第一篇：人教版高中英語必修三 unit 2 Healthy eating教學設計

人教版高中英語必修三 unit 2 Healthy eating教學設計

（一）教學內容分析 這是一篇介紹“飲食習慣”的文章，包括傳統(tǒng)飲食習慣的改變日常飲食選擇,旨在讓學生明白健康的飲食習慣的養(yǎng)成是擁有健康體魄的前提。本篇文章生詞量較大標題較抽象，各段主題句分布不太明顯（大部分分布在段落中間）。且大部分學生對飲食與健康的關系（如人體每天必須攝入的六種基本營養(yǎng)成分的來源、健康飲食的重要性、什么是綠色食品等）了解較少。因此，本文的學習難度較大。

（二）教學目標 1.語言知識目標：

a)使學生了解protein, calcium等基本營養(yǎng)成分的來源和主要功能，健康的飲食習慣是健康的保證，以及素食主義等信息。

b)學習掌握有關營養(yǎng)成分與食物的詞匯，如：protein、calcium、carbohydrate、fibre、mineral、vitamin、vegetarian & vegan、green food and clean food、eco-food and organic food等，以及 keep up with，The same goes for?以及as 和only 引導的倒裝句的用法。

2.語言技能目標：

a)使學生學會克服生詞障礙，通過略讀，尋找文章的主題句，理清文章的總體框架與脈絡；通過查讀，捕捉文章的重要細節(jié)，理解作者的寫作意圖。

b)使學生學會運用各種猜詞技巧，猜測部分生詞在具體的語言環(huán)境的含義。c)使學生能夠運用所學知識，用英語為自己所熟悉的一個人設計一份“healthy diet”，并闡明設計的依據(jù)。

3.情感態(tài)度與文化意識目標：

a）使學生學會審視自己、審視食物，提高養(yǎng)成健康飲食習慣的意識。b）使學生懂得：健康是做好一切事情的根本。要想有強健的體魄，除了合理安排好一天的生活以外，還需要有科學、衛(wèi)生的飲食習慣，每天一定量的體育活動和體力勞動。青少年必須有健康的身體，長大以后才能成為一位具有現(xiàn)代科學文化，適合時代要求的合格勞動者。

c）使學生學會關心他人，體貼他人，并養(yǎng)成較強的合作意識。

d）讓學生了解一些不同的飲食觀念及主張，加深對世界飲食文化的了解，弘揚中華民族飲食文化的精髓,培養(yǎng)愛國主義精神。

（三）教學重點和難點： 1．重點

1）讓學生認識到飲食對健康的重要影響。

2）側重培養(yǎng)學生對文章的整體性結構的把握，突出培養(yǎng)學生以下3個方面的能力：

a.文章中心把握能力。

b.根據(jù)主題快速捕捉文章重點細節(jié)的能力。c.猜詞能力。

3）重點掌握有關營養(yǎng)成分與食物的詞匯，特別是人體每天必須攝入的六種基本營養(yǎng)成分的詞匯以及這些營養(yǎng)成分的來源和主要功能。

2．難點

1)如何使學生養(yǎng)成科學的閱讀習慣，提高閱讀理解能力和語言水平。2)如何使學生學會提取、篩選和重組文章中關于健康飲食的信息，并靈活運用于語言實踐中，達到語言實踐能力的擴展與提高。

二、教學方法與教材處理 1．任務型語言教學法

任務型語言教學認為：人們使用語言的過程就是一個完成各種各樣任務的過程。任務型學習強調通過“做中學”、“學中做”，使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組，共同為大家所熟悉的一個人設計一份“healthy diet”, 并口頭闡述設計的理由。該設計基于課文內容，但又不局限于課文的范疇，旨在貫徹“做中學”、“學中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實的情境中，完成任務，體會、掌握語言的應用，達到學以致用的目的。

2．合作學習教學法

合作學習教學法是以小組活動為主體的一種教學活動，一種同伴之間的合作互動活動。合作學習教學法有利于改善課堂心理氣氛、大面積提高學生的學業(yè)成績、促進學生良好非智力品質的發(fā)展，調整學生的語言焦慮感。焦慮是影響外語學習的重要情感因素，外語學習中的焦慮主要是指學習者需要用外語進行表達時產(chǎn)生的恐懼或不安心理。因此，本課打破傳統(tǒng)的“稻田式課堂教學結構”采用“四至五人組成一個學習小組”的課堂教學結構，來組織教學，旨在營造輕松的學習氛圍，為積極學習提供有利的條件，讓學生在完成任務的過程中通過互相交流，降低語言焦慮感，獲得愉快的學習經(jīng)歷，從而對學習本身和所學內容產(chǎn)生興趣感。

3．整體語言教學法

整體語言教學法要求按“整體－部分－整體”的模式，進行語篇閱讀訓練，即從“整體”開始，以“整體”結束的“三段式”閱讀教學法。本課采用從整體略讀——分段細讀——聽讀課文內容，進一步理解課文內容，即是這種教學策略的體現(xiàn)。

（四）、學法指導

1）認知策略:指導學生運用已學會的抓重點、做記號、摘筆記等方式，對所學內容進行整理與歸納。

2）調控策略:繼續(xù)培養(yǎng)自我評價與相互評價的習慣，鼓勵學生增加與教師和同學交流學習英語的體會和經(jīng)驗，學會科學評價自己的學習行為與學習效果，進一步形成有效的學習方法,樹立積極向上的學習態(tài)度。

3）交際策略：創(chuàng)設有意義的情景和任務活動，引導學生通過四人一小組，進行合作學習，讓他們圍繞課堂任務分工合作，相互探討、相互交流，從而獲得知識、技能和情感體驗，變被動學習為主動學習。

（五）、說教學程序

1.Pre-task：激發(fā)學習興趣，明確學習任務（８分鐘左右）

引入話題，激發(fā)學習興趣，明確學習任務。教師通過一個問題“ Do you think it important to have good eating habits?”呈現(xiàn)文章的標題“We are what we eat”。緊接著引導學生解讀文章標題、預測文章內容，讓學生在閱讀過程中處于主動認知狀態(tài)。雖然本文標題較抽象, 學生可能一下子無法正確理解其所包含的深層含義，可再采取通過分析句子成分和引導學生抓住關鍵詞“eat”進行大腦風暴兩種方式相結合的教學策略來降低理解難度?？紤]到文章生詞量較多，且大部分學生對文章的背景知識，了解較少。因此，在引導學生預測文章內容的同時，有必要在討論“What kind of words will be used in the passage?”這個問題時，引出人體每天必須攝入的六種基本營養(yǎng)成分的單詞：protein、calcium、carbohydrate、fibre、mineral、vitamin。這樣既可向學生展示本環(huán)節(jié)的重點單詞，又可為閱讀掃清文化背景障礙和語言障礙，又可為突破本文的重難點作好準備。

2.Task-cycle：課文主體內容的教學與操練，知識的掌握與能力的過渡（２7分鐘左右）

指導學生根據(jù)不同的閱讀目的，在閱讀的不同階段，靈活使用各種閱讀策略，捕捉文章主要信息，理解作者的寫作意圖，突破本文的教學重點與難點。

1．通過限時閱讀訓練，引導學生略讀文章內容，歸納段落大意，理清全文線索，側重培養(yǎng)快速閱讀理解能力和文章中心把握能力。

【設計思路】：本環(huán)節(jié)針對課文的主旨，提出兩個預測性問題，要求學生在5分鐘之內，略讀文章內容，快速找出各段的key sentence，理清文章的基本脈絡。在兩個預測性問題的幫助下，大部分學生很快就能找出文章的主題句，理解作者的寫作意圖。針對各段主題句分布不太明顯，學生尋找起來有一定的難度這一情況，教師可通過先展示文章基本脈絡，提醒學生根據(jù)文章脈絡以及對文章主旨的把握，結合自己在閱讀之前對文章的預測，快速找出各段的key sentence，歸納各段大意。此外，教師還應通過限定閱讀時間，及時糾正不良的閱讀習慣等教學策略，來幫助學生養(yǎng)成良好的閱讀習慣，培養(yǎng)快速閱讀理解能力。

2．精讀部分語段，側重培養(yǎng)快速捕捉文章重要細節(jié)的能力和猜測生詞的能力。

【設計思路】：本文的主要生詞和重點細節(jié)主要集中在第二至第四段（特別是第二段材料）。因此，可引導學生通過查讀第二段材料，找出人體每天必須攝入的六種基本營養(yǎng)成分及其來源和功能。此外，考慮到這六個詞匯的知識含量較高，且難于記憶，故筆者在設計上作了一個小小的創(chuàng)新。即以表格的形式，讓學生填寫本文的重點細節(jié)，讓學生在完成任務的過程中，體會各種營養(yǎng)成分來源的規(guī)律,為學會給未提及的食物作營養(yǎng)成分推測，培養(yǎng)信息歸類能力，作好鋪墊。然后再通過直觀手段，以圖片結合文字的形式，再次展現(xiàn)文章的重點單詞與細節(jié)，激發(fā)學習興趣，加深學生的印象，并為突破本文的重點與難點：“Design a healthy diet and list your reasons.”打下扎實的基礎。相對于第二段材料，第三段和第四段材料的生詞量較少，且大部分生詞通過使用各種猜詞策略，就可理解他們在文中的意思。因此，可充分利用這兩段內容，來培養(yǎng)學生的猜詞悟義能力。具體可引導學生先通過推讀生詞所在語段，然后再以小組為單位，交流各自所使用的猜詞技巧與猜詞經(jīng)驗，來提高培養(yǎng)學生的猜詞能力，最終獲得獨立自由閱讀的能力。根據(jù)對教材內容的科學分析，確定本環(huán)節(jié)主要引導學生使用各種猜詞策略（通過上下文、課文線索、詞的形式、以及根據(jù)自己已有的知識等），猜測、理解“vegetarian”、“vegan”、“eco-food”、“organic food”、“green food and clean food”、“diet”、“supplement”等詞在文中的意思。同時為加深學生對“green food”的理解，還特地引出綠色食品的標志。此外，還可在這一環(huán)節(jié)中適當處理一些語言難點（如 keep up with，The same goes for ?及only 和as 引導的倒裝句的用法），以上語言難點在 SB p131-p133 中,有詳細的分析。因此，課堂上不必占用太多時間，應把重點放在引導學生學會在具體的語境中理解、體會這些詞組、句型的用法。其它的一些語言難點可隨機處理，也可通過練習的方式體現(xiàn)出來，讓學生去課文中尋找答案，體會他們的用法。3.Post-task：展示成果，交流成果的過程，語言實踐能力的擴展與提高（9分鐘左右）

采用交際教學法和合作學習法，組織語言實踐活動，完成本文的主題任務。達到從知識的鞏固與運用到知識的擴展與創(chuàng)新能力的形成。

【設計思路】：本環(huán)節(jié)要求學生根據(jù)自己對健康飲食的認識，發(fā)揮自己的想象力和創(chuàng)造力，以小組為單位，用英語為大家所熟悉的某一個人（如：自己或班上的其他同學或者本校的某位老師）設計一份“healthy diet”, 并列出設計的依據(jù)。由于Pre-task 和 Task-recycle兩個步驟中的許多活動，已從各個方面，為學生順利完成本活動作好了充分的準備，故學生完成這個任務的難度，估計不大。但為了更好地調動學生完成任務的積極性，本環(huán)節(jié)還特地以生動有趣的gif 動畫和圖片為學生提供了food groups。針對主題任務，本環(huán)節(jié)還設計了小組間的設計成果競賽與小組間的互相評價兩個讓學生互相交流學習成果的平臺。旨在引導學生通過讀的輸人，提取、篩選和重組文章中的重要語言信息，并通過用英語進行交流，達到從課文知識的鞏固到自身知識的擴展與創(chuàng)新能力的形成。針對學生在完成任務的過程中，可能會因詞匯障礙的影響，而用普通話甚至閩南語進行交流，在這個活動中，教師應貫徹“教師為主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環(huán)節(jié)扮演自身作為“設計者，研究者，組織者，促進者，協(xié)調者”的角色，并“動態(tài)”地去發(fā)現(xiàn)問題，分析問題和解決問題，鼓勵、督促學生堅持用英語作為課堂交流的語言。

4.Sum up and Homework：課文內容的鞏固、延伸與拓展（第四和第五兩個環(huán)節(jié)預計只需1分鐘左右）

【設計思路】：課外作業(yè)主要以提綱的形式，呈現(xiàn)給學生。在“Sum up”環(huán)節(jié)中，通過“Diet cures more than the doctor.和The balanced diet is the best!”這兩句健康英語諺語，結合播放《健康歌》，進一步加深學生對本文主題的理解。

Homework的內容包括以下幾個環(huán)節(jié)：

1)Give a lecture on healthy food.2)Make a survey about vegetarianism.【設計思路】：每個學習小組可根據(jù)自己的興趣與愛好，自由選擇其中一項任務，旨在尊重學生個性，給學生自由選擇學習內容的空間，讓其通過各種資源渠道，在原有知識的基礎上獲取更多關于healthy eating的信息，進一步延伸與拓展課文的內容，這也有助于結合課文內容，開展研究性學習，培養(yǎng)學生的自主學習能力。

第二篇：高中英語必修三unit1課文翻譯(人教)

1.Unit1 Festivals and celebrations節(jié)日和慶典

Festivals and celebrations of all kinds have been held everywhere since ancient times.自古以來，世界各地就有各種各樣的節(jié)日和慶典。Most ancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn.最古老的節(jié)日總是慶祝嚴寒的結束、春季的種植和秋天的收割。Sometimes celebrate would be held after hunters had caught animals.有時，在獵人捕獲獵物后，也舉行慶?；顒?。At that time people would starve if food was difficult to find, especially during the cold winter months.在那個時代，如果食物難以找到，特別是在寒冷的冬月，人們會挨餓。Today’s festivals have many origins ,some religious, some seasonal, and some for special people or events.現(xiàn)在的節(jié)日有很多由來，一些是宗教上的，一些是季節(jié)性的，一些是紀念特殊的人和事件的。

Festivals of the Dead亡靈節(jié)

Some festivals are held to honour the dead or to satisfy the ancestors, who might return either to help or to do harm.有些節(jié)日，是為了紀念死者，或使祖先得到滿足，因為祖先們有可能回到世上（給人們）提供幫助，也有可能帶來危害。For the Japanese festival.Obon, people should go to clean graves and light incense in memory of their ancestors.在日本的盂蘭盆節(jié)，人們要掃墓、燒香，以緬懷祖先。They also light lamps and play music because they think that this will lead the ancestors back to earth.他們還點起燈籠，奏響樂曲，因為他們認為這樣做可以把祖先引回到世上。In Mexico, people celebrate the Day of the Dead in early November.在墨西哥，亡靈節(jié)是在11月初。On this important feast day, people eat food in the shape of skulls and cakes with “bones” on them.在這個重要的節(jié)日里，人們會吃制成顱骨形狀的食物，和裝點有“骨頭”的蛋糕。They offer food, flowers and gifts to the dead.他們向亡者祭獻食物、鮮花和禮品。The Western holiday Halloween also had its origin in old beliefs about the return of the spirits of dead people.西方節(jié)日萬圣節(jié)也源自人們古老的信念，認為亡者的靈魂會返回人間。It is now a children’s festival, when they can dress up and to their neighbours’ homes to ask for sweets.萬圣節(jié)如今成了孩子們的節(jié)日，這天他們可以喬裝打扮上到鄰居家要糖吃。If the neighbours do not give any sweets, the children might play a trick on them.如果鄰居什么糖也不給，那么孩子們就可以捉弄他們了。Festivals to Honour People紀念名人的節(jié)日

Festivals can also be held to honour famous people.也有紀念名人的節(jié)日。The Dragon Boat Festival in China honours the famous ancient poet, Qu Yuan.中國的端午節(jié)（龍舟節(jié)），是紀念著名古代詩人屈原的。In the USA Columbus Day is in memory of the arrival of Christopher Columbus in New World.美國的哥倫布日是紀念克里斯托弗·哥倫布發(fā)現(xiàn)“新大陸”的日子。India has a national festival on October 2 to honour Mohandas Gandhi, the leader who helped gain India’s independence from Britain.印度在10月2日有個全國性節(jié)日，紀念莫漢達斯·甘地，他是幫助印度脫離英國而獨立的領袖。Harvest Festivals慶豐收的節(jié)日

Harvest and Thanksgiving festivals can be very happy events.收獲與感恩節(jié)是非常喜慶的節(jié)日。People are grateful because their food is gathered for the winter and the agricultural work is over.越冬的糧食收集起來了，農(nóng)活結束了，人們都心懷感激。In European countries, people will usually decorate churches and town halls with flowers and fruit, and will get together to have meals.在歐洲國家，人們通常用花果來裝飾教堂和市政廳，在一起聚餐。Some people might win awards for their farm produce, like the biggest watermelon or the most handsome rooster.有些人還可能因為他們的農(nóng)產(chǎn)品（參加各種評選）而獲獎，比如最大的西瓜或最帥的公雞。China and Japan have mid-autumn festivals, when people admire the moon and in China, enjoy mooncakes.中國和日本都有中秋節(jié)，這時，人們會賞月。在中國，人們還品嘗月餅。Spring Festivals春天的節(jié)日

The most energetic and important festivals are the ones that look forward to the end of winter and to the coming of spring.最富生氣而又最重要的節(jié)日，就是告別冬天、迎來春天的日子。At the Spring Festival in China, people eat dumplings, fish and meat and may give children lucky money in red paper.中國人過春節(jié)要吃餃子、魚和肉，還要給孩子們送紅紙包著的壓歲錢。There are dragon dances and carnivals, and families celebrate the Lunar New Year together.（他們）舞龍燈、狂歡，全家人聚在一起歡慶陰歷年。Some Western countries have very exciting carnivals, which take place forty days before Easter, usually in February.在一些西方國家有激動人心的狂歡節(jié)，通常在二月，復活節(jié)前的四十天。These carnivals might include parades, dancing in the streets day and night, loud music and colourful clothing of all kinds.狂歡節(jié)期間，人們身著各種艷麗的節(jié)日盛裝，伴隨著鼓噪的音樂，在街頭游行，晝夜跳舞。Easter is an important religious and social festival for Christians around the world.復活節(jié)是全世界基督徒的一個重要的宗教和公眾節(jié)日。It celebrates the return of Jesus from the dead and the coming of spring and new life.它慶祝耶穌復活，也歡慶春天和新生命的到來。Japan’s Cherry Blossom Festival happens a little later.再晚些時候，日本就迎來了櫻花節(jié)，The country, covered with cherry tree flowers, looks as thought it is covered with pink snow.（節(jié)日里）整個國度到處是盛開的櫻花，看上去就像覆蓋了一層粉紅色的雪。People love to get together to eat , drink and have fun with each other.人們喜歡聚在一起吃、喝、玩耍。節(jié)日讓我們享受生活，F(xiàn)estivals let us enjoy life, be proud of our customs and forget our work for a little while.讓我們?yōu)樽约旱牧曀锥院?，還可以暫時忘掉工作中的煩惱。

2.必修三Unit 1 A SAD LOVE STORY一段傷心的愛情故事 Li Fang was heart-broken.李方的心都碎了。It was Valentine’s Day and Hu Jin had said she would meet him at the coffee shop after work.這天是情人節(jié)，胡瑾說她下班后會在咖啡館和他見面的。But she didn’t turn up.可現(xiàn)在她卻不見人影。She could be with her friends right now laughing at him.也許她這會兒跟朋友在一起，正在取笑他呢。She said she would be there at seven o’clock, and he thought she would keep her word.她說她會在7點到達，他(李方)認為她會守信用的。He had looked forward to meeting her all day, and now he was alone with his roses and chocolates, like a fool.他一整天都期盼著見到她，而現(xiàn)在他拿著玫瑰花和巧克力獨自一人守候著，像個傻瓜一樣。Well, he was not going to hold his breath for her to apologize.他不想屏息等她來道歉，He would drown his sadness in coffee.他要用咖啡來解愁。

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!很明顯，咖啡館里的經(jīng)理在等李方離開一一他擦好桌子，然后坐下來，打開電視機。這正合了李方的意！A sad Chinese story about lost love.正在播出的是流傳在中國的一個悲傷的愛情故事。The granddaughter of the Goddess of Heaven visited the earth.王母娘娘的外孫女下凡來到人間。Her name was Zhinü, the weaving girl.她的名字叫織女，做紡織活的女孩。While she was on earth she met the herd boy Niulang and they fell in love.(“Just like me and Hu Jin,” thought Li Fang.)她在人間遇到了牛郎，兩人相愛了。(李方想“這正像我和胡瑾?！?They got married secretly, and they were very happy.(“We could be like that,” thought Li Fang.)于是他們秘密結了婚，并且生活得十分幸福。(李方想,“我們也可以像他們那樣幸福的?！?When the Goddess of Heaven knew that her granddaughter was married to a human, she became very angry and made the weaving girl return to Heaven.王母娘娘知道自己的孫女跟一個世上的凡人結了婚，她勃然大怒，強行把織女帶回到天宮。Niulang tried to follow her, but the river of stars, the Milly Way, stopped him.當牛郎試圖追上去，卻被銀河阻擋住了。Finding that Zhinü was heart-broken, her grandmother finally decided to let the couple cross the Milky Way to meet once a year.看到織女傷心欲絕，最后王母娘娘決定讓這對夫妻每年跨過銀河相會一次。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.陰歷七月初七，喜鵲們會展翅搭橋，讓這對戀人過河相會。People in China hope that the weather will be fine on that day, because if it is raining, it means that Zhinü is weeping and the couple won’t be able to meet.中國人都希望這天天氣晴朗，因為如果碰到下雨，這就意味著織女在哭泣，兩個戀人不能見面。

The announcer said,” This is the story of Qiqiao Festival.主持人說道：“這就是乞巧節(jié)的故事。When foreigners hear about the story, they call it a Chinese Valentine’s story.外國朋友聽到這個故事就將它稱作中國的情人節(jié)。It’s a fine day today, so I hope you can all meet the one you love.” 今天天氣晴朗，我希望你們都能見到所愛的人。”

As Li Fang set off for home, he thought,” I guess Hu Jin doesn’t love me.I’ll just throw these flowers and chocolates away.I don’t want them to remind me of her.” 李方動身往家走，心里想：“我想胡瑾是不愛我了，把這些鮮花和巧克力都扔了吧。我不想因它們想起她來?！?So he did.于是他把花和巧克力都扔了。

As he sadly passed the tea shop on the corner on his way home, he heard a voice calling him.在回家路上，他神情失落地走過拐角處的一家茶館，聽到有人叫他的名字。There was Hu Jin waving at him and calling , “why are you so late? I’ve been waiting for you for a long time!And I have a gift for you!” 那是胡瑾在向他招手，她喊道：“你為什么這么晚才來呢? 我一直在這兒等你好久了!這是我送給你的禮物!”

What would he do? He had thrown away her Valentine gifts!他怎么辦呢？他把情人節(jié)的禮物都扔了！She would never forgive him.她恐怕永遠也不會原諒他了。This would not be a happy Valentine’s Day!這個情人節(jié)快樂不起來啦！

第三篇：人教新課標高中英語必修1Unit2EnglishAroundtheWorld教案

Unit 2 English Around the World

Ⅰ單元教學目標

技能目標Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目標語言 功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?

詞匯

1.四會詞匯

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.認讀詞匯

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定詞組

play a role(in)because of come up such as play a part(in)

語法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重組: 1.教材分析

本單元的中心話題是 “English language and its development, different kinds of English”.通過對世界英語這一話題的探討,加強學生對英語語言的了解,對當代語言特別是英語發(fā)展趨勢的了解.世界在發(fā)展,時代在前進,語言作為交流的工具,也隨著時代的發(fā)展而變化.由于英語在世界上的廣泛使用,它不斷地吸收、交融、容納、創(chuàng)新,這就形成了各種各樣帶有國家、民族、地區(qū)特色的英語.沒有人們認為的那種唯一的標準英語。盡管如此，我們還是要通過本課文的學習讓同學們感受、了解美國英語、澳大利亞英語、印度英語、新加坡英語等都有自己的規(guī)律和慣用法，和不同的發(fā)音規(guī)律。

1．1 Warming Up簡要介紹了世界英語的分支以及英語語言在不同國家產(chǎn)生的差異，使學生感受英語語言的多文化、多層次、多元性，對英國英語和美國英語的不同有一個粗淺的了解。

1．2 Pre-reading通過兩個問題引發(fā)學生對課文主題的思考，以便參與課堂活動。

1．3 Reading簡要地說明英語語言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢。

1．4 Comprehending主要是檢測學生對課文基本內容的理解程度。

1．5 Learning About the Language主要通過各種練習幫助學生重溫本單元前幾個部分所學的新單詞和短語，同時也通過新的例子展現(xiàn)了美國英語、英國英語的差異，并著重介紹了本單元的語法項目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介紹了當今世界各地各國說英語有自己的特色，即便是美國東西部、南北部，說話均有所不同。為幫助培養(yǎng)跨文化意識，可以讓學生學完課文后討論中國的方言，使他們感受到本國的文化差異。

2．教材重組

2．1 導入 把Warming Up 作為一堂課。

2．2 精讀 把Pre-reading、Reading 和 Comprehending整合在一起作為一堂課精讀課。

2．3 語言學習把Learning About Language和Workbook中的Using Words, Using Structures 結合在一起。

2．4 寫作

2．5聽和說 把課文中的聽和說整合成一堂課。

2．6 練習課 workbook exercises & other Exx.3．課型設計與課時分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教學目標（teaching aims）student’s book;warming up

1、能力目標(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、語言目標(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教學重難點(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教學方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具準備(Teaching aids)

a computer;a tape-recorder;a projector

五、教學步驟(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“l(fā)anguage”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教學目標（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教學內容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目標(Ability aim)

Get some knowledge of different kinds of English 語言目標(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教學重難點(Teaching important points)The indirect speech of the imperative clause 教學方法(Teaching methods)task-based approach 教具準備(Teaching aids)multi-media computer

教學步驟(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教學目標（teaching aims）student’s book;Discovering useful structures

1、能力目標(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、語言目標(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教學重難點(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教學方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具準備(Teaching aids)a computer;a projector

五、教學步驟(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教學目標（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教學內容(Teaching contents)Write a statement

能力目標(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 語言目標(Language aim)I think, I believe，In my opinion…

We learn English to do…

教學重難點(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教學方法(Teaching methods)Brainstorming way

教具準備(Teaching aids)multi-media computer

教學步驟(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view.2.Show the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、學目標(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目標(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、語言目標(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教學重難點(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教學方法(Teaching method)listening and talking

四、教學準備(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教學步驟(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教學目標：(Teaching aims)Finish the exercises on the workbook 1．能力目標：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．語言目標：(language aim)Full understanding of the readings

二．教學重難點(Teaching important points)Understanding the main ideas of the passages 三．教學方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具準備(Teaching aids)a computer

五．教學步驟(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

第四篇：人教版高中英語必修三_unit_2_Healthy_eating教學設計

高中英語必修三 unit 2 Healthy eating教學設計

前郭五中 耿直

（一）教學內容分析 這是一篇介紹“飲食習慣”的文章，包括傳統(tǒng)飲食習慣的改變日常飲食選擇,旨在讓學生明白健康的飲食習慣的養(yǎng)成是擁有健康體魄的前提。本篇文章生詞量較大標題較抽象，各段主題句分布不太明顯（大部分分布在段落中間）。且大部分學生對飲食與健康的關系（如人體每天必須攝入的六種基本營養(yǎng)成分的來源、健康飲食的重要性、什么是綠色食品等）了解較少。因此，本文的學習難度較大。

（二）教學目標 1.知識技能目標：

a)使學生了解protein, calcium等基本營養(yǎng)成分的來源和主要功能，健康的飲食習慣是健康的保證，以及素食主義等信息。

b)學習掌握有關營養(yǎng)成分與食物的詞匯，如：protein、calcium、carbohydrate、fibre、mineral、vitamin、vegetarian & vegan、green food and clean food、eco-food and organic food等，以及 keep up with，The same goes for?以及as 和only 引導的倒裝句的用法。

2.過程與方法目標：

a)使學生學會克服生詞障礙，通過略讀，尋找文章的主題句，理清文章的總體框架與脈絡；通過查讀，捕捉文章的重要細節(jié)，理解作者的寫作意圖。

b)使學生學會運用各種猜詞技巧，猜測部分生詞在具體的語言環(huán)境的含義。c)使學生能夠運用所學知識，用英語為自己所熟悉的一個人設計一份“healthy diet”，并闡明設計的依據(jù)。

3.,價值觀目標：

a）使學生學會審視自己、審視食物，提高養(yǎng)成健康飲食習慣的意識。b）使學生懂得：健康是做好一切事情的根本。要想有強健的體魄，除了合理安排好一天的生活以外，還需要有科學、衛(wèi)生的飲食習慣，每天一定量的體育活動和體力勞動。青少年必須有健康的身體，長大以后才能成為一位具有現(xiàn)代科學文化，適合時代要求的合格勞動者。

c）使學生學會關心他人，體貼他人，并養(yǎng)成較強的合作意識。

d）讓學生了解一些不同的飲食觀念及主張，加深對世界飲食文化的了解，弘揚中華民族飲食文化的精髓,培養(yǎng)愛國主義精神。

（三）教學重點和難點： 1．重點

1）讓學生認識到飲食對健康的重要影響。

2）側重培養(yǎng)學生對文章的整體性結構的把握，突出培養(yǎng)學生以下3個方面的能力：

a.文章中心把握能力。

b.根據(jù)主題快速捕捉文章重點細節(jié)的能力。c.猜詞能力。

3）重點掌握有關營養(yǎng)成分與食物的詞匯，特別是人體每天必須攝入的六種基本營養(yǎng)成分的詞匯以及這些營養(yǎng)成分的來源和主要功能。2．難點

1)如何使學生養(yǎng)成科學的閱讀習慣，提高閱讀理解能力和語言水平。2)如何使學生學會提取、篩選和重組文章中關于健康飲食的信息，并靈活運用于語言實踐中，達到語言實踐能力的擴展與提高。

（四）、教學方法與教材處理 1．任務型語言教學法

任務型語言教學認為：人們使用語言的過程就是一個完成各種各樣任務的過程。任務型學習強調通過“做中學”、“學中做”，使學生在完成任務的過程中習得語言。本課組織學生四至五人組成一個學習小組，共同為大家所熟悉的一個人設計一份“healthy diet”, 并口頭闡述設計的理由。該設計基于課文內容，但又不局限于課文的范疇，旨在貫徹“做中學”、“學中做”策略，吸引和組織他們積極參與，并通過討論、交流和合作等方式，在自然、真實的情境中，完成任務，體會、掌握語言的應用，達到學以致用的目的。

2．合作學習教學法

合作學習教學法是以小組活動為主體的一種教學活動，一種同伴之間的合作互動活動。合作學習教學法有利于改善課堂心理氣氛、大面積提高學生的學業(yè)成績、促進學生良好非智力品質的發(fā)展，調整學生的語言焦慮感。焦慮是影響外語學習的重要情感因素，外語學習中的焦慮主要是指學習者需要用外語進行表達時產(chǎn)生的恐懼或不安心理。因此，本課打破傳統(tǒng)的“稻田式課堂教學結構”采用“四至五人組成一個學習小組”的課堂教學結構，來組織教學，旨在營造輕松的學習氛圍，為積極學習提供有利的條件，讓學生在完成任務的過程中通過互相交流，降低語言焦慮感，獲得愉快的學習經(jīng)歷，從而對學習本身和所學內容產(chǎn)生興趣感。

3．整體語言教學法

整體語言教學法要求按“整體－部分－整體”的模式，進行語篇閱讀訓練，即從“整體”開始，以“整體”結束的“三段式”閱讀教學法。本課采用從整體略讀——分段細讀——聽讀課文內容，進一步理解課文內容，即是這種教學策略的體現(xiàn)。

（五）、學法指導

1）認知策略:指導學生運用已學會的抓重點、做記號、摘筆記等方式，對所學內容進行整理與歸納。

2）調控策略:繼續(xù)培養(yǎng)自我評價與相互評價的習慣，鼓勵學生增加與教師和同學交流學習英語的體會和經(jīng)驗，學會科學評價自己的學習行為與學習效果，進一步形成有效的學習方法,樹立積極向上的學習態(tài)度。

3）交際策略：創(chuàng)設有意義的情景和任務活動，引導學生通過四人一小組，進行合作學習，讓他們圍繞課堂任務分工合作，相互探討、相互交流，從而獲得知識、技能和情感體驗，變被動學習為主動學習。

（六）、說教學程序

1.Pre-task：激發(fā)學習興趣，明確學習任務（８分鐘左右）

引入話題，激發(fā)學習興趣，明確學習任務。教師通過一個問題“ Do you think it important to have good eating habits?”呈現(xiàn)文章的標題“We are what we eat”。緊接著引導學生解讀文章標題、預測文章內容，讓學生在閱讀過程中處于主動認知狀態(tài)。雖然本文標題較抽象, 學生可能一下子無法正確理解其所包含的深層含義，可再采取通過分析句子成分和引導學生抓住關鍵詞“eat”進行大腦風暴兩種方式相結合的教學策略來降低理解難度?？紤]到文章生詞量較多，且大部分學生對文章的背景知識，了解較少。因此，在引導學生預測文章內容的同時，有必要在討論“What kind of words will be used in the passage?”這個問題時，引出人體每天必須攝入的六種基本營養(yǎng)成分的單詞：protein、calcium、carbohydrate、fibre、mineral、vitamin。這樣既可向學生展示本環(huán)節(jié)的重點單詞，又可為閱讀掃清文化背景障礙和語言障礙，又可為突破本文的重難點作好準備。

2.Task-cycle：課文主體內容的教學與操練，知識的掌握與能力的過渡（２7分鐘左右）

指導學生根據(jù)不同的閱讀目的，在閱讀的不同階段，靈活使用各種閱讀策略，捕捉文章主要信息，理解作者的寫作意圖，突破本文的教學重點與難點。

1．通過限時閱讀訓練，引導學生略讀文章內容，歸納段落大意，理清全文線索，側重培養(yǎng)快速閱讀理解能力和文章中心把握能力。

【設計思路】：本環(huán)節(jié)針對課文的主旨，提出兩個預測性問題，要求學生在5分鐘之內，略讀文章內容，快速找出各段的key sentence，理清文章的基本脈絡。在兩個預測性問題的幫助下，大部分學生很快就能找出文章的主題句，理解作者的寫作意圖。針對各段主題句分布不太明顯，學生尋找起來有一定的難度這一情況，教師可通過先展示文章基本脈絡，提醒學生根據(jù)文章脈絡以及對文章主旨的把握，結合自己在閱讀之前對文章的預測，快速找出各段的key sentence，歸納各段大意。此外，教師還應通過限定閱讀時間，及時糾正不良的閱讀習慣等教學策略，來幫助學生養(yǎng)成良好的閱讀習慣，培養(yǎng)快速閱讀理解能力。

2．精讀部分語段，側重培養(yǎng)快速捕捉文章重要細節(jié)的能力和猜測生詞的能力。

【設計思路】：本文的主要生詞和重點細節(jié)主要集中在第二至第四段（特別是第二段材料）。因此，可引導學生通過查讀第二段材料，找出人體每天必須攝入的六種基本營養(yǎng)成分及其來源和功能。此外，考慮到這六個詞匯的知識含量較高，且難于記憶，故筆者在設計上作了一個小小的創(chuàng)新。即以表格的形式，讓學生填寫本文的重點細節(jié)，讓學生在完成任務的過程中，體會各種營養(yǎng)成分來源的規(guī)律,為學會給未提及的食物作營養(yǎng)成分推測，培養(yǎng)信息歸類能力，作好鋪墊。然后再通過直觀手段，以圖片結合文字的形式，再次展現(xiàn)文章的重點單詞與細節(jié)，激發(fā)學習興趣，加深學生的印象，并為突破本文的重點與難點：“Design a healthy diet and list your reasons.”打下扎實的基礎。相對于第二段材料，第三段和第四段材料的生詞量較少，且大部分生詞通過使用各種猜詞策略，就可理解他們在文中的意思。因此，可充分利用這兩段內容，來培養(yǎng)學生的猜詞悟義能力。具體可引導學生先通過推讀生詞所在語段，然后再以小組為單位，交流各自所使用的猜詞技巧與猜詞經(jīng)驗，來提高培養(yǎng)學生的猜詞能力，最終獲得獨立自由閱讀的能力。根據(jù)對教材內容的科學分析，確定本環(huán)節(jié)主要引導學生使用各種猜詞策略（通過上下文、課文線索、詞的形式、以及根據(jù)自己已有的知識等），猜測、理解“vegetarian”、“vegan”、“eco-food”、“organic food”、“green food and clean food”、“diet”、“supplement”等詞在文中的意思。同時為加深學生對“green food”的理解，還特地引出綠色食品的標志。此外，還可在這一環(huán)節(jié)中適當處理一些語言難點（如 keep up with，The same goes for ?及only 和as 引導的倒裝句的用法），以上語言難點在 SB p131-p133 中,有詳細的分析。因此，課堂上不必占用太多時間，應把重點放在引導學生學會在具體的語境中理解、體會這些詞組、句型的用法。其它的一些語言難點可隨機處理，也可通過練習的方式體現(xiàn)出來，讓學生去課文中尋找答案，體會他們的用法。

3.Post-task：展示成果，交流成果的過程，語言實踐能力的擴展與提高（9分鐘左右）

采用交際教學法和合作學習法，組織語言實踐活動，完成本文的主題任務。達到從知識的鞏固與運用到知識的擴展與創(chuàng)新能力的形成。

【設計思路】：本環(huán)節(jié)要求學生根據(jù)自己對健康飲食的認識，發(fā)揮自己的想象力和創(chuàng)造力，以小組為單位，用英語為大家所熟悉的某一個人（如：自己或班上的其他同學或者本校的某位老師）設計一份“healthy diet”, 并列出設計的依據(jù)。由于Pre-task 和 Task-recycle兩個步驟中的許多活動，已從各個方面，為學生順利完成本活動作好了充分的準備，故學生完成這個任務的難度，估計不大。但為了更好地調動學生完成任務的積極性，本環(huán)節(jié)還特地以生動有趣的gif 動畫和圖片為學生提供了food groups。針對主題任務，本環(huán)節(jié)還設計了小組間的設計成果競賽與小組間的互相評價兩個讓學生互相交流學習成果的平臺。旨在引導學生通過讀的輸人，提取、篩選和重組文章中的重要語言信息，并通過用英語進行交流，達到從課文知識的鞏固到自身知識的擴展與創(chuàng)新能力的形成。針對學生在完成任務的過程中，可能會因詞匯障礙的影響，而用普通話甚至閩南語進行交流，在這個活動中，教師應貫徹“教師為主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環(huán)節(jié)扮演自身作為“設計者，研究者，組織者，促進者，協(xié)調者”的角色，并“動態(tài)”地去發(fā)現(xiàn)問題，分析問題和解決問題，鼓勵、督促學生堅持用英語作為課堂交流的語言。

4.Sum up and Homework：課文內容的鞏固、延伸與拓展（第四和第五兩個環(huán)節(jié)預計只需1分鐘左右）

【設計思路】：課外作業(yè)主要以提綱的形式，呈現(xiàn)給學生。在“Sum up”環(huán)節(jié)中，通過“Diet cures more than the doctor.和The balanced diet is the best!”這兩句健康英語諺語，結合播放《健康歌》，進一步加深學生對本文主題的理解。

Homework的內容包括以下幾個環(huán)節(jié)：

1)Give a lecture on healthy food.2)Make a survey about vegetarianism.【設計思路】：每個學習小組可根據(jù)自己的興趣與愛好，自由選擇其中一項任務，旨在尊重學生個性，給學生自由選擇學習內容的空間，讓其通過各種資源渠道，在原有知識的基礎上獲取更多關于healthy eating的信息，進一步延伸與拓展課文的內容，這也有助于結合課文內容，開展研究性學習，培養(yǎng)學生的自主學習能力。

必修三 unit 2 Healthy eating

前郭五中

教學設計 耿直

第五篇：高中英語必修三筆記

Unit 1 1.mean v.意思是，意味著+doing；打算，意欲+to do adj.吝嗇的

My new job means travelling a lot.I meant to tell you the truth but didn’t get a chance.I didn’t mean to hurt you.He is too mean to buy his wife a birthday gift.2.take place vi.發(fā)生

Great changes have taken place in my hometown.3.of all kinds 各種各樣的 of … kind …類的

Questions of this kind are difficult to answer.4.starve v.（使）挨餓，餓死

The animals were left to starve to death.She is starving herself to lose weight.starvation n.5.honour v.尊敬，尊重

n.光榮，榮幸；令人感到光榮的人或事 The president honoured us with a personal visit.They are going o fight for the honour of the country.be/feel honoured to do sth.感到榮幸

I am very honoured to be included in the team.do sb.the honour of doing sth.使增光，賞光，給…帶來榮譽

Will you do me the honour of becoming my wife?

In honour of 紀念，為向…表示敬意

A dinner party will be held in honour of our guests.A monument will be put up in honour of those who died during World WarⅡ.6.satisfy v.（使）滿足，（使）滿意

Nothing satisfies him—he is always complaining.satisfy one’s curiosity 7.harm v./Un.損害

The rumor harmed his image.This will do harm to your career.harmful adj.對…有害的

Smoking is harmful to your health.8.in memory of 作為對…的紀念（+死人）

in honour of 作為對…的紀念（+死人、活人）

9.dress up 穿上盛裝，穿上正式服裝；裝扮，喬裝打扮

There is no need to dress up—come as you are.10.arrival n.到達，抵達

We apologized for the late arrival of the train.Guests received the dinner on arrival at the hotel.11.gather v.聚集，收攏，歸攏

The whole family gathered together at Jack’s home.12.award n.獎，獎品，獎金，獎狀

win/receive/get an award 13.produce Un.（農(nóng)）產(chǎn)品

product Cn.產(chǎn)品

14.admire v.欽佩，羨慕，贊賞，欣賞

I have always been admiring your new car.I don’t agree with her, but I admire her, for sticking to her principles.15.day and night I think of you day and night.16.turn up

We planned to meet at 7:00 but she never turned up.17.hold one’s breath Hold your breath and count to ten.He held his breath when the results were announced.18.apologize v.道歉+to sb.for sth.We apologize for the late arriving.Go and apologize to her.apology n.make an apology to sb.for sth.19.drown v.Two children drowned after falling into the water.The fruit was drowned in cream.20.obvious adj.be obvious to sb.that…

It is obvious to everyone that the child had been badly treated.21.marry sb.be married to sb.22.set off 出發(fā)+for..We set off for London just after ten o’clock.23.remind v.提醒，使想起

You remind me of your father when you say that.Please remind me to phone Jack before I go.24.forgive v.原諒

I’ll never forgive her for what she did.Unit 2 1.diet n.日常飲食，日常食物；特種飲食，規(guī)定的飲食；飲食限制

A balanced diet and regular exercise are both important to our health.be/go on a diet The doctor asked him to go on a diet to lose weight.I’m on a diet.2.balance v.（使）保持平衡，（使）均衡，（使）平穩(wěn)

The dog balanced a ball on his nose.balanced adj.均衡的，調和的 3.frustrate v.使沮喪，使灰心，使受挫折

I find it frustrating that I can’t speak French.I’m feeling rather frustrated in my present job.4.barbecue v.燒烤

n.烤肉

We had a barbecue on the beach.roast adj.烤好的，烤制的 v.烤 5.slim v.減肥

adj.苗條的

I don’t want any cake, but I’m trying to slim.6.curious adj.好奇的

I’m curious about what happened.We were curious to know where she had gone.curiosity n.好奇心

7.get away with 做了…而未被發(fā)覺，未受懲罰

How did she get away with cheating? 8.lie v.說謊 –lied-lied ；躺，位于 –lay-lain

n.謊言

lay v.下蛋；放置 –laid-laid 9.earn one’s living=make one’s living 謀生

He earned his living as a reporter.10.glare v.怒目而視+at…

She didn’t shout.She just glared at me silently.11.spy on 暗中監(jiān)視，窺探

Have you been spying on me? 12.limited adj.有限的

limit n.限度，限制，限量，極限

a speed limit There is a limit to the amount of pain we can bear.13.benefit n.優(yōu)勢，益處

vt.使受益，對…有用

vi.得益于+from…

He couldn’t see the benefit of arguing any longer.We should spend the money on something that will benefit everyone.Who can benefit from those changes? 14.combine v.組合，結合，聯(lián)合，混合

combine work with pleasure Is it possible to combine the two parties? 15.cut down 減少…的量，縮減

We couldn’t cut down our expense any more.16.only too 極為，非常

I’m only too pleased to be able to get home.17.consult v.咨詢，請教+sb.about sth.；與…商議，商量+with sb.about/on sth.Unit 3 1.bring up 養(yǎng)育，撫養(yǎng)，教養(yǎng)；提出；嘔吐

She brought up 5 children.He was brought up by his aunt.Bring it up at the meeting.bring up the lunch 2.set v.為…設置背景（常用作被動）

The novel is set in London is the 1960’s.3.bet n.打賭，賭注

make a bet 打賭 win/lose a bet We have got a bet on who is going to arrive first.4.wander v.漫游，游蕩，閑逛；走神，開小差

We wandered back towards the car.She wandered aimlessly on the streets.Try not to let your mind wander.Don’t wander off the subject—keep to the point.5.permit v.允許，準許

permit sb.to do sth.permit doing sth.We don’t permit smoking in the hall.Visitors are not permitted to take photos.6.go ahead(with sth.)開始做，著手干

—May I start now?

—Yes, go ahead.The government is going to go ahead with its tax cutting plan.7.stare at 盯著看，凝視，注視

I stared blankly at the piece of paper in front of me.8.fault n.過錯，過失，責任；缺陷，毛病，故障

It was his fault that we were late.9.spot v.發(fā)現(xiàn)，注意到，看見

—Where did you spot him?

—It was in the hotel where we lived.I finally spotted my friend in the crowd.10.passage n.船費，旅費；航行，旅行

Have a pleasant passage!work one’s passage 在船上工作以抵船資 11.account n.賬戶

v.解釋，說明，是…的原因+for account number open/close an account How do you account for the accident? 12.seek v.尋找，尋求 –sought-sought They sought shelter from the rain.We must seek for a solution to the problem.13.amount n.數(shù)量，數(shù)額+of+Un.large amounts of money 14.take a chance=take chances 碰碰運氣，冒冒風險 15.manner n.方式，方法；態(tài)度，舉止

He answered in a businesslike manner.have a friendly manner

manners n.禮貌，規(guī)矩

It’s bad manners to eat like that.16.simply 確實，簡直，非常，實在

The view is simply wonderful.That is simply not true.17.in rags 衣衫襤褸，穿得破舊

The beggar is dressed in rags.18.indeed 其實，實際上；當然，真的，確實；真正地

I don’t mind.Indeed, i am pleased.It’s indeed a beautiful bag.I’m very sad indeed to hear of your father’s death.19.as for 至于，關于

You’ll have a bed, as for him, he’ll have to sleep on the floor.20.bow n./v 鞠躬

He bowed to/before the queen.21.seat vt.使…坐下

I’m seated.Please be seated.22.disappointed

be disappointed in/with sb.at/by sth.I’m very disappointed by the result.Unit 4 1.violent adj.暴力的，強暴的；猛烈的，劇烈的，強烈的

Children shouldn’t be allowed to watch violent movies.a violent change a violent headache 2.in time 及時；最后，終于

The ambulance got there just in time.He learnt to accept his step mother in time.3.cool down=cool off 變涼，冷卻下來 4.fundamental adj.基礎的，基本的+to Hard-work is fundamental to success.5.presence n.在場，出席；存在，出現(xiàn)

Your presence is requested at the meeting.6.dissolve v.（使）溶解

Salt dissolves in water.Dissolve the salt in water.7.harmful n./adj.+to Smoking is harmful to your health.Smoking does harm to your health.8.multiply v.乘；迅速增加，成倍增加

multiply A by B

multiply A and B together Multiply 2 and 6 together and you get 12.2 multiplied by 6 is/makes/equals 12.9.remain v.剩余，剩下；留待，尚待+to do

link v.仍然是

After the big fire, very little of my house remained.It remains to be seen whether they will like the gift.What happened to the amber room remains a mystery.10.spread v./n.傳播

-spread-spread 11.lessen v.（使）縮小，變小，變少

The noise lessened as the plane got further away.His behaviour has lessened him in her eyes.12.cheer up（使）高興起來，振作起來

Cheer up!The news isn’t too bad.He took her to the party to cheer her up.13.now(that)conj.既然，由于

Now that John has arrived, we can begin.14.get/have the hang of sth.熟悉某物的用法

15.break out vi.（戰(zhàn)爭，恐慌，火災等）突然發(fā)生，爆發(fā)

Unit 5 1.rather than 而不是

I think I’ll have a cold drink rather than a coffee.2.baggage/luggage Un.行李

Two pieces of luggage have gone missing.3.chat v.閑談，聊天

My children spent hours chatting on the phone to their friends.What were you chatting about? 4.scenery Un.（某地、某國總的外景或外貌）

scene Cn.（Scenery的一部分，但還包括其中的人及其活動；也可指展現(xiàn)在眼前的情景）

The scene after the earthquake was horrible.view Cn.（從某處看到的景色）

The view from the top of the tower was very wonderful.5.surround v.圍繞，環(huán)繞，包圍，圍住

surround sb./sth.with…

Tall trees surround the lake.The lake is surrounded by/with tall trees.They have surrounded the building with police.6.measure v.測量，度量；有…的長度、大小、分量

A ship’s speed is measured in knots.This room measures 6 metres by 4.7.aboard prep./adv.在…上

He is already aboard the plane.We finally went aboard.8.settle down 舒適地坐下或躺下；定居下來過安定的生活

I settled down with a book.When are you going to get married and settle down? 9.manage to do=succeed in doing=be able to do 成功地做 10.with in prep.不出（時間、距離、范圍、限度）；在…之內

You should receive a reply within 7 days.Is it within walking distance? 11.slight adj.輕微的，略微的

I woke up with a slight headache.slightly adv.略微，稍微

a slightly different version 12.confirm v.證實，進一步確定，確認，批準

The experiment confirmed his theory.The president confirmed that he would visit France the following month.13.distance n.距離，間隔

What’s the distance from Changchun to Beijing? What’s the distance between Changchun and Beijing?

in the distance 在遠處，遠方的

I saw smoke in the distance.14.downtown n.城鎮(zhèn)的商業(yè)中心區(qū)

adj.商業(yè)中心區(qū)的 adv.在商業(yè)中心區(qū)

I went downtown to do some shopping today.15.over 在…期間，經(jīng)過

Will you be at home over Christmas? Over the years he has become lazier and lazier.16.approximately adv.大約，大概

The hospital is approximately 5 kilometers from the station.17.nearby adj.在附近的adv.附近

My parents live nearby.18.terrify v.使恐懼，使十分害怕

Flying terrifies her.19.impress v.給…留下深刻印象；使…銘記

impress sth.on/upon sb.His honesty impresses her.He impresses her with his honesty.My father impressed on me the value of hard work.