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《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.。