高中英语必修四阅读课件
❶ 人教版高中英语必修4《Unit 2 Working the land》教案
人教版高中英语必修4《Unit 2 Working the land》教案【一】
教学准备
教学目标
(1)知识目标：让学生通过阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
(2)能力目标：让学生进一步使用恰当地阅读方式与技能，如略读(skimming)，快速阅读(fast reading)，细读(close reading)等
(3)情感目标：让学生不但学习袁隆平的科研精神，更要学习他不计较名利，踏踏实实的生活态度。
教学重难点
1.阅读课文更多地了解我国著名的农业科学家袁隆平的科研成果及其影响。
教学过程
1. 话题的引导。(Pre-reading)
1).开头通过设计了一首熟悉的诗歌，让学生知道话题---farming.
2).涉及到提高产量从而解决世界饥荒问题，从而引出本节课的中心话题--伟大人物袁隆平。
2. 跟读与限时阅读 完成导学案练习
贯彻目的与困难策略，指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。采用整体语言教学法和任务型语言教学法。
1)、通过限时阅读训练，引导学生如何利用略读(skimming)的方法把握文章的大意，侧重培养快速阅读理解能力和文章中心把握能力。
2)、精读各个段落语段，侧重培养快速捕捉文章重要细节的能力和猜测生词的能力，学会欣赏文章中的优美句子。
3： 阅读过程--浅层次阅读。(Reading I)
1). 其中关于人物的基本信息中，通过设计了一个信息表格的浅层次阅读练习，对文中人物有了初步了解。
2). 关于他的梦想，书本上描写得非常生动，我让班里有艺术特长的学生画了一幅漫画，利用画面反映课文第四段所描述的内容，同时用第一人称配了声音效果。
4. 阅读过程--深层次阅读。(Reading II)
在处理了一些简单信息之后，阅读人物最重要的是要读出人物不同于其他人的成就以及值得学生学习的一些可贵品质。就这两方面的内容，设计了一棵树的形象，引导学生去寻找袁隆平作出的成就以及他身上拥有的可贵品质。
5.知识点的处理：由句子的分析带出语言点，记住句子，记住了单词用法
课后习题
一、单词拼写
1. ____________ vt. & vi. 斗争; n.努力
2. ____________ adj. 感到满意的
3. ____________ n.自由; 自主
4. ____________ vt. & vi. 配备; 装备
5. ____________ n. 产量, 输出量
6. ____________vt. 输出 n.出口
7. ____________vt. 搞乱, 使糊涂
8. ____________ n. 补给; vt.提供
9. ____________ adj. 适当的, 相配的
10. ___________vt. 使膨胀 vi. 发展
二、单词运用
1.We had a ___________(努力) to stop the criminal.
2. The document will be _____________ (传阅) 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 ____________ (晒黑的) 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.你必须戒除掉自己吸烟的坏毛病。
5. 满意于学生的成绩，他如释重负的笑了。
6. 他宁愿在家里看电视也不愿意打篮球。
人教版高中英语必修4《Unit 2 Working the land》教案【二】
教学准备
教学目标
二、 教学目标
1.让学生了解我国著名的农业科学家、中国科学院院士袁隆平的科研成果，以及他的杂交水稻技术对我国乃至世界其他国家的巨大影响。
2.让学生在学习袁隆平科研精神的同时了解他的生活态度并用形容词概括他的品格特征。
3.让学生进一步学习使用恰当的阅读方法与技能，如在细读(close reading)推断(infer)和总结归纳(summarizing)的能力，来把握课文内容并获取信息、处理信息。
教学重难点
二、 教学目标
1.让学生了解我国著名的农业科学家、中国科学院院士袁隆平的科研成果，以及他的杂交水稻技术对我国乃至世界其他国家的巨大影响。
2.让学生在学习袁隆平科研精神的同时了解他的生活态度并用形容词概括他的品格特征。
3.让学生进一步学习使用恰当的阅读方法与技能，如在细读(close reading)推断(infer)和总结归纳(summarizing)的能力，来把握课文内容并获取信息、处理信息。
教学过程
Step1 Lead-inand pre-reading(3mins)
1. 导入并揭题
教师在课前让男女生分成两部分来坐，黑板上画出男生队和女生队以竞赛的形式来开展课堂活动。
教师先让学生看一组国外瘦骨嶙峋的儿童图片来激发学生思考什么导致这种情况的发生，之后再导入中国三年自然灾害大饥荒时的图片，引导学生说出“谁”改变了中国让我们能吃饱饭，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. 介绍文体
教师让学生在读前猜测文章的文体是什么，并简单解释人物传记。
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)
[意图说明] 教教师先让学生看一组国外瘦骨嶙峋的儿童图片来激发学生思考什么导致这种情况的发生，之后再导入中国三年自然灾害大饥荒时的图片，引导学生说出“谁”改变了中国让我们能吃饱饭，以此引出“袁隆平”，并在读前预测是什么文体，为下面的阅读做好铺垫。
Step2 While- reading(3mins)
1. Skimming
教师让学生快速阅读全文并找出段落大意。
T：Now let’s skim the textquickly and then find the main idea of each paragraph.
2. Carefulreading
教师让学生分别阅读每一个段落，并在各段落中设置不同程度的问题，由理解性的浅层问题到深层次的延伸问题。深层次的延伸问题可以通过四人小组合作解答。如果学生回答的不是很准确或者不知道怎样回答，教师再根据情况给予指导，并对学生的回答给予评价并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?
教师在理解完课文之后让学生总结袁隆平的性格特征，通过quiz的形式，用给出的句子所反映出的有关性格特征的形容词进行选择，培养学生的推断能力和总结归纳的能力。最后用形容词总结归纳出袁隆平的性格特征。
[意图说明]教师通过让学生带着问题阅读以及各部分深浅层问题的设计让班级里不同层次的学生均有所收获，通过小组讨论以优带差并同过男女生竞赛的形式调动同学们回答问题的积极性和参与性，同时学习了袁隆平的科研成果，以及他的杂交水稻技术对我国乃至世界其他国家的巨大影响。最后的形容词归纳竞赛环节使学生进一步分析每个句子所折射出的性格特征以外还加强了同学们归纳总结的能力，并且进一步加深和理解了袁隆平的生活态度。
Step 3Debating (5mins)
教师先指出袁隆平先后获得“国家特等发明奖”、“首届国家最高科学技术奖”等
多项国内奖项和联合国“科学奖”、“沃尔夫奖”、“世界粮食奖”等11项国际大奖，他本可以过着一个非常富有的生活，但是他却像一个农民一样工作，太奇怪了，他是一个傻瓜么?然后让同学们讨论他的行为是否已经过时了。然后再以此题目开展男女生的辩论赛。
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(过时的)?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…
[意图说明]教师先给学生展示袁隆平所获得的众多奖项和奖金来说明他本可以过着富足而且舒适的生活，与他却像农民一样辛苦的在田地里劳作形成鲜明对比，进而引出接下来要辩论的问题，同时也给辩论双方提供了素材和句式，从而让他们通过辩论的形式再次说明袁隆平博士为了科研现身的精神和他的生活态度值得我们尊敬和学习。
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.
[意图说明]课后任选一份作业来写，是对于课堂内容的一个延伸，一份是设计海报：通过学习本课后结合网上搜索到的一些材料设计一份宣传袁隆平的海报让更多的人了解他学习他身上的优秀品质。第二份是写一篇有关袁隆平介绍的文章并对其进行评价，通过学习本课了解袁隆平的生平和他的科研成果，及他的杂交水稻技术对我国乃至世界其他国家的巨大影响，并对其品格特征进行总结评价，加深对人物的理解。
❷ 人教版高中英语必修4《Unit 5 Theme parks》教案
人教版高中英语必修4《Unit 5 Theme parks》教案【一】
教学准备
教学目标
(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。
(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。
(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划
(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。
教学重难点
(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。
(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。
(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划
(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。
教学过程
Step 1 Warming-up and lead-in (5 mins)
(1)导入
教师提问学生“Have you been to a themepark?”与“What can you do in a themepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。
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: 游乐设施
T: Yes. Here it is a noun, meaning “供乘骑的游乐设施”.
(2)揭题
教师引导学生对课文题目进行预测。
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.
[意图说明]教师通过图片及设问，从学生所熟悉的福州西湖公园和鲸奇水上乐园入手,激发学生原有的普通公园与主题公园知识体系，引导学生对文章题目进行预测，引发好奇心，从而导入新课。
Step 2 Reading (34 mins)
(1) 扫读。引导学生回答以下问题。(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.
[意图说明]引导学生扫读全文，关注文章结构，思考文章的出处，整体理解本篇课文。
(2)跳读及拓展阅读。(20mins)
a.引导学生填写以下表格。
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.
[意图说明] 引导学生通过跳读获取特定的信息，将这些信息转化为表格形式，加深对文本的理解。
b.展示图片，引导学生进行图片与三大主题公园的匹配，并陈述理由。
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.
[意图说明] 运用图片，提供课文关键词汇和句型的运用情境，引导学生复述三大主题公园的主要特点，检测学生对文章的理解。采用学生快速站起回答的游戏方式，可以调动课堂气氛，创造轻松的学习环境。
c. 回顾课文题目，引导学生思考其含义。
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.
[意图说明] 在扫读与跳读练习后，引导学生回顾全文，进一步检测其对课文的理解。
(3)批判性阅读。(6mins)
a.引导学生思考以下问题：
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.
[意图说明] 引导学生结合自己的经历进行批判性阅读，培养学生思维的独立性。
b. 引导学生进行拓展阅读，归纳作者行程不愉快的三个理由，提出相应的应对方式。
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.
[意图说明] 通过拓展阅读，进一步丰富学生对主题公园的认识，并为下一环节的一日游计划做好铺垫。
(4)创造性阅读。(5mins)
组织学生进行小组活动，每个小组选择一个主题公园，结合课文内容设计一个简单的一日游行程安排表。
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?
[意图说明] 根据课内文本与拓展阅读这两则语言材料创设较符合学生生活实际的一日游计划活动，激活学生,发挥学生的自主性和创造性。小组合作的方式也可以让学生进行同伴互助学习，共同进步。
Step 3 Post-reading(5 mins)
学生小组代表上台陈述设计好的一日游行程。其他学生使用评价表从三个方面进行简单评定。
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.
[意图说明] 这是一个展示语言输出成果的阶段，学生上台陈述，既锻炼学生的口语，又可让教师了解本节课的有效性。运用同伴评价表，引导学生更加认真得倾听他人，同时激发陈述者的积极性。
Step 4 Homework(1 min)
布置家庭作业：要求学生讲口头讨论的计划重新组织为书面语。
[意图说明] 引导学生将口头讨论转化为书面语，强化本课的学习内容。
人教版高中英语必修4《Unit 5 Theme parks》教案【二】
教学准备
教学目标
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.
教学重难点
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.
教学过程
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?
课后习题
1. Please recitesome useful words and phrases and try to use them to make sentences.
2. Read thepassage after class.
板书
Blackboard design
Unit 5 Theme parks
Phrases: be famous for be modeled after no wonder
❸ 高中英语优秀课件（5篇）
【 #课件# 导语】课件是教师课堂教学过程中的重要依据，是教学活动正常开展的重要保障。课件，也称课时计划，教师经过备课，以课时为单位设计的具体教学方案，由于学科和教材的性质﹑教学目的和课的类型不同，课件不必有固定的形式。下面是 考 网整理分享的高中英语优秀课件，欢迎阅读与借鉴，希望对你们有帮助！1.高中英语优秀课件
一、 课程类型：
高三复习课
二、 教学目标：
一) 认知目标
1.句型和语言点(见教学重点)。
2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。
二)情感目标
利用多媒体手段营造积极和谐教学氛围，使学生不辩基渗自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
三)智力目标
在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮 助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
三、 教材分析：
这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。
四、 教学重点：
1. 学会审题和谋篇
2. 掌握多样化的表达方式
3. 熟练各段中的固定写作套路
五、 教学难点：
1. 如何帮助学生运用写作策略，促进学生自主写作。
2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。
六、 教学方法：
1、活动教学法：
2、任务型教学法：
七、 教学设计：
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.高中英语优秀课件
一、教学设计意图
在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的锋租学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信携脊息的获取、信息的重组和加工以及信息的交流”等多种信息素养。网络学习是一种学习过程交互化的学习模式。学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。
二、教学目标设计：
知识与技能：
①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。
②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：
①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。
②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：
通过本节课的学习，培养学生的人文和信息素养。
三、教材内容及重点、难点分析：
教材内容：
本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。
教学重点：
①对课文内容的整体把握。
②学生组织语言、运用语言的能力。
【重点突破】任务驱动，层层深入。
利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。
教学难点：
①对课文内容中细节的理解。
②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。
【难点突破】 设置情境，循序渐进，层层递进。
设置富有情趣的情境，激发他们的阅读欲 望，积极主动地进行自主探究。循序渐进的设计问题 , 激发学生的创造思维，层层深入地引导学生进行自主和协作学习。
四、教学策略及教法设计：
【教学策略】
①本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。
②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则：题型具有开放性、解题富有挑战性。
【教法】：
①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。
②评价阅读法：将学生通过对材料的收集、整理和内化而形成的学习成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。
③任务驱动教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。
五、教学过程设计：
第一步：热身活动：猜单词。
在这个步骤中，我给出两组前一节课学过的词，分别让两组同学上来猜。所采用的方式类似于《幸运52》：单词是出现在屏幕上的，其中一个同学背对着屏幕，他是猜者；另一个同学则是解释者，他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争，看谁猜得又快又多。这个活动不仅可以复习上节课的内容，更重要的是活跃了课堂气氛，令同学们很快融入课堂氛围。
第二步：读前活动（一）：自由展示。
在上这一课之前，我给学生布置的预习任务是介绍你最想去的地方。Which country or place would you like to visit most? Why?学生们自由组成小组，上网查找相关资料，然后对所搜集的信息进行整理，最后形成自己的powerpoint展示文件。在课堂上，由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。
第三步：读前活动（二）：自由交谈。
给学生提出这样一个问题：如果你有机会去加拿大，你最想看什么？If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论，然后再在全班同学面前发言。
第四步：读前活动（三）：小组讨论。
经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大？What three words would you use to describe Canada? Why? 请小组代表发言。
第五步：加拿大概况综述。
这一步骤是对上几个步骤的总结，同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解，对他们所获取的知识进行 梳理，也为下一个步骤展开铺垫。
第六步：略读课文。（first reading）
在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。
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：精读课文。(second reading)
在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。
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：复述课文(retelling)
给出课文中的关键词汇，让同学们用自己的话来复述课文。
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.高中英语优秀课件
一、教材分析：
本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标:
1.知识目标:
引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2.能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3.德育目标：
用含过去分词的句子结构表达思想感情。
四、教学重点:
1.过去分词的用法
2. 过去分词的运用
五、教学难点:
1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2. 过去分词在真实的生活语境中的使用。
六、教学策略:
通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略:
本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
4.高中英语优秀课件
一、 说教材
本单元主要是围绕生日展开教学，要求学生掌握十二个月份和序数词的变化，以及日期和生日的表达。我上的是第二课 时 ，在第一课时中，学生已经学习了十二个月份和序数词，本课时主要是要求学生掌握日期的表达，以及能正确说出自己的生日， 能掌握四会句型： When’s your birthday? My birthday is on the… of … What would you like as a birthday present? I’d like …
二、 说学生
十二个月份和序数词已经在第一课时学习过，大多数学生掌握良好，但六年级学生在课堂上不爱表现自己，部分学生对于 英语学习缺少兴趣。
三、 说教法
1、 游戏教学。兴趣是的老师。在复习单词时设计了What’s missing?的游戏，让学生在课的一开始就感受学习的快乐，为进一步的学习做铺垫。
2、 朗读教学。英语是一门语言，交际是学习的目的，因此，课堂上朗读和运用是必不可少的，教师设计了多种朗读和练习方式，例如：小组朗读，个人朗读，男女对读，同桌讨论等，让学生在有限的课堂时间内得到最多的练习。
3 任务教学。在巩固句型时，设计了Do a survey 的教学任务。学生在调查时能运用语言，巩固语言知识。
四、说教学过程
1. 在课的一开始主要通过Free talk ：How many days are there in a week? How many months are there in a year? 引出复习单词， 在复习单词时通过询问Which is the first/second.. month in a year来初步复习一下序数词。接着设计了What’s missing?这个游戏来进一步复习月份，同时也激发了学生学习的积极性。之后引出句型复习： When’s your birthday? My birthday is in。
2.通过复习句型When’s your birthday? My birthday is in。引出我的生日在几月几日，以及Helen 和Jim 的生日，重点掌握序数词，通过总结让学生对序数词的变化有一个整体的了解。在学生掌握序数词的基础上，让学生了解日期的表达，因为学生对于单词还不能默写，所以日期的练习只限于口头讨论和朗读。学生掌握了日期之后让学生说说自己的生日，引出本课的重点句型When’s your birthday? My birthday is on the… of …What would you like as a birthday present? I’d like … Present
这个单词比较难读，是朗读教学的重点
3.通过讨论练习C 部分句型进一步巩固句型，最后设计了Do a survey教学活动，学生在调查时再次巩固句型，并学会了用第三人陈述重点句型。
4.Assignment。书本上C部分句型图1和图3，从书面上巩固所学的新句型。
5.高中英语优秀课件
教学目标
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
教学建议
能力训练
1.通过口头练习，学会日常生活中的各种表达方式。
2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。
德育渗透
1.通过课文的学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。
2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。
师生互动活动
Lesson 13：口头练习：对话交际功能——日常生活用语。
Lesson 14：学生扮演主编介绍报纸出版的过程。
Lesson 15：学生扮演主编介绍《中国日报》的内容。
Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。
教材分析
从本单元的对话来看，主要是学习如何用英语提出约会以及如何应答约会的日常用语，如：询问对方是否有空，建议会面时间和地点及如何应答的日常用语，并能运用Will you be free?到It’s.. What about…?等最为普通的语言功能进行日常交际， 同时也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重点词汇和短语在本单元中学习，本单元中的阅读课主要内容是了解报社一天的工作和报纸的出版过程及《中国日报》的一些情况，同时在这里运用了重点语法知识，V.-ing形式充当主语和宾语的用法。
❹ 外研高一英语课件必修
导语：只有知识才是有用的，只有它才能够使我们在精神上成为坚强忠诚和有理智的人，成为能够真正爱人类尊重人类劳动衷心地欣赏人类那不间断的伟大劳动所产生的美好果实的人。以下我为大家介绍外研高一英语课件必修文章，欢迎大家阅读参考!
外研高一英语课件必修
第一部分：听力（共两节，满分30分）
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间往返答有关小题和阅读下一小题。每段对话仅读一遍。
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.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白，每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6至8题。
6.Why does the woman look pale（苍白的）?
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.
听第7段材料，回答第9至11题。
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.
听第8段材料，回答第12至14题。
12.When can the man get the stereo（立体声音响设备） 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.
听第9段材料，回答第15至17题。
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.
听第10段材料 回答第18至20题。
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：词汇知识运用(共两节，满分40分)
第一节 单项选择(共10小题；每小题1分，满分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
第二节：完形填空（共20 小题；每小题1.5分，满分30分）
阅读下面短文，从短文后所给各题的四个选项（A、B、C、D ）中选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
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(散开). 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：阅读理解 （共20小题；每小题2分，满分40分）阅读下列短文，从每题所给的四个选项中，选出最佳答案。
(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 (继续) 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.
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❻ 高中英语优秀教学设计课件（精选5篇）
【 #课件# 导语】课件是根据教学大纲的要求，经过教学目标确定，教学内容和任务分析，教学活动结构及界面设计等环节，而加以制作的课程软件。它与课程内容有着直接联系。使用课件能够吸引学生注意力，提高学习情绪，从而诱发学生学习的兴趣。下面是 课件频道。1.高中英语优秀教学设计课件
一、课题准备与启动阶段情况
为了更好地开展《高中英语参与式教学设计研究》课题的研究，自申报课题开始，课题组就开始积极查阅、收集相关资料，学习相关理论，制定了课题研究方案。这一阶段充分的准备工作为之后的研究奠定了基础。
二、课题研究实施阶段情况
（一）做好开题论证、明确研究内容
xx月xx日下午，工作站召开了关于《高中英语参与式教学设计研究》课题开题会议。在开题会议上，课题主持人陈述了课题开题报告，对研究背景、目的意义、研究价值、研究方法与步骤、研究分工和预期研究目标及课题研究保障条件等进行深入细致的介绍。学校领导及课题专家与课题组成员进行了积极的互动交流，对课题实施的科学性与可行性进行评议，并对研究中可能存在的'困难和问题进行指导。学校领导对课题组课题的研究表示了高度的支持，期望课题组能把课题研究工作搞得扎实有效，并拿出研究成果推进我校的英语课堂教学改革。
（二）抓好文献研究，提升理论水平
在xx月中旬到xx月初，课题研究处于文献研读阶段，课题组对本课题研究的相关理论知识和文献资料作了进一步的学习。所有成员积极参与，并及时撰写了文献研读心得体会。通过本阶段的学习，我们对课题研究的内容与方向有了更进一步的了解。
对于高中英语参与式教学设计研究的必要性达成了共识。因为，通过学习我们得知传统教学设计存在着弊端。传统教学设计形式过于单一化，机械化，无法适应教学现实的丰富性与动态性，不利于满足不同学生的个性需求；不利于教师与学生之间的沟通与协商；也不利于学生自主学习能力与创新能力的培养。即便在课堂上，学生能够在教师营造的教学氛围中积极地“表演”，那也只不过是一种“被动的参与”。
然而，参与式教学设计则具有独特的优势与特点。参与式教学设计具有独特的学习观。这种教学设计的理念提倡学生能以主人翁的姿态，以更加负责的态度参与到教学目标的制定，教学活动的设计。这个过程本身能更加有效地激发学生学习的热情，增强学习的动力。学生不再是被动接受者，学习过程不再是学生去接受他人提前预设的、选取的、传授知识的过程。其次，参与式教学设计提供了独特的教学设计思路，改变了传统教学设计由教师独自进行设计的观念。它着眼于学生多样化需求握宽的个性化设计，真正实现面向学生、以学生为中心的教学设计。教师倾听学生的声音，在更加全面、准确地了解学生的基础上，教师能有效生成适合学生个性特点的教学方案，从而可以提高课堂教学的有效性。同时，参与式教学设计有利于实现真正的“师生对话”，为实现真正的“师生对话”提供了良好的平台。这种对话与协商能创设出师生相局销互信任、尊重的氛围。通过参与到教学设计段腊亮来，学生中对教师的教学构想和意图会更加理解，而且教师也能更加清楚学生的个性需求。这种氛围，有利于师生关系的进一步提升。
本阶段扎实的理论研究提高了课题组教师开展与推进课题研究的信心，也为后期的高中英语参与式教学设计模式构建及运用研究奠定了结实的基础。
（三）立足课堂实践，有序推进模式构建
为了能有序推进高中英语不同课型教学的参与式教学设计模式研究工作，课题组积极开展了基于课堂实践的参与式教学设计活动，并进行定期交流以了解研究的动态信息，对参与式教学设计的模式作进一步的改进与完善。
本阶段，我们开展了高中复习课、听说课、阅读课、语法课和写作课的课题实验课。每次上课前，课题组针对课型特点与学生情况确定具有特色的参与式教学设计模式方案，并认真研讨。上课教师根据集体研讨的方案，进行个性化备课之后，组织学生执行参与教学设计方案，并做出评价与反馈。上完课后，课题组对参与式教学设计模式进行分析、评议与优化。每次活动后，成员都及时撰写了活动感悟和改进意见。
扎实有效的课题实践研究活动逐步提高教师了的教学水平、更新了教学设计理念、优化了教学设计模式，促进了教师成长。目前高中英语不同课型的参与式模式初步成形，但还需在后一阶段的实践运用中继续完善与改进。
三、目前存在的主要问题
虽然课题研究工作扎实、有序地推进，取得了一定的进展，但由于课题组教师工作繁忙，水平有限，目前尚未达到理想的研究效果。此外，课题组成员虽高度重视研究工作，并能精心设计、实施课题实验课，但在家常课中缺乏大胆尝试与勇于实践的精神与意识，造成了实验课与家常课之间依然存在较大的差异。
针对这些问题，在今后的课题研究中，课题组将组织教师更深入的进行课题研究，努力把研究工作做得更加扎实、有效，力争实现以“课题研究为契机，推进课堂教学改革，提升教育质量，促进教师成长”为目的的研究效果。
2.高中英语优秀教学设计课件
一、教材分析：
本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。
二、学情分析：
在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度、但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
三、教学目标:
1、知识目标:
引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。
2、能力目标：
利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。
3、德育目标：
用含过去分词的句子结构表达思想感情。
四、教学重点:
1、过去分词的用法
2、过去分词的运用
五、教学难点:
1、结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。
2、过去分词在真实的生活语境中的使用。
六、教学策略:
通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。
七、学习策略:
本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。
3.高中英语优秀教学设计课件
一、指导思想
按照20xx版《全日制普通高级中学英语课程标准》的要求，在义务教育初中英语教学的基础上，巩固、扩大学生基础知识，发展听、说、读、写的基本能力，培养口、笔头初步运用语言进行交际的能力，侧重培养阅读能力，并使学生获得一定的自学能力，增进对所学语言国家的了解；发展学生的智力，提高思维、观察、记忆、想象、联想等能力。充分利用多媒体教学手段，进一步加大课堂教学容量，提高课堂效率，增强学生兴趣。
二、教学要求(各单元具体教学要求见教参)
1．语音教学：语音教学要紧密结合词汇、对话和课文进行，要充分利用口语录音带、听力训练与测试带，让学生听录音，模仿标准的语音语调。
2．词汇教学：词汇教学主要是使学生掌握词义(见课标词汇表)、词的搭配和用法，通过有情景的教学达到目的。教学中要注意词不离句，句不离篇。根据新的教改趋势，注意适当扩大词汇量。注意总结归纳构词法，适当介绍常见词根。
3．语法教学：语法教学主要通过实例进行。学生先接触语法现象，然后总结归纳，并进行强化训练。
三、教学内容
教学内容包括听、说、读、写、测试(必须含有听力测试)等项。
各年级根据《中学英语课程标准》组织实施教学。具体安排（略）
特别提示：高一阶段抓好学段的过渡，学习意识的改变，方法的调整，重课本，重基础。
高二阶段在重课本的同时，注重扩展性阅读，穿插专题训练，有意识的贴近高考。高三阶段提倡用新的语言材料复习基础知识，加强词汇知识的扩充与学习,注意做题方法的指导和规范答题的训练。
4.高中英语优秀教学设计课件
一、所教班级学生现状分析：
本学期我所任教高二(5)(6)两个班级为理科，除少数学生外，大多数同学的学习态度已有好转，上课认真听讲，作业独立完成，学习方法越来越有效。虽然他们的成绩还不拔尖，与其他有些学生的成绩还有距离，但他们在这一年的学习过程中，还是有着很大的进步，特别是那些已有将来明确目标的同学。但也有极个别学生上课效率低，作业马虎、不交，课外时间全部放在休闲娱乐上，课堂上打瞌睡的现象时有发生。还有一些学生则是由于缺乏坚持不懈的顽强毅力，害怕背诵、记忆，只满足于课堂上听听课，课后没有复习、预习等学习环节，导致英语成绩提高缓慢。
二、教学目标
高二年级是高中的重要阶段，又是高中三年的承上启下阶段。因此，让学生在高二年级打好学科基础并有所发展是极其重要的。下列目标应在本学期内达到：巩固、扩大基础知识;培养口头和书面初步运用英语进行交际的能力，侧重培养阅读能力;发展智力，培养自学能力。争取在原有基础上有所提高，缩小与上学期期末考试时平均分排在我们前面的几个理科班的差距。
三、本学期的教学内容及方法
根据教学步骤完成模块5及模块6的教学内容，根据学生的实际情况对教材练习适当做出调整，删减。让复杂问题简单化，使学生更容易掌握所学知识。利用《英语周报》加大学生的阅读量。提高阅读速度。此外，在本学期的教学中，要狠抓基础及单词、句型及语法等，扎实基础知识，突击写作训练，为高考打下扎实的基础。具体方法如下：
1、钻研并创造性地利用教材，灵活使用，发挥教材特点。
2、内容要求学生一定要过词汇关，反复朗读、默写单词、以便加强学生对基础知识的掌握。摒弃不切实际的教学步骤，抓重点，搞强化，在日常教学中渗透语法意识。利用教材提高学生的基本功，坚持默写单词及重点句型。
3、本学期仍要坚持训练学生的听力和并开展任务型写作教学。扎实写作常用句型的同时，要求向句群篇章背诵过渡，培养良好的学习习惯和写作基础。
4、培养学生的阅读能力，并以这些材料为基础，扩充学生词汇量，做到每学完一篇课文，就进行词汇检测。拓宽教材，扩展学生阅读量，努力补充学生的词汇。在平时教学过程中不断扩大学生的词汇量，词汇教学以新带旧，从而达到巩固扩充词汇的目的，做到经常督促、检测。
5、加大基础写作训练的力度，大力鼓励学生学以致用。并要求学生背范文、教师精选的课文段落、写作必背句型，使学生熟悉英语的句式结构及习惯用法，从句到篇，从而写出完整的英语文章。另外每周进行一篇的写作训练，鼓励运用背过的句型，提高学生的写作能力。
6、综合检查。准备每一单元做一次练习，主要以结合当前教学内容为主要测试内容，间或分块测试，习题的训练在于精而不在于多。在教学中尽量按照高考的知识体系有针对性地选择典型性题目。针对共性问题进行精讲，让学生在书本中找到解决问题的源泉，学会思考、整理和归纳。
四、课时安排
必修模块5、选修模块6教学内容，共十个单元。每单元7-8课时每一单元一测验。
5.高中英语优秀教学设计课件
一、学情分析：
针对我所带的班级高一(xx班)学生生员构成复杂，大部分来自农村，远到喊叫水，下流水，城区学生少，普遍英语底子差，基础薄的实际，打算在高一起始阶段的英语教学中，本着低起点，爬坡走，抓习惯的原则，长期不懈地抓好学生的学习英语的的兴趣和习惯养成。指导思想是坚持“狠抓双基，改进学法，激发兴趣，提高学习英语的能力”。
二、教学内容：
高一(上)的12单元内容。
三、具体安排：
1、继军训后结合学生初中英语实际状况，用一个月复习初中教材，为平稳向高中教材过度奠定基础，梳理初中知识，配发相应练习，通过习题讲练，激发学生对新知识的求知欲，顺利进入新教材的学习。
2、对于高一(上)内容中的12单元，每一单元用8课时，新授5课时，练习2课时，阅读1课时，共用4个月的时间。适时适情的进行单元测试，详细分析学情和授课情况，及时调整进度，改进教法。
3、为了使学生打牢基础不至于出现知识断层，本学期要有计划的把学生初中学过的但掌握不好的时态、句式、定语从句、状语从句、动词不定式以及部分掌握不好的词汇、短语、句型分插于12单元的新课教学中。
4、认真研究新课程标准，尤其与旧大纲不同的地方，清楚哪些内容是新增加的，哪些内容是已经删掉的，哪些内容初中已经学的。认真研究新教材，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。
5、为了减轻高三听力训练的压力，提高学生的听力水平，从高一就开始就对学生进行听力训练。除了利用课堂上的时间外，还坚持每周三次利用课余时间给学生集体放听力。
6、单词一直是学生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。使学生掌握科学的单词记忆方法和养成勤查词典的习惯。
7、坚持每周一次作文训练，训练题材、方法力求多样化，并能及时进行讲评。坚持每天课前做值日报告和每周三篇的短文背诵检查(新概念英语2)。鼓励学生写英文日记，对个别英语特差的学生尽量多批改、多指导。
8、阅读理解能力的培养是高中教学的重点，也是高考的重头戏。在单元教学中配发适当的阅读练习，在月考测试卷中阅读篇幅占一定比例，突出重点。有计划的指导学生掌握科学的阅读方法。
9、集体备课是提高教学质量和整体教学水平的有力保证，有利于经验丰富的教师与年轻教师互为补充、共同提高。坚持每周一次的集体备课，集同课头带课教师的智慧和经验，化解单元教学中的难点，减少教学中的授课弯路，突出重点。
10、坚持教学研究和相互听课，向同行学习，积极上网，利用网络资源的优势，解决自己教学中的疑难和困惑。