book3unit2教案

b o o k3u n i t2教案(总8页)

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授课题目：Unit 2—Section A Swimming Through Fear

授课时间：第_____周

授课类型：理论课

授课时数：____课时

教学目的：

After finishing this unit, students will be able to:

1.To talk about how to beat fear

2.To further understand the text

3.To apply the phrases and patterns

4.To master the essay writing skill

教学重点和难点：

1.To talk about how to beat fear

2. To understand the text fully

3. To apply the phrases and patterns

4. To master the narrative essay writing skill

教学方法和手段：

Various kinds of teaching methods are used:

1.Teaching in class. Explain the profound theoretical knowledge in class;

2.Case study. Provide case study during teaching, and make the students to discuss about the case;

3.Bilingual and full English teaching;

4.Learner-centered approach; situational & communicative method;

5.Project-based approach

教学内容和过程：

Section A Swimming Through Fear

Pre-reading Activities

Step 1. Greetings

Greet the whole class warmly.

Step 2. Lead-in and preparation for reading

Quotes:

You gain strength, courage and confidence by every experience in

which you really stop to look fear in the face. You are able to say

to yourself, “I lived through this horror. I can take the next thing

that comes along.”

— Eleanor Roosevelt

Don’t fear failure so much that you refuse to try new things. The

saddest summary of a life contains three descriptions: could have,

might have, and should have.

— Louis E. Boone

Let them talk to each other about the following questions:

1. Look at the following pictures, what are these people afraid of?

2. Did you have a fear of something before If so, how did you

overcome it

Listen to a story about Jack’s fear and decide whether the

following statements are T (true) or F (false).

1. When Jack gets into bed, he thinks there’s somebody hiding under

the bed.

2. As Jack lies under the bed, there must be somebody sleeping on top

of it.

3. The doctor asks Jack to see him three times a week for two years

to cure his fears.

4. The doctor charges Jack $200 a visit.

5. Jack is willing to pay the amount the doctor charges.

Cultural background

Questions Previewing

1. Have you ever heard about Mediterranean Sea What do you know about

it

• an intercontinental sea;

• stretches from the Atlantic Ocean;

• surrounded by the Mediterranean region;

• enclosed by land: on the north by Europe, on the south by Africa,

and on the east by Asia;

• pleasant climate, beautiful coastline, rich history and diverse culture.

2. Do you know what is “rip current” How to escape from rip current Rip Current:

a narrow, powerful current of water running perpendicular to the beach, out into the ocean

How to escape from rip current:

• swim sideways, parallel to the beach;

• get you out of the narrow outward current;

• wait until the current carries you past the sandbar.

Step 3. Fast reading

Ask the Students to read the passage as quickly as they can and then answer the

questions on the screen. Let them get the main idea of each paragraph and make clear

about the text structure.

Text structure: ( structured writing ) The passage can be divided

into 3 parts.

Part I — (Paras. 1- 3)

On a tour of France, I saw the Mediterranean Sea, but the rip currents scared me. And it reminded me that I developed a fear of water due to the experience of last summer and since then, the fear wouldn’t recede.

Part II — Paras. 4-17

When I saw a boy drowning amid the waves, I was in a mental and emotional struggle whether I should save him because I was extremely terrified of water. After my fierce struggle, I made the single big decision: to threw myself into the water. I finally reached the boy and had him under control; but when I swam back toward shore, the rip current was forcibly dragging us out to sea. I tried to remember how to escape from a rip current, and with that, I slowly made my way to safety, thus conquering my inner fear of water as well.

Part III — (Paras. 18-19)

I was relaxed and happy in a moment of triumph and salvation.

Purpose : Improve the students ’ reading and writing ability and

understand the general idea of each paragraph.

Method : Read the text individually and talk in groups; Use task-based

language teaching method, reading approach, communicative approach and total physical response method.

Step 4: While-reading Activities

Students are required to look at the Words and Phrases on the screen and give a brief presentation in class.

Words and Phrases:

Purpose: Train the Students’ ability of understandi ng and using foreign language.

Method: Talk in groups, Use task-based language teaching method, communicative approach and total physical response method.

Practical phrases

1. deem sth. important 认为……重要

别人认为重要的，并不能作为你确定目标的根据。只有你自己才知道，什么东西对你最重要。

Don’t set your goals by what other people deem important. Only you know what is important to you.

2. pop up 突然出现；冒出来

这几年中国的亿万富豪频繁出现在《福布斯》杂志排行榜上。

For years, Chinese billionaires began to pop up most frequently in Forbes magazine.

3. be paralyzed with 使丧失思考能力，使呆若木鸡

大多数人都害怕公共演说。一想到要独自站在一大群听众面前讲话就会吓得不知所措。

Most people fear public speaking. They are always paralyzed with the thought of standing alone in front of and speaking to a large audience.

4. plow through sth. 艰难费力的通过

为了收集论文资料，我只好啃了几十本经济学的旧书。

In order to gather material for my thesis, I had to plow through dozens of old books on economics.

5. throw oneself into / at / on / down 突然猛力地冲进/扑向/跳到/扑倒等

小男孩一见到自己的母亲，马上扑进了她的怀抱。

Seeing his mother, the boy threw himself into her arms.

6. make one’s way 行进（尤指艰难地，或需要很长时间时）

他没有努力上进的决心。

He doesn’t have the determination to make his way in the world.

Step 5: Typical patterns:

Purpose: Further understand the text （Train further reading ability） to find out some difficult sentences and details of the text.

Method: Read the text together; Use task-based language teaching method, reading approach, communicative approach, grammar-translation approach and total physical response method.

Functional patterns

世界上最让人困扰的就是自己的心境。

Nothing in the world can bother you as much as your own mind.

2. And, as we made our way to safety I realized something incredible: I was no longer afraid. (Para. 16, L1)

当我们对智能技术上瘾后，令人深思的是：面对面交流已不复存在，朋友之间已成陌路。

As we get addicted to the smart technologies, we realized something thought-provoking: we no longer have the face-to-face communication and become strangers to our friends.

3. I looked out to the sea. Weary as I was, the water had never

looked so beautiful. (Para. 19, L4)

虽已疲惫不堪，但放眼大海，我感觉海水比任何时候看起来都更美。

Plain-looking as she was, she had never looked so graceful and beautiful.

Language appreciation

a. I glimpsed something moving up and down amid the waves, past the end of the jetty. I gasped, realizing the catastrophe with horror. That ’s a little boy out there! (Para. 7, L1)

我瞥见防波堤尽头的海浪中有个东西在上下浮动。我惊恐地意识到大事不妙，倒吸了一口凉气，那居然是个小男孩！

b. As soon as I jumped in, I felt like I was back in that pool, breathless, struggling, terrified. (Para. 12, L4)

一跳进水里，我感觉仿佛又回到了当年的那个游泳池，我喘不过气，拼命挣扎，惊恐万分。

c. On the brink of collapse, I stopped fighting, just letting myself go. My hand hit the jetty. It was like an electric shock that brought me back to my senses. (Para. 18, L1)

我全身都快虚脱了，我不再划水，就这样放松自己顺水而漂。我的手碰上了防波堤，仿佛触电一般，我重新恢复了神志。

d. I felt strong arms lift m

e. I ascended not only from the sea onto the secure rocks of the jetty — but also to my salvation, leaving

behind the terrible fear that had gripped me for so long. (Para. 19,

L1)

我感觉到强壮有力的手臂将我托起。我不仅从海里爬上防波堤的磐石，而且完

成了自我拯救，摆脱了困扰已久的恐惧。

Step 6. Consolidation

Retell the passage according to the topic sentences.

Purpose: To know if the students understand the whole text. At the same time, To show the text structure on the screen, so

that they can retell it easily.

Method: Read the text structure together; Use task-based language teaching method, reading approach, communicative approach and

total physical response method.

Summary of the text

Swimming through fear

On a tour of France, I saw the Mediterranean Sea, but the rip currents scared me. And it reminded me that I developed a fear of water due to the experience of last summer and since then, the fear wouldn’t recede.

When I saw a boy drowning amid the waves, I was in a mental and emotional struggle whether I should save him because I was extremely terrified of water. After my fierce struggle, I made the single big decision: to threw myself into the water. I finally reached the boy and had him under control; but when I swam back toward shore, the rip current was forcibly dragging us out to sea.

I tried to remember how to escape from a rip current, and with that, I slowly made my way to safety, thus conquering my inner fear

of water as well. I was conquering and happy in a moment of triumph and salvation.

Step 7. Discussion

Critical thinking

Theme exploration

1. Why do people have inner fear of something such as spiders, snakes, water, heights, flying in airplanes, death, etc.

are your suggestions to a young man who gives up at the last minute when he is going to ask a girl on a date?

3. Does psychological fear produce any positive aspects in people’s life If yes, what are they

Step 8. Translation Practice

(student-centered; interaction between teacher and students)

1. Exercise:

Page46

2. Goup Work:

ask students to do the work by groups

3.Presentation:

Invite several group representatives to do a presentation of

translation.

Step 9. Skim reading section B

Group Work

Ask students to read this text by themselves and answer the following questions by group work:

1.What does “knowing grins” imply (Page 48)

2.What does the news provided by the pilot imply (Page 48)

3.What does the last sentence “The mother’s gaze held the

child so fixed and

intent…”imply (Page 49)

4.What implication can you draw from this paragraph (Page 50) Step 10. Assignments

Review the key points of Section A;

Finish the exercises after class;

Finish online homework;

Preview Section B.

Writing Topic: Slow down

You can follow the outline given below.

Introduction: Thesis statement: We shouldn’t go through life so fast that we have little time to care for other people.

Exposition:

Setting: A young and successful executive was traveling down a neighborhood street, going a bit too fast in his new Jaguar (捷豹). Conflict: A brick smashed into the car’s side door, and the angry executive grabbed a kid for smashing his car.

Development:

Rising action: The boy explained that he just needed his help because his brother fell out of the wheelchair, and he couldn’t lift him up by himself.

Climax: Moved beyond words, the driver tried to swallow the rapidly swelling lump in his throat.

Falling action: The young man hurriedly helped lift the handicapped boy back into the wheelchair, then took out his fancy handkerchief and gently cleaned the boy’s fresh scrapes and cuts.

Conclusion:

Resolution: The driver never bothered to repair the damaged side door and used it as a reminder of what he had learned from this experience.

课后小结：

book3unit2教案

b o o k3u n i t2教案(总8页) --本页仅作为文档封面，使用时请直接删除即可-- --内页可以根据需求调整合适字体及大小--

授课题目：Unit 2—Section A Swimming Through Fear 授课时间：第_____周 授课类型：理论课 授课时数：____课时 教学目的： After finishing this unit, students will be able to: 1.To talk about how to beat fear 2.To further understand the text 3.To apply the phrases and patterns 4.To master the essay writing skill 教学重点和难点： 1.To talk about how to beat fear 2. To understand the text fully 3. To apply the phrases and patterns 4. To master the narrative essay writing skill 教学方法和手段： Various kinds of teaching methods are used: 1.Teaching in class. Explain the profound theoretical knowledge in class; 2.Case study. Provide case study during teaching, and make the students to discuss about the case; 3.Bilingual and full English teaching; 4.Learner-centered approach; situational & communicative method; 5.Project-based approach

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授课题目：Unit 2—Section A Swimming Through Fear 授课时间：第_____周 授课类型：理论课 授课时数：____课时 教学目的： After finishing this unit, students will be able to: 1.To talk about how to beat fear 2.To further understand the text 3.To apply the phrases and patterns 4.To master the essay writing skill 教学重点和难点： 1.To talk about how to beat fear 2. To understand the text fully 3. To apply the phrases and patterns 4. To master the narrative essay writing skill 教学方法和手段： Various kinds of teaching methods are used: 1.Teaching in class. Explain the profound theoretical knowledge in class; 2.Case study. Provide case study during teaching, and make the students to discuss about the case; 3.Bilingual and full English teaching; 4.Learner-centered approach; situational & communicative method; 5.Project-based approach

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Interpretation of Unit 2Reading and Thinking ■Mother of Ten Thousand Babies Good afternoon,my distinguished judge I 、m number 5 English teacher. Now I will write the topic of my lesson on the blackboard, OK?(板书课题) Now lef s come to the first part: Teaching Material ( Part 1) The content of my lesson is New Senior English for China BookUnit ・ This unit is about (topics). By studying of this unit, well enable students to know. It starts (structures). Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit (or the book). Presentation Contents .Analysis of teaching materials Part 1 Talk about the teaching goal and the core accomplishment 1.语言能力 (Language Skills):2.学习能力(Learning Ability ) :3.文化意识(Cultural Awareness):4.思维晶质(Thinking Quality ): After studying the teaching material, the teaching aims are the followings:(Part2) 1 .Knowledge objects (知识目标：词汇，句型,语法，课文内容) (1 )The Ss can understand the new words, phrases, sentence patterns, and the structure of the text. (2)The Ss can understand the content of this lesson. (3) The Ss can use the sentences and the knowledge they've learned to express their thoughts in the thinking and discussion situation/part. 2 .Ability objects ( 技能目标) (1) To develop the Ss' abilities of listening, speaking, reading and writing (2) To develop the Ss' abilities of working in groups. (3) To improve the Ss' ability of reading, especially their skimming and scanning ability. 3 .Emotional objects (情感目标) By completing the task, the Ss can set up self-confidence in English leaning. Part 5.Talk about teaching methods Part 6/l alk about teaching preparation Part 7.Talk about the teaching procedures Part 8.Blackboard design Part 9. l eaching reflection

小学四年级英语Book3Unit2MySchoolbag

Book3Unit2MySchoolbag 四年级英语教案 ●一、teaching aims and demands 1. goals for knowledge （1）、能听、说、认读单词Englishbook，chinese book，math book，story-book，notebook，schoolbag. （2）、能听懂指示语，并按照指令做出相应的动作，如：put your pencil in your desk. 2. goals for their abilities （1）、能用所学单词简单介绍自己的各种书，并能学会询问书的名称和数量。 （2）、能够让同学、朋友听懂自己的指令，让其把所指物品放到正确的位置。 3.goals for feelings , methods and culture 情感、策略、文化等有关目标 （1）、培养学生集中注意力，认真观察的学习习惯。 （2）、培养学生热爱书本、爱护书本的好习惯。 ●二、main points and difficulties: 教学重点：掌握各种教材图书的名称：Englishbook，chinese book，math book，story-book，notebook，schoolbag，以及单数和复数的区分。

教学难点：“听指令、做动作”，要求老师在正确师范的基础上引导学生最终自主地做出相应的动作。 ●三、 teaching preparations 1、教师准备一个书包及相关的书本：语文书、英语书、数学书、故事书和笔记本。 2、教师准备一台录音机和相关录音带。 3、学生准备一个书包，里面装有各种书本以及铅笔盒、铅笔、橡皮等相关学习用品。 ●四、teaching steps step 1.warm up task1. greeting：good morning，boys and girls，i’m your new friend miss chen. nice to meet you. （设计意图：教师通过自我介绍和问候，与学生拉近距离，营造和谐的教学氛围。） task2. free-talk：what’s this?(it’s a pencil.)\how many pencils do you have? \what’s in your pencil-case? （设计意图：通过询问所学学习用品，帮助学生复习各种学习用品的名称和数量，为本课时新授课的教学做铺垫。） task3. let’s do: open your pencil-case. show me your sharpener. close your book. carry your bag. go to school.

2019-2020年高中英语 Book3Unit 2 Healthy eacting Book教案 新人教版必修3

2019-2020年高中英语 Book3Unit 2 Healthy eacting Book教案新人 教版必修3 Ⅰ.key phrases 1.保持苗条stay slim 2．谋生earn one’s living 3．怒视glare at 4．负责in debt 5.向某人许诺make a promise to sb 6.消灭get rid of 7.避免做某事avoid doing 8.讨厌做某事be/get tired of 9.进行锻炼take exercise 10.大量的钱a large amount of money 11.感到诅丧feel frustrated 12.平衡的饮食a balanced diet 13.说慌tell lies 14.把…结合起来bine A with B Ⅱ.key pounts in detail 1.benefit vt/vi benefit sb/sth使…受益vt benefit from/by…从…中受益vi eg.1.你的建议使我受益益浅。 Your advice benefits me. or I benefit from your advice. n.利益好处 of great/much/little benefit (to)…(对…有好/没有好处) eg.1.据说瑜伽对人体健康有很大好处。 be beneficial to对……受益 for the benefit of为……的利益 2.limit vt限，限定，limi t…to…把…限制在…内

eg.1.我们必须设法限制我们的开支。 We must try to limit our expense. eg.2.请尽量在10分钟之内把话说完。 Please, limit your talk to 10 mimutes. n.界限，限度speed limit 速度、限制 There is a limit t o…对…的限制 There is a limit to one’s life ,but no limit to serving the people. 人的生命是有限的，为人民服务是无限的。 我为你做的事是有限度的。 There is a limit to what I do for you. 派生词： limited 有限的→ limitless 无限的 limitation 局限，缺陷 without limit无限地 3．curiosity n.好奇心 eg.1.I have veny little curiosity about her private life. 我对她的私生活不感兴趣。 phrase: 满足某人的好奇心satisfy one’s curiosity 出于好奇out of curiosity 对于…表现出好奇show curiosity fo r… give in to curiosity 抑制不住好奇心 adj→curious好奇的，奇特的，不寻常 plrase→对…好奇 be curious about 4.get away with (做了某事)而不受惩罚 意思是not be punished for sth eg.1.他们损坏了汽车却逃之夭夭。 They got away with damaing the car. eg.2.If you cheat in the exam,you will never get away with it. 考试作憋必予追究。 （1）携带某物逃跑。 He got away with all the money in the safe.

3A Unit 2 In the library 单元教学设计-优质教案

1.学生能听懂、会说、会读、会运用问候语library、run、eat、talk、shout、sleep； 2.学生能听懂、会说、会读、会运用句型：Don’t shout . Don’t run. Don’t eat. Don’t sleep .Would you like …? Yes, please. / No, thank you 5.学习评价设计 1、I can say “Don’t ” 2、I know the signs in the library 6.学习活动设计 教师活动学生活动 环节一：Pre-task preparation 教师活动1 Pre-task preparation 1.Greeting T: Good morning/afternoon, class. S: Good morning/afternoon, Miss… T: XX, close the door . S1: … T: XX, open the window. S2: … 2、Play a game:Look and say. If you see a phrase, read it quickly and loudly. If you see shout “Ahh” And If you see please say “Shh”. 3. Where can we see this sign “Shh”at school 学习“library”学生活动1 Hello/Hi/Good morning …Yes，XXX. Play the game 学生回答 In the library