healthyeating教学设计.doc

A Teaching Plan for Unit 2: Healthy eatingI. Analysis of the teaching contents 1status, functions and characters Healthy eating is the second unit in Book 3 of senior middle school, the Peoples Education Press. It is a multi-purpose text which aims at developing students integrated skills. This units grammar focus is modal verbs. Students of senior middle school have learned some basic knowledge of model verbs. By learning this class, students will have a systemic understanding of model verbs. Healthy eating is a heated issue nowadays. Many brands were reported to have added food additives in their products and made foods poisonous. Thus it is very important for students to learn about healthy eating. This unit is close to our real life and its materials are quite interesting, making students enjoy their learning.2、important points of teachingHelping students to learn how to use model verbs and find out what are the differences between them.3、difficult points of teaching Cultivating students sense of self-learning. Help students to turn what theyve learned into their ability. Teaching objectives Based on the requirements of the New Curriculum Criterion and the present knowledge of senior students, I set these goals for this lesson:1、 Knowledge aims Learn the new words and expressions of this unit. Review the model verbs and learn the new grammar item: ought to.2、 Competence aims Develop students ability to use the useful new words and expressions in this unit. Enable students to use the new grammar item: ought to. Develop students ability of self-learning.3、 Emotion aims Stimulate students sense of having a balanced diet. Encourage students to learn more about current affairs and learn to deliver their ideas about things. Strengthen students sense of group cooperation. Analysis of the characteristics of the learners(学情分析): It is reported that in china, there are now more than 12 million overweight children, and an unhealthy eating is the main reason. Having a balanced diet is quite important for students. Thus a class of healthy eating will surely be interesting for them. Senior school students are capable of using different kind of methods such as internet、library to help with their learning. So the teachers most important job is to guide the students of self-learning. Students have already learned some knowledge about model verbs. It only needs a more detailed compare between these model verbs. An exercise after the reading will be a good way. Teaching methodology(教学策略): A: TBLT (Task-Based Language Teaching) B: introductory mode of teaching (引导式教学) and project problem method（创设问题情境）V. Learning strategy(学习策略)： A：Warming uplearning new words and expressions, and practicing speaking. B: Readingpracticing the skills of skimming, scanning and summarizing. C: After readingrewriting the story, and practicing writing, speaking, cooperating. Teaching aids: Multi-media, black board, learning plan. Teaching procedures: Period 1 Warming up, pre-reading and readingStep Warming-upReview the words of foods by showing some pictures. Ask students to list the foods they like best and then to tell us in what ways their foods help them grow. Step Pre-reading Get the students to discuss the questions with their partners in this part. Then ask them to report their work. Design purpose：通过ppt展示相关图片，把学生注意力拉到课堂上来并通过一些与饮食相关的话题为阅读部分做铺垫。Step ReadingStep IV Fast reading Play the record and get the students to comprehend the passage quickly and accurately ,Give the students a couple o f minutes to look through the whole passage to get the main idea of the text. Then finish the 5 questions in quan you P19Exercise: What is the main idea of this passage?A. Wang Peng was forced to close his restaurant because he thought Yong Huis restaurant was better.B. Wang Peng asked Yong Hui to close her restaurant because he thought his was better.C. Wang Pengs customers were attracted to Yong Huis restaurant, so he went to see why.D. Wang Pengs restaurant was full of people that he cant handle it alone, so he went to Yong Huis for some help.设计意图：通过听一遍课文录音然后让学生对课文做大体的感知Step V Careful readingRead the text carefully and finish the following tasks.Task 1 Find the general idea of each part, then find out the detail information of the two restaurants.Task 2 finish the True or False exercise in comprehending1。 Exercise 1: Think about these statements and tick the right boxes: True False1 Usually Wangs restaurant was full of people. 2 Wangs regular customers often became fat. 3 Yongs menu gave customers more energy-giving food. 4 Wangs menu gave customers more protective food. 5 Wangs restaurant was more popular than Yongs.Exercise 2:Divide the passage into 3 parts. Give the main idea in each part and then retell the story in your own words.设计意图：通过再一次细读课文，做一些相关练习找出文章细节信息，让学生做进一步了解。Step VI Analyze some important words , phrases and long difficult sentencesEg. important words: diet ,balance, discount, curiosity, Phrases: be/get tired of, get away with, tell a lie/lies, winback,Sentences:1. Wang Peng sat in his empty restaurant feeling very frustrated.2.“Nothing could be better,” he thought.3. Suddenly he saw his friend Li Chang hurrying by.4. He could not have Yong Hui getting away with telling people lies!设计意图:了解文章内容后对一些重要词汇，句子结构讲解分析，并让学生熟读抄写，尽量能默写和背诵。step VII Homework1. Review the words and expressions of this unit.2. 让学生细看全优32至37页知识点并完成课时训练13.预习完成课本12页练习1、2，come and eat here （2）period 2 Learning about languageStep check the homework and give answers to exercise 1and 2 on page 12设计意图：通过这两部分练习巩固词汇Step II Using language：come and eat here (2)Listen to the tape and finish the four after-reading questions in quanyouRead the text fast, then answer the questions on page 15 exercise 1.Learn some language points.Eg 1.earn ones living，be in debt, benefit, before long (long before), 2.why dont, according to, neithernor设计意图：此篇阅读只通过一些简单的问题来把握阅读2的大意并选讲所涉及的重点词汇，句子结构step III homework 1. Review the words and expressions of this unit.2.完成课时训练3 预习GrammarPeriod 3 GrammarStep I check the homework and Lead inStep II Modal verbsWhat modal verbs have you learned? And how to use them?can/could may/ might will/ would shall/ should must had betterhave to need ought to dare设计意图:通过课本第五页上的练习回顾上单元所学情态动词及其用法，并引出本单元要继续学习的其它情态动词。step III finding the sentences in which contain the modal verbs from the Reading, then use the function words (P13)to explain the meaning of the modal verbs.设计意图：通过让学生在所学文章中找出情态动词并试着理解其所要表达的含义，培养学生自主学习，观察和发现的能力，并试着归纳总结。T: In the passage, we came to a sentence: By now his restaurant ought to be full of people. We have learned model verbs in former class. Now we are going to learn a new one: ought to.Model verbs can be divided to for kinds： 做情态动词：must, can(could),may(might) 做情态动词又可做实义动词：need, dare 有情态动词特征：have (had, has) to, used to, ought to情态动词表猜测ought to的用法1. Ought to表示应该。如：You ought to take care of him.2. 表示推测。注意与must表示推测时的区别：He must be at home by now. （断定他已到家）He ought to be home by now. （不十分肯定）This is where the oil must be. （比较直率）This is where the oil ought to be. （比较含蓄）3. “ought to + have + 过去分词”表示过去应做某事而实际未做。如：You ought to have asked him (but you didnt).这时，ought to和should可以互相换用。注意：在美国英语中，ought to用于否定句和疑问句时，to可以省略。如：Ought you (to) smoke so much?You oughtnt (to) smoke so much.ought和should的区别：1.ought语气略强。2.should较常用。3.ought在美国英语中用的很少，而should却相当常用。4.ought属于正式用语。注：由于ought to 没有过去式，所以在直接引语变间接引语的过程中，就不再变化.Exercise:1、Tom ought not to _ me your secret, but he meant no harm.A. have told B. tell C.be telling D. having told2、It Jack that parked the car like that as hes the only one who can drive.A. might be B. could be C. must be D. ought to be3、Many people in England love to give advice on weather reporting .Yes, but I think the weather offices computers be more accurate.A. can B. must C. ought to D. might 4、When I got to the cinema, the film had already started; I （ ） there earlier.A) ought to getB) ought to have gotC) must have gotD) must get5、I know things are hard with you, but you _try to get over the difficulties.A) can B) may C) must D) oughtStep IV带学生一起学习全优40-41页的情态动词语法指南并完成课时训练24. Summing up：T：Class, now you can have 5 minutes to summarize what you have learned in this class. Have you fulfilled the goals I gave you at the beginning of the class? Check it by yourselves. And if you have questions, just put up your hands.Suggest answers:Write down what youve learned about this class: (students answers may vary): We have learned about healthy eating, balanced diet and nutrition.From this unit we have also learned:Useful verbs: diet, balance, barbecue, roast, fry, ought, slim, lie, consult, digest, glare, spy, limit, benefit, combinePhrasal verbs: ought to, lose weight, get away with, tell a lie, win back, earn ones living, cut down, put on weightUseful nouns: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, bacon, curiosity, hostess, vinegar, lie, customer, discount, weakness, strength, fiber, benefit.Useful adjectives: roast, slim, raw, limitedOther useful expressions: balanced diet, in debt, before longNew grammar item: the use of ought to Period 4 Speaking and writingDiscuss in groups what food you must eat to have