初中英语北师大版八年级上册Lesson 11 Health Advice一等奖表格教学设计及反思

学习过程

学习意图

互动模式&时间

Pre-reading

Step 1

·    T shows the photo of Lin Xiaoli and asks some questions to review what they have learnt and leads in 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?” and elicits some phrases and new words soap and sleepy. Ss repeat the new words after teacher.

※ T may ask Ss

“Why do people do these things?” while they are talking about 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 can ask Ss to think about other ways to solve the problems.

1.    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。

2.    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。

3.    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。

4.    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。
5.    通过追问，帮助学生开阔思路。

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7’

While-reading

Step 2

1st reading

·    Ss read the first part of the text and answer the question.

Who wrote 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 the questions with the correct health advice (Ex. 2). Ss check answers in pairs and 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, they should say where 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.

1.    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。

2.    引导学生预测专家回复内容。

3.    通过抓关键词，匹配问题与相应的健康建议。

4.    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earphone,帮助学生通过上下文推测生词harmful, air, volume的意思。
5.    教师板书关键词，帮助学生梳理信息，作为输出的语言支撑。

6.    模仿自然的语音语调语流，强化信息和语言。

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23’

Post-reading

Step 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 checking the answers, Ss read the sentences by themselves to consolidate.

·    T chooses one of the problems in the reading and leads Ss to give advice according to the key 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 with the key words. Then Ss work in pairs，role play to ask and answer the questions about health problems. 

※    T can help Ss brainstorm what questions they can ask before they do the role-play. Then T gives a model how to do that.

·    T asks Ss to help English Salon to give replies to some Ss’ problems. Ss choose the problem, 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.

1.    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。
2.    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。
3.    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。
4.    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。
5.    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。

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15’

Homework

1.    听录音并跟读课文。
2.    把你准备回复的信件内容整理在作业本上。

学习过程

学习意图

互动模式&时间

Review

Step 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 review the information and language.

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。

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5’

Grammar

Step 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 the adverbial clause with when and because.

·    T asks Ss to join 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 two columns.

·    T asks Ss to give health advice with because with the help of the information in two columns.

1.    引导学生关注连词when和because的使用，并理解其表意功能。
2.    通过大量口语练习，不断使用when和because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。

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15’

Speaking

Step 3

·    Ss complete the following sentences with their ideas. (Ex. 6). Then they share their answers in pairs and then in the class.

·    T prepares some health problems on small paper beforehand and asks each group to get one from her hand. They discuss in groups to give the advice and then share in the class.

·    T asks each group to write down one health problem and then they exchange their problems with another group. They discuss in groups to give advice to the other groups and then share in the class.

※Encourage Ss to use

“because” and “when” as they give advice. They can get more points than those who don’t use them.

3.    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。
4.    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。

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20’

Pronunciation

Step 4

·    T shows some words with the sounds /s/ and /θ/, and asks Ss to read and find out the rules and identify the difference between the sounds /s/ and /θ/.

·    Ss first read the sentences by themselves and then listen to the recording and circle the sentences they hear. (Ex. 8)

·    Ss work in pairs, read to each other and guess which sentence it is. (Ex. 9)

5.    引导学生找出发音/s/和/θ/的字母和字母组合，正确读出/s/和/θ/的发音。
6.    引导学生试读，在听的过程中辨别并选出含/s/和/θ/发音的句子。
7.    听读训练，巩固含/s/和 /θ/的发音。

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5’

Homework

1.    制作一张健康海报。