【文章內(nèi)容簡介】 學(xué)重難點、教法學(xué)法、教學(xué)過程、教學(xué)反思六個方面來展開我的說課。一、首先說一下我對教材地位和內(nèi)容的認識本課選自人教版高中英語必修三第二單元的“Warmingup”和“Reading”部分。本單元主要話題是健康飲食，閱讀部分通過兩個餐館之間的競爭來說明健康飲食的重要性。通過對這節(jié)課的學(xué)習(xí)學(xué)生可以了解什么是健康飲食，也可以通過閱讀練習(xí)和語法學(xué)習(xí)來提高自己的英語水平。二、教學(xué)目標根據(jù)新課程標準以及教學(xué)大綱，我把本節(jié)課的教學(xué)目標確定為以下三個方面。首先是知識與能力：知識方面學(xué)生能夠了解健康飲食的真正含義；能夠聽懂、讀懂并且正確使用文中重點單詞和短語。能力方面能夠提升學(xué)生的聽說讀寫能力，尤其是文章的跳讀和精讀；培養(yǎng)學(xué)生的共同協(xié)作能力。其次是過程和方法：引導(dǎo)學(xué)生用英語談?wù)摬煌澄镆约笆澄锏牟煌饔?。借助現(xiàn)代教學(xué)媒體，擴展學(xué)生思維并培養(yǎng)協(xié)作學(xué)習(xí)的能力。最后是情感、態(tài)度和價值觀：通過對健康飲食的學(xué)習(xí)和討論，使學(xué)生掌握有關(guān)健康飲食方面的知識，了解平衡飲食的重要性，培養(yǎng)學(xué)生自主探究與團隊合作的能力。三、教學(xué)重難點依據(jù)本節(jié)課的教學(xué)目標，我把本節(jié)課的教學(xué)重難點界定為以下幾點： 教學(xué)重點：重點短語ought to、lose weight、get away with、tell a lie、win??back的含義以及基本用法教學(xué)難點：語言的運用，ought to用法歸納；幾個情態(tài)動詞must、may、might、should、can辨析四、教法學(xué)法俗話說教學(xué)有法，教無定法。高中階段的學(xué)生已經(jīng)掌握了一定的英語基礎(chǔ)知識以及聽說能力，正向讀寫能力過度，在本節(jié)課上我將使用雙方互動教學(xué)法：問答法和自由討論教學(xué)法，借助多媒體教學(xué)設(shè)備讓學(xué)生相互交流、合作學(xué)習(xí)；鼓勵學(xué)生抓住英語交際的機會，大膽實踐。五、教學(xué)過程教學(xué)過程是一個動態(tài)的生成過程，根據(jù)學(xué)生的認知特點，我設(shè)計了以下教學(xué)環(huán)節(jié)：課前導(dǎo)入（5分鐘）為激發(fā)學(xué)生的興趣，我借助教具圖片展示設(shè)計了如下導(dǎo)語：“大家看這三幅圖片里的食物都是什么？（學(xué)生英語回答，分別是rice/meat/vegetables）你們平時喜歡吃哪一類比較多，它們在營養(yǎng)方面對我們身體的作用有什么不同呢？你們認為自己的飲食習(xí)慣健康嗎？”讓學(xué)生通過思考，了解什么是健康飲食?？焖匍喿x（7分鐘）這一部分主要考察學(xué)生的跳讀能力。我會首先將重點短語寫在黑板上，領(lǐng)讀并講解。要求學(xué)生快速閱讀文章，了解大意并能準確歸納出每段段意。仔細閱讀（20分鐘）通過前面的快速閱讀，學(xué)生們已經(jīng)對文章有了大致的了解，接下來仔細閱讀課文。開始之前我會給學(xué)生留下一個問題“what do you think Wang Peng will provide to win his customers back？”讓學(xué)生帶著這個問題精讀課文。閱讀完成后我會提問之前留下的問題，并且讓學(xué)生完成PPT上的六道判斷正誤題和四道選擇題，完成后我揭曉答案并解答學(xué)生的疑問。這一部分主要培養(yǎng)學(xué)生在閱讀過程中認真仔細的好習(xí)慣。1. Usually Wang Peng’s restaurant was full of people.2. Yong Hui could make people thin in two weeks by giving them a good diet.3. Wang Peng’s regular customers often became fat.4. Yong Hui’s menu gave customers more emerygiving food.5. Wang Peng’s menu gave customers more protective food.6. Wang Peng decided to pete with Yong Hui 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 HuiC. have lunch with Li Chang D. have something special2. Wang Peng found the following EXCEPT ___ in Yong Hui’s restaurant.A. There were only raw vegetables, meat and 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 right EXCEPT ___.A. The food here was too limited.B. It did not give enough energygiving food.C. The food on the menu was more delicious.D. It offered slimming food only.4. Which of the following is TRUE according to the passage?A. Wang Peng’s customers often became fat after eating in his restaurant.B. Wang Peng provided a balanced diet.C. Yong Hui could make people thin in 2 weeks by giving them a good diet.D. Wang Peng’s menu gave people food containing enough fiber.課堂小結(jié)（7分鐘）為進一步培養(yǎng)學(xué)生歸納、總結(jié)的能力，接下來我會以填空的形式檢測學(xué)生對文章的理解程度及聽課效果。我會抽取4個代表將自己的答案寫在黑板上，接著帶學(xué)生一起批改和講解。Wang Peng felt 1____ in an empty restaurant because no eaters have came to his restaurant 2_____ since he got up early in the morning. He wanted to find out why. He hurried out and 3____ Li Chang into a newlyopened restaurant. He found that the owner 4____ Yong Hui wasserving slimming foods to make people thin. 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 hurried outside and got 9_____ to do some 10_____. After a lot of reading, he 11_____ that Yong Hui’s food made people bee 12_____ quickly because it was no 13_____ food. Arriving home Wang Peng rewrote his own sign.（Key： ）討論（5分鐘）在對課文有了深入的學(xué)習(xí)之后，我會問學(xué)生這樣一個問題：How do you think the story will end？這個故事并沒有結(jié)束，如果你是作者，你認為事情會如何發(fā)展下去呢？讓學(xué)生分成小組討論3分鐘，挑選代表站起來發(fā)言。我會就發(fā)言的情況做出陳述性的總結(jié)，鼓勵發(fā)散思維。在本節(jié)課的最后我給學(xué)生布置了課下作業(yè)：將自己設(shè)想的故事結(jié)尾以作文的形式寫下來，不少于120個單詞。最后是板書設(shè)計。這樣的板書設(shè)計簡潔明了，使學(xué)生能夠很好的把握本課的重難點。六、教學(xué)反思本節(jié)課主要訓(xùn)練的是閱讀技巧，學(xué)生的閱讀能力得到了提高，小組合作環(huán)節(jié)增強了學(xué)生的團隊意識。我作為教師在整堂課的過程中都應(yīng)該把重點放在學(xué)生身上，老師的教是為學(xué)生的學(xué)服務(wù)的。必修3unit2說課稿二必修3unit2說課稿三Interpretation unit2 Healthy EatingUnit2 Healthy EatingName :溫瑩Student number: 40904180College of Foreign LanguagesUnit2 Healthy EatingGood morning, everyone. Today it is my great honor to share my interpretation with you. My interpretation covers 8 parts in all, including the analysis of the teaching material, the analysis of the students, the analysis of the objectives, the analysis of the important points and difficult points, the analysis of the teaching method, e teaching procedures, blackboard design and reflection.Ⅰ. Analysis of the teaching material: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 leadin and prereading.Ⅱ.Analysis of the students:The grade 1 students at Senior High have laid a good foundation for a certain amount of vocabulary, English skills and knowledge. Since the topic in this unit is familiar to students, so there is not too difficult to stimulate their interests.Ⅲ. Analysis of the objectives: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 restaurantmanagement.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.Ⅳ.Analysis of important points and difficult points:There are a large number of vocabularies relating to food, so it istimeconsuming and energyconsuming to acquire them. It is the difficult and important point.Ⅴ. Teaching method:Taskbased teaching methodⅥ.teaching procedures:Step1：Leadin: Present several pictures to students, among which one is aoverweight couch potato, who is too heavy to move, the other is a skinny model,第2 / 3頁who is so thin that people can see her sk