高中英语阅读教案全英

高中英语阅读教案全英
【篇一：高中英语阅读教案】
高中英语阅读课教案
book5 unit 5 first aid for burns
授课董红英
一、teaching aims:
1. knowledge aims:
(1) get the students to learn some useful words and expressions in the passage;
focus:
2. ability aims:
(1) enable the students to learn how to use what they’ve learnt to do first aid treatment for burns correctly;
(2) let the students learn the reading skills of getting the main idea of each para part;
(3) train the students’ reading abilities, such as skimming and scanning;
(4) to develop the students’ ability to get the text information through reading practice;
(5) to develop the students’ speaking skills;
(6) to challenge the students to express a real-life even and share experiences with others in the topic.
3. morality aims:
(1) enable the students to be brave, calm when facing such accidents and know how to give first aid in different situations;
(2)develop students’ sense of cooperative learning and their abilities of discovery;
(3)to motivate the students to concern about others and their safeties
二、key points and difficult points
key points: (1). get the students to imitate the pronunciation and the intonation.
(2). to arouse their interest in the lesson.
(3). improve the ss’ reading a bilities and develop their reading skills.
(4). to develop students’ speaking skills in describing a specific situation where they make stories
with the first aid treatment they have learnt in this lesson. difficult points: (1).to improve the ss’ reading abilities and develop their reading skills; .(2). to help the ss use what they’ve learnt to do first aid treatment for burns correctly. (3). to develop students’ speaking skill in describing a specific situation where they make
stories with first aid treatment in this lesson.
三、teaching procedures:
step 1：watching and thinking
1. i will begin the lesson by playing a video and help the students to find out “what happened to the boy? what did the man do before a doctor can be f ound?”, which is to lead in the topic: “first aid”, and get the students ready for the further discussion “what is first aid?”. help the students to get the answer “first aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found”, and explain the new word “temporary---lasting or serving for a time only, not permanent”.
(2) while helping the students finish all the exercises, i will carry out a competition: divide the students into four groups, and the one who stand up fast and give the right answer can get 1 mark for his\her group, the group which gets the highest mark will get a present.
step 2：fast reading
1. give the students a minute and some tips to help them divide the passage into 5 parts and find out the main idea of each part.
questions:
1. how many parts can the passage be divided into?
2. what is the main idea of each part?
part 1 a. the characteristics of three kinds of burns
part 2 b. the three types of burns
part 3 c. different first aid treatment for different burns
part 4 d. the functions of the skin
part 5 e. how we get burned
step 3：careful reading
1. get the students finish some comprehensive exercises, and help them to get the key information of each part. try to make the students finish these exercises creatively and actively;
1). listen to the tape of part1 and find out: the functions of skin
1. protect you against poisons and the sun’s harmful rays;
2. keep you .
4. give you .
2). listen to the tape of part2 and find out the causes of burns
3). listen to the tape of part3 and find out: types of burns
there are three types of burns depending on which layers are burned.
first degree burns affect only the _____ layer and should feel better within _______________.
second degree burns affect both the top and the_______ layer. these burns are serious and take ______________ to heal.
third degree burns affect all three layers and any ______ and organs under the skin. they are very severe injuries and the victim must get to hospital at once.
4). listen to the tape of part 4 and find out the characteristics of burns
5). listen to the tape of part 5 and find out the treatment for first aid
1. ________ clothing and jewelry near the burns.
2. ______ the burns with cool but not icy water.
3. ______ cool, clean wet cloths on the burns.
4. ______ the burned area gently.
5. ______ the burned area with a dry clean bandage.
6. ______ the burned area higher than the heart, if possible.
7. ______ the victim to the doctor or hospital, if the injuries are second or third degree
burns.
2. get the students to read the passage aloud while they are listening to the tape, ask the students to pay attention to the pronunciation and the intonation;
3. guide the students if necessary, and always encourage them, en
couragement can build their confidences.
step 4：post reading:
1. to practise the use of group and pair activities, with the emphasis on communicating with their partners and the cooperation of teams.
2. guide the students to find out the correct answer and remind them of paying attention to the key words.
(1). the passage is mainly about __________.
a. the function of the three layers of the skin
b. the characteristics of burns
c. burns and the first aid
d. steps of treatment for different burns
(2). you can get burns by various things, except __________.
a. the sun or hot liquids
b. steam or radiation
c. fire or the light
d. electricity or chemicals
(3). when you get the second degree burns, you can carry out the following first aid except _______.
a. cool the burns immediately with the icy water
b. get a doctor to help you at once
c. place cool cloths on the burned area repeatedly
d. dry the burned area gently
3. help the students summarize some useful reading skills.
4. to process information and to apply knowledge to solve a problem.
step5: conclusion of reading skills
1.help the students discover some reading skills through reading a similar passage.
2. develop the students’ learning-by-doing abilities
【篇二：高中英语阅读教案】
英语阅读教案
objectives
1.to find out some specific facts of the passage
2.to study some useful expressions and new words in the text.
3.to make up a conversation between marco polo and the author
4.to practise writing a report
teaching procedures:
step 1 lead-in ( 歌曲导入 )
t: good morning , class.
ss: good morning , madam .
t: today let’s begin our class with the beautiful song “a whole new world”. we have been learning the song these days. now listen , enjoy and learn to sing the song again.
step 2 group discussion ( 小组讨论 )
t: what is the song about ? what do you think of the song? sa: it’s about a whole new world. ??.
sb: it’s beautiful. ??.
t: good. now look at the screen. china in the yuan dynasty was a whole new world to marco polo. today let’s read a passage marco polo. have you ever heard of marco polo? do you know kublai ? what do you know about the yuan dynasty?
( show the pictures of marco polo and some people in italy, kublai and some people in the yuan dynasty.)
t: let’s have group discussion. each group has its own question. group one : who was marco polo? what do you know about marco polo? group two :who was kublai ? what do you know about kublai? group three:what do you know about the yuan dynasty?
group four: what do you know about italy?
step 3 vocabulary study
t: here are some important words which are frequently used when we talk about marco polo.
look them up in the dictionary . write down the sentences and english explanations.
faithful / fantastic / imprison / awed / mission
step 4 fast-reading ( 快速阅读)
t: now, let’s read the passage marco polo and his travels . read the text as quickly as possible.
try to find the answers to the questions on the screen.
1.why did marco and his father travel to china?
2.why was the emperor impressed with marco?
3.why was marco surprised to see people using paper money?
4.what were the black stones marco saw people burning for fuel?
5.how long did marco spend in china?
step 5 听录音、观图像。

判断正、误。

t: now listen to the tape
step 6 language study ( 词组学习 )
t: there are some important phrases in the text.
what do these phrases mean ? discuss these phrases with your partner and underline them in the text.
1. do trade with :
2. be impressed by
3. pay for ? with ?
4. be confused by
t: now let’s check the answer and rea d the sentences together. step 7 practise ( 课堂练习题 )
t: now take out the exercise papers and do them individually. complete the sentences.
词组填空：
do trade with, be impressed , pay for ?.with sth, dictate?.to sb , make progress, run out of, at one time, have great difficulty doing, carry on, break out, break down,
1. marco and his father wanted to ______ _______ ________
the chinese.
2. the emperor _______ _________ by him and they became friends.
3.he could not understand how people could ____ _____ food
________ paper.
4.marco _________ all his stories ______ the author.
5.this term he studies hard and ___________ rapid
___________.
6.his car ______ _________ on the way home.
7. they were exhausted and weaker because they were ____
____ ______ food.
8. these rocks proved that ____ ____ ____antarctica was covered by plants. 单词填空：
1. an import-export _____________ 进出口商
2. she was always __________________to her husband. 她对她
的丈夫很忠诚。

3. a great mass of water__________________ the village. 水淹
没了村庄。

4.the congress party___india for almost 40 years. 国达党统治印度40年。

5. we ___________at a french restaurant yesterday. 我们在法国
餐馆吃饭。

6. health is more important than ____________. 健康比财富重要。

7. it will be difficult to _______that she was lying. 很难证明她在
说谎。

8. a well-known ___________ of detective novel 一个著名的侦探小说作家 step 8 interview ( 访谈录)
( show the picture in which marco polo was dictating his story to the author)
t: now look at the picture on the screen. imagine you were marco polo or the author. make a dialogue with your partner.【这一步要求学生在前面阅读的基础上进行交流，突出语言的运用，锻炼学生的口语表达能力。

】
step 9 consolidation ( 开拓思维 )
t: discuss the following questions with your team-mates:
1. what good qualities should an explorer owe?
2. whats the value of adventure ?
3. what do you think of this saying the main thing is just to go?step 10 homework ( 布置作业 )
英语阅读教案
授课学校：蓟州中学授课教师：申瑞峰
【篇三：高考英语吴军超级阅读理解教案】
2013高考英语吴军超级阅读理解教案
★紧抓主题句，快速理解全文
无论是读书，还是看报纸，我们首先见到的就是一篇文章的标题。

然而，在高考中，英语阅读理解文章往往没有标题。

可以从研究文
章的主题句入手，根据主题句快速识别文体，从而抓住文章的中心，推测出全文的内容。

英语文章一般是按“总—分—总”这样一种思路
来写的，也就是说，文章的第1 句或第 2 句多半为“总写”，为文章
的主题句(topic sentence)，后面的文字就围绕它展开论述；而最后
一句(尾句)或倒数第 2 句，就是在论述的基础上进行总结，得出结论
或发出感慨。

同样，往往每一段的第 1 句又为这一段的主题句；末
尾的句子又为这一段的结论。

因此，在一定程度上考生可以从首尾
句入手，推测全文的内容，从而迅速理解全文。

当然，有些文章的
主题句并不在句子的首、尾，而在文章的中间；有的文章甚至没有
主题句，这就要求考生灵活处理。

★事实是作者的思想和观点的有力证据，是作者所写文章的重要依据。

细节是使文章连成整体的主要手段，是使文章充满活力的重要
方式。

换句话说，事实和细节是文章的血和肉。

不论事件多么惊人，也不论观点如何新奇，若没有事实和细节，这篇文章就显得空洞无力。

高考中，很多问题就是考查考生对事实和细节的把握，因此，
在了解了文体特点和通过文章首尾句掌握了文章的中心和主要内容
的基础上，必须快速浏览全文，抓住文中的事实和细节。

并且在浏
览的过程中，应根据短文后面的问题和选项，将与之有关的事实和
细节用笔一一画出，且标明其题的序号，以便研究答题。

★抓住相关词语，快速弄清作者的思想
相关词语分为两大类：其一是关键词，即名词、动词、数词和形容
词等实词，根据这些词语就能够看出句子或文章的主要内容；其二
是信息词，即情态动词(may, must, can, have)，副词(yet, however, therefore, otherwise，carefully, seriously 等)、连词(but, while, though, if 等)等虚词和短语(as if / though, on the contrary, by contrast, even if / though, in spite of 等)，根据这些
词语就能够推断出文章中人物的精神状态或作者的目的、意图、观点、立场、态度及文章的逻辑关系。

★研究重点，突破难点
在阅读过程中，碰到一些难以理解的问题，是非常正常的事情。

高
考中的阅读毕竟是一种信息性的阅读，只要能提取正确的信息就足
够了，因此对于那些不影响阅读的问题，就不必理会。

在阅读过程中，碰
到一些难以理解的问题，是非常正常的事情。

这时，不必惊慌，而
应冷。

只有当它们影响了对句子或文章的理解、特别是当它们影响
问题的解决时，我们才在通读全文的基础上，对这些难点进行研究，加以分析、解决。

阅读中的难点主要可以分为 3 类：生词、长而复
杂句子、英美文化障碍。

(1) 猜测生词词义：阅读中碰到生词时，首先应根据句子的意思判断
出此单词的词性及其感情色彩和其在句子中所充当的成分；然后根
据我们平常所学的构词法知识，联系上下文和平时积累的常识，来
推测这个单词的意义。

并且猜测单词时，没有必要猜测出其准确的
意义，只要能猜出其大概意义即可。

①根据构词法猜测词义：我们所学过的构词法主要有 3 种：派生法、转化法和合成法。

most seaweed is red and brown in color. (seaweed由sea与weed合成，意为“海草”)the background was the same. (invariably由in + vary + able + ly 构成，意为“不可改
变地”)you?ll be punished if you rubbish everywhere. (desert 由
名词 desert 转化而成，意为“丢弃”)
②根据上下文的语境猜测词义：我们可利用定义、解释、重述、用途、同义词、反义词、同义结构、反义结构及逻辑关系来猜测单词。

insects would make it impossible for us to live in the world;
they would devour all our crops and kill our flocks and herds. (由 devour 与后面动词 kill的并列结构得知 devour 意为“毁坏”) wood and skins have easily rotted away, but stone doesn?t (根
据 but 的反义结构可知 decay 意为“腐烂”)
③根据常识猜测词义：我们可根据所学的知识及生活经验来猜测单词。

根据常识猜测词义：his name was napoleon bonaparte, and he finally became 由常识“拿破仑是法国的皇帝”可知 emperor 意
为“皇帝”)modern alpinists try to climb mountains by a route which will give them good sport. (由句子的意义可看出alpinist
意为“把登山作为体育运动的人”)
(2) 分析理解长而难的句子：英语文章中，有时为了使表达准确、语
言严谨，往往采用插入语、分隔结构、倒装结构、同位结构、省略
结构、分词结构及 it 的句型再加上并列复合句、主从复合句，使句
子很长而结构纷繁复杂，给阅读理解带来了很大的困难。

然而，考
生们不要慌张，对于这类句子应从句子的层次入手，先抓主句的主干，即：主、谓、宾、补、状，再理清其枝叶，即从句及其他修饰
成分。

it is animals and plants which lived in or near water whose remains are most likely to be preserved, for one of the necessary conditions of preservation is quick burial, and it is only in the seas and rivers, and sometimes lakes, where mud and sit have been continuously deposited(沉积), that bodies
and the can be rapidly covered over and
preserved.
这个句子是由 and 连接两个强调句型的并列句。

第 1 个并列句子的
主句为：
it is animals and plants that lived in or near water，它的后面带
了一个原因状语从句：for one of the necessary conditions of preservation is quick burial，而句子中whose所引导的句子是一
个定语从句，隔位修饰前面的animals and plants 而不是 water；
第 2 个并列句子的主句为：it is only in the seas and rivers, and sometimes lakes that bodies and the like can be rapidly
covered over and preserved，而 where 所引导的句子为定语从句，对前面的the seas and rivers, and sometimes lakes 进行修饰。

通过上面的分析，这个长而复杂的句子也就不难理解：那些它们的
尸体很可能被保存起来的动物和植物正是生活在水边或水里，因为，被保存的一个必要条件就是被迅速掩埋；也只有在海里或河里，有
时在湖里，这些地方由于泥沙不停地沉积，尸体及此类东西才很快
被掩埋，从而得到保存。

(3) 消除英美文化障碍：虽然，对英美文化的了解是一个长时间的积
累过程，但是，对于具体的文化障碍，我们可以从上下文的语境中
去理解，或通过中西方文化的比较或用生活的常识加以分析理解。

如：these days, it is differences in national regulations, far
more than tariffs that put sand in the wheels of trade between rich countries. (大家知道，自行车轮胎若粘满了泥沙，车就不能前进，那么，put sand in the wheels of trade 就意味着“阻碍贸易的
进行”)
★综合分析，确保无误
在做完阅读理解题后，在时间允许的情况下，一定要再次通读全文，对文章的中心、主旨及事实细节、写作方法等进行综合分析。

同时，根据文章的内容、作者的观点、态度、写作目的及文章中的举例、
细节对问题和答案进行细心的核对，检查选项是否过于笼统、以偏
概全或部分真实，从而消除理解上的失误，确保答案的正确。

解题技巧：
●就近原则寻找信息线索；
●选项中出现时间年代时，往往要注意与原文中年代的前后对应关系；
●选项中出现代词时，往往该选项不能放在首句，要注意指代成立的
条件。

●绝对选项常是干扰项，意思太泛太窄要小心；
●警惕无关离题词，两项相近有答案；
●选项对比原文时，与原文重复或同义改写的字越多的往往就是正确选项；
●总体观、相互补，做题不用按顺序，选先做易后做难，莫忘近邻上下文；
●放在段尾的名字有时也会有提示词：①因果连词；②总结性连词；③转折性连词
具体策略：
●注意支干词数最多的选项。

一般说来，支干项越长，词数越多，所包含的信息就越多越全面，当然正确性就越大。

对付论述性的文章
或科技知识的理解，运用此法特别有效。

●暂缓考虑含有all，every，whole，completely，certainly，surely等词的选项，因为这些词语表达的意思太绝对，常常有悖于
逻辑。

●重视含有perhaps，maybe，almost，possibly，probably等词的选项，因为这些词语使表达比较婉转，逻辑上成立，符合常理，
因而正确率高。

●留心“both a and c”，“all above”或“none”此类的选项，答案的
可能性较大，因为它们包含的信息较多。

●关注：“we dont know.”、“it is not talked about in the passage.”或“we are not sure about this.”这样的选项，因为此类选项的表述十分巧妙，让你忙乎了半天找不到答案，最后再以这样的表述跟你开个玩笑，使你
难以置信，不敢下手，实际上很可能它就是正确答案。

●含something，certain，somebody等不定代词
●变化的是解change，delay，improve，postpone，increase
●重要的、根本的、基础的是解 important，real base，be based on，on the basis of
●简单的、具体的不是解，复杂的、概括的、抽象的经常是解；照抄原文的不是解，同义替换的经常是解；合理项经常不是解，不合理
项经常是解。

字面意义的不是解，深刻含义的可能是解。

●含义相互矛盾的经常是解，绝对的一般不是解(如must，always，never，the most all，only，any，none，entirely)。

●含义肯定的一般不是解，含义不肯定的经常是解。

不肯定的词：can，could，may，usually，might，most，more or less，nearly，not enough，suggest，partial
一、定位
1、题干选项：①数字、年代②大写字母③生僻且复杂的词（专业
词汇）④中心概念（相关、相近），一般前三种情况出现的较多。

2、顺序原则：即出题顺序与文章段落一般情况下是一直的，但也有
例外。

二、题型
1、词汇题
问法：the wo rd/phrase “...”（line … paragraph …）most probably was …
①单词：a超纲词，考本意
②短语：全部考转意b常见词，考转意；
做法：①返回原文，找到核心词；②注意核心词附近相同词性的内容；③结合上下文，注意同位语，特别标点，定语从句及前后缀。

注意：短语题中字面意思的选项永远是错的
另：相邻两句间关系：①转折②并列或顺接
more american people take their troubles with them on holiday, according to a new . although 40 percent said that the main reason for going away is to escape pressure(压力) from work, almost all said they worry more than they do at home. only
four in every 100 said that they are happy and free of care.
the underlined wo rd “survey” in the first paragraph most probably means ______.
a. research
b. review
c. exhibition
d. examination
robert shostak says the electronic museum is mostly for art or computer students at schools and universities. many of the pictures in the museum are made by students. mr. shostak
said the fiu museum will make computer art more fun for computer artists because more people can see it. he says artists enjoy their work much more if they have an audience. and the great number of home computers in america could mean a huge electronic museum.
the words “audience” in the last paragraph refer to
a. art students
c. exhibits in the museum
d. those who will enjoy art。