人教版Book3Unit2Reading2教学设计
人教版(2019)高中英语必修第二册教学设计
【原创教学】人教版新教材必修二Unit Two Wildlife ProtectionReading and Thinking一、课例背景1. 文本解读本课例选自人教版高中新教材必修二Unit2 Reading and Thinking —— Wildlife Protection。
本单元的中心话题是目前全世界都相当关注和重视的野生动物的保护。
该主题语境属于三大主题语境“人与自我、人与社会、人与自然”中的“人与自然”这一大类，并从属于该语境下“环境保护”主题群。
该主题语境为语言学习提供了有关人与自然、人与动植物的意义语境，并有机渗透情感、态度和价值观。
众所周知，自然界是一个复杂的生态系统，生存其中的动植物之间存在着微妙的平衡关系。
任何一个物种的灭绝都会对这种平衡产生影响，大规模的物种灭绝会对生态系统产生严重甚至不可逆转的影响，由此会造成巨大的损失。
因此，保护野生动植物和人类可持续发展息息相关，正如文中志愿者扎西所言，保护野生动植物就是保护人类自己，也是保护人类赖以生存的星球。
在处理文本的过程中，笔者用人类和自然两条线贯穿全文，人类线以扎西视角代入我的意识，然后从个体上升到群体，最终上升为整个人类；自然线以藏羚羊为切入点，引出野生动植物，在进一步扩展为自然，最终落脚点为整个星球，然后将两条线索串联在一起，构成了人与自然的和谐统一，即：Zhaxi I We Human beingsHarmonyTibetan antelope wildlife nature planet2. 课型解读本课例所涉及的板块课型是Reading and Thinking，本板块的活动主题是“学习保护濒危动物”，主要讲述了我国保护珍稀野生动物藏羚羊的措施和取得的成就。
阅读文本“A Day in the Clouds”通过介绍藏羚羊过去和现在的生存环境，倡导每个个体通过自身生活方式的改变，学会与自然、野生动植物和睦相处，学会保护、尊重野生动植物，以此来消除人类对野生动植物存在的威胁，最终达成人和自然的和谐共生。
人教版九年级英语全册Unit2SectionBReading教学设计
4.拓展作业：鼓励学生利用网络资源，了解一位成功人士的梦想和目标，以及其为实现目标所付出的努力。在下节课前，学生准备一个简短的介绍，与同学们分享这位成功人士的故事。
目的：激发学生的学习兴趣，培养他们的信息收集和处理能力，增强课堂互动。
5.反思作业：学生完成一份关于本节课学习收获和反思的问卷，包括对课堂所学知识、学习过程、情感态度等方面的评价。教师将根据学生的反馈，调整教学策略，提高教学质量。
3.背景知识激活：教师引导学生回顾已学过的与梦想和目标相关的词汇，为新课的学习做好铺垫。
（二）讲授新知
1.预测文章内容：教师让学生根据文章标题和图片，预测文章可能讲述的内容，培养学生的预测和推断能力。
2.快速阅读：学生快速阅读文章，把握文章大意，验证之前的预测。
3.细节阅读：学生通过细节阅读，掌握文章的关键信息，如文章中提到的成功人物的梦想、目标及其为实现目标所做的努力。
4.增强学生的团队合作意识，学会在合作中尊重他并尊重不同文化背景下的目标追求和价值观念。
二、学情分析
九年级学生经过前两年的英语学习，已经具备了一定的英语基础，包括词汇、语法和阅读理解能力。在此基础上，他们对英语学习有了更深入的认识，对新知识的接受能力和自主学习能力有所提高。然而，学生在以下几个方面仍需加强：
（五）总结归纳
1.教学活动：教师引导学生回顾本节课所学内容，总结梦想和目标的重要性，以及为实现目标所需的努力和坚持。
2.情感态度教育：教师强调每个人都应该树立自己的目标，勇敢追求梦想，并付出努力去实现。
3.课后作业：教师布置课后作业，要求学生结合本节课所学内容，思考自己的梦想和目标，并制定实现目标的计划。
Unit2MoralsandVirtuesReadingandThinking教学设计-高中英语人教
人教版B3U2：Morals and virtues教学设计Unit2：Morals and Virtues Period 3: Learn to make choices in life Reading & Thinking Ⅱ Mother of Ten Thousand Babies教学目标：1.知识与技能：根据文章中的细节和事实，推断出林巧稚的优秀品质和美德。
2. 过程与方法：分析林巧稚的几项重大人生抉择，总结归纳出指引她做出这些抉择的人生准则。
3.情感态度与价值观：从林巧稚身上获得启发，结合自身状况对设定情景做出选择并总结出自己的准则，树立积极向上的人生观和价值观。
教学重难点：学生对"principle"的概念不明确，很容易把名人名言等同于人生准则，所以在总结指导林巧稚做出重大人生抉择的人生准则上有困难。
因此在复习了林巧稚的选择之后和总结她的人生准则之前，需要明确解释"principle"的英语定义，并以自己作为教师的基本准则让学生对其有充分的了解之后再来归纳。
教学过程：Activity 1: Finding Dr. Lin's qualities & Giving your evidence由于本节课是第三课时，所以在导入部分衔接了第二课时的内容。
This class, let's go on with unit 2, morals and virtues. Now, which greatwoman did we learn in the last period? Yes, Lin Qiaozhi. We often call her Doctor. Lin, and she is also known as mother of ten thousand babies. Since we have learned a lot of her life, now what kind of person is Dr. Lin?T: As far as I'm concerned, she is a patriotic doctor. Do you agree with me? Why? Is there evidence?S: ...In fact, patriotic is just one of Dr. Lin's qualities. Now read the passage carefully and conclude more qualities of Dr. Lin, remember to give your evidence. And here are some sentence patterns for you, read them together. 3mins for you, read in science.本节课的背景是上节课同学们已经了解了林巧稚的生平事迹以及她的三次重大人生抉择，所以用What kind of person is Dr. Lin?进入本节课的主题。
Unit 2 Reading for Writing教学设计-高中英语人教版(2019)必修第一册
Step3 Reading
T: Ask students to read the email and summarize the main idea of each paragraph.
1.Main purpose for the trip
2.Other plans for the trip
3.transport
再次阅读文本，回答每段段意，掌握文本细节信息，培养学生对信息筛选，分析，归纳总结的能力
详细阅读每一段，梳理文章结构信息及语言特点，从宏观到微观，学生掌握文本的组织形式，内容安排，学习仿写
环节五
Step5 Writing
T:Ask students to write an email to Richard and talk about your own travel plan.
be planning to/be going to…
The reason for your plan: amazing
I’ve heard that... and I can’t wait to go.
It is an amazing sight…
…is almost unbelievable.
Other plans for the trip
·A specific purpose?
·A fixed layout(格式)?
·Appropriate language?
·Neat handwriting?
·Does each paragraph have a clear main idea?
·Does the writer use the present continuous tense for future plans?
Unit 2 Reading and Thinking 教学设计人教版(2019)必修第一册
Haveyou ever traveled to Peru?
Canyou find Peru in the map?
What do you know aboutPeru?
2.学生观看数字教材第26页活动1视频Welcometo Peru，并答复下列问题：
汇报交通：Travelers will get thereby planeand travelby boat.
汇报住宿：Travelers will live inthe middle of the forest.
汇报活动：Travelers willgo boating,go hikingandexplore naturethere.
基于主题，引导学生整合重点信息
基于已经获取的信息，引导学生思考更多和介绍旅游国家、旅游线路有关的角度，扩展学生思维
帮助学生内化和秘鲁以及秘鲁旅游有关的语言
概括与整合
概括与整合
内化与运用
3.谈论自己去过的国家〔地区〕
学生根据思维导图谈论自己去过的一个国家或地区。
学生运用所学的语言和结构对接自己的实践来进行表达。
4.查找自己去过的一个国家或地区的旅游信息，仿照书上的第二篇文章写一段旅游线路介绍。
激活学生的和地理相关的词汇如South America, the Pacific Ocean等；
教师初步引出和秘鲁有关的新词汇〔具体要看视频〕
引发学生初步关注信息的来源，引出encyclopedia, brochure等词汇，为之后识别语篇类型做准备。
引导学生关注两篇文章的语言特点，识别语篇类型，初步学习地名the Pacific Ocean,the Andes Mountains, the AmazonRainforest, Machu Picchu, Cusco, Lake Titicaca等。
人教版七年级下册unit3阅读教案
人教版七年级下册unit3阅读教案一、教学目标。
1. 知识与技能。
（1）通过阅读故事，学生能够了解并掌握故事中的主要人物、事件、情节等内容；（2）通过阅读故事，学生能够提高阅读理解能力，培养学生的阅读兴趣，激发学生的想象力；（3）通过本节课的学习，学生能够掌握一些常见的阅读技巧，如预测、推断、归纳等。
2. 过程与方法。
（1）通过朗读、讲解、提问等方式，引导学生理解故事内容；（2）通过小组讨论、合作学习等方式，培养学生的合作意识和团队精神；（3）通过练习、作业等方式，巩固学生对故事的理解和掌握。
3. 情感态度与价值观。
（1）通过阅读故事，培养学生的爱国主义情感，激发学生的爱国热情；（2）通过故事中的人物形象，引导学生树立正确的人生观、价值观。
二、教学重点与难点。
1. 教学重点。
（1）故事内容的理解与掌握；（2）学生阅读能力的提高。
2. 教学难点。
（1）培养学生的阅读兴趣；（2）引导学生进行深层次的阅读理解。
三、教学过程。
1. 导入新课。
通过谈论一些与故事有关的话题，引起学生的兴趣，如“你喜欢听故事吗？为什么？”、“你最喜欢的故事是什么？为什么？”等。
2. 阅读故事。
（1）教师朗读故事，学生跟读；（2）教师讲解故事中的生词、短语等；（3）学生分组讨论故事中的主要人物、事件、情节等内容；（4）学生展示小组讨论成果，进行互动交流。
3. 操作练习。
（1）学生个人完成故事相关的练习题，如选择题、判断题等；（2）学生交流答案，订正错误。
4. 拓展延伸。
（1）教师提出一些与故事相关的问题，引导学生进行深层次的思考和讨论；（2）学生进行小组合作，展示他们对故事的理解和想法；（3）学生进行个人总结，写下对故事的感想。
5. 作业布置。
布置阅读相关的作业，如写一篇关于故事的读后感，或者选择一段故事进行朗读等。
四、教学反思。
本节课通过故事的阅读，引发学生的阅读兴趣，培养学生的阅读能力，同时也培养了学生的合作意识和团队精神。
新教材人教版高中英语必修三第二单元阅读写作book3 unit2 reading for writi
Other villagers
Walked round to avoid the stone
Unhappy
Complained and not moved the stone
Young girl Saw the stone
By comparison
Worried/concerned
Moved the stone with all his might
Unit 2 Morals and virtues ---Reading for writing
Learn a lesson of morals and virtues from people in reality
Learn a lesson of morals and virtues from books
一：审题目
1.确定题材： A review 2.确定人称： mainly the third person 3确定时态： mainly the present tense
The purpose
Your opinion Do you like the story? Why ?
Mind-map for the reading
The stone in the road The main idea of the story
A king taught his people a lesson by placing a stone in the road and watching different people’s emotions and responses when they came across the stone.
Part 1
Part 2
人教版英语三年级上册unit2单元教学设计
Unit 2 ColoursPart A Let’s talkⅠ. Teaching Objectives1.Enable the Ss to master the dialogue. Help the Ss to introduce others with “ This is …” in real situation.2.Let Ss to greet others with “Good morning.”3.Lead them to be polite in real life.Ⅱ. Teaching Importancesuse “Good morning/Good afternoon. This is …” fluently.Ⅲ. Teaching DifficultyCan introduce some one to others.Ⅳ. Teaching AidCAI, word cards, video,Ⅴ.Teaching Procedure:Step 1 Warm- up / Revision1.Free talkHello. I’m ….What’s your name?2.T: I’m your English teacher.This is your Chinese teacher Miss ….This is your science teacher Mr…T shows two photos of teachers.Teach: Mr, MissStep 2 Presentation1.Good morning. (show the picture)T: Look at the picture.When is it? In the morning or in the afternoon?How do you know that?Yes, we can see the sun. it’s in the morning/ afternoon. You can say “Good morning/Good afternoon” to your friends or teachers.Please do it.2.This is …T shows the character headdresses in the book, lead Ss to introduce:This is Mike/…Specially introduce Mr Jones and Miss Green.T: do you know them? Can you introduce them? This is …Do you know him?This is Mr Jones. This is Miss Green.Now look at the picture. Can you find who is talking in the picture?Step 3 Practice1. Listen to the tape and read after it.2. Let’s talkA.Listen and numberMr Jones, Miss Green and Miss White are talking. Who talks first? Listen to the tape and number.B.Let’s make a dialogueScene1 You and your friend xx are playing together in the park. You meet Miss ….Scene2 School is over. Your mother comes to pick you up. Your teacher Mr … is at the school gate.C.Draw and say (Group work)Draw a picture of your teacher, then introduce her/him to your groupmates.D. Introduce your best friend to your classmates.3. Act the dialogue out.Ⅵ. Homework1.Listen to the tape of text P12-152.Read and recite the talk.Ⅶ. Blackboard DesignUnit2 ColoursA Let’s talkGood morning!This is …Mr Jones/ Miss GreenNice to meet you.Ⅷ. Self-examinationUnit 2 Part A Let’s learnⅠ. Teaching Objectives1.Ss can listen, say and read four words: red, yellow, blue, green.The patterns: I see …2.Can use the new vocabulary in the real situations.3.Love the colours of the nature.Ⅱ. Teaching ImportancesFour words and the sentences patterns: I see …Ⅲ. Teaching DifficultyTo master key words and patterns.Ⅳ. Teaching AidCAI, word cards, video,Ⅴ.Teaching Procedure:Step 1 Warm up1.Free talkHello! What’s your name?What’s your English teacher’s name?Can you introduce your partner?2.Let’s sayT: I see a book.Ss: I see a pen/ bag…Let’s do : Show me your …Step 2 Presentation1.Let’s learnI see a crayon.1 crayon,2 crayons,3 crayons,4 crayons…Let’s paint!T draws a rainbow on the board.What’s this? It’s a rainbow。
Unit2ReadingandThinking课程设计高中英语人教版(2019)必修第三册
新人教版（2019）英语必修三Unit 2Period 2 Reading and Thinking教学设计课题Period 2 Reading and Thinking单元Unit 2 Morals and Virtues学科English教材分析During this period, the class will focus on reading and thinking. Students are expected to get insight into life choices.The teachers would inspire students to draw conclusions.教学目标与核心素养1.Learn and master the key words and phrases.2.Train the students’ ability to draw conclusions.3.Enable the students know about how to make life choices.4.Encourage students to learn more about a famous doctor.重点1.Master the usage of key words and phrases.2.Improve the students’ ability to make conclusions.3.Enable the students to understand the moral decisions.难点1.The understanding of difficult sentences.2.Make the students draw conclusions.教学过程教学环节教师活动学生活动设计意图Daily routineStep 1Warm upTeacher greets the whole class as usual.-Activate students and remind them to concentrate.Step 2Preview checkTeacher asks students the meaning of wordsand phrases learnt last lesson.Students answerthe questionsloudly together.-Check the teachingsituation of lastlesson quickly.-Help studentsconsolidate theknowledge points.Lead-inStep 3VideoTeacher presents a video of a trailer.Do you know which movie trailer this is?Can you guess what the story is about?Afteracknowledging theinformation andthe meaning of thenew words, answerthe questions.-Use video to catchstudents’ attention.-Expand theirhorizons and sparktheir interest.Step 4New wordsTeacher explains the meaning of the newwords, and asks students to translate themeaning of the whole sentence.She decides to use charts and diagrams toillustrate.=demonstrateThe museum is full of rare and precioustreasures.=valuablemarriagetuition feesscholarshipstaffkindergartenresident physicianclinicHis opinion represents that of the majority.minorityHe complained that his boss was uselessand he had too much work.complaint n.How much would it cost to hire a car for theweekend?give somebody workpay for use of somethingIf that is not what you want, reject themcompletely.=refuserejection n.Seeing that you have no time I have Peterreplace you.replacement n.-Teach the meaning of new words.Step 5Let’s playTeacher choses students to answer the -Familiarize the new wordsquestions.1.The boy who won the _________ was a quite outstanding student.2.When Daniel was five, I took him to the school-bus stop on his first day of _________.3.He _______ his lecture with stories of his own experiences in the field.4.The __________ of the employees have university degrees5.It will take a long time to repair a broken ________.6.This letter is really _______ to me because it's the last one that Pete ever wrote.7.Workers _________ about the conditions in which they are forced to work.8.I was _______ by the first company I applied tokeys: 1. scholarship 2. kindergarten 3. illustrated 4.majority 5. marriage 6. precious 7. complain 8. hired -Clear the tackle of the next step.ReadingStep 6Pair workTeacher encourages students to use the keywords and phrases learnt to discuss withtheir partner about the following topics:Think about this question and share yourideas with your partner: What are someimportant life choices?Important choices a person can make in lifeinclude decisions on university study, jobs,and marriage partners. These choices areimportant because they determine ourfuture.From a wider perspective, however, themost important choices include moraldecisions—how we live our lives and treatothers. Such choices may not necessarilychange our life paths, but they willdetermine how we are remembered byothers, the degree of respect and love we Discuss with theirpatterner and voicetheir opinions.-Familiarize studentswith key words.-Make students usecore words andphrases.-Exercise student’sexpression andspeaking skills.earn, and our own ability to have clean consciences and live with ourselves.Step 7Reading PracticeAnswer the following questions.1.What hard choices was Dr Lin faced withthroughout her life? Underline thesentences about these choices.2.What were the results of her choices?3.What does the author want to illustrate bymentioning Dr Lin's life choices?Keys:1.Underlined sentences:At age 18, instead of following thetraditional path of marriage like themajority of girls, she chose to studymedicine; Dr Lin, however, rejectedthe offer; Thinking of all the peoplestill in need of help, Dr Lin opened aprivate clinic; She was moreinterested in tending patients,publishing medical research on carefor women and children, and trainingthe next generation of doctors.2.She did not get married;she did not stay in the US;she opened a private clinic;she spent her time tending patients,publishing medical research on carefor women and children, and trainingthe next generation of doctors ratherthan government work.3.The author wants to illustrate what itmeans to live a selfless life, caring forothers.Read the text again and answer thequestions. Use the facts and details fromthe text to support your conclusions.What was the main principle guiding Dr Linthrough the choices in her life?What kind of person do you think Dr Lin Follow theteachers thinkingflow and learnsome basicknowledge.after reading finishthe task andvolunteer to voicetheir answer-Learn the basics ofthe text.-Exercise students’skimming skill.-Develop students’team spirit.-Help students betterunderstand thedetails in thispassage.was?Keys:1.The principle was to deny herself, andput others first.2.Lin appeared to have been a verykind woman who was passionateabout helping others.Complete the following sentences using suitable verbs from the text. Be sure to use the correct forms.1.Many studies have shown that shy, passivechildren tend to be socially ____________ by their classmates.2.She was so scared during the interviewthat she completely forgot how she should ____________ to the questions.3.Many Americans ____________ about thesharp increase in the cost of health care and health insurance recently.4.One of the advantages of ____________energetic and positive young people is that they ____________ to show interest in their work and they are eager to learn.5.The student union will hold a specialmeeting in January to ____________ someone to replace the secretary.keys:1.rejected2.respondplained4.hiring; tend5.electStep 8Draw conclusionsAs you read, pay attention to facts anddetails mentioned by the author, and putthem together to draw conclusions about thetopic.Discussion:1.What is illustrated by my choices inlife?Discuss with theirpatterner and thenshare their ideas.-Voice their opinions.-Practice their teamspirit.-Practice theirthinking skill andimagination.-Practice theirspeaking andlistening.2.What is the main principle guiding mein my choices in life?3.Under what principle should I live byin making choices in my life? How willthat change my life?Step 9Difficult sentencesTeacher explains the difficult sentences.To a person nothing is more precious thantheir life, …These words of Dr Lin Qiaozhi give us alook into the heart of this amazingwoman, and what carried her through alife of hard choices.1.nothing is + (形容词)比较级+than …没有什么比…更加…2.句中their相当于his or her。
人教版新目标英语八年级上册Unit2Reading阅读课教学设计
1.教师引导学生阅读课文，让学生了解成功人士的经历和背后的努力。
2.在阅读过程中，教师适时呈现核心词汇和短语，让学生在具体语境中学习和运用。
3.教师通过提问和讲解，帮助学生理解一般过去时的用法，以及如何用一般过去时描述过去发生的事情。
4.对文章中的重点句子进行分析，让学生掌握课文的主要内容和语言特点。
b.关注学生个体差异，给予每个学生表现的机会，激发学生的学习积极性。
c.采用多元化的评价方式，关注学生的全面发展，提高学生的自我认知能力。
d.结合信息技术，如多媒体、网络资源等，丰富教学手段，提高教学效果。
四、教学内容与过程
（一）导入新课（500字）
1.教师通过展示一张奥运会金牌得主的图片，引导学生关注成功背后的故事。
3.通过课文学习，引导学生树立正确的价值观，如诚信、尊重、友爱等。
4.培养学生的跨文化意识，了解并尊重不同文化背景下的行为习惯和价值观。
5.激发学生对英语学习的兴趣，提高学生的自信心，为学生的终身学习奠定基础。
二、学情分析
针对人教版新目标英语八年级上册Unit2 Reading阅读课，我对学情进行分析如下：
3.学生能够理解并运用阅读策略，如预测、略读、寻读和精读，提高阅读理解能力。
4.学生能够理解并复述课文内容，提高英语口头表达能力。
5.学生能够通过小组合作，运用所学知识进行讨论和交流，提高合作能力。
（二）过程与方法
1.通过导入活动，激发学生的阅读兴趣，引导学生关注课文内容。
2.采用任务型教学法，设计不同层次的阅读任务，引导学生运用阅读策略，提高阅读能力。
八年级学生已经具备了一定的英语基础，对词汇和语法知识有了一定的掌握。在此基础上，他们对阅读课的需求更为多元，不仅希望提高阅读技能，还渴望了解更多的文化背景知识。此外，这个年龄段的学生具有较强的求知欲和表现欲，喜欢参与各种课堂活动。
Unit2 教学设计-【新教材】人教版高中英语必修第一册
教学目标与核心素养
Knowledge objectives:
Enable students to read an encyclopedia entry and travel brochure and understand the characteristics of this text type and get some effective information.
share their own opinions.
难点
How to let students compare the four different places and give specific suggestions.
教学资
源：
multimedia
教学准
备：
Some background for Peru
重点
1.Toenable students to learn about the characteristics andlinguistic featuresof encyclopedia and travelbrochure
2.TomakestudentslearnaboutthetravelresourcesandculturalfeaturesofPeru,and
教ห้องสมุดไป่ตู้方法：
Task-based teaching method;
Fast reading to get the general idea of the passage
Careful reading to get some detailed information in the passage
人教版高中英语必修一unit-2-reading教学设计说明
人教版高中英语必修一Unit 2 reading教学设计弦第一．教材本节课教材选取的是必修一第二单元阅读部分。
第二．教学目标1.语言目标●通过对单词的预习及听录音，能够熟读文章中出现的新单词。
●能够在讨论活动中用简单的英语发表自己的看法。
●掌握阅读基本技巧并予以运用。
2.情感目标●让学生认识到英语的重要性，激发学习热情。
●通过对英语发展过程的了解，培养他们的跨文化意识和世界意识。
●通过小组讨论培养团队合作意识。
第三．教学重点及难点●提高学生的阅读技巧——scanning 和 skimming。
由于学生刚从初中进入高中，对高中英语的阅读难度很难适应，因此迫切需要提高阅读技能。
这既是本节课的重点又是难点。
●能读懂文章，了解文章的基本大意及各段落大意。
学会快速找到每段的中心句。
●学会划出阅读理解题的关键词，并能在寻读过程中找到相关信息。
第四，教学过程Step1. Lead-in （6 minutes）课前放首英文歌（when you believe），为接下来的讨论提供信息。
问候完后问一个与学生实际相关的问题：How long have you learned English? 然后引出讨论话题：Why do so many people learn English? 两人一组进行讨论，用短语尽可能多的说出原因。
可在黑板上举个例子：To listen to the English songs，同时写出课前歌曲名字。
两分钟讨论后，让学生给出答案，幻灯片如下展示：然后再问学生：How much do you know about the English language? 再进入本课主题：the road to modern English.Step 2: Pre-reading （3 minutes）用三幻灯片预习本文中的生单词及短语，为阅读扫清障碍。
（对于许多没有做预习的学生来说，这一步是非常有必要的。
人教版Book3_Unit2全单元教案
Book 3 Unit 2 Healthy EatingBook 3 Unit 2 第一课时Warming Up, Pre-reading, Reading & ComprehendingTeaching Goals:1. To arouse Ss’ interest in learning about healthy eating.2. To develop Ss’ speaking ability.3. To learn to make suggestions or give advice on diet.Teaching Procedures:Step 1. Leading-inPurpose: To activate Ss and arouse them to express their opinions about what to eat.Ask Ss to answer the following two questions.(1) What do people eat for breakfast?(2) How about for lunch and supper?Answers:(1) Breakfast: noodle, milk, butter, bread, egg,(2) Lunch and supper: rice / Chinese bread, meat, vegetable, egg.Step 2. Warming Up1. Lead Ss to the topic of this unit. Teacher may say, “This is important as it enables us to talk about the value of particular food to our health. We want Ss to appreciate what a balanced diet is. Everybody has to eat, but do you eat a healthy diet? Do you know that the food you eat helps you grow in different ways? Now, classify all these2. Ask Ss to use the table above to make a dialogue in which the following questions should be answered.(1)Which groups of food do you like best?(2)Which do you eat most often?(3)Do you think we should eat each kind of food?Step 3. Pre-reading1. Ask Ss to answer the following questions.(1)As far as you know, what food contains much sugar?(2)As far as you know, what food contains much fat?(3)As far as you know, what food contains much fibre?(4)As far as you know, what food contains much protein?2. Ask Ss to discuss Ex1 of Pre-reading on P9.3. Ask Ss to talk about the following questions.(1)What is an unbalanced diet?Answer:We know that if we all like one of them very much and always eat the one alone, then we will call it an unbalanced food. Then what will happen if you don’t eat a balanced diet?(2) W hat will happen if you don’t eat a balanced diet?Answer:Too thin or too fat is easy to fall ill. Have a weak body. (Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre is eaten to digestion. )Step 4. Fast readingPurpose: To get a brief understanding of the text.1.Ask Ss to read the text quickly and try to get the main idea of the text.2.Ask Ss to answer the following questions.(1)What kind of diet do the two restaurant supply?(2)W hy was Yong Hui’s restaurant so popular with customers?(3)Why did Wang Peng lose his customers and what did he do?Step 5. Intensive readingPurpose: To get Ss to have some details in the text.1. Ask Ss to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.1)Usually Wang Peng’s restaura nt was full of people. (T)2)Yong Hui could make people thin in two weeks by giving them a good diet.(F)3)Wang Peng’s regular customers often became fat. (T)4)Yong Hui’s menu gave customers more energy-giving food. (F)5)Wang Peng’s menu gave customers more prod uctive food. (F)6)Wang Peng decided to compete with Yong Hui’s by copying her menu. (F)What does it matter if you only eat at one of the restaurants?4. Arouse Ss’ interest in learning Reading (Using Language). Teacher may say, “You all have a point here.But what will they do? We will see it next period. Facing the serious competition Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?”Step 6. Language point1.Wang Peng sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.2. Nothing could be better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.3.; He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step 7. ConsolidationPurpose: To discover how far Ss have understood the ideas in the reading passage.1. What makes a balanced diet?2. What is wrong with the diet of both Wang Peng and Yong Hui?3. Why does it matter if you only eat at Wang Peng’s or Yong Hui’s restaurant?Step 8. Homework1. Ask Ss to retell the text.2. Ask Ss to preview Learning about Language and the exercises of Using Words And Expressions on P49～50.Book 3 Unit 2Reading (Using Language) & Speaking and writing (Using Language)Teaching Goals:1.To show Ss that it is never too late to change bad eating habits.2.To develop Ss’ reading ability.Teaching Procedures:Step 1. Revision1. Ask Ss to check each other’s homework.2. Read some new words in this unit and let Ss write them down.Step 2. Reading (Using Language)1. Pre-reading(1) Ask Ss to look at the following proverbs and translate them into Chinese.①You are what you eat.②An apple a day keeps the doctor away.③First wealth is health.Answers:①人如其食。
高中英语人教版(2019)必修第二册 Unit 2 教学设计(表格式)
B2 Unit 2 Listening & talking & Project
教学课时
共1课时
教学目标（目标要立足核心素养且清晰具体，可操作、可执行、可评价）
1.通过听力和阅读语篇，积累表达目的以及人类帮助动物活动的短语，提升语言能力。
2.通过在真实情境中拟定援救计划，应用所学，解决问题，提升思维品质和学习能力。
Assignment:
英语学习活动观：II&III
设计说明：通过落实到笔头，并以小组作业的形式，展示小组活动的结果。
备课反思
本节课设计了听力、阅读和小组活动等活动，活动主题是小动物救助。学生通过观看图片，听力训练，阅读文本，了解并熟悉鸟类观察所需的设备，鸟类俱乐部的活动以及小动物救助站的活动，最后根据真实情境，利用所学，帮助受伤的小鸟以及寒冬里无处觅食的小猫解决问题。学生通过这些活动，一方面掌握目的的表达以及人类活动的表达，同时也提升了保护野生动物的意识。
Q2: Who started it?
Q3:What animals were rescued?
Q4: What help does the center need?
Activity 6: Read and find out what people do to help the animals in the shelter.
3.通过小组活动，形成帮助野生动物的意识，并在生活中关爱小动物。
学习形式
课前：图片配对及完成句子，了解并熟悉观察鸟类的设备的英语表达；
课中：听力回答问题以及填空和阅读回答问题以及找出动词，整理目的表达的短语和人类帮助动物活动的短语；
课后：制订援助计划，帮助受伤的小鸟以及寒冬里无处觅食的小猫解决问题
Unit2MoralsandVirtuesReadingforwriting教学设计高中英语人教版
必修三Unit 2 Reading for writing: Share your opinions about a moral story
教学案例
一、学习目标（依据学情、课标）
At the end of the class, students will be able to
1.learn the basic information about the fable by answering questions and completing the table.
2.analyze the fable by thinking questions.
3.give the opinion about the story by discussing the questions.
4.write a review.
二、教学过程
三、作业
1.选择试题依据：
本课的作业是一篇书信写作。
书信写作是高考应用文写作的热点（2017,2018,2019,2020四年8次的应用文写作都是书信），且中国寓言故事属于传统文化，而传统文化也是新高考应用文写作的热点。
2.作业布置：
让学生以李华的名义给英国朋友Henry写一封电子邮件，分享《守株待兔》WATCHING TEH STUMP AND WAITING FOR A HARE这则寓言故事。
3.作业反馈：
（1）卷面：大部分学生卷面整洁，无涂改，词数达标；部分学生模仿衡水体。
（2）写作要点：大部分学生能按要求写全要点。
（3）语言表达：能基本运用课堂中所学的分析寓言蕴含道理的句子结构以及表达观点的句型，但仍存在较多的语法错误和拼写错误。
高中英语人教版(2019)必修第一册Unit 3 Period2 Reading and Thinking Living Legends优秀教学设计
Unit 3 Sports and FitnessPeriod 2 Reading and ThinkingLiving Legends教学设计教材分析This lesson focuses on the discourse analysis of its organization and features. Through the questions, the students are guided to sort out why Lang Ping and Jordan are masters and what role models they set. On this basis, the students are allowed to use the language they have learned to talk about the sports stars in their minds.教学目标与核心素养1. Read quickly to get basic information about Lang Ping and Jordan; read deeply to understand why they can be called sports legends.2. Understand the meaning of some languages in the context of the text through question guidance, such as "time seems to stand still, graceful" and so on.3. Read and clarify the context of each part of the text, learning how to talk and write sports legends.4. Through comparative analysis, we can form the criteria for judging the legendary figures and learn to choose the legendary sports stars we like.教学重难点1.Get basic information about Lang Ping and Jordan; read deeply2.Understand why they can be called sports legends.3.Understand the meaning of some languages in the context of the text, suchas "time seems to stand still, graceful" and so on.教学过程1. Warming upStep 1 Leading-inQ1: Who are your favorite sports player?Q2: Do you like him/her? Why?2. Talk about Lang Ping and Michael Jordan.Q1: What do you know about Lang Ping and Michael Jordan?Q2: What else do you want to know about them?Step 2: Reading to get related information about the two sports star1. Read quickly to answer students’ own questions and the following questions.Q1: What contributions did Lang Ping make in volleyball?Q2: What contributions did Michael Jordan make in basketball?Q3: What’s special about Michael Jordan in his life?2. Discuss answers and deal with some new words.Step 3 Understanding the title and the lead paragraphAnswer the following questions.Q1: Why do you think the author chooses to write these two sports stars?Q: Why is Lang Ping a living legend of sports?Step 5: Exploring detailed information about Michael Jordan1. Read the paragraph of Michael Jordan and complete the following table. We have got to know why Lang Ping is a living legend. Now read and find out why Michael Jordan is a living legend on your own by completing the following table.1. Sort out detailed information about Michael Jordan.(1) Understand the transitional sentence.Q: Which part is about Michael Jordan as a master? Which part is about the example he set?(2) Focus on why Michael Jordan is a master.Q1: How does the author describe his impressive skills?Q2: How do you understand “time seemed to stand still”?Q3: What does “graceful” mean?(3) Focus on what good examples Michael Jordan set.Q4. Which sentence do you think best describes his mental strength?Q5. Which words is important in the sentence in describing his mental strength? Why?Q6: How do you understand “unique”?Q7: What can we learn from Michael Jordan?Step 6 Discussing and recommendingRecommend their own living legends of sports.Work in groups to choose your own living legend of sports and give the reasons of your choice.。
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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。