根据提供的信息和语言素材设计教学方案。用英文作答。设计任务：请阅读下面学生信息和语言素材，设计一个30分钟的阅读训练活动。教案没有固定格式.但须包...

问题根据提供的信息和语言素材设计教学方案。用英文作答。设计任务：请阅读下面学生信息和语言素材，设计一个30分钟的阅读训练活动。教案没有固定格式.但须包含下列要点： teaching objectives teaching contents key and difficult points major steps and time allocation activities and justifications 教学时间：30分钟学生概况：某城镇普通中学高中一年级第一学期学生，班级人数40人。多数学生已经达到《普通高中英语课程标准(实验)》五级水平。学生课堂参与积极性一般。语言素材：

Wang Peng sat in his empty restaurant feeling very frustrated. It had been a very strange morning. Usually he got up early and prepared his menu of barbecued mutton kebabs, roast pork,stir-fried vegetables and fried rice. Then by lunchtime they would all be sold. By now his restaurant ought to be full of people. But not today! Why was that? What could have happened? He thought of his mutton, beef and bacon cooked in the hottest, finest oil. His cola was sugary and cold, and his ice cream was made of milk, cream and delicious fruit. "Nothing could be better," he thought. Suddenly he saw his friend Li Chang hurrying by. "Hello, Lao Li," he called. "Your usual?" But Li Chang seemed not to hear. What was the matter? Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. Wang Peng followed Li Chang into a new small restaurant. He saw a sign in the window. Tired of all that fat? Want to lose weight? Come inside Yong Hui's slimming restaurant. Only slimming foods served here. Make yourself thin again! Curiosity drove Wang Peng inside. It was full of people. The hostess, a very thin lady, came forward. "Welcome," she said. "My name is Yong Hui. I'll help you lose weight and be fit in two weeks if you eat here every day." Then she gave a menu to Wang Peng. There were few choices of food and drink on it: just rice, raw vegetables served in vinegar, fruit and water. Wang Peng was amazed at this and especially at the prices. It cost more than a good meal in his restaurant! He could not believe his eyes. He threw down the menu and hurried outside. On his way home he thought about his own menu. Did it make people fat? Perhaps he should go to the library and find out. He could not have Yong Hui getting away with telling people lies! He had better do some research! At the library Wang Peng was surprised to find that his restaurant served far too much fat and Yong Hui's far too little. Even though her customers might get thin after eating Yong Hui's food,they were not eating enough energy-giving food to keep them fit. They would become tired very quickly. Wang Peng felt more hopeful as he drove back home. Perhaps with a discount and a new sign he could win his customers back. So he wrote: Want to feel fit and energetic? Come and eat here! Discounts today! Our food gives you energy all day! The competition between the two restaurants was on!

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解析 Class Type: Reading class Teaching Contents: This lesson contains some useful words and phrases about healthy eating. Meanwhile, in this passage it makes students think what healthy food is and how important it is to eat healthy food. Teaching Objectives: (1) Knowledge objective Students can acquire the knowledge of balanced diet and nutrition. (2) Ability objectives ① Students are able to talk about different kinds of food, unhealthy eating and balanced diet. ② Students can improve their reading ability. (3) Emotional objectives ① Students can develop a sense of forming a healthy eating habit. ②Students can develop the ability of cooperative learning. Teaching Key Points: (1) How to improve students' reading ability through the activities. (2) How to enable the students to comprehend the bad effects of unhealthy eating habits and develop balanced eating habits. Teaching Difficult Points: Enable students to talk about different kinds of food and balanced diet. Major Steps: Step 1 Pre-reading (8 minutes) (1) The teacher asks the students whether they know that the food they eat helps them grow in different ways. Then shows students some pictures about different kinds of food on the screen, and asks students to classify them into different categories.

After students complete the form, the teacher asks them to discuss the answers they have filled. Meanwhile, the teacher offers some suggestions. (2) The teacher asks students to work in pairs to discuss the following questions and then invites three of them to tell their opinions to the class. ①Which groups of food do you like best? ② Which do you eat most often? ③ What will happen to you if you don' t eat a balanced diet? (3) The teacher lets students look at the title and the pictures of it and predict what the passage is about, then read it quickly to see if they are right. (Justification: Cultivate students' ability to classify different kinds of food and enable students to realize the necessity to keep a balanced diet. Make predictions about the text can arouse their curiosity to know more about it.) Step 2 While-reading (16 minutes) (1) Skimming and Scanning (6 minutes) ① Skimming The teacher asks students to skim the reading passage and then answer the following questions: a. Who are mentioned in the story? b. Where did the story happen? After that the teacher checks the answers with the whole class. ②Scanning The teacher allows students to read the passage carefully this time to locate some important details, and then use the information from the reading passage to tick out the correct statements and give reasons for their answers. a. Usually Wang Peng' s restaurant was full of people.() b. Yong Hui could make people thin in two weeks by giving them a good diet.() c. Wang Peng's regular customers often become fat.() d. Yong Hui's menu gave customers more energy-giving food.() e. Wang Peng's menu gave customers more protective food.() f. Wang Peng decided to compete with Yong Hui by copying her menu.() (Justification: Students' reading ability of getting the general ideas and locating the specific information can be trained and improved by skimming and scanning practice.) (2) Careful reading (i0 minutes) The teacher asks students to read the passage again and then work in pairs to complete the following gaps: ① The weakness of the diet in Wang Peng' s restaurant was that it did not give __________. ② The strength of the diet in Wang Peng' s restaurant was that it provided __________. ③The weakness of the diet in Yong Hui' s restaurant was that it did not give __________. ④ The strength of the diet in Yong Hui' s restaurant was that it provided __________. And then asks students to divide the passage into 3 parts and give the main idea of each part.

(Justification: In this part, students' analyzing and summarizing ability can be trained.) Step 3 Post-reading (6 minutes) The teacher asks students to cliscuss the following questions in groups and write clown the main points and compare them with those of other groups. (1) What do you think Wang Peng will provide to win his customers back? (2) How do you think the story will end? When students are discussing the questions, the teacher can withhold the readiness to provide resources. (Justification: Discussing in groups provides them the opportunities to express their ideas actively and makes them have a deeper understanding of the text. At the same time, it can also inspire their imagination and cultivate their cooperative awareness.)

根据提供的信息和语言素材设计教学方案。用英文作答。设计任务：请阅读下面学生信息和语言素材，设计一个30分钟的阅读训练活动。教案没有固定格式.但须包...

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根据提供的信息和语言素材设计教学方案。用英文作答。 设计任务：请阅读下面学生信息和语言素材，设计一个30分钟的阅读训练活动。 教案没有固定格式.但须包...

相关内容：根据,信息,语言,素材,设计,教学,方案,英文,任务,下面,学生,30分钟,训练,活动,教案,格式

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根据提供的信息和语言素材设计教学方案。用英文作答。设计任务：请阅读下面学生信息和语言素材，设计一个30分钟的阅读训练活动。教案没有固定格式.但须包...