高中英语必修三学案M3 Unit 2 Skills building 2~3 第八课时

池州华佑高级实验中学人本跨界大课堂自主学习型英语学道
堂组姓名编号M3 unit2(08) 日期2017-03-22 主备校长备课组高一英语组【佳句欣赏】(大声朗读三遍)：Good medicine for health tastes bitter to the mouth. 良药苦口利于病。

【自研课导学】（时段：晚自习）
预习内容及目标：认真研读课本P32-37内容，了解如何书写问题和一篇有关肢体语言报告文的内容。

【晨读课】熟读背诵unit 2 的单词
大声朗读P22-23 和P37 文章
【展示课导学】
(一)学习内容：M3 Unit 2 Skills building 2~3 第八课时
(二)学习主题：1.通过技能2的学习，掌握如何正确问问题。

2.通过技能3 的学习，了解报告文的书写。

(三)定向导学·互动展示
【训练课导学】1.时段：晚自习 2.时间：20’ 3.训练方式：独立，自主完成
“日日清过关”巩固提升三级达标训练题
姓名自评：师评：批阅日期：
一、基础题翻译词组
1.象征，代表
2. 与……不同
3. 由……组成
4. 有实际的用途
5. 有使用……的权利
6.在很多情况下
7. 总之，最后总结 8. 总体上，作为整体
9. 整个历史时期10. 母语
二、提高题单选
1. makes his shop different is that it offers more personal services.
A. What
B. Who
C. Whatever
D. Whoever
2. ----It’s thirty years since we last met.
----But I still remember the story, believe it or not, we got lost on a rainy night.
A. which
B. that
C. what
D. when
3. See the flags on top of the building? That was we did this morning.
A. when
B. which
C. where
D. what
4. ----Could you do me a favor?
----It depends on it is.
A. which
B. whichever
C. what
D. whatever
5. These shoes look very good. I wonder .
A. how much cost they are
B. how much do they cost
C. how much they cost
D. how much are they cost
6. Doris’ success lies in the fact she is co-operative and eager to learn from others.
A. which
B. that
C. when
D. why
7. Mary wrote an article on the team had failed to win the game.
A. why
B. what
C. who
D. that
8. Do you have any idea is actually going on in the classroom?
A. that
B. what
C. as
D. which
三、提高题阅读理解
Alice always wanted to be a singer. Music was the most important thing in her life and, to tell you the truth, she took lessons for years, and practiced every day, but in spite of all this, her voice didn’t improve. Honestly, it didn’t get better, it just got louder.
Her teacher finally gave up and stopped the lessons, but Alice refused（拒绝）to give in,
and one day she decided to give a concert and invited her teacher to attend.
The teacher was very worried about what to say after the concert. She knew it would be terrible and it was. She didn’t want to tell a lie, but she didn’t want to hurt Alice’s feelings, either. Finally, she got an idea and went backstage (后台) to greet her pupil.
“Well,” said Alice, “what did you think of my singing?”
“My dear,” said the teacher, “you’ll never be better than you were tonight.”
6. Alice wanted to be a singer because she .
A. was good at singing
B. could do nothing but sing
C. had a good teacher
D. was most interested in music
7. Alice’s teacher stopped the lessons because .
A. Alice didn’t make any improvement in singing
B. Alice’s voice became louder and louder
C. Alice didn’t work hard enough
D. Alice was so proud and wouldn’t listen to her
8. What made Alice decide to give a concert?
A. She wanted to prove that her teacher was wrong.
B. She wanted to please her teacher.
C. She was sure that she could sing beautifully.
D. Somebody else wanted her to do so.
9. What is really meant by saying “You’ll never be better than you were tonight.”?
A. You gave a wonderful concert tonight.
B. You won’t make any improvement in future.
C. You have never sung so well before.
D. You did much better before than tonight.
10. If Alice’s teacher had told a lie, she might have said .
A. “I don’t like the concert.”
B. “You have made no progress.”
C. “The concert tonight is terrible.”
D. “Your concert tonight is excellent.
【学生自主反思】（精题选编, 错题纠正, 今日一得等）
今日心得：
今日不足：
【培辅课】（时段：附培辅单）
疑惑告知：
效果描述：。

合集下载

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。

高中英语必修三学案M3 Unit 2 Skills building 1 第七课时

池州华佑高级实验中学人本跨界大课堂自主学习型英语学道堂组姓名编号M3 unit2(07) 日期2017-03-21 主备校长备课组高一英语组【课堂用语】(大声朗读三遍)：I hope you can do it better next time .我希望你下次会做的更好。

【自研课导学】（时段：晚自习）预习内容及目标：认真研读课本P32-33内容，掌握在听力中如何预测答语。

【晨读课】听写P23-29的单词熟读P35-38的单词及课文【展示课导学】(一)学习内容：M3 Unit 2 Skills building 1 第七课时(二)学习主题：1.通过技能1的学习，掌握在听力中如何预测答语。

2.理解不同身体语言传递出来的信息。

(三)定向导学·互动展示【训练课导学】1.时段：晚自习 2.时间：20’ 3.训练方式：独立，自主完成“日日清过关”巩固提升三级达标训练题姓名自评：师评：批阅日期：听力（共20题，每小题1.5分，共30分）第一节听下面5段对话。

每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。

听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。

每段对话仅读一遍。

( ) 1. What isn’t suitable for the man?A. A night flight.B. A plane to Pairs.C. A plane from London.( ) 2. What did Mr Hunt and his wife do last evening?A. They called on a friend.B. They went to see Modern Times.C. They waited for someone at home.( ) 3. Where does the woman want to go?A. To the Art Museum.B. To the ScienceMuseum.C. To the bus station.( ) 4. What are the speakers mainly talking about?A. A book.B. An actor.C. A theater.( ) 5. Why is the man going to Pairs?A. To hold an exhibition.B. To go sightseeing.C. To attend an exhibition.第二节听下面5段对话或独白。

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。

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。

译林版高中英语必修三学案M3Unit2ProjectThedevelopmentofChinesecharacters第九课时

人本跨界大课堂自主学习型英语学道堂组姓名编号M3 unit 2(09) 日期2017-04- 02 主备校长备课组高一英语组【课堂用语】(大声朗读三遍)：Colouful chalks were used properly. 合理地运用三色笔。

【自研课导学】（时段：晚自习）预习内容及目标：预习课本P38内容，借助工具书和字典，扫清单词障碍。

【晨读课】熟读P38-39的单词及课文。

【展示课导学】(一)学习内容：M3 Unit 2 Project: The development of Chinese characters 第九课时(二)学习主题：通过这篇文章的学习，了解中国文字是如何形成和发展的。

(三)定向导学·互动展示【训练课导学】1.时段：晚自习 2.时间：20’ 3.训练方式：独立，自主完成“日日清过关”巩固提升三级达标训练题姓名自评：师评：批阅日期：一、基础题选词填空：用方框中短语的适当形式填空。

1. Old English much the English we use today.2. Life on the island has changed because of the growing number of tourists who visit it each year.3. , the students did very well on their exam.4. She said it was the teacher’s praise and encouragement that hera good student.5. Dan his new book now. It will come out next June.6. Can you tell me what the letter ‘O’in ‘UFO’?二、提高题阅读理解Children who are spanked (挨打) have lower IQs worldwide, including in the United States. All parents want smart children. Avoiding spanking and correcting misbehavior in other ways can help that happen.A new research by Professor Murray Straus found that children in the United States who were spanked had lower IQs four years later than those who weren’t spanked. Straus and Mallie Paschall, a senior research scientist, studied nationally representative samples of 806 children aged 2 to 4, and 704 aged 5 to 9. Both groups were retested four years later.The IQs of children IQs aged 2 to 4 who weren’t spanked were 5 points higher four year later than the IQs of those who were spanked. The IQs of children aged 5 to 9 who weren’t spanked were 2.8 poin ts higher four years later than the IQs of children at the same age who were spanked. How often parents spanked made a difference. The more spanking, the slower the development of children’s mental ability. But even small amounts of spanking made a difference.Straus also found a lower national average IQ in nations in which spanking was more popular. His analysis shows the strongest link between physical punishment and IQ is for those whose parents continue to use physical punishment even when they are teenagers.Straus also found a lower national average IQ in nations in which spanking was more popular. His analysis shows the strongest link between physical punishment and IQ isfor those whose parents continue to use physical punishment even when they are teenagers.Straus and colleagues in 32 nations used data on physical punishment experienced by 17,404 university students when they were children. According to Straus, there’re two explanations for the relation of physical punishment to lower IQ.First, physical punishment is extremely stressful and can become a long-lasting stressor (压力源) for young children, who typically experience punishment three or more times a week. For many it continues for years. The stress of physical punishment often leads to being fearful that terrible things are about to happen and being easily shocked. They’re associated with lower IQ. Second, a higher national level of economic development leads to both fewer parents using physical punishment and a higher national IQ.The good news is that the use of physical punishment has been decreasing worldwide, which may signal future gains in IQ across the globe. The United Nations has called on all member nations to forbid physical punishment by parents. Nevertheless, there’s evidence th at attitude favoring physical punishment and actual use of physical punishment have been declining even in nations which haven’t forbidden physical punishment.1. From the passage we can know that physical punishment will make______.A. no scientistB. a well-behaved childC. a bad parent-child relationshipD. a child feel nervous continuously2. It can be concluded from Paragraph 3 and Paragraph 4 that______.A. long-term spanking will cause children’s mental disorder.B. low national average IQ limits the mental development of childrenC. young children have more chances to suffer from physical punishment.D. high frequency of spanking results in slow development of children’s intelligence3. According to Straus’s research, children’s being spanked is probably related to parents’______.A. low incomeB. little educationC. long-lasting pressureD. passive personalities4. It can be inferred from the last paragraph that______.A. the improvement of global average IQ is out of the questionB. physicalpunishment becomes less popular in the worldC. most countries have realized the negative consequence of punishing in its member nations.D. the UN has succeeded in banning physical punishment in its member nations5. What is the main idea of the passage?A. Children shouldn’t be punished by their parents.B. Children’s lower IQs are caused by physical punishment.C. Physical punishment affects children’s intelligence a lot.D. Physical punishment prevents the improvement of intelligence.【学生自主反思】（精题选编, 错题纠正, 今日一得等）今日心得：今日不足：【培辅课】（时段：附培辅单）疑惑告知：效果描述：。

高一牛津英语必修三学案M3U2

Module 3 Unit 2 languageLearning Aims:1.To be familiar with what we have learned2.To master some useful words and phrases3. To apply the knowledge learned to practice.Learning Main and Difficult Points :1.The usage of some words and expressions;2. How to conclude the main idea of passage and put the learned into practice.Preview Sheet(预学单)备注一.按词性将本单元词汇进行归类名词动词形容词副词其他词组二.按要求进行词性转换1.occupy vt. __________ adj.__________n.2.consist vi. 词义：___________3.consistent adj. 词义：__________. _________.反义词：_________4.mix vt./vi. __________ n..5.office n. _________ adj. __________ adv.6.contribute vt./vi. _________ n.7.concentrate vt./vi. __________ n.8.defeat过去式，过去分词______ , _______9.beat过去式，过去分词________, _______10.replace vt. ___________ n.11.servant _______v. _________ n.12.Greek adj./n. 词义_________ n.词义_______13.distinction 词义________, ________ ,________(M7P50L2)vt.___________adj. ________, ________词义______,______14.concern 词性_________, _________________ adj. ________ prep.15.ban vt.&____.过去式，过去分词______, ________16.occupy vt. __________ adj.__________n.17.consist vi. 词义：___________18.consistent adj. 词义：__________. _________.反义词：_________19.mix vt./vi. __________ n..20.office n. _________ adj. __________ adv.21.contribute vt./vi. _________ n.22.concentrate vt./vi. __________ n.23.defeat过去式，过去分词______ , _______24.beat过去式，过去分词________, _______25.replace vt. ___________ n.26.servant _______v. _________ n.27.Greek adj./n. 词义_________ n.词义_______28.distinction 词义________, ________ ,________(M7P50L2)vt.___________adj. ________, ________词义______,______29.concern 词性_________, _________________ adj. ________ prep.30.ban vt.&____.过去式，过去分词______, ________31.pure adj. _________ n. ________vt.32.unique adj. _________ n. _________ adv.33.access 词性及词义_________ &________________ adj. 反义词：________34.assess vt. __________ n. 词义_________35.race __________adj.36.gentle adj. ________ adv. __________n. 绅士_________ (pl.)37.embarrass v. __________ n.38.backwards反义词___________39.conclusion n. ___________ v. ________adj.40.interrupt vt. ____________n.41.mistake n.&____________, __________ adj.42.difference n. ___________ vi.43.appear ___________ n.44.represent ___________ n. __________ adj./n.45.simple __________ vt. _________ adj. 反义词：_______bine ___________n.47.indicate ___________n.48.convenient __________ n. 反义词：___________49.practice ________ adj. 反义词(不现实的，不切实际的) __________50.打字机，__________ 打字员________51.raise vt. ________ vi. 52.process n. & __________ 词义:__________,___________Activity Sheet（研学单）备注三．词汇的拓展1. be made up ofconsist of2. occupy oneself with /inbe occupied with /in3. name after4. aside from apart from5. make contributions tocontribute to6. defeat sb win a game7. take control ofunder control out of control beyond controlin control ofin the control of8. lead to result in9. replace…. with…..take the place of10. raise sheep/ money/ children / one’s hand/ one’s aware of11. mother tongue12. distinction between … and ……13 distinguish between … and ……/ distinguish right from wrong14. arouse one’s concern be concerned about..15.ban sb from doinga ban on smoking16.have access to be available to17. embarrass sbto one’s embarrassmentmake others embarrassed and annoyed18.differ from be different from19. stand for20.as a whole21. combine …. with…… / combine …together22. press the button23. It’s convenient for sb to do sth.at one’s convenience24. be mixed with25. in conclusion26. represent different objects27.simplyfied Chinese characters28.see letters written in ink29.be of practical use 30.have its own version 31. at one time at a time at no time at times四：重点句子1.The most important contribution was from the Normans, a French speaking people(theNormans 的同位语) ______ defeated England and took control of the country.2.However，the Norman conquest did not affect English as much as the Angles and theSaxons’ victory about 600 years earlier, _______ led to old English _____(replace) Celtic.3.___ ____ the Normans spoke French for the entire 250 years they ______(rule)England, French did not _____ English as the first language.4.The question of ____English will keep on changing in the future is easy________(answer)5.Some people are optimistic and believe that the process is good ,___ others worry that itmay result in language pollution.6.The Chinese language _____ _____(不同)western language ___ _____, instead of analphabet, it uses characters ____ stand for ideas, objects or deeds.7.While the students found the soldier’s idea interesting, the system was too difficult to be____ ____ _____(实用)五：话题Today, more and more English words find their way into the Chinese language. Even the Dictionary of Contemporary Chinese includes 239 English words. Some people support it while others do notGenerally, I am in favour of the inclusion. As the number of English learners is on the rise, it’s not difficult for them to understand these words in Chinese contexts. Besides, it is, on some occasions, more convenient to use English words. Most people nowadays use “IT” instead of its translation “xinxi jishu.” In our global village, we can see that it’s not uncommon for one language to borrow words from other languages. In English, there are many words borrowed from Latin, French, or even Chinese. In fact, Chinese has never stopped taking words from other languages, say, “ganbu” or “minzhu” from Japanese.So, it’s safe to conclude that it is reasonable to include English which facilitates daily communication.反对:With English words getting popular in both media and daily life, a Chinese dictionary has included 239 of them, leaving the public divided into two opposing groups: “For” and “Against.” I tend to take the “Against” side for two reasons. Firstly, this inclusion has actually polluted our mother tongue. Sooner or later, many English accents will rise and fall with the four Chinese tones. And, rules don’t tell us how to pronounce such English-turned Chinese words as “wifi” and “Out” in a Chinese way! Secondly, such an inclusion may give rise to prejudices of the educated against those with little knowledge ofEnglish. Just for one illustration, while college students take “Bye-bye” for granted when parting from each other, it may unconsciously hurt the feelings of someone who is used to “zaijian.”In short, not only has the inclusion poisoned Chinese, it may also bring about distance between the Chinese people补充短语或句式的整理。

外研版高中英语选择性版必修第三册Unit2 Section Ⅲ 学案

Section ⅢDeveloping ideas－Reading1．a precious vase珍贵的花瓶2．an antique shop一家古玩店3．to the maximum达到极点/最大值4．polish your shoes擦亮你的鞋5．bark violently狂吠6．an essay on the causes of the First World War 关于第一次世界大战起因的论说文7．dominate imperial architecture主宰皇家建筑8．a class comprising 50 students由50名学生组成的班级1．restore v t．修复，整修→restoration n．(旧建筑或旧家具等的)修复，整修2．preserve v．维护，保护；保存→preservation n．维护，保护；保存3．architect n．建筑师→architecture n．建筑风格，建筑设计4．ambition n．雄心；志向；抱负→ ambitious adj．宏大的，艰巨的5．analysis n．分析→analyze/analyse v．分析6．associate v．与……有关→association n．协会；联合；联想1．range from...to...在……范围内变化2．bring... back to life 使……复活/恢复生机3．neither...nor...既不……也不……4．pass on...to...把……传递给……5．take on承担(责任)；呈现；决定做6．take up继续；接着讲7．day in，day out日复一日8．at one's own pace按自己的节奏9．originate from起源于10．leave behind留下，遗留1．[句型公式] if引导的虚拟条件句If it hadn't been for a three-episode documentary，outsiders would never have known that the plainly-dressed people working here are masters of their craft，who have spent their lives restoring precious antiques．要不是那三集纪录片，外面的人永远也不会知道，在这里工作的那些衣着朴素的人竟然都是精于各门技艺的大师，他们毕生都在修复珍贵的古董。

人教版新课标高一英语Book3unit2词汇导学案

高一必修三Unit 2 词汇导学案【课标解读目标】：学习并掌握本单元所学词汇和短语，学会根据食物等词汇进行分类记忆，以便逐步扩大词汇量；根据本单元学到的健康饮食的知识，为自己的家庭设计晚餐食谱。

【教学目标】：1. 扎实掌握重点词汇及情态动词的用法，提高自己的语言运用能力。

2. 自主学习，合作探究；掌握分析句子成分与概括框架知识的方法。

3. 激情投入，运用所学词汇表达情感并激情投入，体验学习的快乐。

【重点和难点】Words: diet, balance, ought, slim, curiosity, hostess, raw, lie, customer, discount, weakness, strength, consult,digest, debt, glare, spy, limit, benefit, sigh, combinePhrases: get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s on, cut down, before long, put on weightPatterns:1.Wang Pengwei sat in his empty restaurant feeling very frustrated. (现在分词做伴随状语)he thought。

（否定词放在比较集中，表示最高级）2. “Nothing could have been better.”【教学过程】【巧设导语激发兴趣】（5分钟）1. dietn. 日常饮食；规定的饮食(为健康或减肥等目的)。

常用的结构有：①in one’s diet在某人的日常饮食中; ②keep a balanced, healthy diet保持平衡、健康的饮食;③be on a diet在节食; ④go on a diet进行节食。

高中英语必修三学案：M3 Unit 2 Language Reading English and its history 第三课时

池州华佑高级实验中学人本跨界大课堂自主学习型英语学道堂组姓名编号03 日期2017-03- 17主备校长备课组高一英语组【课堂用语】(大声朗读三遍)：His handwriting is beautiful. 他的书写很美观。

【自研课导学】（时段：晚自习）预习内容及目标：1. 打开课本P23页，借助工具书弄清文章大意，扫除单词障碍；2. 熟读P23页24行至P23末尾的课文。

【晨读课】熟读P23的单词及课文。

【展示课导学】(一)学习内容：M3 Unit 2 Language Reading: English and its history 第三课时(二)学习主题：1. 能够听懂并熟读P22-23的文章。

2. 了解文章大意并掌握英语从中古英语到现代英语的发展。

(三)定向导学·互动展示时段：晚自习时间：20’训练方式：独立，自主完成“日日清过关”巩固提升三级达标训练题姓名自评：师评：批阅日期：一、基础题同义句转换：1.It is said that the new Chinese panda coin is made up of 99.9％gold.It is said that the new Chinese panda coin _________ ________ 99.9％gold. 2. Old English is different from the English we speak nowadays.Old English ________ ________ the English we speak nowadays.3. Robots will replace people in the factory.Robots will ________ ________ ________ ________ people in the factory.4.She is certain to pass the exam.____________ ___________ ________ that he can pass the exam.5. Hard work leads to success while failure often lies in laziness.Hard work ________ ________ success while failure often lies in laziness.二、发展题单项选择1. Eating too much fat can ______ heart trouble and cause high blood pressure.A. result fromB. attend toC. contribute toD. devote to2. In some countries, ______ is called “equality”does not really mean equal rights for all people.A. whichB. whatC. thatD. one3. —How do you find the film?— ______. You see, it was real effort to stay awake through it.A. Very wellB. By chanceC. Just so soD. Great4. Since new China was founded, people’s life expectancy has risen ______ 13 years.A. toB. byC. forD. /三、提高题阅读理解Everyone has many different relationships. Some relationships are with family members, some are with friends and some are love relationships. Each relationship is different, and all relationships change over time as the people within them grow and develop. Most relationships contain a combination of healthy and unhealthy characteristics.Healthy relationships have certain characteristics. Each partner feels whole without the other even though the two people enjoy being together. They communicate effectively and honestly. In a healthy relationship, both partners accept the other as he or she is. There are no unrealistic expectations or attempts to control the other person. In healthy relationships, changes on both sides are recognized andappreciated. Both partners have established healthy, comfortable limits based on their own standards. There is a balance between togetherness and separate lives of each partner.Some relationships may contain unhealthy characteristics. One person may expect his or her partner to fulfill all their needs. One or both partners may be jealous and demand complete devotion. The desire to control others is another unhealthy characteristic. There may be a tendency to dominate the other person and the relationship. Selfishness may be a part of an unhealthy relationship. Those who are selfish only take care of their own comfort, pleasure and interest excessively but without regard for others. The last characteristic that may exist in unhealthy relationships is abuse, which involves emotional and physical mistreatment.When unhealthy characteristics exist within a relationship, partners may choose to work toward making the relationship healthier. However, both partners must be willing to make efforts to overcome the negative characteristics of the relationship. Counseling services within schools and communities help families and couples strengthen their relationships. When problems within a relationship are not surmounted, one or both partners may decide to end the relationship.1.From the first paragraph we can conclude that ______.A. people live among many kinds of relationshipsB. some relationships remain the same over timeC. there are various definitions of relationshipsD. there are some similarities and differences between different relationships2. All of the following are the characteristics of healthy relationships EXCEPT_________.A. a balance between togetherness and separate lives of each partnerB. proper limits based on standards of both partnersC. attempts to control the other person if possibleD. a kindof honest and effective communication3.The underlined word “surmounted” in the last paragraph probably means“________”.A. discoveredB. causedC. valuedD. overcome4. From the passage, which of the followings is most likely to make the relationships end?A. Being jealous and selfish B .Demanding complete devotionC .The existence of the unhealthy and unbalanced relationships D. Unwilling to make efforts to overcome the unhealthy relationships5.The best title for this passage is “________”.A. How Unhealthy Characteristics Influence RelationshipsB. What Healthy Relationships and Unhealthy Relationships AreC. How People Benefit from Healthy RelationshipsD. What Makes a Relationship Healthy【学生自主反思】（精题选编, 错题纠正, 今日一得等）今日心得：今日不足：【培辅课】（时段：附培辅单）疑惑告知：效果描述：。

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