资源简介

Period 4 Developing ideas 教学设计
Developing ideas板块教学设计
课型 Reading
主题语境 人与自我——饮食习惯、生活习惯人与社会——饮食文化
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为专栏文章。课文用图片的方式展示了五位人物的冰箱，并介绍了他们的职业特点、饮食习惯和生活习惯。读写部分的范文介绍了宫保鸡丁这道传统中国菜的历史起源和制作方法。写作任务安排的下一节课。
教学目标 理解课文内容，评价不同人物的生活方式并给出建议；能够联系自身生活，更深入地了解饮食习惯与健康生活方式的联系；
教学重点 如何通过阅读获取有关健康生活方式的相关知识；掌握菜谱的写作特点和手法。
教学难点 引导学生思考饮食习惯与生活方式的关系；引导学生联系自身实际，反思自己的饮食习惯。
教学策略 P-W-P模式、交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T asks Ss to talk about what they usually eat for dinner and decide who eats more healthily. Ss talk about what they usually eat for dinner and decide who eats more healthily. Activate Ss’ theme-related background knowledge.
Activity 2 1. T asks Ss to look at the pictures and describe what they can see in each picture.2. T asks Ss to read the passage and match the pictures of the fridges to their owners. 1. Ss look at the pictures and describe what they see.2. Ss read the passage and match the fridges to their owners. Have Ss read with certain tasks and get the key information.
Activity 3 T asks Ss to read the passage again and match the sentences to the characters. Ss read the passage and find out who might say the sentences in Activity 3. Have Ss get the main idea of the passage.
Think & Share T asks Ss to discuss the four questions in groups and share their opinions. Ss discuss the four questions in groups and share their opinions with the class. 1. Help Ss further explore the topic and the unit theme.2. Improve Ss’ critical thinking and problem-solving ability.3. Help Ss develop their cross-cultural awareness.4. Get Ss to apply what they have learnt in a real-life context.
Activity 4 1. T asks Ss to work in groups and discuss each person’s lifestyle in the passage.2. T gets Ss to make comments on each person’s lifestyle and give suggestions.3. T invites Ss to present their opinions in class. 1. Ss work in groups and discuss each person’s lifestyle in the passage.2. Ss make comments on each person’s lifestyle and give suggestions.3. Ss share their opinions in class. 1. Help Ss summarise the lifestyles of the characters, make comments and give suggestions.2. Further develop Ss’ understanding of the unit theme and help them apply what they’ve learnt in a real-life context.

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