高一英语必修三UNIT2教案
英语必修三unit2教案
英语必修三unit2教案教案标题：Unit 2: Cultural Relics教学目标：1. 了解和掌握与文化遗产相关的词汇和短语。
2. 能够描述和解释文化遗产的重要性和价值。
3. 能够运用所学知识进行相关话题的讨论和写作。
教学重点：1. 文化遗产的定义和种类。
2. 描述和解释文化遗产的重要性和价值。
3. 运用所学知识进行相关话题的讨论和写作。
教学难点：1. 运用适当的词汇和短语描述和解释文化遗产的重要性和价值。
2. 运用所学知识进行相关话题的讨论和写作。
教学准备：1. 多媒体设备和投影仪。
2. 学生用书和教材。
3. 活动和练习的工作表。
教学步骤：Step 1: 导入新课 (5分钟)1. 利用多媒体设备展示一些著名的文化遗产图片，引起学生的兴趣。
2. 引导学生讨论他们对文化遗产的理解和认识。
Step 2: 词汇和短语学习 (15分钟)1. 利用多媒体设备展示文化遗产相关的词汇和短语，如cultural relics, heritage, preservation, etc.2. 进行词汇和短语的发音练习和记忆。
Step 3: 阅读理解 (20分钟)1. 学生阅读教材中关于文化遗产的文章，并回答相关问题。
2. 教师引导学生讨论文章中的重要观点和信息。
Step 4: 语言运用 (15分钟)1. 学生分组进行小组讨论，讨论文化遗产的重要性和价值。
2. 学生使用所学词汇和短语进行表达，并记录下自己的观点。
Step 5: 写作练习 (20分钟)1. 学生根据所给提示写一篇关于自己国家文化遗产的短文。
2. 学生互相交换短文并提供建议和修改意见。
Step 6: 总结和评价 (10分钟)1. 教师总结本节课的重点和要点。
2. 学生进行自我评价并提出问题和困惑。
Step 7: 课堂延伸 (5分钟)1. 学生自主阅读相关的文化遗产文章并写下自己的感想和思考。
2. 学生可以准备一份关于自己最喜欢的文化遗产的简短介绍。
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。
人教版高中英语必修三unit2教案 最终版演示教学
版
精品文档
Teaching Plan Unit2 Healthy Eating
教材
人教版高中英语必修三
试讲者
李瑶
单位
新疆师范大学
适用年级
高中一年级
单元Leabharlann 第二单元课题Come and Eat Here （Reading）
课时
共五课时，第二课 时
一．教材分析 Analysis of the Teaching Materials
收集于网络，如有侵权请联系管理员删除
精品文档
3.Emotion Objectives 1. Stimulate students understand the concept of healthy eating correctly, form good eating habits. 四. 教学重点、难点分析 Teaching Key and Difficult Points 1. Teaching Key Points 1. Learn to correctly use some of the key words and phrases of this unit. 2. Understand the role of various foods on the human body and improve the awareness of the formation of a healthy diet. 3. Use different reading strategies to understand and analyze the text. 2.Teaching Difficult Points 1. Use different reading strategies to understand and analyze the text. 2. Can express their own views and suggestions on the practical problems encountered around them. 五．教法、学法与教具 Teaching and Learning Methods and Aids 1.Teaching Methods
人教版高中英语必修三unit2教案 最终版
1.KnowledgeObjectives
1.Get studentsto learn to use some of the key words and phrases of this unit .
2. Understand the role of various foods on the human body and candistinguish whichis a healthy diet, which is not.
2.Ability Objectives
1.Enable students toexpress their own views and suggestions on the practical problems encountered around them.
2. Can skim the text, find and process the relevant information in the text,according to the text content to answer some questions.
e different reading strategies to understand and analyze the text.
2.Teaching Difficult Points
e different reading strategies to understand and analyze the text.
This lesson is based on the reading partCome and Eat Hereof student textbooks which comes from the high school English compulsory book three unit twoHealthy Eating.The text mainly describes the competition between Wang Peng and Yong Hui, who are both operating restaurant,meanwhile,describes the so-called concept of healthy eating.Through the whole learning of the unit,students will understand the role of various foods on the human body,what’s more,teacher will also guide students to pay attention to a balanced diet and encourage students to develop healthy eating habits.
必修三 Unit 2 Understanding ideas教案
必修三Unit 2 Understanding ideas教案discuss their difficulties that arise in the process of reading each paragraph and helps them understand the meaning of the each paragraph.T asks more questions to help Ss to think deeply. Ryan? Why?Why couldn’t $70 do much help?Which adjective would you like to use to describe Ryan’s feeling when he learned that his seventy dollars was not enough?How did Ryan raise enough money?Which adjective does the writer use to describe Ryan? Do you agree?What did Ryan see in Uganda and how did he feel? How did Ryan encourage more people to help? And what is the result?What question does Ryan ask today? And what does it mean?What quality helps Ryan realize his dream?Activity 4 T asks Ss to complete thesentences and retell Ryan’sstory with the help of thesentences in A4.T helps Ss summarize the sixelements of a narrative andthe structure of the text.RetellSs retell Ryan’s story with thehelp of A4.Ss summarize the six elementsof a narrative and the structureof the text with the help of T.Ss are expected to beclear about thestructure of the textand be aware of thesix elements and thestructure of anarrative.Activity 5 T asks Ss to discuss the twoquestions.DiscussionSs discuss the twoquestions of this part.Ss are expected to developtheir thinking capacity andrealize that helping others isadmired.板书设计Find out what Ryan did:学习评价、检测以及课后作业布置1. Words and expressions2. 主题语境阅读练附录。
英语必修三unit2教案
英语必修三unit2教案课程介绍本文档为英语必修三unit2教案，该课程内容为探讨科技与人类关系。
通过阅读、听力、口语和写作等方式来进一步提高学生的英语综合能力，让学生掌握和运用英语来表达自己的想法。
教学目标1.能够听懂关于科技与人类关系的对话、讨论及公开演讲。
2.能够阅读科技与人类关系的相关文章。
3.能够表达和分享自己对科技与人类关系的看法和观点。
4.提高学生的英语口语和写作能力。
教学重点1.掌握科技与人类关系的相关词汇、短语和表达方式。
2.提高学生的听力理解能力，能够听懂对话、讨论及公开演讲。
3.掌握科技与人类关系的相关阅读技巧。
4.提高学生的口语表达和写作能力，让学生能够用英语表达自己的看法和观点。
教学难点1.能够用英语表达自己的观点和看法。
2.能够听懂对话、讨论及公开演讲。
教学准备1.教师准备：课件、相关阅读材料、讨论和演讲题目等。
2.学生准备：笔记本、英语书本、音频播放器等。
教学方法1.以学生为中心的教学方法。
2.以听力训练为主，加强口语表达和写作能力。
3.以集体讨论和小组活动为主要教学手段。
教学流程第一课时Part 1：Introduction1.老师进行自我介绍，认识学生并解释该课程的重要性和目的。
2.让学生自我介绍并介绍自己的想法和意见。
Part 2：Listening and Speaking1.播放一个关于科技的对话并提出问题让学生听后回答问题。
2.让学生自己参考对话的主题和问题讨论科技与人类的关系。
3.让学生准备自己的公开演讲并展示。
Part 3：Writing and Reading1.让学生阅读一篇与科技和人类关系相关的文章。
2.让学生写下自己的看法，并和小组讨论。
3.让小组代表发表自己的意见。
第二课时Part 1：Review1.让学生回顾上一节课的内容。
2.让学生回答一些对于学习课程相关的问题。
Part 2：Listening and Speaking1.让学生听一个有关人工智能的讨论并回答问题。
必修3 unit2 教案
Unit 2 Healthy eatingTeaching Aims and Demands1．Talk about eating habits and health2．.Practise seeing the doctor.3．Practise giving advice and making suggestions.4．Use the modal verbs had better, should, ought to5．Learn some useful cooking terms.6．Read and write recipes.l Words and Phrasesstomach ，fever ，ought ，ought to ，examine ，plenty ，plenty of ，diet ，keep up with ，make a right choice ，short of ，fit ，gain ，now and then， energy，soft ，bar ，fuel ，chemical ，balance ，tasty ，boil，mixtureUseful expressionsIn the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching:Communication way of teaching, discussion and group work.period 1Teaching aims and demands1.Talk about eating habits and health2.Practise seeing the doctor.3. Practise giving advice and making suggestions.Main and difficult pointsPractise my students’oral English and make them know what expressions they can use when they see the doctor and try to practice giving advice and making suggestions.Step 1 Lead inFirst show the students some pictures of dishes and so to introduce the topic of this unit.Step 2Warming-UpAnd then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Junk foods: Hamburger, Chock late …Healthy foods: rice …Step 3 Pre-speakingThere are so many foods. And if we do not eat them properly we may be ill because of it. For example in our spring festival sometimes we may have stomachache if we eat too much.. then we have to see a doctor. Step 4 Speaking1. Show the example dialogue to students.2. Play the tape and read after it.3. Sum up some of the useful expressions in the dialogue and in the form.4. Show the students the three situations on P2. Then ask the students to prepare a dialogue according to the examples in pairs.5. Ask several pairs of students to present their dialogues.6. After that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Step 5 sum upRecord of teaching:period 2Teaching aims and demands1. To improve my students’reading ability.2. To be more knowledgeable by reading the passage.3. Try to form healthy eating habits.Main pointsTo improve my students’reading ability.Difficult points1. To improve my students’reading ability.2. To be more knowledgeable by reading the passage.Teaching methods:Discussion: from the discussion let every student work in class and encourage them to have their own opinion.Teaching aids:Slide, tape recorder.Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading (show on the screen)1.What does the “fuel ”mean in the first paragraph?( It means different kinds of materials, such as protein, Calcium that we need to keep healthy.)2. What do we have to consider when we choose to buy or eat? (What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.) 4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing3.the best way to develop healthy eating habits.)Step 4 DiscussionAsk the students to take out their menus and read them carefully. Then discuss what kind of food they want to recommend to their friends or families.Step 5 Sum up.Step 6 HomeworkFinish the exerciseStep 7 The design of the blackboard.We are what we eatStep 8 The record after teaching.period 3Teaching aims and demands1.Have a deeper understanding of the passage.2.Master some important points of the text.3. Improve my students’comprehensive ability.Main and difficult pointsSome important points of the text.Teaching method:First T gives some important points. Then let students find out their difficult points and ask some students to answer. If they cannot then T answers it.Teaching aids:SlideStep 1 RevisionCheck the homework.Review what we learnt in last periodStep2T gives some important points to students.1.You ought to be careful with fruit.Ought ( oughtn’t ) to : should(应当，应该)We ought to respect not only own privacy, but also that of others.你不该抽那么多烟。
英语必修三unit2 教案
英语必修三unit2 教案教案标题：英语必修三 Unit 2: Growing Pains 教案教案目标：1. 通过学习本单元的课文和相关练习，让学生能够理解并运用本单元的词汇、语法和语言知识。
2. 培养学生的阅读和听力技能，提高他们的语言表达能力和交流能力。
3. 培养学生的批判性思维和解决问题的能力，帮助他们理解成长中的困惑和挑战。
教学准备：1. 教材：英语必修三教材 Unit 2：Growing Pains2. 多媒体设备：投影仪、音频设备等3. 教学资源：课件、练习题、词汇表等教学步骤：Step 1: 导入新课1. 创设情境，引起学生兴趣，可以通过一段视频、图片或问题启发学生思考成长中的困惑和挑战。
2. 引导学生讨论并分享他们对于成长中的困惑的看法和经历。
Step 2: 预习活动1. 让学生在课前预习本单元的课文和生词，提醒他们关注文章的主题和结构。
2. 分小组让学生互相讨论预习内容，分享彼此的理解和问题。
Step 3: 阅读理解与讨论1. 学生阅读课文，并根据问题回答相关细节。
2. 分组讨论学生对于课文中的主题、观点和故事的理解和感受。
3. 教师引导学生进行全班讨论，鼓励学生提出自己的观点和见解。
Step 4: 语言知识探究1. 教师引导学生注意课文中的语法结构和词汇，解释并澄清学生的疑惑。
2. 教师通过示例和练习，帮助学生巩固和运用所学的语言知识。
Step 5: 听力训练1. 播放与课文相关的听力材料，要求学生根据听到的内容回答问题。
2. 分组讨论学生对听力材料的理解和感受，教师引导学生进行全班讨论。
Step 6: 听力与口语练习1. 将学生分成小组进行角色扮演，模拟对话和情景，以提高学生的口语表达能力。
2. 教师在小组活动过程中给予学生指导和反馈，帮助他们改进口语表达。
Step 7: 语言输出活动1. 让学生根据课文内容，写一篇关于成长中的困惑和挑战的短文。
2. 学生可以结合自己的经历和观点，展示对于成长中困惑的理解和解决方法。
- 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)。
Unit 2 Healthy eating 三维目标
（一）.Knowledge aims
Let students learn the knowledge of balanced diet and nutrition
（二）. Ability aims
Enable students to talk about their eating.
Understand the text and answer the following questions.
（三）. Emotional aims
Enable the students to learn how to talk about their eating.
Develop students’ sense of cooperative learning
教学重点
Identify different groups of foods and talk about healthy eating.
What kind of food did they provide for their customers, healthy or unhealthy? Why? 教学难点
Understand the real meaning of healthy eating.
How was the competition going on? Who would win?
教学方法
Fast and careful reading.
Asking-and-answering activity to check the Ss’ understanding of the text.
教具准备
computer and a projector.
教学过程
Step1 Greetings
Step2 Lead-in
Step3 Warming up and speaking
一．Name some foods’name in English
二．Give some proverbs about eating
三．Ask ss what balanced food is.
Step4 Reading
一．F ast reading
1. True or false
T
T
F
F F
F
True or False
2. Fill in the blanks
Wang Peng ’s
Yong Hui ’s
Food
_________________ , kebabs cola
,
roast
pork,
__________
________vegetables, fruit, ________ Price
____________
It costs more than a meal in Wang ’s
Strength people
feel________
and giving them _____________ make people ______
enough ____________foods
Weakness people
easily
become ______because
his ______contains too much fat not giving energy food ,after
eating
，
people
become_____ quickly
二． I ntensive reading
C h o o s e t h e b e s t a n s w e r
1When Wang Peng thought “Nothing could be better”, he means _______
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?
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?
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.
Step5 Discussion Step6 Homework
The passage can be divided into 3 parts. Give the main idea of each part .
Part
Part
Part
Wang Peng was
________because his restaurant is not as _____as usual. He followed his friend to a newly opened _________ which was very ________.
Feeling worried, he did some ________to win his __________back.
worried
full
restaurant popular
research
customers。