高中英语阅读教学教案

高中英语阅读教学教案高中英语阅读教学教案1LESSONPLANTimeofLesson:45minutesStudents:SeniorGradeOneTeachingMaterial:HowDidPostageStampsComeIntoUseTeachingObjectives:1.TotrainSs'readingability(suchasguessingthemeaningofnewwordsinthecontext,thespeedofreading.)2.TotrainSs'readingcomprehension(Togetmessagesfromwhattheyread.)TeachingPoints:1.Ssgetusedtothreereadingskills.2.Ssunderstandthegivenpassage.Properties:Stamps,letters,postcards,worksheets,OHPTeachingMethod:CommunicativeApproachLessonType:ReadingNewWordsandAPhrase:postage,putforward,proposal,seal,deliver,system,postalProcedures:Step1.Warm-up(6')1.Lead-inShowsomestamps,lettersandpostcardsandhavefreetalktoarousestudents'motivation.2.DealingwithsomenewwordsQ:Doyouknowthepostageofaletter?Explain"postage",andwritepostageontheBb.postage:paymentforthecarryingoflettersA:FiftyfenforanyplaceinChinaexceptHongKong,TaiwanandMacao.Q:Whatdothepostmendowiththeletters?A:Theytakethelettersfromthepostboxandcarrythemawaytotheplacesontheenvelopesanddeliverthemtotheaddressedpeople.Explain"deliver",andwritedeliverontheBb.deliver:takelettersorgoodstotheaddressedpeople.Q:Whoputforwardtheproposaltousestamps?UseOHPtoprojectthequestionontothescreen.Explain"putforward"and"proposal",andwritethemontheBb.putforward:putanideabeforepeopleforthinkingoverproposal:sth.proposed,planoridea,suggestionAgain:Whoputforwardtheproposaltousestamps?Step2.Skimming(4'30")1.InstructionsT:NowIgiveyouapassagetoread,andforthefirsttimeyoushouldonlyfindtheanswertothequestion.Youhaveonlytwoandahalfminutestoread.Sodon'treadwordforword.Readquickly.Justtrytofindtheanswer.2.Handingoutthereadingmaterialandreading3.CheckingQ:Whoputforwardtheproposaltousestamps.A:RowlandHill,aschoolmasterinEngland.Step3.Scanning(6')1.InstructionsT:ThistimeIgiveyouthreeminutestoreadthepassage.Whenyouarereading,findtheanswerstothetwoquestions.UseOHPtoprojectthequestions:1.Whywasthepostagehighintheearlynineteenthcenturywhenpeopledidnotusestamps?2.Whenwaspostagestampsfirstputtouse?2.Reading3.Checking1)Pairwork2)ClasscheckingAns.toQue.1.Becausethepostofficeshadtosendmanypeopletocollectthepostage.Ans.toQue.2.OnMay6,1840.Step4.Fullreading(21')1.InstructionsT:NowIgiveyoutenminutestoreadthepassageforthethirdtimeandyoushouldreaditcarefully.Beforereading,let'sgooverthequestionsontheworksheet.GiveWorkSheet1totheSs.ExplainthenewwordsinQue.4.prevent:stop,notletsb.dosth.reuse:useagainT:Trytofindtheanswerstothequestions.Butdon'twritetheanswersdown,youcanputasignorunderlinethesentencesconcerningthequestions.2.Reading3.Checking1)Groupwork:CheckingtheanswersinagroupoffourSs.2)Classwork:Checkingtheanswersinclass.PossibleAnswers:1.Whywerepeopleunhappytopaypostageforlettersintheearlynineteenthcentury?Becausetheyhadtopaypostagewhentheyreceivedletters,especiallywhentheypaidforaletterwhichtheydidnotwishtoreceiveatall.Thepostagewashigh.2.Whywasitmucheasierforpeopletousestampsforpostage?Becausepeoplecouldgotothenearbypostofficetobuystampsandputthemonenvelopesbeforetheysenttheletters.3.Whywasthepostagemuchlowerusingstamps?Becauseinthisway,thepostofficedidnotneedtosendpostmentocollectpostage.Itonlyneededtosendfewerpostmentodeliverletters.4.Howcouldthepostofficepreventpeoplefromreusingthestamps?Thepostofficecouldsimplyputsealsonthestampssothatpeoplecouldnotusethestampsagain.Checktheunderstandingoftheword"seal",andwriteitontheBb.seal:邮戳5.Didothercountriestakeupthenewpostalsystem?Yes.Checktheunderstandingof"postal"and"system",andwritethemontheBb.postal:ofthepostsystem:asetofworkingways6.Doeseverycountryintheworldhasitsownstamps?Yes.Step5:Rounding-off(7')1.AnsweringSs'questionsonthepassageifany.2.Makingaguided-dialoguewiththeinformationgivenfromthepassage.HandoutWorkSheet2.Doitinpairs.3.Askingtwoorthreepairstoreadtheirdailogues.Apossiblecompleteddialogue:A:Oh,Whatabeautifulstamp!B:Yes,it'sfromtheU.S.A..A:Doyouknowintheearlynineteenthcenturypeopledidnotusestamps?B:Thenhowdidtheypaythepostage?A:Theyhadtopaythepostagewhentheyreceivedletters.B:Wasthepostageveryhighthen?A:Yes.Becausethepostofficeshadtosendmanypeopletocollectthepostage.B:Whoputforwardtheproposaltousestamps?A:RowlandHill,aschoolmasterinEngland.B:Whydopostofficesputsealsonthestamps?A:Theycanpreventpeoplefromusingthestampsagain.B:Whendidpostofficesbegintosellstamps?A:OnMay6,1840.B:Thankyoufortellingmesomanythingsaboutstamps.Step6.Assignment(30")AsktheSstoshortenthepassagewithinfourorfivesentencesafterclass,andtowriteitintheirexercisebooks.ReadingMaterial:HowDidPostageStampsComeIntoUseWhenyousendaletterorapostcard,youhavetoputstampsontheenvelopeoronthecard.Whendidpeoplefirstbegintousestamps?Whowasthefirsttothinkofthisidea?Intheearlynineteenthcentury,peopledidnotusestamps.Theyhadtopaypostagewhentheyreceivedletters.Theywereunhappyaboutthis,especiallywhentheypaidforaletterwhichtheydidnotwishtoreceiveatall.Thepostagewashighatthattime,becausethepostofficeshadtosendmanypeopletocollectthepostage.RowlandHill,aschoolmasterinEngland,wasthefirsttoputforwardaproposaltousestamps.Hethoughtitwouldbemucheasierforpeopletousestampstocoverpostage.Theycouldgotothenearbypostofficetobuystampsandputthemonenvelopesbeforetheysenttheletters.Thepostofficecouldsimplyputsealsonthestampssothatpeoplecouldnotusethestampsagain.Inthisway,thepostofficedidnotneedtosendpostmentocollectpostage.Itonlyneededtosendfewerpostmentodeliverletters.Thatwasagoodideaandthegovernmentfinallyacceptedit.OnMay6,1840,postofficesthroughoutEnglandbegantosellstamps.Soonthisnewpostalsystemwastakenupbyothercountries.Noweachcountryhasitsownstamps.Andtherearemanypeoplewhocollectstampsallovertheworld.WorkSheet1:Findtheanswerstothefollowingquestionsfromthepassage:1.Whywerepeopleunhappytopaypostageforlettersintheearlynineteenthcentury?2.Whywasitmucheasierforpeopletousestampsforpostage?3.Whywasthepostagemuchlowerusingstamps?4.Howcouldthepostofficepreventpeoplefromreusingthestamps?5.Didothercountriestakeupthenewpostalsystem?6.Doeseverycountryintheworldhasitsownstampsnow?WorkSheet2:Completethedialoguewiththeinformationyouhavegot:A:Oh,Whatabeautifulstamp!B:Yes,it'sfromtheU.S.A..A:Doyouknow____________________peopledidnotusestamps?B:Thenhowdidtheypaythepostage?A:___________________________________________________________.B:Wasthepostageveryhighthen?A:___________________________________________________________.B:Whoputforwardtheproposaltousestamps?A:___________________________________________________________.B:Whydopostofficesputsealsonthestamps?A:___________________________________________________________.B:Whendidpostofficesbegintosellstamps?A:___________________________________________________________.B:Thankyoufortellingmesomanythingsaboutstamps.高中英语阅读教学教案2Module7Unit4SharingReadingALetterHomeⅠ.TeachingContentsModule7Unit4SharingReading:ALetterHomeII.Analysisofteachingmaterial本单元的话题是Sharing,本课设计的这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。信中详细地描述了她所在学校的情况和她去一个学生家做客的经历。通过这封信，学生可以了解巴布亚新几内亚共和国各部落的生活状况和风俗习惯，同时能够更好地理解志愿者的工作,培养学生互助合作的精神和社会责任感。Ⅲ.Analysisofstudents1.学生经过高中阶段必修1～选修6的学习，具备了一定的阅读技能，如查找细节信息，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个课时的课文阅读。2.这个单元的话题是分享、帮助与合作。对于高二的学生而言，他们的价值观人生观已经基本形成，本课通过阅读志愿者的家书，了解一些志愿者的工作，小组讨论“如果你是志愿者你将做什么工作?为什么?”帮助学生认识这个世界，理解互助合作的意义，即在帮助他人的过程中实现自己的人生价值。3.学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略等。Ⅳ.DesignofTeachingObjectives1.Knowledgeobjectives(1)学生能够正确读写及运用本课出现的单词。(2)学生掌握本课词组的意思并能在句子中熟练运用。2.Abilityobjective(1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。(2)增强阅读理解能力;发展借助图片、表格等非语言信息进行语言输出的能力。3.Affectiveobjectives(1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。(2)在小组合作互动中，增强学生的团队合作精神与分享意识。Ⅴ.TeachingImportantandDifficultPoints1.训练用英语获取信息、处理信息、分析问题和解决问题的能力;2.理解作为志愿者工作的意义，从而树立正确的价值观。Ⅵ..TeachingMethods1.Task-basedmethodtomakestudentsinterestedinwhattheywilllearn.2.Fastreadingtogetthegeneralideaofthepassage.3.Carefulreadingtogetsomedetailedinformation.Ⅶ.TeachingAidsMultiple-mediaⅧ.TeachingproceduresandwaysStepIWarming-upandleadin1.Enjoyavideoandasong,thenraiseQsa.Whatcanyouseefromthevideo?(Ssareplantingtrees/helpingthedisabled/cleaningthestreet)b.Whatcanyoulearnfromthevideo?(todevoteouryouthfulpowertotheworld.)c.Whatdoyoumeanby“sharing”?(Ssreadthemeaningstogether.)2.ShowSsthesignofvolunteer,thentalkaboutthemeaningofthesignand“volunteers”.a.Doyouknowwhatthesignstandsfor?(T:AHand?Ss:Help.T:AHeart?Ss:Love.T:ADove?Ss:Peace.T:ALetter“Y”?Ss:Youth.)b.What’sthemeaningof“avolunteer”?(Thepeoplewhoarehelpingothersinthevideoarecalledvolunteers.Volunteersarenotpaidwhichmeanstheyarenotgivenmoney,notbecausetheyarenotworthlessbutbecausetheyarepriceless,butbecausetheycannotbemeasuredbymoney.)c.Whatvoluntaryworkcanvolunteersdo?(Ssgivetheiranswersaccordingtothepictures.)[设计说明]本环节主要是课文导入和热身环节，利用多媒体播放和本课主题相关的直观、生动的图片和音乐，创设轻松和谐的课堂气氛，激发学生兴趣，自然进入本课话题，教师联系生活实际展开教学。StepII.Pre-reading1.Lookatthetitleandpicturesandtrytoguess“What’stheauthor’swork?”(ateacherandavolunteer)[设计说明]通过看幻灯片呈现的题目和图片，让学生猜测本文作者的工作，激发学生探究问题的兴趣，有利于阅读活动的展开。StepIII.While-readingTask1Fastreading1.Skimandscanthetextquicklyandtrytogetitsmainidea.(Ssskimandscanthetext)(Thengetonestudenttocometotheblackboardtofillintheblanks.Thenchecktheanswers.)2.Howmanyparagraphsinthetext?Divideitinto4partsandmatcheachpartwithitsmainidea.(getonestudenttodoit.Thenchecktheanswers.)Part1(Para1)ThebeginningoftheletterandintroductiontothetopicPart2(Para2-3)TheschoolandJo’sworkasateacherPart3(Para4-8)AvisittoalocalvillagePart4(Para9)Theendoftheletter[设计说明]快速限时阅读把阅读课文作为整体来处理，掌握主旨大意，这一任务过程中为了降低难度设空完成学生比较容易接受。在对课文表层理解的基础上，要求学生根据每段大意把文章进行划分部分。本环节难度不高，学生都能很好地完成任务，不仅训练和提高了学生略读、查读的阅读技能。而且，提高了学生阅读的积极性。Task2Detailedreading1.Afterknowingthegeneralideaofthetext,leadtheSsthecustomsandlivesofpeopleinTombe’svillage.Listentothetextandpayattentiontothepronunciation.Meanwhile,readafterthelisteningandunderlinethedetailedinformationinthetext.(Sslistentothetextandread)2.Lookatthescreenandfillintheblanks.Andanswersomequestions.Jo’shighschoolIt’sa(n)____school—theclassroomsaremadefrom________andtheroofsfromgrass.There’sno______andwedon’thaveanytextbooks.Whydoboysjumpoutofthewindowsinthesciencelesson?WhydidJowonderhowrelevantchemistrywastotheboys?ThevisittoTombe’shomeDescriptionofthehouseAlow______hutwithgrass_________oftheroofNowindows,very_____doorwayFamilyrelationshipTheyhave______andextendedfamiliesCookingmethods_______areplacedinanoildrum.Vegetablesinthedrumarecoveredwith_______.SleepingarrangementsJennyandIsleepon____________________DietWeeat_______,_____andgreens.PossessionsIcanonlyseeafew__________________AgricultureNomachineryBeliefsTheybelieveinevilspirits.Theythinkthatthe_________attractsevilspiritssotheydryitoutinacanoverthefire.AnsweringquestionsWhydidTombe'smothercried“ieeeieee”whenshesawJo?WhydidJofeelitwasaprivilegetohavespentadaywithTombe’sfamily?(Ssreadtheanswers)3.Readaloudtofindoutsomedifficulties.(Ssreadthetextaloud)[设计说明]本环节是对课后练习1和2的创造性改编。练习充分发挥多媒体优势教学。先让学生听录音的同时跟读来完成细节信息填空，这样不仅可以训练学生的听力，而且让学生了解了巴布亚新几内亚独立国部落的生活状况和风俗习惯信息。在此基础生让学生通过朗读，训练学生朗读能力提高语音语调，鼓励学生发现文章中的疑难点并解决。StepⅣ.Post-reading1.Solvetheimportantsentencesfromthetext(Sstranslateandanalyzethesentence)①Iknowyouaredyingtohearallaboutmylifehere,soI’veincludedsomephotoswhichwillhelpyoupicturetheplacesItalkabout.②Scienceismymostchallengingsubjectasmystudentshavenoconceptofdoingexperiments.③TheotherdayIwasshowingtheboystheweeklychemistryexperimentwhen,beforeIknewit,themixturewasbubblingovereverywhere!④Tobehonest,IdoubtwhetherI’mmakinganydifferencetotheseboy’slivesatall.⑤Thehutwassodarkinsidesoittooktimeforoureyestoadjust.⑥Ilovedlisteningtothefamilysoftlytalkingtoeachotherintheirlanguage,eventhoughIcouldnotparticipateintheconversation.⑦Mymuscleswereachingandmykneesshakingasweclimbeddownthemountaintowardshome.⑧ItwassuchaprivilegetohavespentadaywithTombe’sfamily.2Whatdoyoulearnfromthetext?(Joworkedasavolunteerteacherinapoorarea.)3.Wouldyouliketoworkasavolunteerteacherinapoorarea?Whatwouldyoudoifyouwereavolunteer?Why?(Teamwork.S