高中英语说课稿-高二英语下《Unit20reading》优秀说课稿
高中英语说课稿 高二下册20
Grammar of Unit 20Good morning, distinguished teachers. Today, I am very pleased to have an opportunity to talk about some of my teaching ideas.The topic I am going to talk about is The Grammar (Review the use of “it”) taken from Senior English for China Book2B Unit 20 Archaeology. My presentation is made up of five parts: analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure, and blackboard design.Part 1 My understanding of this lessonThe Analysis of the teaching materialThe content of this lesson is to review the use of “it”for Emphasis and as Subject. The material is divided into two parts. The first part mainly practice the use of “it” for Emphasis while the 2nd part focus on the use of “it”as Subject.The teaching content of this lesson is |the basic usage of it”，make some examples to illustrate.Combining the characteristics of unit objectives and curriculum, The situation of students, the age characteristics of SS, I identify the following teaching aims:Teaching Aims:1、know about kinds of means of “it”2、study kinds of key sentences of “it”3、master the content of this lesson4、Be more skilled to master the use of “it” for Emphasis and as Subject.Teaching Important Points:Master the use of “it”, especially the use as a preparatory subject or a preparatory object and the emphatic use.Teaching Difficult Point:1.In the cleft sentence, only use the “is”/ “was” after “It”.2.“That”cannot be omit, if the composition emphasizedrepresents the person, “that” and be replaced by “who”.3.When the adjective is used as the Predicative，the adjectivecannot be emphasized.Part 2 My teaching theories, methods and aidsAccording to the modern social communication teaching theories(现代社会交际教学理论)，when dealing with this lesson, I will do my best to make the Ss the real masters in class while the teacher myself acts as director and combine the language structures with the language function.Scientific and reasonable way will make teaching more effective, harmonious, perfect, unified. So, the Shariah(教法) I am preparing to adopt is the main teaching methods (For example, do more practice to consolidateknowleges.)Teaching Methods:1. Having a little quiz to revise the common use of “it”.2. Inductive method to go through some important sentence patterns with “it”.3. Practice to consolidate the use of “it”.Teaching Aids:1. A projector and some slides2. The blackboardPart 3 Teaching proceduresIn order to make the Ss get the knowledge by exploring and cooperative study, I have designed 3 steps in this lesson. The entire steps are: Review, Practice in groups, Comments.Step 1 ReviewIn this step, I will help my Ss review the use of “it”for Emphasis and as Subject”, and then ask the two Ss to take an example at the blackboard.ReferenceStep 2 Practice in groupsFinish the practice in the textbook in two groups, and then each group write their own answers at the blackboard.Step 3CommentsFinally, I will comment on their answers, and help my Ss to summarize the use of “it” by themselves.That’s all for my teaching plan about this lesson, thanks!Part3 teaching processStep1 warming upSome students will be asked to tell what the “it” means in these sentences. Then I will check their answers and give them kinds of situations. Step2 construe kinds of usage of “it”1、the basic usage of “it” is to be as pronoun.@espicially the word “it” can refer to the just mentioned thing for the purpose of avoiding repeatition. Eg. Ningbo is a beautiful city, isn’t it?@“it”also refers to “animals or babies”。
高二Unit20Archaeology（Reading）原创教案（人教版高二英语下册教案教学设计）
高二 Unit 20 Archaeology （Reading）原创教案(人教版高二英语下册教案教学设计)OPEN CLASSBy Fu XiaoyanUnit 20 ArchaeologyPeriod 2 The King of StonehengeTeaching Aims1. Train the students’ reading ability.2. Learn and master the following words and phrases: distinction, centimetre, clay, arrow, dozen, cushion, spare, tend, tend to, approximately, monument, homeland, in terms of.3. Talk about archaeological discoveries.Teaching Important Points1. Improve students’ reading ability.2. Help students master the use of some useful words and expressions.3. Enable the students to understand something about archaeology.Teaching Difficult Points1. How to make students master the main idea of each part.2. How to help the students master the use of some words and phrases.Teaching Methods1. Individual work to understand the main idea of the whole passage.2. Pair work or group work to get every student to take part in the activities.Teaching Aids1. Multimedia2. BlackboardTeaching ProceduresStep 1. Greetings and Lead-inGreet the whole class as usual.Show students some pictures of unearthed objects. And then ask students to answer the two questions:1. Do you know what they are?2. Can you tell me why they were buried with the king or emperor after they died?Encourage students to try their best to talk about these pictures.Step 2. ScanningGive the students five minutes to scan the text and find the answers to the questions on the screen. Collect the word and then write down them on the blackboard.Show the screen:1. What objects were found in the grave of the King of Stonehenge?2. What materials were there in the grave?3. Why were these things given to the king after he died?Five minutes later, check the answers.Step 3 ReadingRead the text and ask students to think about this question: How many reasons are mentioned in the text for the importance of the discovery? What are they?THE KING OF STONEHENGEFind the king↓The objects found in the grave↓Why the discovery is important↙ ↓ ↘reason 1 reason 2 reason 3↓ ↓ ↓richest and oldest three miles away from Central EuropeBy now we’ve had a general idea about the text, but the most important thing for us to know is that the objects are useful to find some information from the cultural relics about the life, culture and some other things in the old times. So we should continue to study the text to see what conclusion we can conclude from the fact. At first let’s read the third paragraph on Page 75.Step 4 Retelling the textGive the students 2 or 3 minutes to prepare, and then ask one of them to retell the text. Show some pictures of the Stonehenge on the screen.Step 5 DiscussionTurn to Page 77, give students some time to discuss these questions in groups and then finish Exercise 3.Step 6 SummaryWe learned the objects in the tomb of the King and the importance of the discovery. But the text also hints that cultural relics are very important and valuable. That is not because they can supply us some very important information about the history of human being.Step 7 HomeworkFinish all the exercises in Post-Reading and Word Study on Page 77.。
《Reading》 说课稿
《Reading》说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是《Reading》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析本节课所选的教材是教材名称，本单元的主题是单元主题，而本节课的阅读文本是围绕具体主题展开的。
这篇阅读文本具有一定的代表性，不仅语言地道、生动，而且内容丰富、有深度，能够激发学生的阅读兴趣和思考。
从体裁上看，这是一篇体裁类型，其结构清晰，层次分明。
在语言方面，文中包含了丰富的词汇、句型和语法结构，为学生提供了很好的语言学习素材。
同时，通过阅读这篇文章，学生能够了解到相关的文化或知识背景，拓宽他们的视野。
二、学情分析我所教授的学生是年级的学生，他们已经具备了一定的英语基础，掌握了一定的词汇量和基本的语法知识。
但是，在阅读技巧和理解能力方面还有待提高，对于一些复杂的长句和生词可能会存在理解困难。
此外，学生的学习兴趣和积极性也存在差异，需要通过多样化的教学方法来激发他们的学习热情。
三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标学生能够理解并掌握文中的重点词汇和短语，如列举重点词汇和短语。
学生能够掌握文中的重要句型和语法结构，如列举重要句型和语法结构。
2、技能目标提高学生的阅读技巧，如略读、扫读、推理判断等。
培养学生的阅读理解能力，能够准确理解文章的主旨大意、细节信息和作者的观点态度。
3、情感目标激发学生对阅读的兴趣，培养学生的阅读习惯。
引导学生通过阅读了解不同的文化和思想，拓宽学生的视野。
四、教学重难点1、教学重点理解文中的重点词汇、短语和句型。
掌握文章的主旨大意和重要细节。
2、教学难点对文中复杂句子的理解和分析。
理解作者的观点态度，并能够进行批判性思考。
五、教学方法为了实现教学目标，突破教学重难点，我将采用以下教学方法：1、任务驱动法通过设置不同的阅读任务，引导学生有目的地进行阅读，提高阅读效率。
高中英语reading说课稿
高中英语reading说课稿尊敬的各位老师、同学们，大家好！今天我要为大家说课的题目是高中英语阅读。
在开始之前，我想先强调一下阅读在英语学习中的重要性。
阅读不仅是语言学习的基础，也是提高语言综合运用能力的关键。
通过阅读，学生可以扩大词汇量，加深对语法结构的理解，提高语感，同时也能够了解不同文化，拓宽视野。
接下来，我将从教材分析、教学目标、教学方法、教学过程和评价方式五个方面来进行我的说课。
首先，我们来看一下教材分析。
本次阅读课选取的是高中英语教材中的一篇课文，标题为“Environmental Heroes”。
这篇文章介绍了几位环保英雄的事迹，他们通过自己的行动和创新思维，为保护环境做出了贡献。
文章语言生动，内容贴近生活，非常适合高中生的阅读水平。
接着，我们来明确一下教学目标。
根据新课标的要求，本节课的教学目标分为知识目标、能力目标和情感态度目标三个层面。
知识目标：1. 学生能够掌握本课文中的核心词汇和短语，如“environmental hero”, “sustainability”, “conservation”等。
2. 学生能够理解并运用文章中的重点句型和语法结构，如定语从句和现在分词作状语等。
能力目标：1. 培养学生通过上下文推断生词含义的能力。
2. 提高学生的阅读理解能力，能够抓住文章主旨和细节信息。
3. 培养学生的批判性思维能力，能够对文章内容进行分析和评价。
情感态度目标：1. 激发学生对环保话题的兴趣和关注。
2. 培养学生的环保意识和社会责任感。
接下来，我将介绍本次课的教学方法。
为了更好地实现教学目标，我将采用任务型教学法和合作学习法。
通过设计不同的阅读任务，引导学生主动参与到课堂活动中来。
同时，通过小组合作讨论，促进学生之间的交流和合作。
现在，让我们进入到教学过程的环节。
本节课的教学过程分为以下几个步骤：第一步，导入新课。
我将通过展示一些环保英雄的图片和简短介绍，激发学生的兴趣，并引出本节课的主题。
高二英语教案：高二英语下册Unit20 教案
高二英语下册Unit20 教案Teaching aims:●To get some knowledge about the space exploration●To read for the specific information and summarize the main idea of eachparagraph●To learn some idiomatic expressions●To practise using linking words to express reason and purpose●To write an article for a local magazineTeaching main points:To write an article for a local magazineTeaching aid: Multi-mediumTeaching procedures:Step1. Warm upGet students look at the picture and make them know the world and its recourse is limited then ask them what we should do?Step2. Pre-readingTask1. Ask students to work in pairs to talk about the following questions: •Do you know when the fist space exploration began?•Which country launched the first satellite?•Who was the first man into the space?•Do you know anything words about the space?Task2. Study some words about the spaceStep3. ReadingTask1. First readingStudents work individually, reading the article and matching the headings with the paragraphs.Task2. Second readingStudents read the text again and then find sentences in the text that mean the sameas these colloquial sentencesDo the first item with the class firstStudents then complete the exercises working in pairsWhen check students’ answers, have individuals read out both sentences.Step4. ExerciseTask1. Get students work individually and match the words with the idiomatic expressions from the text (1-5) in italics.Task2. Using the following words to complete the sentences.Step5. WritingFirst, important elements in writingThen several choicesUseful vocabularyStep6. Homework。
高二英语教案：高二英语下学期Unit 20
人教修订版英语高二下Unit20Archaeology Reading教案The King of StonehengeTeaching Aims:1.To enlarge the students’ vocabulary in talking about archaeology andhistoric events2. Train the students’ reading ability.3. Let the students learn about the King of the Stonehenge discovered byarchaeologists.Teaching Important points:1. Improve the students’ reading ability.2. Help the students learn about the King of the Stonehenge by reading thepassage.Teaching Difficult Points:How to help the students understand the passage exactly.Teaching Methods:1. Discussion before reading to make the students interested in what they willread.2. Fast reading and careful reading to understand the passage correctly.3. Pair or group work to make every student take an active part in the activitiesin class.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:S t e p I G r e e t i n g sGreet the whole class as usual.S t e p I I D u t y r e p o r tS t e p I I I P r e-r e a d i n gT: 1. Can you list some great emperors in Chinese history?2. After kings and emperors died, what objects were buried with?3. Why were dead kings given these objects after they died?S t e p I V R e a d i n gShow a picture of Stonehenge.T: How much do you know about Stonehenge?Have you heard of the king of Stonehenge?Let’s read a passage about the mysterious Stonehenge and the King of Stonehenge. It must give you an unexpected surprise.Task 1: 1.Scan the passage and write down which objects were found in the grave.2. Describe the materials found in the grave.Task 2: Go on to ask students to divide the passage into three parts and sum up the main idea of each part.Later ask students to go through the whole passage quickly to find out correct answers to some questions.S t e p V L i s t e n i n gListen to the tape. After listening, do the comprehension exercises.S t e p V I A p p r e c i a t i o nShow some pictures of Stonehenge.What do you think of Stonehenge?Then draw a conclusion:The construction of Stonehenge is a process of blood, sweat, and tears.S t e p V I I.D i s c u s s i o n1. Why was the Stonehenge built or the purpose of the construction?The main theories of the purpose existed and accepted in the world today:Execution ground(刑场) Space station（宇宙太空港）Hunting ground（狩猎场）An astronomical calendar（天文历法仪）Temple（宗教寺庙）2. Suppose your hometown found an ancient grave, and some people suggestdigging it up, while others have different opinions. Please make up a dialogue with your partner, and express your idea.S t e p V I I I.C o n s o l i d a t i o nClose your books, and finish the exercise on the screen. T or F exercises.1. ( ) When the King of Stonehenge died, he was about 50 years old.2. ( ) From tests on his teeth, it is certain that he spent his childhood inEngland.3. ( ) The most amazing find was two gold earrings.4. ( ) Stonehenge was begun around 2300BC.5. ( ) In terms of technical development, people were going from the Bronzeage to the Stone Age at that time.6. ( ) It has been proven that the copper knives came from Spain and WesternFrance.S t e p V I I I.H o m e w o r kIf you were the writer to introduce The King of Stonehenge, what story would you add to attract more readers? At last, don’t forget to prepare fo r the next period----language study. So much for today. Thank you!。
高二英语说课稿：Unit20
高二英语说课稿：Unit20
兴趣可以使人集中注意，如果要让学生感兴趣，教师就要饱含情感。
编
辑了高二英语说课稿：Unit20，欢迎阅读!
各位老师, 大家好! 今天我说课的内容是高二英语下册Unit20, reading 部分.该部分主要侧重于阅读能力的培养,教给学生多种灵活多变的阅读方法.引
导学生开展任务型阅读,以任务为依托,激发学生参与主体,从篇章中准确,高效
地获取知识与信息.
一,教材内容分析(Analysis of the teaching materials)
高二英语新教材的编写依然以单元为单位,但每个单元打破了呆板的块状设计,换之于流畅的线型流程,为课堂教学的灵活组织留下了更大的空间.整个教
材体现了Communicative Curriculum 的指导思想.每个单元以功能为主题,话题为支撑,结构为平台,任务为载体,意义交流为目的,充分体现了语言运用的基本
思路,为任务型课堂教学构建了框架,注重提高学生用英语获取信息,处理信息, 分析和解决问题的能力,发展学生与人沟通和合作的能力.
本单元的中心话题是考古学,内容涉及石器时代,青铜器时代,汉朝,唐朝等古
代的饮食起居,文化娱乐,生产工具等,并重点介绍了英国的巨石阵和中华文明
的起源.语言技能和语言知识都是依据科学成就这一中心话题设计的.
读前(Pre-reading)部分提供了三个与本单元的主题有关的问题,通过启发学生。
高二英语下册Unit 20,reading说课稿
高二英语下册Unit 20,reading说课稿
高二英语Unit20,reading说课稿
何杰
各位老师,大家好!今天我说课的内容是高二英语下册Unit20,reading部分.该部分主要侧重于阅读能力的培养,教给学生多种灵活多变的阅读方法.引导学生开展任务型阅读,以任务为依托,激发学生参与主体,从篇章中准确,高效地获取知识与信息.
一,教材内容分析(Analysisoftheteachingmaterials)
高二英语新教材的编写依然以单元为单位,但每个单元打破了呆板的块状设计,换之于流畅的线型流程,为课堂教学的灵活组织留下了更大的空间.整个教材体现了CommunicativeCurriculum的指导思想.每个单元以功能为主题,话题为支撑,结构为平台,任务为载体,意义交流为目的,充分体现了语言运用的基本思路,为任务型课堂教学构建了框架,注重提高学生用英语获取信息,处理信息,分析和解决问题的能力,发展学生与人沟通和合作的能力.
本单元的中心话题是考古学,内容涉及石器时代,青铜器时代,汉朝,唐朝等古代的饮食起居,文化娱乐,生产工具等,并重点介绍了英国的巨石阵和中华文明的起源.语言技能和语言知识都是依据科学成就这一中心话题设计的.
读前(Pre-reading)部分提供了三。
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高中英语说课稿-高二英语下《Unit20reading》优秀说课稿本文从网络收集而来，上传到平台为了帮到更多的人，如果您需要使用本文档，请点击下载按钮下载本文档（有偿下载），另外祝您生活愉快，工作顺利，万事如意！各位老师,大家好!今天我说课的内容是高二英语下册Unit20,reading部分.该部分主要侧重于阅读能力的培养,教给学生多种灵活多变的阅读方法.引导学生开展任务型阅读,以任务为依托,激发学生参与主体,从篇章中准确,高效地获取知识与信息.一,教材内容分析高二英语新教材的编写依然以单元为单位,但每个单元打破了呆板的块状设计,换之于流畅的线型流程,为课堂教学的灵活组织留下了更大的空间.整个教材体现了communicativecurriculum的指导思想.每个单元以功能为主题,话题为支撑,结构为平台,任务为载体,意义交流为目的,充分体现了语言运用的基本思路,为任务型课堂教学构建了框架,注重提高学生用英语获取信息,处理信息,分析和解决问题的能力,发展学生与人沟通和合作的能力.本单元的中心话题是”考古学”,内容涉及石器时代,青铜器时代,汉朝,唐朝等古代的饮食起居,文化娱乐,生产工具等,并重点介绍了英国的巨石阵和中华文明的起源.语言技能和语言知识都是依据”科学成就”这一中心话题设计的.”读前”部分提供了三个与本单元的主题有关的问题,通过启发学生对中国皇帝陪葬的猜测和思考,运用自己已有的文化背景知识和语言知识,来猜测英国史前巨石柱王的情况,并且通过阅读验证自己的猜测.”阅读”部分介绍了人类考古史上的一个重大发现thekingofStonehengeinEngland.这个发现使得考古学家相信那个时期的人们已经和欧洲其他地区有贸易和文化交往.”读后”部分设计了三个问题.第一题考察学生对内容的理解,要求学生在课文中找出在坟墓里挖掘出来的objects和materials.第二题教会学生一个重要的考古方法,也培养了学生分析和判断的能力.要求学生根据课文信息找出青铜器时代的英国人民和欧洲其他国家和地区的文化和贸易交往.第三题是练习是拓展性问题.要学生讨论建造theStonehenge所需的技术,科技,发明和工具.moraleducation:man’,buti年5月3日,英格兰考古重点发现;从四个方面说明此项考古发现为什么具有重要意义;当地老百姓对巨石王的评价.二,学生情况分析本单元的设计与实施是建立在学生经过近两年新教材学习基础之上.学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系.并且,他们也已经形成并培养了一定的小组合作学习及自主学习的能力.就打算授课的班级来看,主要的问题是中下层次的学生较多,但由于本课具有的故事性特点,这些学生参与教学的积极性是可以得到调动的.对这部分学生,首要达到的是教学目标,其次是目标,如果目标,达到了,也就可以基本实现目标.对于中上层次的学生来讲,实现本课的目标是较容易的.就整个班而言,初读课文的理解程度大约在40%,在相关教学材料诸如老师准备的教学辅助材料,教学中采取的步骤等的帮助下第二遍阅读的理解程度可以达到60%,到完成本课教学后,对课文的理解程度可以达到85%以上.三,教学目标和要求根据《英语新课程标准》关于总目标的具体描述,结合高二学生实际和教材内容,我将教学目标分为语言知识,语言技能,学习策略,情感态度,文化意识五个方面.,语言知识词汇:能理解,内化,运用以下生词—aemperor,pin,find,clay,arrow,bow,cushion,spare,techni cal短语:datebackto,haveahandin,intermsof,intheeyesof,digup,r emindof,belongto,looklike,musthavedone,mayhavedone,2.语言技能读:获取关于考古的相关信息,且进行skimming,scanning,carefulreading,generalization;inferen ce等阅读微技能训练.训练通过寻找关键词,主题句等方式更快速并准确的确定的段落大意,理清的总体框架与脉络.继续运用已经掌握的基本猜词技巧猜测部分单词,并在上下文体验中感受某些佳句给读者带来的深层含义.3,学习策略:认知策略:在学习过程中,善于抓住重点,做好笔记,并能对所学内容进行整理和归纳.资源策略:能够有效地使用图书馆,网络等方式查阅有关考古的资料进行信息处理的能力,获得更广泛的英语信息,扩展所学知识.4,情感态度:)让学生了解考古学的重要性.2)能在多种英语学习情境中感受,分享用英语交流的成功与喜悦3)让学生学会用辨证和积极的态度对待文物挖掘.5,文化意识:通过学习,了解一些中外著名的考古遗址,从而拓宽他们的文化视野,加深对中外文化遗产的理解和掌握.并且意识到是人民创造了历史,创造了奇迹.四,教学原则和教学方法:根据我们几年来”第二语言习得论”和”整体语言教学”的理论和实践,同时渗透当前教学改革,课程改革等的先进理念.,以任务型教学作为课堂教学设计之理念,具体采用情景教学法,整体语言教学法等教学方法.从一定程度上说,人们使用语言是为了完成各种各样的任务,而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动.学习者通过表达,沟通,交涉,解释,询问等各种语言形式来学习和掌握语言,实现目标,感受成功.本节课的主要任务有三个:Task1:Readingforthemainideaofeachpart.Task2:DiscussingandfillingtheblanksTask3:Readingandcopying2,在教学中突出交际性,注重读写的实用性;同时适时进行情感与策略调整,以形成积极的学习态度,促进语言实际运用能力的提高.3,坚持”教师为主导,学生为主体,任务为基础”的教学原则,在课堂教学的不同环节教师应扮演自身作为”设计者,研究者,组织者,促进者,协调者”的角色.4,贯彻”教中学,学中用”策略,真正使学生学以致用.五,教学重点与难点Teachingimportantpoints:Improvethestudents’readingability.HelpthestudentslearnaboutthekingoftheStonehengebyrea dingthepassage.TeachingDifficultPoints:Howtohelpthestudentsunderstandthepassageexactly.六,教学设计步骤Step1GreetingGreettheSsasusualStep2ReadingPre-readingShowapictureofTerra-cottawarriors.whatobjectswerekingsandemperorsinchinaburiedwithDescribethekindsofobjectskingsandemperorsinchinawere buriedwith.objects:jadejafssServantstoolschinasilkpotterywivesofem perorsjafssfordailylifemoneyanimalsjewelerwarriorsclothingwe aponswhyweredeadkingsgiventheseobjectsaftertheydiedToshowofftheirpowerandwealth.TobegiventohimforhisuseinthenextlifeTocontinuetheirluxuriouslifeinthenetherworld.根据图式理论,影响学生阅读理解的图式包括语言图式,内容图式和修辞图式.进行读前活动,可以充分地调动学生大脑中已有的内容图式,为后续的阅读活动做出铺垫.为吸引学生的注意力,增加趣味性,活跃课堂气氛,选取了Terra-cottawarriors图片组织学生观赏.Task1:ReadingforthemainideaFast-reading.Scanthetextandwritedownwhichobjectswerefoundin thegraveofthekingofStonehenge:toolsofahunterorwarriora bonepinaleathercoattwocopperknivestwogoldearringstwo claypotstoolsandmaterialstomakearrowsabowadozenarro wsacushionstoneShowthepicturesofskull,copperknife,goldearrings,arrowh ead,andclaypot.materials:gold,fur,stone,clay,pottery,copper,bone:toolsofahunterorwarrior,abonepin,aleathercoat,twocopper knives,twogoldearrings,twoclaypots,toolsandmaterialsto makearrows,abow,adozenarrows,acushionstoneincareful-readingLateraskstudentstogothroughthewholepassagequicklytofi ndoutcorrectanswerstothefollowingquestions:.Themagnificenceoffindingagraveofamanshowsthat_________.edfromsomeotherplace__________.____.____._________.Suggestedanswers:1-6cADcAA扫读:定位,理解事实细节是一个重要的阅读微技能,是进行归纳,推理,判断等高级阅读技能理解的基础.在学生通过略读了解了的大意和篇章结构之后,指导学生进行扫读来获取的细节信息,并在此基础上,总结本文中使用的说明方法.Task2:DiscussingandfillingtheblanksPost-readingTalkabouttheinventionsandkindsofsciencetheymusthaveh ad,basedonthereadingpassage.activityknowledge,science,inventionsandtoolsTraveltoScotlandRoads,maps,geography,etc.constructionofStonehengeArchitecture,physics,etc.Huntingweapons,bows,arrows,etc.TradewithEuropemaps,ships,languages,geography,marketsmakingcopperknivesSkills,copper,model,etc.此类信息多,经过梳理后并不杂,易于学生掌握关键词,为下步的Retell打好伏笔.Step3Listeningtothepassageandtrytofollowitinlowvoice.Decideifthesentencesbelowaretrueorfalse..whenthekingofStonehengedied,hewasabout50years old.,itiscertainthathespenthischildhoodinEnglish.,peopleweregoingfromtheBronzeAgetoStoneAgeatth attime.Suggestedanswers:FFTFFTStep4Task3:ReadingandcopyingNowit’stimetoreadthetextagainandcopydownalltheusefule xpressions.Step5SummaryandhomeworkInthisclass,we’velearntaboutthekingofStonehengebyreadi ng,pleduringdifferentperiods,soifyouhavetime,gotov,don’指导学生可以借助网络,图书馆,电影,电视甚至笔友或向报纸编辑求助获取相关信息,培养和发展学生适合自己的资源策略,懂得通过各种渠道获取信息和培养一定得的文化意识.七,板书设计Unit20,readingthemainideaofeachpart./wascalledwhatpeoplecall/calledUsefulexpressionsfromthetextdatebacktoaround2,300Bc,withhisfacetothenorth,zbonepi n,carrysthonone’sb reast,goldearrings,bemadeof,aseconds mallercopperknife,acushionstone,workmetal,avarietyofre asons,tendtodosth,amemberofapowerfulclass,theconstruc tionofStonehenge,belinkedtosth,haveahandin,pullup,inter mof,technicaldevelopment,StoneAge,IronAge,throughtra deandculturallinks,theskillstomakemetal,beofhighstatus,intheeyesof,localpeople资阳市高中英语说课竞赛及课堂教学展示活动本文从网络收集而来，上传到平台为了帮到更多的人，如果您需要使用本文档，请点击下载按钮下载本文档（有偿下载），另外祝您生活愉快，工作顺利，万事如意！。