高一英語（下）必修三Unit 2 單元教學目標及課時教案

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1、 Unit 2 Healthy eating Ｉ． 單元教學目標 技能目標Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu II． 目標語言 功 能 句 式 Practice talking about your ideas Yes, I think so. I don’t think so. I agree.

2、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. Pra

3、ctice giving advice and suggestions You must / must not... 詞 匯 1. 四會詞匯 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,

4、combine, item, packet, tin 2. 認讀詞匯 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 詞組 get tired of, throw away, get away with, tell lies, get rid of, earn one’s living, in debt, set out, run one’s business, carry on 語 法 The use of ought to 1. Statem

5、ents 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 Distinguish and summarize the usage of ought to and should. Ⅲ. 教材分析與教材重組 1. 教材分析 本單元以“健康飲食”為中心話題，通過單元教學讓學生了解各種食物對人體的作用，引

6、導學生關(guān)注平衡膳食，促使學生養(yǎng)成健康飲食的習慣。針對現(xiàn)實中遇到的實際問題發(fā)表自己的看法。最后讓學生運用所學知識，兩人一組研究中餐，設(shè)計食譜。 1.1 WARMING UP 是本單元一個重要的組成部分。讓學生看圖討論不同食物對人體的作用，了解飲食與人體健康的關(guān)系。通過幾個設(shè)問激發(fā)學生思考自己的飲食習慣是否合理，運用已有的知識經(jīng)驗思考什么是Healthy Eating. 1.2 PRE-READING 通過一個表格和一個排序題引導學生對比不同食物中哪些食物富含脂肪、纖維素、維生素和糖份?？商砑佑懻撊绾卧谂腼冎斜３质澄餇I養(yǎng)，從而有利于健康。 1.3 READING 講述王鵬偉和詠慧開飯店

7、的不同風格和顧客對不同食品的反應(yīng)，反映了現(xiàn)代人對飲食的關(guān)注和對時尚的追求。但王鵬偉和詠慧都沒有提供平衡的膳食，經(jīng)過一段時間的磨合，他們決定合作，提供既有能量又有纖維的食品。戲劇性的結(jié)尾增添了故事的趣味性。通過閱讀豐富學生的飲食文化，教會他們?nèi)绾胃纳骑嬍沉晳T；在現(xiàn)實生活中碰到麻煩時，如何正確處理矛盾，解決問題。 1.4 COMPREHENING 利用判斷和回答問題的形式考查學生對課文細節(jié)的理解，對比兩家飯店所提供膳食的優(yōu)缺點。 1.5 LEARNING ABOUT LANGUAGE 是繼Comprehending之后的又一指導性練習。注重考查詞性的變化，課文中重點詞匯在語篇中的熟練運用及

8、情態(tài)動詞的不同功能，并設(shè)計連線和情景對話兩個題型予以鞏固。 1.6 USING LANGUAGE 體現(xiàn)了學以致用的目的，從Listening, Reading, Speaking, Writing 四方面訓練學生，完成語言的輸入性學習和輸出性訓練的過程，結(jié)合生活實際，讓學生兩人一組研究中餐設(shè)計食譜。 2． 教材重組 2.1 精讀 把Warming up作為Reading 的導入部分，把Pre-reading、Reading 和Comprehending整合在一起作為一堂“精讀課”。 2.2 語言學習 把Learning About Language和Workbook中的Us

9、ing words and expressions, Using Structures結(jié)合在一起上一節(jié)“語法課”。 2.3 聽力 把Using Language 中的Listening和 Workbook中的 Listening， Listening Task放 在一起上一堂“聽力課”。 2.4 泛讀 Using Language中的Reading與Workbook中的Reading Task放在一起上一堂“泛讀課”。 2.5 口語 將Page 13 Activity 3和Workbook中的Talking, Speaking Task放在一起上一堂“口語課”。 2.6 語言運

10、用 將Speaking and Writing和Workbook中的Writing Task, Project整合在一起上一堂“寫作課”。 3． 課型設(shè)計與課時分配 1st period Warming up and Reading 2nd period Language study 3rd period Listening 4th period Extensive reading 5th period Speaking 6th period Writing Ⅳ. 分課時教案 The Firs

11、t Period Warming up and Reading Teaching goals 教學目標 1. Target language目標語言 a. 重點詞匯和短語 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， newl

12、y-opened, balanced diet, ought to, tired of, throw away, get away with, tell lies, take off, be amazed at, do some research b. 重點句子 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

13、 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 peo

14、ple lies! 2. Ability goals 能力目標 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

15、’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 學能目標 Enable the students to learn how to talk ab

16、out 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 教學重點 a. Identify different groups of foods and talk about healthy eating. b. What kind of food did they provide for their customers, healthy o

17、r unhealthy? Why? Teaching difficult points 教學難點 a. Understand the real meaning of healthy eating. b. How was the competition going on? Who would win? Teaching methods 教學方法 a. Fast and careful reading. b. Asking-and-answering activity to check the Ss’ understanding of the text. c. Individu

18、al, pair or group work to finish each task. d. Discussion. Teaching aids 教具準備 A recorder, a computer and a projector. Teaching procedures & ways 教學過程與方式 Step I Warming up Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick of

19、f 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask students to tell us in what ways their foods help them grow. T: There are so many delicious foods. What’s your favorite? S1: I love eating meat, sug

20、ar and bread. My mother is sure to cook meat for me every day. I enjoy all kinds of meat, such as roast pork, beef, mutton kebabs and fried chicken. I have been used to eating sweets or bread while watching TV. T: So what have happened to you? S1: I am getting fatter and fatter. They all call me a

21、 big couch potato. But I can’t resist the attraction of them. S2: I often eat vegetables, fruits and noodles. In order to keep slim, I only have a bowl of noodles each time. My parents are worried about my health. But I think it is worth the loss. T: You have enough fiber. Would you mind me asking

22、 you a question? Do you often get tired while you are at school? S2: Very often. I feel I ought to get more energy. T: Now do you think we should eat each kind of food? S: Yes. We need every kind of food to give us energy, fiber, protein and minerals so as to grow healthily. T: So what does heal

23、thy eating mean? S: Healthy eating means a balanced diet. T: Right. Eating properly and maintaining a healthy weight are extremely important for us students, because we are growing and going through major changes to our body, mind and emotions. So remember the three groups of food: energy-giving,

24、body-building and protective foods. Step II Pre-reading Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text. T: Please look at the slide show and discuss the questions with your par

25、tners. Then I’ll ask you to report your work. Are you clear? Which food contains more...? Examples of foods Answer sugar chocolate or grapes cakes or bananas chocolate cakes fat cream or rice chocolate or chicken cream chocolate fiber peas or nuts pork or cabbage nuts cabbage prot

26、ein potato crisps or ham eggs or cream ham eggs S: For the fattest food, the correct order I think is ice-cream, eggs, chicken, rice and peaches. T: Do you agree with her / him? S: Yes, I do. Step III Reading Get the Ss to comprehend the passage quickly and accurately and meanwhile help

27、 the Ss to form a good habit of reading. Teacher gives the Ss a couple of minutes to look through the whole passage. Tell the Ss to read the text silently and then ask for the main idea of the text on the slide show with their partners. Teacher encourages the Ss to express their ideas. T: What heal

28、th problem do you know are connected with eating? S: Too fat, too thin, anorexia, heart attack and high blood pressure. T: In the USA there are a lot of people who are fat or getting fat. They have health problems as a result of not eating properly. So the whole society is concerned about what peo

29、ple can do to help them lose weight and keep fit. In order to satisfy people’s need and especially to continue to share the market, the famous fast food chain McDonald’s restaurants develop a new kind of potato crisps and put a lot of cabbages into their hamburgers. Here we’re going to learn a story

30、 about a competition between two restaurants. Let’s see what’s the result. Fast reading In this part the teacher should ask the students to read the passage quickly for the first time to find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Bef

31、ore reading show the tasks on the screen and let the students read the sentences first. This task can help them have a good understanding about the text. 1. The two restaurants supplied the healthy diet. 2. The reason why Yong Hui’s restaurant was so popular with customers. 3. Wang Pengwei found

32、out why he had lost his customers and decided to win them back. T: At first I’d like you to read the text quickly to get the general idea of the text. Pay attention to the sentences which contain modal verbs. (2 minutes later) T: Stop here. Which one do you prefer? Ss: We’d prefer the third sent

33、ence. T: Why do you prefer it? S1: As far as I can see, it is the third sentence. The first one is not true because they didn’t supply the healthy diet. And the second sentence is a piece of information about Yong Hui’s restaurant we can get from the text. T: Do you agree with her/ him? S2: Yes.

34、 That’s exactly my opinion. In this story Wang Pengwei is one of the leading characters. This part only tells us how the competition began and what Wang Pengwei would do next. T: Well done. Careful reading T: Now, it’s the time for us to read the text carefully and decide which sentences are true

35、. Then correct the false ones. First read the sentences. 1. Usually Wang Pengwei’s restaurant was full of people. 2. He provided a balanced diet in his menu. 3. Yong Hui served a balanced diet. 4. Yong Hui could make people thin in two weeks by giving them a good diet. 5. Wang Pengwei’s custom

36、ers often became fat after eating in his restaurant. 6. Yong Hui’s menu gave them energy foods. 7. Wang Pengwei’s menu gave them foods containing fiber. 8. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. 9. Wang Pengwei decided to copy Yong Hui’s menu. Give the students 7 minut

37、es to read the text and to think over or discuss the questions. The teacher should walk around the classroom to help those students who need help. Ss: a. Sentence 1 is true. We can see it from the sentence “His restaurant ought to be full of people.” b. It’s false. He didn’t provide a balanced die

38、t in his menu, because his menu made people fat. c. It’s false. Yong Hui didn’t serve a balanced diet either, because her menu only served people with protective foods. d. It’s false. I don’t think Yong Hui gave them a good diet. She could make them not only thin but also unhealthy by only giving

39、them raw vegetables, fruits and water. e. Sentence 5 is also true. Because people wouldn’t go to Wang Pengwei’s restaurant and his menu is full of fat and sugar. f. It’s false. Yong Hui gave them protective foods. g. It’s false. Wang Pengwei’s menu gave them foods containing much fat and energy.

40、 h. It’s false. Wang Pengwei didn’t admire her when he saw the menu. He didn’t believe what she said and planned to stop her from telling lies. i. It’s false. He decided to improve his menu to compete against her. Step IV Comprehending By now, the students have had a further understanding abou

41、t the text. Let the students read the text again and find out the differences between the two restaurants. T: Now please read the passage again and fill in the chart on the screen together with your partners. advantages disadvantages Wang Pengwei’s restaurant Not giving enough foods containin

42、g fiber Providing plenty of energy foods Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods. Next discover whether the students have understood the ideas in the reading passage. T: Until now we have known what’s wrong with both restaurants. What does it matt

43、er if you only eat at one of the restaurants? S1: If we often eat at Wang Pengwei’s restaurant we’ll become too fat which can lead to illnesses such as heart attack or high blood pressure. S2: If we often eat at Yong Hui’s restaurant, we’ll become too thin and suffer illnesses such as anorexia or

44、 malnutrition. T: That sounds dangerous. How can they make a balanced diet? S3: I think both restaurants should supply all kinds of foods so that every customer can eat a little of each kind at the same time. As a result, we don’t worry about what they will lack of. S4: I don’t agree with you. It

45、’s not realistic. In my opinion, Yong only receives fat people and help them lose weight; Wang only receives slim people and help them to get enough energy. S5: I’m afraid I can’t agree with you all. I hope the two restaurants will join together as a new one which has all the advantages and avoids

46、the disadvantages. T: You all have a point there. But what will they do? We will see it next class. Facing the serious competition, Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Y

47、ong Hui’s menu. Do you think we should follow his example? S6: That’s correct. Exactly. T: Good. What’s your opinion of Yong Hui? Is what Yong Hui did right? Why? S7: I don’t think she is right. Yong Hui didn’t give us a good diet. She could make us not only thin but unhealthy if we often eat the

48、re. She made an unhealthy menu to agree with the fashion and her meal was too expensive. She cheated the customers and they didn’t know they would become unhealthy if they often ate there. So I wouldn’t go there to have a meal. Explanation T: Now let’s deal with some language points. Turn to Page

49、10. Let’s look at the sentences: Wang Pengwei sat in his empty restaurant feeling very frustrated. This sentence means that the second action “feeling very frustrated” happened together with the main action “sat”. Pay attention to the form (v-ing ) of the second action. Nothing could have been be

50、tter. This sentence tells us that everything has worked out the way you would like. It is a sentence that we can use it in any situation. He couldn’t have Yong Hui getting away with telling people lies! This sentence means that he will punish Yong Hui for her telling lies. Step V Key sentence

51、s The purpose of this step is to let the students know the meanings of the key sentences and let them repeat them fluently. T: We have known the text well. Now let’s remember the key sentences and repeat them fluently. Ss: 1. His fried rice was hot but did not taste of fat. 2. Tired of all that

52、fat? Want to be thinner? Only slimming food served here. 3. I will take all that fat off you in two weeks if you eat here every day. 4. It was not giving its customers energy-giving food! 5. Something terrible must have happened if Maochang was not coming to eat with him as he always did. 6. He

53、wondered if he should go to the library to find out. 7. He couldn’t have Yong Hui getting away with telling people lies. Step VI Homework T: Today is the first class of the unit. You ought to preview this unit completely after the class. In this way you will make your study easy. Today’s homework is: 1. Retell the text. 1)Use the first person to retell the story. 2)Try to use proper prepositions and conjunctions. 2. Prepare for the language learning and do Using Words and Expressions on WB (Page 49-50). 單位：湖北省荊門　姓名：李國　E_mail：liguo619@