高中英语 Unit 2 Healthy eating 教案 新人教版必修3.docx

高中英语 Unit 2 Healthy eating 教案 新人教版必修3.docx

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高中英语Unit2Healthyeating教案新人教版必修3

2019-2020年高中英语Unit2Healthyeating教案新人教版必修3

Ｉ．单元教学目标

技能目标SkillGoals

Talkabouthealthydiet

Makesuggestionsorgivingadviceondiet

DistinguishthemeaningsofModalverbs

Makeabalancedmenu

II．目标语言

功

能

句

式

Practicetalkingaboutyourideas

Yes,Ithinkso.

Idon’tthinkso.

Iagree.

Idon’tagree.

That’scorrect.Exactly.

That’sexactlymyopinion.

You’requiteright.

Idon’tthinkyouareright.

Iquiteagreewithyou.

I’mafraidIdon’tagree/disagreewithyou.

Ofcoursenot.

I’mafraidnot.

Allright.

That’sagoodidea.

Certainly./Sure.

Noproblem.

Practicegivingadviceandsuggestions

Youmust/mustnot...

词汇

1.四会词汇

diet,energy,fiber,digestion,bean,cucumber,mushroom,lemon,balance,ham,mutton,roast,slim,curiosity,raw,lie,research,customer,weakness,strength,rid,amount,debt,glare,gently,limit,benefit,sigh,bine,item,packet,tin

2.认读词汇

protective,spaghetti,protein,crisp,kebab,sugary,muscle,calmly,cooperation

3.词组

gettiredof,throwaway,getawaywith,telllies,getridof,earnone’sliving,indebt,setout,runone’sbusiness,carryon

语

法

Theuseofoughtto

1.Statements

Yououghttocookfreshvegetablesandmeatwithouttoomuchfatifyouwanttostayslim.

Yououghtnottoeatthesamekindoffoodateverymeal.

2.Difficulty

Distinguishandsummarizetheusageofoughttoandshould.

Ⅲ.教材分析与教材重组

1.教材分析

本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。

针对现实中遇到的实际问题发表自己的看法。

最后让学生运用所学知识，两人一组研究中餐，设计食谱。

1.1WARMINGUP是本单元一个重要的组成部分。

让学生看图讨论不同食物对人体的作用，了解饮食与人体健康的关系。

通过几个设问激发学生思考自己的饮食习惯是否合理，运用已有的知识经验思考什么是HealthyEating.

1.2PRE-READING通过一个表格和一个排序题引导学生对比不同食物中哪些食物富含脂肪、纤维素、维生素和糖份。

可添加讨论如何在烹饪中保持食物营养，从而有利于健康。

1.3READING讲述王鹏伟和咏慧开饭店的不同风格和顾客对不同食品的反应，反映了现代人对饮食的关注和对时尚的追求。

但王鹏伟和咏慧都没有提供平衡的膳食，经过一段时间的磨合，他们决定合作，提供既有能量又有纤维的食品。

戏剧性的结尾增添了故事的趣味性。

通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。

1.4PREHENING利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。

1.5LEARNINGABOUTLANGUAGE是继prehending之后的又一指导性练习。

注重考查词性的变化，课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并设计连线和情景对话两个题型予以巩固。

1.6USINGLANGUAGE体现了学以致用的目的，从Listening,Reading,Speaking,Writing四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。

2．教材重组

2.1精读把Warmingup作为Reading的导入部分，把Pre-reading、Reading和prehending整合在一起作为一堂“精读课”。

2.2语言学习把LearningAboutLanguage和Workbook中的Usingwordsandexpressions,UsingStructures结合在一起上一节“语法课”。

2.3听力把UsingLanguage中的Listening和Workbook中的Listening，ListeningTask放在一起上一堂“听力课”。

2.4泛读UsingLanguage中的Reading与Workbook中的ReadingTask放在一起上一堂“泛读课”。

2.5口语将Page13Activity3和Workbook中的Talking,SpeakingTask放在一起上一堂“口语课”。

2.6语言运用将SpeakingandWriting和Workbook中的WritingTask,Project整合在一起上一堂“写作课”。

3．课型设计与课时分配

1stperiodWarmingupandReading

2ndperiodLanguagestudy

3rdperiodListening

4thperiodExtensivereading

5thperiodSpeaking

6thperiodWriting

Ⅳ.分课时教案

TheFirstPeriodWarmingupandReading

Teachinggoals教学目标

1.Targetlanguage目标语言

a.重点词汇和短语

energy,fiber,digestion,bean,cucumber,mushroom,lemon,ham,mutton,roast,slim,curiosity,raw,lie,customer,muscle,cheese,protective,frustrated,drive,sugary,body-building,energy-giving，newly-opened,balanceddiet,oughtto,tiredof,throwaway,getawaywith,telllies,takeoff,beamazedat,dosomeresearch

b.重点句子

Hisfriedricewashotbutdidnottasteoffat.

Tiredofallthatfat?

Wanttobethinner?

Onlyslimmingfoodservedhere.

Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.

Itwasnotgivingitscustomersenergy-givingfood!

SomethingterriblemusthavehappenedifMaochangwasnotingtoeatwithhimashealwaysdid.

Hewonderedifheshouldgotothelibrarytofindout.

Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!

2.Abilitygoals能力目标

a.Enablestudentstotalkabouttheireating.

Inwhatwaysthefoodyoueathelpsyou?

Howcanyouhaveahealthydiet?

Whatwillhappenifyoudon’thaveabalanceddiet?

b.Understandthetextandanswerthefollowingquestions.

WhathappenedtoWangPengwei’srestaurant?

WhywouldhiscustomersprefertoeatatYongHui’srestaurant?

WhatdidhedoafterleavingYongHui’srestaurant?

c.UnderstandthedetailsaboutthetextandretellthetextintheroleofWangPengwei.

3.Learningabilitygoals学能目标

Enablethestudentstolearnhowtotalkabouttheireating.

Whatdoesahealthydietmean?

IswhatYongHuididright?

Why?

WhatwillyoudoifyouareWangPengwei?

Teachingimportantpoints教学重点

a.Identifydifferentgroupsoffoodsandtalkabouthealthyeating.

b.Whatkindoffooddidtheyprovidefortheircustomers,healthyorunhealthy?

Why?

Teachingdifficultpoints教学难点

a.Understandtherealmeaningofhealthyeating.

b.Howwasthepetitiongoingon?

Whowouldwin?

Teachingmethods教学方法

a.Fastandcarefulreading.

b.Asking-and-answeringactivitytochecktheSs’understandingofthetext.

c.Individual,pairorgroupworktofinisheachtask.

d.Discussion.

Teachingaids教具准备

Arecorder,aputerandaprojector.

Teachingprocedures&ways教学过程与方式

StepIWarmingup

Reviewthewordsoffoodsbyshowingtheirpictures.First,askstudentstolistthefoodstheylikebest.Thentickoff3ofthemtheyeatmostoften.Second,showthethreegroupsoffoodsandseewhichgrouptheirfoodsbelongto.Third,askstudentstotellusinwhatwaystheirfoodshelpthemgrow.

T:

Therearesomanydeliciousfoods.What’syourfavorite?

S1:

Iloveeatingmeat,sugarandbread.Mymotherissuretocookmeatformeeveryday.Ienjoyallkindsofmeat,suchasroastpork,beef,muttonkebabsandfriedchicken.IhavebeenusedtoeatingsweetsorbreadwhilewatchingTV.

T:

Sowhathavehappenedtoyou?

S1:

Iamgettingfatterandfatter.Theyallcallmeabigcouchpotato.ButIcan’tresisttheattractionofthem.

S2:

Iofteneatvegetables,fruitsandnoodles.Inordertokeepslim,Ionlyhaveabowlofnoodleseachtime.Myparentsareworriedaboutmyhealth.ButIthinkitisworththeloss.

T:

Youhaveenoughfiber.Wouldyoumindmeaskingyouaquestion?

Doyouoftengettiredwhileyouareatschool?

S2:

Veryoften.IfeelIoughttogetmoreenergy.

T:

Nowdoyouthinkweshouldeateachkindoffood?

S:

Yes.Weneedeverykindoffoodtogiveusenergy,fiber,proteinandmineralssoastogrowhealthily.

T:

Sowhatdoeshealthyeatingmean?

S:

Healthyeatingmeansabalanceddiet.

T:

Right.Eatingproperlyandmaintainingahealthyweightareextremelyimportantforusstudents,becausewearegrowingandgoingthroughmajorchangestoourbody,mindandemotions.Sorememberthethreegroupsoffood:

energy-giving,body-buildingandprotectivefoods.

StepIIPre-reading

Getthestudentstodiscussthequestionswiththeirpartnersinthispart.Thenaskthemtoreporttheirwork.Thispartwillhelpthestudentsunderstandthetext.

T:

Pleaselookattheslideshowanddiscussthequestionswithyourpartners.ThenI’llaskyoutoreportyourwork.Areyouclear?

Whichfoodcontainsmore...?

Examplesoffoods

Answer

sugar

chocolateorgrapes

cakesorbananas

chocolate

cakes

fat

creamorrice

chocolateorchicken

cream

chocolate

fiber

peasornuts

porkorcabbage

nuts

cabbage

protein

potatocrispsorham

eggsorcream

hameggs

S:

Forthefattestfood,thecorrectorderIthinkisice-cream,eggs,chicken,riceandpeaches.

T:

Doyouagreewithher/him?

S:

Yes,Ido.

StepIIIReading

GettheSstoprehendthepassagequicklyandaccuratelyandmeanwhilehelptheSstoformagoodhabitofreading.TeachergivestheSsacoupleofminutestolookthroughthewholepassage.TelltheSstoreadthetextsilentlyandthenaskforthemainideaofthetextontheslideshowwiththeirpartners.TeacherencouragestheSstoexpresstheirideas.

T:

Whathealthproblemdoyouknowareconnectedwitheating?

S:

Toofat,toothin,anorexia,heartattackandhighbloodpressure.

T:

IntheUSAtherearealotofpeoplewhoarefatorgettingfat.Theyhavehealthproblemsasaresultofnoteatingproperly.Sothewholesocietyisconcernedaboutwhatpeoplecandotohelpthemloseweightandkeepfit.Inordertosatisfypeople’sneedandespeciallytocontinuetosharethemarket,thefamousfastfoodchainMcDonald’srestaurantsdevelopanewkindofpotatocrispsandputalotofcabbagesintotheirhamburgers.Herewe’regoingtolearnastoryaboutapetitionbetweentworestaurants.Let’sseewhat’stheresult.

Fastreading

Inthisparttheteachershouldaskthestudentstoreadthepassagequicklyforthefirsttimetofindoutthemainideaofthetext.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetails.Beforereadingshowthetasksonthescreenandletthestudentsreadthesentencesfirst.Thistaskcanhelpthemhaveagoodunderstandingaboutthetext.

1.Thetworestaurantssuppliedthehealthydiet.

2.ThereasonwhyYongHui’srestaurantwassopopularwithcustomers.

3.WangPengweifoundoutwhyhehadlosthiscustomersanddecidedtowinthemback.

T:

AtfirstI’dlikeyoutoreadthetextquicklytogetthegeneralideaofthetext.Payattentiontothesentenceswhichcontainmodalverbs.

（2minuteslater）

T:

Stophere.Whichonedoyouprefer?

Ss:

We’dpreferthethirdsentence.

T:

Whydoyoupreferit?

S1:

AsfarasIcansee,itisthethirdsentence.Thefirstoneisnottruebecausetheydidn’tsupplythehealthydiet.AndthesecondsentenceisapieceofinformationaboutYongHui’srestaurantwecangetfromthetext.

T:

Doyouagreewithher/him?

S2:

Yes.That’sexactlymyopinion.InthisstoryWangPengweiisoneoftheleadingcharacters.Thispartonlytellsushowthepetitionbeganand