课题名称

Unit 4  A healthy diet:Q&A （Reading）

教学时数

1

教材

五年制高等职业教育公共基础课程教材

《英语》第一册

授课类型

New teaching

教材分析

本文是五年制高等职业教育公共基础课程教材《英语》第一册第四单元的阅读板块，围绕日常生活中的饮食展开，属于课标中“人与自我”范围内的“生活与学习”主题。引导学生关注膳食结构，选择健康食物。学生通过学习健康膳食问答，深入了解健康饮食相关知识，学会健康饮食，践行健康饮食观念。

学情分析

教

学

目

标

1、Language knowledge targets ：

1. Be able to write the names of related foods based on the food tower picture, understand the structure of a healthy diet, and be able to state their favorite foods and the reasons for them.

2. Be able to master knowledge of healthy diet, and obtain information about the structure of healthy diet, the functions and characteristics of food, and whether it is a healthy food.

3. Be able to master the text structure and intuitive and concise stylistic features of the question-and-answer type expository text, which explains the problem in a question-and-answer format; identify the topic sentences in the paragraphs of the answer.

2、Language skills targets ：

1. Be able to grasp important language points in the text and use words and phrases to express relevant knowledge and suggestions about healthy diet in specific contexts.

2. Be able to use the reading strategy of skimming to detect pre-reading predictions. Use the reading strategy of scanning to obtain relevant information about the structure of a healthy diet and the functions and characteristics of various foods.

3、 Emotional goals ：

1. Be able to form a healthy diet concept, summarize and propose specific practices for maintaining a healthy diet based on their own situation, and establish a healthy diet concept.

2. The knowledge related to healthy diet can be extended to healthy life, and the concept of healthy life can be initially formed.

教学重点

1. 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、总结并分享保持健康的理念和建议。最后能够将所学知识迁移到健康生活，初步形成健康生活的理念。

教学策略

本课传授给学生的学法是“问题驱动下的自主学习──分组协作学习──探究发现学习”。强调以学生为中心，根据学生个人学习效率低下的现状，对全班进行分组学习，在找寻问题答案的过程中，既鼓励个性张扬，又提倡某些问题的分组协作。从而在有限的课堂学习时间里完成课堂学习任务。同时指导学生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。

板书设计

Unit 4  A healthy diet:Q&A （Reading）

The first wealth is health .

What kinds of foods make a healthy diet?

Whatwill you do to keep a healthy diet?”

To keep a healthy diet, I will…

教学过程

教学环节

时间分配

主要内容

教学活动

设计意图

Step 1Warm-up

8’

1. Food Pyramid Game

(1) T displays the picture of the Food Pyramid and shows some words of different food to Ss.

(2) Ss read the words and search for the corresponding foods in the Food Pyramid picture, then match the words with the foods on their own.

(3)T asks one or two students to present their answers and gives explanations when needed.

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. Discussion about Favorite Foods

(1) T poses the question "Which food do you like best and why?" and asks Ss to discuss with their partners.Ss may use the given reasons in the textbook as a help.

(2) Ss discuss in groups of four, sharing their favourite food and reasons for liking certain foods based on the given reasons and their personal experiences.

(3) T guides Ss to categorize the reasons provided by the students and the textbook, some based on personal preferences and others related to health factors, and guides Ss to pay attention to health factors.

Ss are encouraged to share more reasons based on their own experiences that are not given in the textbook. T provides guidance and assistance when needed.

Step 2 Pre-reading

2’

Introduction and Prediction

Situation: Hans majors in cooking. He wants to cook dishes that are both delicious and healthy. Andy is curious about what healthy eating actually means. Hans tries to explain to him by answering his questions.

T asks Ss to read the situation and title of the text and pay attention to the words “healthy eating, Q & A” to make predictions about the main idea of the text.

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。

Step 3

While

-reading

15’

1. Listen and Judge

（1） Ss listen to the recording and check if they’ve made the right predictions

（2） Ss judge the 3 sentences on screen to check whether they get the key information of the text.

1.通过听读，检测读前预测。并且掌握文章的关键信息。

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. Scanning and Blank Filling

(1) T asks Ss to scan the text and complete Activity 1 in “Understanding the Text” by underlining the general nouns for foods mentioned in the first Q & A.

(2) Ss fill in the blanks and complete Activity 1

(3) T asks some students to give answers, and the whole class checks the answers together. T makes explanations when needed.

3. Careful Reading and Food Categorizing  

(1) Ss read the words in the table in Activity 2, and T helps them with difficult ones.

(2) Ss read the text and find out the functions and features of different kinds of food. Then Ss judge and classify the foods into the appropriate columns of the chart.

(3) T asks some Ss to give the answers and the whole class checks the answers together.

4. Discussion

(1)T poses the question "What will you do to keep a healthy diet?" and gives an example answer. T then guides Ss to read the text and find other answers.  

(2)T explains the sentence structure "To keep a healthy diet, I will..." and provides examples.

(3) Ss discuss with their partners and list out as many things they can do as possible in the table.

(4) T invites some Ss to share their thoughts and checks the answers together with the class.

5. Text Analysis──

Structure and Features

(1) T asks Ss to find out the structureof the “Q & A” articles and give explanation when needed.

(2) T introduces common features of “Q&A” articles.

(3) T encourages Ss to sum up the features of the textand provides necessary guidance when needed.

Step 4Post-reading

10’

1. Q & A

(1) T encourages Ss to do “Q & A” games in pairs to ask and answer questions about healthy diet by referring to Activity 1 and 2.

(2) T invites some pairs to show their conversations to the whole class.

(3) T and Ss make comment on their performance.

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。

2. Language  Focuses

T explains the important words, expressions and grammar focuses in the text.

3. Word Choosing

(1) Ss read and translate the given six words in“WordStudy”Activity1.

(2) T asks Ss to choose the appropriate words and fill in the blanks with correct forms to complete the sentences.

(3) T asks some Ss to give the answers and makes explanation when needed.

Summary

2’

1. What is a healthy diet and the functions and features of different types of healthy or unhealthy foods mentioned in the text.  

2. How to keep a healthy diet.

通过小结文章内容，巩固学生关于健康饮食的相关知识和词汇表达。为下一步讨论输出做准备

Discussion

3’

1. T divide Ss into groups of four, and discuss the question “How do you keep healthy?”

2. T asks some Ss to give the answers.

由健康饮食知识，迁移应用到健康生活，初步总结出健康生活的一些常规做法，进一步拓展升华“人与自我--健康生活”这一主题。

Appreciation

1’

T ask Ss to read and appreciate the proverbs about healthy lifestyle.

进一步拓展应用健康生活的知识，帮助学生初步形成将康生活的理念。

Homework

1. Copy and recite the new words and expressions.

2. Make your plan of keeping a healthy diet. Write it down and share it on the platform.