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1、高中英语人教版选修(语言知识与技能类)英语写作Unit1Greeting cards and notesReading优质课公开课教案教师资格证面试试讲教案1教学目标1、知识与技能目标:主要是培养学生获取、收集、处理、运用文本信息的能力。2、过程与方法目标:在教学过程中通过自主学习、合作学习、探究学习和具体的发现式学习、小组式学习来促进学生之间的交流与合作,体验英语阅读的学习过程。3、情感态度与价值观目标:力求培养学生的学习兴趣、学习责任,更重要的是乐观面对困难的态度、求实的科学分析态度。强调个人价值作用的同时,更强调个人与他人的合作,并能拥有体验成功的幸福感。1、知识与技能目标:主要是培养学
2、生获取、收集、处理、运用文本信息的能力。2、过程与方法目标:在教学过程中通过自主学习、合作学习、探究学习和具体的发现式学习、小组式学习来促进学生之间的交流与合作,体验英语阅读的学习过程。3、情感态度与价值观目标:力求培养学生的学习兴趣、学习责任,更重要的是乐观面对困难的态度、求实的科学分析态度。强调个人价值作用的同时,更强调个人与他人的合作,并能拥有体验成功的幸福感。2学情分析授课学生是本校高三平行班学生。整体英语水平一般。很多学生词汇量不足,句子看不懂,理解率低。很多学生对推理判断题存在许多困惑,虽然教师上课时介绍过一些阅读技巧,但学生在阅读中不会使用,依赖老师的指导。有时候学生自己的想法与
3、答案出入太大,主观性太强。3重点难点1、要吃透文章的字面意思;2、获取关键词、关键句的能力。3、要对文字的表面信息进行符合逻辑地推理。4、要以文章提供的事实和线索为依据进行合理推理。5、要了解语篇的结构,悟出作者的弦外之音。4教学过程4.1第一学时4.1.1教学活动活动1【导入】Step1:Presentation.Discuss about the types and skills of the reading comprehension设计意图:通过这种总结,让学生明确高考阅读中要求掌握的题型和技巧,为后面的阅读技巧讲解奠定基础。活动2【导入】Step2:Leadin.Askthestud
4、entstofindthewaystoaskthequestionsaboutthetopic.Thenshowthemthefollowingsentences:活动3【讲授】推理题经常使用的提问方式:1.We can infer from the passage that _.2.What can be inferred from the passage?3.Which of the following can be inferred from the passage?4.It can be inferred from Paragraph 3 that _.5.The author sug
5、gest in this passage that _.6.The writer implies that _.7.It can be inferred that _.8.It can be concluded from the passage that _.9.On the whole, we can conclude that _.10.From the text we can conclude that _.11.After reading the passage we may conclude that _.12.What conclusion can be drawn from th
6、e passage?13.The author is inclined to think that _.14.When the writer talks about., what he really means is that_.15.Whats the writers attitude towards.?16.Whats the authors feeling towards.?17.In the writers opinion.设计意图:归纳这些问题,使学生在限时阅读时能够更快地做到技巧服务于阅读。活动4【活动】Step3:Discussion.At the beginning of th
7、e paragraph or the article.技巧与口诀:推理判断讲哲理,作者意图及心里,夸大缩小先排除,片面绝对不可取。推理判定题要在阅读理解整体语篇的基础上,把握文章的真正内涵。At the end of the paragraph or the article.(1)要吃透文章的字面意思,从字里行间捕捉有用的提示和线索,这是推理的前提和基础;(2)要对文字的表面信息进行挖掘加工,由表入里,由浅入深,从具体到抽象,从非凡到一般,通过分析、综合、判定等,进行深层处理,符合逻辑地推理。不能就是论事,断章取义,以偏概全。(3)要忠实于原文,以文章提供的事实和线索为依据。立足已知,推断未知
8、。立足现在,猜测未来。不能主观臆想,凭空想象,随意揣测,更不能以自己的观点代替作者的观点;(4)要把握句、段之间的逻辑关系,了解语篇的结构。要体会文章的基调,揣摸作者的态度,摸准逻辑发展的方向,悟出作者的弦外之音。In the middle of the paragraph or the article.讲解题型分类及解题技巧活动5【练习】Step4:Presentation.1.细节推断题要求考生根据语篇关系,推断具体细节,如时间、地点、人物关系、人物身份、事件等。一般可根据短文提供的信息,或者借助生活常识进行推理判定。2.因果推断题要求考生根据已知结果推测导致结果的可能原因。考生要准确把握
9、文章的内涵,理解文章的真正含义。When the young waitress near my house started saying hello to me every day, I was very happy. She was at least fifteen years younger than I. One day she signedme to come near. When I walked over, she asked,“Are you single?” “Why, yes.”I answered, smiling at her happily.“So is my moth
10、er.”she said, “Would you like to meet her?”(1). The writer talked about the waitress age because he thought_.A. she was young B. it a pleasure to make friends with herC. she was beautiful D. it strange for her to fall in love withhim(2). The waitress said hello to the writer every day because_.A. sh
11、e lived near his house B. he often went to visit her motherC. she wanted to be friendly with him D. she loved him very much解析: 这是两道推测原因的题目。女服务员天天向作者示好,作者产生误解,以为女孩对他有意。考虑到他们年龄相差悬殊,作者认为女孩爱上他有点希奇。故第(1)题答案是D。女孩问作者是否单身,并提到她母亲也是单身,并邀请他与她母亲见面,可见,女孩天天向他问好,目的是想取得他的好感,进而搓和他和她母亲。第(2)题答案是C。3.人物性格、态度及观点判定题高考阅读测试
12、中有些是考查考生对作者的主导思想、被描写人物语气、言谈话语中流露的情绪、性格倾向和作者或文中人物态度、观点等方面的理解题。做这一类题时一定要留意:4.猜测想象推理题有些内容文章中没有明确说明,要求考生根据语篇,对事件可能的结局或下段可能涉及的内容等进行猜测推理。做这类题时应把握作者的写作思路(如文章可能按事件发展的经过描写,也可能按因果关系、对比关系来叙述),从而作出比较科学的、合情合理的猜测。5.写作意图推测题此题型要求考生根据文章的论述,推测作者的写作意图及运用某种写作手法的目的。作者一般不直接陈述自己的意图,而是通过文章所提供的事实和形象,客观地使读者信服某种想法或意见。这种题型要求同学
13、们不但能理解文章的内容,同时还要具备对作者阐述问题的写作方法进行归纳总结和分析的能力。设计意图: 通过几个练习及讲解,使学生了解并掌握如何进行推理判断。这是本节课的重点,在平时的学习中,学生总是依赖于文章的全篇的翻译。技巧可以说一个空白。将分析推理判断放在第一课时,让学生对文章和段落有总体的理解,提高学生的阅读,又能帮助学生组织英语写作。先给学生一篇范文,刺激学生的理解,然后帮助学生总结和归纳不同种类的判断句,由感知-归纳-识记-应用。使学生能够抓住关键句,对文章脉络能够整体把握,掌握归纳推理判断题的技巧.活动6【测试】Step5PracticeGive students more exerc
14、ises to consolidate the reading skillsPractice1IImagine that the genome(基因组) is a book. The book consists of 23 chapters with thousands of stories made up of paragraphs, words and letters on different levels. There are one billion words in the book, which makes it longer than 5,000 volumes the size
15、of this book, or as long as 800 Bibles. If I read the genome out to you at the rate of one word per second for eight hours a day, it would take me a century. If I wrote out the human genome, one letter per millimeter, my text would be as long as the River Danube.Question:The real purpose of the authors comparison of the genome to a book is_.A. to focus on the differences between the twoB. to lay emphasis