2 Unit 3自然课堂学案模板---Reading --教师版

合集下载

译林版高中英语必修三Uint2 Reading (I) 教案(雅礼版)

译林版高中英语必修三Uint2 Reading (I) 教案(雅礼版)

Unit 2 Natural disastersWelcome to the unit & Reading (I)◆内容分析:本单元的主题语境是“人与自然”,话题是“自然灾害与防范”。

本单元的教学旨在帮助学生认识自然灾害的巨大破坏力,掌握在遇到自然灾害时的自救知识。

Welcome to the unit板块以一段视频引出不同种类的自然灾害,为学生进一步了解单元话题做热身;Reading板块的语篇是两则新闻报道,分别描述了地震逃生和海啸前救人两个事件,目的是引起学生对自然灾害自救知识的重视。

本单元卷首的名人名言出自法国作家维克多•雨果,意为:“大自然是慈爱的母亲,也是冷血的屠夫。

”这句话意在强调大自然能造福人类,也能给人类带来灾祸。

◆教学目标:By the end of the lesson, students will be able to:1. learn the structure and language characteristics of news reports;2. explore how the two characters help people survive the disaster according to the news reports;3. discuss the personalities that the two characters show in the disaster;4. understand the significance of preparations for a natural disaster and learn about ways of preparation.◆教学重难点:1. Learn the structure and language characteristics of news reports;2. Explore in detail how the two characters help people survive the disaster in the news reports.◆教学过程:Step 1 Lead-in1.Introduce photos of 2011 Tōhoku earthquake and tsunami, Hurricane Andrew of1993 and 2008 Wenchuan earthquake in China. By simple depictions of thesenatural disasters, show the students how destructive natural disasters can be.2.Quotation from Victor Hugo: Nature is kind of loving mother, but also a butcherin cold blood.【设计意图:快速引入话题,拓展相关词汇。

【公开课教案Unit 3 Reading and writing 人教版(2019)选择性必修第二册

【公开课教案Unit 3 Reading and writing 人教版(2019)选择性必修第二册

O2U3 Food and Culture 教学设计(一)教学背景概要性写作是高考写作题型的一种。

概要性写作在高考中出现的频率不如读后续写高,因此受到教师和学生的重视不足,学生在概要性写作时的表现往往不如读后续写,对于概要性写作的结构、功能句式以及句子转写技巧不熟悉。

部分教师在教学时,不能引导学生对文本进行分析从而梳理写作思路,只依照答案范文为学生进行分析,灌输应试技巧,造成了学生语言输入不足,写作框架缺失,写作思维匮乏的现象。

如何通过对文本的分析和梳理习得概要性写作中的结构框架、功能句型和写作技巧,从而实现写作产出与原文之间的语句通顺、逻辑相通,成为不少教师的困惑。

鉴于此,本课例使用高中英语“三段七步”读思写整合教学模式,以教材文本为例,探讨新教材背景下,高中英语概要性写作如何实现写前结构、语言、技巧等支架的搭建,从而如何实现阅读与写作的目标一致。

(二)教学分析1、教学内容分析本课教学内容选自2020人教版普通高中英语教材选修二第三单元Food and Culture的Using Language板块。

本单元阅读文本的主题是饮食和文化,主题语境为人与社会。

该语篇是一篇议论文,以健康饮食为主题,解读了什么是健康饮食、怎样进行健康饮食,旨在让学生了解健康的饮食方式。

正文内容遵循“总-分-总”的结构。

第一段为总起段。

第二段至第四段,作者列举了三种健康饮食的方法,并通过引用、列数据等方法使自己的论证更加具有信服力。

在上述列举的基础上,作者在最后一段进一步对健康饮食的核心进行了解读,对文章进行了总结。

就文体特征来看,该文本论述主题和论述过程准确、鲜明、严密、有针对性,按照总-分-总的方式开展议论,段落与段落之间有着较清楚的逻辑关系,每个段落内也存在清晰的结构关系。

该文本中的第二段到第四段按照逻辑顺序,围绕文章的中心,列举了三种健康饮食的方式,是一篇适宜进行概要性写作的文本;就语言来看,该文本使用了起过渡性作用的语句或关联词,如“however” “beyond this” “finally” “in other words”等,为学生在写前环节进行衔接手段的学习提供了语言支撑;就内容来看,文章话题为健康饮食,属于常见的话题,在内容上贴近学生生活,方便学生阅读和理解。

U3 readingA 学案设计

U3 readingA 学案设计

9B Unit 3 Reading A学案设计一、文本理解教材及学情分析:本课为九年级下册U 3 Fashion and Style的阅读课。

ReadingA主要让学生阅读一篇关于篮球的介绍。

文段很长,学生在单词掌握不好的情况下,完成这种练习难度较大。

所以有必要对材料实行整合,降低难度,使学生易于抓住关键词。

对内容整合的说明本课为阅读课型,在设计上对课文内容的题型设计实行了修改,指导学生使用一定的阅读理解学习策略,培养一些阅读微技能,如:扫读,获取文章大意;通过文中的细节描写,归纳出故事中五个段落的大意。

二、目标说明指导学生归纳故事的主要内容,能复述故事篮球的历史。

拓展日常生活中的词汇,开阔学生的视野。

三、内化与输出过程1. 激活背景,引入话题展示图片,名人,明星等衣着。

2. 阅读课文,指导技巧,阅读1). 阅读三个表格,预测所听内容和所填单词的词性:(对于基础较弱班级,可听完一个表格再到下一个,不用一下全部听完,否则学生注意力容易分散。

)1. Leading-inAsk the Ss:1. Do you know how to name the sports?2. What does slam dunk mean?Today I would like to introduce something about basketball and its history.The title is “My favourite sport.”Do you think it would be interesting? Why?Do you like playing ball games? What are they?2. Pre-reading(1) Teach new words according to the pictures.(2) Prediction:answer the questions in A1.Look at the introduction, the pictureand the last sentence of the passage and answer the questions below.3. While - reading(1) Fast reading:Ss read the passage fast paragraph by paragraph and try to check theanswers to A1.(2) Read it again and check the answers in A3. Try to find out some evidences whichcan prove your idea.(3) Reading for details and finish A4:4. LearningAsk the Ss to find out the main line of this story and deal with some useful expressions in the passage at the same time. Guide the Ss to learn and use them to talk about this story in their own ways. (With some language support.)5. Post-reading(1) Retell the story about the basketball history .⑵ Can you talk about your favourite sport or basketball team?6.Homework.(1) Retell the story.(2) Finish exercises in Book B.3. 回归文本,归纳总结【本步骤主要回归到文本,让学生实行内容的归纳和总结一些有用的的句型,使他们能够利用表格材料,实行复述】常用的一些句型:Be made of ,be made from,spend on,spend in doing, be worth doing4. 复述内容,提升话题1).根据句型,自选人物实行复述5. 作业布置:参考本节课所学句型,6句左右话,描述一种自己喜欢名人。

牛津英语 模块三unit 2 reading 学案教案资料

牛津英语 模块三unit 2 reading 学案教案资料

牛津高中英语同步精讲精练Part One:Vocabulary1. China is a great nation, ________up of 56 peoples.2. Mr. Oliver ________ an important position in the Ministry of Foreign Affairs, who is ________in meeting important figures nearly everyday.3. H2O ______for water, which ______of hydrogen and oxygen.4. He ______ it after the legendary King of Crete who appears in Greek mythology by the ______ of Minos.5. ______ from being fun and good exercise, swimming is a very useful skill.6. Her work has ____________ to our understanding of what effect cigarette smoking has on us, which most people believe is a major factor ______________to cancer.7. Our basketball team suffered another _______, _______ by our opponent by 10 points.8.His careless driving nearly ________ to there being a traffic accident.9. The salesgirl said she would _______ the TV set if we were not satisfied.10.All of the flowers now ______ here have developed from those they once grew in the forest.Part Two:Fill the blanks using the proper words according to the text________ history, people from different countries and cultures have lived together in Britain and brought the grammar and vocabulary ________ of the English language, ________ is why English has so many confusing rules.Old EnglishOld English _____ from ______ we speak nowadays. Before the middle of the 5th century, people in Britain all spoke a language _____ Celtic. At the end of the 9th century, the Vikings ______ Britain. By the 10th century, Old English had become the ______language of England.Middle EnglishMiddle English is the name _____ to the English _____ from around the 12th to the 15th centuries. Many things affected the development of English, of ______ the Normans made the most important _______ to it.However, the Norman Conquest had ______ effect on English than that the Angles did some 600 years earlier, which led to Old English ______Celtic. On the other hand, both French and English words having the similar meaning ______ together.It was ______ many English people worked as servants who raised animals ______ the words used for most animals raised for food came from Old English, ______the words for the ______ of these animals, ______ was served to the Normans, came from Old French. Of course, Old French also made other contributions to Middle English in ______ words plural.After the Norman conquest, high-class people spoke English. However, by the ______half of the 14th century, English ______ ______ into widespread use among all classes in England. It was 1399 ______ Henry IV became the King of England, ______mother tongue was English.Modern EnglishModern English ______ during the Renaissance, because of ______, it includes many Latin and Greek words. Pronunciation ______ through huge changes during this period. It is because people will keep ______ new words and new ways of ______ things ______such changes won’t ______ to an end.Part Three: Explanations of the text1. Read about how English developed and why it has some strange rules.【分析】:1.how 和why引导的从句,均为宾语从句,和about构成介宾结构。

Unit 3 单元整体教学设计-【大单元教学】英语上册(人教版)

Unit 3 单元整体教学设计-【大单元教学】英语上册(人教版)

2d为学生提供了一个综合运用语言的 范例,同
时提出了角色扮演的更高要求。
统筹课时安排
课时类型 语法课
教材板块
第二节 Section A 3a-3c
语篇内容
学习层次
本部分首先通过Grammar Focus的表格呈现了
单元重点语法结构,然后通过活动 3a-3c巩固
本单元重点语法知识。3a主要巩固、总结指示
第二课时 Section A 3a-3c课例展示
22
单元主题:人与物
what
why
how
教学目标
语篇内容
语篇意义 内容结构、文本类型、文 技能与策略学习要
本风格

能够使用表达物品 能够通过练习, 1.小组合作练习对话
1.通过游戏的方式
的归属关系的目标 总结掌握单元 2.以游戏的形式对目标语 训练了目标语言。
单元内容研读
1 单元功能: 确认物品所属关系。
2 单元主题: 人与物
3 单元话题: 教室里的物品。
4 主题意义: 在日常生活中运用英 语辨认物品。
单元内容研读
01 What:能够确认教室的物品及所属关系。 02 Why::通过各种活动,培养学生灵活运用语言知识和创新的能力。 03 How:通过听,说,读,写,掌握询问物品的用语从而自由进行交流。
英语(人教版七上)
English
Unit 3
Is this your pencil?
主题意义引领下的单元整体教学设计
目录
1 理论依据 2 单元内容研读 3 学情分析
CONTENTS
4 单元整体设计 5 课例展示 6 设计特色及反思
1 Part
理论依据
理论依据

Book3-Unit 2 Healthy eating 阅读课学案

Book3-Unit 2 Healthy eating 阅读课学案

Module 3 Unit 2 Healthy eatingReading Come and Eat Here (1) (2)Learning aims2. Abilit.Objects:1) To use such reading skills and strategies as skimming, scanning, paragraphing summarizing, comparingand predicting to finish different reading tasks.2) To listen for information: taking down the key words and phrases while listening to the passage.3. Mora.Objects:1) To understand the meaning of “Y ou are what you eat.”2) To keep a balanced diet and a healthy lifestyle.Learning procedures:Ste.I.Pre-readin.(.minutes)Task 1: Share the menu designed by each groupBreakfast:_______________________________________________________Lunch: __________________________________________________________Dinner: __________________________________________________________Snacks: __________________________________________________________Task 2: Comment on the healthiest menu by following the principles ( safe, various多样, moderate适量, balanced均衡) and by using the following sentence structure:.thin.____.i.th.healthies.men.becaus.i.consist.o.body-buildin.foo.lik._______.energy-givin.foo.like_________ _.an.protectiv.foo.suc.as_________.Generall.speaking.th.foo.i.thi.men.i.hig.i.____.____.an._____.bu.lo.i.____ .____.an._____.s.i.i..health.an.balance.menu.Task 1: Skim the reading passage on Page 10 to divide it into three parts, and then match the main idea with each part.Part 1: Paragraph _____ : Wang Peng went to Yong Hui’s restaurant and had a surprising finding on thefood served there.Part 2: Paragraph _____ : Wang Peng decided to compete with Yong Hui after doing some research onfood at the library.Part 3: Paragraph _____ : Wang Peng felt frustrated and puzzled because none of his customers came toeat in his restaurant as usual.Task 2: Scan the reading passage and finish the “True or False” Exercise on Page 11.uall.Wan.Peng’.restauran.wa.ful.o.people............. .)2. 2.Yon.Hu.coul.mak.peopl.thi.i.tw.week.b.givin.the..goo.diet....)3.Wang Peng’s regular customers often became fat()4.Yon.Hui’.men.gav.customer.mor.energy-givin.food.......... .)5.Wan.Peng’.men.gav.customer.mor.protectiv.food........... .)pet.wit.Yon.Hu.b.copyin.he.menu........)Step III: Careful reading (12 minutes)Task 1: Compare the strengths and weaknesses of Wang’s Peng’s menu and Yong Hui’s.Task 2: By paraphrasing, discuss the implied meaning of the following two sentences with Modal Verbs.1) He could not have Yong Hui getting away with telling people lies.2) Perhaps with a discount and a new sign he could win his customers back.Task 3: Predict what would happen after the competition began?A.Wan.Peng’.restauran.bea.Yon.Hui’.becaus.peopl.nee.mor.energy.B.Y on.Hui’.restauran.defeate.Wan.Peng’.becaus.peopl.wan.t.b.slimmer.C.Bot.o.the.los.man.o.thei.customer.becaus.neithe.o.the.offere..balance.diet.binin.thei.menu.an.thei.cooperatio.wa.successful.Step IV: Listening (7 minutes)Task 1: Listen to the reading on Page 14-15, fill in the blanks and find out the end of the story.Accordin.t.m.research.neithe.you.restauran.no.min.___.___.___.___,.explaine.Wan.Peng..don'.offe.enoug.__ _.an.yo.don'.offe.enoug._____.an.______.food.Perhap.w.ough.t._____.ou.idea.an._______.__._____.____.wit.foo.ful.o._____.an.fibre..S.tha.i.wha.the.did.Task 1: Finish the summary of the two reading passages by completing the Grammar FillingWan.Pen.fel.ver.1._______.(ual.I.hi.opinion. nothin.coul.b.2.____.(good.tha.hi.frie.rice.mutto.kebabs.fatt.por.o.hi.sugar.cola.3._____.followin.on.o.hi.bes. friend.int.Yon.Hui’.newl.opene.restaurant, h.wa.amaze.4.____.th.men.there.ra.vegetables.frui.an.water.I.orde.t.wi.5.____.customer.back.befor.lon.h.we n.t.th.librar.t.d.som.research.6._____.showe.Y on.Hui’.men.didn’.giv.th.customer.energy-givin.food.I.fact. ther.i..7.______(weak.i.Wan.Peng’.men.a.well.S.th.onl.solutio.i.8._______.(combine.th.tw.menu.togethe.t.g e.9.____..balance.menu.S.the.cooperate.wit.eac.othe.t.improv.thei.menus.10.____.(try.t.offe..healthie.die.t.al. th.customers.I.th.end.thei.cooperatio.achieve.grea.succes.an.the.go.married.livin.happil.eve.after.Step VI: Conclusion & Assignment (2 minute)Task 1: ConclusionYo.ar.wha.yo.eat._________________________Healt.i.th.firs.wealth.______________________Task 2: Assignment:1.Review the two reading passages after class.2.Finish the Grammar Filling and Reading Comprehension below on the Handout.Grammar FillingYou.body.whic.ha.clos.relation.wit.1____.yo.eat.i.th.mos.importan.thin.yo.own.2__.i.need.prope.treatm en.an.prope.nourishmen.(营养).Th.ol.sayin.“A.appl..da.keep.th.docto.away.i.no.a.sill.3____som.peopl.think.Th.bod.need.frui.an.vegetable.becaus.the. provid.vitami.C.Man.peopl.tak.extr.vitamin.5.___.pil.form.6.______.(believe.tha.thes.wil.mak.the.healthy.B u.7.___.balance.die.i.mad.u.o.nourishin.foo.an.thi.give.al.th.vitamin.yo.need.Th.bod.doesn’.extr.vi tamins.s.wh.wast.mone.o.7___?I.th.moder.world.man.peopl.ar.to.bus.t.bothe.abou.eatin.properly.The.thro.anythin.int.thei.mouths.eatin.8._ ___.(hurry.an.carelessly.Th.lis.o.illnesse.cause.o.mad.wors.b.ba.eatin.habit.i.9.________.(frighten).10._____ __.i.i.necessar.t.kee..health.lifestyl.an.ea.healthily.Reading Comprehension (2010广东省英语高考卷阅读C篇)Foo.sometime.get.poisone.wit.harmfu.things..perso.wh.eat.suc.foo.ca.ge.a.illnes.calle.foo.poisoning.Foo. uall.begi.withi.hour.o.eatin. mo.symptoms.Certai.microorganism.(微生物.caus.mos.type.o.foo.poisoning.Bacteri.an.othe.microorganism.ca.poiso.eggs.meat.vegetables.an.man.othe .foods.Afte.enterin.th.body.thes.tin.livin.thing.releas.(释放.poison.tha.mak.peopl.sick.Som.chemical.ca.als.caus.foo.poisoning.The.ar.ofte.adde.t.foo.whil.i.i.bein.grown.processed.o.prepaid.F o.example.man.farmer.spra.chemical.o.crop.t.kil.weed.an.insects.Som.peopl.ma.hav..ba.reactio.t.thos.chemical.whe.the.ea.th.crops.Som.plant.an.animal.contai.natura.poison.tha.ar.harmfu.t.people.Thes.includ.certai.kind.o.seafood.grains.n..Whe.peopl.handl.foo.properly.th.ris.o.foo.poisonin.i.ver.smal.Microorganism.multipl.rapidl.i.dirt.place.an.i.war.temperatures.Thi.mean.tha.peopl.shoul.neve.touc.foo.wit.ditt.hand.o.pu.foo.o.unwashe.surfaces.Foo.s houl.b.kep.i..refrigerato.t.sto.microorganism.fro.gnawing.Mea.need.t.b.cooke.thoroughl.t.kil.an.dangerou.m icroorganisms.Peopl.shoul.als.was.foo.covere.wit.chemical.befor.eatin.it.Finally.peopl.shoul.no.ea.rai.mushr oom.o.othe.food.tha.gro.i.th.wild.Som.o.thes.food.ma.contai.natura.material.tha.ar.poisonou.t.humans.I.add ition.som.type.o.fis.ca.b.poisonous...Mos.peopl.recove.fro.foo.poisonin.afte..fe.day.o.restin.an.drinkin.extr.water.I.peopl.ea.natura.poisons.the. mus.g.t.th.hospita.righ.awa.t.hav.thei.stomach.emptied.1.Whic.o.th.followin.statement.i.NO.true?A.Foo.whe.poisone.ca.mak.peopl.sick.......B.Foo.poisonin.mean.death.e.i.varieties...........D.Foo.poisonin.ca.b.serious.2.W.kno.fro.th.passag.tha.th.symptom.o.foo.poisonin.___________..A.ar.alway.accompanie.b..feve...........mo.t.b.notedC.ca.b.notice.withi.hour..............D.ca.b.ignored3.Foo.poisonin.ca.b.cause.b.al.th.followin.EXCEP.________..A.som.chemical..................B.lo.temperature.C.som.tin.livin.thing...............D.certai.natura.materials4.Fro.Paragrap.5.w.ca.lear.tha._________.A.mushroom.shoul.no.b.eatenB.vegetable.ar.safe.tha.mea.an.seafoodC.natura.poison.ar.mor.dangerou.tha.chemicalsD.differen.type.o.foo.shoul.b.handle.differently5.I.ca.b.inferre.fro.th.passag.tha._________.A.natura.material.ar.saf.i.foo.processingB.chemical.ar.neede.i.foo.processingC.foo.poisonin.ca.b.kep.unde.controlD.foo.poisonin.i.ou.o.control。

Book3-Unit 2 Healthy eating 阅读课学案

Book3-Unit 2 Healthy eating 阅读课学案

Module 3 Unit 2 Healthy eatingReading Come and Eat Here (1) (2)Learning aims2. Ability Objects:1) To use such reading skills and strategies as skimming, scanning, paragraphing summarizing, comparingand predicting to finish different reading tasks.2) To listen for information: taking down the key words and phrases while listening to the passage.3. Moral Objects:1) To understand the meaning of “Y ou are what you eat.”2) To keep a balanced diet and a healthy lifestyle.Learning procedures:Step I. Pre-reading (5 minutes)Task 1: Share the menu designed by each groupBreakfast:_______________________________________________________Lunch: __________________________________________________________Dinner: __________________________________________________________Snacks: __________________________________________________________Task 2: Comment on the healthiest menu by following the principles ( safe, various多样, moderate适量, balanced均衡) and by using the following sentence structure:I think _____ is the healthiest menu because it consists of body-building food like _______, energy-giving food like__________, and protective food such as_________. Generally speaking, the food in this menu is high in ____, ____, and _____, but low in ____, _____ and _____, so it is a healthy and balanced menu.Task 1: Skim the reading passage on Page 10 to divide it into three parts, and then match the main idea with each part.Part 1: Paragraph _____ : Wang Peng went to Yong Hui’s restaurant and had a surprising finding on thefood served there.Part 2: Paragraph _____ : Wang Peng decided to compete with Yong Hui after doing some research onfood at the library.Part 3: Paragraph _____ : Wang Peng felt frustrated and puzzled because none of his customers came toeat in his restaurant as usual.Task 2: Scan the reading passage and fini sh the “True or False” Exercise on Page 11.ually Wang Peng’s restaurant was full of people.()2. 2.Yong Hui could make people thin in two weeks by giving them a good diet. ()3.Wang Peng’s regular customers often became fat()4.Yong Hui’s menu gave customers more energy-giving food. ()5.W ang Peng’s menu gave customers more protective food.()6.Wang Peng decided to compete with Yong Hui by copying her menu. ()Step III: Careful reading (12 minutes)Task 1: Compare the strengths and weaknesses of Wang’s Peng’s menu and Yong Hui’s.Task 2: By paraphrasing, discuss the implied meaning of the following two sentences with Modal Verbs.1) He could not have Yong Hui getting away with telling people lies.2) Perhaps with a discount and a new sign he could win his customers back.Task 3: Predict what would happen after the competition began?A. Wang Peng’s restaurant beat Yong Hui’s because people need more energy.B. Yong Hui’s restaurant defeated Wang Peng’s because people want to be slimmer.C. Both of them lost many of their customers because neither of them offered a balanced diet.D. They cooperated with each other by combining their menus and their cooperation was successful.Step IV: Listening (7 minutes)Task 1: Listen to the reading on Page 14-15, fill in the blanks and find out the end of the story.According to my research, neither your restaurant nor mine ____ ____ ____ ___," explained Wang Peng. I don't offer enough ____ and you don't offer enough ______ and _______ food. Perhaps we ought to ______ our ideas and ________ ___ ______ _____ with food full of ______ and fibre. " So that is what they did.Task 1: Finish the summary of the two reading passages by completing the Grammar FillingWang Peng felt very 1.________ (frustrate) when he saw none of his customers would eat in his restaurant as usual. In his opinion, nothing could be 2._____ (good) than his fried rice, mutton kebabs, fatty pork or his sugary cola. 3.______ following one of his best friends into Yong Hui’s newly opened restaurant,he was amazed 4._____ the menu there: raw vegetables, fruit and water. In order to win 5._____ customers back, before long he went to the library to do some research, 6.______ showed Yong Hui’s menu didn’t give the customers energy-giving food. In fact, there is a 7.______(weak) in Wang Peng’s menu as well. So the only solution is 8.________ (combine) the two menus together to get 9._____ a balanced menu. So they cooperated with each other to improve their menus, 10._____ (try) to offer a healthier diet to all the customers. In the end, their cooperation achieved great success and they got married, living happily ever after.Step VI: Conclusion & Assignment (2 minute)Task 1: ConclusionYou are what you eat. _________________________Health is the first wealth. ______________________Task 2: Assignment:1.Review the two reading passages after class.2.Finish the Grammar Filling and Reading Comprehension below on the Handout.Grammar FillingYour body, which has close relations with 1_____ you eat, is the most important thing you own, 2___ it needs proper treatment and proper nourishment (营养). The old saying “An apple a day keeps the doctor away” is not as silly 3____some people think. The body needs fruit and vegetables because they provide vitamin C. Many people take extra vitamins 5.____ pill form, 6._______ (believe) that these will make them healthy. But 7.____ balanced diet is made up of nourishing food and this gives all the vitamins you need. The body doesn’t need or use extra vitamin s, so why waste money on 7___?In the modern world, many people are too busy to bother about eating properly. They throw anything into their mouths, eating 8._____ (hurry) and carelessly. The list of illnesses caused or made worse by bad eating habits is 9._________ (frighten). 10._______, it is necessary to keep a healthy lifestyle and eat healthily.Reading Comprehension (2010广东省英语高考卷阅读C篇)Food sometimes gets poisoned with harmful things. A person who eats such food can get an illness called food poisoning. Food poisoning is usually not serious, but some types are deadly. The symptoms of food poisoning usually begin within hours of eating the poisoned food. Fever is one of the most common symptoms.Certain microorganisms (微生物) cause most types of food poisoning. Bacteria and other microorganisms can poison eggs, meat, vegetables, and many other foods. After entering the body, these tiny living things release (释放) poisons that make people sick.processed, or prepaid. For example, many farmers spray chemicals on crops to kill weeds and insects. Some people may have a bad reaction to those chemicals when they eat the crops.Some plants and animals contain natural poisons that are harmful to people. These include certain kinds of seafood, grains, nuts, seeds, beans, and mushrooms.When people handle food properly, the risk of food poisoning is very small Microorganisms multiply rapidly in dirty places and in warm temperatures. This means that people should never touch food with ditty hands or put food on unwashed surfaces. Food should be kept in a refrigerator to stop microorganisms from gnawing. Meat needs to be cooked thoroughly to kill any dangerous microorganisms. People should also wash food covered with chemicals before eating it. Finally, people should not eat raid mushrooms or other foods that grow in the wild. Some of these foods may contain natural materials that are poisonous to humans. In addition, some types of fish can be poisonous.Most people recover from food poisoning after a few days of resting and drinking extra water. If people eat natural poisons, they must go to the hospital right away to have their stomachs emptied.1. Which of the following statements is NOT true?A. Food when poisoned can make people sick.B. Food poisoning means death.C. Food poisoning comes in varieties.D. Food poisoning can be serious.2. We know from the passage that the symptoms of food poisoning ____________ .A. are always accompanied by a feverB. are too common to be notedC. can be noticed within hoursD. can be ignored3. Food poisoning can be caused by all the following EXCEPT ________..A. some chemicalsB. low temperaturesC. some tiny living thingsD. certain natural materials4. From Paragraph 5, we can learn that _________.A. mushrooms should not be eatenB. vegetables are safer than meat and seafoodC. natural poisons are more dangerous than chemicalsD. different types of food should be handled differently5. It can be inferred from the passage that _________.A. natural materials are safe in food processingB. chemicals are needed in food processingC. food poisoning can be kept under controlD. food poisoning is out of control。

英语九年级人教unit2 Section A (3a-3c)教学设计(阅读课)

英语九年级人教unit2 Section A (3a-3c)教学设计(阅读课)

人教版九年级全册Unit 2 I think that mooncakes are delicious!—— Period 2 Section A (3a-3c)教学设计(阅读课)合阳县新池镇中学宁艳玲一、教材分析本课教学内容选自新人教版九年级Unit 2 I think that mooncakes are delicious ! Section A (3a-3c) Full Moon, Full Feelings新目标初中英语教材采用任务型语言教学模式,融会话题、交际功能和语言结构,形成一套循序渐进的生活话的学习程序。

以学生语言技能、语言知识、情感态度、学习策略和文化意识的发展为基础,培养学生英语综合语言运用能力。

强调从学生的学习兴趣、生活经验和认知水平出发,形成一种师生交往、积极互动、共同发展的过程。

让学生在教师的指导下,通过感知、体验、实践、参与和合作等方式,形成积极的学习态度,促进语言实际运用能力的提高。

本单元的中心话题是节日,而节日与我们的生活密切相关,通过本单元的学习,要求学生能够用英语谈论自己喜欢的节日,并说明为什么。

在谈论这个话题的同时,学习并掌握宾语从句。

宾语从句在初中教材中是一个很重要的知识点,学好这一单元对后面的学习很有帮助,起着承上启下的作用。

在中考中,不但选择题中要涉及这方面的内容,而且在阅读理解中也有大量的宾语从句出现,如果不能够很好地掌握它,势必影响学生今后对阅读文章的理解。

因此,本单元不仅是本册书的重点,在整个初中教学中,它都占着非常重要的地位。

二、教学目标nguage points(语言目标)(1)熟练掌握本单元词汇:folk, goddess, whoever, steal(stole, stolen) , lay(laid, laid), lay out, dessert, garden, tradition, admire .(2)熟练掌握下面有用的句子:Pang Meng tried to steal the medicine.He quickly laid out her favorite fruits and desserts in the garden.People started the tradition of admiring the moon and sharing mooncakes with their families.2.Ability points(技能目标)进一步巩固宾语从句,并能熟练应用这些句型谈论节日。

  1. 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
  2. 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
  3. 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。

阜阳十中自然大课堂学案
高一级部英语学科必修一Unit 4 Reading 第 2 课时
Step1 warming up
1.Do you know another big earthquake happened in china?
2. Do you know another big earthquake happened in china?
3. How much do you know about Tangshan earthquake?
Step2 Reading:
Scanning
Where :_____________ When :______________
How many people were killed or injured:
first reading :
1.main idea
Para.1 1.The world was at an end. The earthquake
Para.2 2. The damage of the city in the earthquake
Para.3 3. The rescue to the city.
Para.4 4. Some strange things happened before the earthquake.
2.Divide the whole passage into three parts ,sum up the main idea
Part 1: Para 1
Part 2: Para 2&3
Part 3: Para 4
Careful reading
Part 1 before the earthquake
Signs of an earthquake
1.The water in the wells____and____. And some deep ______could be seen in the well walls. A______gas came out of the cracks
2.Mice ran out of the fields___________ places to hide.
3.Fish _________out of bowls and ponds
4.The chickens and even pigs were______nervous _____eat.
5.People could see _______lights in the sky
Part 2 During the earthquake
Damage:
1.At 3:42 am, everything began to ______.
2.It seemed as if the world was_________.
3._________ of the nation ____ it.
4.___________cut across the city. The city lay _______.
5.Two-thirds of the people _____ or ___________.
6.Then later that afternoon, another big quake ______ Tang Shan.
7.People began to wonder_________________________
教学相长博喻善导
Part3 After the earthquake
1.All hope ____________. _______ came to help those ________.
2.Slowly, the city began to _____________.
3.Do a fast-reading of the passage.
T or F
1.Two-thirds of the nation felt the earthquake. ( )
2.All the people in Tangshan died or were injured during the earthquake. ( )
3.All of the city’s hospitals, factories, buildings and homes were damaged in the
earthquake( )
4. 4. Later that afternoon, a terrible earthquakeshook Tangshan again. ( )
5. After the second earthquake, everyone including the rescue workers and doctors died.
( )
6. People slept outdoors after the earthquake. ( )
Retell the text
________happened in Tang Shan. For a few days, water in the wells _____________. From the ______ of wells __________come out. Mice, chicken, pigs and even fish became ________. At 3:42 am, everything began to ______.It seemed that the world was _________.
_________ of the nation ____ it. ___________cut across the city. The city lay _______.
Two-thirds of the people _____ or ___________. Then later that afternoon, another big quake ______ Tang Shan. People began to wonder ___________________________. But all hope ____________. _______ came to help those ________. Slowly, the city began to _____________.
Step3 Discussion:
What should we do to protect ourselves if an earthquake happened?
三、当堂检测:(多媒体显示)
四、我的收获:(反思静悟,体验成功)
德学齐修自主自强。

相关文档
最新文档