人教版高中英语必修三unit2教案

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人教英语必修三Unit2全单元教案.doc

人教英语必修三Unit2全单元教案.doc

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。

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

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。

英语人教版高中必修三(2019新编)-2

英语人教版高中必修三(2019新编)-2

普通高中英语(2019版)必修第三册Unit 2 Morals and Virtues 教学设计Period 3 Discovering Useful Structures该板块的活动主题是“描述人物的行为”( Describe people's actions)。

无论是谈论道德规范还是人物的美德品质,往往都需要通过故事来展现,因为只有对人物的言行进行生动而细致的描写,才能深入地刻画人物的性格、品质和精神。

动词-ing形式作宾语补足语和状语都可用于描述人物的行为。

因此,本单元选择该核心语法结构是由单元主题引领下的语篇题材和体裁特点决定的。

1. Able to understand the function and meaning of the adverbial and object complement in the -ing form;2. Can use the -ing form to describe the behaviors, actions, causes, objectives, results and accompanying conditions of the characters;3. Master the meaning and usage of the vocabulary in this part.Importance:1. Guide the students to understand the function and meaning of -ing form as object complement and adverbial;2. Guide the students to correctly use the -ing form to describe the behaviors, actions, causes, objectives, results and accompanying conditions of the characters.Difficulties:1. Correct use of the -ing form as an object complement and an adverbial in context;2. Use the -ing form correctly to describe a person's actions, actions and experiences.1. Review the use of the -ing form as attributive and predicate;2. Read the text in advance to understand the function and meaning of the -ing form as an object complement and an adverbial.3. Understand new words in context.Step 1 Revision1.Ss read the following sentences and discuss the meaning and grammatical function of the italic -ingform in the sentence, and summarizes the usage of the -ing form as attribute and predicate.*We are not allowed to speak aloud in the reading room.*There is a swimming pool in our school.*Her job is keeping the lecture hall as clean as possible.*Her duty is taking care of the babies.2.T shares the meanings and functions of the -ing form in each sentences.The first two sentences: The -ing form is an attribute.The last two sentences: The -ing form is used as a predicate.Step 2 Learning new grammarActivity 11. Group observation and discussion.Students read and observe the three sentences in activity 1. Groupsdiscuss the grammatical function of the -ing form in the three sentences.As the attribute:As the adverbial: 1、2As the object complement: 3As the predicative:2. Look for other sentences in the passage that contain the -ing form of the verb and are used as anobject complement or adverbial.①To a person nothing is more precious than their life,and if they entrust me with that life,how could Irefuse that trust, saying I’m cold,hungry,or tired? (As the adverbial.)②At times she was even seen riding a donkey to faraway villages to provide medical care. (As theobject complement.)③The new People’s Republic of China saw Dr Lin Qiaozhi playing a key role. (As the objectcomplement.)④Though Lin Qiaozhi never married,she was known as the “mother of ten thousand babies”,havingdelivered over 50,000 babies in her lifetime. (As the adverbial.)Step 3 PracticeActivity 21. Students complete activity 2, discuss the content in pairs, and then check the answers.Read thecomplete sentence and explain the grammatical function of the sentence.(Check the answers:1.Hearing; 2.worrying; 3.wanting; 4.knocking; 5.Facing; 6.Returning; 7.smiling;8.Feeling )2. The teacher asks the students to complete the grammar activity 1 on page 68 of the exercise book topractice the meaning and grammar function of the -ing form of the verb.(Check the answers:1. tiring, tiring; 2.shocking; 3.listening; 4.playing; 5.interesting, interested;ing,shouting,lying )Step 4 Summarizing一、动词-ing形式作状语动词-ing形式作状语时,可以表示时间、原因、结果、条件、方式或伴随动作。

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【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。

2019新人教高中英语选择性必修三Unit2Discover Useful Structures教案

2019新人教高中英语选择性必修三Unit2Discover Useful Structures教案

2019新人教高中英语选择性必修三Unit2 Healthy LifestyleDiscover Useful Structures公开课教案Teaching aims:1.Enable students to master the usage of the infinitive as the subject.2.Guide students to use the relevant grammar flexibly and authentically in real situations.3.Help students to understand the difference between the infinitive as the subject and the v-ing form as the subject.Teaching key points:1.Help students identify the usage of the infinitive as the subject.2.Guide students to use the infinitive as the subject to express their own ideas.3.Design specific situations for students to make use of the infinitive as the subject.Teaching difficult points:How to use the infinitive as the subject in real situations.Teaching procedures:StepⅠLead-inActivity 1Look at the following sentences and pay attention to the italicized infinitives,and tell their meanings and functions.1.To change bad habits is never easy.2.It took the surgeon three hours to finish my mother’s lung surgery.3.To join the People’s Liberation Army,it is required for men to shave off their beards.4.It was not polite to disturb your neighbours with loud music last night.The infinitive in each sentence functions as .Summary 1:meanings and functions of the infinitive of the verb as the subject.Suggested answer:Summary 1:动词不定式在句中作主语,有时为了保持句子的平衡,避免头重脚轻,常用it作形式主语,而真正的主语放在句子的末尾。

人教版必修三Unit2Healthyeating(重点词汇短语与句型)教案

人教版必修三Unit2Healthyeating(重点词汇短语与句型)教案

Unit2 Healthy eating适用学科高中英语适用年级高中一年级适用区域人教新课标版课时时长(分钟)2课时知识点重点词汇: diet, balance, offer, serve, discount, glare, consider, operate, combine, tired, hurry, frustrate, limit重点短语: cut down, in debt, earn one’s living重点句型:1.nothing could be bet ter… 2.Why don't you do...?3.have sb. doing sth.教学目标Get students to learn and grasp the important useful new words andexpressions in this part:教学重点Enable students to grasp the usages of such important new words andexpressions教学难点Get students to understand some difficult and long sentences.教学过程一、复习预习1. 检查上节课课后作业;2. Unit1语言知识运用诊断(1).—I am afraid that my boss is not satisfied with my work.—________ Nobody’s saying you’re not good at your job.A.It doesn’t matter.B.Take it easy!C.Forget it! D.Go ahead.解析:选B考查交际用语。

句意:“我担心老板对我的工作不满意。

”“不要紧张。

没有人说你的工作没干好。

”It doesn’t matter.“没关系”,通常是对方道歉时的应答用语。

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--Reading and Thinking公开课教案

2019新人教高中英语选择性必修三Unit2 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 figure out the textual pattern of the passage and judge the writing purpose and intended readers of the passage.3.Help students to express their own ideas on the given topics by creative thinking.Teaching key and difficult points:1.Apply different approaches of discourse analysis to deepen the understanding of the text and language usage.2.Explore and understand the habit cycle and how to develop good health habits using the habit cycle.Teaching procedures:StepⅠLead-inT:Show some pictures to the students and ask them questions.Ss:Reflection on their habits.Guided 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 etc3.Bad habits are hard to change because we are usually doing something we really like,but we are doing it too much.StepⅠTextual Pattern AnalysisT:Get everyone to figure out the discourse pattern of the whole passage and paragraphs as well.Ss;Dig into the whole passage and find out the elements of the habit cycle and how the habit cycle works.Guided questions:1.What can we guess from the title?2.What’s the main idea of each paragraph?3.How many parts are there in the text?What’s the relationship between them?4.How is the text developed?5.What is the conclusion of this part?Suggested answers:1.It’s an exposition mainly talking about the habits of healthy lifestyle.2.Para.1:Why bad teenage habits should be changed.Para.2:What a habit is.Para.3:The cycle of how habits are formed.Para.4:How to change a bad habit and create good ones.Para.5:Changing habits gradually.Para.6:No easy way to change bad habits.3.The article can be divided into three parts. The first paragraph serves as part one putting forward the problems; the second to the sixth paragraphs belonging to part two provides the solutions to the problems; the sixth paragraph is the third part, which evaluates the solutions.4.The article is organized in a way that the problem is first posed and then the solution is given.5.It’s never easy to change bad habits, but the teenagers have time and power to make it.StepⅠ Pragmatic AnalysisT:Let students analyse the pragmatic value of the text through different angles.Ss:Analyse the text and supply evidence presented in the passage.Guided questions:1.What is the purpose of writing the passage?2.Who is the passage written for?3.How does the writer explain his opinion in this passage?Suggested answers:1.The writing purpose is to tell the teenagers to live a healthy life full of good habits.2.This passage is designed for teenagers.3.By giving examples,giving definition and using direct quotes.Step Ⅰ Topic Related LexisT:Help students look for the lexical chain under the guide of the given topic.Ss:Look for related phrases in the text and make a list of lexis.Guided question:Can you find some words and phrases related to the topics?Suggested answers:Topic 1:to talk about why bad habits should be changedform bad habits;lead to;become involved in;alcohol abuse;physical and mental problems;recognise bad habits.Topic 2:to provide solutions to bad habitshabit cycle;examine our bad habit cycles;replace...with...;show some discipline;take small steps;break bad habits.Topic 3:to encourage the teenagers to change bad habitsdecide on some changes;have the power to do sth.;build a healthy and happy life.StepⅠCritical thinkingT:Encourage students to share their own opinions about how to replace the bad habits with the good ones using the role-playing activity.Ss:Put forward their comments, ideas on the basis of having a good understanding of this passage.StepⅠ Role-PlaySuppose you were Li Hua, and your classmate Jack is addicted to online games. You are very worried and anxious. Please write a letter to Jack and give him some advice on how to change the bad habit.Suggested answer:Dear Jack,Knowing that you are addicted to online games,I’m rather worried and anxious.Thus,I’m writing to give you some advice to change the bad habit.First of all,you should be aware of the harm of online addiction.The bad habit,if left unchecked,can lead to physical and mental problems.To change the bad habit,you’d better examine your bad habit cycle first and then replace the negative routine with something more positive.So,when you feel bored again,rather than play computer games,you can listen to some of your favourite music instead,which will make you feel relaxed.Besides,it’s impossible to break bad habits quickly.Actually,the most successful way to change is to show some discipline and repeatedly take many steps.All in all,I do believe you have the power to build a healthy and happy life full of good habits!Yours,Li Hua StepⅠ Summarize语法短文填空。

高中英语人教版必修3unit2教案

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.。

Unit2 Healthy Lifestyle整体教学设计说课-高中英语人教版2019选择性必修三

Unit2 Healthy Lifestyle整体教学设计说课-高中英语人教版2019选择性必修三
语言知识
语音:理解说话者通过不同语调表达的 真实意图,能在口语中正确使用语调表 达情感,进行交流。 词汇:掌握相关的主题词汇并在语境中 恰当运用这些词汇。 语法:理解并正确运用不定式做主语 语篇: 问题解决式语篇结构
语言技能
利用standout sentences 概括段落大意。 运用关于习惯循环的主题词汇分析自己及 别人的习惯问题;能够写一篇描述自己在 改变不良习惯的经历。
单元前置学情分析
学生健康生活习惯的课前学情调查 班级
姓名
Q1:How much do you know about healthy lifestyle? Q2: Do you think a good living habit is the key to healthy lifestyle?Why? Q3:Can you list some of your living habits? Q4:Can you recognize some of them are bad habits?list them.
5
Reading for writing
书信
该语篇呈现了两封读者来信,是两位学生参加某杂志社举办的“健康生活方式选择”主 题夏令营后,分享自身感想和体会的信件
20、21
6
Assessing Your
Progress Why: Nhomakorabea本测试单元阅重读点文词汇本与的核话心题语法是项“目健的检康测的生活方式”,
22
惯的经历投稿发表到校报上。
语篇
课型
课时
与单元目标对应的课时目标
Opening page Using language :Activity 1 (Look at the pictures)补充材料:Online posts

2019新人教高中英语必修三Unit 2--Listening and Speaking公开课教案

2019新人教高中英语必修三Unit 2--Listening and Speaking公开课教案

2019新人教高中英语必修三Unit2 Morals and VirtuesListening and Speaking 公开课教案Teaching aims:1.Enable students to understand the definition of “moral dilemmas” and describe the moral dilemmas they have ever faced.2.Guide students to judge the speakers’ attitudes and emotions by listening to what the speakers say,the tone and intonation of the speakers.3.Enable students to talk about their opinions about a certain moral dilemma and the importance of good morals and virtues.4.Help students to learn to make proper choices when they are faced with a moral dilemma.Teaching key points:1.Enable students to judge the speakers’ attitudes and emotions by means of some listening skills.2.Enable students to share their opinions about a certain moral dilemma and the importance of good morals and virtues through speaking practice.Teaching difficult points:1.Cultivate students’ listening strategies by learning ways to pay attention to the content. Tone and intonation of the speaker.2.Enable students to discuss specific moral dilemmas by using the sentence patterns and expressions in the listening text.StepⅠLead-inLook at the picture and quote on the Opening Page and discuss the following questions.1.What do you think the teenagers are doing in the picture?T:Class,let’s see the picture on the Opening Page. What can you see from it?Ss:There are some teenagers meeting together.They are doing homework. Maybe they are planning to start a project.T:Why do you think they are joining hands?Ss: I think they are joining hands to show that they are committed to team spirit.T:Good idea! What qualities and personalities do you think are the most important whenpeople are doing teamwork?Ss:Generosity, friendship, hope, giving, kindness, helpfulness, trust, responsibility...1.How do you understand the quote? Can you translate it into Chinese?Suggested answer:一个好人一生最好的部分,是他细小的,无名的,不被人记得的出于善良和爱的行为。

最新高中英语人教版必修3unit2教案名师优秀教案

最新高中英语人教版必修3unit2教案名师优秀教案

最新高中英语人教版必修3u n i t2教案名师优秀教案高中英语人教版必修3unit2教案Unit 2 Healthy eatingWarming up, pre-reading and readingTeaching aims1. Get students to read the passage and learn the different reading skills.what it 2. Enable students to learn about the importance of healthy eating and knowhealthy diet.3. Develop students’ sense of cooperative learning. Teaching importance1. Let students read the passage and learn something about healthy eating.2. Get students to learn different reading skills.Teaching difficulties1. Develop students’ reading ability.2. Enable students to learn to talk about the food and our daily diet. Teaching methods1. Task-based teaching and learning2. cooperative learning3. DiscussionTeaching proceduresStep1 Warming up1. Match the food with the festivals.We have leant something about festivals in last unit. Do you know what do we usuallyeat during each festival?Moon cake Lantern FestivalZongzi Spring FestivalDumplings Thanksgiving DayYuanxiao Dragon Boat FestivalChocolate Mid-autumn FestivalTurkey St Valentine’s DayPumpkin Halloween2. Discussion1. What do you usually eat every day?2. What is your favourite food?3. Do you think your diet is healthy?Step 2 Pre-readingImagine you have a restaurant, what kinds of food will you provide to your customers?Step 3 ReadingTask 1 Fast readingScan the text and then choose the best answer according to the text. 1. Why did Wang Peng feel it hadbeen a very strange morning? A. what he had prepared was sold out.B. Few people walked into his restaurant to eat.C. He couldn’t make his restaurant more beautiful.D. He didn’t know how to make delicious food.2. Where did the customers go to eat instead of going to Wang Peng’ s restaurant?A. They ate at home.B. They went to a new big restaurant to eat.C. They ate in a new small restaurant.D. They wanted to eat something rich in fat in another place.3. What is Wang peng’ s impression on Yong Hui’ s restaurant?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 hisD. There was so limited food but the price was much higher.4. What was the disadvantage of the food offered by Yong Hui’ s restaurant?A. It had too much fat.B. It couldn’t make people lose weight really.C. It could make people ill.D. It couldn’t offer people enough energy.5. We can infer from the last sentence that ____A. Wang Peng and would learn from Yong Hui.B. Yong Hui would learn from Wang Peng.C, The competition had begun and would continue.D. The two restaurants would give up the competition.Task 2 Careful readingThe test can be divided into three parts. Listen to the tape of each part and find out the main idea of each part. Then use about 30 words to sum up the main idea of this passage.Part 1 (para 1)Part 2 (para 2-3)Part 3 (para 4)According to the passage, we know that Wang Peng’ restaurant became _____because a new one had taken his regular _____ away, and he wanted to _____ it to win his customers back.Task 3 SummaryWang Peng felt frustrated because his ______(custom) didn’t come to eat at hisrestaurant ____ usual though he prepared a perfect menu. When his friend Li Chang passed by his restaurant ________ coming into his restaurant to eat as he always did, Wang Peng felt that something terrible must _______. So Wang Peng followed him to a newly-opened small restaurant with a sign in the window. The sign said in this restaurant people tired of fat could be served slimming foods only and would become_____ (thin) soon. With ____ (curious), 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 _____ (leave) the restaurant, he decided to do some research. Soon he found that Yong Hui’ s restaurant did n ot serve energy-giving foods and the customers would become _______(tire) quickly. So he put up a new sign _____ saidhis restaurant would serve foods providing all-day energy. The ________ between the two restaurant was on.Step 4 HomeworkFind out the useful words, expressions and sentence structures in thepassage.。

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。

人教版高中英语必修3unit2教案设计

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。

Unit2MoralsandVirtuesReadingforwriting教学设计高中英语人教版

Unit2MoralsandVirtuesReadingforwriting教学设计高中英语人教版

必修三Unit 2 Reading for writing: Share your opinions about a moral story
教学案例
一、学习目标(依据学情、课标)
At the end of the class, students will be able to
1.learn the basic information about the fable by answering questions and completing the table.
2.analyze the fable by thinking questions.
3.give the opinion about the story by discussing the questions.
4.write a review.
二、教学过程
三、作业
1.选择试题依据:
本课的作业是一篇书信写作。

书信写作是高考应用文写作的热点(2017,2018,2019,2020四年8次的应用文写作都是书信),且中国寓言故事属于传统文化,而传统文化也是新高考应用文写作的热点。

2.作业布置:
让学生以李华的名义给英国朋友Henry写一封电子邮件,分享《守株待兔》WATCHING TEH STUMP AND WAITING FOR A HARE这则寓言故事。

3.作业反馈:
(1)卷面:大部分学生卷面整洁,无涂改,词数达标;部分学生模仿衡水体。

(2)写作要点:大部分学生能按要求写全要点。

(3)语言表达:能基本运用课堂中所学的分析寓言蕴含道理的句子结构以及表达观点的句型,但仍存在较多的语法错误和拼写错误。

人教高中英语必修三unit2教案最终

人教高中英语必修三unit2教案最终

Teaching Plan Unit2 Healthy Eating教材人教版高中英语必修三试讲者李瑶单位新疆师范大学适用年级高中一年级单元第二单元课题Come and Eat Here课时共五课时,第二课时(Reading)一.教材解析 Analysis of the Teaching MaterialsThis lesson is based on the reading part Come and Eat Here of student textbooks which comes from the high school English compulsory book three unit two Healthy text mainly describes the competition between Wang Peng and Yong Hui, who are both operating restaurant,meanwhile,describes the so-called concept of healthy the whole learning of the unit,studentswill understand the role of various foods on the human body,what ’s more,teacher will also guide students to pay attention to a balanced diet and encourage students to develop healthy eating habits.二.学情解析 Analysis of the StudentsThe teaching objects of this lesson are high school studentsin Xinjiang Normal University.As a key middle school,students in there hold a good foundation in have a certain ability oflistening,speaking,reading and writing,meanwhile,they also master a certain amount of class owns active classroom atmosphere,students are eager to think,their ability of reading needs to be improved.三.授课目的 Teaching AimsObjectives1. Get students to learn to use some of the key words and phrases of this unit .2.Understand the role of various foods on the human bodyand can distinguish which is a healthy diet, which is not.Objectives1.Enable students to express their own views and suggestionson the practical problems encountered around them.2. Can skim the text, find and process the relevant informationin the text,according to the text content to answer some questions.3.Can use their own words to repeat the text, and discussand express their views on their own understanding of thehealth of the diet.Objectives1.Stimulate students understand the concept of healthy eating correctly, form good eating habits.四.授课重点、难点解析 Teaching Key and Difficult Points1. Teaching Key Points1.Learn to correctly use some of the key words and phrases ofthis unit.2.Understand the role of various foods on the human bodyand improve the awareness of the formation of a healthy diet.e different reading strategies to understand andanalyze the text.Difficult Pointse different reading strategies to understand andanalyze the text.2. Can express their own views and suggestions on the practical problems encountered around them.五.教法、学法与教具Teaching and Learning Methods and AidsMethodsTeachingLearning and Teaching3.Analytic Discussion (pair work and group work)MethodsSkimming,Scanning,Guessing and Discussion.AidsTextbook &Teacher’s BookMultimedia DevicesPPT Documents六.授课过程设计Teaching Process Design(45min)Period III:Come and Eat Here (Reading )Step Ⅰ. Review and Warm Up (5mins) T:Hello, boys and girls. Last lesson, we have studied a lot of the words and phrases ,now turn to page 95 and familiarizeyourself with the words and expressions used in this unit. Then, we will have a competition.T: Nowour class will be divided into four groups of food English name quiz competition. I will show the picture of the food one by one on the PPT, then all of you can freely answer, answer a score of 1, the final score of the group win. The food name is on the word list, which is based on the study in the last class. Step Ⅱ.Grope Discussion (5mins)Guide the students to discuss whether these foods are healthy.T :Nowplease think of and talk about the following questions. (1)What is healthy diet in your mind?Healthy diet : the diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients.(2)Which is junk food or healthy food and give your reasons. Use the following expression to help you.I think ⋯is junk food because ⋯I think ⋯ is healthy food because ⋯ (berich in; be low in)(3)What will happen if you do not eat a balanced diet? StepIII. Fast Reading for General Ideas (10mins) T:Now we will study a story,please quickly browse the text, and then answer the relevant questions. (1)Why Wang Peng felt frustrated? (2)Why Yong Hui ’s restaurant was so popular with customers? (3)What will Wang Peng do to win his customers back? Step IV. Careful Reading for Detail Information (15mins) :Read the text carefully and find the relevant informationyouaccording to Pexercise 1T or F. No matter what judgments11make,please find the corresponding sentence in the article,and read them out loud.Peng ’s restaurant usually was full of people.(T)Hui could make people thin in two weeks by givingthem a good diet.(F)Peng ’s regular customers often became fat.(T)Hui ’s menu gave customers more energy-giving food.(F)Peng ’s menu gave customers more protective food.(F)Peng decided to compete with Yong Hui by copying hermenu.(F):After an in-depth understanding of the article, now let’s find the differences between Wang Peng and Yong Hui two restaurants,while completing the exercise 3 at P11. (Teacher write the correct answers on the blackboard )the ending.T:Now, according to the end of the text sentence,please predict the next with the group of your classmates,then group delegates give the idea of each group.StepV:Retell to Close Down (7mins)T:Students with 4 people as a group, according to the clues and vocabulary provided by teacher, discuss each other, organize language words,and then the representatives of the two groups to repeat the text, and timely to modify and evaluate.The vocabulary network is as follows:Wang Peng frustrated Li Chang (regular customer)library slimming restaurant Yong HuiStep (3mins)and Ex. 2 at P12.online or go to the library to find out about the contents ofa balanced diet and make a record, and develop a copy ofyour own diet plan, in the second day of class and to thepodium to report your own information and your own plan.this text Come and Eat Here (2) by yourself at P14.板书设计 Blackboard WritingCome and Eat HereWang peng’ s restaurant Yong hui’s restaurantbarbecued mutton just juicestir-fried vegetables raw vegetables served in vinegarroast pork fruit andwaterfried riceThe vocabulary networkWang Peng frustrated Li Chang (regular customer)library Slimming reataurant Yong Hui七.授课反思 Teaching FeedbacksThis class promotes the students ’ ability of speaking and analysing, what ’s more, stimulates students to study in theway of whole class is filled with active atmosphere.Class time is limited ,so maybe lack of practice on the key sentences. After class ,teacher arranges the certain homework to make up for deficiencies.。

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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。

2). I must check my bank balance (= find out how much money I have in my account).我要核对一下我在银行的余额(看我的帐户上有多少钱)。

3). Try to balance your diet by eating more fruit and less protein. 多吃些水果, 少摄入些蛋白质, 使饮食均衡合理。

[重点用法]a balanced diet 均衡的饮食keep the balance of nature保持生态平衡keep one’ s balance保持平衡lose one’ s balance (= be out of balance) 失去平衡[练习] 用balance短语填空或翻译。

1). He ______ ______ ______ and hurt himself when he went upstairs.2). It is difficult to for you to ______ ______ _______ on an icy pavement.3). 我们必须权衡利弊才做出决定。

___________________________________________________________ _____________________________Keys: 1). lost his balance 2). keep your balance 3). We must balance the advantages against the disadvantages before we decide.2. curiosity n. 好奇心curious adj. 好奇的curiously adv. 好奇地[典例]1). Children have a natural curiosity about the world around them. 小孩子对他们周围的世界有着天生的好奇心。

2). I opened the packet just to satisfy my curiosity. 我打开包裹只是为了满足我的好奇心。

[重点用法]out of curiosity 出于好奇with curiosity = curiously好奇地be curious about sth. 对某事好奇be curious to do sth. 好奇地做某事[练习] 用curiousity的短语或其适当形式填空。

1). Margaret looked at him _______ _______.2). She decided to try a cigarette _______ _______ _______.3). All the employees in this firm _______ _______ ______ the personallife of the general manager.4). ________ enough, he had never seen the little girl.3). ________ drove Mary to open her husband’ s letter though she knew itwas wrong.Keys: 1). with curiosity 2). out of curiosity 3). are curious about 4). Curiously 5). Curiosity3. limit vt. 限制;限定n. 界限;限度limited adj. 有限的limitless adj. 无限制的[典例]1). The speed limit on this road is 70 mph. 这条路的车速限制是每小时70英里。

2). We must try and limit our expenditure. 我们必须设法限制我们的开支。

3). There’ s a limit to how much I’ m prepared to spend. 我准备花多少钱是有限度的。

[短语归纳] limit短语:limit sb./sth. to... 限制某人/某事到某种程度put a limit on... 对……限制there is a limit to对……是有限的without limit 无限地,无限制地[练习] 用limit的短语或其适当形式填空。

1). One’s energy is ______.2). ______ ______ ______ ______ (没有止境) what you can do if you try.3). We must _______ our weekly expenditure ______ ten pounds.4). Only a _______ number of places are available.Keys: 1). limited 2). There’ s no limit to3). limit; to 4). limited4. benefit vt. 有益于vi. 得益于(常与from, by连用)n. 利益,好处;津贴1). The rain benefits the plants. = The plants benefit from the rain. 这场雨有益于植物。

2). This dictionary will be of great benefit to me. 这本字典将对我有很大的好处。

3). He said he would starve rather than beg for food. 他说他宁愿挨饿也不要饭吃。

4). The enemy is trying to starve us to death. 敌人正在企图饿死我们。

[重点用法]be of great benefit to = be very beneficial to 对……有益for the benefit of = for sb’ s benefit为了……的利益benefit from 从……中受益[练习] 用benefit或其短语的适当形式填空。

1). The new highway will ________ the villagers.2). He will _________ the new way of studying.3). The warning sign was put there _________ the public.Keys: 1). benefit 2). benefit from 3). for the benefit of5. combine vt.&vi. (使)联合;结合combination n. 联合;结合combined adj. 联合起来的[典例]1). We can’t always combine work with pleasure. 我们并不总是能在工作中享受到乐趣。

2). Circumstances have combined to ruin our plans for a holiday. 各种情况凑在一起破坏了我们的假日计划。

[短语归纳] combine的短语:combine with sb./ sth. 与某人某物结合起来combine together联合起来combine A with/and B 使A与B联合起来[练习] 用combine的短语或其适当形式填空。

1) A _______ of factors led to her decision to resign.2) Success was achieved by the _______ efforts of the whole team.3) As a writer, he _______ wit _______ passion.Keys: 1). combination 2). combined 3). combined; and/with重点词组1. be tired of = be fed up with = be sick of 对……厌烦了[典例]1). We are fired of hearing the old story. 这老话我们听厌了。

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