高一英语下册 阅读部分说课稿模式 新人教版文档格式.docx
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高一英语下册 阅读部分说课稿模式 新人教版文档格式.docx
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把全班同学分成男,女两个队。
以抢答的形式反馈上节课的重点单词。
短语,句型,并决出胜负,学生兴趣盎然,掀起了这节课的第一个波澜。
第三步:
导入新课部分
由于本课内容涉及到新西兰的地理及自然风光,所以我以图片导入本课并提问:
Doyouknowwhatcountryisit?
Whereisit?
Whatistheweatherlikeinthatcountry
第四步:
从整体把握课文内容阶段,也就是展开表层阅读。
对于这部分内容,我要求学生带问题阅读。
以便使学生在阅读过程中有一定的目标,培养学生在较短的时间内快速捕捉信息的能力,为此我设计出这样的问题:
WhoweretheearliestpeopletoetoNewZealand?
CanyoutellmethehistoryofNewZealand?
这样的问题都是文中的表层信息,学生容易捕捉,于是,我又给出学生各段段意,让学生对号入座
以上两个步骤让学生牢牢把握了文章的结构,也就完成了表层阅读,这种做法锻炼了学生整体驾御文章的能力,每节阅读课这种能力不断得到强化,学生学会很从容的去应付。
阅读理解体型像选出文章主旨大意,或为短文找题目这样考察对文章整体把握的题型。
第五步:
听录音
要求学生模仿语音,语调,注意较长句子中意群的划分,并为下面的细读。
也就是深层阅读做好准备
第六步:
深层阅读的展开
细节推断题是阅读中常见的体型,下面引导学生深入文章的细节部分,指导学生细读课文。
遵循循序渐进的原则由浅入深的设计理解练习。
首先针对每一段的细节做一些简单的是非判断题,学生用YESNO回答,因为这样的练习比较容易,所以,我让学生只通过听句子作出判断,在理解文章细节内容的同时,也锻炼了能力。
DG:
NewZealandhasamildseaclimate
接下来,针对课文内容的一些重点细节,设计几个问题让学生回答,
练习难度逐渐加强,仿照阅读题型,设计一些把握文章主旨及细节的判断。
逻辑推断和练习猜词题,让学生练习
WHATISMAINIDEAOFTHETEXT?
通过由浅入深的阅读练习,学生的阅读能力得到充分锻炼,也就是突破了本课的重点,难点
通过以上练习,学生已基本掌握了文章的整体和细节的含义,在黑板上写出一些短语和词汇:
引导学生在复述过程中加以练习,学生积极踊跃的开口说话,这就很自然的掀起了本课的高潮
第九步:
总结,布置作业
1重点总结阅读体型的特点及对策,鼓励学生课下展开广泛的阅读
2要求学生写一篇书面表达,仿照本课内容描绘
2019-2020年高一英语下册Unit2教案新人教版必修2
1.TargetLanguage
a.Wordsandphrases
sunburn,struggle,super,expand,circulate,equip,export,rid...of,besatisfiedwith,leada...life,searchfor,wouldrather,thanksto,withthehopeof,ratherthan
b.Importantsentences
Thisspecialstrainofricemakesitpossibletoproduceone-thirdmoreofthecropinthesamefields.P10
Hecareslittleaboutspendingthemoneyonhimselforleadingafortablelife.P10
2.Abilitygoals
EnableSstolearnmoreaboutagriculture,countrysideandfarming.Bytalkingtheycanexchangetheirexperiencewitheachother.Byreadingtheywillrealizetherolethatagricultureplaysinhumanlife.Infactthisworldfacesaseriousproblem—starvation.SoafterreadingthepassageaboutDrYuanstudentswillknowtheimportanceofhisachievementtoman.OfcoursetheywilllearnfromDrYuansomenoblecharacter.
3.Learningabilitygoals
HelpSslearnhowtodescribeDrYuanLongpingincludinghispersonality.
Teachingimportantpoints
a.Helptoprehendthetextandgraspthemainideaofthetext.
b.Grasptheusageofsomewordsandexpressions.
c.HowtohelpstudentsmakeuptheirmindstomakecontributionstomotherlandinthefuturelikeDrYuan.
Teachingdifficultpoints
a.Howtohelpstudentslearnmoreaboutagriculture.
b.Helpstudentsreallymastertheusageofwordsandexpressions.
Teachingmethods
Talking,questioning-and-answeringactivityandreading.
Teachingaids
Ataperecorder,aprojectorandaputer.
Teachingprocedures&
&
ways
ThefirstperiodReading
Step1.GreetingandRevision
1.Greetthestudentsasnormal.
2.Revisethewarmingupwiththefollowingquestion
Howdoyouthinktogrowourmainfood--rice?
-----1)First,thefarmersplowthefield.Theyhavetomakethesoillooseenoughtoplantcrops.
2)Second,growsomeyoungplants
3)Third,theyinserttheyoungplantsintotheloosefield.
4)Atlast,theywillgettheharvest
Step2Pre-reading
1Askthefollowingquestions
1).What’sthemainfoodinCanadaandUSA:
-----potatoesandbread
2).WhatisthemainfoodinSouthAmerica:
-----corn/maize
3)WhatisthemainfoodinSoutheastAsiancountries:
-----rice
2Showthestudentssomepicturesandaskthequestion
WhatishappeningtothesepeopleinEastAsianandSoutheastAsiancountries?
Thenshowmorenewslikethat:
InternationalFactsonHungerandPoverty(xx)
1)Every8seconds,achildsomewhereintheworlddiesfromstarvation.
2)Morethan800millionpeopleintheworldsufferfrommalnutrition(营养不良)---799millionofthemarefromthedevelopingworld.Morethan153millionofthemareundertheageof5.
Atlastaskthestudentstodiscuss:
Ifyouhadthechancetodosomethingtohelpendhungerintheworld,whatwouldyoudo?
Encouragethestudentstotelltheiropinions,Thengiveaconclusion:
Theonlywaytosolvethefoodshortageproblemistoincreasetheoutputofthegraincropperlandareathroughtheadvancementofscienceandtechnology.
3.leadthestudentstopayattentiontothepeople---YuanLongping
Ask:
Whatdoyouknowabouthim?
--------FatherofHybridRice
Thenleadtothetopicofthereadingpassage.APioneerForAllPeople
Step3Listening
Listentothetape,trytofindoutsomeinformationofthehero.
Name____________
Age____________
Job_____________
Education_________
Achievement_______
Hobbies__________
Step4Fastreading
Readthepassagequicklyandanswerthetrue-or-falsequestions
•1.DrYuanismoreafarmerthanascientist.
•2.DrYuan’skindofriceisthemostsuitableforChina’sfarmland.
•3.DrYuanwouldratherworkthanrelax.
•4.DrYuanhasdreamswhenheisasleepandalsowhenheisawake.
•5.DrYuanenjoysasimplelifethanmostrichandfamouspeople.
Step5Carefulreading
Readeachparagraphandanswerthefollowingquestions:
Para1:
1.WhatdoseDr.Yuanlooklike?
Why?
2.Whatishisachievement?
Para2:
1.WhydidDr.Yuanwanttoincreasethericeoutputwhenhewasyoung?
2.Howdoeshehelpridtheworldofhunger?
Para3.4
1.WhatkindoflifeisDr.Yuanleading?
2.WhatisDrYuan’sdream?
Step6Skimming:
findoutthemainideaofeachparagraph.
Paragraph
MainIdea
1
Hisappearanceandachievements
2
Hisbirth,educationandresearch
3
Hispersonality
4
Hisdream
Step7Homework
1.Learnthepoem
ThePeasants’Lot
LiShen(772-846)
Farmersweedingatnoon,
Sweatdownthefieldsoon.
Whoknowsfoodonatray,
Duetotheirtoilingday?
2.FinishtheexercisesinLearningaboutLanguage.
3.Retellthetextinabout150words.
Notes:
a.Usethefirstpersontoretellthestory.
b.Trytousetheproperconjunctions.
ThesecondperiodLearningaboutLanguage
(The–ingformastheSubject&
Object)
Aims
TohelpstudentslearnaboutThe–ingformastheSubject&
Object.
Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.
Tohelpstudentsdiscoverandlearntousesomeusefulstructures.
Procedures
I.Warmingup
WarmingupreadingaloudthetextAPIONEERFORALLPEOPLE
Languageislearnedincontext.Solet’sfirstreviewthetextlearnedyesterdaybyreadingitaloud.TrytoforceoutyourEnglishslowlyandclearly.
II.Discoveringusefulwordsandexpressions
Inpairsdotheexercises1,2and3onpages11and12.Youmustfinishthemin5minutes.
III.Learningaboutgrammar
1.Readandidentify
ReadthetextaboutYuanLongpingagain,payingattentiontothesentenceswhichusethe–ingformasthesubjectandobject.
Inthesentence“Wishingforthings,however,costnothing.“the–ingisusedassubject.
Itcanbealsousedasobjectofthesentence.Forexample:
YuanLongpinglikesplayinghisviolin.
2.Consolidatingbydoexercises
Toconsolidateyourunderstandingyouwillbegiven10minutestogooverexercises1,2,3,4and5onpages12and13.Youmayjustwriteonyourtextbook.Imeanthestudent’sbookyouareworkingby.
III.ReadyusedmaterialsforThe–ingformastheSubject&
语法学习——动名词
1.动名词作主语
1)名词直接放在句首作主语。
例如:
Usingtherighthandtoshakehandsisaconventioninmanycountries.
用右手握手是许多国家的一种习俗。
2)动名词在“Itisnouse/nogood/fun/awasteoftime/agoodpleasure等名词+doing”结构中作主语,it为形式主语。
3)动名词在“Itisuseless/nice/good/interesting/worthwhile等形容词+doing”结构中作主语。
4)动名词在“Thereis(was)no+doing”结构中作主语。
2.动名词作宾语
1)有些动词后面要求跟动名词作宾语。
常这样用的动词有:
admit承认;
excuse原谅;
postpone拖延;
anticipate期望;
fancy想象practise练习;
appreciate欣赏;
finish完成;
prevent防止;
avoid避免;
forbid禁止;
propose建议;
consider考虑;
forgive宽恕;
recollect回忆;
delay耽搁;
imagine想象;
resent厌恶;
deny否认;
involve涉及;
resist抵制;
detest厌恶;
keep保留;
risk冒险;
dislike讨厌;
mind在意;
save挽救;
dread害怕;
miss错过;
suggest建议;
enjoy喜欢;
pardon原谅;
understand理解;
escape逃避;
permit允许
2)有些动词短语后也要求跟动名词作宾语。
常这样用的动词短语有:
can’tstand忍不住;
can’thelp忍不住;
feellike想,欲;
giveup放弃;
putoff推迟
3)动名词常跟在介词或介词短语后做宾语。
常这样用的介词短语有:
insteadof,lookforwardto,objectto,keepon,seeabout,taketo等。
我们终于克服了所有的困难。
4)在“havedifficulty(trouble,problem,ahardtime,fun,agoodtime)(+in)+动名词;
bebusy(in)+动名词;
wastetime(in)+动名词;
losttime(in)+动名词;
Thereisnopoint(in)+动名词”等结构中,动名词做介词宾语,in常要省去。
5)在复合宾语中,用it作形式宾语,将动名词短语放在后面。
Iconsideritawasteoftimearguingaboutit.
我认为辩论这事是很浪费时间的。
6)在“therebe”结构当中,be为动名词时,该结构也是一种带逻辑主语的动名词形式。
Wecanimaginetherebeingalotoffussaboutit.
我们可以想象到人们对此大惊小怪。
Wereyoudisappointedattherenothavingbeenmoregifts?
你对没有更多的礼物感到失望吗?
3.动名词的被动式
1)动词need,require,want,deserve后,用动名词的主动形式表示被动意义。
其用法相当于不定式的被动结构。
2)在(be)worth后面只能用动名词的主动态来表示被动意义。
ThethirdperiodUsingLanguage
(OrganicFarming)
TohelpstudentsreadthepassageOrganicFarming.
Tohelpstudentstousethelanguagebyreading,listening,speakingandwriting.
Warmingupbylisteningandreadingaloud
Languageiscreatedtobelistenedtoandspokenfirst.Soopenyourbooktopage13andreaditaloudwhilelisteningtotherecording.Watchyourpausesbetweenthethoughtgroups.
II.Guidedreading
1.Readingandtranslating
Readthetextsentencebysentence,andputitintoChinese.Whowillbethefir
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