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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 Healthy
Topic 1 You should see a dentist.
Section B
Ⅰ. 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 don’t you…? 對(duì)話中還呈現(xiàn)詢問對(duì)方病情的問句：How long h
2、ave been like this? 及對(duì)病情的描述：I am feeling terrible. 本課的語(yǔ)法重點(diǎn)sb. had better (not) do sth 和Why don’t 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。
Ⅱ. Teaching aims
Knowledge 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
3、確地運(yùn)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(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)心詢問及提建議的話題。
3. 能熟練地運(yùn)用sb had better (not) do sth 和Why don’t you…? 針對(duì)日常小病提建議。
Emotional aims:
通過語(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、
4、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(yǔ)的理解及運(yùn)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 multimedi
5、a 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
indiv
6、idual 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. Volun
7、teers 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 t
8、hey
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 quest
9、ion
“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. Te
10、acher 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 minu
11、tes)
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. S
12、tudents 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 t
13、he 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 t
14、hey 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
15、
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
16、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 dia
17、logue,
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
18、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
19、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
20、
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
u
21、nderstanding 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.
22、
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.
23、
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
24、.”
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 t
25、heir 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.
Produ
26、ction
(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 clas
27、s.
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 nex
28、t 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
29、
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
30、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(yǔ)資料
仁愛版八年級(jí)英語(yǔ)上冊(cè)：Unit 2 Keeping Healthy Topic 1 Section B 教案
