Unit 2 Topic 2 I must ask him to give up smoking. Section C 教案 2024-2025学年仁爱科普版英语八年级上册

课题 仁爱版八上英语 unit 2 topic 2 I must ask him to give up smoking. Section C教案 教学目标 1. Language knowledge goals Students can master and correctly use the key words and phrases in this part, such as: salt, sugar, illness, heavy, force, etc. Students can understand and use sentence patterns about healthy eating, such as "Be careful not to eat too much salt or sugar." "Milk is a healthy drink.". 2. Language skills goals Be able to read articles about mothers' dietary advice for their children and get key information. Be able to complete relevant matching and judgment exercises based according to pictures and text prompts. Be able to imitate the text structure and write a short article about your breakfast. 3. Emotional attitudes and goals Let the students realize the importance of a healthy diet and develop good eating habits. Cultivate students to understand and respect their parents' care and suggestions. 教学重难点 1. Teaching focus Master the key words, phrases and sentence patterns in the text. Understand the content of the article, grasp the mother's different dietary advice and reasons. 2. Teaching difficulties Be able to accurately use your language and knowledge to describe your diet and give reasonable health advice. 教学方法 Task-based teaching method, situational teaching method, cooperative learning method 教学过程 (I) Lead in (5 minutes) 1. The teacher will show some pictures of food, including vegetables, fruits, meat, staple food, etc. Let the students say their English names and review the food vocabulary they have learned.(Design intention: to stimulate students' interest through the pictures, review the old knowledge, and pave the way for the subsequent learning.) 2. The teacher asked, " What kind of food do you like?What do you usually eat for breakfast/lunch/dinner?"Let the students answer freely, guide the students to think about their own diet.(Design intention: to understand students 'dietary preferences and habits, and to arouse students' attention to dietary topics.) (2) Before reading (10 minutes) 1. The teacher asks the students to work in two groups to complete the task in the 1a: Write down foods you know, including vegetables, meat, fruits and staples. Write down the foods you usually eat at breakfast, lunch, and dinner. 2. Ask several groups of students to share their answers. The teacher will write down the food mentioned by the students on the blackboard.(Design intention: Activate the students' background knowledge to prepare them for reading. At the same time, through sharing, let the students know each other's diet.) (3) Reading period (10 minutes) 1. Read quickly Students quickly read the article 1a "What Mothers Said to Eat" to understand the general content of the article. The teacher asked, " How many children are mentioned in the passage?"Guide the students to answer:" Kangkang, Maria, Jane and Michael. " (Design intention: Cultivate the students' ability to quickly acquire key information in the article.) 2. Read it carefully Students read the article carefully again, completed the task of 1b, and matched the sentences to the pictures. The teacher checks the answers and explains the correspondence between the picture and the sentence.(Design intention: To help students better understand the dietary advice in the article by matching the pictures and sentences.) Students read the article 1a for the third time and complete the judgment exercise of 1c. The teacher invited the students to give their answers, and the whole class checked them together, and analyzed and explained the wrong answers.(Design intention: Through the judgment practice, test the students 'understanding of the details of the article, and cultivate the students' logical thinking ability.) (IV) After reading (10 minutes) 1. Group discussion Students will work in groups of four to discuss the following questions: What are the mothers’ advice for their children? Why do they give such advice? Do you think the advice is helpful? One representative of each group was selected to report back.(Design intention: cultivate students' cooperative learning ability and language expression ability, deepen the understanding of the article.) 2. Language point of explanation The teacher explains the key words and phrases in the text, such as salt, sugar, illness, heavy, force, etc., and helps students understand their usage through example sentences. Explain the key sentence patterns, such as: "Be careful not to eat too much salt or sugar." "Milk is a healthy drink." let the students imitate the sentences.(Design intention: to help students to master the language knowledge in the text, and to lay a foundation for the subsequent language output.) (V) Consolidate exercises (5 minutes) 1. Complete the task of the 2 The teacher shows the food pictures and text descriptions of Danny three meals a day. Students discuss whether the foods are healthy and, if not, give advice. Invite students to share their views and suggestions.(Design intention: apply the knowledge learned to real life to cultivate students' awareness of healthy diet.) 2. Writing exercises The teacher guided the students to review the structure of the 1a article, and asked the students to write a short essay about their own breakfast according to the structure of the 1a. Students write, teachers patrol and give guidance. Select several students' compositions to show them, and the whole class corrects and evaluates them together.(Design intention: Improve students' language use ability and writing ability through writing exercises.) (Vi) Summary and Homework (5 minutes) 1. Teachers and students review the focus of this lesson, including vocabulary, sentence patterns and knowledge of healthy eating. 2. Assign your homework Let the students go home to ask their parents about their diet advice and record it. Complete the relevant exercises in the textbook.(Design intention: Through homework, let students further consolidate their knowledge, strengthen communication with parents, and pay attention to healthy diet.) 教学反思 In the teaching of this course, through a variety of teaching methods and activities, students are guided to actively participate in learning, and better complete the teaching objectives. However, in the teaching process, there are still some shortcomings. For example, some students are not involved enough in reading and discussion. In the future teaching, we should pay more attention to the individual differences of students, and adopt stratified teaching and individual tutoring to improve the learning effect of all students. At the same time, in the writing practice link, students should be provided with more model essays and writing guidance, to help students improve their writing level. 学科网(北京)股份有限公司 $$