高中英语人教版必修三教学案：Unit 2 Section 3
人教版高中英语必修第三册 课后习题 UNIT 2 Section Ⅲ
SectionⅢDiscoveringUsefulStructures课后·训练提升一、单句语法填空1.When I opened the door,I found the fallen leaves(cover) the ground.答案:covering2.I heard her (sing) an English song when I passed by her room.答案:singing3.Her noticed the classroom (clean) by the monitor when she came in.答案:being cleaned4.I’m very sorry to keep you (wait).答案:waiting5.With an old man (lead) the way,we had no difficulty finding the village.答案:leading6.It’s wrong to leave the water (run).答案:running7. (taste) good and sweet,this kind apple was soon sold out in the market.答案:Tasting8. (judge) from his appearance,he is a rich man. 答案:Judging二、单句改错1.Have no place to go to,the man wandered about in the street.答案:Have→Having2.It rained heavily,and causing severe flooding in that country.答案:去掉and3.Walked along the street one day,she saw a little girl running up to her.答案:Walked→Walking4.Her husband died in 1960,left her with 5 children.答案:left→leaving5.Because he being ill,he didn’t go to school y esterday.答案:being→was6.Many people observed him was leaving the harbor.答案:去掉was7.Found a hotel,we looked for somewhere to have dinner.答案:Found→Having found8.We saw her taking to the operating room.答案:taking→being taken三、完形填空Jean was a nurse who worked in a children’s hospital.One 1 there was a big dance at the hospital.Most of the doctors and nurses would be there,but of course some had to be 2 to look after the children,and Jean wasn’t one of the lucky ones who were free to go to the 3 .When she had to start work that evening 4 her friends were getting ready to the dance,she felt very 5 for herself.She went to each sick child one after the other and said6 ,until she came to one little boy whom she was very7 of.His name was Dicky,and he was eleven,but he already talked like a(n)8 .Poor Dicky had a very serious illness,and now he was9 able to move any part of his body except his hands.Jean knew that he would never get any 10 ,but he was always happy and always thinking about other people 11 about himself.He knew that Jean loved dancing,so now,when she came to 12 good night to him,he greeted her with the 13 ,“I’m very sorry that you have to miss the dance because of 14 .But we’re going to have a party for you.If you look in my drawer,you’ll 15 a piece of cake.I saved it from my supper today,so it’s quite16 .And there’s also a shilling(先令) there,which my mother gave me last week.You can 17 something to drink with that.”“And I’d 18 and dance with you myself if I were 19 to,” he added.Suddenly the hospital dance seemed very far away and not 20 at all to Jean.1.A.noon B.morningC.afternoonD.evening答案:D解析:由下文的“sowhenshehadtostartworkthatevening”可知舞会是在晚上举行。
人教英语必修三Unit2全单元教案.doc
Unit 2 Healthy Eatiingi.教学内容分析本单元的中心话题是健康饮食。
主要是为了使学生对与健康有关的问题得到更好的理解。
这一单元鼓励学生去检查自己的饮食行为，看一看它是不是健康的饮食习惯。
一种健康的饮食习惯应该是平衡的，既不在脂肪、糖和盐这些方面过剩，又不会在人体必需的营养元素方面匮乏。
通过本单元的学习，学生可以对健康饮食有一个清楚的概念，从而根据所学的知识去思考与健康有关的问题。
Warming Up部分通过问题向学生询问饮食构成，让学生对本单元的內容能有一个初步的了解，并使学生复习与有关饮食的单词和短语。
然后让学生回答一组问题，通过这些问题的讨论，引导学生参与表达自己的看法，激发学生兴趣和好奇心，让学生自然而然地进入下一部分的学习。
Pre-wading部分通过几个问题讨论,让学生认识平衡营养的重要性，为课文的学习做出铺垫。
Reading部分主要讲述了王鹏和咏慧开饭店的故事，借此揭示了不同食物对人体有着不同的影响。
故事讲诉了王鹏和咏慧两家饭店的两种饮食都是不合理的，经常去王鹏的饭店容易发胖，这样会导致高血压和心脏病等疾病；而经常去咏慧的饭店的顾客则容易变瘦，这样容易导致厌食或是营养不良，让学生注意并避免走这两种极端。
这些距离学生自身生活很接近的问题很容易引起学生的思考。
在教授的过程中注意积极的引导学生不断的进行反思。
Comprehending第一部分通过True or False第四部分通过Main idea的寻找，使学生对文章有了一个浅层的理解。
Learning about Language部分突岀了词汇和语法的学习与训练。
本单元的语法是情态动词ought to等的基本用法。
Using Language部分中包括了听、说、读、写几个部分的内容。
学生可通过王鹏和咏慧的这一个事情，深入展开讨论与健康饮食有关的事情。
阅读后的习题及讨论不仅帮助学生加深对文章主旨大意的理解，更重要的是让学生学会用所学的知识，解决在现实生活中遇到的问题。
人教版高中英语必修三unit2教案 最终版演示教学
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精品文档
Teaching Plan Unit2 Healthy Eating
教材
人教版高中英语必修三
试讲者
李瑶
单位
新疆师范大学
适用年级
高中一年级
单元Leabharlann 第二单元课题Come and Eat Here （Reading）
课时
共五课时，第二课 时
一．教材分析 Analysis of the Teaching Materials
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精品文档
3.Emotion Objectives 1. Stimulate students understand the concept of healthy eating correctly, form good eating habits. 四. 教学重点、难点分析 Teaching Key and Difficult Points 1. Teaching Key Points 1. Learn to correctly use some of the key words and phrases of this unit. 2. Understand the role of various foods on the human body and improve the awareness of the formation of a healthy diet. 3. Use different reading strategies to understand and analyze the text. 2.Teaching Difficult Points 1. Use different reading strategies to understand and analyze the text. 2. Can express their own views and suggestions on the practical problems encountered around them. 五．教法、学法与教具 Teaching and Learning Methods and Aids 1.Teaching Methods
人教版高中英语必修三unit2教案 最终版
1.KnowledgeObjectives
1.Get studentsto learn to use some of the key words and phrases of this unit .
2. Understand the role of various foods on the human body and candistinguish whichis a healthy diet, which is not.
2.Ability Objectives
1.Enable students toexpress their own views and suggestions on the practical problems encountered around them.
2. Can skim the text, find and process the relevant information in the text,according to the text content to answer some questions.
e different reading strategies to understand and analyze the text.
2.Teaching Difficult Points
e different reading strategies to understand and analyze the text.
This lesson is based on the reading partCome and Eat Hereof student textbooks which comes from the high school English compulsory book three unit twoHealthy Eating.The text mainly describes the competition between Wang Peng and Yong Hui, who are both operating restaurant,meanwhile,describes the so-called concept of healthy eating.Through the whole learning of the unit,students will understand the role of various foods on the human body,what’s more,teacher will also guide students to pay attention to a balanced diet and encourage students to develop healthy eating habits.
人教版高中英语必修三unit2教案
Unit 2. Healthy EatingTeaching aims and demands:1.Topics:Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functions:1)Suggestions and adviceYou must /must not… ; What should I do?I think you ought to …; I suppose you had better…Perhaps you should…Do you think you could give me some advice?2)Seeing doctorsWhat’s the matter? What’s wrong?What seems to be the trouble?How long have you been like this?3)Agreement and disagreement.I don’t agree. Of cause not. I don’t think so.All right. That’s a good idea.No problem. Certainly /sureYes, I think so. I’m afraid not.4. Grammar: The use of ought toYou ought to cook fresh vegetables and meat without too much fat If you want to stay slim.You ought not to eat the same kind of food at every meal.Period 1Vocabulary重点词汇1. balance n. 天平，平衡；余额，余数v. 平衡；权衡balanced adj. 均衡的[典例]1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。
高中英语 Unit 2 Section Ⅲ 新人教版必修第三册
Section ⅢDiscovering Useful Structures 每/日/金/句：I believe a small act of kindness can make a big difference. 我相信一个小小的善举可以起到很大的作用。
语言基础集释1(教材P18)During the operation, she sat in the waiting room for over an hour worrying about him.手术期间，她在候诊室里坐了一个多小时，为他担心。
◎operation n．手术；企业；经营(1)perform an operation on sb.给某人做手术in operation 工作中，有效put sth. into operation 实施(2)operate vt.&vi. 操作，运转，动手术operate on 给……做手术[佳句] The nurse tended the boy so carefully that he recovered from his heart operation soon.护士细心照料这个男孩，使得他心脏手术后不久就康复了。
[练通]——单句语法填空①The ________ (operate) on the old man will be carried out on schedule.②To our great joy, the new machine is easy ________ (operate)．[写美]——应用文佳句③这是一个绝妙的计划，而他正是实施这个计划的人。
It's a wonderful plan, and he is just the man ________________.2(教材P18)I saw her whispering something into his ear, obviously not wanting to be heard.我看见她对他耳语了几句，显然不想被其他人听见。
人教新课标高中英语必修三教案：Unit2+教案.doc
Unit2 Healthy eatingTeaching Aims of this unit1.Talk about healthy eating2.Making suggestions or giving advice on diet3.Distinguish the meanings of Modal verbs4.Make a balanced menu5.Vocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protectiveget rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on7.Practice talking about your ideas; practice giving suggestions and advice,8.practice seeing the doctor.9. The use of ought toThe first period Warming up and readingStep Ⅰ Warming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step Ⅱ Pre-readingGet the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?Step Ⅲ ReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.1.Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first.This text will help them have a good understanding of the text.a.The two restaurants supplied the healthy diet.b.The reason why Yong Hui’s restaurant was so popular with customers.c.Wang Peng found out why he had lost his customers and decided to win them back2.Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.ually Wang Peng’s restaurant was full of people. (T )b.Yong Hui served a balanced diet. ( F)c.Yong Hui could make people thin in two weeks by giving them a good diet. (F)d.Wang Peng’s customers often became fat after eating in his restaurant. (T)e.Yong Hui’s menu gives them energy foods. (F )f.Wang Peng’s menu gives them foods containing fiber. (F )g.Wang Peng admired Yong Hui’s restaurant when he saw the menu. (F )h.Wang Peng decided to copy Yong Hui’s menu. (F )Step Ⅳ ComprehendingBy now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner.T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?S1:…S2:…S3:…T: You all have a point here. But what will they do? We will see it next period.Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?Ss: Yes.T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:a.Wang Peng sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated”happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.c. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.1)lie : something untrueA white lie isn’t going to hurt anyone .2) say something which is not trueHe lied to his wife so that he could come home late .Step Ⅴ Homework1.Try to retell the text.2.Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)The second period Language studyStep ⅠRevision1.Check the students’ homework.2.Ask some of the students to retell the text.Step Ⅱ Word studyThis part is a consolidation of the words in the text. Ask the students to do the exercise individually.T: Now please open your books and turn to page 12. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with yourpartners.…Step Ⅲ GrammarThe students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text.a.By lunchtime they would have all be sold---It indicates possibility.b.His restaurant ought to be full of people. ---It indicates possibility.c.What could have happened?--- It indicates possibility.d.Nothing could have been better.--- It indicates possibility.e.Something terrible must have happened if Maochang was not coming to eat with him ashe always did.---It indicates guessing.f.He could not believe his eyes. ---It indicates intension.g.Perhaps he should go to the library to find out ---It indicates duty.h.He couldn’t have Yong Hui getting away with telling people lies!---It indicatesintension.…Step Ⅳ Homework1.Review the rules of word formation and the meanings of modal verbs.2.Prepare the Using Structure on page 50 by making a dialogue in pairs.The third period ListeningStep Ⅰ Revision1.Check the using structure on page 50.2.Ask the students to make a short dialogue in pairs.Step Ⅱ Listening ( using language)The purpose of this listening text is to familiarize the students with different kinds of food and the results of eating an unbalanced diet .This is a talk between Wang Peng and an expert about what makes a balancedDiet .Ask the students to finish the chart and answer the questions.T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.( Play the tape. Students write down the answers and check the answers with their partners.)T: Now listen to it again and try to make sure your answers are right.Answer key for Exercise 2:Wang Peng is doing research to find out how an unbalanced diet can affect your health , so you need to eat a balanced diet a balanced diet if you are to stay healthy.Answer key for Exercise 3:Scurvy : not enough vitamin CRickets : not enough protein and vitamin DObesity : too much rice , noodles and sugarAnswer key for Exercise 4:Step Ⅲ Listening (WB P48)The students will heat a conversation between Emma and the doctor. They are asked to do exercise according to the tape.T: Doctor knows that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Emma is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.Step Ⅳ Homework1.Pre-view the reading (2) and reading task on Page 52. See how the story ended.2.Find some information about healthy eating on the Internet.The fourth period Extensive readingStep ⅠRevision1.Check the homework2.Share the information the students have got form the Internet.Step Ⅱ Pre-readingAsk the students to read some proverbs and translate them into Chinese.T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.a.You are what you eat.b.An apple a day keeps the doctor away.c.First wealth is health.The students discuss with their partners.a.人如其食.b.一天一个苹果,医生不来找我.c.健康是人生的第一财富.Step Ⅲ ReadingThe purpose of this reading is to complete the story of Wang Peng and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 14. Then let them match the words with their definitions.T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.Ask the students to report their work.Then find the words from the text to match the definitions.Step Ⅳ Homework1.Collect eating attitudes from the Internet2.Practice presenting reasons to support your ideas.The fifth period SpeakingStep ⅠRevisionCheck the students’ homework.Step Ⅱ Warming upT: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane andthe other plays the role of Susan. You are shopping in a supermarket.First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part, try to make the class get active.Step Ⅲ TalkingIf young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.( Divide the class into two groups: team A and team B.)T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.Step Ⅳ Speaking taskThis is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.T: In the reading task we have read two speakers’ arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. The following is useful to you. Please look at the table.Step Ⅴ Homework1.Review the sentence structures, new words and expressions.2.Imagine the old local restaurant has gone. What do you think should be built there.Present the advantages of your idea.The sixth period WritingStep ⅠRevisionCheck the homework and take a dictation.Step Ⅱ WritingThis is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new restaurant is chosen because it would be very useful in a town.Your writing should :Explain what kind of food will be offered in your restaurantDescribe their ingredients ,flavour ,smell and appearanceExplain how they will provide a balanced dietExplain why your restaurant will provide the best food in the areaExplain how customers will be served精美句子1、善思则能“从无字句处读书”。
高中英语人教版必修3unit2教案
教案院系：闽南师范大学外国语言文学系年级班级：2015级学科教学（英语）学生姓名：***时间：2016年6月Unit 2 Healthy eatingTeaching material：人教版高中英语必修三Unit 2Teaching type: Warming-up & readingTeaching duration: 45minsI. Teaching aims1.Knowledge aimsLet students learn the knowledge of balanced diet and nutrition2.Ability aims①Enable students to talk about their eating.②Understand the text and answer the following questions.3.Emotional aims①Enable the students to learn how to talk about their eating.②Develop students’ sense of cooperative learningII. Teaching focus1.Let students identify different groups of foods and learn something about healthyand unhealthy eating.2.Let students learn different reading skills.III. Teaching difficulties1.Understand the real meaning of healthy eating.2.Develop students’ reading ability.IV. Teaching methods1.Three-stage model: pre-reading, while-reading, post-reading2.Situational teaching3.Task-based language teaching, cooperative and autonomous learningV. Teaching aids:Blackboard, PPT, multimediaVI. Teaching proceduresStep1 Lead-in (time：5mins)Teacher show some pictures on the screen and talk about unhealthy eating.T: Look at the screen, have you eaten hamburger, French fries and pizza?Ss: Yes. Sometimes we eat them. They are delicious.T: Do you think it’s good for your healthy? Why?Ss: No. Because fast food contains a lot of fat and sugar.T: Yes. You are right. Now let’s think about how many kinds of food we usually eat?Ss: Three kinds of food.T: Yes, they are energy-giving food, body-building food and protective food.Step 2 Pre-reading (time：3mins)T: Now look at the screen, I will give you a food list, and I hope you can tell me which food can be put in which column？S1：Rice, noodles, nuts and butter can be put in energy-giving food.T: Very good. You did a good job. How about the second column？S2: Meat, tofu, fish and milk can be put in body-building food..T: Wow, you are right. How about the last column？S3: Apple, bean, lemon and grape. They are fruit and vegetables.T: Excellent. You are so clever.Step 3 While-Reading (time：20mins)1. Fast reading (time：5mins)Students will be given 3 minutes to read the whole passage. Then teacher will ask students two questions:T: How many restaurants does this passage mention？What are they?S1: Two, they are Wang Peng’s restaurant and Yong Hui’s restaurant.T: Very good. What happen to Wang Peng’s restaurant？S1: His restaurant usually full of people, but not today. So he was very worried.T: Yes, quite good.2. Careful reading (time：15 mins)(1)The test can be divided into three parts. Listen to the tape and find out the main idea of each part. (time：8mins)Part 1 (para 1): Wang Peng was worried because his restaurant was not as full as before.Part 2 (para 2-3): Wang Peng followed to a newly opened restaurant which was very popular.Part 3 (para 4): Feeling worried, he did some research to win his customers back.(2) Discuss with your partners, and find out the weakness and strength of both restaurants. (time：7mins)T: I will give four minutes to read the passage, and after that you should find out the weakness and strength of both restaurants.S1: Wang Peng’s restaurant serves too much energy-giving food and body-building food, but no protective food.T: You are smart. People who often eat Wang Peng’s in restaurant will become fat. How about Yong Hui’s restaurant?S2: Yong Hui’s restaurant serves too much protective food, but no energy-giving food and body-building food. People will become tired.T: Great!Step 4 Post-reading (time：10mins)Let students finish the following exercise.1、True or false.(1). Usually Wang Peng’s restaurant was full of people. ( T )(2). Yong Hui could make people thin in two weeks by giving them a good diet. (F)(3). Wang Peng’s custom ers often became fat after eating in his restaurant. (T)(4). Yong H ui’s menu gave them energy foods. (F)(5). Wang Peng admired Yong H ui’s restaurant when he saw the menu. (F)(6). Wang Peng decided to copy Yong H ui’s menu. (F)2. Choose the best answer according to the text.(1)、When Wang Peng thought “Nothing could be better”, he means __A__A. His food and drinks were the best.B. His food and drinks were the worst.C. His food should have been improved.D. He could do nothing with his food and drinks.(2)、Why did Wang Peng go into the newly-opened restaurant? __B__A. Because he was angry.B. Because he was curious.C. Because he wanted to blame its owner.D. Because he wanted to ask for advice.(3)、What is Wang Peng’s impression on Yong Hui’s restaurant? __D__A. All the customers in it were very slim.B. It was too small and too noisy.C. The food in it was very nice and better than that in his.D. There was so limited food but the price was much higher.(4)、We can infer from the last sentence that ___C__A. Wang Peng would learn from Yong HuiB. Yong Hui would learn from Wang PengC. The competition had began and would continueD. The two restaurants would give up the competitionStep 5 Summary(time：7mins)Teacher let students read the passage again, and then ask them to summarize the whole passage:Wang Peng felt frustrated because his customers didn’t come to eat at his restaurant. He followed Li Chang into a newly-opened small restaurant. Wang Peng entered and was shown a menu by a thin lady named Yong Hui. On the menu, there were only rice, raw vegetables, fruit and water. After leaving the restaurant, he decided to do some research. Soon he found that Yong Hui’s restaurant did not serve energy-giving foods and the customers would become tired quickly. So he put up a new sign which said his restaurant would serve foods providing all-day energy. The competition between the two restaurants was on.VII. Blackboard layoutUnit 2 Healthy eatingThree kinds :1. energy-giving food;2. body-building food;VIII. Homework1. Retell this story to your parents or your partners.2. Write a composition about your eating habits.。
新人教版高中英语必修三Unit 3 Reading and Thinking教案
-Clear the tackle ofthenext step.
Reading
Step 6
Pair work
Teacher encourages students to use the key words and phrases learnt to discuss with their partner about the following topics:
4.Encourage students to learn more about gold rush.
重点
1.Master the usage of key words and phrases.
2.Improve the students’ ability to classify and organize information.
教学目标与核心素养
1.Learn and master the key words and phrases.
2.Train the students’ ability to organize the information.
3.Enable the students know about cultural diversity
After acknowledgingthe information and the meaning of the new words, answer the questions.
-Use video to catch students’ attention.
-Expand their horizons and spark their interest.
claim-deny
高一英语必修3Unit2教案
Unit 2 Healthy eating教学设计设计思路（一）指导思想和理论依据高中英语课程应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。
高中英语课程的设计与实施有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法。
高中英语课程关注学生的情感，使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素质。
（二）设计特色本单元的中心话题是“健康饮食”。
通过单元教学让学生了解饮食与健康方面的有关知识，并了解各种事物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯并能在生活中改善饮食结构，丰富饮食文化，从而保持身体健康。
另外，要引导学生针对现实中遇到的实际问题发表自己的看法。
通过合作式、探究式学习方式，激发学生的学习兴趣，使学生由被动变主动，积极参与学习过程。
教材分析（一）教材处理在本节阅读课前，先进行词汇教学，然后围绕中心话题Healthy Eating 复习与学生的生活实际息息相关的食物，然后向本单元词汇过渡。
在阅读过程中，笔者根据学生认知特点和实际情况，把教材中的Warming up作为Reading的导入部分，把Pre-reading,Reading和Comprehending整合在一起作为一堂“精读课”。
（二）教学目标（1）熟悉有关食品的各种词汇，对比中餐和西餐的区别。
根据不同食品对人身体的不同影响，使学生对合理饮食、饮食习惯、饮食结构与饮食文化有更深入地了解，倡导健康饮食。
人教版高中英语必修3教案Unit 2Healthy eating教学设计3新人教必修3
Unit 2 Healthy eatingPart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(COME AND EAT HERE<2>)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by listening and reading aloud is to be followed by reading and underlining，doing exercises and guided speaking. After the guided writing the period will be ended by students reading more about eating.ObjectivesTo learn more about food and eating from the passage COME AND EAT HERE (2)To learn to use the language by reading, listening, speaking and writingProcedures1. Warming up by listening and reading aloud2. Reading and underliningYou are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.3. Doing exercisesNow you are to do exercises following the text on page 15.4. Guided speaking——Talking with foreigners about Chinese foodSuppose you are showing some American visitors around your city. Tell them about Chinese food.5. Guided WritingIn pairs, discuss what makes an enjoyable Chinese meal. Then make two Chinese menu, the onefrom the south is given below. Make one from North China.An example：Fried eggs with tomatoesIngredients: 4 eggs, 2 tomatoes, 50 gram peanut oil, proper amount of salt, gourmet powder and chopped scallions.Cooking methods:Firstly break the egg shells, put ale egg white and yolk into a bowl and stir them with salt, gourmet powder and the chopped scallions. Secondly wash the tomatoes carefully and cut them into dices of about 4 centimeters. Then put the tomato dices into the mixture of eggs. Finally when the ingredients are ready, put the frying oven on the gas-stove to heat the oil. When the oil is hot enough, pour the egg liquid together with the tomato dices into the oven. Turn over the egg liquid and tomato dices as quickly as you can until the tomato dices are done.This dish has three different colours: red, yellow and green. It is fragrant and delicious with a bit of sour flavour. It is rich in protein and vitamin C.6. Further applying —Acting a text playTurn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.7. Closing down by reading more about eating。
人教新课标高中英语必修三教案：unit2.doc
Unit 2 Healthy eatingTeaching Aims and Demands1．Talk about eating habits and health2．.Practise seeing the doctor.3．Practise giving advice and making suggestions.4． Use the modal verbs had better, should, ought to5． agreement and disagreementl Words and Phrasesdiet nut bean pea cucumber eggplant pepper mushroom peach lemon balance barbecue mutton roast fry stir –fry ought bacon slim curiosity hostess raw vinegar lie customer discount weakness strength consult fibre digest carrot debt glare spy limit limited benefit breast garlic sigh combineUseful expressionsIn the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points:The use of modal verbs --- had better, should and ought to.Teaching aids:computer or slider-projectorWay of Teaching:Communication way of teaching, discussion and group work.period 1Teaching aims and demands1. Talk about eating habits and health2. Practise seeing the doctor.3. Practise giving advice and making suggestions.Main and difficult pointsPractise my students’ oral English and make them know what expressions they can use when they see the doctor and try to practice giving advice and making suggestions. Step 1 Lead inFirst show the students some pictures of dishes and introduce the topic of this unit. Step 2 Warming-UpAnd then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Junk foods: Hamburger, Chocolate …Healthy foods: rice …Step 3There are so many foods. And if we do not eat them properly we may be ill because of it. For example in our spring festival sometimes we may have stomachache if we eat too much. Then we have to see a doctor.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Step 5 sum upRecord of teaching:Period 2Teaching aims and demands1. To improve my students’ reading ability.2. To be more knowledgeable by reading the passage.3. Try to form healthy eating habits.Main pointsTo improve my students’ reading ability.Difficult points1. To improve my students’ reading ability.2. To be more knowledgeable by reading the passage.Teaching methods:Discussion: from the discussion let every student work in class and encourage them to have their own opinion.Teaching aids:Slide, tape recorder.Step 1 IntroductionUsing the questions to introduce the new text.Step 2 pre-reading (show on the screen)1. What do you think should go into a good meal?( A good meal should contain some food from each of the three categories above .)2. why Wang peng’s restaurant is empty?( Because some people go to a new restaurant .)Step 3 Carefully-readingLanguage points :a.Wang Peng sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated”happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.c. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.1)lie : something untrueA white lie isn’t going to hurt anyone .2) say something which is not trueHe lied to his wife so that he could come home late .d : she did not look happy but glared at himglare stare and gazeglare : to look in an angry wayeg ： they stopped arguing and glared at each other.Stare : to look steadily for a long timeeg: the old man stared up and down at the uninvited guest.gaze: to look steadily ,esp ,for a long time and often without being conscious of what one is doingeg： she turned to gaze admiringly at her husband .Step 4 DiscussionAsk the students to take out their menus and read them carefully. Then discuss what kind of food they want to recommend to their friends or families.Step 5 Sum up.Step 6 HomeworkFinish the exerciseStep 7 The design of the blackboard.We are what we eatStep 8 The record after teaching.Period 3Teaching aims and demands1. Have a deeper understanding of the passage.2. Master some important points of the text.3. Improve my students’ comprehensive ability.Main and difficult pointsSome important points of the text.Teaching method:First T gives some important points. Then let students find out their difficult points and ask some students to answer. If they cannot then T answers it.Teaching aids:SlideStep 1 RevisionCheck the homework.Review what we learnt in last periodStep2T gives some important points to students.1. By now his restaurant ought to be full of people .Ought ( oughtn’t ) to : should(应当，应该)We ought to respect not only own privacy, but also that of others.你不该抽那么多烟。
高中英语人教版必修3教案：Unit 2 Period 3 Learning about language Grammar
Unit 2Healthy eatingPeriod 3Learning about language: Grammar整体设计教材分析This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t. Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese. Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs. Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.教学重点1. Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.2. Let students learn the use of ought to.教学难点Enable students to learn how to use ought to correctly.三维目标知识目标1. Get students to know more about modal verbs.2. Let students learn the use of ought to.能力目标Enable students to use modal verbs correctly and properly according to the context.情感目标1. Get students to become interested in grammar learning.2. Develop students’ sense of group cooperation.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Read the passage Come and Eat Here again to find words and expressions that mean the same.Alternative words and expressions Words and expressions from the textshouldrun away after doing something wrongsomething to make you thin by eating itwish to know about somethingget rid of somethingAlternative words and expressionsparts of plants that help food move quickly through the bodychanging food into something the body can useproper amount of different kinds of food needed for goodhealthGive students about four minutes to find the suitable words and expressions. Then check the answers with the whole class.Suggested answers:Alternative words and expressions Words and expressions from the textshould ought torun away after doing something wrong get away withsomething to make you thin by eating it slimming foodswish to know about something curiosityget rid of something throw awayAlternative words and expressions Words and expressions from the textparts of plants that help food move quickly through thefibrebodychanging food into something the body can use digestionproper amount of different kinds of food needed forbalanced dietgood health→Step 2 Leading-in by revisionTranslate the following sentences and explain how each of these modal verbs is being used in the situations.1. He could hardly support his family before he found the new job.2. Where could/can the boy be now?3. May/Might I come in?4. You may/might catch sight of the sunrise from here when you get up before 5 in the morning.5. You m ust hurry up or you’ll be late.6. Whatever you want, you shall have.7. We should read English aloud every morning.8. He would sit there for hours, doing nothing at all.Suggested answers:1. 他在找到那份新工作前几乎无法养家糊口。
人教版英语必修三教案：Unit2.doc
Book 3 Unit 2 《Come and eat here》Student’s Book 3 Unit 2Reading 《Come and eat here》部分，属于“阅读课”。
课例如下：一、Teaching contents: Warming Up; Pre-reading; Reading; Comprehending二、Teaching aims :1.To master some useful words and expressions concerning foods2.To learn something about the nutrients of different foods3.To improve the students’reading skills: skimming,scanning, summarizing, and finding out details. To get the students to learn to use some reading strategies such as guessing, key sentences, skimming and scanning to get the main idea and find some detail information of the reading quickly.三、Teaching procedure：Step 1 Warming up1．教师通过询问以下有关学生的饮食习惯的问题来了解他们的饮食是否平衡，是否健康，并引出有关饮食的一些词汇把他们列在黑板上。
教师请单个学生回答这几个问题。
Questions：（1）. Which food do you usually have for breakfast/ lunch/ supper? （2）. Which food do you like best? Why?（3）. Do you think you eat a balanced and healthy diet?2．教师在PPT片上呈现出一些食物的图片（rice, noodles, porridge, cake,egg,nuts. butter, vegetables, meat, drink ），让学生看图片并说出它们的英文。
人教版高中英语必修3unit2教案设计
高中英语教学设计Module 1Unit2 Reading 上高中学况巧云TeachingProcedures教学过程设计All the class is set in the TV interview show—Heart Garden made by channel Young.De tailly, I divide the class in to three groups as the guests of this TV interview show:Frend s of the character, Nutritionists, Psychologists. The teacher play the role of the host Step1 Lead--in1.Broadcast the VCR----Are teens trying to stay slim to an extreme from BBC ,then trans pose to our calss,which can lead students to the TV show situationT: “Good moring ,Ladies and Gentleman! Welcome to Heart Garden made by Channel YOUNG STV .I am the host.Today’s topic is Dying to be thin. There are three groups :Frends of the chara cter, Nutritionists, Psychologists.Let’s talk together to slove the problem today.Finally, let’s see which group can get the most stars accroding to your active cooperation.Are you r eady? ”S: “Yes! ”.T: “First ,let me show you some picutes.Do you know them”Show students some pop stars’picturesT: “Whom do you like better, the thin or the fat? How can we become thin?S: “The thin.”T: “How can we become thin?Let’s discuss ways of losing weight.”Suggested answers:Going on a diet Exercising in a gym or other places Receiv ing surgical treatment(外科治疗) Taking weight-loss pillsT: Do you think eating weight-loss pills is effective and good?”S: “ No!’T: “ Good!But the unfortunate thing also happened to our character--Amy .Let’s welcome A my.”设计意图：把正堂课虚拟上海生活时尚频道---心灵花园节目的录制现场。
高中英语必修三人教版教案：Unit+2+Healthy+eatingPeriod+3+language+points.doc
科目：教师：授课时间：第周星期年月日品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。
想象力是翅膀，客观实际是空气，只有两方面紧密结合，才能取得显着成绩。
2、想停下来深情地沉湎一番，怎奈行驶的船却没有铁锚;想回过头去重温旧梦，怎奈身后早已没有了归途。
因为时间的钟摆一刻也不曾停顿过，所以生命便赋予我们将在汹涌的大潮之中不停地颠簸。
3、真正痛苦的人，却在笑脸的背后，流着别人无法知道的眼泪，生活中我们笑得比谁都开心，可是当所有的人潮散去的时候，我们比谁都落寂。
4、温暖是飘飘洒洒的春雨;温暖是写在脸上的笑影;温暖是义无反顾的响应;温暖是一丝不苟的配合。
5、幸福，是一种人生的感悟，一种个人的体验。
也许，幸福是你风尘仆仆走进家门时亲切的笑脸;也许，幸福是你卧病床上百无聊赖时温馨的问候;也许，幸福是你屡遭挫折心灰意冷时劝慰的话语;也许，幸福是你历经艰辛获得成功时赞赏的掌声。
关键的是，你要有一副热爱生活的心肠，要有一个积极奋进的目标，要有一种矢志不渝的追求。
这样，你才能感受到幸福。
6、母爱是迷惘时苦口婆心的规劝;母爱是远行时一声殷切的叮咛;母爱是孤苦无助时慈祥的微笑。
7、淡淡素笺，浓浓墨韵，典雅的文字，浸染尘世情怀;悠悠岁月，袅袅茶香，别致的杯盏，盛满诗样芳华;云淡风轻，捧茗品文，灵动的音符，吟唱温馨暖语;春花秋月，红尘阡陌，放飞的思绪，漫过四季如歌。
读一段美文，品一盏香茗，听一曲琴音，拾一抹心情。
8、尘缘飞花，人去楼空，梦里花落为谁痛?顾眸流盼，几许痴缠。
把自己揉入了轮回里，忆起，在曾相逢的梦里;别离，在泪眼迷朦的花落间;心碎，在指尖的苍白中;淡落，在亘古的残梦中。
在夜莺凄凉的叹息里，让片片细腻的柔情，哽咽失语在暗夜的诗句里。
9、用不朽的“人”字支撑起来的美好风景，既有“虽体解吾犹未变兮”的执着吟哦，也有“我辈岂是蓬蒿人”的跌宕胸怀;既有“我以我血荐轩辕”的崇高追求，也有“敢教日月换新天”的豪放气魄。
20172018学年高中英语人教版必修三教学案Unit2Section3Word版含全面版
[语法初识 ]原句感知①But now his restaurant ought to be full of people.②Does your father need any help?③What do we need to take for the picnic?④There is enough time. You needn't hurry.⑤His mother is ill. He has to stay at home to look after her.⑥Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.自主研究(1)以上句子中，句①④⑤⑥中的黑体词都是神情动词，而句②③中的黑体词是实义动词。
(2)以上各句中的神情动词后都接动词原形。
其中句⑥中 must_have_happened 的意思是“ 必然已经发生了〞。
(3)上述句子中 ought_to 意为“应该〞； need 意为“需要〞； has to 意为“不得不〞。
[ 语法分析 ]语法点一ought to 的用法1．“应该〞，表示责任或义务。
用于表示按道理应该，常指客观的义务或责任，大多数情况下可用should 代替，但比should 语气重。
I'm his teacher. I ought to take care of him.我是他的老师，我应该照顾他。
I should help her because she is in trouble.她有困难了，我应该帮助她。
2．“应该〞，表示劝告、建议或命令。
should 和 ought to 可通用，但在疑问句中常用should。
ought to 的否认式为oughtn't to 或 ought not to 。
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[语法初识][语法剖析]情况下可用should代替，但比should语气重。
I'm his teacher. I ought to take care of him.我是他的老师，我应该照顾他。
I should help her because she is in trouble.她有困难了，我应该帮助她。
2．“应该”，表示劝告、建议或命令。
should和ought to可通用，但在疑问句中常用should。
ought to的否定式为oughtn't to或ought not to。
You ought to be more careful when you cross the road next time.下次过马路时，你应该更小心些。
Should I open the window?我可以打开窗户吗？3．“应该”，表示推测。
可与should换用。
It is already 9 o'clock; he ought to be in his office now.已经9点了，现在他应该在他办公室了。
This is where the oil ought to/should be.这里应该就是石油存在的地方。
即时演练1用ought to完成句子①他不应该缺席这么重要的会议。
He oughtn't/ought_not_to_be absent from such an important meeting.②——我明天该动身吗？——是的，你应该。
—Ought_I_to_leave tomorrow?—Yes, you_ought_to．③你应该比你哥哥学习更努力。
You ought_to_work_harder than your brother.1．作情态动词(1)need作情态动词时，只能用于疑问句、否定句或条件句中，意为“需要”。
—Need I come tomorrow?—Yes, you must./ No, you needn't.——我明天需要来吗？——是的，你必须来。
/不，没必要。
(2)needn't 意为“不必”，表示客观上不必如何。
We needn't hurry, for there's plenty of time.我们不必这么匆忙，因为时间很充裕。
2．作实义动词need作实义动词时，后可接名词、动名词、不定式等，有人称、时态和数的变化。
The door needs painting.＝The door needs to be painted.那扇门需要油漆一下。
即时演练2用need或must完成句子①你现在不必去那儿。
You needn't go there now.②——他有必要留在这儿吗？——是的，他必须。
/不，他不必要。
—Need he stay here?—Yes, he must．/No, he needn't．1．have to“不得不”，有时态、人称和数的变化，其否定形式为don't/doesn't/didn't have to。
The last bus left, and he has to walk home.最后一班车走了，他只好步行回家。
We don't have to go to school on Sundays.星期天我们不用去上学。
2．have to表示一种客观的需要，而must表示一种主观的需要。
I have to attend an important meeting this afternoon.今天下午我不得不参加一个重要的会议。
I must write a letter to the head teacher.我非得给校长写封信不可。
即时演练3用have to完成句子①天色太晚了，我现在得回家了。
It's too late, so I have_to_go_home now.②他们没有必要担心核辐射。
They don't_have_to_worry_about the nuclear radiation.③你没有必要买礼物，但如果你想买的话，你也可以买。
You don't_have_to_buy_a_gift,_but you can if you want to.“情态动词＋have done”表示对过去事情的推测。
具体用法如下表：They他们本来有能力成功发射这颗卫星的。
You ought to/should have studied harder.你本应该更努力学习的。
Mary might have learned some Chinese before.玛丽以前可能已学过一些中文了。
If I had a chance, I would have set off on a journey round the world.要是有机会，我早就环游世界了。
They must have been to the Great Wall, haven't they?他们一定是去了长城，不是吗？I needn't have taken the umbrella, for the weather is fine.天气这么好，我本没有必要带雨伞的。
即时演练4用“情态动词＋have done”完成句子①You oughtn't_to/shouldn't_have_written (本不应该写) so fast.②You needn't_have_referred_to (本不必提起) it, for I had known about it.③He should_have_finished (本应该完成) his homework in such a long time.④He must_have_attended (肯定参加了) the party last night.[链接高考]完成句子1．(2016·浙江高考)George can't_have_gone too far. His coffee is still warm.乔治不可能走太远。
他的咖啡还是热的呢。
2．(2016·北京高考)I love the weekend, because I needn't_get_up_early on Saturdays and Sundays.我喜欢周末，因为周六和周日我不必早起。
3．(2016·北京高考)Why didn't you tell me about your trouble last week？If you had told me, I could_have_helped．你上周为什么不把你的困难告诉我呢？如果你告诉了我，我就可能帮你了。
4．(2015·福建高考)—Sorry, Mum! I failed the job interview again.—Oh, it's too bad. You should_have_made_full_preparations．——对不起，妈妈！我工作面试又失败了。
——哦，太糟糕了。
你本应该做充足的准备。
5．(2015·天津高考) I needn't_have_worried before I came to the new school, for my classmates here are very friendly to me.来新学校之前我本没有必要担心，我这里的同班同学对我很友好。
6．(2015·湖南高考)That is, you shouldn't_always_rely_just_on the Internet for your research.也就是说，你不应该总是仅仅依靠网络做研究。
7．(2015·浙江高考) It was so noisy that we couldn't_hear_ourselves_speak．这里如此吵闹以至于我们听不见自己讲话。
[针对演练]Ⅰ.选词填空1．—Must I finish the task right now?—No, you don't_have_to．(don't have to/mustn't)2．It's so near; we shouldn't have taken a taxi.(shouldn't/can't)3．You oughtn't_to have spent so much time playing computer games.(mustn't/oughtn't to) 4．—Shall I leave the room so that you two can talk?—No, you needn't．(mustn't/needn't)5．He can't have missed the train; he arrived at the train station two hours early.(can't/mustn't) 6．You mustn't go there alone; it's too dangerous.(mustn't/needn't)7．They had_to stay in the office last night because of the snowstorm.(have to/must)8．We should have helped him; in that case, he would have been able to finish the work.(should/can)9．He finished all the work himself; in fact, he could have asked his friends for help. (need/could)10．Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.(have to/must)Ⅱ.完成句子1．(江苏高考作文)Immediate actions ought_to/should_be_taken,_like stopping cutting down trees, to better the environment.应该立刻采取措施，像阻止伐树，改善环境。