2019-2020学年高一英语(人教版)必修3教案：Unit 2 Healthy eating全单元
2019-2020学年高中英语人教版必修三unit2 Part 1 Teaching Design 教学设计
2019-2020学年高中英语人教版必修三Unit 2 Healthy eatingPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language (Modal verbs: ought to / ought not to / have to / don’t haveto / mustn’t / needn’t)IntroductionIn this period students will be first helped by the teacher to warm up by having a dictation. Then they go on to discover useful words a nd expressions and learn about grammar. Some ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t will be offered.ObjectivesTo learn about Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’tTo discover and learn to use some useful words and expressionsTo discove r and learn to use some useful structuresProcedures1. Warming up by reading aloud the text COME AND EAT HERE (1)We promote reading aloud to students and by students in order to encourage a love of English books and a d esire to become a fluent English speaker. So Read aloud the text bef ore we learn about the grammar.2. Discovering useful words and expressionsIn pairs do the exercises on page 12. You must finish them in 5 minutes.3. Reading and identifyingRead the text COME AND EAT HERE (1), discovering all the sentences which contain any of themodal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t.4. Consolidating by doing exercisesTo consolidate your understanding you will be given 10 minutes to go over exercises on page 13. You may just write in your text b ook. I mean the student’s book you are working by.5. Reading the ready u sed materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t（用原版）1. What are Modal Verbs?Modal auxiliary verbs help other verbs express a meaning or an idea but have no meaning by themselves. In English, modal auxiliary verbs are defective; for example, they do not have participle forms (no -ing or -ed endings).They are used in a variety of grammatical moods such as the conditional mood, which expresses uncertainty ("I would be delighted if you came to my party").Modal auxi liary verbs are special verbs which behave very differently from normal verbs. Next are some important differences.2. Modal verbs do not take "-s" in the third person.EXAMPLES:He can speak Chinese.She should be here by 9:00.3. You use "not" to make modal verbs negative, even in Simple Present and Simple Past. EXAMPLES:He should not be late.They might not come to the party.4. Many modal verbs cannot be used in the past tenses or the future tenses.EXAMPLES:He will can go with us. NOT CORRECTShe musted study very hard. NOT CORRECTFor reference: （用原排版）ought toexpectation (can use should)e.g. If you like Picasso, you ought to enjoy theexhibition.recommendation (can use should)e.g. You ought to have more driving lessons before youtake the test.criticism (can use should)e.g. You ought not to shout at your mother like that.don’t have to when you don’t need to do something (but you can ifyou want)e.g. You don’t have to go to school if you don’t wantto.have (got) tonecessity, impersonal, not for personal feelings, but f or a rule or situation. If you are unsure whether to use must or have to, it is usually safer to use have to.e.g. I have to get up early tomorrow to catch the train tothe office.must notprohibition (negative order)e.g. You must not leave the table until you havefinished your dinner.needas a normal verbe.g. Do you need me to help you?in questions (less usual)e.g. Need you make so much mess?needn’tnot necessary to do something (unusual)e.g. You needn’t come to the party if you don’t want to.don’t need tonot necessary to do something (more used thanneedn’t)e.g. You don’t need to come t o the party if you don’twant to.6. Closing down by doing a quizModals and Related Expressions1. Ted's flight from Amsterdam took more than 11 hours. He_____ be exhausted after such a l ong flight.A. mustB. canC. had better2. The book is optional. My professor said we could read it if we needed extra credit. But we _____ read it if we don't want to.A. can notB. must notC. don't have to3. Susan_____ hear the speaker because the crowd was cheering so loudly.A. couldn'tB. can'tC. might not4. The television isn't working. It ______ damaged during the move.A. must have beenB. mustC. must be5. A_____ hold your breath for more than a minute?B: No, I can't.A. Are you able toB. Might youC. Can you6. You _____ be rich to be a success. Some of the most successful people I know haven't got a penny to their name.A. can'tB. don't have toC. shouldn't7. I've redone this math problem at least twenty times, but my answer is wrong according to the answer key. The answer in the book _____ be wrong!A. have toB. mustC. should8. You _____ do the job if you didn't speak Japanese fluently.A. can'tB. won't be able toC. couldn't9. You _____ worry so much. It doesn't do you any good. Either you get the job, or you don't. Ifyou don't, just apply for another one. Eventually, you will find work.A. shouldn'tB. don't have toC. can't10. You _____ be kidding! That can't be true.A. shouldB. have toC. ought to11. You _____ leave the table once you have finished your meal and politely excused yourself.A. wouldB. mightC. may12. _____ we move into the living room? It's more comfortable in there and there's a beautiful view of the lake.A. ShallB. MustC. Will13. If I had gone white water rafting with my friends, I _____ down the Colorado River right now.A. would have floatB. would be floatingC. would float14. At first, my boss didn't want to hire Sam. But, because I had previously worked with Sam, I told my boss that he _____ take another look at his resume and reconsider him for the position.A. mustB. ought toC. has to15. You _____ take along some cash. The restaurant may not accept credit cards.A. had betterB. has toC. can16. The machine _____ on by flipping this switch.A. may turnB. could be turningC. can be turned17. I can't stand these people - I _____ get out of here. I'm going to take off for a while you get rid of them.A. mightB. have got toC. had better18. You _____ forget to pay the rent tomorrow. The landlord is very strict about paying on time.A. mustn'tB. don't have toC. couldn't19. Terry and Frank said they would come over right after work, so they _____ be here by 6:00.A. have toB. canC. should20. The lamp _____ be broken. Maybe the light bulb just burned out.A. might notB. must notC. could notKeys: 1-5 BCAAC 6-10 BBCBA 11-15 CABBA 16-20 VBACA。
2019-2020学年高中英语人教版必修三unit2全单元教案
Adjustment Space2019-2020学年高中英语人教版必修三全单元教案Unit 2Healthy Eating l. Topics: Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functionsl)Suggestions and adviceY ou must /must not...; What should I do?I think you ought to …I suppose you had better.- - Perhaps you should.Do you think you could give me some advice?2)seeing doctors What ’s the matter? What ’s wrong?What seems to be the trouble?How long have you been like this?3)Agreement and disagreement.I don ’t agree. Of cause not. I don ’t think so. All right. That ’s a good idea.No problem. Certainly /sureYes, I think so. I ’m afraid not.4. Grammar: The use of ought toYou ought to cook fresh vegetables and meat without too much fatIf you want to stay slim.You ought not to eat the same kind of food at every meal.Adjustment SpaceUnit 2Healthy Eating Period1 and 2 Step l:.GreetingsThe teacher greet the whole class.Step 2： RevisionReview some words of last period . Step 3:Warming upl.Do you eat a healthy diet? What kind of food do you usually have formeals?1 Are the food you usually eat healthy food or unhealthy food?(Discussin pairs.2. Name some healthy food and unhealthy food.Healthy food unhealthy food.All vegetables: cabbages, Fatty food: French friesPeppers tomatoes potatoes cream roast pork/lambAll fruits: apples, grapes sugary food chocolateStrawberries bananas pears sweets honey ice-cream Dairy products: cheese salty food: biscuitSeafood: shrimp cookiesTofu eggs3. Do you know that the food you eat helps you grow in different ways?Some Will make you fat/tall/thin. Look at the charm below and see which kindof food they eat areFast energy food Slow energy food Body-building food Protective foodsRice sugar Noodles potatoes Spaghetti breadSpaghetti breadCorn dumplings Butter cream Fried bread stickFried cake/chips Dairy productsQuestions:l.Which of these groups of food do you like best?2.Which of them do you eat most often?3.Do you think we should eat each kind of food?3.What will happen if you do not eat a balanced diet?Too much fatty/sugary/salty food will cause many diseases and get toofat.Only protective food will feel weak ,no energy and get too thin .Adjustment SpaceStep 4 Pre-reading Discuss the questions in the chart.(Which food contains more...)2 Order the following food from which contains most to which containslessAnswer: ice-cream, eggs, chicken, rice, peaches Step5 Fast reading and answer the following questions1. What does Wang Pengw ei’s restaurant serve?2. What about Yong Hui’s restaurant?Step 6Intensive reading and find the answers to comprehending.Step7Teaching evaluation(教学评估与反思)Unit 2Healthy Eating Period 3 Language pointsStep l. Lead-in: Listen to the tape to get a better understanding Step nguage points1. Wang Pengwei sat in his empty restaurant feeling very frustrated.feeling very frustrated 现在分词在句中作伴随状语现在分词在句中作伴随状语eg She sat on the chair reading a newspaper ．(表伴随)Walking in the street, she met her old friend.(表时间) Seeing no body at home, she decided to eat outside.(表因果)The child fell, striking his head against the ground ．（表结果）（表结果）2. His restaurant ought to be full of people.0ught to l ， to show a moral duty表示一种道义上的责任，田该表示一种道义上的责任，田该Eg. She ought to look after her child better.1 You ought to study hard to get a high mark.2)ought to have done 表示本应该…，而却没有…Eg.You ought to have come yesterday.3. He thought of his mutton kebabs, fatty pork cooked in the hottest oil过分词短语作后置定语，表被动。
2019-2020学年人教版高中英语必修3教案Unit2HealthyEatingPeriod2教学设计(1)
III．教学重难点1.Enable the students to grasp the usages of such important new words and expressions such as ought to ; cut down, get away with; win sb over ; discount and so on.2.Enable the students to understand some difficult and long sentences.IV. 教学过程Words:1.balance:(1) I found it hard to keep my balance on the icy path.(2)You were working too hard. You’d better keep a balance between work and relaxation.(3)He lost his balance and fell over.(4) If you want to keep fit, we should spend more time and money in buying good food and keeping a balanced diet.(5).To cool herself and regain mental balance she went out of the room and had a walk in the garden.2.serve(1)Serve the people heart and soul.(2)There is a limit to one’s life but (the re. Is) no limit to serving the people.(3) What time is breakfast served in the hotel?(4)This room can serve as a study.(5)These principles should apply to serving us all, not just the wealthiest.(6) Only then can they serve you in a useful way.3. lie(1) Korea lies on the northeast of China.(2)She lied to them about her age in order to get the job.(3)The man lying there lied that he had laid the money on the tableI like to lie on the sunny beach, treating myself to a good sunbath.(5) a white lie4.strength(1) He does weigh-training to build up his strength.(2)Everyone has his particular strength and weakness.(3)---Why do you choose to work in an international travel agency?---Well, you know, English is my strength. So it is my best choice.5.benefit(1)benefit sb.= be beneficial to sb.= be of benefit to sb.(2)The heavy rain benefits the crops very well.= The crops can benefit from the heavy rain.(3) In any case, we could enjoy the benefit.(4) I enjoyed the great benefit of his instructions concerning the matter.(5) It is not his fault. He did it for your benefit.6. consult(1) However, as she was so afraid of being laughed at by her friends, she did not consult a doctor.(2). The President consulted with European leaders before taking action.(3) Mr. Bell said he had consulted his lawyer about the matter.Phrases:1.get away with(1)For that serious accident, he got away with only a fine.(2)The thieves got away with all the money and jewellery.2.in debt(1)To be in debt is to be in danger.(2).Bad management will land the company in debt.(3) She was terrified of getting into debt.2. cut down(1) In this way they cut down the fat and increased the fiber in the meal.(2)Avoid stress foods and cut down on sugar and salt.(3)At first, you may think of ways to cut down on your expenses or increase your earnings.二．重点句型Analyzing some important and difficult sentences1. Wang Pengwei sat in his empty restaurant feeling very frustrated. (Reading)这里的feeling是-ing用做伴随状语。
2019-2020年高中英语Book3Unit2HealthyeactingBook教案新人教版必修
2019-2020 年高中英语Book3Unit 2 Healthy eacting Book教版必修3I .key phrases1. 保持苗条stay slim2. 谋生earn one'sliving3. 怒视glare at4. 负责in debt5. 向某人许诺make a promise to sb6. 消灭get rid of7. 避免做某事avoid doing8. 讨厌做某事be/get tired of9. 进行锻炼take exercise10. 大量的钱a large amount of money11. 感到诅丧feel frustrated12. 平衡的饮食a balaneed diet13. 说慌tell lies14. 把…结合起来bine A with Bn .key pounts in detaill.benefit vt/viben efit sb/sth 使…受益vt.benefit from/by …从…中受益vieg.1.你的建议使我受益益浅。
Your advice ben efits me.or I ben efit from your advice.n.利益好处of great/much/little ben efit (to )…(对…有好/ 没有好处)eg.1.据说瑜伽对人体健康有很大好处。
be beneficial to 对.... 受益for the ben efit of 为... 的利益.教案新人2」imitvt限，限定，limi t…to…把…限制在…内eg.1.我们必须设法限制我们的开支。
We must try to limit our expense.eg.2.请尽量在10分钟之内把话说完。
Please, limit your talk to 10 mimutes.n.界限，限度speed limit速度、限制There is a limit t o…对…的限制There is a limit to one ' s life ,but no limit to serving the people.人的生命是有限的，为人民服务是无限的。
2019-2020学年高中英语人教版必修三Unit2单元教学说课稿
2019-2020学年高中英语人教版必修三Unit2 Healthy eating说课稿一、教材分析与教材处理Come and eat here是一篇围绕本单元的中心话题healthy eating展开的叙事性文章，主要讲述了王鹏和雍慧开餐馆竞争的故事，读起来通俗易懂，而悬念式的的结尾也增添了故事的趣味性，由此学生可以在趣味横生的故事情节中学习健康饮食的知识，促使自己养成健康饮食的习惯。
在驾驭教材方面，我根据本校学生实际情况在warming—up、Pre-reading和Post-reading部分根据学生的实际情况对教材内容进行了适当的补充和修改。
二、学情分析本节课的教学对象是高一年级的学生，他们经过高一上半学期新教材的学习，已经逐步形成了一定的小组合作学习及自主学习的能力，也具备了一定的阅读能力，但还有待提高。
此外，健康饮食这一话题比较贴近生活，很容易激活学生的已有知识，便于学生开展学习活动。
三、教学目标结合单元教学要求和本课特点，依据新课程标准，具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。
1. 语言知识目标：1)使学生了解protein, calcium等基本营养成分的来源和主要功能。
2)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等2. 语言技能目标：1)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。
2)使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。
3.情感态度与文化意识目标：1)使学生养成健康饮食习惯的意识,领悟膳食平衡对身体健康的作用。
2019-2020学年人教版高中英语必修3教案Unit2Healthyeatingperiod2教案2
Unit 2Healthy eatingPeriod 2Learning about language: Grammar 教学重点1. Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.2. Let students learn the use of ought to.教学难点Enable students to learn how to use ought to correctly.三维目标知识目标1. Get students to know more about modal verbs.2. Let students learn the use of ought to.能力目标Enable students to use modal verbs correctly and properly according to the context.情感目标1. Get students to become interested in grammar learning.2. Develop students’ sense of group cooperation.教学过程→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Read the passage Come and Eat Here again to find words and expressions that mean the same.Give students about four minutes to find the suitable words and expressions. Then check the answers with the whole class.Suggested answers:→Step 2 Leading-in by revisionTranslate the following sentences and explain how each of these modal verbs is being used in the situations.1. He could hardly support his family before he found the new job.2. Where could/can the boy be now?3. May/Might I come in?4. You may/might catch sight of the sunrise from here when you get up before 5 in the morning.5. You must hurry up or you’ll be late.6. Whatever you want, you shall have.7. We should read English aloud every morning.8. He would sit there for hours, doing nothing at all.Suggested answers:1. 他在找到那份新工作前几乎无法养家糊口。
2019-2020学年高中英语人教版必修三Unit2 Using language教案
2019-2020学年高中英语人教版必修三Unit 2《Healthy Eating 》Using language---教案Teaching aims:1.To develop the students’ reading ability, learn to use some reading strategies such as guessing, skimming and so on;2.To get the students to realize the importance of having a healthy diet3.To grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period.Teaching procedures :Step 1 Revision1. Who is Wang Peng?2. What happened on that strange morning?3. How do you like the food in his restaurant?4. What did Wang see when he followed Li Chang?5. What kind of food was served in this restaurant?6.Who is Yong Hui?7.What amazed Wang in Yong Hui’s restaurant?8.What did Wang decide to do after he left there?9.What did Wang find out after reading?10.What did he do then ?Step 2 pre-listeningWhat makes a balanced diet?What these illnesses are?rickets:legs that do not grow straight佝偻病scurvy: teeth fall out, problems with skin and sores that will not heal坏血病obesity: much too fat 过度肥胖Step 3 listening1.Listen to the tape and then fill in the charts.2 Listen again and join the names of the illnesses to their causes.Scurvy too much rice, noodles and sugarRickets Not enough vitamin CObesity Not enough protein and vitamin D3. Listen to the whole dialogue between Wang Peng and an expert. Write down the main idea of the dialogue.<Wang Peng is doing research to find out how an unbalanced diet can affect your health, so you need to eat a balanced diet if you are to stay healthy.>Step 4 post listeningDiscuss with your partners.Step 5Predicting:Look at the picture and answer the following questions:1.Who is the man in the picture?2.What is he doing?3.Can you guess what he will do after he comes into the restaurant?The competition between the two restaurants was on.Can you guess what will happen to Wang Peng and Yong Hui?Step 6. fast readingExercise about TRUE or FALSE1.Wang Peng won back his customers because he must make a living on the restaurant.2.Wang’s restaurant serves too much energy-giving food while Yong Hui’s is a healthy diet.3. At last, they combined their menus and cut down the fat and increase the fibre in the meal.4.Their balanced menu made Wang and Yong Hui slimmer.Step7 careful ReadingRead the text fast, then answer the following questions:1. Why did Yong Hui come to Wang’s restaurant the next day?<Because she was angry with what Wang did, and wanted to ask him to make an apology to her. >2. How did Yong Hui feel when she had the meal in Wang’s restaurant?<She felt sick with all that fat and heavy food, and she missed her vegetables and fruit.> 3. What did they find after their chat?<They found they didn’t offer balanced diets. Because Wang didn’t offer enough fibre and Yong Hui didn’t offer enough body-building or energy-giving foods.>4. Read the passage again and fill in the chart .Instead of completing with each other , what did they do to improve the diet , making it healthier ?5. How has their relationship changed ?( From competitors to lovers )6.Fill in the blanks.Wang Peng and Yong Hui combined their menu, they served______________ ratherthan_________. Before long, Wang Pengwei became ________.Yong Hui became________. Because of their cooperation, they ___________________________________.Finally, they ________________________.Step 8 language points1.earn his living 谋生earn one’ living (by…) =earn a living (by…)=make a living （by…）=make one’s living by=live by...2. He did not look forward to being in debt because his restaurant was no longer popular.be in debt: owe a lot of money 欠债3.glare vi.怒目而视glare at sb. 怒目注视某人glance:glance (at, over) 看一眼glimpse:catch／get a glimpse of 瞥见stare:stare at／into 盯着4.1) agree with sb./with one’s words2) be agreed（on /about sth.）agree to sth. 同意（某提议，计划，方案等。
2019-2020学年高中英语人教版必修三unit2阅读课教案
2019-2020学年高中英语人教版必修三Teaching Plan for Book 3Unit2 “Healthy Eating” (Reading)Ⅰ.Analysis of Teaching MaterialsThe reading text is about two restaurants providing extremely unbalanced diet. One provides too much fat and the other one provides too little fat. After warming-up, students already know some words about food and the concept of balanced diet. So it’s easier for them to learn and understand the reading text.Ⅱ. Teaching objectives1. Language skills1) The students are in a position to independently apply the reading skills, such as skimming and scanning to acquire useful information and solve problems.2)Students are able to predict the text according to the title and the pictures.2. Language knowledge1）All the students can read and spell the following words appeared in the text: Discount, customer, hostess, curiosity, balanced diet, ought to, lose weight, get away with, tell a lie, win…back2）Most students can understand some difficult sentences in the text.He couldn’t have Yonghui getting away with telling people lies.By now his restaurant ought to be full of people. But not today!3. Affect and Attitudes objectivesStudents will have the awareness of having a balanced diet and improve their eating habits.4 Learning strategiesStudents will cultivate their ability of individual learning and cooperative learning by doing some activities independently and some in groups.Ⅲ. Language focus and anticipate difficulties1）Students are able to correctly use predicting, skimming and scanning to catch the subject of the text and grasp the details.2) It is so important for students to master the new words.3) Students can make a menu of balanced diet.Ⅳ. Teaching methodsTask-based activitiesⅤ. Teaching aidsA computer and a projectorⅥ. Teaching proceduresStep1 Lead-in (3min) (Individual work)Activity: Show the picture of food pyramid.Q: Do you like eating snacks? But we shouldn’t eat too much.What should we eat most/much/some every day?What will happen to us if we don’t eat a balanced diet?→gain weight, sick, tired Do you think a restaurant will provide a balanced menu?(Design intent: this step aims to arouse the Ss’ background information of balanced diet. Then students will be mentally prepared for reading comprehension.)Step2 Pre-reading: Predicting (2min)(Individual work)Teacher asks Ss to read the title “Come and eat here” and predict the content of the passage with the help of pictures.Where? Who? What?(Design intent:Prediction is an important reading skill in doing reading comprehension, and Ss are required to master it. It just aims to help Ss develop the reading skill of prediction.)Step 3 While-reading (24min) (Individual work and Pair work)Activity1: Skimming (3min)(Individual work)1. Skim the passage and find out the characters in the text.2.Match the main idea of each paragraph.Para.1 Wang Peng’s restaurant and his menuPara.2-3 Yong Hui’s restaurant and menuPara.4 Wang Peng’s researchActivity2: Scanning (2min) (Pair work)What food does Wang Peng’s and Yong Hui’s restaurants offer? Scan the passage and finish their menus.Activity3: Detailed reading (18min) (Individual work and Pair work) Part 1.1. How did Wang Peng feel about his food?Find evidence in the passage to support your idea.A.proudB. annoyedC. disappointedD. critical(批判）Nothing could be better!There should be lots of customers. But …what happened today?How did Wang Peng feel this morning? Why?Frustrated.↓1). By lunch time, his restaurant was ______, which ___________ full of people.2). Li Chang was not coming to eat in Wang Peng’s restaurant ____ he always did.Part 2.1. What did Wang Peng do then? What did he find?Yong Hui’s new restaurant which only offers slimming food.2. How did Wang Peng feel about the slimming restaurant?3. What was Wang Peng amazed at? price, food4.. Look at their menus, did they offer balanced menu?Look at the statements and judge T or F. And correct them.1). Yonghui aimed to make people slim by providing slimming food.2). Yonghui’s menu gave customers more energy-giving food.3). Wang Peng’s menu gave customers more protective food.4). Wang Peng admired Yonghui’s restaurant when he saw the menu.He could not believe his eyes. He threw down the menu and hurried outside. On his way home he thought about his own menu. Did it make people fat? Perhaps he should go to the library and find out. He could not have Yong Hui getting away with telling people lies!T: What does the ‘lies’ refer to?A.Yong Hui’s food is healthier than Wang Peng’s.B.Yong Hui’s food is more expensive than Wang Peng’s.C.Yong Hui is an excellent cook.Part 31. What did he find? How did Wang Peng feel at the library?2. What will happen to people who often eat at Wang Peng’s and at Yong Hui’s?3. How did he feel after the research? What did he want to do ?He thought he could win his customs back. With a discount and a new sign.T: So the competition between the two restaurants was on. What does it mean? Andy, please. I like your answer. The competition began.(Design intent: It is important to get the Ss read the text for 3 times. By doing these activities, the Ss will develop their reading strategies and language efficiency. Teacher helps Ss study the passage paragraph by paragraph. Ss will learn some key words and phrases by guessing the meanings. The aim of activity1 is to let the Ss have a comprehensive understanding of the whole passage. This pattern will reduce the difficulty and let the Ss finish this task quickly. While the purpose of scanning is to let the Ss find out some details that are relatively easy for them to do. In the detailed-reading part, the Ss should not only find out the details, but also go deep into the passage. This step trains Ss how to find answer quickly and correctly.)Step 4 Post-reading ( 10min) (Group work)1. Design a new menu.Our food gives you energy all day !Discuss in groups of 4 and help him design a new menu which will help win the customers back. Then do a report.Note: Does your food make customers feel fit?Does your food provide customers energy?Does your food serve a balanced diet?2.Everybody wants to be fit and slim. What can we do to keep slim?exercise+dietT: We are what we eat. So we should have a healthy and balanced diet. As the famous saying goes, “First wealth is health.”(Design intent: the purpose of this step is to help the Ss catch the important points of this class, and use what they have learnt in this class to make a menu of balanced diet. What is more, Ss will cultivate the good habits of cooperation and independently thinking in the process of accomplishing the learning tasks.The second question aims to help Ss improve their eating habits and eat healthy. )Step 5 Homework (1min) (Individual work and Pair work)1.How do you think the story will end? Give a possible development.2.Find out the useful words and expressions and remember them.(Design intent: This step will simulate Ss to be cooperative and the awareness of self-learn more after class. At the same time, Ss can consolidate the key words and practice to use them.)Ⅶ. Blackboard designUnit 2 Healthy Eating--readingⅧ. Teaching reflection (This part will be finished after class)。
2019-2020年高中英语必修三教案：unit2
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:2019-2020年高中英语必修三教案：unit2Teaching 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。
2019-2020学年人教版高中英语必修3教案Unit2HealthyEatingPeriod1教学设计(1)
II．核心素养1.Arouse students’ great interest in healthy diets2.Develop students’ sense of cooperative learning and the ability of critical thinking.3.Make the students to understand the importance of healthy diets and problems with unhealthy diets.4.Enable students to talk about the importance of healthy diets and problems with unhealthy diets.III．教学重难点1.Develop students’ reading ability.2.Enable students to talk about balanced diets and problems with an unhealthydiet.IV. 教学过程I.Warming up by sharing opinionsHello, every one. We shall read about healthy eating today. Everybody has to eat, but do you eat a healthy diet? Share your ideas about the questions below:What makes a balanced diet?Design a menu for your dinner that satisfies the requirements of a balanced diet? 【Keys for reference】Healthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients.There is no secret to healthy eating. Be sure to eat a variety of foods, including plenty of vegetables, fruits, and whole grain products. Also include low-fat dairy products, lean meats, poultry, fish, and legumes. Drink lots of water and go easy on the salt, sugar, alcohol, and saturated fat. Good nutrition should be part of an overall healthy lifestyle, that also includes regular physical activity, not smoking, and stress management. If you drink alcoholic beverages, do so in moderation.II.Pre-reading by questioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?【Keys for reference】Then people in the south would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food.They are the bases of the traditional food in North China.If you had the chance to do one thing to help end hunger in the world, what would you do?III.Read for main ideasRead to find out its main ideas and main idea of each paragraph.①Para. 1______________________________________________________.②Para. 2&3 _____________________________________________________.③Para. 4 &5____________________________________________________【Keys for reference】Wang Pengwei found out why he had lost his customer and decided to win them back.Para1:Wang Pen g’s menu and the popularity of his restaurant.Para2and 3:Finding Yong Hui’s restaurant and menuPara4and 5:Wang Peng’s research.IV.Read for detailsTask 1: Fill in the chartYong Hui’s restaurant Wang Pengwei’s restaurantselling point selling pointmenu menumeasures【Keys for reference】Yong Hui’s restaurant Wang Pengwei’s restaurantselling point offer slimming food s elling point offer e nergy-giving foodmenu raw vegetables, fruit andwater menu mutton kebabs, roast pork,fried rice, sugary cola, icecreammeasures offer balanced menus with food full of both energy and fibreTask 2 Read to answer questions1.Who is Yong Hui?2.What amazed Wang in Yong Hui’s restaurant3. What did Wang decide to do after he left there?V. Compare the two restaurants:You can compare them from the following aspect: price, menu, benefits and disadvantagesVI Read to decide on the type of writing and summary of the textType of writing This is a piece of narrative writing.Main idea of the passage Being driven by curiosity, Wang Pengwei, anrestaurant owner, spied on Yong Hui’s restaura nt andput on a competition with Yong Hui.Central idea of 1st part (before the word of “Curiosity”)Wang Pengwei, frustrated, went into a newly-opened small restaurant at the end of the street and found a sign in the window advertising “slimming foods”.Central idea of 2nd part (after the word of “Curiosity”)Amazed, Wang Pengwei went to do some research and wrote his own sign starting a competition with Yong Hui.Homework：Retell the text.(1) Use the first person to retell the story.(2) Try to use proper prepositions and conjunctionsV．教学反思略。
2019-2020学年高中英语人教版必修三Unit2单元 教案
2019-2020学年高中英语人教版必修三Unit 2 Healthy eating一．将下列生词和短语的表达方式写在右边的横线上。
1. 好奇心_______________2. 女主人______________3. 顾客____________________4. 折扣_________________5. 缺点，弱点，虚弱______________6. 强项，长处，力量_____________7. 咨询；请教；商量______________ 8. 怒目而视____________9. 限制；限定________________ 10. 利益，好处；有益于____________11. （使）联合___________12. 平衡___________________13. 日常饮食_________________ 14. 应该__________________15. 体重减轻_______________ 16. 赢回____________________17. 谋生__________________ 18. 增加体重______________19. 说谎____________________ 20. cut down________________21. in debt_________________ 22. spy on___________________23. get away with_______________________________________24. before long_______________ 25. obesity__________________26. sign__________________27. flavour__________________28. digest____________________ 29. protein_________________二、重点单词及词组1. balance n 天平，平衡常见搭配：keep one’s balance 保持平衡lose one’s balance 失去平衡out of balance 不平衡a sense of balance 平衡感vt 平衡He can balance a ball on his finger. 他能把球稳放在手指上。
2019-2020学年高一英语(人教版)必修3教案(内蒙古专用)：Unit 2 Healthy eating2
Unit 2 Healthy eating 教案2(COME AND EAT HERE<PART 2>)IntroductionYou are advised to lead in by talking about healthy food. Then help students do exercises on the textbook.Objectives■To learn more about a balanced diet and healthy eating■To let students know how to give suggestions and advice■To have students know how to write an advertisement ProceduresI. Warming up1. Ask students in groups to discuss the following questions:1)What food must you eat to have a balanced diet?2) How much should you eat each day?2. Have some students report their ideas and share with the whole class.II. Speaking1. Let students to review the expressions of giving suggestions andadvice. Show them on the screen and have students read them aloud.Make sure they understand them. What should we do?Shall we. . .?How about. . .?You 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. Suppose the situation: Imagine you are planning to open a restaur ant which will provide the best local dishes in your area and a ba lanced diet. In groups discuss how to run the business.3. Give them enough time for their discussion and giving each other suggestions and advice.4. Ask as many students as possible to present their dialogues to t he class.III. WritingAsk students to write a short passage to advertise their restaurant and its service.1. Give them the following hints to help. Show the following on the screen. Your writing should:1) explain what kind of food will be offered in your restaurant2) describe their ingredients, flavor, smell and appearance3) explain how they will provide a balanced diet4)explain why your restaurant will provide the best food in the area 5) explain how customers will be served2. Ask students to do their writing.3. Let some of them read their writing to the class. Others should give comments.IV. Speaking task1. Ask students to read the following expressions aloud make sure th ey understand them.I'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.2. Let them turn to Page 53 and read the directions. Make sure the y know what to do.3. Ask some groups to present their discussion to the class.Sample dialogue:A: Let's vote for McDonald's. They are good for children and always provide a place for them toplay in their restaurant. That's a good idea. They are good value t oo and children love the chips there.B: No, I don't agree. Look how fat some of the children in this t own are! Do we want all the children in this town to be fat when this never used to be a problem! Please keep fatty food away from our children. Let's vote against this McDonald's.A: I don't think we should. What about the jobs they will bring an d the people who will comefrom other towns to eat at our McDonald's. Certainly they will be g ood for business.B: I don't think so. People can just as easily go to other towns. It's true they come to buy food at McDonald's but they don't alwa ys buy other things in the town. They are usually people who are t raveling through our town to another place.A: All right. But people need jobs in this town. We have a lot of people who are hunting for jobs.B: Certainly we do. But I know we can build another business that can produce many jobs. So let's vote! Put up your hand if you think we should build a McDonald's in our town! Thank you. Now put up your hand if you don't want a McDonald's here. Thank you. Well I think that decides the matter, don't you?A: Yes, I think so.V. Writing task1. Ask students to turn to Page 53 to read the directions and make sure they know what to do.2. Students write an article describing what they think should be bu ilt on the land instead of aMcDonald's restaurant, introduce it fully in words and draw a plan. Remind them to be sure of the order of their article:1) describe the new design2) draw a plan3) explain the advantages of their idea3. Ask some students to read their articles to the class. The teach er and others should give comments.Sample writing:An idea for a new libraryMy idea is to build a new library for our community. It will need one large room for the books and one for the employees to rest, have tea and eat their lunch in. It could be a place where people sit and relax and read some of the books if they want to.This is how I think the library should be designed to let people s ee the largest number of books.There should be shelves all round the room for people to keep books and some free-standingshelves in the middle of the room to hold even more. These shelves should be divided intosections so that each book shelf holds a certain kind of book. For example, all history books。
2019-2020学年人教版高中英语必修3教案Unit2Healthyeatingperiod2教案1
Unit2 GrammarGrammar—Modal Verbs1. Teaching Analysis 教情分析1)Teaching objectivesStudents will be able to understand and learn to use the following modal verbs: ought to/ ought not to/ have to/ don’t have to/ mustn’t/ needn’t to show duty, possibility, g uessing, etc.2. Student analysis学情分析1)Knowledge reserve知识储备Students have learnt the basic usage of several modal verbs in Unit 1, their meanings and how to use them to show intention, duty, permission, possibility, guessing and ability, which sets foundation for their further understanding of the targeted modal verbs.3. Teaching ProceduresStep I Revision:Review what has been learnt in previous lessons. Make clear that we can use modal words in a sentence to show “intention, duty, permission, possibility, guessing and ability”. Provide some examples if necessary.1. can and couldJim isn’t very good at math or science, but he can speak English very well.The hunters have been lost for days. They could starve.Could you please show me the way to Beihai Park.2. may and mightWhat award did you get for the sports competition? May I have a look?Our football team didn’t play very well today, but we might do better tomorrow.3. will and wouldDuring the Spring festival time the whole family will come for dinner.My uncle was poor but liked fashion, so he would often dress up as a rich man.Are you free this Saturday? Would you like to join my family for dinner?4. shall and shouldThe harvest festival begins on Sunday. We shall be there with our friends before that.When going by plane, you should arrive at the airport at least one hour early.It’s nearly time for class to start. The teacher should be here soon.5. must and can’tWhen you eat fish, you must be careful with bones.Wang Feng has won the English competition three times. He must be very smart.A man landed on Mars? You must be joking. That can’t be true.Step ⅡUnderline the sentences containing modal verbs in the reading passage and label each sentence with the function of the modal verbs used—intention, duty, permission, possibility, guessing and ability. (page13, Exercise 1)1. Underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of modal verbs.Suggested answers:Then by lunchtime they would all be sold. (possibility)By now his restaurant ought to be full of people. (possibility)What could have happened? (possibility)Something terrible must have happened if… (guessing)I’ll help you lose weight… (intention)He could not believe his eyes. (ability)Perhaps he should go to the library and find out. (duty)He could not have Yong Hui getting away with telling people lies! (intention)He had better do some research. (duty)Even though her customers might get thin after eating Yong Hui’s food. (possibility)They would become tired very quickly. (possibility)…could win his customer back. (ability)Step ⅢExplain the meaning and basic usage of the following modal verbs:Step ⅣUsing proper modal verbs to fill in the conversations. Exercise 2 and Exercise 1 on page 50.1. Choose suitable modal verbs from below to compete the following dialogues. There may be more than one possibilities.①SAM: How can I grow thinner, Mum?MUM: Well, you __________ eat food with plenty of fiber that helps you digest better and you __________ stop drinking cola or eating sweet food.SAM: Does it mean I __________ eat my favorite fried chicken any more?MUM: Not exactly, if you love fried chicken, you __________ give it up. Just eat it less often. You __________ worry too much: a little fried chicken __________ do you good!②DOCTOR: Y ou are sick because you’ve eaten poisonous mushrooms. Where did you get them?LUCY: I picked them in the forest. I know we __________ eat fresh vegetables.DOCTOR: Oh, but you __________ eat them until you’re sure they are not poisonous.LUCY: Thank you, doctor. I will be more careful next time.③CHARLES: I wish I could see things clearly in the dark.TOM: Eating __________ help you see better. You __________ eat some every day.Suggested answers:①have to; should; shouldn’t; needn’t; don’t have to/needn’t/shouldn’t; will②have to; mustn’t③ought to; should2. Read this dialogues and complete them with the proper modal verbs.①JOHN: We ________ get to the theater by seven. What time do you think we ________ leave?SARAH: I think we ________ home at six, or we won’t arrive there in time.②GEORGE: I don’t feel well. The doctor told me that I ________ give up smoking. He also gave me themedicine. Do you think it will do me any good?AMY: If you follow the doctor’s advice, it ________ help you.③SALESMAN: This car is one of the safest on the market. Even so, you ________ be silly and drive withoutwearing a seatbelt.CUSTOMER: I ________ never do that!④RON: Let’s go to Carla’s party tonight.TOM: Well, I don’t mind going as long as I don’t ________ dress up.RON: That’s okay. You don’t even need to wear a tie if you don’t want to.⑤SUSAN: Do you know where Alan is? I ________ find him anywhere.ROBIN: Well, he ________ have gone so far. His bag is still here.Suggested answers:①have to, should, should②ought to, should③mustn’t, would④have to⑤can’t, can’tStep ⅤSpeaking--using proper modal verbs in to make dialogues with partners. Try to use as many modal verbs as possible. Exercise 3 on page 13Now work in pairs. One of you asks a questions, the other answers it. Then swap over. Remember to use modal verbs in your dialogues.EXAMPLE:S1: What should you do after school?S2: I have to go home at once. I need to take the bus and I have a bus card. I ought to do my homework as soon as Iget home.Other possible questions are:1. Do you know what you have to do when you borrow books from the library.2. Do you know what to do when you teeth ache?3. Do you know what to do if you need to meet someone you don’t know at the airport?4. Do you know what to do if you want to get a discount in a shop?5. Do you know what you should do when you meet the hostess in your friend’s house?。
2019-2020学年人教版高中英语必修3教案Unit2Healthyeatingperiod4教案1
Unit2 Revision and Writing1. Teaching Analysis 教情分析1)Teaching objectives-教学目标After this period, students shall be able to write a simple short advertisement—to sell an idea or something, following three basic principles: arousing interest, showing advantages and sending invitation.2. Student analysis学情分析1)Fundamental state基本情况In previous lessons, students have learnt some basic knowledge of writing, and they already know how to write a story, how to write an email and how to describe something. However, they have never encounter persuasive writing. They may have no idea of this practical genre at all.2)Knowledge reserve知识储备As the last period of the unit, students are equipped with good food vocabulary by now and they have a very good understanding of the passage in this unit. They have talked about their favorite food and they have seen two samples of advertisement. Therefore, it should be easier for them to write an advertisement of their own on the same topic.3.Teaching procedures-教学进程Step ⅠGeneral revision of the whole story1. Read through reading part 1 and part 2 again and answer the following questions.1. What were Yong Hui’s restaurant’s advantages?2. What changes did Wang Peng make to win his customers back?3. How did the story ended?Suggested answers:1. She served much protective food with little fat and oil so that people might get slim easily.2. Wang Peng made a new sign and put on a discount to his restaurant, cutting down oil and fat and adding more fruits and vegetables at the same time.3. Wang Peng and Yong Hui got married and opened a new restaurant.Step ⅡWriting 1—writing an advertisement1. Need to write an advertisementAfter Wang Peng and Yong Hui got married, they opened a bigger restaurant together. As a result, they have to think of a new advertisement. Can you help them? Please write an advertisement for them. Students can also give a new name to the new restaurant.2. How to write an advertisementDiscussion:what are the similarities of Yong Hui’s advertisement and Wang Peng’s advertisement?Suggested answers:1. using questions2. sending invitation3. using words describing figureKey-points in answering the question:The essential of an advertisement is to sell an idea, something or anything. The basic elements of a successful advertisement include:a. arouse people’s interest so that they can pay attention to your advertisement;b. show the advantages or what’s special of your productsc. invite them to use or to buy them so that they can enjoy these advantages3. Write the advertisementDiscuss with your partner first and then use the two advertisements in the passage as examples and write anew one.Sample:Want to lose weight and feel fit, energetic at the same time?Come and eat in Wang & Yo ng’s restaurant！Balanced meals!Perfect combination of food!4. Write another advertisementAs we all know, most fast food are sometimes called “junk food” because they are not very healthy if people eat them too much. Please write a poster to call on teenagers to stop eating junk food.Step ⅢWriting 2—recommend a local restaurantHomework:imagine that are inviting your best friends to have dinner. Which restaurant would you recommend and why? Students can make use of the advertisement they wrote for Wang Peng and Yong Hui’s restaurant and follow the guidelines:1. explain what kind of food will be offered in your restaurant2. describe their ingredients, flavor, smell and appearance3. explain how they will provide a balanced diet4. explain why your restaurant will provide the best food in the area5. explain how customers will be served。
2019-2020学年人教版高中英语必修3教案Unit2Healthyeatingperiod1教案2
Book 3 Unit 2 Healthy eatingReading: Come and eat here (Ⅰ)◆Teaching objectivesA. Knowledge objectives1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.2. Let students have a better understanding of the reading passage.B. Ability objectives1. Develop students’ reading ability and let them learn different reading skills.2. Guide students to choose the correct answers of the multiple choices.C. Affective objectives1. Stimulate students to form a healthy eating habit and let students know the importance of health.2. Develop students’ sense of cooperative learning.◆Important points1. Let students have a good understanding of the passage.2. Get students to learn different reading skills.◆Difficult pointsGive students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.◆Teaching proceduresStep1 Warming upDo you know the name of the food?Step2 Pre-readingLet’s enjoy a video about healthy eating.Step3 Reading→Step 4 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)ASummary: Sum up the story with some suitable words.Wang Pengwei felt 1____ in an empty restaurant because no eaters have came to his restaurant 2_____ since he got up early in the morning. He wanted to find out why. He hurried out and 3____ Maochang into a newly-opened restaurant. He found that the owner 4____ Yong Hui was serving slimming foods to make people thin. Driven by 5_____, Wang Pengwei came 6____ to take a close look at the menu. He could not even 7_____ his eyes. He was 8_____ at what he saw. He hurried outside and got 9_____ to do some 10_____. After a lot of reading, he 11_____ that Yong Hui’s food made people become 12_____ quickly because it was no 13_____ food. Arriving home Wang Pengwei rewrote his own sign. To his joy, people began coming to his restaurant again. He was able to 14_____ his living now. He looked 15____ to being rich and he wouldn’t be in 16_____ any longer. Then all of a sudden Yong Hui walked in with anger. Wang Pengwei asked her to try a meal of his. Although enjoying the dumplings served there, Yong Hui looked ill and felt sick with the fatty pork and all those heavy food. They 17_____ about offering a 18 _____ diet and providing a balanced menu to cut down the fat and increase the 19_____ in the meal. They learned from each other. In the end they decided to turn the two restaurants into a big one. They got 20_____ and lived happily ever after!（Key：1.frustrated 2.ever 3.followed d 5.curiosity 6.forward 7.believe 8.amazed 9.online 10.research 11.realized 12.tired 13.energy-giving 14.earn 15.forward 16.debt 17.chatted 18.balanced 19.fibre 20.married ）Step4 DiscussionWhich is more important in our life? Money or health? Why?Step5 HomeworkPreview the text: Come and eat here(Ⅱ)。
2019-2020学年人教版高中英语必修3教案Unit2HealthyEatingPeriod4教学设计(1)
III．教学重难点How to train the students’ speaking, reading and writing abilitiesIV. 教学过程Step 1.Lead-inT: As we know, Wang Pengwei and Yong Hui host two different styles of restaurants, and Yong Hui’s slimming restaurant attracted all the customers from Wang Pengwei’s. Pengwei was very angry and decided to do a research to compete against Yong Hui. What could the competition be on? Before the reading, try to predict :What illnesses can unbalanced diets cause in the previous reading?What can you see in the picture? Guess the ending of the story.Step 2.Ss read the passage within 5 minutes and answer the questions given.1.How did Yong Hui feel when she came to Wang Peng‘s restaurant? Why ?2.How did they solve their problems and become good friends?3.Why was their cooperation a success?4.What are their problems with foods offered by each restaurant?5.How do they provide a balanced menu?【Keys for reference】4.Owner of restaurant Problems with foods offered Foods to be offeredWang PengweiToo much fat More protective foodYong HuiNot enough fat More energy-giving and body-building food5.Wang Pengwei thought they should work together and make a better menu.Step nguage points1.Perhas he would be able to earn his living after all and not have to close his restaurant. earn one’s living by…=live by…=make a living by…靠…谋生eg. He earned his living by begging from door to door.2.He didn’t look forward to being in debt because his restaurant was no longer popular. Be in debt 欠债。
2019-2020学年人教版高中英语必修3教案Unit2Healthyeatingperiod3教案2
Listening (Using Language) Listening (Workbook), & Talking(Workbook)Teaching Goals:1. To familiarize Ss with the different kinds of food and the results of eating a balanced diet.2. To explain why it is so important to eat a balanced diet.Teaching Procedures:Step 1 Revision1.Ask Ss to tell what they learned in the last period.2.Ask Ss to tell how to use “ought to”.Step 2 Listening( using language)1. Lead Ss to the topic of the listening text.2. Play the tape twice and ask Ss to complete the two forms on P14.3. Ask Ss to answer the following questions.(1) What does a balanced diet mean according to the expert?(2) Does it matter how much fish, meat or cheese you eat?Step 3 Listening (Workbook)Purpose: To give Ss information so that they can make sensible choice about food they eat every day.1. Before listening, do Ex 1.2. Listen to Part 1 again and answer the questions.1)What does Emma usually have for breakfast, lunch and supper?2)What is wrong with Emma’s diet?3)Why is the doctor concerned about how much Emma eats?4)How does Emma feel after the doctor tells her about the result of not eating properly?Suggested answers:1)She has an orange and a banana for breakfast, a roll for lunch, and half a bowl of rice and a dish for supper.2)She is not eating enough food and particularly energy-giving food.3)He thinks she is too much thin.4)She is happy to get the advice on how to eat a more balanced diet.3. Listen to Part 2 and fill the chart below.Play the tape again and ask Ss to check their answers in pairs.Step 4. Talking (Workbook)Purpose: To encourage Ss to discuss how their diets may affect their quality of life.Ask Ss to make up a dialogue between a doctor and a patient. Teacher may say, “If young people are too thin or too fat, it shows that they are not eating a balanced diet. Now, in pairs, imagine that one of you will take the part of the doctor and has gone to the doctors for advice. One of you take the part of the doctor and, using the above chart, advise your friend on how to change his / her diet. Make sure to change roles and repeat the dialogue. The following expressions may be useful to you. Imagine what you will say to the doctor or patient. Discuss with your group members.”Step 5. Homework1.Preview Reading (Using Language) and Reading task (Workbook).2.Ask Ss to find some information about healthy eating on the Internet.。
2019-2020学年人教版高中英语必修3教案Unit2Healthyeatingperiod3教案1
对于高一的学生来说，听说的训练首先要提高的是听力理解的能力。精听：
1.能有效地提高学生听力理解的水平和培养其在听力时的专注力；
2.在精听的过程中，学生需要调动其已有的语言知识来核查句子的准确性和对不确定的细节做出预测，能有效地帮助其巩固已学的语言知识。
2.Have the students to check the answer by themselves.
People in the western world do not eat such healthy foods, they eat too much fat and sugar, and don’t take enough exercise. Because of this, they put on weight very easily. The result is that many of them become fat and some have bad teeth. In some parts of Britain, one person in ten by the age of 30 has no teeth left.
课例名称
NFESC Book 3, Unit 2 Healthy eating, the first period – Listening and speaking
（新人教版高一英语必修三第二单元第一课时–听说课）
课例类型
听说课
授课地点
教学设计思路
高中英语的听说训练中对学生听说方法和策略的指导是重中之重。对于高一学生来说，训练重点是听和读。本节课的重点是通过听力听写提高学生听力理解的水平，并通过对模仿朗读的指导，让学生掌握模仿朗读的技巧和学会在平日学习中纠正和完善自己发音的方法。最后文段复述环节，旨在先培养学生具有通过记图式笔记策略完成复述的意识。
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Unit 2 Healthy eating Ｉ．单元教学目标
II．目标语言
Ⅲ. 教材分析与教材重组
1. 教材分析
本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
针对现实中遇到的实际问题发表自己的看法。
最后让学生运用所学知识，两人一组研究中餐，设计食谱。
1.1 WARMING UP 是本单元一个重要的组成部分。
让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。
通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是Healthy Eating.
1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。
可添加讨论如何在烹饪中保持食物营养，从而有利于健康。
1.3 READING 讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了
现代人对饮食的关注和对时尚的追求。
但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。
戏剧性的结尾增添了故事的趣味性。
通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。
1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。
注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。
1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。
2．教材重组
2.1 精读把Warming up作为Reading 的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。
2.2 语言学习把Learning About Language和Workbook中的Using words and expressions, Using Structures结合在一起上一节“语法课”。
2.3 听力把Using Language 中的Listening和Workbook中的Listening，Listening Task放在一起上一堂“听力课”。
2.4 泛读 Using Language中的Reading与Workbook中的Reading Task放在一起上一堂“泛读课”。
2.5 口语将Page 13 Activity 3和Workbook中的Talking, Speaking Task放在一起上一堂“口语课”。
2.6 语言运用将Speaking and Writing和Workbook中的Writing Task, Project整合在一起上一堂“写作课”。
3．课型设计与课时分配
1st period Warming up and Reading
2nd period Language study
3rd period Listening
4th period Extensive reading
5th period Speaking
6th period Writing
Ⅳ. 分课时教案
The First Period Warming up and Reading
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
energy, fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer, muscle, cheese, protective, frustrated, drive, sugary, body-building, energy-giving， newly-opened, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some research b. 重点句子
His fried rice was hot but did not taste of fat.
Tired of all that fat? Want to be thinner? Only slimming food served here.
I will take all that fat off you in two weeks if you eat here every day.
It was not giving its customers energy-giving food!
Something terrible must have happened if Maochang was not coming to eat with him as he always did.
He wondered if he should go to the library to find out.
He couldn’t have Yong Hui getting away with telling people lies!
2. Ability goals 能力目标
a. Enable students to talk about their eating.
In what ways the food you eat helps you?
How can you have a healthy diet?
What will happen if you don’t have a balanced diet?
b. Understand the text and answer the following questions.
Wh at happened to Wang Pengwei’s restaurant?。