Warming up、Pre-reading、Reading、Comprehending多媒体教案及点评

人教版

高中英语

选修9 Unit2

第二节

阅读课教学

1. 教材分析

本单元的中心话题是“

sailing the oceans”,内容涉及海洋航行、人类早期的航海技术、中国历史上最著名的航海家郑和、辛巴达的第一次冒险航行等。本课教学内容为单元Reading: Sailing the oceans? 课文是一篇科普类的说明文，“阅读”(Reading)部分是一篇说明文，用百科全书的形式呈现出的内容是让学生了解在现代化的航海仪器发明之前人们是怎样航海的。阅读的内容分为两部分，首先介绍古代航海者怎样借助自然环境的帮助进行航海。然后介绍早期的航海者怎样利用航海仪器来确定经度和纬度。教材设计的目的是既训练学生阅读技巧又让学生了解说明文的写作特点。

二．学生分析

高三学生已经适应了高中英语教学，也有了较多语言知识积累，认知能力也有了进一步的发展，基本形成了用英语获取信息、处理信息、分析问题和解决问题的能力，但需进一步培养学生文体分析的能力。此外，学生解读长难句的能力有待加强。

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.教学目标

1.语言能力目标：

1）；能关注文章体裁，把握文章写作框与架脉络并分析文体的写作方式，学生能够读懂说明文文体的文章；；了解文章大意和掌握细节

.3学生能对长难句结构分析

2思维品质

通过课文的学习，学生能进一步开拓视野，提高对探险的兴趣。让学生了解我们的祖先怎样利用自然知识和一些简单的工具对海洋进行探索，对先辈们的极大智慧惊叹之时，学习培养这种不断探索，不断创新的精神，以探索者的姿态投入以后的学习中。

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2)

理解说明文语言的准确性抓住说明文的写作特点特性。

2）通过与话题相关的视频的引入，激发学生学习的兴趣，通过小组活动的开展，培养学生合作精神。

4.学习策略

通过不同阅读任务，巩固学生运用英语阅读策略的习惯，并进一步提高应用用英语进行思维的能力。

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学法指导

快速阅读及归纳的能力

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.教学策略

1教学方法

以教师为主导，学生为主体，任务为基础的教学原则，采用任务型教学法与整体阅读教学法

2.教学手段

多媒体教学辅助教学手段

3.教学过程

Step1.

lead-in.

Task : Present the title of the text ask the questions to arouse the students interest in reading : Question : If you were lost in the see, what would you do? Do you know how people in the past dealt with the situation ? How do you think sailors found their way before modern accurate methods to navigation were invented?

Task 2:

Ask the students to read the title and subtitle

and ask the students to guess the content of the text.

设计目的：让学生对即将阅读的内容有一定的预测，培养学生预测文本的能力与此同时激发学生的阅读兴趣并对读中活动的展开做好铺垫。。

Step 2 Read the text again and make an analysis of the organization of the text

活动设计的目的：让学生理解说明文这一体裁的结构特点，并指导学生总结说明文的阅读策略和写作特点。

A diagram of sailing the ocean

Using Nature to keep alongside coastline

Using navigational

instruments to help

Using________--

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Using ______

Finding

Task 2

read the text and do some reading comprehension exercies:

1. How many navigational instruments are mentioned in search of longitude and latitude? A. Four.

B. Five. C. Six.

D. Seven. 2. What does the word “random” in “Finding latitude” stand for?

A. Organized.

B. Intentional. C. Arbitrary. D. Planned.

3. Without secure method of measuring longitude before the 17th century, the British sailors really knew ____ . A. how to estimate longitude using speed and time B. how to measure speed involved throwing a knotted rope C. how to count the knots as a ship advanced through the water D. what to do deal with the compass to calculate longitude 4. We can infer from the passage that_____

A. earliest seamen explored the oceans since latitude and longitude made it possible to plot a ship’s position

B. earliest sailors only used celestial bodies, the weather, and tides and currents to navigate C. the first seamen began to use navigational instruments to find longitude instead of using nature D. in history of sailing the oceans, man mainly used mature to sail before navigational instruments were made The article explains how seamen explored the oceans and what kind of navigational instruments were used by sailors before the 17th century when they were navigating the open seas without seeing land.

Post reading ：

analysis of long and complicated sentence: ：

1. We may well wonder (how seamen explored

the oceans )before latitude and longitude made it possible to plot a ship’s position on a map.

结构分析：句中how引导一个宾语从句, before引导一个状语从句。在made it possible to plot...中,it为形式宾语, to plot...为真正的宾语。

设计目的：，培养学生长难句分析的能力。

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Task 1 让学生用2-4个句子概括文章大意

设计目的：在平时的阅读训练中渗透写概要的训练，从而提高学生从整体上把握文章，准确的概括文章的中心的能力，也进一步巩固了全文的理解。

Task 3 Ask the students have a discussion

by working

in groups of four. Topic :

Imagine you are on a boat with thirty other people. You have a small box for your personal things but it can only hold night items. What would you need for a week’s journey across the South

Sea to India?

Step 5:Homework(作业) 复述课文。

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