八年級英語上冊仁愛版教案Unit2Topic1SectionB

八年級上冊授課方案設(shè)計Unit2KeepingHealthyTopic1Youshouldseeadentist.SectionBⅠ.MaterialanalysisSectionB是本單元第二課時和第三課時。主要活動為SectionB的1a，4a和4b。本課時將患病、關(guān)懷咨詢及提建議綜合運用，表現(xiàn)了提建議的其他兩種說法sb.hadbetter(not)dosth?和Whydon’tyou??對話中還表現(xiàn)咨詢對方病情的問句：Howlonghavebeenlikethis?及對病情的描繪：Iamfeelingterrible.本課的語法要點sb.hadbetter(not)dosth和Whydon’tyou??語言功能方面要修業(yè)生學(xué)會用英語描繪疾病并能就疾病征采別人建議、給別人提建議等。課后要修業(yè)生能用英語寫一篇描繪疾病并提出有利建議的文章。.TeachingaimsKnowledgeaims:1.能正確運用以下短語進行書面表達：feelterrible,havetheflu,takesomemedicine,haveagoodrest等。2.能正確地運用sb.hadbetter(not)dosth和Whydon’tyou??提建議。Skillaims:1.能劃分/1/和/eI/發(fā)音的不一樣樣，并掌握音素對應(yīng)的字母或字母組合的寫法；在朗誦時能正確掌握輔音的不完滿爆破和元音的強讀、弱讀現(xiàn)象。2.能聽懂相關(guān)平時小病的名稱、對病人的關(guān)懷咨詢及提建議的話題。3.能嫻熟地運用sbhadbetter(not)dosth和Whydon’tyou??針對平時小病提建議。Emotionalaims:經(jīng)過語言學(xué)習(xí)，影響學(xué)生的自己道德，要學(xué)會相信別人、關(guān)懷別人，為我們的健康生活創(chuàng)立友善、友善的氣氛。Ⅲ.ThekeypointsanddifficultpointsKeypoints:feelterrible,havetheflu,takesomemedicine,haveagoodrest等短語的理解及運用。1/8Difficultpoints:理解Howlonghaveyoubeenlikethis?.Learningstrategies堅固學(xué)生依據(jù)圖片猜單詞意思的能力。堅固學(xué)生模擬已有例句造句的能力。Ⅴ.TeachingaidsComputermultimediaprojector,chalk,blackboardEverydaysaying:Bitterpillsmayhavewholesomeeffects.忠言透骨利于病。.TeachingproceduresInteractionStepStudentactivityTeacheractivitypattern2/81.Thewhole1.Focustheirattention1.Greetstudentsreadyforclassworkontheteacher.learning.2.Thewhole2.Studentssingtogether.2.Singasongtogether.classwork(Clapyourhandsifyouarehappy.)TeachershowtheChinesewordsonthescreen.3.Pairworkand3.Twopairsassigned3.Dailyreport.Terview“What’swrongwithyou?”.4.Somestudents’4.Volunteersanswer:4.TeacherasksaquestionworkHe/Shehasa?“What’swrongwith??”tocheckifotherslistencarefullyandunderstandthereporter.5.Thewhole5.Studentsfollowwhat5.TheteacherintroducestheIntroductionclassworktheteachersays,andnewwordsbyshowinga（7minutes）answertogether“Shepicturewith“terrible,ahasacold.”badcold,aterriblecold”onit.Teacheraskswhilestudentsanswertogether:“What’swrongwithher?”6.Thewhole6.Studentsreadandfeel6.Teachergoeson,“Shehasclassworkthefunctionof“terrible”.abadcold,shehasaThentheyguesstheterriblecold.Maybeshemeaningoftheflu.hastheflu.”Whileshowingthepicture“flu”,whichmeans“abadcold,aterriblecold”.7.Thewhole7.Studentslookthrough7.Teacherleadsto1a:“Steve3/8classworkthestatementsin1b,andBrucearetalkingmakingsuretheyaboutillness.Let’slisten1.Thewhole1.Studentsunderstand1.Teacherexplainsthatclasswork“suggestion”by“suggestion”isthenoununderstandingwhatformof“suggest”.theteachersays.2.Thewhole2.Studentslistenand2.Teacherplaystherecordingclassworkfinish1b.of1a.3.Thewhole3.Studentslookthrough3.Teacherasksthestudentsclasswork1candmakesurewhattolookthrough1candthestatementsmean.makessuretheyunderstandthestatements.4.Thewhole4.Studentslistencarefully,4.Teacherplays1a.classworkandthendiscusstheirPresentationanswersafterlistening.(10minutes)5.Thewhole5.Studentsread5.Teacherletsstudentsreadclassworkindividually,andthen1aindividually,checkingcorrecttheiranswers1band1c.to1band1cwhile6.Thewholereading.6.Teacherplaystheclasswork6.Studentsreadaftertherecordingsentencebyrecordingonebyone.sentence.7.Thewhole7.Teacherplaystheclasswork7.Studentsreadattherecordingwithoutstopping.samespeedastherecording,tryingtoimitatetherecording.4/81.Thewhole1.Studentsunderlinethe1.Teacherexplainssomeclassworkpointsintheirbooks,languagepointsforthemakingsuretheystudents.understandthemeanings.(1)Howlonghaveyoubeenlikethis?(2)You’dbettertakesomemedicine.(3)feelterrible←→feelwell,bewell(4)havetheflu(5)takesomemedicine(6)takeyoutothehospital(7)havearest(8)gotoseeadoctor2.Thewhole2.Studentsreadinpairs.2.Teacherasksthestudentsclassworkandtoread1ainpairs.pairworkConsolidation3.Pairwork3.Eachgroupchooses3.Teacherasksthreepairs(10minutes)outapairtoread,andtheymakethescoresasusual:A-5;B-6;C-7.4.Thewhole4.Studentsread2classworksilently,andthennumberthestatements.

toreadthedialogueforthewholeclass.Teacherasksthestudentstofinish2.5.Groupwork5.Eachgroupwrites5.Teacherchecksthestudents’theiranswersontheanswers.blackboard.6.Groupwork6.Eachstudentreads6.Teacherasksthestudentstoonesentencetofinishreadthedialogueinchains,thewholedialogue,5/8andthefirstonewhofinishesbutnooneknowsreadingcanpointanyoneinwhoisthenexttoread.theirgroup,soasthe1.Thewhole1.Studentstryto1.Teachershowsapictureofclassworkunderstand“candy”by“candy”,saying“Candyislookingatthepictureandsweet,andchildrenlikeunderstandingwhattheeatingcandy.Oldpeopleteachersays.don’tlikecandy,becauseeatingtoomuchcandyisn’thealthyandit’sbadforourteeth.”2.Thewhole2.Studentstryto2.Teachershowsapictureofclassworkunderstand“brush”by“brush”,saying“Brushlookingatthepictureandyourteethafteryoueatcandy.”understandingwhattheteachersays.3.Groupwork3.Everystudentmakeshis/3.Teacherasksthestudentsandindividualherowndialogue,withtomakenewconversations,workverbphrasebeingandeachgrouphastoassignedfirst.makeupfivedifferent4.Thewhole4.Studentsuse“l(fā)iedown”conversations.classworkintheirownconversations4..Teacherexplains“l(fā)iePracticedown”byshowingtwo(10minutes)picturestocompare“stand”and“l(fā)iedown”whilestudentsmakethe5.Pairwork5.Sixpairsfromdifferentdialogue.groupsshowtheir5.Teacheraskssixpairstoperformance.Thebestreadtheirconversations,twopairswillread4aandthebesttwopairswilland4b.read4aand4b.6.Groupwork6.Thefirstgroupread4a,iftheyarewrong,6.Teacherchecksthetwothesecond6group/8groups.correct,andviceverse.7.Pairwork7.Thelosersread4aand1.Thewhole1.Eachstudent1.Teacherorganizesanclassworkinterviewsfiveinterviewaccordingto3,andindividualstudents.andstudentswillworkinterviewatleastfivestudents.2.Studentswritetheir2.Teacherasksthestudents2.Thewholeinterviewafterclass,towritedowntheirclassworkpreparingfortheinterviewafterclass.reportinthenextclass.3.Studentssummarize3.Teachershowsthe3.ThewholeSectionAwiththesummarytothestudents.classworkteacherbydoing(1)Vocabularyexercisesshownonthe(2)thestructure:willdoscreen.4.Studentsdothe4.Teacherassignshomework:Production4.Individualworkfollowingjobs:(1)Reviewthesummary(8minutes)(1)Memorizetheafterclass.summaryafterclass.(2)Reporttheirintervi