【連載】英語(yǔ)：人教版-高中 必修3-Unit 2 Healthy eating 教學(xué)設(shè)計(jì) 教案

課文原文（無(wú)）

教學(xué)準(zhǔn)備

教學(xué)目標(biāo)

1. Get students to learn the useful new words and expressions in this part: cucumber, eggplant, pepper, mushroom, peach, lemon, nut, pea, spaghetti, diet, curiosity, customer, discount, ought to, lose weight, get away with, tell a lie, win…back.
2. Let students have a better understanding of the reading passage.

教學(xué)重難點(diǎn)

mportant points
1. Let students have a good understanding of the passage.
2. Get students to learn different reading skills.
◆ Difficult points
Give students some guidance about how to choose the correct answers of the multiple choices according to some key words and key sentences.

教學(xué)過(guò)程

一 學(xué)生課外學(xué)習(xí)活動(dòng)設(shè)計(jì)：

任務(wù)一：學(xué)生調(diào)查問(wèn)卷：

（1）What does a balanced diet should contain?

        (2) Why are you so strong/weak/fat/thin? Does it have anything to

do with your diet?

任務(wù)二：Making a diet for yourdinner.

根據(jù)泛讀學(xué)到的健康飲食的知識(shí)，為自己的家庭涉及晚餐食譜，分析食譜里包含哪些種類(lèi)

的食物，判斷其能否提供均衡的營(yíng)養(yǎng)，并分析原因。

二．教師課堂教學(xué)活動(dòng)設(shè)計(jì)：

Step I: warming-up

Step II : Further reading

Step III: Analyze the important sentence patterns

Step IV: Analyze long and difficult sentences.

Step V: Consolidate the knowledge by students themselves

Step VI: Retell the text.

三 . 學(xué)生課堂學(xué)習(xí)活動(dòng)設(shè)計(jì)：

Learning aims:

1. To understand the passage further.

2. To master the words and expressions and the key sentence patterns in this passage.

3. To learn to keep a balanced diet.

Step I : Further reading

Answer these questions using sentences in the text.

1. Which sentence can describe Wang Peng’s feeling in the beginning?

  ________________________________________________________________

2. What did Wang Peng think of the diet in his restaurant?

  ________________________________________________________________

3. What’s Wang Peng’s feeling towards Yong Hui on his way home in para3? Which sentence shows the feeling?

  _________________________________________________________________

Step II Sentence patterns

仿句自測(cè)：

望向窗外，Tom想：“沒(méi)有什么比和一個(gè)好朋友一起旅游更讓人感到愉快的（pleasant）了。” 但是，John卻沒(méi)有到來(lái)，Tom不能允許John不守諾言而不受到懲罰。

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Step III: long and difficult sentences

1. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.

2. I’ll help you lose weight and be fit in two weeks if you eat here every day.

3. At the library Wang Peng was surprised to find that his restaurant served far too much fat and Yong Hui’s far too little.

Demands:

1. Discuss with your deskmate.

2. Come onto the platform to analyze and translate for us.

Step IV：Consolidate your knowledge by yourselves

Assignments：

1.Write down the important and puzzled words and expressions.

2. Make up a short passage for others to fill in the   blanks with your grammatical knowledge.

Arrangement：

Demands:

1. Six minutes to prepare by yourself.

2. Share your work in groups.

3. Share your work with all of us.

Step V   Retelling

Now suppose you are Wang Peng, and you meet your friend Li Hua. You are ready to tell him the story about your experience.

You can begin like this:

● That morning, I sat in my empty restaurant feeling very frustrated…

Demands:

1. Four minutes to prepare by yourself.

2. Then tell the story to your partner.

You can refer to the following words and expressions.

In Wang Peng’s restaurant:

課后習(xí)題

Homework:

Write down the story of your experience with Yong Hui.

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