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視頻標簽：Healthy eati
所屬欄目：高中英語優質課視頻
視頻課題：人教版高一英語必修Unit 2 Healthy eating M3U2 Using language Workbook listening speaking and writing福建
教學設計、課堂實錄及教案：人教版高一英語必修Unit 2 Healthy eating M3U2 Using language Workbook listening speaking and writing福建
M3U2 Using language
Workbook listening, speaking and writing
一、教學內容：
人教版高一英語必修三，是一堂聽說寫結合的語言綜合實踐課。 二、學情分析
已經到了高一下學期，學生對高中英語的難度慢慢適應。本單元的主題是健康飲食，和學生生活密切相關，學生的學習興趣濃厚。學生在平常上課時對口語不自信，寫作對學生來說，也是比較頭疼的弱點。 三、設計思想
《高中英語課程標準》指出,“高中英語課程的設計與實施要有利于學生優化英語學習方式,使他們通過觀察、體驗、探究等積極主動的學習方法,充分發揮自己的學習潛能,形成有效的學習策略,提高自主學習能力。”基于這一指導思想,本節課重新整合教材內容，以Workbook中的聽力材料， Using language中的Speaking中的關于提建議的表達，以及高中階段常見的建議信為形式載體,以感知“We are what we eat”,即飲食的重要性為感情背景，以了解何為均衡飲食為知識內容的主線,以“學生為主體、教師為主導”為基本原則,以合作學習為主要教學方法,以提高學生英語的表達能力為主要目的,重新整合成為一節以聽為輸入、以說和寫為輸出的活動課。
這節課主要以聽的形式，利用Workbook的聽力素材引導學生認識食物分類為哪三種顏色，每種顏色的食物該吃多少，以及了解食物金字塔，并從中滲透聽力技巧：聽前審題，圈出關鍵詞。聽力素材和時下社會風氣相關，時下人們日常飲食中常見的問題：為身材節食。聽力中Emma is not eating enough 導致She doesn’t feel well: she keeps feeling dizzy and gets tired very easily等一系列問題。這些可以讓學生充分了解節食的惡果，糾正學生的錯誤認知，起到良好的教育作用。
Speaking以學生錄制的視頻展現另外一種常見的飲食問題：生活中，很多學生喜歡吃漢堡，可樂，零食等一系列不健康食品。以視頻導入，創造情境，讓學生給Shihong建議幫她解決問題。教師在此環節引導學生用聽力素材中所學的知識。同時，也為寫作鋪墊。
目前，高考作文要求具有“交際性”和“實用性”，本堂課教師創造情境，讓學生結合日常生活的經驗和聽力環節中所學知識幫Shihong解決飲食問題。 四、教學目標 1. 語言知識:
1)通過教師的引導提示和學生獲取的聽力中的內容，學生能了解何為均衡飲食以及食物金字塔。 2)重要句型:
She must/ mustn’t…; She’d better…
My advice is/ would be… I think she ought to… Perhaps she should…
I would strongly advise her to… It might be a good idea to…
2. 語言技能:
本課著重培養學生:
1)在聽力過程中獲取細節信息的能力。 2)能夠用恰當的句型給別人提建議。
3)學會寫建議信,以及了解作文評分的標準。 3.情感態度:
培養學生自主、合作和探究的精神;通過課堂的活動,激發學生對英語的濃厚興趣;同時，學生也意識到均衡飲食的重要性。 4.學習策略:
通過用所學知識描述圖片內容、小組討論訓練學生學以致用和合作學習的學習策略。 五、教學重點難點
1. 教學重點：Listening, speaking, writing的能力培養。
2. 教學難點：訓練學生利用已有信息的輸入整合順利輸出Speaking和Writing。 六、教學方法
任務型教學法,合作學習法等。 七、教學過程： Step1：Lead-in
First, let students know what we’re going to learn today. (Show class content on the screen) Review the key words and use them to talk. Practise listening and develop some skills. Make some suggestions. Write a letter of advice.
【設計意圖】
通過呈現本堂課要學的內容，讓學生帶著目的聽課，提高學習效率。
Step 2: Warming up
T: According to the English explanation, fill in the blanks together. And then read the words together.
1._______________.adj. small in width relative to height or length. 2._______________ v-phrase should 3._______________ v-phrase take off weight.
4._______________ n-phrase a diet containing the necessary nutrients for healthy growth and activity.
5._______________ n-phrase food that helps the body fight diseases. 6._______________ n-phrase food that provides energy
7._______________ n-phrase food that helps grow bones and muscles
【設計意圖】
通過詞匯填空的方式，復習本單元的重點詞匯，同時，根據英文解釋填空，也檢查了學生對詞匯的熟悉程度。
Step 3: Use these words to say something about the pictures. 【設計意圖】
看圖說話，讓學生根據2幅卡通圖片用Warming up復習過的詞匯描述圖片內容。有趣的卡通圖片激發了學生談論的興趣，同時，也培養了學生學以致用的意識。符合學生的認知規律。
Step 4: Workbook listening
1. Part One
T: Listen to Part 1 carefully and finish the following exercises. Here is a tip for you. Before listening, what should we do？ Yes, read the questions first and also circle the key words. Now read the questions by yourselves. .. Are you ready? Let’ go.
(1). What’s the relationship between the two people? A. Teacher and student. B. Boss and worker. C. Doctor and patient.
(2). What’s wrong with Emma?
She doesn’t feel ____________: she keeps feeling dizzy and gets _____________ very easily.
(3). What does Emma usually have for breakfast, lunch and supper? (Match them) Breakfast Half a bowl of rice and a dish of vegetable
Lunch An orange and a banana
Supper A roll
【設計意圖】
聽前先進行聽力技巧的提示：聽前先熟悉問題，圈出關鍵詞， 讓學生懂得有側重點地聽取信息。第一個問題是理清任務關系，這是高考中常見的題型，為整體理解對話內容做好準備。第二問題讓學生了解Emma的不適癥狀。第三個問題是Emma的一日三餐。第二個問題和第三個問題密切相關，Emma的不適癥狀正是由于她的飲食習慣導致的。三個問題的設置符合學生的認知規律，三個問題環環相扣，緊密聯系。同時，從Emma的三餐，可以看出，她吃很少，和時下很多女孩為身材節食類似，讓學生了解這種行為是不對的，會引發身體的一系列不適癥狀，起到良好的教育作用。
2. Part 2
(1)T: Part 2 is about Dr. Pan’s advice on how to eat well but still stay thin. Are you interested in this kind of advice? …Of course. Why? Because all of us want to eat well and look beautiful or handsome. Now listen to part 2 carefully and answer the questions.
Q1: Dr. Pan puts food into three colour groups. What are the three colours?
Q2: What does the three types of food works like?
【設計意圖】
聽前激發學生的興趣；這兩個問題是第二部分聽力材料的重點，主要是讓學生了解三類食物。即red food, orange food, 和green food, 同時，也讓學生初步了解這三種食物就像traffic lights一樣在我們的日常生活中起作用，讓學生形成類似聯想。
(2)T: According to what you have heard and your common sense, now I need you to help me put these food in the right colour group. Before class, I have put these words on your desk.
butter, cakes, bread, noodles, apple, tomato, cream, cheese, rice, meat, spaghetti, banana, carrot, eggs, grape fish, watermelon, orange, potato, tofu.
【設計意圖】
通過卡紙游戲，讓學生根據所聽知識以及上一環節交通燈的聯想，進行食物分類。在檢測學生是否準確理解聽力材料的同時，也為下一個環節鋪墊。
(3)T: Now listen and check whether you have put them in the right place and think about how much do we need these three types of food? 【設計意圖】
這個分類任務檢驗了學生是否能夠正確捕捉聽力中的細節，第二問題幫助學生理解這三類食物每天該食用多少，為導出食物金字塔作鋪墊。
(4) T: According to food pyramid, analyze Emma’s diet. 【設計意圖】
教師引導學生用板書中的food pyramid進行總結,引導學生懂得如何診斷飲食問題，為下一環節作鋪墊。
Step 5: Speaking
T: Watch a short video to learn about another eating problem. Q1: What is Shihong’s eating problem?
Q2: What is her trouble?
T： Are you willing to help Shihong? Wow, you are so kind. In groups, give Shihong as many suggestions as you can and also explain the reasons why you think they are useful.
Useful expressions She must/ mustn’t…; She’d better…
My advice is/ would be… I think she ought to… Perhaps she should…
I would strongly advise her to… It might be a good idea to…
【設計意圖】通過學生錄制的視頻，為學生創設情境，讓學生給視頻中的同學提建議，幫助她解決問題。所提供的句型起到支架作用，讓學生有話可說。同時，也為接下的寫作鋪墊
Step6: Writing
(1) Before writhing
T: Now write a letter of advice to Shihong. First, think about the question: How to organize your letter. 【設計意圖】
在寫作前，讓學生先了解建議信的框架以及一些邏輯詞,減輕寫作難度。 (2) Writing time
(3) Know some standards about how to evaluate a composition.
(4) Students come to front to share their writing. And the rest students evaluate his/ her writing according to the standards 【設計意圖】
讓學生了解如何評價他人作文的同時，學生也逐漸了解到什么樣的作文會得高分。
Step7: Homework
1. Finish your writing and try to polish it by yourself.
2. Exchange your composition with your group members to improve it.
3. Mark your composition and your group members’ according to the standards.
Step 8: Summary
(1) T: What have we learnt today? (2) T: Let’s make a promise together.
From now on, we will say no to junk food, always have a balanced diet and take good care of ourselves.
視頻來源：優質課網 www.jixiangsibao.com
