Unit 2 Healthy eating教案
Ｉ． 單元教學(xué)目標(biāo)
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技能目標(biāo)Skill Goals Talk about healthy diet Make suggestions or giving advice on diet Distinguish the meanings of Modal verbs Make a balanced menu |
II． 目標(biāo)語(yǔ)言
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功 能 句 式 |
Practice talking about your ideas Yes, I think so. I don’t think so. I agree. I don’t agree. That’s correct. Exactly. That’s exactly my opinion. You’re quite right. I don’t think you are right. I quite agree with you. I’m afraid I don’t agree / disagree with you. Of course not. I’m afraid not. All right. That’s a good idea. Certainly. / Sure. No problem. Practice giving advice and suggestions You must / must not... |
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詞 匯 |
1. 四會(huì)詞匯 diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie, customer, discount, weakness, strength, consult, fiber, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh, combine 2. 認(rèn)讀詞匯 protective, spaghetti, protein, crisp, kebab, sugary, muscle, calmly, cooperation 3. 詞組 get away from, balanced diet, ought to, lose weight, tell a lie, win… back, earn one’s living, in debt, spy on, cut down, before long, put on weight |
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語(yǔ)
法 |
The use of ought to 1. Statements You ought to cook fresh vegetables and meat without too much fat if you want to stay slim. You ought not to eat the same kind of food at every meal. 2. Difficulty Distinguish and summarize the usage of ought to and should. |
Ⅲ. 教材分析與教材重組
1. 教材分析
本單元以“健康飲食”為中心話題，通過(guò)單元教學(xué)讓學(xué)生了解各種食物對(duì)人體的作用，引導(dǎo)學(xué)生關(guān)注平衡膳食，促使學(xué)生養(yǎng)成健康飲食的習(xí)慣。針對(duì)現(xiàn)實(shí)中遇到的實(shí)際問(wèn)題發(fā)表自己的看法。最后讓學(xué)生運(yùn)用所學(xué)知識(shí)，兩人一組研究中餐，設(shè)計(jì)食譜。
1.1 WARMING UP是本單元一個(gè)重要的組成部分。讓學(xué)生看圖討論不同食物對(duì)人體的作用，了解飲食與人體健康的關(guān)系。通過(guò)幾個(gè)設(shè)問(wèn)激發(fā)學(xué)生思考自己的飲食習(xí)慣是否合理，運(yùn)用已有的知識(shí)經(jīng)驗(yàn)思考什么是Healthy Eating.
1.2 PRE-READING 通過(guò)一個(gè)表格和一個(gè)排序題引導(dǎo)學(xué)生對(duì)比不同食物中哪些食物富含脂肪、纖維素、維生素和糖份?？商砑佑懻撊绾卧谂腼冎斜３质澄餇I(yíng)養(yǎng)，從而有利于健康。
1.3 READING 講述王鵬和詠慧開(kāi)飯店的不同風(fēng)格和顧客對(duì)不同食品的反應(yīng)，反映了現(xiàn)代人對(duì)飲食的關(guān)注和對(duì)時(shí)尚的追求。但王鵬和詠慧都沒(méi)有提供平衡的膳食，經(jīng)過(guò)一段時(shí)間的磨合，他們決定合作，提供既有能量又有纖維的食品。戲劇性的結(jié)尾增添了故事的趣味性。通過(guò)閱讀豐富學(xué)生的飲食文化，教會(huì)他們?nèi)绾胃纳骑嬍沉?xí)慣；在現(xiàn)實(shí)生活中碰到麻煩時(shí)，如何正確處理矛盾，解決問(wèn)題。
1.4 COMPREHENING 利用判斷和回答問(wèn)題的形式考查學(xué)生對(duì)課文細(xì)節(jié)的理解，對(duì)比兩家飯店所提供膳食的優(yōu)缺點(diǎn)。
1.5 LEARNING ABOUT LANGUAGE 是繼Comprehending之后的又一指導(dǎo)性練習(xí)。注重考查詞性的變化，課文中重點(diǎn)詞匯在語(yǔ)篇中的熟練運(yùn)用及情態(tài)動(dòng)詞的不同功能，并設(shè)計(jì)連線和情景對(duì)話兩個(gè)題型予以鞏固。
1.6 USING LANGUAGE 體現(xiàn)了學(xué)以致用的目的，從Listening, Reading, Speaking, Writing 四方面訓(xùn)練學(xué)生，完成語(yǔ)言的輸入性學(xué)習(xí)和輸出性訓(xùn)練的過(guò)程，結(jié)合生活實(shí)際，讓學(xué)生兩人一組研究中餐設(shè)計(jì)食譜。
2． 教材重組
2.1 精讀 把Warming up作為Reading 的導(dǎo)入部分，把Pre-reading、Reading 和Comprehending整合在一起作為一堂“精讀課”。
2.2 知識(shí)點(diǎn)學(xué)習(xí) 把Reading的知識(shí)上一節(jié)“知識(shí)課”。
2.3. 語(yǔ)言學(xué)習(xí) 把Learning About Language上一節(jié)“練習(xí)課”。
2.4 語(yǔ)法學(xué)習(xí) 把Discovering useful structures上一節(jié)“語(yǔ)法課”。
2.5 聽(tīng)力和閱讀Using Language的Listening和Reading上一堂 “聽(tīng)力課
加泛讀課”。
2.6 口語(yǔ)和寫(xiě)作 將Using Language的Speaking和Writing上一堂“寫(xiě)作課”。
3． 課型設(shè)計(jì)與課時(shí)分配
1st period Warming up and Reading
2nd period Language points
3rd period Using Language
4th period Grammar
5th period Listening & Reading
6th period Speaking & Writing
