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译林版七年级上册 Unit 5“A healthy lifestyle”
Period 5 Integration 教学设计
1. Learning situation analysis
1. Knowledge base
After the previous classes, students have mastered some vocabulary and sentence patterns related to a healthy lifestyle, such as "healthy", "unhealthy", "do exercise" and "eat vegetables".
Students have a certain understanding of the basic usage of simple present tense, and can use simple present tense to describe their daily behaviors and habits.
2. Learning ability
Grade 7 students have a strong curiosity and thirst for knowledge, and can actively participate in classroom activities.
They have a certain ability to learn independently, but they still need further guidance and training in the integration and application of knowledge.
3. Learning style
Students like to learn new knowledge through intuitive pictures, videos and other multimedia resources.
Group cooperative learning can stimulate students' learning enthusiasm and cultivate their team spirit.
2. Teaching content analysis
1. Content of the textbook
The theme of this unit is "Healthy lifestyle", and the integrated part of Period 5 is the comprehensive application and expansion of the knowledge of the whole unit.
The textbook guides students to think about how to maintain a healthy lifestyle and make reasonable suggestions.
2. Teaching priorities
Master the vocabulary and sentence patterns related to a healthy lifestyle, and be able to skillfully use simple present tense for expression.
Be able to understand and use the knowledge and write short essays about a healthy lifestyle.
3. Teaching difficulties
How to guide students to integrate the vocabulary, sentence pattern and grammar knowledge to form a complete language output.
Cultivate students' critical thinking and innovative ability, so that they can make personalized healthy life suggestions.
3. instructional objectives
1. Language knowledge goals
Review and consolidate words and sentence patterns related to healthy lifestyle, such as "have a balanced diet" "get enough sleep" "stay away from junk food".
Master the usage of the third-person singular form of the simple present tense.
2. Language skills goals
Be able to understand conversations and passages about healthy lifestyles.
Be able to express the healthy lifestyle of oneself and others fluently in English and make reasonable suggestions.
Be able to write a short essay on a healthy lifestyle, complete and grammatical.
3. Emotional attitudes and goals
Cultivate students' awareness of paying attention to health and loving life.
Guide students to develop good living habits, establish a correct attitude towards life.
4. Learning strategy and goals
Cultivate students' independent learning ability, through preview, review and other ways to consolidate the knowledge learned.
Cultivate students' cooperative learning ability, and improve the learning effect through group discussion, cooperative completion and other ways.
4. teaching method
1. Task-based teaching method
Design various tasks, so that students can improve their language use ability in the process of completing the task.
2. Scenario teaching method
Create a real language scene, let the students feel and use the language in the scene.
3. Cooperative learning method
Organize students to study together in groups to cultivate their team spirit and communication skills.
5. teaching process
(1) Import
1. Play a video about a healthy lifestyle, such as aerobics, reasonable eating, to arouse students' interest.
2. Ask the students: What do you think of a healthy lifestyle Guide the students to recall what they have learned in the previous lessons and speak freely.
(2) Vocabulary review
1. Show some pictures related to a healthy lifestyle, such as fruits, vegetables, sports equipment, etc. Let the students say the corresponding words.
2. Conduct a word spelling contest. Break students into groups. Each group sends a representative to spell words on the blackboard to see which group spell quickly and accurately.
(3) sentence pattern review
1. Show some sentences, such as: I often do exercise. She eats a lot of vegetables. He doesn't stay up late. Let the students analyze the structure and tense of the sentence, and summarize the general usage of the current time.
2. Practice sentence pattern conversion, changing positive sentences to negative sentences and questions, such as: He has breakfast every day. He doesn't have breakfast every day. Does he have breakfast every day
(4) Reading training
1. Let the students read a short article about a healthy lifestyle, and then answer the questions:
What does the writer do to keep healthy
How often does the writer exercise
What kind of food does the writer eat
2. Organize students to have group discussions and exchange their answers, and then send a representative from each group to report.
(5) Writing training
Write a short passage about your healthy lifestyle. Ask students to include the following contents:
Your daily habits (eating, sleeping, exercising, etc.)
Your suggestions for a healthy lifestyle
2. Let the students discuss in the group first, exchange their ideas, and then start writing.
3. Teachers should make a tour and give students necessary guidance and help.(Vi) Display and evaluation
1. Invite several students to show their compositions on stage, and other students listen carefully.
2. Let the students self-evaluate first, and then let the other students evaluate, pointing out the advantages and disadvantages.
3. The teacher made a summary and evaluation, affirmed the students' efforts and progress, and put forward suggestions for improvement.
(7) Summary and homework assignment
1. Review what you have learned in this lesson together with the students, and emphasize the key points and difficult points.
2. Assignment:
Let the students modify their own composition, and then copy it to the exercise book.
Let the students collect more information about a healthy lifestyle and make a copy newspaper.
Teaching reflection
Through the teaching of this lesson, students have a deeper understanding and mastery of the relevant knowledge of healthy lifestyle, and can use the knowledge to express and write in language. In the teaching process, I made full use of multimedia resources and group cooperative learning methods, which stimulated students' interest and enthusiasm in learning. However, in the writing training section, some students still have the problems of grammatical mistakes and unclear expression. In the future teaching, I will strengthen the writing guidance and training to improve the students' writing level.

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