2022年高中英語(yǔ) Unit 2 Reading-Come and Eat Here說(shuō)課稿 新人教版必修3

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1、2022年高中英語(yǔ) Unit 2 Reading-Come and Eat Here說(shuō)課稿 新人教版必修3 Good morning，everyone! I hope you will enjoy my speech. My topic is the reading passage e and Eat Here, which is in unit 2 book 3. I divide my speech into four parts namely my under- standing of this lesson；teaching theories, methods and aids；t

2、eaching procedures and blackboard design. I. Now let’s start with part 1. My understanding of this lesson: 1. At first I’d like to introduce the analysis of the teaching material. This lesson is a reading passage. It plays a very important part in the English teaching of this unit and in the who

3、le senior middle school English, because we should lay particular emphasis on the students’ reading ability. It focuses on the students' abilities to gather information; deal with information; solve problems and the abilities to think and express in English. By studying the lesson, the students can

4、improve their reading ability; learn more about a balanced diet and nutrition. At the same time, we should get the students to understand some difficult sentences to prehend the passage better. The students should do some listening, speaking, reading and writing, too. Of course, the students should

5、receive some moral education. 2. Now I’ll talk about my teaching aims of this period The knowledge aims of this period are to enable the students to master some useful words and expressions and by the end of the lesson, the students will have a better understanding of the meaning and structure of

6、 the text. And developing the students reading ability by fast reading and intensive reading and let them learn different reading skills are the ability aims. For motional aims I’ll stimulate the students’ sense to form a healthy eating habit and develop the students’ sense of cooperative learning

7、. 3. In my opinion the teaching important points in this period is how to improve the student’s reading ability. The teaching difficult points for the students are how to understand the text better and how to use the learned phrases and sentences to retell the text. II. Now let’s focus on the sec

8、ond part about my teaching theories, methods and aids: Before the lesson, we should keep in mind something about students. In my class some students have known something about the topic, because they have talked about it in the previous period ---warming up and speaking. But some long sentences are

9、 difficult for them to understand. They don’t often use English to express themselves and municate with others. Some students are not active in the class because they are afraid of making mistakes. So during the lesson, I arrange a variety of activities to let all of them join in to attract their i

10、nterest and let them be confident and taste the joy of success. When I deal with this lesson, I’ll do my best to carry out the theories of the new curriculum, such as task-based teaching and learning; cooperative learning and interactive approach; make the students the real masters in class while

11、I, the teacher acts as director；bine the language structures with the language functions and let the students receive some moral education while they are learning the English language. And I will adopt fast reading to get a general idea of the text and careful reading to get the detailed informatio

12、n; pair or group work to get every student to be active in class; question-and-answer activity teaching method and free discussion method to make the students smooth away the difficulties, and retelling to sum up the whole period. I’ll make full of modern equipment such as the multi-media and tape

13、recorder to make the class more lively and interesting. With the help of the puter and courseware, I think the efficiency of the class will be greatly improved. III. Here es the most important part, the teaching procedures: I have designed the following steps to train the students’ ability of list

14、ening, speaking, reading and writing, especially reading ability. Step1.Revision As it is the second period of this unit, I’ll first check the students’ homework and then get a student to tell the class what a healthy diet contains. Thus I can offer a chance for the students to review the con

15、tent in the first period. Step2.Lead-in I will lead in the topic of the unit by showing the students a short film about healthy eating, in which a fat man and a thin man are eating different kind of diet, and they are both unhealthy. And then discuss the following questions to lead in the topi

16、c: What kind of food does each man like? Are they healthy? Why? Through this activity I can arouse the students’ interest of study and bring in new subject. Step3.Prediction for reading I’ll get the students to look at the title and the pictures and guess what the text might be a

17、bout .It draw the students’ attention to the contain of the text.. Step4. Fast reading Ask the students to read the passage quickly and get the main idea and the structure of text. Guide the students to find out key words and sentences or pay attention to the first sentences of each paragraph to g

18、et the main idea and the structure of the text. By doing this, I will train the students for fast reading skills to improve the students’ reading ability and let the students understand the general idea of each paragraph. Step5. Intensive reading The students are required to focus on the whole

19、text carefully paragraph by paragraph to locate particular information and finish the exercises on the screen. These exercises are mainly sentence judgments, choices about the text. They are designed from the easiest one to the most difficult one for different levels' Ss. The purpose is to train the

20、 students for the skills of scanning and to lead the students to find out the important facts and detailed information. I’ll ask the students to finish the exercises by cooperation and petitions. They can first help each other under- stand the text and smooth away the difficulties. Then I'll divide

21、the Ss into 4 groups. If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through cooperation can the Ss taste the joy of success. If the Ss know their answer is right, he'll be confident and they'll sure

22、ly bee more enthusiastic in learning English. The purpose is to improve the students’ reading prehension. And at the same time the students can bee aware of the happiness of helping each other. Thus the students receive some moral education. Step 6.Discussion: For the students to understand the pa

23、ssage better, I will get the students to have a discussion in groups about the questions: 1. What are the weakness and strength of the diet in Wang Peng’s and Yong Hui’s restaurant? 2. What do you think Wang Peng will provide to win his customers back. These questions are based on the underst

24、anding of the passage and it can get the student to imagine the end of the story. They are open-ended questions, so the student can provide various answers. By doing so, I guide the students to activate their language that they have learned. Then invite some group members to report their work to the

25、 whole class to make them overe their shyness and stimulate them to speak in public. I think the ability to use English is the most important. We spend so long studying English. We shouldn’t end it just by attending the English entrance examination to get high marks. I gave the Ss some presents beca

26、use of their excellent performances, thus enhancing their awareness of using English. Step7. Listening Play the tape of the passage for the students to listen and follow. Then ask them to read the text aloud. Tell them to pay attention to the pronunciation and intonation. At the some time, they ca

27、n enjoy the beauty of the English language. And it can prepare the students for the retelling the text in the next step. Step8.Summary and retelling the text Since the students in the class are in different levels, first I will let them to fill in the blank to get an expression of the general ide

28、a of the text. And I’ll ask the students to retell the story in their own words. Step9. Homework At the end of the lesson, I’ll tell the students to copy the useful phrases and sentences they like in their notebook and retell the passage and write it down in their own words. I think homework is

29、 important. It is necessary for the students to do some extensive exercises after class to consolidate the knowledge they learned. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself. IV. Part 4. Blackboard design At last, let me show you my blackb

30、oard design: The title is in the middle. Below it are the main ideas of each paragraph on the left of it are some language points mentioned in this period and on the right is the result of the petition, The Blackboard Design is to let the Ss have a clear idea to get the main content of this period,

31、 and it should be clear and artful. In this lesson, I lead the students understand the passage step by step, and help them to retell the text. In the whole period I just act as a director, giving the students some detailed task and letting the students explore the knowledge by themselves or in tea

32、mwork. The students are very active, and I fulfill the teaching aims very well. But there are some new language points in the passage, so I will explain them for the students next period. Thank you for listening Blackboard design: e and Eat Here Wo

33、rds: Main ideas : petition points para.1… group.1… para.2… group.2 pars.3… group3… General idea of this text… group.4… Exte

34、nsive reading exercises: 1,True or false 1. Usually Wang Peng’s restaurant 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 emery-giving food.

35、F 5. Wang Peng’s menu gave customers more protective food. F 6. Wang Peng decided to pete with Yong Hui by copying her menu. F prehension questions 1. Why did Wang Pengwei go to Yong Hui’s restaurant? He wanted to___. A. know where his customers had gone B. spy on the slim lady Yong Hui C.

36、 have lunch with Li Maochang????? D. have something special 2. Wang Pengwei found the following EXCEPT ___ in Yong Hui’s restaurant. A. There were only raw vegetables, meat and water.? B. There were a lot of customers. C. The prices here were higher. D. The only drink here is water. 3. What’s wr

37、ong with Yong Hui’s menu? The following statements are right EXCEPT ___. A. The food here was too limited. B. It didn’t give enough energy-giving food. C. The food on the menu was more delicious. D. It offered slimming food only. 4. Which of the following is TRUE according to the passage? A. Wa

38、ng Pengwei’s customers often became fat after eating in his restaurant. B. Wang Pengwei provided a balanced diet. C. Yong Hui could make people thin in 2 weeks by giving them a good diet. D. Wang Pengwei’s menu gave people food containing enough fibre. （Key：1.A 2.A 3. C 4.A） Exercise fo

39、r summary plete the summary of the story with one word in each blank. Wang Pengwei felt 1____ in an empty restaurant because no eaters have came to his restaurant 2_____ since he got up early in the morning. He wanted to find out why. He hurried out and 3____ Maochang into a newly-opened restauran

40、t. He found that the owner 4____ Yong Hui was serving slimming foods to make people thin. Driven by 5_____, Wang Pengwei came 6____ to take a close look at the menu. He could not even 7_____ his eyes. He was 8_____ at what he saw. He hurried outside and got 9_____ to do some 10_____. After a lot of

41、reading, he 11_____ that Yong Hui’s food made people bee 12_____ quickly because it was no 13_____ food. Arriving home Wang Pengwei rewrote his own sign. （Key：1.frustrated 2.ever 3.followed 4.named 5.curiosity 6.forward? 7.believe 8.amazed 9.online 10.research 11.realized 12.tired 13.energy-giving ）