M6U3 Reading(黄桂红)

合集下载

牛津译林模块六第三单元 M6U3 Reading(实用课资)

general ideas
课堂教育
17
Skimming Reading Comprehension I
1. Which country is Waled from? He is from Brunei.
2. Where does Peter come from? He comes from the UK.
3. What does Ma Li think about learning about cultural differences? She thinks that it is a good way to understand more about each other.
课堂教育
18
Careful reading to solve
课堂教育
12
Important words: wedding, Korea, ensure, permit, reception, bride, prohibit, offence, alike,
congratulate bridegroom accustomed
Important phrases and sentence structures:
课堂教育
1
《刮痧》讲述了以美国为背景的环境中，以中医疗法“刮痧”为线索来展现中西文化差异或者说是矛盾。
Can you think of any customs that are different in different countries?
课堂教育
2
Festivals Look at the pictures and decide which
take off, get accustomed to sth,

Book+6_U3_教案新部编本课时3Reading+2

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校牛津高中英语教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计——教案单元：Unit 3 Understanding each other板块：Reading 2作者：丁荷花Thoughts on the design:本节课是在理解课文的基础上的语言学习和运用。

在语言学习过程中，没有一定的词汇，就无法与他人进行任何有意义的交流。

历来有许多语言学家都力陈词汇在语言学习中的重要性。

新语言学习通常包括老师讲解与例释和学生操练巩固。

所以本节课的目的主要是帮助学生扫清生词障碍，对重要的知识点进行多种形式的训练，如：通过上下文猜词，设置符合学生的语言情景，进行对话，翻译，挖词填空等练习来增加语言的灵活运用，达到积累语言知识并能培养学生对语言的运用能力的目的，为今后的英语学习打下夯实的基础。

Teaching aims:After learning this part, the students will be able to:1.retell the cultural differences mentioned in the passage;2.try to remember useful vocabulary and sentences;3.master them by doing some practice.Teaching procedures:Step 1: Revision &Lead-in (PPT4-6)Fill in the blanks according the passage and try to retell the short passage:Mali has to do her homework on 1)_________ differences. So she goes to the student center to interview others and find some 2)____________ she needs.There is the same 3)__________ in the UK and the USA when they get presents. They like to open them as soon as they get them. There are many differences in wedding ceremony between different western and 4)__________ countries. In Korea, guests are surprised to find that they had a live5)________ and a 6)___________ which are supposed to 7)__________ bad spirits away from the wedding 8)__________. Hens are thought to 9)__________ luck for marriage.In Brunei, a male guests has to sit with the 10) ___________and the other men and a 11)_________ guest has to be with the bride and the other women in a different area. What’s more, if you go to Brunei, you should point with your 12)_____ instead of your first finger, which can cause 13).__________.Bonfire Night is a 14)_________ that happens with plenty of fireworks. So remember when in Rome, do as the 15)_________ do.[Explanation]这项任务的设计主要为了整理上节课所学内容并将重要词汇放在上下文的语境中加以运用。

高中英语选修6unit3reading课

高中英语选修6unit3reading课标题：高中英语选修6 Unit 3 Reading课的教学设计与实践一、引言高中英语选修6 Unit 3的主题是"A Healthy Lifestyle"，而阅读部分是这个单元的核心内容。

通过这个阅读课，学生将了解什么是健康的生活方式，以及如何养成这些习惯。

本文将探讨如何设计并实践这个阅读课的教学。

二、课程设计1、教学目标本节课的目的是让学生了解健康生活方式的定义和重要性，并掌握相关的阅读技巧，如略读和扫读。

同时，通过小组讨论和个人报告等形式，培养学生的口语表达和合作学习能力。

2、教学内容与步骤教师将引导学生进行略读，找出文章的主题和主要内容。

然后，学生将进行扫读，寻找与主题相关的具体信息。

在这个过程中，教师将提供一些阅读策略，如猜测词义、推理判断等。

接下来，学生将进行小组讨论，分享他们的阅读理解和找到的信息。

在这个环节中，教师将鼓励学生们用英语交流，以提高他们的口语表达能力。

学生们将准备个人报告，向全班同学展示他们的阅读理解和研究成果。

教师将提供一些指导，以确保报告的内容和语言质量。

三、教学实践在具体的教学实践中，我将采用以下方法：1、激活学生的前知：通过提问和讨论的方式，了解学生对健康生活方式的理解程度。

2、教学策略：通过略读和扫读的练习，培养学生的阅读技巧。

同时，通过小组讨论和个人报告等形式，培养学生的口语表达和合作学习能力。

3、学生活动：组织学生进行小组讨论和个人报告等活动，鼓励他们用英语交流，提高他们的口语表达能力。

4、反馈与评价：对学生的阅读理解和报告进行评价和反馈，帮助他们提高阅读和口语表达能力。

四、结论通过这个阅读课的教学设计和实践，学生们将更加深入地理解健康生活方式的定义和重要性，并掌握相关的阅读技巧。

他们的口语表达和合作学习能力也将得到提高。

这对于他们未来的学习和生活都具有重要的意义。

标题：高中英语必修三Unit 2 Reading在英语学习的海洋中，我们继续探索着必修三的第二单元——“Reading”。

高二英语M6U3Reading教学案设计2

高二英语M6U3Reading教学案陆建玉Teaching aims:1. Improve the students’reading ability by fast-reading and detailed-reading2. Enable the students to know about cultural differences and have right attitudes towards cultural differences3. Help the students understand the use of examplesTeaching procedures:Step 1: Lead-in1. Show some pictures about greeting ways in different countries.2. Ask them what kind of ways of greeting they are.3. Why do people in different countries greet each other in different ways?----Cultural differences4. Can you think of other customs that are different in different parts of the world?Step 2: Fast reading1. Read the dialogue quickly to answer three questions.1) Which country is Waled from?2) Where does Peter come from?3) What does Ma Li think about learning about cultural differences?2.Tick the topics mentioned in the passageStep3: Detailed reading1. Lines 7-13 Presents2. Lines 14-32 Customs of a wedding in Korea and Brunei1). (L14-22) the wedding in Korea2). (L23-32) the wedding in Brunei3. Lines 35-37 Guesture4. Lines 38-40 Shoes5. Lines 41-52 Bonfire NightStep4: Consolidation: Task-based readingStep5: Reading strategyUnderstanding the use of examples:---To explain concepts and ideas---To support arguments---To be used as interesting storiesStep6: DiscussionDo you think it necessary or not to learn about cultural differences? Why?---Benefits of learning cultural differences---The right attitudes towards cultural differencesStep7: Writing假如你是马丽，从与网友韦德和皮特的交谈中得到一些文化差异的例子结合自身情况，以文化差异为题完成一篇作文。

高中英语_Module6 Unit3 Reading教学设计学情分析教材分析课后反思

Unit3 A Healthy LifeFocus: ReadingTeaching aims:1.To help the students to get more information about smoking.2.To improve the students’ reading, speaking and problem-solving abilities.3. To encourage the students to form a good habit of living. Teaching difficulties:1. To improve the students’ reading and speaking abilities .2. To express themselves with the language learned in class. Teaching aids:1. Multimedia2.RadioTeaching procedures:Step1: PresentationShow themselves by presenting the preview.Step2: Warming up and leading inTalk about a movie about smoking and lead in the new topicAim: T o activate the students’ knowledge and interest by collecting the students’ideas.Step3: Predicating.Predicate the teaching material according to the topic.Aims: 1.To draw the students’ interest.2.To improve the students’ predicating ability.Step4: Skimming for the main ideaRead the passage quickly and try to get the main idea.Aim: To improve the students’ skimming ability.Step5: Scanning1.Read Para3 carefully with one question.2.Discuss in groups to design questions about the problems caused by smoking.3.Show opinions about how to quit smoking.Aims: 1. To get the knowledge related.2 .To train the students’ scanning ability.Step6: UsingHave a discussion on how to quit smokingAims: 1.To activate the language that the students have learned2. To get feed back for teachers3. To achieve the emotional aimStep7: Careful-readingRead the text carefully and silently with tasks. Then solve them by co-operation.Aims:1.To lead the students to enjoy the difficult but beautiful sentences.2.To help the students to meet with the entrance exam.Step8:ConsolidationPlay the game “Happy Dictionary”.Aims: 1.To consolidate what they have learned in this class.2.To improve the students’ ability of using.Step9: Summing upSummarize what they have learned by the students themselves.Step10: Homework附：教学依据：新课程标准的理念主导思想：自主合作创新教学方法：任务型教学法，预测型教学法学习方法：自主展示法，合作讨论法教师角色：参与者，组织者，引导者学情分析通过我对学生的平时的观察和了解，他们具备一定的英语学习的能力，并且本篇文章的话题并不陌生而且贴近生活，他们能很好理解文章的中心，以及如何影响自己的生活。

英语《M6U3Reading Cultural differences》教学实践报告(一等奖)

《M6U3Reading Cultural differences》教学实践报告（指导思想，设计方法等说明）In this period, we are going to read an Internet chat room conversation about cultural differences. After the reading, the students will get some information about different cultures in different countries, and arouse their interest in cultural differences.During the reading, their reading abilitiy is expected to be trained by reading, listening, speaking and writing. Meanwhile, in Reading Strategy, functions of the use of examples are introduced to the students, which they may use in the future to help them have a better understanding of reading materials and improve their reading ability.一、实践过程Step 1: Lead-in1.How do Chinese people greet each other in formal situations?2.Have a test . Check if the students know something about different ways of greetings.3.So besides greeting ways what other cultural differences do you know?Today we are going to read a dailogue related to cultural differences.Step 2 Fast reading1.Skim the conversation and answer some questions2.Listen and spot the examples that are mentioned in this dialogue.Step 3 Detailed readingPart One (lines1-18)Part Two (lines 19-29)Part Three (lines 29 to 46)Part Four (lines 47-64)Step 4 Consolidation1.Task-based reading2. DebateDo you think it necessary or not to learn about cultural differences? Why3. Writing假如你是马丽，从与网友韦德和皮特的交谈中得到一些文化差异的例子结合自身情况，以化差异为题完成一篇作文。

牛津高中英语M6U3Reading.ppt

Fast reading:
1. 2. 3. 4. 5. 6. 7.
Pick out the topics mentioned:
Thanksgiving eye contact open presents wedding traditions table manners gesture of pointing take off shoes before entering one’s house 8. color of clothing
Bonfire Night
how
food
Consolidation
Task-based reading
In dealing Westerners consider it with ( rude )not to open a presents present when given one.
In the wedding traditions
greeting ways
body language
wedding customs
Cultural differences
Fast reading
Please go through the dialogue quickly and then answer several questions. 1. Which country is Waled from? 2. Where does Peter come from? 3. What does Ma Li think about learning about cultural differences?
Welcome to our class
Lead-in
How do Chinese

外研版英语选修六Module3reading

Words and phrases: important and difficult Sentence structure: long and complex
Passage understanding: ask questions
统编版优秀公开课课件下载PPT课件外研版英语选修六Modu le3rea ding（共16张 PPT）人教版部编版
people who need it 5. something organised by a school to make
money
统编版优秀公开课课件下载PPT课件外研版英语选修六Modu le3rea ding（共16张 PPT）人教版部编版
统编版优秀公开课课件下载PPT课件外研版英语选修六Modu le3rea ding（共16张 PPT）人教版部编版
统编版优秀公开课课件下载PPT课件外研版英语选修六Modu le3rea ding（共16张 PPT）人教版部编版
统编版优秀公开课课件下载PPT课件外研版英语选修六Modu le3rea ding（共16张 PPT）人教版部编版
FSiohnladvreeouyytooyuuorruoorwwonnwqqnuuqeeusstetiisootnniossn.. s.
I remember the first time I met Roy. He was standing in the centre of a group of boys, and he was telling a joke…
…A.…Ro…y b…eg…an…to…ste…al …mo…ne…y b…eca…us…e o…f h…is …fat…her…’s …dea…th …B.…He…wa…s …add…ict…ed…to…co…mp…ute…r g…am…es…bu…t h…ad…no…m…on…ey …C.…It w…as…no…t R…oy…w…ho…sto…le…mo…ne…y …………………… ………………………………………………………

高中英语选修六第三单元Reading教学ppt课件

1.Exercise contributed to James’ granddad’s
continued good health.
ቤተ መጻሕፍቲ ባይዱ
(T )
2. James’ granddad wanted to persuade
James to give up smoking.
(T)
3. James’ granddad wrote to tell James
7. According to the letter, James’ granddad B .
A. didn’t give up smoking B. used to be a member of the school football
team C. wrote down the advice from his experience
prepare yourself, be determined, relax and keep trying.
Tips the harmful effects of smoking
For smokers
1. terrible damage to heart and lungs 2. difficulty in becoming pregnant 3. yellow fingers ends and terrible smell 4. unable to enjoy sports as much
Lastly, you can become mentally addicted. It is difficult to give up but if you try, you can manage . Smoking does harm to smokers and nonsmokers . James’ grandfather also offers some suggestions . Such as

选修6Unit3Reading教案

Unit3 A healthy life--Reading教学目标知识目标：(1) 掌握阅读的方法和技巧，让学生了解抽烟上瘾的原因及对戒烟的劝告(2)掌握文中“it”的用法能力目标：能较好地运用泛读和精度的阅读技巧，准确地从文中找到关键信息。

德育目标：(1)引导学生摒弃恶习，远离有损身体的活动，养成良好的生活习惯，成为健康的人；(2)关爱生命，关爱健康，学会竞争和合作，建立自信心和集体荣誉感。

情感目标：通过学习调动学生的学习积极性，让学生树立正确的世界观和人生价值观。

教学重点：提高学生对英语学习的兴趣和积极性，较好地掌握泛读和精读的方法。

教学难点：如何让学生较好地掌握泛读和精读的方法，便把所学知识运用于高考中。

教学方法：(1) 以学生为主体，教师为主导，泛读和精读相结合。

(2)采用讨论、协作、探究、竞争的教学模式，引导学生灵活运用所学知识。

(3) 评价激励表运用于教学：即对小组在整节课中的综合表现给打分让组与组之间有个比较，从而达到激励上进的效果。

如下表所示：G代表Group; 根据班级情况可分成8个小组Teaching proceduresStep1: Greetings and Lead-in(1) Are you healthy?(1) What’s a healthy person?A truly healthy person should be healthy in bothbodyand mind.A healthy life should include physical and mental health.(2)show some pictures to the students.( 设计意图：通过提问和图片展示引出本节要讨论的话题—戒烟。

)Step2：Fast-readingReading Comprehension ILet the students fast read thethe passage and then answer the following question.(1) What’s the main idea of the passage?Answer:James’ grandfather wrote to him to give him some advice and encourage him to quit smoking.Reading Comprehension IIMatch the paragraphs with the main ideas. Discussion in pairs.The main ideas:A. Jm of ames’ problesmoking.B. Telling some different ways of becoming addicted.C. The writer’s hope for his grandson and advice on stopping smoking.C. The writer’s hope for his grandson and advice on stopping smoking.D. Tell us the harmful effects of smoking.E. From the life the writer is living ,we know the importance of healthy life.Answers:Paragraph 1—E Paragraph 2—A Paragraph 3—B Paragraph 4—DParagraph 5—C（设计意图：训练学生积极参与、协作、竞争的能力）Reading Comprehension IIIGo through the first two and the last paragraphs.1.Who did write the letter?2.whom did the letter write to ?3.what is the purpose of the letter ?Answers:1.James’ grandfather; 2.James3.To give James some advice and encourage him to quit smoking设计意图：训练学生跳读的能力和技巧。

m6U3_Reading 1

牛津高中英语教案设计Background of the teaching plan(教案背景):本节课是牛津高中英语模块6第三单元Reading的第一课时，是以阅读为主的课文教学，所有教学设计都是围绕这篇阅读而进行，旨在帮助学生加深对文章的理解，培养学生获取信息和处理信息的能力，从而培养和提高阅读能力。

在教学过程中，通过网页课件的形式将英语阅读的学习任务有机融入信息技术，学生课前在网上搜寻与文化差异有关的网页并保存，在课堂中把英语学科知识的学习和能力的培养与信息紧密结合起来。

全班共有7个学习小组，通过自主学习和小组合作学习培养学生自主、合作探究的学习精神和良好的学习习惯。

Module 6 Unit 3 Reading I（教学课题）An analysis of the teaching materials（教材分析）:本节课是牛津高中英语模块6第三单元Reading的第一课时，本单元围绕一个话题—相互理解。

Reading部分包括一个对话和阅读策略，课文展示的是一个发生在网络聊天室里的有关文化差异的对话，三个对话的学生分别来自中国，文莱和英国。

所有教学设计都是围绕这篇阅读而进行，让学生带着问题进行阅读，用略读和寻读的方式来回答一些针对文章的主旨大意和细节内容。

完成课本提供的多样的阅读练习，旨在帮助学生加深对文章的理解，了解一些不同国家的文化信息，培养学生获取信息和处理信息的能力，帮助学生学会如何如何恰当地谈论文化差异并进行跨文化的交流通过阅读。

指导学生运用阅读策略“如何更好地理解文中所举的例子”，并将这种策略运用到实践中去，以便能更好地理解文章，从而培养和提高阅读能力。

通过自主学习和小组合作学习完成特定的学习任务。

Teaching objectives(教学目标)I. Knowledge aims（知识目标）After learning this part, the students are expected to learn how to talk about cultural differences and customs and understand the function of examples in reading.II. Ability aims（能力目标）1. To develop the students’ ability to get a general idea and a brief understanding of the given reading material.2. To master the reading strategy: how to make full use of examples while reading. III. Emotional aims（情感目标）1. To enable the students to be cooperative and helpful when working together.2. To help students to develop right attitudes towards cultural differences.Teaching important points（教学重点）To know about cultural differences and to identify the examples.Teaching difficult points（教学难点）To help students develop practical reading skills and master the effective reading strategy.Teaching methods（教学方法）Skimming; scanning; cooperative work; discussionTeaching procedures（教学过程）Step 1: Revision &Lead-inIn China, how do we often greet each other?要求学生列举不同的问候方式，并导入到其他不同国家的问候方式。

选修六unit3reading 教案

Unit 3 A healthy lifeⅠ.教材分析本节课的教学任务是人教版选修六Unit 3 A healthy life 中的Warming up, Pre-reading, Reading and Comprehending 部分。

Warming up部分主要围绕健康问题展开讨论，并提供了几个有关健康的话题（cigarette smoking/Drinking alcohol/Drug taking/Physical fitness/Sexual health/Stress）,同时展示了几张图片，使学生能联想现实中的健康话题，更好引入阅读。

Pre-reading部分通过看标题预测文章大意的方式，激发了学生的阅读兴趣。

Reading部分分为两部分，首先是爷爷写给孙子的一封信，信中82岁的爷爷以亲身体会向孙子介绍了上瘾的原因、抽烟的危害和戒烟的方法，告诫孙子把烟戒掉。

第二部分是有关戒烟的网页，详细列举了戒烟的六种方法：l．制订计划；2．下定决心；3．破除旧习；4．学习自我放松；5．必要时请求帮助；6．坚持不懈。

Comprehending 部分设计了三个练习，讨论部分可以激活学生在读前部分学过的内容，以便对抽烟这一话题作深入讨论。

表格填空主要帮助学生加深对课文内容的理解和巩固，并通过角色扮演让学生们学会运用本节课所学短语，句型，是一种很好的复习方式。

II. 教学设计思路本课设计以“A healthy life”为课堂教学材料，以学生现实生活为出发点和归宿点，旨在培养学生阅读能力及其发展学生的语言实际运用能力。

本设计以学生为中心，运用了图片展示，采用了学生预测文章内容、复述、讨论、学生自读及教师指导阅读等形式，使学生由浅入深，理解课文，同时又提高了学生各方面的能力。

III. 学习任务分析本单元的中心话题时“健康生活”，在阅读这部分，主要谈到了爷爷通过自己抽烟及戒烟的亲身经历对孙子提出很多建议。

讨论部分：我们在日常生活中能做些什么去保护非抽烟者免受二手烟的侵害，尤其是妇女和儿童，又会遇到什么困难，也是学生较为感兴趣并且很想了解的东西，而文章正式给我们解释了这一问题，而且阅读的难易程度适中，学生有一定的学习热情。