北师大版八年级上册Lesson 11 Health Advice教案

这是一份北师大版八年级上册Lesson 11 Health Advice教案，共6页。

在本课学习结束时，学生能够：
1.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；
2.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；
3.增强健康意识，养成健康习惯。
教学过程
教学活动
设计意图
互动
模式
&时间
Pre-reading
Step 1
T shws the pht f Lin Xiali and asks sme questins t review what they have learnt and leads in the title f this lessn Health Advice.
D yu remember the girl?
What was wrng with her?
What did the dctr ask her t d?
T asks Ss “What healthy habits d yu have?”
T shws phts and asks Ss “What healthy habits can yu see?” and elicits sme phrases and new wrds sap and sleepy. Ss repeat the new wrds after teacher.
※ T may ask Ss “Why d peple d these things?” while they are talking abut the habits.
T asks Ss t match the sentences (prblems) with the phts in Ex. 1.
※While checking the answers, T shuld give a mdel hw t check. If time allws, T can ask Ss t think abut ther ways t slve the prblems.
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：sap, 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。
CW
IW
7’
While-reading
Step 2
1st reading
Ss read the first part f the text and answer the questin.
Wh wrte the questins and what are their prblems?
Ss read the fur letters (questins), circle the names and underline their prblems.
2nd reading
T asks Ss hw they wuld respnd t the questins.
Ss read the text and match the questins with the crrect health advice (Ex. 2). Ss check answers in pairs and then in class.
Ss need t underline the key wrds that help them match.
3rd reading
Ss read the secnd part and answer sme questins.
※Ss shuld underline where they find the answers n their bks.
Ss check answers in grups, and then in the class. When they give the answers, they shuld say where they find the answers.
※T shuld write dwn the key wrds n the blackbard while students are giving answers.
4th reading
T plays the recrding and Ss read with it in a lw vice.
Ss read by themselves and try t 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earphne,帮助学生通过上下文推测生词harmful, air, vlume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。
IW
PW
CW
GW
23’
Pst-reading
Step 3
T shws sme sentences and asks Ss t find ut the sentences abut the same prblem.
T gives a mdel hw t d that. After checking the answers, Ss read the sentences by themselves t cnslidate.
T chses ne f the prblems in the reading and leads Ss t give advice accrding t the key wrds in the table. Ss practise by themselves and give advice.
T shws a table with the ther three prblems and leads Ss t give advice with the key wrds. Then Ss wrk in pairs，rle play t ask and answer the questins abut health prblems.
T can help Ss brainstrm what questins they can ask befre they d the rle-play. Then T gives a mdel hw t d that.
T asks Ss t help English Saln t give replies t sme Ss’ prblems. Ss chse the prblem, prepare by themselves fr 3 minutes, and share in the grup first and then in the class.
Fr sme tp Ss, they can chse ther prblems t talk abut if they have enugh time. T gives a mdel hw t 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。
GW
PW
CW
IW
15’
Hmewrk
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。