人教新课标 高二Unit16 reading

人教新课标 高二Unit16 reading（精选5篇）

人教新课标 高二Unit16 reading 篇1

Reference for Teaching

Ⅰ.异域风情

Weddings in the U.S.

Weddings in the United States vary as much as the people do.There are church weddings with a great deal of fanfare1;there are weddings on mountain-tops with guests barefooted2;and there have been weddings on the ocean floor with oxygen tanks for the guests.But many weddings,no matter where or how they are performed,include certain traditional customs.

Before a couple is married,they become engaged.And then invitations are sent to those who live nearby,their close friends and their relatives who live far away.When everything is ready,then comes the most exciting moment.

The wedding itself usually lasts between 20 and 40 minutes.The wedding party enters the church while the wedding march is played.The bride carrying a bouquet enters last with her father who will “give her away”.The groom enters the church from a side door.When the wedding party is gathered by the altar3,the bride and groom exchange vows.It is traditional to use the words “To have and to hold from this day forward,for better,for worse,for richer,for poorer,in sickness and in health,to love and to cherish,till death do us part”.Following the vows,the couple exchange rings.Wearing the wedding ring on the fourth finger of the left hand is an old custom.After the ceremony4 there is often a party,called a “reception” which gives the wedding guests a chance to congratulate the newlyweds.

The car in which the couple leaves the church is decorated5 with balloons,streamers and shaving cream.The words “Just Married” are painted on the trunk or back window.The bride and groom run to the car under a shower of rice thrown by the wedding guests.When the couple drives away from the church,friends often chase them in cars,honking6 and drawing attention to them.And then the couple go on their honeymoon.

1.fanfare n.铜管乐声

2.barefooted adj. 光着脚的

3.altar n.圣坛，祭坛

4.ceremony n.典礼，仪式

5.decorate v. 装饰

6.honk/h莐/ v. 鸣笛

Ⅱ.知识归纳

1.浅析非谓语动词的被动式结构

非谓语动词的逻辑主语是该非谓语动词动作的承受者时，一般要用非谓语动词的被动式。如何在句中使用这些被动式呢？现分述如下：

（1）动词不定式的被动式

①用作句子的真正主语。如：

It is an honour for me to be asked to speak here.

我很荣幸应邀在这里讲话。

It is necessary for us to be constantly reminded of our shortcomings.

经常有人提醒我们自身的缺点是有必要的。

②用作某些动词的宾语。如：

He asked to be sent to work in Tibet.

他请求派他到西藏去工作。

He hated to be flattered.

他讨厌别人对他阿谀奉承。

③用作表语。如：

What I want is to be left alone.

我只想一个人呆在这里。

The question is what is to be done next.

问题是下一步该干什么。

④用作宾语补足语。如：

He wanted the paper to be typed at once.

他要求立刻把文件打出来。

They didn’t expect the book to be so well received.

他们没有想到这本书受到读者如此的厚爱。

⑤用作主语补足语。如：

The book are not allowed to be taken out of the reading-room.

这些书不许带出阅览室。

The date is expected to be announced before long.

估计具体日期不久就会公布于众的。

⑥用作名词的后置定语。如：

Are you going to the banquet to be given at the embassy?

你打算去参加大使馆的宴会吗？

It will be the first such project to be designed by Chinese engineers.

这将是中国工程师设计的第一项这种类型的工程。

⑦用作状语。如：

The children are going to the hospital to be inoculated.

孩子们将去医院打预防针。

She was not old enough to be given such heavy work.

她年龄还小，不宜让她干这么重的活。

有时可用不定式的完成被动式，表示当时已经完成的被动动作。这样的被动式可在句中充当上面所述的各种语法成分。如：

It was a good thing for him to have been criticized.

他受到批评是件好事。（to have been criticized作真正的主语）

（2）动名词的被动式

①用作句子的主语。如：

His being neglected by the host added to his uneasiness.

主人对他的冷漠使他更加不舒服。

So being killed by sharks was a common occurrence.

因此被鲨鱼吃掉是经常发生的事。

②用作动词宾语或介词宾语。如：

He didn’t mind being left at home.

他并不介意把他留在家里。

She couldn’t bear being made fun of like that.

她不能容忍别人如此嘲笑她。

We congratulated him on his being admitted to the Party.

我们祝贺他入党了。

They insisted on their being treated as ordinary workers.

他们坚持要大家把他们当作普通工人看待。

如果要表示已经发生的被动动作，则应使用动名词的完成被动式。如：

I don’t remember having ever been given a chance to try this method.

我不记得谁曾给过我试验这种方法的机会。

(3)现在分词的被动式

①用作名词的后置定语，表示当时正在进行的被动动作。如：

The building being repaired is our library.

现在正在修维的那座楼房是我们的图书馆。

This is one of the experiments being carried out in our laboratory.

这是我们实验室里正在进行的实验之一。

②用作宾语补足语，表示当时正在进行的被动动作。如：

You’ll find the topic being discussed everywhere.

你会发现到处都在议论这个话题。

As we approached the village,we saw new houses being built.

走近村子时，我们看到那里正在盖新房。

③构成独立主格结构作状语。如：

The key having been lost,she couldn’t enter her room.

由于把钥匙丢了，所以她进不了屋。（The key having been lost作原因状语）

The decision having been made,the next problem was how to make a good plan.

决定作出后，下一个问题就是如何制定一个好计划。（The decision having been made作时间状语）

2.turn用作名词，表示“顺次”，常见的短语、句型有：

(1)by turns轮流、交替

e.g.They wash dishes by turns.

他们轮流洗碗碟。

She went hot and cold by turns.

她一阵发热，一阵发冷。

(2)in one’s turn(常用作插入语)轮到某人也（做某事），也

e.g.They,in their turn,made a proposal.

他们接着也提出了一个建议。

（3）in turn依次，轮流

e.g.speak in turn依次发言

Theory is based on practice and in turn serves practice.

理论的基础是实践，又转过来为实践服务。

(4)on the turn正在转变中；（牛奶）正在变酸

e.g.His luck is on the turn.

他时来运转了。

The milk is on the turn.

这牛奶快要变酸了。

(5)serve one’s/sb.’s turn合某人之用，有助于达到某人所要达到的目的

e.g.This hoe will serve my turn.

这把锄头我用着合适。

(6)take turns轮流，依次

e.g.The nurses and doctors take turns to be on night duty.

护士和医生轮流值夜班。

(7)It’s one’s turn to do sth.

轮到某人做某事

e.g.It’s your turn to keep guard.

轮到你放哨了。

Ⅲ.词语辨析

1.live on,depend on,make a living by doing sth.,live by

(1)live on表示“靠……为生/过活”时，介词on的宾语一般是维持生命的主要食物和主要经济来源，也能接人，但表示的是“靠某人的钱生活”之意。如：

I don’t know what he lives on.

我不知道他以何为生。

She still lives on her parents’ wages.=She still lives on her parents.

她仍靠她父母的工资生活。

(2)如果表达“靠某人过活”,可用depend on/upon。如：

Tom has to depend on his parents(for support).

汤姆只好靠他父母过活。

Children depend on their parents for food and clothing.

小孩的衣食均依赖于父母。

3.表示靠某种职业或工作为生时，常可用make a living by doing sth.或live by doing

sth.。如：

She makes a living by teaching.(=She lives by teaching.)她靠教书为生。

2.insist on,stick to,keep on,persist in

(1)insist on意思是“demand or maintain persistently”,“坚决要求，坚持认为”，是对要求、看法、意见或主张的“坚持”。“on”是介词，后面接名词或动名词作宾语。如：

She insisted on her opinion at the meeting.

她在会上坚持自己的意见。

She insisted on going with us.

她坚持要和我们一起去。

(2)“stick to”的意思是“persist in,not abandon”,是对“愿望、原则、决定、诺言、意见、理想或某种理论”的坚持不渝。“to”是介词，接名词或动名词作宾语，不能接不定

式。如：

We should stick to the study of Marxism-Leninism.

我们应当坚持研究马列主义。

We stick to the point that theory comes from practice.

我们应当坚持理论来源于实践的观点。

We stick to what is right and correct what is wrong.

我们坚持正确的，修正错误的。

(3)keep on意思是“continue to do”,“on”是副词，表示克服困难，顽强奋斗之意，后面通常用动名词作宾语。如：

They kept on until the work was finished,although they were rather tired.

虽然他们很疲劳，但还是坚持把工作做完。

Keep on practising and you will speak English well.

坚持多练，你就能说好英语。

(4)persist in后面常接名词或动名词，表示对某种活动坚持不懈或对某种信念固执不

改。如：

If you persist in breaking the law,you will go to prison.

如果你固执要犯法，你将会坐牢的。

He persisted in his own belief.

他固守自己的信念。

3.recover from,get well,be well again,be all right(again)

(1)recover from…意为“从……状态中复原”。如：

He has completely recovered from his illness.

他已完全康复。

The country has not recovered from the effects of the war.

这个国家还没有从战争的创伤中恢复过来。

(2)get well,be well again,be all right(again)都是口语中表示恢复健康的用语，译为“好了，痊愈了”。如：

I have got well.

我的病已好了。

He will soon be quite well again.

他不久就会康复的。

You will be all right again in a week or two.

一两周后你就会好了。

4.aim at,aim for

二者的后面均可接名词、代词或动名词，都表示“目的是、旨在”的意义，一般可以换用。不同的是，aim at含“瞄准、对准”的意义，后既可跟表示目的的名词，又可跟射击的目标。

be aimed at是aim at的被动语态。aim for强调最终目的。总之，at强调“目标”，for强调最终目的。如：

What she is aiming at is to win a scholarship.

她的目标是争取奖学金。

He aimed(his gun)at the lion and fired,but missed him.

他瞄准了狮子开了枪，但没打中。

The visit was aimed at expanding relations between the two countries.

这次访问的目的是发展两国关系。

We aim for the completion of the task by the end of the year.

我们旨在年底完成任务。

Ⅳ.能力训练

1.单句改错

(1)How have you done with the letter?

答案：应将done改为dealt或将How改为What。因为习惯上how常与deal with连用，what常与do with连用。

(2)These girls called out their names in turns.

答案：应将turns改为turn。因为in turn是一个固定介词短语，意思是“依次、逐个地”。

（3）These agreements have an affect on both the buyer and the seller.

答案：应将affect改为effect。因为affect是动词，effect是名词，在这里，have an effect on意思是“对……有影响，起作用”。

（4）My remarks were not aim at you.

答案：应将aim改为aimed。因为be aimed at是一个短语，它的意思是“针对，目的是”。

（5）I’d like the question not to raised again.

答案：应在to后加be。因为问题是被提出，它们之间是被动关系，所以要用被动语态。

（6）The flight was delayed as the result of fog.

答案：应将the改为a。因为as a result of是一个固定短语，它的意思是“由于……的

原因”。

（7）She seems to finish her work.

答案：应将finish改为have finished。因为不定式动作是发生在谓语动词所表示的动作之前的，所以应该用不定式的完成式，即to have done。

2.根据所给汉语完成下列各句

(1)这些动物已经绝种。

These animals have already______ ______.

答案：died out

(2)那天我们打死打伤了大量的敌人。

That day we killed and wounded the enemy______ ______ ______.

答案：in great/huge/big/large numbers

(3)他们设宴招待代表团。

They gave a banquet______ ______ ______the delegation.

答案：in honour of

(4)贸易摆脱了战争的影响而很快复苏了。

Trade soon______ ______the effects of the war.

答案：recovered from

（5）他们为自己的成功而骄傲。

They______ ______ ______their success/of being so successful.

答案：were proud of

（6）昨天晚上他怎么也睡不着。

He tried______ ______to sleep last night.

答案：in vain

（7）小心别切断你的手指头。

Mind you don’t______your fingers______.

答案：cut，off

Ⅴ.高考真题

1.(2004上海春)Victor apologized for______to inform me of the change in the plan.

A.his being not able B.him not to be able

C.his not being able D.him to be not able

简析：选C。根据apologize for sth.(或doing sth.)应排除B和D；又因v.-ing的用法中，否定词not应放在v.-ing之前，故选C。

2.(2004上海)The first use of atomic weapons was in 1945,and their power______increased enormously ever since.

A.is B.was C.has been D.had been

简析：选C。本题考查动词时态用法。因句中有时间状语ever since,故应用现在完成时。

3.(2004江苏)The man insisted______a taxi for me even though I told him I lived nearby.

A.find B.to find C.on finding D.in finding

简析：选C。本题考查动词短语的用法。insist on是一个动词短语，on为介词，所以

选C。

4.(2004浙江)The winter of 1990 was extremely bad.______most people say it was the worst winter of their lives.

A.At last B.In fact C.In a word D.As a result

简析：选B。at last“最后、终于”；in a word“简而言之”；as a result“结果是……”。根据题意选B，意为“实际上”。

5.(2004湖南)You were silly not______your car.

A.to lock B.to have locked

C.locking D.having hocked

简析：选B。根据句意：没有锁车，你真是太傻了。锁车动作发生在太傻之前，故用不定式的完成式。

6.(2004北京)______in the queue for half an hour,Tom suddenly realized that he had left his wallet at home.

A.To wait B.Have waited

C.Having waited D.To have waited

简析：选C。本题考查非谓语动词的用法。作时间状语应该用现在分词；又因“wait”发生在“realize”之前，应用完成式。

7.(2004北京春)

He was in hospital for six months.He felt as if he was______from the outside world.

A.cut out B.cut off C.cut up D.cut through

简析：选B。cut out“切掉，裁剪出”；cut off“断绝，使隔绝”；cut up“切碎”；cut through“抄近路，凿穿”。该句意为：他在医院呆了六个月，觉得好像与外界隔绝了似的。可见B为最佳答案。

人教新课标 高二Unit16 reading 篇2

一、教学分析

(一)教学内容分析

教学内容为人教版新课标选修八第三单元Inve ntors and Inventions中Reading部分的以读促写。《普通高中英语课程标准(实验)》指出,“听、说、读、写这四种语言技能在语言学习和交际中相辅相成、相互促进”(教育部2003)。本课以阅读材料为前半堂课的教学内容,后半堂课的写作部分是分析并运用课文中的精彩句型进行仿写,这是一种创新教学模式。

阅读材料是一篇记叙文。文章讲的是一个女孩如何通过多次尝试,最后把在她母亲家院子里安家的一窝蛇成功地捉住并放归大自然,以及她的捕蛇技术申请了发明专利的故事。文章也提到了申请专利的标准。

对于外语学习者而言,阅读是理解技能,写作是表达技能;阅读是一种语言输入形式,写作是一种语言输出形式(郭强2016)。本堂课的写作部分以文章中出现的两个部分倒装句为原型,再补充更多的倒装例句,旨在让学生领会并在日后的写作中熟练运用该句型。

(二)学生分析

授课对象是桂林市第一中学高二(3)班的学生,共40人。

学生学习程度分析:

听说能力方面:大部分学生能够接受全英文授课,并能积极参与部分课堂活动。为了学生能更好地领会教师的教学意图并参与课堂小组活动,授课教师为每位学生制作了名牌并标注了组号,但由于学生没有英文名字,所以名牌上只写了中文名字与组号。

读写能力方面:在授课的前一天晚上,授课教师与该班英语科代表进行了简要沟通,得知已经有其他教师在这个班试讲了这部分内容,学生对课文比较熟悉。在课堂上,大部分学生能配合教师并回答问题。

合作意识方面:教师在课堂上设置了很多小组活动,或许由于学生在平时的课堂上没有太多小组活动,也可能是时间不够充分,小组的表现结果并不是很理想。

(三)教学目标

基于对教学内容和学生的分析,备课团队和授课教师一致认为本堂课的重点和难点不能太杂、太多。本课预设了教学目标:通过本课的学习,学生能够理解并熟练使用“Only+状语”变成倒装句式的结构。

1. 教学重点和难点

理解并熟练使用“Only+状语”变成倒装句式的结构。

2. 教学设计思路

(1)备课思维过程

得知教学任务是在一堂课中由两位教师共同完成以读促写的内容时,笔者及笔者所在教学团队马上对教材进行了透彻分析,并对写作部分提出了以下5种方案:

1把课型定为Summary Writing。先讲解summary写作的一般性要求,然后给出课文第一部分summary的范例,再留6分钟时间让学生写第二部分summary,最后挑选优秀作品进行展示。

2把课题定为How to write the first paragraph。以课文为范例,讲解怎样写好文章的开头部分,留8分钟时间让学生写作,剩余时间依旧为优秀作品展示。

3把课题定为科技类话题作文语素翻译写作。讲解科技类话题作文中常用的单词、句型,并加以对比分析。

4把课定位为精彩句型仿写。挑选文章中出现的两个部分倒装句,由于不是新知识,简单讲解后进行翻译,并让学生仿写。

5学生根据课文内容进行续写。

经过对这5种方案的进一步讨论与预想,以及听取桂林市教育科学研究所李陆桂老师的意见后,笔者及所在教学团队决定采用第4种方案,即精彩句型仿写。笔者在自己所在学校试教后,又充分考虑桂林市第一中学学生的能力,将教学内容仅定位为“理解并熟练使用Only+状语变成倒装句式的结构”。

(2)教学主线

在预设了教学目标、理清了教学任务后,不难看出本课的重点全部放在如何教会学生理解并熟练使用“Only+状语”变成倒装句式的结构。基于此,将写作部分的中心任务定为“在课堂教学活动中发展不同层次学生的英语水平,并使各个层次的学生均有所提高”。

二、教学过程

Step 1:Warming Up&Leading in

Webb(1987)在谈及读写关系时认为,阅读从某种意义上说是写作的“彩排”,阅读材料提供了“彩排”的道具。

本堂课的第一步是由执教Reading部分的教师引出“Only+状语”的倒装句型(见图1)。通过问题“Do you think the sentence in our textbook is a little bit strange for you to understand?Do you want to know more about it?Then let’s welcome Mr.Fan to tell you more about it.”引出后半堂课的执教内容和执教教师,再由Writing部分的执教教师对两个句子稍加分析:Which of the two sentences do you think is better?

【设计意图】先用问题引出后半堂课的中心内容,同时引出后半堂课的执教者。这能激发学生的学习兴趣,让其明确后半堂课学习的中心任务。

Step 2:Practicing

提供给学生更多的例句(例句中体现出情态动词、助动词、be动词),让他们自行改成Only提前的倒装句(见图2)。学生可以齐答,也可以小组代表回答。三句都转换完成后,教师要求学生read out the beautifully written sentences。

【设计意图】此环节通过三个句子的改写,旨在提供给学生更多体验该句型的机会;学生通过大声阅读形成一定的语感,为后面的环节做好铺垫。

Step 3:Group Work

采用小组回答的形式,进行深层次操练。教师给出六幅不同颜色的蛇的动画图片,要求每个小组根据分值(1分题目、2分题目、3分题目)选择图片并回答相应的问题。

【设计意图】以小组竞赛形式促使学生掌握本课的重点。通过设置1分题目1道,2分题目2道,3分题目3道,促使学生挑战自我。每个问题都附一张生动有趣的图片,以激发学生的学习兴趣,培养学生分析问题、解决问题的能力。

Step 4:Practice according to the students’own abilities

李小平(2016)认为语言教学要从学生的认知规律出发。在写作教学中,有些教师不了解学生的英语基础,所布置的作文内容超出了学生的认知能力,无法达到预期效果;有些教师在学生还未形成感性认识时就直接进入理性总结,在学生还不会模仿写作时就直接要求学生对作文进行润色,在学生还不会写简单句子时就引导学生在写作中运用高级语法、高级词汇和高级句子等。许多教师不能很好地引导学生循序渐进、由浅入深、由短到长、由易到难、由简到繁地进行写作学习,没有指导学生关注高中每个学段写作的侧重点,也没有针对学生的实际情况或结合学生的生活背景指导学生进行写作。

鉴于此,执教者在设计本环节时可以采取以下策略:给出三种不同层次的问题,鼓励学生完成三种不同层次的问题。学生如果有困难,可以从中选取一个或两个层次的问题来回答。训练过程6~8分钟。在训练过程中,执教者需走近学生,观察学生的做题情况———是否有优秀的典型案例可以拿出来展示,是否有“学困生”,并帮助其再次理解以达到全员练习的预期效果。戴炜栋(2001)认为写作可以用以衡量二语习得者语言信息输出的效果。完成后,要求学生组内讨论,商讨出正确答案后,小组选出一个代表并进行投影展示。

【设计意图】通过这项训练,不同能力的学生均有所提高。执教者还可以根据学生的水平进行有针对性的指导。

Step 5:Brief Summary

讲解完三个层次的练习后,笔者带领学生再次大声朗读在课堂上提及的6个例句。之后,学生分组对本堂课所学知识进行小结。如果学生不能用英语清楚地表达小结内容,可以使用汉语进行回答。

【设计意图】学生通过再次朗读句子,理清思路、加深对所学知识的印象,并为接下来的回答问题做好准备。

Step 6:Assignment

Write five sentences using the structure we have learned.(见图4)

【设计意图】通过课后的自主写句子练习,帮助学生巩固本堂所学知识,提高写作水平。

三、教学反思

经过认真反思,并结合评课专家的意见,笔者认为本堂课有以下特点及不足:

(一)教学活动目标指向性、针对性明确

Cohen(2000)认为策略训练有助于语言产出能力的提高,受过策略训练的学习者在写作时的词汇运用能力较强。因此,在进行写作训练时,教师不但要使学生形成良好的语感思维能力,更要加强对学生写作策略的指导和培养,激发学生主动、积极参与写作,使其掌握有效的写作策略和方法,并提高写作能力和水平。本堂课中写作部分的各个环节都是为一个目标而设计的———学会使用“Only+状语”变成倒装句式的结构。

(二)分层教学在教学过程中得到充分体现

考虑到桂林市第一中学学生的能力水平差距比较大的因素,在设计本堂课的练习时,笔者采取了分层练习的策略,使不同层次的学生在学完本课后均有所收获。

(三)体现了以读促写教学模式设计的原则

Eskey(1993)认为读不仅是一种认知过程,而且是一种对于二语习得者提高写作水平起到重要作用的社会活动。在以读促写的教学模式中,读是基础,写是升华,后者在产出过程中的条理化、层次化和逻辑化均依赖于前者所摄入文本素材的丰富性、深层性和思维性(郭强2016)。

本堂课的写作部分以课文中出现的精彩句型赏析为输入,通过创设情境,引导学生输出。在Exercise Sheet中的第三层次问题还创设了自由发挥的空间,促使学生输出精彩句子。

本堂课的不足之处:笔者没有在课前反复检查课件、导致出现错误。在正式执教前,笔者在广西师范大学附属外国语学校对本堂课进行了最后一次试教,并听取了备课组的修改意见,但在修改课件后没有反复确认、审核,造成了课件中出现两处语法错误。总之,不论是公开课教学还是日常教学,执教者都应该反复审核课件,确保无误。

参考文献

戴炜栋.2001.构建具有中国特色的英语教学“一条龙”体系[J].外语教学与研究,(5):322-327.

郭强.2016.高中英语以读促写教学模式的实践探究与思考[J].中小学外语教学(中学篇),(3):35-39.

李小平.2016.高中英语写作课教学的问题与改进策略[J].中小学外语教学(中学篇),(3):54-57.

Cohen,A.D.2000.Strategies in Learning and Using Second Language[M].Beijing:Foreign Language Teaching and Research Press.

Eskey,D.E.1993.Reading and writing as both cognitive process and social behavior[A].In J.Carson&I.Leki,Reading in the Composition Classroom:Second Language Perspectives[C].Boston:Heinle&Heinle Press,220-241.

人教新课标 高二Unit16 reading 篇3

Unit 2: English Around the World Ⅰ单元教学目标

技能目标Goals

Talk about English and its development, different kinds of English.Talk about difficulties in language communication.Learn to make dialogue using request and commands.Learn to transfer from direct speech and indirect speech.Learn to give opinions and organize ideas by way of brainstorming.Learn to make a poster showing your ideas clearly.Ⅱ单元目标语言

功能句式

Talk about English and its development，Refer to the introduction in the teachers’ book.Talk about difficulties in language communication.Different speakers may come from different places, so they may use different words and dialects, such as subway and underground railway, left-hand-side and on the left, two blocks and two streets.Make dialogue using request and commands:

Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please?

I don’t understand.Sorry, I can’t follow you.Could you say that again, please? How do you spell it, please?

词汇

1.四会词汇

Include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard midwestern southern Spanish eastern northern recognize accent lightning direction subway block 2.认读词汇

Shakespeare Noah Webster Lori dialect Houston Texas Butord Lest catfish 3.固定词组

Play a role(in), because of, come up, such as 语法

Command & request Open the door.Please Open the door.Would you please open the door.Direct and indirect speech He told(asked)me to open the door.Ⅲ.单元教材分析和教材重组 1.教材分析

本单元的中心话题是“English language and its development, different kinds of English”.通过对世界英语这一话题的探讨，加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解，世界在发展，时代在前进，语言作为交流的工具，也随着时代的发展而变化，由于英语在世界上的广泛应用，它不断吸收、交融、容纳、创新，这就形成了各种各样带有国家、民族、地区特色的英语。尽管如此，我们还是要通过本单元课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和习惯用法和不同发音规则。

1.1 Warming up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个初步的了解。

1.2 Pre –reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。

1.3 Reading 简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。1.4 Comprehending 主要是检测学生对课文基本内容的理解程度。

1.5 Learning About the Language 主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request &Command and Indirect Speech）

1.6 Using Language其中的reading and talking主要介绍了当今世界各地英语有自己的特色，即使是美国东西部、南北部、说话均有所不同。为了帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。2.教材重组

2.1 导入 把Warming Up作为一堂课。

2.2 精读 把Pre-reading, Reading和 Comprehending整合在一起作为一堂精读课

2.3 语言学习把Learning About the Language 和Workbook 中的Using Structures结合在一起。

2.4写作

2.5听和说 把课文中的听和说整合成一堂课。

2.6练习课 workbook exercise & other exercise 3.课型设计与课时分配

st period Warming Up nd period Reading & Language Study rd period Learning About the Language & grammar th period Writing th period Listing & Speaking th period Exercise

Unit 2 English around the World Period One

Warming Up

一、教学目标（teaching aims）1.能力目标（ability aim）

a.Enable students to talk about the world English b.Enable students to talk about the differences between Am.English and Br.English 2.语言目标(language aim)More than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas

二、教学重难点（Teaching important points and difficult points）

a.Students learn about the World English and the differences between Am.English and Br.English b.Students can understand the jokes caused by the misunderstanding of different English.三、教学方法（Teaching Methods）

a.Individual, pair or group work to finish each task.b.listening c.Discussion

四、教具（Teaching aids）

A computer;a tape-recorder;a projector

五、教学步骤（Teaching procedure）Step 1.Leading-in Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to thing about the topic of this unit---“language”.Step 2.Warming Up 1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the World”.2)Ask the students to think about the question about the “world Englishes”.Step 3.Talking about “world Englishes”, especially the differences between Am.English and Br.English.1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between Am.English and Br.English.(mainly about vocabulary and spelling)Step 4.Speaking task Student make up a dialogue with a misunderstanding caused by the differences between Am.English and Br.English like the dialogue they listened to

六、作业

七、板书设计

八、反思

Unit2 English Around the World Period Two Reading

一、教学目标（teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教学内容（Teaching contents）

Get the knowledge of English language and its development and different kinds of English.能力目标（ability aim）

Get some knowledge of different kinds of English.语言目标(language aim)Grasp some words and expressions: such as;play a role in;because of;come up;play a part in.Learn the grammar: the indirect speech of the imperative clause.二、教学重难点（Teaching important points and difficult points）The indirect speech of the imperative clause.三、教学方法（Teaching Methods）Task-based approach

四、教具（Teaching aids）Multi-media computer

五、教学步骤（Teaching procedure）Step 1.Warming Up Warm the students up by asking then to tell the differences between Am.English and Br.English Step 2.Pre-reading Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do some people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 4.Reading 1)The First-reading Ask the students to scan the text and choose the correct answer in the book.2)The second reading Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions.b.For the third paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why Indians speaks English.Step 4.Discussion 1.Do you think it matters what kind of English you learn? Why? 2.Why do you think people all over the world want to learn English? 3.Do you think Chinese will become the most popular language in the world instead of English in the future? Step 5.Extension Give the students some information of origin of Am.English and Br.English.六、作业（Homework）

1.Finish the exercise on page 10.2.Read passage on page 51

七、板书设计

八、反思

Unit 2 English Around the World Period Three Learning about the Language

一、教学目标（teaching aims）1.能力目标（ability aim）

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(request & command).c.Enable students to use about the Indirect Speech(request & command).2.语言目标（Language aim）

Command;request;retell;polite;boss Indirect Speech(request & command)

二、教学重难点（Teaching important points and difficult points）a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(request & command).c.Students can use about the Indirect Speech.三、教学方法（Teaching Methods）

a.Individual, pair or group work to finish each task.b.discovering the structure through examples.c.Practice

四、教具（Teaching aids）A computer, a projector

五、教学步骤（Teaching procedure）Step1.Warming-Up(Revision)Warm the students up by asking them to go over the direct speech and the indirect speech.Do some exercise: change a statement or a question into indirect speech.Step2.Talk about Request and command.1)Talk about the polite and impolite tune.2)Change the commands into requests.3)Learn to give requests or commands according to the situations.Step3.Talk about hoe to change a request and a command into indirect speech.Ask(ed)sb.(not)to do sth.Tell/told sb.(not)to do sth.Step4.Practise change a request or command into indirect speech.Step5.Using the structure A game: Choose two students act two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.六、作业（Homework）

七、板书设计

八、反思

Unit 2 English Around the World Period Four Writing

一、教学目标（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming b.Try to use connecting words or sentences to make it as an essage or passage not just several sentences 教学内容（Teaching contents）Write a statement 能力目标（Ability aim）

Use the brainstorming way to connect sentences and then arrange them properly.语言目标（Language aim）I think’ I believe’

In my opinion, We learn English to……

二、教学重难点（Teaching important and difficult points）How to arrange sentences correctly.Try to use connecting words.三、教学方法（Teaching methods）Brainstorming way

四、教具（teaching aids）Multi-media computer

五、教学步骤（Teaching procedure）Step1.Lead-in Use the brainstorming way to ask students “Why should we live?”which is a simple question,at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster Write a poster to collect all their ideas, try to use complete sentences, such as: I like to study English use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, try to use complete sentences, Such as: If I learn English well,I can bring in the advanced foreign technology to Ching, so China will become stronger.I decide to learn English well.In this case I canard English novels, so I can translate them inro Chinese, then more Chinese can know more things about the world.Step4.Write a essay The title is “Do we need to learn English?”

Step5.Display the structure on how to write the essay.1.State your point of view.2.Show the supporting reasons.3.Get a conclusion Step6.Show them the connecting words which can help them to join the sentence and paragraphs.Illustration: I think, I believe, In my opinion, As far as I am concern…… Addition: firstly, secondly, then, besides, at last…… Contrast: however, but, on the other hand…… Summary: in short, in a word, therefore, so……

Step7.Give them a simple example which is not complete Do we need to learn English? I strongly think we not only need to learning English but also learn it well……why should we learn it……How can Learning English help China in the future?......六、作业（Homework）

七、板书设计

八、反思

Unit 2 English Around the World Period Five Listening & Speaking

一、教学目标（Teaching aims）

教材(Teaching materials)listening materials on P12 and P14 on the textbook, another one attached 能力目标（ability sim）

Enable students to catch the listening materials and understand them and distinguish American and British English, try to use them in dialogues.语言目标（Language aim）

Distinguish some words used in American and British English, and some dialect and accent.二、教学重难点（Teaching important and difficult points）

Understand words used in American and British English which have the meanings and some dialect accents.三、教学方法（Teaching methods）Listening and talking

四、教具（Teaching aids）

Tape recorder and get students answer sheet printed out

五、教学步骤（Teaching procedure）Step1.Listening Textbook P14 Listen to the tape, getting to know American dialect and accent.Step4.Speaking After listen to different dialects and accents, see if students know how to pronounce the following words: Ask, after, either, neither, kilometer, box,…..Step3.Listening Do exercise.六、作业（Homework）

七、板书设计

八、反思

Unit 2 English Around the World Period Six Exercise

一、教学目标（Teaching aims）Finish the exercise on the workbook 1.能力目标（Ability aim）

a.Enable the students to command “commands and requests” b.Through cooperative work find out correct answer themselves.2.语言目标（Language aim）Full understanding of the readings.二、教学重难点（Teaching important and difficult point）Understand the main ideas of the passage.三、教学方法（Teaching method）a.Fast and careful reading b.Individual, pair or group work to finish each task.c.Discussion

四、教具（Teaching aids）A computer

五、教学步骤（Teaching procedure）Step1.Warming up Step2.Speaking task(Review commands and requests)Offer them situations and try to make dialogue with commands and requests.Step3.Do the “Reading”on P13 and answer questions on it briefly.Step4.Finish the “Reading task”on P51 and complete the form after it.Step5.Group work Ask them to sum up what codes and short forms of words they often use when they often chat in the net wuth others.Step6.Check up their researching result.六、作业（Homework）

七、板书设计

人教新课标 高二Unit16 reading 篇4

一、所教班级基本情况

我们升入高二年级分了文理班，我所任教的是高二（3）班和高二（4）班，均为理科班。通过高一阶段的学习，同学们大都掌握了拼读单词，背单词的积极性越来越高，有了一定的阅读量，写作能力逐步提高，但总体来说，学生的基础还是比较差主要表现在没有自主学习的意识，语法内容似懂非懂，听说方面也很薄弱，要提高成绩，还需要我们很大的努力。

二、教学指导思想

认真钻研新课标，树立新观念，探索新教法，在学校教学计划指导下进行工作。在高一已经做了一些尝试的基础上，更加重注发展学生自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合运用语言的能力；特别注重提高学生用英语进行思维和表达的能力。继续拓宽学生的知识面，全面培养听、说、读、写四会能力，理解、分析和阅读的能力，让学生尽量贴近高考。

三、教材分析

按照新课程改革，本学期开设普通高中课程标准实验教科书英语必修(5)和选修（6）。（人教版）共10个单元内容。

具体安排： 对于10个单元，每一单元用10课时，课本的学习可以这样进行：上新课8个课时，单元复习检测2个课时。

四、教学内容

本学期主要学习必修五和选修六。要求学生重点掌握每个单元中的黑体词语以及出现的重要句型；语法主要为：过去分词；倒装；省略；虚拟语气。其中过去分词和现在分词的区分使用和倒装的用法是本学期教学的重点也是学生学习的难点

五、主要措施

（一）教学方面：

1、为了使学生打牢基础，提高听说读写的技能。

2、在听力方面，进一步提高学生的听力水平，从高一就开始就对学生进行了听力训练（用的是教材上的听力部分）。本学期订了《当代中学生学习报》，利 1

用上面的听力材料每周专门拿一节课来上听力。除了利用课堂上的时间外，还坚持利用课余时间给学生放带中英文字幕的经典电影，让学生融入一个说英语的英语环境。

3、在词汇方面，单词一直是学记忆生的难点、薄弱点，直接影响学生综合能力的提高，在教学中要重视词汇教学，狠抓单词的记忆与巩固以及对词汇的意义与用法的掌握。使学生掌握科学的单词记忆方法和养成勤查词典的习惯。为打牢学生的单词基础，在每周单元学习结束前对学生进行单词默写检查两次，一次让学生互评，一次由老师亲自评阅。每个单元，我们还是给学生总结好每个单元的背背佳，包括短语和经典的句子，并检查学生的背诵情况。

4、在阅读方面，阅读理解能力的培养是高中教学的重点，也是高考的重头戏。在单元教学中精心设计一节课阅读课，充分培养锻炼学生的阅读能力，阅读技巧，阅读速度和阅读效率，并且有计划的指导学生掌握科学的阅读方法。

5、在写作方面，坚持每两月一次作文训练，训练题材、方法力求多样化，并能及时进行讲评。并针对高一新生的写作基础，给予英文写作的指导和误区分析，可适当让学生多背诵一些常用的句型，句式，词汇和短语，或是很有代表性的范文。鼓励学生写英文日记，对个别英语特差的学生尽量多批改、多指导。

（二）在教研方面：

1、认真研究新课程标准，尤其与旧大纲不同的地方，清楚哪些内容是新增加的，哪些内容是已经删掉的，哪些内容初中已经学的。认真研究新教材，在集体备课的基础上认真备课、上课，认真进行自习辅导和批改作业。

2、坚持每周互相听评课活动，相互取长补短，提高各位教师自己的教学能力，加强本组教师间的教学交流。

3、集体备课是提高教学质量和整体教学水平的有力保证，有利于经验丰富的教师与年轻教师互为补充、共同提高。作为新教师，坚持积极多参加集体备课，集体备课前先了解所教单元的重点、难点及在高考中的比重及为完成教学内容所用的教法，然后与全组人员共同探讨，最后确定下来。作为老教师，听年轻老师的课，可以扩展新的教学思路和方法，更好的激发学生的兴趣，提高学生的英语成绩。

人教新课标 高二Unit16 reading 篇5

人教版新课标高一必修2 Unit 3 Computer―教案2

人教版新课标高一必修2 Unit 3 Computer―教案2   Unit 3 Computer教2 TITLE=人教版新课标高一必修2 Unit 3     Reading part: Who am I? Teaching aims 1.Knowledge aims (1)Get the students to learn the useful and expressions in this part. (2)Let students to learn about history and basic knowledge of computers. 1. Ability aims Develop students reading abilities and let them learn different reading skills. 3.Emotion aim: Arouse students great interest in learning computers and let them learn to use the computers in their daily lives. Teaching difficult and important points 1.Let the students learn more about history and basic knowledge of computers. 2.Get the students to learn different reading skills. Teaching methods 1. Task-based teachingand learning 2.Cooperative learning 3.Discussion   Teaching procedures and ways              Step1.Warming up Task1: How much do you know about computers? (Make a survey) 1. What does IT mean? Information technology 2. How to speak 科学技术 in English? Science and technology 3. What does PC mean? Personal computer  4. How to speak 人工智能 in English? Artificial intelligence   5. What does PDA mean?  Personal digital assistant 6.How to speak 笔记本电脑 in English? Notebook computer/ laptop  7. What does W.W.W mean? World wide web 8. What can computers be used to do in our daily life? …… Task2: What is it?  Give some sentences to describe different kinds of calculating objects and some pictures to help the students to guess what it is? ① An old calculating machine used in China until now. An abacus ② It is a new calculating machine which can solve a large number of mathematical problems. A calculator ③ It is built to solve some mathematical problems. But it is too big. A huge computer ④ It is a computer which can solve all kinds of problems and is used widely now . APC / desktop ⑤ It is a kind of computer which can be taken conveniently(方便). A laptop / notebook computer   Step2.pre-reading Can you put these inventions in an order according to the time when they appeared? ( )Analytical machine（分析机） ( ) Laptop ( ) Calculating machine （计算机器） ( ) Robot／android ( ) PC ( ) Universal machine（通用机器）   Step3. Reading (1)Skimming Task1. Find out the topic sentences of each paragraph (P19.Ex2) Task2 .Summarize the general idea of this passage. (2)Scanning Task1. True or False In 1642 I began as a calculating machine and could solve any mathematical problem. (F: solve any calculating problem) My real father was Charles Babbage, who wrote a book and build me in 1936.(F: Alan Turning) After I got my new transistors in the 1960s, I became smaller but cleverer and quicker.(T) I was brought into peoples homes in the 1970s.(T) Since my birth I have been built to take the place of human race.(F: build to serve human race)     (3)Careful- reading Task 1: Look at the timeline below. Fill in the blanks with information from the reading text. Time The development of the computers 1642   1822 The Analytical Machine was made by Charles Babbage.     1940s     The first family of computers was connected to each other. 1970s   now     1642: The computer began as a calculating machine 1822: The Analytical Machine was made by Charles Babbage. 1936: The computer grew rapidly both in size and in brainpower. 1940s: The computers had grown as large as a room. 1960s: The first family of computers was connected to each other. 1970s: Computers were used in offices and homes Now: Computers connect people all over the world together. Step4. Conclusion of the text How did computers develop?  A calculating machine →_____________→ _________________→_________________→________________→_____________→ ________________→________________→_ many new applications