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Unit2 Using language 教学设计Period 3 语言运用课设计意图This is the third teaching period of this unit. The first task is to comprehend the passage about the end of the story Come and eat here and improve the ability of reading. And the second part is writing. In this part, students learn to express their ideas of whether they eat breakfast. From now on, students should form a good habit of eating breakfast.教学目标1. Help students comprehend the story Come and eat here and improve their reading comprehension and writing abilities.2. Help students express the ideas of whether to eat breakfast through self-directed study and cooperation.3. Help students form a good dietary habit.教学重点1. Comprehend the story and improve their reading comprehension and writing abilities.2. Learn to form a good dietary habit.教学难点Learn to express “How to keep healthy” in English.Task 1 RevisionGo over the language points according to the screen. (Try to design some questions about the language points in U2)1. balance作为动词时, 意思是什么？短语“权衡二者之利弊”怎么说？2. 用consult表达“就……向某人咨询/请教”短语。
英语必修3⼈教版新课标unit1教案（usinglanguage）英语必修3⼈教版新课标 Unit1教案（Using language）Unit 1 Using language1.教材分析（analysis of teaching material）This is the second passage of this unit. It is a narrative story about Li Fang and Hu Jin, Niulang and Zhinu also mentioned in the story. The words and sentences are simple and easy, students can get the basic meaning by themselves.2.学情分析（analysis of the students）Our students are familiar with the story of Niulang and Zhinu, that they can understand the whole story easily. There are also some new words and difficult sentences in the passage, teacher should encourage students solve them and guide them to learn more.3.教学⽬标(Teaching aims)知识⽬标(Knowledge aims)A. Words and expressions：turn up; keep one’s word; hold one’s breath; apologize; drown; obvious; wipe; weep; set off; remind…of…; forgive.B. Sentences：a. Well, he was not going to hold his breath for her to apologize. He would drown his sadness in coffee.b. It was obvious that the manager of the coffee shop was waiting for Li Fang to leave---- he wiped the tables, then sat down and turned on the TV---- just what Li fang needed!c. Magpies make a bridge of their wings so the couple can cross the river to meet on the seventh day of the seventh lunar month.能⼒⽬标(Ability aims):a.Students can get the basic meaning of the passage and can summary the whole story,then can finish the exercise on the blackboard---- the structure of the narrative story.b.Students can express their opinion about the festivals; students can say thedifferences between Valentine’s Day and Chinese valentine’s Day in English.情感⽬标（Emotional aims）Students can understand the story of Niulang and Zhinu, encourage them to learn more traditional story about our country. Raise students’ interests about the trandition.4.教学重点和难点（teaching important points and difficult points）#Teaching important points:The news words and sentences in this passage; the story of the passage.#Teaching difficult points:The structure of narrative story: introduction---- developing----climax----ending5.教学过程(Teaching procedures)Step 1 warming upPart 1 Qs:1. What do people do on Valentine’s Day?2. Have you ever received any gifts on Valentine’s Day?3. Do you think only lovers send gifts to each other on that day?Part 2 : Do we have our own Valentine’s Day in China?Qiqiaojie (乞巧节) ---- the seventh day of the seventh lunar monthWell-known poem: Eternal love between us two, Shall withstand the time apart (两情若是久长时，⼜岂在朝朝暮暮。
2019-2020学年高中英语人教版必修三Unit 2《Healthy Eating 》Using language---教案Teaching aims:1.To develop the students’ reading ability, learn to use some reading strategies such as guessing, skimming and so on;2.To get the students to realize the importance of having a healthy diet3.To grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period.Teaching procedures :Step 1 Revision1. Who is Wang Peng?2. What happened on that strange morning?3. How do you like the food in his restaurant?4. What did Wang see when he followed Li Chang?5. What kind of food was served in this restaurant?6.Who is Yong Hui?7.What amazed Wang in Yong Hui’s restaurant?8.What did Wang decide to do after he left there?9.What did Wang find out after reading?10.What did he do then ?Step 2 pre-listeningWhat makes a balanced diet?What these illnesses are?rickets:legs that do not grow straight佝偻病scurvy: teeth fall out, problems with skin and sores that will not heal坏血病obesity: much too fat 过度肥胖Step 3 listening1.Listen to the tape and then fill in the charts.2 Listen again and join the names of the illnesses to their causes.Scurvy too much rice, noodles and sugarRickets Not enough vitamin CObesity Not enough protein and vitamin D3. Listen to the whole dialogue between Wang Peng and an expert. Write down the main idea of the dialogue.<Wang Peng is doing research to find out how an unbalanced diet can affect your health, so you need to eat a balanced diet if you are to stay healthy.>Step 4 post listeningDiscuss with your partners.Step 5Predicting:Look at the picture and answer the following questions:1.Who is the man in the picture?2.What is he doing?3.Can you guess what he will do after he comes into the restaurant?The competition between the two restaurants was on.Can you guess what will happen to Wang Peng and Yong Hui?Step 6. fast readingExercise about TRUE or FALSE1.Wang Peng won back his customers because he must make a living on the restaurant.2.Wang’s restaurant serves too much energy-giving food while Yong Hui’s is a healthy diet.3. At last, they combined their menus and cut down the fat and increase the fibre in the meal.4.Their balanced menu made Wang and Yong Hui slimmer.Step7 careful ReadingRead the text fast, then answer the following questions:1. Why did Yong Hui come to Wang’s restaurant the next day?<Because she was angry with what Wang did, and wanted to ask him to make an apology to her. >2. How did Yong Hui feel when she had the meal in Wang’s restaurant?<She felt sick with all that fat and heavy food, and she missed her vegetables and fruit.> 3. What did they find after their chat?<They found they didn’t offer balanced diets. Because Wang didn’t offer enough fibre and Yong Hui didn’t offer enough body-building or energy-giving foods.>4. Read the passage again and fill in the chart .Instead of completing with each other , what did they do to improve the diet , making it healthier ?5. How has their relationship changed ?( From competitors to lovers )6.Fill in the blanks.Wang Peng and Yong Hui combined their menu, they served______________ ratherthan_________. Before long, Wang Pengwei became ________.Yong Hui became________. Because of their cooperation, they ___________________________________.Finally, they ________________________.Step 8 language points1.earn his living 谋生earn one’ living (by…) =earn a living (by…)=make a living （by…）=make one’s living by=live by...2. He did not look forward to being in debt because his restaurant was no longer popular.be in debt: owe a lot of money 欠债3.glare vi.怒目而视glare at sb. 怒目注视某人glance:glance (at, over) 看一眼glimpse:catch／get a glimpse of 瞥见stare:stare at／into 盯着4.1) agree with sb./with one’s words2) be agreed（on /about sth.）agree to sth. 同意（某提议，计划，方案等。
Unit 2 Bridging CulturesUsing Language Period 1教材分析本节课为Using Language板块的第一部分，该部分的活动主题是“谈论国外的汉语学习情况”(Talk about Chinese language learning abroad),听说活动聚焦孔子学院的汉语学习情况，听力文本中的巴基斯坦孔子学院就体现了汉语和中国文化的传播对当地的影响。
本单元的语音训练的内容是语流中的弱读现象，通过一段对话展示了中国学生在弱读方面存在的常见问题、口语中使用弱读的原则以及训练弱读的有效方法。
教学目标在本课学习结束时，学生能够：1. 充分利用听力内容中的有效信息判断对话发生的场景。
2. 把握访谈对话的特点及常用语。
3. 了解并谈论世界上其他国家和地区学习汉语的情况以及孔子学院在传播中国文化中所起的作用。
教学重难点【教学重点】1. 能够充分利用听力内容中的有效信息判断对话发生的场景。
2. 把握访谈对话的特点及常用语，并能与同伴顺利开展相关话题的访谈对话。
【教学难点】运用所学知识和词汇谈论外国友人学习汉语的情况以及孔子学院在世界上的影响。
教学过程Step 1 Warming-upHow do we Chinese study English?设计意图：讨论问题，引导学生思考自己学习英语的经历引出外国人学习中文的话题，为听力活动作铺垫。
Step 2 Pre-Listening1.Discuss the two questions with your partner.(1) What do you know about Chinese language learning abroad?(2) How do people from other countries get to know Chinese culture?设计意图：引导学生就世界上其他国家和地区学习汉语的情况展开讨论，激活学生的背景知识。
M3U2 Healthy EatingUsing Language: Come and Eat Here (2)Reading for Speaking1. 文本内容出处和链接I． Supplementary readingA healthy dietA healthy diet helps protect against malnutrition（营养不良)as well as heart dise ase, obesity and cancer.It would be strongly advised that a person should limit the sug ar and fat intake(摄入) to less than 30% of the total energy to avoid obesity. Also yo u have to keep salt intake to less than 5g (1 teaspoon）per day to reduce the risk of he art disease and stroke(中风). You’d better have at least 400g (5 portions) of fruits an d vegetables and some nuts and whole grain(全麦). It is a good idea to live far away fr om fast food, cookies, fried food.(改编自http://www.who.int/mediacentre/factsheets/fs394/en/)改编理由：这篇补充阅读是改编自世界卫生组织（WHO）的官方网站上关于健康饮食的最新标准。
本段落旨在对本节课要达成的目标即健康饮食知识和给建议的句型进行归纳总结，起到了画龙点睛的作用，既是对课文阅读关于健康饮食的合理补充和归纳，也是为下面学生的Role-play 做了有效铺垫。
Unit 2 Exploring EnglishUsing language 教学设计科目：英语课题：Using language 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words, phrase and word formation.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperatively.教学重难点：教学重点：How to learn the new words, phrase and word formation.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、Preclass1. Greeting2. Leadingin教师活动：教师提问。
What word formation do you know?二、WhileclassUsing language1. 学生活动：Discuss in groups and plete Activity 1 in page 17.Look at the sentences and expressions from the reading passage. Match the words in bold to the types of word formation.(Suggested answers:1.d2.c3.b4.a)2. 学生活动：Try to divide the following words according to different word formation.watermelon,schoolwork,USA,sunshine,toothache,impossible,bookstore,national, mooncake,DJ,restroom,chopstick,impolite,textbook,warmth,bathroom,disagree, PM,butterfly,snowman缩略法(Abbreviation) ______________________________________________合成法(pounding) _____________________________________________派生法(Derivation) ________________________________________________ (Suggested answers:Abbreviation:USA,DJ,PMpounding:watermelon,schoolwork,sunshine,toothache,bookstore,mooncake,restro om,chopstick,textbook,bathroom,butterfly,snowmanDerivation:impossible,national,impolite,warmth, disagree)3. 教师活动：语法讲解构词法英语的构词法主要有四种：派生发，合成法，转化法和缩略法。
2019新人教高中英语选择性必修三Unit2Using Language!Write a letter to the editor about your lifestyle学习目标：1.To read the two letters to understand their textual structure and narrative techniques.2.To learn the process of changing unhealthy lifestyles of the two readers.3.To write a letter to the editor on describing a lifestyle you would like to change.4.To improve your ability of analyzing and solving problems by analyzing and changing your bad habits.Part I Before readingActivity 1 Think over the following questions.If there is a summer camp organized by the magazine Healthy Lz/e,would you like to join?Why or why not?What do you expect to learn there?Activity 2 Look at the passage and answer the questions.What kind of text is it?How many elements does it include?Part II Reading for main ideaActivity 1 Read the text and then find the main idea of the two letters.The two letters mainly talk about of the two students.Activity 2 Sharing Reading:two students as a group to read a letter respectivelyand complete the chart.Wang Lu •did not feel Probl •felt Jacked emGeorge Fielding •felt•felt even moreafterActivity 3 After completing the chart,share the information by asking the followingquestions.1 .What problems does the author have?2 .What did he/she make up his/her mind to do?3 .What did he/she do to make some changes?4 .What is the result?Part III Analyse the organization of the letters.Label the paragraphs using the letters below.Some paragraphs may cover more than one topic.A.identifying problem(s)B.considering what to doC.what he/she has done to changeD.the resultsDecis ion Actio•got ,experienced*to to •stopped•exercises every day for •more in Resul •sleeps,no tlonger •feels like*to•goes•feels much more •feels he canPart IV WritingThe magazine Healthy Life is organizing this year's summer camp.They invite interested teenagers to write to the editor about how they plan to change their bad habits.The campers will be chosen accordingly.Activity 1 Brainstorm with your partner.*What lifestyle habit you would like to change*Why you want to change*How you plan to change*What result you hope to seeActivity 2 Draft your letter to the e the organization of the letters above to help you.Activity 3 Use the checklist to check and improve your draft.Does the essay say what the writer thinks about the topic?Does the body discuss the advantages and disadvantages of the advance?Are signposts used to help the readers understand the purpose of each paragraph?Does the conclusion state the writer's position?Activity 4 Your revised composition:Part V Homework假设你是李华，曾经由于一些不良的生活习惯，你的健康出现了问题。
高一英语必修3 Unit 2 LanguagePeriod 3 Word powerThe general idea of this periodIn this period we’ll deal with words and expressions related to language and enlarge students’vocabulary by distinguishing formal English from informal English and by learning countries and their languages.Teaching Aims:1.Enlarge the students’ vocabulary.2.Get the students to know about formal and informal English; and know somethingabout countries and their official languages.3.Through the listening practice, help the students know more how to improve theirEnglish.Teaching important points:1.Make the students know something about Formal and Informal English.2.Master the words in this part and use them freely.Teaching difficult points:How to make the students use this skill freely to solve some problemsTeaching methods:1.Talking to improve the students’ speaking ability.2.Practice to get the students to master what they’ve learnt.3.Discussion to make every student work in class.Teaching aids:1.the multimedia2.the blackboard.Teaching procedures:Step 1.. Revision and lead inSelect some words and phrases often used in spoken English, then point out informal English expressions① An informal letter:Dear Mr. Lee,I am so sorry that I cannot e to the dinner you and Mrs. Lee are giving next Saturday for your brother because of a previous engagement that evening.I do appreciate your asking me and hope that I will have the opportunity to meet your brother on some other occasion in the near future.② To judge which is the better expression:1.(To a professor you first meet)□----- Hi,Bob.Fancy meeting you here. (Too familiar and informal. ) □----- Good morning ,Mr.Mosley.How are you?2. (To a close friend)□----- Mr. Wells,would you be kind enough to pass me the salt? (There is no needto be so formal.)□----- Could you possibly pass me the salt? (There is no needto be so formal.)□----- Pass me the salt,Jack.③Read the following sentence and find which part you think is informal.I am sorry to say that a lot of your answers to those questions in your homework are not precise, so you must think about them.Then ask students to present some other examples.Formal and informal EnglishStep 2. Presentation1.Ask students to read the introductions to formal and informalEnglish .Formal English is more mon in writing, while informal Englishis more mon in speaking.2.Ask students to the formal English words with the informal English wordslisted in the chart on page 26.Step 3 PracticeAsk students to practice what they have learnt above.First point out the informal places while they are reading the letter.Then rewrite the letter in formal English.Answers:Dear Mr. Smith,I want to speak to you about the condition of the playground. I regret to inform you that people do not discard their rubbish properly. They leave rubbish on the ground instead of using the bins. Yesterday a 6-year-old child fell and cut his hand on a broken bottle. The boy was taken to hospitalimmediately. In addition, the beautiful view of the park is spoiled.I believe that there are a large number of actions you could take to solve this problem. For example, you should purchase additional litter bins and a rrange security to prevent people from littering.It is my hope that you will take my concerns into consideration. I look forward to your reply.Yours sincerely, Jerry BrokerStep 4 Word power ( Group work )1. How many languages are spoken in the world today?( About 6,ooo)2. Do you know the ten most widely spoken languages? What are they?( They are Chinese, English, Hindi, Spanish, Russian, Arabic, Bengali, Portuguese, Malay and French..)①. Organize students into groups of four and provide each group with a word map. Have each group write down as many names of countries and their official languages as possible.Use the following diagram as a pattern to organize the information.②. Then have students finish Part A and share their answers with their group members.③.Ask students to fill in the blanks of the following diagram about country, official language(s), people and capital, this help students enlarge their vocabulary.④. Discussion (Groups or pairs):What do you think the official languages of the United Nations are?Some resources about United Nations:http:/. un. org/EnglishStep 7 Listening practiceAsk students to do the exercises in Parts A and B in listening on page 98 in their Workbook. Let them know more about how to improve their English.Step 8. Summary and homeworkWe’ve known something about formal and informal English, deal with some words and expressions related to languages, and go over the names of countries and their language(s).Use these skills to enlarge or reinforce your vocabulary and try your best to improve your English.Homework:1.Go over what we learned in this period.2.Preview the next lesson3.To get more information about UN, according to the website given to you .( http:/. un. org/English )。
Unit2 Language Points教学设计第四课时Language Points （词汇拓展与语言现象讲解）1. Teaching Objectivesa. Further understanding of key words & expressions and difficult sentences: key words and expressions:balance, curiosity, lie, limit, benefit, get away with, in debt, cut down, before long difficult sentences:Wang Peng sat in his restaurant feeling frustrated.“Nothing could be better,” he thought.Suddenly he saw his friend Li Chang hurrying by.b. Revision of other new words and expressions2. Teaching Procedures：原文呈现+ 导学案Step I Finding out the key words1. Basic understanding—ask students to read again the passage quickly, find out where the following words appeared in the textbook and tell their meanings. balance, curiosity, lie, limit, benefit, get away with, in debt, cut down, before long①What will happen to you if you don’t eat a balanced diet? (Page 9)②Curiosity drove Wang Peng inside. (page 10, line 16)③He could not have Yong Hui getting away with telling people lies. (page 10, line27)④He did not look forward to being in debt because his restaurant was no longer popular. (page 14, line 3)⑤…, but I found your menu so limited that I stopped worrying and started advertising the benefits of my food. (page 14, line 9)⑥In this way they cut down the fat and increased the fiber in the meal. (page 15, line15)⑦Their balanced diet became such a success that before long Wang Peng becameslimmer and Yong Hui put on more weight. (page 15, line 16)2. Further understanding: basically using 3 steps①find out the meanings of the targeted words in different context by translating the example sentences into Chinese.②add some more information to enlarge student’s knowledge of the targeted vocabulary.③provide some exercises for students to check their understanding.动”来进行拓展和巩固Step ⅡFinding out difficult sentence patterns.1. Basic understanding—ask students to read again the passage quickly, find out where the following words appeared in the textbook and tell their meanings.1.“Nothing could be better,” he thought.2. He could not have Yong Hui getting away with telling people lies!3. Suddenly he saw his friend Li Chang hurrying by.Suggested answers:1. “一切都再好不过了”，他想着。
