2022年高中英語(yǔ) Teaching Plan for Unit 2 Healthy eating (NSEFC Book 3)教案新人教版必修3

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1、 2022年高中英語(yǔ) Teaching Plan for Unit 2 Healthy eating (NSEFC Book 3)教案 新人教版必修3 General objectives ·To develop students’ reading abilities and enable them to grasp different reading skills. ·To help students learn about food of different sorts, and its effect on people’s healt

2、h. ·To help students understand the great importance of balanced diet Teaching Aids: puter, projector. Teaching procedures Step one Warming up Leading in: T: As is known to all, everyone has to eat every day. Man can’t survive without eating. So food plays an important part

3、in our life. It can provide us energy, proper nutrition. (Show some pictures and teach the students new words of food.) T: what do you usually have for your breakfast, Lunch and supper? (Get students to make a list and teacher collect them on Bb) For breakfast: bread, porridge, noodle, dumpli

4、ng, spring roll, steamed bun, milk, soybean etc. For lunch/supper: rice, pork, beef, mutton, cabbage, cucumber, eggplant, pea, potato, tomato, etc. Discussing: Teacher show three different diets of three persons and get them to find which is a healthy diet. Person B Porridge cabbage, carrot eg

5、gplant ,tomao cucumber Person C Milk ,bread pork, beef chicken cabbage, carrot cucumber Person A Milk, bread pork ,mutton beef, chicken (Baked on the students discussion, Teacher draw a conclusion :Person C’s diet is healthy diet----balanced diet..Balaced diet includes energ

6、y-giving food/ body-building food/ protective food.) (熱身部分通過(guò)展示日常生活食物的圖片并教學(xué)新詞，及時(shí)幫助學(xué)生掃清生詞的障礙，為下一步的討論活動(dòng)分解了難度。而通過(guò)對(duì)三個(gè)人不同飲食習(xí)慣健康性的討論，使學(xué)生進(jìn)一步了解食物的分類(lèi)及其對(duì)人類(lèi)健康的作用，明白平衡飲食的重要性) Step two Pre- Reading for interest T: If you want to invite your friend to have dinner in a restaurant,what food would you o

7、ffer? Why? (students discuss and give their reasons). If a restaurant only provides food like mutton, beef, pork, and another only provides food like vegetable,fruit,which will you prefer to choose? Why? (Students discuss and give their reason). Today we’re going to read a passage about a story of

8、two restaurants.They provide quite different foods to customers,and they get different results. （該環(huán)節(jié)的設(shè)計(jì)聯(lián)系生活實(shí)際，讓學(xué)生對(duì)提供不同菜單的餐館進(jìn)行選擇取舍，思考什么樣的飲食是健康的、受人歡迎的，有助于調(diào)動(dòng)學(xué)生的相關(guān)背景知識(shí)，為深入理解文章內(nèi)容作了充分的鋪墊） Step three Reading for prehending 1.Fast reading for general idea. Task One: Find the main idea of the t

9、hree parts of the passage. Part one: Wang Peng is worried because his restaurant is not as full as it usually was. Part two He followed his friend to a newly-opened restaurant which is very popular. Part three: He does some research and thinks of useful way to win his customers back.

10、 （快速閱讀目的在于讓學(xué)生從整體上把握文章的脈絡(luò)。而對(duì)篇章結(jié)構(gòu)進(jìn)行分析和歸納段落大意則進(jìn)一步培養(yǎng)了學(xué)生的概括思維能力） 2.Careful reading for further understanding Task Two: plete the following table with the information from the reading passage. The paration of the two restaurants Wang Peng’s Yong Hui’s food offered Barbecued mutton kebabs, roast p

11、ork, stir-fried vegetables fried rice, beef, bacon, cola ice cream raw vegetables served in vinegar, fruit and water price it cost more than a good meal what would happen to the regular customers it serves far too much fat, people may bee fat it serves far too little fat and no energy-givin

12、g food.people may get thin but bee tired very quickly strength it provides energy-giving food it provides protective food weakness it doesn’t provide protective food it doesn’t provide energy-giving food （通過(guò)設(shè)計(jì)表格，引導(dǎo)學(xué)生學(xué)會(huì)整理文章的信息，加深對(duì)文章細(xì)節(jié)的理解。這種任務(wù)型的閱讀教學(xué)也更能體現(xiàn)新課標(biāo)的精神） Task Three Reading test ( )1

13、. Wang Peng felt frustrated because . A. he failed to serve better food B. his restaurant was to close C. his business was not as good as ever D. He got plaints from customers ( )2. Which of the following statements is true? A. Wang’s food was too expensive. B. Wang’s fo

14、od was rich in fibre and vitamins. C. Yong’s diet provided too little energy. D. Yong’s food was relatively cheap. ( )3. What did Wang Peng do to win his customers back? A. Offer slimming foods. B. Advertise. C. Make his food cheaper. D. Both B anc C. ( )4. What was

15、on Yong Hui’s restaurant’s menu? A. Many kinds of foods and drinks. B. Raw vegetables served in vinegar, fruit and water. C. Hamburgers and sandwiches. D. Different kinds of meat. ( )5. What was the disadvantage of the food offered by Wang Peng’s restaurant? A. It served far to

16、o much fat. B. It could make people lose weight really. C. It could make people ill. D. It couldn’t offer people enough energy. （這部分練習(xí)的設(shè)計(jì)緊密聯(lián)系高考形式，使平常的教學(xué)與高考相銜接。通過(guò)事實(shí)細(xì)節(jié)認(rèn)定、推斷等層面題目的設(shè)計(jì)也更能培養(yǎng)學(xué)生的閱讀理解能力） Step four Post-reading for production 1.Story retelling. (Get the ss to retell the story ac

17、cording to the key words given in the following box.) feel frustrated fewer custumers follow newly-opened restaurant do some research win…back Suggested answers Wang Peng feel frustrated because his customers are not ing to his restaurant as they usually did. He

18、follow his friend to a newly opened restaurant which is very popular and full of customers .worried, he goes to library and does some research . He decide to take measures to try to win his customers back. （在學(xué)生對(duì)文章有了整體與細(xì)節(jié)的理解后，讓學(xué)生根據(jù)提供的關(guān)鍵詞和參照段落大意重新組織語(yǔ)言，對(duì)故事進(jìn)行復(fù)述，目的在于培養(yǎng)學(xué)生的口頭表達(dá)能力，避免了閱讀教學(xué)中重讀輕說(shuō)的誤區(qū)） 2.Discu

19、ssing: Give the students a few moments to discuss the following question. Q1: What do you think Wang Peng will provide to win his customer back? Q2: How do you think the story will end? （討論題的設(shè)計(jì)能讓學(xué)生充分發(fā)揮想象能力，激發(fā)了學(xué)生的學(xué)習(xí)興趣，對(duì)課文也進(jìn)行了適度的拓展與延伸） Step five Homework Ask the students to work in groups to make a survey about the differences between Chinese diet and westerners’ diet. (該部分的設(shè)計(jì)目的在于引導(dǎo)學(xué)生進(jìn)行研究性學(xué)習(xí)，一方面拓展了他們的知識(shí)面，另一方面培養(yǎng)了學(xué)生的自主學(xué)習(xí)能力)