在每张卡片上我都列举了几个相关词汇，以便给学生提供思路。在小组长的组织下，小组成员共同准备与话题相关的句型和词汇，我将巡视并给与学生帮助。

3.小组合作，编写对话。

小组成员，承担任务，组长做记录，做好语言准备，小组成员协商并确定任务，每人根据自己所抽到的卡片至少用英语给出一个建议。

4.小组展示，感悟成功。

由小组选出代表在全班同学面前进行展示。给学生树立信心，增加成就感。这样即为全体学生提供语言实践机会，又能降低活动难度。给学生树立自信，培养合作意识，使之体验成功感。尤其关注偏弱生。

5. 自我评价 反思感悟

1) 学生填写小组活动自评表

姓名 态度

语言

能参与 积极参与 按要求完成任务 始终使用英语

小组编号

说明：能参与： 积极参与：

按要求完成任务：

始终使用英语：

2)小组填写本组活动自评表

读后：学生独立阅读letter 3, 针对问题用所学句型给Martha写封回信。

教学方法：互动体验，引导学生递进学习。

教学资源：粉笔、录音机、书、多媒体设备。

教学过程：

在warm up环节：我利用图片，激发学生的学习兴趣引导学生观察语言材料的特点，确定文段体裁。

在language in put环节：学生将阅读语言材料，接触所学语言，获取信息，并通过问答形式检查学生是否理解文段所提供的语言信息。

在language focus 环节：引导学生通过发现、回忆和归纳的方法寻求相关话题的语言知识支持(即语言聚焦)。

在Language in use环节：学生运用所学语言材料进行实际交际活动。

下面我将教学过程的Warm up 和 Language in put部分进行演示。

Warm up: I show a picture of a cigarette to draw the students’ attention. At the same time , I teach the new word.

T: Look at the picture, what’s this in English?

S: It’s a cigarette. (read three times)

T: From the picture, you can guess we are going to talk about smoking. Is smoking good?

S: No.

T: Yes, smoking is very bad for your health.

Language in put: please open your books at page 35, look at 2.1 and make my students look for general information.

My questions are: ① What kind of letters are they?

② Do Dave, Alan and Martha have the same problem?

T: Can you find what is at the beginning of the article?

S: Dear Stephanie, Good. Can you guess who Stephanie is?

S: Doctor, teacher?

T: Oh, No. I think Stephanie is 知心姐姐 in 电话热线/报纸上。

T: How about the end of article?

S: One is Dave, Alan and Martha. Oh, they are letters.

T: Yes, please read the letters and answer my question on the screen.

①What kind of letters are they?

②Do Dave, Alan and Martha have the same problems?

S: No.

T: Where did you find answer of the question? For example, read letter 1 again to get detail information. My question are:

①What is Dave’s problem?

②What should Dave do?

Please look at the screen answer my questions:

If I don’t smoke, my friends won’t want me in their group.

S1: I’m sure he mustn’t smoke.

T: Yes, great. T think you are right, but after Stephanie read the letter, she is worried about Dave, and she called Dave at once. Please read the dialogue between Stephanie and Dave and find what Stephanie said. (look at screen)

T: When we give somebody suggestions, what sentence we use?

The teacher writes them on the blackboard.

Lesson33. We have learnt: should do.

Lesson34. We have learnt: shouldn’t do.

Lesson35. We have learnt: If …you’ll.

Before, what we have learnt:

Read them three times .come to the next step language in use. (work in group)

最后，我从预测的角度介绍一下本节课的教学效果评价。

1. 以学生为主题，采用互动体验方式

2. 引导学生运用所学知识进行有层次的思考

3. 大多数学生能根据Martha问题写出回信。

以上就是我对本节课的教学设计，请评委和老师们批评指正，谢谢!

以上即是威廉希尔app 为大家整理的初二英语unit 9 Good health说课稿范文：第二学期，大家还满意吗?希望对大家有所帮助!

相关链接：

初二下学期英语Unit 1说课稿  

初二下册英语说课稿：Unit 1 What’s the matter