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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 2 I must ask him to give up smoking.
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, 3a和3b。
本課就吸煙這個(gè)壞習(xí)慣展開(kāi)討論，呈現(xiàn)了本單元語(yǔ)法重點(diǎn)：情態(tài)動(dòng)詞must + 動(dòng)詞原形：I must ask him to give up smoking. 表示建議、勸告。同時(shí)鞏
2、固了動(dòng)名詞做主語(yǔ)的句式：Smoking is bad for his health. 通過(guò)學(xué)習(xí)Section B, 讓學(xué)生能夠辨別好習(xí)慣與壞習(xí)慣，并能幫助親人戒掉壞習(xí)慣。課后要求學(xué)生會(huì)用動(dòng)名詞做主語(yǔ)造句，能用must提建議。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正確運(yùn)用以下短語(yǔ)鞏固動(dòng)名詞短語(yǔ)做主語(yǔ)的書面表達(dá)：
read in the sun, give up smoking, go to school without breakfast, take a walk,
study late, drink enough water
2. 能正確地運(yùn)
3、用must, mustn’t進(jìn)行勸告或提建議：
I must ask him to give up smoking.
3. 能正確辨別/7/, /3 /和/D/的發(fā)音。
4. 朗讀時(shí)連讀現(xiàn)象。
Skill aims：
1. 能聽(tīng)懂有關(guān)影響健康的好習(xí)慣和壞習(xí)慣的話題。
2. 能熟練地運(yùn)用must, mustn’t提建議。
3. 能正確朗讀有關(guān)影響健康的好習(xí)慣和壞習(xí)慣的對(duì)話或文章。
Emotional aims：
通過(guò)語(yǔ)言學(xué)習(xí)，影響學(xué)生的自身品格，要學(xué)會(huì)辨別好習(xí)慣與壞習(xí)慣，養(yǎng)成好習(xí)慣，戒掉壞習(xí)慣，并幫助他人戒掉壞習(xí)慣，保持健康。
Ⅲ. The key points and di
4、fficult points
Key points：
理解和運(yùn)用must 表示“建議、勸告”的用法：
I must ask him to give up smoking. 我得勸他戒掉煙。
Difficult points：
鞏固動(dòng)名詞做主語(yǔ)的正確運(yùn)用。
Ⅳ. Learning strategies
培養(yǎng)學(xué)生跟讀chant的能力，朗讀中注意連讀。
Ⅴ. Teaching aids
Computer multimedia projector, a piece of colorful paper, a cigarette, phonetic cards
Everyday
5、 saying: As a man sows, so he shall reap. 種瓜得瓜，種豆得豆。
Ⅵ. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（7 minutes）
1. The whole class
work
2. The whole class work
3. The whole class work
4. The whole class work
5. The whol
6、e class work
6. The whole class work
7. Some students’ work
8. Some students’ work
9. The whole class work
1. Focus their attention
on the teacher.
2. Read the saying aloud.
3. Students read the
chant on P38 and try
to imitate the recording,
at least for three times.
7、4. Students are interested
in “Guessing game”.
They may answer like
this:
(1) Candy.
(2) A pen.
(3) Chalk.
5. Students say “Wow”
or they laugh.
6. Students understand
“smoke” and answer
“Smoking is bad for
our health. ”
7. Some students put up
their hands.
8. Some stude
8、nts say, “I
should/must ask him
to give up smoking.”
9. Students listen and
answer:
(1) Maria’s father.
(2) She must ask him
to give up smoking.
1. Greet students ready for
learning.
2. Show everyday saying for
the students.
(one saying a week)
3. Repeat the chant on P38
after
9、the recording.
4. Teacher plays a game with
the students: “Guessing
game.” Teacher wraps a
cigarette in a piece of
colorful paper and makes it like candy, letting students guess what it is inside.
5. Teacher opens the candy.
It’s a cigarette.
6. Teacher shows a picture
with “smo
10、ke” on the screen, asking the students, “Is smoking good or bad for your health? ”
7. Teacher does a survey,
asking “Does your father
smoke? If so, please put
up your hands”.
8. Teacher goes on with
“ What should you do if
your father smokes?”
9. Teacher leads to 1a.
Wang Junfeng and
11、Maria
are talking about smoking.
Let’s listen to 1a and answer:
(1) Whose father smokes?
(2) What should he/she do ?
Presentation
(10 minutes)
1. The whole class
work
2. The whole class
work
3. The whole class
work
4. The whole class
work
5. Some students’ work
12、
6. The whole class
work
7. Group work
1. Students listen to
some bad things about smoking and understand the meanings of
“article” and “cancer”.
2. Students look through 1b to prepare for
listening.
3. Students listen and
finish 1b.
4. Students look through
1a and find
13、 the proper
sentences and change
“I” into “He/She”.
5. Volunteers read their
answers.
6. Students look through
1c and listen.
7. Students discuss in
groups, unifying their answers.
1. Teacher reads an article
about smoking to the
students in Chinese,
explaining “cancer” in
14、
Chinese, and then shows
another article, to help the
students to understand
“article”.
2. Teacher asks the students
to look through 1b.
3. Teacher plays the recording.
4. Teacher asks the students
to look through 1a and
check their answers.
5. Teacher checks the students’
15、
answers.
6. Teacher asks the students
to look through 1c, and
then plays the recording
for them.
7. Teacher asks the students
to discuss in groups to
check their answers.
Consolidation
(10 minutes)
1. The whole
class work
2. The whole
class work
3. The whole
16、
class work
1. Students read with the
recording, imitating it.
2. Students underline the
language points in
their text book.
(1) prep. doing
(2) help sb. do sth.
(3) doing sth. is…
(4) tooth--teeth
(5) says/writes
(6) must do sth.
give up doing sth.
3. Students read 1c.
17、1. Teacher plays 1a for the
students to read.
2. Teacher shows some
language points on the
screen for the students:
(1) an article about smoking
(2) help him relax
(3) Smoking is bad for his
health.
(4) his teeth
(5) The article says…
(6) I must ask him to give up
smoking.
3. Teach
18、er asks the students to
read 1c individually.
Practice
(10 minutes)
1. The whole
class work
2. Group work
3. Pair work
4. The whole
class work
5. The whole class
work.
6. Group work
and pair work
7. Group work
8. The whole
class work
9. Group work
19、and individual
work
10. The whole
class work
11. The whole
class work
12. Individual
work
1. Students read 1a in
pairs.
2. Member A helps
member B and C read
1a correctly.
3. Member C will be the
first choice if they can.
4. Students read [7] one by
one and read the
20、
following words at the
same time:
fun cut come
fund duck luck
5. Students try to
distinguish the sound of [7], [3] and [D] .
6. Two students from each
group read to compare
who reads better.
farm card calm
park mark arm
7. A volunteer group
read one by one.
8. S
21、tudents read and
imitate 3a.
9. Each student must read.
10. Students choose the
proper phrases from the
chant.
11. Students imitate sentence
by sentence, paying
attention to the liaison in the chant.
12. Volunteers will read 3b,
and they will get points.
1. Teacher asks the stud
22、ents
to read 1a in pairs.
2. Member A leads member
B and C to read 1a.
3. Teacher asks students to
perform 1a, and each
group chooses one pair.
4. Teacher shows phonetic
cards [7], letting students
read the words as well.
5. Teacher reads as a model.
6. Teacher shows [3]
23、 and
words.
7. Teacher shows [D] in the
same way.
8. Teacher plays the recording
of 3a.
9. Teacher asks each group
to read 3b.
10. Teacher asks the students
to write the key phrase
for each picture.
11. Teacher plays the
recording sentence by
sentence.
12. Teacher or
24、ganizes a
competition of reading 3b.
Production
(8 minutes)
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
1. Students sum up with
the teacher:
25、
You should/shouldn’t /had better/had better not/must/need to do.
Why don’t you…?
2. Students read and
finish 2a.
3. Students mark H or U.
4. Students find out the
reasons by connecting
relevant sentences in
2a and 2b. Then write
down five short
passages after class.
A model:
26、 Li Hua often goes to
school without breakfast.
It’s bad for her health.
Because breakfast gives
us energy for the morning.
5. Students summarize
with the teacher .
6. Students do the jobs
after class:
(1) Memorize the
words and dialogue
in Section B after
class.
(2) Groups wil
27、l debate with each other.
(3) Students learn to
read vocabulary with
the help of recording
and the phonetic
symbols, and read the
dialogue after the
recording.
1. Teacher sums up the ways
to give suggestions:
should/shouldn’t/had
better/had better not/Why
don’t you…?/must/need
28、 to do.
2. There are some other ways
to give suggestions. Teacher
lets students look at 2a.
3. Teacher asks students to
finish 2b.
4. Teacher organizes the
students to instruct the reasons for 2b and write down short passages after class.
5. Teacher shows the summary
t
29、o the students.
6. Teacher assigns homework:
(1) Review the words and
dialogue in Section B.
(2) Teacher asks the
students to prepare for a discussion in groups:
Is it good or bad?
Is it healthy or
unhealthy?
(3) Prepare Section C after
class.
Teaching Reflection
It’s hard for the s
30、tudents to finish writing in 2b. They are interested in reading the chant. Later, more chants will be introduced.
Ⅶ. Blackboard design
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
Section B
(1) an article about smoking
(2) help him relax
(3) Smoking is bad for his health.
(4) his teeth
(5) The article says…
(6) I must ask him to give up smoking.
Zhang Ming usually takes a walk after the meal. It’s good for his health. Walking is a good exercise. It can make us strong.
最新精品英語(yǔ)資料
仁愛(ài)版八年級(jí)英語(yǔ)上冊(cè)：Unit 2 Keeping Healthy Topic 2 Section B 教案
