Unit2 Healthy Eating

Unit2 Healthy Eating 课题名称：unit3 Healthy Eating 课型名称：vocabulary 教材版本：人教版普通高中课程 标准 excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载 实验教科书 教学内容：高一英语必修3 Unit2 Healthy Eating 教学目标：1、知识目标 词汇：掌握、理解、运用关于饮食方面的词汇，并且能够知道它们的拓展词汇。 2、能力目标 （1）通过对图形的认识，增加对单词的熟识度。 （2）通过讲解，使学生更加了解单词。 （3）通过活动，让学生更加快速地记住单词。 3、情感目标 整堂课是通过多种多样的课堂活动来进行的小组或者个人之间的竞赛，能充分调动学生对英语 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 达的积极性。 重点难点：1.记住今天所讲的所有单词 2. 记住所讲单词的拓展单词 教学思路：在vocabulary中，有一部分的单词，是水果以及蔬菜之类的，这在他们的小学以及初中就已经有所接触，所以不用讲解太多，以复习巩固为主。对于一些文章中的重点单词，以前没有接触过的单词，则进行重点解释，并且进行一些简单的拓展，有利于以后对相类似单词的学习，然后设计一些小组比赛或者个人的有奖竞答，以激励学生么更快速地记忆，以及更好地参与课堂。 学生分析：我的学生已经是高一下学期，已经打下了一定的英语基础，而且对于许多的简单单词都已经掌握，但是他们还是有许多的单词并不熟悉，对于以前学过的单词也会有所忘记或混淆，并且不会根据一个单词联想到另外的单词，或者进行拓展式的联系 教学 方法 快递客服问题件处理详细方法山木方法pdf计算方法pdf华与华方法下载八字理论方法下载 ：主要采用竞赛教学法、任务型教学法等，以任务型教学活动为主。 1、任务型教学法：每一教学环节设定任务，让学生通过合作的方式，一起完成教学任务，从而提高教学效果。 2、竞赛教学法：用小组以及个人之间的比赛来核对每一环任务完成的好坏，从而提高教学效果。 教学手段：电脑 多媒体 黑板 一些小奖励（糖，或者精美的小卡片） 教学步骤 设计说明 Step 1 warming up 1.Before the class, show a short video about the Vancouver Winter Olympics. When the class begins, I will ask them:” what’s this short video about?” “which country is Vancouver in ?” 2.brain storming—a group competition As we know, Vancouver lies in Canada. How much do you know about Canada? Write down any words you can think out about Canada in 30 seconds. It’s a group competition. I’m so surprised to know that you know so many useful words. Now, I’ll invite all of you to join in a train trip across Canada. The name of the train is called “The True North”. Today, the title of the lesson we will learn is “a trip on the true north”. When traveling, I hope we can learn something as well. 3. A quiz. Before stepping on the train, you need to know the destination well. I will show you some pictures .Watch carefully, then we will have a quiz. 1. What language(s) do Canadians speak? A. English B. English & German C. English & French D. English & Spanish 2.What is the capital of Canada? A. Vancouver B. Toronto C .Calgary D. Ottawa 3.What is the national animal of Canada? A. Beaver B. Grizzly bear C. Polar bear D. Penguin 4. What is the Canadian leader called? A. President B. Prime Minister C. Governor D. King 5. How many Great Lakes are there in Canada? A. 4 B.3 C. 5 D. 6 6. What is the the national anthem of Canada? A. Don’t cry for me, Canada B. Oh, Canada C. March on, Canada D. Bravest Canadians 7.The area of Canada rank ___ in the world? A. 1st B. 2nd C. 3rd D. 4th 8.Tick out the city which doesn’t belong to Canada? A. Montréal B. Ottawa C. Calgary D. Liverpool 9. What is Canada also be called? A. maple country B. cangroo country C. island country D. ice country Now, all of you can get on the train, I am a guide for this train trip. Step 2 Reading 1. The first stop of the travel is “fast reading”. Do fast reading, using “scanning skill”. It is a reading skill used to look for the detailed information of a text. So you don’t need to read word by word. I will give you an example. Distance from east to west coast Oceans on east and west coast Population Where most Canadians live Location of largest fresh water supply 2. let’s go further in Canada. The next stop is the intensive reading. I will give you 4 minutes. Please read it carefully, and then answer more questions. T or F questions ⑴ The cousins are crossing the whole American continent. ⑵ Their friend met them and introduced some of the Canadian scenery. ⑶ The population of Vancouver is decreasing because despite its great scenery, it’s too cold for people to live in. ⑷In Stampede, many cowboys have a gift for riding wild cows. ⑸If they use an adj. to describe Canada, that must be “empty”. ⑹ The Great Lakes have one third of the world’s total fresh water. Answer the following questions. ⑴Why are the cousins not flying directly to the Atlantic coast? 2 Why is the population of Vancouver growing so rapidly? 3 What happens at the Calgary Stampede? 4 How are ocean ships able to reach the center of Canada? 5 How many cities are described in the passage? What are they? 3. The third stop. Let’s enjoy some pictures about the 3 cities. All of them are attractive that I wrote a passage about them. But the local people told me that there was something wrong with it. Can you help me to tick them out? Listen, the radio is telling you the information. Vancouver is the most beautiful city, surrounded by mountains and the Arctic Ocean. People like it because they can skiing and hiking. It is also the coldest par of Canada. The population of it is increasing. There are many old and beautiful forests on the coast south of Vancouver. Owing to its wet climate, some trees are as high as 90 metres. Calgary is famous for the Calgary’s carnival. people like it because everyone can compete in it and they may win lots of money in prizes. Thunder Bay is a quiet port city at the top of the Great Lakes, Where the ocean ships can sail up the Great Lakes from St Lawrence River. What’s more, because of its location, Thunder Bay is lack of fresh water. 4. The final stop. Let’s share what we have visited. And please retell the passage in an active way! You can choose any form you like, eg. a TV program, an interview, or a dialogue 5. The end of the trip Happy time is always short. It’s time for us to say goodbye. Let’s see who are the best travelers of the train trip? Don’t forget your luggage, that is your homework. I’m looking forward to seeing you again! 课前在等待上课时，放一段温哥华冬奥会中国选手夺得金牌的片段。刚刚发生的冬奥会上，中国取得了很好的成绩，这是学生们记忆犹新的一件事，也是每个中国人都自豪的一件事，可以此以自然导入加拿大这个话题。 接着问学生：“你能想到哪些关于加拿大的词？”，用小组比赛的形式，让学生在30秒之内把能想到的词依次写在黑板上，时间到后统计，按单词的数量给每组评分。这样，在最短的时间内迅速让学生发散思维，打开思路。当然，为了不使课堂纪律混乱，还有一个要求是，同一组组员只有在前面的同学写完走回来之后才能上台写。 表扬学生完成得非常好，并邀请学生参加一次横跨加拿大的火车之旅，把本课标题写在黑板上。 在玩的时候，也希望大家能够学习到一些知识，用 幻灯放出今天的学习目的。 在登上火车之前，让我们了解此行的目的地，仔细观察幻灯片，在幻灯片上，输入加拿大官方语言，国土面积，人口，资源，首都，地理位置等信息，稍后进行一次测试。测试后核对成绩给每组评分。这个活动的目的是看看学生对加拿大这个国家了解多少，让学生联系自己已有知识，为整个单元的学习做准备，温故而知新。 表扬学生做得很不错，邀请学生上火车，并自我介绍，“我”是本次火车之旅的导游。 进入阅读文章后，宣布火车停靠第一站是“快速阅读”，要游客（学生）运用查读技巧完成相关练习。稍做示范，告诉游客（学生）应该怎样查读。 火车之旅第二站是细读。4分钟阅读后，完成一些练习。练习有两部分，一是正误练习，已经用幻灯片放映出来。游客（学生）可以带着问题，进行任务型阅读。 二是问答题， 所有这些题目都是文章的要点。问答题最后一题是“文章描述了多少城市？叫什么？”为下文打下伏笔。 火车之旅第三站，寻找这三个城市的关键点。具体过程如下，首先，欣赏这三个城市的美景，告诉游客，这三个城市是如此美，“我”写了一篇关于它们的文章，但是，加拿大当地人看过之后却说“我”犯了些错误。请游客（学生）帮我找出这些错。请游客们听广播正在播放的正确的信息，同时放录音，学生跟读。这种情景教学模仿出比较真实的情境，让学生感觉非常新鲜。 火车之旅最后一站，请游客们分享一路上的所见所闻，即复述课文。但要求是必须采用一种灵活的形式，如电视脱口秀节目，访谈节目，或者对话等等。这个部分是复习今天阅读的内容，并用自己的形式用英语输出。 火车之旅结束了，决定哪些游客是最佳游客。提醒客人们不要忘了带上行李，即今天的家庭作业。最后说结束语。     教学反思：从这堂课的实施情况来看，我深深地感受到了教师良好的功底、灵活丰富的教学情景、多样的学习活动，以及教师应变能力、幽默的语言等在教学过程中的重要性，我也从学生的反馈情况中感受到孩子们比较认可这种情境教学，感受到了他们在语言习得过程中获得的快乐。 继续阅读