2019-2020年高中英語 Unit1（Reading部分）學案 譯林牛津版必修4.doc

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2019-2020年高中英語 Unit1（Reading部分）學案 譯林牛津版必修4 教　　材：牛津高中英語(模塊四)高一下學期 文檔內容：教學設計—教案 單　　元：Unit 1 Advertising 板　　塊：Reading 1 課堂設計指導思想： 本堂課是以聽、說、讀為主的閱讀課。閱讀課旨在培養(yǎng)學生根據不同的閱讀目的使用不同的閱讀策略的能力，從文章中獲取和處理主要信息的能力，理解文章主旨和作者意圖的能力以及通過上下文進行整體理解語篇的能力。本篇閱讀材料是一位中學生根據研究性活動寫成的一篇說明文。學生應在閱讀本文的基礎上掌握說明文的閱讀策略，了解說明文由三大部分組成。即：導入主題，支撐主題的細節(jié)材料和結論。同時，學生可以在第一課時學習的基礎上學習廣告的基本知識。 Teaching aims: 1. To get a general idea of the whole text. 2. To train gist-reading skill and learn the main point of each paragraph of the text. 3. To be familiar with the detailed information about the text. 4. To master the reading strategy for expository writing. Teaching procedures: Step 1 Lead-in The students are encouraged to have a brainstorming about advertisements in order to review what they have learned before the class and get more knowledge related to advertisements. 【設計說明】讓學生對廣告一詞進行頭腦風暴，可引導學生在復習第一時的教學內容的基礎上，激活學生腦中有關廣告的圖式，拓展與廣告相關的知識，并自然流暢地導入本課主題。 Step 2 Before-reading The words-matching exercise can help the students to review the new words and pave the way for the ing reading prehension. 【設計說明】通過簡單的練習設置檢測學生對新學詞匯的理解, 為下一步的閱讀理解鋪設道路。 Step 3 Fast-reading Ask students to listen to the recording of the reading text and skim the text to get the general idea. 【設計說明】通過聽課本錄音和快速閱讀，了解學生對文本表層的理解情況，引導學生逐步提高閱讀速度，從而提高閱讀理解水平。 Step 4 Detailed-reading Let students read the text carefully and work out the main idea of each paragraph. 【設計說明】這一環(huán)節(jié)可訓練如何學生處理信息，有助于培養(yǎng)學生語篇和段落的分析能力的，有利于引導學生主動學習，幫助他們形成以能力發(fā)展為目標的學習方式。 Step 5 Further Reading The true or false statements are designed to check students’ further understanding of the whole text . 【設計說明】通過從整體到局部，再從局部到整體的策略來培養(yǎng)學生對文本的整體理解能力。 Step 6 Post-reading (Consolidation Activity One ) With the question “What’s the similarities and differences between mercial advertisements and public service advertisements?”, students are expected to tell the differences and similarities between the types of advertisements. 【設計說明】這是初步的學生表達拓展活動，旨在培養(yǎng)學生分解和整合信息的技能和靈活運用語言的能力。 Step 7 Post-reading (Consolidation Activity Two ) Ask students to retell the whole text with the help of the key words on the ppt. 【設計說明】要求學生復述課文內容，是在有效輸入語言的基礎上進行的輸出活動，對學生的表達提出了更高要求。這樣不僅能增強學生的語言實踐量，也有助于培養(yǎng)學生運用英語思維的習慣，提高語言綜合運用能力。 Step 8 About the reading strategy Draw the students’ attention to the reading strategy about expository writing. 【設計說明】閱讀策略的學習是訓練學生閱讀能力的有效措施，讓學生了解說明文的基本結構，能在閱讀訓練中達到事半功倍的效果，并為他們今后的學習打下良好的基礎。 Step 9 Homework Ask students to finish reading the article on Page 95, to list the difficult language points on their notebooks, and retell the reading text. 【設計說明】通過家庭作業(yè)鞏固并拓展所學內容。要求學生列出語言難點，鼓勵學生利用網絡了解更多有關廣告的知識，有利于培養(yǎng)他們的自主學習能力。 高考鏈接 Advice to “sleep on it” could be well founded, scientists say. After a good night’s sleep a problem that seemed impossible to solve the night before can often appear easier, although no evidence has proved this by now. But researchers at the University of Luebek in Germany have designed an experiment that shows a good night’s sleep can improve insight(洞察力）and problem-solving. “If you have some newly acquired memories in your brain, sleep acts on these memories, restructures(重構）them, so that after sleep the insight into a problem which you could not solve before increases,” said Dr. Jan Bom, a neuroscientist, at the university. To test the theory, they taught volunteers two simple rules to help them put a string of numbers into a new order. There was also a third, hidden rule, which could help them increase their speed in solving the problem. The researchers divided the volunteers into two groups, half were allowed to sleep after the training while the remainders were forced to stay awake. Bom and his team noticed that the group that had slept after the training were twice as likely to figure out the third rule as the other group. “Sleep helped,” Bom said in a telephone interview. “The important thing is that you have to have a memory representation in your brain of the problem you want to solve and then you sleep, so it can act on the problem.” But Bom admitted that he and his team don’t know how restructuring of memories occurs or what governs it or in which stage of sleep it works. Pierre Marquette and Pierre Ruby of the University of Liege in Belgium said the experimental evidence supports the suggestions that sleep can promote creative thinking. Although the role of sleep in human creativity will still be a mystery, the research gives people good reason to fully respect their periods of sleep, they added. 36.The underlined phrase “sleep on it” in the first line probably means _____. A. to put something aside to be solved until the next day B. to get as much sleep as possible C. to go on sleeping without being disturbed D. to sleep till you get up the next morning 【答案】A 【解析】詞義猜測題。由“After a good night’s sleep a problem that seemed impossible to solve the night before can often appear easier,”可知選A。 37.Jan Bom and his team carried out the experiment through _____ A. parison B. interview C. survey D. imagination 【答案】A 【解析】細節(jié)理解題。由“The researchers divided the volunteers into two groups, half were allowed to sleep after the training while the remainders were forced to stay awake. Bom and his team noticed that the group that had slept after the training were twice as likely to figure out the third rule as the other group.”可知他們是通過比較來開展的實驗。故選A。 38.It can be inferred from the passage that _____. A. people should sleep so long as they have time B. sleep is the only way to solve hard problems C. people have various periods of sleep D. people know how sleep restructures memories 【答案】C 【解析】推理判斷題。由“But Bom admitted that he and his team don’t know how restructuring of memories occurs or what governs it or in which stage of sleep it works.”可知人們有不同的睡眠階段。故選C。 39. What would be the best title for the passage? A. How Sleep Works B. Sleep Helps Solve Problems C. No Evidence, But Well Founded D. Bom’s Discovery On Sleep 【答案】B 【解析】標題歸納題。 40. Where is the passage most likely to have been taken from? A. A science fiction. B. A book review. C. An advertisement. D. A newspaper. 【答案】D 【解析】推理判斷題。本文主要講的是科學家的一項新的發(fā)現(xiàn)，以及有關的實驗。所以最可能出自報紙。故選D。 牛津高中英語教學設計 教　　材：牛津高中英語(模塊四)高一下學期 文檔內容：教學設計—教案 單　　元：Unit 1 Advertising 板　　塊：Reading 2 課堂設計指導思想： 本堂課是閱讀課的第二課時。本課旨在鞏固學生從文章中獲取的主要信息和對語篇的整體理解。在此基礎上，操練文章中的主要語言點。形式多樣的語言點操練過程既是學生學習語言知識的過程，更是訓練學生聽說讀寫技能的過程。本課語言點操練的重點是習慣用語和固定搭配，主要以聽說的方式，在句子層面讓學生當堂操練語言點，為綜合運用英語打下基礎。 Teaching aims: 1. To get to grasp the usage of the main language items. 2. To train listening, speaking, reading and writing skills by practicing the language items. Teaching procedures: Step 1 Revision Ask students to fill in the blanks with the first letters given. The short passage is a summary of the reading text which is closely related to advertisements. 【設計說明】讓學生根據所給首字母填空完成短文，可復習鞏固上一課時對文章的理解， 并自然導入本課。 Step 2 Language focus List the main language items in the reading text and draw students’ attention to them. 【設計說明】列出主要語言點，讓學生清楚了解本堂語言操練課的重點所在。 Step 3 Explanation and practice Explain the main usage of the listed language items and use different ways, such as sentence translation, multiple choices to help students to practice. 【設計說明】精講所列出的主要語言點，通過句子翻譯，選擇填空等方式幫助學生操練這些語言點，以達到逐步掌握其用法，并靈活運用的目的。 Step 4 Consolidation 1 Let students choose the right words and expressions to fill in the blanks with their proper forms. 【設計說明】這一練習形式可幫助學生在一定的語境中鞏固記憶文章中的短語和習慣用法，并有助于培養(yǎng)語感，有助于寫作能力的提高。 Step 5 Consolidation 2 Ask students to search their memory for the words and expressions learnt in this section and plete the sentences. 【設計說明】再次鞏固語言要點，為綜合運用鋪設道路。 Step 6 Homework Let students finish A1 and A2 on Page 90, and write a short passage with the phrases we learnt in this lesson. 【設計說明】通過書后練習進一步鞏固本課語言要點。書面表達練習要求學生靈活運用所學語言點，有利于提高他們的寫作能力和綜合運用能力。