高中英語必修四閱讀課件
❶ 人教版高中英語必修4《Unit 2 Working the land》教案
人教版高中英語必修4《Unit 2 Working the land》教案【一】
教學准備
教學目標
(1)知識目標：讓學生通過閱讀課文更多地了解我國著名的農業科學家袁隆平的科研成果及其影響。
(2)能力目標：讓學生進一步使用恰當地閱讀方式與技能，如略讀(skimming)，快速閱讀(fast reading)，細讀(close reading)等
(3)情感目標：讓學生不但學習袁隆平的科研精神，更要學習他不計較名利，踏踏實實的生活態度。
教學重難點
1.閱讀課文更多地了解我國著名的農業科學家袁隆平的科研成果及其影響。
教學過程
1. 話題的引導。(Pre-reading)
1).開頭通過設計了一首熟悉的詩歌，讓學生知道話題---farming.
2).涉及到提高產量從而解決世界飢荒問題，從而引出本節課的中心話題--偉大人物袁隆平。
2. 跟讀與限時閱讀 完成導學案練習
貫徹目的與困難策略，指導學生根據不同的閱讀目的，在閱讀的不同階段，靈活使用各種閱讀策略，捕捉文章主要信息，理解作者的寫作意圖，突破本文的教學重點與難點。採用整體語言教學法和任務型語言教學法。
1)、通過限時閱讀訓練，引導學生如何利用略讀(skimming)的方法把握文章的大意，側重培養快速閱讀理解能力和文章中心把握能力。
2)、精讀各個段落語段，側重培養快速捕捉文章重要細節的能力和猜測生詞的能力，學會欣賞文章中的優美句子。
3： 閱讀過程--淺層次閱讀。(Reading I)
1). 其中關於人物的基本信息中，通過設計了一個信息表格的淺層次閱讀練習，對文中人物有了初步了解。
2). 關於他的夢想，書本上描寫得非常生動，我讓班裡有藝術特長的學生畫了一幅漫畫，利用畫面反映課文第四段所描述的內容，同時用第一人稱配了聲音效果。
4. 閱讀過程--深層次閱讀。(Reading II)
在處理了一些簡單信息之後，閱讀人物最重要的是要讀出人物不同於其他人的成就以及值得學生學習的一些可貴品質。就這兩方面的內容，設計了一棵樹的形象，引導學生去尋找袁隆平作出的成就以及他身上擁有的可貴品質。
5.知識點的處理：由句子的分析帶出語言點，記住句子，記住了單詞用法
課後習題
一、單詞拼寫
1. ____________ vt. & vi. 斗爭; n.努力
2. ____________ adj. 感到滿意的
3. ____________ n.自由; 自主
4. ____________ vt. & vi. 配備; 裝備
5. ____________ n. 產量, 輸出量
6. ____________vt. 輸出 n.出口
7. ____________vt. 搞亂, 使糊塗
8. ____________ n. 補給; vt.提供
9. ____________ adj. 適當的, 相配的
10. ___________vt. 使膨脹 vi. 發展
二、單詞運用
1.We had a ___________(努力) to stop the criminal.
2. The document will be _____________ (傳閱) to all members.
3. I’ll type your report if you’ll baby-sit in e_________.
4. Our farm ___________ the market with fruits and vegetables.
5. We should s__________ the results of the exam briefly and report to the headmaster.
6. Sydney’s population _____________ rapidly in the 1960s.
7. He has a ____________ (曬黑的) face and bright eyes.
8. The plane _________ speed as it was approaching the airport.
9. The workers there worked _______ crazy, with only thirty minutes’ break at noon.
10. He __________ (耕作) the farm with great success.
Comprehending：Paraphrase these sentences.
1. At that time, hunger was a disturbing problem in many parts of the countryside
2.Using his hybrid rice, farmers are procing harvests twice as large as before.
3. Thanks to his research, the UN has more tools in the battle to rid the world of hunger.
4.He would much rahter keep time for his hobbies.
Consolidation Exercise;
1._____ your generous help, or I will not overcome the difficulty.
A.Thanks to B. Because
C. Thanks for D. Thank to
2. It is so_______ that he is always making noises.
A. disturbed B. disturbing
C. disturb D. disturbs
3. He missed the bus, for ________ he came late for work..
A. whom B. that C.where D. which
4.你必須戒除掉自己吸煙的壞毛病。
5. 滿意於學生的成績，他如釋重負的笑了。
6. 他寧願在家裡看電視也不願意打籃球。
人教版高中英語必修4《Unit 2 Working the land》教案【二】
教學准備
教學目標
二、 教學目標
1.讓學生了解我國著名的農業科學家、中國科學院院士袁隆平的科研成果，以及他的雜交水稻技術對我國乃至世界其他國家的巨大影響。
2.讓學生在學習袁隆平科研精神的同時了解他的生活態度並用形容詞概括他的品格特徵。
3.讓學生進一步學習使用恰當的閱讀方法與技能，如在細讀(close reading)推斷(infer)和總結歸納(summarizing)的能力，來把握課文內容並獲取信息、處理信息。
教學重難點
二、 教學目標
1.讓學生了解我國著名的農業科學家、中國科學院院士袁隆平的科研成果，以及他的雜交水稻技術對我國乃至世界其他國家的巨大影響。
2.讓學生在學習袁隆平科研精神的同時了解他的生活態度並用形容詞概括他的品格特徵。
3.讓學生進一步學習使用恰當的閱讀方法與技能，如在細讀(close reading)推斷(infer)和總結歸納(summarizing)的能力，來把握課文內容並獲取信息、處理信息。
教學過程
Step1 Lead-inand pre-reading(3mins)
1. 導入並揭題
教師在課前讓男女生分成兩部分來坐，黑板上畫出男生隊和女生隊以競賽的形式來開展課堂活動。
教師先讓學生看一組國外瘦骨嶙峋的兒童圖片來激發學生思考什麼導致這種情況的發生，之後再導入中國三年自然災害大飢荒時的圖片，引導學生說出“誰”改變了中國讓我們能吃飽飯，以此引出“袁隆平”A Pioneer for all people.
T: Let’s look at somepictures on the screen and tell me what problem they show? … What aboutChina?….Who saved us and helped us solve the problem of hunger?
2. 介紹文體
教師讓學生在讀前猜測文章的文體是什麼，並簡單解釋人物傳記。
T：Beforereading let’s guess what may be the style of the passage?
A. a story
B. a travel journal
C. a biography (An introction to a person)
[意圖說明] 教教師先讓學生看一組國外瘦骨嶙峋的兒童圖片來激發學生思考什麼導致這種情況的發生，之後再導入中國三年自然災害大飢荒時的圖片，引導學生說出“誰”改變了中國讓我們能吃飽飯，以此引出“袁隆平”，並在讀前預測是什麼文體，為下面的閱讀做好鋪墊。
Step2 While- reading(3mins)
1. Skimming
教師讓學生快速閱讀全文並找出段落大意。
T：Now let’s skim the textquickly and then find the main idea of each paragraph.
2. Carefulreading
教師讓學生分別閱讀每一個段落，並在各段落中設置不同程度的問題，由理解性的淺層問題到深層次的延伸問題。深層次的延伸問題可以通過四人小組合作解答。如果學生回答的不是很准確或者不知道怎樣回答，教師再根據情況給予指導，並對學生的回答給予評價並用得分的形式展示在黑板上。
T：Ok, let’sread the text carefully and answer my questions on the screen, if you can’t doit by yourself, you can discuss them in group four. Now begin.
【Para1: Q1】
Informationof Dr. Yuan’s appearance and achievements
Appearance:
Achievement :
Why does Dr. Yuan consider himself as afarmer?
【Para2: Q2】
Informationof Dr. Yuan’s great contributions
1) Hiscontribution toChina
What do the numbers 22%and 7% refer to? Please find the sentences including them.
2)His contribution to the world
What are theinternational effects of his research on the UN?
【Para3: Q3】
Informationof Dr. Yuan’s hobbies and personality
1)Whatare his hobbies?
2)Whydoesn’t he care about fame and money?
a) fame:
b) money:
【Para4: Q4】
Informationof Dr. Yuan’sdreams
1)Whatare his two dreams?
3. Post-reading
Whatkind of person is Yuan Longping?
教師在理解完課文之後讓學生總結袁隆平的性格特徵，通過quiz的形式，用給出的句子所反映出的有關性格特徵的形容詞進行選擇，培養學生的推斷能力和總結歸納的能力。最後用形容詞總結歸納出袁隆平的性格特徵。
[意圖說明]教師通過讓學生帶著問題閱讀以及各部分深淺層問題的設計讓班級里不同層次的學生均有所收獲，通過小組討論以優帶差並同過男女生競賽的形式調動同學們回答問題的積極性和參與性，同時學習了袁隆平的科研成果，以及他的雜交水稻技術對我國乃至世界其他國家的巨大影響。最後的形容詞歸納競賽環節使學生進一步分析每個句子所折射出的性格特徵以外還加強了同學們歸納總結的能力，並且進一步加深和理解了袁隆平的生活態度。
Step 3Debating (5mins)
教師先指出袁隆平先後獲得“國家特等發明獎”、“首屆國家最高科學技術獎”等
多項國內獎項和聯合國“科學獎”、“沃爾夫獎”、“世界糧食獎”等11項國際大獎，他本可以過著一個非常富有的生活，但是他卻像一個農民一樣工作，太奇怪了，他是一個傻瓜么?然後讓同學們討論他的行為是否已經過時了。然後再以此題目開展男女生的辯論賽。
T：Look atthe pictures on the screen ,we have known that Dr. Yuan has received so manyawards in the world and he could have lived a very rich and comfortable life,but he still lives like a farmer! It’s so strange, do you think he is a fool? …
Let’s have a debate “Do you think whether ornot his actions and spirit are out of date(過時的)?Why or why not?”
Sentence patterns:
I think his actionsand spirit are out of date now. Because… It’s a great pitythat…/It’s better for people to …
I don’t think hisactions and spirit are out of date. Because… It’s a good value(品德) for people to … From him we can learn a lot—how tobe/do…
[意圖說明]教師先給學生展示袁隆平所獲得的眾多獎項和獎金來說明他本可以過著富足而且舒適的生活，與他卻像農民一樣辛苦的在田地里勞作形成鮮明對比，進而引出接下來要辯論的問題，同時也給辯論雙方提供了素材和句式，從而讓他們通過辯論的形式再次說明袁隆平博士為了科研現身的精神和他的生活態度值得我們尊敬和學習。
Step 4Assignment (5mins)
1. Design a poster about Yuan Longping bysurfing the internet or reading some other materials.
2.Write an article about Dr. Yuan and evaluatehim.
[意圖說明]課後任選一份作業來寫，是對於課堂內容的一個延伸，一份是設計海報：通過學習本課後結合網上搜索到的一些材料設計一份宣傳袁隆平的海報讓更多的人了解他學習他身上的優秀品質。第二份是寫一篇有關袁隆平介紹的文章並對其進行評價，通過學習本課了解袁隆平的生平和他的科研成果，及他的雜交水稻技術對我國乃至世界其他國家的巨大影響，並對其品格特徵進行總結評價，加深對人物的理解。
❷ 人教版高中英語必修4《Unit 5 Theme parks》教案
人教版高中英語必修4《Unit 5 Theme parks》教案【一】
教學准備
教學目標
(1)閱讀文章後，大部分學生能夠歸納出三大主題公園的主題並列出園內的主要活動。
(2)閱讀文章後，學生能夠匹配圖片與相應的主題公園，並恰當使用課文中的關鍵詞彙和句型陳述理由。
(3)通過拓展閱讀與小組合作，學生能夠制定出一個簡單的主題公園一日游計劃
(4)通過本節課的學習，學生能夠有較強的自信心自如陳述自己的觀點。
教學重難點
(1)閱讀文章後，大部分學生能夠歸納出三大主題公園的主題並列出園內的主要活動。
(2)閱讀文章後，學生能夠匹配圖片與相應的主題公園，並恰當使用課文中的關鍵詞彙和句型陳述理由。
(3)通過拓展閱讀與小組合作，學生能夠制定出一個簡單的主題公園一日游計劃
(4)通過本節課的學習，學生能夠有較強的自信心自如陳述自己的觀點。
教學過程
Step 1 Warming-up and lead-in (5 mins)
(1)導入
教師提問學生“Have you been to a themepark?”與“What can you do in a themepark?”，以此導入到本課的課題。然後通過圖片介紹主題公園內常見的游樂設施，為文本閱讀做好鋪墊。
T: Hello, class. Today we are going to talk abouttheme parks. First, Iwould like to ask you:
① Is our West Lake Park atheme park? What about Jingqi Water Park?
②Have you been to a theme park?
③ What can you do in a theme park?
S1: West lake is not a theme park. Jingqi Water Park is a theme park.
S2: I have been to Hongkong Disneyland. In a themepark we can do a lot of activities.
T: Exactly, in the theme park we can take roller-coaster,free-fall drop,swinging ship, Ferris wheel, merry-go-round and so on. In a word,there are various rides we can take in a theme park. Well, what does “ride”mean?
S3: 游樂設施
T: Yes. Here it is a noun, meaning “供乘騎的游樂設施”.
(2)揭題
教師引導學生對課文題目進行預測。
T: With these rides, there is no doubt that we willhave great fun in a theme park, right? Just like the title of this articlesuggest: Theme parks – fun. But what about “more than fun”? What does it meanin your opinion?
S4: “more than fun” means you can also get a lot ofinformation.
[意圖說明]教師通過圖片及設問，從學生所熟悉的福州西湖公園和鯨奇水上樂園入手,激發學生原有的普通公園與主題公園知識體系，引導學生對文章題目進行預測，引發好奇心，從而導入新課。
Step 2 Reading (34 mins)
(1) 掃讀。引導學生回答以下問題。(3 mins)
a. How many theme parks are introced? What are they?
Andwhere are they?
b. Where do you think you would see this kind ofwriting?
T: Thank you, your opinion is quite reasonable. Nowlet’s do some reading tasks to check it. First, I would like you to find out:
“ How many theme parks are introced?”
S5: Three.
T: Yes. It is very obvious. When we try to find outthe main idea of a paragraph, usually we can focus on the first and the lastsentence. Then tell me what the three theme parks are? And where are they?
S5: Disney Land, Dollywood andCamelot.
T: Thanks for your accurate answers. Now that we havea rough idea of this article, where do you think you would see this kind ofwriting?
S6: Newspaper?
S7: Magazine?
T: Yes, very likely. Maybe from a newspaper or atravel magazine.
[意圖說明]引導學生掃讀全文，關注文章結構，思考文章的出處，整體理解本篇課文。
(2)跳讀及拓展閱讀。(20mins)
a.引導學生填寫以下表格。
T: Obviously, it aims to attract the readers to go tothese theme parks, so what else is it going to tell us? Now, please read thearticle through and find out important information to fill out the followingform.
T: All right. It is time to check. Will you?
S8: Disneyland fairy,the theme is tale stories; activities are travelthrough space, visit a pirate ship , meet fairy tale characters, ride a swinging ship, and go on a free-fall drop.
S9: Dollywood, the theme is culture of thesouth-eastern USA; activities are listen to American country music, see carpentersand other craftsmen make their work, try some traditional candy, ride an oldsteam engine train, see bald eagles, take a ride on Thunderhead and other rides.
S10: Camelot, the theme is ancient English history andstories. Activities are watch magic shows,
see fighting with swords or on horseback, visit farm area and learn aboutfarms in ancientEngland.
[意圖說明] 引導學生通過跳讀獲取特定的信息，將這些信息轉化為表格形式，加深對文本的理解。
b.展示圖片，引導學生進行圖片與三大主題公園的匹配，並陳述理由。
T: Thanks! Anyone has any different ideas? No? Ok, itseems that all of you have had a good understanding of this article. That isgreat. Next, We are going to play a game. I would like to show you some pictures,please tell me which theme park it belongs to and why. If you know, just stanp and say it, as soon as possible. Ready? Go!
Ss: Disney land.
T: Wonderful. What about this one? What is in thepicture?
Ss: Steam engine train.
T: Exactly. So, it is…
Ss: Dollywood.
T: Next one?
Ss: Camelot.
T: Yes. We can see knights fighting with swords. Andnext?
Ss: Camelot. There is bald eagle.
T: Ok. The last one, the last chance. Ready? Go!
S11: Camelot.
T: Why?
S11: it is a farm.
T: Yes, you have sharp eyes.
[意圖說明] 運用圖片，提供課文關鍵詞彙和句型的運用情境，引導學生復述三大主題公園的主要特點，檢測學生對文章的理解。採用學生快速站起回答的游戲方式，可以調動課堂氣氛，創造輕松的學習環境。
c. 回顧課文題目，引導學生思考其含義。
T: Now we have finished the reading, could you tell methe meaning of the title “Theme parks -fun and more than fun”? Before reading, Shuman mentioned that it can providefun but also information. Do you agree with her or do you have a new idea?
S12: I think it means themeparks can bring people happiness.
T: Yes. It brings happiness.That’s the fun part. What about more than fun?
S12: more than fun meanstheme parks are more interesting than other parks.
T: Yes, it is moreinteresting. Anything else? No? Ok, thank you. Sit down, please. He mentionedit has a lot of fun. Yeas, it is. Aboutmore than fun, we can agree with Shuman’s idea. Theme parks provide us a lotinformation. For example, Dollyhood, what can we learn from it?
Ss: American culture.
T: Yes. What about Camelot?
Ss:Englandhistory.
T: Yes.
[意圖說明] 在掃讀與跳讀練習後，引導學生回顧全文，進一步檢測其對課文的理解。
(3)批判性閱讀。(6mins)
a.引導學生思考以下問題：
①. Is it always fun and more than fun in the theme park?
②. Did you have any unhappy experiences in the theme park?
Orhave you heard about any unhappy experiences in the theme park?
T: Exactly. Besides those exciting rides, we can also learn a lot ofthings in the theme parks. But is it always fun and more than fun in the themepark? Did you have any unhappy experiences in the theme park? Or have you heardabout any unhappy experiences in the theme park? You just mentioned you went toDisney Land. Anything unsatisfied?
S12: At noon, we all hungry.We went to restaurant. It was expensive. It was bad.
T: So you were not satisfiedwith the food.
[意圖說明] 引導學生結合自己的經歷進行批判性閱讀，培養學生思維的獨立性。
b. 引導學生進行拓展閱讀，歸納作者行程不愉快的三個理由，提出相應的應對方式。
T: Actually you are not alone. Now let’s read A Bad Day at Magic Land and find out three things that ruined thewriter’s theme park trip.
S13: First, he threw up. Itwas embarrassed. Second, his food was ruined. Third, his glasses fell in thewater.
T: Yes, the reasons are that he went on too many roller coasters and had an expensive and terrible lunch.What’s worse, his glasses fell into thewater. We don’t want such a trip. Of course, we want fun and more than fun. Howto avoid all these things? Can we try all the rides?
Ss: No.
T: We don’t have the time aswell as the energy. So we need to ?
Ss：Plan?
T: Yes. We need to choosewhat’s our favorite, for example. What about food? It is always expensive in atheme park or any destination?
Ss: Sandwich?
T: Good idea. Maybe we canhave some homemade food. What about glasses? Besides glasses, what is easilylost?
Ss: watch, purse, phone…
T: Yes. To prevent it fromhappening, we should take care of our personal things.
[意圖說明] 通過拓展閱讀，進一步豐富學生對主題公園的認識，並為下一環節的一日游計劃做好鋪墊。
(4)創造性閱讀。(5mins)
組織學生進行小組活動，每個小組選擇一個主題公園，結合課文內容設計一個簡單的一日遊行程安排表。
T: Indeed, a good plan is necessary. And let’s makeone. Suppose you are going to one of the three theme parks in our text, use theform in your handout to make a simple trip plan. Every four of you pick onetheme park from our text. And each one has his or her responsibility. One makessuggestion about morning activity; one noon activity; one afternoon activity;and the last one is the presenter. The presenter should be clear and loud, haveenough eye contact and of course show a well-organized plan. Clear?
[意圖說明] 根據課內文本與拓展閱讀這兩則語言材料創設較符合學生生活實際的一日游計劃活動，激活學生,發揮學生的自主性和創造性。小組合作的方式也可以讓學生進行同伴互助學習，共同進步。
Step 3 Post-reading(5 mins)
學生小組代表上台陳述設計好的一日遊行程。其他學生使用評價表從三個方面進行簡單評定。
T: Everyone, it is time to present. Do rememberpresenter needs to pay attention to all the three things. And the listenersneed to pay attention and evaluate.
S14: I would like to share my plan with you. From myperspective, besides a well-organized plan, some preparations are of greatsignificance. For example we may need to take an umbrella in case of badweather and some pills in case of emergency. And our group divided our planinto three parts: morning visit, noon visit and the afternoon visit. In the morning,we can see carpenters and other craftsmen make their work in the old fashionway, I think that would be great fun. In the noon, we can have a lunch whileenjoying the country music performed in the outdoor theatre. After lunch, wecan visit candy store and try the same candy made 150 years ago. Afternoon, wecan take a ride on the only steam engine train and even see some bald eagle.That’s all. I think we can enjoy our one-day trip in Dollywood. Thank you.
T: That’s a wonderful plan. Clear and loud, fivestars. Well-organized, six stars maybe. But we only have five. About eyecontact, next time, you need to take some simple notes. Then you don’t need toturn over again and again. So I will you give you four stars. What about yourevaluation? What do you think of her presentation? Do you like it? Yes, ok justmake your evaluation on your handout. Now, What about next group?
S15: Well, what about my plan. Before I go to Camelot,I will search the internet gaining information about English culture. In themorning, I go there, waiting outside the gate. I will be very excited; I willsee some fake royal members, like King Edward and the knights of round table.After the lunch, I will go the farm and of course I will feed the animals,maybe very exciting and interesting. And then jousting. After dinner, I will gofor the sightseeing. The night will be very intriguing. Of course I will buysome souvenirs. Take pictures, enjoy the beautiful things. Ok, thank you.
T: Charming accent, right. Well, it is your group’strip plan. So maybe next time you should present: “our group is going to do sth”,that will be much better. Well, I would to see every group’s plan, so pleaseturn it into a piece of writing. And see you next time. Thank you.
[意圖說明] 這是一個展示語言輸出成果的階段，學生上台陳述，既鍛煉學生的口語，又可讓教師了解本節課的有效性。運用同伴評價表，引導學生更加認真得傾聽他人，同時激發陳述者的積極性。
Step 4 Homework(1 min)
布置家庭作業：要求學生講口頭討論的計劃重新組織為書面語。
[意圖說明] 引導學生將口頭討論轉化為書面語，強化本課的學習內容。
人教版高中英語必修4《Unit 5 Theme parks》教案【二】
教學准備
教學目標
Teaching Aims
1. Language Knowledge
Words: theme, fantasy, swing, attraction, unique, carpenter, engine, preserve, knight, cartoon, bald, craftsman, fairy tale, sword, pirate, whichever, wherever, tournament
Phrases: be famous for be modelled after no wonder
2. Language Skills
⑴.To help Ss with the skills of remembering words.
⑵ .To help the students develop their reading ability.
⑶. To help the students learn about Theme parks.
3. Affection and Attitude
⑴. Let the students to understand what a theme park is.
⑵ .Enable the students to learn about the various theme parks all over the world
⑶.Develop student’s reading ability and let them learn different reading skills.
教學重難點
Key Points and Difficulties
1. The main idea of each paragraph and a summary of the text.
2. How to help the students develop their reading ability.
教學過程
Teaching Proceres
Step Ⅰ: Greetings
Step Ⅱ: Warming up by discussing
1. Discussion (Cooperative discussion)
Q1: Have you ever been to a park?
Q2: What is a park? What is a park for?
Q3: Can you describe them? What about the old ones?
Q4: Have you ever been to a theme park?
Q5: What do you think a theme park is?
Q6: Do you know the differences between a theme park and a common park?
(Then ask the students to look at the pictures on the screen and lead them to the topic of this mole.)
2. Vocabulary study
(1). Learn the new words on page99 and give Ss some explanation of the difficult words.
(2). Read the new words by themselves, and then ask the students to do some exercises about the new words.
StepⅢ: Skimming
Read the passage to get a general idea and the topic sentence of each paragraph.
The main idea of the passage: _______________________________.
Paragraph1. ______________________________________________.
Paragraph2. ______________________________________________.
Paragraph3. _____________________________________________.
Paragraph4. _____________________________________________.
Do these multiple choice exercises
According to the text, tourists can find Snow White and Mickey Mouse in ( )
A. World Waterpark B. Disneyland C. Central Park D. Camelot Park
2. What’s the Dollywood’s main attraction? ( )
A. Its culture B. Its country music
C. Its candy shops D. Its wooden roller coasters
It can be inferred from the third paragraph that the main purpose of Dollywood is to ( )
A. entertain B. make profits
C. show cartoons D. ecate people
4. If you want to see fighting with swords or on horseback, which park would you go?( )
A. Dollywood B. Disneyland
C. Camelot Park D. World Waterpark
StepⅣ Careful reading:
Read the text carefully and complete the table:
Step ⅤRead the passage quickly to tell the following statements true or false.
1. Disneyland can be found everywhere. ( )
2. You can meet any cartoon character you like at Disneyland. ( )
3. Tourism develops where a Disneyland is built. ( )
4. Dollywood is in the mountains in the southeastern USA. ( )
5. Country music singers perform in Dollywood throughout the whole year. ( )
6. Dollywood has the only electric train still working in the USA. ( )
7. Visitors to Camelot Park can taste candy like the candy made in ancient England.
8. Camelot Park has the oldest roller coaster in the world. ( )
9. Camelot Park has an ancient English farm. ( )
10. Camelot Park has places for visitors to watch and maybe take part in sword fighting. ( )
StepⅥ: group work (design)
1. What is the name of your theme park?
2. What is the theme?
3. Any attractions?
4. What do you want to show visitors and teach visitors?
課後習題
1. Please recitesome useful words and phrases and try to use them to make sentences.
2. Read thepassage after class.
板書
Blackboard design
Unit 5 Theme parks
Phrases: be famous for be modeled after no wonder
❸ 高中英語優秀課件（5篇）
【 #課件# 導語】課件是教師課堂教學過程中的重要依據，是教學活動正常開展的重要保障。課件，也稱課時計劃，教師經過備課，以課時為單位設計的具體教學方案，由於學科和教材的性質﹑教學目的和課的類型不同，課件不必有固定的形式。下面是 考 網整理分享的高中英語優秀課件，歡迎閱讀與借鑒，希望對你們有幫助！1.高中英語優秀課件
一、 課程類型：
高三復習課
二、 教學目標：
一) 認知目標
1.句型和語言點(見教學重點)。
2.用所學的知識與夥伴進行交流、溝通，學會改錯、寫作。
二)情感目標
利用多媒體手段營造積極和諧教學氛圍，使學生不辯基滲自覺地進入情景之中，充分調動學生的思維活動和情感體驗，引起學生的共鳴。
三)智力目標
在運用語言的過程中培養學生的觀察力、分析力、想像力和自學能力，幫 助學生加強記憶力，提高思維能力和運用英語的綜合能力，激發創造能力。
三、 教材分析：
這是高三復習階段的一節寫作課。這節書面表達課就從審題謀篇等方面入手來完成教學目的，側重於引導學生在把握書面表達的寫作前准備即謀篇審題能力，使學生在動手寫作前迅速構思按照規范的模式來完成謀篇審題：在教學中不僅僅強調寫,對於與寫作緊密聯系的聽、說、讀、改錯都有兼顧。採用任務型教學法和小組合作探究學習法，從而激發學生的學習興趣，同時也能擴大課堂的語料輸入量及學生的語言輸出量。
四、 教學重點：
1. 學會審題和謀篇
2. 掌握多樣化的表達方式
3. 熟練各段中的固定寫作套路
五、 教學難點：
1. 如何幫助學生運用寫作策略，促進學生自主寫作。
2. 使學生了解謀篇的重要性，培養謀篇的能力和習慣。
六、 教學方法：
1、活動教學法：
2、任務型教學法：
七、 教學設計：
Step 1. Warming up
Come up with some proverbs for the students to put them into Chinese.
Recitation is of the first importance in any language learning!
Practice makes perfect! …
What do you learn from the above proverbs?
Step 2. Presentation
Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.
Step 3. Exhibition
Show on the whiteboard a writing.
2.高中英語優秀課件
一、教學設計意圖
在《高中英語新課程標准》中講到「高中英語課程要有利於學生優化英語學習方式，使他們通過觀察、體驗、探究等積極主動的學習方法，充分發揮自己的鋒租學習潛能，形成有效的學習策略，提高自主學習的能力；要有利於學生學會運用多種媒體和信息源，拓寬學習渠道並形成具有個性的學習方法和風格。」把信息技術作為英語教學的認知工具和知識載體，圍繞英語學科知識進行整合實驗，不僅可以擴大英語閱讀的「面」和「量」，而且也培養了學生諸如「信攜脊息的獲取、信息的重組和加工以及信息的交流」等多種信息素養。網路學習是一種學習過程交互化的學習模式。學生帶著問題藉助網路查詢信息，進行信息交流，由此「任務驅動、自主探究、協作交流」等學習策略在這里得到了更充分的體現。使教師把信息技術和網路作為自己真正的工具，把信息技術融入學科教學中來。
二、教學目標設計：
知識與技能：
①掌握快速閱讀的方法，熟悉「發表看法，提出建議」的口語技能。
②充分利用網路資源，強化學生自主學習的意識，培養學生組織語言、運用語言的能力。
過程與方法：
①培養學生篩選局部和整體信息的能力和獨立閱讀能力，通過自主學習和協作學習，獲取信息和處理信息的能力。
②培養學生質疑意識，分析問題、解決問題、綜合問題的能力和創造性思維能力。
情感價值觀：
通過本節課的學習，培養學生的人文和信息素養。
三、教材內容及重點、難點分析：
教材內容：
本課教學內容是新課標《高中英語必修3 Unit 5》，Canada---The True North 與以往接觸過的介紹國家的文章相比，本課的內容沒有整體介紹加拿大的地理概況和風土人情，而是透過一個旅人的眼睛來看加拿大。相比較而言，這樣的課文難度更大。
教學重點：
①對課文內容的整體把握。
②學生組織語言、運用語言的能力。
【重點突破】任務驅動，層層深入。
利用「任務驅動」方法，使學生利用資源自主探究、解決一系列層層深入的問題。在教學中，教師作為問題的精心設計者和疑難問題的點撥者，培養學生組織語言的能力。
教學難點：
①對課文內容中細節的理解。
②對網上各種信息源的比較篩選，及學生易受無關因素的干擾而導致的學習效率問題。
【難點突破】 設置情境，循序漸進，層層遞進。
設置富有情趣的情境，激發他們的閱讀欲 望，積極主動地進行自主探究。循序漸進的設計問題 , 激發學生的創造思維，層層深入地引導學生進行自主和協作學習。
四、教學策略及教法設計：
【教學策略】
①本節課的教學以建構主義學習理論為指導，以學生為中心，以問題為出發點，使課堂教學過程成為學生自主地進行信息加工、知識意義構建、創新能力發展的過程。教師在教學過程中則適時介入，引導、啟發、組織、幫助、促進。
②設計創造性思維問題。所謂創造性思維問題即是指有利於學生創造性思維發展的問題。創造性思維問題的設計應遵循這樣幾個原則：題型具有開放性、解題富有挑戰性。
【教法】：
①演示法：把製作的課件、動畫等顯示給學生看，便於學生對微觀知識的把握，並從舊知中獲得啟迪，從而解決問題。
②評價閱讀法：將學生通過對材料的收集、整理和內化而形成的學習成果，在全班學生中展示，使學生獲得成功的喜悅，從而激發學生的後續學習熱情。
③任務驅動教學法：將所要學習的新知識隱含在一個或幾個問題之中，學生通過對所提的任務進行分析、討論，並在老師的指導、幫助下找出解決問題的方法，最後通過任務的完成而實現對所學知識的意義建構。
五、教學過程設計：
第一步：熱身活動：猜單詞。
在這個步驟中，我給出兩組前一節課學過的詞，分別讓兩組同學上來猜。所採用的方式類似於《幸運52》：單詞是出現在屏幕上的，其中一個同學背對著屏幕，他是猜者；另一個同學則是解釋者，他要用英語或輔以動作將單詞的意思表現出來。兩組同學之間展開競爭，看誰猜得又快又多。這個活動不僅可以復習上節課的內容，更重要的是活躍了課堂氣氛，令同學們很快融入課堂氛圍。
第二步：讀前活動（一）：自由展示。
在上這一課之前，我給學生布置的預習任務是介紹你最想去的地方。Which country or place would you like to visit most? Why?學生們自由組成小組，上網查找相關資料，然後對所搜集的信息進行整理，最後形成自己的powerpoint展示文件。在課堂上，由本小組的發言代表上來進行展示和介紹。這一環節是這節課的重頭戲。
第三步：讀前活動（二）：自由交談。
給學生提出這樣一個問題：如果你有機會去加拿大，你最想看什麼？If you have a chance to visit Canada, what would you expect to see there? 先要求他們在小組內討論，然後再在全班同學面前發言。
第四步：讀前活動（三）：小組討論。
經過了前面的大量的有關加拿大的信息的沖擊，你願意用哪三個詞語來描述加拿大？What three words would you use to describe Canada? Why? 請小組代表發言。
第五步：加拿大概況綜述。
這一步驟是對上幾個步驟的總結，同時也是教師整合並優化了有關加拿大的各種信息所進行的展示。目的是進一步加深同學們對加拿大的了解，對他們所獲取的知識進行 梳理，也為下一個步驟展開鋪墊。
第六步：略讀課文。（first reading）
在這個步驟中，我給出了8個問題，讓同學們帶著這8個問題來閱讀課文。讀完後回答問題。
1.Why are the cousins not flying direct to the Atlantic coast?
2.What is the continent they are crossing?
3.What is 「The True North」?
4.Why do many people want to live in Vancouver?
5.What happens at the Calgary Stampede?
6.Where does wheat grow in Canada?
7.Why would ship be able to reach the centre of Canada?
8.Name two natural resources that Canada has.
第七步：精讀課文。(second reading)
在這個步驟中，我給出了5個跟課文內容有關的句子，讓同學們判斷正誤。如果該句是錯的，請給出正確答案。
1.The girls went to Canada to see their relatives in Montreal.
2.Danny Lin was going to drive them to Vancouver.
3.You can cross Canada in less than five days by bicycle.
4.The girls looked out the windows and saw Native Indians and cowboys.
5.Thunder Bay is a port city in the south of Canada, near Toronto.
第八步：復述課文(retelling)
給出課文中的關鍵詞彙，讓同學們用自己的話來復述課文。
Helpful words and expressions
great scenery
second largest
go eastward
mountains/lakes/forests/rivers
5,500/from west to east
here in Vancouver
surrounded by
ski/sail
3.高中英語優秀課件
一、教材分析：
本課是結合人教版高中英語教材選修5中有關過去分詞的語法內容，進行過去分詞的學習，教學中將語法知識的傳授和語言基本技能的學習結合到一起，注重復習語法與語言的運用。採用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。
二、學情分析：
在高一英語學習基礎上，學生已經掌握基本的語言結構和一定程度的聽說讀寫能力。在復習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度.但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知慾旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。
三、教學目標:
1.知識目標:
引導學生掌握過去分詞在真實的生活語境中的使用。培養學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，符和邏輯推理和合理的想像，結合語法和題干中的語境解決問題。在運用語言過程中培養學生的觀察力、分析力、想像力和自學能力，提高思維能力和運用英語的綜合能力。
2.能力目標：
利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調動學生的思維活動和情感體驗，規范學生運用英語知識准確表達的能力，同時，發展學生綜合語言運用的能力，分析問題和解決問題的能力，培養學生自主學習。
3.德育目標：
用含過去分詞的句子結構表達思想感情。
四、教學重點:
1.過去分詞的用法
2. 過去分詞的運用
五、教學難點:
1.結合語法知識，以課堂教學為依託，全面訓練學生的聽、說、讀、寫能力，加強和提高運用英語的綜合能力。
2. 過去分詞在真實的生活語境中的使用。
六、教學策略:
通過小組討論、小組競賽等具體形式，創設有利於高中生自己自我認識、自我反省、自我調節的情境，利用他們自身較高的自我意識水平對自己的學習進行調節、監控。因此，本課採用教學方法---任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼近學生生活的問題。教師要從學生「學」的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種「任務」中，學生能夠不斷地獲得知識並得出結論。
七、學習策略:
本課將各種活動設計成小組活動並開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養成自主學習與合作學習的能力，培養創新意識和實踐能力，以及具備科學的價值觀。
4.高中英語優秀課件
一、 說教材
本單元主要是圍繞生日展開教學，要求學生掌握十二個月份和序數詞的變化，以及日期和生日的表達。我上的是第二課 時 ，在第一課時中，學生已經學習了十二個月份和序數詞，本課時主要是要求學生掌握日期的表達，以及能正確說出自己的生日， 能掌握四會句型： When』s your birthday? My birthday is on the… of … What would you like as a birthday present? I』d like …
二、 說學生
十二個月份和序數詞已經在第一課時學習過，大多數學生掌握良好，但六年級學生在課堂上不愛表現自己，部分學生對於 英語學習缺少興趣。
三、 說教法
1、 游戲教學。興趣是的老師。在復習單詞時設計了What』s missing?的游戲，讓學生在課的一開始就感受學習的快樂，為進一步的學習做鋪墊。
2、 朗讀教學。英語是一門語言，交際是學習的目的，因此，課堂上朗讀和運用是必不可少的，教師設計了多種朗讀和練習方式，例如：小組朗讀，個人朗讀，男女對讀，同桌討論等，讓學生在有限的課堂時間內得到最多的練習。
3 任務教學。在鞏固句型時，設計了Do a survey 的教學任務。學生在調查時能運用語言，鞏固語言知識。
四、說教學過程
1. 在課的一開始主要通過Free talk ：How many days are there in a week? How many months are there in a year? 引出復習單詞， 在復習單詞時通過詢問Which is the first/second.. month in a year來初步復習一下序數詞。接著設計了What』s missing?這個游戲來進一步復習月份，同時也激發了學生學習的積極性。之後引出句型復習： When』s your birthday? My birthday is in。
2.通過復習句型When』s your birthday? My birthday is in。引出我的生日在幾月幾日，以及Helen 和Jim 的生日，重點掌握序數詞，通過總結讓學生對序數詞的變化有一個整體的了解。在學生掌握序數詞的基礎上，讓學生了解日期的表達，因為學生對於單詞還不能默寫，所以日期的練習只限於口頭討論和朗讀。學生掌握了日期之後讓學生說說自己的生日，引出本課的重點句型When』s your birthday? My birthday is on the… of …What would you like as a birthday present? I』d like … Present
這個單詞比較難讀，是朗讀教學的重點
3.通過討論練習C 部分句型進一步鞏固句型，最後設計了Do a survey教學活動，學生在調查時再次鞏固句型，並學會了用第三人陳述重點句型。
4.Assignment。書本上C部分句型圖1和圖3，從書面上鞏固所學的新句型。
5.高中英語優秀課件
教學目標
1) Important vocabularies
Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for.
2)Daily expressions
Are you /Will you be free then?
Yes, Id be fee. Id like to go.
Lets go together then. Ill meet you at the theatre at six - thirty .
Good! See you then.
What time shall we meet?
Where is the best place to meet?
What about meeting outside? I suggest…
3) Useful phases
Whats on…? Is there anything good on?
They are said to be very good.
Finally, there is no more time left for adding new stories.
4) Grammar
V.-ing Form is used to be Subject and Object
教學建議
能力訓練
1.通過口頭練習，學會日常生活中的各種表達方式。
2.學會介紹事物及報刊雜志的方法，了解這種文體的寫作技巧。
德育滲透
1.通過課文的學習，引導學生懂得任何一件事物都得付出很多的勞動，懂得愛惜報紙，愛惜各種書籍。
2.通過對報紙各版面的介紹，擴大了同學們的眼界，增強了他們求知慾和學習積極性。
師生互動活動
Lesson 13：口頭練習：對話交際功能——日常生活用語。
Lesson 14：學生扮演主編介紹報紙出版的過程。
Lesson 15：學生扮演主編介紹《中國日報》的內容。
Lesson 16：筆頭練習：寫一篇介紹一種報紙或雜志的英語論文。
教材分析
從本單元的對話來看，主要是學習如何用英語提出約會以及如何應答約會的日常用語，如：詢問對方是否有空，建議會面時間和地點及如何應答的日常用語，並能運用Will you be free?到It』s.. What about…?等最為普通的語言功能進行日常交際， 同時也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what』s on 等重點詞彙和短語在本單元中學習，本單元中的閱讀課主要內容是了解報社一天的工作和報紙的出版過程及《中國日報》的一些情況，同時在這里運用了重點語法知識，V.-ing形式充當主語和賓語的用法。
❹ 外研高一英語課件必修
導語：只有知識才是有用的，只有它才能夠使我們在精神上成為堅強忠誠和有理智的人，成為能夠真正愛人類尊重人類勞動衷心地欣賞人類那不間斷的偉大勞動所產生的美好果實的人。以下我為大家介紹外研高一英語課件必修文章，歡迎大家閱讀參考!
外研高一英語課件必修
第一部分：聽力（共兩節，滿分30分）
第一節（共5小題；每小題1.5分，滿分7.5分）
聽下面5段對話。每段對話後有一個小題，從題中所給的A、B、C三個選項中選出最佳選項，並標在試卷的相應位置。聽完每段對話後，你都有10秒鍾的時間往返答有關小題和閱讀下一小題。每段對話僅讀一遍。
1 .When is the man supposed to meet Linda?
A. On Tuesday. B. On Wednesday. C. On Thursday.
2.Where does this conversation probably take place?
A. On a plane. B. On a bus. C. In a taxi.
3.What does the man say about the grammar book?
A. It is easy to understand.
B. It is not worth reading.
C. It's difficult but it's worth reading.
4.What do we know about the woman?
A. She did not do the reading last night.
B. She has much trouble with the course.
C. She has a little trouble with the course.
5.What are the two speakers talking about?
A. Their TV sets. B. Their children. C. Their jobs.
第二節（共15小題；每小題1.5分，滿分22.5分）
聽下面5段對話或獨白，每段對話或獨白後有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項，並標在試卷的相應位置。聽獨白前，你將有時間閱讀各個小題，每小題5秒鍾；聽完後，各小題將給出5秒鍾的作答時間。每段對話或獨白讀兩遍。
聽第6段材料，回答第6至8題。
6.Why does the woman look pale（蒼白的）?
A. She was ill. B. She failed in the exam. C. She was too tired.
7.For whom was the party held?
A. The woman's aunt.
B. The woman's parents.
C. The woman's brother.
8.What did the woman do after the party?
A. She went to bed.
B. She went over her lessons.
C. She went to the garden.
聽第7段材料，回答第9至11題。
9.What kind of sports do the girl's teachers often play with them?
A. Football. B. Tennis. C. Volleyball.
10.Where is girl from?
A. The USA. B. Australia. C. England.
11.When did the girl begin to play tennis?
A.About one year ago. B. About two years ago. C. About three years ago.
聽第8段材料，回答第12至14題。
12.When can the man get the stereo（立體聲音響設備） repaired for free?
A. During the first three months after purchase.
B. Any time when the stereo is out of order.
C. Any time of the first year after purchase.
13.What is Mitsuyo?
A. A store name. B. A repair shop. C. A stereo maker.
14.Where can the man get the stereo repaired?
A. At Mitsuyo service center. B. At the store. C. At a repair shop.
聽第9段材料，回答第15至17題。
15.What is the probable relationship between the speakers?
A. Teacher and student.
B. Interviewer and interviewee.
C. Friends.
16.What is the man's idea of happiness?
A. Living with his family.
B. Having a lot of friends.
C. Being in good health.
17.What do we know about the man's father?
A. He was a teacher.
B. He had a flower shop.
C. He studied culture.
聽第10段材料 回答第18至20題。
18.How did the first people communicate with each other?
A. They talked to each other.
B. They used simple words.
C. They used signs.
19.When did people first begin to use words?
A. About a thousand years ago.
B. About a million years ago.
C. About ten million years ago.
20.What words were not probably the first words in the human vocabulary?
A. Words that were names of important things in life.
B. Words that stood for things people met every day.
C. Words that were simple and short in spelling.
第二部分：詞彙知識運用(共兩節，滿分40分)
第一節 單項選擇(共10小題；每小題1分，滿分10分)
21. -My uncle suggests I ________abroad.
-I would rather you ________at home.
A.go;stay B.went;stayed C.go;stayed D.went;stay
22. ________ about wild animals that they decided to make a trip to the mountainous village for further research.
A.So curious the couple was B.So curious were the couple
C.How curious the couple were D.The couple was such curious
23. _______with so much troublewe failed to complete the task on time.
A.Faced B.Face C.Facing D.To face
24．The professor has ______ 11-year-old boy who has______ gift for dancing.
A. a; a B. an; the C. an; a D. the; 不填
25-After two hours of walking they came to the camp site ______ .。
A. hungry and tiredly B. hungrily and tiredly
C. hungrily and tired D. hungry and tired
26 If we sit near _______ front of the classroom we』ll have _______ better view.
A. the; a B. 不填；a C. 不填；the D. the；the
27 ________for the students to read newspapersbut it is also a great way to improve their minds.
A.Not only for pleasure is it B.Not only it is for pleasure
C.Not only is it for pleasure D.It is not only for pleasure
28. Have you a lot of readings _____ before the end of this term?
A. finishing B. to finish
C. finished D. being finished
29 Is this the new machine ______ parts are too small to be seen?
A. that B. which C. whose D. what
30. I have played the computer game - it cost me a lot time.
A. shouldn』t B. needn』t C. couldn』t D. mustn』t
第二節：完形填空（共20 小題；每小題1.5分，滿分30分）
閱讀下面短文，從短文後所給各題的四個選項（A、B、C、D ）中選出可以填入空白處的最佳選項，並在答題卡上將該項塗黑。
I was a single parent of four small children working at a low-paid job. Money was always tight but we had a 31 over our heads food on the table clothes on our backs and if not a lot always 32 . Not knowing we were poor my kids just thought I was 33 .I've always been glad about that..
It was Christmas time and although there wasn't 34 for a lot of gifts we planned to celebrate with a family party. But the big 35 for the kids was the fun of Christmas 36 .They planned weeks ahead of time asking 37 what they wanted for Christmas. Fortunately I had saved $120 for 38 to share by all five of us.
The big 39 arrived. I gave each kid a twenty-dollar bill and 40 them to look for gifts of about four dollars each. Then everyone scattered(散開). We had two hours to shop; then we would 41 back at the "Santa's Workshop".
Driving home everyone was in high Christmas spirits 42 my younger daughter Ginger who was unusually 43 . She had only one small flat bag with a few candies ------------- fifty-cent candies! I was so angry but I didn't say anything 44 we got home. I called her into my bedroom and closed the door 45 to be angry again. This is what she told me:
"I was looking 46 thinking of what to buy and I 47 to read the little cards on the 'Giving Trees'. One was for a little girl four years old，and all she 48 for Christmas was a doll (玩具娃娃 ). So I took the card off the tree and 49 the doll for her. We have so much and she doesn't have anything."
I never felt so 50 as I did that day.
31. A. roof B. hat C. sky D. star
32. A. little B. less C. enough D. more
33. A. busy B. serious C. strict D. kind
34. A. effort B. room C. time D. money
35. A. improvement B. problem C. surprise D. excitement
36. A. shopping B. travelling C. parties D. greetings
37. A. the other B. each other C. one by one D. every other one
38. A. toys B. clothes C. presents D. bills
39. A. day B. chance C. cheque D. tree
40. A. forced B. reminded C. invited D. begged
41. A. draw B. stay C. move D. meet
42. A. including B. besides C. except D. regarding
43. A. quiet B. excited C. happy D. ashamed
44. A. since B. after C. while D. until
45. A. waiting B. ready C. hoping D. afraid
46. A. out B. over C. forward D. around
47. A. forgot B. stopped C. failed D. hated
48. A. wanted B. did C. got D. played
49. A. made B. searched C. bought D. fetched
50. A. angry B. rich C. patient D. bitter
第三部分：閱讀理解 （共20小題；每小題2分，滿分40分）閱讀下列短文，從每題所給的四個選項中，選出最佳答案。
(A) Son』s Help
Mr. Lang worked in a factory. As a driver he was busy but he was paid much. His wife was an able woman and did all the housework. When he came back she took good care of him and he never did anything at home. So he had enough time when he had a holiday. A few friends of his liked gambling() and he learned it soon. So he was interested in it and hardly forgot anything except gambling. He lost all his money and later he began to sell the television watches and so on. His wife told him not to do it but he didn』t listen to her. She had to tell the police. He and his friends were punished for it. And he was hardly sent away. After he came out of lockup(拘留所) he hated her very much and the woman had to leave him.
It was New Year』s Day. Mr. Lang didn』t go to work. He felt lonely and wanted to gamble again. He called his friends and they came soon. But they were afraid the police would come. He told his five-year-old son to go to find out if there were the policemen outside. They waited for a long time and didn』t think the police would come and began to gamble. Suddenly opened the door and in came a few policemen.
「I saw there weren』t any policemen outside daddy」 said the boy 「so I went to the crossing and asked some to come.」
51.Mr. Lang was paid much because _______.
A. he was a driver B. he worked in a factory
C. he had a lot of work to do D. he had worked there for a long time
52.Mrs. Lang did all housework because _______.
A. she couldn』t find any work B. she thought her husband was tired
C. her husband spent all time in gambling D. she wouldn』t stop her husband gambling
53._______ so he was put into lockup.
A. Mr. Lang often gambled B. Mr. Lang was late for work
C. Mr. Lang didn』t help his wife at home D. Mr. Lang wasn』t polite to the police
54.The woman had to leave Mr. Lang because _______.
A. he didn』t love her any longer B. he wouldn』t stop gambling
C. he had been put into lockup D. he was hardly sent away by the factory
（B）
「How can I learn English well?」 This is a question many students ask. In my opinion the most effective way is to learn lessons by heart. If you can recite the text and write it out you』ve learned it fairly well. And if you can tell what the lesson says in your own words you』re a very successful learner indeed. Your English will be quite perfect.
This is a difficult task. However if you try to learn by heart only part of each lesson you』ll find it not half as hard as you might have thought. Learning this way you will make rapid progress. Of course writing is also necessary. It helps you a lot on our way to success in English.
Equally important is to feel the language. You should be able to laugh at jokes and be shocked at bad news. When using English try to forget your mother tongue. Instead of helping you your own language gets in your way. So never try to see English through translation.
55.In the writer』s opinion the most effective way in learning English is ____.
A.to practise speaking writing and feeling it
B.to forget your own native language
C.to translate everything into his own language
D.to memorize the English words and grammatical rules
56. 「Instead of helping you your own language gets in your way.」This sentence means that memorizing your own language can ________.
A.help you to study English well B.stop you mastering English
C.make English easy to learn D.help you notice mistakes
57.Equally important is to feel the language. 「to feel the language」 here means________.
A.to get a knowledge of English by touching
B. to be able to read and write English
C.to translate English into your own by imagining
D.to be able to experience the rich sensation of the language
(C)
In America when people say 「man』s best friend」 they don』t mean another person. Instead they are talking about a lovely animal：A dog! These words show the friendship between people and animals. Dogs and other pets can give happiness to people』s lives. Some people think of their pets as their children. A few even leave all their money to their pets when they die!
Animals can help people too. Dogs can be taught to become the 「eyes」 for a blind person or 「ears」 for a deaf people. Scientists have found that pets help people live longer! They make people happier too. Because of that animals are brought into hospitals for 「visit」.
Americans hold 「Be-Kind-to-Animals Week」 in the first week of May.
Pets shows are held ring the week. Even if you don』t live in America you can do this too. How? First think about how animals make your life richer. If you have a pet take more time this week to play with it. Remember to give it delicious food. Also be sure to keep your pet from those unwanted babies.
If you don』t have a pet be kind to animals around you. For example if you see a street dog don』t kick it or throw things at it. Instead just leave it alone or better yet make friends with it. If others around you do bad things to an animal try to stop them. As people we must protect animals who can』t speak for themselves.
58. 「A few even leave all their money to their pets when they die!」 means that__________
A. pets have the right to inherit (繼續) money. B. money can give pets happiness.
C. it』s the best way to spend money. D. some pets are taken as children.
59. Why are dogs brought to hospitals?
A. Because they are ill and need to see doctors.
B. Because they can make the patients happier.
C. Because they can find out the problems of the patients.
D. Because doctors can do experiments on them.
60. What』s the most popular activity in the 「Be-Kind-to-Animals Week」?
A. Holding a pet show in the week. B. Playing with pets the whole week.
C. Cooking delicious food for pets. D. Making friends with other people』s pets.
61. What』s the passage mainly about?
A. A lot of people are interested in dogs. B. Dogs can help people do many things.
C. Pets are lovely and need care and protection. D. We have done a lot of things for pets.
62. The words「man』s best friends」shows____________.
A. the friendship between people. B. the friendship between people and animals.
C. the friendship between animals. D. the friendship between men and women
(D)
Ma Lili』s parents are going to give a birthday party for her. She』s going to be fourteen years old. Ma Lili has a lot of friends. They are going to come to the party. They are girls from Ma Lili』s school. There are twenty-five of them.
Ma Lili』s mother is making birthday cakes for the party. They are very nice cakes. Ma Lili says to her mother 「Mum you』re very nice. Thank you for your nice cakes. 」 Her father is going shopping. He buys a lot of apples bananas oranges and pears.
It』s four o』clock in the afternoon. Now everything is ready. The party begins in thirty minutes.
63. Who is going to give Ma Lili a birthday party?
A. Ma Lili B. Her friends C. Her teacher D. Her parents
64. How many people are coming to Ma Lili』s party?
A. Two B. Twenty C. Twenty-one D. Twenty-five
65. Her mother _____ for her party.
❺ 哪裡有免費高中英語課件
http://e.sina.com.cn/,新浪教育，去看看吧，我一般都去哪裡，資源專挺多的！屬
❻ 高中英語優秀教學設計課件（精選5篇）
【 #課件# 導語】課件是根據教學大綱的要求，經過教學目標確定，教學內容和任務分析，教學活動結構及界面設計等環節，而加以製作的課程軟體。它與課程內容有著直接聯系。使用課件能夠吸引學生注意力，提高學習情緒，從而誘發學生學習的興趣。下面是 課件頻道。1.高中英語優秀教學設計課件
一、課題准備與啟動階段情況
為了更好地開展《高中英語參與式教學設計研究》課題的研究，自申報課題開始，課題組就開始積極查閱、收集相關資料，學習相關理論，制定了課題研究方案。這一階段充分的准備工作為之後的研究奠定了基礎。
二、課題研究實施階段情況
（一）做好開題論證、明確研究內容
xx月xx日下午，工作站召開了關於《高中英語參與式教學設計研究》課題開題會議。在開題會議上，課題主持人陳述了課題開題報告，對研究背景、目的意義、研究價值、研究方法與步驟、研究分工和預期研究目標及課題研究保障條件等進行深入細致的介紹。學校領導及課題專家與課題組成員進行了積極的互動交流，對課題實施的科學性與可行性進行評議，並對研究中可能存在的'困難和問題進行指導。學校領導對課題組課題的研究表示了高度的支持，期望課題組能把課題研究工作搞得扎實有效，並拿出研究成果推進我校的英語課堂教學改革。
（二）抓好文獻研究，提升理論水平
在xx月中旬到xx月初，課題研究處於文獻研讀階段，課題組對本課題研究的相關理論知識和文獻資料作了進一步的學習。所有成員積極參與，並及時撰寫了文獻研讀心得體會。通過本階段的學習，我們對課題研究的內容與方向有了更進一步的了解。
對於高中英語參與式教學設計研究的必要性達成了共識。因為，通過學習我們得知傳統教學設計存在著弊端。傳統教學設計形式過於單一化，機械化，無法適應教學現實的豐富性與動態性，不利於滿足不同學生的個性需求；不利於教師與學生之間的溝通與協商；也不利於學生自主學習能力與創新能力的培養。即便在課堂上，學生能夠在教師營造的教學氛圍中積極地「表演」，那也只不過是一種「被動的參與」。
然而，參與式教學設計則具有獨特的優勢與特點。參與式教學設計具有獨特的學習觀。這種教學設計的理念提倡學生能以主人翁的姿態，以更加負責的態度參與到教學目標的制定，教學活動的設計。這個過程本身能更加有效地激發學生學習的熱情，增強學習的動力。學生不再是被動接受者，學習過程不再是學生去接受他人提前預設的、選取的、傳授知識的過程。其次，參與式教學設計提供了獨特的教學設計思路，改變了傳統教學設計由教師獨自進行設計的觀念。它著眼於學生多樣化需求握寬的個性化設計，真正實現面向學生、以學生為中心的教學設計。教師傾聽學生的聲音，在更加全面、准確地了解學生的基礎上，教師能有效生成適合學生個性特點的教學方案，從而可以提高課堂教學的有效性。同時，參與式教學設計有利於實現真正的「師生對話」，為實現真正的「師生對話」提供了良好的平台。這種對話與協商能創設出師生相局銷互信任、尊重的氛圍。通過參與到教學設計段臘亮來，學生中對教師的教學構想和意圖會更加理解，而且教師也能更加清楚學生的個性需求。這種氛圍，有利於師生關系的進一步提升。
本階段扎實的理論研究提高了課題組教師開展與推進課題研究的信心，也為後期的高中英語參與式教學設計模式構建及運用研究奠定了結實的基礎。
（三）立足課堂實踐，有序推進模式構建
為了能有序推進高中英語不同課型教學的參與式教學設計模式研究工作，課題組積極開展了基於課堂實踐的參與式教學設計活動，並進行定期交流以了解研究的動態信息，對參與式教學設計的模式作進一步的改進與完善。
本階段，我們開展了高中復習課、聽說課、閱讀課、語法課和寫作課的課題實驗課。每次上課前，課題組針對課型特點與學生情況確定具有特色的參與式教學設計模式方案，並認真研討。上課教師根據集體研討的方案，進行個性化備課之後，組織學生執行參與教學設計方案，並做出評價與反饋。上完課後，課題組對參與式教學設計模式進行分析、評議與優化。每次活動後，成員都及時撰寫了活動感悟和改進意見。
扎實有效的課題實踐研究活動逐步提高教師了的教學水平、更新了教學設計理念、優化了教學設計模式，促進了教師成長。目前高中英語不同課型的參與式模式初步成形，但還需在後一階段的實踐運用中繼續完善與改進。
三、目前存在的主要問題
雖然課題研究工作扎實、有序地推進，取得了一定的進展，但由於課題組教師工作繁忙，水平有限，目前尚未達到理想的研究效果。此外，課題組成員雖高度重視研究工作，並能精心設計、實施課題實驗課，但在家常課中缺乏大膽嘗試與勇於實踐的精神與意識，造成了實驗課與家常課之間依然存在較大的差異。
針對這些問題，在今後的課題研究中，課題組將組織教師更深入的進行課題研究，努力把研究工作做得更加扎實、有效，力爭實現以「課題研究為契機，推進課堂教學改革，提升教育質量，促進教師成長」為目的的研究效果。
2.高中英語優秀教學設計課件
一、教材分析：
本課是結合人教版高中英語教材選修5中有關過去分詞的語法內容，進行過去分詞的學習，教學中將語法知識的傳授和語言基本技能的學習結合到一起，注重復習語法與語言的運用。採用任務型教學法和小組合作探究學習法，從而擴大課堂的語言輸入量及學生的語言輸出量。
二、學情分析：
在高一英語學習基礎上，學生已經掌握基本的語言結構和一定程度的聽說讀寫能力。在復習的過程中，結合學生原有的知識掌握水平，鞏固基礎強化正確使用語法知識，提高學生運用語言的深度和難度、但大部分學生的基礎知識仍然較為薄弱，運用英語進行交際活動的能力較差，主動學習的動力不夠，然而他們學習比較認真，渴求知慾旺盛，思維比較活躍。部分學生的基礎較好，能主動配合老師。只有設置使他們感興趣的活動，因材施教，才能讓他們投入到課堂活動中來。
三、教學目標:
1、知識目標:
引導學生掌握過去分詞在真實的生活語境中的使用。培養學生通讀，分析，理解，綜合的能力，教會學生體察語境，結合上下文，符和邏輯推理和合理的想像，結合語法和題干中的語境解決問題。在運用語言過程中培養學生的觀察力、分析力、想像力和自學能力，提高思維能力和運用英語的綜合能力。
2、能力目標：
利用多媒體手段營造積極和諧教學氛圍，使學生進入情景之中，充分調動學生的思維活動和情感體驗，規范學生運用英語知識准確表達的能力，同時，發展學生綜合語言運用的能力，分析問題和解決問題的能力，培養學生自主學習。
3、德育目標：
用含過去分詞的句子結構表達思想感情。
四、教學重點:
1、過去分詞的用法
2、過去分詞的運用
五、教學難點:
1、結合語法知識，以課堂教學為依託，全面訓練學生的聽、說、讀、寫能力，加強和提高運用英語的綜合能力。
2、過去分詞在真實的生活語境中的使用。
六、教學策略:
通過小組討論、小組競賽等具體形式，創設有利於高中生自己自我認識、自我反省、自我調節的情境，利用他們自身較高的自我意識水平對自己的學習進行調節、監控。因此，本課採用教學方法---任務型教學法。以任務為中心，任務的設計焦點是解決某一具體的貼近學生生活的問題。教師要從學生「學」的角度來設計教學活動，使學生的學習活動具有明確的目標。在的各種「任務」中，學生能夠不斷地獲得知識並得出結論。
七、學習策略:
本課將各種活動設計成小組活動並開展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學生養成自主學習與合作學習的能力，培養創新意識和實踐能力，以及具備科學的價值觀。
3.高中英語優秀教學設計課件
一、指導思想
按照20xx版《全日制普通高級中學英語課程標准》的要求，在義務教育初中英語教學的基礎上，鞏固、擴大學生基礎知識，發展聽、說、讀、寫的基本能力，培養口、筆頭初步運用語言進行交際的能力，側重培養閱讀能力，並使學生獲得一定的自學能力，增進對所學語言國家的了解；發展學生的智力，提高思維、觀察、記憶、想像、聯想等能力。充分利用多媒體教學手段，進一步加大課堂教學容量，提高課堂效率，增強學生興趣。
二、教學要求(各單元具體教學要求見教參)
1．語音教學：語音教學要緊密結合詞彙、對話和課文進行，要充分利用口語錄音帶、聽力訓練與測試帶，讓學生聽錄音，模仿標準的語音語調。
2．詞彙教學：詞彙教學主要是使學生掌握詞義(見課標詞彙表)、詞的搭配和用法，通過有情景的教學達到目的。教學中要注意詞不離句，句不離篇。根據新的教改趨勢，注意適當擴大詞彙量。注意總結歸納構詞法，適當介紹常見詞根。
3．語法教學：語法教學主要通過實例進行。學生先接觸語法現象，然後總結歸納，並進行強化訓練。
三、教學內容
教學內容包括聽、說、讀、寫、測試(必須含有聽力測試)等項。
各年級根據《中學英語課程標准》組織實施教學。具體安排（略）
特別提示：高一階段抓好學段的過渡，學習意識的改變，方法的調整，重課本，重基礎。
高二階段在重課本的同時，注重擴展性閱讀，穿插專題訓練，有意識的貼近高考。高三階段提倡用新的語言材料復習基礎知識，加強詞彙知識的擴充與學習,注意做題方法的指導和規范答題的訓練。
4.高中英語優秀教學設計課件
一、所教班級學生現狀分析：
本學期我所任教高二(5)(6)兩個班級為理科，除少數學生外，大多數同學的學習態度已有好轉，上課認真聽講，作業獨立完成，學習方法越來越有效。雖然他們的成績還不拔尖，與其他有些學生的成績還有距離，但他們在這一年的學習過程中，還是有著很大的進步，特別是那些已有將來明確目標的同學。但也有極個別學生上課效率低，作業馬虎、不交，課外時間全部放在休閑娛樂上，課堂上打瞌睡的現象時有發生。還有一些學生則是由於缺乏堅持不懈的頑強毅力，害怕背誦、記憶，只滿足於課堂上聽聽課，課後沒有復習、預習等學習環節，導致英語成績提高緩慢。
二、教學目標
高二年級是高中的重要階段，又是高中三年的承上啟下階段。因此，讓學生在高二年級打好學科基礎並有所發展是極其重要的。下列目標應在本學期內達到：鞏固、擴大基礎知識;培養口頭和書面初步運用英語進行交際的能力，側重培養閱讀能力;發展智力，培養自學能力。爭取在原有基礎上有所提高，縮小與上學期期末考試時平均分排在我們前面的幾個理科班的差距。
三、本學期的教學內容及方法
根據教學步驟完成模塊5及模塊6的教學內容，根據學生的實際情況對教材練習適當做出調整，刪減。讓復雜問題簡單化，使學生更容易掌握所學知識。利用《英語周報》加大學生的閱讀量。提高閱讀速度。此外，在本學期的教學中，要狠抓基礎及單詞、句型及語法等，扎實基礎知識，突擊寫作訓練，為高考打下扎實的基礎。具體方法如下：
1、鑽研並創造性地利用教材，靈活使用，發揮教材特點。
2、內容要求學生一定要過詞彙關，反復朗讀、默寫單詞、以便加強學生對基礎知識的掌握。摒棄不切實際的教學步驟，抓重點，搞強化，在日常教學中滲透語法意識。利用教材提高學生的基本功，堅持默寫單詞及重點句型。
3、本學期仍要堅持訓練學生的聽力和並開展任務型寫作教學。扎實寫作常用句型的同時，要求向句群篇章背誦過渡，培養良好的學習習慣和寫作基礎。
4、培養學生的閱讀能力，並以這些材料為基礎，擴充學生詞彙量，做到每學完一篇課文，就進行詞彙檢測。拓寬教材，擴展學生閱讀量，努力補充學生的詞彙。在平時教學過程中不斷擴大學生的詞彙量，詞彙教學以新帶舊，從而達到鞏固擴充詞彙的目的，做到經常督促、檢測。
5、加大基礎寫作訓練的力度，大力鼓勵學生學以致用。並要求學生背範文、教師精選的課文段落、寫作必背句型，使學生熟悉英語的句式結構及習慣用法，從句到篇，從而寫出完整的英語文章。另外每周進行一篇的寫作訓練，鼓勵運用背過的句型，提高學生的寫作能力。
6、綜合檢查。准備每一單元做一次練習，主要以結合當前教學內容為主要測試內容，間或分塊測試，習題的訓練在於精而不在於多。在教學中盡量按照高考的知識體系有針對性地選擇典型性題目。針對共性問題進行精講，讓學生在書本中找到解決問題的源泉，學會思考、整理和歸納。
四、課時安排
必修模塊5、選修模塊6教學內容，共十個單元。每單元7-8課時每一單元一測驗。
5.高中英語優秀教學設計課件
一、學情分析：
針對我所帶的班級高一(xx班)學生生員構成復雜，大部分來自農村，遠到喊叫水，下流水，城區學生少，普遍英語底子差，基礎薄的實際，打算在高一起始階段的英語教學中，本著低起點，爬坡走，抓習慣的原則，長期不懈地抓好學生的學習英語的的興趣和習慣養成。指導思想是堅持「狠抓雙基，改進學法，激發興趣，提高學習英語的能力」。
二、教學內容：
高一(上)的12單元內容。
三、具體安排：
1、繼軍訓後結合學生初中英語實際狀況，用一個月復習初中教材，為平穩向高中教材過度奠定基礎，梳理初中知識，配發相應練習，通過習題講練，激發學生對新知識的求知慾，順利進入新教材的學習。
2、對於高一(上)內容中的12單元，每一單元用8課時，新授5課時，練習2課時，閱讀1課時，共用4個月的時間。適時適情的進行單元測試，詳細分析學情和授課情況，及時調整進度，改進教法。
3、為了使學生打牢基礎不至於出現知識斷層，本學期要有計劃的把學生初中學過的但掌握不好的時態、句式、定語從句、狀語從句、動詞不定式以及部分掌握不好的詞彙、短語、句型分插於12單元的新課教學中。
4、認真研究新課程標准，尤其與舊大綱不同的地方，清楚哪些內容是新增加的，哪些內容是已經刪掉的，哪些內容初中已經學的。認真研究新教材，在集體備課的基礎上認真備課、上課，認真進行自習輔導和批改作業。
5、為了減輕高三聽力訓練的壓力，提高學生的聽力水平，從高一就開始就對學生進行聽力訓練。除了利用課堂上的時間外，還堅持每周三次利用課余時間給學生集體放聽力。
6、單詞一直是學生的難點、薄弱點，直接影響學生綜合能力的提高，在教學中要重視詞彙教學，狠抓單詞的記憶與鞏固以及對詞彙的意義與用法的掌握。使學生掌握科學的單詞記憶方法和養成勤查詞典的習慣。
7、堅持每周一次作文訓練，訓練題材、方法力求多樣化，並能及時進行講評。堅持每天課前做值日報告和每周三篇的短文背誦檢查(新概念英語2)。鼓勵學生寫英文日記，對個別英語特差的學生盡量多批改、多指導。
8、閱讀理解能力的培養是高中教學的重點，也是高考的重頭戲。在單元教學中配發適當的閱讀練習，在月考測試卷中閱讀篇幅佔一定比例，突出重點。有計劃的指導學生掌握科學的閱讀方法。
9、集體備課是提高教學質量和整體教學水平的有力保證，有利於經驗豐富的教師與年輕教師互為補充、共同提高。堅持每周一次的集體備課，集同課頭帶課教師的智慧和經驗，化解單元教學中的難點，減少教學中的授課彎路，突出重點。
10、堅持教學研究和相互聽課，向同行學習，積極上網，利用網路資源的優勢，解決自己教學中的疑難和困惑。