Unit 2 Keeping Healthy-Topic 2 I must ask him to give up smoking.-Section C-ppt课件-(含教案+视频+素材)-市级公开课-仁爱科普版八年级上册(编号：302f6).zip

Unit 2 Topic 2 Section C 课堂练习课堂练习 一、一、听听 1a 并完成表格并完成表格 KidProblem Kangkang When he was a child, he ate too much salt and _1_. Maria Her _2_were too weak so she cant eat too much candy or ice cream. Jane She had to drink a glass of _3_ before she left for school. Michael He had to eat many _4_ and fruits to keep _5_. 二、二、为自己设计一个合理健康的食谱为自己设计一个合理健康的食谱 Healthy meals Breakfast: _ Lunch: _ Dinner: _ At night: _ 课后练习课后练习 一、翻译下列词组一、翻译下列词组 1.注意（不）要做某事注意（不）要做某事_ 2.造成疾病造成疾病 _ 3.强迫某人做某事强迫某人做某事_ 4.一一.就就. _ 5.感到生气感到生气_ 6.使某人做某事使某人做某事 _ 7.偶然地偶然地_ 8.惊讶地做某事惊讶地做某事_ 二、用括号内所给单词的适当形式填空。二、用括号内所给单词的适当形式填空。 1. Teachers shouldnt force students _(do) too much homework. 2. Eating too much salt or sugar might cause many _(ill). 3.I like eating _ (tomato). They are good for our health. 4.Be _(care) not to eat too much salt or sugar. 5.The terrible news made her _(get) mad. 三、情景交际三、情景交际 1.你想告诉你的朋友晚上不要熬夜，可以这样说：你想告诉你的朋友晚上不要熬夜，可以这样说： _ 2.你想告诉你的朋友抽烟有害健康，可以这样说：你想告诉你的朋友抽烟有害健康，可以这样说： _ 3.你想向你的朋友彼得（你想向你的朋友彼得（Peter）借自行车，可以这样问：）借自行车，可以这样问： _ 4.你想告诉你的朋友最好不要在太阳下看书，可以这样说：你想告诉你的朋友最好不要在太阳下看书，可以这样说： _ 5.你想知道对方早餐通常吃些什么，可以这样问：你想知道对方早餐通常吃些什么，可以这样问： _ 四、看图写话（根据每小题所提示的图画情景和提示词，写出一个与图画情景相符的句子）四、看图写话（根据每小题所提示的图画情景和提示词，写出一个与图画情景相符的句子） 1.be careful, cross _ 2.as soon as, get there _ 3.surprised, meet _ 4.milk, breakfast _ orange bananajuicemilkCoke hamburger bread vegetable candy chocolate apple sandwich chicken biscuit beef strawberry rice ice-cream watermelon fish tomato cabbage potato chips Listen to 1a and fill in the blanks. KidProblem Kangkang Maria Jane Michael When he was a child, he ate too much salt and _. Her _ were too weak so she cant eat too much candy or ice cream. She had to drink a glass of _ before she left for school. He had to eat many _ and fruits to keep _. 1 2 3 4 5 sugar teeth milk vegetables healthy Read 1a and circle True or False. 1.Kangkangs mother often told him not to eat much sugar when he was a child. True False 2. Marias teeth were not strong because she liked eating ice cream. True False 3. Jane didnt like drinking milk. True False 4. By chance Michael found that cabbage was good. True False 5. Often our mothers advice is good for our health. True False 偶然地偶然地 so she mustnt eat too much Read 1a carefully and find the main sentence of the passage. Mothers always tell their children what they should eat. Drink milk. Dont eat too much salt or sugar. Eat vegetables and fruits. Dont eat too much candy or ice cream. Read 1a again and answer the questions. 1.Why did Kangkangs mother tell him not to eat too much salt or sugar? 2. Why did Janes mother forced her to drink milk every day? 3. Why should we eat many vegetables and fruits? Because it might cause illness. Because milk is a healthy drink. Because they can help us to keep healthy. Read the passage (1)要按时到校。要按时到校。 (2)注意晚上开车别开得太快。注意晚上开车别开得太快。 (3) _ _ _ _to school on time. _ _ _ _drive too fast at night. Be _ (care) not to play soccer on the street. Be careful to get Be careful not to careful 1. Be careful not to eat too much salt or sugar. 2. Jane didnt like it, but her mother always forced her to drink it. ( ) (1) The heavy rain _ us to stay at home all the weekend. A. stopped B. forced C. made D. suggested (2)我妈妈强迫我每天都要早起。我妈妈强迫我每天都要早起。 _ B My mother forces me to get up early every day. 3. As soon as Michael saw it, he got mad. 1.我一到北京就打电话给你。我一到北京就打电话给你。 I will call you _ _ _ I get to Beijing. 2.他一回来我就会告诉他这个消息。他一回来我就会告诉他这个消息。 I will tell him the news _ _ _ he comes back. as soon as as soon as 3.The poor woman _ _(疯了疯了) because of the terrible accident. 4.当当Sally听到那个消息的时候，她气疯了。听到那个消息的时候，她气疯了。 When Sally heard the news, she _ _. got mad got mad 5. But his mother made him taste it. 1.The terrible news made her mother _(get) mad. 2. What makes him _ (feel) so happy? get feel make sb./ sth.+ 形容词形容词 使某人使某人/某物某物. 1.The illness _(使他很虚弱）使他很虚弱）. 2. The hard work _(使使Tom非常疲劳）非常疲劳）. made him very weak made Tom very tired 6. He was surprised to find that it was delicious! 1.她很惊讶地发现她的新自行车不见了。她很惊讶地发现她的新自行车不见了。 She _ _ _find that her new bike was lost. surprisedwasto be glad/sorry to do sth. 很高兴很高兴/难过做某事难过做某事 1.Steve 很乐意去帮助其他人。很乐意去帮助其他人。 2.听到这件事我很难过。听到这件事我很难过。 Steve is glad to help others. Im sorry to hear that. 1. be careful (not) to do sth. 注意（不要）做某事注意（不要）做某事 2. force sb. to do sth. 强迫某人做某事强迫某人做某事 3. get mad （变）疯了（变）疯了 4. as soon as 一一 就就 5.make sb. do sth. 让某人做某事让某人做某事 6. be surprised to do sth. 惊讶地做某事惊讶地做某事 What we learn from this passage: Advice 1 Advice 2 Advice 3 Advice 4 shouldnt.salt sugar had bettercandy . ice cream healthy drink should.vegetables.fruits. healthy We shouldnt eat too much salt or sugar. We had better not eat too much candy or ice cream. Milk is a healthy drink. We must drink milk every morning. We should eat many vegetables and fruits to keep healthy. must milk every morning Design a healthy menu for yourself. Healthy meals Breakfast: _ Lunch: _ Dinner: _ At night: _ I plan to have _ for breakfast. I plan to have _ for lunch. And for dinner, I plan to have _. I may have _ at night. 1.New Words about food; 2.New phrases: be careful (not) to do sth. force sb. to do sth. get mad as soon as make sb. do sth. be surprised to do sth. 3.Review how to give advice with modal verbs should/ must/ had better do sth. shouldnt/ mustnt/ had better not do sth. Do/ Dont do sth.(祈使句）祈使句） 1.Recite the words (39)(40) 2.Finish the workbook Section C 3. Finish the paper to consolidate the language points in Section C 1 一、整体设计思路：一、整体设计思路： 本节课围绕健康饮食这一功能话题展开，利用视频导入激发学生学习本课的热情，在 学生已学关于食物的词汇的知识经验的基础上，继续学习新的词汇。 进而引导学生通过一步步的阅读，运用阅读策略来获取有效信息，以此提高学生的阅 读能力。通过利用提建议的句型来复述本课重点知识和句型，落实和强化本话题的目标语 言。作业设计以围绕本话题相应内容让学生根据自己设计的食谱写一篇对健康饮食提建议 的小作文，进一步训练学生的书面表达能力。 二、指导依据说明：二、指导依据说明： 英语课程标准的功能意念项目要求学生掌握“建议”的说法， “饮食”亦是话题项 目中一个重要项目。其中对学生四级所要达到的读的要求是能理解建议读物中的事件发生 顺序和人物行为；能从简单的文章中找出有关信息，理解大意；能根据上下文猜测生词的 意思。在此指导下，通过阅读技巧训练提高学生的阅读能力。 2教学背景分析 一、教学内容分析：一、教学内容分析： 本话题主要学习个人卫生和饮食健康等内容。Section A 和 Section B 两课通过谈论个 人卫生和健康的生活习惯、如何养成良好习惯并保持健康，学习了情态动词 must 和 mustn t 表示必要性的用法，进一步学习了提建议的几种说法。 本节课通过阅读有关饮食健康的文章掌握更多的有关词汇，同时复习巩固情态动词 must/ mustnt/ may/can 的用法， 同时学会运用简单的阅读策略获取信息和学会保持良好的 习惯。 二、学生情况分析：二、学生情况分析： 学生在七年级已经学习了一些关于食物的词汇，在本课前也已经学习了如用 should/shouldnt/ had better/ had better not do sth.以及用祈使句来提建议的说法，为本节课做 了学前准备和铺垫。 而学生面对长篇文章常常无从下手，阅读能力较弱，在本课中需加强 对学生阅读技巧的训练以及运用简单的阅读策略获取信息的能力。 2教学目标分析 一、知识与技能(Knowledge aims) 1会听、会读、会写、会用以下单词：tomato, salt, sugar, illness, weak, cream , force, childhood, plate, mad, taste, surprise, watermelon, potato, sandwich, strawberry, beef, biscuit, such, etc.。 2在阅读文章的过程中理解并掌握词组：be careful (not) to do sth., force sb. to do sth., get mad, as soon as, make sb. do sth., be surprised to do sth.。 二、过程与方法(Ability aims) 1通过本堂阅读训练，学生分析文章结构，提高针对具体问题寻找细节获取有效信息，运 用阅读技巧完成阅读任务。 2 2通过本堂学习，学生进一步复习利用情态动词 should/ shouldnt/ must/ mustnt/ had better /had better not 提建议的说法。 3通过本课对健康饮食的谈论，学生了解健康饮食的重要性，能利用情态动词对健康饮食 提出建议并合理设计食谱。 三、情感态度与价值观(Emotion aims) 1通过对健康饮食的谈论，引起学生对健康饮食的重视。 2通过本课的学习，让学生对周围的人更加关心，能对他人不健康的饮食习惯提出建议。 3教学重点、难点分析 1学习有关食物的词汇及文中的新词组。 2复习利用情态动词 should/ shouldnt/ must/ mustnt/ had better /had better not 提建议的说 法。 3学生学会分析文章结构，提高针对具体问题寻找细节获取有效信息技巧。 4教学过程设计 Step 1 Warming-up (时间时间 1 分钟分钟) 1 Show a video to arouse the interest of learning. 2Lead to the topic of this lesson to learn more about food and healthy eating. 【教师主要活动教师主要活动】播放美食的视频，导入本课的学习。 【学生主要活动学生主要活动】观看视频，师生间进行简单的应答。 【设计意图设计意图】创设情境，有效利用这一环节激发学生学习兴趣，自然而顺利进入本课与食 物有关的情境，与本课的主题“健康饮食”相呼应。 Step 2 Pre-reading (时间时间 3 分钟分钟) 1Show the pictures of food the students learnt in Grade 7, the students tell the names of foods. 2Show the foods and the students tell the new words of foods. Then read them twice. 【教师主要活动教师主要活动】呈现图片，引导学生快速说出相应的食物词汇。 【学生主要活动学生主要活动】 看图片，快速说出食物的词汇。 【设计意图设计意图】 在课前已将新的食物词汇学完，在本课上简单复习食物词汇为接下来的阅读 扫清词汇障碍。 Step 3 While-reading (时间时间 15 分钟分钟) 1 Listen to 1a and fill in the blanks. KidProblem Kangkang When he was a child, he ate too much salt and _1_. 3 Maria Her _2_were too weak so she cant eat too much candy or ice cream. Jane She had to drink a glass of _3_ before she left for school. Michael He had to eat many _4_ and fruits to keep _5_. 2Read 1a again and mark T (True) or F( False) (on P40), then correct the wrong answers. 3Read 1a and find the main sentence of this passage. Learn the structure of the passage. Then match the characters with the advice their mothers gave them. 4Read 1a again and answer the three questions: Why did Kangkangs mother tell him not to eat too much salt or sugar? Why did Janes mother forced her to drink milk every day? Why should we eat many vegetables and fruits? 【教师主要活动教师主要活动】 设置阅读任务，引导学生根据不同任务进行阅读。 【学生主要活动学生主要活动】 根据不同的阅读任务，找出有效信息。 【设计意图设计意图】首先听录音，让学生整体感知全文，同时结合中考听力的题型，让学生带着 问题去听，从而更注重文章的细节；第一遍略读，让学生仔细阅读从文中找出依据对五句 话判断正误，学会从文中去找细节；第二遍细读，让学生找出文章的中心句、引导学生思 考分析本文的结构，学会化繁为简，到所需段落中去找信息，即让学生将建议和人进行配 对；第三遍细读，让学生再次阅读课文，对文章结构和细节有所理解的前提下，回答三个 问题，学会从文中找出依据、获取有效信息并整合答案。通过一步步的阅读，完成不同的 阅读任务来提高学生的阅读技巧。 Step 4 Post-reading (时间时间 9 分钟分钟) 1Read 1a aloud and underline the key phrases in the passage. 2The teacher explains the difficult points and lead the students to do some exercise to consolidate the key phrases. 3Lead the students to talk about what we learn from the passage. Use the sentences with modal verbs and given words to retell the key points in 1a. Then read these sentences together. Advice 1 shouldntsalt sugar Advice 2 had better not. candy ice cream 4 Advice 3healthy drink must. milk every morning Advice 4 should.vegetables fruits healthy 【教师主要活动教师主要活动】播放课文录音，点出本课的语言点，引导学生根据汉语提示完成句子。 【学生主要活动学生主要活动】听录音并划出本课的语言点，根据汉语提示运用所学短语完成句子。 【设计意图设计意图】 学生在读的过程中划出本课的语言点，对文章的结构和细节加深印象，之后 利用汉语提示和所学短语完成句子提高词汇的运用能力。用情态动词的形式结合课文内容， 进行简单复述使本课内容得以升华。 Step 5 Project (时间时间 9 分钟分钟) 1The students try to design a healthy menu for themselves. Then ask three students to report their menus. 【教师主要活动教师主要活动】引导学生根据本课所学内容也为自己设计一个健康的食谱。 【学生主要活动学生主要活动】根据本课所学内容为自己设计一个健康的食谱。 【设计意图设计意图】让学生设计健康的食谱是让学生对本课课文所学内容进行整合运用，同时让 学生在情感上感受到健康饮食的重要性。 Step 6 Summary (时间时间 2 分钟分钟) 1Review the new words of food. 2Review the key phrases. 3Review how to give advice with modal verbs. 【教师主要活动教师主要活动】呈现本节课知识要点，引导学生回顾本课重点。 【学生主要活动学生主要活动】朗读本课中关于食物的词汇。回顾本课语言要点，如何用情态动词提建 议。以及本课的话题要点。 【设计意图设计意图】回顾本课要点，使学生在经过本堂课的学习后对语言知识和话题要点印象深 刻。 Step 7 Homework (时间时间 1 分钟分钟) 1Recite the words (39)(40) 2Finish the workbook Section C 3Finish the paper to consolidate the language points in Section C 【设计意图设计意图】主要要让学生扎实掌握今天所学的单词短语级语言点。通过完成汉译英、情 景交际以及看图写话练习进一步巩固本课的语言点，提高词汇的运用能力。 Blackboard design 5 Unit 2 Topic 2 I must ask him to give up smoking. Section C 1.be careful (not) to do sth. 2.look after 3.force sb. to do sth. 4.as soon as 5.make sb. do sth. 6. be surprised to do sth. 【教学目标达成预测教学目标达成预测】本堂课内容 Unit 2 Topic 2 Section C 的阅读课，运用任务型的教学方法引导 学生用不同的阅读策略来完成不同的阅读任务，在阅读的过程中感悟阅读技巧。并预期通过本堂课 的学习使学生能够正确判断如何健康饮食， 能够针对不良的饮食习惯运用所学的提建议的句型对 其提出合理建议。最后根据本节课所学的语言知识和话题知识生成一篇关于健康饮食的小短文。