八年级英语上册仁爱版教案：Unit 2 Topic 1 Section B

八年级英语上册仁爱版：Unit2Topic1SectionB第PAGE页八年级上册教案设计Unit2KeepingHealthyTopic1Youshouldseeadentist.SectionBⅠ.MaterialanalysisSectionB是本单元第二课时和第三课时。主要活动为SectionB的1a，4a和4b。本课时将生病、关心询问及提建议综合运用，呈现了提建议的另外两种说法sb.hadbetter(not)dosth…和Whydon’tyou…?对话中还呈现询问对方病情的问句：Howlonghavebeenlikethis?及对病情的描述：Iamfeelingterrible.本课的语法重点sb.hadbetter(not)dosth和Whydon’tyou…?语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。课后要求学生能用英语写一篇描述疾病并提出有益建议的文章。Ⅱ.TeachingaimsKnowledgeaims:1.能正确运用以下短语进行书面达：feelterrible,havetheflu,takesomemedicine,haveagoodrest等。2.能正确地运用sb.hadbetter(not)dosth和Whydon’tyou…?提建议。Skillaims:1.能区分/1/和/eI/发音的不同，并掌握音素对应的字母或字母组合的写法；在朗读时能正确把握辅音的不完全爆破和元音的强读、弱读现象。2.能听懂有关日常小病的名称、对病人的关心询问及提建议的话题。3.能熟练地运用sbhadbetter(not)dosth和Whydon’tyou…?针对日常小病提建议。Emotionalaims:通过语言学习，影响学生的自身品格，要学会信任他人、关心他人，为我们的健康生活营造友爱、和谐的氛围。Ⅲ.ThekeypointsanddifficultpointsKeypoints:feelterrible,havetheflu,takesomemedicine,haveagoodrest等短语的理解及运用。Difficultpoints:理解Howlonghaveyoubeenlikethis?Ⅳ.Learningstrategies1.巩固学生根据图片猜单词意思的能力。2.巩固学生模仿已有例句造句的能力。Ⅴ.TeachingaidsComputermultimediaprojector,chalk,blackboardEverydaysaying:Bitterpillsmayhavewholesomeeffects.良药苦口利于病。Ⅵ.TeachingproceduresStepInteractionpatternStudentactivityTeacheractivityIntroduction（7minutes）1.Thewholeclasswork2.Thewholeclasswork3.Pairworkandindividualwork[来源:学,科,网Z,X,X,K]4.Somestudents’work5.Thewholeclasswork6.Thewholeclasswork7.Thewholeclasswork1.Focustheirattentionontheteacher.2.Studentssingtogether.3.Twopairsassignedbeforeclassgivethereport.4.Volunteersanswer:He/Shehasa…5.Studentsfollowwhattheteachersays,andanswertogether“Shehasacold.”6.Studentsreadandfeelthefunctionof“terrible”.Thentheyguessthemeaningoftheflu.7.Studentslookthroughthestatementsin1b,makingsuretheyknowwhattodo.1.Greetstudentsreadyforlearning.2.Singasongtogether.(Clapyourhandsifyouarehappy.)TeachershowtheChinesesonthe[来源:学*科*网Z*X*X*K]screen.3.Dailyreport.Teachercallstwopairstoreporttheirinterview“What’swrongwithyou?”.4.Teacherasksaquestion“What’swrongwith…?”tocheckifotherslistencarefullyandunderstandthereporter.5.Theteacherintroducesthenewwordsbyshowingapicturewith“terrible,abadcold,aterriblecold”onit.Teacheraskswhilestudentsanswertogether:“What’swrongwithher?”6.Teachergoeson,“Shehasabadcold,shehasaterriblecold.Maybeshehastheflu.”Whileshowingthepicture“flu”,whichmeans“abadcold,aterriblecold”.7.Teacherleadsto1a:“SteveandBrucearetalkingaboutillness.Let’slistenandfinish1b.”Presentation(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Thewholeclasswork4.Thewholeclasswork5.Thewholeclasswork6.Thewholeclasswork7.Thewholeclasswork1.Studentsunderstand“suggestion”byunderstandingwhattheteachersays.2.Studentslistenandfinish1b.3.Studentslookthrough1candmakesurewhatthestatementsmean.4.Studentslistencarefully,andthendiscusstheiranswersafterlistening.5.Studentsreadindividually,andthencorrecttheiranswersto1band1cwhilereading.6.Studentsreadaftertherecordingonebyone.7.Studentsreadatthesamespeedastherecording,tryingtoimitatetherecording.1.Teacherexplainsthat“suggestion”isthenounformof“suggest”.2.Teacherplaystherecordingof1a.3.Teacherasksthestudentstolookthrough1candmakessuretheyunderstandthestatements.4.Teacherplays1a.5.Teacherletsstudentsread1aindividually,checking1band1c.6.Teacherplaystherecordingsentencebysentence.7.Teacherplaystherecordingwithoutstopping.Consolidation(10minutes)1.Thewholeclasswork[来源:1]2.Thewholeclassworkandpairwork3.Pairwork4.Thewholeclasswork5.Groupwork6.Groupwork[来源:Z&xx&k.Com]1.Studentsunderlinethepointsintheirbooks,makingsuretheyunderstandthemeanings.2.Studentsreadinpairs.3.Eachgroupchoosesoutapairtoread,andtheymakethescoresasusual:A-5;B-6;C-7.4.Studentsread2silently,andthennumberthestatements.5.Eachgroupwritestheiranswersontheblackboard.6.Eachstudentreadsonesentencetofinishthewholedialogue,butnooneknowswhoisthenexttoread.1.Teacherexplainssomelanguagepointsforthestudents.(1)Howlonghaveyoubeenlikethis?(2)You’dbettertakesomemedicine.(3)feelterrible←→feelwell,bewell(4)havetheflu(5)takesomemedicine(6)takeyoutothehospital(7)havearest(8)gotoseeadoctor2.Teacherasksthestudents[来源:Zxxk.Com]toread1ainpairs.3.Teacherasksthreepairstoreadthedialogueforthewholeclass.4.Teacherasksthestudentstofinish2.5.Teacherchecksthestudents’answers.6.Teacherasksthestudentstoreadthedialogueinchains,andthefirstonewhofinishesreadingcanpointanyoneintheirgroup,soasthefollowingone.Practice(10minutes)1.Thewholeclasswork2.Thewholeclasswork3.Groupworkandindividualwork4.Thewholeclasswork5.Pairwork6.Groupwork7.Pairwork8.Thewholeclasswork1.Studentstrytounderstand“candy”bylookingatthepictureandunderstandingwhattheteachersays.2.Studentstrytounderstand“brush”bylookingatthepictureandunderstandingwhattheteachersays.3.Everystudentmakeshis/herowndialogue,withverbphrasebeingassignedfirst.4.Studentsuse“liedown”intheirownconversations.5.Sixpairsfromdifferentgroupsshowtheirperformance.Thebesttwopairswillread4aand4b.6.Thefirstgroupread4a,iftheyarewrong,thesecondgroupcorrect,andviceverse.7.Thelosersread4aand4b,iftheydon’treadcorrectly,thewinnerswilltapthelosers,hands.8.Studentsreadaftertherecording,tryingtoimitatethepronunciationandintonation.1.Teachershowsapictureof“candy”,saying“Candyissweet,andchildrenlikeeatingcandy.Oldpeopledon’tlikecandy,becauseeatingtoomuchcandyisn’thealthyandit’sbadforourteeth.”2.Teachershowsapictureof“brush”,saying“Brushyourteethafteryoueatcandy.”3.Teacherasksthestudentstomakenewconversations,andeachgrouphastomakeupfivedifferentconversations.4.Teacherexplains“liedown”byshowingtwopicturestocompare“stand”and“liedown”whilestudentsmakethedialogue.5.Teacheraskssixpairstoreadtheirconversations,andthebesttwopairswillread4aand4b.6.Teacherchecksthetwogroups.7.Teacherasksthestudentstoplayfinger-guessinggamesinpairs,andthewinnerswillchecktheloserstoread4aand4b.8.Theteacherplaystherecordingof4aand4b.Production(8minutes)1.Thewholeclassworkandindividualwork2.Thewholeclasswork3.Thewholeclasswork4.Individualwork1.Eachstudentinterviewsfivestudents.2.Studentswritetheirinterviewafterclass,preparingforthereportinthenextclass.3.StudentssummarizeSectionAwiththeteacherbydoingexercisesshownonthescreen.4.Studentsdothefollowingjobs:(1)Memorizethesummaryafterclass.(2)Studentswritetheinterview“What’swrongwithyou?”afterclass,andprepareforthereportinthenextclass.(3)StudentslearntoreadvocabularyinSectionCwiththehelpofrecordingandthephoneticsymbols,andreadthedialogaftertherecording.1.Teacherorganizesaninterviewaccordingto3,andstudentswillinterviewatleastfivestudents.2.Teacherasksthestudentstowritedowntheirinterviewafterclass.3.Teachershowsthesummarytothestudents.(1)Vocabulary(2)thestructure:willdo4.Teacherassignshomework:(1)Reviewthesummaryafterclass.(2)Reporttheirinterviewtothewholeclassinthenextclass.(3)PrepareSectionCafterclass.TeachingReflectionStudentsareinterestedininterviewingothersandgivingsomeadvice.Buttherearetoomanyverbphrases,studentsneedtomemorizetheEnglishverbphrasesafterclass.Ⅶ.BlackboarddesignUnit2KeepingHealthyTopic1Youshouldseeadentist.SectionBWhat’swrongwithyou?I’mfeelingterrible.Howlonghaveyoubeenlikethis?Youhadbettertakesomemedicine.Youhadbetternotworktoolong.Whydon’tyouhaveagoodrest?