人教版高中英语必修三unit2教案最终版演示教学

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Unit 2 Healthy Eatiingi.教学内容分析本单元的中心话题是健康饮食。

主要是为了使学生对与健康有关的问题得到更好的理解。

这一单元鼓励学生去检查自己的饮食行为，看一看它是不是健康的饮食习惯。

一种健康的饮食习惯应该是平衡的，既不在脂肪、糖和盐这些方面过剩，又不会在人体必需的营养元素方面匮乏。

通过本单元的学习，学生可以对健康饮食有一个清楚的概念，从而根据所学的知识去思考与健康有关的问题。

Warming Up部分通过问题向学生询问饮食构成，让学生对本单元的內容能有一个初步的了解，并使学生复习与有关饮食的单词和短语。

然后让学生回答一组问题，通过这些问题的讨论，引导学生参与表达自己的看法，激发学生兴趣和好奇心，让学生自然而然地进入下一部分的学习。

Pre-wading部分通过几个问题讨论,让学生认识平衡营养的重要性，为课文的学习做出铺垫。

Reading部分主要讲述了王鹏和咏慧开饭店的故事，借此揭示了不同食物对人体有着不同的影响。

故事讲诉了王鹏和咏慧两家饭店的两种饮食都是不合理的，经常去王鹏的饭店容易发胖，这样会导致高血压和心脏病等疾病；而经常去咏慧的饭店的顾客则容易变瘦，这样容易导致厌食或是营养不良，让学生注意并避免走这两种极端。

这些距离学生自身生活很接近的问题很容易引起学生的思考。

在教授的过程中注意积极的引导学生不断的进行反思。

Comprehending第一部分通过True or False第四部分通过Main idea的寻找，使学生对文章有了一个浅层的理解。

Learning about Language部分突岀了词汇和语法的学习与训练。

本单元的语法是情态动词ought to等的基本用法。

Using Language部分中包括了听、说、读、写几个部分的内容。

学生可通过王鹏和咏慧的这一个事情，深入展开讨论与健康饮食有关的事情。

阅读后的习题及讨论不仅帮助学生加深对文章主旨大意的理解，更重要的是让学生学会用所学的知识，解决在现实生活中遇到的问题。

英语人教必修版第三册教案 Unit2

一、教学内容分析本单元的中心话题是“探索世界”，内容涉及人类如何超越极限、海上航行、郑和下西洋、人类攀登珠穆朗玛峰等，帮助学生了解人类在探索世界的过程中如何顽强地克服困难甚至超越极限。

语言技能和语言知识都是围绕这个主题设计的。

“热身”(Warming up)部分由四幅图片和四个问题组成。

要讨论这四个问题学生必须了解郑和、克里斯托弗·哥伦布、詹姆斯·库克和艾贝尔·塔斯曼这四个人物的事迹，他们都为“人类探索世界”做出过巨大的贡献。

在了解人物主要事迹的基础上，学生可以总结出四位人物的共同特点：他们都是探索世界的航海家，从而回答第一个问题。

对于高三的学生来说，回答第二个问题应该很容易，可以复习七大洲的名字。

对于第三、四个问题，学生在讨论的基础上也可以提供部分的答案。

这两个问题的讨论有助于接下来做听力练习。

“听力”部分是一个记者和一个教授之间关于人类过去和现在探索未知世界所可能遇到的困难与挑战的对话。

在听之前让学生讨论练习1的三个问题有助于学生对对话内容的预测，熟悉对话中出现的词汇和表达方法，从而降低听的难度。

练习2让学生比较过去和现在在交际和交通上的重要差异，可以让学生了解过去探索世界的巨大困难。

在录音内容中可以直接得到有关这两方面的情况。

练习3中所设计的几个问题也是围绕人类过去和现在探索未知世界所可能遇到的困难与挑战的主题所设计的，主要训练学生把握文段细节的能力。

“口语”(Speaking)部分要求学生对形势作出分析判断，然后提出相应的对策和作出决定。

在这一部分，学生阅读相关材料并提出他们自己的观点。

在这一过程中学生可以了解我们该如何探索世界，以及如何对待我们探索世界时候所发现的地方、空间、文物等，对于培养他们探索未知世界的热情和克服困难的决心有促进作用。

“读前”(Pre-reading)部分的第一个问题让学生了解“丝绸之路”的有关情况，为第二个问题做好铺垫，那就是在中国陆路已经和其他洲建立联系的情况下，为何还要开辟更长的水路联系?这有何重要意义?从而为我国历史上的那些航海家探索“海上丝绸之路”找到依据。

高中英语人教版必修3Unit2全单元教案设计

高中英语人教版必修3Unit2全单元教案设计Unit 2Healthy eating单元要览类别课程标准要求掌握的项目话题Problems with diet; balanced diet and nutrition词汇diet n. 日常饮食vi. 节食raw adj. 生的; 未加工的nut n. 坚果; 果仁vinegar n. 醋bean n. 豆; 豆科植物lie n. 谎话; 谎言vi. 说谎pea n. 豌豆customer n. 顾客; 消费者cucumber n. 黄瓜discount n. 折扣eggplant n. 茄子weakness n. 缺点; 虚弱; 弱点pepper n. 辣椒; 辣椒粉strength n. 强项; 长处; 力量mushroom n. 蘑菇consult vt. 咨询; 请教; 商量peach n. 桃子fibre n. 纤维; 纤维制品lemon n. 柠檬digest vt. & vi消化n. 摘要;概要balance vt. 平衡; 权衡n. 天平; 平衡carrot n. 胡萝卜barbecue n. 烧烤; 烤肉debt n. 债; 债务mutton n. 羊肉bacon n. 熏咸肉; 腊肉roast adj. 烤制的vt. 烤; 烘; 烘烤poisonous adj. 有毒的fry vt. & vi. 油煎; 油炸limit vt. 限制; 限定n. 界限;限度ought v. aux. 应当; 应该limited adj. 有限的glare vi. 怒目而视; 闪耀n. 怒视; 炫目的光benefit n. 利益; 好处vt. & vi有益于; 有助于; 受益slim vi. 变瘦adj. 苗条的; 纤细的breast n. 胸部; 乳房curiosity n. 好奇心garlic n. 大蒜hostess n. 女主人; 女主持人sigh vi. 叹息n. 叹息; 叹息声spy vt. & vi窥视; 秘密监视n. 间谍; 侦探combine vt. & vi. （使）联合; （使）结合短语balanced diet平衡膳食in debt欠债ought to应该; 应当spy on暗中监视; 侦查lose weight体重减轻; 减肥cut down削减; 删节get away with被放过; （做坏事）不受惩罚before long不久以后tell a lie说谎put on weight增加体重win. . . back赢回; 重新获得be amazed at对……感到吃惊earn one’s living谋生compete with与……竞争重要句型1. Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2. By now his restaurant ought to be full of people. (ought to)3. Nothing could have been better. (could have done)4. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as healways did. (must have done)5. He could not have Yong Hui getting away with telling people lies! (can’t/couldn’t have sb. doing)功能What should we do? Shall we. . . ? How about. . . ?Y ou must/mustn’t. . . . I think you ought to. . . . Perhaps you should. . . .You’d better. . . . You need/needn’t. . . . You have to/don’t have to. . . .My advice is/would be. . . . You might. . . . I suggest that you. . . .I would strongly advise you to. . . . It might be a good idea to. . . .2. Seeing the doctorWhat’s the matter? What’s wrong with you?What seems to be the trouble? How long have you been like this?It’s nothing serious, only. . . . I suppose you had better. . . .I think you ought to. . . .3. Agreement and disagreementI’m not sure that! You could be right, but. . . .(I’m afraid)I don’t agree. I agree up to a point, but. . . .That’s an interesting idea, but. . . . Do you really think. . . ?Rubbish! /Nonsense! You can’t be serious!Actually/As a matter of fact, I think. . . . That’s not how I see it.语法Modal verbs: ought to/ought not tohave to/don’t have to/mustn’t/needn’t教学重点1. Get students to know about problems with a diet, a balanced diet and nutrition.2. Have students learn useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of giving suggestions and advice.4. Let students learn the new grammar item: the use of ought to.5. Develop students’ listening, speaking, reading and writing abilities.6. Have students learn how to deal with and solve problems correctly.教学难点1. Enable students to master the use of ought to.2. Have students learn how to give suggestions and advice.3. Let students learn to write a short passage to make an advertisement.4. Develop students’ integrative s kills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language points Period 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tip Period 1Warming up and reading整体设计教材分析This is the first 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. T oo 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. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.Pre-reading contains two more general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage isabout. 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 person 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 checktheir 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 order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.教学重点1. Let students learn more about problems with a diet, abalanced diet and nutrition.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to talk about different kinds of food and balanced diet.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.2. Let students learn the knowledge of balanced diet and nutrition.能力目标1. Develop students’ reading ability and let them learn differen t reading skills.2. Enable students to talk about different kinds of food, problems with diet and balanced diet.情感目标1. Stimulate students’ sense to form a healthy eating habit.2. Develop students’ sense of cooperative learning.教学过程设计方案(一)→Step 1 Le ading-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 grow bonesand muscles(e. g.body-building food)Food that helps the body fight diseases(e. g.protective food)rice noodles spaghetti meat eggs cheese Most vegetables(e.g. beans, peas, cucumbers,bread potatoes chocolate butter cream oils nuts milktofu eggplants, peppers, mushrooms, cabbages)andfruit(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 if 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 plana 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 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:1)Who are mentioned in the story?2)Where did the story happen?Three minutes later, check the answers with the whole class.Suggested answers:1)Wang Peng, Yong Hui and Li Chang.2)It happened in the two restaurants: Wang Peng’s restaurant and Yong Hui’s restaurant.2. Intensive readingAllow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following:1)Choose the best answer to each question according to the text.(1)What did Wang Peng think of the food in his restaurant?A. Very bad.B. Just so-so.C. Unpopular.D. Popular.(2)What did Wang Peng do after he saw his friend Li Chang hurrying by?A. He just sat in his restaurant felling frustrated.B. He did some research.C. He followed Li Chang to see why he didn’t eat with him.D. He began to advertise his food.(3)Which of the following was not mentioned on Yong Hui’s menu?A. Apples.B. Cola.C. Water.D. Cabbages.(4)Which of the following did Wang Peng not do to win his customers back?A. He improved his food.B. He advertised his food.C. He did some research.D. He found the shortcomings of Yong Hui’s food.Suggested answers: (1)D(2)C(3)B(4)A2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.(1)Usual ly 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 g ave customers more energy-giving food.(5)Wang Peng’s menu gav e 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 diet in Wang Peng’s restaurant was that it did not give ______________.(2)The st rength 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. T ell 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 according 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 Favorite food The reason for beingstrong/weak/fat/thin→Ste p 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 YongHui?3)Why does it matter if you only eat at Wang P eng’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 Para graph 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)Wha t 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 story1. 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 2Healthy eatingCome and eat here(1)True or false Key sentences1. Usually Wang Peng’s restaurant was full ofpeople.2. Yong Hui could make people thin in two weeksby giving them a good diet.3. Wang Peng’s regular customers ofte n becomefat.4. Yong Hui’s menu gave customers moreenergy-giving food.5. Wang Peng’s menu gave customers moreprotective food.6. Wang Peng decided to compete with Yong Huiby copying her menu.1. Wang Peng sat in his empty restaurant feelingvery 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 healways did.4. He could not have Yong Hui getting away withtelling people lies!5. Perhaps with a discount and a new sign he couldwin 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.Unit 2Healthy eatingPeriod 2Learning about language: Important language points整体设计教材分析This is the second teaching period of this unit. The teacher can first check students’ ho mework and offer chances for students to review what they learned during the first period.The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, later offer some practices to make students master their usages. Some new words and expressions, such as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long and so on are very u seful and important. So are the sentence patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with tellingpeople lies! ” We ought to pay more attention to them.At the end of the class, the teacher can make students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点1. Enable students to grasp the usages of such important new words and expressions as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long, etc.2. Get students to master the patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with telling people lies! ”教学难点1. Let students learn the usage of the expression “ought to”.2. Enable students to learn the sentence pattern “He could not have Yong Hui getting away with telling people lies! ”3. Get students to understand some difficult and long sentences.三维目标知识目标1. Get students to learn and grasp the important useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back2. Let students learn the following important useful sentence patterns:1)Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2)By now his restaurant ought to be full of people. (ought to)3)Nothing could be better. (comparative degree used in negative)4)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. (must have done)5)He could not have Yong Hui getting away with telling people l ies! (can’t/couldn’t have sb. doing.. . )能力目标1. Get students to use some useful new words and expressions correctly.2. Enable students to make sentences after the useful sentence patterns.情感目标1. Stimulate students’ interest in learning English.2. Dev elop students’ spirit of cooperation and teamwork.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some students to talk about problems with diet, balanced diet and nutrition.→Step 2 Reading and findingGet students to read through Warming Up, Pre-reading, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.Collocations: have to, a healthy diet, in different ways, energy-giving food, body-building food, protective food, a balanced diet, 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. , hurryby, 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 onRead them aloud and copy them down in the exercise book after class.→Step 3 Practice for useful words a nd expressions1. Turn to Page 12. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.3. Check the answers with the whole class and explain the problems they meet where necessary.→Step 4 Studying important language points1. Everybody has to eat, but do you eat a healthy diet?每个人都得吃东西, 不过你的饮食健康吗？diet1)n. sort of food that is usually eaten(by a person, community, etc. )（某人、共同生活的人等）通常吃的食物; 日常饮食limited variety or amount of food that a person is allowed to eat限定的食物种类或数量; 限定食谱Too rich a diet is not good for you.吃太多油腻的食物对你身体不好。

人教版英语必修三Unit2课时学习方案教学设计【DOC范文整理】

人教版英语必修三Unit2课时学习方案教学设计Unit2设计1课时以听说为主的基于学习方案的教学设计。

项目内容教学内容一段录音，讲述王鹏去图书馆寻找健康饮食的资料，巧遇这方面的专家，于是向这个专家请教。

通过这段录音，引发学生对合理搭配饮食的讨论。

学习目标从以下学习目标中确定四类、每类至少一项作为自己的本课时学习目标。

语言知识使学生对合理、健康饮食有更深入地了解及如何合理搭配食物。

语言技能通过听力口语等各种活动，训练学生提取信息，表达观点的能力。

语言运用学会在听力中抓住要点的技巧学会把听到的内容用自己的语言表达出来。

文化意识了解合理搭配饮食的重要性，提高学生健康饮食的意识。

情感态度在了解合理搭配饮食的重要性的同时，也注意生活和学习上的合理安排。

学习策略自主地在新旧语言知识之间建立联系，自主反思本单元所学到的语言知识和技能，将之迁移并运用到要学习中，主动拓展与本单元主题相关的信息。

任务课时任务：听一段录音，获取相关语言信息，再把这些信息运用在口语活动中，给一个胖女孩提一些饮食方面的建议。

评价标准从以下标准中选定至少两项作为你本单元学习的评价标准。

理解听力材料的大概内容。

能把所听到的信息运用到口语中。

借助同伴的启示与帮助，更好的完成任务。

学习资源听力材料预设时间学习步骤学习目的教学方案学习方案学习资第1-5’导入引入听力老师会用两个问题”hichillnessdoestillhavetoday?“and “hyehavethisillness?”引导学生进入听力材料，让学生对接下来的听力训练的内容有一个心里准备。

用问题激发学生的讨论，从而激发学生对回答问题及相关知识的联想。

学生通过讨论为接下来的听力任务做好背景知识准备。

教师话语第6-21’听力进入听力训练，本课时的重点之一有了前面两个问题引入，再加上前面学过的READING部分，教师可以直接进入主题。

让学生听一段录音之后，学生完成几个简单的问题，再听一遍录音，再完成几个细节题，循序渐进，由浅入深，学生可以大概获取听力材料的信息。

人教版高中英语必修三第二单元阅读课教学设计：B3U2 Healthy eating

Book3 Unit2 Healthy eatingPeriod 5 Using Language 课型新授课授课教师教学目标知识与技能目标学生理解听力和阅读内容，并能够简单的用英文输出所学内容。

过程与方法目标1.在听力过程中锻炼提取关键信息的能力。

2.提高学生略读、找读等能力，即形成快速获取信息和处理信息的能力。

3.增强学生的语言表达能力和英语思维能力。

情感态度价值观目标通过小组合作，加强学生的合作意识。

让学生明白健康饮食的重要性。

教学重点1.训练学生的听力技巧。

2.让学生理解第二篇故事。

教学难点1.运用不同策略激发学生的听力兴趣。

2.引导学生用英语表述自己观点。

教材分析本单元语言应用部分包含听、读、说、和写，其中听力部分并不难，着重用来训练学生的从整体到局部的听力技巧，所以对教材这部分的题型设置有所改编。

阅读的内容十分简单，所以从获取主旨大意到搜索细节再到篇章整合，时间不要过长，最多不超过半节课课时。

说的内容意在引起学生的共鸣，让学生有话可说，题目设置要发散要有趣，更要贴近生活，因此定为让学生小组讨论开设一家餐馆。

学情分析教学对象为高一年级下学期学生，智力发展趋于成熟。

他们的认知能力也比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，他们学习英语的方法由死记硬背转向实际应用上。

他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。

通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。

课前准备阅读与饮食有关的材料，课前简单介绍与饮食有关的知识。

教学流程Step1 lead inStudents review what they have learnt during last lass.Step2 listeningBefore listening, have students read three new words.1.First-listeningTo grasp a whole understanding of the material, listen to the whole dialogue between Wang Peng and an expert. Write down the main idea of the dialogue. Train students’ability to summarize a listening material.Suggested answer:Unbalanced diet affect healthIn case that students can not summarize the main idea by themselves, the teacher has a back-up to provide students with some clues.2.Second-listeningListen to the tape again and join the names of the illnesses to their causes, to train students’ quick response between foods and which kind they belong to.Suggested answer:Scurvy: not enough vitamin CRickets: not enough protein and vitamin DObesity: too much rice, noodles3.Third-listeningListen to the material and get the meaning of those illnesses. Train students’ability to get key words.Suggested answer:obesity: this means your are too fatrickets: didn’t grow straight legsscurvy: teeth fell out, spots on skin4.Post-listeningAccording to the listening, tell Wang Peng and Yong Hui of what illnesses their customers may get and what they can do with the problem.Suggested answer:Wang peng;obesity,scurvy;more fruit and vegetablesYong Hui; rickets; more meat, fish, cheese and eggs as well as rice and noodles. Step3 reading1. Pre-readingStudents guess what happened to Wang Peng and Yong Hui and why it happened. Suggested answer: they got married. Business cooperation leaded to their marriage2.2. While-reading1)Students read it quickly to check whether their guesses are right.Suggested answer: the competition between Wang Peng and Yong Hui resulted in a successful cooperation in business because they combined menus and provided a balanced one. At last they got married happily.2)Students read it carefully and judge the statements true or false in part 2, and answer the questions in part 3.(1)Wang Peng could earn his living, but he would be in debt.(2)Yong Hui thought Wang Peng spied on her menu.(3)Yong Hui didn’t like the food in Wang Peng’s restaurant.(4)Wang Peng would miss his dumplings and fatty pork even if in his own restaurant. Suggested answer:(1)F(2)T(3)F(4)T(1) How did Yong Hui feel when she came to Wang Peng’s restaurant? Why?(2) How did they solve their problems and become good friends?Suggested answers:(1)She felt angry because she thought Wang Peng had come into her restaurant to spy on her.(2)A. Wang Peng showed that he wanted to cooperate and not compete with Yong Hui.B. They succeeded in finding a menu that provided a balanced menu.3. Post-readingIn groups discuss what they have learnt from Wang Peng and Yong Hui when facing difficulties.Suggested answer:They have an positive attitude towards difficulties. Instead of fearing and giving up, they turn to experts for help and work hard together to overcome difficulties. The enemies are not forever. Learning to turn an enemy into a friend is a good way to grasp win-win strategy.Step4 speakingGroup discussion: if they have a chance, as a group, to open their own restaurant, what would it be like? This is an open question, students would be allowed to say whatever they have thought of.板书设计 Unit 2 Healthy eatingPeriod 5 Using languageListening: consultationReading: cooperationSpeaking:作业布置Students write a passage about 150 words according to what they have discussed.教学反思自我反思并结合评委给出的评论进行如下总结缺点：1.板书的字不好看，而且板书写的太轻。

人教版高中英语必修三 Unit2 Warming up and Reading 教案

（7）What amazed Wang in Yong Hui’s restaurant?
1.让学生在独自阅读的基础上，通过小组成员间兵教兵的形式在文章中学习单词。
2.在初步掌握单词的基础上，学生通过再次阅读文章，连接段落大意（由于学生基础较差，只让学生连接，不让他们自己写出段落大意）
3.学生阅读课文，然后回答问题。
学情分析
由于我们的学生基础较差，许多学生没有掌握初中的相关词汇、句型和阅读技能，所以我们在教学过程中要先唤醒学生的原有知识储备，在阅读过程中只要求学生达到基本的阅读要求即可。
教学目标
1.Students can say out the old words and expressions about“Healthy eating”by reviewing, and students can read the new words in this unit. and use them to fill in the blanks .
in his restaurant as usual.
3.Read the passage carefully and answerthe questions one paragraph by oneparagraph.
(1). Who is Wang Pengwei?
(2). What happened on that strange morning?
Ask students to read the passage carefully and find out the long and difficult sentences, then ask some students to write these sentences on the blackboard, then teacher ask another students to read and translate the sentences.

高中英语人教版必修3unit2教案

教案院系：闽南师范大学外国语言文学系年级班级：2015级学科教学（英语）学生姓名：***时间：2016年6月Unit 2 Healthy eatingTeaching material：人教版高中英语必修三Unit 2Teaching type: Warming-up & readingTeaching duration: 45minsI. Teaching aims1.Knowledge aimsLet students learn the knowledge of balanced diet and nutrition2.Ability aims①Enable students to talk about their eating.②Understand the text and answer the following questions.3.Emotional aims①Enable the students to learn how to talk about their eating.②Develop students’ sense of cooperative learningII. Teaching focus1.Let students identify different groups of foods and learn something about healthyand unhealthy eating.2.Let students learn different reading skills.III. Teaching difficulties1.Understand the real meaning of healthy eating.2.Develop students’ reading ability.IV. Teaching methods1.Three-stage model: pre-reading, while-reading, post-reading2.Situational teaching3.Task-based language teaching, cooperative and autonomous learningV. Teaching aids:Blackboard, PPT, multimediaVI. Teaching proceduresStep1 Lead-in (time：5mins)Teacher show some pictures on the screen and talk about unhealthy eating.T: Look at the screen, have you eaten hamburger, French fries and pizza?Ss: Yes. Sometimes we eat them. They are delicious.T: Do you think it’s good for your healthy? Why?Ss: No. Because fast food contains a lot of fat and sugar.T: Yes. You are right. Now let’s think about how many kinds of food we usually eat?Ss: Three kinds of food.T: Yes, they are energy-giving food, body-building food and protective food.Step 2 Pre-reading (time：3mins)T: Now look at the screen, I will give you a food list, and I hope you can tell me which food can be put in which column？S1：Rice, noodles, nuts and butter can be put in energy-giving food.T: Very good. You did a good job. How about the second column？S2: Meat, tofu, fish and milk can be put in body-building food..T: Wow, you are right. How about the last column？S3: Apple, bean, lemon and grape. They are fruit and vegetables.T: Excellent. You are so clever.Step 3 While-Reading (time：20mins)1. Fast reading (time：5mins)Students will be given 3 minutes to read the whole passage. Then teacher will ask students two questions:T: How many restaurants does this passage mention？What are they?S1: Two, they are Wang Peng’s restaurant and Yong Hui’s restaurant.T: Very good. What happen to Wang Peng’s restaurant？S1: His restaurant usually full of people, but not today. So he was very worried.T: Yes, quite good.2. Careful reading (time：15 mins)(1)The test can be divided into three parts. Listen to the tape and find out the main idea of each part. (time：8mins)Part 1 (para 1): Wang Peng was worried because his restaurant was not as full as before.Part 2 (para 2-3): Wang Peng followed to a newly opened restaurant which was very popular.Part 3 (para 4): Feeling worried, he did some research to win his customers back.(2) Discuss with your partners, and find out the weakness and strength of both restaurants. (time：7mins)T: I will give four minutes to read the passage, and after that you should find out the weakness and strength of both restaurants.S1: Wang Peng’s restaurant serves too much energy-giving food and body-building food, but no protective food.T: You are smart. People who often eat Wang Peng’s in restaurant will become fat. How about Yong Hui’s restaurant?S2: Yong Hui’s restaurant serves too much protective food, but no energy-giving food and body-building food. People will become tired.T: Great!Step 4 Post-reading (time：10mins)Let students finish the following exercise.1、True or false.(1). Usually Wang Peng’s restaurant was full of people. ( T )(2). Yong Hui could make people thin in two weeks by giving them a good diet. (F)(3). Wang Peng’s custom ers often became fat after eating in his restaurant. (T)(4). Yong H ui’s menu gave them energy foods. (F)(5). Wang Peng admired Yong H ui’s restaurant when he saw the menu. (F)(6). Wang Peng decided to copy Yong H ui’s menu. (F)2. Choose the best answer according to the text.(1)、When Wang Peng thought “Nothing could be better”, he means __A__A. His food and drinks were the best.B. His food and drinks were the worst.C. His food should have been improved.D. He could do nothing with his food and drinks.(2)、Why did Wang Peng go into the newly-opened restaurant? __B__A. Because he was angry.B. Because he was curious.C. Because he wanted to blame its owner.D. Because he wanted to ask for advice.(3)、What is Wang Peng’s impression on Yong Hui’s restaurant? __D__A. All the customers in it were very slim.B. It was too small and too noisy.C. The food in it was very nice and better than that in his.D. There was so limited food but the price was much higher.(4)、We can infer from the last sentence that ___C__A. Wang Peng would learn from Yong HuiB. Yong Hui would learn from Wang PengC. The competition had began and would continueD. The two restaurants would give up the competitionStep 5 Summary(time：7mins)Teacher let students read the passage again, and then ask them to summarize the whole passage:Wang Peng felt frustrated because his customers didn’t come to eat at his restaurant. He followed Li Chang into a newly-opened small restaurant. Wang Peng entered and was shown a menu by a thin lady named Yong Hui. On the menu, there were only rice, raw vegetables, fruit and water. After leaving the restaurant, he decided to do some research. Soon he found that Yong Hui’s restaurant did not serve energy-giving foods and the customers would become tired quickly. So he put up a new sign which said his restaurant would serve foods providing all-day energy. The competition between the two restaurants was on.VII. Blackboard layoutUnit 2 Healthy eatingThree kinds :1. energy-giving food;2. body-building food;VIII. Homework1. Retell this story to your parents or your partners.2. Write a composition about your eating habits.。

人教课标版高中英语必修三 Unit2 Grammar 教案-新版

Unit2 Grammar教学设计第五课时Grammar—Modal Verbs1. Teaching Analysis 教情分析1)Teaching objectivesStudents will be able to understand and learn to use the following modal verbs: ought to/ ought not to/ have to/ don’t have to/ mustn’t/ needn’t to show duty, possibility, guessing, etc.2. Student analysis学情分析1)Knowledge reserve知识储备Students have learnt the basic usage of several modal verbs in Unit 1, their meanings and how to use them to show intention, duty, permission, possibility, guessing and ability, which sets foundation for their further understanding of the targeted modal verbs.3. Teaching ProceduresStep I Revision:Review what has been learnt in previous lessons. Make clear that we can use modal words in a sentence to show “intention, duty, permission, pos sibility, guessing and ability”. Provide some examples if necessary.1. can and couldJim isn’t very good at math or science, but he can speak English very well.The hunters have been lost for days. They could starve.Could you please show me the way to Beihai Park.2. may and mightWhat award did you get for the sports competition? May I have a look?Our football team didn’t play very well today, but we might do better tomorrow.3. will and wouldDuring the Spring festival time the whole family will come for dinner.My uncle was poor but liked fashion, so he would often dress up as a rich man.Are you free this Saturday? Would you like to join my family for dinner?4. shall and shouldThe harvest festival begins on Sunday. We shall be there with our friends before that. When going by plane, you should arrive at the airport at least one hour early.It’s nearly time for class to start. The teacher should be here soon.5. must and can’tWhen you eat fish, you must be careful with bones.Wang Feng has won the English competition three times. He must be very smart.A man landed on Mars? You must be joking. That can’t be true.习”使用Step ⅡUnderline the sentences containing modal verbs in the reading passage and label each sentence with the function of the modal verbs used—intention, duty, permission, possibility, guessing and ability. (page13, Exercise 1)1. Underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of modal verbs.Suggested answers:Then by lunchtime they would all be sold. (possibility)By now his restaurant ought to be full of people. (possibility)What could have happened? (possibility)Something terrible must have happened if… (guessing)I’ll help you lose weight… (intention)He could not believe his eyes. (ability)Perhaps he should go to the library and find out. (duty)He could not have Yong Hui getting away with telling people lies! (intention)He had better do some research. (duty)Even though her customers might get thin after eating Yo ng Hui’s food. (possibility) They would become tired very quickly. (possibility)…could win his customer back. (ability)Step ⅢExplain the meaning and basic usage of the following modal verbs:动”使用，以及时巩固已学知识。

2019新人教高中英语选择性必修三Unit 2-Reading and Thinking公开课教案

2019新人教高中英语选择性必修三Unit 2 Healthy LifestyleReading and Thinking 公开课教案Teaching aims:1.Enable students to discover the elements of the habit cycle and understand how the habit cycle works.2.Guide students to explore the textual pattern and the writing skills of the text.3.Help students to build up the confidence and ability to develop good health habits.Teaching key points:1.Lead students to develop good habits using the habit cycle.2.Help students master the problem-solution pattern and writing skills of the text.Teaching difficult points:1.Enable students to figure out the textual pattern.2.Lead students to understand how the habit cycle works.Teaching procedures:StepⅠLead-inShow some pictures to the students and ask them questions.1.What kind of lifestyle do you lead?2.Do you have any unhealthy and bad habits? What are they?3.Are bad habits easy to change?Why or why not?Suggested answers:1.I lead a healthy/an unhealthy lifestyle.2.Unhealthy habits include eating junk food, playing too much on your computer or phone,not doing enough exercise and staying up late,etc.3.Bad habits are hard to change because we are usually doing something we really like,but we are ding it too much.StepⅠWhile-readingActivity1 PredictionLook at the title and the picture on page 14 and answer these questions.1.What are the key words in the title?_____________________________________________2.What may the genre(体裁) of the text be?A.Narration(记叙文).B.Exposition(说明文).C.Argumentation(议论文).Suggested answers:1.Habits;Healthy2.BActivity 2 Read for the text organisation and the main idea.1.Scan the passage and match the main idea of each paragraph.Para.1 A.How to change a bad habit and create good onesPara.2 B.The cycle of how habits are formedPara.3 C.Changing habits graduallyPara.4 D.No easy way to change bad habitsPara.5 E.What a habit isPara.6 F.Why bad teenage habits should be changed2.Identify the textual pattern and write information from passage into the graphic organiser.Suggested answers:1.FEBACD2.Why bad teenage habits should be changed;What a habit is and how to change bad habits;No easy way to change bad habits;Problem-solution.Activity 3 Read for detailed information.1.Read paragraph 1 and answer the questions.(1)Why bad habits should be changed?____________________________________________________(2)What should teenagers do with bad habits?_____________________________________________________2.Read paragraphs 2—5 and answer the questions.(1)How can a choice lead to a habit?Show the process in a diagram._____________________________________________________(2)What ’re the three stages of the habit cycle?______________________________________________________(3)What should we do to change a bad habit?Give an example by filling in the following table.The habit cycle Bad habit New habit Cue feel unhappy feel unhappyRoutineReward feel happier but it’s not healthy(4)How can a person use discipline to help change a bad habit?______________________________________________________Suggested answers:1.(1)Because if left unchecked,the bad habits could lead to more serious ones.(2)They must learn to recognise bad habits early and make appropriate changes.2.(1)A choice can lead to a habit if we make the same choice over and over again.(2)The three stages of the habit cycle are the cue,routine,and reward.(3)To change a bad habit,we should examine our habit cycles and then try toadapt them.The habit cycle Bad habit New habit Cue feel unhappy feel unhappyRoutine eat lots of unhealthysnackslisten to some musicReward feel happier but it’snot healthyfeel relaxed(4)A person can use discipline to change a bad habit by taking many small steps to reach the goal of change.Activity 4 Analyse the writing techniques.1.How does the writer explain his opinion in this paragraph?_______________________________________________________2.What is the purpose of writing the passage?_______________________________________________________3.Who is the passage written for?________________________________________________Suggested answers:1.By giving examples,giving definition and using direct quotes.2.The writing purpose is to tell the teenagers to live a healthy life full of good habits.3.This passage is designed for teenagers.StepⅠ Post-readingWork in groups and complete the tasks.1.Think of one bad habit and write down the cue,routine,and reward.Then come up with an idea of how to break the bad habit.2.Do you know any alternative ways to better habits?Discuss with your partner which way you think is the most effective.Suggested answers:1.CUE:Boredom/Waiting/Being anxious.ROUTINE:Biting nails.REWARD:Stress relief/Distraction.Break the habit:Chew gum,get a stress ball or fidget spinner to hold,wear gloves or stickers on your nails.2.Alternative ways to better habits:Tell someone else what you want to change.Peer pressure from someone else will help.Fine yourself.Every time you do the bad habit,put a small amount of money in a box.Make it harder to do the habit.For example,hide your favourite apps on your phone so it is more of a hassle to get to them.Change your environment.If the habit happens in certain places or with certain people,avoid them!。

Unit 2 Reading and Writing (II)示范课教案英语人教必修第三册

Unit 2 Morals and Virtues 子主题2：平凡人物的美德与社会责任Period 3 Reading and Writing (II)WorksheetUnit 2 Reading and Writing (II)Activity 1: Review the storyStep 1: Retell the story according to the improved mind-map.Step 2: Retell the main events and the main point of the story.Activity 2: Think and shareTalk about what you have learned from the story and how you can practice kindness in your daily life.Activity 3: Think and answerWork in pairs and think about the following questions.(1) What do you like about the story?(2) What do you not like about the story?Activity 4: Think about the following questions.1. Would you like to recommend this story to others?2. Why or why not?Activity 5: Read and discussWork in groups and discuss the following questions.1.What is a story review?2.What is the purpose of a story review?3.What does a story review contain?Activity 6: Look and thinkLook at the outline for writing a story review and think about the useful expressions of each part.As for different aspects, what sentence patterns are useful?Activity 7: Write your draftUse what you have learnt to write about a story review for The Taxi Ride I’ll Never Forget according to the outline.Activity 8: Evaluate your partner’s reviewExchange drafts and evaluate your partner’s review according to the checklist and give feedback.Evaluation Forms。

人教版英语必修三教案：Unit2.doc

Book 3 Unit 2 《Come and eat here》Student’s Book 3 Unit 2Reading 《Come and eat here》部分，属于“阅读课”。

课例如下：一、Teaching contents: Warming Up; Pre-reading; Reading; Comprehending二、Teaching aims :1.To master some useful words and expressions concerning foods2.To learn something about the nutrients of different foods3.To improve the students’reading skills: skimming,scanning, summarizing, and finding out details. To get the students to learn to use some reading strategies such as guessing, key sentences, skimming and scanning to get the main idea and find some detail information of the reading quickly.三、Teaching procedure：Step 1 Warming up1．教师通过询问以下有关学生的饮食习惯的问题来了解他们的饮食是否平衡，是否健康，并引出有关饮食的一些词汇把他们列在黑板上。

教师请单个学生回答这几个问题。

Questions：（1）. Which food do you usually have for breakfast/ lunch/ supper? （2）. Which food do you like best? Why?（3）. Do you think you eat a balanced and healthy diet?2．教师在PPT片上呈现出一些食物的图片（rice, noodles, porridge, cake,egg,nuts. butter, vegetables, meat, drink ），让学生看图片并说出它们的英文。

人教版高中英语必修三unit2教案教学内容

人教版高中英语必修三u n i t2教案Unit 2. Healthy EatingTeaching aims and demands:1.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 should…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. Grammar: 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 1Vocabulary重点词汇1. balance n. 天平，平衡；余额，余数 v. 平衡；权衡 balanced adj. 均衡的[典例]1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。

人教版英语必修三Unit 2(Writing)教学设计

教学设计【教材分析】本节课是人教版的B3U2Healthy eating ,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。

本节课是关于健康话题的写作，让学生运在学生充分理解了课文，熟记了本单元的相关单词短语和句式后用所学知识进行相同话题的写作，体现了学以致用的目的。

从Reading, Writing 两方面训练学生的学习技能，完成语言的输入性学习和输出性训练的过程。

最重要的是，通过写作文这个操练过程，让学生从思想上真正的重视合理膳食的重要性，并从生活中做到合理膳食，从而实现这个单元的最终的教育意义即情感目标---合理膳食，健康一生。

【学情分析】1.此节课的教学对象是高一年级的学生，他们的智力发展趋于成熟，认知能力比刚入学时有进一步发展，逐渐能用英语来获取信息、处理信息、分析问题和解决问题。

并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

作为直升班的学生，英语基础相对而言较好，他们对饮食这个话题比较感兴趣。

2．我校翻转课堂升级到2.0版，利用创课学堂教育平台，更加注重学生学习过程管理，让学生在自学，互学，助学等方面增加体验，同时利用同屏推送，在线点评，小组讨论，课堂互动等。

互动课堂的应用为这节作文课尤其是展示点评环节提供了技术支持。

3.本节课是关于健康话题的写作，让学生运在学生充分理解了课文，熟记了本单元的相关单词短语和句式后用所学知识进行相同话题的写作，体现了学以致用的目的。

而且，本节课学案设计中第一部分是话题阅读，让学生阅读文章并从中寻找出有关健康话题写作所需要的单词短语和句式，从Reading, Writing 俩方面训练学生，完成语言的输入性学习和输出性训练的过程。

学生在写完作文后，进行展示点评，锻炼了学生的展示能力。

人教版高中英语必修3unit2教案设计

高中英语教学设计Module 1Unit2 Reading 上高中学况巧云TeachingProcedures教学过程设计All the class is set in the TV interview show—Heart Garden made by channel Young.De tailly, I divide the class in to three groups as the guests of this TV interview show:Frend s of the character, Nutritionists, Psychologists. The teacher play the role of the host Step1 Lead--in1.Broadcast the VCR----Are teens trying to stay slim to an extreme from BBC ,then trans pose to our calss,which can lead students to the TV show situationT: “Good moring ,Ladies and Gentleman! Welcome to Heart Garden made by Channel YOUNG STV .I am the host.Today’s topic is Dying to be thin. There are three groups :Frends of the chara cter, Nutritionists, Psychologists.Let’s talk together to slove the problem today.Finally, let’s see which group can get the most stars accroding to your active cooperation.Are you r eady? ”S: “Yes! ”.T: “First ,let me show you some picutes.Do you know them”Show students some pop stars’picturesT: “Whom do you like better, the thin or the fat? How can we become thin?S: “The thin.”T: “How can we become thin?Let’s discuss ways of losing weight.”Suggested answers:Going on a diet Exercising in a gym or other places Receiv ing surgical treatment(外科治疗) Taking weight-loss pillsT: Do you think eating weight-loss pills is effective and good?”S: “ No!’T: “ Good!But the unfortunate thing also happened to our character--Amy .Let’s welcome A my.”设计意图：把正堂课虚拟上海生活时尚频道---心灵花园节目的录制现场。