高一英语阅读课
23.. AHocwtiodindsthaelsbooycfaeenl wehxepnrheestsooakkthine drosoefs?feeling.
Why did John pay for the extra 35 dollars?
Something inside of John was touched by the boy’s voice.
Put the following events into the correct order.
( 4 ) John found the truth about the boy.
( 2 ) John was caught by a traffic light.
John happened to see the boy and
( 3)
followed him secretly.
( 1 ) John ordered his own flowers.
Find details showing John’s feeling or character
John
After ordering his When seeing the boy
When do we usually buy gifts for our mothers?
Send her a card with best wishes Buy a gift for her Send her a bunch of flowers Tell her “I love you, mum” ….
2.What can we learn from this story?
We should tell mothers “ I love you” any time . Don’t wait until we lose them. Love waits for no man. …….
Homework
…feeling good
curious (好奇的)
The boy’s actions in front of the monument
The boy
What he did
...went to his knees …laid the roses on
the grave and began to sob
own roses
entering a cemetery
…and had the clerk be sure that delivery would include a note telling his mother how much he loved her.
He pulled over and on an impulse got out and began to follow the boy on a roundabout route.
➢ kind/ sympathetic(有同情心的) At that moment, who might John think of ?
The boy’s words reminded(使…想到) John of his own mother.
Part III– in the cemetery (para5-7)
( para1 )
but this year he was too tired. When he drove by a flower shop, he said to himself ,” I know what I’ll do . I’ll send Mom roses.”
1. How did John usually spend Mother’s Day?
the boy’s roses.
➢ kind/generous/considerate
3.The boy almost jumped into the air. ➢ happy/ excited
Tip1
1.
12..
RWWehhpaatte’dstiittdhioeJonphr(no重bdl复oem? )Wwchiatanrseo’nswcahsaJroahnc?ter.
help
influence
Love for mothers
➢ John turned, tears in his eyes.
➢He drove quickly to the florist and told her he would take the flowers personally. ➢He wanted to tell his mother one more time just how much he loved her.
1. Read more sentences using actions and repetition to express a kind of feeling or character.
2. Appreciate some sentences with beautiful structure in the story.
year and I didn’t get to spend much time with her.It
has to be roses, because that’s her favorite.➢ stubborn 2.He silently mouthed to the clerk that he would pay for
2. Was there any difference this year? What would he do this year?
Part II – in the flower shop ( para2-4 )
1.No, I have to have roses…Mom was sick so much last
What do we usually do on Mother’s Day?
What is the style of the passage?
A. narration
(记叙文）
B. exposition （说明文）
C. argumentation （议论文）
What elements (要素) does a narration usually involve (包含)?
Events
What would happen to these two
strangers?
Part I – on the road
It was coming up on Mother’s Day, and he usually tried to make it “back home”,
managed to go home
What he said
“Oh, Mommy, why didn’t I tell you how much I love you? Why didn’t I tell you one more time? Jesus, please, find my Mommy. Tell my Mommy I love her.”
Four elements:
Time Place(s)
On Mother’s Day
On the road In the flower shop
In the cemetery(墓地)
( para1 ) ( para2-4) ( para5-7 )
Characters
( 人物 )
John & the boy, the clerk
What did they have in common(共同 )?
roses
love
John
the boy
mothers
Discussion
1.Which title do you think is more attractive?
A. A Dozen Roses B. Mother’s Day C. Tell Mommy I Love Her
Actions and repetition feeling?
the boy was regretful for not spending time with his mother and not telling his mother how much he loved her.
After seeing this scene, what’s John’s reaction (反应 )?
新课程标准理念下的高中英语阅读课流程
新课程标准理念下的高中英语阅读课流程阅读课应该是我们的传统课，是核心课，也是成熟的课型。
阅读课模式已经深入人心，但对其内涵还需要进一步解读和完善。
一、读前(Pre- reading )：leading-in导入，简洁明了，直奔主题，目的是激发学生阅读兴趣。
老师们导入最好不要超过五分钟，把宝贵的时间留给阅读，留给学生。
利用图片，视频，话题等直接引入。
课例①：视频导入法山东省讲课比赛一等奖获得者王颖老师在执教Book5 Unit5 First aid伊始，采取自己录制视频导入的方式导入新知，尽快尽量地调动了学生的积极性，使其保持了积极的上课情绪，适时激活了学生对本话题的背景知识。
课例②：歌曲导入法在进行课文导入时，教师可以把音乐融入到教学中去。
比如，在讲人教版新课标必修2 Unit5 Music时，就可以播放多种不同类型的音乐，如pop music，country music，classic music，rock and roll music，jazz, blues等进行导入，可以模仿中央电视台的节目《开门大吉》，在小组中展开竞赛，最短时间内能辨别出音乐形式的小组获胜。
然后请学生谈一谈他们所喜欢的音乐形式。
这样，既实现了课堂导入，又使学生在欣赏优美乐曲的同时扩大了知识面，还轻松地学到不少音乐的英语词汇。
课例③：游戏导入法该方法在实际教学中能起到事半功倍的效果。
例如，在学习人教版Book7 Unitl Marty's story这篇课文时，这一单元的主题是残疾人生活的不容易和他们身残志坚的精神。
教师可以为了让学生亲身体验一下残疾人生活的不便，带领大家玩一个小游戏，让学生在一分钟之内只用一只手系鞋带，并比一比看谁系得快。
之后可以随机请几位同学谈谈自己做这个游戏之后的感想。
这个游戏不仅能让学生亲身体会残疾人的不易，同时也更能理解文章中主人翁Marty的经历。
这个方法能让课堂气氛迅速活跃起来，并且也让师生之间的交流更加生动。
2019人教版高中英语必修一Unit 4 阅读课 单词 课文预习(
UNIT 4 NATURAL DISASTERS --Reading and Thinking单词，课文预习一．词汇预先知Ⅰ.单词——记其形1．come to their __rescue营救他们2．cause damage to his health 损害他的健康3．destroy hopes 摧毁希望4．build shelters for the homeless 为无家可归者搭建庇护所5．ruin our trip 毁坏我们的旅行6．30 percent students 百分之三十的学生7．be trapped in the__ruins 被困在废墟中8．bury the dead 埋葬死者9．make greater efforts 尽更大的努力Ⅱ.单词——知其意1．disaster n．灾难；灾害2．tornado n. 龙卷风；旋风3．drought n. 旱灾；久旱4．landslide n. (山地或悬崖的)崩塌；滑坡5．slide vi.&vt. (使)滑行；滑动6．tsunami n. 海啸7．flood n. 洪水；大量vi. 淹没；大量涌入vt. 使灌满水；淹没8．magnitude n. (地)震级；重大9．evacuate vt. 疏散；撤出vi. 撤离10．helicopter n. 直升机11．crack n. 裂纹；裂缝vi.&vt. (使)破裂12．gas n. 汽油；气体；燃气13．brick n. 砖；砖块14．metal n. 金属15．electricity n. 电；电能16．unify vi.&vt. 统一；(使)成一体17．context n. 上下文；语境；背景Ⅲ.单词——通其变1．death n．死；死亡→dead adj.无生命的2．shock n．震惊；令人震惊的事；休克vt.(使)震惊→shocking adj.令人震惊的→shocked adj.感到震惊的3．breathe vi.& vt.呼吸→breath n．呼吸4．revive vt.& vi.复活；(使)苏醒→revival n．振兴；复苏5．suffer vt.遭受；蒙受vi.(因疾病、痛苦、悲伤等)受苦→suffering n．折磨；苦难6．wisdom n．智慧；才智→wise adj.明智的；聪明的7．affect__vt.影响；(疾病)侵袭；深深打动→effect n．效果，作用Ⅳ.词块——英汉译1．as if 似乎；好像；仿佛2．in ruins 严重受损；破败不堪3．in shock 震惊；吃惊4．set up 建立5．as usual 像往常一样6．come to an end 结束7．the number of ……的数量8．dig out 挖掘9．a home to ……的家园10．go through 经历11．be gone 没有了12．provide medical care 提供医疗服务二．课文精研读原文呈现THE NIGHT THE EARTHDIDN’T SLEEPStrange things were happening in the countryside of northeastern①Hebei.For several days, the water in the village wells② rose③ and fell，rose and fell.There were deep cracks that appeared in the well walls.At least one well had some smelly④ gas coming out of it【1】．Chickens and even pigs were too nervous to eat【2】，and dogs refused to go inside buildings.Mice ran out of the fields looking for places to hide【3】，and fish jumped out of the water.At about 3：00 a．m., on 28 July 1976, bright lights were seen in the sky outside the city of Tangshan and loud noises were heard.But the city’s one million people were asleep⑤ as usual⑥ that night.【1】“coming out of it”在此为现在分词短语作后置定语，修饰gas。
人教版高中英语必修一第五单元阅读课教学设计-教育文档
人教版高中英语必修一第五单元阅读课教学设计-教育文档教学目标：1. 培养学生的阅读理解和语言表达能力；2. 通过阅读教育文档，了解不同的教学方法和教育理念；3. 培养学生的批判性思维和分析能力。
教学内容：本课主要围绕教育文档展开，包括教育政策、教学方法和教育理念等方面的内容。
通过阅读相关文档，学生了解社会和教育界对于教育改革和教育发展的看法和努力。
教学步骤：第一步：导入（5分钟）通过提问和引入话题的方式，唤起学生对教育问题的兴趣。
比如，问学生有没有关注过最近的教育新闻，以及自己对于教育的看法。
第二步：预习（10分钟）让学生在课前阅读指定的教育文档，或者给予学生一篇教育文档进行阅读，并提前准备一些相关问题。
第三步：阅读理解（15分钟）学生在课堂上对教育文档进行阅读理解，可以根据自己的理解和问题进行小组讨论。
第四步：讨论分享（15分钟）学生分组，互相分享自己的阅读体会和问题，并进行讨论和交流。
同时，老师可以对学生的问题进行解答，并给予一些建议和观点。
第五步：语言表达（15分钟）要求学生根据自己的理解和阅读体会，用英语进行语言表达。
可以采取辩论、演讲或写作等方式进行。
第六步：拓展应用（10分钟）引导学生思考并拓展教育文档的内容，比如，教育政策对于学生的影响，以及教育方法和理念的可行性等。
第七步：总结反思（5分钟）通过课堂讨论和学生的总结，对本节课进行总结反思，并给予学生一些学习提醒和指导。
教学方法：本课采用启发式教学方法，通过引导学生思考和互动交流，培养学生的阅读和表达能力。
同时，结合小组讨论和个人分享方式，激发学生的主动学习和探究欲望。
教学资源：1. 教育文档：可以选择一些与学生生活和学习相关的教育文档，比如教育改革文件、教育研究报告等；2. 学生提前阅读的教育文档；3. 学生的讨论和分享。
教学评价：通过学生的课堂表现、讨论和语言表达能力进行评价，重点关注学生对教育文档的理解和分析能力。
教学延伸：鼓励学生在课下继续扩展教育领域的阅读和研究，可以通过写作、演讲或参加相关的学术竞赛等方式。
人教版高中英语高一必修四Unit5课文课件阅读部分
2. What do you know about ancient English stories? What other activities do you imagine there are at Camelot Park?
3. Disneyland is a place to have fun. What will you do if you have a chance to visit Disneyland ?
2. fun: enjoyment; pleasure (U) have fun: enjoy oneself 尽情地玩 for fun: for pleasure 为了娱乐 a lot of / much / no fun 有趣/没趣 (be) in fun 在开玩笑 The little cat is full of fun. It’s no fun spending the weekend doing
D. Theme parks have a certain idea.
2. Which of the following are mentioned in the text? Disneyland, Dollywood, Camelot Park,
Give the main idea of each paragraph:
Window of the World
in Shenzhen
World Water park in Canada is a park where people can take part in all kinds of activities in water.
China Folk Culture Village
made in ancient England . Visitors to Dollywood can taste candy like the candy made in the American South 150 years ago.
高一英语新课标阅读
高一英语新课标阅读高一英语新课标阅读是高中英语教学中的重要组成部分，旨在提高学生的英语阅读能力，培养他们的跨文化交际意识和批判性思维能力。
以下是一些关于高一英语新课标阅读的建议和指导：1. 阅读材料的选择：选择适合高一学生认知水平和兴趣的阅读材料，可以是小说、新闻报道、科普文章等，确保材料具有一定的教育意义和趣味性。
2. 词汇学习：在阅读过程中，学生应学会识别和记忆新词汇，教师可以引导学生通过上下文来猜测词义，同时教授一些有效的词汇学习策略。
3. 语法结构的理解：通过阅读，学生应能够识别和理解英语中的基本语法结构，教师可以设计相关的练习，帮助学生巩固语法知识。
4. 阅读理解技巧：教授学生如何快速浏览文章，抓住主旨大意，如何通过关键词定位信息，以及如何进行推理判断等阅读技巧。
5. 批判性思维：鼓励学生在阅读时提出问题，分析作者的观点和论据，培养他们独立思考和批判性分析的能力。
6. 文化意识：通过阅读不同文化背景的材料，让学生了解和尊重不同的文化价值观和生活方式，提高跨文化交流的能力。
7. 阅读后的讨论：组织学生进行小组讨论或全班讨论，分享他们的理解和观点，这有助于加深对阅读材料的理解，并提高口语表达能力。
8. 写作练习：鼓励学生在阅读后进行写作练习，如写摘要、评论或个人感受，这有助于提高学生的写作能力和表达能力。
9. 定期评估：通过定期的阅读测试或作业来评估学生的阅读进步，及时给予反馈和指导。
10. 利用技术工具：利用在线资源和应用程序来辅助阅读教学，如电子书籍、在线词典和阅读跟踪工具等。
通过这些方法，高一英语新课标阅读不仅能够帮助学生提高语言技能，还能够培养他们的综合素养，为他们的终身学习和未来的学术及职业生涯打下坚实的基础。
Unit1阅读课课件2021-2022学年高中英语外研版必修第一册
Para4-1 Find and Translate
Think & Share
In order to construct a more beautiful China,what should we do to live in harmony with nature?
• Don't dry the pond to get all the fish. • Don't burn the forest to get all the animals. • 不涸泽而渔，不焚林而猎。
Thank You!
Summary
The Longji Rice Terraces,which take on diffeent 1_c_o_lo_u_r_sin different seasons,were built by the local Zhuang and Yao people.Since there are few large, 2_fl_a_t areas that can 3_ca_t_c_hthe rainwater and prevent the soil from 4_b_e_in_g_ 5w__a_s_h_ed__away, they built terraces on the mountains to 6_i_n_cr_e_a_s_e areas to grow rice. The terraces are cleverly designed, with hundreds of waterways 7_c_o_n_n_e_c_ti_n_g_ with each other,along which rainwater moves down the mountains and into the terraces. Today, local people use8 _an_c_i_e_n_t methods of agriculture to maintain the terraces created by 9_p_e_o_p_l_e and 10_n_a_t_u_re_working together.
高一英语必修一Unit 3 Reading Journey down the Mekong (阅读课件)
Paragraph 3:
Preparation
What can they see along fall
plain
delta
valley
rapids
glacier valley 2
1
3 waterfall
plain delta
4 5
Paragraph 3: Preparation
What can you see along the Mekong?
The Mekong begins glacier in a ________ Tibetan _______. on a _______mountain
Paragraph 3: Preparation
What can you see along the Mekong? At first, the river is small. Then it becomes rapids as _____ it passed through deep ______,travelling valleys western Yunnan across_______ ______ Province. Sometimes the waterfall river becomes a_______ and wide ______. enters ______ valleys
Q2: Is Wang Wei a stubborn girl? Why?
Yes. She insisted that she (should) organize the trip ______________ properly. Once she has made up her mind ________________, nothing can change it.
外研版高一英语必修 第三册 第2单元 Developing ideas 阅读课
Read
Underline
Check the predicitons.
Check
1. He might have saved frightened Jewish children, whose parents were heartbroken, from the Nazis during World War II.
Vocabulary
01
&Context Rich
02
Expressions 03 Compound Sentences
01 Vocabulary&Context
1. That all changed in 1988 when his wife Grete found a forgotten journal at home. journal ① a magazine ② a record or a diary
Question: How did Winton save the Jewish children?
3 In December 1938, a friend asked Winton to come to Prague to aid people who were escaping from the Nazis. In Prague, Winton saw people living in terrible conditions and whose lives were in danger. He decided to help transport children to safety in Britain. He established an office to keep records of the children, and then returned to Britain to find temporary homes for them. He used donated funds and his own money to pay the 50 pounds per child that the British government required. By August 1939, Winton had saved 669 children.
高中英语人教版必修第一册 Unit 3 Sports and Fitness 阅读课教案
Living Legends阅读课教案1.Teaching Objectives●Language ability:Students can understand the meaning and master the usage of some words and phrases.●Learning ability:Students can improve their ability to analyse the structure of the article and learn how to write sports legends.●Thinking quality objective:Students can realize the importance of sports and do more exercise in their daily life.●Cultural consciousness objective:Students know famous athletes from different countries and broaden their horizons2.Teaching Key and Teacning Difficult PointTeaching key points :Students can understand the meaning and master the usage of some words and phrases.Teaching difficult points :Students can improve their ability to analyse the structure of the article and learn how to write sports legends.3.Teaching ProceduresStep 1 Lead-in (5 minutes)●Show the students some pictures of famous athletes and ask if you know who they are.●Ask students “Who is your favourite athlete? Why?Could you introduce him/her briefly?”(Justification:this step can attract student’s interest and introduce the topic.)Step 2 pre-reading (8 minutes)Show the title and picture, ask students the following question:Q1: what does “legends” mean?Q2: Do you know who is Lang Ping? How do you know her?Q3: Do you know who is Michael Jordan? How much do you know about him?Q4: What do you think this article is mainly talk about?(Justification:this step can provide some background information and pave the way for the following activities.)Step 3 while-reading (20 minutes)Activity 1 read the introduction of Lang Ping and answer following question.Q1: Is lang Ping a master in sports? Why?Q2:What challenge did Lang Ping meet? How did she solve it?Q3:What three roles did Lang Ping play?Q4:What rhetorical device does the author use to introduce Lang Ping? How do you know that?Activity 2 read the introduction of Michael Jordan and answer following question.Q1: Is Michael Jordan a master in sports? Why?Q2: What’s the meaning of “ when Michael Jordan’s feet left the ground, time seemed stand still.”Q3: What is the mental strength of Michael Jordan?Activity 3 read the introduction of Lang Ping and Michael Jordan, then think about two question: Q1: What do they have in common?Q2: What we can learn from them?Step 4 post-reading (10 minutes)Group discussionWhat qualities are needed to become a sport living legend?4.Homework (2 minutes)Write a short passage about an athlete you admire.。
高中英语阅读课 作业设计
高中英语阅读课作业设计全文共四篇示例，供读者参考第一篇示例：高中英语阅读课是培养学生阅读能力和语言表达能力的重要课程之一。
在这门课程中，教师可以设计各种各样的作业来帮助学生提高阅读理解能力、扩大词汇量和提高语法水平。
下面我将为大家介绍一份关于高中英语阅读课的作业设计。
一、作业目标1. 提高学生阅读理解能力，培养学生分析和解释文本的能力。
2. 扩大学生的词汇量，提高学生在阅读中的语言表达能力。
3. 激发学生对阅读的兴趣，培养学生良好的阅读习惯和方法。
二、作业设计1. 阅读理解与词汇运用设计一篇文章，要求学生阅读完整个文章后回答一系列相关问题，包括主要观点、关键信息及作者态度等。
同时要求学生在阅读过程中标记生词，并用这些生词造句或做词义、词根、词缀的分析，以帮助他们加强对生词的记忆和运用能力。
2. 阅读讨论与写作选择一篇具有争议性的文章，要求学生进行小组讨论，并就文章内容展开争论和思考。
在讨论结束后，要求学生撰写一篇个人观点的文章，其中包括对文章内容的理解、观点的表达以及自己的看法和立场。
3. 阅读材料选取为了提高学生的阅读兴趣和保持他们的阅读积极性，教师可以选择一些具有趣味性和实用性的阅读材料，如科普文章、英文小说、名人传记等，以激发学生的阅读热情并提高他们的阅读理解能力。
4. 阅读任务设置在作业设计中，可以设置一些阅读任务，如提出问题、总结文章中的主旨、整理作者的论点和论据等，以帮助学生将阅读过程转化为学习过程，提高他们的学习效率和理解能力。
5. 课外阅读推荐在每次作业结束后，教师可以推荐一些与本次阅读材料相关的课外阅读，以帮助学生拓展知识面、提高阅读兴趣和培养独立阅读的习惯。
同时也可以鼓励学生阅读英文报纸、英语杂志等，以提高他们的语言表达能力和阅读水平。
以上是我对高中英语阅读课作业设计的一些建议。
通过设计有针对性的阅读作业，教师可以更好地引导学生提高阅读能力、培养语言表达能力，帮助他们更好地理解和运用英语。