高一英语必修三Unit 2 Healthy eating公开课教案.
1 Unit 2 Healthy eating
Learning about language: Grammar
Ⅰ.Knowledge aims :
Teaching goals:
1. Get students to know more about modal verbs.
2. Let students learn the use of ought to、should、must、have to.
Abilities goals:
Enable students to use modal verbs correctly and properly according to the context.
Emotion goals:
1. Get students to become interested in grammar learning.
2. Develop students’ sense of group cooperation.
Ⅱ. Teaching importance：
1. The usage of each pair of the modal verbs.
2. The sameness and difference among these pairs of the modal verbs.
3. Correctly understand the change the modal verbs bring to the sentence, that is , their
functions.
Ⅲ.Teaching difficulties:
Enable students to learn how to use ought to correctly.
IV. Teaching methods:
1 Task-based teaching and learning
2 Explanation
V. Teaching Procedures:
Step 1 Leading-in
T: Look at some proverbs.
The first wealth is health .
An apple a day keeps the doctor away.
Early to bed and early to rise makes a man healthy , wealthy and wise.
Without health no pleasure can be tasted by man.
Good health is over wealth. Ask the students to discuss the following questions. If you’d like to give
advice or opinions, you can use the modal verbs.
what should/shouldn’t we do to keep healthy?
What ought we to do to keep healthy?
What kind of food must we eat to be strong?
Step 2 Grammar learning
1.What is called the modal verbs?
--Modal verbs help other verbs express a meaning or an idea. Words like should, can, have to,
must, and a few others are called modals.
2 2. What modal verbs have you learned?
can/ could
may/ might
will/ would
shall/ should
must/ have to
ought to / need
3. Thinking and discussing
a. Let students think over and discuss with a partner how each of these modal verbs is being used in
the situations.
Intention Duty Permission Possibility Guessing Ability
b. Use the function words below to explain the meaning of the modal verbs. If students have some
difficulty, give them a hand.
1).By lunchtime they would all be sold.
2). His restaurant ought to be full of people.
3). Nothing could have been better?
4).I will take all that fat off you in two weeks.
5).He could not believe his eyes.
6).He wondered if he should go to the library to find out.
7).He couldn’t have Yong Hui getting away with telling people lies.
8.Something terrible must have happened.
Step 3 Discussion and explaining
1. Discovering
Let Ss look at the pictures and fill in the blanks according to the Chinese.
You _ought to_______ go and see the doctor.
你应当去找医生看看病。
We know if we keep at it we __should____ succeed
我们知道如果我们坚持下去就应该会成功。
We _have to_____ put on warm clothes in winter.
冬天的时候，我们不得不穿上温暖的衣服。
All passengers _must____ wear seat belts.
所有乘客都必须系安全带。
2. Summing up the use of some modal verbs
Let students have a discussion about the difference between them. The students will learn the
usage of these modal verbs and try to make the students clear the functions of modal verbs.
1). the use of ought to /should
2). the use of must / have to/ need
Step 4 Grammar practice
1) Look at the pictures and fill in the blanks using the above modal verbs .
You look tired. You __should_____ go to bed now.
The floor is clean. You __needn’t__ sweep it.
The old restaurant _ must___ be very good. It’s always full of people.
3 2) Choose the correct answer
1."Must I drive to his house and pick up the
children?"
"No, ."
A. you shouldn't B. you might not
C. you needn't D. you mustn't
2. Put on more clothes. You be feeling cold
with only a shirt on.
A. can B. could C. must D. would
Suggested answers :C C
3) Translate according to the Chinese.
1. 我不得不接受你的建议。
2. 未经允许，你不能来这儿。
3. 你应当去照顾你妹妹。
4. 他们想必已到那儿了。
Suggested answers:
1.I have to accept your suggestion.
2.You mustn’t come here without permission.
3.You should take care of your sister.
4.They ought to be there by now.
Step 5 Consolidation
Choose suitable modal verbs from below to complete the following dialogues on Page 13.There may
be more than one possibility.
1. SAM: How can I grow thinner, Mum?
MUM: Well, you _______ eat food with plenty of fiber that helps you digest better. And you ______
stop drinking cola or eating sweet food.
SAM: Does it mean I _______ eat my favourite fried chicken any more?
MUM: Not exactly, if you love fried chicken, you _______ give it up. Just eat it less often. You
__________________________ worry too much: a little fried chicken ________ do you good!
2. Doctor: You are sick because you’ve eaten poisonous mushrooms. Where did you get them?
healthyeating教案设计
Unit13 Healthy eating
Ｉ． 单元教学目标
技能目标 Goals
▲ Talk about eating habits and health
▲ Practise seeing the doctor
▲ Practise giving advice and making suggestions
▲ Use the modal verbs had better, should and ought to
▲ Learn some useful cooking terms
▲ Read and write recipes
ＩＩ． 目标语言
1． Practise seeing a doctor
医生询问和提建议
What can I do for you?
What was the matter（with you ）？
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
It is nothing serious.
You’ d better have a good rest.
Take this medicine three times a day.
And I advise you not to do ...
Drink plenty of water and have a good rest.
You’ ll be well/ all right soon.
病人描述病情
I’ve got a pain/cough/headache.
This place hurts. 功 I don’t feel well. 能 There is something wrong with ... 句 2． Giving advice and making suggestions 式
Healthy eating教案
精品教案设计资料
Healthy eating教案
Unit 2 Healthy eating 锛╋紟 鎶€鑳界洰鏍嘢kill Goals
Talk about healthy diet Make suggestions or giving advice on diet Distinguish the
meanings of Modal verbs Make a balanced menu II锛?
鍔?鑳?鍙?寮?Practice talking about your ideas Yes, I think so. I don鈥檛 think so. I
agree. I don鈥檛 agree. That鈥檚 correct. Exactly. That鈥檚 exactly my opinion.
You鈥檙e quite right. I don鈥檛 think you are right. I quite agree with you. I鈥檓
afraid I don鈥檛 agree / disagree with you. Of course not. I鈥檓 afraid not. All right.
That鈥檚 a good idea. Certainly. / Sure. No problem. Practice giving advice and
suggestions You must / must not...
璇?姹?1. 鍥涗細璇嶆眹 diet, energy, fiber, digestion, bean, cucumber, mushroom,
lemon, balance, ham, mutton, roast, slim, curiosity, raw, lie, research, customer,
weakness, strength, rid, amount, debt, glare, gently, limit, benefit, sigh, combine,
unit2healthyeating教学设计
教学设计：
《普通高中课程标准实验教科书 英语》Model 3
Unit2 Healthy eating
张富民 （大厂第一回民中学）
教学内容：语言的运用（Using language）中的Listening ，Reading， Speaking and writing
一、设计思路：
1.指导思想及依据：
本部分教学内容是围绕中心话题进行听说读写的综合性练习。通过本单元话题学习，要实现语言知识、语言技能、学习策略、和价值观四个方面的有机结合。
⑴ 在英语教学中要努力使基础知识转化为言语技能，并发展成用英语进行交际的能力。
⑵ 注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力。
⑶ 发展学生的自主学习能力和合作精神。
⑷ 根据学生的个性特征和发展需求，为他们提供充分展现的空间，拓宽视野，增强社会责任感，培养创新精神和实践能力，发展与人沟通和与人合作的能力。
二、教材分析与学情分析
1.教材内容分析及教材处理：
本单元的中心话题是“健康饮食”，探讨各种食物对人体的作用，让学生了解饮食与健康方面的有关知识并且能根据所学知识审视自己、审视食物，提高自己饮食方面的意识，日常生活中少吃汉堡、薯条等高热量低营养食品，多吃水果、蔬菜和谷物，远离肥胖和亚健康状态。丰富饮食文化。为了围绕此中心话题开展听、说、读、写活动，本单元安排了八个部分：热身（Warming Up）、读前(Pre-reading)、阅读(Reading)、理解(Comprehending)、语
言学习(Learning about language)、语言运用(Using language)、小结(Summing Up)
和学习建议(Learning Tip)
其中语言运用(Using language) 部分的目的是让学生运用本课所学的语言知识与课文内容分进行听、说、读、写的综合训练。包括三项活动：
高中英语 Unit 2(Healthy Eating)教案人教版必修三 教案
word
1 / 10 Unit 2Healthy Eating
1.Topics:Problems with diet ;Balanced diet and nutrition
2.Words and expressions
3.Functions:
1)Suggestions and advice
You 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 doctors
What’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. That’s a good idea.
No problem. Certainly /sure
Yes, I think so. I’m afraid not.
4. Grammar: The use of ought to
You ought to cook fresh vegetables and meat without too much fat
If you want to stay slim.
You ought not to eat the same kind of food at every meal. word
2 / 10
Period 1.
healthy-eating-说课稿
Unit 2 Healthy Eating
尊敬的各位评委晚上好！今天我说课的内容是人教版英语必修三第二单元健康饮食第一课时阅读部分come and eat here。下面我想从几个方面来简单的阐述一下我对这节课的认识。一．教学内容这单元主要话题是健康饮食。而本节阅读课的内容也正是通过两个餐馆之间的竞争来说明健康饮食的重要性，是突出本单元主题的最重要的部分。文章主要讲述王鹏和咏慧开饭店的不同风格，经营的不同菜肴以及顾客对不同食品的不同反响，反映了现代人对饮食的关注和追求。二．学生分析学生是学习的主体，所以必须考虑到自己的教学对象的基础和能力等因素，从而设计有针对性的教学方案促进学生更有效的接受新知识。就我所教的班级来说，学生在阅读课中的学习有以下的一些困难：1．由于学生的英语基础能力有限，主要表现在单词的积累量过少，英语句型结构无法正确的识别，在文章大意的理解上就会存在较大难度。2.学生缺乏阅读技巧知识，在浏览文章的时候目的不明确，很容易在阅读过程中失去了兴趣。3.大多学生由于害怕在课堂上答错问题而不敢积极发言。4.学生很少在英语课上用英语来表达自己对话题的各种看法。
三．设计思想我对这节阅读课的教学设计理念如下：以学生为本，采用师生互动的课堂模式，鼓励学生探索，合作和创造性地学习，营造平等，民主，宽松的学习气氛。a)教学方法通过以上对教学内容，所教班级学生特点的分析以及教学理念的把握和认识，我决定应用如下教学方法：1.双方互动教学法
2.采取问答方式的教学法
3.自由讨论教学法教具的选择
1.多媒体设备
2.黑板四．教学目标1．知识和技能①了解健康饮食的真正含义②通过泛读和精读分别让学生能够正确的掌握文章主旨，每部分大意以及对文章细节的准确把握和理解。
2．过程和方法①引导学生用英语谈论不同的食物和食物的不同作用。②借助现代教学媒体，扩展学生思维，启发学生主动创设语言环境去运用语言，体验语言，并培养协作学习的能力。3．情感态度和价值观①通过对的学习和讨论，引发学生学习兴趣，使学生掌握有关营养与饮食文化方面的一些知识，并能知道平衡饮食的重要性。②通过王鹏和咏慧两家餐馆由竞争到合作的学习，引导学生正确处理矛盾，解决矛盾。③培养学生良好的饮食习惯，自主探究能力和合作精神。五．教学的重点和难点1．重点：对文章核心内容及细节问题的理解，以及学生的阅读技巧的掌握。2．难点：用英文表达看法以及对平衡饮食和营养搭配的正确理解。六、教学过程1. 师生问好2. 复习上节课内容幻灯片展示两种不同的菜肴搭配，问学生那一种搭配才是最合理的最健康的膳食？给学生几分钟的时间4人一组进行讨论，时间到了，教师叫俩组同学代表用英文表达看法。（而教师所展示的两种搭配无一合理膳食，一种和让人变成胖子，而另一种会让人变瘦子）其设计目的是让学生在练习简单英文表达的同时复习上节课所涉及到平衡膳食的知识，因为是上节课学过的词汇，所以学生在用英文表达的时候阻碍会小些，使学生在学习过程中增强自信。3. 新课导入幻灯片继续展示与文章有关图片，联系文章标题让学生猜测图片中的人物之间会发生什么样的故事？几分钟时间让学生独立思考，各抒己见。其设计目的就是为了在引导学生独立积极思考问题的同时激发学生对文章内容的兴趣。4. 快速阅读7分钟左右的时间快速阅读文章了解大意并能准确的归纳出每段段意。第一段：来自己饭店吃饭的人没有原来那么多了，这件事让王鹏很是担忧。第二段：王鹏进到雍慧的饭店去寻找其受欢迎的原因。第三段：王鹏准备新的合理的菜肴重新招回客人。其目的是训练学生的快速阅读和准确归纳大意的能力。在这个过程当中教师应该教授阅读技巧。5. 精读文章让学生在精读文章的同时完成幻灯片上的六道判断正误题以及四道选择题可以通过小组竞赛的方式作答，其目的是为了在做阅读的过程中培养学生认真仔细有耐性的好习惯。1,True or false 1. Usually Wang Peng’s restaurant was full of people. T
新人教版高中英语必修3Unit2 Healthy eating教案2
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1 / 6 Unit 2 Healthy eating
The Third Period
Contents: Reading (We are what we eat)
Teaching Aims:
1.Improve Ss’ reading skills and abilities.
2. Learn how to read about the Argumentative Writing (types of the article).
3.Talk about problems and solutions.
Teaching procedures:
Step 1. Warming up and Pre-reading
Today we’ll learn the topic on “what we eat〞. Before we start the reading,
I’d like you to answer some questions.
1. Which of the following gives you the most energy: a banana, a soft drink
or a bar of chocolate?
2. How many meals do you have every day? Which meal do you think is the most
important? Why?
3. How much water do you drink every day?
4. What kind of snacks do you take?
Teach the new word: snack (an amount of food smaller than a meal; something
eaten informally between meals like candies, fruit and so on.)
人教版Book3_Unit2全单元教案
Book3教案 1 教案 Book 3 Unit 2 Healthy Eating
Book 3 Unit 2 第一课时
Warming Up, Pre-reading, Reading & Comprehending
Teaching Goals:
1. To arouse Ss’ interest in learning about healthy eating.
2. To develop Ss’ speaking ability.
3. To learn to make suggestions or give advice on diet.
Teaching Procedures:
Step 1. Leading-in
Purpose: To activate Ss and arouse them to express their opinions about what to eat.
Ask Ss to answer the following two questions.
(1) What do people eat for breakfast?
(2) How about for lunch and supper?
Answers:
(1) Breakfast: noodle, milk, butter, bread, egg,
(2) Lunch and supper: rice / Chinese bread, meat, vegetable, egg.
Step 2. Warming Up
1. Lead Ss to the topic of this unit. Teacher may say, “This is important as it enables us to talk about the value of
particular food to our health. We want Ss to appreciate what a balanced diet is. Everybody has to eat, but do you
2019新人教高中英语选择性必修三Unit 2--Reading and Thinking公开课教案
2019新人教高中英语选择性必修三
Unit2 Healthy Lifestyle
Reading and Thinking公开课教案
Teaching aims：
1. Enable students to discover the elements of the habit cycle and understand
how the habit cycle works.
2. Guide students to figure out the textual pattern of the passage and judge
the writing purpose and intended readers of the passage.
3. Help students to express their own ideas on the given topics by creative
thinking.
Teaching key and difficult points:
1. Apply different approaches of discourse analysis to deepen the
understanding of the text and language usage.
2. Explore and understand the habit cycle and how to develop good health
habits using the habit cycle.
Teaching procedures:
StepⅠLead-in
T:Show some pictures to the students and ask them questions.
Ss:Reflection on their habits.
Guided questions:
1.What kind of lifestyle do you lead?
2019新人教高中英语选择性必修三Unit 2-Reading and Thinking公开课教案
2019新人教高中英语选择性必修三
Unit 2 Healthy Lifestyle
Reading and Thinking 公开课教案
Teaching aims:
1.Enable students to discover the elements of the habit cycle and understand
how the habit cycle works.
2.Guide students to explore the textual pattern and the writing skills of the text.
3.Help students to build up the confidence and ability to develop good health
habits.
Teaching key points:
1. Lead students to develop good habits using the habit cycle.
2. Help students master the problem-solution pattern and writing skills of the
text.
Teaching difficult points:
1. Enable students to figure out the textual pattern.
2. Lead students to understand how the habit cycle works.
Teaching procedures:
StepⅠLead-in
Show some pictures to the students and ask them questions.
1. What kind of lifestyle do you lead?
2. Do you have any unhealthy and bad habits? What are they?
人教版高二英语必修三《Unit2Healthyeating》评课稿
人教版高二英语必修三《Unit2Healthyeating》评课稿
一、课程背景
《Unit2 Healthyeating》是人教版高二英语教材中的一节课程，主要讲述了健康饮食的重要性以及如何保持均衡的饮食习惯。通过本节课的学习，学生将了解到饮食对身体健康的影响，并学会做出明智的饮食选择。
二、教学目标
1. 语言目标：
– 学会运用正确的词汇和表达方式描述和讨论饮食习惯和健康问题。
– 能够就饮食习惯和健康问题进行问答和讨论。
– 能够使用正确的语法结构表达对饮食习惯和健康问题的建议。
2. 知识目标：
– 了解不同食物对身体健康的影响。
– 知道如何选择健康的食物和饮食习惯。
– 掌握一些在饮食方面的常用词汇和表达方式。
3. 能力目标：
– 能够根据所学知识，做出合理的饮食选择。
– 通过团队合作，进行讨论和分享，并倾听他人观点。
– 能够就自己的饮食习惯提出合理的改进方案。
三、教学重点和难点
1. 教学重点：
– 培养学生良好的饮食习惯和健康意识。
– 提高学生的口语表达能力和听说能力。 2. 教学难点：
– 如何让学生理解和运用正确的食物和饮食习惯相关的词汇和表达。
– 如何引导学生进行有效的讨论和合作。
四、教学准备
1. 教师准备：
– 课程教材：人教版高二英语必修三教材中的Unit2。
– 教学辅助工具：投影仪、黑板、幻灯片等。
– 教学素材：与饮食习惯和健康问题相关的图片或视频资料。
2. 学生准备：
– 预习教材中Unit2的相关内容，了解所学词汇和表达方式。
五、教学过程
1. 导入引入（5分钟）
教师通过提问或分享相关故事，引入本节课的主题——健康饮食。可以使用以下问题进行引导：
• 你认为什么是健康的饮食？
• 你认为饮食对我们的健康有什么影响？
• 你能描述一下你的日常饮食习惯吗？
教师引导学生进行讨论，并激发学生对健康饮食的兴趣。
2. 预习复习（10分钟）
教师通过口头复述或幻灯片展示的方式，复习上节课所学知识，并提醒学生关注本节课的重点内容。同时，教师还可以组织一些小组活动或问题挑战，帮助学生回顾相关知识点。 3. 课堂讲授（30分钟）