人教课标版高中英语必修3Unit2_写作课_名师教学设计(一)
人教课标版高中英语必修3Unit2_听说课_名师教学设计(一)
Unit2 听说课名师教学设计（一）Teaching PlanThe purpose of designing this period is to extend the learning content of Book Three Unit Two, Healthy Eating, to let students be aware that they should not only learn how to eat healthily but also learn how to eat gracefully.1. Teaching contentWestern Table Manners2. Students’ background informationSenior Grade One students of Class Five, who have been studying Senior High Engl ish for 8 months and they can basically listen, speak, read and write.3. Teaching objectives1) Knowledge aimsV ocabulary on Western table manners2) Ability aimsGet students to learn how to use the cutlery on Western dinner table properly gracefull y.3) Emotional aimsTo let the ss be aware of the cross-cultural communication.4. Teaching important pointsV ocabulary on Western table manners; Western table manners5. Teaching difficult pointsV ocabulary on Western table manners; Western table manners6. Teaching methodsTask-based Language Teaching and Learning7. Teaching aidsa projector, PPT, chalks, a whiteboard8. Teaching proceduresStep I Greetings and Leading-inAsk students to watch a short video about bad table manners to lead in the learning co ntent of this period and let them read together the four learning aspects.Step II Pre-listeningMain words review through competition and ask students to go through all the blank f illing statements before listening.Step III While-listeningLearn functions of some cutlery and Western table manners through two tasks, namely True or False questions and questions.Step IV Post-listeningPair work: one describes how to use the utensils and cutlery on the table and the other one acts out how to use the stuff.A sample for speaking:(goblets)There are three goblets on the table. From outside to inside, the first one is for champa gne; the second one is for red wine; the third one is for water. Please remember to hol d the stem to drink.Step V Cross-cultural CommunicationDiscussion:If you are invited by an American friend to a formal dinner in the USA, but you are no t familiar with the Western table manners, what will you do to avoid embarrassment? Discuss in pairs.Step VI Summary and homeworkSummaryWe have learned:1. V ocabulary on Western table manners2. Functions of some utensils and cutlery3. Western table manners4. Cross-cultural communicationHomeworkRole PlayThree students a group: one is a waiter/waitress, and the other two are ordering and ha ving dinner in a Western restaurant. Use the table manners wehave learned in this peri od to act out the scene in next period.9. After class reflection (to be written immediately after class )The purpose of designing this period is to extend the learning content of Book Th ree Unit Two, Healthy Eating, to let students be aware that they should not only learn how to eat healthily but also learn how to eat gracefully.In class, most students were active in taking part in the tasks and activities, but th ree of them were not very active so I should have encouraged them to take part in the activities.Some words of my pronunciation were not standard, like drawing. And the some orders were repeated too much so I should practice my class oral English order.。
英语 人教必修版 第三册教案 Unit2
一、教学内容分析本单元的中心话题是“探索世界”，内容涉及人类如何超越极限、海上航行、郑和下西洋、人类攀登珠穆朗玛峰等，帮助学生了解人类在探索世界的过程中如何顽强地克服困难甚至超越极限。
语言技能和语言知识都是围绕这个主题设计的。
“热身”(Warming up)部分由四幅图片和四个问题组成。
要讨论这四个问题学生必须了解郑和、克里斯托弗·哥伦布、詹姆斯·库克和艾贝尔·塔斯曼这四个人物的事迹，他们都为“人类探索世界”做出过巨大的贡献。
在了解人物主要事迹的基础上，学生可以总结出四位人物的共同特点：他们都是探索世界的航海家，从而回答第一个问题。
对于高三的学生来说，回答第二个问题应该很容易，可以复习七大洲的名字。
对于第三、四个问题，学生在讨论的基础上也可以提供部分的答案。
这两个问题的讨论有助于接下来做听力练习。
“听力”部分是一个记者和一个教授之间关于人类过去和现在探索未知世界所可能遇到的困难与挑战的对话。
在听之前让学生讨论练习1的三个问题有助于学生对对话内容的预测，熟悉对话中出现的词汇和表达方法，从而降低听的难度。
练习2让学生比较过去和现在在交际和交通上的重要差异，可以让学生了解过去探索世界的巨大困难。
在录音内容中可以直接得到有关这两方面的情况。
练习3中所设计的几个问题也是围绕人类过去和现在探索未知世界所可能遇到的困难与挑战的主题所设计的，主要训练学生把握文段细节的能力。
“口语”(Speaking)部分要求学生对形势作出分析判断，然后提出相应的对策和作出决定。
在这一部分，学生阅读相关材料并提出他们自己的观点。
在这一过程中学生可以了解我们该如何探索世界，以及如何对待我们探索世界时候所发现的地方、空间、文物等，对于培养他们探索未知世界的热情和克服困难的决心有促进作用。
“读前”(Pre-reading)部分的第一个问题让学生了解“丝绸之路”的有关情况，为第二个问题做好铺垫，那就是在中国陆路已经和其他洲建立联系的情况下，为何还要开辟更长的水路联系?这有何重要意义?从而为我国历史上的那些航海家探索“海上丝绸之路”找到依据。
人教版(2019)必修第三册Unit 2 教学设计
Unit 2 Morals and VirtuesPeriod 2 Reading and Thinking教材分析本文为一篇人物小传。
围绕该板块的活动主题“学习作出人生抉择”（Learn to make choices in life），文本按照时间顺序叙述了林巧稚的一生，通过学习她的人生经历，了解她曾经面对的道德困境和人生选择，让学生感受到她身上的仁善、自强、勤奋、执着、敬业、慷慨，还有高度的责任感和广博的爱心。
这些美好品质不仅值得学生学习，还能启发年轻人反思自我，思考如何面对人生抉择，认真选择未来的道路，全力以赴地面对人生的挑战。
同时，林巧稚的故事对于今天的年轻女性也有重要的教育意义，能够激励她们坚持信念和梦想，理解生活的价值和意义。
教学目标在本课学习结束时，学生能够：1. 掌握人物传记的体裁特征和语言特点。
2.能够根据文章信息总结人物性格特点。
3. 能够引导学生进行自我反思，思考如何面对人生选择。
教学重难点【教学重点】1. 引导学生识别人物传记体裁的特征和语言特点。
2. 引导学生根据文章所提供的细节信息对人物的个性和品格作出合理的推断和概括。
【教学难点】鼓励学生进行自我反思，对人生抉择发表自己的看法。
教学过程Step 1 Warming-upWork on Activity 1. Before you read, think about this question and share your ideas with your partner: What are some important life choices?设计意图：学生思考并讨论人生中最重要的抉择是什么并说明原因，为阅读做好铺垫。
Step 2 Pre-readingLook at the title and pictures, and think of the following questions.What do you think the text is about? What do you expect to read?How do you understand the title of the text?设计意图：引导学生关注标题和插图，对语篇涵盖的信息能有更精准的预测。
高中二年级上学期英语《必修三Unit2 writing》教学设计
Step3Complete the table according to the story
Step4discussion
Discuss andanswer the following questions:
1.Learn and master the key words and phrases.
2.Train the students’ ability to write a review.
3.Enable the students know about how to share opinions.
4.Encourage students to know more about moral stories.
7.Help students review the text and the writing skills of story review.
What is the author's purpose?
•Were the details of the story clear?
•Do you think the story achieved its purpose?
Paragraph 3:Your opinion about the story
Step5Write a review
The teacher introduces the structure and useful expressions of writing a story review.
Step6: Assess your draft using the check list
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。
人教课标版高中英语必修3Unit2_词汇课_名师教学设计(一)
Unit2 词汇课名师教学设计(一)Book3 Unit 2 Healthy EatingPeriod 2 Learning about languageAnalysis of the teaching materials (教材分析)This is the second period of unit 2, which centers on the vocabulary and grammar .After students read the stories Come and eat here I&II, they will learn words and exp ressions about healthy eating. This period will help them consolidate vocabularies the y learn in the story. For the grammar, the exercise will help students review the functi on of modal verbs and explain the meaning in context.Analysis of the students(学情分析)Students have learned the basic function of modal verbs in unit 1, so it will not b e too difficult for them to finish the task. Students learn a lot of words about various k inds of topic, but they have no idea of how to keep so many words in mind. In this per iod, a word bank will be recommended for them. They should learn to sort out the wor ds according to different topics and this will help them memorize vocabularies. Teaching objectives (教学目标)At the end of the period, the students will be able to...1. Language knowledge (知识目标)learn to talk about what a healthy diet is by using the words and expressions: balanced , raw, diet, slim, energetic, lose weight...2. Language skills (能力目标)understand the functions of modal verbs in context and use modal verbs to express ne cessity, advice and ability.3. Emotional cultivation (情感目标)examine their own eating practices and see whether they are eating healthily4. Learning strategies (策略目标)solve the problem individually and accomplish the task cooperatively.Teaching key points (教学重点)To get the students to talk about keeping healthy and slim by using target words Teaching difficult points (教学难点)To get the students to understand the functions of modal verbsTeaching methods (教法)：Guided learning method: discover the structure with the help of the teacher. Learning methods (学法)：Set up a word bank and learn to categorize wordsTeaching procedures (教学过程)Step 1 Review and paraphraseReview the words in the passage1. Ask students to guess the words according to the pictures and description.○1_____ (adj.) food is food that is eaten uncooked. ○○2A __________(adj.) diet is a healthy diet with energy-giving food, body-building fo od, and protective food.○3A _____(adj.) person has an attractively thin and well-shaped body. ○○4Every time Pinocchio tells a ______(n.), his nose will grow. ○○5A ________(n.) is someone who buys goods or services from a shop. ○○6A ________(n.) is a reduction in the usual price of something. ○○7_________(n.) is a strong wish to know about something. ○○8The ________(n.) of something is the help that you get from it or the advantage tha t results from it.○9If you are on a _____ (n.), you eat special kinds of food or you eat less food than u sual because you are trying to lose weightAnswers: raw, balanced, slim, lie, customer, discount, curiosity, benefit, diet2. Ask students to fill in blanks with the words given.raw benefit curiosity lie customerWhen Wang Peng saw Yong Hui's sign, ________ drove him inside. Yong Hui'smenu has just rice, _____ vegetables, fruit and water on it. He thought he could not ha ve her getting away with telling people ______! After doing some research, he decide d to advertise the ______ of his food and wanted to win _________ back. Answers: curiosity, raw, lies, benefit, customers3. Paraphrase the words (Ex1 on Page12)When Wang Peng saw Yong Hui's sign, curiosity drove him inside. Yong Hui's menu has just rice, raw vegetables, fruit and water on it. He thought he could not hav e her getting away with telling people lies! After doing some research, he decided to a dvertise the benefit of his food and wanted to win customers back.○1something that you say that you know is not true. ○○2not to be punished for something ○○3uncooked ○○4the strong wish to know about something ○○5someone who buys things or services from a shop, company, etc. ○○6a particular quality that gives someone or something an advantage. Answers: lie, ge t away with, raw, curiosity, customers, benefit,4. Set up a word bank设计意图：首先，通过借助图片和提示，让学生猜测词汇，丰富的图片可以激发学生的兴趣，同时给予一个直观的印象，而提示则通过挖空该词汇的英文解释，也提供了一定的语境，让学生更全面地了解该词汇的含义。
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。
英语必修3人教版新课标unit2教案(07—写作)
英语必修3人教版新课标 Unit2教案（07—写作）Unit 2 healthy eating教材分析：In this period ,the teaching activities will focus on writi ng.These activities offer students the opportunity to discuss what food they must eat to have a balanced diet and how much they should eat each day,to imagine they are planning to open a restaurant .then to write a passage to advertise their restaurant and its service.学情分析：Our students have difficulties in writing, the teacher should teach them make some sentences first. And then ask the Ss to practice how to write an article.教学重点：1.Develop students ' speaking and writing abilities2.Let students learn how to make suggestions and how to give advice.教学难点：1.Let students discuss how to run their business and write an advertisement.2.How to develop students' writing ability三维目标:知识目标1.Get students to learn more about a balanced diet and healthy eating.2.Let students know how to give suggestions and advice能力目标1.Train students' speaking ability by discussing healthy fo od and healthy eating and learning how to give suggestions and advice.2.Develop students' writing ability by learning to write an advertisement情感目标1.Enrich students' knowledge of dieting culture and let them form the habit of balanced diet.2.Train students' writing ability to cooperate with others.教学过程（Teaching procedure)Step 1 revision1.Check the homework exercises2.Ask the students to tell the story come and eat hereStep 2 Warming-up1.Ask students in groups to discuss the following questions:1)What food must we eat to have a balances diet?2)How much should you eat each day?2.Have some students report their ideas and share with the whole class.Step 3 Speaking1.Let students review the expressions of giving suggestions and advice.Show them on the blackboard and have students read them aloud. Make sure they und erstand them.Wha t should we do ? Shall we...? How about...?You must/mustn't ... I think you ought to...? Perhaps you should...You'd better ... You need/needn't ... You have to/don't have to...My advice is/would be... You might... I suggest that you...I would strongly advise you to ... It might be a good idea to...2.Suppose the situation:Imagine you are planning to open a restaurant which will provide the best local dishes in your area and a balanced diet .In groups discuss how to run the business.3.Give them enough time for their discussion and giving each other suggestions and advice.4.Ask as many students as possible to present their dialogues to the class.Step 4 WritingAsk students to write a short passage to advertise their restaurant and its service.1.Give them the following hints to help.Show the following on the screen.Your writing should :1)explain what kind of food will be offered in your restaurant2)Describe their ingredient,flavor,smell and appearance3)Explain how they will provide a balanced diet4)Explain why your restaurant will provide the best food in the area5)Explain how customers will be served2.Ask students to do their writing3.Let some of them read their writing to the class.Others should give some comments. Step 5 Writing Task1. Ask students to turn to page 53 to read the directions and make sure they know what to do.2. Students write an article de scribing what they think should be built on the land instead of a McDonald's restaurant ,introduce it fully in words and draw a plan .Remind them to be sure of the order of their article.1)describe the new design 2)Draw a plan3)Explain the advantages of their idea知识结构（板书设计）问题研讨（课堂提问，练习和作业设计） 课堂提问 1.What food must we eat to have a balances diet?2.How much should you eat each day?练习句型仿写1.她英语很好，翻译这篇文章毫不费力。
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Unit2 写作课名师教学设计（一）M3U2 Healthy eatingP6 Writing Practice教学设计一、教材分析：人教版模块3第二单元的中心话题是“健康饮食”,内容贴近学生生活,课文内容和练习都与食物和健康饮食有关。
而单元中两篇文本是围绕着主题healthy eating的一篇故事，本节课是本单元的第6课时,教学内容是“写作练习”部分,这单元写作输出是广告类应用文，为餐厅以及它的服务宣传。
新高考出现应用文题型，但广告类相对比较少，因此，本人设计稍做修改，改为推荐类应用文体输出。
二、学情分析：本语言运用课的阅读文章来自人教版普通高中课程标准实验教科书英语必修三模块第二单元。
学生经过高一的学习和积累，学生已初步掌握一定的词汇量，基本能够进行信息的提取和观点的表达。
本校学生英语学习基础较为薄弱，但是本单元涉及到健康饮食，该话题贴近学生生活实际，他们能够做到有话可说。
此外，在Writing Practice前，学生已初步了解该记叙文的人物背景和前景提要，这会使得他们有一定的表达欲。
三、学习目标：通过本节课的学习，学生能够做到以下几点：1. 通过对文章简单回顾，两家餐厅的菜单分析，总结出平衡膳食，健康饮食的重要性2. 通过学习，初步了解推荐应用文框架，并尝试就推荐理由部分进行写作。
3. 通过学习，会基本上能在写作中运用词的不同形式如benefit 句型 nothing could be better 和 with句型四、教学重难点：能够通过学习了解平衡膳食的重要性以及在选择餐厅方面的讨论，了解推荐餐厅的框架及推荐句型，最后能就在写作中就理由部分有效输出。
五、教学设计：Step One Greetings and lead-inT: It’s common for us to eat out nowadays, then what aspects(方面)will you conside r when choosing a restaurant?【设计说明】：通过问题的呈现，让学生对餐厅吸引顾客方面进行思考，为稍后推荐餐厅做铺垫以及引出文中王鹏和雍慧的餐厅，引起学生思考进而对课文回顾。
Step Two ReviewT: We’ve learnt a passage about restaurant, do you still remember ?what are they? T: What did Wangpeng think of his menu at first?S: Nothing could be better.T: Do you still remember what’s wrong with Wang Peng’s menu?S: It contains too much fat.T: If customers always eat in his restaurant, what will be the results?S1: people will put on weight easily.S2: people will become too fat because his restaurant did not offer enough fibre.T: What about Yonghui’s menu?S1: people will become slimmer but they can get tired quickly, because there isn’t eno ugh energy-giving food in her menu.T:From what we have learnt, both of their menus are not balanced. Then what did the y do to solve the problem?S From the passage, we know they combine their menu.T: wonderful. From the new menu, we can see they cut down the fat and increased fib re in the meal. What do you think of their new menu?Wang lost weight while Yonghui put on more weight.They provide a balanced menu with food full of energy and fibre, which is of great be nefit to people’s health.【设计说明】：通过回顾，学生了解平衡膳食的重要性以及餐厅受欢迎的原因了解王鹏雍慧的合作方式及成效，为写作铺垫。
Step3 WritingLi Chang, a regular customer in their restaurant, witnessed the change and development of it. One of his friends Jack asked him about famous restaurant in his area. Li wro te a letter to recommend( 推荐) Penghui’s Restaurant.T: If you’re going to recommend their restaurant, what aspects will you consider? S: balanced dietsT: It enjoys great success, what else may be the reason?S: maybe the service, reasonable price…T shows the structure of a letter of recommendation.Para1. Knowing that you’re coming to my city, I’d like to recommend Penghui’s resta urant to you.I’m glad that you’re coming to my city. As for well known restaurant, Penghui’s, in my opinion, is a good choice.Para2. ReasonsPara3 Ending他们提供平衡膳食，这对我们健康有好处。
Ask Ss to discuss in pairs to translate the sentences using different words and sentence pattern.1. It is the most popular restaurant in our area/ community.Well known for their balanced diets(因他们的平衡膳食而著名)，it is the most popul ar restaurant in our area/ community.No other restaurant is more popular than theirs in our area.没有什么比提供平衡膳食更重要的Nothing is more important than having a balanced diet.2. With extra discount and affordable price , surely you will understand why they are s o popular.With ______________, surely you can______________.With so many tasty dishes, surely you can choose whatever you likeWith good service and pleasant environmentsurely the restaurant can/will impress you a lot.3. a balanced diet, good service, nice environment(not only, but also)What’s more, they will offer discount from time to time.1. Write the second part: state your reasons写作假如你是李昌，你的朋友Jack一家人要来你家乡游玩，特别来信询问当地有名餐厅，请你给他回复一封电子邮件，内容包括：1. 推荐餐厅2. 推荐理由词数80词左右可适当增加细节，以使行文连贯。
Sample:Dear Jack,I’m glad to know you and your family are coming to my place for a visit. As for fa mous restaurant here, I believe Penghui’s is an ideal choice.With all kinds of delicious dishes, it is a typical restaurant where you can have a bal anced diet. You can not only receive excellent service but also enjoy the story of owne rs and how they changed their menus. What’s more, its clean environment will impres s you a lot and the warm and friendly atmosphere will make you feel at home. Looking forward to your arrival soon!Best wishes,Li Chang 【设计说明】：通过对健康饮食的学习，能够帮李昌写一封推荐鹏慧餐厅的推荐信，初步了解推荐类文体应用文。
本教学环节设计也较好地落实了本课的重点。
Homework:Polish your writing。