Unit2 Topic3 SectionC 教学设计
Ⅰ. Material analysis
本节课为单元第三课时和第四课时。
主要活动为Section C 的1a和3。
本课通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康。报告中还指出一些不健康行为的危害并教会学生如何避免这些不健康的行为。课后要求学生写一篇如何保持健康的文章，提出自己的建议。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确运用以下短语, 就如何保持健康进行描写：
have healthy eating habits, make …adj, keep sb. healthy, keep fit, stay safe, first aid,
help oneself to…, stay away from…, say no to sth.
2. 能正确地运用各种句式提出建议：
You need to do…
Don’t …
It’s necessary to…
Be happy…
You must…
You should…
Skill aims：
1. 能听懂有关如何保持健康的对话或文章。
2. 能正确地用英语和同学谈论如何保持健康。
3. 能有兴趣地阅读并且能读懂有关保持健康的文章。
4. 能正确地运用所学的短语及句式写出一篇如何保持健康的文章。
Emotional aims：
关注生命，保持健康，将健康生活的思想传播给周围的人。
Ⅲ. The key points and difficult points
Key points：
对下列短语动词的记忆及运用：
have healthy eating habits, keep you healthy / fit, stay safe, stay away from…
Difficult points：
1. health 和healthy的区别。
2. happen的用法。
3. 对Be happy to be healthy. 的理解。
Ⅳ. Learning strategies
1. 听报告也是学习的一种方法，鼓励学生多听有益的报告。
2. 通过在主题句的大纲下补充细节的方式，可以帮助学生有条理地复述课文。
3. 背范文是积累作文素材的一种好方法。
Ⅴ. Teaching aids
Computer multimedia projector, chalk, blackboard, some pieces of short videos about health
Everyday saying: Health is better than wealth. 健康胜过财富。
Ⅵ. Teaching procedures
Step |
Interaction pattern |
Student activity |
Teacher activity |
Introduction （10 minutes） |
1. The whole class work 2. The whole class work 3. Some students’ work 4. The whole class work 5. The whole class work 6. The whole class work 7. Group work 8. Some students’ work |
1. Focus their attention on the teacher. 2. Read the saying aloud. 3. The two representatives read their passages one by one, and then write on the blackboard. 4. The other students read their homework in groups. 5. Students correct their own papers while the teacher is explaining. 6. Students get several ideas about health from the flash videos. 7. Students discuss in groups to finish pre-reading task. 8. Volunteers may say like this: eat healthy food, exercise more, change clothes often, etc. |
1. Greet students ready for learning. 2. Show everyday saying for the students. (one saying a week) 3. Teacher asks Member A to choose out two representatives to read their passages, and then the students write them on the blackboard. 4. Teacher asks the other students to read their passages in groups. 5. Teacher checks the passages on the blackboard. 6. Teacher shows several pieces of videos about health in a short time. 7. Teacher asks the students to do pre-reading task. 8. Teacher asks the students to say something about keeping healthy. |
Presentation (8 minutes) |
1. The whole class work 2. The whole class work 3. The whole class work 4. Some students’ work 5. Some students’ work 6. The whole class work 7. Some students’ work 8. Individual work |
1. Students look through 1b to see if their ideas are similar to Doctor Li’s. 2. Students first know what to do in 1b, then read 1a silently. 3. Students discuss in groups to unify their answers. 4. Volunteers read their answers. 5. Volunteers tell the positions of topic sentences. 6. Students finish 1c. 7. Member C from each group tells the answers to 1c. “It” refers to breakfast. “Them” refers to sports. 8. Students read 1a individually. |
1. Teacher lets the students look through 1b. 2. Teacher asks the students to finish 1b. 3. Teacher lets the students discuss in groups after they finish 1b. 4. Teacher checks the students’ answers to 1b. 5. Teacher asks the students to sum up the ways of finding the topic sentences. 6. Teacher asks the students to read 1a again and finish 1c. 7. Teacher checks the students’ answers to 1c. 8. Teacher lets students read the whole passage. |
Consolidation (12 minutes) |
1. The whole class work 2. Group work |
1. Students follow what the teacher says and then retell 1a paragraph by paragraph. Students understand: It’s good for our health. We should keep healthy. Being healthy is very important. Students understand: What happens? The accident happened two days ago. This story happened in 1989. 2. Each group cooperates to retell the whole passage, and each student can retell at least one paragraph. |
1. Teacher leads the students to analyze the structure of the passage by showing the sequence paragraph by paragraph: Topic sentence 1: Have healthy eating habits. (1) breakfast---give … energy (2) fruit and vegetables---good (3) fast food---fat, unhealthy (Teacher explains the differences between “health” and “healthy”.） Topic sentence 2: Playing sports safely. (1) playing sports---fit (2) accidents---stay safe (3) learn first aid (Teacher explains the usage of “happen”.) Topic sentence 3: Be happy. (1) happiness---health (2) be ill---try to… (3) feel ill---unhappy Topic sentence 4: Stay away from smoking and drinking. (1) cool---smoke and drink (2) smoke or drink---cause illnesses (3) say no to---smoking and drinking 2. Teacher asks the students to retell the passage in groups. |
Practice (13 minutes) |
1. The whole class work 2. The whole class work 3. Group work 4. Some students’ work |
1. Students make sentences in groups. In fact, this is another way of retelling the passage. 2. Students connect all the sentences, and they almost repeat the passage. 3. Students in a group begin to make sentences at the same time. The first one who finishes sentences will be the super girl or super boy. 4. Any super student pointed will be the next one to make sentence. |
1. Teacher asks the students to make sentences by using the following verb phrases: Paragraph 1: have healthy … habits give … energy for… be good for… make … fat and unhealthy eat ... food keep … healthy Paragraph 2: help … keep fit accidents … happen stay safe learn about first aid help yourselves Paragraph 3: be important for be ill … try to … feel ill … be unhappy be happy … be healthy Paragraph 4: stay away from … it’s cool … cause many illnesses … say no to … 2. Teacher asks the students to connect all the sentences together. 3. Teacher asks each group to check their members. 4. Teacher begins the first sentence, and then points to a super girl(boy) to go on, so does other super students. |
Production (3 minutes) |
Individual work |
Students do the following jobs: (1) Memorize the passage after class. They may use their own sequence. Then write down the passage: How to keep healthy? (2) Students review Sections A-C to prepare for Section D. |
Teacher assigns homework: (1) Teacher asks the students to repeat the passage after class and write the passage with the title “How to keep healthy”. (2) Read through Sections A-C, and prepare for Section D. |
Teaching Reflection |
Debating is very interesting. Students are all interested in it. Teacher should design more debating activities for the students later on. |
Ⅶ. Blackboard design
Unit 2 Keeping Healthy Topic 3 Must we exercise to prevent the flu? Section C |
Topic sentence 1: Have healthy eating habits. (1) breakfast—give … energy (2) fruit and vegetables—good (3) fast food—fat, unhealthy |
Topic sentence 2: Playing sports safely. (1) Playing sports—fit (2) accidents—stay safe (3) learn first aid |
Topic sentence 3: Be happy. (1) happiness—health (2) be ill—try to… (3) feel ill—unhappy |
Topic sentence 4: Stay away from smoking and drinking. (1) cool—smoke and drink (2) don’t smoke or drink—cause illnesses (3) say no to—smoking and drinking |
