高中英语必修三unit2 healthy eating听说教学设计与反思
必修三 Unit 2 Healthy eating 教学设计与反思
必修三 Unit 2 Healthy eating 教学设计与反思一、教学设计：（一）指导思想高中英语课程应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。
高中英语课程的设计与实施有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
（二）学情分析饮食方面的话题是从实际出发、从自身体验出发的一个话题，学生应该非常感兴趣，而且就该话题让学生做Reading,Talking和Discussion等活动，学生们会有参与的热情、会有发言的冲。
Reading部分是一个故事性很强的叙事性文章，学生做起来并不会有太大的难度，而且Reading中富有戏剧性的变化让学生可以从中感受故事的趣味性。
（三）教学方法本单元的中心话题是“健康饮食”。
通过单元教学让学生了解饮食与健康方面的有关知识，并了解各种事物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯并能在生活中改善饮食结构，丰富饮食文化，从而保持身体健康。
另外，要引导学生针对现实中遇到的实际问题发表自己的看法。
通过合作式、探究式学习方式，激发学生的学习兴趣，使学生由被动变主动，积极参与学习过程。
（四）教材分析1. 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. The teacher can have a free talk with students, let them work in pairs to read through the chart and discuss the questions.2. 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 is about. This part is very useful for the next part Reading.3. The reading passage Come and Eat Here 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. 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.（五）教学目标知识目标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 balanced diet, ought to, lose weight, get away with, tell a lie, win. . .back2. 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 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 c ooperative learning.（六）教学重点与难点教学重点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.（七）教学过程→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. 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)→Step 3 Pre-readingLet 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 rest aurants: 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)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 cus tomers 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.2)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 t hat 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 ______________.4. ExplanationHelp students analyze some difficult, long and complex sentences and guess themeanings 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.→Step 5 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.（八）板书设计Unit 2Healthy 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.二、教学反思：（1）自己对本课的反思：本课堂设计了若干活动及任务，并提供了一些必要的学习资料，旨在让学生积极参与学习活动，在活动中学习，在任务下进步。
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。
高中英语_必修3 Unit 2 Healthy Eating教学设计学情分析教材分析课后反思
Unit 2 Healthy EatingCome and eat here (1)教学设计：ⅠTeaching aims：1. Ss can get the main idea of the passage, and understand the importance of healthy eating by comparing Wang Peng’s restaurant with Yong Hui’s restaurant.2. Ss can choose the proper food in their daily life and live a healthy life after learning the passage.Ⅱ Teaching important points1. Identify different groups of foods and talk about healthy eating.2. What kind of food did they provide for their customers, healthy or unhealthy? Why?Ⅲ Teaching difficult points1. Understand the real meaning of healthy eating.2. How was the competition going on? Who would win?Ⅳ Teaching methods:1. Fast and careful reading.2. Asking-and-answering activity to check the Ss’ understanding of the text.3. Individual, pair or group work to finish each task.4. Discussion.Ⅴ Teaching aidsA recorder, a computer and a projector.Ⅵ Teaching procedures & waysStep one：RevisionReview key words and phrases that appear in the text.Translation(1)1. 节食on a diet2. 平衡膳食balanced diet3. 应该ought to4. 减肥lose weight5. 不受惩罚get away with6. 削减；删节cut downTranslation (2)1. tell a lie 说谎2. win…back 赢回3. earn one’s living 谋生4. in debt 欠债5. put on weight 增加体重6. before long 不久以后Step two: Leading inTeacher and Ss make a conversation, and then watch a video, leading to the topic of unit 2 -----Healthy Eating.After watching the video, Ss answer “What can we learn from the video?”You now, there are two restaurants in our local area, one is Wang Peng’s restaurant, and the other is Yong Hui’s restaurant. Please come and eat here.Step three: Reading (Skimming)The main idea of the text is____A The two restaurants provided the healthy diet.B The reason why YongHui’s restaurant was so popular with customers.C How the competition took place between Wang Peng and Yonghui.ScanningPart 1 A. Wang Peng follows his friend to a newly openedrestaurant which is very popular.Part2 B. Wang Peng does some research in the library to win hiscustomers back.Part3 C. Wang Peng is worried because his restaurant is not full asusual.TRUE or FALSE1. Usually Wang Peng’s restaurant was full of people.2. Yong Hui’s regular customers often became thin.3. Yong Hui’s menu gave customers more energy-giving food.4. Wang Peng decided to compete with Yong Hui by copying her menu.Step four：Careful readingWang peng’s menuFood:____________________________________________________Drink ____________Price_____________Yong hui’s menuFood_______________________________________Drink____________Price____________Wang Peng’s dietThe weakness of the diet in Wang Peng’s restaurantwas that it gave _____________The strength of the diet in Wang Peng’s restaurantwas that it provided _________________________Yong Hui’s dietThe weakness of the diet in Yong Hui’s restaurantwas that it didn’t give ________________________The strength of the diet in Yong Hui’s restaurantwas that it provided ___________________________Step five：DiscussionIf you are hungry, which restaurant do you prefer to go to? Wang Peng’s，Yong Hui’s restaurant or neither of them and give your reasons.Useful sentence patterns1. I prefer to go to… because…2. I’d like to go to… because…3. I want to go to… because…4. I like neither of them, because…Step six：SummaryWang Peng is _______ because his customers are not coming to his restaurant __ _____.He follows his friend to a newly open restaurant which offers food to make people ______. At last, he does some research and tries to ____ his customers _____.Step seven：HomeworkThe competition between Wang Peng and Yong Hui has begun. What will happen next?Please preview the next part on page 14.板书设计Unit 2 Healthy EatingCome and eat here(1)ReadingWang Peng’s restaurantYong Hui’s restaurantUseful sentence patterns1. I prefer to go to… because…2. I’d like to go to… because…3. I want to go to… because…4. I like neither of them, because…Unit 2 Healthy EatingCome and eat here (1)学情分析：本班共有30名学生，11名男生，19名女生，学生初中英语基础很薄弱，所以学生想在此基础上进行阅读，很是困难；好在学生对英语的学习逐步有了兴趣，俗话说“兴趣是最好的老师”，对英语产生了兴趣，下一步教育教学就有了可能和希望。
高中英语_Unit2Healthyeating教学设计学情分析教材分析课后反思
Unit2 Healthy Eating学情分析一堂成功的课很大程度上取决于对学生实际情况的把握与分析。
高一学生的注意力和观察力都有了很大的提高，具有一定的目的性、系统性和全面性，已经初步实现从具体思维向抽象思维的过渡。
同时，自我意识增强，拥有强烈的主观能动性，并拥有强烈的自我展现意识。
学生具备一定的自主合作和探究的能力以及基本的英语思考和英语表达的基本技能。
因此，在日常教学中，应从学生的兴趣出发，并结合学生的实际英语水平来合理开展教学活动。
本节课的教学对象是高一年级的学生，他们的智力发展趋于成熟，认知能力比刚入学时有进一步发展，逐渐能用英语来获取信息、处理信息、分析问题和解决问题。
英语基础相对而言较好，但是口语表达能力薄弱。
他们对饮食这个话题比较感兴趣。
效果分析本节课通过创设情景，小组合作学习等形式，使学生学会在实际情景中能在真实情境中会话。
另外，通过快速阅读，跳读，细节阅读提高了学生阅读理解的做题方法，使学生循序渐进，一步步的掌握教学重点，通过抢答竞赛的形式，活跃了课堂气氛，学生学习积极性高加深了对本节课的的掌握，从而突破了教学难点，较好的完成了本节课的教学目标。
必修三Unit 2 Healthy Eating-Reading教材分析本单元的中心话题是“健康饮食”，旨在通过本单元的学习了解食物的营养常识、健康的饮食习惯以及中西方饮食文化的差异等。
本节课为本单元的第二节课“reading”部分，主要处理文章“Come and Eat Here”和“Comprehending”这两部分。
从多个角度探讨我们平时的食物偏爱与营养结构，让我们进一步明白健康饮食的重要性。
课前已经布置学生对文章进行了预习。
（一）教材的地位和作用本课是人民教育出版社高中英语必修三第二单元第一课时的内容。
本单元的中心话题是“Healthy Eating”,它是中学生日常生活接触比较多而且比较感兴趣的话题之一，本单元的各项活动的设计都是围绕着饮食展开的。
高中英语必修三unit2healthyeating听说教学设计与反思
高中英语必修三unit2 healthy eating听说教学设计与反思(一）听前，我的没有设计听前预测，正如这个优秀作业中说的听前预测可以充分发挥学生的想象力，更重要的是能帮助学生熟悉话题背景，为听力的内容做好一定的心理准备，为提高听的效率奠定基础。
下面是优秀作业:Step2 Pre-listening（听前）然后给学生一个任务，进行听前预测（predict）：What kinds of things is Sara worried about?（Sara 担心什么？）学生们给出了各种答案，如：money(钱), smoking cigarette（吸烟）,drinking alcohol （喝酒），drugs（毒品）等，有的女生还说会担心“bad boys”（坏男孩），而有一位男生则说“ She may worry about coming across her teacher.”（担心遇见自己的老师）等。
预测可以充分发挥学生的想象力，更重要的是能帮助学生熟悉话题背景，为听力的内容做好一定的心理准备，为提高听的效率奠定基础。
(二）听后我没有吧课堂的教学策略活动交给学生，及时的总结，直接就设计讨论活动，而优秀作业把学习策略交给了学生，让学生自己总结。
以下是优秀作业的：Step 4 Post listening（听后）在任务三的基础上，进一步让学生归纳有关提建议的句型，教师归纳在黑板上。
Shall we.../Why not…?/Why don’t you …?Don’t do…It’s OK to…我要改进的：这里我应该把讨论活动放在最后的speaking那里。
（三)成果展示部分，没有清楚的阐述前面要求的任务，语言表达不明确优秀作业的：让学生上台展示他们设计的菜单，并给同学们提出合理的建议或in pairs表演一段医生与病人的对话。
我的：（1）每组呈现本组设计的对话，大家讨论其建议是否合理。
（2）同时评价其语言的运用。
必修三 unit2 healthy eating 教学设计
一堂高中英语任务型阅读教学课的设计—BOOK 3 Unit 2 Healthy eating【教学内容介绍】该课时是根据高一英语必修三第二单元Healthy eating学生用书中的阅读内容“come and eat here(1)”而设计的一节课，课文主要讲述了王鹏和咏慧这两家饭店之间的竞争，同时阐述了所谓健康饮食的概念。
通过整个单元的学习，学生将了解各种食物对人体的作用，与此同时，教师也将引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
【教学设计思路】《全日制义务教育普通高级中学英语课程标准（实验稿）》把基础教育阶段英语课程的目标设定为以学生语言知识、语言技能、情感态度、学习策略和文化意识的发展为基础，培养学生英语综合语言运用能力。
同时，也指出：“高中英语课程的设计与实施要有利于学生优化英语学习方式，是他们通过观察、体验、探索等积极主动的学习方式，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。
”应《标准》的要求，我将在培养学生听说读写四个能力的基础上通过对教学情境的创设，采用role playing, quiz, discussion, brainstormi ng等多种方式来进行对本单元的教学。
【学习任务分析】本单元的中心是围绕健康饮食展开的。
该篇文章通过阐述两家饭店之间的竞争来引出健康饮食这一概念。
本课题的学习不仅是能让学生了解什么是健康的饮食，同时也能引导其调整自身的饮食习惯，做到健康饮食。
本堂课的教学内容为“come and eat here(1)”，是在学生掌握了该单元的词汇下展开的，这篇文章是整个单元的重点。
这是一篇记叙文。
学生可以以地点的转换为线索来进行对本篇文章的学习。
考虑到单元的整体进度，我将Warming up作为Re ading的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。
【学习者分析】本课的授课对象是瑞安中学高一（3）班的学生，作为省一级重点高中的学生，他们的英语基础普遍比较扎实。
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。
高中英语人教版必修3教案-Unit_2_Healthy_eating_教学设计_教案_2
教学准备1. 教学目标Talk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menu2. 教学重点/难点Talk about healthy dietMake suggestions or giving advice on dietDistinguish the meanings of Modal verbsMake a balanced menu3. 教学用具课件4. 标签Unit 2 Healthy eating教学过程I. Warming upWarming up by learning vocabularyHello, everyone. We shall read about healthy eating today. Everybody has to eat, but do you eat a healthy diet? Turn to page 97 and familiarize yourself with the words and expressions used in this unit. Try to make up a story based on the vocabulary, either in English orin Chinese.Warming up by sharing opinionsIf you eat out a lot, find ways to follow your meal plan as much as possible. Pick a restaurant with a variety of choices to increase your chances of finding the foods you want.When you eat out, order only what you need and want, know how to make changes in your meal plan in case the restaurant doesn't have just what you want.Variety, Balance, and Moderation多样性，平衡性，和节制性There is no secret to healthy eating. Be sure to eat a variety of foods, including plenty of vegetables, fruits, and whole grain products. Also include low-fat dairy products, lean meats, poultry, fish, and legumes. Drink lots of water and go easy on the salt, sugar, alcohol, and saturated fat. Good nutrition should be part of anoverall healthy lifestyle, that also includes regular physical activity, not smoking, and stress management. If you drink alcoholic beverages, do so in moderation.II. Pre-reading1. Questioning and answeringRice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?For reference: Then people in the south would have to change their eating habit. They could turn to potatoes, wheat flour, cow and sheep cheese, cabbage, onions and garlic for food. They are the bases ofthe traditional food in North China.If you had the chance to do one thing to help end hunger in the world, what would you do?For reference: I would try to end hunger by popularizing the advanced farming techniques. Modern techniques could be introduced to increase the rice output, and expand the area of fields.2. Looking and listeningLook at the sign of a restaurant. It reads:We Make It Easy!Accommodating up to 80 guestsSit down meals with a choice of three entreesBuffets available for parties of 38 or moreIntimate appetizer receptionsBanquets are menu price plus tax & tipNo room charge for meal functionsNo advanced deposit requiredElegant set-up, complete with table linens and fresh-cut flowersService staff dedicated to your partyDo you want to eat here at this restaurant? Let’s go!III. Reading1. Reading aloud to the recordingComprehension—understanding what you are reading—is important. To read in thought groups(意群) is an easy, yet effective, way of improving reading comprehension. Now turn to page 9 and read aloud to the recording of the text COME AND EAT HERE. Pay attention to the thought groups in the sentences while listening and reading aloud.Reading and underliningRead the text again and try to underline all the collocations in the passage. You are going to copy them into your notebook after class as homework.课堂小结学了这节课，你有什么收获？课后习题完成课后练习题。
高中英语必修三：Unit+2+Healthy+eating【教案2】.doc
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. Then they go on to discover useful words and expressions and learn about grammar. Some ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t will be offe red.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 expressionsTo discover and learn to use some useful structuresProcedures1. Warming up by reading aloud the text COME AND EAT HERE (1)We promote reading aloud to students and by students in order to encourage a love of English books and a desire to become a fluent English speaker. So Read aloud the text before we learn about the grammar.2. Discovering useful words and expressionsIn 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 b ook you are working by.5. Reading the ready used materials for Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t（用原版）For reference: （用原排版）6. Closing down by doing a quiz精美句子1、善思则能“从无字句处读书”。
高中英语_Book 3 Unit 2 Healthy Eating教学设计学情分析教材分析课后反思
教学设计环节一：warming-up 首先展示出各类食物的图片让学生去辨认，进行词汇复习。
在此之后“There are various foods in our daily life? But how can we eat them healthily?”引入食物金字塔，让学生根据已有知识储备去判断如何均衡饮食。
设计意图：目的是激活学生已有的知识，充分预热，为之后的阅读奠定知识基础，为之后的饮食健康与否的判断提供依据。
环节二：extensive reading找出文章中提到了哪两种饮食方式，并提出一个贯穿整个阅读过程的问题“Are they healthy?”设计意图：通过问题的提出引导学生去进行精读，找出饮食健康与否的证据。
环节三：intensive reading 从第一段开始，提出第一个问题：What food did Wang Peng provide? 学生从第一段找出答案后，紧接着提出一个问题“Is his menu attractive to you?”预期学生回答是肯定的，紧接着再追问“But how did he feel that day?”学生从原文找到答案“Frustrated”，再追问“Why？”，学生找到“empty”后，继续追问“Where did his guests go?”引导学生进入第二三段的阅读。
结束阅读后，学生找出答案“Yong Hui’s restaurant”后，追问学生“What food did she provide?”学生回答后，追问“Is her menu attractive to you?”预期学生会给出否定答案后，提出问题“How did Wang Peng feel at this time?”“What did he decide to do?”学生回答“do some research”后追问“What was the result of his research?”引导学生进入第四段的阅读。
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高中英语必修三unit2 healthy eating听说教学设计与反思(一）听前，我的没有设计听前预测，正如这个优秀作业中说的听前预测可以充分发挥学生的想象力，更重要的是能帮助学生熟悉话题背景，为听力的内容做好一定的心理准备，为提高听的效率奠定基础。
下面是优秀作业:
Step2 Pre-listening（听前）
然后给学生一个任务，进行听前预测（predict）：
What kinds of things is Sara worried about?（Sara 担心什么？）
学生们给出了各种答案，如：money(钱), smoking cigarette（吸烟）,drinking alcohol （喝酒），drugs（毒品）等，有的女生还说会担心“bad boys”（坏男孩），而有一位男生则说“ She may worry about coming across her teacher.”（担心遇见自己的老师）等。
预测可以充分发挥学生的想象力，更重要的是能帮助学生熟悉话题背景，为听力的内容做好一定的心理准备，为提高听的效率奠定基础。
(二）听后我没有吧课堂的教学策略活动交给学生，及时的总结，直接就设计讨论活动，而优秀作业把学习策略交给了学生，让学生自己总结。
以下是优秀作业的：
Step 4 Post listening（听后）
在任务三的基础上，进一步让学生归纳有关提建议的句型，教师归纳在黑板上。
Shall we.../Why not…?/Why don’t you …?
Don’t do…
It’s OK to…
我要改进的：这里我应该把讨论活动放在最后的speaking那里。
（三)成果展示部分，没有清楚的阐述前面要求的任务，语言表达不明确
优秀作业的：
让学生上台展示他们设计的菜单，并给同学们提出合理的建议或in pairs表演一段医生与病人的对话。
我的：
（1）每组呈现本组设计的对话，大家讨论其建议是否合理。
（2）同时评价其语言的运用。
可以改成：学生上台展示就合理膳食提出的建议或in pairs表演一段医生与病人的对话。