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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 C
Ⅰ. Material analysis
本節(jié)課為單元第三課時和第四課時。
主要活動為Section C 的1a和3。
本課通過李醫(yī)生有關保持健康的報告，讓學生清楚日常生活中應該如何保持健康。報告中還指出一些不健康行為的危害并教會學生如何避免這些不健康的行為。課后要求學生寫一篇如何保持健康的文章，提出自己的建議。
Ⅱ. Teaching aims
Knowledge ai
2、ms：
1. 能正確運用以下短語, 就如何保持健康進行描寫：
have healthy eating habits, make …adj, keep sb. healthy, keep fit, stay safe, first aid,
help oneself to…, stay away from…, say no to sth.
2. 能正確地運用各種句式提出建議：
You need to do…
Don’t …
It’s necessary to…
Be happy…
You must…
You should…
Skill aims：
1. 能聽懂有關如何保
3、持健康的對話或文章。
2. 能正確地用英語和同學談論如何保持健康。
3. 能有興趣地閱讀并且能讀懂有關保持健康的文章。
4. 能正確地運用所學的短語及句式寫出一篇如何保持健康的文章。
Emotional aims：
關注生命，保持健康，將健康生活的思想傳播給周圍的人。
Ⅲ. The key points and difficult points
Key points：
對下列短語動詞的記憶及運用：
have healthy eating habits, keep you healthy / fit, stay safe, stay away from…
Difficult
4、points：
1. health 和healthy的區(qū)別。
2. happen的用法。
3. 對Be happy to be healthy. 的理解。
Ⅳ. Learning strategies
1. 聽報告也是學習的一種方法，鼓勵學生多聽有益的報告。
2. 通過在主題句的大綱下補充細節(jié)的方式，可以幫助學生有條理地復述課文。
3. 背范文是積累作文素材的一種好方法。
Ⅴ. Teaching aids
Computer multimedia projector, chalk, blackboard, some pieces of short videos about
5、health
Everyday saying: Health is better than wealth. 健康勝過財富。
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（10 minutes）
1. The whole
class work
2. The whole
class work
3. Some students’
work
4. The whole
class work
6、
5. The whole
class work
6. The whole
class work
7. Group work
8. Some students’
work
1. Focus their attention
on the teacher.
2. Read the saying aloud.
3. The two representatives
read their passages
one by one, and then
write on the blackboard.
4. The other stu
7、dents
read their homework
in groups.
5. Students correct their
own papers while the
teacher is explaining.
6. Students get several
ideas about health
from the flash videos.
7. Students discuss in
groups to finish
pre-reading task.
8. Volunteers may say
like this:
eat health
8、y food, exercise more, change clothes often, etc.
1. Greet students ready for
learning.
2. Show everyday saying for
the students.
(one saying a week)
3. Teacher asks Member A to
choose out two
representatives to read
their passages, and then
the students write them on
the blackbo
9、ard.
4. Teacher asks the other
students to read their
passages in groups.
5. Teacher checks the
passages on the blackboard.
6. Teacher shows several
pieces of videos about health in a short time.
7. Teacher asks the students
to do pre-reading task.
8. Teacher asks the students to
10、say something about keeping healthy.
Presentation
(8 minutes)
1. The whole
class work
2. The whole
class work
3. The whole
class work
4. Some students’
work
5. Some students’
work
6. The whole
class work
7. Some students’
work
8. Individual
work
1. Stud
11、ents look through
1b to see if their ideas
are similar to Doctor Li’s.
2. Students first know
what to do in 1b, then
read 1a silently.
3. Students discuss in
groups to unify their
answers.
4. Volunteers read their
answers.
5. Volunteers tell the
positions of topic
sentences.
6
12、. Students finish 1c.
7. Member C from each group tells the
answers to 1c. “It”
refers to breakfast.
“Them” refers to
sports.
8. Students read 1a
individually.
1. Teacher lets the students
look through 1b.
2. Teacher asks the students
to finish 1b.
3. Teacher lets the stud
13、ents
discuss in groups after
they finish 1b.
4. Teacher checks the
students’ answers to 1b.
5. Teacher asks the students
to sum up the ways of
finding the topic sentences.
6. Teacher asks the students
to read 1a again and finish
1c.
7. Teacher checks the
students’ answers to 1c.
14、
8. Teacher lets students read
the whole passage.
Consolidation
(12 minutes)
1. The whole
class work
2. Group work
1. Students follow what
the teacher says and
then retell 1a paragraph
by paragraph.
Students unders
15、tand:
It’s good for our
health.
We should keep
healthy.
Being healthy is very
important.
Students understand:
What happens?
The accident happened two days ago.
This story happened
in 1989.
2. Each group cooperates
to retell the whole
passage, and each
16、
student can retell at
least one paragraph.
1. Teacher leads the students to
analyze the structure of the passage by showing the sequence paragraph by paragraph:
Topic sentence 1: Have
healthy eating habits.
(1) breakfast---give … energy
(2) fruit and vegetables---good
(3) fast f
17、ood---fat, unhealthy
(Teacher explains the
differences between “health”
and “healthy”.）
Topic sentence 2: Playing
sports safely.
(1) playing sports---fit
(2) accidents---stay safe
(3) learn first aid
(Teacher explains the usage of “happen”.)
Topic sentence 3: Be happy.
(1) happiness--
18、-health
(2) be ill---try to…
(3) feel ill---unhappy
Topic sentence 4: Stay away from smoking and drinking.
(1) cool---smoke and drink
(2) smoke or drink---cause
illnesses
(3) say no to---smoking and
drinking
2. Teacher asks the students to
retell the passage in groups.
Practice
19、(13 minutes)
1. The whole
class work
2. The whole
class work
3. Group work
4. Some students’
work
1. Students make sentences in groups. In fact, this is another way of retelling the passage.
20、
2. Students connect all
the sentences, and
they almost repeat the
passage.
3. Students in a group
begin to make sentences at the same time. The first one who finishes
sentences will be the
super girl or super boy.
4. Any super student
pointed will be the next one to make
21、sentence.
1. Teacher asks the students
to make sentences by using
the following verb phrases:
Paragraph 1:
have healthy … habits
give … energy for…
be good for…
make … fat and unhealthy
eat ... food
keep … healthy
Paragraph 2:
help … keep fit
accidents … happen
stay safe
learn about
22、 first aid
help yourselves
Paragraph 3:
be important for
be ill … try to …
feel ill … be unhappy
be happy … be healthy
Paragraph 4:
stay away from …
it’s cool …
cause many illnesses …
say no to …
2. Teacher asks the students
to connect all the
sentences together.
3. Teacher asks e
23、ach group
to check their members.
.
4. Teacher begins the first
sentence, and then points
to a super girl(boy) to go on, so does other super students.
Production
(3 minutes)
Individual work
Students do the following jobs:
(1) Memorize the
passage after class.
They may use thei
24、r
own sequence. Then
write down the
passage: How to keep
healthy?
(2) Students review
Sections A-C to
prepare for Section D.
Teacher assigns homework:
(1) Teacher asks the
students to repeat the
passage after class
and write the passage
with the title “How to keep healthy”.
25、
(2) Read through Sections
A-C, and prepare for
Section D.
Teaching Reflection
Debating is very interesting. Students are all interested in it. Teacher should design more debating activities for the students later on.
Ⅶ. Blackboard design
Unit 2 Keeping Healthy
Topic 3 Must we exer
26、cise to prevent the flu?
Section C
Topic sentence 1:
Have healthy eating habits.
(1) breakfast—give … energy
(2) fruit and vegetables—good
(3) fast food—fat, unhealthy
Topic sentence 2:
Playing sports safely.
(1) Playing sports—fit
(2) accidents—stay
safe
(3) learn first aid
Topic sentence 3:
Be happy.
(1) happiness—health
(2) be ill—try to…
(3) feel ill—unhappy
Topic sentence 4:
Stay away from smoking and drinking.
(1) cool—smoke and
drink
(2) don’t smoke or
drink—cause
illnesses
(3) say no to—smoking
and drinking
仁愛版八年級英語上冊：Unit 2 Keeping Healthy Topic 3 Section C 教案【精校版】
