高中英語人教版Unit2Healthyeating 微課

Unit2Warming-up,Listeningandspeaking名師教學設計第一課時（Warming-up,Listening&speaking）1.TeachingAnalysis教情分析Teachingobjectives-教學目標Languagetargets語言目標words&expressions詞匯和短語diet,balanced,energy-giving,body-building,protective,rickets,obesity,andnamesofdifferentkindsoffoodSentencestructures:Youarewhatyoueat.Givingsuggestionsandadvice&seeingadoctor:What’sthematter?What’swrongwithyou?Whatseemstobethetrouble?Howlonghaveyoubeenlikethis?It’snothingserious,only…Isupposeyouhadbetter…Ithinkyououghtto….Ihavegotapainin…Itcomesandgoes.Iamsufferingfrom…Ifeeltiredallthetime.I’vegotabad…IthurtswhenItouchit.Abilitygoals能力目標StudentswillknowmostofthenamesofdailyfoodandhowtoputthemintodifferentgroupsaccordingtotheirbasicfunctionStudentswilllearntoexpressconcernsandgiveadviceEmotiongoals情感目標Studentswillgettoknowtheimportanceofeatingproperlyandbeinghealthy.Important&difficultteachingpoints-教學重難點Howtoexpandone’svocabularybyputtingwordsunderthesamecategoryHowtotalkaboutconcernsandgivingadvice.2.Studentanalysis學情分析Fundamentalstate基本情況Nowadays,manyteenagers,especiallygirls,regardsupermodelsoridols,whoareusuallyveryslimastheirimageofbeauty.Thereforetheyusuallygoondietandeatlesswhereastheyshouldbeeatingmoreandkeepabalanceddiet,whichmakesthetopicofthisunitverycontroversial.Thisisagoodopportunityforstudentstolearnmoreaboutdifferentkindsoffoodandhowtokeepabalancedandhealthyeatinghabit.Besides,asteenagers,theyarealwaysinterestedinfood,whichgivesmorefuntothelearningprocess.Knowledgereserve知識儲備Studentshavelearnedonlyafewbasicnamesofthemostcommonfood.Theyhaveseenandtastedmanydifferentfoodsbutstilldon’tknowtheirEnglishnames,orhowtoexpressproperlywhenitcomestothetopic.Studentshavelearnedtheusageofseveralmodalverbsinunit1.Theyhaveanunderstandingofthebasicfunctionsofmodalverbs.Classdata本班實際3.Teachingmethods教法建議questionandanswermethod問答法，task-basedteachingmethod任務型教學法，communicativeapproach交際法，situationalteachingapproach情景教學法4.TeachingAids教學輔助blackboardandchalk,computeroripad,projectorprocedures-教學進程Firstperiod:Listening(WB),Talking(WB)&Warming-upStepILeading-in:Theteacherasksthestudents“What’syourfavoritefood?”andarousestudents’interestintheEnglishnamesofdifferentfood.Pickstudentswhoarereallybigorreallyslimtoanswerthisquestionandwritetheiranswersontheblackboard.Theconversationcangolikethis:T:What’syourfavoritefood?S:Myfavoritefoodispotato/apple/fish/hot-pot…T:Nowonderyoulookveryhealthy/alittleslim/abitheavy…Howeveroftendoyouoftenhaveit?S:Almosteverymeal./Twiceaweek./Notveryoften.T:Whichfooddoyoudislikethemost?…Putthenamesoffoodontheblackboardforfurtherusage.Helpthestudentsunderstandthemeaningof“Youarewhatyoueat.”Firstaskstudentstoguessthemeaningofthissentenceandthenpointoutthatasitismentionedinpreviousconversations,students’outlooksarecloselyconnectedtotheireatinghabits.Theywillgrowtooheavyiftheyeattoomuchmeat,potatoesandnoodles;theywillgrowtooslimiftheyeatonlyvegetablesorfruits.Theywillbecomehealthyonlyiftheyeatabalanceddiet.Presentapictureofagirlwhoisterriblyslimandwholooksunhealthyonthescreen.Andaskthequestion“Doesshelookgood?”and“Why?”Thenencouragethestudentstodiscussonthestatementthat“Beinghealthyratherthanslimismoreimportantandbeautiful”.StepIIListening(WB,page48)Part1listening(part1)《導學案》使用指南：本部分可結合《導學案》第一課時，第二部分，“課中互動”使用1.Pre-listeningStudentspredictwhatiswrongwiththegirl.Giveoutwordssuchasrickets,obesity,anorexia,andindigestionasexpectedanswers.2.While-listeningListentopart1andanswerthefollowingquestions:WhatdoesEmmausuallyhaveforbreakfast,lunchanddinner?WhatiswrongwithEmma’sdiet?WhyisthedoctorconcernedabouthowmuchEmmaeats?Suggestedanswers:a.Shehasanorangeandabananaforbreakfast,arollforlunch,andhalfabowlofriceandadishforsupper.b.Sheisnoteatingenoughfood.c.Hethinkssheistoothin.Post-listeningAgain,stresstheimportanceofhealthyeating.Showmorepicturesofpeoplewithrickets,obesity,anorexia,andindigestion.MakepredictionsofthesolutionofEmma’sproblem.Suggestedanswer:eatmoreandexerciseabitmoreoften.Part2listening(part2)1.Listentopart2ofthelisteningmaterialandcheckstudents’predictionswiththeanswers.《導學案》使用指南：本部分可結合《導學案》第一課時，第三部分，“課后鞏固”的1，2兩題使用，“類文閱讀”則可布置為家庭作業(yè)使用2.Giveouttheanswerthatthedoctor’sadviceistohaveabalanceddietasthepicture:3. ①Firstreplacetheideaof“redfood”,“orangefood”and“greenfood”withtheideaof“energy-givingfood”,“body-buildingfood”and“protectivefood”.Givethedefinitionoftheseterms.②Then,accordingly,replacethechartinExercise3(page48)withthechartinWarming-up(page9).③Atlast,trytousethewordsonpage49andputthemintothesethreegroups.Illustratethenamesofdifferentfoodwithpictures.Foodthatprovidesenergy(energygivingfood)Foodthathelpsgrowbonesandmuscles(body-buildingfood)Foodthathelpsbodyfightdisease(Protectivefood)rice,noodles,spaghetti,bread,potatoes,chocolate,butter,cream,oils,nutsmeat,eggs,cheese,milk,tofumostvegetables(eg,beans,peas,cucumbers,eggplants,pepper,mushrooms,cabbages)andfruit(eg.apples,peaches,orangesandlemons)Othernamesoffoodanddrinkfrompage49:sugar,radish,eggplant,barbecue,grape,carrot,garlic,spicy,peach,kebab,boil,noodle,mushroom,shrimp,bread,mutton,plum,bacon,milk,fry,cola,salty,melon,spaghetti,cabbage,turnip,mango,cheese,coffee,beef,vinegar,rice,crispy,cucumber,mustard,cream,pepper,lemon,juice,crab,pea,tea,corn,roast,tasteless,pineapple,sour,mineralwater,tofu,wineStepⅢTalking(WB,page48)Role-playAfterthestud