Unit 2 Healthy eating 教学设计

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一、教学课型

听力课与写作课。

二、教材分析

1．教材内容分析及教材处理

本节课为听力及写作课，教学内容为人民教育出版社2007年出版的实验教科书必修三unit 2 的using language听力部分；写作部分是笔者根据教材要求自行设计，以期达到本课功能目标而做的相关拓展。

教材中的listening 部分是对主体阅读文章内容的继续，王鹏向专家请教有关均衡饮食的问题，了解营养失衡的饮食对身体健康的危害。

教材听力部分练习四是听后讨论阅读文章中王鹏和雍惠所提供食物存在的问题以及改进的办法，已经在课文学习中提前处理，这里就不再赘述，重复讨论了。

课堂教学围绕学生的生活体验展开，旨在引导学生通过学习进一步反省自己的饮食习惯，改善饮食结构，在交流中，学生有机会将书本所学到的知识与生活实践相结合，锻炼其听力与写作能力。

2．教学目标

（1）学生能听懂文章大意，识别语段中重要信息并进行简单的推断。

（2）学生能根据“均衡饮食”这一话题展开讨论，提出合理的建议和要求。

（3）学生能通过了解王鹏热爱钻研，善于通过多渠道资源查找所需信息和材料的事实来提高资源策略的意识。

3．教学重点及难点

（1）指导学生合理利用和重组信息，引导学生归纳文章大意及做出简单推测。

（2）指导学生归纳总结有关建议的固定句型结构，并在具体的语境中进行应用。

（3）指导学生结合他们自己饮食文化知识和听力文章内容，帮助同伴改善饮食结构。

三、教学设计

1．总体思路

教学过程采用任务型教学的理念。首先通过对阅读课文的复习引入本课的听力内容，在充分理解听力材料的基础上完成半封闭性任务“选择最佳菜单”（which one is more balanced），及开放性任务“我是饮食专家”（I am an expert on diets）, 归纳有关建议的常用句型结构，在此基础上完成写作任务“一封倡议信：健康早餐”（let's have a balanced breakfast）。设计的任务由浅入深，环环相扣，在整个教学过程中始终关注“均衡饮食”这条主线，引导学生达成教学目标。

2．教学过程

Step 1: Lead-in

Discuss and predict the possible answers to the questions:

（1）What do you think will happen to the customers if they keep eating in Yonghui's restaurant?

（2）Besides the library, what will Wang Peng possibly turn to for advice on his new menu?

设计说明：对阅读课文进行复习，引发学生对新课的兴趣，启动他们对于饮食与健康之间关系的相关思考，同时以这种方式提醒学生关注王鹏解决问题的策略与思路, 引入部分为接下来的听力内容作好铺垫。

Step 2: Pre-listening

(1) Brainstorming

Discuss in groups of four to make a list of all the illnesses resulting from an unbalanced diet.

Q: What are the common illnesses caused by unbalanced diet?

(2) Introduction to new words

Show them pictures of scurvy, rickets, and obesity and ask them to practice the pronunciation.

(3) Prediction

Predict the possible causes of these three diseases

Q: What are the possible causes to each illness?

设计说明：利用头脑风暴法，学生之间交流共享信息，构建听力图式，激活学生大脑中与话题有关的背景知识；对于听力材料中三个关键疾病名称是以图片的形式进行引入，让学生获得一个直观的认识；引导学生对听力材料的内容进行推测或联想旨在扫清听力障碍。

Step 3: Listening

(1) Global listening: listen and find out the main idea of the passage.

Q: What's the listening text about？

Wang Peng is consulting an expert on diets to find out __________________.

Q: How many illnesses are mentioned? What are they?

设计说明：泛听旨在引导学生带着问题听材料，即让学生听第一遍后获取材料的主旨大意，初步了解听力材料的内容。

（2）Selective listening: Listen for the second time and do the following exercises:

Can you join the illnesses to their causes?

Which illness do we still have today?

Why is it that we don't get scurvy or rickets today?

设计说明：选听的目的在于让学生捕捉材料中的具体信息, 引导学生关注材料中的关键词，边听边做好笔记，并进行简单推测。

(3) Intensive listening: Listen for the third time and fill in the blanks.

Who got these illnesses and why?

If you eat too much of _____ _____ and _____, you may become obese.

____ who didn't eat enough Vitamin D and body-building food didn't grow _______.

_________ used to find that their _______ fell out and they had _________ on their skin.

设计说明：精听的目的在于帮助学生处理听力材料中较复杂句型及词汇，填空的形式可以降低理解的难度。

Step 4: Assessment

Discuss in pairs and compare the following two menus and decide which one is better balanced and why.

Task: “选择最佳菜单”（which one is more balanced?）

>>《Unit 2 Healthy eating 教学设计》这篇教育教学文章来自［www.170yx.com网］www.170yx.com 收集与整理，感谢原作者。

Meal I                                                       Meal II

Jiaozi                                                        rice

chicken with mushrooms                           steamed perch

dry bean curd                                            stir-fried beans with bamboo shoots

pork                                                         stir-fried tomato with eggs

barbecued mutton kebabs                           stir-fried beef with chili and peanuts   

stir-fried eggplant                                      spinach soup

salted duck egg                                         yogurt and apple

frozen coca

设计说明：半开放性的任务活动一方面是对听力活动的检测，另一方面也为学生提供了交流的平台和机会，在任务活动中学生可以将课内外知识相结合，大胆表达自己的想法和观点，解决实际问题。

Step 5: Post-listening:

（1）Problems-solving: "I am an expert on diets"（我是饮食专家）

Do a survey on what your classmates had for breakfast this morning, then discuss in groups whether it was balanced, next, give your suggestions on how to improve it, and finally share your discovery and improvement among the whole class.

a) Doing a survey

Each student interviews two or three students and writes down what they ate for breakfast this morning, and then shares the collected information in groups of four.

Q: Excuse me, what did you have for breakfast this morning?

b) Group discussion

Discuss in groups of four about what are the common problems in diets most students face. And offer suggestions on how to improve their diets.

Q: What are the common problems most students face?

What suggestions do you have on solving the problems?

设计说明：学生通过调查的形式，收集同学们的早餐食物的信息材料，在小组内进行交流，资源共享。活动引导学生学以致用，把课堂所学的知识与现实生活紧密联系起来，培养学生分析问题和解决问题的能力。

（2）Group discussion

Collect the structures indicating advice and suggestions and share with the whole class.

Q: What are the useful structures on advice and suggestions?

Useful structures:

You'd better...

I would strongly advise you to...

My advice is /would be...

I think you ought to...

You might...

It might be a good idea to...

How about...?

You have to /don't have to...

I suggest that you ...

设计说明：总结并归纳有关建议的短语及句型，为随后的写作活动打好基础。

Step 6: Writing let's have a balanced breakfast

Write a letter and contribute it to the English broadcast station in our school so as to call on the other students to make sure of a balanced breakfast.

Title: let's have a balanced breakfast

>>《Unit 2 Healthy eating 教学设计》这篇教育教学文章来自［www.170yx.com网］www.170yx.com 收集与整理，感谢原作者。

The passage should contain the following points:

(1) Reports on common problems on breakfast diet in our school.

(2) Ｗays to improve the unbalanced diets.

词数：100词左右

设计说明：在大量的信息输入和口头实践的基础上，要求同学们根据自己的调查结果进行组内话题构思，随后尝试书面写作，真实的写作任务告诉同学们why to write, 明确的句型结构以及话题信息帮助同学们确定what to write。

Step 7: Homework

Write down the passage with the title: "let's have a balanced breakfast" after class and do pair work to correct mistakes.

设计说明：课后把写作内容写到作业本上，要求学生互改，为后面的作文批改和讲解打下伏笔。

>>《Unit 2 Healthy eating 教学设计》这篇教育教学文章来自［www.170yx.com网］www.170yx.com 收集与整理，感谢原作者。 如果觉得Unit 2 Healthy eating 教学设计不错，可以推荐给好友哦。