高中英语-Healthy Eating教学设计学情分析教材分析课后反思

课标分析高中英语课程标准对七级的语言技能目标，对学生的英语表达要求能根据熟悉的话题，稍作准备后，有条理地作简短的发言，能就一般性话题进行讨论，能根据话题要求与人交流合作，共同完成任务。对学生的阅读，要求能从一般性文章中获取和处理主要信息，能理解文章主旨和作者意图，能根据需要从网络等资源中获取信息。这堂课在英语表达和英语阅读方面很好地针对课标要求对学生进行了训练。学情分析这堂课针对的学生处在高一下学期，在高中学习已有半年多的时间，已经初步适应了高中英语的课堂教学，但是初中英语基础相对比较薄弱，词汇量较低，理解能力和口语表达能力也比较差。针对这一情况，我让学生进行了充分的预习和准备，以保证课上能够顺利的进行活动。虽然这些学生英语基础不好，但对于学习英语的积极性较高，课堂的精神状态良好，愿意配合各项活动，学习态度认真。测评练习I.FillintheblanksWangPengfelt1.___________inanemptyrestaurantbecauseno2.__________havecometohisrestauranteversincehegotupearlyinthemorning.Hewantedtofindoutwhy.Hehurriedoutand3.________LiChangintoanewly-openedrestaurant.HefoundthattheownernamedYongHuiwasserving4.________foodstomakepeoplethin.Drivenby5.________,WangPengcameforwardtotakeacloselookatthemenu.Hecouldnoteven6.________hiseyes.Hewas7._______atwhathesaw.Hehurriedoutsideandwenttothe8.________todosome9.________.Afteralotofreading,herealizedthatYongHui’sfoodmadepeoplebecome10.________quicklybecauseitservedtoolittle11.__________food.ArrivinghomeWangPengrewrotehisownsign.The12.__________betweenthetworestaurantswason!II.Answerthequestions1.WhatwereonWangPeng’smenu?2.WhatwereonYongHui’smenu?3.Whatisabalanceddiet?观课记录听课人：郑秀娟听课时间：2016.4学校：济南三中班级：高一（14）班任课教师：科目：英语课题：HealthyEating观课记录：I.WarmingupThethreegroupsoffood.Toletthreestudentsgetpreparedbeforeclassandshowtheirppt.Ⅱ.Fastreading1.Thecharacters2.Themainidea3.ThestructureFindthemainideabyskimmingandhaveadiscussiontomakeitclearhowtodividethetextintothreeparts..Ⅲ.DetailedreadingSpecificquestionsinthethreepartsofthepassage.Findthedetailedinformationbycarefulreading.Thegroupmemberswillget1pointbyansweringeachquestioncorrectlyⅣ.SummaryAsummarywith12blanksforthestudentstofillin.Haveadiscussioningroupsoffour.Thestudentsonthehotseatwillbeaskedtofillinthreeblanksandeachblankis1point.V.DiscussionWhatisabalanceddiet?Howtoeathealthily?Haveadiscussionandfindareportertomakeareportonthistopic.Thereportis1to3points.VI.ShowtimeAreportofhealthyeatingandabalanceddiet.Astudentshowshisreportofhealthyeating.VII.HomeworkAnarticleabouttheunderstandingofhealthyeatingHomework.观课思考：I.学生展示生动活泼，知识内容清楚，学生的反映良好。II.速度部分针对性强，训练学生把握文章大意和基本结构。III.小组竞赛式教学能够增加每个学生的参与度和集体荣誉感，课堂气氛活跃。IV.热点座次的选择让每个学生都参与到讨论中来，认真把每个知识讨论清楚。V.深化学生思考，从文章到生活，如何做到膳食平衡，饮食健康。VI.学生的展示准备充分，就垃圾食品与健康食品，平衡饮食，饮食谚语三个方面，再一次强化学生的认识。VII.将本堂课的知识落实于书面表达中，让学生充分内化。教材分析这是一堂高一的阅读课，教材通过讲述王鹏和雍慧开饭店的不同风格，经营不同的菜肴及顾客对不同食物的不用反应，反映了现代人对饮食的关注和对时尚的追求。这样的编排有别与惯常所采用的分类说明的方式介绍方式，读起来引人入胜，让学生在故事情节中轻松学习健康饮食的知识，领悟膳食平衡对身体健康的作用，养成热爱钻研的好习惯。TeachingDesignofBook3Unit2HealthyEatingTitleHealthyEatingⅠ.TeachingcontentsThereadingpartofbook3unit2Ⅱ.Teachingobjectives1.KnowledgeobjectiveToknowthethreegroupsoffood:body-buildingfood,energy-givingfoodandprotectivefood.Toknowwhatthebalanceddietis.2.LearningobjectivesofthestrategyTounderstandthegeneralideaofthepassagethroughskimmingTogetabetterunderstandingthroughgroupwork.3.EmotionalobjectivesTobeawareoftheimportanceofeatinghealthily.Tohaveabetterrelationshipwiththemembersthroughgroupworkandperformbetterthroughcompetition.Ⅲ.Importantpointsanddifficultpoints1.Tohelpstudentsknowwhatabalanceddietisandidentifyfoodwhicharebetterforthem.2.Toimprovetheabilityofunderstandingthegeneralidea,thestructureandthedetailedinformationofatext.Ⅳ.AnalysisofstudentsThestudentsofGrade1havestudiedinhighschoolforhalfayear.Theyhavegotcertainreadingability,whichstillneedswellimproving.Theirknowledgeofhealthyeatingislimited,andtheyneedtothinkabouttheissuesinvolvedineatingabalanceddietandidentifyfoodwhicharebetterforthem.Ⅴ.Teachingmethods1.Task-basedmethodtomakestudentsinterestedinwhattheywilllearn.2.Selfstudyanddiscussionmethodtomakestudentsdiscoverandsharethediscovery.Ⅵ.TeachingproceduresProceduresContentsActivitiesIntroductionI.WarmingupThethreegroupsoffood.Toletthreestudentsgetpreparedbeforeclassandshowtheirppt.Threestudentsareaskedtodoaresearchongroupsoffoodbeforeclassandmakeappt.Inthissection,theyaresupposedtoshowtheclasstheirwork.Theirmotivationisinspiredandtheotherstudentsareinterestedinlearningwiththem.Ⅱ.Fastreading1.Thecharacters2.Themainidea3.ThestructureFindthemainideabyskimmingandhaveadiscussiontomakeitclearhowtodividethetextintothreeparts..Thissectionisdesignedtotrainstudents’fastreadingskills.Thecompetitionamonggroupscaninspirestudents’interest.Ⅲ.DetailedreadingSpecificquestionsinthethreepartsofthepassage.Findthedetailedinformationbycarefulreading.Thegroupmemberswillget1pointbyansweringeachquestioncorrectlyThequestionschosenarecloselyrelatedtotheunderstandingofthetext,especiallythetwoextremesoffoodmenu.Ⅳ.SummaryAsummarywith12blanksforthestudentstofillin.Haveadiscussioningroupsoffour.Thestudentsonthehotseatwillbeaskedtofillinthreeblanksandeachblankis1point.Thissectionhelpsthestudentstogetacompleteunderstandingofthetext.Hotseatsmakeitsurethateverystudentisengagedinthediscussion.V.DiscussionWhatisabalanceddiet?Howtoeathealthily?Haveadiscussionandfindareportertomakeareportonthistopic.Thereportis1to3points.Thediscussionencouragesthestudenttoexpresstheirthoughtsandbemoreawareoftheimportanceofahealthydiet.VI.ShowtimeAreportofhealthyeatingandabalanceddiet.Astudentshowshisreportofhealthyeating.Astudentisaskedtodoacarefulresearchbeforeclassandshowtheclasswhatheknows.Hisunderstandingisimprovedandthewholeclasscanlearnfromhim.VII.HomeworkAnarticleabouttheunderstandingofhealthyeatingHomework.Thearticleisaboutwhatthey’velearnedintheclass.Ⅶ.TeachingreflectionAfterclass,thestudentscanunderstandthemainideaandthedetailedinformationofthepassagebetter,andmeanwhile,theyknowaboutthetwoextremesoffoodandavoidthembylearningthestory.Thediscussionencouragesthemtoworkinateamandtheshowtimeallowthemtoprac