2019-2020学年高中英语人教版必修三unit2Healthy eating阅读课教案

2019-2020学年高中英语人教版必修三
Teaching
Plan
for
Book
3
Unit2
“Healthy
Eating”
(Reading)
Ⅰ.
Analysis
of
Teaching
Materials
The
reading
text
is
about
two
restaurants
providing
extremely
unbalanced
diet.
One
provides
too
much
fat
and
the
other
one
provides
too
little
fat.
After
warming-up,
students
already
know
some
words
about
food
and
the
concept
of
balanced
diet.
So
it’s
easier
for
them
to
learn
and
understand
the
reading
text.
Ⅱ.
Teaching
objectives
1.
Language
skills
1)
The
students
are
in
a
position
to
independently
apply
the
reading
skills,
such
as
skimming
and
scanning
to
acquire
useful
information
and
solve
problems.
2)
Students
are
able
to
predict
the
text
according
to
the
title
and
the
pictures.
2.
Language
knowledge
1）
All
the
students
can
read
and
spell
the
following
words
appeared
in
the
text:
Discount,
customer,
hostess,
curiosity,
balanced
diet,
ought
to,
lose
weight,
get
away
with,
tell
a
lie,
win…back
2）
Most
students
can
understand
some
difficult
sentences
in
the
text.
He
couldn’t
have
Yonghui
getting
away
with
telling
people
lies.
By
now
his
restaurant
ought
to
be
full
of
people.
But
not
today!
3.
Affect
and
Attitudes
objectives
Students
will
have
the
awareness
of
having
a
balanced
diet
and
improve
their
eating
habits.
4
Learning
strategies
Students
will
cultivate
their
ability
of
individual
learning
and
cooperative
learning
by
doing
some
activities
independently
and
some
in
groups.
Ⅲ.
Language
focus
and
anticipate
difficulties
1）Students
are
able
to
correctly
use
predicting,
skimming
and
scanning
to
catch
the
subject
of
the
text
and
grasp
the
details.
2)
It
is
so
important
for
students
to
master
the
new
words.
3)
Students
can
make
a
menu
of
balanced
diet.
Ⅳ.
Teaching
methods
Task-based
activities
Ⅴ.
Teaching
aids
A
computer
and
a
projector
Ⅵ.
Teaching
procedures
Step1
Lead-in
(3min)
(Individual
work)
Activity:
Show
the
picture
of
food
pyramid.
Q:
Do
you
like
eating
snacks?
But
we
shouldn’t
eat
too
much.
What
should
we
eat
most/much/some
every
day?
What
will
happen
to
us
if
we
don’t
eat
a
balanced
diet?→
gain
weight,
sick,
tired
Do
you
think
a
restaurant
will
provide
a
balanced
menu?
(Design
intent:
this
step
aims
to
arouse
the
Ss’
background
information
of
balanced
diet.
Then
students
will
be
mentally
prepared
for
reading
comprehension.)
Step2
Pre-reading:
Predicting
(2min)
(Individual
work)
Teacher
asks
Ss
to
read
the
title
“Come
and
eat
here”
and
predict
the
content
of
the
passage
with
the
help
of
pictures.
Where?
Who?
What?
(Design
intent:
Prediction
is
an
important
reading
skill
in
doing
reading
comprehension,
and
Ss
are
required
to
master
it.
It
just
aims
to
help
Ss
develop
the
reading
skill
of
prediction.)
Step
3
While-reading
(24min)
(Individual
work
and
Pair
work)
Activity1:
Skimming
(3min)
(Individual
work)
1.
Skim
the
passage
and
find
out
the
characters
in
the
text.
characters
background
2.
Match
the
main
idea
of
each
paragraph.
Para.1
Wang
Peng’s
restaurant
and
his
menu
Para.2-3
Yong
Hui’s
restaurant
and
menu
Para.4
Wang
Peng’s
research
Activity2:
Scanning
(2min)
(Pair
work)
What
food
does
Wang
Peng’s
and
Yong
Hui’s
restaurants
offer?
Scan
the
passage
and
finish
their
menus.
Wang
Peng’s
restaurant
Menu
dishes:_______
______
kebabs;
_______
pork;
_______
vegetablesside
dishes:
fried
rice
drinks:
coladessert(甜点):
________
Yong
Hui’s
restaurantMenudish:
_____vegetables
served
in
______
side
dish:
_____drink:
______
dessert:
_____
Activity3:
Detailed
reading
(18min)
(Individual
work
and
Pair
work)
Part
1.
1.
How
did
Wang
Peng
feel
about
his
food?
Find
evidence
in
the
passage
to
support
your
idea.
A.
proud
B.
annoyed
C.
disappointed
D.
critical(批判）
Nothing
could
be
better!
There
should
be
lots
of
customers.
But
…what
happened
today?
How
did
Wang
Peng
feel
this
morning?
Why?
Frustrated.
↓
1).
By
lunch
time,
his
restaurant
was
______,
which
___________
full
of
people.
2).
Li
Chang
was
not
coming
to
eat
in
Wang
Peng’s
restaurant
____
he
always
did.
Part
2.
1.
What
did
Wang
Peng
do
then?
What
did
he
find?
Yong
Hui’s
new
restaurant
which
only
offers
slimming
food.
2.
How
did
Wang
Peng
feel
about
the
slimming
restaurant?
3.
What
was
Wang
Peng
amazed
at?
price,
food
4..
Look
at
their
menus,
did
they
offer
balanced
menu?
Look
at
the
statements
and
judge
T
or
F.
And
correct
them.
1).
Yonghui
aimed
to
make
people
slim
by
providing
slimming
food.
2).
Yonghui’s
menu
gave
customers
more
energy-giving
food.
3).
Wang
Peng’s
menu
gave
customers
more
protective
food.
4).
Wang
Peng
admired
Yonghui’s
restaurant
when
he
saw
the
menu.
He
could
not
believe
his
eyes.
He
threw
down
the
menu
and
hurried
outside.
On
his
way
home
he
thought
about
his
own
menu.
Did
it
make
people
fat?
Perhaps
he
should
go
to
the
library
and
find
out.
He
could
not
have
Yong
Hui
getting
away
with
telling
people
lies!
T:
What
does
the
‘lies’
refer
to?
A.
Yong
Hui’s
food
is
healthier
than
Wang
Peng’s.
B.
Yong
Hui’s
food
is
more
expensive
than
Wang
Peng’s.
C.
Yong
Hui
is
an
excellent
cook.
Part
3
1.
What
did
he
find?
How
did
Wang
Peng
feel
at
the
library?
Wang
Peng’s
restaurant
Yong
Hui’s
restaurant
Strength
serve
enough
______________food
serve
enough
____________food
weakness
serve
too
________
_______Customers
may
______
weight
serve
far
too
______
______Customers
may
not
feel
_______
and
__________
2.
What
will
happen
to
people
who
often
eat
at
Wang
Peng’s
and
at
Yong
Hui’s?
3.
How
did
he
feel
after
the
research?
What
did
he
want
to
do
?
He
thought
he
could
win
his
customs
back.
With
a
discount
and
a
new
sign.
T:
So
the
competition
between
the
two
restaurants
was
on.
What
does
it
mean?
Andy,
please.
I
like
your
answer.
The
competition
began.
(Design
intent:
It
is
important
to
get
the
Ss
read
the
text
for
3
times.
By
doing
these
activities,
the
Ss
will
develop
their
reading
strategies
and
language
efficiency.
Teacher
helps
Ss
study
the
passage
paragraph
by
paragraph.
Ss
will
learn
some
key
words
and
phrases
by
guessing
the
meanings.
The
aim
of
activity1
is
to
let
the
Ss
have
a
comprehensive
understanding
of
the
whole
passage.
This
pattern
will
reduce
the
difficulty
and
let
the
Ss
finish
this
task
quickly.
While
the
purpose
of
scanning
is
to
let
the
Ss
find
out
some
details
that
are
relatively
easy
for
them
to
do.
In
the
detailed-reading
part,
the
Ss
should
not
only
find
out
the
details,
but
also
go
deep
into
the
passage.
This
step
trains
Ss
how
to
find
answer
quickly
and
correctly.)
Step
4
Post-reading
(
10min)
(Group
work)
1.
Design
a
new
menu.
Our
food
gives
you
energy
all
day
!Discuss
in
groups
of
4
and
help
him
design
a
new
menu
which
will
help
win
the
customers
back.
Then
do
a
report.
Note:
Does
your
food
make
customers
feel
fit?
Does
your
food
provide
customers
energy?
Does
your
food
serve
a
balanced
diet?
2.
Everybody
wants
to
be
fit
and
slim.
What
can
we
do
to
keep
slim?
exercise+diet
T:
We
are
what
we
eat.
So
we
should
have
a
healthy
and
balanced
diet.
As
the
famous
saying
goes,
“First
wealth
is
health.”
(Design
intent:
the
purpose
of
this
step
is
to
help
the
Ss
catch
the
important
points
of
this
class,
and
use
what
they
have
learnt
in
this
class
to
make
a
menu
of
balanced
diet.
What
is
more,
Ss
will
cultivate
the
good
habits
of
cooperation
and
independently
thinking
in
the
process
of
accomplishing
the
learning
tasks.The
second
question
aims
to
help
Ss
improve
their
eating
habits
and
eat
healthy.
)
Step
5
Homework
(1min)
(Individual
work
and
Pair
work)
1.
How
do
you
think
the
story
will
end?
Give
a
possible
development.
2.
Find
out
the
useful
words
and
expressions
and
remember
them.
(Design
intent:
This
step
will
simulate
Ss
to
be
cooperative
and
the
awareness
of
self-learn
more
after
class.
At
the
same
time,
Ss
can
consolidate
the
key
words
and
practice
to
use
them.)
Ⅶ.
Blackboard
design
Unit
2
Healthy
Eating
--reading
PlaceWang
Peng’s
restaurant
too
much
fat
Yong
Hui’s
restaurant
too
little
fatLibrary
Feelingfrustratedcuriousamazed
surprised,delighted
emptyfood,
pricea
way
gain
weight
curiousget
away
withtell
a
liediscountwin...back
Ⅷ.
Teaching
reflection
(This
part
will
be
finished
after
class)