人教高中英语必修三unitHealthyeating教学设计
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” 教学设计
2020年42期总第534期ENGLISH ON CAMPUS人教版高中《英语》必修3unit 2 “Healthy Eating” 教学设计文/莫兴竹一、教学内容分析人教版高中《英语》必修3 unit 2 “Healthy Eating” 的中心话题是“健康饮食”。
教材通过讲述王鹏和雍慧餐馆为顾客提供不同的食物,且二者都存在片面性,都不属于健康的膳食。
最后两人决定合作,将菜单升级,提供给顾客既有能量又有纤维的均衡饮食。
本单元第一部分Warming up,主要让学生通过学习,了解到食物的分类——不同事物给人体提供不同的营养。
Pre-reading部分,要求学生围绕几个问题进行讨论,最后能够理解健康均衡的饮食应该包括哪些食物,款待朋友,应该选择什么样的特色菜以及根据图片和文章标题,对Reading部分的内容进行猜测。
通过学习,学生能够理解王鹏和雍慧的菜单都存在片面性,都不属于健康均衡的饮食,进而在Using Language进行听力和阅读语篇的训练。
Learning about Language 部分由 “词汇学习”和“语法学习”两部分组成。
本单元的最后一个任务是主题写作,要求学生为家庭制作晚餐食谱,分析食谱包含的食物是否能够提供均衡营养,学以致用。
二、学情分析本节课的教学对象是高一年级的学生,他们已经具备一定的英语基础知识,能运用逻辑思维能力解决问题,对“健康饮食”这一话题也不陌生,能够激发他们的学习兴趣,但是对于本单元涉及的大多数专业词汇,学生还是存在问题。
基于此,小组合作学习方式是高一英语课堂的常用形式。
三、教学目标和教学重点及难点1.教学目标。
(1)掌握本单元的核心词汇和短语以及情态动词的功能和用法;(2)根据食物的分类,了解食物的不同功能;(3)能够谈论什么是健康、均衡的饮食;(4)引导学生关注合理饮食、饮食习惯、饮食结构、饮食文化等。
2.教学重点及难点。
(1)掌握本单元的核心词汇和语法结构;(2)了解不同食物对人体的作用并形成健康饮食的意识;(3)学生能够正确使用阅读策略,理解、分析课文;(4)能针对自己遇到的实际问题,发表自己的意见和建议。
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”。
人教版高中英语必修三unit2Healthyeating教学设计
人教版高中英语必修三unit 2 Healthy eating教学设计(一)教学内容分析这是一篇介绍“饮食习惯”的文章,包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。
本篇文章生词量较大题目较抽象,各段主题句散布不太明显(大部份散布在段落中间)。
且大部份学生对饮食与健康的关系(如人体天天必需摄入的六种大体营养成份的来源、健康饮食的重要性、什么是绿色食物等)了解较少。
因此,本文的学习难度较大。
(二)教学目标1. 语言知识目标:a)使学生了解protein, calcium等大体营养成份的来源和主要功能,健康的饮食习惯是健康的保证,和素食主义等信息。
b)学习掌握有关营养成份与食物的辞汇,如:protein、calcium 、carboh ydrate 、fibre、mineral、vitamin 、vegetarian & vegan、green foo d and clean food 、eco-food and organic food等,和keep up with ,The same goes for…以及as 和only 引导的倒装句的用法。
2. 语言技术目标:a)使学生学会克服生词障碍,通过略读,寻觅文章的主题句,理清文章的整体框架与脉络;通过查读,捕捉文章的重要细节,理解作者的写作用意。
b) 使学生学会运用各类猜词技能,猜想部份生词在具体的语言环境的含义。
c) 使学生能够运用所学知识,用英语为自己所熟悉的一个人设计一份“he althy diet”,并阐明设计的依据。
3.情感态度与文化意识目标:a)使学生学会审视自己、审视食物,提高养成健康饮食习惯的意识。
b)使学生知道:健康是做好一切事情的根本。
要想有强健的体魄,除合理安排好一天的生活之外,还需要有科学、卫生的饮食习惯,天天必然量的体育活动和体力劳动。
青少年必需有健康的身体,长大以后才能成为一名具有现代科学文化,适合时期要求的合格劳动者。
高中英语人教版必修3教案-Unit_2_Healthy_eating_教学设计_教案_2
教学准备1. 教学目标Talk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menu2. 教学重点/难点Talk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menu3. 教学用具课件4. 标签Unit 2 Healthy eating教学过程I. Warming upWarming up by learning vocabularyHello, everyone. We shall read about healthy eating today. Everybody has to eat, but do you eat a healthy diet? Turn to page 97 and familiarize yourself with the words and expressions used in this unit. Try to make up a story based on the vocabulary, either in English orin Chinese.Warming up by sharing opinionsIf you eat out a lot, find ways to follow your meal plan as much as possible. Pick a restaurant with a variety of choices to increase your chances of finding the foods you want.When you eat out, order only what you need and want, know how to make changes in your meal plan in case the restaurant doesn't have just what you want.Variety, Balance, and Moderation多样性,平衡性,和节制性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 anoverall healthy lifestyle, that also includes regular physical activity, not smoking, and stress management. If you drink alcoholic beverages, do so in moderation.II. Pre-reading1. Questioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?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 ofthe 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?For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.2. Looking and listeningLook at the sign of a restaurant. It reads:We Make It Easy!Accommodating up to 80 guestsSit down meals with a choice of three entreesBuffets available for parties of 38 or moreIntimate appetizer receptionsBanquets are menu price plus tax & tipNo room charge for meal functionsNo advanced deposit requiredElegant set-up, complete with table linens and fresh-cut flowersService staff dedicated to your partyDo you want to eat here at this restaurant? Let’s go!III. Reading1. Reading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups(意群) is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text COME AND EAT HERE. Pay attention to the thought groups in the sentences while listening and reading aloud.Reading and underliningRead the text again and try to underline all the collocations in the passage. You are going to copy them into your notebook after class as homework.课堂小结学了这节课,你有什么收获?课后习题完成课后练习题。
高中英语人教版必修3 Unit2 Healthy Eating 完整教案
5 出现,调高音量 6 出发 7 有某人的允许 8 使想起
9 尽管 10 玩儿的愉快 11 来纪念 12 屏住呼吸
三、知识讲解
翻译下面由本单元词汇所编成的故事 学生将在翻译过程中不会的词汇用横线标出
(一)The passage
Balanced Diet Wang Peng earned his living by running a barbecue restaurant, which served delicious bacon, fried chicken breast and mutton roasted with pepper and garlic. But his food and discount attracted fewer and fewer customers. Finally, he was in debt. Yong Hui’s slimming restaurant served fresh peas, carrots, eggplants, and raw cucumbers with vinegar. As the hostess, she said fibers benefited customers' digestion the most. In order not to let Yong Hui get away with telling lies, Wang Peng spied on Yong Hui despite her glare. But he was surprised that she was losing her customers, too. Curiosity drove Wang Peng to consult an expert. The expert sighed and said, “Both of your menus have weakness and limited strength. Your customers put on weight too easily, while Yong Hui’s lose weight too quickly. So, Wang Peng, cut down the fat of your food and increase vegetables and fruits, like nuts, beans, mushrooms, peaches and lemons. You ought to combine the two menus and provide a balanced diet.” Before long, Wang Peng won his customers back. 逐句翻译原文
人教版高中英语必修3Unit 2 Healthy eating教案2
探索尚未知道的东西英语:Unit2《Healthy eating》教案(2)(新人教版必修3)[教材优化全析]Reading:Come and Eat Here(Ⅰ)1.Wang Pengwei sat in his empty restaurant feeling very frustrated.王鹏伟坐在他空荡荡的餐馆里,感觉很失落。
feeling现在分词,作伴随状语。
e.g.Standing on the top of the hill,you can have a better view of the city.站在山顶上,你能更好地看到这个城市.Jeff shouted,seizing her arm.杰夫抓住她的胳膊,喊叫着。
Seeing from the top of the hill,we can see the whole city.从山顶上我们可以看到整个城市.2.He thought of his mutton kebabs and fatty pork cooked in the hottest,finest oil.他想到了他的在热的最好的油里炸出来的烤羊肉和肥肉。
cooked 过去分词短语,作后置定语(被动)。
e.g.I know a girl called Mary.我认识一个叫玛丽的女孩。
English is a language spoken all around the world.英语是全世界都说的一种语言。
3.His fried rice was hot but did not taste of fat.他的热而不腻的米饭。
taste of sth. 有某种味道e.g.It tastes strongly of mint.它有挺重的薄荷味。
taste 能辨别(味道);尝出,品出。
(不用于进行时,常与can连用)e.g.I can’t taste.I’ve got a cold. 全析提示现在分词作伴随状语要和句子主语保持一致,体现主动关系。
人教课标版必修3 Unit 2 Healthy Eating教学设计
人教课标版必修3 Unit 2 Healthy Eating教学设计本单元的中心话题是健康饮食。
本文是一篇阅读文,文章通过讲述王鹏威和雍慧开饭店的风格、经营的不同菜肴以及顾客对不同食品的不同反应,反映了现代人对饮食的关注和对时尚的追求。
学习本文的目的是让学生明白健康饮食的重要性,在生活中逐渐培养健康饮食的意识和习惯。
三、教学目标:1. 培养学生的阅读能力。
2. 发展学生挖掘课文内涵的能力和创新能力。
3. 让学生明白健康饮食的重要性,在生活中逐渐培养健康饮食的意识和习惯。
四、教学过程:StepⅠDictationLet the students write down 5 new words.【设计意图】每节课的课前听写不仅为课文的阅读作好词汇方面的准备,而且让学生潜移默化地把词汇学习落到实处。
Step Ⅱ Lead-inShow the students two pictures and ask them the following questions.1. What's your first impression on the boy and the girl in the pictures?2. Can you guess why they are so different?What do they usually eat? Try to list their menus.3. If we always eat these foods in menu one / two, what will happen to us?【设计意图】通过展示两张图片并让学生猜想图中人物所吃的食物,激活学生的背景知识,引发其对健康饮食话题的兴趣。
同时让学生结合自身特点谈谈饮食,把他们的思维巧妙地引导到阅读文中。
Step Ⅲ Fast reading1. Let the students look at the title Come and Eat Here and the pictures on P10 to guess the contents of the passage.【设计意图】通过此项活动训练学生利用标题和图片等有效信息猜测文章大意的能力。
新人教版高中英语必修3Unit2 Healthy eating教案2
Unit 2 Healthy eatingThe Third PeriodContents: Reading (We are what we eat)Teaching Aims:1.Improve Ss’ reading skills and abilities.2. Learn how to read about the Argumentative Writing (types of the article).3.Talk about problems and solutions.Teaching procedures:Step 1. Warming up and Pre-readingToday we’ll learn the topic on “what we eat〞. Before we start the reading, I’d like you to answer some questions.1. Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2. How many meals do you have every day? Which meal do you think is the most important? Why?3. How much water do you drink every day?4. What kind of snacks do you take?Teach the new word: snack (an amount of food smaller than a meal; something eaten informally between meals like candies, fruit and so on.)Step 2. While-ReadingI. The first-time readingI.Get Ss to do skimming of the passage to get a general idea of the story. After a while, check their understanding by asking some simple questions: (Try to find the answers in the text and underline where they are, that is , in which paragraph .)1) Are traditional diets suitable for the 21st-century person?2) When we choose what to buy and eat, what should we think?3) Do vegans eat cream or eggs?vegans == strict vegetarian who neither eats nor uses any animal products, eg: eggs; silk; leather 纯素食主义者(既不吃也不用任何动物产品,如蛋/丝绸/皮革等)II. Do the following True-or-False exercises.1. Our body doesn't need to refuel if we choose nutritious food for our main meals. F2. Good snacks should e from different food groups and should not have too much fat or sugar. T3. Fruits and vegetables don’t give us any vitamins. F4. Most fruits need cooking. F5. Fruits and vegetables are the only healthy snacks. FIII. Get Ss to read the passage again and answer the following questions:1. What do traditional diets often have? CA. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy? AA. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein? DA. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people bee vegetarians? AA. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, if____. DA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.II. The second-time readingI. What’s the main idea of each paragraph?Para1: Difficult to choose what to eat/ our eating habits are changing Para2: Different food has different functions / why the eating habits are changingPara3: Choosing according to what we believePara4: Keeping a balanced dietPara5: Developing healthy eating habits/suggestionsHow many parts can be divided into? --- (Three parts.)What’s the main idea of each part?Part1:our eating habits are changing. (提出问题)Part2:why the eating habits are changing 〔分析问题〕Part3:the best way to develop healthy eating habits.〔解决问题〕II. What types of the article ?--- It’s about Argumentative Writing议论文是阐明作者对人或事的好坏的立场观点。
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。
高中英语人教版必修3教案-Unit_2_Healthy_eating_教学设计_教案_1
教学准备1. 教学目标教学目标知识与技能 1.Students will be able to get familiar with the following words and expressions: You must …./You’d better …./I would strongly advise you to …/My adv ice is …./I think you ought to …./You might …./It might be a good idea to …./Perhaps you should ….过程与方法 1. Stude nts will be able to learn to predict the content of the story2. Students will be able to understand the text and say something about keeping a balanced diet情感态度价值观 Students should be taught to keep a balanced diet and keep healthy.Students will be able to learn to cooperate with their team members in group discussion.2. 教学重点/难点教学重点 Students will be able to how to keep a ba lanced diet through reading.教学难点 Students will be able to use some expressions to give som e a dvice about how to keep healthy?3. 教学用具4. 标签教学过程Teaching proceduresStep1 Pre-readingLearn these proverbs.You are what you eat. 人如其食。
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.。
人教版高中英语必修三Unit 2《Healthy eating》教学设计
Book 3 Unit 2 Healthy eating教学设计Learning aims:(教学目标)1.Improve reading abilities of looking for information.2.Master the words and expressions concerned with diets.3.Develop a consciousness that we should keep a balanced diet and realize the importance of healty eating.Teaching key points and difficult points:(教学重点和难点)1.Understand the passage through the important words and phrases they have mastered.2.Read the passage and understand the passage fully..3.Learn to give advice.Teaching approaches:(教学方法)1.. Task-based Language Teaching :During the course, different tasks are designed for Ss to carry out.2. Cooperative Learning:Divide the class into small teams, each with students of different levels of ability.3.Question-and-answer activity teaching method.4. Free discussion method.By team work among the students, the students discuss with the partners Teaching procedure (教学步骤)1.Warming up :Do you know the English name of these food?2.Pre-reading: What will happen to you if you do not eat a balanced diet?3.Reading:1) To match the main idea of each paragraph to each paragraph.2)to ask the students to summarize the main idea of the passage.3) to ask the students to read the passage carefully to understand the detailed information by discussing with each other4) to ask the students to fill in the blanks according to the passage. To test if the students can master the passage.4.Post-reading:1) to ask the students to make some simple dialogues to consolidate what they learned about healthy eating.2) to retell the story by themselves.3) to give each other some useful advice.。
人教版高中英语必修三Unit+2+Healthy+eating5+教案.doc
Unit2 Healthy eating(一)教材分析:本单元的中心话题是“健康饮食”。
教材通过讲述王鹏和雍慧开饭店的不同风格,经营的不同菜肴以及顾客对不同食品的不同反应,反映了现代人对饮食的关注和对时尚的追求。
这样的编排有别于惯常所采用的分类说明的介绍方式,读起来引人入胜,学生在趣味盎然的故事情节中轻松学习健康饮食的知识,领悟膳食平衡对身体健康的作用,养成热爱钻研的好习惯。
(二)教学目标根据普通高中《英语课程标准(实验稿)》关于阅读课主要教学目标的具体描述,结合本课教学内容,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、知识目标:(Knowledge aims)1) Know about the story and get the main idea2)Master some words related to energy-giving food and body-building food as well as protective food2、能力目标(Ability aims)(1) Summarize main idea by skimming(2) Collect detailed information by scanning(3)Design a healthy diet menu for a restaurant3、情感态度与文化意识目标(Moral aims)(1)Cultivate students’ interest in healthy eating(2)Learn to cooperate and share(三)教学重点和难点根据普通高中《英语课程标准(实验稿)》和《高考考试大纲》关于阅读技能的具体描述,结合高一学生实际和对教材内容的科学分析,确定本环节的主要教学重点和难点是:1、重点(1)让学生认识到饮食对健康的重要影响,培养健康饮食习惯和意识。
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人教版高中英语必修三u n i t2H e a l t h y e a t i n g教学设计(一)教学内容分析这是一篇介绍“饮食习惯”的文章,包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。
本篇文章生词量较大标题较抽象,各段主题句分布不太明显(大部分分布在段落中间)。
且大部分学生对饮食与健康的关系(如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等)了解较少。
因此,本文的学习难度较大。
(二)教学目标1. 语言知识目标:a)使学生了解protein, calcium等基本营养成分的来源和主要功能,健康的饮食习惯是健康的保证,以及素食主义等信息。
b)学习掌握有关营养成分与食物的词汇,如:protein、calcium 、carbohy drate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food a nd clean food 、eco-food and organic food等,以及 keep up with ,The same goes for…以及as 和only 引导的倒装句的用法。
2. 语言技能目标:a)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。
b) 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。
c) 使学生能够运用所学知识,用英语为自己所熟悉的一个人设计一份“hea lthy diet”,并阐明设计的依据。
3.情感态度与文化意识目标:a)使学生学会审视自己、审视食物,提高养成健康饮食习惯的意识。
b)使学生懂得:健康是做好一切事情的根本。
要想有强健的体魄,除了合理安排好一天的生活以外,还需要有科学、卫生的饮食习惯,每天一定量的体育活动和体力劳动。
青少年必须有健康的身体,长大以后才能成为一位具有现代科学文化,适合时代要求的合格劳动者。
c)使学生学会关心他人,体贴他人,并养成较强的合作意识。
d)让学生了解一些不同的饮食观念及主张,加深对世界饮食文化的了解,弘扬中华民族饮食文化的精髓,培养爱国主义精神。
(三)教学重点和难点:1.重点1)让学生认识到饮食对健康的重要影响。
2)侧重培养学生对文章的整体性结构的把握,突出培养学生以下3个方面的能力:a.文章中心把握能力。
b.根据主题快速捕捉文章重点细节的能力。
c.猜词能力。
3)重点掌握有关营养成分与食物的词汇,特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。
2.难点1) 如何使学生养成科学的阅读习惯,提高阅读理解能力和语言水平。
2) 如何使学生学会提取、筛选和重组文章中关于健康饮食的信息,并灵活运用于语言实践中,达到语言实践能力的扩展与提高。
二、教学方法与教材处理1.任务型语言教学法任务型语言教学认为:人们使用语言的过程就是一个完成各种各样任务的过程。
任务型学习强调通过“做中学”、“学中做”,使学生在完成任务的过程中习得语言。
本课组织学生四至五人组成一个学习小组,共同为大家所熟悉的一个人设计一份“healthy diet”, 并口头阐述设计的理由。
该设计基于课文内容,但又不局限于课文的范畴,旨在贯彻“做中学”、“学中做”策略,吸引和组织他们积极参与,并通过讨论、交流和合作等方式,在自然、真实的情境中,完成任务,体会、掌握语言的应用,达到学以致用的目的。
2.合作学习教学法合作学习教学法是以小组活动为主体的一种教学活动,一种同伴之间的合作互动活动,。
合作学习教学法有利于改善课堂心理气氛、大面积提高学生的学业成绩、促进学生良好非智力品质的发展,调整学生的语言焦虑感。
焦虑是影响外语学习的重要情感因素,外语学习中的焦虑主要是指学习者需要用外语进行表达时产生的恐惧或不安心理。
因此,本课打破传统的“稻田式课堂教学结构”采用“四至五人组成一个学习小组”的课堂教学结构,来组织教学,旨在营造轻松的学习氛围,为积极学习提供有利的条件,让学生在完成任务的过程中通过互相交流,降低语言焦虑感,获得愉快的学习经历,从而对学习本身和所学内容产生兴趣感。
3.整体语言教学法整体语言教学法要求按“整体-部分-整体”的模式,进行语篇阅读训练,即从“整体”开始,以“整体”结束的“三段式”阅读教学法。
本课采用从整体略读——分段细读——听读课文内容,进一步理解课文内容,即是这种教学策略的体现。
(四)、学法指导1)认知策略:指导学生运用已学会的抓重点、做记号、摘笔记等方式,对所学内容进行整理与归纳。
2)调控策略:继续培养自我评价与相互评价的习惯,鼓励学生增加与教师和同学交流学习英语的体会和经验,学会科学评价自己的学习行为与学习效果,进一步形成有效的学习方法,树立积极向上的学习态度。
3)交际策略:创设有意义的情景和任务活动,引导学生通过四人一小组,进行合作学习,让他们围绕课堂任务分工合作,相互探讨、相互交流,从而获得知识、技能和情感体验,变被动学习为主动学习。
(五)、说教学程序1.Pre-task:激发学习兴趣,明确学习任务(8分钟左右)引入话题,激发学习兴趣,明确学习任务。
教师通过一个问题“ Do you th ink it important to have good eating habits?”呈现文章的标题“We are what we eat”。
紧接着引导学生解读文章标题、预测文章内容,让学生在阅读过程中处于主动认知状态。
虽然本文标题较抽象, 学生可能一下子无法正确理解其所包含的深层含义,可再采取通过分析句子成分和引导学生抓住关键词“eat”进行大脑风暴两种方式相结合的教学策略来降低理解难度。
考虑到文章生词量较多,且大部分学生对文章的背景知识,了解较少。
因此,在引导学生预测文章内容的同时,有必要在讨论“What kind of words will be used in the passag e?”这个问题时,引出人体每天必须摄入的六种基本营养成分的单词:protein、calcium 、carbohydrate 、fibre、 mineral、 vitamin 。
这样既可向学生展示本环节的重点单词,又可为阅读扫清文化背景障碍和语言障碍,又可为突破本文的重难点作好准备。
2.Task-cycle:课文主体内容的教学与操练,知识的掌握与能力的过渡(27分钟左右)指导学生根据不同的阅读目的,在阅读的不同阶段,灵活使用各种阅读策略,捕捉文章主要信息,理解作者的写作意图,突破本文的教学重点与难点。
1.通过限时阅读训练,引导学生略读文章内容,归纳段落大意,理清全文线索,侧重培养快速阅读理解能力和文章中心把握能力。
【设计思路】:本环节针对课文的主旨,提出两个预测性问题,要求学生在5分钟之内,略读文章内容,快速找出各段的key sentence,理清文章的基本脉络。
在两个预测性问题的帮助下,大部分学生很快就能找出文章的主题句,理解作者的写作意图。
针对各段主题句分布不太明显,学生寻找起来有一定的难度这一情况,教师可通过先展示文章基本脉络,提醒学生根据文章脉络以及对文章主旨的把握,结合自己在阅读之前对文章的预测,快速找出各段的key sentence,归纳各段大意。
此外,教师还应通过限定阅读时间,及时纠正不良的阅读习惯等教学策略,来帮助学生养成良好的阅读习惯,培养快速阅读理解能力。
2.精读部分语段,侧重培养快速捕捉文章重要细节的能力和猜测生词的能力。
【设计思路】:本文的主要生词和重点细节主要集中在第二至第四段(特别是第二段材料)。
因此,可引导学生通过查读第二段材料,找出人体每天必须摄入的六种基本营养成分及其来源和功能。
此外,考虑到这六个词汇的知识含量较高,且难于记忆,故笔者在设计上作了一个小小的创新。
即以表格的形式,让学生填写本文的重点细节,让学生在完成任务的过程中,体会各种营养成分来源的规律,为学会给未提及的食物作营养成分推测,培养信息归类能力,作好铺垫。
然后再通过直观手段,以图片结合文字的形式,再次展现文章的重点单词与细节,激发学习兴趣,加深学生的印象,并为突破本文的重点与难点:“Design a he althy diet and list your reasons.”打下扎实的基础。
相对于第二段材料,第三段和第四段材料的生词量较少,且大部分生词通过使用各种猜词策略,就可理解他们在文中的意思。
因此,可充分利用这两段内容,来培养学生的猜词悟义能力。
具体可引导学生先通过推读生词所在语段,然后再以小组为单位,交流各自所使用的猜词技巧与猜词经验,来提高培养学生的猜词能力,最终获得独立自由阅读的能力。
根据对教材内容的科学分析,确定本环节主要引导学生使用各种猜词策略(通过上下文、课文线索、词的形式、以及根据自己已有的知识等),猜测、理解“vegetarian”、“vegan”、“eco-food”、“organic food”、“green food and clean food”、“diet”、“supplement”等词在文中的意思。
同时为加深学生对“green food”的理解,还特地引出绿色食品的标志。
此外,还可在这一环节中适当处理一些语言难点(如 keep up with ,The same goes for …及only 和as 引导的倒装句的用法),以上语言难点在 SB p131- p133 中,有详细的分析。
因此,课堂上不必占用太多时间,应把重点放在引导学生学会在具体的语境中理解、体会这些词组、句型的用法。
其它的一些语言难点可随机处理,也可通过练习的方式体现出来,让学生去课文中寻找答案,体会他们的用法。
3.Post-task:展示成果,交流成果的过程,语言实践能力的扩展与提高(9分钟左右)采用交际教学法和合作学习法,组织语言实践活动,完成本文的主题任务。
达到从知识的巩固与运用到知识的扩展与创新能力的形成。
【设计思路】:本环节要求学生根据自己对健康饮食的认识,发挥自己的想象力和创造力,以小组为单位,用英语为大家所熟悉的某一个人(如:自己或班上的其他同学或者本校的某位老师)设计一份“healthy diet”, 并列出设计的依据。
由于Pre-task 和 Task-recycle两个步骤中的许多活动,已从各个方面,为学生顺利完成本活动作好了充分的准备,故学生完成这个任务的难度,估计不大。
但为了更好地调动学生完成任务的积极性,本环节还特地以生动有趣的gif 动画和图片为学生提供了food groups。
针对主题任务,本环节还设计了小组间的设计成果竞赛与小组间的互相评价两个让学生互相交流学习成果的平台。