healthy eating说课稿
最新Unit2-Healthy-eating说课稿
Unit2 Healthy eating说课稿一、教材分析与教材处理Come and eat here是一篇围绕本单元的中心话题healthy eating展开的叙事性文章，主要讲述了王鹏和雍慧开餐馆竞争的故事，读起来通俗易懂，而悬念式的的结尾也增添了故事的趣味性，由此学生可以在趣味横生的故事情节中学习健康饮食的知识，促使自己养成健康饮食的习惯。
在驾驭教材方面，我根据本校学生实际情况在warming—up、Pre-reading和Post-reading部分根据学生的实际情况对教材内容进行了适当的补充和修改。
二、学情分析本节课的教学对象是高一年级的学生，他们经过高一上半学期新教材的学习，已经逐步形成了一定的小组合作学习及自主学习的能力，也具备了一定的阅读能力，但还有待提高。
此外，健康饮食这一话题比较贴近生活，很容易激活学生的已有知识，便于学生开展学习活动。
三、教学目标结合单元教学要求和本课特点，依据新课程标准，具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。
1. 语言知识目标：1)使学生了解protein, calcium等基本营养成分的来源和主要功能。
2)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、 mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等2. 语言技能目标：1)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。
2)使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。
3.情感态度与文化意识目标：1)使学生养成健康饮食习惯的意识,领悟膳食平衡对身体健康的作用。
2使学生学会关心他人，体贴他人，并养成较强的合作意识。
healthy-eating-说课稿--
高中英语必修3 Unit2 Healthy eating 说课稿Hello,everyone,my name is Chen huan.Today I’m very pleased to have an opportunity to talk about some of my teaching ideas.It is made up of eight parts.一、Teaching principlesMake the Ss the real masters in class while the teacher himself acts as director.Combine the language structures with the language functions and let the students receive some moral education while they are learning the English language.二、Analysis of the teaching materialThis lesson is a reading passage.It plays a very important part in this unit and also have close conection with our daily life.By studying the lesson,Ss can improve their reading ability,learn more about the issues involved in healthy eating ,and help them pay more attention to balanced diet ,then lead a healthy、better life.三、Analysis of the studentsStudents are in Grade one in high school,they have already mastered some reading strategies,such as skimming ,scanning,guessing,and concluding the main ideas, but most Ss still lack of vocaburary、some basic knowledges on daily life,and are not active in English communication, however they have a good learning attitude.四、Teaching aims1.Knowledge aims:a.Help Students to understand and master the words and expressions in reading.b.Let the students know some basic information about healthy diet.2.Ability aims:a. Train students to catch the key words or phrases in the reading.b.Develop students’ reading skills, reading strategies and reading ability.3.Emotional aims:a. Help students understand the importance of the healthy eating.b. Develop students sense of cooperative learning.五、Key points and difficult pointsKey points:Learn and master the important words and phrases in this period.Help the students to understand the passage better,and learn some knowledge about healthy eating.Difficult points:How to help the students improve their reading ability and understand the passage better,build their reading abilitie and form the habit of healthy eating.六、Teaching aids and methodsTeaching aids: Blackboard ,chalkTeaching mathods:Cooperative Learning Approach（合作学习教学法）Communicative Approach（交际教学法）七、Teaching proceduresStep 1: Warming-up activities1.Greeting:T: Good evening class,How are you today?Do you have a good dinner this evening?S:Yes.T:That’s great,so do I.2.Revision:T:Last class,we have learnt 3 kinds of food,they are energy-giving food,body-giving food and protective food. Now,I will ask you some questions.3.Leading in:T: S1,What food do you often eat everyday?S1:__________T: Do you think you have a healthy diet?S1: No.T:Ok,very good,sit down.Purpose:Through this part we can consolidate what they studied yesterday, and prepare for the new lesson.Step2:Pre-reading1.Make a predictionT:Now,Open your books and turn to page 10,look at the title “Come and eat here”and these two pictures,Can you guess “What topic is talked about in this passage” or “Where does the story happen” ?S:It has something to do with food and eating and it may happen in the restaurant.T:Yeah, Maybe you are right.After pre-reading, students come to the passage, and have a general idea of readingStep 3:While –readinga.T:Now, I will give you 5 minutes for a fast reading,and see How manyparts this passage is divided, and give the main idea of each part.Ok,5 minutes.(在学生看的同时，在黑板上写下一些新单词、词组)5 minutes laterT:S2,How many parts have you divided?S2: Three partsPurpose:Improve the students’ reading ability.Understand the general idea of each paragraph.b.Show the new phrases on the blackboard and explain them.(ought to 应当，应该nothing could be better 再好不过get away with 免受惩罚win back 赢回curiosity n.好奇心discount n.折扣)It can help Ss master some important words and understand the text well.c.T:These new words and phrases may help you better understand thepassage.Now,I will give you some time to read the passage for the second time and finish the exercise one “ture or false” in page 11.(After students finish,check the answer and give the reasons) Purpose: Further understand the text （Train further reading ability）to find out some different sentences and details of the text.Step4: HomeworkFill in the chart about the weakness and streagth of the two restaurants on the blackboard.Purpose: It can help them better understand the passage and build their ability of concluding the detailed information of a passage八、blackboard designHeathy Eating(preview) (new phrases) (chart)energy- giving food ought to strength weaknessbody-building food nothing could be better wangpeng’sprotective food get away with yong hui’swin back。
2024小学英语二年级人教版下册《Healthy Eating》教案
2024小学英语二年级人教版下册《HealthyEating》教案教学目标：1. 学习食物的名称，并能用英语正确表达出来。
2. 了解健康饮食的重要性，并能简单描述健康饮食的好处。
3. 能够使用Are you...?和Yes, I am./No, I'm not.来询问和回答自己喜欢的食物。
教学准备：1.漂亮的图片或卡片，上面印有不同的食物。
2.相关的教学素材，如视频、互动游戏等。
3.多媒体设备，能够播放图片、视频和音频。
教学步骤：Step 1: Introduction (引入) - 10分钟1. 教师向学生展示一个盘子，并在盘子里放上一些图示食物的卡片。
2. 教师问学生是否知道这些食物，学生可以用汉语回答。
然后，教师告诉学生今天的主题是关于健康饮食。
3. 教师播放一个有关健康饮食的视频，并与学生一起观看和讨论。
Step 2: Vocabulary (词汇) - 20分钟1. 教师向学生展示食物的图片或卡片，然后逐个教学生这些食物的英文名称。
2. 教师可以通过图片让学生感受不同食物的味道、形状和颜色，并引导学生用简单的英语表达这些感受。
例如，"This is a red apple. It tastes sweet."（这是一个红苹果。
它尝起来很甜。
）3. 学生个人或小组练习：- 学生可以用已学的食物词汇来描述自己喜欢的食物，并与同学分享。
- 学生也可以根据图片选择自己喜欢的食物，并用英语回答教师的问题。
例如，"Are you like ...? Yes, I am./No, I'm not."（你喜欢...吗？是的，我喜欢。
/不，我不喜欢。
）Step 3: Healthy Eating (健康饮食) - 30分钟1. 教师向学生介绍关于健康饮食的基本概念，并为学生提供一些简单的例子和解释。
2. 教师与学生一起讨论健康饮食的好处，例如保持健康、拥有更多的能量和更好的注意力等。
必修三 unit2 Healthy eating 说课稿
必修三Unit 2 Healthy eating主讲人：张姝媛Hello, everybody, today, I’m glad to share my teaching plan here with you about the high school student book 3, unit 2.The title of this unit is “healthy eating”. Now, let’s see how I deal with the reading part of this unit. There are 3 parts of my interpretation: the book, the method, the procedure.I.The bookThis unit is about the healthy diet. As is known to all, a healthy diet is very important to us. If we don’t have a healthy diet in our daily life, there will be something wrong with us sooner or later.1.The teaching aims of the reading part:First, students will be able to grasp the new words of the text.Second, students will be able to improving the reading skill: skimming, scanning, skipping, summarizing and comparing.Third, so in this lesson, students will be able to know how important of the healthy food to themselves. And they will pay more attention for the healthy diet in their daily life.2.The teaching important and difficult points:First, help students use the skimming to find the general idea and scanning to find the specific information about 5-W and 1-H of a story, and then to summarize the main idea of the story.Second, make students understand the importance of the healthy diet.3.The teaching aids:Pictures and formII. The teaching methods:According to the new curriculum standard, I should use the task-based learning to help students improve their reading skills. And then through the whole class, I use the heuristic method, situational method.III. The teaching procedures:This section, I will divided it three steps: pre-reading, in-reading, post-reading.Now, we begin with the step1 pre-reading. Last week, we have learned how to classify the foods, so I will ask students the three kinds of foods, and to classify the pictures in my hand. These pictures are all the foods which are offered by the characters in the story. That question, on the one hand, will help students review the knowledge of the last lesson, on the other hand, and can link to the following content in this class. ThenI will write the answers on the left of blackboard in a line: Energy-giving food,body-building food, protective food. And also put the pictures on the right place on the blackboard.At that time, I will say :”As is known to all, a healthy diet is very important to us. If we don’t have a healthy diet in our daily life, there will be something wrong with us sooner or later. So today we will learn to a story related to the diet.Unit2 Come and Eat Here.” And write the title on the middle and above of Blackboard.Then we move to the step2 in-reading.First, I will tell them this is a story. So what do we need to pay attention to when you read a story? If they can not answer, I will remind them the 5-W and 1-H.Then they must answer:”who, when, where, what, why, and how.” I will write the words on the middle of blackboard in a line. I will give them 5 minutes to skim the whole story and find the answer of the questions on the paper which I have given them. Those questions are designed by me, which I think it can help students grasp the main idea of the story.“①How many characters are in the story? Who is the main character?②When Wang Peng felt frustrated?③Where did he go after following his friend?④What Wang Peng have found after following his friend?⑤Why Wang Peng had lost his customers?⑥How did Wang Peng decide to do?”After finished the questions, students can have the general idea of the story. And I will write the answer on the blackboard. Then lead them to get the main idea of the story by using that information.Second, I will use the exercise 4 on the page 11 to make students familiar with the way to summarize the main idea of each paragraph.Third, I will give them 10 minutes to do the exercise 1 on the page 11, which is T or F. That is the careful reading.Next, we get to the last step post-reading.I will use the task- based learning, the exchange information exercise. I will let them four in a group. They need to work together to find what foods are offered in their menus, and then compare their differences, and I will give them the form to fill. I also draw the form on the right of the blackboard.After finishing the questions, I will ask them to compare the foods they find with the foods on the left of the blackboard, then find what the problems with Wang Peng’s and Yong Hui’s diet. After the conclusion, what they need to know? I will tell them the importance of the balance diet. And they will pay more attention for the healthy diet in their daily life.At the end of the class, I will give them a design homework, which is used the situational method. “Imagine you and your partner are going to invite some friends for dinner. What special food of your place would you offer them? Plan a menu. ”This is my plan of the teaching material. There are still many weaknesses, and after giving the lesson, I will make a conclusion and adjust it.Thank you for your listening.。
Unit 2 Heathy eating说课稿
Unit 2 Heathy eating----Reading:Come and Eat Here说课稿一．教材分析我所选择说课内容出自于人教版高中英语必修3第二单元的阅读部分。
本单元的中心话题是“健康饮食”。
通过这个话题，可以使学生学习与饮食有关的英语词汇和句型；掌握情态动词ought to 的用法；掌握提出建议和劝告（Suggestionsand advice）的方式。
另外，通过学习，帮助学生了解饮食结构与饮食文化，做到合理饮食，养成良好的饮食习惯。
二．学生情况现在大部分学生越来越在意自己的身材，尤其是女孩子，他们只吃那些保持身材的食物，而对有脂肪的食物却一点都不吃。
而另外有一些孩子却只爱吃油腻的含脂肪高的食物，对蔬菜都一点也不吃。
课文中有对这两种情况的缺点进行强调，促使学生注意饮食平衡。
三．教法分析在本节课中，首先通过大量诱人的食物图片，勾起学生的兴趣，让xs尽可能多地说出我们常见到的食物名称，然后让学生猜以上食物可归为哪一类，是energy-giving food,body-building food或是protectivefood.然后对学生日常饮食做一个调查，让其他学生讨论他们的饮食是健康的还是不健康的。
接着提出问题怎样保持健康，引出阅读文章。
而后运用scanning,skimming和careful reading三种阅读技巧：首先对文章大意有个整体把握，然后让学生听文章内容，回答书上11页的问题，让学生略读文章做书上11页的判断题。
接下来让学生仔细阅读后找出两个餐馆提供的食物和他们提供食物的问题。
接着让学生根据给出的饮食金字塔和前面做的饮食调查发表言论。
最后让学生写一篇关于饮食平衡的小短文。
四．教学过程一）教学目的1.通过“健康饮食”话题使学生学习与饮食有关的英语词汇和句型。
2.通过学习帮助学生了解饮食结构与饮食文化，做到合理饮食，养成良好的饮食习惯。
二）教学重点1.怎样提高学生的阅读综合能力。
高中英语必修三《unit2 Healthy_Eating》全英文说课稿
《unit2 Healthy_Eating》示范说课稿Good morning, every teacher. My name is Zhang Shuzhen from foreign language school of Jiangxi University of Finance ang Ecnomics.My topic of this class is Healthy Eating. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas about this topic from the following parts.The first part is the analysis of teaching materialThe topic of this unit is healthy eating. It aims at learning the common sense of nutrition, healthy dietary habit as well as the dietary culture differences. This class is the reading part of this unit, and I believe Ss can find their pleasure to learn the knowledge points.According to the character of this class, the teaching aims of this period of this class is that:1、learn some words about healthy eating though context, For example：balance, roast, poisonous and so on.2、master the content and structure of this text, laern some knowledge of healthy eating.3、improve the reading ability.4、arouse the consciousness of healthy eating habit.After the careful study of this teaching material, I think the key point is to differentiate healthy food and unhealty food, and develop Ss’reading ability.The difficult point is to master the useful new words & expressions.The second part is teaching methodsIn order to involve students’ participation in this class, I will make full use of all kinds of teaching meathods, such as self-study,group discussion,brainstorm, role play,given situations and so on. I will try to encourage Ss to speak english, improve their ability of using language.The third part is teaching procedureI divide the teaching procedure into four steps:The first step: lead-in 第一环节导入设计In this part, I will have a free talk with Ss, ask them some questions such as What do you usually have for breakfast/lunch/supper? We will have a free chat of Ss’ eating habit, and lay a foundation of the next teaching part. Meanwhile, we can build a harmonious and loose atmosphere.The second step: present a new lesson 第二环节新课呈现This step is to improve Ss’reading ability. First, I will introduce the healthy food and unhealthy food, Ss can learn some words and expressions of food. Second, read the text, which includes fast reading and careful reading. On one hand, this step can improve Ss’ ability to grasp the main content exactly, on the other hand, it can improve Ss’ ability to find the details quickly. Last, discussion. Encourage the fresh point of view, arouse Ss’ learning interest, and help Ss to develop heathy eating habits.The third step: consolidation and practice第三环节巩固操练As we all know, practice makes perfect. I will give Ss several exercises to consolidate the application of expressions.The fourth step: homework第四环节课后作业Homework is aimed to review what we have learnt in this class and preview what we will learn in the next class. The homework of this class is to review words and expressions and preview grammar.The last part is teaching evaluationIn this class, I try to arouse students’ interest in learning english t hrough interaction and discussion. Also, I hope to achieve the teaching aims through the teaching and learning of this class, and lay a good foundation for the whole students.“English, I can”.That’s all. Thank you!。
牛津版上海版六年级上册Unit10Healthyeating说课稿
牛津版上海版六年级上册 Unit 10 Healthy eating 说课稿一. 教材分析《牛津版上海版六年级上册Unit 10 Healthy eating》是一篇关于健康饮食的教学内容。
本节课通过讨论不同食物的营养价值，让学生了解健康饮食的重要性，并能够根据自己的需求选择合适的食物。
教材内容丰富，插图生动有趣，便于学生理解和记忆。
二. 学情分析六年级的学生已经具备了一定的英语基础，能够听懂并能够运用简单的英语进行交流。
然而，对于一些关于健康饮食的专业词汇和表达，学生可能较为陌生。
因此，在教学过程中需要帮助学生掌握相关词汇和表达，并能够运用到实际生活中。
三. 说教学目标1.知识目标：学生能够掌握关于健康饮食的词汇和表达，了解不同食物的营养价值。
2.能力目标：学生能够用英语进行简单的水果和蔬菜的介绍，并能够表达自己的喜好。
3.情感目标：学生能够意识到健康饮食的重要性，并能够在日常生活中形成良好的饮食习惯。
四. 说教学重难点1.重点：学生能够掌握关于健康饮食的词汇和表达，了解不同食物的营养价值。
2.难点：学生能够用英语进行水果和蔬菜的介绍，并能够表达自己的喜好。
五. 说教学方法与手段本节课采用任务型教学法，通过小组合作、讨论和展示等方式，激发学生的学习兴趣，提高学生的参与度。
同时，利用多媒体教学手段，如图片、视频和录音等，帮助学生更好地理解和记忆教学内容。
六. 说教学过程1.导入：教师通过展示一些健康和不健康的食物图片，引导学生谈论食物的喜好和厌恶，激发学生的学习兴趣。
2.新课呈现：教师通过展示教材中的插图，引导学生学习关于健康饮食的词汇和表达，如vegetables, fruits, healthy等。
3.小组讨论：学生分成小组，讨论自己喜欢的食物，并说明原因。
引导学生运用所学词汇和表达进行交流。
4.任务展示：每个小组选择一种水果或蔬菜，用英语进行介绍，并表达自己的喜好。
其他小组听后进行评价和反馈。
HealthyEating教案
HealthyEating教案
健康饮食教案
一、教学目标
1、让学生了解健康饮食的重要性，学会如何合理地搭配食物。
2、培养学生良好的饮食习惯，提高自我保健意识。
二、教学内容
1、介绍健康饮食的基本概念和意义。
2、讲解不同食物的营养成分和作用。
3、分析不良饮食习惯对身体健康的影响。
4、传授如何科学地选择食物和搭配的原则。
5、提醒学生注意饮食卫生，养成良好的饮食习惯。
三、教学步骤
1、导入环节通过展示一些常见的食物，让学生思考哪些食物对我们的身体健康有益，哪些食物对我们的身体健康有害。
2、知识讲解 a. 介绍健康饮食的基本概念和意义。
b. 讲解不同食物的营养成分和作用。
c. 分析不良饮食习惯对身体健康的影响。
3、实践环节通过课堂上的实物展示，让学生了解如何科学地选择食物和搭配的原则。
4、总结归纳通过总结，让学生回顾所学知识，明确健康饮食的重要性，并提醒学生注意饮食卫生，养成良好的饮食习惯。
四、教学反思
1、通过学生的反馈，评估学生对健康饮食的了解和掌握情况。
2、分析教学中存在的问题和不足，及时调整教学策略，提高教学效果。
3、提醒学生注意日常饮食中的问题，将健康饮食的理念融入到日常生活中。
五、作业布置
1、让学生回家后，根据所学知识，制定一份适合自己的健康饮食计划。
2、提醒学生在日常生活中注意观察食物的配料和营养成分，培养良好的饮食习惯。
healthy_eating_说课稿
Unit 2 Healthy Eating尊敬的各位领导各位老师大家下午好！今天我说课的内容是普通高中课程标准试验教科书英语必修三第二单元健康饮食第二课时阅读部分come and eat here。
下面我想从你个方面来简单的阐述一下我对这节课的认识。
一．教学内容这单元主要话题是围绕健康饮食来展开的。
而本节阅读课的内容也正是通过菜系饮食之间的对比来明确说明健康饮食的重要性，是突出本单元主题的最重要的部分。
文章主要讲述王鹏伟和咏慧开饭店的不同风格，经营的不同菜肴以及顾客对不同食品的不同反响，反映了现代人对饮食的日益的关注和追求。
二．学生分析学生是学习的主体，所以教师在教授知识的时候必须考虑到自己的教学对象的基础和能力等因素，从而设计有针对性的教学方案促进学生更有效的接受新的知识。
就我所教授的班级来说，学生在阅读课中的学习有如下的一些困难：1．由于所教班级学生的英语基础能力有限，主要表现在单词的积累量过少，英语句型结构无法正确的识别，在文章大意的理解上就会存在较大难度。
2.学生缺乏阅读上的诸多技巧知识，在浏览文章的时候目的不明确，很容易的就会在阅读过程当中表现出耐性的极度缺乏，很容易的就失去了继续阅读的兴趣。
3.太多学生由于害怕在课堂上答错问题而不敢积极的发言。
4.学生很少在英语课上能用所学英语来表达自己对话题的各种看法。
还有学生的知识面狭窄也是阻碍他们阅读兴趣，逐渐的也就变为了学生高效阅读的绊脚石。
三．设计思想我对这节阅读课的教学设计理念如下：以学生为本，采用师生互动的课堂模式，鼓励学生探索，合作和创造性地学习，营造平等，民主，宽松的学习气氛，促进学生在课堂的学习过程当中由被动便主动，避免在教学过程当中继续出现教师单一填鸭式教学法。
a)教学方法通过以上对教学内容，所教班级学生特点的分析以及教学理念的把握和认识，我决定应用如下教学方法：1.双方互动教学法2.采取问答方式的教学法3.自由讨论教学法4.小组活动教学法b)教具的选择1.多媒体设备2.黑板以上多种教学法设计的以及教具的应用目的就是在教师的正确引导之下，让学生更多的更好的更积极主动的融入到课堂的讨论中来，把课堂逐渐的教给学生自己，从而逐渐地对学习英语知识产生兴趣。
高一英语必修三 Unit2 Healthy eating优质说课稿
高一英语必修三 Unit2 Healthy eating优质说课稿一、说教材（一）教学内容分析WE ARE WHAT WE EAT是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变，基于食物营养和饮食信仰的日常饮食选择以及营养补充胶囊和减肥食谱的必要与否。
旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提，健康体魄是融人21世纪，面对社会挑战的保证。
本篇文章生词量较大（共有546个单词，其中包括34个生词），知识含量较高，标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。
且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。
因此，本文的学习难度较大。
（二）教学目标根据新颁布的普通高中《英语课程标准（实验稿）》关于阅读课主要教学目标的具体描述，结合本课教学内容，具体从语言知识、语言技能、情感态度和文化意识三个方面制定如下教学目标。
1. 语言知识目标：a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。
b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等，以及 keep up with ，The same goes for…以及as 和only 引导的倒装句的用法。
2. 语言技能目标：a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。
b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。
c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。
Unit13healthyeating高中英语说课稿_说课稿
Unit13healthyeating高中英语说课稿学生情况分析本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。
学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
单元话题本单元的材料编排以健康饮食为核心话题，围绕这一话题主要谈论了4个次话题。
各个话题之间衔接十分符合认知规律。
如图所示：首先定性什么是健康食品，什么是垃圾食品，接着谈论不当的饮食对身体的影响，身体不佳就得看医生，那么看病的时候如何用英语与医生交流。
大家都不想因为不良饮食而生病，于是接着从多个角度探讨我们平时的食物偏爱与营养结构，让我们进一步明白健康饮食的重要性。
同时也谈论了我们实际饮食文化中不可忽视的一项---小吃以及如何写食谱，自己动手制作来解谗。
语言技能分布当我们沉浸在第一单元五颜六色的美味佳中的时候，我们除了流口水之外，英语语言的各项技能----听说读写也不知不觉的被品味被消化。
教学理念本单元在授课模式上尝试采用TBL任务型教学模式，其实用step 1 / 91.2..也没什么两样，问题是无论是那种形式，都要围绕所要达成的既定目标而设置任务或步骤，在实质上力争达到形散而神不散。
在课堂教学中倡导多层次多形式的对话，根据教育心理学家Kolb 的体验式学习理论，高中学生的逻辑思维能力日益增强，同时具有了一定的社会阅历和知识基础。
体验式学习更能达成有效的知识迁移。
在课堂教学中尝试进行对话的时候，尝试着关注以下三方面：师生对话中关注班级中最薄弱的那个学生。
生生对话中关注团队协作互助的精神。
通过这两点，试图促进知识的落实。
书本与生活的对话关注激发学生的学习兴趣，实现知识和技能的提升。
注重学习的绩效分享，以增强学生的自信心和社会责任感，分享形式可以是多角度的。
如学生之间，师生之间，学生与家庭之间，朋友之间等。
以上所涉及的教学理念并非非用不可，或是最先进的。
healthy eating说课稿
说课稿: Unit 2 Healthy Eating一、说教材1. 教材分析：本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
2. 教学目标：1．Knowledge aims:a. help Ss to understand and master the words and expressions in reading.b. Let the students know some basic information about the balanced and healthydiet.2．Ability aims:a. Train Ss to catch the key words or phrases in the reading.b. Encourage Ss to express their ideas about healthy eating.c. Enhance Ss’reading ability and develop Ss’ability and skills of guessingwords and reading comprehension.3．Emotional aims:a. Help Ss understand the importance of the healthy eatingb. Develop Ss’ sense of cooperative learning.二、说教法：Task-based Language Teaching(任务型语言教学法)Cooperative Learning Approach（合作学习教学法）Communicative Approach（交际教学法）三、说教学对象：本节课的教学对象是高中二年级的学生，他们已经初步掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
高中英语说课稿：Unit13 healthy eating
高中英语说课稿：Unit13 Healthy Eating 一、教学目标•掌握与健康饮食相关的词汇和句型；•能够理解阅读材料并进行相关的听、说、读、写活动；•发展学生的跨学科学习能力和生活技能。
二、教学内容Unit13 Healthy Eating三、教学重难点1. 重点1.掌握健康饮食相关的词汇和句型；2.通过听、说、读、写活动发展学生的口语表达和阅读能力；3.提高学生的学习兴趣和积极性。
2. 难点1.理解和运用本单元内容中的生词和短语；2.学生在阅读时能够理解并运用相关句型；3.培养学生的跨学科学习能力和生活技能。
四、教学准备1.教师：教案、PPT等教学辅助材料；2.学生：教材和笔记。
1. 导入•谈论健康饮食的重要性和相关的饮食习惯，让学生了解到健康的饮食对身体和生活的影响。
2. 阅读和练习（1）课前预习•学生在家中预习本单元的课文和相关内容，并准备和同学在课上分享和交流。
（2）阅读和理解•调整课堂氛围，采用交互式教学方法，掌握本单元生词和短语（如balanced diet，protein，carbohydrate等），同时引导学生理解阅读材料中的相关内容和难点。
（3）听说练习•给学生一些语言练习的机会，让他们多次运用听、说、读和写的能力，如：学生可以彼此交流和问答关于饮食的问题，加深对本单元语言材料的理解。
（4）课文理解•阅读课文，在理解的基础上，让学生掌握相关句型，如：It is important for us to have a balanced diet. 等。
同时，学生也可以就课文内容展开一些讨论。
（5）写作练习•分组让学生写一篇关于健康饮食的文章，要求结合本单元所学的相关内容，尽可能地运用相关词汇和句型。
3. 课堂互动•通过互动式教学，采用小组讨论、竞赛等形式，鼓励学生更积极地参与，提高其学习兴趣和能动性。
4. 教学评估•通过日常练习、作业、小测试等形式对学生的学习情况进行评估，同时，给出相应的反馈和建议，帮助学生更好地掌握本单元的内容。
Unit2 Healthy eating说课稿
Unit2 Healthy eating说课稿(新课标版高一英语必修三教案教学设计)Unit2 Healthy eating说课稿Period1: new Words &warming up Teaching procedures:Step1: New words studyStep 2.Warming up1)Show Ss some pictures of food and ask Ss to tell the names2) Do you know the food you eat helps you grow in different way?Do the warming up on p 9Step 3 Speaking1)Which one would you prefer? Western food or Chinese food?Why?2)What do you usually have for breakfast / lunch /supper ?(group work, Ss ask and answer and collect information)DiscussionWhat is healthy diet?Healthy diet: a diet that is balanced and neither too rich in fat, sugar and salt nor too poor andlacking in essential nutrients.Step4:Summary and homework.HW: Preview the reading(Tor F on P 11) EWV ol.29 Topic readingPeriod2 ReadingStep 1: Pre- readingLook at the title of the reading passage and the pictures. Predict what the passage is about. Step2:Fast readingRead the text quickly to find out which sentence is the main idea of the text.A .The two restaurants supplied the healthy food.B. The reason why Yong Hui’s restaurant was so popular with customers.C. Wang Pengwei found out why he had lost his customer and decided to win them back. [C]Step3: Second reading:1) Compare the two restaurants:WangPeng’s restaurant Yong Hui’s restaurant Fooddrinkpricestrength of the dietweakness of the diet2) Divide the whole passage into three parts, and give the general idea of each part and then retell the story.Para1: Wang Peng is worried because his restaurant is not as full as usually is.Para2: He follows his friend to a newly opened restaurant which is very popular.Para3: Worried, he does some research to win his customers back.Step4: Post-readingDo Ex1 and Ex3 on P11Step 5 : Summary and homework1.Preview the reading II on P 14-152.P12Exx1-33.EW V ol. 29 Reading taskPeriod 3 Reading IIStep 1 : RevisionRevise the reading IStep 2: PredictionCan you guess what will happen to Wang Pengwei and Yong Hui?Step 3: ReadingDo the Ex1 on p15Step 4 DiscussionWhat can we learn from the passage?We can learn that it is never too late to change bad eating habits and begin afresh.Step 5 : Sum up the whole story.Step 6: Homework:1. Retell the story in your own words.2.学习两篇阅读的重点单词用法(EW V ol. 29第二版)Periods 4-5 Language points:Reading I1. diet2. balance3.curiosity4. raw5. strength 6 be tired of 7. win… back8. consultsentences:1.Nothing could have been better2 He couldn’t have Yong Hui getting away with telling people lies!Reading 21. earn one’s living 2 in debt 3.glare 4spy on 5. limit 6. benefit7. combine 8. before long 9. cut down 10 put onHW: EW V ol. 29 checking corner Part 1 Period 6 Grammar情态动词21. ought to／shouldshould 和ought to 都为“应该”的意思，可用于各种人称。
人教高中英语必修三《unit2 Healthy。Eating》说课稿
人教高中英语必修三《unit2 Healthy。
Eating》说课稿Firstly。
let's take a look at the teaching materials for Unit 2 Reading Task in Workbook。
The main focus of this unit is on the topic of environmental problems。
The unit includes two reading passages。
"A。
in Danger" and "Waste Not。
Want Not"。
XXX exercises。
XXX。
vocabulary exercises。
XXX issues.Part ⅡTeaching aimsThe teaching aims for this unit are to help students to understand the causes and effects of environmental problems。
to learn new vocabulary related to the topic。
and to develop their reading XXX。
By the end of the unit。
students should be able to identify key n in the reading passages。
XXX。
and write a short paragraph about an environmental problem.Part ⅢImportant and difficult pointsThe important points in this unit include understanding the causes and effects of environmental problems。
高中英语Unit13《HealthyEating》说课设计.doc
Unit 13 Healthy EatingReading Comprehension: We are what we eat★About the teaching materialThe reading part is about eating habits. It begins from the changes ineating habits tothe food choices and whether it is necessary to go on diets. And at last, it calls on us to meet the challenge and have good health, we need to forma healthy eating habits.★T eaching Goals:1 Get students to understand something about foods, nutrients and the choicesof food.2 Call on students to form a healthy eating habit and refuse junk food inthe hope that they will have good health to work 50 years and enjoy thewhole life..3 appreciate and practice the phrases and structures.★Key points:Analysis of the material to help students understand the passage thoroughly and cultivate their abilities in reading and analyzing.★Difficult points:The ”Reflecting and discussion ”is the difficult point in this periodbecause all the questions are open-ended and require students to thinkindependently and represents the answers in their own words.★Time: one period★Means and methods:Reading extensively and intensively for information and slides anddiscussions for deeper understanding.★T eaching process:ⅠBackground information as lead-in1 Everyone eats everyday.But do you care about what you eat? Actually, what you eat has a lot to do with your health conditions. We used to eat fortaste, but thanks to economic progress, people now have changedtheir eating habits and eat for health.2世界卫生组织评出十大垃圾食品油炸食品罐头类食品腌制食品加工的肉类食品（火腿肠等）肥肉和动物内脏类食物奶油制品方便面烧烤类食品冷冻甜点果脯、话梅和蜜饯类食物3 Food and Health食品与健康Tofu is as good as medicine for lowing cholesterolFishEating fish is a good way to reach healthGreen Tea an antioxidant found in green tea, effective than vitamin C and 25 times is at least 100 more times moremoreeffective than vitamin E at protectingcells and DNA from damage.ⅡI ntensive reading.1 What’s the main idea?2 How do you understand the word “fuel ”?Answers to 1 We must change our eating habits to keep up with the times.2 “ fuel ” originally means material that is used for producing heat or powerby burning or by atomic mean. But here it means the food we needto keep our body healthy and active, that is, to make our bodyfunction well.Paragraph two:1 What is the main idea?2 Match the nutrients with the food in which they are contained.Answers to 1 Our body needs various nutrients to grow and stay healthy.2 proteins bread, ricecalcium fish, beancarbohydrate egg, milkvitamin vegetable, fruitParagraph three:1 What’s the main idea?2 How do you understand the word“green” ?Answers to 1 When people choose what to eat, they don’t just consider nutrition.2 “ Green ” here doesn ’t mean the color. Green foods are organic foods,foods that are free of pollution and grown and produce naturally.Paragraph four and five:1 What’s the main idea?2.According to this text, if we want to become smarter, healthier andmore beautiful, what should we do?Answers to 1Keeping a balanced diet is the best way to stay healthyand guarantees us a happy life.2 Buy good food and keep a balanced diet;Eat healthy food in the right amount;Try to eat less fat and sugar and exercise more.ⅢReflection and discussion:1 What is your understanding of the title“We are what we eat”?Students may not understand the title correctly at first sight, but after they have read the whole passage, they will form their own opinions.What and how we eat is the reflection of our health conditions, or it affects our health directly.Remind students this is also a good phrase we often meet in reading. For example, “we are what we wear ” means what and how we dress will reflect our personality.2 “ Healthy eating ” meanswhat? And in your opinion,how can we stay healthy? “ Healthy eating ” means we should eat healthy, not junk food in the right amount. Personally, to stay healthy, we’d betterEat properly,Exercise regularly and Live cheerfully.Structure AppreciationExplain each structure and practice them orally.1.Because we have so much to choose from,have/ there be to choose from2.The same goes for“crash diets”the same goes for = the same is true of。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
精品文档Teaching plan for Unit 2, Module 3Healthy Eating（说课稿）尊敬的各位老师大家早上好！今天我说课的内容是普通高中课程标准试验教科书英语必修三第二单元健康饮食第二课时阅读部分 come and eat here。
下面我想从如下几个方面来简单的阐述一下我对这节课的认识。
一、说教材（一）教学内容分析本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人体的作用，引导学生关注平衡膳食，促使学生养成健康饮食的习惯。
本节课为本单元的第二节课“reading”部分，也是本单元的中心所在。
主要处理文章主要讲述王鹏伟”的理解。
Come and Eat HereWarming-up,Pre-reading以及文章“和咏慧开饭店的不同风格，经营的不同菜肴以及顾客对不同食品的不同反响，反映了现代人对饮食的日益的关注和追求。
课前已经布置学生对文章进行了预习。
（二）教学目标结合单元教学要求和本课特点，依据新英语课程标准，希望学生在本节课中能够：1. 通过文章的语境理解和学习一些关于“健康饮食”的词汇；2. 了解文章的结构、内容，学习一些关于健康饮食的知识；能够用清晰和较为流利的英语表达自己的想法。
3.通过泛读和精读俩部分分别让学生能够正确的掌握文章主旨，每部分提高阅读能力；4.大意以及对文章细节的准确把握和理解。
通过对<健康饮食>的学习和讨论，引发学生学习兴趣，使学生掌握有关营养与饮食5.文化方面的一些知识，并能知道平衡饮食的重要性。
培养学生良好的饮食习惯，自主探究能力和合作精神 6.二、说学情和学法学生是学习的主体，所以教师在教授知识的时候必须设计有针对性的教学方案促进学生更有效的接受新知识。
就我所教授的班级来说，学生在阅读课中的学习有如下的一些困难：1．由于所教班级学生的英语基础能力有限，主要表现在单词的积累量过少，英语句型结构无法正确的识别，在文章大意的理解上就会存在较大难度。
2.学生缺乏阅读上的诸多技巧知识，在浏览文章的时候目的不明确，很容易的就会在阅读过程当中表现出耐性的极度缺乏，很容易的就失去了继续阅读的兴趣。
3.太多学生由于害怕在课堂上答错问题而不敢积极的发言，很少在英语课上能用所学英语来表达自己对话题的各种看法。
我确定本环节主要从以下三个方面加强对学生进行学法指导。
鉴于此，1）认知策略:指导学生运用已学会的抓重点、做记号、摘笔记等方式，对所学内容进行整理与归纳。
精品文档．精品文档2）调控策略:继续培养自我评价与相互评价的习惯，鼓励学生增加与教师和同学交流学习英语的体会和经验，进一步形成有效的学习方法,树立积极向上的学习态度。
3）交际策略：创设有意义的情景和任务活动，引导学生通过四人一小组，进行合作学习，让他们围绕课堂任务分工合作，相互探讨、相互交流，从而获得知识、技能和情感体验，变被动学习为主动学习。
三、说教法通过以上对教学内容，所教班级学生特点的分析以及教学理念的把握和认识，我决定应用如下教学方法：直观法（视听教学法）1.2. 双方互动教学法3. 采取问答方式的教学法4. 自由讨论教学法5. 小组活动教学法四、说教学程序结合本校高一学生实际和对教材内容的科学分析，我计划为了完成教学目标，用45分钟完成本文教学任务，分个步骤来展开。
具体安排如下：Teaching proceduresStep one: GreetingG reet the Ss as usual.Step two: Warming up1. 先播放《食神》flash动画，再展示郑则仕（“肥猫”）和田亮的照片，开启本课精彩的启动序幕。
估计学生的注意力马上就会被吸引到课堂上来，并很容易就能发现饮食对健康的重要影响。
呈现文章的标题“Healthy eating”.2. 师生间展开简单的对话，围绕”What do you often have for breakfast, lunch, and supper?”同时教给学生与食品相关的激发学生的兴趣。
以此消除学生上课的紧张感，词汇。
3. 根据所设计的表格中的相关食物名称，归纳出三种基本的食物种类。
4．Discussing: Teacher show three different diets of three persons and get them to find which is a healthy diet.(Baked on the students discussion, Teacher draw a conclusion : Person C's diet is healthy diet----balanced diet，which includes energy-giving food/ body-building food/ protective food.)(热身部分通过展示日常生活食物的图片并教学新词，及时帮助学生扫清生词的障碍，为下一步的讨论活动分解了难度。
而通过对三个人不同饮食习惯健康性的讨论，使学生进一步了解食物的分类及其对人类健康的作用，明白平衡饮食的重要性)精品文档．精品文档Pre- Reading for interest：Step three想象他们分别在我们的镇上开了餐馆，听老师介绍王鹏和咏慧，让学生看屏幕上的图片，。
同时，也能够较自”我们要一起到他们的餐馆去看看他们是否能给予我们“a balanced diets read a passage which can tell us '然地过渡到文章中——“Before we go to their restaurant, let ”some information.：该环节的设计联系生活实际，（设计意图）将文章的背景设计的较贴近学生，使学有助于调动学生的相关背景知识，为深入理解文章内容作了生产生读文章的欲望。
充分的铺垫。
Reading for ComprehendingStep four ：1. Fast reading for general idea.Task One: Find the main idea of the three parts of the passage and fill the the blank.：快速阅读目的在于让学生从整体上把握文章的脉络。
而对篇章结（设计意图）. 构进行分析和归纳段落大意则进一步培养了学生的概括思维能力2.Careful reading for further understandingthe information from with the detailed Complete Task Two: the following tableThe table is the comparason of the two restaurants, including the （reading passage. ）food offered, the price, the strength and weakness.：通过设计表格，引导学生学会整理文章的信息，加深对文章细节（设计意图）.的理解。
这种任务型的阅读教学也更能体现新课标的精神Reading test.Task Three:Read the passage carefully and choose the best answer to five questions.：这部分练习的设计紧密联系高考形式，使平常的教学与高考相衔（设计意图）. 通过事实细节认定、推断等层面题目的设计也更能培养学生的阅读理解能力接。
Post-reading for production ：Step five1. Story retelling.2.Complete the summary of the story with one word in each blank.Wang Pengwei felt 1f____ in an empty restaurant because no eaters have cameto his restaurant 2e_____ since he got up early in the morning. He wanted to find out why. He hurried out and 3____(跟随)Maochang into a newly-opened restaurant. He found that the owner 4n____ Yong Hui was serving slimming foods to make people thin. Driven by 5_____（好奇）, Wang Pengwei came forward to take a close look at the menu. He could not even believe his eyes. He was 6a_____ at what he saw. He hurried outside and got online to do some 7r_____. After a lot of reading, he 8r_____ 精品文档．精品文档quickly because it was no （劳累）that Yong Hui's food made people become 9_____ 10e_____ food. Arriving home Wang Pengwei rewrote his own sign.7.research 6.amazed d 5.curiosity Keys：1.frustrated 2.ever 3.followed （）8.realized 9.tired 10.energy-giving第一为进一步其目的有二个。
summary的形式再次归纳文章。
（设计意图）：以培养学生归纳总结的能力。
第二是以这种形式检测学生对文章的理解程度及听课效果。
2. Discussing: Give the students a few moments to discuss the following questions.Q1: What do you think Wang Peng will provide to win his customer back?Q2: How do you think the story will end?（设计意图）：（讨论题的设计能让学生充分发挥想象能力，激发了学生的学也为下节课的学习埋下铺垫）度的拓展与延伸,习兴趣，对课文也进行了适Homework and Sum up：：Step six1. Finish the exercises in the Best English.2. Complete the “learning about language”part in the text book.(P12)3. Find all the language points in the passage and write them down onyour notebook.（设计意图）：课文内容的巩固、延伸与拓展五、板书设计HealthyThree kinds of food: .﹡….. For breakfast: porriage,egg,milk ＊.Energy-giving food: For lunch/supper:mutton,noodle,rice……Body-building food:Protective food:六、教学反思精品文档．。