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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：Unit2 Healthy Eating Period2(Warming upReading) Come and Eat Here(I) 廣西
教學設計、課堂實錄及教案：Unit2 Healthy Eating Period2(Warming upReading) Come and Eat Here(I) 廣 西 - 南寧
Book II Unit 2 教材分析
本單元以“健康飲食”為中心話題，通過單元教學讓學生了解各種食物對人體的作用，引導學生關注平衡膳食，促使學生養成健康飲食的習慣。針對現實中遇到的實際問題發表自己的看法。
1.1 Warming up is to tell students how different kinds of food are grouped. This is
important as it enables us to talk about the value of particular foods to our health. And it let students appreciate what a balanced diet is.
1.2 Pre-reading contains two more general questions about food. Students can be encouraged to discuss these questions in pair. Then they are asked to look at the title of the reading passage and the pictures to predict what the passage is about. This part is very useful for the next part Reading.
1.3 Reading passage Come and Eat Here introduces students to two balanced diets through the restaurants of Wang Peng and Yong Hui. Food at Wang Peng’s restaurant contains too much fat while Yong Hui’s restaurant offers little energy-giving food. After reading, students are required to do the exercises in Comprehending to see how much they have understood the reading passage.
學情分析
飲食方面的話題是比較貼近學生實際的話題，學生應該會十分感興趣。Reading部分是一個故事性很強的敘事性文章，學生基礎良好，處理起來不會有太大的難度，并且Reading中富有戲劇性的變化可以讓學生從中感受故事的趣味性，容易激發學生的學習興趣，使學生由被動變主動，積極參與學生過程。
教學目標
1.知識目標
To grasp some useful words and expressions in this passage, such as be tired of , curiosity, get away with etc. and some new words concerning vegetables and fruit, such as cucumber, eggplant, cherry, lemon, mushrooms, etc.
2.能力目標
A. Enable students to talk about their eating
B. Understand the text and answer the following questions. 3.情感目標
Students will be able to realize what is a healthy diet and the
importance of having a balanced die.
4.策略目標
Students will be able to develop their reading ability, learn to
use some reading strategies such as guessing, skimming and so on;
教學重點
1. Students can read the new words in this unit and master the new words and phrases concerning this passage.
2. Students can understand the text well and translate the long and difficult sentences into Chinese.
教學難點
The students can realize the importance of keeping a healthy diet and carry it out in the real life.
教法
a. Fast and careful reading
b. Asking-and-answering activity to check the students’ understanding of the text.
c. Individual, pair or group work to finish each task. d. Discussion
學法
教學過程
Step 1
Warming up and Pre-reading
1. Greeting
2. Let the students enjoy a short video and think why we have to eat food every day.
2. Drawing the students’ attention to the importance of healthy eating by giving them some pictures concerning the healthy food and unhealthy food.
3. Ask students what will happen if we don’t have a balanced diet and show them some pictures of very fat and very thin persons to prove to the students the importance of
having a healthy diet.
4. Introduce to the students what is a balanced diet.
5. Predict what the passage is talking about according to the titles and pictures.
設計思路：通過一個有關健康飲食的短片和常見的食物圖片調動學生視覺上的注意力。同時鞏固本單元新學的一些詞匯和短語。閱讀之前的預測環節，培養學生對信息的預測能力。
Step 2
While-reading
Step I Skimming: Go through the passage and find out some information.
1. Who were mentioned in the text? 2. Where did the story happen?
3. What’s the main idea of the passage?
(1)The two restaurants supplied the healthy food.
(2) The reason why Yong Hui’s restaurant was so popular with customers.
(3)Wang Peng found out why he had lost his customer and decided to win them back.
Step II Read the passage again and divide the text into three parts and find out which part is mainly talking about. Part 1 Wang Peng felt frustrated because his restaurant was not full.
Part 2 He followed his customer to a newly opened restaurant which was very popular.
Part 3 He did some research and decided to win his customers back.
設計思路：引發學生對新課的興趣，對閱讀課文進行學習，啟發他們對于飲食與健康之間關系的相關思考，同時提醒學生關注文章的中心思想及結構, 要求學生能理解故事的發展脈絡。為接下來的Careful Reading作好鋪墊。 Careful Reading
Step I Fill in the blanks.
Part 1 By lunch time, his restaurant was ______, which ___________ full of people.
Wang Peng’s menu:______________________ Li Chang hurried by. Li Chang was not coming to eat in Wang Peng’s restaurant ____ he always did. So Wang_____ him.
When Wang Peng thought “Nothing could be better”, he meant ( ).
A. his food and drinks were the best B. his food and drinks were the worst C. his food should have been improved
D. he could do nothing with his food and drinks
Part 2 Wang Peng found a new restaurant which is full of people. _______ drove him inside. Yong Hui ___________ and gave a ______ to him, saying, “I’ll help you _________ and ____ in two weeks.”
The menu in Yong Hui’s restaurant: __________________ Wang Peng was amazed at the price; and he couldn’t believe his eyes. Why?
Part 3 He went to the library, because he could not have Yong Hui getting away with telling people lies! What did he find?
Wang Peng’s Restaurant Yong Hui’s Restaurant
Step II Comprehending P11 Do the following true or false questions.
1. Usually Wang Peng’s restaurant was full of people.( T )
2. Yong Hui could make people thin in two weeks by giving them a good diet. ( F )
3. Wang Peng’s regular customers often become
fat.( T )
4. Yong Hui served a balanced diet. ( F )
5. Yong Hui’s menu gave customers more energy-giving foods. ( F )
6. Wang Peng’s menu gave customers more protective food. ( F )
Step III Summary: Sum up the story with some suitable words.
Wang Peng felt frustrated ______his customers didn’t come to his restaurant as they _____ (usual) did. Out of _____(curious), he________(follow)Li Chang ，_____was his friend, to a newly-opened restaurant. He was amazed______ the menu and the prices. Then he went to the library______(do) some research. He found that Yong Hui’s customers didn’t eat enough energy-giving food to keep _____(health). Wang Peng felt hopeful when he drove back home. Perhaps with a discount and a new sign he could win his customers______. The _______(compete) between the two restaurants was on.
設計思路：帶著問題再次閱讀文章,容易提高學生閱讀的興趣。通過填空及判斷正誤題進一步理解細節內容，同時利用最后的Summary復習鞏固重點單詞、短語以及文章內容，提高學生總結的能力。
Step 4
Post reading Discussion：Since the competition between Wang Peng and Yong Hui was on, who would win? Discuss with your partner.
設計思路：開放性的討論活動一方面是對課文理解的檢測，另一方面也為學生提供了交流的平臺和機會，在討論活動中學生可以將課內外知識相結合，大膽表達自己的想法和觀點，解決實際問題。
Step 5
Homework
1. Retell the text. Use the first person to retell the story.
2. Preview the text: Come and Eat Here (Ⅱ)
設計思路：通過用第一人稱重述文章內容進一步復習鞏固所學內容。另外，通過討論王鵬和雍慧的餐館誰會贏來引起學生們對故事發展的好奇心。引導學生預習Come and Eat Here (Ⅱ)
板書設計
Part 1 at Wang Peng’s Restaurant (Para 1)
Part 2 at Yong Hui’s Restaurant (Para 2-3)
Part 3 at the library (Para 4)
教學反思：
1.本部分課堂教學圍繞學生的生活體驗展開，旨在引導學生通過學習進一步反省自己的飲食習慣，改善飲食結構，設計了若干活動和人文，在教學過程中大部分活動能順利開展。
2. 課堂教學活動的設計調動了學生學習的積極性，達到了一定的教學效果。 3.但在教學過程中，首先是時間的分配沒有做到位，Warming up 部分比重過重，導致給予學生閱讀的時間較少；其次，在授課的過程中缺少學法指導。
通過這節課的反思，在以后的教學設計和課堂教學中，我會更加注意自己的不足之處，多激發學生學習的興趣，給予學生表達自己的空間，并且不斷完善自己，提高課堂教學的有效性。
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