这是这门课的落脚点。”

因此，处在高中学段的“语言文字”的学习需要的是对既有语言经验的梳理，以及对于经验的总结。相似的内容，必修中的梳理探究是以语言文字的梳理探究为主的，选修中的语言文字应用则应当定位在“应用”上。

要“应用”，就需要有活动。

教材中的每一个章节就是一个研究的中心。围绕这一中心可以有多种多样的活动。这种活动可以是对教材中语言现象的总结，也可以是对生活中种种语言现象的发现；可以是在课本剧的编写中感受语言的特点，也可以围绕一种语言现象展开辩论，在辩论中具体感知语言；可以是语言知识大赛。

以《美丽而奇妙的语言——认识汉语》为例，这一节的核心知识是汉语的特点，这几个特点非常简单的，无非是“每个音节都有声调”“音节构造简单而有规律”“双音节词的数量占优势”“词的构造形式多种多样”“有独特的量词和语气词”等。但要学生形成深刻的认识却并没有那么简单。于是，我和学生一起设计了“皮特在中国”课本剧系列，通过一个外国人的视角来看汉语。学生先收集外国人学汉语的小故事，然后将故事以课本剧的形式表演出来。又如《耳听为虚——同音字和同音词》，学生以同音字、同音词产生的笑话编写而成的课本剧让学生不仅对同音字同音词有直观的感知，更去深层思考“为什么”和“怎么用”的问题。学生课本剧的呈现就是对汉语特点的理解和诠释。

又如，《语不惊人死不休——选词和炼句》《语言表达的十八般武艺》《浓妆谈抹总相宜》这几个章节，可以植根于教材中熟悉的优秀作品。重视对语言的锤炼是优秀作家的共同点，对语言的揣摩也一直是阅读教学的重点。在这几节的教学中，我们让学生将高中教材中的经典语言范例做了一次复习和整理，从而实现了对语言的审视和重温。

语言课，就意味着学生的表达。表达既是一种认识，也是一种实践。在《四方异声——普通话和方言》的学习中，我们进行了《方言，还是普通话》的辩论；在《每年一部新词典——新词语》的学习中，我们进行了“新词，利大于弊还是弊大于利”的辩论；在《走进汉语的世界》一课结束时，学生进行了“汉语还是英语更方便”的辩论。这些辩论，既是语言的实践，也是对语言的思考。

对于知识性比较强的章节，可以采用知识竞赛的方式。在比赛中激发学生关注语言现象、开阔视野。如汉字听写大赛、成语英雄、熟语达人、文言博士等活动，都激发了学生学语言、用语言的热情。

学《四方异声——普通话和方言》，可以针对城市区学生方言市场狭窄的情况，让学生听方言、学方言，用不同方言讲述大家熟悉的故事。学习《声情并茂——押韵和平仄》，可以进行古诗吟诵等活动。

语言的世界是美丽而神奇的，单一的“讲授”隔离了学生和语言文字的亲密接触。唯有“应用”，才能带领我们走到语言的芳草地，真正感受语言世界花草的芬芳。

参考文献：

[1]庄文中.中小学语言教学概论[M].北京：商务印书馆，2006.12.

[2]李镗.《人教版高中语言文字应用课本的解读和使用》，《中学语文教学》2007年12月.

[3]王准.《高中选修课语言文字应用的教学尝试》.《安庆师范学院学报（社会科学版）》2008年.

[4]舒小燕.人教版《语言文字应用》对培养探究式学习方法的作用[J].内蒙古师范大学学报：教育科学版，2011（4）.

模块2 多媒体教学资源的应用 篇9

Reading: The curse of the mummy (comprehension)

By Li Chen on Dec 26,

Aims and requirements

Read an article about a famous explorer and an article about a Chinese astronaut

Listen to a list of requirements

Talk about famous people and unknown places, and introduce a person

Write a biographical article

Interview a professional

Summary of the passage

The passage is about a famous explorer who, with the assistance of Lord Carnarvon, led a team to Egypt and made some unexpected discoveries in tombs. It still remains a mystery how one of his discoveries led to illness and death for many of his team members.

Procedures

Step 1: Leading-in

1) Do you still remember something from our discussion on Egypt in Unit 1 and Unit 2?

We talked about Toby traveling in Egypt and people’s curiosity about how the pyramids were built. Though we don’t know exactly how people at that time built them, we are quite sure of one thing, that is, all the pyramids were built for kings and queens. They expected to be buried there after their death. In spite of the harsh conditions, the Egyptians created this wonder of the world with their hands. It’s said the pyramids are as magnificent as a palace inside.

2) Have you ever read or thought about what is inside the pyramids?

3) Are there any people buried in them?

4) What do people nowadays call those buried in tombs?

5) What are mummies and how are they made?

6) Apart from mummies, are there any treasures inside the tombs of the pyramids?

7) Have the tombs ever been robbed of treasures by people?

8) What happened to these people after they entered the tombs?

9) Were they rich overnight?

10)What may explain the disasters that happened to those people?

Step 2: Fast reading for general ideas

1. Pay attention to the Reading strategy first before skimming the passage.

1) The article you are going to read is about a famous explorer who worked in Egypt. Read the article and make connections between the title and the explorer. Use your imagination and express your opinions freely with each other.

What might be the connections between ‘The curse of the mummy’ and the famous explorer?

Why does the writer choose ‘The curse of the mummy’ as its title here? Do you think the title can grab your attention and arouse your interest?

From your point of view, what might be dealt with in the following article? Can something like the explorer’s hobbies, his experiences of adventures, his achievements be covered in the article?

2) You’ve done a good job, expressing your opinions about the relationship between the title and the explorer and predicting the main contents of the article. That’s great. But to be more specific, can you anticipate what might be covered in the first paragraph of the article?

3)Please read the first paragraph and discuss how the first paragraph agrees or disagrees with your predictions.

What’s the first paragraph about? Is it the beginning of a story?

What does the writer tell us about the explorer in the first paragraph?

What words do you think are useful for you to predict the ideas included in the passage?

Now you may find the first paragraph serves as a general introduction of Howard Carter, and please pay attention to the key words in the first paragraph on the blackboard:

famous, brave, adventurous, amazing

4) With the help of the key words, you may predict the content of the paragraphs that follow.

What are the following paragraphs likely to do?

Will they give specific examples to support the

general description of Howard Carter?

Exchange your ideas with your partners and then check your prediction by reading the following paragraph.

5) Now let’s focus on Reading strategy to review the skills of how to predict information in an article.

2. Skim the passage and complete the three questions in Part A.

Step 3: Detailed reading for important information

1. Now please reread the passage and identify which statements are true and which are false. Then complete Part C1 on P44 individually.

2. Part C2 on P44. Match the summaries of the paragraphs in the article

3. While reading please identify the relationships between these characters and try to retell the passage according to the following diagram.

Characters Who was he? What did he do? How did he die?

George Gould a friend of Carnarvon visited the tomb a high fever

Lord Carnarvon a British man interested in Egypt offered Carter money to explore the mysterious;

be present at the opened tomb a fever

Howard Carter a famous explorer especially for the discovery of King Tutankhamun’s tomb in 1891 set sail for Alexandria, Egypt

by the 1920s searched for the tombs of the Egyptian kings

in 1922 found the tomb of King Tutankhamun seemed nothing to do with the tomb

Richard Bethell Carter’s secretary entered the tomb heart trouble

Step 4: Post-reading activities

1. interview

A---the spokesman of Howard Carter

B---a journalist

B will ask A the following questions:

1) What kind of person do you think Howard Carter is? Why?

2) To be a qualified explorer, what kind of personality do you think he/she should have?

3) Do you think the personality of Howard Carter has had a positive effect on his discoveries?

4) As for students, what sorts of personalities does a student have to possess?

5) Compared with the amazing persons such as Mother Teresa, Bill Gates, Beethoven, Zhang Heng, do you think Howard Carter is as great as them?

6) Do you think the mummy’s curse really exists? Why?

Step 5: Homework

1. Parts D and E on P44 and P45.

模块2 多媒体教学资源的应用 篇10

Welcome to the unit

Teaching aims and demands:

1. To describe ways of life in English

2. To make students know about the reasons that people move

3. To discuss how should we live

Key points: To improve students’ spoken English

Teaching steps:

一、 Arouse students’ interest in this unit and this section by looking at the pictures and asking the questions:

What are the wild geese doing?

Do you like to move to a new place? Why or why not?

Why do people move to other places?

二、 Ask students to look at the five pictures on page 17 and list where the people in these pictures move and why they move.

Ask students to compare the reasons they have worked out with the reasons given in these pictures, so they can understand more clear about why people move. Tell students that more and more people are on the move nowadays , and this has become a social trend. In china , there are a lot of young people from the countryside moving to work in the cities, especially in big cities in the eastern and southern parts of china. This has already caused some social problems. Ask more able students to make some comments on this social trend. Let them talk about the advantages and disadvantages of the advantages and disadvantages of people moving within China.

三、 Group work

(1)Ask students to work in groups :

Are there any other reasons for moving to new flats, cities, regions and even countries?

(2)show students some pictures to help less able students.

四、 Ask students to read the three questions below the pictures .

1.Have you ever moved to a new flat or a new city? What was the experience like ?

2.Do you think moving house can change people’s lives in a positive way? Why or why

not?

3. Where would you like to move if you could choose a place to move to ?Why ?

Then get students to discuss these questions in groups of four.Encourage all of them to fully participate in the discussion .

Sample answers.

1. Recently, my family has moved to a new flat. This is the first time my family has moved house since I was born. Everyone in my family has been very excited. Our new home is much larger than the old one . It is on the first floor and has a courtyard that is about twenty square metres in size. My grandma, who is in her seventies, is very happy because she does not need to climb five floors like she used to in our old house and can plant some flowers in the courtyard. I also feel very happy because I have my own room now and do not share the room with my grandma as i used to do .My parents allowed me to decorate my room as I wanted.I had the walls in my room painted light blue and stuck some plastic stars on the ceiling . When the light is turned off, these stars seem to be shining. There is a park near my new home , so after supper, we sometimes go for a walk there.

2. I think that moving house can change people’s lives in both a positive and a negative way. You will meet new people and make friends with them. However, you may also miss your old friends.

3. I would like to move if I have been living in the some place for a long time because I want to see, learn and experience new things . The place I want to go to is Shenzhen. Shenzhen is a young city, which has grown from a small fishing village, and is still developing quickly. With its fast development. Shenzhen needs young people, especially those who have a good education, to work in the many new companies and businesses there .Therefore, I think it is a suitable place for young people like me to find a job there , and I will have more choices to do what I want to do

Get several groups to report their discussion to the whole class ,use the followings to help them: 1.I have ever moved to a new flat /city. It was exciting|boring…….

2.I think moving house can change people’s lives in a positive way,because ……

3. I would like to move to ……if I could choose a place to move to, because it is …….

五、 A debate

Divide the class into two groups and have a debate:

Is moving house can change people’s lives in a positive way or negative way?

Summary and home work:

Search the Internet to know more about population mobility in the USA

Reading

Teaching aims and demands:

To improve their reading skills by fully participating in all the activities

To master the vocabulary in the text.

To know the American culture: population trends in the USA

To teach students how to match pictures with quotations when reading an article in a magazine or a newspaper.

Key points

To improve their reading ability

The usages of some key words and structures

Teaching steps:

一、 Lead –in

. Look at the pictures and ,and ask “Which country is this in the map?”

“Do you want to know more about the USA?”

二、 Reading comprehension

1. Ask one student to read the three questions in Part A

1. What is the topic of the article?

2. .What is the name of the magazine in which the article appears?

3. .What two groups are discussed in the article?

Ask students to go through the article as quickly as possible and try to find answers to the questions without reading through it thoroughly. Remind students to only focus on and identify the information needed to answer these questions.

Answers

1The movement of people in the USA.

2.American living

3. People over 60 years old and young adults.

2. Ask students first to go over the eight questions in Part C1 and then read the article again and complete Part C1 individually.

1. Where in the USA are the older people who are moving south from?

2.What state in the USA is most popular with older people ?

3.Why is Charlotte County in central Florida called the oldest place in the USA?

4.What has been done in Florida for older people?

5.What is the percentage of people in the USA who move house every year?

6.Why are young people moving to cities?

7.Why does Daniel want to move to a big city?

8.How many people are quoted in the article?

Check their answers.

2. Ask students to read the article again and fill in the table in Part C2. After they have finished filling in the table . Check the answers as a class

3. Go over Reading strategy: matching pictures and quotations

4. Ask students to read the article and complete Parts D and E.

5. Pair work:

Work in pairs What do you think you want to live in a big city in the future? Talk about it with your partner.

6. Language points:

1. on the move 在迁移中、在行进中

e.g. The wild geese are on the move .

大雁在迁移中。

2.permanent 永恒的 、永远的

e.g. Love is a permanent theme for people

爱情对人们来说是一个永恒的主题。

3.account for 解释 、占据

e.g. The students who don’t like to study account

for 16% of all the student who were asked.

4.reduce the risk of 减少……的危险

e.g. Stopping people from swimming in this river

reduces the risk of drowning .

7. Further discussion:

1.Do you think it is better to live around people who are all the same age that you are? Why or why not?

2.What do you think will happen to cities if people continue to move there?

3.What do you think will happen to small towns if all the young people move away

8. Consolidation

三、Homework

1.Try to retell the text on page 18 and 19.

2.Review the words and phrases in the text we have learnt.

Word power

Teaching aims and demands

To expand students’ vocabulary about the life in the city and the country as well as learning about sociology.

To practice and reinforce the new vocabulary .

To make the students’ familiar with the expressions related to the topics

Key points:

To expand students’ vocabulary about the life in the city and the country as well as learning about sociology.

To practice and reinforce the new vocabulary .

Teaching steps:

一、 Lead in

Ask students :

When we talk about the city, what words or expressions do we often use?(showing pictures)

When we talk about the agriculture, what words or expressions do we often use?(showing pictures)

二、 Vocabulary learning

1. Part A

(1)Read and answer:

1.Why do the people who live on farms and in the countryside begin to move to cities?

2.What is modernization?

(2)Language points

1.agriculture 2.cost of living 3.industrialization 4. industrialized 5.rural6. urban7.urbanization8.migration pattern9.modernization 10. living standards

2.Part B

complete the diagram with words from part A

三、 Vocabulary extension

1.Read the passage in Part A(page 23) and answer the following questions:

1.What is sociology?2.Why do we study sociology?

Word and phrases in this part :Sociology society socializationprimary socialization Secondary socialization norms values behaviours sociological theories

2. Part B

Ask students to complete the notes in Part B. With the help of what has been written on the blackboard,.

3. Considation:

Translation

1.我们为什么要学我非常讨厌的社会学?

2.他们去年参观的是一个现代化的大城市.

3.印度是个农业大国,日本则是一个工业国家.

4.在农村的生活开销要比在城市要少得多.

四、Homework

1. Revise the words learnt in this period.

2.Finish the exercises in workbook

Grammar and usage

Teaching aims and demands Teaching aims and demands

To teach the element of a paragraph

To put what they learnt into practice

Key points:

To teach the element of a paragraph

To put what they learnt into practice

Teaching steps:

一、 Revision

1.agriculture农业 2.cost of living生活成本(费用)

3. industrialization工业化 4. industrialized工业化的

5.rural农村的 6. urban城市的

7.urbanization城市化的 8.migration pattern迁移模式

9.modernization现代化 10. living standards生活水平

二、The elements of a paragraph

1. Ask students to read the second paragraph of the magazine article in the Reading section and try to find which sentence in the paragraph .Tell students that the sentence which gives the main point of a paragraph or an article is the topic sentence.

2. Ask students to read the second paragraph under the subtitle of ‘Bright lights , big city’ and identify the topic sentence and supporting sentences in it.

3.Ask students to read both the instructions and Part1 in this section. And choose the right answer.

4.Ask students to read Part 3 to understand what a concluding sentence is ,then get students to read the paragraph in Part B.First add transitions to complete the paragraph, and then point out the topic and concluding sentences.

5.Language points:

1. numb adj 麻木的2.physicist n. 物理学家

3. biologist n. 生物学家 4..botany n. 植物学

5.biochemistry n. 生物化学 6.analytical adj分析的.

7 lawyer n. 律师 8.firm n. 公司

9.law firm律师事务所 10.adjustment. n. 调整

11.bungalow n.平房, 小屋 12.go bowling打保龄球

13.skateboard n. 滑板 14.astronomer n. 天文学家

15.telescope n. 望远镜 16.bakery n. 面包店

三、Consolidation

.Read the following article. Then write the letter of the topic sentence for each paragraph in each blank.

_______While many people have purposely sought to darken their skin by tanning in the sun, most are now avoiding such sun exposure . This is because we know the dangers of UV exposure and the serious results it may bring along.

_______ Short-term results are a tan and sunburn , both of which affect fair-skinned people more than those with darker skin. Long-term results, which are risks for both fair-skinned and darker-skinned people, include early ageing of the skin, developing permanent dark spots on the skin, gradual loss of eye , sight, problems with the immune system and skin cancer,

________The most obvious way is to limit our exposure to the sun. When we go outside, we should be careful to wear protective clothing , such as hats and tightly-woven clothing, wear sunglasses and use sunblock on our skin

a Although there are many risks associated with UV exposure, we can protect ourselves in many ways.

b For many years , people around the world thought of the sun as something that darkens our skin and keeps us looking healthy, but all of this is now changing.

四、Homework

Finish the exercises in workbook

Task

Teaching aims and demands

To teach students how to listen for the sequence of events

To teach how to answer questions with more than one response and how to use convincing language when writing a letter to friend

To write a letter to a friend to convince her that moving back to China is the best thing to do

Key points:

To teach students how to listen for the sequence of events

To teach how to answer questions with more than one response and how to use convincing language when writing a letter to friend

Teaching steps:

一、 Revision

Translate the following sentences into English using participle clauses

1.美国老人正在迁移中.

2.几十年来，Florida 一直吸引着老年居民.

3.这些砖减少了跌倒的风险.

4.我的骨肉也离开了我.

5.那有更多的就业机会.

二、Skills building 1: listening for the sequence of events

.Ask students to read the instructions. .Then ask them to go over all the useful words and phrases given below.

三、 Step 1: find information about a returnee

1. Ask students to read the instructions in Part A ,then go over the notes .Play the recording for Part A page 26 and ask students to fill in the notes .Then check the answers as a class..

Ask students to work out the sequence of events.

2. Ask students to read the instructions in Part B. Let students listen to fill in the blanks .Check the answers as a class

3. Part C

Read Part C Read and find out: Reasons for reversal of brain drain

4. Language points in Part C

1. skilled workers

2. offer better opportunities

3.educated people

4.benefit from

5.be hooked

6.make use of

5. Translate the following sentences into English

using participle clauses

1. 他是一个技术不错的工人.

2.受过教育人是能轻松解决这个问题.

3.她的成功得益于她的老师.

4.请别受他的引诱.

5.那有更多的就业机会.

四、Skill building 2

1.Ask students to go over the instructions and the two points in this part.

2.Get students to read the newspaper article in Part C on page 27 again. Ask them to underline connecting words in it and show them where one sentence supports another as well as pointing out where two parts are contradictory or do not agree with each other.

五、Step 2: talking to a careers officer

1. Ask students to read the instructions .Then ask them to go over all the questions in the left column and in formation in the right column.

2.Ask students to work in pairs .One asks questions and the other, as a careers officer, gives the answers.

六、Skill building 3

1.Ask students to read the instructions of this part. And then go over the four points so that they know what convincing language is

2.Ask students to go over ‘ Population mobility in the USA” the magazine article in the Reading section, ask them to find the sentences that correspond to the four points.

3 A debate

Divide the class into two groups and have a debate:Is working abroad or working in China better?

七、Step 3 writing a letter to convince your friend

Ask the students read the instructions of this part .Then work individually to write a letter

Summary and homework:

1. Revise the contents in this unit.

2. Complete the notes on page 116 in Workbook.

Project

Teaching aims and demands

To practice students’ by completing a project.

To teach the history and the lifestyle of the Roma people

Key points:

To practice students’ by completing a project.

To teach the history and the lifestyle of the Roma people

Teaching steps:

一、 Part A

1. Lead in

Show students some pictures about the Roma. And say something in common.

2. Read the part and answer the questions:

1.What is this article aimed to do?

2.Where did the Roma originally live?

3.What problems did the Roma experienced throughout their travels.

4.Why did the Roma live in terror ?

5.When were the International Romani Union founded?

3.Language points in this part

1.nomadic adj.

2.submit vi.

3.vote vi

4. vain adj.

5.roundabout adj.

6. chain n.

7.rag n.

8.collision n.

9.hearing n.

10passport n.

4.Consolidation

根据首字母提示拼写出本部分出现的单词.(《高中英语创新课时训练》)

1.The traffic accident led to a c______________ of events.

2.A person who travels abroad must carry a p______________.

3.He was born in Sweden, but he doesn’t have Swedish c__________

4.The criminals were p__________ to rob the bank

5. Children in this n______________ are taken good care of.

6. My eyes were blinded by the direct r_____________ of light

7.We c_________ workers for injuries suffered at their work.

8.As usual, he reached her house in a r___________ way.

5.Pair work

Work in pairs and discuss what do you think of when the Roma are mentioned?

Then ask some pairs to report in the front

6.Group work

Discuss: What do you think we can learn after reading the article?

7. Pair work

Your are a reporter from CCTV, try to interview an expert who knows much about the Roma.

二、Part B

Ask students to work in groups to make a display using the following questions to help them

1. What differences are identified in the article that show the Roma are a distinct cultural group?

2. What examples are given that show Europeans’ prejudice against the Roma throughout history?

3. What sources will you use in your research?

4. If you find conflicting information, who will decide what to use?

5. Will you each research a different topic or will you discuss each part in your group and agree on one viewpoint?

6. How will you divide the work on the display? Will you all work on it or will one person be in charge of the design?

7. How will you arrange the written parts of your display?

8. How will you arrange the illustrations on the display?

Homework

1.Find out more information aboutJewish people on the Internet.

2.Do exercises in workbook

Self-assessment

一、 Translations

1.现在是秋天,大雁们都在往南迁移。

2.我将永远记住你对我说的话

3.昨天，迟到的学生占据所有学生的5%。

4. 戴上头盔可减少头部受伤的危险。

5.我们为什么要学我非常讨厌的社会学?

6.他们去年参观的是一个现代化的大城市.

7.印度是个农业大国,日本则是一个工业国家.

8.在农村的生活开销要比在城市要少得多.

9.美国老人正在迁移中

10。几十年来，Florida 一直吸引着老年居民.

11。这些砖减少了跌倒的风险.

12。我的骨肉也离开了我.

13。那有更多的就业机会.

s

二、选词填空。(《高中英语创新课时训练》)

ride feel suggest numb adjustment bowling

1. My fingers were _______with cold.

2.The company made an ________ in my salary .

3. Many people go ________in their spare time, taking advantage of the health and relaxation benefits.

4. After he spent a whole month on the case, I ______ he take a week off to the sea.

5.When we were at the Smith’s ,they were very friendly, which led us to

三、Reading comprehension摘自《高考大练兵》

The moment Marie stepped inside the door, she knew that something had happened. Curie’s father stood in the hall, with whom were two old friends, Dr Paul and professor Jean. The look on their faces frightened Marie. Dr Paul came up to her and said, “Marie , there was an accident . When Pierre was crossing the street, a carriage drawn by two horses came and he slipped on the wet road and …Pierre is dead.” Marie’s face went grey. She stood silently for so long that Dr Paul feared if he would have to repeat his words. Finally, she whispered, “Is Pierre dead? It could not be true! Why didn’t anybody say it was not true? And , please, Professor Jean, send a telegram to my brother in Warsaw.” A few days after Pierre’s funeral at the family tomb an official of the French government called. He told Pierre’s brother that the government wished to give Madame Curie and her children money to live on. When Marie was told , she said ,”I don’t want the welfare. I am young enough to earn my living and that of my children.” And finally all the friends suggested that Marie should take her husband’s place as professor of physics

Such words often came into her mind, “Whatever happened ,we must work the same.

1.Marie learned her husband’s death_______ ____

A. at the moment she stepped inside the door.

B.when she saw Curie’s father

C. before she came back

D. after Dr Paul told her

2. When she learned the news, Marie_______ ___

A. was only worried B. could hardly believe it

C.was very calm D.was very frightened

3. From the passage , we know ____ _____

A.Marie’s husband was always careless.

B. her husband’s friends didn’t help him when he slipped

C.the French government cared for Marie and her children very much.

4.Which statement is TRUE according to this passage?____ __

A.Marie insisted that she could support the whole family.

B. Pierre’s brother was then living in Paris.

C.Madame Curie was persuaded to accept the welfare.

D.When he died , Pierre was in a carriage.

5.At the end of the passage , we can see that Marie_____ ____

A. was too sad to continue her work

B. took her husband’s place as professor of physics

C.would go on with her work in spite of her husband’s death

D.was able to earn living and that of her children

Keys:

一、1.It is autumn now , and all wild geese are on the move to south.

2. I will remember what you said to me permanently.

3. Yesterday ,the students who were late accounted for five percent of all the students.

4. Wearing a helmet can reduce the risk of one’s head being hurt.

5. Why do we need to study sociology, which I hate very much

6. What they visited last year was a modern city.

7. India is an agricultural country ,while Japan is an industrial one

8. The cost of living in a rural area is much less than that in an urban one

9.Old Americans are on the move.

10.For decades, Florida has been attracting older residents

11.These bricks reduce the risk of falls

12 MY own flesh and blood left me too.

13.There are more career opportunitie

二、 1 numb 2adjustment 3bowling 4 suggest 5feel