人教版高中英语必修三unit2教案教学内容
Unit2 Morals and Virtues阅读教案 人教高中英语必修第三册
个 案
Unit2 Morals and Virtues
1.figure out the main structure and the text type of the passage through the textual pattern analysis;
2. What is the text type of this passage?
A. biography B. autobiography
C. argumentative Essay D. practical Writing
3. What do you expect to read in the text?
二、教学重难点
1.How to arouse students’ interest in reading
2.How to combine the teaching with reading strategies
三、教学过程
Step 1Lead-in
What are some important life choices in your life?
2.identify the characteristics of biographical genre and language
3.Makereasonable inferencesand generalizations about the characters' personality and quality
2.What did Dr Lin choose to do when she was invited to stay in the US?
Paragraph 4
Why did Lin open a private clinic?
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。
Unit 2 Listening and Talking示范课教案【英语人教必修第三册】
Unit 2 Morals and Virtues 子主题2:平凡人物的美德与社会责任Period 1 Listening and TalkingWorksheetUnit 2 Listening and TalkingActivity 1: Watch and answerWatch a short video and answer the questions.●What is this song about?●What will happen if you try a little kindness?Activity 2: Discuss in groupsDiscuss the following question in groups.Do you believe a small act of kindness can make a big difference? Why?Activity 3: Try to predictA man named Kevin is talking about “paying it forward” in a radio show.Can you predict what “paying it forward” means?Activity 4: Listen and answerListen to the radio show and answer these questions.●What is the name of the radio show?●What does “paying it forward” mean?● What does the guest want the listeners to do?Activity 5: Listen and fillListen to the radio show again and fill in the blanks.Activity 6: Listen and answerListen to the radio show again and answer the questions below.●Apart from the story of the song “Chain of Love”, what other example does Kevin give of paying it forward?●What is your understanding of “we never know what light we might spark in others by our kindness”?Activity 7Read the transcript and find out the connecting expressions or sentences in telling stories.Activity 8Retell the story briefly by using the connecting words.Activity 9: Listen and discussListen to the song and discuss the following questions.●What’s your understanding of “Chain of Love”?●What deeply impresses you in the story?●What’s the best translation of “Chain of Love”?Activity 10: Talk in pairsTalk about the ordinary people’s qualities inferred from the listening part in pairs.Activity 11: Share a storyShare a story of showing or receiving kindness, either one of your own or one you heard of.。
Unit 2 Reading and Thinking (II)示范课教案【英语人教必修第三册】
Unit 2 Morals and Virtues 子主题1:优秀人物的美德与人生抉择Period 3 Reading and Thinking (II)WorksheetUnit 2 Reading and Thinking (II)Activity 1: Recall and retellRetell the life experiences of Lin Qiaozhi according to the mind map.➢Use the following evaluation form to evaluate the presentation.Activity 2: Reflect and share➢Why do you think the passage is titled “Mother of Ten Thousand Babies”?Activity 3: Read and analyzeIdentity the main structure and genre of the passage.➢Is the text written in the first person or the third person?➢In what order are all the events organized?➢What kind of text is it?Activity 4: Read and summarizeSummarize the main features of biography writing.➢What kinds of information are included in the brief biography of Lin Qiaozhi?➢Why are details of Lin’s life and her quotations included in the text?Activity 5: Make a speechIt’s the 121st anniversary of Lin Qiaozhi. Work in groups and make a speech in honor of her. ➢Brainstorm some ideas to be included in your speech.➢Write an opening paragraph for the speech.➢Work in groups to share your work and then volunteer to present to the whole class.。
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。
Unit 2 Listening and Speaking示范课教案【英语人教必修第三册】
Unit 2 Morals and Virtues 子主题1:优秀人物的美德与人生抉择Period 1 Listening and Speaking附件:WorksheetUnit 2 Listening and SpeakingActivity 1 (教材P14 活动1)Look at the pictures and discuss the following questions in groups.●What is happening in the pictures?●What do you think the boy will do next?●What is a moral dilemma?●What is the moral dilemma to this boy?●Have you ever faced a moral dilemma or heard of someone who did?Activity 2Students think about the main elements of a moral dilemma story.●What are the main elements of a moral dilemma story?Activity 3Listen to the conversation and take notes about this moral dilemma.Who? When? What?_____________________________________________________________________ _____________________________________________________________________Activity 4Listen again and write down Lin’s choices and possible results.Activity 5Retell the moral dilemma that Lin Qiaozhi faced and her final choice.Here is the outine.A girl named Lin Qiaozhi is taking ...She has two choices.If she ..., ... but ...If she ..., ... but ...Finally, ...Use the following Evaluation Form to evaluate your classmates’ retelling.Evaluation FormActivity 6Listen and summarize the two speakers’ attitudes towards Lin’s choice.Activity 71. What’s your attitude towards her choice in this moral dilemma? Try to use different ways of talking to help express your attitude.2. How will you deal with moral dilemmas in the future?。
2019新人教高中英语选择性必修三Unit 2-Reading and Thinking公开课教案
2019新人教高中英语选择性必修三Unit 2 Healthy LifestyleReading and Thinking 公开课教案Teaching aims:1.Enable students to discover the elements of the habit cycle and understand how the habit cycle works.2.Guide students to explore the textual pattern and the writing skills of the text.3.Help students to build up the confidence and ability to develop good health habits.Teaching key points:1.Lead students to develop good habits using the habit cycle.2.Help students master the problem-solution pattern and writing skills of the text.Teaching difficult points:1.Enable students to figure out the textual pattern.2.Lead students to understand how the habit cycle works.Teaching procedures:StepⅠLead-inShow some pictures to the students and ask them questions.1.What kind of lifestyle do you lead?2.Do you have any unhealthy and bad habits? What are they?3.Are bad habits easy to change?Why or why not?Suggested answers:1.I lead a healthy/an unhealthy lifestyle.2.Unhealthy habits include eating junk food, playing too much on your computer or phone,not doing enough exercise and staying up late,etc.3.Bad habits are hard to change because we are usually doing something we really like,but we are ding it too much.StepⅠWhile-readingActivity1 PredictionLook at the title and the picture on page 14 and answer these questions.1.What are the key words in the title?_____________________________________________2.What may the genre(体裁) of the text be?A.Narration(记叙文).B.Exposition(说明文).C.Argumentation(议论文).Suggested answers:1.Habits;Healthy2.BActivity 2 Read for the text organisation and the main idea.1.Scan the passage and match the main idea of each paragraph.Para.1 A.How to change a bad habit and create good onesPara.2 B.The cycle of how habits are formedPara.3 C.Changing habits graduallyPara.4 D.No easy way to change bad habitsPara.5 E.What a habit isPara.6 F.Why bad teenage habits should be changed2.Identify the textual pattern and write information from passage into the graphic organiser.Suggested answers:1.FEBACD2.Why bad teenage habits should be changed;What a habit is and how to change bad habits;No easy way to change bad habits;Problem-solution.Activity 3 Read for detailed information.1.Read paragraph 1 and answer the questions.(1)Why bad habits should be changed?____________________________________________________(2)What should teenagers do with bad habits?_____________________________________________________2.Read paragraphs 2—5 and answer the questions.(1)How can a choice lead to a habit?Show the process in a diagram._____________________________________________________(2)What ’re the three stages of the habit cycle?______________________________________________________(3)What should we do to change a bad habit?Give an example by filling in the following table.The habit cycle Bad habit New habit Cue feel unhappy feel unhappyRoutineReward feel happier but it’s not healthy(4)How can a person use discipline to help change a bad habit?______________________________________________________Suggested answers:1.(1)Because if left unchecked,the bad habits could lead to more serious ones.(2)They must learn to recognise bad habits early and make appropriate changes.2.(1)A choice can lead to a habit if we make the same choice over and over again.(2)The three stages of the habit cycle are the cue,routine,and reward.(3)To change a bad habit,we should examine our habit cycles and then try toadapt them.The habit cycle Bad habit New habit Cue feel unhappy feel unhappyRoutine eat lots of unhealthysnackslisten to some musicReward feel happier but it’snot healthyfeel relaxed(4)A person can use discipline to change a bad habit by taking many small steps to reach the goal of change.Activity 4 Analyse the writing techniques.1.How does the writer explain his opinion in this paragraph?_______________________________________________________2.What is the purpose of writing the passage?_______________________________________________________3.Who is the passage written for?________________________________________________Suggested answers:1.By giving examples,giving definition and using direct quotes.2.The writing purpose is to tell the teenagers to live a healthy life full of good habits.3.This passage is designed for teenagers.StepⅠ Post-readingWork in groups and complete the tasks.1.Think of one bad habit and write down the cue,routine,and reward.Then come up with an idea of how to break the bad habit.2.Do you know any alternative ways to better habits?Discuss with your partner which way you think is the most effective.Suggested answers:1.CUE:Boredom/Waiting/Being anxious.ROUTINE:Biting nails.REWARD:Stress relief/Distraction.Break the habit:Chew gum,get a stress ball or fidget spinner to hold,wear gloves or stickers on your nails.2.Alternative ways to better habits:Tell someone else what you want to change.Peer pressure from someone else will help.Fine yourself.Every time you do the bad habit,put a small amount of money in a box.Make it harder to do the habit.For example,hide your favourite apps on your phone so it is more of a hassle to get to them.Change your environment.If the habit happens in certain places or with certain people,avoid them!。
英语必修三unit2 教案
英语必修三unit2 教案教案标题:英语必修三 Unit 2: Growing Pains 教案教案目标:1. 通过学习本单元的课文和相关练习,让学生能够理解并运用本单元的词汇、语法和语言知识。
2. 培养学生的阅读和听力技能,提高他们的语言表达能力和交流能力。
3. 培养学生的批判性思维和解决问题的能力,帮助他们理解成长中的困惑和挑战。
教学准备:1. 教材:英语必修三教材 Unit 2:Growing Pains2. 多媒体设备:投影仪、音频设备等3. 教学资源:课件、练习题、词汇表等教学步骤:Step 1: 导入新课1. 创设情境,引起学生兴趣,可以通过一段视频、图片或问题启发学生思考成长中的困惑和挑战。
2. 引导学生讨论并分享他们对于成长中的困惑的看法和经历。
Step 2: 预习活动1. 让学生在课前预习本单元的课文和生词,提醒他们关注文章的主题和结构。
2. 分小组让学生互相讨论预习内容,分享彼此的理解和问题。
Step 3: 阅读理解与讨论1. 学生阅读课文,并根据问题回答相关细节。
2. 分组讨论学生对于课文中的主题、观点和故事的理解和感受。
3. 教师引导学生进行全班讨论,鼓励学生提出自己的观点和见解。
Step 4: 语言知识探究1. 教师引导学生注意课文中的语法结构和词汇,解释并澄清学生的疑惑。
2. 教师通过示例和练习,帮助学生巩固和运用所学的语言知识。
Step 5: 听力训练1. 播放与课文相关的听力材料,要求学生根据听到的内容回答问题。
2. 分组讨论学生对听力材料的理解和感受,教师引导学生进行全班讨论。
Step 6: 听力与口语练习1. 将学生分成小组进行角色扮演,模拟对话和情景,以提高学生的口语表达能力。
2. 教师在小组活动过程中给予学生指导和反馈,帮助他们改进口语表达。
Step 7: 语言输出活动1. 让学生根据课文内容,写一篇关于成长中的困惑和挑战的短文。
2. 学生可以结合自己的经历和观点,展示对于成长中困惑的理解和解决方法。
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。
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。
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.。
新人教版高中英语必修3Unit2 Healthy eating教案2
Unit 2 Healthy eatingThe Third PeriodContents: Reading (We are what we eat)Teaching Aims:1.Improve Ss’ reading skills and abilities.2. Learn how to read about the Argumentative Writing (types of the article).3.Talk about problems and solutions.Teaching procedures:Step 1. Warming up and Pre-readingToday we’ll learn the topic on “what we eat〞. Before we start the reading, I’d like you to answer some questions.1. Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2. How many meals do you have every day? Which meal do you think is the most important? Why?3. How much water do you drink every day?4. What kind of snacks do you take?Teach the new word: snack (an amount of food smaller than a meal; something eaten informally between meals like candies, fruit and so on.)Step 2. While-ReadingI. The first-time readingI.Get Ss to do skimming of the passage to get a general idea of the story. After a while, check their understanding by asking some simple questions: (Try to find the answers in the text and underline where they are, that is , in which paragraph .)1) Are traditional diets suitable for the 21st-century person?2) When we choose what to buy and eat, what should we think?3) Do vegans eat cream or eggs?vegans == strict vegetarian who neither eats nor uses any animal products, eg: eggs; silk; leather 纯素食主义者(既不吃也不用任何动物产品,如蛋/丝绸/皮革等)II. Do the following True-or-False exercises.1. Our body doesn't need to refuel if we choose nutritious food for our main meals. F2. Good snacks should e from different food groups and should not have too much fat or sugar. T3. Fruits and vegetables don’t give us any vitamins. F4. Most fruits need cooking. F5. Fruits and vegetables are the only healthy snacks. FIII. Get Ss to read the passage again and answer the following questions:1. What do traditional diets often have? CA. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy? AA. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein? DA. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people bee vegetarians? AA. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, if____. DA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.II. The second-time readingI. What’s the main idea of each paragraph?Para1: Difficult to choose what to eat/ our eating habits are changing Para2: Different food has different functions / why the eating habits are changingPara3: Choosing according to what we believePara4: Keeping a balanced dietPara5: Developing healthy eating habits/suggestionsHow many parts can be divided into? --- (Three parts.)What’s the main idea of each part?Part1:our eating habits are changing. (提出问题)Part2:why the eating habits are changing 〔分析问题〕Part3:the best way to develop healthy eating habits.〔解决问题〕II. What types of the article ?--- It’s about Argumentative Writing议论文是阐明作者对人或事的好坏的立场观点。
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
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
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
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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人教版高中英语必修案教2tinu三.精品文档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 fatIf you want to stay slim.You ought not to eat the same kind of food at every meal.收集于网络,如有侵权请联系管理员删除.精品文档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lose one' s balance (= be out ofkeep one' s balance保持平衡balance) 失去平衡balance短语填空或翻译。
用练习[]1). He ______ ______ ______ and hurt himself when he went upstairs.2). It is difficult to for you to ______ ______ _______ on an icy pavement.我们必须权衡利弊才做出决定。
3).收集于网络,如有侵权请联系管理员删除.精品文档___________________________________________________________ _____________________________Keys: 1). lost his balance 2). keep your balance 3). We mustthe 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 to do sth.be curious about sth. 对某事好奇好奇地做某事用练习[] 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 personal life of the general manager.4). ________ enough, he had never seen the little girl.收集于网络,如有侵权请联系管理员删除.精品文档3). ________ drove Mary to open her husband' s letter though she knewit was 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……限制无限地,无限制地without limit there is a limit to对……是有限的] 用limit的短语或其适当形式填空。
练习[ 1). One's energy is ______.) what you can do if you 2). ______ ____________ ______ (没有止境try.收集于网络,如有侵权请联系管理员删除.精品文档3). We must _______ our weekly expenditure ______ ten pounds.4). Only a _______ number of places are available.Keys: 1). limited 2). There' s no limit to 3). 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 of收集于网络,如有侵权请联系管理员删除.精品文档5. 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 3). combined; and/with2). combined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。