《英語(yǔ)三》電子教案-華師大英語(yǔ)第三冊(cè)（第四版） Teaching Plan L1

PAGE

1

PAGE

TeachingPlan

Course

English

Class

Date

Teaching

Material

EnglishforVocationalStudents（ECNUPEdition）

Book3

Topic

Lesson1FoodSafety

TeachingAims

Knowledgetogain

Tograspthekeywordsandusefulphrasesoffoodsafety.

Skillstodevelop

Tolearntoexpressdifferentsafetyzonefordifferentfood.

Charactertobuild

up

Toarousetheattentiononfoodsafetyandleadahealthylifestyle.

TeachingAids

Taperecorder

Blackboard

Multi-mediadevice

Worksheet

Assignment

Copythenewwordsandphrases.

Thinkofdifferentkindsoffoodindailylife.

Findthesafetyzoneforeachfoodindailylife.

Wechatwiththeirteachertalkingaboutfoodsafety.

Exercisebook

Teaching

Procedures

TeachingContents

Task1Studythesixpairsoffood,anddiscusswhichoneissaferandgivesimplereasons.

Studentsareaskedtolookatthepicturesandlearntoreadthesixpairsoffood.

driedfruit

freshfruit

pickledvegetables

freshvegetables

smokedsausages

freshribs

saltedeggs

fresheggs

milkpowder

freshmilk

freshseafood

driedseafood

Studentsareaskedtodiscussthesixpairsoffoodanddecidewhichoneissafer.

Studentsareaskedtoshowtheirdiscussion.

Theteacherexplainssomepointsifnecessary.

Askstudentstomakedialogueswiththeirpartnerswiththissentencepattern:Whichonecanyoukeeplongerandthereforesafer?

Ithink...because...

Task2CompletethesentenceswiththewordsandphrasesinTask1.

Theteacherexplainstherequirementsforthetask.

Askthestudentstocompletethesentences.

Asksomestudentstosharetheiranswers.

Explainsomepointsifnecessary.

Task3Learnapassageabout“DangerZone”

Askstudentstodiscussthepre-readingquestion:whyisitdangeroustokeepfoodatroomtemperature?

Askseveralstudentstosharetheiranswers.

Askstudentstofindthesafetyzoneforfood.

Explainsomepointsinthispassage:

zone

range

Celsius

Askstudentstocompletethesentencesaccordingtothepassage.

Checktheanswers,andexplainsomepointsifnecessary.

Task4Fillintheblankswiththecorrecttemperaturerange.

Studentsareaskedtosaythenamesofthe6food.

Discusswiththeirpartnerstofindoutthesafetytemperatureforeachfood.

Asksomestudentstosharetheiranswersandreadthesesentences.

Theteacherexplainsomepointsifnecessary.

Task5Listentoadialogueaboutfoodsafetyrules.

Askstudentslistentothedialoguetomasteritsmaincontent.

Askstudentstolistentothedialogueagaintodecidewhether3threerulesaretrueorfalse.

Askseveralstudentstosharetheiranswers.

4.Pairwork:

Askstudentstoworkinpairstocorrectthefalserulesandgivetheirreasons.

Task6Listentothedialogueagainandanswerquestions.

1.Askstudentslistentothedialoguecarefully.

2.Individualwork:

Listenagainandanswerthe4questions.

3.Askseveralstudentstosharetheiranswers.

4.Pairwork:

Askstudentstoworkinpairstodiscussthe4questions,andthen

sharetheirdiscussiontothewholeclass.

5.Askseveralpairstomakereports.

6.Theteachergivesthemcomeencouragingcommentsandcorrectthe

errorsormistakesintheirspeaking.

Task7Learnmoreexpressionsaboutthefoodinourdailylife.

1.Askstudentstolookthe14picturesandtrytoexpressthemin

English.

2.Theteacherleadsthestudentstopracticethepronunciationofthese

phrases.

3.Pairwork:

Askstudentstoworkinpairstodiscussthefollowingtable.

Group1

Group2

Group3

Group4

freshspinach

.

.

.

freshmilk

.

.

.

bakedpeanuts

.

.

.

freshcelery

Task8Writesentencesaboutfoodsafetywiththecontentthey

havelearnedinthisclass.

1.Askstudentstowr