高中英语：unit4(learning efficiently)教案(新人教版选修10) 教案 13页

新课标英语高三上模块十Unit4LearningEfficientlyPeriod1ReadingTeachingGoalsⅠ.Teachingaims:1.Enablethestudentstorealizethatdifferentlanguagelearningstrategiesaretakenbyindividuals.2.IntroducetothestudentsseveralaspectsofbeingasuccessfulandefficientreaderⅡ.Teachingimportantpoints:GetthestudentstoknowhowtobeasuccessfulandefficientreaderandworkoutaprogramtoimprovetheirreadingⅢ.Teachingdifficultpoints:Enablethestudentstousetheinformationmentionedinthereadingparttoevaluatetheirreadingandworkoutanimprovementstrategicprogram.Ⅳ.Teachingmethods:Cooperativelearning,task-basedlearningⅤ.Teachingaids:Acomputer,ablackboard,atape-recordⅥ.Teachingprocedures:StepⅠLead-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.AskSstohelpyoumakealistontheboardofreadonforlearningEnglish,for\nexample:ltopassanexamltogetintouniversityforfurtherstudyinEnglishltoreadbooksinEnglishlfortravelpurposesltogetabetterjob1.Havingwrittenthelist,gothroughthemostpopularreasonsforlearningEnglishandaskwhatskillstheywillneedinordertosucceed.2.AssignExercise2.3.WhenSshavecompletedtheirgraphs,asksthemtodiscusswithapartnerwhethertheyconsidertheyaregivingtherightamountoftimetoeachlanguageareaaccordingtotheirreasonsforstudyingEnglish.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.\n新课标英语高三上模块十Unit4LearningEfficientlyPeriod2LanguagePointsTeachingGoalsⅠ.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.StepⅢLanguagepointsinReading1.AskSstofigureoutwhethertheyhavedifficultpointsinthereadingpassage.2.Answertothemrespectively.3.Hereare2commondifficultypointsforreference.\nLanguagePoints1.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.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,whichisabonusbecausebeingabletolearninmorethanonestyleincreasesyourchancesof\nfindingactivitiesthatsuityou.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.StepⅣConsolidatingExerciseGoovertheExercisesintheworkbookiftimepermits.StepV.HomeworkCompletealltheExercisesonpage76&77.新课标英语高三上模块十Unit4LearningEfficientlyPeriod3Grammar:RevisingoftheSubjunctiveMood\nⅠ.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.AskSsinwhatkindofcircumstancedoweusetheSubjunctiveMood.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/couldhavedone\nTheoldmenwouldfinditdifficulttogetajobiftheyleftthefarm.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.IcouldseethesurfaceofthemoonwithmyowneyesifIweretogotothemoonsomeday.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.\nIwishwehadn’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：IfonlyIknewhowtooperatethiscomputer.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.\nPeriod4Listening&SpeakingⅠ.Teachingaims:1.TraintheSs’listeningandspeakingskillsⅡ.Teachingimportantpoints:EnabletheSstomastertolistentohowtomaterialsonlearning(reading,givingatalk,etc)strategies.EnabletheSstohaveagroupdiscussiononthetopicmentionedinthelisteningpartusingfunctionphrasesofgivingadviceorsuggestions.Ⅲ.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.\nKeystotask31.Auditoryleaner.2.Shefindsiteasiertolearnwhilesheisreading.3.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.Don’tbiteoffmorethanyoucanchew.Dropsofwateroutwearthestone.StepⅣListeningtasksonpage75&79.Iftimepermits,gooverallthelisteningtasksandtellSstoawarehowtograspkey\ninformationandtakingnotesinthislisteningpart.StepVAssignmentAskSstolistentoalltherecordingagain.Andpreparefornextperiod’sdictation.Period5IntegratingSkillsⅠ.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;d)stayedathomeandwatchEnglishmovies,listenedtoEnglishradioandlearnedEnglishpopsongsStepⅡReading1.Explainthattheyaregoingtocompleteaquestionnairewhichwillgivethemsomeindicationsofwhattheirparticularlearningstyleis.Explainthattheyaretoreadeachstatementandtoticktheonesthatapplytothe.Tellthemnottospendtoolongon\neachstatement,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?youcouldthentrysomeoftheirmethodsandseewhichworksbestforyou.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,trytoguessthe\nmeaningofunknownwordsratherthanalwaysgoingtothedictionary.Ihopethisadvicehelps.Letmeknowhowyougeton.Love,MitchellTeachingRecordofUnit4:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________