2022年必修三UnitHealthyeating教学设计与反思.docx

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1、精选学习资料 - - - - - - - - - 必修三 Unit 2 Healthy eating 教学设计与反思一、教学设计：（一）指导思想高中英语课程应依据高中同学认知特点和学习进展需要,在进一步进展同学 基本语言运用才能的同时, 着重提高同学用英语猎取信息、处理信息、 分析和解 决问题的才能； 逐步培育同学用英语进行思维和表达的才能；为同学进一步学习 和进展制造必要的条件； 高中英语课程的设计与实施有利于同学优化英语学习方 式,使他们通过观看、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,提高自主学习的才能；（二）学情分析饮食方面的话题是从实际动身、 从

2、自身体验动身的一个话题, 同学应当特别 感爱好,而且就该话题让同学做 Reading,Talking 和 Discussion 等活动,同学 们会有参加的热忱、会有发言的冲； Reading 部分是一个故事性很强的叙事性文章,同学做起来并不会有太大的难度,生可以从中感受故事的趣味性；（三）教学方法而且 Reading 中富有戏剧性的变化让学本单元的中心话题是“ 健康饮食”；通过单元教学让同学明白饮食与健康方面的有关学问, 并明白各种事物对人体的作用,引导同学关注平稳膳食, 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,要引导同学针对现实中遇到的实际

3、问题发表自己的看法；通过合作式、探究式学习方式,激发同学的学习爱好,使同学由被动变主动,积极参加 学习过程；（四）教材分析1. Warming Up is to tell students how different kinds of food are grouped. This is important as it enables us to talk about the value of particular foods to our health. We want students to appreciate what a balanced diet is. The teacher ca

4、n have a free talk with students, let them work in pairs to read through the chart and discuss the questions. 2. Pre-reading contains two more general questions about food for discussion. Students can be encouraged to discuss these questions in pairs. Then they are asked to look at the title of the

5、reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading. 3. The reading passage Come and Eat Here introduces students to two unbalanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Pengs restaurant contains to

6、o much fat while Yong Hui s restaurant offers little energy-giving food. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage. The teacher can let them work in pairs or in groups to find the answers cooperatively, and then

7、 check their answers with the whole class. （五）教学目标名师归纳总结 - - - - - - -第 1 页,共 5 页精选学习资料 - - - - - - - - - 学问目标1.Get students to learn the useful new words and expressions in this part: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, roast, fry, ou

8、ght, bacon, slim, curiosity, hostess, raw, vinegar, lie balanced diet, ought to, lose weight, get away with, tell a lie, win. . .back 2. Let students learn the knowledge of balanced diet and nutrition. 才能目标1. Develop students reading ability and let them learn different reading skills. 2. Enable stu

9、dents to talk about different kinds of food, problems with diet and balanced diet. 情感目标1. Stimulate students sense to form a healthy eating habit.2. Develop students sense of c ooperative learning. （六）教学重点与难点教学重点1. Let students learn more about problems with a diet, a balanced diet and nutrition. 2.

10、 Get students to learn different reading skills. 教学难点1. Develop students reading ability.2. Enable students to talk about different kinds of food and balanced diet. （七）教学过程Step 1 Leading-in Have a free talk with students. Ask them the following questions: 1. Everybody has to eat, but do you eat a he

11、althy diet. 2. What do you usually have for breakfast/lunch/supper. 3. What kind of food do you like best. 4. Why are you so strong/weak/fat/thin. Does it have anything to do with your diet. 5. Do you think you are eating a balanced diet. Step 2 Warming up 1. Let students turn to Page 9. Ask them to

12、 look at the pictures, name the foods in them and then fill in the form. Healthy food Unhealthy food 2. Do you know that the food you eat helps you grow in different ways. Food that provides Food that helps grow Food that helps the body fight diseasese. energye. g. bones and musclese. g. g. protecti

13、ve food energy-giving food body-building food Most vegetablese. g. beans, peas, ricenoodlesspaghettimeateggscheesebreadpotatoesmilktofu cucumbers, eggplants, peppers, chocolate buttercreammushrooms, cabbagesand fruite. g. oilsnuts apples, peaches, oranges, lemons Step 3 Pre-reading 名师归纳总结 - - - - -

14、- -第 2 页,共 5 页精选学习资料 - - - - - - - - - Let students turn to Page 10, look at the title of the reading passage and the pictures and predict what the passage is about. Then have them read the passage quickly to see if they are right. Step 4 Reading 1. Fast reading Ask students to skim the reading pass

15、age and then answer the following questions: 1Who are mentioned in the story. 2Where did the story happen. Three minutes later, check the answers with the whole class. Suggested answers: 1Wang Peng, Yong Hui and Li Chang. 2It happened in the two restaurants: Wang Pengs restaurant and Yong Hui s rest

16、aurant. 2. Intensive reading Allow students to read the passage carefully this time to understand the main idea of each paragraph and the important details, and then finish the following: 1Use the information from the reading passage to tick out the correct statements and give reasons for your answe

17、rs. 1Usually Wang Pengs restaurant was full of people.2Yong Hui could make people thin in two weeks by giving them a good diet. 3Wang Peng s regular cus tomers often become fat. 4Yong Huis menu gave customers more energy-giving food. 5Wang Peng s menu gave customers more protective food.6Wang Peng d

18、ecided to compete with Yong Hui by copying her menu. 2The passage can be divided into 3 parts. Give the main idea in each part. Part Main idea Part 1 Part 2 Part 3 3. Reading and discussion Read the passage a third time and then work in pairs to do the following: 1Write out your answers. s restauran

19、t was t hat it did not give 1The weakness of the diet in Wang Peng_. 2The strength of the diet in Wang Pengs restaurant was that it provided _. 3The weakness of the diet in Yong Hui restaurant was that it did not give _. 4The strength of the diet in Yong Hui _. 4. Explanation s restaurant was that i

20、t provided Help students analyze some difficult, long and complex sentences and guess the 名师归纳总结 - - - - - - -第 3 页,共 5 页精选学习资料 - - - - - - - - - meanings of some new words. Encourage them to try to deal with the language points in the context. Discuss and explain in your own words the following imp

21、ortant sentences or parts of sentences taken from the passage. 1Wang Peng sat in his empty restaurant feeling very frustrated. 2Nothing could have been better. 3Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. 4He could not have Yong Hui get

22、ting away with telling people lies. 5Perhaps with a discount and a new sign he could win his customers back. Step 5 Homework 1. Learn the useful new words and expressions in this part by heart. 2. Read the reading passage again and try to retell the story. （八）板书设计Unit 2 Healthy eating Come and eat h

23、ere1 True or false s restaurant Key sentences 1. Usually Wang Peng1. Wang Peng sat in his empty was full of people. 2. Yong Hui could make people thin in two weeks by giving them a good diet. 3. Wang Pengs regular customers often become fat. restaurant feeling very frustrated. 2. Nothing could have

24、been better. 3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did. 4. Yong Huis menu gave customers 4. He could not have Yong Hui more energy-giving food. getting away with telling people lies. 5. Wang Pengs menu gave 5. Perhaps with a discoun

25、t and a new customers more protective food. 6. Wang Peng decided to compete with Yong Hui by copying her menu. 二、教学反思：（1）自己对本课的反思：sign he could win his customers back. 本课堂设计了如干活动及任务, 并供应了一些必要的学习资料, 旨在让同学 积极参加学习活动,在活动中学习,在任务下进步；通过细读的方式阅读课文, 有利于同学懂得文中详细细节； 依据课文每个段 落的重要内容,设置难度适中的 True or False 问题 , 让同学

26、通过抢答的方式解 , 决问题 , 能调动同学参加课堂教学的热忱 . 要求同学做练习时找出其判定的依据 培育同学良好的阅读习惯；针对所设定的教学目标,每节课的目的都应当有所侧重,一些“ 热身” 活动名师归纳总结 - - - - - - -第 4 页,共 5 页精选学习资料 - - - - - - - - - 应当轻轻带过,否就会造成课堂的时间掌握不了；（2）指导老师的点评：整个教学过程设计合理, 教学逐步深化, 注意培育同学正确的阅读方法及策 略,训练略读、细读等技能；教学容量适中,符合同学的认知规律；课堂的不确 定因素虽然时而显现,但是老师在备课前应依据实际,明白、分析班级的详细情名师归纳总结 况,分层次设计教学目标和问题,尽可能让每个同学都可以参加到课堂中来；第 5 页,共 5 页- - - - - - -