仁爱科普版八年级上册Topic 1 You should brush your teeth twice a day.教学设计

这是一份仁爱科普版八年级上册Topic 1 You should brush your teeth twice a day.教学设计，共12页。教案主要包含了课标内容，设计理念，教材分析，学情分析，教学目标，教学重难点，教学策略，课时安排等内容，欢迎下载使用。

Sectin B
一、课标内容
1.1基本读音:元音字母在单词中的基本读音,元音字母组合在重读音节中的读音
2.9．动词 :情态动词
3.1.社会交往 (Scial Cmmunicatins):建议 (Suggestins)
3.3．情感 (Emtins):关切（Cncern）
4.13.卫生与健康（Hygiene and health）:疾病（Illnesses）
二、设计理念
英语课堂是语言实践的课堂，是培养学生学习能力，引导学生思考和创新的重要阵地。本节课以建构主义学说、教育心理学以及《新课标》的一些核心理念为依据，通过英语课堂上师生之间的交流，学生与学生之间的对话，老师借助卡片及实物教具带领学生进行情境练习，并利用现代化的教学资源及多样化的教学手段构建一个民主、平等、轻松、愉悦的英语课堂，充分发挥学生的主观能动性，让学生敢说，想说，会说，真正成为英语学习的主体。
三、教材分析
该部分属于仁爱版英语教材八年级第二单元第一个话题Sectin B，主要围绕有关询问及表述身体健康情况、提出合理建议等话题展开。本节课是第二单元第一个话题的第二课时，主要活动是1a。通过Steve和Bruce的对话，学习“关心询问”、“描述身体情况”、“提出建议”等语言表达，将生病、关心询问及提建议综合运用。课文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 yu 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. 语言功能方面要求学生学会用英语描述疾病并能就疾病情况征求他人意见、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。通过学习本课可以让学生掌握实际生活用语，感受到英语在生活中的实际意义，进而提高他们学习英语的积极性。
四、学情分析
全班共62位学生，在升入初中之前并无英语基础。经历了一个单元的英语学习之后，学生们已经有了少量的英语基础。可以在老师的引导下说出简单的英文句子并且听懂老师常用的教学用语及课堂指令。其中12个同学英语基础稍好，对于英语学习热情较大。19个学生程度一般，20个在英语方面能力稍差，接受能力不是很好，剩余11个学生七年级英语基础很差，难以完成基本单词和句子的读写。全班学生男生居多，英语课堂上的表现没有女生积极，缺乏学习兴趣和学习自信。班里大多数学生没有掌握良好的学习习惯，读书死记硬背，笔记杂乱无章，学习没有重难点。另外，学生们在情感态度,学习策略和文化意识方面还存在诸多需要进一步解决的问题。例如：许多学生对英语产生恐惧心理而不敢开口；没有掌握正确的拼读方法使英语单词读音错误；不能将所学的知识活学活用等。针对这些情况，本节课会充分关注学生，用多样的实物教具及课堂活动调动学生的积极性，对于优秀的学生，培养他们对于知识的创新能力并引导他们对学过的知识进行融会贯通。对于中等的程度的学生，激发他们对于英语课堂的热情。对于学困生，加强他们对于基础知识的掌握，使他们参与到英语课堂中来。整个教学过程使学生融入到英语气氛中，真正成为英语学习的小主人。
五、教学目标
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/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。
六、教学重难点
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:
1.理解Hw lng have yu been like this ?
2.正确使用sb. had better (nt) d sth.表达建议。
七、教学策略
（一）情景教学法。
（二）游戏练习法。
（三）巩固学生根据图片猜单词意思的能力。
（四）巩固学生模仿已有例句造句的能力。
八、课时安排
One class
九、教学媒体
多媒体、PPT课件、卡片、实物、黑板、教具等；
十、教学过程
Step 1 Revisin
1.Greeting and shw the teaching aims f this new lessn.
T: Gd mrning, bys and girls.
S: Gd mrning, Miss Wu.
T: I’m s happy t see yu here. Tday we will learn a new lessn. Let’s see what we will learn in this class. First, we will learn sme new wrds and phrases, such as terrible, medicine, feel terrible, have the flu, take sme medicine, have a gd rest and s n. Secnd, we will learn t use sme new mdal verbs: had better, had better nt. Third, we can knw hw t ask and answer abut sme illnesses. What’s mre, we shuld pay attentin t the difference between /i:/ and /ei/. Finally, we can learn t care abut ther peple arund us. Nw let’s begin.
2.Review sme wrds and sentences. Teacher can use a game t catch their attentin and relax them.
T: Bys and girls, can yu read these wrds?
S: Yes.
T: OK. Let’s d a game. I pint it and yu read it quickly please. Each wrd three times. Let’s d it! This ne. (Teacher pints a wrd.)
S: A cld, a cld, a cld.
T: This ne.
S: A fever, a fever, a fever
T: This ne.
S: A tthache, a tthache, a tthache
T: …
3.Let’s ask and answer. Teacher chse sme students t practice the key sentences, making mst f them can say it crrectly.
T: Nw, I’m a dctr. Yu are patients. What’s wrng with yu?
S: I have a cld.
T: David, what’s wrng with yu?
S: I have a fever.
T: I’m srry t hear that. Yu shuld see a dctr.
T: Jane, what’s wrng with yu?
S: I have a tthache.
T: I’m srry t hear that. Yu shuld see a dentist.
T: …
Step 2 Warming-up
Let’s sing a sng. (Teacher shws a flash n PPT, students watch it and sing after it. Then answer the teacher’s questin.)
T: Bys and girls, Let’s sing a sng! Please see it and sing it tgether! (Play the flash)
S: My little baby, nt feeling well…
T: My dear children, yu sing it s well. But can wh tell me what’s wrng with the baby?
S: He has a fever.
T: I’m srry t hear that. Culd yu give him sme suggestins? Maria, can yu ?
S: Yes. He shuld see a dctr.
Step 3 Presentatin
1.Learn the new wrds. Teacher shws sme card with wrds n it.
T: See this wrd. Let’s read it.
S: shuld, shuldn’t
T: See this new wrd, read after me “had better”
S: had better
T: What’s the meaning? Can yu guess?
S:最好
T: Yu are right. S we can say the baby had better see a dctr.
2.Ask and answer. Teacher shw her left hand t students then ask and answer abut it.
T: Bys and girls, lk at my hand, please.
S: What’s wrng with yu?
T: I hurt my hand.
S: I’m srry t hear that.
T: Culd yu give me sme suggestins?
S: Yu shuld see a dctr.
T: We can als say--
S: Yu had better see a dctr.
Y: OK, all f yu are great.
3.Let's learn smething new!
T: Open yur bks and turn t page 29.Lk at 1b.Listen t 1a and chse the crrect answers.
(Play the MP3.Students listen carefully, and then discuss their answers after listening. Students lk thrugh the statements in 1b, making sure they knw what t d.)
T: Culd yu tell me the answers?
S: Yes.
T: Let’s check the answers. (Teacher ask and students answer.)
4.D 1c. Number the sentences t make up a cnversatin similar t 1a.
T: Bys and girls, let’s see a flash. Then we can mark T（True) r F (False).Let’s see it.(The teacher plays the flash.)
T: OK, I will give yu three minutes t d 1c. If yu dn’t knw the answers, yu can discuss with yur partners.
(Students lk thrugh 1c and make sure what the statements mean. After three minutes, teacher asks and students tell the answers. Teacher will chse sme students t stand up, and they will say their answers ne by ne.)
T: Thank yu fr yur answers. Nw yu can discuss in grups and make up a new cnversatin. Wh can shw it t us?
S: I can. I can.
T: Lily and Lucy, please shw it.
S: …
5.Teacher makes students read 1a.Find ut the key Pints. Students underline the pints in their bks, making sure they understand the meanings.
T: Let’s read 1a.Yu can circle the new wrds.
S: …
T: I think these wrds maybe difficult. Read after me please:“terrible”，“medicine”
S:“terrible”，“medicine”
T:Can yu guess the meaning？
S: Yes.
T: Let’s see these phrases. Wh can tell me the meaning?
S: …
Step 4 Cnslidatin
1.Students read after the recrding ne by ne. Practice 1a. Teacher plays the recrding withut stpping. Students read at the same speed as the recrding, trying t imitate the recrding.
T: Nw I divided yu int tw grups. Grup 1 read Steve and Grup 2 read Bruce. Are yu ready?
S: Yes.
T: G!
2.Teacher asks the students t read 1a in pairs. Each grup chses ut a pair t read. Teacher asks three pairs t read the dialgue fr the whle class.
3.Teacher asks the students t finish 2.Students read 2 silently, and then number the statements. Teacher checks the students’ answers. Each student reads ne sentence t finish the whle dialgue, but n ne knws wh is the next ne t read it.
T: Let’s check the answers. Wh can read the first sentence?
S: I can, I can
Teacher chses sme student t read their answers. Then give student three minutes t practice it. They can shw it ut with their partners.
Step 5 Practice
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.” Students try t understand “candy” by lking at the picture and understanding what the teacher says.
T: Bys and girls, lk at this picture, please. What’s this in English?
S: Candy.
T: Yes, yu are right. Read after me please.
S: Candy, candy, candy
T: 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. S we can say we shuldn’t eat t much candy. Let’s repeat it tgether.
S: We shuldn’t eat t much candy. We shuldn’t eat t much candy. We shuldn’t eat t much candy.
2.Teacher shws a picture f “brush”, saying “Brush yur teeth after yu eat candy.” Students try t understand “brush” by lking at the picture and understanding what the teacher says.
T: Lk, what’s this?
S: It’s a tthbrush.
T: Yu shuld brush yur teeth after yu eat candy.
T: Let’s read it.
S: brush yur teeth, brush yur teeth, brush yur teeth.
3.Teacher gives students three minutes t practice the cnversatin in 3.
T: Nw, lk at PPT please, I will gives yu three minutes t practice the cnversatin in 3.Are yu ready?
S: Yes.
T: G.
S: …
T: OK, times up. Wh can shw us?
S: I can.
T: Bb, please shw it.
4.Teacher asks the students t make new cnversatins,
And each grup has t make up five different cnversatins. Every student makes his/her wn dialgue, with verb phrase being assigned first. Teacher explains “lie dwn” by shwing tw pictures t cmpare “stand” and “lie dwn” while students make the dialgue. Students use “lie dwn” in their wn cnversatins.
T: Nw lk at this bx. There are sme phrases here. Can yu read it and tell me the meaning?
S: Yes. (Putting their hands up)
T: Ok. This line please. Read them ne by ne and translate them.
S: …
T: Well dne, bys and girls. Let’s make new cnversatins by using them. Which grup can shw it t us?
Teacher chses sme grups t shw them. Then discuss the key phrases, such as “lie dwn” and “ht fd”.
6.Teacher divides students int tw grups. The first grup read 4a, if they are wrng, the secnd grup crrect, and vice verse. Teacher checks the tw grups. Teacher asks the students t play finger-guessing games in pairs, and the winners will check the lsers t read 4a and 4b.
T: Let’s have a game! I will divide yu int tw grups. Each grup shuld read 4a. Let’s begin!
Students read it and have a cmpetitin.
T: OK. Bth grups are very gd. Let’s listen t 4b.
The teacher plays the recrding f 4a and 4b. Students read after the recrding, trying t imitate the prnunciatin and intnatin.
Teacher shws the summary t the students. (1) Vcabulary.(2) The structure: will d. Students summarize Sectin A with the teacher by ding exercises shwn n the screen.
Step 6 Prject
1.Teacher rganizes an interview accrding t 3, and students will interview at least five students.
2.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.
十一、板书设计
十二、备课反思
八年级课程是在七年级英语的基础上进行的提高。课文以对话为主，讨论实际生活中的问题。SectinB这节课就涉及生活中谈论生病及给出建议等话题，与学生的生活日常息息相关。授课方法以情境为主，伴随单词与短语的学习及练习巩固，让学生可以自由谈论，注重学生在日常交际中的听与说。本节课的重点在于学生对于情态动词had better的掌握与使用。在讲授时，我以学生上节课学习的情态动词shuld为基础，充分利用卡片，用学生已经掌握的句型做桥梁，一步步搭建新知，在学生切实会读会说会用之后再进行对话学习。讲授单词时注重学生对于口型及语音的模仿和拼读。句子与单词的操练以小组练习的方式为主层层递进。对于练习的处理没有完全依赖课本而是用接龙的方式呈现，使整节课中听、说、读、写、练脱离枯燥死板的形式，妙趣横生。


Unit 2 Keeping Healthy
Tpic 1 Yu shuld brush yur teeth twice a day.
Sectin B
1.feel terrible
2. take sme medicine.
3. had better (nt) d sth.
4. Hw lng have yu been like this?