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Come and Eat Here说课稿Good morning，everyone! I hope you will enjoy my speech. My topic is the reading passage Come and Eat Here, which is in unit 2 book 3. I divide my speech into four parts namely my under- standing of this lesson；teaching analysis, methods and aids；teaching features and blackboard design.I. Now let’s start with part 1. My understanding of this lesson:1. At first I’d like to introduce the analysis of the teaching material.This lesson contains a listening and a reading passage. It plays a very important part in the English teaching of this unit and in the whole senior high school English, because we should lay particular emphasis on the students’ listening and reading ability. It focuses on the students' abilities to gather information; deal with information; solve problems and the abilities to think and express in English. By studying the lesson, the students can improve their reading ability; learn more about a balanced diet and nutrition. At the same time, we should get the students to understand the materials. The students should do some listening, speaking, and reading (writing is for homework). Of course, the students should receive some moral education.2. Now I’ll talk about the analysis of studentsBefore the lesson, we should keep in mind something about students. In my class students have known something about the topic, because they have talked about it in the previous period ---warming up and reading. And some long sentences difficult for them to understand have been solved. They don’t often use English to express themselves and communicate with others. Some students are not active in the class because they are afraid of making mistakes. So during the lesson, I arrange a variety of activities to let all of them join in to attract their interest and let them be confident and taste the joy of success.3. Then I’ll talk about my teaching aims of this periodThe knowledge aims of this period are to enable the students to master some useful words and expressions and by the end of the lesson, the students will have a better understanding of the meaning and structure of the listening and reading materials.Develop students’ listening ability and skills of general understanding and note taking. By fast reading and intensive reading, develop the students’reading ability, and letting them learn different reading skills are the ability aims.For emotion aims I’ll stimulate the students’ sense to form a healthy eating habit and develop the student s’ sense of cooperative learning.4. In my opinion the teaching important points in this period is how to improve the student’s reading ability.The teaching important points for the students are how to develop listening ability and how to understand the materials better.The teaching difficult points is how to motivate students to listen and how to lead them to express opinions in English.II. Now let’s focus on the second part about my teaching theories, methods and aids: When I deal with this lesson, I’ll do my best to carry out the theories o f the new curriculum, such as task-based teaching and learning; cooperative learning and interactive approach; make the students the real masters in class while I, the teacher acts as director；combine the language structures with the language functions and let the students receive some moral education whilethey are learning the English language.Using task-based teaching strategy, I will lead the students understand the listening generally, and then get them to comprehend and grasp detailed information.As for reading, I will adopt fast reading to get a general idea of the text and careful reading to get the detailed information; pair or group work to get every student to be active in class; question-and-answer activity teaching method and free discussion method to make the students smooth away the difficulties, and retelling to sum up the whole period.I’ll make full of modern equipment such as the multi-media and tape recorder to make the class more lively and interesting. With the help of the computer and courseware, I think the efficiency of the class will be greatly improved.III. Here comes the most important part, the teaching procedure s:I have designed the following steps to train the students’ ability of listening, speaking, reading.Step1.RevisionAs it is the second period of this unit, I’ll first check the student s’ homework and then get several students to recall the vocabulary and interpret some important expression, and then a student reads the first passage to review what they learned.Step2.Lead-inLead the students recall the topic of the unit by showing the students a slide of PPT.Through this activity I can a rouse the students’ interest of study and bring in new subject. Step3.Prediction for listeningFirst I will show students several words which may affect their listening. And then according to the questions, guess what the listening material is mainly about.Step4. Listening comprehendingAsk the students to listen for a second time for grasping key sentences or paragraphs, and match the illnesses with their causes.By doing this, I will train the students for fast reading skills to improve the students’ listening habits and skills and let the students understand the general idea of each paragraph.Step5. Intensive listeningThis part is to let students to listen for key words. After listening for a third time, students supposed to fill in the blanks.Step5. SpeakingThis part is a task set for students to speak English according to listening material. And also motivate them to read the second passage.Step6. Extensive readingA general question is given, with the purpose of encouraging students to finish the whole reading passage. Students are not asked to write down their answers. They can organize a short answer in their minds.Step7. Intensive readingThe students are required to focus on the whole text carefully paragraph by paragraph to locate particular information and finish the exercises on the screen. These exercises are mainly sentence judgments, choices about the text. They are designed from the easiest one to the most difficult one for different levels' Ss. The purpose is to train the students for the skills of scanning and to lead the students to find out the important facts and detailed information. I’ll ask thestudents to finish the exercises by cooperation and competitions. They can first help each other under- stand the text and smooth away the difficulties. Then I'll divide the Ss into 4 groups. If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through cooperation can the Ss taste the joy of success. If the Ss know their answer is right, he'll be confident and they'll surely become more enthusiastic in learning English. The purpose is to improve the students’ reading comprehension. And at the same time the students can become aware of the happiness of helping each other. Thus the students receive some moral education.Step 8.Discussion:For the students to combine the listening and reading material better, the speaking part is , to a great extent, related to those two materials. In order to let students to have something to say, the topic is open, and it’s good for developing creative thinking.Step9. HomeworkAt the end of the lesson, I’ll tell the students to set down what they have discussed, and wirte a 150-word shot passage according to it.I think homework is important. It is necessary for the students to do some extensive exercises after class to consolidate the knowledge they learned. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself.IV. Part 4. Blackboard designAt last, let me show you my blackboard design: The title is in the middle. Below it are the main ideas of each part, listening, reading and speaking.The Blackboard Design is to let the Ss have a clear idea to get the main content of this period, and it should be clear and logical.In this lesson, I lead the students understand the passage step by step. In the whole period I just act as a director, giving the students some detailed task and letting the students explore the knowledge by themselves or in teamwork. The students are very active, and I fulfill the teaching aims very well.Thank you for listeningBlackboard design:。
人教版高中英语必修3《Unit 2 Heal thy eating》教案2篇Teaching plan of unit 2 healthy eating人教版高中英语必修3《Unit 2 Healthy eating》教案2篇前言：英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
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本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】1、篇章1：人教版高中英语必修3《Unit 2 Healthy eating》教案2、篇章2：人教版高中英语必修3《Unit 2 Healthy eating》教案篇章1:人教版高中英语必修3《Unit 2 Healthy eating》教案教学准备教学目标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。
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。
人教版必修三Unit 2 Healthy eatingCome and Eat Here(1)阅读教学活动教材分析The reading passage titled 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 person 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.Teaching important points教学重点1. 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?Teaching difficult points教学难点1. Understand the real meaning of healthy eating.2. How was the competition going on? Who would win?三维目标A.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.B.能力目标1. Enable students to talk about their eating.1) In what ways the food you eat helps you?2) How can you have a healthy diet?3) What will happen if you don’t have a balanced diet?2. Understand the text and answer the following questions.1) What happened to Wang Pengwei’s restaurant?2) Why would his customers prefer to eat at Yong Hui’s restaurant?3) What did he do after leaving Yong Hui’s restaurant?3. Understand the details about the text and retell the text in the role of Wang Pengwei.C.情感目标1. Stimulate students’ sense to form a healthy eating habit.2. Develop students’ sense of cooperative learning.PWP教学过程Lead in (讨论好吃的食物，引入话题)Dicussion:Students write down their favorite food or name some local food of their place. Teacher collects the names of food .then ask them a question.1. What are the three essential elements for us human beings to survive on the earth?(water, air , food)2. Look at the title of the reading passage, and the pictures in it, and work in pairs to predict the content of the passage.（首先呈现任务，做好铺垫，调动学生的情绪）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.While-Reading1. Fast reading1) Ask students to read the text quickly to find out which sentence is the main idea of the text.(1) The two restaurants supplied the healthy food.(2) The reason why Yong Hui’s restaurant was so popular with customers.(3) Wang Pengwei found out why he had lost his customer and decided to win them back.Key: (3)2) Ask 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?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.3) True or false(1) Usually Wang Peng’s restaurant was full of people. T(2) Yong Hui could make people thin in two weeks by giving them a good diet. FIt would take longer than that.(3) Wang Peng’s regular customers often became fat.T(4)Yong Hui’s menu gave customers more emery-giving food. FNo. it gave them protective food but no energy-giving or body-building food.(5) Wang Peng’s menu gave customers more protective food. F(6) Wang Peng decided to compete with Yong Hui by copying her menu. FHe decided to advertise the benefits of his menu.(布置任务，让学生带着目的去阅读)2. Intensive reading1) Allow students to read the passage carefully to understand the main idea of each paragraph and the important details, and then finish thefollowing:(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 Hui’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) The passage can be divided into 3 parts. Give the main idea in eachPost-readinge 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.2.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 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?3.Summary Fill in the blanks with proper words.Wang Peng felt ___________ in an empty restaurant because no __________ have come to his restaurant ever since he got up early in the morning. He wanted to find out why. He hurried out and ________ Lao Li into a newly-opened restaurant. He found that the owner named Yong Hui was serving _____________ foods to make people thin. Driven by________, Wang Peng came ________ to take a close look at the menu. He could not even ________ his eyes. He was ________at what he saw. He hurried outside and went to the ________ to do some ________. After a lot of reading, he _______ that Yong Hui’s food made people become _____ quickly because it was not ____________ food. Arriving home Wang Peng rewrote his own sign. The __________ between the tworestaurants was on!4.Homework。
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。
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。
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。
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。
人教课标版必修3 Unit 2 Healthy Eating教学设计本单元的中心话题是健康饮食。
本文是一篇阅读文，文章通过讲述王鹏威和雍慧开饭店的风格、经营的不同菜肴以及顾客对不同食品的不同反应，反映了现代人对饮食的关注和对时尚的追求。
学习本文的目的是让学生明白健康饮食的重要性，在生活中逐渐培养健康饮食的意识和习惯。
三、教学目标：1. 培养学生的阅读能力。
2. 发展学生挖掘课文内涵的能力和创新能力。
3. 让学生明白健康饮食的重要性，在生活中逐渐培养健康饮食的意识和习惯。
四、教学过程：StepⅠDictationLet the students write down 5 new words.【设计意图】每节课的课前听写不仅为课文的阅读作好词汇方面的准备，而且让学生潜移默化地把词汇学习落到实处。
Step Ⅱ Lead-inShow the students two pictures and ask them the following questions.1. What's your first impression on the boy and the girl in the pictures?2. Can you guess why they are so different?What do they usually eat? Try to list their menus.3. If we always eat these foods in menu one / two， what will happen to us?【设计意图】通过展示两张图片并让学生猜想图中人物所吃的食物，激活学生的背景知识，引发其对健康饮食话题的兴趣。
同时让学生结合自身特点谈谈饮食，把他们的思维巧妙地引导到阅读文中。
Step Ⅲ Fast reading1. Let the students look at the title Come and Eat Here and the pictures on P10 to guess the contents of the passage.【设计意图】通过此项活动训练学生利用标题和图片等有效信息猜测文章大意的能力。
新修订高中英语教学教案英语教案( English Lesson Plans )学校：_______________________年级：_______________________教师：_______________________本文档文字可以自由修改高中：高一英语必修三Unit2 Healthy eating阅读学习方案教学设计(实用文本)高中英语人教版必修三unit2 healthy eating阅读学习方案的教学设计项目内容教学内容(1). train students to have better reading strategies such as guessing, skimming and develop reading ability.(2).help students to realize the importance of having a healthy diet.(3). grasp some useful words and expressions in this passage, such as be tired of, curiosity, get away with etc.课时学习目标从以下学习目标中确定两类、每类至少一项作为自己的本课时学习目标。
语言知识（1）learn the new words and expressions of this unit.（2）learn some knowledge about food nutrition and health.(3) learn some reading strategies such as guessing, skimming.语言技能(1)use words and expressions of this unit in daily life.(2)train students to express some ideas about healthy eating in english.情感态度(1). instruct the students to understand that developing healthy eating habits is the best way to keep fit.(2). enable the students to have an ability ofspreading some knowledge of healthy eating.学习策略（1）在新旧语言知识之间建立联系；（2）控制和调整英语学习过程中的情绪和情感；（3）根据语言使用环境，得体地使用语言。
Unit 2 Healthy eatingPart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(COME AND EAT HERE<2>)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by listening and reading aloud is to be followed by reading and underlining，doing exercises and guided speaking. After the guided writing the period will be ended by students reading more about eating.ObjectivesTo learn more about food and eating from the passage COME AND EAT HERE (2)To learn to use the language by reading, listening, speaking and writingProcedures1. Warming up by listening and reading aloud2. Reading and underliningYou are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.3. Doing exercisesNow you are to do exercises following the text on page 15.4. Guided speaking——Talking with foreigners about Chinese foodSuppose you are showing some American visitors around your city. Tell them about Chinese food.5. Guided WritingIn pairs, discuss what makes an enjoyable Chinese meal. Then make two Chinese menu, the onefrom the south is given below. Make one from North China.An example：Fried eggs with tomatoesIngredients: 4 eggs, 2 tomatoes, 50 gram peanut oil, proper amount of salt, gourmet powder and chopped scallions.Cooking methods:Firstly break the egg shells, put ale egg white and yolk into a bowl and stir them with salt, gourmet powder and the chopped scallions. Secondly wash the tomatoes carefully and cut them into dices of about 4 centimeters. Then put the tomato dices into the mixture of eggs. Finally when the ingredients are ready, put the frying oven on the gas-stove to heat the oil. When the oil is hot enough, pour the egg liquid together with the tomato dices into the oven. Turn over the egg liquid and tomato dices as quickly as you can until the tomato dices are done.This dish has three different colours: red, yellow and green. It is fragrant and delicious with a bit of sour flavour. It is rich in protein and vitamin C.6. Further applying —Acting a text playTurn either one of the two articles into a text play. Rehearse it and play it in front of the class. The play shall last at least 10 minutes.7. Closing down by reading more about eating。
Book3 Unit2 Healthy eatingPeriod 5 Using Language课型新授课授课教师教知识与技能目标学生理解听力和阅读内容，并能够简单的用英文输出所学内容。
学1.在听力过程中锻炼提取关键信息的能力。
过程与方法目标2.提高学生略读、找读等能力，即形成快速获取信息和处理信息的能力。
目3.增强学生的语言表达能力和英语思维能力。
标情感态度价值观目标通过小组合作，加强学生的合作意识。
让学生明白健康饮食的重要性。
教学1.训练学生的听力技巧。
重点2.让学生理解第二篇故事。
教学1.运用不同策略激发学生的听力兴趣。
难点2.引导学生用英语表述自己观点。
本单元语言应用部分包含听、读、说、和写，其中听力部分并不难，着重用来训练学生的从整教材分析体到局部的听力技巧，所以对教材这部分的题型设置有所改编。
阅读的内容十分简单，所以从获取主旨大意到搜索细节再到篇章整合，时间不要过长，最多不超过半节课课时。
说的内容意在引起学生的共鸣，让学生有话可说，题目设置要发散要有趣，更要贴近生活，因此定为让学生小组讨论开设一家餐馆。
教学对象为高一年级下学期学生，智力发展趋于成熟。
他们的认知能力也比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，他们学习英语学情的方法由死记硬背转向实际应用上。
他们有自己的学习技能和策略，学会把语言学习与现实生分析活和兴趣联系起来。
通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。
课前准备阅读与饮食有关的材料，课前简单介绍与饮食有关的知识。
Step1 lead inStudents review what they have learnt during last lass.教Step2 listeningBefore listening, have students read three new words.学1.First-listeningTo grasp a whole understanding of the material, listen to the whole dialogue between WangPeng and an expert. Write down the main idea of the dialogue. Train students ’ability流to summarize a listening material.Suggested answer:Unbalanced diet affect health程In case that students can not summarize the main idea by themselves, the teacher hasa back-up to provide students with some clues.***4.Second-listeningListen to the tape again and join the names of the illnesses to their causes, to train students ’q uick response between foods and which kind they belong to.Suggested answer:Scurvy: not enough vitamin CRickets: not enough protein and vitamin DObesity: too much rice, noodles5.Third-listeningListen to the material and get the meaning of those illnesses. Train students ’a bilityto get key words.Suggested answer:obesity: this means your are too fatrickets: didn ’t grow straight legsscurvy: teeth fell out, spots on skin6.Post-listeningAccording to the listening, tell WangPeng and Yong Hui of what illnesses their customersmay get and what they can do with the problem.Suggested answer:Wang peng;obesity,scurvy;more fruit and vegetablesYong Hui; rickets; more meat, fish, cheese and eggs as well as rice and noodles.Step3 reading3. Pre-readingStudents guess what happened to Wang Peng and Yong Hui and why it happened.Suggested answer: they got married. Business cooperation leaded to their marriage2.4. While-reading1)Students read it quickly to check whether their guesses are right.Suggested answer: the competition between Wang Peng and Yong Hui resulted in a successful cooperation in business because they combined menus and provided a balancedone. At last they got married happily.2)Students read it carefully and judge the statements true or false in part 2, and answerthe questions in part 3.(1)Wang Peng could earn his living, but he would be in debt.(2)Yong Hui thought Wang Peng spied on her menu.(3)Yong Hui didn ’t like the food in Wang Peng ’s restaurant.(4)Wang Peng would miss his dumplings and fatty pork even if in his own restaurant.Suggested answer:(1)F(2)T(3)F(4)T(1) How did Yong Hui feel when she came to Wang Peng ’s restaurant? Why?(2) How did they solve their problems and become good friends?Suggested answers:(1)She felt angry because she thought Wang Peng had come into her restaurant to spyon her.(2)A. Wang Peng showed that he wanted to cooperate and not compete with Yong Hui.B. They succeeded in finding a menu that provided a balanced menu.5. Post-reading***In groups discuss what they have learnt from Wang Peng and Yong Hui when facingdifficulties.Suggested answer:They have an positive attitude towards difficulties. Instead of fearing and giving up, they turn to experts for help and work hard together to overcome difficulties. The enemies are not forever. Learning to turn an enemy into a friend is a good way to graspwin-win strategy.Step4 speakingGroup discussion: if they have a chance, as a group, to open their own restaurant, what would it be like? This is an open question, students would be allowed to say whateverthey have thought of.Unit 2 Healthy eatingPeriod 5 Using languageListening: consultation 板书设计Reading: cooperationSpeaking:Students write a passage about 150 words according to what they have discussed.作业布置自我反思并结合评委给出的评论进行如下总结缺点：7.板书的字不好看，而且板书写的太轻。
教学准备1. 教学目标教学目标知识与技能 1.Students will be able to get familiar with the following words and expressions: You must …./You’d better …./I would strongly advise you to …/My adv ice is …./I think you ought to …./You might …./It might be a good idea to …./Perhaps you should ….过程与方法 1. Stude nts will be able to learn to predict the content of the story2. Students will be able to understand the text and say something about keeping a balanced diet情感态度价值观 Students should be taught to keep a balanced diet and keep healthy.Students will be able to learn to cooperate with their team members in group discussion.2. 教学重点/难点教学重点 Students will be able to how to keep a ba lanced diet through reading.教学难点 Students will be able to use some expressions to give som e a dvice about how to keep healthy?3. 教学用具4. 标签教学过程Teaching proceduresStep1 Pre-readingLearn these proverbs.You are what you eat. 人如其食。
Unit 2 Healthy eating《Reading—Come and eat here(1)》张艳玲Teaching aims:1.Knowledge aims:1)To make the Ss learn some words and expressions.2)To make sure the Ss have a full understanding of the text.3)To guide the Ss have a discussion about the healthy eating.2.Ability aims:1) Enable students to talk about their eating.2)Understand the details about the text and retell the text in the role of WangPengwei.3. Moral aims:Lean about what is healthy eating,and make the Ss develop the habit of healthyeating.Teaching important points：1.Identify different groups of foods and talk about healthy eating.2.What kind of food did they provide for their customers, healthy or unhealty? Teaching difficult points：1. Understand the real meaning of healthy eating.;2. Understand the details about the text by skimming and scanning methods. Teaching aids:Multi-media facilitiesTeaching methods:1.Asking-and-answering2.Coopration, discussionTeaching procedures:Step ⅠWarming upFirst,review the words of foods by showing their pictures. Second, ask studentsto list the foods they like best. Third, lead in the new lesson,Four, finish the chartabout different foods.Remind the students to pay attention to a balanced dietT:A balanced diet is important.If you eat too much energy-giving foods you will become fat ;If you eat too much body-building food you will grow taller andstronger but not necessarily healthier. If you eat too much protective foods forevery meal you may lack energy. I think a good meal should contain some foodfrom the three kinds.Step ⅡPre-readingT: If you invite your friends for lunch, what kind food would you offer them?Where will you go for lunch?(Lead in the text)Step ⅢReadingGet the students to comprehend the passage quickly and meanwhile help thestudents to form a good habit of reading. Give the students a couple of minutes to look through the whole passage and listen to the tape. Then find out the main idea of the text .Encourage the students to express their ideas.Master the detailsabout the text.1.SkimmingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text,meanwhile ,listen to the tape. Then divide the text intothree parts.T:Who would like to tell me which one is the main idea?Please the students read the text again, and divide the passage into 3 parts and match the main idea of each part.Part 1 ：Wang Peng is worried because his restaurant is not as full as it usually is.Part 2 ：Wang Peng follows his friend to a newly opened restaurant which is very popular.Part 3 ：Worried, he does some research in the library to win his customers back.2. ScanningTask 1.T: Now it is time for us to read the text carefully and decide whichsentences are true. Then correct the false ones. First read thesentences.( ask them to read the text again carefully to obtain somedetails.)ually Wang Peng’s restaurant was full of people.T2.Yong Hui could make people thin in two weeks by giving them a good diet. F3.Wang Peng’s regular customers often became fat.T4.Yong Hui ’s menu gave customers more energy-giving food.F5. Wang Peng’s menu gave customers more protective food.F。
Book 3 Unit 2 Healthy eating教学设计Learning aims:(教学目标)1.Improve reading abilities of looking for information.2.Master the words and expressions concerned with diets.3.Develop a consciousness that we should keep a balanced diet and realize the importance of healty eating.Teaching key points and difficult points:（教学重点和难点）1.Understand the passage through the important words and phrases they have mastered.2.Read the passage and understand the passage fully..3.Learn to give advice.Teaching approaches:(教学方法)1.. Task-based Language Teaching :During the course, different tasks are designed for Ss to carry out.2. Cooperative Learning:Divide the class into small teams, each with students of different levels of ability.3．Question-and-answer activity teaching method.4. Free discussion method.By team work among the students, the students discuss with the partners Teaching procedure (教学步骤)1.Warming up :Do you know the English name of these food?2.Pre-reading: What will happen to you if you do not eat a balanced diet?3.Reading:1) To match the main idea of each paragraph to each paragraph.2)to ask the students to summarize the main idea of the passage.3) to ask the students to read the passage carefully to understand the detailed information by discussing with each other4) to ask the students to fill in the blanks according to the passage. To test if the students can master the passage.4.Post-reading:1) to ask the students to make some simple dialogues to consolidate what they learned about healthy eating.2) to retell the story by themselves.3) to give each other some useful advice.。
