Healthy+eating(首屆普通高中新課程實(shí)驗(yàn)優(yōu)秀教案和教學(xué)實(shí)錄評比活動)(1)

1、Book 3 Unit 2 Healthy eating 教學(xué)設(shè)計(jì) 南昌八中：劉紅(New senior English for China students book).教材分析和單元課時(shí)分配: 教材分析：本單元的中心話題是“健康飲食”。教材通過講述王鵬和雍慧開飯店的不同風(fēng)格、經(jīng)營的不同菜肴以及顧客對不同飲食的不同反應(yīng)，反映了現(xiàn)代人對飲食的關(guān)注和對時(shí)尚的追求，讓學(xué)生在趣味盎然的故事情節(jié)中輕松，1. Warming Up 部分通過圖片和表格向?qū)W生展示食物的分類，探討各種食物對人體的作用，然后通過詢問學(xué)生的個(gè)人飲食習(xí)慣來引導(dǎo)學(xué)生關(guān)注膳食平衡。2. Pre-reading部分設(shè)計(jì)題：What do

2、 you think should go into a good meal？通過對不同食物的討論，調(diào)動學(xué)生的相關(guān)知識背景，列出菜單。然后讓學(xué)生根據(jù)文章標(biāo)題和插圖來預(yù)測內(nèi)容。 3. Reading 部分主要講述王鵬和雍慧開餐館競爭的故事。文章結(jié)尾一句話The competition between the two restaurants was on!給讀者留下了懸念, 引起學(xué)生極大興趣,使學(xué)生有繼續(xù)閱讀的欲望。4. Comprehending設(shè)置六個(gè)練習(xí)， 幫助學(xué)生更好地理解閱讀課文的內(nèi)容。5. Learning about Language 中的Discovering useful word

3、s and expressions主要讓學(xué)生通過上下文在語篇中學(xué)習(xí)詞匯，在語境中感悟其用法。Discovering useful structures讓學(xué)生在文章中找出含有情態(tài)動詞的句子并標(biāo)出其功能，使學(xué)生不僅復(fù)習(xí)了情態(tài)動詞的用法，更主要的是通過他們親自動手、動腦、動筆，鍛煉學(xué)生的鑒別能力和自主學(xué)習(xí)能力，克服了單純學(xué)習(xí)英語結(jié)構(gòu)的弊病。6. Using Language分為兩三部分。Listening 部分是主體閱讀文章內(nèi)容的繼續(xù)，主要講述王鵬到圖書館查尋資料，發(fā)現(xiàn)他和雍慧的飯店提供的食物都存在片面性，從中學(xué)到許多有關(guān)健康食品的知識。通過聽，學(xué)生了解到哪些是能量食品（energy-giving

4、foods），哪些是健身食品（body-building foods），哪些是保健食品（protective foods），還有兩家餐館所提供食物的營養(yǎng)和作用。Reading and discussing 部分繼續(xù)講述故事，經(jīng)過一段磨合，王鵬和雍慧將菜單合并，決定合作，提出為顧客提供既有能量又有纖維的食品。富有戲劇性的是：最后兩人結(jié)婚，共同經(jīng)營這家飯店。整個(gè)故事不僅讓學(xué)生在閱讀中感受到故事的趣味性，還教會了他們?nèi)绾胃淖冿嬍沉?xí)慣，改善飲食結(jié)構(gòu)，豐富飲食文化。Speaking and writing 部分讓學(xué)生就如何經(jīng)營餐館相互提出建議和意見，然后用英文寫一篇宣傳介紹新開的餐館以及提供的服務(wù)。使學(xué)

5、生將書本所學(xué)的知識運(yùn)用到實(shí)際生活中，鍛煉口語和書面表達(dá)能力。單元課時(shí)分配：1. 將Warming Up，Pre-reading，Reading與Comprehending整合在一起上一節(jié)“閱讀課”（1st Period Warming up and Reading）。2. 將Learning about Language和Workbook的using words and expressions及using structures整合在一起上一節(jié)“語言學(xué)習(xí)課”（2nd Period Language study）。3. 將Using Language設(shè)計(jì)為一節(jié)包括聽說讀寫在內(nèi)的“綜合技能課” （3

6、rd Period Integrating skills)。4. 將Workbook的Listening和Talking結(jié)合在一起上一節(jié)“聽說課”（4th Period Listening and Speaking）。5. 將Workbook的Listening Task，Reading and writing task和Speaking task設(shè)計(jì)為一節(jié)“綜合技能課()” （5th Period Integrating skills) 。II. 學(xué)情分析： 我班的學(xué)生基礎(chǔ)較差，但是肯學(xué)，故在實(shí)際教學(xué)中，要降低難度，要求簡單易懂。針對本單元能夠回憶食物單詞，了解飲食與健康方面的有關(guān)知識并且能

7、根據(jù)所學(xué)知識審視自己、審視食物，提高自己飲食方面的意識，領(lǐng)會膳食平衡對身體健康的作用。然后通過詢問學(xué)生的個(gè)人飲食習(xí)慣來引導(dǎo)學(xué)生關(guān)注膳食平衡，同時(shí)引起學(xué)生興趣,使學(xué)生有繼續(xù)閱讀的欲望。讓學(xué)生在趣味盎然的故事情節(jié)中輕松并學(xué)到東西。. 教學(xué)目標(biāo)（Teaching Aims of this unit）：知識目標(biāo)：1. Talk about healthy eating 2. Making suggestions or giving advice on diet3. Make a balanced menu4. Speaking: Practice talking about your ideas; p

8、ractice giving suggestions and advice, practice, seeing the doctor。能力目標(biāo)：通過對健康飲食的學(xué)習(xí)，提高自己飲食方面的意識，學(xué)會談?wù)撟约号c他人早、中、晚餐喜愛吃的食物種類。通過對食物的學(xué)習(xí)了解，學(xué)會提出建議并配制營養(yǎng)餐。德育目標(biāo)：通過對不同食物的學(xué)習(xí)，讓學(xué)生了解哪些是有益于健康的食品，哪些是不益于健康的食品，從而使學(xué)生學(xué)會均衡飲食，不偏食。通過對食物喜好的提問，能增強(qiáng)同學(xué)之間的相互了解和友誼。. 教學(xué)設(shè)計(jì)的思路及方法：采用Discussion and guess和Classifying的學(xué)習(xí)策略，利用實(shí)物、教學(xué)幻燈片、圖片等來展

9、開課堂Pair work問答式的口語交際活動，本單元的主題是“Healthy diet”，這都是學(xué)生比較熟悉的。在傳授新知識時(shí)，為了為學(xué)生創(chuàng)設(shè)真實(shí)的，貼近生活的情境，根據(jù)Pre-reading設(shè)計(jì)的一些問題，根據(jù)不同人對食物的不同喜好，自配營養(yǎng)餐和填寫自己家里準(zhǔn)備食物清單等，這樣不但激發(fā)了學(xué)生學(xué)習(xí)的熱情，也達(dá)到了Warming up，Pre-reading的目的。. 教學(xué)準(zhǔn)備：教師準(zhǔn)備 設(shè)計(jì)學(xué)生常見的energy-giving foods ，body-building foods， protective foods，Healthy diet的教學(xué)幻燈片，圖片或制作反映Healthy diet的

10、課件；設(shè)計(jì)課后鞏固練習(xí)的幻燈片。 學(xué)生準(zhǔn)備 收集并能夠回憶食物單詞，了解飲食與健康方面的有關(guān)知識并且能根據(jù)所學(xué)知識審視自己、審視食物，提高自己飲食方面的意識，領(lǐng)會膳食平衡對身體健康的作用。教學(xué)過程：The first period Warming up and readingStep Warming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most of

11、ten. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow. Examine the questions after discussing the table. The first three questions are all personal ones so answers will vary. The fourth one re

12、quires knowledge. Suggested answers include:* If you eat too much energy-giving foods you will become fat and suffer from high blood pressure.* If you eat too much body-building food you will grow taller and stronger but not necessarily healthier.* If you eat too much protective foods for every meal

13、 you may lack energy. However without protective food (over a long period of time ) you can get serious illnesses like scurvy (lack of vitamin C) or rickets (lack of vitamin D).* If you dont eat enough food of any of the three kinds you may get anorexia (too thin). Step Pre-reading Get the students

14、to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then Ill ask you to report your work. Are you clear?Which food contains m

15、oreExamples of foodsAnswerSugarChocolate or grapesCakes or bananasChocolateCakesFatCream or riceChocolate or chickenCreamChocolateFiberPeas or nutsPork or cabbageNutsCabbageproteinPotato crisps or hamEggs or creamHameggsConclusion: A good meal should contain some food from each of the three categori

16、es above.Step Reading Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea

17、 of the text on the slide show with their partners. Encourage the students to express their ideas.1. Fast readingIn 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. Fi

18、nish exercise 4 on P11Part 1 ： Wang Peng is worried because his restaurant is not as full as it usually is.Part 2 ： He follows his friend to a newly opened restaurant which is very popular.Part 3 ： Worried, he does some research to win his customers back. 2. Careful readingT: Now it is time for us t

19、o read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.a. Usually Wang Pengs restaurant was full of people. (T )b. Yong Hui could make people thin in two weeks by giving them a good diet. (F) ( It would take longer than that)c. Wang Pengs

20、 regular customers often became fat. (T)d. Yong Huis menu gave customers more energy-giving food. (F ) (No. It gave them protective or body-building food.)e. Wang Pengs menu gave customers more protective food. (F ) (His menu gave customers energy-giving food.)f. Wang Peng decided to compete with Yo

21、ng Hui by copying her menu. (F ) ( He decided to advertise the benefits of his menu!)T: In your own words explain the following sentences or parts of sentences taken from the passage.1. Li Chang always came to his restaurant so if he did not, it meant that something serious had happened to stop him.

22、2. He did not want Yong Hui to tell lies and people to believe her.3. If he gave his customers cheaper prices and advertised the benefits of his menu, perhaps his customers would return.Step Discussion1. By now, the students have had a further understanding of the text. Let the students read the tex

23、t again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner.disadvantagesadvantagesWang Pengs restaurantNot giving enough foods containing fiberProvide plenty of energy foods Yong Huis restaurantNot giving enough energy foodsProviding plenty of fiber foods2. T: Until now we have known whats wrong with both restaurant. What does it matter if you only eat at one of the restaurant?S1:S2:S3:T: You all have a point h