高中高一英语必修三UnitHealthyeating阅读学习方案教学设计教案
高中英语必修三unit2 Healthy eating 教学设计
高中英语必修三unit2 Healthy eating 教学设计作者：张微来源：《神州·中旬刊》2019年第08期一、教材分析这单元介绍的是饮食习惯，旨在让学生明白什么是健康的饮食習惯以及健康饮食的重要性。
鼓励学生检查日常饮食是否健康。
本篇文章词汇量较大，且大部分学生对饮食与健康关系了解较少。
因此，本文的学习难度较大。
二、学情分析本节课的授课对象是高一的学生。
他们能够读懂文章的大概意思。
但是，要恰当运用英语词汇表达自己的看法，以及通过英语文章的阅读获取相关信息对于高一学生有一定困难。
三、教学目标1.通过本课时的学习，学生能够读懂课文大意，掌握与将康饮食有关的重点词汇。
2.使学生学会通过略读，寻找文章的主题句，通过查读，捕捉文章的重要细节理解作者的写作意图，从而提高阅读理解能力。
3.使学生意识到健康饮食的重要性，只有饮食健康，才能有健康的身体，因此，我们要养成健康且平衡的饮食习惯。
四、教学重点及难点1.掌握有关营养成分与食物的词汇以及这些营养成分的来源和主要功能。
2.使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。
五、教学方法1.以任务型教学为主，强调教学方法的灵活性和多样性。
2.采取小组合作的方法，培养学生的合作精神。
六、教学过程Step 1.Leading-in and Warming-up1.First show the students some pictures of dishes to introduce the ; ; ; ; topic of this unit.2.T：What do you usually have for breakfast/lunch/supper？What is your favourite food？Can you give the reasons？3.Ask Ss to discuss with their partners and divide the food into three groups.Energy-giving food：Body-building food：Protective food：设计意图：通过谈论饮食，从而引入本单元的话题：Healthy eating。
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.
人教版必修三Unit 2《Healthy eating》word教学设计
Pre-reading引导学生通过questioning and answering进行操作。
将Warming Up、Pre-reading、Reading和Comprehending整合在一起上一节“阅读课”。
将Learning ab out language和Workbook中的USING WORDS AND EXPRESSIONS、USING STRUCTURES整合在一起上一节“语言知识课”。
Learning about language主要突出本单元的重点词汇和主要语法项目。通过Warming up by having a dictation，Discovering useful words and expressions，Learning about grammar，Reading ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t和Closing down by doing a quiz等活动，帮助学生熟练掌握情态动词ought to / ought not to / have toቤተ መጻሕፍቲ ባይዱ/ don’t have to / mustn’t / needn’t的各种语用功能。
Unit 2 Healthy eating
本单元的中心话题是“健康饮食”。本单元将通过谈论健康饮食，让学生了解饮食与健康方面的有关知识并且能根据所学知识审视自己、审视食物，提高健康饮食意识，并在日常生活中少吃汉堡、薯条等高热量低营养食品，多吃水果、蔬菜和谷物，远离肥胖和亚健康状态。
人教版高中《英语》必修3 unit 2 “Healthy Eating” 教学设计
2020年42期总第534期ENGLISH ON CAMPUS人教版高中《英语》必修3unit 2 “Healthy Eating” 教学设计文/莫兴竹一、教学内容分析人教版高中《英语》必修3 unit 2 “Healthy Eating” 的中心话题是“健康饮食”。
教材通过讲述王鹏和雍慧餐馆为顾客提供不同的食物，且二者都存在片面性，都不属于健康的膳食。
最后两人决定合作，将菜单升级，提供给顾客既有能量又有纤维的均衡饮食。
本单元第一部分Warming up，主要让学生通过学习，了解到食物的分类——不同事物给人体提供不同的营养。
Pre-reading部分，要求学生围绕几个问题进行讨论，最后能够理解健康均衡的饮食应该包括哪些食物，款待朋友，应该选择什么样的特色菜以及根据图片和文章标题，对Reading部分的内容进行猜测。
通过学习，学生能够理解王鹏和雍慧的菜单都存在片面性，都不属于健康均衡的饮食，进而在Using Language进行听力和阅读语篇的训练。
Learning about Language 部分由 “词汇学习”和“语法学习”两部分组成。
本单元的最后一个任务是主题写作，要求学生为家庭制作晚餐食谱，分析食谱包含的食物是否能够提供均衡营养，学以致用。
二、学情分析本节课的教学对象是高一年级的学生，他们已经具备一定的英语基础知识，能运用逻辑思维能力解决问题，对“健康饮食”这一话题也不陌生，能够激发他们的学习兴趣，但是对于本单元涉及的大多数专业词汇，学生还是存在问题。
基于此，小组合作学习方式是高一英语课堂的常用形式。
三、教学目标和教学重点及难点1.教学目标。
(1)掌握本单元的核心词汇和短语以及情态动词的功能和用法；(2)根据食物的分类，了解食物的不同功能；(3)能够谈论什么是健康、均衡的饮食；(4)引导学生关注合理饮食、饮食习惯、饮食结构、饮食文化等。
2.教学重点及难点。
(1)掌握本单元的核心词汇和语法结构；(2)了解不同食物对人体的作用并形成健康饮食的意识；(3)学生能够正确使用阅读策略，理解、分析课文；(4)能针对自己遇到的实际问题，发表自己的意见和建议。
高一英语必修三Unit2Healthyeating阅读学习方案教学设计
高一英语必修三Unit2 Healthy eating阅读学习方案教学设计兰州三中高中英语张春玲Time:40 minutesGrade: Senior Grade OneTeaching Material:Unit2 Healthy eating (Using Language: listening, reading and discussing) Teaching Aims:1.Knowledge Objects:(1) Learn and master the new words and expressions in this unit.Key words: debt, glare, spy, limit, benefit, breast, garlic, sigh, combine Common words: calmly, cooperationPhrases: earn one’s living, in debt, spy on, cut down, before long, put on weight(2) Get students to read the story Come and Eat Here(2)(3) Let the students learn more about problems with a balanced diet andunbalanced diet.2. Ability Object:(1) Develop the students’ listening and reading ability.(2) Train the students’ ability of further understanding about the text.(3) Develop the students’ reading skills by extensive reading.3. Moral Objects:(1) Stimulate the students’ sense to form a healthy eating habit.(2) Develop the students’ sense of group cooperation and teamwork.(3) Develop the students’ability of dealing with the troubles met in their dailylife.4. Strategy Object:Get the students to learn different reading strategies. Cultivate the students’ability to skim and scan the passage.Teaching Important Points:Train the students’ listening and reading ability.Teaching Difficult point:How to improve the students’ listening and reading ability.Teaching Methods:1. Fast reading to get the general idea of the text.2. Questions to help the students learn the detailed information about the text.3. Pair work to make every student work in class. Discussion for cooperationstudy.Teaching Aids:1. a projector2.the blackboardTeaching Procedures:StepⅠGreetingsGreeet the whole class.StepⅡLead-inTalk about the topic of the unit—healthy eating.StepⅢListening1. Learn the new words about the diseases.2. Listen to the tape to finish Ex.3 and Ex.4.3. Find out the main idea of the dialogue.StcpⅣReading and Discussing1. Review the first part of the story Come and Eat Here(2).2. Skiming for general idea2. Scanning for detailsStepⅤConsolidationFill in blanksStepⅥDiscussionWhy was their cooperation a success? What can we learn from the cooperation?StepⅦSummaryHomework1. Write an advertisement for the new restaurant2. Try to retell the whole story.Blackboard Design评价原则(1).Learn a knowledge of balanced diet and health.(2). Master the reading skills of guessing and skimming.(3). Use words and expressions of this unit in daily life.(4). Express some ideas about healthy eating in English.第1-5分钟热身导入激活活动旳目旳性请学生简介自己一天饮食。
必修三 unit2 healthy eating 教学设计
一堂高中英语任务型阅读教学课的设计—BOOK 3 Unit 2 Healthy eating【教学内容介绍】该课时是根据高一英语必修三第二单元Healthy eating学生用书中的阅读内容“come and eat here(1)”而设计的一节课，课文主要讲述了王鹏和咏慧这两家饭店之间的竞争，同时阐述了所谓健康饮食的概念。
通过整个单元的学习，学生将了解各种食物对人体的作用，与此同时，教师也将引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
【教学设计思路】《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用role playing, quiz, discussion, brainstormi ng等多种方式来进行对本单元的教学。
【学习任务分析】本单元的中心是围绕健康饮食展开的。
该篇文章通过阐述两家饭店之间的竞争来引出健康饮食这一概念。
本课题的学习不仅是能让学生了解什么是健康的饮食，同时也能引导其调整自身的饮食习惯，做到健康饮食。
本堂课的教学内容为“come and eat here(1)”，是在学生掌握了该单元的词汇下展开的，这篇文章是整个单元的重点。
这是一篇记叙文。
学生可以以地点的转换为线索来进行对本篇文章的学习。
考虑到单元的整体进度，我将Warming up作为Re ading的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。
【学习者分析】本课的授课对象是瑞安中学高一（3）班的学生，作为省一级重点高中的学生，他们的英语基础普遍比较扎实。
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。
人教版高中英语必修三Unit+2+Healthy+eating+Reading+教案.doc
Unit 2 Healthy eatingTeaching objectives:Knowledge aims:1. Students will be able to develop their reading ability, learn to use some reading strategies such as guessing, skimming and so on.2. To grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.Ability aim:Students will be able to realize the importance of having a healthy diet.Emotional aim:Let students know more about healthy eating.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period.Teaching procedures:Step 1 RevisionStep 2 DiscussionDiscuss and finish the exercise: which food contains more…? Which food contains more…?Step 3 Lead inShow a pyramid of food to the students.Step 4 SkimmingGet the students to read the whole story fast to prove whether their guesses are right.Then ask the following questions to finish the table :Qs : Whose restaurant ? What foods are offered there ? Do these foods make a healthy diet ? Why not ? What problems may these foods cause to customers ?2.Give the students 2 minutes to summarize the main idea of the story with the help of the above table, using 2 or 3 sentences. Step 5 Careful readingDivide the whole passage into three parts, and give the general idea of each part.Part 1 Wang Peng felt frustrated because he found his customers had come to other places to eatPart 2 Wang Peng found the reason why YongHui’s restaurant was more attractivePart 3 Wang Peng thought out a good idea to have a competition with YongHui’s restaurantT : The story is mainly about two persons, that is, Wang Peng and Yong Hui .Q : Who is the main character in the story ? ( Wang Peng ) Now let’s read the story again to get more about him.1.Get the Ss to read the story carefully to make a list of places where he stayed & went and his feelings in these places.2. Ask some questions to help the Ss have a better understanding of the story.Step 6 Post readingTrue or false1. Usually Wang Peng’s restaurant was full of people.2. He provided a balanced diet in his menu.3. Yong Hui served a balanced diet.4. Yong Hui could make people thin in two weeks by giving thema good diet.5. Wang Peng’s customers often became fat after eating in his restaurant.6. Yong Hui’s menu gave them energy foods.Step 7 SummaryWang 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____ Lichang 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. To his joy, people began coming to his restaurant again. He was able to 14_____ his living now. He looked 15____ to being rich and he wouldn’t be in 16_____ any longer. Then all of a sudden Yong Hui walked in with anger. Wang Peng asked her to try a meal of his. Although enjoying the dumplings served there, Yong Hui looked ill and felt sick with the fatty pork and all those heavy food. They 17_____ about offering a 18 _____ diet and providing a balanced menu to cut down the fat and increase the 19_____ in the meal. They learned from each other. In the end they decided to turn the two restaurants into a big one. They got 20_____ and lived happily ever after!Homework :Read the story aloud and find out some beautiful sentences. Remember the useful words and expressions.精美句子1、善思则能“从无字句处读书”。
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foods are you offered there ?
课本pre-reading部分
第11-15分钟
Fasting reading
理解课文的语用目的
学习课文,引导学生阅读课文，回答问题：
strategies : Read fastand answer questions
高中英语人教版必修三Unit2 Healthy eating
读学习方案的教学设计
项目
内????容
教学内容
(1).Train students to have better readingstrategies such as guessing, skimminganddevelop reading ability.
Part 1? ____________________________________________
Part 2? ____________________________________________
Part 3 ____________________________________________
学习资源
词汇图，教,编制的学案
预设时间
学习步骤
学习目的
教学方案
学习方案
学习资源
第1-5分钟
己一天饮食。
课本Warming-up部分
第6-10分钟
Guessing
了解任务
(1).Reading strategies: Make a guess according to the title “ Come and eat here ”before reading.
学习策略
（1）在新旧语言知识之间建立联系；
（2）控和调整英语学习过程中的情绪和情感；
（3）根据语言使用环境，得体地使用语言。
任务
课时任务：完成本文的阅读和知识的学习。
评价标准
从以下标准中选定至少两项作为你本课学习的评价标准。
（1）.Learn a knowledge of balanced diet and health.
（2）Fill the table
WP’s restaurant
YH’s restaurant
menu
strength
weakness
情感态度
(1).Instruct the students to understand that developing healthy eating habits is the best way to keep fit.
(2).Enable the students to have an ability of spreading some knowledge of healthy eating.
全班活动：完成活动，老师询问，学生回答。
课文和学案
第36-45分钟
知识运用
进一步强化学生的语言运用能力
请不同层次的学生展示本任务的结果。
学案
课中学习方案
1．Guessing
Reading strategies: Make a guess according to the title “ Come and eat here ”before reading.
(2). Master the reading skills of guessing and skimming.
(3). Use words and expressions of this unit in daily life.
(4). Express some ideas about healthy eating in English.
（1）.Where are you invited to go ?
（2）.What foods are you offered there
reading
Read the text quickly and answer the two questions
(1)Who were mentioned in the story?
________________________________
(2)What did they do ?
_________________________________
3.Careful reding
(1)Divide the whole passage into three parts, and give the general idea of each part.
(2).Help students to realize the importance of having a healthy diet.
(3).Grasp some useful words and expressions in this passage, such as be tired of,curiosity, get away with etc.
问题已经印在课中学习方案上，以节约写黑板时间。
学案
第16-35分钟
Careful reading
深入任务：捕捉具体信息
完成活动(1),(2)
第二遍阅读，完成活动(1)，
小组活动：分享各自的方法。
第三遍阅读，完成活动(2)：建议学生在阅读中列出信息表，然后就很容易回答和选择了。
小组活动：相互检查表格填写是否正确，相互问答完成活动，相互检查活动答案是否正确。
???(3) Learn some reading strategies such as guessing, skimming.
语言技能
(1)Use words and expressions of this unit in daily life.
(2)Train students to express some ideas about healthy eating in English.
课时学习目标
从以下学习目标中确定两类、每类至少一项作为自己的本课时学习目标。
语言知识
（1）?Learn the new words and expressions of this unit.
（2）learn some knowledge about food nutrition and health.