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1,高中英语课文教案设计

啊 应该是的吧 我也在准备 马上就考啦 着急呀 也祝你好运

高中英语课文教案设计

2,人教版高中英语必修1Unit 2 English around the world教案

  人教版高中英语必修1《Unit 2 English around the world》教案【一】   教学准备   教学目标   Words   base, command, request, recognize   Expressions   because of, come up, at present, make use of, such as, play a part (in)   Patterns   …because of that, English began to b spoken in many other countries.   Actually all languages change and develop…   The latter gave a separate identity to American English spelling.   教学重难点   ■ To help students get to know about English development   ■ To help students better understand “learning English”   ■ To help students understand and use some important words and expressions   ■ To help students identify examples of Indirect Speech (II): request & commands in the text   教学工具   课件   教学过程   ⑴Warming up by listing   Good morning, class. We have been learning English for several years. But how many English-speaking countries are there in the world? Now lets make a list of them on the blackboard.   English Countries Explanation   Mother tongue the United Kingdom   the United States of America   Canada   Australia   South Africa   Ireland   New Zealand The people in these countries are native speakers of English. In total, for more than 375 million people English is their mother tongue.   Second language India   Pakistan   Nigeria   the Philippines These people speak the language of their own country at home but the language of the government, schools, newspapers, and TV is English.   Foreign language China   Germany   France   etc. The number of people who learn English as a foreign language is more than 750 million.   ⑵Warming up by answering questions about English   Good morning, class. Today we shall start learning Unit 2 English around the world. But how much do you know about English?   ●What is Standard English?   Standard English is the form of English that most people in Britain use, and that is not limited to one area or group of people.   ●What is a dialect?   A dialect is a variety of a language spoken only in one area, in which words, or grammar are slightly different from other forms of the same language.   ●Do we have standard Chinese? What is it?   In China therere so many dialects that the government encourages the whole nation to speak Putonghua, which is regarded as standard Chinese.   ⑶Warming up by giving reasons   Unit 2 English around the world is what we are going to learn today. We are all learning English now because English is so popular in the world. But do you know why it is so? How many reasons could you giving for the spread of English around the world?   * English is one of the official languages of the Olympic Games and the United Nations.   * English dominates international websites and provides nearly all of the new computer terminology.   * Tourism and trade from Western Europe and North America has contributed to the spread of English.   * Satellite TV, radio programs like Joy FM, CDs and, of course, Hollywood films all broadcast English into China. Also, a number of Chinese films include English subtitles.   2.Pre-reading   We are learning English here. But why are we learning it? Could you suggest to the class as many reasons as you can think of, why people in the world learn English?   for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the Internet, to pass exams, etc.   Go on with your reasons. I shall write your suggestions on the board as you make them.   3. Skimming the text for general ideas   Now we go to page 9 to skim the text for the main idea of each paragraph.   Paragraph 1: The spread of the English language in the world   Paragraph 2: Native speaker can understand each other even if they dont speak the same kind of English.   Paragraph 3: English changes and develops when cultures meet and communicate with each other.   Paragraph 4: By the 19th century English is settled.   Paragraph 5: English is spoken as a foreign language or second language in South Asia.   4. Reading and filling   Read the text to complete the chart below.   Time English is influenced by…   AD 450-1150 German   1150-1500 French   In the 1600s Shakespeare, who make use of a wider vocabulary than ever before   By the 19th century Samuel Johnson, Noah Webster   Now Languages in South Asia, in Singapore, in Malaysia, in Africa and in China   5. Reading and copying   Next we shall go over the text once more. This time try find and copy all the useful expressions down in your notebook.   Useful expressions   at the end of…, make voyages, speak English as…, in the next century, change over time, communicate with…, be based on…, at present, become less like…, rule England, enrich the English language, make use of…, move to…, later in the 18th century, give a separate identity to…, have a very large number of…, fluent English speakers, become the language for…, develop ones own identity, increase rapidly   人教版高中英语必修1《Unit 2 English around the world》教案【二】   教学准备   教学目标   Teaching aims:   1) Get the students to master some important words, phrases and sentence patterns.   2) Enable the students to use the language points by themselves.   教学重难点   Teaching important points:   Master the usages of “more than , come up, over, be based on, present, a/ the number of”   Teaching difficult points:   present: v adj   教学工具   课件   教学过程   1 Do you know that there is more than one kind of English?   more than one 不止一个   eg:   More than one girl in this school holds such a view.   more than one 后跟___________,作主语时,谓语动词要用______。   more than   1). more than +num(数词) :over   She showed the visitors around the museum,_______________________________   ___________________________________________(其建造花了3年多时间)   2)more than +n: not only   Music is more than just a sound--- its a way of thinking.   3) more than +adj/v : very   听到这个消息我很高兴。   ____________________________________.   4) more A than B 与其说B倒不如说A   与其说他聪明倒不如说他勤奋。   ________________________________.   2. Yes . Id like to come up to your apartment.   come up   1)走近,靠近   练一练:   他走近我问我去车站的路。   ___________________________________________________________.   (2)(被)提出   In order to finish the task on time, a good piece of advice came up at the meeting.   误区警示:come up 作“被提出”讲时是不及物动词短语,不能用被动语态。   拓展:   (1)Can you tell me how the accident came about?_____   (2)I came across my old classmate in the street.______   (3)The authors new book will came out next week.________   (4)My dream has at last come true._______   (5)The doctor came up with a good idea at the meeting._____   3 So why has English changed over time?   Over: during   在过去的几年间,我的家乡发生了巨大的改变。   ____________________________________________________________.   The girls sing songs over their work   4 It was based more on German than the English we speak at present.   base: vt 建于…之上;以…为基础   用法:base A on B   A be based on B   One should always base his opinion on facts.   变为被动:___________________________________________________________.   Exercise:   她的结论是建立在科学研究的基础上的   _____________________________________________________________.   教学是以科学为基础的一门艺术。   Teaching is an art __________________________________.   at present =at the moment   o Mother is busy preparing dinner at present.   present (adj.)   1) 现在的,目前的,可作前置定语   目前的形势________________________   2)出席的,在场的,可作后置定语和表语   出席的人们:__________________________   他出席了昨天的会议。   ____________________________________________________.   所有出席会议的人都同意我的计划。   _____________________________________________.   o present (n.) 礼物=gift   o present (vt.)   present v.赠送,提出,展现,   present sb. with sth.或present sth. to sb.   把…赠送给,颁发,授予   Eg. On his birthday, his friends____________________________(送给他一本书)   ◆ 即学即练   根据括号中的汉语提示完成下列句子。?   (1)How many people _______________ (出席)at the meeting?   (2)The experts ___________________ (出席会议的)were from different parts of the world.?   (3)What is your_________________ (现在的住址)??   (4)The mayor ____________ (颁发) a silver cup to the winner next week.?   (5)What are you busy doing_______________ (目前)?   (6)He gave his mother__________ (一件礼物).?   5. For example, India has a very large number of fluent English speakers .   Today the number of people learning English in China is increasing rapidly.   a number of 许多,后接______ 名词,作主语时谓语动词用_____.   The number of …的数量,后接_____ 名词,作主语时谓语动词用______.   1)去年许多人失业了。   _____________________________________________.   2)出国的人的数量正在增加。   ___________________________________________.   随堂检测:单句填空   1 The film ___________(base) on a novel by Lu xun.   2 _________(actual), I am busy at the moment.   3 Many people believe the English _________(speak) on TV and on the radio is standard English.   4 The number of students _________(pass) the exam _____(be) increasing rapidly.   单句改错:   1 She came up a new idea a new idea at the meeting.   2 More than one person are against the plan.   3 I am sorry he is out at the present.   4 Basing on facts, the novel sells well.   Translation   1 对于一个中国人来说,把英语说得和说英语的本地人一样流利是不容易的。   2 一个原因就是英语的词汇量很大。   3去西方国家学英语的人数快速增加。   4很多人尽力充分利用每个机会说英语。   5我们都知道,说得越多,就越流利。:   连句成篇: 用上面的句子,根据以下的提示写一篇小短文   对于中国人来说……. 一个原因是……. 为了更好的学好英语,近年来……此外……. 因为众所周知……   Homework   Write a passage using the words ,phrases and sentence patterns that we have learn.

人教版高中英语必修1Unit 2 English around the world教案

3,急求高中英语全英说课稿高分悬赏

http://www.pep.com.cn/gzsx/jszx/xkbsyjc/dzkb/bx1/去这里选教师用书和教材介绍可能有帮助。

急求高中英语全英说课稿高分悬赏

4,高中英语教案设计

  英语(English)是印欧语系-日耳曼语族下的语言,由26个字母组成,英文字母渊源于拉丁字母,拉丁字母渊源于希腊字母,而希腊字母则是由腓尼基字母演变而来的。接下来是我为大家整理的高中英语教案设计,希望大家喜欢!    高中英语教案设计一   《Unit 1 Art》   教学准备   教学目标   1. 知识与技能目标   (1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达,并能在特定语境中合理运用。   (2)通过扮演导游对感兴趣的博物馆进行介绍,提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。   (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传 广告 ,提高学生的 英语写作 能力。   2. 过程与 方法 目标   (1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣,并激发学生头脑中相关的背景知识为节课做热身。   (2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息,提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳 总结 信息的能力,同时为下一个扮演导游介绍艺术馆的活动做铺垫,提供相关的语言词汇铺垫。   (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告,提高学生的英语写作能力。   3. 情感、态度、价值观目标   通过学习,使学生了解世界的艺术馆,培养学生的 文化 意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。   教学重难点   教学重点:阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。   教学难点:在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。   教学过程   (一)展示学习目标与小组评价规则   (二)“导入”   展示曼哈顿的相关图片,展示课文中出现的5个艺术馆的图片及名字。   (三) Fast reading   快速扫读课文   (四)Detailed Reading: 详细阅读   (五)Challenge your speaking(口语能力提升)   提供参考词汇: Welcome to …   This museum is located in…   It displays(展出) art works in… centuries of …countries, including …   It will appeal to…   You shouldnt miss…   (六)Challenge your writing (英语写作能力提升)   Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words   写作参考词汇:潍坊世界风筝博物馆(Weifang World Kite Museum)   杨家埠民间艺术大观园(Yangjiabu Folk Art Museum)   kite 风筝 wood-print new year pictures木板 年画 be located in 位于   …is famous/well-known for …因…而出名 it displays/shows…展出   Here you can enjoy… 在这里你可以欣赏到… artist 艺术家 appeal to 吸引 tourist 游客 its well worth a visit 很值得参观   (七)成果展示   个别学生 优秀 作文 展示   (黑板展示)   展示作文评分细则   教师点评   课后习题   测评练习   测评一:   从文中找出相对应的 短语 和 句子 。(预习测评)   1.宁愿做…   2.对…偏爱   3.值得一去   4.吸引   5.在于   6.不仅仅是   7.向…引进(介绍)   8.生活方式   9.贮存于   10. 入场费(门票)   11. 一个…的 收藏   12.每两年   13.健在的艺术家   14.亨利.克莱.弗利克是纽约的一位富豪,于1919年去世,把他的房子、家具和艺术收藏品全部留给了美国人民。   15. 这家博物馆展示的不只是看得见的艺术之美,它还向你介绍了古代的生活方式。   16. 馆内没有永久展出,展品都是随时更换的。   测评二   Writing (写作测评)   Write an advertisement to introduce one of the museums in Weifang. within80 words    高中英语教案设计二   《Unit 3 Travel journal》   教学准备   教学目标   知识目标:   复习两个阅读技能---scanning, skimming;   学习本单元的部分生词。   能力目标:   能形成 文章 的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。   情感目标:   学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相 教育 和自我教育,并能寻求自我发展;   学生能明白计划的重要性,并能收获一些与之相关的 谚语 。   教学重难点   形成文章的图式,并在图式的帮助下复述文章的主要内容。   教学工具   课件   教学过程   Steps   Teachers activity   Students activity   Aims   Step 1   Show and tell the students the learning goals for them and make possible explanations   Students listen to the teacher and have an idea of what they are going to learn in this class.   To make the students know what they are to learn in this class   Step 2   1). Show some pictures with beautiful scenery   2) Ask the students two questions:   Are they attractive?   Where do you want to travel? – I dream about traveling…   1.) Students appreciate those pictures   2) Students answer teachers questions and practice the sentence pattern “I dream about traveling in/to…”   1). To arouse students interest   2) To practice a sentence pattern   Step 3   1). Show the title of the reading passage   2). Ask the students whether this passage is about the whole process of the journey.   3). Ask the students how to skim.   4) Tell the students the skill of skimming on the screen   1) Students answer the question after they read the subtitle of this part.   2). Students tell how to skim.   1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.   2) To review how to skim   Step 4   1) Ask the students to skim more—to find out the main idea of each paragraph.   1) Students tell the main idea of each paragraph   1) To practice how to skim   Step 5   With four questions, teacher asks the students to scan paragraph 1   Ask students how the scan   Show the skills of scanning on the screen   Students scan paragraph 1, and answer the four questions   Students tell how to scan   To review how to scan   To practice how to scan   Step 6   1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table   1) Students scan paragraph 2 and finish the table   1) To practice how to scan   Step 7   1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.   2) Ask the students to match each geographic word to the proper meanings   1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.   2) Students do the matching work   1) To better know how the Mekong river flows   2) To help the students better learn the geographic words which are new to them   3) To check how the students understand the new words   Step 8   Review the structure of the passage together with the students and show some key words on the screen   Provide the students with some words and phrases which are the new words in this unit   Ask them to retell the main content of the passage in groups   With the teacher, students review the structure of the passage   Retell the main content of the passage in groups   To help students form the schema of the passage by reviewing the structure of it   To know the content of the passage better as well as to create more chances for the students to use the new words   Step 9   1) Ask the students what they learn from the story   2) Give the students some useful and related proverbs   1) Students share their opinions with the group members what they have learned from the story.   2) Students read the proverbs loudly together.   1) To encourage students to form their own views and share them with others   2) To learn some useful proverbs   Step 10   1) Summarize this class by showing the learning goals again   2)Homework   1) Students review what they have learned by reading the learning goals on the screen.   1) To help students review what they have learned in this class    高中英语教案设计三   一、进行 快速阅读 的必要条件   进行英语快速阅读的必要条件是:基本知识、语言基础、阅读技能、快速阅读不是一种孤立的能力,它必须以了解一定的基本知识为先决条件,以具备一定的词汇和基本语法为基础,还要掌握一些重要的阅读技能。如果没有语言基础,阅读材料通篇都是生词,语法难点很多,即使掌握了一些快速阅读的技能,要快也快不了。反之,如果只有语言基础知识,而没有阅读技能,要想读得快,读得多,也是不可能的。但是,如果对材料的内容缺乏基本常识,即使语言基础好,并具备阅读技能,也不可能“快读”,只能“慢读”。   基本知识主要是指的是所涉及英语的专业知识,没有一定的专业知识,要想把内容理解透是有相当大的难度的。   语言基础知识主要指词汇量和句型结构。要有一定的词汇量。这包括两部分,一是公共部分,二是专业部分。我认为公共英语部分至少要达到4,000个单词量,而专业部分要有1,500个词汇量。要有一定的句型分析能力。英语文章的语法难点是句型,句型中的难点是定语从句。一个句子很长,往往是由于定语从句连环套在作怪,定语中套着定语。这样的连环从句表达专业概念非常严谨,却给我们阅读带来困难。因此,我们要能够进行层次分析,准确把握各从句之间的关系,才能提高阅读速度。同时,要了解词性的变化,名词的动用和动词的名用。至于时态等 其它 的语法现象对我们具备一定语法知识的参试人员来说,基本上构不成多大障碍。   二、快速阅读的重要性   所谓的阅读能力主要是指精读和泛读能力。然而, 英语阅读 中,速度是人们最普遍关心的问题之一。在实际工作和生活中,百分之八十至百分之九十的阅读一般都是快速阅读、通过快速阅读,我们可以更广泛、更大量地阅读资料,猎取知识,增长见识,开阔眼界。通过大量阅读,频繁地接触语言材料,可以自觉或不自觉地学到或掌握大量的词汇和语汇,进一步熟练阅读技术,提高阅读能力,培养阅读兴趣和习惯。   三、快速阅读的速度与理解的关系   现在许多参试人员平时学习中对英语快速阅读的认识不足,他们无论看什么英文材料,都只注重理解而不注意阅读速度,因而阅读的效率、水平都难以提高。这样一来,处理好阅读速度和理解之间的平衡关系是我们值得认真对待的一个实际问题。速度太快,理解上往往出现很大的困难;速度太慢,又浪费很多的时间和精力。   在处理这两者之间的关系中,我认为要分为三个阶段。第一个阶段是筛选阶段。在我们阅读文章的过程中,首先筛选出对我们有利用价值的。每分钟的阅读速度可达800个字符,重点放在文章的标题和每段的第一句和最后一句上,基本上可对文章的中心、作者的意图有个20-30%的了解。在此基础上,进入第二阶段,也就是快速阅读阶段。就是说对我们已筛选出的信息作进一步的遴选,每分钟的阅读速度可保持在500个左右字符,达到70%的理解,再从中挑选出对我们有重要参考价值的内容来,然后进入第三阶段,也就是精研阶段。这一阶段,要达到90%以上的理解,力求准确把握作者的观点,融会贯通,根据其利用价值进行取舍。本文主要讨论第二阶段,限于篇幅,对其它两个阶段不作过多陈述,但也可参照本文的观点。   在提高阅读速度的初期,理解的降低是正常的,不必大惊小怪,只要继续以此速度读下去,就会发现理解会渐渐回升上来,达到原来速度时的理解水平。这里有一点必须注意,在理解水平还没有恢复到正常水平(至少要达到70%的理解)时,不要继续加快阅读速度。这二者的平衡在快速阅读的过程中是很重要的,不能过多的注意其中一项。我们应该明白,一分钟读400字符且达到了70%的理解比一分钟读200字符而达到90%的理解率效率高得多。理解了这一点,我们在阅读的过程中,就可以减少一些不必的担心,从而更好地提高自己的快速阅读的能力。   四、阅读过程中的障碍   1.阅读行为习惯的影响   在阅读过程中,我们要有意识地克服行为上某些不良的阅读习惯。   (1)出声读。因为眼睛的移动速度比舌头动作快。出声读不但影响速度,而且会分散一部分精力去注意自己的发音。   (2)逐字读。许多常见词,如功能词,不需停顿单独理解。   (3)默读。虽然没有大声读出来,但在脑中一字字读,也会影响速度,分散精力。   (4)指读。以手指挨个指着读,有碍理解和速度。除非手指飞速移动,引导眼睛快看。   (5)回读。眼睛回向移动,寻找先前读过的信息,而不是继续读下去以获取完整的概念。   2.阅读中心理因素的影响   阅读时,除了克服不良的阅读习惯外,还要注意克服一些影响阅读和理解程度的不良心理因素:   (1)期望值过高   希望一次阅读就掌握所读材料。这种急于求成的心理状态,不仅影响阅读时的心境,也使得视觉器官和大脑都不能集中于阅读过程本身,阅读的效果自然不好。   (2)过度重视阅读方法和技巧   由于阅读过程中过多思考阅读的方法、技巧等因素,而忽视了阅读材料及阅读本身的过程。从某种程度上讲,这会使我们注意力分散,阅读的兴趣自然大大减弱。   (3)思想开小差   对文字视而不见,翻了许多页,但脑子里仍一片空白。这样就降低了我们的注意力,影响了正常思维。   五、快速阅读的方法   面对繁杂的英语,要提高效率,就要有一定的方法。我认为唯有以泛读为基础,进行快速阅读的培养,才是一个行之有效的好方法。具体说来,要发现对自己有利用价值的信息,需要掌握如下方法:   1.推测(prediction)   阅读正文前,就标题(如果有标题的话)来合理推测资料的大概内容,也可在读了二、三段之后预测下段内容。这对快速理解和整体把握文章内容以及推测出生词的词义范围有积极的意义。因为 英语单词 一词多义现象太普遍了,一个单词在不同的专业领域往往含有不同的意思,甚至有的单词在同一专业领域在其意义的具体把握上也有细微的差别。   2.关键词句(keywordandtopicsentences)   在对文章的整体内容有了基本认识的基础上,我们学会抓主要的词句,找出段落中的主题句,从而正确领会文章的主要内容,并注意到是否对自己有利用价值。   3.略读或浏览或跳读(Skimming)   Skim有掠过的意思,又有从牛奶等液体上撇去的意思,转意为“快速掠过,从中提取最容易取得的精华”。用于阅读,或译为略读,或译为泛读,似乎都未把其细微的意思译出。而这种读法却包含有原词的所有意思——快速读过去,取出读物中关键性的东西。因此,我们可以把这种读法理解为快速浏览课文,领会文章大意。一般而言,通过标题可知道文章的主题。对文章的首段和末段要多加注意,以便发现作者的观点。   4.查阅(Scanning)   Scaning的意思是扫读或查阅,是快读或速读的一种。Scan就是通常所说的“扫描”。其特点是快,但又要全部扫及。Scan这个词的词义似乎矛盾,它既可以理解为“仔细地审视”,也可以理解为“粗略地浏览”。这种情况倒成了扫读的绝好证明。从形式上看,扫读是粗粗地一扫而过,一目十行,但从读者的注意方面来看,却又是高度的集中,在快速阅读中仔细挑出重要的信息。因此,查阅可以理解为迅速找出文章中的有关事实细节或某一具体信息;有时要找出某一个单词或词组,如人名、地名、日期、价格等;有时要找出文中所述的某一特殊事件,而这一事件可能是由一个词或短语交代的。若不具备一定的能力,这样的细节恐不易发现。   5.速度变换(Readingrate)   我们要意识到阅读的速度是不均匀的。也就是说,即使同一个人阅读同一份材料,但由于阅读是一种有相当心理负荷的脑力劳动,因此在开始、中途和结束时的速度不可能一样。读物的体裁和难度不一样,阅读的速度也不同。我们不要过分焦虑自己的阅读速度,以免造成不必要的心理压力。随着速度的提高,理解的程度都有所降低,所以我们应认识到阅读文章时的速度是可以调节的,只有合适的速度才可能获得快速准确的阅读效率。   6.阅读习惯(ReadingHabit)   从主观上要能克服注意力容易分散即所谓“思想开小差”的毛病,高度集中自己的注意力;从客观上克服各种无意中形成或由来以久的坏习惯,如摇头晃脑,抖动双腿,玩弄纸笔,念念有词等。这些“小动作”,也会分散注意力、影响思考,降低阅读速度。   六、怎样培养快速阅读的技巧   读外文书籍要做到“一目十行”。   1.视幅要宽   意思是每一眼看的词要尽量的多。我们阅读表面是用眼睛看,实际是用脑子读,眼睛只是起了照相机镜头的作用。努力使自己的眼睛变成“广角镜”,把尽可能多的词能一眼“尽收眼底”。   2.视时要短   意思是第一眼和第二眼之间停顿的间隙要尽量短。我们阅读时,若视幅相同,谁的停顿时间短,谁就能读得快。   3.意群要长   即在每个视幅中不是让你把很多的单词都收进脑子,而是要善于从中摄取有意义的词组,这个有意义的词组就是意群。极慢的读者是一个字一个字地读,视幅就很窄,句子中间的停顿就多,而频繁的停顿必然妨碍正常的理解。快速阅读者是半句或一句句地读。视幅大大加宽,停顿的间隙少而短,获取的都是有意义的词组,因而理解全句或全段就能做到水到渠成。   4.利用上下文猜生词   充分利用上下文给出的线索,有些生词的意思是可以猜出来的。下面介绍一些基本方法:   (1)利用定义的线索   在生词出现的上文或下文,有时能找到对它所下的定义或解释,由此可判断其定义。   (2)利用同义的线索   一个生词出现的上下文中有时会出现与之同义或近义的词,它往往揭示或解释了生词的词义。   (3)利用反义的线索   在某一生词的前面或后面有时会出现它的 反义词 或常用来对比的词语,由它可以推测生词词义。   (4)利用常识猜测词义   有时一句话中尽管有生词,但我们可以利用已有的知识去判断生词的意思。   (5)利用等式或符号猜测生词   一段话后面有时会给出一些等式或符号,如前面的话中有生词,由后面的等式或符号可疑猜出生词的词义。   总之,利用多种方法猜测生词词义,有助于提高阅读速度和学习兴趣,是 英语学习 者应当掌握的好方法。

5,哪位有2004人教版高中英语说课教案和课件呀

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6,高中英语教案怎么写

高一 unit 17 great women reading 教案教学内容分析本单元的中心话题是“著名(杰出)女性”,话题涉及谈论著名及你最崇敬的女性“妇女独自南极探险”,“美国电视著名黑人女主持人奥普拉·温茀丽的故事”等,语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。“读前”(pre-reading)设计了三个有关旅行和南北极的问题,具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究,自主地发现下面阅读故事的背景,有助于学生正确理解文章的深层意思,真正体会主人公helen thayer的伟大。“阅读”(reading)材料是一篇记叙文,故事描叙的是作者helen thayer在她60岁时,独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中,作者在危急关头,虽感孤独恐惧,但表现出冷静、顽强、乐观的态度,最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。teaching aims:1.train the studentsreading ability.2.learn and master the following words and phrases;1) words: mile antarctic threaten optimistic somehow shelter regret extreme climate value2) phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to ones feet make a decision teaching important points:1.improve the students reading ability.2.enable the student to understand the text better.3.let the students have strong wills and determination by reading the passage.teaching difficult points:1.how to improve the studentsreading ability.2.the use of some useful expressions.teaching methods:1.discussion before reading to make the students be interested in what they learn in class.2.fast reading to get the general idea of the text.3.careful reading to answer some detailed questions.4.individual, pair or group work to make every student work in class.teaching aids:1.a map of the world2.a tape recorder3.a computerteaching procedures:step i greeting and speech greet the students as usual and the student who is on duty give a speech before class.step ii lead--in 1.do you like travelling ?where do you like to travel best ? how will you travel ? 2.imagine you are traveling alone to the south pole, what will you take with you ?3.why do polar bears never eat penguins ? step iii fast – reading

7,英语教学设计

八年级英语教学设计 Unit 4 Our World 一、教材分析 本课是后两课时的前期准备,全课以人物对话的形式呈现出来。对话主要写孩子们讨论自己喜欢的动物与植物。在对话过程中复习巩固形容词和副词的比较等级与最高级。 学生已经学过“建议”的英语表达方式和形容词/副词的比较等级,因而本课内容对于大部分学生来说是容易掌握的。 二、设计理念 1、以学生听、说、读、写、练贯穿始终,让全体学生根据自身学习情况设计不同难度的小段对话,这样既能面向全体学生、突出学生主体,又尊重了学生的个体差异,能极大地满足不同程度学生的学习需要。 2、通过各种各样的教学活动,如:猜词意、表演对话、观看VCD动画片、回答问题、讨论等形式,努力倡导学生积极参与,让学生在学习过程中不仅能建构知识,提高语言能力,而且通过感知、体验、实践、参与和合作探究等方式完成任务和实现目标。 3、利用电教媒体创设真实的教学情景,使学生在真实的语境中感知英语,这样可以拓展学生学习英语和使用英语的渠道,同时也极大地提高了学生学英语的兴趣。 三、教学目标 1、知识目标: 培养学生英语口语的表达能力。进一步熟悉英语形容词/副词的比较等级与最高级。 2、能力目标: (1)掌握单词joy,snake,fox,rose,discuss,insect,feed,feed on的听、说、读、写四种技能。会读,能理解并学会运用这些单词。 (2)理解对话内容并能较流利地用英语表达。 3、情感目标: (1)培养学生热爱大自然,热爱美丽的祖国。 (2)培养学生互相协作,团结友爱的精神。 四、教学重点 1、理解对话内容,流利诵读对话 2、学会用英语表达“确定”与“不确定”。 五、教学难点 理解句子Plants and animals are important to us的正确含义。 六、教学准备 1、学生准备:分组编一小段喜欢什么动物或植物的对话。 2、教师准备:多媒体,录音机。 七、教学时间:一课时 八、教法学法设计 教法:本节课以“学生表演一创设情景—观察讨论—操作发现—应用拓展”的形式展开。 学法:观察、练习、讨论、猜测、验证、操作、应用。 九、教学流程 1、提问学生“Do you like animals?” 要求学生回答。然后问“Which kind of animal/plant do you like better,…or…?”引出本节课内容。 2、学生操练句型。 3、通过观看动画,学生猜测生词“snake,rose,fox,insect”的汉语意思,并教会学生朗读,然后要求回答下列两个问题并完成Part 2: (1)What do frogs and birds feed on? (2)What about foxes and snakes? 4、教师讲解本课难点 (1)Which kind of animal/plant do you like better,…or…?Why do you think so? (2)Which kind of animal/plant do you like best,…,…or…? Why do you think so? 5、播对话,然后两人一组讨论后问答课后练习一,最后做笔头练习二。老师带读课文,学生跟读。学生顺利完成后,表演本课所学对话,然后照样子重编一段新对话,最后学生表演自编对话 6、小结 (1)The words: joy,snake,fox,rose,discuss,insect,feed,feed on (2)The sentences: Plants and animals are important to us. Which kind of animal/plant do you like better,…or…?Why do you think so? Which kind of animal/plant do you like best,…,…or…? Why do you think so? 7、讨论;播放flash动画短片,然后让学生讨论“If there are no plants or no animals,what will our world be like?”教师检查讨论结果。 8、布置课后作业。 9、结束本节课。

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