外研版英語七上Module-4-Healthy-food單元整體教學(xué)設(shè)計

課題(Topic)單元主題：HealthyFood該主題屬于“人與自我”和“人與社會“范疇，涉及“身心健康，熱愛生命”、“家鄉(xiāng)和社會變遷“、”身份認(rèn)同與文化自信“等內(nèi)容。教材分析(Analysisoftheteachingmaterials)本單元內(nèi)容圍繞HealthyFood這一主題展開，涉及三個語篇，包括一組對話、一篇議論文和一篇簡短的配圖說明文。語篇一是一段發(fā)生在Tony和爸爸之間的家庭日常對話，以談?wù)摷彝ナ称凡少徢鍐螢閳鼍埃肓私】碉嬍车闹黝}，以及have/hasgot核心目標(biāo)句型。語篇二是一篇關(guān)于兒童健康飲食的議論文，作者對常見食物的利弊進(jìn)行了分析，并給出了一些健康飲食的建議。語篇三是一段非常簡短的知識擴(kuò)展類說明文，文章介紹了西式早餐的常見菜式。本單元涉及的核心語言圍繞“健康飲食”展開，主要包括常見飲食相關(guān)的名詞(food,drink,vegetables,fruit,sweets…)、描述食物的形容詞(healthy,begood/badfor,delicious,good…)以及描述是否擁有的have/hasgot句型。三個語篇涉及的語言知識有所不同：第一個語篇以“購物清單”為線索，主要練習(xí)使用have/hasgot句型；第二個語篇以“健康食物”為線索，主要練習(xí)描述食物以及為健康飲食提建議；第三個語篇以“健康早餐”為題，主要練習(xí)描述一日三餐的食譜。學(xué)情分析(Analysisofthestudents)本單元為外研版七年級上冊Module4，學(xué)生為剛剛升入初中不久的初一學(xué)生，他們具有如下特點：一、語言(Language):學(xué)生在小學(xué)階段已經(jīng)具備一些與食物相關(guān)的詞匯和句型，知道常見飲食相關(guān)的名詞，但是對于have/hasgot句型比較陌生，還欠缺相應(yīng)的訓(xùn)練。二、文化(Culture)：飲食是學(xué)生日常生活中接觸較多的話題，作為美食之都順德學(xué)生，他們也擁有更深厚的飲食文化底蘊和較高的傳統(tǒng)文化自豪感。三、心理(Emotion)：作為剛剛升上初中不久的初一新生，他們樂于表達(dá)，樂于分享，也天然更容易接受影音為主的多媒體教學(xué)。而相應(yīng)的筆頭習(xí)慣和能力則有所欠缺。教學(xué)目標(biāo)(Teachingaims)一、語言能力(Languageability)1.掌握輔音/s//z//t//d/以及名詞復(fù)數(shù)詞尾的發(fā)音方法。(第1課時)2.運用常見食品和飲料的詞匯，描述家庭擁有和所需的物品。(第1、3課時)3.常見食品和飲料是否健康，運用相應(yīng)的形容詞。（第2、3課時）4.為健康的飲食方式和飲食文化提出自己的見解和建議。（第2、3、4課時）二、文化意識(Cultureawareness)1.了解不同文化背景下的家庭和學(xué)校生活，人們的習(xí)俗、飲食習(xí)慣的差異。（第2.主動認(rèn)識和了解本土優(yōu)秀傳統(tǒng)文化，并嘗試進(jìn)行宣傳和傳播。（第3、4課時）三、思維品質(zhì)(Thinkingquality)1.能對獲取的語篇信息進(jìn)行簡單的分類和對比，加深對語篇的理解。（第1課時）2.能針對語篇的觀點進(jìn)行合理質(zhì)疑，并說明理由。（第2課時）四、學(xué)習(xí)能力(Learningability)1.通過分類等方法加深對詞匯的理解和記憶。（第1、2、3課時）2.通過小組合作共同完成學(xué)習(xí)任務(wù)。（第3、4課時）3.對學(xué)習(xí)過程和效果進(jìn)行自我評價和反思。（第4課時）教學(xué)重、難點(Keypointsanddifficulties)教學(xué)重難點應(yīng)對策略學(xué)生對于名詞復(fù)數(shù)詞尾/s//z/濁化不熟練；對于’vegot,‘sgot等簡寫發(fā)音有困難使用書本相關(guān)練習(xí)，讓學(xué)生自主添加類似單詞，在課上及時進(jìn)行糾音學(xué)生對于have/hasgot句型的使用和變式不熟練，容易和have句型混淆營造真實場景，課堂增加各種形式的口頭和筆頭訓(xùn)練學(xué)生對于系統(tǒng)描述飲食習(xí)慣和基礎(chǔ)建議還欠缺完整的邏輯和架構(gòu)充分運用和挖掘語篇，并讓學(xué)生進(jìn)行模仿，開展口頭和寫作練習(xí)模塊學(xué)習(xí)任務(wù)：單元整體學(xué)習(xí)任務(wù)：為佛山本地英文媒體Foshanstyle公眾號設(shè)計《尋味“健康“順德》系列微信推文課時子任務(wù)：課時1任務(wù):Ahealthyfridge(設(shè)計一份家庭健康購物清單)課時2任務(wù):Ahealthycanteen(為學(xué)校食堂食譜做一份健康評估報告)課時3任務(wù):Ahealthycity(為尋味“健康”順德設(shè)計一篇微信圖文報道)課時4任務(wù):Aimprovedversionof“AhealthybiteofShunde”(U3寫作優(yōu)化版)第一單元(Unit1)聽說實踐(Listening&speakingpractice)Unit1We’vegotlotsofapplesII.教學(xué)目標(biāo)(Teachingaims)Afterthislesson,studentswillbeableto:1.makeashoppinglistfortheir“healthyfridges”attheirhomes.2.understandtheconversationaboutfoodanddrink.3.talkaboutthingsthey’vegotandthattheyhaven’tgotattheirhomes.III.教學(xué)重、難點(Keypointsanddifficulties)Itmightbedifficultforstudentstocorrectlyusethesentencepattern“has/havegot”,aswellasitsnegativeformandquestionform.第二單元(Unit2)閱讀思考(Reading&thinking)M4U2Isyourfoodanddrinkhealthy?II.教學(xué)目標(biāo)(Teachingaims)Afterthislesson,studentswillbeableto:1.haveagoodcommandofthenewwordsandphrasesandtograbthekeycontentofthepassage.2.usethewordsandphrasestodescribehealthyfoodandeatinghabits.3.haveahealthyandbalanceddiet.III.教學(xué)重、難點(Keypointsanddifficulties)Itmightbedifficultforstudentsto1.haveagoodcommandoftheexpressionsaboutfood;toexercisestudents’abilitytocategorizefoodintohealthyandunhealthyfood.2.integrateexpressionsoffoodwiththereallife,anddesignahealthymenu.第三單元(Unit3)語言運用(Languageinuse)Module4Unit3LanguageinuseII.教學(xué)目標(biāo)(Teachingaims)Afterthislesson,studentswillbeableto:1.practicetheirreadingabilityandtheycanunderstandthemainideaandfinddetails;2.knowhowtonameoutthefoodinShundeandlearntointroducethefoodculture;3.makeuseofmind-maptowriteanarticleandpractisetheirwritingability.III.教學(xué)重、難點(Keypointsanddifficulties)Itmightbedifficultforstudentsto1.describeandtalkaboutfoodculturewiththecorrectchoicesandformsofwords;2.finishapieceoforganizedwritingwithhelpofamindmap.第四單元(Unit4)提升評價(Promotion&assessment)AbiteofHealthyShundetotheworldII.教學(xué)目標(biāo)(Teachingaims)Afterthislessonstudentswillbeableto1.knowtheadoptcriteriaofassessingofficialwechatposts;2.upgradeandimprovewritingaccordingtoaguideline;3.workingroupsandyieldresultsthroughexpressingandexchangeofopinions.III.教學(xué)重、難點(Keypointsanddifficulties)Itmightbedifficultforstudentsto1.comeupwithcriteriaofassessingwritings;2.getfamiliarwithwechatarticleeditinguserinterface.教學(xué)過程：(Teachingprocedures)(第一單元Unit1)聽說實踐(Listening&speakingpractice)環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step1Pre-listening(5min)Studentsfamiliarizethemselveswiththenewwordsaboutfood.Toknowwhathealthyfoodanddrinkare,andwritedowntheirfavoritefoodanddrinkToknowtheuseof“have/hasgot”,aswellasitsquestionformandnegativeform.1.Studentswritedownthefoodanddrinkinthepictureswiththewordsfromthebox.2.Studentscompletethemindmapaboutfood.3.Pairwork:studentstalkaboutwhattheyhavegotandwhattheyhaven’tgotintheschooldininghall4.Studentsfinishtheexercisewith“havegot”,“haven’tgot”or“Haveyougot.”O(jiān)ralassessmentPeerassessments:Whenstudentsdothepairwork,theirpartnerstrytofindoutthemistakestheyhavemade.Paircheckanswers.設(shè)計意圖（PurposeToarousestudents'interestinthetopic環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step2While-listening(20min)ListentothematerialforfoodnamesTolistenforgistTolistenfordetailedinformationToimitatethetoneandpronunciationStudentslistenandcheck(√)thefoodanddrinkBettyandhermotherhavegot.Studentslistenandchoosethecorrectanswer.1.What’stherelationshipbetweenthetwospeakers?2.Wherearetheygoingprobably?Studentslistenandcompletethetable.StudentsreadafterthetapeT'sOralassessmentPaircheckanswersfirst.Theteachergivesoralassessment.AshoppingAshoppinglist設(shè)計意圖（PurposeTodevelopstudents'listeningability環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step3.After-listening(15min)Tothinkcriticallyandknowwhatfoodisn’thealthyandwhyit’sunhealthy.ToidentifyjunkfoodindailyTomakeahealthyshoppinglistfortheirfridgesattheirhomes.Studentsthinkaboutthequestions:1.Istoomuchchocolategoodforourhealth?2.Havetheygotanycola?Why?Studentsareencouragedtoknowthattoomuchjunkfoodisbadforhealth.Studentshaveagroupdiscussion:SupposethesupermarketisgonnabeclosedtemporarilybecauseoftheCovid-19.Youneedtomakeahealthyshoppinglistforyourfridgeathome.OralassessmentPairchecktheirshoppinglistsfortheirfridges.Theteachergiveoralassessmentandcomments.設(shè)計意圖（PurposeToletstudentsbeabletomakeahealthyshoppinglistfortheirfridgesathome;Toencouragestudentstothinkhowtoeathealthily.BoardPlan:M4U1We’vegotlotsofapplesStructures:Have/hasgot...Haven’t/hasn’tgotHaveyou/we/theygot...?Haveyou/we/theygot...?Hashe/shegot...?CountablenounsVSUncountablenounsvegetables:applestomatoesbeansbananascarrotsmeat:beefmeatdrink:teaWater教學(xué)過程：(Teachingprocedures)(第二單元Unit2)閱讀思考(Reading&thinking)環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step1:Lead-in(3min)Toreviewmostofthewordslearnedinlastlesson.1.Teacherusesthegame“sharp-eye”tohelpstudentsreviewwordsoffoodlearnedObservestudents’reactiontowardseachwordandgiveenoughhintsintime.設(shè)計意圖（PurposeTohelpstudentsreviewtheknowledgelearnedinlastlesson.環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step2:Speaking(6min)expressionsofsomefoodandhaveenoughknowledgebackground.expressions.3.Torousetheawarenessoftellingwhichfoodishealthyandwhichfoodisunhealthy.1.Teacherleadsstudentstolearnthenewwordsoffoodthroughmatchingthepictureswithitsname.2.Teachershowssomefoodpossiblycookedinthedininghall.Askstudentstodiscusswiththeirpartner“AsastudentinDesheng,whatdoyoueatforlunchinthedininghall.Givestudentsenoughguideforthemtoexpresstheireatinghabitsandtellwhetherit’shealthyornot.Givethestudentsfeedbackswhentheydelivertheanswers.設(shè)計意圖（PurposeToknowstudentseatinghabitsandtellthemhowtodistinguishwhichishealthyorunhealthy;topavethewayforthelater-onactivity.環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step3:Fast-reading(5min)Tograbthefactsofwhatchildrenshoulddotoeatwell.Theteacherasksstudentstoreadthepassagequicklyanddothemultiplechoicesaboutsomefactsinthepassage“Healthyfoodanddrinkforchildren”.Remindthestudentstocontroltheirtimeandcirclethekeyinformationandcheckanswers.設(shè)計意圖（PurposeTohelpstudentshaveageneralunderstandingofthemainideaofthepassage.環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step4:Detailedreading(10min)Todistinguishwhichishealthyorunhealthyfood.Toconsolidatetheirlearningofthepassage.1.Teacherguidesthestudentscategorizethefoodmentionedinthepassageintohealthyandunhealthyfood.2.TeacherleadstheMonitorthestudentsandofferhelpiftheyneedany.studentstodoasummaryofthepassage.設(shè)計意圖（PurposeTohelpstudentshaveamoredetailedunderstandingofthepassageandhelpthemdistinguishhealthyandunhealthyfood.環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step5:Production(13min)TohelpStudentsdistinguishhealthyandunhealthyfoodandputtheexpressionsintocomplexpractice.TohelpStudentscultivatetheabilityofteamworkindesigningamenu.TeacherasksstudentstomakeahealthymenuforDesheng’sDiningHall,includingbreakfast,lunchanddinner.Giveenoughguideandofferhelpandideaiftheyneedany.設(shè)計意圖（PurposeTocultivatethestudents’awarenessofhealthyeatinghabits環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step6:Homework(3min)Tohelpthestudentshaveathoroughunderstandingofthepassage.Teacherleadsthestudentstopolishthemenu,addingmoreelementstoitandadjustthecontents.Checkandgivefeedbacksaccordingtostudents’designs.設(shè)計意圖（PurposeToenhancethestudents’abilityofcreativityandintegratewhattheyhavelearnedwiththereallifepractice.BoardPlan:教學(xué)過程：(Teachingprocedures)(第三單元Unit3)語言運用(Languageinuse)環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step1(5min)1ToletstudentsknowthemainfeatureoffoodinShunde.2ToletstudentsknowthefamousfoodofShundeandknowrelatedknowledgeaboutthefood.3Toletstudentstalkabouttheirfavoritefood.1Ssneedtoanswerquestions:HowmanycookstylesdoyouknowinChina?WhatdoyouthinkofthefoodinShunde?2Sswatchavideoandknowsomefood.3LookatpicturesandknowaboutfamousfoodinShunde.4Sstalkaboutfavoritefood.Inthispart,studentsneedtoknowenoughknowledgeaboutfoodinShundeinordertoprepareforthefollowingactivities.Thentheteacherwillgivesomeoralfeedback.設(shè)計意圖（PurposeTostimulatestudent’sinterestsoflearning,thislessonstartswiththelocalfoodinShunde,whichisveryfamiliarforthem.Also,throughthisactivity,studentscanprepareforthefollowingwritingtask.環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step2Pre-readingTolearntopredictbeforereadingSslookandanswerquestions:Wherecanyoufindthearticle?Whatisthearticlemainlyabout?Inthisway,studentscanquicklyknowthetypeandmainideaofthisarticle.Thentheteacherwillgivesomeoralfeedback.設(shè)計意圖（PurposeFromthisactivity,studentscanquicklyknowthetypeandmainideaofthisarticle.環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step3While-reading1Toimprovestudents’readingskill(Understandingthemainideaanddetails)2ToknowthemainaspectstointroducefoodinShunde.3Toknowthefeature,influenceoflocalfoodculture.1Ssreadandmatchthemainideaofeachparagraph2Ssreadparagraph1and3,thenfillintheblanks3Ssreadparagraph2and4,thenthink:WhyisthefoodinShundedifferent?Whydopeoplehereloveeating?4SsreadagainanddrawaTheteacherguidesstudentstoknowmoreaboutthefoodcultureofShunde,includingthehistory,location,difference,food,influence.Andtheteachercanhelpstudentstomakemind-maps.mind-mapaboutthisarticle設(shè)計意圖（PurposeFromthisactivity,studentscanimprovetheirreadingability,includingskimmingandscanning,Inaddition,studentscanknowmoreaboutfoodcultureofShuneandlearntousemind-maptointroduceit.環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step4Post-reading1Toletimprovetheabilityofmakingmind-map2Toletimprovestudents’writingability1SsareinvitedtomakeavideoabouthealthyfoodcultureinShunde.Beforethat,Ssneedtowriteahand-outforit.2Sstrytomakeamind-mapfirst.3SsfinishthewritingtaskInthisactivity,theteachercangivesomeguidanceabouthowtowriteanarticlebyusingthemind-map.設(shè)計意圖（PurposeFromthisactivity,studentscanlearntousemind-map.Andtheycanusewhattheyhavelearnedinthefrontparttowriteanarticle.環(huán)節(jié)/時間（Step&Time）教學(xué)目標(biāo)（Objectives）學(xué)習(xí)活動（Activities）評價（Assessment）Step5Homework1Toletstudentsreviewwhattheyhavelearned.2Tolettheirarticlesbecomerealvideo.Ssareassignedtopolishtheirwritingbylookingformoreinformationandbetterlanguageresources.Theteacherwillshowthemanexample.Thisactivitywillbeinterestingforstudents.設(shè)計意圖（PurposeFromthehomework,studentscanusewhattheylearnedtointroducelocalhealthyfood.Itcanarousetheirawarenessofintroducinglocalcultureandfostertheirculturalconfidence.BoardPlan:M4U3“AhealthybiteofShunde”wordbankSaltroastedchickenLunjiaoricecakeRawfishCoconutcakeBengShaCrispyChicken“AhealthybiteofShunde”Introduction:location,time,historyHealthyfoodinShunde:food,flavor,healthyFoodculture:influence,invitation教學(xué)過程Teachingprocedures：Unit4提升評價(Promotion&assessment)環(huán)節(jié)/時間(Steps&Time)教學(xué)目標(biāo)(Objectives)學(xué)習(xí)活動(Activities)評價(Assessment)Step1Review&lead-inTorecallandactivateexistingknowledgeonthetopic.Tasksssaboutwhattheyhavelearnedfromthepreviouslessons.T’soralfeedbacks設(shè)計意圖(Purpose)：ToarouseinterestandleadtothetopicofthelessonStep2TaskassigningTobuildupthecontextforthetopic.ToactivateculturebackgroundknowledgeSsfastbrowsesomeinformation(includingtextsandpictures)from“Foshanstyle”andguessaboutthetext.Tintroducesbackgroundandmissionofthetask.T’soralfeedbackassessment設(shè)計意圖(Purpose)：Tointroducearealco