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视频标签：Keeping Heal
所属栏目：初中英语优质课视频
视频课题：仁爱版八年级上册Unit2 Keeping Healthy Topic2 Section C福建省 - 三明U2T2SC 导学
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仁爱版八年级上册Unit2 Keeping Healthy Topic2 Section C福建省 - 三明U2T2SC 导学案
U2T2SC 导学案 2016.9.22
一．（A）Write down names of food in groups ,the more the better!
(B).考考记忆力
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
课后作业·
(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
教师点评：
聂老师这一堂课是一堂条理清晰、内容实在，生活气息很浓，动静结合的英语课。教师以新的课程理念为指导，充分考虑了学生这一年龄阶段的特点。导入部份简单有趣，学生乐于参与，从健康歌倒入，运动有助于身体健康，归类学习了表示食物的名词。针对Danny的一日三餐，让学生们学会自己辨别哪些食物是健康的，哪些食物是不健康的，并对不健康的饮食提出合理的建议，巩固了对食物名词的学习。
同时，还能引出主题: 课文中几个妈妈要求各自的孩子吃健康的食物，让学生们在明白要健康饮食的同时，关心他人，感恩母亲，将健康生活的理念传播给周围的人
接下来的课文阅读通过猜测课文大意，有效预测，能够降低学习难度，也培养了学生的语用能力和发散思维能力。文本阅读过程中体现阅读技巧的教授，最后还能以Retell为基础升华为编对话，整个过程过渡自然，师生配合默契，整体教学效果较好。只是在布置写作部份若能给学生一个框架，那么对中下的学生具有更好的引导示范作用，完成该任务的质量也会更高
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