Unit 3 Food and-2023学年高二英语精美课件 精美教案(人教版2019选择性必修二)

2019人教版选择性必修二unit3 Food and Culture Using Language

Write about a Healthy Diet Reading for Writing学案

Learning goals.

Learning procedures

Activity 1. Skim reading

Lead-in

Show some pictures to students and ask them to answer the questions:

1.What do you think makes up a healthy diet?

2.What are some rules for healthy eating?

Let’s watch a clip of video and get an idea of healthy foods and junk foods.

Read the text quickly and match the subheadings with the paragraphs.

Paragraph 1 C A. Slow eating is good.

Paragraph 2 B B. Reducing sweets is key

Paragraph 3 E C. The real killer is sugar

Paragraph 4 A D. The way you look at food is the most important

Paragraph 5 D E. Keep it fresh and balanced

Activity 2. Study the language and structure

1.What are the key details that support each point?

A.The real driver of poor health is not so much fatty food, as it is sugar.

Details:

__________________________________________________________________________________

________________________________________________________

B.Much of this extra sugar comes from sweets and sweet drinks.

Details:

________________________________________________________________________________________ ______________________________________________________________

C.You can keep healthy by consuming different categories of fresh foods...rather than processed

foods.

Details:

________________________________________________________________________________________ ______________________________________________________________

D.A fundamental key to healthy eating is to eat slowly

Details:

___________________________________________________________________________

___________________________________________________________________________

Now answer questions below:

1.What is a point in a passage?

____________________________________________________.

2.What kind of information is a detail?

_____________________________________________________.

3.What is the relationship between a point and a detail?

_____________________________________________________.

Please read the first two paragraphs and judge whether the following statements are true or false.

1. Fat is a higher risk to health than sugar.

2. It is certain that what comprises a healthy diet.

3. Fatty food is the biggest driver of poor health.

4. In order to keep healthy, we need to cut down on sugar taking in.

5. Cancer is number one killer of Americans.

6. Having two cans of sweet drinks a day has no effect on our health.

7. It is suggested that we should not take more than one single candy

bar every day.

8. People taking in too much fatty food have a higher risk of getting heart

disease.

Activity 3 List the linking words

Underline the linking words in the passage that introduce another way of saying what was already mentioned in the previous sentence.

Circle the linking words in the passage which show contrasting ideas are being introduced.

Write down what you have eaten and drunk over the last three days.

Activity 4 List your good eating habits and bad ones

Make a list of things you can do to get rid of them

Collect the suggestions from the text.

Activity 5 Your turn to write

Use what you have learnt to write an essay about your own diet

Activity 6 Presentation and Evaluation

Exchange drafts with a partner. Use this checklist to help you revise the draft.

Does the writer use details to support each point?

Does the writer use proper linking words to tie the essay together?

Has the writer really thought about his or her diet carefully?

Does the writer use vivid words to add stress to his or her points?

Use your notes to write your essay. Y ou can start like this:

Overall, I think I have healthy/ unhealthy eating habits. As for the things that I am doing right, … Still, I

should improve my eating habits by …

Put up your essay in the classroom or read It to your class.

One possible version

Overall, I think have healthy eating habits. As for the things I am doing right, I having a balanced diet and trying to eat fresh food as much as possible.

After noting down what I have eaten over the last three days, I can see lots of nutritious and healthy foods on the list, such as fish, meat, eggs, fruit, and vegetables, which contain much nutrition, providing fiber, vitamins, protein, and minerals necessary for health.

However, I do have some bad eating habits. For example, I sometimes eat too much rice and bread. One may put on weight easily if consumed more than enough. Besides, after taking sports I drink a lot of soft drinks high in sugar. I must say no to sweets. Lastly, I have a preference for Xuanwei ham, a delicious processed pork, which is high in salt and fat. Now I am determined never to take a bite of ham.

After reading the article entitled “Healthy Eating”, I now better understand how to eat more healthily and improve my food choices. After all, healthy eating starts with a healthy attitude.

unit3 Food 学案精品-2023学年高二英语精美课件 精美教案(人教版2019选择性必修二)

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人教版小学英语三年级上册《Unit 3 Food Revision 1》优质课公开课课件、教案

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Unit5 FIRST AI2023学年高二英语精美课件 精美教案(人教版2019选择性必修二)

2019人教版选择性必修一Unit5 First Aid词汇学案(学生版) 一、重点词汇讲解 https://www.wendangku.net/doc/c019075961.html,an n.[c] 器官；机构；风琴 organic adj. 有机的; 绿色的；器官的 Patients often reject transplanted __________. (organ) The eye is one of the most delicate _________ of the body. (organ) Most supermarkets sell a range of _________ products. (organ) There is an increased demand for _________ produce these days. (organ) 2.minor adj. 较小的；次要的；轻微的；年幼的n. [c] 辅修科目; 未成年人 minority n. 少数；少数民族；少数派 【反义词】major adj. 主要的；大多数的[n] 主修专业 English is his major and computer science is his minor. You cannot serve drinks to _________. (minor) She majored in French and _________ in education. (minor) Only a tiny _________ hold such extreme views. (minor) It was quite an experience to be in the ___________. (minor) He would not comment on whether or not college students should change ___________. （major）When choosing our __________, we should take our interest into consideration. （major） She was elected by a narrow __________. （major） She went to a junior college and __________ in computer programming. （major） 3. electric adj. 电的；带电的；用电的 electrical adj. 与电有关的；生产或销售电器的n. 电气设备；电路 electronic adj. 电子的；点子学的 请用上面三个词选词填空： He was sent to the _________ chair. There is an __________ heater in the bedroom. __________ devices for outdoor use are not expensive. The dictionary is also available in _________ form. 4. swell (swelled , swollen) 膨胀；肿胀 swollen adj. （身体部位）肿起的；肿胀的

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Unit 3 Fascinating Parks Learning About Language（1）Build up your vocabulary教 学设计 科目：英语 课题：Learning About Language（1）Build up your vocabulary 课时：1课时 教学目标与核心素养： 知识目标：掌握三种构词法 能力目标：能够运用构词法提高词汇量，提升学生的词汇理解和学习能力。 情感目标：培养学生学习英语的兴趣 教学重难点 教学重点：理解转化、派生以及合成这三种英语中主要的构词法 教学难点：练习用英文理解单词，不能仅靠中文注释。 课前准备：多媒体，黑板，粉笔 教学过程： 一、Pre-class 1. Greeting 2. Leading-in 学生活动：浏览活动1，了解构词法中的转化法。 转化指一个词从一种词类转化为另一种词类而词性不变。 并头脑风暴相同构词法的词汇。如water, book, hand, present等 二、While- class 1.学生活动： 在阅读板块的语篇中画出含有这四个单词的句子，判断词性，并理解意义，完成活动1中四个单词的连线练习。文中涉及的句子有： I wake up to the sound of the wind buffeting the cloth of my tent. (v.) (especially of wind or wave) to strike repeatedly or violently

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【公开课教案Unit 3 Reading and writing 人教版(2019)选择性必修第二册

O2U3 Food and Culture 教学设计（一）教学背景 概要性写作是高考写作题型的一种。概要性写作在高考中出现的频率不如读后续写高，因此受到教师和学生的重视不足，学生在概要性写作时的表现往往不如读后续写，对于概要性写作的结构、功能句式以及句子转写技巧不熟悉。部分教师在教学时，不能引导学生对文本进行分析从而梳理写作思路，只依照答案范文为学生进行分析，灌输应试技巧，造成了学生语言输入不足，写作框架缺失，写作思维匮乏的现象。如何通过对文本的分析和梳理习得概要性写作中的结构框架、功能句型和写作技巧，从而实现写作产出与原文之间的语句通顺、逻辑相通，成为不少教师的困惑。鉴于此，本课例使用高中英语“三段七步”读思写整合教学模式，以教材文本为例，探讨新教材背景下，高中英语概要性写作如何实现写前结构、语言、技巧等支架的搭建，从而如何实现阅读与写作的目标一致。 （二）教学分析 1、教学内容分析 本课教学内容选自2020人教版普通高中英语教材选修二第三单元Food and Culture的Using Language板块。本单元阅读文本的主题是饮食和文化，主题语境为人与社会。该语篇是一篇议论文，以健康饮食为主题，解读了什么是健康饮食、怎样进行健康饮食，旨在让学生了解健康的饮食方式。 正文内容遵循“总-分-总”的结构。第一段为总起段。第二段至

第四段，作者列举了三种健康饮食的方法，并通过引用、列数据等方法使自己的论证更加具有信服力。在上述列举的基础上，作者在最后一段进一步对健康饮食的核心进行了解读，对文章进行了总结。 就文体特征来看，该文本论述主题和论述过程准确、鲜明、严密、有针对性，按照总-分-总的方式开展议论，段落与段落之间有着较清楚的逻辑关系，每个段落内也存在清晰的结构关系。该文本中的第二段到第四段按照逻辑顺序，围绕文章的中心，列举了三种健康饮食的方式，是一篇适宜进行概要性写作的文本；就语言来看，该文本使用了起过渡性作用的语句或关联词，如“however” “beyond this” “finally” “in other words”等，为学生在写前环节进行衔接手段的学习提供了语言支撑；就内容来看，文章话题为健康饮食，属于常见的话题，在内容上贴近学生生活，方便学生阅读和理解。此外，该文本在写作时运用了引用、数据等修辞手法，加强了文本内容的说服力。学生可以通过独立阅读和小组讨论来提取文本的主次要点，并在教师的引导下提炼文本的写作思路，对概要性写作进行构思。 2、学情分析 本课学生来自Z省某普通高中高二年级，学生已有八年的英语学习经历。他们对健康饮食这一话题很感兴趣，对于健康饮食的重要性和方法也有一定了解，这为本课的学习提供了有利条件。此外，经过初中和高一阶段的英语学习，他们已有了一定的阅读文本和提取主要信息的能力。但是，大部分学生不熟悉概要性写作的结构、功能句式以及句子转写的写作技巧等，不能独立完成一篇结构合理、语句通顺的概要性写作。因此，教师应采取读写结合教学法，指导学生从结构、语言和内容三个视角解读该教材文本，按照解读——分析——构思——产出的步骤，为顺利完成概要性写作搭建支架。此外，教师应指导学生开展自主学习、合作学习，进而提高学生的分析、归纳和表达能力。

Unit5-2022-2023学年高二英语单元重难点过关练(人教版2019选择性必修第一册)

UNIT 5 WORKING THE LAND 外aq基般知做株也秣 I.词形变化练(2019 ,全国卷HI)If you are in need of a deadline(extend), simply explain the situation to the professor. 1.(2021 ,全国乙卷)From now on, you're going to have to stay away from(salt) food. 2.We felt at home with her and were impressed with the(deep) of her knowledge. 3.With the development of science and technology, the house in the future will be smart and caring in many(aspect). 4.I tried something(entire) new such as a dance class and a walking club. In addition, I tried to eat more(nutrition) food. Also, I had to eat plenty of fiber in order to keep my digestion working well. 5.The(real) is (hat there are still a large number of people facing(poor) in the area. 6.A(short) of experience caused us to assess what had happened in an incorrect way. 7.Tom adjusted to his new school and (overcome) his shyness, thus (boost) his confidence. II.固定用法练I. As the educator puts it,(expand) your knowledge by reading more books is a wise choice. 2.1( is essential that he(get) some reliable information before making inferences. 3.Many people from all over the world have moved to America,(make) it the most multicultural country in the world. 4.As far as I am concerned, the show was far a failure, but it was a great success. 5. A bridge was reported(crash) suddenly, causing many deaths. 6.Deep, it is believed that hard work will lead to success, so we should go ahead and devote ourselves our work. 7.The rescue team comprised five doctors and seven nurses has been sent to ihe disaster areas. 8.You should start focusing how to improve the situation, rather blaming others. HI.语境辨义练(i)熟词生义——根据语境写出加黑词的词性和词义 1.(2021 ,全国乙卷)Oh this isn't fbr the care I had. I take that as a given. 2.（2020 •天津7 月卷）For those who hunger for some peace and quiet, sound can now create silence. 3.（2021 ,浙江7 月卷）I've been farming sheep on a hillside for 54 years. 饰）一词多义一根据语境选出digest的含义A.w.消化B. w.理解 C.阮消化 D. 〃.文摘 1.（2021 ,全国卷HDCaltle-raising people in East Africa and northern Europe have gained a mutation （突变）that helps them digest milk as adults. 2.This food digests well, so you can feed it to your baby.

五年级英语上册教案-Unit 3 B Let’s talk(第3课时)人教PEP版

Unit 3 What would you like? 第3课时Part B Let’s try; Let’s talk 一、教学目标 1. 学生能够在图片的帮助下，理解对话大意。能够用正确的意群及语音、语调朗读对话，并能进行角色表演。 2. 学生能够在具体的情景中恰当运用句型What’s your favourite food / drink? I love … 来问答彼此最喜欢的饮食。 3. 能够在具体的语境中理解新词delicious的意思并能够正确发音。 4. 能够在老师的帮助下总结名词单、复数的变化规律，并学会利用规律记忆关于饮食的单词的复数形式。 5. 学生在课堂交流中，注意倾听，积极思考，主动参与。 二、教学重点 1. 学生能够运用核心句型进行对话交流。 2. 学生能够将A、B两部分的句型融合在一起并应用到实际交流中。 三、教学难点 1. 学生能够在语境中理解新词delicious的意思，并能正确发音。 2. 学生能够准确使用What’s your favourite food/drink? I love … 句型问答彼此最喜欢的饮食。 四、教学准备 1. 教学课件 2. 课上检测题 3. A部分的词汇卡片 五、教学过程 I. 【Warm-up】 教师出示一些食物和饮料的图片，让学生两人一组用上节课学习的重点句型What would you like to eat / drink? I’d like …来互相提问。 设计意图：既复习上节课的内容，又可以为本课时的学习做好铺垫。 II. 【Presentation】 1. 学生读懂Let’s try题目要求，听录音完成连线任务并核对答案。完成Let’s try的听力活动后，提问：Where are they going now? 为下面的Let’s talk做铺垫。 设计意图：听录音，独立完成连线任务。最后利用一个问题将两部分联系起来。 2. 播放Let’s talk的录音或课件，学生整体感知对话并回答问题。 Q1: What’s Zhang Peng’s favourite food? Q2: What’s Sarah’s favourite food? 3. 再次播放录音，让学生理解“Let’s see.”和“delicious”的含义。 (1) 出示课件，回答问题： Q1: What does Zhang Peng think of beef noodles? 让学生识读单词delicious，同时根据上下文体会其意思。 设计意图：细节理解新词。 Q2: What do they have today? 利用课件帮助学生理解Well, let’s see. 的语义与语用。 设计意图：突破语义理解难点。 (2) 根据上面的提示，两人一组进行对话练习，操练核心句型： S1: What’s your favourite food / drink? S2: I love …

新冀教版三年级起点英语下册《unit 3 Food and Meals Lesson 15 What’s Your Favourite Food.》教案_22

冀教版小学英语三年级下册 Lesson15: Wha t’s Your Favourite Food? 教学设计 【教材分析】：本课是第三单元Food and Meals的第三课，主要是介绍学生最喜欢的食物。有关食物的学习，前面两课已经涉及到，本节课旨在学生以往学习的基础上巩固提高，能够表达自己喜欢或不喜欢的食物，说出自己最喜欢的食物。此类句型在小学英语教学中的地位很高，因此，在本节课的教学活动设计中，坚持以关注学生的真实活动为主线，努力创设宽松、民主的氛围，使学生在温故中知新；面向全体学生，努力调动学生的积极因素与学习兴趣，使学生在轻松愉悦的活动中，更加主动学习，积极参与，自由表达，从而完成知识的提高与情感的升华，实现真正的学以致用。【学情分析】：学生对于本课内容并不陌生，但三年级的学生理解与表达运用能力应该成为教学的重点，因此，教师应该留给学生充分的时间和空间，提高学生综合运用语言能力和写作能力。 【教学目标】： 语言技能:1、学生能够听、说、读、写重点词汇chicken,fish,fruit,vegetables. 2、能够熟练运用句型I like ---- 。I don’t like ----。并能够熟练问答What is your favourite food? My favourite food is____。 语言知识:灵活运用所学语言介绍自己喜欢或不喜欢的食物。 情感态度：创设真实的语境让学生积极参与活动，体验成功，增强自信；学生在小组活动中介绍介绍自己喜欢或不喜欢的食物。培养学生健康饮食，不偏食、不挑食的习惯。 学习策略：借助于图片资料，使学生养成良好的听力习惯，并掌握一定阅读技巧。 文化意识：了解中西方称食物的不同，了解一些主要的西方食物。 【教学重难点】：灵活运用所学语言介绍自己喜欢或不喜欢的食物。 【教学方法】：情景教学法、游戏教学法、活动教学法、合作学习法

人教版五年级上册英语Unit3《What's Your favorite food》教案

人教版五年级上册英语Unit3《What's Your favorite food》教案 《What's Your favorite food》教案(一) 教学目标 1、学生能够在图片和教师的帮助下理解对话内容; 2、能够按照正确的意群及语音、语调朗读对话,并能进行角色表演; 3、能够在情景中运用句型What would you like to eat / drink ? I’d like…询问并回答自己想吃什么、喝什么。 4、能够在语境中理解新单词sandwich, drink和thirsty的意思,并能正确发音。 教学重难点 1、能表演所学对话; 2、能够在情景中运用句型What would you like to eat / drink ? I’d like…询问并回答自己想吃什么、喝什么. 教学过程 Step 1 Greetings and Warming up 1、火眼金睛:课件呈现食物和饮料单词,学生快速说出。 3、师生对话,复习上节课句型 T:What would you like to eat ? S: I’d like …

Step 2 Presentation 1、情景导入 (1.) T:It’s 12 O’clock now. I am hungry((教师做出饥饿的表情).Let’s go to my kitchen. I have a lot of food and drink! What can you seein my kitchen? 教授句型并让学生表达:I am hungry. I’d like ________. (2.)T:Now I’mthirsty. I’d like some tea. What would you like todrink? (教师做出喝水动作帮助学生理解thirsty和drink) 教授句型并让学生表达:I’m thirsty. I’d like ________. 2、课件展示Sarah一家就餐对话图片 T:Sarah is hungry(教师做出饥饿的表情).What would she like to eat ? Now , let’s listen tothe tape. 3、Play Let’s try. Students finish the sentence. 填空:She would like some ____ and ____. 4、T:Sarah’s father is hungry and thirsty. What would he like to eat and drink?Now,let’s listen to the tape. 呈现问题让学生带着问题去听和思考: (1.)What would Sarah’s father like to eat ? (2.) What would Sarah’s father like to drink? 5、After listen tothe tape ,student discuss the questions in group. 6、Students listenand follow the tape.

2023学年人教PEP版五年级英语下册 Unit 3 第3课时 公开课教案

2023学年人教PEP版五年级英语下册 公开课教案 Unit 3第3课时B (Let's try & Let's talk) 教学目标 一、知识与技能 1. 能够正确运用句型：I will…表达自己要做的事。 2. 能针对学校的某项活动与别人开展对话交流，用上句型：When is…? It’s in… 3. 掌握几个短语：make a card，sing to her，say “Thank you”，write her a letter，tell her a story，play the pipa for her。 二、过程与方法 通过组织学生进行对话练习来进行语言交流，同时训练了需要学习的句型和词汇。 三、情感、态度与价值观 引导学生在外出郊游时应注意自己的行为，养成文明出游的好习惯。同时要注意关心家人，在节日等的时候，要为家人祝福或做力所能及的事。 教学重点 能针对学校的某项活动与别人开展对话交流。

教学难点 能正确表达要为家人做的事。 教法导航 教师要通过情景创设，激励学生对知识的输出。 学法导航 学生通过扮演角色，对所学知识进行操练。 教学准备 多媒体课件，录音机，图片，卡片等。 教学过程 1. Warm-up（热身及预习展示） 老师问：When is your birthday?找学生回答，如果有学生的生日快到了，老师就问他：What will you have on your birthday?把学生的答案写在黑板上：a book，a coat，a present，a birthday cake，a birthday party… 2．Presentation and practice（精讲点拨） （1）Let's try 老师说：Oliver’s birthday is coming. What will he have? Listen and tick.老师放录音，学生选答案。找学生说说他们的答案。再放一遍录音，全班核对。 （2）Let's talk 老师展示自己过生日的照片，问：What do I do? 学生回答：You have a birthday party. 老师接着问：When is my birthday? Do you know? 学生用已学过的月份猜测，都

Unit3单词填空练习-2022-2023学年高中英语人教版2019选择性必修第二册

＊注意：有时需要对单词加以变化。 1.Or, that those who like spicy food tend to have a hot (脾气)? 2.He prefers this (品牌) of coffee which, as he said, has an unusually good flavor. 3.Italy, Greece and Spain are famous for their (橄榄树), (无花果) and other (烹饪的材料、成分). 4. A traditional Western dinner can consist of an appetizer, a main course, soup and (甜点). 5.As the person to bring home the (咸肉；腊肉), he needs to find a (稳定的) job. 6.He is often regarded as a (火腿) actor for his overemphasised facial expressions. 7.Processed foods often have higher (数量) of sugar, salt, and fat than fresh ingredients. 8.It is also important to have some meat, beans, or (乳制品) products in your diet. 9.As with everything in life, (适度) is key. The (理想的)diet is a balanced one. 10.Finally, a (根本的) key to healthy eating is to eat slowly. 11.What this means is that people who (咀嚼) too quickly end up eating too much food because they still feel hungry. 12.(一致的) eating habits are better for our health. It is also better to eat a (谦 虚的) amount of food each time. 13.There is no one (诀窍) to healthy eating. 14.(总体上), I think I have healthy eating habits. 15.At a (最小值), the kinds of food local people (消耗) tell us what they grow in their region. 16.America’s most popular Chinese dish (由…构成)fried chicken favoured with hot red (胡椒粉). 17.Chinese (菜肴) is a case in point. (在…之前) to ing to China, my only experience with Chinese cooking was in America, with Chinese food that had been changed to suit American tastes. 18.The most famous food in Shandong is pancake rolls (把…塞入) with (把…切成薄片) Chinese green (洋葱). 19.As a result, their traditional foods are usually boiled or roasted meat, such as (羊羔) kebab. 20.We experienced wonderful local dishes, from Guangdong’s (精美的) dim sum—small servings of food in bamboo steamers—to the (特别的) stewed noodles In Henan. 21.People who receive 25%o of their daily (卡路里) or more through sugar are twice as likely to die from heart disease than people who receive less than 10% a day. 22.Journal of the American Medical (协会) 23.This is true (不论；不顾) how healthy the rest of their diet might be. 24.Beyond this, you can keep healthy by consuming different (类别) of fresh foods, especially fruit and vegetables, which are full of (维生素) and (纤维), rather than processed foods. 25.This is probably not an authentic Chinese (食谱), however, so it cannot tell us much about the Chinese. 26.It tells us, for example, that Americans love (大胆自信的), simple favours.