1、新版九年級（下）英語教學設計 孫增先Module5 Look after yourself.Unit2 Get off the sofa.Class type：Reading and writingInstructional objectives: 1. Cognition objectives:(1)To grasp the key vocabulary-thanks to, expect, require, physical, effort, once in a while, harm.(2) To grasp the key structuresstructures

2、of different tenses.2. Skill objectives:(1) To be able to get the main idea and specific information of the passage.(2) To be able to give advice on a healthy life.(3) To be able to analyze the organization of the passage.3. Sensibility objectives:（1）To train the students to love life and

3、positive and optimistic attitude towards life.（2）To develop the cooperative learning strategy.Teaching methods and teaching aids: Interactive approach ; Electronic whiteboard. Teaching procedures:. Pre-readingStep1. Warming-up1) Brainstorming： On Bb write the headings:“Exercise”,

4、“Eat healthy food”,“Dont smoke”,“Be happy” and“Rest”. Ask Ss what they should do for good health according to their own experience.2) Ask pairs to look at the pictures and match each one to the correct heading.Step2.Discussion: Do you do the same in your daily life?設計說明 閱讀前，學生根據自己的生活閱歷，列舉一些常見的生活習慣和現

5、象，為進一步閱讀與“健康生活原則”主題的材料奠定基礎。. While-readingStep1.Scanning1) Tell the Ss to scan the title of the passage “Five rules for a healthy life”and the five headings to determine what the rules are. They should be able to tell that the rules are contained in the headings in the passage.2) Discussion: How did

6、 you get the answer so quickly?3) Ask to work in pairs to match the headings with the pictures. 4) And then play the recording for Ss to listen to and check their answers.5) Show the answers on the Screen: 1-e, 2-a, 3-c, 4-b, 5-d.設計說明 引導學生了解小標題的作用：在閱讀者可以借助小標題來快速了解文章結構和主要內容。Step2. Answer the question

7、s.1) Show the questions on Screen. Read through and make sure all the Ss know the meaning and structure of each question, especially Question4 with “do you think”. 1. What are the five rules for a healthy life according to the writer?2. Are people today getting the same amount of exercise as they di

8、d in the past? Why?3. Why is it sometimes difficult to be a teenager？4. Who do you think the passage is written for?2) Work in groups of four. Read the passage carefully and make notes for the answers.3) Ask the groups to produce an answer for each question.4) Show the answers on Screen.設計說明 通過分析問題的

9、含義與結構，熟悉英語疑問句的不同類型，防止理解歧義的產生。通過問答形式，培養學生對文章細節的閱讀理解技巧與能力。Step3. Ask more questions1） Show one sentence of the passage: “Thanks to better health care, most people are living healthier and longer lives . ” Encourage a volunteer to raise a question about it. Remind of different words such as “what”,“why

10、”,“How”. List the questions on Screen.What is happening to most people thanks to better health care?Why are most people living healthier and longer lives?How are most people living thanks to better health care?2) Work in groups of four. Take turns to ask questions like this.3) Ask the groups to read

11、 at least one question. Choose several excellent ones and show them on Screen.設計說明 根據文章的細節提出不同種類的問句，培養學生運用英語思維的習慣，鍛煉了學生運用英語提問及解決問題的能力與技巧 。Step4. Complete the passage with the words in the box.1） Ss read the words in the box and find them in the original passage.2） Individually Ss complete the task.3

12、） With their partners Ss compare answers. And then show the whole passage on Screen.4） Show some other key phrases on Screen. Try to make new sentences with them.Thanks to, It is even thought that, amount of exercise, once in a while, not just forbut for, say no to,設計說明使用所學新詞匯完成短文，學會運用新的短語及句型表達思想，旨在

13、訓練學生在不同的語境下應用英語的實踐能力。. Post-readingTask: Write a passage called “My rules for a healthy life”.Step1. Think of one more example for each rule.1) Ss work in pairs. Have them write out the five headings and work together to write one example for each rule.2) Ask volunteers to come to the Bb and write t

14、heir own examples under each heading.3) Give comments and choose some better ones.Step2. Write the passage.1) Have Ss work individually to do it, based on the good examples on Bb.2) Collect Ss work and get ready to correct it . 設計說明 這項活動的安排是在閱讀的基礎上，仿照范文結構并結合自身經歷，寫出自己的健康生活原則。目的是讓學生通過寫的輸出活動運用所學的語言知識。H

15、omework Give health advice to your family members.Layout of blackboard writing Exercise Eat healthy food Dont smoke Be happy RestWhat is happening to most people thanks to better health care?Why are most people living healthier and longer lives?How are most people living thanks t

16、o better health care?thanks to, It is even thought that, amount of exercise, once in a while, not just forbut for, say no to,【反思與啟示】本閱讀教學設計是按照學生對知識接受水平由淺入深層層設計的。Pre-reading 環節的brainstorm 活動迅速激活了學生有關“健康生活原則”主題的生活背景，調動了相關詞匯、短語等知識儲備，為接下來的快速閱讀及問答做好了必要的鋪墊。 While-reading主要分為四步。第一步，學生瀏覽短文及各個自然段的標題，快速判斷短文及各自然段的主要內容，作出與圖片的正確配對。第二步，學生