Unit3UsinglanguageWriteaboutahealthydiet教学设计-高中英语人教版选择性

TeachingDesignTopic:OB2Unit3FoodandCultureWriteaboutaHealthyDiet(HealthyEating)Grade:Senior2AnalysesofteachingmaterialsThethemeofthispartistowriteanarticleabouthealthyeating.Throughreadingandwritingactivities,studentscanaccumulateknowledgeabouthealthydiet,deepentheirunderstandingofthethemeofhealthydiet,andreflectontheirowneatinghabits.Thistextdescribesthebasicprinciplesofhealthydiet.Theauthorusesdataanalysis,definition,parison,examplesandothermethods.Italsoprovidesademonstrationoftheuseofconjunctions,whichprovidesimportantinformationreferenceforstudentstopletethetasks,writingskills,vividlanguagematerialsandexpressions.TeachingConceptActivitybasedonEnglishLearningAnalysisofStudentsThestudentshavethebasicskillsoflistening,speaking,reading,writingandviewing.Theycanusesimplewordsandsentencestomunicate.Theycanalsowritesimplepassage.TeachingObjectivesBytheendoftheclass,studentswillbeableto:1.readanexpositionaboutahealthydietandanalyzethestructure,sentencepatternsandlanguagefeaturesofitwiththeaidofmindmap;2.makeuseofproperlinkingwordsandstrengthentextualcohesion;3.reflectonyourowneatinghabitsandusesimilarstructuresandlanguagetoposeanemailabouthealthyeating.Important＆DifficultPoints:Guidestudentstoanalyzeandunderstandthereadingdiscoursefromtheaspectsoftheme,structure,languageexpression,etc.Guidethestudentstousethecohesivewordscorrectlyandstrengthenthetextualcohesion.Enablethemtointegratetheusefulsentencespatternstoposeanemailonhealthyeating.TeachingMethodTaskbasedLearningMethodsTeachingaids:Multimedia,blackboardTypeReadingforWritingPeriod:40minsTeachingProceduresStepsActivities设计意图Warmup&LeadinWarmup&Leadin:Step1:Greetings.Sswatchavideobeforeclass.Step2:Presentlearningobjectives.Step3:Studentsdecidewhetherotherstudents’dietshealthyorunhealthyafterlookingatthepicturesaboutdiets.Ifnot,pleasestatethereasons.(Twritesdown“containtoomuchsugar,processedfoods,havequantitiesofsugarandsalt”).通过观看视频热身，激发学生关于健康饮食的背景知识和学习兴趣。展示学生在校午餐饮食习惯的图片风暴，让学生思考图片中的学生的饮食是否健康的问题，融入今天的主题情境。引导学生思考并关注这些食品为什么不健康，呈现课文中的部分词块，从而树立健康饮食的意识。ReadforStructure&DetailsActivity1:RevisionWhatisthepassagemainlyabout?Activity2:ReadforStructureWorkoutthestructureofthetextintheformofamindmap.Activity3:ReadforDetailsReadthepassagecarefullyandthenfillintheblanks.延续上节课所学，简要回顾主题。借助两个思维导图，建构文章的段落大意结构图和整体架构图，为后续写作做铺垫。Summarizekeyideas,linkingwordsandsentencepatternsSummary1:Whataspectsdoeshealthyeatinginvolve?Suggestedanswer:Ahealthydiet,healthyeatinghabitsandahealthyattitudetowardsfood.Activity4:LinkingWords(PairWork)Step1:Teacherguidesstudentstothinkaboutthequestion:Whatcanweusetomakethepartscoherent?Step2:Ssreadthepassagetofindoutthelinkingwordsusedtointroduceanotherwayofsayingwhatwasalreadymentionedintheprevioussentence.ThencirclelinkingwordsusedtoshowthatcontrastingideasarebeingintroducedStep3:Findotherkindsoflinkingwordsandaddtheirownintheformofamindmap.Activity5:ReadforLanguageSentencePatterns(GroupWork)Step1:Tgivesanexampleoffindingthesentencepatternsforgivingadvice.Step2:Ssworkingroupsandconcludethesentencepatternsforadvicegivenbyauthor.总结1：根据上述表格总结健康饮食包含三方面：健康的饮食，健康的饮食习惯和对待食物的健康态度。活动4：引导学生寻找重述观点和对比信息的衔接词语，并用思维导图的形式呈现，补充连接词的相近表达用法和其他类别的连接词，扩充学生的词库，有助于学生学习运用衔接词到写作中，使文章更加连贯。活动5：引导学生小组合作，从文中梳理出提供建议的参考句式。教师首先示范，并分享给学生小技巧：衔接词可以快速帮我们定位建议，从而梳理出句型。该部分引导学生积极合作意识，通过关键词引导学生回顾课文所学，提出保持健康饮食的建议，为后续的作文积累素材。Prewriting&WritingActivity6:PractiseSentencePatterns(GroupWork)David,anexchangestudentinChina,isyourfriend.DavidandOuyangNanapostedtheirdietsontheDianpingWebsite.Supposeyouareinvitedtomentontheirdietsanddecidewhosedietishealthier.Pleasegiveyouradviceifnecessary.Activity7:WritingTaskStep1:Analyzethegenre,personandtopicStep2:Workoutthestructureontheemailinterface.Step3:PresentasamplewritingtoremindSstopayattentiontosentencepatterns,linkingwordsandsupportingdetails.Step4:poseanemailchoosingLevelAorLevelBActivity8:AssessmentStep1:Showstudents’homeworkandmakeassessmentsmutually.Step2:Exchangeyourdraftwithapartner.Usethefollowingchecklisttohelpyourevisethedraft.活动6：教师创设情境，（大卫，一个在中国的交换生，是你的朋友。大卫和欧阳娜娜参加了大众点评网的活动，在该网站上发布了他们的饮食。假设你被邀请点评他们的饮食，并判定谁的饮食更健康。如有需要请提出你的建议。）学生当点评官，小组讨论评判谁的饮食更健康，并给出建议。小组讨论，一人记录，一人代表回答。活动7：衔接活动6，给因饮食不健康而感觉不适的David写一封提供建议的邮件。以邮件的界面带领学生梳理任务文章的结构并展示样本作文，做到“胸有成竹”提建议句型，衔接词，支撑作者观点的细节。活动8：选取LevelA和LevelB各一篇文章，师生对照评价表，进行共评。Summary&HomeworkSummaryReflection1.Doyoukeepahealthydiet?2.Doyoudevelophealthyeatinghabits?3.Doyouhaveahealthyatti