高中英語(yǔ)閱讀教案全英

實(shí)用文檔高中英語(yǔ)閱讀教案全英【篇一：高中英語(yǔ)閱讀教案】高中英語(yǔ)閱讀課教案book5unit5firstaidforburns授課董紅英一、teachingaims:1.knowledgeaims:(1)getthestudentstolearnsomeusefulwordsandexpressionsinthepassage;focus:2.abilityaims:(1)enablethestudentstolearnhowtousewhatthey’velearnttodofirstaidtreatmentforburnscorrectly;(2)letthestudentslearnthereadingskillsofgettingthemainideaofeachparapart;(3)trainthestudents’readingabilities,suchasskimmingandscanning;(4)todevelopthestudents’abilitytogetthetextinformationthroughreadingpractice;(5)todevelopthestudents’speakingskills;(6)tochallengethestudentstoexpressareal-lifeevenandshareexperienceswithothersinthetopic.3.moralityaims:(1)enablethestudentstobebrave,calmwhenfacingsuchaccidentsandknowhowtogivefirstaidindifferentsituations;(2)developstudents’senseofcooperativelearningandtheirabilitiesofdiscovery;(3)tomotivatethestudentstoconcernaboutothersandtheirsafeties二、keypointsanddifficultpointskeypoints:(1).getthestudentstoimitatethepronunciationandtheintonation.(2).toarousetheirinterestinthelesson.(3).improvethess’readingabilitiesanddeveloptheirreadingskills.(4).todevelopstudents’speakingskillsindescribingaspecificsituationwheretheymakestorieswiththefirstaidtreatmenttheyhavelearntinthislesson.difficultpoints:(1).toimprovethess’readingabilitiesanddeveloptheirreadingskills;.(2).tohelpthessusewhatthey’velearnttodofirstaidtreatmentforburnscorrectly.(3).todevelopstudents’speakingskillindescribingaspecificsituationwheretheymakestorieswithfirstaidtreatmentinthislesson.三、teachingprocedures:step1：watchingandthinking1.iwillbeginthelessonbyplayingavideoandhelpthestudentstofindout“whathappenedtotheboy?whatdidthemandobeforeadoctorcanbefound?”,whichistoleadinthetopic:“firstaid”,andgetthestudentsreadyforthefurtherdiscussion“whatisfirstaid?”.helpthestudentstogettheanswer“firstaidisatemporaryformofhelpgiventosomeonewhosuddenlyfallsillorgetsinjuredbeforeadoctorcanbefound”,andexplainthenewword“temporary---lastingorservingforatimeonly,notpermanent”.(2)whilehelpingthestudentsfinishalltheexercises,iwillcarryoutacompetition:dividethestudentsintofourgroups,andtheonewhostandupfastandgivetherightanswercanget1markforhis\hergroup,thegroupwhichgetsthehighestmarkwillgetapresent.step2：fastreading1.givethestudentsaminuteandsometipstohelpthemdividethepassageinto5partsandfindoutthemainideaofeachpart.questions:1.howmanypartscanthepassagebedividedinto?2.whatisthemainideaofeachpart?part1a.thecharacteristicsofthreekindsofburnspart2b.thethreetypesofburnspart3c.differentfirstaidtreatmentfordifferentburnspart4d.thefunctionsoftheskinpart5e.howwegetburnedstep3：carefulreading1.getthestudentsfinishsomecomprehensiveexercises,andhelpthemtogetthekeyinformationofeachpart.trytomakethestudentsfinishtheseexercisescreativelyandactively;1).listentothetapeofpart1andfindout:thefunctionsofskin1.protectyouagainstpoisonsandthesun’sharmfulrays;2.keepyou.4.giveyou.2).listentothetapeofpart2andfindoutthecausesofburns3).listentothetapeofpart3andfindout:typesofburnstherearethreetypesofburnsdependingonwhichlayersareburned.firstdegreeburnsaffectonlythe_____layerandshouldfeelbetterwithin_______________.seconddegreeburnsaffectboththetopandthe_______layer.theseburnsareseriousandtake______________toheal.thirddegreeburnsaffectallthreelayersandany______andorgansundertheskin.theyareverysevereinjuriesandthevictimmustgettohospitalatonce.4).listentothetapeofpart4andfindoutthecharacteristicsofburns5).listentothetapeofpart5andfindoutthetreatmentforfirstaid1.________clothingandjewelryneartheburns.2.______theburnswithcoolbutnoticywater.3.______cool,cleanwetclothsontheburns.4.______theburnedareagently.5.______theburnedareawithadrycleanbandage.6.______theburnedareahigherthantheheart,ifpossible.7.______thevictimtothedoctororhospital,iftheinjuriesaresecondorthirddegreeburns.2.getthestudentstoreadthepassagealoudwhiletheyarelisteningtothetape,askthestudentstopayattentiontothepronunciationandtheintonation;3.guidethestudentsifnecessary,andalwaysencouragethem,encouragementcanbuildtheirconfidences.step4：postreading:1.topractisetheuseofgroupandpairactivities,withtheemphasisoncommunicatingwiththeirpartnersandthecooperationofteams.2.guidethestudentstofindoutthecorrectanswerandremindthemofpayingattentiontothekeywords.(1).thepassageismainlyabout__________.a.thefunctionofthethreelayersoftheskinb.thecharacteristicsofburnsc.burnsandthefirstaidd.stepsoftreatmentfordifferentburns(2).youcangetburnsbyvariousthings,except__________.a.thesunorhotliquidsb.steamorradiationc.fireorthelightd.electricityorchemicals(3).whenyougettheseconddegreeburns,youcancarryoutthefollowingfirstaidexcept_______.a.cooltheburnsimmediatelywiththeicywaterb.getadoctortohelpyouatoncec.placecoolclothsontheburnedarearepeatedlyd.drytheburnedareagently3.helpthestudentssummarizesomeusefulreadingskills.4.toprocessinformationandtoapplyknowledgetosolveaproblem.step5:conclusionofreadingskills1.helpthestudentsdiscoversomereadingskillsthroughreadingasimilarpassage.2.developthestudents’learning-by-doingabilities【篇二：高中英語(yǔ)閱讀教案】英語(yǔ)閱讀教案objectives1.tofindoutsomespecificfactsofthepassage2.tostudysomeusefulexpressionsandnewwordsinthetext.3.tomakeupaconversationbetweenmarcopoloandtheauthor4.topractisewritingareportteachingprocedures:step1lead-in(歌曲導(dǎo)入)t:goodmorning,class.ss:goodmorning,madam.t:todaylet’sbeginourclasswiththebeautifulsong“awholenewworld”.wehavebeenlearningthesongthesedays.nowlisten,enjoyandlearntosingthesongagain.step2groupdiscussion(小組討論)t:whatisthesongabout?whatdoyouthinkofthesong?sa:it’saboutawholenewworld.??.sb:it’sbeautiful.??.t:good.nowlookatthescreen.chinaintheyuandynastywasawholenewworldtomarcopolo.todaylet’sreadapassagemarcopolo.haveyoueverheardofmarcopolo?doyouknowkublai?whatdoyouknowabouttheyuandynasty?(showthepicturesofmarcopoloandsomepeopleinitaly,kublaiandsomepeopleintheyuandynasty.)t:let’shavegroupdiscussion.eachgrouphasitsownquestion.groupone:whowasmarcopolo?whatdoyouknowaboutmarcopolo?grouptwo:whowaskublai?whatdoyouknowaboutkublai?groupthree:whatdoyouknowabouttheyuandynasty?groupfour:whatdoyouknowaboutitaly?step3vocabularystudyt:herearesomeimportantwordswhicharefrequentlyusedwhenwetalkaboutmarcopolo.lookthemupinthedictionary.writedownthesentencesandenglishexplanations.faithful/fantastic/imprison/awed/missionstep4fast-reading(快速閱讀)t:now,let’sreadthepassagemarcopoloandhistravels.readthetextasquicklyaspossible.trytofindtheanswerstothequestionsonthescreen.1.whydidmarcoandhisfathertraveltochina?2.whywastheemperorimpressedwithmarco?3.whywasmarcosurprisedtoseepeopleusingpapermoney?4.whatweretheblackstonesmarcosawpeopleburningforfuel?5.howlongdidmarcospendinchina?step5聽錄音、觀圖像。判斷正、誤。t:nowlistentothetapestep6languagestudy(詞組學(xué)習(xí))t:therearesomeimportantphrasesinthetext.whatdothesephrasesmean?discussthesephraseswithyourpartnerandunderlinetheminthetext.1.dotradewith:2.beimpressedby3.payfor?with?4.beconfusedbyt:nowlet’schecktheanswerandreadthesentencestogether.step7practise(課堂練習(xí)題)t:nowtakeouttheexercisepapersanddothemindividually.completethesentences.詞組填空：dotradewith,beimpressed,payfor?.withsth,dictate?.tosb,makeprogress,runoutof,atonetime,havegreatdifficultydoing,carryon,breakout,breakdown,1.marcoandhisfatherwantedto_____________________thechinese.2.theemperor________________byhimandtheybecamefriends.3.hecouldnotunderstandhowpeoplecould_________food________paper.4.marco_________allhisstories______theauthor.5.thistermhestudieshardand___________rapid___________.6.hiscar_______________onthewayhome.7.theywereexhaustedandweakerbecausetheywere______________food.8.theserocksprovedthat____________antarcticawascoveredbyplants.單詞填空：1.animport-export_____________進(jìn)出口商2.shewasalways__________________toherhusband.她對(duì)她的丈夫很忠誠(chéng)。3.agreatmassofwater__________________thevillage.水淹沒了村莊。4.thecongressparty___indiaforalmost40years.國(guó)達(dá)黨統(tǒng)治印度40年。5.we___________atafrenchrestaurantyesterday.我們?cè)诜▏?guó)餐館吃飯。6.healthismoreimportantthan____________.健康比財(cái)富重要。7.itwillbedifficultto_______thatshewaslying.很難證明她在說(shuō)謊。8.awell-known___________ofdetectivenovel一個(gè)著名的偵探小說(shuō)作家step8interview(訪談錄)(showthepictureinwhichmarcopolowasdictatinghisstorytotheauthor)t:nowlookatthepictureonthescreen.imagineyouweremarcopoloortheauthor.makeadialoguewithyourpartner.【這一步要求學(xué)生在前面閱讀的基礎(chǔ)上進(jìn)行交流，突出語(yǔ)言的運(yùn)用，鍛煉學(xué)生的口語(yǔ)表達(dá)能力?！縮tep9consolidation(開拓思維)t:discussthefollowingquestionswithyourteam-mates:1.whatgoodqualitiesshouldanexplorerowe?2.whatsthevalueofadventure?3.whatdoyouthinkofthissayingthemainthingisjusttogo?step10homework(布置作業(yè))英語(yǔ)閱讀教案授課學(xué)校：薊州中學(xué)授課教師：申瑞峰【篇三：高考英語(yǔ)吳軍超級(jí)閱讀理解教案】2013高考英語(yǔ)吳軍超級(jí)閱讀理解教案★緊抓主題句，快速理解全文無(wú)論是讀書，還是看報(bào)紙，我們首先見到的就是一篇文章的標(biāo)題。然而，在高考中，英語(yǔ)閱讀理解文章往往沒有標(biāo)題。可以從研究文章的主題句入手，根據(jù)主題句快速識(shí)別文體，從而抓住文章的中心，推測(cè)出全文的內(nèi)容。英語(yǔ)文章一般是按“總—分—總”這樣一種思路來(lái)寫的，也就是說(shuō)，文章的第1句或第2句多半為“總寫”，為文章的主題句(topicsentence)，后面的文字就圍繞它展開論述；而最后一句(尾句)或倒數(shù)第2句，就是在論述的基礎(chǔ)上進(jìn)行總結(jié)，得出結(jié)論或發(fā)出感慨。同樣，往往每一段的第1句又為這一段的主題句；末尾的句子又為這一段的結(jié)論。因此，在一定程度上考生可以從首尾句入手，推測(cè)全文的內(nèi)容，從而迅速理解全文。當(dāng)然，有些文章的主題句并不在句子的首、尾，而在文章的中間；有的文章甚至沒有主題句，這就要求考生靈活處理?！锸聦?shí)是作者的思想和觀點(diǎn)的有力證據(jù)，是作者所寫文章的重要依據(jù)。細(xì)節(jié)是使文章連成整體的主要手段，是使文章充滿活力的重要方式。換句話說(shuō)，事實(shí)和細(xì)節(jié)是文章的血和肉。不論事件多么驚人，也不論觀點(diǎn)如何新奇，若沒有事實(shí)和細(xì)節(jié)，這篇文章就顯得空洞無(wú)力。高考中，很多問題就是考查考生對(duì)事實(shí)和細(xì)節(jié)的把握，因此，在了解了文體特點(diǎn)和通過(guò)文章首尾句掌握了文章的中心和主要內(nèi)容的基礎(chǔ)上，必須快速瀏覽全文，抓住文中的事實(shí)和細(xì)節(jié)。并且在瀏覽的過(guò)程中，應(yīng)根據(jù)短文后面的問題和選項(xiàng)，將與之有關(guān)的事實(shí)和細(xì)節(jié)用筆一一畫出，且標(biāo)明其題的序號(hào)，以便研究答題?！镒プ∠嚓P(guān)詞語(yǔ)，快速弄清作者的思想相關(guān)詞語(yǔ)分為兩大類：其一是關(guān)鍵詞，即名詞、動(dòng)詞、數(shù)詞和形容詞等實(shí)詞，根據(jù)這些詞語(yǔ)就能夠看出句子或文章的主要內(nèi)容；其二是信息詞，即情態(tài)動(dòng)詞(may,must,can,have)，副詞(yet,however,therefore,otherwise，carefully,seriously等)、連詞(but,while,though,if等)等虛詞和短語(yǔ)(asif/though,onthecontrary,bycontrast,evenif/though,inspiteof等)，根據(jù)這些詞語(yǔ)就能夠推斷出文章中人物的精神狀態(tài)或作者的目的、意圖、觀點(diǎn)、立場(chǎng)、態(tài)度及文章的邏輯關(guān)系?！镅芯恐攸c(diǎn)，突破難點(diǎn)在閱讀過(guò)程中，碰到一些難以理解的問題，是非常正常的事情。高考中的閱讀畢竟是一種信息性的閱讀，只要能提取正確的信息就足夠了，因此對(duì)于那些不影響閱讀的問題，就不必理會(huì)。在閱讀過(guò)程中，碰到一些難以理解的問題，是非常正常的事情。這時(shí)，不必驚慌，而應(yīng)冷。只有當(dāng)它們影響了對(duì)句子或文章的理解、特別是當(dāng)它們影響問題的解決時(shí)，我們才在通讀全文的基礎(chǔ)上，對(duì)這些難點(diǎn)進(jìn)行研究，加以分析、解決。閱讀中的難點(diǎn)主要可以分為3類：生詞、長(zhǎng)而復(fù)雜句子、英美文化障礙。(1)猜測(cè)生詞詞義：閱讀中碰到生詞時(shí)，首先應(yīng)根據(jù)句子的意思判斷出此單詞的詞性及其感情色彩和其在句子中所充當(dāng)?shù)某煞郑蝗缓蟾鶕?jù)我們平常所學(xué)的構(gòu)詞法知識(shí)，聯(lián)系上下文和平時(shí)積累的常識(shí)，來(lái)推測(cè)這個(gè)單詞的意義。并且猜測(cè)單詞時(shí)，沒有必要猜測(cè)出其準(zhǔn)確的意義，只要能猜出其大概意義即可。①根據(jù)構(gòu)詞法猜測(cè)詞義：我們所學(xué)過(guò)的構(gòu)詞法主要有3種：派生法、轉(zhuǎn)化法和合成法。mostseaweedisredandbrownincolor.(seaweed由sea與weed合成，意為“海草”)thebackgroundwasthesame.(invariably由in+vary+able+ly構(gòu)成，意為“不可改變地”)you?llbepunishedifyourubbisheverywhere.(desert由名詞desert轉(zhuǎn)化而成，意為“丟棄”)②根據(jù)上下文的語(yǔ)境猜測(cè)詞義：我們可利用定義、解釋、重述、用途、同義詞、反義詞、同義結(jié)構(gòu)、反義結(jié)構(gòu)及邏輯關(guān)系來(lái)猜測(cè)單詞。insectswouldmakeitimpossibleforustoliveintheworld;theywoulddevourallourcropsandkillourflocksandherds.(由devour與后面動(dòng)詞kill的并列結(jié)構(gòu)得知devour意為“毀壞”)woodandskinshaveeasilyrottedaway,butstonedoesn?t(根據(jù)but的反義結(jié)構(gòu)可知decay意為“腐爛”)③根據(jù)常識(shí)猜測(cè)詞義：我們可根據(jù)所學(xué)的知識(shí)及生活經(jīng)驗(yàn)來(lái)猜測(cè)單詞。根據(jù)常識(shí)猜測(cè)詞義：hisnamewasnapoleonbonaparte,andhefinallybecame由常識(shí)“拿破侖是法國(guó)的皇帝”可知emperor意為“皇帝”)modernalpiniststrytoclimbmountainsbyaroutewhichwillgivethemgoodsport.(由句子的意義可看出alpinist意為“把登山作為體育運(yùn)動(dòng)的人”)(2)分析理解長(zhǎng)而難的句子：英語(yǔ)文章中，有時(shí)為了使表達(dá)準(zhǔn)確、語(yǔ)言嚴(yán)謹(jǐn)，往往采用插入語(yǔ)、分隔結(jié)構(gòu)、倒裝結(jié)構(gòu)、同位結(jié)構(gòu)、省略結(jié)構(gòu)、分詞結(jié)構(gòu)及it的句型再加上并列復(fù)合句、主從復(fù)合句，使句子很長(zhǎng)而結(jié)構(gòu)紛繁復(fù)雜，給閱讀理解帶來(lái)了很大的困難。然而，考生們不要慌張，對(duì)于這類句子應(yīng)從句子的層次入手，先抓主句的主干，即：主、謂、賓、補(bǔ)、狀，再理清其枝葉，即從句及其他修飾成分。itisanimalsandplantswhichlivedinornearwaterwhoseremainsaremostlikelytobepreserved,foroneofthenecessaryconditionsofpreservationisquickburial,anditisonlyintheseasandrivers,andsometimeslakes,wheremudandsithavebeencontinuouslydeposited(沉積),thatbodiesandthecanberapidlycoveredoverandpreserved.這個(gè)句子是由and連接兩個(gè)強(qiáng)調(diào)句型的并列句。第1個(gè)并列句子的主句為：itisanimalsandplantsthatlivedinornearwater，它的后面帶了一個(gè)原因狀語(yǔ)從句：foroneofthenecessaryconditionsofpreservationisquickburial，而句子中whose所引導(dǎo)的句子是一個(gè)定語(yǔ)從句，隔位修飾前面的animalsandplants而不是water；第2個(gè)并列句子的主句為：itisonlyintheseasandrivers,andsometimeslakesthatbodiesandthelikecanberapidlycoveredoverandpreserved，而where所引導(dǎo)的句子為定語(yǔ)從句，對(duì)前面的theseasandrivers,andsometimeslakes進(jìn)行修飾。通過(guò)上面的分析，這個(gè)長(zhǎng)而復(fù)雜的句子也就不難理解：那些它們的尸體很可能被保存起來(lái)的動(dòng)物和植物正是生活在水邊或水里，因?yàn)?，被保存的一個(gè)必要條件就是被迅速掩埋；也只有在海里或河里，有時(shí)在湖里，這些地方由于泥沙不停地沉積，尸體及此類東西才很快被掩埋，從而得到保存。(3)消除英美文化障礙：雖然，對(duì)英美文化的了解是一個(gè)長(zhǎng)時(shí)間的積累過(guò)程，但是，對(duì)于具體的文化障礙，我們可以從上下文的語(yǔ)境中去理解，或通過(guò)中西方文化的比較或用生活的常識(shí)加以分析理解。如：thesedays,itisdifferencesinnationalregulations,farmorethantariffsthatputsandinthewheelsoftradebetweenrichcountries.(大家知道，自行車輪胎若粘滿了泥沙，車就不能前進(jìn)，那么，putsandinthewheelsoftrade就意味著“阻礙貿(mào)易的進(jìn)行”)★綜合分析，確保無(wú)誤在做完閱讀理解題后，在時(shí)間允許的情況下，一定要再次通讀全文，對(duì)文章的中心、主旨及事實(shí)細(xì)節(jié)、寫作方法等進(jìn)行綜合分析。同時(shí)，根據(jù)文章的內(nèi)容、作者的觀點(diǎn)、態(tài)度、寫作目的及文章中的舉例、細(xì)節(jié)對(duì)問題和答案進(jìn)行細(xì)心的核對(duì)，檢查選項(xiàng)是否過(guò)于籠統(tǒng)、以偏概全或部分真實(shí)，從而消除理解上的失誤，確保答案的正確。解題技巧：●就近原則尋找信息線索；●選項(xiàng)中出現(xiàn)時(shí)間年代時(shí)，往往要注意與原文中年代的前后對(duì)應(yīng)關(guān)系；●選項(xiàng)中出現(xiàn)代詞時(shí)，往往該選項(xiàng)不能放在首句，要注意指代成立的條件?！窠^對(duì)選項(xiàng)常是干擾項(xiàng)，意思太泛太窄要小心；●警惕無(wú)關(guān)離題詞，兩項(xiàng)相近有答案；●選項(xiàng)對(duì)比原文時(shí)，與原文重復(fù)或同義改寫的字越多的往往就是正確選項(xiàng)；●總體觀、相互補(bǔ)，做題不用按順序，選先做易后做難，莫忘近鄰上下文；●放在段尾的名字有時(shí)也會(huì)有提示詞：①因果連詞；②總結(jié)性連詞；③轉(zhuǎn)折性連詞具體策略：●注意支干詞數(shù)最多的選項(xiàng)。一般說(shuō)來(lái)，支干項(xiàng)越長(zhǎng)，詞數(shù)越多，所包含的信息就越多越全面，當(dāng)然正確性就越大。對(duì)付論述性的文章或科技知識(shí)的理解，運(yùn)用此法特別有效?！駮壕徔紤]含有all，every，whole，completely，certainly，surely等詞的選項(xiàng)，因?yàn)檫@些詞語(yǔ)表達(dá)的意思太絕對(duì)，常常有悖于邏輯。●重視含有perhaps，maybe，almost，possibly，probably等詞的選項(xiàng)，因?yàn)檫@些詞語(yǔ)使表達(dá)比較婉轉(zhuǎn)，邏輯上成立，符合常理，因而正確率高?！窳粜摹癰othaandc”，“allabove”或“none”此類的選項(xiàng)，答案的可能性較大，因?yàn)樗鼈儼男畔⑤^多?！耜P(guān)注：“wedontknow.”、“itisnottalkedaboutinthepassage.”或“wearenotsureaboutthis.”這樣的選項(xiàng)，因?yàn)榇祟愡x項(xiàng)的表述十分巧妙，讓你忙乎了半天找不到答案，最后再以這樣的表述跟你開個(gè)玩笑，使你難以置信，不敢下手，實(shí)際上很可能它就是正確答案?！窈瑂omething，certain，somebody等不定代詞●變化的是解change，delay，improve，postpone，increase