人教课标版高中英语必修三 Unit2 Warming-up, Listening and speaking 教案-新版

Unit2 Warming-up, Listening and speaking 教学设计
第一课时（Warming-up, Listening & speaking）
1. Teaching Analysis 教情分析
1)Teaching objectives-教学目标
①Language targets语言目标
a.words & expressions词汇和短语
diet, balanced, energy-giving, body-building, protective, rickets, obesity, and names of different kinds of food
b.Sentence structures:
You are what you eat.
Giving suggestions and advice & seeing a doctor:
What’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….
I have got a pain in… It comes and goes. I am suffering from…
I feel tired all the time. I’ve got a bad… It hurts when I touch it.
②Ability goals能力目标
a.Students will know most of the names of daily food and how to put them into
different groups according to their basic function
b.Students will learn to express concerns and give advice
③Emotion goals情感目标
a.Students will get to know the importance of eating properly and being
healthy.
2)Important & difficult teaching points-教学重难点
a.How to expand one’s vocabulary by putting words under the same category
b.How to talk about concerns and giving advice.
2. Student analysis学情分析
1)Fundamental state基本情况
Nowadays, many teenagers, especially girls, regard super models or idols, who are usually very slim as their image of beauty. Therefore they usually go on diet and eat less whereas they should be eating more and keep a balanced diet, which makes the topic of this unit very controversial. This is a good opportunity for students to learn more about different kinds of food and how to keep a balanced and healthy eating habit. Besides, as teenagers, they are always interested in food, which gives more fun to the learning process.
2)Knowledge reserve知识储备
a.Students have learned only a few basic names of the most common food.
They have seen and tasted many different foods but still don’t know their
English names, or how to express properly when it comes to the topic.
b.Students have learned the usage of several modal verbs in unit 1. They have
an understanding of the basic functions of modal verbs.
3)Class data本班实际
3. Teaching methods教法建议
question and answer method问答法，task-based teaching method任务型教学法，communicative approach交际法，situational teaching approach情景教学法
4. Teaching Aids教学辅助
blackboard and chalk, computer or ipad, projector
5.Teaching procedures-教学进程
First period: Listening (WB), Talking (WB) & Warming-up
Step I Leading-in:
1.The teacher asks the students “What’s your favorite food?” and arouse students’
interest in the English names of different food. Pick students who are really big or really slim to answer this question and write their answers on the blackboard. The conversation can go like this:
T:What’s your favorite food?
S: My favorite food is potato/apple/fish/hot-pot…
T:No wonder you look very healthy/a little slim/a bit heavy…However often do you often have it?
S: Almost every meal. / Twice a week. / Not very often.
T: Which food do you dislike the most?
…
Put the names of food on the blackboard for further usage.
2. Help the students understand the meaning of “You are what you eat.” First ask
students to guess the meaning of this sentence and then point out that as it is mentioned in previous conv ersations, students’ outlooks are closely connected to their eating habits. They will grow too heavy if they eat too much meat, potatoes and noodles; they will grow too slim if they eat only vegetables or fruits. They will become healthy only if they eat a balanced diet.
3. Present a picture of a girl who is terribly slim and who looks unhealthy on the
screen. And ask the question “Does she look good?” and “Why?” Then encourage the students to discuss on the statement that “Being healthy rather than slim is more important and beautiful”.
Step II Listening (WB, page48)
Part 1 listening (part 1)
动”使用
1. Pre-listening
1)Students predict what is wrong with the girl.
2)Give out words such as rickets, obesity, anorexia, and indigestion as
expected answers.
2. While-listening
Listen to part 1 and answer the following questions:
a.What does Emma usually have for breakfast, lunch and dinner?
b.What is wrong with Emma’s diet?
c.Why is the doctor concerned about how much Emma eats?
Suggested answers:
a. She has an orange and a banana for breakfast, a roll for lunch, and half a bowl
of rice and a dish for supper.
b. She is not eating enough food.
c. He thinks she is too thin.
3. Post-listening
1)Again, stress the importance of healthy eating. Show more pictures of people
with rickets, obesity, anorexia, and indigestion.
2)Make pr edictions of the solution of Emma’s problem.
Suggested answer: eat more and exercise a bit more often.
Part 2 listening (part2)
1. Listen to part 2 of the listening material and check students’ predictions with the answers.
固”的1，2两题使用，“类文阅读”则可布置为家庭作业使用
2. Give out the answer that the doctor’s advice is to have a balanced diet as the picture:
3.
①First replace the idea of “red food”, “orange food” and “green food” with the idea of “energy-givi ng food”, “body-building food” and “protective food”. Give the definition of these terms.
②Then, accordingly, replace the chart in Exercise 3 (page 48) with the chart in Warming-up (page 9).
③At last, try to use the words on page 49 and put them into these three groups. Illustrate the names of different food with pictures.
Other names of food and drink from page 49:
sugar, radish, eggplant, barbecue, grape, carrot, garlic, spicy, peach, kebab, boil, noodle, mushroom, shrimp, bread, mutton, plum, bacon, milk, fry, cola, salty, melon, spaghetti, cabbage, turnip, mango, cheese, coffee, beef, vinegar, rice, crispy, cucumber, mustard, cream, pepper, lemon, juice, crab, pea, tea, corn, roast, tasteless, pineapple, sour, mineral water, tofu, wine
Step ⅢTalking (WB, page48)
Role-play
1.After the students have learnt the English names of different food, provide them
with two pictures of rickets and obesity. Then in pairs imagine the students is having one the problem and looking ill and one is asking about the problems and giving suggestions of a balanced diet.
2.Role-play. Follow a similar structure of the listening material:
S1:What’s the matter? / What’s wrong with you? / What seems to be the trouble?...
S2:I’ve got a pain in… It comes and goes. / I feel tired all the time.
S1:What do you usually have every day?
S2:I usually have… for breakfast,….for lunch and … for dinner.
S1:I suppose you’d better…./ I think you ought to…
…
3.Try to use as many words from the chart above as possibl。