捷进英语3 Unit2-电子教案

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2019-2020学年高中英语人教版必修三unit2全单元教案

Adjustment Space2019-2020学年高中英语人教版必修三全单元教案Unit 2Healthy Eating l. Topics: Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functionsl)Suggestions and adviceY ou 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 doctors What ’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 fatIf you want to stay slim.You ought not to eat the same kind of food at every meal.Adjustment SpaceUnit 2Healthy Eating Period1 and 2 Step l:.GreetingsThe teacher greet the whole class.Step 2： RevisionReview some words of last period . Step 3:Warming upl.Do you eat a healthy diet? What kind of food do you usually have formeals?1 Are the food you usually eat healthy food or unhealthy food?(Discussin pairs.2. Name some healthy food and unhealthy food.Healthy food unhealthy food.All vegetables: cabbages, Fatty food: French friesPeppers tomatoes potatoes cream roast pork/lambAll fruits: apples, grapes sugary food chocolateStrawberries bananas pears sweets honey ice-cream Dairy products: cheese salty food: biscuitSeafood: shrimp cookiesTofu eggs3. Do you know that the food you eat helps you grow in different ways?Some Will make you fat/tall/thin. Look at the charm below and see which kindof food they eat areFast energy food Slow energy food Body-building food Protective foodsRice sugar Noodles potatoes Spaghetti breadSpaghetti breadCorn dumplings Butter cream Fried bread stickFried cake/chips Dairy productsQuestions:l.Which of these groups of food do you like best?2.Which of them do you eat most often?3.Do you think we should eat each kind of food?3.What will happen if you do not eat a balanced diet?Too much fatty/sugary/salty food will cause many diseases and get toofat.Only protective food will feel weak ,no energy and get too thin .Adjustment SpaceStep 4 Pre-reading Discuss the questions in the chart.(Which food contains more...)2 Order the following food from which contains most to which containslessAnswer: ice-cream, eggs, chicken, rice, peaches Step5 Fast reading and answer the following questions1. What does Wang Pengw ei’s restaurant serve?2. What about Yong Hui’s restaurant?Step 6Intensive reading and find the answers to comprehending.Step7Teaching evaluation(教学评估与反思)Unit 2Healthy Eating Period 3 Language pointsStep l. Lead-in: Listen to the tape to get a better understanding Step nguage points1. Wang Pengwei sat in his empty restaurant feeling very frustrated.feeling very frustrated 现在分词在句中作伴随状语现在分词在句中作伴随状语eg She sat on the chair reading a newspaper ．(表伴随)Walking in the street, she met her old friend.(表时间) Seeing no body at home, she decided to eat outside.(表因果)The child fell, striking his head against the ground ．（表结果）（表结果）2. His restaurant ought to be full of people.0ught to l ， to show a moral duty表示一种道义上的责任，田该表示一种道义上的责任，田该Eg. She ought to look after her child better.1 You ought to study hard to get a high mark.2)ought to have done 表示本应该…，而却没有…Eg.You ought to have come yesterday.3. He thought of his mutton kebabs, fatty pork cooked in the hottest oil过分词短语作后置定语，表被动。

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。

Module3Unit2课文同步解析+教案

（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是《Module 3 Unit 2》这一章节。在开始之前，我想先问大家一个问题：“你们在日常生活中是如何介绍自己的家庭成员和他们的职业的？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何用英语描述我们的家人和他们的工作。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。这些成果将被记录在黑板上或投影仪上，以便全班都能看到。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了如何用英语介绍家庭成员和职业，掌握了一般现在时的基本概念和应用。通过实践活动和小组讨论，我们加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
-阅读：理解课文内容，获取关于家庭成员及职业的信息。
举例解释：
-在教学过程中，教师需重点强调词汇的正确发音和拼写，确保学生能够熟练掌握。
-对于语法的讲解，教师要着重演示一般现在时的句子结构，通过示例让学生理解并模仿。
-在对话练习中，教师应引导学生使用一般现在时进行真实场景的交流，强化语法点的应用。
2.教学难点
五、教学反思
在完成《Module 3 Unit 2》的教学后，我对整个教学过程进行了深入的思考。首先，我发现通过提出与生活密切相关的问题导入新课，能有效激发学生的兴趣和好奇心。大家在讨论家庭成员和职业时，都能积极参与，这为后续的学习打下了良好的基础。
然而，在实际教学中，我也注意到学生在掌握一般现在时和动词三单形式方面存在一定难度。为了突破这个难点，我采用了多种教学方法，如案例分析、对比举例等，但效果仍有待提高。在今后的教学中，我需要更加关注学生的实际需求，设计更具针对性的练习，帮助他们更好地理解和运用这些知识点。

PEP第三册英语 Unit 2 教案 (6课时)

PEP第三册英语 Unit 2 教案（6课时）第一课时教学目标1.学习并掌握单词和短语：“inventor, inventor’s inventions, electricity, electric, electric current, invention, light bulb, make, dirty, provide, provide sb. with sth.”2.学习并掌握句子：“Some of the most important inventions in history are about electricity.”3.通过听、说、读、写等任务，能够正确运用所学知识。

教学内容1.课文：《Inventing the Future》2.单词和短语：inventor, inventor’s inventions, electricity, electric, electric current, invention, light bulb, make, dirty, provide, provide sb. with sth.教学重点1.掌握课文中的重点词汇和短语。

2.能够正确理解所学句子的意思。

3.能够正确运用所学知识进行口头表达。

教学难点能够正确运用所学知识进行口头表达。

教学过程1.导入新课：–教师通过引入一幅插图或一个实物，激发学生对“发明”和“发明家”的讨论。

–教师带领学生观察插图或实物，并提问：“你们知道这是什么吗？可以猜猜这是怎么发明出来的吗？”–学生根据观察和猜测回答问题。

–教师引入新词汇：“inventor”和“invention”，并给出中文解释。

–教师示范并要求学生模仿跟读新课。

2.学习和练习新词汇和短语：–教师通过幻灯片或课件呈现新词汇和短语，并给出中文解释。

–教师带领学生进行发音练习，并进行口头操练。

–学生个别或小组练习。

3.听力训练：–教师播放录音，学生仔细聆听，然后回答相关问题。

高中英语人教版必修3Unit2全单元教案设计

高中英语人教版必修3Unit2全单元教案设计Unit 2Healthy eating单元要览类别课程标准要求掌握的项目话题Problems with diet; balanced diet and nutrition词汇diet n. 日常饮食vi. 节食raw adj. 生的; 未加工的nut n. 坚果; 果仁vinegar n. 醋bean n. 豆; 豆科植物lie n. 谎话; 谎言vi. 说谎pea n. 豌豆customer n. 顾客; 消费者cucumber n. 黄瓜discount n. 折扣eggplant n. 茄子weakness n. 缺点; 虚弱; 弱点pepper n. 辣椒; 辣椒粉strength n. 强项; 长处; 力量mushroom n. 蘑菇consult vt. 咨询; 请教; 商量peach n. 桃子fibre n. 纤维; 纤维制品lemon n. 柠檬digest vt. & vi消化n. 摘要;概要balance vt. 平衡; 权衡n. 天平; 平衡carrot n. 胡萝卜barbecue n. 烧烤; 烤肉debt n. 债; 债务mutton n. 羊肉bacon n. 熏咸肉; 腊肉roast adj. 烤制的vt. 烤; 烘; 烘烤poisonous adj. 有毒的fry vt. & vi. 油煎; 油炸limit vt. 限制; 限定n. 界限;限度ought v. aux. 应当; 应该limited adj. 有限的glare vi. 怒目而视; 闪耀n. 怒视; 炫目的光benefit n. 利益; 好处vt. & vi有益于; 有助于; 受益slim vi. 变瘦adj. 苗条的; 纤细的breast n. 胸部; 乳房curiosity n. 好奇心garlic n. 大蒜hostess n. 女主人; 女主持人sigh vi. 叹息n. 叹息; 叹息声spy vt. & vi窥视; 秘密监视n. 间谍; 侦探combine vt. & vi. （使）联合; （使）结合短语balanced diet平衡膳食in debt欠债ought to应该; 应当spy on暗中监视; 侦查lose weight体重减轻; 减肥cut down削减; 删节get away with被放过; （做坏事）不受惩罚before long不久以后tell a lie说谎put on weight增加体重win. . . back赢回; 重新获得be amazed at对……感到吃惊earn one’s living谋生compete with与……竞争重要句型1. Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2. By now his restaurant ought to be full of people. (ought to)3. Nothing could have been better. (could have done)4. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as healways did. (must have done)5. He could not have Yong Hui getting away with telling people lies! (can’t/couldn’t have sb. doing)功能What should we do? Shall we. . . ? How about. . . ?Y ou must/mustn’t. . . . I think you ought to. . . . Perhaps you should. . . .You’d better. . . . You need/needn’t. . . . You have to/don’t have to. . . .My advice is/would be. . . . You might. . . . I suggest that you. . . .I would strongly advise you to. . . . It might be a good idea to. . . .2. Seeing the doctorWhat’s the matter? What’s wrong with you?What seems to be the trouble? How long have you been like this?It’s nothing serious, only. . . . I suppose you had better. . . .I think you ought to. . . .3. Agreement and disagreementI’m not sure that! You could be right, but. . . .(I’m afraid)I don’t agree. I agree up to a point, but. . . .That’s an interesting idea, but. . . . Do you really think. . . ?Rubbish! /Nonsense! You can’t be serious!Actually/As a matter of fact, I think. . . . That’s not how I see it.语法Modal verbs: ought to/ought not tohave to/don’t have to/mustn’t/needn’t教学重点1. Get students to know about problems with a diet, a balanced diet and nutrition.2. Have students learn useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of giving suggestions and advice.4. Let students learn the new grammar item: the use of ought to.5. Develop students’ listening, speaking, reading and writing abilities.6. Have students learn how to deal with and solve problems correctly.教学难点1. Enable students to master the use of ought to.2. Have students learn how to give suggestions and advice.3. Let students learn to write a short passage to make an advertisement.4. Develop students’ integrative s kills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language points Period 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tip Period 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. T oo much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.Pre-reading contains two more general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage isabout. This part is very useful for the next part Reading.The reading passage Come and Eat Here(1)introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. The person who often eats at Wang Peng’s restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The person who often eats at Yong Hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then checktheir answers with the whole class.To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.教学重点1. Let students learn more about problems with a diet, abalanced diet and nutrition.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to talk about different kinds of food and balanced diet.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.2. Let students learn the knowledge of balanced diet and nutrition.能力目标1. Develop students’ reading ability and let them learn differen t reading skills.2. Enable students to talk about different kinds of food, problems with diet and balanced diet.情感目标1. Stimulate students’ sense to form a healthy eating habit.2. Develop students’ sense of cooperative learning.教学过程设计方案(一)→Step 1 Le ading-inHave a free talk with students. Ask them the following questions:1. Everybody has to eat, but do you eat a healthy diet?2. What do you usually have for breakfast/lunch/supper?3. What kind of food do you like best?4. Why are you so strong/weak/fat/thin? Does it have anything to do with your diet?5. Do you think you are eating a balanced diet?→Step 2 Warming up1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.Healthy food Unhealthy food2. Show the following on the screen. Let students read the question and the information about food in the form below.Do you know that the food you eat helps you grow in different ways?Food that provides energy(e.g. energy-giving food) Food that helps grow bonesand muscles(e. g.body-building food)Food that helps the body fight diseases(e. g.protective food)rice noodles spaghetti meat eggs cheese Most vegetables(e.g. beans, peas, cucumbers,bread potatoes chocolate butter cream oils nuts milktofu eggplants, peppers, mushrooms, cabbages)andfruit(e. g. apples, peaches, oranges, lemons)3. Ask students to work in pairs to discuss the following questions and then one of them tells their ideas to the class.Questions:1)Which groups of food do you like best?2)Which do you eat most often?3)Do you eat the three kinds of food each day?3)What will happen to you if you don’t eat a balanced diet?→Step 3 Pre-reading1. Let students discuss the following question:What do you think should go into a good meal?2. Ask students to imagine they are going to invite some friends for dinner. Let them discuss the question: What special food of your place would you offer them? Then have them plana menu.3. Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.→Step 4 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:1)Who are mentioned in the story?2)Where did the story happen?Three minutes later, check the answers with the whole class.Suggested answers:1)Wang Peng, Yong Hui and Li Chang.2)It happened in the two restaurants: Wang Peng’s restaurant and Yong Hui’s restaurant.2. Intensive readingAllow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following:1)Choose the best answer to each question according to the text.(1)What did Wang Peng think of the food in his restaurant?A. Very bad.B. Just so-so.C. Unpopular.D. Popular.(2)What did Wang Peng do after he saw his friend Li Chang hurrying by?A. He just sat in his restaurant felling frustrated.B. He did some research.C. He followed Li Chang to see why he didn’t eat with him.D. He began to advertise his food.(3)Which of the following was not mentioned on Yong Hui’s menu?A. Apples.B. Cola.C. Water.D. Cabbages.(4)Which of the following did Wang Peng not do to win his customers back?A. He improved his food.B. He advertised his food.C. He did some research.D. He found the shortcomings of Yong Hui’s food.Suggested answers: (1)D(2)C(3)B(4)A2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.(1)Usual ly Wang Peng’s restaurant was full of people.(2)Yong Hui could make people thin in two weeks by giving them a good diet.(3)Wang Peng’s regular customers often become fat.(4)Yong Hui’s menu g ave customers more energy-giving food.(5)Wang Peng’s menu gav e customers more protective food.(6)Wang Peng decided to compete with Yong Hui by copying her menu.3)The passage can be divided into 3 parts. Give the main idea in each part.Part Main ideaPart 1Part 2Part 33. Reading and discussionRead the passage a third time and then work in pairs to do the following:1)Write out your answers.(1)The weakness of the diet in Wang Peng’s restaurant was that it did not give ______________.(2)The st rength of the diet in Wang Peng’s restaurant was that it provided ______________.(3)The weakness of the diet in Yong Hui’s restaurant was that it did not give ______________.(4)The strength of the diet in Yong Hui’s restaurant was that it provided ______________.2)Discuss these questions. Write down your main points and compare them with those of another pair.(1)What do you think Wang Peng will provide to win his customers back?(2)How do you think the story will end?(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss and explain in your own words the following important sentences or parts of sentences taken from the passage.1)Wang Peng sat in his empty restaurant feeling very frustrated.2)Nothing could have been better.3)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.4)He could not have Yong Hui getting away with telling people lies!5)Perhaps with a discount and a new sign he could win his customers back.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. T ell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations: sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be on→Step 5 ConsolidationAsk students to talk about the problems with the diet in Wang Peng’s restaurant and Yong Hui’s restaurant in their own words according to the text. Then let them retell the whole story.→Step 6 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the story.设计方案(二)→Step 1 Leading in the topic1. Learning some vocabulary connected with food and diet.2. Identifying different groups of food.→Step 2 Warming up by making a surveyLet students interview their teachers and classmates on their diet and fill in the table.Name Breakfast Lunch Supper Favorite food The reason for beingstrong/weak/fat/thin→Ste p 3 Predicting by looking and discussing1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.2. Two or three students will give their opinions.3. Let them read the passage quickly to see if they are right.→Step 4 Reading1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage.2. Give students 5 minutes to read the passage carefully, and answer the following questions.1)What makes a balanced diet?2)What is wrong with the diet of both Wang Peng and YongHui?3)Why does it matter if you only eat at Wang P eng’s or Yong Hui’s restaurant?3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Then let them answer the following questions.1)What does the word “frustrated” mean in Para graph 1?2)How do you understand the sentence “Nothing could have been better”?3)What does the phrase “get away with” mean?4. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.→Step 5 DiscussionAsk students to work in pairs to discuss and compare the two restaurants. Try to find out the strength and weakness of each to fill in the chart.Wang Peng’s restaurant Yong Hui’s restaurant StrengthWeakness→Step 6 ExtensionLet students think about and discuss the following questions.1)Wha t do you think will happen to Wang Peng’s restaurant?2)In your opinion, what kind of food should we eat?3)Can you make a balanced diet for yourself?→Step 7 Closing down by retelling the story1. Have students get prepared in 3 minutes or so and then ask them to retell the story.2. Ask as many students as possible to have a try in front of the class.→Step 8 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page 11.板书设计Unit 2Healthy eatingCome and eat here(1)True or false Key sentences1. Usually Wang Peng’s restaurant was full ofpeople.2. Yong Hui could make people thin in two weeksby giving them a good diet.3. Wang Peng’s regular customers ofte n becomefat.4. Yong Hui’s menu gave customers moreenergy-giving food.5. Wang Peng’s menu gave customers moreprotective food.6. Wang Peng decided to compete with Yong Huiby copying her menu.1. Wang Peng sat in his empty restaurant feelingvery frustrated.2. Nothing could have been better.3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as healways did.4. He could not have Yong Hui getting away withtelling people lies!5. Perhaps with a discount and a new sign he couldwin his customers back.活动与探究As we know from the story, Wang Peng wants to know what’s the matter with his menu and he wonder what he should do to satisfy the demand of the customers who enjoy the taste and also want to keep fit. Suppose you are an expert who knows nutrition very well. Write a research report for Wang Peng to give him some suggestions and advice on diet and make a balanced menu for his restaurant.Unit 2Healthy eatingPeriod 2Learning about language: Important language points整体设计教材分析This is the second teaching period of this unit. The teacher can first check students’ ho mework and offer chances for students to review what they learned during the first period.The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, later offer some practices to make students master their usages. Some new words and expressions, such as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long and so on are very u seful and important. So are the sentence patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with tellingpeople lies! ” We ought to pay more attention to them.At the end of the class, the teacher can make students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点1. Enable students to grasp the usages of such important new words and expressions as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long, etc.2. Get students to master the patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with telling people lies! ”教学难点1. Let students learn the usage of the expression “ought to”.2. Enable students to learn the sentence pattern “He could not have Yong Hui getting away with telling people lies! ”3. Get students to understand some difficult and long sentences.三维目标知识目标1. Get students to learn and grasp the important useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back2. Let students learn the following important useful sentence patterns:1)Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2)By now his restaurant ought to be full of people. (ought to)3)Nothing could be better. (comparative degree used in negative)4)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. (must have done)5)He could not have Yong Hui getting away with telling people l ies! (can’t/couldn’t have sb. doing.. . )能力目标1. Get students to use some useful new words and expressions correctly.2. Enable students to make sentences after the useful sentence patterns.情感目标1. Stimulate students’ interest in learning English.2. Dev elop students’ spirit of cooperation and teamwork.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some students to talk about problems with diet, balanced diet and nutrition.→Step 2 Reading and findingGet students to read through Warming Up, Pre-reading, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.Collocations: have to, a healthy diet, in different ways, energy-giving food, body-building food, protective food, a balanced diet, sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurryby, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be onRead them aloud and copy them down in the exercise book after class.→Step 3 Practice for useful words a nd expressions1. Turn to Page 12. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.3. Check the answers with the whole class and explain the problems they meet where necessary.→Step 4 Studying important language points1. Everybody has to eat, but do you eat a healthy diet?每个人都得吃东西, 不过你的饮食健康吗？diet1)n. sort of food that is usually eaten(by a person, community, etc. )（某人、共同生活的人等）通常吃的食物; 日常饮食limited variety or amount of food that a person is allowed to eat限定的食物种类或数量; 限定食谱Too rich a diet is not good for you.吃太多油腻的食物对你身体不好。

人教版高中英语必修三unit2教案最终版演示教学

人教版高中英语必修三 unit2 教案最终
版
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
收集于网络，如有侵权请联系管理员删除
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

(G3)Unit2电子教案

2.能够英汉互译Touch your ...
3.掌握单元Chant的说唱及打拍
C类：
1．通过Chant等律动的学习培养孩子的英语学习兴趣。
2．通过字母的书写练习提升学生的书法水平。
预习
作业
1.预习五官部位的说法
2.用铅笔画出Part1—Part6中不认识的单词
教学板块
学生学习清单
第一课时
板块一：导入
1.由<<Body song>>导入课题，老师模范(学生模糊认知look,eye, nose, ear, mouth）单词
2.小组PK(Body song)
学生跟做<<body song>>
A/B组
板块二：单词学习
1.准确学习look,eye, nose, ear, mouth，touch单词（肢体教学结合词卡）
2.玩儿游戏，抽卡片练对话（两两一组）
3.字母Hh...Nn的读法及规范书写练习
卡片的汉语意思先由学生猜测翻译，后出示背面准确汉语意思。
玩儿游戏时，选出积极主动5个组
板块四：part6&7
1.玩游戏Touch Your ...（6）
2.比听力、比速度（7）
学生做动作
板
书
设
计：
教
学
反
思：
第三课时
板块一：导入
1.let’s do an exercise! <<body song>Part8学习
1.老师出示Chant ‘Let’s play a game!’
2.老师打拍说唱
2.A/B组PK（Chant）
学生跟着老师打拍说唱
板块三：Part9学习

英语必修三unit2教案

英语必修三unit2教案课程介绍本文档为英语必修三unit2教案，该课程内容为探讨科技与人类关系。

通过阅读、听力、口语和写作等方式来进一步提高学生的英语综合能力，让学生掌握和运用英语来表达自己的想法。

教学目标1.能够听懂关于科技与人类关系的对话、讨论及公开演讲。

2.能够阅读科技与人类关系的相关文章。

3.能够表达和分享自己对科技与人类关系的看法和观点。

4.提高学生的英语口语和写作能力。

教学重点1.掌握科技与人类关系的相关词汇、短语和表达方式。

2.提高学生的听力理解能力，能够听懂对话、讨论及公开演讲。

3.掌握科技与人类关系的相关阅读技巧。

4.提高学生的口语表达和写作能力，让学生能够用英语表达自己的看法和观点。

教学难点1.能够用英语表达自己的观点和看法。

2.能够听懂对话、讨论及公开演讲。

教学准备1.教师准备：课件、相关阅读材料、讨论和演讲题目等。

2.学生准备：笔记本、英语书本、音频播放器等。

教学方法1.以学生为中心的教学方法。

2.以听力训练为主，加强口语表达和写作能力。

3.以集体讨论和小组活动为主要教学手段。

教学流程第一课时Part 1：Introduction1.老师进行自我介绍，认识学生并解释该课程的重要性和目的。

2.让学生自我介绍并介绍自己的想法和意见。

Part 2：Listening and Speaking1.播放一个关于科技的对话并提出问题让学生听后回答问题。

2.让学生自己参考对话的主题和问题讨论科技与人类的关系。

3.让学生准备自己的公开演讲并展示。

Part 3：Writing and Reading1.让学生阅读一篇与科技和人类关系相关的文章。

2.让学生写下自己的看法，并和小组讨论。

3.让小组代表发表自己的意见。

第二课时Part 1：Review1.让学生回顾上一节课的内容。

2.让学生回答一些对于学习课程相关的问题。

Part 2：Listening and Speaking1.让学生听一个有关人工智能的讨论并回答问题。

Module3Unit2教案

实践活动中的角色扮演是一个亮点，学生们在模拟旅行对话中能够将所学知识运用到实际情境中。然而，我也观察到有些学生在表达时仍显得拘谨，可能是因为他们对语言不够自信。为了提高学生的自信心，我计划在接下来的课程中增加更多鼓励学生开口的机会，比如小型演讲或日常对话练习。
Module3 Unit2教案
一、教学内容
Module3 Unit2教案
本节课我们将深入探讨《英语》八年级下册的Module 3 Unit 2的话题——旅行。教学内容主要包括：
1.新词汇：介绍与旅行相关的词汇，如destination, accommodation, itinerary等。
2.语法点：一般过去时态，描述过去发生的旅行经历。
关于语法部分，一般过去时态的用法对学生来说是一个挑战。尤其是在不规则动词的过去式形式上，许多学生感到困惑。我尝试了通过歌曲、故事和对比记忆法来帮助学生记忆，但效果似乎有限。我反思可能需要更多的重复练习和有趣的游戏来加强这一部分的学习。
在小组讨论环节，学生们表现得非常积极，他们提出了很多有趣的旅行经历，并尝试用一般过去时态进行描述。我注意到，通过小组合作，学生们在同伴的帮助下能够更好地发现和纠正错误。这也让我意识到，在教学中，应该更多地鼓励学生之间的互动和合作学习。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“一般过去时态在旅行经历中的应用”这一主题展开讨论。他们将被鼓励提出自己的旅行经历，并使用一般过去时态进行分享。
2.引导与启发：在讨论过程中，我将作为引导者，帮助学生发现语法使用中的问题，并启发他们如何更准确地描述旅行经历。
三、教学难点与重点
1.教学重点
-词汇：重点掌握与旅行相关的核心词汇，如destination, accommodation, itinerary等，并能在实际情境中正确运用。

九年级英语上册Module 3 Unit 2教案

Unit 2 There were few doctors» so he had to work very hard on his own.要谈论的人物是谁及其工作，激发学生的兴趣，由此引入听力，顺利地完成对特定的听力信息的捕捉。

【教学准备】黑板，录音机，多媒体等。

【教学过程】Step 1 Warming up1.师生问候。

2.幻灯片放映有关白求恩的图片，循序渐进地引导学生对白求恩进行了解，导入本课。

活动小结：通过图片形象生动地引入新课，可以激起学生的学习兴趣。

Step 2 Presentation1.学习新单词。

根据图片和单词表上的音标学习新词，引出有关的知识。

⑴学习新词“手术”时，用多媒体放映出有关手术的图片，引出。

peration。

(2)由名词Canada“加拿大”，引出形容词“加拿大的，加拿大人的"Canadian。

(3)展示一张卧病在床的图片，引出新词sick,形容词“不适的，生病的“，相当于ilk(4)用多媒体展示出一张军人的图片，引出新单词soldier“军人，士兵”。

(5)用图片展示出受伤的人物，引出新词，wounded“受伤的”。

(6)教学新词war的时候，展示战争的图片，从而进行教学。

(7)展示几幅工具，器械的图片，从而引出新词tool,可数名词，“工具，器械”。

(8)展示中国古代的四大发明，从而引出新词invention,可数名词，“发明，创造“。

(9)由动词use“使用”,拓展出新词useful,形容词“有用的,有益的(10)由代词him引出反身代词himsef他自己”。

(11)学习continue 动词“继续",短语continue to do sth=continue doing sth 继续做某事。

(12)用多媒体展示加拿大的旗帜,引出Canada"加拿大2.操练单词。

(1)给学生几分钟记单词，然后教师把带有单词的卡片拿出来让学生依次拼读。

(捷进英语2)Unit3-电子教案

For each part of the video you might want to play it twice. Students might need more support with Tasks 5 and 6. You could set these as group work or for homework to allow students
教案
课程名称
捷进英语综合教程2
课时
班级
专业
教师
系部
教研室
教材《捷进英语综合教程2 教师用书》
Teaching Plan
教学 Unit 3 Making a Difference
单元
单元主题
教学内容
ASL and the Ice Bucket
Challenge
课
Volunteer projects around the 时安 8
The first two vocabulary tasks draw on topics vocabulary from the text and work on word formation. Thematically these all link
Reading （阅读）
students understanding of large numbers. the grammar section looks at various comparative structures.
Reading for doing
Ss read an advert related to charities and good causes around the world.
short text and image on an issue related to water related issues. They look at problems related to water around the world. If you have time you could bring in additional information or videos from WaterAid’s website or a similar charity.

Book 3 Unit 2电子教案 WORD 简版

Unit Two1.ProverbRead the following proverbs and tell your classmates which one is your favorite. State your reasons.Keep your eye wide open before marriage, and half shut afterwards.－Benjamin FranklinLove seems the swiftest but it is the slowest of all growths. No man or woman really knows what perfect love is until they have been married a quarter of a century.－Mark TwainThe most dangerous food is wedding cake.－American ProverbOne shouldn’t be too inquisitive in lifeEither about God’s secrets or one’s wife.－Geoffrey Chaucer, The Canterbury Tales1.ListeningListen to the recording and answer the following questions.1.What is a biggest source of arguments among married couples?Money is one of the biggest sources of arguments among married couples.2. Should married couples compromise their principles and convictions?No.3.When disagreement about money arises, what should married couples do first?Married couples should stop for a second and talk about what their disagreement is about when disagreement about money arises.4.What does it mean by “losing the battle to win the war” in marriage?It means to give up a little bit and essentially lose the small battle to make the situation right and ultimately have a solid relationship with your significant other.2.Speaking PracticeGive an oral presentation on the summary of the main points of the listening passage.For your referenceThe key points:-the money problem in marriage-the right ways to deal with the problem:munication is key2.how to lose the battle3.winning the war2. Work in pairs and take turns to ask and give answers about the following topics:a. Do you think money is one of the biggest sources of arguments among married couples?b. How do you understand “losing the battle to win the war”?c. Will “compromise on details, not principles” be able to solve marital disputes? Why or whynot?Text I1.Pre-Reading QuestionsThink about the following questions before you read the text.1. What do people usually do to prepare for a wedding?2. When getting married, why do most Chinese people hold a wedding ceremony after getting a marriage certificate?3. Which do you prefer, the Chinese-style wedding or that of the western style?4. Among all the wedding ceremonies you have attended, which one impressed you most? Why?5. In your opinion, what are some indispensable elements of an ideal wedding ceremony? Why?2.General ReadingThe text can be divided into two parts:1) Para.1－Para.9 — Simone prepared her wedding. Everything seemed to go on smoothlyalthough her step-mother Alice tried to stop her from using too much money.2) Para.10－end —Alice sent a letter to inform Simone of the truth about her father’scompany and declare the wedding was cancelled.The two parts of the story are in great contrast in tone. The first part depicts a delighted yet even to some extent, arrogant Simone who firmly believed that her father loved her so much that he would pay for everything she bought for her wedding. While in the second part, Simone lost control of her senses and collapsed in mind when knowing that she was penniless and her fiancé would not marry her. In fact, the strong contrast of the two parts succeeds in producing a dramatic effect and hence sets people thinking.3.Background(1) bridesmaidBridesmaids are members of the bride’s party in a wedding. A bridesmaid is typically a young woman, and often a close friend or sister. She attends to the bride on the day of a wedding or marriage ceremony. Traditionally, bridesmaids were chosen from unwed young women of marriageable age.(2)honeymoonA honeymoon is the traditional holiday taken by newlyweds. It can be the first moments a newly-wed couple spend together, or the first holiday they spend together to celebrate their marriage.ments on the TextThe text is a short story, and is in itself a well-organized whole. A short story is a work of fiction that is usually written in prose, often in narrative format. Here are some comments on the text.The plot is very dramatic. Simone spent much money when she was preparing her wedding, which aroused Alice, her step-mother’s dissatisfaction. Thinking her father’s company would pay all her cost, Simone didn’t follow Alice’s advice. But before her wedding, Alice sent a letter to inform her that it was cancelled. In the letter, Alice told Simone that she had bought her father’s bankrupt company when she fell in love with him. Now her father was fired and divorced. Unfortunately, her fiancé decided not to marry her after knowing the fact.Explain the following in your own words.1. … Simone could not help but think about all that had gone into getting to today.could not stop from thinking about.2. Her wedding day was going to be the biggest, most lavish event of the social calendar to date. the most important and extravagant event3. …Simone was Daddy’s little girl,she was named after him.her name was derived from her father’s name, Simon.4. …as if Daddy wouldn’t be around to bail her out when she got in over her head.when she was in a very difficult situation5. Simone continued telling them how Alice had been a good sport from then on, …had behaved in a cheerful way6. … so you may have to cut back on your expenses, …reduce your costs7. Inside they found Simone in a heap on the floor screaming and ranting; …crumpled.8. …, he decided he couldn’t in good faith, marry you.he made up his mind that he could not marry you with perfect sincerity (“in good faith” is intended ironically here, mocking his greed and lack of sincere love)2. Interaction Activities1. Précis WritingThe reference versionSimone’s wedding would be the most lavish event since she was born, although her step-mother Alice often lectured her about being financially responsible. When she was preparing for her wedding, Alice always tried to stop her from spending too much money. But Simone firmly believed that her father would pay for all the costs due to his deep love for her. That being so, Simone didn’t take Alice’s advice and worries seriously and was rude to her. Unfortunately, a special delivery arrived not long after. It was a letter from Alice. In the letter, Alice told Simone that she had bought her father’s bankrupt company when she fell in love with him. Now, however, her father was both fired and divorced. As a result, Simone was broke. Even worse, her wedding was cancelled because her fiancé decided not to marry her after knowing the facts.。

Join In Book3 Unit2 Mascots 英语教学设计

Join In Book3 Unit2 Mascots教学设计Teaching aims: 1.Ss can listen and say 7 new words.2. Ss can ask and answer by using “H ave you got …?Hashe/she got….?Key points: 1. New words: ring, shells, friendship band, silver bells, necklace, soft toys，mascot.2. Sentences: Have you got …?Yes, I have./No, I have n’t.Has he/she got….? Yes，he/she has. No，he/she has n’t. Difficult points: Part 1 new words：friendship band, silver bells and how to use have/hasTeaching tools:Pictures mascots recorderTeaching procedure:Step1 Warm up：Say a chant from Book1 Unit4 Part1Have you got a pet？Yes，I have.What have you got？A cat and a dog.（设计意图：轻松的chant不但可以缓减学生课前的紧张情绪，达到热身的目的，而且我选择这个chant，还为接下来学习新课用来替换新词打好基础。

）.Step2 Presentation ：Show my birthday presents and show new words. （设计意图：有效的情景创设引入，可以让学生在更有意义的情况下学习，且学生学习的积极性也能得到提高。

更重要的是我用“幸运公仔项圈”不但引出了新课提、引出了三个新单词，还能把学生的兴趣“圈”住整节课。

捷进英语Unit电子教案优选

Beyond the textencourages Ss to react to a short text on mass human migration. They also refer to mass human migration in contexts from their own knowledge. If you have time you could bring in a short additional text on one migration story e.g. the Three Gorges Dam.
This section should take less time than section A as the texts are less complicated. They focus on developing students’ everyday reading skills as they are reading and responding to comments on an article.
(1)Practice ignoring proper nouns
(2) Students discuss other accidental inventions
Refer students back to the inventions fromReading for Doing. If you have had time, between classes you could set students the task of finding out more about each invention e.g. when was it invented, where and by who.

捷进英语Unit电子教案

Depending on the time you have you could extend the discussion into other novels students have read and how they related to the themes and characters.
ForTask1, Task 2 and Task 3on the language work,you might want to set them up as a team game or class quiz.
ForTask 4and Task 5,theycould be set as small group discussionsor down as a reflective writing task.
TheGrammarFocuspart looks atlinking wordsand phrases. There is lots of potential for extending this grammar point into a mini-writing task. For example, asking students to write a reaction to the readingtext using the linking words.
课后学习设计
作业
Finish all thetasksin Unit7.
Read thetwo texts in this unit again and try to summarise their contents.
Choose oneyou're yourfavouritebook and tell yourpartnerwhy you like it.

捷进英语 Unit 3

捷进英语Unit 3老猴子咬菜根学习交流Lesson 1 Out to lunch-decisions 出去吃午饭——做决定1 .Where can we eat? 我们上哪儿吃饭？Someplace good. 得找个好地方。

Someplace cheap. 而且要便宜。

but vegetarian. 但要有素食。

You're vegetarian, are you? 你是吃素的，是吗？Yeah.对。

2.I like meat too much to be a vegetarian. 我可不是个素食主义者，我喜欢吃肉，And fresh fish. 和新鲜的鱼。

I don't like fish at all. 我一点也不喜欢吃鱼。

And I love bacon. 我还喜欢吃熏肉。

It's my favorite breakfast. 这是我最喜欢的早餐。

I don't like bacon. 我不喜欢熏肉。

3.Are you a vegetarian as well? 你也吃素吗？Me? 我？I don't like vegetables. 我可不喜欢吃蔬菜。

Elena's not a vegetarian. Elena可不是个素食主义者。

She's just a picky eater. 她只是挑食。

Spinach, broccoli, and cauliflower. 我可不喜欢吃菠菜、甘蓝、花菜。

Ugh. 啊！4.Do you eat cheese? 你吃奶酪吗.Kevin, I eat anything that can't look at me. Kevin，只要是眼睛不看我的东西，我都吃。

How about eggs? 鸡蛋怎么样？Oh, I do not like eggs. 哦，我不喜欢。

5.Elena, what do you like? Elena，那你喜欢什么呢？Coffee. 咖啡。