高中牛津英语模块九unit 4 Reading备课教案 6页

高中牛津英语模块九unit 4 Reading备课教案    Unit4Reading   BiblicalidiomsinEnglish 一、Teachinggoals 1.Targetlanguage:  newwordsandsentencestructure 2.Abilitygoals:  Enablestudentstogainsomeknowledgeaboutidioms,understandtheiroriginalmeaningsandlearnabouttheirpracticalusageinEnglish. 3.Learningabilitygoals: Studentsareexpectedtopracticeandreinforcetheirreadingcomprehensionandimprovetheiroverallability. 二、Teachingimportantanddifficultpoints Gainsomeknowledgeaboutidioms,andimprovetheiroverallability 三、Teachingaids Ataperecorderandacomputer. 四、TeachingproceduresandwaysStepILead-in 1.Showpicturestostudents,andintroducesomethingabouttheBible. TheBibleisoftendescribedas"thegreatestbookeverwritten."Thisisbecauseofitsunendingsignificanceandinfluenceonpeoplethroughouttheages.NootherbookinhistoryhasimpactedpeoplesandculturesliketheBible. ManybasicconceptsandprinciplesofWesternculturehavecomedownfromtheBible.ManycommonEnglishphrasesandexpressionshavetheiroriginintheBiblewell. Eventhoughitwaswrittenmorethan2,000yearsago,theBiblecontinuestoinfluencepeopletoday. 2.Enjoyastoryinit. TheObstacleInOurPath\n Inancienttimes,akinghadaboulderplacedonaroadway.Thenhehidhimselfandwatchedtoseeifanyonewouldremovethehugerock.Someoftheking'swealthiestmerchantsandcourtierscamebyandsimplywalkedaroundit. Manyloudlyblamedthekingfornotkeepingtheroadsclear,butnonedidanythingaboutgettingthebigstoneoutoftheway.Thenapeasantcamealongcarryingaloadofvegetables.Onapproachingtheboulder,thepeasantlaiddownhisburdenandtriedtomovethestonetothesideoftheroad.Aftermuchpushingandstraining,hefinallysucceeded. Asthepeasantpickeduphisloadofvegetables,henoticedapurselyingintheroadwheretheboulderhadbeen.Thepursecontainedmanygoldcoinsandanotefromthekingindicatingthatthegoldwasforthepersonwhoremovedtheboulderfromtheroadway.Thepeasantlearnedwhatmanyothersneverunderstand.Everyobstaclepresentsanopportunitytoimproveone'scondition. StepIIFastreading scantheInternetarticleonpage50quicklyandfindtheanswerstotheKnowledgequestions（细节复述型问题）whichelicitfactualanswersandrecognitionofinformation,words,phrasesorsentencesinthepassageasanswers. 1).Whatisanidiom? ---Anidiomisagroupofwordsoranexpressionwhosemeaningoftencannotbeunderstoodbylookingatthemeaningsoftheseparatewordsinit. 2).WhichlanguageswastheBiblefirstwrittenin? ---InHebrew. 3).Whichidiomisoftenusedtodescribechildren? ---Appleoftheirparents’eye StepIIICarefulreading 1.Listentotherecordingandfollow,thenreaditcarefullyandanswerthefollowingquestionsinPartC1.Thesequestionsinterpretsomeinformationinthe\npassage,sofinishthemandtrytoimprovethestudents’abilitytofindspecificinformation. 1).WhydoestheBiblehavealotofidioms? ---BecausetheBiblewasfirstwritteninHebrewandthentranslatedintoGreek,andmanyidiomsareusedinbothofthem.BecausetheBiblewastranslatedintoEnglishhundredsofyearsago,manyHebreworGreekidiomshavebecomepartoftheEnglishlanguage. 2).Whatdid‘byandby’originallymeanintheBible? ---Immediately. 3).Whatdoes‘byandby’meantoday? ---Beforelong. 4).HowmanyyearsagowastheBibletranslatedintoEnglish? ---Hundredsofyearsago. 5).Whatdoes‘feetofclay’mean? ---Thereisahiddenweaknessinsomebodywhomweadmireorrespect. 6).Whichanimalsarefeaturedintheidiomsinthearticles? ---Birdandclay. 7).Whichfoodsareincludedintheidiomsinthearticle? ---Appleandsalt. 8).Howisstudyingidiomsusefulinlanguagelearning? ---Youcanimproveyourcomprehensionanddevelopahighlevelofcompetenceinlevelofcompetenceincommunicationskills. 2.CompletePartC2,anditservesasastrengtheningactivity. StepIVReadingstrategy:understandinganalogies ●Whentryingtounderstandidiom,itisoftenhelpfultoconsidertheuseofanalogy,whichisaparticulartypeofcomparison. ●Althoughanalogycanbeveryhardtoguess,cluescanoftenbefoundin\nthecontext. ●Youshouldfirstlookattheidiomandcreateanimageinyourmind. ●Thenlookatthecontexttofindoutthecontexttofindouttheanalogyandthemessage. StepVUsageofreadingstrategy 1.Itookmymother’scarwithoutaskingforpermission.Sheisangryatme.Iaminhotwaternow! 2.Don’ttellanyoneelsethatIamlookingforanewjob.Pleasekeepitunderyourhat. 3.WewerenotexpectingtoseeJoan.Whenshesuddenlyarrivedoutoftheblue,wewereallsurprised. Answers:  1.(introuble)   2.(nottellanybodythesecret) 3.(suddenly;unexpected) StepVIconsolidation 3.FinishPartD. Guessthemeaningsofnewwordsfromthecontext. Answers:1.j  2.b  3.a  4.c  5.e  6.d  7.f  8.h   9.g   10.I 4FinishPartEtoreviewandconsolidateknowledgeinthetext. Answers:(1)group    (2)idioms   (3)translated(4)Green    (5)beforelong  (6)underline(7)concept(8)weakness (9)bird         (10)hidden StepVIIDiscussion ●WhatdoyouthinkaboutEnglishidiomsthatcomefromtheBible? ●DoyouknowtheoriginsofanyChineseidioms?Whatarethey? ●Doyouthinkunderstandingidiomsisanimportantpartoflanguagelearning?Whyorwhynot? StepVIII Languagepoints: 1.(Lines1-2)Anidiomisagroupofwordsoranexpressionwhosemeaningoftencannotbeunderstoodbylookingatthemeaningsoftheseparatewords\ninit. 1)Separatehereisusedasanadjectivewiththemeaning‘eachorindividual(wordinthegroupofwordsortheexpression)’or‘nottogether’. e.g. ●Thetwinsshareoneroom,buttheysleepinseparatebeds. ●Germanyisonenation,butitusedtobetwoseparatecountriesformorethan30yearsafterWorldWarⅡ. 2)Separatecanalsobeusedasaverb,whichmeans‘tobecomeapart’ or‘tobenottogether’. e.g. ●Itisextremelyhardtoseparatetwofightingoxen. ●Themountainrangeseparatesthetwocountries. Haveatry: ●AswejoinedthebigcrowdIgot_____frommyfriends. A.separated  B.spared   C.lost     D.missed ●Studentsshouldalwaysremembertheoryandshouldnotatallbe_____frompractice. A. divided  B.stopped   C.separated    D.operated 2.(Lines5-6)…,andunlessyourecognizewhenanidiomisbeingused,youcaneasilymisunderstandwhatyoureadorhearspoken. ◆Thewordunlessisaconjunction,whichmeans‘ifnot’or‘exceptif’andisusedtointroduceanadverbialclauseofcondition. e.g. ●UnlessI’mmistaken,shewasatworkyesterday. ●Youwon’tgetpaidfortimeoffunlessyouhaveadoctor’snote. ●_______invited,youshouldkeepsilent. A.When   B.If      C.Unless      D.\nSince 3.(Lines33-35)Forinstance,childrenareoftenreferredtoasthe‘appleoftheirparents’eye’,meaningthattheirparentslovethemverymuchandareveryproudofthem. 1)Theprepositionasissomethingusedwiththephrasereferto,whichmeans‘tocallsomebodyas’. e.g.Heisreferredtoasthenaughtieststudentinhisclass.2)Referto ◆‘Refertosb/sth’meanstomentionorspeakaboutsb/sth e.g. Ipromisednottorefertothematteragain. ◆‘Refertosb/sth’meanstodescribeorbeconnectedtosb/sth. e.g. Thisparagraphreferstotheeventsoflastyear. ◆‘Refertosb/sth’meanstolookatsthoraskapersonforinformation. Youmayrefertoyournoteifyouwant. ◆Haveatry: Theincident____tookplacelastMonday. A.  referred   B.referring  C.  referredto    D.referringtoHomework: 1.Readthearticleagain. 2.Notetheimportantknowledgeinthetext. 3.DoPartA1andA2onpage124inWorkbooksotheywillhavemorechancestousesomeusefulwordsandphrasesleantinthissection.