Book 3 Unit 2 晨读晚练 2 (教案)

b o o k3u n i t2教案(总8页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--授课题目：Unit 2—Section A Swimming Through Fear授课时间：第_____周授课类型：理论课授课时数：____课时教学目的：After finishing this unit, students will be able to:1.To talk about how to beat fear2.To further understand the text3.To apply the phrases and patterns4.To master the essay writing skill教学重点和难点：1.To talk about how to beat fear2. To understand the text fully3. To apply the phrases and patterns4. To master the narrative essay writing skill教学方法和手段：Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Learner-centered approach; situational & communicative method;5.Project-based approach教学内容和过程：Section A Swimming Through FearPre-reading ActivitiesStep 1. GreetingsGreet the whole class warmly.Step 2. Lead-in and preparation for readingQuotes:You gain strength, courage and confidence by every experience inwhich you really stop to look fear in the face. You are able to sayto yourself, “I lived through this horror. I can take the next thingthat comes along.”— Eleanor RooseveltDon’t fear failure so much that you refuse to try new things. Thesaddest summary of a life contains three descriptions: could have,might have, and should have.— Louis E. BooneLet them talk to each other about the following questions:1. Look at the following pictures, what are these people afraid of?2. Did you have a fear of something before If so, how did youovercome itListen to a story about Jack’s fear and decide whether thefollowing statements are T (true) or F (false).1. When Jack gets into bed, he thinks there’s somebody hiding underthe bed.2. As Jack lies under the bed, there must be somebody sleeping on topof it.3. The doctor asks Jack to see him three times a week for two yearsto cure his fears.4. The doctor charges Jack $200 a visit.5. Jack is willing to pay the amount the doctor charges.Cultural backgroundQuestions Previewing1. Have you ever heard about Mediterranean Sea What do you know aboutit• an intercontinental sea;• stretches from the Atlantic Ocean;• surrounded by the Mediterranean region;• enclosed by land: on the north by Europe, on the south by Africa,and on the east by Asia;• pleasant climate, beautiful coastline, rich history and diverse culture.2. Do you know what is “rip current” How to escape from rip current Rip Current:a narrow, powerful current of water running perpendicular to the beach, out into the oceanHow to escape from rip current:• swim sideways, parallel to the beach;• get you out of the narrow outward current;• wait until the current carries you past the sandbar.Step 3. Fast readingAsk the Students to read the passage as quickly as they can and then answer thequestions on the screen. Let them get the main idea of each paragraph and make clearabout the text structure.Text structure: ( structured writing ) The passage can be dividedinto 3 parts.Part I — (Paras. 1- 3)On a tour of France, I saw the Mediterranean Sea, but the rip currents scared me. And it reminded me that I developed a fear of water due to the experience of last summer and since then, the fear wouldn’t recede.Part II — Paras. 4-17When I saw a boy drowning amid the waves, I was in a mental and emotional struggle whether I should save him because I was extremely terrified of water. After my fierce struggle, I made the single big decision: to threw myself into the water. I finally reached the boy and had him under control; but when I swam back toward shore, the rip current was forcibly dragging us out to sea. I tried to remember how to escape from a rip current, and with that, I slowly made my way to safety, thus conquering my inner fear of water as well.Part III — (Paras. 18-19)I was relaxed and happy in a moment of triumph and salvation.Purpose : Improve the students ’ reading and writing ability andunderstand the general idea of each paragraph.Method : Read the text individually and talk in groups; Use task-basedlanguage teaching method, reading approach, communicative approach and total physical response method.Step 4: While-reading ActivitiesStudents are required to look at the Words and Phrases on the screen and give a brief presentation in class.Words and Phrases:Purpose: Train the Students’ ability of understandi ng and using foreign language.Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.Practical phrases1. deem sth. important 认为……重要别人认为重要的，并不能作为你确定目标的根据。

小学英语Book3 Unit2单元教学设计一、课例名称及学科学段：外研社安徽版小学英语四年级第三册第二单元Unit2 Looking Around二、单元内容分析：本单元的主题是Looking Around向四周看看，本单元共有五课，下面对本单元进行教材分析：第一课时是单词和对话，要求学生理解及学说本课表示物品和交通工具的词汇，理解及学说对话；询问物品的方位，陈述对物品的所有，同时操练句型询问某人通过何种交通工具回家。

第一课是整个单元的教学基础，后面几课的内容学习都是在这一课的基础上进行的，这一课是本单元的重点。

在教学上，可以让学生通过听磁带模仿，跟读等训练来学习本课的词汇，从而达到输入输出的效果。

在学习对话时，可以设置情境，分角色扮演对话，最终达到全班同学熟练运用对话的能力。

第二课时是句型训练课，对第一课时中的重点句型进行训练，这一课时的内容是本单元的难点，通过本课的学习，要求学生能够根据所给的交通工具词汇熟练运用对话。

另外，还要求学生理解及学习应答关于过马路、方向的口令。

教学上可以先复习第一课中出现的几种有关交通工具的词汇，紧接着复习第一课的对话入手，让学生先听磁带及跟读，进而让学生反复操练，并且表演句型，在此基础上进行替换练习。

在进行actions的学习时，教师可以准备一个指挥牌，两面分别表示红绿灯，教师与学生一起表演交通情景，这有利于学生掌握所学的口令。

第三课时是活动训练课。

要求学生理解及学说某物的方位：This/That is a ____.以及就物品的方位问答：What is this/that? It is a ____.在操练句型的基础上完成本课后More Practice的练习。

本课的句子有相当的难度，在实际的教学过程中，教师可以根据学生的实际水平，有简单到难的说句子，教师可以先做示范，给学生以感性认识，然后让学生反复练习，进而熟练运用说出所要练习的句子，最后完成后面的练习。

第四课时是语言要点活动课，是复习前面几课所学的内容，在此基础上理解及学说It is fast slow句子，还安排了一个游戏，活跃课堂气氛。

【教学设计】book5unit3_英语_高中一、教材分析本课的教学内容为人教课标版必修3 Unit2.本教学内容在整个课程教材体系中的地位举足轻重。

由于本话题为贴近高中学生的重点话题，同其他版本教材一样，摒弃了以往知识领先的做法，将情感态度、价值观融入课文，旨在使学生通过英语学习，在发展语言能力、思维能力、想象能力和创新能力的同时，逐步树立正确健康人生的人生观、世界观和价值观，提高学生的科学文化素养、人文素养及高尚的审美情趣，使学生在心智发展的同时，在情感上也逐渐成熟起来。

二、学情分析高中学生已具备一定的听、说、读、写能力。

本单元的话题与学生的生活关系密切，是学生感兴趣的话题，这是优势。

授课班级大部分学生词汇量缺乏，阅读习惯不好，阅读能力差，与健康生活相关词汇、语言知识积累不足，运用语言的能力差，这是劣势。

本课时课前学生已经做好的准备有：学生已经在reading 部分初步接触了重点词汇和语法；课前学生已经做了导学案。

三、教学重难点1.Review the language points and use them freely.2.Talk about the topic about healthy eating and write a short passage.四、教学目标知识目标：掌握与平衡饮食，健康生活相关的词汇。

能力目标：在语篇中感知词汇、语法的用法，并把词汇、语法知识正确运用到语篇中。

情感目标：通过学习本课内容，使学生平衡饮食养成健康的生活习惯。

五、教学理念与方法1、自主、合作探究的知识建构观。

2、任务型教学，语篇教学。

3、强调学生的运用能力、探索发现能力、语篇理解及语篇构建能力。

六、教学过程⑴导入语法填空阅读下面材料，在空白处填入括号内单词的正确形式（每空最多不超过三个单词）。

Wang Peng sat in his empty restaurant very frustrated as there were no customers as usual. “Nothing could be 1 （good）,” he thought. Driven by 2 (curious), he followed Li Chang into a newly- opened small slimming restaurant, which was run by Yong Hui. It was full of people. He was amazed at this and especially at the prices. He decided that he could not have Yong Hui _3_ ( 被放过) telling people _4_ （谎言）! After doing some research, he wanted to 5 his customers 5 （赢回）with a 6 ( 打折) and a new sign. The next day, his restaurant was full of people again. He did not look forward to being 7 ( 欠债). Suddenly Yong Hui walked in. She 8 ( 怒视) him . She thought he came to her restaurant only to 9 ( 窥探) her and her menu. Wang Peng invited her to try a meal in his restaurant. Their cooperation began. 10 ( 不久), they combined their menus and provided a balanced diet full of energy and fibre. At last, they got married and lived h appily.1. 2. 3. 4. 5.6. 7. 8. 9. 10.展示四张PPT，共十张图片，目的是引导学生复习本单元reading 中出现的重点词汇，做到英语单词与汉语意思的简单对应，在语篇中理解重点词汇，指导学生正确做语法填空题，为下面教学做铺垫。

阅读语篇教学设计Module 3 Unit2 Healthy Eating （2）学生学案：【写作指导】一则广告大致包括标题、正文、口号和随文四个部分。

但并不是每则广告都必须同时具备以上四项。

1. 广告的标题是广告中最重要的部分。

它起着引起读者的好奇心、吸引读者注意力的作用。

2. 广告正文进一步对标题进行阐释和证实，以引起读者的兴趣。

语言要尽量口语化、简洁明了，使用较短的单词和句子。

祈使句和一般疑问句在广告中出现的频率很高。

如：In short, the stronger your character, the brighter your future.Please do not leave it too late.Do you want to work in world-class research laboratories?3. 广告口号的目的是便于人们重复记忆和二次传播，因而必须将之压缩成口号语句。

如：Just do it. 只管去做。

4. 随文又叫附文，是说明企业名称、地址、购买商品的方法等附加信息的语言文字，一般出现在广告的结尾。

广告写作要求：1. 确保广告的真实性。

真实性是广告的生命力所在，如果违背了真实性原则，广告会因为失真而丧失可信度。

2. 明确广告对象。

广告对象是指广告信息的接受者。

3. 注意广告语言，提高说服力和表现力。

好的广告语言能给读者留下难以磨灭的印象，唤起消费者的购买欲望，从而达到广告的最终目的。

写作时应注意以下几点：1. 确定文体：广告写作属于应用文写作。

2. 主体时态：以一般现在时为主。

3. 主体人称：广告面向顾客进行宣传，应以第一、二人称为主。

---一、教学目标1. 知识目标：- 学生能够熟练掌握早读晚读的内容，包括单词、短语、句型等。

- 学生能够通过早读晚读活动，提高英语词汇量，丰富语言知识。

2. 能力目标：- 培养学生的自主学习能力和合作学习意识。

- 提高学生的英语口语表达能力和听力理解能力。

3. 情感目标：- 激发学生对英语学习的兴趣，培养良好的学习习惯。

- 增强学生的自信心，提升自我价值感。

二、教学内容1. 早读内容：- 课本单元单词、短语、句型。

- 额外词汇和表达。

- 语音、语调练习。

2. 晚读内容：- 课外阅读材料，如英语短文、故事、新闻等。

- 阅读技巧训练，如快速阅读、深度阅读等。

三、教学过程（一）早读1. 课前准备：- 教师提前准备好早读材料，包括单词卡片、短语列表、句子练习等。

- 学生提前预习，标记出不懂的单词和短语。

2. 课堂活动：- 领读：教师或学生代表领读单词、短语和句子，确保发音准确。

- 跟读：学生跟读，模仿教师的发音和语调。

- 小组练习：学生分组，进行单词接龙、句子翻译等游戏，提高学习兴趣。

- 抽查：教师随机抽查学生的单词拼写和句子翻译，巩固学习成果。

3. 课后作业：- 学生背诵早读内容，加强记忆。

- 完成相关练习题，巩固所学知识。

（二）晚读1. 课前准备：- 教师提前准备课外阅读材料，确保难度适中。

- 学生预习阅读材料，标记出生词和难点。

2. 课堂活动：- 阅读指导：教师讲解阅读技巧，如略读、扫读、精读等。

- 小组讨论：学生分组讨论阅读材料，分享观点和感受。

- 阅读分享：学生分享自己的阅读心得，提高语言表达能力。

- 写作练习：根据阅读材料，进行写作练习，提高写作能力。

3. 课后作业：- 完成阅读材料的总结和笔记。

- 根据阅读材料，进行相关写作练习。

四、教学评价1. 课堂表现：观察学生的参与度和学习态度。

2. 作业完成情况：检查学生的作业质量和完成情况。

3. 阅读理解能力：通过阅读理解测试，评估学生的阅读理解能力。

Book 3 Unit 2 Healthy eatingPeriod OneTeaching contents：Warming up and ReadingTeaching objectives:By the end of this lesson, the students should be able to:1. Tell what is a healthy diet.2. Find out the difference between Wangpeng’restaurant and Yonghui’s restaurant.3. Cooperate with others in group work.4. Use some reading skills when they are reading a passage, such as skimming and scanning.5. Retell the story of the text.Teaching methods:1.discussing2.cooperative learningTeaching materials: Warming up and readingKey points:1.Improve students’ reading skills.Find out the difference between Wangpeng’restaurant and Yonghui’s restaurant.Retell the story of the text.Difficult Points:1.Improve students’ reading skills.2.Introduce festivals to others.Teaching procedures:Step One: Lead inI. common sense about health1.What are the three essential elements for us human beings to survive on the earth?Water air food2.Show some proverbs about food:Bread is the staff of life. 民意食为天。

Unit Two1.ProverbRead the following proverbs and tell your classmates which one is your favorite. State your reasons.Keep your eye wide open before marriage, and half shut afterwards.－Benjamin FranklinLove seems the swiftest but it is the slowest of all growths. No man or woman really knows what perfect love is until they have been married a quarter of a century.－Mark TwainThe most dangerous food is wedding cake.－American ProverbOne shouldn’t be too inquisitive in lifeEither about God’s secrets or one’s wife.－Geoffrey Chaucer, The Canterbury Tales1.ListeningListen to the recording and answer the following questions.1.What is a biggest source of arguments among married couples?Money is one of the biggest sources of arguments among married couples.2. Should married couples compromise their principles and convictions?No.3.When disagreement about money arises, what should married couples do first?Married couples should stop for a second and talk about what their disagreement is about when disagreement about money arises.4.What does it mean by “losing the battle to win the war” in marriage?It means to give up a little bit and essentially lose the small battle to make the situation right and ultimately have a solid relationship with your significant other.2.Speaking PracticeGive an oral presentation on the summary of the main points of the listening passage.For your referenceThe key points:-the money problem in marriage-the right ways to deal with the problem:munication is key2.how to lose the battle3.winning the war2. Work in pairs and take turns to ask and give answers about the following topics:a. Do you think money is one of the biggest sources of arguments among married couples?b. How do you understand “losing the battle to win the war”?c. Will “compromise on details, not principles” be able to solve marital disputes? Why or whynot?Text I1.Pre-Reading QuestionsThink about the following questions before you read the text.1. What do people usually do to prepare for a wedding?2. When getting married, why do most Chinese people hold a wedding ceremony after getting a marriage certificate?3. Which do you prefer, the Chinese-style wedding or that of the western style?4. Among all the wedding ceremonies you have attended, which one impressed you most? Why?5. In your opinion, what are some indispensable elements of an ideal wedding ceremony? Why?2.General ReadingThe text can be divided into two parts:1) Para.1－Para.9 — Simone prepared her wedding. Everything seemed to go on smoothlyalthough her step-mother Alice tried to stop her from using too much money.2) Para.10－end —Alice sent a letter to inform Simone of the truth about her father’scompany and declare the wedding was cancelled.The two parts of the story are in great contrast in tone. The first part depicts a delighted yet even to some extent, arrogant Simone who firmly believed that her father loved her so much that he would pay for everything she bought for her wedding. While in the second part, Simone lost control of her senses and collapsed in mind when knowing that she was penniless and her fiancé would not marry her. In fact, the strong contrast of the two parts succeeds in producing a dramatic effect and hence sets people thinking.3.Background(1) bridesmaidBridesmaids are members of the bride’s party in a wedding. A bridesmaid is typically a young woman, and often a close friend or sister. She attends to the bride on the day of a wedding or marriage ceremony. Traditionally, bridesmaids were chosen from unwed young women of marriageable age.(2)honeymoonA honeymoon is the traditional holiday taken by newlyweds. It can be the first moments a newly-wed couple spend together, or the first holiday they spend together to celebrate their marriage.ments on the TextThe text is a short story, and is in itself a well-organized whole. A short story is a work of fiction that is usually written in prose, often in narrative format. Here are some comments on the text.The plot is very dramatic. Simone spent much money when she was preparing her wedding, which aroused Alice, her step-mother’s dissatisfaction. Thinking her father’s company would pay all her cost, Simone didn’t follow Alice’s advice. But before her wedding, Alice sent a letter to inform her that it was cancelled. In the letter, Alice told Simone that she had bought her father’s bankrupt company when she fell in love with him. Now her father was fired and divorced. Unfortunately, her fiancé decided not to marry her after knowing the fact.Explain the following in your own words.1. … Simone could not help but think about all that had gone into getting to today.could not stop from thinking about.2. Her wedding day was going to be the biggest, most lavish event of the social calendar to date. the most important and extravagant event3. …Simone was Daddy’s little girl,she was named after him.her name was derived from her father’s name, Simon.4. …as if Daddy wouldn’t be around to bail her out when she got in over her head.when she was in a very difficult situation5. Simone continued telling them how Alice had been a good sport from then on, …had behaved in a cheerful way6. … so you may have to cut back on your expenses, …reduce your costs7. Inside they found Simone in a heap on the floor screaming and ranting; …crumpled.8. …, he decided he couldn’t in good faith, marry you.he made up his mind that he could not marry you with perfect sincerity (“in good faith” is intended ironically here, mocking his greed and lack of sincere love)2. Interaction Activities1. Précis WritingThe reference versionSimone’s wedding would be the most lavish event since she was born, although her step-mother Alice often lectured her about being financially responsible. When she was preparing for her wedding, Alice always tried to stop her from spending too much money. But Simone firmly believed that her father would pay for all the costs due to his deep love for her. That being so, Simone didn’t take Alice’s advice and worries seriously and was rude to her. Unfortunately, a special delivery arrived not long after. It was a letter from Alice. In the letter, Alice told Simone that she had bought her father’s bankrupt company when she fell in love with him. Now, however, her father was both fired and divorced. As a result, Simone was broke. Even worse, her wedding was cancelled because her fiancé decided not to marry her after knowing the facts.。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 2 Healthy eatingⅢ. 教材分析与教材重组1. 教材分析本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。

针对现实中遇到的实际问题发表自己的看法。

最后让学生运用所学知识，两人一组研究中餐，设计食谱。

1.1 WARMING UP 是本单元一个重要的组成部分。

让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。

通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是Healthy Eating.1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。

可添加讨论如何在烹饪中保持食物营养，从而有利于健康。

1.3 READING 讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。

但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。

戏剧性的结尾增添了故事的趣味性。

通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。

1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。

1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。

注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。

1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。

Book 3 Unit 2 Healthy EatingI．教学内容分析本单元的中心话题是健康饮食。

主要是为了使学生对与健康有关的问题得到更好的理解。

这一单元鼓励学生去检查自己的饮食行为，看一看它是不是健康的饮食习惯。

一种健康的饮食习惯应该是平衡的，既不在脂肪、糖和盐这些方面过剩，又不会在人体必需的营养元素方面匮乏。

通过本单元的学习，学生可以对健康饮食有一个清楚的概念，从而根据所学的知识去思考与健康有关的问题。

Warming Up部分通过问题向学生询问饮食构成，让学生对本单元的内容能有一个初步的了解，并使学生复习与有关饮食的单词和短语。

然后让学生回答一组问题，通过这些问题的讨论，引导学生参与表达自己的看法，激发学生兴趣和好奇心，让学生自然而然地进入下一部分的学习。

Pre-reading部分通过几个问题讨论，让学生认识平衡营养的重要性，为课文的学习做出铺垫。

Reading 部分主要讲述了王鹏和咏慧开饭店的故事，借此揭示了不同食物对人体有着不同的影响。

故事讲诉了王鹏和咏慧两家饭店的两种饮食都是不合理的，经常去王鹏的饭店容易发胖，这样会导致高血压和心脏病等疾病；而经常去咏慧的饭店的顾客则容易变瘦，这样容易导致厌食或是营养不良，让学生注意并避免走这两种极端。

这些距离学生自身生活很接近的问题很容易引起学生的思考。

在教授的过程中注意积极的引导学生不断的进行反思。

Comprehending第一部分通过True or False 第四部分通过Main idea的寻找，使学生对文章有了一个浅层的理解。

Learning about Language部分突出了词汇和语法的学习与训练。

本单元的语法是情态动词ought to 等的基本用法。

Using Language部分中包括了听、说、读、写几个部分的内容。

学生可通过王鹏和咏慧的这一个事情，深入展开讨论与健康饮食有关的事情。

阅读后的习题及讨论不仅帮助学生加深对文章主旨大意的理解，更重要的是让学生学会用所学的知识，解决在现实生活中遇到的问题。