Unit 3 Looking good, Feeling good教案
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如何将核心素养与我们的学科联系起来是一个很重要的问题。
我认为,首先我们应该了解核心素养的本质。
核心素养,是指学生表现在学习和创新中的综合能力,它是人才必备的内在需求。
英语学科核心素养的内涵可以概括为三个方面:语言能力、思维品质、文化意识以及学习能力和情感态度两个关键。
依据这种分类,课堂教学可以从情境、问题和交际三个切入点展开,以“融合”为主线,贯穿学习能力和情感态度的培养与发展,最终促成英语学科核心素养的养成。
众所周知,课堂教学是学习的主阵地。
课程改革的核心环节是课程实施,而课堂是教师专业发展、学生综合素养的平台。
其次,要打造“出彩”的英语课堂,就要充分发挥学生的主体作用。
活泼的学生,非常乐意在教学活动中表达自己的看法,通过生活情境、动画视频、歌谣等形式,烘托出热烈、有趣又具有亲和力的活动氛围,让学生们情不自禁地加入到我们的英语实践中,把学生们这种不由自主的“踊跃”发展为他们良好的学习习惯。
第三,优质高效课堂教学在教学效益方面要求教学目标紧紧围绕实现三维目标和促进学生核心素养发展。
课堂教学效益精准化,一方面需要教师仔细研读相关指导文件,如核心素养框架、学科课程标准及其解读文本,吃透核心素养和学科核心素养的本意,特别是要把握住体现学科本质特征的知识、能力和品格;另一方面,教师需要具备整体的课程观,了解某一阶段学生(学科)核心素养发展的脉络,能够准确定位每堂课的教学内容在学生(学科)核心素养发展中所起的作用,析取出主要的教学目标,并将其作为课堂教学设计和实施的重心。
Unit 3 Looking good, feeling goodLearning aimsKnowledge (知识):Learn the new words and phrases and learn to use the Present Perfect and the Present Perfect Continuous lense1.Ability (能力):Improve (he abilities of reading and writing.2.Emotion (情感):Know the importance of health.Period 1 ReadingStep 1 Pre-classReading1)R ead the text quickly and do part A. on page2)Reading strategy. (Try to answer the questions with your own words.)When we come across 'however' or 'but' between two sentences, we can guess thatCan you make some sentences connected with 4however? or 'bui'?1._________________________________________________________________________2._________________________________________________________________________ 3)Read the article again carefully. Underline (下划线)new words and difficult sentences while reading and then do part C1, C2 and DI on page44 and part D2. and E on page 45What's the meaning of the title “dying to be ihin..."?4)Which method would you prefer, if you are to lose weight? What are the advantages and disadvantages?Going on a dietExercising in a gym1) stay停留,暂住;逗留vi f n.练:医生告诉他,病人还得在医院住两个星期。
Unit3 Looking good, feeling good (welcome) 教学设计教材分析:牛津高中英语模块一unit3的中心话题是“Looking good, feeling good”, “welcome” 引入本单元的话题,本部分以四幅描述人近况的画为中心,让学生说、写结合,从looking good引入,激发学生对feeling good的理解。
在这个部分中间,希望学生通过对looking good的讨论让学生带着“Is looking good the most important thing in your life?” 这样的问题进入本单元重点——书上四幅图片的演绎,总结归纳出健康比外表更为重要。
通过让学生自己创设情景,自己编造对话,并且走上讲台展示成果来激发学生学习本单元的兴趣,并能通过辩论,表演等方式锻炼他们的口头表达能力。
然后再度升华本单元主题,让学生思考:除了健康,是否还有其他的方式能使我们feel good?通过图片的展示,让学生自己发现,总结,自由讨论“How can we both look good and feel good?”总结得出,健康和美丽的心灵是feel good 的两个方面,并且,feeling good is more important than looking good. 最后,在教师的指导下罗列观点,让学生发挥创造力自己把故事写下来,并且课堂展示。
通过学习,帮助学生找到“feel good”正确合理的方法——You can’t choose you appearance, but you can choose your smiling.(你不能选择自己的容貌,但你可以展现你的微笑。
)让学生情感得到升华。
教学目标:(1)知识目标:了解与looking good, feeling good相关的新单词以及词组,能够熟练运用一些之前所学的词组来进行口头表达。
高一英语Looking;good;Feeling;good教案高一英语looking good feeling good教案附加疑问句讲解一. 与主语相对应的状况1. 当陈述局部的主语是everybody, everyone, someone, nobody, no one, somebody等合成代词时,附加疑问句中的主语通常用they。
如:somebody phoned while i was out, didn’t they?everyone enjoyed the party, didn’t they?nobody wants to go there, does he?2. 当陈述局部的主语是不定代词everything, nothing, anything, something时,附加疑问句中的主语一般用it,不用they。
如:everything seems all right now, doesn’t it?nothing is kept in good order, is it?something must be done to stop pol lution, isn’t it? 3. 当陈述局部的主语是指示代词this, that或these, those 时,附加疑问句中的主语分别用it和they。
如:this is important, isn’t it?that isn’t correct, is it?these are your friends tom and jack, aren’t they?4. 假如陈述局部是以代词one作主语,附加疑问句中的主语在正式场合用one,非正式场合用you。
如:one can’t be too careful, can one? 或can you?one should do his duty, shouldn’t he?5. 假如陈述句子中的主语为动词不定式短语、动名词短语或其他短语时,疑问局部的主语通常用it。
Looking good,feeling good教案牛津高中英语模块一(第2讲)【教学内容与教学要求】一、教学内容:牛津高中英语模块一Unit 3(下)二、教学要求:1.学会谈论有关健康生活的话题。
2.学习英语中标点符号的名称和用法。
3.学习调查、整理、分析信息。
4.缩略和简写。
【知识重点与学习难点】一、重要单词:Guideline, highlight, lifestyle, adval(n), convey, , affordga, branch, square, shape, figure, trabrief, abbreviaabol, seldgy, couaal, amount, booklet, survey, conduct, analyze, staquestionnagive out, creaage, leveluadvirus, removdummalusion, calorie.二、重点词组:Prompt box提词台, a reminder of提醒某人想起某事的人或事物, call sb names骂人up高兴起来, closely related紧密相关的, live(lead) a…. life过着….样的生活, , a headache to令人头疼的人或事, along with 一起long term(run)从长远角度看, give up on放弃, a good amount of适量的、许多很快, give out分发、发出, allow enougb to do…留出充足的时间让某人做某事als不吃饭, memb会员费,三、【标点符号的英文名称和用法】punctuations: comma逗号, full stop/period句号, quark问号, exclamation mark感叹号, colon冒号, semi-colon分号, quotation marks引号, a省略符号连字符号, dash破折号, under bar下划线。
Unit 3 Looking good, feeling good(一)教材分析本单元以looking good, feeling good为话题,旨在通过单元学习,使学生了解如何气色好,感觉好。
从Amy冒着生命危险减肥的事例,让学生深刻领悟出健康的价值,以及社会上人与人之间的友谊和关爱的重要性。
能通过阅读讨论了解保持健康的各种方法,鼓励和帮助同学朋友积极参加体育锻炼,合理饮食,养成良好的生活习惯。
1.1 Welcome to the unit是本单元的一个热身活动,通过五幅图片和三个开放性问题让两名学生针对生活现状谈论关于如何显得美丽和保持健康。
引发学生通过同伴合作讨论穿着、饮食和锻炼,从而也引出了本单元的话题——气色好,感觉好。
1.2 Reading 包括A、B、C、D、E和F五项活动。
A设置了几个阅读理解的问题,要求学生在快速阅读三封邮件后回答。
B呈现的是两个朋友间关于减肥和健康问题的通信。
C设置了两种题型,要求再读课文后对六个问题作出选择并列出各部分的要点,检验学生对细节以及故事中各角色的观点行为的理解。
D 设置了填空和配对题,帮助学生通过上下文语境猜测词义。
E 要求学生通过上下文选择合适的单词填空,是对学生综合理解能力的培养。
F 是一个会话练习,要求学生就某一问题提出看法并展开讨论,然后仿照范例进行会话练习。
1.3 Word power 的主题是关于不同类型的运动,旨在语境中扩充词汇。
它包括四部分的内容:第一部分要求学生阅读一学生关于参加运动俱乐部的日记;第二部分是不同体育运动的图解;第三部分是有关运动健身的短文填空;最后一部分要求给不同体育运动进行分类。
1.4 Grammar and usage 总结了非限制性定语从句和反意问句的分类、用法、构成和意义,并通过相关练习题帮助学生巩固对这两种语法的掌握。
1.5 Task的主要任务是邀请朋友去一健身房,其中包含了3种技巧并分别设计了三个步骤帮助学生掌握这些技巧:第一了解查找信息的方法;第二速记要点信息;第三如何正确运用标点符号。
Unit3 Looking good,feeling good1st period Welcome to the UnitTeaching aims:(1).Make students pay attention to their health, and how to keep healthy.(2).By talking about the pictures, students’ spoken English can be practisedImportant points & difficult points:(1).Students are expected to express their own opinions by comparing the importance of beauty and health.(2).Encourage students to speak freely.Procedure:Step 1: Lead-in(1). Look at pictures about some famous people, and think of the qu estion “Is a person’s ability judged by their appearance?”(2). Some questions about yourself:•D o you think appearance plays an important part in your life?•W hich do you think is more important, looking good or feeling good?Step 2: Talk about the pictures“Wow! I think this blouse will make me look slimmer.”“This is really difficult but I feel so strong.”“You must get enough sleep to stay healthy.”“Eating more fruit makes me feel better.”Step 3 Discussion:Choose one picture, and have a free talk.(1). Who is the person?(2). The reason why he/she does as the picture shows(3). Give some details about the picture(An example:Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)Step4: Talk about questions on P41(1). Do you think we can change our appearance by wearing different clothes?(2). Which do you think is more important, eating well or doing exercises?(3).What do you do to keep yourself looking good and feeling good?Step 6 Homework(1) Preview the reading text.(2) Choose one picture on P41, and write down the details about it.2nd period ReadingTeaching aims:(1) Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.(2) Stimulate the Ss’ interest in learning English by talking about their own opinionswhen itcomes to the topic “To be beautiful or Healthy ”.Important points & difficult points:(1)Find the main points in the three letters and express them.(2)Understanding the text.Procedure:Step 1 Lead-in(1) Some people are overweight, some are a little fat, and some are slim. Find whypeople are fat.(2) Discuss ways of losing weight.a)going on a diet b) exercising in the gymc) receiving surgical treatment d) taking weight-loss pills(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.Step 2 Reading comprehension(1) General questions: (1st reading)Where does Amy come from?What kind of pills did Amy take?What caused Amy’s liver to fall?(3)Ex C1 Choose the best answers. (2nd reading)Questions: 1-6Step 3 Further readingrdStep 4 Develop reading ability through usage(1) Ex E Complete the letter based on the text.Step 5 Consolidation and Expansion (Choose one of the following.)(1) Suppose you are A my’s best friend. What advice or suggestions would you give to Amy?(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?(3) What do you think is the best way to keep healthy? Why?Step 6 HomeworkRead the whole text (1) to know what Amy had to stay slim and how she recovered.(2) to learn some language usages3rd period ReadingTeaching aims:(1)Encourage the Ss to raise reading ability by focusing on language points.(2)Get the Ss to grasp the new language usage in the text by learning them.Important points & difficult points:Language usage:(1) used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth(2) touching; exciting; moving; disappointing, int eresting… (arouse the feeling…)touched; excited; moved; disappointed, interesting… (be made to feel…) Procedure:Step 1 RevisionCheck the language usages in the text(1) words & phrases (2) Non-restrictive attributive clauses (3) ‘however/but’(4) Question tagsStep 2 Language points (Learn and use)(1) I used to go to the gym three times a week, but I don’t work out any more.used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法It used to be thought that the Earth was flat, but now everyone knows it is round.Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?I never got used to going to bed so late.Computers are used to do a lot of work in many companies.(2) I used to go to the gym three times a week, but I don’t work out any more.Many famous actors keep fit by working out in the gym every day.The room smelled wonderful but they could not work out where the smell was from.(3) I’m trying to lose weight because I’m so ashamed of my body.be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that…(4) Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.Since you have a three-day holiday, why not go to the countryside to enjoy the quiet life there?(5) They contain a harmful chemical that caused my liver to fail. contain / include区别和用法To keep fit, we should always avoid food containing too much fat.The price includes the postage charges.My pet dog has caused me a lot of trouble. What caused him to fall off his horse?(6)This is really a touching story-a stranger who donated part of his liver to a girl he doesn’t even know!The son and his parents are parting at the station with tears in their eyes. What a touching scene!touching; exciting; moving; disappointing, interesting… (arouse the feeling…)touched; excited; moved; disappointed, interesting… (be made to feel…)The excited children were opening their Christmas presents. (excite)She was deeply moved when she watched the moving film. (move)Step 3 ConsolidationRead the text and find the sentences containing the language usages we have just learned.Step4 Homework(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.4th period Word powerTeaching aims:(1). Learn and master the new words about sports(2). Enlarge the knowledge about sportImportant points & difficult points:(1). Talk about sports to learn new words(2). Remember some new names of sportsProcedure:Step 1 Lead-inTalk about the National Sports in Nanjing:(1).What have Nanjing people done for the National Sports ?(2).What can I do for this sports meeting?(3).How many kinds of sports can you name ?Free talk about yourself.(1). Among all kinds of sports, which do you like most?(2). Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?Step 2 Read and speak(1).Part A on page 46(2).Find all the names of clubsStep 3 Further studyTalk about expressions of the pictures about sports:badminton tennis boxing fencingweightlifting squash shooting volleyballbasketball football aerobics triathlonStep 4 Read and understand(1).Complete the exercise of Part C on page 47.(2).Some questions for you :1). What suggestions does Zhou Ling give to Amy?2). Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.(3). Types of sports Part D (P47)Do you know which are indoor sports and which are outdoor sports? Think more!boxing beach volleyball fencinggymnastics skiing baseball…Step 5. Homework(1) Learn all the new words by heart.(2) Make sure you know how to use it.5th period Grammar and usageTeaching aims:Master the usage of non-restrictive Attributive Clause.Practice about all kinds of Attributive Clause.Important points & difficult points:Non-restrictive Attributive Clause.The usage of “which” and “that” in Attributive Clause.Some special usage of “that” in Attributive Clause.Procedure:Step 1 lead-in(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.(3) Ask Ss to find out the differences between these sentences.That is,Comma;The Non-restrictive Attributive Clause can be left out;We can’t use “that” in this kind of sentence;We can’t miss the relative words, either.Step 2 Fide outFind out the Non-restrictive Attributive Clause on page 42-43 (reading).Step 3 Non-restrictive Attributive Clauses(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;(3) More exercises.Step 4 Some points to be noticed“That” must be used in Attributive Clause in the following cases:(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.(3).The antecedent is modified by an ordinal or superlative(4). The antecedent is modified by only, very, last, etc.(5). The antecedent refers to people and things.(6). A sentence begins with who or which.(7).A relative pronoun functions as predicative.More examples are available in each part.More exercises are available as well.Step 5 summary and homeworkA brief summary of the usage of Attributive ClausesComplete the exercises on page 48-49.6th period Grammar and usageTeaching aims:Master the usage of non-restrictive Attributive Clause.Review the usage of all kinds of Attributive Clause.Review the usage of intonation, and learn how to read question tags.Learn and master the form of question tags.Important points & difficult points:Some special forms of the question tags.Procedure:Step 1 lead-inT shows a picture, and tells a story of “shmily”. An old couple keep playing the “shmily”hide and seek game. They write “shmily”on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup. Sometimes they put it behind a vase. And the meaning of “shmily” is ‘see how much I love you’.T: Do you say “I love you” to your parents? And how do you say it?S: …T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?”and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.Step 2 Question tagsT introduces the definition of question tags and the basic usage of question tag.(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.(4) We use an auxiliary verb, model verb or be in a question tag.(5) After an imperative clause, we use will you. After Let’s, we use shall we.Some exercises are available as well.Step 3 language pointsT asks Ss to read out the answers and T introduces the important language points as well.(1). considera.考虑consider sth./doing sth.b. consider 认为+that clause/ sb. to bec.consider as 认为……是……(2). be skinny= be very thin(3). lift weights(4). side effect(5). achievement(6). take the risk(7). read your postStep 4HomeworkP51, A, B; P104, C1, C27th period TaskTeaching aims:(1).Practise students’ language skills of listening, reading, speaking and writing(2). Help students to learn 2 skills of finding informationImportant points & difficult points:(1). Find and underline the main ideas(2). Find and circle the key wordsProcedure:Step 1. Introduce two skills of finding information:(1). Read the questions carefully before you begin.(2). Skim the passage, and look for main points and key words.Step 2. Practise(1).Find the main ideas and key words in a passage:Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.Key words: cause liver failure; worried about her figure;health is priceless; eat properly(2).Read two pict ures about “Better Body Gym”, and find the main points and key words.(3).Passage understandingSome questions about the above two pictures;1.Membership fee:__________________2.Number of gyms in the city:1.____2.____3.____3.What do you get for free?__________________________________________4. How big is each gym?5.Can you get advice from a personal trainer?Yes______ No______6. How can you find out more?____________________Step 3.Practise listening1.One in Jinshan Road; one near the King Hotel2.No3.Provide with your ID number4.NoStep 4. Practise writing(1).Complete a letter to your friend. Explain why you think he should join the gym by using the given information .(2). Write a letter to recommend a gym to a friendStep 5 Homework(1) Find information about a club.(2). Invite your friend to join it.8th period TaskTeaching aims:(1) Get the Ss to focus on note-taking skills by studying and practising.(2) Encourage the Ss to use abbr, key words and symbols in taking notes.Important points & difficult points:(1) Use abbreviations & contractions. (2) Write down the key words. (3) Use symbols(4) Use punctuations (5) Interviewing classmates about exercise and taking notesProcedure:Step 1 Lead-inGuess the meanings:Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec mor afn min sec hr ﹥﹤↑↓A Q ABC BA circamara SOHO contd Art FestStep 2 Note-taking1 use abbreviations & contractions:PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr2 Write down the key words.(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.(2) Practice: Let’s try.3 Use symbols(1) Model: By swimming regularly, jogging, drinking lots of water and gettingplenty of sleep, I can be healthier. swimming + jogging + water + sleep →healthier(2) Practice: Let’s try.Step 3 Listening practice:1 The number seven bus is not on time. No. 7 bus isn’t on time.2 Our department is increasing the number of teachers.Our dept is↑the no. of teachers.3 I’d like to see the manufacturer.I’d like to see the mfr.4 Senior High 1 has a bigger class than Senior High 2.SH1 has a ﹥class than SH2.5 The People’s Republic of China was founded in 1949.PRC was founded in 1949.Step 4 Interviewing classmates about exercise(1) Listen to the speaker and take notes about the equipment available in the gym.Step 5 Using punctuation(1)Do you know these punctuation marks? , . ? ! : ; ‘ ’ ’ - —(2) Practice: Let’s try:Step 6 ConsolidationWrite an e-mail to your friend recommending Better Body Gym.Step 7 HomeworkExx D1 & D29th period ProjectTeaching aims:Improve the students’ ability of practice.Important points & difficult points:Read the passage about health.Make a survey about health.Complete a report about health.Procedure:Step 1 lead-inT shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?Step 2 skimmingTry to get the general idea of each paragraph.Try to get the general idea of the while passage.Step 3 introducing the projectMake a booklet about how healthy the students in NO.9 Middle School.Step 4 The procedures of doing the project(1)Planning:Get into groups(4-6)Clear assignmentsDecide which group your group will survey.(2)preparing:Make a questionnaireGive out and collect the questionnairesRecord and analyze the statisticsWrite the report(3) Producing:a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do youA sample questionnaire is provided as a reference as well.b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.c.Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.d.Report should include the following parts:the class, grade;how many Ss answered the Qs;comparison(3)presenting:Present the reports to the classStep 5 HomeworkComplete the project10th period ProjectTeaching aims:Improve the students’ ability and provide practice.Make a booklet about health.Master the usage of some useful words and expressions.Important points & difficult points:Present a report about health to the whole class.Make a booklet about health.Procedure:Step 1 lead-inT shows Ss the rules of how to present.1. Report should include the following parts:the class, grade;how many Ss answered the Qs;comparison2. Each group member should report on part of the results.Step 2 PresentationT values which group did a better job, and also invites the Ss to talk about which they like best, and why.Step 3 How to make a bookletA booklet will include…•c over•c ontents•r eports•a ppendixStep 4 Language pointsT introduces some language points in the article to Ss.(1) Word focuslife-styleregularcountControlconcentrate(2)words to be learned from old wordsenergy, skip(3)phrases to be noticedalong within the long terma good amount of sleepas a matter of factin no timeStep 5 homeworkMake a booklet。
Unit 3 Looking good , feeling good 教学设计洛社高级中学张颖一.教材分析(一)地位和作用本单元的中心话题是“looking good and feeling good”. 具体涉及到美丽与健康,运动与减肥,饮食与健康等话题。
其中第一课时Welcome to the unit是通过四幅图让学生对于外在美与健康,饮食与运动等问题进行多方面讨论。
(二)学生情况分析学生对于Beauty and health 这个话题并不陌生,因为它贴近生活,甚至很多同学都深有感受,因此很容易激发学生的兴趣。
我所任教的高一(4)班基础不很好,但在老师的引导和鼓励下学生还是很愿意“开口说话”的。
我相信上课前先预习一下相关的单词上课的效果会更加好的。
二. 教学目标1. 知识和能力目标让学生讨论一下关于健康的话题,了解健康与饮食和运动之间的关系,学习一些与之相关的单词和表达法。
2. 情感目标让学生知道健康的心灵比健康的外表更重要,学生不能一味追求外在美,如刻意减肥或比穿名牌。
学生应该摆正心态,做一个积极向上,刻苦奋斗的人。
三.教学重点和难点怎样提高学生的口语能力,怎样启发学生的创新思维能力。
怎样让学生体会内在美的真正含义。
四.教学策略1.开放式教学策略。
以有限的课堂为载体,带学生进入广阔的知识天地。
2.引趣激趣策略。
创设多种情景激发学生的学习兴趣,只有让学生真正有了参与的欲望,才能点燃他们的思维火花。
3.任务型活动策略。
在做中学,在做中练,在做中巩固,往往使课堂教学产生事半功倍的效果。
4.循序渐进和尊重差异策略。
由简到繁,由难到易,为有困难的学生搭好梯子。
六、教具准备黑板,自制教学课件Unit 3 Looking good , feeling goodI. Make up stories (key words)a. w ant a slim figure…take weight-loss pills…two pills a dayno exercise… become slim…feel weak…in hospital ..doctor’s adviceb. weak…doctor…suggest…do sports/have a healthy dietStrong and confidentII. DebateGroup AGroup BIII. QuestionsWhat make a person look good and feel good in your opinion ?九.教学后记整节课围绕健康展开一系列的话题探讨,让学生了解了健康的重要性还有怎样做到健康,什么才是真正的健康;并针对当今社会存在的一些不好的现象拿出来进行分析讨论,同学们在一种热烈的气氛下学到了知识并懂得一些道理。
Unit3. Looking good feeling goodtask教案一、教学目标1、知识目标学生能够掌握与外貌和健康相关的词汇和短语,如“fit”“diet”“figure”等。
理解并能够运用关于保持良好形象和身心健康的句型和表达方式。
2、能力目标提高学生的阅读和听力理解能力,能够准确获取有关信息。
培养学生的口语表达能力,能够用英语谈论如何保持良好的形象和健康。
3、情感目标引导学生树立正确的审美观念,关注自身的身心健康。
培养学生积极向上的生活态度,注重内在品质的提升。
二、教学重难点1、教学重点重点词汇和短语的掌握及运用。
理解课文中关于保持良好形象和健康的观点和建议。
2、教学难点如何引导学生用英语清晰地表达自己对于外貌和健康的看法。
帮助学生理解并区分不同的健康观念和方法。
三、教学方法1、任务驱动法通过布置各种任务,如阅读、听力、讨论等,让学生在完成任务的过程中学习和运用知识。
2、情景教学法创设与教学内容相关的情景,让学生在真实的语境中感受和理解语言。
3、合作学习法组织学生进行小组合作学习,共同完成任务,培养学生的合作精神和交流能力。
四、教学过程1、导入(5 分钟)展示一些明星或普通人的图片,让学生讨论他们的外貌,并引导学生思考外貌与健康的关系。
提问学生对于“Looking good feeling good”的理解。
2、词汇学习(10 分钟)呈现与外貌和健康相关的词汇和短语,如“fit”“diet”“figure”“balanced diet”“work out”等。
通过图片、例句等方式帮助学生理解和记忆这些词汇。
3、阅读(15 分钟)让学生阅读课文,理解文章的主要内容。
设计一些阅读理解问题,如“What are the suggestions for keeping fit?” “Why is a balanced diet important?”等,检查学生的理解情况。
4、听力(10 分钟)播放一段与健康和外貌相关的听力材料。