Unit 4 Healthy Living Lesson 11 Health Advice 教案（2课时，表格式）

Unit
4Healthy
Living
Lesson
11Health
Advice
【第一课时】
【学习目标】
在本课学习结束时，学生能够：
1.通过阅读，找出四人的问题，并与专家提出的相应健康建议进行匹配，同时获取有关建
议的细节信息；
2.运用所获取的信息和语言，针对上述健康问题，口头提出相应建议，并能运用所学对生
活中相关健康问题提出建议，表达自己的观点；
3.增强健康意识，养成健康习惯。
【学习内容】
学习过程
学习意图
互动模式&时间
Pre-reading
Step
1
T
shows
the
photo
of
Lin
Xiaoli
and
asks
some
questions
to
review
what
they
have
learnt
and
leads
in
the
title
of
this
lesson
Health
Advice.
Do
you
remember
the
girl?
What
was
wrong
with
her?
What
did
the
doctor
ask
her
to
do?
T
asks
Ss
“What
healthy
habits
do
you
have?”
T
shows
photos
and
asks
Ss
“What
healthy
habits
can
you
see?”
and
elicits
some
phrases
and
new
words
soap
and
sleepy.
Ss
repeat
the
new
words
after
teacher.
※
T
may
ask
Ss
“Why
do
people
do
these
things?”
while
they
are
talking
about
the
habits.
T
asks
Ss
to
match
the
sentences
(problems)
with
the
photos
in
Ex.
1.
※While
checking
the
answers,
T
should
give
a
model
how
to
check.
If
time
allows,
T
can
ask
Ss
to
think
about
other
ways
to
solve
the
problems.
通过图片和问题，简单复习上节课所学内容，引入本课话题：健康建议。
激活学生已知有关健康习惯的词汇与背景知识，并根据图片和语境进一步认读和识记新词汇：soap,
sleepy。
通过追问，学生进一步建立健康习惯与健康之间的逻辑对应关系。
通过匹配句子与图片的活动，引导学生针对相应问题找出解决方案，初步给出建议。同时增强学生养成健康习惯的意识。
通过追问，帮助学生开阔思路。
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7’
While-reading
Step
2
1st
reading
Ss
read
the
first
part
of
the
text
and
answer
the
question.
Who
wrote
the
questions
and
what
are
their
problems?
Ss
read
the
four
letters
(questions),
circle
the
names
and
underline
their
problems.
2nd
reading
T
asks
Ss
how
they
would
respond
to
the
questions.
Ss
read
the
text
and
match
the
questions
with
the
correct
health
advice
(Ex.
2).
Ss
check
answers
in
pairs
and
then
in
class.
Ss
need
to
underline
the
key
words
that
help
them
match.
3rd
reading
Ss
read
the
second
part
and
answer
some
questions.
※Ss
should
underline
where
they
find
the
answers
on
their
books.
Ss
check
answers
in
groups,
and
then
in
the
class.
When
they
give
the
answers,
they
should
say
where
they
find
the
answers.
※T
should
write
down
the
key
words
on
the
blackboard
while
students
are
giving
answers.
4th
reading
T
plays
the
recording
and
Ss
read
with
it
in
a
low
voice.
Ss
read
by
themselves
and
try
to
understand.
快速阅读课文第一部分，通过捕捉关键词句，找出提问的人和各自的主要问题。
引导学生预测专家回复内容。
通过抓关键词，匹配问题与相应的健康建议。
阅读课文第二部分，通过回答问题（包括一系列的追问），获取有关健康建议的细节信息，并解决生活中的相关问题，同时引导学生关注合成词earphone,帮助学生通过上下文推测生词harmful,
air,
volume的意思。
教师板书关键词，帮助学生梳理信息，作为输出的语言支撑。
模仿自然的语音语调语流，强化信息和语言。
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23’
Post-reading
Step
3
T
shows
some
sentences
and
asks
Ss
to
find
out
the
sentences
about
the
same
problem.
T
gives
a
model
how
to
do
that.
After
checking
the
answers,
Ss
read
the
sentences
by
themselves
to
consolidate.
T
chooses
one
of
the
problems
in
the
reading
and
leads
Ss
to
give
advice
according
to
the
key
words
in
the
table.
Ss
practise
by
themselves
and
give
advice.
T
shows
a
table
with
the
other
three
problems
and
leads
Ss
to
give
advice
with
the
key
words.
Then
Ss
work
in
pairs，role
play
to
ask
and
answer
the
questions
about
health
problems.
T
can
help
Ss
brainstorm
what
questions
they
can
ask
before
they
do
the
role-play.
Then
T
gives
a
model
how
to
do
that.
T
asks
Ss
to
help
English
Salon
to
give
replies
to
some
Ss’
problems.
Ss
choose
the
problem,
prepare
by
themselves
for
3
minutes,
and
share
in
the
group
first
and
then
in
the
class.
For
some
top
Ss,
they
can
choose
other
problems
to
talk
about
if
they
have
enough
time.
T
gives
a
model
how
to
give
the
reply.
再现提出健康建议的重要语句，学生通过阅读归类，在句子层面进一步内化信息和语言。此活动从另一角度检查了学生的读书情况。
教师引领学生就文中一个问题，提出建议。依据关键词，大部分学生都能就此给出建议，感受成功的快乐。
教师引领学生就其他三个问题提出建议，学生通过角色扮演，模拟真实语境进行交际，进一步内化信息和语言，为口语输出做准备。
教师预设学生操练过程中可能遇到的问题，提前帮助学生分解难点，同时引领示范如何操作。
创设语境，分层设计，运用所获取的信息和语言，口头提出相应建议，并能运用所学对生活中相关健康问题提出建议，表达自己的观点，使不同层次学生都能够参与活动，完成任务，培养口头表达能力，增强健康意识。
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15’
Homework
听录音并跟读课文。
把你准备回复的信件内容整理在作业本上。
【第二课时】
【学习目标】
在本课学习结束时，学生能够：
在语境中理解由when和because引导的状语从句的用法和表意功能，并完成不同层次的练习活动；
初步使用含有when和because的状语从句，=针对具体问题，提出健康建议；
正确读出辅音/s/和/θ/，听准并分辨出含有这两个发音的读音相似的单词和句子；
增强小组合作意识，养成健康的生活方式。
【学习内容】
学习过程
学习意图
互动模式&时间
Review
Step
1
T
shows
four
pictures
and
leads
Ss
to
recall
their
problems
in
the
reading.
Ss
give
advice
according
to
the
key
words
in
the
table
to
review
the
information
and
language.
复习上节课所学的信息和语言，初步感知由when和because
引导的状语从句。
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5’
Grammar
Step
2
T
asks
Ss
to
read
the
passage
and
underline
the
sentences
with
when
and
because.
Ss
read
the
sentences
aloud
and
know
the
meaning.
T
helps
them
to
understand
the
adverbial
clause
with
when
and
because.
T
asks
Ss
to
join
the
pairs
of
sentences
using
when
or
because.
(Ex.
5)
T
asks
Ss
to
give
health
advice
with
when
with
the
help
of
the
information
in
two
columns.
T
asks
Ss
to
give
health
advice
with
because
with
the
help
of
the
information
in
two
columns.
引导学生关注连词when和because的使用，并理解其表意功能。
通过大量口语练习，不断使用when和because提出健康建议。所提供的信息从控制、到半控制、到开放，给学生思维发展的空间。练习过程中涉及到harmful时，简单举例动词、名词加后缀-ful变形容词，整合课本中的活动4。
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15’
Speaking
Step
3
Ss
complete
the
following
sentences
with
their
ideas.
(Ex.
6).
Then
they
share
their
answers
in
pairs
and
then
in
the
class.
T
prepares
some
health
problems
on
small
paper
beforehand
and
asks
each
group
to
get
one
from
her
hand.
They
discuss
in
groups
to
give
the
advice
and
then
share
in
the
class.
T
asks
each
group
to
write
down
one
health
problem
and
then
they
exchange
their
problems
with
another
group.
They
discuss
in
groups
to
give
advice
to
the
other
groups
and
then
share
in
the
class.
※Encourage
Ss
to
use
“because”
and
“when”
as
they
give
advice.
They
can
get
more
points
than
those
who
don’t
use
them.
针对具体问题，发表观点，进一步体会when和because的用法，谈论健康建议。同学间互相分享，开阔思路，此活动整合了课本中的活动7。
创设真实情境，鼓励学生用含有when和because的状语从句，针对教师和同学的困惑，提出建议，培养口头表达能力，同时引导学生养成良好的生活习惯和健康的生活方式。
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20’
Pronunciation
Step
4
T
shows
some
words
with
the
sounds
/s/
and
/θ/,
and
asks
Ss
to
read
and
find
out
the
rules
and
identify
the
difference
between
the
sounds
/s/
and
/θ/.
Ss
first
read
the
sentences
by
themselves
and
then
listen
to
the
recording
and
circle
the
sentences
they
hear.
(Ex.
8)
Ss
work
in
pairs,
read
to
each
other
and
guess
which
sentence
it
is.
(Ex.
9)
引导学生找出发音/s/和/θ/的字母和字母组合，正确读出/s/和/θ/的发音。
引导学生试读，在听的过程中辨别并选出含/s/和/θ/发音的句子。
听读训练，巩固含/s/和
/θ/的发音。
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5’
Homework
制作一张健康海报。