人教新课标高一英语必修三教案：Unit+2+Healthy+eating+重点短语讲解.doc
Unit2HealthyEating教学设计--贵州省织金县第四中学高一英语人教新课标必修三
Unit 2 Healthy EatingCome and eat here (1)Teaching designThree-demensional objectsKnowledge objectsTo help students learn about the balanced diet.To help students have a better understanding of the text.Ability objectsTo help students develop the reading skillsTo develop students sense of cooperative learning.Emotional ObjectsTo help students realize the importance of balanced diet and then form a good habit of eatingImportant points of teachingHelp students learn and practice different reading skillsHelp students master some expressions and phrases about healthy eating Difficult points of teachingThe usages of phrases about healthy eatingTeaching procedureStep1 Lead in(design intentions:Playing a short video about various foods with a exciting music to attracting students’ attention and inspire students’ interest)T:Hello,everybody.There are varieties of foods in our life.What’s your favorite food?S:....T:Do you know that the food you eat helps you grow in different ways? S:Food can help us become stronger and taller.T:Yes,different foods can help us grow in different ways. There are mainly three types food.They are energy-giving food,body-building-food and protective food) What food mainly provides energy?( show a picture)S:rice,noodles,spaghetti,bread,potatoes,chocolate,butter,cream,oils,nuts. T:What food can help us grow bones and muscles? ( show a picture)S:meat,milk,eggs,cheese,tofu.T:What food helps the body fight diseases.( show a picture)S:vegetables(beans,peas,peppers,eggplants,cabbages.)Fruits(apples,peaches,oranges,lemon sand so on)T:Yes.We need all types of food to help us grow properly.But if we don’t have a balanced food,what may happen?( show a picture)S:We may become too fat or too thin.T:Yes,you are right.There is an interesting story about a unbalanced eating in this passage.Let’s us learn about it together.Step 2 Reading skimming(design intentions:Skimming and scanning are efficient reading skills,the step can train students to grasp the basic information of the passage.) T:Read the text quickly and find out:What different places are mentioned in the passage?S1:Wang Peng’s restaurantS2:Yong Hui’s restaurantS3:libraryT:How many parts are there in this text?S:Three parts.T:Part1 includes para.1,part 2 includes para.2&3,part 3 includes para.4 Step 3 ScanningScan the passage and match the main ides of each part.Para.1 He follows his friend to a newly opened restaurant which is very popular.Para.2&3 He does some research to win his customers back. Para.4 Wang Peng is worried because his restaurant is not as full as it usually was.Step4 Carefully reading(design intentions:intensive reading is based on skimming and scanning,it is the further understanding to the passage,students can analyze and infer the passage,which train the ability of gaining information to improve their reading comprehension.)T:Now,please read the part1(para.1) and then answering the following questions.1.How did Wang Peng feel at the restaurant? Why?2.When W thought “nothing could be better”, he means______.His food and drinks were the best.His food and drinks were the worst.His food should have been improved.He could do nothing with his food and drinks.T:Now,please read the part2(para.2&3) and then answering the following questions.1.What made Wang Peng go into the new restaurant?2.What is Wang Peng’s impression on Yong Hui’s restaurant?A.All the customers in it were very thin.B.It was too small and too noisy.C.The food in it is very nice.D.There was so little food but the price was much high.T:Now,please read the part3(para.4) and then answering the following questions.Ture and false.Wang Peng felt hopeless after going out of the Library.Wang Peng decided to copy Yong Hui’s sign.The Competition between the two restaurants would begin and continue. Task 2 comparisonCompare the two restaurants and get the differences.Step 5 DiscussionHow do you think the story will end?Step 6 ConclusionHealthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor and lacking in essential nutrients.Step 7 HomeworkUse the first person to retell the story.。
高一英语人教版课标必修3unit2healthyeating教案2
Food that provides energy (eg. Energy-giving food)
Food that helps grow bones and muscles (eg, body-building food)
2、语言目标（Language aim）
Learn some words andexpressionsabout healthy diet.
a healthy diet, energy-giving food, body-building food,protective-food,a balanced diet
1.Ask the students to listtheirfavorite foods on paperandcomparethemin groups.
2.Discuss whether the foodsdogood to health or not.
Step IV.Activity 3Classification
三．教学难点（Teaching difficult points）
To get the students to talk using their familiar words and expressions
四．教学方法（Teaching method）
Introduction, discussion, and competition.
StepVI. Activity 5 Competition
Let the students to take part in a competition of making up balanced meals to see which group can make the best meals for our daily life.The teacher also gives his/her choice of foods for a balanced meal.
人教版高中英语必修3《Unit 2 Healthy eating》教案2篇
人教版高中英语必修3《Unit 2 Heal thy eating》教案2篇Teaching plan of unit 2 healthy eating人教版高中英语必修3《Unit 2 Healthy eating》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文档下载后内容可按需编辑修改及打印。
本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修3《Unit 2 Healthy eating》教案2、篇章2：人教版高中英语必修3《Unit 2 Healthy eating》教案篇章1:人教版高中英语必修3《Unit 2 Healthy eating》教案教学准备教学目标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。
(人教版)高一英语必修三教案：Unit2《Healthy eating》
英语：Unit2《Healthy eating》Period 2 Reading 教案（新人教版必修3）Analysis of the teaching materialThis is the second teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. This part is very useful for the next part Reading.The reading passage Come and Eat Here (1) introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. The per son who often eats at Wang Peng’s restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The person who often eats at Yong Hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it in their own words and then write down it on the paper. The teacher also needs to make a summary on the passage to let studentsunderstand the passage further at the end of the class.Analysis of the studentsThe students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. So I often use some activities in the class to finish some tasks as pair or group work to let each of them have more chances to practice English and involve in the class, thus to make some improvement.Three-dimensional aimsKnowledge aims1. Get students to learn the useful new words and expressions in this part: diet, thin, fry, lie, raw, barbecue, discount, mutton, curiosity, hostess, customer, bean, cucumber, eggplant, pepper, mushroom, mutton, balanced diet.2. Let students learn the knowledge of balanced diet and nutrition.Ability aims1. Enable students to talk about different kinds of food, problems with diet and balanced diet.2. Develop students’ reading ability and let them learn different reading skills.3. Develop students’ writing ability by showing some key words and sentence patterns.Emotion aims1. Stimulate students’ sense to form a healthy eating habit.2. Develop students’ sense of cooperative learning.Teaching important points1. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading skills.Teaching difficult points1. Deve lop students’ reading ability of analyzing the whole text and know about structure and the main idea of the text2. Enable students to talk about different kinds of food and balanced diet.Teaching approachesStudent-centered teachingTask-based teachingActivity-based teachingLearning approachesCooperative and explorative learningIndependent learningTeaching aidsMultimedia facilities, tape-recorderTeaching ProceduresStep 1 Words and expressions reviewDiet, thin, fry, lie, raw, barbecue, discount, mutton, curiosity, hostess, customer, balanced diet.Step 2 pre-readingLeading-in1. Learning some vocabulary connected with food and diet.2. Identifying different groups of food.Step 3 while-readingTask1 listen and find the main idea of the text.The main idea of the text is ____A The two restaurant provided the healthy diet.B The reason why Yong Hui’s restaurant was so popular with customers.C How the competition take place between Wang Peng and Yonghui.Task2 scanningThe text can be divided into three parts according to the places that mentioned in the text. The students are supposed to find the places quickly and speak it out. And then within 4 minutes of reading, the students match the main ideas of each part.Part 1: Wang Peng does some research in the library(Wang Peng's and thinks out a good idea to compete withRestaurant) Yong Hui.Part 2: Wang Peng follows his friend to a newly (Yong Hui's opened restaurant and finds out the reason restaurant) why his restaurant is empty.Part 3: Wang Peng is worried because his restaurant (library) is not as full as usually is. Task 3 pair work (true or false questions)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 regula r customers often became fat.4. Yong Hui ’s menu gave customers moreenergy-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.Task 4 careful readingprice ____________________ strength make people_________ People become_____weakness [来源:学科网ZXXK]Serve too much _____Not enough _____________food, sopeople become ________ quicklyStep 4 post-readingRead the text again: Where was Wang Peng? How did he feel? Why? Retell the story in your own words. These pictures may helpful to you.emptySentence pattern:Wang Peng felt … in an … restaurant, because he prepared…and no …have come to … ever since he got up….He wanted to find out why.He was … to find his friend … a newly-opened…. He found that the owner named Yong Hui was serving …foods to make people thin. Driven by …, Wang Peng came…to take a …look at the menu. He could not even…his eyes. He was …at what frustratedfood friendcurious amazedfood priceshopefula new way T h e c o m p e t i t i o n w a s o n!he saw. The food …and the price ….He hurried outside and went to … to do ….After a lot of reading, he…that Yong Hui’s food made people … because it was no …food. Arriving home Wang Peng rewrote his own sign.The …between the two restaurants was on!Step 5 Homework1. What do you think Wang Peng will provide to win his customers back2.Read the passage as much as possible.。
【范文】人教新课标英语必修3全册教案(Unit2 Healthy eating)
人教新课标英语必修3全册教案(Unit2Healthy eating)Unit2HealthyeatingTeachingAimsofthisunit.Talkabouthealthyeating2.makingsuggestionsorgivingadviceondiet3.Distinguishthemeaningsofmodalverbs4.makeabalancedmenu5.Vocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glar e,limit,benefit,item,protectivegetridof,throwaway,g etawaywith,telllies,earnone’slivingindebt,setoutrunone’sbusiness,carryon7.Speaking:Practicetalkingaboutyourideas;practicegi vingsuggestionsandadvice,practiceseeingthedoctor.Teachingimportance:Theuseofoughtto1 .Statementsyououghttocookfreshvegetablesandmeatwith outtoomuchfatifyouwanttostayslim.yououghtnottoeatthesamekindoffoodateverymeal.2.DifficultyDistinguisha ndsummarizetheusageofoughttoandshould.Teachingmethods:skimming,scanning,discussing.Teachingaids:ataperecorder,aprojectorandacomputer.T hefirstperiodwarmingupandreadingStepⅠwarmingupReviewthewordsoffoodsbyshowingtheirpictures.First,a skstudentstolistthefoodstheylikebest.Thentickoff3of themtheyeatmostoften.Second,showthethreegroupsoffoo dsandseewhichgrouptheirfoodsbelongto.Third,askthest udentstotellusinwhatwaystheirfoodshelpthemgrow.StepⅡPre-readingGetthestudentstodiscussthequestionswiththeirpartner sinthispart.Thenaskthemtoreporttheirwork.Thispartwi llhelpthestudentsunderstandthetext.T:Pleaselookattheslideshowanddiscussthequestionswit hyourpartners.ThenI’llaskyoutoreportyourwork.Areyouclear?whichfoodcontainsmore…ExamplesoffoodsAnswerSugarchocolateorgrapescakesorbananaschocolateFatcreamorricechocolateorchickencreamchocolateFiberPeasornutsPorkorcabbageNutscabbageproteinPotatocrispsorhamEggsorcreamHamStepⅢReadingGetthestudentstocomprehendthepassagequicklyandaccur atelyandmeanwhilehelpthestudentstoformagoodhabitofr eading.Givethestudentsacoupleofminutestolookthrough thewholepassage.Tellthestudentstoreadthetextsilentl yandthenaskforthemainideaofthetextontheslideshowwit htheirpartners.Encouragethestudentstoexpresstheirid eas..Fastreading Inthispartaskthestudentstoreadthetextquicklyforthefirsttimeandfindoutthemainideaofthetext.Thenaskthemt oreadthetextagaincarefullytoobtainsomedetails.Befor ereadingshowthetasksandletthestudentsreadthetasksfi rst.Thistextwillhelpthemhaveagoodunderstandingofthe text.a.Thetworestaurantssuppliedthehealthydiet.b.ThereasonwhyyongHui’srestaurantwassopopularwithcustomers.c.wangPengweifoundoutwhyhehadlosthiscustomersanddec idedtowinthemback2.carefulreadingT:Nowitistimeforustoreadthetextcarefullyanddecidewh ichsentencesaretrue.Thencorrectthefalseones.Firstre adthesentences.uallywangPengwei’srestaurantwasfullofpeople.b.yongHuiservedabalanceddiet.c.yongHuicouldmakepeoplethinintwoweeksbygivingthema gooddiet.d.wangPengwei’scustomersoftenbecamefataftereatinginhisreataurant.e.yongHui’smenugivesthemenergyfoods.f.wangPengwei’smenugivestemfoodscontainingfiber.g.wangPengweiadmiredyongHui’srestaurantwhenhesawthemenu.h.wangPengweidecidedtocopyyongHui’smenu.StepⅣcomprehendingBynow,thestudentshavehadafurtherunderstandingofthet ext.Letthestudentsreadthetextagainandfindoutthediff erencesbetweenthetworestaurant.T:Nowpleasereadthetextagainandfillinthecharttogethe rwithyourpartner.disadvantagesadvantageswangPengwei’srestaurantNotgivingenoughfoodscontainingfiberProvi deplentyofenergyfoodsyongHui’srestaurantNotgivingenoughenergyfoodsProvidingplent yoffiberfoodsT:Untilnowwehaveknownwhat’swrongwithbothrestaurant.whatdoesitmatterifyouonlye atatoneoftherestaurant?T:youallhaveapointhere.Butwhatwilltheydo?wewillseei tnextperiod.Facingtheseriouscompetitonwangwasn’tlostinsadnessandhedidn’tquarrelwithhiscompetitoreither.Hewenttothelibraryt olearnmoreabouthealthyeatingandmadehismenubettertha nyongHui’smenu.Doyouthinkweshouldfollowhisexample?Ss:yes.T:Nowlet’sdealwithsomelanguagepoints.Turntopage10,let’slookatthesentences:a.wangPengweisatinhisemptyrestaurantfeelingveryfrus trated.Thissentencemeansthatthesecondaction “feelingveryfrustrated”happenedtogetherwiththemainaction“sat”.Payattentiontotheformofthesecondaction.b.Nothingcouldhavebeenbetter.Thissentencetellsusthateverythinghasworkedouttheway youwouldlike.It’sasentencethatwecanuseinanysituation.c.Hecouldn’thaveyongHuigettingawaywithtellingpeoplelies!ThissentencemeansthathewillpunishyongHuiforhertelli nglies.StepⅤHomework.Trytoretellthetext.2.Prepareforthelanguagelear ninganddoUsingwordsandExpressionsonwBThesecondperio dLanguagestudyStepⅠRevision.checkthestudents’homework.2.Asksomeofthestudentstoretellthetext.StepⅡwordstudyThispartisaconsolidationofthewordsinthetext.Askthes tudentstodotheexerciseindividually.T:Nowpleaseopenyourbooksandturntopage11.Fillinthech artusingthecorrectformsofthewordswhichhavethesamero ot.Nextactivityistomatchthedefinitionswiththewordsw ehavelearntformthetext.Inecessary,youcandiscusswith yourpartners.StepⅢGrammarThestudentswilllearntheusageofmodalverbs.Firsttryto makethestudentsclearthefunctionsofmodalverbs,withth ehelpofthepractice1onpage12.Thengivethemsomeexample s.T:Pleasepickoutallthesentencescontainingmodalverbsi nthetext.a.Bylunchtimetheywouldhaveallbesold---Itindicatespo ssibility.b.Hisrestaurantoughttobefullofpeople.---Itindicates possibility.c.whatcouldhavehappened?---Itindicatespossibility.d.Nothingcouldhavebeenbetter.---Itindicatespossibil ity.e.Somethingterriblemusthavehappenedifmaochangwasnot comingtoeatwithhimashealwaysdid.---Itindicatesguessing.f.Hecouldnotbelievehiseyes.---Itindicatesintension.g.Hewonderifheshouldgotothelibrarytofindout---Itind icatesduty.h.Hewouldn’thaveyongHuigettingawaywithtellingpeoplelies!---Iti ndicatesintension.…StepⅣHomework.Reviewtherulesofwordformationandthemeaningsofm odalverbs.2.PreparetheUsingStructureonpage50bymakingadialogue inpairs.ThethirdperiodListeningStepⅠRevision.checktheusingstructureonpage50.2.Askthestudentstomakeashortdialogueinpairs.StepⅡListeningThestudentswillhearwhatwangPengweididafterleavingyo ngHui’srestaurant.Askthestudentstofinishthechartandanswer thequestions.T:ok.wehavestudiedthetextandknowneitheroftherestaur antsuppliedabalanceddiet.Let’slistentothetapeandseehowthestorywenton.Gothroughth etextquicklyonpage14.T:Nowlistentoitagainandtrytomakesureyouranswersarer ight.Energy-givingBody-buildingProtectiveRicemeatFruitNoodlesFishvegetablesNutsTofubutterStepⅢListeningThestudentswillheataconversationbetweenHongmeiandth edoctor.Theyareaskedtodoexerciseaccordingtothetape.T:Doctorknowthatthereareillnessesyoumaygetifyoudonoteatproperly.Inthefollowingpart,wearegoingtolistent oadialogue.Hongmeiisgoingtoseethedoctor.Let’sseehowthedoctorgiveshersomeadvice.Listencarefullya nddotheexercises.Redfoods:stoporangefoods:becareful Greenfoods:goButter,cream,nuts,cakes,foodsfriedinfatBread,noodle s,rice,neat,cheese,egg,tofuAllvegetablesStepⅣHomework.Pre-viewthereadingandreadingtaskonPage52.Seeho wthestoryended.2.FindsomeinformationabouthealthyeatingontheInterne t.ThefourthperiodExtensivereadingStepⅠRevision .checkthehomework2.SharetheinformationthestudentshavegotformtheInter net.StepⅡPre-readingAskthestudentstoreadsomeproverbsandtranslatethemint ochinese.T:Todaywearegoingtoseetheendofthestory.First,please lookattheblackboardandtrytotranslatetheproverbsinto chinese.a.youarewhatyoueat.b.Anappleadaykeepsthedoctoraway.c.Firstwealthishealth.Thestudentsdiscusswiththeirpa rtners.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.StepⅢReadingThepurposeofthisreadingistocompletethestoryofwangPe ngweiandyongHuiandshowthestudentsthatitisnevertoola tetochangebadeatinghabitsandbeginafresh.Afterthefas treading,letthestudentsdotheexercisesonpage15.Thenl etthemmatchthewordswiththeirdefinitions.T:Eatinghealth ilymeansthatnofoodinitselfisgoodorbad.Eatingproperl ydependsoneatingtherightvarietyoffoodsintherightamo unt.Let’sreadthepassagequicklyandsaywhattheydidwiththeirmenu.Askthestudentstoreporttheirwork.whatdidtheydo?Resultcombinetheirmenuandprovideabalancedone.rawvegetableswithhamburgers2.theboiledpotatoes,notfried3.freshfruitwithicecream1.cutdownthefat2.increasethefibre3.abigsuccessThenfindthewordsfromthetexttomatchthed efinitions.DefinitionswordsStareangrilyorfiercelyGlareTakealongdeepbreathSighkeepaliveinacertainstyleEarnone’slivingAdvantageorprofitBenefitjoinormixtogethertoformawholecombineowealotofmoneyIndebtStepⅣHomework.collecteatingattitudesfromtheInternet2.Practicepresentingreasonstosupportyourideas.Thefi fthperiodSpeakingStepⅠRevisioncheckthestudents’homework.StepⅡwarmingupT:workinpairstoactoutthedialogueonpage13.oneplaysas theroleofjaneandtheotherplaystheroleofSusan.youares hoppinginasupermarket.Firstletthestudentsmakeagoodpreparationthemselves.T henaskseveralpairstoactoutthedialoguebeforetheclass .Inthispartthe,trytomaketheclassgetactive.StepⅢTalkingIfyoungpeoplearetoothinortoofat,itshowsthattheyaren oteatingabalanceddiet.Sothisexerciseistoencourageth estudentstodiscusshowtheirdietsmayaffecttheirqualit yoflife.T:NowteamAwilltaketheroleofthepatientwhoisworriedab outbeingtoofatandhasgonetothedoctorforadvice.TeamBw illtaketheroleofthedoctorandadvisethepatienthowtoch angehisorherdiet.Herearesomeusefulexpressions.Imagi newhatyouwillsaytothedoctororpatient.Discusswithyou rgroupmembers.DoctorPatientwhat’sthematter?whatshouldIdo?Howlonghaveyoubeenlikethis?whatseemtobethetrouble?Ithinkyououghtto..Doyouthinkyoucouldgivemesomeadvic e?Perhapsyoushould…Isupposeyouhadbetter…StepⅣSpeakingtaskThisistheopportunityforthestudentstodiscusstheirrea ctiontotheinformationtheyhavereceived.Itallowsstude ntstohavetheirownpointofviewandtopracticeexplaining whytheythinkastheydo.T:Inthereadingtaskwehavereadtwospeakers’arguments.Nowitisyourturntodiscusswhatyouhavehearda tthemeetingingroupsoffour.Twoofouargueforandtwoagai nstbuildingtherestaurant.Thefollowingisusefultoyou. Pleaselookatthetable.Idon’tagreeThat’sagoodidea.I’mafraidnotcertainly/Sure.ofcoursenot.Allright.Idon’tthinkso.Noproblem.yes,Ithinkso.StepⅤHomework.Reviewthesentencestructures,newwordsandexpress ions.2.Imaginetheoldlocalrestauranthasgone.whatdoyouthin kshouldbebuiltthere.Presenttheadvantagesofyouridea. Thesixthperiodwritingandre-viewingStepⅠRevision checkthehomeworkandtakeadictation.StepⅡwritingThisisanopportunityforstudentstopracticetheirpersua sivewritingskillsandtrytoencourageotherstosupportth eirpointofview.Theideaofanewlibraryischosenbecausei twouldbeveryusefulinatown.T:youknow,wehavemadeadecisionthatwewon’tbuildamcdonal’s.Butwhatdoyouthinkshouldbebuiltontheland?canyouwri teanarticletosupportyouridea?Giveyou20minutesandfin ishyourarticles.Payattentiontotheorders..Describethenewdesign2.Drawaplan3.explaintheadvantagesofyourideas。
人教新课标高中英语必修三Unit 2 Healthy eatingUnit 2 Healthy eating教案(4)
普通高中课程标准试验用书英语必修三•Unit2 Healthy eating period two Reading 教案Teaching goals:Target language:Learn and master the new words and expressions in this period.Ability goals：Train the students’ reading and speaking ability.Train the students’ ability t o search for some useful information.Train the students’ ability to cooperate with others.Teaching important points:Train the students’ reading ability—skimming and scanning.Teaching difficult points:Find the key information from the passage and learn the eating culture.Teaching procedures:Step1. Review and check•T: keep both healthy and slim is every girl’s dream, so do I. In our society many people worry about their figure.•Boys and girls, yesterday I ask all of you try to give a menu of balanced diets. Now show me your healthy diet.•(Check two students’ homework and have a short discuss.)•Step 2: Lead in the text, guess the context.•T: Can you guess what the topic we will talk about today?•Ss：It’s about healthy food.•T: Yes, you got the answer. A balanced diet containing proper energy-giving food, body-building food and protective food so that you can keep both healthy and slim•How and where can you have it? Cook at home or buy at the restaurant •Let’s see the passage “Come and eat here”.Step 3: ReadingA: Skimming1. Reading strategies:Make a guess according to the title before reading.•Where can it happen? restaurant•Who will be there? customers•What food can be served there?Energy-giving food, Body-building-food or protective food?．T: Read as fast as you can and check your answer.2. T: What does the story tell us? (main idea)S: Two different owners: Wang Peng and Yong Hui serve two different food in their restaurants and have different results.B: scan1. Work out words from contextThe hostess, a very thin lady, came forward. “Welcome” she said.Even though her customers might get thin after eating Yong Hui’s food…Perhaps with a discount and a new sign, he could win ….…just rice,raw vegetables served in vinegar, fruit and water2. Reading for detailsAnswer true or false questions according to Reading•Usually Wang Peng’s restaurant was full of people.(T)•He provided a balanced diet in his menu.(F)•Yong Hui served a balanced diet. (F)•Yong Hui could make people thin in two weeks by giving them a good diet. (F)•Wang Peng’s customers often became fat after eating in his restaurant.(T)•Yong Hui’s menu gave them energy foods. (F)•Wang Peng’s menu gave them food containing fibre. (F)•Wang Peng’s admired Yong Hui’s restaurant when he saw the menu.(F)•Wang Peng decided to copy Yong Hui’s menu. (F)Step 4. summary1. Fill in the blanksWang Peng felt __1__ in an empty restaurant because no___2___have come to his restaurant ever 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 named Yong Hui was serving__4___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 went to the___9__to do some___10___. After a lot of reading, he __11___that Yong Hui’s food made people become_12___quickly because there was no__13___ food. Arriving home Wang Peng rewrote his own sign. The__14___ between the two restaurants was on!2. Make a list of Wang Peng’s feelings in different places:Frustrated -----curious------amazed--------------------delightedEmpty restaurant friend Yong Hui’s restaurant library a way out •Step 5:Group discussion (chose one)1. Who will win the competition? Why?2. What will happen between two of them?Step 6: HomeworkDo the exercise on page 11 and 12.Step 7: Blackboard design“Come and eat here ( I )”Wang Peng’s feelings:Frustrated -----curious------amazed--------------------delightedEmpty restaurant friend Yong Hui’s restaurant library a way out。
(人教版)高一英语必修三教案新部编本：Unit2《Healthy eating》
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校英语：Unit2《Healthy eating》Period 2 Reading 教案（新人教版必修3）Analysis of the teaching materialThis is the second teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. This part is very useful for the next part Reading.The reading passage Come and Eat Here (1) introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. The person who often eats at Wang Peng’s restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The per son who often eats at Yong Hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then check their answers with the whole class.To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it in their own words and then write down it on the paper. The teacher also needs to make a summary on the passage to let studentsunderstand the passage further at the end of the class.Analysis of the studentsThe students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. So I often use some activities in the class to finish some tasks as pair or group work to let each of them have more chances to practice English and involve in the class, thus to make some improvement.Three-dimensional aimsKnowledge aims1. Get students to learn the useful new words and expressions in this part: diet, thin, fry, lie, raw, barbecue, discount, mutton, curiosity, hostess, customer, bean, cucumber, eggplant, pepper, mushroom, mutton, balanced diet.2. Let students learn the knowledge of balanced diet and nutrition.Ability aims1. Enable students to talk about different kinds of food, problems with diet and balanced diet.2. Develop students’ reading ability and let them learn different reading skills.3. Develop students’ writing ability by showing some key words and sentence patterns.Emotion aims1. Stimulate students’ sense to form a healthy eating habit.2. Develop students’ sense of cooperative learning.Teaching important points1. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading skills.Teaching difficult points1. Develop students’ reading ability of analyzing the whole text and know about structure and the main idea of the text2. Enable students to talk about different kinds of food and balanced diet.Teaching approachesStudent-centered teachingTask-based teachingActivity-based teachingLearning approachesCooperative and explorative learningIndependent learningTeaching aidsMultimedia facilities, tape-recorderTeaching ProceduresStep 1 Words and expressions reviewDiet, thin, fry, lie, raw, barbecue, discount, mutton, curiosity, hostess, customer, balanced diet.Step 2 pre-readingLeading-in1. Learning some vocabulary connected with food and diet.2. Identifying different groups of food.Step 3 while-readingTask1 listen and find the main idea of the text.The main idea of the text is ____A The two restaurant provided the healthy diet.B The reason why Yong Hui’s restaurant was so popular with cu stomers.C How the competition take place between Wang Peng and Yonghui.Task2 scanningThe text can be divided into three parts according to the places that mentioned in the text. The students are supposed to find the places quickly and speak it out. And then within 4 minutes of reading, the students match the main ideas of each part.Part 1: Wang Peng does some research in the library(Wang Peng's and thinks out a good idea to compete withRestaurant) Yong Hui.Part 2: Wang Peng follows his friend to a newly (Yong Hui's opened restaurant and finds out the reason restaurant) why his restaurant is empty.Part 3: Wang Peng is worried because his restaurant (library) is not as full as usually is. Task 3 pair work (true or false questions)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 moreenergy-giving food.5. Wang Peng’s menu gave customers more protective f ood.6. Wang Peng decided to compete with Yong Hui by copying her menu.Task 4 careful readingprice__________ __________ strengthmake people_________People become_____weakness [来源:学科网ZXXK]Serve too much _____Not enough _____________food, so people become ________ quicklyStep 4 post-readingRead the text again: Where was Wang Peng? How did he feel? Why? Retell the story in your own words. These pictures may helpful to you.emptySentence pattern:Wang Peng felt … in an … restaurant, because he prepared…and no …have come to … ever since he got up….He wanted to find out why.He was … to find his friend … a newly -opened…. He found that the owner named Yong Hui was serving …foods to make people thin. Driven by …, Wang Peng came…to take a …look at the menu. He could not even…his eyes. He was …at whatfrustratedfood friendcuriousamazedfood priceshopefula new wayT h e c o m p e t i t i o n w a s o n !he saw. The food …and the price ….He hurried outside and went to … to do ….After a lot of reading, he…that Yong Hui’s food made people … because it was no …food. Arriving home Wang Peng rewrote his own sign.The …between the two restaurants was on!Step 5 Homework1. What do you think Wang Peng will provide to win his customers back2.Read the passage as much as possible.。
新课标高一必修3Unit2HealthyEating--教案1
新课标高一必修3Unit2HealthyEating--教案1人教版新课标高一必修3 Unit 2 Healthy Eating--教案1人教版新课标高一必修 3 Unit 2 Healthy Eating--教案1 Unit 2 Healthy Eating--教案 1 TITLE=人教版新课标高一必修3 Unit 2 Healthy Unit2 Healthy eating Teaching Aims of this unit 1. Talk about healthy eating 2. Making suggestions or giving advice on diet 3. Distinguish the meanings of Modal verbs 4. Make a balanced menu 5. Vocabulary: 6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,li mit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on 7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice seeing the doctor. Teaching importance: The use of ought to 1. Statements 2. You 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. 3. Difficulty 4. Distinguish and summarize the usage of ought to and should. 5. Teaching methods: skimming, scanning, discussing. 6. Teaching aids: a tape recorder, a projector and a computer. The first period Warming up and reading Step Ⅰ Warming up Review 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-reading Get 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? Which food contains more… Examples of foods Answer Sugar Chocolate or grapes Cakes or bananas Chocolate Fat Cream or rice Chocolate or chicken Cream Chocolate Fiber Peas or nuts Pork or cabbage Nuts Cabbage protein Potato crisps or ham Eggs or cream Ham Step Ⅲ Reading Get 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 reading In 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 Pengwei found out why he had lost his customers and decided to win them back 2. Careful reading T: 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. a. Usually Wang Pengwei’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 Pengwei’s customers often became fat after eating in his reataurant. (T) e. Yong Hui’s menu gives them energy foods. (F ) f. Wang Pengwei’s menu gives temfoods containing fiber. (F ) g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F ) h. Wang Pengwei decided to copy Yong Hui’s menu. (F ) Step Ⅳ Comprehending By 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. disadvantages advantages Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods T: Until now we have known what’s wrong wit h both restaurant. What does it matter if you only eat at one of the restaurant? 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 com petitor 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 s entences: a. Wang Pengwei 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. Step Ⅴ Homework 1. Try to retell the text. 2. Prepare for the language learning and do Using wordsand Expressions on WB (Page 49-50)。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Book 3 Unit 2 重点短语讲解
1. In this way they cut down the fat and increased the fibre in the meal. (P15)
【归纳】cut down削减，减少，砍倒。
【延伸】cut in插嘴；cut off切掉，隔绝；cut up切碎；cut across 抄近路穿过。
【易错点】注意cut down后面介词的使用，如果表示“削减，减少”时，后面可以跟介词on；如果表示“使……降低到”时，用to；如果表示“使……降低了”时，用by。
如：
The doctor told my husband to cut down on smoking. 医生嘱咐我丈夫少吸烟。
You can cut the book down to 200 pages. 你可以把这本书减到200页。
2. It cost more than a good meal in his restaurant!(P10)
【归纳】1. “more than ＋数词”意为“……以上”，如：I have known David for more than 20 years.
2. “more than ＋名词”表示“不仅仅”，如：Jason is more than a lecturer; he is a writer, too.
3. “more than ＋形容词/ 副词”意为“非常”，如：I am more than glad to help you.
【延伸】rather than而不是；other than除了；less than很少，不到。
【易错点】no more than意为“只有，仅仅，不过（= only; just ）”，强调“少”；not more than意为“至多，顶多，不超过”，其意义与at
(the) most 相同。
3. Their balanced diets became such a success that before long Wang Peng became slimmer and Yang Hui put on more weight. (P15)
【归纳】before long不久以后，很快。
常在句中作状语，多与动词的过去时或将来时连用。
【延伸】as long as 长达，只要；in the long run从长远来说；at longest 最晚；for long = for a long time长期；long for 渴望；no longer 不再；long ago很久以前。
【易错点】long before意为“很久以前，在……以前很久”可以单独使用，后面也可以接从句，常与过去时或过去完成时连用。
如：She said that she had heard of it long before. 她说她早就听说过此事。
I knew you long before I knew him. 我认识你远在我认识他之前。
4. He could not have Yang Hui getting away with telling people lies!(P10) 【归纳】get away with侥幸逃脱，逃离。
with是介词，后面跟名词，代词或动名词。
【延伸】get rid of摆脱，除掉；get over克服；get down to认真做；get along进展，相处；get together聚会，联欢；get in touch with与……取得联系。
【易错点】get away with与get away from意思不同，get away from 意为“从……走开、离开，从……逃脱”。
如：
In no way can the murderer get away with the crime. 绝不会让杀人凶手逍遥法外。
Many people got away from the wrecked ship on a raft. 许多人乘救生艇离开了遇难的船。
精美句子
1、善思则能“从无字句处读书”。
读沙漠，读出了它坦荡豪放的胸怀；读太阳，读出了它普照万物的无私；读春雨，读出了它润物无声的柔情。
读大海，读出了它气势磅礴的豪情。
读石灰，读出了它粉身碎骨不变色的清白。
2、幸福幸福是“临行密密缝，意恐迟迟归”的牵挂；幸福是“春种一粒粟，秋收千颗子”的收获. 幸福是“采菊东篱下，悠然见南山”的闲适；幸福是“奇闻共欣赏，疑义相与析”的愉悦。
幸福是“随风潜入夜，润物细无声”的奉献；幸福是“夜来风雨声，花落知多少”的恬淡。
幸福是“零落成泥碾作尘，只有香如故”的圣洁。
幸福是“壮志饥餐胡虏肉，笑谈渴饮匈奴血”的豪壮。
幸福是“先天下之忧而忧，后天下之乐而乐”的胸怀。
幸福是“人生自古谁无死，留取丹心照汗青”的气节。
3、大自然的语言丰富多彩：从秋叶的飘零中，我们读出了季节的变换；从归雁的行列中，我读出了集体的力量；从冰雪的消融中，我们读出了春天的脚步；从穿石的滴水中，我们读出了坚持的可贵；从蜂蜜的浓香中，我们读出了勤劳的甜美。
4、成功与失败种子，如果害怕埋没，那它永远不能发芽。
鲜花，如果害怕凋谢，那它永远不能开放。
矿石，如果害怕焚烧（熔炉），那它永远不能成钢（炼成金子）。
蜡烛，如果害怕熄灭（燃烧），那它永远不能发光。
航船，如果害怕风浪，那它永远不能到达彼岸。
5、墙角的花，当你孤芳自赏时，天地便小了。
井底的蛙，当你自我欢唱时，视野便窄了。
笼中的鸟，当你安于供养时，自由便没了。
山中的石！当你背靠群峰时，意志就坚了。
水中的萍！当你随波逐流后，根基就没了。
空中的鸟！当你展翅蓝天中，宇宙就大了。
空中的雁！当你离开队伍时，危险就大了。
地下的煤！你燃烧自己后，贡献就大了
6、朋友是什么？
朋友是快乐日子里的一把吉它，尽情地为你弹奏生活的愉悦；朋友是忧伤日子里的一股春风，轻轻地为你拂去心中的愁云。
朋友是成功道路上的一位良师，热情的将你引向阳光的地带；朋友是失败苦闷中的一盏明灯，默默地为你驱赶心灵的阴霾。
7、一粒种子，可以无声无息地在泥土里腐烂掉，也可以长成参天的大树。
一块铀块，可以平庸无奇地在石头里沉睡下去，也可以产生惊天动地的力量。
一个人，可以碌碌无为地在世上厮混日子，也可以让生命发出耀眼的光芒。
8、青春是一首歌，她拨动着我们年轻的心弦；青春是一团火，她点燃了我们沸腾的热血；青春是一面旗帜，她召唤着我们勇敢前行；青春是一本教科书，她启迪着我们的智慧和心灵。