人教版高中英语第三册第二单元语言点教案设计 无答案
人教版高中英语必修3 Unit2 Using language 优秀教学设计
Unit2 Using language 教学设计Period 3 语言运用课设计意图This is the third teaching period of this unit. The first task is to comprehend the passage about the end of the story Come and eat here and improve the ability of reading. And the second part is writing. In this part, students learn to express their ideas of whether they eat breakfast. From now on, students should form a good habit of eating breakfast.教学目标1. Help students comprehend the story Come and eat here and improve their reading comprehension and writing abilities.2. Help students express the ideas of whether to eat breakfast through self-directed study and cooperation.3. Help students form a good dietary habit.教学重点1. Comprehend the story and improve their reading comprehension and writing abilities.2. Learn to form a good dietary habit.教学难点Learn to express “How to keep healthy” in English.Task 1 RevisionGo over the language points according to the screen. (Try to design some questions about the language points in U2)1. balance作为动词时, 意思是什么？短语“权衡二者之利弊”怎么说？2. 用consult表达“就……向某人咨询/请教”短语。
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Book 3 Unit2 Reading 2教学设计
阅读语篇教学设计Module 3 Unit2 Healthy Eating （2）学生学案：【写作指导】一则广告大致包括标题、正文、口号和随文四个部分。
但并不是每则广告都必须同时具备以上四项。
1. 广告的标题是广告中最重要的部分。
它起着引起读者的好奇心、吸引读者注意力的作用。
2. 广告正文进一步对标题进行阐释和证实，以引起读者的兴趣。
语言要尽量口语化、简洁明了，使用较短的单词和句子。
祈使句和一般疑问句在广告中出现的频率很高。
如：In short, the stronger your character, the brighter your future.Please do not leave it too late.Do you want to work in world-class research laboratories?3. 广告口号的目的是便于人们重复记忆和二次传播，因而必须将之压缩成口号语句。
如：Just do it. 只管去做。
4. 随文又叫附文，是说明企业名称、地址、购买商品的方法等附加信息的语言文字，一般出现在广告的结尾。
广告写作要求：1. 确保广告的真实性。
真实性是广告的生命力所在，如果违背了真实性原则，广告会因为失真而丧失可信度。
2. 明确广告对象。
广告对象是指广告信息的接受者。
3. 注意广告语言，提高说服力和表现力。
好的广告语言能给读者留下难以磨灭的印象，唤起消费者的购买欲望，从而达到广告的最终目的。
写作时应注意以下几点：1. 确定文体：广告写作属于应用文写作。
2. 主体时态：以一般现在时为主。
3. 主体人称：广告面向顾客进行宣传，应以第一、二人称为主。
高中英语教案：人教版新教材B3U2 Project教学设计
人教版新教材B3U2 Project教学设计主题语境：人与自我授课时长：40分钟文本分析：（文本分析中需关注其与单元其它语篇之间的关联点）该板块的主题活动是“制作践行美德的海报”（Make a poster to motivate others to practice virtues），梳理有关美德的词汇和名言警句，课外阅读文本“A firefighter stopped a woman from being hit by a train”与单元主题引领下的语篇题材和体裁紧密结合。
文本指向“人与自我”的主题语境，关乎道德与美德这一话题，围绕“年迈的志愿者消防员救女司机”这一主题，文本记叙了在深夜，Janice Esposito在回家的路上发生了意外，她开的小车被另一辆小车撞到了铁轨上，被穿着睡衣的Pete DiPinto在火车开过来之前将她从被困的小车中救了出来，从而揭示主题观点：消防员志愿者服务始终在进行中（Any volunteer firefighter is always on duty.）。
可供学生制作颂扬美德的海报提供素材。
文本是一篇记叙文，文章长度为354字，采用可读性测量公式Flesch Reading Ease 和Flesch-Kincaid Grade Level检测文本可读性，文本易于阅读和理解的程度为分别为63.6 和8.3，适合高一学生阅读。
语篇以时间发展为主，时间顺序的连接词使语篇体现出结构上的完整性，同时，富含行为和情境的描写，采用了多种修辞法使情境描述更生动化，能让读者体会人物的情感变化。
此外，在文本最后救护中心主管的话有一个留白，提醒读者“Last night the hero arrived in pajamas, not in a fire truck.”这是一个激发学生对文眼“hero”进行创造性思维的重要切入点。
学情分析：该阅读文本是课外阅读材料，适用于高一年级学生。
【教案】Unit2 Reading and thinking说课稿教学设计人教版高中英语必修第三册
Interpretation of Unit 2Reading and Thinking ■Mother of TenThousand BabiesGood afternoon,my distinguished judge I 、m number 5 English teacher. Now I will write the topic of my lesson on the blackboard, OK?(板书课题) Now lef s come to the first part: Teaching Material ( Part 1)The content of my lesson is New Senior English for China BookUnit ・ This unit is about (topics). By studying of this unit, well enable students to know. It starts (structures). Therefore, this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit (or the book).Presentation Contents .Analysis of teaching materialsPart 1Talk about the teaching goal and the core accomplishment 1.语言能力(Language Skills):2.学习能力(Learning Ability ) :3.文化意识(Cultural Awareness):4.思维晶质(Thinking Quality ):After studying the teaching material, the teaching aims are the followings:(Part2) 1 .Knowledge objects (知识目标：词汇，句型,语法，课文内容)(1 )The Ss can understand the new words, phrases, sentence patterns, and the structureof the text.(2)The Ss can understand the content of this lesson.(3) The Ss can use the sentences and the knowledge they've learned to express their thoughts in the thinking and discussion situation/part.2 .Ability objects (技能目标)(1) To develop the Ss' abilities of listening, speaking, reading and writing (2) To develop the Ss' abilities of working in groups.(3) To improve the Ss' ability of reading, especially their skimming and scanning ability. 3 .Emotional objects (情感目标)By completing the task, the Ss can set up self-confidence in English leaning.Part 5.Talk about teaching methodsPart 6/l alk about teaching preparationPart 7.Talk about the teaching proceduresPart 8.Blackboard designPart 9. l eaching reflectionAnd to help the Ss to understand Dr Lin' s main life principle.Now, lef s come to the Important and Difficult Points(Part3):In my opinion, the important points are the key words, phrases, sentence patterns and the grammar, because they are the important materials in a language.The difficult points are reading skills especially skimming and scanning, because it is a long way to master it well in reading.Part 4Analysis of students The students are in the grade in senior high school. It is very important tohelp them to form a good habit of learning. They have a definite English learning motivation and attitude. While their knowledge ability is different. Their attention can be scattered easily because of some burdens or some other subjects. So catching the students' attention is the key of this lesson.Part 5Teaching MethodsIn my opinion, the instructional aims of learning English in middle school is to develop the students' abilities of listening, speaking, reading, writing. For achieving these aims, I will use the following methods:1.Task-based Language Teaching (任务教学法)it offers the students an opportunity to complete the tasks in which students use language to achieve a specific outcome.2.Total Situational Action (情景教学)it is a "scene - activity95 teaching method , it offers real scene between the teacher and the Ss.In the meanwhile, Computer Aided Instruction (电脑辅助教学)can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 6Studying methodsI think most of my students are from the countryside. They need to receive cooperative learning skills. Some students are not active in the class, even somestudents don't like English. Therefore, ril have students study process of seeing, hearing, thinking. And make preparation for completing the new task. After understanding the language points, let students get the knowledge actively by cooperative leaning. And then I will teach the students how to be successful language learners, and how to communicate with others.Part 7Teaching Procedure Part 7.Teaching procedures：Step 1. Lead-in. (3min)Show some pictures/ a video about and then ask them some questions aboutthis topic in their daily lives. Finally, I will introduce the topic of this lesson.The purpose of my design is to catch Ss' attention about the lesson.Step 2.Pre-reading(2min)& Fast-reading(6min)1.Skimming Task: read the material quickly to find out the right information about the question I asked.2. Scanning Task: read the material carefully and listen to the tape to find out how many parts in this text, and whaf s the topic for each one.The purpose of my design: is to develop the students" ability of reading and listening.Step 3. Careful-reading (15mins)Intensive reading and translate the text part by part. Interpret the important information to the students.Then, group work. Set a certain situation, and let students work in groups to discuss and finish the different exercises/tasks.The purpose of my design is develop the Ss ability of working in groups and how toget the general and detail information of the text.Step 4.Post-reading (7mins) In this step,there are two activities: 1) Fill in the blanks (高考语法填空指导)；2)Except Dr Lin,Dr Zhong Nanshan also has these similar morals and virtues,try to match them.Step 4.Thinking&Discussing for (6 mins)As a senior high school student, what may bethe most important life choices for you? Why?Summarize the whole lesson and check the knowledge they learned. Step 5. Homework(lmin)1. Read the text again, in-depth understanding of the text and share your favourite parts next class ；2.Complete relevant exercises in the Worksheet.The purpose of my design: is that homework is important and necessary for students to master the knowledge they learned. It will check whether the Ss achieve the teaching aims.Task l:The structure of the textIIIIIIflHmUDBUL 2 力壮TJ 网、啊他DrLi 。
人教版高中英语第三册Unit 2 Healthy Lifestyle教学设计
人教版高中英语第三册Unit 2 Healthy Lifestyle教学设计文本简析本单元阅读文本的话题是“健康的生活方式”，旨在帮助学生认识习惯的本质及其运转原理，在此基础上，利用习惯周期，聚焦影响习惯改变的关键因素，尽早识别和改变坏习惯，从而树立积极的生活态度和健康的生活方式，提升识别问题、分析问题和解决问题的意识和能力。
本语篇类型为论说文，兼具议论文和说明文的特征。
文本第一段旨在提出问题，作者阐述了坏习惯的危害，并指出青少年应学会尽早识别坏习惯并做出恰当改变。
第二、三段旨在分析问题，作者阐明了习惯的内涵，并利用现代心理学知识——“习惯周期”，揭示了习惯的运转原理。
第四、五段旨在解决问题，第四段阐述了习惯周期的应用价值，第五段则阐述了改变坏习惯的其他关键因素，包括时间和自律等等。
第六段作者重申论说点，并呼吁年轻人认真思考并做出改变，从而建立健康快乐的生活方式。
在进行本文教学设计时，除梳理文本内容和结构外，教师应引导学生积累有关“健康的生活方式”的话题词汇，如physical and mental health, habit, appropriate, alcohol, tobacco, abuse, facilitate, examine, discipline, dominate等。
学生学习语言时，应尽可能融合内容的学习及思维的培养。
引导学生利用思维导图梳理语篇结构，建构对习惯这一概念及其运转原理的认识，培养其逻辑思维能力，提高学生认识问题、分析问题和解决问题的能力。
第1课时一、教学内容整体梳理语篇结构和文本内容，归纳坏习惯的危害，提炼习惯的关键特征，建构对习惯的认识，阐述习惯运转原理，运用“习惯周期”理论分析常见的坏习惯，思考“习惯周期”对改变坏习惯的积极作用。
二、课时目标1. 通过自主提问，整体阅读文本、梳理语篇宏观结构、明确文本主要内容。
2. 通过归纳坏习惯的危害，树立尽早识别和改变坏习惯的意识，融入tobacco, alcohol, abuse, dominate等语言学习。
Unit 2 Reading and Writing (II)示范课教案英语人教必修第三册
Unit 2 Morals and Virtues 子主题2：平凡人物的美德与社会责任Period 3 Reading and Writing (II)WorksheetUnit 2 Reading and Writing (II)Activity 1: Review the storyStep 1: Retell the story according to the improved mind-map.Step 2: Retell the main events and the main point of the story.Activity 2: Think and shareTalk about what you have learned from the story and how you can practice kindness in your daily life.Activity 3: Think and answerWork in pairs and think about the following questions.(1) What do you like about the story?(2) What do you not like about the story?Activity 4: Think about the following questions.1. Would you like to recommend this story to others?2. Why or why not?Activity 5: Read and discussWork in groups and discuss the following questions.1.What is a story review?2.What is the purpose of a story review?3.What does a story review contain?Activity 6: Look and thinkLook at the outline for writing a story review and think about the useful expressions of each part.As for different aspects, what sentence patterns are useful?Activity 7: Write your draftUse what you have learnt to write about a story review for The Taxi Ride I’ll Never Forget according to the outline.Activity 8: Evaluate your partner’s reviewExchange drafts and evaluate your partner’s review according to the checklist and give feedback.Evaluation Forms。
人教版高中英语必修3unit2教案设计
高中英语教学设计Module 1Unit2 Reading 上高中学况巧云TeachingProcedures教学过程设计All the class is set in the TV interview show—Heart Garden made by channel Young.De tailly, I divide the class in to three groups as the guests of this TV interview show:Frend s of the character, Nutritionists, Psychologists. The teacher play the role of the host Step1 Lead--in1.Broadcast the VCR----Are teens trying to stay slim to an extreme from BBC ,then trans pose to our calss,which can lead students to the TV show situationT: “Good moring ,Ladies and Gentleman! Welcome to Heart Garden made by Channel YOUNG STV .I am the host.Today’s topic is Dying to be thin. There are three groups :Frends of the chara cter, Nutritionists, Psychologists.Let’s talk together to slove the problem today.Finally, let’s see which group can get the most stars accroding to your active cooperation.Are you r eady? ”S: “Yes! ”.T: “First ,let me show you some picutes.Do you know them”Show students some pop stars’picturesT: “Whom do you like better, the thin or the fat? How can we become thin?S: “The thin.”T: “How can we become thin?Let’s discuss ways of losing weight.”Suggested answers:Going on a diet Exercising in a gym or other places Receiv ing surgical treatment(外科治疗) Taking weight-loss pillsT: Do you think eating weight-loss pills is effective and good?”S: “ No!’T: “ Good!But the unfortunate thing also happened to our character--Amy .Let’s welcome A my.”设计意图：把正堂课虚拟上海生活时尚频道---心灵花园节目的录制现场。
人教版高中英语必修3 Unit2 语言点 优秀教学设计
Unit2 语言点教学设计Period 2知识讲练课设计意图This is the second period of this unit. The teacher can first offer chances for students to review what they have learned last period. Then lead in the new lesson. The emphasis of this period will be placed on the important words, expressions and sentence patterns in the Reading text. In order to make students understand these points, we can first make students study the usages themselves and try to make a summary according to the examples. And then try to put them into use to improve the ability to use them in real situations. At the end of the class, the teacher can make students use what they have learned to express themselves. By doing so, students can learn and use these important language points well.教学目标1. Grasp 7 words and 3 phrases in this period; learn to express yourselves by using them.2. Learn the method of constructing knowledge trees through self-study and cooperative exploration.3. Enjoy the fun of expressing yourself using English and participate in class with full of passion.教学重点How to use “consult”, “benefit” and “get away with”.教学难点How to use the words and phrases in real situations.教学过程Task 1 Revision1. Lead-inWealth is health. What should/shouldn’t we do to keep healthy? What kind of food must we eat to be strong? What should we eat to stay slim?(Or we can require students to make a class report about the healthy diet.)2. Retell the textWe have learned the story of Wang Peng and Yong Hui. Now let’s retell the story. Who wants to go first?Task 2 Self-directed studyThis class we will learn the important words and expressions in this unit. First, it5s self-study time. Please observe the example sentences in the sheet and try to summarize their usages by referring to the dictionary or reference books. Make a mark where you can’t understand Then, 15 minutes lat- er, we’ll see who is the best self-learner. Please begin now.(Purpose：ask students to understand the examples in the sheet and construct the knowledge trees, and summarize the usages of the language points,meanwhile,try to connect the points with what we have learned to improve the ability of self-study)一、词汇精粹1.balance n[C]天平; 秤[U]平衡; 权衡vt.平衡; 权衡【教材原句】What will happen to you if you don't eat a balanced diet?如果你不能均衡饮食的话，你会怎样呢？【观察思考】(l)It is difficult to keep one's balance on an icy pavement.人行道上结了冰，要想不摔倒可不容易。
人教版高中英语第三册第二单元语法学案设计三 无答案
B3U2 Grammar情态动词（Modal V erbs）II【学习目标】1.Get students to learn the Modal Verbs.2.Let students practice how to use it.【学一学】I.【课文回顾】1.By now his restaurant ________ ________(应该) be full of people.2.What ________ ________ (可能) happened?3.Something terrible ________ ________ ________(一定发生了) if Li Chang was not coming to eat in his restaurant.4.Perhaps with a _________(折扣) and a new design he could _________ his customers_________. (赢回)5.Perhaps he would be able to _______ _______ _______ (谋生) after all and not have to close his restaurant.6.I know that you only came to ________ ________ (窥探) me and my menu.7.According to my research, ________ your restaurant ________ mine offers a balanced diet. (既不...也不...)8.Perhaps we ought to__________ (结合) our idea and provide a balanced menu with food full of energy and fibre.9.In this way they ________ ________ (削减) the fat and increased the fibre in the meal.10.Their balanced diets became such a success that ________ ________ (不久)Wang Peng became slimmer and Yong Hui ________ ________ more ________ (增加体重).【讲一讲】II. 精讲释义：Ⅰ. 情态动词1.ought to的用法:ought to “应当，应该”，后接动词原形，只有一种形式，没有______、_____和时态的变化。
高中英语《book3unit2》优质课教案、教学设计
【教学设计】book5unit3_英语_高中一、教材分析本课的教学内容为人教课标版必修3 Unit2.本教学内容在整个课程教材体系中的地位举足轻重。
由于本话题为贴近高中学生的重点话题，同其他版本教材一样，摒弃了以往知识领先的做法，将情感态度、价值观融入课文，旨在使学生通过英语学习，在发展语言能力、思维能力、想象能力和创新能力的同时，逐步树立正确健康人生的人生观、世界观和价值观，提高学生的科学文化素养、人文素养及高尚的审美情趣，使学生在心智发展的同时，在情感上也逐渐成熟起来。
二、学情分析高中学生已具备一定的听、说、读、写能力。
本单元的话题与学生的生活关系密切，是学生感兴趣的话题，这是优势。
授课班级大部分学生词汇量缺乏，阅读习惯不好，阅读能力差，与健康生活相关词汇、语言知识积累不足，运用语言的能力差，这是劣势。
本课时课前学生已经做好的准备有：学生已经在reading 部分初步接触了重点词汇和语法；课前学生已经做了导学案。
三、教学重难点1.Review the language points and use them freely.2.Talk about the topic about healthy eating and write a short passage.四、教学目标知识目标：掌握与平衡饮食，健康生活相关的词汇。
能力目标：在语篇中感知词汇、语法的用法，并把词汇、语法知识正确运用到语篇中。
情感目标：通过学习本课内容，使学生平衡饮食养成健康的生活习惯。
五、教学理念与方法1、自主、合作探究的知识建构观。
2、任务型教学，语篇教学。
3、强调学生的运用能力、探索发现能力、语篇理解及语篇构建能力。
六、教学过程⑴导入语法填空阅读下面材料，在空白处填入括号内单词的正确形式（每空最多不超过三个单词）。
Wang Peng sat in his empty restaurant very frustrated as there were no customers as usual. “Nothing could be 1 （good）,” he thought. Driven by 2 (curious), he followed Li Chang into a newly- opened small slimming restaurant, which was run by Yong Hui. It was full of people. He was amazed at this and especially at the prices. He decided that he could not have Yong Hui _3_ ( 被放过) telling people _4_ （谎言）! After doing some research, he wanted to 5 his customers 5 （赢回）with a 6 ( 打折) and a new sign. The next day, his restaurant was full of people again. He did not look forward to being 7 ( 欠债). Suddenly Yong Hui walked in. She 8 ( 怒视) him . She thought he came to her restaurant only to 9 ( 窥探) her and her menu. Wang Peng invited her to try a meal in his restaurant. Their cooperation began. 10 ( 不久), they combined their menus and provided a balanced diet full of energy and fibre. At last, they got married and lived h appily.1. 2. 3. 4. 5.6. 7. 8. 9. 10.展示四张PPT，共十张图片，目的是引导学生复习本单元reading 中出现的重点词汇，做到英语单词与汉语意思的简单对应，在语篇中理解重点词汇，指导学生正确做语法填空题，为下面教学做铺垫。
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 foodb.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 intodifferent groups according to their basic functionb.Students will learn to express concerns and give advice③Emotion goals情感目标a.Students will get to know the importance of eating properly and beinghealthy.2)Important & difficult teaching points-教学重难点a.How to expand one’s vocabulary by putting words under the same categoryb.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 theirEnglish 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 havean 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, projector5.Teaching procedures-教学进程First period: Listening (WB), Talking (WB) & Warming-upStep 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 askstudents 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 thescreen. 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-listening1)Students predict what is wrong with the girl.2)Give out words such as rickets, obesity, anorexia, and indigestion asexpected answers.2. While-listeningListen 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 bowlof rice and a dish for supper.b. She is not eating enough food.c. He thinks she is too thin.3. Post-listening1)Again, stress the importance of healthy eating. Show more pictures of peoplewith 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, wineStep ⅢTalking (WB, page48)Role-play1.After the students have learnt the English names of different food, provide themwith 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。
英语必修3人教版新课标unit2教案(03—语言点01)
英语必修3人教版新课标 Unit2教案（03—语言点01）Unit 2 Healthy Eating Language points 11.教材分析（analysis of teaching material）The emphasis of this period will be placed on the important new words, expressions and sentences patterns in the parts Warming Up, Pre-reading and Comprehending.2.学情分析（analysis of the students）Ss can understand the meanings of these words in the context, then the teacher will give some explanations. Later the Ss will be offered some exercises to master their usages.3.教学目标(Teaching aims)结果性目标（知识目标&能力目标）：知识目标(Knowledge aims)Get the Ss to learn and grasp new words and expressions:diet, energy, fiber, digestion, bean, cucumber, mushroom, lemon, balance, ham, mutton, roast, slim, curiosity, raw, lie, research, customer, weakness, strength, rid, amount, debt, glare, gently, limit, benefit, sigh, combine, item, packet, tin; etc.key sentences:1.His fried rice was hot but did not taste of fat.2.Tired of all that fat? Want to be thinner? Only slimming food served here.3.I will take all that fat off you in two weeks if you eat here every day.4.It was not giving its customers energy-giving food!5.Something terrible must have happened if Maochang was not coming to eat with him as he always did.6.He wondered if he should go to the library to find out.7.He couldn’t have Yong Hui getting away with telling people lies!能力目标(Ability aims)Enable the Ss to use some useful words and expressions correctly.Enable the Ss to make sentences after the useful sentence patterns.程序性目标（即过程与方法）：Teacher should pick up the important sentences and translate them to students, then point out the language points. Students can read the exercise book firstly and do some exercise in the class. If students have some questions, they can ask teacher and do with it.体验性目标（情感目标）情感目标（Emotional aims）Stimulate the Ss’ interest in learning English.Develop the Ss’ knowledge of healthy eating.4.教学重点和难点（important points and difficult points）#Teaching important points:Enable the Ss to learn and grasp new words and expressions and key sentences.#Teachin g difficult points:Enable the S s to learn and use these phrases: amaze; get away with ; admire; etc.5.教学过程(Teaching procedures)1.Wang Pengwei sat in his empty restaurant feeling very frustrated.feeling这里是用动词的-ing形式做伴随状语。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
B3U2 Language Points【学习目标】1.Master important words and expressions: frustrated, be amazed at, get away with….2. Master sentence pattern: Nothing could be better【学一学】I.课文回顾（请依据课文填空）:1. Wang Peng sat in his empty restaurant ________ ________ ________(感到很沮丧)2. “_________ could be _________ .” he thought. (没有什么比这更好了)3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant ________ ________ ________ ________. (像往常做的一样)4. Wang Peng_______ ________ ________ (因..而感到吃惊）this and especially at the prices.5. He couldn’t have Yong Hui ________ ________ ________ (允许某人做某事) telling peoplelies!6. The competition between the two restaurants was _________!(开始了)7. She didn’t look happy but_________ _________ (怒目而视)him. .8. Wang Pengwei was just enjoying ________ ________ ________(又一盘)of dumplings.【讲一讲】II. 精讲释义：1. (P10) Wang Peng sat in his empty restaurant feeling very frustrated.【寓词于境】(1)“We can’t go out in this weather,” said Bob, looking out of the window.含义_________________(2) They stood there for half an hour watching the stars in the sky.含义_________________(3) The teacher stood in front of the blackboard, teaching us English.含义_________________【用法归纳】(1) -ing 形式短语做_________状语。
(2) frustrated adj. 挫败的，失意的be frustrated with 对...感到沮丧frustrating adj. 令人沮丧的【完成句子】(1) She buried her head under the pillow, ____________. (cry)(2) He came into the house____________(carry) a bundle of clothes.【翻译句子】他站在公交车站读报纸。
_____________________________________________.2. (P10) Nothing could be better.” he thought.【寓词于境】(1)— I have never seen a better film.—I can’t agree more.含义______________________________________(2)In my opinion, nothing is more pleasant than traveling.含义______________________________________(3)I have never read a more interesting novel than this.含义______________________________________【用法归纳】(1) Nothing could be better.” he thought. = All his foods could be best.(2) (否定词) Not + more (形容词或副词)比较级表示___________ 级含义3. (P10) Something terrible must have happened if Li Chang was not coming to eat in hisrestaurant as he always did.【寓词于境】(1) When in Rome do as Romans do.(2) They watched her closely as a cat watches a rat.(3) They did as I had asked.【用法归纳】以上例句皆是由as 引导的__________________从句。
as译为___________【观察总结】(1)Wang Peng felt more hopeful as he drove back home.词性__________ 词义___________(2)She may need some help as she is new. 词性__________ 词义___________(3)Treat me as a friend. 词性__________ 词义___________(4)As time went by, the weather became warmer. 词性__________ 词义___________(5)As we all know, China has a long history. 词性__________ 词义___________ 【完成句子】(1) We planned to travel but now my foot is injured, I can’t go with you________ ________ (像计划的那样)4. (P10) Wang Peng was amazed at this and especially at the prices.【寓词于境】(1) I was amazed at her improvement. 含义_______________________(2) You will be amazed by what you can do. 含义_______________________【翻译句子】(1)大家都对他的设计感到惊讶。
___________________________________________________(2)amazing adj. 令人大为惊奇的；令人惊喜惊人的成就/成功_________________________________5. (P10) He couldn’t have Y ong Hui getting away with telling people lies!【寓词于境】(1)I won’t have you saying such rude language in my home.含义:_________________________________(2)The teacher can’t have his students arriving late at night.含义:_________________________________(3)I had the driver wait for us. Hurry up! Don’t have the car w aiting at the gate.含义:_______________________________________________________【观察总结】have sb. doing表示_____________________，多用于否定句won’t, can’t后。
【翻译句子】(1) I won’t have you saying so! ______________________________________________。
(2) 张先生不容许他女儿12点后回家。
________________________________________________________________________.6. (P10) The competition between the two restaurants was on!【寓词于境】(1)The light is still on. 含义:______________________________________(2)The TV is always on in their house. 含义:______________________________________ 【用法归纳】on与be 连用时，可以表示以下几个意思：(1) (light, water, ect. ) 开着(2) (performance, drama )正在上演【完成句子】我到电影院的时候，电影已经开演五分钟了。
The film ________________(on) for five minutes when I got to the cinema.7. (P14) She d idn’t look happy but glared at him.【知识积累】glare at_________________________look at_________________________stare at _________________________glance at________________________8. (P15) Wang Pengwei was just enjoying a second plate of dumplings,【寓词于境】(1) A second student stood up. 含义：___________________________________(2) The second student stood up. 含义：___________________________________(1) I want to read the book a third time. 含义：___________________________________(2) I want to read the book the third time. 含义：___________________________________ 【用法归纳】a second = another序数词与the 连用表示“第几”，与a / an 连用表示“又一，再一”。