Healthy Eating說課稿4篇

必修3unit2說課稿一

尊敬的評委老師：

大家上午好，我是外語組號和曉鷗。今天我說課的題目是“Healthy Eating”，接下來我會從教材分析、教學(xué)目標(biāo)、教學(xué)重難點(diǎn)、教法學(xué)法、教學(xué)過程、教學(xué)反思六個方面來展開我的說課。

一、首先說一下我對教材地位和內(nèi)容的認(rèn)識

本課選自人教版高中英語必修三第二單元的“Warming-up”和“Reading”部分，。本單元主要話題是健康飲食，閱讀部分通過兩個餐館之間的競爭來說明健康飲食的重要性。通過對這節(jié)課的學(xué)習(xí)學(xué)生可以了解什么是健康飲食，也可以通過閱讀練習(xí)和語法學(xué)習(xí)來提高自己的英語水平。

二、教學(xué)目標(biāo)

根據(jù)新課程標(biāo)準(zhǔn)以及教學(xué)大綱，我把本節(jié)課的教學(xué)目標(biāo)確定為以下三個方面。

首先是知識與能力：知識方面學(xué)生能夠了解健康飲食的真正含義；能夠聽懂、讀懂并且正確使用文中重點(diǎn)單詞和短語。能力方面能夠提升學(xué)生的聽說讀寫能力，尤其是文章的跳讀和精讀；培養(yǎng)學(xué)生的共同協(xié)作能力。

其次是過程和方法：引導(dǎo)學(xué)生用英語談?wù)摬煌澄镆约笆澄锏牟煌饔?。借助現(xiàn)代教學(xué)媒體，擴(kuò)展學(xué)生思維并培養(yǎng)協(xié)作學(xué)習(xí)的能力。

最后是情感、態(tài)度和價值觀：通過對健康飲食的學(xué)習(xí)和討論，使學(xué)生掌握有關(guān)健康飲食方面的知識，了解平衡飲食的重要性，培養(yǎng)學(xué)生自主探究與團(tuán)隊(duì)合作的能力。

三、教學(xué)重難點(diǎn)

依據(jù)本節(jié)課的教學(xué)目標(biāo)，我把本節(jié)課的教學(xué)重難點(diǎn)界定為以下幾點(diǎn)：教學(xué)重點(diǎn)：重點(diǎn)短語ought to、lose weight、get away with、tell a lie、win??back的含義以及基本用法

教學(xué)難點(diǎn)：語言的運(yùn)用，ought to用法歸納；幾個情態(tài)動詞must、may、might、should、can辨析

四、教法學(xué)法

俗話說教學(xué)有法，教無定法。高中階段的學(xué)生已經(jīng)掌握了一定的英語基礎(chǔ)知識以及聽說能力，正向讀寫能力過度，在本節(jié)課上我將使用雙方互動教學(xué)法：問答法和自由討論教學(xué)法，借助多媒體教學(xué)設(shè)備讓學(xué)生相互交流、合作學(xué)習(xí)；鼓勵學(xué)生抓住英語交際的機(jī)會，大膽實(shí)踐。

五、教學(xué)過程

教學(xué)過程是一個動態(tài)的生成過程，根據(jù)學(xué)生的認(rèn)知特點(diǎn)，我設(shè)計(jì)了以下教學(xué)環(huán)節(jié)：

1、課前導(dǎo)入（5分鐘）

為激發(fā)學(xué)生的興趣，我借助教具圖片展示設(shè)計(jì)了如下導(dǎo)語：“大家看這三幅圖片里的食物都是什么？（學(xué)生英語回答，分別是rice/meat/vegetables）你們平時喜歡吃哪一類比較多，它們在營養(yǎng)方面對我們身體的作用有什么不同呢？你們認(rèn)為自己的飲食習(xí)慣健康嗎？”讓學(xué)生通過思考，了解什么是健康飲食。

2、快速閱讀（7分鐘）

這一部分主要考察學(xué)生的跳讀能力。我會首先將重點(diǎn)短語寫在黑板上，領(lǐng)讀并講解。要求學(xué)生快速閱讀文章，了解大意并能準(zhǔn)確歸納出每段段意。

3、仔細(xì)閱讀（20分鐘）

通過前面的快速閱讀，學(xué)生們已經(jīng)對文章有了大致的了解，接下來仔細(xì)閱讀課文。開始之前我會給學(xué)生留下一個問題“what do you think Wang Peng will provideto win his customers back？”讓學(xué)生帶著這個問題精讀課文。閱讀完成后我會提問之前留下的問題，并且讓學(xué)生完成PPT上的六道判斷正誤題和四道選擇題，完成后我揭曉答案并解答學(xué)生的疑問。這一部分主要培養(yǎng)學(xué)生在閱讀過程中認(rèn)真仔細(xì)的好習(xí)慣。

1. Usually Wang Peng’s restaurant was full of people.

2. Yong Hui could make people thin in twoweeks by giving them a good diet.

3. Wang Peng’s regular customers often became fat.

4. Yong Hui’s menu gave customers more emery-givingfood.

5. Wang Peng’s menu gave customers more protectivefood.

6. Wang Peng decided to compete with YongHui by copying her menu.

1. Why did Wang Peng go to Yong Hui’s restaurant? He wanted to___.

A. know where his customers had gone B.spy on the slim lady Yong Hui

C. have lunch with Li Chang D. havesomething special

2. Wang Peng found the following EXCEPT___ in Yong Hui’srestaurant.

A. There were only raw vegetables, meatand water.

B. There were a lot of customers.

C. The prices here were higher.

D. The only drink here is water.

3. What’s wrong with Yong Hui’s menu? The following statements are rightEXCEPT ___.

A. The food here was too limited.

B. It did not give enough energy-givingfood.

C. The food on the menu was moredelicious.

D. It offered slimming food only.

4. Which of the following is TRUEaccording to the passage?

A. Wang Peng’s customers often became fat after eatingin his restaurant.

B. Wang Peng provided a balanced diet.

C. Yong Hui could make people thin in 2weeks by giving them a good diet.

D. Wang Peng’s menu gave people food containing enoughfiber.

4、課堂小結(jié)（7分鐘）

為進(jìn)一步培養(yǎng)學(xué)生歸納、總結(jié)的能力，接下來我會以填空的形式檢測學(xué)生對文章的理解程度及聽課效果。我會抽取4個代表將自己的答案寫在黑板上，接著帶學(xué)生一起批改和講解。

Wang Peng felt 1____ in an emptyrestaurant because no eaters have came to his restaurant 2_____ since he got upearly in the morning. He wanted to find out why. He hurried out and 3____ LiChang into a newly-opened restaurant. He found that the owner 4____ Yong Huiwas

serving slimming foods to make peoplethin. Driven by 5_____, Wang Peng came 6____ to take a close look at the menu.He could not even 7_____ his eyes. He was 8_____ at what he saw. He hurriedoutside and got 9_____ to do some 10_____. After a lot of reading, he 11_____that Yong Hui’sfood made people become 12_____ quickly because it was no 13_____ food.Arriving home Wang Peng rewrote his own sign.

（Key：1.frustrated 2.ever 3.followed 4.named5.curiosity

6.forward 7.believe 8.amazed 9.online10.research 11.realized

12.tired 13.energy-giving）

5、討論（5分鐘）

在對課文有了深入的學(xué)習(xí)之后，我會問學(xué)生這樣一個問題：How do you think the story will end？這個故事并沒有結(jié)束，如果你是作者，你認(rèn)為事情會如何發(fā)展下去呢？讓學(xué)生分成小組討論3分鐘，挑選代表站起來發(fā)言。我會就發(fā)言的情況做出陳述性的總結(jié)，鼓勵發(fā)散思維。

6、在本節(jié)課的最后我給學(xué)生布置了課下作業(yè)：將自己設(shè)想的故事結(jié)尾以作文的形式寫下來，不少于120個單詞。

7、最后是板書設(shè)計(jì)。這樣的板書設(shè)計(jì)簡潔明了，使學(xué)生能夠很好的把握本課的重難點(diǎn)。

六、教學(xué)反思

本節(jié)課主要訓(xùn)練的是閱讀技巧，學(xué)生的閱讀能力得到了提高，小組合作環(huán)節(jié)增強(qiáng)了學(xué)生的團(tuán)隊(duì)意識。我作為教師在整堂課的過程中都應(yīng)該把重點(diǎn)放在學(xué)生身上，老師的教是為學(xué)生的學(xué)服務(wù)的。

必修3unit2說課稿三

Interpretation unit2 Healthy Eating

Unit2 Healthy Eating

Name :溫瑩

Student number: 40904180

College of Foreign Languages

Unit2 Healthy Eating

Good morning, everyone. Today it is mygreat honor to share my interpretation with you. My interpretation covers 8parts in all, including the analysis of the teaching material, the analysis ofthe students, the analysis of the objectives, the analysis of the importantpoints and difficult points, the analysis of the teaching method, e teachingprocedures, blackboard design and reflection.

Ⅰ. Analysis of the teaching material:

The content is New Senior English forChina Students’Book 3 Unit 2 Healthy Eating published by People’s Education Press. It is the first classperiod of this unit, and I will cover lead-in and pre-reading.

Ⅱ.Analysis of the students:

The grade 1 students at Senior High havelaid a good foundation for a certain amount of vocabulary, English skills andknowledge. Since the topic in this unit is familiar to students, so there isnot too difficult to stimulate their interests.

Ⅲ. Analysis of the objectives:

A. Knowledge objectives：

1. Enable students to expand theirvocabulary relating to food;

2. Enable students to get useful knowledgefrom the text.

3. Enable students to accumulate somebasic knowledge of restaurant

management.

B. Ability objectives：

1. Enable students to get usefulinformation from a text;

2. Enable students to analyze the text bythemselves;

3. Enable students to predict somethingreasonably.

C. Affective objectives:

1. Enable students to keep a good eatinghabit;

2. Enable students to learn something fromWang Peng, in particular,

the strategy of restaurant management.

Ⅳ.Analysis of important points anddifficult points:

There are a large number of vocabulariesrelating to food, so it is

time-consuming and energy-consuming toacquire them. It is the difficult and important point.

Ⅴ. Teaching method:

Task-based teaching method

Ⅵ.teaching procedures:

Step1：Lead-in: Present several pictures tostudents, among which one is a

overweight couch potato, who is too heavyto move, the other is a skinny model,

第2 / 3頁

who is so thin that people can see herskeleton clearly. By analysis, I will let students to realize the importance ofhealthy eating.

Step2: Reading: Come and Eat Here

In this part, firstly we will scan thetext to get the main plot of the story. Next, we will fill a chart together tocompare the two restaurants. Finally, we will overview the text to deepenunderstand what we have learnt.

Ⅶ. Homework:

A. Predict what will happen about thisstory, and write a follow-up.

B. Each group of four has a discussion ofhow to keep a healthy eating. Next

class, the representative of each group isrequired to give a presentation.

Ⅷ. Blackboard design:

Part 1:

Part 2: Part 3:

Ⅸ. Reflection:

At the very beginning, I present severalpictures to grab students’ interests in learning, which isinteresting. But when it comes to the reading part, I more like an authority;in this case, students are not fully involved in the meaningful learning. And Ithink the multimedia facility might be a little bit overused, which a littlebit constrains students thinking space. Therefore, I should take such thingsinto consideration and make some corrections next time.

必修3unit2說課稿四

Teaching plan for Unit 5 book 2

Good morning, professors, it’s my great pleasure to be here sharing mylessons with you. The content of the lesson is Senior English for China Student’s Book 3 Unit 2 Healthy eating. I’ll begin the lesson from the followingfive parts, the teaching material, the teaching methods, the studying methods,the teaching procedure and blackboard design. First, let me talk about theteaching material.

Firstly，let me introduce the teaching material.This unit is to introduce to us different types of band. The reading passage isthe center of this unit. It is made up of 3 parts, that is,. The text is themost important teaching material in this lesson, which extends the main topic “” and contains most of the vocabulary andgrammar points that students should learn in this unit.

Secondly, I want to tell something aboutthe students. Although the students have the basic abilities of listening,speaking, reading, and writing, they still need many opportunities to practicewhat they have learned, to express their ideas, feelings, and experience and todevelop their autonomous learning ability and cooperative learning abilityThirdly, I’dlike to talk about teaching aims and demands

1 Knowledge aims:

（1）to help students to understand and masterthe words, phrases and sentence patterns.

（2）to know some basic information about music

2 Ability aims:

(1) To improve the students’ organizing and using skills of English asthe second language

(2) To understand the main idea, to scanfor the needed information and to grasp the details

3 Emotional aims:

(1) Help students understand

(2) Develop students’ sense of cooperative learning

Fourthly, teaching key points is

1. To help the students get a general ideaof the whole passage, and some detailed information and language points aswell.

2. To understand

Teaching difficult points is