7A Unit4 Food
Main task Healthy eating
Aims: After this class, the students can:
1、learn how to have a healthy diet and lifestyle;
2、write a letter to suggest someone to have a healthy diet and lifestyle;
3、keep the opinion of caring about people around them in the mind;
4、know the importance of healthy eating.
5、get information by discussing with others.
Key points:
To learn how to have a healthy diet and lifestyle.
Difficult points:
To write a letter or a note to suggest someone to have a healthy diet and lifestyle.
Methods:
Integrated use and discussion.
Background information:
Class Two is an ordinary class in our school. There are a number of students who are weak in English. This kind of students dislike English Writing lessons most. On the other hand, all the students in Class Two admire their math teacher Mrs. Ding who will have a baby in four months .
Procedures:
Step Ⅰ Lead-in
1. Show the students a picture of their lunchtime. (Some students are having instant noodles) and ask:
a. Do you like to have instant noodles (方便面) as your lunch?
b. Why don’t you go to the dining hall to have lunch?
c. Do you think instant noodles are healthy or unhealthy?
2. Ask the students who appear in the photo whether they need to change their diet?
3. Show the students calories and vitamins chart in Part A on page 71. Explain the instructions carefully. Clarify the meanings of these words with the class. And asked,
a. What do we need to eat if we need VA?
b. What do we need to eat if we need VB?
c. What do we need to eat if we need VC?
d. What do we need to eat if we need VD?
e. What do we need to eat if we need VE?
f. What do you want to have for lunch according to the table? And why?
Step Ⅱ Presentation
1. Let the students read Millie's article on Page 72 and answer the following questions,
a. How old is Millie?
b. What does she often do?
c. Is she fit and healthy?
d. What does she eat and drink for breakfast?
e. What does she eat and drink for lunch?
f. What does she eat and drink for supper?
g. What do you think of Millie’s diet?
2. Ask the students to discuss what a healthy diet is.
Step Ⅲ Practice
1. Show the students a picture of Mrs. Ding who will have a baby in there months, and ask,
a. Do you like your math teacher, Miss Ding
b. How do you like her?
c. Miss Ding will have a baby soon, right?
d. But sometimes she has to eat fast food because she doesn’t have enough time when you don’t do your math homework well. Do you want write a letter to her and tell her how to have a healthy diet?
e. What do you want to write in the letter?
2. Let the students discuss how to help Mrs. Ding have a healthier diet and lifestyle. The teacher writes the suggestions given by the students on the blackboard one by one.
3. Ask the students to write a letter or a note to advice Mrs. Ding to have a healthier eating and lifestyle according to the information on the blackboard.
Step Ⅳ Production
1. Present some of the students’ letters in the class and correct their errors in the letters.
2. Let the students recommend someone to give their works to Mrs. Ding after class.
Step Ⅴ Homework:
1. Collect information about different kinds of food on the Internet or in the library.
2. Try to recite Millie’s article on Page 72
课后反思
英语教学中经常遇到基础薄弱的学生不敢于发言、不愿意发言这种情况。如何使这类学生开口发言，均衡发展学生英语口语表达能力是每一位英语教师必须认真考虑的问题。创设真实的、有意义的语言环境是解决这类问题的一个好的方法。因为这类学生叛逆心理在一个班级中最为强烈，他们不会做他们认为没有意义的事情。
本课中，刚开始展示一幅学生们中午围在一起吃方便面的照片——我校血多学生中午不去食堂吃饭，而是买桶方便面应付一下，由于这种情况在我校十分普遍，这这图片迅速抓住学生们的注意力，并顺利引入到本课的内容中来。
随后教师开始创设真实的、有意义的语言环境：数学丁老师为了辅导班级某些学困生，经常只来得及吃快餐，对她和肚子里的宝宝都不好，请建议她合理饮食，保持健康。
其实，英语学科的学困生基本上数学学得也不好，丁老师为这类学生付出很多，最受这类学生的爱戴。事关他们最爱戴的丁老师的健康问题，因此学生们开始思索，并积极发言。真实的语言环境同时也活跃了课堂气氛，调动学生的学习积极性，使学生愿意表达自己的想法，从而提高他们的语言能力。
真实语言环境的创设，对于英语教学十分必要。尤其对英语基础薄弱的学生更为重要。
（一）、为什么要积极创设真实的语言环境，引起学生自我表达的愿望
1．创设生活中常见的语言环境，将英语学习与实际应用相联系，符合外语教学的交际性原则。外语教学的终极目标是发展学生在生活中不同情况下正确使用目标语进行交流的技能。真实语言环境的设立，不光给学生提供一个应用所学知识的机会，更是给学生提供了一个解决真实生活事件的机会。从而达到“学以致用”这一要求。
2．设立真实的生活情景，有利于激发学生表达自我的愿望。有些问题由于难度过大，基础薄弱的学生由于能力不够而经常失去自我表达的机会，久而久之就会对难以表述的话题失去兴趣，甚至开始走神。而真实生活情境的设立，使得外语学习更加贴近学生们自己的生活。这样即使基础比较薄弱的学生依然乐于在课堂上自我表达，慢慢产生使用英语自我表达的自信。有了自信，学生更愿意主动去发言，从而形成一个良性循环。
（二）、对英语教师的要求及注意的问题
作为希望学生在英语课上积极发言的老师，就要认真研究如何将真实的生活情境巧妙地用在初中英语教学中，如何让英语服务于真实生活情境，并且让生活实际服务于英语教学，这就要求我们英语教师要能做到或注意以下几点：
1．教师要做一个有心人，平时仔细观察、留意身边的事物。我们生活在一个丰富多彩的世界里，在我们的周围充斥着各种各样的事物与现象。对于这些生活现象，教师要用不同于常人的眼光仔细观察生活，想要在课堂上创设真实的语言环境，就必须平时积累大量的生活实例。
2．对于英语基础薄弱学生的发言，教师要及时给予肯定及表扬。基础薄弱学生不愿意在课堂上发言，因为他们害怕自己错误的英语表达内容会引发教师的斥责、同学的嘲笑。此时教师及时的肯定与表扬尤显重要。教师应更加注重此类学生发言的“交际性”而非“准确性”。循序渐进，要求慢慢提高，使得学生乐于在英语课上发言，提高学生英语口语表达水平。
3．教师要吃透教材，同时要不局限于教材，用多样化的生活情境唤起学生使用目标语言表达自我的愿望。教材是学生学习的基础，然而过度拘泥于教材则会限制教师以及学生的思维习惯，使得生活与教学脱节。同时，真实生活情境的设立必须多样化，多姿多彩的语言环境才会激发并保持学生的自我表达的愿望。
巧妙设立真实语言环境，能使学生积极发言，使得教学气氛活跃，特别是为基础薄弱的学生提供锻炼使用目标语言交流提供了机会，能不断激发此类学生的学习兴趣，并在老师的鼓励下逐步建立信心，最终达到在真实生活环境中准确使用目标语言进行交流。
