最新届高三英语learningefficiently教案.docx

最新届高三英语learningefficiently教案.docx

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最新届高三英语learningefficiently教案

新课标英语高三上模块十Unit4LearningEfficiently

Period1Reading

TeachingGoals

Ⅰ.Teachingaims:

1.Enablethestudentstorealizethatdifferentlanguagelearningstrategiesaretakenbyindividuals.

2.Introducetothestudentsseveralaspectsofbeingasuccessfulandefficientreader

Ⅱ.Teachingimportantpoints:

Getthestudentstoknowhowtobeasuccessfulandefficientreaderandworkoutaprogramtoimprovetheirreading

Ⅲ.Teachingdifficultpoints:

Enablethestudentstousetheinformationmentionedinthereadingparttoevaluatetheirreadingandworkoutanimprovementstrategicprogram.

Ⅳ.Teachingmethods:

Cooperativelearning,task-basedlearning

Ⅴ.Teachingaids:

Acomputer,ablackboard,atape-record

Ⅵ.Teachingprocedures:

StepⅠLead-in

1.Greetings

2.Showthemacalculationquestion“1+2+3+…+100=?

”Thestudentssurelywillrespondimmediatelywithananswer5050.Askthemwhofirstworkedouttheproblemintheworldwithamucheasiersolution.（Aten-year-oldboy（高斯（C.F.Gauss）workedouttheproblemassignedbytheteacherinafewseconds.）

3．Getaconclusion:

Fromthisexample,weknowthesignificanceofmethod.Rightmethodscanalwayshelpimprovetheefficiencyofsolvingproblems.Astoourstudy,wecanalsoapplycertainmethodsorstrategiestomakeourselvesanefficientlearner.

StepⅡWarming-up

1.AssignExercise1.DiscussSs’answers.

1.SetExercise2.

2.AskSstohelpyoumakealistontheboardofreadonforlearningEnglish,forexample:

●topassanexam

●togetintouniversityforfurtherstudyinEnglish

●toreadbooksinEnglish

●fortravelpurposes

●togetabetterjob

3.Havingwrittenthelist,gothroughthemostpopularreasonsforlearningEnglishandaskwhatskillstheywillneedinordertosucceed.

4.AssignExercise2.

5.WhenSshavecompletedtheirgraphs,asksthemtodiscusswithapartnerwhethertheyconsidertheyaregivingtherightamountoftimetoeachlanguageareaaccordingtotheirreasonsforstudyingEnglish.

StepⅢReading

1.AskSstodiscussthesixgroupsofquestioninExercise1.Spendsometimecheckingtheiranswersandreinforcingtheideasoutlinedabove.

2.SetExercise2.

StepⅣReading

1.AsktheSstoreadthetextontheirown,keepinginmindthattheirreasonforreadingthetextistocompletethefirstexerciseinComprehending.InordertodiscourageSsfromreadinginmoredetailthantheyneedattheendoftheexercise,givethemasettimeforreadthepassageandcompleteExercise1.Advisethemnottolookupunknownwordsintheirdictionary,buttounderlineanytheycannotworkoutthemeaningfor.

2.AskSstofinishExercise2.Theymayreadthetextagainifnecessary,butonlyonce,beforeansweringthequestioninExercie2.

3.AskSstoreadthetextoncemoreinpairsorgroupsaccordingtotheirability.AnddoExercise3&4.

StepⅤHomework

1.AskSstogooverthetextagainandunderlinepointstheyfinddifficultinthetext.

2.AskSstoevaluatetheirreadingstyleandworkoutaprogramtoimprovetheirreadingorgivingotherssuggestionshowtoimprovereadingefficiency.

新课标英语高三上模块十Unit4LearningEfficiently

Period2LanguagePoints

TeachingGoals

Ⅰ.Teachingaims:

1.TargetLanguage

centigrade,competent,allocate,booklet,recipe,indetail,slowdown,frequent,consult,caption,shabby,rainbow,brewery,acute,bent,cab,currency,cuisine

2.Abilitygoals

EnableSstousethenewwordsinthetextorpassages

EnableSstogivecorrespondentdefinitionofeachnewword

EnableSstolearnusefulstrategytoexpandtheirvocabulary

Ⅱ.Teachingimportantpoints:

EnableSstousethenewwordsincontext

EnableSstogivecorrespondentdefinitionofeachnewword

EnableSstolearnusefulstrategytoexpandtheirvocabulary

Ⅲ.Teachingdifficultpoints:

EnableSstogivecorrespondentdefinitionofeachnewword

EnableSstolearnusefulstrategytoexpandtheirvocabulary

Ⅳ.Teachingmethods:

Cooperativelearning,task-basedlearning

Ⅴ.Teachingaids:

Acomputer,ablackboard,atape-recorded

Ⅵ.Teachingprocedures:

StepⅠGreetings

StepⅡLead-in

T:

Yesterdaywereadthetexton“HowtobecomeanefficientReader”.Doyougothroughthetextagainafterclass?

SoI’dlikeaskoneSstotelluswhatadvicesaregiveninthetext.

StepⅢLanguagepointsinReading

1.AskSstofigureoutwhethertheyhavedifficultpointsinthereadingpassage.

2.Answertothemrespectively.

3.Hereare2commondifficultypointsforreference.

LanguagePoints

1.Therearecertaintechniquesyoucanlearnandthenitisuptoyoutopractice,practiceandpractice.有某些技能技巧可供你学习,然后就全靠你自己练习、练习，再练习了。

itisuptosomebody意思是itissomebody’sresponsibilityorduty,可理解成“取决于某人；在于……；该由……负责”．如：

－Shallwegoout?

我们可以出去吗？

－It’suptoyou.　由你决定。

Ican’ttakethedecision.It’snotuptome.我不能做决定，这不取决我。

＜拓展＞　upto还有表示“深度、高度、地位等”直到……；（数目上）直到，至多……；　“接近于；达到”“胜任、适宜”等意思。

MaryissmallandjustcomesuptoBills’chest.

Everyonehashisparttoplay,fromtheofficeboyuptothepresident.

Theyworkedhereuptothelastminute.

Uptotenpeoplecansleepinthistent.

Ifyourgoodsareuptothesample,theywillcertainlysellwellinthemarket.

Theinterpreter’sEnglishwasnotuptothetask.

Whathaveyoubeenuptolately?

2.Forexample,supposeinbiologyyouwerestudyinghowplantsreproduce,thenyoucouldfindanEnglishtextaboutthisontheInternet.例如：

假设在生物学中，你正在研究植物如何繁衍，那你会在因特网上找到有关这方面的文章．

suppose可以看成连接词，意思是imaginewhatwill/wouldhappenif.它所引导的从句表示“主观设想的情况”．因此，有些动词用虚拟语气

例如：

Supposeyoufallandhurtyourselfwhenyou’reoutaloneinthemountains?

另外，suppose,supposing用做连接词时，还可以用来表示建议，表示“……怎么样？

”

Supposeweputitofftillnextweek?

Supposingyouhaveanothertry?

3.Youmayfindyouhavemorethanonestronglearningstyle,whichisabonusbecausebeingabletolearninmorethanonestyleincreasesyourchancesoffindingactivitiesthatsuityou.你或许会发现自己有不止一种倾向的学习风格，这是一种意外的收获，因为能够以多种风格学习会增大找到合适的学习活动的机会．bonus在本句中意思是anythingpleasantinadditiontowhatisexpected,可以理解为“意外令人高兴的事”

StepⅣDiscoveringusefulwordsandexpressions

1.Exercise1.FirstgothroughthewordsandtheirmeaningwithSsandaskthemtofinishtheblank-fillingwithin6min.Thenchecktheanswers.

2.Exercise2.AskSstoworkingoutthemeaningofwordsusingthecontext.

3.Ex2onpage25.AsktheSstoreadthetextandtrytoguessthemeaningofeachboldedwordsinthecontextandtrytoexplaintheminEnglish.ThenaskthemtolookupthewordsinEnglish-Englishdictionary,andcheckwhethertheirformerdefinitionsarerightorwrong.

3.Ex3Playagameinpairs,onestudentgivesadefinitionandanotherstudentguessesthecorrespondentword.

StepⅣConsolidatingExercise

GoovertheExercisesintheworkbookiftimepermits.

StepV.Homework

CompletealltheExercisesonpage76&77.

新课标英语高三上模块十Unit4LearningEfficiently

Period3Grammar:

RevisingoftheSubjunctiveMood

Ⅰ.Teachingaims:

1.EnabletheSstograspthestructureandmeaningoftheSubjunctiveMood

2.EnabletheSstoapplytheSubjunctiveMoodtothecontext

Ⅱ.Teachingimportantpoints:

EnabletheSstograspthestructureandmeaningoftheSubjunctiveMoodandapplythisgrammartodetailcontext

Ⅲ.Teachingdifficultpoints:

ThemeaningoftheSubjunctiveMoodanditsappliances

Ⅳ.Teachingmethods:

Inductiveanddeductivemethods,task-basedlearningandcooperativelearning

Ⅴ.Teachingaids:

Acomputer,ablackboard

Ⅵ.Teachingprocedures:

StepILeadin

1.Listthreesentencesonthescreen.

1）IfIwereAndyLou,IwouldbeinHongKongnow.

2）IwishIwereamillionaire.

3）WesuggestthateveryoneshouldhelptheAIDSpatients.

AskSsinwhatkindofcircumstancedoweusetheSubjunctiveMood.

虚拟语气是一种特殊的动词形式（verbstructure），用来表示说话人所说的话不是一个事实（fact），而只是一种假设（hypotheses）愿望（wishes）、建议（suggestion）或怀疑doubt等等。

StepⅢKnowledgeRecalling

1.AsktheSstorecallsomeknowledgethey’velearnedinBook6.

StepⅣFurtherExplaining

虚拟语气应该注意的几点:

1.虚拟语气在条件句中

1）表示不太可能出现的情况”,条件从句一般用过去时,主句用woulddo,shoulddo或might/coulddo;

2）表示“本可能发生却未发生的事情”，　条件从句用过去完成时，主句用wouldhavedone,shouldhavedone,might/couldhavedone

Theoldmenwouldfinditdifficulttogetajobiftheyleftthefarm.

Ishouldbesurprisedifitwaslessthanfivepounds.

IfIfrightenedthosebirds,theymightflyoffandIwouldneverseethemagain.

IfIwereyou,Iwouldaccepttheoffer.

IfIwereaskedtodefinemymood,I’dsay“bored”.

Ifhehadtakenhisdoctor’sadvice,hemightnothavediedsosoon.

Ifhehadrealizedthat,hewouldhaverunawaywhiletherewasstilltime.

Ifshehadnotmarried,shecouldhavebecomespecialinthefiled.

2.虚拟语气在条件句也可用来表示“将来不太可能出现的情况”，　条件从句用shoulddo,wereto或一般过去时，主句用woulddo,shoulddo,could/mightdo.

Ifitshouldraintomorrow,thesportsmeetwouldhavetobeputoff.

IcouldseethesurfaceofthemoonwithmyowneyesifIweretogotothemoonsomeday.

Whatwouldyoudoifhefailedtocometomorrow?

注意：

含有should的条件句，主句可以用一般现在时或一般将来时．例如：

Ifthereshouldbeanotherflood,whatshallwedo?

Askhertoleaveamessageifsheshouldcome.

3.在正式英语文体中，if从句中的第一个动词如果是should,were或had,可将此动词置于句首，替代if．例如：

Wereitalltrue,itwouldstillnotexcusetheiractions.

Hadthecaptainbeenmorecareful,hisshipwouldnothavesunk?

Shouldanyvisitorscome,Iwouldsayyouarenothere.

4.ifonly和suppose（supposing）,也可以引导虚拟从句．

IfonlyIhadmoretime,Icouldgotheretohelpthem.

Supposingitwerefinetomorrow,wouldyougoclimbingthemountainwithus?

5.Ifitwerenot/hadnotbeenfor…也是常见的虚拟句型，意思是“要不是…”　例如：

Ifithadnotbeenforyourhelp,wewo