姚金翠高中英語教學(xué)設(shè)計(jì)20131030MicrosoftOfficeWord文檔

1、課時(shí)教學(xué)設(shè)計(jì)西安市第六中學(xué)分校 姚金翠課題Unit 2 Healthy eating the second period reading三維教學(xué)目標(biāo)知識與能力Ability goals 能力目標(biāo)Enable students to talk something about their eating as the following:1. In what ways the food you eat helps you?2. How can you have a healthy diet?3. What will happen if you dont have a balanced diet?Kn

2、owledge goals 知識目標(biāo) a. Understand the text and answer the following questions.1. What happened to Wang Pengs restaurant?2. Why would his customers prefer to eat at Yong Huis restaurant?3. What did he do after leaving Yong Huis restaurant?b. Understand the details about the text and retell the text in

3、 the role of Wang Peng.Emotional goals:Talk about body language: cultural differences and intercultural communication 備課時(shí)間2小時(shí) 上 課時(shí)間45分鐘過程教學(xué)過程a. Fast and careful reading.b. Asking-and-answering activity to check the Ss understanding of the text.c. Individual, pair or group work to finish each task.d.

4、 Discussion.方法學(xué)法指導(dǎo)1. Individual work, pair work and group work2. Skimming, scanning, careful reading情感態(tài)度價(jià)值觀Enable the students to learn how to talk about their eating.What does a healthy diet mean?Is what Yong Hui did right? Why? What will you do if you are Wang Peng?課型reading教學(xué)重點(diǎn)及分析Teaching importa

5、nt points:a. Identify different groups of foods and talk about healthy eating.b. What kind of food did they provide for their customers, healthy or unhealthy? Why?教學(xué)難點(diǎn)及突破Teaching difficult points:a. Understand the real meaning of healthy eating.b. How was the competition going on? Who would win?教學(xué)過程

6、設(shè)計(jì)意圖教學(xué)環(huán)節(jié)老師指導(dǎo)與學(xué)生活動(dòng)1本節(jié)課是本單元的第二節(jié)課，為了讓學(xué)生很好地理解課文，首先通過多媒體課件展示一些關(guān)于食物的圖片復(fù)習(xí)上節(jié)課所學(xué)習(xí)的關(guān)于熱身里所見到的詞匯，為閱讀做準(zhǔn)備。2.在學(xué)生通讀課文之前，讓學(xué)生看文中給出的兩幅圖，以及標(biāo)題“Come and eat here”猜測本篇課文可能會講什么。激起學(xué)生想要了解課文的好奇心。3. 略讀。也是快速閱讀。學(xué)生在規(guī)定的時(shí)間內(nèi)，通讀全文，設(shè)計(jì)一些問題，學(xué)生劃分課文段落，歸納段落大意，從整體上把握文章脈絡(luò)。引導(dǎo)學(xué)生從整體上把握文章內(nèi)容4. 掃讀或查讀，本部分屬于材料分析階段，通過閱讀，學(xué)生對于文章的每一部分，會有更進(jìn)一步的了解。學(xué)生進(jìn)一步理解課

7、文，并在老師引導(dǎo)下，完成相關(guān)習(xí)題。5.細(xì)讀或研讀，本部分是掃讀或查讀的延續(xù)，學(xué)生通過完成本部分的習(xí)題，掌握文中許多細(xì)節(jié)問題。學(xué)生回答一系列的問題，從而加深對文章的理解。6.討論。給學(xué)生一定的時(shí)間，讓他們把課文中不懂的句子、詞匯弄懂，這一過程學(xué)生可以討論，也可以查閱資料。給予學(xué)生自己釋疑的機(jī)會。7.教師釋疑。對于學(xué)生自己無法獨(dú)立解決的問題，教師進(jìn)行引導(dǎo)。引導(dǎo)學(xué)生完全理解課文。8.就本課話題進(jìn)行討論、復(fù)述課文、給故事續(xù)尾。本部分是信息轉(zhuǎn)換：將閱讀內(nèi)容轉(zhuǎn)換成其他形式檢查學(xué)生對閱讀材料是否有效地進(jìn)行了理解。教學(xué)過程 Teaching procedure & ways: Step I Revis

8、ionReview the words of foods by showing the students pictures, and ask: Can you name these pictures and do you know the food you eat helps you grow in different way? Foods to give you energy(eg, energy-giving food)Foods to grow bones and muscle(eg,body-building food)Foods that give fiber for digesti

9、on and health(eg protective food)rice noodle spaghetti butter cream nuts cola sugarmeat cheese milk barbecue mutton kebab bacon beans peas cucumbers eggplants peppers carrotmushroom peaches lemonsStep II PredictionStudents read the title of the reading and look at the two pictures at page 10, trying

10、 to predict what the passage is about.Step Reading 1. SkimmingGet the students to comprehend the passage quickly and accurately and meanwhile help them to form a good habit of reading. Teacher gives students several minutes to look through the whole passage. Tell them to read the text silently and t

11、hen divide the passage into three parts. Give the main idea in each part. 2.Scanning Students read the text again and think about these statements. Tick the correct sentences. Give reasons for their answers. Usually Wang Pengs restaurant was full of people. ( ) Yong Hui could make people thin in two

12、 weeks by giving them a good diet. ( ) Wang Pengs regular customers often become fat. Wang Pengs menu gave customers more energy-giving food. ( ) Yong Hui menu gave customers more protective food. ( ) Wang Peng decided to compete with Yong Hui by copying her menu. ( )3.careful reading. Its time for

13、the students to read the text carefully and do some more exercise.According to the content of each paragraph, the teacher will ask some morequestions as the following: What happened on that strange morning? Please say something about the food served in Wang Pengs restaurant What did Wang see when he

14、 followed Li Chang? What kind of food was served in Yong Huis restaurant? What amazed Wang in Yong Huis restaurant? What did Wang decide to do after he left there? What did Wang find out after reading? What did he decide to do then? What happened afterwards?4. Comprehending By now, the students had

15、a further understanding about the text. Let the students read the text again and find out the differences between the two restaurants.restaurantadvantagesdisadvantagesWang PengsProviding plenty of energy-giving foodNot giving enough protective foodYong HuisProviding plenty of protective foodNot givi

16、ng enough energy-giving food5. Retelling the storyRetell the passage ,the information below can help you: Wang Peng sat in his empty restaurant feeling very _ because his customers did not _ to his restaurant as they _ did. He felt very strange. He _ his friend to a newly opened restaurant _ offered

17、 to make people _ in _ weeks. The new restaurant was _ of customers. Worried, he did some research and tried to _ his customers _.Step Explanation Give the students some time to find out the words and sentences that are hard for them. Then encourage them to discuss these questions with their classmates in group of four. If there are still some questions, the teacher can help them understand the questions.Step V Discussion Discuss: Whose food do you like better? Do you think Wang Peng can win his customers back?Step Homework1. Retell