高中英语 unit4 the next step reading教案1 牛津译林版选修11

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1、Unit4ThenextstepReading1Thoughtsonthedesign:承接Welcome部分内容，Reading部分继续针对到国外学习所需做的准备以及大学生活内容展开。Teachingaims:Afterlearningthereading,thestudentswillbeableto:1.gainsomeinformationaboutlivingandstudyingatauniversityinCanada;2.betterunderstandthetoneandstyleinthetext;3.p

2、racticeandreinforcetheirreadingcomprehensionandimprovetheiroverallability.Teachingprocedures:Step1Leadin1.ShowstudentssomepicturesofuniversitylifeofmyfriendwhoisstudyinginAustralia.2.Askstudentsaquestion:Haveyouthoughtofstudyingabroad?[Explanation]借助于教师的一位朋友在澳大利亚学习

3、期间的一些真实图片，展现国外大学的学习生活实景。通过展示，一方面学生会有新鲜感；另一方面也激起他们对大学生活的向往，同时为第二个问题的讨论作好铺垫。Step2Fastreading1.Askstudentstoreadthetextquicklyandanswerthefollowingquestions:(1)HowlonghasQinXiaoyongbeenatuniversity?Morethanoneyear.(2)Whatcoursedidheplayatuniversity?Psychology.(3)Whats

4、portdidhisCanadianfriendsintroducehimto？Baseball.2.Matchtheparagraphswiththemainideas.Para1IntroductionhimselfandhistopicPara2HiscollegelifeinCanadaPara3Para4-5AdvicetoreadersPara6Para7-8PreparationsbeforeleavingPara9-10Adjustmentsinhislife[Explanation]快速阅读使学生获得人物、

5、时间、地点、事件等基本信息。同时大概了解文章大意，培养其快速提炼文章大意的能力。考虑到时间较短，采用连线的方式可以适当降低学生在这个任务中的难度。Step3Detailedreading1.Readpara1andanswer2questions:(1)Whoistheauthorofthenewsletter?Heisaschoolmateofthestudents.(2)What’stheintentionofQin’swriting?Togivethereadersaquickreviewofwhattoexpectf

6、romuniversitylifeeitherinChinaorabroad.2.Readpara2andanswerthequestions:Whatdoyouneedtodotoprepareforuniversity?Decidewhichuniversitytoapplyto,whatcoursetostudyandwhichpermitsyouneed.3.Readpara3-6tofindoutwhatadjustmentshavebeenmadetogetusedtotheuniversitylife:(1)B

7、eingawayfromhisfamily(2)GettingusedtoCanadianfoodAdjustments(3)Learningtocook(4)Doinglaundry(5)Puttingmoney4.Readpara7-10andfinishthefollowingtrueorfalsequestions:(1)Myroomwasbigwithnobathroom.(2)Myroommateiswell-informedandhavedifferentschdulefrommine.(3)Myadvicet

8、ostudentsistoprepareandthinkahead,whichwillbeeasytomakethetransitionfromhometouniversity.Answers:FTT[Explanation]此部分为精读，通过问题、填空以及判断正误等方式使学生将已获取的信