Unit 6 Integrated skills 教案

Integrated skills
【教材分析】
本课是牛津英语译林版七年级上册第六单元，话题为“Food and lifestyle ”，该单元内容紧密联系学生的生活实际、兴趣和情感。其中Integrated skills板块所要达到的目标是培养学生对语言的综合运用能力，包括对词汇、对听力材料的理解和把握，句型的运用，以及将知识进行内化并语言输出的能力等。
【教学目标】
语言能力：
通过本节课的学习，希望学生能够达到：
1. 能掌握生活中基本的食物名称和特点；
2. 通过看视频和听录音获取有关信息；
3. 能了解关于同学、朋友的生活方式并能给出科学合理的建议。
思维品质：
在教学过程中通过创设多种教学活动，如问卷调查、作报告，帮助朋友分析解决问题等，将所学语言知识运用在接近学生实际生活的情境中，培养学生思考辨析，分析推理以及用英语进行多元思维的能力。
文化品格：
学生通过信息技术所呈现的直观生动的视频信息和图片，创设情境，增强对语言文化的理解。通过活动帮助学生树立健康饮食的观念，学习并掌握如何拥有健康饮食和生活方式，鼓励学生热爱生活并培养健康阳光的人生价值观。
学习能力：
通过分组游戏，问卷调查，编写和问答对话，口头和书面报告，微课视频学习等让学生逐步地融入各种课堂教学活动中去感知运用英语，并通过信息技术与传统教学相结合，取长补短，提升学生综合运用语言的能力和学习能力。
【教学重难点】
1.能听懂视频中的语句表达，模仿对话并编写对话。
2.能听懂文本中关于Benny的录音，捕捉获取相关问题的信息
3.能通过阅读问卷调查，分析和评价人们的生活方式并给出合理的建议。
【教学方法】 情境交际法，任务型教学法
【教学用具】 电子白板，黑板，道具
【教学步骤】
Step 1 Leading in
Play a video about an exercise song and ask students to do the exercise together.
Have a free talk and ask:
1. T: How often do you do morning exercises
S: Sometimes./ Seldom.
2. T: What do you usually do on weekends
S1: I do my homework.
S2: I play sports.
T: what do you usually have breakfast on weekends
S1: I have eggs, milk.
S2: I have noodles.
3. T: Can you guess what Miss Hu had for breakfast last
weekend
S1:Bread, milk.
S2:May be some fruits.
设计意图：观看视频和图片，创设贴近生活的语言情境并与学生交流，迅速进入本课主题“食物与生活方式”，并且通过预测信息，游戏活动，激发学生的学习兴趣。
Step 2 Prediction
1. What do you do after breakfast on weekends
2. Can you predict what Miss Hu did after breakfast last weekend
设计意图：通过看图预测信息，头脑风暴活动，活跃课堂气氛，增添学习乐趣。
Step 3 Watching and answering
1. Ask Ss to watch the video and answer questions like this:
Q: What did your English teacher buy
A: Vegetables,fruits, meat, drinks and snacks.
Q: What are they in details
A:Tomatoes,carrots,lemons,bananas,beef, and so on.
2. Let Ss take notes while listening and ask students to circle the unhealthy food on the paper.
What did your English teacher buy
vegetables fruits meat drinks snacks
设计意图：通过观看真实的视频，抓住学生学习的兴趣和热情，让学生根据问题有目的地在听中获取信息，习得听力技巧的能力。同时引导学生思考自己的饮食习惯，为下文中问卷调查环节做铺垫。
Step 4 Learning and practicing
1. Introduce Benny to Ss. Ask Ss to look through the four questions.
Q:1. Does Benny like exercising
Q:2. Does he have much time to watch TV
Q:3. Does he often eat cakes,chocolate and sweets
Q:4. How often does he take a walk
2. Listen to the radio and then answer the above questions.
3. Ask Ss to listen to it again and then finish other questions.
4. After answering the questions, try to count the health score.
5. Ask Ss to finish their own questionnaires and their health score.
6. Let Ss use different cards to show their health score.
7. Ss who get 6-9 points put up the red cards and read the words on them. Ss who get 10-13 points put up the blue cards and read the words on them. Ss who get 14-18 points put up the green cards and read the words on them.
设计意图：呈现问卷，用电子白板设备逐步呈现问题，让学生思考和分析，接着请学生带着问题去听关于Benny的采访录音并算出健康得分。根据得分判断健康与否。接下来发给学生一份导学案，填写学生自己的信息,算出总健康分。课前发给学生3张不同颜色的卡片（红，蓝，绿）分别代表不同的健康分数段,通过这种方式让学生在学习中产生乐趣。
Step 5 Doing a survey and writing
Who is the healthiest student
1. Each student can walk to his /her friends and ask each other the following question.
Q:1.How often do you exercise
Q:2.How long do you sleep every night
Q:3.How long do you watch TV every day
Q:4.How often do you eat cake, chocolate and sweets
Q:5.How often do you eat fruit and vegetables
Q:6.How often do you take a walk
2. Ask Ss to write down their friends’ answers like this pattern:
In my group, My friend exercises .
He /she sleeps for hours every night.
And watches hours of TV every day.
He/she eats cakes,sweets and eats fruit and vegetables.
He /she walks to school. So he/she is .
3. Ask Ss to give us reports.
设计意图：学生之间进行会话操练，了解对方的生活方式。接着让学生根据问题的回答填写一个关于朋友的生活方式报告,并邀请每组代表到讲台前作报告。课堂以学生为主体，让学生在做中学，学中用，不断发挥学生的主体性和在学习中的创造性思维的培养。
Step 6 Discussion
1. Provide two videos about some life problems.
2. Ask Ss questions like this:
Q:1.What are their problems
Q:2.How can we help them
3.Divide Ss into several groups to discuss the questions.
设计意图：老师引导学生从视频中获取有效信息。视频内容来自于真实生活，贴近学生生活实际，是学生感兴趣的话题。首先让学生听出问题是什么，再将学生分组，让其讨论怎么解决该问题。通过分组讨论并汇报解决问题的办法和改进生活方式的建议，活跃课堂气氛，引导学生运用所学知识去思考问题，培养学生分析问题和解决问题的能力。
Step 7 Summary
1. Summarize this lesson with Ss by using a mind map.
2. Share English proverbs with Ss to encourage them to build a healthy lifestyle.
设计意图：通过树状图的思维导图模式来帮助学生整理思维，与学生一起总结出保持健康生活的方式，最后与学生分享关于健康生活方面的英语谚语，对学生进行品德和情感教育，鼓励大家培养健康和阳光的生活方式。
Step 8 Homework
1. Do a survey on your parents.
2. Write a report on your parents.
3. Give some advice to your parents if they need.
No.1 and No.2 must be finished. As for No.3,you can choose.
设计意图：将作业分层布置，第一和第二题必做，第三题选做。根据学生的水平，分层布置作业。
【板书设计
Unit 6 Food and lifestyle
How to keep fit
Do morning exercises
Less unhealthy food
More healthy food
Benny ‘s points:
Your points:
food
smile
sleep
health
exercise
happiness