BOOK 2 unit 2 Healthy eating说课稿田丽芳
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。
高中英语必修三《unit2Healthy_Eating》全英文说课稿
高中英语必修三《unit2Healthy_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!。
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。
Unit2HealthyEating(ReadingⅡ)说课稿
Unit2HealthyEating（ReadingⅡ）说课稿作者：李健慧来源：《双语学习》2014年第08期【摘要】“说课”已经成为许多教学比赛的常见形式，说课稿的质量很大程度上决定了说课效果的好坏。
本文是人教课标版必修三第二单元第二阅读的说课稿。
【关键词】说课稿必修三第二单元阅读课学习者及教材分析：高一的学生已初步具有用英语获取信息、处理信息、分析问题和解决问题的综合能力，但需进一步提高。
本课话题题为均衡饮食，继续Reading部分的故事。
经过一段时间的磨合，王鹏和雍慧将菜单合并，决定合作，提供给顾客既有能量又有纤维的均衡饮食。
戏剧性的结尾及文章丰富的知识内涵不仅让学生在阅读中感受到故事的趣味性，还都会了他们如何改变饮食习惯，改善饮食结构，丰富饮食文化。
教法：任务型教学法、情景教学法。
学法：小组合作，阅读法，讨论法。
教学目标1 能力目标培养学生听、说、读的能力，使其能够运用不同的策略去对于所给材料获取相关信息，并对信息进行有效输出。
2 知识目标通过了解王雍二人竞争的经过和结果，使学生们学会如何健康饮食。
理解课文中出现的重点短语及句子。
3 情感目标通过本节课的学习，唤起学生改变饮食习惯，改善饮食结构，丰富饮食文化的意识，从而养成健康饮食的生活习惯。
教学重点1 培养学生的速读、细读、分析等阅读技能。
2 通过阅读让学生领悟健康的体魄来源于良好的饮食习惯。
教学难点如何运用不同的阅读技巧理解文章。
教学资源自制演示文稿、相关网络图片资源、学生用书、多媒体教室教学过程1 复习重点单词和短语的复习再现有助于理解文章。
对前文的复述有利于故事内容的衔接，有利于学生对语言进行综合运用，给出关键词提示学生进行复述。
2 导入新课对于两种食谱进行对比，提出两种食谱都需要改善，从而导入新课。
这种过渡符合人们的思考习惯。
提示学生对上节课出现词汇进行复习3 听此部分练习听的技能，并对此文做一个大体的了解。
4 速读各段大意比较明显，适合在速读中使用。
人教版高中英语必修三unit2Healthyeating全英文说课稿
高中英语必修三 unit2 Healthy eating全英文说课稿人教版高中英语必修三 unit2 Healthy eating全英文说课稿作为一位杰出的'老师，就难以避免地要准备说课稿，写说课稿能有效帮助我们总结和提升讲课技巧。
那么说课稿应该怎么写才合适呢？以下是小编为大家收集的人教版高中英语必修三unit2 Healthy eating全英文说课稿，欢迎阅读，希望大家能够喜欢。
Good morning ,ladies and gentleman! I’m so hornored to be here sharing my lesson with you. The content of my lesson is senior English Book3 unit2 Healthy eating.一、My understanding of the teaching materialFrom the title we can see the main topic in this unit is about Healthy Eating. Let students learn more about problems with a diet, a balanced diet, nutrition and so on.In this class we will learn the second part reading “Come and Eat Here”. This part introduces students two unbalanced diets through the restaurants of WangPeng and Yong Hui.It is important for students to know about the two extremes and avoid them. Before class, students have previewed it.二、The students analysisThey are students of grade one ,although they have known some new words and expressions,they can’t express themselves correctly,some students are not active in class,because they are afraid of making mistakes,but this topic is close to our daily life ,the students will have something to say about it.So I think they will take an active part in the class.三、Teaching aims:According to the new educational ideas,I’ll talk about the teaching aims in terms of three aspects.1.Knowledge aims:(1)Get students to learn the useful new words and expressions in this part.(2)Let students learn the knowledge of balanced diets and nutrition.2.Ability aims:(1)Develop students’ reading ability and learn different reading skills.(2)Enable students to talk about problems with a diet, a balanced diet and nutrition.3.Emotional aims:(1) S timulate students’ sense to form a healthy eating habit.(2) Develop students’ sense of cooperative learning.四、Teaching important and difficult points.Teaching important points.(1)Let students learn more about problems with a diet, a balanced diet and nutrition.(2)Get students to learn different reading skills.Teaching difficult points.(1) Enable students to talk about problems with a diet, a balanced diet and nutrition.(2) Develop students’ reading ability.五、 Teaching theories and methodsWhen I d eal with this lesson,I’ll try my best to use the following theories . I’ll make the students real masters of the class, the teacher myself just act as a director or an orgnizer, I’ll prepare a competation to develop their quick response. In class, I’ll ues some encouraging and polite remarks ,such as “Do you want a go?” “Well done !” “You did a good job!” “Thank you!” and so on. In a word ,I’ll let the students receive some moral education while learning.Because it is a reading passage ,it is important for the students to learn some reading skills, so I’ll use some reading methods such as preparation for reading ,scaning ,skimming and intensive reading.六、Teaching Procedures:In order to gain the aims,I desigen six procedures.Step1 Lead-in.Step2 Self-studyStep3 DiscussionStep4 ActingStep5 Summing up.Step6 HomeworkStep1 Lead-in.let students look at two pictures and ask “what do you think of when you see the pictures?” Guess which of the following menus he or she has. Why is the gentleman so fat and the lady so thin? If I have such a menu like them, how will I become?(it will interest the students and encourage them to take an active part in the class )Step2 Self-study (this part is devided into two steps)First step:Ask students to skim the passage and summerise the main idea of the passage.(this will improve their reading speed) Second step:Ask students to read the passage carefully and finish task1 and task2 on the screen .During this step I’ll use a competation to develop their quick response and let the students take an active part in the class so as to let them form good reading habits.Step3 DiscussionListen to a song called Healthy Song. Ask students to discusshow to keep a healthy diet? in pairs.Step4 ActingAsk students to act out the result of discussion to improve their ability of using the language pionts.Step5 Summing up.Ask the students to sum up what they have learnt in this class.That is---Eating a balanced diet is very important. So from now on , we should develop good eating habits.Step6 HomeworkNumber1 ,learn by heart the language points we learnt this class.(must do.)Number2，supposing you are wang peng or yong hui,retell the whole passage . Understand our text deeply. (choose it to do.) Thank you for your listening .。
unit_2_healthy_eating_说课稿初稿w
Analysis of the students
1
the 3rd one for high school students at grade two
2
have English basics learning strategies and skills, have a certain foundation of English
Blackboard design
Unit4 Making the News
accuse assignment
Unit4 Making the News What does the reading passage mainly talk about?
Prediction and reflection
Teaching and learning methods
Teaching methods 1. Communicative Approach 2.Whole Language Teaching 3.Task-based Language Teaching 4.CAI (电脑辅助教学)
Learning methods
Divided unit two into nine periods
Period 1 Warming up and speaking Period 2-4 Reading comprehension Period 5 Vocabulary study Period 6 Grammar Period 7 Listening and speaking Period 8 Speaking and writing Period 9 Summary and Self-assessment
Emotion objectives: (1)To motivate students to study grammar by studying this unit. (2)To let student develop a sense of healthy eating habits by reading this unit.
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。
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。
Unit2Healthyeating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 (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 upTeaching 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 and lacking in essential nutrients.Step4:Summary and homework.HW: Preview the reading(T or F on P 11)EWVol.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 mainidea 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 restaurantFooddrinkpricestrength 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 Vol. 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 Vol. 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 H e 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 Vol. 29 checking corner Part 1Period 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
高中英语说课稿必修3Unit 2 Reading Task in WorkbookGood morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you. I have been ready to begin my presentation from 6parts: analysis of teaching materials, teaching aims, the important and difficult points, teaching methods and studying methods, teaching procedures and blackboard desighn.Part ⅠTeaching materialsThe content of my lesson is New Senior English for China Student’s Book 3 Unit 2 Healthy Eating.This unit is about two topics: problems with diet and balanced diet and nutrition.This lesson is the Reading Task in workbook, which consists of two passages and tells two kinds of different attitude towards building a Mcdonald’s. It extends the topic “Healthy Eating” and contains some modal verbs which is the grammar item of this unit. So this lesson taks a very important place in this unit. As reading belongs to the input during the process of English learning, it has great effect on the output, such as speaking and writing. Therefore, if students master it well, it will benefit a lot for their further study.PartⅡTeaching aimsAccording to the new standard curriculum and the syllabus, after studying the teaching materials and analyzing the rule of children’s growing o f mind, I think the teaching aims should be followings:1.Knowledge objectsa.Ss understand the passages and master the language points.b.Ss are able to show their opinions towards fast-food restaurant.2.Ability objectsTo improve Ss’ ability of reading skills, especially the skimming andscanning skills.3.Emotion objectsa.To improve Ss’ interest and set up self-confidence in reading.b.To develop Ss’ sense of cooperative learning.Part Ⅲ The important and difficult pointsBased on the requirement of the syllabus,The important point is understanding the two attitudes towards building a Mcdonald’s and the reasons.The difficult point is showing their opinions in their own words.Part Ⅳ Teaching methods and studying methodsFor achieving teaching aims, I will mainly use Communicative Approach and Task-based Language Teaching according to the Modern Social Communicative Teaching Theories. In addition, I will try to limit TTT and increase STT, that is, limit Teaching Talking Time and increase Students Talking Time.As to studying methods, I think the advanced self-study, communicative learning and cooperative learning would help a lot according to the situation of senior high students.Part Ⅴ Teaching proceduresAs Ss are the real master, teacher should act as a guider or an organizer. This part contains 4steps.Step 1 Lead in (8 mins)1.Ss listen to a song of Mcdonald’s. Sing together if they can. (class work)2.Give some questions to have Ss talk in pairs.(pair work)3.Divide all Ss into two groups(Group A and Group B). I will add scoresfor each group’s performance.Purpose of my design: (1) To attract Ss’ attention to the class and topic.(2) To have Ss study in a relaxed atmosphere and study actively.Step 2 Reading (12 mins)Task 1 Skimmning for main idea (individual work)Skim the two passages and get the main ideas of each passage.Task 2 Scanning for details (individual work)Ss read the passages carefully to find out the reasons given by both sides. Then finish the form on P53.Task 3 Solving difficult language points (class work)(1)Ss underly all the modal verbs in the passages.(2)Ss can ask any questions they come across in reading. I’ll explainthe questions and difficulties. The purpose of t his is inproving Ss’ “questioning spirit” and dealing with the difficulties.Purpose of my design:(1)To improve Ss’ reading skills.(2)To help Ss to master the language points and structures.Step 3 Post-reading (15mins)Task 1 Discussion and competition (group work)(1)Ss talk about fast-food restaurant in groups for 5 mins. Group A talkabout advantages and the other group talk about diadvantages.(2)Competition between the two groups.Purpose of my design: Most Ss can take their parts in the activities, especially for the Ss who have thouble in English study. In the group activities, they can speak a little English. Without doubt, this will encourage them to speak English. In fact, it’s a kind of human being. Suhuomulinsiji says:“In one’s mi nd, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finded and explorer. In Ss’ spirits, such demand is especially strong.”Step 4 Homework1.Remember the language points in heart and preview the next lesson.2.Project: Divide Ss into groups of 5 Ss. One S is the leader andorganizer. Two search for information. One is a writer and the other is a reporter.I give them several topic related to the topic of this unit. And give them severaldays to prepare. Then I will choose a time to ask each group to give reports.Purpose of my design: (1) Homework enables Ss to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.(2)To develop Ss sense of cooperative learning.Part Ⅵ Blackboard designI wil divide the blackboard into two parts. The left part will be used to write language points and structures. The right part will be precious explanations. In a word, I want to make the design inductive, instructive and artistic.Tha t’s all for my presentation. Thank you for listening.。
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。
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。
Unit 2《Healthy Eating 》教案全面版
Unit 2《Healthy Eating 》教案Using language---教案Teaching aims:1.To develop the students’ reading ability, learn to use some reading strategies such as guessing, skimming and so on;2.To get the students to realize the importance of having a healthy diet3.To grasp some useful words and expressions in this passage, such as be tired of , curiosity , get away with etc.Teaching important and difficult points:1.Understand the text well.2.Try to master the useful new words & expressions in this period.Teaching procedures :Step 1 Revision1. Who is Wang Peng?2. What happened on that strange morning?3. How do you like the food in his restaurant?4. What did Wang see when he followed Li Chang?5. What kind of food was served in this restaurant?6.Who is Yong Hui?7.What amazed Wang in Yong Hui’s restaurant?8.What did Wang decide to do after he left there?9.What did Wang find out after reading?10.What did he do then ?Step 2 pre-listeningWhat makes a balanced diet?What these illnesses are?rickets:legs that do not grow straight佝偻病scurvy: teeth fall out, problems with skin and sores that will not heal坏血病obesity: much too fat 过度肥胖Step 3 listening1.Listen to the tape and then fill in the charts.2 Listen again and join the names of the illnesses to their causes.Scurvy too much rice, noodles and sugarRickets Not enough vitamin CObesity Not enough protein and vitamin D3. Listen to the whole dialogue between Wang Peng and an expert. Write down the main idea of the dialogue.<Wang Peng is doing research to find out how an unbalanced diet can affect your health, so you need to eat a balanced diet if you are to stay healthy.>Step 4 post listeningDiscuss with your partners.Step 5Predicting:Look at the picture and answer the following questions:1.Who is the man in the picture?2.What is he doing?3.Can you guess what he will do after he comes into the restaurant?The competition between the two restaurants was on.Can you guess what will happen to Wang Peng and Yong Hui?Step 6. fast readingExercise about TRUE or FALSE1.Wang Peng won back his customers because he must make a living on the restaurant.2.Wang’s restaurant serves too much energy-giving food while Yong Hui’s is a healthy diet.3. At last, they combined their menus and cut down the fat and increase the fibre in the meal.4.Their balanced menu made Wang and Yong Hui slimmer.Step7 careful ReadingRead the text fast, then answer the following questions:1. Why did Yong Hui come to Wang’s restaurant the next day?<Because she was angry with what Wang did, and wanted to ask him to make an apology to her. >2. How did Yong Hui feel when she had the meal in Wang’s restaurant?<She felt sick with all that fat and heavy food, and she missed her vegetables and fruit.> 3. What did they find after their chat?<They fo und they didn’t offer balanced diets. Because Wang didn’t offer enough fibre and Yong Hui didn’t offer enough body-building or energy-giving foods.>4. Read the passage again and fill in the chart .Instead of completing with each other , what did they do to improve the diet , making it healthier ?5. How has their relationship changed ?( From competitors to lovers )6.Fill in the blanks.Wang Peng and Yong Hui combined their menu, they served______________ rather than_________. Before long, Wang Pengwei became ________.Yong Hui became________. Because of their cooperation, they___________________________________.Finally, they ________________________.Step 8 language points1.earn his living 谋生earn one’ living (by…) =earn a living (by…)=make a living （by…）=make one’s living by=live by...2. He did not look forward to being in debt because his restaurant was no longer popular.be in debt: owe a lot of money 欠债3.glare vi.怒目而视glare at sb. 怒目注视某人glance:glance (at, over) 看一眼glimpse:catch／get a glimpse of 瞥见stare:stare at／into 盯着4.1) agree with sb./with one’s words2) be agreed（on /about sth.）agree to sth. 同意（某提议，计划，方案等。
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BOOK 2 unit 2 Healthy eating
Period 1 Warming up and speaking
Today I’m pleased to have an opportunity to talk about some of my teaching ideas. My topic is Unit 2 Healthy eating in Book3. It is made up of six parts.(1.教材分析，2.学生分析，3.教学目标，4.教学重点和难点，5.教学方法，6.教学过程分析)
1.The analysis of the teaching material:（教材分析）
This unit gives students a better understanding of healthy eating. It encourages students to examine their own eating habits and see whether they are eating a healthy diet or not. It is hoped that students can use the content of this part to monitor and improve their diet in the future. Warming-up part plays a very important part in this unit. By studying this lesson, students can improve their speaking ability. Meanwhile Students can learn some vocabulary about food and different kinds of food so that they can eat a balanced diet.
2.The analysis of the students: (学生分析)
The Ss have known something about the“healthy eating”through the Internet and other ways. They are lack of vocabulary. They don’t often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes. So give them opportunity as possible as I can to practice.
3.The analysis of the teaching aims：（教学目标）
Knowledge aims:(知识目标)
1)learn some useful food names and know different kinds of food
2)Know clearly about how to eat a balanced diet.
3)Design a balanced menu for yourself.
Ability aims:(能力目标)
1)Practice and improve your speaking ability.
2)Develop a sense of group cooperation and teamwork.
Emotional aim(情感目标)
1)Call on students to eat a balanced diet and develop a healthy life.
Teaching important points(教学重点)
2)Practice and improve speaking abilities.
3)Learn how to eat a balanced diet.
Teaching difficult points (教学难点)
1) How to improve speaking abilities.
2)How to eat a balanced diet and develop a healthy life.
Teaching methods (教学方法)
1)T ask-based teaching and learning
2)Cooperative learning and discussing
（方法说明：以学生为主导，教师为辅，教师在教学中扮演一个导演的作用, 学生为主角）
4.The analysis of the teaching procedures(教学过程)
Step I lead-in
We meet each other for the first time,would you like to answer a few qustions? What do you have for breakfast?
Bread、steamed bread、milk、soybean milk …
Do you think he eats a balanced diet?
Today the topic is Unit2Healthy eating
(设计说明：目的拉近和学生的距离，增进亲切感,并引出本节课话题)
Step2 Name different kinds of food.
(设计说明：warming-up 部分有很多本单元有关食物的词汇，不扫除生词的障碍，
此部分难以进行)
Step3 Brainstorming
What do the food have in common ?
(设计说明：本环节一方面想让同学们群策群力想出食物包含我们身体所需的哪些营养物质，(fibre vitamin sugar protein and fat ) 强化不熟悉的词汇；另一方面，给学生提供更多说的机会，以提高说的能力)
Step 4 Classify the foods we usually eat in the following way:
（设计说明：重在于让学生掌握食物的三种分类，这对本节课主题有及其重要的作用，否则无法过渡到Healthy eating 这个主题.
Step 5 Discuss what kind food they are:
rice, fresh fruit, meat, noodles, tofu, vegetables, fish, nuts,
（设计说明：了解了食物的种类，然后让学生能把平时吃的食物进行归类，这更好的理解energy-giving food 、body-building food 、protective food.）
Step6Consolidation
Think about whether the menu is balanced or not.
（设计说明：紧扣本节课的主题，让学生明白什么样的才是均衡的饮食，并鼓励学生养成均衡的饮食习惯）
Step7 Summary
How can we eat a balanced diet.
Step 8 homework
Design a balanced menu for yourself
Reflection：。