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1、仁愛版精品英語資料（精校版）
八年級上冊教案設計
Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu?
Section B
Ⅰ. Material analysis
本節(jié)課為單元第二課時。
主要活動為Section B 的1a, 3a和3b。
本課1a通過Kangkang給他的爸爸電話留言這件事，體現(xiàn)了醫(yī)生的忙碌和重要性。3a的語音學習，讓學生體會一些輔音字母組合的發(fā)音規(guī)則。3b的學習繼續(xù)鞏固學生對清輔音的不完全爆破的掌握，同時要求學生能掌握句子內(nèi)部的連讀現(xiàn)象。
Ⅱ. T
2、eaching aims
Knowledge aims：
1. 能根據(jù)讀音寫出規(guī)則的輔音字母組合；學生要模仿并掌握句子中的不完全爆破和連
讀現(xiàn)象。
2. 能正確運用反身代詞進行聽、說、讀、寫的學習活動。
3. 能正確寫出電話留言。
Skill aims：
1. 能準確朗讀語言材料里的單詞和句子。
2. 能聽懂有關電話留言的對話或文章。
3. 能正確地運用情態(tài)動詞must, mustn’t和反身代詞themselves, myself, yourself, himself。
4. 能讀懂有關流感等日常小病以及含有醫(yī)生建議的文章。
5. 能運用情態(tài)動詞、反身代詞結合本課動詞短
3、語，將對話和電話留言自如地轉換。
Emotional aims：
通過對話學習，了解醫(yī)生的忙碌，要學會理解醫(yī)生。提醒自己要保持健康。
Ⅲ. The key points and difficult points
Key points：
反身代詞的運用：themselves, myself, yourself, himself, give him the message myself, finish
it by myself, they have problems themselves。
Difficult points：
1. tell sb. (not) to do 短語的
4、正確使用。
2.語音中的連讀和爆破的準確把握。
Ⅳ. Learning strategies
通過學生講電話和電話留言的相互轉換學習，培養(yǎng)學生的信息轉換能力。
Ⅴ. Teaching aids
Computer multimedia projector, chalk, blackboard, a piece of news of a doctor’s being killed
from the Internet or from newspaper, phonetic cards
Everyday saying: Happiness lies first of all in
5、 health. 幸福首先在于健康。
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（10 minutes）
1. The whole
class work
2. The whole
class work
3. Group work
4. The whole
class work
5. The whole
class work
6. The whole
cla
6、ss work
7. The whole
class work
1. Focus their attention
on the teacher.
2. Read the saying aloud.
3. Students perform the
conversation in groups, in which one is doctor, and the other five are patients. How to prevent the flu? The more problems to solve, the better.
4. S
7、tudents are sure to
answer that doctors are very important in our life.
5. Students listen or read.
6. Students think about
the question: Is it
right to kill the
doctor? They should
understand that they
should love doctors
and love themselves
as well.
7. Students understand
8、
by looking at the
message in 1b.
1. Greet students ready for
learning.
2. Show everyday saying for
the students.
(one saying a week)
3. Teacher organizes a
performance to choose the
best doctor.
4. Teacher asks a question:
Are doctors important or not in our life?
9、5. Teacher reads the news
from newspaper or shows on the screen, which is in Chinese.
6. Teacher lets the students
discuss, leading the
students to understand the
doctors and respect them.
7. Teacher shows 1b on the
screen and teach
“message” . Explain
“l(fā)eave a message” and
10、
“give a message” to make
students understand.
Presentation
(7 minutes)
1. The whole
class work
2. The whole
class work
3. The whole
class work
4. The whole
class work
5. Pair work
6. Pair work
1. Students look through
1b to prepare for
listening.
2. Stu
11、dents listen and
finish 1b.
3. Students complete the
message.
4. Students read with the
recording, paying
attention to the
pronunciation and
intonation.
5. Students make sure
they can read 1a
correctly.
6. All the members
chosen by lots will read in pairs one by one.
1. Te
12、acher asks the students
to look through 1b.
2. Teacher plays the
recording of 1a.
3. Teacher plays the recording
of 1a again, pausing at the
place where the key
message appears.
4. Teacher plays the
recording of 1a without
stopping.
5. Teacher asks the students
to read 1a
13、in pairs.
6. Teacher draws lots from
Member A, B, C.
Consolidation
(10 minutes)
1. The whole
class work
2. The whole
class work
3. The whole
class work
1. Students underline the
language points in
their text boo
14、k and
make some sentences,
for example:
(1) You shouldn’t
speak to her so aloud.
(2) He should be busy
now.
(3) Must I ring him up
now?
(4) You had better
leave him a message.
(5) Must I tell him not
to come again?
(6) I must give the
message to her
myself.
(7) We should do
15、our
homework
ourselves.
2. The students translate,
paying attention to the
function of “oneself”.
(1) speak to sb. oneself
(2) ring sb. up oneself
(3) leave a message
oneself
(4) tell sb. (not) to do sth
(5) give sb. the message
(6) enjoy oneself
3. Students know the
16、emphatic function of “oneself”.
1. Teacher shows some
language points on the
screen for the students to
understand. Students make
sentences, using “should/
shouldn’t, had better (not),
must /mustn’t”.
(1) speak to sb.
(2) be busy
(3) ring sb. up
(4) leave a message
(5) tell sb. (no
17、t) to do sth
(6) give sb. the message
(7) do sth. (by) oneself
2. Teacher asks the students to
translate the sentences into
Chinese:
(1) I will speak to him (by)
myself.
(2) She is ringing up him (by)
herself.
(3) My mother left a message
(by) herself.
(4) You should t
18、ell her not to
be late (by) yourself.
(5) Michael gave the message
(by) himself.
(6) We all enjoyed ourselves
last night.
3. Teacher sums up the function
of “oneself”.
Practice
(10 minutes)
1. The whole
class work
2. The whole
class work
3. The whole
class work
4. So
19、me students’
work
5. The whole
class work
6. The whole
class work
7. Some students’
work
8. Some students’
work
9. The whole
class work
10. Some students’
work
11. Group work
12. The whole
class work
1. Students read the
message in 1c and do it.
20、2. The two write on the
blackboard, while others
write in their own
exercise books.
3. All the students read the
conversations on the
blackboard in pairs.
4. Volunteers answer that
they should fill in
auxiliary verbs or modal
verbs.
5. Students listen and finish
2a.
6. Students
21、 check their
answers to 2a and finish
2b.
7. Volunteers read 2a.
8. Each time, two students
read together. The right
one may sit down, while
the wrong one stands.
9. Students read after the
recording, trying to
imitate it.
10. The students read 3a
individually and then sit
do
22、wn.
11. Member A reads for
Member B and C, then
Member B and C read
3b. They check in groups.
12. Students read 3b after
the recording and try to
imitate, paying attention to the liaison.
1. Teacher asks the students
to make up a new
conversation according to
1c.
2. Teacher asks
23、two students
to write their conversations
on the blackboard.
3. Teacher corrects if necessary.
4. Teacher lets the students
to observe 2a and asks
them what they should fill
in.
5. Teacher plays the recording
of 2a.
6. Teacher plays 2a again so
that the students finish 2b.
24、
7. Teacher checks the
students’ answers.
8. Teacher shows phonetic
cards one by one.
9. Teacher plays the
recording of 3a.
10. Teacher asks the students
who are standing to read
3a.
11. Teacher asks Member A
to read 3b for Member B
and C, and then Member
B and C read to Me
25、mber A.
12. Teacher plays the recording
of 3b.
Production
(8 minutes)
1. The whole
class work
2. The whole
class work
3. The whole
class work
and individual
work
1. Students sum up with
the teacher:
You should/
shouldn’t/ had
better/had better
not/must/n
26、eed to do/Why don’t you …?
2. Students summarize
with the teacher.
3. Students do the jobs:
(1) Memorize the
phrases and dialogue
in Section B after
class.
(2) Students write
after class.
(3) Students learn to
read the vocabulary
and dialogue of
Section C after the
recording.
27、
1. Teacher sums up the ways
to give suggestions:
should/shouldn’t; had
better/had better not; Why
don’t you..? Why not…?
must/mustn’t ; need to do
2. Teacher shows the
summary to the students.
3. Teacher assigns homework:
(1) Review the phrases
and dialogue in
Section B.
(2) T
28、eacher asks the
students to write a
passage:
How to keep healthy?
(3) Prepare Section C after
class.
Teaching Reflection
It’s hard for the students to read 3b with the recording. Students need more imitating after class.
Ⅶ. Blackboard design
Unit 2 Keeping Healthy
Topic 3 Must we
29、 exercise to prevent the flu?
Section B
speak to sb.
be busy
ring sb. up
leave a message
tell sb. (not) to do sth
forget to do sth.
give sb. the message
give a talk
themselves, myself, yourself, himself
give him the message myself
finish it by myself, do sth. (by) oneself
They have problems themselves.
仁愛版八年級英語上冊：Unit 2 Keeping Healthy Topic 3 Section B 教案【精校版】
