reading教案（通用16篇）

reading教案篇1

task:1,topractisethetechniqueofscanningofrdetails

2,toknowtherelationshipbetweendietandoverallhealth

3,tomastertheusagesofthefollowingexpressionsandwords

wanttodo,fortwodays,it'simportantfor...,begoodfor,eat...for,not...anymore,a

topstudent,likedoing,ontheinternet,exercise,twiceaweek,dancer,fastfood

4,tofinishaclasstest

topic:whatweeatandhowwelive

contents:readingpartinunit4

importantpoints:1,theusagesoftheexpressionsandwords

2,thetechniqueofscanningfordetail

difficultpoints:therelationshipbetweendietandoverallhealth

theteachiquetoscanningfordetail

whatweeatandhowwelive

everyday,idancefortwohours.it'simportantforadancertobehealthy.iknowthatsweetsnacksarenotgoodforme.ialwayseatanappleforbreakfast.idon'teatsweetsnacksanymore.iam...atopstudentilikestudyingontheinernet.afterclass.iexerciseeverydayforabout30minutes.iswimtwiceaweek.ialwayshaveahealthymealfordinner.idon'teatfastfoodanymore.

teachingprocedures:

taskone:showthetaskforthisclass(letthestudentsknowtheystudytask):omission

tasktwpractisetheskillforscanningforthedetails

1,givethestudentspapers

2,(thestudents)trytoreadthepassagefillthemissingwords

thegirl'snameis______.sheis______yearsold.shewantstobea_____.sheoftendancesfor__________everyday.beforeshe_____atefruitand______.shelikedsweet______.nowsheofteneats_____forbreakfast.shedoesn'teat___________betweenmeals.

theboy'snameis______.heisa_____studentatschool.helike______computergames.heoften_____withhisfriendsonthe_____.beforeheoftenate______forlunch.hewantedto______basketballbuthecouldn'trun______.sohe_____forabouthalfanhouraday.

taskthree:adiscussionaboutfoodandlifestyles

1,showapieceofvideos(一段关于胖孩子录像)

2,adiscussion

taskfour:abilitytest

1,givethepapers

2,usetheexpressionstofillintheblankforthreehours,wanttodo,it'simportantfor...,not...anymore,eat.for,begoodfor,likedoing...

jackisanenglishboy.he______afootballplayer(足球运动员）he______footballverymuch.heplaysfootball_______everyday.hesaysplayingfootball______hishealth.beforeheseldomplayedfootballbecausehecouldn'trunfast.heoften______meat_____histhreemeals.hegotveryfat...

taskfive:practice

helpthestudentstomastertheusagesoftheexpressions

first:t:englishs:chinesethent:chineses:english

t:iwanttobeadancer.

s：我想成为一名舞蹈者。（教师可帮助学生理解意思）

t：she/he/missli/they/theboywant/wantstobea/an/teacher/singer/dancer/engineer/farmer/....

s:她/他/李小姐/他们......想成为......

t:我/你/他/我们/你们/她们/王先生......想成为一名医生/教师/工人......

s:i/you/he/we/you/mrwangwant/wantstobea/an......

2，t:idancefortwohoursveryday.

s:我每天跳舞两小时。（教师可帮助学生理解意思）

t：theboy/girl/man/teachers/women....run(s)/swim(s)/walk(s)/fish(es)/work(s)...fortwo/three/twoandhalf/hours/thirty/twenty/ten/minutes...everyday.

s:那个男孩/女孩/男人/教师们/妇女们......每天跑步......两/三/两个半时......

t：我/我的朋友们/他的爸爸/孩了们每天读书一小时，每天看电视三十分钟.....

s:i/myfriends/hisfather.....readforonehour/watchtvfor30minutes......

3,t:it'simportantforadancertobehealthy.

s:对一个跳舞者来说，保持健康很重要。（教师可帮助学生理解意思）

t：it'simportantforyou/them/theboy/theoldman/...towalk/swim/todoexercise/getupearly.....everyday.

s:对你/他们/那个男孩/老人......来说，每天散步/游泳/做锻练......非常重要。

t:对我们/你们/他们/平平/杰克......来说，每天读英语/每天听录音/散步/打篮球/喝点水/吃点蔬菜......很重要。

s:it'simportantforus/you/them/pingping/jacktoreadenglish/listentothetape/walk/playbasketball/eatsomevegetables....

4,t:iknowthatsweetsnacksarenotgoodforme.

s:我知道甜点心对我没有好处。（可帮助学生理解）

t：toomuch/manymeat/sugar/exercise/sleep/candies...is/arenotgoodfortheboy/girl/me/him....

s:吃太多的肉/糖/睡眠太多......对那个男孩......没有好处。......

tasksix:classpractice

一、fillintheblanksaccordingtothepassage

thegirl'snameis______.sheis______yearsold.shewantstobea_____.sheoftendancesfor__________everyday.beforeshe_____atefruitand______.shelikedsweet______.nowsheofteneats_____forbreakfast.shedoesn'teat___________betweenmeals.

theboy'snameis______.heisa_____studentatschool.helike______computergames.heoften_____withhisfriendsonthe_____.beforeheoftenate______forlunch.hewantedto______basketballbuthecouldn'trun______.sohe_____forabouthalfanhouraday.

二、fillintheblankswiththeexpressionsgiven.

simonismyfriend.hewants________abasketballplayer.heknows_________forhimtorunfast.soheruns____________inthemorningeveryday.beforehedidn'tlikerunning________.heoften_____muchchickenandmeat______hissupperandhewasveryfat.hismothertoldhimthattoofat______not__________him.butnow,simonseldomeatschickenandmeat.andhegetsupearlyanddoexerciseeveryday.

三、putthefollowingintoenglish

1，他们每天要打一个小时的网球。(for...)

2，明明想成为一个歌唱家。(wanttobe)

3，对你来说，每天吃一些水果很重要。(it'simportant...)

4，李先生每个月看两次电影。(twice)

5，读书（reading）你每个人都有好处。(begoodfor)

taskseven:homeworkandexercise

1,recitethepassage

2,finishtheexerciseinthebook.

reading教案篇2

atripon“thetruenorth”learningaims:•         learntheusefulnewwordsandexpressionsinthispart:chat;surround;measure;aboard;within;border;ratherthan;settledown;managetodo;catchsightof;haveagiftfor•         learntheknowledgeofcanada.•         developreadingabilityandlearndifferentreadingskills.•         learnhowtoreadatravellingreportandhowtouseamap•         stimulateinterestsinlearningaboutforeigncountries.importantpoints:•         readthepassageandlearnaboutthegeography,maincities,naturalbeautyandnatural     resourcesofcanada.•         learndifferentreadingskills.(skimming; scanning;detailedreading,referring;etc.)difficultpoints:•         .developourreadingability.•         learnaboutsomebasicinformationandtalkaboutcanada.procedures:step1leadingin   aquiz.(howmuchdoyouknowaboutcanada?)readingtipsstep2  readingi.                   skimming(略读)2ms通览全文，获得大意，不要在意细节和生词，找到问题答案即可。一定要快哟！ skimthepassageandthenanswerthefollowingquestions:1)                             whatisthepassagemainlyabout?itisabout______oftwogirls;andit tellsussomeinformationabout______.2)whatis“thetruenorth”?thetruenorthisanameof ___________.ii.                scanning(跳读) 4msreadingtips: itisatravellingjournal(游记)soweshouldfindouttheessentialitems(基本项目)init.scanthepassageandfindoutcharacters(人物),placesandtheirtravellingroute（路线）.characters:places:route:drawatravellingrouteonthemaponp33iii. detailedreading(细读)10msreadthepassagemorecarefullyandfindmoreinformationaboutcanada.thenfinishthefollowingtasks.task1 atripon“thetruenorth”place    informationvancouveritis___________bymountainsandthepacificocean.peoplecan_____ inrockymountainsandsailinthe______.wetclimatemakesthetreesextremelytall,some___________over90meters.therockymountainstheymanagedto__________somemountaingoats,agrizzlybearandaneagle.calgaryitisfamousfor ____________.manycowboys______________ridinghorsesandcanwinthousandsofdollarsinprize.awheat-growingprovincefarmscoverthousandsofsquare____.thunderbayitisabusyportcityatthetopofthegreatlakesinan______area.oceanshipscan________thegreatlakes.task2 doyouknowwhattheyreferto(指代)?  theycouldcrossthewholecontinent…(para.1)•                            itspopulationisincreasingrapidly.(para.2)andmuchofitisinthegreatlakes.(para.4)task3translationbar(译译吧,译林高手出招吧!）•         thatafternoon,thecousinsgotonthetrainandthensatintheircomfortableseats•         somepeoplehavetheideathatyoucancross  canadainlessthanfivedays,buttheyforgetthefactthatcanadais5,500kilometresfromcoasttocoast.•         她们不想一路乘飞机，而决定先飞温哥华，再从西海岸乘火车横穿加拿大到达东海岸。step3talkingbar（谈谈吧）let’sshareyourideas.ifsomedayyougotocanada,wherewillyougo?why?step4homework•         learntheusefulwordsandexpressionsbyheart.•         writeashortpassagetoreportwhatlidaiyuandliuqiansawincanada. 

reading教案篇3

unit4 earthquake-reading教案teachinggoals:1.      targetlanguage目标语言learnandmasterthenewwordsandexpressionsinthisperiod.2.      abilitygoals  能力目标trainthestudents’readingandspeakingability.

trainthestudents’abilitytousetheinternettosearchforsomeusefulinformation.

trainthestudents’abilitytocooperatewithothers.teachingimportantpoints:trainthestudents’readingability—skimmingandscanning.teachingdifficultpoints:  describethedisasters.teachingaids:cia课件teachingprocedures:step1.lead-int:wehaveavisittothemuseumofnaturaldisasters,andyouhavelearnedaboutsomebriefintroductionofmostdisasters.today,iwanttoshowyouroundtheearthquakedepartment,andihopeyouwilllikeitandlearnsomeusefulknowledge.nowlet’sgo.t:attheverybeginning,iwanttoknowhowmuchyouknowaboutanquake. q1:whatwouldyoutakewithyouifaquakehappened? q2:thebestwaytosaveyourselfistoknowtherewillbeaquakebeforeithappens.whatkindofsignscantellyouthatthereisaquake? q3:whatkindofdamagecananearthquakecause?s:buildingsaredestroyed;peoplearekilled;familiesarebroken…t:let’shavealookatsomepicturesofsuchterriblesite.(picturesofquakes)t:(thelastpictureismonumentoftangshanquake.)doyouknowwhatthisis?step2.pre-readingt:30yearsago,onthedayjuly,the28th,aterribledisastersuddenlyhappened,andthebeautifultangshanwasremovedfromthemap.thisistangshanquake.doesanybodyknowsomethingabouttangshanquake?t:let’sreadanewsreportaboutthefamousquake.step3.while-readingi.skimming&scaringgetthestudentscomprehendthepassagequicklyandaccurately,andmeanwhilehelpthestudentstoformagoodhabitofreading.t:firstpleaseskimthepassagefasttoobtain/getageneralunderstandingofthewholepassage.andunderlinetheanswerstothefollowingquestions.1.      whendidthequakehappen?(whydidthewriterusedifferentexpressionofthesamething?)2.      howmanypeoplewerekilledandinjuredduringthequake?3.      howmanybuildingsweredestroyed?4.      werethereanypeoplecomingtorescuethem?

ii.whilereading,dividethewholepassageinto3partsandfindoutthemainideaofeachpart.para.1beforethequakepara.2-3duringthequakepara.4afterthequakeii.careful-readingreadthepassageagainandtrytogetmoredetailedinformation.t:nowlet’sreadthepassageagainandfindmoreinformation.jointhecorrectpartsofthesentences.(turntopage27,ex1)t:nowyouhavereadthepassagecarefully,pleaseputthesentencesinorder.numbereachofthesethingsduringthetangshanquake.(turntopage27,ex2)t:herearesomemoreworkforyou.youcanworkingroups.1.      whatstrangethingshappenedbeforethequake?2.      whatsentencescanexpressthequakeisgreat?3.      whatnumberscanexpressthequakeisgreat?4.      whatmetaphordoesthewriterusetosaythequakeisgreat?5.      whathappenedwhenrescueworkwasgoingon?6.      howdidthearmyhelptorescuesurvivors?7.      completethepassagewithsomeofthewordsinboldinthereport.(turntopage28,ex2)

t:let’swatchsomepictures,andcomparingtheoldtangshan,thetangshanafterquake,andthenewtangshanweseetoday.step4post-reading(discussing)t:afterreadthenewsreport,andseesomanypictures,whatimpressesyoumost?why? orwhatdoyoulearnfromsuchadisaster? (self-rescue,environmentprotection,rebuilt,loveandhelp)i:self-rescue(avideogame)t:wheninaquake,ifyouknowsomeself-rescueskills,youmayprobablysaveyourself.ifyouwanttoknowsomeoftheskills,clickhere.(linktotheindex) let’sdolittlegametoseehowmuchyouknowaboutself-rescue.ii.whatdidtheysufferandfeel?t:canyouunderstandwhattheysufferandwhattheyfeelaftersuchadisaster?t:ifyouwereoneoftherescuers30yearsago,whatcouldyousayandwhatcanyoudotocomfortthem?orhowcouldyouhelpthem?iii.rebuildingt:weseethatthenewtangshanhasbeensetup.whatisneededtorebuildtangshan.iv:environmentprotectiont:nowadaystherearemoredisastersthanbefore.oneofthereasonsisthatwepaymoreattentiontooureconomydevelopmentthantheearthwelive.lookatthesepictures.whatcanwestudentsdotosavetheearth?t:thoughthedisastersdestroybuildings,people’slives,butitcannotdestroytheloveamongus.step5homework1.      findmorenewsreportsaboutearthquake.2.      writeapieceofnewsabouttangshan.youcanusetheinformationinthepassage.

reading教案篇4

unit2healthyeating reading---教案

teachingaims:

1.studentswillbeabletodeveloptheirreadingability,learntousesomereadingstrategiessuchasguessing,skimmingandsoon;

2.studentswillbeabletorealizetheimportanceofhavingahealthydiet

3.tograspsomeusefulwordsandexpressionsinthispassage,suchasbetiredof,curiosity,getawaywithetc.

teachingimportantanddifficultpoints:

1.understandthetextwell.

2.trytomastertheusefulnewwords&expressionsinthisperiod.

teachingprocedures:

step1 revision

t：goodhealthisveryimportantforallofus.ifyouwanttoleadahappy life,youmustkeepgoodhealth.withgoodhealth,wecanenjoyacolorful、cheerfulandfruitfullife.boysandgirls,whowouldliketotellusthemostimportantthingstostayhealthy？

s1：drinkenoughwatereveryday.

s2：eatfreshfruitandmanyvegetablesaday.

s3：earlytobedandearlytorise.

s4：takealotofexerciseeveryday.

s5：don’teattoomuchfatbuteatmorefish.

t:good！pleaseinterviewyourpartneronhishealthyhabits.

ss:ok

在该情景中教师表述了对所有人来说拥有健康是非常重要的，如果你想生活幸福，你必须保持身体健康，才可以享受缤纷、愉快的、丰硕的生活。接着提问学生上一节课已谈论过的保持健康的几个要素。然后让学生访问同桌的生活饮食习惯。这样做是为了复习上一节课的内容，同时承上启下，又可以引出本课时的话题。在这个教学活动中，我非常关注基础差的学生，尽可能让他们开口讲英语，利用师生提问，生生互动，达到教学目的。

step2 learnthenewwordsandexpressions

t: ithinkmostofyouhaveagoodlifestyle.butidonothaveahealthyhabit.

ss: really？isthattrue?

t: ilikeeatingsweets,sweetthings,andibecomeveryfat,butitrytodosomerunningtolosesomeweight.unluckily,ifelloffonastonewhileiwasrunningyesterday.ibrokemyarm. iinjuredmyarm,andihadapainonmyarm..

ss: wearesorrytohearthat.

t: itispainfulnow.

ss: batwhathappenedlater? howwasit?

t: myhusbandwasveryanxiouswhenhesawme.hetookmetothehospital.thedoctorexaminedmeverycarefullyandhadmytemperaturetaken.mytemperaturewasnothigh,itwasnormalandididn’thaveafever.

在该情景中，我从保持健康的生活习惯引出我喜爱吃零食甜食的不良饮食习惯导致了发胖，于是我试图通过跑步来减肥的过程当中不慎摔倒，扭伤了胳膊。在对话中让学生学习了新的单词，同时我有意锻炼了学生的everydayenglish,我还特意把新单词抄写在黑板上，让学生更加清晰、深刻地把新单词融入在对话情景中学习，这样参与体验的教学活动，学生很容易就把单词记牢固了。在这环节中我比较测重锻炼学生的听力，同时也培养学生的英语日常用语的运用，引导学生能够进行恰当的交流。

step3 usethenewwordsandexpressions

t：justnowyoudidverywell.nowwhowouldliketotelluswhathappenedtomeyesterday?

在该情景中我特意让学生复述了昨天发生在我身上人事情，事实上更大关注了学生成绩好的学生，因为在复述中要引用所学的新单词。

step4 skimming

t：ilikeeatingsweets,soibecamefat.whatwillhappenifyouplayfootballintherain?

ss：wewillcatchabadcoldorhaveafever.

t：andwhatwillhappenifzhoukaiplaysfootballintherain?

doyouwanttoknow?

ss：yes.

在该情景中，我很自然地把话题从我身上转移到周凯的身上，如果周凯也在雨中踢足球会发生什么结果呢？以这样的问题引起了同学们对课文中人物周凯产生了极大的兴趣和探究。

step5 carefulreading

dividethewholepassageintothreeparts,andgivethegeneralideaofeachpart.

step6 discussion

t：zhoukailooksveryhealthy.butifheplaysfootballinthe

rain.whatwillhappen?nowpleasereadthetextandthendiscussthequestionsontheblackboard.

在该情景中我设计几个问题让个别基础差的学生朗读然后在各小组中先讨论再回答。分小组活动，充分地调动了学生的参与性与主动性，既可兼顾成绩好的学生又可以照顾基础差的学生，让我们的教师面向整体学生的同时又关注到了每位学生。

homework:

readthestoryaloudandfindoutsomebeautifulsentences.

reading教案篇5

teachingaims:1)     knowledge:makestudentsmastersomewords,phrases.2)     ability:getstudentstoknowtheimportanceofthehealthyhabits.        tolearnandmasterthenewwordsabouthealth        helpstudentstoimprovetheirreadingability.3)     attitude:tolearnsomevocabularyabouthealthy.theycanknowmoreabouthealthyhabitsintheirreallife.importantpoints:  encouragestudentstotalkabouthealth.  knowtheimportanceofhealthyhabits.  trainstudents'comprehendingabilitiesbyreadingapassage.difficultpoints:  howtohelpstudentsimprovetheirreadingability.  howtohelpstudentsmakesenseofthepassage.  leadstudentstotalkinclassactively.teachingaids:  ppt,blackboard,chalkteachingprocedures:  1.greatthestudentsasusual.step1.lead-in  1.thismorningi'mverybusy,ihavenotimetoeat.wouldyouliketogivemesomeadviceabouthealthyfoodtoeat?  2.showthepicturesonthescreenandaskstudentswhichfooddotheylikebest,chinesefoodorwesternfood?step2.pre-reading  vocabulary:letthestudentslookatthesewordsonthescreenandanswerthequestions.anxious break(anarm) fever injure injury pain painful normalsweets

suggestedanswers1.sweets2.break(anarm),fever,injury,pain,painful3.normal4.captain5.anxious

step3.fast-reading  1.zhoukai(1)  1)letthestudentslookatthepictureofzhoukaiandaskthestudentstoguessthecharactersoftheboy.  2).askstudentstoreadzhoukai(1)andtrytoanswerthefollowingquestionsindividually.  1).whyiszhoukai'smotheranxious?  2).whatdoesshethinkwillhappen?  3).whatdoessheaskhimtodo?suggestedanswers:  1).becauseheisgoingouttoplayfootballintherain.   2).shethinkszhoukaiwillcatchabadcold.  3).sheaskshimtoatleastwearhisjacket.  2.thestudentsarerequiredtodrawaflowchartabouthowzhoukaicaughtacold?  3.zhoukai(2)  1.askstudentstoskimthepassageandtrytoanswerthefollowingquestions:  1).howarepassage1and2connected?  2).doeszhoukaihaveahealthylifestyle,inyouropinion?suggestedanswers:  1).theyareconnectedbecausetheybothmentionthathegotillthroughplayingfootballintherain.  2).yes,zhoukaihasahealthylifestylebecausehismothergiveshimlotsoffreshfruitandvegetables.heeatsfish,notfattymeatorsugarandsweets.healsoexercisesregularly,playingalotoffootball.  2.askstudentstomarchthetopicsentenceofeachparagraph.  3.studentsareencouragedtoreadthepassageandchoosethecorrectanswers.zhoukai'sfamily_________. (a)avoideatingtoomuchfatorsugar (b)eatalotofvegetables,fruitandmeat2.zhoukai________________. (a)sometimesgetscoldsandflu (b)seldomgetscoldsorflu3.aweekago,zhoukai_________. (a)caughtacold (b)injuredhisarm4.twoyearsago,zhoukai_______. (a)hurthisleg     (b)hurthisarm5.zhoukaidescribeshimselfas___. (a)crazy     (b)someonewholovesfootballsuggestedanswers:  1.a    2.b    3.a   4.b   5.bstep4.post-reading  1.doainterviewinpairs:    accordingtozhoukai(2):supposeyouareareporter,theotheroneiszhoukai.youwanttoasksomethingabouthishealthylifestyle.  2.discussion  discusswithyourpartnerabouthowtostayhealthy?step5.summaryandhomework  1.askthestudentswhatwelearnttodayandsummarizesthecontentsofthisclass.  2.homework:  1)revisethevocabularywehavelearnt. 2)searchtheinternetformoreinformationabouthowtokeephealthy.   writeapassageaboutit.   

reading教案篇6

unit4astronomy:thescienceofstar-warmingup&reading教案 

howlifebeganontheearthstepone: warminguptask1:commomsense(常识)ofscience.physics,chemistry,biology（studyoflife),geology(地质学)andmathematicsaresciencesubjects.somesciencesubjectswillstudytwoormoreofthesesubjects,forexample,thestudyofphysicsandmathematicsisastronomy(天文学).                                                canyouunderstandthefollowingcombinedsciencesubjects.1.        physics+mathematics=astronomy2.        geology+physics=geophysics（地球物理学）3.        biology+chemistry=biochemistry(         )/medicine(           )4.        geopolitics（地缘政治学）=_________+_________5.        bioengineering(_____________)=_____________+_______________task2:commonsenseofbiology------studyofthegroupsoflife(生命的种类/物种)lookatthepicturesonthescreenandjudgethegroupsasquicklyasyoucan.whatisthemostimportantconditionforlifetodevelop(grow)?(water,air---oxygen)steptwpre-readingtheworldislikeabigfamily.it’swonderfulandcolorfulbecauseofdifferentkindsoflifelivingtogether.buthowdidlifebeginontheearth?thefirstquestionforscientiststoanswerishowwaterappearedontheearth?stepthree:readingtask1:fast-reading(para1)1.        whatistheimportantevent(事件)totheearthbeforetheappearanceofwater?2.        whyiswaterimportantforthebeginningoflife?task2:sacnning(para1,2,3)   thebeginningofwater&thebeginningoflifescanpara1:thebeginningofwater1.thebigbang      2.acloudofdust (combineinto)  3.aball/asolidshape (explode) 4.watervapour,oxygen,…andothergas (cooldown)     5.waterscanpara2,3:thebeginningoflife (putthemintorightorder)a.insectsandamphibiansappear           b.reptilesappearc.shellfishandotherfishappear            d.dinosaursappeare.smallplantsgrowonthewater            f.plantsbegintogrowondrylandg.mammals(includinghumans)appear5.water6.______7._______8._______9.______10.______11.______12.______task3:careful-reading1.        whytheearthwasdifferentafterthewaterappeared?2.        whydidplantsgrowbeforeanimals?3.        whydidanimalsfirstappearintheseanotontheland?4.        whatisthemaindifferencebetweenreptilesandmammals?canyougivesomeexamplesofmammals?stepfour:cooperativelearningdisscussthefollowingquestions,andusepara4tohelpyou.1.        whydopeoplebecomethemostimportantanimalsontheplanet?2.        dopeopletakecareoftheearth?whataretheydoingtotheplanet?3.        whatistheresult?stepfour:discussformoraleducation•         whydiddinosaursdieout?•         doyouthinktherewillbeasuddenchangeofweatherontheearth?•         whatshouldpeopledotoprotectourearth?eforevaluation:afterthe“bigban”,theearthwasjustacloudof__________dust.it________loudlywithfireandrocks,whichwere________toproducethewatervapour,________andothergases.thensmalllantsgrew.they________andfilledtheoceansandseaswithoxygen.manymillionsofyearslater,thefirstgrenplantsbeganto________onland.whentheplantsgrewintoforests,________appearedforthefirsttime.theyproducedyounggenerallyby________eggs.   whendinosaursdisappeared,________becamemoreimportant.nowsmallcleveranimalswith________appearedand__________allovertheworld.astimewentbytheycoveredtheearthandtheyareputtingtoomuchcarbondioxideintothe________,which________heat________escapingfromtheearthintospace.whetherlifewillcontinueonearthformillionsofyearstocomewill________whetherthisproblemcanbesolved.

reading教案篇7

teachingaims:1.knowledgeandskilla.      improvestudents’abilityofanalyzingthegivendataandexpressingtheirownopinion.b.      traintheskillsofscanning,fastreadingandcarefulreading.guessthemeaningsofthenewwordsaccordingtothecontext.c.      learnhowtousebut,howeverandalthough,while.writeashortpassageusingtheselinkwords.d.      cultivatestudents’logicalthinkingabilitybymakingcomparison.2.emotionandvaluesa.      makecomparisonbetweendevelopinganddevelopedcountries.analyzethedataandhavethestudentscometotheconclusionthatsomethingmustbedonetohelpthepoor.b.      toencouragethesstobeactiveandcooperativeintheclass3.cross-culturalawareness:a.      understandthedifferencebetweendevelopingcountriesandthedevelopedcountry,andcarryonobjectiveanalysistothiskindofdifference.b.      knowthedevelopmentoftheworldaswellaschina,stimulatetheirstrongdesiretobuildtheirmotherlandamorepowerfulone.4.character-building:a.      tohelpthemknowtheproblemssomedevelopingcountriesarefacingandcultivatetheemotionoflovingandcareb.      toletthemknowtheimportanceofgivingtheirhandtothepoor.difficultiesandimportance:a. howtousebut,howeverandalthough,while.b. howtoanalyzethegivendataandexpresstheirownopinion.c.      improvethestudent’sabilityofgraspingthegeneralideaofthepassage.teachingmethod:a.      task-basedmethodologyb.      communicativeapproachteachingprocedures:step1representation asweallknow,therearetwokindsofcountriesintheworld;ifthecountryisrich,wecallitadevelopedcountry;ifthecountryispoor,wecallitadevelopingone.now,what’sthedifferencebetweenthem?let’slearnthetext,thehumandevelopmentreportwillgivethedifferencebetweenthem.step2while-readinga.      skimmingandscanningreadthepassagequicklyandsilently.writethenamesofthecountriesbelow.humandevelopmentindextopofthelistnumber7number13bottomofthelistsuggestedanswers:humandevelopmentindextopofthelistnorwaynumber7theusnumber13theukbottomofthelistafricancountries,sierraleoneb.      detailedreadingreadthetextquicklyandsilentlyandfindtheanswerstothequestions.1.      whatdidworldleadersagreetodoin?2.      whatdoesthehumandevelopmentindexmeasure?3.      whatarethefirsttwodevelopmentgoals?4.      whatprogresshavewemadetowardsthesegoals?5.      whatdodevelopedcountriesneedtodo?suggestedanswers:1.      147worldleadersagreedtoworktogethertoreducepovertybyorearlier.2.      itmeasuresacountry’sachievementinthreeways:lifeexpectancy,educationandincome3.      toreducepovertyandhunger,andensureallchildrenareeducateduptotheageof11.4.      therearesomeexamplesofsuccessfuldevelopment,likeinchina,butmoreeffortisneeded.5.      theyneedtogivemoremoney.step3.post-readingreadthepassageagain,andcompletethechartwithfiguresfromthepassage.

fact

figureincreaseinlifeexpectancyinchina(1953-1962)numberofpeoplemovedoutofpovertyinchina(1993-)numberofhungrypeopleindevelopingcountriesnumberofchildrennotreceivingeducationindevelopingcountriesnumberofpeoplewithoutsafewaterindevelopingcountriessuggestedanswers:

fact

figureincreaseinlifeexpectancyinchina(1953-1962)13yearsnumberofpeoplemovedoutofpovertyinchina(1993-)150millionnumberofhungrypeopleindevelopingcountries799millionnumberofchildrennotreceivingeducationindevelopingcountries115millionnumberofpeoplewithoutsafewaterindevelopingcountries1billionstep4discussionweknowtherearelotsofproblemsinsomedevelopingcountries,theyneedourhelp,howshouldwehelpthem?discussinagroupoffour,trytothinkofwaystohelpthem.thesetopicsmayhelpyou.whenyouenjoyyourmeal,rememberlotsofpeople  arehungry;whenyoustudy,rememberlotsofchildrencannot;whenyouenjoyyourself,rememberlotsofpeoplesufferfromdiseases;whenyoulivepeacefully,rememberlotsofpeoplesufferfromthewar.solet’sgiveourhandandhelpthem.thentheworldwillbecomeabetterone.step5languageexplanations:1.developedcountries,发达国家developingcountries发展中国家-ing分词和-ed分词作名词的前置定语时，现在分词表示主动或进行，过去分词表示被动或完成。boilingwater滚开的水                            boiledwater凉开水sleepingbaby熟睡的婴儿                        retiredworker退休工人settingsun下落的太阳                            improvedconditions改善了的状况2.fromthisagreementcamethehumandevelopmentreport.人类发展报告就出自这一项协议。全部倒装：herecomesthebus.outofclassroomrushedthechildren.注意：herehecomes.                          hereyouare.    awaytheywent.3.theindexhassomesurprises.surprise为一可数名词，属于抽象名次的具体化，类似的词还有success,youth,beauty,power,necessityyourcomingisapleasantsurprise.你的来到是一个惊喜。ifyoufollowtheteacher,youwillbeasuccess.如果你听老师的话，你将成为成功者chinahasagreatpower.中国已跨入大国行列。4.theukisinthe13thposition,whilechinaisinthemiddleofthelist.居于13位的是英国，而中国位于中游水平。while在此意为“然而，可是”具有轻微的转折和对比的含义。motherisbusycookingwhilefatheriswatchingtvafterwork.下班后，妈妈忙于做饭而爸爸却在看电视。thebottomtencountriesareallfromafricancountries,withsierraleoneatthebottomofthelist.倒数的十个国家都来自非洲，塞拉利昂位居倒数第一。该句中用了with结构,表示伴随的状态。其结构为：with+n./pron.+doing/done/adj./adv./prep.短语。如：cubistartistpaintedobjectsorpeople,withdifferentaspectsofthemshowingatthesametime.withabookinhishand,theteachercameintotheroom.theteachercameintotheroom,bookinhand.5.themostimportantgoalsaretoreducepovertyandhunger:makesurethatallchildrenhaveeducationuptotheageof11.(page2)此处makesure意为“弄清楚；确保”，是动词短语，sure可以用certain代替。后面常跟的形式有： (1)of/about+名词/动词-ing。如： arriveearlyatthestationtomakesure/certainofgettingaticket.(2)that引导的宾语从句。如：pleasemakesurethateverythingisreadybeforetheparty.upto此处意思是“多达……，达到……”，常置于表示数量的名词前。如：theyhavecompletedupto80%oftheprojectsofar.thethree-year-oldboycounteduptoahundred.homework:1.      writeasummaryofthepassage.2.      finishexercises3&5onpage13.

reading教案篇8

一、  章节分析（readingsection）（一）阅读地位（readingposition）  1）morelanguageinput同样围绕着头发这个主题，但给学生提供了一些额外的相关信息。比如导致发质问题的几大要素。  2）在这个章节的学习中，学生可以通过课文上的一些信息得出要保持头发健康应该注意什么。所以，老师应在这部分多训练学生的表达能力。  3）虽然文章中只是就头发问题展开讨论，但我们要让学生明白保养要比出现问题后再去修复要更好的道理，不仅仅是头发，身体其他部分也一样。老师应在这部分多训练学生的发散思维能力。（二）阅读目标（readingtargets）1)知识目标通过课后练习和老师的讲解，使学生能理解和运用所学的单词词组和句型。2)能力目标提高学生的阅读理解能力和培养学生的阅读技巧。略读（获取文章大意）、扫读（根据图片获取部分简单单词的意思）、细读（找到一些具体信息并能通过理解上下文和词性得出单词意思）。3)情感目标明白保养要比出现问题后再去修复要更好的道理。通过引导，让学生明白不仅仅是头发，身体其他部位的健康，甚至是美好的生活都是这样。（三）教学方法  采用任务型教学法组织教学。在完成练习时应视情况而定采取单独完成或者两人合作完成的形式。在导入部分有个小小的调查报告，可让学生离开位置，扩大活动范围且能活跃气氛。最后的小组讨论要有小组长控制讨论的中心话题和节奏。（四）阅读重点和难点（importantanddifficultpoints）1.      关键词汇1)     与美发有关的名称：perm,colour,hair-dryer2)     影响发质的因素：diet,lackofproteinandiron,wayoflife,stress,pressure,wayoftreatinghair,overuseofappliances,sensiblemind3)     其他：maintenance,worry,rob,deal,thekeyto2.      重要句型1)     themostimportantthingtodoistodo…2)     thewaysbdosth3)     …aswell4)     asensiblemindisthekeyto…   二、  教学设计（teachingdesigns）

教学内容

教学实施建议

教学资源参考

1        pre-reading先让同学欣赏一则洗发水的广告，一来可以吸引同学们的注意力，二来也可以直接切入主题，为后面的课堂进行铺垫。围绕广告提出问题,借助一些图片，帮助学生复习所学过的与头发有关的单词，同时也拓展他们的词汇量。（具体处理这部分的内容请见链接1）网上下载

2        while-reading对课文的讲解不应该直接从文章和单词入手，应该让同学先对整篇文章有个把握。通过听课文录音，完成课后的练习a2和a3。在讲解练习和回答问题的同时对一些重要单词和词组的用法进行讲解并通过翻译来操练。请注意，牛津课文的知识点较杂和细，我们只需对较重要和常见的单词进行讲解，不要拓展过多，最主要是能够灵活运用。(具体处理建议请见链接2)参见课文35页

3        post-reading获得知识之后应该及时的操练和运用，在这部分中不仅仅是指单词和句型的用法，而更应该是学生运用知识来表达自己观点和交流的能力。通过设计的讨论问题howcanyoukeepyourhairhealthy?让学生不仅运用课文中的单词和句型，还能做出一些补充。最后让学生悟出maintenanceisbetterthanrepair这个道理。这时应该及时地上升到furtherthinking部分的c1.(具体处理建议请见链接3)参见课文36页[链接1]说明：   本部分的处理是用了一则有一定剧情的洗发水的广告来导入，一来可以切入本课的主题，二来可以在视觉上对学生有一定的冲击，吸引他们的注意力。然后要求学生在班级里做一个简单的关于发质问题的调查。建议这部分不要时间过长，达到了导入的目的和控制班中学生的情绪即可。1.让学生欣赏一段广告(链接2中的chapter2-4ppt)。广告后让学生思考并回答两个问题。①whatisadvertisedintheadvertisement?②useanadj.todescribethehairoftheactress.(这个问题可让多点学生回答,老师可以把学生说出的答案写在黑板上)2老师说人人都想拥有这么美丽的头发,但生活中很多人都会有这样或那样的hairproblems.接着让学生在班级中对发质问题进行一项调查.可以围绕两个问题:①doyouhaveanyhairproblems?②ifyoudo,whatarethey?这部分时间不要过长,可以让一两个同学来阐述他们的调查结果.在一些较活跃的班级里还可以让一些不同发质的学生来个真人比较.(视情况而定)3.      通过刚才的调查我们发现了很多同学都有困扰的发质问题,老师这时就可以提出“whatfactorsaffectthequalityofhair”,从而进入课文的学习.[链接2]说明:本部分的处理建议采用任务型阅读教学的方法，提高学生阅读理解能力，培养学生的阅读技巧和归纳信息和知识的能力。单词和词组的讲解应该及时有翻译或者其他形式的操练练习,让学生有时间消化.teachingprocedure:(详细见chapter2-4ppt) a.skimandscanthepassageandfinishtheexercises.1. skimthepassageandanswerthequestion“what’sthemainideaofthetext?”.2. showsomepicturesandmatchthewordswiththepictures.3. listentothetape-recordingandfinishtheex---matchthewordsandexpressions.(smoothawaysomenewwords)建议：①    课文p35页a2的练习如果让学生在课堂上做有一定的难度，而且会耗去很多时间。建议把这部分match的形式，还可以增加一些单词。或者如果用书上的练习，最好告诉学生要找出的单词的所在段落。②    在这部分练习中可以讲解和拓展单词的用法。建议单词的讲解和操练应该形式多样化。比如有的单词一次多意，可以多挪列一些句子让学生猜意思；有的单词着中讲不同的词性变化，就可以通过一些填空题来操练；最常见且比较有效的办法当然还有翻译，等。4. readthepassageagainwithdesk-matesandfinisha3.(smoothawaysomesentencestructures)

b.answerthequestion“howcanwemaintainourhairbeforeithassomeproblems?”

补充说明：这个问题时建立在刚刚完成a3的基础上，也就是同学们已经找到影响发质的三大因素，建议引导学生根据这些方面来回答。

比如：lackofproteinandiron导致发质问题，那么havingenoughironandprotein就能解决这些问题或者就能维持头发健康。再比如压力，reducingtheworkstressandlivingahappylife就是解决的办法……

c.老师总结asensiblemindisthekeytohealthyhair.[链接3]说明:这是知识和能力的拓展部分，要求学生在对课文的理解和掌握的基础上，进行拓展活动，不仅能增强学生运用语言的能力，而且培养学生的发散思维能力,让学生懂得怎样去维持身体各方面的健康.小组讨论howshouldwetakecareofsomeotherbodyparts,eg.eyes,teeth,hands,skin,stomach?  建议:引导学生像课文中一样,先找出导致问题的因素,再想办法解决.每个小组可以选择不同的对象讨论,比如眼睛或者胃.在学生讨论的过程中,老师应要求他们列出自己的想法(写在纸上).teachingplantopic:      chapter2 （oxfordenglishsa1）           morelanguageinputmaintenanceisbetterthanrepairteacher:    huanglin(caoyangno.2highschool)students:    senioronei. teachingaims1.toinstructstudentstomakesenseofthesupplementaryreadingmaterialconcerningthetopicofhaircare.2.todevelopstudents’properandproductivestudyskillsandhelpthestudentstograsptheusagesofthenewwordsandphrases.3.tohelpthestudentstounderstandmaintenanceisbetterthanrepairforone’shairaswellasone’shealth,andrealizethetruevalueofone’slife.ii.teachingaids:multi-mediaandataperecorderiii.teachingcontentreadandunderstandthepassage"maintenanceisbetterthanrepair”.a.     keypointsa)        wordsrelatedtohair：perm,colour,hair-dryerb)       factorsthatcausehairproblems：diet,lackofproteinandiron,wayoflife,stress,pressure,wayoftreatinghair,overuseofappliances,sensiblemindc)       otherwords：maintenance,worry,rob,deal,thekeytob.     patternsa)        themostimportantthingtodoistodo…b)       thewaysbdosthc)       …aswelld)       asensiblemindisthekeyto… activitiesdesign:1.      asurvey2.      finishingthea2,a3inpairs3.      groupdiscussionⅳ.teachingprocedure: 1.pre-teaching

①.watchanadvertisementofshampoo q:pleasedescribetheadvertisementbrieflyinyourownwords.   ②.“doyouhaveanyhairproblems?ifyoudo,whatarethey?”  2.  while-teaching a.skimandscanthepassageandfinishtheexercises.5. skimthepassageandanswerthequestion“what’sthemainideaofthetext?”.6. showsomepicturesandmatchthewordswiththepictures.7. listentothetape-recordingandfinishtheex---matchthewordsandexpressions.(smoothawaysomenewwords)8. readthepassageagainwithdesk-matesandfinisha3.(smoothawaysomesentencestructures)

b.answerthequestion“howcanwemaintainourhairbeforeithassomeproblems?”

3.post-teaching:groupdiscussion: howshouldwetakecareofsomeotherbodyparts,eg.eyes,teeth,hands,skin?                                                                                                                                                       ⅴ.homeassignments a.dolisteningexerciseonf36. b.furtherthinkingc2onp36andgetreadytogiveatalkinthenextperiod. c.readthepassageandlearnitbyheart.

reading教案篇9

book5unit2warmingandreading教案

1. consistof【课文原句】                                                        

consistof表示“（整体）由（不同成分或部件）组成或构成；包括。”不用于进行时态和被动语态。

联合国包括大不列颠和北爱尔兰。theunitedkingdomconsistsofgreatbritain.

知识链接：1）makeup也可以表示“组成=（form）”，强调分散的个体组成整体，既可用于主动语态，也可用于被动语态；不用于进行时态。

该学习小组由十名学生组成。

thestudygroupismadeupoftenstudents.=thestudygroupconsistsoftenstudents.=tenstudentsmakeupthestudygroup.=tenstudentsformthestudygroup.

2)consistin 存在于，在于        consistwith 和……一致

活学活用：itisreportedthatthegroupofeight       theeightrichestcountiesintheworld.

a.isconsistedof     b.consistsof     c.ismadeup        d.consistsin

2.divide…into【课文原句】                                                        

divide…into把……分成     被动式为bedividedinto

这些白线把赛区分成各个部分。thewhitelinesdividetheplayingareaintosections.

/theplayingareaisdividedintosectionsbythewhitelines.

知识链接：dividesth.between(among)sb.在……中分配某物 divideafromb将a和b分开

1） 他们分了那笔钱。theydividedthemoneybetween(among)themselves.

2） 英吉利海峡把英法两国分割开来。theenglishchanneldividesenglandfromfrance.

易混变析：divide…into/separate…from

二者都有“分隔”的意思，但用法有别：

divide…into把整体分成若干部分，即破坏原有的整体性。

separate…from把原来连在一起或靠近的人或事物分割开，个体没有遭到破坏。

1） 你如何把这段线分成二十段？howdoyoudividethelineinto20pieces?

2） 一道篱笆把我家和他家分搁开了。afenceseparatesmyhousefromhis.

3.clarify【课文原句】                                                      

clarifyvt.澄清；阐明

1） 我希望我说的话能阐明这一情况。ihopethatwhatisaywillclarifythesituation.

2） 他澄清了他在该问题上的立场。heclarifiedhisstandontheissue.

知识链接：clarificationn.澄清，净化 clarifyone’sstand/position阐明某人的立场

活学活用：youshould   thefactsrelatedtothisproblem,whichcanmakeothersknowyouareinnocent.  a.clarify    bjudge     c.explain     d.express

4.accomplish【课文原句】                                                      

accomplishvt.完成；实现；达到

1） 你们必须在规定的时间完成这项任务。youshouldaccomplishthetaskwithinthetimeallowed.

2） 他是一个不会有任何成就的人。heisamanwhowillaccomplishanything.

知识链接：accomplishmentn.完成；成就；成绩  accomplishedadj.熟练的

accomplishone’spurpose/aim达到目的   accomplishatask完成任务

5.breakaway【课文原句】                                                      

breakaway(from)摆脱（束缚），脱离；革除（习惯、思想方式、信仰等）

1） 有一个省脱离了旧政府而另组新政府。aprovincehasbrokenawaytoformanewstate.

2） 囚犯挣脱看守者逃跑了。theprisonerbrokeawayfromhisguards.

3） 你必须革除这样的坏习惯。youmustbreakawayfromsuchbadhabits.

知识链接：breakoutof逃离；摆脱 breakoff中断谈话；停顿 breakin闯入；插话；打断breakthrough突破；打破   breakup粉碎；破碎；结束   breakupwithsb. 与某人断交

breakout（战争、火灾等）突然爆发  breakinto破门而入；突然开始（笑、唱等）

活学活用：atlastthemadwomanseemedtobecontrolled.suddenlyshe    herhusbandandrantothewell.

a.brokeawayfrom  b.brokeinto    c.brokeup    d.brokethrough

6.tosb.’scredit【课文原句】                                                      

tosb.’scredit为某人争光；值得赞扬

1） 杰克对所发生的事守口如瓶，值得赞扬。tohiscredit,jacknevertoldanyoneexactlywhathadhappened.

2） 你们克服了这样大的困难值得大大赞扬。itisgreatlytoyourcreditthatyouhaveovercomesuchdifficulties.

creditn.信任;学分；赞扬；信贷

1） 你相信政府的说法吗？doyouplaceanycreditinthegovernment’sstory?

2） 银行拒绝再给那家公司提供贷款。thebankrefusedcredittothecompany.

知识链接：credible adj.可信的 creditor n.债权人

7.convenience【课文原句】                                                      

conveniencen.方便；便利

常见结构：forconvenience为了方便起见      atone’sconvenience 在某人方便的时候

1.) 为了方便起见我们买了这座房子，它靠近火车站。weboughtthishouseforconvenience;it’sneartheshopsandtherailwaystation.

2.) 欢迎您在方便的时候给予面谈的机会。ishouldwelcomeapersonalinterviewatyourconvenience,

知识链接：convenientadj.方便的（主语不能是人）

beconvenientforsb.  对某人来说很方便

itisconvenientforsb.todosth.某人方便做某事

活学活用：1）i’mtryingtobreakthe     ofgettinguptoolate.

a.tradition    b.convenience     c.habit    d.leisure

2)woulditbe    foryoutopickmeupatfouro’clockandtakemetotheairport?

a.free        b.vacant        c.handy       d.convenient

8.attract【课文原句】                                                      

attractvt.吸引，引起……的注意；具有吸引力

常见结构：attractsb’sattention/attracttheattentionofsb.吸引某人的注意

attractsb.tosth吸引某人关注某事

1） 那只熊猫吸引了不少孩子。thepandaattractedmanychildren.

2） 她试图引起服务员的注意。shetriedtoattracttheattentionofthewaiter.

知识链接：attractionn.吸引；吸引力；吸引人的事物atouristattraction旅游景点；旅游胜地

活学活用：thecompanyisstartinganewadvertisingcampaignto  newcustomerstoitsstores.

a.join       b.attract       c.stick          d.transfer

9.leaveout【课文原句】                                                      

leaveout省略；遗漏；不考虑，忽视

1） 他们决定把这一章节从那本书中删掉。theydecidedtoleavethechapteroutofthebookaltogether.

2） 她感到受到了冷落，因为其他孩子都不和她玩。shefeltleftoutbecausetheotherchildrendidn’tplaywithher.

知识链接：leavebehind遗留；超过   leavefor动身（去某处） leaveoff停止（做某事）

leaveaside  搁置一边；忽视  leavealone不管；撇下……一人

活学活用：theteacherstressedagainthatthestudentsshouldnot    anyimportantdetailswhileretellingthestory.a.bringout   b.letout    c.leaveout     d.makeout

unit2grammar

过去分词作宾语补足语

英语中，过去分词可以用作宾语补足语。能用作宾语补足语的过去分词一般都来自及物动词，表示被动意义或已完成意义，有时候两者兼而有之。作宾语补足语的过去分词与宾语有逻辑上的动宾关系，即宾语是过去分词动作的对象。如：

shefoundthedoorbrokeninwhenshecameback.她回来时发现有人破门而入。

此句中过去分词作宾语补足语，与宾语door之间具有被动关系，表示一种状态。再如：

mygrandfatherhadhisoldhouserebuilt.我爷爷找人重修了一下他的旧房子。

为了使同学们对过去分词作宾语补足语的用法有一个系统而又具体的认识，本文从几个模式上加以概括，以利于大家掌握。

一、过去分词用在表示状态的动词keep,leave等的后面。如：

theykeptthedoorlockedforalongtime.他们把门锁了好长一段时间。

don'tleavethewindowsbrokenlikethisallthetime.不要让窗户一直像这样破着。

二、过去分词用在使役动词have,make的后面。

1.注意"have＋宾语＋过去分词"的两种用法：

a)表示"让某人做某事"。如：

ihavehadmybikerepaired.我让人修了修我的自行车。

thevillagershadmanytreesplantedjustthen.就在那时，村民们叫人种了许多树。

b)表示"遭遇到某种不幸；受到打击"等。如：

myeldersisterhadherwalletstolenonabuslastmonth.上个月，我姐姐的钱包在汽车上被偷了。

theoldmanhadhiswristbrokenintheacccident.这位老人在事故中腕部摔坏了。

2."make＋宾语＋过去分词"，在这种结构中，过去分词的动词必须是表示结果含义的。如：

iraisedmyvoicetomakemyselfheard.我提高了嗓门以便于被人家听到。

theymanagedtomakethemselvesunder-stoodusingverysimpleenglish.他们用了很浅易的英语来设法使自己被理解。

三、过去分词用在感观动词watch,notice,see,hear,listento,feel,find等的后面。如：

whenwegottoschool,wesawthedoorlocked.当我们到学校时，我们看见门锁着。

wecanhearthewindowsbeatenbytheheavyraindrops.我们可以听到大雨点敲打窗户的声音。

四、过去分词用在want,wish,like,expect,order等表示"希望，愿望，命令"这一类动词后面作宾语补足语。如：

theteacherwouldn'tliketheproblemdis-cussedatthemoment.老师不想此刻讨论这个问题。

iwantthesuitmadetohisownmeasure.我想要这套衣服照他自己的尺寸做。

myparentsexpectedmetobewell-preparedfortheentranceexamination.我父母希望我好好准备入学考试。

五、过去分词用在"with＋宾语＋宾补"这一结构中，过去分词与宾语之间是动宾关系。如：

thethiefwasbroughtinwithhishandstiedbehindhisback.小偷被带进来了，双手被绑在后面。

withmanybrightly-colouredflowersplantedaroundthebuilding，hishouselookslikeabeautifulgarden.周围种了许多色彩鲜艳的花，他的房子看上去就像一座漂亮的花园。

［实践演练］

1.themanagerdiscusssedtheplanthattheywouldliketosee______thenextyear.

a.carryoutb.carryingoutc.carriedoutd.tocarryout

2.mr.brownwasverydisappointedtoseethewashingmachineshehadhad______wentwrongagain.a.itb.itrepairedc.repairedd.toberepaired

3.inthepastfewyears,wehavehadthousandsoftrees______aroundourschool.

a.plantb.plantedc.plantingd.beingplanted

4.isthistherecorderyouwant______?

a.tohaverepairedb.torepairitc.tohaveitrepairedd.itrepaired

5.shewasgladtoseeherchildwell______careof.

a.takeb.tobetakenc.takend.taking

6.theresultoftheentranceexamswasnotmade______tothepublicuntillastthursday.

a.knowingb.knownc.toknowd.tobeknown

7.hefoundthem______atatable______.

a.sat;toplaychessb.sitting;toplaychessc.seated;playingchessd.seat;playthechess

8.icanmakeyou______whatisay,butyoucan'tmakeyourself______inenglish.

a.understand;understandb.understand;understoodc.tounderstand;understandd.understand;tobeunderstood

9.thegirlaskedhimnottoleavethedoor______.

a.tocloseb.closedc.tobeclosedd.closing

10.ihaveoftenheardthe"abcsong"______，butihaveneverheardalice______it.

a.tobesung;tosingb.beingsung;sangc.sung;singd.sang;singing

11.johnrushedoutinahurry，______thedoor______.

a.leaving;unlockedb.leaving;unlockingc.left;unlockedd.toleave;unlocking

12.beforeshecametoengland,shehadneverheardasingleenglishword______.

a.speakingb.spokenc.tospeakd.speak

13.______pooratenglish,i'mafraidican'tmakemyself______.

a.tobe;understandb.i'm;tounderstandc.being;understandingd.being;understood

14.ihavehadmybike______,andi'mgoingtohavesomebody______myradiotomorrow.

a.repair;torepairb.repairing;toberepairedc.repaired;repaird.torepair;repairing

15.youmustgetthework______beforefriday.

a.dob.todoc.doingd.done

16.______theroom,thenursefoundthetape-recorder______.

a.entering;stealingb.entering;gonec.tohaveentered;beingstolen

d.havingentered;tobestolen

17.whenhiswifereturned,thehusbandnoticedherhair______short.

a.cuttingb.tobecutc.beingcutd.cut

18.thestudentaretoldtohavetheirhomework______inbeforetomorrowafternoon.

a.handb.tohandc.handedd.handing

19.wearepleasedtoseetheproblem______soquickly.

a.settledb.havingbeensettledc.besettledd.settling

20.the______professorfoundthematter______.

a.surprising;surprisedb.surprised;surprisedc.surprised;surprisingd.surprising;surprising

key:1-5ccbac6-10bcbbc11-15abdcd16-20bdcac

reading教案篇10

descriptionthearticleisanewsstoryaboutaboy’sstrangedisappearance.thoughalotofeffortshavebeenmadetoinvestigatethecase,itstillremainsamystery.howtoreadanewsarticleisdesignedandpresented.alltheactivitiesareinvolvedwithcheckingandenhancingstudents’readingabilities.studentsareexpectedtogainanoverallunderstandingofthearticleandlearntoreadindifferentwaysaccordingtothetypeofthearticle.suggestedteachingproceduresl        lead-inaskstudentsthefollowingquestionsbyhavingthemfocusonthetitleofthearticle‘boymissing,policepuzzled’.doesthetitlearouseyourinterestwhenyoureadit?canyoucompletethetitle?fromthetitlewhatinformationcanyouget?andwhatelsedoyouwanttoknow?forexample:‘boymissing’(how/when/wherewastheboymissing?)  ‘policepuzzled’(forwhataretheypuzzled?/whatarethepolicegoingtodowiththeboy’sdisappearanceandhow?)areyoucuriousaboutwhythewriterusesanon-completesentenceasatitle?doyouknowit’safeatureofanewstitle?whataretheotherfeaturesofanewstitle?canyouguesswhatdetailsmaybecoveredinthefollowingnewsstory?l        readingcomprehension1beforeaskingstudentstoskimthepassage,letthemlookatthenewsphotographsfirstanddescribeasmuchaspossiblewhatishappeninginthephotograph.andthenletthemfindanswerstothequestionsina. answers 1thearticleisaboutamissingboy/ufosandaliens.2justinfosterismissing.        3no.2askstudentstorecallthequestioninlead-inandaskthemiftheyhavegotspecificanswersto“how/when/wherewastheboymissing?”theteachercanguidestudentstopayattentiontothefirstparagraph,asalltherelevantinformationisinthefirstparagraph.tellthemthefirstparagraphgivesthemaintopicandmostimportantfacts.thefollowingsareallcovered.whenandwherewastheboymissing?   whatcausedtheboy’ssuddendisappearance? howoldwastheboy?          whydopeopleshowinterestinhisdisappearance?  3askstudentstoscanthearticleagainandlocatespecificinformationaccordingtoc1andc2.thefirstthreequestionsinc1checksomebackgroundinformationaboutjustinwhilequestions4 and5checkstudents’comprehensionaboutaliens.c2requiresstudentstoidentifysomedetailstosupportthemainpointsofthestory.askstudent