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2019-2020年高中英語 Unit1《Tales of the unexplained》教案3 牛津譯林版必修2 Teaching plan Wele to the unit Teaching aims: encourage students to look for relevant information themselves and learn how to reorganize what they think important provide students with sufficient chances to practice their spoken English broaden students’ knowledge related to the topics and arouse their interest Teaching procedures: Preparations for warming-up Warming-up How do you usually spend your free time? Do you like watching TV programs? What kinds of programs do you like to watch most? Are you interested in the program called “Discovery” and why ? Are you curious about mysteries? Have you ever thought of exploring some of the mysteries? ( 這步驟的設(shè)計(jì)旨在激活學(xué)生的思維，設(shè)計(jì)的問題不妨從學(xué)生最熟知的話題、最有內(nèi)容可談的問題入手。建議：教師在設(shè)計(jì)此類問題時(shí)，可拓展部分知識(shí)和有意識(shí)地穿插新詞匯，以滿足一批優(yōu)秀學(xué)生的需求。如教師在完成上面的問題設(shè)計(jì)時(shí)，可以補(bǔ)充一些電視欄目的表達(dá)法。詞匯如 entertainment, recreation, thrilling, amusement, global, economy, finances, ment, analyze, current 等均可以作為詞匯的拓展，讓學(xué)生有個(gè)感性的認(rèn)識(shí)。又如在指導(dǎo)學(xué)生回答最后一個(gè)問題時(shí)，教師可以圍繞“如何才能真正做到探究并且勘探秘密”這一話題，讓學(xué)生們各抒己見。 courage, courageous, confident, leaned 等可以作為詞匯的拓展。) Focusing on the pictures ( UFO ) Have you ever heard seen UFOs yourself? Have you ever read some reports about UFOs in China? Are you interested in UFOs? What does UFO stand for? Are they really from other planets? If you think UFOs really exist, for what reason do you think UFOs visit our planet? ( Yeti ) Where are the Himalayas? What’s the weather like there? Why do some people make great efforts to climb the Himalayas? Some climbers and scientists reported they saw a strange creature in the Himalayas, which they call yeti. Do you believe it? Do you think some climbers’ disappearances have a connection with Yeti? ( the Loch Ness Monster ) From the picture what does it look like? A dinosaur? Where is Scotland, to the north or to the south of it? What might be some mysterious stories about the Loch Ness Monster? ( Stonehenge ) From the picture we can see all the stones are standing upright. Are you a bit curious about the phenomenon? Who could get all these huge stones to stand upright? What relevant information have you found about it? ( the pyramids in Egypt ) Where are the pyramids, on the west bank or on the east bank of the famous River Nile? Do you think the Great Pyramid is a wonder in human history? How was the Great Pyramid built? Have you ever thought of paying a visit to Egypt and exploring some of the mysteries there? ( of all the pictures ) What are the mon characteristics the five pictures share? (每個(gè)單元的“Wele to the unit”這個(gè)版塊，學(xué)生們都能接觸到符合他們年齡和認(rèn)知特點(diǎn)的話題。建議：教師在處理這個(gè)版塊時(shí)，最好能課前布置學(xué)生搜索和話題有關(guān) 的資料，鼓勵(lì)他們不只是簡單的摘錄相關(guān)信息，要學(xué)會(huì)自己重組信息。在此過程中，教師起先的引導(dǎo)示范尤為關(guān)鍵，提醒學(xué)生若他們所收集的資料中含有大量的詞匯，應(yīng)學(xué)會(huì)摒棄，而絕不能照搬照抄或不斷的借助于電子詞典來勉強(qiáng)讀完。教師在備課時(shí)，也應(yīng)準(zhǔn)備一些有趣的、簡單易懂的相關(guān)信息，不僅可以增加學(xué)生學(xué)習(xí)的興趣，提高他們的學(xué)習(xí)積極性和課堂參與性，而且大量的課堂輸入使學(xué)生在潛移默化中增加了知識(shí)面。教師可以逐個(gè)處理每幅圖片，或找出圖片的共同特征，設(shè)計(jì)相關(guān)問題激發(fā)學(xué)生的參與熱情。在此過程中，學(xué)生的小組討論可以穿插進(jìn)行。在整個(gè)的教學(xué)過程中，教師和學(xué)生的互動(dòng)交流必須一直貫穿始終。) Sharing information 1 Pair students up or have them form their own pairs. Let different pairs focus on different questions. If possible, the teacher can adapt some questions into easier ones. One example has been shown on page 4 of the Teachers’ Book. 2 Encourage students to express their opinions with each other. Any answer is acceptable. 3 Ask different pairs to summarize their answers and then report them to the class. ( 每個(gè)單元的“Wele to the unit” 結(jié)束前, 學(xué)生都要求回答和討論與本單元話題相關(guān)的三至四個(gè)問題。這些問題是針對(duì)于學(xué)生充分討論后的鞏固、提高和自我檢測(cè)的一個(gè)小練習(xí)。) 后記：每個(gè)單元Wele to the unit 的話題均是和Reading 密切相關(guān)的，整個(gè)板塊可以作為是Reading的“熱身活動(dòng)”，其目的是為了激活學(xué)生的已有知識(shí)、讓學(xué)生在條件允許和成熟的條件時(shí)，學(xué)會(huì)自主收集信息、處理信息，培養(yǎng)學(xué)生的英語口語表達(dá)能力。完成這些活動(dòng)所需的時(shí)間應(yīng)控制在半小時(shí)之內(nèi)。 此板塊所設(shè)計(jì)的活動(dòng)均作為Reading的第一步驟，即Warming up練習(xí)。 Teaching Plan Reading Teaching aims: Have students fully prehend the article and enhance their reading abilities. Have students master the reading strategy of ‘how to read a newspaper article’. Have students participate and be involved in all the relevant designed exercises. Teaching Procedures pre-reading (此步驟在wele to the unit已經(jīng)有所呈現(xiàn)) while-reading Focusing on the title and the photographs 1) tell students directly the title of the article they are going to read is ‘Boy missing, police puzzled’. Ask them to use their imagination to make connections between the title and the contents. title Boy missing, police puzzled A boy is missing and the police are puzzled. 2) What information can you get from the title? ‘boy missing’ ( How / When / Where ) ‘police puzzled’ ( For what are the police puzzled? ) ( What are the police going to do about the boy’s disappearance and how?) 3) Do you know that’s a feature of a news title? From the pictures and the title, can you guess what details may be covered in the following news story? 4) What other features do you know about a news title? （因?yàn)楸疚牡捏w裁是篇新聞故事，新聞的標(biāo)題和與之匹配的圖片都會(huì)引起讀者的興趣。而掌握英語新聞標(biāo)題的特征有助于學(xué)生更好地閱讀和理解新聞報(bào)道。建議教師在處理本篇文章時(shí)，不妨先從標(biāo)題和圖片入手，設(shè)計(jì)相關(guān)活動(dòng)和問題，讓學(xué)生展開聯(lián)想，預(yù)測(cè)下文。教師在處理此步驟時(shí)，可以適當(dāng)拓展和補(bǔ)充英語新聞標(biāo)題的常見形式。） Focusing on reading the article a. the first-time reading 1) ask students to skim the article and finish Part A 2) ask students to recall the questions discussed in Focusing on the title and check if students’ predictions are true or false b. the second-time reading 1) ask students to scan the article and finish Parts C1 and C2 2) design an optional diagram for students’ self-evaluation (參見教參P7) 3) ask students to plete Parts D and E. （英語閱讀教學(xué)的模式在現(xiàn)階段的英語教學(xué)中已初步形成。在這套叢書的第一單元，我們已經(jīng)教授給學(xué)生閱讀的基本技能-----略讀和找讀。教師在處理閱讀的步驟和程序時(shí)，盡量做到不拘于形式，盡可能的結(jié)合所教文章的題材和體裁，靈活處理課文后的練習(xí)。每個(gè)單元的練習(xí)A是用來檢測(cè)學(xué)生略讀完后的理解大意情況；練習(xí)C1和C2均圍繞課文的重點(diǎn)細(xì)節(jié)所設(shè)計(jì)，形式包括回答問題、選擇題、圖表、排序等，培養(yǎng)學(xué)生學(xué)會(huì)獲取信息和處理信息的能力。所有單元有關(guān)詞匯的練習(xí)C都是安排在學(xué)生閱讀完兩遍后進(jìn)行的。其目的是培養(yǎng)學(xué)生根據(jù)上下文的語境猜詞悟義，在閱讀 過程中理解詞匯。練習(xí)E則是運(yùn)用語篇形式，采用缺詞填空的方式檢測(cè)學(xué)生的閱讀情況，是對(duì)詞匯和閱讀的鞏固。整個(gè)單元練習(xí)的設(shè)計(jì)由簡到繁，由易到難，層層深入。此外，教參中對(duì)每個(gè)單元的閱讀都提供了補(bǔ)充練習(xí)，便于教師檢測(cè)學(xué)生或?qū)W生自我檢測(cè)其對(duì)于所學(xué)課文的綜合理解。） Focusing on the reading strategy 1) ask students to conduct a discussion about how they usually decide whether a news is worth reading or not and what methods they use in their reading. 2) ask students to tell the differences between the first paragraph and the following paragraphs. 3) ask students to divert their attention to the reading strategy on Page3. （每個(gè)單元Reading板塊后，都配有Reading strategy。就以高一上的兩大模塊為例，學(xué)生們?cè)诮?jīng)過半年的學(xué)習(xí)之后，能掌握如何進(jìn)行略讀和找讀、如何閱讀英語短劇、如何理解 “however” 和“but” 引導(dǎo)的句式、如何閱讀英語的報(bào)刊短文、如何閱讀非正式信件和預(yù)測(cè)信息。教師可以在閱讀完成后，讓學(xué)生先自己歸納總結(jié)技巧，然后引導(dǎo)學(xué)生進(jìn)行學(xué)習(xí)；或在學(xué)生閱讀過程中，適當(dāng)穿插點(diǎn)撥，最后學(xué)習(xí)；或在閱讀開始前通過與學(xué)生提問互動(dòng)的方式，先教會(huì)閱讀技巧?？傊處熆梢愿鶕?jù)課型和學(xué)生的水平靈活處理。若可能的前提下，教師在備課時(shí)，可以查找和挑選適當(dāng)?shù)亩涛?，讓學(xué)生在掌握好Reading strategy的基礎(chǔ)上，做個(gè)自我反饋和檢測(cè)的練習(xí)。） post-reading 1) ask students to retell the story according to the diagram on Page7 in TB. write down some key words or phrases on the blackboard or the overhead projector, so that students can refer to them if they need help. 3) ask students to give an ending to the story. Though the police have made efforts to investigate the case, Justin’s disappearance remains a mystery. Encourage students to use their imagination. 4) ask students to turn their attention to the questions in Part F. Let students do some speaking practice according to the sample. (每個(gè)單元的這一教學(xué)步驟中，教參都提供了設(shè)計(jì)好的活動(dòng)，有組織學(xué)生進(jìn)行討論表明觀點(diǎn)的；或讓學(xué)生分組活動(dòng)，各自扮演不同的角色采訪、報(bào)道或表演；有的要求學(xué)生展開聯(lián)想，給故事補(bǔ)充結(jié)尾等等。這些練習(xí)的目的在于能讓學(xué)生學(xué)以致用，逐漸培養(yǎng)他們學(xué)會(huì)用英語分析問題和解決問題。)