仁爱科普版八年级上册 Unit2 Keeping Healthy Topic2 SectionD 教案（表格式）

Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
Section D Keeping Healthy
一、整体设计思路、指导依据说明
启发式教学:教师在教学过程中根据教学任务和学习的客观规律，从学生的实际出发，采用多种活动方式，以启发学生的思维为核心，调动学生的学习主动性和积极性，促使他们生动活泼地学习的一种教学指导思想。本课设计遵循《义务教育英语课程标准》提出的以培养学生的综合语言运用能力为目标，根据语言学习的规律和义务教育阶段学生的发展需求，从语言技能、语言知识、情感态度、学习策略和文化意识等五个方面设计课程总目标和分级目标，引导学生形成有效的学习策略和一定的文化意识，培养积极向上的情感态度和价值观。
二、教学背景
1. 教学内容分析：“仁爱版”《初中英语》教材是依据教育部《义务教育英语课程标准》设计的一套符合中国初中学生的英语学习现状编写而成的、初中英语教材，语言真实、地道，内容有趣。此本书来自于“仁爱版”《初中英语》八年级上册第2个单元“Keeping Healthy”中的第2个话题”I must ask him to give up smoking.”本话题主要学习有关个人卫生和饮食健康等内容。本堂课的Section D部分，是对本话题所有知识点的总结和复习，集中复习情态动词must/mustn’t, may, can, should/shouldn’t的用法，通过字、词、句、短文综合填空、根据思维导图写出篇章，让学生体会情态动词在具体语境中的运用，最后以启发式教学，合作探究的活动形式对所学内容进行运用，培养学生的综合语言运用能力。
2. 学生情况分析：本堂课的授课班级是初二年级6班，在年级中属于B班水平的学生。他们性格活泼，喜欢表达、善于展示自己，对英语学习的热情高，但是基础还不够扎实，在口语、词汇和准确性上都需要进一步加强。因此为了保证活动效果，在预习本课时，学生需要从报纸、杂志、网络搜寻大量的有关健康饮食的相关知识，培养了学生主动探究的精神。
三、教学目标（以下各项可整合）
1. 语言能力目标：1）. 能正确拼读下列单词：Shower ,fact, body, risk, possible能明白下列单词或短语的含义：unhealthy, disease, harm, smoker, chemical, cigarette, second-hand,2）. 能在英语对话或文章中听懂、读懂下列短语：in fact, as...as possible, be good for, not only...but also等。3）. 能正确把握情态动词在具体语境中的运用，能正确地用情态动词进行口头和书面复合表达，能正确地理解下列句型并能加以运用：We should/shouldn’t......We must/mustn’t......
2. 学习能力目标：1）. 能听懂有关健康饮食的对话或文章。2）. 能熟练地运用食品名词，为三餐设计健康的食谱，并能就饮食提出自己有益的建议。3）. 能使用英语流利表达有关良好生活习惯的想法。4）. 能正确地运用情态动词，结合食品名词，写一篇有关如何保持健康的文章。
3. 思维品质目标：1）通过启发式教学，让学生在网络、报纸、书籍中获取关于健康和良好生活习惯的知识，能培养学生主动探究问题的能力；2）. 能根据图片信息画出思维导图，书面提出建议；3）乐于与人交流，在交际中锻炼并提高英语技能，通过合作完成学习任务培养学生的合作探究精神；
4.文化品格目标：1）明白吸烟对健康及社会的危害；2）均衡饮食保持身体健康的重要性。3）让学生明白日常生活中具体的健康生活习惯有哪些，督促他们养成健康生活的好习惯，摒弃坏习惯。
四、教学重、难点
1. 教学重点：用以下短语造句并提出建议：take shower often, wash hands before meals, tidy our room, open the window, drink sour milk, spit in public.
教学难点：1）. 对情态动词must/mustn’t; may; can的理解运用；2）. 对We should/shouldn’t......，We must/mustn’t......等短语的理解及运用。
五、学习策略
通过看图、听力和综合填空等多种练习，依照字、词、句、篇的教学程序，归纳情态动词的用法，训练学生归纳知识的能力。发散学生思维，初步感知思维导图，并根据思维导图撰写文章。
六、课堂风貌设计（活动名称）
兴趣课堂：食物马拉松竞赛
2. 自主课堂： 学生通过之前查阅的资料，观看视频，做游戏，分组完成任务，合作探究，进行食物马拉松竞赛。
3.“英语做事”课堂：如何在生活中保持健康的故事。
4.人文素养课堂1.能在小组竞赛中积极与他人合作，相互帮助，合作探究，共同完成学习任务；2.有学习英语的愿望和兴趣，乐于参与各种英语实践活动；3.能体会和学习体育竞技精神，重在参与。
七、教学过程设计（方法、手段、意图）
StepInteraction patternStudent activityTeacher activityIntroduction（5 minutes）1. The whole class work2. The whole class work3. The whole class work4. The whole class work1. Focus their attention on the teacher.2. Enjoy the micro-course and be interested in the new lesson.Be interested in the warming up and find their teams.Get ready for the marathon and be interested in it.1. Show a picture of marathon and get students ready for learning.2. Enjoy a micro-course of marathon and some comments from weibo and we-chat.Do a warming up and ask the students to find their teammates.Hold a food marathon and get the students interested in taking part in it. If their answers are right, they can stick 1 apple on their team cards.Presentation (10 minutes)1. The whole class and individual work2.The whole class and individual work.3. Group work4. The whole class work and group work5. The Whole class work6. The whole class work and individual work7.Individual work8. Individual work and the whole class work.1. Take part in game 1-- “Which one is missing ” by speaking out the words.2. Stick words or pictures on healthy or unhealthy part by using their background knowledge.3. Check answers.4. Students give a feedback after 2 games.5. Students answer the question. They should eat healthy food. And then they come into next game—That’s me.6. Students watch the mind map and stand up and say “That’s me!”7. Students draw a mind map of themselves according to the teacher’s mind map.8. Show their mind maps and speak out their habits. If the others have the same habits as him or her, they will stand up and say “ That’s me.”The marathon begins. Play game 1--Which one is missing Teacher asks the students to speak out the missing words.Game 2--Healthy or unhealthy Teacher asks the students to stick their pictures or words on healthy or unhealthy part.Check healthy or unhealthy food.4. Check how many apples each team has. The team which has the most apples can go first.5. The teacher asks the students what kind of food they should eat, healthy or unhealthy. And then, lead to the next game—That’s me.6 Game 3—That’s me. Draw a mind map about habits. If they have the same habits as the teacher, stand up and say “That’s me.”7. Teacher asks the students to draw a mind about what habit they have.8. Show about 3 students’ mind maps and play “That’s me” again. If the other students have the same habits as him or her. Please stand up and say “That’s me!”
Consolidation(10 minutes) 1. The whole class work and individual work.2.The whole class work and individual work3. The whole class work and group work.4. The whole class work and individual work5. The whole class work and individual work 1. Students listen to the tape and number the pictures together. And then, they make sentences of themselves.2. Students write down more advice and show them to class.3. Team with most apples can go two steps first.4. Students watch the news and do the survey.5. Read the passage about smoking and understand the meanings of 2 phrases:. be bad for……对……有害not only..…but also……不但……而且…… 1. The teacher asks the students what we should do to keep healthy Listen to the tape, number the pictures and make sentences. 2. The teacher asks the students to show more advice on keeping healthy.3. Check the apples. The team which has the most apples can go two steps first.4. Watch Channel One new about some bad habits of our school students and finish a survey.5. The teacher asks the students to read the passage together and pay attention to 2 phrases:be bad for……not only……but also……
Production(14 minutes) 1. The whole class work2. The whole class work3. Group work and team work4. Group work and team work 5.Groud work and the whole class work6. The whole class work7. The whole class work 1. Students think and talk about their ideas about keeping healthy.2. Students understand the structure of the mind map. And then ,the students follow the teacher to speak out a passage about keeping healthy. 3. Each team has a discussion and draw a mind map. And then, they write a passage about keeping healthy according to their mind maps. 4. Select 3 teams to show their mind map and passages.5. Students show their apples to the class and welcome the today’s winner.6. Students summarize the class with teacher and understand the meaning of keeping healthy.7. Students make a summary and evaluation of themselves and tick on their sheets. 1. Teacher lead the students to think about how to keep healthy. And then the teacher draws a mind up about hot to keep healthy.2. According to the teacher’s mind map, the teacher lead the students speak out a passage about keeping healthy.3. The teacher asks each team discuss and draw a mind map about keeping healthy. And then, write a passage about keeping healthy.4. Teacher checks the works of each team.5. Teacher calculates the apples and give the applause to the winner of marathon.6. Teacher makes a summary of the class. If you have good habits, eat healthy food, take good advice, have enough sleep time, and live a happy life. You can keep healthy.7. Teacher asks the students to make a summary and evaluation of themselves.
Teaching Reflection It’s not hard for the students to write a correct passage about keeping healthy after learning the section. They are used to writing with the Modal Verbs this week, but there are still some mistakes in their passages.
八、板书设计
Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section DWe should/shouldn’t…We must/mustn’t …Don’t spit in public.Tidy our room.take shower oftenwash hands before mealsspit in publicdrink yoghurttidy our roomopen the windowkeep the air fresh