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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：人教版高中英語必修3第二單元Healthy eating 單元-濟南
教學設計、課堂實錄及教案：人教版高中英語必修3第二單元Healthy eating 單元-濟南外國語學校
教材分析
Unit 2 Book 3
Healthy eating
本課選自人民教育出版社出版的普通高中課程標準實驗教材，高一年級必修三的第二單元《Healthy eating》。
I. The analysis of the teaching material
This unit gives students a better understanding of healthy eating. It encourages students to examine their own eating habits and see whether they are eating a healthy diet or not. It is hoped that students can use this information to monitor and improve their diet in the future. Reading part plays a very important part in this unit. By studying the lesson, Students can improve their reading ability, learn more about the issues involved in healthy eating.
This lesson is designed as a reading lesson. According to the new curriculum standards of senior high school English, students are expected to achieve the skills of
a. understanding the main idea;
b. skimming and scanning for the needed information;
c. grasping the details;
d. guessing the meaning of new words;
e. Knowing what is a healthy diet and how to keep a healthy eating.
II. Teaching Aims:
1. Knowledge aims:
a. Students learn more about a healthy diet and healthy eating；
b. Students are able to give suggestions and advice about healthy eating.
2. Ability aims:
a. Students develop reading skills—skimming, scanning and careful reading.
b. Students should practice, participate, and co-operate in classroom activities；
3.Emotional aims:
a. Students know something about food and have a better comprehension towards a balanced diet;
b. Students should increase their awareness of eating a healthy diet.
4.Strategy aims:
a. Students can figure out problems with group members;
b. Students should be able to summarize information.
5. Cultural aims；
a. Students should know different diets and deepen the understanding of world food culture.
III. Teaching methods:
a. Task-based Language Teaching :
During the course, different tasks are designed for Ss to carry out. Whether and how they finish the tasks can reflect on how much information they grasp from reading. In return, the teacher can adjust her teaching.
b. Cooperative Learning:
Divide the class into small teams, each with students of different levels of ability. Every member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement.
c．Question-and-answer activity teaching method.
d. Free discussion method.
IV. Teaching focuses and difficulties
a. Understand the passage and master the words and expressions;
b. Know how to give advice;
b. Identify what food is better for people and use the information to monitor and improve their diet in the future.
V. Teaching aids:
multi-media;
pictures;
blackboard;
video;
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