英語角校本課程材料

1、The English Corner同濟大學附屬七一中學英語角簡介和探索Contents （ 目錄 ）I. The record of the weekly English Corner （英語角活動記錄）II. How to design topics for the EC （英語角話題的設計和開展）1） How to integrate text materials into the EC activities（課本內容和英語角活動相結合的范例 ）Topic1: Body language （肢體語言）Topic2: The Phantom of the Opera （劇院魅影）Topic

2、3: Environmental Protection （環(huán)境保護）Topic4: Colors （顏色）Topic5: Travelling （旅游）Topic6: Food （食物）2） Trans-cultural communicative awareness（ 跨文化交際意識的培養(yǎng)）Topic1: Holidays and Festivals （1）（節(jié)假日）Topic2: Holidays and Festival （2） （節(jié)假日）Topic3: Giving Gifts （贈送禮品）Topic4: Viewing the films on the Chinese and Wes

3、tern Cultural Difference （ 中西電影文化的差異）3） The Topic according to the Current Affairs （時事話題） Topic1: Copenhagen U.N. Climate Change Conference 2009（哥本哈根氣候大會）Topic2: The 2010 Shanghai World Expo. （上海世博會）Topic 3: The Nobel Prize （諾貝爾獎）Topic4: Happiness （幸福論）Topic5: Foggy Days （霧霾）Topic6: Cities （城市）Topic

4、 7: The comments on Blogs （博客）Topic8: Advantages and Disadvantages of Firecrackers放鞭炮的利與弊）Topic9: Food SecurityTopic10: Super Girls4） The Topic on enjoying the English Songs and films（歌曲影片的欣賞）Topic1: Can you feel the love tonightTopic2: Right here waitingTopic3: Yesterday Once MoreTopic4: Last Chris

5、tmasTopic5: Classic Movie DialoguesIII. Assessment of Oral English （英語角 口試評價）前言 (Prologue)學習英語的最終目的就是為了交流，為了溝通，因此提高學 生的口語表達能力是教師教學工作的重點， 是判斷學生英語水平的重要依據(jù)。而提高英語口語的唯一途徑就是要堅持不懈地鍛煉，要大膽地說、勇敢地說，不怕出錯、不怕鬧笑話，要堅持說到“熟能生巧”為止。每個學生都想自己能說一口流利的英語，都想在課堂之外進一步加強自己的語言表達能力， 但苦于找不到合適的語言場所， 苦于沒有能激發(fā)說英語強烈欲望的良好的語言氛圍， 苦于尋覓能用英語自

6、由溝通和交流的對象。 英語角正順應了這種需求， 滿足了學生迫切要提高口語表達能力的愿望； 它不僅僅是一個純英語環(huán)境的誕生， 而且是語言運用的絕佳陣地， 它將英語帶出了課堂， 融入學生的日常生活， 滲入學生的內心世界，啟發(fā)他們去運用知識，認識世界，開啟未來。因此英語角作為一種能有效提高學生口語表達能力的活動形式，正越來越受到人們的重視和喜愛?，F(xiàn)在各個中小學學校、高校和社會團體紛紛建立英語角， 高校和校外的英語角大多是學生或市民自發(fā)地組織起來， 聚集在一起， 一對一地用英語交流思想、文化、藝術、生活等等。在大中城市，許多外國留學生和外籍教師也常常來英語角交流， 這更吸引了一批英語愛好者。 而中學作

7、為英語教學的主陣地， 探索和實踐英語角活動更能為廣大中學生提供一個課外的廣闊平臺來展示他們的語言能力和其他各方面的風采， 通過在英語角的活動和參與， 激發(fā)他們學習英語的興趣， 最終還可以起到促進課堂英語學習的積極作用， 從而形成一個良性循環(huán)，真正提高學生學習語言的自信。我校開展英語角也有將近10 年的經(jīng)驗，利用學校優(yōu)美的小花園做場地， 在外籍英語教師， 本校英語組教師的共同努力和探索下開辟了具有同濟大學附屬七一中學特色的英語角。 每周一中午的主話題討論，外教老師的英美文化介紹，英語小游戲，英語歌曲賞析等都成了學生們喜聞樂見， 積極參與的常規(guī)活動， 在此過程中， 學生的英語口語和聽力水平有了顯著

8、提升， 大家從原本課堂上羞于開口說英語變得躍躍欲試了， 更膽大自信地和英語老師和外教進行交流。同時，通過英語角的活動，學生對英語國家的文化有了更深的了解， 平時課堂上以文字呈現(xiàn)的文化知識頓時變得立體生動起來了， 從而有效地促進了大家學習英語的熱情和興趣。此校本教材就從有關英語角活動設計和開展的幾個維度來介 紹探討高中英語角活動的建設。Chapter 1 英語角的組織和記錄工作英語角活動的組織者應在第一次活動之前設計一份活動的記錄表，記錄每次活動的時間，地點，組織者，活動主題和學生活動情況等信息。以我校為例，如天氣狀況良好，活動的地點安排在環(huán)境比 較優(yōu)美的小花園，時間放在每周一中午 12: 10

9、至12: 40。組織者主 要是學校高一或高二年級的英語教師和學校聘請的外籍教師，本校教師應提前一周與外教合作共同制定好每次活動的主題并設計相關的 具體活動，活動的形式最常見的為學生圍繞某一主題用英語交流討 論，組織者和外教起到引導的作用，并提供一定量的和主題相關的學 生討論時所需的詞匯和表達方式。學生人數(shù)每次可以控制在15至20人左右，人數(shù)如太多不利于組織，且學生練習口語的機會也會受到影 響。最后組織者記錄下每次學生活動的情況， 及時了解學生對于英語 角活動的感受和收獲。 以下是某學期我校英語角的活動記錄樣本。英語角活動記錄(2010.9-2010.12)日期地點主題參與老師學生活動9. 20

10、小花園Body language外教，邊中杰9.27小花園Body language外教，邊中杰， 汪煒，曹素娥10.11多媒體教室Lyrics of songs外教，邊中杰10.18多媒體教室Lyrics of songs外教，邊中杰10. 25小花園Travel外教，邊中杰11.1多媒體教室Sightseeing in Aucland, New Zealand外教，邊中杰11. 15勤學樓106Sightseeing in Auckland, New Zealand外教，邊中杰11.221小花園Cities外教，邊中杰11.29小花園Thanksgiving Day外教，邊中杰12. 6小

11、花園Generation外教，邊中杰Chapter 2 英語角話題的設計和開展1. Integrating text materials into the EC activities（課本內容和英語角活動相結合的范例）上海牛津英語教材中有許多題材豐富內容新穎話題有趣的文章，如能把課文的內容加以利用和英語角的話題和活動有機地結合，定會收到良好的效果。以高一上學期 Unit One的Body Language一課為例，組織者或教師可以根據(jù)課本中的內容作適當拓展，補充現(xiàn)實生活中不同的肢體語言實例，在英語角的活動中組織者通過肢體語言的展現(xiàn)，鼓勵學生猜測每種不同肢體語言的含義并用英語表達出來，最后再對所

12、學的有關本話題的生詞和表達方式進行總結，并給學生更多補充材料以便在下一次活動中有話可說。以下就是某次英語角活動結合課本內容的材料以供參考Topic 1: Body LanguageBODY LANGUAGE枷加高一英語牛津教材上學期第一課的話題是body language （肢體語言），此話題是我們生活 中經(jīng)常會接觸到的，因此把這個話題延伸到英語 角的活動中，能提升學生學習的興趣和熱情。由 于課本中所列舉的肢體語言種類有限，在英語角 中，教師或組織者可以補充更多肢體語言的實例， 通過先自己做出動作來讓學生猜趣味更多，然后 再用英語總結每個動作的英語表達方式和所代表的意義。接著可以讓學生聯(lián)想生活

13、中看到的更多的肢體語言的例子，以小組討論交流的方式開展，最后再補充一些在生活中具有欺騙性的肢體語言實例， 可以結 合熱門的美劇Lie to me （千謊百計）討論生活中人們騙人時表現(xiàn)出來的肢體語Procedure:1. Get the students to brain storm what body language （ gestures, postures, eye contacts） they often use in daily life to express what they mean.2. Students contribute the ideas via movements,

14、such as thumbs up to mean good, thumbs down to mean depreciation, V-sign for victory, crossing fingers signifying prayer, keeping one' arms crossed in front of the chest meaning unwillingness to involve in the community, touching the index finger and thumb with the other three fingers separated

15、to mean “ok” , etc. and guess the meaning of each sign.3. Give extra material on body language to the students and discuss the deeper sense of it.4. Play an episode of the American TV series “Lie to me' and discuss the body language displayed in it and how to tell if someone is lying through his

16、 or her body language.5. Summarize what has been discussed and learned, the many meanings of body language.Extra Materials:Communicating effectively means more than knowing what to say and when to say it. Communication involves the subtle signals your body language sends to those listening. Here are

17、 some common body actions and the impressions they create:1. Fiddling - Playing with your watch or a pen lookslike you ' re bored or impatient 2. Clock watching -It looks like you ' re anxious to move on to something else.3. Tapping - Tapping your foot or fingers suggests you are impatient o

18、r nervous.4. Staring - An unblinking stare conveys aggression5. Legs crossed or body hunched - Closing up your body profile - becoming smaller looks like you lack confidence.6. Arms crossed - If you keep your arms folded during communication, you appear to be defending yourself against the others.7.

19、 Touching your face - When you have your hand in front of your mouth, you appear timid.8. Rubbing your nose, looking away - People who are lying often rub their nose or look away when speaking.9. No eye contact - If you won t look the other speaker in the eyyoeu, seem to have low interest or a lack

20、of confidence. (Don t forget staring. above.)Signs of Deception:Body Language of Lies:? Physical expression will be limited and stiff, with few arm and hand movements. Hand, arm and leg movement are toward their own body the liar takes up less space. ? A person who is lying to you will avoid making

21、eye contact.? Hands touching their face, throat & mouth. Touching or scratching the nose or behind their ear. Not likely to touch his chest/heart with an open hand.Emotional Gestures & Contradiction? Timing and duration of emotional gestures and emotions are off a normal pace. The display of

22、 emotion is delayed, stays longer it would naturally, then stops suddenly.? Timing is off between emotions gestures/expressions and words. Example: Someone says "I love it!" when receiving a gift, and then smile after making that statement, rather then at the same time the statement is mad

23、e.? Gestures/expressionsdon tmatch the verbal statement, such as frowning when saying I“l(fā)ove you. ”? Expressions are limited to mouth movements when someoneis faking emotions (like happy, surprised, sad, awe, )instead of the whole face. For example; when someone smiles naturally their whole face is

24、involved: jaw/cheek movement, eyes and forehead push down, etc.Interactions and Reactions? A guilty person gets defensive. An innocent person will often go on the offensive.? A liar is uncomfortable facing his questioner/accuser and may turn his head or body away.? A liar might unconsciously place o

25、bjects (book, coffee cup, etc.) between themselves and you.Verbal Context and Content? A liar will use your words to make answer a question. When asked,“ Did you eat tlast cookie? ” The liar answers, “ No, I did not eat the last cookie.”?A statement with a contraction ismore likely to be truthful :“

26、 I didn't do it ” instead of“ I did not do it ”? Liars sometimesavoid "lying" by not making direct statements. They imply answers instead of denying something directly.? The guilty person may speak more than natural, adding unnecessary details to convince you. they are not comfortable

27、with silence or pauses in the conversation. ? A liar may leave out pronouns and speak in a monotonous tone. When a truthful statement is made the pronoun is emphasizedas much or more than the rest of the words in a statement.? Words may be garbled and spoken softly, and syntax and grammar may be off

28、. In otherwords, his sentences will likely be muddled rather than emphasizedOther signs of a lie:? If you believe someone is lying, then change subject of a conversation qcukily, a liar follows along willingly and becomes more relaxed. The guilty wants the subject changed; an innocent person may be

29、confused by the sudden change in topics and will want to back to the previous subject.? Using humor or sarcasm to avoid a subjet.cTopic 2: The Phantom of the OperaLONDONS GREATEST LOVE STOrty dThefJANTOMof heOPERA高一牛津教材下學期第一課的內容為the Phantomof the Opera （劇院魅影），劇院魅影是百老匯的經(jīng)典曲 目，課文中為濃縮版，有很多細節(jié)沒有充分展現(xiàn)出來， 通過

30、英語角發(fā)給學生一些補充材料，介紹劇院魅影的創(chuàng) 作背景，作者的信息以及很多具體的情節(jié)，了解了這些 后，可以組織學生選擇其中一個片段以話劇或音樂劇的 形式演出來，以4至5個學生為一組，利用課余時間排 練，英語老師做適當指導，最后可以在學校一年一度的英語戲劇節(jié)上展演。I. Enjoying the scenes of the film1. Explain the classic clips in the film2. Experience the emotion of the hero and heroineII. Dubbing one sceneIII. Asking the students

31、to experience the emotion of the hero and heroine in the film againThe original production ofThe Phantom Of The OperaThe Phantom Of The Opera opened on October 9th 1986 and is now in its 26th year.Gaston Leroux, the versatile French author who createThe Phantom of the Opera, was a man with an abidin

32、g passion for the theater and it seems appropriate that after years of struggle, writing newspaper reviews and a number of unsuccessful plays, he should have left his mark on literature with a novel about an extraordinary episode in the history of France's greatest opera houseBorn in Paris in 18

33、68, Gaston Leroux is himself as interesting as his story. Photographs reveal him to have been a big, rather plump man with slicked back dark hair and a moustache, who dressed fashionably and sported a gold pince-nez. He was evidently a flamboyant character and once claimed that his family were direc

34、tly descended from William the ConquerorAlthough his literary inclinations put him at the top of his class, when his father decided that he was to become a lawyer, Gaston changed from an energetic pupil to an idle student. The theater was obviously gripping his imagination and, it is not surprising

35、that after he finally completed his legal study and was called to the bar as aprobationer, he continued to write in his spare timeHowever, the course of his life was changed when his father died suddenly and left him heir to a fortune of almost one million francs. At once, Gaston abandoned the law a

36、nd flung himself into a round of gambling, (poker was his particular vice) and pleasurein the colorful society of Paris. In less than a year he had squanderedhis inheritanceNot downhearted, Leroux begged a job on L'Echo de Paris in 1890 and was asked to combine his knowledge of the law and love

37、of the theatre as court reporter and drama critic! It was as an investigative reporter that Leroux found the greatest satisfaction at this period of his life. His paper allowed him to probe suspected malpractice in the local police force and public administration and his hard-hitting reports not onl

38、y exposed several corrupt officials but also made his name as a journalist.This passport to adventure took him from Finland, south to the Caspian Sea, through Italy, Egypt and Morocco, frequently disguising himself in order to be able to witness events at first hand.The strain on his health and a na

39、tural enough desire to settle down with his family made him give up the footloose life of a roving correspondent and become a novelist.His first books were unashamed pot-boilers, full of blood and thunder. Then, in 1907, he used his admiration for Edgar Allan Poe and Sir Arthur Conan Doyle to develo

40、p a young detective, Joseph Rouletabille, who solved a seemingly impossible crime committed in a locked room. The book was called: The Mystery of the Yellow Room.In 1911 he published Le Fant?me de 1'Op raB, introducing it to his readers by explaining how he carried out his own enquiries into the

41、 strange events that had occurred in the famous Opera House in the 1880s. He tells of how he visited the huge underground lake where the Phantom hid and even stumbled upon the skeletons of "some poor wretches who had been massacred under the Commune in the cellars of the Opera."However, sa

42、les of the book were only moderate and the reviews - such as they were disappointing. The only kind of public interest seems to have been generated by the serialization of the story in French, English and American newspapers with suitably graphic illustrations of the Phantom stalking the dimly lit c

43、averns of the Opera House. It was to be the reading of this serial by a researcherfor Universal Pictures which set in motion the chain of events which were to bring theThe Phantom of the Opera to the screen for the first time in 1925 and make a star of Lon Chaney Snr.Tragically, Leroux did not live

44、to see the full triumph of his Opera story, though it is believed he did visit the cinema in Paris to see the Universal film in 1926. He was by then in failing health and died of uraemia on 15 April 1927. He was 59 years old and had written over sixty novels, none of which had made him rich. Today,

45、copies of most are difficult to find aside from The Phantom of the Opera and The Mystery of the Yellow Room.In the three quarters of a century of his existence, the Phantom had undeniably over-shadowed his creator and, at the same time, become a familiar term in everyday use. What a smile that would

46、 surely have given the former journalist and theatre lover after all these years!Topic 3: Environmental Protection高二牛津教材下學期第五單元的話題為Environmental Protection (環(huán)境保護)，此話題和當前的實事也有聯(lián)系，學生學起來也有話可說，在英語角的活 動中可以以環(huán)保的一個主題(如治理空氣污染，植樹造林，臭氧空洞，垃圾分類 處理等)，設計諾干問題，并附上討論該話題時可能所需的英語詞匯，4至5人以小組分組討論，學校英語老師和外教各負責一小組確保討論的流暢進行并在

47、語 言表達上做適當?shù)闹篮蛶椭?。Procedure:1. Watch a video clip of the prediction of the Maldives' future fate of being submerged and elicit the topic of environmental protection.2. List some common problems of environmental damages, such as deforestation, ozone layer holes, air pollution, water pollution, rubb

48、ish sorting and disposal, etc.3. Discuss how we can do to solve the environmental problems.4. Provide the students with supplementary material on the environmental protection so that they may have ideas and perspectives to talk. Possible new words and expressions concerning this topic are also attac

49、hed in the material.5. Summarize what has been discussed,the possible feasible ways to deal with the environmental problems and predict the future trend.Extra materialHistory of environmental protectionEnvironmental protection in Tanzania began during the German occupation of East Africa (1884-1919)

50、 colonial conservation laws for the protection of game and forests were enacted, whereby restrictions were placed upon traditional indigenous activities, such as hunting, firewood collecting and cattle grazing. In 1948, Serengeti was officially established as the first national park for wild cats in

51、 East Africa. Since 1983, there has been a more broad-reaching effort to manage environmental issues at a national level, through the establishment of the National Environment Management Council (NEMC) and the development of an environmental act. Government protectionThe Division of the Environment

52、is the main government body that oversees protection. It does this through formulation of policy, coordinating and monitoring environmental issues, environmental planning and policy-oriented environmental research. The National Environment Management Council (NEMC) is an institution that was initiat

53、ed when the National Environment Management Act was first introduced in 1983. This council has the role to advise governments and the international community on a range of environmental issues. The NEMC has the following purposes: provide technical advice; coordinate technical activities; develop en

54、forcement guidelines and procedures; assessmonitor and evaluate activities that impact the environment; promote and assist environmental information and communication; and seek advancement of scientific knowledge.The National Environment Policy of 1997 acts as a framework for environmental decision

55、making in Tanzania. The policy objectives are to:1. Ensure sustainable and equitable use of resources without degrading the environment or risking health or safety2. Prevent and control degradation of land, water, vegetation and air3. Conserve and enhance natural and man-made heritage, including bio

56、logical diversity of unique ecosystems4. Improve condition and productivity of degraded areas5. Raise awareness and understanding of the link between environment and development6. Promote individual and community participation7. Promote international cooperationTanzania is a signatory to a significa

57、nt number of international conventions, including the Rio Declaration on Development and Environment 1992 and the Convention on Biological Diversity 1996. The Environmental Management Act, 2004, is the first comprehensive legal and institutional framework to guide environmental-management decisions.

58、 The policy tools that are parts of the act includes the use of: environmental-impact assessments, strategics environmentals assessments and taxation on pollution for specific industries and products. The effectiveness of shifing of this act will only become clear over time as concerns regarding its implementation become apparent based on the fact that, historically, there has been a lack of capacity to