高中英语 Learning efficiently-单元教案 新人教版选修10 教案 18页

Unit4Learningefficiently（一）教材分析：本单元的中心话题是“语言学习策略，如何改进听、说、读、写的技能”，内容涉及“如何成为一名成功的阅读者”、“你怎样才能学得更好”、“适用各类人群的学习技巧”、“讨论阅读训练的最佳方法”、“介绍一种新的学习技巧”、“提出建议，改进学习方法”等。语言技能和语言知识都是围绕这一中心设计的。热身（Warming-up）部分由两个练习组成：练习1是一张图表，显示某学生课外学习英语时间分配情况，即用于听、说、读、写、语法、词汇的时间比例。要求学生参照图表分组讨论三个问题：图表对该学生的学习习惯做了哪些介绍；对该学生课外英语学习的时间安排提出看法；如果对本班同学的调查是否会取得同样结果。教师应当结合这个表格引导学生反思自己学习英语学习观念是否有积极意义。练习2是两人小组活动，要求学生相互采访同伴的英语学习习惯，并将结果绘成图表。读前部分有两个练习，，主要讨论阅读技巧。练习1是让学生先考虑一下自己阅读汉语的习惯、技巧，并列出六个方面的与此相关的问题帮助学生思考。练习2是让学生阅读“理解”部分的第一个练习“阅读”部分的标题和图片，要求两人一组讨论课文对“阅读”这一话题会说些什么。目的是预测阅读内容，抓住阅读要点。阅读部分上一篇说明文，话题是“如何成为一名成功的阅读者”。内容涉及以下方面：1）多读、多练习、熟能生巧。2）享受阅读练习中的乐趣。3）学会良好的阅读方法，即预测阅读内容、主动阅读、依阅读目的确定阅读方式、学会依据上下文猜测词义。4）结论是用适当的方法通过大量的练习，我们就能提高阅读能力。“语言学习”部分由词汇和语法两部分组成。词汇部分练习\n有三项练习。练习1要求学生能理解本课重要词语的意义，并运用到新的语境中去。练习2设置了九个句子，要求学生能够根据上下文的内容确定句中黑体词的意思。这个练习用来训练学生判断和猜测词义的能力，进一步让学生消化课文中第三段d小节的有关内容。练习3用做游戏的方法，让学生用英语解释本课中的一些生词。练习3设置三个情景，让学生分组用虚拟语气展开讨论。语法部分的三项练习曾层层深入，帮助学生掌握虚拟语气的结构形式和意义入手，再引导他们在新的语境中进行运用。语言的运用部分包括三项内容，对学生进行听、说、读、写的综合训练。第一项是“阅读与讨论”，阅读内容是一份学习风格的测评。测评包括32条陈叙，分别归入三种学习风格类型：听觉型、视觉型、触觉型，让学生能够阅读对照，看自己是属于哪种风格的学习者。阅读后设置两个练习，练习1是不是小组讨论三个问题：关于学习风格的评测结果，讨论对评测结果的看法。第二个问题讨论学习英语生词的最好活动，这些活动和学习风格是否有关。第三个问题要求学生分别对三种类型的学习者学习生词活动列表说明。练习2设计了一个活动，让同类学习风格的学生组成一组，讨论学好词汇的有效方法，制成海报，与其它组进行比较。第二项是“听与讨论”。听力内容是三个学深讨论不同的学习风格者会如何进行阅读。另外，在听力材料中还提供了若干垂询别人意见与提出建议的句子。听完录音，再让学生就这一话题展开讨论。第三项是“阅读和写作”。Donghua在电子邮件里提出了有关词汇学习与阅读中遇到的困难，要求学生利用电子邮件回信，提出自己的看法与建议，给与帮助。同时，在电子邮件后，还列出了建议信的写作方法和步骤，让学生学习参考。本单元涉及要点：1）学习了解语言学习策略，包括如何改进听、说、读、写的技能，怎样才能学得更好的内容。2）复习并掌握表示“劝告与建议”的用语。3）学习并掌握本单元词汇。\n4）复习并掌握好虚拟语气的用法。（三）教学安排对课本内容进行优化组合，可将本单元分成5个课时Period1ReadingPeriod2LanguagepointsPeriod3GrammarPeriod4ListeningPeriod5IntegratingSkillsPeriod1ReadingⅠ.Teachingaims:1.Enablethestudentstorealizethatdifferentlanguagelearningstrategiesaretakenbyindividuals.2.IntroducetothestudentsseveralaspectsofbeingasuccessfulandefficientreaderⅡ.Teachingimportantpoints:GetthestudentstoknowhowtobeasuccessfulandefficientreaderandworkoutaprogramtoimprovetheirreadingⅢ.Teachingdifficultpoints:Enablethestudentstousetheinformationmentionedinthereadingparttoevaluatetheirreadingandworkoutanimprovementstrategicprogram.Ⅳ.Teachingmethods:Cooperativelearning,task-basedlearningⅤ.Teachingaids:Acomputer,ablackboard,atape-recordⅥ.Teachingprocedures:\nStepⅠLead-in1.Greetings2.Showthemacalculationquestion“1+2+3+…+100=?”Thestudentssurelywillrespondimmediatelywithananswer5050.Askthemwhofirstworkedouttheproblemintheworldwithamucheasiersolution.(Aten-year-oldboy(高斯（C.F.Gauss)workedouttheproblemassignedbytheteacherinafewseconds.）3．Getaconclusion:Fromthisexample,weknowthesignificanceofmethod.Rightmethodscanalwayshelpimprovetheefficiencyofsolvingproblems.Astoourstudy,wecanalsoapplycertainmethodsorstrategiestomakeourselvesanefficientlearner.StepⅡWarming-up1.AssignExercise1.DiscussSs’answers.1.SetExercise2.2.AskSstohelpyoumakealistontheboardofreasonforlearningEnglish,forexample:ltopassanexamltogetintouniversityforfurtherstudyinEnglishltoreadbooksinEnglishlfortravelpurposesltogetabetterjob3.Havingwrittenthelist,gothroughthemostpopularreasonsforlearningEnglishandaskwhatskillstheywillneedinordertosucceed.4.AssignExercise2.5.WhenSshavecompletedtheirgraphs,asksthemtodiscusswithapartnerwhethertheyconsidertheyaregivingtherightamountoftimetoeachlanguagearea\naccordingtotheirreasonsforstudyingEnglish.StepⅢReading1.AskSstodiscussthesixgroupsofquestioninExercise1.Spendsometimecheckingtheiranswersandreinforcingtheideasoutlinedabove.2.SetExercise2.StepⅣReading1.AsktheSstoreadthetextontheirown,keepinginmindthattheirreasonforreadingthetextistocompletethefirstexerciseinComprehending.InordertodiscourageSsfromreadinginmoredetailthantheyneedattheendoftheexercise,givethemasettimeforreadthepassageandcompleteExercise1.Advisethemnottolookupunknownwordsintheirdictionary,buttounderlineanytheycannotworkoutthemeaningfor.2.AskSstofinishExercise2.Theymayreadthetextagainifnecessary,butonlyonce,beforeansweringthequestioninExercie2.3.AskSstoreadthetextoncemoreinpairsorgroupsaccordingtotheirability.AnddoExercise3&4.StepⅤHomework1.AskSstogooverthetextagainandunderlinepointstheyfinddifficultinthetext.2.AskSstoevaluatetheirreadingstyleandworkoutaprogramtoimprovetheirreadingorgivingotherssuggestionshowtoimprovereadingefficiency.Period2LanguagePoints\nⅠ.Teachingaims:1.TargetLanguagecentigrade,competent,allocate,booklet,recipe,indetail,slowdown,frequent,consult,caption,shabby,rainbow,brewery,acute,bent,cab,currency,cuisine2.AbilitygoalsEnableSstousethenewwordsinthetextorpassagesEnableSstogivecorrespondentdefinitionofeachnewwordEnableSstolearnusefulstrategytoexpandtheirvocabularyⅡ.Teachingimportantpoints:EnableSstousethenewwordsincontextEnableSstogivecorrespondentdefinitionofeachnewwordEnableSstolearnusefulstrategytoexpandtheirvocabularyⅢ.Teachingdifficultpoints:EnableSstogivecorrespondentdefinitionofeachnewwordEnableSstolearnusefulstrategytoexpandtheirvocabularyⅣ.Teachingmethods:Cooperativelearning,task-basedlearningⅤ.Teachingaids:Acomputer,ablackboard,atape-recordedⅥ.Teachingprocedures:StepⅠGreetingsStepⅡLead-inT:Yesterdaywereadthetexton“HowtobecomeanefficientReader”.Doyougothroughthetextagainafterclass?SoI’dlikeaskoneSstotelluswhatadvicesaregiveninthetext.StepⅢLanguagepointsinReading\n1.AskSstofigureoutwhethertheyhavedifficultpointsinthereadingpassage.2.Answertothemrespectively.3.Hereare2commondifficultypointsforreference.LanguagePoints1.Therearecertaintechniquesyoucanlearnandthenitisuptoyoutopractice,practiceandpractice.有某些技能技巧可供你学习,然后就全靠你自己练习、练习，再练习了。itisuptosomebody意思是itissomebody’sresponsibilityorduty,可理解成“取决于某人；在于……；该由……负责”．如：－Shallwegoout?我们可以出去吗？－It’suptoyou.　由你决定。Ican’ttakethedecision.It’snotuptome.我不能做决定，这不取决我。　＜拓展＞　upto还有表示“深度、高度、地位等”直到……；（数目上）直到，至多……；　“接近于；达到”“胜任、适宜”等意思。MaryissmallandjustcomesuptoBills’chest.Everyonehashisparttoplay,fromtheofficeboyuptothepresident.Theyworkedhereuptothelastminute.Uptotenpeoplecansleepinthistent.Ifyourgoodsareuptothesample,theywillcertainlysellwellinthemarket.Theinterpreter’sEnglishwasnotuptothetask.Whathaveyoubeenuptolately?2.Forexample,supposeinbiologyyouwerestudyinghowplantsreproduce,thenyoucouldfindanEnglishtextaboutthisontheInternet.\n例如：假设在生物学中，你正在研究植物如何繁衍，那你会在因特网上找到有关这方面的文章．suppose可以看成连接词，意思是imaginewhatwill/wouldhappenif.它所引导的从句表示“主观设想的情况”．因此，有些动词用虚拟语气例如：Supposeyoufallandhurtyourselfwhenyou’reoutaloneinthemountains?另外，suppose,supposing用做连接词时，还可以用来表示建议，表示“……怎么样？”Supposeweputitofftillnextweek?Supposingyouhaveanothertry?3.Youmayfindyouhavemorethanonestronglearningstyle,whichisabonusbecausebeingabletolearninmorethanonestyleincreasesyourchancesoffindingactivitiesthatsuityou.你或许会发现自己有不止一种倾向的学习风格，这是一种意外的收获，因为能够以多种风格学习会增大找到合适的学习活动的机会．bonus在本句中意思是anythingpleasantinadditiontowhatisexpected,可以理解为“意外令人高兴的事”StepⅣDiscoveringusefulwordsandexpressions1.Exercise1.FirstgothroughthewordsandtheirmeaningwithSsandaskthemtofinishtheblank-fillingwithin6min.Thenchecktheanswers.1.Exercise2.AskSstoworkingoutthemeaningofwordsusingthecontext.2.Ex2onpage25.AsktheSstoreadthetextandtrytoguessthemeaningofeachboldedwordsinthecontextandtrytoexplaintheminEnglish.ThenaskthemtolookupthewordsinEnglish-Englishdictionary,andcheckwhethertheirformerdefinitionsarerightorwrong.3.Ex3Playagameinpairs,onestudentgivesadefinitionandanotherstudentguessesthecorrespondentword.\nStepⅣConsolidatingExerciseGoovertheExercisesintheworkbookiftimepermits.StepV.HomeworkCompletealltheExercisesonpage76&77.Period3Grammar:RevisingoftheSubjunctiveMoodⅠ.Teachingaims:1.EnabletheSstograspthestructureandmeaningoftheSubjunctiveMood2.EnabletheSstoapplytheSubjunctiveMoodtothecontextⅡ.Teachingimportantpoints:EnabletheSstograspthestructureandmeaningoftheSubjunctiveMoodandapplythisgrammartodetailcontextⅢ.Teachingdifficultpoints:ThemeaningoftheSubjunctiveMoodanditsappliancesⅣ.Teachingmethods:Inductiveanddeductivemethods,task-basedlearningandcooperativelearningⅤ.Teachingaids:Acomputer,ablackboardⅥ.Teachingprocedures:StepILeadin1.Listthreesentencesonthescreen.1)IfIwereAndyLou,IwouldbeinHongKongnow.2)IwishIwereamillionaire.3)WesuggestthateveryoneshouldhelptheAIDSpatients.\nAskSsinwhatkindofcircumstancedoweusetheSubjunctiveMood.虚拟语气是一种特殊的动词形式(verbstructure)，用来表示说话人所说的话不是一个事实(fact)，而只是一种假设(hypotheses)愿望(wishes)、建议(suggestion)或怀疑doubt等等。StepⅢKnowledgeRecalling1.AsktheSstorecallsomeknowledgethey’velearnedinBook6.StepⅣFurtherExplaining虚拟语气应该注意的几点:1.虚拟语气在条件句中1)表示不太可能出现的情况”,条件从句一般用过去时,主句用woulddo,shoulddo或might/coulddo;2)表示“本可能发生却未发生的事情”，　条件从句用过去完成时，主句用wouldhavedone,shouldhavedone,might/couldhavedoneTheoldmenwouldfinditdifficulttogetajobiftheyleftthefarm.Ishouldbesurprisedifitwaslessthanfivepounds.IfIfrightenedthosebirds,theymightflyoffandIwouldneverseethemagain.IfIwereyou,Iwouldaccepttheoffer.IfIwereaskedtodefinemymood,I’dsay“bored”.Ifhehadtakenhisdoctor’sadvice,hemightnothavediedsosoon.Ifhehadrealizedthat,hewouldhaverunawaywhiletherewasstilltime.Ifshehadnotmarried,shecouldhavebecomespecialinthefiled.2.虚拟语气在条件句也可用来表示“将来不太可能出现的情况”，　条件从句用shoulddo,wereto或一般过去时，主句用woulddo,shoulddo,could/mightdo.Ifitshouldraintomorrow,thesportsmeetwouldhavetobeputoff.IcouldseethesurfaceofthemoonwithmyowneyesifIweretogotothemoon\nsomeday.Whatwouldyoudoifhefailedtocometomorrow?注意：含有should的条件句，主句可以用一般现在时或一般将来时．例如：Ifthereshouldbeanotherflood,whatshallwedo?Askhertoleaveamessageifsheshouldcome.3.在正式英语文体中，if从句中的第一个动词如果是should,were或had,可将此动词置于句首，替代if．例如：Wereitalltrue,itwouldstillnotexcusetheiractions.Hadthecaptainbeenmorecareful,hisshipwouldnothavesunk?Shouldanyvisitorscome,Iwouldsayyouarenothere.4.ifonly和suppose(supposing),也可以引导虚拟从句．IfonlyIhadmoretime,Icouldgotheretohelpthem.Supposingitwerefinetomorrow,wouldyougoclimbingthemountainwithus?5.Ifitwerenot/hadnotbeenfor…也是常见的虚拟句型，意思是“要不是…”　例如：Ifithadnotbeenforyourhelp,wewouldnothaveachievedsomuchinourwork.Ifitwerenotforthewisedecision,wecouldnotbelivingahappylife.6.虚拟语气用于Iwish…　的宾语从句中：表示现在时间，动词用一般过去时和过去进行时(be动词用were/was)．表示过去时间，动词用过去完成时和过去完成进行时．表示将来时间，动词用would/could等+动词原形IwishIknewhowtooperatethiscomputer.Iwishheweren’tsolazy.Idowisheverythingwouldbeasquietasbefore.Iwishwehadn’tbeenworkingovertimeyesterday.注意：这里Iwish…所表达的意思与ifonly…差不多．以上的句子都可以用ifonly来代替Iwish例如：\nIfonlyIknewhowtooperatethiscomputer.Ifonlywehadn’tbeenworkingovertimeyesterday.7.It’s(about/high)time+从句，表示“该做而未做的事”，是一种婉转的建议，从句中的动词用一般过去时　例如：Itishightimewebegantowork.We’veenjoyedtheevening,butit’stimewewenthome.It’sabouttimetheboylearnedtobehavehimself.8.表示“要求、建议、命令”等动词demand,require,suggest,insist,advise,order等后接宾语从句时，从句谓语动词一般用虚拟语气，即should+动词原形（do/bedone),should也可以省略．例如：HeinsistedthatJohn(should)dothejob.Wesuggestthatthemeeting(should)notbepostponed.Theuniondemandedthatthewages(should)beraisedby20%.常用的这类动词是：ask(要求）,advise（建议）,command（命令）,decide（决定）,demand（要求）,insist（坚持）,move（提议）,order（命令）,propose（提出）,require（要求）,request（请求）,suggest（建议）,urge（主张）如果这些动词不是表示“要求、建议、命令”等意思时，这时宾语从句一般不用虚拟语气。例如：HeinsistedthatIwaswrong.　(这儿insist意思是“坚持认为”）Theexpressiononherfacesuggeststhatsheknowsthesecret.　（这儿suggest意思是“表明”StepⅤConsolidatingandApplyingtheruleExercisetobeshownonthePPTandonestudentatatimetodotheexerciseorally.StepⅥSummaryandAssignment1.Makeasummaryoftoday’stask.2.AssignSstofinishrelativeExerciseslistedinworkbook.\nPeriod4IntegratingSkillsⅠ.Teachingaims:1.IntroducetotheSsthatdifferentpeoplehavedifferentlearningstyles.2.Checktheirlearningstylesandworkouthowtoimprovetheirlearning.3.IntegrateknowledgeacquiredinthisUnit,practicingreplytoanE-mailandgivingsuggestions.Ⅱ.Teachingimportantpoints&Teachingdifficultpoints::1.LetSsawarethatdifferentpeoplehavedifferentlearningstyles2.ReplytoanE-mailgivingsuggestionsonhowtoimprovereadingandwords-memorizing.Ⅲ.Teachingmethods:Task-basedlearningandcooperativelearningⅤ.Teachingaids:Acomputer,ablackboard,arecorderⅥ.Teachingprocedures:StepⅠPre-reading1.Askthemsomequestionsthathighlightthedifferentwaysinwhichdifferentstudentslearn.e.g.WhenyouhavealistofnewwordstolearnforEnglishhowdoyoudoaboutlearningthem?Whatdoyouthinkisthebestwaytolearngrammarrules?DoyouthinkyourEnglishwouldimprovemostifforthreemonthsyou:a)livedwithnativeEnglishspeakerswhodidn’tspeakanyChinese;b)wenttoanintensiveEnglishschoolinChina;c)stayedathomeandstudiedfromtextbooks;\nd)stayedathomeandwatchEnglishmovies,listenedtoEnglishradioandlearnedEnglishpopsongsStepⅡReading1.Explainthattheyaregoingtocompleteaquestionnairewhichwillgivethemsomeindicationsofwhattheirparticularlearningstyleis.Explainthattheyaretoreadeachstatementandtoticktheonesthatapplytothe.Tellthemnottospendtoolongoneachstatement,buttoticktheonesthattheyimmediatelyrecognizethem.2.AskSstorecordtheirresultsonthetableprovidedandtoreadthedescriptionofStepⅢDiscussion1.AsktheSstodiscussquestionsinExercise1ortoholdadiscussionwiththewholeclass.StepⅣWriting1.Readtheemailwiththeclass.AskSswhatthepurposeoftheemailisandwhatDonghuawanttherecipientofthelettertodo.2.AskSstousewhatthey’velearnedtolistasmanystrategiesoflearningnewvocabularyaspossible.3.AskSstodefineexactlywhatDonghua’sreadingproblemis.4.AskSstosuggestwaysDonghuacouldimproveherreading.5.Reviewthelanguageusedtogiveadvicethatislistedonpage80.6.AskSstoreplytothee-mail.SamplewritingDearDonghua,Thanksforyourkindwords.I’msorryyouarenotdoingsowellinEnglishandIhopethefollowingsuggestionswillhelp.Learningnewwords:Perhapsyourproblemisthatyouhaven’tyetfoundthemethodoflearningnewwordsthatsuitsyoubest.HaveyouthoughtaboutaskingsomeofthestudentswhoaredoingwellatEnglishinyourclasshowtheylearnnewwords?you\ncouldthentrysomeoftheirmethodsandseewhichworksbestforyou.Mywayoflearningnewwordsistofirstlookateachwordcarefullyandthenwritethewordsoutwithdashesbetweensyllables,likethissyl-la–bles.Thathelpsmewiththespelling.ThenIwritesentenceswiththewordsinthemtohelpmerememberthemeaning.Finally,IlookatthewordsagainjustbeforeIgotobedandsomehowmybrainlearnsthemwhileI’msleeping.Ofcourseeveryoneisdifferent,sothismightnotworkforyou,buttryitanywayandseeifitmakesanydifference.Asforhavingtroublewithreading,I’dliketosuggestthatyoudon’tworryaboutunderstandingeverybitofthetext.Whydon’tyoufirstjustreadthepassagethroughwithoutstoppingjusttogetageneralidea.Thenthinkaboutyourpurposeforreadingthatparticulartext,forexample,tofindsomespecificdetails,tosummarizethemainpoints,etc.OnceyouknowWHYyouarereadingyoucanreadthetextagainandfocusjustonthosepartthatwillhelpyouachieveyourpurpose.Also,trytoguessthemeaningofunknownwordsratherthanalwaysgoingtothedictionary.Ihopethisadvicehelps.Letmeknowhowyougeton.Love,MitchellPeriod5Listening&SpeakingⅠ.Teachingaims:1.TraintheSs’listeningandspeakingskillsⅡ.Teachingimportantpoints:EnabletheSstomastertolistentohowtomaterialsonlearning(reading,givingatalk,etc)strategies.EnabletheSstohaveagroupdiscussiononthetopicmentionedinthelisteningpartusingfunctionphrasesofgivingadviceorsuggestions.\nⅢ.Teachingdifficultpoints:Howtolisteneffectivelyonthelisteningmaterialandhowtoorganizethediscussionwell.Ⅳ.Teachingmethods:Listening,task-basedlearningandcooperativelearningⅤ.Teachingaids:Acomputer,ablackboard,arecorderⅥ.Teachingprocedures:StepⅠLead-in1.Greetings.2.T:Inthelastperiod,we’velearnedtherearemainlythreekindsoflearners.Sowhatarethey?Andtodaywearegoingtolistenhowdifferentlearnersmighttackleareadingtask.StepⅡListening1.Pre-listening(AskSstoturntopage38andhaveadiscussiononhowtohelpatactilelearnerimprovetheirreading.)2.Listeningtask(Exercise2---answerthequestions)3.Listeningtask(Exercise3–fillingtheblanks)Keystotasks21.Tryreadingthetextandlisteningtoarecordingofitatthesametime.2.Readthetextaloudandmoveinsomewayasyouread.3.Photocopythetextandcutitintoparagraphs.Thentrytoputtheparagraphsintherightorder.Keystotask31.Auditoryleaner.2.Shefindsiteasiertolearnwhilesheisreading.\n3.No,shedoesn’t.Shefeelsthatlisteningwhilereadingisausefulstudytechniqueforher.Sheexpectsthatasherreadingimprovesshe’llnolongerneedtolistenatthesametime.4.Heisalsohavingproblemswiththenewwordsinthetext.StepⅢDiscussion1.WhatdoyouthinkofAnnieandYufang’sadvice?Isitgoodadviceornot?2.DiscusswhataspectsoflearningEnglishyoufindmostdifficult.Giveeachpersoninyourgroupsomehelpfuladvicebasedonthekindoflearnerheorsheis.Useexpressions:Youshould…Whydon’tyou…Howabout…?It’sworthago.Doyouknowwhatelsemightbeabletodo?Doyouthinkitwouldhelpme?I’vethoughtofsomethingyoucoulddo.Youneverknow.Icouldseeifithelps.3.ReadtheproverbanddiscussinyourgrouphowtheyapplytolearningEnglishIt’snevertoolatetolearn.Betterlatethannever.IfatfirstyoudonTosucceed,try,andtryagain.Wellbegunishalfdone.Hewhomakesnomistakesmakesnothing.Thereisnoroyalroadtolearning.\nDon’tbiteoffmorethanyoucanchew.Dropsofwateroutwearthestone.StepⅣListeningtasksonpage75&79.Iftimepermits,gooverallthelisteningtasksandtellSstoawarehowtograspkeyinformationandtakingnotesinthislisteningpart.StepVAssignmentAskSstolistentoalltherecordingagain.Andpreparefornextperiod’sdictation.