北师大版八年级英语上册Unit4Lesson11HealthAdvice教案

1、Unit 4 Lesson 11 Health Advic嗷学设计第一课时教学目标在本课学习结束时，学生能够：. 通过阅读，找出四人的问题，并与专家提出的相应健康建议进行匹配，同 时获取有关建议的细节信息；.运用所获取的信息和语言，针对上述健康问题，口头提出相应建议，并能运用所学对生活中相关健康问题提出建议，表达自己的观点；.增强健康意识，养成健康习惯。教学过程Pre-readingStep 1?T shows the photo of Lin Xiaoli and asks some questions to review what they have learntand leads in

2、the title of this lesson Health Advice.Do you remember the girl?What was wrong with her?What did the doctor ask her to do?T asks Ss “ What healthy habits do you have? ”?T shows photos and asks Ss“ What healthy habits can you see? ” andsome phrasesand new words soap and sleepy. Ss repeat the new word

3、s after teacher. T may ask Ss “ Why do people do these things? are talking a” bouwt hile they the habits.?T asks Ss to match the sentences (problems) with the photos in Ex. 1. While checking the answers, T should give a model how to check. If time allows, T canask Ss to think about other ways to sol

4、ve the problems. 通过图片和问题，简单复习上节课所学内容，引入本课话题：健康建议。.激活学生已知有关健康习惯的词汇与背景知识，并根据图片和语境进一步认读和识记新词汇： soap, sleepy。.通过追问，学生进一步建立健康习惯与健康之间的逻辑对应关系。.通过匹配句子与图片的活动，引导学生针对相应问题找出解决方案，初步给出建议。同时增强学生养成健康习惯的意识。.通过追问，帮助学生开阔思路。While-readingStep 21st reading?Ss read the first part of the text and answer the question.Who wr

5、ote the questions and what are their problems?Ss read the four letters (questions), circle the names and underline their problems.2nd reading?T asks Ss how they would respond to the questions.?Ss read the text and match thequestions with the correct health advice (Ex. 2). Ss checkanswers in pairs an

6、d then in class. Ss need to underline the key words that help them match.3rd reading?Ss read the second part and answer some questions. Ss should underline where they find the answers on their books.?Ss check answers in groups, and then in the class. When they give the answers, theyshould say where

7、they find the answers. T should write down the key words on the blackboard while students are giving answers.4th reading?T plays the recording and Ss read with it in a low voice.?Ss read by themselves and try to understand. 快速阅读课文第一部分，通过捕捉关键词句，找出提问的人和各自的主要 问题。.引导学生预测专家回复内容。.通过抓关键词，匹配问题与相应的健康建议。. 阅读课

8、文第二部分，通过回答问题（包括一系列的追问），获取有关健康建议的细节信息，并解决生活中的相关问题，同时引导学生关注合成词earphone,帮助学生通过上下文推测生词 harmful, air, volume的意思。.教师板书关键词，帮助学生梳理信息，作为输出的语言支撑。.模仿自然的语音语调语流，强化信息和语言。Post-readingStep 3?T shows some sentences and asks Ss to find out the sentences about the same problem. T gives a model how to do that. After ch

9、ecking the answers, Ss read the sentences bythemselves to consolidate.?T chooses one of the problems in the reading and leads Ss to give advice according to thekey words in the table. Ss practise by themselves and give advice.?T shows a table with the other three problems and leads Ss to give advice

10、 with the keywords. Then Ss work in pairs， role play to ask and answer the questionsabout health problems.丁 can help Ss brainstorm what questions they can ask before they do the role-play. ThenT gives a model how to do that.?T asksSs to help English Salon to give replies to some Ss problems.theprobl

11、em, prepare by themselves for 3 minutes, and share in the group first and then in the class. For some top Ss, they can choose other problems to talk about if they have enough time.T gives a model how to give the reply. 再现提出健康建议的重要语句，学生通过阅读归类，在句子层面进一步内 化信息和语言。此活动从另一角度检查了学生的读书情况。.教师引领学生就文中一个问题，提出建议。依据

12、关键词，大部分学生都能 就此给出建议，感受成功的快乐。.教师引领学生就其他三个问题提出建议，学生通过角色扮演，模拟真实语 境进行交际，进一步内化信息和语言，为口语输出做准备。.教师预设学生操练过程中可能遇到的问题，提前帮助学生分解难点，同时 引领示范如何操作。.创设语境，分层设计，运用所获取的信息和语言，口头提出相应建议，并能运用所学对生活中相关健康问题提出建议，表达自己的观点，使不同层次学 生都能够参与活动，完成任务，培养口头表达能力，增强健康意识。Homework. 听录音并跟读课文。.把你准备回复的信件内容整理在作业本上。第二课时教学目标在本课学习结束时，学生能够：.在语境中理解由 wh

13、en 和 because 引导的状语从句的用法和表意功能，并 完成不同层次的练习活动；.初步使用含有when和because的状语从句，针对具体问题，提出健康建 议；.正确读出辅音/s/和/ 0/听准并分辨出含有这两个发音的读音相似的单词 和句子；.增强小组合作意识，养成健康的生活方式。教学过程ReviewStep 1?T shows four pictures and leads Ss to recall their problems in the reading.?Ss give advice according to the key words in the table to revie

14、w the information andlanguage.复习上节课所学的信息和语言，初步感知由when和because引导的状语从句。GrammarStep 2?T asks Ss to read the passage and underline the sentences with when and because.?Ss read the sentences aloud and know the meaning. T helps them to understand theadverbial clause with when and because.?T asks Ss to joi

15、n the pairs of sentences using when or because. (Ex. 5)?T asks Ss to give health advice with when with the help of the information in twocolumns.?T asks Ss to give health advice with because with the help of the information in twocolumns.引导学生关注连词 when 和 because 的使用，并理解其表意功能。.通过大量口语练习，不断使用 when和becau

16、se提出健康建议。所提供的信息从控制、到半控制、到开放，给学生思维发展的空间。练习过程中涉及到harmful 时，简单举例动词、名词加后缀-ful 变形容词，整合课本中的活动 4。SpeakingStep 3?Ss complete the following sentences with their ideas. (Ex. 6). Then they share theiranswers in pairs and then in the class.?T prepares some health problems on small paper beforehand and asks each

17、 group to getone from her hand. They discuss in groups to give the advice and then share in the class.?T asks each group to write down onehealth problem and then they exchange theirproblems with another group. They discuss in groups to give advice to the other groups and thenshare in the class. Enco

18、urage Ss to use“ because ” and “ when ” as they give advicmore pointsthan those who don tuse them.针对具体问题，发表观点，进一步体会when和because的用法，谈论健康建议。同学间互相分享，开阔思路，此活动整合了课本中的活动 7。.创设真实情境，鼓励学生用含有 when和because的状语从句，针对教师 和同学的困惑，提出建议，培养口头表达能力，同时引导学生养成良好的生活习惯和健康的生活方式。PronunciationStep 4?T shows some words with the sounds /s/ and /0 /o arnadaaksl Sndout the rulesand identify the difference between the sounds /s/ and