高中英语人教版必修3教案：Unit 2 Period 1　Warming up and reading .doc

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1、Unit 2Healthy eating单元要览类别课程标准要求掌握的项目话题Problems with diet; balanced diet and nutrition词汇 diet n. 日常饮食vi. 节食rawadj. 生的; 未加工的 nutn. 坚果; 果仁vinegarn. 醋beann. 豆; 豆科植物lien. 谎话; 谎言 vi. 说谎pean. 豌豆customern. 顾客; 消费者cucumbern. 黄瓜discountn. 折扣eggplantn. 茄子weaknessn. 缺点; 虚弱; 弱点peppern. 辣椒; 辣椒粉strengthn. 强项; 长处;

2、 力量mushroomn. 蘑菇consultvt. 咨询; 请教; 商量peachn. 桃子fibren. 纤维; 纤维制品lemonn. 柠檬digestvt. & vi消化n. 摘要; 概要balancevt. 平衡; 权衡 n. 天平; 平衡carrotn. 胡萝卜barbecuen. 烧烤; 烤肉debtn. 债; 债务muttonn. 羊肉baconn. 熏咸肉; 腊肉roastadj. 烤制的 vt. 烤; 烘; 烘烤poisonousadj. 有毒的fryvt. & vi. 油煎; 油炸limitvt. 限制; 限定 n. 界限; 限度oughtv. aux. 应当; 应该li

3、mitedadj. 有限的glarevi. 怒目而视; 闪耀n. 怒视; 炫目的光benefitn. 利益; 好处 vt. & vi有益于; 有助于; 受益slimvi. 变瘦 adj. 苗条的; 纤细的breastn. 胸部; 乳房curiosityn. 好奇心garlicn. 大蒜hostessn. 女主人; 女主持人sighvi. 叹息n. 叹息; 叹息声spyvt. & vi窥视; 秘密监视 n. 间谍; 侦探combinevt. & vi. （使）联合; （使）结合短语balanced diet平衡膳食in debt欠债ought to应该; 应当spy on暗中监视; 侦查lose

4、 weight体重减轻; 减肥cut down削减; 删节get away with被放过; （做坏事）不受惩罚before long不久以后tell a lie说谎put on weight增加体重win. . . back赢回; 重新获得be amazed at对感到吃惊earn ones living谋生compete with与竞争重要句型1. Wang Peng sat in his empty restaurant feeling very frustrated. (present participle used as adverbial)2. By now his restaur

5、ant ought to be full of people. (ought to)3. Nothing could have been better. (could have done)4. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. (must have done)5. He could not have Yong Hui getting away with telling people lies! (cant/coul

6、dnt have sb. doing)功能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 is/would be. . . . You might. . . . I sugges

7、t that you. . . .I would strongly advise you to. . . . It might be a good idea to. . . .2. Seeing the doctorWhats the matter? Whats wrong with you?What seems to be the trouble? How long have you been like this?Its nothing serious, only. . . . I suppose you had better. . . .I think you ought to. . .

8、.3. Agreement and disagreementIm not sure that! You could be right, but. . . .(Im afraid)I dont agree. I agree up to a point, but. . . .Thats an interesting idea, but. . . . Do you really think. . . ?Rubbish! /Nonsense! You cant be serious!Actually/As a matter of fact, I think. . . . Thats not how I

9、 see it.语法Modal verbs: ought to/ought not tohave to/dont have to/mustnt/neednt教学重点1. Get students to know about problems with a diet, a balanced diet and nutrition.2. Have students learn useful new words and expressions in this unit.3. Enable students to grasp and use the expressions of giving sugge

10、stions and advice.4. Let students learn the new grammar item: the use of ought to.5. Develop students listening, speaking, reading and writing abilities.6. Have students learn how to deal with and solve problems correctly.教学难点1. Enable students to master the use of ought to.2. Have students learn ho

11、w to give suggestions and advice.3. Let students learn to write a short passage to make an advertisement.4. Develop students integrative skills.课时安排Periods needed: 7Period 1 Warming up and readingPeriod 2 Learning about language: Important language pointsPeriod 3 Learning about language: GrammarPeri

12、od 4 Using language: Listening and speakingPeriod 5 Using language: Extensive readingPeriod 6 Using language: Speaking and writingPeriod 7 Revision: Summing up and learning tipPeriod 1Warming up and reading整体设计教材分析This is the first teaching period of this unit. At the beginning of the class, the tea

13、cher can lead in the topic of the unit by showing students some pictures about foods and talking about them.Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to apprec

14、iate what a balanced diet is. Too much fatty food will mean they store extra energy in their bodies. Too much body-building food may cause problems for digestion and lead to illness unless enough fibre foods are eaten to aid digestion. The teacher can have a free talk with students, let them work in

15、 pairs to read through the chart and discuss the questions.Pre-reading contains two more general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the reading passage and the pictures to predict what the p

16、assage is about. This part is very useful for the next part Reading.The reading passage Come and Eat Here(1)introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Pengs restaurant contains too much fat while Yong Huis restaurant offers little ener

17、gy-giving food. The person who often eats at Wang Pengs restaurant will become too fat. That can lead to illnesses such as a heart attack or high blood pressure. The person who often eats at Yong Huis restaurant will become too thin and suffer illnesses such as anorexia or malnutrition. It is import

18、ant for students to know about the two extremes and avoid them. The teacher can encourage students to skim for the general idea and scan for further understanding. Because this passage introduces a lot of new words, which are only used for food, in order not to let students feel much difficult, the

19、teacher should deal with any language problems while they are reading. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then c

20、heck their answers with the whole class.To consolidate the contents of the reading passage, students should be required to read the passage again and then retell it. In order to arouse their interest, the teacher can hold a competition. The teacher also needs to make a summary on the passage includi

21、ng the general idea, writing characteristics, and so on to let students understand the passage further at the end of the class.教学重点1. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading skills.教学难点1. Develop students reading ab

22、ility.2. Enable students to talk about different kinds of food and balanced diet.三维目标知识目标1. Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ought, bacon, slim, cu

23、riosity, hostess, raw, vinegar, lie, customer, discount, balanced diet, ought to, lose weight, get away with, tell a lie, win. . . back.2. Let students learn the knowledge of balanced diet and nutrition.能力目标1. Develop students reading ability and let them learn different reading skills.2. Enable stu

24、dents to talk about different kinds of food, problems with diet and balanced diet.情感目标1. Stimulate students sense to form a healthy eating habit.2. Develop students sense of cooperative learning.教学过程设计方案(一)Step 1 Leading-inHave a free talk with students. Ask them the following questions:1. Everybody

25、 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 t

26、urn to Page 9. Ask them to look at the pictures, name the foods in them and then fill in the form.Healthy foodUnhealthy food2. 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 differe

27、nt ways?Food that provides energy(e. g. energy-giving food)Food that helps grow bones and muscles(e. g. body-building food)Food that helps the body fight diseases(e. g. protective food)ricenoodlesspaghettibreadpotatoeschocolate buttercreamoilsnutsmeateggscheesemilktofuMost vegetables(e. g. beans, pe

28、as, 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 of

29、ten?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 t

30、hem 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 righ

31、t.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

32、 in the two restaurants: Wang Pengs restaurant and Yong Huis restaurant.2. Intensive readingAllow 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 accordin

33、g 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 w

34、hy he didnt eat with him.D. He began to advertise his food.(3)Which of the following was not mentioned on Yong Huis 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 re

35、search.D. He found the shortcomings of Yong Huis food.Suggested answers: (1)D(2)C(3)B(4)A2)Use 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 w

36、eeks 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

37、. Give the main idea in each part.PartMain ideaPart 1Part 2Part 33. Reading and discussionRead 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 W

38、ang 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)

39、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. Explana

40、tionHelp 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)

41、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

42、 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 t

43、he 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. . .

44、, 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

45、 restaurant in their own words according to the text. Then let them retell the whole story.Step 6 Homework1. 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 topic1. Learning some vocabulary co

46、nnected with food and diet.2. Identifying different groups of food.Step 2 Warming up by making a surveyLet students interview their teachers and classmates on their diet and fill in the table.NameBreakfastLunchSupperFavorite foodThe reason for being strong/weak/fat/thinStep 3 Predicting by looking a

47、nd discussing1. 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 Reading1. Give students 2 minutes, and ask them to skim the passage for the general idea of the passage.2. Give students 5 minutes to r