最新精品报译林牛津必修5精品教案Reading 阅读策略如何把握辩论性文章的阅读技巧

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牛津必修五unitreading教学课件

They lost the game because of Matthew’sc_a_r_e_le_s_s_n_e_ss___.
guilty
He made some really cruel ___r_e_m__a_rk__s __ to Matthew.
awkward
Her best friend Matthew has stopped talking to him.
牛津必修五unitreading
Reading Secrets and lies
牛津必修五unitreading
The reasons leading to
a broken friendship
﹡ having little in common ﹡ lacking trust ﹡ there being conflict of interest ﹡ being jealous of each other
牛津必修五unitreading
Read the first letter.
牛津必修五unitreading
牛津必修五unitreading
• What did Sarah think about the surprise Math quiz? She thought it was quite easy.
(8)__ad_m__it___ that it was a mistake. You are simply going to have to (9)__f_o_rg_iv_e__ him. You (10)__sw__ea_r___ that your friendship is as important as football, so don’t let a small disagreement destroy friendship. Talk to your friend and I’m sure that, before long, you will be back playing football together.

英语译林牛津版必修5Unit1精品教案(9)

英语译林牛津版必修5Unit1精品教案（9）Period 9 Task (Ⅱ) — WritingTeaching goals:1. Write a letter to a friend.2. Enable the students to learn how to write an advice letter.3. Develop students’ writing ability.Teaching important & difficult points:1. How to master the basic steps to write an advice letter.2. How to finish the writing task in time.Teaching methods:Explanation, discussing, practising and correcting.Teaching aids:A computer and some slides.Teaching procedures:Step1 Greetings & RevisionCheck the expressions on agreement and disagreement.Step2 ProofreadingT: It is important to proofread your work once you have finished it, especially a necessary part of writing in English. Often you will find careless mistakes that you have made. In particular, you should chech for:·facts Make sure the facts are accurate.·grammar Check that you have used the correct tenses, parts of speech, sentence structures, etc. make sure the verb agrees with the subject.·handwriting Make sure your handwriting is clear.·punctuation Check that all punctuation marks are used correctly and that none are missing. ·vocabulary Check that you have used the right words.·spelling Look out for spelling mistakes.·style ( formal/ informal) Check that the choice of vocabulary and sentence structure is of thedegree of formality.T: Now your friend Rebecca wrote about her twin brother in her diary. She asked you to check it for mistakes. There is one mistake in each line. Look at the diary on page16 and check for mistakes in pairs. Pay special attention to facts, frammar, handwriting, punctuation, vocabulary, spelling and style. Then check the answers as a class.Step3 Writing a letter to your friendT: Now we’re going to learn how to write an advice letter to your friend. Do you know how to write the letter?Ss: No.T: Here are some tips and steps for you to learn to write.Tips for writing an advice letter1. Describe the problem that the person has written to you about, to let him/her know you understand his/her situation.2. Give him/her some advice.The advice you give should be simple and to the point.The tone of the letter should be respectful.3. Try to be positive and encouraging and avoid criticizing the person.英语建议信写作方法及思路一般说来，建议信多属于半开放性作文，大多要求考生根据所给的材料(多为征求建议信)，给出有针对性的解决办法，或者提出合理化建议。

高中英语阅读理解能力的调查与对策探究（译林牛津版英语）

高中英语阅读理解能力的调查与对策探究（译林牛津版英语）中英语阅读理解能力的调查与对策探究张郁东流中学 247230摘要21世纪是信息全球化时代，这使得英语的重要性日益突出。

在英语的听、说、读、写、译五项技能中，读是根基，离开阅读，英语综合能力的培养只会是纸上谈兵。

在高考中阅读理解分值最大，是重中之重。

大有得阅读者得天下之势。

可见阅读能力的培养是不可忽视的。

本文旨在通过对高中生英语阅读理解方面存在的障碍及其成因作实证性研究从而对症下药提出相应的教学对策，为提高高中生英语阅读能力、改善高中英语阅读教学现状提供参考与借鉴。

关键词高中英语阅读理解，现状，对策探究现状调查与分析笔者采用调查问卷的方法对东流中学高二110名学生进行了英语阅读理解障碍的调查。

情况如下：问题肯定回答的人数占总人数的百分比1.考试时你害怕做阅读理解吗？ 98 90.72.做阅读理解时经常做到一半就放弃吗？ 80 74.03.除了考试的阅读题外你经常读英语文章吗？ 50 46.24.阅读英语文章时一碰生词就查字典吗？ 98 90.75.你认为有必要增加英文课外阅读吗？ 68 62.36.阅读英文你用何种方法？（1）指读（87 ）（2）唇读（90 ）（3）译读（ 95）（1）指读（80.6 ）（2）唇读（83.4 ）（3）译读（87.0 ）从上表可以看出，数据收集和分析问卷收回后，笔者对所有收回的问卷进行了检查筛选，删除了数据不全和填答不正确的问卷。

本次调查发放问卷110份，回收问卷108份，获得有效问卷108份。

从调查的结果可以发现学生没有养成良好的阅读习惯。

问题3和5选择“是”的学生相对较少，这说明学生对课外阅读的不够重视。

问题1和2选择“是”的学生分别达到90.7‰和74‰，这就说明学生在做阅读理解时信心不足，畏惧心理严重。

问题4和6肯定回答人数非常之多，充分说明了学生平时阅读的方式不对。

这些应引起足够的重视。

分析现状，究其原因，产生学生不重视阅读的根源在于：一，教师的教学策略不当，存在“左”“右”两种误区在实际英语教学中，教师把大量的精力花在字，词，句，语法讲解，句型分析，等上。

英语译林牛津版必修5Unit1精品教案(1)[ 高考]

英语译林牛津版必修5Unit1精品教案（1）Unit 1 Getting along with othersPeriod 1 Welcome to the unitTeaching goals1．Target languageDiscuss friendship and practise agreeing and disagreeing.2．Ability goalsEnable the students to talk about friends and friendship，expressing their ideas and give their opinions．3. Learning ability goalsHelp the students learn how to talk about getting along with friends and friendship.Enable the students to learn how to express their ideas and give their opinions．Teaching important and difficult pointsGuide the students to learn to express their ideas about getting along with friends，friendship and characteristics in a friend and so on．Teaching methodsDiscussing, pair work and group work．Teaching aidsA computer and a projector．Teaching procedures and waysStep I Lead-inT：Good morning, boys and girls!Ss：Good morning, Mr．／Ms…T：In our daily life，we have to deal with different people．While getting along with people w e may make friends with them．I think most of you have good friends, right?Ss：Yes, of course．T: What kind of person can you call him / her a friend? How do you deal with the problems with your friends?( The teacher gives the Ss five minutes to discuss the questions and then ask some of the Ss to show their opinions for the class.)Step 2 Welcome to the unitLet the students talk about some proverbs about friends and friendship and then answer some questions about the topic．T：OK! Now 1 will show you some illustrations and proverbs about friends and friendship．Let’s look at the four illustrations and read the proverb under each one．I’d like to divide you into four groups. each group focusing on one illustration．You can use your common knowledge and experience to describe each illustration and tell us what the proverb means in your own words．Now I’d like to give you five minutes to discuss the illustrations and proverbs.Ss：Yeah!Show them on the screen.W hile the students are discussing,m ove around to help them if necessary．T：Time is up．Are you ready?Ss：Yes.T：Who’d like to tell us something about the first picture and the first proverb?S：Let me have a try．In the first picture t wo girl are talking and drinking happily and the clock tells us that they have been doing so for three hours．They are absorbed in the conversation．So the proverb“Friends are thieves of time．”m eans. when you spend time with your friends, you always feel how time flies．It means 朋友是时间的窃贼T：Very good．Group 2．What about your description?S：F rom Picture 2 and the proverb“The best m irror is an old friend”，we can know that an old friend is like a mirror, because an old friend is the one who knows almost all about you Only he or she knows you most, especially your strength and weakness. It means老朋友如同最好的镜子T：You are quite right. We should treasure our friendship with friends,especially with old friends．Now whose turn is it to give your description?……….Picture3: There are two boys in the picture. The taller boy is giving money to the other boy and trying to persuade him to be his friend. Theshorter boy looks puzzled. He is not sure whether he should take the money or not. True friendship is priceless.If you can buy a person’s _friendship_, it’s not worth having. It means如果你能买到一个人的友谊，那么这种友谊就根本不值得拥有.Picture4:True friends have _hearts that beat as one.Friends understand each other from thebottom of their hearts. It means真正的朋友心灵相犀.Step3 DiscussionAsk student to read the three questions below the pictures to make sure that everyone understands them.Ask hem to discuss the three questions.Then ask some students to report their answers to the class.1. Do you have a best friend? Why do you think that he or she is your best friend?2. What do you think are the most important characteristics in a friend?(A friend is someone who is trustworthy; you respect and who respects you; is honest, affectionate and loving; shares your happiness and sorrow; accepts your differences; is devoted and loyal to you; is selfless.)3. Do you think good friends should have the sme interests? Why or why not?Step4 language points1.Almost everyone wants to make friends and develop friendships with others.(Page 1,Line 1) develop vt. 开发；使成长，使发达，发展；逐渐产生；逐渐养成；患（病）；vi.发展Swimming develops the muscles.Her friendship with David developed slowly.developed adj. 发达的developing adj. 发展中的development n. 发展；开发经典回放One of the best ways for people to keep fit is to______ healthy eating habits.(2006 湖北)A. growB. developC. increaseD. raise2.What do you think the proverbs tell us about friendship and getting along with others?( Page1 Line 2 )该句为含有do you think 结构的一个特殊疑问句. 主语为the proverbs; 谓语为tell; what为tell的直接宾语；about 引导的介词短语作定语.get along 相处；进展get along /on with sb. 与某人相处get along/ on with sth. 在某事上取得进展How are you getting along these days?He is always getting along/ on well with his classmates.3.If you can buy a person’s friendship, it’s not worth having. (Page1,picture 3))worth adj.“值”（后接价值数量词）；值得（后接名词、代词、动名词但不能接动词不定式The car is worth 1000 dollars.It’s worth our work.The book is well（十分，很，不能用very）worth reading.worthy adj. 有价值的, 值的。

牛津译林版英语7AUnit5Reading教学设计

1.写作练习：请运用一般过去时，结合本节课所学的词汇和句型，写一篇关于自己的一次难忘经历的小短文。要求内容丰富、条理清晰，不少于80词。
2.阅读理解：选取一篇与本节课话题相关的文章，进行阅读理解练习。要求学生完成文章后的相关问题，锻炼阅读理解和推理判断能力。
3.词汇复习：复习本节课所学的重点词汇，并尝试用这些词汇造句。可以结合自己的生活实际，使句子更具趣味性和真实性。
4.提高阅读理解能力，通过阅读课文，了解故事的情节发展和人物情感变化，培养概括和推理能力。
（二）过程与方法
1.通过小组合作和课堂讨论，培养学生主动参与、积极思考的学习习惯，提高学生的合作能力和解决问题的能力。
2.利用多媒体教学资源，创设生动有趣的情境，激发学生的学习兴趣，提高英语学习积极性。
3.采用任务型教学法，设计丰富多样的课堂活动，如角色扮演、故事接龙等，让学生在实际操作中掌握语言知识，提高语言运用能力。
4.培养学生的责任感，让学生明白学习英语不仅是为了提高自身素质，更是为了为国家的发展做出贡献。
二、学情分析
牛津译林版英语7A Unit5 Reading的教学对象是七年级新生，经过前一阶段的学习，学生已具备一定的英语基础，掌握了一些基本词汇和语法知识。但在情感态度、学习策略和语言技能方面，学生仍存在一定差异。因此，在进行本章节教学时，需关注以下几点：
1.学生在语言知识方面，对一般过去时的掌握程度不同，部分学生可能在学习过程中遇到困难。教师应针对这一情况，设计富有层次感的课堂活动，帮助学生巩固知识点，提高语言运用能力。
2.在阅读理解方面，学生的水平参差不齐。部分学生可能难以把握文章的主旨大意，对细节的理解和推理能力有待提高。教师应关注学生的阅读策略，引导他们运用所学知识进行有效阅读。

译林版牛津初中英语8bunit5reading说课稿

译林版牛津初中英语8B Unit 5 Reading说课稿8B Unit 5 Reading说课稿一、优化学习方式本节课阅读材料是《牛津初中英语》（译林版）八年级下册第五单元课文An Interview with an ORBIS Doctor。

执教教师把本节课的教学目标确定为：学习阅读英文采访稿，并能记住国际奥比斯组织的基本信息和相关英语表达。

在选择学习方式时，执教教师参照了美国著名学习专家爱德加·戴尔通过实验提出的“学习金字塔理论”。

在以往的阅读教学中，教师普遍引导学生采用传统学习方式，如讲授法、阅读、视听、示范或演示等。

在本节课中，执教教师力求不用或少用上述传统的学习方法，主要原因是这些方法不重视学生的合作互动和主动参与。

爱德加·戴尔通过实验发现，这些学习方式的效果不佳，学习者在两周以后能记住的内容（平均学习保持率）在30%以下。

通过这些学习方式，学生主动参与各种课堂活动或任务，带着明确的目标，在做事情的过程中发展语言能力、思维能力以及交流与合作的能力，从而提高综合语言运用能力。

这些学习方式的效果比较理想，学习者在两周以后能记住的内容（平均学习保持率）都在50%以上。

二、优化教学模式当前，中小学英语阅读教学中普遍采用整体教学模式。

该模式盛行于20世纪90年代初，强调先对文章进行宏观把握，了解文章的主要内容和整体特点，然后再深入分析各个部分。

但是，有些教师不顾实际情况，生搬硬套，机械地运用整体阅读教学模式，一个环节不敢少，一个步骤不颠倒，这种固步自封的做法导致阅读课教学环节雷同的现象非常严重，几乎每节阅读课都包括导入（Lead-in）、扫读（Scanning）、略读（Skimming）、细读（Careful Ｒeading）、深度阅读（Ｆurther Ｒeading）和拓展（Ｅxtension）等几个固定环节。

这种模式化的公开课根本没有学习和借鉴的价值，教师们都不愿意去听。

牛津译林版高中英语必修5+Unit+1+Reading课件+(共65张PPT)

Further reading
1. Sarah and Andrew had something in common in that __________.
A. they both felt betrayed by their best friends
B. they both had a horrible quarrel with their best friends
She was unprepared for the surprise math quiz.
3. Why did Sarah tell Hannah that they weren’t going to be friends anymore? Because she thought that Hannah had told her classmates about her grade after promising not to do so.
How Andrew felt
Why he felt so
angry
They lost the game because of Matthew’sc_a_r_e_l_e_s_s_n_e_s_s_.
guilty
He made some really cruel ___r_e_m__a_r_k_s__ to Matthew.
threatened （威胁）to break away from
Hannah as a result of her (5) _b_e_t_r_a_y_a__l _. Andrew, a (6) __g_i_ft_e_d_____ soccer player, had a terrible (7) _a_r_g_u__m_e__n_t with his friend Matthew after they were (8) _b__e_a_te__n_____ in

ModuleUnitReading教学设计译林牛津版

简要回顾本节课学习的知识点，强调重点和难点。
肯定学生的表现，鼓励他们继续努力。
布置作业：
根据本节课学习的知识点，布置适量的课后作业，巩固学习效果。
提醒学生注意作业要求和时间安排，确保作业质量。
拓展与延伸
1.提供与本节课内容相关的拓展阅读材料，如文章、研究报告等，以丰富学生的知识储备和视野。
例如，本节课学习了关于环境保护的内容，可以提供一篇关于全球气候变化的最新研究报告，让学生了解当前的环境问题及其影响。
-学习分享：鼓励学生在班级中分享自己的学习心得和体会，促进班级内的学习交流和互动。
板书设计
1.目的明确，紧扣教学内容：板书应清晰地展示本节课的教学目标和知识点，帮助学生理解和掌握。
2.结构清晰，条理分明：板书应有序地排列知识点，使学生能够清晰地了解教学内容的逻辑结构和层次。
3.简洁明了，突出重点，准确精炼，概括性强：板书应简洁明了，突出本节课的重点内容，避免冗长和繁琐的文字。
提出问题，检查学生对旧知的掌握情况，为本节课新课学习打下基础。
（三）新课呈现（预计用时：25分钟）
知识讲解：
清晰、准确地讲解本节课知识点，结合实例帮助学生理解。
突出本节课重点，强调难点，通过对比、归纳等方法帮助学生加深记忆。
互动探究：
设计小组讨论环节，让学生围绕本节课问题展开讨论，培养学生的合作精神和沟通能力。
-小组讨论：鼓励学生与同学进行小组讨论，共同探讨问题，分享学习经验和见解。
-实践操作：鼓励学生将所学知识应用于实际操作中，如实验、项目等，以加深理解和应用。
-作业要求：根据本节课的学习内容，布置适量的课后作业，要求学生在规定时间内完成，巩固学习效果。
-学习报告：鼓励学生在完成课后拓展后，撰写学习报告，总结学习收获和体会，提升学习效果。

最新精品报译林牛津必修5精品教案Grammar and usage 1

Unit 2 The EnvironmentGrammar and usageTeaching aims:1.Learn the functions of V-ing form in sentences.2.Enable the students to master the usage of V-ing form.Difficult & Important points:1.Why should we use v-ing from?2.How do we use v-ing form?Teaching methods:Deductive teachingDiscussionTeaching aids:A projectorA computerProcedure:Step 1 Lead inWe have learned the text and the language points in it. Now please find as many sentences with V-ing form in them as you can in the text.Then let’s tell the functions of these V-ing form in the sentences.Step 2 The usage of V-ing formToday we will learn the functions of the V-ing form in sentences and how to use V-ing form as an adjective or adverb.Now please look at your books (page 28)Verb-ing form as an adjective or adverbThe v-ing form can also be used like an adjective or adverb.•We can use a verb-ing as the:•Attribute• A verb-ing form can appear before a noun. It modifies the noun as an adjective does.•This will have a lasting effect.•We can sometimes put an adverb before the verb-ing form.•That was an extremely interesting speech.•We can also use a verb-ing form to form a compound with an adverb or a noun.•The fast-growing economy has caused environment problems.• A wood-burning stove is environmentally unfriendly.• A verb-ing form can appear after a noun to modify it as an attributive clause does. It can be changed into an attributive clause.•People running these factories are very concerned about the environment.= People who run these factories are very concerned about the environment.Practice 1 Translate the following phrases into Chinese•reading room •swimming pool •dining car •sleeping car •singing competition •waiting room• a waiting car• a sleeping child •flying fish•the exciting news • a boring speech •阅览室•游泳池•餐车•卧车•歌咏比赛•候车室•一辆等待着的车•一个酣睡的孩子•飞鱼•令人振奋的消息•令人乏味的演出Practice2 Fill in the blanks with the verb given in its proper form• 1. Sixty million people_____________ (live) in rural areas are moving to the cities every year.• 2. The bottle ___________ ( contain) the poison was sent to the laboratory.• 3. The man ________(sit) on the platform is a professor from Wuhan University.• 4. Who is the girl _________(walk) along the river?• 5. The children ____________(practice) playing the violin over there will givea performance next week.• 6. The man with sun-glasses __________(stand) near a car is a detective.•7. The old lady _____________ (talk) to the children is a famous musician.•8. The person _______________ (translate) the songs can speak seven languages.We can use a v-ing as the predicativePractice 3 Fill in the blanks with the following in their proper form.•shock astonish excite disappoint encourage invite• 1. Our trip was ______________ .We did not find any unusual plants.• 2. The food at the dinner party did not seem very ____________.• 3. The program for the weekend looks __________ . I am looking forward to •it.• 4. The news was __________ . All the three boats had sunk in the storm.• 5. The report from Cook was _______ . The captain decided to attack the•following night.• 6. It was ________ to see the animals and plants that are found nowhere else in the world.We can use a verb-ing as the object complementWe all found his argument convincing and interesting.Practice 4 Fill in the blanks with the following in their proper form.•perform drop march help enter•force whisper quarrel dive share• 1. I saw them _____________ the door open with a hammer.• 2. We heard them ____________ about money after the concert; they looked very angry.• 3. I heard him ____________ lots of coins into the collecting tin.• 4. You can see them _____________ every night this week at the New Theatre.。

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阅读策略Reading
如何把握辩论性文章的阅读技巧
辩论是彼此用一定的理由来说明自己对事物或问题的见解，揭露对方的矛盾，以
便最后得到正确的认识或共同的意见。辩论需要缜密的思维、准确的判断和敏锐
的分析。其观点鲜明，言辞相对激烈，目的只有一个：说服对方同意自己的观点
或意见。下面我们就以本单元“Reading”部分的文章为例，共同感受一下辩论双
方的观点。
文章围绕着“要经济还是要环境”展开辩论。发言者是林水清与钱利伟，分
别代表环境保护论者与经济学家的观点。我们可以感受到他们两个人非常明确的
观点。从林水清的话语中可以知道，他认为经济发展对环境的破坏极大：I am
talking to you today about the way large areas of the world are damaged by industrial
waste ... My suggestion is that we should try to cut back on production and reduce the
amount of things we make and buy。在谈到发展经济破坏环境的后果时，他用的词
语是：destroy, awful, sick, kill和die等，同时又通过具体的数字来说明他对多人
口、多消费的担忧。我们读到这里的时候，有被林水清说服的可能，接下来看钱
利伟的观点。
钱利伟作为一名经济学家，站在发展经济为首的立场，他没有否认保护环境
的重要性，不过发展经济更重要。比如他说: ... I know that a healthy environment
and a stable economy should be possible at the same time ... What we need is more
effective laws to preserve the environment, which still allow the economy to grow。他
在提倡发展经济的同时又提出了一些保护环境的具体措施。
读到这里的时候，我们应该可以体会到辩论性文章的特殊性了，你会感觉到
双方说得都有道理。其实大部分人都有这样的感觉。我们在阅读的过程中一定要
思路清晰，弄清他们的立场，这一点是至关重要的。
下面是一篇关于“用QQ聊天学习英语是否有益”的辩论：

[分析]
这篇短文的辩论双方都在开头部分给出鲜明的观点：“I think learning English
by QQ chatting is effective”与“My point is that QQ chatting is useless in learning
English”。然后辩论双方分别从不同的角度对问题进行了阐述，持赞同观点的人
从英语学习环境与经验交流的角度出发，认为QQ聊天对英语学习很有益；反方
则认为英语的学习更重要的是掌握大量的语法、词汇等，而这些是无法从QQ聊
天中学好的。这篇短文的辩论双方观点鲜明、立场对立，是辩论性文章的典型代
表。