《牛津高中英语》阅读课教学案例及分析（译林牛津版英语高二）
牛津高中英语M5Unit3Reading教学案例与分析
【 教学 目标 】
１ ． 促进学 生掌握 科技类 文章 的阅读技 巧 ， 理 解 文 章 中 的 科学术语 ： ２ ． 培养学 生获取 信息 和分析信 息 的能力 ， 了解 文 章 中 的 不 同观 点 ：
讨 论 让 学 生 拥 有 更 多 的交 流机 会 ．锻炼 用英 语 表 达 的 能 力。 通过小组合作 ， 学 生 相 互启 发 ， 积 极 性 被 调 动 起来 ， 活跃 了 课堂气氛 。 加深 了对 话 题 的理 解 。
学 生 在 讨 论 的基 础 上 ， 对 文 章 有 了更 加 深 刻 的认 识 ， 体 验 了“ 做中学” 的快 乐 。课 后 ， 学 生 将 口头 任 务 落 实 到笔 头 ， 完 成 关于克隆的写作 ， 进一步培养综合运用语言的能力。
【 案例 反思 】 １ ． 《 英语课 程标准 》 倡 导 以学 生 自 主 学 习为 主 、 教 师 指 导
Ｔ ａ ｓ ｋ Ｆ ｏ ｕ ｒ Ｐ ｏ ｓ ｔ － ｒ ｅ ａ ｄ ｉ ｎ ｇ １ ． Ｃｏ ｍｐ ｌ ｅ ｔ ｅ ｔ ｈ ｅ ｓ ｈ ｏ ａ ｐ ａ ｓ ｓ ａ ｇ ｅ ｕ ｓ ｉ ｎ ｇ ｔ ｈ ｅ ｗｏ ｒ ｄ ｓ ｉ ｎ ｔ ｈ ｅ ａ ｒ ｔ ｉ ｃ ｌ ｅ ．
一
牛 津 高 中 英 语 Ｍ５ Ｕｎ ｉ ｔ ３ Ｒｅ ａ ｄ ｉ ｎ ｇ教 学 案 例 与 分 析
唐 晓 红
（ 南京市第十三中学 ， 江苏 南源自 摘 要 ： 本 文 通 过 牛 津 高 中英 语 模 块 五 Ｕ ｎ ｉ ｔ ３ Ｒ ｅ ａ ｄ ｉ ｎ ｇ 教 学案 例 ． 探 讨 新 课 程 理 念 下 英语 阅读 课 的授 课 模 式 。 关 键词 ： 高 中英 语 阅读 教 学 案 例 教 学 设 计 根 据新课程 理念 。 学 生应在教 师的指导 下 ， 通过感 知 、 体 验、 实践 、 参 与 和合 作 等方 式 ， 逐 步 达 到 教学 目标 。 如 何 培 养 学 生 的思 维 能 力 。 激 发 学 生 的学 习热 情 ， 提 高 学 生 综 合 运 用语 言 的 能力 是 教 学设 计 的 核 心 问 题 。下 面 笔 者 谈 谈 一 节 英 语 阅 读 课 的教 学设 计 思 路 。 ２ １ ０ ０ ０ ０ ）
高中英语 Unit2 Reading教案2 牛津译林版选修8-牛津版高二选修8英语教案
Unit 2 The universal languageReading 2Teaching aims:After this lesson, students will be able to know meaning of some of the words and phrases and how to use them.Teaching procedures:Step 1 RevisionAsk students questions about the opera Turandot, mainly focusing on the main aspects of the play.1. Where does the story happen?2. Who are the main characters?3. What is Calaf like?4. What is Turandot like?5. How does Turandot’s father find the deaths of many men?6. What happens when Calaf recite s the answers to Turandot’s questions correctly?Step 2 Language learning1. Some of the world’s opera singers were cast in this production, and many greatChinese musicians also participated.Cast—to choose which people will act particular parts in a play, film etc.Peter was expected to be cast alongside Douglas in the new film.2. He liked East Asia very much and also wrote Madam Butterfly, which is set in Japan.be set in—if a film, play, story etc. is set in a particular place or period, the action takes place thereThe novel is set in France.3. Those who cannot answer all three riddles, however, will be condemned to death. be condemned to death—to give someone a severe punishment after deciding theyare guilty of a crimeHe was found guilty and condemned to death.4. This means that few men would dare to ask for her hand in marriage.ask for one’s hand in marriage—ask sb. to get marriedAfter they fell in love with each other for nine years, John asked for Mary’s hand in marriage.5. However, although he would like to, he cannot break his promise and must allow Turandot to do as she wishes.break one’s promise—not keep one’s promiseThe government failed to keep its promise of lower taxes.= The government broke its promise.Have you ever broken your promise? When was that?6-7. Shortly afterwards, another prince, Calaf, falls in love with Turandot at first sight and decides to solve the riddles so that he can marry her.The report claims that when women fall in love, they tend to eat more.They meet and fall in love with each other during the Second World War.At first sight these deals might not appear to have much to do with each other.8.The story then takes on a classic love triangle between Calaf, Turandot and Liu. take on—to begin to have a particular quality, appearance, etc.After years of reform and opening-up policy, our country __________________ When the Prime Minister began to talk about the economic situations in the country, his voice ____________________.9. so Turandot seizes Calaf’s father and Li u, and demands that they tell her Calaf’s name or they will be beaten.demand to know/see/have etc. somethingI demand to know what’s going on.demand thatThey demanded that the military government free all political prisoners. demand something of somebodyIt seemed that no matter what she did, more was demanded of her.“Where are you going?〞 she demanded angrily.10. Liu claims that she alone knows the name, but resists telling her because she loves him.Resist—to stop yourself from having something that you like very much cannot resist (doing) somethingI just can’t resist chocolate.She can never resist buying new shoes.It is hard/difficult/impossible to resist somethingIt’s hard to resist an invitation like that.resist the temptation/urge to do somethingShe resisted the temptation to laugh.11. Calaf scolds Turandot for not being more merciful.scold sb. for doing sth.Don’t scold her for being silly.12. … it has been transformed into the spot for a beautiful and sad love story. transform—to completely change the appearance or character of sth, esp. so that it is better.The company has been transformed from a family business to a multi-million-pound one.Is there an event that has transformed your life?Pieces of Titanic were transformed into luxury watches.Step 3 Follow-up Activity (PPT 13)Write a short story within 80 words, using five of the new words and expressions.Step 4 Homework1. Review what has been learned in today’s class.2. Finish the exercises on Page108.。
【牛津译林版】高二选修8英语Unit 2 Reading(3 教案设计1 副本
高二英语(yīnɡ yǔ)集体备课主备人：用案人：授课时间：____________ 第 2 课时课题M8 Unit 2 Reading课型NEW教学目标1) To develop Ss’ ability of reading for specific details as well as its main idea.2) To grasp the logic links between paragraphs of the text.3) To learn to guess meanings in context.4) To learn to write a composition based on what has learned.重点1) How to describe the problem ofthesnakes and what has been done bythewriter to solve the problem.2) Learn about the requirements ofgetting a patent难点1)Learn how to meet therequirements of getting a patent.2) Learn how to write acomposition based on what hasbeen learned.教法及教具教学内容个案调整教师主导活动学生主体教学过活动Step One ——Lead in①. Enjoy a video of amphibious car.②. Do a small quiz about great inventors and inventions.③.Solve a problem: How can you divide 13oranges among 9 children fairly?Step Two——SkimmingQ1: What was the mother upset about?Q2: Did the author succeed at last?Step Three——Scanning①. Questions on details.1). Why was the writer happy to help her mother?2). Why didn’t the writer use the powders?3). What were three possible approaches? Whichone did the writer choose?4). How many times did the author try to trap the snakes?②. How the text is organized程1). There are 6 stages in producing an invention.Put them into right order:Applying for a patent __________________Finding a problem __________________Doing research __________________Testing the solution __________________Thinking of a creative solution__________________Deciding on the invention __________________2). Divide the text into 5 parts according to theorder.Stages Paragraph1. Find a problem2. Do research3. Think of acreative solution4. Test the solutionsseveral times5. Apply for apatent③. What’s the text mainly about?The text tells the p______ of the snakes andpresentsthep_________ of catching them and applying for ap______.板书设计教学札记内容总结（1）高二英语集体备课。
《牛津高中英语》阅读课第二课时教学案例及分析
《牛津高中英语》阅读课第二课时教学案例及分析一、教学课型: 语言操练及运用课二、教材分析1. 教材内容见《牛津高中英语》模块一 Unit 3 （Pages 42-43）2. 教材处理阅读文章讲述加拿大籍女演员Amy由原先的运动瘦身到后来的药物瘦身，经历了病痛，最终，因为有来自中国的好心人捐肝的帮助而产生许多感触，因而形成的两份电子邮件以及一封回信。
因为在第一课时，学生已经能够了解文章大意并知道了生词的意思。
本节课的教学目的在于让学生通过各种语境的帮助，为练习并习得语言提供充分的机会。
3. 教学目标① 知识目标: 学习关于瘦身的词汇及文章中出现的重要句式。
②能力目标: 使学生形成能够用新学词汇表述自己观点的能力。
③ 文化目标: 帮助学生树立正确的审美观和健康观。
4. 教学的重点和难点① 重点：课文中出现的常用的语言现象。
② 难点：如何使学生高效地习得语言，并创造性地使用语言。
三、教学设计1. 总体思路本课的教学设计采用：任务前活动（巩固、讨论）、任务中活动（情景、操练、运用）、任务后活动（运用）三部分。
2. 教学过程Step 1 Making up a conversationT：Hi, everybody. (S：Hi, John.)Oh, excuse me. T oday, I’m not John. Instead, I’m your friend, Zhou Ling. And you’re Amy. OK? (S：OK.)Hi, Amy. (S：Hi, Zhou Ling.)I heard you were ill and you were in hospital. What happened? (S：My liver failed. And the doctor told me that I would die if I couldn’t get a new liver.)I’m so sorry to hear that. But what caused your liver to fail? (S：I took some weight-loss pills. They contain a harmful chemical.)You see, this is a conversation between Amy and Zhou Ling. And please make up a conversation with your partner. One of you should be Amy and the other is Zhou Ling. Remember, you have to use the phrases or questions on the scree n. And I’m going to give you four minutes. Please have a try.幻灯片1：- be in hospital – dying to be thin- weight-loss pills – contain a harmful chemical- lose weight / stay slim / be ashamed of- used to work out- Did your mother support you?- an exact match- priceless(设计说明:阅读课第二课时的开始，设计这样的对话活动，其实是对第一课时学习内容的复习，也是用一种变化的方式来复述课文。
高中英语 Unit2 Reading教案1 牛津译林版选修7-牛津版高二选修7英语教案
Unit 2 Fit for lifeReading1Teaching aims:After this class, the students will be able to:1. gain the gist through first and second reading;2. practice students’listening ability;3. improve students’ thinking ability through discussion;4. understand some medical terms.Teaching procedures:Step 1 lead-in1. Fill in the blanksA good _________ tastes bitter.Laugh is the best ____ in the worldThere is no ______ against death.2. QuestionsWhat medicines have you ever taken? And what do you know about them? How much do you know about thetwo medicines?Who invented the two medicines?What illnesses can the two medicines be used to treat?Step 2 First readingWhen was aspirin first sold as a tablet?What did Fleming, Florey and Chain share?Step 3 ListeningListen to the article and try to answer the questions in C1 on page 20.Step4 Second readingDevelopment of aspirin:Development of Penicillin:Effects of aspirin:Effects of penicillin:Step5 DiscussionDo you believe that “wonder drugs” will be invented to treat diseases like AIDS in the future?Step 6 Reading strategyHow can we understand medical terms?Words ing from the same stem:Words that are pound words:Words with irregular plural forms:Step7 ConsolidationFill in the blanks with proper words according to the reading material.Step8 HomeworkReview the whole article, underline the phrases and words you don’t know.。
译林高二英语教案：ModuleUnit《Reading》牛津译林版必修
教 学 过 程
复 备 栏
Step1 Revision 单词拼写
1. My parents are going to celebrate their twenty-fifth wedding____________(周年纪念日).
2. This computer printer is much more____________(容易使用的).
A．consultB．conveyC．convinceD．convert
2....so the digging was postponed until 1860.
……因此挖掘工作延期至1860年。
postpone vt.延迟，延期
postpone sth.to/until sometime推迟某事至某时
postpone doing sth.推迟做某事
put off推迟
delay sth./doing sth.耽误某事/做某事
cancel sth.取消
(1)Bad weather forced us______________________(推迟了星期五的比赛)．
(2)—What led them to postpone____________a child for a while?
6. It’s raining cats and dogs. I think we have to____________(延迟)our picnic.
7. Wires____________(传送)electricity from power stations to the users.
8. I managed to____________(哽咽，忍住)back my tears.
高中教育英语牛津译林高二下教学设计
牛津高中英语Module2 unit2 Reading 《An adventure in Africa 》教学设计与反思一．教学分析1. 教学内容分析本节课的教学内容是牛津高中英语模块二单元二的reading 部分。
这个模块就是以探索发现为主题的，介绍了太空探索，世界风情，以及考古发现等方面的知识。
本单元的主题是世界各地的风情。
这篇文章作为本单元的有机组成部分，以一封信的形式介绍了一个青少年和他的哥哥去非洲进行一次冒险旅行的计划。
文章中介绍了一些具有典型非洲特色的地方，例如，沙哈拉大沙漠，维多利亚湖，肯尼亚的野生动物，以及乞力马扎罗山。
在去这些地方的同时，还介绍了一些冒险活动，如骑骆驼穿越沙漠，白水漂流，看野生动物，爬雪山等。
这篇文章语言简洁，逻辑清晰，适合高一学生的阅读能力和认知水平，有利于培养学生的阅读能力以及获取信息的能力。
内容充满了浓郁的非洲特色，容易引起学生学习兴趣，并对其中的冒险活动充满了好奇。
为了满足学生强烈的求知欲和好奇心，教者又增加了一些关于非洲的图片，音乐，和视频，更为直观地介绍了非洲的人文，地理知识，通过更多的信息输入，培养学生敢于用英语交流和表达的自信心。
通过本课的学习，学生更多的了解了非洲的文化，地理知识，体会到了不同文化见的差异，培养跨文化交际的意识。
2. 教学对象分析通过对世界地理和世界历史以及平时的生活常识，高一学生对非洲的了解仅止于沙漠，草原和野生动物，非洲对于他们来讲还充满来了神秘，对于这个年龄段的学生，正是有着强烈的好奇心和求知欲的阶段，因此也易于激发学生的学习热情。
通过初中以及高一初期英语的学习，学生已经具备一定的口头表达能力，但由于词汇知识和语法知识有限，在语言组织上还会存在比较大的困难。
另外，在学习本课时，学生对文章中各地旅行地之间的逻辑关系分析也存在一定的困难。
3. 教学环境分析为了实现本节课的教学目标，教者选择了多媒体教室作为教学环境。
通过图片，音频和视频，多种渠道地输入信息，调动了学生的各种感官，提高了学生掌握信息的有效性。
高中英语 Unit2 Reading教案 牛津译林版选修9-牛津版高二选修9英语教案
生
活
学
部
分
Consolidation—the last reading
Read the text again, trying to find out four words with the same suffix “-tion” to summarize the whole text. (ppt29)
学
生
群
学
内
容
Step 3 Detailed reading
Activity 1:Read Part 1&2 indetails, trying to answer the following questions. (ppt18)
1. What is the great impact on Western civilization? (ppt19)
On one hand, … For one thing, …
On the other hand, … For another, Finally, … Besides, …
3. Let’s enjoy some more pictures about the Acropolis. (ppt9-13)通过图片复习地名，课前写在黑板上。
如果学生回答不了有关希腊的问题，则可以用问答的形式引出这些话题。通过有关卫城以及三座神庙的这些图片，引出与文章相关的部分信息，激起学生阅读本文的兴趣，为阅读后面的文章做好铺垫。
Function Construction Damage Repair
整篇文章采用了总——分——总的方式引导学生逐步深入，让学生再读整篇文章，并归纳出四个带有相同后缀tion的名词，加深学生对文章的了解。
形
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《牛津高中英语》阅读课教学案例及分析 (译林牛津版英语高二)一、教学课型: 阅读理解课二、教材分析1. 教材内容见《牛津高中英语》模块一 Unit 1 （Pages 2—3）2. 教材处理该篇文章主要介绍中国学生Wei Hua在英国为期一年的留学经历。
通过她对英国中学生活的描述，学生对英国中学生的日常学习情况增加一定的了解。
但由于内容较多以及中英文化方面的差异，在阅读过程中，对于刚进入高中学习的学生，他们中有些在完全理解课文方面有一定的困难。
针对上述分析，本课在设计时先以录像导入的形式，增加学生对文章有关的感性知识；然后采用略读的方法，培养学生阅读整体观念；在随后的细节处理时，采取寻读、细节理解、正误辨别的方法；在难点处理时，通过启发诱导，教师归纳的措施加以突破。
整个教学过程的设计由浅入深，由感悟、理解、分析、归纳、总结到运用，从而完成从阅读输入到理解输出的学习过程，达到培养学生阅读能力的目标。
3. 教学目标①知识目标: 通过该文的学习,帮助学生对英国中学作息时间、班级规模、所学科目、课程内容、学习负担等学校生活有具体的了解。
②能力目标: 通过寻找文章大意及具体细节问题的答案，培养学生快速归纳文章主旨和获取文章细节的阅读能力。
③文化目标: 通过对课文的学习、有助于学生对英国中学生活全面而深入的理解，体会中英两国之间由于国情、历史的不同所产生的文化教育的差异。
4. 教学的重点和难点①重点：对英国中学生活的具体了解和中英两国之间的文化教育的差异。
②难点：如何培养学生运用略读（skimming）和寻读（scanning）阅读技巧来快速获取主旨大意和细节信息的能力。
三、教学设计1. 总体思路本课的教学设计采用：阅读前（导入）、阅读中（略读，寻读，辨别正误，比较, 分组活动, 巩固）、阅读后（运用）三部分。
2. 教学过程Step 1 Lead-inT: Now, Class, we have learned English since the primary sch ool, and we have known some British language, culture, history and some other British lives. But do you know what the British s chool life is really like? If you want to know the answer, please w atch the following video.(设计说明:由学生从小学以来的英语学习,自然过度到对对英语语言、文化、历史等方面的了解，进而提及到英国中学生活，激发学生对该话题的兴趣,为下文做很好的背景铺垫。
)Show the students a short video, which mainly tells us abou t a public British school where we may know something about t he British students’ study hours at school, their school activitie s, their subjects and their study goals.(设计说明:通过这段录像使学生从视觉, 听觉等方面了解到英国中学生的日常作息时间、在校活动、所学科目以及学习目标,让学生多方面直观,感性地了解英国中学生活,为后面文章的学习提供很好的背景知识。
) Step 2 PresentationT: From this the video, we have already gained some brief impression about the British school life. If you want to get somet hing more about it, let’s come to today’s passage.T: Today we are going to read a passage by Wei Hua, who o nce studied in the UK. She will give us some detailed informatio n about the school life in the UK.(设计说明:由录像内容自然导入课文, 环环相扣, 轻松入题。
同时, 对文章的内容作简要介绍, 让学生对阅读内容有所了解。
)Step 3 Reading(1) SkimmingT: Now please skim the passage quickly and try to find the a nswers to the following questions. Hand up when you get them. (Show the questions on the screen.)1. What is the main idea of this passage?(Suggested answers: 1. It mainly tells us some specific infor mation about what school life in the UK is really like and some d ifferences between high schools in the UK and in China.)2. What are the key points you can conclude from each para graph?(Suggested answers: Para 1: School hours; Para 2: Attending assembly; Para 3: Teachers and classmates; Para 4-6: Homework and subjects; Para 7: British food and her activities ; Para 8: feeling and hope.)展开全文阅读(设计说明:通过让学生对文章的中心思想和段落关键词归纳，有意识地培养学生的略读策略, 有助于学生有的放矢地快速获取主要信息的阅读能力。
)(2) ScanningAsk the Ss to go through the passage as quickly as possible and try to find answers to the three following questions.1. How long did Wei Hua stay in Britain?2. What was the name of Wei Hua’s class teacher?3. What did Wei Hua make in her woodwork class?(Answers: 1. For one year. 2. Mr Heywood. 3. A small tabl e. )(设计说明:该步骤旨在让学生带着问题通过快速寻读文章相关信息, 以此形成对Wei Hua留学英论的经历有一个初步了解。
)(3) Detailed informationT: Now please scan the passage to find some detailed infor mation from each paragraph and then fill in the following form: Para Main idea Detailed information1School hours a) Was she happy with the school life? (Yes.)b) School in Britain _____ around 9 am and _____ about 3:30 pm. (starts; ends)2Attending assemblya) Who was the girl sitting next to her on the first day? (Diane.)b) The headmaster told them about _____ during assembly. ( Rules, the best way to earn respect from the school.) 3Teachers and classmatesa) Who was her favorite teacher? (Miss Burke.)b) Was it easy for her to remember all the students’ faces and names? Why? (No. Because they had to move to different cl assrooms for different classes.)4Homework and subjectsa) The homework was not heavy, but why was it a bit challenging for her at first? (Because all the homework was in English.)5a) Why did her English improve a lot? (Because she used English every day and spent an hour each day reading English books in the library.)b) Did she enjoy cooking? How do you know? (Yes. She tho ught it was really fun as she learned how to buy, prepare and co ok food.)6a) Do students have to learn all the subjects even if they don’t like them? (No.)7British food and her activitiesa) Why did she miss Chinese food a lot at lunchtime? (Beca use British food is very different, and British people eat lots of d esserts after their main meal.)b) She usually played on the school field. Sometimes she pl ayed _____. Sometimes she _____. (football with the boys; relaxed under a tree or sat on the grass)8 Feeling and hopea) She felt _____ and hopes _____ . (lucky, to be back and study th ere again.)(设计说明:通过用表格的形式对文章中重要信息加以呈现, 将略读和寻读、获取细节信息和深层理解相结合，并将读与写自然衔接起来，让学生系统，直观地掌握阅读材料中重点内容, 这要求学生认真分析课文，积极思考, 从而使他们对英国中学生活有进一步的理性认识。