人教版高中英语必修三unit2教案最终版

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

主要是为了使学生对与健康有关的问题得到更好的理解。

这一单元鼓励学生去检查自己的饮食行为，看一看它是不是健康的饮食习惯。

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

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

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

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

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

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

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

这些距离学生自身生活很接近的问题很容易引起学生的思考。

在教授的过程中注意积极的引导学生不断的进行反思。

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

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

本单元的语法是情态动词ought to等的基本用法。

Using Language部分中包括了听、说、读、写几个部分的内容。

学生可通过王鹏和咏慧的这一个事情，深入展开讨论与健康饮食有关的事情。

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

英语人教必修版第三册教案 Unit2

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

语言技能和语言知识都是围绕这个主题设计的。

“热身”(Warming up)部分由四幅图片和四个问题组成。

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

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

对于高三的学生来说，回答第二个问题应该很容易，可以复习七大洲的名字。

对于第三、四个问题，学生在讨论的基础上也可以提供部分的答案。

这两个问题的讨论有助于接下来做听力练习。

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

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

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

在录音内容中可以直接得到有关这两方面的情况。

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

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

在这一部分，学生阅读相关材料并提出他们自己的观点。

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

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

高中英语人教版必修3Unit2全单元教案设计

高中英语人教版必修3Unit2全单元教案设计Unit 2Healthy eating单元要览类别课程标准要求掌握的项目话题Problems with diet; balanced diet and nutrition词汇diet n. 日常饮食vi. 节食raw adj. 生的; 未加工的nut n. 坚果; 果仁vinegar n. 醋bean n. 豆; 豆科植物lie n. 谎话; 谎言vi. 说谎pea n. 豌豆customer n. 顾客; 消费者cucumber n. 黄瓜discount n. 折扣eggplant n. 茄子weakness n. 缺点; 虚弱; 弱点pepper n. 辣椒; 辣椒粉strength n. 强项; 长处; 力量mushroom n. 蘑菇consult vt. 咨询; 请教; 商量peach n. 桃子fibre n. 纤维; 纤维制品lemon n. 柠檬digest vt. & vi消化n. 摘要;概要balance vt. 平衡; 权衡n. 天平; 平衡carrot n. 胡萝卜barbecue n. 烧烤; 烤肉debt n. 债; 债务mutton n. 羊肉bacon n. 熏咸肉; 腊肉roast adj. 烤制的vt. 烤; 烘; 烘烤poisonous adj. 有毒的fry vt. & vi. 油煎; 油炸limit vt. 限制; 限定n. 界限;限度ought v. aux. 应当; 应该limited adj. 有限的glare vi. 怒目而视; 闪耀n. 怒视; 炫目的光benefit n. 利益; 好处vt. & vi有益于; 有助于; 受益slim vi. 变瘦adj. 苗条的; 纤细的breast n. 胸部; 乳房curiosity n. 好奇心garlic n. 大蒜hostess n. 女主人; 女主持人sigh vi. 叹息n. 叹息; 叹息声spy vt. & vi窥视; 秘密监视n. 间谍; 侦探combine vt. & vi. （使）联合; （使）结合短语balanced diet平衡膳食in debt欠债ought to应该; 应当spy on暗中监视; 侦查lose weight体重减轻; 减肥cut down削减; 删节get away with被放过; （做坏事）不受惩罚before long不久以后tell a lie说谎put on weight增加体重win. . . back赢回; 重新获得be amazed at对……感到吃惊earn one’s living谋生compete with与……竞争重要句型1. Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2. By now his restaurant ought to be full of people. (ought to)3. Nothing could have been better. (could have done)4. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as healways did. (must have done)5. He could not have Yong Hui getting away with telling people lies! (can’t/couldn’t have sb. doing)功能What should we do? Shall we. . . ? How about. . . ?Y ou must/mustn’t. . . . I think you ought to. . . . Perhaps you should. . . .You’d better. . . . You need/needn’t. . . . You have to/don’t have to. . . .My advice is/would be. . . . You might. . . . I suggest that you. . . .I would strongly advise you to. . . . It might be a good idea to. . . .2. Seeing the doctorWhat’s the matter? What’s wrong with you?What seems to be the trouble? How long have you been like this?It’s nothing serious, only. . . . I suppose you had better. . . .I think you ought to. . . .3. Agreement and disagreementI’m not sure that! You could be right, but. . . .(I’m afraid)I don’t agree. I agree up to a point, but. . . .That’s an interesting idea, but. . . . Do you really think. . . ?Rubbish! /Nonsense! You can’t be serious!Actually/As a matter of fact, I think. . . . That’s not how I see it.语法Modal verbs: ought to/ought not tohave to/don’t have to/mustn’t/needn’t教学重点1. Get students to know about problems with a diet, a balanced diet and nutrition.2. Have students learn useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of giving suggestions and advice.4. Let students learn the new grammar item: the use of ought to.5. Develop students’ listening, speaking, reading and writing abilities.6. Have students learn how to deal with and solve problems correctly.教学难点1. Enable students to master the use of ought to.2. Have students learn how to give suggestions and advice.3. Let students learn to write a short passage to make an advertisement.4. Develop students’ integrative s kills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language points Period 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tip Period 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. T oo much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.Pre-reading contains two more general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage isabout. This part is very useful for the next part Reading.The reading passage Come and Eat Here(1)introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. The person who often eats at Wang Peng’s restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The person who often eats at Yong Hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then checktheir answers with the whole class.To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.教学重点1. Let students learn more about problems with a diet, abalanced diet and nutrition.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to talk about different kinds of food and balanced diet.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.2. Let students learn the knowledge of balanced diet and nutrition.能力目标1. Develop students’ reading ability and let them learn differen t reading skills.2. Enable students to talk about different kinds of food, problems with diet and balanced diet.情感目标1. Stimulate students’ sense to form a healthy eating habit.2. Develop students’ sense of cooperative learning.教学过程设计方案(一)→Step 1 Le ading-inHave a free talk with students. Ask them the following questions:1. Everybody has to eat, but do you eat a healthy diet?2. What do you usually have for breakfast/lunch/supper?3. What kind of food do you like best?4. Why are you so strong/weak/fat/thin? Does it have anything to do with your diet?5. Do you think you are eating a balanced diet?→Step 2 Warming up1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.Healthy food Unhealthy food2. Show the following on the screen. Let students read the question and the information about food in the form below.Do you know that the food you eat helps you grow in different ways?Food that provides energy(e.g. energy-giving food) Food that helps grow bonesand muscles(e. g.body-building food)Food that helps the body fight diseases(e. g.protective food)rice noodles spaghetti meat eggs cheese Most vegetables(e.g. beans, peas, cucumbers,bread potatoes chocolate butter cream oils nuts milktofu eggplants, peppers, mushrooms, cabbages)andfruit(e. g. apples, peaches, oranges, lemons)3. Ask students to work in pairs to discuss the following questions and then one of them tells their ideas to the class.Questions:1)Which groups of food do you like best?2)Which do you eat most often?3)Do you eat the three kinds of food each day?3)What will happen to you if you don’t eat a balanced diet?→Step 3 Pre-reading1. Let students discuss the following question:What do you think should go into a good meal?2. Ask students to imagine they are going to invite some friends for dinner. Let them discuss the question: What special food of your place would you offer them? Then have them plana menu.3. Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.→Step 4 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:1)Who are mentioned in the story?2)Where did the story happen?Three minutes later, check the answers with the whole class.Suggested answers:1)Wang Peng, Yong Hui and Li Chang.2)It happened in the two restaurants: Wang Peng’s restaurant and Yong Hui’s restaurant.2. Intensive readingAllow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following:1)Choose the best answer to each question according to the text.(1)What did Wang Peng think of the food in his restaurant?A. Very bad.B. Just so-so.C. Unpopular.D. Popular.(2)What did Wang Peng do after he saw his friend Li Chang hurrying by?A. He just sat in his restaurant felling frustrated.B. He did some research.C. He followed Li Chang to see why he didn’t eat with him.D. He began to advertise his food.(3)Which of the following was not mentioned on Yong Hui’s menu?A. Apples.B. Cola.C. Water.D. Cabbages.(4)Which of the following did Wang Peng not do to win his customers back?A. He improved his food.B. He advertised his food.C. He did some research.D. He found the shortcomings of Yong Hui’s food.Suggested answers: (1)D(2)C(3)B(4)A2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.(1)Usual ly Wang Peng’s restaurant was full of people.(2)Yong Hui could make people thin in two weeks by giving them a good diet.(3)Wang Peng’s regular customers often become fat.(4)Yong Hui’s menu g ave customers more energy-giving food.(5)Wang Peng’s menu gav e customers more protective food.(6)Wang Peng decided to compete with Yong Hui by copying her menu.3)The passage can be divided into 3 parts. Give the main idea in each part.Part Main ideaPart 1Part 2Part 33. Reading and discussionRead the passage a third time and then work in pairs to do the following:1)Write out your answers.(1)The weakness of the diet in Wang Peng’s restaurant was that it did not give ______________.(2)The st rength of the diet in Wang Peng’s restaurant was that it provided ______________.(3)The weakness of the diet in Yong Hui’s restaurant was that it did not give ______________.(4)The strength of the diet in Yong Hui’s restaurant was that it provided ______________.2)Discuss these questions. Write down your main points and compare them with those of another pair.(1)What do you think Wang Peng will provide to win his customers back?(2)How do you think the story will end?(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss and explain in your own words the following important sentences or parts of sentences taken from the passage.1)Wang Peng sat in his empty restaurant feeling very frustrated.2)Nothing could have been better.3)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.4)He could not have Yong Hui getting away with telling people lies!5)Perhaps with a discount and a new sign he could win his customers back.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. T ell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations: sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be on→Step 5 ConsolidationAsk students to talk about the problems with the diet in Wang Peng’s restaurant and Yong Hui’s restaurant in their own words according to the text. Then let them retell the whole story.→Step 6 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the story.设计方案(二)→Step 1 Leading in the topic1. Learning some vocabulary connected with food and diet.2. Identifying different groups of food.→Step 2 Warming up by making a surveyLet students interview their teachers and classmates on their diet and fill in the table.Name Breakfast Lunch Supper Favorite food The reason for beingstrong/weak/fat/thin→Ste p 3 Predicting by looking and discussing1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.2. Two or three students will give their opinions.3. Let them read the passage quickly to see if they are right.→Step 4 Reading1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage.2. Give students 5 minutes to read the passage carefully, and answer the following questions.1)What makes a balanced diet?2)What is wrong with the diet of both Wang Peng and YongHui?3)Why does it matter if you only eat at Wang P eng’s or Yong Hui’s restaurant?3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Then let them answer the following questions.1)What does the word “frustrated” mean in Para graph 1?2)How do you understand the sentence “Nothing could have been better”?3)What does the phrase “get away with” mean?4. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.→Step 5 DiscussionAsk students to work in pairs to discuss and compare the two restaurants. Try to find out the strength and weakness of each to fill in the chart.Wang Peng’s restaurant Yong Hui’s restaurant StrengthWeakness→Step 6 ExtensionLet students think about and discuss the following questions.1)Wha t do you think will happen to Wang Peng’s restaurant?2)In your opinion, what kind of food should we eat?3)Can you make a balanced diet for yourself?→Step 7 Closing down by retelling the story1. Have students get prepared in 3 minutes or so and then ask them to retell the story.2. Ask as many students as possible to have a try in front of the class.→Step 8 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page 11.板书设计Unit 2Healthy eatingCome and eat here(1)True or false Key sentences1. Usually Wang Peng’s restaurant was full ofpeople.2. Yong Hui could make people thin in two weeksby giving them a good diet.3. Wang Peng’s regular customers ofte n becomefat.4. Yong Hui’s menu gave customers moreenergy-giving food.5. Wang Peng’s menu gave customers moreprotective food.6. Wang Peng decided to compete with Yong Huiby copying her menu.1. Wang Peng sat in his empty restaurant feelingvery frustrated.2. Nothing could have been better.3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as healways did.4. He could not have Yong Hui getting away withtelling people lies!5. Perhaps with a discount and a new sign he couldwin his customers back.活动与探究As we know from the story, Wang Peng wants to know what’s the matter with his menu and he wonder what he should do to satisfy the demand of the customers who enjoy the taste and also want to keep fit. Suppose you are an expert who knows nutrition very well. Write a research report for Wang Peng to give him some suggestions and advice on diet and make a balanced menu for his restaurant.Unit 2Healthy eatingPeriod 2Learning about language: Important language points整体设计教材分析This is the second teaching period of this unit. The teacher can first check students’ ho mework and offer chances for students to review what they learned during the first period.The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, later offer some practices to make students master their usages. Some new words and expressions, such as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long and so on are very u seful and important. So are the sentence patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with tellingpeople lies! ” We ought to pay more attention to them.At the end of the class, the teacher can make students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点1. Enable students to grasp the usages of such important new words and expressions as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long, etc.2. Get students to master the patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with telling people lies! ”教学难点1. Let students learn the usage of the expression “ought to”.2. Enable students to learn the sentence pattern “He could not have Yong Hui getting away with telling people lies! ”3. Get students to understand some difficult and long sentences.三维目标知识目标1. Get students to learn and grasp the important useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back2. Let students learn the following important useful sentence patterns:1)Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2)By now his restaurant ought to be full of people. (ought to)3)Nothing could be better. (comparative degree used in negative)4)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. (must have done)5)He could not have Yong Hui getting away with telling people l ies! (can’t/couldn’t have sb. doing.. . )能力目标1. Get students to use some useful new words and expressions correctly.2. Enable students to make sentences after the useful sentence patterns.情感目标1. Stimulate students’ interest in learning English.2. Dev elop students’ spirit of cooperation and teamwork.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some students to talk about problems with diet, balanced diet and nutrition.→Step 2 Reading and findingGet students to read through Warming Up, Pre-reading, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.Collocations: have to, a healthy diet, in different ways, energy-giving food, body-building food, protective food, a balanced diet, sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurryby, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be onRead them aloud and copy them down in the exercise book after class.→Step 3 Practice for useful words a nd expressions1. Turn to Page 12. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.3. Check the answers with the whole class and explain the problems they meet where necessary.→Step 4 Studying important language points1. Everybody has to eat, but do you eat a healthy diet?每个人都得吃东西, 不过你的饮食健康吗？diet1)n. sort of food that is usually eaten(by a person, community, etc. )（某人、共同生活的人等）通常吃的食物; 日常饮食limited variety or amount of food that a person is allowed to eat限定的食物种类或数量; 限定食谱Too rich a diet is not good for you.吃太多油腻的食物对你身体不好。

人教版高中英语必修三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
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精品文档
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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精品文档
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

人教版英语必修三Unit 2 Reading 教案

Unit 2 Healthy eatingPeriod 2 Reading Teaching aims:Knowledge and skill: Enable students to understand the passage by reading skills. Process and method: Individual and group work.Attitude and value: Stimulate students’ awareness of healthy diet.Teaching importance: Get the information efficiently.Teaching difficulties: Master the reading skills.Teaching type: New lesson; 1 period.Teaching aids: PPTTeaching methods: Task-based teaching and learningTeaching Procedures:Step 1. Lead-in1. What kinds of nutrients(营养物质) can food provide to human beings?(Water Sugar Fat脂肪Fibre纤维Protein蛋白质Vitamin )A balanced diet be rich/low in2. Analyze the two pictures3. PredictionStep 2. Reading(Fast reading)What different places are mentioned(提及） in the text?(Careful reading)Part 1 1.How did Wang Peng feel at the restaurant?Why?2.Li Chang used to eat in_____________ restaurant? How about now?3.When Wan g Peng thought “nothing could be have been better”, hemeans____A. His food and drinks were the best.B. His food and drinks were the worst.C. His food should be improved.D. He could do nothing with his food4.Choose the main idea for part 1A. Yong Hui helped Wang Peng lose weightB. Wang Peng is worried because his restaurantis empty.C. He follows his friend to a new restaurant,which is very popular.D. Wang Peng’s customers often become fatE. Wang Peng felt worried, he does some researchto win his customers back.Part 2 1. What did Wang Peng see when he followed Li Chang?What made Wang Peng go into the new restaurant?2. What is Wang Peng’s impression(印象）on Yong Hui’s restaurant?A. All the customers in it were very thin.B. It was too small and too noisy.C. The food in it was very nice and betterD. There was so little food but the price was much higher.3.Choose the main idea for part 2A. Yong Hui helped Wang Peng lose weightB. He follows his friend to a new restaurant,which is very popular.C. Wang Peng’s customers often become fatD. Wang Peng felt worried, he does some researchto win his customers back.Part 3 1. What did Wang Peng find at the library?2.True or False? Correct!●Wang Peng felt hopeless after going out of the library.●He decided to copy Yong Hui’s sign.●The competition between the two restaurants would b egin and continue.3.Choose the main idea for part 3A. Yong Hui helped Wang Peng lose weightB. Wang Peng’s customers often become fatC. Wang Peng felt worried, he does some research to win his customers back. Step 3. Post-readingStep 4 SummaryWang Peng and Yong Hui serve different _____in their restaurant . The foods in Wang Peng’s make people ___while the foods in Yong Hui’s makepeople___.Wang Peng found out why he had lost his ________and decided to win them back.Step 5 Homework: Retell the storyBlackboard Design:A balanced diet Part 1(Para 1) Part 2(Para 2-3) Part 3(Para 4)be rich/low inFeedback:。

新人教版必修三Unit 2 Discovering Useful Structures教案

Learning
Learn something new every day and immediately put it into actions through practices.
Filial Piety
Respect our family and parents.
What other traditional Chinese virtues do you know?
Students answer the questions loudly together.
-Check the teaching situation of last lesson quickly.
-Help students consolidate the knowledge points.
Lead-in
Students are expected to get insight into Chinese traditional virtues.
The teachers would inspire students to the-ingform.
教学目标与核心素养
1.Learn and master the key words and phrases.
-Clear the tackle of next step.
Useful Structures
Step 6
Let’s learn
Teacher shows the questions and asks students to answer.
Read the sentences below and discuss the function and meaning of each -ing form. Then find more examples from the unit.

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

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

高中英语人教版必修3unit2教案

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

2020年新人教版必修三《Unit 2 Morals and Virtues》单元教案(附导学案)

Unit 2 Morals and Virtues Listening and Speaking & Listening and TalkingA moral dilemmaA moral dilemma is a situation in which you have two or more difficult choices to make. If you choose one, you might get in trouble for not choosing the other(s).Step 7 Pronunciation —Rising intonation 升调和降调是英语中最基本，也是最重要的两种语调。

降调的基本意义是表示肯定、完整、结束等意义，主要用于陈述。

升调的基本意义是表示不肯定、不完整、未结束等意义，主要用于提问。

例如：1. A: Jean, can you bring me the newspaper?B: ↗Sorry?Jean 用升调说Sorry ，其意思是I didn ’t hear you. Could you say that again, please?2. A: Jean, can you bring me the newspaper?B: ↙Sorry.Jean 用降调说Sorry ，显然其意思是拒绝帮助或无能为力。

3. A: Mr. Smith thinks we ought to get the money in hand first.B: ↗Who?A: Mr. Smith.B 用升调说Who ，表示听不清对方谈话中的某一部分，要求对方再重复那一部分。

4. A: We ’d like to have someone to say a word at the beginning to welcome the group.B: ↙Who?A: We thought that you or Dr. Johnson might do it.B 用降调说Who ，其意思是问，对方想让谁在开场时致欢迎词。

英语必修3 Unit 2 教案

S: ^
T: It is quiet different from us,right? Ok, what do you usually have for meals? Well, I will present you some pictures. Please think these over. Can you name them out?
S: ^
Homework
Imagine you are planning to open a restaurant which will provide the best local dishes in your area and a balanced diet.Write a short passage to advertise your restaurant and its service
While-task
skimming reading and careful reading
T: (present the picture of the book) look at this man. Can you guess what happen to him? And he is standing in front of a restaurant and reading the advertisement. Do you think he will come into and have a meal?
S: ^
T: Do you have these three kinds of food everyday? If you do, then I think you have a balanced diet. And a balanced diet can help you keep healthy. And how to have a balanced diet? Yeah you need to have these three kinds of food every day. There areno healthy or unhealthy foods --- only healthy or unhealthy diets.What will happen if you do not have a balanced diet? You may be like this.(present a picture of a fat woman and a thin woman).

人教版英语必修三教案：Unit2.doc

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

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

教师请单个学生回答这几个问题。

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

人教版高中英语必修三unit2教案教学内容

人教版高中英语必修三u n i t2教案Unit 2. Healthy EatingTeaching aims and demands:1.Topics:Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functions:1)Suggestions and adviceYou must /must not… ; What should I do?I think you ought to …; I suppose you had better…Perhaps you should…Do you think you could give me some advice?2)Seeing doctorsWhat’s the matter? What’s wrong?What seems to be the trouble?How long have you been like this?3)Agreement and disagreement.I don’t agree. Of cause not. I don’t think so.All right. That’s a good idea.No problem. Certainly /sureYes, I think so. I’m afraid not.4. Grammar: The use of ought toYou ought to cook fresh vegetables and meat without too much fat If you want to stay slim.You ought not to eat the same kind of food at every meal.Period 1Vocabulary重点词汇1. balance n. 天平，平衡；余额，余数 v. 平衡；权衡 balanced adj. 均衡的[典例]1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。

人教版英语必修三Unit 2(Writing)教学设计

教学设计【教材分析】本节课是人教版的B3U2Healthy eating ,本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。

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

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

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

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

并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。

作为直升班的学生，英语基础相对而言较好，他们对饮食这个话题比较感兴趣。

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

互动课堂的应用为这节作文课尤其是展示点评环节提供了技术支持。

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

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

学生在写完作文后，进行展示点评，锻炼了学生的展示能力。

人教版高中英语必修3unit2教案设计

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

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.。