教学设计及反思

以下为《教学设计及反思》的无排版文字预览，完整格式请下载

下载前请仔细阅读文字预览以及下方图片预览。图片预览是什么样的，下载的文档就是什么样的。

教学设计

课题名称：Unit2 Healthy Eating



姓名：

刘某某

工作单位：

*_**



学科年级：

高一

教材版本：

人教版新课标



一、 教学内容分析:

The content is New Senior English for China Students’ Book 3 Unit 2 Healthy Eating published by People’s Education Press. It is the first class period of this unit, and I will cover lead-in and pre-reading. It’s about eating habit; the content is not very difficult.







二、教学目标:

A. Knowledge objectives：

1. Enable students to expand their vocabulary relating to food;

2. Enable students to get useful knowledge from the text.

3. Enable students to accumulate some basic knowledge of restaurant management.

B. Ability objectives：

1. Enable students to get useful information from a text;

2. Enable students to analyze the text by themselves;

3. Enable students to predict something reasonably.

C. Affective objectives:

1. Enable students to keep a good eating habit;

2. Enable students to learn something from Wang Peng, in particular, the strategy of restaurant management.



1)The key points are how to get students to understand the text better and master the reading skills such as skimming, scanning and so on.

2) The difficult points are how to get students to master the important words and expressions in the unit and how to help students to express themselves using what they have learned in this passage.



三、学习者特征分析:



As we know, they have learned English for several years and have mastered a certain number of vocabularies. What’s more, they have formed 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 简单的英语解释单词，这样就调动了他们学习的积极性，无形中也增强了同学间的合作与默契。（4）95%的高一学生，具备了一定的语感、词汇、语法知识，基本上能听懂一些简单的课堂用语及一些小对话；但普遍存在着不良的阅读习惯，较差的阅读能力和知识面窄等问题。

二、本节课后对词汇授课的反思

本节课较之前的词汇授课做了比较大的改动和尝试，把一些重要短语放在课文中，让学生用推断和猜测等方法来得出其意思及用法。发现这种做法的有利之处：使得学生对重要单词和词组使用的语境有了大致了解，不脱离文本，记忆起来更深刻；弊端：这种方法适合程度好的学生，对于基础较差的同学不适用，跟一会就跟不上老师的节奏了，从而不跟了。

[文章尾部最后300字内容到此结束,中间部分内容请查看底下的图片预览]

以上为《教学设计及反思》的无排版文字预览，完整格式请下载

下载前请仔细阅读上面文字预览以及下方图片预览。图片预览是什么样的，下载的文档就是什么样的。