高中英語-必修3 Unit2 Healthy eating語言知識課教學(xué)設(shè)計學(xué)情分析教材分析課后反思

課標(biāo)分析根據(jù)新頒布的普通高中《英語課程標(biāo)準(zhǔn)（實驗稿）》關(guān)于語言知識課主要教學(xué)目標(biāo)的具體描述，結(jié)合本節(jié)課教學(xué)內(nèi)容，具體從語言知識、語言技能、情感態(tài)度和文化意識三個方面制定如下教學(xué)目標(biāo)。1.語言知識目標(biāo)：⑴學(xué)生能夠了解三種飲食：energy-givingfood,protectivefoodandbody-buildingfood，掌握跟這三種飲食及本單元話題有關(guān)的詞匯，例如：loseweight,gain/putonweight,slim,abalanceddiet,fat,protein,fibre,benefit,等。⑵掌握本單元的語法重點：oughtto,must,haveto,should,need等基本情態(tài)動詞的用法。⑶掌握本單元的重點句型，例如：Nothingcouldbebetter；Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies等。2.語言技能目標(biāo)：⑴學(xué)生能夠通過上下文猜測某些生詞和短語的意思。⑵學(xué)生能夠把本節(jié)課重難點活學(xué)活用，比如用本節(jié)課重難點編一小段語篇填空或?qū)懸恍《卧掝}作文。⑶學(xué)生能夠用本節(jié)課學(xué)到的重點詞匯句式去表達(dá)自己的看法，比如分組辯論。3.情感態(tài)度與文化意識目標(biāo)：⑴學(xué)生能夠反思自己的飲食習(xí)慣，提高養(yǎng)成健康飲食習(xí)慣的意識。⑵通過分組討論和辯論，養(yǎng)成較強(qiáng)的合作意識和合作精神。⑶學(xué)生了解一些不同的飲食觀念及主張，加深對世界飲食文化的了解，弘揚中華民族飲食文化的精髓,培養(yǎng)愛國主義精神。學(xué)情分析本單元的設(shè)計與實施是建立在學(xué)生經(jīng)過高一上半學(xué)期新教材學(xué)習(xí)基礎(chǔ)之上。學(xué)生已經(jīng)逐步地適應(yīng)了在活動與任務(wù)中學(xué)習(xí)英語以及如何處理語言知識與活動開展的關(guān)系。并且，他們也已經(jīng)形成并培養(yǎng)了一定的小組合作學(xué)習(xí)及自主學(xué)習(xí)的能力。評測練習(xí)1.體會語境，把下列句子翻譯成漢語。⑴---Howareyougettingon?---Nothingcouldbebetter.⑵At16,Ilikednothingbetterthandrivingourtruck,butthistimeIwasnothappy.⑶Yourideaisverygood.Ican’tagreewithyoumore.2.完成下面的語篇填空：Isitintheclassroom,_______(feel)happybecauseLaborDayisaroundthecornerandIwillhaveashortholiday.Tomakeitmore___________(meaning),I_________makesomeplansfortheholiday.Thefirstthing_____comestomymindistoclimbmountains,becausenothingis_______(good)thanclimbingmountainsonsuchfinedaysinSpring.3.短文改錯:WangPengsatinhisrestaurant,feltveryfrustrated.UsuallyWangPenggotupearlyandpreparedhismenu.Hisrestaurantoughttofullofpeople.Butnottoday!HefollowedLiChangintoasmallrestaurant,itwasrunbyYongHui.Itwasfullwithpeople.Hewassurprisingatthisandespeciallyattheprices.Itspentmorethanagoodmealinhisownrestaurant.Hethrewdownthemenuanddecidedthathecouldn'thaveYongHuigetawaywithtellingpeoplelies!Hewouldbetterdosomeresearch.Afterdidsomeresearch,hefoundthatwhatwaswrongwithYongHui’srestaurant.Hebecamemorehopefulthatwithadiscountandanewsign,hecouldwinhiscustomersback.觀評記錄重難點突出，并且和新題型緊密結(jié)合，尤其讓學(xué)生用本節(jié)課重點詞匯句式自己編一篇語篇填空并讓學(xué)生到前面投影展示，是一個很重要的生成應(yīng)用的環(huán)節(jié)，充分發(fā)揮了學(xué)生的主體地位，調(diào)動了學(xué)生的積極性。最后就是否應(yīng)該在我們學(xué)校餐廳建早安烘焙的辯論環(huán)節(jié)，和一開始的頭腦風(fēng)暴首尾呼應(yīng)。教材分析本單元的中心話題是“健康飲食”。本單元將通過談?wù)摻】碉嬍?，讓學(xué)生了解飲食與健康方面的有關(guān)知識并且能根據(jù)所學(xué)知識審視自己、審視食物，提高自己飲食方面的意識。日常生活中少吃漢堡、薯條等高熱量低營養(yǎng)食品，多吃水果、蔬菜和谷物，遠(yuǎn)離肥胖和亞健康狀態(tài)。Module3Unit2Healthyeating語言知識課教學(xué)設(shè)計Aims：95%以上的同學(xué)能理解課文中的重點詞匯和句型，70%以上的同學(xué)能理解并靈活使用課文中的重點詞匯和句型,比如情態(tài)動詞oughtto,must,mustn’t等；短語gain/loseweight,abalanceddiet,bebeneficialto等；句式hadbetterdo…,Nothingcouldbebetter，can’t/won’thavesbdoing等。Procedures:Step1:頭腦風(fēng)暴HaveyouhadthebreadinMorningBakerytoday?Doyouoftenhaveitoronceinawhile?Doyouthinkitisabalanceddiet?Aboutabalanceddiethowmanywordsandexpressionscanyouthinkof?ahealthydietahealthydiet設(shè)計意圖：激發(fā)學(xué)生盡可能多地想到本單元的重點話題詞匯，為后面的學(xué)習(xí)尤其是辯論做好詞匯和短語的準(zhǔn)備。Step2文本回顧Studentsdiscussthethreequestionswiththeirpartnerstoreviewthereadingpassage,andthenanswerthequestions.1.WhywasWangPeng’srestaurantnotpopularasbefore?2.Whatwasthestrength（優(yōu)點）andweakness（缺點）ofYongHui’srestaurant?3.WhatcanwelearnfromWangPeng’sresearchinthelibrary?設(shè)計意圖：上節(jié)課在Reading教學(xué)中理解了課文內(nèi)容，這節(jié)課用三個問題促使學(xué)生回顧課文內(nèi)容。Step3:合作探究，難點突破Usingthepaper，studentsturnbackanddiscusswiththepartnersaboutwhattheydon’tunderstand.Theyshouldpayattentiontothestars.Themorestarsithas,themoredifficultitis.Line1-151.Hisrestaurantoughttobefullofpeople.★oughtto表示一種道義上的責(zé)任，意思為“應(yīng)當(dāng)”,否定形式oughtnotto(oughtn’tto)oughttohavedone=shouldhavedone本應(yīng)該…Weoughttoprotectourenvironment.Youdidn’thandinyourpaperyesterday;yououghttohavehandedinitontime.拓展：翻譯下面的句子，領(lǐng)會情態(tài)動詞的含義(1)Youmustobeytherulesofyourschool.⑵Youmustn’teattoomuchenergy-givingfood,whichcanmakeyouputonweighteasily.⑶Youneedn’texplaintoomuchtome.⑷It’stoolate.Ihavetogohomenow.⑸Youdon’thavetofinishthetasktoday.2.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.★★★分析：feelingveryfrustrated為現(xiàn)在分詞短語作狀語。eg.Shesatonthechairreadinganewspaper.Walkinginthestreet,shemetheroldfriend.Seeingnobodyathome,shedecidedtoeatoutside.結(jié)論：現(xiàn)在分詞作狀語，和句子主語存在主動關(guān)系。3.Nothingcouldbebetter.★★分析：否定詞加比較級表示最高級含義,其意為：“再沒有…比…更…的了?！斌w會語境，把下列句子翻譯成漢語。⑴---Howareyougettingon?---Nothingcouldbebetter.⑵At16,Ilikednothingbetterthandrivingourtruck,butthistimeIwasnothappy.⑶Yourideaisverygood.Ican’tagreewithyoumore.Line16-28:1.HecouldnothaveYongHuigettingawaywithtellingpeoplelies!★★★分析：getawaywith做壞事逃脫懲罰Ifyoucheatintheexam,youcouldhardlygetawaywithit.havesb.doing意為讓某人一直做某事I’msorrytohaveyouwaitingforsolong.can’t/won’thavesb.doing意為不容許某人做某事Moreexamples:⑴Ican’thaveyoutalkingtoMomlikethat.⑵Wewon’thavetheyoungmantreatingtheladyinsucharudeway.2.Hehadbetterdosomeresearch.★分析：hadbetter加動詞原形Youhadbettertakeexerciseregularlyeveryday.單句改錯：Asayoungman,wehadbettertoformthehabitofsavingmoney.設(shè)計意圖：充分發(fā)揮學(xué)生的主體地位和主動性，學(xué)生通過典型例句和討論突破課文重難點。Step4:生成應(yīng)用環(huán)節(jié)一:UsetheproperModalverbs(情態(tài)動詞)tocompletethefollowingblanks;someanswersmaybevarious.(S=student)S1:Haveyougotmymobilephone?I________itnow.S2:IamsorryI’velostit.IputitdownsomewhereandI_______rememberwhere.S1:What!You__________________________(take)morecareofit.YouknowitcostmealotofmoneyandI________dowithoutit.S2:I’vesaidI’msorry.S1:You________________domorethanthat.You_______goandlookforit.S2:Oh,no!I‘mreallytired.S1:Butyou_________.I______thatphone.設(shè)計意圖：這個單元的語法就是基本情態(tài)動詞的用法，所以設(shè)計這個環(huán)節(jié)，讓學(xué)生落實重難點中關(guān)于情態(tài)動詞的講解，活學(xué)活用。環(huán)節(jié)二：Usingtheimportantwordsandstructurestheylearnedinthisperiod,studentsmakeashortgap-filling,3-5blanks.Theymayrefertothefollowinggap-filling.Andafterfinishingtheirworks,somestudentswillcometotheblackboardtoshowtheirworks.thesamplegap-filling:Isitintheclassroom,_______(feel)happybecauseLaborDayisaroundthecornerandIwillhaveashortholiday.Tomakeitmore___________(meaning),I_________makesomeplansfortheholiday.Thefirstthing_____comestomymindistoclimbmountains,becausenothingis_______(good)thanclimbingmountainsonsuchfinedaysinSpring.設(shè)計意圖：讓學(xué)生學(xué)會怎樣把重難點和新題型結(jié)合在一塊，并且讓學(xué)生自己編一小段語篇填空，充分發(fā)揮了學(xué)生的主體地位，激發(fā)了學(xué)生的興趣，是一個很重要的生成應(yīng)用的環(huán)節(jié)。另外，為了降低難度，我給學(xué)生展出我編的一篇作為參照物。環(huán)節(jié)三：作文鏈接：翻譯下面的短文，盡可能多地用上本節(jié)課學(xué)的詞匯和句式?，旣愺w重90公斤(kilogram)。她感到很自卑(adj.inferior),因此她決定減肥并且向醫(yī)生尋求建議。醫(yī)生說她應(yīng)該有規(guī)律地進(jìn)行鍛煉并且應(yīng)該平衡飲食?，旣惵爮牧酸t(yī)生的建議。她變得越來越苗條，重新獲得了自信。____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________設(shè)計意圖：學(xué)生通過這個環(huán)節(jié)把本單元的一些重點詞匯句式靈活地運用到寫作中。Step5:分組辯論InStep1,wereferredtoMorningBakery.Aboutwhetheritshouldbebuiltinourcanteen,studentswillhaveadebate.Thestudentssittingontheleftareforthebuildingofit,andthestudentsontherightareagainstbuildingit.★Whenyoudebate,thefollowingexpressionsmaybeusefultoyou.Youhadbetter…Youmust/mustn’t…Ithinkyououghtto…Youhaveto/don’thaveto…Itmightbeagoodideato…Iamnotsureaboutthat…IamafraidIdon’tagree…That’saninterestingidea,but…Rubbish!/Nonsense!(廢話，胡說)Asamatteroffact,Ithink…Youcouldberight,but…Iagreeuptoapoint（在某種程度上）,but…Doyoureallythink…Youcan’tbeserious!（你不是認(rèn)真的吧）That’snothowIseeit.（我并不這樣看）參考下面的辯論：我們鎮(zhèn)上要建一家肯德基，有的同學(xué)支持，有的反對，就該建還是不該建同學(xué)進(jìn)行了一場辯論。Sampledebate:(S=student)S1:IthinkweshouldbuildaKFC.Weallloveitsfoodanditwillbringjobstoourtown.S2:Youcannotbeserious!WeALLloveKFC!No,I’mafraidwedon’t!AtleastIdon’t.S3:Butotherpeopledo.Soshouldn’ttheyhaveachancetoeatiftheylike?S4:Letmeaskyouaquestion:WholikeKFCthemost？It’sthechildren!Butthey’remostatriskbecauseKFC’sfoodcontainstoomuchfat.S5:Well,Iagreewithyouuptoapointbutdon’tweneedfattogiveusenergy?S6:Yes,weneedfattogiveusenergy,butdowehavetogotoKFCforourenergy-givingfood?Asamatteroffactsomeofthechildreninourtownarealreadytoofat.KFCwillonlymakethesituationworse.S7:I’mafraidthatIcannotagree.KFCalsoprovidessaladandchips.AnywaypeoplecaneasilygotoanothertowniftheywanttogotoKFC.S8:True.Thinkofallthepollutionfromthosecarsiftheycometoourtown.S9:That’snothowIseeit.I’mthinkingabout…★Rulesforthedebate:1.Studentsshouldspeakinturn:one“for”followedbyone“against”thebuildingofMorningBakery.2.Everyonemustlistentothespeakersattentivelyandnotinterruptthem.3.Nooneshouldrepeatthesameargument.設(shè)計意圖：在Step1我用了我們餐廳的早安烘焙導(dǎo)入，這一步是關(guān)于早安烘焙是否應(yīng)該在我們餐廳建立而展開辯論，首位呼應(yīng)，并且通過辯論，學(xué)生進(jìn)一步鞏固了本單元重點話題詞匯和句式，并且為下節(jié)課的寫作積累了素材。Step6：總結(jié)反思Writedownwhatyouhavelearnedinthisperiod：Usefulexpressions_______________________________________________________Sentencepatterns________________________________________________________Theeatinghabits________________________________________________________設(shè)計意圖：讓學(xué)生反思回顧本節(jié)課學(xué)到的重難點，不僅從知識方面，而且從飲食習(xí)慣方面。Step7:Asentenceforthestudents:Ifyouhaveahealthydiet,tomorrowwillbebetter.設(shè)計意圖：從總結(jié)反思中的Theeatinghabits引出這句話，學(xué)生大聲讀兩遍這個句子，更加重視好的飲食習(xí)慣的重要性。Step8:Homework短文改錯:WangPeng