必修三 Unit 2 Healthy eating 教学设计与反思

必修三Unit2Healthyeating教学设计与反思一、教学设计：（一）指导思想高中英语课程应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。高中英语课程的设计与实施有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力。（二）学情分析饮食方面的话题是从实际出发、从自身体验出发的一个话题，学生应该非常感兴趣，而且就该话题让学生做Reading,Talking和Discussion等活动，学生们会有参与的热情、会有发言的冲。Reading部分是一个故事性很强的叙事性文章，学生做起来并不会有太大的难度，而且Reading中富有戏剧性的变化让学生可以从中感受故事的趣味性。（三）教学方法本单元的中心话题是“健康饮食”。通过单元教学让学生了解饮食与健康方面的有关知识，并了解各种事物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯并能在生活中改善饮食结构，丰富饮食文化，从而保持身体健康。另外，要引导学生针对现实中遇到的实际问题发表自己的看法。通过合作式、探究式学习方式，激发学生的学习兴趣，使学生由被动变主动，积极参与学习过程。（四）教材分析1.WarmingUpistotellstudentshowdifferentkindsoffoodaregrouped.Thisisimportantasitenablesustotalkaboutthevalueofparticularfoodstoourhealth.Wewantstudentstoappreciatewhatabalanceddietis.Theteachercanhaveafreetalkwithstudents,letthemworkinpairstoreadthroughthechartanddiscussthequestions.2.Pre-readingcontainstwomoregeneralquestionsaboutfoodfordiscussion.Studentscanbeencouragedtodiscussthesequestionsinpairs.Thentheyareaskedtolookatthetitleofthereadingpassageandthepicturestopredictwhatthepassageisabout.ThispartisveryusefulforthenextpartReading.3.ThereadingpassageComeandEatHereintroducesstudentstotwounbalanceddietsthroughtherestaurantsofWangPengandYongHui.FoodatWangPeng’srestaurantcontainstoomuchfatwhileYongHui’srestaurantofferslittleenergy-givingfood.Afterreading,studentsarerequiredtodotheexercisesinComprehendingtoseehowmuchtheyhaveunderstoodthereadingpassage.Theteachercanletthemworkinpairsoringroupstofindtheanswerscooperatively,andthenchecktheiranswerswiththewholeclass.（五）教学目标知识目标1.Getstudentstolearntheusefulnewwordsandexpressionsinthispart:diet,nut,bean,pea,cucumber,eggplant,pepper,mushroom,peach,lemon,balance,barbecue,mutton,roast,fry,ought,bacon,slim,curiosity,hostess,raw,vinegar,liebalanceddiet,oughtto,loseweight,getawaywith,tellalie,win...back2.Letstudentslearntheknowledgeofbalanceddietandnutrition.能力目标1.Developstudents’readingabilityandletthemlearndifferentreadingskills.2.Enablestudentstotalkaboutdifferentkindsoffood,problemswithdietandbalanceddiet.情感目标1.Stimulatestudents’sensetoformahealthyeatinghabit.2.Developstudents’senseofcooperativelearning.（六）教学重点与难点教学重点1.Letstudentslearnmoreaboutproblemswithadiet,abalanceddietandnutrition.2.Getstudentstolearndifferentreadingskills.教学难点1.Developstudents’readingability.2.Enablestudentstotalkaboutdifferentkindsoffoodandbalanceddiet.（七）教学过程→Step1Leading-inHaveafreetalkwithstudents.Askthemthefollowingquestions:1.Everybodyhastoeat,butdoyoueatahealthydiet?2.Whatdoyouusuallyhaveforbreakfast/lunch/supper?3.Whatkindoffooddoyoulikebest?4.Whyareyousostrong/weak/fat/thin?Doesithaveanythingtodowithyourdiet?5.Doyouthinkyouareeatingabalanceddiet?→Step2Warmingup1.LetstudentsturntoPage9.Askthemtolookatthepictures,namethefoodsinthemandthenfillintheform.HealthyfoodUnhealthyfood2.Doyouknowthatthefoodyoueathelpsyougrowindifferentways?Foodthatprovidesenergy(e.g.energy-givingfood)Foodthathelpsgrowbonesandmuscles(e.g.body-buildingfood)Foodthathelpsthebodyfightdiseases(e.g.protectivefood)ricenoodlesspaghettibreadpotatoeschocolatebuttercreamoilsnutsmeateggscheesemilktofuMostvegetables(e.g.beans,peas,cucumbers,eggplants,peppers,mushrooms,cabbages)andfruit(e.g.apples,peaches,oranges,lemons)→Step3Pre-readingLetstudentsturntoPage10,lookatthetitleofthereadingpassageandthepicturesandpredictwhatthepassageisabout.Thenhavethemreadthepassagequicklytoseeiftheyareright.→Step4Reading1.FastreadingAskstudentstoskimthereadingpassageandthenanswerthefollowingquestions:1)Whoarementionedinthestory?2)Wheredidthestoryhappen?Threeminuteslater,checktheanswerswiththewholeclass.Suggestedanswers:1)WangPeng,YongHuiandLiChang.2)Ithappenedinthetworestaurants:WangPeng’srestaurantandYongHui’srestaurant.2.IntensivereadingAllowstudentstoreadthepassagecarefullythistimetounderstandthemainideaofeachparagraphandtheimportantdetails,andthenfinishthefollowing:1)Usetheinformationfromthereadingpassagetotickoutthecorrectstatementsandgivereasonsforyouranswers.(1)UsuallyWangPeng’srestaurantwasfullofpeople.(2)YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.(3)WangPeng’sregularcustomersoftenbecomefat.(4)YongHui’smenugavecustomersmoreenergy-givingfood.(5)WangPeng’smenugavecustomersmoreprotectivefood.(6)WangPengdecidedtocompetewithYongHuibycopyinghermenu.2)Thepassagecanbedividedinto3parts.Givethemainideaineachpart.PartMainideaPart1Part2Part33.ReadinganddiscussionReadthepassageathirdtimeandthenworkinpairstodothefollowing:1)Writeoutyouranswers.(1)TheweaknessofthedietinWangPeng’srestaurantwasthatitdidnotgive______________.(2)ThestrengthofthedietinWangPeng’srestaurantwasthatitprovided______________.(3)TheweaknessofthedietinYongHui’srestaurantwasthatitdidnotgive______________.(4)ThestrengthofthedietinYongHui’srestaurantwasthatitprovided______________.4.ExplanationHelpstudentsanalyzesomedifficult,longandcomplexsentencesandguessthemeaningsofsomenewwords.Encouragethemtotrytodealwiththelanguagepointsinthecontext.Discussandexplaininyourownwordsthefollowingimportantsentencesorpartsofsentencestakenfromthepassage.1)WangPengsatinhisemptyrestaurantfeelingveryfrustrated.2)Nothingcouldhavebeenbetter.3)SomethingterriblemusthavehappenedifLiChangwasnotcomingtoeatinhisrestaurantashealwaysdid.4)HecouldnothaveYongHuigettingawaywithtellingpeoplelies!5)Perhapswithadiscountandanewsignhecouldwinhiscustomersback.→Step5Homework1.Learntheusefulnewwordsandexpressionsinthispartbyheart.2.Readthereadingpassageagainandtrytoretellthestory.（八）板书设计Unit2HealthyeatingComeandeathere(1)TrueorfalseKeysentences1.UsuallyWangPeng’srestaurantwasfullofpeople.2.YongHuicouldmakepeoplethinintwoweeksbygivingthemagooddiet.3.WangPeng’sregularcustomersoftenbecomefat.4.YongHui’smenugavecustomersmoreenergy-givingfood.5.WangPeng’smenugavecustomersmoreprotectivefood.6.WangPengdecidedtocompetewithYongHuibycopying