Section B 3a —4 Self check优质课教案推荐

话题复习Health period1教学设计

一、教学内容分析

教学人教版Go for it! 话题复习

Health

内容

教学九年级学生

对象

语言能力

学生能理解some, many, much之间的异同并能熟练运用。

学生能理解a few / few, a little / little之间的异同并能熟练运用。

学生能掌握可数名词和不可数名词的形式变化及所搭配数量词的用法。

文化品格

学生能意识到饮食习惯对健康的重要性并能合理调整自己的饮食习惯。

教学目标

思维品质

学生能认识事物的规律性，并能概括-迁移。

学生能适应变化的情况，积极思维，正确地判断和迅速地作出结论。

学习能力

学生能用有效的方式来寻找可数名词和不可数名词的异同

学生能在听力过程中培养把握文本中心内容、准确提取关键词信息并能对主要信息进行准确转化等听力微技能。

教学用有效的方式寻找两者间的异同并能运用“观点-支撑”这一思维方式来表达自重点

己的观点

教学体验并运用“观点-支撑”这一思维方式来表达自己的观点和态度

难点

Step 1: Lead-in T: Boys and girls, at the very beginning, let’s play a word game. There’re six letters in

it. What is it? Can you guess?

S: (Possible answers.)-- health T: Everyone wants to be healthy. But how do we keep healthy? Any good ways?

S: Drink enough water. / Exercise every day. / Have enough sleep. / Eat more healthy

food… (Possible answers.)

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T: You mentioned so many good ways including good living habits and eating habits.

They can help us to keep healthy. Today, we’ll talk about eating habits.

设计意图：通过猜词游戏，学生能轻松迅速地进入主题“health”，并在师生互动过程中，唤起旧知，进入本话题下的子话题：“eating habits”. 教学建议：教师可在黑板上板书主话题“health”及子话题“eating habits”

Step 2: Listening (1) T: Different people have different eating habits. How about the eating habits in Jack’s family? Look! There are 3 scenes of Jack’s family life.

scene 1: Jack was home alone. He was hungry, but there was nothing left. What did he do? Let’s listen to a conversation. S: （辨别点餐类型并找出依据。）

T: Listen and find out what Jack ordered.

How many or how much would he like? Let’s listen once more. Circle the correct

word in each question and answer.

S: (写出Jack 所点食物及其数量。) T: What do you think of the food that Jack ordered?

S: Unhealthy/ junk food. T: What’s junk food? (Determine a definition.) T: If we eat a box of ice-cream once a month, is it OK? S: It’s OK.

T: But if weeat three boxes of ice-cream a day, is it good for us? S: No. It’s not good for us.

T: Each food is good in moderation(适度). So, if we want to have good eating habits,

first, what should we do? 2

S: Eat less junk food. 设计意图：1. 学生能通过功能句辨别点餐场景及类型; 2. 学生能理解、区别并运用some, many, much的用法; 3. 学生能写出可数名词复数及与不可数名词搭配的量词形式；

4. 学生对垃圾食品有客观正确的认识。

5. 学生能总结出拥有健康饮食习惯的方法之一——少吃垃圾食品。

教学建议：教师在核对答案时，可采取小对话的形式。并在学生总结拥有健康饮

食习惯的方法之一时，进行板书。 Step 3: Listening (2) scene 2: The breakfast of Jack’s family.

T: Breakfast is very important to us. How about the breakfast in Jack’s family? What do they usually have? Listen and write the food you hear. S: (写出Jack 一家的早餐常规食物。) T: How many or how much do they usually have? S: (写出实物的数量并完成“a little / little / a few / few的相关练习) T: let’s look at their breakfast again, healthy or unhealthy.

S: Unhealthy. T: I think so. So I wrote a letter to Jack and give them some suggestions. But there are some expressions missing, So please read and fill in the blanks with the following expressions.

S: (完成“a little / little / a few / few / some / a lot of的综合练习) T: According to the suggestions, If we want to have good eating habits, second, what should we do? S: Eat healthy food. 3

设计意图：1. 学生能写出可数名词复数与不可数名词的正确形式；

2.

学生能理解、区别并运用“a little, little, a few, few, a lot of”。

3. 学生能意识到吃健康早饭对身体健康的重要性。 4. 学生能总结出拥有健康饮食习惯的方法之二——多吃健康食物。

教学建议：教师可让学生总结归纳“a little, little, a few, few, a lot of”用法；在学 生总结拥有健康饮食习惯的方法之二时，进行板书。

Step 4: Listening (3) T: But how about teenagers’

eating habits? Do they eat healthily? let's listen to a passage and answer the question.

S: No, many teenagers eat unhealthily . T: So, what’s the result? S: They’re very fat (overweight). T: Why are they overweight? There are some facts in the passage. Let's listen again and

choose the facts you hear. S: (Listen and choose the facts they hear. ) T: Some doctors give some advice. What’s the doctors’ advice on eating habits? Listen and complete the chart.

S: (Listen and complete the chart. ) T: According to the advice, if we want to have healthy eating habits, What else should we do? S: Have meals regularly. 设计意图：1.学生能准确提炼并转化信息；

2.学生能对如何拥有健康饮食习惯做出完整补充。

教学建议：学生第一次听，可能对“overweight”一词不敏感，教师可利用图片 和“fat”一词进行引导；学生总结拥有健康饮食习惯的方法之三时，进行板书，形成完整思维导图。

Step 5: Speaking 4

T: But do you have all the good eating habits? What are your eating habits now? First,

complete the chart. Then make a report.

S: (Talk about their eating habits.) T: (Show some students’ reports.)

How about his / her eating habits? healthy or unhealthy? Can you give any good

suggestions?

S: (Give some proper suggestions to their classmates.) T: Thank you for your suggestions.

设计意图：学生能运用目标词汇及思维导图谈论自己的饮食习惯和今后改进计划， 明白健康饮食习惯对健康身体的重要性。

教学建议：学生给建议时，教师引导学生亦合理使用本节课目标词汇，并及时产生评价，形成正确的导向。

Step 6: Summary and consolidation T: This class, we talked about how to have healthy eating habits, if we want to have good eating habits, we should…

S: …

T: So, if we want to have a healthy body, remember, first, we should have healthy eating habits. And I believe all of you will have healthy eating habits. 设计意图：巩固本堂课教学内容；学生能意识到饮食习惯对健康的重要性并能合 理调整自己的饮食习惯。

Step 7: Homework 思考：拥有健康的饮食习惯就一定会有健康的身体吗？

5

讨论影响健康的其他因素。

设计意图：为第二课时“Living habits”做好铺垫。

教学建议：学生可以分小组讨论，最大限度地激发自己的思维，复习旧知，进行再学习。

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