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最新资料推荐Unit 2 Jamie is a cook whose ideas are changing school dinners课题Module 10 FitnessUnit 2 Jamie is a cook whose ideas are changing school dinners.教 学 目 标1、 语言知识目标：（1）词汇：能够正确使用下列单词和词组：sugar, tasty, menu, behave, persuade, ban, educate, typical, diet理解下列单词和词组：junk food, chip, pasta, cooking, disadvantage, advertise（2）语法：学习由whose引导的定语从句并掌握其在具体语境中的运用。（3）功能：能谈论保持身体健康的话题。2、语言技能目标：（1）读： 能够读懂有关健康食品的文章； 了解什么是健康食品；理解奥利弗的主张， 并发表评论。 ( 2 ) 写： 能够叙述健康饮食， 最好能在其中合理使用定语从句。3、学习策略目标： 自学策略：能够检索有关食品的信息，主动阅读报刊、杂志了解食品信息。 合作学习策略：能够与同学交流获取相关信息。4、文化意识目标： 通过本课学习了解不同国家的饮食习惯。重点 能够掌握关于饮食的词组和短语。难点由whose引导的定语从句。课型Reading and writing教法PWP approach教学步骤教师活动学生活动设计意图Step OnePre-reading(5)Task 1: Look and discussShow some pictures of food and let Ss discuss:. What do you usually have for breakfast/lunch/supper?. What is your favorite food?. Which is healthy food and which is junk food?Ask one or two groups to say out the answers.Task 2: Activity1, Work in pairs. 1. Guide Ss to read through the words in the box .Solve the new words.2. Let Ss work in pairs to discuss the pictures.3. Have one or two students to tell the answer. Task 1: Look and discuss.1. Look at the pictures and discuss:2. Try to say out different ideas.Task 2: Activity1, Work in pairs. 1.Read through the words in the box with the teacher. Learn the new words.2. Work in pairs and discuss the pictures using the words in the box. 3. Try to tell why you like the meal.学习新单词，通过讨论、看图片，让学生更形象的学习单词。通过讨论图片，让学生先大概了解文章大意，意识到现在我们的饮食存在的问题。 Step TwoWhile-reading (24)Fast readingScanning and Skimming 1. scanning Task: Read the passage and match the headings with the paragraphs.a. What is healthy food?b. Getting things done.c. Whats on the menu?d. Improving school mealsHave the Ss read the passage and match the headings individually.Let them check the answers in groups.Listen to the tape and check the answers.2. SkimmingTask: Read and check the sentences true or false.1. Have the Ss read the following sentences first.(1). Jamie went back to school to see what the children were eating.( )(2). The children in the class know what the vegetables were.( )(3). Jamie thought the menu was terrible.( ) (4). The people in the kitchens know enough about food and health.( )(5). Jamie is a teacher whose ideas are changing school dinner.( )2. Let the Ss scan the passage and check the sentences true or false.3.Careful reading.Paragraph 1:T: Now, students, please read Read Paragraph 1 and answer the questionsby yourself.(1). Why did Jamie Oliver go back to school in 2005?(2). What did teachers find about children (whose midday meals were unhealthy)?Ask some students to read out the answer.Language points.a. Let the students work in groups to read the passage, and find out the language points and difficulties. b. Solves the difficulties.Paragraph 2:1. T: Students, try to read paragraph2，3 and check True or False(1).The children knew vegetables were healthy food. ( )(2). The people working in the school kitchens knew a lot about food and health.( )(3). Most teenagers like to eat the new food at first.( )(4).Jamie succeeded in persuading the children to try his cooking.( )2. Have them check their answers in groups.3. Check the answers with the whole class.4. Have them read the passage in groups.Language points.a. Let the students work in groups to read the passage, and find out the language points and difficulties. b. Solves the difficulties.(3) paragraph 4T:The last part of careful reading, please work in pairs and read paragraph 4 and choose the best answers.( )1.Jamie Oliver wanted the government to ?A. ban junk food from schoolB. train the cooksC. educate the childrenD. spend more money on school dinnersE. All above( )2. Which of the following is true? A. All the parents, teachers and children agree with Jamie.B. Articles about Jamie were written by newspapers.C. Many TV programmes showed Jamies visits to the school.D. His ideas are changing dinners all over Britain.2. Check the answers from the whole class.Language points.Let the students work in groups to read the passage, and find out the language points and difficulties. b. Solves the difficulties.1.Read the passage and match the headings individually.2.Check the answers in groups.3.Listen to the tape and check the answers.1. Read and check the sentences true or false.2. Scan the passage and check the answers.1. Do the exercise individually. Then check the answers in a group of two(one ask and the other answer).2. Check the answers.a. Work in groups to read the passage, and find out the language points and difficulties. b. Solves the difficulties with the teacher.1.Read through Paragraph2, 3 and choose the best answers.2. Check the answers in groups.3. Check the answers.4. Read out the passage to their partners loudly.a. Students work in groups to read the passage, and find out the language points and difficulties. b. Solves the difficulties.Read through paragraph 4 and choose the best answers.Check the answers with T.Language points.a. Students work in groups to read the passage, and find out the language points and difficulties. b. Solves the difficulties.要求学生快速阅读短文，给每一段找个标题，初步了解短文内容。通过学生快速阅读，培养学生获取主旨的能力。并且从整体把握文章的内容， 为进一步学习做好铺垫。让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。而小组活动能通过学生间的自主、合作学习，让学生充分地实践运用语言，并激发学生创造性思维的发展。Step ThreePost-reading(8)1. Task1: Read the passage again and complete the table. Write notes.2. Check the answers Task2: WritingFinish activity 7 on page 83. Make notes about healthy eating. Use the table in Activity3 to help you.Let the Ss share their notes in the class.3. Guide the students to write a short passage called “Feed me better”.Use the notes in Activity 7.4. T: When you finish your sentences, read your passage and add more ideas, if you can.1.Read the passage again and complete the table. Write notes and finish the table in Activity 3 on Page 83 individually.2. Check with a partner first, then with TFinish activity 7 on page 83. Make notes about healthy eating. .2. Try to share their notes with their classmates.3. Write a short passage called “Feed me better”.4. After finishing the sentences, read their passage and add more ideas.理解了细节之后再读一遍课文，意在更深层次的理解课文。适量的口头练习，让学生巩固本课时的语言重点。写作是阅读的拓展，让学生最终完全掌握语言，实践运用语言。Step FourSummary（2）Have students sum the language points.T: What have we learnt today?S: Sum the language points.引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。Step FiveHome-work（1）Copy the new words and try to recite it.Read the passage.3. Do exercise 2 and 3 on page148.Finish the homework.课后作业有助于学生巩固已学的知识，补充其他方面的锻炼。板书Book5 Module10 FitnessUnit 2 Jamie is a cook whose ideas are changing school dinners.1. Junk food isnt just bad for the body. Children whose midday meals were unhealthy were difficult to teach in the afternoon.句中的just用来表示强调，意为“仅仅，只是”。如：I dont want any dinner,just coffee.In the end, when Jamie persuaded them to try his cooking, they liked it!in the end 相当于at last; finally, 意思是“最后，终于”。如：They tried several times to work out the problem, and in the end they succeeded.but a lot of the teenagers refused to eat the new food.refuse to do sth. 表示“拒绝做某事”， refuse后也可以直接接名词，即refuse sth. / sb. 如：She refused to accept your offer.Jamie is a cook whose ideas are changing school dinners.Unit 2 同步练习(5)I. 根据所给汉语意思或首字母提示正确拼写单词。1. Will you please put more s_ into the coffee? I like sweet coffee. 2. Could I have the m_, please? I want to order something to drink.3. They are b _ from smoking in the room so they need to go outside when they want to smoke.4. How did you _ (表现) in the party last night?5. Tony is _(说服) me to go shopping with him tomorrow. II. 根据所给汉语用英语完成句子。1. 少数学生从不锻炼，所以他们经常感觉疲惫。_ so they often feel tired. 2. 你喜欢那本封面是绿色的书吗？Do you like _ cover is green? 3. 医生建议我在平时多做运动。 The doctor advised me _ in daily life. 4. 我知道吸烟有害健康，但我就是戒不掉。I know smoking is bad for my health but I just_. 5. 当老师不在教室时，有些学生常常表现不好。Some students _ when the teacher is not in the classroom. 参考答案：I. 1. sugar 2. menu 3. banned 4. behave 5. persuading II. 1. A few students never do / take exercise 2. the book whose 3. to take more exercise 4. cant give it up 5. often behave badly最新精品资料整理推荐，更新于二二二年四月四日2022年4月4日星期一08:46:37
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