2021版外研版必修二英语Unit 1 Food for thought-Developing ideas （ 教学设计）.docx

1、1/3 Unit 1 Food for thought Developing ideas 【教材分析】【教材分析】 本课时学生将学习一篇记叙文，了解五个不同职业的人各自的饮食方式。通过对这 些饮食方式利弊的思考及提出建议， 培养学生改善自己不良饮食习惯， 健康饮食的思想。 在练习设置上，本课时的练习倾向于培养学生的思维，比如读图、释义等。本课时的语 言相对比较简单，但是还是有许多比较重要的单词、词组或句型等，深入挖掘还是可以 挖出很多需要掌握的东西。一方面要注意学生对于基础知识的掌握，采用各种方式培养 学生的自主学习能力。另一方面也可以联系前面 reading 部分出现的语言点进行适当的 深入

2、拓展。 【教学目标】【教学目标】 1. 语言能力目标 （1）学习本课时下的重点单词和词组，要求会读、会写、掌握意义及灵活运用。 （2）阅读能力培养：Paraphrase。 （3）能够根据提示对某种饮食方式进行口头或书面说明。 2. 思维品质目标： （1）能够进行直观图片与抽象文字之间的对应。 （2）能够按照一定的顺序组织文章：whatwhyhow. 3. 学习能力目标 （1）能够充分利用字典和小组合作学习等方式探究英语中的语言现象和语法，培 养自主学习能力。 （2）能够在小组和班级中积极交流自己的观点和想法，培养自信心和合作学习能 力。 4. 文化意识目标： 培养改善不良饮食习惯，健康合理饮食

3、的思想。 【教学【教学重难点重难点】 1. 重点：本课时的重点单词和词组 2. 难点 （1） Paraphrase。 （2） 按照一定的顺序组织文章：whatwhyhow. 2/3 【教学【教学过程过程】 Step 1 Warm-up 1. Look at the pictures and decide whether the food is healthy or not. 2. Work in pairs. Talk about what you usually eat for dinner and decide who eats more healthily. (Before decidi

4、ng who eats more healthily, students should think the question: what is a healthy diet?) Step 2. Learning to learn Visual information, such as photos and illustrations, can support reading and help you identify the theme and content of a text. Make the most of these images to look for clues to help

5、you understand the text. 1. Now read the passage and match the pictures of the fridges to their owners. (a-Jenny, b-Mike, c-Ted, d-Max, e-Ellie.) 2. Try to find information from the passage to support your answer. (This step is designed to train students skills of finding detailed information and bu

6、ilding connection between images and words.) Ellie: My fridge is usually half empty.toast.yogurt with honey. Jenny: We dont eat meat.We like cooking at home and make our meals from fresh, seasonal fruit and vegetables. Ted: I dont think that anything can beat my mums homemade sausages. Mike: I bring

7、 home from the restaurant.buy a lot of frozen food. Max: I darent let my mum see this photo. Step 3. Paraphrase. 1. Find out who might say the sentences below. (1-Mike, 2-Jenny, 3-Max, 4-Ellie, 5-Ted) 2. Find sentences from the passage to support your answer. Ellie: My fridge is usually half empty a

8、nd Im often too tired to eat much. Jenny: We dont eat meat, and any milk or cheese had better be dairy-free.We like cooking at home and make our meals from fresh, seasonal fruit and vegetables. Ted: I guess Ive always been a meat eater and in this house, no family meal is complete without some form

9、of meat. 3/3 Mike: I bring home from the restaurant where I work. Max: Im too busy studying and meeting friends. I suppose the fridge could be kind of cleaner. I darent let my mum see this photo. Step 4. Think and share 1. What do you think the saying “You are what you eat” means? 2. Do you know of

10、any Chinese sayings about food and health? What is your understanding of them? 3. Which persons eating habits are most similar to yours? 4. What can you do to improve your eating habits from now on? Discuss the questions in groups and then share your opinion with the class. Step 5. Group work Make c

11、omments and suggestions about the lifestyle of each person in the passage. 1. Discuss the lifestyle of each person. Use the table to make notes. 2. Organize your ideas follow the steps below. Describe the lifestyle of each person in the passage. (What is each persons lifestyle?) Explain the possible problems with their lifestyle. (Why may their lifestyles cause problems?) Make suggestions about how they can improve their lifestyles. (How to solve the problems and improve their lifestyles?) 3. Share your ideas with the class. Step 6 Homework 课后练习