八年级英语上册Unit2KeepingHealthyTopic1YoushouldbrushyourteethtwiceadayP4教案（新版）仁爱版.doc

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1、1Unit 2 Keeping HealthyTopic 1 You should brush your teeth twice a day.教学内容分析及课时分配建议：本单元以 Keeping Healthy 为主题。话题一主要学习情态动词 should 和 had better 的用法，学会描述身体各部位病痛以及如何寻求和给出建议。Section A 通过 Kangkang 和Betty 的对话，呈现了询问病情的表达方式：Whats wrong with you? I have a ，以及表达关心所提的建议：You should 和 You shouldnt，同时介绍了感冒、头疼等常见病的

2、名称。Section B 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. had better (not) do sth和 Why dont you? 对话中还呈现询问对方病情的问句及对病情的描述。Section C 讲述了 Michael 因运动不当受伤，同学们积极护送他到医院就医的故事。巩固了提建议的说法 I think you should see a doctor. 又呈现了两种提建议的说法：(1) You can take him home. (2) You need to rest at home for a week. 和一些新的短语。Section D 讲

3、述了 Michael 受伤在家休息，同学们到家看望他的过程。对话巩固了本单元提建议的几种说法：(1) Youd better do sth. (2) Follow the doctors advice. (3) Dont worry. 呈现了一些新的短语：nothing serious, stay in bed, worry about, follow the doctors advice 等。最后以 Choose Dr. Best 的 Project 来综合运用本话题所学的情态动词、有用表达和表疾病的词汇。Topic的的内容可以用 5 个课时来完成。第一课时：Section A-1a, 1b

4、, 1c,2.第二课时：Section A-3, Section B-1a,1b,1c, 2,3.第三课时：Section C-1a,1b,1c,1d.第四课时：Section C-2, 3,Section D-2,Section B-4a,4b.第五课时：Section D-1,Grammar and Functions, Project.第四课时（Section C-2, 3,Section D-2,Section B-4a,4b）教学设计思路：本节课主要活动为 Section C -3,Section D-2 和 Section B-4a,4b。首先学生表演Section C-1a 的故

5、事进行复习，然后根据故事内容创编各个角色之间的对话，完成Section C -。通过 Section C- 3 帮助 Michael 完成请假条填空帮助学生复习巩固短文2的知识点，并学写请假条。接着以王老师的身份写邮件给 Michael，提出建议，进一步巩固本话题重点单词和句型。最后 通 过 听 读 Section B-4a,4b， 来 学 习 元 音 音 素 /i:/和 /eI/以及 单 词 在 句 子 中 的 弱 读 和 不 完 全 爆 破 。. Teaching aims1. Knowledge aims：（1）能正确地运用过去时描述小的意外事件，并能针对事件写请假条。（2）能正确写一篇

6、有关日常小病的文章并提出相对应的建议。（3）掌握/i:/和/eI/ 的发音规则，了解句子的连读和不完全爆破。2. Skill aims: (1）能区分/i:/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）能针对事故写请假条。（3）能 针 对 意 外 事 故 提 出 自 己 的 建 议 ， 表 示 自 己 的 关 心 ， 能 用 英 语 书 面 表 达 写 出 以 上 内 容 。3. Emotional aims:通过了解他人的身体状况培养关心他人的意识。4. Culture awareness:. The key

7、points and difficult points1. Key points:(1) 请假条与电子邮件的写法和结构。(2) /i:/和/eI/ 的发音规则。2. Difficult points： (1) hurt 在写作中的正确应用。(2) 针对疾病或事故提建议及动词短语的正确运用。. Learning strategies培养学生根据时态的需要，在请假条中过去时和一般现在时的交错使用能力。. Teaching aids计算机多媒体投影仪，音标卡片，单词卡片。3V. Teaching proceduresStage 1（5mins）：Getting students ready for

8、learning Step Teacher activity Student activityDesigning purpose(Group work)Greet and warm up.T: Good morning, class!T: Before new lesson, I want to check your homework. First, I need No.2 group members in each group to retell the story in Section C. The best group will be awarded.Focus their attent

9、ion on the teacher.Ss: Good morning, MissThe chosen students will do it in front of the class, and each one tries to be the best.该部分旨在让学生通过角色扮演的方式回顾上节课所学内容，为接下来的学习活动做铺垫。Remark： Stage 2（12mins）：PresentationStep Teacher activity Student activityDesigning purpose (group work)Finish Section C-2T: Now It

10、s your turn to use the story in 1a to make Design a conversation in a group. Six roles are Michael, Maria, 该部分目的在于根据 Section C-1a 仿照例子创编5up a conversation between Michael, his friends and the doctor. Each group should act the play completely. Three or four minutes for you to prepare.T: Which group w

11、ould like to act in front of the class.Kangkang, Jane, taxi driver and doctor. Each group acts near their seats.Two volunteer groups will show their performance.G1: Michael: Look! Im going to try something new. Ouch!Maria,Kangkang and Jane: Are you all right? Are you hurt?Michael: Oh, my leg, my arm

12、! I feel terrible!.G2:Michael: Look, how fast! Its cool!Maria: Be careful, Michael! Its dangerous!Michael: Ouch!Jane: Oh! How are you feeling, Michael?Michael，他的朋友们以及医生和出租司机之间的对话并向全班汇报，训练学生的语言运用能力，巩固有关身体状况以及提意见的表达法。7T: Wonderful job! And I think youd better write down your plays after class.Michael:

13、 Ouch, my leg! Im feeling terrible.Kangkang:I think you should see a doctor.Jane and Maria: Dont worry, we ll call a taxi at once.Ss: Ok!Remark:Stage 3（10mins）：WritingStep Teacher activity Student activityDesigning purpose1( Individual work )Finish Section C-3 Ask the students to help Michael to com

14、plete the note for leave.T: According to the doctors advice, Michael has to rest at home for a week. Look at Michaels note for leave paper, some words are missing , please help him.T: Whod like to tell us the answers?Fill in the blanks in 3 .S1: had; hurt; stay; myself; for; get.该部分旨在通过帮助 Michael 完成

15、请假条填空帮助学生复习巩固短文的知识点，同时向学生们展示请假条的正确写法并要求学生掌握。8T: Do you agree with him/her?T: Good! Are there any requirements for a leaving note?T: Good job! Now please try to write a note for leave by yourself.Correct the two notes as an example for the students to correct their own notes.Ss: Yes!S2: If you want t

16、o ask for leave, You should show your reason.S3: You should also tell the teacher how long you will be away.Write a note for leave by themselves.Two students write their notes on the blackboard.S1:Dear teacher：I am Li Tao, I was ill yesterday. I feel tired. When I saw the doctor ,he told me that I n

17、eed sleep, so I want to ask for two days leave. 9Thank you .Yours sincerely,Li TaoS2: 2( Class work )Ask the students to finish Section D- 2.T:Miss Wang received Michaels leave paper and she plans to write an email to Michael. Suppose you are Miss Wang , Would you please give him some advice?Ss:YesS

18、1: Dear Michael,Im sorry to hear that you had an accident. Are you OK now? You can rest at home and take good care of yourself. And you dont need to worry about your study. You can ask me 该部分目的在于让学生运用全书所学的提建议的表达法写一封电子邮件，综合复习和巩固本话题重要词汇和表达。10T: Thats fine!or other students for help after you return to

19、 school. Hope you get well soon.Yours sincerely,Wang YuyueS2:Remark： Stage 4（8mins）：phonetic learningStep Teacher activity Student activityDesigning purpose1(Class work)Teach and learn Section B-4a.Show phonetic cards to the students: /i:/ /eI/.T: Can you have a try to read /i:/ and /eI / one by one

20、. T: Id like to check two groups. The first group read 4a, if they are wrong, the second group correct, and vice verse.T: Next , I will play the recording of 4a. you please read after it and make sure Students read after the recording, paying attention to the sound of /i:/ and /eI/. correcting their

21、 pronunciation.该部分通过听说，帮助学生了解字母 e,a 以及字母组合 ee,ai,ay 的发音规则，训练他们进行单词拼读能力，同时掌握/ i:/ /eI/的正确发音。11you can pronounce correctly.T:You did quite well. 2(Class work)Teach and learn Section B-4b.T: Please listen to the conversation of 4b, and pay attention to the weak form and incomplete plosion. T: Who can h

22、ave a try to read it? Member 1 reads then member 2 checks.Explain the weak form of the underlined letters and the letters in the brackets.Read after the tape and imitate, and then use the phrases in 3 to practiceSs:Listen to the teachers explanation carefully.Ss:该部分引起学生对单词在句子中的弱读和不完全爆破的规则的注意，要求学生进行模

23、仿和练习。10Remark：老师鼓励学生合作学习互相纠正语音错误，教师引导学生自行归纳字母和字母组合的发音规律，并运用已学过的词组句型来练习弱读和不完全爆破。Stage 5（5mins）：Summarizing and assigning HMKStep Teacher activity Student activityDesigning purpose1（Class activity)Summarize what the students learned today. Important language points are shown on the computer screen.T:

24、OK. Class will be over soon, Now lets summarize what we have learnt in this lesson. T:Wonderful!. I hope you can remember them. If you have difficulty understanding them,just turn to me or ask other students for help.All the students should know the meaning of the summary. S1: We learned the pronunc

25、iation of /i:/ and /eI /S2:We knew about how to write the note for leave.S3:通过总结本节课所学知识点，让学生及时巩固新知识，加深印象。2 (Class activity)Assign the HMK.T: After class, you need to create a dialogue about asking the patient what is wrong and give him orFinish creating a dialogue after class, and prepare for the re

26、porting tomorrow.10VI. Blackboard design第四课时(Section C-2, 3,Section D-2,Section B-4a,4b)hurtI feel terrible /i:/ /eI/.Im feeling terrible e aAsk for leave ee aiYours Sincerely ee ayee aher some advice T: Also, please prepare Section D after class. Students learn to read vocabulary with the help of recording and the phonetic symbols, and read the dialogue after the recording. Remark：布置家庭作业时，教师要说明检查的方式，如将书面作业，可在下节课开始时进行展示等，这样学生才会认真完成。