2022年人教版必修3Unit2聽說課教案設(shè)計(jì) 3

1、精品word學(xué)習(xí)資料 可編輯資料 - - - - - - - - - - - - - - - - - Unit2 Healthy eating teaching plan Warming up & speaking By Zou junfang Ruijin NO.2 Mid-dle School 1. The analysis of the teaching material: The lesson i s Unit 2 Healthy Eating warming up and speaking in New Senior English f or China Students Book

2、3 published by Peoples Education Press. This u nit gives students a better understanding of healthy eating. It encourages students to examine their own eating practices and see whether they ar e eating a healthy diet or not. By studying the lesson, students can impr ove their speaking ability and th

3、e ability of communication and coop eration. Students should receive some moral education. Let the students keep a healthy eating and build a healthy body. 2. The analysis of the students: Students are interested in this topic . They have known some words about food and are willing to le arn more ab

4、out healthy eating. But They dont often use English to express themselves and communicate with others. By working with other students , they can get more practice to improve t heir oral English. 3. The analysis of the teaching aimsa. Knowledge objectives：1. Enable students to expand their vocabulary

5、 relating to food; 2. Enable students to get useful knowledge abou- - - 細(xì)心整理 - - - 歡迎下載 - - -第 1 頁,共 4 頁精品word學(xué)習(xí)資料 可編輯資料 - - - - - - - - - - - - - - - - - t healthy eating. b. Ability objectives：1.Cultivate students ability of oral expression. 2. Improve students ability of communication and coopera

6、tion. c. Emotional objectives: Let students know the importanc e of healthy eating and have a better comprehension towards a balanced diet. 4. Teaching important points and difficult points: a. Lear n some words about food and some knowledge about healthy eating and a balanced diet. b.Communicate wi

7、th other students freely and state th eir opinions clearly. 5. Teaching methods: Task-based Language Teaching method Communicative Language Teaching method 6. Learning approach 7. Teaching aids：a blackboard , menus Cooperative Learning Approach a projector , multimedia,8. Teaching procedures： Step1

8、lead in a .Tell students a good news.: my family opened a restaurant recently .Invite them to come to my restaurant to have dinner together and ask them to order some food in advance. b. Give them th e menu . c. Watch a video about some tips when eating out before they order some food. d. Group disc

9、ussion. Discuss what food they want to e at tonight and write them down on the given paper. e. Hand in their men u to me. Purpose: Give students the real situation to do the task to aro- - - 細(xì)心整理 - - - 歡迎下載 - - -第 2 頁,共 4 頁精品word學(xué)習(xí)資料 可編輯資料 - - - - - - - - - - - - - - - - - use their great interest a

10、nd motivation. Step2 Presentationa.Show some pictures about the food and classify them into five food groups: staple food , meat, vegetables, fruits a nd snacks. Ask students to name each of them. b. Guessing game: Check students memories by showing pictures quickly and ask them to reme mber the foo

11、d . c. The nutrients food provide. d. Ask-answer activities. Ask students what nutrients fruits/vegetables/other food contain. e.Let students think what food is healthy food and what is junk food and give definition. Purpose:a.Show lots of pictures to draw the students attentions to various foods. b

12、. To know some knowledge about food and h ave clear idea about healthy food and junk food. c. Cultivate students sense of competition. Step3 Pairwork Show some pictures of food, decide which is he althy food or junk food and give reasons. Ask students to work in pairs to practice the conversation. P

13、urpose: This activity is to practice the ir oral English and encourage students to express their ideas about healthy food and junk food. Develop students sense of cooperative learning. Step4 Presentation a. Present three kinds of foods which h elp us grow in different ways. They are protective food

14、, body- building food and energy -giving food .Show some pictures and let students gu ess what these food belong to . b. Ask students what a balanced diet is . 4 A balanced diet = protective food +body- building food + energy - - - 細(xì)心整理 - - - 歡迎下載 - - -第 3 頁,共 4 頁精品word學(xué)習(xí)資料 可編輯資料 - - - - - - - - - -

15、 - - - - - - - giving food. c. let students think “ what will happen if we dont eat a balanced diet.”Purpose: Enlarge students knowledge about food and have better understanding of balanced diet. Cultivate students sense of healthy eating. Step5 Group discussionIn groups discuss whether the menu is

16、balanced or not. If not, give some advice. Give students the menu no t their own that they just made at the beginning of the class. Then giv e a report like this: Group XXX have ordered food names. We think the food they ordered is/isnt a balanced diet because .is energy-giving/body-building/protect ive food/ . too much ./low in We suggest that ./here are some advice . Purpose:a. Examine their eating practices whether they are having a balanced diet or not. b. Develop students ability of communication and cooperation at the same time train their speaking ability. c. Develop students good eat