Ⅰ. Material analysis
本课时的主要活动为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. Get 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, and
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
|
|