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Unit 2 Healthy eating
Ｉ． 单元教学目标 技能目标Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu II． 目标语言 功 能 句 式 Practice talking about your ideas Yes, I think so. I don’t think so. I agree. I don’t agree. That’s correct. Exactly. That’s exactly my opinion. You’re quite right. I don’t think you are right. I quite agree with you. I’m afraid I don’t agree / disagree with you. Of course not. I’m afraid not. All right. That’s a good idea. Certainly. / Sure. No problem. Practice giving advice and suggestions You must / must not... 1. 四会词汇 diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine 2. 认读词汇 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 词组 get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight The use of ought to 1. Statements You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 2. Difficulty 词 汇 语 法 文档来源为:从网络收集整理.word版本可编辑.欢迎下载支持.
Distinguish and summarize the usage of ought to and should. 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。 1.1 WARMING UP 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Healthy Eating. 1.2 PRE-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。 1.3 READING 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。 1.4 COMPREHENING 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。 1.5 LEARNING ABOUT LANGUAGE 是继Comprehending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。 1.6 USING LANGUAGE 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Warming up作为Reading 的导入部分，把Pre-reading、Reading 和Comprehending整合在一起作为一堂“精读课”。 2.2 语言学习 把Learning About Language和Workbook中的Using words and expressions, Using Structures结合在一起上一节“语法课”。 2.3 听力 把Using Language 中的Listening和 Workbook中的 Listening， Listening Task放 在一起上一堂“听力课”。 2.4 泛读 Using Language中的Reading与Workbook中的Reading Task放在一起上一堂“泛读课”。 2.5 口语 将Page 13 Activity 3和Workbook中的Talking, Speaking Task放在一起上一堂“口语课”。 2.6 语言运用 将Speaking and Writing和Workbook中的Writing Task, Project整合在一起上一堂“写作课”。 3． 课型设计与课时分配 1st period Warming up and Reading 2nd period Language study 3rd period Listening 4th period Extensive reading 5th period Speaking 6th period Writing
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Ⅳ. 分课时教案
The First Period Warming up and Reading
Teaching goals 教学目标 1. Target language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, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some research b. 重点句子
His fried rice was hot but did not taste of fat.
Tired of all that fat? Want to be thinner? Only slimming food served here. I will take all that fat off you in two weeks if you eat here every day. It was not giving its customers energy-giving food!
Something terrible must have happened if Maochang was not coming to eat with him as he always did.
He wondered if he should go to the library to find out.
He couldn’t have Yong Hui getting away with telling people lies! 2. Ability goals 能力目标
a. Enable students to talk about their eating. In what ways the food you eat helps you? How can you have a healthy diet?
What will happen if you don’t have a balanced diet?
b. Understand the text and answer the following questions. What happened to Wang Pengwei’s restaurant?
Why would his customers prefer to eat at Yong Hui’s restaurant? What did he do after leaving Yong Hui’s restaurant?
c. Understand the details about the text and retell the text in the role of Wang Pengwei. 3. Learning ability goals 学能目标
Enable the students to learn how to talk about their eating. What does a healthy diet mean? Is what Yong Hui did right? Why?
What will you do if you are Wang Pengwei? Teaching important points 教学重点
a. Identify different groups of foods and talk about healthy eating.
b. What kind of food did they provide for their customers, healthy or unhealthy? Why? Teaching difficult points 教学难点
a. Understand the real meaning of healthy eating.
b. How was the competition going on? Who would win? Teaching methods 教学方法 a. Fast and careful reading.
b. Asking-and-answering activity to check the Ss’ understanding of the text. c. Individual, pair or group work to finish each task. d. Discussion.
人教版高中英语必修三Unit2Healthyeatingword全单元教案
