外研版英語七上Module-4-Healthy-food單元整體教學設計

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，以談論家庭食品采購清單為場景，引入了健康飲食的主題，以及have/hasgot核心目標句型。語篇二是一篇關于兒童健康飲食的議論文，作者對常見食物的利弊進行了分析，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，主要練習使用have/hasgot句型；第二個語篇以“健康食物”為線索，主要練習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，主要練習描述一日三餐的食譜。學情分析(Analysisofthestudents)本單元為外研版七年級上冊Module4，學生為剛剛升入初中不久的初一學生，他們具有如下特點：一、語言(Language):學生在小學階段已經(jīng)具備一些與食物相關的詞匯和句型，知道常見飲食相關的名詞，但是對于have/hasgot句型比較陌生，還欠缺相應的訓練。二、文化(Culture)：飲食是學生日常生活中接觸較多的話題，作為美食之都順德學生，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，樂于分享，也天然更容易接受影音為主的多媒體教學。而相應的筆頭習慣和能力則有所欠缺。教學目標(Teachingaims)一、語言能力(Languageability)1.掌握輔音/s//z//t//d/以及名詞復數(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校生活，人們的習俗、飲食習慣的差異。（第2.主動認識和了解本土優(yōu)秀傳統(tǒng)文化，并嘗試進行宣傳和傳播。（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行合理質(zhì)疑，并說明理由。（第2課時）四、學習能力(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習任務。（第3、4課時）3.對學習過程和效果進行自我評價和反思。（第4課時）教學重、難點(Keypointsanddifficulties)教學重難點應對策略學生對于名詞復數(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練習，讓學生自主添加類似單詞，在課上及時進行糾音學生對于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練學生對于系統(tǒng)描述飲食習慣和基礎建議還欠缺完整的邏輯和架構充分運用和挖掘語篇，并讓學生進行模仿，開展口頭和寫作練習模塊學習任務：單元整體學習任務：為佛山本地英文媒體Foshanstyle公眾號設計《尋味“健康“順德》系列微信推文課時子任務：課時1任務:Ahealthyfridge(設計一份家庭健康購物清單)課時2任務:Ahealthycanteen(為學校食堂食譜做一份健康評估報告)課時3任務:Ahealthycity(為尋味“健康”順德設計一篇微信圖文報道)課時4任務:Aimprovedversionof“AhealthybiteofShunde”(U3寫作優(yōu)化版)第一單元(Unit1)聽說實踐(Listening&speakingpractice)Unit1We’vegotlotsofapplesII.教學目標(Teachingaims)Afterthislesson,studentswillbeableto:1.makeashoppinglistfortheir“healthyfridges”attheirhomes.2.understandtheconversationaboutfoodanddrink.3.talkaboutthingsthey’vegotandthattheyhaven’tgotattheirhomes.III.教學重、難點(Keypointsanddifficulties)Itmightbedifficultforstudentstocorrectlyusethesentencepattern“has/havegot”,aswellasitsnegativeformandquestionform.第二單元(Unit2)閱讀思考(Reading&thinking)M4U2Isyourfoodanddrinkhealthy?II.教學目標(Teachingaims)Afterthislesson,studentswillbeableto:1.haveagoodcommandofthenewwordsandphrasesandtograbthekeycontentofthepassage.2.usethewordsandphrasestodescribehealthyfoodandeatinghabits.3.haveahealthyandbalanceddiet.III.教學重、難點(Keypointsanddifficulties)Itmightbedifficultforstudentsto1.haveagoodcommandoftheexpressionsaboutfood;toexercisestudents’abilitytocategorizefoodintohealthyandunhealthyfood.2.integrateexpressionsoffoodwiththereallife,anddesignahealthymenu.第三單元(Unit3)語言運用(Languageinuse)Module4Unit3LanguageinuseII.教學目標(Teachingaims)Afterthislesson,studentswillbeableto:1.practicetheirreadingabilityandtheycanunderstandthemainideaandfinddetails;2.knowhowtonameoutthefoodinShundeandlearntointroducethefoodculture;3.makeuseofmind-maptowriteanarticleandpractisetheirwritingability.III.教學重、難點(Keypointsanddifficulties)Itmightbedifficultforstudentsto1.describeandtalkaboutfoodculturewiththecorrectchoicesandformsofwords;2.finishapieceoforganizedwritingwithhelpofamindmap.第四單元(Unit4)提升評價(Promotion&assessment)AbiteofHealthyShundetotheworldII.教學目標(Teachingaims)Afterthislessonstudentswillbeableto1.knowtheadoptcriteriaofassessingofficialwechatposts;2.upgradeandimprovewritingaccordingtoaguideline;3.workingroupsandyieldresultsthroughexpressingandexchangeofopinions.III.教學重、難點(Keypointsanddifficulties)Itmightbedifficultforstudentsto1.comeupwithcriteriaofassessingwritings;2.getfamiliarwithwechatarticleeditinguserinterface.教學過程：(Teachingprocedures)(第一單元Unit1)聽說實踐(Listening&speakingpractice)環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（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.設計意圖（PurposeToarousestudents'interestinthetopic環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step2While-listening(20min)ListentothematerialforfoodnamesTolistenforgistTolistenfordetailedinformationToimitatethetoneandpronunciationStudentslistenandcheck(√)thefoodanddrinkBettyandhermotherhavegot.Studentslistenandchoosethecorrectanswer.1.What’stherelationshipbetweenthetwospeakers?2.Wherearetheygoingprobably?Studentslistenandcompletethetable.StudentsreadafterthetapeT'sOralassessmentPaircheckanswersfirst.Theteachergivesoralassessment.AshoppingAshoppinglist設計意圖（PurposeTodevelopstudents'listeningability環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（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教學過程：(Teachingprocedures)(第二單元Unit2)閱讀思考(Reading&thinking)環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step1:Lead-in(3min)Toreviewmostofthewordslearnedinlastlesson.1.Teacherusesthegame“sharp-eye”tohelpstudentsreviewwordsoffoodlearnedObservestudents’reactiontowardseachwordandgiveenoughhintsintime.設計意圖（PurposeTohelpstudentsreviewtheknowledgelearnedinlastlesson.環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step2:Speaking(6min)expressionsofsomefoodandhaveenoughknowledgebackground.expressions.3.Torousetheawarenessoftellingwhichfoodishealthyandwhichfoodisunhealthy.1.Teacherleadsstudentstolearnthenewwordsoffoodthroughmatchingthepictureswithitsname.2.Teachershowssomefoodpossiblycookedinthedininghall.Askstudentstodiscusswiththeirpartner“AsastudentinDesheng,whatdoyoueatforlunchinthedininghall.Givestudentsenoughguideforthemtoexpresstheireatinghabitsandtellwhetherit’shealthyornot.Givethestudentsfeedbackswhentheydelivertheanswers.設計意圖（PurposeToknowstudentseatinghabitsandtellthemhowtodistinguishwhichishealthyorunhealthy;topavethewayforthelater-onactivity.環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step3:Fast-reading(5min)Tograbthefactsofwhatchildrenshoulddotoeatwell.Theteacherasksstudentstoreadthepassagequicklyanddothemultiplechoicesaboutsomefactsinthepassage“Healthyfoodanddrinkforchildren”.Remindthestudentstocontroltheirtimeandcirclethekeyinformationandcheckanswers.設計意圖（PurposeTohelpstudentshaveageneralunderstandingofthemainideaofthepassage.環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step4:Detailedreading(10min)Todistinguishwhichishealthyorunhealthyfood.Toconsolidatetheirlearningofthepassage.1.Teacherguidesthestudentscategorizethefoodmentionedinthepassageintohealthyandunhealthyfood.2.TeacherleadstheMonitorthestudentsandofferhelpiftheyneedany.studentstodoasummaryofthepassage.設計意圖（PurposeTohelpstudentshaveamoredetailedunderstandingofthepassageandhelpthemdistinguishhealthyandunhealthyfood.環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step5:Production(13min)TohelpStudentsdistinguishhealthyandunhealthyfoodandputtheexpressionsintocomplexpractice.TohelpStudentscultivatetheabilityofteamworkindesigningamenu.TeacherasksstudentstomakeahealthymenuforDesheng’sDiningHall,includingbreakfast,lunchanddinner.Giveenoughguideandofferhelpandideaiftheyneedany.設計意圖（PurposeTocultivatethestudents’awarenessofhealthyeatinghabits環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step6:Homework(3min)Tohelpthestudentshaveathoroughunderstandingofthepassage.Teacherleadsthestudentstopolishthemenu,addingmoreelementstoitandadjustthecontents.Checkandgivefeedbacksaccordingtostudents’designs.設計意圖（PurposeToenhancethestudents’abilityofcreativityandintegratewhattheyhavelearnedwiththereallifepractice.BoardPlan:教學過程：(Teachingprocedures)(第三單元Unit3)語言運用(Languageinuse)環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step1(5min)1ToletstudentsknowthemainfeatureoffoodinShunde.2ToletstudentsknowthefamousfoodofShundeandknowrelatedknowledgeaboutthefood.3Toletstudentstalkabouttheirfavoritefood.1Ssneedtoanswerquestions:HowmanycookstylesdoyouknowinChina?WhatdoyouthinkofthefoodinShunde?2Sswatchavideoandknowsomefood.3LookatpicturesandknowaboutfamousfoodinShunde.4Sstalkaboutfavoritefood.Inthispart,studentsneedtoknowenoughknowledgeaboutfoodinShundeinordertoprepareforthefollowingactivities.Thentheteacherwillgivesomeoralfeedback.設計意圖（PurposeTostimulatestudent’sinterestsoflearning,thislessonstartswiththelocalfoodinShunde,whichisveryfamiliarforthem.Also,throughthisactivity,studentscanprepareforthefollowingwritingtask.環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step2Pre-readingTolearntopredictbeforereadingSslookandanswerquestions:Wherecanyoufindthearticle?Whatisthearticlemainlyabout?Inthisway,studentscanquicklyknowthetypeandmainideaofthisarticle.Thentheteacherwillgivesomeoralfeedback.設計意圖（PurposeFromthisactivity,studentscanquicklyknowthetypeandmainideaofthisarticle.環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（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設計意圖（PurposeFromthisactivity,studentscanimprovetheirreadingability,includingskimmingandscanning,Inaddition,studentscanknowmoreaboutfoodcultureofShuneandlearntousemind-maptointroduceit.環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step4Post-reading1Toletimprovetheabilityofmakingmind-map2Toletimprovestudents’writingability1SsareinvitedtomakeavideoabouthealthyfoodcultureinShunde.Beforethat,Ssneedtowriteahand-outforit.2Sstrytomakeamind-mapfirst.3SsfinishthewritingtaskInthisactivity,theteachercangivesomeguidanceabouthowtowriteanarticlebyusingthemind-map.設計意圖（PurposeFromthisactivity,studentscanlearntousemind-map.Andtheycanusewhattheyhavelearnedinthefrontparttowriteanarticle.環(huán)節(jié)/時間（Step&Time）教學目標（Objectives）學習活動（Activities）評價（Assessment）Step5Homework1Toletstudentsreviewwhattheyhavelearned.2Tolettheirarticlesbecomerealvideo.Ssareassignedtopolishtheirwritingbylookingformoreinformationandbetterlanguageresources.Theteacherwillshowthemanexample.Thisactivitywillbeinterestingforstudents.設計意圖（PurposeFromthehomework,studentscanusewhattheylearnedtointroducelocalhealthyfood.Itcanarousetheirawarenessofintroducinglocalcultureandfostertheirculturalconfidence.BoardPlan:M4U3“AhealthybiteofShunde”wordbankSaltroastedchickenLunjiaoricecakeRawfishCoconutcakeBengShaCrispyChicken“AhealthybiteofShunde”Introduction:location,time,historyHealthyfoodinShunde:food,flavor,healthyFoodculture:influence,invitation教學過程Teachingprocedures：Unit4提升評價(Promotion&assessment)環(huán)節(jié)/時間(Steps&Time)教學目標(Objectives)學習活動(Activities)評價(Assessment)Step1Review&lead-inTorecallandactivateexistingknowledgeonthetopic.Tasksssaboutwhattheyhavelearnedfromthepreviouslessons.T’soralfeedbacks設計意圖(Purpose)：ToarouseinterestandleadtothetopicofthelessonStep2TaskassigningTobuildupthecontextforthetopic.ToactivateculturebackgroundknowledgeSsfastbrowsesomeinformation(includingtextsandpictures)from“Foshanstyle”andguessaboutthetext.Tintroducesbackgroundandmissionofthetask.T’soralfeedbackassessment設計意圖(Purpose)：Tointroducearealco