牛津高中英语M7U4Reading 说课稿

高二英语教学案(7)Unit4 Module7 Public TransportWelcome to the unit, Reading & Word power1 Brainstorming(1) If you want to go to the park or the museum, or you want to pay a visit to your classmates, which means of transport will you choose?(2) If you want to pay a visit to your relatives who live in a nearby city, which means of transport will you choose?(3) If you want to go travailing to a far-away city, which means of transport will you choose?(4) If you want to go abroad, how will you go?2 Tables to fill inMake a comoarison among all the means oftransoort mentioned in this section and fill in the table3. Discussion(1) Why do you think people would choose to travel by aeroplane rather than by ship?(2) Why do you think we need all these different types of transport?4 Language points1. Buses have routes. They pick up and drop off people at different places on the route.pick up：捡起；用车接……；获得，学到，得到；好转，改进；接收节目Some examples：1．Whose turn is it to pick the children up after school?2．I picked up the kids' clothes that were lying on the floor．3．My radio can pick up France．4．The nurse had picked up the information from a conversation she overheard．He some Frenth while he was away on a business trip in Paris．(2003上海春) A．made out B．picked up C．gave up D．tookin2．drop of (一个个)散去；走掉；让某人下车；下车We dropped our luggage off at the hotel and went sightseeingThe demand for mobile phones shows no signs of dropping off．引申：drop in 顺便来访drop sb．a line写短信寄给某人drop behind 落后drop out中途放弃Just drop me at the statiOn，please．A．out B．away C．on D．ofr3．The maglev train is powered by magnets．power：verb，给…提供动力，用动力发动Buses and trucks are usually powered by diesel engines．In the future electricity，will be used to power road vehiclesLook at these pictures and discuss the different means of transport and when they became popular．means：n．方法，手段，工具The quickest means of travel is by plane．she could find no means of escape other than jumping out of the window．引申：by means of依靠，凭借by no means决不，by this means通过这种方法自我检测：Every means tired out，but it doesn’t work．A．is B．has been C．are D．have beenThough rich，he was better off than at any other period in his life．A．by any means B．by some means C．by all means D．by no means Homework1．Finish the part Al and A2 of the work book．2．Prepare the Reading．Reading The first underground in me woridl BrainstormingWhen we talk about London，what will you think about?2．Fast reading for general idea1．When was the first underground system opened?2．Why Was the Victoria Line important?3．What did Charles Holden do?3．Detailed reading for important information(1)Why was an underground system first developed in London?(2)What Was the London Underground like in 1863?(3)What did Charles Yerkes do to improve the underground?(4)What are some of the different things that the underground has functioned as?(5) What happened to the London Underground after World War II?(6) What does it mean when the brochure says that the underground system isuser-friendly?3 Matching exerciseRead the text and find the information to match the year.Go throughthe passage again and find out how many parts can the passage be dividedinto.(1). distant adj. far away in the distant past/future: far away in the past orfuture:distance n. [C or U] the amount of space between two places:He travels quite a distance (= a long way) to work every day .Does she live within walking distance of her parents?高考链接The faces of four famous American presidents on Mount Rushrnore can be seen froma _ _ of 60 miles.(2004全国)A. lengthB. distanceC. wayD. space(2)．choke n ．[C]v ．窒息；堵塞；阻塞1). The child swallowed a pen and chocked to death.2). The roads to the coast were choked with traffic.3). At lunchtime the streets were choked with traffic.4). Children can choke on peanuts.引申：chock back忍住，抑制chock up因激动等说不出话来自我检测During the rush hours the roads are usually _ _ up with traffic.A. chockedB. crowdedC. blockedD. checked(3). link v. [T] to make a connection between two or more people, things or ideas: 1.The explosions are not thought to be linked in any way.link up: to form a connection, especially in order to work or operate together: 2.The organization's aim is to link up people from all over the country who are suffering from the disease.3. They linked up two areas by telephone.用法拓展：be connected with与……相接，和……有联系(4). honor a quality that combines respect, pride and honesty:a man of honor We fought for the honor of our country.n. [C] a reward, prize or title that publicly expresses admiration or respect:She received an honor for her services to the community.in honor of sb./sth: in order to celebrate or show great respect for someone or sth.:a banquet in honor of the president高考链接My sister was against my suggestion while my brother was it. (2006陕西)A. in favor ofB. in memory ofC. in honour ofD. in search of(5). permit v. -tt- [T] to allow sth.: The regulations do notpermit much flexibility.[+ ing form of verb] The prison authorities permit visiting only once a month.[+ object + to infinitive] The security system will not permit you to enterwithout the correct password(6)．order n．[U]顺序in order of以……的顺序out oforder：杂乱无序The children lined up in order of age/height.I can't find the file I need because they're all out of order (= they are no longer arranged in the correct way).Put the files in alphabetical order.高考链接You have been sitting on my hat and now it is badly out of ．(2006广东)A. dateB. shapeC. orderD. balance(7). refer to phrasal verb:1) to talk or write about someone or sth., especially briefly提到，谈到In her autobiography she occasionally refers to her unhappy schooldays.2) If writing or information refers to someone or sth., it relates to that person or thing:涉及到，与某人或某事相关The new salary scale only refers to company managers and directors(8). discount n. [C] a reduction in the usual price折扣at a discount：打折They usually give you a discount if you buy multiple copies.They offer a 10 percent discount on rail travel for students.自我检测They sell the sweater a discount of 30 percent.A. onB. forC. atD. with6 Consolidation exercisesThe London underground system has the (1) of being the oldest and mostcomplex underground system in the world. Before 1850, train services to London hadalready been (2) ,but people couldn' t build railways into the city becausedoing that would cause great (3) to many historic buildings.So many buses were needed to (4) people to the city centre, which, however,often (5) traffic. This problem led to the development of theunderground system.In 1854, Metropolitan Railway Company was allowed to build an underground railwayand the first, tunnels were opened in 1863. In 1868, the next (6) of theunderground system was opened by another company called the Metropolitan DistrictRailwayIn 1884, these two companies (7) and provided the underground service inthe middle of the city.With the development of the (8) ways of digging tunnels, the first railwaytunnel under the River Thames was dug in 1884, and over the next 25 years, six (9)deep underground lines were made. But because they were (10) owned andfar away from each other, traveling on these lines was (11) Having seenthe situation, Charles Yerkes, tried to improve the system. He bought many of thedifferent lines and setting up the Underground Group. In 1933, a public (12) called the London Passenger Transport Board was created, which eventually becameLondon Transport. From 1918 to 1938, the system (13) a lot.During WorldWar II, the undergroundsystem had some (14) usesFor example, many underground stations once (15) as bomb shelters.After the war, more lines were added. Now, the network of the underground systemincludes 12 lines and goes 26 miles out of central London. Three million people travelon the underground every day. Can you imagine what London would be if there wereno such underground system?7Homework(1)Prepare the part Word power(2)Read the passage on Page 130 of the workbookWord powerLanguage points1．depend on／upon 依靠，依赖1). Charities depend on people supporting their activities.2). The country depends heavily on foreign aid.3). Elaine depends upon Bob completely for her happiness.高考链接(1)――How oRen do you eat out?…——，but usually once a week．(2004天津)A．Have no idea B．It depends C．As usual D．Generally speaking (2)一Could you do me a favour?…It depends on——it is．(2006北京)A．which B．whichever C．what D．whatever2．rely on sb/sth．1)依靠，依赖[+ing form of verb]The success of this project relies on everyone making an effort．[+ to infinitive] I'm relying on the garage to fix the car by tomorrow.2) to trust someone or sth. or to expect them to behave in a particular way 指望，期待British weather can never be relied on - it's always changing. [+ ing form of verb] Don't rely on finding me here when you get back (= I might have gone).3. means: a method or way of doing sth.：方法，手段1). They had no means of communication.2). We need to find some other means of transportation.3). We must use every means at our disposal. She tried to explain by means of sign language.引申：by means of借助某种手段，方法by all means无论如何by no means 决不4. end v. [I or T] to finish or stop, or to make sth. finish or stop结束，终止When is your meeting due to end? Her resignation ends months of speculation about her future.Their marriage ended in 1991.end...with..:以……方式结束I'd like to end with a song from my first album.She ended her speech with an humorous joke.。

M7 U4 READING教学案第一部分教学设计●Reading The first underground in the worldStep 1: Lead-inT: Have you heard of London?S: Yes. It’s the capital of the UK.T: When we talk about London, what will you think about? Can you give me some examples what London is famous for?S1: The Cambridge University and the Oxford University.S2: London Bridge.S3: the heavy fog.S4: the Big Ben....T: Well done, everyone. In addition to these, the underground system in London is also the oldest and the best in the world. Today we’ll learn something about the London Underground.Step 2: Fast-reading for general idea.Now let’s come to our books. Go through the passage as quickly as possible and try to find answers to the three questions in Part A. While reading, you just need to focus on and identify the1. Now read the passage again more carefully. After it, you are required to answer the questions of2. In the brochure, the following years indicate the important stages in the development of theStep 4: Practice:1. Let’s complete Part D.Find these words in the text and try to guess their meanings according to the context, and thenZhao Ning wrote an e-mail to a friend to tell him abut her trip to London. Here is part of herChange the form where necessary.The London underground system has the (1) __________ of being the oldest and most complex underground system in the world. Before 1850, train services to London had already been (2) __________, but people couldn’t build railways into the city because doing that would cause great (3) __________ to many historic buildings. So many buses were needed to (4) __________ people to the city centre, which, however, often (5) __________ traffic. This problem led to the development of the underground system.In 1854, Metropolitan Railway Company was allowed to build an underground railway and the first tunnels were opened in 1863. In 1868, the next (6) __________ of the underground system was opened by another company called the Metropolitan District Railway. In 1884, these two companies (7) __________ and provided the underground service in the middle of the city.With the development of the (8) __________ ways of digging tunnels, the first railway tunnel under the River Thames was dug in 1884, and over the next 25 years, six (9) __________ deep underground lines were made. But because they were (10) __________ owned and far away from each other, traveling on these lines was (11) __________. Having seen the situation, CharlesYerkes, tried to improve the system. He bought many of the different lines and setting up the Underground Group. In 1933, a public (12) __________ called the London Passenger Transport Board was created, which eventually became London Transport. From 1918 to 1938, the system (13) __________ a lot.During World War II, the underground system had some (14) __________ uses. For example, many underground stations once (15) __________ as bomb shelters. After the war, more lines were added. Now, the network of the underground system includes 12 lines and goes 26 miles out of central London. Three million people travel on the underground every day. Can you imaginesentences.1) It is said that the two companies will cooperate with each other in the future to manufacture the new car.The two companies ____________ ____________ to ____________ ____________ in the future to manufacture the new car.2)They use special chemicals to make crops grow faster.They use special chemicals to ____________ the ____________ of crops.3)Because there existed the traffic problem, the underground system developed.The traffic problem ____________ ____________ the ____________ of the underground system.4) People hold kinds of activities to show respect for Cong Fei, a “father” of 183 poor studentsin the mountain areas.Kinds of activities are held ____________ ____________ ____________ Cong Fei, a “father”of 183 poor students in the mountain areas.5)They have been trapped in the flood caused by the third typhoon this year----Ewiniar. They are worried about the situation.____________ ____________ ____________ in the flood caused by the third typhoon this year----Ewiniar, they are worried about the situation.6) Do you know who is in charge of the design for the Three Gorges Dam Project?Do you know who is ____________ ____________ the design for the Three Gorges DamRead the instructions for Part F and discuss the three questions that follow.Step 6: Language points:Step 7: Homework:1. Prepare the part Word Power2. Read the passages on Page 130 of the workbook.。

Key:互动解疑1.复合句，主语，对过去的虚拟，if the railway tracks had been built into the city, many old buildingswould have been damaged. must have done 一定做过某事cannot have done 不可能….may / might have done 可能….should have done 本应该would have done 过去本来会could have done 本能够needn’t have done 本不需要Had it not been for her advise, I would have failed. C2.good a doctor；a good doctor；so that; A; D; so;that; A;D; too…to; old enough; such, that; suchinteresting novels that; made such great progress that; so little education that; so many people;watching;3. 时间状语；之前；主谓；过去分词；CC4. 过去分词；定语；line;为了纪念；A；A monument will be built in honour of the victims who losttheir lives in the earthquake.5. why don’t you….?复合句；定语从句；允许；许可证；Permit me to offer you some advice. Time permitting, I hope to visit the Great Wall.检测反馈单词拼写：1. convey 2. via 3. postponed 4. sections 5. choked 6. ownership7. authority 8. architects 9. enlarged 10. anniversary 11. Unfortunately12. unbelievable 13. undertake 14.intervals 15. user-friendly.选词填空：1. leads to 2. will give approval to 3. beneath the surface of 4. at regular intervals 5. accelerated the pace of 6. under the authority of 7. functioned as 8. in hounor of 9. permit 10. drop off 11. convey 12. unbelievable 13. undertake 14. function as 15. link up 16. choked 17. has been postponed 18. Unfortunately单选：DDCAA, BCBAB, DBDBD, ACADC同义句转换：1. distinguishes from 2. easy; express / convey 3. to be improved 4. accelerated the pace of 5. Having seen ;decision完成句子：1. number / quantity of 2. So interesting 3. so honest a boy 4. so that5. Why not6. Having lived; got tired of7. under the authority of8. undertook to finish; undertook that he would finish 9. at regular intervals10. so addicted to ; function as 11. dropped off 12. as a result of 13. in honour of。

译林牛津模块7 Unit 4 Reading 教学案(译林牛津版高二英语选修七教案教学设计)整理M7U4 Reading(II) Language points1. distinction (Line 2) n. 分类区分，不同之处，差别，荣誉学术上的荣誉男女不同之处2. boundary n. -- the edge (Line5) 边界，分界线这座山成为两国间的国界线。

___________________________________________________________ _篱笆作为两个建筑物之间的分界。

___________________________________________________________ _3. historic: adj. -- having importance in or influence on history (Line 6)历史上闻名的，有历史性的1918年是具历史性的一天，由于它代表一战的结束。

___________________________________________________________ _你能告知我两位宏大领导之间的历史性会议是什么时候进行的？___________________________________________________________ _4. choke (Line8) v. 窒息；堵塞；堵塞choke off 中止,放弃;批判,责怪,训斥卡罗尔未经允许就借了汽车被他的父亲斥责了一顿。

___________________________________________________________ _引申: chock back 忍住，抑制choke down 硬咽,压制chock up 哽咽,因感动而未做好;堵塞,布满,长满During the rush hours the roads are usually _____ up with traffic.A. chockedB. crowdedC. blockedD. checked5. link up (Line21): to form a connection, especially in order to work or operate together: 联系,连接两条大路在这里连接起来。

Reading: the first periodTeaching aims:(1) Encourage the Ss to grasp the main idea of the article.(2) Stimulate the Ss’ interest in learning English by talking about their own traveling experiences.(3) Students are expected to gain some knowledge about London Underground and reinforce theirreading comprehension.(4) Develop the students’ reading ability---how to read a tourist brochure.Important points & difficult points:(1)Get students to understand the main idea of the reading passage.(2)Have students know something about the London Underground.Procedure:Step1 Daily report.Ask one student to do a daily report on one of his or her traveling experiences.Step2 Review of different means of transportationShow students a few pictures of different means of transportation and get them to tell the names of the transportation tools to consolidate what they have learnt.Step3 Lead-inAsk students to answer the following questions:1. Among all these means of transportation mentioned above, which can you take in our city?2. In recent years, Nanjing has got a new means of transportation; do you know what it is?3. Do you know something about the first underground in the world?Step4 Skimming1. When was the first underground system opened?In 18632. Why was the Victorian time important?Because it linked with other lines at almost every station, making the system more user-friendly.3. What did Charles Holden do?He is the architect that designed many of the stations between 1918 and 1938. Many of the stations are still in use today.Step5 Scanning1.Why was an underground system first developed in London?Most railway tracks did not go into the London city centre, so buses were required. This increased traffic on the road. The underground system transported more people without increasing traffic on the road.2. What was the London Underground like in 1863?The carriages did not have windows and were pulled by steam engines through narrow tunnels.3. What did Charles Yerkes do to improve the underground?He bought many of the different lines and set up the Underground Group.4. What are some of the different things that the underground has functioned as?It has functioned as a bomb shelter, an aeroplane factory, an anti-aircraft centre and meeting rooms for the government admistration.5. What happened to the London Underground after World War Ⅱ?More lines were added because more people travelled on the underground.6. What does it mean when the brochure says that the underground system is user-friendly?It means that many of the lines are linked at many stations. Therefore, it is very convenient for riders to go to different places in the city from any station.Step8 Reading strategy: reading a tourist brochureKey facts of a tourist brochure1. History of a certain place or an item, including its dates and years2. Some important people concerned3. Interesting facts4. Persuasive and interesting languageQuestion:What is your impression of the London underground? Please use your own words to give a description.London underground: old / user-friendly / complex / convenient/……Step9 Blank-fillingWhile I went sighting in London, I visited the London ___________. Like most tourists, I was very interested in it as it is the ___________ system in the world. It is also very ___________. I was told that the first part of the underground system opened in __________ and it took people from the ___________ of London to the city _________. The tunnels under the ground were very narrow compared to the last line that was constructed in __________. When __________ first ran in these tunnels, there was lots of _________ and ___________. I think it must have been horrible and damp down there! anti-aircraft center. When I come back, I’ll show you the br ochure and the album of photos I took there.Another problem was that there were a dozen _________ lines, which were not linked. This made the system not _____________, but now the different lines have been ___________. Theunion of the different lines makes traveling on the London Underground much more ______________. I bought a ticket at a _________ and rode the underground three times. It was quite good. Even the stations built in the 1920s were quite ___________. Another interesting thing was that the tunnels were used for all sorts of things during ________________, such as _______________ and an anti-aircraft center. When I come back, I’ll show you the brochure and the album of photos I took there.Step10 Role-playSuppose you are a guide. Now you are leading a tourist group to Nanjing City. Please combine the knowledge of our hometown you have already known with the language skills we learned today to give the tourist a short speech.Step11 HomeworkFinish the relative exercise on page 130 and 131.Preview the language points in the text.。

Book 7 Unit 4 Reading: A Letter Home阅读课说课稿Good afternoon, ladies and gentleman! It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English Book 7 Unit 4 Reading: A Letter Home. I’ll be ready to begin this lesson from four parts: teaching objectives, the position of the lesson, teaching content and teaching method.Part 1 Teaching objectives:As we know, reading belongs to the input during the process of the language learning. The input has great effect on output, such as speaking and writing. According to the new standard curriculum and the syllabus, after studying the teaching material and analyzing the rule of children’s growing of mind, I think the teaching objectives are the followings:1. Knowledge objectives:1). Ss will be able to use proper reading skills to read the letter.2). Ss will master the structure of the letter and get the detailed information.2. Ability objectives:1). Ss’ reading abilities, especially their skimming and scanning abilities will be improved.2). Ss’ ability of working in groups will be trained.3. Emotion objectives:1). Students will learn how to help others.2). Students will understand what is volunteering and learn to share.Part 2: The position of the lessonThis lesson is the reading period of book 7, unit 4, for senior 2 students. It helps train the students’reading abilities in this unit. In book7, this piece of reading material is the practical writing, a letter. Unlike the former three units, it shows the students a new kind of writing style. The topic of this unit is helping others and voluntary work. For middle school students, they should have the sense of responsibility and the sense of obligation. In this lesson, the students read the letter and know Jo’s experience as a voluntary teacher in PNG and understand the meaning of the writer’s volunteering work. It can help the students to build up the correct and proper values and views on life. It is also the requirement of the core competence of English subject.Part 3: Teaching content/materialThe main content of this lesson is about reading and comprehending on Jo’s letter to Rosemary. By reading the letter, the students know the writer’s teaching and her experience in a small village in PNG.My teaching procedures are as follows:Step1: Pre-readingStudents will answer two questions to know the writer.1.Who wrote this letter?2.Who is she?Step 2: Reading:Students will finish three tasks.Task 1: ScanningStudents scan the passage in two minutes, and try to get the main idea of the letter.Task2：Fast readingStudents read the letter as quickly as possible and get the main idea of each paragraph and then divide the letter into four parts.Task 3: Carefully readingStudents will firstly read part 1 and 2 and then finish the six questions.1.Why doe s Jo call the high school a “bush school”2.Were the boys friendly to Jo? How do you know?3.How long does it take the students to go to school?4.Why was science the most challenging subject for Jo?5.Why did the boys start jumping out of the windows?6.Why does Jo wonder how relevant chemistry is to the kids?Then students read Part 3 and 4 and then finish the chart below.Type of houses Men’s hut is a _____________ hut with ____________________. No _____, small ________. Floor was covered with ___________.Family relationshipsEveryone seemed to be a ________of Tombe’s. (large extended family)Cooking methods _________are placed in an _______, then _________ are placed in the drum, covered with ____________ and _________.Sleeping arrangement Kiak usually slept in her _________. A newly made ________ for Jenny and me to sleep on.Diet_____________, _____ and ________.PossessionsI could only see one _____, a few ________ and ______ and a couple of ______. AgricultureTools are very basic. There is no machinery.Beliefs The villagers believe that any ________attract __________ in the night so the food is _________in the can and the can is then ________ of the hut.Step 3: Post readingThis step is designed for comprehending and further understanding of the letter. Students will finish the exercises in three minutes.1.Why did Jo send some pictures to Rosemary?A. To give Rosemary a vivid impression of the place she talked about.B. To show the beautiful scenery.C. To show her pity to the villagers.D. To please Rosemary.2. Which of the following is TRUE about Jo’s attitude?A. She is sure that all the boys will go to college in the future.B. She believes that chemistry is very useful to the boys.C. She is wondering if she can make any difference to th e boy’s lives.D. She doesn’t like the simple life in the mountain village.3. By writing “The only possessions I could see were ...” the author wants to tell us______?A. Tombe’s family were kind-heartedB. Tombe’s family were guest.-loversC. Tombe’s fam ily only used simple thingsd. Tombe’s family was very poorStep 4: SummaryDiscussionWould you like to be a volunteer? Why?(Students can discuss in groups of four, and try to get the answers.)Part 4: Teaching and Learning MethodsIn this lesson, the teacher will use “Task-based” language teaching and cooperative learning method. That is to say, the Ss will finish tasks after their reading and do group work and have a better understanding of the letter. There are 9 paragraphs in this letter. It is a little long for our senior school students. So before the class, I will divide the students into 9 groups. Each group looks through different paragraphs, and tries to get the key words or sentences to introduce the main idea of each paragraph. Then try to divide the passage into four parts according to the main idea of each paragraph. This can inspire the students to be active and enthusiastic. At last, I will use blank-filling to let the students do a self-test so as to judge whether the students have already mastered the passage or not.。

Unit 4 Public transport Reading 教学设计41. However, most trains into London only went to the distant boundary of the city because building railway tracks into the city would have caused damage to many historic buildings. (P50) 但是大局部通往伦敦的火车只到伦敦的远郊，因为在市区内修建铁路会损坏许多古建筑。

Distantadj. far awaya distant countryShe could hear the distant sound of fireworks exploding.in the distant past/futurefar away in the past or future:At some point in the distant future I would like to have my own house.in the not-too-distant futurequite soon:They plan to have children in the not-too-distant future.distancen. [C or U] the amount of space between two places:What's the distance between Madrid and Barcelona/from Madrid to Barcelona？He travels quite a distance (= a long way) to work every day.Does she live within walking distance of her parents？historicadj. important or likely to be important in history:historic buildingsa historic day/momentIn a historic vote，the Church of England decided to allow women to become priests.historicaladj. connected with the study or representation of things from the past:Many important historical documents were destroyed when the library was bombed.She specializes in historical novels set in eighteenth-century England.historicallyadv.The film makes no attempt to be historically accurate.Historically (= Over a long period in the past)，there have always been close links between France and Scotland.2. Unfortunately，the increased number of vehicles on the road choked off traffic，and the road became so busy that no one could travel anywhere. (P50) 不幸的是马路上增加的车辆把道路堵得水泄不通，交通变得如此拥挤以致于每个人都寸步难行。

Reading 部分讲课稿Book 1 Unit1Good morning,ladies and gentlemen. Today I’ m very pleased to have an opportunity to talk about some of my teaching idea s. My topic is Reading part of Unit 1, School Life in the UK , taken from the Advancewith English, Student ’Books 1. My representation is made up of six parts：analysisof the teaching material, analysis of the students, teaching methods, teaching procedures, blackboard design and teaching reflection.Part 1 Analysis of the teaching material:This is a reading passageabout an exchange student's school life in the UK. After studying in the UK for one year, she gives us a brief but clear description about what school life in the UK is like from her own experience. The Reading Strategy of this unit teaches students two basic reading skills, skimming and scanning. Students are expected to master the two skills and to apply them to their future study.By studying thispassege, Ss can improve their reading ability, learn more aboutschool life in the UKand the reading strategy of skimming and scanning. At the same time, we should get the students to understand some difficult se ntences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education.Teaching aims:1. Knowledge aim:(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the passege, talk aboutschool life inthe UK and get their own idea about school life.2.Ability aim:(1)To develop the Ss’ abilities of listening, speaking, reading and writing(2)To improve the student ’readings ability, especially their skimming andscanning ability.(3) To train the Ss’ abilities of studying by themselves and cooperating .3.Emotional aim:Make the Sslove school life.Teaching important points:How to understand the text better.Teaching difficult points:e your own words to retell the text.2.Discuss the school life in different countries.Part 2 Analysis of the students:1. The Ss have known something aboutthe school life in different countries throughthe Internet and other ways.2.They are lack of vocabulary.3.They don ’ t often use English to express themselves and communicate with others.4.Some Ss are not active in the class because they are afraid of making mistakes.Part 3 My teaching theories, methods and aidsBefore dealing with this lesson, I ’ ll do my best to carry out the following theories: Ma ke the Ss the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receivesome moral education while they are learning the English language.Teaching method:Question-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTask-approach teaching methodTeaching aids:1.a projector2.a tape recorder3.multimedia4.the blackboardPart 4 Teaching proceduresI have designed the following steps to train their ability of listening, speaking,reading and writing, especially reading ability.The entire steps are: Revision, Lead-in, Fast reading（skimming and scanning） , Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1 Lead-in:Show some pictures and movies about school life in the UKAsk students to present the information they have collected beforeAsk them to discuss the differences and to try to think of the reasons.Purpose: Arouse the students’ interest of study.Step 2 Fast reading（ skimming and scanning）Ask students to go through the article as quickly as possible and to try to finish PartA and CInform them to only focus on and identify the information needed.Purpose: Improve the students’ fast reading ability.Step 3 ListeningPlay the tape recorder and ask them to finish Part C,Purpose: Train the Ss’ listening ability and prepare for later exercises.Step 4 Intensive readingRead the passage carefully again and answer some detailed questions on the screen.A. What specific aspects are mentioned in the text? (teachers, classmates, friends, subjects, homework/assignments, grades, timetable, activities, school facilities, host family, food, hobbies, customs, traditions,festivals)B. Diagram(on the blackboard) On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodIt is also called depth reading or study reading. It means reading for detailed informati on.Purpose: Further understand the text（Train further reading ability ）to find out some different sentences and details of the text.Step 5 Preparation for details of the text on the screenHave students be familiar with some language points(blackboard) in the text and then give them some examples sentences.A. experience(line 2): countable nounB. attend(6)C. way(9)D. earn(10)E. sound(11): linking verbF. as ⋯ as⋯ (20)G. for free(29)H. miss(42): verbPurpose: Train the Ss’ ability of understanding and using laguage.Step 6 Reading Strategy on P3牛津高中英语全英文讲课稿Reading部份Tell them that skimming is to look at the titles and headlines, the first and last sentencesof paragraphs and the first and last paragraphs as well as pictures and charts to get a general idea of what a text is about. And scanning is to focus on keywords and phrases, dates, numbers, etc. to find certain information in a text quickly.Step 7 Consolidation1.Find out the topic sentences.2.Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What ’ s more, I want to let them have the bility of introducing and analyzing expression. At the same time, I will write down thetopic sentences on the blackboard according to what the students find, so they canret ell it easily.Step 8 Discussion/PracticeAsk students do an activity: Interview Wei HuaPurpose: help students improve their imagination.Step 9 HomeworkWrite an acticle about the differences of school life betwween UK and China.Part 5 blackboard designReading: School life in the UKDiagram:On the first dayTeachers Mr HeywoodMiss BurkeSize of a classroomSubjectsFoodWei Hua ’ s feeling and progressLanguage Points:A. experience(line 2): countable noun C. way(9)E. sound(11): linking verb B. attend(6)D. earn(10)F. as⋯as⋯ (20)牛津高中英语全英文讲课稿Reading部份G. for free(29)H. miss(42): verb。

reading说课稿尊敬的各位评委老师：大家好！今天我说课的内容是关于“Reading”的教学。

接下来，我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。

一、教材分析本次选用的教材是教材名称，“Reading”部分是教材中的重要组成部分。

这部分内容通常选取了具有一定代表性和实用性的文章，涵盖了丰富的语言知识和文化背景。

所选文章的体裁多样，包括记叙文、说明文、议论文等，能够让学生接触到不同类型的文本，提高他们的阅读理解能力和语言运用能力。

在这一单元的“Reading”中，文章主题为文章主题，通过对文章主要内容的描述，向学生传递了文章所蕴含的思想或价值观。

同时，文章中包含了丰富的词汇、短语和句型，为学生的语言学习提供了很好的素材。

二、学情分析我所教授的学生是年级的学生，他们在经过之前的英语学习后，已经具备了一定的英语基础知识和语言技能。

然而，在阅读理解方面，他们可能还存在一些不足之处，比如阅读速度较慢、对长难句的理解不够准确、缺乏阅读技巧等。

此外，学生的学习兴趣和学习风格也各不相同。

有些学生对英语学习充满热情，喜欢积极参与课堂活动；而有些学生则相对较为被动，需要更多的引导和鼓励。

因此，在教学过程中，我将充分考虑学生的个体差异，采用多样化的教学方法和活动，以满足不同学生的学习需求。

三、教学目标基于对教材和学情的分析，我制定了以下教学目标：1、知识目标（1）学生能够理解文章中的重点词汇和短语，如列举重点词汇和短语。

（2）学生能够掌握文章中的关键句型，如列举关键句型。

（3）学生能够了解文章的主要内容和结构。

2、技能目标（1）通过阅读训练，提高学生的阅读速度和阅读理解能力。

（2）培养学生运用略读、寻读等阅读技巧获取关键信息的能力。

（3）鼓励学生能够根据文章内容进行推理、判断和总结。

3、情感目标（1）激发学生对英语阅读的兴趣，培养学生的阅读习惯。

（2）通过文章的学习，让学生了解文章相关的文化背景或价值观，拓宽学生的视野。

Reading Unit 4 Module 7Teaching aims:1. Encourage the Ss to raise reading ability by focusing on language points.2. Get the Ss to grasp the new language usage in the text by learning them. Important points & difficult points:Language usage: distant(distance); boundary; historic(historical); choke; link; place;function; honor; permit1. distant (Line5)adj.far awayin the distant past/future: far away in the past or future:distance n. [C or U] the amount of space between two places:He travels quite a distance (= a long way) to work every day.Does she live within walking distance of her parents?2. boundary: n. -- the edge (Line5)The mountain becomes the national ~ for both countries.The fence serves as a ~ between the two buildings.the boundaries of knowledge3. historic: adj. -- having importance in or influence on history(Line 6)11 November 1918 is a ~ day as it represents the end of World War I.Can you tell me when the ~ meeting between the two great leaders was held?Historic refers to what is important in history:the historic first voyage to outer spaceIt is also used of what is famous or interesting because of its association with persons or events in history:a historic houseHistorical refers to whatever existed in the past, whether regarded as important or not:a historical characterHistorical refers also to anything concerned with history or the study of the past:a historical novelhistorical discoveriesThe differentiation between the words is not complete. They are often used interchangeably:historic times or historical times4. choke (Line8)n. [C] v. 窒息；堵塞；阻塞1). The child swallowed a pen and chocked to death.2). The roads to the coast were choked with traffic.3). At lunchtime the streets were choked with traffic.4). Children can choke on peanuts.•引申: chock back忍住，抑制chock up因激动等说不出话来5. link (Line21)v. [T] to make a connection between two or more people, things or ideas:1) The explosions are not thought to be linked in any way.•link up: to form a connection, especially in order to work or operate together:2) The organization's aim is to link up people from all over the country who aresuffering from the disease.3) They linked up two areas by telephone.•用法拓展:be connected with 与……相接，和……有联系6. place: v. --to be in a state or situation (Line 36)1) She placed a tape recorder in front of her on the table.2) His uncooperative attitude placed us in an embarrassing situation.3) This job places great demands on the workers, which can be quite stressful.7. be responsible for: be in charge of (L39)1)The driver is responsib le for the passengers’ safety.2) Philip is the project manager. He is responsible for anything concerningthe project.3) Who is responsible for making the dinner reservation?8. function as: serve as (L42)1) My living room also functions as a study.2) The room functioned as a store room for keeping all our collection.3) The beautiful leaf functioned as a bookmark9.honor (L51) a quality that combines respect, pride and honesty:a man of honorWe fought for the honor of our country.n. [C] a reward, prize or title that publicly expresses admiration or respect:She received an honor for her services to the community.in honor of sb./ sth. in order to celebrate or show great respect for someone or sth.:a banquet in honor of the president10. permit (L57)v. -tt- [T] to allow sth.:The regulations do not permit much flexibility.[+do ing] The prison authorities permit visiting only once a month.[+ object + to infinitive] The security system will not permit you to enter without the correct password.。