Unit 2 Healthy eating Reading教案
英语：unit2《healthy eating》教案(2)(新人教版必修3).doc
英语：Unit2《Healthy eating》教案（2）（新人教版必修3）［教材优化全析］Reading:Come and Eat Here(Ⅰ)1.Wang Pengwei sat in his empty restaurant feeling very frustrated.王鹏伟坐在他空荡荡的餐馆里，感觉很失落。
feeling现在分词，作伴随状语。
e.g.Standing on the top of the hill，you can have a better view of the city.站在山顶上，你能更好地看到这个城市.Jeff shouted，seizing her arm.杰夫抓住她的胳膊，喊叫着。
Seeing from the top of the hill，we can see the whole city.从山顶上我们可以看到整个城市.2.He thought of his mutton kebabs and fatty pork cooked in the hottest，finest oil.他想到了他的在热的最好的油里炸出来的烤羊肉和肥肉。
cooked 过去分词短语，作后置定语(被动)。
e.g.I know a girl called Mary.我认识一个叫玛丽的女孩。
English is a language spoken all around the world.英语是全世界都说的一种语言。
3.His fried rice was hot but did not taste of fat.他的热而不腻的米饭。
taste of sth. 有某种味道e.g.It tastes strongly of mint.它有挺重的薄荷味。
taste 能辨别(味道）；尝出，品出。
(不用于进行时，常与can连用）e.g.I can’t taste.I’ve got a cold.我得了感冒，尝不出味来。
Unit2HealthyEating(ReadingⅡ)说课稿
Unit2HealthyEating（ReadingⅡ）说课稿作者：李健慧来源：《双语学习》2014年第08期【摘要】“说课”已经成为许多教学比赛的常见形式，说课稿的质量很大程度上决定了说课效果的好坏。
本文是人教课标版必修三第二单元第二阅读的说课稿。
【关键词】说课稿必修三第二单元阅读课学习者及教材分析：高一的学生已初步具有用英语获取信息、处理信息、分析问题和解决问题的综合能力，但需进一步提高。
本课话题题为均衡饮食，继续Reading部分的故事。
经过一段时间的磨合，王鹏和雍慧将菜单合并，决定合作，提供给顾客既有能量又有纤维的均衡饮食。
戏剧性的结尾及文章丰富的知识内涵不仅让学生在阅读中感受到故事的趣味性，还都会了他们如何改变饮食习惯，改善饮食结构，丰富饮食文化。
教法：任务型教学法、情景教学法。
学法：小组合作，阅读法，讨论法。
教学目标1 能力目标培养学生听、说、读的能力，使其能够运用不同的策略去对于所给材料获取相关信息，并对信息进行有效输出。
2 知识目标通过了解王雍二人竞争的经过和结果，使学生们学会如何健康饮食。
理解课文中出现的重点短语及句子。
3 情感目标通过本节课的学习，唤起学生改变饮食习惯，改善饮食结构，丰富饮食文化的意识，从而养成健康饮食的生活习惯。
教学重点1 培养学生的速读、细读、分析等阅读技能。
2 通过阅读让学生领悟健康的体魄来源于良好的饮食习惯。
教学难点如何运用不同的阅读技巧理解文章。
教学资源自制演示文稿、相关网络图片资源、学生用书、多媒体教室教学过程1 复习重点单词和短语的复习再现有助于理解文章。
对前文的复述有利于故事内容的衔接，有利于学生对语言进行综合运用，给出关键词提示学生进行复述。
2 导入新课对于两种食谱进行对比，提出两种食谱都需要改善，从而导入新课。
这种过渡符合人们的思考习惯。
提示学生对上节课出现词汇进行复习3 听此部分练习听的技能，并对此文做一个大体的了解。
4 速读各段大意比较明显，适合在速读中使用。
高中英语《Book3 Unit2 Healthy eating Reading》优质课教案、教学设计
高中英语教学设计课题: Module 3 Unit 2 Healthy eating (Reading)Book3 Unit2 Healthy Eating 教学设计Teaching aimsKnowledge aims:1.Get the students to master the useful new words and expressions.2.To try to realize the importance of healthy eating.Ability aims:1.T o develop the reading abilities and learn to use some reading methods to enjoy the text.2.To learn to order in a restaurant.Emotional aims:To help students to know what is a balanced diet.To stimulate students’ awareness of healthy eating.一、课前预习过程（一）学生搜集有关饮食的词汇或图片，进行营养健康分类。
（二）学生总结下列问题，例如：1）对于健康饮食，同学们有何了解？2) 你认为你吃的是均衡的饮食吗？二、课中学习过程（一）采用直观教学法，引入话题，激发学习兴趣，明确学习任务。
【设计思路：先播放舌尖上的中国视频，激发学生的兴趣。
紧接着引导学生复习所学词汇，并学会给食物分类，让学生在阅读过程中处于主动认知状态。
】（二）快读：迅速浏览课文，总结课文大意。
【设计思路：要求学生在4 分钟之内，略读文章内容，快速找出各段的主题句，理清文章的基本脉络。
抓住本文大意，理清段落的划分。
由于学生层次不同，在本环节中设置分层题，层次好的学生可以做填空题。
】（三）细读：仔细读课文，找出详细信息，完成填空、判断正误等练习。
人教版高中英语必修3《Unit2Healthyeating》教案
人教版高中英语必修3《Unit2Healthyeating》教案人教版高中英语必修3《Unit 2 Healthy eating》教案【一】教学准备教学目标1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.2. Let students have a better understanding of the reading passage.教学重难点mportant points1. Let students have a good understanding of the passage.2. Get students to learn different reading skills.◆ Difficult pointsGive students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.教学过程一学生课外学习活动设计：任务一：学生调查问卷：(1)What does a balanced diet should contain?(2) Why are you so strong/weak/fat/thin? Does it have anything todo with your diet?任务二：Making a diet for yourdinner.根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类的食物，判断其能否提供均衡的营养，并分析原因。
Unit 2 Healthy Eating教学设计
Unit 2 Healthy Eating教学设计Unit 2 Healthy Eating一、教法建议【抛砖引玉】单元双基学习目标Ⅰ. 四会单词和词组：pa(the) future , bain , fat ( n . )ddiscuss , discuad ( of )三会单词和词组： exaadvise , pagy , weight , put on weight , wause , unhealthy , lose weight , suggⅡ. 交际英语：人人都希望自己身体健康，工作顺利，生活愉快。
人体就像一部机器，机器需要经常保养才能不停地正常运转，不出故障；人也需要营养合理的饮食、充足的睡眠、必不可少的休息与娱乐。
倘若你为了省钱省时间而终日凑合着吃东西；倘若你为了挤出更多的时间对付艰苦的学习而挤掉了睡眠时间；倘若你为了多打工赚钱，几乎舍弃了所有的休息与娱乐。
那么，生病就在所难免。
万一人生了病就需要去医院诊断出出故障的原因，这时就需要和医生打交道，下面是常用到的语句。
医生用语：What can I du ? / What was the matter ? / What'uble ?2. Du? / It'g serious . / Let me examine you . / Tada day . / And I advise youdo …Drink plwater and have a good/ You'd better have a good/ You'll be wellw me your tongue . /ut your tongue . / Did you cough much ? / Fortunately , you only have the flu (流感) . / You'll have to balized (住院)How long have you been l? / Well , let'ur mouth and say “ah ”. / Keep warm and don't catch cold .病人用语：I've got a pain ( cough , headaache ) . / I don't feel well . / There'g wrong with … . / This place hurts . / I feel a great pa/ I feel dizzy (头晕) . / Idicine last night , but they didn't help . / Dlease give me an examina2. I've hadature taken .I indeed have a fever . / I was hot and cold by tuI don't feel well , d/ Iwon't last long . / I don't feel like eating anythingI have aat ( 喉咙痛) andurts . / It started botheringday a/ I feel hot and fev/ I'm aching all ovI've been losing sleep . / My whole body feels weak . / I've lost my voice . / My ears are ringing , andburning . / I feel a paleft leg .Ⅲ. 语法重点：进一步学习提出建议和忠告的句型。
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。
高中英语_Unit 2 Healthy eating教学设计学情分析教材分析课后反思
Unit 2 Healthy eating教学设计教学程序：1.Warming-up：激发学习兴趣，明确学习任务weight (kg)[height (m)]²(1)Underweight ≤18.5(2)Normal weight = 18.5 —24.9(3)Overweight = 25 — 29.9(4)Obesity = BMI of 30 or greater通过计算身体质量指数，指出体重与日常饮食有关，从而引出“Why do we have to eat every day?”，即食物的功能，“keep healthy, satisfy hunger, prevent diseases, maintain life, supply energy”。
通过食物的功能，继而引出食物的分类，energy-giving food：food that provides energy，比如，body-building food：food that helps grow bones and musclesprotective food:food that helps the body fight diseases2.Task-cycle：课文主体内容的教学与操练，知识的掌握与能力的过渡指导学生根据不同的阅读目的，在阅读的不同阶段，灵活使用各种阅读策略，捕捉文章主要信息，理解作者的写作意图，突破本文的教学重点与难点。
2.1Fast reading to get general ideas=?Who_______________________________When______________________________Where______________________________What happened(main idea)Wang Peng and Yong Hui serve _________________in their restaurants. The foods in Wang Peng’s ___________________ while the foods in Yong Hui’s __________________.【设计思路】：本环节针对课文的主旨，设计who,when, where,what 问题，理解故事发展的情节。
新人教版高中英语必修3Unit2 Healthy eating教案2
Unit 2 Healthy eatingThe Third PeriodContents: Reading (We are what we eat)Teaching Aims:1.Improve Ss’ reading skills and abilities.2. Learn how to read about the Argumentative Writing (types of the article).3.Talk about problems and solutions.Teaching procedures:Step 1. Warming up and Pre-readingToday we’ll learn the topic on “what we eat〞. Before we start the reading, I’d like you to answer some questions.1. Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?2. How many meals do you have every day? Which meal do you think is the most important? Why?3. How much water do you drink every day?4. What kind of snacks do you take?Teach the new word: snack (an amount of food smaller than a meal; something eaten informally between meals like candies, fruit and so on.)Step 2. While-ReadingI. The first-time readingI.Get Ss to do skimming of the passage to get a general idea of the story. After a while, check their understanding by asking some simple questions: (Try to find the answers in the text and underline where they are, that is , in which paragraph .)1) Are traditional diets suitable for the 21st-century person?2) When we choose what to buy and eat, what should we think?3) Do vegans eat cream or eggs?vegans == strict vegetarian who neither eats nor uses any animal products, eg: eggs; silk; leather 纯素食主义者(既不吃也不用任何动物产品,如蛋/丝绸/皮革等)II. Do the following True-or-False exercises.1. Our body doesn't need to refuel if we choose nutritious food for our main meals. F2. Good snacks should e from different food groups and should not have too much fat or sugar. T3. Fruits and vegetables don’t give us any vitamins. F4. Most fruits need cooking. F5. Fruits and vegetables are the only healthy snacks. FIII. Get Ss to read the passage again and answer the following questions:1. What do traditional diets often have? CA. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy? AA. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein? DA. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people bee vegetarians? AA. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, if____. DA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanced diet.II. The second-time readingI. What’s the main idea of each paragraph?Para1: Difficult to choose what to eat/ our eating habits are changing Para2: Different food has different functions / why the eating habits are changingPara3: Choosing according to what we believePara4: Keeping a balanced dietPara5: Developing healthy eating habits/suggestionsHow many parts can be divided into? --- (Three parts.)What’s the main idea of each part?Part1:our eating habits are changing. (提出问题)Part2:why the eating habits are changing 〔分析问题〕Part3:the best way to develop healthy eating habits.〔解决问题〕II. What types of the article ?--- It’s about Argumentative Writing议论文是阐明作者对人或事的好坏的立场观点。
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Unit 2 Healthy eating Reading教案Unit2Healthyeating
Reading---教案
Teachingaims:
.Studentswillbeabletodeveloptheirreadingability ,learntousesomereadingstrategiessuchasguessing,skim mingandsoon;
2.Studentswillbeabletorealizetheimportanceofhavinga healthydiet
3.Tograspsomeusefulwordsandexpressionsinthispassage ,suchasbetiredof,curiosity,getawaywithetc.
Teachingimportantanddifficultpoints:
.Understandthetextwell.
2.Trytomastertheusefulnewwords&expressionsinthi speriod.
Teachingprocedures:
Step1
Revision
T：
Goodhealthisveryimportantforallofus.Ifyouwanttolead ahappy
life,youmustkeepgoodhealth.withgoodhealth,wecanenjo yacolorful、cheerfulandfruitfullife.Boysandgirls,whowouldliketo tellusthemostimportantthingstostayhealthy？
S1：Drinkenoughwatereveryday.
S2：Eatfreshfruitandmanyvegetablesaday.
S3：Earlytobedandearlytorise.
S4：Takealotofexerciseeveryday.
S5：Don’teattoomuchfatbuteatmorefish.
T:Good！Pleaseinterviewyourpartneronhishealthyhabits.
Ss:ok
在该情景中教师表述了对所有人来说拥有健康是非常重要的，如果你想生活幸福，你必须保持身体健康，才可以享受缤纷、愉快的、丰硕的生活。
接着提问学生上一节课已谈论过的保持健康的几个要素。
然后让学生访问同桌的生活饮食习惯。
这样做是为了复习上一节课的内容，同时承上启下，又可以引出本课时的话题。
在这个教学活动中，我非常关注基础差的学生，尽可能让他们开口讲英语，利用师生提
问，生生互动，达到教学目的。
Step2
Learnthenewwordsandexpressions
T:
Ithinkmostofyouhaveagoodlifestyle.ButIdonothaveahea lthyhabit.
Ss:
Really？Isthattrue?
T:
Ilikeeatingsweets,sweetthings,andIbecomeveryfat,but Itrytodosomerunningtolosesomeweight.Unluckily,Ifell offonastonewhileIwasrunningyesterday.Ibrokemyarm.
Iinjuredmyarm,andIhadapainonmyarm..
Ss:
wearesorrytohearthat.
T:
Itispainfulnow.
Ss:
Batwhathappenedlater?
Howwasit?
T:
myhusbandwasveryanxiouswhenhesawme.Hetookmetothehos pital.Thedoctorexaminedmeverycarefullyandhadmytempe raturetaken.mytemperaturewasnothigh,itwasnormalandI didn’thaveafever.
在该情景中，我从保持健康的生活习惯引出我喜爱吃零食甜食的不良饮食习惯导致了发胖，于是我试图通过跑步来减肥的过程当中不慎摔倒，扭伤了胳膊。
在对话中让学生学习了新的单词，同时我有意锻炼了学生的EverydayEnglish,我还特意把新单词抄写在黑板上，让学生更加清晰、深刻地把新单词融入在对话情景中学习，这样参与体验的教学活动，学生很容易就把单词记牢固了。
在这环节中我比较测重锻炼学生的听力，同时也培养学生的英语日常用语的运用，引导学生能够进行恰当的交流。
Step3
Usethenewwordsandexpressions
T：justnowyoudidverywell.Nowwhowouldliketotelluswhatha ppenedtomeyesterday?
在该情景中我特意让学生复述了昨天发生在我身上人事情，事实上更大关注了学生成绩好的学生，因为在复述中
要引用所学的新单词。
Step4
Skimming
T：Ilikeeatingsweets,soIbecamefat.whatwillhappenifyoup layfootballintherain?
Ss：wewillcatchabadcoldorhaveafever.
T：AndwhatwillhappenifZhoukaiplaysfootballintherain?
Doyouwanttoknow?
Ss：yes.
在该情景中，我很自然地把话题从我身上转移到周凯的身上，如果周凯也在雨中踢足球会发生什么结果呢？以这样的问题引起了同学们对课文中人物周凯产生了极大的兴趣和探究。
Step5
carefulreading
Dividethewholepassageintothreeparts,andgivethegener alideaofeachpart.
Step6
Discussion
T：Zhoukailooksveryhealthy.Butifheplaysfootballinthe
rain.whatwillhappen?Nowpleasereadthetextandthendisc ussthequestionsontheblackboard.
在该情景中我设计几个问题让个别基础差的学生朗读然后在各小组中先讨论再回答。
分小组活动，充分地调动了学生的参与性与主动性，既可兼顾成绩好的学生又可以照顾基础差的学生，让我们的教师面向整体学生的同时又关注到了每位学生。
Homework:
Readthestoryaloudandfindoutsomebeautifulsentences.。