2022年必修三Unit2Healthyeating教学设计与反思 .pdf

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1、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

2、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

3、生由被动变主动，积极参与学习过程。（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 can have a free talk with students, let

4、 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 reading passage and the pictures to p

5、redict 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 too much fat while Yong Huis restaurant

6、 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 check their answers with the whole cl

7、ass. （五）教学目标精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 5 页知识目标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, ought, bacon, slim, curiosity, hostess,

8、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. 能力目标1. Develop students reading ability and let them learn different reading skills.2. Enable students to talk about different kinds of

9、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 cooperative 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. Get students to learn different reading

10、 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 healthy diet? 2. What do you usually have

11、 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 up1. Let students turn to Page 9. Ask them to look at the pictures, name the foods in

12、 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 energy(e. g. energy-giving food) Food that helps grow bones and muscles(e. g. body-building food) Food that helps the body fight diseases(e. g. prote

13、ctive food) ricenoodlesspaghettibreadpotatoeschocolate buttercreamoilsnuts meateggscheesemilktofu Most vegetables(e. g. beans, peas, cucumbers, eggplants, peppers, mushrooms, cabbages)and fruit(e. g. apples, peaches, oranges, lemons) Step 3 Pre -reading 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第

14、 2 页，共 5 页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 Reading1. Fast reading Ask students to skim the reading passage and then answer the follow

15、ing questions: 1)Who are mentioned in the story? 2)Where did the story happen? Three minutes later, check the answers with the whole class. Suggested answers: 1)Wang Peng, Yong Hui and Li Chang. 2)It happened in the two restaurants: Wang Pengs restaurant and Yong Huis restaurant. 2. Intensive readin

16、g 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: 1)Use the information from the reading passage to tick out the correct statements and give reasons for your answers. (1)Usually Wang Pengs

17、restaurant was full of people.(2)Yong Hui could make people thin in two weeks by giving them a good diet. (3)Wang Peng s regular customers often become fat. (4)Yong Huis menu gave customers more energy-giving food. (5)Wang Peng s menu gave customers more protective food.(6)Wang Peng decided to compe

18、te with Yong Hui by copying her menu. 2)The passage can be divided into 3 parts. Give the main idea in each part. PartMain 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: 1)Write out your answers. (1)The weakness of the di

19、et in Wang Pengs restaurant was that it did not give _. (2)The strength of the diet in Wang Pengs restaurant was that it provided _. (3)The weakness of the diet in Yong Huis restaurant was that it did not give _. (4)The strength of the diet in Yong Huis restaurant was that it provided _. 4. Explanat

20、ion Help students analyze some difficult, long and complex sentences and guess the 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 5 页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 important

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

22、g away with telling people lies! 5)Perhaps 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 2Healthy eating Come and eat here

23、(1) True or false Key sentences 1. Usually Wang Pengs restaurant 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. 4. Yong Huis menu gave customers more energy-giving food. 5. Wang Pengs menugave customer

24、s more protective food. 6. Wang Peng decided to compete with Yong Hui by copying her menu. 1. Wang Peng sat in his empty restaurant feeling very frustrated. 2. Nothing could have been better. 3. Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always di

25、d. 4. He could not have Yong Hui getting away with telling people lies! 5. Perhaps with a discount and a new sign he could win his customers back. 二、教学反思：（1）自己对本课的反思：本课堂设计了若干活动及任务， 并提供了一些必要的学习资料， 旨在让学生积极参与学习活动，在活动中学习，在任务下进步。通过细读的方式阅读课文， 有利于学生理解文中具体细节。 根据课文每个段落的重要内容，设置难度适中的True or False问题, 让学生通过抢答的方式

26、解决问题 , 能调动学生参与课堂教学的热情. 要求学生做练习时找出其判断的根据,培养学生良好的阅读习惯。针对所设定的教学目标，每节课的目的都应该有所侧重，一些“热身”活动精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 5 页应该轻轻带过，否则会造成课堂的时间控制不了。（2）指导教师的点评：整个教学过程设计合理， 教学逐步深入， 注重培养学生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，符合学生的认知规律。课堂的不确定因素虽然时而出现，但是教师在备课前应根据实际，了解、分析班级的具体情况，分层次设计教学目标和问题，尽可能让每个学生都可以参与到课堂中来。精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 5 页，共 5 页