高中英語新課標(biāo)外研版必修2教案（Module 7 Revision the 2ed Period）

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1、 Period 2　Vocabulary; Reading and Speaking 整體設(shè)計(jì) 教材分析 This period includes two parts, that is, Vocabulary and Reading & Speaking. The former aims at helping students to revise the words they learned in the past modules. Meanwhile, through the study of this part, students are able to explain the w

2、ords covering newspapers, music, art, films and TV programs as well as health, by body movement. To achieve this goal, pair work, group work and individual work are involved in this part. The latter part is to train their reading and speaking skills. The reading passage is actually accounts of two c

3、ollege students majoring in media, in which they tell something about their documentaries. All kinds of strategies are involved in this part such as skimming, scanning, pair work, group work as well as individual work. 三維目標(biāo) 1. 知識(shí)與技能 1)Train students’ reading ability. 2)Help students master more

4、 new words. 3)Foster students’ speaking skills. 4)Learn the following sentence patterns: She has been so ill that she has had to stop work. (so. . . that. . . ) She was studying at secretarial college when she realized that she wanted to. . . (be doing. . . when. . . ) I had intended to make a

5、 documentary about some friends of mine. . . (had intended to do) To make the film as real as possible, I followed. . . (as. . . as possible) 2. 過程與方法 1)Encourage students to master new words by relating new knowledge with old knowledge. 2)Individual work or pair work to make students participat

6、e actively in class. 3)Explanations to make students make a deeper sense of the knowledge they have learned. 3. 情感與價(jià)值 Through the study of this period, not only will students’ reading ability be improved, but their vision will also be widened. 教學(xué)重點(diǎn) 1. Encourage students to speak actively in cl

7、ass. 2. Train students’ reading skills. 3. Help students to revise the words they have learned. 教學(xué)難點(diǎn) 1. How to help students improve their reading ability. 2. How to make them master as many new words as possible. 教學(xué)過程 →Step 1 Revision 1. Greet students as usual. 2 / 11 2. Check their

8、homework exercises and call back the answers in a whole-class setting. (Show the following on the screen. ) 1 No matter how much money you possess, it can not___________ a healthy body. A. compare　　　　　B. suit　　　　　C. defeat　　　　　D. match 2 —Do you regret paying ten dollars for that book? —No. I

9、 would_________ have paid twice as much. A. certainly B. gladly C. hardly D. really 3 Jane was so _________ for the news of her lost children that she was almost driven . A. proper; madly B. thirsty; mad C. sad; madly D. curious; mad 4 My brother was still studying _________ into

10、 the night while I was asleep. A. late; sound B. lately; wide C. deeply; far D. far; late 5 The flowers died because it_________ for a long time. A. hasn’t been watered B. hadn’t watered C. hadn’t been watered D. hasn’t watered 6 They must be tired, _________ they have worked al

11、l the night. A. for B. because C. since D. as 7 You can pay now or _________ you come back to pick up the bike. A. when B. then C. while D. as 8 _________ to my regret, I am unable to watch your performance. A. Much B. Great C. A lot D. Very 9 Keep the litt

12、le plants in the shade_________ the sun doesn’t burn them. A. in order to B. as a result C. so that D. to stop 10 I don’t skate now, but I_________ when I was a kid. A. used to B. am used to C. used D. used to do Suggested answers: 1 D　2 B　3 B　4 A　5 C　6 A　7 A　8 A　9 C　10

13、A →Step 2 Vocabulary 1. Activities 1 & 2 Have a brainstorm of the words concerning newspapers, music, art, films & TV programs and health, each at least ten words. For example: Newspapers: headline, reports, article, title, photograph, review, front cover, front page, editor. . . Music: audien

14、ce, choir, classical, composer, conductor, drum, guitar, instrument, jazz, musician, pop, rock. . . Art: artist, gallery, brush, colorful, draw, drawing, paint, painting, traditional, style, contemporary, portrait. . . Films & programs: actor, actress, director, producer, movie, thriller, comedy,

15、romantic film, martial arts film, tragedy, advertisement, channel, programme, act, the news, soap, chat show, drama, sports program. . . Health: diet, fat, fit, flu, catch a cold, toothache, headache, dentist, fruit, vegetables, fever, injure, pain, sweets, sleep, foods, pneumonia, prescription, sy

16、mptom, have a temperature, chest, throat, lung, heart. . . Categorize the words listed in activity 1. Suggested answers: 1)Newspapers: article/advertisement/headline/title 2)Music: orchestra/violin/audience/jazz/guitar/drum/symphony/title 3)Art: art gallery/landscape/brush 4)Films and T

17、V programs: audience/advertisement/thriller/channel/chat show/title 5)Health: cough/chest/heart attack/drug/symptom/hurt/hospital Choose five words in activity 1 (one from each list)and write two or three sentences, using all the five words. For example: article　orchestra　art gallery　chat show　

18、cough I read an article about an orchestra. I also heard about them on a TV talk show. I went to see them play at an art gallery. Someone in the audience had a cough. Suggested answers to activity 2: Students’ own answers 2. Activity 3 The students work in groups of three or four. Choose one o

19、f the words or phrases from the following box and mime the word, (i. e. show the meaning of the word without speaking). The other students in the group must say what the word or phrase is. (Show the following on the screen. ) opera　magazine　tablet　interview　boring　line　frightening　exhibition　stom

20、achache　relax　artist　photograph　rock music　shoulder　comedy programme　martial arts film　to have a temperature Suggested answers to activity 3: The students’ own answers. →Step 3 Reading and Speaking Option 1 1. Fast reading The students are required to read through the passage quickly to get t

21、he main idea. Then they should work in groups of four to complete the four sentences in activity 1. 2. Students read the passage one more time. If they have any difficulty, you may give a helping hand. After that they are intended to answer the ten questions in activity 2. 3. Encourage students to

22、 work in pairs to come up with as many questions concerning the contents of the passage as possible, which is aimed at deepening their understanding of the whole passage. 4. Discussion Group students and have them discuss the two questions in activity 3. Their answers may be varied. Option 2 1.

23、Pre-reading Before reading teachers may offer some pre-reading questions for students to answer so that they will have a general understanding of the reading passage. The questions you may use: Question 1: If you are asked to make a documentary film, what topic will you choose? Why? Questio

24、n 2: Guess what preparations will Cathy and Paul make before making their documentary films? 2. While-reading 1)Read the whole passage and complete the four incomplete sentences according to the context. 2)Answer all the ten questions listed on the textbook. 3)Read the text again and tell the m

25、ain idea of each paragraph. Paragraph 1: Some information about Cathy’s mother and her art therapist. Paragraph 2: The contents of the documentary Cathy makes. Paragraph 3: Paul’s original intention in making his documentary. Paragraph 4: The contents of Paul’s documentary. Pair work. Ask and a

26、nswer questions about the passage. Each student has to ask at least five questions. 3. Post-reading Ask students to retell the main idea of the passage according to the key words given. (Show the following words on the screen. ) 　　mother/asthma/art therapy class/Maria/painting and drawing/water

27、colours interview/why/secretarial college/show pictures/feeling had intended/friends in a band/broke his leg/guitar lessons/night club/follow/film/enjoy. . . Discussion 1)Think of a proper title for Cathy’s documentary and Paul’s documentary. 2)Which documentary sounds more interesting? Say why

28、. 4. Related language points 1)She has been so ill that she has had to stop work. 她病得很重，不得不停止上班。 so. . . that, such. . . that 都可以引導(dǎo)結(jié)果狀語從句。so 后面接形容詞或副詞，such后面接名詞。例如: The professor spoke so fast that we found it difficult to follow him. He gave such good advice that I finished the task easily.

29、 such也可以單獨(dú)作表語，表示由此程度而導(dǎo)致某種結(jié)果。例如: The film was such that everyone was deeply moved. 2)Maria showed us some of the pictures painted by other students and asked what we think they were feeling when they painted them. 瑪利婭給我們看了一些其他學(xué)生畫的畫，并問我們學(xué)生作畫時(shí)感情如何。 該句中的painted by other students 是過去分詞作定語，修飾名詞pictu

30、res，相當(dāng)于一個(gè)定語從句: which/that had been painted by other students。 3)He writes all his own songs and I’ve got a feeling that one day he’ll be famous. 他所有的歌都是自己寫的。我有一種感覺: 終有一天，他會(huì)成名的。 本句中的that one day he’ll be famous是個(gè)同位語從句。同位語從句用于表示名詞的內(nèi)容，對(duì)其加以解釋。能跟同位語從句的通常是具有一定內(nèi)容含義的名詞，常見的有fact, idea, news, hope, sug

31、gestion, order等。例如: I have no idea when he will return. Have you got the news that our football team won the match? They heard the news on the radio yesterday that a typhoon was coming. →Step 4 Summary and Homework This period students revised some words learned in the past modules. What’s m

32、ore, they read a narration of two college students majoring media. From the passage we know more about documentaries. Homework: Memorize the words listed in Module 7. 板書設(shè)計(jì) Unit 7　Revision Period 2 Newspapers: headline, reports, article, title, photograph, review, front cover, front page, edito

33、r. . . Music: audience, choir, classical, composer, conductor, drum, guitar, instrument, jazz, musician, pop, rock. . . Art: artist, gallery, brush, colorful, draw, drawing, paint, painting, traditional, style, contemporary, portrait. . . Films & programs: actor, actress, director, producer, movi

34、e, thriller, comedy, romantic film, martial arts film, tragedy, advertisement, channel, programme, act, the news, soap, chat show, drama, sports program. . . Health: diet, fat, fit, flu, catch a cold, toothache, headache, dentist, fruit, vegetables, fever, injure, pain, sweets, sleep, foods, pneumo

35、nia, prescription, symptom, have a temperature, chest, throat, lung, heart. . . 活動(dòng)與探究 Have the students join up the words to make up a meaningful sentence. 1. question, even, not, he, this, can, understand 2. France, speaks, only, from, the, French, guest 3. weather, out, go, not, do, in, usua

36、lly, we, such 4. you, did, football, you, yesterday, how, find, the, watched, match 5. after, letter, he, the, took, quietly, the, room, he, left 6. song, occasionally, this, singing, English, we, heard, him 7. most, boys, all, the, of, carefully, reads, he 8. hope, will, here, little, come, ti

37、me, I, you, a, earlier, next Suggested answers: 1. He can not even understand this question. 2. Only the guest from France speaks French. 3. Usually we do not go out in such weather. 4. How did you find the football match you watched yesterday? 5. He quietly left the room after he took the l

38、etter. 6. We occasionally heard him singing this English song. 7. Of all the boys he reads most carefully. 8. I hope you will come here a little earlier next time. 備課資料 高考閱讀理解題解題要領(lǐng) 近年來，高考英語試題越來越重視對(duì)考生閱讀能力的考查，單從試題中的閱讀詞數(shù)逐年增加就可以看出這一點(diǎn)，同時(shí)閱讀理解題在試卷中所占的分值比例不斷加大，更能說明這一問題。為了突出實(shí)用性，高考英語閱讀理解試題更加注重考

39、查考生對(duì)各種閱讀技能的掌握和運(yùn)用。那么怎樣進(jìn)行有效的訓(xùn)練呢? 全篇攻略 高考“閱讀理解題”部分的五篇短文涵蓋了記敘文、說明文和應(yīng)用文等多種體裁，涉及人物、故事、社會(huì)、文化、政治、經(jīng)濟(jì)、科普、新聞和廣告等多種題材。 眾所周知，“從易到難”是我們每個(gè)考生應(yīng)遵循的原則。所以，考生在做閱讀理解試題時(shí)，不必拘泥于試卷所呈現(xiàn)的語篇順序。比如可以先做廣告或新聞報(bào)道類的應(yīng)用文篇目。因?yàn)?，?yīng)用文閱讀屬于信息性閱讀，主要目的在于獲取某方面的信息，其試題大多數(shù)是客觀性較強(qiáng)的表層理解題，比較容易直接在文章中找到答案。先做這類試題，能給自己增添信心，為順利完成后面的試題打下良好的基礎(chǔ)。同時(shí)，也可以省出時(shí)間來回答

40、其他更復(fù)雜的問題。之后，再去做人物、故事等類的記敘文。這類篇目中既有客觀性較強(qiáng)的表層理解題，也有主觀性較強(qiáng)的深層理解題，需要花費(fèi)較多的時(shí)間進(jìn)行推理、判斷。最后，再做科普類的說明文。因?yàn)檫@類篇目中的生詞量相對(duì)較大，句式也較復(fù)雜，需要用更多的時(shí)間去完成相關(guān)題目。 題型攻略 近幾年閱讀理解試題的主要考查內(nèi)容是對(duì)細(xì)節(jié)的理解，對(duì)文章中心意思的概括以及依據(jù)邏輯關(guān)系的推理與猜測(cè)。 1. 細(xì)節(jié)理解題解題技巧: 這類試題考查考生對(duì)文中某一細(xì)節(jié)或重要事實(shí)的辨認(rèn)、理解。因此，考生應(yīng)該首先閱讀短文后面的問題，確定所需查找的細(xì)節(jié)及事實(shí)的范圍，然后利用略讀手法快速確定文中的出處，并對(duì)其進(jìn)行轉(zhuǎn)換、加工，直至確定最

41、佳答案。 2. 主旨判斷題解題技巧: 主旨判斷題的范圍一般包括: 短文標(biāo)題、主題、大意或段落大意等。做這類題目時(shí)，要迅速地剔除文中的細(xì)節(jié)事實(shí)、作者所使用的論據(jù)，找到各段的主題句，然后進(jìn)行歸納、總結(jié)和概括。但要注意: 概括出來的中心意思一定要能夠覆蓋全文或整個(gè)段落，絕對(duì)不可離題太遠(yuǎn)、太籠統(tǒng)，或者只概括一段或幾句話的意思。 3. 推理判斷題解題技巧: 推理判斷題屬于主觀性極強(qiáng)的高層次閱讀理解題。做這類題目時(shí)，要嚴(yán)格依據(jù)作者所陳述的細(xì)節(jié)、事實(shí)以及作者的措詞，找出能夠表露作者思想傾向和感情色彩的詞語，然后利用自己已獲得的相關(guān)知識(shí)進(jìn)行推理判斷，從而得出符合邏輯的結(jié)論。應(yīng)注意: 當(dāng)問及作者的看

42、法、意圖與態(tài)度時(shí)，不是在問你作為中國(guó)學(xué)生的想法，而是作者本人在字里行間所表述的觀點(diǎn)。 生詞攻略 考生的猜詞技巧是高考英語“閱讀理解題”考查的一個(gè)重要方面，《教學(xué)大綱》和《考試說明》明確要求考生能讀懂生詞率不超過3%的閱讀材料?？忌Ｓ玫牟略~技巧有: 根據(jù)合成、轉(zhuǎn)化、派生等構(gòu)詞法知識(shí)猜測(cè)詞義; 根據(jù)上下文中的同義詞、反義詞猜測(cè)詞義; 利用上下文中的定語、同位語等猜測(cè)詞義; 利用作者的解釋、注釋等猜測(cè)詞義; 利用上下文中表示對(duì)比關(guān)系的詞語，如: while, but, rather than, far from等判斷詞義?？傊灰蠹以谄綍r(shí)練習(xí)時(shí)，能夠?qū)﹂喿x技巧加以領(lǐng)會(huì)并實(shí)踐，就一定能把自己的閱讀水平提高到一個(gè)前所未有的高度。 希望對(duì)大家有所幫助，多謝您的瀏覽！