Unit 5 Favorite Food
教 学 设 计
教学内容 | English for Vocational School (基础模块) Unit 5 Favorite Food. Reading |
教学对象 | |
教学项目 | Vocabulary | Hamburger, ice cream, hot dogs, pizza, potato chips, make dumplings, save time, get together, order food, in fact, be good for , be fond of . |
Target language | 1. I am fond of / am 2. It is good / bad for my health. 3. I think you should…. |
Function | Learners can know the fact that people in different countries like different food and they can talk about their favorite food and give suggestions on healthy eating. |
教学策略 | 任务教学法, 多媒体辅助教学法, 小组合作教学法, 文化渗透教学法, 头脑风暴教学法 |
教学目标 | 1. 正确运用课本中的单词和短语表达自己对各种食物的喜好。 2. 通过快速阅读和仔细阅读，学生了解不同国家有不同的饮食喜好，中国人对饺子的喜爱和食物喜好的变化。能翻译课文。 3. 意识到健康饮食的重要性，能合理安排自己的饮食，拒绝垃圾食品。 |
教学重点 | 学生能够在阅读中提取信息，了解不同国家的饮食习惯，同时可以描述中国人对饺子的喜爱和西方快餐的流行。 |
教学难点 | 表达自己对西式快餐的看法,提出合理的饮食建议。 |
任务应用 | 学习技能 |
| 学习技能 | 学习层次 | 教学媒体 |
听 | 说 | 读 | 写 | 认知 | 理解 | 运用 | 黑板 | 录音 | 录像 | 幻灯 | 课件 |
语词教学 | | √ | √ | | √ | √ | √ | √ | | | √ | √ |
结构教学 | | √ | √ | | √ | √ | √ | √ | | | √ | √ |
对话教学 | | √ | | | | | √ | √ | | | √ | √ |
| | | | | | | | | | | | |
教 学 过 程
Stage 1 : Lead-in(5 minutes)
Step 1 : Look at the pictures and say the names in English
Q: Can you say the names of the foods in English. Who wants to have a try?
Step 2: Brainstorm
Teacher encourages students to list more words on foods.
Q: now, plea brainstorm more English words on food, especially your favorite ones.
(Teacher helps students to translate the difficult words into English.)
[教学目的]教师通过出示图片,引起学生注意，引导学生回忆关于食物的相关词汇。之后，
让学生头脑风暴出更多相关词汇，让学生觉得本节课话题贴近生活，有话可说。1）激活记忆词汇，为之后的课文阅读奠定基础。2）自然导入本节课主题。
Stage 2: Pre-reading (5 minutes)
Step 1：Ask and answer
Teacher asks the class to answer the question on their favorite food and choo some students to answer. Give the students three ntence patterns.
Q: What’s your favorite food?
A1:
A2: I am
A3: I am
Step 2: Interview your partner
Teacher asks the students to work in pairs and interview their partners on their favorite food.
Teacher summarize that different people have their different likes.
[教学目的] 教师提问问题，并提供练习句型，组织学生小组活动，练习对话。1）小组活动，降低了学生对口语表达的焦虑。2）提供句型，帮助学生降低口语表达的难度。3）表达对食物的喜好，再次巩固食物词汇。
Stage 3: While-reading（15 minutes）
Step 1: Read fast (3 minutes)
Teacher asks students to read the text fast and match people in different countires with their favorite food. And underline the key information.
Try to complete the table below.
People in different countries
Englishmen rice not cooked
Americans pizza
Italians fish and chips
Japane hot dogs and fried chicken
[教学目的] 通过快速阅读，寻找关键单词，学生完成配对任务。1）学生通过快速阅读，锻炼了寻找关键词的能力。2)把关键信息下划线,帮助学生形成良好的阅读习惯。3）提醒学生注意中西方饮食差异，学习尊重文化差异。
Step 2: Read carefully (7 minutes)
1. Guide the students to read the passage carefully and try to find the answers to the que
stons.
Q1: what kinds of food are popular in China?
Q2: when do Chine people eat dumplings? Where?
Q3: why children like to go to KFC or McDonald?
Q4: what food do they like?
Q5: what is junk food?
2. Ask the students to find the key words or phras to answer the questions.
3. Walk around to give some help if necessary.
4. Call back and check the answers.
NOTES:
1) Chine people / dumplings / some American food
2) On important days or festivals, at home / go to restaurants
3) Play and eat fast food
4) Ice cream, hamburgers and chips
5) Not good for the health
5. Explain some key words and expressions.
Favorite, make dumplings, in fact, in the north of, get together, hamburger, junk food, especially, be good for, a way to save time, at weekends, in different countries, the Spring Festival.
[教学目的] 通过仔细阅读课文，学生从文章中获取到了更多的细节信息，中国北方人对饺子的喜爱，以及越来越多的中国人喜欢上了洋快餐。1）仔细阅读文章， 找出问题的答案。2）阅读文章，在语境中学习猜测一些生词和不熟悉的表达。3)在老师的帮助下，更好的理解文章的内容。
Step 3: Consolidate (5 minutes)
1. Read the passage again and try to translate the passage into Chine in pairs.
2. Repeat the key words, phras and ntences.
Favorite, make dumplings, in fact, in the north of, get together, hamburger, junk food, especially, be good for, a way to save time, at weekends, in different countries, the Spring Festival.
[教学目的] 通过再次阅读并且翻译课文，检验学生对于课文的理解程度。同时通过朗读，再次巩固重点词汇和短语，为之后的口语表达奠定基础。
