2019-2020年高中英語 Learning efficiently-單元教案 新人教版選修10.doc

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Unit 4 Learning efficiently （一）教材分析： 本單元的中心話題是“語言學習策略，如何改進聽、說、讀、寫的技能”，內容涉及“如何成為一名成功的閱讀者”、 “你怎樣才能學得更好”、 “適用各類人群的學習技巧”、 “討論閱讀訓練的最佳方法”、 “介紹一種新的學習技巧”、 “提出建議，改進學習方法” 等。語言技能和語言知識都是圍繞這一中心設計的。 熱身（Warming-up）部分由兩個練習組成：練習1是一張圖表， 顯示某學生課外學習英語時間分配情況，即用于聽、說、讀、寫、語法、詞匯的時間比例。 要求學生參照圖表分組討論三個問題：圖表對該學生的學習習慣做了哪些介紹；對該學生課外英語學習的時間安排提出看法；如果對本班同學的調查是否會取得同樣結果。教師應當結合這個表格引導學生反思自己學習英語學習觀念是否有積極意義。練習2是兩人小組活動，要求學生相互采訪同伴的英語學習習慣，并將結果繪成圖表。 讀前部分有兩個練習，，主要討論閱讀技巧。練習1是讓學生先考慮一下自己閱讀漢語的習慣、技巧，并列出六個方面的與此相關的問題幫助學生思考。練習2是讓學生閱讀“理解”部分的第一個練習 “閱讀”部分的標題和圖片，要求兩人一組討論課文對“閱讀”這一話題會說些什么。目的是預測閱讀內容，抓住閱讀要點。 閱讀部分上一篇說明文，話題是“如何成為一名成功的閱讀者”。 內容涉及以下方面：1）多讀、多練習、熟能生巧。 2）享受閱讀練習中的樂趣。 3）學會良好的閱讀方法，即預測閱讀內容、主動閱讀、依閱讀目的確定閱讀方式、學會依據上下文猜測詞義。 4）結論是用適當的方法通過大量的練習，我們就能提高閱讀能力。 “語言學習”部分由詞匯和語法兩部分組成。詞匯部分練習有三項練習。練習1要求學生能理解本課重要詞語的意義，并運用到新的語境中去。練習2設置了九個句子，要求學生能夠根據上下文的內容確定句中黑體詞的意思。 這個練習用來訓練學生判斷和猜測詞義的能力，進一步讓學生消化課文中第三段 d小節(jié)的有關內容。練習3用做游戲的方法，讓學生用英語解釋本課中的一些生詞。練習3設置三個情景，讓學生分組用虛擬語氣展開討論。語法部分的三項練習曾層層深入，幫助學生掌握虛擬語氣的結構形式和意義入手，再引導他們在新的語境中進行運用。 語言的運用部分包括三項內容， 對學生進行聽、說、讀、寫的綜合訓練。第一項是“閱讀與討論”， 閱讀內容是一份學習風格的測評。測評包括32條陳敘，分別歸入三種學習風格類型：聽覺型、視覺型、觸覺型， 讓學生能夠閱讀對照，看自己是屬于哪種風格的學習者。閱讀后設置兩個練習，練習1是不是小組討論三個問題：關于學習風格的評測結果，討論對評測結果的看法。第二個問題討論學習英語生詞的最好活動，這些活動和學習風格是否有關。第三個問題要求學生分別對三種類型的學習者學習生詞活動列表說明。練習2設計了一個活動，讓同類學習風格的學生組成一組，討論學好詞匯的有效方法，制成海報，與其它組進行比較。 第二項是“聽與討論”。聽力內容是三個學深討論不同的學習風格者會如何進行閱讀。另外， 在聽力材料中還提供了若干垂詢別人意見與提出建議的句子。聽完錄音，再讓學生就這一話題展開討論。 第三項是“閱讀和寫作”。Donghua 在電子郵件里提出了有關詞匯學習與閱讀中遇到的困難，要求學生利用電子郵件回信，提出自己的看法與建議，給與幫助。同時，在電子郵件后，還列出了建議信的寫作方法和步驟，讓學生學習參考。 本單元涉及要點： 1）學習了解語言學習策略，包括如何改進聽、說、讀、寫的技能，怎樣才能學得更好的內容。 2）復習并掌握表示“勸告與建議”的用語。 3）學習并掌握本單元詞匯。 4）復習并掌握好虛擬語氣的用法。 （三）教學安排 對課本內容進行優(yōu)化組合，可將本單元分成5個課時 Period 1 Reading Period 2 Language points Period 3 Grammar Period 4 Listening Period 5 Integrating Skills Period 1 Reading Ⅰ. Teaching aims: 1. Enable the students to realize that different language learning strategies are taken by individuals. 2. Introduce to the students several aspects of being a successful and efficient reader Ⅱ. Teaching important points: Get the students to know how to be a successful and efficient reader and work out a program to improve their reading Ⅲ. Teaching difficult points: Enable the students to use the information mentioned in the reading part to evaluate their reading and work out an improvement strategic program. Ⅳ. Teaching methods: Cooperative learning, task-based learning Ⅴ. Teaching aids: A puter, a blackboard, a tape-record Ⅵ. Teaching procedures: StepⅠ Lead-in 1. Greetings 2. Show them a calculation question “ 1+2+3+…+100=?” The students surely will respond immediately with an answer 5050. Ask them who first worked out the problem in the world with a much easier solution. (A ten-year-old boy (高斯（C.F. Gauss ) worked out the problem assigned by the teacher in a few seconds.） 3．Get a conclusion: From this example, we know the significance of method. Right methods can always help improve the efficiency of solving problems. As to our study, we can also apply certain methods or strategies to make ourselves an efficient learner. Step Ⅱ Warming-up 1. Assign Exercise 1. Discuss Ss’ answers. 1. Set Exercise 2. 2. Ask Ss to help you make a list on the board of reason for learning English, for example: l to pass an exam l to get into university for further study in English l to read books in English l for travel purposes l to get a better job 3. Having written the list, go through the most popular reasons for learning English and ask what skills they will need in order to succeed. 4. Assign Exercise 2. 5. When Ss have pleted their graphs, asks them to discuss with a partner whether they consider they are giving the right amount of time to each language area according to their reasons for studying English. Step Ⅲ Reading 1. Ask Ss to discuss the six groups of question in Exercise 1. Spend some time checking their answers and reinforcing the ideas outlined above. 2. Set Exercise 2. Step Ⅳ Reading 1. Ask the Ss to read the text on their own, keeping in mind that their reason for reading the text is to plete the first exercise in prehending. In order to discourage Ss from reading in more detail than they need at the end of the exercise, give them a set time for read the passage and plete Exercise 1. Advise them not to look up unknown words in their dictionary, but to underline any they cannot work out the meaning for. 2. Ask Ss to finish Exercise 2. They may read the text again if necessary, but only once, before answering the question in Exercie2. 3. Ask Ss to read the text once more in pairs or groups according to their ability. And do Exercise 3 & 4. Step Ⅴ Homework 1. Ask Ss to go over the text again and underline points they find difficult in the text. 2. Ask Ss to evaluate their reading style and work out a program to improve their reading or giving others suggestions how to improve reading efficiency. Period 2 Language Points Ⅰ. Teaching aims: 1. Target Language centigrade, petent, allocate, booklet, recipe, in detail, slow down, frequent, consult, caption, shabby, rainbow, brewery, acute, bent, cab, currency, cuisine 2. Ability goals Enable Ss to use the new words in the text or passages Enable Ss to give correspondent definition of each new word Enable Ss to learn useful strategy to expand their vocabulary Ⅱ. Teaching important points: Enable Ss to use the new words in context Enable Ss to give correspondent definition of each new word Enable Ss to learn useful strategy to expand their vocabulary Ⅲ. Teaching difficult points: Enable Ss to give correspondent definition of each new word Enable Ss to learn useful strategy to expand their vocabulary Ⅳ. Teaching methods: Cooperative learning, task-based learning Ⅴ. Teaching aids: A puter, a blackboard, a tape-recorded Ⅵ. Teaching procedures: StepⅠ Greetings StepⅡ Lead-in T: Yesterday we read the text on “How to bee an efficient Reader”. Do you go through the text again after class? So I’d like ask one Ss to tell us what advices are given in the text. StepⅢ Language points in Reading 1. Ask Ss to figure out whether they have difficult points in the reading passage. 2. Answer to them respectively. 3. Here are 2 mon difficulty points for reference. Language Points 1. There are certain techniques you can learn and then it is up to you to practice, practice and practice. 有某些技能技巧可供你學習,然后就全靠你自己練習、練習，再練習了。 it is up to somebody 意思是 it is somebody’s responsibility or duty, 可理解成“取決于某人；在于……；該由……負責”．如： －Shall we go out? 我們可以出去嗎？ －It’s up to you.　由你決定。 I can’t take the decision. It’s not up to me. 我不能做決定，這不取決我?！? ＜拓展＞　up to 還有表示“深度、高度、地位等”直到……；（數目上）直到，至多……；　“接近于；達到”“勝任、適宜”等意思。 Mary is small and just es up to Bills’ chest. Everyone has his part to play, from the office boy up to the president. They worked here up to the last minute. Up to ten people can sleep in this tent. If your goods are up to the sample, they will certainly sell well in the market. The interpreter’s English was not up to the task. What have you been up to lately? 2. For example, suppose in biology you were studying how plants reproduce, then you could fin d an English text about this on the Internet. 例如：假設在生物學中，你正在研究植物如何繁衍，那你會在因特網上找到有關這方面的文章． suppose 可以看成連接詞，意思是 imagine what will/would happen if. 它所引導的從句表示“主觀設想的情況”．因此，有些動詞用虛擬語氣 例如： Suppose you fall and hurt yourself when you’re out alone in the mountains? 另外，suppose, supposing 用做連接詞時，還可以用來表示建議，表示“……怎么樣？” Suppose we put it off till next week? Supposing you have another try? 3. You may find you have more than one strong learning style, which is a bonus because being able to learn in more than one style increases your chances of finding activities that suit you. 你或許會發(fā)現(xiàn)自己有不止一種傾向的學習風格，這是一種意外的收獲，因為能夠以多種風格學習會增大找到合適的學習活動的機會．bonus在本句中意思是 anything pleasant in addition to what is expected, 可以理解為“意外令人高興的事” StepⅣ Discovering useful words and expressions 1. Exercise1. First go through the words and their meaning with Ss and ask them to finish the blank-filling within 6 min. Then check the answers. 2. Exercise 2. Ask Ss to working out the meaning of words using the context. 3. Ex2 on page 25. Ask the Ss to read the text and try to guess the meaning of each bolded words in the context and try to explain them in English. Then ask them to look up the words in English-English dictionary, and check whether their former definitions are right or wrong. 3. Ex 3 Play a game in pairs, one student gives a definition and another student guesses the correspondent word. StepⅣ Consolidating Exercise Go over the Exercises in the workbook if time permits. Step V. Homework plete all the Exercises on page 76 &77. 2019-2020年高中英語 Learning efficiently-單元教案 新人教版選修10 Ask Ss in what kind of circumstance do we use the Subjunctive Mood. 2019-2020年高中英語 Learning efficiently-單元教案 新人教版選修10 Period 3 Grammar: Revising of the Subjunctive Mood Ⅰ. Teaching aims: 1. Enable the Ss to grasp the structure and meaning of the Subjunctive Mood 2. Enable the Ss to apply the Subjunctive Mood to the context Ⅱ. Teaching important points: Enable the Ss to grasp the structure and meaning of the Subjunctive Mood and apply this grammar to detail context Ⅲ. Teaching difficult points: The meaning of the Subjunctive Mood and its appliances Ⅳ. Teaching methods: Inductive and deductive methods, task-based learning and cooperative learning Ⅴ. Teaching aids: A puter, a blackboard Ⅵ. Teaching procedures: Step I Lead in 1. List three sentences on the screen. 1) If I were Andy Lou, I would be in Hong Kong now. 2) I wish I were a millionaire. Step Ⅳ Further Explaining 虛擬語氣應該注意的幾點: 1.虛擬語氣在條件句中 1)表示不太可能出現(xiàn)的情況”, 條件從句一般用過去時,主句用would do, should do 或 might /could do; 2)表示“本可能發(fā)生卻未發(fā)生的事情”，　條件從句用過去完成時，主句用would have done, should have done, might / could have done The old men would find it difficult to get a job if they left the farm. I should be surprised if it was less than five pounds. If I frightened those birds, they might fly off and I would never see them again. If I were you, I would accept the offer. If I were asked to define my mood, I’d say “bored”. If he had taken his doctor’s advice, he might not have died so soon. If he had realized that, he would have run away while there was still time. If she had not married, she could have bee special in the filed. 2.虛擬語氣在條件句也可用來表示“將來不太可能出現(xiàn)的情況”，　條件從句用 should do, were to 或一般過去時，主句用 would do, should do, could/might do. If it should rain tomorrow, the sports meet would have to be put off. I could see the surface of the moon with my own eyes if I were to go to the moon some day. What would you do if he failed to e tomorrow? 注意：含有 should 的條件句，主句可以用一般現(xiàn)在時或一般將來時．例如： If there should be another flood, what shall we do? Ask her to leave a message if she should e. 3. 在正式英語文體中，if 從句中的第一個動詞如果是should, were 或 had, 可將此動詞置于句首，替代 if．例如： Were it all true, it would still not excuse their actions. Had the captain been more careful, his ship would not have sunk? Should any visitors e, I would say you are not here. 4. if only 和 suppose (supposing), 也可以引導虛擬從句． If only I had more time, I could go there to help them. Supposing it were fine tomorrow, would you go climbing the mountain with us? 5. If it were not / had not been for… 也是常見的虛擬句型，意思是“要不是…”　例如： If it had not been for your help, we would not have achieved so much in our work. If it were not for the wise decision, we could not be living a happy life. 6. 虛擬語氣用于I wish…　的賓語從句中：表示現(xiàn)在時間，動詞用一般過去時和過去進行時 (be動詞用were /was)．表示過去時間，動詞用過去完成時和過去完成進行時．表示將來時間，動詞用 would/ could 等+動詞原形 I wish I knew how to operate this puter. I wish he weren’t so lazy. I do wish everything would be as quiet as before. I wish we hadn’t been working overtime yesterday. 注意：這里I wish… 所表達的意思與 if only…差不多．以上的句子都可以用if only 來代替 I wish 例如： If only I knew how to operate this puter. If only we hadn’t been working overtime yesterday. 7. It’s (about/high) time +從句，表示“該做而未做的事”，是一種婉轉的建議，從句中的動詞用一般過去時　例如： It is high time we began to work. We’ve enjoyed the evening, but it’s time we went home. It’s about time the boy learned to behave himself. 8. 表示“要求、建議、命令” 等動詞demand, require, suggest, insist, advise, order 等后接賓語從句時，從句謂語動詞一般用虛擬語氣，即should + 動詞原形（do/be done), should 也可以省略．例如： He insisted that John (should) do the job. We suggest that the meeting (should) not be postponed. The union demanded that the wages (should) be raised by 20%. 常用的這類動詞是：ask (要求）, advise（建議）, mand（命令）, decide（決定）, demand（要求）, insist（堅持）, move（提議）, order（命令）, propose（提出）, require（要求）, request（請求）, suggest（建議）, urge（主張） 如果這些動詞不是表示“要求、建議、命令”等意思時，這時賓語從句一般不用虛擬語氣。例如： He insisted that I was wrong. 　(這兒 insist 意思是“堅持認為”） The expression on her face suggests that she knows the secret.?。ㄟ@兒 suggest 意思是“表明” Step Ⅴ Consolidating and Applying the rule Exercise to be shown on the PPT and one student at a time to do the exercise orally. Step Ⅵ Summary and Assignment 1. Make a summary of today’s task. 2. Assign Ss to finish relative Exercises listed in workbook. Period 4 Integrating Skills Ⅰ. Teaching aims: 1. Introduce to the Ss that different people have different learning styles. 2. Check their learning styles and work out how to improve their learning. 3. Integrate knowledge acquired in this Unit, practicing reply to an E-mail and giving suggestions. Ⅱ. Teaching important points & Teaching difficult points:: 1. Let Ss aware that different people have different learning styles 2. Reply to an E-mail giving suggestions on how to improve reading and words-memorizing. Ⅲ. Teaching methods: Task-based learning and cooperative learning Ⅴ. Teaching aids: A puter, a blackboard, a recorder Ⅵ. Teaching procedures: StepⅠPre-reading 1. Ask them some questions that highlight the different ways in which different students learn. e .g. When you have a list of new words to learn for English how do you do about learning them? What do you think is the best way to learn grammar rules? Do you think your English would improve most if for three months you: a) lived with native English speakers who didn’t speak any Chinese; b) went to an intensive English school in China; c) stayed at home and studied from textbooks; d) stayed at home and watch English movies, listened to English radio and learned English pop songs StepⅡ Reading 1. Explain that they are going to plete a questionnaire which will give them some indications of what their particular learning style is. Explain that they are to read each statement and to tick the ones that apply to the. Tell them not to spend too long on each statement, but to tick the ones that they immediately recognize them. 2. Ask Ss to record their results on the table provided and to read the description of Step Ⅲ Discussion 1. Ask the Ss to discuss questions in Exercise 1 or to hold a discussion with the whole class. Step Ⅳ Writing 1. Read the email with the class. Ask Ss what the purpose of the email is and what Donghua want the recipient of the letter to do. 2. Ask Ss to use what they’ve learned to list as many strategies of learning new vocabulary as possible. 3. Ask Ss to define exactly what Donghua’s reading problem is. 4. Ask Ss to suggest ways Donghua could improve her reading. 5. Review the language used to give advice that is listed on page 80. 6. Ask Ss to reply to the e-mail. Sample writing Dear Donghua, Thanks for your kind words. I’m sorry you are not doing so well in English and I hope the following suggestions will help. Learning new words: Perhaps your problem is that you haven’t yet found the method of learning new words that suits you best. Have you thought about asking some of the students who are doing well at English in your class how they learn new words? you could then try some of their methods and see which works best for you. My way of learning new words is to first look at each word carefully and then write the words out with dashes between syllables, like this syl-la –bles. That helps me with the spelling. Then I write sentences with the words in them to help me remember the meaning. Finally, I look at the words again just before I go to bed and somehow my brain learns them while I’m sleeping. Of course everyone is different, so this might not work for you, but try it anyway and see if it makes any difference. As for having trouble with reading, I’d like to suggest that you don’t worry about understanding every bit of the text. Why don’t you first just read the passage through without stopping just to get a general idea. Then think about your purpose for reading that particular text, for example, to find some specific details, to summarize the main points, etc. Once you know WHY you are reading you can read the text again and focus just on those part that will help you achieve your purpose. Also , try to guess the meaning of unknown words rather than always going to the dictionary. I hope this advice helps. Let me know how you get on. Love, Mitchell Period 5 Listening & Speaking Ⅰ. Teaching aims: 1. Train the Ss’ listening and speaking skills Ⅱ. Teaching important points: Enable the Ss to master to listen to how to materials on learning (reading, giving a talk, etc) strategies. Enable the Ss to have a group discussion on the topic mentioned in the listening part using function phrases of giving advice or suggestions. Ⅲ. Teaching difficult points: How to listen effectively on the listening material and how to organize the discussion well. Ⅳ. Teaching methods: Listening, task-based learning and cooperative learning Ⅴ. Teaching aids: A puter, a blackboard, a recorder Ⅵ. Teaching procedures: StepⅠLead-in 1. Greetings. 2. T: In the last period, we’ve learned there are mainly three kinds of learners. So what are they? And today we are going to listen how different learners might tackle a reading task. StepⅡ Listening 1. Pre-listening (Ask Ss to turn to page 38 and have a discussion on how to help a tactile learner improve their reading.) 2. Listening task(Exercise 2--- answer the questions) 3. Listening task(Exercise 3 – filling the blanks) Keys to tasks 2 1. Try reading the text and listening to a recording of it at the same time. 2. Read the text aloud and move in some way as you read. 3. Photocopy the text and cut it into paragraphs. Then try to put the paragraphs in the right order. Keys to task 3 1. Auditory leaner. 2. She finds it easier to learn while she is reading. 3. No, she doesn’t. She feels that listening while reading is a useful study technique for her. She expects that as her reading improves she’ll no longer need to listen at the same time. 4. He is also having problems with the new words in the text. Step Ⅲ Discussion 1. What do you think of Annie and Yufang’s advice? Is it good advice or not? 2. Discuss what aspects of learning English you find most difficult. Give each person in your group some helpful advice based on the kind of learner he or she is. Use expressions: You should … Why don’t you… How about…? It’s worth a go. Do you know what else might be able to do? Do you think it would help me? I’ve thought of something you could do. You never know. I could see if it helps. 3. Read the proverb and discuss in your group how the y apply to learning English It’s never too late to learn. Better late than never. If at first you don To succeed, try, and try again. Well begun is half done. He who makes no mistakes makes nothing. There is no royal road to learning. Don’t bite off more than you can chew. Drops of water out wear the stone. StepⅣ Listening tasks on page 75 & 79. If time permits, go over all the listening tasks and tell Ss to aware how to grasp key information and taking notes in this listening part. Step V Assignment Ask Ss to listen to al