(人教版)高一英语必修三教案：Unit2《Healthy eating》

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人教新课标高中英语必修三Unit2HealthyeatingUnit2Healthyeating教案

Unit 2 Healthy eating i.单元教学目标II.目标语言本单元以健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。

针对现实中遇到的实际问题发表自己的看法。

最后让学生运用所学知识，两人一组研究中餐，设计食谱。

1.1 WARMING UP 是本单元一个重要的组成部分。

让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。

通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是Healthy Eat ing.1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。

可添加讨论如何在烹饪中保持食物营养，从而有利于健康。

1.3 READING 讲述王鹏和咏慧开饭店的不同风格和顾客对不同食品的反…bacm .教材分析与教材重组1.教材分析应，反映了现代人对饮食的关注和对时尚的追求。

但王鹏和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。

戏剧性的结尾增添了故事的趣味性。

通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。

1.4 COMPREHENING利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。

1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。

注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。

1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading. Speaking, Writing四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。

高一英语人教版课标必修3unit2healthyeating教案2

Classify the foods your classmates usually eat in the wayas the chart on:
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 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)高一英语必修三教案新部编本：Unit2《Healthy eating》

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校英语：Unit2《Healthy eating》Period 2 Reading 教案（新人教版必修3）Analysis of the teaching materialThis is the second teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. This part is very useful for the next part Reading.The reading passage Come and Eat Here (1) introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. The person who often eats at Wang Peng’s restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The per son who often eats at Yong Hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it in their own words and then write down it on the paper. The teacher also needs to make a summary on the passage to let studentsunderstand the passage further at the end of the class.Analysis of the studentsThe students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. So I often use some activities in the class to finish some tasks as pair or group work to let each of them have more chances to practice English and involve in the class, thus to make some improvement.Three-dimensional aimsKnowledge aims1. Get students to learn the useful new words and expressions in this part: diet, thin, fry, lie, raw, barbecue, discount, mutton, curiosity, hostess, customer, bean, cucumber, eggplant, pepper, mushroom, mutton, balanced diet.2. Let students learn the knowledge of balanced diet and nutrition.Ability aims1. Enable students to talk about different kinds of food, problems with diet and balanced diet.2. Develop students’ reading ability and let them learn different reading skills.3. Develop students’ writing ability by showing some key words and sentence patterns.Emotion aims1. Stimulate students’ sense to form a healthy eating habit.2. Develop students’ sense of cooperative learning.Teaching important points1. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading skills.Teaching difficult points1. Develop students’ reading ability of analyzing the whole text and know about structure and the main idea of the text2. Enable students to talk about different kinds of food and balanced diet.Teaching approachesStudent-centered teachingTask-based teachingActivity-based teachingLearning approachesCooperative and explorative learningIndependent learningTeaching aidsMultimedia facilities, tape-recorderTeaching ProceduresStep 1 Words and expressions reviewDiet, thin, fry, lie, raw, barbecue, discount, mutton, curiosity, hostess, customer, balanced diet.Step 2 pre-readingLeading-in1. Learning some vocabulary connected with food and diet.2. Identifying different groups of food.Step 3 while-readingTask1 listen and find the main idea of the text.The main idea of the text is ____A The two restaurant provided the healthy diet.B The reason why Yong Hui’s restaurant was so popular with cu stomers.C How the competition take place between Wang Peng and Yonghui.Task2 scanningThe text can be divided into three parts according to the places that mentioned in the text. The students are supposed to find the places quickly and speak it out. And then within 4 minutes of reading, the students match the main ideas of each part.Part 1: Wang Peng does some research in the library(Wang Peng's and thinks out a good idea to compete withRestaurant) Yong Hui.Part 2: Wang Peng follows his friend to a newly (Yong Hui's opened restaurant and finds out the reason restaurant) why his restaurant is empty.Part 3: Wang Peng is worried because his restaurant (library) is not as full as usually is. Task 3 pair work (true or false questions)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 became fat.4. Yong Hui ’s menu gave customers moreenergy-giving food.5. Wang Peng’s menu gave customers more protective f ood.6. Wang Peng decided to compete with Yong Hui by copying her menu.Task 4 careful readingprice__________ __________ strengthmake people_________People become_____weakness [来源:学科网ZXXK]Serve too much _____Not enough _____________food, so people become ________ quicklyStep 4 post-readingRead the text again: Where was Wang Peng? How did he feel? Why? Retell the story in your own words. These pictures may helpful to you.emptySentence pattern:Wang Peng felt … in an … restaurant, because he prepared…and no …have come to … ever since he got up….He wanted to find out why.He was … to find his friend … a newly -opened…. He found that the owner named Yong Hui was serving …foods to make people thin. Driven by …, Wang Peng came…to take a …look at the menu. He could not even…his eyes. He was …at whatfrustratedfood friendcuriousamazedfood priceshopefula new wayT h e c o m p e t i t i o n w a s o n !he saw. The food …and the price ….He hurried outside and went to … to do ….After a lot of reading, he…that Yong Hui’s food made people … because it was no …food. Arriving home Wang Peng rewrote his own sign.The …between the two restaurants was on!Step 5 Homework1. What do you think Wang Peng will provide to win his customers back2.Read the passage as much as possible.。

新课标高一必修3Unit2HealthyEating--教案1

新课标高一必修3Unit2HealthyEating--教案1人教版新课标高一必修3 Unit 2 Healthy Eating--教案1人教版新课标高一必修 3 Unit 2 Healthy Eating--教案1 Unit 2 Healthy Eating--教案 1 TITLE=人教版新课标高一必修3 Unit 2 Healthy Unit2 Healthy eating Teaching Aims of this unit 1. Talk about healthy eating 2. Making suggestions or giving advice on diet 3. Distinguish the meanings of Modal verbs 4. Make a balanced menu 5. Vocabulary: 6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,li mit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on 7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice seeing the doctor. Teaching importance: The use of ought to 1. Statements 2. You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 3. Difficulty 4. Distinguish and summarize the usage of ought to and should. 5. Teaching methods: skimming, scanning, discussing. 6. Teaching aids: a tape recorder, a projector and a computer. The first period Warming up and reading Step Ⅰ Warming up Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow. Step Ⅱ Pre-reading Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text. T:Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear? Which food contains more… Examples of foods Answer Sugar Chocolate or grapes Cakes or bananas Chocolate Fat Cream or rice Chocolate or chicken Cream Chocolate Fiber Peas or nuts Pork or cabbage Nuts Cabbage protein Potato crisps or ham Eggs or cream Ham Step Ⅲ Reading Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas. 1. Fast reading In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text. a. The two restaurants supplied the healthy diet. b. The reason why Yong Hui’s restaurant was so popular with customers. c. Wang Pengwei found out why he had lost his customers and decided to win them back 2. Careful reading T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences. a. Usually Wang Pengwei’s restaurant was full of people. (T ) b. Yong Hui served a balanced diet. ( F) c. Yong Hui could make people thin in two weeks by giving them a good diet. (F) d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T) e. Yong Hui’s menu gives them energy foods. (F ) f. Wang Pengwei’s menu gives temfoods containing fiber. (F ) g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F ) h. Wang Pengwei decided to copy Yong Hui’s menu. (F ) Step Ⅳ Comprehending By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant. T: Now please read the text again and fill in the chart together with your partner. disadvantages advantages Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods T: Until now we have known what’s wrong wit h both restaurant. What does it matter if you only eat at one of the restaurant? T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his com petitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example? Ss: Yes. T: Now let’s deal with some language points. Turn to page 10, let’s look at the s entences: a. Wang Pengwei sat in his empty restaurant feeling very frustrated. This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action. b. Nothing could have been better. This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation. c. He couldn’t have Yong Hui getting away with telling people lies! This sentence means that he will punish Yong Hui for her telling lies. Step Ⅴ Homework 1. Try to retell the text. 2. Prepare for the language learning and do Using wordsand Expressions on WB (Page 49-50)。

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。

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。

(完整word版)高中英语人教版必修三单元教案：Unit2HealthyEating

Unit 2。

Healthy Eating1。

Topics:Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functions:1）Suggestions and adviceYou must /must not… ；What should I do？I think you ought to …；I suppose you had better…Perhaps you shoul d…Do you think you could give me some advice?2）Seeing doctorsWhat’s the matter? What’s wrong？What seems to be the trouble？How long have you been like this？3）Agreement and disagreement.I don’t agree。

Of cause not。

I don't think so.All right. That’s a good idea.No problem。

Certainly /sureYes，I think so. I’m afraid not。

4。

Gramma: The use of ought toYou ought to cook fresh vegetables and meat without too much fat If you want to stay slim.You ought not to eat the same kind of food at every meal.Period 1.Step 1。

warming up1. Do you eat a healthy diet? What kind of food do you usually have for meals? Are the food you usually eat healthy food or unhealthy food？(Discuss in pairs)2. Name some healthy food and unhealthy food。

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.。