Section D教学设计案例

Unit 7 Food Festival Topic 3 I cooked the most successfully. Section D Ⅰ. Learning Objectives: 1.积一积：能积累一些与健康相关的谚语，为写作提供素材。

2.读一读：能读懂文章大意，给出合适的标题，并能从文中提取出有用的知识。

3.理一理：能理清文章的结构，找出全文的介绍句、总结句以及各段的中心句。

4.写一写：能结合思维导图列出关键信息，为写作提供框架，发展思维品质。

Ⅱ. The key points and difficult points 1. Key points: （1）谈论健康饮食及其重要性。

（2）多音节副词的比较级和最高级的使用。

（3）写好一篇文章的策略

2. Difficult points：

用英语写出简单的关于“保持健康”的短文。

Ⅲ. Learning strategies 1. 拟定题目时注意用语要简洁明了。

2. 阅读时找出各段的中心句，有助于理解课文。

3.泛读时要通览全文，理解大意，理清结构。

4.细读时要定位，到文中找答案。

Ⅳ. Teaching aids 多媒体课件/图片/导学提纲

V. Teaching procedures

Stage 1(2mins)：Getting students ready for learning

Designing Step Teacher activity Student activity purpose 1 / 8

1.Greet the students and make 1.Focus their attention on the

them ready for learning. T: Good morning, Boys and girls!

How are you today? teacher.

Ss: Good morning, Mr. Wang

Fine,thank you!

2.

Tell students the rules of 2.Listen to the teacher

getting points. 1(Class activity) 3.Show the learning objectives.

3.

Look at the PPT and 明确学习目标，做listen to the teacher

Remark：这一环节的目的是要引导学生静下心来，开始新的学习。通过呈现得分秘籍，激发学生们参与课堂的热情。呈现学习目标，使学生对本节课内容有所了解，以便做到有的放矢。

Stage 2（4mins)：Revision

Designing Step Teacher activity Student activity purpose Lead the students to review Race to be the first to answer 复习导入：对本话grammar and functions of this a question and get points for 题的重要语法及topic by a live game. their group. 功能句进行复习巩固。

到有的放矢。

carefully.

(1.

Fill in the blanks according to

the pictures. 1(Class activity)

2.

List at least five kinds of

healthy food and three kinds of

unhealthy food. 3.

Finish the function sentences)

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Remark：以抢答的方式对本话题的重要语法及功能句进行复习，避免了简单口头复习的枯燥乏味。

Stage 3（16mins)：Reading

Designing Step Teacher activity Student activity purpose 1.Present a picture of a fat boy Guess the reason why the 以图片导入主题，and ask the students to guess the boy is so fat.

reason why the boy is so fat.

T:What do you think of the boy?

Ss: He is fat 给学生强烈的视觉冲击，激发猜想。

T: Can you guess why the boy is

so fat?

Brainstorming(Class activity)

S1:He doesn’t like drinking water.

S2: He doesn’t like eating vegetables and fruit. S3: He never eat breakfast

…

T: You are so smart.So maybe the

boy doesn’t have a healthy eating

habit.

2.

Tell the students something 2.Listen to the teacher and about my eating habits.

tell whether the teacher’s eating habits are healthy or not.

3.

Survey the students’

eating 3.Tick the habits they have 3 / 8

habits

.

Read structure (Individual activity) on P77

Lead the students to read the Skim the passage and get the 1. 速读文章，了passage for the first time and main idea of it , then give a 解文章大意，给文finish the tasks. title to the passage. Then 章起一个合适的①Read the passage and write a find the introduction and 标题。

for good title. conclusion part and the

2. 找到文章的开②Circle the introduction part and topic sentences of each 头句和结论句。并conclusion part. paragraph. 划出2、3、4段中心句。

③Underline the topic sentences

of paragraph 2-4.

Get the students to read the Read the passage again and 再读文章，完成两passage again and answer two answer two questions by 道细节题。在阅读themselves. 中掌握做细节题的解题技巧。

Read for details questions. (Individual activity) ①What kinds of food should we

eat to keep healthy? Why?

②How should we eat to be

healthy?

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Read Lead the students to discuss what

Discuss what else we can 1.小组讨论，培养else we can do to keep healthy in group. T:As we all know, more and more

people are paying attention to Ss:Yes. for their health.Right?

do to keep healthy in 沟通合作意识。

group. 2.给出一个主题，要求学生围绕主题进行思考讨论，培养学生的发散性思维

critical thinking

(Group work) T:In addition to eating habits, Ss:... what else can we do to keep healthy? Please discuss with your group member about it.

Remark：1. 拟定题目时注意用语要简洁明了。

2.

阅读时找出各段的中心句，有助于理解课文。

3.

泛读时要通览全文，理解大意，理清结构。

4.

细读时要定位，到文中找答案。

5.

小组讨论环节，把时间留给学生，激发学生的知识储备，培养发散性思维。

Stage4（20mins)：Writing

Designing Step

(Group work) 5 / 8

Teacher activity Student activity purpose 1.Tell the students the content of 1.Listen to the teacher

the writing task.

carefully.

从文章的谋篇布局，句式表达等方面引导学生掌握写作技能。

T: There is no doubt that health is

a permanent topic. And our

school also care for our health.

There is going to be a class

meeting on How to Keep Healthy

next week.And you are supposed

to write an article to tell your

classmates how to keep healthy.

these sayings

2.Guide the students to analyse 2.

Ss:总-分-总

the structure of a good article.

总-分

3.Teach the students how to write 3.

Read a good beginning by showing together and then try to

some sayings.

memorize handouts.

them in the

4.

Guide the students to talk 4.

Follow the teacher to talk

about

the body part of the about the body part. article, asking them to pay

attention to sentence

patterns ,

expressions and conjunctions.

为学生写作提供5.Show the basic structure of the 5.Look at the PPT and take 框架支撑，降低写article and ask the students to notes. finish it after school. Remark：以培育树木为喻，对写作进行指导，步步为营，层层引导。告诉学生写作如同培育树木，要想让一棵树苗长成参天大树，必须要为之提供养料。若想使自己的写作成功，同样要给文章注入“养料”，注意要从结构入手，谋好篇布好局。要使开篇更美，就需要巧用谚语俗语。注意要使用多样化的句式表达，同时也不要忘了用上合适的连词，短语。最后，不可忽略了对写好的文章进行修改。

Stage 5（3mins)：Summarizing and assigning HMK Designing Step Teacher activity Student activity purpose 作难度。

6 / 8

Encourage the Ss to summarize Summarize what they have 培养学生归纳总what they have learned today. 1（Class activity)

learned today.

Assign the HMK. Revise your article and share with 2 (Class activity)

you partners 所学的知识。

VI .

Blackboard design

Finish the HMK.

结的能力，再次复习巩固本节课的重点知识。

适当的家庭作业有助于巩固课堂Unit 7 Topic 3 Section D

G1

G2

G3 正

正一

正

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VII . Teaching reflection 一．课题：Unit 7 Topic 3 Section D 二．授课班级：八年（4）班

三．教学思路

本节课的课型是复习课，主要活动为Section D-1a，2。在复习环节里采用抢答的方式对本话题的主要知识进行复习巩固。（①根据图片来造句，以此复习副词的比较级和最高级的用法。②列举健康食物与不健康食物。③把本话题的重要功能句以情景交际的形式呈现。）接下来以一个“肥胖男孩”的图片导入，激发学生利用已有的知识储备大胆得对其肥胖的原因进行猜测，由此过渡到饮食习惯。老师列举出自己的饮食习惯，让学生进行评判。接着请学生说说自己的饮食习惯，由此很自然地导入1a的阅读。本文的阅读分为“三读”：Read for structure, Read for details以及Read for critical thinking。这三读中的任务设置由易到难，层层递进，旨在帮助学生更好地理解文章，为接下来的写作奠定基础。“三读”任务完成后，教师从多角度对学生进行写作的指导。学生课后需要使用本课所学的要点，再结合自己的生活经历完成一篇有关“如何保持健康”的书面表达，达到知识的迁移以及语言输出的目的。

四．教学反思：

1.优点：①正式上课之前老师在白板上呈现出得分秘籍，激发学生们参与课堂的热情。呈现学习目标，使学生对本节课内容有所了解，以便做到有的放矢。

②复习环节采用抢答的方式，对本话题的重要语法及功能句进行复习，避免了简单口头复习的枯燥乏味。③阅读环节渗透阅读技巧，对学生进行策略指导。④写作环节从不同方面对学生进行层层引导。

2.需要改进的地方：①对于学生的过程性评价比较单一，可以更加多样化。（Well done/Good job/Excellent/Wonderful/You are so clever/I’m proud of you...）②呈现关于健康的谚语环节中，课件中呈现了三句，显然不太够。可以让学生说说自己平常积累的其他谚语，这既能给学生提供一个表现自己的平台，也能帮助其他同学扩充知识。

路漫漫，其修远兮。在专业发展的道路上，我将不断探索，努力学习。

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