教学设计
外研版九年级上Module10 Unit2
刘彩霞
一、设计的基本理念与思路
本堂课按照英语新课程标准提倡的“强调学生学习过程，倡导体验参与”的基本理论来进行教学设计。紧紧围绕让学生用英语做事情这一目的展开各项活动。采用任务型教学模式让学生通过感知、体验、实践、参与、探究和合作等方式，逐步掌握语言知识和技能，尽量鼓励、扩大学生积极参与课堂的学习活动。二、教材内容分析
这是一节阅读课。阅读文章以饮食为话题，谈论健康饮食的问题，与学生生活息息相关，学生乐于接受。在生活质量普遍提高的今天，倡导健康的生活理念，对中学生的成长具有现实指导意义。文章紧密联系学生生活实际，为学生张口讲述自己所喜爱的食物以及他们对健康饮食的理解创造了便利条件，学生用英语做事情的目标便会水到渠成。三、学情分析
1．多数学生的主动思考与口语水平不高。可能很多学生的参与性较差，所以应该采取有效的措施，提高学生开口的安全感，引导学生积极参与学习过程，实实在在地提高教学的实效性。
2. 学生已经具备一定的语言知识的积累，学习了that, which, who引导的定语从句，积累了不少谈论饮食的词汇，这为继续学习本课奠定了基础。
四、教学目标
1. 知识目标
Key vocabulary: sugar, tasty, menu, behave, persuade, ban, educate, typical, diet
Key structures: The restrictive attributive clause with whose.
2.语言技能目标听：能听懂有关健身和健康饮食的简短对话，提高语言的实际应用能力。说：能用whose引导的定语从句介绍自己或别人的饮食习惯；流利的运用本模块生词、短语
读：能运用skimming, inferring, 等阅读技巧理解文章内容，能读懂含whose引导的定语从句。
写：能写关于健康饮食的小短文3.情感态度目标与价值观
通过让学生了解不合理的饮食习惯和生活方式对健康的危害，进而在学生中间倡导健康的生活理念，倡导学生拒绝垃圾食品，养成良好健康的饮食习惯，保持身体健康。
五、教学重难点
1.重点：掌握whose引导的定语从句的使用
2.难点：能运用所学词汇谈论健康饮食的话题，写关于保持健康的文章。
六、学习策略
自学策略：能检索有关视频信息，主动阅读报刊杂志获取有关食品的信息。
合作学习策略：通过小组交流获取相关知识。
七、教学过程
Step 1 lead-in
Show them some pictures about food. Have the Ss. talk about them. Eg.




                 




1) What is healthy food?
2) Which food would you like to eat? Why ?..
3) How can you improve your diet?.
4) what can you do to persuade people to eat healthy food?
Step2 Learn the new words.
Task1: Label the pictures with the words.





(1). Read through the words on the screen. Have the Ss. repeat them after you.
(2).Read the words separately and have them remember them.
(3).Make some sentences with the words.
(4) Call back the answers from the whole class.
Step3 Scanning and Skimming
Ss read the passage and match the headings with the paragraphs by themselves. Call back the answers from the whole class, having individuals read out the answer.
Task2: Read the passage carefully again and get some details then complete Activity3,4,5.
Directions:
(1). Ask the Ss to do Activity 3,4 on the screen individually. Then check with a partner.
(2). Play the tape of Activity2,After Ss understand the passage, finish activity5.
(3). Call back the answers from the whole class as complete sentences.
Step4 Dealing with important language points.:
improve school dinners, be bad for the body, behaved very badly, know about…, cook healthy meals for…,persuade…to, ban junk food from…, spend more money on…, agree with…, one’s visits to…,
Make sentences with the expressions above.
Find restrictive attributive clauses.
Go over the text again to find as many restrictive attributive clauses as possible. 
1.  Jamie Oliver is a young cook who wants to improve school dinners.
Children whose midday meals were unhealthy were difficult to teach in the afternoon.
Then he talked to the people who worked in the kitchens.
Jamie is a cook whose ideas are changing school dinners all over Britain.
Now try to make similar sentences.
1. Jamie Oliver is a young teacher who wants to improve the teaching of school English.
2. Students whose English and Chinese were not good were difficult to find a job in the future.
3. Then he talked to the students who were learning English in the classroom.
4. Jamie is a teacher whose ideas are changing the English teaching all over the world.
Step5 Writing
In activity3, you’ve put down the key information about healthy food, now can you write a passage called Feed Me Better to express your opinion?
Step6 Homework
Retell the text.
课后反思：
上完这堂课我主要有以下几点反思：第一，可以通过英语构词法帮助学生记忆单词，如tasty, taste→tasty, educate, education→educate。第二，通过任务教学，能让每个学生在课堂上有事可做，极大地调动了学生参与课堂的热情，教师对学生完成任务时的鼓励让学生体验到了成功的喜悦，激发了学生学习的兴趣。
最后一个教学环节：写作，综合运用所学语言表达自己对合理饮食保持身体健康的观点，体现了用英语做事情的课标要求，但由于一些学生基础较差，所写文章错误较多。今后需加强练习指导。