高中高一英语必修三UnitHealthyeating阅读学习方案教学设计教案
高中英语必修三unit2 Healthy eating 教学设计
高中英语必修三unit2 Healthy eating 教学设计作者：张微来源：《神州·中旬刊》2019年第08期一、教材分析这单元介绍的是饮食习惯，旨在让学生明白什么是健康的饮食習惯以及健康饮食的重要性。
鼓励学生检查日常饮食是否健康。
本篇文章词汇量较大，且大部分学生对饮食与健康关系了解较少。
因此，本文的学习难度较大。
二、学情分析本节课的授课对象是高一的学生。
他们能够读懂文章的大概意思。
但是，要恰当运用英语词汇表达自己的看法，以及通过英语文章的阅读获取相关信息对于高一学生有一定困难。
三、教学目标1.通过本课时的学习，学生能够读懂课文大意，掌握与将康饮食有关的重点词汇。
2.使学生学会通过略读，寻找文章的主题句，通过查读，捕捉文章的重要细节理解作者的写作意图，从而提高阅读理解能力。
3.使学生意识到健康饮食的重要性，只有饮食健康，才能有健康的身体，因此，我们要养成健康且平衡的饮食习惯。
四、教学重点及难点1.掌握有关营养成分与食物的词汇以及这些营养成分的来源和主要功能。
2.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。
五、教学方法1.以任务型教学为主，强调教学方法的灵活性和多样性。
2.采取小组合作的方法，培养学生的合作精神。
六、教学过程Step 1.Leading-in and Warming-up1.First show the students some pictures of dishes to introduce the ; ; ; ; topic of this unit.2.T：What do you usually have for breakfast/lunch/supper？What is your favourite food？Can you give the reasons？3.Ask Ss to discuss with their partners and divide the food into three groups.Energy-giving food：Body-building food：Protective food：设计意图：通过谈论饮食，从而引入本单元的话题：Healthy eating。
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。
高一英语必修三Unit2Healthyeating阅读学习方案教学设计
高一英语必修三Unit2 Healthy eating阅读学习方案教学设计兰州三中高中英语张春玲Time:40 minutesGrade: Senior Grade OneTeaching Material:Unit2 Healthy eating (Using Language: listening, reading and discussing) Teaching Aims:1.Knowledge Objects:(1) Learn and master the new words and expressions in this unit.Key words: debt, glare, spy, limit, benefit, breast, garlic, sigh, combine Common words: calmly, cooperationPhrases: earn one’s living, in debt, spy on, cut down, before long, put on weight(2) Get students to read the story Come and Eat Here(2)(3) Let the students learn more about problems with a balanced diet andunbalanced diet.2. Ability Object:(1) Develop the students’ listening and reading ability.(2) Train the students’ ability of further understanding about the text.(3) Develop the students’ reading skills by extensive reading.3. Moral Objects:(1) Stimulate the students’ sense to form a healthy eating habit.(2) Develop the students’ sense of group cooperation and teamwork.(3) Develop the students’ability of dealing with the troubles met in their dailylife.4. Strategy Object:Get the students to learn different reading strategies. Cultivate the students’ability to skim and scan the passage.Teaching Important Points:Train the students’ listening and reading ability.Teaching Difficult point:How to improve the students’ listening and reading ability.Teaching Methods:1. Fast reading to get the general idea of the text.2. Questions to help the students learn the detailed information about the text.3. Pair work to make every student work in class. Discussion for cooperationstudy.Teaching Aids:1. a projector2.the blackboardTeaching Procedures:StepⅠGreetingsGreeet the whole class.StepⅡLead-inTalk about the topic of the unit—healthy eating.StepⅢListening1. Learn the new words about the diseases.2. Listen to the tape to finish Ex.3 and Ex.4.3. Find out the main idea of the dialogue.StcpⅣReading and Discussing1. Review the first part of the story Come and Eat Here(2).2. Skiming for general idea2. Scanning for detailsStepⅤConsolidationFill in blanksStepⅥDiscussionWhy was their cooperation a success? What can we learn from the cooperation?StepⅦSummaryHomework1. Write an advertisement for the new restaurant2. Try to retell the whole story.Blackboard Design评价原则(1).Learn a knowledge of balanced diet and health.(2). Master the reading skills of guessing and skimming.(3). Use words and expressions of this unit in daily life.(4). Express some ideas about healthy eating in English.第1-5分钟热身导入激活活动旳目旳性请学生简介自己一天饮食。
必修三 unit2 healthy eating 教学设计
一堂高中英语任务型阅读教学课的设计—BOOK 3 Unit 2 Healthy eating【教学内容介绍】该课时是根据高一英语必修三第二单元Healthy eating学生用书中的阅读内容“come and eat here(1)”而设计的一节课，课文主要讲述了王鹏和咏慧这两家饭店之间的竞争，同时阐述了所谓健康饮食的概念。
通过整个单元的学习，学生将了解各种食物对人体的作用，与此同时，教师也将引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
【教学设计思路】《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，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。
”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用role playing, quiz, discussion, brainstormi ng等多种方式来进行对本单元的教学。
【学习任务分析】本单元的中心是围绕健康饮食展开的。
该篇文章通过阐述两家饭店之间的竞争来引出健康饮食这一概念。
本课题的学习不仅是能让学生了解什么是健康的饮食，同时也能引导其调整自身的饮食习惯，做到健康饮食。
本堂课的教学内容为“come and eat here(1)”，是在学生掌握了该单元的词汇下展开的，这篇文章是整个单元的重点。
这是一篇记叙文。
学生可以以地点的转换为线索来进行对本篇文章的学习。
考虑到单元的整体进度，我将Warming up作为Re ading的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。
【学习者分析】本课的授课对象是瑞安中学高一（3）班的学生，作为省一级重点高中的学生，他们的英语基础普遍比较扎实。
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。
人教版高中英语必修三Unit+2+Healthy+eating+Reading+教案.doc
Unit 2 Healthy eatingTeaching objectives:Knowledge aims:1. Students will be able to develop their reading ability, learn to use some reading strategies such as guessing, skimming and so on.2. To grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.Ability aim:Students will be able to realize the importance of having a healthy diet.Emotional aim:Let students know more about healthy eating.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 RevisionStep 2 DiscussionDiscuss and finish the exercise: which food contains more…? Which food contains more…?Step 3 Lead inShow a pyramid of food to the students.Step 4 SkimmingGet the students to read the whole story fast to prove whether their guesses are right.Then ask the following questions to finish the table :Qs : Whose restaurant ? What foods are offered there ? Do these foods make a healthy diet ? Why not ? What problems may these foods cause to customers ?2.Give the students 2 minutes to summarize the main idea of the story with the help of the above table, using 2 or 3 sentences. Step 5 Careful readingDivide the whole passage into three parts, and give the general idea of each part.Part 1 Wang Peng felt frustrated because he found his customers had come to other places to eatPart 2 Wang Peng found the reason why YongHui’s restaurant was more attractivePart 3 Wang Peng thought out a good idea to have a competition with YongHui’s restaurantT : The story is mainly about two persons, that is, Wang Peng and Yong Hui .Q : Who is the main character in the story ? ( Wang Peng ) Now let’s read the story again to get more about him.1.Get the Ss to read the story carefully to make a list of places where he stayed & went and his feelings in these places.2. Ask some questions to help the Ss have a better understanding of the story.Step 6 Post readingTrue or false1. Usually Wang Peng’s restaurant was full of people.2. He provided a balanced diet in his menu.3. Yong Hui served a balanced diet.4. Yong Hui could make people thin in two weeks by giving thema good diet.5. Wang Peng’s customers often became fat after eating in his restaurant.6. Yong Hui’s menu gave them energy foods.Step 7 SummaryWang Peng 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____ Lichang 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 Peng 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 Peng 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 Peng 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!Homework :Read the story aloud and find out some beautiful sentences. Remember the useful words and expressions.精美句子1、善思则能“从无字句处读书”。
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。
人教版高一英语必修三Unit 2Healthy eating教案
Come and eat here 2教学目标知识目标：（1）通过段落搭配，完成对此篇阅读文章的猜测。
（2 ）掌握相关的阅读技巧与解题方法。
能力目标：通过本节课，学生能够自我摸索，相互学习，理解此篇短文，完成相关的阅读训练，掌握一定的阅读技能。
情感目标：学生能够在小组合作中了解学习方法，从而自如、自信的运用所学知识。
教学重难点：通过小组学习，完成相关的阅读训练，理解此篇文章。
教学方法：采用问答式、讲练形式、小组活动和探究相结合的方法.教学用具：导学案教学步骤Step 1, lead-inGet students know some pictures about Yong Hui and Wang Peng , ask them why they become a couple. Get students guess the reason.Step 2, match the main idea of every paragraph.Get students read the first and the last sentences, and match the main idea of every paragraph.Para.1 A.They had a meal and found the weaknesseseach other.Para2. B. They combined their menus, and got marriedfinally.Para3. C. Wang Peng’s restaurant was popular again,and Yong Hui wanted to know the reasonangrily.Step3, choose the right answerGet students read the passage, and choose the right answer.１.Yong Hui was very angry when she came to Wang Peng’s restaurant because ________.A. she thought he was a new customerB. she thought he had spied on her restaurantC. she was told he was a spyD. he was too fat２. what does the world “heavy”mean in the second paragraph？A. It means the food is delicious.B. It means the food is big.C.It means the food is weighty.D. It means the food is hard to digest.３. Wang Peng’s research showed __________.A. his menu was balancedB. both menus were balancedC. Yong Hui’s menu was balancedD. neither menu was balanced４. He suggested they provide a combined menu because ______.A. he liked Yong HuiB. he didn’t want to lose his customersC. he thought his menu was betterD. this would provide a balanced dietStep4 explanationGet students talk about the reasons that they choose the answer. Get students share the way of choosing the answer.Step5, homeworkThe next day, his restaurant was full of people again. He did not look forward to being __ ____. Suddenly Yong Hui walked in. She ______ him. She thought he came to her restaurant only to ____ ___ her and her menu. Wang Peng invited her to try a meal in his restaurant. They ________ the ice cream. And they had a good time. After that, they ________ their menus and ________ a balanced menu _____ food full of energy and fiber. At last, they ________ and lived happily.。
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。
人教版高一英语必修三_unit2_healthy_eating_教学设计.doc
Unit 2 Healthy eating《Reading—Come and eat here(1)》张艳玲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 Hui ’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.。
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.。
教学设计reading 必修三Unit2 Healthy eating
Part 2
A.Yong Hui helped Wang Peng lose weight.
B.He followed his friend to a new restaurant,which was very popular.
Step 4 Reading
（24分钟）
1.Skimming
What different places are mentioned in the text?
2.Scanning
Choose the main idea in each part
Part 1
A.Yong Hui helped Wang Peng lose weight.
2. Enable students to talk about different kinds of food, problems with diet and balanced diet.
3)情感目标Emotional goal
1. Stimulate students’ sense to form a healthy eating habit.
To predict the passage according to the title and pictures on the book.
In order to guide students to independent positive thinking ,at the same time stimulate students interest in the content.
【知识学习】高一英语必修三Unit2 Healthy eating阅读学习方案教学设计
高一英语必修三Unit2 Healthy eating 阅读学习方案教学设计高中英语人教版必修三Unit2Healthyeating阅读学习方案的教学设计项目内容教学内容.Trainstudentstohavebetterreadingstrategiessuch asguessing,skimminganddevelopreadingability..Helpstudentstorealizetheimportanceofhavingahea lthydiet..Graspsomeusefulwordsandexpressionsinthispassag e,suchasbetiredof,curiosity,getawaywithetc.课时学习目标从以下学习目标中确定两类、每类至少一项作为自己的本课时学习目标。
语言知识（1）Learnthenewwordsandexpressionsofthisunit.（2）learnsomeknowledgeaboutfoodnutritionandhealth.Learnsomereadingstrategiessuchasguessing,skimming.语言技能Usewordsandexpressionsofthisunitindailylife.Trainstudentstoexpresssomeideasabouthealthyeatingin English.情感态度.Instructthestudentstounderstandthatdevelopingh ealthyeatinghabitsisthebestwaytokeepfit..Enablethestudentstohaveanabilityofspreadingsom eknowledgeofhealthyeating.学习策略（1）在新旧语言知识之间建立联系；（2）控制和调整英语学习过程中的情绪和情感；（3）根据语言使用环境，得体地使用语言。
高中英语-必修3_Unit_2_Healthy_Eating教学设计AqAHwH
必修3 Unit 2 Healthy Eating教学设计盂县三中张月英一、教材分析本单元的中心话题是Healthy Eating ，听说读写等语言知识和语言技能主要围绕这一话题展开叙述，反映了现代人对饮食的关注和时尚的追求。
文章里不断地提出问题，启发学生的逻辑思维，使学生互相合作，在交流活动中提高获取信息和处理信息的能力。
在教学活动中，教师力求使各项活动环环相扣，以符合学生的思维特点和认知水平。
在激发学生学习兴趣的基础上，培养学生在现实生活中处理矛盾和解决问题的能力。
二、教学理念“健康饮食”与学生的生活实际紧密相连，课文内容和练习都与食物有关。
在教学过程中要能够关注不同层次的学生，注重学生的个性发展，在课堂上让学生进行探究性的学习，培养学生的创新能力。
总之要体现以学生为本，教师高效引导的新课标理念。
三、教学目标知识目标：1. Enable the students to master some useful words and expressions.2. The students will have a better understanding of the meaning and structure of the text.3. 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. Let students know the importance of healthy eating.2. Help others know more about healthy eating.四．教学过程Step ⅠRevision1. Check the homework2. Share the information the students have got form the Internet.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? Step III Reading一．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.2. Let the students read the passage quickly and then fill in thefollowing blanks.This passage mainly tells a story between ____ and ____. They serve different ____ in their restaurants. The foods in Wang Pengwei'smake people ____ while the foods in Yong Hui's make people ____.二. Careful Reading1. Let the students read the passage carefully and divide the passage into three parts, and then try to get the main idea of each paragraph.Paragraph 1: Wang Pengwei is worried because his restaurant is not full of people as usual.Paragraphs 2~3: He follows his friend to a newlyopened restaurant which is very popular.Paragraph 4: Worried, he does some research to win his customers back.Step IV :DiscussionWhat can we learn from the passage?What is a balanced diet?Step V: Language points1. earn /make one’s living by doing sth.=live by doing sth.2. after all 与all相关的短语。
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foods are you offered there ?
课本pre-reading部分
第11-15分钟
Fasting reading
理解课文的语用目的
学习课文,引导学生阅读课文，回答问题：
strategies : Read fastand answer questions
高中英语人教版必修三Unit2 Healthy eating
读学习方案的教学设计
项目
内????容
教学内容
(1).Train students to have better readingstrategies such as guessing, skimminganddevelop reading ability.
Part 1? ____________________________________________
Part 2? ____________________________________________
Part 3 ____________________________________________
学习资源
词汇图，教,编制的学案
预设时间
学习步骤
学习目的
教学方案
学习方案
学习资源
第1-5分钟
己一天饮食。
课本Warming-up部分
第6-10分钟
Guessing
了解任务
(1).Reading strategies: Make a guess according to the title “ Come and eat here ”before reading.
学习策略
（1）在新旧语言知识之间建立联系；
（2）控和调整英语学习过程中的情绪和情感；
（3）根据语言使用环境，得体地使用语言。
任务
课时任务：完成本文的阅读和知识的学习。
评价标准
从以下标准中选定至少两项作为你本课学习的评价标准。
（1）.Learn a knowledge of balanced diet and health.
（2）Fill the table
WP’s restaurant
YH’s restaurant
menu
strength
weakness
情感态度
(1).Instruct the students to understand that developing healthy eating habits is the best way to keep fit.
(2).Enable the students to have an ability of spreading some knowledge of healthy eating.
全班活动：完成活动，老师询问，学生回答。
课文和学案
第36-45分钟
知识运用
进一步强化学生的语言运用能力
请不同层次的学生展示本任务的结果。
学案
课中学习方案
1．Guessing
Reading strategies: Make a guess according to the title “ Come and eat here ”before reading.
(2). Master the reading skills of guessing and skimming.
(3). Use words and expressions of this unit in daily life.
(4). Express some ideas about healthy eating in English.
（1）.Where are you invited to go ?
（2）.What foods are you offered there
reading
Read the text quickly and answer the two questions
(1)Who were mentioned in the story?
________________________________
(2)What did they do ?
_________________________________
3.Careful reding
(1)Divide the whole passage into three parts, and give the general idea of each part.
(2).Help students to realize the importance of having a healthy diet.
(3).Grasp some useful words and expressions in this passage, such as be tired of,curiosity, get away with etc.
问题已经印在课中学习方案上，以节约写黑板时间。
学案
第16-35分钟
Careful reading
深入任务：捕捉具体信息
完成活动(1),(2)
第二遍阅读，完成活动(1)，
小组活动：分享各自的方法。
第三遍阅读，完成活动(2)：建议学生在阅读中列出信息表，然后就很容易回答和选择了。
小组活动：相互检查表格填写是否正确，相互问答完成活动，相互检查活动答案是否正确。
???(3) Learn some reading strategies such as guessing, skimming.
语言技能
(1)Use words and expressions of this unit in daily life.
(2)Train students to express some ideas about healthy eating in English.
课时学习目标
从以下学习目标中确定两类、每类至少一项作为自己的本课时学习目标。
语言知识
（1）?Learn the new words and expressions of this unit.
（2）learn some knowledge about food nutrition and health.