reading教案（通用16篇）
reading教案 篇1
task:1,to practise the technique of scanning ofr details
2,to know the relationship between diet and overall health
3,to master the usages of the following expressions and words
want to do, for two days,it's important for ...,be good for,eat ...for,not...any more,a
top student,like doing,on the internet,exercise,twice a week,dancer,fast food
4,to finish a class test
topic:what we eat and how we live
contents:reading part in unit 4
important points:1,the usages of the expressions and words
2,the technique of scanning for detail
difficult points:the relationship between diet and overall health
the teachique to scanning for detail
what we eat and how we live
every day,i dance for two hours. it's important for a dancer to be healthy.i know that sweet snacks are not good for me. i always eat an apple for breakfast. i don't eat sweet snacks any more. i am...a top student i like studying on the inernet. after class. i exercise every day for about 30 minutes. i swim twice a week. i always have a healthy meal for dinner.i don't eat fast food any more.
teaching procedures:
task one:show the task for this class (let the students know they study task):omission
task twpractise the skill for scanning for the details
1,give the students papers
2,(the students)try to read the passage fill the missing words
the girl's name is ______.she is ______ years old.she wants to be a _____.she often dances for _____ _____every day.before she _____ate fruit and ______.she liked sweet______.now she often eats_____for breakfast.she doesn't eat ______ _____between meals.
the boy's name is ______.he is a _____student at school.he like ______computer games.he often _____with his friends on the _____.before he often ate ______for lunch.he wanted to ______basketball but he couldn't run______.so he _____for about half an hour a day.
task three:a discussion about food and life styles
1,show a piece of videos (一段關于胖孩子錄像)
2,a discussion
task four:ability test
1,give the papers
2,use the expressions to fill in the blank for three hours,want to do,it's important for...,not...any more,eat.for,be good for,like doing...
jack is an english boy.he ______a football player(足球運動員）he ______football very much.he plays football _______every day.he says playing football ______his health.before he seldom played football because he couldn't run fast.he often ______meat _____his three meals.he got very fat...
task five:practice
help the students to master the usages of the expressions
first :t:english s:chinese then t:chinese s:english
t:i want to be a dancer.
s：我想成為一名舞蹈者。（教師可幫助學生理解意思）
t：she/he/miss li/they/the boy want/wants to be a /an/teacher /singer/dancer/engineer/farmer/....
s:她/他/李小姐/他們......想成為......
t: 我/你/他/我們/你們/她們/王先生 ......想成為一名醫生/教師/工人......
s:i/you/he/we/you/mr wang want/wants to be a/an ......
2，t:i dance for two hours very day.
s:我每天跳舞兩小時。（教師可幫助學生理解意思）
t：theboy/girl/man/teachers/women....run(s)/swim(s)/walk(s)/fish(es)/work(s)...for two/three/two and half/hours/thirty/twenty/ten/minutes...every day.
s:那個男孩/女孩/男人/教師們/婦女們......每天跑步 ......兩/三/兩個半時......
t：我/我的朋友們/他的爸爸/孩了們每天讀書一小時，每天看電視三十分鐘.....
s: i/my friends/his father.....read for one hour/watch tv for 30 minutes......
3,t:it's important for a dancer to be healthy.
s:對一個跳舞者來說，保持健康很重要。（教師可幫助學生理解意思）
t：it's important for you/them/the boy/the old man/...to walk/ swim/to do exercise/get up early .....every day.
s:對你/他們/那個男孩/老人......來說，每天散步/游泳/做鍛練......非常重要。
t:對我們/你們/他們/平平/杰克......來說，每天讀英語/ 每天聽錄音/散步/打籃球/喝點水/吃點蔬菜......很重要。
s: it's important for us/you/them/pingping/jack to read english /listen to the tape/walk/play basketball/eat some vegetables....
4,t:i know that sweet snacks are not good for me.
s:我知道甜點心對我沒有好處。（可幫助學生理解）
t：too much/many meat/sugar/ exercise/sleep/candies...is /are not good for the boy/girl/me/him....
s:吃太多的肉/糖/睡眠太多......對那個男孩......沒有好處。......
task six:class practice
一、fill in the blanks according to the passage
the girl's name is ______.she is ______ years old.she wants to be a _____.she often dances for _____ _____every day.before she _____ate fruit and ______.she liked sweet______.now she often eats_____for breakfast.she doesn't eat ______ _____between meals.
the boy's name is ______.he is a _____student at school.he like ______computer games.he often _____with his friends on the _____.before he often ate ______for lunch.he wanted to ______basketball but he couldn't run______.so he _____for about half an hour a day.
二、fill in the blanks with the expressions given .
simon is my friend. he wants ____ ____a basketball player.he knows ____ _____for him to run fast. so he runs ____ ____ ____in the morning every day.before he didn't like running ____ ____.he often _____much chicken and meat ______his supper and he was very fat.his mother told him that too fat ______not _____ _____him. but now,simon seldom eats chicken and meat.and he gets up early and do exercise every day.
三、put the following into english
1，他們每天要打一個小時的網球。(for...)
2，明明想成為一個歌唱家。(want to be)
3，對你來說，每天吃一些水果很重要。(it's important...)
4，李先生每個月看兩次電影。(twice)
5，讀書（reading） 你每個人都有好處。(be good for)
task seven:homework and exercise
1,recite the passage
2,finish the exercise in the book.
reading教案 篇2
a trip on “the true north”learning aims:• learn the useful new words and expressions in this part:chat; surround; measure; aboard; within; border; rather than; settle down; manage to do; catch sight of; have a gift for• learn the knowledge of canada.• develop reading ability and learn different reading skills.• learn how to read a travelling report and how to use a map• stimulate interests in learning about foreign countries.important points:• read the passage and learn about the geography, main cities, natural beauty and natural resources of canada.• learn different reading skills. (skimming; scanning; detailed reading, referring; etc.)difficult points:• . develop our reading ability.• learn about some basic information and talk about canada.procedures:step1 leading in a quiz. ( how much do you know about canada?)reading tips step 2 reading i. skimming(略讀) 2ms 通覽全文，獲得大意，不要在意細節和生詞，找到問題答案即可。一定要快喲！ skim the passage and then answer the following questions:1) what is the passage mainly about?it is about ______ of two girls; and it tells us some information about ______.2) what is “the true north”?the true north is a name of ___________.ii. scanning(跳讀) 4msreading tips: it is a travelling journal (游記) so we should find out the essential items (基本項目) in it.scan the passage and find out characters(人物), places and their travelling route（路線）. characters:places : route: draw a travelling route on the map on p33iii. detailed reading( 細讀) 10msread the passage more carefully and find more information about canada. then finish the following tasks .task 1 a trip on “the true north”place informationvancouverit is ___________ by mountains and the pacific ocean.people can _____ in rocky mountains and sail in the______.wet climate makes the trees extremely tall, some ___________ over 90 meters.the rocky mountainsthey managed to __________some mountain goats, a grizzly bear and an eagle.calgaryit is famous for ____________.many cowboys ______________ riding horses and can win thousands of dollars in prize.a wheat-growing provincefarms cover thousands of square____.thunder bayit is a busy port city at the top of the great lakes in an ______ area.ocean ships can ________the great lakes. task 2 do you know what they refer to(指代)? they could cross the whole continent…(para. 1)• its population is increasing rapidly.(para. 2)and much of it is in the great lakes.( para. 4)task 3 translation bar (譯譯吧, 譯林高手出招吧!）• that afternoon, the cousins got on the train and then sat in their comfortable seats• some people have the idea that you can cross canada in less than five days, but they forget the fact that canada is 5,500 kilometres from coast to coast.• 她們不想一路乘飛機，而決定先飛溫哥華，再從西海岸乘火車橫穿加拿大到達東海岸。step 3 talking bar（談談吧）let’s share your ideas.if someday you go to canada, where will you go? why? step 4 homework• learn the useful words and expressions by heart.• write a short passage to report what li daiyu and liu qian saw in canada.
reading教案 篇3
unit4 earthquake- reading教案teaching goals:1. target language 目標語言learn and master the new words and expressions in this period. 2. ability goals 能力目標train the students’ reading and speaking ability.
train the students’ ability to use the internet to search for some useful information.
train the students’ ability to cooperate with others. teaching important points: train the students’ reading ability—skimming and scanning.teaching difficult points: describe the disasters.teaching aids:cia課件teaching procedures: step1. lead-int: we have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. today, i want to show you round the earthquake department, and i hope you will like it and learn some useful knowledge. now let’s go.t: at the very beginning, i want to know how much you know about an quake. q1: what would you take with you if a quake happened? q2: the best way to save yourself is to know there will be a quake before it happens. what kind of signs can tell you that there is a quake? q3: what kind of damage can an earthquake cause?s: buildings are destroyed; people are killed; families are broken…t: let’s have a look at some pictures of such terrible site. (pictures of quakes) t: (the last picture is monument of tangshan quake.) do you know what this is?step2. pre-readingt: 30 years ago, on the day july, the 28th, a terrible disaster suddenly happened, and the beautiful tangshan was removed from the map. this is tangshan quake. does any body know something about tangshan quake? t: let’s read a news report about the famous quake.step3. while-readingi. skimming & scaringget the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.t: first please skim the passage fast to obtain/ get a general understanding of the whole passage. and underline the answers to the following questions.1. when did the quake happen? (why did the writer use different expression of the same thing?) 2. how many people were killed and injured during the quake? 3. how many buildings were destroyed? 4. were there any people coming to rescue them?
ii. while reading, divide the whole passage into 3parts and find out the main idea of each part.para.1 before the quakepara.2-3 during the quakepara.4 after the quakeii. careful-readingread the passage again and try to get more detailed information.t: now let’s read the passage again and find more information. join the correct parts of the sentences. (turn to page 27, ex1)t: now you have read the passage carefully, please put the sentences in order. number each of these things during the tangshan quake.(turn to page 27, ex2)t: here are some more work for you. you can work in groups.1. what strange things happened before the quake? 2. what sentences can express the quake is great? 3. what numbers can express the quake is great? 4. what metaphor does the writer use to say the quake is great? 5. what happened when rescue work was going on? 6. how did the army help to rescue survivors? 7. complete the passage with some of the words in bold in the report.(turn to page 28, ex2)
t: let’s watch some pictures, and comparing the old tangshan, the tangshan after quake, and the new tangshan we see today.step 4 post-reading (discussing)t: after read the news report, and see so many pictures, what impresses you most? why? or what do you learn from such a disaster? (self-rescue, environment protection, rebuilt, love and help)i: self-rescue (a video game)t: when in a quake, if you know some self-rescue skills, you may probably save yourself. if you want to know some of the skills, click here. (link to the index) let’s do little game to see how much you know about self-rescue.ii. what did they suffer and feel?t: can you understand what they suffer and what they feel after such a disaster?t: if you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? or how could you help them?iii. rebuildingt: we see that the new tangshan has been set up. what is needed to rebuild tangshan.iv: environment protectiont: nowadays there are more disasters than before. one of the reasons is that we pay more attention to our economy development than the earth we live.look at these pictures. what can we students do to save the earth?t: though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.step 5 homework1. find more news reports about earthquake.2. write a piece of news about tangshan. you can use the information in the passage.
reading教案 篇4
unit 2 healthy eating reading---教案
teaching aims:
1.students will be able to develop their reading ability, learn to use some reading strategies such as guessing, skimming and so on;
2. students will be able to realize the importance of having a healthy diet
3.to grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.
teaching important and difficult points:
1.understand the text well.
2.try to master the useful new words & expressions in this period.
teaching procedures:
step 1 revision
t：good health is very important for all of us .if you want to lead a happy life ,you must keep good health. with good health ,we can enjoy a colorful、cheerful and fruitful life. boys and girls , who would like to tell us the most important things to stay healthy ？
s 1：drink enough water every day .
s 2：eat fresh fruit and many vegetables a day.
s 3：early to bed and early to rise .
s 4：take a lot of exercise every day .
s 5：don’t eat too much fat but eat more fish .
t: good！ please interview your partner on his healthy habits.
ss: ok
在該情景中教師表述了對所有人來說擁有健康是非常重要的，如果你想生活幸福，你必須保持身體健康，才可以享受繽紛、愉快的、豐碩的生活。接著提問學生上一節課已談論過的保持健康的幾個要素。然后讓學生訪問同桌的生活飲食習慣。這樣做是為了復習上一節課的內容，同時承上啟下，又可以引出本課時的話題。在這個教學活動中，我非常關注基礎差的學生，盡可能讓他們開口講英語，利用師生提問，生生互動，達到教學目的。
step 2 learn the new words and expressions
t: i think most of you have a good lifestyle. but i do not have a healthy habit.
ss: really？is that true?
t: i like eating sweets, sweet things , and i become very fat ,but i try to do some running to lose some weight . unluckily, i fell off on a stone while i was running yesterday. i broke my arm. i injured my arm, and i had a pain on my arm..
ss: we are sorry to hear that .
t: it is painful now.
ss: bat what happened later? how was it?
t: my husband was very anxious when he saw me .he took me to the hospital .the doctor examined me very carefully and had my temperature taken .my temperature was not high ,it was normal and i didn’t have a fever .
在該情景中，我從保持健康的生活習慣引出我喜愛吃零食甜食的不良飲食習慣導致了發胖，于是我試圖通過跑步來減肥的過程當中不慎摔倒，扭傷了胳膊。在對話中讓學生學習了新的單詞，同時我有意鍛煉了學生的everyday english ,我還特意把新單詞抄寫在黑板上，讓學生更加清晰、深刻地把新單詞融入在對話情景中學習，這樣參與體驗的教學活動，學生很容易就把單詞記牢固了。在這環節中我比較測重鍛煉學生的聽力，同時也培養學生的英語日常用語的運用，引導學生能夠進行恰當的交流。
step 3 use the new words and expressions
t：just now you did very well. now who would like to tell us what happened to me yesterday?
在該情景中我特意讓學生復述了昨天發生在我身上人事情，事實上更大關注了學生成績好的學生，因為在復述中要引用所學的新單詞。
step 4 skimming
t：i like eating sweets, so i became fat . what will happen if you play football in the rain?
ss：we will catch a bad cold or have a fever.
t：and what will happen if zhoukai plays football in the rain?
do you want to know?
ss：yes.
在該情景中，我很自然地把話題從我身上轉移到周凱的身上，如果周凱也在雨中踢足球會發生什么結果呢？以這樣的問題引起了同學們對課文中人物周凱產生了極大的興趣和探究。
step 5 careful reading
divide the whole passage into three parts, and give the general idea of each part.
step 6 discussion
t：zhoukai looks very healthy .but if he plays football in the
rain. what will happen? now please read the text and then discuss the questions on the blackboard.
在該情景中我設計幾個問題讓個別基礎差的學生朗讀然后在各小組中先討論再回答。分小組活動，充分地調動了學生的參與性與主動性，既可兼顧成績好的學生又可以照顧基礎差的學生，讓我們的教師面向整體學生的同時又關注到了每位學生。
homework:
read the story aloud and find out some beautiful sentences.
reading教案 篇5
teaching aims:1) knowledge: make students master some words, phrases.2) ability: get students to know the importance of the healthy habits. to learn and master the new words about health help students to improve their reading ability.3) attitude: to learn some vocabulary about healthy. they can know more about healthy habits in their real life.important points: encourage students to talk about health. know the importance of healthy habits. train students' comprehending abilities by reading a passage.difficult points: how to help students improve their reading ability. how to help students make sense of the passage. lead students to talk in class actively.teaching aids: ppt, blackboard, chalkteaching procedures: 1. great the students as usual.step 1. lead-in 1. this morning i'm very busy, i have no time to eat. would you like to give me some advice about healthy food to eat? 2. show the pictures on the screen and ask students which food do they like best, chinese food or western food?step 2. pre-reading vocabulary: let the students look at these words on the screen and answer the questions.anxious break (an arm) fever injure injury pain painful normal sweets
suggested answers1. sweets 2.break(an arm), fever, injury, pain, painful 3 .normal 4.captain 5.anxious
step 3. fast-reading 1. zhou kai (1) 1) let the students look at the picture of zhou kai and ask the students to guess the characters of the boy. 2). ask students to read zhou kai (1) and try to answer the following questions individually. 1).why is zhou kai' s mother anxious? 2). what does she think will happen? 3). what does she ask him to do?suggested answers: 1).because he is going out to play football in the rain. 2).she thinks zhou kai will catch a bad cold. 3).she asks him to at least wear his jacket. 2. the students are required to draw a flow chart about how zhou kai caught a cold? 3. zhou kai (2) 1.ask students to skim the passage and try to answer the following questions: 1).how are passage 1 and 2 connected? 2).does zhou kai have a healthy lifestyle, in your opinion? suggested answers: 1). they are connected because they both mention that he got ill through playing football in the rain. 2). yes, zhou kai has a healthy lifestyle because his mother gives him lots of fresh fruit and vegetables. he eats fish, not fatty meat or sugar and sweets. he also exercises regularly, playing a lot of football. 2. ask students to march the topic sentence of each paragraph. 3. students are encouraged to read the passage and choose the correct answers.zhou kai's family _________. (a) avoid eating too much fat or sugar (b) eat a lot of vegetables, fruit and meat2. zhou kai ________________. (a) sometimes gets colds and flu (b) seldom gets colds or flu3. a week ago, zhou kai _________. (a) caught a cold (b) injured his arm4. two years ago, zhou kai _______. (a) hurt his leg (b) hurt his arm5. zhou kai describes himself as ___. (a) crazy (b) someone who loves footballsuggested answers: 1.a 2.b 3. a 4. b 5. bstep 4. post - reading 1. do a interview in pairs: according to zhou kai (2): suppose you are a reporter, the other one is zhou kai . you want to ask something about his healthy lifestyle. 2. discussion discuss with your partner about how to stay healthy?step 5. summary and homework 1. ask the students what we learnt today and summarizes the contents of this class. 2. homework: 1)revise the vocabulary we have learnt. 2)search the internet for more information about how to keep healthy. write a passage about it.
reading教案 篇6
unit4 astronomy: the science of star-warming up & reading教案
how life began on the earthstep one: warming uptask 1: commom sense(常識) of science. physics, chemistry, biology（study of life),geology(地質學) and mathematics are science subjects. some science subjects will study two or more of these subjects, for example,the study of physics and mathematics is astronomy(天文學). can you understand the following combined science subjects.1. physics +mathematics= astronomy2. geology+physics = geophysics（地球物理學）3. biology+chemistry=biochemistry( ) /medicine( )4. geopolitics （地緣政治學）=_________+_________5. bioengineering(_____________)=_____________+_______________task 2: common sense of biology------ study of the groups of life (生命的種類/物種)look at the pictures on the screen and judge the groups as quickly as you can.what is the most important condition for life to develop(grow)?(water, air---oxygen)step tw pre-readingthe world is like a big family. it’s wonderful and colorful because of different kinds of life living together.but how did life begin on the earth? the first question for scientists to answer is how water appeared on the earth?step three: readingtask1: fast-reading(para1) 1. what is the important event(事件) to the earth before the appearance of water?2. why is water important for the beginning of life?task2: sacnning (para1,2,3) the beginning of water& the beginning of lifescan para1: the beginning of water1.the big bang 2.a cloud of dust (combine into) 3.a ball/a solid shape (explode) 4.water vapour, oxygen,…and other gas (cool down) 5.waterscan para2,3: the beginning of life (put them into right order)a. insects and amphibians appear b.reptiles appearc.shellfish and other fish appear d.dinosaurs appeare.small plants grow on the water f.plants begin to grow on dry landg.mammals(including humans) appear 5.water 6.______ 7._______ 8._______ 9.______ 10.______ 11.______12.______ task3:careful-reading1. why the earth was different after the water appeared?2. why did plants grow before animals?3. why did animals first appear in the sea not on the land?4. what is the main difference between reptiles and mammals? can you give some examples of mammals?step four: cooperative learningdisscuss the following questions, and use para4 to help you.1. why do people become the most important animals on the planet?2. do people take care of the earth? what are they doing to the planet?3. what is the result?step four: discuss for moral education• why did dinosaurs die out?• do you think there will be a sudden change of weather on the earth?• what should people do to protect our earth?e for evaluation:after the “big ban”, the earth was just a cloud of __________dust. it ________ loudly with fire and rocks, which were________ to produce the water vapour, ________ and other gases. then small lants grew. they ________ and filled the oceans and seas with oxygen. many millions of years later, the first gren plants began to ________ on land. when the plants grew into forests, ________ appeared for the first time.they produced young generally by ________ eggs. when dinosaurs disappeared, ________became more important. now small clever animals with ________ appeared and __________ all over the world. as time went by they covered the earth and they are putting too much carbon dioxide into the ________, which________ heat ________ escaping from the earth into space. whether life will continue on earth for millions of years to come will ________ whether this problem can be solved.
reading教案 篇7
teaching aims:1. knowledge and skilla. improve students’ ability of analyzing the given data and expressing their own opinion.b. train the skills of scanning, fast reading and careful reading. guess the meanings of the new words according to the context.c. learn how to use but, however and although, while. write a short passage using these link words.d. cultivate students’ logical thinking ability by making comparison.2.emotion and valuesa. make comparison between developing and developed countries. analyze the data and have the students come to the conclusion that something must be done to help the poor.b. to encourage the ss to be active and cooperative in the class3. cross-cultural awareness:a. understand the difference between developing countries and the developed country, and carry on objective analysis to this kind of difference.b. know the development of the world as well as china, stimulate their strong desire to build their motherland a more powerful one.4. character-building:a. to help them know the problems some developing countries are facing and cultivate the emotion of loving and careb. to let them know the importance of giving their hand to the poor.difficulties and importance:a. how to use but, however and although, while.b. how to analyze the given data and express their own opinion.c. improve the student’s ability of grasping the general idea of the passage. teaching method:a. task-based methodology b. communicative approachteaching procedures:step 1 representation as we all know, there are two kinds of countries in the world; if the country is rich, we call it a developed country; if the country is poor, we call it a developing one. now, what’s the difference between them? let’s learn the text, the human development report will give the difference between them.step 2 while-readinga. skimming and scanningread the passage quickly and silently. write the names of the countries below.human development indextop of the listnumber 7number 13bottom of the listsuggested answers:human development indextop of the listnorwaynumber 7the usnumber 13the ukbottom of the listafrican countries, sierra leoneb. detailed readingread the text quickly and silently and find the answers to the questions.1. what did world leaders agree to do in ?2. what does the human development index measure?3. what are the first two development goals?4. what progress have we made towards these goals?5. what do developed countries need to do?suggested answers:1. 147 world leaders agreed to work together to reduce poverty by or earlier.2. it measures a country’s achievement in three ways: life expectancy, education and income3. to reduce poverty and hunger, and ensure all children are educated up to the age of 11.4. there are some examples of successful development, like in china, but more effort is needed.5. they need to give more money.step 3. post-readingread the passage again, and complete the chart with figures from the passage.
fact
figureincrease in life expectancy in china(1953-1962)number of people moved out of poverty in china(1993-)number of hungry people in developing countriesnumber of children not receiving education in developing countriesnumber of people without safe water in developing countriessuggested answers:
fact
figureincrease in life expectancy in china(1953-1962)13 yearsnumber of people moved out of poverty in china(1993-)150 millionnumber of hungry people in developing countries799 millionnumber of children not receiving education in developing countries115 millionnumber of people without safe water in developing countries1 billionstep 4 discussionwe know there are lots of problems in some developing countries, they need our help, how should we help them?discuss in a group of four, try to think of ways to help them. these topics may help you.when you enjoy your meal, remember lots of people are hungry;when you study, remember lots of children can not;when you enjoy yourself, remember lots of people suffer from diseases;when you live peacefully, remember lots of people suffer from the war.so let’s give our hand and help them. then the world will become a better one.step5 language explanations:1. developed countries,發達國家 developing countries發展中國家-ing分詞和-ed分詞作名詞的前置定語時，現在分詞表示主動或進行，過去分詞表示被動或完成。boiling water 滾開的水 boiled water涼開水sleeping baby 熟睡的嬰兒 retired worker 退休工人setting sun 下落的太陽 improved conditions 改善了的狀況2. from this agreement came the human development report.人類發展報告就出自這一項協議。全部倒裝：here comes the bus.out of classroom rushed the children.注意：here he comes. here you are. away they went.3. the index has some surprises.surprise 為一可數名詞，屬于抽象名次的具體化，類似的詞還有success, youth, beauty, power, necessityyour coming is a pleasant surprise. 你的來到是一個驚喜。if you follow the teacher, you will be a success.如果你聽老師的話，你將成為成功者china has a great power. 中國已跨入大國行列。4. the uk is in the13th position, while china is in the middle of the list.居于13位的是英國，而中國位于中游水平。while 在此意為“然而，可是”具有輕微的轉折和對比的含義。mother is busy cooking while father is watching tv after work.下班后，媽媽忙于做飯而爸爸卻在看電視。the bottom ten countries are all from african countries, with sierra leone at the bottom of the list. 倒數的十個國家都來自非洲，塞拉利昂位居倒數第一。該句中用了with結構,表示伴隨的狀態。其結構為：with+n./pron.+doing/done/adj./adv./prep.短語。如：cubist artist painted objects or people, with different aspects of them showing at the same time.with a book in his hand, the teacher came into the room.the teacher came into the room, book in hand.5. the most important goals are to reduce poverty and hunger: make sure that all children have education up to the age of 11. ( page 2)此處make sure意為“弄清楚；確保”，是動詞短語，sure可以用certain代替。后面常跟的形式有： (1) of / about + 名詞/動詞-ing。如： arrive early at the station to make sure / certain of getting a ticket. (2) that引導的賓語從句。如：please make sure that everything is ready before the party. up to 此處意思是“多達……，達到……”，常置于表示數量的名詞前。如：they have completed up to 80% of the project so far. the three-year-old boy counted up to a hundred.homework:1. write a summary of the passage.2. finish exercises 3&5 on page 13.
reading教案 篇8
一、 章節分析（reading section）（一）閱讀地位（reading position） 1）more language input同樣圍繞著頭發這個主題，但給學生提供了一些額外的相關信息。比如導致發質問題的幾大要素。 2）在這個章節的學習中，學生可以通過課文上的一些信息得出要保持頭發健康應該注意什么。所以，老師應在這部分多訓練學生的表達能力。 3）雖然文章中只是就頭發問題展開討論，但我們要讓學生明白保養要比出現問題后再去修復要更好的道理，不僅僅是頭發，身體其他部分也一樣。老師應在這部分多訓練學生的發散思維能力。（二）閱讀目標（ reading targets）1) 知識目標通過課后練習和老師的講解，使學生能理解和運用所學的單詞詞組和句型。2) 能力目標提高學生的閱讀理解能力和培養學生的閱讀技巧。略讀（獲取文章大意）、掃讀（根據圖片獲取部分簡單單詞的意思）、細讀（找到一些具體信息并能通過理解上下文和詞性得出單詞意思）。3) 情感目標明白保養要比出現問題后再去修復要更好的道理。通過引導，讓學生明白不僅僅是頭發，身體其他部位的健康，甚至是美好的生活都是這樣。（三）教學方法 采用任務型教學法組織教學。在完成練習時應視情況而定采取單獨完成或者兩人合作完成的形式。在導入部分有個小小的調查報告，可讓學生離開位置，擴大活動范圍且能活躍氣氛。最后的小組討論要有小組長控制討論的中心話題和節奏。（四）閱讀重點和難點（important and difficult points）1. 關鍵詞匯1) 與美發有關的名稱：perm, colour, hair-dryer2) 影響發質的因素：diet, lack of protein and iron, way of life, stress, pressure, way of treating hair, overuse of appliances, sensible mind3) 其他：maintenance, worry, rob, deal, the key to2. 重要句型1) the most important thing to do is to do…2) the way sb do sth3) … as well 4) a sensible mind is the key to… 二、 教學設計（teaching designs）
教學內容
教學實施建議
教學資源參考
1 pre-reading 先讓同學欣賞一則洗發水的廣告，一來可以吸引同學們的注意力，二來也可以直接切入主題，為后面的課堂進行鋪墊。圍繞廣告提出問題, 借助一些圖片，幫助學生復習所學過的與頭發有關的單詞，同時也拓展他們的詞匯量。（具體處理這部分的內容請見鏈接1）網上下載
2 while-reading 對課文的講解不應該直接從文章和單詞入手，應該讓同學先對整篇文章有個把握。通過聽課文錄音，完成課后的練習a2和a3。在講解練習和回答問題的同時對一些重要單詞和詞組的用法進行講解并通過翻譯來操練。請注意，牛津課文的知識點較雜和細，我們只需對較重要和常見的單詞進行講解，不要拓展過多，最主要是能夠靈活運用。(具體處理建議請見鏈接2)參見課文35頁
3 post-reading 獲得知識之后應該及時的操練和運用，在這部分中不僅僅是指單詞和句型的用法，而更應該是學生運用知識來表達自己觀點和交流的能力。通過設計的討論問題how can you keep your hair healthy?讓學生不僅運用課文中的單詞和句型，還能做出一些補充。最后讓學生悟出maintenance is better than repair這個道理。這時應該及時地上升到further thinking部分的c1.(具體處理建議請見鏈接3)參見課文36頁[鏈接1]說明： 本部分的處理是用了一則有一定劇情的洗發水的廣告來導入，一來可以切入本課的主題，二來可以在視覺上對學生有一定的沖擊，吸引他們的注意力。然后要求學生在班級里做一個簡單的關于發質問題的調查。建議這部分不要時間過長，達到了導入的目的和控制班中學生的情緒即可。1. 讓學生欣賞一段廣告(鏈接2中的chapter2-4 ppt)。廣告后讓學生思考并回答兩個問題。① what is advertised in the advertisement?② use an adj. to describe the hair of the actress. (這個問題可讓多點學生回答, 老師可以把學生說出的答案寫在黑板上)2老師說人人都想擁有這么美麗的頭發,但生活中很多人都會有這樣或那樣的hair problems.接著讓學生在班級中對發質問題進行一項調查. 可以圍繞兩個問題: ①do you have any hair problems? ② if you do, what are they?這部分時間不要過長,可以讓一兩個同學來闡述他們的調查結果.在一些較活躍的班級里還可以讓一些不同發質的學生來個真人比較.(視情況而定)3. 通過剛才的調查我們發現了很多同學都有困擾的發質問題,老師這時就可以提出 “what factors affect the quality of hair”,從而進入課文的學習.[鏈接2]說明:本部分的處理建議采用任務型閱讀教學的方法，提高學生閱讀理解能力，培養學生的閱讀技巧和歸納信息和知識的能力。單詞和詞組的講解應該及時有翻譯或者其他形式的操練練習,讓學生有時間消化.teaching procedure: (詳細見chapter2-4 ppt) a. skim and scan the passage and finish the exercises.1. skim the passage and answer the question “ what’s the main idea of the text?”.2. show some pictures and match the words with the pictures.3. listen to the tape-recording and finish the ex--- match the words and expressions. (smooth away some new words)建議：① 課文p35頁a2的練習如果讓學生在課堂上做有一定的難度，而且會耗去很多時間。建議把這部分match的形式，還可以增加一些單詞。或者如果用書上的練習，最好告訴學生要找出的單詞的所在段落。② 在這部分練習中可以講解和拓展單詞的用法。建議單詞的講解和操練應該形式多樣化。比如有的單詞一次多意，可以多挪列一些句子讓學生猜意思；有的單詞著中講不同的詞性變化，就可以通過一些填空題來操練；最常見且比較有效的辦法當然還有翻譯，等。4. read the passage again with desk-mates and finish a3. ( smooth away some sentence structures)
b. answer the question “ how can we maintain our hair before it has some problems?”
補充說明：這個問題時建立在剛剛完成a3的基礎上，也就是同學們已經找到影響發質的三大因素，建議引導學生根據這些方面來回答。
比如：lack of protein and iron導致發質問題，那么having enough iron and protein就能解決這些問題或者就能維持頭發健康。再比如壓力，reducing the work stress and living a happy life 就是解決的辦法……
c. 老師總結 a sensible mind is the key to healthy hair.[鏈接3]說明:這是知識和能力的拓展部分，要求學生在對課文的理解和掌握的基礎上，進行拓展活動，不僅能增強學生運用語言的能力，而且培養學生的發散思維能力,讓學生懂得怎樣去維持身體各方面的健康.小組討論 how should we take care of some other body parts, eg. eyes, teeth, hands, skin, stomach? 建議:引導學生像課文中一樣,先找出導致問題的因素,再想辦法解決.每個小組可以選擇不同的對象討論,比如眼睛或者胃.在學生討論的過程中,老師應要求他們列出自己的想法(寫在紙上).teaching plan topic: chapter 2 （oxford english sa1） more language inputmaintenance is better than repair teacher: huang lin (cao yang no.2 high school)students: senior onei. teaching aims1. to instruct students to make sense of the supplementary reading material concerning the topic of hair care.2. to develop students’ proper and productive study skills and help the students to grasp the usages of the new words and phrases.3. to help the students to understand maintenance is better than repair for one’s hair as well as one’s health, and realize the true value of one’s life.ii. teaching aids: multi-media and a tape recorderiii. teaching content read and understand the passage "maintenance is better than repair”.a. key pointsa) words related to hair：perm, colour, hair-dryerb) factors that cause hair problems：diet, lack of protein and iron, way of life, stress, pressure, way of treating hair, overuse of appliances, sensible mindc) other words：maintenance, worry, rob, deal, the key tob. patternsa) the most important thing to do is to do…b) the way sb do sthc) … as well d) a sensible mind is the key to… activities design: 1. a survey 2. finishing the a2,a3 in pairs3. group discussionⅳ. teaching procedure: 1. pre-teaching
①.watch an advertisement of shampoo q: please describe the advertisement briefly in your own words. ②. “ do you have any hair problems? if you do, what are they?” 2. while-teaching a. skim and scan the passage and finish the exercises.5. skim the passage and answer the question “ what’s the main idea of the text?”.6. show some pictures and match the words with the pictures.7. listen to the tape-recording and finish the ex--- match the words and expressions. (smooth away some new words)8. read the passage again with desk-mates and finish a3. ( smooth away some sentence structures)
b. answer the question “ how can we maintain our hair before it has some problems?”
3. post-teaching : group discussion: how should we take care of some other body parts, eg. eyes, teeth, hands, skin? ⅴ. home assignments a. do listening exercise on f36. b. further thinking c2 on p36 and get ready to give a talk in the next period. c. read the passage and learn it by heart.
reading教案 篇9
book 5 unit 2 warming and reading教案
1. consist of 【課文原句】
consist of 表示“（整體）由（不同成分或部件）組成或構成；包括。”不用于進行時態和被動語態。
聯合國包括大不列顛和北愛爾蘭。the united kingdom consists of great britain.
知識鏈接：1）make up 也可以表示“組成=（form）”，強調分散的個體組成整體，既可用于主動語態，也可用于被動語態；不用于進行時態。
該學習小組由十名學生組成。
the study group is made up of ten students.=the study group consists of ten students.=ten students make up the study group.=ten students form the study group.
2)consist in 存在于，在于 consist with 和……一致
活學活用：it is reported that the group of eight the eight richest counties in the world.
a. is consisted of b. consists of c. is made up d. consists in
2. divide …into 【課文原句】
divide …into把……分成 被動式為 be divided into
這些白線把賽區分成各個部分。the white lines divide the playing area into sections.
/the playing area is divided into sections by the white lines.
知識鏈接：divide sth. between (among )sb.在……中分配某物 divide a from b將a和b分開
1） 他們分了那筆錢。they divided the money between(among) themselves.
2） 英吉利海峽把英法兩國分割開來。the english channel divides england from france.
易混變析：divide…into / separate…from
二者都有“分隔”的意思，但用法有別：
divide …into把整體分成若干部分，即破壞原有的整體性。
separate…from 把原來連在一起或靠近的人或事物分割開，個體沒有遭到破壞。
1） 你如何把這段線分成二十段？how do you divide the line into 20 pieces?
2） 一道籬笆把我家和他家分擱開了。a fence separates my house from his.
3.clarify 【課文原句】
clarify vt. 澄清；闡明
1） 我希望我說的話能闡明這一情況。i hope that what i say will clarify the situation.
2） 他澄清了他在該問題上的立場。he clarified his stand on the issue.
知識鏈接：clarification n. 澄清，凈化 clarify one’s stand/ position闡明某人的立場
活學活用：you should the facts related to this problem, which can make others know you are innocent. a. clarify b judge c. explain d. express
4.accomplish【課文原句】
accomplish vt.完成；實現；達到
1） 你們必須在規定的時間完成這項任務。you should accomplish the task within the time allowed.
2） 他是一個不會有任何成就的人。he is a man who will accomplish anything.
知識鏈接：accomplishment n.完成；成就；成績 accomplished adj. 熟練的
accomplish one’s purpose/aim 達到目的 accomplish a task完成任務
5.break away 【課文原句】
break away (from) 擺脫（束縛），脫離；革除（習慣、思想方式、信仰等）
1） 有一個省脫離了舊政府而另組新政府。a province has broken away to form a new state.
2） 囚犯掙脫看守者逃跑了。the prisoner broke away from his guards.
3） 你必須革除這樣的壞習慣。you must break away from such bad habits.
知識鏈接：break out of 逃離；擺脫 break off中斷談話；停頓 break in闖入；插話；打斷 break through突破；打破 break up 粉碎；破碎；結束 break up with sb. 與某人斷交
break out （戰爭、火災等）突然爆發 break into破門而入；突然開始（笑、唱等）
活學活用：at last the mad woman seemed to be controlled. suddenly she her husband and ran to the well.
a. broke away from b. broke into c. broke up d. broke through
6.to sb.’s credit 【課文原句】
to sb.’s credit 為某人爭光；值得贊揚
1） 杰克對所發生的事守口如瓶，值得贊揚。to his credit, jack never told anyone exactly what had happened.
2） 你們克服了這樣大的困難值得大大贊揚。it is greatly to your credit that you have overcome such difficulties.
credit n.信任;學分；贊揚；信貸
1） 你相信政府的說法嗎？do you place any credit in the government’s story?
2） 銀行拒絕再給那家公司提供貸款。the bank refused credit to the company.
知識鏈接：credible adj. 可信的 creditor n. 債權人
7.convenience 【課文原句】
convenience n.方便；便利
常見結構：for convenience 為了方便起見 at one’s convenience 在某人方便的時候
1.) 為了方便起見我們買了這座房子，它靠近火車站。we bought this house for convenience; it’s near the shops and the railway station.
2.) 歡迎您在方便的時候給予面談的機會。i should welcome a personal interview at your convenience,
知識鏈接：convenient adj. 方便的（主語不能是人）
be convenient for sb. 對某人來說很方便
it is convenient for sb. to do sth.某人方便做某事
活學活用：1）i’m trying to break the of getting up too late.
a. tradition b. convenience c. habit d. leisure
2) would it be for you to pick me up at four o’clock and take me to the airport?
a.free b. vacant c. handy d. convenient
8. attract 【課文原句】
attract vt. 吸引，引起……的注意；具有吸引力
常見結構：attract sb’s attention/attract the attention of sb.吸引某人的注意
attract sb. to sth吸引某人關注某事
1） 那只熊貓吸引了不少孩子。the panda attracted many children.
2） 她試圖引起服務員的注意。she tried to attract the attention of the waiter.
知識鏈接：attraction n.吸引；吸引力；吸引人的事物 a tourist attraction 旅游景點；旅游勝地
活學活用：the company is starting a new advertising campaign to new customers to its stores.
a.join b. attract c.stick d.transfer
9.leave out 【課文原句】
leave out 省略；遺漏；不考慮，忽視
1） 他們決定把這一章節從那本書中刪掉。they decided to leave the chapter out of the book altogether.
2） 她感到受到了冷落，因為其他孩子都不和她玩。she felt left out because the other children didn’t play with her.
知識鏈接：leave behind 遺留；超過 leave for 動身（去某處） leave off停止（做某事）
leave aside 擱置一邊；忽視 leave alone不管；撇下……一人
活學活用：the teacher stressed again that the students should not any important details while retelling the story.a. bring out b. let out c. leave out d. make out
unit 2 grammar
過去分詞作賓語補足語
英語中，過去分詞可以用作賓語補足語。能用作賓語補足語的過去分詞一般都來自及物動詞，表示被動意義或已完成意義，有時候兩者兼而有之。作賓語補足語的過去分詞與賓語有邏輯上的動賓關系，即賓語是過去分詞動作的對象。如：
she found the door broken in when she came back.她回來時發現有人破門而入。
此句中過去分詞作賓語補足語，與賓語door之間具有被動關系，表示一種狀態。再如：
my grandfather had his old house rebuilt.我爺爺找人重修了一下他的舊房子。
為了使同學們對過去分詞作賓語補足語的用法有一個系統而又具體的認識，本文從幾個模式上加以概括，以利于大家掌握。
一、過去分詞用在表示狀態的動詞keep,leave等的后面。如：
they kept the door locked for a long time.他們把門鎖了好長一段時間。
don't leave the windows broken like this all the time.不要讓窗戶一直像這樣破著。
二、過去分詞用在使役動詞have,make的后面。
1.注意"have＋賓語＋過去分詞"的兩種用法：
a)表示"讓某人做某事"。如：
i have had my bike repaired.我讓人修了修我的自行車。
the villagers had many trees planted just then.就在那時，村民們叫人種了許多樹。
b)表示"遭遇到某種不幸；受到打擊"等。如：
my elder sister had her wallet stolen on a bus last month.上個月，我姐姐的錢包在汽車上被偷了。
the old man had his wrist broken in theacccident.這位老人在事故中腕部摔壞了。
2."make＋賓語＋過去分詞"，在這種結構中，過去分詞的動詞必須是表示結果含義的。如：
i raised my voice to make myself heard.我提高了嗓門以便于被人家聽到。
they managed to make themselves under- stood using very simple english.他們用了很淺易的英語來設法使自己被理解。
三、過去分詞用在感觀動詞watch,notice,see,hear,listen to,feel,find等的后面。如：
when we got to school,we saw the door locked.當我們到學校時，我們看見門鎖著。
we can hear the windows beaten by the heavy rain drops.我們可以聽到大雨點敲打窗戶的聲音。
四、過去分詞用在want,wish,like,expect,order等表示"希望，愿望，命令"這一類動詞后面作賓語補足語。如：
the teacher wouldn't like the problem dis- cussed at the moment.老師不想此刻討論這個問題。
i want the suit made to his own measure.我想要這套衣服照他自己的尺寸做。
my parents expected me to be well-prepared for the entrance examination.我父母希望我好好準備入學考試。
五、過去分詞用在"with＋賓語＋賓補"這一結構中，過去分詞與賓語之間是動賓關系。如：
the thief was brought in with his hands tied behind his back.小偷被帶進來了，雙手被綁在后面。
with many brightly-coloured flowers planted around the building，his house looks like a beautiful garden.周圍種了許多色彩鮮艷的花，他的房子看上去就像一座漂亮的花園。
［實踐演練］
1.the manager discusssed the plan that they would like to see ______ the next year.
a.carry out b.carrying out c.carried out d.to carry out
2.mr.brown was very disappointed to see the washing machine she had had ______ went wrong again. a.it b.it repaired c.repaired d.to be repaired
3.in the past few years,we have had thousands of trees ______ around our school.
a.plant b.planted c.planting d.being planted
4.is this the recorder you want ______?
a.to have repaired b.to repair it c.to have it repaired d.it repaired
5.she was glad to see her child well ______ care of.
a.take b.to be taken c.taken d.taking
6.the result of the entrance exams was not made ______ to the public until last thursday.
a.knowing b.known c.to know d.to be known
7.he found them ______ at a table ______ .
a.sat;to play chess b.sitting;to play chess c.seated;playing chess d.seat;play the chess
8.i can make you ______ what i say,but you can't make yourself ______ in english.
a.understand;understand b.understand;understood c.to understand;understand d.understand;to be understood
9.the girl asked him not to leave the door ______ .
a.to close b.closed c.to be closed d.closing
10.i have often heard the"abc song" ______，but i have never heard alice ______ it.
a.to be sung;to sing b.being sung;sang c.sung;sing d.sang;singing
11.john rushed out in a hurry，______ the door ______ .
a.leaving;unlocked b.leaving;unlocking c.left;unlocked d.to leave;unlocking
12.before she came to england,she had never heard a single english word ______ .
a.speaking b.spoken c.to speak d.speak
13. ______ poor at english,i'm afraid i can't make myself ______ .
a.to be;understand b.i'm;to understand c.being;understandingd.being;understood
14.i have had my bike ______,and i'm going to have somebody ______ my radio tomorrow.
a.repair;to repair b.repairing;to be repaired c.repaired;repair d.to repair;repairing
15.you must get the work ______ before friday.
a.do b.to do c.doing d.done
16. ______ the room,the nurse found the tape-recorder ______ .
a.entering;stealing b.entering;gone c.to have entered;being stolen
d.having entered;to be stolen
17.when his wife returned,the husband noticed her hair ______ short.
a.cutting b.to be cut c.being cut d.cut
18.the student are told to have their homework ______ in before tomorrow afternoon.
a.hand b.to hand c.handed d.handing
19.we are pleased to see the problem ______ so quickly.
a.settled b.having been settled c.be settled d.settling
20.the ______ professor found the matter ______ .
a.surprising;surprised b.surprised;surprised c.surprised;surprising d.surprising;surprising
key:1-5 ccbac 6-10 bcbbc 11-15 abdcd 16-20 bdcac
reading教案 篇10
descriptionthe article is a news story about a boy’s strange disappearance. though a lot of efforts have been made to investigate the case, it still remains a mystery. how to read a news article is designed and presented. all the activities are involved with checking and enhancing students’ reading abilities. students are expected to gain an overall understanding of the article and learn to read in different ways according to the type of the article.suggested teaching proceduresl lead-inask students the following questions by having them focus on the title of the article ‘boy missing, police puzzled’. does the title arouse your interest when you read it? can you complete the title?from the title what information can you get? and what else do you want to know? for example:‘boy missing’ ( how / when / where was the boy missing? ) ‘police puzzled’ ( for what are they puzzled? / what are the police going to do with the boy’s disappearance and how?)are you curious about why the writer uses a non-complete sentence as a title? do you know it’s a feature of a news title? what are the other features of a news title?can you guess what details may be covered in the following news story?l reading comprehension1 before asking students to skim the passage, let them look at the news photographs first and describe as much as possible what is happening in the photograph. and then let them find answers to the questions in a. answers 1 the article is about a missing boy / ufos and aliens.2 justin foster is missing. 3 no.2 ask students to recall the question in lead-in and ask them if they have got specific answers to “how / when / where was the boy missing?” the teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. tell them the first paragraph gives the main topic and most important facts. the followings are all covered.when and where was the boy missing? what caused the boy’s sudden disappearance? how old was the boy? why do people show interest in his disappearance? 3 ask students to scan the article again and locate specific information according to c1 and c2. the first three questions in c1 check some background information about justin while questions 4 and 5 check students’ comprehension about aliens. c2 requires students to identify some details to support the main points of the story. ask students to complete the exercises individually and check them as a class. if there are disagreements, welcome them. the teacher can ask students to distinguish between facts and opinions about justin foster.answers c1 1 he lives in dover, new hampshire.2 he plays basketball and baseball.3 he has a sister.4 they were white.5 mavis wood has been taken.6 sam peterson was in charge of the case.c2main pointssupporting detailsjustin foster went missing.mrs foster thought that justin had stayed the night at a friend's house.mr foster was surprised that his son did not tell anyone that he was staying out late.justin foster did not show up at the family lunch the next day.the police found that justin returned home.justin’s friends said that justin headed home after playing basketball with them.witnesses said that they saw justin walking towards his home at 10.45 p.m..kelly heard him put on his favourite cd.the boy was taken away by aliens.kelly saw a large spaceship flying outside.kelly heard justin shout.mavis wood said that the aliens took her away so that they could do scientific research on her.4 ask students to self-evaluate how well they understand and comprehend the article with the following exercise. this step is optional and the teacher can conduct it flexibly.at 8 p.m. ______________________________. at 10.45 p.m. ___________________________
at 11 p.m., ______________________________. justin foster after 11 p.m., he was heard ____________________.the next morning, he was found ___________________.
connection shape _____shape ____________
its appearance colour ________________
size ______________its inside ___________________ strange object (ufo) 5 have students pay attention to the different features of each paragraph with the following activities. a ask students to conduct a discussion about how they usually choose whether the news article is worth reading or not and what methods they use in their reading. the following question can be used to begin with the activity first.as is known to all, newspapers play an important part in our daily life. whenever or wherever you are, you can be informed of the latest news by reading a newspaper. from your own experience, how do you usually select the news you’d like to read, by taking a look at its title or by being attracted by its colourful pictures? encourage students to express their own opinions and their reasons. b ask students to tell the differences between the first paragraph of the article and the following paragraphs. the teacher can begin like this: compared with the following paragraphs, does the first paragraph serve as the most important one in the article?c ask students to read the reading strategy of how to read a newspaper article. tell students both the title and the first paragraph that is called the lead play a key role in their understanding of a news article . 6 ask students to complete d and e individually. the meanings of the words in d are not difficult for them to identify after students have read through the passage twice. e is a diary written by kelly. it requires students to understand the letter first and then write down the missing words to make it meaningful.answers d 1a 2d 3h 4b 5f 6g 7e 8ce (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) justin (7) not (8) puzzled (9) witnesses (10) murderedl post-reading activities 1 ask students to retell the story according to the diagram on page 8. the teacher can write down some key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.2 ask students to give an ending to the story. though the police have made efforts to investigate the case, how justin was missing remained a mystery. was he really seized by aliens or were there any other reasons? if time doesn’t permit, the teacher can assign this activity as homework. the teacher can begin like this:all the people are concerned about justin’s disappearance. what do you think might have happened to him? was he in danger? if he were taken away by aliens, how would they treat him? all the endings are acceptable.3 ask students to turn their attention to the questions in f. let students do some speaking practice according to the sample. resources1 newspaper articles are often seen as shortened forms of news report that gives full information. the lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. it is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some complex sentences are generally used in the first paragraph. the headline and first paragraph effectively summarize the story’s content. the teacher can encourage students to read english newspapers. there are several advantages of using a newspaper to improve our english. a newspaper is inexpensive, easily obtained and the materials are authentic. besides, understanding the news stories rely on the students’ knowledge of social and cultural experience. newspapers mirror our national values, habits and preferences. newspaper reading is more like the overall improvement of students’ abilities than being simply informed of new information. students will find time and efforts devoted to understanding the social and cultural materials rewarding.2 following are some newspaper activities the teacher can utilize in their teaching:a encourage students to read the newspaper daily. ask them what articles they find interesting and read and discuss those articles with them. b read newspaper coverage of a major news story and watch the same story presented on television. talk about the differences between reading newspapers and watching television news. c read the newspaper for issues that have some direct effect on students’ families. locate news stories and opinions in editorials, letters to the editor and editorial columns. ask students which facts are most important and which opinions are closest to theirs. d review tv and movie schedules, discussing which shows and movies are appealing and why. compare reviews with those written by media critics. e ask students to find persuasive letters to the editor. identify and discuss the author’s style and tone. encourage students to respond with their own letters to the editor when they encounter ideas with which they disagree.
reading教案 篇11
teaching objectives:1. to develop students’ ability of reading a play2. to know about american family life and problems that happen between american teenagers and their parents3. to form a positive attitude towards solving problems between teenagers and parents
important and difficult points:learn to analyze the emotions of each character from the instructions of the play.
teaching procedures:step 1 greetings greet the students as usual.step 2 lead-in:have you ever seen the famous tv show ‘growing pains’? what do you think of the play? have you ever had this kind of experience when your parents had to go away and leave you alone or with a pet? if not, can you imagine what might happen if you were left alone? could you handle all the responsibility and keep everything clean and safe?step 2: fast reading for general ideas1. from unit 1, we have learnt two of the basic reading skills, skimming and scanning. when reading different styles and formats of articles, readers usually use different ways of reading in order to know about the main ideas of the article within the shortest time. bacon once said, some books are to be chewed; some are to be swallowed; some are to be digested. so can you tell me how to read an english play? you may discuss this question withyour partners first and then i’d like some of you to tell the class your opinion.2. a play usually consists of several acts. each act can have several scenes. so can you tell me some characteristics of a play? is the format of a play the same as that of a news article? are the words or speeches in a play very formal? are there any instructions or tips included in a play? what do the instructions or tips do? do you think you have to read a play silently or out loud?please discuss all these questions in groups of four and share your opinions with your group members.3. go through the reading strategy of this unit, that is, how to read a play. a play has a unique format and style. most plays are in the form of a dialogue. a large amount of casual speech is used, sometimes with incomplete sentences. in order to better understand a play, you should read it out loud instead of silently and that you have to pay attention to the instructions or tips included in a play.4. read the play first and then finish part a individually. then conduct a feedback activity. answers① who are the main characters in the play? (eric, daniel, mom and dad.)② why was dad very angry with daniel? (the room was a mess. / there was trash all over the place.)③ what happened to their dog, spot? (spot was ill.)step 3: detailed reading for important information1.read the play a second time. let’s do with parts c1 and c2 individually, and after that conduct a feedback activity. answersc1 1. dad 2. daniel 3. dad 4. daniel 5. eric 6. dad 7. mom c2 1. f 2. f 3. t 4. f 5. t2. let’s divide into several groups and each group first read the play out loud and then act it out. pay attention to imitating the tones and intonations of each character while reading. we can hold a competition to see which group is the best. 3. let’s finish parts d1, d2 and e individually first and then conduct a feedback activity. answersd1 1. d 2. e 3. a 4. f 5. c 6. bd2 (1) adult (2) decision (3) a teenager (4) supposed (5) unpunishede (1) behavior (2) door (3) adult (4) dad (5) supposed (6) decisions (7) spot (8) vacation (9) money (10) waitedstep 4: reading comprehension1. please read act one of the play carefully and fill in the formcharactersthings they dofeelingsmom and dadjust coming back from vacationexcited; disappointed; angryericplaying soccer at homesurprised and frighteneddanielstay in another roomsorry; angry2. please read act two carefully and fill in the form: charactersdoing sthfeelingsdanielexpressing his angerangryericcomforting his brothercalmmom
talking about the things that happened todayfeeling sorry and regretfuldadstrong-willed/ stubborn3. go through the play again and then finish the multiple choices.1.the passage is mainly about ______ a. how the family manage to be on good terms b. why the room is in a mess. c. why there is a misunderstanding between the parents and sons. d. what happens to daniel and eric after their parents get home. 2.which of the following is the cause of the quarrel ? a. spot was seriously ill. b. the couple return earlier than expected . c. the boys play football all day long. d. the brothers’ laziness(懶惰).3.eric says hello to his parents in a frightened voice because_____ a. dad often punishes him. b. he is afraid that dad will see the messy room and punish him . c. dad will beat him and his brother. d. he is always timid(膽小的).4. this passage is a ________________ a. newspaper b. notice c. play d. diary5. from the passage, we can infer (推斷) that _________ a. children often hate their parents. b. parents often hate their parents. c. children and parents often hate each other d. parents and children should explain to each other when some misunderstanding occurs.6. the phrase “deserve to” means________ a. have to b. want to c. need to d. to be good enough to have something 7. what would probably happen in the following act ? a. dad and daniel will quarrel again. b. mom and eric will help dad and daniel to get rid of the misunderstanding . c. eric will not play football any longer. d. daniel will desert(拋棄) the dog.keys: dabcddb4. task-based reading
when dad and mom 1 home
what dad and mom sawwhat 4 to the money on earththe dog was so tired and hungry. the money 2 was to be used to buy dog food is missing. there was trash all over the room. the room was 3 a mess.because of the dog’s 5 , daniel and eric spent the money 6 him to the vet. in fact, daniel and eric spent all of that day waiting for the dog to be treated by the vet, so they had no time to clean their house.dad & mom’s attitude to daniel and ericdad and mom were 7 with their children. they didn’t listen to daniel’s 8 .what happened after dad and mom 9 daniel and eric.daniel and eric entered their bedroom. eric sat on his bed in 10 , looking at daniel who had his arms crossed and looked angry.keys: 1. reached/got 2. which/that 3. in 4. happened 5. disease 6. taking 7. angry 8. explanation 9. scolded 10. silencestep 5: post-reading 1. do you think eric and daniel will explain to their parents what has happened? or will the parents go and ask the two children what has happened?suppose you were one of the two children. what would you do? would you stay silent or would you offer an explanation to your parents? which is a better solution in your opinion?2. talk about your own experiences since these kinds of family problems exist in almost every family. ▲how do your parents usually deal with your wrong-doings? are they too harsh? ▲have they ever punished or scolded you for your being late when it wasn't your fault? ▲how do you think good parents should treat their children? should parents respect their children and value their opinions? ▲what qualities or personalities do you think the ideal parents should possess?3. focus on part f, which is designed for you to practise your spoken english with topics closely related to your familiar family problems. ▲do you have a good relationship with your parents? why do you sometimes quarrel with them? ▲do you agree there is a generation gap between you and your parents? how can you narrow the gap?▲communication is very important in helping you and your parents become closer. yet why do teenagers refuse to communicate with their parents sometimes?step 6: role-playdivide students into groups of five. one is the narrator and the others are the main characters. role-play act one and act two.step 7 homework：record after teaching
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
reading教案 篇12
高三英語選修10 unit4 reading教案 主備人 執教人 授課日期 班級
總課題 m10u4 總課時 10 分課時 4 課型 新授
課題 m10u4 the fight against cybercrime
教學目標 1.to improve the ss' ability of reading.
2.to go through the whole text and make the students gain some knowledge of cybercrime and realize the importance of fighting against it.
to help students learn more knowledge about cybercrime.
教學重點 how to help students improve the ss' ability of reading.
教學難點 ppt ,a recorder
教具 m10u4 the fight against cybercrime
教學內容 教法學法
step i pre-reading
discuss the types of crimes:
types of crimes such as theft, murder,robbery, cybercrime…
discuss the types of cybercrime
step ii fast reading
●read the text fast and then grasp the main idea of the passage
●read the text fast again and then answer the following three questions:
1. according to the council of europe, how many types of cybercrime are there?
there are four types of cybercrime.
2. how many companies and government departments were surveyed by the computer security institute?
503 companies and government departments were surveyed.
3. what is the solution to cybercrime?
the only solution is international cooperation.
step iii careful reading
●read the text and then speak out how many parts it is made up of:
o part i (1):introduction to cybercrime
o part ii (2):the definition and different types of cybercrime
o part iii (3-6):the extent of the problem.
o part iv (7-8):the solution to the problem.
o
●read the second part and then do c2.
answers: 1.b 2.d 3 a 4 c
●read the third part and then answer the following questions:
1. according to the council of europe, who is affected by cybercrime?
all internet users are affected by cybercrime either directly or indirectly.
2.why is most cybercrime against companies not reported?
because most companies want to avoid the loss of customers, who may think that the company cannot protect their money.
3.why are cybercriminals almost impossible to catch?
laws against cybercrime have not been passed in many countries, and there are many holes in their legal systems. most countries do not have arrangements for dealing with citizens of other countries who commit cybercrimes. also, these criminals can be anywhere and can move quickly, so it is often almost impossible to catch them.
●read the fourth part and then answer the following question
what do governments need to do to fight criminals with computer skills?
governments need to combine their technological resources to keep up with the criminals who have the best technical skills. it is also important to upgrade laws and create international standards for these laws. this will allow states to follow criminals across borders.
step iv discussion
1.what do you think of internet shopping ?
2.what can we do to solve the problem of cybercrime?
3.what is more important the convenience of using the internet to buy things or financial safety? why?
step v consolidation
step vi homework
教后記:
reading教案 篇13
teaching plan for book 5
unit5 first aid for burns
reading
teaching goals:
1. enable the ss to get some first aid knowledge
2. enable the ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.
3. let the ss learn the reading skill of getting the main idea of each para./ part & each passage .
key teaching points
how to improve the ss’ reading ability.
difficult points
1. how to grasp the main idea of each paragraph / part & each passage.
2. how to help the ss use what they’ve learnt to do first aid treatment for burns correctly.
teaching methods
1). skimming & scanning methods to make the ss get a good understanding of the text.
1. discussion methods to make the ss understand what they’ve learned in class.
2. pair work of group to get every student to take part in the teaching-and-learning activities.
3. competition and role-play method to arouse the ss’ interest
teaching aids
the multi-media (see a short movie about how to treat burn from ppt.)
teaching procedures
step1. lead-in
lead-in by telling the ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid
step2. pre-reading
show the ss the picture of pre-reading on p33 and ask them the following questions:
what has happened?
what sort of injuries the child will have?
what kind of first aid would you perform?
step3. fast reading
let the ss read the passage fast and then find out the answers to the questions
1. what will the passage be about?
2. what do they tell you about the passage?
3. in which order are these topics covered in the text? number them from 1 to 5.
____ the three types of burns
____ what to do if someone gets burned
____ the purpose of skin
____ the symptoms of burns
____ how we get burns
step4. detailed reading
1). tell if the following statements are true or false:
1. our skin has three layers.
2. we will never get burned by the sun.
3. burns are divided into three degrees according to the degree of pain.
4. third degree burns are the most serious and painful.
5. put cool water on any burns to cool them.
6. don’t rub the burns
7. it’s better that you put some butter or oil on burns.
2). answer the questions
1.why should you put cold water on a burn?
2.why doesn’t a third degree burn hurt?
3.why do you think clothes and jewellery near burns should be removed?
4.if someone has a third degree burn, why might you see tissue?
3). read the text again and then find out how many parts there are and the main idea of each part:
part1. the purpose / function of skin
part2. causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals
part3. types of burns: first degree burns, second degree burns, third degree burns
part4. characteristics of burns
part5 first aid treatment
3). finish off comprehending ex2&3
step5. words competition
have a competition to check the ss’ words spelling
step6. making a first-aid kit
an activity to let the ss know what are included in a first-aid-kit
a well-stocked(存備得好的) first-aid kit, kept in easy reach, is necessary in every home. it should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.
step7. role play
work in pairs to act out how to place an emergency call for help
step8. summary
this passage doesn’t contain enough information for you to do first aid for others. please learn more after class. do remember: life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.
step9. homework
search as much information as you can about first aid
reading教案 篇14
一、 章節分析（一）綜述本篇閱讀內容是以發廊的宣傳小冊子的形式呈現出來。通過這一新穎的文章載體，向學生介紹了頭發護理方面的知識，并給出怎樣選擇適合自己的發型的建議。讓學生在學會如何護理頭發的同時，也能夠使他們意識到怎樣的發型才是得體的，不但適合自己的外形，同時也應符合最為高中生的形象標準。本課的任務有四個學會： ⑴ 能夠閱讀宣傳小冊子上的信息，并且學會根據需要快速篩選信息。(2) 學會根據不同人的性格、職業和身份，為自己和別人選擇合適的發型。(3) 學會護理頭發，保持擁有健康的頭發。(4) 結合實際，從規范高中生形象的角度出發，開展高中生儀容（主要是頭發）標準的討論，學會規范自我形象。（二）目標教學目標1) 知識目標學習和掌握課文中出現的生詞、詞組、句型和語法等。學會有關臉型、發型及頭發護理方面相關詞匯的表達和使用。能夠背記好的詞句，并且對于構詞法有簡要的了解。2) 能力目標能夠從使用信息文章當中篩選自己所需的信息。能夠對于護發用品的說明部分做適當的翻譯。能夠根據不同人的性格、職業和身份，為他人選擇合適的發型。3) 情感目標 結合實際，從規范高中生形象的角度出發，開展高中生儀容（主要是頭發）標準的討論，學會規范自我形象。（三）教學方法采用任務型教學法組織教學，達到教學效果。比如說，為使學生對課文有清晰的理解，可將課文部分章節制作成表格形式；也可以拿護發用品，讓學生以小組為單位翻譯產品使用說明；或是將課文改寫成完型填空形式，或改寫成聽力文字供學生使用等。本節課講充分利用網絡資源，擴大和拓展學生的知識面，和對語言的使用能力。（四）閱讀重點和難點1. 詞匯學習1) 核心詞匯l suitl excitel activel sociablel apply /applicantl garagel managel heart-shapedl frequentlyl leaflet 2) 拓展詞匯l depend /dependent/independentl guaranteel loosenl setl excell urgel competel obtain3) 詞組和短語l care forl drop inl on top of the worldl depend onl a balanced dietl tie upl work onl squeeze outl at a low temperaturel at least2. 句型學習1) that depends on sth. 2) guarantee sb. sth= guarantee sth. to sb. to do sth. that + clause二、教學設計（teaching designs）
教學內容
教學實施建議
教學資源參考
1 pre-reading 這部分是整個課文的導入部分，在課堂教學設計中應努力調動學生的學習積極性，激發學生對于本課課題學習的興趣。根據課文主題，設計與發型選擇與護發相關的活動。臉型決定發型，從事的工作不同，身份不同對于發型的要求也不同。綜合各種因素，使學生學會合理的為他人選擇合適的發型。使用網絡測試游戲：face shape wizard.（要求老師的電腦能夠上網，每位學生能有一部電腦則更好）這一游戲可以很針對性的為與不同臉型的人設計發型。加入練習p22-a以小組為單位，對護發產品上中英文的對照學習，掌握護發相關表達方式。（要求學生以小組為單位自帶帶有中英文使用說明的護發用品）:///gallery.htm
2 while-reading 先要求學生對于課文內容有大概了解，再作詳細分析。并進行重點詞匯句法教學。課文根據內容，文章可大致分成三部分：有關新開業發廊的信息，怎樣選擇適合自己的發型？如何有效護發？本課的語法重點是形容詞的用法及形容詞構詞法。這一點也將在課文講解中融會貫通進去。課文講解主要采用概括段落大意，經典段落翻譯，及造句等形式。最后通過課后練習和翻譯作業鞏固知識。大致步驟如下：² skimming p22-b, p26-f2² scanning p22-c ² deep-reading and vocabulary learning [見鏈接1] ² consolidation and conclusion［具體處理這部分內容的建議見鏈接1；課件：chapter2-1 ppt ]。
3 post-reading ² 這部分將提供更多的相關網站供學生閱讀，擴展學生的閱讀量，并使學生更多的了解不同的護發產品和護發知識。² 在閱讀的基礎上，組織學生就如何規范高中生發型問題展開討論。n ; ; ; ; ; ;[鏈接1]說明：用ppt. 展示詞匯和句法的用法。教案說明：基于以上的教案設計，提供了本課時較為完整的一份教案。教師可以充分使用網絡資源，并對其進行篩選或重新制作，創設更多情景，設計出更多的活動。step 1 : pre-task preparation --- pre-reading1. activity one---shape of the face determines the hair-style² do match exercise on p22-a, to know how to name different shapes of face.² do “face shape wizard” exercise on line, to see what kind of hair-style suits you.² fill in the form, to know besides shape of face, what else factors will be considered when choosing a suitable hair-style. [鏈接2] [說明：用表格的形式幫助學生理解人們在發型選擇時，除了臉型之外所考慮的多種因素]
name
profession/personality
hair-style
reason
ann
pam
keith
keys:
name
profession/personality
hair-style
reason
anndancerlong can be tied up when dancing
pambusy, sociable personshorteasy to manage
keithmechanicshort to keep tidystep 2: while-task procedure:---while-reading1. skimming
do exercise p22-b, p26-f2² what is the writer’s main topic? ( hairdressing/hair care)² what are her sub-topics? ( hair-styles and hair health)² which of these best describes the type of the passage?
(a. a story b. an advertisement c. a newspaper article)² who is it mainly written for?
(a. younger people b. older people c. children)² which one of these is the main aim of the leaflet?
a. to persuade us to visit connie’s salon.
b. to show us how to look after our hair.
c. to help us choose a suitable hair-style.
d. to give us free advice about hair care.2. scanning
do exercise p22-c 3. deep-reading and vocabulary learning1) revise exercise p24-d2, to have a general idea of the new words.
choose the correct word from the box below according to its corresponding english definition in each sentence.[鏈接3] salon, shampoo, gently, balanced diet, leaflet, oval, drop in, apply, guarantee
² which word describes the place where hairdressers work? (salon)² which word describes the piece of paper that was in debbie’s letter-box? (leaflet)² which two words invite us to visit without an appointment? (drop in)² which word tells us that connie and her staff definitely promise us something? (guarantee)² which word tells us that a face is the shape of an egg? (oval)² which two words tell us that we should eat food that has the right quantity and variety of vitamins, etc. to make us healthy? (balanced diet)² which word describes a soapy liquid used for washing hair? (shampoo)² which word means put something on to your hair? (apply)² which word tells us we should dry our hair a little with a towel? (gently)2) for more details about uses and usages of the vocabulary and phrase patterns, please connect [見鏈接1].4. consolidation and conclusion² ask the students to fill derivation form of the adj. by adding suffix as many as possible. ² let the students do the exercise: complete these sentences with the correct form of the words from the box. [鏈接4] 構成形容詞的常用后綴如下：
suffix
examples
-fulcheerful, useful, grateful, faithful
-lesscareless, homeless, fearless, motherless
-ishchildish, reddish, swedish, selfish
-iveactive, collective, decisive, destructive, competitive, protective, passive, creative, talkative, native
-ouscourageous, famous, continuous, erroneous
-ableacceptable, agreeable, applicable, comfortable, likeable, obtainable, suitable, fashionable, knowleageable
-iblecontemptible, sensible, responsible, permissible
-icrealistic, poetic, historic, energetic, electronic
-antignorant, significant, applicable, comfortable
-lyfriendly, leisurely, lively, daily
-alcritical, accidental, continual, exceptional, personal, historical, principal
-yrainy, handy, thirsty, dirty
-entdifferent, dependent, consistent, obedient, excellent
-aryimaginary, revolutionary, honorary, secondary
-sometroublesome, burdensome, lonesome, tiresome
-likechildlike, womanlike, warlike, manlike
-engolden, wooden, earthen, woolen
-edlanded, moneyed, cultured, talented
-atefortunate, affectionate, passionate
-aneuropean, indian, american, canadian [鏈接5] excel, like, compete, obtain, urge, act, suit, protect, depend, elect, etc.
² tony is an ______ student; first in the class. (excellent)² ellen is very ______ on teachers and students; unable to do things on her own. (dependent)² frankie is very ______; a member of many different clubs. (active)² ann is very ______; hates to lose at games. (competitive)² sally is a very ______ student; popular with students and teachers. (likeable)² take this message to the principal, and hurry. it’s very ______. (urgent)² this experiment might be dangerous, so please wear ______ glasses when you do it. (protective)² this mild shampoo is ______ for babies. (suitable)² the books you need for your project are all ______ from the library. (obtainable)[鏈接6] 有些形容詞有-ic和-ical兩種詞尾，意義不盡相同，例如：a classic performance 難忘的演出 classical music 古典音樂a comic masterpiece 喜劇杰作comical behaviour 滑稽的舉動an economic miracle 經濟上的奇跡economical arrangement 節約的安排a historic building 有歷史意義的建筑historical research 史學研究an electric fan 電扇，an electric razor 電動剃須刀electrical energy 電能, an electrical engineer 電機工程師 step3: post-task activities---post-reading1. provide more web sites for students to gain more information about hair-style and hair care. enlarge their vocabulary and broaden their vision.[鏈接6]
hair related links....
- we are the leading and the largest manufacturer and exporters of quality hairdressing scissors, barber scissors, manicure implements, beauty products, embroidery scissors, and pet grooming products.
- beauty supply house featuring hair care, skin care, nail care and spa beauty products.
- advanced anti aging skin care and acne products.
hair straighteners information about ceramic hair straighteners
hairstyles women pictures - hairstyle pictures for women from old fashioned to modern.
hairstyles watch - hairstyles watch is an ever growing gallery of popular hairstyles.
1001 hairstyles. a huge gallery of hair styles pictures. pick a hair style to try.
- affiliate programs directory.
hot tools professional hair products - offering hot tools flat irons, hot tools curling irons, hot tools hair dryers, hot tools hot air brushes, hot tools diffusers…
2. based on what they learned, have a discussion about the hair criteria for senior students. step4: homework1. group work: list the hair criteria for senior students. dos and don’ts2. individual work: translate one of the directions on the hair care products into chinese.
reading教案 篇15
一、 章節分析（reading section ）（一）綜述本章節通過debbie和simon 接人待物時的成功與失敗，來說明肢體語言的重要性。在引導學生對文章進行整體理解同時，培養學生良好的禮儀。本課的任務有兩個：1 對課文進行整體閱讀。培養學生略讀（獲取大意）、掃讀（整理有關信息）、細讀（分析篇章結構，慨括中心）等閱讀能力。2 與時俱進。結合課文以及上海迎世博倡導學禮儀的活動，引導學生暢談作為東道主該用何種body language來迎接四方賓客。（二）閱讀目標1 知識目標學習課文中重點詞、詞組、句型和語法。2 能力目標提高學生的閱讀理解能力和培養學生的閱讀技巧。閱讀準備（收集相關資料）、略讀（獲取大意）、掃讀（整理有關信息）、細讀（分析篇章結構，慨括中心）等是高中學生必須具備的閱讀技能，教師對高一新生可以以本課為例作仔細介紹。3 情感目標幫助學生對 “body language” 有更深入的思考，學會禮貌接人待物。（三）教學方法采用任務型教學法組織教學，通過比較，討論等具體活動，達到教學效果。（四）重點和難點1 詞匯學習1) 核心詞匯l seniorl appearancel express/expressionl impress/impressionl middle-aged, well-dressed, part-timel communicate/communicationl oppositel greetl cheerfull employ (employer, employee)l colleaguel customerl gesture2) 拓展詞匯l sighl faxl headline (練習d中)l heading3) 詞組和短語l glance at, l get down to, l give sb. a good impression, make a good impression on…, l without hesitation, l hold up, l prefer…to, would rather do…2 句型學習l look ( sound, smell, taste, feel) + adj.l make sb. +v.原形一、 教學設計（teaching designs）
教學內容
教學實施建議
教學資源參考
pre-reading 為了更好地處理初高中銜接，建議老師用一個課時完成兩個任務：l 介紹高中課本的結構特點;課文所涉及的內容;以及閱讀時skimming 和scanning 技巧.l 根據課文主題，向學生展示一些生動形象并表示不同含義的肢體語言圖片并與學生討論它們所起的作用，從而調動學生學習積極性，激發學習興趣，為順利進入課文學習打下基礎。［具體處理這部分內容的建議見[鏈接1] 對初高中銜接的處理 ］ [鏈接2課件：body language 1 ]。中學英語合作網《牛津英語教學參考》page 1
while-reading 這是本課的主體部分，也是老師要處理的重點，既要引導學生學習重點詞匯和句型，又要提高學生的閱讀理解能力，培養學生的閱讀技巧。l skimming 要求學生快速略讀，獲得課文的大概輪廓，能在有限的時間內運用skimming技巧，找到最基本的信息。l scanning 由于課本上scanning全詞填空太難，不符合由易到難的教學規律，故把課本第4 頁e read and think部分稍作修改變成scanning的內容。要求學生運用scanning 技巧，搜索需要的信息。l further understanding 經過以上兩個基礎環節后，進入課文深層次的理解，要求學生能找出文中描寫debbie 和simon 身體語言的詞語，通過比較總結出兩人接人待物的成功與失敗的原因。l consolidation and conclusion 把課本第2頁c scanning 部分進行適當修改，鞏固剛學過的內容。［具體處理這部分內容的建議見[鏈接3課件：body language 2 ]。
post-reading discussion這是課文的拓展部分，也是進行情感教育部分。結合課文以及上海迎世博倡導學禮儀的活動，引導學生暢談作為東道主該用何種body language來迎接四方賓客。[鏈接1]說明：對初高中銜接的處理。 1 師生的自我介紹。2 介紹高中教材的特點，介紹閱讀中skimming 和scanning的含義與技巧.1) what is skimming?skimming is a reading strategy. when we skim a piece of reading, we read it very quickly in order to get the general idea of the reading. when we skim, we skip the unimportant parts. therefore, when we skim, we usually only look at titles and headings, pictures and diagrams, and important sentences (usually the first and last sentences of a paragraph) in the reading. skimming takes only a minute or two, and it helps us get the general outline of the reading and follow the writer’s idea more easily. it is a way to prepare us for a better and detailed understanding of the writer’s ideas.略讀是一種閱讀方式。當我們進行閱讀時，我們是在非常快速地閱讀，目的是獲地閱讀材料的大概輪廓或意義。在略讀時，我們跳過不重要的部分。因此，我們通常只看題目和段落標題、附圖和圖表以及重要的句子（一般是每個段落的第一句和最后一句）。略讀只需一二分鐘，它幫助我們獲得閱讀材料的大概輪廓并使我們更好地跟上作者的思路，它為我們更準確、更仔細的理解作者的思想做好了準備。2) what is scanning?scanning is a reading strategy. when we scan a piece of reading, we read it very quickly in order to get specific or single pieces of information. so we scan to get information about time, names, places and numbers, etc. when we scan, we always skip the irrelevant parts and we only focus on what we need to find out.跳讀是一種閱讀方法。當我們在掃讀一篇閱讀材料時，我們是在非常快速地閱讀，目的是獲得有關時間、姓名、地點和數據等的信息。在跳讀時，我們總是跳過不相關的部分，而只是集中注意我們需要發現的信息。3） practice ( 老師們可以用以下材料說明介紹skimming和scanning的閱讀技巧。)
english mannersa when we meet someone we know, the simplest thing to say in english is “good morning”, “good afternoon”, or “good evening”. “hello” and “hi” are forms of informal greeting. we avoid using them with seniors or in a very formal situation. “how are you?” and “how are you doing?” are often used to greet friends. they are used either during the day or in the evening. “how do you do?” seems to be used less often than before.b some forms of greeting which are good manners in china are not considered so in britain or some other english-speaking countries. for example, usually we should avoid greeting a foreign friend by saying “ where are you going?” or “where have you been?”, which are quite common among friends in china. if we did ask either of these questions, the foreign friend would think that we were asking about his private affairs. neither should we greet a foreigner by saying “have you had your dinner?”. he might think you were inviting him to dinner！these forms of greeting are only acceptable when they are used with close friends.c in most english-speaking countries shaking hands is also a form of greeting, and the best kind of handshake is gentle and firm. close friends or relatives, on the other hand, usually do not shake hands with each other; they often exchange a quick kiss on the cheek when they meet or part. men, however, don’t often kiss or embrace when greeting each other.d men still tend to open doors for women in public. however, some young girls cannot stand that. nowadays more and more women are opening doors for men!e good manners are made up of many small things. foreign friends or colleagues can get very upset if we forget to say or do something properly. this can be clearly shown through the following example.f one day, on the desk of a department office in a college, lay a letter for a visiting american professor. her chinese colleague happened to pass by. she saw it, picked it up, and later gave it to the american professor, saying, “ mrs willis, a letter for you from your hometown.” to her surprise, the visiting professor immediately put on a stiff face. she didn’t know the reason why the chinese colleague was interested in her private affairs. at the same time, the chinese teacher didn’t know the reason why mrs willis took offence.g thus, we have a lot to learn about english manners. the native speakers around us offer very good examples when talking and acting. english books, tv programmes and the internet provide lessons as well. some dictionaries also present lists of common polite expressions. so, we must try our best to learn more about english manners and people’s ways of life so that we can communicate with foreigners more properly.exercises:a) skimming: read the first and last sentences of each paragraph and match the summaries in column ⅰwith the paragraphs in columnⅱ. the first one has been done for you as an example. column ⅰa) things that make up good manners b) a good example to show cultural differences in manners c) shaking hands, kissing and embracing d) opening doors and good manners e) different forms of greeting f) manners in china and english-speaking countries g) getting to know more about english manners columnⅱparagraph aparagraph bparagraph cparagraph dparagraph eparagraph f paragraph g
( answer: a)---e, b)---f, c)---c, d)---d, e)---a, f)---b )（雖然這篇文章很長，但經過skimming 環節，同學們基本能在較短的時間內，通過看每一段落的第一句和最后一句，找到每段的段落大意，理清作者的寫作思路，為下一步尋找細節奠定基礎。）b. scanning: scan the text and answer the following questions.in what situation(s) is each of the following used?l “good morning.”, “good afternoon.”, “good evening.”l “hello.”, “hi.”l “how are you?” , “how are you doing?”l “how do you do?”l “where are you going?”, “where have you been?”, “have you had your dinner?”(經過skimming環節后，同學們知道以上問題的答案應在第a段和b段去找。) when and with whom do people exchange a quick kiss on the cheek?(在第c段找。答案：relatives or close friends when meeting) how many ways has the writer suggested to help us learn more about english manners?( 在g段找。答案：3 )（同學們往往畏懼閱讀長文章，從頭到尾讀下來，卻不知文章到底講什么。通過學習理解文章的大意，知道在什么段落去尋找需要的信息，并為下一步深層理解奠定基礎。）[鏈接2]說明：用ppt. （body language 1）展示一些生動的body language 圖片，鼓勵學生動口動腦，說出它們的含義。the many meanings of body language(見課件：body language 2 ) [鏈接3]說明：本部分建議采用任務型閱讀教學方法。通過略讀、掃讀、細讀等不同手段來提高學生的閱讀理解能力，從而培養學生的閱讀技巧。step one warming-uplook at the pictures on ppt. different body language (facial language) shows some different feelings. ( students use different words esp. adj. to describe them).（具體處理見課件“body language2 ppt.)step two task cycle---reading1 skimming skim the story and look at the photo on the next page, and then try to answer the following questions.where does the story take place? ( in the sunbeam travel company)who are the people sitting down? (debbie and simon)when did the story take place? (on a saturday morning) which person looks the most friendly? (debbie)2 scanningscan the passage and find the answer to the following questions.who sat down opposite debbie? ( a middle-aged, well-dressed woman)how did debbie greet her? (cheerfully)who was mr.yang? (a senior employee in the company)can you find two examples of mr yang’s body language ? why did he do the things?(put his hand on simon’s shoulders; gave an encouraging smile; to tell him why the customer didn’t prefer to deal with him in a friendly way.)why did the customer prefer to deal with debbie?( 進入下一環節的細讀。)3 further understanding（通過比較兩人不同的身體語言，得出文章的主題）1) find the different body language of debbie and simon.debbiesimongreet cheerfullysighhold her head up rest his head on his handhook at the customer’s eyes look downwardssmile not smileturn her head or body towards the customernot turn his head or body towards the customer2) questionwhy did customers prefer to deal with debbie instead of simon?(because her body language makes customers feel welcome, while simon’s tells customers to go away. ) ( 書上原句)3) conclusion:(main idea of the passage)communicating is more than speaking and listening. your body language is important, too.( 書上原句)step three consolidationsimon is phoning a friend about his experience. fill in the blanks. the first letters have been given. (deal with some words and expressions that students have just learned in the previous steps.)i spoke to mr yang today. he’s one of sunbeam travel’s s_____ employees. i told him that our customers always p______ to deal with debbie. he told me the problem might be the way i c_________. he explained to me about b____ language. he said that i was not giving customers a good i________.my body language was telling customers to go a_____, instead of making them feel w________. so now i’m trying to i_________ my body language.(reference : senior, prefer, communicate, body, impression, away, welcome, improve)step four reflection --- post-readingdiscussion the world expo will be held in shanghai in . our government is advocating excellent etiquette(禮儀). as a native, what do you think you will do to greet friends both at home and abroad?step five homework1 read the text after the tape recorder.2 do ex.d1&d2 on p4.（見課件 body language 2）
reading教案 篇16
unit5 self check and reading
一、學習目標：
1、 掌握self check and reading的短語和句型。
2、 掌握so as to和 lend等詞的用法。
3、 課堂檢測。
二、前置自學：
task 1: 在課本上找出并寫過下列短語和句型。
phrases:
1、 恰好緊挨 2、詢問信息 3、需要做某事
4、詢問或請求 5、依靠 6、在另一方面
7、在某些場合下 8、在問他們之前 9、似乎、/好像、
10、為了不做某事 11.在、方面比較好 12、其他任何語言
sentences:
1、 詢問信息或尋求幫助是非常普通而又必要的一件事情。
2、 使用正確的語言很重要。我們應該學會如何禮貌地詢問。
3、 你所采用的表達方式取決于你和誰談話或者你對他了解的程度。
4、 有時，我們需要花點時間將話題引導我們的問題和詢問上。
5、 很抱歉麻煩你。
6、 為了不傷害別人，了解一些說話的禮節就和學語法、學詞匯一樣重要。
三、課堂展示與交流：
四、合作與探究：
知識儲備及要點檢測：
(一) so as to do和in order to do
1. so as to do=in order to do 目的是、
2. in order to do的否定形式是in order not to do 為了不干某事
eg. i prefer english to chinese. 我喜歡英語而不喜歡語文。
要點檢測：利用上面的知識完成下列練習
1. 為了不去上學，他告訴媽媽他病了。
____ ______ _____ ____ go to school, he told mother he was ill.
2. he wanted to go there ________ see that singer.
a. so that to b.in order to c. order to d.so as
（二）形容詞和副詞的用法
1、修飾動詞用副詞,即動詞和動詞短語后用副.eg.he put down the book quietly.
2、名詞前用形容詞。 eg. he is a quiet boy.
3、系動詞后用形容詞。 eg. the classroom is very quiet.
要點檢測：利用上面的知識完成下列練習。
1. the boy always writes very ________. a.care b.careful c.carefully
2. there is a ______ country. a. beauty b.beautiful c.beautifully
3. the boy is usually very _____. a. care b.careful c.carefully
4. 他讀書總是很認真。
(三)borrow與lend的區別
1. borrow借來，固定短語 borrow…from….
eg. i borrowed a book from the library.
2. lend 借出 固定短語 lend…to…
eg. i lent my bike to him.
3. 借來與借出是針對句子的主語而言的。一定弄清楚。
要點檢測：利用上面的知識完成下列練習。
a. lend b. lent c.borrow d.borrowed (1至4題的選項)
1. would you please ___ your bike to me?
2. where did you _____ this book?
3. can i ___ your pen?
4. will you please _____ me your pen?
5. 你能把自行車借給我嗎？
_____________________________________________________________________
(四) smell, taste, sound, feel, 的用法
1. 這些詞一般不用被動形式。 eg.（1） the flowers smell good.
（2）that sounds good. （3）the soup tastes delicious.
2. 這些詞長做系動詞，后面常用形容詞。
要點檢測：利用上面的知識完成下列練習。
1. the dish ____ delicious. may i ____ it?
a. smells, taste b. is tasted, smell c. smelt, taste d.is smell, smell
2. the cotton ____ soft. a. feels b. is felt c. is feeling
3. leaves ____ yellow in autumn. a. turn b. are turned c. have turned d. are turning
五、課堂檢測
（一）首字母
1. he lives right next to a supermarket. it’s really c____________.
2. we need to learn how to be p________ when we make requests.
3. i think it’s very i_________ to use correct language.
4. knowing how to ask for information politely is n____________.
5. you’d better put your wallet and mobile phone in a s_______ place.
(二)單選
1. her idea sounds ____ from ours. we should think it over.
a. different b. difference c.differently d.the same
2. i can ___ you a pen if you don’t have one.. a. lend b.borrow c.keep d.loan
5. 你能把自行車借給我嗎？
(四) smell, taste, sound, feel, 的用法
1. 這些詞一般不用被動形式。 eg. (1)the flowers smell good. (2)that sounds good.
(3)the soup tastes delicious.
2. 這些詞常做系動詞，后面常用形容詞。
要點檢測：利用上面的知識完成下列練習。
1. the dish ____ delicious. may i ____ it?
a. smells, taste b. is tasted, smell c. smelt, taste d.is smell, smell
2. the cotton ____ soft. a. feels b. is felt c. is feeling
3. leaves ____ yellow in autumn. a. turn b. are turned c. have turned d. are turning
五、課堂檢測（一）首字母
6. he lives right next to a supermarket. it’s really c____________.
7. we need to learn how to be p________ when we make requests.
8. i think it’s very i_________ to use correct language.
9. knowing how to ask for information politely is n____________.
10. you’d better put your wallet and mobile phone in a s_______ place.
(二)單選1. her idea sounds ____ from ours. we should think it over.
a. different b. difference c.differently d.the same
2. i can ___ you a pen if you don’t have one.. a. lend b.borrow c.keep d.loan
3. the boy’s words sound __, and he really said it ___ .
a. polite, polite b. politely, politely c. politely, polite d. polite, politely
4. would you please ___ make any noise in class? a.not b. don’t c.not to d.won’t
5. in this way se speak __ than he does. a. polite b. politer c. more polite d. more politely
6.children like spending much time ___ tv on weekends.
a.to watch b. watching c. on watching d. watches
7. we can get __ information from the newspaper. a. many b.much c.quite a few d. lots
8. he said as loud as he could ___ let us hear clearly.
a. so that to b. in order to c.so as d.order to
(三)完成句子：
1、 向別人求助是非常普通的日常活動。
_____ _______ help to others is a very _______ everyday ______.
2、 使用正確的語言很重要， 但是學會禮貌地問話也很重要。
it’s important to _____ ______ ______, but ____ how to be polite when we ______ _______ is also important.
3、 你說話的方式取決于你和誰說話和你對他了解的程度。
the way you speak ________ _______ whom you are ______ ______ or _____
_______ you know them.
4、 請不要把車停在這里。please don’t _______ _______ ______here.
5、 為了不傷害別人，了解點語言的禮節和學語法、詞匯一樣重要。
______ ________ ______ __________ offend people, ______ _______ language etiquette is just ________ important ______ _______ grammar or vocabulary.
教（學）后記：