必修3-Unit-2-Healthy-eating-教学设计
Book 3 Unit 2 Healthy eatingⅢ. 教材分析与教材重组1. 教材分析本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
针对现实中遇到的实际问题发表自己的看法。
最后让学生运用所学知识，两人一组研究中餐，设计食谱。
1.1 WARMING UP 是本单元一个重要的组成部分。
让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。
通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是Healthy Eating.1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。
可添加讨论如何在烹饪中保持食物营养，从而有利于健康。
1.3 READING 讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。
但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。
戏剧性的结尾增添了故事的趣味性。
通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。
1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。
注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。
1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。
2．教材重组2.1 精读把Warming up作为Reading 的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。
2.2 语言学习把Learning About Language和Workbook中的Using words and expressions, Using Structures结合在一起上一节“语法课”。
2.3 听力把Using Language 中的Listening和Workbook中的Listening，Listening Task放在一起上一堂“听力课”。
2.4 泛读Using Language中的Reading与Workbook中的Reading Task放在一起上一堂“泛读课”。
2.5 口语将Page 13 Activity 3和Workbook中的Talking, Speaking Task放在一起上一堂“口语课”。
2.6 语言运用将Speaking and Writing和Workbook中的Writing Task, Project整合在一起上一堂“写作课”。
3．课型设计与课时分配1st period Warming up and Reading2nd period Using language3rd period Learning about Language4th period Listening5th period Language study6th period RevisionThe First Period Warming up and ReadingTeaching goals 教学目标1. Target language目标语言a. 重点词汇和短语energy, fiber, digestion, bean, cucumber, mushroom, lemon, ham, mutton, roast, slim, curiosity, raw, lie, customer, muscle, cheese, protective, frustrated, drive, sugary, body-building, energy-giving，newly-opened, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some researchb. 重点句子His fried rice was hot but did not taste of fat.Tired of all that fat? Want to be thinner? Only slimming food served here.I will take all that fat off you in two weeks if you eat here every day.It was not giving its customers energy-giving food!Something terrible must have happened if Maochang was not coming to eat with him as he always did.He wondered if he should go to the library to find out.He couldn’t have Yong Hui getting away with telling people lies!2. Ability goals 能力目标a. Enable students to talk about their eating.In what ways the food you eat helps you?How can you have a healthy diet?What will happen if you don’t have a balanced diet?b. Understand the text and answer the following questions.What happened to Wa ng Pengwei’s restaurant?Why would his customers prefer to eat at Yong Hui’s restaurant?What did he do after leaving Yong Hui’s restaurant?c. Understand the details about the text and retell the text in the role of Wang Pengwei.3. Learning ability goals 学能目标Enable the students to learn how to talk about their eating.What does a healthy diet mean?Is what Yong Hui did right? Why?What will you do if you are Wang Pengwei?4. Teaching important points 教学重点a. Identify different groups of foods and talk about healthy eating.b. What kind of food did they provide for their customers, healthy or unhealthy? Why?5. Teaching difficult points 教学难点a. Understand the real meaning of healthy eating.b. How was the competition going on? Who would win?6. Teaching methods 教学方法a. Fast and careful reading.b. Asking-and-answering activity to check the Ss’ understanding of the text.The Second Period Using languageTeaching Goals:1.To show Ss that it is never too late to change bad eating habits.2.To develop Ss’ r eading ability.Teaching Procedures:Step 1. Revision1. Ask Ss to check each other’s homework.2. Read some new words in this unit and let Ss write them down.Step 2. Reading (Using Language)1. Pre-reading(1) Ask Ss to look at the following proverbs and translate them into Chinese.① You are what you eat.② An apple a day keeps the doctor away.③ First wealth is health.Suggested Answers:①人如其食。
②一天一个苹果,医生不找我。
③健康是人生的第一财富。
(2) Let Ss list more English proverbs and discuss them.You are what you eat.First wealth is health.An apple a day keeps the doctor away.3) New words and phrases:limited: not very great in amount or extent 有限的benefit: advantage that sth. gives you 优势, 益处sigh: take a long deep breath叹气,叹息combine: join two or more things together to form a single one 组合, 联合earn one’s living: keep alive in a certain style 谋生/挣钱维持生活in debt: owe a lot of money 欠债glare at: stare angrily or fiercely 怒目而视2. Fast readingPurpose: to get Ss to continue enjoying the story of Wang Peng and Yong Hui.a.Ask Ss to read the second part of the text Come and eat here and try to get themain idea.b.Ask Ss to discuss the following questions.(1)Why was Wang Peng worried?(2)Why was Yong Hui very angry?(3)What did Wang Peng’s research show?(4)What did Wang Peng suggest at last?(3) After the discussion, ask Ss to answer the questions of Ex 1.3. Intensive readingAsk Ss to read the text again and complete the following form.4. Language studyStep3 Homework1. Ask Ss to collect eating attitudes from the Internet.2. Ask Ss to preview Reading task (Workbook).3. Ask Ss to write a short passage to advertise their own restaurants and its service. Teaching reflectionsThe Third Period GrammarTeaching Goals:1. To enable Ss to master some new words and expressions.2. To get Ss to have knowledge of this grammar point: ought to Teaching Procedures:Step 1. Revision1. Review the new words of this part.2. Ask some of the students to retell the text.Step 2 GrammarExplain for Ss the grammar point.ought是情态动词，与to 连接构成情态动词词组。
人教版 必修三 Unit 2 Healthy eating(语法与写作)教案-最新教学文档
教学过程一、复习预习依据语境记词汇单词拼写1．Don’t glare (怒视) at me like that; you deserved the scolding.2．The patient is recovering slowly; therefore, you had better choose some foods which digest (消化) more easily.3．This shop tries its best to meet the needs of its customers (顾客)．4．This kind of fish d oesn’t need to be cooked.It can be eaten raw (生的)．5．If you place orders now, we would give you a 5% discount (折扣)．语境填词(用所给词的适当形式填空)1．Children are always curious about everything they see and hear.They will ask all kinds of questions curiously.To meet their curiosity,_we’d better answer them.(curiosity) 2．This new railway benefits this area in many ways.It is beneficial to the people living in this area.For the benefit of more people, we should build more railways.(benefit)3．The man looks strong,_but he hasn’t enough strength to lift the heavy box.He needs to strengthen his body.(strength)二、课堂导入复习上节课情态动词概念概念：在动词(一般动词)之前形成动词的否定,疑问,时态,语态,语气或表示特殊意义的动词叫做助动词,其中具有感情色彩一些助动词叫做情态动词。
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.
必修3-unit-2-healthy-eating教学设计
Book 3 Unit 2 Healthy eat ing i.单元教学目标川.教材分析与教材重组1.教材分析本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
针对现实中遇到的实际问题发表自己的看法。
最后让学生运用所学知识，两人一组研究中餐，设计食谱。
WARMING U是本单元一个重要的组成部分。
让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。
通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是Healthy Eating.PRE-READING!过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。
可添加讨论如何在烹饪中保持食物营养，从而有利于健康。
READING#述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。
但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。
戏剧性的结尾增添了故事的趣味性。
!过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
COMPREHENING用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。
LEARNING ABOUT LANGUA E Comprehe ndi ng之后的又一指导性练习。
注USINGLANGUAG体现了学以致用的目的，从Listening, Reading, Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。
2．教材重组精读把Warming up 作为Reading 的导入部分，把Pre-reading 、Reading 和Comprehe ndi ng整合在一起作为一堂“精读课”。
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。
人教新课标高中英语必修三Unit+2+Healthy+eating+教案1.doc
Unit 2 Healthy eating教案1(COME AND EAT HERE<PART 1>)IntroductionIn this period, after the warming up, students will first be guided to imagine and share their views about the healthy food. They will then be helped to read a passage entitled COME AND EAT HERE.Examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning. Objectives⏹To talk about healthy eating⏹To making suggestions or giving advice on diet⏹To distinguish the meanings of Modal verbs⏹To make a balanced menuFocusWords fiber, digestion, bean, slim, curiosity, lie, debt, glare, limit, benefit, item, protectiveExpressions get rid of, throw away, get away withPatterns By now his restaurant ought to be full of people.Want to lose weight?He could not have Yong Hui getting away with telling people lies!AidsMultimedia facilities, tape-recorder, photos, diagramsProcedure1. Warming upReview 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.II. Pre-reading by talking and sharingGet the students to discuss the questions with their partners in this part. Then askthem to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss th e questions with your partners. Then I’ll ask you to report your work. Are you clear?III. Fast readingGet 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 of 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.IV. Careful readingRead the text carefully and finish the following tasks.Task 1 Divide the whole passage into three parts, and give the general idea of each part. Task 2 True or False?ually Wang Pengwei’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 them a good diet.5.Wang Pengwei’s customers often became fat after eating in his restaurant.6.Yong Hui’s menu gave them energy foods.7.Wan g Pengwei’s menu gave them food containing fibre.8.Wang Pengwei admir ed Yong Hui’s restaurant when he saw the menu.9.Wang Pengwei decided to copy Yong Hui’s menu.Task 3 Find out the information of the two restaurants.V. Reading and translatingNext you are going to read the text COME AND EAT HERE and translate it into Chinese. VI. ListeningListen to the tape and pay attention to your pronunciation and intonation.VII. speakingIn pairs make up a dialogue about food you like or dislike using the expressions below and as many food, fruit or vegetables as possible and state your reasons.Useful expressions about likes and dislikesMy favorite food/fruit/meat is…VIII. Closing down by discussion1. What do you think Wang Peng will provide to win his customers back?2. How do you think the story will end?精美句子1、善思则能“从无字句处读书”。
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, brains torming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Reading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。
高中英语人教版必修3 Unit2 Healthy Eating 完整教案
5 出现，调高音量 6 出发 7 有某人的允许 8 使想起
9 尽管 10 玩儿的愉快 11 来纪念 12 屏住呼吸
三、知识讲解
翻译下面由本单元词汇所编成的故事 学生将在翻译过程中不会的词汇用横线标出
（一）The passage
Balanced Diet Wang Peng earned his living by running a barbecue restaurant, which served delicious bacon, fried chicken breast and mutton roasted with pepper and garlic. But his food and discount attracted fewer and fewer customers. Finally, he was in debt. Yong Hui’s slimming restaurant served fresh peas, carrots, eggplants, and raw cucumbers with vinegar. As the hostess, she said fibers benefited customers' digestion the most. In order not to let Yong Hui get away with telling lies, Wang Peng spied on Yong Hui despite her glare. But he was surprised that she was losing her customers, too. Curiosity drove Wang Peng to consult an expert. The expert sighed and said, “Both of your menus have weakness and limited strength. Your customers put on weight too easily, while Yong Hui’s lose weight too quickly. So, Wang Peng, cut down the fat of your food and increase vegetables and fruits, like nuts, beans, mushrooms, peaches and lemons. You ought to combine the two menus and provide a balanced diet.” Before long, Wang Peng won his customers back. 逐句翻译原文
高中英语必修三：Unit+2+Healthy+eating【教案2】.doc
Unit 2 Healthy eatingPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language(Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t) IntroductionIn this period students will be first helped by the teacher to warm up by having a dictation. Then they go on to discover useful words and expressions and learn about grammar. Some ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t will be offe red.ObjectivesTo learn about Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’tTo discover and learn to use some useful words and expressionsTo discover and learn to use some useful structuresProcedures1. Warming up by reading aloud the text COME AND EAT HERE (1)We promote reading aloud to students and by students in order to encourage a love of English books and a desire to become a fluent English speaker. So Read aloud the text before we learn about the grammar.2. Discovering useful words and expressionsIn pairs do the exercises on page 12. You must finish them in 5 minutes.3. Reading and identifyingRead the text COME AND EAT HERE (1), discovering all the sentences which contain any of the modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t.4. Consolidating by doing exercisesTo consolidate your understanding you will be given 10 minutes togo over exercises on page 13. You may just write in your text book. I mean the student’s b ook you are working by.5. Reading the ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t（用原版）For reference: （用原排版）6. Closing down by doing a quiz精美句子1、善思则能“从无字句处读书”。
高中英语 B3 unit 2 Healthy Eating 整单元教案 新人教版必修3
教学课题：Unit2 HEALTHY EATING Period1.Warming-up and Pre-reading授课课时：1教学目的：1.了解什么是均衡饮食2.了解食品三种分类3.预测课文内容教学重点：1. 了解均衡饮食养成良好的饮食习惯教学难点：1.预测课文内容教学步骤：STEP1：Warming-up1.In Unit1 we have learnt many festivals around the world. Can you list them? Can you tell uswhat we’ll eat in these festivals?Answer: eg: We’ll eat Zongzi in Dragon Boat Festival.We’ll eat turkey in Christmas.目的：回顾上单元的内容同时引出第二单元有关食物的内容。
2.Game:Let’s have a check. Look who knows the most food. We’ll name this food group by group.3.Every one has his favorite food. Garfield like Spaghetti and collar of brawn best. What aboutyou? What food do you like best?Do you know whether you eat a healthy diet or not?4.Proverb:There is a proverb about food: “You are what you eat!” Please choose the best explanation for this proverb.A.You will become what we eat.B. Your health is decided by what you eat.C. You should buy and eat nutritious food.D. What you eat can make you healthy.Answer: B. 吃什么长什么。
人教课标版必修3 Unit 2 Healthy Eating教学设计
人教课标版必修3 Unit 2 Healthy Eating教学设计本单元的中心话题是健康饮食。
本文是一篇阅读文，文章通过讲述王鹏威和雍慧开饭店的风格、经营的不同菜肴以及顾客对不同食品的不同反应，反映了现代人对饮食的关注和对时尚的追求。
学习本文的目的是让学生明白健康饮食的重要性，在生活中逐渐培养健康饮食的意识和习惯。
三、教学目标：1. 培养学生的阅读能力。
2. 发展学生挖掘课文内涵的能力和创新能力。
3. 让学生明白健康饮食的重要性，在生活中逐渐培养健康饮食的意识和习惯。
四、教学过程：StepⅠDictationLet the students write down 5 new words.【设计意图】每节课的课前听写不仅为课文的阅读作好词汇方面的准备，而且让学生潜移默化地把词汇学习落到实处。
Step Ⅱ Lead-inShow the students two pictures and ask them the following questions.1. What's your first impression on the boy and the girl in the pictures?2. Can you guess why they are so different?What do they usually eat? Try to list their menus.3. If we always eat these foods in menu one / two， what will happen to us?【设计意图】通过展示两张图片并让学生猜想图中人物所吃的食物，激活学生的背景知识，引发其对健康饮食话题的兴趣。
同时让学生结合自身特点谈谈饮食，把他们的思维巧妙地引导到阅读文中。
Step Ⅲ Fast reading1. Let the students look at the title Come and Eat Here and the pictures on P10 to guess the contents of the passage.【设计意图】通过此项活动训练学生利用标题和图片等有效信息猜测文章大意的能力。