高中英语必修三unit2 healthy eating听说教学设计与反思
必修三 Unit 2 Healthy eating 教学设计与反思
必修三 Unit 2 Healthy eating 教学设计与反思一、教学设计：（一）指导思想高中英语课程应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。
高中英语课程的设计与实施有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
（二）学情分析饮食方面的话题是从实际出发、从自身体验出发的一个话题，学生应该非常感兴趣，而且就该话题让学生做Reading,Talking和Discussion等活动，学生们会有参与的热情、会有发言的冲。
Reading部分是一个故事性很强的叙事性文章，学生做起来并不会有太大的难度，而且Reading中富有戏剧性的变化让学生可以从中感受故事的趣味性。
（三）教学方法本单元的中心话题是“健康饮食”。
通过单元教学让学生了解饮食与健康方面的有关知识，并了解各种事物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯并能在生活中改善饮食结构，丰富饮食文化，从而保持身体健康。
另外，要引导学生针对现实中遇到的实际问题发表自己的看法。
通过合作式、探究式学习方式，激发学生的学习兴趣，使学生由被动变主动，积极参与学习过程。
（四）教材分析1. 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. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.2. 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 is about. This part is very useful for the next part Reading.3. The reading passage Come and Eat Here 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. 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 check their answers with the whole class.（五）教学目标知识目标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 balanced diet, ought to, lose weight, get away with, tell a lie, win. . .back2. Let students learn the knowledge of balanced diet and nutrition.能力目标1. Develop students’ reading ability and let them learn different 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 c ooperative learning.（六）教学重点与难点教学重点1. Let students learn more about problems with a diet, a balanced 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.（七）教学过程→Step 1 Leading-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. 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 growbones and muscles(e. g.body-building food)Food that helps the body fight diseases(e.g. protective food)rice noodles spaghetti bread potatoes chocolate butter cream oils nuts meat eggs cheesemilktofuMost vegetables(e. g. beans, peas,cucumbers, eggplants, peppers,mushrooms, cabbages)and fruit(e. g.apples, peaches, oranges, lemons)→Step 3 Pre-readingLet 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 rest aurants: 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)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.(1)Usually 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 cus tomers often become fat.(4)Yong Hui’s menu gave customers more energy-giving food.(5)Wang Peng’s menu gave customers more protective food.(6)Wang Peng decided to compete with Yong Hui by copying her menu.2)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 t hat it did not give ______________.(2)The strength 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 ______________.4. ExplanationHelp students analyze some difficult, long and complex sentences and guess themeanings 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.→Step 5 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.（八）板书设计Unit 2Healthy eatingCome and eat here(1)True or false Key sentences1. Usually 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 gave customers more energy-giving food.5. Wang Peng’s menu gave customers more protective food.6. Wang Peng decided to compete with Yong Hui by copying her menu.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.二、教学反思：（1）自己对本课的反思：本课堂设计了若干活动及任务，并提供了一些必要的学习资料，旨在让学生积极参与学习活动，在活动中学习，在任务下进步。
高一英语人教版课标必修3unit2healthyeating教案2
Food that provides energy (eg. Energy-giving food)
Food that helps grow bones and muscles (eg, body-building food)
2、语言目标（Language aim）
Learn some words andexpressionsabout healthy diet.
a healthy diet, energy-giving food, body-building food,protective-food,a balanced diet
1.Ask the students to listtheirfavorite foods on paperandcomparethemin groups.
2.Discuss whether the foodsdogood to health or not.
Step IV.Activity 3Classification
三．教学难点（Teaching difficult points）
To get the students to talk using their familiar words and expressions
四．教学方法（Teaching method）
Introduction, discussion, and competition.
StepVI. Activity 5 Competition
Let the students to take part in a competition of making up balanced meals to see which group can make the best meals for our daily life.The teacher also gives his/her choice of foods for a balanced meal.
人教版必修三Unit 2《Healthy eating》word教学设计
Pre-reading引导学生通过questioning and answering进行操作。
将Warming Up、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
将Learning ab out language和Workbook中的USING WORDS AND EXPRESSIONS、USING STRUCTURES整合在一起上一节“语言知识课”。
Learning about language主要突出本单元的重点词汇和主要语法项目。通过Warming up by having a dictation，Discovering useful words and expressions，Learning about grammar，Reading ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t和Closing down by doing a quiz等活动，帮助学生熟练掌握情态动词ought to / ought not to / have toቤተ መጻሕፍቲ ባይዱ/ don’t have to / mustn’t / needn’t的各种语用功能。
Unit 2 Healthy eating
本单元的中心话题是“健康饮食”。本单元将通过谈论健康饮食，让学生了解饮食与健康方面的有关知识并且能根据所学知识审视自己、审视食物，提高健康饮食意识，并在日常生活中少吃汉堡、薯条等高热量低营养食品，多吃水果、蔬菜和谷物，远离肥胖和亚健康状态。
人教版高中英语必修3《Unit 2 Healthy eating》教案2篇
人教版高中英语必修3《Unit 2 Heal thy eating》教案2篇Teaching plan of unit 2 healthy eating人教版高中英语必修3《Unit 2 Healthy eating》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修3《Unit 2 Healthy eating》教案2、篇章2：人教版高中英语必修3《Unit 2 Healthy eating》教案篇章1:人教版高中英语必修3《Unit 2 Healthy eating》教案教学准备教学目标1.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.教学重难点mportant 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.教学过程一学生课外学习活动设计：任务一：学生调查问卷：（1）What does a balanced diet should contain?（2） Why are you so strong/weak/fat/thin? Does it have anything todo with your diet?任务二：Making a diet for yourdinner.根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类的食物，判断其能否提供均衡的营养，并分析原因。
人教版高中英语必修3《Unit2Healthyeating》教案
人教版高中英语必修3《Unit2Healthyeating》教案人教版高中英语必修3《Unit 2 Healthy eating》教案【一】教学准备教学目标1. 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.教学重难点mportant 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.教学过程一学生课外学习活动设计：任务一：学生调查问卷：(1)What does a balanced diet should contain?(2) Why are you so strong/weak/fat/thin? Does it have anything todo with your diet?任务二：Making a diet for yourdinner.根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类的食物，判断其能否提供均衡的营养，并分析原因。
必修3-Unit-2-Healthy-eating 教学设计
Book 3 Unit 2 Healthy eatingⅢ. 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。
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.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。
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。
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。
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。
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”。
人教版必修三Unit 2《Healthy eating》word教学设计2
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 the modal verbs: ough t 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 book. I mean the stude nt’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）auxi liaryFor reference: （用原排版）f or a rule or situation.e.g. You don’t need to come t o the party if you don’t6. Closing down by doing a quizl ong flight.2. The book is optional. My professor said wethe most successful people I know haven't got aby flipping this switch.C. could not。
高中英语_Book 3 Unit 2 Healthy Eating教学设计学情分析教材分析课后反思
教学设计环节一：warming-up 首先展示出各类食物的图片让学生去辨认，进行词汇复习。
在此之后“There are various foods in our daily life? But how can we eat them healthily?”引入食物金字塔，让学生根据已有知识储备去判断如何均衡饮食。
设计意图：目的是激活学生已有的知识，充分预热，为之后的阅读奠定知识基础，为之后的饮食健康与否的判断提供依据。
环节二：extensive reading找出文章中提到了哪两种饮食方式，并提出一个贯穿整个阅读过程的问题“Are they healthy?”设计意图：通过问题的提出引导学生去进行精读，找出饮食健康与否的证据。
环节三：intensive reading 从第一段开始，提出第一个问题：What food did Wang Peng provide? 学生从第一段找出答案后，紧接着提出一个问题“Is his menu attractive to you?”预期学生回答是肯定的，紧接着再追问“But how did he feel that day?”学生从原文找到答案“Frustrated”，再追问“Why？”，学生找到“empty”后，继续追问“Where did his guests go?”引导学生进入第二三段的阅读。
结束阅读后，学生找出答案“Yong Hui’s restaurant”后，追问学生“What food did she provide?”学生回答后，追问“Is her menu attractive to you?”预期学生会给出否定答案后，提出问题“How did Wang Peng feel at this time?”“What did he decide to do?”学生回答“do some research”后追问“What was the result of his research?”引导学生进入第四段的阅读。
高中英语_Unit2(Book3)Healthy eating教学设计学情分析教材分析课后反思
The Teaching Design of Reading in Unit 2 Book 3Unit2 Healthy eatingPart I. Teaching aims and teaching key points &difficultiesI. Teaching aims1.Knowledge aims:Learn some useful words and expressions about healthy eating.2.Ability aims:Develop the reading ability by using some reading strategies.Improve the ability of cooperation and self-expression.Improve the ability of cooperation and self-expression.3.Moral aims:Know the importance of having healthy eating.II. Teaching key points and difficulties1.How to finish the tasks by using reading strategies.2.How to keep a balanced diet and know the importance of healthy eating. Part II. Teaching methods and teaching aidsI. Teaching methods1.Student-centered and teacher-assisted;2.Task-based activities;3.Individual/group workII. teaching aidsMultimedia and other teaching toolsPart III. Teaching proceduresStep1 Lead inTeacher’s activities:Ask Ss to guess and choose the meaning of a proverb:You are what you eat.A: You will become what you eat.B: Your health is decided by what you eat.Students’ activities:Guess and choose the meaning of the proverb.Purpose: 好的导入可以调动学生的积极性，激发学生的学习兴趣，还能消除其它课程的延续影响,排除学生心里的杂念，让学生饶有兴趣地投入到新的学习情境中去，进而提高学习效率。
人教版高一英语必修三_unit2_healthy_eating_教学设计
Unit 2 Healthy eating《Reading—Come and eat here(1)》Teaching aims:1.Knowledge aims:1)To make the Ss learn some words and expressions.2)To make sure the Ss have a full understanding of the text.3)To guide the Ss have a discussion about the healthy eating.2.Ability aims:1) Enable students to talk about their eating.2)Understand the details about the text and retell the text in the role of WangPengwei.3. Moral aims:Lean about what is healthy eating,and make the Ss develop the habit of healthyeating.Teaching important points：1.Identify different groups of foods and talk about healthy eating.2.What kind of food did they provide for their customers, healthy or unhealty? Teaching difficult points：1. Understand the real meaning of healthy eating.;2. Understand the details about the text by skimming and scanning methods. Teaching aids:Multi-media facilitiesTeaching methods:1.Asking-and-answering2.Coopration, discussionTeaching procedures:Step ⅠWarming upFirst,review the words of foods by showing their pictures. Second, ask studentsto list the foods they like best. Third, lead in the new lesson,Four, finish the chartabout different foods.Remind the students to pay attention to a balanced dietT:A balanced diet is important.If you eat too much energy-giving foods you will become fat ;If you eat too much body-building food you will grow taller andstronger but not necessarily healthier. If you eat too much protective foods forevery meal you may lack energy. I think a good meal should contain some foodfrom the three kinds.Step ⅡPre-readingT: If you invite your friends for lunch, what kind food would you offer them?Where will you go for lunch?(Lead in the text)Step ⅢReadingGet the students to comprehend the passage quickly and meanwhile help thestudents to form a good habit of reading. Give the students a couple of minutes to look through the whole passage and listen to the tape. Then find out the main idea of the text .Encourage the students to express their ideas.Master the detailsabout the text.1.SkimmingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text,meanwhile ,listen to the tape. Then divide the text intothree parts.T:Who would like to tell me which one is the main idea?Please the students read the text again, and divide the passage into 3 parts and match the main idea of each part.Part 1 ：Wang Peng is worried because his restaurant is not as full as it usually is.Part 2 ：Wang Peng follows his friend to a newly opened restaurant which is very popular.Part 3 ：Worried, he does some research in the library to win his customers back.2. ScanningTask 1.T: Now it is time for us to read the text carefully and decide whichsentences are true. Then correct the false ones. First read thesentences.( ask them to read the text again carefully to obtain somedetails.)ually Wang Peng’s restaurant was full of people.T2.Yong Hui could make people thin in two weeks by giving them a good diet. F3.Wang Peng’s regular customers often became fat.T4.Yong H ui ’s menu gave customers more energy-giving food.F5. Wang Peng’s menu gave customers more protective food.F。
高一英语新人教版必修三Unit 2 Healthy Eating 教案
Unit 2 Healthy eating教学过程设计方案(一)→Step 1 Leading-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 growbones and muscles(e. g.body-building food)Food that helps the body fight diseases(e.g. protective food)rice noodles spaghetti bread potatoes chocolate butter cream oils nuts meat eggs cheesemilktofuMost vegetables(e. g. beans, peas,cucumbers, eggplants, peppers, mushrooms,cabbages)and fruit(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 i f 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 plan a 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 Read ing1. 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 H ui’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)Usually 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 gave customers more energy-giving food.(5)Wang Peng’s menu gave 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 di et in Wang Peng’s restaurant was that it did not give ______________.(2)The strength 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. Tell 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 accordi ng 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 Favoritefood The reason for being strong/weak/fat/thin→Step 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 Yong Hui?3)Why does it matter if you only eat at Wang Peng’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 Paragraph 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)What 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 st ory1. 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 2 Healthy eatingCome and eat here(1)True or false Key sentences1. Usually 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 gave customers more energy-giving food.5. Wang Peng’s menu gave customers more protective food.6. Wang Peng decided to compete with Yong Hui by copying her menu.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.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.。
高中英语必修三unit2healthyeating听说教学设计与反思
高中英语必修三unit2 healthy eating听说教学设计与反思(一）听前，我的没有设计听前预测，正如这个优秀作业中说的听前预测可以充分发挥学生的想象力，更重要的是能帮助学生熟悉话题背景，为听力的内容做好一定的心理准备，为提高听的效率奠定基础。
下面是优秀作业:Step2 Pre-listening（听前）然后给学生一个任务，进行听前预测（predict）：What kinds of things is Sara worried about?（Sara 担心什么？）学生们给出了各种答案，如：money(钱), smoking cigarette（吸烟）,drinking alcohol （喝酒），drugs（毒品）等，有的女生还说会担心“bad boys”（坏男孩），而有一位男生则说“ She may worry about coming across her teacher.”（担心遇见自己的老师）等。
预测可以充分发挥学生的想象力，更重要的是能帮助学生熟悉话题背景，为听力的内容做好一定的心理准备，为提高听的效率奠定基础。
(二）听后我没有吧课堂的教学策略活动交给学生，及时的总结，直接就设计讨论活动，而优秀作业把学习策略交给了学生，让学生自己总结。
以下是优秀作业的：Step 4 Post listening（听后）在任务三的基础上，进一步让学生归纳有关提建议的句型，教师归纳在黑板上。
Shall we.../Why not…?/Why don’t you …?Don’t do…It’s OK to…我要改进的：这里我应该把讨论活动放在最后的speaking那里。
（三)成果展示部分，没有清楚的阐述前面要求的任务，语言表达不明确优秀作业的：让学生上台展示他们设计的菜单，并给同学们提出合理的建议或in pairs表演一段医生与病人的对话。
我的：（1）每组呈现本组设计的对话，大家讨论其建议是否合理。
（2）同时评价其语言的运用。
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高中英语必修三unit2 healthy eating听说教学设计与反思(一）听前，我的没有设计听前预测，正如这个优秀作业中说的听前预测可以充分发挥学生的想象力，更重要的是能帮助学生熟悉话题背景，为听力的内容做好一定的心理准备，为提高听的效率奠定基础。
下面是优秀作业:
Step2 Pre-listening（听前）
然后给学生一个任务，进行听前预测（predict）：
What kinds of things is Sara worried about?（Sara 担心什么？）
学生们给出了各种答案，如：money(钱), smoking cigarette（吸烟）,drinking alcohol （喝酒），drugs（毒品）等，有的女生还说会担心“bad boys”（坏男孩），而有一位男生则说“ She may worry about coming across her teacher.”（担心遇见自己的老师）等。
预测可以充分发挥学生的想象力，更重要的是能帮助学生熟悉话题背景，为听力的内容做好一定的心理准备，为提高听的效率奠定基础。
(二）听后我没有吧课堂的教学策略活动交给学生，及时的总结，直接就设计讨论活动，而优秀作业把学习策略交给了学生，让学生自己总结。
以下是优秀作业的：
Step 4 Post listening（听后）
在任务三的基础上，进一步让学生归纳有关提建议的句型，教师归纳在黑板上。
Shall we.../Why not…?/Why don’t you …?
Don’t do…
It’s OK to…
我要改进的：这里我应该把讨论活动放在最后的speaking那里。
（三)成果展示部分，没有清楚的阐述前面要求的任务，语言表达不明确
优秀作业的：
让学生上台展示他们设计的菜单，并给同学们提出合理的建议或in pairs表演一段医生与病人的对话。
我的：
（1）每组呈现本组设计的对话，大家讨论其建议是否合理。
（2）同时评价其语言的运用。
可以改成：学生上台展示就合理膳食提出的建议或in pairs表演一段医生与病人的对话。