reading教案（通用16篇）

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reading教案（通用16篇）

reading教案 篇1

　　task:1,to practise the technique of scanning ofr details

　　2,to know the relationship between diet and overall health

　　3,to master the usages of the following expressions and words

　　want to do, for two days,it's important for ...,be good for,eat ...for,not...any more,a

　　top student,like doing,on the internet,exercise,twice a week,dancer,fast food

　　4,to finish a class test

　　topic:what we eat and how we live

　　contents:reading part in unit 4

　　important points:1,the usages of the expressions and words

　　2,the technique of scanning for detail

　　difficult points:the relationship between diet and overall health

　　the teachique to scanning for detail

　　what we eat and how we live

　　every day,i dance for two hours. it's important for a dancer to be healthy.i know that sweet snacks are not good for me. i always eat an apple for breakfast. i don't eat sweet snacks any more. i am...a top student i like studying on the inernet. after class. i exercise every day for about 30 minutes. i swim twice a week. i always have a healthy meal for dinner.i don't eat fast food any more.

　　teaching procedures:

　　task one:show the task for this class (let the students know they study task):omission

　　task twpractise the skill for scanning for the details

　　1,give the students papers

　　2,(the students)try to read the passage fill the missing words

　　the girl's name is ______.she is ______ years old.she wants to be a _____.she often dances for _____ _____every day.before she _____ate fruit and ______.she liked sweet______.now she often eats_____for breakfast.she doesn't eat ______ _____between meals.

　　the boy's name is ______.he is a _____student at school.he like ______computer games.he often _____with his friends on the _____.before he often ate ______for lunch.he wanted to ______basketball but he couldn't run______.so he _____for about half an hour a day.

　　task three:a discussion about food and life styles

　　1,show a piece of videos (一段关于胖孩子录像)

　　2,a discussion

　　task four:ability test

　　1,give the papers

　　2,use the expressions to fill in the blank for three hours,want to do,it's important for...,not...any more,eat.for,be good for,like doing...

　　jack is an english boy.he ______a football player(足球运动员）he ______football very much.he plays football _______every day.he says playing football ______his health.before he seldom played football because he couldn't run fast.he often ______meat _____his three meals.he got very fat...

　　task five:practice

　　help the students to master the usages of the expressions

　　first :t:english s:chinese then t:chinese s:english

　　t:i want to be a dancer.

　　s：我想成为一名舞蹈者。（教师可帮助学生理解意思）

　　t：she/he/miss li/they/the boy want/wants to be a /an/teacher /singer/dancer/engineer/farmer/....

　　s:她/他/李小姐/他们......想成为......

　　t: 我/你/他/我们/你们/她们/王先生 ......想成为一名医生/教师/工人......

　　s:i/you/he/we/you/mr wang want/wants to be a/an ......

　　2，t:i dance for two hours very day.

　　s:我每天跳舞两小时。（教师可帮助学生理解意思）

　　t：theboy/girl/man/teachers/women....run(s)/swim(s)/walk(s)/fish(es)/work(s)...for two/three/two and half/hours/thirty/twenty/ten/minutes...every day.

　　s:那个男孩/女孩/男人/教师们/妇女们......每天跑步 ......两/三/两个半时......

　　t：我/我的朋友们/他的爸爸/孩了们每天读书一小时，每天看电视三十分钟.....

　　s: i/my friends/his father.....read for one hour/watch tv for 30 minutes......

　　3,t:it's important for a dancer to be healthy.

　　s:对一个跳舞者来说，保持健康很重要。（教师可帮助学生理解意思）

　　t：it's important for you/them/the boy/the old man/...to walk/ swim/to do exercise/get up early .....every day.

　　s:对你/他们/那个男孩/老人......来说，每天散步/游泳/做锻练......非常重要。

　　t:对我们/你们/他们/平平/杰克......来说，每天读英语/ 每天听录音/散步/打篮球/喝点水/吃点蔬菜......很重要。

　　s: it's important for us/you/them/pingping/jack to read english /listen to the tape/walk/play basketball/eat some vegetables....

　　4,t:i know that sweet snacks are not good for me.

　　s:我知道甜点心对我没有好处。（可帮助学生理解）

　　t：too much/many meat/sugar/ exercise/sleep/candies...is /are not good for the boy/girl/me/him....

　　s:吃太多的肉/糖/睡眠太多......对那个男孩......没有好处。......

　　task six:class practice

　　一、fill in the blanks according to the passage

　　the girl's name is ______.she is ______ years old.she wants to be a _____.she often dances for _____ _____every day.before she _____ate fruit and ______.she liked sweet______.now she often eats_____for breakfast.she doesn't eat ______ _____between meals.

　　the boy's name is ______.he is a _____student at school.he like ______computer games.he often _____with his friends on the _____.before he often ate ______for lunch.he wanted to ______basketball but he couldn't run______.so he _____for about half an hour a day.

　　二、fill in the blanks with the expressions given .

　　simon is my friend. he wants ____ ____a basketball player.he knows ____ _____for him to run fast. so he runs ____ ____ ____in the morning every day.before he didn't like running ____ ____.he often _____much chicken and meat ______his supper and he was very fat.his mother told him that too fat ______not _____ _____him. but now,simon seldom eats chicken and meat.and he gets up early and do exercise every day.

　　三、put the following into english

　　1，他们每天要打一个小时的网球。(for...)

　　2，明明想成为一个歌唱家。(want to be)

　　3，对你来说，每天吃一些水果很重要。(it's important...)

　　4，李先生每个月看两次电影。(twice)

　　5，读书（reading） 你每个人都有好处。(be good for)

　　task seven:homework and exercise

　　1,recite the passage

　　2,finish the exercise in the book.

reading教案 篇2

　　a trip on “the true north”learning aims:•          learn the useful new words and expressions in this part:chat; surround; measure; aboard; within; border; rather than; settle down; manage to do; catch sight of; have a gift for•          learn the knowledge of canada.•          develop reading ability and learn different reading skills.•          learn how to read a travelling report and how to use a map•          stimulate interests in learning about foreign countries.important points:•          read the passage and learn about the geography, main cities, natural beauty and natural      resources of canada.•          learn different reading skills. (skimming;  scanning; detailed reading, referring; etc.)difficult points:•          . develop our reading ability.•          learn about some basic information and talk about canada.procedures:step1 leading in    a quiz. ( how much do you know about canada?)reading tips step 2   reading i.                    skimming(略读) 2ms 通览全文，获得大意，不要在意细节和生词，找到问题答案即可。一定要快哟！ skim the passage and then answer the following questions:1)                              what is the passage mainly about?it is about ______ of two girls; and it  tells us some information about ______.2) what is “the true north”?the true north is a name of  ___________.ii.                 scanning(跳读)  4msreading tips:   it is a travelling journal (游记) so we should find out the essential items (基本项目) in it.scan the passage and find out characters(人物), places and their travelling route（路线）. characters:places : route: draw a travelling route on the map on p33iii.  detailed reading( 细读) 10msread the passage more carefully and find more information about canada. then finish the following tasks .task 1  a trip on “the true north”place     informationvancouverit is ___________ by mountains and the pacific ocean.people can _____  in rocky mountains and sail in the______.wet climate makes the trees extremely tall, some ___________ over 90 meters.the rocky mountainsthey managed to __________some mountain goats, a grizzly bear and an eagle.calgaryit is famous for  ____________.many cowboys ______________ riding horses and can win thousands of dollars in prize.a wheat-growing provincefarms cover thousands of square____.thunder bayit is a busy port city at the top of the great lakes in an ______ area.ocean ships can ________the great lakes. task 2  do you know what they refer to(指代)?    they could cross the whole continent…(para. 1)•                             its population is increasing rapidly.(para. 2)and much of it is in the great lakes.( para. 4)task 3 translation bar (译译吧, 译林高手出招吧!）•          that afternoon, the cousins got on the train and then sat in their comfortable seats•          some people have the idea that you can cross   canada in less than five days, but they forget the fact that canada is 5,500 kilometres from coast to coast.•          她们不想一路乘飞机，而决定先飞温哥华，再从西海岸乘火车横穿加拿大到达东海岸。step 3 talking bar（谈谈吧）let’s share your ideas.if someday you go to canada, where will you go? why? step 4 homework•          learn the useful words and expressions by heart.•          write a short passage to report what li daiyu and liu qian saw in canada.  

reading教案 篇3

　　unit4  earthquake- reading教案teaching goals:1.       target language 目标语言learn and master the new words and expressions in this period. 2.       ability goals   能力目标train the students’ reading and speaking ability.

　　train the students’ ability to use the internet to search for some useful information.

　　train the students’ ability to cooperate with others. teaching important points: train the students’ reading ability—skimming and scanning.teaching difficult points:   describe the disasters.teaching aids:cia课件teaching procedures: step1. lead-int: we have a visit to the museum of natural disasters, and you have learned about some brief introduction of most disasters. today, i want to show you round the earthquake department, and i hope you will like it and learn some useful knowledge. now let’s go.t: at the very beginning, i want to know how much you know about an quake.  q1: what would you take with you if a quake happened?  q2: the best way to save yourself is to know there will be a quake before it happens. what kind of signs can tell you that there is a quake?  q3: what kind of damage can an earthquake cause?s: buildings are destroyed; people are killed; families are broken…t: let’s have a look at some pictures of such terrible site. (pictures of quakes) t: (the last picture is monument of tangshan quake.) do you know what this is?step2. pre-readingt: 30 years ago, on the day july, the 28th, a terrible disaster suddenly happened, and the beautiful tangshan was removed from the map. this is tangshan quake. does any body know something about tangshan quake? t: let’s read a news report about the famous quake.step3. while-readingi. skimming & scaringget the students comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading.t: first please skim the passage fast to obtain/ get a general understanding of the whole passage. and underline the answers to the following questions.1.       when did the quake happen? (why did the writer use different expression of the same thing?) 2.       how many people were killed and injured during the quake? 3.       how many buildings were destroyed? 4.       were there any people coming to rescue them?

　　ii. while reading, divide the whole passage into 3parts and find out the main idea of each part.para.1 before the quakepara.2-3 during the quakepara.4 after the quakeii. careful-readingread the passage again and try to get more detailed information.t: now let’s read the passage again and find more information. join the correct parts of the sentences. (turn to page 27, ex1)t: now you have read the passage carefully, please put the sentences in order. number each of these things during the tangshan quake.(turn to page 27, ex2)t: here are some more work for you. you can work in groups.1.       what strange things happened before the quake? 2.       what sentences can express the quake is great? 3.       what numbers can express the quake is great? 4.       what metaphor does the writer use to say the quake is great? 5.       what happened when rescue work was going on? 6.       how did the army help to rescue survivors? 7.       complete the passage with some of the words in bold in the report.(turn to page 28, ex2)

　　t: let’s watch some pictures, and comparing the old tangshan, the tangshan after quake, and the new tangshan we see today.step 4 post-reading (discussing)t: after read the news report, and see so many pictures, what impresses you most? why?  or what do you learn from such a disaster?  (self-rescue, environment protection, rebuilt, love and help)i: self-rescue (a video game)t: when in a quake, if you know some self-rescue skills, you may probably save yourself. if you want to know some of the skills, click here. (link to the index)  let’s do little game to see how much you know about self-rescue.ii. what did they suffer and feel?t: can you understand what they suffer and what they feel after such a disaster?t: if you were one of the rescuers 30 years ago, what could you say and what can you do to comfort them? or how could you help them?iii. rebuildingt: we see that the new tangshan has been set up. what is needed to rebuild tangshan.iv: environment protectiont: nowadays there are more disasters than before. one of the reasons is that we pay more attention to our economy development than the earth we live.look at these pictures. what can we students do to save the earth?t: though the disasters destroy buildings, people’s lives, but it can not destroy the love among us.step 5 homework1.       find more news reports about earthquake.2.       write a piece of news about tangshan. you can use the information in the passage.

reading教案 篇4

　　unit 2 healthy eating  reading---教案

　　teaching aims:

　　1.students will be able to develop their reading ability, learn to use some reading strategies such as guessing, skimming and so on;

　　2. students will be able to realize the importance of having a healthy diet

　　3.to grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.

　　teaching important and difficult points:

　　1.understand the text well.

　　2.try to master the useful new words & expressions in this period.

　　teaching procedures:

　　step 1  revision

　　t：good health is very important for all of us .if you want to lead a happy  life ,you must keep good health. with good health ,we can enjoy a colorful、cheerful and fruitful life. boys and girls , who would like to tell us the most important things to stay healthy ？

　　s 1：drink enough water every day .

　　s 2：eat fresh fruit and many vegetables a day.

　　s 3：early to bed and early to rise .

　　s 4：take a lot of exercise every day .

　　s 5：don’t eat too much fat but eat more fish .

　　t: good！ please interview your partner on his healthy habits.

　　ss: ok

　　在该情景中教师表述了对所有人来说拥有健康是非常重要的，如果你想生活幸福，你必须保持身体健康，才可以享受缤纷、愉快的、丰硕的生活。接着提问学生上一节课已谈论过的保持健康的几个要素。然后让学生访问同桌的生活饮食习惯。这样做是为了复习上一节课的内容，同时承上启下，又可以引出本课时的话题。在这个教学活动中，我非常关注基础差的学生，尽可能让他们开口讲英语，利用师生提问，生生互动，达到教学目的。

　　step 2  learn the new words and expressions

　　t:  i think most of you have a good lifestyle. but i do not have a healthy habit.

　　ss:  really？is that true?

　　t:  i like eating sweets, sweet things , and i become very fat ,but i try to do some running to lose some weight . unluckily, i fell off on a stone while i was running yesterday. i broke my arm.  i injured my arm, and i had a pain on my arm..

　　ss:  we are sorry to hear that .

　　t:  it is painful now.

　　ss:  bat what happened later?  how was it?

　　t:  my husband was very anxious when he saw me .he took me to the hospital .the doctor examined me very carefully and had my temperature taken .my temperature was not high ,it was normal and i didn’t have a fever .

　　在该情景中，我从保持健康的生活习惯引出我喜爱吃零食甜食的不良饮食习惯导致了发胖，于是我试图通过跑步来减肥的过程当中不慎摔倒，扭伤了胳膊。在对话中让学生学习了新的单词，同时我有意锻炼了学生的everyday english ,我还特意把新单词抄写在黑板上，让学生更加清晰、深刻地把新单词融入在对话情景中学习，这样参与体验的教学活动，学生很容易就把单词记牢固了。在这环节中我比较测重锻炼学生的听力，同时也培养学生的英语日常用语的运用，引导学生能够进行恰当的交流。

　　step 3  use the new words and expressions

　　t：just now you did very well. now who would like to tell us what happened to me yesterday?

　　在该情景中我特意让学生复述了昨天发生在我身上人事情，事实上更大关注了学生成绩好的学生，因为在复述中要引用所学的新单词。

　　step 4  skimming

　　t：i like eating sweets, so i became fat . what will happen if you play football in the rain?

　　ss：we will catch a bad cold or have a fever.

　　t：and what will happen if zhoukai plays football in the rain?

　　do you want to know?

　　ss：yes.

　　在该情景中，我很自然地把话题从我身上转移到周凯的身上，如果周凯也在雨中踢足球会发生什么结果呢？以这样的问题引起了同学们对课文中人物周凯产生了极大的兴趣和探究。

　　step 5  careful reading

　　divide the whole passage into three parts, and give the general idea of each part.

　　step 6  discussion

　　t：zhoukai looks very healthy .but if he plays football in the

　　rain. what will happen? now please read the text and then discuss the questions on the blackboard.

　　在该情景中我设计几个问题让个别基础差的学生朗读然后在各小组中先讨论再回答。分小组活动，充分地调动了学生的参与性与主动性，既可兼顾成绩好的学生又可以照顾基础差的学生，让我们的教师面向整体学生的同时又关注到了每位学生。

　　homework:

　　read the story aloud and find out some beautiful sentences.

reading教案 篇5

　　teaching aims:1)      knowledge: make students master some words, phrases.2)      ability: get students to know the importance of the healthy habits.         to learn and master the new words about health         help students to improve their reading ability.3)      attitude: to learn some vocabulary about healthy. they can know more about healthy habits in their real life.important points:   encourage students to talk about health.   know the importance of healthy habits.   train students' comprehending abilities by reading a passage.difficult points:    how to help students improve their reading ability.   how to help students make sense of the passage.   lead students to talk in class actively.teaching aids:   ppt, blackboard, chalkteaching procedures:   1. great the students as usual.step 1. lead-in    1. this morning i'm very busy, i have no time to eat. would you like to give me some advice about healthy food to eat?   2. show the pictures on the screen and ask students which food do they like best, chinese food or western food?step 2. pre-reading   vocabulary: let the students look at these words on the screen and answer the questions.anxious  break (an arm)  fever  injure  injury  pain  painful  normal sweets

　　suggested answers1. sweets 2.break(an arm), fever, injury, pain, painful 3 .normal 4.captain 5.anxious

　　step 3. fast-reading   1. zhou kai (1)   1) let the students look at the picture of zhou kai and ask the students to guess the characters of the boy.   2). ask students to read zhou kai (1) and try to answer the following questions individually.   1).why is zhou kai' s mother anxious?   2). what does she think will happen?    3). what does she ask him to do?suggested answers:   1).because he is going out to play football in the rain.     2).she thinks zhou kai will catch a bad cold.   3).she asks him to at least wear his jacket.   2. the students are required to draw a flow chart about how zhou kai caught a cold?   3. zhou kai (2)   1.ask students to skim the passage and try to answer the following questions:   1).how are passage 1 and 2 connected?   2).does zhou kai have a healthy lifestyle, in your opinion? suggested answers:   1). they are connected because they both mention that he got ill through playing football in the rain.   2). yes, zhou kai has a healthy lifestyle because his mother gives him lots of fresh fruit and vegetables. he eats fish, not fatty meat or sugar and sweets. he also exercises regularly, playing a lot of football.   2. ask students to march the topic sentence of each paragraph.   3. students are encouraged to read the passage and choose the correct answers.zhou kai's family _________.  (a) avoid eating too much fat or sugar  (b) eat a lot of vegetables, fruit and meat2. zhou kai ________________.  (a) sometimes gets colds and flu  (b) seldom gets colds or flu3. a week ago, zhou kai _________.  (a) caught a cold  (b) injured his arm4. two years ago, zhou kai _______.  (a) hurt his leg      (b) hurt his arm5. zhou kai describes himself as ___.  (a) crazy      (b) someone who loves footballsuggested answers:   1.a     2.b     3. a    4. b    5. bstep 4. post - reading   1. do a interview in pairs:     according to zhou kai (2): suppose you are a reporter, the other one is zhou kai . you want to ask something about his healthy lifestyle.   2. discussion   discuss with your partner about how to stay healthy?step 5. summary and homework   1. ask the students what we learnt today and summarizes the contents of this class.   2. homework:   1)revise the vocabulary we have learnt. 2)search the internet for more information about how to keep healthy.     write a passage about it.   

reading教案 篇6

　　unit4 astronomy: the science of star-warming up & reading教案 

　　how life began on the earthstep one:  warming uptask 1: commom sense(常识) of science. physics, chemistry, biology（study of life),geology(地质学) and mathematics are science subjects. some science subjects will study two or more of these subjects, for example,the study of physics and mathematics is astronomy(天文学).                                                 can you understand the following combined science subjects.1.         physics +mathematics= astronomy2.         geology+physics = geophysics（地球物理学）3.         biology+chemistry=biochemistry(          ) /medicine(            )4.         geopolitics （地缘政治学）=_________+_________5.         bioengineering(_____________)=_____________+_______________task 2: common sense of biology------ study of the groups of life (生命的种类/物种)look at the pictures on the screen and judge the groups as quickly as you can.what is the most important condition for life to develop(grow)?(water, air---oxygen)step tw pre-readingthe world is like a big family. it’s wonderful and colorful because of different kinds of life living together.but how did life begin on the earth? the first question for scientists to answer is how water appeared on the earth?step three: readingtask1: fast-reading(para1) 1.         what is the important event(事件) to the earth before the appearance of water?2.         why is water important for the beginning of life?task2: sacnning (para1,2,3)    the beginning of water& the beginning of lifescan para1: the beginning of water1.the big bang       2.a cloud of dust  (combine into)   3.a ball/a solid shape  (explode)  4.water vapour, oxygen,…and other gas  (cool down)      5.waterscan para2,3: the beginning of life  (put them into right order)a. insects and amphibians appear            b.reptiles appearc.shellfish and other fish appear             d.dinosaurs appeare.small plants grow on the water             f.plants begin to grow on dry landg.mammals(including humans) appear 5.water 6.______ 7._______ 8._______ 9.______ 10.______ 11.______12.______ task3:careful-reading1.         why the earth was different after the water appeared?2.         why did plants grow before animals?3.         why did animals first appear in the sea not on the land?4.         what is the main difference between reptiles and mammals? can you give some examples of mammals?step four: cooperative learningdisscuss the following questions, and use para4 to help you.1.         why do people become the most important animals on the planet?2.         do people take care of the earth? what are they doing to the planet?3.         what is the result?step four: discuss for moral education•          why did dinosaurs die out?•          do you think there will be a sudden change of weather on the earth?•          what should people do to protect our earth?e for evaluation:after the “big ban”, the earth was just a cloud of __________dust. it ________ loudly with fire and rocks, which were________ to produce the water vapour, ________ and other gases. then small lants grew. they ________ and filled the oceans and seas with oxygen. many millions of years later, the first gren plants began to ________ on land. when the plants grew into forests, ________ appeared for the first time.they produced young generally by ________ eggs.    when dinosaurs disappeared, ________became more important. now small clever animals with ________ appeared and __________ all over the world. as time went by they covered the earth and they are putting too much carbon dioxide into the ________, which________ heat ________ escaping from the earth into space. whether life will continue on earth for millions of years to come will ________ whether this problem can be solved.

reading教案 篇7

　　teaching aims:1. knowledge and skilla.       improve students’ ability of analyzing the given data and expressing their own opinion.b.       train the skills of scanning, fast reading and careful reading. guess the meanings of the new words according to the context.c.       learn how to use but, however and although, while. write a short passage using these link words.d.       cultivate students’ logical thinking ability by making comparison.2.emotion and valuesa.       make comparison between developing and developed countries. analyze the data and have the students come to the conclusion that something must be done to help the poor.b.       to encourage the ss to be active and cooperative in the class3. cross-cultural awareness:a.       understand the difference between developing countries and the developed country, and carry on objective analysis to this kind of difference.b.       know the development of the world as well as china, stimulate their strong desire to build their motherland a more powerful one.4. character-building:a.       to help them know the problems some developing countries are facing and cultivate the emotion of loving and careb.       to let them know the importance of giving their hand to the poor.difficulties and importance:a.  how to use but, however and although, while.b.  how to analyze the given data and express their own opinion.c.       improve the student’s ability of grasping the general idea of the passage. teaching method:a.       task-based methodology b.       communicative approachteaching procedures:step 1 representation  as we all know, there are two kinds of countries in the world; if the country is rich, we call it a developed country; if the country is poor, we call it a developing one. now, what’s the difference between them? let’s learn the text, the human development report will give the difference between them.step 2 while-readinga.       skimming and scanningread the passage quickly and silently. write the names of the countries below.human development indextop of the listnumber 7number 13bottom of the listsuggested answers:human development indextop of the listnorwaynumber 7the usnumber 13the ukbottom of the listafrican countries, sierra leoneb.       detailed readingread the text quickly and silently and find the answers to the questions.1.       what did world leaders agree to do in ?2.       what does the human development index measure?3.       what are the first two development goals?4.       what progress have we made towards these goals?5.       what do developed countries need to do?suggested answers:1.       147 world leaders agreed to work together to reduce poverty by or earlier.2.       it measures a country’s achievement in three ways: life expectancy, education and income3.       to reduce poverty and hunger, and ensure all children are educated up to the age of 11.4.       there are some examples of successful development, like in china, but more effort is needed.5.       they need to give more money.step 3. post-readingread the passage again, and complete the chart with figures from the passage.

　　fact

　　figureincrease in life expectancy in china(1953-1962)number of people moved out of poverty in china(1993-)number of hungry people in developing countriesnumber of children not receiving education in developing countriesnumber of people without safe water in developing countriessuggested answers:

　　fact

　　figureincrease in life expectancy in china(1953-1962)13 yearsnumber of people moved out of poverty in china(1993-)150 millionnumber of hungry people in developing countries799 millionnumber of children not receiving education in developing countries115 millionnumber of people without safe water in developing countries1 billionstep 4 discussionwe know there are lots of problems in some developing countries, they need our help, how should we help them?discuss in a group of four, try to think of ways to help them. these topics may help you.when you enjoy your meal, remember lots of people   are hungry;when you study, remember lots of children can not;when you enjoy yourself, remember lots of people suffer from diseases;when you live peacefully, remember lots of people suffer from the war.so let’s give our hand and help them. then the world will become a better one.step5 language explanations:1. developed countries,发达国家 developing countries发展中国家-ing分词和-ed分词作名词的前置定语时，现在分词表示主动或进行，过去分词表示被动或完成。boiling water 滚开的水                             boiled water凉开水sleeping baby 熟睡的婴儿                         retired worker 退休工人setting sun 下落的太阳                             improved conditions 改善了的状况2. from this agreement came the human development report.人类发展报告就出自这一项协议。全部倒装：here comes the bus.out of classroom rushed the children.注意：here he comes.                           here you are.     away they went.3. the index has some surprises.surprise 为一可数名词，属于抽象名次的具体化，类似的词还有success, youth, beauty, power, necessityyour coming is a pleasant surprise. 你的来到是一个惊喜。if you follow the teacher, you will be a success.如果你听老师的话，你将成为成功者china has a great power. 中国已跨入大国行列。4. the uk is in the13th position, while china is in the middle of the list.居于13位的是英国，而中国位于中游水平。while 在此意为“然而，可是”具有轻微的转折和对比的含义。mother is busy cooking while father is watching tv after work.下班后，妈妈忙于做饭而爸爸却在看电视。the bottom ten countries are all from african countries, with sierra leone at the bottom of the list. 倒数的十个国家都来自非洲，塞拉利昂位居倒数第一。该句中用了with结构,表示伴随的状态。其结构为：with+n./pron.+doing/done/adj./adv./prep.短语。如：cubist artist painted objects or people, with different aspects of them showing at the same time.with a book in his hand, the teacher came into the room.the teacher came into the room, book in hand.5. the most important goals are to reduce poverty and hunger: make sure that all children have education up to the age of 11. ( page 2)此处make sure意为“弄清楚；确保”，是动词短语，sure可以用certain代替。后面常跟的形式有： (1) of / about + 名词/动词-ing。如：  arrive early at the station to make sure / certain of getting a ticket. (2) that引导的宾语从句。如：please make sure that everything is ready before the party. up to 此处意思是“多达……，达到……”，常置于表示数量的名词前。如：they have completed up to 80% of the project so far. the three-year-old boy counted up to a hundred.homework:1.       write a summary of the passage.2.       finish exercises 3&5 on page 13.

reading教案 篇8

　　一、   章节分析（reading section）（一）阅读地位（reading position）   1）more language input同样围绕着头发这个主题，但给学生提供了一些额外的相关信息。比如导致发质问题的几大要素。   2）在这个章节的学习中，学生可以通过课文上的一些信息得出要保持头发健康应该注意什么。所以，老师应在这部分多训练学生的表达能力。   3）虽然文章中只是就头发问题展开讨论，但我们要让学生明白保养要比出现问题后再去修复要更好的道理，不仅仅是头发，身体其他部分也一样。老师应在这部分多训练学生的发散思维能力。（二）阅读目标（ reading targets）1) 知识目标通过课后练习和老师的讲解，使学生能理解和运用所学的单词词组和句型。2) 能力目标提高学生的阅读理解能力和培养学生的阅读技巧。略读（获取文章大意）、扫读（根据图片获取部分简单单词的意思）、细读（找到一些具体信息并能通过理解上下文和词性得出单词意思）。3) 情感目标明白保养要比出现问题后再去修复要更好的道理。通过引导，让学生明白不仅仅是头发，身体其他部位的健康，甚至是美好的生活都是这样。（三）教学方法   采用任务型教学法组织教学。在完成练习时应视情况而定采取单独完成或者两人合作完成的形式。在导入部分有个小小的调查报告，可让学生离开位置，扩大活动范围且能活跃气氛。最后的小组讨论要有小组长控制讨论的中心话题和节奏。（四）阅读重点和难点（important and difficult points）1.       关键词汇1)      与美发有关的名称：perm, colour, hair-dryer2)      影响发质的因素：diet, lack of protein and iron, way of life, stress, pressure, way of treating hair, overuse of appliances, sensible mind3)      其他：maintenance, worry, rob, deal, the key to2.       重要句型1)      the most important thing to do is to do…2)      the way sb do sth3)      … as well 4)      a sensible mind is the key to…    二、   教学设计（teaching designs）

　　教学内容

　　教学实施建议

　　教学资源参考

　　1         pre-reading 先让同学欣赏一则洗发水的广告，一来可以吸引同学们的注意力，二来也可以直接切入主题，为后面的课堂进行铺垫。围绕广告提出问题, 借助一些图片，帮助学生复习所学过的与头发有关的单词，同时也拓展他们的词汇量。（具体处理这部分的内容请见链接1）网上下载

　　2         while-reading 对课文的讲解不应该直接从文章和单词入手，应该让同学先对整篇文章有个把握。通过听课文录音，完成课后的练习a2和a3。在讲解练习和回答问题的同时对一些重要单词和词组的用法进行讲解并通过翻译来操练。请注意，牛津课文的知识点较杂和细，我们只需对较重要和常见的单词进行讲解，不要拓展过多，最主要是能够灵活运用。(具体处理建议请见链接2)参见课文35页

　　3         post-reading 获得知识之后应该及时的操练和运用，在这部分中不仅仅是指单词和句型的用法，而更应该是学生运用知识来表达自己观点和交流的能力。通过设计的讨论问题how can you keep your hair healthy?让学生不仅运用课文中的单词和句型，还能做出一些补充。最后让学生悟出maintenance is better than repair这个道理。这时应该及时地上升到further thinking部分的c1.(具体处理建议请见链接3)参见课文36页[链接1]说明：    本部分的处理是用了一则有一定剧情的洗发水的广告来导入，一来可以切入本课的主题，二来可以在视觉上对学生有一定的冲击，吸引他们的注意力。然后要求学生在班级里做一个简单的关于发质问题的调查。建议这部分不要时间过长，达到了导入的目的和控制班中学生的情绪即可。1. 让学生欣赏一段广告(链接2中的chapter2-4 ppt)。广告后让学生思考并回答两个问题。① what is advertised in the advertisement?② use an adj. to describe the hair of the actress. (这个问题可让多点学生回答, 老师可以把学生说出的答案写在黑板上)2老师说人人都想拥有这么美丽的头发,但生活中很多人都会有这样或那样的hair problems.接着让学生在班级中对发质问题进行一项调查. 可以围绕两个问题: ①do you have any hair problems? ② if you do, what are they?这部分时间不要过长,可以让一两个同学来阐述他们的调查结果.在一些较活跃的班级里还可以让一些不同发质的学生来个真人比较.(视情况而定)3.       通过刚才的调查我们发现了很多同学都有困扰的发质问题,老师这时就可以提出 “what factors affect the quality of hair”,从而进入课文的学习.[链接2]说明:本部分的处理建议采用任务型阅读教学的方法，提高学生阅读理解能力，培养学生的阅读技巧和归纳信息和知识的能力。单词和词组的讲解应该及时有翻译或者其他形式的操练练习,让学生有时间消化.teaching procedure: (详细见chapter2-4 ppt)  a. skim and scan the passage and finish the exercises.1.  skim the passage and answer the question “ what’s the main idea of the text?”.2.  show some pictures and match the words with the pictures.3.  listen to the tape-recording and finish the ex--- match the words and expressions. (smooth away some new words)建议：①     课文p35页a2的练习如果让学生在课堂上做有一定的难度，而且会耗去很多时间。建议把这部分match的形式，还可以增加一些单词。或者如果用书上的练习，最好告诉学生要找出的单词的所在段落。②     在这部分练习中可以讲解和拓展单词的用法。建议单词的讲解和操练应该形式多样化。比如有的单词一次多意，可以多挪列一些句子让学生猜意思；有的单词着中讲不同的词性变化，就可以通过一些填空题来操练；最常见且比较有效的办法当然还有翻译，等。4.  read the passage again with desk-mates and finish a3. ( smooth away some sentence structures)

　　b. answer the question “ how can we maintain our hair before it has some problems?”

　　补充说明：这个问题时建立在刚刚完成a3的基础上，也就是同学们已经找到影响发质的三大因素，建议引导学生根据这些方面来回答。

　　比如：lack of protein and iron导致发质问题，那么having enough iron and protein就能解决这些问题或者就能维持头发健康。再比如压力，reducing the work stress and living a happy life 就是解决的办法……

　　c. 老师总结 a sensible mind is the key to healthy hair.[链接3]说明:这是知识和能力的拓展部分，要求学生在对课文的理解和掌握的基础上，进行拓展活动，不仅能增强学生运用语言的能力，而且培养学生的发散思维能力,让学生懂得怎样去维持身体各方面的健康.小组讨论 how should we take care of some other body parts, eg. eyes, teeth, hands, skin, stomach?   建议:引导学生像课文中一样,先找出导致问题的因素,再想办法解决.每个小组可以选择不同的对象讨论,比如眼睛或者胃.在学生讨论的过程中,老师应要求他们列出自己的想法(写在纸上).teaching plan topic:       chapter 2  （oxford english sa1）            more language inputmaintenance is better than repair teacher:     huang lin (cao yang no.2 high school)students:     senior onei.  teaching aims1. to instruct students to make sense of the supplementary reading material concerning the topic of hair care.2. to develop students’ proper and productive study skills and help the students to grasp the usages of the new words and phrases.3. to help the students to understand maintenance is better than repair for one’s hair as well as one’s health, and realize the true value of one’s life.ii. teaching aids: multi-media and a tape recorderiii. teaching content read and understand the passage "maintenance is better than repair”.a.      key pointsa)         words related to hair：perm, colour, hair-dryerb)        factors that cause hair problems：diet, lack of protein and iron, way of life, stress, pressure, way of treating hair, overuse of appliances, sensible mindc)        other words：maintenance, worry, rob, deal, the key tob.      patternsa)         the most important thing to do is to do…b)        the way sb do sthc)        … as well d)        a sensible mind is the key to… activities design: 1.       a survey 2.       finishing the a2,a3 in pairs3.       group discussionⅳ. teaching procedure: 1. pre-teaching

　　①.watch an advertisement of shampoo  q: please describe the advertisement briefly in your own words.    ②. “ do you have any hair problems? if you do, what are they?”   2.   while-teaching  a. skim and scan the passage and finish the exercises.5.  skim the passage and answer the question “ what’s the main idea of the text?”.6.  show some pictures and match the words with the pictures.7.  listen to the tape-recording and finish the ex--- match the words and expressions. (smooth away some new words)8.  read the passage again with desk-mates and finish a3. ( smooth away some sentence structures)

　　b. answer the question “ how can we maintain our hair before it has some problems?”

　　3. post-teaching : group discussion:  how should we take care of some other body parts, eg. eyes, teeth, hands, skin?                                                                                                                                                         ⅴ. home assignments a. do listening exercise on f36. b. further thinking c2 on p36 and get ready to give a talk in the next period. c. read the passage and learn it by heart.

reading教案 篇9

　　book 5 unit 2 warming and reading教案

　　1. consist of 【课文原句】                                                        

　　consist of 表示“（整体）由（不同成分或部件）组成或构成；包括。”不用于进行时态和被动语态。

　　联合国包括大不列颠和北爱尔兰。the united kingdom consists of great britain.

　　知识链接：1）make up 也可以表示“组成=（form）”，强调分散的个体组成整体，既可用于主动语态，也可用于被动语态；不用于进行时态。

　　该学习小组由十名学生组成。

　　the study group is made up of ten students.=the study group consists of ten students.=ten students make up the study group.=ten students form the study group.

　　2)consist in  存在于，在于         consist with  和……一致

　　活学活用：it is reported that the group of eight        the eight richest counties in the world.

　　a. is consisted of      b. consists of      c. is made up         d. consists in

　　2. divide …into 【课文原句】                                                        

　　divide …into把……分成      被动式为 be divided into

　　这些白线把赛区分成各个部分。the white lines divide the playing area into sections.

　　/the playing area is divided into sections by the white lines.

　　知识链接：divide sth. between (among )sb.在……中分配某物  divide a from b将a和b分开

　　1） 他们分了那笔钱。they divided the money between(among) themselves.

　　2） 英吉利海峡把英法两国分割开来。the english channel divides england from france.

　　易混变析：divide…into / separate…from

　　二者都有“分隔”的意思，但用法有别：

　　divide …into把整体分成若干部分，即破坏原有的整体性。

　　separate…from 把原来连在一起或靠近的人或事物分割开，个体没有遭到破坏。

　　1） 你如何把这段线分成二十段？how do you divide the line into 20 pieces?

　　2） 一道篱笆把我家和他家分搁开了。a fence separates my house from his.

　　3.clarify 【课文原句】                                                      

　　clarify vt. 澄清；阐明

　　1） 我希望我说的话能阐明这一情况。i hope that what i say will clarify the situation.

　　2） 他澄清了他在该问题上的立场。he clarified his stand on the issue.

　　知识链接：clarification n. 澄清，净化  clarify one’s stand/ position阐明某人的立场

　　活学活用：you should    the facts related to this problem, which can make others know you are innocent.   a. clarify     b judge      c. explain      d. express

　　4.accomplish【课文原句】                                                      

　　accomplish vt.完成；实现；达到

　　1） 你们必须在规定的时间完成这项任务。you should accomplish the task within the time allowed.

　　2） 他是一个不会有任何成就的人。he is a man who will accomplish anything.

　　知识链接：accomplishment n.完成；成就；成绩   accomplished adj. 熟练的

　　accomplish one’s purpose/aim 达到目的    accomplish a task完成任务

　　5.break away 【课文原句】                                                      

　　break away (from) 摆脱（束缚），脱离；革除（习惯、思想方式、信仰等）

　　1） 有一个省脱离了旧政府而另组新政府。a province has broken away to form a new state.

　　2） 囚犯挣脱看守者逃跑了。the prisoner broke away from his guards.

　　3） 你必须革除这样的坏习惯。you must break away from such bad habits.

　　知识链接：break out of 逃离；摆脱  break off中断谈话；停顿  break in闯入；插话；打断 break through突破；打破    break up 粉碎；破碎；结束    break up with sb.  与某人断交

　　break out （战争、火灾等）突然爆发   break into破门而入；突然开始（笑、唱等）

　　活学活用：at last the mad woman seemed to be controlled. suddenly she     her husband and ran to the well.

　　a. broke away from   b. broke into     c. broke up     d. broke through

　　6.to sb.’s credit 【课文原句】                                                      

　　to sb.’s credit 为某人争光；值得赞扬

　　1） 杰克对所发生的事守口如瓶，值得赞扬。to his credit, jack never told anyone exactly what had happened.

　　2） 你们克服了这样大的困难值得大大赞扬。it is greatly to your credit that you have overcome such difficulties.

　　credit n.信任;学分；赞扬；信贷

　　1） 你相信政府的说法吗？do you place any credit in the government’s story?

　　2） 银行拒绝再给那家公司提供贷款。the bank refused credit to the company.

　　知识链接：credible  adj. 可信的  creditor  n. 债权人

　　7.convenience 【课文原句】                                                      

　　convenience n.方便；便利

　　常见结构：for convenience 为了方便起见       at one’s convenience  在某人方便的时候

　　1.) 为了方便起见我们买了这座房子，它靠近火车站。we bought this house for convenience; it’s near the shops and the railway station.

　　2.) 欢迎您在方便的时候给予面谈的机会。i should welcome a personal interview at your convenience,

　　知识链接：convenient adj. 方便的（主语不能是人）

　　be convenient for sb.   对某人来说很方便

　　it is convenient for sb. to do sth.某人方便做某事

　　活学活用：1）i’m trying to break the      of getting up too late.

　　a. tradition     b. convenience      c. habit     d. leisure

　　2) would it be     for you to pick me up at four o’clock and take me to the airport?

　　a.free         b. vacant         c. handy        d. convenient

　　8. attract 【课文原句】                                                      

　　attract vt. 吸引，引起……的注意；具有吸引力

　　常见结构：attract sb’s attention/attract the attention of sb.吸引某人的注意

　　attract sb. to sth吸引某人关注某事

　　1） 那只熊猫吸引了不少孩子。the panda attracted many children.

　　2） 她试图引起服务员的注意。she tried to attract the attention of the waiter.

　　知识链接：attraction n.吸引；吸引力；吸引人的事物 a tourist attraction 旅游景点；旅游胜地

　　活学活用：the company is starting a new advertising campaign to   new customers to its stores.

　　a.join        b. attract        c.stick           d.transfer

　　9.leave out 【课文原句】                                                      

　　leave out 省略；遗漏；不考虑，忽视

　　1） 他们决定把这一章节从那本书中删掉。they decided to leave the chapter out of the book altogether.

　　2） 她感到受到了冷落，因为其他孩子都不和她玩。she felt left out because the other children didn’t play with her.

　　知识链接：leave behind 遗留；超过    leave for 动身（去某处）  leave off停止（做某事）

　　leave aside   搁置一边；忽视   leave alone不管；撇下……一人

　　活学活用：the teacher stressed again that the students should not     any important details while retelling the story.a. bring out    b. let out     c. leave out      d. make out　

　　unit 2 grammar

　　过去分词作宾语补足语

　　英语中，过去分词可以用作宾语补足语。能用作宾语补足语的过去分词一般都来自及物动词，表示被动意义或已完成意义，有时候两者兼而有之。作宾语补足语的过去分词与宾语有逻辑上的动宾关系，即宾语是过去分词动作的对象。如：

　　she found the door broken in when she came back.她回来时发现有人破门而入。

　　此句中过去分词作宾语补足语，与宾语door之间具有被动关系，表示一种状态。再如：

　　my grandfather had his old house rebuilt.我爷爷找人重修了一下他的旧房子。

　　为了使同学们对过去分词作宾语补足语的用法有一个系统而又具体的认识，本文从几个模式上加以概括，以利于大家掌握。

　　一、过去分词用在表示状态的动词keep,leave等的后面。如：

　　they kept the door locked for a long time.他们把门锁了好长一段时间。

　　don't leave the windows broken like this all the time.不要让窗户一直像这样破着。

　　二、过去分词用在使役动词have,make的后面。

　　1.注意"have＋宾语＋过去分词"的两种用法：

　　a)表示"让某人做某事"。如：

　　i have had my bike repaired.我让人修了修我的自行车。

　　the villagers had many trees planted just then.就在那时，村民们叫人种了许多树。

　　b)表示"遭遇到某种不幸；受到打击"等。如：

　　my elder sister had her wallet stolen on a bus last month.上个月，我姐姐的钱包在汽车上被偷了。

　　the old man had his wrist broken in theacccident.这位老人在事故中腕部摔坏了。

　　2."make＋宾语＋过去分词"，在这种结构中，过去分词的动词必须是表示结果含义的。如：

　　i raised my voice to make myself heard.我提高了嗓门以便于被人家听到。

　　they managed to make themselves under- stood using very simple english.他们用了很浅易的英语来设法使自己被理解。

　　三、过去分词用在感观动词watch,notice,see,hear,listen to,feel,find等的后面。如：

　　when we got to school,we saw the door locked.当我们到学校时，我们看见门锁着。

　　we can hear the windows beaten by the heavy rain drops.我们可以听到大雨点敲打窗户的声音。

　　四、过去分词用在want,wish,like,expect,order等表示"希望，愿望，命令"这一类动词后面作宾语补足语。如：

　　the teacher wouldn't like the problem dis- cussed at the moment.老师不想此刻讨论这个问题。

　　i want the suit made to his own measure.我想要这套衣服照他自己的尺寸做。

　　my parents expected me to be well-prepared for the entrance examination.我父母希望我好好准备入学考试。

　　五、过去分词用在"with＋宾语＋宾补"这一结构中，过去分词与宾语之间是动宾关系。如：

　　the thief was brought in with his hands tied behind his back.小偷被带进来了，双手被绑在后面。

　　with many brightly-coloured flowers planted around the building，his house looks like a beautiful garden.周围种了许多色彩鲜艳的花，他的房子看上去就像一座漂亮的花园。

　　［实践演练］

　　1.the manager discusssed the plan that they would like to see ______ the next year.

　　a.carry out b.carrying out c.carried out d.to carry out

　　2.mr.brown was very disappointed to see the washing machine she had had ______ went wrong again. a.it b.it repaired c.repaired d.to be repaired

　　3.in the past few years,we have had thousands of trees ______ around our school.

　　a.plant b.planted c.planting d.being planted

　　4.is this the recorder you want ______?

　　a.to have repaired b.to repair it c.to have it repaired d.it repaired

　　5.she was glad to see her child well ______ care of.

　　a.take b.to be taken c.taken d.taking

　　6.the result of the entrance exams was not made ______ to the public until last thursday.

　　a.knowing b.known c.to know d.to be known

　　7.he found them ______ at a table ______ .

　　a.sat;to play chess b.sitting;to play chess c.seated;playing chess d.seat;play the chess

　　8.i can make you ______ what i say,but you can't make yourself ______ in english.

　　a.understand;understand b.understand;understood c.to understand;understand 　d.understand;to be understood

　　9.the girl asked him not to leave the door ______ .

　　a.to close b.closed c.to be closed d.closing

　　10.i have often heard the"abc song" ______，but i have never heard alice ______ it.

　　a.to be sung;to sing 　b.being sung;sang 　c.sung;sing 　d.sang;singing

　　11.john rushed out in a hurry，______ the door ______ .

　　a.leaving;unlocked 　b.leaving;unlocking 　c.left;unlocked 　d.to leave;unlocking

　　12.before she came to england,she had never heard a single english word ______ .

　　a.speaking b.spoken c.to speak d.speak

　　13. ______ poor at english,i'm afraid i can't make myself ______ .

　　a.to be;understand 　b.i'm;to understand c.being;understandingd.being;understood

　　14.i have had my bike ______,and i'm going to have somebody ______ my radio tomorrow. 　

　　a.repair;to repair 　b.repairing;to be repaired 　c.repaired;repair d.to repair;repairing

　　15.you must get the work ______ before friday.

　　a.do b.to do c.doing d.done

　　16. ______ the room,the nurse found the tape-recorder ______ .

　　a.entering;stealing b.entering;gone c.to have entered;being stolen

　　d.having entered;to be stolen

　　17.when his wife returned,the husband noticed her hair ______ short.

　　a.cutting b.to be cut c.being cut d.cut

　　18.the student are told to have their homework ______ in before tomorrow afternoon.

　　a.hand b.to hand c.handed d.handing

　　19.we are pleased to see the problem ______ so quickly.

　　a.settled b.having been settled c.be settled d.settling

　　20.the ______ professor found the matter ______ .

　　a.surprising;surprised b.surprised;surprised c.surprised;surprising　d.surprising;surprising

　　key:1-5 ccbac 6-10 bcbbc 11-15 abdcd 16-20 bdcac

reading教案 篇10

　　descriptionthe article is a news story about a boy’s strange disappearance. though a lot of efforts have been made to investigate the case, it still remains a mystery. how to read a news article is designed and presented. all the activities are involved with checking and enhancing students’ reading abilities. students are expected to gain an overall understanding of the article and learn to read in different ways according to the type of the article.suggested teaching proceduresl         lead-inask students the following questions by having them focus on the title of the article ‘boy missing, police puzzled’. does the title arouse your interest when you read it? can you complete the title?from the title what information can you get? and what else do you want to know? for example:‘boy missing’ ( how / when / where was the boy missing? )   ‘police puzzled’ ( for what are they puzzled? / what are the police going to do with the boy’s disappearance and how?)are you curious about why the writer uses a non-complete sentence as a title? do you know it’s a feature of a news title? what are the other features of a news title?can you guess what details may be covered in the following news story?l         reading comprehension1 before asking students to skim the passage, let them look at the news photographs first and describe as much as possible what is happening in the photograph. and then let them find answers to the questions in a. answers  1 the article is about a missing boy / ufos and aliens.2 justin foster is missing.         3 no.2 ask students to recall the question in lead-in and ask them if they have got specific answers to “how / when / where was the boy missing?” the teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. tell them the first paragraph gives the main topic and most important facts. the followings are all covered.when and where was the boy missing?    what caused the boy’s sudden disappearance?  how old was the boy?           why do people show interest in his disappearance?   3 ask students to scan the article again and locate specific information according to c1 and c2. the first three questions in c1 check some background information about justin while questions 4  and 5 check students’ comprehension about aliens. c2 requires students to identify some details to support the main points of the story. ask students to complete the exercises individually and check them as a class. if there are disagreements, welcome them. the teacher can ask students to distinguish between facts and opinions about justin foster.answers   c1  1 he lives in dover, new hampshire.2 he plays basketball and baseball.3 he has a sister.4 they were white.5 mavis wood has been taken.6 sam peterson was in charge of the case.c2main pointssupporting detailsjustin foster went missing.mrs foster thought that justin had stayed the night at a friend's house.mr foster was surprised that his son did not tell anyone that he was staying out late.justin foster did not show up at the family lunch the next day.the police found that justin returned home.justin’s friends said that justin headed home after playing basketball with them.witnesses said that they saw justin walking towards his home at 10.45 p.m..kelly heard him put on his favourite cd.the boy was taken away by aliens.kelly saw a large spaceship flying outside.kelly heard justin shout.mavis wood said that the aliens took her away so that they could do scientific research on her.4 ask students to self-evaluate how well they understand and comprehend the article with the following exercise. this step is optional and the teacher can conduct it flexibly.at 8 p.m. ______________________________.     at 10.45 p.m. ___________________________

　　at 11 p.m., ______________________________.        justin foster  after 11 p.m., he was heard ____________________.the next morning, he was found ___________________.

　　connection shape _____shape ____________

　　its appearance colour  ________________

　　size ______________its inside ___________________ strange object (ufo)    5 have students pay attention to the different features of each paragraph with the following activities. a ask students to conduct a discussion about how they usually choose whether the news article is worth reading or not and what methods they use in their reading. the following  question can be used to begin with the activity first.as is known to all, newspapers play an important part in our daily life. whenever or wherever you are, you can be informed of the latest news by reading a newspaper. from your own experience, how do you usually select the news you’d like to read, by taking a look at its title or by being attracted by its colourful pictures? encourage students to express their own opinions and their reasons. b ask students to tell the differences between the first paragraph of the article and the following paragraphs. the teacher can begin like this:         compared with the following paragraphs, does the first paragraph serve as the most important one in the article?c ask students to read the reading strategy of how to read a newspaper article. tell students both the title and the first paragraph that is called the lead play a key role in their understanding of a news article . 6 ask students to complete d and e individually. the meanings of the words in d are not difficult for them to identify after students have read through the passage twice. e is a diary  written by kelly. it requires students to understand the letter first and then write down the missing words to make it meaningful.answers  d  1a  2d  3h  4b  5f  6g  7e  8ce (1)bad (2)favourite (3) aliens (4)creatures (5) nightmare (6) justin (7) not (8) puzzled (9) witnesses (10) murderedl         post-reading activities 1 ask students to retell the story according to the diagram on page 8. the teacher can write down some key words or phrases on the blackboard or the overhead projector for students to refer to if they are in trouble.2 ask students to give an ending to the story. though the police have made efforts to investigate the case, how justin was missing remained a mystery. was he really seized by aliens or were there any other reasons? if time doesn’t permit, the teacher can assign this activity as homework. the teacher can begin like this:all the people are concerned about justin’s disappearance. what do you think might have happened to him? was he in danger? if he were taken away by aliens, how would they treat him?    all the endings are acceptable.3 ask students to turn their attention to the questions in f. let students do some speaking practice according to the sample. resources1 newspaper articles are often seen as shortened forms of news report that gives full information. the lead----- the first paragraph of a news story plays the most important part in the understanding of the whole story. it is usually a one- or two- sentence summary of the particular event being reported, because so much information are usually put into a small space, and some complex sentences are generally used in the first paragraph. the headline and first paragraph effectively summarize the story’s content.  the teacher can encourage students to read english newspapers. there are several advantages of using a newspaper to improve our english. a newspaper is inexpensive, easily obtained and the materials are authentic. besides, understanding the news stories rely on the students’ knowledge of social and cultural experience. newspapers mirror our national values, habits and preferences. newspaper reading is more like the overall improvement of students’ abilities than being simply informed of new information. students will find time and efforts devoted to understanding the social and cultural materials rewarding.2 following are some newspaper activities the teacher can utilize in their teaching:a  encourage students to read the newspaper daily. ask them what articles they find interesting and read and discuss those articles with them. b  read newspaper coverage of a major news story and watch the same story presented on television. talk about the differences between reading newspapers and watching television news. c  read the newspaper for issues that have some direct effect on students’ families. locate news stories and opinions in editorials, letters to the editor and editorial columns. ask students which facts are most important and which opinions are closest to theirs. d   review tv and movie schedules, discussing which shows and movies are appealing and why. compare reviews with those written by media critics. e   ask students to find persuasive letters to the editor. identify and discuss the author’s style and tone. encourage students to respond with their own letters to the editor when they encounter ideas with which they disagree.

reading教案 篇11

　　teaching objectives:1. to develop students’ ability of reading a play2. to know about american family life and problems that happen between american teenagers and their parents3. to form a positive attitude towards solving problems between teenagers and parents

　　important and difficult points:learn to analyze the emotions of each character from the instructions of the play.

　　teaching procedures:step 1 greetings  greet the students as usual.step 2 lead-in:have you ever seen the famous tv show ‘growing pains’? what do you think of the play? have you ever had this kind of experience when your parents had to go away and leave you alone or with a pet? if not, can you imagine what might happen if you were left alone? could you handle all the responsibility and keep everything clean and safe?step 2: fast reading for general ideas1. from unit 1, we have learnt two of the basic reading skills, skimming and scanning. when reading different styles and formats of articles, readers usually use different ways of reading in order to know about the main ideas of the article within the shortest time. bacon once said, some books are to be chewed; some are to be swallowed; some are to be digested. so can you tell me how to read an english play? you may discuss this question withyour partners first and then i’d like some of you to tell the class your opinion.2. a play usually consists of several acts. each act can have several scenes. so can you tell me some characteristics of a play? is the format of a play the same as that of a news article? are the words or speeches in a play very formal? are there any instructions or tips included in a play? what do the instructions or tips do? do you think you have to read a play silently or out loud?please discuss all these questions in groups of four and share your opinions with your group members.3. go through the reading strategy of this unit, that is, how to read a play. a play has a unique format and style. most plays are in the form of a dialogue. a large amount of casual speech is used, sometimes with incomplete sentences. in order to better understand a play, you should read it out loud instead of silently and that you have to pay attention to the instructions or tips included in a play.4. read the play first and then finish part a individually. then conduct a feedback activity. answers① who are the main characters in the play? (eric, daniel, mom and dad.)② why was dad very angry with daniel? (the room was a mess. / there was trash all over the place.)③ what happened to their dog, spot?  (spot was ill.)step 3: detailed reading for important information1.read the play a second time. let’s do with parts c1 and c2 individually, and after that conduct a feedback activity. answersc1  1. dad  2. daniel  3. dad   4. daniel    5. eric   6. dad   7. mom c2  1. f    2. f      3. t     4. f         5. t2. let’s divide into several groups and each group first read the play out loud and then act it out. pay attention to imitating the tones and intonations of each character while reading. we can hold a competition to see which group is the best. 3. let’s finish parts d1, d2 and e individually first and then conduct a feedback activity. answersd1  1. d  2. e   3. a    4. f   5. c   6. bd2  (1) adult  (2) decision   (3) a teenager   (4) supposed   (5) unpunishede   (1) behavior  (2) door   (3) adult       (4) dad       (5) supposed      (6) decisions  (7) spot   (8) vacation    (9) money     (10) waitedstep 4: reading comprehension1. please read act one of the play carefully and fill in the formcharactersthings they dofeelingsmom and dadjust coming back from vacationexcited; disappointed; angryericplaying soccer at homesurprised and frighteneddanielstay in another roomsorry; angry2. please read act two carefully and fill in the form: charactersdoing sthfeelingsdanielexpressing his angerangryericcomforting his brothercalmmom

　　talking about the things that happened todayfeeling sorry and regretfuldadstrong-willed/ stubborn3. go through the play again and then finish the multiple choices.1.the passage is mainly about ______  a. how the family manage to be on good terms   b. why the room is in a mess.  c. why there is a misunderstanding between the parents and sons.  d. what happens to daniel and eric after their parents get home. 2.which of the following is the cause of the quarrel ?   a. spot was seriously ill.              b. the couple return earlier than expected .   c. the boys play football all day long.   d. the brothers’ laziness(懒惰).3.eric says hello to his parents in  a frightened voice because_____   a. dad often punishes him. b. he is afraid that dad will see the messy room and punish him .   c. dad will beat him and his brother.    d. he is always timid(胆小的).4. this passage is a ________________   a. newspaper     b. notice       c. play        d. diary5. from the passage, we can infer (推断) that _________   a. children often hate their parents.   b. parents often hate their parents.   c. children and parents often hate each other   d. parents and children should explain to each other when some misunderstanding occurs.6. the phrase “deserve to” means________   a. have to    b. want to    c. need to    d. to be good enough to have something 7. what would probably happen in the following act ?   a. dad and daniel will quarrel again.   b. mom and eric will help dad and daniel to get rid of the misunderstanding .   c. eric will not play football any longer.    d. daniel will desert(抛弃) the dog.keys: dabcddb4. task-based reading

　　when dad and mom    1     home

　　what dad and mom sawwhat    4   to the money on earththe dog was so tired and hungry. the money    2   was to be used to buy dog food is missing. there was trash all over the room. the room was    3    a mess.because of the dog’s    5   , daniel and eric spent the money   6    him to the vet. in fact, daniel and eric spent all of that day waiting for the dog to be treated by the vet, so they had no time to clean their house.dad & mom’s attitude to daniel and ericdad and mom were     7     with their children. they didn’t listen to daniel’s      8     .what happened after dad and mom    9   daniel and eric.daniel and eric entered their bedroom. eric sat on his bed in    10    , looking at daniel who had his arms crossed and looked angry.keys: 1. reached/got    2. which/that    3. in    4. happened    5. disease     6. taking        7. angry      8. explanation     9. scolded     10. silencestep 5: post-reading 1. do you think eric and daniel will explain to their parents what has happened? or will the parents go and ask the two children what has happened?suppose you were one of the two children. what would you do? would you stay silent or would you offer an explanation to your parents? which is a better solution in your opinion?2. talk about your own experiences since these kinds of family problems exist in almost every family.  ▲how do your parents usually deal with your wrong-doings? are they too harsh? ▲have they ever punished or scolded you for your being late when it wasn't your fault?  ▲how do you think good parents should treat their children? should parents respect their  children and value their opinions?  ▲what qualities or personalities do you think the ideal parents should possess?3. focus on part f, which is designed for you to practise your spoken english with topics closely related to your familiar family problems.  ▲do you have a good relationship with your parents? why do you sometimes quarrel with them?  ▲do you agree there is a generation gap between you and your parents? how can you narrow the gap?▲communication is very important in helping you and your parents become closer. yet why do teenagers refuse to communicate with their parents sometimes?step 6: role-playdivide students into groups of five. one is the narrator and the others are the main characters. role-play act one and act two.step 7 homework：record after teaching

　　____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

reading教案 篇12

　　高三英语选修10 unit4 reading教案    主备人  执教人  授课日期  班级 

　　总课题 m10u4 总课时 10 分课时  4 课型 新授

　　课题 m10u4 the fight against cybercrime

　　教学目标 1.to improve the ss' ability of reading.

　　2.to go through the whole text and make the students gain some knowledge of cybercrime and realize the importance of fighting against it.

　　to help students learn more knowledge about cybercrime.

　　教学重点 how to help students improve the ss' ability of reading.

　　教学难点 ppt ,a  recorder

　　教具 m10u4 the fight against cybercrime

　　教学内容 教法学法

　　step i pre-reading

　　discuss the types of crimes:

　　types of crimes such as theft, murder,robbery, cybercrime…

　　discuss the types of cybercrime

　　step ii fast reading

　　●read the text fast and then grasp the main idea of the passage

　　●read the text fast again and then answer the following three questions:

　　1. according to the council of europe, how many types of cybercrime are there?

　　there are four types of cybercrime.

　　2. how many companies and government departments were surveyed by the computer security institute?

　　503 companies and government departments were surveyed.

　　3. what is the solution to cybercrime?

　　the only solution is international cooperation.

　　step iii careful reading

　　●read the text and then speak out how many parts it is made up of:

　　o part i   (1):introduction to cybercrime

　　o part ii  (2):the definition and different types of cybercrime

　　o part iii (3-6):the extent of the problem.

　　o part iv (7-8):the solution to the problem.

　　o 

　　●read the second part and then do c2.

　　answers: 1.b   2.d   3 a   4 c

　　●read the third part and then answer the following questions:

　　1. according to the council of europe, who is affected by cybercrime?

　　all internet users are affected by cybercrime either directly or indirectly.

　　2.why is most cybercrime against companies not reported?

　　because most companies want to avoid the loss of customers, who may think that the company cannot protect their money.

　　3.why are cybercriminals almost impossible to catch?

　　laws against cybercrime have not been passed in many countries, and there are many holes in their legal systems. most countries do not have arrangements for dealing with citizens of other countries who commit cybercrimes. also, these criminals can be anywhere and can move quickly, so it is often almost impossible to catch them.

　　●read the fourth part and then answer the following question

　　what do governments need to do to fight criminals with computer skills?

　　governments need to combine their technological resources to keep up with the criminals who have the best technical skills. it is also important to upgrade laws and create international standards for these laws. this will allow states to follow criminals across borders.

　　step iv discussion

　　1.what do you think of internet shopping ?

　　2.what can we do to solve the problem of cybercrime?

　　3.what is more important the convenience of using the internet to buy things or financial safety? why?

　　step v consolidation

　　step vi homework

　　教后记:

reading教案 篇13

　　teaching plan for book 5

　　unit5 first aid for burns

　　reading

　　teaching goals:

　　1. enable the ss to get some first aid knowledge 

　　2. enable the ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.

　　3. let the ss learn the reading skill of getting the main idea of each para./ part & each passage .

　　key teaching points

　　how to improve the ss’ reading ability.

　　difficult points

　　1. how to grasp the main idea of each paragraph / part & each passage.

　　2. how to help the ss use what they’ve learnt to do first aid treatment for burns correctly.

　　teaching methods

　　1). skimming & scanning methods to make the ss get a good understanding of the text.

　　1. discussion methods to make the ss understand what they’ve learned in class.

　　2. pair work of group to get every student to take part in the teaching-and-learning activities.

　　3. competition and role-play method to arouse the ss’ interest

　　teaching aids

　　the multi-media   (see a short movie about how to treat burn from ppt.)

　　teaching procedures

　　step1. lead-in

　　lead-in by telling the ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid

　　step2. pre-reading

　　show the ss the picture of pre-reading on p33 and ask them the following questions:

　　what has happened?

　　what sort of injuries the child will have?

　　what kind of first aid would you perform?

　　step3. fast reading

　　let the ss read the passage fast and then find out the answers to the questions

　　1. what will the passage be about?

　　2. what do they tell you about the passage?

　　3. in which order are these topics covered in the text? number them from 1 to 5.

　　____ the three types of burns

　　____ what to do if someone gets burned

　　____ the purpose of skin

　　____ the symptoms of burns

　　____ how we get burns

　　step4. detailed reading

　　1). tell if the following statements are true or false:

　　1. our skin has three layers.

　　2. we will never get burned by the sun.

　　3. burns are divided into three degrees according to the degree of pain.

　　4. third degree burns are the most serious and painful.

　　5. put cool water on any burns to cool them.

　　6. don’t rub the burns

　　7. it’s better that you put some butter or oil on burns.

　　2). answer the questions

　　1.why should you put cold water on a burn?

　　2.why doesn’t a third degree burn hurt?

　　3.why do you think clothes and jewellery near burns should be removed?

　　4.if someone has a third degree burn, why might you see tissue?

　　3). read the text again and then find out how many parts there are and the main idea of each part:

　　part1. the purpose / function of skin

　　part2. causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals

　　part3. types of burns: first degree burns, second degree burns, third degree burns

　　part4. characteristics of burns

　　part5 first aid treatment

　　3). finish off comprehending ex2&3

　　step5. words competition

　　have a competition to check the ss’ words spelling

　　step6. making a first-aid kit

　　an activity to let the ss know what are included in a first-aid-kit

　　a well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. it should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.

　　step7. role play

　　work in pairs to act out how to place an emergency call for help

　　step8. summary

　　this passage doesn’t contain enough information for you to do first aid for others. please learn more after class. do remember: life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.

　　step9. homework

　　search as much information as you can about first aid

reading教案 篇14

　　一、   章节分析（一）综述本篇阅读内容是以发廊的宣传小册子的形式呈现出来。通过这一新颖的文章载体，向学生介绍了头发护理方面的知识，并给出怎样选择适合自己的发型的建议。让学生在学会如何护理头发的同时，也能够使他们意识到怎样的发型才是得体的，不但适合自己的外形，同时也应符合最为高中生的形象标准。本课的任务有四个学会： ⑴ 能够阅读宣传小册子上的信息，并且学会根据需要快速筛选信息。(2) 学会根据不同人的性格、职业和身份，为自己和别人选择合适的发型。(3) 学会护理头发，保持拥有健康的头发。(4) 结合实际，从规范高中生形象的角度出发，开展高中生仪容（主要是头发）标准的讨论，学会规范自我形象。（二）目标教学目标1)       知识目标学习和掌握课文中出现的生词、词组、句型和语法等。学会有关脸型、发型及头发护理方面相关词汇的表达和使用。能够背记好的词句，并且对于构词法有简要的了解。2)       能力目标能够从使用信息文章当中筛选自己所需的信息。能够对于护发用品的说明部分做适当的翻译。能够根据不同人的性格、职业和身份，为他人选择合适的发型。3)       情感目标    结合实际，从规范高中生形象的角度出发，开展高中生仪容（主要是头发）标准的讨论，学会规范自我形象。（三）教学方法采用任务型教学法组织教学，达到教学效果。比如说，为使学生对课文有清晰的理解，可将课文部分章节制作成表格形式；也可以拿护发用品，让学生以小组为单位翻译产品使用说明；或是将课文改写成完型填空形式，或改写成听力文字供学生使用等。本节课讲充分利用网络资源，扩大和拓展学生的知识面，和对语言的使用能力。（四）阅读重点和难点1.     词汇学习1)       核心词汇l         suitl         excitel         activel         sociablel         apply /applicantl         garagel         managel         heart-shapedl         frequentlyl         leaflet 2)       拓展词汇l         depend /dependent/independentl         guaranteel         loosenl         setl         excell         urgel         competel         obtain3)       词组和短语l         care forl         drop inl         on top of the worldl         depend onl         a balanced dietl         tie upl         work onl         squeeze outl         at a low temperaturel         at least2.     句型学习1)       that depends on sth. 2)       guarantee  sb. sth= guarantee sth. to sb.                to do sth.                that + clause二、教学设计（teaching designs）

　　教学内容

　　教学实施建议

　　教学资源参考

　　1         pre-reading 这部分是整个课文的导入部分，在课堂教学设计中应努力调动学生的学习积极性，激发学生对于本课课题学习的兴趣。根据课文主题，设计与发型选择与护发相关的活动。脸型决定发型，从事的工作不同，身份不同对于发型的要求也不同。综合各种因素，使学生学会合理的为他人选择合适的发型。使用网络测试游戏：face shape wizard.（要求老师的电脑能够上网，每位学生能有一部电脑则更好）这一游戏可以很针对性的为与不同脸型的人设计发型。加入练习p22-a以小组为单位，对护发产品上中英文的对照学习，掌握护发相关表达方式。（要求学生以小组为单位自带带有中英文使用说明的护发用品）:///gallery.htm

　　2         while-reading     先要求学生对于课文内容有大概了解，再作详细分析。并进行重点词汇句法教学。课文根据内容，文章可大致分成三部分：有关新开业发廊的信息，怎样选择适合自己的发型？如何有效护发？本课的语法重点是形容词的用法及形容词构词法。这一点也将在课文讲解中融会贯通进去。课文讲解主要采用概括段落大意，经典段落翻译，及造句等形式。最后通过课后练习和翻译作业巩固知识。大致步骤如下：²        skimming p22-b, p26-f2²        scanning p22-c ²        deep-reading and vocabulary learning [见链接1] ²        consolidation and conclusion［具体处理这部分内容的建议见链接1；课件：chapter2-1 ppt ]。

　　3         post-reading ²        这部分将提供更多的相关网站供学生阅读，扩展学生的阅读量，并使学生更多的了解不同的护发产品和护发知识。²        在阅读的基础上，组织学生就如何规范高中生发型问题展开讨论。n         ;        ;        ;        ;        ;        ;[链接1]说明：用ppt. 展示词汇和句法的用法。教案说明：基于以上的教案设计，提供了本课时较为完整的一份教案。教师可以充分使用网络资源，并对其进行筛选或重新制作，创设更多情景，设计出更多的活动。step 1 : pre-task preparation --- pre-reading1.       activity one---shape of the face determines the hair-style²        do match exercise on p22-a, to know how to name different shapes of face.²        do “face shape wizard” exercise on line, to see what kind of hair-style suits you.²        fill in the form, to know besides shape of face, what else factors will be considered when choosing a suitable hair-style. [链接2] [说明：用表格的形式帮助学生理解人们在发型选择时，除了脸型之外所考虑的多种因素]

　　name

　　profession/personality

　　hair-style

　　reason

　　ann

　　pam

　　keith

　　keys:

　　name

　　profession/personality

　　hair-style

　　reason

　　anndancerlong can be tied up when dancing

　　pambusy, sociable personshorteasy to manage

　　keithmechanicshort to keep tidystep 2: while-task procedure:---while-reading1.       skimming

　　do exercise p22-b, p26-f2²        what is the writer’s main topic? ( hairdressing/hair care)²        what are her sub-topics? ( hair-styles and hair health)²        which of these best describes the type of the passage?

　　(a. a story    b. an advertisement   c. a newspaper article)²        who is it mainly written for?

　　(a. younger people   b. older people   c. children)²        which one of these is the main aim of the leaflet?

　　a. to persuade us to visit connie’s salon.

　　b. to show us how to look after our hair.

　　c. to help us choose a suitable hair-style.

　　d. to give us free advice about hair care.2.       scanning

　　do exercise p22-c 3.       deep-reading and vocabulary learning1)     revise exercise p24-d2, to have a general idea of the new words.

　　choose the correct word from the box below according to its corresponding english definition in each sentence.[链接3] salon, shampoo, gently, balanced diet, leaflet, oval, drop in, apply, guarantee

　　²        which word describes the place where hairdressers work? (salon)²        which word describes the piece of paper that was in debbie’s letter-box? (leaflet)²        which two words invite us to visit without an appointment? (drop in)²        which word tells us that connie and her staff definitely promise us something? (guarantee)²        which word tells us that a face is the shape of an egg? (oval)²        which two words tell us that we should eat food that has the right quantity and variety of vitamins, etc. to make us healthy? (balanced diet)²        which word describes a soapy liquid used for washing hair? (shampoo)²        which word means put something on to your hair? (apply)²        which word tells us we should dry our hair a little with a towel? (gently)2)     for more details about uses and usages of the vocabulary and phrase patterns, please connect [见链接1].4.       consolidation and conclusion²        ask the students to fill derivation form of the adj. by adding suffix as many as possible. ²        let the students do the exercise: complete these sentences with the correct form of the words from the box. [链接4] 构成形容词的常用后缀如下：

　　suffix

　　examples

　　-fulcheerful, useful, grateful, faithful

　　-lesscareless, homeless, fearless, motherless

　　-ishchildish, reddish, swedish, selfish

　　-iveactive, collective, decisive, destructive, competitive, protective, passive, creative, talkative, native

　　-ouscourageous, famous, continuous, erroneous

　　-ableacceptable, agreeable, applicable, comfortable, likeable, obtainable, suitable, fashionable, knowleageable

　　-iblecontemptible, sensible, responsible, permissible

　　-icrealistic, poetic, historic, energetic, electronic

　　-antignorant, significant, applicable, comfortable

　　-lyfriendly, leisurely, lively, daily

　　-alcritical, accidental, continual, exceptional, personal, historical, principal

　　-yrainy, handy, thirsty, dirty

　　-entdifferent, dependent, consistent, obedient, excellent

　　-aryimaginary, revolutionary, honorary, secondary

　　-sometroublesome, burdensome, lonesome, tiresome

　　-likechildlike, womanlike, warlike, manlike

　　-engolden, wooden, earthen, woolen

　　-edlanded, moneyed, cultured, talented

　　-atefortunate, affectionate, passionate

　　-aneuropean, indian, american, canadian [链接5] excel, like, compete, obtain, urge, act, suit, protect, depend, elect, etc.

　　²        tony is an ______ student; first in the class. (excellent)²        ellen is very ______ on teachers and students; unable to do things on her own. (dependent)²        frankie is very ______; a member of many different clubs. (active)²        ann is very ______; hates to lose at games. (competitive)²        sally is a very ______ student; popular with students and teachers. (likeable)²        take this message to the principal, and hurry. it’s very ______. (urgent)²        this experiment might be dangerous, so please wear ______ glasses when you do it. (protective)²        this mild shampoo is ______ for babies. (suitable)²        the books you need for your project are all ______ from the library. (obtainable)[链接6] 有些形容词有-ic和-ical两种词尾，意义不尽相同，例如：a classic performance 难忘的演出  classical music 古典音乐a comic masterpiece  喜剧杰作comical behaviour  滑稽的举动an economic miracle  经济上的奇迹economical arrangement  节约的安排a historic building 有历史意义的建筑historical research  史学研究an electric fan 电扇，an electric razor 电动剃须刀electrical energy  电能, an electrical engineer 电机工程师 step3: post-task activities---post-reading1.     provide more web sites for students to gain more information about hair-style and hair care. enlarge their vocabulary and broaden their vision.[链接6]

　　hair related links....

　　- we are the leading and the largest manufacturer and exporters of quality hairdressing scissors, barber scissors, manicure implements, beauty products, embroidery scissors, and pet grooming products.

　　- beauty supply house featuring hair care, skin care, nail care and spa beauty products.

　　- advanced anti aging skin care and acne products.

　　hair straighteners information about ceramic hair straighteners

　　hairstyles women pictures - hairstyle pictures for women from old fashioned to modern.

　　hairstyles watch - hairstyles watch is an ever growing gallery of popular hairstyles.

　　1001 hairstyles. a huge gallery of hair styles pictures. pick a hair style to try.

　　- affiliate programs directory.

　　hot tools professional hair products - offering hot tools flat irons, hot tools curling irons, hot tools hair dryers, hot tools hot air brushes, hot tools diffusers…

　　2.     based on what they learned, have a discussion about the hair criteria for senior students. step4:  homework1.       group work: list the hair criteria for senior students. dos and don’ts2.       individual work: translate one of the directions on the hair care products into chinese.

reading教案 篇15

　　一、   章节分析（reading section ）（一）综述本章节通过debbie和simon 接人待物时的成功与失败，来说明肢体语言的重要性。在引导学生对文章进行整体理解同时，培养学生良好的礼仪。本课的任务有两个：1           对课文进行整体阅读。培养学生略读（获取大意）、扫读（整理有关信息）、细读（分析篇章结构，慨括中心）等阅读能力。2           与时俱进。结合课文以及上海迎世博倡导学礼仪的活动，引导学生畅谈作为东道主该用何种body language来迎接四方宾客。（二）阅读目标1           知识目标学习课文中重点词、词组、句型和语法。2           能力目标提高学生的阅读理解能力和培养学生的阅读技巧。阅读准备（收集相关资料）、略读（获取大意）、扫读（整理有关信息）、细读（分析篇章结构，慨括中心）等是高中学生必须具备的阅读技能，教师对高一新生可以以本课为例作仔细介绍。3           情感目标帮助学生对 “body language” 有更深入的思考，学会礼貌接人待物。（三）教学方法采用任务型教学法组织教学，通过比较，讨论等具体活动，达到教学效果。（四）重点和难点1         词汇学习1)       核心词汇l         seniorl         appearancel         express/expressionl         impress/impressionl         middle-aged, well-dressed, part-timel         communicate/communicationl         oppositel         greetl         cheerfull         employ (employer, employee)l         colleaguel         customerl         gesture2)       拓展词汇l         sighl         faxl         headline (练习d中)l         heading3)       词组和短语l         glance at, l         get down to, l         give sb. a good impression, make a good impression on…, l         without hesitation, l         hold up, l         prefer…to, would rather do…2   句型学习l         look ( sound, smell, taste, feel) + adj.l         make sb. +v.原形一、         教学设计（teaching designs）

　　教学内容

　　教学实施建议

　　教学资源参考

　　pre-reading 为了更好地处理初高中衔接，建议老师用一个课时完成两个任务：l         介绍高中课本的结构特点;课文所涉及的内容;以及阅读时skimming 和scanning 技巧.l         根据课文主题，向学生展示一些生动形象并表示不同含义的肢体语言图片并与学生讨论它们所起的作用，从而调动学生学习积极性，激发学习兴趣，为顺利进入课文学习打下基础。［具体处理这部分内容的建议见[链接1] 对初高中衔接的处理 ］ [链接2课件：body language 1 ]。中学英语合作网《牛津英语教学参考》page 1

　　while-reading 这是本课的主体部分，也是老师要处理的重点，既要引导学生学习重点词汇和句型，又要提高学生的阅读理解能力，培养学生的阅读技巧。l         skimming 要求学生快速略读，获得课文的大概轮廓，能在有限的时间内运用skimming技巧，找到最基本的信息。l         scanning 由于课本上scanning全词填空太难，不符合由易到难的教学规律，故把课本第4 页e read and think部分稍作修改变成scanning的内容。要求学生运用scanning 技巧，搜索需要的信息。l         further understanding 经过以上两个基础环节后，进入课文深层次的理解，要求学生能找出文中描写debbie 和simon 身体语言的词语，通过比较总结出两人接人待物的成功与失败的原因。l         consolidation and conclusion 把课本第2页c scanning 部分进行适当修改，巩固刚学过的内容。［具体处理这部分内容的建议见[链接3课件：body language 2 ]。

　　post-reading discussion这是课文的拓展部分，也是进行情感教育部分。结合课文以及上海迎世博倡导学礼仪的活动，引导学生畅谈作为东道主该用何种body language来迎接四方宾客。[链接1]说明：对初高中衔接的处理。 1         师生的自我介绍。2         介绍高中教材的特点，介绍阅读中skimming 和scanning的含义与技巧.1)       what is skimming?skimming is a reading strategy. when we skim a piece of reading, we read it very quickly in order to get the general idea of the reading. when we skim, we skip the unimportant parts. therefore, when we skim, we usually only look at titles and headings, pictures and diagrams, and important sentences (usually the first and last sentences of a paragraph) in the reading. skimming takes only a minute or two, and it helps us get the general outline of the reading and follow the writer’s idea more easily. it is a way to prepare us for a better and detailed understanding of the writer’s ideas.略读是一种阅读方式。当我们进行阅读时，我们是在非常快速地阅读，目的是获地阅读材料的大概轮廓或意义。在略读时，我们跳过不重要的部分。因此，我们通常只看题目和段落标题、附图和图表以及重要的句子（一般是每个段落的第一句和最后一句）。略读只需一二分钟，它帮助我们获得阅读材料的大概轮廓并使我们更好地跟上作者的思路，它为我们更准确、更仔细的理解作者的思想做好了准备。2)       what is scanning?scanning is a reading strategy. when we scan a piece of reading, we read it very quickly in order to get specific or single pieces of information. so we scan to get information about time, names, places and numbers, etc. when we scan, we always skip the irrelevant parts and we only focus on what we need to find out.跳读是一种阅读方法。当我们在扫读一篇阅读材料时，我们是在非常快速地阅读，目的是获得有关时间、姓名、地点和数据等的信息。在跳读时，我们总是跳过不相关的部分，而只是集中注意我们需要发现的信息。3）    practice ( 老师们可以用以下材料说明介绍skimming和scanning的阅读技巧。)

　　english mannersa    when we meet someone we know, the simplest thing to say in english is “good morning”, “good afternoon”, or “good evening”. “hello” and “hi” are forms of informal greeting. we avoid using them with seniors or in a very formal situation. “how are you?” and “how are you doing?” are often used to greet friends. they are used either during the day or in the evening. “how do you do?” seems to be used less often than before.b   some forms of greeting which are good manners in china are not considered so in britain or some other english-speaking countries. for example, usually we should avoid greeting a foreign friend by saying “ where are you going?” or “where have you been?”, which are quite common among friends in china. if we did ask either of these questions, the foreign friend would think that we were asking about his private affairs. neither should we greet a foreigner by saying “have you had your dinner?”. he might think you were inviting him to dinner！these forms of greeting are only acceptable when they are used with close friends.c in most english-speaking countries shaking hands is also a form of greeting, and the best kind of handshake is gentle and firm. close friends or relatives, on the other hand, usually do not shake hands with each other; they often exchange a quick kiss on the cheek when they meet or part. men, however, don’t often kiss or embrace when greeting each other.d    men still tend to open doors for women in public. however, some young girls cannot stand that. nowadays more and more women are opening doors for men!e    good manners are made up of many small things. foreign friends or colleagues can get very upset if we forget to say or do something properly. this can be clearly shown through the following example.f    one day, on the desk of a department office in a college, lay a letter for a visiting american professor. her chinese colleague happened to pass by. she saw it, picked it up, and later gave it to the american professor, saying, “ mrs willis, a letter for you from your hometown.” to her surprise, the visiting professor immediately put on a stiff face. she didn’t know the reason why the chinese colleague was interested in her private affairs. at the same time, the chinese teacher didn’t know the reason why mrs willis took offence.g   thus, we have a lot to learn about english manners. the native speakers around us offer very good examples when talking and acting. english books, tv programmes and the internet provide lessons as well. some dictionaries also present lists of common polite expressions. so, we must try our best to learn more about english manners and people’s ways of life so that we can communicate with foreigners more properly.exercises:a)       skimming: read the first and last sentences of each paragraph and match the summaries in column ⅰwith the paragraphs in columnⅱ. the first one has been done for you as an example.                         column ⅰa)         things that make up good manners b)         a good example to show cultural differences in manners c)         shaking hands, kissing and embracing d)         opening doors and good manners e)         different forms of greeting f)          manners in china and english-speaking countries g)         getting to know more about english manners columnⅱparagraph aparagraph bparagraph cparagraph dparagraph eparagraph f paragraph g

　　( answer: a)---e,  b)---f,   c)---c,  d)---d,  e)---a,  f)---b )（虽然这篇文章很长，但经过skimming 环节，同学们基本能在较短的时间内，通过看每一段落的第一句和最后一句，找到每段的段落大意，理清作者的写作思路，为下一步寻找细节奠定基础。）b. scanning: scan the text and answer the following questions.in what situation(s) is each of the following used?l         “good morning.”, “good afternoon.”, “good evening.”l         “hello.”, “hi.”l         “how are you?” , “how are you doing?”l         “how do you do?”l         “where are you going?”, “where have you been?”, “have you had your dinner?”(经过skimming环节后，同学们知道以上问题的答案应在第a段和b段去找。)        when and with whom do people exchange a quick kiss on the cheek?(在第c段找。答案：relatives or close friends when meeting)        how many ways has the writer suggested to help us learn more about english manners?( 在g段找。答案：3 )（同学们往往畏惧阅读长文章，从头到尾读下来，却不知文章到底讲什么。通过学习理解文章的大意，知道在什么段落去寻找需要的信息，并为下一步深层理解奠定基础。）[链接2]说明：用ppt. （body language 1）展示一些生动的body language 图片，鼓励学生动口动脑，说出它们的含义。the many meanings of body language(见课件：body language 2 ) [链接3]说明：本部分建议采用任务型阅读教学方法。通过略读、扫读、细读等不同手段来提高学生的阅读理解能力，从而培养学生的阅读技巧。step one  warming-uplook at the pictures on ppt. different body language (facial language) shows some different feelings. ( students use different words esp. adj. to describe them).（具体处理见课件“body language2 ppt.)step two  task cycle---reading1           skimming skim the story and look at the photo on the next page, and then try to answer the following questions.where does the story take place?   ( in the sunbeam travel company)who are the people sitting down?  (debbie and simon)when did the story take place?    (on a saturday morning) which person looks the most friendly?  (debbie)2         scanningscan the passage and find the answer to the following questions.who sat down opposite debbie? ( a middle-aged, well-dressed woman)how did debbie greet her? (cheerfully)who was mr.yang? (a senior employee in the company)can you find two examples of mr yang’s body language ? why did he do the things?(put his hand on simon’s shoulders; gave an encouraging smile; to tell him why the customer didn’t prefer to deal with him in a friendly way.)why did the customer prefer to deal with debbie?( 进入下一环节的细读。)3   further understanding（通过比较两人不同的身体语言，得出文章的主题）1)       find the different body language of debbie and simon.debbiesimongreet cheerfullysighhold her head up rest his head on his handhook at the customer’s eyes look downwardssmile not smileturn her head or body towards the customernot turn his head or body towards the customer2)       questionwhy did customers prefer to deal with debbie instead of simon?(because her body language makes customers feel welcome, while simon’s tells customers to go away. ) ( 书上原句)3)       conclusion:(main idea of the passage)communicating is more than speaking and listening. your body language is important, too.( 书上原句)step three   consolidationsimon is phoning a friend about his experience. fill in the blanks. the first letters have been given. (deal with some words and expressions that students have just learned in the previous steps.)i spoke to mr yang today. he’s one of sunbeam travel’s s_____ employees. i told him that our customers always p______ to deal with debbie. he told me the problem might be the way i c_________. he explained to me about b____ language. he said  that i was not giving customers a good i________.my body language was telling customers to go a_____, instead of making them feel w________. so now i’m trying to i_________ my body language.(reference : senior, prefer, communicate, body, impression, away, welcome, improve)step four   reflection --- post-readingdiscussion the world expo will be held in shanghai in . our government is advocating excellent etiquette(礼仪). as a native, what do you think you will do to greet friends both at home and abroad?step five   homework1           read the text after the tape recorder.2           do ex.d1&d2 on p4.（见课件 body language 2）

reading教案 篇16

　　unit5  self check and reading 

　　一、学习目标：

　　1、 掌握self check and reading的短语和句型。

　　2、 掌握so as to和 lend等词的用法。

　　3、 课堂检测。

　　二、前置自学：

　　task 1: 在课本上找出并写过下列短语和句型。

　　phrases:

　　1、 恰好紧挨           2、询问信息           3、需要做某事   

　　4、询问或请求         5、依靠               6、在另一方面

　　7、在某些场合下       8、在问他们之前       9、似乎、/好像、

　　10、为了不做某事      11.在、方面比较好  12、其他任何语言

　　sentences:

　　1、 询问信息或寻求帮助是非常普通而又必要的一件事情。

　　2、 使用正确的语言很重要。我们应该学会如何礼貌地询问。

　　3、 你所采用的表达方式取决于你和谁谈话或者你对他了解的程度。

　　4、 有时，我们需要花点时间将话题引导我们的问题和询问上。

　　5、 很抱歉麻烦你。

　　6、 为了不伤害别人，了解一些说话的礼节就和学语法、学词汇一样重要。

　　三、课堂展示与交流：

　　四、合作与探究：

　　知识储备及要点检测：

　　(一) so as to do和in order to do

　　1. so as to do=in order to do 目的是、

　　2. in order to do的否定形式是in order not to do 为了不干某事

　　eg. i prefer english to chinese. 我喜欢英语而不喜欢语文。

　　要点检测：利用上面的知识完成下列练习

　　1. 为了不去上学，他告诉妈妈他病了。

　　____  ______  _____  ____ go to school, he told mother he was ill.

　　2. he wanted to go there ________ see that singer.

　　a. so that to  b.in order to  c. order to  d.so as

　　（二）形容词和副词的用法

　　1、修饰动词用副词,即动词和动词短语后用副.eg.he put down the book quietly.

　　2、名词前用形容词。 eg. he is a quiet boy.

　　3、系动词后用形容词。   eg. the classroom is very quiet. 

　　要点检测：利用上面的知识完成下列练习。

　　1. the boy always writes very ________.   a.care  b.careful  c.carefully 

　　2. there is a ______ country.             a. beauty  b.beautiful  c.beautifully 

　　3. the boy is usually very _____.          a. care   b.careful   c.carefully

　　4. 他读书总是很认真。

　　(三)borrow与lend的区别

　　1. borrow借来，固定短语 borrow…from….

　　eg. i borrowed a book from the library.

　　2. lend 借出 固定短语 lend…to…        

　　eg. i lent my bike to him.

　　3. 借来与借出是针对句子的主语而言的。一定弄清楚。

　　要点检测：利用上面的知识完成下列练习。

　　a. lend  b. lent  c.borrow  d.borrowed (1至4题的选项)

　　1. would you please ___ your bike to me?

　　2. where did you _____ this book?

　　3. can i ___ your pen?

　　4. will you please _____ me your pen?

　　5. 你能把自行车借给我吗？

　　_____________________________________________________________________

　　(四) smell, taste, sound, feel, 的用法

　　1. 这些词一般不用被动形式。  eg.（1） the flowers smell good.

　　（2）that sounds good.    （3）the soup tastes delicious.

　　2. 这些词长做系动词，后面常用形容词。

　　要点检测：利用上面的知识完成下列练习。

　　1. the dish ____ delicious. may i ____ it?

　　a. smells, taste  b. is tasted, smell  c. smelt, taste  d.is smell, smell

　　2. the cotton ____ soft.    a. feels  b. is felt  c. is feeling

　　3. leaves ____ yellow in autumn.  a. turn b. are turned c. have turned d. are turning

　　五、课堂检测

　　（一）首字母

　　1. he lives right next to a supermarket. it’s really c____________.

　　2. we need to learn how to be p________ when we make requests.

　　3. i think it’s very i_________ to use correct language.

　　4. knowing how to ask for information politely is n____________.

　　5. you’d better put your wallet and mobile phone in a s_______ place.

　　(二)单选

　　1. her idea sounds ____ from ours. we should think it over.

　　a. different  b. difference  c.differently  d.the same

　　2. i can ___ you a pen if you don’t have one..   a. lend  b.borrow  c.keep  d.loan

　　5. 你能把自行车借给我吗？

　　(四) smell, taste, sound, feel, 的用法

　　1. 这些词一般不用被动形式。  eg. (1)the flowers smell good. (2)that sounds good.

　　(3)the soup tastes delicious.

　　2. 这些词常做系动词，后面常用形容词。

　　要点检测：利用上面的知识完成下列练习。

　　1. the dish ____ delicious. may i ____ it?

　　a. smells, taste  b. is tasted, smell  c. smelt, taste  d.is smell, smell

　　2. the cotton ____ soft.      a. feels  b. is felt  c. is feeling

　　3. leaves ____ yellow in autumn.  a. turn b. are turned c. have turned d. are turning

　　五、课堂检测（一）首字母

　　6. he lives right next to a supermarket. it’s really c____________.

　　7. we need to learn how to be p________ when we make requests.

　　8. i think it’s very i_________ to use correct language.

　　9. knowing how to ask for information politely is n____________.

　　10. you’d better put your wallet and mobile phone in a s_______ place.

　　(二)单选1. her idea sounds ____ from ours. we should think it over.

　　a. different  b. difference  c.differently  d.the same

　　2. i can ___ you a pen if you don’t have one..   a. lend  b.borrow  c.keep  d.loan

　　3. the boy’s words sound __, and he really said it ___ .

　　a. polite, polite  b. politely, politely  c. politely, polite  d. polite, politely

　　4. would you please ___ make any noise in class?  a.not  b. don’t  c.not to  d.won’t

　　5. in this way se speak __ than he does. a. polite b. politer c. more polite d. more politely

　　6.children like spending much time ___ tv on weekends.

　　a.to watch  b. watching  c. on watching  d. watches

　　7. we can get __ information from the newspaper.  a. many b.much c.quite a few d. lots

　　8. he said as loud as he could ___ let us hear clearly.

　　a. so that to  b. in order to  c.so as  d.order to

　　(三)完成句子：

　　1、 向别人求助是非常普通的日常活动。

　　_____  _______ help to others is a  very _______ everyday ______.

　　2、 使用正确的语言很重要， 但是学会礼貌地问话也很重要。

　　it’s important to _____  ______  ______, but ____ how to be polite when we ______  _______ is also important.

　　3、 你说话的方式取决于你和谁说话和你对他了解的程度。

　　the way you speak ________  _______ whom you are  ______　______ or _____   

　　_______ you know them.

　　4、 请不要把车停在这里。please don’t  _______  _______  ______here.

　　5、 为了不伤害别人，了解点语言的礼节和学语法、词汇一样重要。

　　______  ________  ______  __________ offend people, ______  _______ language etiquette is just ________ important ______  _______ grammar or vocabulary.

　　教（学）后记：

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