Unit 6 Do you like bananas.Section B 2a-2c教学设计

Unit 6 Do you like bananas
Section B 2a-2c教学设计
Learning Objectives:
By the end of the class, the students should be able to:
1. Understand the article and grasp the basic reading strategies;
2. Discuss how people eat well and how people should keep healthy;
3. Write down their opinions about eating habits and healthy lifestyle;
4. Build up positive attitude towards health.
Teaching key points and difficult points
1. Understanding the article and retelling it by the mind map;
2. Thinking about how people eat well and how people should keep healthy;
2. Writing down and reporting their opinions.
Teaching methods
Task-based teaching approach，multimedia teaching approach and situational teaching approach.
Step 1 Lead-in 情境导学
T: Today …
T: First, let’s play a guessing game. What fruit is never single S: ….
T: Yes, it’s a pear. I often eat pears after dinner. Why Because they are delicious and healthy.
Quick response:
T: What do you like for breakfast/ lunch/ dinner
S: ….
T: To keep healthy, I often eat fruit, vegetables and eggs. I never eat potato chips and hamburgers. That means I eat well. (Write “eat well” and “healthy” on the blackboard at the same time)
【Purpose】 The teacher can quickly catch the students’ attention and make them concentrate on class, at the same time, create an easy and funny class atmosphere (This is the important part of the core competences) by asking the students brain twisters and easy questions. Teacher asks students about their eating habits to activate the class, then talks about her eating habits. Also, this step lays the foundation for the next steps.
【设计意图】一开始的导入就使学生快速进入到老师设置的教学情境当中。开场就利用一个脑筋急转弯集中学生注意力并活跃课堂气氛。然后和学生快速问答来进一步导入，问题的巧妙设置能让学生迅速切入到一日三餐这个话题，引出一日三餐后，设计游戏让学生把健康的食品和不健康的食品进行分类，巧妙地完成了2a,又起到了承上启下的作用。接下来通过老师自己的饮食习惯引入本节课的主题：吃得好。真正做到课堂问题化，问题情境化。这样一步一步、环环相扣，同时也在为最后学生的演讲稿的写作做了铺垫。
信息技术的融合：在导入环节，使用搜索引擎找到大量的食物图片，运用蒙层制造悬念,运用希沃白板的课堂活动---趣味分类，让学生把健康的食品和不健康的食品进行分类，引导学生将知识点进行分类，活跃了课堂氛围，提高了学生的兴趣及归纳与总结能力。生词healthy用学科工具里的英汉词典给出了注释，有效地帮助学生记单词。
Step 2 Presenting浅探独学
T: Now we are going to learn an article Sports star eats well. At first let’s read the title and see the picture. What can we know from them What does the girl do Does she eat well
From the title and picture, we know this article is about a volleyball star.She eats well. So we can get a reading tip: Find information from the title and picture.
(Put Tip 1:Find information from the title and picture“标题图片找信息”on the blackboard at the same time)
1.Fast reading.
T: What is the main idea of the article Please read the article quickly to find the key sentences.
(Put Tip 2: Skim for the main idea. (略读找大意) on the blackboard at the same time) Please remember to read quickly for the key sentences.
2.Careful reading.
T: Next, let’s read it carefully and answer these three questions.
1) What does Cindy think of fruit
2) What does Cindy eat for lunch
3) Why doesn’t Cindy eat ice-cream
We should read the article quickly but carefully, looking for the specific information.
(Put Tip 3: Scan for the specific information. (扫读找细节) on the blackboard at the same time)
【Purpose】For fast reading, the students can skim and scan the article, getting the main idea and specific information of it and improve their independent thinking ability. Meanwhile, the methods also give the students some instructions about how to solve problems in the future.
【设计意图】 首先快速阅读，让学生带着问题迅速读文章，掌握文章大意，并通过找关键句确定文章的中心大意；其次学生带着3个问题快速但仔细阅读，学生能进一步理解文章的细节。同时教会学生解题技巧，学会答题。
3. Filling in the blanks in the mind map.
T: I have drawn a mind map of the passage to help you know it better, but there are some blanks. Now please read the passage again and fill in the blanks.
T: Mind maps can help us know the passage better, even they can help us remember the passage quickly, so when we read, we can draw mind maps to help us.
(Put Tip 4: Mind maps help you. (思维导图帮助你) on the blackboard at the same time)
【Purpose】The students can become clearer about the structure of the article by using the mind map. It is also beneficial to the discussing and writing afterwards.
【设计意图】 通过给思维导图填空的形式帮助学生一起梳理文本，使学生对文本结构化、具体化和条理化；思维导图将以对话形式呈现的文本内容进行了梳理整合改写，不但拓展了2c的阅读任务，而且进一步加深了学生对文章的理解。
信息技术的融合：通过平台构建思维导图，以填空的形式帮助学生一起梳理文本，使学生对文本结构化、具体化和条理化；思维导图将以对话形式呈现的文本内容进行了梳理、整合和改写，进一步加深了学生对文章的理解。
4. Retelling by mind maps.
T: This is my mind map for the text. Next I want to ask a student to retell Cindy’s eating habits by the mind map.
【Purpose】The students can remember the contents and structure of the text easily with the help of the mind map. And they will know how to make their own mind maps even with pictures and some key words and phrases. It is also beneficial to their ability of summarizing.
【设计意图】随后让学生自己利用黑板上的图片和关键字自己构建思维导图，进行知识输入的同时，又做到知识的自主构建。通过复述思维导图的形式帮助学生再次梳理并记忆文本内容，进一步加深了学生对文章的理解。
Step 3 Group work 深究群学
1.Discussion
T: Today we read an article--Sports star eats well. In China, “eat well” means eating healthy food. What can we eat to keep healthy What else should we do to keep healthy Then let’s discuss the two questions with your group members and find out the answers.
1) What can we eat to keep healthy
2) What else should we do to keep healthy
T：And as a teacher, I want to say something about eating habits and health for you.
I think “eat well” means eating healthy food on time. To eat well, we should eat more vegetables and fruit, but less meat. For health, we should eat well, sleep well, play sports, be happy, have fun and so on.
【Purpose】After reading the text, we know the sports star’s eating habits. But why does the writer give such a title for it What does he /she want to say to us These are the questions we need to think about further. So we give two questions about these for the students to discuss. And what will they say We expect they will think more, have more different opinions after discussion and then try to express their own opinions to their group members. It’s also beneficial for the following writing.
【设计意图】通过课文的反复阅读学生已经对文本写了什么、怎样写的有了深刻的了解了，但是要保持健康我们能吃什么呢？我们还应该怎么做呢？ 这是值得教师引导学生去思考去挖掘的。在此环节学生通过思考这几个问题构建新的概念，分析、推断信息的逻辑关系，小组合作讨论碰撞出思维的火花，理性表达自己的观点，形成英语思维习惯，深层次体会语言的真实运用。而完成了这几个问题的总结讨论后写作的输出也是呼之欲出了。
信息技术的融合：这里加入了一个计时器，可以精准把握课堂时间，提高课堂效率。
2.Writing.
T: OK, we talk so much about eating habits and health. Now, let’s write a passage about eating habits and health for Voice of Jianning. Let’s write and share our speeches……
【Purpose】In this step, the students have already learned and talked a lot about their eating habits and health, the teacher has also given different demands to understand the article repeatedly from different aspects. So, it is a suitable time to arrange the students to write down what they think about eating habits and health, which will give them a chance to enhance the knowledge and use the target vocabulary.
【设计意图】写作是这节课的输出部分，无疑也是这节课的亮点和重点。通过前面的铺垫和积累，以及小组对作者的写作意图和健康的深思和讨论进行了合作创新并相互学习，此时安排学生将自己的想法和集体讨论的智慧写下来，就是水到渠成的事情。然后以演讲的形式展示自己本课所学及互动中产生的思想和智慧的火花。学生通过听、说、读、写，训练他们的思维，提升他们对饮食及健康的正确理解, 实现了对课文内容的多层次理解、提炼整合、改写提升及表达。并且通过学生上台演讲，提升了运用英语的能力；同时帮助学生吸取别人的优点，改正自己的缺点。
Step 4 Promoting 提炼促学
T: Well done! Thank you so much for your wonderful speeches. Finally, I want one of you to summarize what we have learned today. XXX please.
S: …
Why should we keep healthy At first, I think health is very important.
Next, look at the sports star in our school. (Show a video from the sports meeting) With health, we can fight for our dreams.
At last, look at the soldiers in our country. (Show a video from parade at Beijing Tian’anmen Square on National Day) With health, we can fight for our country.
Let’s read them together!
Health is very important.
With health, we can fight for our dreams.
With health, we can fight for our country.
It’s wonderful, thank you so much. I hope all of you will have a strong body and a better future. Please better your speeches. This is today’s homework.
【设计意图】After the students review what they have learned, the teacher reviews the new words with the students. And the sentences she writes can bring the atmosphere to a climax.
【设计意图】课堂的“结尾”是一个总结环节，也是画龙点睛，让整堂课得到升华的环节。首先让学生自己总结本节课所学内容，巩固知识；其次，通过学生运动会和天安门广场阅兵仪式的短视频挖掘拥有健康的更高层次意思，培养学生爱自己、爱祖国的情怀；而最后老师将这种情怀汇聚成几句话并朗读给学生听，而后学生进行朗读，特别有感染力。让学生将这种情感得到展示的时候，这堂课则达到了最高潮。从而让学生的英语在文化意识、思维品质、语言能力和学习能力等方面的核心素养都能得到培养和提高。
信息技术的融合：这里很好地运用了希沃互动平台的多媒体---加入视频，提高了学生的兴趣，进一步激发了学生的求知欲，并很好地培养了学生的人文素养。
Step 5 Homework
Better your speeches about your eating habits and health.
板书设计：