翟育芳-高中英语教学设计.doc

我的教学设计
课题： 新人教版 必修三 Unit 2 Healthy Eating ---Reading Come and eat here
科目
英语
教学对象
高一
课时
一课时
提供者
翟育芳
单位
临汾市第二中学校
一、教学目标
知识与技能目标
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, 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.
过程与方法目标
1. Develop students’ reading ability and let them learn different reading skills.
2. Enable students to talk about different kinds of food, problems with diet and balanced diet.
情感态度和价值观目标
1. Stimulate students’ sense to form a healthy eating habit.
2. Develop students’ sense of cooperative learning.
二、教学内容及模块整体分析
本节课选自新人教版 必修三Unit 2 Healthy Eating ---Reading Come and eat here
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 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 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 Peng’s restaurant contains too 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 check their answers with the whole class.
三、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、会有发言的冲动。 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。
根据平时对学生的了解这种方式对学习者的特征分析的。
四、教学策略选择与设计
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。

(一) Pre-task：激发学习兴趣，明确学习任务（5分钟左右）
(二) Task-cycle：课文主体内容的教学与操练，知识的掌握与能力的过渡（２5分钟左右）
(三) Post-task：展示成果，交流成果的过程，语言实践能力的扩展与提高（9分钟左右）
(四) Self-assessment：自我反思与调控的过程
(五）Homework and Sum up：课文内容的巩固、延伸与拓展（第四和第五两个环节预计只需1分钟左右）
五、教学重点及难点
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 skills.
教学难点
1. Develop students’ reading ability.
2. Enable students to talk about different kinds of food and balanced diet.
六、教学过程
教师活动
学生活动
设计意图
(1)Show a flash and a picture of the star “zhengzeshi” and a sports star “tianliang” .then ask the students:
   Do you think it important to have good eating habits?
What kinds of food can we eat to keep healthy?
(2)Review the words of foods by showing their pictures.
To see which group their foods belong to and ask the students to tell us in what ways their foods help them grow.
If you run a restaurant, what kind of food can you serve?     
According to the title and pictures , can you guess what is the passage mainly about

Students can give a lot of different questions.
先播放《食神》flash动画，再展示郑则仕（“肥猫” ）和田亮的照片，由于有生动、形象的动画、逼真的声音模拟效果及直观的图片，加上鲜明的对比和转折手法，开启本课精彩的启动序幕。估计学生的注意力马上就会被吸引到课堂上来，并很容易就能发现饮食对健康的重要影响。因此，教师可通过一个承上启下的问题“ Do you think it important to have good eating habits?” What kinds of food can we eat to keep healthy? 通过几种食物的展现，让学生了解食物的种类，及什么样的食物才是健康的食物。再问：If you run a restaurant ,what kind of food can you serve? 引出本文题目. 在根据标题和图片预测本文大致内容。

(3)  Fast reading
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text
通过限时阅读训练，引导学生略读文章内容，归纳段落大意，理清全文线索，侧重培养快速阅读理解能力和文章中心把握能力。

本环节针对各段主题句分布不太明显，学生寻找起来有一定的难度这一情况，教师可通过先展示文章基本脉络，提醒学生根据文章脉络以及对文章主旨的把握，结合自己在阅读之前对文章的预测，归纳各段大意。此外，教师还应通过限定阅读时间，及时纠正不良的阅读习惯等教学策略，来帮助学生养成良好的阅读习惯，培养快速阅读理解能力
(4）. Careful reading
Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.
a. Usually Wang Pengwei’s restaurant was full of people. (T)
b. Yong Hui served a balanced diet. (F)
c. Yong Hui could make people thin in two weeks by giving them a good diet. (F)
d. Wang Pengwei’s customers often became fat after eating in his restaurant. (T)
e. Yong Hui’s menu gives them energy foods. (F)
f. Wang Pengwei’s menu gives tem foods containing fiber. (F)
g. Wang Pengwei admired Yong Hui’s restaurant when he saw the menu. (F)
h. Wang Pengwei decided to copy Yong Hui’s menu. (F)
学生会很容易找到答案的。
通过F OR T让学生能进一步的了解课文内容，并在处理过程中，穿插一些词的讲解及让学生学会猜词。
（5）. Comprehending
By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurants.

Wang Pengwei’s
Yong Hui’s
MENU

    SIGN

   STRENGTH

   WEAKNESS

表格的形式让学生理解起来很容易的
即以表格的形式，让学生填写本文的重点细节。培养信息归类能力，相对于第二段材料，第三段和第四段材料的生词量较少，且大部分生词通过使用各种猜词策略，就可理解他们在文中的意思。因此，可充分利用这两段内容，来培养学生的猜词悟义能力
（6）． Listening and looking
Show a flash about this passage and let the students listen to the tape
认真听听力
组织学生听课文的配套录音，看以段由课文改编的动画，让学生能边听边看，进一步熟悉课文内容及对学生进行地道、纯正的语音输入，突破语音关，达到阅读与听力两种教学活动的良好结合，促进学生各方面语言能力的协调发展。同时也可为有效突破本文的难点——完成本环节的主题任务，作好语言知识上的充分准备
(7)How do you think the story will end? 
Design a healthy diet

学生会根据学到的知识，设计健康的食物，并且通过想象给出不同的结局
本环节要求学生根据自己对健康饮食的认识，发挥自己的想象力和创造力，以小组为单位，预测本故事的结局。让学生表演出来。培养学生的学习兴趣。并设计一份“healthy diet”, 并列出设计的依据。本环节还设计了小组间的设计成果竞赛与小组间的互相评价两个让学生互相交流学习成果的平台。旨在引导学生通过读的输人，提取、筛选和重组文章中的重要语言信息，并通过用英语进行交流，达到从课文知识的巩固到自身知识的扩展与创新能力的形成
(8) Homework

课外作业主要以提纲的形式，呈现给学生。在“Sum up”环节中，通过“Diet cures more than the doctor.和The balanced diet is the best!”这两句健康英语谚语，结合播放《健康歌》，进一步加深学生对本文主题的理解。

七、教学评价
教师教学评价：
一、 对教学目标的评价 本课授课很好地完成了本节课的教学目标。教师通过充分备教材，备学生，结合实际，围绕课文中涉及到的主题，设计活动，从概括文章大意到细节理解，帮助学生由浅入深地全面了解课文。本节课很好地把握预设，促进了教学效果的生成；并同时加强对学生学习策略的指导，让他们在学习和使用的过程中逐步学会如何学习。
二、对课堂教学中活动形式的评价 这一堂课中采用了多种手段来激发学生的学习热情，比如在导入时利用多媒体播放一段flash及图片，在轻松愉快的学习气氛中让学生们体验“健康饮食”的重要性，这样迅速使课堂的气氛活跃起来，起到很好的“预热”效果。从而学生们的学习激情就也被充分的调动，令本堂课学生的精神一直处于饱满的状态，使这堂课的教学效果颇为明显。师生互动环节的有效开展，使教学中教学资源的利用效率明显提高。
三、对教师在课堂教学实施中的表现反思评价 在课堂上教师和学生之间建立了融洽、民主的师生交流渠道，互相鼓励和帮助，做到教学相长。
八、板书设计
Unit 2　Healthy eating
Come and eat here(1)

True or false
Key sentences
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 become fat.
4. Yong Hui’s menu gave customers more energy-giving food.
5. Wang Peng’s menu gave customers 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 did.
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.