联系本站客服加+微信号 zz88181 或QQ：983228566 |
视频标签：Healthy eati
所属栏目：高中英语优质课视频
视频课题：人教版高一英语必修Unit 2 Healthy eating M3U2 Using language Workbook listening speaking and writing福建
教学设计、课堂实录及教案：人教版高一英语必修Unit 2 Healthy eating M3U2 Using language Workbook listening speaking and writing福建
M3U2 Using language
Workbook listening, speaking and writing
一、教学内容：
人教版高一英语必修三，是一堂听说写结合的语言综合实践课。 二、学情分析
已经到了高一下学期，学生对高中英语的难度慢慢适应。本单元的主题是健康饮食，和学生生活密切相关，学生的学习兴趣浓厚。学生在平常上课时对口语不自信，写作对学生来说，也是比较头疼的弱点。 三、设计思想
《高中英语课程标准》指出,“高中英语课程的设计与实施要有利于学生优化英语学习方式,使他们通过观察、体验、探究等积极主动的学习方法,充分发挥自己的学习潜能,形成有效的学习策略,提高自主学习能力。”基于这一指导思想,本节课重新整合教材内容，以Workbook中的听力材料， Using language中的Speaking中的关于提建议的表达，以及高中阶段常见的建议信为形式载体,以感知“We are what we eat”,即饮食的重要性为感情背景，以了解何为均衡饮食为知识内容的主线,以“学生为主体、教师为主导”为基本原则,以合作学习为主要教学方法,以提高学生英语的表达能力为主要目的,重新整合成为一节以听为输入、以说和写为输出的活动课。
这节课主要以听的形式，利用Workbook的听力素材引导学生认识食物分类为哪三种颜色，每种颜色的食物该吃多少，以及了解食物金字塔，并从中渗透听力技巧：听前审题，圈出关键词。听力素材和时下社会风气相关，时下人们日常饮食中常见的问题：为身材节食。听力中Emma is not eating enough 导致She doesn’t feel well: she keeps feeling dizzy and gets tired very easily等一系列问题。这些可以让学生充分了解节食的恶果，纠正学生的错误认知，起到良好的教育作用。
Speaking以学生录制的视频展现另外一种常见的饮食问题：生活中，很多学生喜欢吃汉堡，可乐，零食等一系列不健康食品。以视频导入，创造情境，让学生给Shihong建议帮她解决问题。教师在此环节引导学生用听力素材中所学的知识。同时，也为写作铺垫。
目前，高考作文要求具有“交际性”和“实用性”，本堂课教师创造情境，让学生结合日常生活的经验和听力环节中所学知识帮Shihong解决饮食问题。 四、教学目标 1. 语言知识:
1)通过教师的引导提示和学生获取的听力中的内容，学生能了解何为均衡饮食以及食物金字塔。 2)重要句型:
She must/ mustn’t…; She’d better…
My advice is/ would be… I think she ought to… Perhaps she should…
I would strongly advise her to… It might be a good idea to…
2. 语言技能:
本课着重培养学生:
1)在听力过程中获取细节信息的能力。 2)能够用恰当的句型给别人提建议。
3)学会写建议信,以及了解作文评分的标准。 3.情感态度:
培养学生自主、合作和探究的精神;通过课堂的活动,激发学生对英语的浓厚兴趣;同时，学生也意识到均衡饮食的重要性。 4.学习策略:
通过用所学知识描述图片内容、小组讨论训练学生学以致用和合作学习的学习策略。 五、教学重点难点
1. 教学重点：Listening, speaking, writing的能力培养。
2. 教学难点：训练学生利用已有信息的输入整合顺利输出Speaking和Writing。 六、教学方法
任务型教学法,合作学习法等。 七、教学过程： Step1：Lead-in
First, let students know what we’re going to learn today. (Show class content on the screen) Review the key words and use them to talk. Practise listening and develop some skills. Make some suggestions. Write a letter of advice.
【设计意图】
通过呈现本堂课要学的内容，让学生带着目的听课，提高学习效率。
Step 2: Warming up
T: According to the English explanation, fill in the blanks together. And then read the words together.
1._______________.adj. small in width relative to height or length. 2._______________ v-phrase should 3._______________ v-phrase take off weight.
4._______________ n-phrase a diet containing the necessary nutrients for healthy growth and activity.
5._______________ n-phrase food that helps the body fight diseases. 6._______________ n-phrase food that provides energy
7._______________ n-phrase food that helps grow bones and muscles
【设计意图】
通过词汇填空的方式，复习本单元的重点词汇，同时，根据英文解释填空，也检查了学生对词汇的熟悉程度。
Step 3: Use these words to say something about the pictures. 【设计意图】
看图说话，让学生根据2幅卡通图片用Warming up复习过的词汇描述图片内容。有趣的卡通图片激发了学生谈论的兴趣，同时，也培养了学生学以致用的意识。符合学生的认知规律。
Step 4: Workbook listening
1. Part One
T: Listen to Part 1 carefully and finish the following exercises. Here is a tip for you. Before listening, what should we do？ Yes, read the questions first and also circle the key words. Now read the questions by yourselves. .. Are you ready? Let’ go.
(1). What’s the relationship between the two people? A. Teacher and student. B. Boss and worker. C. Doctor and patient.
(2). What’s wrong with Emma?
She doesn’t feel ____________: she keeps feeling dizzy and gets _____________ very easily.
(3). What does Emma usually have for breakfast, lunch and supper? (Match them) Breakfast Half a bowl of rice and a dish of vegetable
Lunch An orange and a banana
Supper A roll
【设计意图】
听前先进行听力技巧的提示：听前先熟悉问题，圈出关键词， 让学生懂得有侧重点地听取信息。第一个问题是理清任务关系，这是高考中常见的题型，为整体理解对话内容做好准备。第二问题让学生了解Emma的不适症状。第三个问题是Emma的一日三餐。第二个问题和第三个问题密切相关，Emma的不适症状正是由于她的饮食习惯导致的。三个问题的设置符合学生的认知规律，三个问题环环相扣，紧密联系。同时，从Emma的三餐，可以看出，她吃很少，和时下很多女孩为身材节食类似，让学生了解这种行为是不对的，会引发身体的一系列不适症状，起到良好的教育作用。
2. Part 2
(1)T: Part 2 is about Dr. Pan’s advice on how to eat well but still stay thin. Are you interested in this kind of advice? …Of course. Why? Because all of us want to eat well and look beautiful or handsome. Now listen to part 2 carefully and answer the questions.
Q1: Dr. Pan puts food into three colour groups. What are the three colours?
Q2: What does the three types of food works like?
【设计意图】
听前激发学生的兴趣；这两个问题是第二部分听力材料的重点，主要是让学生了解三类食物。即red food, orange food, 和green food, 同时，也让学生初步了解这三种食物就像traffic lights一样在我们的日常生活中起作用，让学生形成类似联想。
(2)T: According to what you have heard and your common sense, now I need you to help me put these food in the right colour group. Before class, I have put these words on your desk.
butter, cakes, bread, noodles, apple, tomato, cream, cheese, rice, meat, spaghetti, banana, carrot, eggs, grape fish, watermelon, orange, potato, tofu.
【设计意图】
通过卡纸游戏，让学生根据所听知识以及上一环节交通灯的联想，进行食物分类。在检测学生是否准确理解听力材料的同时，也为下一个环节铺垫。
(3)T: Now listen and check whether you have put them in the right place and think about how much do we need these three types of food? 【设计意图】
这个分类任务检验了学生是否能够正确捕捉听力中的细节，第二问题帮助学生理解这三类食物每天该食用多少，为导出食物金字塔作铺垫。
(4) T: According to food pyramid, analyze Emma’s diet. 【设计意图】
教师引导学生用板书中的food pyramid进行总结,引导学生懂得如何诊断饮食问题，为下一环节作铺垫。
Step 5: Speaking
T: Watch a short video to learn about another eating problem. Q1: What is Shihong’s eating problem?
Q2: What is her trouble?
T： Are you willing to help Shihong? Wow, you are so kind. In groups, give Shihong as many suggestions as you can and also explain the reasons why you think they are useful.
Useful expressions She must/ mustn’t…; She’d better…
My advice is/ would be… I think she ought to… Perhaps she should…
I would strongly advise her to… It might be a good idea to…
【设计意图】通过学生录制的视频，为学生创设情境，让学生给视频中的同学提建议，帮助她解决问题。所提供的句型起到支架作用，让学生有话可说。同时，也为接下的写作铺垫
Step6: Writing
(1) Before writhing
T: Now write a letter of advice to Shihong. First, think about the question: How to organize your letter. 【设计意图】
在写作前，让学生先了解建议信的框架以及一些逻辑词,减轻写作难度。 (2) Writing time
(3) Know some standards about how to evaluate a composition.
(4) Students come to front to share their writing. And the rest students evaluate his/ her writing according to the standards 【设计意图】
让学生了解如何评价他人作文的同时，学生也逐渐了解到什么样的作文会得高分。
Step7: Homework
1. Finish your writing and try to polish it by yourself.
2. Exchange your composition with your group members to improve it.
3. Mark your composition and your group members’ according to the standards.
Step 8: Summary
(1) T: What have we learnt today? (2) T: Let’s make a promise together.
From now on, we will say no to junk food, always have a balanced diet and take good care of ourselves.
视频来源：优质课网 www.youzhik.com
