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人教版 (2019)选择性必修 第二册Unit 3 Food and Culture教学设计
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这是一份人教版 (2019)选择性必修 第二册Unit 3 Food and Culture教学设计，共8页。
主题语境：人与社会
主题群：历史、社会与文化
子主题：饮食与文化
语篇类型：说明文
文本分析：
[What]“Healthy Eating”是一篇科普说明文，从五个方面介绍了健康饮食：糖是健康的杀手，减少糖的摄入量是保持健康的关键，均衡膳食，养成细嚼慢咽的习惯，形成健康的饮食观点。文章主题与本单元主题语境相关，有助于对主题意义的探究。文本结构清晰，逻辑条理分明，能够为写作提供很好的范本。
[Why]作者从不同方面阐释了健康饮食，帮助学生积累有关健康饮食的知识，深化对健康饮食这一主题的理解，并反思自身的饮食习惯。
[Hw]该文是一篇说明文，从阐释健康饮食的不同方面展开，采用举例子、对比、列数字、下定义等说明方法详细说明了如何保持健康饮食。总体来说，本文语言生动简洁，结构层次分明，言之有理，合乎逻辑。
课时目标
1.获取、梳理、描述保持健康饮食的几个方面。
2.分析判断作者的写作手法，掌握语篇特征。
3.联系个人生活，使学生在新的语境中，用得体的语言以书面形式描述自己的健康饮食习惯，实现对语言知识和文化知识的内化，促进能力向素养的转化。
4.通过结对合作，对同伴的草稿进行批判性评价与相互学习，培养学生批判性思维及与他人合作学习的能力。
重点难点
重点：
1.获取文章的有效信息，描述如何保持健康饮食。
2.分析和判断作者的写作手法及文章的主要语篇特征。
难点：
用恰当的语言阐释自己对健康饮食的观点。
教学准备
教师准备：
搜集保持健康饮食的相关资料、图片。
学生准备：
1.预习新词汇和课文。
2.在网上查找保持健康饮食的相关资料。
教学过程
Step I 学习理解
活动一：感知与注意
Shw a picture abut Fd Pyramid and ask students t discuss the fllwing questins.
Fd Pyramid
·What d yu think makes up a healthy diet?
·What are sme rules fr healthy eating?
【设计意图】通过讨论食物金字塔，提高学生对健康饮食的认识，使学生提前进入话题，为接下来的文章阅读做好准备。
活动二：获取与梳理
1. Read and chse.
Ask students t read the passage and match the subheadings with the paragraphs.
Paragraph 1: _______________________
Paragraph 2: _______________________
Paragraph 3: _______________________
Paragraph 4: _______________________
Paragraph 5: _______________________
Suggested answers:
Paragraph 1: C Paragraph 2: B
Paragraph 3: E Paragraph 4: A
Paragraph 5: D
2. Read and answer.
Ask students t read the passage again and chse the best answers.
Suggested answers:
①B ②C ③D ④D
3. Study the language and structure.
（1）Ask students t find the key details that supprt each pint.
A The real driver f pr health is nt s much fatty fd, as it is sugar.
Detail(s): __________________________________________________
B Much f this extra sugar cmes frm sweets and sweet drinks.
Detail(s): __________________________________________________
C Yu can keep healthy by cnsuming different categries f fresh fds… rather than prcessed fds.
Detail(s): __________________________________________________
D A fundamental key t healthy eating is t eat slwly.
Detail(s): __________________________________________________
Suggested answers:
A
In America, peple wh receive 25% f their daily calries r mre thrugh sugar are twice as likely t die frm heart disease than peple wh receive less than 10% a day.
B
The average American gets 1/3 f his r her sugar thrugh sweet drinks alne.
C
Detail 1: Fruit and vegetables are full f vitamins and fibre.
Detail 2: Prcessed fds ften cntain less nutritin, and have higher quantities f sugar, salt, and fat than fresh ingredients.
D
Detail 1: Peple wh chew t quickly end up eating t much fd because they still feel hungry.
Detail 2: Eating slwly als allws yur bdy t digest yur fd better, and will allw yu t enjy yur fd mre.
（2）Ask students t underline the linking wrds in the passage that intrduce anther way f saying what was already mentined in the previus sentence.
Suggested answers:
put mre simply; in ther wrds; what this means is that
（3）Ask students t circle the linking wrds in the passage which shw that cntrasting ideas are being intrduced.
Suggested answers:
Hwever; while; rather than; rather
4. Fill in the blanks.
Ask students t fill in the blanks based n the passage.
Suggested answers:
①than ②regardless ③categries ④prviding
⑤balanced ⑥fundamental ⑦t digest
⑧cnsistent ⑨are ⑩t
【设计意图】通过获取文章的段落大意、针对文章内容选择正确的答案和回答问题、学习文章的语言及结构特点、根据课文内容填空等活动，帮助学生深入理解课文内容，掌握文章细节信息。
Step Ⅱ 应用实践
活动三：分析与判断
Ask students t wrk in grups f fur and discuss hw the authr writes the passage.
Suggested answer:
The authr explains the imprtant principles f healthy diet by means f data analysis, prviding definitins, making cmparisns and giving examples.
【设计意图】作者采用多种写作手法，阐释了健康饮食的重要原则。
活动四：内化与应用
1. Write dwn everything yu ate and drank ver the last three days.
Suggested answers:
（略）
2. Cmpare what yu have had ver the last three days with the advice written in the article, and any facts abut diet and nutritin that yu knw t be true. Make tw lists:
Suggested answers:
▲Gd habits:
I eat a variety f things.
▲Bad habits:
I get busy and smetimes frget t eat, and then when I eat I tend t eat quickly, such as bread r an range. Als, I am already n a diet, but this is the hliday seasn, s peple keep giving me sweets. Because I am busy and hungry, instead f saying n t the sweets. I eat them.
3. If yu have bad eating habits, make a list f things yu can d t get rid f them.
Suggested answer:
Say n t sweets, even thugh it is the hliday seasn, and take mre time t eat.
4. Use yur ntes t write yur essay. Yu can start like this:
Overall, I think I have healthy/unhealthy eating habits. As fr the things that I am ding right,... Still, I shuld imprve my eating habits by…
【设计意图】本活动为写作实践，在写前引导学生用之前所学语言知识对健康饮食进行讨论，并更进一步将自已的饮食习惯与健康饮食相对比，旨在降低写作难度，增强写作的信心。
Sep Ⅲ 迁移创新
活动五：批判与评价
Exchange yur draft with a partner.
（1）Use the checklist t help yu revise yur partner’s draft.
√ Des the writer use details t supprt each pint?
√ Des the writer use prper linking wrds t tie the essay tgether?
√ Has the writer really thught abut his r her diet carefully?
√ Des the writer use vivid wrds t add stress t his r her pints?
（2）Take yur draft back and revise it.
（3）Share yur essay with the rest f the class.
【设计意图】该环节通过结对合作，探讨文章是否使用细节支持观点，是否使用恰当的关联词，是否曾经仔细思考过饮食习惯等细节内容，让学生对同学的草稿进行综合评价与相互学习，加深对主题意义的理解和批判思维及多元思维的培养，实现深度学习。
板书设计
A. Slw Eating is Gd
B. Reducing Sweets is Key
C. The Real Killer is Sugar
D. The Way Yu Lk at Fd is Mst Imprtant
E. Keep It Fresh and Balanced
①Accrding t the passage, what is the biggest killer f heart?
A. Fatty fd. B. T much sugar.
C. Fruit and vegetables. D. Animals’ meat.
②What diet shuld we eat if we want t keep healthy?
A. Sugar and fat. B. Dairy prducts.
C. A balanced diet. D. Prcessed fds.
③What is the main purpse f the passage?
A. T intrduce a new diet t peple.
B. T analyse the cmpsitin f fd.
C. T explain the effect f sweet n health.
D. T tell readers what a healthy diet is.
④Where is this passage mst likely frm?
A. A nvel. B. A guidebk.
C. A diary. D. A magazine.
What makes up a healthy diet? Scientists have fund that the real driver f pr health is sugar rather ①________ s much fatty fd. This is true ②________（regard）f hw healthy the rest f their diet might be. If yu want t be healthy, yu have t cut dwn n sweet. Beynd this, yu can keep healthy by cnsuming different ③________（categry）f fresh fds, especially fruit and vegetables. It is als imprtant t have sme meat, beans, r dairy prducts, ________（prvide）the necessary prtein fr bnes and muscle grwth.
The ideal diet is a ⑤________（balance）ne, withut t much r t little f any ne thing. Finally, a ⑥________（fundament）key t healthy eating is t eat slwly, which als allws yur bdy ⑦________（digest）yur fd better. In additin, ⑧________（cnsistency）eating habits like taking three meals a day at the same time and eating a mdest amunt f fd each time a day ⑨________（be）better fr ur health. There is n ne trick ⑩________ healthy eating. It matters that having a healthy attitude twards fd. It is up t yu t make the right decisins abut yur diet.
Unit 3 Fd and Culture
Perid Ⅴ Using Language(2)
I.学习理解
活动一：感知与注意
活动二：获取与梳理
1. Read and chse.
2. Read and answer.
3. Study the language and structure.
4. Fill in the blanks.
Ⅱ.应用实践
活动三：分析与判断
活动四：内化与应用
Ⅲ.迁移创新
活动五：批判与评价
主题语境：人与社会
主题群：历史、社会与文化
子主题：饮食与文化
语篇类型：说明文
文本分析：
[What]“Healthy Eating”是一篇科普说明文，从五个方面介绍了健康饮食：糖是健康的杀手，减少糖的摄入量是保持健康的关键，均衡膳食，养成细嚼慢咽的习惯，形成健康的饮食观点。文章主题与本单元主题语境相关，有助于对主题意义的探究。文本结构清晰，逻辑条理分明，能够为写作提供很好的范本。
[Why]作者从不同方面阐释了健康饮食，帮助学生积累有关健康饮食的知识，深化对健康饮食这一主题的理解，并反思自身的饮食习惯。
[Hw]该文是一篇说明文，从阐释健康饮食的不同方面展开，采用举例子、对比、列数字、下定义等说明方法详细说明了如何保持健康饮食。总体来说，本文语言生动简洁，结构层次分明，言之有理，合乎逻辑。
课时目标
1.获取、梳理、描述保持健康饮食的几个方面。
2.分析判断作者的写作手法，掌握语篇特征。
3.联系个人生活，使学生在新的语境中，用得体的语言以书面形式描述自己的健康饮食习惯，实现对语言知识和文化知识的内化，促进能力向素养的转化。
4.通过结对合作，对同伴的草稿进行批判性评价与相互学习，培养学生批判性思维及与他人合作学习的能力。
重点难点
重点：
1.获取文章的有效信息，描述如何保持健康饮食。
2.分析和判断作者的写作手法及文章的主要语篇特征。
难点：
用恰当的语言阐释自己对健康饮食的观点。
教学准备
教师准备：
搜集保持健康饮食的相关资料、图片。
学生准备：
1.预习新词汇和课文。
2.在网上查找保持健康饮食的相关资料。
教学过程
Step I 学习理解
活动一：感知与注意
Shw a picture abut Fd Pyramid and ask students t discuss the fllwing questins.
Fd Pyramid
·What d yu think makes up a healthy diet?
·What are sme rules fr healthy eating?
【设计意图】通过讨论食物金字塔，提高学生对健康饮食的认识，使学生提前进入话题，为接下来的文章阅读做好准备。
活动二：获取与梳理
1. Read and chse.
Ask students t read the passage and match the subheadings with the paragraphs.
Paragraph 1: _______________________
Paragraph 2: _______________________
Paragraph 3: _______________________
Paragraph 4: _______________________
Paragraph 5: _______________________
Suggested answers:
Paragraph 1: C Paragraph 2: B
Paragraph 3: E Paragraph 4: A
Paragraph 5: D
2. Read and answer.
Ask students t read the passage again and chse the best answers.
Suggested answers:
①B ②C ③D ④D
3. Study the language and structure.
（1）Ask students t find the key details that supprt each pint.
A The real driver f pr health is nt s much fatty fd, as it is sugar.
Detail(s): __________________________________________________
B Much f this extra sugar cmes frm sweets and sweet drinks.
Detail(s): __________________________________________________
C Yu can keep healthy by cnsuming different categries f fresh fds… rather than prcessed fds.
Detail(s): __________________________________________________
D A fundamental key t healthy eating is t eat slwly.
Detail(s): __________________________________________________
Suggested answers:
A
In America, peple wh receive 25% f their daily calries r mre thrugh sugar are twice as likely t die frm heart disease than peple wh receive less than 10% a day.
B
The average American gets 1/3 f his r her sugar thrugh sweet drinks alne.
C
Detail 1: Fruit and vegetables are full f vitamins and fibre.
Detail 2: Prcessed fds ften cntain less nutritin, and have higher quantities f sugar, salt, and fat than fresh ingredients.
D
Detail 1: Peple wh chew t quickly end up eating t much fd because they still feel hungry.
Detail 2: Eating slwly als allws yur bdy t digest yur fd better, and will allw yu t enjy yur fd mre.
（2）Ask students t underline the linking wrds in the passage that intrduce anther way f saying what was already mentined in the previus sentence.
Suggested answers:
put mre simply; in ther wrds; what this means is that
（3）Ask students t circle the linking wrds in the passage which shw that cntrasting ideas are being intrduced.
Suggested answers:
Hwever; while; rather than; rather
4. Fill in the blanks.
Ask students t fill in the blanks based n the passage.
Suggested answers:
①than ②regardless ③categries ④prviding
⑤balanced ⑥fundamental ⑦t digest
⑧cnsistent ⑨are ⑩t
【设计意图】通过获取文章的段落大意、针对文章内容选择正确的答案和回答问题、学习文章的语言及结构特点、根据课文内容填空等活动，帮助学生深入理解课文内容，掌握文章细节信息。
Step Ⅱ 应用实践
活动三：分析与判断
Ask students t wrk in grups f fur and discuss hw the authr writes the passage.
Suggested answer:
The authr explains the imprtant principles f healthy diet by means f data analysis, prviding definitins, making cmparisns and giving examples.
【设计意图】作者采用多种写作手法，阐释了健康饮食的重要原则。
活动四：内化与应用
1. Write dwn everything yu ate and drank ver the last three days.
Suggested answers:
（略）
2. Cmpare what yu have had ver the last three days with the advice written in the article, and any facts abut diet and nutritin that yu knw t be true. Make tw lists:
Suggested answers:
▲Gd habits:
I eat a variety f things.
▲Bad habits:
I get busy and smetimes frget t eat, and then when I eat I tend t eat quickly, such as bread r an range. Als, I am already n a diet, but this is the hliday seasn, s peple keep giving me sweets. Because I am busy and hungry, instead f saying n t the sweets. I eat them.
3. If yu have bad eating habits, make a list f things yu can d t get rid f them.
Suggested answer:
Say n t sweets, even thugh it is the hliday seasn, and take mre time t eat.
4. Use yur ntes t write yur essay. Yu can start like this:
Overall, I think I have healthy/unhealthy eating habits. As fr the things that I am ding right,... Still, I shuld imprve my eating habits by…
【设计意图】本活动为写作实践，在写前引导学生用之前所学语言知识对健康饮食进行讨论，并更进一步将自已的饮食习惯与健康饮食相对比，旨在降低写作难度，增强写作的信心。
Sep Ⅲ 迁移创新
活动五：批判与评价
Exchange yur draft with a partner.
（1）Use the checklist t help yu revise yur partner’s draft.
√ Des the writer use details t supprt each pint?
√ Des the writer use prper linking wrds t tie the essay tgether?
√ Has the writer really thught abut his r her diet carefully?
√ Des the writer use vivid wrds t add stress t his r her pints?
（2）Take yur draft back and revise it.
（3）Share yur essay with the rest f the class.
【设计意图】该环节通过结对合作，探讨文章是否使用细节支持观点，是否使用恰当的关联词，是否曾经仔细思考过饮食习惯等细节内容，让学生对同学的草稿进行综合评价与相互学习，加深对主题意义的理解和批判思维及多元思维的培养，实现深度学习。
板书设计
A. Slw Eating is Gd
B. Reducing Sweets is Key
C. The Real Killer is Sugar
D. The Way Yu Lk at Fd is Mst Imprtant
E. Keep It Fresh and Balanced
①Accrding t the passage, what is the biggest killer f heart?
A. Fatty fd. B. T much sugar.
C. Fruit and vegetables. D. Animals’ meat.
②What diet shuld we eat if we want t keep healthy?
A. Sugar and fat. B. Dairy prducts.
C. A balanced diet. D. Prcessed fds.
③What is the main purpse f the passage?
A. T intrduce a new diet t peple.
B. T analyse the cmpsitin f fd.
C. T explain the effect f sweet n health.
D. T tell readers what a healthy diet is.
④Where is this passage mst likely frm?
A. A nvel. B. A guidebk.
C. A diary. D. A magazine.
What makes up a healthy diet? Scientists have fund that the real driver f pr health is sugar rather ①________ s much fatty fd. This is true ②________（regard）f hw healthy the rest f their diet might be. If yu want t be healthy, yu have t cut dwn n sweet. Beynd this, yu can keep healthy by cnsuming different ③________（categry）f fresh fds, especially fruit and vegetables. It is als imprtant t have sme meat, beans, r dairy prducts, ________（prvide）the necessary prtein fr bnes and muscle grwth.
The ideal diet is a ⑤________（balance）ne, withut t much r t little f any ne thing. Finally, a ⑥________（fundament）key t healthy eating is t eat slwly, which als allws yur bdy ⑦________（digest）yur fd better. In additin, ⑧________（cnsistency）eating habits like taking three meals a day at the same time and eating a mdest amunt f fd each time a day ⑨________（be）better fr ur health. There is n ne trick ⑩________ healthy eating. It matters that having a healthy attitude twards fd. It is up t yu t make the right decisins abut yur diet.
Unit 3 Fd and Culture
Perid Ⅴ Using Language(2)
I.学习理解
活动一：感知与注意
活动二：获取与梳理
1. Read and chse.
2. Read and answer.
3. Study the language and structure.
4. Fill in the blanks.
Ⅱ.应用实践
活动三：分析与判断
活动四：内化与应用
Ⅲ.迁移创新
活动五：批判与评价
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