高中英語人教閱讀導入

Ⅰ 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。

Ⅱ 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

Ⅲ 【高中英語閱讀課操作】高中英語閱讀課教學設計

語言教學，尤其是高中外語教學，不是單純講解單詞、語法的一種機械性的訓練活動，而應該培養和提高學生的外語交際能力。高中英語閱讀課文涉及的題材廣泛、信息密度高、語言知識豐富。它是各單元教學的核心，是培養學生閱讀能力的主渠道。

一、閱讀教學――培養自學能力

(一)導讀(Pre-reading)
「導」體現的是「以教師為主導」。教師在學生閱讀課文之前可適當講解與本課有關的背景知識；也可以充分利用文中的插圖進行導讀語言設計。通過"warm.up activities掃除文中可能出現的語言障礙(但有些生詞詞義應該鼓勵學生通過上下文猜測)，還可以提出一些問題，目的是激發學生閱讀的興趣和求知的慾望，並使學生初步感知課文內容，為正式閱讀做准備。例如SEFC B 2A Unit 19，The Merchant of Venice。首先，我利用PowerPoint展示了一張莎士比亞的頭像，然後提出幾個問題：

1Who is this man?

2What do you know about him?

3What nationality is he?

4When did he live?

5What did he write?
讓學生思考，對作者有了初步認識之後，導入課文。

(二)速讀(Fast-Reading)
這一步驟主要是指導學生帶著問題進行搜索式閱讀和跳躍式閱讀(Skimming and Scanning)，以獲取有關信息，了解文章大意。然後讓學生回答有關問題，或讓學生做正誤判斷練習，以檢查學生的理解程察返銷度。

(三)細讀(Intensive reading)
這一步驟主要引導學生逐步仔細閱讀課文，了解課文的主要情節和細節，就課文情節內容提一些問題，讓學生分析段落大意以及段落之間的聯系或中心思想。對文中尚未教過的生詞和習慣用法、句式，可鼓勵學生根據上下文，利用已學過的知識去猜測、去推斷。目的是培養學生獨立分析、獨立思考和邏輯推理的能力以及用英語思維的習慣。
例如：在細讀The Merchant of Venice之後提出問題：Who acted as the judge?Did Bassanio know this?告訴學生，讀的過程中要仔細分析字里行間的意思。

(四)復讀(Re-reading Actvity)
在速讀和細讀的基敗游礎上，引導學生再次閱讀課文，從整體上把握課文介面或作者評價，鞏固文章的內涵和語言知識點，最終達到運用的目的。這一步驟既可在課上進行，也可在課後進行。目的是將課內所學到的語言知識延伸到課外某個相似的話題中，創造性地解決問題，從而培養學生舉一反世正三的能力。

二、聽說活動――深化理解和運用

傳統的教學使大多數學生聽得懂、說不出。因此，應在整體理解課文的基礎上，通過一連串的聽說活動深化對語言的理解，然後開展運用語言的活動，把理解和運用有機地結合起來。

(一)單人或雙人活動(Indivial or Pair Work)
為了鞏固學生所學的知識，及時檢查學生對課文理解的程度。速讀和細讀之後組織學生一人或兩人一組的活動，教師問，學生答，或學生一人問一人答。這能使學生掌握文章的事實和細節，還可鼓勵學生分析主題句，歸納段落大意、中心思想等。

(二)小組討論與復述(Discussion & Retelling)
高中閱讀材料中，有些給出了一系列的數字信息，讓學生按小組圍繞主線的數詞開展討論並造句。有些內容圍繞閱讀課文話題安排了Pre-discussion，Discus-sion or Question。通過討論，教師可以弄清楚學生對有關話題的了解程度，學生也有機會彼此有目的地交談。自由討論會引起他們對即將學習的課文的興趣，還會促使他們猜測課文所要表達的意思。細讀後的復述過程是一個理解和記憶的過程，也是用英語思維的過程，還是一個自我完善的過程。細讀後的討論，引導學生就課文中的觀點展開討論，贊成什麼、反對什麼，並闡述理由。有些還可讓學生結合實際談談自己的經驗、看法和觀點，讓他們各抒己見。這是一種非常有效的交際活動。
例如：在學完The Merchant of Venice一文後，提出了下面3個問題讓學生進行討論：

1Why do you think it was not possible for Bassaniot marry Portia without money?

2Why do you think Shylock preferred to take hispound of flesh rather than to accept the money from Bas―sanio?

3What arc the two meanings of「I』11 pay him backwith all my heart」?
通過活動，學生們擁有了更多的談話交流的機會，在談話中，他們互相啟發、共同構思、暢所欲言，不僅使思想更開闊，也充分調動了不同層次學生的積極性，活躍了課堂氣氛。

三、主題寫作――閱讀課的延伸

寫作能力是語言功底的最集中的表現。我們都知道，「讀」是信息的輸入，「寫」就是信息的反饋與提取。「寫」要經過大腦思維的加工、提煉，只有信息的輸入達到一定的量時，信息輸出才成為可能。因此，它是最有效、最積極的學習心理過程。美國作家德爾文・G・舒伯特在其「Reading is Writing」一文中指出：「教科書所編的閱讀課文是寫作素材的散集地，是語言現象的展示廳，是語法規則的剖析室，是文章題材的示範本。」所以說，在側重培養學生閱讀能力的同時應對學生進行各種形式的語篇寫作訓練，即在對課文的內容、詞彙和句式有了較好的掌握以後布置一個稍加變化的主題進行寫作。
例如：我在處理完SEFC 3A Unit 1，That Must BeA Record一文後，讓學生寫有關自己喜歡的或親身經歷的一項極限運動。這種寫作使學生可以避免許多無任何借鑒時可能犯的語病。對學生將來完整地、有條理地表達自己的思想有好處。這是孤立分散語言操練形式，如單句翻譯等，比不上的。這個活動可安排學生課後完成。
總之，「讀――聽說――寫」的教學模式符合認知規律。因此，在日常教學工作中，時刻明確教師只是指導者(guide)，不是主宰者(god)。應時刻以「學生為中心」，充分發揮學生的積極性和主動性，讓學生自己去觀察、分析、歸納，培養他們積極的學習態度，增強學習信心，開發學習能力，保持其學習興趣。當然，容量如此大的課文教學，需要教師具備良好的業務素質，合理安排時問，爭取在有限的時間里讓學生在聽、說、讀、寫各方面都得到訓練，並促進「Information Transform」(信息轉換)，逐步培養、提高學生運用英語的能力。

Ⅳ 人教版高中英語選修6《Unit 5 The power of nature》教案

人教版高中英語選修6《Unit 5 The power of nature》教案【一】

教學准備

教學目標

1. Knowledge objectives

Know that the -ing form can be used as various kinds of adverbials

Understand the differences among “doing”, “having done”, “being done” and “having been done”

2. Ability objectives

Master the usage of the -ing form as adverbials and properly use it in writing

Polish one’s writing with the -ing form as adverbials

3. Emotional objectives

Cultivate teamwork and confidence

Feel free to use English grammar in daily life

教學重難點

教學重點 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials

教學難點 Master the usage of the -ing form as adverbials and properly use it in writing

教學過程

Lead-in: Song appreciation

(1) Play the song Take me to your heart before class.

(2) Start the class with a clip of the song sung by the teacher.

(3) Lead the Ss to notice the -ing form used as adverbials in the lyrics.

This is a warming-up step designed to arouse Ss’ enthusiasm and to come to the point.

Step 1: We Choose

Task 1: Observe the -ing form in each sentence and decide what it refers to.

(reason, result, concession, time, manner, condition)

1. Being very rich, he spends as much money as he likes. (reason)

2. Working hard, you’ll surely succeed. (condition)

3. They sat there, waiting for the beginning of the sports meeting. (manner)

4. Walking on the street, he came across a long-lost friend. (time)

5. The polar bear was not careful enough, falling on the icy ground. (result)

6. Not understanding what you are talking about, I still admire you. (concession)

It is intended to remind Ss that the -ing form can be used as various kinds of adverbials. Ask several Ss to answer and, if necessary, interpret the sentences for them with adverbial clauses.

Task 2: Check the words in red and decide their relation with the subject and the predicate. (A. active B. passive C. meanwhile D. before-after)

Laughing and jumping, he left school.

Having finished his homework, he left school.

Being talked about at that time, he left school.

Having been punished, he left school.

First, let Ss choose the correct relation between the -ing form and the subject and that between the -ing form and the predicate in each sentence. Then lead Ss to sum up the differences among “doing”, “having done”, “being done” and “having been done”.

Task 3: Read the sentences aloud and recall the tips.

When the reading is finished, ask Ss how to use the -ing form as adverbials.

It is intended as a transition from “what” to “how” and the second step is naturally introced.

Step 2: We Change

Task 1: (Group work) Identify the mistakes in the following sentences and change the sentences into correct ones. Discuss your reason.

1. I had a wonderful childhood, travel around the world.

2. When crossed the road, you should be careful.

3. Having not finished his homework, he was punished by his parents.

4. Working hard, your dream will come true.

It is aimed to revise the usage of the -ing form as adverbials. By group discussion, Ss may find it easier to solve the problem. Matters such as non-predicate, relation, conjunction, negative words and logical subject are all involved.

Task 2: (Pair work) Orally change the adverbial clauses or compound sentences into the -ing form as adverbials.

e.g. After we have been informed of Mr. Li’s birthday, we hurried to express our best wishes on the blackboard.

(Notice that only the clause part will be changed: predicate→non-predicate)

Having been informed of Mr. Li’s birthday, we hurried to……

1. Because we hoped to convey our concern for him, we asked Miss Zhu to bring him a card.

2. When we danced together, we felt very excited.

3. Although we had not met him before, we still treated him as an old friend.

4. If you think it over, you will have a good idea.

5. She stood on the stage and played with her hair.

6. He was so humorous that he made us burst into laughter.

It is designed for Ss to put into practice the tips mentioned in the previous task.

Step 3: We Chat

Task 1: Using the correct form of the given verbs, help me to complete the caption of my moment.

Last month, I led my students to join in the oral English competition.

(live) far away from the site, we had to get up early in the morning. (not eat) anything before, I felt hungry. As for the students, though tired, they were still enthusiastic about the coming challenge, (talk and laugh) on the bus. When (arrive) at the site, they were very excited.

(devote) to practicing before, they did a wonderful job in the competition, (bring) glory to our school. As far as I am concerned, (make) great efforts to practice, any of you can also stand out.

It is a revision of the tips mentioned. In addition, it sets an example of how to use the -ing form as adverbials in our daily life.

Task 2: Writing

o Choose a picture to post.

o Write the caption for it.

o Try to use the -ing form as adverbials. (3 minutes)

Ss are asked to choose a picture from five and write the caption for it by using the -ing form as adverbials in 3 minutes. This is to integrate what has been covered and put it into practice.

Task 3: Sharing

o Move around the classroom.

o Share your moment.

o Get “like” or “comment”.

(You may also leave your comment when discovering any grammatical mistake.)

An example is shown to clarify the instruction. Then Ss are given five minutes to share their moments with their classmates. This is a peer proof-reading activity.

Task 4: Presenting

o How many“ likes” have you got?

o What about “comments”?

o Who would like to share with the whole class your moment or the comments you got?

This is for several volunteers to present their works and notice the common mistakes when using the -ing form as adverbials.

Step 4: Summary

Summarize what we have learnt today:

o 6 kinds of adverbials

o 4 forms of -ing

o 5 tips

This is to remind Ss of what they have learnt today.

課後習題

Homework

o Review the usage of the –ing form as adverbials.

(You may refer to a mini-lecture. )

o Polish your caption and share it with your friends.

o Finish exercise 3 - 5 on Page 64 of your exercise book.

The homework is intended to familiarize Ss with the rules of the -ing form used as adverbials and to develop their writing skills.

人教版高中英語選修6《Unit 5 The power of nature》教案【二】

教學准備

教學目標

教學目標：

1 深入理解課文，分析文章長難句，培養快速閱讀、整體理解和寫作的能力。

2 通過合作探究，主動質疑，學會概括主旨，分析句子的方法。

3通過學習Sara的故事，培養學生在緊急情況下自救的意識和能力。

4以高度的熱情投入學習，享受英語閱讀的快樂,在原來基礎上有所進步。

教學重難點

教學重點和難點

重點:

1. Let students read the passage and get the main idea and the structure of the passage.

2. Help the students get the detailed information.

2. Get students to discuss and learn how to protect ourselves from disasters.

難點:

1. Develop students’ reading and writing ability.

2. Enable students to learn to how to protect ourselves and keep away from danger.

教學過程

教學過程：

課前環節：Check the answers.

學生活動：核對預習學案答案，自我檢查學生預習情況。

【設計意圖】核對預習學案答案，檢查學生預習情況,把課文中會影響學生閱讀理解的絆腳石掃除，為下文深層次的理解打好鋪墊。

課堂環節:Lead-in.Enjoy a short video and let students know the danger of flood.

學生活動：關注問題What happened to the lady? 帶著問題去觀賞。

【設計意圖】利用觀看網路視頻，引起學生自我保護、遠離洪水的意識。用視頻導入新課，能更好地激發學生學習英語的熱情，也能讓學生認識到洪水猛獸就在我們身邊，加強自我保護意識非常必要，學習自我保護嘗試非常重要。

Step1 Fast-reading ：Get main idea .

學生活動：快速整體閱讀並找一人到黑板展示答案，每空1分。

The text is a story about______, the mother of James, who was_________ by the flood，although her husband, _______had called to remind her of the danger.

Step2 Get the structure of the text.

學生活動：一人到黑板展示答案，每空2分。Step1&2可以同時進行。

Before the flood: Para1-----

During the flood: Para -----

【設計意圖】第一次閱讀，讓學生快速略讀，提高迅速獲取信息的技能，從總體上把握文章的主旨大意和篇章結構。

Step3 Careful Reading.

學生活動：仔細閱讀，規范書寫，小組交流，共同探究。每題3分。

1.Who told Sara to go to her mother’s house and why?

2.Who was in the house with Sara?

3.Why did Sara climb onto the roof of her car?

【設計意圖】這三個問題屬於細節理解問題，需要學生細致深入地詳讀課文，這能逐步培養學生的獲取具體信息和提取具體信息的能力。通過再次細讀文章，想讓學生獨立思考，小組交流，然後老師指正。老師設疑，學生質疑，通過師生共同探究，達到釋疑的目的，同時也鍛煉的學生的書面表達和概括能力。

Step4 Enjoy the sentences.

學生活動：合作探究，仔細分析，注重理解，背誦記憶，學以致用。每題5分。

1. If she went to her mother’s house, Tony wouldn’t get his present for days.

解析：if引導的是一個含有 _______ 的 ____ 狀語從句

翻譯：

2. Sara dressed baby James in warm clothes and collected the things that she would need for hom over the next few days.

分析：Sara發出兩個動作：________和________.that引導的是一個______從句，先行詞是

__________,在從句中作need的_______語。dress sb in…意思是：__________________

翻譯：

3. Using the car seat as a step, she climbed first onto the front of the car and then onto the roof.

“v-ing形式作狀語”的情況在文章中(Para2、3、5、6)共出現了六次，你都找到了嗎?

[高考連接]:

_________(see)that she was going to sleep,I asked if she’d like that little doll on the bed. (08北京)

Step5 Discussion

學生活動：集體討論，小組合作，組長記錄，信息共享，主動參與。20分。

1.Do you think Sara did the right thing? Is there anything wrong?

2. What should we do facing the flood?

【設計意圖】本環節通過小組討論合作學習，學生在加深對文中理解的同時，自己的語言表達能力也得到了很大的提升，而且學生相互學習，取長補短，對於加強自身的保護意識非常重要。

Step 6 Writing. 30分

學生活動：態度端正、認真打草、定好人稱、選好時態、書寫規范、卷面整潔、銜接連貫、過度自然、用好小詞、句子通暢、高級句式適當運用、碰到難關學會迂迴、認真書寫、完美展現。

Use your imagination to invent an ending to the story.

1. 50---60 words.

2. Discuss with your teammates.

3. Write down your opinion.

4. Each group choose the best to show your writing.

【設計意圖】本環節旨在通過寫作，進一步鞏固對文章的理解和運用，尤其是對文章中重點單詞、短語和句式的針對訓練，以此提高學生的寫作能力和自我保護意識。

Step 7 評測練習.

學生活動：仔細審題、認真作答、人稱時態、固定搭配、主謂一致。20分。

Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.

Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She put her baby on to her backpack. With the help of the car, she(8)________to the roof of the house.

【設計意圖】本環節旨在考察學生對課文具體細節信息的理解和重點詞彙的運用，同時有意識地向高考題型靠攏，讓學生感受語法填空的出題思路和解題技巧。

課後習題

評測練習

短文填空：(20分)

Sara’s husband Tony(1) _____to remind that she had better(2) _____a few things and go to her mother’s place, because it had been(3) ______heavily for weeks and the river was(4)_____ higher. He feared that the whole valley would be(5)________.

Tony’s birthday was coming, but he wouldn’t get his(6)_______ for days. Just as she was(7)_______ for the car keys, Sara heard the flood coming. She(8) her baby on to her backpack. (9) the help of the car, she(10)________to the roof of the house

評測結果：

通過核實答案，95%的學生得分在16分以上，取得了令人滿意的成績，但個別同學尚存問題。整體效果良好，目標達成度較高。

突出問題：時態問題.

(1)called誤用成了call.

(3)rained 誤用成了rain.

(4)rising誤用成了rose.

(5)flooded誤用成了flooding.

(7)reaching誤用成了reached.

(10)climbed誤用成了climb.

突破措施：

很顯然，學生在做短文填空這個問題時，對於動詞時態和語態的把握不準是導致出現失誤的重要原因。所以我們在日常的教學活動中，要時刻引導學生關注動詞的時態在具體語言環境中的運用，把時態和語態與短文填空、短文改錯聯系起來，甚至讓學生相互出題，相互檢測。我們教師也可選編部分針對時態和語態的問題，有針對性地進行練習。

Ⅳ 如何設計高中英語閱讀課教學活動

如何設計高中英語閱讀課教學活動
1.「課堂導入」活動設計
導入活動應盡可能簡潔高效，針對性強，能夠在短時間內激活學生相關的背景知識，激發學生的求知慾望，時間一般控制在5分鍾以內。常用的活動形式有（1）頭腦風暴 （2）討論（3）提問等，要充分利用多媒體平台，有效利用與文本話題相關的視聽材料，調動起學生的各種感官，激發他們的求知慾。
2.「整體感知」活動設計
「整體感知」 即把握主旨大意和篇章結構，整體理解文章。在活動設計過程中要善於抓文章的標題、主題句和關鍵詞等。例如Book6 Unit4 THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER? 這是一篇雜志文章，主要講述了地球溫度上升的現象和原因，以及不同的科學家對這一現象的不同看法。這篇文章有著雜志文章典型的特徵：有標題，導語，圖表、引言、段落由主題句統領等。設計教學活動時要充分利用這些特點，讓學生去整體感知文章內容，把握結構脈絡。可設計如下教學活動：
Activity 1: Glance quickly at the magazine article and answer the questions:
1)Who wrote the magazine article? What is the name of the magazine?
2)What are the two graphs about?
3)What are the names of the three scientists mentioned in the article?
4)What do they think about global warming? Do they agree with one another?
5)What is the main topic of the article?
Activity 2: Skim the article and find out the main idea of each part.
Part 1(Para 1)Explain how global warming comes about.
Part 2(Para 2-5)Introce the topic of global warming.
Part 3(Para 6)Should we do something about global warming?
Part 4(Para7)Different attitudes among scientists towards global warming.
3.「問題探究」活動設計
針對文本的內容、語言結構特徵，設計問題，在問題的引領下，讓學生進行探究式學習。設計問題時要注意抓住主要事實和關鍵信息，揭示文章的深層涵義，鍛煉學生的分析歸納能力和邏輯推理能力。例如Book6 Unit4 THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER? 在細讀環節可設計如下教學活動：
Task 1：Read the article carefully and answer the questions. List the main ideas and major details.
1)What is global warming?
2)How has this come about?
3)What are the positive and negative effects of global warming?
Task 2：Discuss the question in groups of four: Should we do something about the global warming? You may use some arguments from the article.
4.「語言訓練」活動設計
語言目標的達成需要結合文本語境，貫穿文本的理解過程，盡可能多的在課堂內重現目標詞彙，還可按照呈現——復現——操練——運用的步驟圍繞主題有層次地進行詞彙操練，實現目標詞彙在課堂內的循環。教學活動可以採用猜測新詞，詞彙替換，文段改寫填空練習，也可進行運用詞彙問答、復述、討論或者佳句、佳段賞析背誦等。還以Book6 Unit5 AN EXCITING JOB 為例，設計讀後活動如下：
Complete the paragraph about the writer』s first experience of volcano eruption.
I was __fast__ asleep when my bed began __shaking__ and I heard a __strange__ sound, like a train __passing my window. Then suddenly I found my bedroom become as __bright_ as day and red hot lava __fountaining_ hundreds of meters into the air. The next day, two other scientists and I wanted to get close to the __crater_. We put on white protective __suits , __helmets_, big __boots_ and special __gloves_, which made us look like ___spacemen__. We slowly ___made our way__ to the edge of the crater to collect some __lava__ for later study.
總之，閱讀教學是高中英語教學的重頭戲。要搞好閱讀教學教師必須充分解讀文本，准確定位教學目標，合理設計和有效實施教學活動，才能有效培養學生的綜合語言運用能力，提高閱讀課的教學效率。