1、Unit 2 Healthy eatingPeriod 1 reading高一级 钟晓婷Teaching aims: 1Develop the students reading ability2Learn something about healthy eatingImportant points:1 Lead students to comprehend the story step by step;2 Get students to understand the new words and expressions during reading.Difficult points:1. Com
2、pare the diets of the two restaurants in different ways.2. Help students make a discussion around the topic.Teaching procedureStep1: warming-up1) Words and expressions previewBarbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount;Ought t
3、o, lose weight, get away with, tell a lie, winback; healthy diet, energy-giving food, body-building food, protective food, balanced diet2) Show students some pictures and ask them to name the pictures.Rice, noodles, bread = energy-giving foodMeat, tofu, cheese, egg = body-building foodVegetables, fr
4、uit = protective foodA healthy diet = energy-giving food + body-building food + protective foodStep2: Skimming1) Get the general idea by filling the blanks _ and _ served different _in their restaurants. Wangs diet has far too much _while Yong Huis lacks _ food to keep customers fit. Keys: Wang Peng
5、, Yong Hui, diets, fat, energy-giving food2) a. write down the menus of the two restaurantsb. Questions Whose food is more expensive? What kind of food do their menu belong to?Step3: Scanning1) True or false1. Usually Wang Pengs restaurant was full of people.2. Yong Hui could make people thin in two
6、 weeks by giving them a good diet.3. Wang Pengs regular customers often became 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 menuKeys: T F T F F F2) Multiple choice1. W
7、ang Peng felt frustrated because _. A. he failed to serve better food B. his restaurant was to close . C. his business was not as good as ever. D. he got complaints from customers.2. Wang Peng found the following EXCEPT _ in Yong Huis restaurant. A. There were only raw vegetables, meat and water. B.
8、 There were a lot of customers. C. The prices here were higher. D. The only drink here is water.3. Whats wrong with Yong Huis menu? The following statements are right EXCEPT _. A. The food here was too limited. B. It didnt give enough energy-giving food. C. The food on the menu was more delicious. D
9、. It offered slimming food only.4. Which of the following statements is true? A. Wangs food was too expensive. B. Wangs food was rich in fibre and vitamins. C. Yongs diet provided too little energy. D. Yongs food was relatively cheap.5. What did Wang Peng do to win his customers back? A. Offer slimm
10、ing foods. B. Advertise. C. Make his food cheaper. D. Both B and C. 6. From the passage we can conclude that it is probably better, if _. A. we eat less meat B. we eat more fruit C. we eat less junk food D. we eat a balanced diet Keys: C A C C D D 3) Summary Wang Peng felt _in his empty restaurant b
11、ecause no _had come to his restaurant ever since he got up early in the morning. He wanted to find out why. He hurried out and _ Li Chang into a newly-opened restaurant. He found that the owner named Yong Hui was serving _foods to make people thin. Wang Peng was _at what he saw on the menu. He hurri
12、ed outside and went to the _to do some_. After a lot of reading, he realized that Yong Huis food made people become _ quickly because it was not _food. Arriving home Wang Peng rewrote his own sign. The _ between the two restaurants was on! (Keys: frustrated, customers, followed, slimming, amazed, li
13、brary, research, tired, energy-giving, competition)Step4: Discussion If you are Wang Peng or Yong Hui, how do you improve your menu?Step5: Homework1. Finish Ex. 1 and 2 on page 12.2. If you are the manager of a restaurant, what food will you offer to your customers? Try to make a menu and write down
14、 your reasons.教学反思：本课围绕课文COME AND EAT HERE进行阅读及理解，基本能按教案预期进行。本课共分为五个部分：热身，浏览，细读，讨论及作业。教学成功之处是能够以食物分类为铺垫，引导学生一步接一步理解文章表层意思，到探讨深层意思。不足之处在于设置的问题难度偏大，以致部分学生无法回答问题。在时间安排上，应为学生设置更多的讨论时间。在第一部分的Warming-up中，我用食物分类归纳的方式，引入这样一个概念：A healthy diet=energy-giving food + body-building food + protective food，以此为下文作铺垫
15、，让学生意识到健康饮食的内容。在这个部分当中，我利用了生活中常见的食物，例如米饭，面条，豆腐，鸡蛋等，让学生能够轻松地说出图片的内容，便于归纳总结。不足之处在于持续时间偏长，对课时造成一定影响。第二部分skimming的过程中，我首先让学生浏览课文，通过填空的方式归纳文章大意，然后通过填写菜单的方式，让学生对两家餐馆所售食物有所比较，利用warming-up的铺垫，归纳其食物所属种类。这个部分轻松有趣，较为简单，学生基本能找出答案。不足之处在于，学生水平良莠不齐，有些学生，阅读查找速度过慢，跟不上进度。第三部分scanning是课文的重中之重，在这一部分我设置了ture or false和mu
16、ltiple choice，让学生能通过练习对课文加深了解，之后我通过让学生填空的方式完成summary，以此总结全文。基本能做到循序渐进，逐步深入。不足在于有些问题设置难度偏大，summary篇幅较为冗长，对程度较差的同学造成困难。第四部分为升华部分，让学生通过回顾健康膳食的内容，对两家餐馆的食物作出改进。这一部分符合这班学生活跃的个性，利于发散思维，升华主题。但时间把握不够充分，学生发言不够。这一点是需要改进的地方。作业部分除了练习之外，还包括了一个角色扮演问题：假如你是餐馆的管理者，你会向你的顾客提供什么样的食物？这一点需要学生回顾课堂上的内容，考查学生运用知识进行自我表达的能力。我会在今后的教学过程中，继续发现问题，总结经验，提升教学效果。不断提高自己的教学质量。评课意见：1、 条理清晰，安排合理，但主题不够突出，指令应更加明确，使学生易于接受。2、 Preview部分可显示出中文，让学生说出英文。应精简单词。3、 Skimming部分的“罗列菜单”任务设计新颖，但时间上过于仓促。4、 Summary部分可以精简篇幅，降低难度，并让学生在文中划出应填写的词，减少学生完成任务时的困难。5、 Discussion部分可延长时间，给学生更多展示的机会。
