人教版高中英语必修三学案：Unit2SectionⅡ

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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。

英语人教必修版第三册教案 Unit2

一、教学内容分析本单元的中心话题是“探索世界”，内容涉及人类如何超越极限、海上航行、郑和下西洋、人类攀登珠穆朗玛峰等，帮助学生了解人类在探索世界的过程中如何顽强地克服困难甚至超越极限。

语言技能和语言知识都是围绕这个主题设计的。

“热身”(Warming up)部分由四幅图片和四个问题组成。

要讨论这四个问题学生必须了解郑和、克里斯托弗·哥伦布、詹姆斯·库克和艾贝尔·塔斯曼这四个人物的事迹，他们都为“人类探索世界”做出过巨大的贡献。

在了解人物主要事迹的基础上，学生可以总结出四位人物的共同特点：他们都是探索世界的航海家，从而回答第一个问题。

对于高三的学生来说，回答第二个问题应该很容易，可以复习七大洲的名字。

对于第三、四个问题，学生在讨论的基础上也可以提供部分的答案。

这两个问题的讨论有助于接下来做听力练习。

“听力”部分是一个记者和一个教授之间关于人类过去和现在探索未知世界所可能遇到的困难与挑战的对话。

在听之前让学生讨论练习1的三个问题有助于学生对对话内容的预测，熟悉对话中出现的词汇和表达方法，从而降低听的难度。

练习2让学生比较过去和现在在交际和交通上的重要差异，可以让学生了解过去探索世界的巨大困难。

在录音内容中可以直接得到有关这两方面的情况。

练习3中所设计的几个问题也是围绕人类过去和现在探索未知世界所可能遇到的困难与挑战的主题所设计的，主要训练学生把握文段细节的能力。

“口语”(Speaking)部分要求学生对形势作出分析判断，然后提出相应的对策和作出决定。

在这一部分，学生阅读相关材料并提出他们自己的观点。

在这一过程中学生可以了解我们该如何探索世界，以及如何对待我们探索世界时候所发现的地方、空间、文物等，对于培养他们探索未知世界的热情和克服困难的决心有促进作用。

“读前”(Pre-reading)部分的第一个问题让学生了解“丝绸之路”的有关情况，为第二个问题做好铺垫，那就是在中国陆路已经和其他洲建立联系的情况下，为何还要开辟更长的水路联系?这有何重要意义?从而为我国历史上的那些航海家探索“海上丝绸之路”找到依据。

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
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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
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

人教版高中英语必修三Unit2HealthyeatingWritingabouthealth学案

教学设计基本信息名称Book3 Unit2 Healthy EatingWriting about Health执教者课时1课时所属教材目录人教新课标英语必修三教学内容分析本单元以Healthy eating 为话题，通过谈论人们最关心的健康问题，使学生认识到不良饮食、不良习惯等对健康的危害。

通过Writing about Health 的学习，使学生意识到健康的重要性，养成良好的生活习惯，并学会如何就健康问题给别人提供一些建议。

学情分析进入高中的青少年面临一定的诱惑，身边同龄人有些有不良生活习惯，如抽烟、熬夜、不吃早饭等。

因此，这节课的内容比较贴近学生生活实际，而且学生在这个阶段学习相应知识具有重要意义，有利于学生意识到健康重要性，培养良好的生活习惯。

虽然学生已升入高中，但部分学生基础薄弱，所以要在写作之前为学生做好词汇、句子结构等方面的铺垫。

教学目标知识与能力目标学习并巩固与健康问题有关的词汇及语法结构，并且让学生学会给出相应建议。

通过课堂教学活动使学生形成良好的语言习惯，让学生在一定程度上形成自主学习，合作学习，信息处理能力，英语思维能力以及综合运用语言的能力。

过程与方法目标通过运用信息处理与探究策略；自主学习策略和有效合作与交际策略培养学生的写作能力。

情感态度与价值观目标促使学生意识到健康的重要性，培养健康的生活习惯。

教学重难点重点运用所学语言知识完成相关写作内容难点将运用所学知识恰当地运用到写作当中去表达自己的想法; 实现知识的迁移和扩展教学策略与设计说明Writing about Health 部分的设计运用了学习的建构主义理论。

学生以自己原有的知识经验为基础，对新信息重新认识和编码，建构自己的理解。

学生原有的知识经验因为新知识经验的进入而发生调整和改变，所以在教授这一板块时采用多种形式引导学生回顾相关知识。

本节课采用调查问卷的形式，引导学生认识自己的健康情况。

讲授过程中先让学生掌握与写作内容相关词汇，然后上升到用短语来描述不。

人教版高中英语必修三学案：Unit2SectionⅡ

Unit 2Healthy eatingSection Ⅱ—Learning about Language一、选择适当的情态动词填空：ought to，have to，needn't，mustn't，oughtn't to 1．Tom，you ______ play with the knife.It may hurt you.2．Everyone ______ respect the old.3．—Must I finish the report today?—No，you ______.4．They ______ have left our company without saying a word.5．My mother is ill.So I ______ stay at home to look after her.二、读下面句子，试着翻译画线词组1．No matter how many times you fail，don't lose heart.________________________________________________________________________ 2．He didn't want to lose face before his children.________________________________________________________________________ 3．My brother lost interest in drawing because he felt it was too difficult. ________________________________________________________________________ 4．Suddenly he lost control of his car and it knocked into a tree.________________________________________________________________________ 三、读下列单词，找出每组中画线部分发音不同的单词1．peach，teach，reach，break，weak________________________________________________________________________ 2．cut，minute，struggle，club，but________________________________________________________________________ 3．match，attract，lack，many，catch________________________________________________________________________ 4．because，settle，better，remember，vegetable________________________________________________________________________ 四、根据图片用所提供的情态动词完成下列句子1.我们应该向吴菊萍学习。

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。

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三教学案：Unit 2 Section 2含答案

Ⅰ.单词拼写1．Everyone needs to have a healthy diet (日常饮食) and regular exercise to keep healthy. 2．The ability to keep calm is one of her many strengths (长处)．3．The old man likes eating raw (生的) vegetables.4．I bought a pair of sneakers at a 30% discount (折扣).5．We should try to keep the balance (平衡) of nature.6．Dry bread at home is better than roast (烤制的) meat abroad.7．My favourite teacher is a pretty and slim (苗条的) lady.8．This company is our regular customer (顾客)．Ⅱ.拓展词汇1．balance v t.平衡；权衡n.天平；平衡→balanced adj.平衡的2．fry v t.&v i.油煎；油炸→fried adj.油炸的3．curious adj.好奇的→curiosity n．好奇心4．host n．主人；主持人v.主持；主力→hostess n．女主人；女主持人5．weak adj.虚弱的→weakness n．虚弱；缺点；弱点6．strong adj.强壮的→strength n．强项；长处；力量[巧记单词]派生词balanced →balance＋-d curiosity →curious＋-ity weakness →weak＋-nessⅢ.补全短语1．balanced diet均衡膳食2．ought to 应该；应当3．lose weight 减肥；体重减轻4．get away with 受到从轻发落；(做坏事)不受惩罚5．tell a lie 说谎6．even though 即使7．with a discount 打折8．win ...back 把……赢回来；重新获得1．[教材原句]Wang Peng sat in his empty restaurant feeling very frustrated.王鹏坐在他那空荡荡的餐馆里，感到十分沮丧。

人教版新课标必修三 Unit 2 单元导学案

Unit 2 Healthy eating一．单词考点Section A Warming-up,Reading&Comprehending1.diet的用法⑴作n时，[C,U]日常饮食；日常食物；规定食物(为健康或减肥)搭配：go on a diet节食，控制饮食be on a diet在节食，在用规定食谱put sb.on a diet让某人用规定食谱⑵作vt时，“实行节食；按规定进食”搭配：diet oneself/sb.使自己/他人实行节食区别：diet,food⑴diet既可指习惯上吃的食物，又可指规定的事物，特指维持健康定量或定质的事物。

⑵food一般用语，指任何能吃的东西。

一般作不可数，但强调种类时，可作可数名词使用。

2.balancevt 平衡，权衡；n[C]天平；[U,单]平衡balancedadj平衡的，均衡的短语：keep one’s balance保持平衡lose one’s balance失去平衡hold the balance举足轻重out of balance不平衡in the balance悬而未决；犹豫on balance总地来说a sense of balance平衡感3.frustratedadj“气恼的；灰心丧气的，沮丧的”搭配：be/get frustrated at因……而懊恼be/get frustrated with对……感到沮丧注：形容人时，用frustrated；形容事/物时，用frustrating。

4.ought to(do sth.)应该/应当做某事⑴表示期望或可能发生的事⑵表示一种道义上的责任⑶表示劝告或建议⑷表示可能发生的或真实的事情注：ought to do的虚拟语气为ought to have done sth.“本该做某事(却没有做)”ought to do的否定形式为ought not to do sth.5. 比较级表示最高级的方法⑴结构：否定词+形容词/副词比较级。

人教版高中英语必修三教案：unit2period2.doc

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。

33 我是一只蜜蜂，在祖国的花园里，飞来飞去，不知疲倦地为祖国酿制甘甜的蜂蜜;我是一只紫燕，在祖国的蓝天上，穿越千家万户，向祖国向人民报告春的信息;我是一滴雨点，在祖国的原野上，从天而降，滋润干渴的禾苗;我是一株青松，在祖国的边疆，傲然屹立，显示出庄严的身姿。

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。

人教版高中英语必修三教学案：Unit 2

.Section_ⅠWarming Up & Reading — Pre-reading[原文呈现][读文清障]COME AND EAT HERE(1)Wang Peng sat in his emptyrestaurant ①feeling veryfrustrated②. It had been a verystrange morning. Usually he gotup early and prepared his menuof barbecued③mutton④kebabs⑤，roast⑥pork, stir-fried⑦vegetables and fried rice⑧. Thenby lunchtime⑨they would all besold. By now his restaurantought to⑩be full of people. Butnot today! Why was that? Whatcould have happened⑪？Hethought of⑫his mutton, beefand bacon⑬cooked in thehottest, finest oil⑭. His cola wassugary⑮and cold, and his icecream was made of⑯milk,cream and delicious fruit.“Nothing could be better⑰，”he thought. Suddenly he saw hisfriend Li Chang hurrying by⑱.①现在分词短语feeling very frustrated作伴随状语。

②frustrated adj.沮丧的；懊恼的frustrate v t.使懊恼；使沮丧frustration n．懊恼；沮丧③barbecue/'bɑːbIkjuː/v t.&n.烧烤；烤肉④mutton/'mʌtn/n.羊肉⑤kebab/kI'bæb/n.(＝kabob/kə'bɒb/)(印度)烤腌羊肉串⑥roast/rəʊst/adj.烤制的v t.&v i.烤；烘；烘烤⑦stir-fry v t.用旺火炒(或煎、煸)⑧fried rice炒米饭⑨by lunchtime到午饭时间by表示“不迟于；到……时”。

高中英语(新教材)人教版选择性必修第三册学案：Unit 2Speaking and Listening Talking (含解析)

Unit 2 Morals and Virtues Period 1 Listening & Speaking and Listening &Talking 【教学目标】1. Enable students to learn to tell a story explaining the value of small acts of kindness, and guide students to analyze and review a fable about personal responsibility to the community.2. Activate students to tell a story about showing or receiving kindness. Students should use the new vocabulary, grammar, and information they have learnt to complete related tasks.3. Students can use the information in the class to reflect upon their own lives and make better choices on how they will live their daily lives and make preparations for their futures.4. Cultivate students’ skills for listening and speaking.【教学重难点】1. Help students to understand the definition of moral dilemmas.2. Practice listening comprehension using a conversation about a moral dilemma.3. Practice listening for attitudes and opinions using a conversation about a moral dilemma and listen for details and conclusions using a conversation about a moral dilemma.4. Guide students to know that how to affect others by own benevolence; moreover, if so, better social atmosphere will be created.学习过程Part 1: Listening and Speaking1. Before students listen to the tape, look at the definition and picture below. Then discuss the questions with their group.(1) What moral dilemma is the boy in the picture facing?(2) Have you ever faced a moral dilemma or heard of someone who did? Describe it. 2. Listen to the conversation and complete the table to describe the moral dilemma thatJane is talking about.3. Listen again and decide whether the statements are true [T] or false.4. Listen to the conversation carefully and answer the questions.5. Think about what you would do if you were ever faced with the same situation as thegirl. Then share your thoughts with your group, and explain the reasons for your choice.Example：A: If I were ever in a situation like the girl faced, I think I would choo se to…B: Why? Are you sure?C: Because I think that…is most important. What about you?B: I think I would…Pronunciation1. Listen to the conversations and match each rising intonation with its meaning.2. Read the conversation and mark in correct places. Then listen to the recording to check. Notice the meaning of each rising intonation.Part 2: Listening and TalkingTalk about the importance of kindness1. Listen to a radio show and answer these questions.(1) What is the name of the radio show?(2) What does “paying it forward” mean？(3) What does the guest want the listeners to do?2. Listen to the radio show again and fill in the blanks to complete the story.3. Think of a story of showing or receiving kindness, either your own story or one that you have heard of. Then share it with your group. Here are some words and expressions that may help you.。

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。

人教版高一英语必修3第二单元(Book 3) Unit 2 学案

Unit 2 Healthy eating（Module 3）Reading: Come and eat hereClass：Name：Group：No：Learning Objectives：1.Learn the useful new words and expressions.2.Read the passage and learn about healthy eating.Learning Key Points：Get students to learn different reading skills.Learning Difficult Points：Develop Ss’ reading ability.Learning Procedures：【Pre-class homework】A. Divide the whole passage into three parts, and give the general idea of each part by filling in th e following blanks.Part1:Part 2:Part3:B.正误判断（根据课文内容判断正“T”误“F”）1. Usually Wang Peng’s restaurant was full of people.2. He provided a balanced diet in his menu.3. Yong Hui served a balanced diet.4. Yong Hui could make people thin in two weeks b y giving them a good diet.5. Wang Peng’s customers often became fat after eating in his restaurant.6. Yong Hui’s menu gave customers more energy-giving food.7. Wang Peng’s menu gave customers more protective food.8. Wang Peng admired Yong Hui’s resta urant when he saw the menu.9. Wang Peng decided to copy Yong Hui’s menu.【While-class】Step1. Lead-inStep2. Group discussionSs discuss their pre-class homework in groupStep3.Consolidation: Reading comprehension(1).What did Wang Peng do after Li Chang went away?A. He just sat in his restaurant feeling frustrated.B. He followed Li Chang to see why he didn’t eat with him.C. He did some research.D. He started advertising his food.(2).Which of the following did NOT appear on Yong Hui’s menu?A. CabbageB. ColaC. WaterD. Apples(3).Why was Wang Pang’s restaurant empty?A.Because his food didn’t agree with the customers.B.Because his service was bad.C.Because there was a new restaurant.D.Because his menu didn’t offer energy-giving food.(4).Which did Wang Peng NOT do to winhis customers back?A. Advertised his food.B. Improved his food.C. Did some research.D. Found the shortcomings of Yong Hui’s food.(5). What do you think a healthy menu should contain, according to the passage?A. Enough fibreB. Enough energy-giving foodC. Enough body-building foodD. All the aboveB. Fill in the blanks according to the text.When he sat in his empty restaurant, Wang Peng felt very 1. ____________, thinking that it was a very 2. ______ morning. Something terrible 3_____ have happened if Li Chang, his friend, was not coming to eat in his restaurant as usual. He 4.________ Li Chang into a new small restaurant, whose owner was Yong Hui, and found thatit was 5. _______ of people. Yong Hui’s restaurant offered few 6. ________ of food and drink but the meal cost much 7. _______ than that in his restaurant. In order not to have Yong Hui getting away with 8. ______ people lies, Wang Peng decided to do some 9. ________ on the food both in his restaurant and Yong H ui’s so as to win his 10. ________ back.Step4．PresentationStep5．Summary (总结提升)III.【Post-class】Self- reflectionI enjoyed learning aboutI found these words useful:I found these expressions useful:I have learned aboutSome examples:Keys:A:Part 1:Wang Peng felt frustrated because he found his customers had come to other places to eat.Part 2:Wang Peng found the reason why YongHui’s restaurant was more attractive.Part 3:Wang Peng thought out a good idea to have a competi tion with YongHui’s restaurant.B: T F F F T F F F F FII.A.阅读理解BBCBDB.根据课文内容填空1. frustrated2. strange3. must4. followed5. full6. choices7. more8. telling9. research 10. customersPeriod 2 Language focus in Reading 1Class：Name：Group：No：Learning Objectives：1. Make sentences using the important useful new words and expressions.2. Learn and use the modal verbs: may/might/can/could/will/would/should/can’tLearning Key Points：Grasp the usages of the important new words, expressions and sentence structure aboveLearning Difficult Points：Understand and use model verbs in the proper language situation. Learning Procedures：I.【Pre-class homework】Make sentences using the following works and phrases:1. balance2. consult3. ought to4. lose weight5. tell a lie6. get away with7. win …backB. Imitative writing1. Wang Peng sat in his empty restaurant feeling very frustrated.-ing 形式表示____________学生们有说有笑的走进课室。

人教高中英语必修三unit2教案最终

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第二单元课题Come and Eat Here课时共五课时，第二课时（Reading）一．教材解析 Analysis of the Teaching MaterialsThis lesson is based on the reading part Come and Eat Here of student textbooks which comes from the high school English compulsory book three unit two Healthy text mainly describes the competition between Wang Peng and Yong Hui, who are both operating restaurant,meanwhile,describes the so-called concept of healthy the whole learning of the unit,studentswill 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.二．学情解析 Analysis of the StudentsThe teaching objects of this lesson are high school studentsin Xinjiang Normal University.As a key middle school,students in there hold a good foundation in have a certain ability oflistening,speaking,reading and writing,meanwhile,they also master a certain amount of class owns active classroom atmosphere,students are eager to think,their ability of reading needs to be improved.三.授课目的 Teaching AimsObjectives1. Get students to learn to use some of the key words and phrases of this unit .2.Understand the role of various foods on the human bodyand can distinguish which is a healthy diet, which is not.Objectives1.Enable students to express their own views and suggestionson the practical problems encountered around them.2. Can skim the text, find and process the relevant informationin the text,according to the text content to answer some questions.3.Can use their own words to repeat the text, and discussand express their views on their own understanding of thehealth of the diet.Objectives1.Stimulate students understand the concept of healthy eating correctly, form good eating habits.四.授课重点、难点解析 Teaching Key and Difficult Points1. Teaching Key Points1.Learn to correctly use some of the key words and phrases ofthis unit.2.Understand the role of various foods on the human bodyand improve the awareness of the formation of a healthy diet.e different reading strategies to understand andanalyze the text.Difficult Pointse different reading strategies to understand andanalyze 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 AidsMethodsTeachingLearning and Teaching3.Analytic Discussion (pair work and group work)MethodsSkimming，Scanning，Guessing and Discussion.AidsTextbook &Teacher’s BookMultimedia DevicesPPT Documents六．授课过程设计Teaching Process Design(45min)Period III:Come and Eat Here （Reading ）Step Ⅰ. Review and Warm Up (5mins) T:Hello, boys and girls. Last lesson, we have studied a lot of the words and phrases ,now turn to page 95 and familiarizeyourself with the words and expressions used in this unit. Then, we will have a competition.T: Nowour class will be divided into four groups of food English name quiz competition. I will show the picture of the food one by one on the PPT, then all of you can freely answer, answer a score of 1, the final score of the group win. The food name is on the word list, which is based on the study in the last class. Step Ⅱ.Grope Discussion (5mins)Guide the students to discuss whether these foods are healthy.T ：Nowplease think of and talk about the following questions. (1)What is healthy diet in your mind?Healthy diet : the diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients.(2)Which is junk food or healthy food and give your reasons. Use the following expression to help you.I think ⋯is junk food because ⋯I think ⋯ is healthy food because ⋯ (berich in; be low in)(3)What will happen if you do not eat a balanced diet? StepIII. Fast Reading for General Ideas (10mins) T:Now we will study a story,please quickly browse the text, and then answer the relevant questions. (1)Why Wang Peng felt frustrated? (2)Why Yong Hui ’s restaurant was so popular with customers? (3)What will Wang Peng do to win his customers back? Step IV. Careful Reading for Detail Information (15mins) :Read the text carefully and find the relevant informationyouaccording to Pexercise 1T or F. No matter what judgments11make,please find the corresponding sentence in the article,and read them out loud.Peng ’s restaurant usually was full of people.(T)Hui could make people thin in two weeks by givingthem a good diet.(F)Peng ’s regular customers often became fat.(T)Hui ’s menu gave customers more energy-giving food.(F)Peng ’s menu gave customers more protective food.(F)Peng decided to compete with Yong Hui by copying hermenu.(F):After an in-depth understanding of the article, now let’s find the differences between Wang Peng and Yong Hui two restaurants,while completing the exercise 3 at P11. (Teacher write the correct answers on the blackboard )the ending.T:Now, according to the end of the text sentence,please predict the next with the group of your classmates,then group delegates give the idea of each group.StepV:Retell to Close Down (7mins)T:Students with 4 people as a group, according to the clues and vocabulary provided by teacher, discuss each other, organize language words,and then the representatives of the two groups to repeat the text, and timely to modify and evaluate.The vocabulary network is as follows:Wang Peng frustrated Li Chang (regular customer)library slimming restaurant Yong HuiStep (3mins)and Ex. 2 at P12.online or go to the library to find out about the contents ofa balanced diet and make a record, and develop a copy ofyour own diet plan, in the second day of class and to thepodium to report your own information and your own plan.this text Come and Eat Here (2) by yourself at P14.板书设计 Blackboard WritingCome and Eat HereWang peng’ s restaurant Yong hui’s restaurantbarbecued mutton just juicestir-fried vegetables raw vegetables served in vinegarroast pork fruit andwaterfried riceThe vocabulary networkWang Peng frustrated Li Chang (regular customer)library Slimming reataurant Yong Hui七．授课反思 Teaching FeedbacksThis class promotes the students ’ ability of speaking and analysing, what ’s more, stimulates students to study in theway of whole class is filled with active atmosphere.Class time is limited ,so maybe lack of practice on the key sentences. After class ,teacher arranges the certain homework to make up for deficiencies.。

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