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英语必修三unit2教案

英语必修三unit2教案教案标题：Unit 2: Cultural Relics教学目标：1. 了解和掌握与文化遗产相关的词汇和短语。

2. 能够描述和解释文化遗产的重要性和价值。

3. 能够运用所学知识进行相关话题的讨论和写作。

教学重点：1. 文化遗产的定义和种类。

2. 描述和解释文化遗产的重要性和价值。

3. 运用所学知识进行相关话题的讨论和写作。

教学难点：1. 运用适当的词汇和短语描述和解释文化遗产的重要性和价值。

2. 运用所学知识进行相关话题的讨论和写作。

教学准备：1. 多媒体设备和投影仪。

2. 学生用书和教材。

3. 活动和练习的工作表。

教学步骤：Step 1: 导入新课 (5分钟)1. 利用多媒体设备展示一些著名的文化遗产图片，引起学生的兴趣。

2. 引导学生讨论他们对文化遗产的理解和认识。

Step 2: 词汇和短语学习 (15分钟)1. 利用多媒体设备展示文化遗产相关的词汇和短语，如cultural relics, heritage, preservation, etc.2. 进行词汇和短语的发音练习和记忆。

Step 3: 阅读理解 (20分钟)1. 学生阅读教材中关于文化遗产的文章，并回答相关问题。

2. 教师引导学生讨论文章中的重要观点和信息。

Step 4: 语言运用 (15分钟)1. 学生分组进行小组讨论，讨论文化遗产的重要性和价值。

2. 学生使用所学词汇和短语进行表达，并记录下自己的观点。

Step 5: 写作练习 (20分钟)1. 学生根据所给提示写一篇关于自己国家文化遗产的短文。

2. 学生互相交换短文并提供建议和修改意见。

Step 6: 总结和评价 (10分钟)1. 教师总结本节课的重点和要点。

2. 学生进行自我评价并提出问题和困惑。

Step 7: 课堂延伸 (5分钟)1. 学生自主阅读相关的文化遗产文章并写下自己的感想和思考。

2. 学生可以准备一份关于自己最喜欢的文化遗产的简短介绍。

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。

人教版高中英语必修三unit2教案最终版演示教学

人教版高中英语必修三 unit2 教案最终
版
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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Leabharlann 第二单元课题Come and Eat Here （Reading）
课时
共五课时，第二课时
一．教材分析 Analysis of the Teaching Materials
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3.Emotion Objectives 1. Stimulate students understand the concept of healthy eating correctly, form good eating habits. 四. 教学重点、难点分析 Teaching Key and Difficult Points 1. Teaching Key Points 1. Learn to correctly use some of the key words and phrases of this unit. 2. Understand the role of various foods on the human body and improve the awareness of the formation of a healthy diet. 3. Use different reading strategies to understand and analyze the text. 2.Teaching Difficult Points 1. Use different reading strategies to understand and analyze 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 Aids 1.Teaching Methods

必修三unit2Reading and thinking教案

M3 Unit 2 Healthy LifestyleReading and ThinkingTeaching content:Habits for a healthy lifestyle 健康的生活方式需养成的习惯Teaching objectives:By the end of this period, students will be able to:1.discover the elements of the habit cycle and understand how the habit cycle works.2.explore the textual pattern and the writing skills of the text.3.build up the confidence and ability to develop good health habits.Analysis of teaching material:The theme of this section is "Learn to develop good health"habits). Much of what we do in our daily lives comes from the power of habit. Whether good habits or bad habits, their The power is amazing. Good habits can make people's work, life and study smoothly, bad habits will make people deeply hurt without knowing it. However, habits can be controlled and changed. By reading the texts, students can understand the harm of bad living habits, explore the causes of habit formation, understand the principle of habit cycle in psychology, and learn to apply this principle to change bad living habits and develop healthy living habits.Habit, but also for the future of a happy life to lay a solid foundation.Analysis of students:Help students to deepen the understanding of text information, improve the quality of students' thinking.Teaching key points:1.Lead students to develop good health habits using the habit cycle.2.Help students master the problem-solution pattern and the 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 work.Teaching aids:PPT、textbook、blackboard、chalkTeaching method:Task based teaching methodTeaching procedures:Step I Lead-in Show 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?(设计意图：通过提问引导学生对“习惯与健康”进行思考,激活学生已有的知识和经验，激发学生的学习兴趣，使他们形成阅读期待，为后续的阅读活动做好铺垫。

英语必修三unit2教案

英语必修三unit2教案课程介绍本文档为英语必修三unit2教案，该课程内容为探讨科技与人类关系。

通过阅读、听力、口语和写作等方式来进一步提高学生的英语综合能力，让学生掌握和运用英语来表达自己的想法。

教学目标1.能够听懂关于科技与人类关系的对话、讨论及公开演讲。

2.能够阅读科技与人类关系的相关文章。

3.能够表达和分享自己对科技与人类关系的看法和观点。

4.提高学生的英语口语和写作能力。

教学重点1.掌握科技与人类关系的相关词汇、短语和表达方式。

2.提高学生的听力理解能力，能够听懂对话、讨论及公开演讲。

3.掌握科技与人类关系的相关阅读技巧。

4.提高学生的口语表达和写作能力，让学生能够用英语表达自己的看法和观点。

教学难点1.能够用英语表达自己的观点和看法。

2.能够听懂对话、讨论及公开演讲。

教学准备1.教师准备：课件、相关阅读材料、讨论和演讲题目等。

2.学生准备：笔记本、英语书本、音频播放器等。

教学方法1.以学生为中心的教学方法。

2.以听力训练为主，加强口语表达和写作能力。

3.以集体讨论和小组活动为主要教学手段。

教学流程第一课时Part 1：Introduction1.老师进行自我介绍，认识学生并解释该课程的重要性和目的。

2.让学生自我介绍并介绍自己的想法和意见。

Part 2：Listening and Speaking1.播放一个关于科技的对话并提出问题让学生听后回答问题。

2.让学生自己参考对话的主题和问题讨论科技与人类的关系。

3.让学生准备自己的公开演讲并展示。

Part 3：Writing and Reading1.让学生阅读一篇与科技和人类关系相关的文章。

2.让学生写下自己的看法，并和小组讨论。

3.让小组代表发表自己的意见。

第二课时Part 1：Review1.让学生回顾上一节课的内容。

2.让学生回答一些对于学习课程相关的问题。

Part 2：Listening and Speaking1.让学生听一个有关人工智能的讨论并回答问题。

Module3Unit2教案

实践活动中的角色扮演是一个亮点，学生们在模拟旅行对话中能够将所学知识运用到实际情境中。然而，我也观察到有些学生在表达时仍显得拘谨，可能是因为他们对语言不够自信。为了提高学生的自信心，我计划在接下来的课程中增加更多鼓励学生开口的机会，比如小型演讲或日常对话练习。
Module3 Unit2教案
一、教学内容
Module3 Unit2教案
本节课我们将深入探讨《英语》八年级下册的Module 3 Unit 2的话题——旅行。教学内容主要包括：
1.新词汇：介绍与旅行相关的词汇，如destination, accommodation, itinerary等。
2.语法点：一般过去时态，描述过去发生的旅行经历。
关于语法部分，一般过去时态的用法对学生来说是一个挑战。尤其是在不规则动词的过去式形式上，许多学生感到困惑。我尝试了通过歌曲、故事和对比记忆法来帮助学生记忆，但效果似乎有限。我反思可能需要更多的重复练习和有趣的游戏来加强这一部分的学习。
在小组讨论环节，学生们表现得非常积极，他们提出了很多有趣的旅行经历，并尝试用一般过去时态进行描述。我注意到，通过小组合作，学生们在同伴的帮助下能够更好地发现和纠正错误。这也让我意识到，在教学中，应该更多地鼓励学生之间的互动和合作学习。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“一般过去时态在旅行经历中的应用”这一主题展开讨论。他们将被鼓励提出自己的旅行经历，并使用一般过去时态进行分享。
2.引导与启发：在讨论过程中，我将作为引导者，帮助学生发现语法使用中的问题，并启发他们如何更准确地描述旅行经历。
三、教学难点与重点
1.教学重点
-词汇：重点掌握与旅行相关的核心词汇，如destination, accommodation, itinerary等，并能在实际情境中正确运用。

九年级英语上册Module 3 Unit 2教案

Unit 2 There were few doctors» so he had to work very hard on his own.要谈论的人物是谁及其工作，激发学生的兴趣，由此引入听力，顺利地完成对特定的听力信息的捕捉。

【教学准备】黑板，录音机，多媒体等。

【教学过程】Step 1 Warming up1.师生问候。

2.幻灯片放映有关白求恩的图片，循序渐进地引导学生对白求恩进行了解，导入本课。

活动小结：通过图片形象生动地引入新课，可以激起学生的学习兴趣。

Step 2 Presentation1.学习新单词。

根据图片和单词表上的音标学习新词，引出有关的知识。

⑴学习新词“手术”时，用多媒体放映出有关手术的图片，引出。

peration。

(2)由名词Canada“加拿大”，引出形容词“加拿大的，加拿大人的"Canadian。

(3)展示一张卧病在床的图片，引出新词sick,形容词“不适的，生病的“，相当于ilk(4)用多媒体展示出一张军人的图片，引出新单词soldier“军人，士兵”。

(5)用图片展示出受伤的人物，引出新词，wounded“受伤的”。

(6)教学新词war的时候，展示战争的图片，从而进行教学。

(7)展示几幅工具，器械的图片，从而引出新词tool,可数名词，“工具，器械”。

(8)展示中国古代的四大发明，从而引出新词invention,可数名词，“发明，创造“。

(9)由动词use“使用”,拓展出新词useful,形容词“有用的,有益的(10)由代词him引出反身代词himsef他自己”。

(11)学习continue 动词“继续",短语continue to do sth=continue doing sth 继续做某事。

(12)用多媒体展示加拿大的旗帜,引出Canada"加拿大2.操练单词。

(1)给学生几分钟记单词，然后教师把带有单词的卡片拿出来让学生依次拼读。

必修3 unit2 教案

Unit 2 Healthy eatingTeaching Aims and Demands1．Talk about eating habits and health2．.Practise seeing the doctor.3．Practise giving advice and making suggestions.4．Use the modal verbs had better, should, ought to5．Learn some useful cooking terms.6．Read and write recipes.l Words and Phrasesstomach ，fever ，ought ，ought to ，examine ，plenty ，plenty of ，diet ，keep up with ，make a right choice ，short of ，fit ，gain ，now and then， energy，soft ，bar ，fuel ，chemical ，balance ，tasty ，boil，mixtureUseful expressionsIn the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching:Communication way of teaching, discussion and group work.period 1Teaching aims and demands1.Talk about eating habits and health2.Practise seeing the doctor.3. Practise giving advice and making suggestions.Main and difficult pointsPractise my students’oral English and make them know what expressions they can use when they see the doctor and try to practice giving advice and making suggestions.Step 1 Lead inFirst show the students some pictures of dishes and so to introduce the topic of this unit.Step 2Warming-UpAnd then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Junk foods: Hamburger, Chock late …Healthy foods: rice …Step 3 Pre-speakingThere are so many foods. And if we do not eat them properly we may be ill because of it. For example in our spring festival sometimes we may have stomachache if we eat too much.. then we have to see a doctor. Step 4 Speaking1. Show the example dialogue to students.2. Play the tape and read after it.3. Sum up some of the useful expressions in the dialogue and in the form.4. Show the students the three situations on P2. Then ask the students to prepare a dialogue according to the examples in pairs.5. Ask several pairs of students to present their dialogues.6. After that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Step 5 sum upRecord of teaching:period 2Teaching aims and demands1. To improve my students’reading ability.2. To be more knowledgeable by reading the passage.3. Try to form healthy eating habits.Main pointsTo improve my students’reading ability.Difficult points1. To improve my students’reading ability.2. To be more knowledgeable by reading the passage.Teaching methods:Discussion: from the discussion let every student work in class and encourage them to have their own opinion.Teaching aids:Slide, tape recorder.Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading (show on the screen)1.What does the “fuel ”mean in the first paragraph?( It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2. What do we have to consider when we choose to buy or eat? (What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.) 4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing3.the best way to develop healthy eating habits.)Step 4 DiscussionAsk the students to take out their menus and read them carefully. Then discuss what kind of food they want to recommend to their friends or families.Step 5 Sum up.Step 6 HomeworkFinish the exerciseStep 7 The design of the blackboard.We are what we eatStep 8 The record after teaching.period 3Teaching aims and demands1.Have a deeper understanding of the passage.2.Master some important points of the text.3. Improve my students’comprehensive ability.Main and difficult pointsSome important points of the text.Teaching method:First T gives some important points. Then let students find out their difficult points and ask some students to answer. If they cannot then T answers it.Teaching aids:SlideStep 1 RevisionCheck the homework.Review what we learnt in last periodStep2T gives some important points to students.1.You ought to be careful with fruit.Ought ( oughtn’t ) to : should(应当，应该)We ought to respect not only own privacy, but also that of others.你不该抽那么多烟。

英语必修三unit2课件教案

英语必修三unit2课件教案英语必修三unit2课件教案以听说为主的基于学习英语必修三unit2课件教案。

一起来看看吧。

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（1）学会在听力中抓住要点的技巧（2）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（1）自主地在新旧语言知识之间建立联系，（2）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，（3）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。

1、理解听力材料的大概内容。

2、能把所听到的信息运用到口语中。

3、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源第1-5’导入引入听力老师会用两个问题”Which illness do we still have today? “and “why we have this illness ?”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。

高一英语必修3Unit2教案

Unit 2 Healthy eating教学设计设计思路（一）指导思想和理论依据高中英语课程应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。

高中英语课程的设计与实施有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法。

高中英语课程关注学生的情感，使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素质。

（二）设计特色本单元的中心话题是“健康饮食”。

通过单元教学让学生了解饮食与健康方面的有关知识，并了解各种事物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯并能在生活中改善饮食结构，丰富饮食文化，从而保持身体健康。

另外，要引导学生针对现实中遇到的实际问题发表自己的看法。

通过合作式、探究式学习方式，激发学生的学习兴趣，使学生由被动变主动，积极参与学习过程。

教材分析（一）教材处理在本节阅读课前，先进行词汇教学，然后围绕中心话题Healthy Eating 复习与学生的生活实际息息相关的食物，然后向本单元词汇过渡。

在阅读过程中，笔者根据学生认知特点和实际情况，把教材中的Warming up作为Reading的导入部分，把Pre-reading,Reading和Comprehending整合在一起作为一堂“精读课”。

（二）教学目标（1）熟悉有关食品的各种词汇，对比中餐和西餐的区别。

根据不同食品对人身体的不同影响，使学生对合理饮食、饮食习惯、饮食结构与饮食文化有更深入地了解，倡导健康饮食。

人教版必修3 Unit2 听说课教案

Unit2 Healthy eating (teaching plan) Warming up & speaking1. The analysis of the teaching material: The lesson is Unit 2 Hea lthy Eating warming up and speaking in New Senior English for China St udents’ Book 3 published by People’s Education Press. This unit gives stu dents a better understanding of healthy eating. It encourages students to e xamine their own eating practices and see whether they are eating a healt hy diet or not. By studying the lesson, students can improve their speakin g ability and the ability of communication and cooperation. Students should receive some moral education. Let the students keep a healthy eat ing and build a healthy body.2. The analysis of the students: Students are interested in this top ic . They have known some words about food and are willing to learn mor e about healthy eating. But They don’t often use English to express thems elves and communicate with others. By working with other students , the y can get more practice to improve their oral English.3. The analysis of the teaching aimsa. Knowledge objectives： 1. Enable students to expand their voca bulary relating to food; 2. Enable students to get useful knowledge about healthy eating.b. Ability objectives： 1.Cultivate students’ ability of or al expression. 2. Improve students’ ability of communication and cooperation. c. Emotional objectives: Let students know the importance of h ealthy eating and have a better comprehension towards a balanced diet.4. Teaching important points and difficult points: a. Learn some words about food and some knowledge about healthy eating and a balan ced diet. municate with other students freely and state their opinio ns clearly.5. Teaching methods: Task-based Language Teaching method C ommunicative Language Teaching method6. Learning approach Cooperative Learning Approach7. Teaching aids： a projector ， multimedia，a blackboard , menus8. Teaching procedures：Step1 lead in a .Tell students a good news.: my family opened a re staurant recently .Invite them to come to my restaurant to have dinner tog ether and ask them to order some food in advance. b. Give them the me nu . c. Watch a video about some tips when eating out before they order some food. d. Group discussion. Discuss what food they want to eat tonig ht and write them down on the given paper. e. Hand in their menu to me.Purpose: Give students the real situation to do the task to arouse their gre at interest and motivation.Step2 Presentation a.Show some pictures about the food and classi fy them into five food groups: staple food , meat, vegetables, fruits and sn acks. Ask students to name each of them. b. Guessing game: Check stude nts’ memories by showing pictures quickly and ask them to remember the food . c. The nutrients food provide. d. Ask-answer activities. Ask stude nts what nutrients fruits/vegetables/other food contain. e.Let students thi nk what food is healthy food and what is junk food and give definition. P urpose: a.Show lots of pictures to draw the students’ attentions to vario us foods. b. To know some knowledge about food and have clear idea ab out healthy food and junk food. c. Cultivate students’ sense of competit ion.Step3 Pairwork Show some pictures of food, decide which is heal thy food or junk food and give reasons. Ask students to work in pairs to practice the conversation. Purpose: This activity is to practice their o ral English and encourage students to express their ideas about healthy food and junk food. Develop students’ sense of cooperative learning.Step4 Presentation a. Present three kinds of foods which help us gro w in different ways. They are protective food , body- building food and energy -giving food .Show some pictures and let students guess what t hese food belong to . b. Ask students what a balanced diet is. 4 A ba lanced diet = protective food +body- building food + energy –giving food. c. let students think “what will happen if we don’t eat a balanced di et?”Purpose: Enlarge students’ knowledge about food and have bette r understanding of balanced diet. Cultivate students’ sense of healthy ea ting.Step5 Group discussion In groups discuss whether the menu is bal anced or not. If not, give some advice. Give students the menu (not thei r own) that they just made at the beginning of the class. Then give a rep ort like this: Group XXX have ordered …………(food names). We t hink the food they ordered is/isn’t a balanced diet because……..is ener gy-giving/body-building/protective food/ ..... too much…./low in……We suggest that……./here are some advice…….Purpose: a. Examin e their eating practices whether they are having a balanced diet or not.b. Develop students’ ability of communication and cooperation at the same time train their speaking ability.c. Develop s tudents’ good eat ing habit.Step 6 Summary We are what we eat . Eat healthily and we will be healthy. We should have a balanced diet . Let’s enjoy the dinner together! Purpose: Consolidate the topic and emphasize the importance of health y eating.。

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。

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