简易红包灯笼
授课时间 | 月 日 星期 | 祖国七十华诞祝福语 课时 | 第 7 课时 | |||||||||||||||||||||||
课题 | Unit 3 We should learn to take care of ourselves. | 课型 | 新授 | |||||||||||||||||||||||
教学目的 | (一) 语言目标 1. 词汇: (1) 能听懂、会说、认读词组keep our body clean, eat healthy food, feel happy, do exercise every day等。 (2) 听得懂、会说、会读、会写单词take care of, healthy, keep, exercise, jog等。 2. 句型:用“We should ...” “We can ...”和同伴表达自己对养成健康生活习惯的建议或想法。 (二) 应用目标 1. 能表达应该做某事。 2. 知道什么是良好的生活习惯,并能表达养成良好生活习惯应该做到的事情。 3. 能听懂、会说A部分的课文。 | |||||||||||||||||||||||||
重点 | (1) 能听懂、会说、认读新词组keep our body clean, eat healthy food, feel happy, do exercise every day。 (2) 能用“We should ...” “We can ...”和同伴表达自己对养成健康生活习惯的建议或想法。 | |||||||||||||||||||||||||
难点 | (1) should的发音和运用。 | |||||||||||||||||||||||||
教学准备 | 教学动画等,“连词成句”活动单词卡,作业纸(表格)。 | |||||||||||||||||||||||||
教 学 过 程 | Step 1 热身/ 复习(Warm-up/Revision) 1. Game气球爆炸 从屏幕底部依次升起大量的气球,学生要抢在气球爆炸前快速认出 气球上的动词,大声读出来并用动作表演出来。气球可以分两批出 现,第一批为单个动词,如sing, dance, draw, eat, drink, wash, swim, walk, run, listen, read;第二批为动词词组类,如sing a song, draw pictures, eat fish, drink water, wash our face, wash hands, eat food, do eusic, watch TV, go to bed, read books。 2. Free talk “气球爆炸”游戏结束时,所有动词词组都同时再现在屏幕上,以便在对话的时候为基础较差的学生提供帮助。 (1) 师生互动 T: What do you usually do? S1: I usually listen to music. T: What can you do? S2: I can wash my clothes. (2) 生生互动 Talk in pairs. What do you usually do? What can you do? Step 2 新课呈现(Presentation) 1. 情境创设:New Friend Mark He was very fat. Now he is very happy, because Why? He is very healthy and strong. 教师介绍一位新朋友给大家认识,先出示Mark一张很胖的照片,说:Look, he is our new friend Mark. He was very fat, and he is a bit sad.然后再出示—张 Mark 的近照,说:But now, he is very happy, because he is very healthy and strong.借此复习 happy, strong,引出新词healthy,进行教授。注意th的发音。 (教师顺势板书healthy, strong, happy,为后面的学习和对课文的梳理做铺垫。) 2. New words楹联 (1) eat healthy food, should→to be healthy ①Listen to the sound.课件中播放Mark的录音:I want to be healthy. So I eat healthy food every day. 教师出示图片,问:Look, what does he eat? 学生说出食物名称:fish, vegetables, bread, milk, rice, apple, pear, orange,这时引导学生说出fruit。 ②教学should eat healthy food。将单词教学融于情理之中来进行,才能使学生真正理解其意。 T: Mark eats fish, vegetables, fruit. They are the healthy food, so he is healthy. Do you want to be healthy? S: Yes, we want to be healthy. T: So what should we do? 进而教学“We should eat healthy food.”,板书在黑板上。 (2) keep our body clean→to be clean 播放Mark和妹妹的录音。 Sister: How delicious! Let’s eat together! Mark: No, we should wash our hands before eating. 出示图片教学。 T: Wash our hands, face and body. Keep our body clean.(板书keep our body clean) (3) do exercise every day, jog, take long walks→to be strong 教学方法同上,板书do exercise every day。 3. 操练词句 (1) “挑战记忆”小游戏 操作方法:先齐读板书“We should keep our body clean. We should eat healthy food. We should do exercise every day.”,两分钟强化记忆,教师计时,时间一到教师擦除画线部分的单词,比比谁能又快又准地写出来。 (2) “连词成句”小游戏 操作方法:教师可将重点句中的单词写在小卡片上,打乱顺序发给学生,让拿到卡片的学生上讲台重新排序,连成一个句子。(如下图) 4. The dialogue 第一步:Listen, look and answer 整体感知课文大意。课件逐幅出示课文插图,与录音同步;学生一边静静倾听录音,一边观看图片,融入课文的情境之中。再回答:What did you hear? 第二步:Listen, point and find 抓住关键信息。翻开书,一边听,一边指,画出含有should的句子。 第三步:Listen and repeat 听音,跟读,注意模仿原声带地道的语音、语调。尤其注意语气要让听者认同。 第四步:Read and answer 阅读课文,梳理信息,完成表格。
第五步:Read and act 出示没有句子的课文插图,让学生与同桌之间进行分角朗读或表演,引导学生记忆对话内容。 Step 3 趣味练习(Practice) Task: How to take good care of ourselves? 1. 学生4〜6人为一组,选择一个话题。如:How to be healthy? How to be strong? How to be happy? 2. 组内合作,出谋划策,讨论记录。 八年级学情分析3. Act it out分工合作,由部分学生表演情境,组内其他成员用“We ”提出建议。 S1: How to be healthy? S2 and S3: Let’s eat fast food, and the fried chicken is very nice. Ss: We should eat healthy food and eat more fruit. It’s good for us. S4: I’m very hungry. I eat 2 hamburgers, 3 eggs, a bowl of Ss: Stop, you shouldn’t eat too much. You should take care of yourself. | 跟读至少两遍,遇到长句时引导学生学会按意断句。教师可适当加以示范。 | ||||||||||||||||||||||||
作 业 | 1. 听录音,并模仿朗读课文,尝试根据课堂上完成的表格复述课文。 2. 为家人设计“温馨提示语”,如:We should keep our body clean. We should do exercise every day. | |||||||||||||||||||||||||
板 书 设 计 | healthy, strong, happy We should eat healthy food. keep our body cleanhow to keep healthy do exercise every day | 教 学 后 记 | 对高年级学生应该逐步培养其收集信息、处理信息的能力,答案可根据自身的理解进行表达。 | |||||||||||||||||||||||
乔治贝斯特 |
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