外研版必修四模块四第一课时reading教案设计

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外研版高中英语必修四 Module1 Reading教案1-新版

Module 1 Reading教案1单元教学内容、目标要求阅读训练课（一）教学内容与学习目的1话题内容：本节课的主题是阅读材料“The City of the Future”,阅读部分通过学生的想象描绘了未来城市的发展前景。

要求学生了解上述内容并掌握有关的词汇，培养相关语言技能。

解决课本P1-P4内容。

2语言知识目标掌握词汇：brick, concrete, mud, alternative, crime, prediction, risky, resource, material, rely, solar, urban, load, landfill, arrest, criminal, fire, limit, outdoors, online, catalogue, command, recreation, bowling, softball, charge, power, flick, switch, surgery, telesurgery, outpatient.掌握短语：for sure, run out, rely on, get rid of, free of charge.语言功能：谈论将来话题：谈论未来生活3语言技能目标说：能复述课文内容，能正确运用一般将来时描述环境。

读：能在阅读中识别新学的词汇、短语并推断出其意义；能读懂课文，获取主要信息并能摘录要点；能阅读和理解来自其他资源的相关文章。

表达与展示：向同学叙述自己所想像的未来生活或城市。

（二）学习策略认知策略：归纳和整理已经学过的和新学习的与生活和环境有关的词汇，短语，类比记忆，并在阅读过程中尽可能多地使用。

调控策略：在阅读过程中不断地提取并加工有效信息，提高阅读效率。

交际策略：在阅读过程中，不断地与同学交往，正确理解对方话语的含义，并做出反应。

资源策略：在阅读课文前以及阅读课文后，通过学习活动与同学交流对未来世界其他方面的看法。

外研版高中英语必修四备课Module 4 Great ScientistsReading 教案

Module4 Great Scientists ReadingPart One Teaching DesignPeriod 1 Reading—The Student Who Asked Questions■Goals●To learn to read passages with the passive voice andby+-ing about great scientists●To learn to read with strategies■ProceduresStep 1: Warming up by defining sciencesBiochemistry: A branch of chemistry studying the chemical behavior in living beings. Biochemistry is not only interested in the individual chemical components but also their vital interplay.Biology: the science that deals with living things. It is broadly divided into zoology, the study of animal life, and botany, the study of plant life. Subdivisions of each of these sciences include cytology (the study of cells), histology (the study of tissues), anatomy or morphology, physiology, and embryology (the study of the embryonic development of an individual animal or plant). Also included in biological studies are the sciences of genetics, evolution, paleontology, and taxonomy or systematic, the study of classification.Botany: the scientific study of plant life. As a branch of biology, it is also sometimes referred to as plant science(s) or plant biology. Botany covers a wide range of scientific disciplines that study the growth, reproduction, metabolism, development, diseases, and evolution of plants.Genetics: scientific study of the mechanism of heredity. While Gregor Mendel first presented his findings on the statistical laws governing the transmission of certain traits from generation to generation in 1856, it was not until the discovery and detailed study of the chromosome and the gene in the 20th cent that scientists found the physical basis of hereditary characteristics.Zoology: The original branches of zoology established in the late 19th century such as zoo-physics, bionomics have largely been subsumed into more broad areas of biology which include studies of mechanisms common to both plants and animals.Chemistry: the science of matter and its interactions with energy and itself (see physics, biology). Because of the diversity of matter, which is mostly in the form of atoms, chemists often study how atoms interact to form molecules and how molecules(分子) interact with each other.Physics: the science of Nature in the broadest sense. Physicists study the behavior and properties of matter in a wide variety of contexts, ranging from the sub-nuclear particles from which all ordinary matter is made (particle physics) to the behaviorof the material Universe as a whole (cosmology宇宙论).Step 2: Before you readPlease go over the word list for this module, paying attention to the pronunciation of the word, the relationship between its pronunciation and its spelling.Step 3: While you read1. Type of writing and summaries of The Student Who Asked Questions2. A diagram of The Student Who Asked Questions3. Complete the article with one word in each blankThe Chinese scientist, Yuan Longping, is a _1_ figure in the rice-growing world. When he was educated in school he was given the _2_ , “the student who asks questions”. From an early age he was so interested in plants that he _3_agriculture in college. As a young teacher he began experimenting in crop breeding. First Yuan Longping _4_ with different types of rice. The results became known in China in 1966.Then he _5_ his search for a special type of rice plant. It had to be male. It had to be sterile. Finally, in 1970 a _6_sterile male rice plant was discovered. This was the breakthrough. As a _7 _of Yuan Longping’s discoveries Chinese rice production rose by 47.5 percent in the 1990’s. There were other _8_, too. 50 thousand square kilometers of rice fields were converted to growing _9_and other cash crops. Following this, Yuan Longping’s rice was exported to other _10_, such as Pakistan1. What does “staple” mean in “In a hungry world rice is a staple food and China is the world’s largest producer”?A. chief or prominent among the products exported or produced by a country or district; chiefly or largely dealt in or consumed.B. basic, chief, or principal: staple industries.C. principally used: staple subjects of conversation.D. important and outstanding2. He studied agriculture in college and as a young teacher he began experiments in _____.A. crop breedingB. feeding peopleC. sterile male riceD. with different types of rice3. He thought that the key to have more rice was by _____.A. experimenting with different types of riceB. asking questionsC. crossing different species of rice plantD. searching for a special type of rice plant4. Finally, in 1970 a _____ was discovered. This was the breakthrough.A. staple foodB. new plant which could give a higher yieldStep 4: After you readYou are going to read the text again and draw a diagram of it. You may use the diagram to retell the story in your own words.。

外研版高中英语必修4全册教案

外研版高中英语必修4 全册教学设计教案目录Module1 Period1 Introduction Reading and Vocabulary Module1 Period2 Function Listening and Speaking Module1 Period3 Grammar PronunciationModule1 Period4 Writing Everyday EnglishModule2 Period1 Introduction;Reading and Vocabulary Module2 Period2 Function;Listening and Speaking Module2 Period3 using languageModule2 Period4 Speaking;Writing;Everyday English Module2 Period5 Cultural Corner;Task;Module File Module3 Period1 IntroductionModule3 Period2Module3 Period3Module3 Period4Module3 Period5Module4 Period1 Introduction and writingModule4 Period2 Vocabulary and ReadingModule4 Period3 Function;Grammar 1，2Module4 Period4 Listening;Pronunciation；Speaking Module5 Period1 introduction; Vocabulary and Reading Module5 Period2 Grammar;Function;PronunciationModule5 Period3 Listening;Speaking;TaskModule5 Period4 Vocabulary;Writing;Everyday English Module5 Period5 Cultural Corner；Module File Module6 Period1 introductionModule6 Period2 Vocabulary;WritingModule6 Period3 Reading and SpeakingModule 1Life in the FutureBrief Statements Based on This ModuleThe Analysis of Teaching Contents in This ModuleIntroductionThe topic in this module is “Life in the Future”.Before the class,the teacher may encourage the students to find some pictures of some buildings and bring the pictures to the classroom for use.They may also surf the Internet to find some vocabulary used to describe environment and building materials.To begin this part the teacher may show the students the pictures in the book and carry out an activity of asking and answering questions using the questions the book provides.The teacher may also have a brainstorm in the class with the help of the questions given.In Activity 2 the teacher may show the students such words as “brick”“concrete”“mud” and so on.Explain some if necessary.After that the teacher may encourage the students to talk about the pictures they bring to the class in groups using the words they learned in this part.At the end of this lesson the representatives will be asked to act out their dialogue.Reading and VocabularyThe teacher may list the new words or ask the students to find the new words in the course of previewing the text.By guessing from the whole context they will have a good sense of enlarging their vocabulary and this is very important in learning a language.The main idea of this passage is about the City of the Future.While reading this passage,some reading strategies are necessary:skimming—fast reading to find out the general idea of the passage as well as the answers to one or two questions;scanning—careful reading to look for important facts;guessing—try to guess unknown words from the context,understand the author’s attitude and ideas from the context and understand the intention.In the teaching of the reading,the teacher can organize different reading activities according to the content of the text on purpose to train the above reading strategies and help them develop good reading habits from the very beginning.FunctionThe function of this module is “talking about the future”.Through the reading of the extracts from the City of the Future the students may have a better understanding of when to use with countable nouns and when to use with uncountable nouns.Some explanation from the teacher may be involved if necessary.And Activity 2 can act as a kind of consolidation.Listening and SpeakingIn this part the students’listening and speaking abilities are trained.First the students are encouraged to use their imagination to a full extent and draw a picture of their future home and then have a discussion.Thus speaking can serve as the warming up of listening.Through listening the students may have a better understanding of the future home.GrammarThe grammar in this module is the future continuous.The future continuous is formed with will be and the -ing form of the verb.Its function is to make predictions,i.e.it describe a situation which will be in progress at a given moment in the future.To make the students clear,the teacher had better give students some exercises for consolidation.PronunciationThe pronunciation in this module is stress.The teacher may choose a short paragraph from thepassage and then ask them to find the stressed words themselves.After that you may play the tape for the students to listen and check their answers.WritingActivity 1 is a preparation of writing.The students may be encouraged to read the passage to learn about how to make predictions.Through this activity the students can master some ways to tell about the future things and some words as well.In writing what they will be doing in ten years,the teacher may teach them the steps:first make an outline and write down some key words;the next step is to exchange their works with their deskmates for suggestions;the last step is correction.Everyday EnglishFirst encourage the students to do this activity individually and then check with a partner.To consolidate it,the teacher may ask the students to make up a dialogue using the phrases in this part.Cultural CornerThis part introduces to us people’s predictions about the future.These predictions has turned out to be absurd,so it is very interesting to read and thus attract the students.However,it can also make the students think about this question:How do we treat the development of the world?In dealing with this part the teacher may decide the Teaching Methods.If time permits,intensive reading is necessary;but if not,extensive reading,fast reading or skimming is also OK.TaskThe task of this module is to describe one’s ideal house for the future.You may first ask the students to draw a picture of the house and a plan of the rooms inside.And then the students are encouraged to say what each room in the house is and any interesting features it will have.The better ones may demonstrate their works to the whole class.Module FileThis part is a summary of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Five Periods for TeachingPeriod 1:Introduction;Reading and V ocabularyPeriod 2:Function;Listening and SpeakingPeriod 3:Grammar;PronunciationPeriod 4:Writing;Everyday EnglishPeriod 5:Cultural Corner;Task;Module FilePeriod 1Introduction;Reading and VocabularyThe General Idea of This PeriodBefore this period the teacher may ask the students to prepare some pictures of different kinds of buildings and look up some words describing building materials in the dictionary for future use.After that we will learn some new words that can be used to describe the building materials.In dealing with Activity 2 the teacher may have a brainstorm among the students and make them speak out the names of different building materials in English.Multimedia is of great help in leading in this part.The task of Activity 3 is to discuss what their school is made of.The teacher may encourage to talk about the pictures they bring to the class in groups using the words they learned in this part.At the end of this lesson a representative will be asked to act out their dialogue.As for Reading and V ocabulary,first the teacher may list the new words or ask thestudents to find the new words in the course of previewing the text.By guessing from the whole context they will have a good sense of enlarging their vocabulary and this is very important in learning a language.The main idea of this passage is about the City of the Future.Through this article not only will the students predict the prospect of our world but also they will fully develop their imagination.Teaching Important PointsEncourage the students to talk about building materials.Teaching Difficult PointsLead the students to speak out the English names of some building materials.Teaching MethodsIndividual work,pair work to get every student to participate in class.Teaching AidsSome pictures,multimedia & a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Encourage the students to know how to describe a building.Make sure the students use simple English to have a discussion.Process and StrategiesTrain the students speaking ability through individual and pair work.Feelings and ValuesThrough the study of this module the students will surely have a better understanding of the trends of the development of the world.Meanwhile,they can know about the necessity of sustainable development.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,Sir!T:Now I’m very glad to see you here—in my class.I hope we will enjoy staying with each other.Let’s start our cooperation with Module 1 Life in the Future.Please look at the picture in our textbook.What is it?S:I think it is a building.T:Then where do you think it is?S:Perhaps it is in a big farm.T:Good!And would you like to live in it?S:I imagine a lot of fun living in it.T:Do you know what kind of building materials the building is made of?S:Yes.Judging by the color of the building,it is made of stone.T:Very good!What other materials do you know?Can you speak out the names of the building materials in English?S:The building materials we are familiar with in our daily life include aluminum,brick,concrete,glass,mud and so on.(The teacher listed the names on the blackboard.) aluminum brick concrete glass mud plastic rubber steel stone woodT:Yes.Well done!Now please try to use the building materials on the blackboard to completethe following sentences.1.__________is a very light metal.2.__________is a very strong material.3.Both __________and __________come from trees.4.__________is light,strong,very popular,and man-made.5.__________are often used to build walls.6.__________is very strong and is used in many modern buildings.7.__________is wet earth.8.__________is a natural hard material.9.__________is used to make windows.(The teacher check their answers.)Suggested answers:1.Aluminum2.Steel3.rubber,wood4.Plastic5.Bricks6.Concrete7.Mud8.Stone9.GlassT:All of you did very good jobs!T:Now that we have known so much about building materials,now let’s talk about our teaching buildings:What materials are the teaching buildings made of/from?(Pair the students to discuss the school.Ask them to make a list and then call back answers in a whole-class setting and list the answers on the board.)T:Well done.Step 2 Fast readingT:Now let’s come to Reading and Vocabulary.Suppose you are traveling to “A City of the Future”,please imagine what you will see there.What will be different from a present city?S:I think in the future world the schools are different from now.Internet-schools will take over the present schools.T:Good imagination!S:Solar energy will take the place of gas,coal,electricity and so on.S:...T:Very good!Now according to your imagination please tick the topics you think will mention.And then read the passage to check your ideas.(After a few minutes check their answers.)Suggested answers:alternative energy crime shopping environment entertainmentT:Good job!Now please read the text fast and then try to answer the following questions.(Show the following on the screen.)1.What is for sure about the cities in the future?A.They are getting bigger before they get smaller.B.They are getting smaller before they get bigger.C.They are getting more and more smaller.D.They will keep the same as today.2.Will a man get his telephone number in the future?A.When he is 18 years old.B.When he is 14 years old.C.When he gets married.D.When he was born.3.Which is not true in the year 2025 according to the text？A.no smokingB.batman netsC.garbage shipsD.car powered by wind4.Why do people care more about the environment in the future?A.Because they can use recycled materials.B.Because they have improved the sense of environment.C.Because the earth’s natural resources run out.D.Because there are more people in the world.5.What can you do in the year 2025?A.You can go shopping in the malls.B.You can entertain freely.C.You have to go to hospital to get operated.D.You can smoke in your own room.Suggested answers:1.A2.D3.A4.C5.BStep 3 VocabularyT:While reading you have learned some new words,right?Please read the words on the screen after me!Pay attention to the two words where the stress doesn’t fall on the first syllable:disability,recreation.(Show the following on the screen.)clinic disability mall net online outdoors recreation run out solar surgery urban T:Now you may read the passage quickly again and try to make sense of the words according to the context.The sentences on the screen may be of help to you.Match them with the words or phrases.1.a problem which prevents you from doing something__________2.not in a building__________3.from the sun__________4.free time activities,such as sport and entertainment__________5.you can use this to catch a lot of fish at the same time__________6.through the Internet__________7.a place where you can get medical treatment__________8.to do with town or city life__________9.a shopping centre__________10.to use up or finish completely__________11.medical treatment in which the doctor cuts open your body__________Suggested answers:1.disability2.outdoors3.solar4.recreation6.online7.clinic8.urban9.mall10.run out11.surgeryT:Here are more exercises:match the words and phrases in Box A with those in Box B.Aarrest carry out load recycle rely on waste(v.)Balternative energy criminals huge spaceship material natural resource operation (After a few minutes check their answers.)Suggested answers:arrest animals,carry out operation,load huge spaceship,recycle material,rely on alternative energy,waste natural resources.T:Please read the passage one more time and spot the words or phrases in the text which mean these things.(Show the following on the screen.)1.not a wise thing to doa risky business2.someone who needs medical treatment but doesn’t need to stay in hospital__________3.remove__________4.old people__________5.you don’t have to pay for something__________6.a hole in the ground filled with garbage that can’t be recycled__________Suggested answers:1.a risky business2.outpatient3.get rid of4.senior citizens5.free of chargendfillStep 4 Intensive readingT:Just now we have caught the main idea of this passage.Now please read this passage carefully.While reading,please try to find out the answers to the following questions.You may discuss with your deskmate.(Show the following questions on the screen.)1.What have students in a Texas University done?2.Where will garbage ships go?3.Who will batman nets catch?4.Where won’t people be allowed to smoke?5.How will people go shopping?6.What number will people keep for life?7.What won’t people have to pay for?8.How will cars be different?9.What will the doctors do from a distance?10.Where will old people go without moving?(The teacher may ask the students to ask and answer the questions in pairs.)Suggested answers:1.They have thought how to run a city in 2025.2.To the Sun.3.Criminals.4.Within a city’s limits.5.Online.6.Their telephone number.7.Recreation.8.They will be powered by electricity.9.Surgery.10.Anywhere in the world.T:Wonderful jobs,all of you!Step 5 DiscussionT:In the passage we have learned some predictions about the city of the future.Now discuss in groups of four the following questions:1.Which prediction is the strangest?2.Which prediction is the most useful?3.Which prediction will come true first?4.Which prediction will come true last?(Call back the ideas from different pairs,one at a time,and ask the rest of the class to comment on them.Try to encourage a discussion.)Step 6 Summary and homeworkT:This period first we learned about some building materials.And then we read an article about the city of the future.In the article we learned quite a lot of new words.Above all,we have mastered the usages of the words.What’s more,we carried out a discussion about the topic.After class,please memorize the new words we’ve learned and choose a question in Activity 7 to give your own idea.That’s all for today.Good-bye,everyone.Ss:Good bye,teacher.The Design of the Writing on the BlackboardModule 1Life in the FutureThe first periodalternative energy crime schools public services shopping environment traffic weather entertainmentRecords after Teaching__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________Activities and Research1.Encourage the students to think of more building materials.2.Lead the students to add more topics to the list.Reference for TeachingLanguage Points1.mention v.提及,提到n.提及,说起Nobody mentioned anything to me about it.没人跟我提过这事儿。

外研版高中英语必修四高一英语《M4U1Reading1》教学设计

高中英语学习资料madeofjingetieji课堂设计指导思想：本堂课是以听、说、读为主的阅读课。

阅读课旨在培养学生依照不同样的阅读目的使用不同样的阅读策略的能力，从文章中获取和办理主要信息的能力，理解文章主旨和作者妄图的能力以及经过上下文进行整体理解语篇的能力。

本篇阅读资料是一位中学生依照研究性活动写成的一篇说明文。

学生应在阅读本文的基础上掌握说明文的阅读策略，认识说明文由三大部分组成。

即：导入主题，支撑主题的细节资料和结论。

同时，学生可以在第一课时学习的基础上学习广告的基本知识。

Teaching aims:1.To get a general idea of the whole text.2.To train gist-reading skill and learn the main point of each paragraph of the text.3.To be familiar with the detailed information about the text.4.To master the reading strategy for expository writing.Teaching procedures:Step 1Lead-inThe students are encouraged to have a brainstorming about advertisements in order to review what they have learned before the class and get more knowledge related to advertisements.【设计说明】让学生对广告一词进行脑筋风暴，可引导学生在复习第一时的授课内容的基础上，激活学生脑中相关广告的图式，拓展与广告相关的知识，并自然流畅地导入本课主题。

Step 2Before-readingThe words-matching exercise can help the students to review the new words and pave the way for the coming reading comprehension.【设计说明】经过简单的练习设置检测学生对新学词汇的理解, 为下一步的阅读理解铺设道路。

高中英语 MOdule 4 Reading教案外研版必修1 教案

Module 4 A Social Survey--- My neighbourhood教学设计一、教材分析The emphasis of this period will be placed on the important new words, expressions in the part of V ocabulary and Reading. And get the students to find out the meaning of the text, then give some explanations about them , and offer practice to make students master the important words of usage.To consolidate the contents of the reading passage , students should be required to retell the text in their own words .In order to arouse students’ interest , th e teacher can hold a petition.二、教学目标1.知识目标Get the students to learn and grasp the following important useful new words and expressions in the part2. Students can get the details by reading and guessing in the context in pairs.2.能力目标1) Improve the S s’ ability in reading.2) Train the Ss to grasp the mean idea of the text and can analysis the pound sentences.3.情感目标Students will feel more confident and prouder of their hometown.三、教学重难点Emphasis:Get the students to grasp the new words and learn to speak using the new words and expressions.Difficult point: Get the students to guess the meanings of the new words in the context and paraphrase some sentences.Teaching methods: municative, interactive, task-based四、学情分析本部分以两个学生对话的形式介绍某某的有关知识。

外研版高中英语必修4 Module1 Reading精品教案2

Module 1 Reading精品教案2
一、教学目标
（一）．知识与技能：
A．听录音的过程中能识别新学词汇和短语并猜测出主要意思
B．阅读课文过程中能找出主题句并快速的总结出段落大意
C．讨论过程中正确运用所学新词和短语，并发挥学生自己的想象力进行预测，同时正确运用一般将来时态
（二）过程与方法
1、利用多媒体手段营造积极和谐的教学气氛，是学生轻松愉快地投入到情境中，充分调动学生的积极性，引起学生共鸣。

2、在运用语言的过程中培养学生的观察力，分析力，想象力和自学能力，帮助学生加强记忆力，提高思维能力及综合运用能力，激发学生创造力。

3、通过思考讨论培养学生的创新意识和主动性。

（三）情感态度价值观：
通过课文学习和讨论活动与同学交流对未来世界前景的看法。

了解世界发展的趋势，增强世界观意识和时代责任感，培养学生乐观的生活态度，让学生懂得未来美好生活是要通过勤奋学习才能创造出来的。

二、教学重点
1、扩大学生的词汇量并训练学生的听，读，说能力
2、理解文章主题大意及细节信息
三、教学难点
1、.利用跳读，略读等阅读技巧识别关键词和主题句，掌握文章主题思想。

2、理解文章结构框架及复述课文（retell the text）。

3、如何使学生积极主动地参与到教学活动中来，大胆地说，自主地演练。

四、教学方法
1、Task-based method (任务型教学法)
2、Interactive Method (互动式教学法)
五、教学手段：多媒体辅助教学
六、教学过程。

外研版高中英语必修四Module 4Great ScientistsReading教案1

Great ScientistReading & writingTeaching goals:1.To improve the students’ writing skills2.To improve the students’ scaning and skimming ,reading skills3.To make students learn more about the scientistsDifficult points:1.How to improve the improve t he students’ writing skills step by step.2.How to let the students understand the passage easilyTeaching methods2.Discussion methods to make the Ss understand what they’ve learnedin class.3.Pair work of group to get every student to take part in theteaching-and-learning activities.petition and role-play method to arouse the Ss’ interestTeaching aidsThe multi-mediaTeaching proceduresStep 1 Homework checkingP5, Ex 3., P44, UsinStep 2. Warming up1.Get 1-2 Ss to report to the class information of Copernicus( Who is he? What achievement did he make? When? …)2. BackgroundNicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he wasin no hurry to publish his theory. He only published it as he lay dying in 1543.Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time.3 Get Ss to give the names of the nine planets of the solar system . Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune PlutoCan you use a good method to memorize them ?M y V ery E asy M ethod: J ust S et U p N ine P lanetsStep 3 Reading ----Copernicus’ Revolutionary Theory (P6-7)1. Fast reading: Listen to the tape, and find out the answers to the questions.1). What did Copernicus think was the center of the solar system?2). When did Copernicus publish his theory?3) Why didn’t C opernicus publish his theory before he died?2. Reading comprehensionP7. e the reading to help you draw the two theories of the universe. Before Copernicus’ theoryA diagram showing the solar system with the earth at its centre Showing Copernicus’ the oryA diagram showing the solar system with the sun at its centerStep 4. Persuasive writing1. Please refer to P8 Learning Tip2. Writing Task: P7. Ex3. (write a short letter asking Copernicus to publish his ideas so everyone can read them)Go over the steps and try to follow them (P7-8)3. Offer a period of time for Ss to write a draft4. Get several Ss to read their writing to the class, T gives some comments5.Give a sample writingOne possible version:Dear Nicolaus Copernicus,I am a student studying astronomy and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons.I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the certre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need a new theory.I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know youworry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.So I hope you will feel you can publish your new theory.Yours sincerely,Zhang HuaStep 5. Homework1 Revise the composition and hand it in tomorrow.。

外研版必修4 Module4教案

Module Four Great ScientistsPeriod OneTeaching content:Introduction & Reading and V ocabularyTeaching important points:1.Motivate the students to work together;2.Help the students to understand the passage better;3.Learn and master some important words and phrases in this period.Teaching difficult points:1.Help the students learn the story of Yuan Longping and his contribution to China as well as the world;2.How to help the students improve their reading ability and understand the passage better;3.How to master the important language points in this passage.Teaching procedures:Step 1 Lead-inThere are many great scientists in China and other countries.Now,please give some examples.In China,we have Qian Xuesen,Li Siguang,Yuan Longping,Wang Xuan,Cheng Jinrun and so on.In other countries,there are Stephen Hawking,Marie Curie,Albert Einstein,Thomas Alva Edison and so on.OK,this module,we will talk about this topic:Great Scientists.Step 2 Introduction1.Activity1 on P31Read through the given information to understand and try to answer the questions.Then compare the answers and explain if necessary.Suggested answers:Qian Xuesen:"father of China`s aerospace(['eərəu,speis]n.航空航天学/工业)" and "king of rockets"Marie Curie:physicist;discovered Polonium and Radium(1898);Nobel Prize(1903/1911) Archimedes:"father of integral calculus"(['intiɡrəl]adj.构成整体所必需的;['kælkjələs]n.微积分(学))(阿基米德) Albert Einstein:mathematical physicist;Theory of Relativity(1916);Nobel Prize(1921)2.Activity2 on P31Read through the given information to understand and try to match.Then call back the answers from the students and explain if st read out the words aloud together in class and review the definitions individually and quietly to understand them better.*3.Activity3 on P31This part can be omitted for our students.Step 3 Pre-readingNext we will read about a famous Chinese scientist.First let`s review some words related to the passage.[Activity3 on P33]Read through the given information to understand and try to match.Then compare the answers and explain if st read out the words aloud together in class.Step 4 While-reading1.Fast readingFirst,look at the title of the passage to guess what it is about.(About a special person,maybe,a great scientist.) Next,skim the text as quickly as you can to get the main idea and try to find answers to the following questions directly in the text;Call back the answers and explain if necessary.Questions:1)What kind of student was Yuan Longping when he was young?2)What way did he think to produce rice more quickly?3)What did he discover?4)How important was the discovery？Suggested answers:1)He was a student with lots of questions and he was interested in plants.2)By crossing different species of rice plant, then he could produce a new plant which could give a higher yield than either of the original plants.3)He discovered a naturally sterile male rice plant in 1970.4)Chinese rice production rose by 47.5% in the 1990’s.There were other advantages.50,000 square kilometers of rice fields were converted to growing vegetables and other cash crops. Yuan’s rice was exported to other countries.His rice’s yield is much greater than the yield of other types of rice grown in Pakistan.2.Careful reading[Activity 2 on P32]Read through the text carefully to get more details and then finish Activity 2 on P32;Call back the answers and explain if necessary.Now write a different title for the passage.Give your reasons.【The Father of China`s Hybrid Rice.Because the passage mainly tells us Yuan Longping`s life and his contribution to development of Chinese hybrid rice.】nguage points【Ref:Notes to the text】Go through the text with the students together to explain some language points.Step 5 Post-readingGo through the text again individually and quietly to understand it better and then finish Activity 4 on P33. 【Pay attention to Learning to learn.】Step 6 Summary and Homework1.Summary: Summarize what they have learned in this period.2.Homework: Reading on P87-88 in workbook.Appendix: Notes to the text1.As a result of Yuan Longping`s discoveries Chinese rice production rose by 47.5 percent in the 1990`s. ▲rise by 增加了rise to 增加到e.g:This term,the number of students in our school has risen by 300 to 2800.2.50 thousand square kilometers of rice fields were converted to growing vegetables and other cash crops.▲convert…to / into…把…转变成；转变，改变(to prep.)e.g: That factory converts iron to steel.那家工厂把铁转变成钢。

外研版book4module1reading教案

Book4Module1 Language Points 一、教学目标、方法和手段概述二、教学流程设计三、课时作业1. Remember the words , and recite the sentences.2. Finish the related exercises （附与模块相关的练习，见下面）附：Module1 反馈练习单词短语：1. 替换的，供选择的2. 逮捕，拘留3. 费用，价钱4. 命令，指令5.开火，启动6. 开关，交换，调换7.造成……形状8. 最后，终于9. 预测v.10.范围11. 依赖，依靠12. 装，装载13. 危险的，冒险的14. 失去能力，伤残15. 系，贴，连接16. 乐观的17. 无疑地，确定地18.肯定地19. 一出生20. 依靠21. 除掉；处理掉22. 免费23. 管理一个城市24. 装载25. 做手术26. 轻轻一按开关27. 绑在……上28.用完完成句子：1. No one knows （肯定地）, and（做预测）is a risky business.2. In the future, care for the environment will become very important as earth’s natural resources （用完了）.3. We will also have to （更多地依赖）alternative energy.4. （为了摆脱）garbage problems, the city will load huge spaceships waste materials.5. No smoking will be allowed . （在未来的城市内）6. Everyone will be given a telephone number （出生时）that will never change (无论他们生活在什么地方).7. All forms of recreation will be provided (免费) by the city.8. It will be possible to change the color of cars . (轻轻一按开关)选择:1. ______ garbage problems, the city will load huge spaceships with waste materials and send them towards the sun, ______ landfill and environmental problems.A. To get rid of; to preventB. Getting rid of; to preventC. To get rid of; preventingD. Getting rid of; preventing2. ______ will be possible to change the colour of cars at the flick of a switch.A. ThisB. WhatC. ThatD. It3. Senior citizens and people with disabilities will be able to go anywhere in the world using high-tech cameras ______ to their head.A. adjustedB. attachedC. adjustingD. attaching4. Football fans often make a about which team will win the coming match.A. professionB. preparationC. predictionD. progress5. We should think of a way to ______ people’s fear about natural disasters.A. get rid ofB. get along withC. run away fromD. come up with6.______ enters the computer rooms should take off his shoes in order to keep them clean enough.A. WhoB. WhoeverC. WhatD. Whatever四、课时评价设计1. 自我评价：说说学习过程中自己特别感兴趣并有帮助的三项活动，说出这些活动在哪些方五、教后记期中模块考试，大家的成绩虽然不是太理想,但是结束后的现在，大家学习的情绪却异常的高涨起来，这是一件令人兴奋地事情，单词的记忆，从默写的效果来看，还是令自己感到有些欣慰的。

必修四Module1 Reading教案

environment
traffic weather entertainment
to find out the main idea of each part
shopping
Parts
Main Idea
Part 1 ( Paragraph 1)
Part 2 (Paragraph 2-12)
Step 3 Careful Reading
1. Match the words with their meanings.
clinic
disability mall
run out online
outdoors
recreation net
solar surgery
urban
nபைடு நூலகம்t
1. a problem which prevents you from doing something 2. not in a building 3. from the sun 4. free time activities, such as sport and entertainment 5. You can use this to catch a lot of fish at the same time 6. through the Internet 7. a place where you can get medical treatment. 8. to do with town or city life 9. A shopping center. 10. to use up or finish completely 11. Medical treatment in which the doctor cuts open your body. 2. Try to match the words and phrases in the two boxes. Answers arrest criminals carry out operation load huge spaceship recycle material rely on alternative energy waste natural resource 3. Find the words or phrases in the text which mean these things. Answers: 1. a risky business 2. outpatient 3. get rid of 4. senior citizens 5. free of charge 6. landfill Step 4 Post-reading Group work: Discussion: Will the city of the future look like What? Step5 Homework Write a composition to describe the life in the future.

高中英语新课标外研版必修4教案Period1Introduction;ReadingandVocab

Module 2 Traffic JamBrief Statements Based on This ModuleIntroductionThe topic in this module is “Traffic Jam ”.This section introduces to us the vocabulary of all kinds of transportation and it includes three activities.To begin with,the teacher may ask the students a few questions,such as “How do you usually get to school?”Or you may present to the class the pictures of all kinds of means of transportation.The teacher may then have a brainstorm of means of transportation in the class with the help of the pictures.To activate the atmosphereof the classroom,the teacher may encouragethe students to compete with one another in speaking out the means of transportation they are familiar with.In Activity 2,the teacher may encourage the students to carry out a survey among the class about what kinds of transportation they use in their daily life.The students may use the questions in Activity 3 to make up a dialogue about a traffic jam.Finally,the teacher may ask some good ones to present their dialogue to the class.Reading and VocabularyThe main idea of this passage is about Getting Around in Beijing.First the teacher may ask the students to read the text quickly and grasp the main idea.After reading it,the students may work in pairs exchanging their ideas on the question “Who might find the information useful?”The teacher may then elicit the answers from the whole class.In Activity 2 the students may beencouraged to ask and answer questions in pairs to deepen their understanding of the text.As for Activity 3 the teacher may list the new words or ask the students to find the new words in the course of reading.First make the students guess from the whole context the meanings of these new words,and make some explanations if necessary,which is of great help in deepening their impression of the new words.Then the students may do the exercises on their own.If the class is good enough,the following methods are better:book closed,the teacher speak out the definitions of some new words and the students speak out the new words.In this way,not only thestudents'listening ability is trained,but also their memorization of the new words is consolidated.Time permitting,some exercises of consolidation are needed.For example,the teacher tells the students a sentence containing a certain new word and encourage the students to retell and at the same time point out the new words in the sentence.Besides,in the teaching of reading,the teacher can organize different reading activities according to the content of the text on purpose to train the above reading strategies and help them develop good reading habits from the very beginning.FunctionThe function of this module is “giving advice ”.First the teacher may ask the students to read the sentences listed and encourage them to find out the sentence structures of expressing giving advice.In Activity 2 the teachermay first pair the students to discuss the issue,and come up with a list.Finally call back the answers.If several pairs have chosen the same city,try to open a discussion about whether they think the advice is good or not.If everyone has chosen the same city,you may wish to make a board list of the advice and discuss it.To raise the atmosphere of the whole classroom,you may act as the role of a tourist and divide the students into two groups and make them act as the role of the guides.The guides give advice to the tourist and the guide who raises more advice will be the winner.Listening and SpeakingIn this part the students'listening and speaking abilities are trained.First the teacher may encourage the students to read the four topics and tick the topics they think they will talk about.This is actually a pre-listeningactivity,which can stimulate the background information from the students.The next step is to listen and check whether their predictions are true.In Activity 2,there are five pictures.In dealing with this part the teacher had better encourage the students to ask and answer questions according to the pictures.And then the tape is played for the students to check their answers.Activity 3 and 4 may serve as aconsolidation.VocabularySome compound words used to describe urban transportation are introduced in this section.It is suggested that more compound words shouldbe introduced.The teacher may first list the compound words and then ask the students to read aloud the words after himself or herself.To make the students more familiar with the structure of these compound words,the teacher might as well elicit the word formation in the students.And if necessary,the teacher may add some.Ask the students to do Activity 1 and 2.Finally,call back the answers from the whole class,having one student read the definition and another provide the compound word.PronunciationThe pronunciation in this module is liaison.The teacher may choose a short paragraph from the passage and then ask them to find the liaison words themselves.After that you may play the tape for the students to listen and check their answers.GrammarThe grammar in this module is Imperatives.The teacher should try to acquaint the students with the definition of Imperatives.The Teaching Procedures are as follows:first the teacher may list the meanings of each sign on the blackboard and then make the students to match the signs with the meanings.To make them aware of definitions you'd better choose the functions from the sentenceslisted.Activity 2 is an applied activity.To deal with it the teacher may prepare some pictures beforehand for the students to talk about the meanings of some traffic signs.Activity 3 is a combination of speaking and grammar.Through this partnot only will the students'speaking skills be trained,but also they will have a better understanding of the positive form and the negative form of imperatives.To make the students clear about it.The teacher had better give the students some exercises for a consolidation.SpeakingCombined with the listening section,this part broadens the topic of this module.It is suggested that this part should be dealt with after listening.In Activity 2 the students are requested to use why not to make suggestions.In dealing with this part the students may work in pairs,one saying the sentencesin the text and the other saying a related sentence using the sentence structure —”Why not ？”.Activity 3 can be a preparation for Activity 4.Two students work in pairs talking about the traffic problems in their city.To activate the atmosphere of the class,a competition may be carried out.The problems can be taken down for the subsequentdiscussion,in which the students worked in groups of four putting forward the solutions to the questions they have raised in Activity 3.The key words had better be written down.Finally,the teacher may ask some representatives to report to the whole class their methods and suggestions to improve the traffic problems.WritingThis section is closely related to the topic of this module.Activity 1 is actually a pre-activity,which has two roles.It is very helpful for the students to acquaint themselves with the vocabulary and sentences related to the topic ofthis module.Besides,theproviding some questions make them know what to write themselves.This activity can be divided into the following steps:the students read the passageand answer the questions individually;work in pairs asking and answering questions;the teacher raises the last question to inspire the students with the structure of the passage.Before writing the teacher had better make the students read the passage once more.Ask them to plan their writing by listing the problems and possible solutions.They may exchange work with a partner for peerchecking of language,structure and content.Time permitting,the teacher may ask a few good ones to read their work to the whole class.Everyday EnglishThis section requests the students to make sense of the four English expressions listed.First encourage the students to do this activity individually and then check with a partner.Call back the answers from the wholeclass,having one students read the original sentence,andanother the paraphrase.Toconsolidate this section the teacher may say some sentences or phrases similar to the ones they learned in this part and then ask the students to paraphrase them.Cultural CornerThe passage in this part introduces to us the Congestion Charge the London government adopted in order to lessen the stress of traffic problems.To start with,the teacher may ask the students some questions.Withthe questions in mind,the students may read the passage quickly.In answering them,the teacher may divide the students into a few groups.The Teaching Procedures can be planned according to the level of the students and the time permitted.If the students are good enough and the teaching time is abundant,activities can be carried out fully in class.Otherwise,some Teaching Procedures may be omitted or done after class.TaskThe task of this module is to complete a poster giving advice to visitor to a city or a town.The teacher may encourage the students to ask and answer questions using the questions listed in the text book or even come up with their questions themselves.They had better try to set as many questions as they can and provide solutions.The solutions may be written down in the form of key words for the writing of the poster.Remind the students to use proper modifiers to make the poster more attractive.The better ones may demonstrate their works to the whole class.Module FileThis part is a summary as well as a self-assessment of this module.It may help the students to know whether they have mastered the main points or not.If time permits,the teacher may have a revision of this module by analyzing this part and consolidate it with some exercises.Five periods for teachingPeriod 1:Introduction;Reading and VocabularyPeriod 2:Function;Listening and SpeakingPeriod 3:Vocabulary;Pronunciation;GrammarPeriod 4:Speaking;Writing;Everyday EnglishPeriod 5:Cultural Corner;Task;Module FilePeriod 1 Introduction;Reading and VocabularyThe General Idea of This PeriodThe topic in this module is “Traffic Jam”.The Introduction introduces to us the vocabulary of all kinds of transportation and it includes three activities.To begin with,the teacher may ask the students a few questions.Or you may present to the class the pictures of means of transportation.The teacher may then have a brainstorm of means of transportation in the class with the help of the pictures.To activate the atmosphereof the classroom,the teacher may encouragethe students to compete with one another in speaking out the means of transportation they are familiar with.In Activity 2,the teacher may encourage the students to carry out a survey among the class about what kinds of transportation they use in their daily life.The students may use the questions in Activity 3 to make up a dialogue about a traffic jam.Finally,the teacher asks some good ones to present their dialogue to the class.This part may serve as a warming up of the passage,of which the topic is Getting Around in Beijing.First the teacher may ask the students to read the text quickly and grasp the main idea.After reading it,they may work in pairs exchanging their ideas on the question“Who might find the informationuseful?”The teacher may then elicit the answers from the whole class.In Activity 2 the students may be encouraged to ask and answer questions in pairs to deepen their understanding of the text.As for Activity 3 the teacher may list the new words or ask the students to find the new words in the course of reading.First make the students guess from the whole context the meanings of these new words,and make some explanations ifnecessary,which is of great help in deepening their impression of the new words.Then the students may do the exercises on their own.If the class is good enough,the following methods are better:book closed,the teacher speak out the definitions of some new words and the students speak out the new words.In this way,not only the students'listening ability is trained,but also their memorization of the new words is consolidated.Time permitting,some exercises of consolidation are needed.For example,the teacher tells the students a sentence containing a certain new word and encourage the students to retell and at the same time point out the new words in the sentence.Teaching Important PointsEncourage the students to talk about means of transportation.Help the students make sense of the whole passage.Teaching Difficult PointsLead the students to talk in class actively.Deal with some difficult Language Points.Teaching MethodsIndividual work,pair work to get every students to participate in class.Teaching AidsSome pictures,multimedia & a blackboard.Three Dimensional Teaching AimsKnowledge and SkillsMake the students master some new words.Encourage the students to participate in class actively.Make sure the students make sense of the passage.Process and StrategiesTrain the students'speaking ability through individual and pair work.Train the students'reading skills.Feelings and ValueThrough the teaching of this period know about the present situations of traffic in cities at home or abroad.Meanwhile,their sense of environment and civic virtue will be aroused.Teaching ProceduresStep 1 Lead-inT:Good morning,boys and girls!Ss:Good morning,Sir!T:Today we are going to learn Module 2 Traffic Jam.Here I have a question for you.Would you like to tell me how you usually get to school everyday？S:I usually get to school by bike.S:By bus.T:Good!And can you name some other means of transportation?S:Motorbike.S:Boat.S:Taxi.T:Very good!Anything else?S:Truck!S:Underground.S:...(The teacher lists the names on the blackboard.Explain some new words.> bike boat bus coach helicopter motorbike taxi trolleybus truck undergroundT:Do you know the word “coach”?S:Would you please explain it to us?T:Of course.Look at the picture.Can you describe it in simple English?S:Let me try.Is it a long distance bus?T:Kind of right.It is a bus,usu.with a single deck,carrying passengers over long distances.In old times,it refers to a large four-wheeled carriage pulled by horses and used for carrying passengers.T:Please look at another one.What is it?Would you like to describe it?S:I think it is quite like an electric bus.T:Quite right.It is a bus powered by electricity from an overhead cable.Its name is“trolleybus”.T:Now that you have known so many means of transportation,please match some of the words with their definitions.(Show the following on the screen.>1.It 's a bus used for long distances.2.It 's got two wheels and it's fast.3. This bus is connected to electric wires.4. You must pay to use this car.5. ____________________________________________________ Thi s is the suburban railway.It's usually under the city. ________________6.It 's slow,cheap and has two wheels.(The teacher check their answers.>Suggested answers:1. coach2.motorbike3.trolleybus4.taxi5.underground6. bikeT:All of you did very good jobs!T:Now with your partners carry out a survey by asking and answering questions concerning means of transportation.For example,which means oftransportation do you prefer?Do you always take a bus to school?After that you may complete the following chart using ticks.(Show the following on the screen.>I travel by every day sometimes often neverBikeBusMotorbikeTaxiTrolleybusUnderground(train>T:Now you may discuss with your deskmates the following questions: (Show the following questions on the screen.>1. Have you ever been stuck in a traffic jam?2. Where were you doing?3. How long were you in the jam?4. What did you do then?5.If you haven 'tmet a traffic jam,can you imagine what will happen in it?T:After the discussion you may organize your answers into a short passage of a traffic jam.(After a few minutes call back their answers.>Step 2 Fast readingT:Just now we talked about a traffic jam.Now let 's come to the passage in Reading and Vocabulary.Read the passage and say who might find the information useful.(After a while.>S:I think the tourists to Beijing will find it useful.T:Very good!T:Read the passage quickly again and find the answers to the following questions:(Show the following on the screen.>1. How easy is it to find a taxi in Beijing?2. What color are most taxis?3. What's the problem with buses?4. Which is the best bus for tourists?5. How many people can get in a minibus?6. What are the advantages of the underground?7. When does it close at night?8. What can you visit in a pedicab?(After a few minutes check their answers.>Suggested answers:1. Raise your hand,and a taxi appears in no time.2. They are red.3. They are often very crowded.4. The 103 bus.5.12 people.6.It 's fast and convenient.7.It closes at 11:00 pm.8.They narrow alleys of old Beijing.T:Good job!While reading,you must have come across some new words.Can you guess the meanings of them?Please read the passage once more.This time please read it carefully and then match the words in the box with their meanings.Step 3 VocabularyT:While reading you have learned some new words,right?Please read the words on the screen after me!Pay particular attention to the words where the stress doesn't fall on the first syllable:destination,receipt,return and around.(Show the following on the screen.>cab destination fare get around passenger permit(n.> receipt return(n.> route rush hour seat single(n.>T:Now you may read the passagequickly again and try to make sense of the words according to the context.The sentences on the screen may be of help to you.Match them with the words or phrases.1. ____________________________________________ t o go from one place to another _________________________________2. ____________________________________________ a person who uses public transport ________________________________3. _________________________________________________(a ticket for> a two-way journey ____________________________________4. _________________________________________________ theroad the public transport service uses regularly _________________5. _________________________________________________the busiest time of day _______________________________________6. _________________________________________________the price of a ticket __________________________________________7. _________________________________________________(a ticket for> a one-way journey ____________________________________8. _________________________________________________the place you want to go to ___________________________________9. ____________________________________________________ a document which shows you have paid for something ________________10. ________________________________________________a place to sit __________________________________________________11. ________________________________________________another word for taxi ____________________________________________12. a document which gives you the right to do somethingSuggested answers:1.get around2.passenger3.return4.route5.rush hour6.fare7. single 8.destination 9.receipt 10.seat 11.cab 12.permitStep 6 Summary and HomeworkT:This period first we learned about different means of transportation.And then we read an article about the means of transportationin Beijing.In the article we learned quite a lot of new words.Above all,we have mastered the usages of the words we learn.Besides,we carried out a discussion about the topic.After class,please memorize the new words we learned.That's all for today.Good bye,everyone.Ss:Good bye,sir.The Design of the Writing on the BlackboardModule 2 Traffic JamThe first periodcab destination fare get around passenger permit(n.> receipt return(n.> route rush hour seat single(n.>Record after TeachingActivities and Research1.Ask the students to write definitions for the means of transport not included above;boat,bus,helicopter,truck.2. Have them ask each other“Do you ever...?”questions and answer using the chart.They could then report back to the whole class.Reference for TeachingLanguage PointsI.get around四处走动；到处旅行传播When he was young,he used to get around in the city by bike.他没事的时候喜欢骑着自行车在城里到处逛。

外研版高中英语必修四备课Module 4 Great ScientistsReading教案

外研高中英语必修4Module1Reading and vocabulary说课

Module 1 Life in the Future说课标：《新课标》倡导任务型教学模式，即让学生在教学活动中参与和完成真实的教学任务，从中体验学习的快乐。

因此我采用“任务——探究——创造”型教学方法，让学生在有趣，开放式的语言环境中，学会观察，思考，讨论和总结，在“用”中发展思维能力、创新意识和各种语言应用能力；整合发展学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的素养，培养学生综合运用语言的能力。

开展课堂探究是培养学生综合语言运用能力的最佳手段。

所以在我的教学设计里，每一个教学活动中都有情景创设，学生探究，学生处理问题和巩固训练等环节。

说教材：本教材为同学们提供探究式，发现式，任务型等多种学习方式，为大家提供语言应用的平台。

遵循“为用而学，在用中学，在学中用，学而能用”的原则，力图使学生逐步获得独立学习和自主学习的能力。

Module 1 Reading and Vocabulary 是一篇介绍未来城市的文章，同时引入与管理城市有关的词汇，是典型的信息输入载体。

我尝试把传统的阅读课与写作课相结合起来，以训练阅读微技能为主、听说能力为辅，最终以写作为途径，本节课将采用课标所提倡的“任务型教学”，侧重于提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，同时培养学生自我完成任务的能力和策略，我将联系信息能力及多元智能来谈谈我Module 1 Reading and Vocabulary 的教学设计。

三维目标：1.知识和技能：1)Make students master some words about future age2)Encourage students to participate in class activity.2.过程和方法1) Train students speaking ability through individual and pair work.2)Learn what the city in the future will be3.情感和价值观.1) Trough the study of this module, not only will the students’ speaking ability be improved, but also they get to know the future life.教学重点：重点词汇：concrete, alternative, crime, prediction, risky, resource, rely, urban, arrest, criminal, limit, command, recreation, charge, power, switch, surgery, telesurgery, disabilily, attach, definitely重点短语：for sure, run out, rely on, get rid of, place order, free of change, in charge of, attach to, use up, for a start, on the way out重要句型：1.What will the city of the future look like?2.To find out what young people these about the future of urban life,…3.To get rid of garbage problems, the city will load huge spaceship with wastematerials.教学难点:1.How to help students to master as many words to describe future life.2.How to have them talk about future life.3.How to foster students cultural awareness教学方法：讨论法，讲授法，演示法，练习法相结合，同时开展自主性学习的小组活动，使合作、探究与独立思考相结合，最大程度地优化学生的学习方式，提高课堂学习效果；课堂教学设计采取“P—T—P”自主学习立体模式（Pre-task－Task-cycle－Post-task）说学生：本节课授课的对象是高中一年级的学生，学生想象力丰富，能把城市管理中涉及的问题都想到，而且很容易能掌握本模块的词汇，但是用英语把想象的未来描绘出来却是有些困难。

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二、教学课题
高中阶段的课文学习多侧重于对文章结构的把握，对文章内容的理解。本单元围绕great scientists,首先让学生对各领域内的科学家所做的贡献有所了解。本单元第一篇课文介绍的是杂交水稻之父”--袁隆平的生平和事迹，同时阐述了他从事这项工作的重要性及所取得的成就。通过学习科学家的生平及事迹，激发学生学习动机，树立正确的人生观、价值观，帮助他们树立远大的理想。
2.toretell the text according to some key wordsfrom the text.
3. to understand the details about the text.
三、学能目标
After learning the text, studentscan know what characteristics of great scientist are,talk about something about Yuan Longping and write a composition similar to this one.
Step1:Warming up(Using PPT to show some great scientists, e.g. Darwin, Hawking, Edison, Archimedes and so on).
Step2: Fast reading (Finding the main idea of each paragraph).
Para4◎His discoveries have brought in great profit
Para5◎The yield of the new hybrid riceis much greater than that of
other types of rice grown in Pakistan.
Knowledgehard workpersistence
Beliefresponsibilitypatience
Intelligenceinterestcuriosity
opportunity
Homework:Write a brief introduction to YuanLongping
Hints(提示)
The Chinese scientist, Yuan Longping, is …
He was … in China.
As a boy he was … As a college student ... And as a young teacher ...
He thought that the key …
本课通过多媒体技术，让学生充分了解课本人物袁隆平，对科学家的学习，生活，成就，贡献等有所了解和感悟，在掌握课本知识基础之上，又激发学生的学习兴趣和内在动力，树立长远理想。此外在学习语言知识、训练语言技能、提高语言交际能力的同时，加强了对学生的品格素养的培养，也陶冶了学生的情操。
为了提高自己的教学实践，现在对该节课做如下反思。通过学习课程标准，我对课文结构与语言点有了更明确的认识了，这节课的教学设计是按照课文的逻辑安排顺序来写的，共包含五步，分别是:
Archimedes阿基米德Charles Darwin达尔文James Watt瓦特
Marie Curie居里夫人Zhang Heng张衡Stephen Hawking霍金Albert Einstein爱因斯坦
2.通过了解世界粮食日(World Food Day）WFD引起话题------袁隆平
Aim to fight against hunger and poverty and arouse people’s awareness of protecting food
Task 1.Tick the topics mentioned in the passage.
Education BirthplaceChildhood Habit
Experiments AchievementsMarriage Hobbies
Task 2.Look through the passage and find out the main idea for each paragraph.
2.重点理解句：
（1）In the rice-growing world, the Chinese scientist, Yuan Longping, is a leading figure.
（2）He thought there was only one way to this ---by crossing different species of rice plant, and then he could produce a new plant which could give a higher yield than either of the original plants.
Task 2 :Tell what Yuan did according to the timeline after reading the third and fourth paragraph.
As a boy, ______________.
As a college student, ______________.
As a teacher, ______________.
In 1966, ______________.
In 1970,______________.
Task 3:Read the last two paragraphs with questions.
What are the results of his discoveries?
Para6◎As a boy, he was called“the student who asked questions”.
Step 3.Carefulreading
Task1:Read the first two paragraphs and do a close test.
In a hungry world , _____is the ______food and it is grown in many other countries besides China. In the ___________world ,Yuan Longping is a ______________. Yuan was ___________in China and showed great interest in_______ from an early age. As a young boy, he was called “_______________________________”
Step 1Look at the title and guess what it is about.
Scan the whole passage:
Can you think of another title?
Step 2.Fast Reading:read the passage quickly and silently
三、教材分析
本文是外研版B4M4great scientists的第一篇课文the students who asked questions。本文一共分为6段，可划分为3个部分。分别从袁隆平的生平，所付出的努力，所取得的成就以及成就的影响来加深学生对人物的理解。
一、语言目标
1、词汇和短语
Staple, leading, figure, educate, agriculture, breeding, species, original, breakthrough, support, production, convert, export, quality, quantity, bring up, as a result of, cash crop
3 Discuss what the students can learn from Yuat scientists的相关教学材料，找到很多相关材料如了解袁隆平资料。通过对比与自己对教材的理解，确立了重难点及讲课思路。然后根据课堂教学需要，从泛读与精读结合的方式加强学生对课文的理解。
Step3:Careful reading (Fill in the blanks according to the text and tell what Yuan did according to the timeline, answer the questions).
外研版必修四模块四第一课时reading教案设计
高一肖瑞良
一、教案背景
1，面向学生：√中学□小学
2，学科：英语
3，课时：1
学生课前准备：
a、预习本课内容所涉及的目标词汇。
b、根据词汇能预测本文所讲内容。
c、通过提前查阅了解关于伟大科学家的知识。
d、根据预习能初步形成自己对文章的理解，并总结自己不明白的地方。
教学重点：
1To understand the structure of the text.
2Tocomprehend the text.
教学难点：
1 Understand the importance of scientists’ achievements.
2 Is the title of the passage suitable? If not, write a new one and give the reasons.
Para1◎As a young teacher, he began experiments in crop breeding.
Para2◎He discovered a new type of rice.