Unit2 Topic2 SectionC 教学设计
Ⅰ. Material analysis
本节课为单元第四课时。
主要活动为Section C 的1a和2。
课文中几个妈妈要求各自的孩子吃健康的食物，让学生们在明白要健康饮食的同时，归类学习了表示食物的名词。针对Danny的一日三餐，让学生们学会自己辨别哪些食物是健康的，哪些食物是不健康的，并对不健康的饮食提出合理的建议，巩固了对食物名词的学习。
Ⅱ. Teaching aims
Knowledge aims：
1. 能归类学习表达食物的名词：
Vegetables: tomato, cabbage, potato, pumpkin
Meat: beef, chicken, fish, egg
Fruits: strawberry, apple, banana, pear, orange, grape, watermelon
Staple: wheat, rice
Drink: juice, honey
Fast food: biscuit, potato chips, hamburger, sandwich, moon cake
Sweets: ice-cream, candy, chocolate
2. 能正确地运用下列短语对食物的健康与否进行描写：
eat too much salt, cause illness, be weak, a healthy drink, drink a glass of milk, eat many
vegetables, keep…healthy, be on one’s plate, be delicious
Skill aims：
1. 能听懂有关食物名词的对话或文章。
2. 能用英语熟练的说出已学过的各种食物的名称。
3. 有兴趣读并且能读懂有关食物类的文章。
4．能正确地运用食物名称写出一份健康的一日三餐的食谱。
Emotional aims：
健康饮食，关心他人，将健康生活的理念传播给周围的人。
Ⅲ. The key points and difficult points
Key points：
1. 对下列食物名词的记忆及运用：
tomato, cabbage, ice cream, watermelon, potato, potato chips, sandwich, strawberry,
beef, biscuit, salt, sugar
2. 能正确地运用下列短语对食物的健康与否进行描写：
too much salt, cause illness, be weak, a healthy drink, drink a glass of milk,
eat many vegetables, keep…healthy, be delicious
Difficult points：
1.对标题本身的理解：What Mothers Said to Eat
2. Be careful not to eat too much salt or sugar.
3.文章中出现的含有宾语从句和状语从句的运用。
Ⅳ. Learning strategies
1. 通过归类学习，提高学习食物名词的效率。
2. 通过单词与食物图片的对应记忆，让学生明白图片能帮助他们更快的记住表示食物
的单词。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: A little spark kindles a great fire. 星星之火可以燎原。
Ⅵ. Teaching procedures
Step |
Interaction pattern |
Student activity |
Teacher activity |
|
Introduction （10 minutes） |
1. The whole class work 2. The whole class work 3. Group work 4. Group work 5. Some students’ work 6. The whole class work |
1. Focus their attention on the teacher. 2. Students sing together. 3. Group 1, 3, 5 debate against Group2, 4, 6. A1 from Group1 is 1A1. 1A1: It’s good. Hu Fei will be better in his study. 2A2: It’s bad. Studying late in the night is bad for our health. 4. Students finish pre-reading work. They may discuss in groups. 5. Each student writes one item. Other students add some missing words. 6. Students read the new words by pronouncing the phonetic syllables, knowing the meanings by watching the pictures. |
1. Greet students ready for learning. 2. Sing a song together. (Clap your hands if you are happy. ) Teacher shows the Chinese words on the screen. 3. Teacher organizes a debating. Teacher says a thing, and the two groups debate: Hu Fei always studies late in the night. Time is limited. 4. Teacher shows the picture in 2. New words are followed with phonetic syllables, helping students finish pre-reading work. 5. Teacher lets four students write the answers to 1 on the blackboard. 6. Teacher introduces new words on the screen. |
|
Presentation (8 minutes) |
1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. Group work |
1. Students may answer： (1) Mother eats something. (2) Mother says something. 2. Students know the
meaning from the first sentence: Mothers always tell their children what they should eat. 3. Students read 1a silently and match. 4. Students circle True or False and then point out the mistakes and correct them. 5. Each group will correct one mistake. |
1. Teacher shows the topic on the blackboard, asking students to guess what the passage is about. The title is “What Mothers Said to Eat”. 2. Teacher asks the students read 1a silently and quickly and make sure what the topic means. 3. Teacher lets the students read 1a silently again and finish 1b. 4. Teacher asks the students to read 1a the third time and finish 1c. 5. Teacher checks the students’ answers to 1c. |
|
Consolidation (10 minutes) |
1. The whole class work 2. The whole class work 3. The whole class work |
1. Students read 1a and ask something. 2. Students try to understand what the sentences mean. They may translate the long sentences into Chinese. 3. Students learn to read and use the phrases. |
1. Teacher asks the students to find out the sentences they don’t understand in the text. 2. Teacher shows some difficult sentences on the screen: (1) What mothers said to eat. (2) Mothers always tell their children what they should eat. (3) Be careful not to eat too much salt or sugar. (4) Maria’s teeth were very weak, so her mother said that she mustn’t eat too much candy or ice cream. (5) Every morning before she left for school, she had to drink a glass of milk because her mother was always watching her. (6) As soon as Michael saw it, he got mad. (7) He was surprised to find that it was delicious. 3. Teacher provides some phrases on the blackboard: be careful (not) to do sth. eat too much cause illness be weak a healthy drink eat many vegetables a glass of milk keep healthy be delicious |
|
Practice (10 minutes) |
1. Group work 2. Group work 3. The whole class work and group work |
1. Students discuss in groups. 2. Each student writes one sentence about Danny’s meals. A1: Eating sandwich and potato chips for breakfast is not healthy. Because they can make you fat and sleepy. A2: Eating rice with meat is healthy. But eating a lot of meat is unhealthy. B1: Eating fish and strawberries for dinner is healthy. But eating ice cream is unhealthy. B2: Eating candy, chocolate and biscuit at night is bad for our health. C1: We should eat healthy food. C2: Eating healthy food can keep us healthy. 3. Students read in groups. |
1. Teacher organizes the students to finish 2. 2. Teacher asks each group to write their passages. Teacher may help them or add something to their passages. For example: Healthy ←→ unhealthy Because they are rich in oil. Eating too much meat may cause illness. Eating ice cream every day is bad for your teeth and stomach. Be careful not to eat candy or chocolate at night. You mustn’t eat candy or chocolate at night. 3. Teacher asks each group to read their passages in groups. |
|
Production (7 minutes) |
1. The whole class work and group work 2. The whole class work 3. Individual work |
1. Students discuss in groups. They write the passage as homework: My eating habit. 2. Students summarize by doing exercises. 3. Students do the following jobs: (1) Memorize the words after class. (2) Students review Section A-C to prepare for Section D. (3) Students write the passage after class. |
1. Teacher lets students discuss 2 of 1a in pre-reading work and write it down after class. 2. Teacher shows the summary to the students. 3. Teacher assigns homework: (1) Memorize the English names of food. (2) Read through Section A-C to prepare for Section D. (3) Teacher requires the students to write a passage: My eating habit. |
Teaching Reflection |
Debating is very interesting. Students are all interested in it. Teacher should design more debating activities for the students later on. |
|
Ⅶ. Blackboard design
Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking. Section C |
What mothers said to eat. Mothers always tell …what they … Be careful not to eat too much salt or sugar. …so her mother said that … … because her mother… As soon as Michael saw it, he got mad. He was surprised to find that it was delicious. |
eat too much cause illness be weak a healthy drink eat many vegetables a glass of milk keep healthy be delicious |
