Unit3UsinglanguageWriteaboutahealthydiet教學(xué)設(shè)計(jì)-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(shè)計(jì)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(xué)生關(guān)于健康飲食的背景知識(shí)和學(xué)習(xí)興趣。展示學(xué)生在校午餐飲食習(xí)慣的圖片風(fēng)暴，讓學(xué)生思考圖片中的學(xué)生的飲食是否健康的問題，融入今天的主題情境。引導(dǎo)學(xué)生思考并關(guān)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(shí)。ReadforStructure&DetailsActivity1:RevisionWhatisthepassagemainlyabout?Activity2:ReadforStructureWorkoutthestructureofthetextintheformofamindmap.Activity3:ReadforDetailsReadthepassagecarefullyandthenfillintheblanks.延續(xù)上節(jié)課所學(xué)，簡(jiǎn)要回顧主題。借助兩個(gè)思維導(dǎo)圖，建構(gòu)文章的段落大意結(jié)構(gòu)圖和整體架構(gòu)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(jié)1：根據(jù)上述表格總結(jié)健康飲食包含三方面：健康的飲食，健康的飲食習(xí)慣和對(duì)待食物的健康態(tài)度?；顒?dòng)4：引導(dǎo)學(xué)生尋找重述觀點(diǎn)和對(duì)比信息的銜接詞語，并用思維導(dǎo)圖的形式呈現(xiàn)，補(bǔ)充連接詞的相近表達(dá)用法和其他類別的連接詞，擴(kuò)充學(xué)生的詞庫，有助于學(xué)生學(xué)習(xí)運(yùn)用銜接詞到寫作中，使文章更加連貫?；顒?dòng)5：引導(dǎo)學(xué)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(xué)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(dǎo)學(xué)生積極合作意識(shí)，通過關(guān)鍵詞引導(dǎo)學(xué)生回顧課文所學(xué)，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(dòng)6：教師創(chuàng)設(shè)情境，（大衛(wèi)，一個(gè)在中國(guó)的交換生，是你的朋友。大衛(wèi)和歐陽娜娜參加了大眾點(diǎn)評(píng)網(wǎng)的活動(dòng)，在該網(wǎng)站上發(fā)布了他們的飲食。假設(shè)你被邀請(qǐng)點(diǎn)評(píng)他們的飲食，并判定誰的飲食更健康。如有需要請(qǐng)?zhí)岢瞿愕慕ㄗh。）學(xué)生當(dāng)點(diǎn)評(píng)官，小組討論評(píng)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?dòng)7：銜接活動(dòng)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(lǐng)學(xué)生梳理任務(wù)文章的結(jié)構(gòu)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(diǎn)的細(xì)節(jié)。活動(dòng)8：選取LevelA和LevelB各一篇文章，師生對(duì)照評(píng)價(jià)表，進(jìn)行共評(píng)。Summary&HomeworkSummaryReflection1.Doyoukeepahealthydiet?2.Doyoudevelophealthyeatinghabits?3.Doyouhaveahealthyatti