M1 U2---2阅读课
九上M1U2说课稿
初中英语阅读教学设计M1/U2说课稿Title of the Unit: M1/Unit2 The Grand Canyon was not just big.Lesson Objectives:To understand the passage about the trip to the Grand Canyon.To know how to write about what you see and your feelings when travelling.Key points:Key vocabulary—shine, sign, silent, silver, sky, grey, go through, beside, reply, clear, fall, away, nearly, on top of, remain, byKey structure--- I look to the east--- the sky was becoming grey.Far below me , the ground fell away and down to a river. Anticipated difficulties几种时态的复习:一般现在时, 一般过去时, 一般将来时,现在完成时,现在进行时,过去进行时Teaching aids: Bottom-up approachStages一. Warming-up(Activity1)设计意图:激活学生已有的背景知识.(可以在教学之前布置作业,让学生去网上或图书馆查资料,收集信息,为谈论做准备)1学生根据方框中词汇的提示,谈论自己了解的自然景观;教师点名,部分学生利用投影仪2介绍他们所熟悉的某个自然景观,全班分享;3头脑风暴的形式,让学生围绕大峡谷这一景观,说出他们已知的信息,然后教师通过多媒体补充其它信息.二. Reading设计意图:培养学生在阅读中快速寻读信息,并根据所给信息推测,判断作者观点和写作意图的能力.Activity21.学生个体活动,根据表格要求,快速寻读文本中的相关语句,摘录信息;教师引导学生在寻读过程中关注包含数据的语句,从而缩小阅读范围,提高阅读效率;教师核对答案并要求学生圈划与答案相关的句子.2.Activity3学生再次阅读短文,回答下面的问题:When did the writer arrive at the Grand Canyon?/What did the writer think of the Grand Canyon?;全班核对答案;学生个体浏览问题及相应的选项,然后带着问题细读短文,完成选择;全班核对答案;教师引导水平较高的个别学生归纳每段大意.3.Activity4学生浏览方框中的词汇,阅读短文,理解大意,完成填空;教师点名,部分学生汇报,全班核对.三.Writing设计意图:抓住重点,由读到写的升华.(Activities 5,6) 要求学生根据个人阅历选择一处景观,填写相关的细节信息,同时也为活动6写句子做好准备Activity5学生根据个人阅历,填写表格;两人一组交流信息,尝试用句子表达Activity6在写句子之前,学生要认真阅读本部分的提示和例句,特别要关注提示中的六方面内容:When you visited it, where it is, its size, interesting facts, what happened , how you felt.学生个体活动,根据提示逐一书写句子.教师巡视,提供帮助;整理句子写成短文.两人一组交流所写短文,并开展评价,修改;教师点名,部分学生展示短文,全班反馈.四. Summary本单元重难点,生说师补充.五.Homework.1.写一篇关于自然景观的短文.2.完成同步练习.Blackboard PlanM1/Unit2 The Grand Canyon was not just big.Key vocabulary—shine, sign, silent, silver, sky, grey, go through, beside, reply, clear, fall, away, nearly, on top of, remain, byKey structure--- I look to the east--- the sky was becoming grey.Far below me , the ground fell away and down to a river.几种时态的复习:一般现在时, 一般过去时, 一般将来时,现在完成时,现在进行时,过去进行时。
外研社八年级上阅读课精品课件M1U2
P1
P2
Zhang Lei
vocabulary
Li Hao Understanding English films and songs
P3
P4
P5
P6
P7
Categorization
2
Understanding English
5
films and songs.
8
2
Speaking English
4
4. you should smile at her!
5. Watch and listen several times.
6. Don’t be shy
7. Write four or five words a day on paper and place them in the room.
8. Guess the meaning of the new words.
Writing
• Work in pairs. Write your advice (70 words).
Dear Zuckerberg,
It's natural to forget new words! You should........
Yours XXX
Share your compositions with us.
Give your advice in a polite way .
Advice on learning English
Homework
• 1. Finish your writing. • 2. Share your writing and discuss more advice to the English
M1U2reading课文
Warming-up1. Do you know that there is more than one kind of English? In some important ways they are very different from one another. They are called world Englishes. Look at these examples. Can you understand the different kinds of English these people are using?2. Guess which of the following words is British English and which is American English. elevator/lift in a team / on a team rubber / eraser petrol/ gasPre-reading1. With your partner, list the countries that use English as an official language.2. Which country do you think has the most English learners?3. Look at the title of the following passage and guess what it is about. Then read it quickly and see if you are right.ReadingThe road to modern EnglishAt the end of the 16th century, about five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries. Today, more people speak English as their first, second or a foreign language than ever before.Native English speakers can understand each other even if they don't speak the same kind of English. Look at this example:British Betty: Would you like to see my flat?American Amy: Yes. I'd like to come up to your apartment.So why has English changed over time? Actually alllanguages change and develop when cultures meet andcommunicate with each other. At first the English spoken inEngland between about AD 450 and 1150 was very differentfrom the English spoken today. It was based more on Germanthan the English we speak at present. Then gradually betweenabout AD 800 and 1150, English became less like Germanbecause those who ruled England spoke first Danish and laterFrench. These new settlers enriched the English language andespecially its vocabulary. So by the 1600's Shakespeare was able to make use of a wider vocabulary than ever before. In 1620 some British settlers moved to America. Later in the 18th century some British people were taken to Australia too. English began to be spoken in both countries.Finally by the 19th century the language was settled. At that time twobig changes in English spelling happened: First Samuel Johnson wrote hisdictionary and later Noah Webster wrote The American Dictionary of theEnglish Language. The latter gave a separate identity to American Englishspelling.English now is also spoken as a foreign orsecond language in South Asia. For example, Indiahas a very large number of fluent English speakersbecause Britain ruled India from 1765 to 1947.During that time English became the language for government andeducation. English is also spoken in Singapore and Malaysia and countriesin Africa such as South Africa. Today the number of people learningEnglish in China is increasing rapidly. In fact, China may have the largestnumber of English learners. Will Chinese English develop its own identity?Only time will tell.Comprehending1. Read the passage carefully and decide whether the statements are true or false and explain why.1. English had the most speakers in the 17th century.2. English developed when new settlers and rulers came to Britain.3. Languages frequently change.4. The language of the government is always the language of the country.5. English is one of the official languages used in India.6. This reading describes the development of the English language.2. Make a timeline of the development of English, using the passage to help you.During the 5th century AD: English was based more on German.Between about AD 800 and 1150…3. In pairs discuss these questions.1. Why do you think people all over the world want to learn English?2. Why do yon think more people in the world now want to learn Chinese?Learning about languageDiscovering useful words and expressions1. Match the new words and expressions with their meanings.petrol who or what somebody or something isvoyage a word for gas in British Englishgradually not suddenlyfrequently in factidentity the second of two things or people already mentionedthe latter oftenactually long trip by sea or in spacefluent able to speak or write a language well2. Complete this passage with the words from the Warming Up and Reading.It is not easy for a Chinese person to speak English as ________ as a ________ English speaker. One reason is that English has a large ________. It also has different usage in different English speaking countries. If you use “flat”instead of “________”. people in America will know you have learned British English. If you use the word “________”instead of “lift” in Britain, people will know you have studied American English.3. Add these phrases to the rhyme so that it makes sense.“Will you ________ to my flat? ”asked the spider to the fly. “________ Is so pleasant to look down from so high. ________ the clear sky it’s possible to see Buildings________ theatres and hotels by the sea. So won’t you please ________ this chance to look? ”The fly agreed immediately without a second thought. But as soon as she went up with a step so light that day. The spider caught and ate her and she was never seen again!4. Sometimes British and American people use different prepositions for the same idea. Choose a pair of prepositions. Then compare them.1.There are so many people________ the street.2.They are going to have a party ________ the weekend.3.We will leave for the airport at a quarter ________ five.4.His brother is ________ the most famous football team in England.5.As we know, British English is a little different ________ American English.6.Are there many children playing ________ the playground?Do you know which usage is British English and which is American? Discuss in pairs and then in class.Discovering useful structures1. Can you find the following command and request from Reading? Le t’s see how to retell them in indirect speech.EXAMPLES: “Look at this example, ”the teacher said to us.The teacher told us to look at that example.“Would you like to see my flat?”she asked.She asked me to see her flat.2. In English you use a command or a request when you want someone to do something. Please look at the three sentences and tell the difference.Command RequestNot polite Very politeOpen the window. Please open the window. Would you please open the window?Look at these expressions and classify them into Commands and Requests.Correct your spelling mistakes. Please .... Can I sit here and wait for the doctor?I low do you spell that please? Go and ...! Would you please ...?Do that now! Can I please ...? Hold that elevator! Say that again! Would you please speak more slowly? Could you repeal the sentence?Go and buy some more petrol! Take the dog for a walk3. Read these sentences and decide which is a command and which is a request. Then retell them in indirect speech.1.The children said to their teacher: “Would you please sing a song for us? ”2.The mother said to her child:“Turn off the radio! ”3.The dentist said to a patient:“Open your mouth please, so I can see the had tooth clearly.”4.The secretary said to the woman on the phone:“Could you hold on for a minute?”5.John said to his classmate:“Can I borrow your pen please?”6.The teacher said to his student:“Come up to m office ! ”4. Make some dialogues using commands and requests and retell them in indirect speech.1. A bear is moving towards a boy. What do you say to the boy to make sure that he is not hurt?2. An English teacher is telling her students what they must do for homework. A student cannot hear the teacher very clearly. What should he say to his classmate to find out what to do?Think of more situations for your conversations.Using languageReadingMy culture shock in EnglandWhen I first set foot in the City of Leeds, England, I found myself in a totally different culture from that of my own city, Guangzhou. It is often said that when people go to a different country for the first time they experience “culture shock” because everything is so different: the language, the food, then landscape, the social customs ---- just everything! For the first few days of my stay in Leeds I really experienced this so-called “culture shock”.One problem I had was with the food. Obviously Chinese people are not used to the taste of British food, but mentally I was prepared for that “shock”. The problem I actually had was with the names of the different types of food. When I went to the university canteen it was very embarrassing: When the woman behind the counter asked me what I wanted, all I could do was point and say “I want this” or “I want that”.Something else which was different was the countryside. When I was sitting on the bus heading from Manchester International Airport towards Leeds, I saw through the window large areas of green grassland on either side of the motorway. There were no crops, but green grass and beautiful trees all the way. Occasionally, I could see some sheep or horses grazing in a leisurely way in the vast green fields. What a beautiful landscape! You probably wouldn’t see such a scene in China except in Xinjiang and Inner Mongolia because we Chinese use every piece of land to grow crops. As you know, China has the largest population in the world but very limited agricultural land which supports about one fifth of the world’s population. We can’t afford to leavelarge areas of fertile land unused.I have given some examples of “culture shock”, but after a few days I got over this and really enjoyed my stay in England.Answer the following questions briefly1.Why does “culture shock” always happen when you go to a d ifferent country?2.What was the author’s problem with British food?3.What was the difference between the countryside in Britain and that in China?4.Why is the Chinese countryside so different from the English countryside?5.Did the author manage to deal with “culture shock” at last?。
英语教学 M1U2阅读课教案 教学设计
高中英语第一模块第二单元阅读课教学设计一、课题：M1U2English around the world 人教版英语必修 1( P9) 二、课型：Reading -- The Road to Modern English三、学习目标：1、understand the writing background and the main idea of the passage2、enable ss to apply the reading ability of skimming to find out the main idea3、enable ss to apply the reading ability of scanning to seek for specific information 四、学习内容(一)课前自主学习L阅读以下背景材料，了解文章的写作背景。
English is a member of the Indo-European family of languages(语系).It is generally divided into three stages: Old English (500---1100AD), Middle English (1100---1500) and Modern English (1500—).All languages change when cultures communicate with one another. There is more than one kind of English in the world. They are called world English and they include British, American, Australian, Canadian and Indian English Chinese English may come into being one day. Although there are some differences between British English and American English in vocabulary, pronunciation and spelling, people from the two countries usually have no difficulty in understanding each other.English is a language spoken all around the world. For more than 375 million people in countries such as Britain and America, English is their mother tongue. Another 375 million people learn English as a second language. However, most people learn English at school as a foreign language. The English language is also used by most international organizations as their working language, as well as in international business and travel. In global culture, for example, the Internet or popular music, English is widely used. In a word, English is a bridge to the world.(二)学习新知A. While-reading (读中)1.根据课文内容，匹配段意。
M1 U2 Reading 2
Finish parts D&E.
Ending
?
Beginning happy
M&D come home
Show time
Display the writing of the ending in any form you like .
What do you think is the best ending of the story? Why do you think so?
Unit 2 Reading
Understanding Play
Act 1 Act 2 Act …
Scene 1 Scene 2 Scene …
Layout（格式）of the play
• In the form of a dialogue Lines (台词) • Instructions(说明)or tips
The development of the plot
plot
Daniel runs into his room and slams the door
M&D see the mess and shout at the kids
Climax angry
1.Eric advises Daniel to explain to the parents. 2.Mom thinks they should find the truth. time
Informal/casual words; short and incomplete senteings Words
/phrases/sentence s in the brackets (括号)which guide the actor/actress to perform
最新外研版六年级上册英语精品课件： M1-U2
2019/9/12
21
• 第二级
• 第三级
• 第四级 • 第五级
San Francisco
2019/9/12
16
单击此处编母版标题样式
• 单击此处编辑母版文本样式
• 第二级
• 第三级
• 第四级 • 第五级
Where’s San Francisco ?
It’s in the west of the US .
2019/9/12
• 第四级
Daming: An•d第w五h级at about San Francisco? Daming: It’s in the west. Daming: And Houston is in the south. Daming: That’s right. Daming: The US is a big country. Daming: Yes, it is. And China is a big country too.
单击此处编母版北标题样式
north
• 单击此处编辑母版文本样式
• 第二级
• 第三级
west • 第四级 • 第五级
西
east
东
2019/9/12
south
南
7
单击此处编母版标题样式
• 单击此处编辑母版文本样式
• 第二级
• 第三级
• 第四级 • 第五级
Where’sthe West Lake ?
It’s in the east of China.西湖来自单击此处编母版标题样式
• 单击此处编辑母版文本样式
• 第二级
• 第三级
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Where’s Shanghai?
11.10.19高一英语《M1-U2-grammar-and-usage2》(课件)
Comparison!
“when” or “which”? 1. I still remember the days _______ when we stayed together in Beijing. 2. I still remember the days _______ which we spent together in Beijing. when we 3. I still remember the days _______ enjoyed ourselves in Beijing. which we 4. I still remember the days _______ enjoyed in Beijing
F 1.This is the mountain village where I which visited last year. F 2.I will never forget the days when I spent which in the countryside.
1. This is the mountain village _______ I stayed last year. A. where B. that C. which D. when 2. Is this the museum ____ the exhibition was held? A. where B. that C. on which D. the one
1. This is the mountain village _______ I A stayed last year. A. where B. that C. which D. when 2. Is this the museum ____ the exhibition was held? A. where B. that C. on which D. the one
九上M1U2
Read the dialogue in pairs .
Read the dialogue again and finish Part3—4.
Discuss your answers in your group .
Read the dialogue carefully and find out the phrases.
_______________________________________________________ _________________________________________________________
纠错：
Step 3.达标练习（15分）
一、
1. From the g_______ hair I knew it was an old woman in front of me .
A near B nearly C hardly D next
四、作文（15分）
你听说过“不到长城非好汉”这句中国谚语吗？中国的长城汉语中
常作“万里长城”。实际上它长6,000多千米，长城上面很宽，足够五匹马或十个人并行。长城从西到东，穿过沙漠，越过高山，跨过深谷，蜿蜒而行，最后直到海边。它是世界上七大人造的奇观之一，有两千多年的历史。
5. It was s______ and there was no sound .
二、
1. I _________(remain) in Shnghai for a week last year .
2. Have you ever seen the greatest wonder of _______(nature) world ?
9AM1U2-2教学案2
名言警句： A good book is a good friend.好书如挚友。
年 级 初三（上） 内 容9AM1 U2（2） 课型 阅读课 执笔人审核人 时间 2015年 月 日 姓 名 班 级 组名 角色第一部分 学习要求：学习目标：一．语言知识1、话题：自然2、语音：能根据意群正确朗读语句。
3、词汇：理解并掌握本单元的词语（准确发音、拼写，掌握词性，理解词义），并能真实运用4、语法：在实际运用中体会和领悟现在进行时，过去进行时，一般现在时，一般过去时，一般将来时和现在完成时语言形式的表意功能。
二. 语言技能1、听：能够听懂与本单元知识水平相当的有关介绍景观的对话，理解事实性的描述。
2、说：能够对看到的景观进行描述。
3、读：能够读懂与本单元所学语言知识相当的游记体短文，获取相关事实性的信息，正确理解作者的观点和感受。
三、情感、态度和价值观目标乐于了解世界各人们如何度假。
学习重点: 本单元的词语知识学习难点：在实际运用中体会和领悟现在进行时，过去进行时，一般现在时，一般过去时，一般将来时和现在完成时语言形式的表意功能。
学法指导：积极参与合作，共同完成学习任务第二部分 学习过程：一、课前预习导学I 、Complete the sentences with the correct form of the words. 1、At the moment, we (learn) about the Great Wall in our history lessons.2、 you ever (visit) the Forbidden City?3、I (see) the pyramids when I (be) in Egypt two years ago.4、Next week we (take) some American friends to see the Summer Palace.5、Last night I (watch) a TV programme about the Grand Canyon while my brother (play) a computer game.6、Hundreds of people (visit) the pyramids every day.II ．Complete the passage with the correct form of the phrases in the box.all kinds of; look forward to; thousands of; listen up; too ... to ...; on the edge of; write downHello, everyone! I know you're all 1 our visit to Egypt. It's a fascinating country and名言警句： A good book is a good friend.好书如挚友。
讲课课件 M1 U2
a) Because there was nothing.
b) Because it was too dark.
c) Because it was raining.
d) Because it was in the morning.
3. Where was the writer facing on the edge of the Grand Canyon? a) To the south. b) To the north. c) To the east. d) To the west.
get out of the car 6. 下车 _________________ become light 7. 变亮 _________________ 8. 云散开了。___________________ The clouds cleared. reach the top 9. 到达顶端 _____________________ disappear into the distance 10. 消失在远方 ________________________ 11. 问我自己一个问题 __________________ ask myself a question
A.has gone to B.has been to C.had gone to D.Had been to
9.—Look! What’s Joe doing ? （嘉兴舟山）
B --He ___to send an e-mail to his parents back in Australia.
A.tries B.is trying C.has tried D.will try
D 10.—Peter,please ask Tom to my office as soon as he____back
外研版必修一u2阅读教学设计
外研版必修一u2阅读教学设计本教学设计以《外研版必修一U2阅读》为基础，通过多种教学手段和活动，旨在提高学生的阅读理解能力和语言运用能力。
课堂教学设计分为六个环节，具体内容如下：一、导入（5分钟）1. 师生互动：以问答方式引出话题，激发学生的学习兴趣。
2. 清晰目标：向学生明确教学目标，让学生理解本节课的重点和难点。
二、速读阶段（15分钟）1. 教师讲解：介绍文章的背景信息和主题，引导学生对文章进行快速浏览。
2. 学生阅读：学生在规定的时间内快速阅读文章，了解文章的大致内容。
三、细读阶段（20分钟）1. 教师讲解：教师逐段解读文章，注重单词、句型和篇章的理解。
2. 学生阅读：学生按照教师的引导，逐段阅读文章，并通过问题回答、标注重点等方式深入理解文章。
四、交流讨论（20分钟）1. 分组活动：学生分成小组，讨论文章中的问题，并汇报各自小组的答案。
2. 教师点评：教师对学生的回答进行点评和补充，引导学生深入思考和拓展观点。
五、语言运用（20分钟）1. 词汇学习：教师组织学生学习和巩固本篇文章中的重点词汇，并进行相关练习。
2. 句型训练：教师设计相关句型训练活动，帮助学生巩固语言点，并进行口头操练。
六、拓展延伸（15分钟）1. 课外阅读：推荐相关英语文章或材料，鼓励学生进行拓展阅读，增强阅读能力。
2. 作业布置：布置相关阅读任务或巩固练习，要求学生在课后完成。
通过以上教学设计，能够使学生在阅读教学中更好地理解文章，增强语言运用能力和阅读理解能力。
同时，通过合作学习和讨论互动，培养学生的合作意识和表达能力。
教师要根据实际情况，合理安排教学时间，确保教学进度和质量，并根据学生的学习情况进行差异化教学，保证每个学生的学习效果。
最后，教师还需及时反馈学生的学习情况，针对性地进行评价和指导，促进学生全面发展。
九年级u2大阅读教学设计
九年级u2大阅读教学设计- 串联课堂：课前导入在开始正式讲解U2大阅读教学之前，教师可以利用一些引人注目的故事、图片或视频，激发学生对阅读的兴趣。
例如，教师可以分享一个有趣的故事，或播放一个与阅读相关的短视频片段。
这样可以吸引学生的注意力，进而引发对本单元阅读内容的好奇心。
- 目标设定：明确学习目标在开始正式授课之前，教师需要明确传授给学生的学习目标。
例如，教师可以告诉学生他们将学会如何进行有效的阅读理解，提高阅读技巧，以及如何运用所学知识解答问题。
- 预读与分析：引导学生构建阅读框架在开始阅读文本之前，教师可以引导学生进行预读与分析。
预读主要是让学生浏览文本，了解文章主题、段落结构和重点内容。
分析则是要求学生提前思考可能的问题和解答策略。
教师可以提问学生一些问题，引导他们思考。
- 细读与标记：培养学生阅读细节、优化标注技巧学生在进行细读时，需要着重注意文章中的细节信息，并进行适当的标注。
这样可以帮助学生更好地理解和记忆文章内容。
教师可以指导学生如何标注，例如用不同的颜色标记不同类型的信息，或用框或下划线标记重点句子等。
- 阅读策略与解题：教授阅读策略技巧，进行解题训练阅读时，学生可以运用一些特定的阅读策略来提高理解能力、解决问题。
教师可以介绍一些常用的阅读策略，如预测、问题导向、上下文推测等，并针对具体的阅读内容进行解题训练。
通过操练，学生可以熟练掌握和灵活运用这些策略。
- 文章讨论与总结：促进学生思维交流，提升阅读水平在学生完成对文章的阅读和问题解答之后，教师可以引导学生进行文章讨论与总结。
通过与同学互动交流，学生不仅可以分享自己的理解和解答策略，也可以从他人的观点和经验中获取新的知识和启示。
这样有助于提升学生的阅读水平和思维能力。
- 反思与拓展：巩固知识点，拓展学习视野在本节课结束之前，教师可以引导学生进行反思与拓展。
学生可以回顾并总结所学内容，思考自己的学习收获和不足之处。
同时，教师还可以推荐一些相关的阅读资源，鼓励学生自主拓展阅读视野。
u2阅读教学设计
u2阅读教学设计第一部分：导言在当今信息爆炸的社会中，阅读已经成为一项至关重要的技能。
阅读能力的提升不仅可以帮助学生更好地理解世界，还能提高学术成绩和解决问题的能力。
因此，阅读教学的设计变得尤为重要。
本文将围绕U2阅读教学设计展开讨论。
第二部分：教学目标U2阅读教学的目标主要包括提高学生的阅读理解能力、培养学生的阅读兴趣以及引导学生获得自主阅读的能力。
通过本单元的学习，学生应该能够熟练运用阅读策略，理解并分析所阅读的文章，提出有价值的见解，并能够有效地进行沟通和讨论。
第三部分：教学内容与活动设计1. 文本选择教师可以选择一篇经典的故事、一篇科普文章或者一篇新闻报道作为教学材料。
在选择文本时，应考虑到学生的背景知识和兴趣，以激发他们的阅读欲望。
2. 预阅活动在学生阅读之前，可以进行预阅活动，如引入话题、展示相关图片或视频，激发学生对文本内容的好奇心，并提出一些问题，引导学生在阅读过程中寻找答案。
3. 阅读技巧讲解教师应该向学生介绍和解释一些常用的阅读技巧，如扫读、略读、识别关键词等。
通过示范和实践演练，帮助学生掌握这些技巧并应用于实际的阅读中。
4. 合作讨论将学生分成小组，让他们一起阅读并讨论文本。
教师可以提供一些问题和引导性的思考，帮助学生深入理解文本，并培养他们的合作和表达能力。
5. 课堂表演学生可以分角色进行文本的课堂表演。
这样不仅可以让学生更好地理解文本，还可以提高他们的口语表达能力和自信心。
6. 评估与反馈在教学过程中，教师应定期进行学生的评估，并根据评估结果进行针对性的反馈。
评估可以包括课堂练习、小组讨论、写作任务等，以全面了解学生的阅读能力和理解水平。
第四部分：教学评价通过以上活动的设计和实施，学生的阅读能力和阅读兴趣都应得到提高。
为了对教学效果进行评估，可以采用以下手段：1. 问卷调查：让学生对本单元的教学内容、活动设计以及自己的阅读体验进行评价，从而了解他们对教学的满意度和建议。
外研版英语M1 U2 教学课件
go through
穿过
beside prep. 在……旁边；
在……附近
reply v. 回答；答复
clear v. （烟雾等）开始
消失
fall away
突然向下倾斜
Words and expressions
stream nearly on top of canyon remain
by
n. 小河；小溪 adv. 几乎；差不多
Read and answer
1.When did the writer arrive at the Grand Canyon area? The writer /He arrived at the Grand Canyon area in the early morning.
2. How did the writer go to the Grand Canyon ?
( A )3.The Colorad River iswide.
A.about fifteen miles B.nearly one mile C.more than 200 miles D.less than one mile
(D )4.Where was the writer facing on the edge of the Grand Canyon?
Unit 2 The Grand Canyon was
not just big.
Colorado River
Some wonderful views of the Grand Canyon.
While -reading ( B )1.It was there.
when the writer arrived
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2
议一议
1. _________ Li Hao likes watching English films and listening to English songs ,but he can only understand a little. Wang Fan has a foreign teacher at school but he 2. __________ is shy to speak to her. Lei wants to know how to remember 3. Zhang _________ new vocabulary.
• A: The first question is about understanding _________ and ____. Li Hao from Hubei wrote, “I like _________ and__________, but I don’t understand very much. What can I do?” • A: The second question is about __________. Wang Fang from Jilin wrote, “ our school has a teacher from the US. I am shy and I am afraid to speak to her. What should I do? • A: The third question is about vocabulary. Zhang lei from Anhui wrote’ “I write down new words, but I forget them quickly. How can I remember them?”
Advice from Diana
Watch and listen several times; Li guess the meaning of the new words; Hao talk about the films or songs with
friends.
Advice from Diana say: “ Hello! How are you?” “Do you like China?” to start a Wang conversation; smile before Fan speaking; do not be shy; just try.
小结
• Read the passage loudly. • Underline the key words and main ideas.
反思
• 学生提取信息来完成活动的准确性不够高， 还要多读课文。
• B: Watching films and listening to songs are great ways to learn English. Watch and listen several times, and guess the meaning of the new words. Each time you will learn something new. I also advise you to talk about the films or songs with your friends. • B: You can say, “ Hello! How are you?” “Do you like China?” These are good ways to start a conversation. And before you begin, you should smile at her! Remember this: Do not be ___. Just try. • B: Do not worry. It is natural to forget ______! I suggest you write four or five _______ a day on pieces of paper and place them in our room. Read the words when you see them, and try to use them.
Lead-in
Questions
Do you have any problems about learning English?
I can’t catch the meaning of the lines(台词) in some films. I’m shy and I can’t speak to foreigners. I’m nervous when I want to speak to someone. I can’t remember the words.
Module 1 How to learn English
Unit 2 You should smile at her!
• 学习目标：学习解决学英语的困难得方法， 完成活动3,4,5. • 教学重点：反复阅读短文，找出学生们的 的问题及戴安娜跟他们提出解决的方法。 • 教学难点：完成活动3,4,5.
The second piece of advice is this: Start your (4) ___________ conversation greetings or a question. She (5) ________ suggests that you smile before you speak and do not feel (6) _____. shy Finally, (7) _________ improve your vocabulary with four to five new words every day.
当堂训练
Complete the passage with the correct form of the words from the box. advise basic conversation improve meaning shy suggest
Diana, the Language Doctor, gives some (1) _____ basic advice about learning English. She (2) ______ advises you to talk about films meaning of and songs, and guess the (3) ________ the new words.
1
ห้องสมุดไป่ตู้
Work in pairs. Talk about problems you have with... understanding English speaking English learning vocabulary
学一学
• Read the passage and find out what problems the students have.
Advice from Diana
write four or five words a day Zhan g Lei
on pieces of paper and place
them in your room; read the
words when you see them; try to use them.