初中英语仁爱科普版八年级上册Unit 2 Keeping HealthyTopic 1 You should brush your teeth twice a day.教学设计

这是一份初中英语仁爱科普版八年级上册Unit 2 Keeping HealthyTopic 1 You should brush your teeth twice a day.教学设计，共7页。

Tpic 1 Yu shuld brush yur teeth twice a day.
Sectin B
Ⅰ. Material analysis
本节课的主要活动为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. had better (nt) d sth…和Why dn’t yu…? 对话中还呈现询问对方病情的问句：Hw lng have been like this? 及对病情的描述：I am feeling terrible. 本课的语法重点sb. had better (nt) d sth 和Why dn’t yu…? 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. Teaching aims
Knwledge aims:
1. 能正确运用以下短语进行书面表达：feel terrible, have the flu, take sme medicine, have a gd rest等。
2. 能正确地运用sb. had better (nt) d sth 和Why dn’t yu…? 提建议。
Skill aims:
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sb had better (nt) d sth 和Why dn’t yu…? 针对日常小病提建议。
Emtinal aims:
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. The key pints and difficult pints
Key pints:
feel terrible, have the flu, take sme medicine, have a gd rest等短语的理解及运用。
Difficult pints:
理解Hw lng have yu been like this ?
Ⅳ. Learning strategies
1. 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. Teaching aids
Cmputer multimedia prjectr, chalk, blackbard
Everyday saying: Bitter pills may have whlesme effects. 良药苦口利于病。
Ⅵ. Teaching prcedures
Ⅶ. Blackbard design
Step
Interactin pattern
Student activity
Teacher activity
Intrductin
（7 minutes）
1. The whle
class wrk
2. The whle
class wrk
3. Pair wrk and
individual wrk
4. Sme students’
wrk
5. The whle
class wrk
6. The whle
class wrk
7. The whle
class wrk
1. Fcus their attentin
n the teacher.
2. Students sing tgether.
3. Tw pairs assigned
befre class give the
reprt.
4. Vlunteers answer:
He / She has a …
5. Students fllw what
the teacher says, and
answer tgether “She
has a cld.”
6. Students read and feel
the functin f “terrible”.
Then they guess the
meaning f the flu.
7. Students lk thrugh the statements in 1b, making sure they
knw what t d.
1. Get students ready fr
learning.
2. Sing a sng tgether.
(Clap yur hands if yu
are happy. ) Teacher shws the Chinese wrds n the screen.
3. Daily reprt. Teacher calls tw pairs t reprt their interview “What’s wrng with yu?”.
4. Teacher asks a questin
“What’s wrng with …? ” t check if thers listen carefully and understand the reprter.
5. The teacher intrduces the
new wrds by shwing a
picture with “terrible, a
bad cld, a terrible cld”
n it. Teacher asks while
students answer tgether:
“ What’s wrng with her? ”
6. Teacher ges n, “She has
a bad cld, she has a
terrible cld. Maybe she
has the flu.” While shwing the picture “flu”, which
means “a bad cld, a
terrible cld”.
7. Teacher leads t 1a: “Steve
and Bruce are talking
abut illness. Let’s listen
and finish 1b.”
Presentatin
(10 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. The whle
class wrk
4. The whle
class wrk
5. The whle
class wrk
6. The whle
class wrk
7. The whle
class wrk
1. Students understand
“suggestin” by
understanding what
the teacher says.
2. Students listen and
finish 1b.
3. Students lk thrugh
1c and make sure what the statements mean.
4. Students listen carefully, and then discuss their answers after listening.
5. Students read individually, and then crrect their answers t 1b and 1c while reading.
6. Students read after the recrding ne by ne.
7. Students read at the same speed as the recrding, trying t imitate the recrding.
1. Teacher explains that
“suggestin” is the nun
frm f “suggest”.
2. Teacher plays the recrding
f 1a.
3. Teacher asks the students
t lk thrugh 1c and
makes sure they understand
the statements.
4. Teacher plays 1a.
5. Teacher lets students read
1a individually, checking
1b and 1c.
6. Teacher plays the
recrding sentence by
sentence.
7. Teacher plays the
recrding withut stpping.
Cnslidatin
(10 minutes)
1. The whle
class wrk
2. The whle
class wrk and pair wrk
3. Pair wrk
4. The whle
class wrk
5. Grup wrk
6. Grup wrk
1. Students underline the
pints in their bks,
making sure they
understand the meanings.
2. Students read in pairs.
3. Each grup chse
ut a pair t read, and
they make the scres
as usual: A-5; B-6;
C-7.
4. Students read 2
silently, and then
number the statements.
5. Each grup write
their answers n the
blackbard.
6. Each student reads
ne sentence t finish
the whle dialgue,
but n ne knws
wh is the next t read.
1. Teacher explains sme
language pints fr the
students.
(1) Hw lng have yu
been like this?
(2) Yu’d better take sme
medicine.
(3) feel terrible ←→ feel
well, be well
(4) have the flu
(5) take sme medicine
(6) take yu t the hspital
(7) have a rest
(8) g t see a dctr
2. Teacher asks the students
t read 1a in pairs.
3. Teacher asks three pairs
t read the dialgue fr
the whle class.
4. Teacher asks the students
t finish 2.
5. Teacher checks the students’
answers.
6. Teacher asks the students t
read the dialgue in chains, and the first ne wh finishes
reading can pint anyne in
their grup, s as the
fllwing ne.
Practice
(10 minutes)
1. The whle
class wrk
2. The whle
class wrk
3. Grup wrk
and individual wrk
4. The whle
class wrk
5. Pair wrk
6. Grup wrk
7. Pair wrk
8. The whle
class wrk
1. Students try t
understand “candy” by lking at the picture and understanding what the teacher says.
2. Students try t
understand “brush” by
lking at the picture and
understanding what the
teacher says.
3. Every student makes his/ her wn dialgue, with verb phrase being assigned first.
4. Students use “lie dwn”
in their wn cnversatins.
5. Six pairs frm different
grups shw their
perfrmance. The best
tw pairs will read 4a
and 4b.
6. The first grup read
4a, if they are wrng,
the secnd grup
crrect, and vice verse.
7. The lsers read 4a and
4b, if they dn’t read
crrectly, the winners
will tap the lsers’ hands.
8. Students read after the
recrding, trying t
imitate the prnunciatin
and intnatin.
1. Teacher shws a picture f
“candy”, saying “Candy is
sweet, and children like
eating candy. Old peple
dn’t like candy, because
eating t much candy
isn’t healthy and it’s bad
fr ur teeth.”
2. Teacher shws a picture f
“brush”, saying “Brush
yur teeth after yu eat candy.”
3. Teacher asks the students
t make new cnversatins,
and each grup has t make up five different cnversatins.
4. Teacher explains “lie
dwn” by shwing tw
pictures t cmpare
“stand” and “lie dwn”
while students make the
dialgue.
5. Teacher asks six pairs t
read their cnversatins,
and the best tw pairs will
read 4a and 4b.
6. Teacher checks the tw
grups.
7. Teacher asks the students
t play finger-guessing
games in pairs, and the winners will check the lsers t read 4a and 4b.
8. The teacher plays the
recrding f 4a and 4b.
Prductin
(8 minutes)
1. The whle
class wrk and individual wrk
2. The whle
class wrk
3. The whle
class wrk
4. Individual wrk
1. Each student
interviews five
students.
2. Students write their
interview after class,
preparing fr the
reprt in the next class.
3. Students summarize
Sectin A with the
teacher by ding
exercises shwn n the
screen.
4. Students d the
fllwing jbs:
(1) Memrize the
summary after class.
(2) Students write the
interview “What’s
wrng with yu?”
after class, and
prepare fr the
reprt in the next class.
(3) Students learn t
read vcabulary in
Sectin C with the
help f recrding and the phnetic symbls, and read the dialg after the recrding.
1. Teacher rganizes an
interview accrding t 3, and students will
interview at least five
students.
2. Teacher asks the students
t write dwn their
interview after class.
3. Teacher shws the
summary t the students.
(1) Vcabulary.
(2) The structure: will d.
4.Teacher assigns hmewrk:
(1) Review the summary
after class.
(2) Reprt their interview
t the whle class in the
next class.
(3) Prepare Sectin C after
class.
Teaching Reflectin
Students are interested in interviewing thers and giving sme advice.
But there are t many verb phrases, students need t memrize the English verb phrases after class.
Unit 2 Keeping Healthy
Tpic 1 Yu shuld brush yur teeth twice a day.
Sectin B
What’s wrng with yu?
I’m feeling terrible .
Hw lng have yu been like this?
Yu had better take sme medicine.
Yu had better nt wrk t lng.
Why dn’t yu have a gd rest?