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1、 精品資料八年級(jí)上冊(cè)教案設(shè)計(jì)Unit 2 Keeping HealthyTopic 1 You should see a dentist.Section B. Material analysis Section B 是本單元第二課時(shí)和第三課時(shí)。主要活動(dòng)為Section B 的1a，4a和4b。本課時(shí)將生病、關(guān)心詢問(wèn)及提建議綜合運(yùn)用，呈現(xiàn)了提建議的另外兩種說(shuō)法sb. had better (not) do sth和Why dont you? 對(duì)話中還呈現(xiàn)詢問(wèn)對(duì)方病情的問(wèn)句：How long have been like this? 及對(duì)病情的描述：I am feeling terrible. 本
2、課的語(yǔ)法重點(diǎn)sb. had better (not) do sth 和Why dont you? 語(yǔ)言功能方面要求學(xué)生學(xué)會(huì)用英語(yǔ)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(yǔ)寫一篇描述疾病并提出有益建議的文章。. Teaching aimsKnowledge aims:1. 能正確運(yùn)用以下短語(yǔ)進(jìn)行書面表達(dá)：feel terrible, have the flu, take some medicine, have a good rest等。2. 能正確地運(yùn)用sb. had better (not) do sth 和Why dont you? 提建議。Skill aims:1
3、. 能區(qū)分/1/和/eI/ 發(fā)音的不同，并掌握音素對(duì)應(yīng)的字母或字母組合的寫法；在朗讀時(shí)能正確把握輔音的不完全爆破和元音的強(qiáng)讀、弱讀現(xiàn)象。2. 能聽懂有關(guān)日常小病的名稱、對(duì)病人的關(guān)心詢問(wèn)及提建議的話題。3. 能熟練地運(yùn)用sb had better (not) do sth 和Why dont you? 針對(duì)日常小病提建議。Emotional aims:通過(guò)語(yǔ)言學(xué)習(xí)，影響學(xué)生的自身品格，要學(xué)會(huì)信任他人、關(guān)心他人，為我們的健康生活營(yíng)造友愛(ài)、和諧的氛圍。. The key points and difficult pointsKey points:feel terrible, have the flu
4、, take some medicine, have a good rest等短語(yǔ)的理解及運(yùn)用。 Difficult points:理解How long have you been like this ?. Learning strategies1. 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。. Teaching aids Computer multimedia projector, chalk, blackboard Everyday saying: Bitter pills may have wholesome effects. 良藥苦口利于病。. Teach
5、ing proceduresStepInteraction patternStudent activityTeacher activityIntroduction（7 minutes）1. The wholeclass work2. The whole class work3. Pair work and individual work4. Some students work5. The whole class work 6. The whole class work7. The whole class work1. Focus their attention on the teacher.
6、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 lo
7、ok 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 “Whats wrong with you?”
8、. 4. Teacher asks a question “Whats 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: “ Whats wrong with her? ” 6
9、. 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. Lets listen and finish 1b.”Presentation(10 minutes)1. The whole clas
10、s work2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. The whole class work7. The whole class work1. Students understand “suggestion” by understanding what the teacher says.2. Students listen and finish 1b.3. Students look through 1c and make sure what t
11、he 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 imit
12、ate 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
13、1c.6. Teacher plays the recording sentence by sentence.7. Teacher plays the recording without stopping.Consolidation(10 minutes)1. The whole class work2. The whole class work and pair work3. Pair work4. The whole class work5. Group work6. Group work1. Students underline the points in their books, ma
14、king 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 sente
15、nce 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) Youd better take some medicine.(3) feel terrible feel well, be well(4) have the flu(5) take some medicine(6) take you to the h
16、ospital (7) have a rest(8) go to see a doctor2. 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 cha
17、ins, 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 work2. The whole class work3. Group work and individual work4. The whole class work 5. Pair work6. Group work7. Pair work8. The wholeclass work1. Students try t
18、o 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 dow
19、n” 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 dont read correctly, the winners will tap the
20、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 dont like candy, because eating too much candy isnt healthy and its bad for our teeth.”2. T
21、eacher 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
22、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 r
23、ecording of 4a and 4b.Production(8 minutes)1. The whole class work and individual work2. The whole class work 3. The wholeclass work4. Individual work1. Each student interviews five students.2. Students write their interview after class, preparing for the report in the next class.3. Students summari
24、ze 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 “Whats wrong with you?” after class, and prepare for the report in the next class.(3) Students learn to read vocabulary in Sect
25、ion 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
26、 to the students. (1) Vocabulary(2) the structure: will do4.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 ReflectionStudents are interested in interviewing others and giving som
27、e advice.But there are too many verb phrases, students need to memorize the English verb phrases after class. Blackboard designUnit 2 Keeping HealthyTopic 1 You should see a dentist.Section BWhats wrong with you? Im feeling terrible . How long have you been like this? You had better take some medicine. You had better not work too long.Why dont you have a good rest? 最新精品英語(yǔ)資料
仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 2 Keeping Healthy Topic 1 Section B 教案
