说课Keep healthy Lesson 2
(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
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。
《Unit 2 Keeping Healthy》全单元教案
Unit 2 Keeping HealthyTopic 1 How are you feeling today?Section ATeaching aims and demands:1Understand the dialog about seeing a doctor.2Learn how to express feelings and pains.3Learn how to give advice to others.Teaching procedure:Step 1 ReviewGreeting to each other. The teacher and students ask each other some questions. (chain questions)For example:Teacher: How are you?Student 1: Fine, thank you, and you?(to Student 2)Student 2: I’m fine, too. (to Student 3:) How about you?Student 3: I’m fine, thanks, and you?(to Student 4)Student 4: I’m very well. (to Student 5:) How do you feel today?Student 5: I feel very well.Teacher: Why?St udent 5: Because it’s a fine day today.Step 2 Presentation1.After the questions. The teacher summarizes the feelings:We re all very well today.We feel very happy.But how does Betty feel, do you know?Then the teacher shows a picture of Betty, and helps students answer.Play the recorder, and let students find the answers according to the listening:(1a) 2.Show some more pictures,or reading passage 2, then ask and answer: Whats the matter with him？At last, the teacher writes the key words on the blackboard and explain the new words Step 3 ConsolidationThe teacher acts as if he has a headache. Let students guess: What’s the matter with me?You have a headache.Ask the students for some advice:If I have a ..., what should I do?Then finish the exercises in 3a.Step 4 Practice1. Make a conversation in pairs.Finish 1b and 3b.For example:One student acts as if he has a toothache,another student ask him some questions. Let them make dialogs.2. Finish 4. Play the tape recorder.Let students find the correct picture and check the answer. Then play again. Let the students follow the readingStep 5 ProjectThe teacher gives the students some notes which have the phrases on them: have a headache, have a stomachache, have a toothache and so on. Let the students who gets the note act as if he has a headache. Let the other students guess and give a quick answer. Then give some advice on it.Section BTeaching aims and demands:1Go on talking about seeing a doctor.2Understand the dialogs about seeing a doctor.3Review how to give advice.Teaching procedure:Step 1 ReviewShow the pictures in last period. Let students give a quick answer. (chain questions)Teacher: What s the matter with him?Student 1:He has a toothache.Teacher: What should he do?Student 2:He should see a dentist.Change to another picture and go on with the question.Step 2 Presentation1. After showing the pictures in las t period. Show a new picture, which shows the conversation between Bruce and Mr.Lee. (or let the students have a look at 1.) Ask these questions:How does Bruce look?How does Bruce feel?Help students answer:Bruce looks pale!He doesn t feel very well!2. Play the tape recorder. Let students complete the dialog according to the listening:Mr.Lee: Hey, Bruce. You pale. What’s ?Bruce: Well. I have a and a .Mr.Lee: I’m to hear that. you have the .Bruce: DW〗Oh, I’m terrible.Mr.Lee:You’d better go to see a . Shall I you the ?Bruce: No, thank you! I’ll some medicine and see how it .Then let the students open their books, read the dialog in 1 and check th eir answers.The teacher explain the new words and language points:pale, maybe, terrible, medicineYou look pale!Shall I ...... see how it goes.Step 3 ConsolidationLet students finish 2. Make a competition. Let’s see who is the first to finish the dialog, then listen and check the answer.Make sure that the students can read the dialog correctly. Then act it out. Step 4 Practice1. Do 3. First Match the sentences. Then make up a dialog in pairs.2. Do 4.Listen and fill in the blanks. Then listen again and check the answers.Step 5 ProjectSuppose Xiao Qiang has something wrong when he is at school.(Students may have different ideas about the illnesses.) Xiao Qiang talks to Mr.Wang at Mr.Wang’soffice. Make up a dialog between Xiao Qiang and Mr.Wang. Finish the dialog during 3 to 5 minutes. And then perform in front of the class.Section CTeaching aims and demands:1Learn to Listen to some materials and get information.2Learn to use what we learned.3Learn to ask for and give advice.Teaching procedure:Step 1 ReviewGreeting each other. Play the guessing game. The teacher act out different illness es. Let students guess what it is. Ask and answer: What’s wrong with me? You have a headache/a stomachache.What should I do?You should ...You’d better ...Step 2 PresentationThe teacher act as if his leg hurts. Then tell students: My leg hurts.Explain the new word “hurt” and ask:What happened to me? Guess!Then lead into:I had an accident, and I hurt my leg. Someone had an accident, too. Please listen to the story.Play the tape recorder，then finish 1a and 1b.After listening to the story. Let students describe the pictures according to the tape.Play again, and let students answer the questions 1b. Then check their answers.Explain the use of “hurt”Step 3 Consolidation1. The teacher asks: What should Michael do?Let the students answer first. Then listen to the dialog 2a. And finish 2b.take some medicine.Michael should stay in bed.eat a lot of fruit and drink plenty of water.Michael shouldn t move his leg too much.2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1. F 2. F3. FStep 4 Pra ctice1. Pair work: Suppose one is a doctor, the other is a patient. Make up a dialog and act it out.2. Chain story: The teacher may give the beginning. Let the students continue with the story one by one.For example:Teacher: Yesterday Xiao Ming played basketball with his friends.Student A: Suddenly he fell down and hurt his left arm.Student B:...Step 5 ProjectHave a competition: Divide the class into groups. Each group begins a storyfrom the first student to the last. One sentence each. At last, let’s see which group has the best story in the shortest time.Section DTeaching aims and demands:1Sum up the sentence patterns and useful expressions in Topic 1.2Improve listening and speaking skills to writing skills.3Lead up suggestion voice to other topic.Teaching procedure:Step 1 ReviewAsk some questions about what they learned in the last perio d.Who had an accident?What was wrong with him?Who went to call a taxi?What was Dr.Jiang s advice to Michael?Who came to visit Michael in hospital?Let students retell the story of Michael according to these questions. Step 2 Presentation1. The teacher shows a letter and tell: This is a letter from Peter to Lily. But it’s not completed. Let’s help Peter to complete this letter.Let students finish 1a then read the passage loudly.Notes: 1) not... until...2) worry about ...2. The teacher asks some questions about the passage:1) Why can t Peter read the books?2) What was wrong with Peter?3) How did Peter get sick?4) How was Peter’s sister?While students are answering these questions, the teacher writes some key words on the blackboard.couldn t — until — had — weekend — a sore throat —a toothache — Friday —football — flu — sister — sick — coughedThen let the students retell the story according to the above words.Step 3 ConsolidationDo 1b. First give Peter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers. Step 4 Practice1. Do 3.Put the sentences into the right blanks. Read the dialog in pairs.2. Divide the class into two groups. Think of some probl ems about health. Ask each other for help. Give some advice to solve the problem. The group which can t solve the problem will lose.Step 5 ProjectWork in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last, share with each other.Topic 2 Is it good for your health?Section ATeaching aims and demands:1.Learn to talk about the topic of the healthy living habits.2.Learn to use the gerund as the subject.3.Go on practicing how to give advice.Teaching procedure:Step 1 ReviewShow some pictures of Topic 1.Section 1, ask and answer:Teacher:What s wrong with him?Student:He has a headache.Teacher:I think he should/shouldn t...Teacher:What s the trouble with her?Student:She has a cold.Teacher:She had better(not)...Review like this.Step 2 Presentation1Teacher:Kangkang is also feeling terrible today. What s the trouble with him?Play the tape. Let students answer the questions according to listening.2Explain the new words: stay up late, health, tonight. Play again. Let students follow and imitate the reading.(1a)3Do 1b. Students practice and act it out.Step 3 Consolidation1 Play the tape. Let students do 2.2Play again, let students follow and imitate the reading.Check the answer to “How did Wang Jun get a headache?”Step 4 Practice1Do 3: Pair work.Teacher:If I have a headache, what should I do?Student:You should/shouldn t.../You d better(not)...Then students ask and answer questions like this. (chain questions)2Teacher:Bad habits can cause headache or other illness. So we should have good hadits.Explain “habit”, then write down “habit” and “good/bad”. Students do 4a. 3Teacher:What other habits do you have?Student:I like getting up late.Teacher:Is getting up late good or bad for your health?Students:...Students work in pairs like this, finish 4b:A: Is ... good or bad for your health?B: It s good/bad....Step 5 Project1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:(4b)—Is going to bed early good or bad for your health?—It’s good.Then choose one student to write down the result. And choose a speaker to give a report to the whole class.For example: We think that going to bed early is good for our health.So we should go to bed early every day.Playing sports after meals is bad for our health.So we shouldn t play sports after meals.Section BTeaching aims and demands:1Go on learning good habits to keep healthy.2Improve from “listen, read” skills to “speak, write” skills step by step.3Master “must” and “must not”.Teaching procedure:Step 1 ReviewGo on with the report on healthy habits. The teacher point out the language points:Doing sth is good/bad for ...You should do ...Step 2 Presentation1. The teacher write some habits on the blackboard.For example: eat breakfastgo out for a walkgo to bed early and get up earlydrink plenty of waterThen the teacher summarize: These are all healthy habits.But do you know why they can help us keep healthy?2. Play the tape recorder. Let the students find out the answers according to listening. (1a) First play once, if the students can not find all the answers. Play again. Then write down the key words for the answers on the blackboard:eat breakfast——gives ... energy ...go out for a walk —— good exercise ... necessary...drink plenty of water ——...good...health.go to bed early and get up early ——... keep...active... daytime.The teacher points out the new words. Make sure that the students can read and understand them exactly.Step 3 Consolidation1. Let students retell the passage according to the key words on the blackboard.2. Do 1b, write the vocabularies to finish the sentences.Step 4 Practice1. Do 2a. Let students speak the sentences orally:Ｙou must wash hands before meals. You must not read in strong sunlight.2. Then let students write more sentences by using “You must ...” and “You must not ...”.Step 5 Project1. Work in groups. Four students work in one group. Finish 2b. Choose one student to write down the result, and another student to give a report to the whole class.2. The students who has no chance to report should practice more after class and get ready to report in the next period.Section CTeaching aims and demands:1 Improve students’ablities from listen ing, speaking to reading.2Learn to get information from the passage by skimming.3Learn to summerize by scanning.Teaching procedure:Step 1 Review1. Let some students give a report on the project they finished in last period. The teacher points out the important sentences:You must .../You must not...2. Let the students think about the causes of the headache. And try to give some answers.Step 2 Presentation1. Play the tape recorder 1a. Let students tell “True” or “False” a bout these sentences:1)A headache is a disease.2)A headache may show that something in your body is wrong.3)We may have more than one headache each week.4)Headaches can often make you worried.5)You needn t go to see the doctor when you have a headache.The teacher can write down these sentences on flash cards before class, or he can read them after playing the tape.2. Skimming. Let students read the passage quickly and master the main idea. Underline the new words and the teacher explains them.3. Scanning. Read the passage more carefully. Then finish the questions in 1a. Step 3 ConsolidationThe teacher check the students’ answers. Then write some key words of the answers on the blackboard. Let the students retell the passage according to the key words.1)not a disease —— show —— wrong2)a fever —— other illnesses3)may get a headache whenwork —— hardcan t —— enough sleep exercise —— emptyStep 4 PracticeLet the students discuss: How does a body become sick?Then do 2a. Let students tell the ways of becoming sick:1)through the nose2)through the mouth3)through the skinStep 5 Project1. According to the result of Step 4. Let the students find out some ways to stop germs 2b. First speak some sentences orally. Make sure to use “We should .../should not...” and “We must.../must not...”.2. After the oral practice, let each of the students write at least 5 sentences about how to stop germs.Section DTeaching aims an demands:1Go on learn ing what are healthy habits.2Improve the students listening, speaking, reading and writing skills.3Summerize the grammar focus and useful expressions in the topic.Teaching procedure:Step 1 Review1. Let some students report the project in last period. The teacher point outthe language points.2. The teacher asks the students something about healthy habits.For example:—What are healthy habits?—Going to bed early is good for our health.—Doing morning exercises is a healthy habit.Step 2 Presentation1. After talking about healthy habits. The teacher asks something about healthy foods.Show some pictures and put them on the blackboard, and write the names of the foods. Make sure the students can read all of them.2. Let the students divide these foods into groups. finish 1b.3. Let students tell which are healthy foods and which are unhealthy foods.Step 3 Consolidation1. Play the tape recorder 1a. Complete the passage according to the listening.As we know, gives us energy. We must have to keep us . Of course,we must also have the of . We should eat more and andless . A cup of and an a day can help make us . Different help us in different . Too , too or a choice of can makeus .2. Play again. Let the students follow and imitate the reading.Step 4 PracticeLet the students do 3 by themselves. Then give a report to the whole class.Step 5 Project1. Let students go over all the pattern sentences in this topic 2a, 2b. Finishthe writing project 3 by using the sentences they have learned in Topic 2. Each student writes at least 5 sentences.2. Write a short passage which contains 6080 words.Title: How to Keep HealthyInstruction: Try to use the sentences you have learned in Topic 2 as many as possible.Topic 3 We should do our best to fight SARS.Section ATeaching aims and demands:1Talk about how to fight SARS.2Learn how to interview others.3Master the words “should” and “shouldn t”.Teaching procedure:Step 1 ReviewLet the students tell good habits and bad habits. Use these sentences:We should do ...We shouldn t do ...We must do ...We must not do ...We don t have to ...Step 2 Presentation1. First the teacher says to the students “Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS （Severe Acute Respirators Syndrone)”. Then ask them, “what do you know about SARS?”Ask the students to talk about “SARS”.2. Introduce Kangkang s father to the students. Then the students listen to the dialog and answer the questions:—What do you know about SARS according to the listening?—It spreads easily among people.Play again, ask more questions:—What should we do to stop it?—We’d better have a balanced diet and take more exercise.—We must not go to the crowded places.Step 3 Consolidation1. Play the tape recorder, and let students follow the tape and imitate.2. Do 1b, and finish the questions in pairs.Step 4 Practice1. Let students think of more good ideas to stop SARS away from us.2. Do 2, then make up dialogs in pairs.Step 5 Project1. Make an interview: Four in one group. Suppose one of them is a journalist and the others are doctors. He asks questions, the other three answer.2. Every student writes at least three sentences about how to fight SARS.Section BTeaching aims and demands:1Learn how to make a tel ephone call.2Make sure you can take a message of a telephone call.3Make sure you can read the telephone message.Teaching procedure:Step 1 Review1. Let student retell at least three sentences about how to fight SARS.2. Ask and answer about Kankang’s father:What’s Kangkang’s father?Where is he now?Why can t he go home?Step 2 Presentation1. The teacher lead into: Kangkang misses his father very much. What should he do?The students may answer: He should call his father.2. Listen to the dialog 1a and answer questions:1)Can Kangkang’s father answ er the phone? Why or why not?2)What is he doing now?3)What does Kangkang tell his father?4)What will Miss Hu do?3. Play the tape again, and finish 1b.Step 3 ConsolidationLet students read 2. Put the sentences in the right order, and make up a new similar dialog.Step 4 Practice1. Read the telephone messages 1b. Complete the dialog according to the information from the messages.2. Listen to the tape. Follow and imitate.Step 5 ProjectSuppose you are calling Xiao Wang. But he’s not in. His mum answers the telephone call. You ask her to give him a message. Tell him to go to the zoo with you at 8∶30 tomorrow morning.Let students make up a dialog in pairs, then act it out.Section CTeaching aims and demands:1Learn how to do the skimming and get information.2Master the simple past tense.Teaching procedure:Step 1 Review1. Ask some questions about SARS:What do you know about SARS?What should we do to stop SARS away from us?2. Let some s tudents introduce something about Kangkang’s father.What do you know about Kangkang’s father?Step 2 Presentation1. Read the passage 1a, let students tell“True” or “False”.1)Kangkang’s father was a patient in Xiaotangshan Hospital.2)Kangkang’s fat her could talk with his family on the phone.3)SARS is a kind of serious disease.2. Read the passage more carefully. Answer the questions 1b. The teacher writes some key words on the blackboard:doctor — SARS — serious — hospital — couldn t — home — talk — phone —missed — duty — saveStep 3 Consolidation1. Using the key words on the blackboard, retell the story in 1a.2. Rewrite the story with your own words,and finish 1b.Step 4 Practice1. Listening practice: Listen to the dia log and finish the chart below:Names How did they spend their time at home? How did they think about it? Kangkang on the Internet.Michael had to and .Jane her mother at home.Maria a lot of stories at home.2. Finish 3b, 3c.Step 5 Project1. Work in groups. Four in one group. Each of the students acts one character: Kangkang, Michael, Jane and Maria. Act out the dialog according to the information in the chart.2.Work in groups. Make a survey and complete the chart below:Names How did you spend your time last Sunday? How did you think about it? 1234Choose one speaker to give a report.3.Finish 3c.Let students make up a passage ab out Kangkang’s father.Section DTeaching aims and remands:1Summerize the grammer focus and useful expressions in topic 3.2Improve the listening, speaking, reading and writing skills.3Go on talking about health.Teaching procedure:Step 1 Review1. Chain questions. Ask the students to answer the following questions quickly: Did you have breakfast this morning?What did you have for breakfast?Where do you usually have lunch?What do you have for lunch?When do you usually have supper?What do you have for supper?What is your favorite food?Which foods are good for your health?2. Ask and answer in pairs3. Then retell the answers to the class.Step 2 Presentation1. Look at the pictures 1. Describe the differences between these two pictures.2. Play the tape recorder. Choose the correct picture.3. Listen to the tape again, then write down the answers in 1. The teacher writes some key words of the answers on the blackboard.Step 3 Consoli dation1. Retell the passage according to the key words.2. Let the students go over the language points in Topic3. Do 2a, 2b.Step 4 PracticeMake a survey to each other. ( Four in one group)Complete the chart below:Names What good habits do you have? What bad habits do you have?1234Choose one speaker to give a report. Give him some advice on how to change his bad habits.Step 5 Project1Discover the information about an illness in 5. If the students can t finish it in class, give them enough time to study and find more information after class.2Using the information in Topic 3, ask the students to write a short passage on how to fight the flu.3Enjoy this song “Auld Lang Syne”。
Unit1KeepHealthyLesson2教案2-Lesson2-五年级下册英语(SL版)
1.3实践任务：鼓励学生在家进行一项健康实践活动，如制定健康饮食计划、进行适量运动等，并记录自己的实践过程和感受。
1.4健康知识竞赛：组织一次健康知识竞赛，鼓励学生积极参与，通过比赛提高对健康知识的理解和应用能力。
2.教学手段：
2.1多媒体教学：利用多媒体课件、视频等资源，生动展示健康相关的内容，吸引学生的注意力，提高学习兴趣。
2.2网络教学平台：运用网络教学平台，发布学习资源，方便学生随时查阅和复习。同时，利用平台进行互动交流，提高学生的参与度。
2.3教学软件：运用语音识别、智能评测等教学软件，帮助学生纠正发音，提高听说能力。同时，软件的互动性可以激发学生的学习兴趣，提高学习积极性。
2.4实物教学：使用实物（如图片、模型等）展示健康相关的事物，帮助学生直观地理解和记忆词汇。
2.5游戏教学：设计有趣的英语健康游戏，让学生在游戏中轻松学习，提高学习效果。
2.6评价手段：采用形成性评价和终结性评价相结合的方式，对学生的学习过程和结果进行全面评价，激发学生的学习动力。
教学过程设计
1.导入新课（5分钟）
《Unit1KeepHealthyLesson2教案2-Lesson2-五年级下册英语(SL版)》是人教版小学五年级英语下册第二课的教材内容。本课以健康为主题，通过学习日常健康行为和习惯，让学生掌握相关的英语词汇和句型，提高他们的语言运用能力。教材内容贴近学生生活实际，易于激发学生的学习兴趣。
本课的主要内容包括以下几个部分：
3.学生可能遇到的困难和挑战：在学习本课时，学生可能会遇到一些新的词汇和句型，对于他们的记忆和理解可能会构成一定的挑战。此外，学生在运用英语进行日常健康交流时，可能会遇到表达不清或语法错误等问题。同时，对于一些健康观念和行为习惯的理解，学生可能受到自身文化背景的影响，需要教师进行适当的引导和解释。