初中英语话题复习课案例.pdf

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1、初中英语话题复习课案例初三英语下总复习话题与书表述专项训练相关教材：Book 7A Book 7B Book 8B Book 9A Book 9B课型：Revision、教学内容：复习“健康”话题，归纳“健康”话题下的词汇和功能句。、教材分析与“课标”要求：新标准英语七上、九上、九下都是围绕“健康”这话题的。七上第五模块主要探路健康与不健康的视频与饮料；九上第模块主要谈论英语学校堂的伙问题以及如何改进饮结构，从确保健康饮；九下是围绕如何拥有个健康的活为话题提出具体的活式。“健康”话题是“课标”“话题项表”24个话题中的个，要求学重点掌握“eating habits”和“physicalfitn

2、ess and exercise”两的内容。教师在进初三总复习阶段的话题教学时，要求学把同话题下的词汇和功能句分类归档，形成络，以便于为下步的书表达做准备。三、学习者分析：初三已进复习阶段，学在过去的两年半中已学过“健康”各模块，但对有关此话题下的词汇和功能句还处于零散记忆状态，甚遗忘许多。此时需要学以话题为主线，细化话题下的各项，重温教材，采分类法、归纳法和思维发散法，分类归纳相关词句。在复习过程中，要充分发挥学的主体作，采个学和组合作相结合的式，共同完成学习任务。四、教学标：1、语知识标：“健康”话题下的词汇与功能句，包括：eating habits,fitness and exercis

3、e两个的项。2、语技能标：能根据书表达的命题要求恰当选择相关的词汇和功能句进书表达。3、情感态度标通过分类归纳再次明确怎样做才是健康的活式。五、学习策略采分类法、归纳法和思维发散法，分类归纳话题相关词句。在复习过程中，采个学和组合作相结合的式，共同完成学习任务。六、教学策略本课的教学任务是在教师的引领下归纳出“健康”话题下的词汇和功能句。作为种新的复习法，需要教师在教学过程中适时采范法、启发式、归纳法和操练法，帮助学破除个个学习障碍，保证学习过程的顺利进。七、教学重点：1、归纳“健康”话题下的词汇；2、归纳“健康”话题下的功能句。、教学难点：从课本中提炼出功能句再转换成“书表达”中能直接使的句

4、或句式。九、教学过程：Step 1 Warming up and lead in(2)T:Boys and girls,health is very important to us.Do you want to live a healthy life?But how to live a healthy life?设计意图：通过问题的提出，引导学发散思维，从记忆存储中提取关于“健康”的相关语知识积累，使学快速进“健康”话题的情境。Step 2 Read and make up an outline(3)Take out Book 9B,turn to P50.Read through the t

5、ext and try to find how to keep healthy and fit,making up an outline on theexercise.设计意图：通过快速阅读课，较完整地获得有关health and fitness 的主旨脉络，同时初步复习了本篇课。Step 3 Build word map1.According to the outline,look through all the relevant books and build up the word map with the help of the informationgiven.2.What othe

6、r words can you use for talking about health and fitness beyond our books?设计意图：在提纲的引领下，围绕“健康”这主线，全复习教材中的相关模块内容，提炼归纳话题词汇，体现复习的的性、深刻性和有效性。同时，把具体页码提供给学，节省了学的学习时间，教给学复习的法。步骤：Build up the word map of“watch your diet”.(7)1.Take out Book 7A and turn to Module 5.Work in groups,looking up all therelevant wor

7、ds.(Make sure of the recorder and the speaker in each group).Then present what theyve found.2.Take out Book 9A and turn to P82.Do as 1.3.Take out Book 9B and turn to P51.Do as 1.设计意图：采“范法”，师互动共同完成“watch your diet”项下的词汇归纳，为下步组独完成其它各项起到范引领作。步骤：(5)Divide the whole class by four groups.Each group is ask

8、ed to build up one word map(take exercise,rest up,stay happy,nosmoking or drugs，illnesses).Then present their map.设计意图：在步骤的范引领下，学在步骤中通过分组合作，查找相关的词汇，体验复习的过程，分享合作的成果，共同完成指定任务。使不同层次的学均有收获，同时再次强化归纳词汇的操作法。分组进可实现在短时间内完成众多预定任务，省时效。注：由于本课主要任务是教给学话题复习的法，堂40分钟的课是法使学全复习所有相关的内容，因此，各组未复习到的部分将在课后由师统分发整理好的材料。以后此类归

9、纳作业将作为课前作业提前布置，上课集中展和补充。Step 4 Finding the functional sentences1.Present the standard of identifying functional sentencesa.Relevant to the topic“health”in content;b.New,unique or special in expression;.making the use of good or complicatedpatterns or constructions;c.Able to be used for topic writing

10、.设计意图：功能句对学下步的话题写作起着重要作，是写作前的准备和积累。要找准、找全相关的功能句，先就要明确功能句的基本标准。2.Find the functional sentences for the five items.步骤：Ask Ss to find the functional sentences for“watch your diet”(1)P29(Book 7A)“To be healthy,eat noodles or rice and some vegetables;drink juice,water and milk,not Coke;eat some meat,noth

11、amburgers;eat some fruit,not candy or ice cream.”Summary:To be healthy,have healthy food and drink.(2)P82(Book 9A)Ss may find“Junk food isnt just bad for the body.Children whose midday meals were unhealthy were difficult to teach in theafternoon.Teachers said that children behaved very badly after l

12、unch.”Summary:Junk food is bad for the body.Ss may find“He told them they needed to ban junk food from schools.”Summary:You need to ban junk food from your diet.Ss may find“He cooked healthy meals for them including meat,rice,pasta and vegetables.”Summary:To be healthy,eat more healthy food includin

13、g meat,fruit and vegetables.(3)Ex 12,P150(Book 9A)Ss may find“I have decided to keep a diary about what I eat and how much I exercise,because I think it will help me to get fitand lose weight.”(4)P51(Book 9B)“Its important to eat plenty of the right things,above all,fruit,vegetables,and to see fast

14、food or sweets as something veryspecial maybe just now and then.”“The wrong diet means youll put on weight.”设计意图：通过个与组、师互动等形式，使学明确寻找功能句的法和转换形式，为下步学组合作做好范与引领。步骤：Divide the whole class by four groups.Each group is asked to look up the functional sentences for one item.(take exercise,rest up,stay happy

15、,no smoking or drugs).Then present their result.Take plenty of exercise(P80,Book 9A;P50,Book 9B;P116,Book 9B)Rest up(P51,Book 9B;P118,Book 9B)Stay happy(P51,Book 9B)No smoking or drugs(P51,Book 9B;P54,Book 9B)设计意图：通过组合作和教师点拨，共同汇总有关Health话题的功能句，为下步书表达做好准备。步骤三：Ask Ss to say out some useful proverbs ab

16、out“health”,then T provides more.设计意图：谚语作为种独特的表达式会为书表达增添采，因此关于“健康”的谚语也应作为功能句的个组成部分。Step 5 Writing task步骤：Provide Ss with a letter from Tom.Ask Ss to answer the letter as their homework.设计意图：以篇“健康”话题的命题书表达为载体，为学提供运“健康”话题下的词汇和功能句的语境，实现本课教学任务的最终的，同时也体现“课标”中所要求的“使学掌握定的英语基础知识，形成定的综合语运能。”下是Tom 给报社编辑Mr Smi

17、th的来信。请你以Mr Smith的名义给Tom 些封回信，给他提些合理化建议，帮他解决问题。要求：1、建议有针对性、合理；2、中突出，层次清晰，表达连贯，结构完整。3、字数不少于90词。Dear Mr Smith,Im Tom and Im a middle school student.My problem is Ive put on so much weight.I know hamburgers and Coke areunhealthy food,but I cant help eating them because theyre so tasty.As a result,Im ge

18、tting fatter and fatter.My classmateskeep laughing at me and Ive got few friends.I have to spend most of my free time playing computer games at home alone.And things are becoming even worse.Can you help me?Yours,TomAfter presenting the material,T asks Ss to analyse Toms problem.And then ask Ss to di

19、scuss how to give Tom suggestionsin groups,trying to find useful expressions from all above.Finally,provide the beginning and the end of the writing for Ss.步骤：Ask Ss to take out Book 9B and turn to P54.Try to find some useful conjunctions设计意图：上述命题要求中“表达连贯”的实现途径之就是恰当使关联词。P54的语篇中有些很好的关联词，如in fact,howe

20、ver,inother words,as a result,as well。可以提取出来供写作时使。步骤三：Ask Ss to say out some expressions for comforting and showing sympathy,then T makes up.设计意图：“健康”话题离不开“健康问题”。如何安慰或表达同情也应该是学在“健康”话题下需要掌握的语表达，并且在此次书表达命题中也要到。步骤四：Ask Ss to say out some expressions for best wishes for health and fitness.Then T helps.设

21、计意图：在“健康”话题的书表达中，尤其是对“健康”问题的解答时，常常要到对健康的美好祝愿，应该让学做此的功能句积累。步骤五：Ask Ss to say out some expressions for suggestions.Then T helps.设计意图：本次书表达的主体段落是以提建议为主要的表达式，因此，学还应掌握“提建议”的各种表达式，以丰富句式的表达式。Step 6 HomeworkFinish off the passage,trying to use the expressions for“health”.、板书设计Health、教学反思本课以“健康”话题为主线整合了初上M5、

22、初三上M10、初三下M6三个模块。Tom s problem:Putting on weightReasons:(1)Eating unhealthy food(2)Taking little exercise师互动完成了“健康”话题下的相关词汇和功能句的归纳，使学掌握了话题复习的法以及具体的操作步骤，培养了学的学能；提供了相关的“健康”的谚语和相关模块中的关联词，使学对“书表达”中的语表达式有了更多的了解和认识；归纳整理对“健康”问题的安慰和同情和对健康的祝愿的表达式，从书表达的结构上给予了具体的指导，也使学完整输“健康”话题下所需的各个的功能句，为学下步进“健康”话题的写作做好了充分的准备；最后为学提供了书表达的命题，实际上是为学提供了综合运“话题”语知识进实践的机会，真正实现本课最终的复习的。本课设计合理，环环相扣。学在每具体操作前总是在教师的范引导后进，充分考虑到中下能平的差异；在完成任务过程中，采组合作互助、教师点拨等式，使全体学共同参与，体现了主体性原则。在展过程中，教师适时使激励的语和送礼物的式，极地调动了学的学习积极性。多媒体的运直观、快捷、合理，提了课堂教学的有效性。但应该说，对于庄河农村的所学校的学来说，参与这样节课还是有定得困难的，但好在教师的引领和点拨到位，教学的各环节的设计层层深，循序渐进，形中化解了许多困难。总体来说，这是堂较成功的课。