说课Keep healthy Lesson 2
教案 Unit 2 Keeping Healthy
Unit 2 Keeping HealthyTopic 1 You’d better go to see a doctor.Section AⅠ.Teaching aims and demands1. Learn some new words and phrases:2. Learn some useful sentences:(1)I have a toothache.(2)I’m sorry to hear that.(3)I have a bad cold.3. Learn the modals for giving advice:(1)You should see a dentist.(2)You shouldn’t drink coffee or tea in the evening.4. Talk about illnesses.5. Learn to express sympathy for a patient and give some advice to the patients.Ⅱ. Teaching aids幻灯片、Ⅲ. Five-finger Teaching PlanStep 1 Review时间:（5分钟)通过谈论奥运会进入本单元话题，引出本节课的部分单词。
(通过复习上个单元有关运动、奥运会的话题，导入新课。
)T: Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. What’s the slogan of the 2008 Olympic Games?T: Good! Then what’s the symbol of the Olympic Games?T: What’re the colors of the rings?Step 2 Presentation (时间:15分钟)通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。
Unit 2 keep Healthy教学课件26
Part Three—Teaching Aims and Demands • I. Knowledge Obejects • (1) To master some new words and phrases.
• • • • • • • (2) To learn the key sentence structure. — Must we exercise to prevent the flu? — Yes, we must. — Must we take some medicine to prevent the flu? — No, we don't have to./ No, we needn't. (3) Talk about how to prevent the flu by using "First...Second...Third...Finally..."
Part Six—Teaching Procedure
• • • • • • Step 1 Warm-up and lead-in Step 2 Revision Step 3 Pre-listening Step 4 While-listening Step 5 Post-listening Step 6 Sum-up and homework
II. Ability Objects (1) To develop the students' ability of listening and speaking. (2) To train the students' ability of working in pairs. III. Moral Objects To know more knowledge about how to keep healthy and make good life habits.
八年级英语上册Unit2KeepingHealthyTopic2Imustaskhimtogiveu
UNIT 2 Keeping HealthyTOPIC 2 I must ask him to give up smoking.Section C教案一、教学目标与要求1. 知识与能力目标知识目标：能够听说读写单词healthy。
能力目标：能够描述别人的病情。
2. 情感态度目标知道“健康最重要”的概念。
二、教学重点及难点1. 能够听说认读写下列句子：Fruit is healthy.Vegetables are healthy.2. 能够仿说和运用下列句子：… is healthy.三、课前准备CD-ROM, word cards, activity book.四、教学过程Step 1 Warm up1. Listen to the song: 健康操设计意图：通过歌曲调动学生学习的积极性，而且为后面环节学唱歌曲作铺垫。
2. Show and report the case history.For example:T: Do you want to be healthy?设计意图：复习上节课所学内容，也会下一个环节作铺垫。
Step 2 Present1. Check memory.承接上一个活动。
T: What happened to XX?老师做动作，提示学生理解这句话在这种情况下的意思，并引导学生回答：XX’s got a…通过问答练习，使学生掌握介绍他人病情的句型。
Practice with partner.T: Do you want to be healthy?T: Eat vegetables every day. Eat some fruit, too. Drink lots of water or juice. Do exercise every day. …设计意图：通过一个游戏式的复习活动，引出并学习新句型，使学生更容易理解和掌握句型。
2. Guessing game.展示几张健康生活和不健康生活方式的图片，让学生们思考。
仁爱英语八年级上册Unit2 Keeping Healthy 说课标说教材
仁爱英语八年级上册Unit2 Keeping Healthy 说课标说教材各位评委老师大家好：很高兴能参加这次的说课标、说教材比赛。
我说的是新课程标准Project English八年级上册Unit2 Keeping Healthy的内容。
我想从英语课程标准、教材和建议三方面来具体说一下。
一、说课标1、本学科的课程总目标2、学段目标3、单元目标。
二、说教材1、教材的编写特点2、教材的编写意图3、教材的内容结构4、教材知识和技能的整合三、说建议1、教学建议2、评价建议3、课程资源的开发与利用（说课标，明方向；说教材，知结构；说建议，重实施。
）第一部分：说课标这一部分我从四个方面来论述。
这四个方面是：1）新旧课标理念对比。
2）本学科的课程总目标。
3）八年级学段目标。
4)八年级上册第二单元单元目标。
●新旧课标理念对比●本学科的课程总目标义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。
综合语言应用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础上。
语言技能和语言知识是综合语言运用能力的基础；文化意识有利于正确地理解语言和得体地使用语言;有效的学习策略有利于提高学习效率和发展自主学习能力；积极的情感态度有利于促进主动学习和持续发展；这五个方面相辅相成，共同促进学生综合语言运用能力的形成和发展。
以语言技能、语言知识、情感态度、学习策略和文化意识等五个方面构成的英语课程总目标，既体现了英语学习的工具性，也体现了其人文性；既有利于学生发展语言运用能力，又有利于学生思维能力，从全面提高学生的综合人文素养。
●学段目标英语课程标准明确指出初级中学学生应完成3-5级目标，而八年级学生应完成四级目标，即：有明确的学习需要和目标，对英语学习表现出较强的自信心；能在所设日常交际情境中听懂对话和小故事；能用简单的语言描述自己和他人的经历，能表达简单的观点；能读懂常见问题的小短文和相应水平的英文报刊文章；能合作起草和修改简短的叙述、说明、指令、规则等；能尝试使用不同的教育资源，从口头和书面材料中提取信息、扩展知识、解决简单的问题并描述结果；能在学习中互相帮助，克服困难；能合理计划和安排学习任务，积极探索适合自己的学习方法；在学习和日常交际中能注意到中外文化的异同。
仁爱版初中初二英语上册《Keeping Healthy》说课稿
仁爱版初中初二英语上册《Keeping Healthy》说课稿一、教材分析《Keeping Healthy》是仁爱版初中初二英语上册的一单元，主要围绕健康生活方式展开。
通过该单元的学习，学生可以学习有关饮食、运动和保持身体健康的重要性等知识，并培养他们养成良好的生活习惯的意识。
二、教学目标1.知识目标：–学会描述健康饮食的重要性和选择健康食品的方法；–掌握有关运动的词汇和表达方式；–了解保持身体健康的相关知识。
2.能力目标：–能够运用所学知识与他人讨论如何保持健康；–能够撰写一篇关于健康生活方式的简短文章。
3.情感目标：–培养学生养成良好的生活习惯的意识；–培养学生对自己和他人的健康负责任的态度。
三、教学重点和难点1.教学重点：–掌握和运用有关健康饮食和运动的词汇和表达方式；–培养学生对健康的重视，并能进行相关讨论。
2.教学难点：–培养学生良好的生活习惯和保持身体健康的意识；–调动学生积极参与课堂讨论，互相倾听和尊重意见。
四、教学内容和方法1.教学内容：–饮食和健康：•描述健康饮食的重要性；•学习选择健康食品的方法。
–运动和健康：•学习运动的词汇和表达方式；•探讨运动对身体健康的好处。
–保持身体健康的相关知识。
2.教学方法：–组织小组讨论，鼓励学生互相交流意见；–制定小组活动任务，让学生合作完成；–运用多媒体辅助教学，引入相关图片和视频。
五、教学步骤和流程1.导入（5分钟）：–利用图片和视频素材引入话题，激发学生对健康的兴趣。
2.预习任务（10分钟）：–让学生预习课文，查找有关健康饮食和运动的词汇和表达方式，并记录下来。
3.课文阅读（15分钟）：–学生带着预习记录，跟读课文，学习相关知识点。
4.组织小组讨论（20分钟）：–将学生分成小组，给每个小组分配一个问题，让他们商讨并整理答案。
–每个小组派代表发言，与其他小组进行辩论和交流。
–教师引导讨论，梳理各组观点，形成共识。
5.观看视频（10分钟）：–观看和讨论有关运动和健康的视频素材。
【说课】八年级英语上册Unit2 Keeping Healthy Topic1 SectionA
1.Remember the target words 2.Give proper advice.
Teaching aids
Multimedia computer, tape recorder, PowerPoint, blackboard and so on.
Analysis of the students
Emotion Objectives
Importance of health
Take care of ourselves
3
Show concern for others
3
1
2
Main and difficult points
Main points
1.How to express illnesses 2.The modals of giving advice
He should see a dentist.
Consolidation
Pair work (1b ):
For example
A: What’s wrong with you? B: I have a bad cold.
A: You should go to sould Drink plenty of boiled water
You should stay in bed and have a good sleep
Listen to the conversations and number the following pictures.
(2 )
Teaching method
1、Communicative teaching method 2、Task-based teaching method
2019新人教版(新起点)英语五年级下Unit 1《Keeping Healthy》(Lesson 2)教学设计
Unit1 Lesson2教学设计【内容来源】人民教育出版社（一起点）五年级下册Unit1【主题】Keeping Healthy【课时】第2课时：Lesson2一、本课教学目标1. 能够听懂、会说stomachache, headache, toothache这三个单词，并尝试借助拼读规律记忆它们。
2. 能够听懂、会说用来询问他人身体有何不适的功能句：What’s wrong? 及其答语：I’ve got a ...以及提出意见或建议的功能句：You/We should/shouldn’t …3. 能够根据健康常识，针对他人的健康问题给出一些合理的建议。
4. 能够根据问句写出答语。
教学建议A. Look, listen and say.1. 热身活动(1) 教师提问：If we want to keep healthy, what should/shouldn’t we do? 然后引导学生回答。
(2) 教师根据学生的回答，在黑板上绘制出简单的思维导图，帮助学生巩固第一(3) 学生朗读思维导图引出的所有单词和短语，包括自己补充的单词和短语，为新课的学习做好准备。
2. 呈现新的学习内容教师用实物投影等方式出示A项图片，然后提出问题：Who are they? Where are they? What are they doing? What’s wrong with Frank? 由此引导学生预测对话内容。
3. 功能句学习(1) 教师播放录音，让学生带着以上问题听对话，初步感知对话的大意。
(2) 教师再次播放录音，让学生试着回答问题，看看自己的预测是否与对话内容一致，然后重点回答问题：What’s wrong with Frank?(3) 学生完成听后练习。
①教师用本单元的功能句提问学生：What should Frank do? What shouldn’t Frank do? 并板书它们。
之后再次播放录音，让学生听，完成第二个练习。
八年级上册英语教案设计《Unit 2 Keeping Healthy》
八年级上册教案设计Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section AⅠ. Material analysis本课时的主要活动为1a和3a。
第二单元谈论如何保持健康，第二话题谈论了影响健康的好习惯和坏习惯，引出了本课的语法重点：情态动词must +动词原形，表示建议、劝告。
同时引出了动名词做主语的常用句式：Staying up late is bad for your health. 通过学习Section A, 让学生能够辨别好习惯与坏习惯，从而帮助他们养成好习惯，戒掉坏习惯。
课后要求学生会用动名词做主语造句，能用must提建议。
Ⅱ. Teaching aimsKnowledge aims：1. 能正确运用动名词短语做主语进行书面表达：Staying up late is bad for your health.2. 能正确地运用must, mustn’t提建议:You must have a good rest.You mustn’t throw litter around.Skill aims：1. 能听懂有关影响健康的好习惯和坏习惯的对话。
2. 能熟练地运用must, mustn’t提建议。
3. 能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。
Emotional aims：通过语言学习，影响学生的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，保持健康。
Ⅲ. The key points and difficult pointsKey points：look tired, watch a soccer game, go to bed late, put litter into dustbin, throw litter around, keep fingernails long, wash hands before meals, go to school without breakfast等短语的理解及运用。
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(3) To teach fishing is better than to give fish.
How to learn > What to learn
Lifelong learners
Be a person with a big vision
Teaching process(教学过程）
(1)
Contents: (内容）
Students are told how to keep healthy by three people’s examples, Zhang Wei, Mike Brown and Wang Dandan. Their life is so close to students that it’s easy to arouse their interest in reading it.
Analyses of Teaching Approaches ( 教学方法分析）
（1） Teaching Models:
Cooperative learning
Inquiry –based learning Independence learning
理论支持： 1) Modern pedagogy seeks to help learners become more independent , capable of being and keen to become lifelong learners. Thus, the concept of learner autonomy has risen to prominence( Wenden, 1991). Promoting learner autonomy means that learners have a role in planning, controlling and evaluating their own learning. Group activities supply one means of moving students away from dependence on teachers.
2)One central belief of current second language pedagogy is that learners differ from one another in important ways ( Robinson, 2002) One area of difference lies in the tendency of some learners to prefer to learn in social settings. All learners need to know how to succeed in such settings, and CL provides opportunities for students to develop and practice the strategies they need to work with others.
(教材原结构）
Before Reading: -- for vocabulary Reading – Staying Healthy After Reading– Questions of four types Restructure of the lesson ( 重组教材） Before reading –free talk : prepare students for the reading learning Reading– Staying Healthy ( dealing with the vocabulary here in the context and teaching reading strategies.) After Reading– Try to write a short passage using what they’ve learned
1.
2. 3. 4.
Enrich students’ vocabulary of the theme health and encourage them to use what they’ve learned. The usage of Causative verbs. Reading strategies Write a short passage about how to keep healthy.
（3）Key Points and Difficult Points (重点难点） Reading strategies and teaching writing by teaching reading.
(4) Teaching Objectives(教学目标):
a) Knowledge and Technique Teaching Objectives: ( 知识与技能目标）
b) Process and method teaching objectives (过程与方法目标） Make students learn by different settings including independence learning, cooperative learning and inquiry – based learning . Thus, they will obtain a learning model where they communicate , cooperate with others and learn from others.
An Analyses of Teaching Material and Teaching Objectives
Staying Healthy
Teaching Process
Teaching Approaches
Analyses of Teaching Material and Teaching Aims ( 教材与教学目的分析）
c) Emotion, attitude （ 情感，态度，价值观）
and values
A stronger sense of the importance of health. Be positive and optimistic and active towards life. Be more confident and get the sense of achievement when using English.
Step1( “Survey”)
T: Read quickly and tell us
A) What is the reading about?
B) What’s the topic sentence of the reading?
(“Survey”: Scan the passage for the main idea and where to put the topic sentence for writing )
Step 2 “Question” Nhomakorabea
T: a):Read the passage again and put up your questions that you don’t understand . b): Work in groups , trying to solve the questions with the others’ help or the help of the dictionary .
（2）Status and Role of the lesson (本课在本单元中的地位）
Writing ?
Reading Lesson 2
Lesson 1 &4 Listening Speaking
Keep healthy
Grammar Lesson 3
Original structure of the lesson
Status and role of the text
(作为阅读课 的地位与作用）
Linguistic senses （语言学意义） a) Reading strategies b) How to organize the structure. c) What’s an ideal logic order for writing. Broader senses （ 广泛意义）: a) Help students have a stronger sense of the importance of health. b) More ways are introduced to students about how to keep healthy. c) A wider view for students to learn more about life and culture in English- speaking countries in health.
Inquiry-based learning( 探究式学习的意义）
“ Tell me and I forget.
Show me and I remember. Involve me and I understand”
What’s general language proficiency? Emotion and attitude (情感态度） culture sense（文化意识） language proficiency(语言能力) Learning strategies(学习策略) How to achieve that? "突出交际、主题为线、句式为主、螺旋 发展“ Communication- theme-patternscomprehensive language proficiency