高中英语任务型阅读教学的设计与反思——以人教版模块3 Unit 5 warming-up and reading为例
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见解 ，在培养 学生获取信息能力 的同时，完成 教学任务 ，
巩 固所 学 内容 。
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一
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息 、分析和 解决 问题 的能力 ； 步 培养学 生用 英语进行 逐 思 维 和 表 达 的 能 力 ； 学 生进 一 步 学 习和 发 展 创 造 必 要 为 的 条 件 。 ”
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目 教 设 学计
以英文 歌 曲 《 河谷》 为背 景音乐 ，在 愉快 、轻松 红 的学 习氛围 中教师通 过一些 问题如 ： ｏ ｋ ？Ｈａｅ Ｄｏｙ ｕｌ ｅｉ ｉ ｔ ｖ
学 习动力或 动机 ， 以完成任 务的过程 为学 习的过程 ，以 展 示任务 成果 的方 式来体现 教学 的成 果 。任 务型教学 中 的任务是 指 ： 人们在 学习 ，理解和 体会语 言之后所开 展 “ 的活动”Ｒｃａｄ，ｌｔ ｎ Ｗｅｅ，９ ６ ２ ９ 。本人 以人 教 （ ｉｈｒｓＰａ ａｄ ｂｒ１８ ： ８ ） ｔ 版 高中英语模块 ３第 ５单元Ｃ ｎｄ 一‘ ｈ ｒｅ ｒ 为例， ａａａ ＿ ｅ ｕ ｔ ‘ Ｔ Ｎｏ ｈ Ｔ 通 过设计 理解型任 务 ，引导学生通 过有关加拿 大 的小测 验 、看照 片和地 图 、思考 、讨论 、查找信 息、交流和 合 作 的方 式，通过 李黛予 和刘倩去加 拿大看他 们的表 兄妹 的途中见 闻帮助他们 了解 更多的有关加拿大的背景知识 ， 了解本节 课 的教学 目的是培养他们 使用不 同的 阅读 方法
高中英语任务型阅读教学的设计与反思
— —
以人 教 版 模 块 ３ ｉ５ ｒ ｎ －ｐａ ｄ ｅｄ ｇ为例 ｔ ｍｉｇｕ ｎ ａｉ Ｕｎ ｗａ ｒ ｎ
口 马 纪 阳
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【 要 】本 文 以英语模块单元为例 ， 摘 通过设计理解型任务 ，引导学 生通过猜谜 、看 电影片段 、
快 速 查 找 相 关 信 息 ， 了 解 文 章 大 意 ，完 成 教 师 布 置 的 教 学 任 务 ， 同 时 启 发 学 生 对 如 何 保 护 海 洋 生 物 提 出 自 己 的
明确提 出 ： 高中英语课程应 根据高 中学 生的特点和学 习 “ 发 展的需要 ，在进一 步发展学生 基本语言运用 能力 的同 时 ，着重提 高学 生用 英语获取信 息、运用 信息 、处理信
高中英语_第三册第五模块录像课教学设计学情分析教材分析课后反思
教学设计Book III Module VPhilosophers of Ancient China一、Importance :Master the whole text.二、Difficulties :Repeat the text三、Goals：Understand the meaning of the passage andmaster the aims of point.四、Method:Ask and answer;五、Procedure:1、Leading in2、Skimming3、Careful reading4、Make conclusion5、Discuss6、Educate学情分析学生的基础相对薄弱，口语和语法结构很成问题，对知识的把握也有一定的局限性。
本节课的内容比较传统，可能对学生的吸引力不是很大。
但学生有一定的学习热情，都有一种跃跃欲试的上进心，再加上课件的制作比较明显，课堂结构一目了然，对学生的学习一定有助推作用。
课前学生预习课文，对文章有了具体的了解。
我相信，这节课一定会实现我的教学目标的。
效果分析本节课运用多媒体教学，运用学案辅助，很顺畅的完成整个环节，在导入环节运用古代的名言名句和孔子的教育思想，把学生引入课堂。
采用略读和细读的方式，学生慢慢进入课文，了解课文的内容。
每个阅读环节我都设立了问题，通过带着问题阅读的方式掌握课文内容。
讨论环节对文章进行了升华，并引出了后面的思想教育。
这节课进展得还算顺利，比预测的要好，达到了我的教学目标。
教材分析本节课是外研版第三册第五模块的阅读内容。
本教材的文章内容相对传统，教学过程需要加入现代社会的内容。
本节可要求学生掌握定语从句这一重要语法结构，领悟了解古代的著名教育思想，了解孔子、孟子和墨子三位伟大的教育家。
文章是分人物进行了划分，有利于对每个人的具体了解。
文章从每个人的生平和教育思想两方面进行了介绍，可通过对比的方式找到共同点和不同点，进行文章的综合教学。
人教课标版必修3英语Unit5_Reading教学设计
Unit5 Reading 名师教学设计（一）基于阅读圈的英语核心素养的培养教学设计一、设计理念1.阅读圈是我校英语组的正在进行的省级研究课题，试图采用一种新型的阅读教学模式，改变课堂生态，让学生成为阅读体验的主体。
在阅读中，学生被分为为若干个小组（circles）每个成员又被赋予各自的角色任务，在各自的阅读完成之后进行小组讨论、分享、团体评价2.文本解读多元化，培养学生多角度解读文本，读透具体信息所承载的深层含义，让学生不仅会获取信息还会处理和分析所获得的信息。
二、教材内容分析本节课的内容是人民教育出版社出版的NSE高中教材选修3第五单元，本单元话题为“加拿大”，通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。
通过学习本单元，让学生对加拿大有更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。
本单元阅读部分是一篇游记“在旅途中看加拿大”，两位女孩李黛玉与刘茜沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。
她们在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有更深的了解。
学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。
教师在充分利用教材资源的基础上，结合学生的实际情况设计阅读圈的教学策略，帮助学生有效地掌握阅读技能，形成有效的学习方法和阅读策略。
本课教学的重点在于如何在课堂中运用阅读圈的阅读策略让学生快乐轻松地学习加拿大的文化，进而延伸到日常生活中如何运用所学知识描写游记。
三、教学目标（语言能力；思维品质；文化意识；学习能力）一、语言能力：1. 在文本阅读中学生会根据语篇理解新出现的句型以及重点词汇和短语，如rather than, baggage, scenery, eastward, surround, harbor, measure, aboard, have a gift for, manage to do, catch sight of的意思等。
人教版英语必修三Unit3（WarmingupandReading1）教学设计与教学反思
人教版英语必修三Unit3（WarmingupandReading1）教学设计与教学反思Unit 3The Million Pound Bank-notePeriod One Warming up and reading I(教学设计与教学反思)I. Teaching Material Analysis1. Teaching items:This is the first reading in Unit 3 of Module 3. It’s also a main part in this unit. Mark Twain is the greatest humorist of the 19th century American literature as well as a great playwright. Many of his plays are known to people all over the world. And The Million Pound Bank-Note is one of the best.2. Aims to the teachingKnowledge goalsa. Help the Ss understand the main idea of the play.b. Let the Ss master some important phrases and sentence patterns.words and phrases:bet, make a bet, permit, go ahead, by accident, stare, account for, to be honest, jealous).Patterns:Would you please come in?Would you mind waiting just a few minutes?May I ask you how much money you have?--Well, to be honest, I have none.Could you offer me some kind of work?I wonder, Mr. Adams, if you mind us asking a few questions?--Go right ahead.Ability goalsEnable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to learn English.Enable students to sum up the main idea of ACT ONE Scene 3.Enable students to understand the details about the whole scene.Act out the scene.Express their opinions by answering the following questions:(1) What do you think will happen to Henry next?(2) Will the bank-note help him or get him into trouble?Emotion goalsBy reading the play，the students analyse and unearth the characteristics of the heroes in the play to learn the hypocritical aspect of the capitalism at that time and set up a right philosophy.3. Teaching important and difficult points3. Teaching important pointsTeaching import points1. How to interpret language through tone of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.2. Discuss the questions:(1) What do you think will happen to Henry with the bank-note?(2) Will the bank-note help him or get him into trouble?(3) Do you think money is everything?(4) Do you agree that only money can bring people happiness?Teaching difficult pointsDiscuss the questions:(1) What do you think will happen to Henry?(2) Will the bank-note help him or get him into trouble?(3) Do you think money is everything?(4) Do you agree that only money can bring people happiness?II. Analysis of the T eaching Methods and aid1. 1)Communicative teaching method2)Task–based teaching method2. Teaching aids:A multi-media computer and a set of suit.III. Analysis of the Learning Method(1) Train Ss to study independently;(2) Guide Ss to master and use reading skills;(3) Guide Ss to study English cooperativelyIV. The Time Table of Teaching StepsStep 1 warming up (3 minutes)Step 2 Pre-reading (5 minutes)Step 3 Reading (23 minutes)Step 4 Post reading (12 minutes)Step 5 Summary and homework (2 minutes)V. Teaching StepsStep 1. warming upPurpose: To train the students’ self-reading ability and warm up.(1)Self-study: Reading material on P23 About Mark Twain(2)Teacher-students activity:What’s the real name of Mark Twain?When was he born and when did he die?Do you know all the places where he lived?Can you name three of his famous stories?Step 2. Pre-readingPurpose: To form a better surrounding for students by speaking and discussions. It will provide situation and background to read the play at the same time. (1) Teacher-students activity:1.T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?(2) Group work.Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? Have you seen the movie? Step 3. While-readingPurpose: To grasp the main ideas and some details of the text, while reading.1. Scanning Get the students to comprehend the whole scene quickly and accurately and meanwhile help the students to form a good habit of reading. Questions:1). How did Henry Adams come to England?2). Where did Henry work? How much money did he have?3). What did the two gentlemen give Henry?4). When can Henry open the letter?2. Second reading: Reading aloudIn this part, students will read the text again and try to understand the sentences and the main ideas of the whole scene.3.ListeningIn this part, students will listen to the tape and try to find the characteristics of the whole scene. After that, teachers discuss the question with the students and then check the answer. And thenthe teacher as well as the students read the passage together, which will be served as the ground for the acting afterwards.4. Acting1. Students read the whole scene again and again and try to act it out. First in small groups and then several are chosen to act it out before the whole class.Step 4 Post-readingPurpose: To make full use of Ss’imagination and arouse their interest in plays; meanwhile practice their writing ability.Discuss the questions in small groups:(1) What do you think will happen to Henry with the bank-note?(2) Will the bank-note help him or get him into trouble?Step 5 Summary and homeworkPurpose: Draw a conclusion of the text, train Ss to practice English after class and do some extensive exercises to consolidate the knowledge they’ve learnt.1.Discussion and summary(1) Do you think money is everything?(2) Do you agree that only money can bring people happiness?2. Homework(1). Try to write the next scene making full use ofyour imagination according to the question: What will happen to Henry with the bank-note?(2). Review the words and sentences patterns of the text.VI. Self-reflection (自我反思)在新课程改革实施的今天，英语教学也体现出教学法的变革和教学对象的改革。
高中英语_Unit 3 reading教学设计学情分析教材分析课后反思
学情分析本课为高一必修一第三单元阅读课内容，针对高一学生。
我所执教的普通班高一学生的词汇量较少，阅读技巧掌握运用较差，而高中课文较长，生词较多，尤其本篇出现较多地理术语，若无一定的知识背景，学生阅读起来难度较大。
而学生初中阶段口语表达的机会较少，张口说英语的能力也较差，往往不能说出正确语法结构的句子。
针对学生的特点，本堂课设计有趣的导入吸引学生张口多说多练；在阅读方面，设计问题时简单易懂，由浅入深，提高学生学习的积极性，鼓励引导，激发英语学习兴趣。
通过自己旅行经验的导入，使学生快速进入课堂主题并激发了学生的兴趣。
通过小组合作的方式解决阅读中的重难点，学生积极参与课堂，并踊跃发言，在老师的鼓励下，大胆张口说英语，并表达自己的旅行梦想。
由于本节课话题贴近学生生活，学习经历和社会实际，能引起学生的共鸣，激发学生的积极参与的欲望，使学生有话可说，任务之间的连贯性，使学生自然地引到下一个任务中去。
学生跟老师互动良好，课堂教学的实际效果基本达到。
1、class type：Reading class2、contents：Book1 Unit3 reading passage “Journey down the Mekong”3、key points:To find the travel plan through skimming.To learn some knowledge of the Mekong River.To know how to prepare for travel through group discussion.4.difficult points:To sum up the main idea of the whole passage.To find out the route of the journey through fast reading and careful reading.To express own travel plan bravely.一. 单词拼写1. All their goods will be _________(运输) abroad by ship.2. He gave up the job, _________(决心) to stay in the village.3. I’m thirsty; I’d like some _________(开) water to drink.4. Our information comes from a _________(可靠的) source.5. The production plan was finished ahead of _________(进度表).6. He is a good teacher and _________(组织) his students very well.7. At first he had different opinions, but f_________ he was persuaded to agree with us.8. He is so s_________ that no one can persuade him to change his mind.9. What’s your a_________ towards his behavior?10. The weather f_________ is not always accurate(准确的) either.二．课文回顾Wang Kun and Wang Wei have d about taking a great bike trip ever since middle school. After g from college, they decided to c along the Mekong River . Wang Wei is very s . Once she has to do something, she will never cher mind. Before the trip, they found a large atlas in the library, from which they knew clearly about the Mekong River. Believe it or not, they would start at an a of more than 5,000 meters, but they were sure to have an exciting trip.三．课外阅读Ways to make a great first impressionYou’ve heard it a million times already, but it really does take but a few seconds to make that all-important first impression (印象). Here are some easy ways for you to impress your classmates or teachers.● 1Before you shake hands with somebody, make sure that your hands are clean. The handshake should not be too strong or weak. Most people use their right hands, unless they have a reason to use the left. 2● Be on timeWhen meeting someone for the first time, arriving on time is as important as breathing. You may have an excuse, but that will leave the person who hardly knows you with a bad impression. 3 It’s better to be hanging around the place than be stuck in traffic.● Introduce yourself and ask for namesMake sure you properly introduce yourself. Ask for their name in a polite way. 4 This will increase the chances of their remembering your name in the future. Always remember to stand up when greeting someone and be sure to introduce them to anyone you’re with.● Make good conversationTo get the most out of your discussion, try to find something common between the two of you. 5 A person will feel more comfortable with someone they can relate to (产生共鸣).A. Use body languageB. Have a proper handshakeC. Repeat the name and use it later in conversation.D. As a general rule, plan to arrive about 30 minutes early.E. It could be a similar taste in clothes or a common hobby.F. You’ll be in serious trouble if you leave them with a bad impression.G. However, don’t have your left hand in your pocket because this appears impolite.四．短文改错假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。
新课标《高中英语必修3 Unit 5》教学设计与反思
新课标《高中英语必修3 Unit 5》教学设计与反思一、教学设计意图在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。
”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。
网络学习是一种学习过程交互化的学习模式。
学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。
使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。
二、教学目标设计：知识与技能：①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。
②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。
过程与方法：①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。
②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。
情感价值观：通过本节课的学习，培养学生的人文和信息素养。
三、教材内容及重点、难点分析：教材内容：本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。
相比较而言，这样的课文难度更大。
教学重点：①对课文内容的整体把握。
②学生组织语言、运用语言的能力。
【重点突破】任务驱动，层层深入。
利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。
高中英语Unit 3阅读课的教学设计与反思
学生学习活动评价设计
学生学习活动评价表
项目
评分细则
评分
课堂
表现
40分
认真听课，积极进行课堂学习活动。并有自已独立的见解。
40分
基本上能认真听课，积极进行课堂学习活动。
30分
能认真听课，并进行课堂学习活动。但有分神的现象。要教师约束。20分
2. Find and retell the grammar structure of the Present Perfect Passive Voice. (activity 5)
(3) Emotions and Attitudes
(4) Learning Strageties
Recourses, Communicaiton, Cognition
2.从教学实践来看，学生乐于在小组中进行合作学习。但是任务设计以及其难度是开展小组合作的重点和难点。任务设计要符合学生的实际水平，难易要适中。而且设计活动时要考虑活动有教学目标是否真正一致，避免活动流于形式，单纯地追求“快乐”。
3.在教学中有效地使用图片能大大提高学生对学习的兴趣。在使用中，要根据实际需要做好筛选工作，用最恰当的 of the text and take an active attitude to computers and furthermore can use what they have learned in class in their daily life.
学情分析
本单元的中心话题是“计算机”，内容涉及计算机的发展历史、计算机的应用等，其中还谈到包括计算机在内的几种信息技术的载体、智能计算机的发明等等。不过，整个单元多以计算机为第一人称进行自白，这种拟人的手法使得文章谈起来妙趣横生，抽象的专业知识介绍起来也浅显易懂。本主旨语篇WHO AM I ?以计算机的口吻自述其发展演变的历史以及计算机在当今世界各个领域的运用。表达了计算机的发展变化之快以及在生活中用途之广。
2017年高一英语人教版必修3教案：Unit5WarmingUpandReading+Word版含解析
教学设计Unit 5Canada—“The True North”Warming Up and Reading整体设计教材分析At the beginning of the class，the teacher can lead in the topic of the unit by showing students a map of Canada or other pictures of Canada and let students describe them or talk about Canada.Warming Up is intended to find out how much general knowledge students already have about Canada.It will also give a chance to those who have visited or read about Canada to share their knowledge with the rest of the class.So allow students some time to give short talks，show photographs，etc.and motivate others to become interested in Canada too.Pre-reading contains three questions which encourage students to reflect on their personal experiences and information and their own ideas.This discussion leads to the reading passage in which they may find some facts they recognize as well as new information.Students can be encouraged to discuss these questions.Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about.This part is very useful for the next part Reading.The reading passage A TRIP ON“THE TRUE NORTH” describes a trip across Canada by train.Have students read the passage by themselves and identify new words and expressions.As they read，ask them to find the places mentioned on the map of Canada.It is useful to have them discuss with a partner what they think the new vocabulary mean，and to work together on the map.The teacher can identify new words and structures that students might find difficult and pre-teach them to make the reading easier.Students are encouraged to skim for the general idea and scan for further understanding.After reading，students are required to do the exercises in Comprehending to see how much they have understood the reading passage.The teacher can let them work in pairs or in groups to find the answers cooperatively，and then check their answers with the whole class. Meanwhile，deal with any language problems that students meet.To consolidate the contents of the reading passage，students should be required to read the passage again and then retell it.In order to arouse their interest，the teacher can hold a competition.The teacher also needs to make a summary on the passage including the general idea，writing characteristics，and so on to let students understand the passage further at the end of the class.教学重点1．Let students read the passage and learn about the geography，population，main cities，natural beauty and natural resources of Canada.2．Get students to learn different reading skills.教学难点1．Develop students' reading ability.2．Enable students to learn about some basic information and talk about Canada.三维目标知识目标1．Get students to learn the useful new words and expressions in this part.2．Let students learn the knowledge of Canada.能力目标1．Develop students' reading ability and let them learn different reading skills.2．Let students learn how to read a traveling report and how to use a map.2．Enable students to learn about some basic information and talk about Canada.情感目标1．Stimulate students' interest in learning about foreign countries.2．Develop students' sense of cooperative learning.教学过程设计方案（一）Step 1 Leading-in and Warming up1．Show a map of Canada to students and talk about Canada.Then ask them the following questions：1）What kind of country is Canada?2）How large is it?3）What else do you know about Canada?Suggested answers：1）Canada is a multicultural country.2）It's the second largest country in the world.It covers an area of 9 984 670 square kilometers.It is a bit bigger than China.3）（Students' answer may vary.Encourage them to tell more information.）2．Make a quizShow the following on the screen.2．Have students turn to Page 34 of the text book，look at the title of the reading passage and the pictures and predict what the passage is about.Then have them read the passage quickly to see if they are right.Step 3 Reading1．Fast readingAsk students to skim the reading passage and then answer the following questions：1）What is the passage mainly about?2）What is “The True North”？3）How many cities are mentioned in the text？What are they?Three minutes later，check the answers with the whole class.Suggested answers：1）The passage is about a trip of two girls，and it tells us some information about Canada.2）“The True North” is the train that goes across Canada/the cross-Canada train.3）Five.They are Montreal，Vancouver，Calgary，Thunder Bay and Toronto.2．Intensive readingAllow students to read the passage carefully this time to understand the main idea of each paragraph and get the important details，and then finish the following：1）Choose the best answer to each question according to the text.（1）As you go eastward，you can see the following things except ______.A．mountains B．thousands of lakesC．forests and wide rivers D．cows（2）Who will take part in the Calgary Stampede?A．Cowboys from Stampede.B．People from Canada.C．Anyone who has a gift for riding.D．Cowboys from all over the world.（3）Which of the following statements is true?A．One can cross Canada in less than five days by train.B．Many people think Calgary is the most beautiful city in Canada.C．In fact，the population of Canada is more than thirty million.D．Ocean ships cannot reach Thunder Bay.（4）Which of the following shows the right route of the cousin's travel?A．Toronto→Calgary→Vancouver→Thunder BayB．Vancouver→Calgary→Thunder Bay→TorontoC．Vancouver→Thunder Bay→Calgary→TorontoD．Toronto→Thunder Bay→Calgary→VancouverSuggested answers：（1）D（2）D（3）C（4）B2）Use the information from the reading passage to fill in the table below.3）（1）Which continent are the cousins crossing?（2）Why are they not flying directly to the Atlantic coast?（3）Why is the population of Vancouver growing so rapidly?（4）What happens at the Calgary Stampede?（5）How are ocean ships able to reach the center of Canada?（6）What are some of Canada's greatest natural resources?3．Reading and discussingRead the passage a third time and then work in pairs to discuss these questions.1）Which part of the reading passage interests you most?2）If someday you go to Canada，where will you go？Why?（Let students have enough time to read the passage carefully and discuss the questions with their partners.Encourage them to expand their answers according to their own experiences.）4．Dealing with language pointsHelp students analyze some difficult，long and complex sentences and guess the meanings of some new words and expressions.Encourage them to try to deal with the language points in the context.Give them explanations if necessary.5．Listening and reading aloudAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence.Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Read them aloud and try to learn them by heart.Collocations：be on a trip to，rather than，take the aeroplane，all the way，take the train，at the airport，on the way to，chat about，as well as，less than，aboard the train，settle down，manage to do，catch sight of，be famous for，have a gift for，thousands of，in prizes，be amazed to do，at the top of，be surprised at，because of，fresh waterStep 4 ConsolidationGive students 10 minutes or so and let them do the following：1．Work in pairs and fill in the table about the type of writing and summary of the idea.Suggested answers：while taking them to ______ the train，“The True North”．Having settled ______ in the seats，they looked out of the window ______ the wild scenery，the mountain goats，and grizzly bears.They went by the city of Calgary and ______ in Thunder Bay，a city at the ______of the Great Lakes，learning more about Canada of its population resources and so ______.Their last stop was Toronto，one of the southernmost cities in Canada.Keys：trip；all；train；for；introduction；biggest；catch；down；at；arrived；top；on Step 5 Homework1．Learn the useful new words and expressions in this part by heart.2．Read the reading passage again and try to retell the passage.设计方案（二）Step 1 Leading in the topicPlay the videos of the beautiful Canadian scenery.Enjoy them with students.Step 2 Warming UpAsk students to turn to Page 33.Let them work in pairs and answer this quiz to see how much they know about Canada.Step 3 Pre-readingShow students a map of Canada and let them discuss the following questions in pairs：1）If you take a trip to Canada，what do you think you might see there?2）What three words would you use to describe Canada?Step 4 Reading1．Give students 3 minutes and let them skim the passage to get the general idea of the passage.2．Give students 6 minutes to read the passage carefully and then do the following：1）Answer the following questions.（1）Which continent are the cousins crossing?（2）Why are they not flying directly to the Atlantic coast?（3）Why is the population of Vancouver growing so rapidly?bear5．Cowboys6．compete7．the top of8．port）3．Give students 4 minutes to read the passage a third time.Encourage them to try to deal with the language points in the context.Give them some explanations where necessary.4．Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence.Then ask them to read the text aloud to the tape.Step 5 DiscussionLet students think about and discuss the following questions in pairs.1．Which part of the reading passage interests you most?2．If someday you go to Canada，where will you go？Why?Step 6 Closing down by retelling the passage1．Have students get prepared in 3 minutes or so and then ask them to retell the passage. 2．Ask as many students as possible to have a try in front of the class.Step 7 HomeworkGo over the text and try to learn all the useful words and expressions in this part by heart.。
高中英语 Unit 5 Warming up and reading学案 新人教版必修5
高中英语 Unit 5 Warming up and reading学案新人教版必修5Unit5 Warming up and reading学案新人教版必修5学习目标：1、通过习题来复习巩固本单元知识点。
2、通过开展小组活动，积极合作，培养团队精神。
重点难点：1、本单元重点词汇和短语的用法；2、倒装结构。
使用说明：学生独立完成本学案所有习题，如有不会，小组讨论解决。
个小组将本组存在问题较集中的习题滤出，老师课堂讲解。
预习案Ⅰ、短语复习。
用下面方框中的短语的正确形式填空，使句子意思完整。
defend against concentrate on accuse of so as (not) to depend on be eager to do sth/for sth approve of be supposed to look forward to1、The young __________________ knowledge、2、 She_____________ her husband ______________ having broken his words、3、 I _______________ your earning somemoney ,but don’t give up studying、4、 Stop talking and ________________ your work、5、 I _______________ getthat job、6、 Go in quietly___________________ wake the baby、7、 They are ____________________ seeing you again soon、8、 Here we are well _________________ a surprise attack、9、They weren’t _____________ enter thebuilding by the back door; however, the front door was locked、10、 Children _________________ their parents for food and clothing、Ⅱ、句型转换1、Once I was accused of playing my radio too loudly by my neighbour、 = Once my neighbour___________________________ playing my radio too loudly、2、 This morning I got up early so that I could catch the earliest train、 = This morning I got up early__________________________ catch the earliest train、3、The dictionary is of great help to my translation、 = The dictionary ____________________________________________ to my translation、4、 I realized the importance of my health only them、（变倒装句)=_________________________________________________________ ___ 、5、 The city was not only polluted but the streets were crowded、 (变倒装句)=_________________________________________________________ ___、IⅡ、词组重现1、渴望干… ___________________2、注意力集中于___________________3、对…非常敏感的嗅觉 _______________4、告诉某人某事_____________________5、记住；把…记心里_______________6、控告 ____________________________7、应该做某事 _______________8、阻止某人做某事__________________9、期望；期盼 ______________________10、开始工作 _______________________11、期待某人做…_______________________12、批准；赞成_______________________13、否认做…_______________________14、因、、内疚________________________探究案1、单项填空1、He wasn’t _________with what he had gained and wanted to get more、（xx•01•河北）A、 ProudB、 contentD、 anxious2、 Mother went shopping; _________ , I cleaned the house、（xx•01•河北）A、 WhileB、 whenC、 and whenD、 meanwhile3、 The wild flowers looked like a soft orange blanket ________ the desert、（xx•01•四川）A、 CoveringB、 coveredC、 CoverD、 to cover4、Sorry, but all of them are out to _________the main events of the day、（xx•01•吉林）A、GetB、 findC、 coverD、 Search5、 The policeman stopped him when he was driving home and _________ him of speeding、（xx•01•浙江）B、 accusedC、 chargedD、 Deprived6、 Greater efforts to increase agricultural production must be made if food shortage _________ avoided、 (xx••安徽)A、 is to beB、 can beC、 will beD、 has been7、 The brilliance of his satires was _________ make even his victims laugh、（xx•01•安徽）A、 so as toB、 such as toC、 so thatD、 such that2、用动词适当形式填空1、we have earned the______________ (approve)from the government to build a new science lab、2、He is an _________________ to the manager in the company, but when he meets difficulties, the manager always comesto his _________________(assist)、3、For further_______________ (inform), please ask at Reception、4、She has a ____________ for music and people think she islikely to be a ___________ musician in the future、 (gift)5、He was ______________as head of department yesterday, so he was very happy to have an __________with his wife、 (appoint)6、 Two years ago when he graduated from the university, he was an _______________ here、 But now heis a manager and acts as an____________ (interview)、7、YaoMing is a_________________ basketball player、(profession)8、 She had a _____________________ (guilt)expression on her usually cheerful face、9、 He was filled with ______________ (guilty)at having failed his parents、10、 She was sent abroad on a difficult________________ (assign)、3、阅读下面短文，掌握其大意，然后从1-10各题所给的A、B、C、D四个选项中，选出最佳选项。
高中英语阅读理解教学反思
高中英语阅读理解教学反思一、教学任务及对象1、教学任务本节课的教学任务是以“高中英语阅读理解教学反思”为主题，针对高中学生英语阅读理解能力的提升进行教学设计。
通过反思教学过程中的优点与不足，优化教学方法，提高学生的阅读理解水平。
具体包括对阅读策略的指导、阅读技巧的讲解、以及阅读后的问题讨论与反思。
2、教学对象本节课的教学对象为高中学生，他们已经具备一定的英语基础，但在阅读理解方面仍存在不同程度的问题。
学生在阅读过程中可能存在速度慢、理解不准确、抓不住重点等问题。
因此，针对这些问题，教师需要运用适当的教学策略，帮助学生提高阅读理解能力。
同时，针对高中生的年龄特点和认知水平，注重激发学生的学习兴趣，培养其自主学习能力。
二、教学目标1、知识与技能（1）掌握阅读理解的基本策略，如略读、寻读、精读等，并能根据文章类型和难度灵活运用；（2）学会分析文章结构，把握文章主旨、论点、论据及作者观点；（3）提高阅读速度，达到每分钟阅读300个单词；（4）掌握常见的英语词汇、短语和句型，提高语言表达能力；（5）学会从文章中获取信息、解决问题，并运用所学知识进行推理、判断和评价。
2、过程与方法（1）通过小组合作、讨论、分享等形式，培养学生的合作意识和团队精神；（2）运用启发式、探究式教学，引导学生主动思考、发现问题、解决问题；（3）采用任务型教学，设置不同难度的阅读任务，让学生在完成任务的过程中提高阅读理解能力；（4）鼓励学生进行课外阅读，拓宽知识面，提高阅读兴趣；（5）利用现代教育技术手段，如网络资源、多媒体等，丰富教学手段，提高教学效果。
3、情感，态度与价值观（1）培养学生对英语阅读的兴趣和热情，使其形成良好的阅读习惯；（2）激发学生的求知欲和进取心，鼓励他们在阅读中不断挑战自我，克服困难；（3）引导学生树立正确的价值观，尊重不同文化背景，培养跨文化交际能力；（4）通过阅读，帮助学生认识自我，发现潜能，增强自信心；（5）培养学生具备批判性思维，敢于质疑，勇于表达自己的观点和看法。
高一英语三Unit5Warmingup教案
Warming upTeaching Goals:1.To develop Ss’ ability of using words and expressions.2.To develop Ss’ ability of speaking.3. To arouse Ss’ interest in the knowledge of Canada。
Teaching Procedures:Step 1. New words and expressionsPurpose: To prepare Ss for the new lessons。
1. Ask Ss to listen to the tape of Reading and read after the tape。
2。
Ask Ss to read new words aloud freely and try to learn by heart。
3. Ask Ss to make sentences with settle down, as far as, have a gift for, figure out，surround。
Step 2. Learning about Language （1）Purpose: To develop Ss’ ability of using new words and expressions。
To develop Ss' ability of creating words。
1。
Competition（1）Ask Ss to listen carefully, guess the meaning of some new words and then spell them. Ss should put up their hands as quickly as possible if they know the meaning or spelling of the new word。