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高中英语_Unit2 Healthy Eating教学设计学情分析教材分析课后反思

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Book 3 Unit2 Healthy Eating
教学内容:巩固 unit2 学*过的知识点,通过背诵、默写、检查巩固基础知识。 在此基础上,结合学生的弱项:完形填空和读后续写,进行综合训练。
教学目标:扎实掌握 unit2 知识点,让学生实现知识点的灵活运用.实现由完形 填空到读后续写的完美过渡。
教学重、难点:(1)学生词汇量匮乏导致的翻译缺陷;(2)读后续写的提升
教学过程: Step1:针对上节课教学内容背诵、默写, 让学生检查并改正错误。
II Revision
1.我决定去减肥。
2.他失去*衡,跌倒了。
3.她应该更好地照顾自己的孩子。
4.每天早晨吃同样的食物,我感到厌烦了。
5.出于好奇,她打开了这封信。
6.如果你考试作弊,你会受到惩罚。
7.你向老师撒谎是不对的。
8.我以 6 折的价格买了那台电脑。
9.她以卖报为生。
10. 我想把 A 和 B 联合起来。
Step2:拿出预*学案,让学生逐句翻译,其间部分语言点讲解。.
I Cloze test
I am very glad I am known for my voice today. Perhaps the greatest honor came when I was asked to read the new book on tape.
But it took a long time to __1__ such good things could __2__ to me. When I was young, I stuttered (口吃) so badly that I was completely __3__ to speak in public.
__4__, when I was 14, Professor Green came to our school. He was a retired college professor. English was his __5__ subject; poetry was his deepest love. He held a book of

poems as if it were a diamond necklace, turning pages as if __6__ treasures. When he heard

our school was teaching Shakespeare, he could no longer __7__ not being a part of our

school.

When he __8__ that I not only loved poetry but was __9__ it, we became closer. There

was, however, one __10__ between us—he could not stand the __11__ that I refused to read

my poems to the class. “Jim, poetry is __12__ to be read aloud,” he said. “You should speak those beautiful

words.” I shook my head and __13__. Then he tricked me. After handing in a poem, I waited for his __14__, but he

challenged me in front of my classmates. “Jim, I don't think you wrote this.” I __15__ him in disbelief. “Of course I did!”

“Well, then,”he said,“you've got to __16__ it by reciting it __17__ memory.”

By then the other students had settled at their __18__. With knees shaking, I stood up

and began to recite my poem all the way through!

Afterwards, Professor Green congratulated me, and __19__ me to read other writers'

poetry before public.

__20__I discovered I did have a voice and found my classmates actually looked forward

to hearing me recite. 1.A. believe

B. imagine

C. want 2.A. come

D. expect B. happen

C. go 3.A. uncertain

D. get B. unlikely

C. unbelievable 4.A. But

D. unable B. Finally

C. Then 5.A. favorite

D. Besides B. good

C. poor 6.A. recovering

D. bad B. uncovering

C. removing 7.A. prevent

D. discovering B. help

C. keep 8.A. learned

D. stand B. thought

C. decided 9.A. reciting

D. proved B. reading

C. writing 10.A. agreement

D. saving B. difficulty

C. promise

D. pity

11. A. truth

B. idea

C. fact

D. belief

12. A. said

B. meant

C. caused

D. prepared

13. A. answered back

B. showed up

C. turned away

D. stuck to

14. A. correction

B. praise

C. return

D. comment

15. A. turned to

B. stared at

C. pointed to

D. laughed at

16. A. show

B. prove

C. have

D. make

17. A. from

B. by

C. in

D. at

18. A. tables

B. classes

C. schools

D. desks

19. A. enabled

B. persuaded

C. encouraged

D. supported

20. A. Long before C. Long after

B. Before long D. After long

Step3:完形填空讲解后,让学生背诵重点短语。

1.as if 仿佛、好像 2. no longer 不再 3.refuse to do sth 拒绝做某事 4. turn away 避开、走开 5. hand in 上交、交上 6. wait for 等待

7. in disbelief 怀疑、难以置信 8. stare at 盯着看 9. have got to do sth 不得不做某事 10. before long 不久以后 11.look forward to 希望 12. encourage sb to do sth 鼓励某人做 某事

Step4:再次呈现完型文章,变成读后续写模式。
I am very glad I am known for my voice today. Perhaps the greatest honor came when I was asked to read the new book on tape.
But it took a long time to believe such good things could happen to me. When I was young, I stuttered (口吃) so badly that I was completely unable to speak in public.
Then, when I was 14, Professor Green came to our school. He was a retired college professor. English was his favorite subject; poetry was his deepest love. He held a book of poems as if it were a diamond necklace, turning pages as if uncovering treasures. When he heard our school was teaching Shakespeare, he could no longer stand not being a part of our school.
When he learned that I not only loved poetry but was writing it, we became closer. There was, however, one difficulty between us—he could not stand the fact that I refused to read my poems to the class.
“Jim, poetry is meant to be read aloud,” he said. “You should speak those beautiful words.” I shook my head and turned away.
Then he tricked me. After handing in a poem, I waited for his comment, but he challenged me in front of my classmates. “Jim, I don't think you wrote this.”
I stared at him in disbelief. “Of course I did!” “Well, then,”he said,“you've got to prove it by reciting it from memory.” By then the other students had settled at their desks. With knees shaking, I stood up and began to recite my poem all the way through! Afterwards, Professor Green congratulated me, and encouraged me to read other writers' poetry before public. Before long I discovered I did have a voice and found my classmates actually looked forward to hearing me recite.
注意:1.所续写短文的词数应为 150 左右;2.应使用 5 个以上短文中标有下划线的关键词

语;3.续写部分分为两段,每段的开头语已为你写好;4.续写完成后,请用下划线标出你 所使用的关键词语。
Step5: 小组分析续写文章要点:What、When:、Where、Who、Why、How Step6:小组讨论续写内容,分组续写并展示
Para1: A week later, I came to the hospital with my mom
Para2: Professor Green told me a story of
Step7: 针对学生写作问题,重点分析衔接注意事项。 关于衔接:1. 关注段落内部句与句之间的衔接; 2. 关注与续写段落首句之间的衔接; 3. 关注两个续写段落之间的衔接;

4. 关注上下文间的前后呼应。
Book 3 Unit2 Healthy Eating
我们学校学情薄弱,学生英语基础很不牢固,所以高一时学生对英语学* 的厌倦情况很严重,英语成绩的提升对于教师来说是个很大的挑战。因此,我 们结合学生的实际情况将基础知识和完形填空和读后续写相结合,希望学生能 通过此方式掌握基础并提高能力。
Book3 Unit2 Healthy Eating
这一课时是在 2 单元授课结束后,结合完形填空和读后续写进行的学 法指导.让学生在扎实掌握 unit2 知识点的基础上,争取让学生实现知 识点的灵活运用。完形填空和读后续写是我校学生的薄弱环节,希望 借以此种教学方法提高学生的综合应试能力。
Book3 Unit2 Healthy Eating
这一课时是在 2 单元授课结束后,结合完形填空和读后续写进行的学法指导。 完形填空和读后续写是我校学生的薄弱环节,希望借以此种教学方法 提高学生的综合应试能力。
教学内容:巩固 unit2 学*过的知识点,通过背诵、默写、检查巩固基础知识。 在此基础上,结合学生的弱项:完形填空和读后续写,进行综合训练。
教学目标:扎实掌握 unit2 知识点,让学生实现知识点的灵活运用.实现由完形 填空到读后续写的完美过渡。
教学重、难点:(1)学生词汇量匮乏导致的翻译缺陷;(2)读后续写的提升
Book 3 Unit2 Healthy Eating
教学内容:巩固 unit2 学*过的知识点,通过背诵、默写、检查巩固基础知识。 在此基础上,结合学生的弱项:完形填空和读后续写,进行综合训练。
教学目标:扎实掌握 unit2 知识点,让学生实现知识点的灵活运用.实现由完形

填空到读后续写的完美过渡。 教学重、难点:(1)学生词汇量匮乏导致的翻译缺陷;(2)读后续写的提升
I 完形填空

I am very glad I am known for my voice today. Perhaps the greatest honor came when I

was asked to read the new book on tape.

But it took a long time to __1__ such good things could __2__ to me. When I was young,

I stuttered (口吃) so badly that I was completely __3__ to speak in public.

__4__, when I was 14, Professor Green came to our school. He was a retired college

professor. English was his __5__ subject; poetry was his deepest love. He held a book of

poems as if it were a diamond necklace, turning pages as if __6__ treasures. When he heard

our school was teaching Shakespeare, he could no longer __7__ not being a part of our

school.

When he __8__ that I not only loved poetry but was __9__ it, we became closer. There

was, however, one __10__ between us—he could not stand the __11__ that I refused to read

my poems to the class.

“Jim, poetry is __12__ to be read aloud,” he said. “You should speak those beautiful

words.” I shook my head and __13__.

Then he tricked me. After handing in a poem, I waited for his __14__, but he

challenged me in front of my classmates. “Jim, I don't think you wrote this.”

I __15__ him in disbelief. “Of course I did!”

“Well, then,”he said,“you've got to __16__ it by reciting it __17__ memory.”

By then the other students had settled at their __18__. With knees shaking, I stood up

and began to recite my poem all the way through!

Afterwards, Professor Green congratulated me, and __19__ me to read other writers'

poetry before public.

__20__I discovered I did have a voice and found my classmates actually looked forward

to hearing me recite.

1.A. believe

B. imagine

C. want

D. expect

2.A. come

B. happen

C. go

D. get

3.A. uncertain

B. unlikely

C. unbelievable

D. unable

4.A. But

B. Finally

C. Then

D. Besides

5.A. favorite

B. good

C. poor

D. bad

6.A. recovering

B. uncovering

C. removing

D. discovering

7.A. prevent

B. help

C. keep

D. stand

8.A. learned

B. thought

C. decided

D. proved

9.A. reciting

B. reading

C. writing

D. saving

10.A. agreement

B. difficulty

C. promise

D. pity

11. A. truth

B. idea

C. fact

D. belief

12. A. said

B. meant

C. caused

D. prepared

13. A. answered back

B. showed up

C. turned away

D. stuck to

14. A. correction

B. praise

C. return 15. A. turned to C. pointed to 16. A. show C. have 17. A. from C. in 18. A. tables C. schools 19. A. enabled C. encouraged 20. A. Long before C. Long after
II 默写
1.我决定去减肥。
2.他失去*衡,跌倒了。
3.她应该更好地照顾自己的孩子。
4.每天早晨吃同样的食物,我感到厌烦了。
5.出于好奇,她打开了这封信。
6.如果你考试作弊,你会受到惩罚。
7.你向老师撒谎是不对的。
8.我以 6 折的价格买了那台电脑。
9.她以卖报为生。
11. 我想把 A 和 B 联合起来。

D. comment B. stared at D. laughed at B. prove D. make B. by D. at B. classes D. desks B. persuaded D. supported B. Before long D. After long

III. 巩固

IV. 默写

V 精华提升 (读后续写)
I am very glad I am known for my voice today. Perhaps the greatest honor came when I was asked to read the new book on tape.
But it took a long time to believe such good things could happen to me. When I was young, I stuttered (口吃) so badly that I was completely unable to speak in public.
Then, when I was 14, Professor Green came to our school. He was a retired college professor. English was his favorite subject; poetry was his deepest love. He held a book of poems as if it were a diamond necklace, turning pages as if uncovering treasures. When he heard our school was teaching Shakespeare, he could no longer stand not being a part of our school.
When he learned that I not only loved poetry but was writing it, we became closer. There was, however, one difficulty between us—he could not stand the fact that I refused to read my poems to the class.
“Jim, poetry is meant to be read aloud,” he said. “You should speak those beautiful words.” I shook my head and turned away.
Then he tricked me. After handing in a poem, I waited for his comment, but he challenged me in front of my classmates. “Jim, I don't think you wrote this.”
I stared at him in disbelief. “Of course I did!” “Well, then,”he said,“you've got to prove it by reciting it from memory.” By then the other students had settled at their desks. With knees shaking, I stood up and began to recite my poem all the way through! Afterwards, Professor Green congratulated me, and encouraged me to read other writers' poetry before public. Before long I discovered I did have a voice and found my classmates actually looked forward to hearing me recite.
注意:1.所续写短文的词数应为 150 左右;2.应使用 5 个以上短文中标有下划线的关键词
语;3.续写部分分为两段,每段的开头语已为你写好;4.续写完成后,请用下划线标出你
所使用的关键词语。
What:
When:
Where:
Who:

Why: How:
Para1: A week later, I came to the hospital with my mom
Para2: Professor Green told me a story of
VIAttention
关于衔接:1. 关注段落内部句与句之间的衔接; 2. 关注与续写段落首句之间的衔接;

3. 关注两个续写段落之间的衔接;
4. 关注上下文间的前后呼应。
我是一名年轻教师,需要向老教师学*的地方非常多,通过本节课的教学,我 总结如下: (1)积极创造良好的参与环境,宽松、和谐、融洽、*等的学*氛围。 (2)要留下足够的参与时间和空间。教学不要“满堂灌”,也不能“满堂问”,学 生能讲的,要尽量让学生讲;学生能动的,要尽量让学生动。 (3)要创造良好的参与条件,提供合适的参与机会,组织学生独立思考与集体讨 论。积极做好写作后的面批工作,保证每一名学生能够发现自己的问题。
Book 3 Unit2 Healthy Eating
让学生在扎实掌握 Unit2 知识点的基础上,让学生实现知识点的灵活 运用。通过完型填空、翻译的训练,巩固基础知识。在此基础上,将 变形后的完形填空,让学生提炼要点,变成续写,锻炼学生的写作能 力。




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