高中英语人教新课标必修3教案：Unit 2　Healthy eating Period 5　Using language Extensive reading

Unit2　HealthyeatingPeriod5　Usinglanguage:Extensivereading整体设计教材分析Thisisthefifthteachingperiodofthisunit.Asusual,theteachershouldcheckstudents’homeworkandofferchancesforthemtogooverwhattheylearnedinthelastperiodatthebeginningoftheclass.Thenleadinthenewlesson.Inthisperiod,theteachingemphasiswillbeputondevelopingstudents’readingabilitybyreadingextensively.Wewilldealwithtwoparts:ComeandEatHere(2)inUsinglanguageonPages14-15andReadingTaskonPage52.Whilereading,getstudentslearningtousesomereadingstrategiessuchasskimming,scanning.Astonewwordsandphrases,theteachercanfirstfindthosestudentsfeelmostdifficultandhelpthemtounderstand.That’senoughhere.ThepurposeofthisreadingComeandEatHere(2)istocompletethestoryofWangPengandYongHuiandtoshowstudentsthatitisnevertoolatetochangebadeatinghabitsandbeginafresh.TheteachercanfirstasksomestudentstoretellthepassageComeandEatHere(1)toleadinthetopicandthenaskstudentstoreadthepassageComeandEatHere(2)anddosomecomprehendingexercises.Whilecheckingtheiranswerswiththewholeclass,dealwithlanguageproblemsstudentscan’tworkoutbythemselves.Thisisanextensivereadinglesson,sotheteachingstepsshouldbesimple.AstothepartReadingTask,thetwopassagesprovidetheinformationonwhicheachstudentcandecidehis/herpointofview.Twooppositeopinionsareexaminedwithideasforandagainstthebuildingoftherestaurant.Askstudentstoreadthroughthepassagesandlearnmoreabouttheopinionsandthereasonsgivenbybothsides.Attheendoftheclass,askstudentstoretellthewholestoryofWangPengandYongHui,discussthetwooppositeopinionsandgivetheirownones.Inordertoarousestudents’interest,theteachercanholdacompetitionamongthem.教学重点1.Developstudents’readingskillsbyextensivereading.2.Letstudentsreadandunderstandthestoryandthetwopassages.教学难点1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning.2.Getstudentstounderstandanddiscussthetwooppositeopinionsandgivetheirownpointofview.三维目标知识目标1.Getstudentstolearnsomeusefulnewwordsandexpressionsinthispart.2.GetstudentstoreadthestoryComeandEatHere(2).3.LetstudentsknowaboutMcDonald’s.能力目标1.Developstudents’readingskillsbyextensivereadingandenablethemtolearnhowtousedifferentreadingskillstoreaddifferentreadingmaterials.2.HavestudentstellthewholestoryofWangPengandYongHui.3.Enablestudentstounderstandtwooppositeopinionsandgivetheirownpointofview.情感目标,1.LetstudentsknowmoreaboutwesternandChinesefoodtoformgoodeatinghabit.2.Developstudents’senseofgroupcooperationandteamwork.教学过程设计方案(一)→Step1Revision1.Checkthehomeworkexercises.2.Asksomepairsofstudentstocometothefrontandactouttheirdialoguetoreviewandpracticetheexpressionsofseeingthedoctor.→Step2WarmingupTalkwithstudentsaboutthestoryofWangPengandYongHui.Asweknow,WangPengandYongHuimanagetwodifferentstylesofrestaurants,andYongHui’sslimmingrestaurantattractedallthecustomersfromWangPeng’s.WangPengwasfrustratedanddecidedtodoaresearchtocompeteagainstYongHui.Howcouldthecompetitionbeon?WearegoingtoreadthenextpartofthestoryComeandEatHere(2).→Step3Reading1.Askstudentstoreadthepassageandthenchoosethebestanswertocompleteeachsentence.1)WangPengwasworriedwhenhethoughthisrestaurantwouldbenolongerpopularbecause______________.A.hewouldbeindebtB.hecouldnolongerearnhislivingC.hewouldlosehisjobD.hisfriendswouldnotvisithim2)YongHuiwasveryangrywhenshecametoWangPeng’srestaurantbecause______________.A.shethoughthewasanewcustomerB.shethoughthehadspiedonherrestaurantC.shewastoldhewasaspyD.hewastoofat3)WangPeng’sresearchshowed______________.A.hismenuwasbalancedB.bothmenuswerebalancedC.YongHui’smenuwasbalancedD.neithermenuwasbalanced4)Hesuggestedtheyprovideacombinedmenubecause______________.A.helikeYongHuiB.hedidn’twanttolosehiscustomersC.hethoughthermenuwasbetterD.thiswouldprovideabalanceddietKeysforreference:1)B　2)B　3)D　4)D2.Askstudentstoreadthepassagealoudtothetapeandunderlinealltheusefulexpressionsorcollocationsinthepassage.Letstudentsreadthemaloudandcopythemdownintheirexercisebooksafterclassashomework.,→Step4Discussion1.Afterstudents’readingthepassage,askthemtoworkingroupsanddiscussthefollowingquestions:1)HowdidYongHuifeelwhenshecametoWangPeng’srestaurant?Why?2)Howdidtheysolvetheirproblemsandbecomegoodfriends?3)Whywastheircooperationasuccess?2.Havestudentsstarttheirdiscussion.Makesurethateverystudenthasachancetoexpresshis/herideas.3.Askeachgrouptochooseonestudentastheirrepresentative.Letasmanygrouprepresentativesaspossiblecometothefrontandgiveareportofwhattheirgrouphasdiscussed.→Step5Importantlanguagepoints1.Perhapshewouldbeabletoearnhislivingafterallandnothavetoclosehisrestaurant.也许他仍然能够谋生,而不至于关闭自己的餐馆。earnone’sliving:makea/one’sliving谋生Sheearnedherlivingbysinginginanightclub.她靠在夜总会唱歌谋生。Davidearnshislivingbywritingarticlesfornewspapers.大卫靠为报社撰写文章谋生。【拓展】earnone’skeep挣钱维持生活earnone’spassage挣取旅费afterall1)inspiteofwhathasbeensaid,doneorexperienced毕竟;究竟;归根结底Soyou’vecomeafterall!你到底还是来了！2)itshouldberemembered应该记住;别忘了Heshouldhaveofferedtopay.Afterall,hehasplentyofmoney.他应该主动提出付款。别忘了,他有的是钱。2.Hedidnotlookforwardtobeingindebtbecausehisrestaurantwasnolongerpopular.他可不希望由于餐馆不受欢迎而负债。debtn.1)\sumofmoneyowedtosb.thathasnotyetbeenpaid债务;欠款IfIpayallmydebts,I’llhavenomoneyleft.我如还清所有欠债就分文不剩了。2)\owingmoney,esp.whenonecannotpay欠债（尤指无法偿还的）Wewerepoor,butweavoideddebt.我们穷是穷,但还不至于背债。3)\obligationtosb.fortheirhelp,kindness,etc.（常用单数）人情债I’mhappytoacknowledgemydebttomyteachers.我能有机会向老师表示感谢,我感到十分高兴。beindebt:owealotofmoney欠债Heisheavilyindebt.他负债累累。【拓展】,beinone’sdebt:feelgratefultosb.forhis/herhelp,kindness,etc.欠某人之情Yousavedmylife.Iamforeverinyourdebt.你救了我的性命,我永远感激不尽。beoutofdebt:notowealotofmoney还清债务3.Shedidnotlookhappybutglaredathim.她双眼直瞪着他,看上去很不高兴。glarevi.stareangrilyorfiercely怒目而视;恶狠狠地盯视Hedidn’tshoutorswear,butjustglaredsilentlyatme.他不喊不骂,只是默默地怒视着我。Theoldgentlemanjuststoodthereglaringatthepickpocketanddidnotsayaword.这位老先生只是站在那里对那个扒手怒目而视,一句话也没有说。4.Don’tyougettiredquickly?你不觉得自己很容易疲倦吗？Butdon’tyouthinkitwouldbebetterifyouwereabitthinner?不过,难道你不认为瘦一点会更好吗？1)Don’tyou...?是否定疑问句,这类句子并不真正询问,而是表示说话人的观点或态度。例如:Aren’tyouhungry?Youhaven’teatenanythingsincebreakfast.你难道不饿吗？你从早饭到现在还没吃过任何东西。Don’tyoucomein?难道你不进来吗？2)宾语从句itwouldbebetterifyouwereabitthinner使用的是虚拟语气,表示与现在事实相反的假设。这时,条件状语从句的谓语动词用过去式（be用were）,主句的谓语动词用would(should,could,might)+动词原形。例如:IfIwereyou,IshouldstudyEnglishbetter.我要是你的话,就会把英语学得更好。Ifhehadtime,hewouldattendthemeeting.他要是有时间,就会参加会议。5.Inthiswaytheycutdownthefatandincreasedthefiberinthemeal.这样,他们减少了饭菜中脂肪的含量,增加了纤维素。cutsth.down/cutdown(onsth.):reducetheamountorquantityofsomething;consume,useorbuyless(ofsth.)削减;压缩;减少消耗;少用或少买某物Thedoctoradvisedhimtocutdownhisconsumptionoffat.医生建议他减少脂肪的摄取量。Hehastocutdownonfamilyexpensesbyone-third.他不得不把家庭支出削减了三分之一。6.TheirbalanceddietsbecamesuchasuccessthatbeforelongWangPengbecameslimmerandYongHuiputonmoreweight.他们的均衡食谱非常有效,王鹏很快就瘦了,而咏慧却胖了。这是一个复合句,句中thatbeforeloneWangPengbecameslimmerandYongHuiputonmoreweight是状语从句,表示程度或结果。such...that...如此……以至于……Heissuchacleverboythateveryonelikeshim.他非常聪明,大家都喜欢他。,success用作可数名词时,指成功的人或事。Heisagreatsuccessasawriter.他是非常成功的作家。Thismeetingwasagreatsuccess.这次会议开得非常成功。beforelong意思是“不久以后”,注意和longbefore(很久以前)的区别。Beforelonghereturnedtohishomeland.不久他就回到了他的祖国。Thestoryhappenedlongbefore(hewasborn).故事发生在（他出生）很久以前。putonweight增加体重Inordertoputonweight,hebegantoeatmoremeat.为增加体重,他开始吃更多的肉。→Step6Readingtask1.HaveafreetalkwithstudentsaboutListeningTask.2.Tellstudents:wearegoingtoreadtwopassagestogetmoreopinionsonforbuildingaMcDonald’sandagainstbuildingaMcDonald’s.3.Letstudentsreadthepassagesfasttogetthegeneralidea.4.Havethemreadthepassagescarefullyandmakenotesoftheopinionsandthereasonsgivenbybothsides.Fillinthechart.TopicForbuildingaMcDonald’sAgainstbuildingaMcDonald’sAbouthealthyfoodAbouttransportAboutjobs5.Severalminuteslater,showtheanswersonthescreenandcheckthemwiththewholeclass.Atthesametime,dealwithanydifficultlanguagepointsthatstudentscan’tunderstand.Suggestedanswers:TopicForbuildingaMcDonald’sAgainstbuildingaMcDonald’sAbouthealthyfoodhighquality,safeandhealthyhighlevelsofsalt,sugarandfatAbouttransportTheywillprovideparking.1.Therearetoomanycars.2.Theyproducefumes.3.Theyslowdowntraffic.AboutjobsTheywillprovidejobsandvaluetheiremployees.Theydon’tletemployeesjoinaUniontospeakupforthem.→Step7ConsolidationAskstudentstogobacktothepassagesComeandEatHere(1)andComeandEatHere(2).Givethemseveralminutestobepreparedtoretellthewholestoryintheirownwords.Thenaskasmanystudentsaspossibletocometothefronttotellthestory.→Step8Homework1.FinishofftheWorkbookexercises.2.Learntheusefulnewwordsandexpressionsinthispartbyheart.3.Tellthestorytoyourfriendsorfamily.设计方案(二)→Step1Revision1.Checkthehomeworkexercises.,2.Askstudentstodictatetheexpressionsofseeingthedoctorandthenreadthemaloud.3.Letthemmakeupashortdialogueatthedoctor’s.→Step2Leading-in1.LetsomestudentssaysomethingaboutWangPeng’sandYongHui’srestaurant.2.Havestudentsdiscusswhatwillhappenattheendofthestory.3.Tellstudents:TurntoPage14.Wearegoingtoreadthesecondpartofthestory.→Step3SkimmingAskstudentstoreadthepassageanddecidewhetherthefollowingstatementsaretrueorfalseassoonaspossible.1.WangPengwasworriedwhenhethoughthisrestaurantwouldnolongerbepopularbecausehecouldnolongerearnhisliving.2.YongHuiwasveryangrywhenshecameintoWangPeng’srestaurantbecauseshethoughthehadspiedonherrestaurant.3.WangPeng’sresearchshowedhismenuwasbalanced.4.HesuggestedthattheyprovideacombinedmenubecausehelikedYongHui.5.Finallytheygotmarriedandlivedhappilybuttheirbusinesswasafailure.→Step4ScanningAskstudentstoreadthepassagecarefullytolocateparticularinformationandanswerthefollowingquestions.1.WhydidWangPengfeelhappier?2.Whatmighthehaveworriedbefore?3.WhydidhissmileleavehisfacewhenhesawYongHuiwalkingin?4.WhatdidYongHuisaytohim?Whatdidheexplaintoher?5.WasshesatisfiedwiththefoodinWangPeng’srestaurant?Whyorwhynot?6.Whatadvicedidshegivehim?7.Whatwashissuggestion?Didsheagreewithhim?8.Whathappenedintheend?→Step5LearningimportantlanguagepointsWhilecheckingstudents’answers,dealwithanylanguageproblemstoseeiftheycanknowthemeaningsofnewwordsandexpressionsandunderstandsomedifficultsentences.→Step6DiscussingandfurtherunderstandingAskstudentstodiscussthequestion:Whatisthepurposeofwritingthestory?→Step7WorkbookDealwithReadingtask(onPage52).1.Askstudentstoreadthetwopassages.Dealwithanylanguageproblemsthatstudentscan’tsolvebythemselveswhilecheckingtheirunderstanding.2.Letstudentsmakenotesoftheopinionsandthereasonsgivenbybothtwosidesandfillinthechart.3.Havethemdiscussandgivetheirownopinions.→Step8Consolidation1.AskstudentstoretellthewholestoryofWangPengandYongHui.2.HavestudentstalkaboutMcDonald’s.→Step9Homework,1.FinishofftheWorkbookexercises.2.BereadytopresentthestoryComeandEatHereintheirownwords.板书设计Unit2　HealthyeatingExtensiveReadingTopicForbuildingaMcDonald’sAgainstbuildingaMcDonald’sAbouthealthyfoodhighquality,safeandhealthyhighlevelsofsalt,sugarandfatAbouttransportTheywillprovideparking.1.Therearetoomanycars.2.Theyproducefumes.3.Theyslowdowntraffic.AboutjobsTheywillprovidejobsandvaluetheiremployees.Theydon’tletemployeesjoinaUniontospeakupforthem.活动与探究GotothelibraryorsurftheInternettofindinformationaboutMcDonald’sandKentuckyFriedChicken.Makenotesandsharewithyourclassmates.Discusswiththemthequestions:Whetherarethedietstheyprovidehealthyfoodorjunkfood?Whyaretheysopopularintheworld?Thenwriteareporttogiveyourownopinionsandthereasons.