Healthy Eating说课稿4篇

必修3unit2说课稿一

尊敬的评委老师：

大家上午好，我是外语组号和晓鸥。今天我说课的题目是“Healthy Eating”，接下来我会从教材分析、教学目标、教学重难点、教法学法、教学过程、教学反思六个方面来展开我的说课。

一、首先说一下我对教材地位和内容的认识

本课选自人教版高中英语必修三第二单元的“Warming-up”和“Reading”部分，。本单元主要话题是健康饮食，阅读部分通过两个餐馆之间的竞争来说明健康饮食的重要性。通过对这节课的学习学生可以了解什么是健康饮食，也可以通过阅读练习和语法学习来提高自己的英语水平。

二、教学目标

根据新课程标准以及教学大纲，我把本节课的教学目标确定为以下三个方面。

首先是知识与能力：知识方面学生能够了解健康饮食的真正含义；能够听懂、读懂并且正确使用文中重点单词和短语。能力方面能够提升学生的听说读写能力，尤其是文章的跳读和精读；培养学生的共同协作能力。

其次是过程和方法：引导学生用英语谈论不同食物以及食物的不同作用。借助现代教学媒体，扩展学生思维并培养协作学习的能力。

最后是情感、态度和价值观：通过对健康饮食的学习和讨论，使学生掌握有关健康饮食方面的知识，了解平衡饮食的重要性，培养学生自主探究与团队合作的能力。

三、教学重难点

依据本节课的教学目标，我把本节课的教学重难点界定为以下几点：教学重点：重点短语ought to、lose weight、get away with、tell a lie、win„„back的含义以及基本用法

教学难点：语言的运用，ought to用法归纳；几个情态动词must、may、might、should、can辨析

四、教法学法

俗话说教学有法，教无定法。高中阶段的学生已经掌握了一定的英语基础知识以及听说能力，正向读写能力过度，在本节课上我将使用双方互动教学法：问答法和自由讨论教学法，借助多媒体教学设备让学生相互交流、合作学习；鼓励学生抓住英语交际的机会，大胆实践。

五、教学过程

教学过程是一个动态的生成过程，根据学生的认知特点，我设计了以下教学环节：

1、课前导入（5分钟）

为激发学生的兴趣，我借助教具图片展示设计了如下导语：“大家看这三幅图片里的食物都是什么？（学生英语回答，分别是rice/meat/vegetables）你们平时喜欢吃哪一类比较多，它们在营养方面对我们身体的作用有什么不同呢？你们认为自己的饮食习惯健康吗？”让学生通过思考，了解什么是健康饮食。

2、快速阅读（7分钟）

这一部分主要考察学生的跳读能力。我会首先将重点短语写在黑板上，领读并讲解。要求学生快速阅读文章，了解大意并能准确归纳出每段段意。

3、仔细阅读（20分钟）

通过前面的快速阅读，学生们已经对文章有了大致的了解，接下来仔细阅读课文。开始之前我会给学生留下一个问题“what do you think Wang Peng will provideto win his customers back？”让学生带着这个问题精读课文。阅读完成后我会提问之前留下的问题，并且让学生完成PPT上的六道判断正误题和四道选择题，完成后我揭晓答案并解答学生的疑问。这一部分主要培养学生在阅读过程中认真仔细的好习惯。

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、课堂小结（7分钟）

为进一步培养学生归纳、总结的能力，接下来我会以填空的形式检测学生对文章的理解程度及听课效果。我会抽取4个代表将自己的答案写在黑板上，接着带学生一起批改和讲解。

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、讨论（5分钟）

在对课文有了深入的学习之后，我会问学生这样一个问题：How do you think the story will end？这个故事并没有结束，如果你是作者，你认为事情会如何发展下去呢？让学生分成小组讨论3分钟，挑选代表站起来发言。我会就发言的情况做出陈述性的总结，鼓励发散思维。

6、在本节课的最后我给学生布置了课下作业：将自己设想的故事结尾以作文的形式写下来，不少于120个单词。

7、最后是板书设计。这样的板书设计简洁明了，使学生能够很好的把握本课的重难点。

六、教学反思

本节课主要训练的是阅读技巧，学生的阅读能力得到了提高，小组合作环节增强了学生的团队意识。我作为教师在整堂课的过程中都应该把重点放在学生身上，老师的教是为学生的学服务的。

必修3unit2说课稿三

Interpretation unit2 Healthy Eating

Unit2 Healthy Eating

Name :温莹

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页

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说课稿四

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