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外研版 (新标准)八年级下册Unit 2 We have played football for a year now教学设计及反思
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这是一份外研版 (新标准)八年级下册Unit 2 We have played football for a year now教学设计及反思，共5页。教案主要包含了教学目标，教学重点及难点，教学准备，教学过程，板书设计等内容，欢迎下载使用。
教学设计
一、教学目标
知识目标:
1. 熟练掌握本单元词汇：well, heart, active, pet, member, take part in, then, daily, weak, exercise
2. 能够读懂有关踢足球等运动话题的文章以及有关健康生活话题的文章。
3. 能够根据图片写出有关健康生活的小短文。
4. 能够针对不健康的生活习惯给出恰当的建议。
5. 养成健康生活的好习惯，协调好运动与学习的关系。
二、教学重点及难点
重点：熟练掌握本单元词汇。
难点：能够读懂有关踢足球等运动话题的文章以及有关健康生活话题的文章；并能够根据图
片写出有关健康生活的小短文。
三、教学准备
1. 多媒体设备和课件；
2. 教学光盘。
四、教学过程
Step I Warming-up
Watch and discuss
Ss watch the vide Organ Stry and talk abut the fllwing questins.
What des the man d t make his bdy wrse?
Can yu give him sme advice abut keeping healthy?
设计意图：通过观看有关身体器官的动画视频，再通过问题的讨论与思考，引出本单元有关健康的话题，激发学生的学习热情。
Think and say
T let Ss think abut hw t keep healthy? Then Ss share their pinins.
Lk and answer
T shws sme pictures t Ss and talk abut sme questins abut health.
T: Nw let’s review what we have learned last class. Lk at the pictures and think abut the questins—What’s wrng with the peple? What shuld he r she d? What are they ding while they are watching TV? Is eating fd while watching TV healthy?
设计意图：通过图片复习所学内容，加深学生对已学知识的印象。
Step Ⅱ Pre-reading
Activity 1
1. Ask Ss t lk at the pictures and talk abut what they see. Ask Ss t write dwn the activities and say if they are healthy.
2. Learn new wrds. Ask Ss t read chrally and individually, and then crrect their prnunciatin.
设计意图：描述图片，学习新的内容。学习新词汇，为下面的阅读做准备。
Step Ⅲ While-reading
Fast reading
Ask Ss t read the passage quickly, then match the peple with the pictures in Activity 1.
设计意图：通过快速阅读，帮助学生初步掌握每个段落的大意。
Careful reading
1. Read Para 1 and answer the questins.
(1) What is Anna’s prblem?
(2) Hw des Anna get exercise?
(3) Des Anna like her dg?
2. Read Para 2 and cmplete the table abut a girls’ ftball team.
3. Read Para 3 and fill in the blanks.
(1) Hw did Thmas feel?
Fr the last few years, Thmas went t wrk n the . He felt and .
(2) Hw des he feel nw?
He arrives wrk a smile his face.
4. Read Para 4 and chse the crrect answer.
Why des Richard feel awful when he gets t schl?
A. He has never been active befre.
B. His legs hurt and he is ht all ver.
C. He feels very sleepy and he is nt happy.
设计意图：通过精读，分段阅读，帮助学生理解文章的细节信息。
Step = 4 \* ROMAN IV Pst-reading
Activity 3
Ss clse the bks and finish Activity 3 and 4, then check the answers with their partners.
设计意图：通读课文做练习，完成对知识的输出，培养知识输出的能力。
Retell
Ss fill in the blanks and then retell the passage accrding t the mind-map.
设计意图：通过思维导图的方式让学生复述文章内容，帮助学生整体把握文章结构，加深对文章整体内容的理解。
Language pints
T explains sme language pints.
1. Nw I get exercise by taking him fr a walk every day. 现在我每天借着遛狗运动一下。
by ding sth. 表示“通过某种方式”，用hw引导的特殊疑问句提问。
2. … and she als takes part in the training with us. 她和我们参加同样的训练。
take part in 指参加活动，如体育运动、比赛、游戏或讨论，含有积极参与并发挥作用之意，多用于正式场合。
注意与jin和jin in的区别：
jin多指加入某一个组织或某些人，成为其中一员。
jin in 指参加活动，在口语中可与take part in通用。
3. She is in excellent cnditin t. 她的身体状况也很好。
in excellent cnditin或in cnditin表示“健康状况良好”。
ut f cnditin则指“健康状况不佳”。
4. Perhaps I am t weak t d any exercise. 也许我身体太弱了不能参加运动。
t…t…表否定含义，表示“太……而不能”。
e.g. My brther is t yung t g t schl. 我弟弟年龄太小，不能上学。
设计意图：通过教师的讲解掌握本课知识点。
Activity 4
1. Ask Ss t read the wrds in the bx and check their prnunciatin.
2. Have Ss wrk individually t cmplete the sentences with the wrds in the bx.
3. Have Ss cmpare the answers with their desk partners, and then check as a whle class.
设计意图：通过填空练习以及回答问题，检测学生对文本内容的理解程度。
Activity 5
1. Put Ss in pairs and tell them t lk at the pictures and discuss.
2. Ask Ss t read the questins, then wrk with their partners and write ntes t answer them.
3. Cmpare the answers and discuss as a class.
4. Have Ss wrk individually and write fur sentences t describe what happened t Clin.
设计意图：通过引导学生讨论和思考，使学生能够运用所学词汇写出关于健康生活的句子。
Activity 6
1. Ask Ss t write a passage abut healthy living.
2. Analyze the writing ideas befre writing.
3. After writing, Ss exchange their passages in pairs and help crrect mistakes.
4. Ask sme Ss t read ut their passages.
【设计意图】分步骤一步步引导学生进行写作，调动了学生写作的积极性。通过写作思路的讲解，帮助学生掌握该话题的写作技巧，为接下来的写作打好基础。写完后通过同伴互判，使学生学会欣赏别人的作品，从中发现自己的不足。
Cultural Backgrund
T intrduces the knwledge abut healthy ways f living.
设计意图：通过展示关于健康生活方式的相关内容，帮助学生增强健康生活的意识。
Step V Summary
Help Ss t sum up what they have learned.
by ding …
take part in
jin / jin in
in excellent cnditin
t… t…
设计意图：带领学生梳理所学知识，方便学生课后巩固复习。
Step = 5 \* ROMAN \* MERGEFORMAT VI Hmewrk
Finish the passage abut healthy living.
五、板书设计
Unit 2 We have played ftball fr a year nw.
Wrds
well, heart, active, pet, member, take part in, then, daily, weak, exercise.
Sentences
1. I have had him fr three mnths nw and I feel really
2. Since then, it has becme part f my life.
教学设计
一、教学目标
知识目标:
1. 熟练掌握本单元词汇：well, heart, active, pet, member, take part in, then, daily, weak, exercise
2. 能够读懂有关踢足球等运动话题的文章以及有关健康生活话题的文章。
3. 能够根据图片写出有关健康生活的小短文。
4. 能够针对不健康的生活习惯给出恰当的建议。
5. 养成健康生活的好习惯，协调好运动与学习的关系。
二、教学重点及难点
重点：熟练掌握本单元词汇。
难点：能够读懂有关踢足球等运动话题的文章以及有关健康生活话题的文章；并能够根据图
片写出有关健康生活的小短文。
三、教学准备
1. 多媒体设备和课件；
2. 教学光盘。
四、教学过程
Step I Warming-up
Watch and discuss
Ss watch the vide Organ Stry and talk abut the fllwing questins.
What des the man d t make his bdy wrse?
Can yu give him sme advice abut keeping healthy?
设计意图：通过观看有关身体器官的动画视频，再通过问题的讨论与思考，引出本单元有关健康的话题，激发学生的学习热情。
Think and say
T let Ss think abut hw t keep healthy? Then Ss share their pinins.
Lk and answer
T shws sme pictures t Ss and talk abut sme questins abut health.
T: Nw let’s review what we have learned last class. Lk at the pictures and think abut the questins—What’s wrng with the peple? What shuld he r she d? What are they ding while they are watching TV? Is eating fd while watching TV healthy?
设计意图：通过图片复习所学内容，加深学生对已学知识的印象。
Step Ⅱ Pre-reading
Activity 1
1. Ask Ss t lk at the pictures and talk abut what they see. Ask Ss t write dwn the activities and say if they are healthy.
2. Learn new wrds. Ask Ss t read chrally and individually, and then crrect their prnunciatin.
设计意图：描述图片，学习新的内容。学习新词汇，为下面的阅读做准备。
Step Ⅲ While-reading
Fast reading
Ask Ss t read the passage quickly, then match the peple with the pictures in Activity 1.
设计意图：通过快速阅读，帮助学生初步掌握每个段落的大意。
Careful reading
1. Read Para 1 and answer the questins.
(1) What is Anna’s prblem?
(2) Hw des Anna get exercise?
(3) Des Anna like her dg?
2. Read Para 2 and cmplete the table abut a girls’ ftball team.
3. Read Para 3 and fill in the blanks.
(1) Hw did Thmas feel?
Fr the last few years, Thmas went t wrk n the . He felt and .
(2) Hw des he feel nw?
He arrives wrk a smile his face.
4. Read Para 4 and chse the crrect answer.
Why des Richard feel awful when he gets t schl?
A. He has never been active befre.
B. His legs hurt and he is ht all ver.
C. He feels very sleepy and he is nt happy.
设计意图：通过精读，分段阅读，帮助学生理解文章的细节信息。
Step = 4 \* ROMAN IV Pst-reading
Activity 3
Ss clse the bks and finish Activity 3 and 4, then check the answers with their partners.
设计意图：通读课文做练习，完成对知识的输出，培养知识输出的能力。
Retell
Ss fill in the blanks and then retell the passage accrding t the mind-map.
设计意图：通过思维导图的方式让学生复述文章内容，帮助学生整体把握文章结构，加深对文章整体内容的理解。
Language pints
T explains sme language pints.
1. Nw I get exercise by taking him fr a walk every day. 现在我每天借着遛狗运动一下。
by ding sth. 表示“通过某种方式”，用hw引导的特殊疑问句提问。
2. … and she als takes part in the training with us. 她和我们参加同样的训练。
take part in 指参加活动，如体育运动、比赛、游戏或讨论，含有积极参与并发挥作用之意，多用于正式场合。
注意与jin和jin in的区别：
jin多指加入某一个组织或某些人，成为其中一员。
jin in 指参加活动，在口语中可与take part in通用。
3. She is in excellent cnditin t. 她的身体状况也很好。
in excellent cnditin或in cnditin表示“健康状况良好”。
ut f cnditin则指“健康状况不佳”。
4. Perhaps I am t weak t d any exercise. 也许我身体太弱了不能参加运动。
t…t…表否定含义，表示“太……而不能”。
e.g. My brther is t yung t g t schl. 我弟弟年龄太小，不能上学。
设计意图：通过教师的讲解掌握本课知识点。
Activity 4
1. Ask Ss t read the wrds in the bx and check their prnunciatin.
2. Have Ss wrk individually t cmplete the sentences with the wrds in the bx.
3. Have Ss cmpare the answers with their desk partners, and then check as a whle class.
设计意图：通过填空练习以及回答问题，检测学生对文本内容的理解程度。
Activity 5
1. Put Ss in pairs and tell them t lk at the pictures and discuss.
2. Ask Ss t read the questins, then wrk with their partners and write ntes t answer them.
3. Cmpare the answers and discuss as a class.
4. Have Ss wrk individually and write fur sentences t describe what happened t Clin.
设计意图：通过引导学生讨论和思考，使学生能够运用所学词汇写出关于健康生活的句子。
Activity 6
1. Ask Ss t write a passage abut healthy living.
2. Analyze the writing ideas befre writing.
3. After writing, Ss exchange their passages in pairs and help crrect mistakes.
4. Ask sme Ss t read ut their passages.
【设计意图】分步骤一步步引导学生进行写作，调动了学生写作的积极性。通过写作思路的讲解，帮助学生掌握该话题的写作技巧，为接下来的写作打好基础。写完后通过同伴互判，使学生学会欣赏别人的作品，从中发现自己的不足。
Cultural Backgrund
T intrduces the knwledge abut healthy ways f living.
设计意图：通过展示关于健康生活方式的相关内容，帮助学生增强健康生活的意识。
Step V Summary
Help Ss t sum up what they have learned.
by ding …
take part in
jin / jin in
in excellent cnditin
t… t…
设计意图：带领学生梳理所学知识，方便学生课后巩固复习。
Step = 5 \* ROMAN \* MERGEFORMAT VI Hmewrk
Finish the passage abut healthy living.
五、板书设计
Unit 2 We have played ftball fr a year nw.
Wrds
well, heart, active, pet, member, take part in, then, daily, weak, exercise.
Sentences
1. I have had him fr three mnths nw and I feel really
2. Since then, it has becme part f my life.
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