chapter6教案.docVIP

The teaching design of Chapter 6 Food for thought 肖志慧 平湖中学 目的 教师活动/方法 学生活动/学法 条件/手段 Step Ⅰ Greeting (1 minutes) 相互问候，增进师生情感。 Greet to the Ss. Greet to the teachers. multi-media Step Ⅱ Pre-reading Activities ① Leading in （3 minutes） 播放美味的食物图片，冲击视觉，激起学习热情，设置悬念，自然引入到本课的话题。 Show some pictures about different kinds of food and talk about food freely. Talk about food. Get ready for the topic. multi-media ② Predicting （2minutes） 学会通过标题、图片等信息对文章时间、地点、事件等重要信息进行猜测。让学生形成看标题的好习惯。 ②Guide Ss to read the title, introduction and the pictures to guess what, where, who questions. ②Read the title, introduction and the pictures. Predict the key information. multi-media Step Ⅲ While-reading Activities ① Skimming （5minutes） 培养学生学会用跳读的技巧找到全文核心内容的能力。 ①Get Ss to number the paragraphs. Lead the Ss to find out main idea by skimming. ①Number the paragraphs. Use skimming skill to get the main idea of the passage. multi-media ② Scanning （8minutes） 通过第一部分的训练让学生熟悉找读技巧；第二部分任务难度加大，进一步巩固找读技巧。 ②Get Ss to find out the details by scanning. P1-7: Do T or F exercises. P8-14: Ask Ss to answer the questions. ②: Use scanning skill to find out details quickly. P1-7: Do T or F exercises. P8-14: Answer the questions. multi-media ③ Organization (4minutes) 经过前面“整体—部分”的活动以后，再回到整体把握全文的篇章结构。 Get Ss read the passage again and organize the sentences in right order. Read the passage and arrange the sentences. multi-media ④ Guessing words （8minutes） 逐步加深学习任务，培养学生通过上下文、词缀等方式猜测新词的含义的能力,学会解决生词的障碍。 ③ Show Ss the sentences that contains new words. Encourage Ss to guess the words through different ways. ③ Read the given sentences and learn to guess the new words from the context and punctuations. multi-media Step Ⅳ Post-reading activities （5minutes） 从交流中学会分析单吃蔬菜或肉类的利弊，从而总结出良好的饮食方式，进而使得自己的饮食生活更健康。 Ask Ss to read the passage loudly and discuss the advantages and disadvantages of eating vegetables and meat. Then lead Ss to sum up what a healthy diet is. Share opinions with classmates. Find