Unit 2 Keeping Healthy-Topic 2 I must ask him to give up smoking.-Section C-教案、教学设计-部级公开课-仁爱科普版八年级上册(配套课件编号：10f38).doc

1、Unit2 Keeping Healthy Topic2 Section C 教材内容分析：教材内容分析： 根据 2011 年版的英语课程标准中规定的八年级学生应达到的阅读目标要 求,遵循新课程理念及八年级学生的特点,本课主要活动为 1a 和 2。课文中几个 妈妈要求各自的孩子吃健康的食物,让学生们在明白要健康饮食的同时,归类学 习表示食物的名词，同时体会妈妈对我们深深的爱。针对 Danny 的一日三餐,让 学生们学会自己辨别哪些食物是健康的,哪些食物是不健康的,并对不健康的饮 食提出合理的建议。 教学思路设计：教学思路设计： 首先播放歌曲In the world only Mamas dea

2、r导入故事“The greatest person in the world”。再从故事中妈妈总是迫使我们吃各种各样的食物过渡 到食物单词的巩固学习。 然后通过四个小视频分别进入读前任务： Write down the food you usually eat;读中任务：对 1a 文本的处理（从听、说、读、写、译四 个方面进行）；读后任务：读“Dannys eating habits”完成小任务，然后根 据评价的图片提出建议；家庭作业的布置：为妈妈设计一份健康菜单。 教学目标：教学目标： 1. Knowledge aims： （1）通过对食物金字塔的认识，学生能归类学习表达食物的名词： Veg

3、etables: tomato, cabbage, potato, pumpkin Meat: beef, chicken, fish, egg Fruits: strawberry, apple, banana, pear, orange, grape, watermelon Staple: wheat, rice （2）通过对 1a 文本的学习，学生能正确地运用下列短语对食物的健康与否进行描写： eat too much salt, cause illness, be weak, a healthy drink, eat many vegetables, keephealthy, be o

4、n ones plate, be delicious 2. Skill aims: (1）听：能听懂有关食物名词的对话或文章。 （2）说：能用英语熟练的说出已学过的各种食物的名称。 （3）读：有兴趣读并且能读懂有关食物类的文章。 （4）写：能正确地运用食物名称写出一份健康的一日三餐的食谱。 3. Emotional aims: 从妈妈对孩子们饮食的关心， 体会妈妈对我们的爱， 同时养成健康饮食的习惯， 传播健康生活的理念。 4. Culture awareness: 均衡饮食保持身体健康。 教学重难点：教学重难点： 1. Key points: 能正确地运用下列短语对食物的健康与否进行描写：

5、too much salt, cause illness, be weak, a healthy drink, eat many vegetables, keephealthy, be delicious 2. Difficult points： (1) 对标题本身的理解：What Mothers Said to Eat (2) 文章中出现的宾语从句和状语从句。 学习策略：学习策略： 1.通过归类学习，提高学习食物名词的效率。 2.通过单词与食物图片的对应记忆，让学生明白图片能帮助他们更快的记住表示食物 的单词。 教学准备：教学准备： 多媒体课件、食物图片、健康菜单 教学过程：教学过程： St

6、age One :Leading in 1.T: Boys and girls, do you want to enjoy a song? Before the class, I will play it for you.(Play the song-“In the world only Mamas dear”) T: Do you know the name of this song? Its Chinese name is Ss:世上只有妈妈好 设计意图：通过歌曲世上只有妈妈好，导入故事“The greatest person in the world”. 2.T: I want to t

7、ell you a story about mother. There is a person named “Mother”. She often said: “ You must pass the exam, or you will be punished.” There is a person named “Mother”. She always forces us to eat different kinds of food to keep us healthy. T: What kinds of food do you know? Ss: T:Next, Lets see togeth

8、er. 设计意图：通过讲述妈妈的故事，知道妈妈总是强迫我们吃各种各样的食物来保 持健康，问大家知道哪些种类的食物，过渡到食物单词的学习、巩固。 Stage Two: Pre-reading 1.T:This is a food pyramid. It has four floors. On the first floor, we have “rice、 wheat、 At top of the pyramid, we have Ss: 设计意图：利用食物图片把食物放进食物金字塔，归类学习巩固单词。(说明： 本来用幻灯片教学食物单词简单且直观， 但是我选择利用食物图片贴在黑板上教 学，因为这样直

9、到一节课结束后，单词的图片都在黑板上，便于学生加强记忆。) 2.T:Next, lets welcome our new friend Danny. Look, this is Danny.(呈现 Danny 的 照片) T:What does he look like? Ss: He is very fat. T: Yes, because he likes eating very much.Do you know what Danny usually eats ? Please watch the first flash. 看完视频后，老师提问进行反馈检测 T:What does Dann

10、y usually eat for his meals? Ss:He usually eats. 设计意图：学生利用刚才学过的食物单词完成自我三餐的调查，为后面的阅读 和写作做准备。 T: Now, I want to know:”What do you usually eat for your meals?”Ask and answer in pairs. 邀请两组学生展示 Stage Three：While reading Play the second flash to make students to read passage”What Mothers Said to Eat”(说 明

11、：在第二个视频中，John 还想要了解更多关于健康饮食的内容，他希望大家 帮助他，所以推荐他阅读文章妈妈说要吃的食物) 1.Scan 1a and choose the meaning of the title“What Mothers Said to Eat”(独立完成) 设计意图：我们用略读这种阅读技巧完成对题目本身的理解 2.Watch the flash of 1a and match the right pictures. 设计意图：调动学生听的感官，对文章有一个整体感知，并能从中抓住每个孩 子的妈妈给出的建议。 3.Read 1a and mark T(True) or F(Fal

12、se).(两人一组对答案，然后回答) 设计意图：在略读和整体感知的基础上，学生仔细阅读文章，并判断正误，训 练学生精读的能力。 4.Discuss in groups and find out the key points in passage and then challenge yourselves. 设计意图：学生分组讨论勾画文章的知识点，然后进行随机检测。 Stage Four: Post reading 1.Play the third flash to lead into “Dannys eating habits” and then answer some questions.

13、Hello, my name is Danny. I dont like vegetables, and I eat them only once a week. And I seldom eat fruit. Whats my favorite food? Junk food(垃圾食品)! I eat it three times a week. My mother hopes that I can drink milk every day, but I never drink it. Im short and fat, and my teeth are bad,too. Im very s

14、ad.(难过的) (1).Does Danny have good eating habits? (2).How often does Danny eat vegetables? (3).What is Dannys favorite food? 2.T: I think some students have bad eating habits like Danny. Please look at the pictures you just get. You can see some students in the pictures, they are eating . First, disc

15、uss whether their eating habits/meals are good or bad, if they are bad, give some advice to them. And then give a report about it. You can begin like this: 设计意图：通过前面几个环节的语言输入准备，这个环节先讨论 Danny 的食谱 是否健康，然后为后面的语言输出做准备。 You can begin like this: 你可以这样说：Look, This is xxx. He/She likes eating ., I think his

16、/her meals are good/bad. He/She Shouldnt/mustnt., He/She should/must. 你还可以这样说： xxx usually has . for his/her meals. I think its healthy/unhealthy. Please dont eat./ Youd better. 你还可以. 3.:T: What have we learned today? 通过板书总结今天所学知识。 Stage Five：Homework Today Play the fourth flash to leave homework: First,read another passage about healthy eating and then design a healthy menu for your mothers to show your love.