(人教版)高一英语必修三教案新部编本：Unit2《Healthy eating》
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校英语：Unit2《Healthy eating》Period 2 Reading 教案（新人教版必修3）Analysis of the teaching materialThis is the second 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. Too 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. 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 per son 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 check their 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 their own words and then write down it on the paper. The teacher also needs to make a summary on the passage to let studentsunderstand the passage further at the end of the class.Analysis of the studentsThe students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. So I often use some activities in the class to finish some tasks as pair or group work to let each of them have more chances to practice English and involve in the class, thus to make some improvement.Three-dimensional aimsKnowledge aims1. Get students to learn the useful new words and expressions in this part: diet, thin, fry, lie, raw, barbecue, discount, mutton, curiosity, hostess, customer, bean, cucumber, eggplant, pepper, mushroom, mutton, balanced diet.2. Let students learn the knowledge of balanced diet and nutrition.Ability aims1. Enable students to talk about different kinds of food, problems with diet and balanced diet.2. Develop students’ reading ability and let them learn different reading skills.3. Develop students’ writing ability by showing some key words and sentence patterns.Emotion aims1. Stimulate students’ sense to form a healthy eating habit.2. Develop students’ sense of cooperative learning.Teaching important points1. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading skills.Teaching difficult points1. Develop students’ reading ability of analyzing the whole text and know about structure and the main idea of the text2. Enable students to talk about different kinds of food and balanced diet.Teaching approachesStudent-centered teachingTask-based teachingActivity-based teachingLearning approachesCooperative and explorative learningIndependent learningTeaching aidsMultimedia facilities, tape-recorderTeaching ProceduresStep 1 Words and expressions reviewDiet, thin, fry, lie, raw, barbecue, discount, mutton, curiosity, hostess, customer, balanced diet.Step 2 pre-readingLeading-in1. Learning some vocabulary connected with food and diet.2. Identifying different groups of food.Step 3 while-readingTask1 listen and find the main idea of the text.The main idea of the text is ____A The two restaurant provided the healthy diet.B The reason why Yong Hui’s restaurant was so popular with cu stomers.C How the competition take place between Wang Peng and Yonghui.Task2 scanningThe text can be divided into three parts according to the places that mentioned in the text. The students are supposed to find the places quickly and speak it out. And then within 4 minutes of reading, the students match the main ideas of each part.Part 1: Wang Peng does some research in the library(Wang Peng's and thinks out a good idea to compete withRestaurant) Yong Hui.Part 2: Wang Peng follows his friend to a newly (Yong Hui's opened restaurant and finds out the reason restaurant) why his restaurant is empty.Part 3: Wang Peng is worried because his restaurant (library) is not as full as usually is. Task 3 pair work (true or false questions)1. Usually 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 became fat.4. Yong Hui ’s menu gave customers moreenergy-giving food.5. Wang Peng’s menu gave customers more protective f ood.6. Wang Peng decided to compete with Yong Hui by copying her menu.Task 4 careful readingprice__________ __________ strengthmake people_________People become_____weakness [来源:学科网ZXXK]Serve too much _____Not enough _____________food, so people become ________ quicklyStep 4 post-readingRead the text again: Where was Wang Peng? How did he feel? Why? Retell the story in your own words. These pictures may helpful to you.emptySentence pattern:Wang Peng felt … in an … restaurant, because he prepared…and no …have come to … ever since he got up….He wanted to find out why.He was … to find his friend … a newly -opened…. He found that the owner named Yong Hui was serving …foods to make people thin. Driven by …, Wang Peng came…to take a …look at the menu. He could not even…his eyes. He was …at whatfrustratedfood friendcuriousamazedfood priceshopefula new wayT h e c o m p e t i t i o n w a s o n !he saw. The food …and the price ….He hurried outside and went to … to do ….After a lot of reading, he…that Yong Hui’s food made people … because it was no …food. Arriving home Wang Peng rewrote his own sign.The …between the two restaurants was on!Step 5 Homework1. What do you think Wang Peng will provide to win his customers back2.Read the passage as much as possible.。
人教英语必修三Unit2全单元教案.doc
Unit 2 Healthy Eatiingi.教学内容分析本单元的中心话题是健康饮食。
主要是为了使学生对与健康有关的问题得到更好的理解。
这一单元鼓励学生去检查自己的饮食行为，看一看它是不是健康的饮食习惯。
一种健康的饮食习惯应该是平衡的，既不在脂肪、糖和盐这些方面过剩，又不会在人体必需的营养元素方面匮乏。
通过本单元的学习，学生可以对健康饮食有一个清楚的概念，从而根据所学的知识去思考与健康有关的问题。
Warming Up部分通过问题向学生询问饮食构成，让学生对本单元的內容能有一个初步的了解，并使学生复习与有关饮食的单词和短语。
然后让学生回答一组问题，通过这些问题的讨论，引导学生参与表达自己的看法，激发学生兴趣和好奇心，让学生自然而然地进入下一部分的学习。
Pre-wading部分通过几个问题讨论,让学生认识平衡营养的重要性，为课文的学习做出铺垫。
Reading部分主要讲述了王鹏和咏慧开饭店的故事，借此揭示了不同食物对人体有着不同的影响。
故事讲诉了王鹏和咏慧两家饭店的两种饮食都是不合理的，经常去王鹏的饭店容易发胖，这样会导致高血压和心脏病等疾病；而经常去咏慧的饭店的顾客则容易变瘦，这样容易导致厌食或是营养不良，让学生注意并避免走这两种极端。
这些距离学生自身生活很接近的问题很容易引起学生的思考。
在教授的过程中注意积极的引导学生不断的进行反思。
Comprehending第一部分通过True or False第四部分通过Main idea的寻找，使学生对文章有了一个浅层的理解。
Learning about Language部分突岀了词汇和语法的学习与训练。
本单元的语法是情态动词ought to等的基本用法。
Using Language部分中包括了听、说、读、写几个部分的内容。
学生可通过王鹏和咏慧的这一个事情，深入展开讨论与健康饮食有关的事情。
阅读后的习题及讨论不仅帮助学生加深对文章主旨大意的理解，更重要的是让学生学会用所学的知识，解决在现实生活中遇到的问题。
人教版高中英语必修3Unit 2 Healthy eating教案2
英语：Unit2《Healthy eating》教案（2）（新人教版必修3）［教材优化全析］Reading:Come and Eat Here(Ⅰ)1.Wang Pengwei sat in his empty restaurant feeling very frustrated.王鹏伟坐在他空荡荡的餐馆里，感觉很失落。
feeling现在分词，作伴随状语。
e.g.Standing on the top of the hill，you can have a better view of the city.站在山顶上，你能更好地看到这个城市.Jeff shouted，seizing her arm.杰夫抓住她的胳膊，喊叫着。
Seeing from the top of the hill，we can see the whole city.从山顶上我们可以看到整个城市.2.He thought of his mutton kebabs and fatty pork cooked in the hottest，finest oil.他想到了他的在热的最好的油里炸出来的烤羊肉和肥肉。
cooked 过去分词短语，作后置定语(被动)。
e.g.I know a girl called Mary.我认识一个叫玛丽的女孩。
English is a language spoken all around the world.英语是全世界都说的一种语言。
3.His fried rice was hot but did not taste of fat.他的热而不腻的米饭。
taste of sth. 有某种味道e.g.It tastes strongly of mint.它有挺重的薄荷味。
taste 能辨别(味道）；尝出，品出。
(不用于进行时，常与can连用）e.g.I can’t taste.I’ve got a cold. 全析提示现在分词作伴随状语要和句子主语保持一致，体现主动关系。
高一英语人教版新课标必修3Unit2课件教案学案Unit 2 Healthy eating教案
Unit 2 Healthy eating Ｉ．单元教学目标II．目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以“健康饮食”为中心话题,通过单元教学让学生了解各种食物对人体的作用,引导学生关注平衡膳食,促使学生养成健康饮食的习惯。
针对现实中遇到的实际问题发表自己的看法。
最后让学生运用所学知识,两人一组研究中餐,设计食谱。
1.1 WARMING UP是本单元一个重要的组成部分。
让学生看图讨论不同食物对人体的作用,了解饮食与人体健康的关系。
通过几个设问激发学生思考自己的饮食习惯是否合理,运用已有的知识经验思考什么是Healthy Eating.1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。
可添加讨论如何在烹饪中保持食物营养,从而有利于健康。
1.3 READING 讲述王鹏和咏慧开饭店的不同风格和顾客对不同食品的反应,反映了现代人对饮食的关注和对时尚的追求。
但王鹏和咏慧都没有提供平衡的膳食,经过一段时间的磨合,他们决定合作,提供既有能量又有纤维的食品。
戏剧性的结尾增添了故事的趣味性。
通过阅读丰富学生的饮食文化,教会他们如何改善饮食习惯；在现实生活中碰到麻烦时,如何正确处理矛盾,解决问题。
1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解,对比两家饭店所提供膳食的优缺点。
1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。
注重考查词性的变化,课文中重点词汇在语篇中的熟练运用及情态动词的不同功能,并设计连线和情景对话两个题型予以巩固。
1.6 USING LANGUAGE 体现了学以致用的目的,从Listening, Reading, Speaking, Writing 四方面训练学生,完成语言的输入性学习和输出性训练的过程,结合生活实际,让学生两人一组研究中餐设计食谱。
人教版高中《英语》必修3 unit 2 “Healthy Eating” 教学设计
2020年42期总第534期ENGLISH ON CAMPUS人教版高中《英语》必修3unit 2 “Healthy Eating” 教学设计文/莫兴竹一、教学内容分析人教版高中《英语》必修3 unit 2 “Healthy Eating” 的中心话题是“健康饮食”。
教材通过讲述王鹏和雍慧餐馆为顾客提供不同的食物，且二者都存在片面性，都不属于健康的膳食。
最后两人决定合作，将菜单升级，提供给顾客既有能量又有纤维的均衡饮食。
本单元第一部分Warming up，主要让学生通过学习，了解到食物的分类——不同事物给人体提供不同的营养。
Pre-reading部分，要求学生围绕几个问题进行讨论，最后能够理解健康均衡的饮食应该包括哪些食物，款待朋友，应该选择什么样的特色菜以及根据图片和文章标题，对Reading部分的内容进行猜测。
通过学习，学生能够理解王鹏和雍慧的菜单都存在片面性，都不属于健康均衡的饮食，进而在Using Language进行听力和阅读语篇的训练。
Learning about Language 部分由 “词汇学习”和“语法学习”两部分组成。
本单元的最后一个任务是主题写作，要求学生为家庭制作晚餐食谱，分析食谱包含的食物是否能够提供均衡营养，学以致用。
二、学情分析本节课的教学对象是高一年级的学生，他们已经具备一定的英语基础知识，能运用逻辑思维能力解决问题，对“健康饮食”这一话题也不陌生，能够激发他们的学习兴趣，但是对于本单元涉及的大多数专业词汇，学生还是存在问题。
基于此，小组合作学习方式是高一英语课堂的常用形式。
三、教学目标和教学重点及难点1.教学目标。
(1)掌握本单元的核心词汇和短语以及情态动词的功能和用法；(2)根据食物的分类，了解食物的不同功能；(3)能够谈论什么是健康、均衡的饮食；(4)引导学生关注合理饮食、饮食习惯、饮食结构、饮食文化等。
2.教学重点及难点。
(1)掌握本单元的核心词汇和语法结构；(2)了解不同食物对人体的作用并形成健康饮食的意识；(3)学生能够正确使用阅读策略，理解、分析课文；(4)能针对自己遇到的实际问题，发表自己的意见和建议。
新课标高一必修3Unit2HealthyEating--教案1
新课标高一必修3Unit2HealthyEating--教案1人教版新课标高一必修3 Unit 2 Healthy Eating--教案1人教版新课标高一必修 3 Unit 2 Healthy Eating--教案1 Unit 2 Healthy Eating--教案 1 TITLE=人教版新课标高一必修3 Unit 2 Healthy Unit2 Healthy eating Teaching Aims of this unit 1. Talk about healthy eating 2. Making suggestions or giving advice on diet 3. Distinguish the meanings of Modal verbs 4. Make a balanced menu 5. Vocabulary: 6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,li mit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on 7. Speaking: Practice talking about your ideas; practice giving suggestions and advice, practice seeing the doctor. Teaching importance: The use of ought to 1. Statements 2. You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 3. Difficulty 4. Distinguish and summarize the usage of ought to and should. 5. Teaching methods: skimming, scanning, discussing. 6. Teaching aids: a tape recorder, a projector and a computer. The first period Warming up and reading Step Ⅰ Warming up Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow. Step Ⅱ Pre-reading Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text. T:Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear? Which food contains more… Examples of foods Answer Sugar Chocolate or grapes Cakes or bananas Chocolate Fat Cream or rice Chocolate or chicken Cream Chocolate Fiber Peas or nuts Pork or cabbage Nuts Cabbage protein Potato crisps or ham Eggs or cream Ham Step Ⅲ Reading Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas. 1. Fast reading In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text. a. The two restaurants supplied the healthy diet. b. The reason why Yong Hui’s restaurant was so popular with customers. c. Wang Pengwei found out why he had lost his customers and decided to win them back 2. Careful reading T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences. a. Usually Wang Pengwei’s restaurant was full of people. (T ) b. Yong Hui served a balanced diet. ( F) c. Yong Hui could make people thin in two weeks by giving them a good diet. (F) d. Wang Pengwei’s customers often became fat after eating in his reataurant. (T) e. Yong Hui’s menu gives them energy foods. (F ) f. Wang Pengwei’s menu gives temfoods containing fiber. (F ) g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F ) h. Wang Pengwei decided to copy Yong Hui’s menu. (F ) Step Ⅳ Comprehending By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant. T: Now please read the text again and fill in the chart together with your partner. disadvantages advantages Wang Pengwei’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods T: Until now we have known what’s wrong wit h both restaurant. What does it matter if you only eat at one of the restaurant? T: You all have a point here. But what will they do? We will see it next period. Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his com petitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example? Ss: Yes. T: Now let’s deal with some language points. Turn to page 10, let’s look at the s entences: a. Wang Pengwei sat in his empty restaurant feeling very frustrated. This sentence means that the second action “ feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action. b. Nothing could have been better. This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation. c. He couldn’t have Yong Hui getting away with telling people lies! This sentence means that he will punish Yong Hui for her telling lies. Step Ⅴ Homework 1. Try to retell the text. 2. Prepare for the language learning and do Using wordsand Expressions on WB (Page 49-50)。
高一英语人教版必修3：Unit 2 Healthy eating教案 Word版含答案
Unit 2 Healthy eating教案Ｉ．单元教学目标II．目标语言Ⅲ. 教材分析与教材重组1. 教材分析本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
针对现实中遇到的实际问题发表自己的看法。
最后让学生运用所学知识，两人一组研究中餐，设计食谱。
1.1 WARMING UP是本单元一个重要的组成部分。
让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。
通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是Healthy Eating.1.2 PRE-READING 通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。
可添加讨论如何在烹饪中保持食物营养，从而有利于健康。
1.3 READING 讲述王鹏和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。
但王鹏和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。
戏剧性的结尾增添了故事的趣味性。
通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。
1.4 COMPREHENING 利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。
1.5 LEARNING ABOUT LANGUAGE 是继Comprehending之后的又一指导性练习。
注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。
1.6 USING LANGUAGE 体现了学以致用的目的，从Listening, Reading, Speaking, Writing 四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。
人教版高中英语必修3《Unit2Healthyeating》教案
人教版高中英语必修3《Unit2Healthyeating》教案人教版高中英语必修3《Unit 2 Healthy eating》教案【一】教学准备教学目标1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.2. Let students have a better understanding of the reading passage.教学重难点mportant points1. Let students have a good understanding of the passage.2. Get students to learn different reading skills.◆ Difficult pointsGive students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.教学过程一学生课外学习活动设计：任务一：学生调查问卷：(1)What does a balanced diet should contain?(2) Why are you so strong/weak/fat/thin? Does it have anything todo with your diet?任务二：Making a diet for yourdinner.根据泛读学到的健康饮食的知识，为自己的家庭涉及晚餐食谱，分析食谱里包含哪些种类的食物，判断其能否提供均衡的营养，并分析原因。
人教版高中英语必修三unit2Healthyeating教学设计
人教版高中英语必修三unit 2 Healthy eating教学设计（一）教学内容分析这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。
本篇文章生词量较大题目较抽象，各段主题句散布不太明显（大部份散布在段落中间）。
且大部份学生对饮食与健康的关系（如人体天天必需摄入的六种大体营养成份的来源、健康饮食的重要性、什么是绿色食物等）了解较少。
因此，本文的学习难度较大。
（二）教学目标1. 语言知识目标：a)使学生了解protein, calcium等大体营养成份的来源和主要功能，健康的饮食习惯是健康的保证，和素食主义等信息。
b)学习掌握有关营养成份与食物的辞汇，如：protein、calcium 、carboh ydrate 、fibre、mineral、vitamin 、vegetarian & vegan、green foo d and clean food 、eco-food and organic food等，和keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。
2. 语言技术目标：a)使学生学会克服生词障碍，通过略读，寻觅文章的主题句，理清文章的整体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作用意。
b) 使学生学会运用各类猜词技能，猜想部份生词在具体的语言环境的含义。
c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“he althy diet”，并阐明设计的依据。
3.情感态度与文化意识目标：a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。
b）使学生知道：健康是做好一切事情的根本。
要想有强健的体魄，除合理安排好一天的生活之外，还需要有科学、卫生的饮食习惯，天天必然量的体育活动和体力劳动。
青少年必需有健康的身体，长大以后才能成为一名具有现代科学文化，适合时期要求的合格劳动者。
高中英语人教版必修3 Unit2 Healthy Eating 完整教案
5 出现，调高音量 6 出发 7 有某人的允许 8 使想起
9 尽管 10 玩儿的愉快 11 来纪念 12 屏住呼吸
三、知识讲解
翻译下面由本单元词汇所编成的故事 学生将在翻译过程中不会的词汇用横线标出
（一）The passage
Balanced Diet Wang Peng earned his living by running a barbecue restaurant, which served delicious bacon, fried chicken breast and mutton roasted with pepper and garlic. But his food and discount attracted fewer and fewer customers. Finally, he was in debt. Yong Hui’s slimming restaurant served fresh peas, carrots, eggplants, and raw cucumbers with vinegar. As the hostess, she said fibers benefited customers' digestion the most. In order not to let Yong Hui get away with telling lies, Wang Peng spied on Yong Hui despite her glare. But he was surprised that she was losing her customers, too. Curiosity drove Wang Peng to consult an expert. The expert sighed and said, “Both of your menus have weakness and limited strength. Your customers put on weight too easily, while Yong Hui’s lose weight too quickly. So, Wang Peng, cut down the fat of your food and increase vegetables and fruits, like nuts, beans, mushrooms, peaches and lemons. You ought to combine the two menus and provide a balanced diet.” Before long, Wang Peng won his customers back. 逐句翻译原文
新人教必修三unit2healthyeating[教案2]
Unit 2 Healthy eatingPart 1 Teaching Design第一部分教学设计Period 2 A sample lesson plan for Learning about Language(Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t)IntroductionIn this period students will be first helped by the teacher to warm up by having a dictation. Th en they go on to discover useful words a nd expressions and learn about grammar. Some ready used materials for Modal verbs: ought to / ought not t o / have to / don’t have to / mustn’t / needn’t will be offered.ObjectivesTo learn about Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’tTo discover and learn to use some useful words and exp ressionsTo disc ove r and learn to use some useful structuresProcedures1. Warming up by reading aloud the text COME AND EAT HERE (1)We promote read ing aloud to students and by students in order to encourage a love of English books and a d esire to become a fluent English speaker. So Read aloud the text bef ore we learn about the grammar.2. Discovering useful words and expres sionsIn pairs do the exercises on page 12. You must finish them in 5 minutes.3. Reading and identifyingRead the text COME AND EAT HERE (1), discovering all the sentences which contain any of the modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t.4. Consolidating by doing exercisesTo consolidate your understanding you will be given 10 minutes togo over exercises on page 13. You may just write in your text book.I mean the student’s book you are working by.5. Reading the ready u sed materials for Modal verbs: ought to /oug ht not to / have to / don’t have to / mustn’t / needn’t（用原版）3. You use "not" to make modal verbs negati ve, even in Simple Present and Simple She musted study ve ry hard.e.g. You ought to have more driving lessonsyour m otherfeelings, but f or a rule or situation. If youprohibition (ne gative order)have finished your dinner.e.g. Do you need me to help you?not necessary to do something (more used thant need to come t o the party ify ou donsuch a l2. The book is optional. My professor said we coul d read it if we needed extra 6. You _____ be rich to be a success. Some of the most successful people I know 8. You _____ do the job if you diA. would have floatB. would be floatingC. would floatreconside16. The machine _____ onmay turn B. could be turning C. can be turned18. You _____ forget to pay the rent tomorrow. T he landlord is very strict aboutC. could not。