2019-2020年高中英语 Unit 2 Healthy eating The third period教案 新人教版必修3
一．内容及其解析
1. 内容： “阅读”(Reading)部分介绍的是一篇关于“饮食习惯”的文章。文章从传统饮食习惯的改变，学习本文的目的是让学生重新审视自己、审视食物， 提高养成健康饮食习惯的意识，同时通过对该文章的阅读丰富有关这个主题的语言和信息。
2. 解析：在阅读文章前设置一些以阅读内容关系密切的问题。 可以启发学生预测课文的内容.让学生形成整体来处理,通过上下文来学习词汇和语法,应用各种方法来理解课文,提高阅读技能.读完后还应通过一些题目来检测对课文的理解与否.
二．目标及其解析
1.目标 (1) 提高运用阅读策略预测课文内容和获取课文主要信息的能力；
(2) 形成自主学习，合作学习和探究学习的意识。
2.解析 能够采用各种阅读技巧提高学生的阅读能力
能够掌握文中的词汇，句型，语法现象。
三．教学问题诊断分析
课文有本单元要学的大部分生词,短语.句子以及语法这些都是阻碍学生理解课文大意的,教师应鼓励学生猜测然后再看生词表.阅读时画下自己不懂的句子,语法等
四．.教学支持条件分析
利用图片和录音机从听觉，视觉上激起学生学习兴趣
五．.教学过程设计
（一）教学基本流程 读前—— 快速阅读——细读—— 读后——小结
（二）教学情景
“读前”(Pre-reading)部分设计了四个和健康饮食有关的问题，引导学生互相交流饮食喜好和对健康饮食的理解，激发阅读的欲望，为下一步的“阅读”自然地打下铺垫。
Step one: Pre-reading1. Language Input：
no longer， keep up with, had better, make the right choices, base on, keep a balanced diet, lose weight, go on diets, keep fit
2. Questions:
1.How many meals do you eat every day?
2. Which meal do you think is the most important? Why?
3.What kind of snacks do you eat?
4.Which of the following gives you the most energy :a banana, a soft drink ,a bar of chocolate?
设计意图: 可以启发学生预测课文的内容
师生活动:教师提问,学生讨论,教师整理
StepTwo: Reading1.Scanning
Ask the Ss to listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.
1. Choosing what to eat is an easy thing . (F)
2．Traditional diets have a lot of fat and calories for 21st-century person. (T)
3．Protein is good for our bones. (F)
4．We can get carbohydrates and fuel from rice. (T)
5．Although vegans do not eat any animal products at all, they still eat some yoghurt or eggs. （F）
6．organic vegetables contain some chemicals which is bad for people’s health (F)
7.We can get some information about what we can eat from magazine or TV. (T)
设计意图: 快速阅读培养学生获取课文主要信息的能力.
师生活动: 教师提问学生回答.
2.:. Skimming
Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph.
. Para 1：（Choosing what to eat is no longer as easy as it once was）．
. Para 2：（When we choose what to buy and eat，we had better think if the food will give us the nutrients we need）．
Para 3：（ Many people today make choices about their eating habits based on what they believe．）
Para4：（It is probably better if we spend our time and money on buying good food and keeping a balanced diet。）
. Para 5：（The best way to make sure that we will feel and look fine is to develop healthy eating habits．）
设计意图:加深对文章的理解
师生活动: 教师提问学生回答.3. Reading aloud
Play the tape and ask the Ss to read along in a loud voice.StepThree: Post-reading Ask the Ss to discuss the following questions in groups:
.Questions:
1. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.
2. List the examples and the reasons why people eat or don’t eat certain kind of food.
3. Why do people go to fast food restaurants?
4. Why is it not good to eat too much sugar and fat? 5. Why are crash diets and supplements so popular?
6. Shall we follow the advice that many panies and stores offer?
7. What can we do to keep a balanced diet?
设计意图:检测学生对文章的理解程度并能发表自己的见解,提出解决问题的办法.
师生活动: 教师提问学生回答.Step Four: InterviewThis is individual work. Ask the students to scan the text and fill in the following form. The students should finish the work independently.
Three minutes later, check the answers with the whole class.（参考答案）
设计意图: 回顾文章内容形成整体概念
师生活动: 教师引导，学生合作完成，达到师生互动的目的.
Step Five: 目标检测：
Word spelling(单词拼写)
1.I've got a terrible p_________ here.Ouch!
2.The two nurses are very kind and patient.They look after their p_________ very carefully.
3.We must be careful with our diet if we want to keep up with the high p_________ of modern life.
4.Vegetables are good because they contain plenty of v_________.
5.When playing football,you might be using 400_________(卡)an hour.
设计意图：通过做题熟练掌握重点词汇的应用和拼写。
．单词拼写（参考答案）1.pain 2.patients 3.pace 4.vitamins 5.calories
Step Six: Summary
Summarize the passage and ask the Ss to retell the story. 设计意图：回顾文章内容形成整体概念
师生活动：教师提问学生回答。
配餐作业：
一． 基础题（A组题）
1.听写学习目标中的重点词汇
设计意图：熟练掌握文中的重点词汇，
（参考答案：）
（1. keep up with 2. now and then 3. make a choice 4. be good for 5. in that way6. such as 7. be ready for 8. base on 9 . be careful with 10 . keepfrom(doing sth)11. gain weight 12. choose~ from 13. be wrong with 14 .tgiveadvice 15. in~amount16 be nervous about 17 plenty of 18 a little bit 19 lose weight 20 even if21. instead of 22. a bar of 23 . keep sb doing 24. make sure 25 . keep fit 26. in the right order）
1. 阅读“DON'T BE A MOUSE POTATO” on Page74 and do exercises （答案见教参）
设计意图：增强有关饮食文章的阅读能力
二.巩固题 (B 组题)
阅读理解：
A
Because of the fast pace of American life, many family do not have time to have dinner together at the family table every evening. Many women have jobs. They don't always have
time to make dinner, or they don't want to…………
1.………..
5. Which is not true according to this passage?
A. Fast food is cheap in America. B. Many fast restaurants are in America.
C. Driver can never go into the fast food restaurants. D. Driver needn't get off to buy fast food.
B
A long time ago men hunted for their food.Often they killed wild animals,birds,or fish.How did they kill the beasts? They used rocks and wooden sticks……….
……….
5.This passage seems to show us that the general_________.
A.liked to make jokes on his soldiers B.liked testing his soldiers
C.liked crying in the battle fields D.liked the world to be peaceful
设计意图：增强文章的阅读理解能力
参考答案：（A篇 1-5 DDACC B篇 1—5 BACDD ）
.提高题(C 组题)
完型填空：
Todd was working at his gas station(加油站)at night when he heard over the radio that a 1 in Long Island has been 2 by an armed man who had killed the night guard and got away with $ 150 000.“One hundred and fifty thousand,”Todd whistled………
………..
20. A.visitor B.robber C.driver D.rider
设计意图：增强完型填空文章的阅读能力
参考答案：（1---5 BDABD 6---10 CADCD 11---15 ABABC 16---20 BADBC）
课后反思：
2019-2020年高中英语 Unit 2 Healthy eating 教案 新人教版必修3
Ｉ． 单元教学目标
II． 目标语言
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 PREHENING 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。
1.6 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prehending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
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 ing 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 petition 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.
Teaching aids 教具准备
A recorder, a puter and a projector.
Teaching procedures & ways 教学过程与方式
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 off 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, sugar 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 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 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 healthy 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, 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 partners. Then I’ll ask you to report your work. Are you clear?
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 prehend the passage quickly and accurately and meanwhile help 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 health 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 people 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 about a petition 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. Before 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 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 sentence.
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. That’s exactly my opinion. In this story Wang Pengwei is one of the leading characters. This part only tells us how the petition 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. 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 customers 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 minutes 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 diet 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 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.
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 pete against her.
Step IV prehending
By now, the students have had a further understanding about 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.
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 matter if you only eat at one of the restaurants?
S1: If we often eat at Wang Pengwei’s restaurant we’ll bee 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 bee too thin and suffer illnesses such as anorexia or 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’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 the disadvantages.
T: You all have a point there. But what will they do? We will see it next class. Facing the serious petition, Wang wasn’t lost in sadness and he didn’t quarrel with his petitor either. He went to the library to learn more about healthy eating and made his menu better than Yong 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 there. 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 bee 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 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 better.
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 sentences
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 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 ing to eat with him as he always did.
6. He 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 pletely 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).
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