高三英语阅读题说课课件

高三英语阅读题说课目录Contents01Why02What03HowGuidelines（指导思想）2.1Theanalysisoftheteachingmaterial（教学材料分析）2.2Theanalysisofthestudents（学情分析）2.3Teachingmethods（教学方法）2.4Teachingobjectives（教学目标）2.5Keyanddifficultpoints（教学重难点）3.1Teachingprocedures（教学过程）3.2Blackboarddesign（板书设计）3.3Teachingreflection（教学反思）Why01Guidelines1Student-centered,focusingoncapacitybuilding2Emphasizethesituationalsceneofknowledge3Focusoncooperativelearningandintegratedlearningactivities1.1ConstructivismLearningTheory（建构主义学习理论）Characteristics1.2SixelementsintegratedcontentofEnglishcurriculum1.3TheviewofEnglishlearningactivityWhat022.1Theanalysisoftheteachingmaterial2.2Theanalysisofthestudents2.3Teachingmethods2.4Teachingobjectives2.5Keyanddifficultpoints2.1Theanalysisoftheteachingmaterial主题意义文体结构主要内容作者意图WhyWhatHow语言言辞ToraisetheawarenessofpreventionofthelossofwetlandsandpollutionoftheenvironmentTheme:humanandnatureContent:AnactwaspublishedbyAmericangovernmentin1934tosuccessfullyprotectthehabitatsofwaterfowls.Genre:exposition(说明文)Structure:problem-solution-resultLanguagefeatures:objectivefacts;data;definition:theuseof“——”2.2Theanalysisofthestudents12Difficulties:somedifficultwordsandlongsentences3Preparation:havedonethereadingpracticebutdon’tknowthecorrectanswers;lookupthewordstheydon’tknowaheadoftime2.3Teachingmethods1SituationalTeachingMethod——Backgroundintroduction22.4Teachingobjectives1Languageability:workoutthecorrectanswersbythemselvesundertheguidanceoftheteacherandrecognizethenewwordsinthepassage;（学习理解）usereadingskillstosolvesimilarproblems;（应用实践）proposereadingquestionsbasedonthenewwordsandsentencesinthepassage.（迁移创新）2Thinkingcapacity:developtheirabilityoflogicalthinkingandcreativethinkingintheactivities.3Learningability:explorethereadingskillsindependentlyandcultivatetheircooperativelearningability.4Culturalawareness:beawareoftheenvironmentprotection.Attheendofthisclass,Ssareableto:2.5KeyanddifficultpointsKeypoints:workoutthecorrectanswersbythemselvesundertheguidanceoftheteacherandrecognizethenewwordsinthepassage;（学习理解）usereadingskillstosolvesimilarproblems;（应用实践）Difficultpoints:proposereadingquestionsbasedonthenewwordsandsentencesinthepassage.（迁移创新）Attheendofthisclass,Ssareableto:How033.1Teachingprocedures3.2Blackboarddesign3.3Teachingreflection3.1TeachingprocedurePre-readingStepsLearningactivitiesIntentionsEffectevaluationStep1BackgroundintroductionClasswork2’学习理解SslookatsomepicturesoftheFederalDuckStampandknowthebackgroundinformationofit.Toactivatetheircuriosityofthepassageandmakethemcomprehendbetterthroughthebackgroundinformation.TeacherasksSsquestionsbasedonreadingcomprehensionandobservesSs’responsetothebackgroundintroduction.3.1TeachingprocedurePre-readingStepsLearningactivitiesIntentionsEffectevaluationStep2WordcloudClasswork2’学习理解Sslookatthewordcloudincludingthenewandkeywordsinthepassage.Toexaminetheirhomeworkandsolvetheproblemofvocabulary.TeacherasksSswordsmeaningandobservesSs’masteryofthewords.3.1TeachingprocedurePre-readingStepsLearningactivitiesIntentionsEffectevaluationStep3GenreanalysisPairwork3’学习理解Ssanalyzethegenre,thestructureandlanguagefeaturesofthepassageinpairs.Tohavethemknowthestructureandlanguagefeaturesofanexpositiontoacquirethereadingskillsofsuchwritingtypesanddeveloptheirlogicalthinkingability.TeacherasksSsquestionsandobservesSs’currentknowledgeoftheexposition.3.1TeachingprocedureWhile-readingStepsLearningactivitiesIntentionsEffectevaluationStep4TypesofreadingquestionsClasswork3’学习理解Ssreviewtheskillsofdifferenttypesofreadingquestionsandcategorizethefourquestionsof

the

passage.Toreviewthereadingskillsandknowtheircomprehensionofdifferenttypesofquestions.Teacheraskstheircategoryofthefourquestionsandobservesthemasteryofquestiontypesandreadingskills.细节理解题-28，30词义猜测题-29主旨大意题-313.1TeachingprocedureWhile-readingStepsLearningactivitiesIntentionsEffectevaluationStep5WorkingoutthecorrectanswersGroupwork15’学习理解应用实践Ssworkoutthecorrectanswersofthequestionsingroupof4accordingtothecategory.Todeveloptheirabilityofcooperativelearningandsolvingproblems.Teacheraskstheiranswersandexplanationsofdifferentquestionsandoptionstoseetheiruseofreadingskills.3.1TeachingprocedureWhile-readingStepsLearningactivitiesIntentionsEffectevaluationStep6PracticeIndividualwork5’应用实践Ssusethereadingskillstodosomesimilarexercisesonthethemeofenvironmentprotection.Toreinforcethereadingskillsandthematicwordsofenvironmentprotection.Teacherobservestherateofcorrectnesstoseethemasteryoftheskillsandvocabulary.Sincethe1930s,Mclntyresaid,thebiggestfactorsdrivingupwaterstressinthestatehavebeenrisingtemperatures,whichcausetreestolosemorewatertotheair,andearliersnowmelt,whichreducesthewatersupplyavailabletotreesduringthedryseason.-WhatisamajorcauseofthewatershortageaccordingtoMclntyre?Inadequatesnowmelt.

B.Alongerdryseason.C.Awarmerclimate.

D.Dampnessoftheair.Phytoplanktonliveattheoceansurface，wheretheypullcarbondioxide(二氧化碳)intotheoceanwhilegivingoffoxygen.Whentheseorganismsdie，theyburycarboninthedeepocean，animportantprocessthathelpstoregulatetheglobalclimate.Butphytoplanktonarevulnerabletotheocean'swarmingtrend.Warmingchangeskeycharacteristicsoftheoceanandcanaffectphytoplanktongrowth，sincetheyneednotonlysunlightandcarbondioxidetogrow，butalsonutrients.-Whatdoestheunderlinedword“vulnerable”inParagraph3probablymean?Sensitive.

B.Beneficial

C.Significant

D.Unnoticeable3.1TeachingprocedurePost-readingStepsLearningactivitiesIntentionsEffectevaluationStep7ProposingreadingquestionsGroupwork12’迁移创新Ssproposethreedifferenttypesofquestionsbasedonthepassageingroupof4andeachgroupneedstoanswerthequestionsfromothergroupsandevaluatetheirownandothers’questions.Totesttheirmasteryofreadingskillsanddeveloptheabilityofcreativethinking.Teacherobservestheaccuracyandrationalityofthequestions.3.1TeachingprocedurePost-readingStepsLearningactivitiesIntentionsEffectevaluationStep8SummaryClasswork2’Sssummarizetheclassbydescribingwhattheyhavelearnedfromthepassageinthislesson.Totesttheirmasteryofreadingskillsandcultivatetheawarenessofenvironmentprotection.Teacherobservesiftheycansummarizethecontentoftheclass.3.1TeachingprocedurePost-readingStepsLearningactivitiesIntentionsEffectevaluationStep9HomeworkClasswork1’Ssdomorereadingexercisesonthethemeofenvironmentprotection.Totesttheirmasteryofreadingskillsandcultivatetheawarenessofenvironmentprotection.Teacherobservestheaccuracyoftheexercises.3.2Blackboarddesign3.3TeachingreflectionSpendmoretimeonthe