人教版高中英語必修三第二單元閱讀課教學(xué)設(shè)計(jì)：B3U2 Healthy eating.doc

Book3 Unit2 Healthy eatingPeriod 5 Using Language課型新授課授課教師教學(xué)目標(biāo)知識與技能目標(biāo)學(xué)生理解聽力和閱讀內(nèi)容，并能夠簡單的用英文輸出所學(xué)內(nèi)容。過程與方法目標(biāo)1. 在聽力過程中鍛煉提取關(guān)鍵信息的能力。2. 提高學(xué)生略讀、找讀等能力，即形成快速獲取信息和處理信息的能力。3. 增強(qiáng)學(xué)生的語言表達(dá)能力和英語思維能力。情感態(tài)度價(jià)值觀目標(biāo)通過小組合作，加強(qiáng)學(xué)生的合作意識。讓學(xué)生明白健康飲食的重要性。教學(xué)重點(diǎn)1. 訓(xùn)練學(xué)生的聽力技巧。2. 讓學(xué)生理解第二篇故事。教學(xué)難點(diǎn)1. 運(yùn)用不同策略激發(fā)學(xué)生的聽力興趣。2. 引導(dǎo)學(xué)生用英語表述自己觀點(diǎn)。教材分析本單元語言應(yīng)用部分包含聽、讀、說、和寫，其中聽力部分并不難，著重用來訓(xùn)練學(xué)生的從整體到局部的聽力技巧，所以對教材這部分的題型設(shè)置有所改編。閱讀的內(nèi)容十分簡單，所以從獲取主旨大意到搜索細(xì)節(jié)再到篇章整合，時(shí)間不要過長，最多不超過半節(jié)課課時(shí)。說的內(nèi)容意在引起學(xué)生的共鳴，讓學(xué)生有話可說，題目設(shè)置要發(fā)散要有趣，更要貼近生活，因此定為讓學(xué)生小組討論開設(shè)一家餐館。學(xué)情分析教學(xué)對象為高一年級下學(xué)期學(xué)生，智力發(fā)展趨于成熟。他們的認(rèn)知能力也比初中階段有了進(jìn)一步的發(fā)展，漸漸形成用英語獲取信息、處理信息、分析問題和解決問題的能力，他們學(xué)習(xí)英語的方法由死記硬背轉(zhuǎn)向?qū)嶋H應(yīng)用上。他們有自己的學(xué)習(xí)技能和策略，學(xué)會(huì)把語言學(xué)習(xí)與現(xiàn)實(shí)生活和興趣聯(lián)系起來。通過任務(wù)型課堂活動(dòng)和學(xué)習(xí)，學(xué)生的學(xué)習(xí)自主性得到加強(qiáng)，不再認(rèn)為英語的課堂學(xué)習(xí)很枯燥，主動(dòng)參與到活動(dòng)中去，成為課堂的主體，同時(shí)也加強(qiáng)了與他人交流合作的能力。課前準(zhǔn)備閱讀與飲食有關(guān)的材料，課前簡單介紹與飲食有關(guān)的知識。教學(xué)流程Step1 lead inStudents review what they have learnt during last lass.Step2 listening Before listening, have students read three new words.1. First-listeningTo grasp a whole understanding of the material, listen to the whole dialogue between Wang Peng and an expert. Write down the main idea of the dialogue. Train students ability to summarize a listening material.Suggested answer: Unbalanced diet affect healthIn case that students can not summarize the main idea by themselves, the teacher has a back-up to provide students with some clues.2. Second-listeningListen to the tape again and join the names of the illnesses to their causes, to train students quick response between foods and which kind they belong to.Suggested answer:Scurvy: not enough vitamin CRickets: not enough protein and vitamin DObesity: too much rice, noodles3. Third-listening Listen to the material and get the meaning of those illnesses. Train students ability to get key words.Suggested answer:obesity: this means your are too fatrickets: didnt grow straight legsscurvy: teeth fell out, spots on skin4. Post-listeningAccording to the listening, tell Wang Peng and Yong Hui of what illnesses their customers may get and what they can do with the problem. Suggested answer:Wang peng;obesity,scurvy;more fruit and vegetablesYong Hui; rickets; more meat, fish, cheese and eggs as well as rice and noodles. Step3 reading 1. Pre-reading Students guess what happened to Wang Peng and Yong Hui and why it happened.Suggested answer: they got married. Business cooperation leaded to their marriage2. 2. While-reading1)Students read it quickly to check whether their guesses are right.Suggested answer: the competition between Wang Peng and Yong Hui resulted in a successful cooperation in business because they combined menus and provided a balanced one. At last they got married happily.2)Students read it carefully and judge the statements true or false in part 2, and answer the questions in part 3. (1)Wang Peng could earn his living, but he would be in debt. (2)Yong Hui thought Wang Peng spied on her menu. (3)Yong Hui didnt like the food in Wang Pengs restaurant. (4)Wang Peng would miss his dumplings and fatty pork even if in his own restaurant.Suggested answer:(1)F(2)T(3)F(4)T (1) How did Yong Hui feel when she came to Wang Pengs restaurant? Why? (2) How did they solve their problems and become good friends?Suggested answers: (1)She felt angry because she thought Wang Peng had come into her restaurant to spy on her. (2)A. Wang Peng showed that he wanted to cooperate and not compete with Yong Hui.B. They succeeded in finding a menu that provided a balanced menu.3. Post-readingIn groups discuss what they have learnt from Wang Peng and Yong Hui when facing difficulties.Suggested answer:They have an positive attitude towards difficulties. Instead of fearing and giving up, they turn to experts for help and work hard together to overcome difficulties. The enemies are not forever. Learning to turn an enemy into a friend is a good way to grasp win-win strategy.Step4 speakingGroup discussion: if they have a chance, as a group, to open their own restaurant, what would it be like? This is an open question, students would be allowed to say whatever they have thought of.板書設(shè)計(jì) Unit 2 Healthy eating Period 5 Using languageListening: consultation Reading: cooperationSpeaking:作業(yè)布置Students write a passage about 150 words according to what they have discussed.教學(xué)反思自我反思并結(jié)合評委給出的評論進(jìn)行如下總結(jié)缺點(diǎn)：1. 板書的字不好看，而且板書寫的太輕。2. 口語表達(dá)不流暢，一些地方有錯(cuò)誤；發(fā)音不精準(zhǔn)不優(yōu)美。3. 指令應(yīng)該更清晰更簡潔，語速應(yīng)該快慢結(jié)合 有停頓。4. 老師的話不該多，應(yīng)該把說話的機(jī)會(huì)多留給學(xué)生。5. 下課時(shí)間記憶有誤差，課堂時(shí)間有待加強(qiáng)。6. 站姿不端正，音量不夠大，氣場不強(qiáng)。音量在402這樣大的教室里應(yīng)該比平時(shí)更大一些。7. 準(zhǔn)備不夠充分不夠用心，導(dǎo)致幻燈片放映沒有達(dá)到預(yù)期效果。8.