英语周报高中英语 Unit4 Behind beliefs Reading教案1 牛津译林版选修9.docx
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英语周报高中英语Unit4BehindbeliefsReading教案1牛津译林版选修9
Unit4BehindbeliefsReading1
Thoughtsonthedesign:
《英语课程标准》的总体目标是学生综合语言运用能力的形成。
而英语阅读教学的目的不但是让学生通过阅读来获取并掌握一定的语言知识，而且要加强学生对文章内容、信息结构及阅读技能的学习和培养。
因此本节课的设计，教师在教学过程中注重引导鼓励学生从文章的整体结构分析，到细节信息的捕捉；从接受理解课文内容，到灵活运用所学知识；从书本，到课外；从师生互动，到小组合作。
调动听说看等多种感官，在了解本话题知识的同时，锻炼正确的阅读技巧，培养主动学习和合作精神。
Teachingaims:
Afterlearningthetext,thestudentswillbeabletogainsomeknowledgeaboutidiomsespeciallytheBiblicalidioms.Studentsareexpectedtopracticeandreinforcetheirreadingcomprehensionandimprovetheiroverallabilities.
Teachingprocedures:
Step1Lead-in
1.IntroducetwofamoussentencesquotedfromConfucianAnalects（《论语》）.ThestudentscanfindtwoChineseidiomsinthesetwosentences.
2.IntroduceConfucianAnalectsbriefly,especiallyitseffectsonourhistoryandculture,emphasizingthatnowmanyChineseidiomsweoftenusearefromConfucianAnalects.
3.IntroduceasentencewhichcontainsanEnglishidiom.ThissentenceisquotedfromOLDTESTAMENT（《圣经•旧约》）.
4.ThenIntroduceBiblebriefly,emphasizingthatmanybasicconceptsandprinciplesofWesternculturehavecomedownfromtheBible,andmanycommonEnglishphrasesandexpressionshavetheiroriginintheBibleaswell.Thenleadtothetopicofthislesson.
1.
5.BiblicalidiomsinEnglish.
［Explanation］
英语老师反串语文老师，学生一定会感到很新鲜有趣。
出自《论语》的两个成语是学生们耳熟能详的。
关于《论语》对中国文化历史乃至世界的影响，学生们应该是略知一二。
由此进行同类比较，引出一个出自《圣经》的英语习语以及对于《圣经》的简单介绍。
水到渠成地导入本课主题“圣经习语”。
Step2Fastreading
1.Scanthetextandlistentotherecordingofthetext.Thinkaboutthefollowing3questions:
1）Whatisanidiom?
2）WhatlanguagewastheBiblefirstwrittenin?
3）Whatidiomisoftenusedtodescribechildren?
2.Asksomestudentstoanswerthe3questions.
Keys:
1）Anidiomisagroupofwordsoranexpressionwhosemeaningoftencannotbeunderstoodbylookingatthemeaningsoftheseparatewordsinit.
2）InHebrew.
3）“Appleoftheirparents’eye”.
3.Discussthestructureofthetext.
Thetextcanbedividedinto4parts.Discusshowtodivideitinpairswiththehelpofthemainideasofeachpart.
1.Whatisanidiom?
（Para______）
2.WhydoestheBiblehavealotofidiom?
（Para______）
3.WhatarethefeaturesofBiblicalidioms?
（Para______）
4.Whyshouldwelearnidiomswell?
（Para______）
Key:
part1（para1）
Part2（para2）
Part3（para3-6）
Part4（para7）
让学生带着问题配合录音快速阅读课文，熟悉文章的话题及内容布局。
因为是快速阅读后的结构分析，所以教师提供段意降低难度，让学生比较容易的将课文分成几部分，为下一步精读作准备。
Step3Detailedreading
1.Readparagraph1and2againcarefully.TrytoanswersomeT/Fquestions.
a.Themeaningsofanidiomarealwaysthesameasthemeaningsofitscomponents.
b.Youcaneasilymisunderstandasentenceifyoudon’trecognizeanidiomisbeingused.
c.TheoriginalmeaningofBiblicalidiomshasneverchanged.
Keys:
a.Themeaningsofanidiomarealwaysthesameasthemeaningsofitscomponents.（F）
Example:
A:
IthinkitwasJasonwhostolemydocument.
B:
Fatchance!
（微小的机会；极少的可能）
A:
He’stheonlyonewholeftherelate.
B:
Iknowhim.He’llneverdothatsortofthing.
b题）
b.Youcaneasilymisunderstandasentenceifyoudon’trecognizeanidiomisbeingused.（T）
c.TheoriginalmeaningofBiblicalidiomshasneverchanged.（F）
Examples:
“byandby”originallymeanimmediately,butnowitmeansbeforelong.
““stonewillcryout”thestoneswillcryout”usedtomeancannotcontrolone’sfeelings.Nowitmeansthatpeoplewillknowitifyoudosomethingbad.
WhatarethefeaturesofBiblicalidioms?
a.Biblicalidiomsoftencamefromstories.
b.SomeidiomsfromtheBiblethatuseanimals.
c.AnotherfocusofBiblicalidiomsisoftenthingsrelatedtoagriculturallifeorfood.
2.ReadPara3-6carefullyandanswerthefollowingquestions:
4.Readparagraphs3-6carefullyandanswerthefollowingquestions.
1）WhydidBiblicalidiomsoftencomefromstories?
2）Whatdoes“feetofclay”mean?
3）Whichanimalsarefeaturedintheidiomsinthearticle?
4）Whichexamplesincludedinthetextarerelatedtoagriculturallifeorfood?
Keys：
1）1）Becausetheidiomitselfwastheexpressionthatunderlinedthemoralofastoryandgaveaudiencesapicturetohelpthemunderstandthestorybetter.
2）2）Thereisahiddenweaknessinsomebodywhomweadmireorrespect.
3）3）Acalf.
4）“reapwhatwesow”and“theappleofmyeye”.
3.Readparagraph7againcarefullyandtrytolistthebenefitsoflearningidioms.
Keys:
1）improvingyourcomprehension
2）Developingahighlevelofcompetenceinyourcommunicationskills
3）BetterunderstandingandappreciatingthehistoryandcultureofEnglish-speakingcountries.
4.Howmanyidiomshavebeenmentionedinthisarticle?
Whatarethey?
Howmanyidiomshavebeenmentionedinthisarticle?
Whatarethey?
Keys:
6.byandby,feetofclay,toseethehandwritingonthewall,killthefattedcalf,reap
whatwesowandappleoftheirparents.
5.1）
1）Debbie’sfatheralwayswarnedhertobenicetopeopleshedidnotknow,becausewe__________________
2）Sarah’smotheradoresher;Sarahis_______________.
3）Wilsonwasdisappointedwhenhelearntthatthecoachhad________.
4）Sheknewitmighttakealongtimeforherteammatestochangetheirminds,butshebelievedthatthenewplanwouldwork_________.
5）WhenmybrothercamebackhomefromhistriptoEurope,we____________.
6）Afterhiscompanysufferedmillionsofdollarsinlosses,Joe_________andleftthecompany.
Keys:
.1）reapwhatwesow2）theappleofhermother’seye3）feetofclay
4）byandby5）killedthefattedcalf6）sawthehandwritingonthewall
［Explanation］
按照段落顺序带着不同的任务层层精读，有回答问题，有正误判断，有填空等。
必要的地方给出具体的例子，有课内知识也有课外补充，充分激发学生的兴趣。
将课文中提到的习语正确用在适当的语境中这一环节则强调现学现用，有助于学生从被动输入到主动输出，理解运用能力能够得以提高。
Step4Practice（可作机动）
Sincelearningidiomshassomemanybenefits.Let’slearnmoreidioms.
Trytoinferthemeaningsofthefollowingidiomsbyanalyzingthehiddencluesandthenusethemincertainsituations.
atthetopofahat（immediately）seeeyetoeye（tohavethesameopinionassomeoneelse）
knowtheropes（toknowhowtodosth.—thisidiomreferstothefactthatasailorknowshowtomakeropesforsailing）child’splay（aneasyjob）onashoestring（havingverylittlemoney）
afeatherin（my）cap（somethingthatyoucanbeproudof—thisidiomcamefromthenativeAmericanIndianswhousuallygaveafeathertosomeonewhowasbraveinabattle）
（1）MysisterandIagreeabouteverythingfromfashiontopolitics.We______onalmostanything.
（2）Alexhadverylittlemoneywhenhestartedhisfirstbusiness.Infactheonlyhadafewhundred
pounds.Hestartedhisbusiness______,buthewasverysuccessful.
（3）Whenherfriendscall,Meganwilldropeverythingtogoandmeetthem.Shewillleave_____.
（4）Ifyouhaveanyquestions,askIan.Hehasworkedherefor25years,sohereally______.NooneknowsmoreabouthiscompanythanIan.
（5）Heisveryexperiencedinthiskindofproblem.Helpingyousolvetheproblemwillbe______tohim.
（6）HerbertwonascholarshiptoDukeUniversity.Over500studentsappliedforthescholarship.Itwas______whenhewon.
Keys:
（1）seeeyetoeye
（2）onashoestring
（3）atthetopofahat
（4）knowstheropes
（5）child’splay
（6）afeatherinhiscap
［Explanation］
该部分作为机动环节，根据学生和课堂的实际情况可选用。
旨在扩展学生的知识面，进一步领略学习英语习语的乐趣。
Step5RevisionandConsolidation
Fillinthefollowingformwithproperwordsaccordingtoyourcomprehensionofthetext.
Thedefinitionofanidiom
Agroupofwordsoranexpressionwhosemeaningcanonlybeunderstoodbylookingatthe
（1）______________meaningofthewordsinit
Usinganumberofwordstorepresentasingleobject,personorconcept,etc
The
（2）________
oflearningidioms
（3）______________yourcomprehension
Developingahighlevelofcompetenceinyourcommunicationskills
Betterunderstandingand（4）______________thehistoryandcultureofEnglish-speakingcountries
The（5）________
ofBiblicalIdioms
The
Bible
（6）______ofimage
（8）___________
（9）______________
stories-related
Feetofclay
Ahiddenweakness
（7）___________
Killthefattedcalf
Havingalargecelebration
aboutagriculturallifeorfood-related
Appleoftheirparents
Meaningtheirparentslovetheirchildrenverymuchandbeproudofthem.
Reapwhatwesow
Smallkindnessesoftenbringusarichrewardwhilesmalloffencescan（10）_______indisaster
Keys:
1.whole/complete2.benefit3.Improving4.appreciating5.origin
6.Types7.Animal-related8.Examples9.Meanings10.result
［Explanation］
这是一篇原创的任务型阅读，以本课课文为基础，紧扣高考要求，当场完成，既能让学生回顾本课所学内容又能在字词方面加以训练，起到复习作用的同时进一步巩固提升，一举两得。
Step6ActivityRole-play
1.Preparation:
Allthestudentsaredividedintoseveralgroupsoffour.GiveeachgroupaBiblicalidiom.
2.Requirements
1）Workingroups.Makeupaconversationandcreateapropersituationinwhichthisidiomcanbeused.
2）Youhave4minutesforpreparationandthenperformtheconversationinfrontofyourclassmates.
3）Whileperforming,youshouldtrytoprovideenoughinformationsothatotherstudentscanguessthemeaningofyouridiom.
4）Asaudience,youshouldtrytounderstandtheidiomwiththehelpoftheconversation,andjudgewhetheritisusedproperly.
5）Theidiomshavebeengiventoyouduringbreaktime.
3.Role-play
［Explanation］
用一种更加主动灵活的方式了解更多的圣经习语。
在分组活动并进行表演的过程中，学生的团队合作精神、口语表达能力、听力理解能力都将得到锻炼提高。
Step7Homework
1.Askstudentstoreadthetextagainafterclassandunderlinetheexpressionsorsentenceswhicharenotclearabout.
2.EncouragestudentstofindmoreidiomsorBiblicalidiomswiththehelpoflibraryorInternet.
［Explanation］
复习课文内容，并为下一课时做好预习工作。
进一步培养学生自我学习研究的能力。
附：
上课前将下列出自《圣经》的习语分发给学生（可选用其中若干），每小组一条，供小组活动时使用。
1▲打空气（beatingtheair）出自《新
升级会员 