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☆教学基本信息课题《英语》（人教版）必修3Unit2HealthyEating工作单位及姓名☆指导思想与理论依据从Listening,Reading,Speaking,Writing四方面训练学生，完成语言的输入性学习和输出性训练的过程，结合生活实际，让学生两人一组研究中餐设计食谱。☆教材分析本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。针对现实中遇到的实际问题发表自己的看法。最后让学生运用所学知识，两人一组研究中餐，设计食谱。☆学情分析该班学生的英语虽处于一般水平，但大部分学生思维非常活跃，表现欲强，同时也具有合作精神。学生对饮食有所了解同时也比较感兴趣。根据这些特点紧密结合教材内容，主要采用启发诱导的方法，从易到难，从整体到细节地精心设计教学活动，给学生展示自我，表现自我的机会，激发学生的学习兴趣，让学生体验成功。☆教学目标1.KnoledgeGoals知识目标a.重点词汇和短语energy,fiber,digestion,bean,cucumber,mushroom,lemon,ham,mutton,roast,slim,curiosity,raw,lie,customer,muscle,cheese,protective,frustrated,drive,sugary,body-building,energy-giving，newly-opened,balanceddiet,oughtto,tiredof,throwaway,getawaywith,telllies,takeoff,beamazedat,dosomeresearchb.重点句子Hisfriedricewashotbutdidnottasteoffat.Tiredofallthatfat?Wanttobethinner?Onlyslimmingfoodservedhere.Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.Itwasnotgivingitscustomersenergy-givingfood!SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealwaysdid.Hewonderedifheshouldgotothelibrarytofindout.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!2.Abilitygoals能力目标a.Enablestudentstotalkabouttheireating.Inwhatwaysthefoodyoueathelpsyou?Howcanyouhaveahealthydiet?Whatwillhappenifyoudon’thaveabalanceddiet?b.Understandthetextandanswerthefollowingquestions.WhathappenedtoWangPengwei’srestaurant?WhywouldhiscustomersprefertoeatatYongHui’srestaurant?WhatdidhedoafterleavingYongHui’srestaurant?c.UnderstandthedetailsaboutthetextandretellthetextintheroleofWangPengwei.☆教学重点和难点教学重点：a.Identifydifferentgroupsoffoodsandtalkabouthealthyeating.b.Whatkindoffooddidtheyprovidefortheircustomers,healthyorunhealthy?Why?教学难点：a.Understandtherealmeaningofhealthyeating.b.Howwasthecompetitiongoingon?Whowouldwin?☆教学流程示意Activity1.Warmingup1.Whatarethethreeessentialelementsforushumanbeingstosurviveontheearth?Water,air,food2.Whichonewouldyouprefer?WesternfoodorChinesefood?3.Whatdoyouusuallyhaveforbreakfast/lunch/supper?4.Whatwillhappenifyoudonoteatabalanceddiet？5.Whatishealthydiet?Healthydiet:adietthatisbalancedandneithertoorichinfat,sugarandsaltnortoopoorandlackinginessentialnutrients.6.Whichfoodisjunkfoodorhealthyfoodandgivereasons.Ithink…isjunkfoodbecause…Ithink…ishealthyfoodbecause…(berichin;belowin)Activity2.Pre-reading1.Whatdoyouthinkshouldgointoagoodmeal?Agoodmealshouldcontainsomefoodfromeachofthethreecategoriesabove.2.Imagineyouandyourpartneraregoingtoinvitesomefriendsfordinner.3.Whatspecialfoodofyourplacewouldyouofferthem?Planamenu.4.Lookatthetitleofthereadingpassageandthepictures.Predictwhatthepassageisabout.Activity3.FastreadingReadthetextquicklytofindoutwhichsentenceisthemainideaofthetext.1.Thetworestaurantssuppliedthehealthyfood.2.ThereasonwhyYongHui’srestaurantwassopopularwithcustomers.3.WangPengweifoundoutwhyhehadlosthiscustomeranddecidedtowinthemback.Activity4.PostreadingDiscusstheweaknessandThestrengthofthedietinYongHui’sandWangPeng’srestaurant.Activity5.HomeworkReadandretellthetext.☆教学过程（教学过程的表述不必详细到将教师、学生的所有对话、活动逐字记录，但是应该把主要环节的实施过程很清楚地再现。）教学环节教师活动预设学生行为设计意图热身读前读中读后作业提出问题引导阅读指导讨论布置作业两人活动，回答问题阅读教材，思考问题小组活动，讨论利弊朗读课文，复述故事激活思维培养阅读能力养成良好饮食习惯巩固课文内容培养口头表达能力☆板书设计（需要一直留在黑板上主板书）HealthyEating.energy,fiber,slim,curiosity,customer,protective,frustrated,drive,body-building,energy-giving，newly-opened,balanceddiet,oughtto,tiredof,throwaway,getawaywith,telllies,takeoff,beamazedat,dosomeresearch