高中英语module 2教学unit1m2 unit1reading

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高中英语 模块二第一单元reading部分完整说课稿 牛津版

高中英语 模块二第一单元reading部分完整说课稿 牛津版

译林牛津英语模块二第一单元reading部分完整说课稿Good morning, dear professors. My name is Zhang Qingqing, a postgraduate student in Nanjing normal university. It’s my great honor to have the chance to share my understanding about how to teach reading. According to the New Curriculum Standards, reading is an important section where ss can contact English language and cultural knowledge on the largest scale and improve their ability to solve problems in daily life. So in the reading process, I will focus on students’ long-term development and help them use proper reading skills and strategies. In other words, ss are guided to read efficiently and independently. Next I will briefly introduce my lesson from seven parts, they are analysis of the teaching material, target students, teaching aims and learning objectives, teaching focus and learning difficulties, teaching and learning methods, teaching procedures and blackboard design.The first part is my analysis of the teaching material. The selected material is “the boy missing, police puzzled” taken from the reading section of Module2 Unit 1 of Advance with English for senior school ss. The article is a newspaper article about a boy called Justin Foster is missing and people wonder if he is taken away by UFO. After reading this article, ss cannot only improve their language competence and acquire more cultural knowledge, but also can become more confident and advance their personalities. That is they can develop their Integrated Language Capability which is the core of the New Curriculum Standards.Then is my analysis of target ss. For senior high school ss, they have learned English for several years and have acquired some basis knowledge of English. Their cognitive schema and abstract thinking will be developing alot in their age, which enables them to learn English more systematically and develop their Integrated Language Capability.Based on my analysis of the teaching material and target ss, I set the following teaching aims and learning objectives: By the end of the lesson, ss will be able to grasp the key words, such as …; catch the main idea of the article and have a better understanding of it; learn how to read a newspaper article; enhance their fast reading skills and word guessing skills; discuss their own experience related to the topic; advance their cooperative spirits and their spirit of exploration; build their confidence in learning. The establishment of these teaching aims and learning objectives includes ss’ cognition, skills and emotion which are to develop their Integrated Language Capability.According to teaching aims and learning objectives, I decided the teaching focus and learning difficulties as follows: help ss improve their reading abilities through classroom activities, and learn how to read a newspaper article, encourage ss to express their own experience.Then I want to introduce teaching methods, learning methods and teaching aids. I chose following teaching methods; task-based approach to help ss learn from dong to get and analyze information and solve problems; situational approach to enable ss learn English in specific context; communicative approach to develop their communicative skills and cooperative spirit; my teaching will follow three-stage model to present a clear teaching process. I strongly believe that with the help of these teaching methods, ss will learn how to construct their own knowledge and develop their autonomous & inquiry-based learning method. Besides, I chose PPT and blackboard as my teaching aids to give clear instruction and consolidate new knowledge.Next is my teaching procedure and I divided this lesson into 4 steps.The 1st Step is Pre-Reading always known as warm-up. 1st I’ll show a video about UFO; then show more pictures, photos about other unexplained things through PPT. Ask ss “what can you see in these pictures? Do you believe in them? What other unexplained things do you know about?”they are encouraged to express their own opinion on these Qs. ///2nd I will introduce the title of this lesson. Let ss predict the content but don’t give answer to develop their prediction ability.///3rd I will List some key words on the blackboard. I’ll choose those that will hinder ss’ comprehension and can not be easy to guess their meanings in the context. Ss will not feel so hard in reading comprehension.Purpose of this step: This step is to present background information of the text and solve some possible vocabulary problems, which aims to stimulate ss’ existing knowledge, activate their cognitive schema and arouse their interests. It enables ss to make preparation for the following reading.The 2nd Step is While-Reading. I prepare 4 tasks. The 1st task: ask ss to go through the passage as quickly as possible and find answers to Qs in part A. Purpose is to develop ss’ fast-reading skills-skimming & scanning and get the general idea about the article. I’ll ask ss to check in pairs to develop their peer assessment ability. ///The 2nd task: I’ll let ss reread and finish exercises C1C2 individually. C1 is to check ss’ ability to read and locate specific information. C2 serves as a strengthening activity for ss’comprehension. After they finished, I’ll conduct a feedback activity. ///The 3rd task: I’ll Let Ss reread the article. I’ll provide a chart for them to fill in through PPT to check ss’comprehension. Let ss work in pairs to develop their collaboration and build their confidence. I’ll give feedback. The chart can also be used to analyze and highlight the mainstructural organization of the text/part of the text, which shows ss how the structure relates to meaning. Purpose: ss can have a clear understanding of the article as a whole and comprehend it in the discourse level, which is easier for them to understand the reading strategies.///The 4th task: ask ss to complete D & F individually and then check the answers as a class. Part D is to develop ss’ comprehension of words from the context and match them with the correct definitions. Part E is a specific situation which requires ss first understand it and fill in blanks with proper words.The 3rd Step is Post-Reading. I will introduce some more words related to the topic to enlarge their vocabulary and are also helpful for the following discussion. For example,…Then I set a situation for ss to discuss that is “what do you opinion about this article? Do you believe that the boy is taken by UFO? Why or why not? Can you think about some other possible reason related to our daily life? ” I will ask ss first discuss these questions in group of four and share their opinions in the class. This task is employed to build ss’language communicative competence and ss can relate to their daily life. It can strengthen their comprehension and develop their imagination. Since these Qs are interesting for ss to discuss, they will be active and more confident in expressing their opinions.The 4th Step is summary and homework. Make a summery about what ss have learned in this lesson and check ss as a whole with the help of the blackboard and PPT. And I’ll leave ss some time to ask Qs and give in-time feedback. Ask ss to do parts A1A2 in workbook and find more information about unexplained things through internet or magazines and share them in the next class. Homework is arranged to consolidate what they have learned and develop ss’ learning abilities after class such as automatic learning.The last section is my blackboard design. A good blackboard design is just like a tiny teaching plan. My purpose in using blackboard is to clearly transfer the essence of the lesson to ss in order to help them grasp the main points they have learned in this lesson. So I designed it as follows: By now, I have explained my teaching plan from analysis of teaching material, target ss, teaching aims and learning objectives, teaching focus and learning difficulties, teaching and learning methods, teaching procedures and blackboard design. And I hope my ss will enjoy the whole class. That’s all, thank you for your attention.。

模块2Unit1Reading教案(译林牛津版高一英语必修二教案教学设计)

模块2Unit1Reading教案(译林牛津版高一英语必修二教案教学设计)

模块2 Unit 1 Reading 教案(译林牛津版高一英语必修二教案教学设计)Module2 Unit1 ReadingShaxi Senior High School, JiangsuLi JingyanLesson:Boy missing, police puzzled Duration:45mins Teaching aid:Computer, projector and handoutPeriod: 1st period Class: Class7, Senior 1Learning Objectives:to learn some new wordsto grasp the outline of the passageto develop the students’ ability to collect and organize information in the process of readingto cultivate the ability of making a newspaper article and giving a short oral presentation. Teaching Objectives: to ensure that the instructions for each session are clear and that the students are motivatedto offer help and guidance when necessaryContent PurposePre-task Brain Storm1. present two short news reports2. features of a newspaper title and article 1. to create the atmosphere that class begins.2. to arouse the previous information on news.While-task 1. complete the title2. find out six features of this newspaper article3. complete Table 1 and learn some new words andexpressions4. magic cube-to face the challenge in the cube (choose one word and answer the questions, then get proper points) 1. to know the title’s features2. to develop the skimming and scanning abilities.3. to help Ss draw the outline of the whole text and enlarge vocabulary and enhance the ability of guessing when they meet with some new words in reading4. to cultivate their ability of facing a challenge and develop their practical abilityPost-task 1. team work: write an ending report to the news1. to cultivate the team spirit and Ss’ imagination and practical ability.Assignment 1. read the text several times and finish C1 andD on page42. write a short news report. 1. to consolidate the understanding of the text2. to put theories into practice教学说明:本节课为新授第一课时,是导入及课文内容理解部分。

人教版高一英语模块二Unit1Reading-(2)

人教版高一英语模块二Unit1Reading-(2)

As is known to all, China is a country with a history of more than 5,000 years. In the long history, people in different periods have left us quite a number of cultural sites, many of which are world famous. Now look at the following pictures .
The Nazi German army stole the 1941__A__m__b__e_r_R__o__o_m_____________________. 2003___T_h__e__r_e_b_u__il_d_i_n__g__o_f_t_h__e__A_m__b__e_r__R_o. om
3.Peter the Great
C. had the Amber room made.
4.Catherine II
D. had it moved outside St Petersburg.
5.The Nazi army
E. gave it to the Czar as a gift
6.The Russians and Germans
Discuss the following questions with your partners : 1.What is a cultural relic ? It is any object, building or item that was made sometime in the past; it may or may not be valuable; it tells us something of the way people lived at the time ia was made.

高一英语M2 课文翻译

高一英语M2 课文翻译

牛津高中英语模块2课文翻译Unit 1 Reading 男孩失踪,警方茫然美国警方现已加紧对一名15岁男孩的搜索,该男孩于三天前在新罕布什尔州的多佛市失踪。

该事件引起了公众的极大兴趣,原因是有各种关于男孩失踪前后天空中出现奇怪光亮和外星人造访地球的新闻报道。

人们最后一次看见学生贾斯廷·福斯特是在星期五晚上。

当晚8点,贾斯廷和两个朋友到外面打棒球,这两个朋友都说贾斯廷打完球就回家家。

目击者也说晚上10点45分他们看到贾斯廷朝家走去。

贾斯廷的妹妹,九岁的凯莉说大约11点她听到哥哥回到家中。

“我止准备上床睡觉,”凯莉说,“贾斯廷径直去自己的卧室了。

我并没有看到他,但我听到他放了自己最喜爱的CD。

我上床睡觉了,大约午夜时分我被窗外的亮光弄醒了。

”起先,小姑娘以为是满月的光亮,然而接着她意识到光亮在移动,而且越来越近。

“我拉开窗帘,看到一只巨大的飞船在窗外飞行。

飞船四周是蓝色的光,还有很多窗户里面站着许多白皮肤、眼睛又黑又大的奇怪生物。

我害怕极了。

”凯莉说飞船接着转到房子的侧面,朝她哥哥的卧室移去。

“出现一道闪光,我还听到贾斯廷的叫喊,接着“飞船就消失了。

从那以后我就再没见过贾斯廷。

肯定是外星人带走了他。

”凯莉然后跑去叫醒她的妈妈。

但是,福斯特夫人以为贾斯廷在…个朋友家过夜了,因此她认为凯莉只是做了个恶梦,于是将她打发回床上。

福斯特先生当晚忙于他的道路建设工作,事件发生时并不在家。

第二天午饭时贾斯廷仍未露面,福斯特夫人开始担心起来,于是让丈夫打电话报警。

多佛市的一些人也声称当晚看见了外星人。

“这种事在我身上就发生过!’‘梅维斯·伍德夫人说,“那些外星人将我劫持到飞船上,以便他们在我身上做研究。

幸运的是,他们放我回家,我一点儿也没有受伤。

整个经历太可怕了!回家之后我一直睡不好觉。

我认为贾斯廷也是被他们劫持走了。

”当被问及贾斯廷被外星人绑架的可能性时,负责调查此案的萨姆·彼得森侦探告诉记者:“人们有时候编造出这类奇异的故事。

高一英语Module 2 Unit 1 Reading-M2U1 Reading

高一英语Module 2 Unit 1 Reading-M2U1 Reading

title
It’s about a missing boy.
the first paragraph
the following evidence given by Justin’s paragraphs parents, sister, neighbors …
Who Justin Foster When three days ago What went missing Where in Dover, NH Why … unknown…
A boy is missing, and the police are puzzled. Note: The title of a news story is usually incomplete.
◎Why did the writer use an incomplete
sentence as its title? Because it’s brief. ◎List three features (特征) of a news title. Attractive, exact, direct .
Justin’s friends said ___________________________ that Justin went home after Justin ___________________________ playing baseball with them. Foster Witnesses said _____________ that they saw returned ___________________________ Justin walking towards his home. _________________ house at 10.45 p.m. Kelly heard ________________ him put on his ___________________________ favorite CD after he went to his room. ___________________________

模块2Unit1ReadingI教学设计(译林牛津版高一英语必修二教案教学设计)

模块2Unit1ReadingI教学设计(译林牛津版高一英语必修二教案教学设计)

模块2Unit1ReadingI教学设计(译林牛津版高一英语必修二教案教学设计)Unit 1 Tales of the unexplainedThe First Period Intensive Reading临澧一中英语组张凤年教材分析:本单元话题是神秘事件或现象,引发学生对一些神秘事件,例如,金字塔,雪人,巨石城,外星人等的兴趣,然后联系到课文中少年失踪与外星人有关,让学生有兴趣去学习课文。

教学步骤:Step 1:Lead-in当welcome to the unit作为Reading为热身,并且从互联网上下载一些有关的图片,让学生除了看教材以外还可以看多的图片更好的去了解那些神秘的事件。

Step2:Fasting-reading从分析标题入手,引导学生思考文章内容,快速阅读教材回答3个问题1. What is the article about?The article is about a missing boy and aliens.2.Who is missing?Justin Poster is missing.3. Do the police know what happened to Justin?No.Step3:Listening快速阅读重要了解了课文中的人物和事件,可以使在听力时让学不不会感觉很吃力。

1.Why did Justin’s mother go to bed early.Justin’s mother went to bed early because of a headache.2.Does Justin have any brothers and sisters?No.3. What were the aliens like?They were white-skinned, strange-looking creatures with large black eyes.4.Who is in charge of the case?Detective Sam Peterson is in charge of the case.Step: 4careful reading因为对于高一的学生来说,听一遍课文,然后对文章的主要内容的掌握还有一些难度。

人教版高中英语必修2M2 Unit 1 Reading十二20张课件ppt

人教版高中英语必修2M2 Unit 1 Reading十二20张课件ppt

Read the text again and comprehend
Comprehending SB Page 2
1. B 2. D 3. B 4. A 5. C Sure or not sure SB Page 3
1. NS 2. S 3. S 4. NS 5. NS
Role-play
welcome
• It is actually used for telling people time.
TAJ MAHAL(泰姬陵)
• It is located in India.
• It is the grave a king built for his wife.
• It showed the deep love of the king and queen.
It served as a small reception hall for important visitors.
Para 3
What did Catherine II use the Amber Room for?
She spent her summers in the Amber Room.
1716__F_r_e_d_e_r_ic_k__W_i_ll_ia_m__Ⅰ___g_a_v_e_t_h_e__A_m__b_e_r_R__o.om to Peter the Great as a gift.
What happened
1770__T_h_e__A_m__b_e_r_R_o__o_m__w_a_s__c_o_m__p_le_t_e_d__th__e_w_.ay Catherine II wanted it.
What could you see in the Amber room after it was completed?

模块2Unit1读背内容归类(译林牛津版高一英语必修二教案教学设计)

模块2Unit1读背内容归类(译林牛津版高一英语必修二教案教学设计)

模块2 Unit 1 读背内容归类(译林牛津版高一英语必修二教案教学设计)Word study1.puzzle n. 智力测试,难题,另人费解的人或事vt.使迷惑不解Their reason for doing this is still a puzzle to me.对于他们为什么要做此事我仍然莫名其妙His recent behavior puzzles me.他最近的行为令我迷惑不解I’m puzzled about this situation.They are puzzled (about) what to do next.他们对接下来该做什么感到迷惑不解adj. 令人困惑不解的 adj. 困惑的,茫然的2.step up:⑴ John waited until the teacher had finished speaking to Mary, and then he stepped up. 走上前来⑵ The fact ory stepped up the production. 加快,加速(3) Their social position had been much stepped up.加强,增加step n. take a step forward/ back 向前走,向后走take steps(action, measures) to do sth采取步骤、行动、措施做某事mind/ watch your step谨慎的说话,做事step by step 一步步,逐渐地3.search vt.search sth/sb.search for sth.search sp./sb. for sthin search of 找寻(引起状语)⑴ They searched every part of the forest.他们搜遍了树林的每一个角落⑵ The policeman searched the prisoner to see if he had a gun.警察给囚犯搜身看他是否携带了枪。

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gold and jewels. In 1917, Frederick William I
gave it to Peter the Great _a_s_ a gift and _i_n_return,
he got a troop of his best soldiers. Thus the Amber
a
7
Yuan Ming Yuan
a
8
Temple of Heaven
a
9
ivory dragon boat
a
10
Mogao Caves (In China)
a
11
8
6
a
12
7
Unit 1 Cultural relics
a
13
A cultural relic is something _t_h_a_t_can represent cultures, and has survived for a long time to tell the history. It may be very rare and valuable. Cultural relics can be craftworks, buildings, books, paintings music, and so on.
Unit 1 Cultural relics
a
1
1. What is a cultural relic?
a
2
the Great Wall
a
3
Ming Dynasty vase
a
4
Terra Cotta Warriors
a
5
The Pyramids in Egypt
a
6
The Taj Mahal (In India)
4 How did the Amber Room get lost?
1 How was the Amber Room made?
Why did the King of Prussia give the 2 Amber Room to the Czar of Russia as
a gift?
a
19
Read through the passage and fill in the form.
a
22
in 1716
Frederick William I (the king of Prussia)
gave
to
as a gift
to Peter the Great (the Czar)
in return
sent him a troop of his best soldiers. The amber room became part of his_w_i_n_t_er__p_a_la_c_e in St Petersburg and s__e_rv__e_d_a__s_a small r_e_c_e_p_ti_o_n
_tw__e_n_ty_-_s_e_v_e_n wooden boxes. _T_h_e_r_e_i_s__ no doubt
that the boxes were then put on a train for
Konigsberg. After that, the Amber Room was
_lo_s_t__. While the search __f_o_r___ the old room
a
29
a
25
Paragraph 5 A new Amber Room has been made.
Who have built a new Amber Room? The Russians and Germans.
How old was St Petersburg by 2003? 300 years old.
continues, the Russians and Germans have built a
new Amber Room which was ready for the people of St.Petersbrug to _c_el_e_b_r_a_te__the 300th birthday
of their city in 2003.
a
28
Debate
Is it worthwhile rebuilding lost cultural relics such as Amber Room or Yuan Ming Yuan ? Why ?
Group A
for
VS Group B
against
a
14
Have you seen a piece of amber?
a
15
What are the things in the pictures made of ?
a
16
ห้องสมุดไป่ตู้
beautiful
amber
a
rare/precious
17
In Search of the Amber Room
Look at the picture and the title and
hall for important visitors.
a
23
Paragraph 3
Who had the Amber Room moved to a palace outside St Petersburg?
A.Frederick William I B. Catherine ‫׀׀‬
C. Peter the Great
Room became part of the Czar’s _w_i_n_t_e_r palace and served _a_s___ a small reception hall for
_im__p_o_r_ta_n_t__visitors. Later, Catherine II told her
Frederick I
palace
made
1716 1770
1941 Nazis
Peter the Great
told her artists to _d_e_co_r_a_t_e_ the room in the way she wanted
stole
have built
a
20
Paragraph 1 an introduction of the Amber Room
a
26
The Amber Room, the best and biggest work of
amber art ever made, was first designed for the
_p_a_la__c_e_of Frederick I. Several tons of _a_m__b_e_r were used to make it, and it was decorated _w_i_t_h_
a
21
Paragraph 2 A gift to Peter the Great
Was the amber room made to be a gift? What was the amber room first designed fIot rw?as first designed for the palace of Frederick I.
D. Frederick I
a
24
Paragraph 4 the missing of the Amber Room
In 1941
This was a time when the two countries were
_a_t__w_a_r___.
Before the Nazis arrived, the Russians were able to remove some _f_u_r_n_it_u_r_e_and small art objects from the amber room. However, the room itself _w_a_s_s_t_o_le_n_by some of the Nazis. After that ,what happened to the Amber Room remains a _m__y_st_e_r_y__ .
predict what it is about.
a
18
Skimming Main idea of the five paragraphs
3 How did the Amber Room become one of the wonders of the world?
5 How was a new Amber Room built?
artists to _a_d_d__ more details in her way.
a
27
Unfortunately, in 1941, the two countries were _a_t_
war, the Amber Room was secretly stolen by the
Nazis. 100,000 pieces of the room were put inside
several tons of amber, gold, jewels
yellow-brown like honey in the fancy style popular in those days
took a team of the country’s best artists 10 years
the best and biggest work of amber art ever made
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