Our Body and Healthy Habits教学设计.docx

Our Body and Healthy Habits教学设计.docx

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OurBodyandHealthyHabits教学设计

OurBodyandHealthyHabits教学设计

　　ourBodyandHealthyHabits教学设计

　　教材分析

　　Thisperiodismadeupofthreeparts,thatis,Grammar1,Grammar2andFunction.InGrammar1,studentswilllearnsomethingaboutnounsusedasverbs.Tomakestudentshaveabetterunderstanding,youmayremindthemtonotewhetherthetwopartsofspeechareofthesamemeaning.Fortheclassofahigherlevel,theteachercanaddmorewords.Grammar2isthestructure“will/begoingtoforfutureactions”.Inthissectiontwoactivitiesaredesigned.Thefirstactivityaimsathelpingstudentstosumupthedifferentoccasionswhenthetwostructuresareused,whilethesecondactivityservesastheconsolidationofGrammar2.Functioninthismoduleismainlytotrainstudents’speakingabilities.Besides,theywilllearnsomewaystotalkaboutthefuturehappenings.Theteachermayfirstaskstudentstofinishthetwotasksindividuallyandthencheckinawhole-classsetting.Todeveloptheirspeakingabilitiestoafullextent,youcanencouragethemtocomeupwithadialoguetalkingabouttheweatherandthecomingbasketballmatch.

　　三维目标

　　.知识与技能

　　）makestudentslearntosumupgrammaticalrulesthemselves.

　　2）makesurestudentscanapplythegrammarcorrectly.

　　3）Trainstudents’speakingability.

　　2.过程与方法

　　）Practicetoimprovetheirspeakingskills.

　　2）Individualworkandpairworktomakeeverystudentworkinclass.

　　3）Explanationstomakestudentsmastersomegrammar.

　　3.情感与价值

　　Throughthestudyofthisperiodstudentswillsurelyknowmoreaboutsomenounsusedasverbs.Besides,theywillbeabletoapplythestructure“will/begoingtoforfutureactions”correctly.

　　教学重点

　　.Encouragestudentstosumupgrammaticalrules.

　　2.Trainstudents’speakingskills.

　　教学难点

　　.Howtohelpthemapplynounsusedasverbs.

　　2.Howtomakethemusethestructure“will/begoingtoforfutureactions”correctly.

　　教学过程

　　→Step1Revision

　　.Greetstudentsasusual.

　　2.Haveadictationofthefollowingwords:

diet,fit,rare,toothache,unhealthy,wealthy,rarely,proverb,anxious,captain,injure,pain,painful,normal,lifestyle,head,eye,overweight...

　　3.makestudentsretelloneofthepassages.

　　→Step2Grammar1—Nounsusedasverbs

　　.Besidesthesentencesofferedonthetextbook,theteachermayciteasmanyexamplesaspossible,encouragingstudentstoformaperceptivecognitionaboutsomenounsusedasverbs.

　　.Shesawhimheadingtowardsthefrontdoor.

　　2.Sheeyedhimanxiously.

　　3.Ineverhavetodiet.

　　4.wehavetofacethedifficulty.

　　5.mothertookoutsomepapertopaperthewindows.

　　6.youmustdustthedeskandchairsatleasttwiceaday.

　　7.Sheusesdifferentactivitiesfordifferentusesinherclasses.

　　8.wedidn’thaveanyexcuseforthat,buttheoldladyexcusedus.

　　Suggestedanswerstoactivity1:

　　A）head,eye　B）diet

　　2.Activity2

　　）Readthenounsoutwhilethestudentslistenandfollow.youshouldmakesuretheyknowwhattheymean.

　　2）Studentsarerequiredtodothisactivityindividually,thenchecktheiranswerswithapartner.

　　3）collecttheanswersfromawholeclasssetting.

　　Suggestedanswers:

　　houses　2fingered　3tastes　4hand

　　Studentsworkinpairsandrecallasmanysuchnounsastheycan.

　　E.g.arm,play,plan,program,pump,water,work,pin,fall,influence,joke,interview,cover,board,name,call,dress,address,ship,nurse,can,bottle,mark...

　　→Step3Grammar2—will/begoingtoforfutureactions

　　.Activity1

　　Thestudentsworkinpairsdoingactivity1.Theyshouldtakenoteofthedifferentoccasionsinwhich“will”and“begoingto”areused.Ifnecessary,youcanaddsomeothersentences.

　　Thesentencesyoumayuse:

　　）oh,I’msorry,madam.Iwilldoitrightnow.

　　2）I’mgoingtothesupermarketthisafternoon.

　　3）SheisgoingtomarryTomnextmonth.

　　4）I’veleftmykeyintheoffice.NowI’llgobackandgetit.

　　Suggestedanswerstoactivity1:

　　Ayouusewillwhenthespeakerdecidestodosomethingashespeaks.

　　Byouusebegoingtowhensomeonehasdecidedtodosomethingbefore.

　　2.Activity2

　　）Readtheexampletotheclassandensurethattheyknowwhattodo.

　　2）Askthemtocompletetheactivityindividually,thenchecktheiranswerswithapartner.

　　3）collecttheanswersfromthewholeclass.

　　Suggestedanswers:

　　isgoingto　2‘ll　3‘mgoingto　4‘sgoingto　5‘ll　6isgoingto　7goingto　8‘ll

　　3.Shouldtimebesufficient,youcandividethewholeclassintotwogroupsandhaveacompetition.Therulesareasfollows:

　　Theteacherandstudentsworkwithoneanothertocomeupwithasentence.Theformerspeaksouthalfofasentence,whilethelattercompleteit.Notethatwhattheteachersaysshouldleadstudentstospeakoutthesentenceeasilyandcorrectly.Andiftheygetthecorrectsentence,theycangaintenpoints;ifnot,thesamescorewillbetakenoff.Thefollowingtablemaybeofhelpinscoringeachgroup.

　　e.g.

　　　T　　　　　　Ss

　　mysonisinbedandthisafternoonI......I’mgoingtotakehimtohospital.

　　Doestheweatherforecastsay...

　　...itwillrainsoon?

　　Group1

　　Group2

　　+10

　　2

　　+10

　　3

　　-10

　　4

　　+10

　　+10

　　5

　　-10

　　→Step4Function—Talkingaboutthefuture

　　.Showthefollowingpicturesonthescreenandaskthestudentstocompletethesentencesbelowthepictures.

　　　“Don’teatsomanysweets...”　　“Don’tclimbthatwall...”

　　Suggestedanswers:

　　Don’teatsomanysweets,oryouwillhaveasweettooth!

　　2Don’tclimbthatwall,oryouwillfallandbreakyourleg!

　　2.Activity1

　　）Readthroughthethreesentenceswhilestudentslistenandfollow.

　　2）Askthemtodiscu