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視頻標簽：the flu
所屬欄目：初中英語優(yōu)質(zhì)課視頻
視頻課題：仁愛八上Unit 2 Topic 3 Must we exercise to prevent the flu Section C福建省 - 莆田
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仁愛八上Unit 2 Topic 3 Must we exercise to prevent the flu Section C福建省 - 莆田
Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu?
Section C
一、教材內(nèi)容分析
本課通過李醫(yī)生有關(guān)保持健康的報告，讓學生清楚日常生活中應該如何保持健康。并學習反身代詞的用法。 二、教學目標（知識，技能，情感態(tài)度、價值觀） 知識與能力
1. 能正確運用以下短語, 就如何保持健康進行描寫：
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. 能正確地運用各種句式提出建議：
You need to do…、Don’t …、It’s necessary to…、Be happy…、You must… You should…
3. 能應用思維導圖理清文章脈絡(luò)，復述文章并應用于寫作中。 4. 培養(yǎng)學生自主合作探究的學習能力。
過程與方法：能夠和同伴積極合作、共同完成任務，能夠關(guān)注生命，培養(yǎng)健康的生活習慣。 情感態(tài)度價值觀：關(guān)注生命，保持健康，將健康生活的思想傳播給周圍的人。通過本課學習，讓學生明白日常生活中做到健康飲食，體育鍛煉簡單易行，鼓勵學生積極參加體育鍛煉，保持好的心情，盡可能遠離一些壞習慣。 三、教學重點、難點分析 教學重點：
本課的重點是讓學生運用導圖梳理文章脈絡(luò)，談論如何健康飲食，科學運動，保持良好情緒以及遠離壞習慣。除了完成文本的閱讀，還需要學生就相關(guān)延伸性的問題進行思考進而實現(xiàn)思維品質(zhì)的提升。 教學難點：
本課的難點是引導學生通過導圖理解文章框架，復述文章，進而完成寫作，學會用導圖思考、分析、解決問題。
教學過程
教師活動 學生活動
設(shè)計意圖及資源準備
2
Pre-reading
Greet students ready for learning, Show students two cute cartoon characters. Students tell the names of the two cartoon characters and talk sth about them
通過兩個學生熟悉的卡通人物導入，激發(fā)學生對本節(jié)課的興趣。
Organize students to have a free talk about
“How do they become so fat?” Students join in the free talk and guess, then share their ideas about how do a man become fat. 調(diào)動學生思維，用舊知表達自己的猜測。
Show a video about how does a man become a fat to students. Students enjoy the video and check their guessing just now.
視頻直觀地呈現(xiàn)了瘦子變成胖子的過程，驗證了學生在上一個環(huán)節(jié)的猜測。
Lead students to make a prediction about the passage.
Students read the title of the talk together and predict what will be mentioned in Dr. Li’s talk.
讀前預測,為正式閱讀打下基礎(chǔ)，做好鋪墊，降低難度。
While-reading
Show Task 1 to students – Read the whole passage
quickly and find out the keywords of each paragragh.
Students skim the whole passage quickly and get the keywords of each paragraph and then fill in the mind map on their paper. One student fill the mind map on the blackboard.
應用思維導圖梳理文章框架。
3
Show Task 2 to students – Read
paragraph1 and fill in the table. Then show another question to them.( How can we eat to be healthy?) Students read the first paragraph and fill in the
table on their paper and then check the answer with their teacher. Then think about the question and share their ideas.
表格填空的形式引導學生學會挖掘段落中的關(guān)鍵詞，為后續(xù)復述做好鋪墊。同時發(fā)散學生思維，由課內(nèi)知識延伸至課外。
Show Task 3 to students – Read
paragraph2 and fill in the blanks. Then show another question to them.( How to keep safe while exercising?) Students read the second paragraph and fill in the blanks on their paper and then check the answer with their teacher. Then think about the question and share their ideas.
短文填詞的形式既引導學生學會挖掘段落中的關(guān)鍵詞，為后續(xù)復述做好鋪墊，又與考試題型鏈接。同時發(fā)散學生思維，由課內(nèi)知識延伸至課外。
Show Task 4 to students – Read paragraph3 and answer two questions. Then show one more question to students. ( When you are unhappy, what can we do to make us happy?)
Students read the third paragraph and answer the two questions on their paper and then check the answer with
their teacher. Then think about the question and share their ideas.
滲透閱讀策略指導，拓展性問
題的設(shè)置發(fā)散了學生的思維，由課內(nèi)知識自然遷移至課外。
4
Show Task 5 to students – Read paragraph 4 and talk about bad habits of their own, Organize group discussions about the relationship among students, bad habits and illnesses. Students read the last paragraph and be brave to show their bad habits to others then discuss with their group members about the relationship among the three and draw a mind map to show the relationship.
滲透情感價值觀教育，學生勇于承認自己日常生活中的壞習慣。
體驗思維導圖，學會提取關(guān)鍵詞以及關(guān)鍵短語將篇章轉(zhuǎn)化成導圖形式。
Post-reading
Lead students to retell the whole passage with the help of the mind map tree on the blackboard.
Students retell the first paragraph with teacher and then 3 students go to the blackboard to
show their retelling with the help of mind map tree.
杜絕單純背誦，運用導圖，以圖導思，完成復述，實現(xiàn)思維
品質(zhì)提升。 Show Task 6 to students – choose 1 of 4 points to write a passage and encourage yourselves to be a healthy person.
Students think about if they are healthy enough, and how can they pass the finishing line of health successfully.
文本折射到生活中，讓學生感受自己與健康的差距。
Unit 2 Keeping healthy
Topic3 Must we exercise to prevent the flu?
Section C導學案
Task 1: Find out the key words of each paragraph.
| Eating habits | |
| Food | Effect |
| Breakfast | Give us ________ |
| Fruit and vegetables | Keep us ________ |
| Fast food | Make us ___and _____ |
| Title | |
| Beginning | ________________________________________________________________________________________________________________________________________________ |
| Body | ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ |
| Ending | ________________________________________________________________________________________________________________________________________________ |
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