翟育芳-高中英語教學(xué)設(shè)計(jì)

1、我的教學(xué)設(shè)計(jì)課題： 新人教版 必修三 Unit 2 Healthy Eating -Reading Come and eat here科目 英語教學(xué)對(duì)象高一課時(shí) 一課時(shí)提供者翟育芳單位臨汾市第二中學(xué)校一、教學(xué)目標(biāo)知識(shí)與技能目標(biāo)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,

2、 fry, ought, bacon, slim, curiosity, hostess, raw, vinegar, lie ，balanced diet, ought to, lose weight, get away with, tell a lie, win. . .back2. Let students learn the knowledge of balanced diet and nutrition.過程與方法目標(biāo)1. Develop students reading ability and let them learn different reading skills.2. E

3、nable students to talk about different kinds of food, problems with diet and balanced diet.情感態(tài)度和價(jià)值觀目標(biāo)1. Stimulate students sense to form a healthy eating habit.2. Develop students sense of cooperative learning.二、教學(xué)內(nèi)容及模塊整體分析本節(jié)課選自新人教版 必修三Unit 2 Healthy Eating -Reading Come and eat here1. Warming Up is

4、 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

5、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 pa

6、rt 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 Pengs restaurant contains too much fat while Yong Huis restaurant offers little energy-giving food. After r

7、eading, 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、學(xué)情分析飲食方面的話題是從實(shí)際出發(fā)、從自身體驗(yàn)出發(fā)的一個(gè)話題，學(xué)生應(yīng)該非

8、常感興趣，而且就該話題讓學(xué)生做Reading,Talking和Discussion等活動(dòng)，學(xué)生們會(huì)有參與的熱情、會(huì)有發(fā)言的沖動(dòng)。 Reading部分是一個(gè)故事性很強(qiáng)的敘事性文章，學(xué)生做起來并不會(huì)有太大的難度，而且Reading中富有戲劇性的變化讓學(xué)生可以從中感受故事的趣味性。根據(jù)平時(shí)對(duì)學(xué)生的了解這種方式對(duì)學(xué)習(xí)者的特征分析的。四、教學(xué)策略選擇與設(shè)計(jì)高中英語課程應(yīng)根據(jù)高中學(xué)生認(rèn)知特點(diǎn)和學(xué)習(xí)發(fā)展需要，在進(jìn)一步發(fā)展學(xué)生基本語言運(yùn)用能力的同時(shí)，著重提高學(xué)生用英語獲取信息、處理信息、分析和解決問題的能力；逐步培養(yǎng)學(xué)生用英語進(jìn)行思維和表達(dá)的能力；為學(xué)生進(jìn)一步學(xué)習(xí)和發(fā)展創(chuàng)造必要的條件。高中英語課程的設(shè)計(jì)與實(shí)施

9、有利于學(xué)生優(yōu)化英語學(xué)習(xí)方式，使他們通過觀察、體驗(yàn)、探究等積極主動(dòng)的學(xué)習(xí)方法，充分發(fā)揮自己的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略，提高自主學(xué)習(xí)的能力。(一) Pre-task：激發(fā)學(xué)習(xí)興趣，明確學(xué)習(xí)任務(wù)（5分鐘左右）(二) Task-cycle：課文主體內(nèi)容的教學(xué)與操練，知識(shí)的掌握與能力的過渡（5分鐘左右）(三) Post-task：展示成果，交流成果的過程，語言實(shí)踐能力的擴(kuò)展與提高（9分鐘左右）(四) Self-assessment：自我反思與調(diào)控的過程(五）Homework and Sum up：課文內(nèi)容的鞏固、延伸與拓展（第四和第五兩個(gè)環(huán)節(jié)預(yù)計(jì)只需1分鐘左右）五、教學(xué)重點(diǎn)及難點(diǎn)教學(xué)重點(diǎn)1

10、. Let students learn more about problems with a diet, a balanced diet and nutrition.2. Get students to learn different reading skills.教學(xué)難點(diǎn)1. Develop students reading ability.2. Enable students to talk about different kinds of food and balanced diet.六、教學(xué)過程教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖(1)Show a flash and a picture of

11、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 stude

12、nts 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 aboutStudents can give a lot of different questions.先播放食神flash動(dòng)畫，再展示鄭則仕（“肥貓” ）和田亮的照

13、片，由于有生動(dòng)、形象的動(dòng)畫、逼真的聲音模擬效果及直觀的圖片，加上鮮明的對(duì)比和轉(zhuǎn)折手法，開啟本課精彩的啟動(dòng)序幕。估計(jì)學(xué)生的注意力馬上就會(huì)被吸引到課堂上來，并很容易就能發(fā)現(xiàn)飲食對(duì)健康的重要影響。因此，教師可通過一個(gè)承上啟下的問題“ Do you think it important to have good eating habits?” What kinds of food can we eat to keep healthy? 通過幾種食物的展現(xiàn)，讓學(xué)生了解食物的種類，及什么樣的食物才是健康的食物。再問：If you run a restaurant ,what kind of food ca

14、n you serve? 引出本文題目. 在根據(jù)標(biāo)題和圖片預(yù)測(cè)本文大致內(nèi)容。(3)  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. Before reading show the tasks and let the students read

15、 the tasks first. This text will help them have a good understanding of the text通過限時(shí)閱讀訓(xùn)練，引導(dǎo)學(xué)生略讀文章內(nèi)容，歸納段落大意，理清全文線索，側(cè)重培養(yǎng)快速閱讀理解能力和文章中心把握能力。本環(huán)節(jié)針對(duì)各段主題句分布不太明顯，學(xué)生尋找起來有一定的難度這一情況，教師可通過先展示文章基本脈絡(luò)，提醒學(xué)生根據(jù)文章脈絡(luò)以及對(duì)文章主旨的把握，結(jié)合自己在閱讀之前對(duì)文章的預(yù)測(cè)，歸納各段大意。此外，教師還應(yīng)通過限定閱讀時(shí)間，及時(shí)糾正不良的閱讀習(xí)慣等教學(xué)策略，來幫助學(xué)生養(yǎng)成良好的閱讀習(xí)慣，培養(yǎng)快速閱讀理解能力(4）. Careful

16、readingNow 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 Pengweis 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 givi

17、ng them a good diet. (F)d. Wang Pengweis customers often became fat after eating in his restaurant. (T)e. Yong Huis menu gives them energy foods. (F)f. Wang Pengweis menu gives tem foods containing fiber. (F)g. Wang Pengwei admired Yong Huis restaurant when he saw the menu. (F)h. Wang Pengwei decide

18、d to copy Yong Huis menu. (F) 學(xué)生會(huì)很容易找到答案的。通過F OR T讓學(xué)生能進(jìn)一步的了解課文內(nèi)容，并在處理過程中，穿插一些詞的講解及讓學(xué)生學(xué)會(huì)猜詞。（5）. ComprehendingBy 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 PengweisYong HuisMEN

19、U      SIGN     STRENGTH     WEAKNESS  表格的形式讓學(xué)生理解起來很容易的即以表格的形式，讓學(xué)生填寫本文的重點(diǎn)細(xì)節(jié)。培養(yǎng)信息歸類能力，相對(duì)于第二段材料，第三段和第四段材料的生詞量較少，且大部分生詞通過使用各種猜詞策略，就可理解他們?cè)谖闹械囊馑?。因此，可充分利用這兩段內(nèi)容，來培養(yǎng)學(xué)生的猜詞悟義能力（6） Listening and lookingShow a flash about this passage an

20、d let the students listen to the tape認(rèn)真聽聽力組織學(xué)生聽課文的配套錄音，看以段由課文改編的動(dòng)畫，讓學(xué)生能邊聽邊看，進(jìn)一步熟悉課文內(nèi)容及對(duì)學(xué)生進(jìn)行地道、純正的語音輸入，突破語音關(guān)，達(dá)到閱讀與聽力兩種教學(xué)活動(dòng)的良好結(jié)合，促進(jìn)學(xué)生各方面語言能力的協(xié)調(diào)發(fā)展。同時(shí)也可為有效突破本文的難點(diǎn)完成本環(huán)節(jié)的主題任務(wù)，作好語言知識(shí)上的充分準(zhǔn)備(7)How do you think the story will end? Design a healthy diet學(xué)生會(huì)根據(jù)學(xué)到的知識(shí)，設(shè)計(jì)健康的食物，并且通過想象給出不同的結(jié)局本環(huán)節(jié)要求學(xué)生根據(jù)自己對(duì)健康飲食的認(rèn)識(shí)，發(fā)

21、揮自己的想象力和創(chuàng)造力，以小組為單位，預(yù)測(cè)本故事的結(jié)局。讓學(xué)生表演出來。培養(yǎng)學(xué)生的學(xué)習(xí)興趣。并設(shè)計(jì)一份“healthy diet”, 并列出設(shè)計(jì)的依據(jù)。本環(huán)節(jié)還設(shè)計(jì)了小組間的設(shè)計(jì)成果競(jìng)賽與小組間的互相評(píng)價(jià)兩個(gè)讓學(xué)生互相交流學(xué)習(xí)成果的平臺(tái)。旨在引導(dǎo)學(xué)生通過讀的輸人，提取、篩選和重組文章中的重要語言信息，并通過用英語進(jìn)行交流，達(dá)到從課文知識(shí)的鞏固到自身知識(shí)的擴(kuò)展與創(chuàng)新能力的形成(8) Homework課外作業(yè)主要以提綱的形式，呈現(xiàn)給學(xué)生。在“Sum up”環(huán)節(jié)中，通過“Diet cures more than the doctor.和The balanced diet is the best!”這

22、兩句健康英語諺語，結(jié)合播放健康歌，進(jìn)一步加深學(xué)生對(duì)本文主題的理解。七、教學(xué)評(píng)價(jià)教師教學(xué)評(píng)價(jià)： 1、 對(duì)教學(xué)目標(biāo)的評(píng)價(jià) 本課授課很好地完成了本節(jié)課的教學(xué)目標(biāo)。教師通過充分備教材，備學(xué)生，結(jié)合實(shí)際，圍繞課文中涉及到的主題，設(shè)計(jì)活動(dòng)，從概括文章大意到細(xì)節(jié)理解，幫助學(xué)生由淺入深地全面了解課文。本節(jié)課很好地把握預(yù)設(shè)，促進(jìn)了教學(xué)效果的生成；并同時(shí)加強(qiáng)對(duì)學(xué)生學(xué)習(xí)策略的指導(dǎo)，讓他們?cè)趯W(xué)習(xí)和使用的過程中逐步學(xué)會(huì)如何學(xué)習(xí)。 二、對(duì)課堂教學(xué)中活動(dòng)形式的評(píng)價(jià) 這一堂課中采用了多種手段來激發(fā)學(xué)生的學(xué)習(xí)熱情，比如在導(dǎo)入時(shí)利用多媒體播放一段flash及圖片，在輕松愉快的學(xué)習(xí)氣氛中讓學(xué)生們體驗(yàn)“健康飲食”的重要性，這樣迅速使課堂的氣氛活躍起來，起到很好的“預(yù)熱”效果。從而學(xué)生們的學(xué)習(xí)激情就也被充分的調(diào)動(dòng)，令本堂課學(xué)生的精神一直處于飽滿的狀態(tài)，使這堂課的教學(xué)效果頗為明顯。師生互動(dòng)環(huán)節(jié)的有效開展，使教學(xué)中教學(xué)資源的利用效率明顯提高。 三、對(duì)教師在課堂教學(xué)實(shí)施中的表現(xiàn)反思評(píng)價(jià) 在課堂上教師和學(xué)生之間建立了融洽、民主的師生交流渠道，互相鼓勵(lì)和幫助，做到教學(xué)相長(zhǎng)。八、板書設(shè)計(jì)Unit 2Healthy eatingCome and eat here(1)