Unit 2 Topic 3 Must we exercise to prevent the flu Section C 教案 2024-2025学年仁爱科普版英语八年级上册

课题 Topic3 Must we exercise to prevent the flu Section C 教案 一、教学目标 1. Language knowledge goals Students are able to correctly understand and use health-related words and phrases, such as: energy, potato chips, accident, first aid, etc. Students can master the key sentence patterns in the text, such as: You need to have healthy eating habits. Playing sports can also help you keep fit. 2. Language skills goals Students are able to read articles about staying healthy and get key information. Students can discuss and retell according to the content of the article to improve their oral expression ability. Students are able to use the knowledge and a given phrase to write a short passage about keeping healthy and improve their writing ability. 3. Emotional attitudes and goals Cultivate students' awareness of paying attention to health and developing good living habits. Enhance students' sense of responsibility for self-health. 二、教学重难点 1. Teaching focus Understand and master the suggestions and methods of maintaining health in the article. Master the use of key words, phrases and sentence patterns in the text. Be able to use the knowledge for oral and written expression. 2. Teaching difficulties Accurately understand the meaning of the referring words "it" and "they" in the text. Use what you have learned flexibly and combine your own ideas to create a short essay about keeping healthy. 三、教学方法 1. Task-based teaching method: By setting various tasks, students can learn and use language knowledge in the process of completing the tasks. 2. Scenario teaching method: create health-related situations to help students better understand and use the language. 3. Cooperative learning method: organize students to study together in groups to cultivate students' sense of cooperation and communication ability. 四、教学过程 (I) Lead in(2 minutes) 1. Play a video about a healthy lifestyle, such as people exercising and eating properly. (Design intention: arouse students' interest through vivid videos, and directly introduce the theme of this class, "Keep healthy", to create an atmosphere for subsequent learning.) 2. Ask the students: What do you think of the video?What can you see in the video? (Design intention: Guide students to think about the video content, activate students' existing knowledge reserve about health, and pave the way for the new course learning.) (II) Before reading (3 minutes) 1. Show some pictures related to health habits, such as eating fruit, smoking, and exercising, etc. (Design intention: Use intuitive pictures to stimulate students' interest and help students better understand the text content to be read.) 2. Let the students predict what the article may involve according to the picture, and discuss it with the deskmate. (Design intention: Cultivate students 'predictive ability and logical thinking ability, and improve students' oral expression ability.) (III) Reading 1. Quick reading (5 minutes) Let the students read the text 1a quickly and answer the following questions: How many paragraphs are there in the passage? What is the main idea of the passage? (Design intention: train students on the ability to quickly acquire the general idea of the article and improve the reading speed.) 2. Read carefully (10 minutes) The students read the 1a text carefully again and complete the following tasks: Work with your deskmate to judge whether the habits listed in the article are good or bad, and give suggestions. Draw the topic sentence of each paragraph, and complete the text structure in 1b. (Design intention: cultivate students' critical thinking by judging the quality of habits; find out the topic sentence and complete the structure to help students grasp the structure and theme of the article.) 3. Intensive reading (5 minutes) Students read the 1a text for the third time to discuss the red words "it" and "they" in the text. (Design intention: to deepen students 'understanding of the text, and to improve students' reading comprehension ability and reasoning ability.) (IV) After reading 1. Retelling (5 minutes) Let the students retell the main content of the article according to the content of 1b and their own understanding. (Design intention: exercise the students' language organization ability and oral expression ability, and consolidate the knowledge learned.) 2. Writing (10 minutes) Let the students write a short essay on how to stay healthy based on the prompts and a given phrase in 2. (Design intention: Transform the reading input into the writing output to improve the students' written expression ability.) (V) Summary and homework assignment 1. Summary (2 minutes) Review with the students the key learned in this lesson, including vocabulary, phrases, sentence patterns and ways to stay healthy. (Design intention: help students comb knowledge and deepen memory.) 2. Homework assignment (3 minutes) Let the students read their own essays to the parents after going home, and modify them according to the parents' suggestions. (Design intention: strengthen the cooperation between home and school, and let students further improve their works.) 五、教学反思 Through the teaching of this lesson, the students have a deeper understanding of the relevant knowledge of maintaining health, and their reading and writing abilities have also been somewhat exercised. In the teaching process, make full use of a variety of teaching methods and means, stimulate the students' interest and enthusiasm in learning. However, in the group cooperative learning, some students' participation is not high enough. In the future, guidance and supervision should be strengthened in the future, so that every student can gain something from the group activities. 学科网(北京)股份有限公司 $$