（參考）healthyeating教學(xué)設(shè)計

1、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 unit

2、s 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

3、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 ve

4、rbs and find out what are the differences between them.3、difficult points of teachingØ Cultivating students sense of self-learning.Ø Help students to turn what theyve learned into their ability. Teaching objectives Based on the requirements of the New Curriculum Criterion and the present k

5、nowledge of senior students, I set these goals for this lesson:1、 Knowledge aimsØ Learn the new words and expressions of this unit.Ø Review the model verbs and learn the new grammar item: ought to.2、 Competence aimsØ Develop students ability to use the useful new words and expressions

6、 in this unit.Ø Enable students to use the new grammar item: ought to.Ø Develop students ability of self-learning.3、 Emotion aims Ø Stimulate students sense of having a balanced diet.Ø Encourage students to learn more about current affairs and learn to deliver their ideas about t

7、hings.Ø Strengthen students sense of group cooperation. Analysis of the characteristics of the learners(學(xué)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

8、. 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 learne

9、d 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(教學(xué)策略): A: TBLT (Task-Based Language Teaching) B: introductory mode of teaching (引導(dǎo)式教學(xué)) and project problem method（創(chuàng)設(shè)問題情境）V. Lear

10、ning strategy(學(xué)習(xí)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 p

11、lan. 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 questio

12、ns with their partners in this part. Then ask them to report their work. Design purpose：通過ppt展示相關(guān)圖片，把學(xué)生注意力拉到課堂上來并通過一些與飲食相關(guān)的話題為閱讀部分做鋪墊。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

13、 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 restaura

14、nt 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.設(shè)計意圖：通過聽一遍課文錄音然后讓學(xué)生對課文做大體的感知Step V Careful readingRead the text c

15、arefully 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 rest

16、aurant 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

17、 then retell the story in your own words.設(shè)計意圖：通過再一次細(xì)讀課文，做一些相關(guān)練習(xí)找出文章細(xì)節(jié)信息，讓學(xué)生做進(jìn)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 Pe

18、ng 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!設(shè)計意圖:了解文章內(nèi)容后對一些重要詞匯，句子結(jié)構(gòu)講解分析，并讓學(xué)生熟讀抄寫，盡量能默寫和背誦。step VII Homework1. Review the words an

19、d expressions of this unit.2. 讓學(xué)生細(xì)看全優(yōu)32至37頁知識點(diǎn)并完成課時訓(xùn)練13.預(yù)習(xí)完成課本12頁練習(xí)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設(shè)計意圖：通過這兩部分練習(xí)鞏固詞匯Step II Using language：come and eat here (2)Listen to the tape and finish the four after-

20、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設(shè)計意圖：此篇閱讀只通過一些簡單的問題來把握閱讀2的大意并選講所涉及的重點(diǎn)詞匯，句子結(jié)構(gòu)step III homework 1. Review

21、 the words and expressions of this unit.2.完成課時訓(xùn)練3 預(yù)習(xí)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設(shè)計意圖:通過課本第五頁上的練習(xí)回顧上單元所學(xué)情態(tài)動

22、詞及其用法，并引出本單元要繼續(xù)學(xué)習(xí)的其它情態(tài)動詞。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.設(shè)計意圖：通過讓學(xué)生在所學(xué)文章中找出情態(tài)動詞并試著理解其所要表達(dá)的含義，培養(yǎng)學(xué)生自主學(xué)習(xí)，觀察和發(fā)現(xiàn)的能力，并試著歸納總結(jié)。T: In the passage, we came to a sentence: By now his res

23、taurant 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： 做情態(tài)動詞：must, can(could),may(might) 做情態(tài)動詞又可做實(shí)義動詞：need, dare 有情態(tài)動詞特征：have (had, has) to, used to, ought to情態(tài)動詞表猜測ought to的用法1. Ought to

24、表示應(yīng)該。如：You ought to take care of him.2. 表示推測。注意與must表示推測時的區(qū)別：He must be at home by now. （斷定他已到家）He ought to be home by now. （不十分肯定）This is where the oil must be. （比較直率）This is where the oil ought to be. （比較含蓄）3. “ought to + have + 過去分詞”表示過去應(yīng)做某事而實(shí)際未做。如：You ought to have asked him (but you didn't)

25、.這時，ought to和should可以互相換用。注意：在美國英語中，ought to用于否定句和疑問句時，to可以省略。如：Ought you (to) smoke so much?You oughtnt (to) smoke so much.ought和should的區(qū)別：1.ought語氣略強(qiáng)。2.should較常用。3.ought在美國英語中用的很少，而should卻相當(dāng)常用。4.ought屬于正式用語。注：由于ought to 沒有過去式，所以在直接引語變間接引語的過程中，就不再變化.Exercise:1、Tom ought not to _ me your secret, but

26、 he meant no harm.A. have told B. tell C.be telling D. having told2、It Jack that parked the car like that as he's 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 office'

27、;s 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)

28、must D) oughtStep IV帶學(xué)生一起學(xué)習(xí)全優(yōu)40-41頁的情態(tài)動詞語法指南并完成課時訓(xùn)練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.Sug

29、gest 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, ben

30、efit, 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 a balanced diet. How much should