TeachingPlanforUnit2Healthyeating(NSEFCBook3)Thefirstperiod:Warmingup,Pre-reading,ReadingandComprehendingGeneralobjectives·Todevelopstudents’readingabilitiesandenablethemtograspdifferentreadingskills.·Tohelpstudentslearnaboutfoodofdifferentsorts,anditseffectonpeople’shealth.·TohelpstudentsunderstandthegreatimportanceofbalanceddietTeachingAids:Computer,projector.TeachingproceduresSteponeWarmingupLeadingin:T:Asisknowntoall,everyonehastoeateveryday.Mancan’tsurvivewithouteating.Sofoodplaysanimportantpartinourlife.Itcanprovideusenergy,propernutrition.(Showsomepicturesandteachthestudentsnewwordsoffood.)T:whatdoyouusuallyhaveforyourbreakfast,Lunchandsupper?(GetstudentstomakealistandteachercollectthemonBb)Forbreakfast:bread,porridge,noodle,dumpling,springroll,steamedbun,milk,soybeanetc.Forlunch/supper:rice,pork,beef,mutton,cabbage,cucumber,eggplant,pea,potato,tomato,etc.Discussing:Teachershowthreedifferentdietsofthreepersonsandgetthemtofindwhichisahealthydiet.(Bakedonthestudentsdiscussion,Teacherdrawaconclusion:PersonC’sdietishealthydiet----balanceddiet..Balaceddietincludesenergy-givingfood/body-buildingfood/protectivefood.)(热身部分通过展示日常生活食物的图片并教学新词，及时帮助学生扫清生词的障碍，为下一步的讨论活动分解了难度。而通过对三个人不同饮食习惯健康性的讨论，使学生进一步了解食物的分类及其对人类健康的作用，明白平衡饮食的重要性)SteptwoPre-ReadingforinterestT:Ifyouwanttoinviteyourfriendtohavedinnerinarestaurant,whatfoodwouldyouoffer?Why?(studentsdiscussandgivetheirreasons).Ifarestaurantonlyprovidesfoodlikemutton,beef,pork,andanotheronlyprovidesfoodlikevegetable,fruit,whichwillyouprefertochoose?Why?(Studentsdiscussandgivetheirreason).Todaywe’regoingtoreadapassageaboutastoryoftworestaurants.Theyprovidequitedifferentfoodstocustomers,andtheygetdifferentresults.（该环节的设计联系生活实际，让学生对提供不同菜单的餐馆进行选择取舍思考什么样的饮食是健康的、受人欢迎的，有助于调动学生的相关背景知识，为深入理解文章内容作了充分的铺垫）StepthreeReadingforComprehending1.Fastreadingforgeneralidea.TaskOne:Findthemainideaofthethreepartsofthepassage.Partone:WangPengisworriedbecausehisrestaurantisnotasfullasitusuallywas.ParttwoHefollowedhisfriendtoanewly-openedrestaurantwhichisverypopular.Partthree:Hedoessomeresearchandthinksofusefulwaytowinhiscustomersback.（快速阅读目的在于让学生从整体上把握文章的脉络。而对篇章结构进行分析和归纳段落大意则进一步培养了学生的概括思维能力）2.CarefulreadingforfurtherunderstandingTaskTwo:Completethefollowingtablewiththeinformationfromthereadingpassage.PersonAMilk,breadpork,muttonbeef,chickenPersonBPorridgecabbage,carroteggplant,tomaocucumberPersonCMilk,breadpork,beefchickencabbage,carrotcucumberThecomparationofthetworestaurantsWangPeng’sYongHui’sfoodofferedBarbecuedmuttonkebabs,roastpork,stir-friedvegetablesfriedrice,beef,bacon,colaicecreamrawvegetablesservedinvinegar,fruitandwaterpriceitcostmorethanagoodmealwhatwouldhappentotheregularcustomersitservesfartoomuchfat,peoplemaybecomefatitservesfartoolittlefatandnoenergy-givingfood.peoplemaygetthinbutbecometiredveryquicklystrengthitprovidesenergy-givingfooditprovidesprotectivefoodweaknessitdoesn’tprovideprotectivefooditdoesn’tprovideenergy-givingfood（通过设计表格，引导学生学会整理文章的信息，加深对文章细节的理解。这种任务型的阅读教学也更能体现新课标的精神）TaskThreeReadingtest()1.WangPengfeltfrustratedbec...
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