高中英语人教阅读导入

Ⅰ 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。

Ⅱ 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

Ⅲ 【高中英语阅读课操作】高中英语阅读课教学设计

语言教学，尤其是高中外语教学，不是单纯讲解单词、语法的一种机械性的训练活动，而应该培养和提高学生的外语交际能力。高中英语阅读课文涉及的题材广泛、信息密度高、语言知识丰富。它是各单元教学的核心，是培养学生阅读能力的主渠道。

一、阅读教学――培养自学能力

(一)导读(Pre-reading)
“导”体现的是“以教师为主导”。教师在学生阅读课文之前可适当讲解与本课有关的背景知识；也可以充分利用文中的插图进行导读语言设计。通过"warm.up activities扫除文中可能出现的语言障碍(但有些生词词义应该鼓励学生通过上下文猜测)，还可以提出一些问题，目的是激发学生阅读的兴趣和求知的欲望，并使学生初步感知课文内容，为正式阅读做准备。例如SEFC B 2A Unit 19，The Merchant of Venice。首先，我利用PowerPoint展示了一张莎士比亚的头像，然后提出几个问题：

1Who is this man?

2What do you know about him?

3What nationality is he?

4When did he live?

5What did he write?
让学生思考，对作者有了初步认识之后，导入课文。

(二)速读(Fast-Reading)
这一步骤主要是指导学生带着问题进行搜索式阅读和跳跃式阅读(Skimming and Scanning)，以获取有关信息，了解文章大意。然后让学生回答有关问题，或让学生做正误判断练习，以检查学生的理解程察返销度。

(三)细读(Intensive reading)
这一步骤主要引导学生逐步仔细阅读课文，了解课文的主要情节和细节，就课文情节内容提一些问题，让学生分析段落大意以及段落之间的联系或中心思想。对文中尚未教过的生词和习惯用法、句式，可鼓励学生根据上下文，利用已学过的知识去猜测、去推断。目的是培养学生独立分析、独立思考和逻辑推理的能力以及用英语思维的习惯。
例如：在细读The Merchant of Venice之后提出问题：Who acted as the judge?Did Bassanio know this?告诉学生，读的过程中要仔细分析字里行间的意思。

(四)复读(Re-reading Actvity)
在速读和细读的基败游础上，引导学生再次阅读课文，从整体上把握课文接口或作者评价，巩固文章的内涵和语言知识点，最终达到运用的目的。这一步骤既可在课上进行，也可在课后进行。目的是将课内所学到的语言知识延伸到课外某个相似的话题中，创造性地解决问题，从而培养学生举一反世正三的能力。

二、听说活动――深化理解和运用

传统的教学使大多数学生听得懂、说不出。因此，应在整体理解课文的基础上，通过一连串的听说活动深化对语言的理解，然后开展运用语言的活动，把理解和运用有机地结合起来。

(一)单人或双人活动(Indivial or Pair Work)
为了巩固学生所学的知识，及时检查学生对课文理解的程度。速读和细读之后组织学生一人或两人一组的活动，教师问，学生答，或学生一人问一人答。这能使学生掌握文章的事实和细节，还可鼓励学生分析主题句，归纳段落大意、中心思想等。

(二)小组讨论与复述(Discussion & Retelling)
高中阅读材料中，有些给出了一系列的数字信息，让学生按小组围绕主线的数词开展讨论并造句。有些内容围绕阅读课文话题安排了Pre-discussion，Discus-sion or Question。通过讨论，教师可以弄清楚学生对有关话题的了解程度，学生也有机会彼此有目的地交谈。自由讨论会引起他们对即将学习的课文的兴趣，还会促使他们猜测课文所要表达的意思。细读后的复述过程是一个理解和记忆的过程，也是用英语思维的过程，还是一个自我完善的过程。细读后的讨论，引导学生就课文中的观点展开讨论，赞成什么、反对什么，并阐述理由。有些还可让学生结合实际谈谈自己的经验、看法和观点，让他们各抒己见。这是一种非常有效的交际活动。
例如：在学完The Merchant of Venice一文后，提出了下面3个问题让学生进行讨论：

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”?
通过活动，学生们拥有了更多的谈话交流的机会，在谈话中，他们互相启发、共同构思、畅所欲言，不仅使思想更开阔，也充分调动了不同层次学生的积极性，活跃了课堂气氛。

三、主题写作――阅读课的延伸

写作能力是语言功底的最集中的表现。我们都知道，“读”是信息的输入，“写”就是信息的反馈与提取。“写”要经过大脑思维的加工、提炼，只有信息的输入达到一定的量时，信息输出才成为可能。因此，它是最有效、最积极的学习心理过程。美国作家德尔文・G・舒伯特在其“Reading is Writing”一文中指出：“教科书所编的阅读课文是写作素材的散集地，是语言现象的展示厅，是语法规则的剖析室，是文章题材的示范本。”所以说，在侧重培养学生阅读能力的同时应对学生进行各种形式的语篇写作训练，即在对课文的内容、词汇和句式有了较好的掌握以后布置一个稍加变化的主题进行写作。
例如：我在处理完SEFC 3A Unit 1，That Must BeA Record一文后，让学生写有关自己喜欢的或亲身经历的一项极限运动。这种写作使学生可以避免许多无任何借鉴时可能犯的语病。对学生将来完整地、有条理地表达自己的思想有好处。这是孤立分散语言操练形式，如单句翻译等，比不上的。这个活动可安排学生课后完成。
总之，“读――听说――写”的教学模式符合认知规律。因此，在日常教学工作中，时刻明确教师只是指导者(guide)，不是主宰者(god)。应时刻以“学生为中心”，充分发挥学生的积极性和主动性，让学生自己去观察、分析、归纳，培养他们积极的学习态度，增强学习信心，开发学习能力，保持其学习兴趣。当然，容量如此大的课文教学，需要教师具备良好的业务素质，合理安排时问，争取在有限的时间里让学生在听、说、读、写各方面都得到训练，并促进“Information Transform”(信息转换)，逐步培养、提高学生运用英语的能力。

Ⅳ 人教版高中英语选修6《Unit 5 The power of nature》教案

人教版高中英语选修6《Unit 5 The power of nature》教案【一】

教学准备

教学目标

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

教学重难点

教学重点 Understanding four -ing forms used as adverbials and five tips on how to use the -ing form as adverbials

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

教学过程

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.

课后习题

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.

人教版高中英语选修6《Unit 5 The power of nature》教案【二】

教学准备

教学目标

教学目标：

1 深入理解课文，分析文章长难句，培养快速阅读、整体理解和写作的能力。

2 通过合作探究，主动质疑，学会概括主旨，分析句子的方法。

3通过学习Sara的故事，培养学生在紧急情况下自救的意识和能力。

4以高度的热情投入学习，享受英语阅读的快乐,在原来基础上有所进步。

教学重难点

教学重点和难点

重点:

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.

难点:

1. Develop students’ reading and writing ability.

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

教学过程

教学过程：

课前环节：Check the answers.

学生活动：核对预习学案答案，自我检查学生预习情况。

【设计意图】核对预习学案答案，检查学生预习情况,把课文中会影响学生阅读理解的绊脚石扫除，为下文深层次的理解打好铺垫。

课堂环节:Lead-in.Enjoy a short video and let students know the danger of flood.

学生活动：关注问题What happened to the lady? 带着问题去观赏。

【设计意图】利用观看网络视频，引起学生自我保护、远离洪水的意识。用视频导入新课，能更好地激发学生学习英语的热情，也能让学生认识到洪水猛兽就在我们身边，加强自我保护意识非常必要，学习自我保护尝试非常重要。

Step1 Fast-reading ：Get main idea .

学生活动：快速整体阅读并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.

学生活动：一人到黑板展示答案，每空2分。Step1&2可以同时进行。

Before the flood: Para1-----

During the flood: Para -----

【设计意图】第一次阅读，让学生快速略读，提高迅速获取信息的技能，从总体上把握文章的主旨大意和篇章结构。

Step3 Careful Reading.

学生活动：仔细阅读，规范书写，小组交流，共同探究。每题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?

【设计意图】这三个问题属于细节理解问题，需要学生细致深入地详读课文，这能逐步培养学生的获取具体信息和提取具体信息的能力。通过再次细读文章，想让学生独立思考，小组交流，然后老师指正。老师设疑，学生质疑，通过师生共同探究，达到释疑的目的，同时也锻炼的学生的书面表达和概括能力。

Step4 Enjoy the sentences.

学生活动：合作探究，仔细分析，注重理解，背诵记忆，学以致用。每题5分。

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

解析：if引导的是一个含有 _______ 的 ____ 状语从句

翻译：

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发出两个动作：________和________.that引导的是一个______从句，先行词是

__________,在从句中作need的_______语。dress sb in…意思是：__________________

翻译：

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

“v-ing形式作状语”的情况在文章中(Para2、3、5、6)共出现了六次，你都找到了吗?

[高考连接]:

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

Step5 Discussion

学生活动：集体讨论，小组合作，组长记录，信息共享，主动参与。20分。

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

2. What should we do facing the flood?

【设计意图】本环节通过小组讨论合作学习，学生在加深对文中理解的同时，自己的语言表达能力也得到了很大的提升，而且学生相互学习，取长补短，对于加强自身的保护意识非常重要。

Step 6 Writing. 30分

学生活动：态度端正、认真打草、定好人称、选好时态、书写规范、卷面整洁、衔接连贯、过度自然、用好小词、句子通畅、高级句式适当运用、碰到难关学会迂回、认真书写、完美展现。

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.

【设计意图】本环节旨在通过写作，进一步巩固对文章的理解和运用，尤其是对文章中重点单词、短语和句式的针对训练，以此提高学生的写作能力和自我保护意识。

Step 7 评测练习.

学生活动：仔细审题、认真作答、人称时态、固定搭配、主谓一致。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.

【设计意图】本环节旨在考察学生对课文具体细节信息的理解和重点词汇的运用，同时有意识地向高考题型靠拢，让学生感受语法填空的出题思路和解题技巧。

课后习题

评测练习

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

评测结果：

通过核实答案，95%的学生得分在16分以上，取得了令人满意的成绩，但个别同学尚存问题。整体效果良好，目标达成度较高。

突出问题：时态问题.

(1)called误用成了call.

(3)rained 误用成了rain.

(4)rising误用成了rose.

(5)flooded误用成了flooding.

(7)reaching误用成了reached.

(10)climbed误用成了climb.

突破措施：

很显然，学生在做短文填空这个问题时，对于动词时态和语态的把握不准是导致出现失误的重要原因。所以我们在日常的教学活动中，要时刻引导学生关注动词的时态在具体语言环境中的运用，把时态和语态与短文填空、短文改错联系起来，甚至让学生相互出题，相互检测。我们教师也可选编部分针对时态和语态的问题，有针对性地进行练习。

Ⅳ 如何设计高中英语阅读课教学活动

如何设计高中英语阅读课教学活动
1.“课堂导入”活动设计
导入活动应尽可能简洁高效，针对性强，能够在短时间内激活学生相关的背景知识，激发学生的求知欲望，时间一般控制在5分钟以内。常用的活动形式有（1）头脑风暴 （2）讨论（3）提问等，要充分利用多媒体平台，有效利用与文本话题相关的视听材料，调动起学生的各种感官，激发他们的求知欲。
2.“整体感知”活动设计
“整体感知” 即把握主旨大意和篇章结构，整体理解文章。在活动设计过程中要善于抓文章的标题、主题句和关键词等。例如Book6 Unit4 THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER? 这是一篇杂志文章，主要讲述了地球温度上升的现象和原因，以及不同的科学家对这一现象的不同看法。这篇文章有着杂志文章典型的特征：有标题，导语，图表、引言、段落由主题句统领等。设计教学活动时要充分利用这些特点，让学生去整体感知文章内容，把握结构脉络。可设计如下教学活动：
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.“问题探究”活动设计
针对文本的内容、语言结构特征，设计问题，在问题的引领下，让学生进行探究式学习。设计问题时要注意抓住主要事实和关键信息，揭示文章的深层涵义，锻炼学生的分析归纳能力和逻辑推理能力。例如Book6 Unit4 THE EARTH IS BECOMING WARMER – BUT DOES IT MATTER? 在细读环节可设计如下教学活动：
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.“语言训练”活动设计
语言目标的达成需要结合文本语境，贯穿文本的理解过程，尽可能多的在课堂内重现目标词汇，还可按照呈现——复现——操练——运用的步骤围绕主题有层次地进行词汇操练，实现目标词汇在课堂内的循环。教学活动可以采用猜测新词，词汇替换，文段改写填空练习，也可进行运用词汇问答、复述、讨论或者佳句、佳段赏析背诵等。还以Book6 Unit5 AN EXCITING JOB 为例，设计读后活动如下：
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.
总之，阅读教学是高中英语教学的重头戏。要搞好阅读教学教师必须充分解读文本，准确定位教学目标，合理设计和有效实施教学活动，才能有效培养学生的综合语言运用能力，提高阅读课的教学效率。