2019-2020年高中英語 Unit1《Tales of the unexplained》教案3 牛津譯林版必修2.doc

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2019-2020年高中英語 Unit1《Tales of the unexplained》教案3 牛津譯林版必修2 Teaching plan Wele to the unit Teaching aims: encourage students to look for relevant information themselves and learn how to reorganize what they think important provide students with sufficient chances to practice their spoken English broaden students’ knowledge related to the topics and arouse their interest Teaching procedures: Preparations for warming-up Warming-up How do you usually spend your free time? Do you like watching TV programs? What kinds of programs do you like to watch most? Are you interested in the program called “Discovery” and why ? Are you curious about mysteries? Have you ever thought of exploring some of the mysteries? ( 這步驟的設計旨在激活學生的思維，設計的問題不妨從學生最熟知的話題、最有內容可談的問題入手。建議：教師在設計此類問題時，可拓展部分知識和有意識地穿插新詞匯，以滿足一批優(yōu)秀學生的需求。如教師在完成上面的問題設計時，可以補充一些電視欄目的表達法。詞匯如 entertainment, recreation, thrilling, amusement, global, economy, finances, ment, analyze, current 等均可以作為詞匯的拓展，讓學生有個感性的認識。又如在指導學生回答最后一個問題時，教師可以圍繞“如何才能真正做到探究并且勘探秘密”這一話題，讓學生們各抒己見。 courage, courageous, confident, leaned 等可以作為詞匯的拓展。) Focusing on the pictures ( UFO ) Have you ever heard seen UFOs yourself? Have you ever read some reports about UFOs in China? Are you interested in UFOs? What does UFO stand for? Are they really from other planets? If you think UFOs really exist, for what reason do you think UFOs visit our planet? ( Yeti ) Where are the Himalayas? What’s the weather like there? Why do some people make great efforts to climb the Himalayas? Some climbers and scientists reported they saw a strange creature in the Himalayas, which they call yeti. Do you believe it? Do you think some climbers’ disappearances have a connection with Yeti? ( the Loch Ness Monster ) From the picture what does it look like? A dinosaur? Where is Scotland, to the north or to the south of it? What might be some mysterious stories about the Loch Ness Monster? ( Stonehenge ) From the picture we can see all the stones are standing upright. Are you a bit curious about the phenomenon? Who could get all these huge stones to stand upright? What relevant information have you found about it? ( the pyramids in Egypt ) Where are the pyramids, on the west bank or on the east bank of the famous River Nile? Do you think the Great Pyramid is a wonder in human history? How was the Great Pyramid built? Have you ever thought of paying a visit to Egypt and exploring some of the mysteries there? ( of all the pictures ) What are the mon characteristics the five pictures share? (每個單元的“Wele to the unit”這個版塊，學生們都能接觸到符合他們年齡和認知特點的話題。建議：教師在處理這個版塊時，最好能課前布置學生搜索和話題有關 的資料，鼓勵他們不只是簡單的摘錄相關信息，要學會自己重組信息。在此過程中，教師起先的引導示范尤為關鍵，提醒學生若他們所收集的資料中含有大量的詞匯，應學會摒棄，而絕不能照搬照抄或不斷的借助于電子詞典來勉強讀完。教師在備課時，也應準備一些有趣的、簡單易懂的相關信息，不僅可以增加學生學習的興趣，提高他們的學習積極性和課堂參與性，而且大量的課堂輸入使學生在潛移默化中增加了知識面。教師可以逐個處理每幅圖片，或找出圖片的共同特征，設計相關問題激發(fā)學生的參與熱情。在此過程中，學生的小組討論可以穿插進行。在整個的教學過程中，教師和學生的互動交流必須一直貫穿始終。) Sharing information 1 Pair students up or have them form their own pairs. Let different pairs focus on different questions. If possible, the teacher can adapt some questions into easier ones. One example has been shown on page 4 of the Teachers’ Book. 2 Encourage students to express their opinions with each other. Any answer is acceptable. 3 Ask different pairs to summarize their answers and then report them to the class. ( 每個單元的“Wele to the unit” 結束前, 學生都要求回答和討論與本單元話題相關的三至四個問題。這些問題是針對于學生充分討論后的鞏固、提高和自我檢測的一個小練習。) 后記：每個單元Wele to the unit 的話題均是和Reading 密切相關的，整個板塊可以作為是Reading的“熱身活動”，其目的是為了激活學生的已有知識、讓學生在條件允許和成熟的條件時，學會自主收集信息、處理信息，培養(yǎng)學生的英語口語表達能力。完成這些活動所需的時間應控制在半小時之內。 此板塊所設計的活動均作為Reading的第一步驟，即Warming up練習。 Teaching Plan Reading Teaching aims: Have students fully prehend the article and enhance their reading abilities. Have students master the reading strategy of ‘how to read a newspaper article’. Have students participate and be involved in all the relevant designed exercises. Teaching Procedures pre-reading (此步驟在wele to the unit已經(jīng)有所呈現(xiàn)) while-reading Focusing on the title and the photographs 1) tell students directly the title of the article they are going to read is ‘Boy missing, police puzzled’. Ask them to use their imagination to make connections between the title and the contents. title Boy missing, police puzzled A boy is missing and the police are puzzled. 2) What information can you get from the title? ‘boy missing’ ( How / When / Where ) ‘police puzzled’ ( For what are the police puzzled? ) ( What are the police going to do about the boy’s disappearance and how?) 3) Do you know that’s a feature of a news title? From the pictures and the title, can you guess what details may be covered in the following news story? 4) What other features do you know about a news title? （因為本文的體裁是篇新聞故事，新聞的標題和與之匹配的圖片都會引起讀者的興趣。而掌握英語新聞標題的特征有助于學生更好地閱讀和理解新聞報道。建議教師在處理本篇文章時，不妨先從標題和圖片入手，設計相關活動和問題，讓學生展開聯(lián)想，預測下文。教師在處理此步驟時，可以適當拓展和補充英語新聞標題的常見形式。） Focusing on reading the article a. the first-time reading 1) ask students to skim the article and finish Part A 2) ask students to recall the questions discussed in Focusing on the title and check if students’ predictions are true or false b. the second-time reading 1) ask students to scan the article and finish Parts C1 and C2 2) design an optional diagram for students’ self-evaluation (參見教參P7) 3) ask students to plete Parts D and E. （英語閱讀教學的模式在現(xiàn)階段的英語教學中已初步形成。在這套叢書的第一單元，我們已經(jīng)教授給學生閱讀的基本技能-----略讀和找讀。教師在處理閱讀的步驟和程序時，盡量做到不拘于形式，盡可能的結合所教文章的題材和體裁，靈活處理課文后的練習。每個單元的練習A是用來檢測學生略讀完后的理解大意情況；練習C1和C2均圍繞課文的重點細節(jié)所設計，形式包括回答問題、選擇題、圖表、排序等，培養(yǎng)學生學會獲取信息和處理信息的能力。所有單元有關詞匯的練習C都是安排在學生閱讀完兩遍后進行的。其目的是培養(yǎng)學生根據(jù)上下文的語境猜詞悟義，在閱讀 過程中理解詞匯。練習E則是運用語篇形式，采用缺詞填空的方式檢測學生的閱讀情況，是對詞匯和閱讀的鞏固。整個單元練習的設計由簡到繁，由易到難，層層深入。此外，教參中對每個單元的閱讀都提供了補充練習，便于教師檢測學生或學生自我檢測其對于所學課文的綜合理解。） Focusing on the reading strategy 1) ask students to conduct a discussion about how they usually decide whether a news is worth reading or not and what methods they use in their reading. 2) ask students to tell the differences between the first paragraph and the following paragraphs. 3) ask students to divert their attention to the reading strategy on Page3. （每個單元Reading板塊后，都配有Reading strategy。就以高一上的兩大模塊為例，學生們在經(jīng)過半年的學習之后，能掌握如何進行略讀和找讀、如何閱讀英語短劇、如何理解 “however” 和“but” 引導的句式、如何閱讀英語的報刊短文、如何閱讀非正式信件和預測信息。教師可以在閱讀完成后，讓學生先自己歸納總結技巧，然后引導學生進行學習；或在學生閱讀過程中，適當穿插點撥，最后學習；或在閱讀開始前通過與學生提問互動的方式，先教會閱讀技巧?？傊?，教師可以根據(jù)課型和學生的水平靈活處理。若可能的前提下，教師在備課時，可以查找和挑選適當?shù)亩涛?，讓學生在掌握好Reading strategy的基礎上，做個自我反饋和檢測的練習。） post-reading 1) ask students to retell the story according to the diagram on Page7 in TB. write down some key words or phrases on the blackboard or the overhead projector, so that students can refer to them if they need help. 3) ask students to give an ending to the story. Though the police have made efforts to investigate the case, Justin’s disappearance remains a mystery. Encourage students to use their imagination. 4) ask students to turn their attention to the questions in Part F. Let students do some speaking practice according to the sample. (每個單元的這一教學步驟中，教參都提供了設計好的活動，有組織學生進行討論表明觀點的；或讓學生分組活動，各自扮演不同的角色采訪、報道或表演；有的要求學生展開聯(lián)想，給故事補充結尾等等。這些練習的目的在于能讓學生學以致用，逐漸培養(yǎng)他們學會用英語分析問題和解決問題。)