Unit3UsinglanguageWriteaboutahealthydiet教學設計-高中英語人教版選擇性

TeachingDesignTopic:OB2Unit3FoodandCultureWriteaboutaHealthyDiet(HealthyEating)Grade:Senior2AnalysesofteachingmaterialsThethemeofthispartistowriteanarticleabouthealthyeating.Throughreadingandwritingactivities,studentscanaccumulateknowledgeabouthealthydiet,deepentheirunderstandingofthethemeofhealthydiet,andreflectontheirowneatinghabits.Thistextdescribesthebasicprinciplesofhealthydiet.Theauthorusesdataanalysis,definition,parison,examplesandothermethods.Italsoprovidesademonstrationoftheuseofconjunctions,whichprovidesimportantinformationreferenceforstudentstopletethetasks,writingskills,vividlanguagematerialsandexpressions.TeachingConceptActivitybasedonEnglishLearningAnalysisofStudentsThestudentshavethebasicskillsoflistening,speaking,reading,writingandviewing.Theycanusesimplewordsandsentencestomunicate.Theycanalsowritesimplepassage.TeachingObjectivesBytheendoftheclass,studentswillbeableto:1.readanexpositionaboutahealthydietandanalyzethestructure,sentencepatternsandlanguagefeaturesofitwiththeaidofmindmap;2.makeuseofproperlinkingwordsandstrengthentextualcohesion;3.reflectonyourowneatinghabitsandusesimilarstructuresandlanguagetoposeanemailabouthealthyeating.Important＆DifficultPoints:Guidestudentstoanalyzeandunderstandthereadingdiscoursefromtheaspectsoftheme,structure,languageexpression,etc.Guidethestudentstousethecohesivewordscorrectlyandstrengthenthetextualcohesion.Enablethemtointegratetheusefulsentencespatternstoposeanemailonhealthyeating.TeachingMethodTaskbasedLearningMethodsTeachingaids:Multimedia,blackboardTypeReadingforWritingPeriod:40minsTeachingProceduresStepsActivities設計意圖Warmup&LeadinWarmup&Leadin:Step1:Greetings.Sswatchavideobeforeclass.Step2:Presentlearningobjectives.Step3:Studentsdecidewhetherotherstudents’dietshealthyorunhealthyafterlookingatthepicturesaboutdiets.Ifnot,pleasestatethereasons.(Twritesdown“containtoomuchsugar,processedfoods,havequantitiesofsugarandsalt”).通過觀看視頻熱身，激發(fā)學生關于健康飲食的背景知識和學習興趣。展示學生在校午餐飲食習慣的圖片風暴，讓學生思考圖片中的學生的飲食是否健康的問題，融入今天的主題情境。引導學生思考并關注這些食品為什么不健康，呈現(xiàn)課文中的部分詞塊，從而樹立健康飲食的意識。ReadforStructure&DetailsActivity1:RevisionWhatisthepassagemainlyabout?Activity2:ReadforStructureWorkoutthestructureofthetextintheformofamindmap.Activity3:ReadforDetailsReadthepassagecarefullyandthenfillintheblanks.延續(xù)上節(jié)課所學，簡要回顧主題。借助兩個思維導圖，建構文章的段落大意結構圖和整體架構圖，為后續(xù)寫作做鋪墊。Summarizekeyideas,linkingwordsandsentencepatternsSummary1:Whataspectsdoeshealthyeatinginvolve?Suggestedanswer:Ahealthydiet,healthyeatinghabitsandahealthyattitudetowardsfood.Activity4:LinkingWords(PairWork)Step1:Teacherguidesstudentstothinkaboutthequestion:Whatcanweusetomakethepartscoherent?Step2:Ssreadthepassagetofindoutthelinkingwordsusedtointroduceanotherwayofsayingwhatwasalreadymentionedintheprevioussentence.ThencirclelinkingwordsusedtoshowthatcontrastingideasarebeingintroducedStep3:Findotherkindsoflinkingwordsandaddtheirownintheformofamindmap.Activity5:ReadforLanguageSentencePatterns(GroupWork)Step1:Tgivesanexampleoffindingthesentencepatternsforgivingadvice.Step2:Ssworkingroupsandconcludethesentencepatternsforadvicegivenbyauthor.總結1：根據(jù)上述表格總結健康飲食包含三方面：健康的飲食，健康的飲食習慣和對待食物的健康態(tài)度。活動4：引導學生尋找重述觀點和對比信息的銜接詞語，并用思維導圖的形式呈現(xiàn)，補充連接詞的相近表達用法和其他類別的連接詞，擴充學生的詞庫，有助于學生學習運用銜接詞到寫作中，使文章更加連貫?；顒?：引導學生小組合作，從文中梳理出提供建議的參考句式。教師首先示范，并分享給學生小技巧：銜接詞可以快速幫我們定位建議，從而梳理出句型。該部分引導學生積極合作意識，通過關鍵詞引導學生回顧課文所學，提出保持健康飲食的建議，為后續(xù)的作文積累素材。Prewriting&WritingActivity6:PractiseSentencePatterns(GroupWork)David,anexchangestudentinChina,isyourfriend.DavidandOuyangNanapostedtheirdietsontheDianpingWebsite.Supposeyouareinvitedtomentontheirdietsanddecidewhosedietishealthier.Pleasegiveyouradviceifnecessary.Activity7:WritingTaskStep1:Analyzethegenre,personandtopicStep2:Workoutthestructureontheemailinterface.Step3:PresentasamplewritingtoremindSstopayattentiontosentencepatterns,linkingwordsandsupportingdetails.Step4:poseanemailchoosingLevelAorLevelBActivity8:AssessmentStep1:Showstudents’homeworkandmakeassessmentsmutually.Step2:Exchangeyourdraftwithapartner.Usethefollowingchecklisttohelpyourevisethedraft.活動6：教師創(chuàng)設情境，（大衛(wèi)，一個在中國的交換生，是你的朋友。大衛(wèi)和歐陽娜娜參加了大眾點評網(wǎng)的活動，在該網(wǎng)站上發(fā)布了他們的飲食。假設你被邀請點評他們的飲食，并判定誰的飲食更健康。如有需要請?zhí)岢瞿愕慕ㄗh。）學生當點評官，小組討論評判誰的飲食更健康，并給出建議。小組討論，一人記錄，一人代表回答?；顒?：銜接活動6，給因飲食不健康而感覺不適的David寫一封提供建議的郵件。以郵件的界面帶領學生梳理任務文章的結構并展示樣本作文，做到“胸有成竹”提建議句型，銜接詞，支撐作者觀點的細節(jié)?；顒?：選取LevelA和LevelB各一篇文章，師生對照評價表，進行共評。Summary&HomeworkSummaryReflection1.Doyoukeepahealthydiet?2.Doyoudevelophealthyeatinghabits?3.Doyouhaveahealthyatti