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1、 2022年高中英語 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.) (熱身部分通過展示日常生活食物的圖片并教學新詞，及時幫助學生掃清生詞的障礙，為下一步的討論活動分解了難度。而通過對三個人不同飲食習慣健康性的討論，使學生進一步了解食物的分類及其對人類健康的作用，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)的設計聯(lián)系生活實際，讓學生對提供不同菜單的餐館進行選擇取舍，思考什么樣的飲食是健康的、受人歡迎的，有助于調動學生的相關背景知識，為深入理解文章內容作了充分的鋪墊） 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生從整體上把握文章的脈絡。而對篇章結構進行分析和歸納段落大意則進一步培養(yǎng)了學生的概括思維能力） 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 （通過設計表格，引導學生學會整理文章的信息，加深對文章細節(jié)的理解。這種任務型的閱讀教學也更能體現(xiàn)新課標的精神） 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. （這部分練習的設計緊密聯(lián)系高考形式，使平常的教學與高考相銜接。通過事實細節(jié)認定、推斷等層面題目的設計也更能培養(yǎng)學生的閱讀理解能力） 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. （在學生對文章有了整體與細節(jié)的理解后，讓學生根據(jù)提供的關鍵詞和參照段落大意重新組織語言，對故事進行復述，目的在于培養(yǎng)學生的口頭表達能力，避免了閱讀教學中重讀輕說的誤區(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? （討論題的設計能讓學生充分發(fā)揮想象能力，激發(fā)了學生的學習興趣，對課文也進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. (該部分的設計目的在于引導學生進行研究性學習，一方面拓展了他們的知識面，另一方面培養(yǎng)了學生的自主學習能力)