人教版高中英语必修3新人教版必修三Unit 2 Healthy eating教案2新
探索尚未知道的东西 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） 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。而过去分词和主语是被动关系。如: Seen from the top of the hill，the city looks more beautiful. 从山顶看下去，这个城市越发美丽了。
思维拓展 单个过去分词作定语，一般前置，如： a fallen tree 一棵倒了的树 a used book 一本用过的书
思维拓展 taste for n. 爱好，嗜好 She has a taste for foreign travel. 她有到国外旅行的爱好。 tasty adj. 美味的 tasty dish 好吃的菜 探索尚未知道的东西 e.g.I can’t taste.I’ve got a cold. 我得了感冒，尝不出味来。 Can you taste the garlic in this soup？ 你尝得出汤里有大蒜味吗？ taste 可用作连系动词，后接形容词作表语。 The wine tastes nice.酒的味道不错。 4.Suddenly he saw his friend Li Maochang hurrying by. 突然他看到他的朋友李茂昌匆忙走过。 see sb. doing sth. 看到某人正在做某事 see sb. do sth. 看到某人做某事(看到整个过程） e.g.I saw a thief stealing something in the store. 我看到一个贼正在店里偷东西。 I saw a thief steal something from the store. 我看到一个贼从商店里偷了东西。 5.But Maochang seemed not to hear. 但是茂昌好像没有听到。 (1)seem(not）to do 看上去好像…… e.g.They seem to know what they are doing. 他们好像明白他们做的事情。 (2)seem (to sb.）(to be ）sth. 似乎，好像，仿佛 e.g.It seems (to me) (to be) the best solution. (依我看）这似乎是最好的解决办法。 (3)seem like 看上去好像 e.g.It seemed like a disaster at the time. 在当时那就像是一场灾难。 (4)It seems/seemed that... 看上去…… e.g.It seems that she is right. 看上去好像她是对的。 (5)It seems/seemed as if/though... 看样子/似乎/好像…… 全析提示 see的常见短语： see about 注意；安排 see sb. off 为某人送行 see out 熬过；度过 see over 检查 see through 识破，看穿(借口、谎言) see to注意，留意；关照
思维拓展 seem的否定用法： e.g.He seems not to be at home. He doesn’t seem to be at home. 他好像不在家。 用作系动词，后接形容词/名词作表语： She seems happy. 她看上去很高兴。 类似的词还有：become，turn，get， sound，smell，taste等。 探索尚未知道的东西 e.g.It always seemed as though they would marry in the end. 看起来他们终归得结婚。 6.Something terrible must have happened if Maochang was not coming to eat with him as he always did. 如果茂昌没有像平时那样和他一起吃饭，那么一定发生了一些糟糕的事情。 (1)something terrible 形容词修饰不定代词(something，anything，nothing，everything等）要后置。 e.g.There is something interesting on the front page. 头版上有些有意思的消息。 (2)must have happened 对过去发生事情的肯定推测 e.g.It must have rained last night. 昨天晚上一定下雨了。 We must have read the same report. 咱们看的一定是同一份报道。 (3)as he always did as连词，引导方式状语。 e.g.Why didn’t you catch the last bus as I told you to？ 你怎么不听我的话赶乘末班车呢？ Leave the table as it is.(Do not disturb the things on it.） 那桌子就那样吧。 (不要动上面的东西。） 7.Pengwei followed Li Maochang into a newly-opened small restaurant at the end of the street. 鹏伟跟着李茂昌进了街尽头的一家新开的小饭店。 newly-opened 构词法：副词加过去分词构成复合形容词 e.g.newly-published 新出版的 widely-used 广泛使用的 deeply-set 根深蒂固的 a widely-used language 一门广泛使用的语言 思维拓展 must是对现在情况进行推测。 You must be hungry after your long walk. 走了这么长的路你一定饿了。 She must be having a lot of problems with the language. 她在语言上一定有很多困难。
思维拓展 as...as 和……一样 e.g.He is as tall as his father. as if;as though 似乎，好像 e.g.He behaved as if nothing had happened. 他好像若无其事的样子。
思维拓展 数词+名词+ed=复合形容词 a 3-legged chair 一把3条腿的椅子 a middle-aged lady 一个中年妇女 数词+名词+形容词=复合形容词 a 3-year-old girl 一个3岁的女孩 探索尚未知道的东西 8.Tired of all that fat？肥腻的东西吃厌了吧？ be tired of sb./sth./doing sth. 对某人/某事/做某事不耐烦或感到厌倦 e.g.I’m tired of (listening to ) your criticism. 我听腻了你的批评。 9.Curiosity drove Wang Pengwei inside. 好奇心驱使王鹏伟进去了。 drive:force sb. to act 迫使某人行动 e.g.The urge to survive drove them on. 求生的欲望驱使他们继续努力。 drive a car 开车 drive sb. mad/crazy/out of mind 使某人发疯，失去理智 10.It was full of people.里面挤满了人。 be full of 充满(强调状态） e.g.The cup is full of water.杯子里的水满了。 11.I will take all that fat off you in two weeks if you eat here every day. 如果你每天在这里吃饭的话，我会使你在两周之内减掉你的脂肪。 take sth. off 切除身体的一部分 e.g.His leg had to be taken off above his knee。 他的一条腿从膝盖以上被截去了。 take off 起飞，除掉，脱掉 e.g.The plane took off despite the fog. 尽管有雾，飞机仍然照常起飞。 take off one’s coat 脱掉某人的外衣 12.Wang Pengwei was amazed at this and especially at the prices. 王鹏伟感到很吃惊，尤其是饭菜的价格。 be amazed at... 对……感到吃惊 思维拓展 tired 疲倦的 He is tired.他累了。 tiring 令人疲倦的 a tiring job 一份令人疲倦的工作。 思维拓展 driveway 私人车道 driving-test 驾照考试
(人教版)高一英语必修三教案：Unit2《Healthy eating》
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 per son 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 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. Deve lop 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 customers.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 regula r customers often became fat.4. Yong Hui ’s menu gave customers moreenergy-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.Task 4 careful readingprice ____________________ strength make people_________ People become_____weakness [来源:学科网ZXXK]Serve too much _____Not enough _____________food, sopeople 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 what frustratedfood friendcurious amazedfood priceshopefula new way T 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.。
高中英语 Unit2 Healthy eating学案 新人教版必修3
高中英语 Unit2 Healthy eating学案新人教版必修3eating核心单词1、balance n、天平；平衡；结余，余额v、平衡；权衡Can you balance yourself on skates?你穿冰鞋能保持平衡吗?If you earn ￡100 and spend ￡60，your balance is ￡40、如果你挣100英镑，花60英镑，那么你就会结余40英镑。
You have to balance the advantages of living in the country against the disadvantages、你得权衡一下住在乡下的好处和坏处。
常用结构:keep a balanced diet 保持饮食平衡要点突破精讲精析keep one s balance 保持平衡lose one s balance 失去平衡out of balance 不平衡a sense of balance 平衡感bank balance 银行余额blance of trade贸易差额keep balance of nature保持生态平衡The two trucks had wheels out of balance on delivery、这两部卡车在交货时车轮失去了平衡。
T he boy has a lot of disadvantages, but on balance I think he is still a good boy、这个男孩有很多缺点，但全面考虑，我认为他仍然是好孩子。
联想拓展balanced adj、合理的；收支平衡的；镇静的balanced diet 均衡饮食a balanced judgement 公平的判决高手过招单项填空In education thereshould be a good among the branches of knowledge that contribute to effective thinking and wise judgment、(xx12江西玉山检测)A、distributionB、balanceCZZZbinationD、assignment解析:选B。
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。
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。
人教版高中英语：必修三 Unit 2 Healthy eating Reading 教案
Book 3 Unit 2 ReadingCOME AND EAT HERE（II）学情分析：The students are in Senior 1. They have already acquired a certain number of words and expressions which lay the foundation for the understanding of the passage. With the development of their body and mind, they have begun to pay more attention to their health, but they are still in lack of the knowledge of healthy diets. The purpose of this class is meant to help them form a good eating habit and develop their sense of health. For the good of their health, they are sure to show great interest in the topic.教学目标:知识目标:a. To make learn and grasp the new words and phrases in the passageb. To understand some important sentences1. Perhaps he would be able to earn his living after all and not have to close his restaurant.2. He did not look forward to being in debt because his restaurant was no longer popular.3. He smiled as he welcomed some customers warmly at the door but the smile left his face when he saw Yong Hui walking in.4. I thought you were a new customer and now I know you only came to spy on me and my menu.5. According to my research, neither your restaurant nor mine offers a balanced diet. 能力目标:To develop Ss’s reading and writing ability情感目标:To make students develop healthy habits and pay more attention to healthTo develop Ss’s sense of cooperation教学重点：To make Ss complete the tasks related to the passage教学难点：To learn to design a sign for a restaurantStep1 Lead-inShow some pictures to talk about a healthy diet.Step2 Revision1.Retell the first part of the story by completing the summary.Wang Peng sat in his _____ restaurant feeling very _________ because his ________ did not come to his restaurant as they ______ did. It was very _______. ________ drove him into a newly opened restaurant which offered to make people ____ in two weeks. The new restaurant was ____ of customers. Worried, he did some ________ and tried to ____ his customers ____. Then the __________ between the two restaurants was ____.2.Read Wang Pen g’s and Yong Hui’s signs for their restaurants in the previous passage. Step 3 Fast readingChoose the best answers.1. Wang Peng was worried when he thought his restaurant would no longer be popular because ______.A. he would be in debtB. his menu could no longer attract customersC. he would lose his jobD. his friend would not visit him2.Yong Hui was very angry when she came to Wang Peng’s restaurant because___A. she thought he was a new customerB. she thought he had spied on her restaurantC. she was told he was a spyD. he was too fat3. Wang Peng’s research showed __________.A. his menu was balancedB. both menus were balancedC. Yong Hui’s menu was balancedD. neither menu was balanced4. He suggested they provide a combined menu because ______.A. he liked Yong HuiB. he didn’t want to lose his customersC. he thought his menu was betterD. this would provide a balanced diet Step 4 Detailed readingTrue or false1.Wang Peng can earn his living now, but he will be in debt. ( )2. Yong Hui thought Wang Peng spied on her menu. ( )3. Yong Hui found the food in Wang Peng’s restaurant was for health. ( )4. Wang Peng and Yong Hui combined their menus and created a new one. ( ) Step5 Post readingAnswer the following questions :1. How did Yong Hui feel when she came to Wang’s restaurant? Why?2. What did they find after their chat ?3. How did they solve their problems and become good friends?4. How did they combine their menus and provide a balanced menu?5. Why was their cooperation a success?Step 6 TranslationTranslate the following sentences in the passage into Chinese.1.Perhaps he would be able to earn his living after all and not have to close his restaurant.2. He did not look forward to being in debt because his restaurant was no longer popular.3. He smiled as he welcomed some customers warmly at the door but the smile left his face when he saw Yong Hui walking in.4. She didn’t look happy but glared at him.5. I thought you were a new customer and now I know you only came to spy on me and my menu.6. I feel sick with all this fat and heavy food.7. According to my research, neither your restaurant nor mine offers a balanced diet.Step 7 DiscussionSituation : You are planning to open a restaurant which will provide a balanced diet and some special dishes in your area.Task: Design a sign in groups of four to advertise your restaurant in order to attract customers.Step8 Extensive Reading and writingRead Tom’s diaries and find out his problems.Tom's Diary ISunday May 10th, 2015 FineWhen I was in the middle school, I liked to eat KFC very much. Besides it, my favorites were ice cream and chocolate. Every day I would have much beef, milk and eggs. I had little vegetables or fruit. My mother once advised me not to eat like that. But I liked the food so much that I turned a deaf ear to her.Tom's Diary IISaturday October 10th, 2015 FineSoon I gained a lot of weight . I decided to become thinner but didn’t know how. Being afraid of being laughed at by others, I was unwilling to go out and visit my friends any more. I felt so sad and hopeless about myself that my behavior changed. What should I do now?……Homeworka.Write a letter to Tom about how to keep healthy using expressions related togiving suggestions.b.Write down the following phrases.1. 谋生2.欠债3.怒视4.暗中监视，侦查5.既不…也不…6.提供平衡膳食7.综合我们的想法8.而不是9.消减10.增加体重。
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。
高中英语人教版必修3+Unit+2+Healthy+eating+period+3+教案2.doc
Listening (Using Language) Listening (Workbook), & Talking(Workbook)Teaching Goals:1. To familiarize Ss with the different kinds of food and the results of eating a balanced diet.2. To explain why it is so important to eat a balanced diet.Teaching Procedures:Step 1 Revision1.Ask Ss to tell what they learned in the last period.2.Ask Ss to tell how to use “ought to”.Step 2 Listening( using language)1. Lead Ss to the topic of the listening text.2. Play the tape twice and ask Ss to complete the two forms on P14.3. Ask Ss to answer the following questions.(1) What does a balanced diet mean according to the expert?(2) Does it matter how much fish, meat or cheese you eat?Step 3 Listening (Workbook)Purpose: To give Ss information so that they can make sensible choice about food they eat every day.1. Before listening, do Ex 1.2. Listen to Part 1 again and answer the questions.1)What does Emma usually have for breakfast, lunch and supper?2)What is wrong with Emma’s diet?3)Why is the doctor concerned about how much Emma eats?4)How does Emma feel after the doctor tells her about the result of not eating properly? Suggested answers:1)She has an orange and a banana for breakfast, a roll for lunch, and half a bowl of rice and adish for supper.2)She is not eating enough food and particularly energy-giving food.3)He thinks she is too much thin.4)She is happy to get the advice on how to eat a more balanced diet.3. Listen to Part 2 and fill the chart below.Play the tape again and ask Ss to check their answers in pairs.Step 4. Talking (Workbook)Purpose: To encourage Ss to discuss how their diets may affect their quality of life.Ask Ss to make up a dialogue between a doctor and a patient. Teacher may say, “If young people are too thin or too fat, it shows that they are not eating a balanced diet. Now, in pairs, imagine that one of you will take the part of the doctor and has gone to the doctors for advice. One of you take the part of the doctor and, using the above chart, advise your friend on how to change his / her diet. Make sure to change roles and repeat the dialogue. The following expressions may be useful to you. Imagine what you will say to the doctor or patient. Discuss with your group members.”Step 5. Homework1.Preview Reading (Using Language) and Reading task (Workbook).2.Ask Ss to find some information about healthy eating on the Internet.精美句子1、善思则能“从无字句处读书”。
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
人教版高中英语必修3新人教版必修三Unit 2 Healthy eating 学案2
一:学习目标1．词汇学习(Word study)Do the exercises: Word study on page5 and then check the answers with the students.2．语法(Grammar)学习情态动词had better, should , ought to advise……的应用。
二: 问题与例题语法详释:1．had betterhad better的意思是“最好”，后面接动词原形，表示说话人希望对方做什么。
had better not则表示说话人希望对方最好不要做什么。
e．g．You_______ see a doctor．你最好找大夫看看。
2．shouldshould通常表示劝告，建议，意思是“应该”。
e．g．You __________keep your promise．你应该履行诺言。
3．ought to(1)ought to常用来表示因为有责任、义务，而应该做某事，通常与should意思相近。
e．g．The students _________ obey the school rules．学生们应遵守校规。
(2)ought to也常用来表示劝告或建议，意思是“应当”，“宜于”。
e．g．There ____________ be more buses during the rush hours．在上下班乘客拥挤的时刻，公共汽车应当多一点。
(3)ought to还可表示猜测，意思是“理应”，“总应该”。
e. g.If he started at seven,he ought to be here now.要是他七点钟出发,这会儿总应该到了。
4．Advise advise sb.（not）to do sth. / advise doing sth. / advise sb. against（doing）sth.advise sb. +that sb.（should）do sth. （从句中用should do的虚拟语气）The doctor _______ me to take more exercise. 医生建议我多做运动。