资源简介

Unit 6 Do you like bananas Section B 2a-Self-Check（教学设计）
教材分析 What：This is an interview report between volleyball star, Cindy Smith and a reporter, David. The content of it is mainly about Cindy’s eating habit. Why：It can help student develop the habit of healthy eating, reasonable arrangement of eating, and establish the concept of healthy eating How：Most of the content of this text is presented in the form of dialogue, which has a strong communicative character. The language content includes many sentences that express the likes and dislikes of food, such as: I like... And I don't like it.
教学目标 By the end of this lesson, students will be able to: 1. 语言能力：master key vocabulary and sentence patterns: star, eat, well, habit, healthy, really，question, want, be, fat I don't want to be fat. I think it's healthy. What do you like for breakfast 2. 学习能力：read magazine articles about Cindy's eating habits and write them in the target language; get information about the food Cindy eats for three meals a day and the reasons why she doesn't eat hamburgers and ice cream; cooperate with classmates to conduct a survey and write a survey report using existing corpus. 3. 文化意识: develop the habit of healthy eating, reasonable arrangement of eating, and establish the concept of healthy eating by reading the dialogue on healthy eating of athletes. 4. 思维品质： think and internalize and introduce myself and my classmates' preferences of three meals a day in the form of short essays, so as to improve my ability of criticism and innovation after learning relevant sentence patterns and structures.
教学重与 难点 Teaching important points: master key vocabulary and sentence patterns: star, eat, well, habit, healthy, really，question, want, be, fat I don't want to be fat. I think it's healthy. What do you like for breakfast Predicted parts of difficult points: read magazine articles about Cindy's eating habits and write them in the target language; get information about the food Cindy eats for three meals a day and the reasons why she doesn't eat hamburgers and ice cream; cooperate with classmates to conduct a survey and write a survey report using existing corpus.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method 2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in (3’)
Step 1 T greets students. Then T shows a video to Ss and asks them to think about what is healthy food and unhealthy food. Ss watch a video and think about what is healthy food and unhealthy food. A video can attract Ss and the content of video is related to the reading so as to
效果评价 学生是否能认真观看视频认真思考身边的健康食物和不健康食物并积极主动地参与观点的表达。
Pre-reading (7’)
Step 2 T asks Ss to finish 2a and show the answer in PPT. T shows Ss a GIF to let them to guess which ball sports it is. After that, T introduce Cindy and David. Ss finish 2a Ss guess which ball sports it is and know who are Cindy and David. 2a can help Ss have a clear understanding to healthy food and unhealthy food.
效果评价 学生是否能认真的完成2a部分。
While-reading (15’)
Step 3 T asks students read passage for the first time to finish the following tasks: (1) Read the passage and complete Part 2b. (2) Classify the foods circled in Part 2b into healthy and unhealthy categories. (3) Answer the following two questions and ask students to make predictions about the conversation: 1>What food Cindy eat 2>Do you think it is healthy Ss read the passage and finish the task. This step can help students to improve the ability of scanning and practice Ss' ability of prediction.
Step 4 T asks Ss read the passage carefully answer the questions: Does Cindy like bananas Does Cindy like hamburgers Why Does Cindy eat ice-cream Why Ss read the passage carefully and then finish the questions. ( Ss can discuss with classmates) Ss can have deep understanding of the passage and careful reading can help students to find the details of passage.
Step 5 T asks Ss to read the passage carefully and complete the following mind map about Cindy's meals. After that, T asks them finish 2c. Ss read the passage complete the mind map It can help Ss further improve their ability of analyzing the structure of passage and then strengthen their ways of thinking.
Step 6 T plays the recording of the passage and asks Ss listen to it carefully to imitate the pronunciation and tone. And then T leads the reading. Ss listen to the recording carefully to imitate the pronunciation and tone. Ss can improve their ability of speaking and listening.
效果汇总 学生是否能在每次的阅读过程中，正确地寻找到相关信息,并正确的回答问题；学生是否能自己用思维导图的方式总结出Cindy一日三餐的食物；学生是否能积极的与同学讨论并主动回答老师的问题。
Post-reading (10’)
Step7 T asks Ss to complete the cloze using the structure in Part 3a and the text in Part 2b and complete part 3a. Ss complete part 3a and add some other questions by themselves. It can help the following group work activities.
Step 8 T asks Ss to complete group activities with classmates and write a survey report using the corpus in Part 2a and the questions in part 3a during the activities. Ss write a survey report and show it in front of the whole class Writing can help Ss make a output for today’s learning and improve their ability of writing and then evaluation can practice their critical thinking.
效果汇总 学生是否积极参与写作，是否能正确使用目标语言进行写作；学生的写作中是否达到了题目的要求，是否具有创新意识添加其他具体细节；学生是否愿意主动分享自己的调查报告。
Exercise (5’)
Step 9 T asks Ss to finish the exercises（Self-check part） on ppt. Ss finish the exercises on ppt. Practice in time can help test students' knowledge of this class.
效果汇总 学生是否能够高效且正确的完成练习。
Conclusion (3’)
Step 10 T gives a mind map about what are learned today. Ss recall the learned knowledge of today. Mind map and summary of new knowledge can help students further understand and remember them.
效果汇总 学生是否能与老师一起总结出今日所学知识。
Homework (2’) Memorize new words and sentence patterns Recite a passage Homework can help students strengthen the knowledge which they have learned.
Unit 6 Do you like bananas Section B 2a-Self-Check
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