英语 第一册（五年制高职）教案 Unit4 Daily Diet and Daily Wear

PAGEUnit4教案单元名称Unit4DailyDietandDailyWear授课内容Warm-UpReading授课课时2教学目标1.能够根据食物塔图片，写出相关食物名称，了解健康膳食结构，并能够说出自己喜爱的食物及其原因。2.能够掌握健康饮食知识，获取有关健康饮食结构、食物的功能和特点以及是否健康食物等信息。3.能够掌握问答类说明文“一问一答”的针对问题展开说明的篇章结构和直观简洁的文体特征；识别回答中的段落主题句。4.能够形成健康饮食观念，结合自身情况归纳、总结并提出保持健康饮食的具体做法，建立健康饮食观。5.能够运用略读的阅读策略，检测读前预测。运用扫读的阅读策略，获取健康饮食结构及各类食物功能和特点的相关信息。6.能够掌握语篇中的重要语言点，在具体语境中运用单词和短语表达关于健康饮食的相关知识和建议。教学重点阅读并理解健康饮食结构的构成，以及各类食物的功能和特点。2.阅读并分析语篇结构，理解文体特征。3.阅读重点语句，理解掌握重要语言点并能运用以分享关于食物的知识以及健康饮食的建议。教学难点能在理解健康饮食的知识的基础上，结合自身情况归纳、总结并分享健康饮食的理念和建议。教学过程教学环节时间分配主要内容教学活动设计意图Step1Warm-up15’1.FoodPyramidGame(1)TdisplaysthepictureoftheFoodPyramidandshowssomewordsofdifferentfoodtoSs.(2)SsreadthewordsandsearchforthecorrespondingfoodsintheFoodPyramidpicture,thenmatchthewordswiththefoodsontheirown.(3)Tasksoneortwostudentstopresenttheiranswersandgivesexplanationswhenneeded.1.通过食物塔填词游戏，帮助学生在趣味活动中激活并熟悉食物类词汇，初步建立健康饮食结构意识。2.通过两个问题的讨论，归纳人们饮食偏好的原因，引导学生关注健康饮食，激发学生学习兴趣，为后续阅读活动做准备。2.DiscussionaboutFavoriteFoods(1)Tposesthequestion"Whichfooddoyoulikebestandwhy?"andasksSstodiscusswiththeirpartners.Ssmayusethegivenreasonsinthetextbookasahelp.(2)Ssdiscussingroupsoffour,sharingtheirfavouritefoodandreasonsforlikingcertainfoodsbasedonthegivenreasonsandtheirpersonalexperiences.(3)TguidesSstocategorizethereasonsprovidedbythestudentsandthetextbook,somebasedonpersonalpreferencesandothersrelatedtohealthfactors,andguidesSstopayattentiontohealthfactors.Ssareencouragedtosharemorereasonsbasedontheirownexperiencesthatarenotgiveninthetextbook.Tprovidesguidanceandassistancewhenneeded.Step2Pre-reading2’IntroductionandPredictionSituation:Hansmajorsincooking.Hewantstocookdishesthatarebothdeliciousandhealthy.Andyiscuriousaboutwhathealthyeatingactuallymeans.Hanstriestoexplaintohimbyansweringhisquestions.TasksSstoreadthesituationandtitleofthetextandpayattentiontothewords“healthyeating,Q&A”tomakepredictionsaboutthemainideaofthetext.引导学生通过导语和标题中关键词汇，预测语篇大意，关注语篇体例，激发学生阅读兴趣，引出课文主题。Step3While-reading33’1.SkimmingandPredictionCheckingSsskimthetextandcheckifthey’vemadetherightpredictions.1.通过略读的阅读策略，检测读前预测。2.通过使用扫读的阅读策略，获取第一个问答中关于健康饮食结构的主要信息3.通过精读的阅读策略，获取各类食物功能和特点相关知识，判断其是否有益健康。4.通过延伸思考及讨论，引导学生提炼、分析、归纳保持健康饮食的具体做法，帮助学生构建健康饮食观，培养学生的总结、归纳及反思能力。5.通过鼓励学生观察和总结，梳理问答式语篇结构和文体特征。2.ScanningandBlankFilling(1)TasksSstoscanthetextandcompleteActivity1in“UnderstandingtheText”byunderliningthegeneralnounsforfoodsmentionedinthefirstQ&A.(2)SsfillintheblanksandcompleteActivity1(3)Taskssomestudentstogiveanswers,andthewholeclasscheckstheanswerstogether.Tmakesexplanationswhenneeded.3.CarefulReadingandFoodCategorizing(1)SsreadthewordsinthetableinActivity2,andThelpsthemwithdifficultones.(2)Ssreadthetextandfindoutthefunctionsandfeaturesofdifferentkindsoffood.ThenSsjudgeandclassifythefoodsintotheappropriatecolumnsofthechart.(3)TaskssomeSstogivetheanswersandthewholeclasscheckstheanswerstogether.4.Discussion(1)Tposesthequestion"Whatwillyoudotokeepahealthydiet?"andgivesanexampleanswer.TthenguidesSstoreadthetextandfindotheranswers.(2)Texplainsthesentencestructure"Tokeepahealthydiet,Iwill..."andprovidesexamples.(3)Ssdiscusswiththeirpartnersandlistoutasmanythingstheycandoaspossibleinthetable.(4)TinvitessomeSstosharetheirthoughtsandcheckstheanswerstogetherwiththeclass.5.TextAnalysis──StructureandFeatures(1)TasksSstofindoutthestructureofthe“Q&A”articlesandgiveexplanationwhenneeded.(2)Tintroducescommonfeaturesof“Q&A”articles.(3)TencouragesSstosumupthefeaturesofthetextandprovidesnecessaryguidancewhenneeded.Step4Post-reading25’1.Q&A(1)TencouragesSstodo“Q&A”gamesinpairstoaskandanswerquestionsabouthealthydietbyreferringtoActivity1and2.(2)Tinvitessomepairstoshowtheirconversationstothewholeclass.(3)TandSsmakecommentontheirperformance.1.通过组队进行问答复述健康饮食主要知识，检验学生对语篇内容的掌握程度。2.通过教授语篇中的语言点，提高学生对语言知识的掌握和运用能力。3.通过选词填空，在语境中学习正确使用重点词汇。4.通过填空，掌握固定短语的意义和用法。5.通过选词填空，理解名词加“al”后缀变为形容词的构词方法，增加词汇量。2.LanguageFocusesTexplainstheimportantwords,expressionsandgrammarfocusesinthetext.3.WordChoosing(1)Ssreadandtranslatethegivensixwordsin“WordStudy”Activity1.(2)TasksSstochoosetheappropriatewordsandfillintheblankswithcorrectformstocompletethesentences.(3)TaskssomeSstogivetheanswersandmakesexplanationwhenneeded.4.BlankFilling(1)TguidesSstopayattentiontotheusageofrelatedprepositionsandadverbsinthesetphrasesinthetext.(2)SsreadthesentencesandtranslatethemintoChinese.(3)Sschoosetheappropriateprepositionsoradverbsbasedonthesetphrasesandsentences.(4)TaskssomeSstogivetheanswersandmakesexplanationwhenneeded.5.WordFormation(1)Texplainsthewordformationruleofadding"-al"toanountoformanadjective.(2)Ssusetherightwordtocompleteeachsentenceontheirown.(3)TaskssomeSstotelltheanswersandexplainwhytheychooseanounoranadjectiveforeachsentence.(4)Thewholeclasscheckstheanswerstogether.Summary3’1.Whatisahealthydietandthefunctionsandfeaturesofdifferenttypesofhealthyorunhealthyfoodsmentionedinthetext.2.Howtokeepahealthydiet.3.Languagefocusesinthetext.Homework2’1.Copyandrecitethenewwordsandexpressions.2.Makeyourplanofkeepingahealthydiet.Writeitdownandshareitontheplatform.单元名称Unit4DailyDietandDailyWear授课内容GrammarandUsageIntegratedSkills授课课时2教学目标1.能够识别代词和介词,掌握其功能和用法。2.能够运用观察、对比、归纳等学习策略，总结相关代词的种类和介词的含义。3.能够听懂和说出预定餐厅及选择服装的相关表达方式，并在具体语境中恰当应用。4.能够了解并正确表达穿着校服的优点，能够就“是否应该在校园里穿校服”这一话题表达自己的观点，完成写作。5.能够理解选择衣物的不同观点，形成选择服装以“舒适性”为主的观念，理解穿校服的价值和意义。教学重点1.观察并归纳代词和介词的功能及用法，掌握相关代词的种类和介词的含义。2.听懂并掌握预定餐厅和选择服装的相关表达方式，在相关场景中恰当应用相关表达方式进行交际。3.了解穿着校服的优点并正确表达自己观点，通过阅读获取信息，恰当使用所给短语补充完成表达穿着校服观点的主题写作。教学难点1.能在具体语境中进行餐厅预定和选择服装的讨论。2.能归纳总结穿着校服的优点，正确表达自己的观点，完成语篇写作。教学过程教学环节时间分配主要内容教学活动设计意图Step1GrammarandUsage20’1.IntroductiontoPronouns(1)Tintroducesthedefinitionandfunctionofpronounsandprovidesexamplestoillustrate.(2)TasksSstotellthemeaningofthepronounsinthetable.引导学生运用观察、分类、归纳等学习策略，思考代词和介词的功能与用法，复习代词的种类和介词的含义，在具体语境中正确、恰当地使用代词和介词。2.MultipleChoiceandSummary(1)Tpointsoutthereferentialrelationshipofthepronounsineachsentence,summarizestherules,andgeneralizestheusageofpronouns.(2)Sscompletetheexerciseswiththeteacher'sassistance.(3)TaskssomeSstotelltheanswersandthewholeclasscheckstheanswerstogether.(4)TasksSstotellthetypesofpronounsandmakesexplanationstoSsifnecessary.3.IntroductiontoPrepositions(1)Tintroducesthedefinitionandfunctionofprepositionsandprovidesexamplestoillustrate.(2)TasksSstotellthemeaningoftheprepositionsinthetable.4.BlanksFilling(1)Ssidentifytheprepositionsinthetableandunderstandthespecificusageofeachpreposition.(2)Sscompareandanalyzetheusageofdifferentprepositionsandcompletethesentences.(3)TasksSstoprovideanswersandexplanations,andthewholeclasscheckstheanswerstogetherStep2Listening──Conversation123’1.ListeningforMainIdeaandDetails(1)TasksSstoreadthegivensentencesintheboxandtheconversationbetweenAndyandreceptionisttogetthemainideaandpredicthowtofillintheblanks.(2)TasksSstolistentotheconversation.Sslistentotheconversation,checkthepredictionandfillintherightsentencestocompletetheconversation.(3)Taskssomestudentstogivetheanswersandmakesexplanationwhenneeded.从任务较简单的听力语篇入手，引导学生理解对话大意与关键信息，学习与应用预定餐厅的表达方式。2.ListeningforUsefulSentencePatterns(1)TasksSstolistentotherecordingagainandwritedownthesentencesformakingreservationsinthetablesofthereceptionistandAndybelow.(2)Sscategorizeandfillinthetableswithrelevantsentences.(3)TaskssomeSstogivetheanswersandmakesexplanationwhenneeded.3.UsefulExpressionsLearning(1)TleadsSstolearnthesentencesformakingareservationbetweenreceptionistsandcustomers.(2)ThelpsSstofindoutmoresuchexpressionstopreparefortherole-playactivity.4.RolePlay(1)TasksSstoworkinpairsorgroupoffourtousethegivenexpressionstoactoutaconversation.(2)Somepairsperformtheirconversationssinfrontoftheclass.(3)TandSsevaluatetheperformance.Step2Listening──Conversation215’ListeningforDetails(1)Ssreadthegivenstatementsandpredictthecontentoftheconversation.(2)TasksSstolistentotherecordingtochecktheirpredictionsandtickthetruestatements.(3)TaskssomeSstogivetheanswersandmakesexplanationwhenneeded.通过简单的对话语篇引出选择服装的话题，学习与应用选择服装的表达方式，引导学生在选择服装时对服装材质、颜色及舒适性的关注，为接下来完成表达穿着校服的观点的写作做好铺垫。2.ConversationPractice(1)TpresentsaconversationbetweenLilyandSusantalkingaboutbuyingclothesforfamilymembers.(2)TguidesSstoreadthegivenconversation.(3)SsobservethefourtablesofSusan'sfamilymemberstogettheinformationofSusan’sfamilymembers.(4)Ssselectinformationofdifferentfamilymemberstopracticetheconversation.(5)TaskssomepairsofSstosharetheirconversationswiththeclassmates.Step3Writing

15’1.DiscussionandInformationReading(1)TasksSstohaveadiscussionaboutwhetherstudentsshouldwearschooluniformsatschool.(2)Ssreadthegivenbenefitsofwearingschooluniformsandgettoknowhowtoexpressideas.(3)Tshowshowtousethegivenphrasesintheboxestoformsentencesoftheadvantagesofwearingschooluniforms.通过展开讨论，引导学生归纳穿校服的优点，结合教材提示的穿着校服的益处，完成校服优点的总结，通过教师举例明确如何根据上下文逻辑关系选择相关的优点并以完整的语句进行填空，完成语篇写作。2.ArticleWriting(1)Ssreadthegivenarticleandgetthelogicalrelationshipswithinthecontext.(2)Ssselectappropriatephrasesfromtheboxandusethemtomakesuitablesentencesandtrytocompletethearticlewiththesesentences.(3)TaskssomeSstogivetheanswersandthewholeclasschecktheanswerstogether.Summary5’1.Functionsandusagesofpronounsandprepositions.2.Usefulexpressionsformakingareservationinarestaurantandfordiscussionaboutchoosingclothes.3.Howtowriteanarticleaboutexpressingopinionsonthebenefitsofwearingschooluniforms.Homework2’Pairwork.Polishyourin-classroleplay,shootavideoanduploaditontotheplatform.Writeashortparagraphtoexpressyourownopinionsonbenefitsofwearingschooluniforms.单元名称Unit4DailyDietandDailyWear授课内容ExtendedReadingReal-LifeActivity授课课时2教学目标1.能够了解汉服服装主要特色及复兴原因。2.能够了解新闻报道常见的“用标题引入注意，用引言引发兴趣，用实例、采访、统计数据增加可信度”的文体特征，以及简洁、清晰、便于读者理解的语言特色。3.能够运用速读策略迅速确定新闻稿的内容大意，运用精读策略获取语篇中提及的汉服的特色及复兴原因。4.能够深刻理解汉服复兴的多重原因及汉服魅力，树立文化自信和民族自豪感。5.能够了解宴会菜单构成元素及内容，完成中文菜品名称英译。6.能够运用本单元所学关于健康饮食的语言知识和技能，设计完成含有邀请函的欢送宴菜单。教学重点1.阅读并了解汉服服装特色及复兴原因。2.阅读并分析新闻稿的文体特征和语言特色。3.设计欢送宴菜单。教学难点1.能深入理解汉服文化内涵，结合自身背景知识拓展思考汉服复兴的多重原因。2.能根据实景任务要求，设计出欢送宴菜单。教学过程教学环节时间分配主要内容教学活动设计意图Step1Pre-reading8’SituationSituation:HannahisveryinterestedinthetraditionalChineseclothingthatshesawsomegirlswearinginthepark.LilyandSusanintendtogiveHannahabriefintroductiontosuchclothing.Thisisanewsreporttheyfound.Traisesquestionslike:DidyouwearHanfubefore?DoyoulikeHanfu?Why？Whatarethecharacteristics/featuresofHanfucomparedtomodernclothing?Ssdiscussandexpresstheirviewpointsfreely.导入阅读语篇，引导学生思考汉服特色和人们喜爱汉服的原因。Step2While-reading22’1.FastreadingandBlankFilling(1)TasksSstoreadtheintroductionandtitle,explainingthatit'sanewsreportandunderstandinghowthenewstitleispresented.(2)Ssreadthetextquicklytofindoutthemainideaofthenewsreport.(3)SsreadthetextagaintofindinformationaboutthefeaturesofHanfuandfillintheblanks.(4)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.1.训练速读、精读等阅读策略，获取段落主旨大意，抓取篇章细节信息。2.通过小组讨论，引发学生结合自身背景知识，思考汉服复兴的多重原因，理解汉服文化，树立文化自信及民族自豪感。3.通过阅读和分析，思考总结新闻稿文体特征和语言特点。2.CarefulReadingandDetailFinding(1)TasksSstoreadthetextcarefullyandfindoutthereasonswhyHanfuisloved,providingguidanceandassistancewhenneeded.(2)Ssfillintheblanksforthefirsttwoparagraphsandthewholeclasscheckstheanswers.(3)TdividesSsintogroupsof4todiscussotherreasonswhytherearemoreandmoreHanfufans,providingguidanceandassistancewhenneeded.(4)TaskssomeSstogivetheanswersandmakesexplanationswhenneeded.3.TextAnalysis──NewsReportFeatures(1)TasksSstothinkabout:Whatcanyougetfromthetitle?Howdoesthearticlecapturereaders’attentionintheintroduction?Arethereanyquotes,surveysorstatisticaldatacitedinthenewsreport?Canyoufindthem?Isthelanguageusedinthearticleeasytounderstand?Why?（2）Ssdiscussandexpresstheirviewpointsfreely.Sstrytoconcludethefeaturesofanewsreport.Step3Post-reading10’Retelling(1)TencouragesSstointroduceHanfutoforeignfriendsbyreferringtoHanfu’sfeaturesa