選擇性必修二《Unit 3 Food and Culture》單元教學設(shè)計

人教版高中英語選擇性必修二《Unit3FoodandCulture》單元教學設(shè)計Period1Readingandthinking【教材分析】Thediscourseexploresthelinkbetweenfoodandculturefromaforeign’sperspectiveanditrecordssomeauthenticChinesefoodandillustratestheculturalmeaning,gerographyfeaturesandhistorictraditionthatthefoodreflects.Itisaimedtoleadstudentstounderstandandthinkabouttheconnectionbetweenfoodandculture.Whileteaching,theteachershouldinstructstudentstofindoutthewritingorderandthewriter’sexperiecesandfeelingstowardsChinesefoodandculture.【教學目標與核心素養(yǎng)】1.Guidethestudentstoreadthetext,sortouttheinformationanddigoutthetopic.2.Understandtheculturalconnotation,regionalcharacteristicsandhistoricaltraditionofChinesecuisine3.Understandandexploretherelationshipbetweenfoodandpeople'spersonality4.Guidethestudentstousethecohesivewordsinthetext5.Leadstudentstoaccuratelygrasptherealmeaningoftheinformationandimprovetheoverallunderstandingabilitybyunderstandingtheimpliedmeaningbehindthetext.【教學重難點】1.EnabletheSstounderstandthestructureandthewritingstyleofthepassagewell.2.LeadtheSstounderstandandthinkfurtherabouttheconnectionbetweenfoodandgeographyandlocalcharactertraits.【教學過程】Step1:Predictionbeforereading.Beforeyouread,lookatthetitle,andthepicture.Whatdoyouthinkthisarticleisabout?keys:Itisaboutvariouscultureandcuisineaboutaplaceorsomecountries.Step2:Readthetextandfindouttheanswerstothefollowingquestions.1.WhatdoesthedishGeneralTso’schickentellaboutAmericans?IttellspeoplethatAmericanslovebold,simpleflavorsandarenotafraidtotrynewfoods.2.WhatimpressedthewritermostwhileinBeijing?Thefriendshipofferedbypeople3.WhatdidthewriterfindisimportanttopeopleinChinawhilehewasinShandong?family4.WhydidpeopleinXinjiangenjoycookingoveranopenfire?Theytraditionallywanderedtheopenrangeonhorses5.Whatdoeselegantdimsummean?Smallservingsoffoodinbamboosteamers6.Whatdoesthefoodlocalpeopleconsumetellthewriter?Ittellsuswhatpeoplegrowintheirregionandwhatkindsoflivestheylead,whattheylikeordislike.Step3:Usetheinformationfromthetexttotakenotes.Place KindofChinesefood TypicaldishAmerica Beijing Shandong NorthwestChina SouthChina CentralChina Step4:ReadthetextagainandMatchthecausestotheeffects.Cause1.TheflavorpreferencesofAmericansoftendifferfromthoseoftheChinese2.Wehadnoideahowtoorderfood.3.Thesegroupstraditionallywanderedtheopenrangeonhorses.EffectA:Thechefjustbeganfillingourtablewiththebestfoodwehadevereaten.B:Theirtraditionalfoodsarewhatyoucancookoveranopenfire.C:ChinesefoodinAmericaischangedtosuitAmericantastes.keys：1.C2.A3.BLearningtipUnderstandcauseandeffectSometimestwoideasarerelatedtoeachotherbycauseandeffect.Thatis,onethingcausessomethingelsetohappen.Cause-and-effectrelationshipscanbedirect.Forexample,“Itwasraining,soItookmyumbrella.However,somecause-and-effectrelationshipsarenotdirect,andsomemayalsohavemorethanonecauseoreffect.Step5:UnderstandingitsmainideaandstructuresReadandfindoutthemainideaofeachparagraph.keys:Para1:youarewhatyoueat.Para2:ChinesefoodinAmericahaschangedtosuitAmericanflavor.Para3:myexperienceofauthenticChinesefoodinBeijing.Para4:whatIlearnaboutinChinesefoodcultureinShandongProvince.Para5:cuisineinXinjiangPara6:cuisineinSouthChinaPara7:whatcanvariouskindsoffoodtellus.Step6:DeeperthinkingDoyouthink“Cultureandcuisinegohandinhand?Giveyourreasons.Personally,cultureandcuisinegohandinhand.Reasonsareasfollows:Cuisineincertainplacecantelluswhatthelocalpeopleliketoeat,growordislike.Thefoodflavorstheyeatthefoodfeaturestheycookalsowelldemonstratethepersonality,charactersorcultureofthelocalpeople.Period2LearningaboutLanguage【教材分析】Thissectionaimstoconsolidatethekeyvocabularyofthefirsttext,helpstudentstofurtherexpandthetopicvocabularyofthisunit,andenrichthethemeknowledgedesign.Itaimstoguidestudentstounderstandandconsolidatethemeaningandusageofthevocabularyinthecontext,andmatchsentencesaroundthethemeofthisunit,sothatstudentscanfurtherexpandtheknowledgeoffoodculture.Theteachingdesignsetsupthecontextrelatedtothefoodtopic,guidesthestudentstousetheunittopicvocabularyinarichercontext,andletsthestudentssortoutandaccumulatetheaccumulatedvocabulary,establishesthesemanticconnectionbetweenthevocabulary,soastounderstandandmasterthevocabularymoreeffectively【教學目標與核心素養(yǎng)】Cultivatingstudents'abilitytousewordformationtoinduceandmemorizevocabulary,andtheabilitytouselexicalchunkstoexpressmeaning.GuidethestudentstousethecorrectformofwordstocompletesentencesCultivatestudents'habitofusinglexicalchunkstoexpresslanguagecompletely,guidestudentstodrawwordsinsentencesquickly,payattentiontowordcollocation,soastoaccumulatemoreauthenticexpressions【教學重難點】GuidingtheSstouseunittopicwordsandthesentencepatternsinarichercontext.【教學過程】Step1:Matchthenounphrasesontherightwiththeadjectivesthatcollocatewiththem1.fundamental2.consistent3.ideal4.vivid5.overallA.toolstoeatnoodleswithB.colorsofthefruitbowlsC.environmentintherestaurant.D.improvementincuisinedevelopmentE.differencesbetweenItaliancuisineandChinesecuisinekeys:1.A2.D3.C4.B5.EStep2:CompletethesentenceaccordingtotheChinesemeaningsandtheinitialletters.1.Itisnowacceptedthatpeopleshouldl___________themselvestoonlyafewcupsofcoffeeadayforthesakeoftheirhealth.（限制）2.Almondsarefullofc____________,whichisfundamentalforbodybuilding.(能量)3.Coffeeandteawillusuallybeservedwithd______________（甜點）4.Itiswas_____________（有點兒）wastefultoconsumesuchvastq____________offoodanddrinkatabirthdayparty.（大量））5.Shegavethechildrensometeethingbiscuitstoc___________duringthelongcarjourney.6.Therearetwoc_____________ofprotein-animalproteinandvegetableprotein.(種類)7.Alexanderisthenewc________________（主席）oftheFrenchCuisinea____________（協(xié)會）8.Iusuallyhavelunchintheschoolc______________,sinceitismoreconvenientandcomfortable.（餐廳）9.Hewas____________withjealousy.(充滿內(nèi)心）10.weaimtogetthe______________(最大量）benefitwiththe__________（最小量）effect.11.wewillhavetocarryallourcampings___________(東西）12.Water___________ofhydrogenandoxygen.(含有）13.______tothemeeting,wediscussedthematter.(在…之前）14.Thestudents’safetyisthe________ofourschool.(首先有考慮的事情）。key：limitcaloriesdessertsomewhat；quantitieschew

categorieschairmanassociationcanteenconsumedmaximum；minimumstuffconsistsPriorPriorityStep3:Learnmoreaboutfoodsaroundtheworldbymatchingthefirstandsecondhalvesofthefollowingsentences.1.Italy,Greece,andSpainarefamousfortheirolives,figs,andotheringredients,dessert.2.Sheslicedoff3.AtraditionalWesterndinnercanconsistofA.apieceofsausageforherdinner.B.anappetizer,amaincourse,soup,anddessert.C.whichhaveallcontributedtocenturiesofkey:1.C2.A3.BStep4:Findwordsfromthereadingpassagewhichhavesimilarmeaningtothewordsinitalics.1.We'llneedtenmonthsatleasttohavetherestaurantdecorated.2.SometraditionalChinesedishesfrombeforetheMingDynastyarestillpopulartoday.3.Mygrandpa'sbreakfastmainlyincludeswholegrainbiscuitsandaglassofmilk.4.Peopleinthisareawouldeatnearlyakiloofcheeseperweek.5.Weenjoyedaspecialdinnerinafancyrestaurantwherethewaitersallworeattractivesuits.6.Heprefersthisbrandofcoffeewhich,ashesaid,hasanunusuallygoodflavor.Key:ata

minimum

prior

toconsist

ofconsumeelegantexceptionalStep5：Familiarizeyourselfwithsomefoodidiomsbymatchingthemeaningontherightwiththecoloredwordsontheleft.1.PublicconcernforthehealthoffarmanimalshasmushroomedintheUK2.Andersonmaybeyoungbuthe'scertainlyrollingtodoingdough!3.Georgeisapopularlecturer.Heoftenpeppershisspeechwithjokes.4.Asthepersontobringhomethebacon,heneedstofindastablejob.5Heisoftenregardedasahamactorforhisoveremphasizedfacialexpressions.Themediareportedthatthesecompanieshadtreatedpollutionasahotpotato.6.Themediareportedthatthesecompanieshadtreatedpollutionasahotpotato.7.Don'tworryaboutthetesttomorrow.It'sgoingtobeapieceofcake!8.It'sbesttofoldtheswimmingringwhenitisasflatasapancake.A.completelyflatB.somethingthatisveryeasytodoC.anissuethatishardtodealwithD.toincludelargenumbersofsomethingE.toearnone'slivingtosupportafamilyF.wealthyG.torapidlyincreaseinnumberH.anactorwhoperformsbadly,especiallybyoveremphasizingemotionskey：1.G2.F3.D4.E5.H6.C7.B8.APeriod3DiscoveringusefulstructuresThepastperfecttenseanditspassivevoice【教材分析】Themaingrammaticalitemsinthisunitarethepastperfectactiveandpassivetense.Thepastperfecttenseisusedtorefertoanactionthatwascompletedbeforeatimeoreventinthepast.Thepastperfectpassivevoiceisthepassiveformofthepastperfecttense.Theteachercanguidethestudentstoanalyzeandcomparethestructureandusageofthepastperfecttenseandthepassivetense.Theteacherisalsohighlyrecommendedtohelpthestudentstosortouttherelevantcontentintheformofachart,orpresentachartforthestudentstocompletethekeyinformation.【教學目標與核心素養(yǎng)】Enablethestudentstotellthesameinformationusingthepastperfectactivetenseandthepassivetense.Guidethestudentstousethetwoconstructionscorrectly,andunderstandtheirmeaningandfunctioninthecontext.Encouragethestudentstomakesentencesusingthepastperfectactiveandpassivetense.Thenusethesesentencestomakedialogues.Cultivatestudents’thinkingabilityandenhancetheircreativityofusingthisgrammar.【教學重難點】1. Guidestudentstousethetwostructuresbothinthespokenandwrittensituation.2. Encouragethestudentstomakesentences,usingthepastperfectactiveandpassivetense.Thenusethesesentencestomakedialogues.【教學過程】Step1:LeadinWhatisthetenseandvoiceofthefollowingsentence?whatisthefunction?Bythetimethetornadoended,morethan700peoplehadbeenkilled.Keys:thepassivevoiceofthepastperfecttense.function:Thepastperfecttenseisusedtorefertoanactionorastateofbeingthatoccurredorwascompletedbeforeaspecifictimeinthepast.Step2:Trytofindoutallthesentencescontainingthepassivevoiceofthepastperfecttenseandthensumuptheircommonrules.教材原句：PriortocomingtoChina,myonlyexperiencewithChinesecookingwasinAmerica,withChinesefoodthathadbeenchangedtosuitAmericantastes.在來中國之前，我唯一接觸過中國烹飪的經(jīng)歷是在美國，我接觸過經(jīng)過改變以適應(yīng)美國人口味的中國食物。2.WhenmyfamilyandIhadjustarrivedinChina,wewentlookingforagoodplacetoeatinBeijing.當我和家人剛到中國時，我們在北京找了一個吃飯的好地方。3.Arestauranthadbeenrecommendedtousbyafriend,andfinally,wefoundit.一位朋友向我們推薦了一家餐館，我們終于找到了。4.Wehadnoideahowtoorder,sothechefjustbeganfillingourtablewiththebestfoodwehadevereaten.我們不知道該怎么點菜，所以廚師就開始在我們的桌子上擺滿我們吃過的最好的食物。語法共性：1．句1和句3中的黑體部分為過去完成時的被動語態(tài)，其構(gòu)成為hadbeendone。2．句2和句4中的黑體部分為過去完成時，其構(gòu)成為haddone。Step3:TheteacherinstructsSstoreviewthebasicknowledgeaboutthepastperfecttenseanditspassivevoice.一、Basicuseofthepastperfecttense1．Definition

過去完成時的構(gòu)成為“had＋過去分詞”。過去完成時表示在過去某一時間或動作之前已經(jīng)發(fā)生或完成了的動作或存在的狀態(tài)。它表示句子中描述的動作發(fā)生在“過去的過去”。

2．Basicuse

(1)過去完成時表示在過去某個動作或某個具體的時間之前已經(jīng)發(fā)生、完成的動作或存在的狀態(tài)，即表示“過去的過去”。Theboywasremindedthathishomeworkhadnotbeenhandedin．這個男孩被提醒說他的家庭作業(yè)還沒有交上來。HerhomeworkhadnotbeenfinishedwhenIgothome.我到家的時候，她的作業(yè)還沒有完成。Howmanybuildingshadbeendestroyedwhenthehurricaneended?颶風結(jié)束的時候，有多少建筑物被毀壞了？(2)用于hardly/scarcely...when...,nosooner...than...等表示“剛……就……”或“一……就……”的固定句型中。Hardlyhadwereachedschoolfromschoolwhenitbegantosnowheavily.我們剛到達學校就下起了雪。hardly/scarcely/rarely/nosooner置于句首時，主句部分倒裝，從句不倒裝。(3)有些動詞，如hope、expect、think、intend、mean、suppose等，用過去完成時表示“原本打算做而未做某事”。Wehadexpectedtofinishthetaskontimebutwefailed.我們本來希望按時完成這項工作的，但我們沒有做到。EvehadhopedtoseemoreofChina.伊芙曾希望在中國多觀光一番。Ihadintendedtobethereontime.我本打算準時去的。Gretahadmeanttoseeheroffattheairport.格瑞塔本打算是要去機場送她的。(4)在“That/Itwasthefirst/second...time＋從句”中，從句中的謂語動詞用過去完成時。ThatwasthelasttimeIhadmadesuchafoolishmistake.那是我最后一次犯那樣的傻錯誤。Itwasthefirsttime(that)IhadbeentoShanghai.那是我第一次去上海。ItwasthemostinspiringperformanceIhadwatched.這是我看過的最激勵人心的表演(5)用在"Itwas+一段時間+since從句"句型中(從句用過去完成時)ItwasatleastthreemonthssinceIhadleftBeijing.我離開北京至少有三個月了。(6)wish、ifonly、asif、wouldrather等后面的從句中，常用過去完成時表示對過去的假設(shè)或虛擬。IfonlyIhadbeenpraisedbytheteacheryesterday.我昨天要是被老師表揚就好了。IwishIhadbeenthereatthattime.那時候我要在那兒就好了。（事實上我不在那兒。）IwishIhadtoldhimaboutit.我要是告訴他那事就好了。（事實上我沒告訴他。）3．過去完成時與一般過去時的區(qū)別一般過去時側(cè)重發(fā)生在過去的客觀事實；而過去完成時強調(diào)動作發(fā)生在“過去的過去”，一定有一個表示過去時間的參照點，表示在這個時間之前，動作已經(jīng)發(fā)生。Theyhadfallenasleepwhentheirparentsgothomeat11o’clock..父母11點回家之前他們已經(jīng)睡著了。（過去的過去）Theyfellasleepat11o’clock.他們11點睡著了。（一般過去）二、過去完成時的被動語態(tài)1．概念：過去完成時的被動語態(tài)表示動作在過去某一時刻或某個動作以前已經(jīng)發(fā)生或完成，且主語與謂語動詞動作存在被動關(guān)系。2．構(gòu)成(1)肯定結(jié)構(gòu)：主語＋hadbeendone(2)否定結(jié)構(gòu)：主語＋hadnotbeendone3．用法(1)在told、said、knew、heard、thought、found等動詞后的賓語從句中，表示賓語從句中的動作已被做完時，要用過去完成時的被動語態(tài)。Heheardthattheticketshadalreadybeensoldout.他聽說票已售完。Hetoldmethattheprojecthadbeencompletedbytheendof1999.他告訴我到1999年底他們已完成了那個項目。Thenewspaperreportedmorethan100peoplehadbeenkilledinthethunderstorm.報紙報道說有一百多人在暴風雨中喪生。(2)before、when、bythetime、until、after、once等引導的時間狀語從句的謂語是一般過去時，以及by、before后面接過去的時間時，主句動作發(fā)生在從句的動作或過去的時間之前且表示被動時，要用過去完成時的被動語態(tài)。Bythetimemybrotherwas10,hehadbeensenttoItaly.我弟弟10歲前就已經(jīng)被送到意大利了。Tonsofricehadbeenproducedbytheendoflastmonth.到上月底已生產(chǎn)了好幾噸大米。(3)Itwasthefirst/second/last...timethat...句中that引導的定語從句中，主語與謂語構(gòu)成被動關(guān)系時，要用過去完成時的被動語態(tài)。ItwasthefirsttimethatIhadseenthenightfacttofaceinoneandahalfyears.這是我一年半以來第一次親眼目睹夜晚的景色。(4)在虛擬語氣中，條件句表示與過去事實相反，且主語與謂語構(gòu)成被動關(guān)系時，要用過去完成時的被動語態(tài)。IfIhadbeeninstructedbyhimearlier,Iwouldhavefinishedthetask.如果我早一點得到他的指示，我早就完成這項任務(wù)了。IfIhadhurried,Iwouldn'thavemissedthetrain.如果我快點的話，我就不會誤了火車。Ifyouhadbeenattheparty,youwouldhavemethim.

如果你去了晚會，你就會見到他的。Period4Usinglangauge（1）Listening【教材分析】Thethemeofthelisteningsectionis"howtoorderfoodwithaforeignfriend",whichfocusesonatrypicalChinesedishcategory—Xiangcuisine,includingthefeaturesofthecharacteristicdishes.Afterlistening,studentsaresupposedtoconductasimilartalkontherelevanttopic.【教學目標與核心素養(yǎng)】Todevelopstudents'abilitytopredictlisteningcontentwithpicturesandtexts.Instructstudentstorefertotheexamplesandfunctionalitemsprovidedinthelisteningtextsandtextbooksbasedontheirownknowledgeaccumulationandlifeexperience.InstructSstosuccessfullycarryoutrole-basedsituationaldialoguesandintroduceChinesefoodculturetoforeignfriends.【教學重難點】1. Instructstudentstograspthekeyinformationandimportantdetailsofthedialogue.2. Instructstudentstoconductasimilartalkontherelevanttopic.【教學過程】Step1:LeadinMatchthedishesbelowtotheirEnglishnames.Theningroups,discusswhatyouknowaboutthesedishes,includingwhattheycontainandhowtheyaremade.keys:1.steamedfishheadcoveredwithchillies:fresh;hot;spicy2:Hand-torncabbage:yummy3：drypotduckwithgoldenbuns:tasty;elegant4:B:bridgetofu:exceptioaldeliciousStep2:BeforelisteningIngroups,discussthemenubelow.1.Whatkindofrestaurantisitandwhatkindsoffoodareserved?ItisaHunanrestaurant,anditservessomewhatspicyfood.2.Whichdisheswouldyourecommendtoaforeigner?Why?Thedrypotduckwithgoldenbunsandthebridgetofu.Becausetheyarehealthy.Step3:Whilelistening:Tingting,Anna,andLisaareattheHunanRestaurant.Listentotheirconversationandtickthedishesthattheyorderinthemenuabove.Redbraisedpork紅燒肉42元Drypotchicken干鍋雞32元Pearlmeatballs珍珠丸子26元Hand-torncabbage手撕包菜18元Bridgetofu過橋豆腐18元Mushroomsoup菌菇湯22元Drypotduckwithgoldenbuns干鍋炒鴨金黃雜糧包38元Vegetablesoup蔬菜湯18元Steamedfishheadcoveredwithchillies剁椒魚頭48元Steamedpreservedmeat臘味合蒸38元Step4:Listenagainandanswerthequestions.1．HowisHunancuisinesomewhatdifferentfromSichuancuisine?2．WhatarethereasonswhyHunanpeoplelikespicyfood?3．whydosomanypeoplelovesteamedfishheadcoveredwithchilies?4．whydoesTingtingrecommendbridgetofuinsteadofdrypotduckwithgoldenbuns?5.whyisredbraisedporkthemostfamousdish?keys:1．HowisHunancuisinesomewhatdifferentfromSichuancuisine?TheheatinSichuancuisinecomesfromchiliesandSichuanpeppercorns.Humancuisineisoftenhotterandtheheatcomesfromjustchilies.2.WhatarethereasonswhyHunanpeoplelikespicyfood?Becausetheyareaboldpeople.ButmanyChinesepeoplethinkthathotfoodhelpsthemovercometheeffectsofrainyorwetweather.3.Whydosomanypeoplelovesteamedfishheadcoveredwithchilies?Peopleloveitbecausethemeatisquitetenderandthereareveryfewsmallbones.4.WhydoesTingtingrecommendbridgetofuinsteadofdrypotduckwithgoldenbuns?Becausebridgetofuhasalightertaste.5.Whyisredbraisedporkthemostfamousdish?BecauseChairmanMaowasfromHunan,andthiswashisfavoritefood.Step5:Instructstudentstomakeashortpresentationtotheclassaboutyourchoice.Usetheexampleandusefulphrasesbelowtohelpthem.Ingroupsofthree,discusswhattypesofrestaurantyouwouldliketotakeaforeignvisitorto,andwhy.Thentaketurnsrole-playingtakingyourforeignguesttotherestaurantyouhavechosen.Oneofyoushouldactastheforeignguest,oneastheChinesehost,andoneasthewaiterorwaitress.Youmaystartlikethis:EXAMPLEA:Ireallylovespicyfood,sowhatdishwouldyourecommend?B:IsuggestMapotofu.A:Really?what'sthat?…B:waiter!C:MayItakeyourorder?orderthefoodCanIhelpyou?Areyoureadytoorder,sir/madam?I'lltakeyourorderinaminute.Whatwouldyoulike...?WhatshouldIorder?Whatwouldyousuggest/recommend?whydon’tyouorder...?Youcouldorder...Doyouhave...?Youmightlike...Howaboutordering...?Whynot...?Youshouldhave/try-.You'lllikeitbecause...Thisrestauranthasthebest...Rightnow....isinseason.Itwillcoolyoudown/warmyouup.Tdlike.../T'llhave...Anythingelse,please?Enjoyyourmeal!paythebillCanIhavethebill,please?Here’syourbill./Hereyouare.Howwillyoupay?Doyouacceptcreditcards?I’llpayincash/throughmymobilephone/bycreditcard.Here’syourchange.Thankyouforyourcoming.Goodbye.keys:A:Why?B:Well,thefoodissospicythatwe'llneedsomethingtocoolusdown.A:Thatsoundsgood.B:Waiter!C:MayItakeyourorder?B:We'dlikehotpotfortwowithagoodselectionofmeatandvegetables.C:Sothat'shotpotfortwo.B:Oh,anddoyouhaveicedtea?C:Yes,wedo.B:Thenwe'dliketwoglassestogowithourmeal.C:Thankyouverymuch.I'llhaveyourordertoyouinjustamoment.A:Why?B:Well,thefoodissospicythatwe'llneedsomethingtocoolusdown.A:Thatsoundsgood.B:Waiter!C:MayItakeyourorder?B:We'dlikehotpotfortwowithagoodselectionofmeatandvegetables.C:Sothat'shotpotfortwo.B:Oh,anddoyouhaveicedtea?C:Yes,wedo.B:Thenwe'dliketwoglassestogowithourmeal.C:Thankyouverymuch.I'llhaveyourordertoyouinjustamoment.Period5Readingforwriting【教材分析】Thethemeofthispartistowriteanarticleabouthealthydiet.Throughreadingandwritingactivities,studentscanaccumulateknowledgeabouthealthydiet,deepentheirunderstandingofthethemeofhealthydiet,andreflectontheirowneatinghabits.Thistextdescribesthebasicprinciplesofhealthydiet.Theauthorusesdataanalysis,definition,comparison,examplesandothermethods.Italsoprovidesademonstrationoftheuseofconjunctions,whichprovidesimportantinformationreferenceforstudentstocompletethenextcollaborativetask,writingskills,vividlanguagematerialsandexpressions.【教學目標與核心素養(yǎng)】TeachSstolearnandskillfullyusethenewwordslearnedfromthetext.Developstudents’abilitytounderstand,extractandsummarizeinformation.Guidestudentstounderstandthethemeofhealthydietandreflectontheirowneatinghabits.Toguidestudentstoanalyzeandunderstandthereadingdiscoursefromtheaspectsofthemecontent,writingstructure,languageexpression,etc.,EnableSstowriteincombinationwithrelevanttopicsandopinions,andtotalkabouttheireatinghabits.【教學重難點】Guidestudentstoanalyzeandunderstandthereadingdiscoursefromtheaspectsofthemecontent,writingstructure,languageexpression,etc.Enablethemtowriteincombinationwithrelevanttopicsandopinions,andtotalkabouttheireatinghabits.Guidethestudentstousethecohesivewordscorrectly,strengthenthetextualcohesion,andmaketheexpressionfluentandthethinkingclear.【教學過程】Step1:Warmingupbrainstormsomehealthyeatinghabits.1.Eatslowly.2.Don’teattoomuchfatorsugar.3.Eathealthyfood.4.Haveabalanceddiet.Step2:Readthepassageandthensumupthemainideaofeachparagraph.Paragraph1Therealkilleris_______Paragraph2Reducing_______iskeyParagraph3Keepit_______and______Paragraph4_____eatingisgood.Paragraph5The_____youlookatfoodismostimportantkeys:sugar;sweets;balanced;slow;wayStep3:StudythelanguageandstructureTask1:Whatarethekeydetailsthatsupporteachpoint?A.Therealdriverofpoorhealthisnotsomuchfattyfood,asitissugar.Detail:_________________________________________________________________________key:HeartdiseaseisthenumberonekillerofAmericans.AndinAmerica,peoplewhoreceive25%oftheirdailycaloriesormorethroughsugararetwiceaslikelytodiefromheartdiseasethanpeoplewhoreceivelessthan10%aday.B:Muchofthisextrasugarcomesfromsweetsandsweetdrinks.Details:________________________________________________________________________key:TheaverageAmericangets1/3ofhisorhersugarthroughsweetdrinksalone.C:Youcankeephealthybyconsumingdifferentcategoriesoffreshfood…ratherthanprocessedfoods.Detail:_____________________________________________________________________key:Detail1:Processedfoodsoftencontainlessnutrition,andhavehigherquantitiesofsugar，salt，andfatthanfreshingredients.Detail2:Besidesthis,itisalsoimportanttohavesomemeat,beans，ordairyproductsinyourdiet,astheyprovidethenecessaryproteinforstrongbonesandmusclegrowth.D:Afundamentalkeytohealthyeatingistoeatslowly.Detail:_________________________________________________________________________key:Detail

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