An Instructional Design for Healthy Eating

By Patricia Carroll,2014-11-30 23:10
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An Instructional Design for Healthy Eating

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)Its comparably low as far as the requirements of senior middle school English is concernedthe 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 theyve 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 semesters study in senior middle schoolwhich 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 its 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 topicproblems 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, its 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 teachers 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 activitiestalking 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

    Food items;

    Nutrition; Skimming, scanning, Balanced diet whole-to-part

    oriented reading

    The habit of


    Homework: preview the rest

    of the story

     TextCome 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 )

    (2)Difficult points;教学难点~

    ?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

    激发兴趣?进入话题 图片展示


    展示课程任务 明确方向?有所期待

    领读新短语 介绍任务一 集体跟读 完成任务一?采访

    将任务一结果写在黑板上 分析饮食健康性

    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

    介绍阅读技巧 图片、文字

    表格 任务二?小组略读文章?填表

    流程图? 任务三?

    展示任务三 小组内头脑风暴




    引起兴趣?安排预习 提出问题



    教师活动 学生活动 媒体选用 开始、结束

?.Teaching methodology (教学方法)

    1. Task-based Language Teaching;任务型教学~

    There are three activities for students to accomplish, which help maintain the beneficial class participation as well as make the class as a whole.

    2. Cognitive Approach;认知法教学~

    The whole-to-part oriented reading method introduced in the guess what

    section caters for students cognitive characteristics.

    3. CAI Approach (计算机辅助教学)

    Computer is used all through the teaching procedure, attracting students

    attention, giving clues of what to be done next, making the knowledge as impressive as possible by multimedia.

    ?.Learning strategy (学习策略)

    1. Corporative learning 合作学习

    Activities one and three are for students to work in a corporative way.

    2. Autonomous learning 自主学习

    Students are supposed to review and preview the text by themselves in and out of class.

    3. Computer-aided learning 计算机辅助学习

    Teacher will set a good example to students of learning with the help of computer and the internet.

?.Detailed teaching procedure

     Detailed Supporting Procedure Teacher Students information Concept

    Drawing Good afternoon Curious about

    students’ every the teachers

    attention back beauty-seeker! Whole class quite unusual

    to the class and A little unwilling to V.S. wordsbeautyGreetings create a relaxed stop to start English, teacher -seeker, (3 mins) and joyful right? Never mind, “Gossip”, and of classroom first, lets have some course back to

    atmosphere. gossip. the class.

    Connecting the Human beings are Still curious

    topic of the without a shadow of about what the

    class with doubt teacher is to

    everyday topic beauty-seekers. Whole class say.

    that students Having enjoyed V.S.

    are interested festivals around the teacher

    Introduction to in. world in last unit

    the topic and the delicious

    (5 mins) festival feasts, have Thinking about

    you ever noticed the the question.

    routine of a normal


     Watch the


    Lets have a look carefully.

    Showing to As weve seen,

    students by the eating habits do A little chaos

    PPT what is contribute a lot to maybe after

    supposed to be how beautiful we seeing the tasks

    done. are. to be

    Introduction to completed.

    the tasks of this

    class Meanwhile, (5 mins) looking forward

    So, lets see what to some

    were to do about activities as

    eating today. mini

    interview and


    Conducting a Now it’s mini TBL approach

    mini interview interview time. Starting to talk Activity One between The questions listed with the & (7 mins) students and here are for your Pair work partner. (3 min)

    their partners reference and of Corporative

    about their course, DIY is learning preferences to welcome as usual.

    food and eating Drafting an habits interview


    Conducting a All right. Now is Volunteers discussion on there any reporting the the food items interviewer willing Whole class results theyve collected in to do a report on got.

    activity one his/her

    interviewees eating


    (write the items on

    the black board)



    (6 mins)

    Lets discuss on the

    items we’ve got

    seriously. Whether Whole class

    they are healthy or V.S.

    not! (asking teacher

    questions) Answering the

    questions raised

    by the teacher


    Playing a video What if we ate too Different ideas slide about the much unhealthy raise up and a terrible results food? little period of of unhealthy discussion

    eating. Whole class

     Background (Play the video Giving an information slide) unbelievable (9 mins) See? This is the response at the

     most terrible result change of the

     no one wants. actresss figure.


    pictures of the

    six-essential To avoid the misery A little bit

    nutrition and changing of the confused by the the balanced actress, wed better nutrition items diet pyramid. know something and showing

    about the food we larger interests

    are eating and how in the pyramid.

    should we eat it.

    Guiding A little bit clear students to the about balanced text and diet? Ok, if you are a introducing the restaurant runner, useful tips for what kinds of food Answering the reading before will you serve to teachers simple letting them your customers? questions all read the text. together.

    Before you become Whole class

    a restaurant boss, V.S.

    lets see what teacher

    happened to Wang Introduction to Peng, a the basic disappointed reading skills restaurant runner in

    our textbook. Again,

    before reading,

    could you please tell

    me what reading

    skills you are using Going through Cognitive

    in different the tips one by approach

    materials, are they one with the

    all the same? teacher.

    Here are some tips

    for you and lets give

    it a check whether

    they are indeed


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