初中英语仁爱科普版八年级上册Topic 3 Must we exercise to prevent the flu?教案设计

这是一份初中英语仁爱科普版八年级上册Topic 3 Must we exercise to prevent the flu?教案设计，共7页。

Tpic 3 Must we exercise t prevent the flu?
Sectin B
Ⅰ. Material analysis
本课时的主要活动为1a, 3a和3b。
本课1a通过Kangkang给他的爸爸电话留言这件事，体现了医生的忙碌和重要性。3a的语音学习，让学生体会一些辅音字母组合的发音规则。3b的学习继续巩固学生对清辅音的不完全爆破的掌握，同时要求学生能掌握句子内部的连读现象。
Ⅱ. Teaching aims
Knwledge aims：
1. 能根据读音写出规则的辅音字母组合；学生要模仿并掌握句子中的不完全爆破和连
读现象。
2. 能正确运用反身代词进行听、说、读、写的学习活动。
3. 能正确写出电话留言。
Skill aims：
1. 能准确朗读语言材料里的单词和句子。
2. 能听懂有关电话留言的对话或文章。
3. 能正确地运用情态动词must, mustn’t和反身代词themselves, myself, yurself, himself。
4. 能读懂有关流感等日常小病以及含有医生建议的文章。
5. 能运用情态动词、反身代词结合本课动词短语，将对话和电话留言自如地转换。
Emtinal aims：
通过对话学习，了解医生的忙碌，要学会理解医生。提醒自己要保持健康。
Ⅲ. The key pints and difficult pints
Key pints：
反身代词的运用：themselves, myself, yurself, himself, give him the message myself, finish
it by myself, they have prblems themselves。
Difficult pints：
1. tell sb. (nt) t d 短语的正确使用。
2.语音中的连读和爆破的准确把握。
Ⅳ. Learning strategies
通过学生讲电话和电话留言的相互转换学习，培养学生的信息转换能力。
Ⅴ. Teaching aids
Cmputer multimedia prjectr, chalk, blackbard, a piece f news f a dctr’s being killed frm the Internet r frm newspaper, phnetic cards
Everyday saying: Happiness lies first f all in health. 幸福首先在于健康。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
（10 minutes）
1. The whle
class wrk
2. The whle
class wrk
3. Grup wrk
4. The whle
class wrk
5. The whle
class wrk
6. The whle
class wrk
7. The whle
class wrk
1. Fcus their attentin
n the teacher.
2. Read the saying alud.
3. Students perfrm the
cnversatin in grups, in which ne is dctr, and the ther five are patients. Hw t prevent the flu? The mre prblems t slve, the better.
4. Students are sure t
answer that dctrs are very imprtant in ur life.
5. Students listen r read.
6. Students think abut
the questin: Is it
right t kill the
dctr? They shuld
understand that they
shuld lve dctrs
and lve themselves
as well.
7. Students understand
by lking at the
message in 1b.
1. Get students ready fr
learning.
2. Shw everyday saying fr
the students.
(ne saying a week)
3. Teacher rganizes a
perfrmance t chse the
best dctr.
4. Teacher asks a questin:
Are dctrs imprtant r nt in ur life?
5. Teacher reads the news
frm newspaper r shws n the screen, which is in Chinese.
6. Teacher lets the students
discuss, leading the
students t understand the
dctrs and respect them.
7. Teacher shws 1b n the
screen and teach
“message” . Explain
“leave a message” and
“give a message” t make
students understand.
Presentatin
(7 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. The whle
class wrk
4. The whle
class wrk
5. Pair wrk
6. Pair wrk
1. Students lk thrugh
1b t prepare fr
listening.
2. Students listen and
finish 1b.
3. Students cmplete the
message.
4. Students read with the
recrding, paying
attentin t the
prnunciatin and
intnatin.
5. Students make sure
they can read 1a
crrectly.
6. All the members
chsen by lts will read in pairs ne by ne.
1. Teacher asks the students
t lk thrugh 1b.
2. Teacher plays the
recrding f 1a.
3. Teacher plays the recrding
f 1a again, pausing at the
place where the key
message appears.
4. Teacher plays the
recrding f 1a withut
stpping.
5. Teacher asks the students
t read 1a in pairs.
6. Teacher draws lts frm
Member A, B, C.
Cnslidatin
(10 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. The whle
class wrk
1. Students underline the
language pints in
their text bk and
make sme sentences,
fr example:
(1) Yu shuldn’t
speak t her s alud.
(2) He shuld be busy
nw.
(3) Must I ring him up
nw?
(4) Yu had better
leave him a message.
(5) Must I tell him nt
t cme again?
(6) I must give the
message t her
myself.
(7) We shuld d ur
hmewrk
urselves.
2. The students translate,
paying attentin t the
functin f “neself”.
(1) speak t sb. neself
(2) ring sb. up neself
(3) leave a message
neself
(4) tell sb. (nt) t d sth
(5) give sb. the message
(6) enjy neself
3. Students knw the
emphatic functin f “neself”.
1. Teacher shws sme
language pints n the
screen fr the students t
understand. Students make
sentences, using “shuld/
shuldn’t, had better (nt),
must /mustn’t”.
(1) speak t sb.
(2) be busy
(3) ring sb. up
(4) leave a message
(5) tell sb. (nt) t d sth
(6) give sb. the message
(7) d sth. (by) neself
2. Teacher asks the students t
translate the sentences int
Chinese:
(1) I will speak t him (by)
myself.
(2) She is ringing up him (by)
herself.
(3) My mther left a message
(by) herself.
(4) Yu shuld tell her nt t
be late (by) yurself.
(5) Michael gave the message
(by) himself.
(6) We all enjyed urselves
last night.
3. Teacher sums up the functin
f “neself”.
Practice
(10 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. The whle
class wrk
4. Sme students’
wrk
5. The whle
class wrk
6. The whle
class wrk
7. Sme students’
wrk
8. Sme students’
wrk
9. The whle
class wrk
10. Sme students’
wrk
11. Grup wrk
12. The whle
class wrk
1. Students read the
message in 1c and d it.
2. The tw write n the
blackbard, while thers
write in their wn
exercise bks.
3. All the students read the
cnversatins n the
blackbard in pairs.
4. Vlunteers answer that
they shuld fill in
auxiliary verbs r mdal
verbs.
5. Students listen and finish
2a.
6. Students check their
answers t 2a and finish
2b.
7. Vlunteers read 2a.
8. Each time, tw students
read tgether. The right
ne may sit dwn, while
the wrng ne stands.
9. Students read after the
recrding, trying t
imitate it.
10. The students read 3a
individually and then sit
dwn.
11. Member A reads fr
Member B and C, then
Member B and C read
3b. They check in grups.
12. Students read 3b after
the recrding and try t
imitate, paying attentin t the liaisn.
1. Teacher asks the students
t make up a new
cnversatin accrding t
1c.
2. Teacher asks tw students
t write their cnversatins
n the blackbard.
3. Teacher crrects if necessary.
4. Teacher lets the students
t bserve 2a and asks
them what they shuld fill
in.
5. Teacher plays the recrding
f 2a.
6. Teacher plays 2a again s
that the students finish 2b.
7. Teacher checks the
students’ answers.
8. Teacher shws phnetic
cards ne by ne.
9. Teacher plays the
recrding f 3a.
10. Teacher asks the students
wh are standing t read
3a.
11. Teacher asks Member A
t read 3b fr Member B
and C, and then Member
B and C read t Member A.
12. Teacher plays the recrding
f 3b.
Prductin
(8 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. The whle
class wrk
and individual
wrk
1. Students sum up with
the teacher:
Yu shuld/
shuldn’t/ had
better/had better
nt/must/need t d/Why dn’t yu …?
2. Students summarize
with the teacher.
3. Students d the jbs:
(1) Memrize the
phrases and dialgue
in Sectin B after
class.
(2) Students write
after class.
(3) Students learn t
read the vcabulary
and dialgue f
Sectin C after the
recrding.
1. Teacher sums up the ways
t give suggestins:
shuld/shuldn’t; had
better/had better nt; Why
dn’t yu..? Why nt…?
must/mustn’t ; need t d
2. Teacher shws the
summary t the students.
3. Teacher assigns hmewrk:
(1) Review the phrases
and dialgue in
Sectin B.
(2) Teacher asks the
students t write a
passage:
Hw t keep healthy?
(3) Prepare Sectin C after
class.
Teaching Reflectin
It’s hard fr the students t read 3b with the recrding. Students need mre imitating after class.
Unit 2 Keeping Healthy
Tpic 3 Must we exercise t prevent the flu?
Sectin B
speak t sb.
be busy
ring sb. up
leave a message
tell sb. (nt) t d sth
frget t d sth.
give sb. the message
give a talk
themselves, myself, yurself, himself
give him the message myself
finish it by myself, d sth. (by) neself
They have prblems themselves.