模块六 Unit Four Reading说课稿
book6unit4reading(公开课)教学文稿
question for the readers to think over. E. B. Because the writer wants to appeal to the
readers to prevent global warming. F. C. Because the writer wants to arouse the
readers’ curiosity. G.D. Because the writer doesn’t hming.
_m__e_t_re__s_ in the sea _g_r_o_w__q_u_ic_k_e_r_
possible level
2. Crops will
results 2. Severe _s_t_o_r_m__s_, _p_r_o_d_u_c_e__m_o_r_e
_f_lo_o_d_s_, _d_r_o_u_g_h_t_s, 3. It will e_n_c_o_u_r_a_ge
3.When does the problem begin? The problem begins when we add huge
quantities of extra carbon dioxide into the atmosphere. 4.Who made accurate measurements of the amount of carbon dioxide in the atmosphere from 1957to 1997? Charles Keeling. 5.How many degrees Celsius will the temperature increase go at most over the next 100 years according to Dr Foster? 5 degrees Celsius.
选修6-unit4-reading-教学设计 (1)
人教版，选修6 Unit 4 (Reading)教学设计THE EARTH IS BECOMING WARMER—DOES IT MATTER教学分析教学设计说明1、学生分析学生有强烈的求知欲和学习动机。
对全球变暖现象有着强烈的好奇和了解欲望。
大多数学生有较好地运用英语进行分析问题的能力，对自己的学习行为能作出较客观地评价。
学习风格：性格差异，学习风格各不相同，但都有自主、合作、探究的学习意识和能力，对学习行为具备一定的自我监控能力。
电脑知识：具备一定的电脑操作知识和网上查阅能力，这为完成课后作业提供技术保障。
2、策略设计资源策略设计：①有效的利用多媒体课件辅助课堂教学活动，丰富教学内容，提高学生的学习兴趣和课堂教学效率，充分体现现代化教学技术的优点。
②通过教师与同学等人力资源及图书馆、网络等非人力资源查找有关全球变暖的资料，从而开拓视野，形成开放的文化态度。
3、教学方法设计：主要采用任务型教学法、学生中心教学法和多媒体教学法。
学生强烈的好奇心，在可操作的真实有效任务的驱动下，让学生在任务完成过程中充分认识到人类在生存过程中如何科学地改造自然来减少对全球变暖的影响及体验合作学习的成就感。
4、教学设备：多媒体设备教学总结和反思1、通过本堂课的学习，帮助学生了解了全球变暖的原因和对环境和人类的影响，研究与探讨了减缓全球变暖趋势的措施和建议，激发和培养了学生环境保护意识。
2、本节课课文难度不大，易于学生理解。
但要注意把握好活动时间，确保学生在合作学习（讨论、交流）的气氛中既学习语言知识又得到情感教育。
3、教学过程中应注意词汇拓展，借助对文章内容的兴趣，进一步培养语言学习的兴趣，引导学生综合运用语言的能力。
参考目录：高中英语选修（6）教师教学用书（人教版，人民教育出版社）。
高中英语《Unit 4 Reading (4)》教案 新人教版选修6
江苏省新沂市第二中学高中英语《Unit 4 Reading (4)》教案新人教版选修6中国书法艺术说课教案今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。
一、教材分析：本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。
书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。
早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。
1、教学目标：使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。
2、教学重点与难点：（一）教学重点了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。
（二）教学难点：如何感受、认识书法作品中的线条美、结构美、气韵美。
3、教具准备：粉笔，钢笔，书写纸等。
4、课时：一课时二、教学方法：要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。
（1）欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。
（2）讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！（3）练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。
三、教学过程：（一）组织教学让学生准备好上课用的工具，如钢笔，书与纸等;做好上课准备，以便在以下的教学过程中有一个良好的学习气氛。
（二）引入新课，通过对上节课所学知识的总结，让学生认识到学习书法的意义和重要性！（三）讲授新课1、在讲授新课之前，通过大量幻灯片让学生欣赏一些优秀的书法作品，使学生对书法产生浓厚的兴趣。
人教版高中英语选修6 Unit4 Reading名师教学设计
目的
持续性评价
DELC1
预备与激活先期知识
Step 1
Warming up（导入活动）(5 mins )
1.Teacher leads in the topic by putting students into groups to talk about what we use energy for, what the sources of this energy are and whether the sources are renewable or non-renewable.（2 mins）
Unit4 Reading名师教学设计
Book6Unit4: Global warming
Section 1阅读课框架单
教材版本：人教版册数：Book 6单元：Unit 4课型（课时）：阅读课-Section1
教
材
分
析
本课的话题是围绕“全球变暖”和“节约能源”展开的。阅读课共分为热身（Warming up）、读前活动（Pre-reading）、阅读（Reading）、理解（Comprehending）四个环节。热身部分首先要求学生列举家中、学校或其他地方使用能源的物体，指出这些能源的来源，并尽可能多地列举不同的能源。读前部分首先介绍了什么是温室、它有什么作用。阅读部分是一篇杂志文章，主要讲述了地球温度上升的现象和原因，文章最后以开放性问题结尾要求读者思考：对于全球变暖，人类要不要采取措施？理解部分设置了三个活动。练习一首先就作者、杂志名称、文中提到的科学家、文中出现的曲线图等内容提问，并要求学生概括文章的主题；练习二要求学生细读课文，并判断所给留个句子是否符合课文内容；练习三要求学生小组讨论“we should do nothing about global warming”,在小组讨论的基础上，把全班分层正方和反方，举行一个辩论会。通过对本课文的学习，让学生了解能源分为“可再生能源”和“不可再生能源”，帮助学生树立“节约能源、保护环境”的主人翁意识。
牛津英语模块六第四单元Reading精品教案1
Reading The UN—bringing everyone closer togetherStep 1: Lead-inNow, we’re studying in the large, bright classroom equipped with advanced facilities. In this environment, most of us believe we can realize our dreams as long as we work hard. But look at these pictures. Do you think they have dreams as well? What do you think they can do to realize their dreams?So, we know that in other parts of the world, there are lots of children who are still struggling with starvation or war. Have you ever thought about doing something for those children to helpFor reference1. Make a donation to help more children in poor areas to attend school.2. Help to raise the public’s awareness about the plight of the poor.…Go through the passage as quickly as possible and try to find answers to the three questions in part A on Page 50. Just focus on and identify the information needed to answer these questions. AnswersA 1 A businesswoman and a Goodwill Ambassador.2 191 countries.3 Countries in Africa.Step 3: Detailed reading for important information1. Let’s read the speech a second time and complete Parts C1 and C2 on page 52AnswersC1 1 An international group made up of countries that want to increase peace.2 Honoured and happy.3 They come from different countries that belong to the UN.4 She mainly visits countries where the UN has programmes to help people.5 Baskets. They sell them at the market.6 Lack of education, lack of money, lack of food, poverty, disasters and disease.7 Access to fresh drinking water for everyone and primary education for all children.C2 1 F 2 F 3 T 4 F 5 T 6 T2. Listen to the tape and choose the best answers to the following questions:(1) What occupation does Tang Ning take up in the UN?A. The Secretary-General.B. A Goodwill Ambassador.C. The spoken man.D. A clerk.(2) How much money does she earn by doing the job?A. She earns a lot.B. She volunteers. She gets no salary for the job.C. She earns some, though not much.D. It isn’t mentioned in the article.(3) What project or projects has she been involved in?A. She helps develop the world’s education.B. She helps deal with such problems as poverty and disasters.C. She visits countries where the UN has programmes to help people.Keys BBCThe United NationsWhen it was set up After the Second World War in October 1945Countries in the UN (originally) 51 countries(recently) 191 countriesProblems it deals with helps end some of the world’s most horrible conflicts;assists the victims of wars and disasters; protects humanrights; improves international laws; helps with otherproblems such as lack of education, lack of food, poverty,disasters and diseasesIts four main purposes to keep international peaceto develop friendly relationships among nationsto cooperate in solving international problems and inpromoting respect for human rightsto be a center for organizing the actions or work ofdifferent nationsGoals it promises to achieve by 2015 eight goals, one of which is to ensure that fresh drinking water is available to everyone and another is that all children complete primary educationStep 4: Practice1. Let’s complete Parts D (Refer to the text while completing part D)AnswersD 1. d 2. f 3. a 4. g 5. I 6.h 7. e 8. c 9. b2. Now, let’s read an article about Tang Ning’s speech by a newspaperreporter and fill in the blanks with the given words. After that, you’ll be more familiar with the speech. Finish the exercise by yourselves and we’ll check the answers later together.Answers(1)honoured (2)international(3)purposes (4)laws(5)poverty (6)disasters(7)encourage (8)drinking waterStep 5: Post-reading activities1. Pair work:Now, have a discussion with your partner. Suppose you are a journalist from alocal newspaper and have the chance to interview Tang Ning. What other thinsdo you want to ask her apart from what you already know?For referenceMs Tang, I’m very happy to have the chance to interview you today. I know that you dolots of work for the UN but you get no pay. Why do you choose to work without pay? Doyou think it’s rewarding? Do you think international organizations like the UN play a significant part in helping those in need and developing society? What if we lived in aworld without organizations like the UN?2. Group work:Let’s hold a debate: If Tang Ning was not a successfulbusinesswoman, do you think she would still be chosen to be aGoodwill Ambassador?3. Let’s come to Part F. Work in pairs and share your opinions with each other.4. Discussion: How do you understand the title The UN-bringing everyone closer together?VocabularyWordsrefer, operate, honour, purpose, touch, conflict,worthy, press, draw, lack, remoteUseful expressionsrefer to, feel honoured to do, take on, be based on, beinvolved in, draw one’s attention, add…to…, underthe umbrella of, apart from, set out, on behalf ofSentence patterns 1. I am pleased to have …, as it is more often referred to.2. As you know, the UN touches the lives of people everywhere.3. Now let me tell you about the work I have been doing with them.4. One of the goals is to ensure…. Another is to ensure….Step 7: HomeworkParts A1 and A2 on page124 in Workbook.。
选修6unit4 reading 公开课教案
6
List two different attitudes among scientists
Part 4
7
It’s up to reader to think and decide whether people should do something about warming or not.
Part1.1.whowrites the articles?
2.whatrose about one degree?
Part2.1.howglobal warming happen?1_____ 2______
2.whatare the greenhouse gases?1_____ 2______3______
教学手段：Discovering &PPT
教学过程
教学过程
导入设计
启发式设问：
T: As we know, the earth is becoming warmer and warmer, why?
Ss: Because of greenhouse gases
T:Yes, very good ,but what are greenhouse gases？
3.whatare the two graphs about?
Part3.1.whatare the effects of global warming? 1_____ 2______3______
2.whichthree scientist are mentioned?
Drfoster:_____________________________________________
2. Ability goals能力目标
M6U4reading 教案
What can you see in the picture?It is a picture of African children living in a poverty-stricken area. They suffer from malnutrition and hunger because of lack of food..Can you imagine what will happen to these hungry children if nobody helps? How do you feel when you see this picture?How can we help them?Picture 3What can you see in the picture?A flooded area.Suppose your home was struck by a flood, what would your life be like? Would you still live a normal life as before?No. For example, the roads would be blocked by the broken trees; the means of communication and traffic-roads and railway would be cut off.Picture 4What can you see in the picture?Water is being pumped into the fields.What factors can ensure a good harvest?What would happen if there was not enough water for farming?Farmers would be very worried about their crops if there was a drought, as a drought sometimes can cause a famine.Picture 5What is the doctor in the picture doing?Why do you think that doctors and nurses need to go to poor areas or countries to help?Picture 6Apart from the problems listed above, people in poverty are still facing many other difficulties. Can you name some of them?Do you think children can receive good education and good medical care in poor areas?Can their daily necessities be guaranteed? If not, what will happen?Step 3: DiscussionHave you ever helped people in need? What did you do to help them?Step 4: Homework1.Collect more information about international organizations helping peoplein need.2.Prepare the Reading part.Reading 1 The UN—bringing everyone closer togetherStep 1: Lead-inNow, we’re studying in the large, bright classroom equipped with advanced facilities. In this environment, most of us believe we can realize our dreams as long as we work hard. But look at these pictures. Do you think they have dreams as well? What do you think they can do to realize their dreams?So, we know that in other parts of the world, there are lots of children【答案】①There was no further business，so the chairman closed the meeting./There being no further business，the chairman closed the meeting.②There happened to be no one in the room when the fire broke out.2. The UN—bringing everyone closer together.bring...together 使……和好, 团聚① The loss of their son _______ the two of them _______.丧子使他们重归于好。
模块6 Unit 4 Rreading 教学案(译林牛津版高二英语选修六教案教学设计)整理
模块6 Unit 4 Rreading 教学案(译林牛津版高二英语选修六教案教学设计)整理模块六Unit 4 (Helping people around the world)Period 1 ReadingTeaching aims：1. To encourage students to share their experience of helping others in their dailylife and let them know the importance of helping others;2. To teach students some general information about the work and responsibilityof a UN Goodwill Ambassador;3. To help students practice and reinforce their reading skills;4. To help students master the language points in the reading.Teaching difficulties：1. How to use “as” in different kinds of clauses.2. How to interchange attributive clauses and verb-ing or verb-ed phrases.3. How to combine two independent sentences using attributive clauses.Teaching procedures:Step 1 Lead-in1. Start the class with the following questions:Have you ever thought about the future?What do you want to be in the future?What do you think you should do to make your dream come true in the future?Which do you think will help you fulfill your dream?Have you ever thought about doing something for those children to help themrealize their dreams? If you have, what would you do?2. Have students discuss and report their answers to the class. Help studentsunderstand that not everyone in the world has the same opportunities. It wouldbe very hard for some people in poor areas to realize even a simple dream likehaving a warm bed to sleep in at night. Something should be done for those whoare suffering a lot.3. Tell students that they are going to read a passage about a helpful woman whohas devoted lots of her energy and time to making the life of poor people better.Ask students what they can find by reading the title, and ask them to predictwhat may be covered in the passage that they are going to read. Say:Today, we are going to read a passage entitled “The UN-bringing everyone closertogether”. What do you think of when you see the title? What do you think willbe mentioned in the passage?Step 2 Reading-comprehension1. Ask students to go through the passage as quickly as possible and try to find theanswers to the three questions in Part A. Remind students only tofocus on andanswer these questions.2. Ask students to read the passage again and complete Parts C1 and C2 individually.After students finish the exercises, check the answers with the class.3. design a table to check the students’ reading comprehension about the UN.The United NationsWhen it was set up After the Second World War in October 1945Countries in the UN Originally 51 countriesRecently 191 countriesProblems it deals with Helps end some of the world’s most horrible conflicts, assists the victims of wars and disasters; protect human rights; improves international laws; helps with other problems such as lack of education, lack of food, poverty, disasters and diseaseIts four main purposes To keep international peaceTo develop friendly relationships among nationsTo cooperate in solving international problems and in promoting respect for human rightsTo be a centre for organizing the actions or work of different nationsGoals it promises to achieve by 2023 Eight goals, one of which is to ensure that fresh drinking water is available to everyone and another is that all children complete primary education4. Talk to students about Tang Ning. Ask students what they know about thisUN Goodwill Ambassador and businesswoman from the passage. You may askthe following questions:What occupation does she take up in the UN?How much money does she earn by doing this Job?What Project or projects has she been involved in?How does she help those people that need help?How does she feel about taking this occupation?What do you think of Tang Ning?Step 3 Language points1. refer toWhat I have to say refers to all of you.When I said that some people were stupid I was not referring to you.Please refer to the last page of the book for answers.It is a collection of documents with reference to the First World War.2. be made up ofA team made up of three doctors and ten nurses was sent to the disaster area.The oldest kind of computer was a huge machine made up of thousands of parts,covering nearly 100 square meters.3. operateAll the Disney parks are operated by the same company.This machine operates day and night.The doctors decide to operate on her immediately.Operation n.I can use a word processor but I don’t understand its operation.He is the officer in charge of operation.4. honoredHe was honored with a title of “ Model Worker”.They removed their hats to honor the flag.It’s a great honor to be invited.May I have the honor of this dance?While in London, we paid a visit to the hospital founded in honor of the nurseFlorence Nightingale.5. touchVisitors are not allowed to touch the exhibits.I was really touched beyond words.We’ll keep in touch with each other wherever we go.I hope we don’t lose touch again.6. apart fromThe house stands apart from the village.I can’t get these two things apart.He tore the cooked chicken apart and began to eat it.7. lackThey are so rich that they lack for nothing.He was acquitted for lack of evidence.There was a severe shortage of petroleum during the war.8. ensureThe book ensured his success.Please ensure that all the lights are turned off at night.These pills should ensure you a good night’s sleep.Customs are asked to ensure that they have been given the right change beforeleaving the shop.9. rather thanI’d prefer to go in summer rather than in winter.It ought to be me rather than you that sign the letter.I decided to write rather than (to ) telephone.I would stay at home rather than go shopping.He would rather beg in the streets than get money in such a dishonest way.10. on behalf ofOn behalf of my colleagues and myself I thank you.Ken is not present, so I shall accept the prize on his behalf.The legal guardian must act on behalf of the child.On behalf of all the staff, I would like to wish you a happy retirement.Step4 Practice Reading strategy1. Ask students to complete Part D and Part E individually. Part D aims to checkwhether students can understand the meanings of words from the context of thepassage and to show them how to explain the meanings in English. Part E aims tomake students more familiar with the reading passage and some useful words in it.2. Ask students if they have ever read a speech before and encourage them to find outwhat unique language is used in a speech. Remind then that when reading a speech,it is important to pay attention to the speaker’s attitude. The positive and negativeadjectives can help then identify the positive negative opinion or attitude of thespeaker.3. Ask students to read the Reading Strategy and find more sentences that express thespeaker’s attitude in the reading passage.Step5 Homework1. Review the text carefully after class.2. Finish off Part A1, A2 in Workbook.3. Finish off the exercise paper for this part.Exercises for students:一、非谓语动词复习练习1. ______ nuclear radiation, even for a short time, may produce variants (变异) of genesin human bodies.A. SufferedB. SufferingC. Being sufferedD. Having suffered2. ______ to be practical, the new teaching method is being accepted by more and moreeducational workers.A. Having provedB. ProvingC. ProvedD. Having been proved3. The car burns much fuel, but ______ all things into consideration, it is still a good car.A. takenB. having takenC. takingD. to take4. -The price is fine with me. How would you like it ______? -In cash, please.A. to payB. payC. paidD. being paid5. When he came back, he found the bag he had ______ over the seat was gone.A. left to handB. left hangingC. left hungD. to leave hanging6. -Why do you look so disappointed, John?-The outdoor concert ______ for tomorrow will be put off.A. to planB. to be plannedC. planningD. planned7. The news reporter hurried to the airport, only ______ the film star had left.A. to tellB. tellingC. to be toldD. told8. ______ a job as a professor in a well-known university, a doctor's degree is needed.A. Having goB. If you wantC. So as to getD. In order to get9. These examples, once ___ to his article, will make it sound more reasonable andacceptable. A. add B. to add C. adding D. added10. -Where can I get this gift ______? -Over at Window No. 6 and wait ______.A. to be wrapped; to be calledB. wrapping; to callC. wrapped; to callD. wrapped; to be called11. “I hope the operation,” said the father, “______ now will give my son a new life. ”A. being performedB. to be performedC. performingD. performed12. There are ten waiting rooms at the newly-built station, in all 20,000 people.A. seatingB. seatedC. sittingD. to seat13. -How do you deal with the agreement between the company and the customers?-The key _ the problem is to meet the demand _ by the customers.A. to solving; makingB. to solving; madeC. to solve; makingD. to solve; made14. More natural resources should be made use of ______ the______ need of energy.A. meeting; increasingB. to meet; increasedC. meeting; increasedD. to meet; increasing15. The man we followed suddenly stopped and looked as if ______ whether he wasgoing in the right direction.A. seeingB. having seenC. to have seenD. to see16. Though ______ money，his parents managed to send him to university．A. lackedB. lacking ofC. lackingD. lacked in17. The local health organization is reported ___ twenty-five years ago.A. to be set upB. to set upC. to have been set upD. to have set up18. I appreciated ______the opportunity to study abroad two years ago.A. having been givenB. having beenC. to have been givenD. to have given19. There is no point ___further.A. argueB. to argueC. arguingD. being arguing20. All flights___ because of the snowstorm, we decided to take the train.A. were canceledB. had been canceledC. having canceledD. having been canceled21. He always does nothing but___.A. complainingB. complainsC. complainD. to complain22. John painted her sitting in a chair with her hands ___.A. foldingB. to have foldedC. to foldD. foldedRecording after teaching:文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
人教版高中英语选修六-Unit4-Reading(教学设计)
人教版高中英语选修6Unit 4 Global warmingReading: The earth is becoming warmer—But Does it Matter Teaching aims:1)Learn the causes of global warming and different attitudes.2) Master the reading skills.3) Save energy and prevent the global warming.|Important point:understand the causes and effects of global warming Difficult point:how to write a meaningful passage about global warming Teaching methods:individual, pair work, group discussionTeaching aidsa computer, some slides, a projector【Teaching procedures:Step 1 Lead- in1 Play a game—wheel of fortune设计意图：激发学习兴趣, 为阅读课文做好铺垫2 play a video and answer two questions设计意图：提前预知课文内容以便更好理解Step 2 Skimming1 Structure of the passage—1 Introduction2 Body3 Conclusion2 Match the main idea of each partPart 1 (A) How has global warming come aboutPart 2 (B) List two different attitudes^Part 3 (C) Should we do anythingPart 4 (D) The earth is becoming warmer设计意图：整体把握文章结构，思路清晰，便于理解文章内容Step 3 Scanning2 The Outline of different opinionsDr Janice Foster Charles Keeling George Hambley |Part 1This article is from ________.A. a magazineB. the internetC. a bookIntroductionof Greenhouse gasesand Greenhouse effect Made accurate measurements of the amount of CO2 ' Predict the global warming will be mild and positiveStep 4 Careful readingPart 21. What’s graph 1 about2. What’s graph 2 about￥3 How does the global warming come aboutPart 3Step 5 Post-reading —discuss1 We should do something or nothing about global warming.2 What can we do to reduce the global warmingStep 6 WritingWrite a short passage about global warming (100-120 words)Step 7 SummaryStep 8 Homework1 Finish your writing about global warming.2 Search for more information about global warming on theInternet.。
教学设计Book 6 Module 4 reading
Module 4 MusicTeaching DesignTeaching content: Reading and V ocabulary of Module 4 in Book 6 Teaching objectives: 1. To learn something about the famous artist Liu Fang2. To master new words and expressions in the passage3. To summarize the main idea and retell the passage4.To train students’ reading skills5. To try to enjoy both Chinese and Western music Teaching important points:1.to practice skimming, scanning& careful reading2.to learn new words and expressions in the text3.to appreciate the traditional musicTeaching difficult points:1.get students to be careful and patient whilereading2.make students interested in the text and the heroin teaching methods:1.group work2.individual workteaching procedures:Step I Review the words and expressions of this partStep II Lead inFirst, show varieties of Chinese and Western musical instrumentsto students and let students name them so as to make a brainstorm and prepare for this lesson.Next, present some pictures of Liu Fang and some background knowledge about her so that we can make full preparations for the reading.Step III ReadingⅠ. Skimming Match the parts with their main ideas.Part 1 A. It tells about Liu Fang’s musical influences andcharacteristics of Chinese classical music.Part 2 B. It is about Liu Fang’s love for performing live and hergoals as an artist.Part 3 C. It introduces Liu Fang as well as her musical training andbackground.II. ScanningTrue or False.1.Liu Fang doesn’t have a particular goal.2. Liu Fang studied the guzheng in the Shanghai Conservatory of Music in 1993.3. Now, Liu Fang live in China with her husband.4. Liu Fang has played the pipa since the age of seven.III. Careful readingChoose the best answer according to the passage.1.Liu Fang began to give concerts ____________.A.I n 1980B. in 1985C. in 1993D. in 19962.Which is the key figure in getting into the present career?A. Her husbandB. Her mother.C. Her musical teacher.D. Her college classmates3.Which of the following is NOT about Liu Fang?A. Her mother often took her to performances when she was a child.B. After graduation, she worked at the Kunming Music and Dance Troupe.C. Her music influences mainly lay in modern songs.D. She has been living in Canada since 1996.4. When you listen to Liu Fang playing the pipa, you'll____________.A. be enjoying the beauty of the Chinese languageB. be appreciating the Chinese paintingC. be enjoying the rhyme of the Chinese poetryD. all of the above5. Which of the following is the RIGHT order of the events in Liu Fang's life?1) She moved to Canada and lived there.2)She went to the Shanghai Conservatory of Music to study the pipa and the guzheng.3)She began to give concerts.4)She went to Kunming and worked there as a pipa soloist of the Kunming Music and Dance Troupe.6)She began to play the pipa.A. 5) 2) 3) 4) 1)B.5) 3) 2) 4) 1)C.4) 2) 5) 3) 1)D. 3) 2) 4) 5) 1)IV SummaryListen to the tape and then complete the passage with proper words or phrases to retell the passage.Liu Fang is an international music star, _____________ her working with traditional Chinese instruments. She’s given _________ since she was eleven. In 1990, she studied the_______ and the ________ in Shanghai. She worked as a ___________ after she graduated. She thinks the biggest challenge is to _______ the traditions but to add her own style. When she is playing a _______, she is singing in her heart.Liu Fang thinks Chinese music _________ ________ the Chineselanguage. And she believes classical Chinese music ________.______________ Chinese poetry. She enjoys performing __________. _________ the feelings and ideas ________ others makes her happy. She hopes to work with many composers. Since she moved to Canada, she has had opportunities to ___________________ other musicians. Her wish is to _________ classical Chinese music _______ the world.Step IV Post-reading activitiesDiscussion1. Which aspect did Liu Fang impress you most?2. Do you think Liu Fang is successful as an artist? Give possiblereasons if you think so.Step V Enjoy the music performed by Liu Fang in Canada.& play a piece of music played by my daughter.Step VI Homework1. Review the words and expressions of this part.2.Finish exercise related to the text.。
人教版新课标选修六Unit4Reading教案
人教版新课标选修六Unit4Reading教案人教版新课标选修六第四单元教案参考Unit 4 Global warmingReadingTeaching goalsTarget languagewords and phrases:energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon,graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compareto, come about, fierce debate, result in, build up, keep onAbility goalsEnable the students to talk about different sources of energy.Enable the students to read the text, understand what it is about and talk about thecauses and effects of global warming.Teaching important difficult pointsEnable the students to get a better understanding of articles of this kind.Teaching aidsA projector and a blackboardTeaching proceduresStep 1 Warming upT：Now let’s look at a picture on the slide and answer the question below.What is the greenhouse made and used for?A greenhouse is made of glass and is used for growing plants, especially during coldweather.What’s greenhouse effect?Step 2 ScanningRead the text quickly and find the answer to the questions:1. Who wrote the magazine article? What is the name of the magazine?Sophie Armstrong, Earth Care.2. What are the names of the three scientists mentioned in the article?人教版新课标选修六第四单元教案参考Dr Janice Foster, Charles Keeling, George Hambley.3. What do they think about global warming? Do they agree with one another?They don't agree with each other.Dr. Janice Foster thinks the effects of global warming could be veryserious.George Hambley thinks global warming will be mild with few bad environmentalconsequences.Charles Keeling believes it is the burning of more and more fossil fuels that is resulting in a bigincrease in carbon dioxide.The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2000.The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.4. What are the two graphs about?The first graph shows the temperature increase of one degree Fahrenheit between 1860to 2022年. The second graph shows the carbon dioxide content in the atmosphere from 1957 to 1977.5. What is the main topic of the article?Global warming/ the warming of the earth.Step 3 SkimmingRead the passage carefully and judge whether the statements are true or false.1. The temperature last century didn’t increase much.2. Everyone believes that global warming is caused by the activities of humans.3. Janice Foster believes that global warming is caused b the burning fossil fuels.4. Natural gas is a greenhouse gas.5. Carbon dioxide is a byproduct of burning fossil fuels.6. People accept Charles Keeling’s data because he took accurate measurements.7. Flooding could be one of the effects of future global warming.8. George Hambley believes scientists are just guessing about the effects of globalwarming.9. George Hambley is worried about the effects of carbon dioxide onplant growth.10. It is clear what the effects of global warming will be.Keys: True: 3, 5, 6, 7, and 8 False: 1, 2, 4, 9, 10Step 4 Detailed readingRead the text carefully and try to find out how many parts we can divide the text into and find outthe main idea of each part.人教版新课标选修六第四单元教案参考Step 5 DebateGet into groups of six. Decide which three in your group are going to agree with thestatement and which three are going to disagree with the statement.Group A: We shall do something about global warming.Group B: We shall do nothing about global warming.Group A discuss why they agree with the statement; Group B discuss why theydisagree.Group A and B get together. Tell each other the reasons why agree or disagree withthe statement.Step 6 Homework1. Read the passage again and review the new words and expressions.2. Prepare the debate in groups.3. Surf the Internet for more information about global warming。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
说课教师：吴娟
说 教 材
课题 教学内容 新课标
课题
译林牛津版高中英语新课标
模块六 高二上学期
Unit Four
Reading
“The UN---bringing everyone closer together”
教材内容分析
本单元的中心话题是“帮助全世界的人们”。 助人为乐作为人们一种重要的品质，是生活中有益 的要素，能够引起学生的学习兴趣，令他们更容易 在思考中获得知识。 本课时为阅读理解，所选文章以“联合国---让 每个人靠得更近”为题，通过一个联合国亲善大使 的讲话介绍了联合国和联合国亲善大使有关信息， 特别是运用一些积极的词汇描述她所做的联合国亲 善大使工作。
教学目标设计
教学重点、难点
重点：本课是主阅读文章，阅读量正常，难易度适 中，因此将重点放在对文章的理解上，特别是在阅读 中，如何提高提取信息，分析信息上。
难点： 1. 如何调动学生积极性，表达自我想法。 2. 通过阅读更好的了解联合国和亲善大使的工作。 3. 掌握课文课文结构以及阅读细节信息。
教学方法
Step 3. Scanning (寻读)
寻读是快速阅读的另外一种方式，它要求教师设计 好需要查找的信息和具体的事实。形式可用回答问 题、正误判断、单项选择、关键词填空等。通过略 读之后，学生已经初步掌握文章整体后，学生再进 行寻读，捕捉具体信息细节，加深对文章的理解。 结合本篇文章，我首先根据文章的话题把这篇文章 分成了两个部分：关于联合国和关于亲善大使，并 由此给学生设计了两类题型,来训练学生快速获取信 息的能力。
1)语言情景创设法 依据：现代英语教学强调在“用中学”，因此创设语 言环境对语言习得起着重要的作用。 2)图示教学法、自主探究法通过电脑课件展示相关的 图片，视频，或静态，或动态，以直观的效果激发学 生固有的背景知识，在学生固有的背景知识和文本信 息之间搭建起理解桥梁，能有效地帮助他们获取信息， 达到理解信息的目的。 3)讨论法: 通过Pair work, Group work,让学生都得到 一次口语训练的机会.教师应设计一些讨论活动。
德育渗透：在分析完文章 结构和内容之后，讨论作 为联合国慈善大使所应具 备的品质，并让学生明白： 虽然我们或许没有能力像 慈善大使那样做伟大的事 业，但是每个人都有能力 帮助别人。
Step 5 Consolidation
学生通过阅读获得了信息的输入，而运用所输入 的信息来完成某项语言任务是巩固其阅读效果， 内化其学习内容，转化其学习能力的必要途径。 这个部分设计了根据课文内容的对话填空，要求 学生独立完成，然后进行校对，并请学生再次阅 读。由此对课文的信息进行了一定程度的巩固。
Step 1. Lead-in
•Lead-in部分通过对本单元标题“Helping people around the world”的分析和一些有关于灾难的图片展示导入
引出问题：Who can help solve these problems? 引导学生说
出一些国际组织，并进行简单介绍，自然导入：the UN（联合国） •提出问题：How much do you know about the UN? 通过 一些图片使学生对联合国进行初步认识，并激发学 生学习本课内容的兴趣。
学习方法
根据《高中英语新课程标准》要求，结合我班学 生英语基础与能力较弱的实际，本课时我把阅读课文 作为整体处理的同时，把每个教学环节所设计的问题 和任务区分出高低不同的层次，由浅入深，循序渐进， 使每个教学环节尽量符合多数学生的认知水平，力争 全班绝大多数同学都能积极参与课堂活动。通过“任 务型”活动培养学生 “跳读”、“寻读”、“定位”、 “推理归纳”等阅读方法以及描述、讨论等组织语言、 运用语言的能力。
本课时的新课标理念
• • • • • • • • 新课标阅读技能测试要点： 1. 理解主旨大意； 2. 寻读具体信息； 3. 理解细节； 4. 简单的判断和推理； 5. 理解文段的基本逻辑结构； 6. 理解作者的意图和态度； 7. 理解文段的文化信息 本课时我把阅读课文作 为整体来处理，运用整 体阅读教学法，“任务 型”活动和多媒体辅助 教学等各种方法组织指 导学生理解课文，提高 阅读技能，以达到新课 标对学生阅读能力的要 求。
首先是阅读关于联合国的第一、二和第 五段段落，完成阅读填空题，也是高考 新题型；然后阅读剩下的部分，即第三、 四段回答四个问题。 我要求学生独立阅读,寻找这些问题的 答案。然后找同学回答问题，核对答案。
es should a Goodwill Ambassador have?
Step 2. Skimming (略读)
略读目的是让学生快速浏览文章，这种训练有助于培 养学生概括文章各部分大意的能力，在阅读中作用十 分突出。尤其是在作阅读题目的时候，就经常用到快 速阅读这项技巧。 这个教学环节我设计了三个问题： 1. Who is Tang Ning? 2. How many countries belong to the UN now? 3. Which countries has Tang Ning visited? 这几个问题涉及到文章主题的两方面，联合国和亲 善大使。
教学过程设计
• Step 1. Lead-in （导入）
• Step 2. Skimming （跳读）
• Step 3. Scanning （扫读）
• Step 4. Discussion （讨论）
• Step 5 Consolidation （巩固运用） • Step 6 Homework （作业）
1. 知识与技能： ①掌握快速阅读和细节阅读的方法，使学生了解联合国的历史、四 大宗旨、所处理事务、目标以及作者本人在联合国作为亲善大使 的工作。 ②充分利用多媒体技术，培养学生组织语言、运用语言的能力。 2. 过程与方法： ①培养学生筛选局部和整体信息的能力及独立阅读的能力，通过自 主学习、协作学习来获取信息和处理信息的能力。 ②培养学生的质疑意识，提高学生分析问题和解决问题的能力。 3. 情感价值观： 通过本节课的学习, 唤起学生对于遭受灾害和战争等痛苦的人的 同情。通过学习联合国的宗旨和目标，使学生受到鞭策和鼓舞， 培养学生的社会责任感。通过对亲善大使工作的了解，鼓励学生 建立正确的人生观和价值观。
九、教学反思
1.本单元阅读策略是阅读并理解说话人的态度,本课由于是讲话， 关于这点在在写作技巧上也很有特色，注重用表达情感态度 的词汇运用，由于时间关系，这节课对于这点没有进行分析。 如果能在教学过程中抓住一切时机对人物语言进行分析,挖掘 人物的心理状态和情感态度,将更有助于提高学生对文章的理 解. 2.学生的讨论活动并没有有效开展起来，一个是由于学生的知识 面狭窄，表达能力有限，另外时间上也有所限制。学生的讨 论还是应该多开展，开展得好的讨论活动，不仅有助于调动 课堂气氛，更有利于学生能力的和自信心的培养。
作业的布置上：
Step 6 Homework
一是注重对文章的进一步理解，通过对文章的阅读和复述 来巩固所学到的知识。复述课文是训练学生运用所输入的 信息进行加工和输出的一个重要环节，采用适当的方法对 学生进行复述课文的训练，既能帮助学生深入理解课文， 掌握课文的要点，又能提高学生的口头表达能力，同时为 提高学生英语书写的能力打下基础。 二是要求学生完成课后的短文填空练习，根据课文内容的 填空同样也是对课文内容的巩固。 三是附加的一篇阅读理解，有关于另一个重要的国际性组 织-----欧盟，用以扩充学生的知识面。