必修三-Book3-Unit2-healthy-eating-语法grammar

教学过程一、复习预习依据语境记词汇单词拼写1．Don’t glare (怒视) at me like that; you deserved the scolding.2．The patient is recovering slowly; therefore, you had better choose some foods which digest (消化) more easily.3．This shop tries its best to meet the needs of its customers (顾客)．4．This kind of fish d oesn’t need to be cooked.It can be eaten raw (生的)．5．If you place orders now, we would give you a 5% discount (折扣)．语境填词(用所给词的适当形式填空)1．Children are always curious about everything they see and hear.They will ask all kinds of questions curiously.To meet their curiosity,_we’d better answer them.(curiosity) 2．This new railway benefits this area in many ways.It is beneficial to the people living in this area.For the benefit of more people, we should build more railways.(benefit)3．The man looks strong,_but he hasn’t enough strength to lift the heavy box.He needs to strengthen his body.(strength)二、课堂导入复习上节课情态动词概念概念：在动词(一般动词)之前形成动词的否定,疑问,时态,语态,语气或表示特殊意义的动词叫做助动词,其中具有感情色彩一些助动词叫做情态动词。

高中英语必修三《unit2Healthy_Eating》全英文说课稿《unit2 Healthy_Eating》示范说课稿Good morning, every teacher. My name is Zhang Shuzhen from foreign language school of Jiangxi University of Finance ang Ecnomics.My topic of this class is Healthy Eating. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas about this topic from the following parts.The first part is the analysis of teaching materialThe topic of this unit is healthy eating. It aims at learning the common sense of nutrition, healthy dietary habit as well as the dietary culture differences. This class is the reading part of this unit, and I believe Ss can find their pleasure to learn the knowledge points.According to the character of this class, the teaching aims of this period of this class is that:1、learn some words about healthy eating though context, For example：balance, roast, poisonous and so on.2、master the content and structure of this text, laern some knowledge of healthy eating.3、improve the reading ability.4、arouse the consciousness of healthy eating habit.After the careful study of this teaching material, I think the key point is to differentiate healthy food and unhealty food, and develop Ss’reading ability.The difficult point is to master the useful new words & expressions.The second part is teaching methodsIn order to involve students’ participation in this class, I will make full use of all kinds of teaching meathods, such as self-study,group discussion,brainstorm, role play,given situations and so on. I will try to encourage Ss to speak english, improve their ability of using language.The third part is teaching procedureI divide the teaching procedure into four steps:The first step: lead-in 第一环节导入设计In this part, I will have a free talk with Ss, ask them some questions such as What do you usually have for breakfast/lunch/supper? We will have a free chat of Ss’ eating habit, and lay a foundation of the next teaching part. Meanwhile, we can build a harmonious and loose atmosphere.The second step: present a new lesson 第二环节新课呈现This step is to improve Ss’reading ability. First, I will introduce the healthy food and unhealthy food, Ss can learn some words and expressions of food. Second, read the text, which includes fast reading and careful reading. On one hand, this step can improve Ss’ ability to grasp the main content exactly, on the other hand, it can improve Ss’ ability to find the details quickly. Last, discussion. Encourage the fresh point of view, arouse Ss’ learning interest, and help Ss to develop heathy eating habits.The third step: consolidation and practice第三环节巩固操练As we all know, practice makes perfect. I will give Ss several exercises to consolidate the application of expressions.The fourth step: homework第四环节课后作业Homework is aimed to review what we have learnt in this class and preview what we will learn in the next class. The homework of this class is to review words and expressions and preview grammar.The last part is teaching evaluationIn this class, I try to arouse students’ interest in learning english t hrough interaction and discussion. Also, I hope to achieve the teaching aims through the teaching and learning of this class, and lay a good foundation for the whole students.“English, I can”.That’s all. Thank you!。

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 offered.ObjectivesTo learn about Modal verbs: ought to / ought not to / have to / don’t have to / mustn’t / needn’t To 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 to go overexercises on page 13. You may just write in your text book. I mean thestudent’s b ook you are working by.5. Reading the r eady 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）。

高中英语人教版必修3Unit2HealthyeatingGrammar教案（系列一）必修三Unit 2 Healthy eatingPeriod3 GrammarⅠ.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.Teac hing difficulties: Enable students to learn how to use ought to correctly.IV. Teaching methods:1 Task-based teaching and learning2 ExplanationV. Teaching Procedures:Step 1 Leading-inT: 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 learning1.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 f ew others are called modals.2. What modal verbs have you learned?can/ couldmay/ mightwill/ wouldshall/ shouldmust/ have toought to / need3. Thinking and discussinga. Let students think over and discuss with a partner how each of these modal verbs is being used in the situ ations.Intention Duty Permission Possibility Guessing Abilityb. 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 tes 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。

Unit 2 Healthy eating语言点目标认知重点词汇:balance, upset, benefit, diet, offer, serve, discount, consider, operate, combine, tired, hurry, frustrate, limit重点短语:cut down, in debt, earn one’s living, get away with，glare at重点句型1.nothing could be better…2.Why don't you do...？3.have sb. doing sth.知识讲解重点词汇【高清课堂：重点词汇】balance【原句回放】What will happen to you if you don’t eat a balanced diet？(P9) 假如你的饮食不均衡会怎么样?【点拨】balance1. (n.)(1) [U]平衡lose/keep one’s balance失去/保持平衡be off balance 不平稳的，摇摆的sense of balance 平衡感(2) [U, sing]平衡;均衡Pesticides seriously upset the balance of nature. 杀虫剂严重影响了大自然的平衡。

(3) [C]天平，秤Weigh it on the balance. 在天平上秤一下重量。

(4) [C, usu sing] 收支差额，余额My bank balance isn’t good.我银行存款不多。

2. (v.)(1) (vt./vi.) （使…)保持平衡How long can you balance on one foot? 你单脚能保持平衡多长时间？Balancing my cup of coffee in one hand, I managed to open the door.我一只手拿稳咖啡杯，我设法打开了门。

教学过程一、复习预习依据语境记词汇单词拼写1．Don’t glare (怒视) at me like that; you deserved the scolding.2．The patient is recovering slowly; therefore, you had better choose some foods which digest (消化) more easily.3．This shop tries its best to meet the needs of its customers (顾客)．4．This kind of fish d oesn’t need to be cooked.It can be eaten raw (生的)．5．If you place orders now, we would give you a 5% discount (折扣)．语境填词(用所给词的适当形式填空)1．Children are always curious about everything they see and hear.They will ask all kinds of questions curiously.To meet their curiosity,_we’d better answer them.(curiosity) 2．This new railway benefits this area in many ways.It is beneficial to the people living in this area.For the benefit of more people, we should build more railways.(benefit)3．The man looks strong,_but he hasn’t enough strength to lift the heavy box.He needs to strengthen his body.(strength)二、课堂导入复习上节课情态动词概念概念：在动词(一般动词)之前形成动词的否定,疑问,时态,语态,语气或表示特殊意义的动词叫做助动词,其中具有感情色彩一些助动词叫做情态动词。

Unit2 Healthy eating语法篇__________________________________________________________________________________ __________________________________________________________________________________要求学生掌握本单元的重点语法----情态动词表示推测的用法。

一、情态动词表推测：1. 大多数情态动词（除表‘能力、许可、意志’外），都可以表示推测，其程度有差异。

按可能性程度的高低排列为：must ﹥will ﹥would ﹥ought to ﹥should完全肯定完全可能很可能﹥can ﹥could﹥may ﹥might可能有可能2. 区分情态动词的否定含义：may not或许不、可能不might not可能不can’t 不可能mustn't不许、禁止shouldn’t不应该needn’t 不必3. 情态动词表推测具体运用：情态动词可以对现在、进行、过去推测。

4. 表示反劝的特殊的表推测形式5. 注意：二、情态动词表推测的反意疑问句1.情态动词表推测的反意疑问句，简单来说，就是以情态动词后的时态为淮，如句子里有明确的时间状语，则以其为准。

2.以must 为例：Eg.1. You must be hungry now，aren’t you?2. He must be watching TV，isn’t he ?3 Tom must have lived her for a long time，hasn’t he ?4. She must have arrived yesterday，didn’t she?注：如选择题中（以She must have arrived yesterday，didn’t she？为例）既有didn’t she又有hasn’t she则以didn’t she？为最佳答案。

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。