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高一英语新人教版必修三Unit 2 Healthy Eating 教案


Unit 2

Healthy eating
教学过程

设计方案(一) →Step 1 Leading-in Have 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 up 1. 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 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?
Food that provides energy(e. g. energy-giving food) rice noodles spaghetti bread potatoes chocolate butter cream oils nuts Food that helps grow bones and muscles(e. g. body-building food) meat eggs cheese milktofu Food that helps the body fight diseases(e. g. protective food) Most vegetables(e. g. beans, peas, cucumbers, eggplants, peppers, mushrooms, cabbages)and fruit(e. g. apples, peaches, oranges, lemons)

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 don’t eat a balanced diet? →Step 3 Pre-reading 1. 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 Reading 1. Fast reading Ask students to skim the reading passage and then answer the following questions: 1)Who are mentioned in the story?
用心 爱心 专心 1

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 Peng’s restaurant and Yong Hui’s restaurant. 2. Intensive reading Allow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following: 1)Choose the best answer to each question according to the text. (1)What did Wang Peng think of the food in his restaurant? A. Very bad. B. Just so-so. C. Unpopular. D. Popular. (2)What did Wang Peng do after he saw his friend Li Chang hurrying by? A. He just sat in his restaurant felling frustrated. B. He did some research. C. He followed Li Chang to see why he didn’t eat with him. D. He began to advertise his food. (3)Which of the following was not mentioned on Yong Hui’s menu? A. Apples. B. Cola. C. Water. D. Cabbages. (4)Which of the following did Wang Peng not do to win his customers back? A. He improved his food. B. He advertised his food. C. He did some research. D. He found the shortcomings of Yong Hui’s food. Suggested answers: (1)D (2)C (3)B (4)A 2)Use the information from the reading passage to tick out the correct statements and give reasons for your answers. (1)Usually Wang Peng’s restaurant was full of people. (2)Yong Hui could make people thin in two weeks by giving them a good diet. (3)Wang Peng’s regular customers often become fat. (4)Yong Hui’s menu gave customers more energy-giving food. (5)Wang Peng’s 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.
Part Part 1 Part 2 Part 3 Main idea

3. Reading and discussion
用心 爱心 专心 2

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 Peng’s restaurant was that it did not give ______________. (2)The strength of the diet in Wang Peng’s restaurant was that it provided ______________. (3)The weakness of the diet in Yong Hui’s restaurant was that it did not give ______________. (4)The strength of the diet in Yong Hui’s 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. ) 4. Explanation 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 underlining Ask 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 on →Step 5 Consolidation Ask students to talk about the problems with the diet in Wang Peng’s restaurant and Yong Hui’s restaurant in their own words according to the text. Then let them retell the whole story. →Step 6 Homework
用心 爱心 专心 3

1. Learn the useful new words and expressions in this part by heart. 2. Read the reading passage again and try to retell the story. 设计方案(二) →Step 1 Leading in the topic 1. Learning some vocabulary connected with food and diet. 2. Identifying different groups of food. →Step 2 Warming up by making a survey Let students interview their teachers and classmates on their diet and fill in the table.
Name Breakfast Lunch Supper Favorite food The reason for being strong/weak/fat/thin

→Step 3 Predicting by looking and discussing 1. Look at the pictures and title of the reading passage and discuss in pairs what the passage might be about. 2. Two or three students will give their opinions. 3. Let them read the passage quickly to see if they are right. →Step 4 Reading 1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage. 2. Give students 5 minutes to read the passage carefully, and answer the following questions. 1)What makes a balanced diet? 2)What is wrong with the diet of both Wang Peng and Yong Hui? 3)Why does it matter if you only eat at Wang Peng’s or Yong Hui’s restaurant? 3. Give students 4 minutes to read the passage a third time. Encourage them to try to deal with the language points in the context. Then let them answer the following questions. 1)What does the word “frustrated” mean in Paragraph 1? 2)How do you understand the sentence “Nothing could have been better”? 3)What does the phrase “get away with” mean? 4. Listening and reading aloud Play the tape of the text for students and let them pay attention to the pronunciation of each new word and the pauses within each sentence. Then ask them to read the text aloud to the tape. →Step 5 Discussion Ask students to work in pairs to discuss and compare the two restaurants. Try to find out the strength and weakness of each to fill in the chart.
Wang Peng’s restaurant Strength Weakness Yong Hui’s restaurant

→Step 6 Extension Let students think about and discuss the following questions.
用心 爱心 专心 4

1)What do you think will happen to Wang Peng’s restaurant? 2)In your opinion, what kind of food should we eat? 3)Can you make a balanced diet for yourself? →Step 7 Closing down by retelling the story 1. Have students get prepared in 3 minutes or so and then ask them to retell the story. 2. Ask as many students as possible to have a try in front of the class. →Step 8 Homework 1. Go over the text and try to learn all the useful words and expressions in this part by heart. 2. Finish the exercises in Comprehending on Page 11. 板书设计 Unit 2 Healthy eating Come and eat here(1)
True or false 1. Usually Wang Peng’s restaurant was full of people. 2. Yong Hui could make people thin in two weeks by giving them a good diet. 3. Wang Peng’s regular customers often become fat. 4. Yong Hui’s menu gave customers more energy-giving food. 5. Wang Peng’s menu gave customers more protective food. 6. Wang Peng decided to compete with Yong Hui by copying her menu. Key sentences 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.

活动与探究 As we know from the story, Wang Peng wants to know what’s the matter with his menu and he wonder what he should do to satisfy the demand of the customers who enjoy the taste and also want to keep fit. Suppose you are an expert who knows nutrition very well. Write a research report for Wang Peng to give him some suggestions and advice on diet and make a balanced menu for his restaurant.

用心

爱心

专心

5


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