人教版高中英语Boonit 3 Fairness for all reading教案+课件（26张）+检测+反思 （4份打包）
教学设计_高中英语_Boonit3FairnessforallReading.doc
课后反思_高中英语_Boonit3FairnessforallReading.doc
课件设计_高中英语_Boonit3FairnessforallReading.ppt
评测练习_高中英语_Boonit3FairnessforallReading.doc
　　Unit3 Fairness for all  教学设计
　　THE START OF THE CIVIL RIGHTS MOVEMNET（ A reading lesson)
　　I. Teaching goals
　　1．Target language   
　　boycott，prohibit，break the law，challenge，submit，negotiate，punctual，bomb，nationwide，constitutional，battle，happiness，liberty，unjust，separation，tradition，hopeful，coincidence，hostility
　　2．Ability goals
　　Enable students to know some bacnd information of the Civil Rights Movement and develop students’ ability to master the basic strategy  of reading narrative passage by using Inquiry-Answer．
　　3．Learning ability goals
　　Help students get familiar with the bacnd information Of the Civil Rights Movement and write a summary of narrative passage by listing and  arranging the major events in the right order．
　　II. Teaching important points
　　Help students to pict the clues of the events and grasp the whole process Of the important movement．
　　III. Teaching difficult points
　　Help students master the reading strategies-prediction，inquiry and processing.
　　IV. Teaching methods
　　Team work learning，task-based learning，inquiry，prediction and processing．
　　V. Teaching aids
　　A projector and some slides．
　　Teaching procedures & ways
　　VI. Teaching Procedures:
　　注: IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work;
　　PW=Pair Work; GW=Group Work
　　Activities Intentions IP&Time
　　Greetings
　　Step 1 •Learning aims
　　T and Ss share the learning aims together. 明确教学目标，有的放矢。 CW
　　1’
　　Lead-in
　　Step 2 ••Enjoy a video together
　　T provides a short video about Obama, which lays a foundation for the following question above.
　　扩大知识面，了解欧美，为学生回答问题奠定基础激发阅读本文的兴趣。 CW
　　1’
　　Step 3 Brainstorming
　　T asks Ss one question:
　　1. How many black heroes do you know? 通过问题引入，激发学生的兴趣，调动学生思维。 CW
　　2’
　　Step4 Show some pictures about black people and their situations 逐步调动学生兴趣，渐入佳境。 CW
　　2’
　　Self-study
　　课后反思
　　1.概述：
　　阅读教学在英语教学中有非常重要的地位，以培养学生的阅读能力为主要教学目标，为达到这一目标，不仅需要指导学生学习和掌握课文内容所涉及的语言知识，了解课文内容所涉及的文化背景，更重要的是引导学生掌握不同体裁文章的不同阅读方法和技巧，并在各个教学活动中提高语言的综合运用能力。 阅读第一课时教学重在运用语篇整体教学模式帮助学生们理清思路，抓住细节，完整、系统地进行语篇阅读与理解， 培养学生用英语进行思维的能力和提高学生的语言运用能力。
　　仔细分析教材，把握文本特点在阅读教学中显得尤为重要，因为阅读第一课时重在对文章的整体理解和阅读能力的培养，而阅读能力的提高就需要教师在各个教学环节中渗透阅读策略的指导，使学生在活动中提高阅读技巧。既然是阅读课，就应该给学生足够的阅读和思考时间，引导学生进入文本，体会文本的深层含义，而不仅仅是停留于表面，读过且过。教师应通过教学活动把学生迅速带入问题情境，使他们的注意力集中到语言材料中来，引导他们整理、加工、联想，进行创造性思考，提高他们运用有价值的信息解决问题的能力和语言表达能力。根据不同的文体，如日记、书信、评论等，把握文章整体结构及特点，灵活运用不同的阅读方法，或结合多种方法，如：略读、跳读、细读、推读、概读等。
　　新课程标准提出教师要转变在教学中的角色，教师不应仅仅是知识的传授者，还应成为学生学习的促进者、指导者、组织者、帮助者、参与者和合作者。教学的过程是教师与学生交流的互动过程，教师需要根据课程的目标、学习活动的要求、学习过程的需要以及学生的需要扮演不同的角色。教师要有意识地引导学生发展自主学习能力，使学生真正成为学习的主体。因此在“读中”（while-reading）这个环节中，教师应尽可能作到以下几点：：1. 任务设计目的明确；2.任务对理解课文具有真实意义；3. 任务应涉及信息的接收、处理和传递等过程；4. 学生应在完成任务的过程中使用英语；5. 学生必须通过主动参与（个人阅读或小组讨论）来完成任务；6. 完成任务后应有一个具体的成果。 同时在问题的设计上照顾到不同层次的学生，做到分层设计任务，分层教学。对较简单的表层问题，让基础较弱的同学来回答，让这些学生在课堂上体验成功的喜悦。因为学生已经读过课文，所以，第一遍给学生放录音。这样既能锻炼学生读的能力，又能检验学生的听力水平，同时有可以激发学生积极主动参与课堂活动的意识。新课程倡导自主、合作、探究的学习方式，目的是帮助学生树立主体意识，进行个性化的独立思考和学习探究，并能形成个性化的理解和结论。独自解决不了的问题才有必要提交小组讨论，并在师生、生生的互动中解决问题。对于课文中比较难的深层问题，让英语程度好些的学生回答，或采取分组讨论的方式评测练习
　　I. Translate the phrases.
　　1. wort _____________               2.做礼拜__________________
　　3.prohibit sb from ding sth _______________    4.依据_____________________
　　5.get on board a city bus ________________    6.seize on _________________            
　　7. be punctual for __________________      8. by coincidence ___________
　　9. shout abuse at ______________           10. offer sb a lift ______________
　　11. be accustomed to _______________      12. map _________________
　　13. a red –letter day _________________      14.strike a blow for ___________
　　II. Analyze the long and difficult sentences
　　1. Dr King encourages us to fight against this unfair system which prohibits us from sitting where we like.
　　分析：which 引导                   where引导                      
　　阻止某人做某事                                  
　　2. Encouraged by a Supreme Court decision that public education must be mixed nationwide , the leaders went to court to argue against separation on buses.
　　分析：Encouraged在句中做              ,that 引导                    
　　3. It was not until November 13,1956 that the US Supreme Court declared separation on buses was not constitutional.
　　分析：本句的句型是                                              
　　4. The success of the Montgomery bus boycott began the Civil Rights Movement that led to the improvement of the conditions for black people in education , housing, jobs ,voting and hotels throughout the USA.
　　分析：that 引导                                      
　　翻译                                                               
　　III.Fill in the blanks according to the summary of the text and try to retell it .
　　Rosa parks, 1._______black woman, got on a bus and sat in the 2. _______(five) row. She was supposed to give seat to a standing white man, but she refused to do so. Therefore, she 3. _______ (arrest). This 4. _______(fair) treatment made the black people very angry. King and other black people called on a bus boycott in Montgomery, 5. _______ went smoothly and successfully. All the black people united as a whole and went to work on foot or 6._______ taxis. A year 7._______ (late) the boycott met with hardships. The white businesses were suffering and they tried many 8._______ (trick) to stop the boycott. The houses of Martin and other black leaders were bombed, 9._______ all their tricks failed. At last the boycott succeeded and it led to the 10._______ (improve) of black people's civil rights.