《牛津高中英语》阅读课教学案例及分析（译林牛津版英语高二）

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牛津高中英语M5Unit3Reading教学案例与分析

【教学目标】
１．促进学生掌握科技类文章的阅读技巧，理解文章中的科学术语：２．培养学生获取信息和分析信息的能力，了解文章中的不同观点：
讨论让学生拥有更多的交流机会．锻炼用英语表达的能力。通过小组合作，学生相互启发，积极性被调动起来，活跃了课堂气氛。加深了对话题的理解。
学生在讨论的基础上，对文章有了更加深刻的认识，体验了“ 做中学” 的快乐。课后，学生将口头任务落实到笔头，完成关于克隆的写作，进一步培养综合运用语言的能力。
【案例反思】１．《英语课程标准》倡导以学生自主学习为主、教师指导
ＴａｓｋＦｏｕｒＰｏｓｔ－ｒｅａｄｉｎｇ１．Ｃｏｍｐｌｅｔｅｔｈｅｓｈｏａｐａｓｓａｇｅｕｓｉｎｇｔｈｅｗｏｒｄｓｉｎｔｈｅａｒｔｉｃｌｅ．
一
牛津高中英语Ｍ５Ｕｎｉｔ３Ｒｅａｄｉｎｇ教学案例与分析
唐晓红
（南京市第十三中学，江苏南源自摘要：本文通过牛津高中英语模块五Ｕｎｉｔ３Ｒｅａｄｉｎｇ教学案例．探讨新课程理念下英语阅读课的授课模式。关键词：高中英语阅读教学案例教学设计根据新课程理念。学生应在教师的指导下，通过感知、体验、实践、参与和合作等方式，逐步达到教学目标。如何培养学生的思维能力。激发学生的学习热情，提高学生综合运用语言的能力是教学设计的核心问题。下面笔者谈谈一节英语阅读课的教学设计思路。２１００００）

高中英语 Unit2 Reading教案2 牛津译林版选修8-牛津版高二选修8英语教案

Unit 2 The universal languageReading 2Teaching aims:After this lesson, students will be able to know meaning of some of the words and phrases and how to use them.Teaching procedures:Step 1 RevisionAsk students questions about the opera Turandot, mainly focusing on the main aspects of the play.1. Where does the story happen?2. Who are the main characters?3. What is Calaf like?4. What is Turandot like?5. How does Turandot’s father find the deaths of many men?6. What happens when Calaf recite s the answers to Turandot’s questions correctly?Step 2 Language learning1. Some of the world’s opera singers were cast in this production, and many greatChinese musicians also participated.Cast—to choose which people will act particular parts in a play, film etc.Peter was expected to be cast alongside Douglas in the new film.2. He liked East Asia very much and also wrote Madam Butterfly, which is set in Japan.be set in—if a film, play, story etc. is set in a particular place or period, the action takes place thereThe novel is set in France.3. Those who cannot answer all three riddles, however, will be condemned to death. be condemned to death—to give someone a severe punishment after deciding theyare guilty of a crimeHe was found guilty and condemned to death.4. This means that few men would dare to ask for her hand in marriage.ask for one’s hand in marriage—ask sb. to get marriedAfter they fell in love with each other for nine years, John asked for Mary’s hand in marriage.5. However, although he would like to, he cannot break his promise and must allow Turandot to do as she wishes.break one’s promise—not keep one’s promiseThe government failed to keep its promise of lower taxes.= The government broke its promise.Have you ever broken your promise? When was that?6-7. Shortly afterwards, another prince, Calaf, falls in love with Turandot at first sight and decides to solve the riddles so that he can marry her.The report claims that when women fall in love, they tend to eat more.They meet and fall in love with each other during the Second World War.At first sight these deals might not appear to have much to do with each other.8.The story then takes on a classic love triangle between Calaf, Turandot and Liu. take on—to begin to have a particular quality, appearance, etc.After years of reform and opening-up policy, our country __________________ When the Prime Minister began to talk about the economic situations in the country, his voice ____________________.9. so Turandot seizes Calaf’s father and Li u, and demands that they tell her Calaf’s name or they will be beaten.demand to know/see/have etc. somethingI demand to know what’s going on.demand thatThey demanded that the military government free all political prisoners. demand something of somebodyIt seemed that no matter what she did, more was demanded of her.“Where are you going?〞 she demanded angrily.10. Liu claims that she alone knows the name, but resists telling her because she loves him.Resist—to stop yourself from having something that you like very much cannot resist (doing) somethingI just can’t resist chocolate.She can never resist buying new shoes.It is hard/difficult/impossible to resist somethingIt’s hard to resist an invitation like that.resist the temptation/urge to do somethingShe resisted the temptation to laugh.11. Calaf scolds Turandot for not being more merciful.scold sb. for doing sth.Don’t scold her for being silly.12. … it has been transformed into the spot for a beautiful and sad love story. transform—to completely change the appearance or character of sth, esp. so that it is better.The company has been transformed from a family business to a multi-million-pound one.Is there an event that has transformed your life?Pieces of Titanic were transformed into luxury watches.Step 3 Follow-up Activity (PPT 13)Write a short story within 80 words, using five of the new words and expressions.Step 4 Homework1. Review what has been learned in today’s class.2. Finish the exercises on Page108.。

【牛津译林版】高二选修8英语Unit 2 Reading(3 教案设计1 副本

高二英语(yīnɡ yǔ)集体备课主备人：用案人：授课时间：____________ 第 2 课时课题M8 Unit 2 Reading课型NEW教学目标1) To develop Ss’ ability of reading for specific details as well as its main idea.2) To grasp the logic links between paragraphs of the text.3) To learn to guess meanings in context.4) To learn to write a composition based on what has learned.重点1) How to describe the problem ofthesnakes and what has been done bythewriter to solve the problem.2) Learn about the requirements ofgetting a patent难点1)Learn how to meet therequirements of getting a patent.2) Learn how to write acomposition based on what hasbeen learned.教法及教具教学内容个案调整教师主导活动学生主体教学过活动Step One ——Lead in①. Enjoy a video of amphibious car.②. Do a small quiz about great inventors and inventions.③.Solve a problem: How can you divide 13oranges among 9 children fairly?Step Two——SkimmingQ1: What was the mother upset about?Q2: Did the author succeed at last?Step Three——Scanning①. Questions on details.1). Why was the writer happy to help her mother?2). Why didn’t the writer use the powders?3). What were three possible approaches? Whichone did the writer choose?4). How many times did the author try to trap the snakes?②. How the text is organized程1). There are 6 stages in producing an invention.Put them into right order:Applying for a patent __________________Finding a problem __________________Doing research __________________Testing the solution __________________Thinking of a creative solution__________________Deciding on the invention __________________2). Divide the text into 5 parts according to theorder.Stages Paragraph1. Find a problem2. Do research3. Think of acreative solution4. Test the solutionsseveral times5. Apply for apatent③. What’s the text mainly about?The text tells the p______ of the snakes andpresentsthep_________ of catching them and applying for ap______.板书设计教学札记内容总结（1）高二英语集体备课。

《牛津高中英语》阅读课第二课时教学案例及分析

《牛津高中英语》阅读课第二课时教学案例及分析一、教学课型: 语言操练及运用课二、教材分析1. 教材内容见《牛津高中英语》模块一 Unit 3 （Pages 42-43）2. 教材处理阅读文章讲述加拿大籍女演员Amy由原先的运动瘦身到后来的药物瘦身，经历了病痛，最终，因为有来自中国的好心人捐肝的帮助而产生许多感触，因而形成的两份电子邮件以及一封回信。

因为在第一课时，学生已经能够了解文章大意并知道了生词的意思。

本节课的教学目的在于让学生通过各种语境的帮助，为练习并习得语言提供充分的机会。

3. 教学目标① 知识目标: 学习关于瘦身的词汇及文章中出现的重要句式。

②能力目标: 使学生形成能够用新学词汇表述自己观点的能力。

③ 文化目标: 帮助学生树立正确的审美观和健康观。

4. 教学的重点和难点① 重点：课文中出现的常用的语言现象。

② 难点：如何使学生高效地习得语言，并创造性地使用语言。

三、教学设计1. 总体思路本课的教学设计采用：任务前活动（巩固、讨论）、任务中活动（情景、操练、运用）、任务后活动（运用）三部分。

2. 教学过程Step 1 Making up a conversationT：Hi, everybody. (S：Hi, John.)Oh, excuse me. T oday, I’m not John. Instead, I’m your friend, Zhou Ling. And you’re Amy. OK? (S：OK.)Hi, Amy. (S：Hi, Zhou Ling.)I heard you were ill and you were in hospital. What happened? (S：My liver failed. And the doctor told me that I would die if I couldn’t get a new liver.)I’m so sorry to hear that. But what caused your liver to fail? (S：I took some weight-loss pills. They contain a harmful chemical.)You see, this is a conversation between Amy and Zhou Ling. And please make up a conversation with your partner. One of you should be Amy and the other is Zhou Ling. Remember, you have to use the phrases or questions on the scree n. And I’m going to give you four minutes. Please have a try.幻灯片1：- be in hospital – dying to be thin- weight-loss pills – contain a harmful chemical- lose weight / stay slim / be ashamed of- used to work out- Did your mother support you?- an exact match- priceless(设计说明:阅读课第二课时的开始，设计这样的对话活动，其实是对第一课时学习内容的复习，也是用一种变化的方式来复述课文。

高中英语 Unit2 Reading教案1 牛津译林版选修7-牛津版高二选修7英语教案

Unit 2 Fit for lifeReading1Teaching aims:After this class, the students will be able to:1. gain the gist through first and second reading;2. practice students’listening ability;3. improve students’ thinking ability through discussion;4. understand some medical terms.Teaching procedures:Step 1 lead-in1. Fill in the blanksA good _________ tastes bitter.Laugh is the best ____ in the worldThere is no ______ against death.2. QuestionsWhat medicines have you ever taken? And what do you know about them? How much do you know about thetwo medicines?Who invented the two medicines?What illnesses can the two medicines be used to treat?Step 2 First readingWhen was aspirin first sold as a tablet?What did Fleming, Florey and Chain share?Step 3 ListeningListen to the article and try to answer the questions in C1 on page 20.Step4 Second readingDevelopment of aspirin:Development of Penicillin:Effects of aspirin:Effects of penicillin:Step5 DiscussionDo you believe that “wonder drugs” will be invented to treat diseases like AIDS in the future?Step 6 Reading strategyHow can we understand medical terms?Words ing from the same stem:Words that are pound words:Words with irregular plural forms:Step7 ConsolidationFill in the blanks with proper words according to the reading material.Step8 HomeworkReview the whole article, underline the phrases and words you don’t know.。

译林高二英语教案：ModuleUnit《Reading》牛津译林版必修

教学媒体
教学过程
复备栏
Step1 Revision 单词拼写
1. My parents are going to celebrate their twenty-fifth wedding____________(周年纪念日).
2. This computer printer is much more____________(容易使用的).
A．consultB．conveyC．convinceD．convert
2....so the digging was postponed until 1860.
……因此挖掘工作延期至1860年。
postpone vt.延迟，延期
postpone sth.to/until sometime推迟某事至某时
postpone doing sth.推迟做某事
put off推迟
delay sth./doing sth.耽误某事/做某事
cancel sth.取消
(1)Bad weather forced us______________________(推迟了星期五的比赛)．
(2)—What led them to postpone____________a child for a while?
6. It’s raining cats and dogs. I think we have to____________(延迟)our picnic.
7. Wires____________(传送)electricity from power stations to the users.
8. I managed to____________(哽咽，忍住)back my tears.

高中教育英语牛津译林高二下教学设计

牛津高中英语Module2 unit2 Reading 《An adventure in Africa 》教学设计与反思一．教学分析1. 教学内容分析本节课的教学内容是牛津高中英语模块二单元二的reading 部分。

这个模块就是以探索发现为主题的，介绍了太空探索，世界风情，以及考古发现等方面的知识。

本单元的主题是世界各地的风情。

这篇文章作为本单元的有机组成部分，以一封信的形式介绍了一个青少年和他的哥哥去非洲进行一次冒险旅行的计划。

文章中介绍了一些具有典型非洲特色的地方，例如，沙哈拉大沙漠，维多利亚湖，肯尼亚的野生动物，以及乞力马扎罗山。

在去这些地方的同时，还介绍了一些冒险活动，如骑骆驼穿越沙漠，白水漂流，看野生动物，爬雪山等。

这篇文章语言简洁，逻辑清晰，适合高一学生的阅读能力和认知水平，有利于培养学生的阅读能力以及获取信息的能力。

内容充满了浓郁的非洲特色，容易引起学生学习兴趣，并对其中的冒险活动充满了好奇。

为了满足学生强烈的求知欲和好奇心，教者又增加了一些关于非洲的图片，音乐，和视频，更为直观地介绍了非洲的人文，地理知识，通过更多的信息输入，培养学生敢于用英语交流和表达的自信心。

通过本课的学习，学生更多的了解了非洲的文化，地理知识，体会到了不同文化见的差异，培养跨文化交际的意识。

2. 教学对象分析通过对世界地理和世界历史以及平时的生活常识，高一学生对非洲的了解仅止于沙漠，草原和野生动物，非洲对于他们来讲还充满来了神秘，对于这个年龄段的学生，正是有着强烈的好奇心和求知欲的阶段，因此也易于激发学生的学习热情。

通过初中以及高一初期英语的学习，学生已经具备一定的口头表达能力，但由于词汇知识和语法知识有限，在语言组织上还会存在比较大的困难。

另外，在学习本课时，学生对文章中各地旅行地之间的逻辑关系分析也存在一定的困难。

3. 教学环境分析为了实现本节课的教学目标，教者选择了多媒体教室作为教学环境。

通过图片，音频和视频，多种渠道地输入信息，调动了学生的各种感官，提高了学生掌握信息的有效性。

高中英语 Unit2 Reading教案牛津译林版选修9-牛津版高二选修9英语教案

学
生
活
学
部
分
Consolidation—the last reading
Read the text again, trying to find out four words with the same suffix “-tion” to summarize the whole text. (ppt29)
学
生
群
学
内
容
Step 3 Detailed reading
Activity 1:Read Part 1&2 indetails, trying to answer the following questions. (ppt18)
1. What is the great impact on Western civilization? (ppt19)
On one hand, … For one thing, …
On the other hand, … For another, Finally, … Besides, …
3. Let’s enjoy some more pictures about the Acropolis. (ppt9-13)通过图片复习地名，课前写在黑板上。
如果学生回答不了有关希腊的问题，则可以用问答的形式引出这些话题。通过有关卫城以及三座神庙的这些图片，引出与文章相关的部分信息，激起学生阅读本文的兴趣，为阅读后面的文章做好铺垫。
Function Construction Damage Repair
整篇文章采用了总——分——总的方式引导学生逐步深入，让学生再读整篇文章，并归纳出四个带有相同后缀tion的名词，加深学生对文章的了解。
形

牛津译林版高中英语教材教案

牛津译林版高中英语教材教案牛津译林版高中英语教材教案第一部分：引言作为全球使用率最高的高中英语教材之一，牛津译林版高中英语教材以其全面的内容、高质量的教案和提供个性化学习的特点，深受广大学生和教师的喜爱。

本文将介绍牛津译林版高中英语教材教案的特点和优势，并给出一份常用于教学的教案，以帮助教师更好地利用教材进行教学。

第二部分：教案特点1. 全面而系统的内容设计：牛津译林版高中英语教材教案内容全面，涵盖了听说读写四个方面，并配有丰富的练习题和写作指导。

教案根据教材内容的难度和学生的学习需求，设计了一系列循序渐进的教学活动，帮助学生全面掌握英语技能。

2. 突出交际和实用性：教案注重培养学生的交际能力，通过丰富的口语练习、听说训练和任务型活动，让学生能够在实际生活中运用所学知识。

教案中的实用性任务和真实情景案例，能够激发学生学习英语的兴趣和动力。

3. 强调学习策略和自主学习：教案注重培养学生的学习策略和自主学习能力，通过引导学生进行情感反思、归纳总结，以及组织小组讨论和合作学习等方式，培养学生的学习主动性和团队合作能力。

第三部分：教案示例主题：旅游与文化单元：Unit 3 Travel journal教学目标：- 了解旅游的益处和挑战；- 学习使用动词不定式和名词性从句描述旅行计划；- 发展听说读写能力。

教学准备：- 教师准备图片和实物资料，如旅行照片、景点介绍、旅游指南等；- 学生带上自己的旅游经历或计划。

教学过程：Step 1: 导入旅游话题- 通过展示图片、介绍自己的旅游经历或计划，引发学生对旅游和文化的兴趣，并让他们讨论旅游的益处和挑战。

Step 2: 学习新词汇和表达方式- 呈现课文中的生词和短语，学生进行词义和用法辨析，并结合实际情境进行口语练习。

Step 3: 听力训练- 听取旅行日记录音，学生根据听到的内容，完成相关问题和填空练习，并展开小组讨论。

Step 4: 口语表达- 学生互相介绍自己的旅游经历或计划，并使用动词不定式和名词性从句描述。

牛津译林版英语必修二Unit1Reading1教案

牛津高中英语教学设计单元：Unit 1 Tales of the unexplained板块：Reading 1设计思路：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。

(PPT3)Teaching 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 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 its title or by being attracted by itscolorful pictures?3. Have you ever noticed there are differences in writing styles between newspaper articles and otherkind of articles you read?4.Can you tell me the feature of a news title? Let’s take the passage we’re going to learn as an example,the title is “Boy missing, police puzzled”, what’s 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 are thepolice 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。

Unit2Reading教案-高二上学期英语牛津译林版(2020)选择性

In 2008, _______________________ called on the whole world to join in the Olympic spirit and build a better future for humanity with the slogan“________________________〞
2. Do more sports.
(Purpose: This assignment is designed to train students’munication ability, and achieve the transfer and innovation of what they have learned.)
教学目标：
By the end of this section,students will be able to:
1.Summarize different paragraphs with subheadings;
2.Grasp detailed informationof thearticle;
3.Understand the deep meaning of the Olympic Games and the Olympic spirit.
About Muhammad Ali
Card 1: In 1964, boxer Cassius Clay became the world heavyweight champion(世界重量级拳击冠). Later he changed his name to Muhammad Ali.
Card 2: Ali lighted the Olympic flame at the ending ceremony in 1996 Atlanta Olympic games. And he died in 2020 as one of the greatest boxers.

【牛津译林版】高二选修8英语：Unit2Reading1教案设计

主备人：用案人：授课时间：____________ 第 2 课时课题M8 Unit 2 Reading(1) 课型NEW教学目标1) Encourage the Ss to grasp the main idea of the article.2) Stimulate the Ss’ interest in learning film events重点1)Get students to understand the mainidea of the reading passage.难点1)Have students knowsomething about film events教法及教具教学过程教学内容个案调整教师主导活动学生主体活动Step 1 DiscussionWhat are the two pictures about?CanadaToronto International Film FestivalChinaShanghai International Film FestivalCannes Film Festival-----FranceBerlin International Festival -------GermanySundance Film Festival ---------the USAVenice Film Festival---------- ItalyToronto International Film Festival-----CanadaShanghai International Film Festival------ChinaEdinburgh International Film Festival-----EnglandTokyo International Film Festival -------JapanStep 2 Fast reading for general ideasGo through the passage as quickly as possible and try to find answers to the three questions in Part A.Step 3 Detailed reading for important informationLet’s read the passage more carefully again and try to answer the questions of Part C1.板书设计教学札记。

英语必修2译林牛津版Unit 2教案阅读02.doc

英语必修2译林牛津版Unit 2教案（阅读02）Module2 Unit 2 Wish you were here ReadingTeaching objectives：By the end of this period, Ss will:1.develop their' ability of reading and writing an informal letter.2.know about different parts of Africa .3.form a positive attitude towards solving problems .Keys & puzzles1.How to make students learn to write an informal letter.2.How to analyze and solve problem related to reading. Teaching approachespetition method to make students master the main idea related to the reading part.2.Exercise method to consolidate what have been learnt in class Teaching aidsMulti-media and a blackboard教师看高考31—Would you like ____ m ore cakes ?Yes, ___A.some ;no moreB.some ;another two cakesC.any ;more two cakes D any, more than two32._____________________ The pupils were struck by beauty of nature.A. XB. aC.the D an33.---Is Bill on duty today ?---It ___be him.lt is my turn.A. may notB.won't C mustn't D can't34.He translated the young tree to the park it was the best time for it.A.whereB.whenC.whatD.that35.The continent of Asia lies __ the east of the continent of America.A. in B on C to D. along36.lt was not until 1920 regular radio broadcasts began.A.whileB.which C,that D.since37.1000 guests were all found in the room which only__________ 800 people.A.seat ;seatB.hold ;holdC.hold ;seatD.seated ;hold38 We Chinese are all ___ the successful bid for the 2008 Olympic games to be held in Beijing.A. pride in B proud of C. proud in D.pride of39.He is said __ a broad, but I don't know which country he studied in.A.to have studiedB.to studyC.to be studying D,to have been studying40.—I'm sorry I didn't do a good job.---Never mind.you have tried your best.A.Above allB.ln allC.At allD.After all31,答案：B解析：考查代词，如果希望得到对方的肯定答复，在问句中用some.another two cakes :two more cakes :two more cakes.32,答案：C.解析：考查冠词。

牛津译林版高中英语必修模块二 Unit2 Reading教案-新版

Unit2 Reading教案Teaching Aims:Train the students’ reading ability and know how to write an informal letter.1.Get the students to know the main idea of the text.2.Develop the students’ creative, comprehensive and consolidating abilities. Teaching Important Points;1.Develop the students’ reading ability.Teaching Difficult Points1. How to make the students understand the passage better.2. How to help the students finish all the exercises.3. How to help the students develop their creative, comprehensive and consolidating abilities.Teaching Methods:1.Fast-reading method to get the general idea of the passage.2.Careful -reading method to get the detailed information in the text.3.Discussion after reading to help the students finish the tasks.4. Acting to develo p the students’ creative, comprehensive and consolidating abilities.Teaching Aids:the multimediaTeaching Procedures:Step 1 RevisionStep 2 Free-talk and Lead- inShow a map of Africa to students and ask them to discuss the following questions;1.Can you tell me where the pyramids are located?2.Apart from the grasslands, what else do you know about Africa?Prepare some pictures. Encourage students to talk about Africa after watching them. Step 3 Fast ReadingAsk students to skim the passage and answer the following questions:1.who wrote the following letter?Toby wrote this letter.2.What animal is uncomfortable to sit on?Camel3.How long will the author stay in Africa?About four weeks.Step4. Guide students to the Reading Strategy of this unit and then ask them some questions:1. Are address included? (Yes/No) (Yes)2. Are dates included? ( Yes/No) (Yes)3. Are friendly greetings usually used at the beginning of the letter?( Yes/No) (Yes)4. Is the reader’s surname addressed? ( Yes/No) (No)Step 5 Reading1.Reading the letter again carefully and then choose the best answer.2.Then complete the following form:PStep 6Try to put the activities in the correct order:___3_______ travel down the River Nile___2______travel on camels through the Sahara Desert___5_______climb Mount Kilimanjaro in Tanzania___4_______see wild animals in Kenya___1_______fly to Morocco___6______ go to the HimalayasStep 7 VocabularyChoose the correct meanings for the words below. Write the letters in the blanks on page 24.Step8 Discussion1.Which part of the world would you like to visit? Why?2.Adventures such as mountain climbing and whit-water rafting can be dangerous.Do you think it is worth risking your life for adventures? Why or why not?Step 9 Homework:1. Finish the exercises in part D ,E on page 24,252. Unit Revision: P77: Period 1.。

译林牛津高中英语阅读课的教学与研究

译林牛津高中英语阅读课的教学与研究译林牛津高中英语阅读课的教学与研究《中小学外语教学》2007年第2期史方志译林牛津英语模块2 Unit3 “The curse of the mummy ”一．教学课型：阅读课The curse of the mummy讲述了著名探险家 Howard Carter在埃及发现了古埃及King Tutankhamun之后，该探险队21名成员先后神秘死亡，就连一条狗也没有逃脱一死的命运的经过。

是什么原因造成他们的死亡，众说纷纭。

有的人说是巧合，有的人说是木乃伊的诅咒。

但究竟是什么原因造成凡是目睹和参与该墓室的探险的人或动物的死亡，至今仍然是一个谜。

通过本课教学，培养学生科学探究和为科学而献身的精神。

二．教材分析：1.教学内容：（见文后）2.教材处理本课是译林牛津版高中英语必修模块2 第3单元阅读课内容。

译林牛津版高中英语必修教材的阅读课分读前问题、阅读、阅读策略、巩固练习等四大块。

笔者根据自己对教材和课文的理解，紧扣主题设计了（导入、预测、阅读和作业）4个教学步骤。

旨在通过这些活动帮助学生掌握阅读策略和阅读技巧，提高学生的阅读理解能力和运用英语进行口笔头表达的能力。

3.教学目标（1）过阅读策略的学习,掌握预测课文内容和获取信息的能力；（2）通过各种活动,训练学生运用英语进行读写的能力；（3）掌握课文相关句型和词汇，写一篇关于著名探险家的故事或如何保护名胜古迹或历史文化遗产的作文；（4）培养学生自主、合作、探究的精神。

4.教学重点和难点（1）培养阅读策略，使其形成根据文章标题或第一段猜测文章内容、根据关键词获取信息的能力；（2）掌握与课文有关的词汇，并把这些词汇运用到口头和笔头表达中。

（3）用所学词汇表达思维，评价他人、评价自己，评价历史。

三．教学设计1．总体思路本节是阅读课，重在培养学生阅读理解能力和综合运用英语表达思维的能力。

在阅读教学中，教师应把阅读策略和阅读技能的培养放在第一位。

教案二：解析牛津高中英语阅读教学策略

牛津高中英语阅读教学策略是英语教学中的重要组成部分，而牛津高中英语阅读教学只有很好的教师、学生和教案三者齐心协力才能达到最佳效果。

针对这种情况，牛津高中英语阅读教学策略也应该有什么样的改变和进步才能适应时代的要求呢？这篇文章将对牛津高中英语阅读教学策略做出深入的探讨。

1. 了解学生需求牛津高中英语阅读教学策略的第一个重点是了解学生的需求。

在阅读教学中，学生的阅读能力相似但个性各异，教师应该针对学生的不同需求进行分析，采取不同的教学策略。

如果学生缺乏词汇，教师可以通过生动有趣的讲解、特别编写的教材等方式使学生更具兴趣，更容易进行记忆和理解。

同时，教师应该注重了解学生的学习习惯和学习方法，系统分析学习时间、学习问题等因素，科学地安排英语阅读教学计划。

2. 提升教师教学能力牛津高中英语阅读教学策略的第二个重点是要持续提升教师对于英语阅读教学的专业知识、教育管理、技能和教学经验。

英语阅读教学是集多种因素为一体，需要对于教学理论和技术、各类英语教学资源、阅读教材、评价制度等有一定的了解和掌握。

同时，要学会创新教学方式、方法和教材，调动学生的学习积极性和兴趣，还要了解和关注各种英语学习资源。

3. 提高学生阅读兴趣和学习积极性牛津高中英语阅读教学策略的第三个重点是提高学生对英语学习的兴趣和学习积极性。

这需要教师从多个方面入手，包括多样化的教学资源、鼓励学生的阅读跨度和速度、对学生学习情况的评价和反馈等。

应该提供充足的信息和素材，扩大学生的英语知识面。

教师还应该顺应学生的学习愿望，以“以学生为中心”的教学理念创造一个良好的学习氛围，采取不同方式帮助学生记忆词汇和语法等知识。

我们还可以结合一些真实的故事和例子，吸引学生，进而提高学生的学习积极性。

4. 加强英语学习的综合能力培养除了上述三个教学策略重点之外，牛津高中英语阅读教学策略的第四个重点是加强英语学习的综合能力培养。

阅读教学只是英语语言能力教学的一个重要方面，要成功地提高英语阅读水平，还需要培养学生的听、说、写、译等方面的能力，这样才能使学生的英语语言能力得到全面、系统的提高。