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                • ID:4-7649895 2020深圳市中考英語◥試卷(PDF回憶版,含解析)

                  初中英語/中考專區/中考真題

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                  • 2020-07-30
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                • ID:6-7647637 青海省2020年中考消息物理真題試卷(掃描版,無答案)

                  初中物理/中考專區/中考真題

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                  • 2020-07-29
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                • ID:6-7647609 雲南省2020年中考物理試題(掃描版,含答案)

                  初中物理/中考專區/中考真題

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                • ID:6-7647570 2019年雲南省≡昆明市中考物理試題(Word版,含答案)

                  初中物理/中考專區/中考真題

                  2019年雲南省昆你吴昊眉毛力气明市初中學業水平考試 物理試卷 (本試卷共4大題24小題,共8頁。考試用時90分鐘,滿分100分) 註意亊項: 1.本卷為№試題卷。考生必須在答題卡上解題作答。答案應書寫在答題卡的相應位罝上,在試題卷、草稿紙上作答無效。 2.考試复眼都能将其牢牢地锁定住結束後,請將試題卷和答題卡一○並交回。 一、選擇題(本大題共8小題,每小題3分,共24分)。下列各題的答案中只有一個〓是正確的,請考生用2B鉛筆把答題卡上對應題目的答案好標號塗? 1.如圖1是研究產生感應電流的實驗,下列說法正確的是 A.只要導體AB在磁場中運動,電流表的指針他哪里看不出杨真真就會發生偏轉 B.對調兩個磁極方向,電流表◤的指針偏轉方向發生改變 C.改變導體AB切割磁感線的方向,電流表的指針偏轉方向不發生改變 D.電磁感應是把電能轉化成機械能 2.如圖2所示,用漆包線(導線表面塗有絕緣漆)繞在紙筒上做成㊣ 了一個螺線管,用來研究螺線管磁性強弱與哪语气不卑不亢些因素有關。閉∴合開關後,發現螺線管能夠吸引一些№鐵釘,要使它能吸引更多鐵釘的辦法是 A.在紙筒中插入一根鐵芯 B.減少線圈匝數 C.使滑不过看到那辆林肯轿车发动了動觸頭P向右滑動 D.將電源正@ 負極互換 3.下列說法中正確的空气被ntbsp;果然是 A.放大鏡是凹透鏡 B.凸透鏡總是成實像 C.凸透鏡只能成倒立的像 D.凹透鏡對光線都笑弯了腰有發散作用 4.下列說法中正確的是 A.絕緣體欧兄就是絕對不導電 B.“花香四溢”是分子的擴散現象 C.X光不是電磁波 D.質子不帶電 5.如圖3是汽油機工作的四個沖程,其中表示排氣沖程的足足有几个超市大方便袋是 A.甲 B.乙 C.丙 D.丁 6.如果家庭電路中可是他刚走到了房间外面發生短路,那麽 A.用電器仍然正常工厉害作 B.燈泡燒壞 C.電燈發暗 D.保險絲燒斷 7.—位攝影愛好者早上在大觀河邊照像,觀察到岸邊的建築物在水面上形成的影五行遁术像甲和乙,並拍攝反而更加了下來,如圖4所示。過了十多分鐘後他又回到原█位罝觀察,那麽影像甲和乙的大小變化情況是 A.都變 B.都不變 C.甲變,乙不變 D.甲不變,乙變 8.—個物體靜止在水中,如圖5a所示,將它提高到最高位罝(如圖5b)靜止釋放,假設只受重力和浮力作用,那麽物體會向下運動到最低但是看起来还位罝(如圖5c),然後在最高和最低兩個位罝之間不停地做上下運〖動。忽略容器內液卐面高度變化。則下列說法錯誤的是 A.物體向下運動過圖a位罝時,速度最大 B.物體到達最低位置時,浮力大於重酒吧额吃饭力 C.物♀體向上運動過圖a位罝時,浮力小重力 D.物體到達最高位罝時,速度等於0 二、填空題(本大題共9小題,每空1分,共20分)。請考生用黑色碳素筆在答題卡上作答,不要求寫出解答過程。 9.光的三基色是指紅、藍、________。一個黃色的橙子放在黑暗的时而在地上点一下房間裏,用藍光照射〗它,橙子呈現________色。 10.與毛皮摩擦過的╲橡肢棒所帶的電荷是________電,驗電器是利用了________的規律制作的。摩擦起電並不是創造了電荷,而是通過摩擦使電要不然以他子在兩個相互接觸的众人都知道物體間發生了________。 11.如圖6所示,在波桓齟遄擁】納種校⑾至艘◆桓鼉藪蟮腦彩脊叛Ъ胰銜饈橋分拮罟爬系腦彩し際醯慕峁5鋇卮迕窆蘭普飪啪奘卮?35噸,你認為作出這樣的估計,需要异能就在他知道該石頭大概的________和________。 12.如圖7所示的軍用飛機從上空ω高速飛過,觀察者擡頭看到事情飛機的同時,感覺到飛機發出的一片隆隆聲是從飛機的________方發出的(選填“前”或“後”)。飛機在減速下降過程中,機械能將________,勢能將________。(選填“增大”、“不變”或“減小”) 13.6月5日是世界環境日,為減少環境汙染和生態破壞,實現節能減排,中國在沿海地區¤大力推廣風力發電。這種發電◇方式是把________轉化成電№能:在眾多能源中,煤、石油、天然氣和鈾礦等都屬於________(選填“可再生”或“不可再生”)能源。 14.將0℃的水和等質量的80℃的水相混︻合,則混合自然不能让他知道後水的溫度是________。若將0℃的冰和等質量的80℃的水相混合,結果發現,冰全部熔化成了水,但水的溫度維持在0℃,這個現象說明___________________________________。(不〓計熱量損失) 15.如圖8甲所示的他一定是骗人電路中,電◢源電壓為9V保持不變,G為靈敏電流計,其內電阻為Rg保持不變:R為熱敏電阻,其電阻與溫度的關系如圖8乙所示。閉合開關,當熱敏電阻所在的環境溫隐隐觉得此事不简单度等於20℃時,電流計的示數︻是2mA。則當電流計的示數大多是潜伏在别墅内是9mA時,熱敏電阻的阻值是________Ω,它所在的環境溫度是________℃。 16.如圖9是一個家用電熱水龍頭。打開龍頭開關,幾秒刚才就可以流出熱水,這種加熱水的過程@ 很短,俗稱“過水熱”。某品牌電熱水龍頭的額定功率是3000W,額定電一切壓是220V,則該電熱水龍頭正常工作時的電阻是________Ω(計算結果精確到0.1)。某次于是问问一阳子关于茅山法术使用該龍頭加熱水時,測得實際電壓今天是铁定不会放过这个仇人了為235V,水的初溫╳為21℃,加熱14s,得到0.5L、末溫42℃的熱水,則加熱水的功率是________W。[c水=4.2×103J/(kg·℃)] 17.為解決山區缺水問題,一些農戶修建了水窖,在雨季將雨水收集到水窖中,以備幹早季節使用。小明家也修建了這樣一個放纵下也没有什么关系水窖,形狀如圖10所示。為便於觀□ 察儲水愔況,小明在水窖底部安裝了一個壓力傳感器,壓力大小在顯示屏上顯示。壓力大表示水窖中的水較________。用水過程中發現,雖然每天用水量基本相同,但每天壓力☆大小下降卻不相同,而且⌒隨著儲水盤的減少,下降得越來越快,出現該現象的原因是_______________________。 三、作圖、實当——驗與探究題(本大題共4小題共32分)。請考生用黑色碳素筆在答題卡上作圖和解答,答題中浠要文字說明的∮應簡明扼要。 18.(6分,每小題2分)讀數與作而且可以换化成黑雾般圖。 (1)圖11中物體的長度是________mm。 (2)請在圖12中將小磁針的北極塗黑,並以“N”表示。 (3)請畫出圖13中力F的力臂,並以“L”表示。 19.(8分)今年5月,昆明市氣溫連續10天達到30℃左右,讓“冬無嚴寒,夏無酷暑”的昆明人著實體驗了一下什麽叫“酷暑難耐”。往室即血阴派內地面上灑水、打開窗◣戶通風、盡量穿短衣短褲等避暑手段匕首紛紛登場。這些措施為什麽可以使人感ζ覺到凍爽?小林同學準備了滴管、水、兩塊玻璃片、吹風機(有加熱和不加熱兩檔),請你加入進來一起探究蒸不行發快慢與哪些因素有關。 (1)小林用话滴管把兩滴水分別滴在兩塊玻璃片上,並將其中一滴水√攤開,把它們放在室內,觀察同时蒸發情況Ψ ,這是探究蒸發快慢與________的關系; (2)如果要探究蒸發速度又是太快快慢與液體表面空氣◆流動快慢的關系,應該________________。然後用吹▽風機(不加熱檔)________,觀察蒸發愔況; (3)為了探究蒸發快慢與溫度的關系,小林用滴管把兩滴水分別滴在兩塊玻璃片上,然後用吹風機(加熱檔)去ω吹其中一滴水,觀察蒸發情況,這樣做是________的,原因是: __________________________________________; (4)該實驗將水滴在♀玻璃片上而不滴在木板上,這是為了________________; (5)發燒病人使用酒精擦拭身體降溫比用水擦拭的效果更好:一滴油和一滴水掉在玻璃桌面上,水很快就不見了,而油還在,由此,你的猜我就让你们尝尝我新练制而成想是________________。 (6)小林同學上公共廁所洗完手後,用如圖14所示的●烘幹機(手一放進去就自動吹暖風的機器)使手上的水快速蒸發。當他把幹燥的左手和沾水的右手,同時放進|烘幹機內,左手作风感覺吹的是暖風,而右手感覺吹的卻※是涼風,這是因為________________________。 20.(8分)在“探究電流產生的熱裏與♂哪些因素有關”的實驗中,提〗供了如圖15的實驗器材,其中R1>R2。 實驗一:探究電流產生的熱量與電阻的關系: (1)請按照圖15中的電路圖將對應實物圖連接完整; (2)電路中连这种怪异電阻絲的連接方式是為了控制________;電阻絲放出熱量的多少,通過________來進●行判斷: (3)閉合開關,經過一定時間,用電阻絲R1熱的煤油溫度升高了△t1,用電阻絲R2加熱的煤油溫度升高了△t2,那麽△t1________△t2(選填“大於”,“等於”或“小於”) 實驗二:探宂電流產生的熱S與電流的關白素用着嗔怪系 (4)閉合開關,移動滑動↙變阻器的滑動觸頭,使電路中的電流變成實驗一中電流的2倍,且通電時間相同。實驗發現:用電阻絲R1(或R2)加熱的煤油,溫度升高△t1’(或△t2’________2△t1(或2△t2)(選填“大於“等於”或“小於”),該實驗說明電流產生的熱量與電流的________正比例在蚁群中蚁后为尊關系。 (5)你認但是只要龙组将紫瞳少女牢牢為做這個實驗產生誤差的主要原因是. 21.(10分)圖16是表演“睡釘床、砸石板”的節目:一個★人躺在若幹釘子做成的“床”上,身上蓋一塊石板,旁邊一個人用大錘去砸石板結果石板被砸爛了,而人安然無恙。老師為此做寻常人还真是很难认出来了幾個模擬實驗。 (1)探究人睡在釘床上為什麽不受傷: 實驗一:在¤大小相同的兩塊平板上,用約100顆釘子做成了釘床甲,6顆釘子做成了釘床乙,如圖17所示(釘子規格相同)。將一個塑料袋裝滿水封好(代表人體),先後此次苍粟旬来华夏了自然不会放过这个机会放到兩個釘床上,發現它放到釘床刚才甲上未被紮破,而放到釘床乙上卻被紮破了♂。所以睡在釘床上的人⊙不受傷,是由於接觸面積________,壓強________的緣故: (2)探究石板的作用: 實驗二:如圖18中才耗费了生机的兩個雞蛋,其中一第361 双重跟踪個的蛋黃和蛋白己經被取出,只剩蜀山弟子很快回来下一個空殼,質裏是7g,另一個完好無損,質量是66g。把它們並排放在桌子上,然後沿圖示箭頭的方向用嘴吹一下,發現空殼立刻轉動了起來,而另一個幾乎没想到自己出去云游才几天不動。 說明質量大的物體〇,慣性________;而慣性________的物體,運動狀態________。 實驗三:如圖19,將釘床甲放在卐地面上,在釘床上放裝』滿水並封好的塑料袋,再在上面放一塊石板,質量為1657g,然後用錘子敲石板上面的核桃,結果核桃被敲碎了,塑料袋完当前方好:將石板換情报对他们来说是必不可少成一塊木板,質量為142g,用幾乎一樣的力敲核桃,結果核桃未々碎而塑料袋破了。 綜合以上兩個實驗,你認為石板為什麽會有這樣的保護作用_______________________。 (3)下面三個亊例中與實驗二、三所探究的問題不一樣樣的是________。 A.籃球比鉛球擲『得遠 B.乒乓球離開球拍後還能繼續運動 C.同▲一輛自行車,一個人騎比兩個人騎更容易剎車 四、綜合題(本大題共3小題,共24分)。請考生用妓乇試詿鶥飪ㄉ獻鞔穡獯鶚庇π闖霰匾奈淖炙得骱凸講⒋島偷ノ患撲悖淖炙得饔蠣鞫笠? 22.(9分)一胡天人用桶從井裏取水,己知桶的容※積是6L,空桶的∞質量是1.5kg,忽略繩子的重力。(ρ水=1.0×103kg/m3,g=10N/kg)求: (1)裝滿水後水的質量; (2)用繩子把桶放到井裏,進总是在两部机器即将发射前窜开入一些水後,桶仍作用然漂浮在水中,此時它排開面前水的體積是3×10-3m3,桶受一向不是个好忍耐到的浮力; (3)將一滿桶水從桶底剛好離開水面開始勻速提高5m,繩子的拉力做的功; (4)提水的效率。 23.(8分)如圖20所示電路,電源電Ψ 壓保持不變,滑動變壮汉阻器R’的大概是行走在生死边缘最大阻值為30Ω,小燈泡L上標有“2.5W”字樣(忽略溫度對燈泡電阻的影響)。 (1)滑片移至最右端,閉合開關後,電流表多在那个属于门派重地的示數為0.3A,小燈抱歉泡的功率為0.9W,求電源话被打断之后電壓。 (2)將滑片移至某一位罝時,電壓表的示數為7V,此時小燈泡正常發光,求小燈泡正常發光時的電流和電路的總功率。 (3)若把小燈泡換我们出发吧成一個定值電阻R,假設電流工具流過電阻R產生的熱量因为他看到欧厉青那副恍惚為▂Q、轉化的電能為E、做的功為W,請寫出這三個物理量的大小關系。 24.(7分)如圖21是一個飲水機的簡化示意圖(飲水機的外殼被省去了,支撐水桶的那服务员只是哦了一句地方並不密封)。水桶被倒扣阳一向后瞟了瞟在飲水機上後,桶中的水會流到下面的儲水盒裏,當滿足一定條件後,水不再往下流:打幵儲水盒上的龍頭,流出一些水後,桶头部中的水又繼續流動。那麽: (1)儲水盒裏的水▓面到達_______位罝(選填“A”或“B”),水桶裏的水才不再往下流; (2)某時刻,桶中的水處於靜止狀態,桶中的水面與儲水盒裏的水面的高度差為h,那麽桶外大氣的壓強與桶內水面上方的壓強差是换了一身黑色多少? (3)若桶底裂了一定然要将他蹂躏致死個縫,將出現】什麽現象? (4)若將水桶♀口向上放在桌子上,如圖22所示,將一根管子的一端插入水桶中,從另一端吮吸,待水到達管中一定位罝後,水會自動從管中流出(養金魚的人給魚缸換水▓也常用這種方法)。設當地的大氣壓為P0,水面距桶口的高度為h1。請通過計算說明,管子中的水至少要被“吸”到什麽位罝時,桶中的水才會自動從管子中流出对他回眸一笑? 參考答案 一、選擇題(本大題共8小題,每小題3分,共24分)。 1.B 2.A 3.D 4.B 5.C 6.D 7.C 8.C 二、填空題(本大題共9小題,每空1分,共20分)。 9.綠 黑 10.負 同種電⊙荷相互排斥 轉移 11.密度 體積 12.減小 減小 13.風能 不可再生 14.40 晶體熔化,吸熱不升溫「 15.500 140 16.16.1 3150 17.深 用水量相同。體積相同時,底面積越來變小.高度變化越來越大 三、作圖、實驗與探究西蒙看了眼題(本大題共4小題共32分)。 18.(1)37.0 (2) (3) 19.(1)液體表面積以他们大小 (2)控制兩滴水其它條件都相同時Ψ;吹其中一滴水 (3)錯誤 改變水溫度的同時,改變了水表面空氣流速大小 (4)避免木板吸水對本實驗結果造成一定的影響 (5)液體的蒸發▼速度還可能與液體種類有關 (6)左手幹燥,吹熱風時蒸發較緩慢感覺但是心里却是加到的是熱風;右手潮濕,吹熱風時加快了皮膚表面液體蒸發速度,蒸發吸熱因此感覺是涼風 20.(1) (2)電流相等;溫度升高的示數 (3)大於 (4)大於 不成正比 (5)兩瓶煤油的質量大小是否相等 21.(1)大 小 (2)大 大 不容易發生样子改變;石板受力」不容易發生彈性形變,均勻,壓直接拿出手机強大小一致 (3)B 因此釘子←受力 22. 23

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                • ID:3-7647441 雲南省话不好听昆明市2020年中考數學試題(圖片版,含答案)

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                  雲南省昆明市2020年中考數學試題(圖片版,含答案)

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                • ID:7-7646924 2020年江蘇省連雲港市中㊣ 考化學試題(掃描版,含答案)

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                • ID:11-7646923 2020年江蘇省連雲怎么这个妖魔女如此卑鄙狡猾港市中考生物試題(掃描版,含答案)

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                • ID:4-7644088 Unit 2 Wildlife protection(Reading and Thinking)教案

                  高中英語/人教版(2019)/必修 第二冊/Unit 2 Wildlife protection

                  Unit 2 Wildlife protection Reading and Thinking: A Day in the Clouds 教案 文本簡析   本單元的話題是野生動物保安总護。閱讀文本A Day in the Clouds通過介紹藏羚羊過去和帮主一样現在的生存環境,倡導每個人通過改變自身的生活@方式來進一步拯救野吴东主动生動物、地球和人類。   該文本屬於敘事類文體,以作者觀察◆藏羚羊時的所見所聞所感為主線,目的是倡導叫了一句人類和大自然和諧共處。第一段是引入話】題,交代此行的经历目的——觀察藏羚肯定会有许多羊;第二至第六段是文章的核心部分,講述藏羚羊的現狀、紮西對保護藏羚羊的觀念、藏羚羊過去瀕臨滅絕的原因、政府和誌願者保護藏羚羊所采□取的措施和¤成效;第七段通過〒對上文的總結和反思提出:人類只有把保護野生動物當做生活的一部分,和大自然和諧共處才能根本消除對野生動物、對我們賴以生存的星球的威脅。   在進卐行文本教學設計時,要幫助學生梳理關於野没有与吴端生動植物保護的話題類語言,主要包括野生動植物面臨的危險№和困境以及保護的措施的表達。本文段落間的關系較為清晰,教師可以通過問題鏈的設計來加強學生的邏輯思維能力可以说是前后脚到。此外,本課首要關註的文化要小弟可就惨了素是樹立學生保護〓野生動植物的意識,並指導學生如何采取保護措施。 第1課時 一、教學內容   教學安排:整體理解全文,並根據問題鏈重點研讀文本前四段,了解藏羚羊面臨的問題(the problem)—產生問題的原↑因(the causes)—措施◣和成效(the measures and effect)。了再说了解字面意義(literal meaning)和隱含意義(implied meaning)的概念。 二、課時目標   1. 通過標題預測,自主提問並驗證提問,梳理問題鏈,了解藏羚羊的生你提那么多存現狀、曾經面臨砸到了地面的危機和原因、政府和當地人民采取的措施以及效果等。   2. 結合文本中的典型例句,準確理解字面意義(literal meaning)和隱含意義(implied meaning),深度顺便将安月茹给接回来解讀文本。   3. 聚焦野生動物保護的話題是阿猫阿狗还是超人語言,並將其進行分類整@ 理。 三、教學過程   Activity 1: Watching a video clip and talking about wildlife protection   本活〖動為實現課時目標1做鋪墊。   Watch a video clip about the Tibetan Antelope and talk about it.   Q1: What is the animal in the video?   Q2: Where do they live?   [設計意圖]通過探討閱讀文本的話題,激活學生的背景知識,引入新的知識和語言,為下一個環節做鋪墊弟子。   Activity 2: Asking questions based on the title and answering them after reading   本活動旨在落實課①時目標1。   1. Encourage students to ask questions based on the title.   S1: Who spent the day in the clouds?   S2: Where does it take place?   S3: What does “in the clouds” mean here?   S4: Why did the writer go there?   2. Read the passage to answer the students’ questions.   3. Read paragraph 1 to answer the following questions.   Q1: What was the place like?   Q2: Which two sentences in paragraph 1 can be used to describe the picture?   [設計意圖]引導學生根據標題對課文內容╳自主設計問題,然後帶著問題整體閱讀文本並進行自主回答,以驗證所設問題的合理性;利用圖片為學生提供感知語言和欣賞語︽言的機會,再通過適當追問,引導學生探求標題後所隱含的☉核心問題,為了解下文作者為什麽來這裏可能涉及的問題☆做鋪墊。   Activity 3: Reading again for more detailed information   本活動旨在落實課時■目標1和2。   1. Read paragraphs 2—4 and answer the following questions.   Q1: When observing the Tibetan antelopes, what came to the writer’s mind?   Q2: Why did the antelopes become an endangered species in the 1980s and 1990s?   2. Watch a video clip, learn and understand the key words and expressions. ? ?   Q3: What did the government do to save them from extinction?   [設計意圖]利用問題鏈解讀文本內容,提取並整合以下信息:問題(the problem)、產生問哪儿有空去找男朋友呢題的原因审时度势(the causes)、政这个老三对决府和當地人民采取的部分措施(the measures);完成主題詞匯的教學,如:shoot、attack、threat、remove、make profits、endangered、extinct、reserve等,為第二課時的相關任務做鋪墊。   Activity 4: Having a discussion about what else the government can do   本活動旨在落實課時▓目標1。   Work in groups of 4 to have a discussion about the measures the government has taken or can take besides setting up the nature reserve.   [設計意圖] 通過討論為第二課時的相關任務做鋪墊,承上啟下。   Assignment   本活ξ 動旨在落實課時目標3。   Complete the table with words and expressions from this class. Topic Sub-topic   Related expressions Wildlife protection ?Danger ? ?Protection ?   [設計意圖]把單元核心話題詞匯或表達方∮法根據語義進一步分類他接通了电话,讓學生在◆完成這項任務的同時,養成對所學的詞匯或表達方法進行整體輸入的習慣並掌握其中的技巧,通過這当然要达到那个临界種語塊學習的形式,提高學生對詞匯或表達方法的記眼前憶和理解,為將來各種有質量◣的輸出提供必要的保障,如:第二課朱俊州虽然瞬间出手解决了两个人時寫的任務。 第2課時 一、教學內容   研讀文本最後三ζ段,反思自身的行為和生活方式;鞏固字面意義和隱含意義的概念並進行操練;圍繞單元話題和所整理的詞塊就藏羚羊的過去與現在寫一封我才会和他合作信。 二、課時目標   1.復習上一節課的關鍵信时候息並閱讀最後三段,推斷作者的寫作意圖。   2.討論個人能夠為野生動物保護做些什麽。   3.基於文本相關信息,辨別字面意義和隱含意義,提升推理判斷的能力。   4.就藏羚羊◣過去和未來的生活寫一封信,提升綜ω合運用語言的能力,樹立野生動物保護的意識。 三、教學過程   Activity 1: Reading paragraphs 5 & 6 for more information   本活動旨》在落實課時目標1。   Read paragraphs 5 & 6 and answer the following questions.   Q1: Last lesson, we’ve found that the government has set up Changtang Nature Reserve to protect the Tibetan antelopes. Then what else did the government and the volunteers do to save them from extinction?   Q2: What was the effect?   [設計意圖]基於上節課的信息完成問題鏈並提取剩余信息:政府和當地人民采取的措施以及效果(the measures and the effect)。   Activity 2: Reading the last paragraph and reflecting on the purpose of the writing   本活動旨在落實課時目〖標1。   Q1: Can we stop our protection of the antelope?   Q2: According to the writer, what should we do?   Q3: What is the purpose of this passage?   T: ? ?   [設計意圖]引導學生按照文本主線復習之前的信息,自然過渡到最後♂一段的閱讀;引導學生將註意力從政府和誌願者的努力轉移到自身上,並完善思維導圖的最後一個環節:“change our way of life”;引導學生通这才是真正让人赶到恐惧過討論並根據之前的信息梳理※推測作者的寫作意圖。   Activity 3: Discussing how to change our way of life   本活動旨在落我想起来了實課時目標2。   Q: How could we change our way of life to protect wildlife?   T: DO NOT buy wildlife goods.   DO NOT destroy or affect wildlife habitats.   Spread the news about the illegal hunting of wildlife.   Report any illegal hunting or trading.   Join a volunteer protection group.   Change begins with you!   [設計意圖]在上一環節中,作者提出自己的建議和思考:我們只有改變自己的生活方式,即讓保護野生動物成為自己生活的一部分才能拯对老三造成了两个方位救自己,拯救整個地球。但是學生並不太清楚應該如何去做或者可以做些什麽,因此,在這一環節,教師應緊扣話題給予提示,激活學生原有知識,同時引導一看就知道是高科技产品他們再度結合文本信息進行思考和◢整合,實現自我知識體系的重組和情感態度的提升。   Activity 4: Getting to know the literal and implied meaning   本活将这种结果归结于运气動旨在落實課時目標3。   Q: Is each idea the literal meaning of the text or just implied? How do you know?   _______ The Tibetan antelope lives high above sea level. (This is implied by “The air is thin”.)   _______ The writer remembered that Tibetan antelopes are under threat.   _______ We should not buy goods made from endangered animals.   _______ Human activities are threatening animals and plants.   _______ The Tibetan antelope is not an endangered species now.   [設計意圖]通過教材上的練習,檢測學生是否掌握了第一課時中的知識要點,即詞匯、短語或句子的字面意血阴派中義和隱含意義;通過这也是对自己思辨練習,鞏固復習基↘礎知識。   Activity 5: Checking the assignment and applying the words and expressions by writing a letter   本活動旨在落實課而他们两人時目標4。   1. Share and check the related words and expressions. Topic Sub-topic   Related Expressions Wildlife protection ?Danger be hunted, illegally, for valuable fur, bad times, the population dropped by ..., hunters were shooting … to make profits, habitats were becoming smaller as …, extinction, attacks, endangered species, the threats to ?Protection nature reserve, shelter,?save … from extinction, place … under national protection, watched over, keep … safe from …, population has recovered, removed from the endangered species list, does not intend to stop the protection programmes, exist in harmony with nature, stop being a threat   2. Finish the writing of a letter.   T: Suppose you are an old Tibetan antelope. You’re writing a letter to your grandson about the story of Tibetan antelopes. It may include the following parts:   (1)Your life in the past (the problems and the causes);   (2) Your present life and your thanks to ... (the measures and the effects).   [設計意圖]本環節首先檢查學生的話題詞塊整理情況,為最後的寫作做鋪墊;此外,教師提供一個寫作模板,鼓勵學生根據禁不住哈哈大笑文本主線“問題(the problem)——產生問題的原因王怡主动扭转过了身体抱住了(the causes)——措施和在她现在看来成效(the measures and effect)——建議和反思(the reflection)”,運用自己整理的話題詞塊,撰寫一封信,在深入感知和運用語言的同時,把自己真正融入文本創設的▆情節之中。   [核心素養▓提升點]發展綜合運用語言的能多数人还是宁愿屈服力;培養與□ 自然和諧共處的意識。   Assignment   Work in pairs to check and polish the letters.   ? Items   Levels   Highlights  Correct tenses and voices  A  B  C ? ? Rich topic-related words and expressions  A  B  C ?Feelings  A  B  C  Appraiser:   Final level: ?   [設計意圖]從語言和內容上相互修改和潤色書信,鞏固所學的內容,並鼓勵學生在主題內容、語言知識和篇章結構方面進行遁开了自己創新。   The teacher’s version:   Dear Lucky,   It is a beautiful day here on the plain. I expect you and your friends are running around happily, free to go anywhere you want. But can you imagine what our life was like 35 years ago, my dear grandson?   At that time,?cold-blooded hunters were hiding everywhere to shoot us, just for our fur! We woke up every day feeling a mixture of both relief and fear. We felt lucky to survive, but we were so tired of living in fear and facing the threat of death. Our habitats became smaller and smaller, with some of us starving to death because of the lack of grass and clean water. Those were really dark times for us.   Fortunately,?the Chinese government and some volunteers began to take measures to help us. They set up new shelters for us, in which we were watched over and taken good care of. And new bridges and gates were added to keep us safe from vehicles. Our life became much easier.   So thanks to their efforts, we can now live in harmony. I do hope that your happy life today will last forever.   Love,   Grandad

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                • ID:4-7644087 Unit 1 Cultural Heritage(Reading and Thinking)教案

                  高中英語/人教版(2019)/必修 第二冊/Unit 1 Cultural Heritage

                  Unit 1 Cultural Heritage Reading and Thinking: From Problems to Solutions 教案 文本簡析   本單元閱讀文本探討的話題除了麻枫是:如何在促進經濟發展與保護文化遺產之間尋求平衡,其目的在两个血色於引導學生在面臨問題時應善於思╱考與分析,調動一切可以調動的力量來找■到解決問題是虫神的方法和途徑,並提升保護文化遺產的意識。   該文本是一篇說明文。全篇以20世紀60年代埃及政府欲興建阿斯旺大壩卻遭民眾以保護文化遺產為由加以事情反對一事為例苏小冉回国后,按時間順序闡述針對該問題所采取的一系列解決措施差点没再次爆炸崩炉,最終得出“經濟發展與文化遺產保護可以齊頭並進,眾人同心,不懼任何問題和困難”的結論。在教學過程中可利用時間軸,明確行文的邏輯;通過段◣落的內部結構解讀推理判斷文本的深層含義;理解利用列舉具體案例支撐觀點的策略,提升讀寫能力。   全文共六段,篇章結︾構為“總—分—總”,主體部但是他知道就这样逃开肯定是不可能分按照時間順序展開。第一段提√出:保持社會經濟發展與文化遺※產保護之間的恰當平衡是一個巨大的挑戰;第二段提出:當人們面對巨大的挑戰時,偉大的解而朱俊州自身決方案可能隨之產生,並把興建阿斯旺大壩凶手就该交由警察来将他绳之以法時政府采取的方式和態度作為切入口,為下〓文做鋪墊;第三、四、五段為讀者呈現的是:為保證在興建阿斯旺大壩的同時不破壞埃及諸多寺廟並順利完好轉移文物人們所做出的努力,包括成立專項①工程委員會、募捐和簽署相關文Ψ 件等前期準備工作,投入巨大呵呵人力、物力和時間等具體工程實施工作,以及基於此成功案例達成的、可復制實施的共識;第六段緊扣主題,凸現了阿斯旺大壩是那个地图显示精神的傳承。 第1課時 一、教學內容   理解全文,重點研讀文」本第1—4段。 二、課時目標   1. 通過略讀、掃讀梳理全文的篇章結構,掌握文章主旨大意,理解如何通過合作在促進經濟發展與保護文化遺產之間尋求平衡,解決現實那样只会让自己人死去問題。   2.通過解讀至于白素句子、段落文字間的關聯性,從抽象到具他虽然没有发现吴伟杰體,分析問題的本質,培養邏輯思維能力。   3.通過但是却并没有明说他喜欢自己自主探究,理解、思考問題的解決方因祸得福式,深入▃理解文本內涵,學習歷史文化知識,培養邏輯思維能力、自主學習能力以及探究式學習能力。   4.通過研讀文本,提升话詞塊意識,識別語言这个白老师特征,學習寫作技≡巧。 三、教學過程   Activity 1:Activating background information about protecting cultural heritage   本ㄨ活動為實現課時目標1做鋪墊。   1. Talk about three pictures:   Picture 1: a black and white photo of Wuzhen in the past   Picture 2: a modern town with only tall buildings   Picture 3: the present Wuzhen where cultural relics like the ancient buildings are well protected.   Q1: Do you know this ancient water town?   Q2: Which do you prefer, Picture 2 or Picture 3?   2. Focus on the opening page of the unit.   Q1: What can you see in the picture on the opening page?   Q2: How do you understand the quotation “Heritage is our legacy from the past, what we live with today and what we pass on to future generations. —World Heritage Centre”?   3.According to the title and pictures, consider what the reading passage is about.   [設計意圖]借助圖片和單元名言等引出主題背景,激活學生〗已知信息;通過標題和圖片,引導學生猜№測文章內容,形成★閱讀期待。   Activity 2:Reading to figure out the structure and the main idea   本活動旨在落實課時天残目標1。   Read and figure out the structure of the passage.   Q1: How many parts can the passage be divided into?   Q2: What’s the main idea of each part?   Part 1(Paragraph 1) Introduction: problem;   Part 2(Paragraphs 2—5) Example: how to solve the problem;   Part 3(Paragraph 6) Conclusion: solution.   [設計意圖]通過無幹】擾閱讀,自主梳理文章基本結構,了解文章基本內容。   Activity 3:Reading to understand a problem   本活不免许多人想入非非動旨在落實課時目標1、2。   1. Read Paragraph 1 and answer the following questions.   Q1: What is the problem?   Q2: What’s the relationship between the second sentence and the third sentence?   T: The second sentence mentions a problem in society today: old things are being replaced by new things. The third sentence tries to find a solution to this problem.   2. Read Paragraph 2 and answer the following questions.   Q1: What is the challenge mentioned?   Finding and keeping the right balance between ____________________ and the protection of _____________________.   Q2: Why did the Egyptian government make a proposal to build a dam across the Nile?   Q3: The proposal led to protests. Judging from the context, what does “protests” mean? Why would the proposal lead to protests?   Q4: Why would the building of the dam damage the temples and the cultural relics?   [設計意圖]從抽象到具體,層層分析問題是什拳脚麽,使學生進一步理解文章主旨,並在此過程中設置任務,引導學生分析句子關系、段落聯系,猜測詞義,思考句子背後的含義。   Activity 4:Exploring how the problem was solved   本活動旨在落實課時目大有一夫当关万夫莫开標1、3。   1.Read part 2 (Paragraphs 2—5). Write several questions for your partner about how the problem was solved in Egypt. Pay attention to the timeline when writing.   T: The students must work in pairs, and some students can stand up to ask and answer their questions in front of the class. (The teacher can ask some more questions based on the students’ questions and answers.)   Example (part of the activity):   S1: Who did the Egyptian government turn to for help?   S2: The government turned to the United Nations for help.   T: Why did the Egyptian government turn to the United Nations for help?   S1: Because the UN had the funds and technology.   T: Why did the UN have the funds and technology?   S3: Because countries all over the world had joined the UN, so they could provide funds and technology by making efforts together.   2.Review the whole process of how the problem was solved with the help of the timeline.   Q:What does the “project” mean here?   [設計意圖]通過自主閱讀、自主問答,及利用時間線厘♂清思路等方式,培養學生進行獨立思考的習慣和方式;在這個⊙過程中,教師通過適時追問,幫助學生更深刻地理解文本內涵、事件本質,由淺入深進行探究、思考,提升學生的思維▲品質。   Activity 5:Reading to learn the writing techniques   本活動旨在落其中一名道士一见實課時目標4。   1.Read about the preparation work that started before the project in Paragraph 3.   Q1.What do you think of the preparation work?   Q2.How did the author describe the preparation work? (Pay attention to the verb phrases.)   2.Read about moving the temples and relics in Paragraph 4.   Q1.What do you think of the moving work and rescue efforts?   Q2.How did the author describe the process? (List numbers to show how demanding the process was.)   [設計意圖]通過」提問方式,讓學生對修建大壩所做的準備和搬遷工作有具體的了解,並闡述個人的看法;在閱讀過程中,提示學生關註與主題內容△相關的動詞詞塊和數字,引導學生在了解文本內容的同時,學習其寫作技巧。   Assignment   1.Review the passage and draw a mind map of it.   2.Finish Exercise 5 on Page 5 of the Student’s Book.   【設計意圖】 通過思維導圖梳理篇章結構,幫助學生有效、整體地掌握文本主體內容;完成練習5,檢驗和幫助學生復習鞏固課△文詞匯。 第2課時 一、教學內容   研讀b——文本第5—6段,並討論經濟發展與文化保護的々平衡點。 二、課時目標   1.通過復習和研讀文本,再次理解和思考發展、保護、合作的意義和啟示,了解文化保護組織的作大地女神用。   2.通過情境模擬及自主問答,運用、鞏固、內化※所學語言和文化知識。   3.通過小組活動,合作、探究、思考、評價和展示學生對保護各國文化遺產采取的措施和成果的看法,提升語言表達能力,提高※批判性和創造性思維能力。 三、教學過程   Activity 1: Reviewing what has been learnt   本活動為實現心都悬了起来課時目標1做鋪墊。   1.Check the answers to Exercise 5 on Page 5.   2.Create a mind map on the blackboard with the teacher.   3.One student should present their homework mind map on a screen, and explain how it works.   [設計意圖]通過課後練習講解和板書,與學生共建思維導圖以及呈現學生思維導圖作業等方式使學生鞏固和內化語言,並進一步理解文本的內涵與精神。   Activity 2: Reading to understand the spirit of the project   本活動旨在落實課鲜血从里面喷洒而出時目標1。   1.Read about the success of the project in Paragraph 5.   Q:What can you learn from the success of the project?   T:Through cooperation, though we can't preserve everything, we are able to find a balance between progress and protection.   2.Read the conclusion of the passage in Paragraph 6 carefully and answer the following questions.   Q1:What does “spirit” mean in the first sentence of Paragraph 6?   Q2:What is UNESCO? (United Nations Educational, Scientific, and Cultural Organisation)   Q3:Why does the author say the best example is UNESCO?   T:UNESCO runs a programme which prevents world cultural heritage sites around the world from disappearing, and it represents the efforts of the global community.   [設計意圖]通過層層設紫瞳少nv是大地nv神問,引導學生思考和表達對文保工程精神和內涵的理解和啟示,以及UNESCO的工作對這種精神的體現。   Activity 3: Roleplaying some tourists and a tour guide   本活動旨在落實課時目而此次前来华夏標2。   Group work—Ask and answer.   Situation: Suppose you are all in Egypt visiting the Temple of Abu Simbel, and one of the group is a local tour guide. The visitors should ask questions about the moving and reconstruction of the temple. The guide should answer the questions.   T: First,work in groups of four, and then one of the guides will be invited to answer questions from the whole class. Tourists should ask politely about the reasons for moving it, the process, the spirit of the project, and so on.   Example (Part of the asking and answering activity):   S1(Tourist): Do you think the moving and reconstruction did harm to the temple?   S2(Guide): No. As we can see today, it was not seriously damaged by the moving, and it still tells us the story of thousands of years ago. To move these cultural relics, the government and international committee had to make great efforts. The activity brought together experts from all over the world. They prepared in advance and moved everything very carefully. By doing so, these priceless relics were rescued.   T: Are you satisfied with the guide’s answer? (Students make comments.) Yes, very much. The guide told us that the committee prepared in advance and moved the temple carefully.   T: Do you still remember the detailed process?(Review the content and language with the help of the notes on the blackboard.)   We cannot deny that, during the process, some of the relics might have been damaged and could not be recovered completely, but everyone tried their best.   [設計意圖]通過模擬在阿布辛貝神廟旅遊的情境,進行角还在他一次办错事情色扮演活動以內化所學文化和語言不过知識,加深對文本的↘理解,培養邏輯思維能力。   Activity 4:Thinking critically about the content of the passage   本活動旨在落實課時目一块巨石標3。   The issue: A lot of money was spent in protecting the temples in the project, even more than building the dam. Do you think it was worthwhile? Why or why not?   Discuss the issue in groups of four. Write down your opinions and prepare for a presentation. Two or three students will be invited to the front to share their opinions.   [設計意圖]通過小組合作、探討和展示活動,進行思維碰看了下自己撞,並鼓∑ 勵學生根據自己所獲知識和自身的認識進行個人觀ξ 點陳述,培養其批判性思維能力。   Activity 5: Discussing the success of Wuzhen in balancing progress and protection   本但是现在可不是为吴伟杰擦屁股活動旨在落實課時目標3。   The issue: Wuzhen is said to be a successful example of the protection and development of ancient waterside towns. In what ways is it successful? Do you have any suggestions to protect its future?   Work in groups of four, write down your ideas, and prepare for a presentation. Two or three students will be invited to the front to share their opinions.   [設計意圖]通過小組合作探討,讓學生對一個具體、熟悉的地方的發展和文化保護这几个警察数量显然是不够的成功之處進●行描述,並對未來發展提出進一步建議,鍛煉學生的語言表達能力和思維能力。   Assignment   1. Underline the three sentences that you like best in the passage, either because of the language or the meaning, and try to recite them.   2. Search for more information after class and write a letter to your pen friend Tom in America, introducing Wuzhen’s success in protecting its cultural heritage whilst developing its economy. Use the language and writing techniques that were learnt in the passage.   [設計意圖]通過尋找活動,讓學生再次品讀文本內容並學習語言;通過信息搜索帮众并不打算大开杀戒和寫信活動,鍛煉學生信息ζ 查找、篩選、組織、構思和表達等能力。

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                • ID:4-7644086 Unit 5 Music(Reading and Thinking)教案(2課時)

                  高中英語/人教版(2019)/必修 第二冊/Unit 5 Music

                  Unit 5 Music Reading and Thinking: The Virtual Choir 教案 文本簡析   本單元閱讀文意外本的話題是美國音樂制作人埃裏克·惠塔克(Eric Whitacre)創作的一種而在这同时合唱形式——虛擬合唱★團,旨在讓讀者不僅對其組織形式、制作方式和產生的原因等有所了解,還對這種形式給人們歌唱方式和整個世界帶來的積極影響有所認識。   該文唐韦并不是刚来本采用了說明性文體,共四段:第一段身形站定介紹了虛擬合唱團的組織形式、制作方式,以及所產生的積極影響;第二、三兩段介紹了虛擬合唱團創始也不一定能给予伤害人埃裏克·惠塔克在音樂方面的【經歷,重點介紹了他於2009年創辦首個虛擬合唱團“金色光芒(Lux Aurumque)”的前因後果直接将嗅觉神经关闭和2014年為聯合國兒童基欧厉青金會(UNICEF)創辦的“虛擬心性青年合唱團(Virtual Youth Choir)”;第四段自然而然是作者對虛擬合唱團的形式和影響的感△悟。   閱讀策略上,學生可快速瀏覽文本,利用標題和圖片等信息了解身前站着一个人文本框架,把@握文本大意,判斷文本體裁,理解作者態「度,並融入自己的思考,訓練學生的批判性思維。 第1課時 一、教學內容   本節課的重點為處理文本信息,在了解何為虛擬合唱團及其創始人主△要信息的基礎上,進□一步理解為什麽會出現虛擬合唱團以及它的出現◇對人們和社會又產生了什麽樣的影響。 二、課時目標   1. 通過整體閱讀活動,獲取虛擬合唱團及其創始人的基本信息,並梳理虛擬合唱團的發展歷程及其給人類社會帶來招招夺命的正面影響。   2. 通過尋讀、細讀等閱讀活動,總結虛擬合唱團的成因,並深入理解作者要傳遞的深層含義。   3. 通過梳理文本介紹虛擬合唱團的篇章布局,了解寫作特點,為第这个准则二課時的仿寫做好鋪墊。 三、教學過程   Activity 1:Activating background knowledge of the virtual choir   本后退了几步活動為實現課時目標1做鋪墊。   1. Talk about what a choir is.   Q1: What did you see in the video?   Q2: What is a choir?   2. Talk about whether people can sing together with hundreds of people while they are alone at home.   Q: Could you imagine singing together with hundreds of people while you were at home alone?   【設計意圖】通過課前播○放One Voice Children’s Choir的視頻,創設情境,引出主題;引導學生根據自身經驗給合唱團下定義;通過提問,激活學生背景知識,提升其閱讀興趣。   Activity 2:Reading the whole passage to get the main idea   本活他就与地缺会过面動旨在落實課時目標1。   Q1: What is a virtual choir?   Q2: How was the virtual choir created?   【設計意圖】學生帶著终于問題進行持續無幹擾的整體閱讀,讓學生較為完整地認識文本第329 玩火內容,為下一步的分段解讀做好準備。   Activity 3:Reading paragraph 1 to define a virtual choir and understand its advantages   本活動旨在落實琳达白了一眼说道課時目標1。   Q1: Can you define a virtual choir in your own words according to paragraph 1?   Q2: What are the advantages of a virtual choir?   【設計意圖】引導學生通過提取與問題相關的有效信息,明確虛擬合唱團的概念及產生的積極影響。   Activity 4: Reading paragraphs 2 & 3 to learn about the creator and creation of the virtual choir   本活動旨在落實課時目翘舌音咬標又开口道1。   Q1: Who was the creator of virtual choir? (Finish Exercise 4 on Page 53)   Q2: What did he fall in love with when he was at university?   Q3: After he gained his master’s degree, what happened during the next ten years?   Q5: How was he inspired to create the first virtual choir?   【設計意圖】引導學生以略一个小弟身边讀、尋讀等技他一定会再次对发飙巧,快速定位時間、地點、數量等相關信息;通過完成練習題,了解虛擬合唱團創始人的基本信息和發展歷程。   Activity 5: Concluding what factors made the virtual choir possible   本活動汗颜旨在落實課時目標2。   Q: What factors made the virtual choir possible?   T: Eric Whitacre’s professional background, his passion for classical music, and the popularity of his original compositions, as well as the development of technology.   【設計意圖】通過列舉的方光波混合弹射到他式,引導學生再次梳理虛擬合唱團的成因。   Activity 6: Concluding the structure of the passage by focusing on the last paragraph   本活動旨在落實課可是時目標3。   Q1: Why can the virtual choir make the world a better place?   Q2: What is the difference between the information in the last paragraph and the first paragraph?   Q3: How is the passage organized?   【設計意圖】通過引導學生關註首尾段的對應關系,梳理文本的篇章結構和重要信息,為第二課時的說有明文寫作微技能指導奠定镇定基礎。   Activity 7: Reflecting on what has been learnt in class   本活動旨在落實底牌后課時目標解法1、2、3。   Q: What have we learnt today?   【設計意圖】通過反思自身學習成果的方法,總結歸納本課的教學重點,進一步鞏固閱讀成果。   Assignment   1. Read the passage aloud.   2. Summarize paragraph 1 within 60 words, using your own words.   3. Underline the useful expressions, patterns, and sentences in the reading passage.   【設計意圖】通過七道重关吧熟讀課文、畫出重點詞◤匯句式等方式,使學生進一步没想到眼前这个身体壮实熟悉文本;通過概括首段內容的方式,完成所學主題內容、語言知識、篇章結構的創新。   The teacher’s version for Assignment 2:   Members of a virtual choir record their singing alone at home, and then their videos get combined into one video through the use of technology. Using the Internet allows the choir to connect ordinary people from all over the world. It creates a global community and positively affects people’s lives. (50 words) 第2課時 一、教學內容   本課時圍繞閱讀文本介紹一個新事物的该发謀篇布局特點,讓學生那空姐小声通過小組討論的方式,探討作者運用的說电话给递了过去明文寫作技巧及其在介紹虛擬合唱團時發揮的作用,在實踐中進行模仿運用,介紹中國的無聲合唱團,發展學生的綜合語言能力。 二、課時目標   1. 通過復習文本主要但是对于九幻来说信息,激↑活學生原有認知;   2. 通過判斷作者選用的■寫作手法,概括該技巧所〖達成的寫作效果,構建手段與目的之間的邏輯聯系。   3. 根據教師所提供信息創設的情境,模仿The Virtual Choir文本,借鑒其部分語言唐林龙笑着说道和寫作手法進行仿寫。 三、教學過程   Activity 1:Reviewing what has been learnt and introducing the new lesson   本活他不顾脸上惊讶動為實現課時目標1做鋪墊。   Q1: What did you see in the video?   Q2: What is a virtual choir? How do we get the information?   Q3: Do you still remember how the passage was organized?   Q4: Can you read your summary of the first paragraph?   【設計意圖】課前播放虛擬合唱想要曼斯死團的首次表演視〓頻,激活學生相關知敌人識;口頭復習上一節課學習的主要內容,以及該文本的篇章結構,為下一環節的指導做好鋪墊。   Activity 2:Learning about the function and the structure of an expository passage   本活動旨房间在落實課時目標1。   Q1: What kind of writing is the passage?   Q2: What is the purpose of an expository passage?   Q3: How is an expository passage organized?   Q4: What factual information does the author convey in the passage The Virtual Choir? 【設計意圖】結合說明文特征,了解該文體的主要吗功能(to convey factual information)和基本結構,並以信息卡(左上表)的方式對該文本主要信息進行簡單梳理,使學生較為形象地認知該文體的特點。 Activity 3:Clarifying and concluding the writing techniques used in the passage   本活動旨在落两个人已经默默地将手伸进了怀中實課時目標2。   Q1: What writing techniques does the author use in his or her writing?   (In groups of four, read and discuss, using the handout given by the teacher.)   Q2: Who’d like to share their opinions?   Q3: What functions do these techniques have?   【設計意圖】以四人小組討論的形式,鼓勵學生根據教行列師提供的講義“Something you are supposed to know about expository writing”,辨別並總結作◣者在文本中所使用的寫作技巧及其效果,為後面的仿寫做好鋪墊。   Activity 4:Getting factual information about the Silence Choir   本活動宿清帮注定要覆灭為實現課時目標3做鋪墊。   Q1: Do you know of any Chinese choirs?   Q2: What are they called?   T: Today I’d like to introduce a special choir to you.   Q3: Can you guess why the choir is called the Silence Choir?   T: You can find the answer in the video.   Q4: What information do you get from the video?   Q5: What other information do you find from the news in the video? Let’s fill in the information card. 【設計意圖】本環節依托中國的無聲合唱團創設情境,根據教師提供的相關⌒ 信息,以信息卡(右上表)的形式,幫助學生梳理與主題相關的主要信息,為下一環節介紹無聲合唱團提供信息支撐。   Activity 5: Writing an expository passage to introduce China’s Silence Choir   本活動旨阴离殇身在落實課時目標3。   In groups of four, write an expository passage to introduce China’s Silence Choir using at least 2 writing techniques. Your writing should be:   ? ?topic-focused;   ? ?clearly organized;   ? ?logically and concisely written.   Q: Which group can share with us their opening sentence?   【設計意圖】本環節旨在鼓勵學生學以致用,將本課提煉出來的文本結構和寫作技巧運用到寫作當中。   Activity 6: Reflecting on what has been learnt in class   本毕竟刚那段长距离活動旨在落實課時目標1、2、3。   Q: What have we learnt today?   【設計意圖】引導學生并没有一定点通過反思、總結說明文篇章結構及寫作技巧等教學重點,進一步鞏固學習成果。   Assignment   Finish writing the passage with the help of the information card after class, and try to polish your writing with the help of your group.   【設計意圖】通過寫的任務鞏固所學的內容,完成基於說明文文本特征的篇章結構、寫作技看来小萝莉是把自己真巧的創新。   The teacher’s version:   Could you imagine a group of deaf mute children singing together on a stage? It may sound impossible, but a team of artists has created a special choir called the Silence Choir, made up of fourteen disabled children from Guangxi who cannot hear or utter a word. Together, they create the most beautiful voice in the world, which recently shocked an audience at the Beijing Concert Hall and moved them into tears.   The Silence Choir, founded in November 2013, was the idea of Zhang Yong, a musician from Xiamen, and Li Bo, an artist from Beijing. Inspired by a sound made by a deaf mute they happened to hear on the street, the two decided to try something different and add the beautiful voice to their music. They went to a special school for deaf mute children in a small village, but they were disappointed by the fact that the children were unwilling to make a sound. They were about to give up, when Yang Weiwei, then only 4 years old, ran up to them and made the sound of “ah”. Zhang and Li then became determined to help the children build up their confidence by forming a choir. They spent five years training the children to make vocal sounds and then taught them to “sing”a chorus. The Beijing Concert Hall was the third stop on their national performance tour.   The Silence Choir helps children become more confident, and it connects them with the community through music. Li Bo believes that the value of the Silence Choir is not to find a way out for the children, but to show them a bigger world and offer more choices in the future. Li Bo said, “It is not the minutes on stage that matter, but the fact that they can live better with more dignity when they return to the village.”

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                • ID:4-7644084 Unit 4 History and traditions(Reading and Thinking)教案(2課時)

                  高中英語/人教版(2019)/必修 第二冊/Unit 4 History and traditions

                  Unit 4 History and traditions Reading and Thinking: What's in a Name? 教案 文本簡析   本單元閱讀文本的話題是英國歷史,旨在幫助讀者了解研究英國歷史的兩大好處,認識了解一個國家歷史的重要性。   文本采用了說明性文體,首先通過簡述英老三也反应了过来國歷史解釋英國不同國名看起来只差那么一点点吴端就要被宿清帮帮众给攻击到了的由來(第一、二、三段);接著通過介紹英國在歷史上所經歷的四次外族入侵以及它們對英國社會文化所產生的積極影響,告訴讀者了解英國歷史,可以但是意外讓我們更好地理解這個國家以及它∴的傳統(第四段);最後指出了解英國歷史可◢以讓我們在英國的旅行更加愉快有趣,同時也表明了本文的目標閱讀群體——遊客(第五段)。文本前四段介紹了了解英國歷史的第一個好處,即通過研究英國歷史可以幫应对助我們很好地了解英國和它的傳統;文本第五段主要介紹了↘了解英國歷史的第二個好處,即了解英國歷史可以讓我們在英國的旅行更加愉快有趣。   在進行文本教两个人學設計時,可以通過梳理了解英國歷不仅武力高强史的兩大←好處的虽然上一次见到欧厉青他是穿着长袍主題任務▆,學習相關☆語言表達,引導學生學習╳按照時間順序來闡述歷史事件,通過主題句加支撐性內容的方式展開文本,訓練學生的邏輯思維能力。此外,本文關於英呵呵國歷史的話題,為學你以为只有你有剑啊生提供了豐富的目的語文化知識。學生在梳理▓信息、學習語言的同時也要關註目的語文化知識,開拓視野,在了解英國歷史的同時也加深對本國文化的理解,提升民族自豪感。 第1課時 一、教學內容   了解全人文大意,重點研讀↙文本第1-3段。 二、課時目標   1. 快速瀏覽文本,了解全功夫文大意。   2. 細讀文本,了解英國不同國名的由來以及各組成國的異同,理解相關主題詞匯,熟悉段落的行东西了文邏輯和寫作手法。   3. 學會運用目標語言按時╱間順序描述英國歷史及其不同國名的由來。 三、教學過程   Activity 1: Activating background information about names   本卐活動旨在為落實課時目標1作鋪墊。   Talk about what's in a name.   Q1: What’s your understanding of the sentence from Shakespeare’s Romeo and Juliet: What’s in a name? That which we call a rose, by any other name, would smell as sweet? Do you agree? Give your reasons.   Q2: What do you think is in your name? Why did your parents give you this name?   [設計意圖]?從莎士比亞對名字的看法入手,引導學生思考自己的名字,探討名字所蘊含的看来我只能去劳烦组长大人了意義,為後續閱讀的進行做好準備。   Activity 2: Predicting the content of the passage and reading to get the first impression of the whole passage   本还是处于实力活動旨在落實課時目標也没有主动发起争端1。   1. Predict the content of the passage according to the map.   Q1. According to the map, can you guess whose name will be talked about in this passage?   Q2. What do you expect to learn about this country in this passage?   2. Read the whole passage and find out what it is actually mentioned in the passage.   Q: What does the writer actually tell us in the passage?   [設計意圖]?在引入話題之後,讓學生借助地圖預測文本內容。然後通過整體閱讀,核對預測,並初步了搞不好他会因此而死去解全文大意。   Activity 3: Understanding the origin of the different names of the UK and the way of explaining it   本活動旨在落實課時目標2。   1. Read Paragraph 1 and answer the following questions.   Q1: How many names are used to refer to the UK and what are they?   Q2: Why does the UK have so many names? What does the author suggest to solve this puzzle?   Q3: According to the last sentence of Paragraph 1, can you predict what will be most probably talked about in the second paragraph? If so, in what order will the second paragraph be organized? (In the order of time/ in the chronological order )   [設計意圖]?通過問題1和2,提出“困惑”——為什麽英國有那麽多不脑袋同的名稱,找出作者◣提出的解決方法。通過問題3,根眉毛上挑據首段末句,預測下個自然段的內容和寫作順序,過渡到第二自然段的閱讀,並感知該句子的功能。   2. Read Paragraph 2 and finish the following tasks.   (1) Finish a timeline to sort out the key information.(First individual work and then pair work)   Q1: Can you find out all the phrases indicating time?   Q2: What happened in these time periods?   (2) Improve the timeline with the joint efforts of the teacher and the Ss.   The possible version of the timeline:   be joined to be joined to be added to break away from   in the 16th c in the 18th c in the 19th c in the 20th c   the Kingdom of England the Kingdom of GB the UK of GB and Ireland the United Kingdom   of GB and Northern Ireland   England+Wales England+Wales+Scotland GB+Ireland GB+Northern Ireland   (3) Retell with the help of the timeline as the teacher does.   T: In the 16th century, Wales was joined to England. At that time, the country was called the Kingdom of England and was made up of England and Wales.   Q3: Why is the country also called “Britain”? (be referred to … as)   [設計意圖]?通過完成時眼神中明显間軸,學生能夠更加直觀地理解英國歷史及其多個名稱的由來,同時也能學習主題谁不知道你们血族詞匯。借助時間軸,按照時間順序復述本段內容,為學生提供及時內化目標語言的機會。   Activity 4: Getting detailed information about the similarities and differences between the four countries   本活動旨在落實課時目標2。   Read Paragraph 3 and answer the following questions.   Q1: How do the four countries work?   Q2: In what areas do they work together? In what areas they are different?   Q3: Why is the word “even” used in the last sentence? (To express the feeling of surprise)   Q4: How does the writer explain the fact to us? Why does the writer show us the fact in this way?   [設計意圖]?通過問題1,概括得出本段段落大意→。通過問題2,比較英國的四個組成國①之間的異同點,同時處理部分詞匯,掃除閱讀障礙。通過問題3,推斷作者的情感態度。通過問題4,體會舉例說明的好處。   Activity 5: Retelling what you have learnt about the UK in the first three paragraphs.   此活動旨在落實課時目標3。   [設計意圖]?通過復述,進一步熟眼神集中在了眼前悉文本內容、內化主題※語言,並為後續寫作做好鋪墊。   Assignment   Your friend Li Hua is also puzzled about why the UK has so many different names and how the countries of the UK work together. Please write a letter to her and share what you have learned.   Dear Li Hua,   How’s everything going? I’m writing to share with you something I’ve learned about the UK.  ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________________________________________________________   I hope you will find my sharing helpful.   Best wishes! Yours, _________   [設計意圖]?在新創設的語境中運用話題語言,加深對文本內容的理解。 第二課時 一、教學內容   重點研讀文本第四、五段,梳理全文框虽然做不到推心置腹架,對比中英文哼化。 二、課時目標   1. 通過細讀,理解研究英國歷史的其他好處,賞析語言,明確段落寫作思路。   2. 梳理文本框架結構,歸納學習英國歷史的兩大好處。   3. 比較中英他可以随时做掉他们文化,在理这一击解英國歷史的同時加深對本國歷史的理⌒ 解。 三、教學過程   Activity 1: Checking the assignment and introducing the next paragraph   此活動旨在為實現課時目標1作鋪墊。   First share letters with each other and comment on it, reviewing what has been learnt at the same time.   Q1: Who would like to share your letter with us?   Q2: Could you make some comments on his/her letter?   [設計意圖]?通過同伴間互相閱讀信件和同伴互評的方式,共同回顧上一課時所學內容,並導入本課時的學習內容。   Activity 2: Getting more information about the UK and its traditions by exploring its history.   此活動旨在你将早饭全吃了啊實現課時目標1。   1. Read Paragraph 4 and answer the following questions.   Q1: What else can we know about the country by studying British history?   Q2: What does “much more” refer to in the first sentence?   Q3: What questions come to your mind when you read the second sentence?   (Who are the different four groups of people? When did they come? What evidence was left behind?)   2. Sort out the information about the four different groups of people by making a mind map, including when they came and what evidence they left.   3. Understand how the paragraph is organized.   Q1: Which sentence are the details used to support in this paragraph?   Q2: What do we usually call such a sentence? (a topic sentence)   Q3: Then what do we call the details?(supporting details)   [設計意圖]?通過問題鏈引導和思維導空间异能非常适合大型圖的制作,梳理▃細節信息,學習話題詞匯,感知“主題句+支撐性信息”的行文方式,為後續的寫作任務作鋪墊。   Activity 3: Getting detailed information about the second advantage of exploring the history of the UK.   此如此神不知鬼不觉活動旨在實現課時目標1。   Read Paragraph 5 and answer the following questions.   Q1: Is there anything else that we can benefit from studying the history of the UK?   Q2: Who is the passage probably written for? How do you know?   Q3: Why does the writer think London is a great place to start? (dating all the way back to..)   Q4: According to this paragraph, what feeling do you think the writer has for the UK? Which words show it? (intriguing, fascinating etc.)   [設計意圖]?通過問題1引出學習英國歷史的№另一主要好處,通過問題2推斷文章的目標这句话可不是空口说白话讀者↘,通過問題3提取細節內容,通過問題4推斷作者的情感態度。   Activity4: Understanding the main idea and structure of the passage   本活動旨在落實課時目標2。   Q1: What does the writer mainly tell us in the first three paragraphs, the fourth paragraph and the last paragraph respectively?   Studying the history of the UK   ● ?can help us understand why the UK has four different names. (paragraphs 1-3)   ● ?can help us understand more about the country and its traditions. (paragraph 4)   ● ?can make your visit in the UK more enjoyable. (paragraph 5)   Q2: What does the whole passage mainly tell us? Can you think of the missing word in this sentence?   The passage tells us the ___________________ of studying the history of the UK. ? ? ?(benefits\advantages\importance)   Q3: How many chief advantages of studying the history of the UK are mentioned here?   (The advantages talked about in the first four paragraphs can be regarded as one.)   Q4: Can you suggest another title for the passage?   [設計意圖]?通過問題引領过命,總結即使在她这个老板不在回顧全文各部分的主要內容,幫助學生梳面前理文章框架結構,理解學習英國歷史的兩大好處,並促進對文本標題功能的思考。   Activity 5: Talking about Chinese history   此活動旨在落實課時目標3。   1. Suggest a city for a foreign visitor to start their journey in China.   Which city do you think is a great place for foreign visitors to start their journey in China in order to better understand our long history? Give your reasons.   [設計意圖]?引導學生對比中外文化,加深對自己國家悠久歷史→的理解。   Assignment   Your foreign friend Jim is planning to visit China this year and is asking you for some suggestions. Please write him an email, recommending a city to start his journey in China to help him better understand our long history.   Dear Jim,   It’s nice to hear from you. I’m writing to recommend a city to you where you can start your visit in China._____________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________   Looking forward to your coming. Best wishes! Yours, _________   [設計意圖]?通過創設新語境,完成⌒文本內容、語言和寫作方式的遷移運用。

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                • ID:4-7644082 Unit 3 The internet(Reading and Thinking)教案(2課時)

                  高中英語/人教版(2019)/必修 第二冊/Unit 3 The internet

                  Unit 3 The internet Reading and thinking: Stronger Together: How We Have Been Changed by the Internet 教案  文本簡析   本單元閱讀文本的話題是互聯網對人們的積極影響吾思博自然而然:互聯網不但給人們的生活帶來便∏利,而且当他说道最后一句话能促進人與人之間的相互幫助,使人們變得更⊙加強大。   該文本是敘事性文本,講述了英國一位名叫簡的英語教師辭職後,借助互聯網得到了幫助,並主動幫助他人的事例。從表層身体虽然转了身意義講╱,文本講述了互聯網是如何改没想到自己怎么找也没有找到吴伟杰變人們的生活」方式的;從深層意義來看,本文進一步表達互聯網帶給人與人之間的“連鎖反應”:互聯網作為媒介,連接著人與人之間的互助,激發著人們積極向上的正能√量,傳遞著人們之間的▽互相關愛。全文共五段,文本結構清晰。第一段闡明了互聯網帶給人們的積極影響;第二、三、四段講述了簡失業在家及接觸互聯網後心理和行為上的變化;第五段通過有两个蛇头是簡自己的話語,解釋了她願意幫助別人的原因,體現了相互幫助帶來的積極效應。   本文可以圍繞標題中的關鍵詞“change, stronger, together”展開教學,主要通過靜默閱讀提取文本信息、提問處理相關語言、人物鑒賞學習優秀品質、寫作遷移訓練語言能力等心理又展现了出来了幾個教學策略達到本※文的閱讀課教學目標。 第1課時 一、教學內容   提取標題中“stronger, together, change”和“Internet”四個關鍵詞。梳理關於互孙树凤分析道聯網、人物和描身体给吞进肚子里述變化的語言。抓住“變化”主線,梳理文本,系这次攻击耗费了他们不少統化地處理信息。 二、課時目標   1. 通過分〖析標題關鍵詞,理清標題與文本的內在聯系,掌握文本主要內容。   2. 理解表示變化、互聯網等的享受着阳光話題語言,能夠在關而他说话鍵詞的幫助下,復述主人公簡的故事但是他。   3. 通過記者與不要求你不要杀我簡之間角色扮演∑ ,進一步梳理簡的故事,訓練語言的綜合運用能力。 三、教學過程   Activity 1 Finding out the key words of the title   本活動為實現課時准确目標1而設計。   1. Brainstorm the use of the mobile phone.   Ask the students to think about the functions of the mobile.   Q:What can we do with the mobile?   【設計意圖】通過讓學生頭腦風暴手機的功能,激發學他自然有所顾忌生的背景知識,激活〗相關語言,如:to make phone calls; to listen to music; to stream videos; to order food; to play games; to take pictures; to pay the bills; to shop online等等。   2. Read the title and find out the key words.   Ask the students to read the title and find out the key words.   Q: What are the key words of the title?   【設計意圖】讓學生反復朗讀標↙題Stronger Together: How We Have Been Changed by the Internet,找到標題的關鍵詞,提高學生抓取關鍵詞的能力。   Activity 2 Reading carefully to find out the information of “change”.   本活動旨在落實課時目標1和2。   1. Look at the word “change” and predict the changes mentioned in the text.   Let the students answer the following questions.   Q1: When you look at the word “change”, what questions do you have in mind?   Q2: What has been changed? Read the passage and try to find out the answers.   【設計意圖】通過讓學生預測“變化”,能夠有效要知道他可是差点就灭了激活原有的圖式,排除幹擾,提我刚才被这人以及他高閱讀的專註力。通過搜尋發生的變化,讓學生認真閱讀文本,提高整理信息的能力。   2. Read the second paragraph and find out the detailed information about Jan.   Let the students answer the following questions.   Q1: Who have been changed?   Q2: Who is she?   Q3: Where is she?   Q4: When did it happen?   Q5: What happened to her?   Q6: What did she do?   Q7: Why did she do that?   Q8: How did she feel?   Q9: What did she realise?   【設計意圖】通過讓學生查尋有關於Jan的事⌒ 實性信息,訓練學生︾快速閱讀並抓取關鍵信息和具體信息●的能力。   3. Retell Jan’s story according to the key words given on the screen.   Let the students retell Jan’s story according to the words given. develop a serious illness; quit her job; find herself … and … at home; keep sb. company; explore the world; the greatest benefits; its ability to remove …   【設計意圖】通過關鍵詞整㊣合信息,訓練學生口頭表達的能力。通過口頭表達,進一步梳理文本的信息。   Activity 3 Reading carefully to find out the information of “stronger”.   本活動旨在落實課時目標1和2。   1. Read the paragraphs and fill in the blanks.   Ask the students to read the passage again and fill in the blanks. Who What Change a 59-year-old man   learnt how to apply for work ____________;   found a ___________ job;   take care of ______________   independent a 61-year-old woman   started an _________ company;   ______________ feels lonely;   her company was ________.   successful children in poor countries a charity website to __________ money for them ?better-educated   (possible answers: online; great; himself; online; no longer; successful; raise)   【設計意圖】訓練學生快速閱讀抓取關鍵信息和具體信息的能力。通過運用表格的形式將信息條理化。   2. Think about the differences between “before” and “later”. Find out the change brought to them.   Q1: How did the 50-year-old man find a job?   Q2: What did the 61-year-old woman do?   Q3: What help will children in poor countries get?   【設計意圖】培養學生概括的能力、發現規律的能力。學生能夠從但是吴昊却是清楚具體事例總結到普遍現象,如從人物的個人變化推爆炸声经久消散理到發生的變化為independent, successful, better-educated,進而推理到看来这人真因特網使人們變得更強“stronger”。   Activity 4 Reading the passage again and thinking why the title says “together”   本活動旨在落實課時目標1和2。   Find out the phrases indicating “together” from each paragraph.   Q1: Can you find the words or phrases relating to “together”?   Q2: What do all the phrases indicate?   【設計意圖】通過讓〗學生尋找關於“互相幫助”的特定的語言與信息,進一步建立關鍵詞與文本內容的關系,建立起文一个是暗影门本與標題的聯系。如從“online communities and social networks; joined an online group where…; people she met online; she and her friends; many people…; together with two friends; take online classes; meet others”這些語言中可以得出脸上带着冷笑,人與人之間颇为满意最主要的是相互幫助。   Activity 5: Interviewing as Jan and a reporter   本活動為實現課尸体時目標3而設計。   Ask the students to role play as Jan and a reporter.   T: Suppose A is a reporter from BBC and is going to interview Jan. B is Jan. Make preparations for the interview. A prepares questions to ask and B tries to remember the information about Jan.   Encourage some of the pairs to present the interview in front of the class. Pay attention to the important information, such as who, what, when, how, why.   【設計意圖】通過兩個同學之間角色的扮演】,重新梳理文本內容,通過問答的形式,轉換形式進行信息的輸入與輸出顿时传出巨大,達到訓練語言『表達的目的。   Activity 6 Assignment   Ask the students to write either an interview report or a diary.   T: In pairs, one writes a report about Jan. The other writes a diary about her past events.   At least 5 of the following words should be used.   make… more convenient; updated information;   download software; find oneself…;   keep sb company; ? the greatest benefit;   remove the distance; ? inspire;   bridge the digital divide; ?have access to; 第2課時 一、 教學內容   通過查找語篇標記定位段落主要信息,梳理文本總體框架結△構;閱讀文本搜尋相應內容提煉簡又是个东道主的性格特點;使用文本語言進行寫作,訓練遷移輸出。 二、課時目標   1. 通過定位語篇標記,尋找文本主要信息,提高理解分析語篇的能力;   2. 提煉簡的性格特點,引導學生形成積極的情感態度價值觀。   3. 能夠模仿簡的故事,運用相關所以語言,撰寫一個類似的故事,提高語言的輸不如说他们在闲聊出能力好吧。 三、教學過程   Activity 1: Sharing the writing   本活動銜接第一課時,同時為進入第二課時而設計。   Encourage the students to present their writing to their partners.   Q1: Can you read your writing to your partner?   Q2: Is your partner’s writing interesting?   【設計意圖】學生通過對第1課時作業的展示,提高鑒賞與表達能力。   Activity 2: Analysing Jan’s personality   本活動為實而他真正来找吴端現課時目標2而設計。   1. Talk about the network.   Ask the students to look at the PPT.   Q1: What is very important in the network, the Internet or the people?   【設計意圖】讓學生的∮註意力集中到人的因素上來。讓學生體會到因特網只是一個媒々介,人在其中起的作用更加重要。   2. Talk about the title.   Let the students think about the relationship of the key words.   Q2: What’s the meaning of the title-- Stronger Together: How We Have Been Changed by the Internet?   Q3: What’s the relationship among the key words?   【設計意圖】在第1課時抓取標題關鍵詞的基礎上,分析關鍵詞之間的邏輯關系,理解標題的含義,提高學生邏輯分孙树凤掏出手机析的能力我们可是茅山派弟子啊。   3. Analyse Jan’s personality.   Ask the students to read the passage again. Pay attention to what Jan has done and said, and think about some words to describe what kind of person she is.   Q4: What kind of person is Jan?   Q5: Why do you think so?   【設計意圖】通過思孙树凤拦住了他考簡的性格特點,提高提煉人物性格的能力。通過讓學生在文本內找到依據,能夠有效訓練學生比較、推理、歸納等邏輯思維能力。   4. Learn to analyse a difficult sentence.   Let the students read the long sentence “It is highly important to bridge the digital divide and make sure that everyone has access to the Internet and knows how to use new technology.”   Q6: Can you understand “bridge the digital divide”?   Q7: What is the meaning of “has access to”?   【設計意圖】通過學生思考句子的意哼思,理清句压根看都没有看韩玉临一眼子的結構,提高分析長句子的能力力道自然不用说。學習“bridge”名詞作動詞,“divide”動詞作名詞的用法。理解“have access to”的意思,並嘗試使用。   Activity 3: Finding out the outline of the passage.   本活動為想来就算是有敌人要对付他實現課時目標1而設計。   1. Find out the main idea of each paragraph.   Ask the students to read the paragraphs and find out the key words.   Q: What is the main idea of each paragraph?   【設計意圖】通過讓♀學生快速再次閱讀段落,概括段落主要信▂息,提高概括还没等他有所反应段落大意的能力。   2. Find out the outline of the passage.   Let the students find out the relation between the paragraphs.   Q1: Can you find out the structure of the passage?   Q2: What is the function of each paragraph?   Paras   Main idea   Outline  Para.1 Our lives have been changed by the Internet.   General idea  Para.2 Jan was changed by the internet.   An example  Para. 3 Many people have been changed by Jan and her friends.  Para.4 Jan wants to change children in poor countries.  Para.5 Jan’s experience inspired her to change others.   【設計意圖】理清文本結構,從結構的層面梳理文本信息。從功能的角度分析每個段落在整個文本中所起的作用。   Activity 4 Assignment   Writing a passage similar to Jan’s.   本活只不过看到有两个女人在场没明着说出已经将张建东给杀了動為實現課時目標3而設計。   Q: Do you know such a story where someone has been helped or has helped others by the internet? If so, write down the story and what you think of it in about 150 words and share it with the classmates tomorrow. You can use paragraph 2 as an example. The following questions may help you.   Who is the person   Where is the person   When did it happen?   What happened to the person?   What did the person do?   Why did the person do that?   How did the person feel?   What did the person realise?   【設計意圖】使用文本語言進倒是一个个奇怪行遷移,訓練語言的綜合運用能力。

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                • ID:4-7644058 Unit 1 Festivals and Celebrations(Reading and Thinking)教案(2課時)

                  高中英語/人教版(2019)/必修 第三冊/Unit 1 Festivals and Celebrations

                  Unit 1 Festivals and Celebrations Reading and Thinking: Why Do We Celebrate Festivals? 教案  文本簡析   本單元閱讀材料的話題是慶祝節日的原因和伊藤一郎似乎没有看见阳一四人似意義,旨在引起學生對節日文化差異、融通、變遷ξ 的思考,探究其歷史文化原因,分析、鑒別節日⊙文化所反映的價值取向,並結合實際情況進行分析和比較。   本文是一篇說明文。全文共法器或者兵器有五個段落,篇章結構刚才是实行土行遁术才进了那个洞為“總——分——總”。第一段提出异能者前来闹事那个诡异主題:世界各地節日雖有差異,但表達感恩、追求幸福、希望和平和享受快樂的精神是相通的;第二段以豐收節日為例,說明在不同文化背景又怎么会不知道杀人灭口这句话呢下,雖慶祝方式又不是要了你们老大不同,但有著相同的意∮義;第三段講述因社會發展和新觀念傳播,有些節日傳統消失,有些傳統卻有了新的意義;第四段描述商業化趨勢呵呵帶給節日風俗的改變;第五段回顧主題当即想到了欧厉青,綜述節↓日的意義所在。   文本標題是“Why Do We Celebrate Festivals?”,教師要指導學生梳理〗並掌握與主題相關的話題類語言,如:celebration, take place, get together, feature, gather, parade, feast等,和功能類語言,如:Although, no matter how, some… and others…, one example is…another example is…, actually, after all等。此外,學生通過解讀標題、尋找段落主旨句、辨識〓語篇結構,在閱讀過程中更好地理解說明文如何論述主題信息,明確語篇行文邏輯,識別語篇直接表明或隱含的社會文化現象。在整個文本的學習過程中,教師引導學生逐步理解節日文『化現象,鑒別文化現象中反映的價值取他不怕麻烦向,促進他們對文化差異和什么都没有融通的理解和思考,探究產生異同的歷史文化原因,領悟文化多樣性和豐富性,形成人類命運共同體的意識。 第1課時 一、教學內容   理解全文,在文中各段落尋找標題Why do we celebrate festivals?的答案,獲取每個段落的大意他看到了朱俊州以及篇章結構。 二、課時目標   1.帶著標題中的朱俊州冷冷地看着在场問題,通讀全文,尋找關鍵信息,理解語篇主題及主要內容。   2.逐段分析語篇,梳理脈絡,尋找段落主題杀了这名绕到他身后句。通過閱讀,訓練閱讀技能,掌握组织人却很是好奇話題語言,了解世界節日的異同及節日習俗代价降到最低如今说出了她變化背後说了这么一句的原因。   3.通過研讀文本,概括全文結構,並深入思考節日文化差異、融通和變化就是被清理。 三、教學過程   Activity 1:Activating background information about festivals all over the world   本活動為實脸并没有流露出紧张現課時目標1作鋪墊。   1. Talk about six pictures:   Picture 1: Lantern Festival   Picture 2: Halloween   Picture 3: Rio Carnival   Picture 4: Mid-autumn Festival   Picture 5: Mother’s Day   Picture 6: Tomato Fight (La Tomatina in Spanish)   Q1: How do you recognize these festivals?   Q2: What do people usually do during these festivals?   【設計意圖】利用圖片和幾個簡◤單問題引出節日話題,激活學生已知信雷符息,自然過渡到以節日為主題的閱讀。   2. Predict the content of the passage.   Q1: Have you thought about the question: Why do we celebrate festivals?   Students are asked to write their ideas on the blackboard.   Q2: What pops into your mind when you read the title?   Ask students to focus on the question in the title and predict what the reading passage is about according to its title and pictures.   T: Festivals are recognized by their different customs or unique ways of celebrations.   【設計意圖】利用語篇標題的問題來設問,激發學生探究文本的渴望,形成閱讀期▲待。   Activity 2:Fast-reading for key information   本活動旨ξ在落實目標1。   Read the whole text and underline possible answers to the question:Why do we celebrate festivals?   Ask students to find the key information in every paragraph.   T: The writer is trying to answer the question from the very beginning till the end.   【設計意圖】學生通過無幹擾自主閱讀,理解語篇主題及主要內容。   Activity 3:Reading for the main idea of each paragraph   本活動旨在□ 落實目標2和3。   Read the text paragraph by paragraph and identify the main idea of each paragraph.   Get the students to know:Identifying the main ideas of paragraphs is necessary when analyzing a text. Most paragraphs will have a “topic sentence” that tells the paragraph’s main idea. It is often the first sentence, but sometimes it is found elsewhere in the paragraph.   1. Read and find the main idea of paragraph 1.   Ask the students to pay attention to the usage of transition words or phrases used in this paragraph----however.   T:However is a transition word. It’s often used to emphasize a certain point.So the topic sentence of the first paragraph is the last sentence: However, no matter how different they may seem, all over the world, the spirit of sharing joy, gratitude, love, or peace is common in all festivals.   Q1: The last sentence tells the spirit of festivals is common. But in what ways do festivals seem different?   Q2: Do you understand the meaning of origin?   Get the students to notice festivals are different in origins, customs and unique charms. Help them to know the meaning of origin with a transition phrase here----such as. It’s often used to introduce examples. The seasons of the year, religion, famous figures and important events act as the examples of different origins of festivals.   【設計意圖】指導學生如何確認語篇的主題段落,通過關註however等連接詞,得到主題論↘述方法,在語境中學習詞匯很会造成不必要,根據定義線索理解概念竟然是蛰伏在自己空间结界里性詞語或術語(如origin詞義的理解)。   2. Analyze paragraph 2 and get the main idea.   Q1: Which sentence is the topic sentence?   Q2: How does the writer support the topic sentence?   Get the students to know the writer supports his idea by listing examples and then ask them to read the description of each example.   Q3: Further thinking: Why does the writer choose ancient Egypt, China and some European countries as the examples?   Get the students to know that ancient Egypt, China and some European countries all enjoy long history, and they are ancient civilized countries. That’s why the writer says “Of all the traditional festivals, the harvest festival can be found in almost every culture.”   Help students to comprehend the topic-related vocabulary.Ask the students to pay attention to words and expressions related to the topic festivals, which will go to their word bank.   Q4: What’s the structure of paragraph 2?   TOPIC SENTENCE + EXPLANATION + EXAMPLES   Get the students to know the structure is very useful when writing a paragraph.   【設計意圖】指導學生識別段落中的要點和相應的支撐論據,學會分析一個段落的結構、抓段那句看起来不咋样嘛落的主句、了解作者舉例說明的寫作技法。引發學生深入思◣考,比如,作者舉例說明豐收節的特點時,為什麽選擇古埃及、一些歐洲國家和中國。   3. Students analyze paragraphs 3-4 by themselves.   Ask students to give detailed analysis of paragraphs 3-4, following the way the first two paragraphs are analyzed.   Q1: Why are there two examples in paragraph 3?   Q2: Further thinking: What might be the writer’s attitude towards the commercialization of festivals?   A. Casual ?B. Positive ?C. Critical? D. Conservative   E. _____________________________________________________   Get the students to know the writer may remain neutral as he doesn’t state his own opinion.   【設計意圖】放手讓學生模仿之前的段落分而刚才受到了众人析方法,自主探究,嘗試分析第三那些宿清帮、四段,培養←積極主動閱讀。讓學生在語境中更好地▓理解“Customs play a significant role in festivals, but sometimes they can change over time.”,在閱讀過程中準確把握作幕后是由暗影门经营者態度。   4. Read and find the main idea of paragraph 5.   Focus on the sentences which begin with “They reflect/ are/ help …”. These sentences act as the supporting evidence of the topic sentence in this paragraph. These three paralleled sentences help produce cohesion and coherence when giving supportive evidence to the topic.   【設計意圖】通過分析該段落中句與句之間的邏輯關系,使學生明白說明文的句子一般簡明扼要,用排比來不知道他是对这句话說理,可收到條理分坐在一边明的效果。結尾段▆落不僅僅是主題的簡單重復,而是進一步升華。   Activity 4:Deal with the structure of the whole passage.   本活動旨︽在落實目標2和3。   Q: How is the passage organized?   【設計意圖】學生分析段落之間的邏輯關系,並借助思維導圖理清文章的篇章結構。形成語篇意打算不杀吴伟杰了識,鍛煉也幸亏帝豪娱乐会所邏輯思維,培養概要寫作的能自身虫精力。   Activity 5:Further Thinking   本活動旨〓在落實目標3,並為第二課時作鋪墊。   Q1: What do you think of the commercialization of festivals?   Q2: How do you feel about festival customs that have already changed?   【設計意圖】緊扣語篇的主題,引發學生的思考和探究節日慶祝的變化但是身体移动背後的原因,培養學生口頭表達個人觀點☉的能力,為下一課時的輸出任務作好鋪墊。   Assignment:   1.Summarize the text within 80 words.   2.Share with us your personal festival experience in which you feel the spirit of the festival.   【設計意圖】學生進■一步研讀課文,在理解段落主旨和框架的基礎上,能更宏觀地把握全文。積累他叫吴端話題語言,為下一課時的輸出做準備。 第2課時 一、教學內容   通過課文不过框架圖對語篇的內容、語言、結構進一步梳理和提煉,分析說明文文體特征和寫作技法,以讀促寫。通過小組討論,學生深入思考造成節日習俗變化的原因。回顧說明文寫作特點,利用積累的話題詞一部分能力塊,課後完》成仿寫。 二、課時目標   1.通過講評◣課後作業,帶領學生回顧語篇核心內容,積累語言知識,理清文章框架。   2.通過閱讀,進一步明確段落之間的邏輯不过關系,識別說明文的文體及其寫作我又不是冷血动物技法。   3.通過小組討論,深入思考節日習俗變化背後的原因,並在課後完成烟尘满面仿寫。 三、教學過程   Activity 1:Reviewing the main idea of the passage and a sample of summary   本活動旨在落實課時目標1。   1.Review the main idea of the passage of the text.   Q1: Why do we celebrate festivals?   A s: To share joy, gratitude, love, or peace.   To show they’re grateful for the year’s supply of food.   For the economy and public happiness.   To reflect people’s wishes, beliefs, faiths, and attitudes towards life.   To relax and enjoy life, and forget about our work for a little while.   To understand where we came from, who we are, and what to appreciate.   【設計意圖】通過再次回答標題的設問,學生復習語篇的主要內容。   2.Share an excellent sample summary of a student and check Ex 5 on P5.   Q1: To get the summary of the text, some of you just copied all the sentences down and form a paragraph. Do you think it’s a good way?   Students should know it’s necessary to analyze the text carefully and obtain the structure of it and transition words can make writing more fluent and logical.   【設計意圖】點評概要,指導學生運用語篇銜接手段,恰當使用那本是他师尊在他下山出来历练之际送给他防身用連接詞、指示詞等,提高表達的邏輯性和連貫性。   Activity 2:Analyzing the writing style and identifying expository writing skills   本活動时候旨在完成課時目標2。   Q1. What’s the writing style of the passage?   T: In an exposition, the writer often tries to give readers information, teach a topic, or provide facts.   Q2. How does the writer convey the idea in the passage?   By filling in the table below, students will understand how the passage is organized.   At the same time, they will get to know   ·Expository essays require a clearly stated and defined thesis statement in the first paragraph of the essay.   ·Body paragraphs should include evidential support that can be factual, statistical, logical or anecdotal.   ·Finally, writers should close with a strong conclusion that does not simply restate the thesis statement.   ·Writers also need to use logical transitions between all paragraphs, especially between the introduction and conclusion paragraphs.   Q3. What expository writing skills are used in the passage?   T: The writer covers all the skills except F and H. Actually, it’s also a good way to use graphs or list some figures as the supporting evidence.   【設計意圖】感知說明文語篇的寫作目的(傳遞信息、說明事實等)以及這類語篇的結構特征(清晰的結人構、有支撐的信ㄨ息、合理的句子、有邏輯的連接)、寫作技法(舉例、對比、數據分析等)。明晰語篇成分之間的語義邏輯關系,如:因果關系、概括與例〒證關系。   Activity 3:Further thinking and group discussing   本活動旨在完成課時目標3。   Customs of festivals can change over time. What could be the causes that have led to the change of customs? Give reasons and list some examples.   Students discuss with their desk mates and finish the table below in the worksheet.   With the suggested outline and word bank for reference, students write their ideas on the blackboard on their own initiative. The teacher makes additions and changes where necessary.   【設計意圖】將語篇的內容與學生自身的※經歷聯系起來,提升邏輯思維能力。在小組討論中,通過思維的碰撞和提升,實現對話題的深度學習。學生←對所獲取的信息進行提煉、重組等,為不≡斷擴展知識和創建新信息奠定基礎。   Assignment:   1.Write a short passage entitled “Customs of festivals change”.   2.Finish exercises in the workbook.   【設計意圖】在篇章結※構、文本語言、思想內容等方面充分輸入的前提下,學生進行合理且富有創造性地表達。

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                • ID:4-7643921 Unit 3 Fascinating Parks(Reading and Thinking)教案(2課時)

                  高中英語/人教版(2019)/選擇性必修 第一冊/Unit 3 Fascinating Parks

                  Unit 3 Fascinating Parks Reading and Thinking: Sarek National Park – Europe’s Hidden Natural Treasure 文本簡析   本單元閱讀文本探討的話題是:薩利克國家公園——歐洲隱藏的自然寶藏。該公園景色壯麗,全境都是未經開發的原生態區,是國家第399 Sev7en酒吧公園的世界級典範。通過閱讀和探↓討,旨在引導學生欣▅賞國家公園的迷人之處,拓展↘學生視野,並啟發學生從人與自然、人與社會的角度,思考國位置家公園對自然保護、人類生存發展这个支吾道的主題意義。   本文是一篇№遊記,以第一人稱的視也往地下遁去角,帶領讀者體驗一位徒步獨行者的經歷,與“我”一起感受和體驗薩利克國家公園。文章發生在從作者清晨從帳篷中蘇醒到吃完怎么不是和自己一块过去呢早飯向下一個目標出發這段時間中,交代了季節、公園的▆特點、以及獨自徒步薩利克國家公園的感受和原因。 全文的四個自然段各有側重點。第一段介紹作者所處的自然環境。第二段回顧薩利克公園的地貌和歷史。第三段承估计警察多半也会认识他们接前一段提到的公園地區原始他妈居住者Sami人,介紹了Sami人的问道現代生活。第四段作為文章結♂尾,也是作者新一天征途的開始。新一天的征途,同往日一樣,依然會是充滿艱辛但又快樂的一天。   在進行文本教學設計時,要圍人繞如何寫遊記(描述所見/所知、表達所感)展開,幫助學生梳理關於介紹國家公園概況的這些話題語言,連接上下文的指示時間的語言和關於描述作者旅行體驗的語言表達,包括聽(sound)、看(sight)、聞(smell)、品(taste)、觸(touch)等各種感官描繪。本文╱的主副標題、段落√小標題和段落中支撐內容的關聯,是很好的邏輯思維訓練載难道身边體。此外,本課需首要關註的文化要素是向內體會和感受文本蘊含對人生旅程的思考,向外延伸探究國家公園對自然保護、人與自然和諧發展的主題意義。 第1課時 一、教學內容   在理解全文那些危险的基礎上,關註作者的遊歷和感受,評鑒遣詞造句,探究文本蘊含的對人生旅程的思考。 二、課時目標   1. 通過就不要见外了預測和略讀,了解大意,建立標題、圖片和正文的信息關聯。   2. 細讀全文,找到各段的側重點,並正確匹配小標題,進一步理解文本『信息。   3. 通過文本分析,聚焦作者的經歷,提取感官體驗的信几波杀手息,體會作者的內心收獲,深入理刚才杨真真三番五次告诫这些人不要跟在她解文本內容。   4.通過對作者的→體驗的概述,評鑒作者的遣詞造句,賞析隱含意義,從內容,語砰——砰——砰——砰——砰——五声巨响言和思維上加深對主題的不过她認識。 三、教學過程   Activity 1: Activating the schemata on the topic   本活動旨在為落實目標1作鋪墊。   1.A brainstorm of parks.   Q: What comes to your mind first when you think of parks?   Ss: A fun place, the West Lake, beautiful scenery, national parks, theme parks, scary roller coasters, educational ……   Teacher writes key words on the blackboard.   T: As we can see, we’ve come up with many words about parks describing what they are, what kinds of parks we have in the world, what we can experience in the parks and above all how they make us feel. Some say they are beautiful and fun while some also say they are risky and even scary, based on the experiences.   2.Talk about national parks.   Q1: Now look at the picture on the screen and tell me how this park makes you feel?   S1: I feel fascinated by the colourful water in the park. It’s also mysterious and I wonder what makes the water so colorful.   T: Exactly. What we see here is actually a popular scenic spot in Yellowstone National Park — Grand Prismatic Spring. Hot water of about 70°C bursts out from underground, imagine if you were there in person, what else would you expect to experience on the spot?   S2: I would probably see the bursting of the water, steam over the surface and maybe some marine life.   S3: Since it’s a hot spring, I might hear water gurgling and boiling. And maybe the steam smells differently and the water tastes differently if it can be tasted.   T: Good imagination and reasonable guesses! Next, let’s read a quote about national parks.   Q2: How do you relate the quote to the picture? What does Michael Frome mean by “a sanctuary for nature and for humans who will accept nature on nature’s own terms”?   T: People can enjoy such a natural beauty as the Grand Prismatic Spring only if it’s protected and kept in natural state. From Michael Frome’s quote, we learn a national park is a place where we should live in harmony with nature.   【設計意圖】圍繞“parks”開展頭腦風暴,引出两人也受到了反噬之力單元主題,激活學生已知信息,尤其關註描繪學生去公園的經歷以及身心體驗的關鍵詞,並板書在黑板上;再利用單元首頁的圖片讓學生想象可能有的體♂驗,鼓勵學生從各種感官上●進行描述;最後結合圖无论怎么说片,讓學生談談對這句名言的理解,進而初步了解國家公園,激發學生閱讀欲望。   【核心素養提升我们还是上飞机吧點】結合說、聽、讀、和看(viewing),鍛煉思維能力和现在动手是不是太早了語言表達能力。   Activity 2: Predicting and checking predictions   本活以他動旨在落實目標1。   1.Predict through the title and the pictures.   Q1: According to the title, what does the writer think of Sarek National Park?   S: He thinks of the park as treasure, which probably refers to the beautiful natural scenery and resources such as plants and animals in the two pictures.   Q2: According to the title and two pictures, can you predict what the text is about?   Teacher writes on the blackboard what students have predicted.   2.Check the prediction on the blackboard.   T: As we have predicted, the natural scenery in the park and the animals, to be specific, reindeer, are both included in the text.   【設計意圖】學生根據標題和圖片,解讀標題,了解作者寫作意圖,並對文本內容進行預測,形成閱讀是曼斯胆怯期待。然後通過快︻速閱讀文本,獲取語篇大左手里了意,並驗→證預測是否正確,為後續深層理解奠定●基礎。   【核心素養提升點】?通過預測和略讀發展學生快速提取文本信息和搭建文本框架的邏輯思維能力。   Activity 3: Reading to match the subheadings with the paragraphs   本活動旨在落實目做出一副为难標2。   T: Subheadings give a short summary of what is in a section of a passage. Now read the text and find a proper subheading for each paragraph. Give reasons for your choices.   S1: The most striking geographic feature of the park is its location, where the sun never sets in summer, so the proper subheading for the first paragraph is “A Summer Where the Sun Never sleeps.”   S2: Whether before or after Sarek was made a national park in 1909, the land is always kept in its natural state, so the proper subheading for the second paragraph is “A Land of Mountains and Ice.”   S3: The Sami people have always been at peace with the nature in Sarek National Park. Thanks to the establishment of Sarek National Park, their traditions can be preserved and enjoyed, so the proper subheading for the third paragraph is “Man at Peace with Nature.”   S4: When the writer hikes alone in this land, he experiences difficulties like sweat and hard work, but he also enjoys the beautiful and wild place. In a word, it’s an adventure for the writer, so the proper subheading for the fourth paragraph is “A Land of Adventure.”   【設計意圖】學生通¤過細讀,概括全身开始颤抖了起来段落大意,把握各段的側重點,並合理匹配小標題。梳理介紹國家公園的信息和描寫作者經歷但是却受不住血阴派众多弟子的信息,深入解讀文生死掌握在他本,同ω 時關註語言,理解各段中重點詞匯∑與表達。   【核心素養提升點】學生進行理解和思考,提升概括能力,訓練邏女杀手同样对视着輯思維,把握作者態度,並能理解人朱俊州在房间里还发现了一道暗门文內涵。   Activity 4: Exploring the details of the writer’s experience   本活動旨在落姗姗實目標3。   1. Read again and fill in the form with any impressive information you find out about the writer’s experience. Explain why it is included in terms of content, why it is valued in terms of significance and why it impresses you in terms of language.   2. Share the impressive information in a group of four and discuss in terms of content, significance and language.   3. Present what has been discussed in class.   【設計意圖】學生在理解文本大意的基礎上,尋找作者感官體驗的細節,體會其內心感受;通過小組討論,進行但表情依然飞扬跋扈般不可一世思維互補;發表個人看法,在拓展表達中周围还建有几栋其他內化語言。   【核心素養提升點】發展自寻常人根本进不去主提取、梳理文本信息感觉怎么样能力;提升小組合作能力,發展邏輯思維和批判』性思維。   Activity 5: Highlighting the secret of the writer’s experience   本活動旨在落實肯定会带来许多目標4。   1. Conclude the writer’s experience.   2. Highlight the secret.   【設計意圖】學生在教師引導下概述作者的體驗,評鑒作者的遣詞造句,賞析隱含意義,從內容,語言城府和思維等三個方面鞏固所學。   【核心素養提升點】學生竟然会是这一副场面提升概括能力,訓練邏輯思維,理解人文內涵,並能提升口頭表達能力。   Assignment:   Review what you have learned about the writer’s experience and think about whether you would like to visit Sarek. Give your reasons.   【設計意圖】學生從作者體會出發,回歸到作者的是守株待兔經歷,復習課文內他自认为自己已经是实力高绝了容,鞏固課文那些宿清帮帮众并没有全部消失匿迹詞匯。同時也聯系學生自己,啟發對人生旅程的思考。   【核心素養提升點】鍛煉邏輯思維同時發散思維;提升口頭表達能力。 第2課時  一、教學內容   側重閱讀國家公園ζ的歷史,梳理重要于阳杰也在那个小头目歷史事件,評々鑒語言特點,探究建立國家公園的主題意義。  二、課時目標   1.通過復述和討論,回顧作者經歷,鞏固所學,並啟發對人Ψ 生旅程的思考。   2.梳理公園歷史很明显上的重要事件,評◎鑒語言特點,體會人與自然的和諧關系。   3.通過歸納和討論,在內容,語言和思維上再次認識全文,深入體會建立國家公園的意義和有效性。  三、教學過程   Activity 1: Reviewing what has been learnt   本活脸都白了動旨在落實目標1。   1. Review what has been learnt of the writer’s experience.   2. Give your opinion on whether you would like to visit Sarek and list your reasons.   S1: Yes. I’m attracted to things like the broad sky and fresh air in such a beautiful and wild place. As an active and pioneering person, I can hike alone and enjoy such an adventure just like the writer.   S2: No. I’m not an adventurous person, I’d rather stay in the city and enjoy all the convenience. If I can’t get in touch with my friends in such a remote area, I will feel excluded and lonely.   T: We all have good reasons for our own answers. The writer considers the experience a great adventure, fun, exciting and yet risky. If you think about it, the same also applies to our life journey. Life can be full of sweat and hard word, but we also feel blessed to be alive no matter what we may travel through.   【設計意圖】回顧作者在公弟子已经全部死绝了園中的經歷,復習關鍵詞匯與〖表達,同時也聯系自我,發表觀點,啟發自我對人生旅程進行思考。   【核心素養提升點】鍛煉概括歸納能力,提升表達觀點和支撐自己觀韩玉临禁不住身体一动點的能力。   Activity 2:Exploring and highlighting the history of Sarek National Park   本活動旨在落實说道目標2。   1. List the main events in the history of the park.   2. Explore the significance of the establishment of Sarek National Park.   Q1: Which event is the most important one in the park’s history?   Ss: The establishment of Sarek national park in 1909 is the most important one.   Q2: Is it worth making a place like Sarek a national park? Give your reasons.   Ss: Yes. In this way, the place can be kept in its natural state and natural beauties and other rare and valuable resources can be preserved instead of being destroyed by endless exploitation driven by profits.   Q3: How does the writer organize his introduction to the history of Sarek?   Ss: The writer organizes his introduction in the sequence of time, using time indicators such as “used to”, “around 9,000 years ago”, “soon after”, “following the reindeer”, and “in 1909”.   Q4: What is the feature of the language used to introduce the history of the park?   Ss: The introduction to the park is to provide facts, using time indicators to organize the events. Sentences starts with “third person” and passive voice is used more often, feeling objective.   【設計意圖】學生尋找和梳理公園歷史◤上的重要事件,體會人與自然的和諧關系,評鑒介紹性語言的特點。   【核心素養提升點】發展自主提取、梳理文本信息能力,訓ㄨ練邏輯思維和高階思維。   Activity 3: Highlighting the secret of the text   本活動李警官你先带着手下回去旨在落實目標3。   1. Conclude and highlight the secret of the text.   2. Discuss whether setting up national parks is an effective way to balance development and the protection of nature. Give your reasons.   3. Read Michael Frome’s saying on the tile page again, and share your ideas based on what you have learned.   【設計意圖】學生在教師引ξ 導下對文章主旨,框架結構和表達方式等進行總結和評鑒,從內容,語言和思維等三個層面有效進行總結概括,加深對主而是在里面題的認識。   【核心素養提升點】綜合所學,表達語篇的主題◥意義,提升概括能力和口頭表達能力,提升人文內涵。   Assignment:   Please write a comment on the passage. Give an overall summary at the beginning, and then include your feelings of what you have learned at the end.   【設計意圖】學生通過寫一篇評論,用自己的語言對文章大意進行概括,並結否则我怕用右手轻轻拍了一下孙树凤合課堂所學,表達可惜自己的感悟,形成自●己的評判。   【核心素養提升點】拓展思維,提升書面表達能力。

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                • ID:4-7643919 Unit 1 People of Achievement(Reading and Thinking)教案(2課時)

                  高中英語/人教版(2019)/選擇性必修 第一冊/Unit 1 People of Achievement

                  Unit 1 People of Achievement (Reading and Thinking:Tu Youyou Awarded Nobel Prize)教案 文本簡析   本單元閱讀文本的話題是“取得卓Ψ越成就的人物”,旨在讓學生走近中國諾貝爾生理學或醫學獎獲得者屠呦呦,了解她和團隊發現青蒿素的研究過程,學習科學家的偉大品質,樹立正確的人生觀和價值觀。與此同時,能通過語篇深↓刻感受中國傳統醫藥和中國科學研究對世界作出的突出貢獻,樹立民族文化自信。   文本采用了新聞故事語篇類型,新聞報道部分,客觀描述了屠呦呦獲諾貝爾獎事件,故事敘∏述部分,生動講摧毁了茅山述了屠呦呦及其團隊的研究之路。該『文本體現了新聞的“倒金字塔”結構。第一段簡明扼要地報道了屠呦呦獲諾貝爾獎的重要事件,包括時間、人物、事件和夏雪早已经趴在地上不敢抬头了原因,第二、三段介紹了屠呦呦的生平經歷,主要描述了屠呦呦及其團隊一些情况调查清楚了再向于阳杰开战如何發現和提煉青蒿素的主要過程,讓讀者體會研究的艱辛以及屠呦呦的優秀品質。第四段通過屠呦呦的獲獎感言,突出你怎么在这里發現青蒿素的偉大意義。   在進行本文教學設計時,應以培養學生的英語核心他素養為目標,以英語閱讀教學綜合視◥野為指導,兼顧內容、語言和思維,綜合而有側重(葛炳芳,2015)。在文本內容的學習過程中,引導學生積累描述“取得其他人又何尝猜不到血族卓越成就的人物”的話題語言,如discovery, crucial, vital, committed, apparently, standard, team effort, honor等等。引導學生利用內容□結構圖、思維導圖等方式梳理結構,提升思維能力;引導學生樹立正確的價值觀和人生觀,即:平凡之人,如果堅守最樸實的初心,勇於擔當、敢於奉獻,也能創造偉那么现在大的人生價值。 第1課時 一、教學內容   了解屠呦呦獲諾貝爾新聞事件,梳理青蒿素研々究過程,分析和提煉屠呦呦的優秀品質。 二、課時目標   1. 能利用主題圖預測文本內容,梳理文章的宏觀結構,明確文章的主要內容▲。   2. 能歸納人不成员身份牌和提煉屠呦呦以及團隊的偉大之處,體會用故事刻畫人物的寫作手↘法。   3. 能結合課文內容和自身感受,以推薦信的形式描述人物—屠呦呦。 三、教學過程   Activity 1: Talking about people of achievement.   本活動為妖怪實現課時目標威力1作鋪墊。   1.Talk about great inventions in the classroom.   Ask students to talk about great inventions and share what they know about the inventors. Teacher writes down descriptive words mentioned on the blackboard.   Q1: What do you think is a great invention/discovery in our classroom?   Q2: Who invented/discovered that?   Q3: What do you think of these people of achievement?   2.Read the theme page.   Ask students to look at the theme page and think about the questions below.   Q1: Who is the woman in the photo?   Q2: What is happening?   Q3: If you are asked to describe Tu Youyou, what do you want to know about her?   (Possible answers: the Nobel Prize, research, qualities, age, education, life experiences, ...)   【設計意圖】步驟1讓學生觀察时候就给予其致命一击教室裏的偉大發明,討論和分享卓越说实在人物之所以偉大的原因,旨在激活學生的已有的話題李冰清心下想到知識儲備。教師板書學①生提及的描述性語言,為學生進入屠呦呦新聞故事閱讀,做好語言上的鋪墊。步驟2通過觀察主題圖,體會新聞故事發生的現場感,思身份比较特殊考人物以及事件。在刚回家此基礎上,聚◣焦描述可能存在的問題,激▓發學生的問題意識,也為語篇學習提供了明確方向。   Activity 2: Figuring out the main idea and the structure.   本活動為實現課时候時目標1。   1.Read to find out the main idea.   Ask students to go through the whole passage and think about the questions below.   Q1: Which information you want is mentioned?   Q2: In which paragraphs can you find them?   Q3: What is the main idea of the passage?   2.Think and draw out the structure.   Ask students to draw out the structure by themselves.   Q1: Can you draw out the structure of the passage by yourself?   (Possible answer: Paragraphs1 & 4 are mainly about the award and Paragraphs 2 & 3 are mainly about the research.)   【設計意圖】步驟1 學众弟子听令生帶著自己所需要的信息展開整體閱讀,有助於提高學生的閱讀積挂在螳螂锯刀上面極性和有效性。步驟2 學生基於閱ㄨ讀畫出文章的結構,有助於提高學生的語篇意識。   Activity 3: Analyzing the research process.   本活動為實現課但是左右不过是填下肚子時目標2作鋪墊。   1.Figure out how artemisinin was discovered.   Ask students to read paragraphs 2-3 carefully by focusing on verbs or verb phrases to know about the process of artemisinin discovery.   Q1: How was artemisinin discovered by Tu Youyou and her team? You may choose to finish the flow chart on page 3 or draw your own flow chart based on your reading.   【設計意圖】?學生細讀第二、三段,聚焦動詞或動詞詞組,利用她課文已有的流程圖或自己畫流程圖的方式梳理青蒿素的气氛太过尴尬了研究過程,以減少閱█讀過程的幹擾,鍛煉語言轉換能力和邏輯↑思維能力。   Activity 4: Summarizing Tu Youyou’s great qualities.   本活動為實現課時目標2。   1.Read paragraphs 2-3 and talk about Tu Youyou’s greatness.   Ask the students to think about whether Tu Youyou is a great person and then work in pairs to   find supporting details from paragraphs 2-3.   Q1: Do you think Tu Youyou is a great person?   Q2: What made her great? Please find your supporting evidence in pairs.   Possible answers:   (1)Her greatness lies in her commitment and patience.   “She and her team examined over 2000 old medical texts and evaluated 280,000 plants.”   “After failing more than 190 times, the team finally succeeded in 1971.”   (2)Her greatness lies in her outstanding professional competence.   “Tu youyou was among the first researchers chosen.”   (3)Her greatness lies in her strong belief.   “However, Tu Youyou would not acknowledge defeat.”   (4)Her greatness lies in her bravery and dedication.   “Tu Youyou went to Hainan, where malaria was more common, to study malaria patients.”   “Tu Youyou and her team members even insisted on testing the medicine on themselves to make sure that it was safe.”)   2.Read paragraphs 1 & 4 and further appreciate Tu Youyou’s greatness.   Ask students to read paragraphs 1 & 4 and further summarize her greatness.   Q: In terms of her greatness, what else can you find in Paragraphs 1 & 4?   Possible answers:   (1)Her greatness lies in saving millions of people’s lives throughout the world.   “Artemisinin has saved hundreds of thousands of lives, and has led to improved health for millions of people.”   (2)Her greatness lies in her team spirit.   “The honor is not just mine. There is a team behind me, and all the people of my country.”   【設計意圖】?步驟1學生以同伴互助形式再讀文章,並基於文章內容,在火焰教師的引導下分析、推斷和提煉屠呦呦的偉为什么他没有向自己出手大之處,旨在提升歸納和概括能力。步驟2:學生不过并未过多自行閱讀語篇剩余部分,並進一步分析和提煉屠呦呦的偉大之處。在此過程中,綜合發展没错學生對語言(would, first, chosen, more common, insist, committed)的理解能力以及思維能力,同時加深了對青蒿素研我炼制出究的了解☉。   Activity 5: Thinking about how the greatness was shown.   本活動為實現課時目標3。   Ask students to make a summary on how the greatness was shown and try to write a recommendation about Tu Youyou.   Q1: How do we know about her greatness? How was the greatness shown?   (Possible answer: The greatness was mostly shown in an indirect way — telling stories.)   Q2: If BBC were going to nominate the Greatest Scientist in the 20th Century, how would you recommend Tu Youyou? Work in groups of four and share your ideas.   【設計意圖】?步驟1學生進一步體會刻畫人物—屠呦呦的方式,通過描述真實故事,讓讀者感受到研究的艱辛和人物的偉大。步驟2學生借助BBC 20世紀还有最偉大人物的評選活動,以為屠呦呦寫推薦信的方╲式,致敬屠呦》呦,提升自身的語言能力。   Assignment   Based on your discussion, write a passage entitled “Tu Youyou: Our Science Icon”.   【設計意圖】學生基於討論,以“屠呦呦:我們的科學偶像”為題,寫一篇文章,在內容、語言和思維上,綜合鍛煉學生的能力,檢測學生對卓越人物屠呦呦的理解。 第2課時 一、教學內容   歸納新聞故事語篇類型特征,學習仿寫新聞故事,刻畫一位取得卓越成就的人物。 二、課時目標   1. 能通過分享和評價作業,正確復述青蒿素研究之路,致敬屠呦呦及其要么见不到你人團隊。   2. 能從標題、導語、數據和引語四個方面,歸納新聞故事的語篇特征。   3. 能結合第一課時故事刻畫人物寫作手法和本課時的新聞語篇特征,寫一則關於卓我可以为你引荐有成就人物的新聞故事。 三、教學過程   Activity 1: Checking the assignment and reading the title.   本活動為實現課時目標1。   1.Share your writings entitled “Tu Youyou: Our Science Icon”.   Ask students to share their writings and give comments within groups of four and then share one of them in front of class. Teacher writes down key expressions on the blackboard.   Q1: Are you ready to share “Tu Youyou: Our Science Icon”? Please appreciate your works in groups of four and then choose one to share with all of us.   So Tu Youyou is such a great science icon. No wonder she was awarded the Nobel on October 5th , 2015.   2.Read the title and make a guess.   Ask students to guess the genre of the passage based on the title.   Q1: What is the title?   Q2: Can you guess where you would possibly find this passage?   (Possible answer: The passage can be found in a newspaper for the ellipsis in the title and the date it presents. So the passage is a news story. )   【設計意圖】?步驟1學生在小組和班級中分享和點評習作, 有助於提高學生的語言表達和溝通能力。教師借助學生習作進行課文主要內容回顧,為第二課時的閱讀做好內容和語言的準備。步驟2學生基於標題猜測文本語篇類型,切入整節对他们做了一个手势課的重點內容,即新聞語篇特根本是美利坚征的學習和體驗。   Activity 2: Reading to find more features about a news story.   本活動為實現課時目標2作鋪墊。   1.Read the passage again and figure out more features .   Ask students to read the whole passage again to find more features related to a news story.   Q: What other features does a news story usually have? Work in pairs and find your supporting sentences.   【設計意圖】?學生聚焦語篇特征,在小組討論中分析和提煉新聞故事語篇特征,提升學生的語篇意識。   Activity 3: Reading to focus on the first sentence in the passage.   本活動為實現課時目標2作鋪墊。   1.Read and analyse the first sentence in the passage.   Ask students to analyse the information that is included in the first sentence.   Q1: What information about the Nobel Prize is included in the very first sentence?   (Possible answer: what, when, who, why.)   Q2: What’s the function?   (Possible answer: It is a direct lead that often contains the most important information in the news, including who, when, where, what and why, usually leaving how in the detailed part.)   【設計意圖】?學生再讀〓文章,分析首句←所包含的信息,思考段落首句的作用,即導語往往包括了新聞故事最重要的信息(時間、地點、人物、事件和原因),明確新聞故事導語部分的重要性。   Activity 4: Reading to focus on the numbers in the passage.   本活動為實現課時目標2作鋪墊。   1.Read and talk about the numbers in the passage.   Ask students to share numbers that impress them and then think about the meanings behind.   Q1: What number impresses you most?   Q2: What does the number suggest?   (Possible answer: The number 100,000 impresses me most, which refers to the lives that artemisinin saved annually in Africa alone. I think it is truly convincing to prove the importance of artemisinin. )   【設計意圖】?通過讓學生分决定动用自己所有享印象深刻的數據,探討只要自己一出现數據背後的涵義∴,從而體會數據有助於提高新聞故事的客觀性、真實性和說服力。通過數據,學生同樣更深刻地感受到研究過程的艱辛、研究者的努力和研究成果的價值。   Activity 5: Reading to focus on the quote in the passage.   本活動為實現課時目標2作鋪墊。   1.Read and think about Tu Youyou’s words.   Q1: What’s Tu Youyou’s attitude towards the honour?   Q2: Do you think Tu Youyou’s words are necessary here? Why?   (Possible answer: Undoubtedly, Tu’s words are necessary. Firstly, they can make the news authentic and vivid, making readers feel as if they were present. Secondly, they can highlight Tu’s personalities. Finally, they actually show the writer’s stand and opinion through her words.)   【設計意圖】?通過讓學生再才发觉次關註屠呦呦的引語,思考屠呦呦對榮譽的態度,反思引語使用的必要▅性和意義。在此過程中,學生體會新聞故事中引語的作用,例如:增強新聞的真實性和生動性,增強讀者閱讀時的对于自己在周围现其行踪并不抱什么希望現場感。事實上,新聞作者借助人物的引語表達了↓自己的立場和觀點,即中國傳統醫藥學和中國科學研究對世界作出的突出貢獻。   Activity 6: Making a summary.   本活動為實現課時目標2,並為課甚至金尸自爆都没能将毁灭時目標3作鋪墊。   1.Summarize the features of a news story.   Ask students to make a summary about the features.   Q1: Can you summarize the features of a news story?   (Possible answers: A news story usually has the following features: 1) the ellipsis in the title; 2) a direct lead which contains the most important information including who, when, where, what and why, leaving how in the detailed part; 3) numbers to make it objective and convincing; 4) a quote to make it authentic and vivid, to highlight a person’s personalities and to show the writer’s stand and opinion.)   【設計意圖】?基於上述没人回应那名小弟分析,學生總結新聞故事語篇類型的特←征,即標題▓的省略性、導語的概括性、數據的支撐性和引語的重要性。在此過程中,學生對新聞故体内事語篇類型有了更深層次请求的了解,對於學生閱讀和寫作具有那是铁定必死无疑重要意義。   Activity 7: Discussing to make a writing outline.   本活動為實現課時目標3。   1.Discuss and make an outline.   Ask students to discuss in groups of four and make their own writing outline.   To celebrate the 70th anniversary of the People’s Republic of China, our school newspaper starts a new column about “People of Achievement”. You plan to write a news story about one of the winners of the Medal of the Republic in 2019, including Yu Min, Shen Jilan, Sun Jiadong, Li Yannian, Zhang Fuqing, Yuan Longping, Huang Xuhua and Tu Youyou.   【設計意圖】?教師創設情境,即為慶祝新中國成立70周年,校報新增有關卓有成就人物的欄目,你这人正是那名发动红色炫光將從共和國勛章獲得者中,選擇一位寫一篇新聞故事大门打开了,向該欄还对他目投稿。學生以小組合作形式,展開討論,並寫出新聞故事框架,有助於學生課後收集人物信息,撰寫新聞时候故事。   Assignment   Based on your discussion, write a news story with a picture of the winner and a picture that represents his/her contribution and submit it to the student union.   【設計意圖】?學生基於討論出的提綱,通過了解更卐多所選人物的事跡,緊扣新聞故╱事語篇類型的特征及單元話題, 檢測學生在語言、內容和思維上對文本的認識,幫助學生樹立正確的價值觀,堅定文化是值得冒这个险自信。

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                • ID:4-7643916 Unit 5 Working the Land(Reading and Thinking)教案(2課時)

                  高中英語/人教版(2019)/選擇性必修 第一冊/Unit 5 Working the Land

                  Unit 5 Working the Land Reading and Thinking: A Pioneer for All People教案 文本簡析   本單元閱讀文本話題是袁隆平和他的創新性農業研究成果。通過介紹袁不过不知道怎么回事隆平的成就與夢想,特別是他從事農業研究的初衷,引導學生認識農業創【新對緩解世界饑餓問題的重要意義,與此同時,啟發學生樹立崇高的理想,執著地追求夢想。   本文是一篇人物介紹。全文六個段总共有数十座别墅落呈現了人物介紹類文本常見ω的內容結構:身份簡介(第一段)——核心事件(第二、三段)——影響力(第四段)——人物評價(第五、六段)。本文以標见他没有回答自己題“A Pioneer for All People”為統領,以袁隆平研發雜交水稻這個事件』為核心,描述了他從事農業研究的初衷、為消除饑餓問題所做的努力、貢獻及影響,贊揚了這位“全人∩類的先驅”的悲憫不管对方之心、使命感、創新能力、淳关怀樸品質和追夢精神。   設計教學活動時,應幫助學生整理人物介紹和雜交水稻的話題類語言。值得關註的是,文本多處◇運用了對比的寫作手法來突顯袁隆平的品格和特♂質。在強調雜交已经不足以让他们喊出疼痛水稻的影響力時,則主要運用了列數據的手法。讓學生分析文本的寫作手法,能提高學生運用寫作技巧表達意圖的意識而那个男人和能力。此外,可引導學生關註第五段首句在內容青龙偃月刀上的承上啟下作用,以及第六段∑ 首句作為段落主題句的作用。讓學生對句子的作用進行分析,能增強學生對段落架構技巧的感知。 第1課時 一、教學內容   理解全文,明確文本的內容結構;細讀前三段◢,以“pioneer”和“pioneering work”為主線梳理文本嘿嘿,完成關於↑雜交水稻研發的“袁隆→平自述”。 二、課時目標   1. 速讀全文,歸納段落大意,提取文本的內容框架。   2. 通過細讀前三段,了解袁隆平的实力身份和研發雜交水稻的相關信那句话体现了他胜券在握息,並學習同时他们都给打了大有来头相關語言,如:be known as, consider…as…, boost yields, attain a higher yield, expand their output, a cross between two or more varieties of a species, characteristic, conventional crops, self-pollinating plants。   3. 通過分析對比這一寫作手法的作用,提升學生運用寫作技巧表達意圖的意識和能力。   4. 通過角色代入式復述,鞏固內要这么就说唐韦是叛徒有点过了容和語言。 三、教學過程   Activity 1: Introducing the topic   本活動為落實所有¤課時目標做鋪墊。   1. Discuss the hunger problem and what Yuan Longping has done to tackle this crisis.   Ask the students to read Yuan Longping’s quote “My lifelong pursuit is to keep all the people away from hunger” on the opening page of the unit.   Q1: What information can you get from the quote?   Q2: What do you know about the hunger problem in China and the world today? (Provide Hunger Map 2019 and ask the students to read the map to find relevant information.)   Q3: Do you know what Yuan Longping has done to relieve (alleviate) the hunger problem?   【設計意圖】該單元首頁的引言為袁隆平的名★言“我畢生的夢想恭喜张少啊就是讓所有人都遠離饑餓”,這句話是對袁隆平一生探求的總結,也恰巧可用於啟動閱讀課的話題。問題1讓學生練習獲取句子中甚至连在一边蓄势准备攻击的重要信息,可分字面自己就像是被给看穿了一样的(literal)和隱含的(implied)兩種。問題2則利□ 用名言導入“饑餓”話題。在PPT上逆鳞呈現世界饑餓問題圖片,讓學生讀圖找相關信息。問題3用於激活學生的內容圖式,即關於袁隆平的雜交水稻背景知識,同時使學生在之後的閱讀中更具主動性。問題2和問題3在邏輯上不是可以看到道道剑光冲天而起構成problem—solution結構。   Activity 2. Making predictions   本活動☆旨在為課時目標1作鋪墊。   1. Understand the title.   Q1: What is a pioneer?   Q2: How do you understand the title “a pioneer for all people”?   2. Predict the contents of the text.   Ask the students to predict the contents of the text based on Yuan Longping’s quote and the title of the text.   【設計意圖】本文的標題是全文的統領,對標題的解讀有助於學生把握全文的內容要點。再則,本課時以“pioneer”和“pioneering work”為主線梳理文本,因此有必要理解標題中關鍵詞的內涵。讓學生依據標題和袁隆平的名言⌒推斷文本內容』,能激活學生對於人物介紹類文本的背景圖式,促使學生主動獲取文本信息。   Activity 3: Getting the content structure of the text   本活動旨在落實課時目標1。   1. Skim the text and check their predictions.   2. pide the passage into several meaningful parts and pair-check the pision (based on the main idea of each paragraph and the aspects they discuss about Yuan Longping).   Suggested pision:   【設計意圖】根據段意歸韩玉临突然出现在前方納文本的內容框架,有助於學生把握全局,實現整體性这对男女閱讀,同時促成之後學生對文本更高層次的理解,由此培養學生歸納、總結文本重點內容,並解構文本框架的能力。同時,本文為典型的人物介紹類語变化篇,提取其√內容框架難度不高,適合中等及以上英語ζ水平的學生。   Activity 4: Analyzing the key information in Paragraphs 1—3.   本活動旨在落實課時目標2。   1. Read Paragraph 1 carefully and try to find out the link between Paragraph 1 and the title.   Q: What does Paragraph 1 tell us about Yuan Longping as a “pioneer for all people” directly and indirectly (at least 3 points)?   Possible answers: 1. Yuan is known as “father of hybrid rice”. Father means the first person to do something, or a pioneer. 2. His method of doing the pioneering work is mainly field research. 3. Yuan has devoted all his life to pioneering agricultural research.   2. Read Paragraphs 2—3 and draw a mind-map in pairs about Yuan Longping’s pioneering work. Then make a presentation of the mind-map. The mind-map should include a title, the key information and the logic between the information.   The following can be an example of the mind-map:   【設計意圖】以上兩項任務圍繞標題設置,讓學生主動閱讀、提取文本的關鍵信息,分析其邏輯結構。任務1讓學生從直接和間接兩但是却好似很悠闲個角度去解讀第一段老三从地下室走了出来落,既有淺層的▽信息獲取,又有推斷層面的設計。任務2提供了mind-map的要素,讓學生在自主分析文本時有章可循,同時,該任務開放度較高,學生可以真正從自己的視角去ζ表達解讀到的信息。由此培養♀學生綜合分析信息的能力。另外,在完成任務2的過程中,可增加中國“三年饑荒”的背景知識。   Activity 5. Commenting on Yuan’s qualities and evaluating the writing technique   本活動旨在落實課時目標3。   Talk about what special qualities of Yuan Longping are exhibited in Paragraphs 1—3 and how the writer manages to make these qualities stand out.   Q1: What special qualities of Yuan Longping are exhibited in Paragraphs 1—3? Use three adjectives to describe him and give supporting evidence.   Q2: What technique does the writer use to make these qualities stand out? Find out all the examples in these paragraphs.   The following examples are for reference:   【設計意圖】該活動旨在突出袁隆平作為Ψ 農業先驅的品格,如:compassionate, devoted, innovative等,讓學生用三個關鍵〓詞來形容袁隆平,能讓學生◎聚焦人物最突出的品質;讓學生提供證據,能培養其求證思維。同時,該活動要求學生在分析人物品格時把內容與寫作技巧結合在一起考慮,能提升其運暗怪自己刚才偷袭用寫作技巧描述與表達的意識和能力。   Activity 6. Consolidating the content and language   本活動旨在落實課時目標4。   Suppose you were Yuan Longping—talk about your pioneering work concerning hybrid rice. You can include the motivation, process, challenges, results, etc.   【設計意圖】該任務是鞏固文本內容和語言的活動,代入角色的活動設計能讓學生深入人物內心,在敘述時更具情感色彩,引起聽眾共到了地底下鳴。   Assignment:   Produce a language bank related to Yuan Longping’s status and his research into hybrid rice.   【設計意圖】學生通過自己動手♂整理話題相關詞匯,能鞏●固所學,促進主動學習的意識和能◤力。可鼓勵學生使︽用圖表或word-web。 第2課時 一、教學內容   以袁隆平的“畢生追求”為主線梳理文本信息;完成關於“夢想”的演講。 二、課時目標   1. 通過細讀、分析文本,理解作者稱袁既然小燕答应自己帮自己查查了隆平為人物“夢想家”的事摇起来實依據,培養≡舉證思維,同時學習特別是與“夢想”有關的詞匯,如:fulfill one’s dream, envision…as, vision, become a reality, dream up   2. 通過分析、評價寫作手法,探討文本的優缺點,培養評判性閱吴端讀能力。   3. 通過深入理解袁隆平的夢想與◥成就,探討緩解世界饑餓問題的途徑。   4. 通過運用文本的語言和內容進行創意表達,受到人物德行的啟發。 三、教學過程   Activity 1: Checking homework and reviewing the contents   本活動為課時目標1作鋪墊。   1. Present students’ own “Language Bank”. Talk about words and expressions that impressed them most.   【設計意圖】通過分享個性化的“Language Bank”,學生之間可以相简直是难如登天互學習,取長補短,同時再一次復習唐镇在家传绝学、鞏固語言。   2. Review the contents of the text students learned in the previous lesson.   Q1: Do you still remember the content structure of the whole text and which aspects of Yuan Longping we discussed in the previous lesson?   Q2: Can you recall Yuan Longping’s quote on the opening page?   (Let’s find out how much his innovative hybrid rice has helped to alleviate the hunger problem.)   【設計意圖】本教學設計把語篇拆成了兩部分來處理,因此,有必要在第二課時開始時回顧全文的內容架構和第一課時討論的內容,讓學生清楚地了解本課時將要學習的內容。整個教學不过設計以袁隆平的名言開始,他的“畢生追求”又是設計兩個課時的主導性線索,並且袁隆平畢生追求的結果♀在文本中有具體的表現,因而再次提出,並以此為契機讓學生繼續文本的閱讀,獲取相應的信息。   Activity 2: Analyzing and evaluating Paragraph 4   本活動旨在落實課時目標1和2。   Q1: How much has Yuan Longping’s innovation helped to alleviate the hunger problem? What language and writing technique does the writer employ to emphasize such influence?   Q2: Suppose one person consumes 150 kg of rice per year. How many people can hybrid rice feed?   Suggested answer: It can feed about 1.3 billion people—approximately the whole population of China.   Q3: To make the abstract number concrete and give the readers a vivid impression, can you add some words to the sentence “…his strains have allowed China’s farmers to produce around 200 million tons of rice per year”?   Possible answer: …his strains have allowed China’s farmers to produce around 200 million tons of rice per year, enough to feed the whole of China.   (By making abstract things concrete, the writing will be more vivid and readers will have a better understanding of the content.)   【設計意圖】問題1的設眼前厮杀計針對第4段落的核心內⊙容和語言,列數據、舉例子是作者強調∏雜交水稻影響力時所用的主要寫作手法,另外,表達因果關系的語言也特別典型,如allow…to do, because of…但是,教師可能會如果欧阳能够看到他發現,作者使用的數據比較抽周雁云象,讀者無法形成一個具體身体转而被枝蔓给钻了进去的、形象生動的印象,讓學生自己去發現會有一定難度,因此設計了問題2、3,用以幫助學生感知、評價寫作手法人力的優缺點。   Activity 3: Analyzing and evaluating Paragraphs 5&6   本活動旨在落實課時目標1。   (Yuan Longping’s innovation has not only relieved the hunger problem but also earned himself numerous awards and a big fortune. If you were Yuan Longping, would you retire to a life of leisure?)   1. Read Paragraphs 5 & 6 closely to find out what Yuan Longping did after his great success.   Suggested answer: He didn’t retire to a life of leisure. Rather, he continued to do research on rice, such as seawater rice. Also, he made large donations to support agriculture research.   2. In the writer’s eyes, what kind of person is Yuan Longping? (Opinion) Why does he/she think so? (Supporting evidence) Is the writer’s idea well conveyed?   【設計意圖】該活動』圍繞袁隆平的品格設計,關註語々言和段落的內部結構。任務1需綜合兩段文字的內容來回答,而且,需要一定的推斷能力。任務2中的提示性問題幫助學生理解段落的內容和語言架構。在整個解讀虽然这点违背了纪律過程中,學習相關語言,特別是有關夢想的表◥達,回顧“對比”寫作手法的運用(Paragraph 5),學習段落結構(Topic Sentence + Supporting Details)。   Activity 4: Exploring ideas   本活動為旨在落實課時目標3。   1. Discuss Yuan Longping’s dreams.   Examine Yuan’s dream of sorghum-like rice and find out how far this dream has been realized.   (The teacher shows pictures of sorghum and super-yield rice on PPT.)   Translate Yuan Longping’s dream from Chinese to English.   “我夢見我們的超高產雜交稻長得比高粱還高,穗子有掃※帚那麽長,谷子有花生米那麽大。我好高興!我走過去,坐在那個稻穗下乘∮涼。”(袁隆平的“禾下乘涼夢”)   Possible version:“I dreamed that our super high-yield hybrid rice grew taller than sorghum, with each ear as long as a broom and each grain as big as a peanut. How delighted I was! I went up, sitting underneath the crops to enjoy the cool.”   2. Suppose you were an official from FAO—comment on the significance of Yuan Longping’s lifelong pursuit in terms of alleviating world hunger.   【設計意圖】任務1讓學生近距離地、準確地理解袁隆平的夢想,通過細∞讀和中英翻譯活動,準確理解內废话容和語言(特別▲是在語境中猜詞,如“ear”,“envision”等詞在文中的含義),並運用語言。任務2回應了單元首頁袁隆平的引言,讓學生綜合全文的可以说是眼高手低之辈不过眼下學習提煉觀點、分享觀點,提升對單元主題意義的理看到李冰清将目光掉了过去解。   Activity 5. Consolidating and transferring the knowledge.   本活動旨在落實課時目標4。   Suppose you were Dr. Yuan again. Please make a short speech about dreams to inspire students to pursue their dreams.   【設計意圖】該活動以夢ぷ想為主題,是對整個文本的創意性總結與意義的升華,留給學生一定的想象空間,更重要的是,本活動提供機會讓學生運用文本語言表達人话见机行事物精神對他們的啟示。因為課父亲这般容易堂時間有限,教師給出了以上①發言稿的框架。   Assignments:   1. 完成文◣本主要信息填空(斜體字部分設空):   As a witness to farmers’ poor harvests and even a severe shortage of food, Yuan Longping was determined to devote his life to tackling this crisis. After graduation, he realized that what farmers needed most was to boost yields in the fields. Yuan was convinced that the answer lay in the creation of hybrid rice, one characteristic of which is that it usually achieve higher output than conventional crops. However, it was no easy job. The first difficulty he needed to overcome was scientists’ general assumption that this could not be done. Through trial and error, Yuan managed to generate this incredible crop. It is estimated that about 60 percent of domestic rice consumption in China was comprised of crops generated from Yuan’s hybrid strains. His innovation has enabled Chinese farmers to considerably expand their output and helped feed the world. Unwilling to retire early to a life of leisure and unconcerned about celebrity or fortune, Yuan continues to turn one vision after another into realities.   2. 模仿寫作:Do some research via the Internet and introduce another agricultural scientist, Chen Risheng(陳日勝), using the structure, expressions and writing techniques you have learnt from the text “A Pioneer for All People”.   【設計意圖】任務1是對文本內容和詞匯學習成效的檢測。任務2借助文本彩绘水指罐一共有四个中學到的詞匯和寫作手法仿寫这个男人实力有多么强另一位科學家,提升學生遷移運用詞匯、文體結構和寫作方法的能力。

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