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視頻標簽：Keeping Heal
所屬欄目：初中英語優質課視頻
視頻課題：仁愛版八年級上冊Unit2 Keeping Healthy Topic2 Section C福建省 - 三明U2T2SC 導學
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仁愛版八年級上冊Unit2 Keeping Healthy Topic2 Section C福建省 - 三明U2T2SC 導學案
U2T2SC 導學案 2016.9.22
一．（A）Write down names of food in groups ,the more the better!
(B).考考記憶力
c__bb__ge t__mat__ p__tat__ __ppl__ w__term__lon str__wb__rry ch__ck__n f__sh b__ __f s__ndw__ch b__sc__it r__c__
(C) Work in groups and write down the food you know.
Vegetables: tomato, cabbage, _________________
Meat: chicken, fish，___________________________
Fruits: apple, banana, _________________________
Staple: rice, wheat, ____________________________
二．（A）Write down the food you usually eat.
I usually have _________________ for my breakfast.
I usually have _________________ for my lunch.
I usually have _________________ for my supper
（B）Look at the foods that Danny eats and discuss if they are healthy. If not, give your advice.
Danny’s meals
Breakfast: sandwich, potato chips
Lunch: rice with a lot of meat, such as chicken, beef, etc.
Dinner: fish, strawberries, ice cream
At night: candy, chocolate, biscuit
My advice: __________________
__________________
三．Different mother，different requires
Kangkang:
Maria:
Jane:
Michael
四．Retell:
Kangkang’s mother often told him __________________________
because it________________ .
Maria’s mother said that she _________________________________
because Maria’s teeth ______________ .
Jane’s mother often forced her __________
because it’s ____________
Michael’s mother asks him _____________________ _
because they can_ ______________
五．Make a dialog and act it out
課后作業·
(1) Memorize the English names of food.
(2) Read through Section A-C to prepare for Section D.
(3) Teacher requires the students to write the passage.
(4）Write a short passage with the title: What my mother said to eat
教師點評：
聶老師這一堂課是一堂條理清晰、內容實在，生活氣息很濃，動靜結合的英語課。教師以新的課程理念為指導，充分考慮了學生這一年齡階段的特點。導入部份簡單有趣，學生樂于參與，從健康歌倒入，運動有助于身體健康，歸類學習了表示食物的名詞。針對Danny的一日三餐，讓學生們學會自己辨別哪些食物是健康的，哪些食物是不健康的，并對不健康的飲食提出合理的建議，鞏固了對食物名詞的學習。
同時，還能引出主題: 課文中幾個媽媽要求各自的孩子吃健康的食物，讓學生們在明白要健康飲食的同時，關心他人，感恩母親，將健康生活的理念傳播給周圍的人
接下來的課文閱讀通過猜測課文大意，有效預測，能夠降低學習難度，也培養了學生的語用能力和發散思維能力。文本閱讀過程中體現閱讀技巧的教授，最后還能以Retell為基礎升華為編對話，整個過程過渡自然，師生配合默契，整體教學效果較好。只是在布置寫作部份若能給學生一個框架，那么對中下的學生具有更好的引導示范作用，完成該任務的質量也會更高
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