![高中英语阅读教学教案_第1页](http://file4.renrendoc.com/view14/M00/04/1B/wKhkGWaTdtqAWoDLAAEiMLfjxlE315.jpg)
![高中英语阅读教学教案_第2页](http://file4.renrendoc.com/view14/M00/04/1B/wKhkGWaTdtqAWoDLAAEiMLfjxlE3152.jpg)
![高中英语阅读教学教案_第3页](http://file4.renrendoc.com/view14/M00/04/1B/wKhkGWaTdtqAWoDLAAEiMLfjxlE3153.jpg)
![高中英语阅读教学教案_第4页](http://file4.renrendoc.com/view14/M00/04/1B/wKhkGWaTdtqAWoDLAAEiMLfjxlE3154.jpg)
![高中英语阅读教学教案_第5页](http://file4.renrendoc.com/view14/M00/04/1B/wKhkGWaTdtqAWoDLAAEiMLfjxlE3155.jpg)
版权说明:本文档由用户提供并上传,收益归属内容提供方,若内容存在侵权,请进行举报或认领
文档简介
高中英语阅读教学教案高中英语阅读教学教案1LESSONPLANTimeofLesson:45minutesStudents:SeniorGradeOneTeachingMaterial:HowDidPostageStampsComeIntoUseTeachingObjectives:1.TotrainSs'readingability(suchasguessingthemeaningofnewwordsinthecontext,thespeedofreading.)2.TotrainSs'readingcomprehension(Togetmessagesfromwhattheyread.)TeachingPoints:1.Ssgetusedtothreereadingskills.2.Ssunderstandthegivenpassage.Properties:Stamps,letters,postcards,worksheets,OHPTeachingMethod:CommunicativeApproachLessonType:ReadingNewWordsandAPhrase:postage,putforward,proposal,seal,deliver,system,postalProcedures:Step1.Warm-up(6')1.Lead-inShowsomestamps,lettersandpostcardsandhavefreetalktoarousestudents'motivation.2.DealingwithsomenewwordsQ:Doyouknowthepostageofaletter?Explain"postage",andwritepostageontheBb.postage:paymentforthecarryingoflettersA:FiftyfenforanyplaceinChinaexceptHongKong,TaiwanandMacao.Q:Whatdothepostmendowiththeletters?A:Theytakethelettersfromthepostboxandcarrythemawaytotheplacesontheenvelopesanddeliverthemtotheaddressedpeople.Explain"deliver",andwritedeliverontheBb.deliver:takelettersorgoodstotheaddressedpeople.Q:Whoputforwardtheproposaltousestamps?UseOHPtoprojectthequestionontothescreen.Explain"putforward"and"proposal",andwritethemontheBb.putforward:putanideabeforepeopleforthinkingoverproposal:sth.proposed,planoridea,suggestionAgain:Whoputforwardtheproposaltousestamps?Step2.Skimming(4'30")1.InstructionsT:NowIgiveyouapassagetoread,andforthefirsttimeyoushouldonlyfindtheanswertothequestion.Youhaveonlytwoandahalfminutestoread.Sodon'treadwordforword.Readquickly.Justtrytofindtheanswer.2.Handingoutthereadingmaterialandreading3.CheckingQ:Whoputforwardtheproposaltousestamps.A:RowlandHill,aschoolmasterinEngland.Step3.Scanning(6')1.InstructionsT:ThistimeIgiveyouthreeminutestoreadthepassage.Whenyouarereading,findtheanswerstothetwoquestions.UseOHPtoprojectthequestions:1.Whywasthepostagehighintheearlynineteenthcenturywhenpeopledidnotusestamps?2.Whenwaspostagestampsfirstputtouse?2.Reading3.Checking1)Pairwork2)ClasscheckingAns.toQue.1.Becausethepostofficeshadtosendmanypeopletocollectthepostage.Ans.toQue.2.OnMay6,1840.Step4.Fullreading(21')1.InstructionsT:NowIgiveyoutenminutestoreadthepassageforthethirdtimeandyoushouldreaditcarefully.Beforereading,let'sgooverthequestionsontheworksheet.GiveWorkSheet1totheSs.ExplainthenewwordsinQue.4.prevent:stop,notletsb.dosth.reuse:useagainT:Trytofindtheanswerstothequestions.Butdon'twritetheanswersdown,youcanputasignorunderlinethesentencesconcerningthequestions.2.Reading3.Checking1)Groupwork:CheckingtheanswersinagroupoffourSs.2)Classwork:Checkingtheanswersinclass.PossibleAnswers:1.Whywerepeopleunhappytopaypostageforlettersintheearlynineteenthcentury?Becausetheyhadtopaypostagewhentheyreceivedletters,especiallywhentheypaidforaletterwhichtheydidnotwishtoreceiveatall.Thepostagewashigh.2.Whywasitmucheasierforpeopletousestampsforpostage?Becausepeoplecouldgotothenearbypostofficetobuystampsandputthemonenvelopesbeforetheysenttheletters.3.Whywasthepostagemuchlowerusingstamps?Becauseinthisway,thepostofficedidnotneedtosendpostmentocollectpostage.Itonlyneededtosendfewerpostmentodeliverletters.4.Howcouldthepostofficepreventpeoplefromreusingthestamps?Thepostofficecouldsimplyputsealsonthestampssothatpeoplecouldnotusethestampsagain.Checktheunderstandingoftheword"seal",andwriteitontheBb.seal:邮戳5.Didothercountriestakeupthenewpostalsystem?Yes.Checktheunderstandingof"postal"and"system",andwritethemontheBb.postal:ofthepostsystem:asetofworkingways6.Doeseverycountryintheworldhasitsownstamps?Yes.Step5:Rounding-off(7')1.AnsweringSs'questionsonthepassageifany.2.Makingaguided-dialoguewiththeinformationgivenfromthepassage.HandoutWorkSheet2.Doitinpairs.3.Askingtwoorthreepairstoreadtheirdailogues.Apossiblecompleteddialogue:A:Oh,Whatabeautifulstamp!B:Yes,it'sfromtheU.S.A..A:Doyouknowintheearlynineteenthcenturypeopledidnotusestamps?B:Thenhowdidtheypaythepostage?A:Theyhadtopaythepostagewhentheyreceivedletters.B:Wasthepostageveryhighthen?A:Yes.Becausethepostofficeshadtosendmanypeopletocollectthepostage.B:Whoputforwardtheproposaltousestamps?A:RowlandHill,aschoolmasterinEngland.B:Whydopostofficesputsealsonthestamps?A:Theycanpreventpeoplefromusingthestampsagain.B:Whendidpostofficesbegintosellstamps?A:OnMay6,1840.B:Thankyoufortellingmesomanythingsaboutstamps.Step6.Assignment(30")AsktheSstoshortenthepassagewithinfourorfivesentencesafterclass,andtowriteitintheirexercisebooks.ReadingMaterial:HowDidPostageStampsComeIntoUseWhenyousendaletterorapostcard,youhavetoputstampsontheenvelopeoronthecard.Whendidpeoplefirstbegintousestamps?Whowasthefirsttothinkofthisidea?Intheearlynineteenthcentury,peopledidnotusestamps.Theyhadtopaypostagewhentheyreceivedletters.Theywereunhappyaboutthis,especiallywhentheypaidforaletterwhichtheydidnotwishtoreceiveatall.Thepostagewashighatthattime,becausethepostofficeshadtosendmanypeopletocollectthepostage.RowlandHill,aschoolmasterinEngland,wasthefirsttoputforwardaproposaltousestamps.Hethoughtitwouldbemucheasierforpeopletousestampstocoverpostage.Theycouldgotothenearbypostofficetobuystampsandputthemonenvelopesbeforetheysenttheletters.Thepostofficecouldsimplyputsealsonthestampssothatpeoplecouldnotusethestampsagain.Inthisway,thepostofficedidnotneedtosendpostmentocollectpostage.Itonlyneededtosendfewerpostmentodeliverletters.Thatwasagoodideaandthegovernmentfinallyacceptedit.OnMay6,1840,postofficesthroughoutEnglandbegantosellstamps.Soonthisnewpostalsystemwastakenupbyothercountries.Noweachcountryhasitsownstamps.Andtherearemanypeoplewhocollectstampsallovertheworld.WorkSheet1:Findtheanswerstothefollowingquestionsfromthepassage:1.Whywerepeopleunhappytopaypostageforlettersintheearlynineteenthcentury?2.Whywasitmucheasierforpeopletousestampsforpostage?3.Whywasthepostagemuchlowerusingstamps?4.Howcouldthepostofficepreventpeoplefromreusingthestamps?5.Didothercountriestakeupthenewpostalsystem?6.Doeseverycountryintheworldhasitsownstampsnow?WorkSheet2:Completethedialoguewiththeinformationyouhavegot:A:Oh,Whatabeautifulstamp!B:Yes,it'sfromtheU.S.A..A:Doyouknow____________________peopledidnotusestamps?B:Thenhowdidtheypaythepostage?A:___________________________________________________________.B:Wasthepostageveryhighthen?A:___________________________________________________________.B:Whoputforwardtheproposaltousestamps?A:___________________________________________________________.B:Whydopostofficesputsealsonthestamps?A:___________________________________________________________.B:Whendidpostofficesbegintosellstamps?A:___________________________________________________________.B:Thankyoufortellingmesomanythingsaboutstamps.高中英语阅读教学教案2Module7Unit4SharingReadingALetterHomeⅠ.TeachingContentsModule7Unit4SharingReading:ALetterHomeII.Analysisofteachingmaterial本单元的话题是Sharing,本课设计的这篇课文是一个志愿者的一封家书,她在巴布亚新几内亚共和国的一个小山村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。通过这封信,学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯,同时能够更好地理解志愿者的工作,培养学生互助合作的精神和社会责任感。Ⅲ.Analysisofstudents1.学生经过高中阶段必修1~选修6的学习,具备了一定的阅读技能,如查找细节信息,抓住段落要点和全文大意等,在阅读速度方面也有了较大的提高,这有助于学生较好地完成这个课时的课文阅读。2.这个单元的话题是分享、帮助与合作。对于高二的学生而言,他们的价值观人生观已经基本形成,本课通过阅读志愿者的家书,了解一些志愿者的工作,小组讨论“如果你是志愿者你将做什么工作?为什么?”帮助学生认识这个世界,理解互助合作的意义,即在帮助他人的过程中实现自己的人生价值。3.学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略等。Ⅳ.DesignofTeachingObjectives1.Knowledgeobjectives(1)学生能够正确读写及运用本课出现的单词。(2)学生掌握本课词组的意思并能在句子中熟练运用。2.Abilityobjective(1)强化略读、查读等阅读技能,训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意,理清文章的总体框架与脉络的技能。(2)增强阅读理解能力;发展借助图片、表格等非语言信息进行语言输出的能力。3.Affectiveobjectives(1)帮助学生理解志愿者工作的意义,培养学生在日常生活中帮助他人、扶贫救困的爱心。(2)在小组合作互动中,增强学生的团队合作精神与分享意识。Ⅴ.TeachingImportantandDifficultPoints1.训练用英语获取信息、处理信息、分析问题和解决问题的能力;2.理解作为志愿者工作的意义,从而树立正确的价值观。Ⅵ..TeachingMethods1.Task-basedmethodtomakestudentsinterestedinwhattheywilllearn.2.Fastreadingtogetthegeneralideaofthepassage.3.Carefulreadingtogetsomedetailedinformation.Ⅶ.TeachingAidsMultiple-mediaⅧ.TeachingproceduresandwaysStepIWarming-upandleadin1.Enjoyavideoandasong,thenraiseQsa.Whatcanyouseefromthevideo?(Ssareplantingtrees/helpingthedisabled/cleaningthestreet)b.Whatcanyoulearnfromthevideo?(todevoteouryouthfulpowertotheworld.)c.Whatdoyoumeanby“sharing”?(Ssreadthemeaningstogether.)2.ShowSsthesignofvolunteer,thentalkaboutthemeaningofthesignand“volunteers”.a.Doyouknowwhatthesignstandsfor?(T:AHand?Ss:Help.T:AHeart?Ss:Love.T:ADove?Ss:Peace.T:ALetter“Y”?Ss:Youth.)b.What’sthemeaningof“avolunteer”?(Thepeoplewhoarehelpingothersinthevideoarecalledvolunteers.Volunteersarenotpaidwhichmeanstheyarenotgivenmoney,notbecausetheyarenotworthlessbutbecausetheyarepriceless,butbecausetheycannotbemeasuredbymoney.)c.Whatvoluntaryworkcanvolunteersdo?(Ssgivetheiranswersaccordingtothepictures.)[设计说明]本环节主要是课文导入和热身环节,利用多媒体播放和本课主题相关的直观、生动的图片和音乐,创设轻松和谐的课堂气氛,激发学生兴趣,自然进入本课话题,教师联系生活实际展开教学。StepII.Pre-reading1.Lookatthetitleandpicturesandtrytoguess“What’stheauthor’swork?”(ateacherandavolunteer)[设计说明]通过看幻灯片呈现的题目和图片,让学生猜测本文作者的工作,激发学生探究问题的兴趣,有利于阅读活动的展开。StepIII.While-readingTask1Fastreading1.Skimandscanthetextquicklyandtrytogetitsmainidea.(Ssskimandscanthetext)(Thengetonestudenttocometotheblackboardtofillintheblanks.Thenchecktheanswers.)2.Howmanyparagraphsinthetext?Divideitinto4partsandmatcheachpartwithitsmainidea.(getonestudenttodoit.Thenchecktheanswers.)Part1(Para1)ThebeginningoftheletterandintroductiontothetopicPart2(Para2-3)TheschoolandJo’sworkasateacherPart3(Para4-8)AvisittoalocalvillagePart4(Para9)Theendoftheletter[设计说明]快速限时阅读把阅读课文作为整体来处理,掌握主旨大意,这一任务过程中为了降低难度设空完成学生比较容易接受。在对课文表层理解的基础上,要求学生根据每段大意把文章进行划分部分。本环节难度不高,学生都能很好地完成任务,不仅训练和提高了学生略读、查读的阅读技能。而且,提高了学生阅读的积极性。Task2Detailedreading1.Afterknowingthegeneralideaofthetext,leadtheSsthecustomsandlivesofpeopleinTombe’svillage.Listentothetextandpayattentiontothepronunciation.Meanwhile,readafterthelisteningandunderlinethedetailedinformationinthetext.(Sslistentothetextandread)2.Lookatthescreenandfillintheblanks.Andanswersomequestions.Jo’shighschoolIt’sa(n)____school—theclassroomsaremadefrom________andtheroofsfromgrass.There’sno______andwedon’thaveanytextbooks.Whydoboysjumpoutofthewindowsinthesciencelesson?WhydidJowonderhowrelevantchemistrywastotheboys?ThevisittoTombe’shomeDescriptionofthehouseAlow______hutwithgrass_________oftheroofNowindows,very_____doorwayFamilyrelationshipTheyhave______andextendedfamiliesCookingmethods_______areplacedinanoildrum.Vegetablesinthedrumarecoveredwith_______.SleepingarrangementsJennyandIsleepon____________________DietWeeat_______,_____andgreens.PossessionsIcanonlyseeafew__________________AgricultureNomachineryBeliefsTheybelieveinevilspirits.Theythinkthatthe_________attractsevilspiritssotheydryitoutinacanoverthefire.AnsweringquestionsWhydidTombe'smothercried“ieeeieee”whenshesawJo?WhydidJofeelitwasaprivilegetohavespentadaywithTombe’sfamily?(Ssreadtheanswers)3.Readaloudtofindoutsomedifficulties.(Ssreadthetextaloud)[设计说明]本环节是对课后练习1和2的创造性改编。练习充分发挥多媒体优势教学。先让学生听录音的同时跟读来完成细节信息填空,这样不仅可以训练学生的听力,而且让学生了解了巴布亚新几内亚独立国部落的生活状况和风俗习惯信息。在此基础生让学生通过朗读,训练学生朗读能力提高语音语调,鼓励学生发现文章中的疑难点并解决。StepⅣ.Post-reading1.Solvetheimportantsentencesfromthetext(Sstranslateandanalyzethesentence)①Iknowyouaredyingtohearallaboutmylifehere,soI’veincludedsomephotoswhichwillhelpyoupicturetheplacesItalkabout.②Scienceismymostchallengingsubjectasmystudentshavenoconceptofdoingexperiments.③TheotherdayIwasshowingtheboystheweeklychemistryexperimentwhen,beforeIknewit,themixturewasbubblingovereverywhere!④Tobehonest,IdoubtwhetherI’mmakinganydifferencetotheseboy’slivesatall.⑤Thehutwassodarkinsidesoittooktimeforoureyestoadjust.⑥Ilovedlisteningtothefamilysoftlytalkingtoeachotherintheirlanguage,eventhoughIcouldnotparticipateintheconversation.⑦Mymuscleswereachingandmykneesshakingasweclimbeddownthemountaintowardshome.⑧ItwassuchaprivilegetohavespentadaywithTombe’sfamily.2Whatdoyoulearnfromthetext?(Joworkedasavolunteerteacherinapoorarea.)3.Wouldyouliketoworkasavolunteerteacherinapoorarea?Whatwouldyoudoifyouwereavolunteer?Why?(Teamwork.S
温馨提示
- 1. 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007和PDF阅读器。图纸软件为CAD,CAXA,PROE,UG,SolidWorks等.压缩文件请下载最新的WinRAR软件解压。
- 2. 本站的文档不包含任何第三方提供的附件图纸等,如果需要附件,请联系上传者。文件的所有权益归上传用户所有。
- 3. 本站RAR压缩包中若带图纸,网页内容里面会有图纸预览,若没有图纸预览就没有图纸。
- 4. 未经权益所有人同意不得将文件中的内容挪作商业或盈利用途。
- 5. 人人文库网仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对用户上传分享的文档内容本身不做任何修改或编辑,并不能对任何下载内容负责。
- 6. 下载文件中如有侵权或不适当内容,请与我们联系,我们立即纠正。
- 7. 本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。
最新文档
- 2024年TOUCHPANEL检测系统项目发展计划
- 《你是人间四月天》教学设计-2024-2025学年九年级语文上册同步特色备课资源(统编版)
- 七年级历史下册 第二单元 辽宋夏金元时期 民族关系发展和社会变化 第13课 宋元时期的科技与中外交通教案2 新人教版
- 2024年无机电子材料项目建议书
- 2024年X射线管项目合作计划书
- 3分数除法 1倒数的认识(教学设计)-2023-2024学年六年级上册数学人教版
- 信息通信网络测量员职业能力考核规范
- 2024年客运用车项目建议书
- 2024年木材加工及制品项目合作计划书
- 供应链管理行业精益物流与仓储方案
- 2024云南玉溪市开发投资限公司招聘16人(高频重点提升专题训练)共500题附带答案详解
- (必会)企业人力资源管理师(三级)近年考试真题题库(含答案解析)
- 2024年浙江省海港集团招聘笔试参考题库含答案解析
- 2024继续教育《医学科研诚信与医学了研究伦理》答案
- 部编版六年级语文上册第2单元大单元整体作业设计(教案课件配套)
- 部分医用耗材采购项目评分细则
- 图形创意设计课件
- 军队车辆驾驶员登记表
- (完整版)工程质量管理计划
- 食品安全事故处置方案
- 承插型盘扣式钢管脚手架验收记录表
评论
0/150
提交评论