6教学设计.doc

1、 1）教学目标I like food that tastes good.We should have a balanced diet.We should do some sports to keep healthy.教学词汇：keep healthy, vegetables and fruits, meat, junk food, fried food 熟练掌握日常饮食中的食物名称，学会观察别人的健康生活习惯，调整自己的生活方式，使自己更健康。2）教学重点学会描述自己喜爱的食物名称，懂得通过均衡饮食、合理运动及充足休息等保持健康。3）教学难点让学生学会从多方面思考如何保持身心健康。4）教学方法

2、以任务型教学理论为主导，合理设计各项教学任务，层层拓展，环环相扣，使学生掌握语言知识并加以运用到日常生活中。5）教学过程Part One :Step 1: 以话题“How to keep healthy”导入，引入健康饮食的重要性。1.T: Its very important for us to keep healthy. Can you tell how to keep healthy?S1: Do exercise and have a good restS2: Keep happy every dayS3: Eat more vegetables and fruits but less

3、 meat2.T: What do you often have for breakfast?Ss: Noodles. Bread; eggs / milk T: What about for dinner?Ss: Rice, vegetables, fish, meat, fruit 设计思路：呈现学生以前所学有关食物名称的单词，即复习了词汇及句型，又为下文进行介绍健康食品和垃圾食品作好铺垫。3.Show some pictures about different kinds of food, such as steam bread, roast duck, porridge and so

4、on.4.T: What kind of food do you think is good for health?Ss: Healthy FoodUnhealthy Food1.water, milk and tea2.vegetables and fruits3.1.cola, soda and soft drink2.fast food, junk food, hamburgers, hot dog3.List the answers and help Ss read together.这环节让学生利用已学知识、经验给食物按健康和不健康进行分类，进一步巩固词汇，并进行分类、归纳。所学词汇

5、紧扣 health 话题。以食品为话题，大大激发了学生的兴趣，增强了他们学习自主性。5. Spoken English: Whats your favorite food?Ss: I like because But I dont like because 整个教学思路清晰，过渡自然，为下文谈论别人的饮食习惯及以 that 引导的定语从句埋下伏笔。T: I only eat food that tastes good. （So I am growing weight）教师开自己一个玩笑，灵活地调动课堂氛围，使学生精神放松，利于学生激活思维，自然地引入到课本的阅读文章。Step 2: Readi

6、ng1. Before Reading: What do they look like?T: Look at the pictures. Here are three people. They are Peter, Tony and Laura. What do they look like?Ss: Peter is fat, Tony is handsome, and Laura is very fit.在阅读前，教师用图片展示了文中的人物。并让学生描绘人物的外貌特征，为他们的饮食引起健康话题再次作好铺垫。2. While Reading:（1） What do they like （dis

7、like） to eat?Peter: I only eat food that tastes good.Tony: I prefer not to eat food that is fried.Laura: I love to eat food that is healthy. Ss give more answers according to the text.（2） Learn and review the Attributive ClauseTranslate these sentences into English. Then read together.教给学生阅读的策略，使学生通

8、过快速“扫读”，学生快速捕捉文章要点大意是。针对文章语篇较长，而且是人物对话形式，各人物的饮食观点分散等特点，教师制作了精美清晰的幻灯片。幻灯片中罗列了人物的饮食观点，为学生提供了理性认识，很好地突出了单元教学的重点（that 引导的定语从句），效果非常好。3. After Reading: Who do you think is the healthiest? Why?Guide the Ss to give more useful expressions, such as:We should eat more vegetables and fruits but less meat.We s

9、hould have a balanced diet.Part TwoStep1. Watch and AnswerWatch a video about the healthy problems of students today. Before watching it,（1）Whats the problem with some of students today?（2）What are the reasons?（3）How do we deal with the problem?Ss: do more exerciseStep2. T: What kind of sports can w

10、e do in school?Ss: Play football, basketball/ Running and dancingT: How do you like exercise?Ss: it can make us strong/ happy/ energetic It can make us keep fit.由评价别人的饮食习惯到结合关于青少年健康的新闻短片播放，每个环节都是围绕怎样保持健康层层拓展，短片内容因为结合到现在学生实际情况，具有代表性和真实性，因而更贴近生活实际，让学生易产生共鸣。Part Three1.Reading: What is “Health”？为了让学生更加

11、明白健康真正含义，通过课外阅读文章让学生理解：What is“Health”- healthy body, healthy hobbies and healthy life. 同时学习保持健康的方法。阅读文章考题设计为信息归纳，与中考读写综合部分相结合，加强了学生对话题中内容的理解及对重点句子的综合运用能力，教学内容比较全面，拓展练习针对性强。1、 Read and fill in the chart: “what the health?”What a good health should in clued? Healthy bodies /hobbies/livesThe second su

12、ggestion of keeping healthyTo take part in sportsResults of playing computer games longBe bad for eyes and makes your lazyGood food suggestedNoodles and riceGood drink suggestedClean water and milk2、展示金字塔膳食结构，在教学中呈现饮食的科学性，将课堂活动延伸到课外，是对学生养成良好的习惯的有益补充。3、图表式结构，清晰，一目了然。4、教师在每个环节中注重引入自然，并且在输入足够的语言材料后，留有足够的时间让学生多作思考和消化学习内容，从而使学生乐学，对写作文越来越有自信了。Part Four.Homework: Write a short passage about how to keep healthy.6）板书设计steamed bread, hamburgers, orange juice, coffeeWhat kind of food do you like? I like food that