人教版高中英語必修三 Unit2 Warming up and Reading 教案

《人教版高中英語必修三 Unit2 Warming up and Reading 教案》由會員分享，可在線閱讀，更多相關(guān)《人教版高中英語必修三 Unit2 Warming up and Reading 教案（6頁珍藏版）》請在裝配圖網(wǎng)上搜索。

1、 Healthy?Eating Teacher Time Warming?up?and?Reading. Period?1 1. 能根據(jù)閱讀目的和文段的不同，調(diào)整閱讀速度和閱讀方法。 課標(biāo)要求 教材分析 2.?能理解語言結(jié)構(gòu)有一定難度或有一定新語言現(xiàn)象的文段。 3.?能分辨和理解文段、語篇中主要信息及觀點的邏輯組織結(jié)構(gòu)，了解各部分相互 關(guān)系。 這節(jié)課是必修三?Unit?2?的第一課時，Healthy?eating,有關(guān)健康飲食的話題對高一的學(xué) 生來說并不陌生，因為在八年級和九年級都有出現(xiàn)過相關(guān)話題，學(xué)生

2、已經(jīng)儲備了一定的 有關(guān)這方面話題的詞匯，所以我們要在學(xué)生原有基礎(chǔ)上繼續(xù)學(xué)習(xí)這一話題，擴大學(xué)生這 方面的詞匯量，對健康飲食有更進一步的了解。 由于我們的學(xué)生基礎(chǔ)較差，許多學(xué)生沒有掌握初中的相關(guān)詞匯、句型和閱讀技能， 學(xué)情分析 所以我們在教學(xué)過程中要先喚醒學(xué)生的原有知識儲備，在閱讀過程中只要求學(xué)生達(dá)到基 本的閱讀要求即可。 1. Students?can?say?out?the?old?words?and?expressions?about?“Healthy?eating”?by reviewing,?and?students?can?read?the

3、?new?words?in?this?unit.?and?use?them?to?fill?in?the blanks?. 教學(xué)目標(biāo) 2.?After?reading?the?passage?,?students?can?match?the?main?idea?with?each?paragraph. 3. After?reading?the?passage?,?students?can?underline?the?long?and?difficult?sentences,?and translate?them?into?Chinese?with?the?h

4、elp?of?their?partners?and?teacher. 重點與難點 1.?Students?can?read?the?new?words?in?this?unit.?and?use?them?to?fill?in?the?blanks?. 2.?Students?can?translate?the?long?and?difficult?sentences?into?Chinese. 教學(xué) 環(huán)節(jié)及時間 安排 教學(xué)過程 教學(xué)內(nèi)容?????????????????????????師生活動

5、?????????????????設(shè)計理念 課前先把學(xué)生 Step?I (10minutes)  Words?Brainstorms 分組，學(xué)生通過 Divide?the?students?into?eight?groups, 小組合作的形 before?the?class?,?ask?them?to?write?out?the words?about?“Healthy?eating”?in?group,?式?寫?出?學(xué)?過?的 and?show?on?the?blackboard?at?the?有關(guān)食物和健 beginn

6、ing?of?the?class.?Students?read?these?康的詞匯，通過 頭腦風(fēng)暴的形 words?loudly. 式，在課前展 1 現(xiàn)，朗讀、復(fù)習(xí)。 1.?Let?Ss?read?the?passage?alone,?and underline?the?new?words,?then?learn?the new?words?in?groups.?Such?as?diet,?nut, bean,?pea,?cucumber,?eggplant,?pepper, mushroom,?peac

7、h,?lemon,?balance, barbecue,?mutton,?roast,?fry,?stir-fry, ought,?bacon,?slim,?curiosity,?hostess, raw,?vinegar,?lie,?customer,?discount, weakness,?strength,?consult,?fiber, digest,?carrot,?debt,?glare,?spy,?limit, benefit,?breast,?garlic,?sigh,?combine; 詞組:?get?away?from,?balan

8、ced?diet,  1.?讓?學(xué)?生?在?獨 自閱讀的基礎(chǔ) 上，通過小組成 員間兵教兵的 形式在文章中 學(xué)習(xí)單詞。 ought?to,?lose?weight,?tell?a?lie,?win… 2.?在初步掌握 單詞的基礎(chǔ)上， Read?the?passage?and?match?the back,?earn?one’s?living,?in?debt,?spy?on, 學(xué)生通過再次 Step?II main?ideas?of?each?paragraph?and

9、 cut?down,?before?long,?put?on?weight 閱讀文章，連接 (15minutes) answer?some?questions. 2. Let?Ss?read?the?passage?again，and 段落大意（?由 match the main ideas of each 于學(xué)生基礎(chǔ)較 paragraph. 差，只讓學(xué)生連 （Read?the?text?quickly?and?match?each 接，不讓他們自 part?with?its?main?idea.） Part?1 A.?Wang?Peng?did?some re

10、search and?wanted?to win?his?customers?back. Part?2 B.?Wang?Peng?found?out 己寫出段落大 意） 3.?學(xué)生閱讀課 文，然后回答問 題。 the?reason why?his restaurant?was?empty. Part?3 C.?Wang?Peng?wondered why?customers?didn’t?eat in?his?restaurant?as?usual. 3.?Read?the?passage?carefully?and?answer the?ques

11、tions?one?paragraph?by?one paragraph. (1).?Who?is?Wang?Pengwei? (2).?What?happened?on?that?strange morning? (3).?How?do?you?like?the?food?in?his 2 restaurant? (4)What?did?Wang?see?when?he?followed Li?Chang? (5)What?kind?of?food?was?served?in?this restaurant? （6）Who?is?Yong?Hui? （7

12、）What?amazed?Wang?in?Yong?Hui’s restaurant? Step?III (15minutes)  Students?read?the?passage carefully?and?find?out?the?long and??difficult?sentences,??and translate?them?into?Chinese?with the?help?of?their?partners?and teacher.  Ask?students?to?read?the?passage c

13、arefully?and?find?out?the?long?and difficult??sentences,??then??ask??some students?to?write?these?sentences?on?the blackboard,?then?teacher?ask?another students??to??read??and??translate?the sentences. 學(xué)生自主閱讀 課文，找出長難 句，老師統(tǒng)一講 解分析，在講解 過程中盡量由 會的學(xué)生來講 解，只有學(xué)生不 能解答的問題

14、 Step?IV Do?exercise（即學(xué)即練）  I． Fill?in?the?blanks?with?the?new words: 1.?Proper?_____?and?exercise?are?both important?for?health. 2.?How?long?can?you?________(平衡)on one?foot? 3.?The?bad?weather?_________(是挫敗) our?hopes?of?having?a?picnic. 4.?He?w

15、as?so?lucky?to??____?_____(受 到?..)with?a?fine?for?such?a?serious mistake. 5.Political?power?depends?upon?economic _________(實力)。 6.?Mushrooms?are?best?when?_____?(油 煎)?in?olive?oil. 7.?Mrs?Ester?was?in?her?late?thirties,?about average?height,?with?a?_____?(苗條的?) figure. 8.?Children?have?a?

16、natural?c________ about?the?world?around?them. 9.?Once?the?_______?(女主人)?appeared to?ask?if?we?were?enjoying?our?meals,?I managed?to?give?her?a?silent?nod. 10.?I?don’t?want?to?hear?a?bunch?of?big ____?(謊言)?about?what?happened. 11.?The?steel?factory?has?been?supplying us?with?_____?(未加工的)?mat

17、erials. II.?使該句與所給句子的意思相同或相 近。 1.A:?His?restaurant?ought?to?be?full?of 3 才由老師解答。 通過練習(xí)鞏固 所學(xué)的單詞短 語，讓學(xué)生在練 中體悟。 ____________people. B:?His?restaurant?ought?to?be _________?people. 2.?A:?This?could?be?the?best?thing. B:?Nothing?

18、could?be?_______. 3.?A:?He?often?lies,?so?no?one?believes him. B:?He?often?_________,?so?no?one believes?him. 4.?A:?The?student?seemed?not?to?listen?to his?teacher?carefully. B:?_________?that?the?student?didn’t listen?to?his?teacher?carefully. 教后反思 1. 對學(xué)生的“最近發(fā)展區(qū)”了解的不夠，在內(nèi)容安排上偏難。 2. 4