高中英语人教版 (新课标)必修3&4Unit 4 Body language教学设计及反思

Unit 2　Healthy eating

Period 5　Using language: Extensive reading

整体设计

教材分析

This is the fifth teaching period of this unit. As usual, the teacher should check students’ homework and offer chances for them to go over what they learned in the last period at the beginning of the class. Then lead in the new lesson.

In this period, the teaching emphasis will be put on developing students’ reading ability by reading extensively. We will deal with two parts: Come and Eat Here(2)in Using language on Pages 14-15 and Reading Task on Page 52. While reading, get students learning to use some reading strategies such as skimming, scanning. As to new words and phrases, the teacher can first find those students feel most difficult and help them to understand. That’s enough here. The purpose of this reading Come and Eat Here(2)is to complete the story of Wang Peng and Yong Hui and to show students that it is never too late to change bad eating habits and begin afresh. The teacher can first ask some students to retell the passage Come and Eat Here(1)to lead in the topic and then ask students to read the passage Come and Eat Here(2)and do some comprehending exercises. While checking their answers with the whole class, deal with language problems students can’t work out by themselves. This is an extensive reading lesson, so the teaching steps should be simple. As to the part Reading Task, the two passages provide the information on which each student can decide his/her point of view. Two opposite opinions are examined with ideas for and against the building of the restaurant. Ask students to read through the passages and learn more about the opinions and the reasons given by both sides.

At the end of the class, ask students to retell the whole story of Wang Peng and Yong Hui, discuss the two opposite opinions and give their own ones.  In order to arouse students’ interest, the teacher can hold a competition among them.

教学重点

1. Develop students’ reading skills by extensive reading.

2. Let students read and understand the story and the two passages.

教学难点

1. Enable students to learn to use reading strategies such as skimming, scanning.

2. Get students to understand and discuss the two opposite opinions and give their own point of view.

三维目标

知识目标

1. Get students to learn some useful new words and expressions in this part.

2. Get students to read the story Come and Eat Here(2).

3. Let students know about McDonald’s.

能力目标

1. Develop students’ reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.

2. Have students tell the whole story of Wang Peng and Yong Hui.

3. Enable students to understand two opposite opinions and give their own point of view.

情感目标

1. Let students know more about western and Chinese food to form good eating habit.

2. Develop students’ sense of group cooperation and teamwork.

教学过程

设计方案(一)

→Step 1 Revision

1. Check the homework exercises.

2. Ask some pairs of students to come to the front and act out their dialogue to review and practice the expressions of seeing the doctor.

→Step 2 Warming up

Talk with students about the story of Wang Peng and Yong Hui.

As we know, Wang Peng and Yong Hui manage two different styles of restaurants, and Yong Hui’s slimming restaurant attracted all the customers from Wang Peng’s. Wang Peng was frustrated and decided to do a research to compete against Yong Hui. How could the competition be on? We are going to read the next part of the story Come and Eat Here(2).

→Step 3 Reading

1. Ask students to read the passage and then choose the best answer to complete each sentence.

1)Wang Peng was worried when he thought his restaurant would be no longer popular because ______________.

A. he would be in debt

B. he could no longer earn his living

C. he would lose his job

D. his friends would not visit him

2)Yong Hui was very angry when she came to Wang Peng’s restaurant because ______________.

A. she thought he was a new customer

B. she thought he had spied on her restaurant

C. she was told he was a spy

D. he was too fat

3)Wang Peng’s research showed ______________.

A. his menu was balanced

B. both menus were balanced

C. Yong Hui’s menu was balanced

D. neither menu was balanced

4)He suggested they provide a combined menu because ______________.

A. he like Yong Hui

B. he didn’t want to lose his customers

C. he thought her menu was better

D. this would provide a balanced diet

Keys for reference: 1)B　2)B　3)D　4)D

2. Ask students to read the passage aloud to the tape and underline all the useful expressions or collocations in the passage. Let students read them aloud and copy them down in their exercise books after class as homework.

→Step 4 Discussion

1. After students’ reading the passage, ask them to work in groups and discuss the following questions:

1)How did Yong Hui feel when she came to Wang Peng’s restaurant? Why?

2)How did they solve their problems and become good friends?

3)Why was their cooperation a success?

2. Have students start their discussion. Make sure that every student has a chance to express his/her ideas.

3. Ask each group to choose one student as their representative. Let as many group representatives as possible come to the front and give a report of what their group has discussed.

→Step 5 Important language points

1. Perhaps he would be able to earn his living after all and not have to close his restaurant.

也许他仍然能够谋生, 而不至于关闭自己的餐馆。

earn one’s living: make a/one’s living谋生

She earned her living by singing in a nightclub.

她靠在夜总会唱歌谋生。

David earns his living by writing articles for newspapers.

大卫靠为报社撰写文章谋生。

【拓展】

earn one’ s keep挣钱维持生活

earn one’s passage挣取旅费

after all

1)in spite of what has been said, done or experienced毕竟; 究竟; 归根结底

So you’ve come after all!

你到底还是来了！

2)it should be remembered应该记住; 别忘了

He should have offered to pay. After all, he has plenty of money.

他应该主动提出付款。别忘了, 他有的是钱。

2. He did not look forward to being in debt because his restaurant was no longer popular.

他可不希望由于餐馆不受欢迎而负债。

debt n.

1)\ sum of money owed to sb. that has not yet been paid债务; 欠款

If I pay all my debts,  I’ll have no money left.

我如还清所有欠债就分文不剩了。

2)\ owing money, esp. when one cannot pay欠债（尤指无法偿还的）

We were poor, but we avoided debt.

我们穷是穷, 但还不至于背债。

3)\ obligation to sb. for their help, kindness, etc. （常用单数）人情债

I’m happy to acknowledge my debt to my teachers.

我能有机会向老师表示感谢, 我感到十分高兴。

be in debt: owe a lot of money欠债

He is heavily in debt.

他负债累累。

【拓展】

be in one’s debt: feel grateful to sb. for his/her help, kindness, etc. 欠某人之情

You saved my life. I am forever in your debt.

你救了我的性命, 我永远感激不尽。

be out of debt: not owe a lot of money还清债务

3. She did not look happy but glared at him.

她双眼直瞪着他, 看上去很不高兴。

glare vi. stare angrily or fiercely怒目而视; 恶狠狠地盯视

He didn’t shout or swear, but just glared silently at me.

他不喊不骂, 只是默默地怒视着我。

The old gentleman just stood there glaring at the pickpocket and did not say a word.

这位老先生只是站在那里对那个扒手怒目而视, 一句话也没有说。

4. Don’t you get tired quickly?

你不觉得自己很容易疲倦吗？

But don’t you think it would be better if you were a bit thinner?

不过, 难道你不认为瘦一点会更好吗？

1)Don’t you. . . ? 是否定疑问句, 这类句子并不真正询问, 而是表示说话人的观点或态度。例如:

Aren’t you hungry? You haven’t eaten anything since breakfast.

你难道不饿吗？你从早饭到现在还没吃过任何东西。

Don’t you come in?

难道你不进来吗？

2)宾语从句it would be better if you were a bit thinner使用的是虚拟语气, 表示与现在事实相反的假设。这时, 条件状语从句的谓语动词用过去式（be用were）, 主句的谓语动词用would(should, could, might)+动词原形。例如:

If I were you, I should study English better.

我要是你的话, 就会把英语学得更好。

If he had time, he would attend the meeting.

他要是有时间, 就会参加会议。

5. In this way they cut down the fat and increased the fiber in the meal.

这样, 他们减少了饭菜中脂肪的含量, 增加了纤维素。

cut sth. down/cut down(on sth. ): reduce the amount or quantity of something; consume, use or buy less(of sth. )削减; 压缩; 减少消耗; 少用或少买某物

The doctor advised him to cut down his consumption of fat.

医生建议他减少脂肪的摄取量。

He has to cut down on family expenses by one-third.

他不得不把家庭支出削减了三分之一。

6. Their balanced diets became such a success that before long Wang Peng became slimmer and Yong Hui put on more weight.

他们的均衡食谱非常有效, 王鹏很快就瘦了, 而咏慧却胖了。

这是一个复合句, 句中that before lone Wang Peng became slimmer and Yong Hui put on more weight 是状语从句, 表示程度或结果。

such. . . that. . . 如此……以至于……

He is such a clever boy that everyone likes him.

他非常聪明, 大家都喜欢他。

success用作可数名词时, 指成功的人或事。

He is a great success as a writer.

他是非常成功的作家。

This meeting was a great success.

这次会议开得非常成功。

before long意思是“不久以后”, 注意和long before(很久以前)的区别。

Before long he returned to his homeland.

不久他就回到了他的祖国。

The story happened long before (he was born).

故事发生在（他出生）很久以前。

put on weight增加体重

In order to put on weight, he began to eat more meat.

为增加体重, 他开始吃更多的肉。

→Step 6 Reading task

1. Have a free talk with students about Listening Task.

2. Tell students: we are going to read two passages to get more opinions on for building a McDonald’s and against building a McDonald’s.

3. Let students read the passages fast to get the general idea.

4. Have them read the passages carefully and make notes of the opinions and the reasons given by both sides. Fill in the chart.

5. Several minutes later, show the answers on the screen and check them with the whole class. At the same time, deal with any difficult language points that students can’t understand.

Suggested answers:

→Step 7 Consolidation

Ask students to go back to the passages Come and Eat Here(1)and Come and Eat Here(2). Give them several minutes to be prepared to retell the whole story in their own words. Then ask as many students as possible to come to the front to tell the story.

→Step 8 Homework

1. Finish off the Workbook exercises.

2. Learn the useful new words and expressions in this part by heart.

3. Tell the story to your friends or family.

设计方案(二)

→Step 1 Revision

1. Check the homework exercises.

2. Ask students to dictate the expressions of seeing the doctor and then read them aloud.

3. Let them make up a short dialogue at the doctor’s.

→Step 2 Leading-in

1. Let some students say something about Wang Peng’s and Yong Hui’s restaurant.

2. Have students discuss what will happen at the end of the story.

3. Tell students: Turn to Page 14. We are going to read the second part of the story.

→Step 3 Skimming

Ask students to read the passage and decide whether the following statements are true or false as soon as possible.

1. Wang Peng was worried when he thought his restaurant would no longer be popular because he could no longer earn his living.

2. Yong Hui was very angry when she came into Wang Peng’s restaurant because she thought he had spied on her restaurant.

3. Wang Peng’s research showed his menu was balanced.

4. He suggested that they provide a combined menu because he liked Yong Hui.

5. Finally they got married and lived happily but their business was a failure.

→Step 4 Scanning

Ask students to read the passage carefully to locate particular information and answer the following questions.

1. Why did Wang Peng feel happier?

2. What might he have worried before?

3. Why did his smile leave his face when he saw Yong Hui walking in?

4. What did Yong Hui say to him? What did he explain to her?

5. Was she satisfied with the food in Wang Peng’s restaurant? Why or why not?

6. What advice did she give him?

7. What was his suggestion? Did she agree with him?

8. What happened in the end?

→Step 5 Learning important language points

While checking students’ answers, deal with any language problems to see if they can know the meanings of new words and expressions and understand some difficult sentences.

→Step 6 Discussing and further understanding

Ask students to discuss the question:

What is the purpose of writing the story?

→Step 7 Workbook

Deal with Reading task(on Page 52).

1. Ask students to read the two passages. Deal with any language problems that students can’t solve by themselves while checking their understanding.

2. Let students make notes of the opinions and the reasons given by both two sides and fill in the chart.

3. Have them discuss and give their own opinions.

→Step 8 Consolidation

1. Ask students to retell the whole story of Wang Peng and Yong Hui.

2. Have students talk about McDonald’s.

→Step 9 Homework

1. Finish off the Workbook exercises.

2. Be ready to present the story Come and Eat Here in their own words.

板书设计

Unit 2　Healthy eating

Extensive Reading

活动与探究

Go to the library or surf the Internet to find information about McDonald’s and Kentucky Fried Chicken. Make notes and share with your classmates. Discuss with them the questions: Whether are the diets they provide healthy food or junk food? Why are they so popular in the world? Then write a report to give your own opinions and the reasons.