Teaching design 教学设计
Teaching objectives:
knowledge objectives
All the students will make some meaningful sentences concerning healthy eating;
All the students will list the menu of their lunch;
ability objectives
All the students are encouraged to tell the strengths and weaknesses of our canteen and the food stands outside our school;
Students will give suggestions on healthy eating;
Students will write a letter or design a poster concerning healthy eating.
<1> For average students, I will give some useful sentence patterns to help them. <2> For better and top students, I will encourage them to express their thoughts and ideas by using the language we learned in the class, and at the same time cultivate their ability to cooperate with others.
emotional objectives
Students will promote the awareness of healthy eating;
Students learn to use the English we learnt to solve problems in our daily life;
Students will learn to cooperate with their partners.
Important and difficult points:
To tell the strengths and weaknesses of canteen and food stands;
To give your own advice.
Teaching?and?learning?approaches:
Task-based?teaching?method
Student-centered?teaching?approach
Self-regulated learning approach
Cooperative?learning?method
Teaching procedure:
Before class:
Preview by yourself
The teacher hands out the study paper to the students to explain the learning objectives of this class and to assign the self-learning tasks.
Learning objectives: （分层目标，知己知彼）
If I’m a quick learner (Level A), I’ll focus on objectives 1.2.3.
If I’m a barely able learner (Level B) , I’ll focus on objectives 1.2.
If I’m a struggling learner (Level C), I’ll focus on objectives 1.
1. I can make some meaningful sentences concerning healthy eating.
2. I can tell the strengths and weaknesses of our canteen and the food stands.
3. I can give suggestions and advice on healthy eating.
Self-learning tasks
1. Recite the 6 sentences in the text book.
2. Find out the rules of the language points.
3. Make sentences by yourself.
【设计思路：本环节鼓励学生在课前明确课堂学习目标，并且进行部分自主学习。其中学习目标采用分层设计，因材施教，帮助学生更有针对性的学习；自主学习任务中涉及的句子都是有关本课讨论内容的，让学生带着“有准备的头脑”走进课堂。英语课堂采用“先学后教，以学定教”的教学模式，可以让学生明确目的，自主自学，发现问题，自主解决，从而有针对性的走进课堂听课，参与讨论时也能够有话可说。】
In the class:
Step I Revision （温故知新，有的放矢）
To check the self-learning tasks.
Recite the sentences and find out the rules of the language points. Then make sentences by yourself.
【设计思路：本环节旨在检查学生自主学习内容，围绕单元话题，帮助学生复习上节课学习重点，有准备的进入本课学习。】
Step II Speaking tasks （听说训练，积极参与）
1. Brainstorming：
What do you usually eat for lunch?
The strengths and weaknesses of our canteen and the food stands outside our school.
【设计思路：本环节通过比较简单的“午餐菜单”表达引起学生兴趣，引出话题，继而讨论学校食堂和校外小吃摊的优缺点，学生可以用比较简单的，学过的单词和词组回答，丰富扩大了学生的词汇量，同时还复习巩固了已学过单词，提高学生参与的积极性。】
2. Discussing:
1). Where would you like to go for lunch?
I would like to have lunch in our canteen because
(in our canteen)
(while at the food stands)
I would like to have lunch at the food stands outside our school because
(at the food stands)
(while in our canteen)
【设计思路：本环节是对第一环节的深化和强化训练。让学生通过小组活动，进一步讨论学校食堂和校外小吃摊的优缺点，由前一环节的单词和词组，经过小组讨论用教师提供的句型表述成完整的一句话。此时，很多学生都能够比较灵活的运用自主学习中造的句子来表达。】
2). How to improve the diets and environment of our canteen and the food stands?
The following expressions may help you to give advice.
You must/ mustn’t… you need/ needn’t… You’d better…
My advice is to… I think you ought to… you have to/ don’t have to…
I would strongly advise you to … It might be a good idea to…
I suggest that you…
【设计思路：学生在讨论了食堂和小吃摊的优缺点之后，肯定会对这两处食物和环境如何改进有话要说，老师趁热打铁，给出提建议的英语常用表达方法，帮助学生提出建议，为下一步完成写作任务做好铺垫。】
Step III Writing tasks （小组合作，能力提升）
Task A
As a student in our school, you must have something to say about our canteen.
Please write a letter to the manager of the canteen. In the letter, you should mention your opinions of the canteen, and give your suggestions and advice on it.
Task B
Design a poster to encourage the students to come to your our canteen to have lunch.
【设计思路：在大量的信息输入和口头实践的基础上，要求同学们小组合作，尝试书面写作，因为课堂时间有限，让同学们在两个真实的写作任务中选择，一个是给学校食堂老板写一封建议信，另一个是为学校食堂设计一张海报，结合本课中明确的句型结构以及话题信息，同学们可以比较迅速确定写作内容。通过小组合作的形式，同学们锻炼了合作能力，最后让学生代表上台展示作文和海报，把整节课推向高潮，达到学以致用的目的。同时教师给予及时的点评和鼓励，引导学生课下继续修改、完成写作内容。】
Step IV Homework
1. Finish the passage and poster with your partners. (Level A B C)
2. Summarize the rules of the 6 sentences and make your own ones. (Level A B C)
3. Write an article about “Whether we should eat lunch at the food stands?” (Level A B)
【设计思路：根据本课学习目标，设计分层作业，让全体学生完成本课中的两个写作任务，总结重点句子，落实学习目标中的知识目标，对于学有余力的同学，用另一个相关的话题写作训练来加强其写作能力，达到学以致用，提高能力的效果。】
After class:
Checking yourself（自我评价，查漏补缺）
Please try to name as many kinds of food as you can in English.
?
What have you learned from comparing our canteen and the food stands.
?
I learned how to work with my partners.
?
I learned how to apply what I had learned to solving real problems.
?
【设计思路：《高中英语新课程标准》中要求，要公正、全面和综合地评价学生的学习过程和学习结果，要注重培养学英语、用英语的能力，要学会获取信息、处理信息、分析问题和解决问题的能力。基于此我建立了本节课多元化的评价量表，使评价有利于激励学生学习，帮助他们建立自信心，有效地促进学生自主和具有创造性地参与学习活动，能促进每个学生的发展，提高其学习效率。】
课件20张PPT。Speaking and writing
by GaotingUnit 2 Healthy eating
If I’m a quick learner (Level A), I’ll focus on objectives 1.2.3.
If I’m a barely able learner (Level B) , I’ll focus on objectives 1.2.
If I’m a struggling learner (Level C), I’ll focus on objectives 1
I can make some meaningful sentences concerning healthy eating.
I can tell the strengths and weaknesses of our canteen and the food stands.
I can give suggestions and advice on healthy eating. Learning objectives:1.王鹏坐在他那空荡荡的餐馆里，感到很沮丧。
2.再没有比这些更好吃的了 。
The students finished the meal at the food stands, leaving some trash on the road.2. Nothing could be better.
没有什么比食品安全更重要了。
Wang Peng sat in his empty restaurant feeling very frustrated.
学生们在小吃摊吃完饭，留下一些垃圾在路上。Nothing is more important than food safety.3. 肥腻的东西吃厌了吧。
4. 他可不能让雍慧哄骗人们后跑掉。3. Tired of all that fat?
我厌烦这些同样的食物。
4. He could not have Yong Hui getting away with telling people lies!
很多小贩（peddler）销售不健康的食物而不受惩罚。
这让我一直等很久才能买到饭。Many peddlers are getting away with selling unhealthy food.I’m tired of all the tasteless food.I’m tired of the same kind of food.It has me waiting so long to buy the food.5.我发现你的菜谱上的菜太少了，所以我也就不着急了，我也开始宣传我餐馆食物的好处。
6.他们用生蔬菜配汉堡，煮土豆不是油炸土豆。
5.I?found?your?menu?so?limited?that?I?stopped ?worrying? and?started?advertising?the?benefits?of?my?food.?
我发现食堂菜谱太有限了，所以我不愿去那吃午饭。6.They?served?raw?vegetables?with?the?hamburgers?and?boiled?the?potatoes?rather?than?frying? them.?
小贩们考虑更多的是他们的利益而不是食品的安全。I find the menu of our canteen so limited that I wouldn’t like to go there for lunch.The peddlers are concerned more about their benefits rather than food safety.1. The students finished the meal at the food stands,
leaving some trash on the road.2. Nothing is more important than food safety.3. I’m tired of the same kind of food.4. Many peddlers are getting away with selling unhealthy food.5. It has me waiting so long to buy the food.6. I find the menu of our canteen so limited that I wouldn’t like to go there for lunch.7. The peddlers are concerned more about their benefits rather than food safety.soybean?milk
rice noodleFried ricePancake with eggsSpicy foodBraised chicken hamburgersushiChinese hamburgerVegetables Barbecued meat with riceWhat do you eat for lunch?Brainstorming canteen Food stands What are the differences?Where do you have lunch?The strengths and weaknesses:Many kinds of food
Delicious
Energy-giving and body-building foodUnsafe
Unhealthy
Dirty
Lack of protective foodClean
Safe
healthy
Convenient
Expensive;
Not delicious;
Fewer kinds of food;
Too many people
I would like to have lunch in our canteen/ at the food stands because__1. 2.___ Discussing 1Where would you like to go for lunch?In groups discuss how to improve the business (the school canteen/ the food stands outside our school). Give your suggestions. The following expressions may help you.Discussing 2How to improve the business?canteen/food stands
想说爱你不容易
you need/ needn’t…
You’d better…
My advice is to…
I think you ought to…
you have to/ don’t have to…
I would strongly advise you to …
It might be a good idea to…
I suggest that you…Please write a letter to the manager of the canteen. In the letter, you should mention your opinions of the canteen, and give your suggestions and advice on it.
Writing task
A
a letter
In the letter, you should mention your opinions of the canteen, and give your suggestions and advice on it. The following expressions may help you.
I suggest that you… You need/ needn’t…
My advice is to… You have to/ don’t have to…
I would strongly advise you to …
It might be a good idea to…
posterTo make a big main heading for the poster.
To write at least two reasons to win the customers.
To design it beautifully.
Writing task
B
a poster
Checking yourself Homework 1. Finish the passage and poster with your partners.
2. Summarize the rules of the 6 sentences and then make your own ones.
3. Write an article about “Whether we should eat lunch at the food stands?” (Level A B)Bye Bye!评测练习
I. Recite the sentences and find out the rules of the language points. Then make sentences by yourself.
1、Wang Peng sat in his empty restaurant feeling very frustrated.
学生们在小吃摊(food stands)吃完饭，留下一些垃圾在路上。
2、Nothing could be better.
没有什么比食品安全（food safety）更重要了。
3、Tired of all that fat?
我厌烦这些不好吃的（tasteless）食物。
4、He could not have Yong Hui getting away with telling people lies!
很多小贩（peddler）销售不健康的食物而不受惩罚。
这让我一直等很久才能买到饭。
5、I?found?your?menu?so?limited?that?I?stopped?worrying?and?started?advertising?the?
benefits?of?my?food.
我发现食堂的菜谱太有限了，所以我不愿去那里吃午饭。
6They?served?raw?vegetables?with?the?hamburgers?and?boiled?the?potatoes?rather?than?
frying?them.?
小贩们考虑更多的是他们的利益而不是食品的安全。
II. Homework
1. Finish the passage and poster with your partners. (Level A B C)
2. Summarize the rules of the 6 sentences and then make your own ones. (Level A B C)
3. Write an article about “Whether we should eat lunch at the food stands?” (Level A B)
III. Self-evaluation
Checking yourself
Please try to name as many kinds of food as you can in English.
?
What have you learned from comparing our canteen and the food stands.
?
I learned how to work with my partners.
?
I learned how to apply what I had learned to solving real problems.
?
