Howtokeephealthy写作课.docx

How to keep healthy

Lesson Type： Writing Period ： 1st Date： Oct. 23,Designer ： He An

◆T eaching contents

◆T eaching objectives

1.Knowledge objectives

(1)Review the words about food and describe different opinions about different food.

(2)Make students learn how to make healthy diet and write a composition about keeping healthy.

2.Ability objectives

(1)To train students’ listening, spe a kbilitiesng talking about health.

(2)To train students’ writsk i nglls about how to keep healthy.

(3)To enlarge students’ knowledge about keepinghealthy.

3.Emotional objectives

The students ’feelings of solicitude to their food should be brought up by introducing the

healthy food. Encourage the students to make healthier diets for their parents or friends and keep

healthy habits.

◆Key points & difficult points

◆T ask for this whole period

How to keep healthy

◆T eaching steps

(1)Enjoy a piece of music about keeping healthy.

Let students listen and sing a song together . Activity

2: Show the task: How to keep healthy.

(1) Listen to Tom’ s letter

The teacher will lift a letter and say to students:“ There is a letter for you. It’ s from Tom. Maybe he has some problems and wants to ask you for help. Let ’see what happened. ”Then, the

teacher will ask the monitor to read the letter for the whole class. And the other students will

listen and fill in the chart about Tom’ s problems.

(2) Show the task

The teacher will ask students: What should Tom do first according to the letter The students may

say Tom should keep healthy. Then we will show the task: Write a letter to Tom about how

to keep healthy.

设计思路：模拟情境：假设本节课收到一封求助信，由班长读出信件内容，各同学认真听并记下

该信件提出的问题。听完信件之后，老师给出本节课任务：希望大家根据信件内容给该同学写一

封回信，在信中谈谈关于如何保持健康。

Step 2 Presentation & Practice（20分钟）

Activity 1Review the words about food.

1. Who has a good memory.

(Show many kinds of food in the screen. Students say the names they have known. The aim is to warm up students’ memories about food that we have in daily life.)

2. Brainstorm ：Ask students to make lists about different kinds of food.

(We will have a competition in groups. Students should write the names about the food quickly.)

3.Talk about students favorite’ food and help them to know what healthy food is.

4.Enlarge the knowledge about diet.

Show a food pyramid to students and ask them to explain the meaning. And then help them to make a balanced diet in the future.

Activity 2Talk about the ways to keep healthy.

1.Ask students to give their opinions about keeping healthy freely.

2.Make sure if it is a good way to keep healthy.

(Show some statements about others style’ andlife ask the students to make sure if it is good for health. The aim is to open their mind to think about the ways about keeping healthy.)

3. Group work:

Students work in groups. They will write down what people should or shouldn ’dot to keep healthy. They will have a competition in groups. Some groups will write down what people should do, and the other students write down what peopleshouldn’ t do. They should writedown the opinions on the paper.

Activity 3 Make a summary

Ask students to make some sentences by using the word or say“somethinghealty”about health. Ask students to remember some good sentences and they may use these sentences in their composition later.

设计思路：首先运用头脑风暴让学生回顾关于健康食物的单词，并让学生观察分析食物金字塔图示了解如何养成均衡的饮食习惯。接着让学生分组合作大胆写出保持健康的良好方法。

最后让学生用从句、谚语等精彩的句子总结保持健康的重要性，为下一步写作文奠定基础。

Step 3 Production（15-20分钟）

1. Recall the task about this class.

The teacher will ask students if they remembered the letter from Tom and ask them to read the letter together.

2. Show some writing skills.

The teacher will show some writing skills on the blackboard and ask students to pay attention to them before writing.

3. Write freely.

According to the opinions of keeping healthy, students write their compositions by themselves. And the teacher will ask one or two students to write in front of the class. The teacher will help

the students if it is necessary.

4. Check and share the compositions.

Show some standards of writing. And then ask students to check the compositions with their partners and read some good compositions.

语言活动操作程序：首先让学生回顾本节课的任务，接着给出适当的写作指导，然后让学生自由写作，最后根据评分标准改评学生作文。

◆Homework

Finish the composition and try to keep a better lifestyle in the future.

◆F eedback

成功的方面：

1.本课教学目标明确，情景教学合乎情理，任务设置清楚明了，能遵循学生认知规律，合

理整合教材并设计教学方案。

2.本节课能够详细备课，课件制作有条有理。在实际教学中，能够运用任务型教学模式，

按照Top133 模式开展各项教学活动。各教学环节由简入深，层层递进，充分利用有限

的教学时间较好地完成了教学任务，教学效果良好。

3.在教学过程中，能体现出学生的主体地位，教师在当中的引导起到了至关重要的作用。

有待改进的方面：

1.在课件制作或教案的书写中应该更注意细节，更加考虑每句话是否合乎情境。

2. Brainstorming这种外语教学中常用的教学技巧可直评为“头脑风暴法”是一种通过小型

会议的组织形式，让所有参加者在自由、愉快、畅所欲言的气氛中自由交换观点，并以

此诱发集体智慧，激发学习者创意与灵感的学习方法。而本节课在运用此方法的时候未

能发挥其应有的作用，以后应更加合理高效地利用此方法。

3.本堂课上半节未能充分调动学生的积极性，在分组写单词的环节学生过于拘谨，展示板

上迟迟不敢下笔，造成该环节耗时太长，未能达到预期效果。后半节学生参与的积极性

大大提高，但由于时间有限，未能让学生充分展示自我成果。

书面表达是写的一种途径，是英语交际的重要组成部分。初中阶段对于英语写作的要求，实际上是“有指导的写作”(Guided Writing)。它通过提供情景(文字、图画、表格)，让学生用学过的英语语言来描述事物或事件并表达一定的思想，以此达成和检验对所学英语语言知识的实践应用能力。客观地说，书面表达一直是我们英语教学的一个难点，也是学生应试的一个难点。在以后的教学过程中，我们应该更多地想办法提高学生书面表达的能力。

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