牛津高中英语模块六word power 教案【精选3篇】

牛津高中英语模块六word power 教案 篇一

Unit 1: The Power of Words

Objectives:

- Understand the importance of words in communication

- Learn new vocabulary related to communication

- Practice using new vocabulary in speaking and writing activities

Warm-up:

To start the lesson, the teacher will lead a discussion on the power of words. Students will be encouraged to share personal experiences where words had a significant impact, either positively or negatively. This will set the stage for the rest of the lesson.

Vocabulary Building:

The teacher will introduce new vocabulary related to communication, such as "persuasive," "eloquent," "articulate," and "convincing." Students will learn the definitions of these words and practice using them in sentences to demonstrate understanding.

Activities:

1. Role Play: Students will work in pairs to create a dialogue where they must persuade each other to see their point of view. They will be encouraged to use the new vocabulary words in their conversation.

2. Debate: The class will be divided into two groups for a debate on a controversial topic. Students will need to use their persuasive skills and articulate arguments to convince others of their stance.

3. Writing Task: Students will write a persuasive essay on a topic of their choice, using the vocabulary words learned in class.

Assessment:

At the end of the lesson, students will be assessed on their understanding and use of the new vocabulary words. They will also receive feedback on their speaking and writing skills during the activities.

Homework:

Students will be assigned to read a persuasive article and write a response analyzing the author's use of language to persuade the reader.

By the end of the lesson, students should have a better understanding of the power of words in communication and be able to effectively use persuasive language in their own writing and speaking.

牛津高中英语模块六word power 教案 篇二

Unit 2: The Art of Communication

Objectives:

- Explore different forms of communication

- Learn vocabulary related to different communication styles

- Practice using new vocabulary in various communication activities

Warm-up:

The teacher will begin the lesson by discussing the various forms of communication, such as verbal, nonverbal, written, and visual. Students will be asked to give examples of each form and discuss the advantages and disadvantages of each.

Vocabulary Building:

New vocabulary related to communication styles will be introduced, including "assertive," "passive," "aggressive," and "empathetic." Students will learn the definitions of these words and practice using them in context.

Activities:

1. Role Play: Students will participate in role-playing scenarios where they must practice different communication styles, such as being assertive in a negotiation or showing empathy in a conflict resolution.

2. Group Discussion: The class will be divided into small groups to discuss a communication-related topic, using the new vocabulary words in their conversation.

3. Presentation: Students will prepare a presentation on a form of communication they find interesting, incorporating examples and explanations of the vocabulary words learned in class.

Assessment:

Students will be assessed on their understanding and use of the new vocabulary words, as well as their ability to demonstrate different communication styles in the role-playing activities. Feedback will be given to help students improve their communication skills.

Homework:

Students will be assigned to observe different communication styles in real-life situations and write a reflection on their observations, noting the effectiveness of each style.

By the end of the lesson, students should have a better understanding of the various forms of communication and be able to adapt their communication style to different situations for effective communication.

牛津高中英语模块六word power 教案 篇三

牛津高中英语模块六word power 教案

Step 1: Lead-in (2分钟) Review: What is Ma Jie’s problem? Have you think of some ways to help him? When you give advice ,what guidelines should you remember? What to do and why? [设计说明] 本环节既能复习上一课时的部分内容，同时又很快转入本课时的第一节，即理解skill building 3的内容。 Step 2 Skill building 3 （5分钟） Guidelines What to do Why avoid judging use positive, helpful language do not say, Its wrong for you to people want help but not judgment of their previous behavior. give examples mention a similar situation where your advice works people will know how to use your advice. be specific give the advice that can help people to solve their own problem. people can be helped to solve their problems. [操作说明] 使用多媒体课件分项呈现各表格内容。 Step 3: Writing an article Task 1 （5分钟） Ask students to discuss and list what they should write in the article first. Use the guidelines to find some information (for reference) ·Ma Jies problems ·the possible solutions Ma Jie has thought of and the reasons why they didnt work · the advice you gave to Ma Jie ·the advice his parents, teachers and coach gave him and why it works · your opinion about the best way to solve problems that students have [设计说明] 本环节帮助学生应用前几个步骤所学的内容，为学生的写作构建整体的框架,提供必要的写作要点。 Task 2 writing (group work) （12分钟） Have the students work in groups

of four to write the article. Each member of group writes one part . After each member has finished his or her part, the group puts the four parts together to form the article and present it to the whole class. [设计说明] 本环节进入实质的'写作程序，个人独立写作和小组合作相结合，既能促使学生独立思考，又能发挥集体的智慧。 Step 4 Writing (Inpidual work) （20分钟） Have the students read the following letter, and try to write a reply to give her some advice. Dear Sir or Madam:, I feel no one cares about me. My father and mother are always busy with working, so I often stay at home by myself. I feel very lonely. As my parents work so much, I hve to clean the house and do all the shopping by myself. I am only a little happier at school when I stay with my classmates and friends. I feel bored all the time and I feel sorry for myself. What should I do? I look forward to your advice . Yours Rose [设计说明] 此部分的写作训练要求学生独立给朋友写一封建议信。这样把语言知识的巩固、阅读和写作技能的培养以及学习策略的运用有机地结合起来，能够培养学生综合语言运用能力的发展。