第一篇：reading教案
Period 2 Reading The General Idea of This Period: This period is about the reading of the passage School Life in the UK.It will help you to learn more about school life in the UK and the differences between that in the UK and in China.Meanwhile you can learn some reading strategies such as skimming and scanning.Teaching Aims: Train the students’ reading ability.Learn some useful words and expressions.Learn more about school life in the UK and the differences between school life in the UK and in China Teaching Important Points: Help the students to understand the passage better.Learn and master some important words and phrases in this period.Teaching Difficult Point: How to help the students improve their reading ability and understand the passage better.How to master the important language points in this passage.Teaching Methods: Fast reading to get the general idea of the text.Careful reading to understand the passage better.Discussion to help the students understand what they’ve learned better.Explanation to help the students master some language points.Teaching Aids: A tape recorder.A multimedia.Teaching Procedures: Step 1 Greetings 1.Greet the whole class as usual.2.Check their home work if any Step 2 Reading T: Last time we learned about some differences between Chinese and British school life.Today we are going to read a passage by Wei Hua, who once studied in the UK.She will give us some detailed information about the school life in the UK.T: This is the first time to read a passage, so first let’s share some reading strategies: Reading strategies: skimming and scanning We skim a text when we want to get a general idea of what it is about.We look at the titles and headlines, the first and last sentences of paragraphs and the first and last paragraphs as well as pictures and charts to guess what the text is about.When we want to find certain information in a text quickly, we scan the text for key words and phrases dates, numbers, etc.We do not need to read the whole text word by word.T: Now let’s skim the text quickly and answer these questions.Hand up when you get the answers.(T show the questions on the screen.)1.How long did Wei Hua stay in Britain? 2.What was the name of Wei Hua’s class teacher? 3.What did Wei Hua make in her woodwork class? Suggested answers: 1.For one year.2.Mr Heywood.3.A small table.T: Now let’s read the passage again carefully to check the answers.Underline new words in the text.Meanwhile, some more questions are waiting for you.(First go through the questions so that they know what to find out.Give them a chance to discuss with their partners if they want)1.What time do British Schools usually begin? 2.What time do they usually end? 3.On average, how many students are there in a class in the UK? 4.Why did Wei Hua find her homework difficult at the beginning of her study in the UK? 5.On Tuesdays, what did Wei Hua do in evening? 6.What do British students usually eat after their main meal? 7.Which British city did Wei Hua go to?(Write down the new words the students have just listed.)(T may begin with the T/F questions orally and this is also a good time to test their listening abilities as well as their comprehension of the text.)T: First some true or false questions.If it is false, please try to correct it.1.Wei Hua likes the school hours in the UK.2.Chinese schools encourage students to work hard.3.Wei Hua ‘s favorite teacher was Miss Burke.4.British students have fixed classroom and classmates.5.British students can only study two languages: English and French.6.British students eat a lot of fruit.7.Wei Hua enjoyed playing football.Suggested answers: 1.9 a.m 2.3:39 p.m 3.About 29 4.Because all the homework was in English.5.She had an extra French class on Tuesday evening.6.Desserts.7.Manchester.(You may refer to football ot the football team there.)(You may have some links on the screen when you want to explain those useful expressions , or just explain those on the Bb listed by the students.)Language points : 1.experience n.[ U] He is an old teacher with much experience.c.f.He is an experienced teacher.n.[C] My grandfather likes to tell us about his wonderful experiences in the war time.v.During the war time , my grandfather experienced a hard time.2.as : since : because I could get up an hour later than usual as schools in China begin before 8 a.m.I felt lucky as all my teachers were very helpful.My English improved a lot as I used English every day.Cooking was really fun as I learned how to buy , prepare and cook food.3 sound link-v.The music sounds so pleasant.That sounds a good idea.I hope I don’t sound as if I’m criticizing you.It sounded like a train going under my house.4.average n.The average of 4, 5 and 9 is 6.These marks are well above / below average.On(the)average.We fail one student per year on average.Adj.The average age of the students is 16 in our class.Rainfall is about average for the time of year.v.This car averages 40 miles to the gallon.Meals average out at $ 10 per head.5.attend : go to 6.earn : get something because you have done something good.7.challenging : difficult in an interesting way that tests your ability 8.extra : more than usual 9.prepare : make something ready 10.drop : give up 11.desserts : sweet food eaten at the end of a meal.12.Present attributive clauses and illustrate them to the students: I sat next to a girl whose name was Diane.Step 3 Listening and Consolidation T:Now Let’s listen to the tape.You may follow it while listening,and please pay attention to your pronunciation.(The teacher plays the tape for the students to listen.After that the teacher gives the students a few minutes to read aloud the passage.Meanwhile,the teacher asks the students to try to remember some details.)T:Please turn to Page 5.Let’s do Exercise E.Complete the letter to Wei Hua using the words below.Suggested answers: 1.experiences 2.literature 3.desserts 4.headmaster 5.different 6.life 7.preparing Step 4 Discussion T:Now you’ve known much about Wei Hua’s school life in the UK.From the text we know that they have a variety of subjects to choose from.You may be quite puzzled whether it is necessary for senior students to learn some of them,such as so many languages and woodwork.Here let’s have a discussion:Should students learn more languages? Why or why not? What subjects would you like to take if you could choose? Why? T:Use the conwersation below as an example: A:What subjects do you like best and least? B:I really enjoy Woodwork and Art classes,because I like making things,but I ‘m not very good at History.A:I like English and Chinese best.Do you think we should learn more foreign languages? Perhaps we should learn….Step5 Summary and Homework T:Today we’ve learned a text about Wei Hua’s experience in the UK.First we learned some reading strategies:skimming and scanning.Master these and put them into use in future while reading.Through reading we know there are many differences both in the timetable and in the curriculum.Read the passage after class and get familiar with these language points.Have a further discussion with your partners about the topic in Part F.
第二篇：unit4 earthquake reading教案
Teaching Plan for Lesson 2, Unit 4, Book 1(Senior 1)Earthquakes
教学内容：Lesson 2 for unit 4 Earthquake 课 型：Reading 教学对象：51 students in class 9, senior 1 授课时间：40 minutes 授课教师：Zhou zhuoling
Learning Objectives: 1．Predict the possible contents of a text through the title.2．Skimming for main idea of the text.(From the whole text to each paragraph)3．Sum up the main idea of a paragraph by reading the topic sentences as well as key words or phrases.4．Scan for the detail information(when, where, what and result)by answering questions and filling in the blanks and chart.5．Understand the function of the data in reading.6．Be familiars with the key words and phrases: suffering, canal, burst, at an end, shock, rescue, million, mine, miner, shelter, useless, track, brick, extreme, survivor, trap, electricity, dig out.7．Understand the implied meaning of the text.(We can predict and prepare for the earthquake to reduce the loss, and we should never give up and be united when the disaster comes.)Teaching aids: PPT slides, blackboard Teaching Procedure Stage 1: Leading in(5 minutes)Step 1: Review last lesson.(2 minutes)(T: Class, what we have learned yesterday? T: Yesterday we have learned what may happen before an earthquake.What else? We learned how to protect ourselves in the earthquake.And we also learned what was happening during the earthquake.Step 2: Ss predict the content from the title.(3 minutes)(T: Let's turn to Page 26.Please look at the title of the reading, “ A night the earth didn’t sleep ” Why did the writer say so? What do you think of the title?
Step 3: T invites Ss to give their answers.(T: ** , what' s your understanding of the title.)
Step 4: T summarizes the Ss' opinions about their understanding of the title.(T: The earth didn't sleep in the night.That is to say, a big disaster may happen there.)(If Ss keep silent, T continues to say :)T: OK.It may be difficult to answer now.Please keep this question in mind.After we finish this lesson, I’d like you to give me your answers.)Stage 2: Fast reading.(8 minutes)Step 1: Skimming: Ss do fast reading to find out the main idea.(5 minutes)
(T: Now please read the text quickly, and find out the main idea of this reading.Please pay more attention to the first sentence in each paragraph and the time in the text.And then do the exercises on PPT.You have 3 minutes to go.Now begin.PPT: 1)What's the main idea of the text? The passage mainly talks about a(n)earthquake that happened in Tangshan in 1976.2)Match each paragraph with its main idea.Para.1 A.Damage caused by the earthquake.Para.2-3 B.Rescue after the earthquake.Para.4 C.Signs(迹象)before the earthquake.)Step 2: T checks Ss' answers and guides Ss to sum up the main idea of each paragraph by going through the topic sentences as well as the key words and phrase.(3 minutes)(T: This passage tells us an earthquake that happened in Tangshan in 1976.What's the topic sentence in Paragraph 1? What's the topic sentence in Paragraph 2? What's the topic sentence in Paragraph 3? What's the topic sentence in Paragraph 4?)Stage 3: Scanning(Careful reading).(21 minutes)Step 1: Ss read Para.1 and fill in the chart to show signs before the earthquake.(3 minutes)(T: Let's look at paragraph 1, what strange things happened before the earthquake? Read paragraph 1 quickly and fill in the blanks.You have 2 minutes to go.Now begin.)Chart: Time What happened?
People's reaction
Three days before the earthquakes
Well:_____ Nature walls:_____ crack:____
In the chicken & pig:__ countryside Animals mice:___ Fish: ____ People thought little of the quake and they were asleep as usual..At about 3:00 am July 28, 1976 See: _______ In the sky: Hear: _______
In the city: water pipes: ______)
Step 2: T checks Ss’ answers.(3 minutes)
(T: From which sentence can we know that the water rose and fell? What about walls? Where can we find the answer? What happened to the cracks? Read the sentence that tells us what happened to animals? T:.At about 3:00 am July 28, 1976, what can we see in the sky? What can hear in the sky? What happened to the water pipes? T: There were many strange things that happened before the earthquake.But did the people who lived in Tangshan pay more attention to it? How do you know?)
Step 3: Ss read Para.2-3 and fill in the blanks with data from the text.(3 minutes)(T: Let’s read the paragraph 2 and paragraph 3 quickly;try to find out the data in Para.2 and 3.You have 2 minutes.Let’s do it.)PPT: Para.2-3: Fill in the blanks with data(数据)from the text.² _1/3__ of the nation felt the earthquake.² A huge crack that was __8_ kilometers long and _30_ meters wide cut across houses.² In _15__terrible seconds a large city lay in ruins.² ___2/3__of the people died or were injured during the earthquake.² The number of the people who were killed or seriously injured reached more than _400,000_.² All the city's hospitals, _78%__ of its factories and buildings and _90%_ of its homes were gone.)
Step 3: Discussion: What are the functions(功能, 作用)of these data listed in the text?(2 minutes)(T: We can see that the author uses so many data in Para.2 and Para.3.Why does the author use these data? What is the function of these data listed in the text? Discuss with your classmates.PPT: What are the functions(功能, 作用)of these data listed in the text?)Step 4: T invites Ss to share their opinions.(2 minutes)Step 5: T summarizes Ss’ answers.(1 minute)
(T: From the data, we can see that the earthquake happened suddenly and it caused a great damage.)Step 5: T guides Ss to pay more attention to the damage of the second earthquake.(2 minutes)(T: Was there only one earthquake in Tangshan? When did the second quake hit the city? What was the result of that? Where can you find the answer?)
Step 5: T guides Ss to know more about the rescue after the earthquake.(4 minutes)(T: Great damage caused by the earthquake, Tangshan really suffered a lot from it.Was all hope lost? Which sentence tells us?)(T: Who came to help Tangshan first? Please read last paragraph as quickly as you can and do the exercises on the PPT.You have 2 minutes to do it.One , two, begin.)PPT: Q 1: What did the army do? ² The army sent _______ to Tangshan to help _______.² They organized teams to _____ those who were______.² They also rescued ____ from the coal mines there.Q 2: What did the rescue workers do? ² They built ____ for survivors whose homes had been destroyed.)Q 3: What other help did the survivors get? ² ____ was taken to the city by train and plane.Step 6: T checks Ss’ answers.(1 minute)
Stage 4: Post reading: Summary and homework(6 minutes)Step 1: Free talk: What should we do when we face the disaster?(5 minutes)(T: Class, when we face the disaster, what should we do? T: We should be united, we should never give up, we should help each other, we should challenge ourselves.)
Step 2: Homework:(1 minute)1.Retell the story according to the time.2.Underline the difficult phrases and sentences.
第三篇：Unit 2 Reading 教案2
Unit 2 What is happiness to you?教案2
Reading
Teaching goals 教学目标 1.Target language 目标语言 a.重点词汇和短语
injure, struggle, in hospital, apart from, devote oneself to, rush, cheer up, overcome, accomplish, in good spirits, adapt, inspire, across the world.b.重点句子
Now, she finds happiness, through reaching much smaller goals, and through the love of the people around her.In 1998, a small accident during one of her practice vaults at the Goodwill Games could have cost her future happiness.She was rushed to a top hospital in New York and specialists from many parts of the world said that because of her severe injuries, she would never walk again.Everyone who saw her, from nurses to famous visitors like Leonardo DiCaprio from the film Titanic, who went to see her in the hospital to cheer her up, all said she was in good spirits.2.Ability goals 能力目标
Enable the students to talk about the story about Sang Lan and learn how to read an interview.3.Learning ability goals 学能目标
Help the students learn how to talk about disabled people who have got great achievement and also how to read an interview.Teaching important and difficult points 教学重难点 Talk about Sang Lan’s story and how to read an interview.Teaching methods 教学方法 Fast reading, careful reading, and discussion.Teaching aids 教具准备 A tape recorder and a multimedia.Teaching procedures and ways 教学过程与方式
Step Ⅰ Greetings and Lead-in Greet the students as usual and get them to review what they have talked about in the last period.T: Do you remember what we talked about last time? Ss: Yes.We talked about happiness and how to become happy by discussing six pictures.T: Yes, that’s it.Usually, we become unhappy because of this or that, and can cheer up again with the help of our friends or parents.But have you ever thought about the disabled? S: They suffer a lot both physically and mentally.S: I think it is very difficult for them to do things.S: We should help them.…
T: Quite right!However, there are many disabled people, who defeated unexpected difficulties and succeeded finally and set good examples to us.Can you give me some examples? S: Sima Qian in western Han Dynasty composed Shih Chi.S: Sun Zi, whose feet were cut, wrote the Art of War.S: Hellen Keller, who lost eyesight and hearing, entered Harvard and Cambridge to study and became a great writer and educator.…
T: Well done!All these people encourage us so much.And if you suffered from what they had experienced, what would you do? S: I would push for success.S: I would do something I can to make my life colourful.S: I wanted to learn something.S: I would do something to help others.I always believe helping others can make us happy.T: Great!All of you hold positive attitudes towards this.And today we will read an interview.The main character in the interview is Sang Lan.Do you know anything about her? S: I know she was once a gymnast.T: Yes, what’s more?
S: She had an accident during one of her practice vaults and got injured severely.T: That is a shock to everyone.How did she overcome the difficulties, and how is she now? Let’s move to the text.Step Ⅱ Fast-reading Get the students to read the text quickly and find out the answers to the questions in Part A.T: Now go through the text quickly, and answer the questions in Part A.A few minutes later.T: Now who would like to answer the questions? S: The topic of the TV interview is about the search for happiness.T: That’s right.Next question: What’s the name of the psychologist? S: The psychologist’s name is Dr.Brain.T: Good.The last question: When and where was Sang Lan born? S: She was born in Ningbo, China in 1981.Step Ⅲ Careful-reading Get the students to read the text carefully and learn more detailed information and then do Exercise C.T: You have done a very good job in answering the three questions.And now I will give you some more minutes to read the text carefully.Then try to do True or False questions in C1 on Page 20.If the statement is wrong, please try to correct it.Several minutes later, check the answers together.T: Excellent!You have done a very good job.Step Ⅳ Post-reading Get the students to do Exercises C2, D, E and F.T: Now you have got a better understanding of the text.Next, let’s do some exercises.First, ask the students to glance at Exercise C2 and D, the read Reading part again to finish them.Several minutes later.Check the answers together.T: Well done!Now let’s look at Exercise E.This is a newspaper article about Sang Lan.I will give you several minutes to complete the article.Several minutes later.T: Shall we check the answers now? I will ask some of you to read the article first.Ask some students to read the article and check the answers together.T: Well done!Next let’s talk about Exercise F in pairs, and later I’ll ask some of you to show us your dialogue.Are you clear? Ss: Yes!Give the students enough time to do that.Then check the answers.Sample dialogue: A: Have you ever heard about the story of Sang Lan? B: Yes, of course!She is very famous in gymnastics, which is a dangerous sport, only top athletes should be allowed to try the most difficult moves.A: Why do you think so? B: Because these athletes, who could be chosen to take part in the international games, must be talents in this field.They are trained professionally and practice almost day and night, bearing tiredness, hardship, and other things that we have never thought about.A: I do think so.But I also think that even though we can not be the top athletes in the world, training hard at a sport can make us more hard-working in other areas of our life.B: I can’t agree more.Training hard at a sport not only helps us build up our determination, challenge various difficulties bravely, and also helps us learn to collaborate with other team members.A: Yes.From the story of Sang Lan, we can find that the sport spirit can help her hold a positive attitude towards her life and the world.B: So, she keeps busy and thinks about positive things to enrich her life.A: By doing so, she will think little about herself and more about others.When she recalls all these meaningful things she has done, she’ll be very happy.B: Quite right!
Step V Discussion Enable the students to talk about their experiences to overcome the difficulties and become happy.T: Up to now, we have learned the story about Sang Lan and her struggle for happiness.And what can we learn from her? Next, combine your own experience and discuss the questions with your partners.I will give you some minutes to finish the task.Show the students the following questions.1.Have you ever had some painful experiences? 2.If you have, how did you search for your happiness? Give the students some time to discuss the questions in groups of four.During this period, the teacher may go into the students to give them help if necessary.After several minutes, check the answers.T: Well, time is up.Have you finished the discussion? Ss: Yes.T: OK.I’ll ask some of you to tell your stories.S: When I was twelve years old, I had a bad accident.I was knocked over by a car.After two months of treatment, I was nearly recovered.But I couldn’t stand up easily.So I had to sit in the wheelchair.It was a shock to me.I was so afraid to become disabled.During that period of time, I felt very frustrated.Fortunately, my parents and my friends gave me much encouragement.They spared every free minute to stay with me and help me do exercise.Because of their encouragement and help, I cheered up again.I was determined to stand up again.Now I am as healthy as the others.After that experience, I realised that be optimistic, and everything will become better.T: Very good.You are brave.I believe in the future nothing will stop you.You will have a bright future.S2: To me, the most painful experience was the first month in the school.My home is far from here, so I had to be in residence(住校).I could meet my parents once a week.I felt so lonely.Everything was new to me.In that month, my study fell behind sharply.However, I thought, I couldn’t be like that any more.My aim was to get further education, not to miss my parents.So I concentrated on study.In my spare time, I tried to talk with my classmates and made friends with them.Everything became better and better afterwards.S: The painful experience I had was my failure in one exam.I had never failed in any exams before.That time I felt frustrated and even lost heart in my study.After a talk with my teacher, I realized: No pains, no gains.I looked back upon my attitude towards study before.Even the easiest things will become hard for you if you don’t try.So now I try my best to do everything.The results turn out that my effort is not in vain.I feel satisfied and happy.T: Good!You have expressed yourselves very clearly.Step Ⅵ Text analysis Help the students learn something about interview.T: The text we learned today is an interview.Can you tell me how to read an interview? S: First I will get the topic of the interview.And then I will read the questions and answers carefully.T: Good!Let’s read a reading strategy to know how to read an interview.Please open your books to Page 19.After several minutes.T: Can you tell me what an interview is? S: An interview takes place when one person asks another person a series of questions on a topic.T: When reading an interview, what is important for us to do? S: It is important to carefully scan the first paragraph to find out the topic of the interview.T: What should we do after that? S: Then we should carefully read each question and try to fully understand the question before reading the interviewee’s response.T: If we want to get a better understanding of the topic, what should we do? S: We should pay special attention to the answer to the question.T: Thank you, very good.In this class, we learned Sang Lan’s search for happiness and we also learned how to read an interview.Everyone did a very good job.Class is over.Step Ⅶ Homework
1.Remember the new words and expressions.2.Retell the text.
第四篇：U1L2 Reading (I) 教案
英语（九年级上册）Unit 1 Know yourself
Reading(I)
通州金郊初中 曹群
I.Teaching aims and learning objectives By the end of the lesson, students should be able to: 1.read the article about jobs and personalities;2.guess the meanings of the new words from the context;3.identify the main idea of each paragraph in the passage by skimming;4.describe the four people’s jobs and personalities by detailed reading;
II.Teaching contents 1.New words and phrases: born, impress, sculpture, praise, sales department, general, race, either
or, lead, take the lead, fall behind, challenge, chief, high-speed, connect, connect to/with, miss, as good as, attention, pay attention to, standard, pioneer, surgeon, carelessness, extra, devote, respect, suitable, partner
2.New structures: Life is like a race.You either take the lead or fall behind.A miss is as good as a mile.As a doctor, you can’t be too careful.III.Focus of the lesson and predicted area of difficulty 1.Read the passage in different ways;2.Describe four people’s jobs and personalities by detailed reading.IV.Teaching procedures Step 1 Warming-up Free talk
T: Today, we’ll meet some outstanding people.They like their jobs very much.Now show me your ideas, what kind of person are they?
【设计意图：引入名人图片，在自然交流中，激活学生头脑中关于人的个性的词汇，并由此渗透personalities 和jobs之间的关系，有效激发学生参与课堂的兴趣。】
Step 2 Pre-reading
1.Watch a video
T: Who is this man? Let’s watch a video first.T: You know him very well.He is the pioneer of Alibaba.He is devoting most of his time to it.He says, “If not now, when? If not me, who?” Any time he is ready to take on new challenges.He always works to high standards.Now he is one of the richest in China.So people often say he is a born businessman.【设计意图：马云对学生来说可谓非常熟悉，他也是很多学生的偶像，通过播放他的视频激活学生思维及认知，快速切入主题。在此基础上借助图片创设微型语境，以词块的形式呈现部分生词pioneer, challenges, devote … to, standard, born …，帮助学生扫除一定的阅读障碍。】 2.Prediction T: Look at these pictures from Sunshine Town.They are also outstanding in their fields.Would you please guess what their jobs are? 【设计意图：根据人物图片预测他们的职业，使学生产生阅读期待，激发学生了解文本内容的欲望。】
Step 3 While-reading 1.Skimming
T: Now please look through the text quickly and check if you have made the right prediction, also try to find what they think of their jobs.T: Yes, Wu Wei is an artist, Su Ning is a manager, Liu Tao is an engineer, and Fang Yuan is a doctor.What do they think of their jobs? T: Yeah, they are happy with their jobs.How can you get the information quickly? T: Great!Pay attention to the title and the pictures while reading.【设计意图：根据人物介绍类的文本特点让学生通过快读，验证自己的猜测，获取文章主要信息。让学生自我感悟并浏览标题和插图是获取文章主要信息的捷径。】 2.Scanning Passage 1:
(1)Read and answer T: Now let’s read Passage 1 more carefully and answer two questions: What does Wu Wei’s best friend think of him? What has won Wu Wei high praise from the art community? T: Yes, his best friend said, “He is a born artist.He’s quiet and doesn’t like to talk much, but his work shouts.” And his sculptures for Sunshine Town Square have won high praise from the art community.【设计意图：通过两个“wh-questions”来引导学生对第一段文本展开细读，培养学生获取细节信息的能力。】(2)Read and guess
T: Good job!Let’s do some guessing work.What does “his work shouts” mean here? T: Yes, that is to say his work is wonderful.Then what about “praise”? What does it mean? T: Excellent!How can we guess the meaning of new words? T: I agree.Circle some key words before and after the new word or the sentence.It’s possible to find its meaning.【设计意图：猜测文本中典型句子和生词的意思，师生共同总结解决方法，可以有效地培养学生猜词悟义的能力。】(3)Read and think
T: Wu Wei said, “I want to share the best art with people, so I’m always searching for something better or different.This in itself is great fun.” What can you infer from it? T: I love all your ideas.He is so creative and of course he is happy with his job.【设计意图：利用文本中的原话来解读人物，加深学生对人物的理解，同时半开放式的提问可以逐步提升学生的思考以及推理判断能力。】 Passage 2: Read and finish T: Find out some information about Su Ning’s past and present.five years ago
• was an __________ • only worked with ______ • made me _______
(accountant, numbers, unhappy)now • is a general manager • is active and _________ • love working with ________ • is ready to take on ________ any time
(energetic, people, challenges)【设计意图：让学生对比苏宁过去与现在的工作，使其对“要找适合自己性格的工作”有更深的理解。】 Passage 3: Read and practice T: Next let’s come close to Liu Hao.A question for you, in what aspects can we introduce A person? T: Yes, job and personality.Please read through passage 3 carefully and find out some specific information about Liu Hao.T: Now let’s finish the flow chart together.He is the chief engineer of the high-speed railway.He pays attention to every detail.He is serious, well organized and modest.He always works to
high standards.What’s more, he is easy to work with.In a word, he is happy with his job.【设计意图：通过引导学生说出介绍人物可以从哪几个方面入手并让学生阅读后填写流程图的方式，使学生掌握此类文本的结构。此环节同时也训练了学生利用指示词去寻找特定信息的扫读能力。】 Passage 4：
An interview between groups T: Read through Passage 4 and do an interview with Fang Yuan in pairs.Try to ask more questions and give detailed answers.The team which gets the most stars will be the winner.【设计意图：通过前面对三个人物的分析理解，学生已经储备了一定的提问能力，通过组际之间采访的方式加深学生对人物细节的理解。竞争性的活动能够提高学生的参与率。】 3.Further reading(1)Thinking T: What do the sentences mean? Choose the right Chinese meaning, and try to find out some supporting sentences. Life is like a race.You either take the lead or fall behind. A miss is as good as a mile. As a doctor, you can’t be too careful.【设计意图: 通过品读谚语帮助学生加深对人物个性特征的理解，仿写活动可开发学生的想象力，同时引导学生明白“不进则退”、“细节决定成败”等道理，达到既育智又育人的目的。】(2)Listen and circle T: Now I’ve collected many words about their personalities.Please circle them in your books and try to match the words with the four persons.T: OK, Wu Wei is quiet and creative.Su Ning is active and energetic.Liu Tao is serious, organized and modest.Fang Yuan is kind, patient and careful.Different people have different personalities, and they also have different jobs.Are the jobs suitable for them? Why? You may use the sentences in the text to support your ideas.【设计意图：抓住人物个性特征这条线索让学生再次回归全文，通过寻找对应人物个性的词来判断个性与职业之间的关系，为下面的活动环节作铺垫。】
Step 4 Post-reading 1.Listen and advise T: The four persons here are all happy with their present jobs, and the jobs are suitable for them.Now let’s listen to a short conversation from Cindy, Stone and Tiantian.Write down their future jobs.T: Stone would like to be an engineer, Cindy hopes to be an artist, and Tiantian prefers to be a manager.Would you please give them some advice so that their personalities can match the job requirements.【设计意图：选择综艺节目《爸爸去哪儿》中的三个人物，借用文本中的语言创设对话情境，让学生记录下三人的职业理想，并提出完善性格的建议，引导学生灵活运用所学语言并融入自己的思维，进行整体输出。进一步明确个性特征和工作之间的关系，从而学会选择自己的未来。】
2.Share and report T: It’s your turn to talk about yourselves.Think about what job you want to do in the future and if your personality matches the job requirements.You can share your ideas in groups, and then speak in front of the class.T: I hope you all can have a bright future.In your daily life, you should form good personalities to get ready for the future job.I believe finally you can be the one that you want to be.【设计意图：由学习他人回归到学生自身信息，拓展性运用要求学生运用所学描述自己的性格与未来工作的设想。通过分享及展示，充分体现了英语的语用价值。最终教师寄语学生，升华文本主题。】
V.Homework 1.Search more articles about people who are outstanding in their fields and try to make notes.2.Finish your own article about jobs and personalities and read it to your friend.
第五篇：Unit3 A healthy life reading教案
Unit3 A healthy life
蔡秋莲
Step 1 Warming-up Show some pictures on the computer(Directions): Looking at the following pictures and answer:（1）、What are they doing ?（2）、Which are healthy activities while which are unhealthy activities?(Ask the students to describe the pictures using their own words)Straightforward description: Picture 1: They are singing.Healthy Picture 2: Playing cell phone lying on bed.Unhealthy Picture 3: They are dancing.Healthy Picture 4: They are playing basketball.Healthy Picture 5: They are eating too much or overeating.Unhealthy Picture 6: They are do yoga.Healthy Picture 7: They are smoking.Unhealthy Step 2 Pre-reading Discussion: 1.Since you have a better understanding of health, I am wondering if any of you smoke? If you have, have you ever tried to stop?
2.Why do you think some adolescents start smoking? Possible answer: Some adolescents start smoking because they are falsely influenced by some media.Some think it's cool.Maybe some want to lighten some stress.3.Where could you get good advice on stopping smoking if you want to stop smoking or give some suggestions to your friend? Possible answer: From the internet;from our teachers;from our parents and so on.Step 3 Reading Part 1 Useful words and expressions.due to 由于
be addicted to / addict oneself to 沉迷于…… be accustomed to习惯于 automatically 自主地 mentally 心理上地 abnormal 反常的 Part 2 Fast reading.Tick what has been written in the passage.Jame’s grandpa’s recent life√
the ways to become addicted to cigarettes√ different types of cigarettes√ harmful effects of smoking benefits of smoking suggestions to quit smoking√ Part 3 Careful reading.Scan the text and choose the best answer according to the text.1．Why did the grandfather write this letter?(A)A．To help his grandson to give up smoking.B．To give him some advice on how to keep fit.C．To share his experience of getting on the Internet.D．To tell him to focus on study.2．What can we learn about the grandfather from the text?(D)A.He will take part in a long bike ride.B.He rides his bike 20 kilometers every day.C.He celebrate his 82nd birthday two weeks ago.D.He has a very healthy lifestyle.3．In what way did the old man try to persuade his grandson to give up smoking?(D)A．Using scientific theory.B．His failure in love.C．His sports activity.D．His own experience.4．From the passage，we can learn James’ grandfather has the following characteristics EXCEPT being __(D)______.A．determined B．energetic C．thoughtful
D．out of date 5.What is NOT included in the advice about stop smoking on the internet?(C)A.Relax.B.Determination.C.Courage.D.Get help from others.Step 4 Post-reading Summary.Jame’s granddad wrote to help James 1____ smoking.Jame’s granddad once became 2____(addict)to cigarettes in three ways.His body was accustomed to 3____(have)nicotine.He began to do it automatically and became 4____(mental)addicted.But he finally managed to stop 5____ realizing the harmful effects of 6_____.He also told James that smoking did harm to heart and 7____(lung)and that it was more difficult for smoking couples to become pregnant.So he gave James some 8____(advise)and encourage him not to be 9 ___(disappoint).10____ he kept trying, he would succeed eventually.1.quit/ stop 2.addicted
3.having
4.mentally
5.when
6.it/smoking
7.lungs
8.advice
9.disappointed
10.If Step 5 Homework Suppose your father is a smoker, how will you persuade him to quit smoking? Some words you may use in your composition healthy
cause lung cancer
cough badly
heavy smoker
be harmful to
smell terrible
be addicted to
It’s no good(doing)
a waste of money
cause fire
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