1、20122013英语必修3新人教版Unit 2精品教案（Period 5）Unit 2Healthy eatingPeriod 5Using language: Extensive reading整体设计教材分析This is the fifth teaching period of this unit. As usual, the teacher should check students homework and offer chances for them to go over what they learned in the last period at the beginning o
2、f the class. Then lead in the new lesson.In this period, the teaching emphasis will be put on developing students reading ability by reading extensively. We will deal with two parts: Come and Eat Here(2)in Using language on Pages 14-15 and Reading Task on Page 52. While reading, get students learnin
3、g to use some reading strategies such as skimming, scanning. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. Thats enough here. The purpose of this reading Come and Eat Here(2)is to complete the story of Wang Peng and Yong Hui a
4、nd to show students that it is never too late to change bad eating habits and begin afresh. The teacher can first ask some students to retell the passage Come and Eat Here(1)to lead in the topic and then ask students to read the passage Come and Eat Here(2)and do some comprehending exercises. While
5、checking their answers with the whole class, deal with language problems students cant work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the part Reading Task, the two passages provide the information on which each student can decide his/her p
6、oint of view. Two opposite opinions are examined with ideas for and against the building of the restaurant. Ask students to read through the passages and learn more about the opinions and the reasons given by both sides.At the end of the class, ask students to retell the whole story of Wang Peng and
7、 Yong Hui, discuss the two opposite opinions and give their own ones. In order to arouse students interest, the teacher can hold a competition among them.教学重点1. Develop students reading skills by extensive reading.2. Let students read and understand the story and the two passages.教学难点1. Enable stude
8、nts to learn to use reading strategies such as skimming, scanning.2. Get students to understand and discuss the two opposite opinions and give their own point of view.三维目标知识目标1. Get students to learn some useful new words and expressions in this part.2. Get students to read the story Come and Eat He
9、re(2).3. Let students know about McDonalds.能力目标1. Develop students reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.2. Have students tell the whole story of Wang Peng and Yong Hui.3. Enable students to understand two
10、 opposite opinions and give their own point of view.情感目标1. Let students know more about western and Chinese food to form good eating habit.2. Develop students sense of group cooperation and teamwork.教学过程设计方案(一)Step 1 Revision1. Check the homework exercises.2. Ask some pairs of students to come to th
11、e front and act out their dialogue to review and practice the expressions of seeing the doctor.Step 2 Warming upTalk with students about the story of Wang Peng and Yong Hui.As we know, Wang Peng and Yong Hui manage two different styles of restaurants, and Yong Huis slimming restaurant attracted all
12、the customers from Wang Pengs. Wang Peng was frustrated and decided to do a research to compete against Yong Hui. How could the competition be on? We are going to read the next part of the story Come and Eat Here(2).Step 3 Reading1. Ask students to read the passage and then choose the best answer to
13、 complete each sentence.1)Wang Peng was worried when he thought his restaurant would be no longer popular because _.A. he would be in debtB. he could no longer earn his livingC. he would lose his jobD. his friends would not visit him2)Yong Hui was very angry when she came to Wang Pengs restaurant be
14、cause _.A. she thought he was a new customerB. she thought he had spied on her restaurantC. she was told he was a spyD. he was too fat3)Wang Pengs research showed _.A. his menu was balancedB. both menus were balancedC. Yong Huis menu was balancedD. neither menu was balanced4)He suggested they provid
15、e a combined menu because _.A. he like Yong HuiB. he didnt want to lose his customersC. he thought her menu was betterD. this would provide a balanced dietKeys for reference: 1)B2)B3)D4)D2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in
16、 the passage. Let students read them aloud and copy them down in their exercise books after class as homework.Step 4 Discussion1. After students reading the passage, ask them to work in groups and discuss the following questions:1)How did Yong Hui feel when she came to Wang Pengs restaurant? Why?2)H
17、ow did they solve their problems and become good friends?3)Why was their cooperation a success?2. Have students start their discussion. Make sure that every student has a chance to express his/her ideas.3. Ask each group to choose one student as their representative. Let as many group representative
18、s as possible come to the front and give a report of what their group has discussed.Step 5 Important language points1. Perhaps he would be able to earn his living after all and not have to close his restaurant.也许他仍然能够谋生, 而不至于关闭自己的餐馆。earn ones living: make a/ones living谋生She earned her living by sing
19、ing in a nightclub.她靠在夜总会唱歌谋生。David earns his living by writing articles for newspapers.大卫靠为报社撰写文章谋生。【拓展】earn ones keep挣钱维持生活earn ones passage挣取旅费after all1)in spite of what has been said, done or experienced毕竟; 究竟; 归根结底So youve come after all!你到底还是来了！2)it should be remembered应该记住; 别忘了He should have
20、 offered to pay. After all, he has plenty of money.他应该主动提出付款。别忘了, 他有的是钱。2. He did not look forward to being in debt because his restaurant was no longer popular.他可不希望由于餐馆不受欢迎而负债。debt n.1) sum of money owed to sb. that has not yet been paid债务; 欠款If I pay all my debts, Ill have no money left.我如还清所有欠债就
21、分文不剩了。2) owing money, esp. when one cannot pay欠债（尤指无法偿还的）We were poor, but we avoided debt.我们穷是穷, 但还不至于背债。3) obligation to sb. for their help, kindness, etc. （常用单数）人情债Im happy to acknowledge my debt to my teachers.我能有机会向老师表示感谢, 我感到十分高兴。be in debt: owe a lot of money欠债He is heavily in debt.他负债累累。【拓展】
22、be in ones debt: feel grateful to sb. for his/her help, kindness, etc. 欠某人之情You saved my life. I am forever in your debt.你救了我的性命, 我永远感激不尽。be out of debt: not owe a lot of money还清债务3. She did not look happy but glared at him.她双眼直瞪着他, 看上去很不高兴。glare vi. stare angrily or fiercely怒目而视; 恶狠狠地盯视He didnt sho
23、ut or swear, but just glared silently at me.他不喊不骂, 只是默默地怒视着我。The old gentleman just stood there glaring at the pickpocket and did not say a word.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. Dont you get tired quickly?你不觉得自己很容易疲倦吗？But dont you think it would be better if you were a bit thinner?不过, 难道你不认为瘦一点会更好吗？
24、1)Dont you. . . ? 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:Arent you hungry? You havent eaten anything since breakfast.你难道不饿吗？你从早饭到现在还没吃过任何东西。Dont you come in?难道你不进来吗？2)宾语从句it would be better if you were a bit thinner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
25、)+动词原形。例如:If I were you, I should study English better.我要是你的话, 就会把英语学得更好。If he had time, he would attend the meeting.他要是有时间, 就会参加会议。5. In this way they cut down the fat and increased the fiber in the meal.这样, 他们减少了饭菜中脂肪的含量, 增加了纤维素。cut sth. down/cut down(on sth. ): reduce the amount or quantity of so
26、mething; consume, use or buy less(of sth. )削减; 压缩; 减少消耗; 少用或少买某物The doctor advised him to cut down his consumption of fat.医生建议他减少脂肪的摄取量。He has to cut down on family expenses by one-third.他不得不把家庭支出削减了三分之一。6. Their balanced diets became such a success that before long Wang Peng became slimmer and Yong
27、 Hui put on more weight.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that before lone Wang Peng became slimmer and Yong Hui put on more weight 是状语从句, 表示程度或结果。such. . . that. . . 如此以至于He is such a clever boy that everyone likes him.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。He is a great success as a writer.他是
28、非常成功的作家。This meeting was a great success.这次会议开得非常成功。before long意思是“不久以后”, 注意和long before(很久以前)的区别。Before long he returned to his homeland.不久他就回到了他的祖国。The story happened long before (he was born).故事发生在（他出生）很久以前。put on weight增加体重In order to put on weight, he began to eat more meat.为增加体重, 他开始吃更多的肉。Step
29、 6 Reading task1. Have a free talk with students about Listening Task.2. Tell students: we are going to read two passages to get more opinions on for building a McDonalds and against building a McDonalds.3. Let students read the passages fast to get the general idea.4. Have them read the passages ca
30、refully and make notes of the opinions and the reasons given by both sides. Fill in the chart.TopicFor building a McDonaldsAgainst building a McDonaldsAbout healthy foodAbout transportAbout jobs5. Several minutes later, show the answers on the screen and check them with the whole class. At the same
31、time, deal with any difficult language points that students cant understand.Suggested answers:TopicFor building a McDonaldsAgainst building a McDonaldsAbout healthy foodhigh quality, safe and healthyhigh levels of salt, sugar and fatAbout transportThey will provide parking.1. There are too many cars
32、.2. They produce fumes.3. They slow down traffic.About jobsThey will provide jobs and value their employees.They dont let employees join a Union to speak up for them.Step 7 ConsolidationAsk students to go back to the passages Come and Eat Here(1)and Come and Eat Here(2). Give them several minutes to
33、 be prepared to retell the whole story in their own words. Then ask as many students as possible to come to the front to tell the story.Step 8 Homework1. Finish off the Workbook exercises.2. Learn the useful new words and expressions in this part by heart.3. Tell the story to your friends or family.
34、设计方案(二)Step 1 Revision1. Check the homework exercises.2. Ask students to dictate the expressions of seeing the doctor and then read them aloud.3. Let them make up a short dialogue at the doctors.Step 2 Leading-in1. Let some students say something about Wang Pengs and Yong Huis restaurant.2. Have stu
35、dents discuss what will happen at the end of the story.3. Tell students: Turn to Page 14. We are going to read the second part of the story.Step 3 SkimmingAsk students to read the passage and decide whether the following statements are true or false as soon as possible.1. Wang Peng was worried when
36、he thought his restaurant would no longer be popular because he could no longer earn his living.2. Yong Hui was very angry when she came into Wang Pengs restaurant because she thought he had spied on her restaurant.3. Wang Pengs research showed his menu was balanced.4. He suggested that they provide
37、 a combined menu because he liked Yong Hui.5. Finally they got married and lived happily but their business was a failure.Step 4 ScanningAsk students to read the passage carefully to locate particular information and answer the following questions.1. Why did Wang Peng feel happier?2. What might he h
38、ave worried before?3. Why did his smile leave his face when he saw Yong Hui walking in?4. What did Yong Hui say to him? What did he explain to her?5. Was she satisfied with the food in Wang Pengs restaurant? Why or why not?6. What advice did she give him?7. What was his suggestion? Did she agree wit
39、h him?8. What happened in the end?Step 5 Learning important language pointsWhile checking students answers, deal with any language problems to see if they can know the meanings of new words and expressions and understand some difficult sentences.Step 6 Discussing and further understandingAsk student
40、s to discuss the question:What is the purpose of writing the story?Step 7 WorkbookDeal with Reading task(on Page 52).1. Ask students to read the two passages. Deal with any language problems that students cant solve by themselves while checking their understanding.2. Let students make notes of the o
41、pinions and the reasons given by both two sides and fill in the chart.3. Have them discuss and give their own opinions.Step 8 Consolidation1. Ask students to retell the whole story of Wang Peng and Yong Hui.2. Have students talk about McDonalds.Step 9 Homework1. Finish off the Workbook exercises.2.
42、Be ready to present the story Come and Eat Here in their own words.板书设计Unit 2Healthy eatingExtensive ReadingTopicFor building a McDonaldsAgainst building a McDonaldsAbout healthy foodhigh quality, safe and healthyhigh levels of salt, sugar and fatAbout transportThey will provide parking.1. There are
43、 too many cars.2. They produce fumes.3. They slow down traffic.About jobsThey will provide jobs and value their employees.They dont let employees join a Union to speak up for them.活动与探究Go to the library or surf the Internet to find information about McDonalds and Kentucky Fried Chicken. Make notes and share with your classmates. Discuss with them the questions: Whether are the diets they provide healthy food or junk food? Why are they so popular in the world? Then write a report to give your own opinions and the reasons.
