英语必修 第二册Unit 1 Food for thought教案设计

【新教材】必修第二册 Unit 1 Food for thought 教学设计（外研版）

Period 2 Using languages

本板块包括语法部分Modals、词汇部分Food comments和听说部分Healthy Eating。语法部分的两个小语段分别介绍了一款能够帮助人们培养健康饮食习惯的手机应用软件和英国的餐桌礼仪；词汇部分用网络点评的形式呈现了描述食物的词汇；听说部分的材料是餐厅服务员与两位顾客之间的一段对话，引导学生选择正确和健康的饮食。

1. Let students master the basic usage of modal verbs and choose appropriate modal verbs according to the context; 

2. Let students have a preliminary understanding of British table manners and broaden their international horizons; 

3. Get students to use appropriate adjectives to describe food and can use appropriate modals to persuade others; 

4. Get students to understand the knowledge of healthy diet and enhance the awareness of healthy diet.

Importance:

1. Guide students to understand the ideographic function of “be able to, had better, have to, dare not” .

2. Guide the students to introduce their favorite food using the vocabulary and grammatical structure learned in this unit.

3. Guide the students to get the relevant information about healthy diet in the dialogue, and then summarize the information for language output.

Difficulty:

4. Guide the students to extract and summarize the expressions of Suggestions, and transfer them to the communication of similar situations.

1.Ask the students to list the modal verbs they learned at the beginning and review their usage.

2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.

Step 1 Revision

Ask Ss to read these sentences to understand the meanings of the words in bold.

1. He can answer some strange questions.
2. You must finish your homework first, then watch TV.
3. We should obey the school rules.
4. She could type when she was a child.

T help Ss go over how to use these modal verbs.

Step 2 Learning new modal verbs

Activity 1

Teach some new words of this part before so that the activity goes well.(function, download,related, diet,addict,tip,custom,manners,in case,trick,plate,handle,differ)

1)        T asks Ss to read the sentences from the reading passage and try to figure out the meanings of the words in bold. Help Ss discover and summarize the meanings and usage of the target modals.

2)        Ss read the sentences and work out the meanings of the words in bold.

3)        Ss finish the matching activity and talk about the function of modals and complete the matching activity.

4)        Ss take notes of the usage.

Step 3 Presentation

Activity 2

1)        T asks Ss to read the introduction to an app and find out what the app is about. And Ss read the introduction and find out what the app is about.

2)        T asks Ss to underline the modals in the introduction and talk about the meanings of them in groups.

3)        After Ss underline the modals and talk about the meanings of them in groups,T invites Ss to explain the modals in context and check the answers.

4)        Ss explain the modals in context and share their answers in class.

Step 4 Practice

Activity 3

1)  T invites Ss to talk about what they know about the table manners in the UK.And Ss talk about what they know about the table manners in the UK.

2)  T asks Ss to complete the tips for good table manners with the correct form of the modals.

3)  After Ss complete it,T invites Ss to read the complete tips and check the answers.

4)  Ss read the complete tips and check the answers.T can explain the usage of the modal verbs if some of them have difficulties.

Step 5 Summary

情态动词（Modals）本身具有一定的词义，不能独立作谓语，必须和动词原形一起构成谓语。情态动词虽然数量不多，但用途广泛。常用的情态动词包括can (could), may (might), will (would), shall (should), must, need, dare, had better, ought to, used to等。

1、be able to后接动词原形，表示某人做某事的能力，可用于大多数时态。用于过去时态时，还可以表示“某人过去或当时成功地做了某事”。例如：

I will be able to speak Japanese in another few months.

     再过几个月，我就能讲日语了。

They were able to escape from the building when the fire broke out.

      火灾发生时，他们设法从那栋建筑里逃了出去。

2、dare 和 need

A. dare作情态动词时,主要用于否定句、疑问句和条件从句中,一般不用在肯定句中。例如:

How dare you say|' m unfair?(你怎么敢说我不公平?)

2. need表示“需要”或“必须”,作情态动词时用于否定句或疑问句中,在肯定句中一般用must,have to, ought to或 should代替。

例如You needn't come so early.(你不用这么早来。)

3.     dae和need常用作实义动词,有时态、人称和数的变化。所不同的是,作实义动词时,在肯定句中,dare后面通常接带to的不定式;在否定句和疑问句中,dare后面可接带to或不带to的不定式。例如：

a. I dare to swim across this river. (我敢游过河去。)

b. He does not dare(to) answer .(他不敢回答。)

3、have to的含义与must相似,两者往往可以互换使用,但 have to有各种时态,且强调客观需要,意为不得不”。例如：

I have to leave because of the bad weather. (因为天气不好,我不得不离开了。)

4、had better后接动词原形,意为“最好”,用于现在时或将来时,可用于一切人称,没有任何词形变化。

had better的否定式是在其后加not,疑问式是把had和not提前。例如:

a. You'd better sit here and have a rest. (你最好坐在这儿休息一下。)

b. She had better not tell lies any more.  (她最好再也别撒谎了。)

c.Hadn' t the doctor better see him?  (医生是不是去看看他比较好?)

Step 6 Food comments

Teach some new words of this part before so that the activity goes well.(BBQ,tender,steak,sauce, slightly,incredibly,pizzeria,vegetarian,bitter,bakery,cheesecake,creamy,recommend)

Activity 4—Pair-work

1)  T invites Ss to talk in pairs about the food in the pictures using words they consider appropriate. T are walking around the class , giving them help while Ss are talking about the food in the pictures in pairs.

2)  T asks Ss to read the comments on the left and match the comments to the pictures.

3)  Ss share their answers with the class,then T evaluates their activities.

Activity 5

1)  T asks Ss to read the comments again and underline the words that describe food.

2)  After Ss underline the words,T asks Ss to put the underlined words into the correct columns of the table.

3)  T checks their answers for each group and evaluates the activity.

Activity 6

Work in pairs. Ss talk about their favourite food and make dialogues ,then speak in pairs.

Step 7 Listening

Activity 7

1)  T asks Ss to look at the pictures and listen to the conversation. Then ask Ss to tick the food and drinks ordered.

2)  T gets Ss to listen to the conversation again and complete the notes. Have Ss listen again if necessary.

3)  Check their answers by asking Ss to talk about what Harriet says to persuade Janet.

Step 8 Speaking

Activity 8

1)  T asks Ss to work in pairs, turn to the corresponding pages and read the information.

2)  T asks Ss to act out the conversation to persuade a customer. T provides help to Ss when necessary.

3)  T invites some pairs to act out the conversation in class.

4)  T evaluates the activity.

Step 9 Homework

Activity 9

After class,Ss think about another situation and have a similar conversation.

1、通过本节内容学习，学生能否了解中外饮食文化的异同，丰富对饮食文化的认知，注意不同文化中餐桌礼仪的差异，能否用英文推荐中华传统美食。

2、通过本节内容学习，学生能否正确判断文章中的观点和态度，辨析中外文化的差异，评判不同人的饮食搭配是否健康、合理。能否用适当的情态动词给他人提出建议。