healthyeating教学设计

1、A Teaching Plan for Unit 2: Healthy eatingI. Analysis of the teaching contents1status, functions and charactersHealthy eating is the second unit in Book 3 of senior middle school, the PeopleEducation Press. It is a multi-purpose text which aims at developing students integrated skills. This unit s g

2、rammar focus is modal verbs. Students of senior middleschool 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

3、 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

4、and find out what are the differences between them.3、 difficult points of teaching?Cultiv ating students sense-learningofself.?Help students to turn what they ve learned into their ability. . Teaching objectivesBased on the requirements of the New Curriculum Criterion and the present knowledge of se

5、nior 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 inthis unit.? Enable students

6、to use the new grammar item: ought to.?Develop students ability of-learningself.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.

7、 . 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 interesti

8、ng for them.Senior school students are capable of using different kind of methods such as internet、library to help with their learning. So the teacher s most important job is to guide the students of self-learning. Students have already learned some knowledgeabout model verbs. It only needs a more d

9、etailed 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 an

10、d expressions, and practicing speaking.B: Reading practicing the skills of skimming, scanning and summarizing.C: After reading rewriting the story, and practicing writing, speaking,cooperating. . Teaching aids: Multi-media, black board, learning plan . Teaching procedures:Period 1 Warming up, pre-re

11、ading and readingStep Warming-upReview the words of foods by showing some pictures. Ask students to list thefoods they like best and then to tell us in what ways their foods help them grow.Step Pre-readingGet the students to discuss the questions with their partners in this part. Then askthem to rep

12、ort 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 readingPlay the record and get the students to comprehend the passage quickly andaccurately ,Give the students a couple o f minutes to look through the whole passageto get the main idea of the tex

13、t. Then finish the 5 questions inquan you P19Exercise: What is the main idea of this passage?A. Wang Peng was forced to close his restaurant because he thought Yong Hui srestaurant was better.B. Wang Peng asked Yong Hui to close her restaurant because he thought his wasbetter.C. Wang Peng s customer

14、s were attracted to Yong Huiwhy. s restaurant, so he went to seeD. Wang Pengrestaurant was full of people that he canhandlet it alone, so he went to Yong Hui s 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 gener

15、al idea of each part, then find out the detail information of thetwo restaurants.Task 2 finish the True or False exercise in comprehending1。Exercise 1: Think about these statements and tick the right boxes: True False1Usually Wang restaurantswas full of people.2Wang s regular customers often became

16、fat.3Yong s menu gave customers more energy-givingfood.4Wang s menu gave customers more protective food.5Wang s restaurant was more popular than Yong s.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

17、节信息，让学生做进一步了解。Step VI Analyze some important words , phrases and long difficult sentences Eg. important words: diet ,balance, discount, curiosity, Phrases: be/get tired of, get away with, tell a lie/lies, win Sentences:back,1. Wang Peng sat in his empty restaurant feeling very frustrated.2. “Nothing

18、 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 VIIHomework1. 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 1 3.预习

19、完成课本 12 页练习 1、2，come and eat here（ 2）period 2Learning 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 IIUsing language ：come and eat here (2)Listen to the tape and finish the four after-reading questions inquanyouRead the text fast, then answ

20、er the questions on page 15 exercise 1.Learn some language points.Eg 1.earn one s living，be in debt, benefit, before long (long before),2.why don t, 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 homework1. Review the words and expressions of this unit. 2.完成课时训练 3 预习 G

21、rammarPeriod 3GrammarStep I check the homework and Lead inStep II Modal verbsWhat modal verbs have you learned? And how to use them?can/couldmay/ mightwill/ wouldshall/ shouldmusthave toneedought todarehad better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 wh

22、ich 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 verb

23、s 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

24、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）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 didn't). 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

25、 so much? You oughtn t (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 toldB. tellC.be tellingD. having told2、ItJa

26、ck that parked the car like that as he's the only one who can drive.A. might beB. couldbeC. mustbeD. ought to be3、Many people in England love to give advice on weather reporting .Yes, but I thinkthe weather office's computersbe more accurate.A. canB. mustC. ought toD. might4、When I got to th

27、e 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) canB) mayC) mustD) 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 ca

28、n 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 you ve learned about this class: (students answers may

29、vary): Whave 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, winback,

30、 earnone s 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 toPeriod 4 Speaking and writingDiscuss in groups what food you must e