七言绝句格律-整式

人教版高三英语教案


【篇一：人教版高中英语教学设计】

人教版高中英语必修三 unit 2 healthy eating教学设计

（一）教学内容分析

这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮< br>食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前
提。本篇文章生词量较大标题 较抽象，各段主题句分布不太明显
（大部分分布在段落中间）。且大部分学生对饮食与健康的关系
（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重
要性、什么是绿色食品等）了解较少 。因此，本文的学习难度较大。

（二）教学目标

1. 语言知识目标：

a)使学生了解protein, calcium等基本营养成分的来源 和主要功能，
健康的饮食习惯是健康的保证，以及素食主义等信息。

b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、
carbohydrate 、fibre、 mineral、 vitamin 、vegetarian vegan、
green food and clean food 、eco-food and organic food等，以
及 keep up with ，the same goes for?以及as 和only 引导的倒装
句的用法。

2. 语言技能目标：

a)使学生学会克服生词障碍，通过略读，寻找文章的主 题句，理清
文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作
者的写作意图。< br>
b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境
的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个
人设计一份“healthy diet”，并阐明设计的依据。

3.情感态度与文化意识目标：

a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。
b）使学生懂得：健康是做好一 切事情的根本。要想有强健的体魄，
除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，
每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长
大以后才能成为一位具有现代 科学文化，适合时代要求的合格劳动
者。

c）使学生学会关心他人，体贴他人，并养成较强的合作意识。

d）让学生 了解一些不同的饮食观念及主张，加深对世界饮食文化的
了解，弘扬中华民族饮食文化的精髓,培养爱国 主义精神。

（三）教学重点和难点：

1．重点

1）让学生认识到饮食对健康的重要影响。

2）侧重培养学生对文章的整体性结构的把握， 突出培养学生以下3
个方面的能力：a.文章中心把握能力。

b.根据主题快速捕捉文章重点细节的能力。

c.猜词能力。

3）重 点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入
的六种基本营养成分的词汇以及这些营养成 分的来源和主要功能。

2．难点

1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。

2) 如何使学生学会提 取、筛选和重组文章中关于健康饮食的信息，
并灵活运用于语言实践中，达到语言实践能力的扩展与提高 。

二、教学方法与教材处理

1．任务型语言教学法

任务型语言教学认为：人们使用语言的过程就是一个完成各种各样
任务的过程。任务型学习强调通过“ 做中学”、“学中做”，使学生在
完成任务的过程中习得语言。本课组织学生四至五人组成一个学习小组，共同为大家所熟悉的一个人设计一份“healthy diet”, 并口头
阐述设计的理 由。该设计基于课文内容，但又不局限于课文的范畴，
旨在贯彻“做中学”、“学中做”策略，吸引和组 织他们积极参与，并
通过讨论、交流和合作等方式，在自然、真实的情境中，完成任务，
体会、 掌握语言的应用，达到学以致用的目的。

2．合作学习教学法

合作学 习教学法是以小组活动为主体的一种教学活动，一种同伴之
间的合作互动活动，。合作学习教学法有利于 改善课堂心理气氛、
大面积提高学生的学业成绩、促进学生良好非智力品质的发展，调
整学生的 语言焦虑感。焦虑是影响外语学习的重要情感因素，外语
学习中的焦虑主要是指学习者需要用外语进行表 达时产生的恐惧或
不安心理。因此，本课打破传统的“稻田式课堂教学结构”采用“四至
五人组 成一个学习小组”的课堂教学结构，来组织教学，旨在营造轻
松的学习氛围，为积极学习提供有利的条件 ，让学生在完成任务的

过程中通过互相交流，降低语言焦虑感，获得愉快的学习经历，从
而对学习本身和所学内容产生兴趣感。

3．整体语言教学法

整体语言教学法要求按“整体－部分－整体”的模式，进行语篇阅读
训练，即从“整体”开始，以“整体 ”结束的“三段式”阅读教学法。本
课采用从整体略读——分段细读——听读课文内容，进一步理解课< br>文内容，即是这种教学策略的体现。

（四）、学法指导

1）认 知策略:指导学生运用已学会的抓重点、做记号、摘笔记等方
式，对所学内容进行整理与归纳。

2）调控策略:继续培养自我评价与相互评价的习惯，鼓励学生增加
与教师和同学交流学习英 语的体会和经验，学会科学评价自己的学
习行为与学习效果，进一步形成有效的学习方法,树立积极向上 的学
习态度。

3）交际策略：创设有意义的情景和任务活动，引导学生通过四人一
小组，进行合作学习，让他们围绕课堂任务分工合作，相互探讨、
相互交流，从而获得知识、技 能和情感体验，变被动学习为主动学
习。

（五）、说教学程序

-task：激发学习兴趣，明确学习任务（８分钟左右）

引入话题，激发学习兴趣，明确学习任务。教师通过一个问题“ do
you think it important to have good eating habits?”呈现文章的
标题“we are what we eat”。紧接着引导学生解读文 章标题、预测文
章内容，让学生在阅读过程中处于主动认知状态。虽然本文标题较
抽象, 学生 可能一下子无法正确理解其所包含的深层含义，可再采取
通过分析句子成分和引导学生抓住关键词“ea t”进行大脑风暴两种方
式相结合的教学策略来降低理解难度。考虑到文章生词量较多，且
大部 分学生对文章的背景知识，了解较少。因此，在引导学生预测
文章内容的同时，有必要在讨论“what kind of words will be used
in the passage?”这个问 题时，引出人体每天必须摄入的六种基本
营养成分的单词：protein、

calcium 、carbohydrate 、fibre、 mineral、 vitamin 。这样 既可
向学生展示本环节的重点单词，又可为阅读扫清文化背景障碍和语
言障碍，又可为突破本文 的重难点作好准备。

-cycle：课文主体内容的教学与操练，知识的掌 握与能力的过
渡（２7分钟左右）指导学生根据不同的阅读目的，在阅读的不同阶
段，灵活使用 各种阅读策略，捕捉文章主要信息，理解作者的写作
意图，突破本文的教学重点与难点。

1．通过限时阅读训练，引导学生略读文章内容，归纳段落大意，理
清全文线索，侧重培

养快速阅读理解能力和文章中心把握能力。

【设计思路】：本环节针对课文的主旨 ，提出两个预测性问题，要
求学生在5分钟之内，略读文章内容，快速找出各段的key
se ntence，理清文章的基本脉络。在两个预测性问题的帮助下，大
部分学生很快就能找出文章的主题 句，理解作者的写作意图。针对
各段主题句分布不太明显，学生寻找起来有一定的难度这一情况，
教师可通过先展示文章基本脉络，提醒学生根据文章脉络以及对文
章主旨的把握，结合自己在阅读之前 对文章的预测，快速找出各段
的key sentence，归纳各段大意。此外，教师还应通过限定阅 读时
间，及时纠正不良的阅读习惯等教学策略，来帮助学生养成良好的
阅读习惯，培养快速阅读 理解能力。

2．精读部分语段，侧重培养快速捕捉文章重要细节的能力和猜测生
词的能力。

【 设计思路】：本文的主要生词和重点细节主要集中在第二至第四
段（特别是第二段材料）。因此，可引导 学生通过查读第二段材料，
找出人体每天必须摄入的六种基本营养成分及其来源和功能。此外，
考虑到这六个词汇的知识含量较高，且难于记忆，故笔者在设计上
作了一个小小的创新。即以表格的形式 ，让学生填写本文的重点细
节，让学生在完成任务的过程中，体会各种营养成分来源的规律,为
学会给未提及的食物作营养成分推测，培养信息归类能力，作好铺
垫。然后再通过直观手段，以图片结合 文字的形式，再次展现文章
的重点单词与细节，激发学习兴趣，加深学生的印象，并为突破本
文 的重点与难点：“design a healthy diet and list your reasons.”
打下扎实的基础。相对于第二段材料，

第三段和第四段材料的 生词量较少，且大部分生词通过使用各种猜
词策略，就可理解他们在文中的意思。因此，可充分利用这两 段内
容，来培养学生的猜词悟义能力。具体可引导学生先通过推读生词
所在语段，然后再以小组 为单位，交流各自所使用的猜词技巧与猜
词经验，来提高培养学生的猜词能力，最终获得独立自由阅读的 能

力。根据对教材内容的科学分析，确定本环节主要引导学生使用各
种猜词策略 （通过上下文、课文线索、词的形式、以及根据自己已
有的知识等），猜测、理解“vegetaria n”、“vegan”、“eco-food”、
“organic food”、“green food and clean food”、“diet”、
“supplement”等词在文中的 意思。同时为加深学生对“green food”
的理解，还特地引出绿色食品的标志。此外，还可在 这一环节中适
当处理一些语言难点（如 keep up with ，the same goes for ?及
only 和as 引导的倒装句的用法），以上语言难点在 sb p131- p133
中,有详细的分析。因此，课堂上不必占用太多时间，应把重点放在
引导学生学会在 具体的语境中理解、体会这些词组、句型的用法。
其它的一些语言难点可随机处理，也可通过练习的方式 体现出来，
让学生去课文中寻找答案，体会他们的用法。

-task：展示成果， 交流成果的过程，语言实践能力的扩展与
提高（9分钟左右）采用交际教学法和合作学习法，组织语言实 践活
动，完成本文的主题任务。达到从知识的巩固与运用到知识的扩展
与创新能力的形成。
【设计思路】：本环节要求学生根据自己对健康饮食的认识，发挥
自己的想象力和创造 力，以小组为单位，用英语为大家所熟悉的某
一个人（如：自己或班上的其他同学或者本校的某位老师） 设计一
份“healthy diet”, 并列出设计的依据。由于pre-task 和 task -
recycle两个步骤中的许多活动，已从各个方面，为学生顺利完成本
活动作好了充分的 准备，故学生完成这个任务的难度，估计不大。
但为了更好地调动学生完成任务的积极性，本环节还特地 以生动有
趣的gif 动画和图片为学生提供了food groups。针对主题任务，本
环 节还设计了小组间的设计成果竞赛与小组间的互相评价两个让学
生互相交流学习成果的平台。旨在引导学 生通过读的输人，提取、
筛选和重组文章中的重要语言信息，并通过用英语进行交流，达到
从课 文知识的巩固到自身知识的扩展与创新能力的形成。针对学生
在完成任务的过程中，可能会因词汇障碍的 影响，而用普通话甚至
闽南语进行交流，在这个活动中，教师应贯彻“教师为主导，学生为
主体 ，任务为基础”的教学原则，在课堂教学的不同环节扮演自身作
为“设

计者，研究者 ，组织者，促进者，协调者”的角色，并“动态”地去发
现问题，分析问题和解决问题，鼓励、督促学生 坚持用英语作为课
堂交流的语言。

4. sum up and homework：课文内容的巩固、延伸与拓展（第四
和第五两个环节预计只需1分钟左右）

【设计思路】：课外作业主要以提纲的形式，呈现给学生。在“sum
up”环节中，通过“diet cures more than the doctor.和the
balanced diet is the best!”这两句健康英语谚语，结合播放《健康
歌》，进一步加深学生对本文主题的理解。

homework的内容包括以下几个环节：

1) give a lecture on healthy food.

2) make a survey about vegetarianism.

【设计思路】：每个学习小组可根据自己的兴 趣与爱好，自由选择
其中一项任务，旨在尊重学生个性，给学生自由选择学习内容的空
间，让其 通过各种资源渠道，在原有知识的基础上获取更多关于
healthy eating的信息，进一步延 伸与拓展课文的内容，这也有助于
结合课文内容，开展研究性学习，培养学生的自主学习能力。

【篇二：人教版高中英语必修1全册~5全册教案】


新课标高中英语1（必修）教学设计与案例

unit 1

(1) 课题：friendship

(2) 教材分析与学生分析： 本单元的中心话题是“友谊”，几乎所有
的内容都是围绕这一中

心话题展开的。warming up部分以调查问卷的形式引导学生了解
日常生活中朋友之间

发生的真实问题以及解决这些问题的方法；pre- reading部分的几
个问题启发学生对“友

谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日
记也可以成为人

们的朋友；reading部分anne‘s best friend以日记形式讲述了犹
太女孩安妮的故事；

comprehendin g部分通过连句、多项选择和问答形式帮助学生对
课文内容、细节进行更

深入的理解; using about language 部分教学本课重点词汇和重点
语法项目。

(3) 课时安排：the first period: speaking: warming up and pre-
reading the second period： reading

the third period: grammar

the forth period：listening

the fifth period: writing

(4)教学目标：

① 知识与技能：talk about friends and friendship; practise
talking about

agreement and disagreement, giving advice and making
decisions; use direct

speech and indirect speech; learn to write an essay to express
and support

an opinion.

② 过程与方法：本单元在读前阶段就提出问题，让学生思考是不是
只有人与人之间才

能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与
动物及无生命的

日记交朋友。在深刻理解、充分训练的基础上，可以再引导学生深
入讨论几个与本

单元话题有关的问题：1.描述朋友； 2. 结交网友；3. 观点交流；4.
善不善交

朋友; 5. 朋友的重要性。

③ 情感态度与价值观：学完本单元后要求学生进行自我评价，主要
评价自己在本单元

中的学习情况。对书中的内容是否感兴趣，有哪些收获，解决了什
么问题。使学生

加深对友谊、友情的理解，以及如何正确交友，处理朋友之间发生
的问题等。

(5) 教学重点和难点：

词汇：add point upset ignore calm concern cheat share
reason list

series crazy nature purpose dare thunder entirely power

according trust suffer advice situation communicatehabit

短语： add up calm downhave got to be concerned about go
through

hide away set down on purpose in order to face to face

according toget along withfall in lovejoin in

重点语法项目： 直接引语和间接引语的互相转换

难点：understand the real meaning of friends and friendship;

discuss the answers to the questions (reading);

how to teach the ss to master the usage of direct speech and
indirect

speech(statement and questions).

(6) 教学策略： discussion, student-centered vocabulary,
learning, listening, pair

work, teach grammar in real situation

(7) 教学煤体设计： a projector and a tape recorder.

(8) 教学过程：详见以下分课时教学设计。

(9) 课堂练习与课外作业设计： 穿插于分课时教学设计中

（10）教学反思或值得改进的地方： 见每个课时最后部分。

period one：speaking （warming up and pre-reading） aims
talk about friends and friendship.

practise talking about agreement and disagreement.

step i revision

ask some of the students to read his her composition for the
class, describing one of the problems between friends and
how it is solved. then give some comments. t: now, lets check
up your homework for last class. id like some of you to read
his her composition for the class, describe one of the
problems between friends and how it is solved.

step ii warming up

t: think most of us have some good friends. do you know
why people make friends with one another?

step iii talking(wb p41)

first get the students to listen to what a canadian say about
making friends. then ask them to discuss the two questions.

t: now were going to listen to what leslie clark, a canadian has
got to say about making friends. after listening, please talk
about the two questions in groups of 4. try to use the following
expressions.

1 do you agree with her?

2 what do you think of people from foreign countries?

agreement disagreement

i think so,i dont think so.

i agree. i dont agree

thats correct. of course not.

thats exactly my opinion. im afraid not.

youre quite right.i dont think you are right.

step iv speaking(b p6)

first, get the students to think of four situations among friends
in groups of 4 and design a questionnaire to find out what kind
of friends their classmates are. second, try it out on their own
group, checking the questionnaire through and adding up their
score and see how many points they can get. ask them to fill in
the form prepared before class. show the instructions and
decide what kind of friends their classmates are. third, ask
each student to stand up and walk around the classroom to
make a survey on four of other classmates. show the
instructions and decide what kind of friends other classmates
are. they can share your questionnaire with one or two other
groups and try each others questionnaires.

at last, show the instructions to help your classmates to know
how to improve his or her skills of making good friends with
others if necessary.

t: friends come in many flavors. there are best friends, school
friends, fair-weather friends, forever friends and many more.
do you want to know what kind of friends your classmates are?
now lets make a survey. first, please think of four situations
among friends and design a questionnaire to find out what
kind of friends your classmates are.

1. your friend borrowed 100 yuan from you last week and
hasnt returned it. you will

a. ask him her to pay back as soon as possible; or youll end
the friendship.

b. ask him her to pay back if he she has.

c. tell him her not to return it.

2. your friend said your bad words behind you. you will

a. ask him her to say sorry to you , or youll stop your
friendship.

b. excuse him her and forget it.

c. ask others to tell him her that heshe is wrong.

3. you promised to meet your friend at five oclock but your
parents ask you to do homework at home. you will

a. tell him your parents ask you to do homework at home.

b. tell him her a lie that you are ill.

c. say sorry to him her and plan to meet him her another
time.

4. you borrowed a bike from your friend, but you had it stolen.
you will

a. buy a new one which is the same as his hers.

b. just tell him her you had it stolen.

c. say sorry to himher and buy himher an old one

after they finish choosing the answers, show the scoring
sheet on the screen. scoring sheet

1 ao b2 c6

3 a2 bo c3 2 al b6 4 a6 bl c2 c2

instructions:

2-5 a fair- weather friend

only like them when they are happy and popular. if they are
feeling down, or if they are having a problem, you dont want to
spend time or talk with them. you dont help your friends when
they have problems. you are always thinking about yourself.

you should care more about your friends. if you continue to be
self-centered and dont consider others feelings, you wont
make more friends and keep friendship for long. 6-11 a school
friend

you see each other in school. you just study and play with
them together in school. you may not know everything about
each other. you take things smoothly. you seldom hurt your
friends with your benefit considered. youd better add more
affection to your friends. friendship is about feelings and we
must give as much as we take.

12-17 a best friend

you do everything together with your friends: study, read,
watch tv, surf the internet, play sports and listen to music. if
either one has a problem, the other is there to help.

you know your friends very well. you understand and yield to
each other. you help with each other and improve together.
you have a lot of common benefit. your friendship is good to
both of you. you are mutually beneficial.

18-21 forever friend

you will always listen to your friends and try to help them,
even if you disagree or if you are having a problem. whenever
they have any difficulty, youll try your best to do what you can
to help them without hesitation. you devote yourself to your
best friends. you are willing to lose what you have, even your
life.

课后反思：本课教学设计容量和密度较大，但难度适中，大部分学
生都能接 受。体现全面照顾大部分学生的教学理念。注意培养学生
开口说英语的的信心。

the second period: reading

aims:

1. to master the new words and some useful expressions.

2. to understand the text and finish the exercises in
comprehending. step 1. looking and guessing

work in pairs. look at the pictures and the heading and guess
what the text might be about.

1). imagine what it might be like if you had to stay in your
bedroom for a whole year. you could not leave it even to go to
the wc or to get a cup of tea. how would you feel?

2). what would you choose if you are only allowed to have five
things with you in the hiding place because there is very little
room?

step 2

reading to summarise the main idea of each paragraph.

1. add (to) v. 1) to put together with something else so as to
increase the number, size, or importance; 2) to join (numbers
or amounts ) so as to find the total.

eg: the fire is going out; will you add some wood?

the snowstorm added to our difficulties.

add up these figures for me, please.

2. ignore v. to take no notice of; refuse to pay attention to

eg: his letters were ignored.

even the best of men ignored that simple rule.

my advice was completely ignored.

3. concern v. 使担心;使不安 (+aboutfor); 涉及,关系到;影响到

eg: the boys poor health concerned his parents.

he is concerned for her safety.

the news concerns your brother.

he was very concerned about her.

4. looseadj. not firmly or tightly fixed.

she wore loose garments in the summer.

i have got a loose tooth.

some loose pages fell out of the book.

5. purposen. [c] an intention or plan; a person‘s reason for an
action.

what is the purpose of his visit?

the purpose of a trap is to catch and hold animals.

did you come to london to see your family, or for business
purpose?

6. series n. (of) a group of things of the same kind or related
in some way, coming

one after another or in order.

then began a series of wet days that spoiled our vacation.

this publishing firm is planning a new series of school
textbooks.

they carried out a series of experiments to test the new drug.

7. cheat. 1) v. to behave in a dishonest way in order to win an
advantage;

2) n. a person who cheats; dishonest persons

they cheated the old woman of her house and money.

the salesman cheated me into buying a fake.

he never cheated in exams.

i see you drop that card, you cheat!

i never thought that sam is a cheat.

8. share 1) . (inwith amountbetween) to have, use or
take part in something

with others or among a group.

2) n. (inof) the part belongs to, owed to or done by a particular
person.

the money was shared out between them.

sam and i share a room.

we shared in his joy.

they always share their happiness and sorrow.

i have done my share of the work.

9. crazy adj. 1) mad ; foolish 2) [+about] wildly excited; very
interested

youre crazy to go out in this stormy weather.

johns crazy about that girl.

she is just crazy about dancing.

10. dare v. .. 1) + to do; 2) + v

to be brave enough or rude enough (to do sth. dangerous,
difficult or

unpleasant).

how dare you accuse me of lying!

how dare you ask me such a question?

my younger sister dare not go out alone.

he did not dare to leave his car there.

【篇三：人教版高中英语教学设计】


人教版高中英语教学设计

人教版高中英语必修5 unit 2 the united kingdom

一． 教学内容分析：

人教版新课标高中英语必修5 第二单元 (the united kingdom )
using language sightseeing in london让学生了解英国首都伦敦
的名胜古迹( big

ben;stpaul’scathedral ;westminsterabbey;greenwich;highgate
cemetery)

二、教学目标(teaching goals)

1.目标语言（target language）

a. 重点词汇和短语

sightseeing, available, delight, tower, royal, uniform, splendid,
statue, communism, thrill

b. 重点句式

worried about the time available, zhang pingyu had ... p14

what interested her most was the longitude line.p14

it seemed strange that the man who had developed
communism should have lived and died in london. p14

but she was thrilled by ... p14

2. 能力目标（ability goals）

improve the reading ability of the students and enable the
students to plan a tour around certain places.

3. 学能目标learning ability goals

help the students know more about the historical sites in
london.

三、教学重难点（teaching important difficult points）

help the students identify different kinds of tour and talk about
the most interesting place for the tour and master the key
words and expressions in the passage.

四、教学方法（teaching methods ）

2、交际法教学:让学生在完成任务的活动中提高听说能力

3、多媒体辅助教学法。把有关 英国的文本，图片等信息融合在课件
中，发挥学生的多种感官作用，激发学生学习兴趣，提高学习效率。

在reading 部分对the uk有了一定的了解，在此基础上进一步学习
关于英国的一些名胜古迹。

五、教具准备（teaching aids）

a computer and a projector.

六、教学过程与方式（teaching procedures ways）

step i revision and lead-in

talk about london with the students.

t: london has been a capital city for nearly 1,000 years, and
many of its ancient buildings still stand. have you found any
information about london?

s1: the most famous sites in london are the tower of london,
westminster abbey and st. paul’s cathedral. but most visitors
also want to see the house of parliament, buckingham palace,
which is the queen’s london home.

s2: once, london was a small roman town on the north bank of
the thames, but slowly it grew into one of the world’s major
cities with more than 7 million people. different areas of london
seem to be like different cities. and it also has many big parks,
full of trees, flowers and grass. sitting on the grass in the
middle of hyde park or kensington gardens, you are in the
country, miles away.

s3: many people think that london is all gray, but in fact red is
london’s favorite color. london is at its best when people are
celebrating. then the flags, the cheering crowds and the
carriages and horses all sparkle in the sunshine — if it’s not
raining, of course! however, it is often foggy. that’s why it’s
called “fog city”.

ask the students to read the passage and do the exercises
after the passage.

t: “sightseeing in london” is about a chinese girl’s first visit to
london. it tells us how it would feel to visit london for the first
time. now read and find the answers to the questions after the
text.

step Ⅱ reading

task 1: ask the students to read the text to get the main idea.

t: now please read the text and find the answers to the
following questions. show the questions on the screen.

1. how did zhang pingyu plan her tour?

2. what were the buildings mentioned in the text? what were
they famous for? who built them? what happened to them?

sample answers:

1. first, she made a list of the sites she wanted to see. then
she planed her four-day trip.

2. the buildings mentioned in the text were:

tower, built by norman invaders of ad 1066, it is a solid, stone,
square tower which remained standing for one thousand years;
st paul’s cathedral, built after the terrible fire of london in 1666,
looked splendid; westminster abbey, contains statues in
memory of dead poets and writers; greenwich, the longitude
line; big ben; highgate cemetery; windsor castle.

task 2: ask the students to study the structure of the text
“sightseeing in london”.

1. the tower of london

2. st paul’s cathedral

3. westminster abbey

4. big ben

5. buckingham palace

show the following. （说明：教师可以借助图片评说、文化背景介
绍和生活体验 等方法导入，激活学生相关的知识网络，使学生产生
阅读欲望。）

greenwich

the

second

day

the

third

day

the

first

day

1. high gate cemetery

2. the library of the

british museum 3. windsor castle

task 3 .ask the students find out the key words and
expressions.

(1)delight n.＆ vt.

to one’s delight = to the delight of sb.

take delight in

with in delight

be delighted at by with

be delighted to do sth .

delightful adj.

(2) remain vi ＆ linking v

remain --- remaining (adj ) --- remains (n )

after the fire ,very little remained of my house . 剩下

much work remained to be done .有待以后再做

i’ll remained to see the end of the game .留下

in fact ,the work remained unfinished .仍然是

the children remained listening .

the indian people remain in deep poverty .

the remains of the ancient temple are worth seeing .n.残余物

（3）thrill vt. ＆n.

be thrilled at with sth

thrilling adj.

(4) worried about the time available, zhang pingyu had made a
list of the sites she wanted to see in london. 过去分词做原因状
语= because she was worried about ……

(5)it looked splendid when first built .时间状语从句的省略

=（when it was first built）

(6)it seemed strange that the man who had developed
communism should have lived and died in london. it作形式主
语，that 引导主语从句。

七、homework:

ask the students to review the words learnt in this unit.

八、板书设计：

黑板的左边简要写出教学过程，右边写出在处理文章过程中出现的
重点词汇，短语。

左边：

1. how did zhang pingyu plan her tour?

2. what were the buildings mentioned in the text? what were
they famous for? who built them? what happened to them?

右边：

(1)delight n.＆ vt.

to one’s delight = to the delight of sb.

take delight in

with in delight

be delighted at by with

be delighted to do sth .

delightful adj.

(2) remain vi ＆ linking v

remain --- remaining (adj ) --- remains (n )

after the fire ,very little remained of my house . 剩下

much work remained to be done .有待以后再做

i’ll remained to see the end of the game .留下

in fact ,the work remained unfinished .仍然是

the children remained listening .

the indian people remain in deep poverty .

the remains of the ancient temple are worth seeing .n.残余物

（3）thrill vt. ＆n.

be thrilled at with sth

九、教学反思：

1.本堂课对词汇的处理有成功之处。上课时我在每个教学环节根据
语境，巧妙设计问题，引起学生对相关词汇的注意，然后通过英英
释义，或多媒体呈现，并写

在黑板右边，让学生自然而然地掌握了词汇。例如remain我列出一
些例句要学生自己去归 纳它的用法，而不是采用传统的讲授式。

2．本堂课学生能跟着教师的步伐，参与教学活动 ，但是，活动形式
还是有点单一，主要采用了问答式。教师应该不断更新观念，积极
运用各种手 段调动学生合作学习、快乐学习，注重学生的主动发展、
学习兴趣和个性的培养，使学生的积极性得到发 挥，只有这样英语
阅读教学才能更加有效