人教版高中英语必修三unit2教案 最终版
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。
高中英语人教版必修3Unit2全单元教案设计
高中英语人教版必修3Unit2全单元教案设计Unit 2Healthy eating单元要览类别课程标准要求掌握的项目话题Problems with diet; balanced diet and nutrition词汇diet n. 日常饮食vi. 节食raw adj. 生的; 未加工的nut n. 坚果; 果仁vinegar n. 醋bean n. 豆; 豆科植物lie n. 谎话; 谎言vi. 说谎pea n. 豌豆customer n. 顾客; 消费者cucumber n. 黄瓜discount n. 折扣eggplant n. 茄子weakness n. 缺点; 虚弱; 弱点pepper n. 辣椒; 辣椒粉strength n. 强项; 长处; 力量mushroom n. 蘑菇consult vt. 咨询; 请教; 商量peach n. 桃子fibre n. 纤维; 纤维制品lemon n. 柠檬digest vt. & vi消化n. 摘要;概要balance vt. 平衡; 权衡n. 天平; 平衡carrot n. 胡萝卜barbecue n. 烧烤; 烤肉debt n. 债; 债务mutton n. 羊肉bacon n. 熏咸肉; 腊肉roast adj. 烤制的vt. 烤; 烘; 烘烤poisonous adj. 有毒的fry vt. & vi. 油煎; 油炸limit vt. 限制; 限定n. 界限;限度ought v. aux. 应当; 应该limited adj. 有限的glare vi. 怒目而视; 闪耀n. 怒视; 炫目的光benefit n. 利益; 好处vt. & vi有益于; 有助于; 受益slim vi. 变瘦adj. 苗条的; 纤细的breast n. 胸部; 乳房curiosity n. 好奇心garlic n. 大蒜hostess n. 女主人; 女主持人sigh vi. 叹息n. 叹息; 叹息声spy vt. & vi窥视; 秘密监视n. 间谍; 侦探combine vt. & vi. （使）联合; （使）结合短语balanced diet平衡膳食in debt欠债ought to应该; 应当spy on暗中监视; 侦查lose weight体重减轻; 减肥cut down削减; 删节get away with被放过; （做坏事）不受惩罚before long不久以后tell a lie说谎put on weight增加体重win. . . back赢回; 重新获得be amazed at对……感到吃惊earn one’s living谋生compete with与……竞争重要句型1. Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2. By now his restaurant ought to be full of people. (ought to)3. Nothing could have been better. (could have done)4. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as healways did. (must have done)5. He could not have Yong Hui getting away with telling people lies! (can’t/couldn’t have sb. doing)功能What should we do? Shall we. . . ? How about. . . ?Y ou 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. Seeing the doctorWhat’s the matter? What’s wrong with you?What seems to be the trouble? How long have you been like this?It’s nothing serious, only. . . . I suppose you had better. . . .I think you ought to. . . .3. Agreement and disagreementI’m not sure that! You could be right, but. . . .(I’m afraid)I don’t agree. I agree up to a point, but. . . .That’s an interesting idea, but. . . . Do you really think. . . ?Rubbish! /Nonsense! You can’t be serious!Actually/As a matter of fact, I think. . . . That’s not how I see it.语法Modal verbs: ought to/ought not tohave to/don’t have to/mustn’t/needn’t教学重点1. Get students to know about problems with a diet, a balanced diet and nutrition.2. Have students learn useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of giving suggestions and advice.4. Let students learn the new grammar item: the use of ought to.5. Develop students’ listening, speaking, reading and writing abilities.6. Have students learn how to deal with and solve problems correctly.教学难点1. Enable students to master the use of ought to.2. Have students learn how to give suggestions and advice.3. Let students learn to write a short passage to make an advertisement.4. Develop students’ integrative s kills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language points Period 3 Learning about language: GrammarPeriod 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tip Period 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by showing students some pictures about foods and talking about them.Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. T oo much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.Pre-reading contains two more general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage isabout. This part is very useful for the next part Reading.The reading passage Come and Eat Here(1)introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. The person who often eats at Wang Peng’s restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The person who often eats at Yong Hui’s restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is important for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then checktheir answers with the whole class.To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage including the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.教学重点1. Let students learn more about problems with a diet, abalanced diet and nutrition.2. Get students to learn different reading skills.教学难点1. Develop students’ reading ability.2. Enable students to talk about different kinds of food and balanced diet.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.2. Let students learn the knowledge of balanced diet and nutrition.能力目标1. Develop students’ reading ability and let them learn differen t reading skills.2. Enable students to talk about different kinds of food, problems with diet and balanced diet.情感目标1. Stimulate students’ sense to form a healthy eating habit.2. Develop students’ sense of cooperative learning.教学过程设计方案(一)→Step 1 Le ading-inHave a free talk with students. Ask them the following questions:1. Everybody has to eat, but do you eat a healthy diet?2. What do you usually have for breakfast/lunch/supper?3. What kind of food do you like best?4. Why are you so strong/weak/fat/thin? Does it have anything to do with your diet?5. Do you think you are eating a balanced diet?→Step 2 Warming up1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.Healthy food Unhealthy food2. Show the following on the screen. Let students read the question and the information about food in the form below.Do you know that the food you eat helps you grow in different ways?Food that provides energy(e.g. energy-giving food) Food that helps grow bonesand muscles(e. g.body-building food)Food that helps the body fight diseases(e. g.protective food)rice noodles spaghetti meat eggs cheese Most vegetables(e.g. beans, peas, cucumbers,bread potatoes chocolate butter cream oils nuts milktofu eggplants, peppers, mushrooms, cabbages)andfruit(e. g. apples, peaches, oranges, lemons)3. Ask students to work in pairs to discuss the following questions and then one of them tells their ideas to the class.Questions:1)Which groups of food do you like best?2)Which do you eat most often?3)Do you eat the three kinds of food each day?3)What will happen to you if you don’t eat a balanced diet?→Step 3 Pre-reading1. Let students discuss the following question:What do you think should go into a good meal?2. Ask students to imagine they are going to invite some friends for dinner. Let them discuss the question: What special food of your place would you offer them? Then have them plana menu.3. Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.→Step 4 Reading1. Fast readingAsk students to skim the reading passage and then answer the following questions:1)Who are mentioned in the story?2)Where did the story happen?Three minutes later, check the answers with the whole class.Suggested answers:1)Wang Peng, Yong Hui and Li Chang.2)It happened in the two restaurants: Wang Peng’s restaurant and Yong Hui’s restaurant.2. Intensive readingAllow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following:1)Choose the best answer to each question according to the text.(1)What did Wang Peng think of the food in his restaurant?A. Very bad.B. Just so-so.C. Unpopular.D. Popular.(2)What did Wang Peng do after he saw his friend Li Chang hurrying by?A. He just sat in his restaurant felling frustrated.B. He did some research.C. He followed Li Chang to see why he didn’t eat with him.D. He began to advertise his food.(3)Which of the following was not mentioned on Yong Hui’s menu?A. Apples.B. Cola.C. Water.D. Cabbages.(4)Which of the following did Wang Peng not do to win his customers back?A. He improved his food.B. He advertised his food.C. He did some research.D. He found the shortcomings of Yong Hui’s food.Suggested answers: (1)D(2)C(3)B(4)A2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers.(1)Usual ly Wang Peng’s restaurant was full of people.(2)Yong Hui could make people thin in two weeks by giving them a good diet.(3)Wang Peng’s regular customers often become fat.(4)Yong Hui’s menu g ave customers more energy-giving food.(5)Wang Peng’s menu gav e customers more protective food.(6)Wang Peng decided to compete with Yong Hui by copying her menu.3)The passage can be divided into 3 parts. Give the main idea in each part.Part Main ideaPart 1Part 2Part 33. Reading and discussionRead the passage a third time and then work in pairs to do the following:1)Write out your answers.(1)The weakness of the diet in Wang Peng’s restaurant was that it did not give ______________.(2)The st rength of the diet in Wang Peng’s restaurant was that it provided ______________.(3)The weakness of the diet in Yong Hui’s restaurant was that it did not give ______________.(4)The strength of the diet in Yong Hui’s restaurant was that it provided ______________.2)Discuss these questions. Write down your main points and compare them with those of another pair.(1)What do you think Wang Peng will provide to win his customers back?(2)How do you think the story will end?(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )4. ExplanationHelp students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss and explain in your own words the following important sentences or parts of sentences taken from the passage.1)Wang Peng sat in his empty restaurant feeling very frustrated.2)Nothing could have been better.3)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.4)He could not have Yong Hui getting away with telling people lies!5)Perhaps with a discount and a new sign he could win his customers back.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. T ell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations: sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be on→Step 5 ConsolidationAsk students to talk about the problems with the diet in Wang Peng’s restaurant and Yong Hui’s restaurant in their own words according to the text. Then let them retell the whole story.→Step 6 Homework1. Learn the useful new words and expressions in this part by heart.2. Read the reading passage again and try to retell the story.设计方案(二)→Step 1 Leading in the topic1. Learning some vocabulary connected with food and diet.2. Identifying different groups of food.→Step 2 Warming up by making a surveyLet students interview their teachers and classmates on their diet and fill in the table.Name Breakfast Lunch Supper Favorite food The reason for beingstrong/weak/fat/thin→Ste p 3 Predicting by looking and discussing1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about.2. Two or three students will give their opinions.3. Let them read the passage quickly to see if they are right.→Step 4 Reading1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage.2. Give students 5 minutes to read the passage carefully, and answer the following questions.1)What makes a balanced diet?2)What is wrong with the diet of both Wang Peng and YongHui?3)Why does it matter if you only eat at Wang P eng’s or Yong Hui’s restaurant?3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Then let them answer the following questions.1)What does the word “frustrated” mean in Para graph 1?2)How do you understand the sentence “Nothing could have been better”?3)What does the phrase “get away with” mean?4. Listening and reading aloudPlay the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape.→Step 5 DiscussionAsk students to work in pairs to discuss and compare the two restaurants. Try to find out the strength and weakness of each to fill in the chart.Wang Peng’s restaurant Yong Hui’s restaurant StrengthWeakness→Step 6 ExtensionLet students think about and discuss the following questions.1)Wha t do you think will happen to Wang Peng’s restaurant?2)In your opinion, what kind of food should we eat?3)Can you make a balanced diet for yourself?→Step 7 Closing down by retelling the story1. Have students get prepared in 3 minutes or so and then ask them to retell the story.2. Ask as many students as possible to have a try in front of the class.→Step 8 Homework1. Go over the text and try to learn all the useful words and expressions in this part by heart.2. Finish the exercises in Comprehending on Page 11.板书设计Unit 2Healthy eatingCome and eat here(1)True or false Key sentences1. Usually Wang Peng’s restaurant was full ofpeople.2. Yong Hui could make people thin in two weeksby giving them a good diet.3. Wang Peng’s regular customers ofte n becomefat.4. Yong Hui’s menu gave customers moreenergy-giving food.5. Wang Peng’s menu gave customers moreprotective food.6. Wang Peng decided to compete with Yong Huiby copying her menu.1. Wang Peng sat in his empty restaurant feelingvery frustrated.2. Nothing could have been better.3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as healways did.4. He could not have Yong Hui getting away withtelling people lies!5. Perhaps with a discount and a new sign he couldwin his customers back.活动与探究As we know from the story, Wang Peng wants to know what’s the matter with his menu and he wonder what he should do to satisfy the demand of the customers who enjoy the taste and also want to keep fit. Suppose you are an expert who knows nutrition very well. Write a research report for Wang Peng to give him some suggestions and advice on diet and make a balanced menu for his restaurant.Unit 2Healthy eatingPeriod 2Learning about language: Important language points整体设计教材分析This is the second teaching period of this unit. The teacher can first check students’ ho mework and offer chances for students to review what they learned during the first period.The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming Up, Pre-reading, Reading and Comprehending. In order to make students understand these important points thoroughly, we can first get students to understand their meanings in the context, then give some explanations about them, later offer some practices to make students master their usages. Some new words and expressions, such as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long and so on are very u seful and important. So are the sentence patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with tellingpeople lies! ” We ought to pay more attention to them.At the end of the class, the teacher can make students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点1. Enable students to grasp the usages of such important new words and expressions as diet, balance, consult, limit, benefit, combine, ought to, get away with, before long, etc.2. Get students to master the patterns “Wang Peng sat in his empty restaurant feeling very frustrated. ” and “He could not have Yong Hui getting away with telling people lies! ”教学难点1. Let students learn the usage of the expression “ought to”.2. Enable students to learn the sentence pattern “He could not have Yong Hui getting away with telling people lies! ”3. Get students to understand some difficult and long sentences.三维目标知识目标1. Get students to learn and grasp the important useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back2. Let students learn the following important useful sentence patterns:1)Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2)By now his restaurant ought to be full of people. (ought to)3)Nothing could be better. (comparative degree used in negative)4)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. (must have done)5)He could not have Yong Hui getting away with telling people l ies! (can’t/couldn’t have sb. doing.. . )能力目标1. Get students to use some useful new words and expressions correctly.2. Enable students to make sentences after the useful sentence patterns.情感目标1. Stimulate students’ interest in learning English.2. Dev elop students’ spirit of cooperation and teamwork.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some students to talk about problems with diet, balanced diet and nutrition.→Step 2 Reading and findingGet students to read through Warming Up, Pre-reading, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.Collocations: have to, a healthy diet, in different ways, energy-giving food, body-building food, protective food, a balanced diet, sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurryby, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be onRead them aloud and copy them down in the exercise book after class.→Step 3 Practice for useful words a nd expressions1. Turn to Page 12. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.2. Give them several minutes to finish the exercises. They first do them individually, then discuss and check them with their partner.3. Check the answers with the whole class and explain the problems they meet where necessary.→Step 4 Studying important language points1. Everybody has to eat, but do you eat a healthy diet?每个人都得吃东西, 不过你的饮食健康吗？diet1)n. sort of food that is usually eaten(by a person, community, etc. )（某人、共同生活的人等）通常吃的食物; 日常饮食limited variety or amount of food that a person is allowed to eat限定的食物种类或数量; 限定食谱Too rich a diet is not good for you.吃太多油腻的食物对你身体不好。
人教版高中英语必修三Unit2HealthyeatingWritingabouthealth学案
教学设计基本信息名称Book3 Unit2 Healthy EatingWriting about Health执教者课时1课时所属教材目录人教新课标英语必修三教学内容 分析本单元以Healthy eating 为话题，通过谈论人们最关心的健康问题，使学生认识到不良饮食、不良习惯等对健康的危害。
通过Writing about Health 的学习，使学生意识到健康的重要性，养成良好的生活习惯，并学会如何就健康问题给别人提供一些建议。
学情分析进入高中的青少年面临一定的诱惑，身边同龄人有些有不良生活习惯，如抽烟、熬夜、不吃早饭等。
因此，这节课的内容比较贴近学生生活实际，而且学生在这个阶段学习相应知识具有重要意义，有利于学生意识到健康重要性，培养良好的生活习惯。
虽然学生已升入高中，但部分学生基础薄弱，所以要在写作之前为学生做好词汇、句子结构等方面的铺垫。
教学目标知识与能力目标学习并巩固与健康问题有关的词汇及语法结构，并且让学生学会给出相应建议。
通过课堂教学活动使学生形成良好的语言习惯，让学生在一定程度上形成自主学习，合作学习，信息处理能力，英语思维能力以及综合运用语言的能力。
过程与方法目标 通过运用信息处理与探究策略；自主学习策略和有效合作与交际策略培养学生的写作能力。
情感态度与价值观目标 促使学生意识到健康的重要性，培养健康的生活习惯。
教学重难点重点运用所学语言知识完成相关写作内容难点将运用所学知识恰当地运用到写作当中去表达自己的想法; 实现知识的迁移和扩展教学策略与 设计说明Writing about Health 部分的设计运用了学习的建构主义理论。
学生以自己原有的知识经验为基础，对新信息重新认识和编码，建构自己的理解。
学生原有的知识经验因为新知识经验的进入而发生调整和改变，所以在教授这一板块时采用多种形式引导学生回顾相关知识。
本节课采用调查问卷的形式，引导学生认识自己的健康情况。
讲授过程中先让学生掌握与写作内容相关词汇，然后上升到用短语来描述不。
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。
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.。
新人教版必修三Unit 2 Discovering Useful Structures教案
Learn something new every day and immediately put it into actions through practices.
Filial Piety
Respect our family and parents.
What other traditional Chinese virtues do you know?
Students answer the questions loudly together.
-Check the teaching situation of last lesson quickly.
-Help students consolidate the knowledge points.
Lead-in
Students are expected to get insight into Chinese traditional virtues.
The teachers would inspire students to the-ingform.
教学目标与核心素养
1.Learn and master the key words and phrases.
-Clear the tackle of next step.
Useful Structures
Step 6
Let’s learn
Teacher shows the questions and asks students to answer.
Read the sentences below and discuss the function and meaning of each -ing form. Then find more examples from the unit.
新人教版选择性必修三Unit 2 Reading and Thinking集体教案
How many parts can the passage mainly be divided into?
Why bad teenage habits should be changed (Para. 1)
What a habit is and how to change bad habits (Paras. 2 ~ 5)
教学过程
Step 1 Lead-in
(1)Quote a famous sentence“The greatest wealth is health”fromVirgil.
(2)Words Review. eg.Tobacco,alcohol,abuse,physical,dominate,repeatedly,psychology,cue…
Conclusion
Para. 1 Why bad teenage habits should be changed
Para. 2 What a habit is
Para. 3 The cycle of how habits are formed
Para. 4 How to change a bad habit and create good ones
Step 5 Detailed Analysis of the language points.
单元短语
in response to,rely on/upon,aside from (doing) sth.,straight away,decide on...,replace...with…,become involved in,…
Discuss:What should we do to change a bad habit?
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”，
22
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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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.
Teaching Plan Unit2Healthy Eating
者
李 瑶
单位
新疆师范大学
适用年级
高中一年级
单元
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
3.Can use their own words to repeat the text, and discuss and express their viewson their own understanding of the health of the diet.
3.EmotionObjectives
二．学情分析Analysis of the Students
The teaching objects of this lesson are high school students in Xinjiang Normal University. As a key middle school, students in there hold a good foundation in English.They have a certain ability of listening ,speaking, reading and writing, meanwhile, they also master a certain amount of vocabularies.This class owns active classroom atmosphere,students are eager to think deeply.However, their ability of reading needs to be improved.
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. 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 andimprovethe awarenessof theformation of a healthy diet.
1.Stimulate studentsunderstand 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.TeachingKey Points