高中英语新教材中Reading部分的教学设计与反思
高中英语_Using language Reading (阅读课)教学设计学情分析教材分析课后反思
新课标人教版选修六unit1 Art Using languagethe Best of Manhattan’s Art Galleries(曼哈顿艺术画廊荟萃)教学设计思路一、Teaching aims:1,Knowledge aim.It is about the words and phrases of this lesson, students can acquire some knowledge of English language and culture about western art.2,competence aim.I expect that it helps students develop their ability of expressing their ideasfreely ,besides, students can get detailed information from the text by skimming the lesson.3, Emotion ，attitude and value aim.This aim is designed to help students develop their interest in art ,they can adopt a positive way to enjoy their life.二、Leading-in:1,Q1：Have you ever been to any galleries before?Q2：Do you think visiting galleries is interesting?Key:Visiting galleries can not only bring people wonderful feelings but also teach them many things2, Preview new words:Preference avenue appeal fragile reputation civilization Egypt Egyptian Visual fragrant contemporary三、Teaching procedures:Step1. Fast-ReadingThis part can be divided into two parts, they are Fast reading and Careful reading. Fast reading, it aims to help you have a general understanding of the whole text. In this part, I design four questions for students.Q1: what’s the main idea of the passage?key:The passage mainly introduces five art galleries of ManhattanQ2: where are the five galleries?Q3: Where may you see this passage?Key: in a guidebook（旅游指南）Q4: Who maybe the passage is designed for?Key: touristsStudents can master the structure of the text by learning the whole text.Step 2.Careful -readingit aims to help students to get detailed information which can help you have a better understanding the text.1, About the Frick Collection. Here, one question is designed for studentsWhat can you do in the Frick Collection?(在弗里克收藏馆你能做些什么？) Key: pre-twentieth century western paintings, Henry Clay Frick’s house and garden This question can absorb students’ attention to the content of the Frick Collection, by the way, students can know a famous figure named Henry Clay Frick as well as his contributions to the Frick Collection2,About Guggenheim MuseumI design some steps for students to follow, namely, the exhibition(superb modern paintings, sculptures , drawing impressionist as well as the post-impressionist paintings) ,the museum building ( fragile, white seashell),the best way to enjoy the exhibition and an excellent restaurant(students can have their meals here during their visit in the museum) These steps will help students practice their logic ways of thought and their memory, some useful vocabularies can be presented to students.3,Metropolitan Museum of Art.This part is designed to enhance students’ recognition of the art’s historical status in the development of the human civilization, art as an important part of the human civilization acts as one way of spreading culture among the countries all over the world. Some typical countries are mentioned in this part, such as America, Europe, China, Egypt, other African countries and South America. Students can experience ancient ways of living by themselves in this museum if they have chance to visit this museum. Some concrete exhibitions are introduced in this part, such as Egyptian temple, a fragrant Ming garden, a typical room in an 18th century French house.4,About the museum of Modern art.As the modern art is mentioned as one style of the western painting in the first lesson A short history of western art, students must be familiar with the modern art as well as its characteristics, in this period, modern art can act as one bridge to narrow the gap between the theory of the style of the modern art and its typical paintings as examples. In this part, some famous artists are introduced such as, Monet, Van Gogh, Picasso and Matisse , they are all world-famous artists, their paintings are well accepted by people of all ages and from home and abroad.5, About Whitney Museum of American artThe Whitney Museum of American art is also very interesting, students can find the information that contemporary American painting and sculpture are exhibited here, If you are eager to learn more about contemporary American painting and sculpture in short time, you can visit this gallery, as the exhibition here changes all the time. As important form of entertainment, videos and films are also shown here.All of these galleries enable students t have a better understanding different styles of painting, this lesson will help students hold a right viewpoint of value and positive attitude towards life, besides students’ ability of appreciating art can be well developed.The initiative aim of the lesson may be achieved easily. In this part, I will introduce the five galleries one by one, in this process, students should make every chance to acquire needed knowledge to enhance their ability of using English flexibly, for example, students can achieve the knowledge aim by reading the text in details and the culture of western art can be plugged into their knowledge structure. For more information, students can read the text carefully as the information is involved in the introduction of the five galleries.This process is perhaps boring ,but it is well worth doing, since reading as an important approach to getting English knowledge for students of ESL( English as a second language) is unavoidable and necessary. In this process, teacher as an instructor and supervisor plays an important part in guiding the students’ learning, Besides, teacher’s status here cannot be replaced, the teacher’s value can be represented and shown here, meanwhile, teacher should praise students to perform their task individually and the error is permitted here, as the error is the initiative source of finding the right answer, student’s self-confidence can be established in this process. If necessary, students should find more approaches to putting English into practice, because as communicative tool, English language should be focused on theusage in daily life ,especially when we are having an English lesson, as the contextual situation should be laid for ESL learners.Step3.DiscussionIn this section, I design a discussion, students can practice their oral English and their way of thinking in English language by recalling what we learn, discussing with their partners ,only in this way, students can express their ideas freelyI will provide them with some necessary words and sentence patterns in case that students can use them. For example, gallery, collection, museum, exhibition, art, painting, sculpture, drawings, display etc. some useful sentence patterns, I’d prefer…I’d rather…I’d like… I have a preference for… Because … as… since… this process is designed to develop students’ oral ability as well as their awareness of cooperation.This process is followed by examples about the usage of the above words ,expressions and sentence patterns.Topic for Discussion:Which one do you like best among the five galleries? Give your reasonsIf I have a chance to visit these galleries, I’d prefer to visit…Because I like…,I think it is well worth a visit.In the last section, I design an assignment for students aiming to help students consolidate the knowledge. The assignment is mainly about the usage of English language. In the meantime ,some famous paintings drawn by world- famous artists are also presented to students, this is also the reflection of the third learning aim, namely, emotion, attitude and value aim, students’ awareness of pursuing after the cause of arts will be aroused, you never know.Homework:1. Write a short passage about the five galleries.2. Finish all the exercises on the book学情分析本人执教的班级是单县二中二层次班级,在课堂教学过程中学生的互动效果相对较差,学生的基础相对薄弱, 同时学生对教材的把握还不够好.在教学过程中我需要不断的引导和重复一些课堂用语,学生的语言输出能力较弱,在本节课的授课过程中有一部分同学能做到积极参与课堂的活动和交流,部分学生由于对教材内容把握的不好,教材的内容不够熟悉,他们没能很好的参与课堂的互动和交流,这是我下一步教学工作的重点和需要努力的方向.此外,学生没有意识到高中学段英语学习的重要意义以及对未来升学,就业等的重要影响,这就需要教师在日常的教学管理中对学生进行引导和帮助,使学生避免在英语学习上的被动局面和依赖心理.注重培养学生的积极的英语思维能力和积极主动的学习态度,让学生养成听说读写的良好学习习惯,避免英语学习的盲目性,教师在日程教学过程中要使学生认识到:英语不仅是学生升学的一个手段而且也是学生进行交流沟通的一门重要的语言,教师要鼓励学生在英语课堂上多说多练多交流,使英语课真正的活起来.课堂教学效果分析本节课的授课过程中我设计了以下几个方面的问题:1 , 新课导入: Have you ever been to any galleries before?Do you think visiting galleries is interesting?从课堂实际效果来看,学生的参与度和达成度都不够好,这主要表现在,一是学生对问题没有很好的了解和把握,此外,学生在关于艺术的文化知识方面尚有欠缺,教学建议: 在设计新课导入时,教师要做到既有利于课堂教学的顺利导入又要切合学生的实际知识水平.2, 在Fast reading 部分我设计的问题能紧扣课堂教学目标，如：（1）How many galleries mentioned in this text? What are they?这个问题从难易程度上来说属于简单问题，而且与课文整体结构结合紧密，这个问题的达成度较高，这类问题也适合学习程度不太好的学生做，这对于提高这类学困生的学习积极性和课堂参与度有很好的借鉴意义。
人教课标版高中英语必修二 Unit5 Reading 教案-新版
Unit5 Reading 教学设计1.Teaching Analysis 教情分析1) Teaching objectives-教学目标①Language objectives-语言目标a. Key words & expressions 重点词汇和短语For applying: musician, pretend, attach, form, earn, extra, broadcast, humorous, attractive, dream of, to be honest, play jokes on, get familiar with, or so, break up.For comprehending: jazz, choral, folk, rock’n’roll, in front of, rely on, a big hit.For recognizing: determined, intelligent, classical.b. Sentence structuresHave you ever dreamed of playing in front of thousands of people at a concert, at which everyone is clapping and appreciating your music?They may start as a group of high-school students, for whom practising their music in someone’s house is the first step to fa me.Later they may give performances in pubs or clubs, for which they are paid in cash.However, after a year or so in which they became more serious about their work, the Monkees started to play and sing their own songs like a real band.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.However, after a year or so in which they became more serious about their work .They produced a new record in 1996, with which they celebrated their former time as a real band.② Ability goals 能力目标a. Enable the students to understand the details about the passage, and join the correct parts of the sentences together in Exercise 1. (page 35)b.Enable the students to sum up the main idea of each paragraph.(page 35)③Emotion goals情感目标a. Enable the Ss to have a general idea about how a band to be famous.b. Enable the Ss to appreciate and have a basic knowledge of different kinds ofmusic.2) Important & difficult teaching points-教学重难点① Important teaching points-教学重点Control the main ideas and details of the passage.② Difficult teaching points-教学难点Understand some attributive clauses with prep.+which/whom.2. Students analysis学情分析1) Fundamental state基本情况音乐，是学生比较感兴趣的话题，尤其是rap和pop，但是对于classical music 以及folk music，同学们可能有些陌生；教师需要根据学生的情绪，进行适当的引导，让同学们对不同种类的音乐都有所了解，甚至有自己个性化的理解。
Unit 2 Lesson 3 Reading 教学设计高中英语北师大版(2019)选择性必修第一册
Unit 2 Success Lesson 3 Reading课例教学内容：Getting to the top & Reading Club 1 Contribution and sacrifice 话题目标：成功需要奉献和牺牲，也是不同的人生选择主课文Getting to the top文本分析:主题意义：该文为一篇博客，主要内容是一位奥运冠军介绍自己的成功之路和人生选择，展现了她对体育事业的热爱和不畏他人言论力争奥运冠军的人生态度，属于“人与自我”主题。
其主题意义在于引发学生对成功的理性思考，客观地认识他人获得的成功，批判性地审视作者的人生选择。
主要内容：该文从一位奥运冠军的视角介绍她的成功之路和人生选择。
作者通过介绍自己从小到大的亲身经历，阐述了为什么挑战自己的能力极限并一路走向奥运冠军领奖台。
作者先是讲述了由于长期专注于训练而失去和错过的生活，同时也引入了朋友的顾虑，担心她会失去生活只剩一块奥运金牌独自分享。
作者接着分析了自己做出这样选择的原因，并进一步表明要想战胜对手，就要多付出那么一点点，而正是多付出的这一点使她能够达到顶峰。
文体结构：该文是一篇英文博客。
主要由三部分构成：第一部分讲述了外界对作者的质疑，让读者体会到她运动生涯面临着极大地压力，吸引读者了解她选择这种生活方式的原因。
第二部分讲述作者自己内心的纠结，扪心自问，为了追求奥运冠军所做出的放弃是否值得。
第三部分阐述了作者走向成功的原因，即为了奥运冠军做出牺牲的真正原因，证明了自己的人生选择。
语言修辞：作者采用了对比的手法表现面临外界压力时的内心纠结和经过反思后对自己人生选择的肯定。
作者通过几个问句表达了自己内心的痛苦，如：Don’t they know how hard it is to be at the top in sport? Don’t they know what it takes to get there? who am I doing this for? How much is too much? Why am I doing this? How can I be so selfish? What are the sacrifices for? 此外，作者通过自问自答的方式清楚地表达了对人生选择的肯定。
新人教版高中英语必修四Unit4 Body Language Reading教学反思与心得体会
新人教版高中英语必修四Unit4 Body Language Reading教学反思与心得体会在这次县里组织的公开课比赛中，回顾过程，反思总结，收获还是挺多的，有可取之处，也有值得探讨尚需改进的地方。
还有幸观摩其他老师的授课，现将教学反思与心得体会总结如下，由于水平有限，反思与心得体会的内容可能很浅薄，望各位老师多多指教。
反思如下：可取之处：1、个人认为本课堂设计的过程给予肯定，贴切生活的问题开始本单元的话题，利用有趣的图片进行解释body language 进而导入主题，然后进行fast-reading和careful reading，对课文进行理解，有显现的简易知识，也有深度的讨论思考。
最后对课文进行升华，进行思考探讨与表达，学到了什么，为什么这么做，该如何做。
2、课堂设计导入leading in借助于当前话题母亲节, 是否向母亲表达爱意，一来教育学生关爱父母，二来引出交流表达的方式，从而导入主题what is body language，不仅实现了对学生的情感教育，而且很好的导入了本课主题。
3.整堂课完整有序，用贴切的生活图片等形式轻松而幽默，很轻易的就调动了学生参与的积极性；运用各种任务，贯穿整个课堂，使文章理解条理清晰；比较充分调动了学生的参与热情，使学生愿意积极配合完成各个环节，课堂气氛活跃。
4.以学生为主体，培养了学生合作思维与表达能力。
通过身势语的展示和the cultural mistakes的表演很好让学生参与到课堂教学过程中。
利用问题Is the author male or female?等问题让学生进行深度思维，交流想法，表达想法锻炼学生的思维能力与表达能力，从而实现“以学生为本”和“课堂有效性”。
不足之处：1. 学生思考的广度不够，阅读中停留在reading for information较多，而缺少reading for thinking，教学过程中基本上基于信息找寻的问题居多，而进行深入思考的的问题过少而且范围狭窄。
高中英语新教材必修一Unit1 Reading and Thinking 教案
(5分钟)
Step4 Discussion
What are some differences between Adam's school life and your school life?
Differences:
No choice of courses
No social practice
topic
freshmen extra curricular quit
advance
fluent
sign up for
be responsible for
be good at
get used to
keep up with
be well prepared for
so that
it is＋adj./n.＋to do sth.
Book1 Unit 1 Teenage life－Reading and Thinking
对分课堂备课教案（高一年级英语）
课题
Reading and Thinking
上课班级
高一年级八个班
上课时间
2020.10.29-10.30
上课时间
2节课
学习方式
对分课堂
备课教师
高一年级英语备课组
学习目标
1. Todevelop the students’reading ability.
Para. 4 D．Adam chose his extra curricular activities.
二、内化吸收
（10分钟）
Step3 Assimilation
Ⅱ. Scanning
1．Which one of the following courses did Adam NOT choose?
英语人教版高中必修一(新课标)教案Unit 3 Reading and Thinking 教案
Unit 3 Sports and FitnessPeriod 2 Reading and Thinking教材分析本课时的活动主题是“选择你最喜欢的运动员”(Choose your favourite athlete)。
该文本属于杂志文章,有明显的标题特征、结构特征和语言特征。
文章创设的情境,即某杂志社请读者来信选举自己心目中的“体育界的活传奇”( Living Legends of Sports)，在此基础上，使学生能够使用所学知识来评选自己心中的体育传奇明星，并且能够表达自己对“体育精神”的理解，目的是培养学生理性思考和客观评判的思维品质。
另外还应该从这些传奇人物身上领会和感悟做人和做事的道理。
教学目标1. 快速阅读获取有关郎平和乔丹的基本信息；深入阅读了解他们被称为体育传奇的原因。
2. 通过提问引导学生理解某些语言在文本中的含义，如“time seems to stand still, graceful…”等等。
3. 阅读并理解课文各部分的上下文，学习如何说和写sports legend。
4. 通过对比分析，形成判断传奇人物的标准，学会选择自己喜欢的传奇体育明星。
教学重难点【教学重点】1.深入了解郎平和乔丹的基本情况。
2.理解他们被称为sports legends的原因。
【教学难点】理解某些语言在文本中的含义，例如“time seems to stand still, graceful…”等等。
教学过程Step 1 Warming-upLook at some famous sports stars’ pictures and have a discussion about them.设计意图：引导学生欣赏著名运动明星的图片及讨论知名运动员及运动的功能，引出本单元话题，并对本课将要学习的两位运动员郎平和乔丹做好铺垫。
Step 2 Pre-reading1.Work on Activity 1. Look at the titles and pictures, and predict what the text is about.2.Brainstorm: What aspects will be involved when we talk about “living legends of sports”？设计意图：通过浏览图片、标题、小标题以及板式预测文本内容。
2.2 Reading and thinking 教学设计(2)-人教版高中英语必修第一册
【新教材】必修第一册Unit 2 Travelling around 教学设计（人教版）Period 2 Reading and Thinking本板块包括阅读部分Explore Peru和在阅读基础上完成相关的词汇和收集信息练习。
Reading部分介绍的是南美洲国家秘鲁的基本情况。
Reading部分共分两部分，一是关于秘鲁的地理和历史；二是关于介绍秘鲁旅行小册子。
通过学习两个text，学生可以简单了解秘鲁的历史和地理位置，并且掌握主要的旅游信息。
通过回答和课文有关的问题和相关的拓展问题，帮助学生培养捕捉关键信息的阅读能力。
为了顺利完成Reading and Thinking 的任务，学生还要提前做好相关词汇准备。
1. Let students master useful words and phrases related to the text;2. Let students understand the basic information about Peru in geography, history and famous travel destinations;3. Get students to know how to choose travelling destinations according to one’s interest and need.Importance:1.Help the students to master key words and phrases in the text.2.Guide students to grasp important details in the texts.3. Guide the students to grasp methods of reading a travel brochures and an encyclopedic.Difficulty:Guide the students collect useful information form a text.1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.Step 1 Preparation1.the Pacific coast ___________2. South America__________3. the Andes mountains___________4. the Amazon rain forest___________5.the Inca Empire__________6. the famous site_________7. an official language___________8. accommodation___________ 9. destination __________ 10. local Indian culture___________ 11. the architecture___________ 12.local markets___________ Step 2 Warming upGive the students some information about a country and encourage them to guess which country it is. Choose which of the countries is being discussed according to the following information.1)There used to be a famous empire here.2)The country has long coast and famous for its unique scenery3)Part of the country is covered with rainforests.4) It is one of the South American Countries.A. ChinaB. CanadaC. PeruD. Russia ( C)Step 3 Explore PeruBefore carrying out the task, remind the students to pay attention to the tip.Before you read look through the text quickly for titles, headers, pictures, charts and any other information that might tell you what type type of text it is.Task 1 : Encyclopedia or Brochure?Get the students to look through the two passages about Pero while listening carefully.Encourage the students to judge what types of texts they are: encyclopedia or brochure.The first text:It is an encyclopedia because it focuses on basic geographic and historical information.The second text:It is a travel brochure because it mainly introduces local travel information. Besides, there is contacting information at the end of the text.Task 2 : Reading and observingGet the students to read the first text in detail and pay attention to details in its history and then observe the map of Peru to know about its location and geography features.Information from the first text:on the Pacific coast of south Americathree main areasIn the 1400s and 1500s, the center of the powerful ancient Incan empire.Spain took control in the seventeen sixteen century.the official language—SpanishInformation from the second text:Amazon Rainforest Tour:rain foresttraveling by boatexploring the rain forest with a local guideenjoying the plants and animalsMachu Picchu Tour：a four- day walking tour on amazing paths.enjoy the unique Spanish and local Indian cultureCusco Tour:the unique square and local Indian culturethe capital of the Inca Empirestay in local hotelvisit the museumsadmire the architectureenjoy excellent local foodgo shopping at the Local markets.Lake Titicaca Tour:the beautiful countrysidethe new highwaystay with a local Uros familyAn island and the Uros homes made of water plantsTask 4 Complete the passage with the correct forms of the new words from the texts.Get the students to read the passage and fill in the blacks. Remind the students pay attention to the first letters of each words.Cusco is a popular _destination __ for tourists. Because of its ___ unique __place in the history of South America. Cusco was the capital city of the Inca__Empire__ which was the most powerful in South America until the 1500s. There are two especially interesting things to__ admire __ about the Inca civilization. The first is the roads and __paths__, they built to connect their important cities. These Inca roads were made up of two north- south highways and many small roads crossing the mountains east to west. The roads were for Inca soldiers and their ___officials__. Second, the Inca built wonderful cities full of amazingarchitecture, but there were no markets in these cities. One of the interesting questions of history is how the Incas lived without shopping!Task 5 Information collectionGet the students to read the text and fill in the table.Encourage the students to discuss the question below with a partner.Guide the students to use the information in the text to give reasons.Which tour(s) would you recommend for people who enjoy history and culture. Why ?1、通过本节的阅读和思考活动，希望逐渐能够培养学生阅读实用文体，如旅游手册的时候，关注关键信息的能力。
【新教材】2.2 Reading and thinking 教学设计-人教版高中英语必修第一册
Get the students to read the passage and fill in the blacks. Remind the students pay attention to the first letters of each words.
4days
4days
4days
Transport
by boat
on foot
by car / by boat
Accommodation
in the middle of the forest
a local hotel
local home
Activity
explore the rain forest with a local guide.
7. an official language___________8. accommodation___________ 9. destination __________
10. local Indian culture___________ 11. the architecture___________ 12.local markets___________
Before you read look through the text quickly for titles, headers, pictures, charts and any other information that might tell you what type type of text it is.
谈高中英语新教材Reading的理解型任务设计
才的公安现役本科 院校 。经过近三 十年
的 建 设 和 发 展 ， 要 担 负 着 边 消 警 部 队 主 和 出入 境 管 理 部 门各 类 人 才 培 养 、 学 科 研 究 、 术 开 发 和 社 会 服 务 的重 要 任 务 。 技 随着社 会进 步 ， 目前 公 安 边 、 、 部 队 消 警
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的基础 。学 生只 有在掌握一定 的语法 知
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计 问题 ： Ｗｈ ｔｈｐ ｅｅ ｒ ？…‘ ｏ “ ａ ａｐ ｎｄ ｆｓ ｉｔ Ｈｗ
ｄ ｄ ｔ ｅ ｒ ｏ ｅ ｃ ｐ ？ Ｗ ｈ ｔ ｈ ｐ ｅ ｅ ｉ ｈ ｙ ｔ ｔ ｓ ａ ｅ ”“ ｙ ａ ａ ｐ ｎ ｄ
ｔ ｈ ｍ ｅ ｔ ”“ ｈ ｔｄ ｄ ｔｅ ｏ ｔ ｅ ？ ｏ ｔｅ ｎ ｘ ？ Ｗ ａ ｉ ｈ ｙ ｄ ｈ ｎ ”
人教版高中英语新教材Reading for Fun板块的教学
人教版高中英语新教材Reading for Fun板块的教学浙江宁波二中江冰新课程改革的实施使传统的教学思想、观念、内容和课堂教学行为发生了很大的变化。
《普通高中英语课程标准（实验）》（教育部，2003）明确指出高中英语课程改革的主要目的之一是：建立新的外语教育教学理念，使课程设置和课程内容具有时代性、基础性和选择性。
与之相对应的是教材的内容编排也在不断地发展变化，从而更加趋于科学性和合理性。
其中人教版高中英语新教材增加的Reading for Fun板块，就是一大亮点，令人耳目一新。
该板块提供了丰富的课程资源，有利于激发高中学生学习英语的兴趣，促进其心智、情感、态度与价值观的发展和综合人文素养的提高。
一．R eading for Fun 板块的内容与特点Reading for Fun，顾名思义，即趣味阅读，让学生充分享受英语阅读所带来的快乐，从而提高学生学习英语的兴趣与积极性。
从必修模块1到模块5，每单元一篇，Reading for Fun共有25篇，内容涉及诗歌、名言、歌曲、俗语与谚语、绕口令与脑筋急转弯、对话与新闻等。
祥见下表：通过对五个模块的Reading for Fun 进行比较研究后，笔者发现该板块的内容呈现以下特点：1．难度适中，题材多样化，适合高中生的口味。
Reading for Fun 板块的选文大多浅显易懂，很少出现生词。
即使如模块2第二单元“Thoughts on the Coliseum”选自拜伦的长诗“Childe Harold’s Pilgrimage”，编者也做了修改，使之能容易地被高一的学生所理解。
至于题材的多样性，不仅表现在所选内容涉及诗歌、名言、俗语与谚语等，仅仅是诗歌这一题材，编者就花了很多心思，既收录了经典的如拜伦的“Thoughts on the Coliseum”及布朗宁的“Home Thoughts from Abroad”, 也有诙谐幽默的Limericks(五行打油诗)，甚至还有中国诗歌的英译“To Wang Lun”（赠汪伦），使学生充分接触到不同类型的诗歌。
高中英语新人教版精品教案《人教版新课标必修一第三单元reading教学设计》
1.通过阅读让学生掌握一些旅游相关的根本词汇和短语；
2.通过阅读以及老师教授的方法设置问题理解文章内容；
3.通过自己设置问题提升分析问题，理解文章，解决问题的能力；
4.通过小组合作的形式提升学生的合作能力；
5.通过阅读文章理解文章培养学生热爱祖国大好河山的爱国情怀。
教学重点和难点
1．如何让学生准确运用三个出题技巧准确地就文章内容而出题。
教学反思
这节课是阅读课，整堂课围绕着三个基于细节的出题技巧而展开。我觉得完成了本课的教学任务，实现了教学目标。在课堂上调动起了学生学习英语的积极性，全面的训练了学生的听、读、说的能力。与以往的阅读课比起来教法稍微新颖一些。但在学生抢答局部，学生参与度很高，但是场面有点失控，老师应多协调一下。同时后面的总结和作业局部PPT没有跟上，有待改良。
Step4 post reading
教师根据课文内容按照刚刚教授的三个出题技巧编写三个阅读理解的题目
学生在自己编题理解了文章后根据理解正确答复老师所出的三个练习题。
学生可能在编题过程中有所遗漏。旨在通过这个练习使学生进一步加深对文章的理解，也进一步熟悉刚讲过的三个出题技巧。同时培养学生前后联系能力和逻辑分析能力
Step5 homework
教师布置学生利用今天所学的三个阅读理解编题技巧对本单元的using language进行阅读理解题的编写
学生对本单元的using language进行阅读理解题的编写。
旨在利用这个练习使学生进一步熟悉并掌握三个出题技巧，同时还理解了using language里的那篇文章。
Step2before reading
教师利用2021年新课标高考英语B篇的三道细节题教授学生如何基于细节出阅读理解题。
Unit3 Reading and Thinking教学设计-高中英语新教材必修第三册大单元整体教学
Unit3 Reading and Thinking教学设计-高中英语新教材必修第三册大单元整体教学设计+拼图式阅读（视频+课件+教案）一、教学目标1. 初步理解文学作品中的主题和文化内涵。
2. 了解拼图阅读法及其应用。
3. 提高阅读技能，在实践中提高自己的解读能力。
4. 培养学生的文学理解能力和思考能力。
5. 加深学生对英语语言和文化的认识。
二、教学重点1. 文学作品中的主题和文化内涵的解读。
2. 拼图阅读法的应用。
三、教学难点1. 如何使用拼图阅读法进行主题和文化内涵的解读。
2. 如何发挥学生的思考能力，并提高其对英语语言和文化的认识。
四、教学方法1. 形式多样的阅读活动。
2. 拼图阅读法。
3. 小组讨论。
五、教学过程Step 1. 前置知识导入（5分钟）1. 老师通过介绍目前生活中流行的拼图游戏的概念，引出今天的主题——拼图阅读法的应用。
2. 老师介绍本次课的阅读材料《The Last Leaf》，并引出本篇文章的主题——坚韧不拔。
Step 2. 拼图阅读法（30分钟）1. 老师简单介绍拼图阅读法的概念和意义。
2. 老师将文章分成几个段落，将每个段落放在一张与之对应的卡片上。
3. 学生分组，每个小组随机取几个卡片，并在一定时间内阅读这几个段落的内容，并讨论它们之间的联系。
4. 学生将自己组的卡片形成连贯的文章。
Step 3. 主题和文化内涵的解读（30分钟）1. 学生展示自己组成的文章，老师引导学生共同找出文章的主题并分析文章中的文化内涵。
2. 在分组讨论中，学生可以就下列问题进行讨论：- 这篇文章中的主题是什么？- 这篇文章中的文化内涵有哪些，你们从中了解到了什么？Step 4. 知识巩固和小结（10分钟）1. 老师进行总结，强调本节课的重点和难点的解决方法。
2. 老师提供相关的练习，让学生进行实践。
六、课后作业1. 练习解读文章的主题和文化内涵。
2. 制作自己的拼图卡片，并使用拼图阅读法进行解读。
人教版高中英语必修一unit-2-reading教学设计说明
人教版高中英语必修一Unit 2 reading教学设计弦第一．教材本节课教材选取的是必修一第二单元阅读部分。
第二．教学目标1.语言目标●通过对单词的预习及听录音，能够熟读文章中出现的新单词。
●能够在讨论活动中用简单的英语发表自己的看法。
●掌握阅读基本技巧并予以运用。
2.情感目标●让学生认识到英语的重要性，激发学习热情。
●通过对英语发展过程的了解，培养他们的跨文化意识和世界意识。
●通过小组讨论培养团队合作意识。
第三．教学重点及难点●提高学生的阅读技巧——scanning 和 skimming。
由于学生刚从初中进入高中，对高中英语的阅读难度很难适应，因此迫切需要提高阅读技能。
这既是本节课的重点又是难点。
●能读懂文章，了解文章的基本大意及各段落大意。
学会快速找到每段的中心句。
●学会划出阅读理解题的关键词，并能在寻读过程中找到相关信息。
第四，教学过程Step1. Lead-in （6 minutes）课前放首英文歌（when you believe），为接下来的讨论提供信息。
问候完后问一个与学生实际相关的问题：How long have you learned English? 然后引出讨论话题：Why do so many people learn English? 两人一组进行讨论，用短语尽可能多的说出原因。
可在黑板上举个例子：To listen to the English songs，同时写出课前歌曲名字。
两分钟讨论后，让学生给出答案，幻灯片如下展示：然后再问学生：How much do you know about the English language? 再进入本课主题：the road to modern English.Step 2: Pre-reading （3 minutes）用三幻灯片预习本文中的生单词及短语，为阅读扫清障碍。
（对于许多没有做预习的学生来说，这一步是非常有必要的。
高中英语人教新课标必修二Unit2 Reading 教学设计
Unit2 Reading 优教教学设计（一）教学设计设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. So it’s crucial to help students to form a good habit of reading. And the passage is suitable for students to learn the ways of reading: pre-reading, skimming, scanning and careful reading.Pre-reading is designed for students to have a test on the Olympic knowledge by showing interesting pictures with important questions such as: (l) How many sets of Olympic Games? (2) What do the five rings on the Olympic flag stand for? (3) What are the three words that show the spirit of the Olympic Games? (4) How often is the Olympics held? All these questions are in fact related to some important information in the text. Skimming is aimed to help students get the main idea of the text in a short time while scanning focuses on helping students to start learning more about the similarities between the ancient and modern Olympics. During this period students will naturally get some detailed information about the ancient and modern Olympics. By careful reading teachers will help students to know the differences between the two kinds of Olympics. Consolidation is designed not only to help students to get detailed information but also help them to further understand some important sentences which will be considered as key points in Period 3. Therefore post-reading is meant to help them learn to use some useful sentences in this text which in turn benefit them in understanding Period 3, I the next period of this unit.教学重点1. Enable students to master the reading skills such as skimming, scanning and getting detailed information.2. Enable students to learn some knowledge of Olympic Games and the similarities and differences between the ancient and modern Olympics.3. Enable students to further understand the new words and expressions in this passage.教学难点1. Let students master the reading skills such as skimming, scanning and getting detailed information about the Olympic Games.2. Get students to understand the structures and meanings of some difficult sentences.(1) I lived in what you called “Ancient Greece”...(2) Only athletes who have reached the agreed standard for their event will be admitted as competitors.(3) No other countries could join in, nor could slaves or women!(4) There’s as much competition among countries to host the Olympics as to win Olympic medals.自主预习Hello, everybody! Today we are going to learn some interesting knowledge. I guess you must be interested in the Olympic Games, as our country successfully hosted the 2008 0lympics. And you must have learned a lot of Olympic knowledge. However, how much do you know about the Olympic Games?Answer the following questions to see how much you have known about the Olympic Games.(1) How many sets of the Olympic Games are there?Two: the Ser Olympics and the Winter Olympics.(2) What do the five rings on the Olympic flag stand for?The five rings stand for friendship of five continents.(3) What are the three words that show the spirit of the Olympic Games?Swifter, Higher, Stronger.(4) Do you still remember the official mascots for theYes, I do. They’re Fuwas.(5) How often is the Olympics held?Every four years/Every fourth year.思考引导After watching the video, you may wonder why people were excited when they got the opportunity to host the Olympic Games. Would you like to know more about the Olympic Games?(In order to motivate students’ interest in exploring more about the Olympics, a question designed here is very important.)课堂探究Step 1 Reading(This step is designed to guide students to learn the history of the Olympic Games while reading. At the same time, they are expected to know some similarities between the ancient and modern Olympic Games. It is also meant to improve students’ careful reading abilities.)An InterviewPausanias, who was a Greek writer is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.1. SkimmingA. Read the text quickly and give the answer to the following question.What does the passage tell us?(The differences and similarities between the ancient and modern Olympics.)B. Read the text quickly again, and try to find out the similarities between the ancient and modern Olympics.Suggested answers: (1) have running races (2) held every four years (3) no prize money for winners (4) seen as most important competition2. ScanningRead the dialogue carefully and then fill in the blanks.Suggested answers: allowed; role; competitors; competitions; host; medals; further3. Careful readingA. Read the text again and then decide whether the statements are true or false.(l) Both the Summer and the Winter Olympics are held every two years. ( )(2) There are running races in the Winter Olympics. ( )(3) Women were admitted to join in the ancient Olympics. ( )(4) Every athlete took part in the Olympic Games. ( )(5) A11 the competitors compete for money. ( )(6) The Olympics were born in Greece. ( )(7) The 2012 0lympics were held in London. ( )(8) At first, Pausanias think people may be competing for money in the modern Olympic Games. ( )Suggested answers:(1) F (2) F (3) F (4) F (5) F (6) T (7) T (8) TB. Find the differences between the ancient and modern Olympics.Suggested answers: (1) two main sets of Games (2) no women or slaves could take part (3) anyone can take part if they reach the standard (4) competitors from all over the world (5) more than 250 eventsC. Answer the following questions. Pay attention to the underlined words.(l) Who will be admitted as competitors?(2) Why do so many countries want to host the Olympic Games?(3) What do women do in the modern Olympics?Suggested answers:(l) Only athletes who have reached the agreed standard for their event will be admitted as competitors.(2) It’s a great responsibility but also a great honour to be chosen.(3) Women play an important role in the modern Olympics.Step 2 Cracking the difficult points(This step focuses on some key language points. By reading, underlining and understanding some important sentences, students will finally crack the difficult points.)Underline the sentences below in your text and observe them carefully. Try to understand the structures and meanings of the sentences according to the context.(1) I lived in what you call “ancient Greece”...(2) Only athletes who have reached the agreed standard for their event will be admitted as competitors.(3) No other countries could join in, nor could slaves or women!(4) There s as much competition among countries to host the Olympics as to win Olympic medals.Suggested answers:(1) 我生活在你们所说的古希腊……(2) 只有达到他们各自项目统一标准的运动员才会被允许参加奥运会。
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高中英语新教材中 Reading 部分的教学设计与反思
张彦
摘要：阅读课的教学是英语教学的一个重要组成部分，高效巧妙的教学设计决定着阅读教学的成败。
本文就一节高中英语阅读课的教学设计进行分析，反思每一个教学步骤，认可并推荐这种独特新颖的教学方法。
关键词：英语阅读教学设计教学步骤独特新颖
一、引言
阅读教学是英语教学的主旋律。
无论教材怎样变更，阅读始终是英语教学的重点。
然而新课程要求教师必须改变传统的“教教材”，要“用教材去教”，要求教学模式由以往的“以教师为主体”转变到“以学生为主体”，提倡“任务型”教学，关注学生的情感态度价值观。
因此改变传统的英语阅读课的教法，探索高效新颖的教学方法是新课程教学必走之路。
二、一堂英语阅读课教学设计示例
这是一节公开课，讲授的是人教版高中英语新教材高二下册Unit12 Science Fiction 中的阅读课文：Jules Verne: The Father of Science Fiction 。
上课的基本步骤依然是导入，分段，语言知
识讲解以及随堂检测。
给我留下深刻印象的是讲课老师的教学风格：干练、简洁、准确、严谨。
她在教学中引领学生的教学本领显而易见。
课堂开始她先由 Pre-reading 的几个问题导入新课 :
When do you think the inventions in the pictures above were made?
When was electricity discovered and how was it used in the following two hundred years?
In the early nineteenth century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?
Write down five key words that you expected to find in the reading passage below.
通过以上的设问，呈现一系列的科学发明及成就，唤起学生的求知欲，让学生进入思维状态，从而进入课文学习。
整个导入简洁自然，直奔主题。
第二部分分析文章结构，将课文分成三部分：
Part 1 Introduction of Jules Verne;
Part 2 Introduction of “20,000 Leagues under the sea”;
Part 3 Introduction of Journey to the center of the earth 而这节课的点睛之笔是利用重点词汇复述文章。
举例如下：
part 2: Introduction of “20,000 Le agues under the sea”: At the beginning of the book, ships were disappearing. Three people set out to find the sea monster, which turned out to be a submarine. And it was an extraordinary ship: Precious furniture; Glass huge windows protected by thick and iron plates…
第三部分用重点词汇填空，再次熟悉文章内容，并讲解重点词汇，同时区分相似词：”late, later, latest, lately, latter ” ,”late, latter, last”, 解决学生疑问。
最后留有 5 分钟时间供学生提出疑问，并解答。
总之，这是一节成功、完整、新颖、独特的英语课。
它摈弃了传统阅读课中设问、回答的模式，而采取一种关键词连句进而复述课文的独特方法，在引导学生思维并熟悉课文短语的过程中了解全文，从点到面到章，使学生在学习中建立了较为完整的知识体系，与此同时掌握生词及短语在文中的使用。
三、结束语
俗话说，“有比较，就有鉴别”。
笔者在第一次听到这节课时，感受并没有多深，但当自己在以自己的方法完成这节课的讲授之后，
对这节课的感受就截然不同了。
这节课的独具匠心是老师经过长时间的思索才得来的。
课堂上对学生的从容驾御能力更是教师基本素质的体现。
知识讲解清晰、透彻，语言准确流利，体现了教师备课的详尽与细致。
更为重要的一点是学生能主动积极地配合教师完成教学任务，这不正体现了新课程所倡导的“以学生为主体”这一教学思想吗？一节课只有能引起学生的兴趣，能有学生的参与，才是一节真正的好课。
一节好课的标准很多，完整无疑是标准之一，而新颖则是我们追求的另一个目标。
因此在现代教学中新颖的教学方法才是我们追求的目标。
总之，教无定法，在教学的漫漫长路中，只有不停地探索，不断学习，比较，反思，才能领悟教学的真谛。