黃蕾HealthyEating教學(xué)設(shè)計(jì).doc

附件2教學(xué)設(shè)計(jì)（教案）模板基本信息學(xué) 科英語年 級(jí)高一教學(xué)形式課堂教學(xué)教 師黃蕾單 位襄陽四中課題名稱Book3 Unit2 Healthy Eating：Reading學(xué)情分析Students potential obstacles in learning1. the usage of modal verbs2. the understanding of the long and difficult sentences in the passage教學(xué)目標(biāo)1. 知識(shí)目標(biāo): Equip students with words related to eating, diet and nutrition2. 能力目標(biāo): After class the students will be able to talk about healthy diet, make suggestions on diet and make a balanced menu3. 情感態(tài)度與價(jià)值觀: Enable the students to know what healthy diet is, how to express their different opinions on different kinds of food and how to give advice to others. Make sure students master what and how say when seeing a doctor.教學(xué)過程Step 1 Leading-inHave a free talk with students. Ask them the following questions:1. Everybody has to eat, but do you eat a healthy diet?2. What do you usually have for breakfast/lunch/supper?3. What kind of food do you like best?4. Why are you so strong/weak/fat/thin? Does it have anything to do with your diet?5. Do you think you are eating a balanced diet?Step 2 Warming up1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form. (Healthy food and unhealthy food)2. Show the following on the screen. Let students read the question and the information about food in the form below.Do you know that the food you eat helps you grow in different ways?3. Ask students to work in pairs to discuss the following questions and then one of them tells their ideas to the class.Questions:1) Which groups of food do you like best?2) Which do you eat most often?3) Do you eat the three kinds of food each day?3) What will happen to you if you dont eat a balanced diet?Step 3 Pre-reading1. Let students discuss the following question:What do you think should go into a good meal?2. Ask students to imagine they are going to invite some friends for dinner. Let them discuss the question: What special food of your place would you offer them? Then have them plan a menu.3. Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right.Step 4 Reading1. Fast ReadingAsk students to skim the reading passage and then answer the following questions:1)Who are mentioned in the story?2)Where did the story happen?Three minutes later, check the answers with the whole class.Suggested answers:1)Wang Peng, Yong Hui and Li Chang.2)It happened in the two restaurants: Wang Pengs restaurant and Yong Huis restaurant.2. Intensive readingUse the information from the reading passage to tick out the correct statements and give reasons for your answers.(1)Usually Wang Pengs restaurant was full of people.(2)Yong Hui could make people thin in two weeks by giving them a good diet.(3)Wang Pengs regular customers often become fat.(4)Yong Huis menu gave customers more energy-giving food.(5)Wang Pengs menu gave customers more protective food.(6)Wang Peng decided to compete with Yong Hui by copying her menu.3)The passage can be divided into 3 parts. Give the main idea in each part.Read the passage a third time and then work in pairs to do the following:1)Write out your answers.(1)The weakness of the diet in Wang Pengs restaurant was that it did not give _.(2)The strength of the diet in Wang Pengs restaurant was that it provided _.(3)The weakness of the diet in Yong Huis restaurant was that it did not give _.(4)The strength of the diet in Yong Huis restaurant was that it provided _.2) Discuss these questions. Write down your main points and compare them with those of another pair.(1)What do you think Wang Peng will provide to win his customers back?(2)How do you think the story will end?(Let students have enough time to read the passage carefully and discuss the questions with their partners. Encourage them to expand their answers according to their own experiences. )Help students analyze some difficult, long and complex sentences and guess the meanings of some new words. Encourage them to try to deal with the language points in the context.Discuss and explain in your own words the following important sentences or parts of sentences taken from the passage.1)Wang Peng sat in his empty restaurant feeling very frustrated.2)Nothing could have been better.3)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.4)He could not have Yong Hui getting away with telling people lies!5)Perhaps with a discount and a new sign he could win his customers back.5. Reading aloud and underliningAsk students to read the passage aloud to the tape and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebook after class as homework.Collocations: sit in his empty restaurant, feel very frustrated, a very strange morning, prepare his menu, by lunchtime, by now, ought to, be full of, be made of, Nothing could be better. , hurry by, follow sb. into. . . , lose weight, be fit, be amazed at, more than, a good meal, get away with, had better, do some research, too much, even though, energy-giving food, feel more hopeful, win. . . back, be onStep 5 ConsolidationAsk students to talk about the problems with the diet in Wang Pengs restaurant and Yong Huis restaurant in their own words according to the text. Then let them retell the whole story.板書設(shè)計(jì)1. Suggestions and adviceWhat should we do? Shall we. . . ? How about. . . ?You must/mustnt. . . . I think you ought to. . . . Perhaps you should. . . .Youd better. . . . You need/neednt. . . . You have to/dont have to. . . .My advice