ForeignLanguageDepartment揭阳职业技术学院业技教案课程：英语精读五任课教师：查爱霞专业：小学英语教育班级：（专本协同）221班
Foreign Language Department 1 揭阳职业技术学院 教案 课程： 英语精读五 任课教师： 查爱霞 专业： 小学英语教育 班级： （专本协同）221 班
Foreign Language DepartmentChapterUnit 1Maintain a Balanced DietUponcompletionofthisunit,teachersareexpectedtohave enabled students to: understand the text linguistically and contextually,Teaching Objective use the key words and expressions in contextproperly; take a deep insight into diet cultures and talk abouttheimportanceofmaintainingabalanceddietDevelop the habit of reading in thought groupsandlearntousetranslation skillsliteraltranslationTeaching Focusand liberal translation,一Master the basic constitution of an Englishsentence ;EffectiveCommunication:Improve students' ability to communicate clearlyand accurately in various contexts byyusingdescriptive language.Cultural Awareness:IdeologicalObjectives（思政studentsandEnhanceunderstanding目标)appreciation of cultural differences in describing andidentifying objects.Critical Thinking:福Develop students' critical thinking skills byanalyzing and describing objects in detail.the organization of the content and the structure of theTeaching Difficultytext12 lessonsTeachingDurationThrough teacher's explanation and asking questions,students canunderstand the text well.For wordTeaching Methodstudy,teachers will provide studentswith situationWiththehelpofPPTAssignmentWrite an article to express your likes and dislikes;Suggested Teaching ProcessThis unit is designed for twelve periods of classroom activities. In each of the periods.certain tasks are to be completed. The following is a suggested teaching plan forfulfilling those tasks.Period1-2: Section I Warm up;Period3-6: Section II Reading;Period7-8:SectionIIGrammarWindow, Period:9-12 SectionIVWriting2
Foreign Language Department 2 Chapter Unit 1 Maintain a Balanced Diet Teaching Objective Upon completion of this unit, teachers are expected to have enabled students to: ■ understand the text linguistically and contextually; ■ use the key words and expressions in context properly; ■ take a deep insight into diet cultures and talk about the importance of maintaining a balanced diet Teaching Focus ■ Develop the habit of reading in thought groups and learn to use translation skills_literal translation and liberal translation; ■ Master the basic constitution of an English sentence ; Ideological Objectives（思政 目标） Effective Communication: Improve students' ability to communicate clearly and accurately in various contexts by using descriptive language. Cultural Awareness: Enhance students' understanding and appreciation of cultural differences in describing and identifying objects. Critical Thinking: Develop students' critical thinking skills by analyzing and describing objects in detail. Teaching Difficulty the organization of the content and the structure of the text Teaching Duration 12 lessons Teaching Method Through teacher’s explanation and asking questions, students can understand the text well. For word study, teachers will provide students with situation. With the help of PPT. Assignment Write an article to express your likes and dislikes; Suggested Teaching Process This unit is designed for twelve periods of classroom activities. In each of the periods, certain tasks are to be completed. The following is a suggested teaching plan for fulfilling those tasks. Period1-2: Section I Warm up; Period3-6: Section II Reading; Period 7-8: Section III Grammar Window; Period :9-12 Section IV Writing
Foreign LanguageDepartment注：本单元主课文语言方面无过多难点，讲解时可把重点放在内容的组织和篇章结构方面。主课文和Reading的内容都是围绕同一主题：the importanceofmaintainingabalancediet，但Reading更接近于典型的论说文（argumentation）。论说文通常除提出并阐述作者的某个主张（claim或argument）外，一般还要列出支持该主张的理由，并指出相反主张（counterclaim或counterargument）缺乏依据或不符逻辑。在处理Reading时，教师可以在做练习前让学生讨论文中的claim和counterclaim分别是什么，作者列举了哪些理由论证其主张，并如何驳斥相反的主张。SectionIWarm-up1. Read the following mind map of “Balanced Diets”and try to find more data tocomplete themap accordingto your survey(page2)porkjuicericepotatoorangefruitsmeatvegetablesdrinksgrainBalancedDietsWarm up to have Ss look at the pictureAsk them to make a guess what the missingwords are.1.Have Ss read the words and explain themeanings of them2.3.HaveSsanswerthequestions inpairs.3. Turn to the introduction at the beginning of the unit, which sums up what Ss aregoing to read.Section II ReadingStep 1 Words to Know3
Foreign Language Department 3 注：本单元主课文语言方面无过多难点，讲解时可把重点放在内容的组织和篇 章结构方面。主课文和 Reading 的内容都是围绕同一主题：the importance of maintaining a balance diet，但 Reading 更接近于典型的论说文（argumentation）。 论说文通常除提出并阐述作者的某个主张（claim 或 argument）外，一般还要列 出支持该主张的理由，并指出相反主张（counterclaim 或 counterargument）缺乏 依据或不符逻辑。在处理 Reading 时，教师可以在做练习前让学生讨论文中 的 claim 和 counterclaim 分别是什么，作者列举了哪些理由论证其主张，并如何 驳斥相反的主张。 Section I Warm -up 1. Read the following mind map of“Balanced Diets”and try to find more data to complete the map according to your survey.(page2) Warm up to have Ss look at the picture Ask them to make a guess what the missing words are. 1.Have Ss read the words and explain the meanings of them. 2. 3.Have Ss answer the questions in pairs. 3.Turn to the introduction at the beginning of the unit, which sums up what Ss are going to read. Section II Reading Step 1 Words to Know
Foreign Language DepartmentChoosetheproper word from A), B), and C)to complete each of the followingsentences.1. Would you be able tothe man who robbed you?A) identicalB) identifyC) identity2. An important survey on the spread of this disease has beenintheschoolA) conductedB) designedC) planted3. The auto companymarkets itsnewcarwithnewenergyresources.A) aggressivelyB) fiercelyC)evidently4.your child will leave home to lead his or her own life as a fully independentadult.C) EventuallyA)StatisticallyB) Frequently5. My own problems seem insignificantwith otherpeople's.A) comparedB)commandC)communicate6. As an activein various voluntary work, I have a lot of experience in helpingothers.A) presidentB) participantC) assistant7. It is really atask. Tell me how you did it.C) coughA) roughB) tough8. I was dropping withand could notkeepmyeyes open.B) tiredA) fatigueC)excitationStep 2:Intensive Reading Read the text and apply the sense-group skill intopractice.Reading tips: According to its meaning and structure, an English sentence can bedivided into smaller parts (thought groups), which are relatively complete and closelyintegrated together. To avoid reading word by word, reading in thought groups is ableto help readers capture more words at one time and thus improve their reading speedto some extent.An Experiment on TasteTasteis such a subjective matterthat we don't usuallyconduct preferencetestsfor4
Foreign Language Department 4 Choose the proper word from A), B), and C) to complete each of the following sentences. 1. Would you be able to _ the man who robbed you? A) identical B) identify C) identity 2. An important survey on the spread of this disease has been _in the school. A) conducted B) designed C) planted 3. The auto company _ markets its new car with new energy resources. A) aggressively B) fiercely C) evidently 4. _ your child will leave home to lead his or her own life as a fully independent adult. A) Statistically B) Frequently C) Eventually 5. My own problems seem insignificant _ with other people’s. A) compared B) command C) communicate 6. As an active _ in various voluntary work, I have a lot of experience in helping others. A) president B) participant C) assistant 7. It is really a _ task. Tell me how you did it. A) rough B) tough C) cough 8. I was dropping with _ and could not keep my eyes open. A) fatigue B) tired C) excitation Step 2:Intensive Reading Read the text and apply the sense-group skill into practice. Reading tips: According to its meaning and structure, an English sentence can be divided into smaller parts (thought groups), which are relatively complete and closely integrated together. To avoid reading word by word, reading in thought groups is able to help readers capture more words at one time and thus improve their reading speed to some extent. An Experiment on Taste Taste is such a subjective matter that we don’t usually conduct preference tests for
Foreign LanguageDepartmentfood.The most you can say about anyone's preference is that it's one person's opinion.But because the two big cola companies-Coca-Cola and PepsiCola are marketed soaggressively, we've wondered how big a role taste preference actually plays in brandloyalty. We set up a taste test that challenged people who identified themselves aseither Coca- Cola or Pepsi fans: find your brand in a blind tastingWe invited staff volunteers who had a strong liking for either Coca-Cola Classicor Pepsi, Diet Coke, or Diet Pepsi. These were people who thought they'd have notrouble telling their brand from the other brand.We eventually located 19 regular cola drinkers and 27 diet cola drinkers. Thenwe fed them four unidentified samples of cola one at a time, regular colas for onegroup, diet versions for the other.We asked them to tell us whether each sample wasCoke or Pepsi; then we analyzed the records statistically to compare the participantschoices with what mere guesswork could have accomplished.Getting all four samples right was a tough test, but not too tough, wethought, for people who believed they could recognize their brand. In the end, only 7out of 19 regular cola drinkers correctly identified their brand of choice in all fourtrials. The diet cola drinkers did a little worse, only 7 out of 27 identified all foursamples correctly.while both groups did better than chance would predict, nearly half theparticipants in each group made the wrong choice two or more times. Two people goallfoursampleswrong.Overall,halftheparticipantsdidaboutaswellonthelastround of tasting as on the first, so fatigue, or taste burnout, was not a factor. Ourpreference test results suggest that only a few Pepsi participants and Coke fans mayreally be able to tell their favorite brand by taste and price.subjectiveadj.主观的conductv.实施loyaltyn，忠诚identifyv.鉴定eventuallyadv.最后5
Foreign Language Department 5 food. The most you can say about anyone’s preference is that it’s one person’s opinion. But because the two big cola companies — Coca-Cola and PepsiCola are marketed so aggressively, we’ve wondered how big a role taste preference actually plays in brand loyalty. We set up a taste test that challenged people who identified themselves as either Coca- Cola or Pepsi fans: find your brand in a blind tasting. We invited staff volunteers who had a strong liking for either Coca-Cola Classic or Pepsi, Diet Coke, or Diet Pepsi. These were people who thought they’d have no trouble telling their brand from the other brand. We eventually located 19 regular cola drinkers and 27 diet cola drinkers. Then we fed them four unidentified samples of cola one at a time, regular colas for one group, diet versions for the other. We asked them to tell us whether each sample was Coke or Pepsi; then we analyzed the records statistically to compare the participants’ choices with what mere guesswork could have accomplished. Getting all four samples right was a tough test, but not too tough, we thought, for people who believed they could recognize their brand. In the end, only 7 out of 19 regular cola drinkers correctly identified their brand of choice in all four trials. The diet cola drinkers did a little worse, only 7 out of 27 identified all four samples correctly. while both groups did better than chance would predict, nearly half the participants in each group made the wrong choice two or more times. Two people go all four samples wrong. Overall, half the participants did about as well on the last round of tasting as on the first, so fatigue, or taste burnout, was not a factor. Our preference test results suggest that only a few Pepsi participants and Coke fans may really be able to tell their favorite brand by taste and price. subjective adj. 主观的 conduct v. 实施 loyalty n. 忠诚 identify v. 鉴定 eventually adv. 最后