An Instructional Design for Healthy
Lesson Topic: Unit 2 Healthy eating---Warming up
?.Teaching objectives (教学目标)
1. Knowledge objective；知识目标~?
After this class, students will be able to use expressions concerning food, nutrition, cooking skills, eating habits, etc;
After this class, students will be familiar with the basic reading skills of a narrative passage.
2. Ability objective；能力目标~:
After this class, students will be able to talk fluently about eating habits and health in English;
After this class, students will be able to get the key information and outline the comparison relationship from a fairly long passage;
After this class, students will be able to use proper reading methods to read efficiently.
After this class, students will be able to get information from the internet and to draw conclusion from the multimedia information.
3. Affective objective；情感目标~:
After this class, students will start to build up a healthy eating habit;
After this class, students will be interested in the topic of the unit and the passage to be learnt;
After this class, students will be able to talk in English about themselves.
After this class, students will be able to realize the instructive role of computer and internet in their study.
?.An analysis of the students (学情分析)
1. an analysis of their cognitive features；学生认知特征~
(1)Compared with junior students especially of lower grades, students in Senior One have gradually been developing an ability of getting and processing information, analyzing and solving problems in English.
Therefore, their ability of thinking and communicating in English ought to be paid special attention to.
(2)They prefer learning by understanding and using to pattern drilling and rote reciting and memorizing.
Task-based activities in class will be of help to attract their interests and raise the participation rate.
2. an analysis of their knowledge level；学生知识水平~
(1)It’s comparably low as far as the requirements of senior middle school English is concerned—the sentences longer, vocabulary huger, sentence structure even more complex.
Helping students form a habit of preview and review in order to keep up with the teacher in class.
Both the language knowledge and cultural knowledge they’ve obtained can
hardly cater for the new tasks.
Encouraging students to listen and read everyday in order to accumulate their English basis in both aspects of language and culture.
3. an analysis of the non-intelligent elements；学生非智力因素~
(1)After a semester’s study in senior middle school—which is often called the
“Great Division” in English learning, students in this class have gone to two extremes. A group of them are developing an interest in English while some others simply can’t
get ready for the new stage of study.
(2)Some of them are not well prepared for the new stage of study either intellectually or psychologically, thus it’s hard for them to keep up with the study and
life in senior middle school. In this way, a sense of inferiority occur which does great harm to their learning of new things.
(3)Because of lacking in confidence, their motivation of learning is insufficient. This results in their dependence on teacher and senseless of making learning plan.
(4)Students have long been living in the world of computer and internet, and been enjoying it, therefore turning to the multimedia means for help will make the difference.
?.An analysis of the teaching materials (教学内容分析)
1. an analysis of the function and significance of the teaching content.；本节课
(1)It is the second unit of the second semester in grade 10. Students, coming back from a long vacation “physically”, talking vigorously about festivals around the
world in the previous unit, are in need of an activity of returning mentally and intellectually. So this unit serves as a transitional part connecting their recreational holiday life with “something serious”.
(2)This class is the introductive part of the unit, mainly drawing students’
attention to the topic—problems with the diet, balanced diet and nutrition. The
content just determines whether students will be interested in the topic and whether they will study confidently and wholeheartedly.
(3)With the development of society and the increase of living standard, people care much more about how to eat healthily instead of what to eat as they used to do. Therefore, the topic of this unit is closer to students’ everyday life and easy to
understand. Besides, it’s also necessary to learn something about healthy eating for students to form a healthy eating habit.
(4)Reading, as a main source of knowledge input for Chinese students, is the most essential part of English learning and testing. Therefore, to read efficiently ought to be taken into consideration by both students and teachers. Useful tips for reading will be introduced to students in this period and the teacher’s guiding
through the first passage of this unit will be a good example for students to follow by themselves.
2. an analysis of the structure of the content and the relationship in between
This part consists of three main activities—talking about food and nutrition; drawing out the logic structure of the passage via useful reading methods and
guessing the developing of the story by brainstorming within groups.
The structure between the content in this part is as follows:
Communicative Pair-work; Corporative Presentation; learning Class discussion
Nutrition; Skimming, scanning, Balanced diet whole-to-part
The habit of
Homework: preview the rest
of the story
Text—Come and Eat Here
An understanding of the passage as a whole;
3. an analysis of the key points and the difficult ones把握教学内容重点和难
(1) Key points；教学重点~
?Guiding students to think and talk in English with their classmates about things to their liking.
The reason: the communication role of English as a language is usually ignored by senior middle school students, who are deeply influenced by the former exam-oriented education)
?Enabling students to know the basic knowledge of healthy eating and develop a sense of it.
The reason: according to the new curriculum of senior middle school English teaching, the application of knowledge in students’ daily life is supposed to be
included in teaching)
?Guiding students to read a narrative passage by using basic reading skills like skimming, scanning and whole-to-part oriented method.
The reason: reading as a main source of information input for Chinese students, is significant enough to pay attention to, and efficient reading can help students a lot in their language learning )
?Getting students used to the whole-to-part oriented reading method.
?Encouraging and maintaining class participation.
The reason: both whole-to-part oriented reading and class interaction are new to students who are used to listening to teachers instead of DIY) ?. The learning flowing diagram (学习流程图)
提问? 回答?进入上课状态 关于饮食、减肥
领读新短语 介绍任务一 集体跟读 完成任务一?采访
播放影片 了解不健康饮食的危害 八大常见营养素 均衡饮食金字塔 背景知识展示 图片展示