6AU10 单元分析2.doc

Unit 3 Healthy eating一、 单元分析（Unit Analysis）（一）单元地位（Unit Position）1本单元围绕着“健康饮食”这个主题展开。是在前两个unit的基础上，对各种食物对身体有益与否的一个小结。从而也是教会学生则善而食，辨别饮食的优劣，也是贯彻生命教育纲要的一种体现，还是实现“学会生活”教育理念的一种体现。2本单元在前一同名模块已出现部分“量词”的基础上，继续与学生学习和巩固诸如a little、a few、some、a lot of、plenty of等词的用法。学生要会区分可数与不可数名词，并会用这些“量词”加以修饰。3本单元出现了形容词比较级（healthier than/less healthy than）和同级比较（as healthy as/not as healthy as）的形式，用以讨论饮食间的不同。其中除healthier than外，都是新出现的。在教学中不宜盲目扩展，建议“就事论事”，学生会用就行，不求深究。4本单元在最后的教学中还出现饮食习惯的描述，对于学生而言，must/must not已不难点。5本单元教学结束后，应结合More oral practice展开继续教学；另外Project 3也是围绕本单元的内容展开的，因此可以结合进本单元内容齐头并进。（二）单元目标（Unit Target）1会用修饰词表示数量，如a lot of/some/a few/a little等。2会用how much/how many来提问数量，从而能分辨针对可数和不可数名词数量的提问。3会用healthier than/less healthy than/as healthy as/not as healthy as作比较。4会用情态动词must表示义务或命令。（三）单元重点（Unit Points）1关键词：1）食品名：lemon jelly，milk shake，congee。2）其他：habit。2语法点：need作为实义动词的使用；比较结构：as as， than，less than；一般过去时。二、 教学设计（Teaching Designs）教学内容教学实施建议教学资源参考1 Look and read & Look and say & Look and answer (P.72)课文的内容比较简单，学生在6A的同名模块中已经学习过了相关的内容，此次向生介绍了food triangle，其实只是将原来内容化为一张图向学生展示。课堂上，教师可以向学生提问：How much sugar do we need every day?等要求学生复述原来学习过的句子加以回顾，从而帮助学生复习a lot of，some，a few，plenty of等表达方式。接着向学生展示一张空白的food triangle，在其中加入plenty of、a lot of、some、a little等词。随后，给学生一些相关食物图片，让学生通过剪剪贴贴，自己完成一份完整的food triangle。教师要求学生两两合作，在贴图过程中运用Our bodies/We need every day或运用How much do we need every day? We need every day.的句式进行pair work，边做边讲。达到运用的目的。之后再播放录音进行学习。由于本部分的内容纯属6A相关内容的回顾与重复，因此教学中以旧带新。链接1中提供了本部分教学中需要的图片和空白的food triangle。见链接12 关于比较结构的教学本课中出现了as as、 than、less than三种比较结构。在教学中，教师应注意从教材的基本内容出发，而不宜盲目拓展。由于as as和比较级的内容在今后的教学中还会不断出现，因此教师不必急于求成，给学生一个大概的印象即可。在教学这三个结构时，教师可以给出若干个不同学生的食谱，让学生展开讨论并做出小结，并利用该结构进行比对。链接2提供几份可供教学时使用的食谱。另外，我们在教学中也应注意问题的提法，要特别强调课文中出现的问句：What do you think about/of their diets?3 Page 73 Page 75的教学这3页的教材内容都是围绕上述三种比较结构展开的。因此，在教授完上面提到的内容后，建议先让学生阅读74页的Read部分，然后做下面Write和Ask and answer。这样显得比较自然。再进行73页内容的教学，让学生互相比较自己的饮食，显得比较有层次。学生可以模仿着来完成。虽然在时态上有些跳跃，但是由于一般过去时和一般过去时都已学习过，学生运用起来不会有太大的麻烦。最后，在比较了学生间的饮食情况后，要求学生完成75页的Write部分，完成一份健康的食谱。这样的教学过程显得比较顺畅。体现了对教材的二次开发，教师也不会被课本的内容弄得束手束脚。4 Page 77的Read部分的处理这是一份问卷。为了提高学生的学习兴趣，教师可以做出适当的调整。调整的建议如链接3所述。5 本课内容的综合运用在本课中，向学生贯彻了生命教育的内容。因此，进行综合运用有一些必要。教师可以结合此处所提供的材料进行教学。参考资料中提供了“录象”的出处（只限网上观看），链接4中提供了相关的检测材料和教师教学建议。/resources/vgal/browse.phtml?res_cat_id=6207。点击其中的Primary 4，Too much junk food。可以找到相关的录象。（有时可能会被关闭。）链接1说明：本链接提供了一些课堂的活动素材。请对照教学建议进行操作和实施。a littlesomea lot ofplenty of链接2说明：下面的几份菜单可以让学生在课堂中进行讨论，教师也可以按照实际需要，在教授三个比较结构时使用。教师可以先进行比较，给出一些相应的例子后再要求学生进行自我创造。Dannys dietSteamed chickenFried pork chops in tomato sauceLemon jellyHamburgersAlices dietFried pork chopsBoiled lettuce in oyster sauceMango PuddingRiceSusans dietChocolate ice-creamItalian spaghetti with meatballsFruit saladSweetcorn soupPeters dietBread with watermelon jamFried chicken wingsCrab curryStrawberry ice-creamTommys dietFried Chinese white cabbage with porkChicken curryMushroom soupNoodles链接3说明：下面是针对课本内容再开发的一个例子。为提高学生兴趣，教师可以发挥自己的想像，来满足课堂教学的需求。我们将课本中的“问卷”再开发，从而要求学生自己寻找差距，从而能描述自己合理的饮食习惯。Read and tickDo you have good eating habits? Tick ().QuizYesNo1 Do you drink a lot of water every day?2 Do you eat a lot of spicy food?3 Do you watch TV when you eat?4 Do you talk when you eat?5 Do you brush your teeth before you go to bed?6 Do you wash your hands before you eat?7 Do you eat plenty of fruit and vegetables?8 Do you eat a lot of fried food?9 Do you eat breakfast, lunch and dinner?10 Do you eat a lot of sweet food?Please check your score!Read and writeYour score!Score 1 point for each correct answer.1 Yes.6Yes.2 No.7Yes.3 No.8No.4 No.9Yes.5 Yes.10No.Total points: _Do you have good eating habits?9 10Very good7 8Good5 6Average3 4Fair1 2Poor学生在此基础上再进行句型的操练和写作练习，可能会更有兴趣。链接4说明：以下提供可功观看录象用的一份视听检测材料。TOO MUCH JUNK FOODModuleFood and DrinksUnit Healthy eatingProgramme OutlineMary and Susie get into the habit of eating junk food. Mrs Brown, their mother, worries about their health because they are getting overweight. With a strong determination to change their eating habits, the whole family works together to consume fresh and healthy food.Through a meeting with Dr Chan at his clinic, the Brown family becomes more aware of the effects of junk food on their health and the need for a balanced diet. Taking the doctors advice, Susie attends a fitness class in which she learns to do various kinds of exercises to keep fit. From then on, the Brown family leads a healthy living by eating fresh and healthy food, and doing exercises.Key Stage TargetsTo develop an ever-improving capability to use English- to converse about preferences, ideas and plans (I.D. b)- to recognize and solve simple problems in given situations, and describe the solutions (K.D. b)- to develop an awareness and an enjoyment of the basic sound patterns of English in imaginative texts through activities such as participating in singing songs (E.D. a)Communicative Functions1. Give simple warnings and prohibitionsExamples:Please stop eating all that junk food.Youre 20 kg overweight. Youd better lose some weight.Lose some weight before you get sick.2. Make and respond to simple inquiriesExamples:How about sweets and candies? Whats wrong with them?Most of the sweets are not good for your health.They give you extra fat.3. Make simple suggestionsExamples:Why dont you tell your sister how to keep fit?Why dont you do some exercises like me?Eat some fresh fruits and vegetables instead of all those snacks.4. Make simple conditional statementsExamples:If they get fatter and fatter, that will be bad for their health.If it gets worse, they might have heart disease.Language SkillsListening- listen for specific informationSpeaking- convey meaning clearly and coherently by using modeled phrases and sentences to communicate with teachers or other learnersReading- locate specific informationWriting- gather and share information by interviewing- develop written texts by expressing own ideasLanguage Development StrategiesDevelop thinking skills- recognize and solve simple problemsPre-viewing Activities1. Motivate the class by asking the pupils what they had for breakfast in the morning.Example:What did you have for breakfast today?2. Teachers ask the pupils to brainstorm on the food that they usually take every day. List the pupils answers on the blackboard. Ask pupils to look at the food written on the blackboard and say whether the food is healthy or not.3. Introduce the following vocabulary to the class if necessary:junk food, healthy food, nourishing food, snacks, over-weight, a balanced diet.While-viewing Activities1. Make sure that the pupils have the COPYMASTER 1 and pencils on their desks before viewing. They need to note down the junk food Mary and Susie like to eat in the programme and complete Part I on the worksheet.Possible answers:potato chips, chocolate, ice-cream, ice-lollies, popcorn and soft drinks.2. Encourage pupils to sing along the song, We Love Healthy Foods at the end of the programme with reference to the lyrics printed in Part III on the COPYMASTER 1.Post-viewing Activities1. In Part II of the COPYMASTER 1, pupils are encouraged to express their opinions on their health to work out three suggestions for Mary and Susie to solve their problems. They can extract information from the programme.Possible answers:They should not eat too much junk food.They should not eat potato chips and chocolate.They should eat more healthy food.They should eat more vegetables and fruits.They should have a balanced diet.They should do more exercises.(Any relevant answers are acceptable.)2. For Part III, pupils sing the song, We Love Healthy Foods. Ask pupils to note the healthy foods and the junk food mentioned in the song.3. In Part IV of the COPYMASTER 2, pupils need to study the food chart of a balanced diet and fill in the blanks. Pupils may refer to the song, We Love Healthy Foods for information if they have difficulties in finding the answers.Possible answers:1. Sweet, oily and salty food such as sweets, chocolate and French fries.2. Eggs and dairy products such as cheese and milk.3. Fish and meat such as chicken and pork/beef.4. Vegetables and fruit.5. Cereals such as bread and biscuits, rice and noodles.4. Based on the information provided on the food chart of a balanced diet, teachers can ask pupils to describe the healthy eating habits by mentioning the portion of food they should take.Examples:We should eat more cereals like rice and noodles.We should eat some vegetables and fruits.We should eat less sweet, oily and salty food.5 Teachers give out COPYMASTERs 3-6, and divide the class into groups of 4 or 5. Pupils take turns to ask their group members about their favourite food and drinks by using the model speech. Pupils need to read COPYMASTERs 4-6 and name three kinds of food and drinks from the pictures. Using the information obtained, pupils fill in the table.6 After completing the table, pupils compare their favourite food and drinks with the food chart of a balanced diet on the COPYMASTER 2 and decide whether they have the habit of eating too much junk food or not. Teachers then ask group leaders to report to the class the number of pupils who have the habit of eating too much junk food. Through this simple survey, teachers can find out the general eating habits of the class and so heighten the pupils awareness of healthy eating habits. COPYMASTER 1Too Much Junk FoodPart I Mary and Susie love junk food.Mary and Susie get into the habit of eating junk food. Mrs Brown worries about their health.Watch carefully and write down three kinds of junk food that Mary and Susie like to eat.Mary and Susie like to eat _ , _ and_ .Part II Too much junk food makes you get fat.Mary and Susie have eaten too much junk food and are getting too fat.What should they do to keep themselves healthy?1. They should not _ 2. They should _ 3.They should _ Part III Lets sing togetherSing the Song, We Love Healthy Foods.1. We love healthy foods.Give us rice and noodles,Cereals and fruits,Vegetables, fish and meat,Dairy products, too2. Healthy girls and boys,Do not overeat sweets, Ice-cream, chocolates.Many foods you can enjoy. Make a better choice.COPYMASTER 2Too Much Junk FoodPart