仁愛版八年級英語上冊：Unit 2 Keeping Healthy Topic 1 Section B 教案

精品資料 八年級上冊教案設(shè)計 Unit 2 Keeping Healthy Topic 1 You should see a dentist. Section B Ⅰ. Material analysis Section B 是本單元第二課時和第三課時。 主要活動為Section B 的1a，4a和4b。 本課時將生病、關(guān)心詢問及提建議綜合運用，呈現(xiàn)了提建議的另外兩種說法sb. had better (not) do sth…和Why don’t you…? 對話中還呈現(xiàn)詢問對方病情的問句：How long have been like this? 及對病情的描述：I am feeling terrible. 本課的語法重點sb. had better (not) do sth 和Why don’t you…? 語言功能方面要求學(xué)生學(xué)會用英語描述疾病并能就疾病征求他人意見、給他人提建議等。課后要求學(xué)生能用英語寫一篇描述疾病并提出有益建議的文章。 Ⅱ. Teaching aims Knowledge aims: 1. 能正確運用以下短語進行書面表達：feel terrible, have the flu, take some medicine, have a good rest等。 2. 能正確地運用sb. had better (not) do sth 和Why don’t you…? 提建議。 Skill aims: 1. 能區(qū)分/1/和/eI/ 發(fā)音的不同，并掌握音素對應(yīng)的字母或字母組合的寫法；在 朗讀時能正確把握輔音的不完全爆破和元音的強讀、弱讀現(xiàn)象。 2. 能聽懂有關(guān)日常小病的名稱、對病人的關(guān)心詢問及提建議的話題。 3. 能熟練地運用sb had better (not) do sth 和Why don’t you…? 針對日常小病提建議。 Emotional aims: 通過語言學(xué)習(xí)，影響學(xué)生的自身品格，要學(xué)會信任他人、關(guān)心他人，為我們的健康生活營造友愛、和諧的氛圍。 Ⅲ. The key points and difficult points Key points: feel terrible, have the flu, take some medicine, have a good rest等短語的理解及運用。 Difficult points: 理解How long have you been like this ? Ⅳ. Learning strategies 1. 鞏固學(xué)生根據(jù)圖片猜單詞意思的能力。 2. 鞏固學(xué)生模仿已有例句造句的能力。 Ⅴ. Teaching aids Computer multimedia projector, chalk, blackboard Everyday saying: Bitter pills may have wholesome effects. 良藥苦口利于病。 Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction （7 minutes） 1. The whole class work 2. The whole class work 3. Pair work and individual work 4. Some students’ work 5. The whole class work 6. The whole class work 7. The whole class work 1. Focus their attention on the teacher. 2. Students sing together. 3. Two pairs assigned before class give the report. 4. Volunteers answer: He / She has a … 5. Students follow what the teacher says, and answer together “She has a cold.” 6. Students read and feel the function of “terrible”. Then they guess the meaning of the flu. 7. Students look through the statements in 1b, making sure they know what to do. 1. Greet students ready for learning. 2. Sing a song together. (Clap your hands if you are happy. ) Teacher show the Chinese words on the screen. 3. Daily report. Teacher calls two pairs to report their interview “What’s wrong with you?”. 4. Teacher asks a question “What’s wrong with …? ” to check if others listen carefully and understand the reporter. 5. The teacher introduces the new words by showing a picture with “terrible, a bad cold, a terrible cold” on it. Teacher asks while students answer together: “ What’s wrong with her? ” 6. Teacher goes on, “She has a bad cold, she has a terrible cold. Maybe she has the flu.” While showing the picture “flu”, which means “a bad cold, a terrible cold”. 7. Teacher leads to 1a: “Steve and Bruce are talking about illness. Let’s listen and finish 1b.” Presentation (10 minutes) 1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. The whole class work 6. The whole class work 7. The whole class work 1. Students understand “suggestion” by understanding what the teacher says. 2. Students listen and finish 1b. 3. Students look through 1c and make sure what the statements mean. 4. Students listen carefully, and then discuss their answers after listening. 5. Students read individually, and then correct their answers to 1b and 1c while reading. 6. Students read after the recording one by one. 7. Students read at the same speed as the recording, trying to imitate the recording. 1. Teacher explains that “suggestion” is the noun form of “suggest”. 2. Teacher plays the recording of 1a. 3. Teacher asks the students to look through 1c and makes sure they understand the statements. 4. Teacher plays 1a. 5. Teacher lets students read 1a individually, checking 1b and 1c. 6. Teacher plays the recording sentence by sentence. 7. Teacher plays the recording without stopping. Consolidation (10 minutes) 1. The whole class work 2. The whole class work and pair work 3. Pair work 4. The whole class work 5. Group work 6. Group work 1. Students underline the points in their books, making sure they understand the meanings. 2. Students read in pairs. 3. Each group chooses out a pair to read, and they make the scores as usual: A-5; B-6; C-7. 4. Students read 2 silently, and then number the statements. 5. Each group writes their answers on the blackboard. 6. Each student reads one sentence to finish the whole dialogue, but no one knows who is the next to read. 1. Teacher explains some language points for the students. (1) How long have you been like this? (2) You’d better take some medicine. (3) feel terrible ←→ feel well, be well (4) have the flu (5) take some medicine (6) take you to the hospital (7) have a rest (8) go to see a doctor 2. Teacher asks the students to read 1a in pairs. 3. Teacher asks three pairs to read the dialogue for the whole class. 4. Teacher asks the students to finish 2. 5. Teacher checks the students’ answers. 6. Teacher asks the students to read the dialogue in chains, and the first one who finishes reading can point anyone in their group, so as the following one. Practice (10 minutes) 1. The whole class work 2. The whole class work 3. Group work and individual work 4. The whole class work 5. Pair work 6. Group work 7. Pair work 8. The whole class work 1. Students try to understand “candy” by looking at the picture and understanding what the teacher says. 2. Students try to understand “brush” by looking at the picture and understanding what the teacher says. 3. Every student makes his/ her own dialogue, with verb phrase being assigned first. 4. Students use “l(fā)ie down” in their own conversations. 5. Six pairs from different groups show their performance. The best two pairs will read 4a and 4b. 6. The first group read 4a, if they are wrong, the second group correct, and vice verse. 7. The losers read 4a and 4b, if they don’t read correctly, the winners will tap the losers, hands. 8. Students read after the recording, trying to imitate the pronunciation and intonation. 1. Teacher shows a picture of “candy”, saying “Candy is sweet, and children like eating candy. Old people don’t like candy, because eating too much candy isn’t healthy and it’s bad for our teeth.” 2. Teacher shows a picture of “brush”, saying “Brush your teeth after you eat candy.” 3. Teacher asks the students to make new conversations, and each group has to make up five different conversations. 4. Teacher explains “l(fā)ie down” by showing two pictures to compare “stand” and “l(fā)ie down” while students make the dialogue. 5. Teacher asks six pairs to read their conversations, and the best two pairs will read 4a and 4b. 6. Teacher checks the two groups. 7. Teacher asks the students to play finger-guessing games in pairs, and the winners will check the losers to read 4a and 4b. 8. The teacher plays the recording of 4a and 4b. Production (8 minutes) 1. The whole class work and individual work 2. The whole class work 3. The whole class work 4. Individual work 1. Each student interviews five students. 2. Students write their interview after class, preparing for the report in the next class. 3. Students summarize Section A with the teacher by doing exercises shown on the screen. 4. Students do the following jobs: (1) Memorize the summary after class. (2) Students write the interview “What’s wrong with you?” after class, and prepare for the report in the next class. (3) Students learn to read vocabulary in Section C with the help of recording and the phonetic symbols, and read the dialog after the recording. 1. Teacher organizes an interview according to 3, and students will interview at least five students. 2. Teacher asks the students to write down their interview after class. 3. Teacher shows the summary to the students. (1) Vocabulary (2) the structure: will do 4.Teacher assigns homework: (1) Review the summary after class. (2) Report their interview to the whole class in the next class. (3) Prepare Section C after class. Teaching Reflection Students are interested in interviewing others and giving some advice. But there are too many verb phrases, students need to memorize the English verb phrases after class. Ⅶ. Blackboard design Unit 2 Keeping Healthy Topic 1 You should see a dentist. Section B What’s wrong with you? I’m feeling terrible . How long have you been like this? You had better take some medicine. You had better not work too long. Why don’t you have a good rest? 最新精品英語資料