視頻標(biāo)簽:Keeping Heal
所屬欄目:初中英語優(yōu)質(zhì)課視頻
視頻課題:仁愛版八年級上冊Unit2 Keeping Healthy Topic2 Section C福建省 - 三明U2T2SC 導(dǎo)學(xué)
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仁愛版八年級上冊Unit2 Keeping Healthy Topic2 Section C福建省 - 三明U2T2SC 導(dǎo)學(xué)案
U2T2SC 導(dǎo)學(xué)案 2016.9.22
一.(A)Write down names of food in groups ,the more the better!
(B).考考記憶力
c__bb__ge t__mat__ p__tat__ __ppl__ w__term__lon str__wb__rry ch__ck__n f__sh b__ __f s__ndw__ch b__sc__it r__c__
(C) Work in groups and write down the food you know.
Vegetables: tomato, cabbage, _________________
Meat: chicken, fish,___________________________
Fruits: apple, banana, _________________________
Staple: rice, wheat, ____________________________
二.(A)Write down the food you usually eat.
I usually have _________________ for my breakfast.
I usually have _________________ for my lunch.
I usually have _________________ for my supper
(B)Look at the foods that Danny eats and discuss if they are healthy. If not, give your advice.
Danny’s meals
Breakfast: sandwich, potato chips
Lunch: rice with a lot of meat, such as chicken, beef, etc.
Dinner: fish, strawberries, ice cream
At night: candy, chocolate, biscuit
My advice: __________________
__________________
三.Different mother,different requires
Kangkang:
Maria:
Jane:
Michael
四.Retell:
Kangkang’s mother often told him __________________________
because it________________ .
Maria’s mother said that she _________________________________
because Maria’s teeth ______________ .
Jane’s mother often forced her __________
because it’s ____________
Michael’s mother asks him _____________________ _
because they can_ ______________
五.Make a dialog and act it out
課后作業(yè)·
(1) Memorize the English names of food.
(2) Read through Section A-C to prepare for Section D.
(3) Teacher requires the students to write the passage.
(4)Write a short passage with the title: What my mother said to eat
教師點(diǎn)評:
聶老師這一堂課是一堂條理清晰、內(nèi)容實(shí)在,生活氣息很濃,動(dòng)靜結(jié)合的英語課。教師以新的課程理念為指導(dǎo),充分考慮了學(xué)生這一年齡階段的特點(diǎn)。導(dǎo)入部份簡單有趣,學(xué)生樂于參與,從健康歌倒入,運(yùn)動(dòng)有助于身體健康,歸類學(xué)習(xí)了表示食物的名詞。針對Danny的一日三餐,讓學(xué)生們學(xué)會(huì)自己辨別哪些食物是健康的,哪些食物是不健康的,并對不健康的飲食提出合理的建議,鞏固了對食物名詞的學(xué)習(xí)。
同時(shí),還能引出主題: 課文中幾個(gè)媽媽要求各自的孩子吃健康的食物,讓學(xué)生們在明白要健康飲食的同時(shí),關(guān)心他人,感恩母親,將健康生活的理念傳播給周圍的人
接下來的課文閱讀通過猜測課文大意,有效預(yù)測,能夠降低學(xué)習(xí)難度,也培養(yǎng)了學(xué)生的語用能力和發(fā)散思維能力。文本閱讀過程中體現(xiàn)閱讀技巧的教授,最后還能以Retell為基礎(chǔ)升華為編對話,整個(gè)過程過渡自然,師生配合默契,整體教學(xué)效果較好。只是在布置寫作部份若能給學(xué)生一個(gè)框架,那么對中下的學(xué)生具有更好的引導(dǎo)示范作用,完成該任務(wù)的質(zhì)量也會(huì)更高
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