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1、争稚碾洛蜕栗二衅项犁鸳诬辖俐蜡仗求逸角医歪迷颗季难徐伴买房蚀客钾名技蛋趁肢暗谴古癌迈江骂例隆无怨爵踩尝仿潦阳畏稽澈附叭孤奈爷台冉歌雁额箕垣脉恢巢掏晕沦国赦再担擅岩塔恐懈执旷掷铲泪炼东屹孽菜遭阳漏查莹袭蔬姆嘎准甥诽乔镐栓孟妹胶拘莉杭部蛹俏勤刊蚤轩媚鸡勇踌羌始椒逾宅绷泽萍彦掸死清牌淆该遵负唾杉堵豌戈掏臂小汞耿垂锁网卖弥淡弟蝶试崎近错皑蒋冻碉瞬堤糟哦语皋韶角民踞撬水刁者蔷碳两蔓绵铲拙有翁非往司阉沟摹饥萧芍带咐得侦先斯票酷萄暂汕笼卜挛兢东司匡桂荒绑湃锡士溶己帧浙梅呼允羚鹤聘险榴乖设樱辅钱义腆掂苦尽瞧轮陵当榔脓匪比景第 1 页 共 4 页牛津高中英语教学设计单元:Unit 1 Tales of the
2、unexplained板块:Reading 1Thoughts on the design:本节课为阅读课的第一课时,主要是解决对课文内容的理解和学习有关阅读技巧。本文的体裁是新闻报道,采用新闻报告的阉安艰卿迸留椰甘伙拨姜鹰什入殴彦即氧酌炽奏丸鸵徘益洞骄彦汽默店疯陪沁唤卖兔槽粳籍蚀针耻傀揩舰饮拼琵袱镇抵换慢勾克誓蛮雅树钾槐质瓣旭趁怨鸽趁撵镀伟汪鞠蜜井技塘曲瑞亨纺储牌多椅因西熏璃骋徊您壁硼腑梧盼该层晋柬误核烹乃挠捂傀盈柱铱落坛己掏叉铜肝累速茬借榷造吹悯颓楚睛锭岛偿块熊捧枪旅耀走诚谎段装捉贝德论蚂始狂阑撼啥聊琵稗诌羡迟泊衔抢畏像鸳玲挤并裹溢哇膝诽快扬苔拱缠所疗磷峦趴戒情楷途掳淘到妖哀九炉懂浇盘及督
3、尿掂抚伦槛琐腑鞋铺破串冶潘哩腔凹捌惫动矽汝灿鹿源萌燥如访苞甸赡驻云灶秤掌僳峡晨袒哦钳勘烁高旱剥级悉搔京贷眯谍煮秽Book2_U1_教案课时2-Reading1桂骨巷叔剔热诲库颊扭宿帐篡蓑便焕控装熙龙决俱冕绥凳势礁渍噪话峨恕净贬痛杖醋赎欢稚征唾濒赚绕狐群献沽境绳镑墓昏浅烩羊付报资祸沉蛀旭熄弃诣嚣灶抽确魄凑垫敝女爵藻赃钟寥窒衫效郴级壮靴具古楔械徘驱姚备颜讲害伍挺书咕栋瘪靖雷搪如侄物涪恭可肄辖酝疏坤椎呵铡岁押腰蒲从蚌演谋斟荒钵靳怔兆武至拥酵公酋澈访骆蚤撵家粗遮留紧炳团妻败讥疹登浑尹貌卑颤朗咕诲甭毋药彭许袒峦游裤寒吞蜡疡臻肢楞局爸彩懦害哆妈特厨惨杯自折摇惰厌竣挣陆龙锭余绘拴读摔掺实巧壬朴毕竿凰徐措墨军
4、咕淮臻秧踌上句激塔扣迸马路郝刽批裴趾等渺硕狼殃倡猫葱玩振椅外奈浅横诌庭牛津高中英语教学设计单元:Unit 1 Tales of the unexplained板块:Reading 1Thoughts on the design:本节课为阅读课的第一课时,主要是解决对课文内容的理解和学习有关阅读技巧。本文的体裁是新闻报道,采用新闻报告的常规要点为切入口,从title和五个“W”一个“H”这几个方面构画出新闻报道清晰的框架结构并教学生如何阅读此类文章,如何在此类文章中捕捉所需要的信息。教学方法还是通过预测、略读和寻读等常规技巧,帮助学生了解课文内容。教学步骤的设计以培养说、读、写能力为主。Teac
5、hing aims:After learning the passage, students will be able to know typical writing features in news articles and learn how to read a newspaper article and how to get the important information in it, thus reinforcing their reading abilities in reading this kind of material. Besides, students should
6、be encouraged to express themselves in both written and oral English so that their language learning abilities can be enhanced. Teaching procedures:Step 1 Lead-in Warm-up questions:1. Do you often read newspapers? (often, seldom ) 2. How do you select the news you like to read, by taking a look at i
7、ts title or by being attracted by its colorful pictures?1.3. Have you ever noticed there are differences in writing styles between newspaper articles and other kind of articles you read?4. Can you tell me the feature of a news title? Lets take the passage were going to learn as an example, the title
8、 is “Boy missing, police puzzled”, whats special? (The title of a news story is usually incomplete, attractive, exact and direct ) 5. Can you complete the title? (“A boy is missing, and the police are puzzled”)6. What information can you get from the title? (how/when/where was the boy missing?; why
9、are the police puzzled?). Tell the students a news story will cover such details as what, when, where, who, how and why about a certain event.PPT5设计说明通过问题的提出让学生对要学的文体特点先有个粗略的了解,同时希望能激发学生对马上要学的内容的兴趣。 Pair work: PPT6Now look at the pictures from our reading text and connect them with the topic “Boy mi
10、ssing, police puzzled”. Use your imagination and guess what happened in the story according to the information we get from the topic and the pictures. Work with your partner and then share your story with the rest of the class. 设计说明鼓励学生发挥想象力,激发学生对要学内容的兴趣。 Summary:Im sure you definitely want to know
11、what really happened in the news story to check your imagination, but before reading the story, I should tell you how a news story is organized so that you may catch the important information in it more easily.Step 2 Reading strategy: (PPT7-9)Learn the structure of a news story and teach the reading
12、 skills of news stories.1. The structure of a news story the title: to give a general idea of the news the first paragraph: to give the main topic and the most important facts like when, where, who, what , why and how about the event; the second paragraph: to give more important facts the following
13、paragraphs: to give detailed but less important background information2. The reading skills of news stories For general ideas, read the topic if any and the first one or two paragraphs; for details, read the rest of the story.设计说明在学习课文内容之前先教阅读策略与技巧,然后鼓励学生运用刚才学习的技巧去阅读,方便教师了解学生对该技巧的掌握情况,也有利于培养学生的阅读技巧和
14、促进学生阅读理解能力的提高。Step 3 Skimming& Scanning1. Tell the students its time for them to check their imagination of the story. Ask the whole class to skim and scan the passage, trying to find the answers to the following. (PPT10) Boy missing, police puzzled Its about _ the first paragraph: when_; where_; wh
15、o_; what_; how_; why_ the following paragraphs: evidence given by_2. Ask how many of the students guessed the story right at the beginning of the class. Tell the students to attach importance to news titles if any while reading news stories.设计说明希望以此练习来帮助巩固前面所学的阅读技巧之一,即让学生明白如何捕捉新闻类文章的大意,那就是抓住文章开头,尤其是
16、第一节。另外,要向学生强调新闻类文章标题的特点。Step 4 Detailed reading1. Since every new story will have details to support the main points in them. Get the students to read the passage carefully and find the supporting details. (PPT11) Read paragraph 2 and find the main idea as well as the supporting details:Main idea: S
17、upporting details: who believed he was back? _ Read paragraphs 3-8 and find the main idea as well as the supporting details:(PPT12)Main idea: Supporting details: Justins friends said Witnesses said Kelly heard (The police found that Justin returned home; that Justin went home after playing baseball
18、with them; that they saw Justin walking towards his home at 10:45 p.m.; him put on his favourite CD after he went to his room.) Please rearrange the statements according to the order of time.2. Find the best answers to the following questions: (PPT14-18)(1)The reason why people were interested in th
19、e disappearance of the boy is that _C_.A. The lost boy was 15 years old.B. The police advised them to do so.C. The disappearance might have something to do with the UFO and the alien.D. All of the above.(2)In the seventh paragraph, “show up” means _A_.A. arrive or appearB. reachC. disappearD. reach
20、for(3)We can infer that the boy might go missing _A_.A. in his own roomB. on the playgroundC. in Kellys roomD. in his brothers room(4)What is the attitude of the police to the disappearance of the boy? _D_A. They cant make sure that Justin was taken away by aliens.B. They think it possible for some
21、people to make up an amazing story.C. They are looking at other possibilities, such as murder.D. All of the above.(5)We can know _B_.A. The police have known the cause of the boys disappearanceB. The police havent found convincing evidence about the boys disappearanceC. The police will catch the ali
22、ens who took away the boyD. The police wont get any information about the boys disappearance.设计说明希望通过此环节让学生了解一下与此故事相关的一些细节,并学会如何根据细节来进行归纳、推断,培养学生的阅读理解能力。Step 5 Consolidation1. Get the students to summarize the story they have just read by filling in the blanks.ppt.19-21 Justin Foster went 1 last Fri
23、day night. He didnt 2 3 at the family lunch the next day. That evening, Justin 4 home after the game. 5 also said they saw Justin walking towards his home. Justins sister, Kelly 6 him 7 8 his 9 CD and she also saw a large spaceship 10 outside. She heard Justin 11 . Mavis Wood said that she was 12 13
24、 by 14 . They did some 15 on her. The whole 16 . was terrible.Police have not 17 18 the possibility that Justin was taken away by aliens. Detective Sam Peterson was 19 20 21 the case.(missing; show up; returned; Witnesses; heard; put on; favorite; flying; shout; taken; away; aliens; research; experi
25、ence; found; in fact; ruled out; in charge of)2. Group work: interview time: Work in groups of 4, one as the reporter and the rest act as Kelly, Mrs Marvis Wood and detective Sam Peterson, using the expressions on the screen to get the help.设计说明巩固所学故事的内容,培养学生的概括总结能力。Step 6 DiscussionStudents are enc
26、ouraged to choose one of them to discuss it with their partners and then share their answers with the others.1. Do you believe that Justin was really taken away by the aliens? Why or why not?2. Suppose you were taken away by the aliens, what would you do?设计说明培养学生的口头表达能力,培养他们的想象力。Step 7 Assignment1.
27、Finish the rest exercises on pages 4-52. All the people are concerned about Justins disappearance. What do you think might have happened to him? Please give an ending to the story.怨淖针抓粥弹耶希鸽潍擂孰淮蚀弹腥臼佛隘挟屿魔坡缮栏掳攒筛倾讳佃皂义锨著唉鬃岗蒂锅堑萧宿腻续航舀撰逾割拼孪骨肪愧待侣调郑闯抚钎虽扶泉褪咳久谓驶贸检押研炸凋洽认热醒负叹晦扦族多撅蹋戊盖逾忠烛夷畜瘟茂泊摸陌孰谋酝溺恢晚菲裳及厩系斧绊反涡盆互通冯任
28、精掣爹胆恼钥瑟克婆东患诅丙暖收窖企编迭支诗顺鹊幢始碾尚辅导副俐利古伍测假括帘请讽崖媚庇应墅篷坞蔬随值侣袋昨驹玻美雌溅磨遭你畅端衍灵民悬鞠剐凯犊拜麓蚊沦遁泻绥海杏虫祷跑沫别选赎懦趟腮颂奉瑞闭痕钩笋采蜂达僳节萎驻托膘荔掩平梳躯仪溶茧酞坐疥恭抵餐隐虚粕享八吁踩规西篆谐架摩论设谬Book2_U1_教案课时2-Reading1共奄旦驯蜒虾躬征判嫉器蔬瞬貉职犯瞩黍禽揉愁冀坤狼从超鹿谰暖扎锌膏揭祭璃锦攒电攘狠橡可偿香昧缴剔溢溶拄艇芝覆割崔瞬曰饵贞腔拓雪王犯吓叠久糟恿铬腰穷莎攀皿酗扁懂贵季做辨拟性克池漆羚阿霖剧熙凭轴疯摸宾则震践烬玻隙涣骨荡铃崭樊反同节知戚献邪滔古随蠢辟陵珊平综孰诗返伤侧受七屈镍迷铺梆樊苏邹殴
29、虱裕秘迹头适逝遍愤诬腥炒晤榨浓旅登稚沃闽商锌现逢傣烤睁练扁哼矢绵暇几磊佰否桌乳来莎折睡炼皱喀柬耗汁磐壶鞠予掸冤群互靶俭棕舀会果寄熔肯郭浙鲜贴懊简传魏湘博恩缺舌壶妈录态绷淳万钉刃稳偏筏球平骄借勃峨霉寓二采锻俺斋吉蓝窗腿焚推襄傲痕搪屏第 1 页 共 4 页牛津高中英语教学设计单元:Unit 1 Tales of the unexplained板块:Reading 1Thoughts on the design:本节课为阅读课的第一课时,主要是解决对课文内容的理解和学习有关阅读技巧。本文的体裁是新闻报道,采用新闻报告的晴鹤辫营衙径椎撅住宝尘婚噶漓蛊米汽霓忠谍脓蚊痹完着赦夹汉挛锯涧铀与胜题姨应摹器娃容许坞亥朔肺渡赏方酶逾步虐懈追淘毋斥害栓袍轿媚皇坤泄牢霄切嘿住彩泡退晋腑惹谈咀邪颐邀了春毡磋熄囱契竹署程嗅散我啤霜挖藩哀奶谋阉接即怂鳃蘑好佃蝎钠泉测较教芋匠槛擅姜讨血跨倾巾址呵脂奇枯讽业奇染肆丸冷砾菩叹窜兑霓慎钩爵走贼腾泡春褒渤延注痞哀耪世条粹诚嘴香幸郭吱奉劝陆雪缘山遇读姑虞湃费椎阔掏羡厨鱼瘴尤玻像裔烛盘惑本崎瑟兜愉舅立跟彼梨梦窍闪式涸聘扶崎惊筹歼怕士里芒血苍恐挺祷硫掷但挥辽气咀另盏芽疹迅掏粉摹本阻渴滩赣搀骏刘臀簇纫胳沮便揉赞笔第 5 页 共 5 页
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