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視頻標(biāo)簽：Healthy eati
所屬欄目：高中英語優(yōu)質(zhì)課視頻
視頻課題：人教版高一英語必修三Unit 2 Healthy eating M3U2 Healthy Eating Using Language Come and Eat Here (2)
教學(xué)設(shè)計、課堂實錄及教案：人教版高一英語必修三Unit 2 Healthy eating M3U2 Healthy Eating Using Language Come and Eat Here (2)
M3U2 Healthy Eating
Using Language: Come and Eat Here (2)
Reading for Speaking
1. 文本內(nèi)容出處和鏈接 I． Supplementary reading
A healthy diet
A healthy diet helps protect against malnutrition（營養(yǎng)不良）as well as heart disease, obesity and cancer.It would be strongly advised that a person should limit the sugar and fat intake(攝入) to less than 30% of the total energy to avoid obesity. Also you have to keep salt intake to less than 5g (1 teaspoon）per day to reduce the risk of heart disease and stroke(中風(fēng)). You’d better have at least 400g (5 portions) of fruits and vegetables and some nuts and whole grain(全麥). It is a good idea to live far away from fast food, cookies, fried food.
(改編自http://www.who.int/mediacentre/factsheets/fs394/en/)
改編理由：這篇補充閱讀是改編自世界衛(wèi)生組織（WHO）的官方網(wǎng)站上關(guān)于健康飲食的最新標(biāo)準(zhǔn)。本段落旨在對本節(jié)課要達成的目標(biāo)即健康飲食知識和給建議的句型進行歸納總結(jié)，起到了畫龍點睛的作用，既是對課文閱讀關(guān)于健康飲食的合理補充和歸納，也是為下面學(xué)生的Role-play 做了有效鋪墊。 II. Role-play
Four students work as a group, one acts the boss and the other three students make suggestions on menus for breakfast, lunch and supper for the boss of our school canteen.Group1----a breakfast menu; Group2----a lunch menu; Group3----a supper menu; Group4----a night snack(夜宵) menu(改編自課文P15Using Langue: Speaking and writing)
改編理由：由于一直以來，學(xué)校餐廳的服務(wù)質(zhì)量提升一直是老大難問
2
題，不少學(xué)生對學(xué)校餐廳怨聲載道，于是把對話改成給學(xué)校的餐廳老板關(guān)于一日三餐加夜宵的建議，更貼近學(xué)生的生活實際，也更激發(fā)他們說的欲望，設(shè)置真實的情景讓學(xué)生去具體運用學(xué)到的健康飲食的知識和如何給建議的句型。之后讓學(xué)生去評價同伴給出的菜單，旨在強化他們對健康飲食知識的進一步的操練和運用，也學(xué)會批判思維方式去看待事物。 2. 教學(xué)目標(biāo) Teaching aims
1）Ss are able to use the reading skills such as predicting, skimming and scanning to finish the reading tasks.
2) Ss are able to use the reading skill of summarizing to know about healthy eating and use the suggestions given sentence patterns.
3) Ss are able to use the knowledge of healthy eating to design healthy menus and make a comment on them, and meanwhile, use suggestion patterns in a real situation.
4) Ss are able to understand the importance of a healthy diet and menus. 3. 學(xué)情分析
學(xué)生已完成本單元第一課時的熱身和閱讀課，他們已經(jīng)基本了解故事的起因和發(fā)展，對故事的高潮和結(jié)尾充滿期待。學(xué)生在本課時要完成的目標(biāo)就是讓學(xué)生運用本課所學(xué)的關(guān)于健康飲食的知識與 “熱身”和“閱讀”部分內(nèi)容進行整合，并操練運用給建議的句型在語境中深一步學(xué)習(xí)語言知識并且在靈活的語境中運用。
4.重點難點
1) Ss are able to use the reading skills such as predicting, skimming and scanning to finish the reading tasks.
2) Ss are able to use the knowledge of healthy eating to design healthy menus and make a comment on them, and meanwhile, use suggestion patterns in a real situation. 5.教學(xué)過程
Step1 Warming up and revision
T asks ss to discuss with the partner to recall the first part of the story–Come and eat here.
Ss recall the story and then try to speak it out.
T: Last period, we learnt the first part of the story, do you still remember the story. Try to recall the story with your partner in one minute. (Ss’ pair work) S1:… S2:…
教學(xué)目的：激發(fā)學(xué)生原有的知識，集中注意力，調(diào)動學(xué)生學(xué)習(xí)的主動性和積極性，由全于文復(fù)述有一點小難度，所以同桌互相復(fù)述，一篇文章復(fù)述下來會使學(xué)生有成就感。 Step2 Predicting
T asks ss to predict what will be continued according to the story. Ss are encouraged to predict the story differently.
T: As we know, the competition between the two restaurants was on! Can you guess who will win the competition? S1:.. S2:…
教學(xué)目的：激發(fā)學(xué)生強大的興趣去閱讀文中找故事的結(jié)局，同時也培養(yǎng)學(xué)生的猜測能力。 Step3 Skimming
T asks ss to read the reading passage quickly to find out what the text tells us. Ss skim the passage to find out who is the winner in the competition. T: I’d like you to read the text to find out what the text tells us. Read the
passage quickly and find out who is the winner. S: …
Suggested answer: Both of them are the winner.
教學(xué)目的：讓學(xué)生帶著任務(wù), 快速閱讀文章去找所需的信息，既提高閱讀效率同時也增強他們閱讀的自信。
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Step4 Scanning
T asks ss to read the passage again carefully to find out what made them win. Ss read the passage carefully and summarize the related information from the reading passage.
T: I’d like you to read the passage again carefully and find out what make them win?
(about four minutes later…)
S1: They combined their menu and provided a balanced menu with food full of fiber and energy.
T: By the way, what was the new menu?
S2: Raw vegetables with hamburgers and boiled potatoes, fresh fruit with ice cream.
T: What do you think of the new menu? Is it healthier than the old one? S:…
教學(xué)目的: 利用詞塊教學(xué)和總結(jié)概況能力去發(fā)現(xiàn)王鵬和雍慧合作成功的原因----健康的飲食， 它不僅促成他們生意上的成功，也促成了他們各自身體的健康，從而讓學(xué)生能意識到健康飲食的重要性。 Step5 Supplementary reading
T asks ss to read the passage adapted from WHO(世界衛(wèi)生組織) official website to know more about a healthy diet.
Ss read the passage and underline the sentences that give advice on a healthy diet.
T: Since we have known something about a healthy diet, I’d like you to know more about it. Read the passage to find out what advice you can get on a healthy diet.
(About 2 minutes later…) S:…
T: These are some sentences about a healthy diet. To sum up, what is a healthy diet? SS: …
Suggested answers: A healthy diet means we should take less sugar, fat and salt; more fruits and vegetables; some nuts and whole grain; no fast food, cookies, fried food. 附文：
A healthy diet
A healthy diet helps protect against malnutrition（營養(yǎng)不良）as well as heart disease, obesity and cancer. It would be strongly advised that a person should limit the sugar and fat intake(攝入) to less than 30% of the total energy to avoid obesity. Also you have to keep salt intake to less than 5g (1 teaspoon）per day to reduce the risk of heart disease and stroke(中風(fēng)). You’d better have at least 400g (5 portions) of fruits and vegetables and some nuts and whole grain(全麥). It is a good idea to live far away from fast food, cookies, fried food.
教學(xué)目的：這篇補充閱讀是改編自世界衛(wèi)生組織（WHO）的官方網(wǎng)站上關(guān)于健康飲食的最新標(biāo)準(zhǔn)。本段落旨在對本節(jié)課要達成的目標(biāo)即健康飲食知識和給建議的句型進行歸納總結(jié)，起到了畫龍點睛的作用，既是對課文閱讀關(guān)于健康飲食的合理補充和歸納，也是為下面學(xué)生的Role-play 做了有效鋪墊。 Step 6 Role-play
1. T asks ss to work in groups of four, one acts as the boss of our school canteen(食堂) and the other three students make suggestions on menus for breakfast, lunch, supper and night snack（夜宵） menu for him. Group 1----a breakfast menu Group 2----a lunch menu Group 3----a supper menu
Group 4----a night snack(夜宵) menu
6
Ss make a dialogue, use the knowledge of healthy eating to design healthy menus and suggestion patterns to give suggestions to the boss of the school canteen.
T: Do you think our school canteen provide a healthy diet? SS: No/Yes.
T: In order to provide better service to the students, the boss of our school canteen is asking you for suggestions on menus for breakfast, lunch and night snack. By the way, do you know how to make suggestions? Do you still remember the sentences patterns of giving suggestions?
S1: You’d better… S2: Shall we…? …
T: Why not find some sentence patterns from the reading passage? S1: Why don’t you…?
S2: Don’t think it would be better if we…? S3: Why not..?
T: Now you know how to make suggestions. If you have some difficulty in making the dialogue, you can refer to the sample dialogue. Sample Dialogue:
Boss: Hello, I am the boss of our school canteen. In order to provide better service for the students, I am asking for your suggestions on breakfast menus. Can you give me some advice? S1: make suggestions; give reasons S2: give opinions; make more suggestions. S3: give opinions; make more suggestions.
Boss: I really appreciate your suggestions; summarize.
2. T invites groups to act their dialogue out and meanwhile types the menu the ss give, finally gives them feedback.
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Ss are invited to the platform and show their dialogues.
設(shè)計目的：在真實語境中使用學(xué)到的健康知識和給建議的句型，從文本到課外，成功內(nèi)化和遷移。同時，教師也抓住了學(xué)生的生成，推動了整個課堂教學(xué)充滿生機活力，達到了本節(jié)課的教學(xué)目標(biāo)，也提高了課堂的有效性。 Step7 Peer evaluation
T asks Ss to choose one menu and make a comment on it.
Ss choose any menu and judge whether it is a healthy diet or not and also states his reasons.
T: Now I’d like you to choose one menu and to make on comment on it. Who’d like to talk about the breakfast menu?
S1:…
T: Any different opinion? S2:…
T: Who’d like to judge the lunch menu? S3:..
T: Any different opinion? S4:…
T: What about the supper menu? S5:…
T: How about the night snack menu? S6: S7:
T: As for me, we’d better take more body-building and energy-giving food for the breakfast and lunch to keep us fit and energetic all day. For the lunch and night snack, it is strongly advised that we should eat more protective food and less energy-giving and body-building food. Especially for night snack, it is a good idea to eat some food that is easy to be digested.
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Do remember not to eat too much before we go to sleep.
設(shè)計目的：通過對同伴給出的餐單進行評價，強化了學(xué)生對本節(jié)課乃至本單元關(guān)于健康的知識的運用，同時，也培養(yǎng)學(xué)生的批判性思維。 Step8 Homework:
1. Each group presents your dialogue in form of a report. You can begin like this: Hello, everyone. In order to guarantee a healthy menu for breakfast/lunch/supper/a night snack, our group strongly advised that our school canteen provide…
2. Surf WHO the official website (http://www.who.int/topics/en/) to find more knowledge about a healthy diet.
設(shè)計目的：從說到寫，從口頭到書面，讓作業(yè)成為課堂的加強和延伸。 6. Blackboard Design
Come and Eat Here (2)
Reading for Speaking
You have to… Why not…? You’d better… Shall we…? It’s a good idea to… You ought to… It would be strongly advised that… What about…? Don’t you think it would be better if we…? Why don’t you…?
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