6AU10 單元分析2.doc

Unit 3 Healthy eating一、 單元分析（Unit Analysis）（一）單元地位（Unit Position）1本單元圍繞著“健康飲食”這個(gè)主題展開。是在前兩個(gè)unit的基礎(chǔ)上，對(duì)各種食物對(duì)身體有益與否的一個(gè)小結(jié)。從而也是教會(huì)學(xué)生則善而食，辨別飲食的優(yōu)劣，也是貫徹生命教育綱要的一種體現(xiàn)，還是實(shí)現(xiàn)“學(xué)會(huì)生活”教育理念的一種體現(xiàn)。2本單元在前一同名模塊已出現(xiàn)部分“量詞”的基礎(chǔ)上，繼續(xù)與學(xué)生學(xué)習(xí)和鞏固諸如a little、a few、some、a lot of、plenty of等詞的用法。學(xué)生要會(huì)區(qū)分可數(shù)與不可數(shù)名詞，并會(huì)用這些“量詞”加以修飾。3本單元出現(xiàn)了形容詞比較級(jí)（healthier than/less healthy than）和同級(jí)比較（as healthy as/not as healthy as）的形式，用以討論飲食間的不同。其中除healthier than外，都是新出現(xiàn)的。在教學(xué)中不宜盲目擴(kuò)展，建議“就事論事”，學(xué)生會(huì)用就行，不求深究。4本單元在最后的教學(xué)中還出現(xiàn)飲食習(xí)慣的描述，對(duì)于學(xué)生而言，must/must not已不難點(diǎn)。5本單元教學(xué)結(jié)束后，應(yīng)結(jié)合More oral practice展開繼續(xù)教學(xué)；另外Project 3也是圍繞本單元的內(nèi)容展開的，因此可以結(jié)合進(jìn)本單元內(nèi)容齊頭并進(jìn)。（二）單元目標(biāo)（Unit Target）1會(huì)用修飾詞表示數(shù)量，如a lot of/some/a few/a little等。2會(huì)用how much/how many來提問數(shù)量，從而能分辨針對(duì)可數(shù)和不可數(shù)名詞數(shù)量的提問。3會(huì)用healthier than/less healthy than/as healthy as/not as healthy as作比較。4會(huì)用情態(tài)動(dòng)詞must表示義務(wù)或命令。（三）單元重點(diǎn)（Unit Points）1關(guān)鍵詞：1）食品名：lemon jelly，milk shake，congee。2）其他：habit。2語法點(diǎn)：need作為實(shí)義動(dòng)詞的使用；比較結(jié)構(gòu)：as as， than，less than；一般過去時(shí)。二、 教學(xué)設(shè)計(jì)（Teaching Designs）教學(xué)內(nèi)容教學(xué)實(shí)施建議教學(xué)資源參考1 Look and read & Look and say & Look and answer (P.72)課文的內(nèi)容比較簡(jiǎn)單，學(xué)生在6A的同名模塊中已經(jīng)學(xué)習(xí)過了相關(guān)的內(nèi)容，此次向生介紹了food triangle，其實(shí)只是將原來內(nèi)容化為一張圖向?qū)W生展示。課堂上，教師可以向?qū)W生提問：How much sugar do we need every day?等要求學(xué)生復(fù)述原來學(xué)習(xí)過的句子加以回顧，從而幫助學(xué)生復(fù)習(xí)a lot of，some，a few，plenty of等表達(dá)方式。接著向?qū)W生展示一張空白的food triangle，在其中加入plenty of、a lot of、some、a little等詞。隨后，給學(xué)生一些相關(guān)食物圖片，讓學(xué)生通過剪剪貼貼，自己完成一份完整的food triangle。教師要求學(xué)生兩兩合作，在貼圖過程中運(yùn)用Our bodies/We need every day或運(yùn)用How much do we need every day? We need every day.的句式進(jìn)行pair work，邊做邊講。達(dá)到運(yùn)用的目的。之后再播放錄音進(jìn)行學(xué)習(xí)。由于本部分的內(nèi)容純屬6A相關(guān)內(nèi)容的回顧與重復(fù)，因此教學(xué)中以舊帶新。鏈接1中提供了本部分教學(xué)中需要的圖片和空白的food triangle。見鏈接12 關(guān)于比較結(jié)構(gòu)的教學(xué)本課中出現(xiàn)了as as、 than、less than三種比較結(jié)構(gòu)。在教學(xué)中，教師應(yīng)注意從教材的基本內(nèi)容出發(fā)，而不宜盲目拓展。由于as as和比較級(jí)的內(nèi)容在今后的教學(xué)中還會(huì)不斷出現(xiàn)，因此教師不必急于求成，給學(xué)生一個(gè)大概的印象即可。在教學(xué)這三個(gè)結(jié)構(gòu)時(shí)，教師可以給出若干個(gè)不同學(xué)生的食譜，讓學(xué)生展開討論并做出小結(jié)，并利用該結(jié)構(gòu)進(jìn)行比對(duì)。鏈接2提供幾份可供教學(xué)時(shí)使用的食譜。另外，我們?cè)诮虒W(xué)中也應(yīng)注意問題的提法，要特別強(qiáng)調(diào)課文中出現(xiàn)的問句：What do you think about/of their diets?3 Page 73 Page 75的教學(xué)這3頁的教材內(nèi)容都是圍繞上述三種比較結(jié)構(gòu)展開的。因此，在教授完上面提到的內(nèi)容后，建議先讓學(xué)生閱讀74頁的Read部分，然后做下面Write和Ask and answer。這樣顯得比較自然。再進(jìn)行73頁內(nèi)容的教學(xué)，讓學(xué)生互相比較自己的飲食，顯得比較有層次。學(xué)生可以模仿著來完成。雖然在時(shí)態(tài)上有些跳躍，但是由于一般過去時(shí)和一般過去時(shí)都已學(xué)習(xí)過，學(xué)生運(yùn)用起來不會(huì)有太大的麻煩。最后，在比較了學(xué)生間的飲食情況后，要求學(xué)生完成75頁的Write部分，完成一份健康的食譜。這樣的教學(xué)過程顯得比較順暢。體現(xiàn)了對(duì)教材的二次開發(fā)，教師也不會(huì)被課本的內(nèi)容弄得束手束腳。4 Page 77的Read部分的處理這是一份問卷。為了提高學(xué)生的學(xué)習(xí)興趣，教師可以做出適當(dāng)?shù)恼{(diào)整。調(diào)整的建議如鏈接3所述。5 本課內(nèi)容的綜合運(yùn)用在本課中，向?qū)W生貫徹了生命教育的內(nèi)容。因此，進(jìn)行綜合運(yùn)用有一些必要。教師可以結(jié)合此處所提供的材料進(jìn)行教學(xué)。參考資料中提供了“錄象”的出處（只限網(wǎng)上觀看），鏈接4中提供了相關(guān)的檢測(cè)材料和教師教學(xué)建議。/resources/vgal/browse.phtml?res_cat_id=6207。點(diǎn)擊其中的Primary 4，Too much junk food?？梢哉业较嚓P(guān)的錄象。（有時(shí)可能會(huì)被關(guān)閉。）鏈接1說明：本鏈接提供了一些課堂的活動(dòng)素材。請(qǐng)對(duì)照教學(xué)建議進(jìn)行操作和實(shí)施。a littlesomea lot ofplenty of鏈接2說明：下面的幾份菜單可以讓學(xué)生在課堂中進(jìn)行討論，教師也可以按照實(shí)際需要，在教授三個(gè)比較結(jié)構(gòu)時(shí)使用。教師可以先進(jìn)行比較，給出一些相應(yīng)的例子后再要求學(xué)生進(jìn)行自我創(chuàng)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鏈接3說明：下面是針對(duì)課本內(nèi)容再開發(fā)的一個(gè)例子。為提高學(xué)生興趣，教師可以發(fā)揮自己的想像，來滿足課堂教學(xué)的需求。我們將課本中的“問卷”再開發(fā)，從而要求學(xué)生自己尋找差距，從而能描述自己合理的飲食習(xí)慣。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學(xué)生在此基礎(chǔ)上再進(jìn)行句型的操練和寫作練習(xí)，可能會(huì)更有興趣。鏈接4說明：以下提供可功觀看錄象用的一份視聽檢測(cè)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