人教版高中英语必修三-Unit-2-说课稿
必修三高中英语说课稿
必修三高中英语说课稿在高中英语教学中，说课是一种重要的教学准备活动，它帮助教师明确教学目标、教学内容、教学方法和教学过程。
以下是一份必修三高中英语说课稿的示例：高中英语必修三说课稿一、教学目标1. 知识与技能目标：- 学生能够掌握本单元的核心词汇和短语。
- 学生能够理解和运用本单元的重点语法结构。
2. 过程与方法目标：- 通过多种教学活动，培养学生的英语听说读写能力。
- 通过小组合作学习，提高学生的英语交流和协作能力。
3. 情感态度与价值观目标：- 激发学生学习英语的兴趣，培养积极的学习态度。
- 通过阅读和讨论，引导学生形成正确的价值观和世界观。
二、教学内容本单元的主题为“文化差异”，包含以下几个部分：1. 词汇学习：学习与文化相关的词汇和短语。
2. 语法点：学习并掌握现在完成时态的用法。
3. 阅读材料：阅读关于不同文化习俗和价值观的文章。
4. 听力练习：听有关文化交流的对话或讲座。
5. 口语活动：进行角色扮演和讨论，练习英语口语表达。
6. 写作练习：写一篇关于文化差异的短文或日记。
三、教学重点1. 词汇和短语的准确使用。
2. 现在完成时态的语法结构及其在实际语境中的应用。
四、教学难点1. 学生对文化差异的理解可能存在偏差，需要引导学生正确认识和尊重不同文化。
2. 现在完成时态的灵活运用可能对部分学生来说较难掌握。
五、教学方法1. 任务型教学法：通过设计具体的任务，让学生在完成任务的过程中学习语言。
2. 合作学习法：鼓励学生进行小组合作，共同探讨和解决问题。
3. 情景教学法：创设真实的语言使用情景，提高学生的语言实际运用能力。
六、教学过程1. 导入（5分钟）：通过图片或视频激发学生对文化差异的兴趣。
2. 词汇学习（10分钟）：教授本单元的核心词汇和短语，并通过练习加深理解。
3. 语法讲解（15分钟）：详细讲解现在完成时态的用法，并进行例句分析。
4. 阅读指导（20分钟）：指导学生阅读材料，理解文章内容，并讨论文化差异。
高中英语必修3 WE ARE WHAT WE EAT说课稿
高中英语必修3 WE ARE WHAT WE EAT说课稿
高一英语必修三Unit2HealthyeatingWEAREWHATWEEAT优质说课稿 一、说教材
（一）教学内容分析
WEAREWHATWEEAT是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变，基于食物营养和饮食信仰的日常饮食选择以及营养补充胶囊和减肥食谱的必要与否。
旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提，健康体魄是融人21世纪，面对社会挑战的保证。
本篇文章生词量较大（共有546个单词，其中包括34个生词），知识含量较高，标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。
且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什幺是绿色食品等）了解较少。
因此，本文的学习难度较大。
（二）教学目标
根据新颁布的普通高中《英语课程标准（实验稿）》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。
1.语言知识目标：
a)使学生了解protein,calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。
b)学习掌握有关营养成分与食物的词汇，如：protein、calcium、carbohydrate、fibre、mineral、vitamin、vegetarian&vegan、greenfoodandcleanfood、eco-foodandorganicfood等，以及keepupwith，Thesamegoesfor…以及as和only引导的倒装句的用法。
英语人教版高中必修三(2019新编)-2
普通高中英语（2019版）必修第三册Unit 2 Morals and Virtues 教学设计Period 3 Discovering Useful Structures该板块的活动主题是“描述人物的行为”( Describe people's actions)。
无论是谈论道德规范还是人物的美德品质,往往都需要通过故事来展现,因为只有对人物的言行进行生动而细致的描写,才能深入地刻画人物的性格、品质和精神。
动词-ing形式作宾语补足语和状语都可用于描述人物的行为。
因此,本单元选择该核心语法结构是由单元主题引领下的语篇题材和体裁特点决定的。
1. Able to understand the function and meaning of the adverbial and object complement in the -ing form;2. Can use the -ing form to describe the behaviors, actions, causes, objectives, results and accompanying conditions of the characters;3. Master the meaning and usage of the vocabulary in this part.Importance:1. Guide the students to understand the function and meaning of -ing form as object complement and adverbial;2. Guide the students to correctly use the -ing form to describe the behaviors, actions, causes, objectives, results and accompanying conditions of the characters.Difficulties:1. Correct use of the -ing form as an object complement and an adverbial in context;2. Use the -ing form correctly to describe a person's actions, actions and experiences.1. Review the use of the -ing form as attributive and predicate;2. Read the text in advance to understand the function and meaning of the -ing form as an object complement and an adverbial.3. Understand new words in context.Step 1 Revision1.Ss read the following sentences and discuss the meaning and grammatical function of the italic -ingform in the sentence, and summarizes the usage of the -ing form as attribute and predicate.*We are not allowed to speak aloud in the reading room.*There is a swimming pool in our school.*Her job is keeping the lecture hall as clean as possible.*Her duty is taking care of the babies.2.T shares the meanings and functions of the -ing form in each sentences.The first two sentences: The -ing form is an attribute.The last two sentences: The -ing form is used as a predicate.Step 2 Learning new grammarActivity 11. Group observation and discussion.Students read and observe the three sentences in activity 1. Groupsdiscuss the grammatical function of the -ing form in the three sentences.As the attribute:As the adverbial: 1、2As the object complement: 3As the predicative:2. Look for other sentences in the passage that contain the -ing form of the verb and are used as anobject complement or adverbial.①To a person nothing is more precious than their life,and if they entrust me with that life,how could Irefuse that trust, saying I’m cold,hungry,or tired? (As the adverbial.)②At times she was even seen riding a donkey to faraway villages to provide medical care. (As theobject complement.)③The new People’s Republic of China saw Dr Lin Qiaozhi playing a key role. (As the objectcomplement.)④Though Lin Qiaozhi never married,she was known as the “mother of ten thousand babies”,havingdelivered over 50,000 babies in her lifetime. (As the adverbial.)Step 3 PracticeActivity 21. Students complete activity 2, discuss the content in pairs, and then check the answers.Read thecomplete sentence and explain the grammatical function of the sentence.(Check the answers:1.Hearing; 2.worrying; 3.wanting; 4.knocking; 5.Facing; 6.Returning; 7.smiling;8.Feeling )2. The teacher asks the students to complete the grammar activity 1 on page 68 of the exercise book topractice the meaning and grammar function of the -ing form of the verb.(Check the answers:1. tiring, tiring; 2.shocking; 3.listening; 4.playing; 5.interesting, interested;ing,shouting,lying )Step 4 Summarizing一、动词-ing形式作状语动词-ing形式作状语时，可以表示时间、原因、结果、条件、方式或伴随动作。
Unit+2+Morals+and+Virtues+单词教案 高中英语人教版(2019)必修第三册
高一英语必修二Unit 1Period:1 Type: vocabulary 2 主备人必修三Unit 2 Morals and VirtuesTeaching aims:1)To learn these words’ usage: appoint /elect / tend/ assist2)To use them freely.Teaching importance:To understand their usages clearly.Teaching difficulty:To use them in different context correctly .Teaching procedures:1. Lead in: Read these words about appoint /elect / tend/ assist2. Learning aims1)To learn these words’ usage: appoint /elect / tend/ assist2)To use them freely.3.Study and think independently1) To read the Task 8,9,10,11 (p28-29).2)To find all the knowledge points about appoint /elect / tend/ assist3) To find the key and difficult points.4) To find the points you don't understand.4. Self-learning guidance1) To finish the form-changed exercises.(导学案P28-29)2) To mark the check points.3) To check the answers.5. Questions and advice1)Share answers and correct the mistakes.2)Discuss the difficulties and help students solve some questions if necessary.6. SummaryTo retell and recite the usages of these words.7.Blackboard designappoint vt. 任命；委派appoint sb.(as / to be ) 任命某人为......appoint sb to do sth 委派某人做某事elect vt. 选举；推选elect to do sth. 决定/选择做某事elect sb. to be /as... 选某人为tend vt.照顾；照料；护理vi.倾向；趋于tend to do sth. 倾向于做某事tend to sb 照看/护理某人tend to/towards sth 倾向于某事物assist vt. 帮助；协助assist sb. with sth 帮助某人某事assist sb. to do sth 帮助某人做某事8.TestRecite and check usages of the two words.9.HomeworkFinish the correction of the book by themselves.10.Teaching reflection(教学反思)高一英语必修二Unit 1 2022 Period:1 Type: vocabulary 2 主备人必修三Unit 2 Morals and VirtuesTeaching aims:1)To learn these words’ usage: appoint /elect / tend/ assist2)To use them freely.Teaching importance:To understand their usages clearly.Teaching difficulty:To use them in different context correctly .Teaching procedures:1. Lead in: Read these words about appoint /elect / tend/ assist2. Learning aims1)To learn these words’ usage: appoint /elect / tend/ assist2)To use them freely.3.Study and think independently1) To read the Task 8,9,10,11 (p28-29).2)To find all the knowledge points about appoint /elect / tend/ assist3) To find the key and difficult points.4) To find the points you don't understand.4. Self-learning guidance1) To finish the form-changed exercises.(导学案P28-29)2) To mark the check points.3) To check the answers.5. Questions and advice1)Share answers and correct the mistakes.2)Discuss the difficulties and help students solve some questions if necessary.6. SummaryTo retell and recite the usages of these words.8.Blackboard designappoint vt. 任命；委派appoint sb.(as / to be ) 任命某人为......appoint sb to do sth 委派某人做某事elect vt. 选举；推选elect to do sth. 决定/选择做某事elect sb. to be /as... 选某人为tend vt.照顾；照料；护理vi.倾向；趋于tend to do sth. 倾向于做某事tend to sb 照看/护理某人tend to/towards sth 倾向于某事物assist vt. 帮助；协助assist sb. with sth 帮助某人某事assist sb. to do sth 帮助某人做某事10.TestRecite and check usages of the two words. 11.HomeworkFinish the correction of the book by themselves.10.Teaching reflection(教学反思)。
高中英语 Unit 2(Healthy Eating)教案人教版必修三 教案
Unit 2Healthy Eating1.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. T hat’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 1.Step 1. warming up1. Do you eat a healthy diet? What kind of food do you usually have for meals? Are the food you usually eat healthy food or unhealthy food?(Discuss in pairs)2. Name some healthy food and unhealthy food.healthy food unhealthy food.All vegetables: cabbages, Fatty food: French friesPeppers tomatoes potatoes cream roast pork/lambAll fruits: apples, grapes sugary food:chocolateStrawberries bananas pears sweets/honey ice-creamDairy products:Milk cheese salty food:can biscuitSeafood: shrimp cookiesTofu eggs3. Do you know that the food you eat helps you grow in different ways? Some will make you fat/tall/thin.Look at the charm below,and see which kind of food they.FOOD TO GIVE YOU ENERGY FOOD TO GROW BONESAND MUSCLE Foods that fiber fordigestion and healthFast energy food Slow energy food Body-building food Protective foodsRice sugarNoodles potatoesSpaghetti breadCorn dumplings Butter creamOils ham nutsFried bread stickFried cake/chips Dairy products:Milk cheeseMeat eggs tofuSeafood shrimp All vegetables(eg.beans, Cucumbers,mushrooms,peas, Cabbage,…)all fruit(pears Apples, peaches, oranges,…)Questions:1.Which of these groups of food do you like best?2.Which of them do you eat most often?3.Do you think we should eat each kind of food?3.What will happen if you do not eat a balanced diet?Too much fatty/sugary/salty food will cause many diseases and get too fat.Only protective food will feel weak ,no energy and get too thin.Step 2. Pre-reading1. Discuss the questions in the chart.(Which food contains more…)2. Order the following food from which contains most fat to which contains less.Answer: ice-cream, eggs, chicken, rice, peachesStep 3 Fast reading and answer the following questions1. What does Wang Pengwei’s restaurant serve?2. What about Yong Hui’s restaurant?Step 4 Intensive reading and find the answers to prehending.Period 2 Language pointsStep 1.Lead-in: Listen to the tape to get a better understanding.Step nguage points1.Wang Pengwei sat in his empty restaurant feeling very frustrated.feeling very frustrated 现在分词在句中作伴随状语eg.She sat on the chair reading a newspaper.(表伴随)Walking in the street, she met her old friend. (表时间)Seeing no body at home, she decided to eat outside.(表原因)The child fell, striking his head against the ground. (表结果)2.His restaurant ought to be full of people.Ought to 1) to show a moral duty 表示一种道义上的责任，应该Eg.She ought to look after her child better.You ought to study hard to get a high mark.2)ought to have done 表示本应该…，而却没有…Eg.You ought to have e yesterday.3.He thought of his mutton kebabs, fatty pork cooked in the hottest oil. 过去分词短语作后置定语，表被动。
2019新人教高中英语选择性必修三Unit 2-Reading and Thinking公开课教案
2019新人教高中英语选择性必修三Unit 2 Healthy LifestyleReading and Thinking 公开课教案Teaching aims:1.Enable students to discover the elements of the habit cycle and understand how the habit cycle works.2.Guide students to explore the textual pattern and the writing skills of the text.3.Help students to build up the confidence and ability to develop good health habits.Teaching key points:1.Lead students to develop good habits using the habit cycle.2.Help students master the problem-solution pattern and writing skills of the text.Teaching difficult points:1.Enable students to figure out the textual pattern.2.Lead students to understand how the habit cycle works.Teaching procedures:StepⅠLead-inShow some pictures to the students and ask them questions.1.What kind of lifestyle do you lead?2.Do you have any unhealthy and bad habits? What are they?3.Are bad habits easy to change?Why or why not?Suggested answers:1.I lead a healthy/an unhealthy lifestyle.2.Unhealthy habits include eating junk food, playing too much on your computer or phone,not doing enough exercise and staying up late,etc.3.Bad habits are hard to change because we are usually doing something we really like,but we are ding it too much.StepⅠWhile-readingActivity1 PredictionLook at the title and the picture on page 14 and answer these questions.1.What are the key words in the title?_____________________________________________2.What may the genre(体裁) of the text be?A.Narration(记叙文).B.Exposition(说明文).C.Argumentation(议论文).Suggested answers:1.Habits;Healthy2.BActivity 2 Read for the text organisation and the main idea.1.Scan the passage and match the main idea of each paragraph.Para.1 A.How to change a bad habit and create good onesPara.2 B.The cycle of how habits are formedPara.3 C.Changing habits graduallyPara.4 D.No easy way to change bad habitsPara.5 E.What a habit isPara.6 F.Why bad teenage habits should be changed2.Identify the textual pattern and write information from passage into the graphic organiser.Suggested answers:1.FEBACD2.Why bad teenage habits should be changed;What a habit is and how to change bad habits;No easy way to change bad habits;Problem-solution.Activity 3 Read for detailed information.1.Read paragraph 1 and answer the questions.(1)Why bad habits should be changed?____________________________________________________(2)What should teenagers do with bad habits?_____________________________________________________2.Read paragraphs 2—5 and answer the questions.(1)How can a choice lead to a habit?Show the process in a diagram._____________________________________________________(2)What ’re the three stages of the habit cycle?______________________________________________________(3)What should we do to change a bad habit?Give an example by filling in the following table.The habit cycle Bad habit New habit Cue feel unhappy feel unhappyRoutineReward feel happier but it’s not healthy(4)How can a person use discipline to help change a bad habit?______________________________________________________Suggested answers:1.(1)Because if left unchecked,the bad habits could lead to more serious ones.(2)They must learn to recognise bad habits early and make appropriate changes.2.(1)A choice can lead to a habit if we make the same choice over and over again.(2)The three stages of the habit cycle are the cue,routine,and reward.(3)To change a bad habit,we should examine our habit cycles and then try toadapt them.The habit cycle Bad habit New habit Cue feel unhappy feel unhappyRoutine eat lots of unhealthysnackslisten to some musicReward feel happier but it’snot healthyfeel relaxed(4)A person can use discipline to change a bad habit by taking many small steps to reach the goal of change.Activity 4 Analyse the writing techniques.1.How does the writer explain his opinion in this paragraph?_______________________________________________________2.What is the purpose of writing the passage?_______________________________________________________3.Who is the passage written for?________________________________________________Suggested answers:1.By giving examples,giving definition and using direct quotes.2.The writing purpose is to tell the teenagers to live a healthy life full of good habits.3.This passage is designed for teenagers.StepⅠ Post-readingWork in groups and complete the tasks.1.Think of one bad habit and write down the cue,routine,and reward.Then come up with an idea of how to break the bad habit.2.Do you know any alternative ways to better habits?Discuss with your partner which way you think is the most effective.Suggested answers:1.CUE:Boredom/Waiting/Being anxious.ROUTINE:Biting nails.REWARD:Stress relief/Distraction.Break the habit:Chew gum,get a stress ball or fidget spinner to hold,wear gloves or stickers on your nails.2.Alternative ways to better habits:Tell someone else what you want to change.Peer pressure from someone else will help.Fine yourself.Every time you do the bad habit,put a small amount of money in a box.Make it harder to do the habit.For example,hide your favourite apps on your phone so it is more of a hassle to get to them.Change your environment.If the habit happens in certain places or with certain people,avoid them!。
healthy-eating-说课稿
Unit 2 Healthy Eating尊敬的各位评委晚上好！今天我说课的内容是人教版英语必修三第二单元健康饮食第一课时阅读部分come and eat here。
下面我想从几个方面来简单的阐述一下我对这节课的认识。
一．教学内容这单元主要话题是健康饮食。
而本节阅读课的内容也正是通过两个餐馆之间的竞争来说明健康饮食的重要性，是突出本单元主题的最重要的部分。
文章主要讲述王鹏和咏慧开饭店的不同风格，经营的不同菜肴以及顾客对不同食品的不同反响，反映了现代人对饮食的关注和追求。
二．学生分析学生是学习的主体，所以必须考虑到自己的教学对象的基础和能力等因素，从而设计有针对性的教学方案促进学生更有效的接受新知识。
就我所教的班级来说，学生在阅读课中的学习有以下的一些困难：1．由于学生的英语基础能力有限，主要表现在单词的积累量过少，英语句型结构无法正确的识别，在文章大意的理解上就会存在较大难度。
2.学生缺乏阅读技巧知识，在浏览文章的时候目的不明确，很容易在阅读过程中失去了兴趣。
3.大多学生由于害怕在课堂上答错问题而不敢积极发言。
4.学生很少在英语课上用英语来表达自己对话题的各种看法。
三．设计思想我对这节阅读课的教学设计理念如下：以学生为本，采用师生互动的课堂模式，鼓励学生探索，合作和创造性地学习，营造平等，民主，宽松的学习气氛。
a)教学方法通过以上对教学内容，所教班级学生特点的分析以及教学理念的把握和认识，我决定应用如下教学方法：1.双方互动教学法2.采取问答方式的教学法3.自由讨论教学法教具的选择1.多媒体设备2.黑板四．教学目标1．知识和技能①了解健康饮食的真正含义②通过泛读和精读分别让学生能够正确的掌握文章主旨，每部分大意以及对文章细节的准确把握和理解。
2．过程和方法①引导学生用英语谈论不同的食物和食物的不同作用。
②借助现代教学媒体，扩展学生思维，启发学生主动创设语言环境去运用语言，体验语言，并培养协作学习的能力。
Unit2 Healthy Lifestyle整体教学设计说课-高中英语人教版2019选择性必修三
语音：理解说话者通过不同语调表达的 真实意图，能在口语中正确使用语调表 达情感，进行交流。 词汇：掌握相关的主题词汇并在语境中 恰当运用这些词汇。 语法：理解并正确运用不定式做主语 语篇: 问题解决式语篇结构
语言技能
利用standout sentences 概括段落大意。 运用关于习惯循环的主题词汇分析自己及 别人的习惯问题；能够写一篇描述自己在 改变不良习惯的经历。
单元前置学情分析
学生健康生活习惯的课前学情调查 班级
姓名
Q1:How much do you know about healthy lifestyle? Q2: Do you think a good living habit is the key to healthy lifestyle?Why? Q3:Can you list some of your living habits? Q4：Can you recognize some of them are bad habits?list them.
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Reading for writing
书信
该语篇呈现了两封读者来信，是两位学生参加某杂志社举办的“健康生活方式选择”主 题夏令营后，分享自身感想和体会的信件
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Assessing Your
Progress Why: Nhomakorabea本测试单元阅重读点文词汇本与的核话心题语法是项“目健的检康测的生活方式”，
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惯的经历投稿发表到校报上。
语篇
课型
课时
与单元目标对应的课时目标
Opening page Using language :Activity 1 (Look at the pictures)补充材料：Online posts
2019新人教高中英语必修三Unit 2--Listening and Speaking公开课教案
2019新人教高中英语必修三Unit2 Morals and VirtuesListening and Speaking 公开课教案Teaching aims:1.Enable students to understand the definition of “moral dilemmas” and describe the moral dilemmas they have ever faced.2.Guide students to judge the speakers’ attitudes and emotions by listening to what the speakers say,the tone and intonation of the speakers.3.Enable students to talk about their opinions about a certain moral dilemma and the importance of good morals and virtues.4.Help students to learn to make proper choices when they are faced with a moral dilemma.Teaching key points:1.Enable students to judge the speakers’ attitudes and emotions by means of some listening skills.2.Enable students to share their opinions about a certain moral dilemma and the importance of good morals and virtues through speaking practice.Teaching difficult points:1.Cultivate students’ listening strategies by learning ways to pay attention to the content. Tone and intonation of the speaker.2.Enable students to discuss specific moral dilemmas by using the sentence patterns and expressions in the listening text.StepⅠLead-inLook at the picture and quote on the Opening Page and discuss the following questions.1.What do you think the teenagers are doing in the picture?T:Class,let’s see the picture on the Opening Page. What can you see from it?Ss:There are some teenagers meeting together.They are doing homework. Maybe they are planning to start a project.T:Why do you think they are joining hands?Ss: I think they are joining hands to show that they are committed to team spirit.T:Good idea! What qualities and personalities do you think are the most important whenpeople are doing teamwork?Ss:Generosity, friendship, hope, giving, kindness, helpfulness, trust, responsibility...1.How do you understand the quote? Can you translate it into Chinese?Suggested answer:一个好人一生最好的部分，是他细小的，无名的，不被人记得的出于善良和爱的行为。
高一英语人教版必修三Unit2MoralsAndVirtues61教案
学生结合个人理解探讨如下问题：
In what ways do you think Confucian thought still influences education and society in China?
Do you think that your life would change if you understood and practised ren every day?
2.理解儒家“仁义礼智信”的思想内涵；（重点）
3.结合个人观点谈论对儒家思想的理解及其对现代人和社会的影响。（难点）
教学过程(表格描述)
教学环节
主要教学活动
设置意图
Warm-up
教师对孔子及儒家思想的背景知识进行补充介绍。
WhowasConfucius?
What is Confucianism?
What are the Five Constant Virtues?
Where does ren come from?
Is there one single concept that we can take as a guide for all actions in our lives?
强化语言知识和文化知识的内化；启发学生深入思考视频信息，为后续语言活动实践做铺垫。
教 案
教学基本信息
课题
高一英语(人教版)–必修三Unit2Morals and Virtues(6)
学科
英语
学段：高中
年级
高一
教材
书名：普通高中教科书英语必修第二册出版社：人民教育出版社出版日期：2019年6月
教学目标及教学重点、难点
在备课学习结束时，学生能够：
人教版高中英语必修三Unit-2全课件
Part 1
Careful reading
Frustrated/empty
Careful reading: Part 1
feelings : He sat in his restaurant_f_e_e_li_n_g_ very _f_ru_s_t_ra_t_e_d__.
foods : _m__u_tt_o_n_k_e_b_a_b_s_, __r_o_a_st__p_o_rk____
……有益
• We should spend the money on something that will be beneficial to everyone.
• We should spend the money on something that will
• be of great benefit to everyone.
• I felt that I was totally cut off.
You are what you eat. 人如其食。 First wealth is health. 健康是人生的第一财富。 An apple a day keeps the doctor away. 一天一个苹果，医生不来找。
• He is lying in the bed. • Lay v.放置，下蛋，产卵，赌钱(laying, laid,
laid)
• Please lay the book on the table.
• The hens are laying in the nests.
• How much did you lay on the race.
• 你得权衡一下住在乡下的好处和坏处。 • keep one’s balance保持平衡 • lose one’s balance失去平衡
必修三英语unit2说课稿
必修三英语unit2说课稿在编写必修三英语Unit 2的说课稿时，我们首先要明确本单元的教学目标、教学内容、教学方法以及教学过程。
以下是说课稿的主要内容：教学目标1. 知识与技能：- 学生能够掌握本单元的核心词汇和短语。
- 学生能够理解并运用本单元的重点语法结构。
2. 过程与方法：- 通过听说读写等多种教学活动，提高学生的英语综合运用能力。
- 引导学生通过合作学习，培养团队协作和交流能力。
3. 情感、态度与价值观：- 激发学生对英语学习的兴趣，培养积极的学习态度。
- 通过本单元话题，培养学生的跨文化意识和国际视野。
教学内容1. 词汇：本单元将学习与主题相关的词汇，如“environment”, “pollution”, “conservation”等。
2. 语法：重点讲解现在完成时态的用法，以及如何描述环境问题。
3. 阅读：选取与环境保护相关的短文，帮助学生理解环境问题的重要性。
4. 听力：通过听力练习，提高学生对环境话题的听力理解能力。
5. 口语：通过角色扮演和讨论，让学生能够就环境问题表达自己的观点。
6. 写作：指导学生如何写一篇关于环境保护的短文或报告。
教学方法1. 任务型教学：通过设置具体的学习任务，让学生在完成任务的过程中学习语言。
2. 合作学习：鼓励学生分组合作，共同完成学习任务。
3. 情景教学：创设与环境相关的情境，让学生在实际情境中使用英语。
4. 多媒体教学：利用视频、音频等多媒体材料，丰富教学内容，提高学生的学习兴趣。
教学过程1. 导入（Lead-in）：- 通过展示环境问题的相关图片或视频，激发学生的兴趣。
2. 新课呈现（Presentation）：- 教授新词汇和语法结构，通过例句和练习加深理解。
3. 练习（Practice）：- 通过填空、改错等练习形式，巩固新学知识。
4. 应用（Application）：- 进行听力和口语练习，让学生在实际情境中运用所学知识。
5. 产出（Production）：- 学生独立完成写作任务，展示自己的学习成果。
Unit2ReadingforWriting课件-高中英语人教版(2019)必修第三册
常用语句
1．________________is one of the most popular fables I have ever read， which impressed me a lot then.
_________是我曾经读过的最流行的寓言之一，当时它给我留下很深的印象。
2．The fable is intended to tell people that there is a way where there is a will.
2. Was the king wise ? Why or why not ?
YNtheoes,,thehexetw,wathsanes’.mtB.iBlekecmcaaauunss,eethnaeos woanoremulaelenarr,wnhtiteahnswyhtaohtueinrl,gdtfhpreoaomythahetirstevenxiltplaieogrneimrtsoeinghtn.iosIrned paenodpelvee’ns mcoomrpallasinaenddavboiruttutehse. sOtonnleyahnadvcionngtignuoeoddtmheoirrjaolusrannedy. It vsieretmueeds tchoautltdhemsaockiealhriessppoenospibleililtiyvoefwthiethmeaajocrhitoytihsetoroinlithtlaerjmusot ny, abnedcahuisse cthoeuynatrreybmusayywbitehitnheciornotwrnolthainndgsp. rosperity.
7. So whatever you encounter，accept it willingly and use it to the fullest.
Unit2 Listening and Speaking 课件-高中英语人教版(2019)必修第三册
• If you hear people speaking very quickly or loudly, they may be excited or angry.
The best portion of a good man’s life is his little, nameless, unremembered acts of kindness and love. -William Wordsworth
一个好人一生中最美好的部分就是他那小小的、无名的、不 为人知的善良和爱的行为。 -威廉.华兹华斯
2. Read the conversation and mark ↗in the correct places. Then listen to the recording to check. Notice the meaning of each rising intonation.
PPeeteterr: :IIt'ts'saanniciceeddaayy, ,isisnn't'titi?t? NNicickk: :YYeess, ,bbuut tititloloookkssgglolooommyytotommee. . PPeeteterr::WWhhyy??WWhhaatthhaappppeenneedd?? NNicickk::YYoouukknnooww↗TToonnyy?? PPeeteterr::↗YYese.s. NNicickk: :HHeeaasskkeeddmmeetotowwrritieteaanneesssaayyffoorrhhimim. .BBuut tII
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人教版高中英语必修三Unit 2 说课稿
尊敬的评委老师：
大家上午好，我是外语组号和晓鸥。
今天我说课的题目是“Healthy Eating”，接下来我会从教材分析、教学目标、教学重难点、教法学法、教学过程、教学反思六个方面来展开我的说课。
一、首先说一下我对教材地位和内容的认识
本课选自人教版高中英语必修三第二单元的“Warming-up”和“Reading”部分，。
本单元主要话题是健康饮食，阅读部分通过两个餐馆之间的竞争来说明健康饮食的重要性。
通过对这节课的学习学生可以了解什么是健康饮食，也可以通过阅读练习和语法学习来提高自己的英语水平。
二、教学目标
根据新课程标准以及教学大纲，我把本节课的教学目标确定为以下三个方面。
首先是知识与能力：知识方面学生能够了解健康饮食的真正含义；能够听懂、读懂并且正确使用文中重点单词和短语。
能力方面能够提升学生的听说读写能力，尤其是文章的跳读和精读；培养学生的共同协作能力。
其次是过程和方法：引导学生用英语谈论不同食物以及食物的不同作用。
借助现代教学媒体，扩展学生思维并培养协作学习的能力。
最后是情感、态度和价值观：通过对健康饮食的学习和讨论，使学生掌握有关健康饮食方面的知识，了解平衡饮食的重要性，培养学生自主探究与团队合作的能力。
三、教学重难点
依据本节课的教学目标，我把本节课的教学重难点界定为以下几点：
教学重点：重点短语ought to、lose weight、get away with、tell a lie、win……back的含义以及基本用法
教学难点：语言的运用，ought to用法归纳；几个情态动词must、may、might、should、can辨析
四、教法学法
俗话说教学有法，教无定法。
高中阶段的学生已经掌握了一定的英语基础知识以及听说能力，正向读写能力过度，在本节课上我将使用双方互动教学法：问答法和自由讨论教学法，借助多媒体教学设备让学生相互交流、合作学习；鼓励学生抓住英语交际的机会，大胆实践。
五、教学过程
教学过程是一个动态的生成过程，根据学生的认知特点，我设计了以下教学环节：
1、课前导入（5分钟）
为激发学生的兴趣，我借助教具图片展示设计了如下导语：“大家看这三幅图片里的食物都是什么？（学生英语回答，分别是rice/meat/vegetables）你们平时喜欢吃哪一类比较多，它们在营养方面对我们身体的作用有什么不同呢？你们认为自己的饮食习惯健康吗？”让学生通过思考，了解什么是健康饮食。
2、快速阅读（7分钟）
这一部分主要考察学生的跳读能力。
我会首先将重点短语写在黑板上，领读
并讲解。
要求学生快速阅读文章，了解大意并能准确归纳出每段段意。
3、仔细阅读（20分钟）
通过前面的快速阅读，学生们已经对文章有了大致的了解，接下来仔细阅读课文。
开始之前我会给学生留下一个问题“what do you think Wang Peng will provide to win his customers back？”让学生带着这个问题精读课文。
阅读完成后我会提问之前留下的问题，并且让学生完成PPT上的六道判断正误题和四道选择题，完成后我揭晓答案并解答学生的疑问。
这一部分主要培养学生在阅读过程中认真仔细的好习惯。
1. Usually 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 became fat.
4. Yong Hui’s menu gave customers more emery-giving food.
5. Wang Peng’s menu gave customers more protective food.
6. Wang Peng decided to compete with Yong Hui by copying her menu.
1. Why did Wang Peng go to Yong Hui’s restaurant? He wanted to___.
A. know where his customers had gone
B. spy on the slim lady Yong Hui
C. have lunch with Li Chang
D. have something special
2. Wang Peng found the following EXCEPT ___ in Yong Hui’s restaurant.
A. There were only raw vegetables, meat and water.
B. There were a lot of customers.
C. The prices here were higher.
D. The only drink here is water.
3. What’s wrong with Yong Hui’s menu? The following statements are right EXCEPT ___.
A. The food here was too limited.
B. It did not give enough energy-giving food.
C. The food on the menu was more delicious.
D. It offered slimming food only.
4. Which of the following is TRUE according to the passage?
A. Wang Peng’s customers often became fat after eating in his restaurant.
B. Wang Peng provided a balanced diet.
C. Yong Hui could make people thin in 2 weeks by giving them a good diet.
D. Wang Peng’s menu gave people food containing enough fiber.
4、课堂小结（7分钟）
为进一步培养学生归纳、总结的能力，接下来我会以填空的形式检测学生对文章的理解程度及听课效果。
我会抽取4个代表将自己的答案写在黑板上，接着带学生一起批改和讲解。
Wang Peng felt 1____ in an empty restaurant because no eaters have came to his restaurant 2_____ since he got up early in the morning. He wanted to find out why. He hurried out and 3____ Li Chang into a newly-opened restaurant. He found that the owner 4____ Yong Hui was
serving slimming foods to make people thin. Driven by 5_____, Wang Peng came 6____ to take a close look at the menu. He could not even 7_____ his eyes. He was 8_____ at what he saw. He hurried outside and got 9_____ to do some 10_____. After a lot of reading, he 11_____ that Yong Hui’s food made people become 12_____ quickly because it was no 13_____ food. Arriving home Wang Peng rewrote his own sign.
（Key：1.frustrated 2.ever 3.followed d 5.curiosity 6.forward 7.believe 8.amazed 9.online 10.research 11.realized 12.tired 13.energy-giving）
5、讨论（5分钟）
在对课文有了深入的学习之后，我会问学生这样一个问题：How do you think the story will end？这个故事并没有结束，如果你是作者，你认为事情会如何发展下去呢？让学生分成小组讨论3分钟，挑选代表站起来发言。
我会就发言的情况做出陈述性的总结，鼓励发散思维。
6、在本节课的最后我给学生布置了课下作业：将自己设想的故事结尾以作文的形式写下来，不少于120个单词。
7、最后是板书设计。
这样的板书设计简洁明了，使学生能够很好的把握本课的重难点。
六、教学反思
本节课主要训练的是阅读技巧，学生的阅读能力得到了提高，小组合作环节增强了学生的团队意识。
我作为教师在整堂课的过程中都应该把重点放在学生身上，老师的教是为学生的学服务的。