阅读Reading (3), unit 13教案

九年级英语unit13教案教案标题：九年级英语Unit 13教案教案目标：1. 通过本单元的学习，学生能够掌握有关健康和生活方式的词汇和表达方式。

2. 提高学生的听说读写能力，培养他们的英语交际能力。

3. 培养学生的合作学习和自主学习能力。

教学重点：1. 掌握与健康和生活方式相关的词汇和表达方式。

2. 提高学生的听说读写能力。

教学难点：1. 运用所学的词汇和表达方式描述健康和生活方式。

2. 运用所学的语言进行实际情境的交际。

教学准备：1. 多媒体设备和投影仪。

2. 学生课本和练习册。

3. 单词卡片、图片等教具。

教学过程：Step 1: 导入新课 (5分钟)1. 引入新课，与学生讨论有关健康和生活方式的话题。

2. 展示一些图片，让学生猜测图片与健康和生活方式的关系。

3. 引导学生提出一些与健康和生活方式相关的词汇。

Step 2: 词汇学习 (10分钟)1. 教师通过多媒体展示单词卡片，教授与健康和生活方式相关的词汇。

2. 学生跟读单词，并进行词汇拼写和语音练习。

Step 3: 阅读理解 (15分钟)1. 学生阅读课本中与健康和生活方式相关的短文，并回答相关问题。

2. 学生进行小组讨论，分享自己的答案，并与其他小组进行交流。

Step 4: 口语练习 (15分钟)1. 学生分成小组，进行角色扮演，模拟真实生活情境，例如在医生办公室里咨询健康问题。

2. 学生互相提问和回答问题，运用所学的词汇和表达方式进行交流。

Step 5: 写作练习 (15分钟)1. 学生根据所给的提示，写一篇关于自己的健康和生活方式的短文。

2. 学生互相交换作文，进行互评和修改。

Step 6: 总结和作业布置 (5分钟)1. 教师总结本节课的重点和难点，并与学生一起回顾所学内容。

2. 布置作业：要求学生完成练习册中与本单元相关的练习。

教学延伸：1. 鼓励学生自主学习，提供相关的阅读材料和网上资源，让学生进一步了解健康和生活方式的话题。

Unit13 You can’t miss it!Period 1-2Period 3-4Teaching aim: learn the readingStep 1:Fast readingScan the article, and Number the routine of the tour.( )Walk up Sixth Avenue to 49th Street.( )Start at Empire State building.( )Walk up Fifth Avenue and turn right between 50th and 51st Streets.( )Walk up Fifth Avenue seven blocks( )Go up Fifth Avenue and turn left on 42nd Street.Step2: Careful readingRead the 1st para. and answer the questions1.Where is the Empire State building?___________________________________________2.How can the tourists enjoy a great view of New York City?_____________________________________Ss read the 1st para. carefully and answer the questions. Then T asks Ss to read and check answers.Read the 2nd para. and fill in the blanks.1.We can enter the library ___________________________________.2.There are _________________________in the library.3.In the summer, there’s an ___________________in Bryant Park _________the library, and at there are _______________________at lunch hour.Ss read the 2nd para. carefully and fill in the blanks. Then T asks Ss to read the sentence with answers.Picture to explain the meaning of concertRead the 3rd para. and choose the introductions about Rockefeller CenterWhat do you know about Rockefeller Center from this article?( )A.Rockefeller Center has 19 buildings.B.The center of Rockefeller Center is on 49th Street.C.You can listen to free music at Rockefeller Plaza.D.There is a rink at Rockefeller Plaza.E.People can ice-skate at Rockefeller Plaza all the time.Ss read the 3rd para. carefully and choose the correct answers. Then T asks Ss to read the sentence with answers.Read the 4th para. and tell T or F1.The design of the St. Patrick’s Cathredral is modeled after the cathredral in Germany.( )2.It’s quiet in the cathredral. ( )3.Many of the colorful windows are from France. ( )Ss read the 4th para. carefully ,write T or F and correct the mistakes. Then T asks Ss to read the sentence with answers.Step 3: After reading1.T plays the audio, Ss listen and follow to read.2.Ss read the article individually, then T asks Ss to read.3.Ss finish exercise A individually, then T asks Ss to answer.4.Translate the article: Ss read and translate one sentence by one in groups, then T asks Ss to translate.5.Ss translate some of the important sentences on the paper.1.Start your tour at the Empire State Building on Fifth Avenue between 33rd and 34th Streets. ________________________________________________________________________2.Take the elevator to the 102nd floor fo a great view of New York City._________________________________________________________________________ 3.Now walk up Fifth Avenue seven blocks to the New York Public Library.__________________________________________________________________________ 4.You’re standing in the middle of the 19 buildings of Rockeeller Center.__________________________________________________________________________ 5.Go inside St. Patrick’s and leave the noisy city behind._________________________________________________________________________。

Unit 13 Lesson 1-2: How to Improve Your Reading Comprehension Skills Reading comprehension is the ability to understand and interpret a written text. It is an essential skill in English language learning and helps to develop cognitive and critical thinking skills. A good reader can comprehend the meaning of a text, identify key information, and draw inferences and conclusions. However, many students struggle with reading comprehension, especially when faced with complex, academic texts. In this article, we will discuss howto improve your reading comprehension skills and become a better reader.1.Vocabulary BuildingOne of the fundamental components of reading comprehension is vocabulary. Without a solid understanding of vocabulary, it is challenging to understand the meaning of a text. Therefore, building a strong vocabulary is crucial for improving your reading comprehension. There are many ways to do this, including reading widely, learning new words through context, and using flashcards or vocabulary apps.Reading widely is one of the most effective ways to expand your vocabulary. This involves reading a variety of texts from different genres, such as fiction, non-fiction, news articles, and academic journals. As you read, pay attention to unfamiliar words and try to deduce their meaning from the context. You can also use online resources such as thesauruses and dictionaries to look up new words and their meanings.Another way to build vocabulary is to use flashcards or vocabulary apps. Flashcards are a great way to memorize new words and their meanings since they use repetition to reinforce learning. Vocabulary apps such as Quizlet or Memrise offer interactive games and tests to make learning new words more engaging and fun.2.Active Reading StrategiesActive reading is a technique that involves actively engaging with the text to promote better comprehension. This involves various strategies such as previewing, annotating, summarizing, and questioning.Previewing is the process of skimming through the text beforereading it thoroughly. This allows you to gain an overview of the content, identify the main ideas, and create a mental framework for understanding the text. Annotating involves taking notes, highlighting, or underlining important information while reading. This helps you to focus on key ideas, recall information, and create a reference for future use.Summarizing is an active reading technique that involves restating the main ideas of a text in your own words. This helps to clarify your understanding of the content, identify key arguments or themes,and condense the information into a more manageable format. Questioning is another active reading strategy that involves asking yourself questions about the text as you read. This helps you to analyze the content, draw connections, and generate insights about the topic.3.Practice with Different TextsTo improve your reading comprehension, it is essential to practice with different types of texts. This includes academic texts such as research papers, textbooks, and scholarly articles. These texts are often dense, complex, and require a higher level of reading comprehension. Therefore, practicing with these texts can help youto develop your reading and critical thinking skills.However, it is also essential to practice with other types of texts, such as fiction, news articles, and even social media posts. These texts use different writing styles, tones, and structures, which can enhance your reading comprehension skills and help you to become a more versatile reader.4.Participate in DiscussionsParticipating in discussions can help you to improve your reading comprehension skills by providing an opportunity to apply what you have learned. When you discuss a text with others, you get to hear different perspectives, opinions, and interpretations. This can help you to understand the text more deeply, consider different viewpoints, and refine your own thinking.5.Seek FeedbackFinally, seeking feedback is an important part of improving your reading comprehension skills. Ask your teacher, friends, or family members for feedback on your reading comprehension skills. This can help you to identify areas of improvement, receive constructive criticism, and get advice on how to improve. Feedback can be crucial to improving your reading comprehension skills since it gives you insight into your strengths and weaknesses.In conclusion, improving your reading comprehension skills requires consistent effort and practice. Building vocabulary, using active reading strategies, practicing with different texts, participatingin discussions, and seeking feedback are all effective ways to become a better reader. By following these tips, you can developyour reading comprehension skills and become a more confident, successful reader.。

unit13 reading 说课稿课题：receiving money makes me uncomfortable各位评委，老师下午好！今天我说课的内容是初中英语新目标九年级unit13中的receiving money makes me uncomfortable.这一课是阅读课文，阅读课教学是英语教学重要一环，如何培养学生良好阅读习惯和阅读方法，提高阅读能力，这正是素质教育中对英语教学的要求。

即要求学生尽可能的获取大量信息，开阔视野，提高兴趣，扩大词汇量，在丰富知识的同时提高应用语言的能力。

下面我将从以下几个方面阐述说课内容。

一．对教材的分析和理解：这篇课文是unit13中的reading,是sectionA，SectionB基础上的升华。

此课属于叙述性阅读文章，学生对the art of receiving and giving这一话题很感兴趣，但缺乏阅读方面的技巧，因此需扩展相应知识，教授阅读方面技巧，从而提高阅读能力。

二．教学目标：依据初中英语新课标对阅读课的要求，并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标：即知识目标、能力目标和德育目标。

1. 知识目标：帮助学生掌握三会、四会单词，如：purple,purse,guilty,taste,thought,count等。

同时让学生掌握文中所提供的信息。

2．能力目标：训练学生掌握良好的阅读习惯和阅读方法，即跳读、略读、速读和现时阅读等，同时注意开发学生记忆能力、观察能力、想象、比较和分析等多种能力3. 德育目标：渗透在日常生活中换位思考，think more about others的思想品质。

三．教学重点：因为是一篇阅读课，所以本课的重点在于培养和发展学生阅读能力，在有效时间内提高阅读效率，同时让学生在最短时间找出每个礼物要素四.教学难点：让学生学会用本单元所学知识准确描述自己对某事物的感受。

五.教学手段：多媒体辅助教学，有助于把学生引入到身临其境当中，增强故事真实感，激发学生兴趣，活跃课堂气氛，从而优化英语教学过程。

Unit 13 reading 部分教案，有理解题和教学设计(人教版高三英语下册教案教学设计)Teaching aims:1. Enrich the knowledge of English literature by reading the unit.2. Make the students improve their ability of reading some materials.3. Get the students to practice their thinking of the detective story.Focus on:Words and phrases:reception considerate splendid astonish coincidence tension elegant prescription religious enquiry guilty stain banquet convince assume meanwhile commit straightforward roundaboutDifficult sentences:His move to quit smoking cigars to please her is seen by the servants as evidence that he is in love with Rachel.Is it coincidence or is it the moonstone’s bad luck that causes the tension and strange things that happen during the rest of the evening?Franklins rely that doctors just guess which drug they should recommend, makes Dr Candy extremely angry.Rachel is stubborn in resisting his enquiries about the Moonstone to the degree that she makes it seem as if she does not want the mystery to be solved.It turned out that Godfrey had also seen Franklin move the diamond that night and, knowing that Franklin would be accused, he had taken it.Period 1 ReadingStep 1 RevisionStep 2 GreetingStep 3 Lead-inOur traditional festival Mid-Autumn Day passed. Do you think the known food moon cake is delicious? Here is the Moonstone for you, do you know it? It’s something that is written by the father of English detective stories, named Wilkie Collins. His detective stories are famous for the unexpected suspense. This class we’ll know about his known works The Moonstone. Please turn to P112.Step 4 Fast readingAsk the students to scan the text quickly and try to find the keys to these questions given.What is the moonstone?When did Rachel find the moonstone is gone? Is it found back?Step 5 Carefully readingGet the students to read the text carefully then ask them to finish the chart.suspect reason for suspicionStep 6 Analyze the text structureMake the students try summing up the main ideas of some paragraphs, then show them some suggested ones.Para 1 sth about the moonstonePara 2 some information about RachelPara 3 the tension and strange things caused by the moonstonePara 4 sth happened at Rachel’s birthday partyPara 5 the miss of the moonstone and Sergeant Cuff’sdiscoveringPara 6 the 1st suspectPara 7 the 2nd suspectPara 8 the 3rd suspectPara 9 the 4th suspectPara 10 Sergeant’s vital clueStep 7 Ending the classStep 8 HomeworkPeriod 2 Integrating SkillsSolving the mystery of the moonstoneStep 1 Lead-inIn reading part, sergeant cuff had several suspects and it was difficult for him to make certain who was the theft. For the sake of the clue mentioned by cuff, can you guess the real theft?Step 2 Read the passage and finish the exerciseGet the students to read the passage and ask some questions:1.Who was it that wrote the passage? _______A RachelB RosannaC FranklinD the sergeant2. Why did Rachel cancel the wedding after her accepting Godfrey? Because _____A Rachel never loved him that much.B Rachel sensed Godfrey loved her great wealth extremely.C The Indians attacked Godfrey.2. Why did the author say the case of the moonstone was most unusual?______A It is difficult to distinguish the many characters referred to in the text.B Because of there being no effective cluesC Because there was the clue only, but it was hard to find the person leaving it behind.3. According to the text, who made the sergeant not suspect Franklin any more?______A Rachel and RosannaB Dr. CandyC Franklin himself and Dr. Candy4. We are told who the real theft was.__________A Rachel and FranklinB the IndiansC Godfrey D. Sergeant Cuff5.Which one is correct in the following?A Godfrey bought the moonstone at a high price.B Sergeant Cuff didn’t know the reason for Godfrey’s death so he wasn’t a professional detective.C The moonstone was gone without any cause at last.D The passage is about how the sergeant finished the case of the moonstone.Period 3 Language PointsStep 1 RevisionStep 2 Text-explanationWords:1. set 摆（放）置；设置（小说、戏剧的）背景The gentleman sets the cup to his lips elegantly.The play is set in pre-war London.2. curse 咒骂When the person failed, he was always cursing (at) his bad fate.Cursed with his bad health, he couldn’t get the job.3. considerate adj.Teachers are considerate towards students.It’s considerate of you not to play the piano when I was asleep.试比较：consider, considerably4. coincidence C.N/U.N-----I’m going to Paris n ext week.----- What a coincidence, so am I.5. suspect v. 相信，有存在或属实的想法；不相信，怀疑；I suspect it to be a lie.What made you suspect her of having taken the money?suspect C.N 嫌疑（犯）Adj.不可信的6.Vital adj.与生命有关的（维持生命必需的）；极重要（必不可少）的；有活力的He was wounded in a vital part of his body.It’s absolutely vital that the matter is kept secret.Chinese people admired by those of other countries are greatly vital in life.6. convince v. 使某人相信（明白）；说服How can I convince you of her honest?What the teacher said convinced me that I was wrong.What is it that convinced you to abandon your decision?convinced 坚定不移的，有坚定信念的；convincing令人信服的7. assume v. 假设，以为；假装，装出；开始从事，担任,呈现We must assume him to be innocence until he is proved guilty.The facial expression she assumed showed her terror.Little Bush made his speech to assume office.Assumption n.8. meanwhilein the meanwhile9. as for/to 至于Sentences analyzing:1. His move to quit smoking cigars to please her is seen by the servants as evidence that he is in love with Rachel.2. Is it coincidence or is it the moonstone’s bad luck that causes the tension and strange things that happen during the rest of the evening?3. Franklins rely that doctors just guess which drug they should recommend, makes Dr Candy extremely angry.4. Rachel is stubborn in resisting his enquiries about the Moonstone to the degree that she makes it seem as if she does not want the mystery to be solved.5. It turned out that Godfrey had also seen Franklin move the diamond that night and, knowing that Franklin would be accused, he had taken it.。

九年级英语unit13教案1-2课时：手把手教你如何应对阅读理解题在英语考试中，阅读理解题是相对来说比较容易拿高分的一项题型，但也有很多同学由于阅读速度慢或者题目理解能力不强而在这一块掉分。

今天我们就来分享一下如何应对英语阅读理解题。

我们需要了解一些阅读理解题型。

题型一：选择题选择题是是我们在英语阅读理解中最常见的一种题型，难度并不大，但需要具备较好的阅读能力和理解能力。

题型二：匹配题匹配题是包括两个部分：A,B内，A中有若干段文字，每段文字后面有一个问句或一个命题；B内有若干个答句或者答案。

要求根据A中的句子，从B中选择一个最合适、最适合问题的答案。

题型三：判断正误判断正误题更换一种询问方式，同学们需要根据阅读内容判断各问题的正确性，正确时选“对” ，不正确时选“错”。

题型四：填空填空题需要学生从阅读短文中选取最合适的词汇进行填空，这需要同学们有一定的文化素养和英语词汇量。

了解以上四种题型后，我们就可以将阅读理解分为以下几个步骤进行应对：第一步：浏览题目，确定文章大意在接到一道阅读理解题后，我们首先需要浏览文章的题目，看看文章主要讲什么内容，是什么形式的文章，以及阅读目的是什么。

只有先理解了文章的大意，我们才可以更有针对性地查找相关内容。

第二步：仔细阅读题目在浏览文章题目之后，我们需要仔细阅读题目。

对于选择题，我们需要明确每个选项的具体含义；对于匹配题和判断正误题，我们需要明确目标句/段中的关键词汇；对于填空题，我们需要明确需要填写的具体内容。

第三步：有针对性地查找答案在确定了题目的具体要求后，我们需要有针对性地找到相关的信息来进行解题。

对于选择题，我们应该在文章中寻找和每个选项对应的事实或者细节；对于匹配题和判断正误题，我们需要在文章中找到与目标句/段中关键词汇相关的内容；对于填空题，我们需要根据文章的语境找到最合适的单词或者短语。

第四步：检查答案在完成一道阅读理解题后，我们需要认真检查答案，确保每个选项/填空都是正确的。

人教版新目标九年级英语Unit13 Reading 案例教学目标：(teaching goals)1.words and phrases: guilty, thought, would rather, prefer to …2.read the article, and try to know the ideae some of the adj. from the article to make a short passage.教学重点：(teaching ip)reading and understanding the article.教学难点：(teaching dp)create a things with an adj. that affect you.教学用具：(teaching tools)小黑板教学过程：（teaching steps）step1. warming-upshow some adj. on the blackboard, let ss make up sentences with “make(s) or made”. sad, happy, surprised, anxious, exhausted, frustrated, stressed out…step2. showingwhen your friends’ birthday is coming, what will you do?(gifts or presents) what’s your suggestions?(hard to give: clothes, personal things, easy to give: small things, interests)lead to this saying: it’s the thought that count.today let’s learn about the art of receiving.(write the title on the blackboard)step3.reading1.let ss read the article fast, and check the exercise on the smallblackboard.( )1.guo xiaojing’s parents were very happy because she liked the sweater they bought.( )2.han ling didn’t like the birthday gift from her grandparents.( )3.han ling’s grandparents gave her an orange purse a few years ago.( )4.sometimes, giving money to people makes them uncomfortable.( )5.the passage is mainly talking about the art of receiving.2.check the answers and correct the right answers.3.talk about the main idea of each para.4.ask one of the ss to read the article.step4.practice. (complete the exercise from 3a)use “embarrassed, guilty, comfortable” to create ss’ own things .step5.homeworkwrite a short passage with one of an adj.教学反思：本课是九年级下册第13单元的一篇阅读文章，文章以接受礼物为主题，展开讨论，文中以guo xiaojing, han ling ,john wilson三人的经历，探讨了接收礼物的方式，并在亲身经历中产生一些不同的感受，这与本单元的主题是一致的。

教学目标：1. 培养学生阅读英语文章的能力，提高学生的英语阅读理解水平。

2. 培养学生从不同角度分析文章的能力，提高学生的批判性思维能力。

3. 培养学生运用英语进行口头和书面表达的能力。

教学内容：1. 阅读材料：现代大学英语阅读3教材中的相关文章。

2. 教学方法：阅读、讨论、写作、口语表达。

教学过程：一、导入1. 引导学生回顾上节课的内容，总结阅读技巧和方法。

2. 介绍本节课的阅读材料，激发学生的阅读兴趣。

二、阅读理解1. 学生自主阅读文章，了解文章大意。

2. 教师提问，检查学生对文章的理解程度。

3. 学生分组讨论，分析文章中的关键信息和观点。

三、深入探讨1. 引导学生从不同角度分析文章，如作者观点、文化背景、人物性格等。

2. 学生分组讨论，提出自己的观点和见解。

3. 教师总结各组讨论结果，进行点评。

四、写作练习1. 基于阅读材料，要求学生撰写一篇短文，表达自己的观点。

2. 学生自主写作，教师巡视指导。

3. 学生展示自己的作品，互相评价。

五、口语表达1. 学生分组进行角色扮演，模拟文章中的场景。

2. 学生用英语进行口语表达，锻炼自己的口语能力。

3. 教师点评，指出学生的优点和不足。

六、总结与反思1. 教师总结本节课的学习内容，强调阅读技巧和写作方法。

2. 学生反思自己的学习过程，总结经验教训。

教学评价：1. 学生对阅读材料的理解程度。

2. 学生在讨论和写作中的表现。

3. 学生在口语表达中的进步。

教学反思：1. 教师要关注学生的个体差异，因材施教。

2. 注重培养学生的阅读兴趣，提高学生的阅读能力。

3. 加强学生的写作和口语表达能力，提高学生的英语综合素质。

九年级Unit 13 We’re trying to save the earth!【学习目标】1.通过阅读文章，完成阅读任务，能获取关于鲨鱼濒临灭绝的原因，造成的结果以及采取的措施。

2.通过小组合作，制作保护濒危灭绝动物的海报，并能从原因，结果，行动等方面讲解海报。

3.通过本节课学习，能逐渐意识到保护动物和人与自然和谐相处的重要性。

【核心词汇及短语】cruel, be harmful to, ecosystem, chain, law, fin, shark, no longer, not only…but also…【核心句型】This is not only cruel, but also harmful to the environment.If their numbers…it will…Without a fin, shark can no longer…【学习步骤】Step1:LeadinPlay a video and lead to a topic of sharks.Step2:PrereadingBrainstorming: How much do you know about sharks?Step3:Whilereading1. Read and match the main idea:Para. 1 The actions to save sharks.Para. 2 The reason for sharks killing.Para. 3 The results of sharks killing.2.Show a picture of shark fin soupQ1. What is it made of ? What will happen when people enjoy a bow of shark fin soup?_____________________________________________________________________3.Read the passage and finish the tasks.Task1:How do people get the shark fins ?First, people sharks.Then , people their fins.Finally, People them into the ocean.70 million：90 percent:__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Step4:PostreadingGroup work:4 students in a group, choose one kind of endangered animals to design a poster.S14: Our slogan(口号) is…S2: People kill…not only for...but also for…S3:On the one hand…on the other hand…S4:To begin with, we should /can …to save them. What’s more…last but not least…That’s all. Thank you!Checklist（评价观察表）：No buying, no killing!Step6:SummaryStep6: Homework (二选一)1.Write a proposal(倡议书) about how to protect the endangered animals.2.Make a short video to call on more people to protect the endangered animals and then send to your Wechat moments.Blackboard design:Save the Sharks! Reason: S hark fin soup Results: L o w Actions: S aveNo buying, no killing!。

创新阅读教学模式，提高学生阅读能力——九年级英语unit13教案1-2课时随着时代的发展，阅读能力对于现代学生来说越来越重要。

然而，传统的阅读教学方法已经无法满足学生的需要。

为了提高学生的阅读能力，我们需要创新阅读教学模式，适应学生的需求，帮助他们更好地理解和应用所学知识。

本文将从以下几个方面探讨如何创新阅读教学模式，提高学生阅读能力。

一、为什么需要创新阅读教学模式传统的阅读教学模式通常是将学生分组进行阅读，然后全班讨论。

但是，这种方法存在很多问题。

班级中每名学生的英语水平不同，阅读速度和理解程度也不同，因此某些学生可能无法跟上课堂进度。

讨论的内容可能很快就变得单调乏味，失去吸引力。

此外，学生很难在讨论中获得个性化的指导，从而无法有效提升自己的阅读能力。

因此，我们需要创新阅读教学模式，解决这些问题，更好地帮助学生提高阅读能力。

二、创新阅读教学模式1.教师指导：教师应该在课前对文章进行深入的分析和研究，并制定合适的教学计划。

在课堂上，教师应该有目的地引导学生，指导他们如何阅读、分析和理解文章。

例如，教师可以提供一些阅读技巧和方法，帮助学生更好地理解和掌握文章的内容。

同时，教师还应该以学生为中心，充分发挥每位学生的特长和潜力，为学生提供个性化的指导和帮助。

2.分层阅读：为了满足不同学生的英语水平和需求，我们可以将学生分为不同层次，每个层次分别阅读不同难度的文章。

这样可以保证每个学生都能在适合自己水平的文章中获得自信和成就感，同时也可以提高班级的整体阅读水平。

3.互动互助：学生之间应该相互帮助、互相学习。

教师可以组织一些小组活动，让学生在小组中互相讨论、互相检查对方的阅读结果。

这样不仅可以增强学生的互动性，还可以培养学生的团队合作能力。

4.多元化阅读：为了让学生更好地理解和应用所学知识，我们要鼓励学生进行多元化的阅读。

教师可以在课堂上引导学生多读英语文章和文学作品，如报纸、杂志、小说、诗歌等，让学生了解和积累更多的文化背景和知识。

高一unit13.3 reading1(新课标版高一英语教案教学设计)Period 3一、 Teaching ContentUnit 3 Speaking; Pre-reading; Reading (1)二、 Teaching Goals1. Improve the students’ speaking ability by talking about seeing doctors, and practise giving advice2. To some extend, students develop the abilities of looking for main information through reading and summarizing the main idea of the text.三、 Teaching Important Points:1. Master the new words and make the student use these words to make sentences.2. Train the students’ speaking ability to give advice and make suggestions.四、 Teaching Difficult Points1. How to finish the task of speaking and make the dialogue go on smoothly.2. How to understand the text五、 Teaching Methods:1. Individual, pair or group discussion before filling information in the blank.2. Explanation and inductive methods to make the students master the new words.六、 Teaching Aids1. A projector2. The blackboard七、 Teaching proceduresStep 1 GreetingsGood morning! My boys and girls!Sit down, please!Step2 Speaking(1) Warming up1unit13.3. (2)T: Yesterday we listened to a dialogue and know that Mike went to see the doctor because his stomach hurt. When do you usually go to see the doctor?1. When I have a fever2. When I have a bad cold3. When I have a headache4. When I have a stomachache5. When I have a toothache6. When I have a bad cough7. When my leg is broken.T: I have some problems these weeks. I need your help. Would you like to give me some advice?Ss: Yes.T: I’m not feeling well these days. I can’t sleep well at night.(Lead the students to use these sentence patterns.)1. I advise you to…2. You’d better …3. I think you should…4. Why not…? Why don’t you…?5. I suggest you sh ould …(2). Listening and speaking1) Listen to the tape and answer the questionsT: Listen to the tape and get a general idea about the dialogue.T: What’s wrong with Sharon?Ss: She couldn’t sleep last night. She’s got a pain.T: What did she eat yesterday?Ss: Noodles, salad, a green peachT: What does the doctor tell her to do?Ss: Take the medicine three times a day. Don’t eat fruit that isn’t ripe in the future.2) Open your book to page3, and read after the tape, try to imitate its intonation.New words: ought to = shouldbe careful withadvise sb to do sth / advise doing3) Practise the dialogue(i) T: When you go to see the doctor, what will the doctor say to you1. What can I do for you?1unit13.3. (3)2. What’s the matter?3. What’s wrong w ith you?4. Lie down and let me examine you.5. Let me have a look6. Where does it hurt?7. It’s nothing serious.8. Take this medicine three times a day.9. You’ll be all right soon.(ii) T: Turn to page2. There are 3 situations in the table.T: Now, look at the table on the blackboard. This is a case history. If you are a doctor, what will you write?Symptom:Doctor’s advice:Signature:T: I’ll give several minutes to make the dialogue with your partner in one of the three situations, and then I will ask two pairs to act it out.Step3 Pre-readingT: Which of the following gives you the most energy:A hamburger a bowl of noodles a cup of coffeeT: How do you think what we eat every day?Step4 ReadingT: Look at the title. What’s the title of this text?T: What’s the meaning of it? (A.)A. What we eat makes us the persons we are.B. We always eat what we like.T: What is a healthy dieteating?(1)Fast reading.T: Read through the text quickly, and find out the topic sentence of each paragraph.1unit13.3. (4)T: Now, let’s listen to the tape paragraph by paragraph. And you tell me what is the topic sentence of each paragraph.( The topic sentences are on the textbook )(2)Careful reading1. What do traditional diets often have?(c)A. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy?(A)A. vitamins, fibre and mineralsB. pork and fishC. waterD. calcium3. What contains a lot of protein?(D)A. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people become vegetarians?(A)A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food.B. Because they think meat is not “eco-foods”.C. Because they think meat will make them fat.D. Because they think meat will make them thin.5. From the passage we can conclude that it is probably better, if (D)A. we eat less meatB. we have more fruitC. we have “ eco-foods”D. we buy good food and keep a balanced diet.Step5Summary and HomeworkT: Today, we’ve learnt how to see a doctor and got a general idea about the reading. After class, I hope you would review the useful expression and phrases and understand the text deep.1.Review the new words and phrases (2) in Unit 13.2.Rreview the reading and Post-reading on Page5.3.Do the exercise of Talking and vocabulary 1.2.on Page 72-73.1unit13.3. (3)八．黑板板书设计Blackboard:(L)When I have a feverWhen I have a bad coldWhen I have a headacheWhen I have a stomachacheWhen I have a toothacheWhen I have a bad coughWhen my leg is broken.(M)I advise you to…You’d better …I think you should…Why not…? Why don’t you…?I suggest you should …(R)ought to = shouldbe careful withadvise sb to do sth / advise doing 九、Evaluation向你推荐的相关文章相关文章列表微信扫码分享热搜文章•1•2•3•4•5•6•7•8•9•10~。