人教版 (新课标)必修3&4必修4Unit 4 Body language教学设计

Unit 2　Healthy eating

Period 6　Using language: Speaking and writing

整体设计

教材分析

This is the sixth teaching period of this unit. The teacher can first check the homework, let students review what they learned in the last lesson and then lead in the new lesson.

In this period, the teaching activities will focus on speaking and writing. These activities offer students the opportunity to discuss what food they must eat to have a balanced diet and how much they should eat each day, to imagine they are planning to open a restaurant which will provide the best local dishes and a balanced diet and then to write a short passage to advertise their restaurant and its service. The practice of speaking and writing is important for students to use the vocabulary and structures they have learned. This is also a best way to test if students have mastered what they have learned. Encourage them in groups to discuss how to run the business, give each other suggestions and advice and finally write a good advertisement for their restaurant.

Speaking and writing are higher stages of language learning. The teacher should frequently give students some assignments of speaking and writing. Only in this way can students use what they have learned more freely.

教学重点

1. Develop students’ speaking and writing abilities.

2. Let students learn how to make suggestions and how to give advice.

3. Get students to learn to write an advertisement.

教学难点

1. Let students discuss how to run their business and write an advertisement.

2. How to develop students’ writing ability.

三维目标

知识目标

1. Get students to learn more about a balanced diet and healthy eating.

2. Let students know how to give suggestions and advice.

3. Have students know how to write an advertisement. 　

能力目标

1. Train students’ speaking ability by discussing healthy food and healthy eating and learning how to give suggestions and advice.

2. Develop students’ writing ability by learning to write an advertisement.

情感目标

1. Enrich students’ knowledge of dieting culture and let them form the habit of balanced diet.

2. Train students’ ability to cooperate with others.

教学过程

设计方案(一)

→Step 1 Revision

1. Check the homework exercises.

2. Ask some students to tell the story Come and Eat Here.

3. Let them give their own points of view on building a McDonald’s restaurant in their hometown.

→Step 2 Warming up

1. Ask students in groups to discuss the following questions:

1)What food must you eat to have a balanced diet?

2)How much should you eat each day?

2. Have some students report their ideas and share with the whole class.

→Step 3 Speaking

1. Let students to review the expressions of giving suggestions and advice. Show them on the screen and have students read them aloud. Make sure they understand them.

What should we do? 　　Shall we. . . ? 　　How about. . . ?

You must/mustn’t. . . 　　I think you ought to. . . 　　Perhaps you should. . .

You’d better. . . You need/needn’t. . . 　　You have to/don’t have to. . .

My advice is/would be. . . 　　You might. . . 　　I suggest that you. . .

I would strongly advise you to. . . 　　It might be a good idea to. . .

2. Suppose the situation: Imagine you are planning to open a restaurant which will provide the best local dishes in your area and a balanced diet. In groups discuss how to run the business.

3. Give them enough time for their discussion and giving each other suggestions and advice.

4. Ask as many students as possible to present their dialogues to the class.

→Step 4 Writing

Ask students to write a short passage to advertise their restaurant and its service.

1. Give them the following hints to help. Show the following on the screen.

Your writing should:

1)explain what kind of food will be offered in your restaurant

2)describe their ingredients, flavor, smell and appearance

3)explain how they will provide a balanced diet

4)explain why your restaurant will provide the best food in the area

5)explain how customers will be served

2. Ask students to do their writing.

3. Let some of them read their writing to the class. Others should give comments.

→Step 5 Speaking task

1. Ask students to read the following expressions aloud make sure they understand them.

I’m not sure that!

You could be right, but. . .

(I’m afraid)I don’t agree.

I agree up to a point, but. . .

That’s an interesting idea, but. . .

Do you really think. . . ?

Rubbish! /Nonsense!

You can’t be serious!

Actually, /As a matter of fact, I think. . .

That’s not how I see it.

2. Let them turn to Page 53 and read the directions. Make sure they know what to do.

3. Ask some groups to present their discussion to the class.

Sample dialogue:

A: Let’s vote for McDonald’s. They are good for children and always provide a place for them to play in their restaurant. That’s a good idea. They are good value too and children love the chips there.

B: No, I don’t agree. Look how fat some of the children in this town are! Do we want all the children in this town to be fat when this never used to be a problem! Please keep fatty food away from our children. Let’s vote against this McDonald’s.

A: I don’t think we should. What about the jobs they will bring and the people who will come from other towns to eat at our McDonald’s. Certainly they will be good for business.

B: I don’t think so. People can just as easily go to other towns. It’s true they come to buy food at McDonald’s but they don’t always buy other things in the town. They are usually people who are traveling through our town to another place.

A: All right. But people need jobs in this town. We have a lot of people who are hunting for jobs.

B: Certainly we do. But I know we can build another business that can produce many jobs. So let’s vote! Put up your hand if you think we should build a McDonald’s in our town! Thank you. Now put up your hand if you don’t want a McDonald’s here. Thank you. Well I think that decides the matter, don’t you?

A: Yes, I think so.

→Step 6 Writing task

1. Ask students to turn to Page 53 to read the directions and make sure they know what to do.

2. Students write an article describing what they think should be built on the land instead of a McDonald’s restaurant, introduce it fully in words and draw a plan. Remind them to be sure of the order of their article:

1)describe the new design

2)draw a plan

3)explain the advantages of their idea

3. Ask some students to read their articles to the class. The teacher and others should give comments.

Sample writing:

An idea for a new library

My idea is to build a new library for our community. It will need one large room for the books and one for the employees to rest, have tea and eat their lunch in. It could be a place where people sit and relax and read some of the books if they want to.

This is how I think the library should be designed to let people see the largest number of books. There should be shelves all round the room for people to keep books and some free-standing shelves in the middle of the room to hold even more. These shelves should be divided into sections so that each book shelf holds a certain kind of book. For example, all history books should be organized by date so that people can easily find books they want.

My idea will help improve the education of students in our community. It will also give the adults an interest and keep their minds active.

I hope you will support my idea.

→Step 7 Homework

1. Finish off the Workbook exercises.

2. Review the contents of the unit and complete Summing Up on Page 16.

设计方案(二)

→Step 1 Revision

1. Check the homework exercises.

2. Ask students to dictate some new words, expressions and important sentences.

→Step 2 Warming up by debating

1. Let students review the following expressions:

Agreement and disagreement

I don’t agree. 　　Of course not. 　　I don’t think so.

All right. 　　That’s a good idea. 　　No problem.

Certainly/Sure. 　　Yes, I think so. 　　I’m afraid not.

2. Divide the class into two parts: one for McDonald’s; the other against McDonald’s.

3. Ask each group to find as much as information they will need from Listening Task and Reading Task.

4. They start their debate.

→Step 3 Speaking and writing

1. Let students in groups discuss the following questions:

1)What food must you eat to have a balanced diet?

2)How much should you eat each day?

2. Let them review the following expressions:

Suggestions and advice

You must/must not. . .

What should I do?

I think you ought to. . .

I suppose you had better. . .

Perhaps you should. . .

Do you think you could give me some advice?

3. Imagine they are planning to open a restaurant. Let them in groups discuss how to run the business and give each other suggestions and advice.

4. Have them write a short passage to advertise their restaurant and its services.

→Step 4 Writing task

Ask students to imagine the old local restaurant has gone and write an article describing what they think should be built on the land instead of a McDonald’s restaurant.

1. Let them read the example on Page 54.

2. Advise them they should arrange the structure of their article in the following order:

1)describe the new design

2)draw a plan

3)explain the advantages of their idea

→Step 5 Homework

1. Finish off the Workbook exercises.

2. Write the two articles in your exercise book.

板书设计

Unit 2　Healthy eating

Speaking and writing

活动与探究

Step 1　Look up words related to food and drink in the dictionary or surf the Internet to find as many as you can to make a list and divide them into groups by energy-giving food, body-building food and protective food.

Step 2　In pairs, discuss what makes an enjoyable Chinese meal. Then make two Chinese menus, one from the north and the other from the south of China. Remember to make your menus different and show the dishes of those areas. Then work out whether these menus are balanced or not.