新人教版必修三Unit2 Healthy eating教案5
Unit 2 Healthy eatingTeaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills:energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest.I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1．Master the function use of language as defined above.2．Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1．Talk about different kinds of food that one favorites.2．learn the basic knowledge of healthy eating.3．learn how to say in the clinic.4．Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to.Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below.Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue After that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1．What does the “fuel ” mean in the first paragraph?（It means different kinds of materials, such as protein, Calcium that we need to keep healthy.）2．What do we have to consider when we choose to buy or eat?（What kinds of nutrients that the food contain.）3．What made our eating habit changing?（Many things: what people believe, advice from companies and stores.）4．How can we feel and look fine?（We ought to learn about our body and the fuel it needs to keep fit.）Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?（Three parts.）What’s the main idea of each part?（1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.）Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- V ocabulary on P5. and P72—73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal V erbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1．give advice that will really help the person.2．be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish.We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.。
人教版高中英语必修3新人教版必修三Unit 2 Healthy eating 教案
教学重点1. Let students learn more about problems with a diet, a balanced 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 different reading s kills.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Step 1 Leading-inHave a free talk with students. Ask them the following questions:1.What kind of food do we eat?2.We eat meat, vegetable, seafood, fruit, snacks（零食小吃）, staple food (主食).3. 2. What are the essential nutrients for us human beings to survive on the earth? They are water , sugar, fat, fibre, protein and vitaminStep 2 Warming up1. Please put these food into correct column.potato tomato pizza carrot chicken cucumber hamburger cabbage roastA balanced diet is the one that includes at least three dishes: energy giving foods, body-building foods and protective foods.3. to work in pairs to discuss the question: What will happen if we don’t eat abalanced diet?4. Test your knowledge about healthy eating.What is the most important meal of the day? A. Breakfast B. Lunch C. Supper2. How regularly should middle school students exercise?A. Once a weekB. Once a monthC. Once a day3. What percentage of the body is made up of water? A. 40% B. 60% C. 70%4. What does cheese mainly contain? A. Eggs. B. Meat C. Milk5. What should we not do before exercise? A. Eat B. Warm up. C. Drink water How many glasses of water should we usually drink every day?2-3 glasses B. 4-5 glasses C. 8-10 glasses7. Which mineral is found in a different ,less absorbable form in plant-based than animal-based foods? A. Calcium 钙 B. Copper铜 C. Iron铁8. Which of the following do we get plenty of vitamins from?Cereal 谷类 B. Meat C. Fruit and vegetables9. Oranges are good fruit because they contain a lot of .A. Vitamin A.B. Vitamin B.C. Vitamin C.10. People who live in a cold climate need a lot of . A. Fat B. BreadC. CoffeeStep 3 Pre-reading1.Teach new words & phrases : slimming苗条的curiosity 好奇心hostess女主人2.raw 生的vinegar 醋discount 折扣ought to 应该win…back 赢回lose weight 减肥get away with被放过，（做坏事）不被惩罚tell a lie / tell lies说谎→Step 4 Reading1. Fast readingAsk students to skim the reading passage and find out: What different places are mentioned in the text?Three minutes later, check the answers with the whole class.Suggested answers:It happened in the two restaurants: Wang Peng’s restaurant , Yong Hui’s restaurant and the library.2. Careful Reading ---Part 11）.How did Wang Peng feel at the restaurant? Why?He felt very frustrated because t here’s no customer in his restaurant on that mornin g. 2）.Li Chang used to eat in _____________ restaurant? How about now?He was going to another restaurant to eat.3）.When Wang Peng thought “nothing could have been better”, he means____A. His food and drinks were the best.B. His food and drinks were the worst.C. His food should be improved.D. He could do nothing with his food4）. Choose the main idea for part 1A. Yong Hui helped Wang Peng lose weightB. Wang Peng is worried because his restaurant is empty.C. He follows his friend to a new restaurant, which is very popular.D. Wang Peng’s customers often become fatWang Peng felt worried, he does some research to win his customers back.3. Careful Reading ---Part 21）. What did Wang Peng see when he followed Li Chang?He saw a sign at the door of a new small restaurant.What made Wang Peng go into the new restaurant? Curiosity2）. What is Wang Peng’s impression(印象）on Yong Hui’s restaurant?A. All the customers in it were very thin.B. It was too small and too noisy.C. The food in it was very nice and betterD. There was so little food but the price was much higher.3）. Choose the main idea for part 2A. Yong Hui helped Wang Peng lose weightB. He follows his friend to a new restaurant, which is very popular.C. Wang Peng’s customers often become fatD. Wang Peng felt worried, he does some research to win his customers back.4. Careful Reading ---Part 31）. What did Wang Peng find at the library?H e found his food had too much fat and Yong Hui’s too little.2）.True or False? Correct!●Wang Peng felt hopeless after going out of the library.●He decided to copy Yong Hui’s sign.●The competition between the two restaurants would begin and continue.3）.Choose the main idea for part 3A. Yong Hui helped Wang Peng lose weightB. Wang Peng’s customers often become fatC. Wang Peng felt worried, he does some research to win his customers back.Step 5 . 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.Summarise the main idea of textWang Peng and Yong Hui serve different _____in their restaurant . The foods in Wang Peng’s make people ___while the foods in Yong Hui’s make people___.Wang Peng found out why he had lost his ________and decided to win them back.→Step 6 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.Copy the new words in the passage .2. Do exercises in Top English P29-30。
必修3+unit+2++Healthy+eating+(人教新课标必修三第2单元)词汇教学
三元整合教学模式英语学科导学稿（学生版）一、课题：Healthy eating (人教新课标必修三第2单元)二、课型：Words三、教学目标：1、能正确朗读本单元所有单词。
2、能正确拼读本单元重点词汇（46个，见注）。
3、熟悉本单元（13个）单词的词性、词形变化及了解其实际词义。
4、能在语境中正确运用本单元重点词汇和词组。
注：26个重点词汇1)diet2)energy3)bone4)fibre5)digestion6)bean7)cucumber8)mushroom9)lemon10)balance11)fat12)ham13)mutton14)sign15)curiosity16)lie17)research18)customer19)competition20)weakness21)strength22)amount23)debt 24)glare25)limit26)benefit27)sigh28)item29)packet30)tin31)research32)roast33)ought34)slim35)rid36)glare37)combine38)calmly39)gently40)raw41)discount42)consult43)digest44)poisonous45)carrot46)spy13个需要关注词性、词形变化的单词1)combine2)curiosity3)limit4)benefit5)strength6)sugar 7)digest8)weak9)lie10)hostess11)health12)balance四、学与教的方式：学生自主学习，合作学习和教师讲解相结合。
五、课时安排：1课时六、学习内容及程序：（一）基础知识回顾(本课无)（二）课前自主学习内容与要求（1）在课前利用一个早读时间，根据音标拼读本单元词汇，不会的仔细听录音，并跟读，力求在上课前会读，会认本单元所有词汇；（2）课前利用晚修10分钟写出所给单词词形变化，不会的可利用词典。
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。
Unit2Healthyeating教案1-2020-2021学年高中英语必修三
教学设计Book 3 Unit 2 Healthy eatingCome and eat here(1)◆Teaching objectivesA. Knowledge objectives1. Get students to learn the useful new words and expressions in this part:2. Let students have a better understanding of the reading passage.B. Ability objectives1. Develop students’ reading ability and let them learn different reading skills.C. Affective objectives1. Stimulate students to form a healthy eating habit and let students know the importance of health.2. Develop students’ sense of cooperative learning.◆Important points1. Let students have a good understanding of the passage.2. Get students to learn different reading skills.◆Difficult pointsGet students to learn different reading skills.◆Teaching proceduresStep1Warming upShow some pictures and talk about how to keep healthy.Step2 Pre-readingTalk about healthy eating.Step3 Reading①Skimming:Go through the passage and find out some information.1.Who were mentioned in the text?2.Where did the story happen?3.What’s the main ide a of the passage?A.Yong Hui opened a small restaurant near Wang Peng’s restaurant.B.Wang Peng visited Yong Hui’s restaurant with curiosity.C.Wang Peng found out the reason why he lost his customers and wanted towin them back.D.Wang Peng was unhappy because pe ople came to Yong Hui’s restaurant.②Scanning:True or False ?1.The food in Yong Hui’s restaurant cost more than that in Wang Peng’srestaurant. ( )2.Yong Hui’s menu gave customers more energy-giving food. ( )③Careful reading: Choose the correct answer.1.When Wang Peng thought “Nothing could be better”, he meant .A.his food and drinks were the bestB.his food and drinks were the worstC.his food should have been improvedD.he could do nothing with his food and drinks2. Why did Wang Peng go into the newly-opened restaurant?A.Because he was angry.B.Because he was curious.C.Because he wanted to blame its owner.D.Because he wanted to ask for advice.3. According to the passage, we can infer that .A.Wang Peng felt frustrated because his res taurant wasn’t full of people.B.Wang Peng was amazed at the menu and prices in Yong Hui’s restaurant.C.Yong Hui’s menu gave customers more energy-giving food.D. Wang Peng found out Yong Hui’s restaurant served more fat than his.④Summary: Sum up the story with some suitable words.Wang Peng felt frustrated his customers didn’t come to his restaurant as they (usual) did.Out of (curious), he (follow) Li Chang, was his friend, to a newly-opened restaurant. He was amazedthe menu and the prices. Then he went to the library (do) some research. He found that Yong Hui’s customers didn’t eat enough energy-giving food to keep (health). Wang Peng felt hopeful when he drove back home. Perhaps with a discount and a new sign he could win his customers .The (compete) between the two restaurants was on.Step4 DiscussionIf you were a manager of a restaurant, ,what would you do ? Step5 Homework1.Preview the text: Come and eat here(Ⅱ)2.Design a poster for Wang Peng’s restaurant.Step6 Blackboard designUnit 2 Healthy Eating--reading。
高中英语 Unit 2(Healthy Eating)教案人教版必修三 教案
Unit 2Healthy Eating1.Topics:Problems with diet ;Balanced diet and nutrition2.Words and expressions3.Functions:1)Suggestions and adviceYou must /must not… ; What should I do?I think you ought to …; I suppose you had better…Perhaps you should…Do you think you could give me some advice?2)Seeing doctorsWhat’s the matter? What’s wrong?What seems to be the trouble?How long have you been like this?3)Agreement and disagreement.I don’t agree. Of cause not. I don’t think so.All right. T hat’s a good idea.No problem. Certainly /sureYes, I think so. I’m afraid not.4. Grammar: The use of ought toYou ought to cook fresh vegetables and meat without too much fat If you want to stay slim.You ought not to eat the same kind of food at every meal.Period 1.Step 1. warming up1. Do you eat a healthy diet? What kind of food do you usually have for meals? Are the food you usually eat healthy food or unhealthy food?(Discuss in pairs)2. Name some healthy food and unhealthy food.healthy food unhealthy food.All vegetables: cabbages, Fatty food: French friesPeppers tomatoes potatoes cream roast pork/lambAll fruits: apples, grapes sugary food:chocolateStrawberries bananas pears sweets/honey ice-creamDairy products:Milk cheese salty food:can biscuitSeafood: shrimp cookiesTofu eggs3. Do you know that the food you eat helps you grow in different ways? Some will make you fat/tall/thin.Look at the charm below,and see which kind of food they.FOOD TO GIVE YOU ENERGY FOOD TO GROW BONESAND MUSCLE Foods that fiber fordigestion and healthFast energy food Slow energy food Body-building food Protective foodsRice sugarNoodles potatoesSpaghetti breadCorn dumplings Butter creamOils ham nutsFried bread stickFried cake/chips Dairy products:Milk cheeseMeat eggs tofuSeafood shrimp All vegetables(eg.beans, Cucumbers,mushrooms,peas, Cabbage,…)all fruit(pears Apples, peaches, oranges,…)Questions:1.Which of these groups of food do you like best?2.Which of them do you eat most often?3.Do you think we should eat each kind of food?3.What will happen if you do not eat a balanced diet?Too much fatty/sugary/salty food will cause many diseases and get too fat.Only protective food will feel weak ,no energy and get too thin.Step 2. Pre-reading1. Discuss the questions in the chart.(Which food contains more…)2. Order the following food from which contains most fat to which contains less.Answer: ice-cream, eggs, chicken, rice, peachesStep 3 Fast reading and answer the following questions1. What does Wang Pengwei’s restaurant serve?2. What about Yong Hui’s restaurant?Step 4 Intensive reading and find the answers to prehending.Period 2 Language pointsStep 1.Lead-in: Listen to the tape to get a better understanding.Step nguage points1.Wang Pengwei sat in his empty restaurant feeling very frustrated.feeling very frustrated 现在分词在句中作伴随状语eg.She sat on the chair reading a newspaper.(表伴随)Walking in the street, she met her old friend. (表时间)Seeing no body at home, she decided to eat outside.(表原因)The child fell, striking his head against the ground. (表结果)2.His restaurant ought to be full of people.Ought to 1) to show a moral duty 表示一种道义上的责任，应该Eg.She ought to look after her child better.You ought to study hard to get a high mark.2)ought to have done 表示本应该…，而却没有…Eg.You ought to have e yesterday.3.He thought of his mutton kebabs, fatty pork cooked in the hottest oil. 过去分词短语作后置定语，表被动。
高中英语必修3 Unit2 Healthy eating教案(人教新课标)
Unit 13 Healthy eatingPeriod 1I. Teaching aims:1. Warming up to make the students love talking after a long time no see.2. Do some listening to improve the students listening ability.3. Making simple dialogues to train the students speaking ability.4. New words: junk, contain, vitamin, ripe, plenty of, a bit (of), etc..II. Important points:1.Train the Students’ listening ability.2.Master the new phrase and sentence pattern and make the students be free to talkabout eating habit and health.III. Difficult points:1. Learn the usage of the sentences pattern: I think that ---because---.2. Improve the students’ listening and speaking ability.IV. Teaching methods1 . Listening-and–answering activity to help the students go through with the listening material.2. Use both individual work and group or pair work to make every student work and think in class.V. Teaching procedures:Step 1 PresentationBegin the class with my own eating experiences. Encourage the students to tell about theirs. Make them say as many names of the food as possible. Get them totell their feeling about different kinds of food. Ask:What do you think are good eating habits?What will h appen if we don’t have good hab its?Conclusion: Every day we have food. Food makes us feel full and happy and italso helps to build our bodies. But have you ever thought what you eat is junk foodor healthy food? Today we re going to learn something about food.Step 2 Warming up1. Have the students open their books at Page 1 and look at the eight pictures of different kinds of food. Tell the names of the food first. Then discuss in pairs: which of them are junk foods? Why?Or which of them are healthy foods? Why?2. Ask your classmates what they like to eat. The students may have a discussion in pairs and then make a list of the food and decide whether what they like to eat is junk food or not.3. According to the discussion, fill in the table with real information.Step 3 Listening1. Tell the students they are going to have some listening training. Let them know that something is wrong with Mike. Make them listen to the tape once and tell what is the problem with Mike and what he did next.2. Look at Ex. 1 on P2 and listen to what happened to Mike. The students are to answer the questions in it after a short discussion.3. Listen to what Mike did next, and then answer the question in Ex. 2. A short discussion is allowed in pairs.Step 4 SpeakingEveryone wants to be healthy and strong. But sometimes we are not feeling well. Ask:What will you d o if you don’t feel well?Say: When we’re ill, we’d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Go through the useful expressions on P3.Have the students look at the example above. Ask two students act as Dr Yang and Sharon and read the dialogue aloud. Have the other students underline some useful expressions they can find.Go through the three situations with the students on P2. Ask them to choose one of them and make up a dialogue in pairs according to the example given and then actit out.Step 5 ConclusionToday we’ ve done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.HomeworkPreview the reading passage in this unit.Period 2I. Teaching aims:1. 1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to, etc.2. Improve the students’ reading ability and study the language points connected with the text..II. Important points:1. Train the Students’ reading ability.2. Master the new phrases and wordsIII. Difficult points:How to make the students understand the reading text better.IV. Teaching method1 . Fast reading for the students get the general idea first.2. Discuss after reading to understand the text better.3. Careful reading to get the detailed information.V. Teaching procedures::Step 1 PresentationAsk the students what in their mind are healthy foods and what are junk foods. Help them to get a conclusion that we must develop healthy eating habits.Step 2 Pre-readingShow the students the pre-reading questions. Get them to discussion in groups. Ask individual students to give a report about their own answers to them. Ask: What do you think of your own eating habit? Is it healthy or not?Step 3 Fast ReadingSay: today we come to the Reading. It’ s abou t a healthy diet and tells the importance of keeping healthy eating habits. Read the text quickly and find the answers to the questions on the screen..1. What do traditional diets often have?A. too much waterB. too much proteinC. too much fat and too many caloriesD. nutrients we need2. What can help our body fight disease and give us energy?A. vitamins, fibre and minerals.B. pork and fishC. waterD. calcium3. What contains a lot of protein?A. vegetablesB. fruitsC. vitaminsD. fish, meat and beans4. Why do some people become vegetarians?A. Because they believe it is healthier not to eat meat or they think we shouldnot kill animals for food..B. Because they think meat is not "eco-foods".C. Because they think meat will make them Fat.D. Because riley think meat will make them thin.5. From the passage we can conclude that it is probably better, ifA. we eat less meatB. we have more fruitC. we have "eco-foods"D. we buy good food and keep a balanceddiet.参考答案：CADADStep 3 Careful reading1.Give enough time to let the students read the text carefully again, and tell themain idea of each paragraph.2.The students read the text paragraph by paragraph. The teacher ask as manyquestions as possible for the students to answer. Give the students someexplanations to some difficult sentences or phrases. Pay attention to the new words and expressions.3.Play the tape for the students to listen and follow.4.Give the students some time to ask questions about the points they don’tunderstand.Step 4 Post-reading1. Do post-Reading 1- 32. Discuss the questions below, first in pair, then with the rest of the class.(1)Why do people go to fast food restaurant?(2)Why is it not good for you to eat too much sugar and fat?(3)Why are crash diets and supplements so popular?(4)What can we do to keep a balanced diet?Step 5 ConclusionHave two top students to make a conclusion about what we have learned in this class and what we can learn from this text. The teacher should speak highly of their answers. If possible, add some necessary information.HomeworkGo through the whole text and retell it.Get prepared for next class.Period 3I. Teaching aims:1. Review the text learnt in the last period including useful words and expression.2. Learn how to use had better, should and ought to while giving advice.3. New words and phrases: ought to, column, gram, sticky, etc..II. Important points:1. Master the usages of had better, should and ought to.2. Remember the words from the text.III. Difficult points:How to use had better, should and ought to correctly in different situations.IV. Teaching methods:1.Group or pair work to get the students do better in class.e competition to make the students active in class.V. Teaching procedures:Step 1 PresentationIn this class we’re going to review the words we learnt and also learn how to give advice using had better, should, and ought to. Write them on the blackboard.Step 2 Word studyMake the students open their books at page 5 and look at this part.First make the students work out the words in pairs. Give them some time to remember the answers.A competition:Get the students to close their books. The teacher reads out the descriptions and the students are to speak out the words as quickly as possible. See which group get the most correct answers.Step 3 GrammarThe teacher can tell the students when people use had better or had better not,should or should not, ought to or ought not to. Write down one or two examples for each phrase and try to make sure that the students understand all the usages by asking them to give their own examples.Then have the students fill in the blanks in Ex. 1 on P5 in a right way.Step 4 PracticeRead through the title with the students and let them get clear about what they are going to do with this exercise. They will try to write letters giving advice. Read the letters asking for advice quickly, then write down four pieces of advice for each of them using had better (not) , ought (not) to or should (not) .Step 5 WorkbookBooks open at P72. Do Exx. 1-3.HomeworkGo over the grammar by finishing the exercises on P73 in grammar part.Period 4I. Teaching aims:1. Do some reading about Snacks.2. Do some writing to develop the students writing skill..II. Important points:1. Train the Students’ writing ability by getting to know how to write a recipe..2. Improve their reading ability by reading this passage.III. Difficult point:Improve the students’ integrating skills.IV. Teaching methods1 .Asking-and –answering activity to go through the reading material.2. Individual and pair work.V. Teaching procedures:Step 1 RevisionCheck the answers to the exercises on P73 wit h the studentsMake sure all the students understand the grammar we learned in last class. If possible, go over it with the students.Step 2 Reading1. Skim the reading text and answer:What can we do if we need more energy besides eating our main meals?2. Read the text again quickly, do the following True-or-False exercises.1) Our body doesn’t need to refuel if we choose nutritious food for our mainmeals.2) Good snacks should come from different food groups and should not havetoo much fat or sugar.3) Fruits and vegetables don’t give us any vitamins.4) Most fruits need cooking.5) Fruits and vegetables are the only healthy snacks.参考答案：1. F2.T3.F4.F 5F3. Give the students some explanations when necessary.4. Play the tape and have the students follow. Give them some time to askquestions.Step 5 WritingGo through the two recipes on P7 carefully.Read the tips to the students to let them know for sure how to write a recipe.Have the students work in pairs and write the recipe for their favourite dish.Step 6 CheckpointUse Checkpoint 13 to help the students go over the grammar and usefulexpressions they have learned in this unit.HomeworkFinish off the workbook exercises.。
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
高中英语 B3 unit 2 Healthy Eating 整单元教案 新人教版必修3
教学课题：Unit2 HEALTHY EATING Period1.Warming-up and Pre-reading授课课时：1教学目的：1.了解什么是均衡饮食2.了解食品三种分类3.预测课文内容教学重点：1. 了解均衡饮食养成良好的饮食习惯教学难点：1.预测课文内容教学步骤：STEP1：Warming-up1.In Unit1 we have learnt many festivals around the world. Can you list them? Can you tell uswhat we’ll eat in these festivals?Answer: eg: We’ll eat Zongzi in Dragon Boat Festival.We’ll eat turkey in Christmas.目的：回顾上单元的内容同时引出第二单元有关食物的内容。
2.Game:Let’s have a check. Look who knows the most food. We’ll name this food group by group.3.Every one has his favorite food. Garfield like Spaghetti and collar of brawn best. What aboutyou? What food do you like best?Do you know whether you eat a healthy diet or not?4.Proverb:There is a proverb about food: “You are what you eat!” Please choose the best explanation for this proverb.A.You will become what we eat.B. Your health is decided by what you eat.C. You should buy and eat nutritious food.D. What you eat can make you healthy.Answer: B. 吃什么长什么。
高中英语 Unit2 Healthy eating 教案 新人教版必修3 教案
Unit 2 Healthy Eating 教案Teaching Aims:1.Knowledge aimsStudents shall be able to learn the basic usage of the following modal verbs: can/could; may/might; must/have to; shall/should; will/wouldImportant points1.The usage of each pair of the modal verbs2.The sameness and difference among these pairs of modal verbs3.Correctly understand the change modal verbs bring to the sentences, that is, their functions. Step 1 Revision1.lead inT: First wealth is health. What should/shouldn’t we do to keep healthy? What kind of food must we eat to be strong? What ought we to eat to stay slim?__________________________________________________________2.Give some more situations to revise the usage of the modal verbs.a. My mother cooked a lot of food for me. She has been cooking all the morning.- She must be tired now.b. I have just eaten a lot of food.- You can’t be hungry now.c. My house is near the railway. It must be noisy there.d. She called me yesterday evening but I didn’t hear. I must have been asleep.e. The old restaurant must be very good. It’s always full of people.f. The new restaurant can’t be very good. It’s always empty.g. Where is Bob? Perhaps he is in the office. He may be in his office.h. Where is Jane? Perhaps she is reading the newspaper. She may be reading the newspaper.i. Perhaps she was ill yesterday. She might be ill yesterday.j. Perhaps she went fishing yesterday. She might go fishing yesterday.k. In China many children have to wear uniform when they go to school.l. Don’t tell anybody wha t I said. You must keep it a secret.m. The floor is clean. You needn’t sweep it.n. I promised I would be on time. I mustn’t be late.o. Last night Paul became ill suddenly. We had to call the doctor.p. It’s sunny today. You needn’t take the umbrella.q. We can’t repair the car ourselves. We have to take it to a garage.r. I can manage the shopping alone. You needn’t e with me.s. That is an important book.. you must look after it carefully.t. You look tired. You should go to bed now.u. You shouldn’t believe everything you read on the Internet.v. Excuse me, could you tell me the way to the railway station, please?w. You are carrying a lot of things. You can’t open the door yourself. There is a man standing near the door. You say to him: Could you open the door, please?x. Would you like a cup of coffee?3. Get the students to list the modal verbs that they have learned.can/could may/ might will/ would had better shall/ should must have toneed ought to dare4.. Explain the modal verbs in the following sentences.1).He can speak English well.2).You can go home now.3)That can’t be true.4).Could you please show me the way to BeihaiPark?5).They hunters are lost. They could starve.6).May I e in?7).He may give you some help?8).Don’t worry. I will help you.9).Often he would dress up like a rich man.10).Would you like to join us for dinner?11).You shall have the ticket as soon as I get it.12).You should arrive at the airport two hours before he goes.13).It is five o’clock. He should turn u p soon.14).Wang Feng wins an award every year. He must be strongStep 2 Discovering useful structuresPlease pick out all the sentences containing modal verbs from the reading passage and list them. Match the function words in the box with each of the sentences. Then make three new sentences.A. IntentionB. DutyC. PromiseD. PossibilityE. Guessing1.By lunchtime they would all be sold.2.His restaurant ought to be full of people.3.What could have happened?4.Nothing could have been better?5.Something terrible must have happened.6.I will take all that fat off you in two weeks.7.He could not believe his eyes.8.He wondered if he should go to the library to find out.9.He couldn’t have Yong Hui getting away with telling people lies.10.He had better do some research.11.After eating in the restaurant people would bee fired very quickly.Step 3 ExercisesFinish Ex.2-3 on P13Step 4 Using structuresAsk your classmate questions using the phrases in the table (on P50). Then plete the following table according to the example.Example:YOU: Miki, do you often go to fast food restaurants?MIKI: No, I don’t.You write “No” in the table and then give your own opinion or suggestions, like “I think he is right. We shouldn’t eat too much fast food, otherwise it will cause health problems.” using must(n’t), should(n’t), ought (not) to and (don’t) have to in your suggestions and opinions。
高一英语新人教版必修三Unit 2 Healthy Eating 教案
Unit 2 Healthy eating教学过程设计方案(一)→Step 1 Leading-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 growbones and muscles(e. g.body-building food)Food that helps the body fight diseases(e.g. protective food)rice noodles spaghetti bread potatoes chocolate butter cream oils nuts meat eggs cheesemilktofuMost vegetables(e. g. beans, peas,cucumbers, eggplants, peppers, mushrooms,cabbages)and fruit(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 i f 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 plan a 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 Read ing1. 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 H ui’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)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 become fat.(4)Yong Hui’s menu gave customers more energy-giving food.(5)Wang Peng’s menu gave 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 di et in Wang Peng’s restaurant was that it did not give ______________.(2)The strength 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. Tell 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 accordi ng 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 Favoritefood The reason for being strong/weak/fat/thin→Step 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 Yong Hui?3)Why does it matter if you only eat at Wang Peng’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 Paragraph 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)What 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 st ory1. 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 2 Healthy eatingCome and eat here(1)True or false Key sentences1. 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 become fat.4. Yong Hui’s menu gave customers more energy-giving food.5. Wang Peng’s menu gave customers more protective food.6. Wang Peng decided to compete with Yong Hui by copying her menu.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.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.。