2019-2020年高中英語(yǔ) Unit3 Places of interest-more reading教案 牛津上海版S1A.doc

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2019-2020年高中英語(yǔ) Unit3 Places of interest-more reading教案 牛津上海版S1A 一、 章節(jié)分析（Reading section ） （一）綜述 本章節(jié)通過介紹一些有代表性的旅游景點(diǎn)，拓寬學(xué)生的知識(shí)面，增加描述性語(yǔ)言的輸入，激發(fā)學(xué)生的人文意識(shí)和民族自豪感。 本課的任務(wù)有兩個(gè)： 1 對(duì)課文進(jìn)行整體閱讀，提供文章結(jié)構(gòu)的框架，培養(yǎng)學(xué)生略讀（獲取大意）、掃讀（整理有關(guān)信息、分析篇章結(jié)構(gòu)）等閱讀能力，提高閱讀效率和閱讀理解能力。。 2 通過了解在文化、歷史、宗教等方面有代表性的旅游名勝，提高培養(yǎng)學(xué)生的文化素養(yǎng)，培養(yǎng)民族自尊和自豪感。 （二）閱讀目標(biāo) 教學(xué)目標(biāo) 1 知識(shí)目標(biāo) 對(duì)景點(diǎn)的大致了解，學(xué)習(xí)課文中重點(diǎn)詞、詞組、句型和語(yǔ)法。 2 能力目標(biāo) 培養(yǎng)學(xué)生的閱讀技巧和提高學(xué)生的閱讀理解能力：略讀（獲取大意）、跳讀（整理有關(guān) 信息分析篇章結(jié)構(gòu)）、猜測(cè)詞義等是高中學(xué)生必須具備的閱讀技能。 3 情感目標(biāo) 激發(fā)學(xué)生對(duì)祖國(guó)悠久文化歷史和和大好河山的自豪感， （三）教學(xué)方法 通過任務(wù)型教學(xué)法組織教學(xué)。 （四） 閱讀重點(diǎn)和難點(diǎn) 1. 詞匯學(xué)習(xí) 1) 核心詞匯 l guard l figure l style l seat l audience l single l vegetarian l overnight l mercy 2) 拓展詞匯 l warrior l pottery l statue l goddess 3) 詞組和短語(yǔ) l be located l in memory of l be famous for 2. 句型學(xué)習(xí) l It’s believed that… l In front of the Hall stands … 3. 語(yǔ)法學(xué)習(xí) 完全倒裝 二、 教學(xué)設(shè)計(jì)（Teaching Designs） 教學(xué)內(nèi)容 教學(xué)實(shí)施建議 教學(xué)資源參考 1 Pre-task 通過形式多樣的交際活動(dòng)，激活相關(guān)背景知識(shí)，突出主題。 具體處理這部分內(nèi)容的建議見[鏈接1]。 見網(wǎng)頁(yè) 2 Task cycle 這是本課的主體部分，也是老師要處理的重點(diǎn)，通過培養(yǎng)學(xué)生的閱讀技巧、獲取信息的能力達(dá)到提高學(xué)生的閱讀理解能力的目的。 Skimming要求學(xué)生帶著問題快速通讀全文，了解文章的大意。 Scanning要求學(xué)生分段閱讀，針對(duì)各段內(nèi)容，尋找相關(guān)信息完成表格，達(dá)到理解課文的目的。 Planning 準(zhǔn)備將相關(guān)信息以正確的結(jié)構(gòu)和清晰的語(yǔ)言向全班展示。 Report 請(qǐng)若干同學(xué)向全班簡(jiǎn)要匯報(bào)，對(duì)相關(guān)信息進(jìn)行比較，接觸更多的口頭和書面語(yǔ)。 具體處理這部分內(nèi)容的建議見[鏈接2]。 3 language focus l 猜測(cè)詞義 完成練習(xí)A1 l 掌握重點(diǎn)搭配、詞匯和句形型。 ( sth. be available to sb, in memory of, In front of the hall stands, It is believed that) 理這部分內(nèi)容的建議見[鏈接3]。 課本P55 課件 [鏈接1] 說明： 本部分內(nèi)容的處理是為學(xué)生提供有益的輸入，幫助他們熟悉話題，應(yīng)用學(xué)過的語(yǔ)言結(jié)構(gòu)，達(dá)到復(fù)習(xí)的目的。分享旅游經(jīng)歷，加強(qiáng)學(xué)生溝通能力，拓寬學(xué)生溝通渠道 。 Step One 結(jié)合學(xué)生的寫作，請(qǐng)1-2位同學(xué)介紹他們的一次旅游經(jīng)歷或一個(gè)旅游景點(diǎn)。 Step Two 展示更多景點(diǎn)圖片引出任務(wù)主題。 （見網(wǎng)頁(yè)） [鏈接2] 說明： 本部分建議采用skills-based 和 text-based 結(jié)合的教學(xué)策略，以任務(wù)驅(qū)動(dòng)貫穿閱讀的全過程，提高學(xué)生閱讀理解能力，培養(yǎng)學(xué)生的閱讀技巧。如果將這部分教材處理成單純的講授課，那么就很難達(dá)到提高學(xué)生閱讀能力的目標(biāo)。 Step One Skimming ---to get the general idea of the material Skim the passage to get the general idea of the passage. Question: How many places of interest are included in the text？And what are they？ Step Two Scanning --- to get certain facts Scan the passage to find facts to fill in the table. More places to visit Location History Function or Significance Unique characteristics or features 1 Terracotta warriors 5 kilometres east of Xi’an, Lintong County 2,000 years Guarded the Qin Shihuang Tomb thousands of, on-site museum 2 Sun Yat-sen Memorial Hall Guangzhou About 80 years built in memory of in the style of, not a single pillar 3 Po Lin Monastery Hong Kong / 34-metre-high giant Buddha Vegetarian meals and overnight stay, watch sun rise 4 Kuan Im Temple Macau 600 years most popular temple, Italian explorer Marco Polo among the 18 Luohan statues Step Three Planning---to have a deep understanding of the material. Ask students to piece up the information and get prepared to give report about a particular place of interest in oral English. The students are encouraged to use sentence structures different from those in the text. Step four Report ---to deepen their understanding of material by listening and speaking. Ask some students to present their report about one particular place of interest to the whole class, the rest are encourage to plete some missing information [鏈接3] 說明： 這是詞匯知識(shí)和閱讀能力的拓展部分，要求學(xué)生在對(duì)課文的理解和掌握的基礎(chǔ)上，學(xué)會(huì)從上下文中猜測(cè)詞義；分析重點(diǎn)句型、詞組搭配和詞匯，給學(xué)生創(chuàng)設(shè)情景，幫助學(xué)生操練并掌握詞。 Step One Exercise A1: Find the meanings of words according to context Step Two Analysis and practice Brief explanation and analysis on some key structures, give some specific situations, and the students shall put these structures into practical use by paraphrasing. 1 in memory of do sth in memory of sb do sth to be in memory of sb 1) Abraham Lincoln is a great president in American history because he prevented the southern states from breaking away from the Untied States. So the Americans built a memorial after he died. → The Americans built a memorial in memory of Abraham Lincoln. 2) Lei Feng was a PLA man. He served people heart and soul and did a lot of good deeds. So we set aside a special day, March 5 to do good deeds. →We set aside March 5 in memory of Lei Feng. 2 sth be available to sb: sth can be got or used 1) We can get all kinds of information on the Internet. → All kinds of information are available on the Internet. 2) Students can borrow any of the books on the shelves in our school library. → All the books on the shelves are available in our school library. 3) You call on Mr. Smith, the general manager of a large pany only to be told that he is attending an important meeting. What will his secretary say to you? →Sorry, but Mr Smith is not available now. 4) When I needed help that day, there was nobody around to whom I can turn. → When I needed help that day, nobody was available. 3 People believe that It’s believed that 1) People in the 17th century believed that the earth was flat, but now they know it is round. →It was believed that the earth was flat in the 17th century but now it’s believed that it is round. 2) People all over the world believe that music is a mon language for all. → It’s believed that music is a mon language for all. 4 In front of the Hall stands a statue. 用簡(jiǎn)筆畫的方法呈現(xiàn)畫面，請(qǐng)同學(xué)造句 1).In the center of Ti’Anmen Square stands a monument to heroes in war. 2) On the top of the hill stands a tall tree 3) At the bottom of the hill lies a small village. 4) In the middle of the lake exists an island.