人教版必修三unit2公开课教案
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。
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。
人教版(2019)必修第三册Unit 2 教学设计
Unit 2 Morals and VirtuesPeriod 2 Reading and Thinking教材分析本文为一篇人物小传。
围绕该板块的活动主题“学习作出人生抉择”（Learn to make choices in life），文本按照时间顺序叙述了林巧稚的一生，通过学习她的人生经历，了解她曾经面对的道德困境和人生选择，让学生感受到她身上的仁善、自强、勤奋、执着、敬业、慷慨，还有高度的责任感和广博的爱心。
这些美好品质不仅值得学生学习，还能启发年轻人反思自我，思考如何面对人生抉择，认真选择未来的道路，全力以赴地面对人生的挑战。
同时，林巧稚的故事对于今天的年轻女性也有重要的教育意义，能够激励她们坚持信念和梦想，理解生活的价值和意义。
教学目标在本课学习结束时，学生能够：1. 掌握人物传记的体裁特征和语言特点。
2.能够根据文章信息总结人物性格特点。
3. 能够引导学生进行自我反思，思考如何面对人生选择。
教学重难点【教学重点】1. 引导学生识别人物传记体裁的特征和语言特点。
2. 引导学生根据文章所提供的细节信息对人物的个性和品格作出合理的推断和概括。
【教学难点】鼓励学生进行自我反思，对人生抉择发表自己的看法。
教学过程Step 1 Warming-upWork on Activity 1. Before you read, think about this question and share your ideas with your partner: What are some important life choices?设计意图：学生思考并讨论人生中最重要的抉择是什么并说明原因，为阅读做好铺垫。
Step 2 Pre-readingLook at the title and pictures, and think of the following questions.What do you think the text is about? What do you expect to read?How do you understand the title of the text?设计意图：引导学生关注标题和插图，对语篇涵盖的信息能有更精准的预测。
人教版高中英语必修三unit2教案 最终版演示教学
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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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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
人教新课标高中英语必修三教案：Unit2+教案.doc
Unit2 Healthy eatingTeaching Aims of this unit1.Talk about healthy eating2.Making suggestions or giving advice on diet3.Distinguish the meanings of Modal verbs4.Make a balanced menu5.Vocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protectiveget rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on7.Practice talking about your ideas; practice giving suggestions and advice,8.practice seeing the doctor.9. The use of ought toThe first period Warming up and readingStep Ⅰ Warming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step Ⅱ Pre-readingGet the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?Step Ⅲ ReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.1.Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first.This text will help them have a good understanding of the text.a.The two restaurants supplied the healthy diet.b.The reason why Yong Hui’s restaurant was so popular with customers.c.Wang Peng found out why he had lost his customers and decided to win them back2.Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.ually Wang Peng’s restaurant was full of people. (T )b.Yong Hui served a balanced diet. ( F)c.Yong Hui could make people thin in two weeks by giving them a good diet. (F)d.Wang Peng’s customers often became fat after eating in his restaurant. (T)e.Yong Hui’s menu gives them energy foods. (F )f.Wang Peng’s menu gives them foods containing fiber. (F )g.Wang Peng admired Yong Hui’s restaurant when he saw the menu. (F )h.Wang Peng decided to copy Yong Hui’s menu. (F )Step Ⅳ ComprehendingBy now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner.T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?S1:…S2:…S3:…T: You all have a point here. But what will they do? We will see it next period.Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?Ss: Yes.T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:a.Wang Peng sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated”happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.c. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.1)lie : something untrueA white lie isn’t going to hurt anyone .2) say something which is not trueHe lied to his wife so that he could come home late .Step Ⅴ Homework1.Try to retell the text.2.Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)The second period Language studyStep ⅠRevision1.Check the students’ homework.2.Ask some of the students to retell the text.Step Ⅱ Word studyThis part is a consolidation of the words in the text. Ask the students to do the exercise individually.T: Now please open your books and turn to page 12. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text. I necessary, you can discuss with yourpartners.…Step Ⅲ GrammarThe students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text.a.By lunchtime they would have all be sold---It indicates possibility.b.His restaurant ought to be full of people. ---It indicates possibility.c.What could have happened?--- It indicates possibility.d.Nothing could have been better.--- It indicates possibility.e.Something terrible must have happened if Maochang was not coming to eat with him ashe always did.---It indicates guessing.f.He could not believe his eyes. ---It indicates intension.g.Perhaps he should go to the library to find out ---It indicates duty.h.He couldn’t have Yong Hui getting away with telling people lies!---It indicatesintension.…Step Ⅳ Homework1.Review the rules of word formation and the meanings of modal verbs.2.Prepare the Using Structure on page 50 by making a dialogue in pairs.The third period ListeningStep Ⅰ Revision1.Check the using structure on page 50.2.Ask the students to make a short dialogue in pairs.Step Ⅱ Listening ( using language)The purpose of this listening text is to familiarize the students with different kinds of food and the results of eating an unbalanced diet .This is a talk between Wang Peng and an expert about what makes a balancedDiet .Ask the students to finish the chart and answer the questions.T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.( Play the tape. Students write down the answers and check the answers with their partners.)T: Now listen to it again and try to make sure your answers are right.Answer key for Exercise 2:Wang Peng is doing research to find out how an unbalanced diet can affect your health , so you need to eat a balanced diet a balanced diet if you are to stay healthy.Answer key for Exercise 3:Scurvy : not enough vitamin CRickets : not enough protein and vitamin DObesity : too much rice , noodles and sugarAnswer key for Exercise 4:Step Ⅲ Listening (WB P48)The students will heat a conversation between Emma and the doctor. They are asked to do exercise according to the tape.T: Doctor knows that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Emma is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.Step Ⅳ Homework1.Pre-view the reading (2) and reading task on Page 52. See how the story ended.2.Find some information about healthy eating on the Internet.The fourth period Extensive readingStep ⅠRevision1.Check the homework2.Share the information the students have got form the Internet.Step Ⅱ Pre-readingAsk the students to read some proverbs and translate them into Chinese.T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.a.You are what you eat.b.An apple a day keeps the doctor away.c.First wealth is health.The students discuss with their partners.a.人如其食.b.一天一个苹果,医生不来找我.c.健康是人生的第一财富.Step Ⅲ ReadingThe purpose of this reading is to complete the story of Wang Peng and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 14. Then let them match the words with their definitions.T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu.Ask the students to report their work.Then find the words from the text to match the definitions.Step Ⅳ Homework1.Collect eating attitudes from the Internet2.Practice presenting reasons to support your ideas.The fifth period SpeakingStep ⅠRevisionCheck the students’ homework.Step Ⅱ Warming upT: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane andthe other plays the role of Susan. You are shopping in a supermarket.First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part, try to make the class get active.Step Ⅲ TalkingIf young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.( Divide the class into two groups: team A and team B.)T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.Step Ⅳ Speaking taskThis is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do.T: In the reading task we have read two speakers’ arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. The following is useful to you. Please look at the table.Step Ⅴ Homework1.Review the sentence structures, new words and expressions.2.Imagine the old local restaurant has gone. What do you think should be built there.Present the advantages of your idea.The sixth period WritingStep ⅠRevisionCheck the homework and take a dictation.Step Ⅱ WritingThis is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new restaurant is chosen because it would be very useful in a town.Your writing should :Explain what kind of food will be offered in your restaurantDescribe their ingredients ,flavour ,smell and appearanceExplain how they will provide a balanced dietExplain why your restaurant will provide the best food in the areaExplain how customers will be served精美句子1、善思则能“从无字句处读书”。
新人教版必修三Unit 2 Discovering Useful Structures教案
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.
2019新人教高中英语选择性必修三Unit 2--Reading and Thinking公开课教案
2019新人教高中英语选择性必修三Unit2 Healthy LifestyleReading and Thinking公开课教案Teaching aims：1.Enable students to discover the elements of the habit cycle and understand how the habit cycle works.2.Guide students to figure out the textual pattern of the passage and judge the writing purpose and intended readers of the passage.3.Help students to express their own ideas on the given topics by creative thinking.Teaching key and difficult points:1.Apply different approaches of discourse analysis to deepen the understanding of the text and language usage.2.Explore and understand the habit cycle and how to develop good health habits using the habit cycle.Teaching procedures:StepⅠLead-inT:Show some pictures to the students and ask them questions.Ss:Reflection on their habits.Guided questions:1.What kind of lifestyle do you lead?2.Do you have any unhealthy and bad habits?What are they?3.Are bad habits easy to change?Why or why not?Suggested answers:1.I lead a healthy/an unhealthy lifestyle.2.Unhealthy habits include,eating junk food,playing too much on your computer or phone,not doing enough exercise and staying up late etc3.Bad habits are hard to change because we are usually doing something we really like,but we are doing it too much.StepⅠTextual Pattern AnalysisT:Get everyone to figure out the discourse pattern of the whole passage and paragraphs as well.Ss；Dig into the whole passage and find out the elements of the habit cycle and how the habit cycle works.Guided questions:1.What can we guess from the title?2.What’s the main idea of each paragraph?3.How many parts are there in the text?What’s the relationship between them?4.How is the text developed?5.What is the conclusion of this part?Suggested answers:1.It’s an exposition mainly talking about the habits of healthy lifestyle.2.Para.1:Why bad teenage habits should be changed.Para.2:What a habit is.Para.3:The cycle of how habits are formed.Para.4:How to change a bad habit and create good ones.Para.5:Changing habits gradually.Para.6:No easy way to change bad habits.3.The article can be divided into three parts. The first paragraph serves as part one putting forward the problems; the second to the sixth paragraphs belonging to part two provides the solutions to the problems; the sixth paragraph is the third part, which evaluates the solutions.4.The article is organized in a way that the problem is first posed and then the solution is given.5.It’s never easy to change bad habits, but the teenagers have time and power to make it.StepⅠ Pragmatic AnalysisT:Let students analyse the pragmatic value of the text through different angles.Ss：Analyse the text and supply evidence presented in the passage.Guided questions:1.What is the purpose of writing the passage?2.Who is the passage written for?3.How does the writer explain his opinion in this passage?Suggested answers:1.The writing purpose is to tell the teenagers to live a healthy life full of good habits.2.This passage is designed for teenagers.3.By giving examples,giving definition and using direct quotes.Step Ⅰ Topic Related LexisT:Help students look for the lexical chain under the guide of the given topic.Ss:Look for related phrases in the text and make a list of lexis.Guided question:Can you find some words and phrases related to the topics?Suggested answers:Topic 1:to talk about why bad habits should be changedform bad habits;lead to;become involved in;alcohol abuse;physical and mental problems;recognise bad habits.Topic 2:to provide solutions to bad habitshabit cycle;examine our bad habit cycles;replace...with...;show some discipline;take small steps;break bad habits.Topic 3:to encourage the teenagers to change bad habitsdecide on some changes;have the power to do sth.;build a healthy and happy life.StepⅠCritical thinkingT:Encourage students to share their own opinions about how to replace the bad habits with the good ones using the role-playing activity.Ss:Put forward their comments, ideas on the basis of having a good understanding of this passage.StepⅠ Role-PlaySuppose you were Li Hua, and your classmate Jack is addicted to online games. You are very worried and anxious. Please write a letter to Jack and give him some advice on how to change the bad habit.Suggested answer:Dear Jack,Knowing that you are addicted to online games,I’m rather worried and anxious.Thus,I’m writing to give you some advice to change the bad habit.First of all,you should be aware of the harm of online addiction.The bad habit,if left unchecked,can lead to physical and mental problems.To change the bad habit,you’d better examine your bad habit cycle first and then replace the negative routine with something more positive.So,when you feel bored again,rather than play computer games,you can listen to some of your favourite music instead,which will make you feel relaxed.Besides,it’s impossible to break bad habits quickly.Actually,the most successful way to change is to show some discipline and repeatedly take many steps.All in all,I do believe you have the power to build a healthy and happy life full of good habits!Yours,Li Hua StepⅠ Summarize语法短文填空。
高中英语人教版必修3unit2教案
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.。
2019新人教高中英语必修三Unit 2--Listening and Speaking公开课教案
2019新人教高中英语必修三Unit2 Morals and VirtuesListening and Speaking 公开课教案Teaching aims:1.Enable students to understand the definition of “moral dilemmas” and describe the moral dilemmas they have ever faced.2.Guide students to judge the speakers’ attitudes and emotions by listening to what the speakers say,the tone and intonation of the speakers.3.Enable students to talk about their opinions about a certain moral dilemma and the importance of good morals and virtues.4.Help students to learn to make proper choices when they are faced with a moral dilemma.Teaching key points:1.Enable students to judge the speakers’ attitudes and emotions by means of some listening skills.2.Enable students to share their opinions about a certain moral dilemma and the importance of good morals and virtues through speaking practice.Teaching difficult points:1.Cultivate students’ listening strategies by learning ways to pay attention to the content. Tone and intonation of the speaker.2.Enable students to discuss specific moral dilemmas by using the sentence patterns and expressions in the listening text.StepⅠLead-inLook at the picture and quote on the Opening Page and discuss the following questions.1.What do you think the teenagers are doing in the picture?T:Class,let’s see the picture on the Opening Page. What can you see from it?Ss:There are some teenagers meeting together.They are doing homework. Maybe they are planning to start a project.T:Why do you think they are joining hands?Ss: I think they are joining hands to show that they are committed to team spirit.T:Good idea! What qualities and personalities do you think are the most important whenpeople are doing teamwork?Ss:Generosity, friendship, hope, giving, kindness, helpfulness, trust, responsibility...1.How do you understand the quote? Can you translate it into Chinese?Suggested answer:一个好人一生最好的部分，是他细小的，无名的，不被人记得的出于善良和爱的行为。
最新高中英语人教版必修3unit2教案名师优秀教案
最新高中英语人教版必修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.。
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
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).
Unit 2 Reading and Writing (II)示范课教案英语人教必修第三册
Unit 2 Morals and Virtues 子主题2：平凡人物的美德与社会责任Period 3 Reading and Writing (II)WorksheetUnit 2 Reading and Writing (II)Activity 1: Review the storyStep 1: Retell the story according to the improved mind-map.Step 2: Retell the main events and the main point of the story.Activity 2: Think and shareTalk about what you have learned from the story and how you can practice kindness in your daily life.Activity 3: Think and answerWork in pairs and think about the following questions.(1) What do you like about the story?(2) What do you not like about the story?Activity 4: Think about the following questions.1. Would you like to recommend this story to others?2. Why or why not?Activity 5: Read and discussWork in groups and discuss the following questions.1.What is a story review?2.What is the purpose of a story review?3.What does a story review contain?Activity 6: Look and thinkLook at the outline for writing a story review and think about the useful expressions of each part.As for different aspects, what sentence patterns are useful?Activity 7: Write your draftUse what you have learnt to write about a story review for The Taxi Ride I’ll Never Forget according to the outline.Activity 8: Evaluate your partner’s reviewExchange drafts and evaluate your partner’s review according to the checklist and give feedback.Evaluation Forms。
人教版英语必修三教案：Unit2.doc
Book 3 Unit 2 《Come and eat here》Student’s Book 3 Unit 2Reading 《Come and eat here》部分，属于“阅读课”。
课例如下：一、Teaching contents: Warming Up; Pre-reading; Reading; Comprehending二、Teaching aims :1.To master some useful words and expressions concerning foods2.To learn something about the nutrients of different foods3.To improve the students’reading skills: skimming,scanning, summarizing, and finding out details. To get the students to learn to use some reading strategies such as guessing, key sentences, skimming and scanning to get the main idea and find some detail information of the reading quickly.三、Teaching procedure：Step 1 Warming up1．教师通过询问以下有关学生的饮食习惯的问题来了解他们的饮食是否平衡，是否健康，并引出有关饮食的一些词汇把他们列在黑板上。
教师请单个学生回答这几个问题。
Questions：（1）. Which food do you usually have for breakfast/ lunch/ supper? （2）. Which food do you like best? Why?（3）. Do you think you eat a balanced and healthy diet?2．教师在PPT片上呈现出一些食物的图片（rice, noodles, porridge, cake,egg,nuts. butter, vegetables, meat, drink ），让学生看图片并说出它们的英文。
人教版高中英语必修三unit2教案教学内容
人教版高中英语必修三u n i t2教案Unit 2. Healthy EatingTeaching aims and demands:1.Topics:Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functions:1)Suggestions and adviceYou must /must not… ; What should I do?I think you ought to …; I suppose you had better…Perhaps you should…Do you think you could give me some advice?2)Seeing doctorsWhat’s the matter? What’s wrong?What seems to be the trouble?How long have you been like this?3)Agreement and disagreement.I don’t agree. Of cause not. I don’t think so.All right. That’s a good idea.No problem. Certainly /sureYes, I think so. I’m afraid not.4. Grammar: The use of ought toYou ought to cook fresh vegetables and meat without too much fat If you want to stay slim.You ought not to eat the same kind of food at every meal.Period 1Vocabulary重点词汇1. balance n. 天平，平衡；余额，余数 v. 平衡；权衡 balanced adj. 均衡的[典例]1). Try to achieve a better balance between work and play. 争取把工作和娱乐更好地结合起来。
人教版高中英语必修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。
Morals and Virtues Reading and Thinking公开课教案-高中英语
2019新人教高中英语必修三Unit2 Morals and virtuesReading and Thinking 公开课教案Teaching aims:1.Enable students to figure out the main structure of the passage by analysing the topic of each part.2.Help students to judge the writing purpose and intended readers.3.Guide students to express your own ideas on the given topics through creative thinking.Teaching key points：1.Apply different approaches of discourse analysis to deepen the understanding of the text and language use.2.Identify the useful patterns and expressions from the reading text and use target language to express themselves.Teaching difficult points:1.Enable students to judge the language features of an autobiography and catch the key information to understand the text.2.Enable students to pay attention to facts and details mentioned by the author to draw conclusions about the topic.Teaching procedures:StepⅠLead-inT:Get students to talk about and share their experience about life choices.Ss:Talk about what they did when they were faced with important life choices.Guided questions:1.What are important life choices?2.What important choice did you make?Suggested answers:1.There are important choices in our life, such as decisions on university studies,jobs and marriage partners because they can determine our future. However, the most important choices include moral choices--how we live our lives and treat others, which may not necessarily change our life paths, but will determine how weare remembered by others, the degree of respect and love we get.StepⅠ Discourse AnalysisT: Get everyone to figure out the discourse pattern of the whole passage and paragraphs as well.Ss:Dig into the whole text, find the topics and share the related details from it.Activity1 Topic/Theme AnalysisGuided questions:1.What can you guess from the title?2.What kind of text is it?3.How are the events arranged?Para.1:1.What is the function of the first paragraph?2.What is the topic of this paragraph?Para.2:1.What hard choice was Dr Lin faced with when she was young?2.What is the main idea of this paragraph?Para.3:1.What did Dr Lin choose to do when she was invited to stay in the US?2.What is the main idea of this paragraph?Para.4:1.What did Dr Lin do to help the poor during the war?2.What is the main idea of this paragraph?Para.5:1.What were more important for Dr Lin than holding important positions?2.What is the main idea of this paragraph?Para.6:1.Why was Dr Lin called “Mother of ten thousand babies”?2.What did Dr Lin do when she died?3.What is the main idea of this paragraph?Suggested answers:1.From the title and the pictures,we can know that the passage might be abouta female doctor who delivered a lot of babies.2.A brief biography of Lin Qiaozhi.3.In chronological/time order.Para.1:1.To introduce the topic of the whole passage.2.The heart of Dr Lin and what carried her through a life of hard choices.Para.2:1.She chose to study medicine instead of following the traditional path of marriage like the majority of girls.2.Dr Lin made her own choice when she was young.Para.3:1.Dr Lin rejected the offer and served the women and children at home.2.Dr Lin made her own choice when she worked as a physician.Para.4:1.Dr Lin opened a private clinic.She charged very low fees to treat patients and often reduced costs for poor patients.2.Dr Lin made her own choice during the war.Para.5:1.Tending patients,publishing medical research on care for women and children,and training the next generation of doctors were more important.2.Dr Lin made her own choice when she held many important positions.Para.6:1.Because she delivered over 50,000 babies in her lifetime.2.She left her savings to a kindergarten and a fund for new doctors.3.Dr Lin made her own choice before she passed away.Activity2 Thread/Transition AnalysisThread:Transition:Think and Share:After reading the whole passage,can you conclude what she gave up and what she chose? What was the main principle (道德准则) guiding Dr Lin through the choices in her life?Suggested answers:Thread:Different periods of Dr LinAt age 18—In 1939—During the war—From 1954 to 1983—22 April 1983Transition:Dr Lin’s life choices in different periodsStudy medicine instead of finding a husband—Rejected the offer to stay in the US—Opened a private clinic—Tended patients,published medical research on care for women and children,and trained new doctors—Left her savings to a kindergarten and a fund for new doctorsThink and Share:She gave up having a family and personal interests,choosing to help others.Her main principle was to sacrifice (牺牲) herself,and put others first.StepⅠ Pragmatic AnalysisT:Let students analyse the pragmatic value of the text through different angles.Ss:Read and infer the writing purpose and the intended readers.Guided questions:1.Why does the author write the article?2.To whom does the author write this article?3.Does the author give you all the expected information?Why?Suggested answers:1.To tell readers the life of Dr Lin,especially her life choices in different periods.2.To readers,especially those who want to know about Dr Lin.3.The answers may vary.StepⅠTopic-Related LexisFind out the topic-related vocabulary of different topics.Topic 1 Dr Lin made her own choice when she was young.______________________________________________________________Topic 2 Dr Lin made her own choice when she worked as a physician.______________________________________________________________Topic 3 Dr Lin made her own choice during the war.______________________________________________________________Topic 4 Dr Lin made her own choice when she held many important positions.______________________________________________________________Topic 5 Dr Lin made her own choice before she passed away._______________________________________________________________Suggested answers:Topic 1instead of following the traditional path of marriage,study medicine,would rather stay singleTopic 2the first woman to be hired as a resident physician,was sent to study in Europe,rejected the offer,serve the women and children at homeTopic 3the first Chinese woman ever to be appointed director,opened a private clinic,charged very low fees,reduced cost for poor patients,to faraway villages to provide medical careTopic 4play a key role,held many important positions,tending patients,publishing medical research,training the next generation of doctors,be responsible for the patients,treat them as our sistersTopic 5mother of ten thousand babies,delivered over 50,000 babies,left her savings to a kindergarten and a fund for new doctorsStepⅠ Creative ThinkingGuided questions:1.What kind of person do you think Dr Lin was?2.Since the outbreak of novel coronavirus pneumonia in 2019,we had to stay at home.But so many doctors and nurses fought against the virus in spite of danger.Many even lost their lives.They are heroes just like Dr Lin.What would you say to them?Suggested answers:1.kind;determined;devoted;professional;selfless;patriotic...2.In this epidemic,it is you who,despite the lack of equipment and the potential of infection,desperately rescue those infected but striving for life.It is also you whohave shed new light on the virus with expertise to build up our confidence to defeat it.It is you who deserve all the admiration and love!I can never express our gratitude too much for your selfless contribution.It’s widely believed that with our joint efforts China will win the battle and make a quick recovery.Step Ⅰ Homework微型作文写作:林巧稚是中国著名的内科医生。
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Healthy eating (using language)Class sixBy Li DanTeaching Aims：1. Knowledge Aimsa. Get students to learn some useful new words and expressions in thispart.b. Get students to read the story Come and Eat Here (2)2. Ability goalsa. Have students tell the whole story of Wang Peng and Yong Hui (1).b. Develop students’ reading skills by reading and enable them to learnhow to use different reading skills to read different reading materials.3. Emotion abilityLet students know more about food to form good eating habit. Teaching important pointsa. Develop students’ reading skills.b. Let students read and understand the story.Teaching difficult pointsEnable students to learn to use reading strategies such as skimming, scanning.Teaching methodsa. Fast and careful reading.b. Asking-and-answering activity to check the Ss’ understanding of thetext.Teaching ProceduresStep 1 RevisionReview the important sentences of last class.T: Now let’s Review the important sentences of last class. Let’s look at the sentences:1. Wang Peng sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated” hap pened together with the main action “sat”. Pay attention to the form (v-ing ) of the second action.2. “Nothing could have been better.” he thought.This sentence means that all his food could be best.3. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies. Step 2 Warming upTalk with students about the story of Wang Peng and Yong Hui. Give some information on the screen, then ask some students to try to retell it.As we know, Wang Peng and Yong Hui managed two different styles of restaurant, and Yong Hui’s slimming restaurant attracted all the customers from Wang Peng’s. Wang Peng was frustrated and decided todo a research to compete with Yong Hui. How could the competition be on? We are going to read the text part of the story Come and Eat Here (2). T: Now I have some questions to ask you.Who are the characters of the passage on page 9 ?S: Wang Peng and Yong Hui.T: What did they do?S: They managed two different styles restaurants.T: What happened in their restaurants?S: Yong Hui’s slimming restaurant attracted all the customers from Wang Peng’s. Wang Peng was frustrated and decided to do a research to compete with Yong Hui.T: I need a few students to retell the story. Who’s volunteer ? S:……..T: Do you want to know how the competition could be on? We are going to read the text part of the story Come and Eat Here (2).Step 3 ReadingFast readingIn this part, ask students to read the passage quickly and then let them connect the main idea of the each paragraph of the screen.Para.1:They combined their menu and finally got married.Para.2:Wang Peng’s restaurant was full of people again. Yong Hui went into his restaurant to find out the reason.Para.3: Yong Hui and Wang Peng ate together at Wang Peng’s restaurant.Careful reading1. Ask students to read the passage carefully and then let them decide the following statements are true or false:1)Wang Peng can earn his living now, but he will be in debt. ( )2)Yong Hui thought Wang Peng spied on her menu. ( )3)Yong Hui felt sick after eating the food in Wang Peng’s restaurant.4)Wang Peng and Yong Hui combined their ideas and provide abalanced menu. ( )5)Wang Peng would miss his dumplings and fatty pork even if in hisown restaurant after cooperation. ( )2. Allow students to read the passage carefully again and then finish the following:Choose the best answer to each question according to the text.T: Now, it’s the time for us to read the text carefully and decide which is the best answer1) Wang Peng was worried when he thought his restaurant would be no longer popular because＿＿( )A. he would be in debtB. he could no longer earn his livingC. he would lose his jobD. his friends would not visit him2) Yong Hui was very angry when she came to Wang Peng’s restaurant becaus e＿＿( )A. she thought he was a new customerB. she thought he had spied on her restaurant.C. she was told he was a spyD. he was too fat3) Wang Peng’s research showed＿＿ ( )A. his menu was balancedB. both menu s were balancedC. Yong Hui’ menu was balancedD. neither menu was balanced4) He suggested they provide a combined menu because ＿＿( )A. he liked Yong HuiB. he didn’t want to lose his customerC. he thought her menu was betterD. this would provide a balanced diet5）At last, ＿＿.( )A. Wang Peng and Yong Hui began a fierce com petition.B. Wang Peng defeated Yong Hui.C. Wang Peng and Yong Hui combined and got married.D. Yong Hui defeated Wang Peng.Give the students a few minutes to read the text and to think over or discuss the questions. The teacher should walk around the classroom to help those students who need help.Step 4 HomeworkRetell the story.。