人教版高中英语必修3unit2教案设计
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。
人教版英语必修三Unit2课时学习方案教学设计【DOC范文整理】
人教版英语必修三Unit2课时学习方案教学设计Unit2设计1课时以听说为主的基于学习方案的教学设计。
项目内容教学内容一段录音，讲述王鹏去图书馆寻找健康饮食的资料，巧遇这方面的专家，于是向这个专家请教。
通过这段录音，引发学生对合理搭配饮食的讨论。
学习目标从以下学习目标中确定四类、每类至少一项作为自己的本课时学习目标。
语言知识使学生对合理、健康饮食有更深入地了解及如何合理搭配食物。
语言技能通过听力口语等各种活动，训练学生提取信息，表达观点的能力。
语言运用学会在听力中抓住要点的技巧学会把听到的内容用自己的语言表达出来。
文化意识了解合理搭配饮食的重要性，提高学生健康饮食的意识。
情感态度在了解合理搭配饮食的重要性的同时，也注意生活和学习上的合理安排。
学习策略自主地在新旧语言知识之间建立联系，自主反思本单元所学到的语言知识和技能，将之迁移并运用到要学习中，主动拓展与本单元主题相关的信息。
任务课时任务：听一段录音，获取相关语言信息，再把这些信息运用在口语活动中，给一个胖女孩提一些饮食方面的建议。
评价标准从以下标准中选定至少两项作为你本单元学习的评价标准。
理解听力材料的大概内容。
能把所听到的信息运用到口语中。
借助同伴的启示与帮助，更好的完成任务。
学习资源听力材料预设时间学习步骤学习目的教学方案学习方案学习资第1-5’导入引入听力老师会用两个问题”hichillnessdoestillhavetoday?“and “hyehavethisillness?”引导学生进入听力材料，让学生对接下来的听力训练的内容有一个心里准备。
用问题激发学生的讨论，从而激发学生对回答问题及相关知识的联想。
学生通过讨论为接下来的听力任务做好背景知识准备。
教师话语第6-21’听力进入听力训练，本课时的重点之一有了前面两个问题引入，再加上前面学过的READING部分，教师可以直接进入主题。
让学生听一段录音之后，学生完成几个简单的问题，再听一遍录音，再完成几个细节题，循序渐进，由浅入深，学生可以大概获取听力材料的信息。
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.
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。
2019-2020学年高中英语人教版必修三unit2 Reading教案设计
2019-2020学年高中英语人教版必修三Teaching Plan for Reading in Unit 2 Healthy eating一、教学目标：1.Knowledge aim :(1)To learn something about healthy eating.(2)To make sure the students have a full understanding of the text.(3)To guide the students to have a discussion about healthy eating.2.Ability aims :(1)To develop the students’ reading skills(2)To improve the ability of the students’ reading comprehension(3)To improve the students’ English speaking ability3.Affective aim :(1)To enable the students to understand the best way to make sure that they will feeland look fine is to develop healthy eating habits by learning the reading text.(2)To educate the students to work together to finish some tasks.(3)To arouse the students’interest in learning English through various activities inclass.二、教材分析：1. 重点：(1)To learn something about healthy eating(2)To develop the students’ reading skills(3)To enable the students to understand the best way to make sure that they will feeland look fine is to develop healthy eating habits by learning the reading text2. 难点：(1)To improve the ability of the students’ reading comprehension(2)To improve the students’ English speaking ability(3)To enable the students to voice their opinions freely.3. 教具：(1) A blackbroad (2) A recorder三、教学程序：Step 1. Waming-up :1. Ask the students some questions about their diet?(1)What did you have for breakfast?(2)Do you like hamburger/ fried chicken?(3)Do you like eating fruits? What are they?2. Let the students look at the pictures on P9, and let them speak out all the name of thefoods shown in the pictures. Then ask them the following questions and explain eachkind of foods to them.(1)Which kind of foods do you like best?(2)Which of them do you eat most often?(3)Do you like all kinds of them?(4)What will happen if we don’t eat a balan ced diet?Step 2.Pre-reading : some food for the students and let them decide if it is junk food or healthyfood.Then explain the meaning of junk food.2.Talking and sharing: Let the students work in groups of four and tell their groupmates the food they like to eat. Then fill in the blanks and decide what are junk food ornot.Step 3.Fast-reading :1.Skimming : Get the students to look through the title, the last paragraph and pictues,and then guess the main idea of the text.2.Listening : Listen to the recording of the text HEALTHY EATING, and then get themain idea of the text.3.Scanning : Give the students 5 minutes to read the text quickly and finish Execise 1 inComprehending on P11. Then let some students tell me their answers.Step 4.Discussion :Let the students work in groups of four and discuss the strength and weakness of the two restaurants. Then fill in the chart.Step 5.Revision :Let the students to complete the summary of the story with one word in each blank.HEALTHY EATINGWang Pengwei 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_______ Maochang 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 Pengwei 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 peop le become 12______ quickly because it was no 13_________ food. Arriving home Wang Pengwei rewrote his own sign. The 14_________ between the two restaurants was on!（Key：1. frustrated 2. customers 3. followed 4. slimming/fiber 5. curiosity 6. forward 7. believe 8. amazed 9. library 10. research11. realized 12. tired 13. energy-giving 14. competition）Step 6.Homework :Writing: Make a survey on your partner’s diet and consider whether his/her diet is healthy or not. Write a short description of his/her diet and give some advice on that diet.。
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。
Unit2 Healthy Lifestyle整体教学设计说课-高中英语人教版2019选择性必修三
语音：理解说话者通过不同语调表达的 真实意图，能在口语中正确使用语调表 达情感，进行交流。 词汇：掌握相关的主题词汇并在语境中 恰当运用这些词汇。 语法：理解并正确运用不定式做主语 语篇: 问题解决式语篇结构
语言技能
利用standout sentences 概括段落大意。 运用关于习惯循环的主题词汇分析自己及 别人的习惯问题；能够写一篇描述自己在 改变不良习惯的经历。
单元前置学情分析
学生健康生活习惯的课前学情调查 班级
姓名
Q1:How much do you know about healthy lifestyle? Q2: Do you think a good living habit is the key to healthy lifestyle?Why? Q3:Can you list some of your living habits? Q4：Can you recognize some of them are bad habits?list them.
5
Reading for writing
书信
该语篇呈现了两封读者来信，是两位学生参加某杂志社举办的“健康生活方式选择”主 题夏令营后，分享自身感想和体会的信件
20、21
6
Assessing Your
Progress Why: Nhomakorabea本测试单元阅重读点文词汇本与的核话心题语法是项“目健的检康测的生活方式”，
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惯的经历投稿发表到校报上。
语篇
课型
课时
与单元目标对应的课时目标
Opening page Using language :Activity 1 (Look at the pictures)补充材料：Online posts
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高中英语教学设计Module 1Unit2 Reading 上高中学况巧云Teaching Procedures教学过程设计All the class is set in the TV interview show—Heart Garden made by channel Young.De tailly, I divide the class in to three groups as the guests of this TV interview show:Frend s of the character, Nutritionists, Psychologists. The teacher play the role of the host Step1 Lead--in1.Broadcast the VCR----Are teens trying to stay slim to an extreme from BBC ,then trans pose to our calss,which can lead students to the TV show situationT: “Good moring ,Ladies and Gentleman! Welcome to Heart Garden made by Channel YOUNG STV .I am the host.Today’s topic is Dying to be thin. There are three groups :Frends of the chara cter, Nutritionists, Psychologists.Let’s talk together to slove the problem today.Finally, let’s see which group can get the most stars accroding to your active cooperation.Are you r eady? ”S: “Yes! ”.T: “First ,let me show you some picutes.Do you know them”Show students some pop stars’picturesT: “Whom do you like better, the thin or the fat? How can we become thin?S: “The thin.”T: “How can we become thin?Let’s discuss ways of losing weight.”Suggested answers:Going on a diet Exercising in a gym or other places Receiv ing surgical treatment(外科治疗) Taking weight-loss pillsT: Do you think eating weight-loss pills is effective and good?”S: “ No!’T: “ Good!But the unfortunate thing also happened to our character--Amy .Let’s welcome A my.”设计意图：把正堂课虚拟上海生活时尚频道---心灵花园节目的录制现场。
让学生有种身临其境的感觉，紧紧抓住学生的好奇心，顺利展开我们的话题。
在导入部分简单讨论时下减肥方法给学生热身，让学生初步认识到吃减肥药是不正确的，有害健康的。
以此引出今天的话题人物—AmyStep2: Reading1th E--mailT: What happened to Amy? Please read the first e-mail quickly and retell it.Don’t worry ,I’ll give you some hints:Used to go to the gym ----Now( Take weight-loss pills)--- Why ( be ashamed of…)---- Ho w? (Feel … )---But Mum said: dangerous and priceless(In this step ,first ask students to discribe the events step by step and then ask all the class to retell again)设计意图：运用复述教学方式不仅可以锻炼学生的阅读理解能力对事件有大致的了解,同时让学生自主学习，自己组织语言来表述事件经过给学生语言的替换能力和口头表达能力的锻炼机会2th E--mailT: “Good job!In the first e-mail ,we know that Amy took the weight-loss pills and lost 7kg, which let her feel very tired. But then ,what happened? Did she scucess? Listen to the seco nd E-mail, fill in the blanks.”T:Well done! Since we know the general idea of 2th e—mail ,let’s read it and do T or F ；1.Amy is now recovering from a bad cold in hospital. ( )2.Li Dong donated part of his liver to save Amy’s life. ( )3.Amy follows doctor’s advice and often goes to the gym. ( )4.Now Amy eats lots of fruit and vegetables. ( )5.For a slim and attractive figure, we can damage our health. ( )Answers: F T F T F设计意图：在处理第二封信时先让学生听录音抓住主来信息来完成填空这不仅可以训练学生的听力而且让学生了解第二封信的主要内容，在此基础上让学生通过朗读对文章细节进行分析完成判断题，训练学生的朗读能力提高语音语调1th and 2th e--mailT：“Now that we have read the tow e—mails .Let’s analyse detailly,I think there’re three periods about Amy’s mood, what is her mood in each period”？Period One (in the first E-mail)happy↓Period Two (in the hospital)frustrated↓Period Three (after operationhopefu(In this step, I will give them some choices: hopeful angry frustrated Lonely dep ressed happy,which can reduce the difficuty)T: :”Good ,we know that in the first e-mail Amy wanted to be thin very muchAnd in the second Amy was going to die because she had take some weight-loss pills .So wha t’s the meaning of the title “dying to be thin…”S:There are two points :1. Amy wanted to be thin very much 2. Amy was going to die becaus e she had take some weight-loss pills .设计意图：这一步是把E-mail 1 和E-mail2 联系起来,对Amy 的整件事情有进一步的理解，由浅入深，从事件表面到人物内心，进而挖掘出文章标题的真正含义，充分训练他们的精读能力3th E-mailT: Suppose you are Amy’s best friend. If you are going to write a letter to her, what will you say to her? And what advice would you give to Amy? Let’s move to the third e-mail and f ind some key words to express zhou ling’s feeling(Sorry----- glad ----amazedtouched---- hoping)T: Meanwhile zhouling give some advice(To Amy: Nothing is more important than health.To many Chinese people: They should learn from Amy’s story.)T:So in a word, Health is much more important.You can’t choose the appearance, but you can spread your smiling.设计意图：对第三封信的分析从人物心理感受的剖析得出文章的宗旨：健康是第一位的Step3 ConsolidationT: Well done ! Let’s do the Task—Reading. You can discuss with you partnersEmotions of Amy Reasons for losing weight Results (successful/unsuccessfulhappy ＿1＿hopeful prepare for a new role＿2＿is importantbe ＿3＿of her bodyhave lost 7kgfeel tired and ＿5＿become ＿6＿Reasons for frustration 8＿＿to illnessliver ＿7＿be in hospitalregret taking pillsrealize the ＿9＿ofhealthReasons for hope Lessons Amy has learnt find an exact ＿10＿for herLi Dong’s ＿11＿of more than half of hisliver to save her lifeDon’t damage your ＿12＿for a slim and attractive＿13＿learn to be ＿14＿Zhou Ling’s reply to Amy: be ＿15＿to hear about her problems; feel 16＿＿at herrecovery; a really touching story; shouldn’t be＿17＿about our ＿18 ＿ .(Answers: frustrated beauty ashamed taking weak slimmerfreactions importance match donation health figure confident sorry ha ppy embarrassed weight)设计意图：让学生相互配合，交流意见一起完成任务型阅读不仅让他们巩固文章大意同时训练他们的合作学习。