教学设计上交材料
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Unit2: Healthy eating
COME AND EAT HERE(教学设计)
*_**学 安继承
教学的重点
1.Let students learn more about problems with a diet ,a balanced diet and nutrition.
2.Enable students to master different reading skills such as skimming and scanning.
3.Enable students to further understand some new words and expressions in this passage and help students understand some special sentence structures.
教学难点
1. Develop students’reading ability.
2. Enable students to talk about different kinds of food and balanced diet.
教学过程
Step1 Lead- in（3min）
【设计说明】
（设计意图：通过展示图片，通过夸张的“胖子”和“瘦子”的flash，教师提出问题，由学生的回答自然引出文章的标题。问题的设计旨在让学生学会根据文章的标题预测文章的内容，并通过下一个阶段的阅读来检测学生对标题的预测正确与否。在此阶段，教师不必纠正学生回答中的错误，而是鼓励学生在阅读中发现问题。)
Step2 Show three dimensional goal.（1min)
【设计说明】
（让学生了解本节课的学习目标。)
Step 3 Fast-reading
【设计说明】
（通过听录音概括文章的大意，Fast reading 让学生对文章内容有个大致的了解。同时检验学生对标题的预测是否正确。教师应鼓励学生进行自我纠正。考虑到所带学生的基础相对来说很薄弱，尽可能的把问题简单化。在这个环节放录音3min，给出3min时间让学生完成下面的问题.）
Listen to the tape and choose the main idea of the each part:
PartⅠ: A. Wang Peng did some research and wanted to win his
customers back.
PartⅡ: B. Wang Peng found out the reason why his restaurant was empty.
PartⅢ: C. WangPeng wondered why customers didn’t eat in his restaurant as usual.
Suggested answers ：(PartⅠ: C. PartⅡ: B. PartⅢ:A.)
Step4 Careful reading
【设计说明】
（此环节是在快速阅读的基础上，在学生对文章有大体理解之后，指导学生对文章细节进一步的理解，并对难度较大的问题进行合作讨论，充分发挥学生们的自主作用。引导学生回归课文，理解课文的核心信息，并以课文为依托，让学生进行简单的语言输出，以此促进学生对课文的进一步理解，同时也是对课文词汇和句式的进一步夯实，为下一步进行深层语言输出做好准备。给学生6min时间小组内讨论，然后各组展示自己的答案，进行对比，教师在屏幕上展示答案 。)
【设计说明】
（培养学生的合作意识；在文章中寻找相关的信息，6min完成，可依据自己所带学生的实际情况。）
1.Usually Wang Peng’s restaurant was full of people.（T）
2.Yong Hui could make people thin in two weeks by giving them a good diet. (F)
3.Wang Peng’s regular customers often became fat .（T）
4.Yong Hui’s menu give customers more energy-giving food . (F)
5.Wang Peng’s menu gave customers more protective food. (F)
6.Wang Peng decided to compete with Yong Hui by copying Yong Hui’s menu. (F)
Step5: Summary
【设计说明】
（在全面深入理解课文的基础上，让学生自己复述课文，让学生进行更高一级的语言输出，以此促进学生对文本的进一步理解和课文信息的整合，同时为更高层次的语言输出---写作打下坚实的基础。着重让学生学会缩写文章。提炼文章中的主要信息。3min )
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 to make people in
weeks. The new restaurant was of customers. Worried, he did some research and tried to his customers .
参考答案：frustrated、come、usually、followed、which、thin、two、full、win、back .
Step6:What can you learn from the text? (Choose the best answers.) ( 3min )
【设计说明】
（让学生尽可能理论联系实际，在屏幕上的一些名言警句中找出符合本文的一些句子，以此激发他们的学习兴趣。提醒学生健康饮食，文化传承。）
在屏幕上呈现:( ) Good health is over wealth.
(健康是最大的财富)
( ) He laughs best who laughs last.
(谁笑到最后，谁笑得最好)
( ) You are what you eat.
（人如其食）
Suggested answers: Good health is over wealth.
You are what you eat.
Step7 Homework (1min)
1. Find out the sentences containing model verbs in the text.
2.Try to retell the text in your own words.
【设计说明】
(通过找出文章中的主要句子，引导学生再次主动回归课文，熟悉课文⺄通过对课文当中难句的理解，促进学生对所学知识进行加工整合，有利于学生的思维能力和表达能力的提高。)
附板书设计: （Blackboard Design）
Unit2 Healthy eating
Reading COME AND EAT HERE
PartⅠ: A. Wang Peng did some research and wanted to
win his customers back.
PartⅡ: B. Wang Peng found out the reason why his restaurant
was empty.
PartⅢ: C. Wang Peng wondered why customers didn’t eat in his
restaurant as usual.
Good health is over wealth.
You are what you eat.
教学反思：
本单元让学生通过对健康饮食的学习，着重让学生知道健康的饮食和有效的运动是身心健康的知己，营养是生命的知音，让学生知道健康的重要性，健康饮食，文化传承。
[全文已结束，注意以上仅为全文的文字预览，不包含图片和表格以及排版]
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