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英语组简报第二期

[日期:2010-07-22] 来源:  作者: [字体: ]

英语组简报第二期

作业展示

 

Unit2 Healthy eating阅读学案

山东省实验中学    孙聪聪   

Unit2 Healthy eating阅读学案

Learning Aims 1. Know about the difference between the Chinese diet and the western one.

2. Practice debating

Step 1Reading Task (P51)

1.Pre-reading

What’s your favorite Chinese food/dishes?  _____________________________________

Do you like McDonald and KFC? Now a large new McDonald’s will be built to replace the Chinese restaurant that serves the local delicacies. Would you like to have such a restaurant built? Why or why not?

For: _______________________________________________

Against_______________________________________________

2. Reading

Two speakers are giving their opinions. One is for building the restaurant of McDonald’s while the other is against. Can you guess what reasons will he give if he is for/against the plan?

1) Fast reading

Read the passage on p52 in 2 minutes and answer the questions:

What is the attitude of the first speaker?  ________________________________________

What is the attitude of the second speaker? _______________________________________

2) Detailed reading

Read the passage again in 4 minutes. Take note of the advantages and disadvantages of building the McDonald’s.

Topic

For building the restaurant 

Against building the restaurant 

Healthy food

 

 

Problems with cars

 

1

2

3

Problems with the job

 

 

Step 2: Debating

1. Suppose you are debating on whether a Mcdonald’s restaurant should be built in your town or not. One group of you is for the building of the Mcdonald’s while the other is against it.

2. Requirements:

1). Give opinions.

2). Ask questions.

3). Solve the problems raised by the other team.

4). You can use the expressions on the blackboard while you are giving your idea.

3. Write down the expression that can help the students their ideas

 

For

Against

 

 

 

 

 

 

 

 

 

 

Step 3: Writing  ( making a speech )

Suppose at the end of the meeting, people decide not to build a Macdonald’s. But they would like to build another building to replace the old restaurant. Please think out what should be built.

2. Brainstorming: collect the students’ ideas on the blackboard

3. Discussion: Choose one to discuss about the design and the advantages and write it down

4.Requirements:

1).Write it in the form of a speech.

2). Put forward your idea.

3).Your design for the new building.

4). Explain the advantages of your idea.

5. Use at least two modal verbs

Homework:

1.Finish Checking Yourselves on p54.

2.Finish Summing Up on p16.

 

 

指导教师点评

设计详尽细致,实用有效,推荐给大家! ---于雷

 

Unit 2 Module 3 Healthy Eating 学案

山东省实验中学    崔丽娜 

Unit 2 Module 3  Healthy Eating 学案

.  Teaching Aims

1. to help the Ss know about the difference between the Chinese diet and the western one.

2. to give the Ss a chance to practice debating

 

.  Teaching Procedures:

Step 1:  Pre-reading 读前

Lead-in

1. Which one would you prefer? Western food or Chinese food?
  
       

2. What’s your favorite Chinese food/ dishes?
_______________________________________________

3. Do you like McDonald and KFC?

              

Now a large new McDonald’s will be built to replace the Chinese restaurant that serves the local delicacies. Would you like to have such a restaurant built? Why or why not?

_______________________________________________

Ask two Ss:  For/ Against

 

Step 2:  While-reading 读中

T: Two speakers are giving their opinions. One is for building the restaurant of McDonald’s while the other is against. Can you guess what reasons will he give if he is for/ against the plan?

1.  Fast reading 速读 Skimming, Scanning, Skipping 跳读、略读

Read the passage on p52 in 2 minutes and answer the questions:

What is the attitude of the first speaker?

_______________________________________________

What is the attitude of the second speaker?
_______________________________________________

What kind of diet do the two restaurants supply?

Why was Yong Huis restaurant so popular with customers?

Why did Wang Peng lose his customers and what did he do?

Sum up the main idea of the text. Then divide the whole passage into three parts, and give the general idea of each part. 理解篇章结构

Which of the following best shows the structure of the passage?

Structure Pic. Omitted

引导学生分析流程图,展示文章的谋篇布局,在小组合作的基础上达成共识:

Part 1 (Para1) 发现问题 à Part 2 (Para 2-3) 分析问题 à Part 3 (Para 4-5) 解决问题

小组合作分析各个段落的要点,并利用抢答的形式展示其学习成果,教师进行适时评价:

Para 1 (Para1)  Wang Peng felt frustrated because he found his customers had come to other places to eat.

Para 2 (Para 2-3) Wang Peng found the reason why Yong Hui’s restaurant was more attractive.

Para 3 (Para 4-5) Wang Peng thought out a good idea to have a competition with Yong Hui’s restaurant.

2.        Detailed reading 优化导读训练

Part A: Questions and Answers

1. What was the weakness and strength of the diet in Wang Peng’s restaurant?

2. What was the weakness and strength of the diet in Yonghui’s restaurant?

3. What is wrong with the diet of both Wang Peng and Yonghui?

4. Why does it matter if you only eat at Wang Peng’s or Yonghui’s restaurant?

Part B: Reading Comprehension Multiple Choice (Omitted)

Part C: Read the passage again in 4 minutes. Take note of the advantages and disadvantages of building the McDonald’s.引导学生寻找时间、地点、数字、关键词和事实细节等具体信息。

Topic

For building the restaurant 

Against building the restaurant 

Healthy food

 

 

Problems with cars

 

1

2

3

Problems with the job

 

 

 

Step 3:  Post-reading 读后巩固拓展

Part A:  Debating

1. Give the students the following situation: Suppose you are debating on whether a Mcdonald’s restaurant should be built in your town or not. One group of you is for the building of the Mcdonald’s while the other is against it.

2. Divide the students into two groups. Ask each of them to support one of the opinions.

3. Requirements:

1) Give opinions.

2) Ask questions.

3) Solve the problems raised by the other team.

4) You can use the expressions on the blackboard while you are giving your idea.

Write down the expression that can help the students their ideas

For

Against

I agree with…

I don’t agree…

That’s a good idea.

I’m afraid not.

No problem.

Of course not.

Yes, I think so.

I’m worried about…

Certainly/Sure

How can you solve the problem…

 

Part B:  Writing  ( making a speech )

1.      Give the students the following situation: Suppose at the end of the meeting, people decide not to build a Macdonald’s. But they would like to build another building to replace the old restaurant. Please think out what should be built.

2. Brainstorming: collect the students’ ideas on the blackboard

3. Discussion: Ask the students to choose one to discuss about the design and the advantages and write it down

4. Requirements:

1) Write it in the form of a speech.

2) Put forward your idea.

3) Your design for the new building.

4) Explain the advantages of your idea.

5. Use at least two models

 

.  Homework:

1.Finish “Checking Yourselves” on p54.

2.Finish “Summing Up” on p16.

Blackboard Design

 

Period 5

 

My favourite food               Your favourite food

McDonald/ KFC

For                          Aagainst

1.                            1.

2.                            2.

3.                            3.

Speech

 

 

Unit 2   Healthy Eating   Reading 学习评价试题

一、请根据各句上下文的意义,选择方框中正确的单词填入空白处。

customer mutton fiber    roast  energy

weaknesses   diet curiosity strength slimming    

1. He pushed against that big stone with all his _________.

2. We call the meat from a fully grown sheep _________.

3. Mary has been on a _________ for weeks but still hasn’t lost any weight.

5. I prefer _________ chicken to stir-fried chicken.

6. Those players are resting on the grass to save up ________ for the next match.

8 .You can make yourself thin by eating _________ foods

9. Vegetables are rich in _________.

11 .The letter was not addressed to me but I opened it out of _________.

17. The waiters in the restaurant all know me—I am a regular _________.

20. It is very important to know your own strengths and _________.

二、把下列短语填入每个句子的空白处(注意所填短语的形式变化)

lose weight   throw away    tell lies   win back

get rid of    ought to  get away with

1. Sometimes it takes days to __________ a cold.

2 .As students we _________ devote our time to studies.

3. Never believe in those who like _________.

4 .If you do something wrong you cannot _________ it.

5. You can _________that old chair, for it is beyond repair.

6. She is so fat, so she decides to _________ from now on.

7. He wants to __________ his customers with a discount.

三、句子翻译:

1. 他认为自己能够逃过学习而考试,但最后他失败了。( get away with )

2. 除非你保持均衡的饮食,否则将会增加体重。 (a balanced diet, put on weight )

3. Bob昨天没出席会议,肯定发生了一些不寻常的事情.(must have done)

4. 在搬进新房子之前, 他扔掉了不需要的东西。(throw…away)

5. 在做了一个另人惊叹的演讲之后,他又赢回了同事们的支持。(win back)

四、短文改错

One day a doctor was starting his morning works. Suddenly 1. _______

a man ran his room. His face was red and he could            2. _______

only say “Quick! Quick!” The doctor thought he can be        3. _______

very ill. His assistant helped to get the poor man sit in         4. _______

a chair. The doctor gave the man some medicine to make      5. _______

him to sleep. Then he looked into the man's mouth and        6. _______

pulled out all the bad tooths. As soon as the man woke        7. _______

up, he said “Quick, doctor, Quick,” with a low voice.         8. _______

“It's all over now,” the doctor told him. “You don't understand,” 9. _______

said the man. “I came to tell you your house is on the fire.”           10. _______

 

 

指导教师点评

步骤齐全,内容翔实,设计实用,用心良苦!---于雷

你的学案设计体现了你在教学工作中的热忱,相信你的教学成果会很丰厚的。                             --- 王崇好

 

 

阅读障碍和策略

山东省实验中学    宋武栋  

 一、困难篇

欲知如何实施必修阶段的阅读教学,需先理解有哪些因素阻碍学生阅读能力的提高。本人认为,这种因素大概有五:

一、词汇量太小导致看什么都是“天书”

学习一门外语,必要的词汇量是不可回避的障碍。可是,就有一些顽固不化的学生,天生不喜欢背单词。奈何你怎么动之以理,晓之以情,人家就是不理你。这种学生的困难积累下来就会形成一座难以逾越的大山。最终所有语言材料(单选、完形、阅读表达甚至听力的问题等等)都成了天书。

二、词汇量还可以,但对单词词义的认识太狭窄

像这样的一个句子:

   I still have some interest in <st1:country-region w:st="on">America and you can share it with your brothers. 如果学生能翻译成“我在美国还有点兴趣,你们哥几个分了吧”。就贻笑大方了。如果法官大喊 “Order, Oder”,翻译成“点菜,点菜”。学生怎么理解文章,开国际玩笑! 但是,现实中,就有一些学生不管什么单词就知道一个基本意思,急死你,笑死你,愁死你,都不商量。

   三、句法知识的缺乏导致对长句的理解困难

          不可否认,一致到高三还有大量学生对英语句子的基本结构,基本构成还处于一无所知的水平。临床症状就是他们只会按照英语单词出现的顺序逐词翻译句子的意思。例如今年高考写作让写一封道歉信,大概需要这样一个句子表达“对不起,我不能和你一起去北京了”。竟然有不少学生在作文的开头部分就写出这样的句子:I sorry you, I can’t with you go Beijing. 让时传祥等老一辈革命家惆怅不已:这孩子满脑子大粪,就是挖不出来啊!

四、对字面意思和真实意思不同的句子或谚语等理解困难

        有多少学生第一次见就能准确地翻译:When you are walking across the street, you can’t be too careful. 第一次见的学生通常会翻译成“过马路的时候,不要太小心”。整个一个杀手。

五、篇章意识差,导致前后文之间的逻辑练习混乱

有些学生句子基本能理解,但语篇能力和意识就不入流了。顾此失彼,钻头不顾腚。混乱之间,总是忽略掉一些具体的或细节的考点。

二、策略篇

大教育家宋武栋说过,没有不会教的老师,只有杀人不见血的学生。但出于吃饭的考虑,我们有困难要上,没有困难创造困难也要上。于是我们就针对以上五座大山相处五种不同的办法,往大处吹,叫策略。

一、让学生记单词讲究“威逼利诱”

二、词义的多样性讲究“见风使舵”

三、基本句子结构讲究“步步为营”

四、对有弦外之音的句子讲究“见缝插针”

五、对语篇意识的培养讲究“层层深入”

 

指导教师点评

你的幽默让你尽显游刃有余,你的困难篇和谋略篇让我觉得你的深入和翔实,你的文章这样短又让我们深深的惋惜..........---王崇好

 

 

 

必修 3 Unit 2 语法学习方案

山东省实验中学    张琳

I 课前学习方案

       学习资源: 本单元Reading passage I

要求:学生根据自己的学习实际选择12项预习任务,认真完成并进行自我测评。

1. Go over the reading passage again, find out the modal verbs and underline them.

2. Go over the reading passage, find out the modal verbs, underline them and guess the functions of them.

3. Go over the reading passage, find out the modal verbs, underline them, guess the functions of them and try to use them to make sentences.

Which task(s) have you chosen?

___________________________________________________________

How well have you finished it /them ?

_____________________________________________________________

What problems have you got in your preview

______________________________________________________________

II. 课中学习方案

    学习资源: 本单元语法部分

   Step 1. Lead-in

      Teacher activity

 Provide sentences containing modal verbs from the reading passage, ask students to identify the modals verbs and then explain that learning modal

 verbs is the task of this period.

     Students activity:

     Answer teacher’s questions and know what to do in this class.

  Step 2.  Learn the usage of modals verbs

      Teacher activity:

      Provide more sentences and situations containing different modal verbs, briefly explain the usage of modal verbs and ask students to use the function

     words (provided in the textbook) to explain the meaning of each model verbs .

      Students activity :

     Answer teacher’s questions, learn the usage of modal verbs and learn the functions of modal verbs.

  Step 3  Practice

      Teacher activity:

     Ask students to do two exercises:

1) Choose suitable modal verbs to complete the following dialogues,

     2) Ask students to create a situation in which to use most or some of the modals verbs learned in this class. Do it in pairs.

   Students activity:

     Complete the dialogues and create situations to use modals verbs.

 Step 4 : Summary and evaluation:

     Teacher activity:

     Ask different students to summarize what they have learned in this class and evaluate how well they have learned.

Students activity:

Different students summarize what they have learned and evaluate how well they have learned modal verbs in this class.

Step 5: Homework

   Teacher activity:  Ask students to do all the workbook grammar exercises.

      Student Activity:  Students know what their homework is .

III. 课后学习方案:

学习资源:本单元workbook语法练习与学生课外阅读等其他练习

要求:学生根据自己的学习实际选择12项预习任务,认真完成并进行自我测评。

1.       Finish all the homework.

2.       Make sentences with modal verbs.

3.       Copy down as many sentences with modal verbs as possible that you come across while reading or doing exercises..

 

Which task(s) have you chosen?

______________________________________________________________

How well have you finished it /them ?

________________________________________________________________

 

指导教师点评

本教学设计环节齐全,既有课前学习方案、又有课中、课后学习方案;而且注尤其重教师与学生的双边活动,值得学习推荐!    ---于雷

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