高中英语_Unit2Healthyeating教学设计学情分析教材分析课后反思

New Lesson

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教 学 目 标 --- Knowledge goals: Understand the general idea of the new text --- Ability goals: Improve Ss’ ability of listening, speaking and reading further --- Emotion goals: Understand healthy eating and learn how to keep a balanced diet 重 难 点 1. Train Ss’ ability of listening, speaking and reading 2. Lay special emphasis on reading ability by understanding the text and writing the composition 教 1. Task-based teaching methods 学 2. Student-centred teaching methods 方 3. Situational teaching methods 法 教具

CAI 教学内容 双边活动 2

STEP 1 Revision Review the new words and expressions of the first text. balanced diet 平衡膳食 lose weight 减肥 get away with 被放过；（做坏事）不受惩罚 教 win… back 赢回；重新获得 barbecue vt.& n.烧烤，烤肉 slim vi.变细；adj.苗条的 curiosity n.好奇心 raw adj.生的；未加工的 学 Read and write Watch a short video and discuss Listen and answer Read the text again and answer the questions STEP 2 Pre-reading Everybody has to eat, but do you eat a healthy diet? Do you know that the food you eat helps you grow in different ways? Think about some questions 1. Which kind of food do you like best? 2. Do you think you are eating a balanced diet? 过 STEP3 Fast reading 1．Read the text and write down the main idea of it. Wang Peng’s restaurant became________because a new one took his regular________away，and he wanted to________it to win his customers back. 程 2. The passage can be divided into 3 parts. Match the main idea

with each part. Part 1(Para.1) A. Wang Peng thought out a good idea to have a competition with Yong Hui’s restaurant. Part 2(Paras.2—3) B．Wang Peng found the reason why Yong Hui’s restaurant was more attractive. Part 3(Para.4) C．Wang Peng felt frustrated because his restaurant was not as full as it usually was. STEP4 Careful reading 1．Read the text and then choose the best answers according to the text. ①．Why did Wang Peng feel it had been a very strange morning? 3

A．What he had prepared was sold out. B．Few people walked into his restaurant to eat. C．He couldn’t make his restaurant more beautiful. D．He didn’t know how to make delicious food. ②．When Wang Peng thought “Nothing could be better”，he A．his food was the best B．his food was the worst C．his food should have been improved D．he could do nothing with his food ③．Why did Wang Peng go into the newly­opened restaurant? A．Because he was angry. B ．Because he was curious. C．Because he wanted to hit its owner. D．Because he wanted to ask for advice. ④．What was Wang Peng’s impression of Yong Hui’s restaurant? A．All the customers there were thinner. B．It was too small and too noisy. C．The food was very nice and better than that in his. D．There were fewer types of foods and the price was much higher. ⑤．What was the disadvantage of the food offered by Yong Hui’s restaurant? A．It had too much fat. B．It couldn’t make people lose weight really. C．It could make people ill. D．It couldn’t offer people enough energy. 2.Think about these statements and decide TRUE or FALSE. ①. Usually Wang Peng’s 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 became fat. ( ) ④Yong Hui’s menu gave customers more energy-giving food.( ) ⑤. Wang Peng’s menu gave customers more protective food. ( ) 教 meant________. 学 过 程 Do some exercises The teacher retells the text once and ask students to have a try. Find some students to retell Work in groups and discuss STEP5 Discussion 4

Discuss this question in pairs. Express your opinions to others and compare them with those of other pair. (Q) What else to do to keep fit besides a healthy diet? 书面表达 请根据以下内容，以“How to keep healthy”为题写一篇作文. 提示：⒈ 注意平衡饮食，养成良好饮食习惯 ⒉ 注意锻炼身体 ⒊ 注意睡眠充足 注意：1.60词左右； 2.不要逐字翻译，可适当增加细节使行文连贯； STEP6 Quiz Fill in the blanks according to the text. Wang Peng felt ①________ (frustrate) in his empty restaurant because no customers have come to his restaurant ever ①________he got up early in the morning. He wanted to find out why.He hurried ①________and followed Li Chang into a newly­opened restaurant. He found that the owner ①________(name) Yong Hui was serving slimming food to make people thin. Driven by Wang Peng came forward to take a close look at the menu. He could not even believe his eyes.He was amazed at ①________he saw. He hurried outside and went to the library to do some ①________.After a lot of reading，he realized that Yong Hui’s food made people become tired ①________(quick) because it was no energy­giving food. Arriving home Wang Peng rewrote his own sign. The ①________ (compete) between the two restaurants was ①________! STEP7 Summary & Homework 1. Read the text aloud. 2. Write out a passage on this topic. STEP8 Blackboard Design Unit2 be concerned about It is adj. for sb to do sth take exercise keep fit 学情分析

一堂成功的课很大程度上取决于对学生实际情况的把握与分析。高一学生的注意力和观察力都有了很大的提高，具有一定的目的性、系统性和全面性，已经初步实现从具体思维向抽象

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思维的过渡。同时，自我意识增强，拥有强烈的主观能动性，并拥有强烈的自我展现意识。学生具备一定的自主合作和探究的能力以及基本的英语思考和英语表达的基本技能。因此，在日常教学中，应从学生的兴趣出发，并结合学生的实际英语水平来合理开展教学活动。

本节课的教学对象是高一年级的学生，他们的智力发展趋于成熟，认知能力比刚入学时有进一步发展，逐渐能用英语来获取信息、处理信息、分析问题和解决问题。英语基础相对而言较好，但是口语表达能力薄弱。他们对饮食这个话题比较感兴趣。

效果分析

本节课通过创设情景，小组合作学习等形式，使学生学会在实际情景中能在真实情境中会 话。另外，通过快速阅读，跳读，细节阅读提高了学生阅读理解的做题方法，使学生循序渐 进，一步步的掌握教学重点，通过抢答竞赛的形式，活跃了课堂气氛，学生学习积极性高 加深了对本节课的的掌握，从而突破了教学难点，较好的完成了本节课的教学目标。

必修三

Unit 2 Healthy Eating-Reading

教材分析

本单元的中心话题是“健康饮食”，旨在通过本单元的学习了解食物的营养常识、健康的饮食习惯以及中西方饮食文化的差异等。本节课为本单元的第二节课“reading”部分，主要处理文章“Come and Eat Here”和“Comprehending”这两部分。从多个角度探讨我们平时的食物偏爱与营养结构，让我们进一步明白健康饮食的重要性。课前已经布置学生对文章进行了预习。

（一）教材的地位和作用

本课是人民教育出版社高中英语必修三第二单元第一课时的内容。本单元的中心话题是 “Healthy Eating”,它是中学生日常生活接触比较多而且比较感兴趣的话题之一，本单元的各 项活动的设计都是围绕着饮食展开的。涉及的主要内容有：饮食问题以及饮食均衡营养。本课时通过垃圾食品与健康食品对比，突出健康的饮食的重要性。本课时是本单元的第一课时，它为本单元的第二篇Reading打基础。本课时的学习不但能使学生掌握相关的单词和短语，提高学生的阅读能力，还能帮助了解生活中健康的饮食，让学生熟悉和掌握不同种类食物，了解健康的饮食重要性，使学生更加关注自身的饮食，调节饮食做到营养均衡，从而养成好的饮食习惯 （1）语言目标 A

重点词汇和短语：diet, balance, barbecue,, stir, fry, slim, consult, digest, glare, spy, limit, benefit, combine, lose weight, win back, in debt, spy on, cut down, before long, put on weight B重点句式：

1. Nothing could be better.

2. He couldn’t have Yong Hui getting away with telling people lies!

3. I thought you were a new customer and now I find you came only to spy on me and my menu. 4．Pengwei followed Li Maochang into a newly-opened small restaurant at the end of the street（2）能力目标

①使学生意识到过度食用麦当劳食品的危害 ①使学生树立正确的饮食观念 ①通过活动的开展学习，让学生在合作与探究过程中实施和提高语言的综合运用能力和学习

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的激情与兴趣，同时培养同学们的探究、合作等方面的意识与能力。 （3）情感目标

使学生可以更多地了解健康饮食，同时让学生更多地联系自己的生活习惯，树立正确健康食观念。

（4）文化意识增进对健康饮食的认识，培养正确的饮食习惯。 （5）学习策略认知策略:

归纳本课出现关于健康饮食的词汇和各种句式表达;学习如何用英语描述健康饮食习惯。 调控策略:在课堂活动中善于观察和倾听同学,学习经验,调整自己的学习方法。 资源策略:

通过与同学和老师交流或各种媒体,了解如何形成健康的饮食习惯。 （6）教学重点

①掌握重点的目标词汇、短语和重点句式。 ①使学生明确在日常生活中如何保持健康饮食。

（7）教学难点

与健康饮食和形成好生活习惯的作文

一．根据提供的内容以“How to keep healthy”为题写一篇作文. 提示：⒈ 注意平衡饮食，养成良好饮食习惯

⒉ 注意锻炼身体 ⒊ 注意睡眠充足 注意：1.100词左右；

2.不要逐字翻译，可适当增加细节使行文连贯；

How to keep healthy?

二 小测试 Quiz Fill in the blanks according to the text.

Wang Peng felt ①________ (frustrate) in his empty restaurant because no customers have

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come to his restaurant ever ②________he got up early in the morning. He wanted to find out why.He hurried ③________and followed Li Chang into a newly­opened restaurant. He found that the owner ④________(name) Yong Hui was serving slimming food to make people thin. Driven by⑤ (curious) Wang Peng came forward to take a close look at the menu. He could not even believe his eyes.He was amazed at ⑥________he saw. He hurried outside and went to the library to do some ⑦________.After a lot of reading，he realized that Yong Hui’s food made people become tired ⑧________(quick) because it was no energy­giving food. Arriving home Wang Peng rewrote his own sign. The ⑨________ (compete) between the two restaurants was ⑩________!

课后反思

本节课主要训练学生的阅读技能，兼顾听、说和写等技能的培养。在具体实施过程中采用了任务型教学法，体现了因材施教原则和以学生为主体的教学原则，通过师生的共同努力与配合，圆满完成了教学任务，提高了学生的阅读能力，通过本课的学习，学生对健康饮食有更深的了解，同时通过小组讨论，增强了学生的合作意识。本课较成功的地方在于对生活资源的巧妙利用，邀请了学生身边的人，进行实例分析，新颖有趣，课堂教学设计充满个性，将学生的积极性充分调动起来了。其实我们生活中处处充满可以利用的资源，关键是我们如何用心、用脑、用手去做。我国基础教育课程改革的趋势之一是加强课程与学生生活和现实社会的联系。本次课程内容强调联系生活、社会、学生实际，在方法上强调探索、实践、活动，实现课程生活化、社会化和实用化。

我们有理由相信：怎样有效的把课堂与生活紧密联系在一起，化课堂为生活，融生活于课堂，是一个值得我们老师好好利用却时时困扰我们的话题。只要我们做有心人，充分挖掘生活中的可利用资源。相信孩子们在学习中会获得乐趣，在课堂中除了学到语言，更多的是学会用语言的方法。真正使英语贴近生活，运用于生活，服务于生活。本课也有需要改正和提高的地方，如内容太多，时间仓促，致使个别阅读环节处理不太恰当，用时太少，而没有完全达到预期的效果。总之，教与学两个环节中，应把重点放在学生身上以学生为主体, 老师的教是为学生的学服务的。

课标分析

必修三Unit 2 Healthy Eating-Reading

在新课标中对课程性质做出了明确的说明：“ 高中英语课程是普通高中的一门主要课程。高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习国外先进的文化、科学、技术和进行国际交往创造条件。” 所以在教学中应摒弃以考试为中心的教学，关注学生的全方面发展。英语教学的目的决不仅仅是让学生能够在三年后的高考中取得优异的成绩，而忽略情感，态度，价值观等方面的培养。新课标中明确提出了各级的目标达成要求，在教学中应严格按照此 标准来教学。主要是培养学生综合运用语言的能力，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力。最近几年的全国卷英语试题充分体现了这一点。单项语法选择题的取消，更多的考察学生通过英语这一语言媒介获取信息，处理信息的能力。所以在以后的教学中在让学生打牢语言基础的同时即掌握必要的单词，语法等知识，更多的通过广泛的阅读，听力等方式培养学生的语篇能力。而不是传统的填鸭式教学。

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2016年9月在北师大举行的“中国学生发展核心素养研究成果发布会”发布研究成果对中国学生身心发展核心素养做了界定。在发展中学生核心素养的指导下，各学科又制定了学科核心素养。英语学科核心素养归纳为语言能力、文化品格、思维品质和学习能力四个方面。结合课标和核心素养的指导，本单元除了要掌握一些核心词语的用法外，还要注意阅读能力和技巧的培养，就健康饮食这一话题，要让学生在提高语言能力和学习能力的同时，结合现实生活，了解健康饮食方面的问题，注意提醒自己和家人朋友养成健康的饮食习惯。

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