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初中英语话题复习课案例

初三英语下总复习话题与书面表述专项训练

相关教材：Book 7A Book 7B Book 8B Book 9A Book 9B

课型：Revision

一、教学内容：复习“健康”话题，归纳“健康”话题下的词汇和功能句。

二、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”这一话题的。七上第五模块主要探路健康与不健康的视频与饮料；九上第十模块主要谈论英语学校食堂的伙食问题以及如何改进饮食结构，从而确保健康饮食；九下是围绕如何拥有一个健康的生活为话题而提出具体的生活方式。“健康”话题是“课标”“话题项目表”24个话题中的一个，要求学生重点掌握“eating habits”和“physical fitness and exercise”两大方面的内容。教师在进行初三总复习阶段的话题教学时，要求学生把同一话题下的词汇和功能句分类归档，形成网络，以便于为下一步的书面表达做准备。

三、学习者分析：

初三已进入复习阶段，学生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，甚至遗忘许多。此时需要学生以话题为主线，细化话题下的各子项，重温教材，采用分类法、归纳法和思维发散法，分类归纳相关词句。在复习过程中，要充分发挥学生的主体作用，采用个人自学和小组合作相结合的方式，共同完成学习任务。

四、教学目标：

1、语言知识目标：

“健康”话题下的词汇与功能句，包括：eating habits, fitness and exercise两个大的子项。

2、语言技能目标：

能根据书面表达的命题要求恰当选择相关的词汇和功能句进行书面表达。

3、情感态度目标

通过分类归纳再次明确怎样做才是健康的生活方式。

五、学习策略

采用分类法、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，采用个人自学和小组合作相结合的方式，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。作为一种新的复习方法，需要教师在教学过程中适时采用示范法、启发式、归纳法和操练法，帮助学生破除一个又一个学习障碍，保证学习过程的顺利进行。

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。

八、教学难点：

从课本中提炼出功能句再转换成“书面表达”中能直接使用的句子或句式。

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，引导学生发散思维，从记忆存储中提取关于“健康”的相关语言知识积累，使学生快速进入“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 text and try to find how to keep healthy and fit, making up an outline on the exercise.

设计意图：

通过快速阅读课文，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文。

Step 3 Build word map

1. According to the outline, look through all the relevant books and build up the word map with the help of the information given.

2. What other 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”这一主线，全面复习教材中的相关模块内容，提炼归纳话题词汇，体现复习的目的性、深刻性和有效性。同时，把具体页码提供给学生，节省了学生的学习时间，教给学生复习的方法。

步骤一：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 the

relevant words. (Make sure of the recorder and the speaker in each group).

Then present what they’ve 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：

采用“示范法”，师生互动共同完成“watch your diet”子项下的词汇归纳，为下一步小组独立完成其它各项起到示范引领作用。

步骤二：(5’)

Divide the whole class by four groups. Each group is asked to build up one word map (take exercise, rest up, stay happy, no smoking or drugs，illnesses). Then present their map.

设计意图：

在步骤一的示范引领下，学生在步骤二中通过分组合作，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。使不同层次的学生均有收获，同时再次强化归纳词汇的操作方法。分组进行可实现在短时间内完成众多预定任务，省时高效。

注：由于本课主要任务是教给学生话题复习的方法，而一堂40分钟的课是无法使学生全面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老师统一分发整理好的材料。以后此类归纳作业将作为课前作业提前布置，上课集中展示和补充。

Step 4 Finding the functional sentences

1. Present the standard of identifying functional sentences

a. Relevant to the topic “health”in content;

b. New, unique or special in expression;. making the use of good or complicated

patterns or constructions;

c. Able to be used for topic writing.

设计意图：

功能句对学生下一步的话题写作起着重要作用，是写作前的准备和积累。要找准、找全相关的功能句，首先就要明确功能句的基本标准。

2. Find the functional sentences for the five items.

步骤一：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, not hamburgers; 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 isn’t just bad for the body. Children whose midday meals were unhealthy were difficult to teach in the afternoon. Teachers said that children behaved very badly after lunch.”

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 including 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 fit and lose weight.”

(4)P51 (Book 9B)

“It’s important to eat plenty of the right things, above all, fruit, vegetables, and to see fast food or sweets as something very special —maybe just now and then.”

“The wrong diet means you’ll put on weight.”

设计意图：

通过个人与小组、师生互动等形式，使学生明确寻找功能句的方法和转换形式，为下一步学生小组合作做好示范与引领。

步骤二：

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, 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：

通过小组合作和教师点拨，共同汇总有关Health话题的功能句，为下一步书面表达做好准备。

步骤三：

Ask Ss to say out some useful proverbs about “health”, then T provides more.

设计意图：

谚语作为一种独特的表达方式会为书面表达增添文采，因此关于“健康”方面的谚语也应作为功能句的一个组成部分。

Step 5 Writing task

步骤一：

Provide Ss with a letter from Tom. Ask Ss to answer the letter as their homework. 设计意图：

以一篇“健康”话题的命题书面表达为载体，为学生提供运用“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目的，同时也体现“课标”中所要求的“使学生掌握一定的英语基础知识，……，形成一定的综合语言运用能力。”

下面是Tom 给报社编辑Mr Smith 的来信。请你以Mr Smith 的名义给Tom 些一封回信，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、中心突出，层次清晰，表达连贯，结构完整。

3、字数不少于90词。

Dear Mr Smith,

I’m Tom and I’m a middle school student. My problem is I’ve put on so much weight. I know hamburgers and Coke are unhealthy food, but I can’t help eating them because they’re so tasty. As a result, I’m getting fatter and fatter. My classmates keep laughing at me and I’ve 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,

Tom

After presenting the material, T asks Ss to analyse Tom’s problem. And then ask Ss to discuss how to give Tom suggestions in groups, trying to find useful expressions from all above. Finally, provide the beginning and the end of the writing for Ss.

步骤二：

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”的实现途径之一就是恰当使用关联词。而P54的语篇中有一些很好的关联词，如in fact, however, in other words, as a result, as well。可以提取出来供写作时使用。

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生在“健康”话题下需要掌握的语言表达，并且在此次书面表达命题中也要用到。

步骤四：

Ask Ss to say out some expressions for best wishes for health and fitness. Then T helps.

设计意图：

在“健康”话题的书面表达中，尤其是对“健康”问题的解答时，常常要用到对健康的美好祝愿，应该让学生做此方面的功能句积累。

步骤五：

Ask Ss to say out some expressions for suggestions. Then T helps.

设计意图：

本次书面表达的主体段落是以提建议为主要的表达方式，因此，学生还应掌握“提建议”的各种表达方式，以丰富句式的表达方式。

Step 6 Homework

Finish off the passage, trying to use the expressions for “health ”.

十一、板书设计

Health

十二、教学反思

本课以“健康” 话题为主线整合了初一上M5、初三上M10 、初三下M6三个模块。Tom ’s problem:

Putting on weight

Reasons: (1) Eating unhealthy food (2) Taking little exercise

师生互动完成了“健康”话题下的相关词汇和功能句的归纳，使学生掌握了话题复习的方法以及具体的操作步骤，培养了学生的自学能力；提供了相关的“健康”方面的谚语和相关模块中的关联词，使学生对“书面表达”中的语言表达方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方式，从书面表达的结构上给予了具体的指导，也使学生完整输入“健康”话题下所需的各个方面的功能句，为学生下一步进行“健康”话题的写作做好了充分的准备；最后为学生提供了书面表达的命题，实际上是为学生提供了综合运用“话题”语言知识进行实践的机会，真正实现本课最终的复习目的。

本课设计合理，环环相扣。学生在每一具体操作前总是在教师的示范引导后进行，充分考虑到中下生能力水平的差异；在完成任务过程中，采用小组合作互助、教师点拨等方式，使全体学生共同参与，体现了主体性原则。在展示过程中，教师适时使用激励的语言和送小礼物的方式，极大地调动了学生的学习积极性。

多媒体的运用直观、快捷、合理，提高了课堂教学的有效性。

但应该说，对于庄河农村的一所学校的学生来说，参与这样一节课还是有一定得困难的，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入，循序渐进，无形中化解了许多困难。

总体来说，这是一堂比较成功的课。

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