八年級(jí)英語(yǔ)上冊(cè) Unit 2 Keeping Healthy Topic 3 Must we do exercise to prevent the flu P3教案 （新版）仁愛(ài)版

1、Must we exercise to prevent the flu?教學(xué)內(nèi)容分析及課時(shí)分配建議：本單元以Keeping Healthy 為主題。話題三以如何預(yù)防流行性感冒為話題，創(chuàng)設(shè)情境幫助學(xué)生學(xué)習(xí)詢問(wèn)建議的表達(dá)和運(yùn)用順序過(guò)渡詞層次清晰地發(fā)表自己的看法，在此基礎(chǔ)上了解如何保持身體健康，怎樣預(yù)防疾病、怎樣正確地進(jìn)行鍛煉等相關(guān)知識(shí)。Section A部分通過(guò)記者采訪Dr. Li，學(xué)習(xí)用first, second, third, finally使語(yǔ)意表達(dá)連貫，掌握情態(tài)動(dòng)詞must的一般疑問(wèn)句及其肯定回答和否定回答，并能運(yùn)用情態(tài)動(dòng)詞should, had better和must的正確形式表達(dá)建議。

2、Section B部分通過(guò)Kangkang給他的爸爸電話留言這件事，體現(xiàn)了醫(yī)生的忙碌和重要性，并學(xué)習(xí)打電話，留口信的交際用語(yǔ)及書(shū)寫(xiě)電話留言條，同時(shí)掌握反身代詞的用法。此外還要求了解字母組合cle,ddle,ple,ble,ften,ttle的讀音，學(xué)習(xí)連讀、弱讀和不完全爆破的語(yǔ)音規(guī)則并能正確拼讀和辨音。Section C部分通過(guò)李醫(yī)生有關(guān)保持健康的報(bào)告，讓學(xué)生清楚日常生活中應(yīng)該如何保持健康，同時(shí)訓(xùn)練學(xué)生從短語(yǔ)到句子再到短文的語(yǔ)言輸出能力。Section D部分是對(duì)本話題的總結(jié)和復(fù)習(xí)，最后通過(guò)Project中制作相關(guān)話題的英文小報(bào)活動(dòng)對(duì)所學(xué)內(nèi)容進(jìn)行積極應(yīng)用和自主拓展學(xué)習(xí)探究。Topic 3的的內(nèi)

3、容可以用5個(gè)課時(shí)來(lái)完成。第一課時(shí)：Section A-1a, 1b, 1c, 1d.第二課時(shí)：Section A-3,2, Section B-1a,1b,1c.第三課時(shí)：Section B-2a,2b ,3a,3b.第四課時(shí)：Section C-1a,1b,1c,2,3.第五課時(shí)：Section D-1a,1b,Grammar and Functions, Project.第三課時(shí)（Section B-2a,2b ,3a,3b）教學(xué)設(shè)計(jì)思路：本節(jié)課主要活動(dòng)為Section B -2a, 3a,3b.教師首先讓學(xué)生談?wù)?a的圖片，導(dǎo)入2a，通過(guò)對(duì)2a的聽(tīng)音，補(bǔ)全對(duì)話。然后聽(tīng)第二遍2a，完成2b

4、，理解并總結(jié)反身代詞的用法。接著教師出示音標(biāo)卡片，學(xué)生跟學(xué)3a,3b，了解字母組合cle,ddle,ple,ble,ften,ttle的讀音，學(xué)習(xí)連讀、弱讀和不完全爆破的語(yǔ)音規(guī)則并能正確拼讀和辨音，最后對(duì)本課所出現(xiàn)的一些語(yǔ)法功能項(xiàng)目進(jìn)行鞏固練習(xí)。. Teaching aims1. Knowledge aims：（1）能正確運(yùn)用反身代詞進(jìn)行聽(tīng)、說(shuō)、讀、寫(xiě)的學(xué)習(xí)活動(dòng)。（2）了解字母組合cle,ddle,ple,ble,ften,ttle的讀音并掌握連讀、弱讀和不完全爆破的讀音規(guī)則。2. Skill aims: (1）能準(zhǔn)確朗讀對(duì)話和句子，注意語(yǔ)音語(yǔ)調(diào)。（2）能正確地運(yùn)用反身代詞themselves

5、, myself, yourself, himself。（3）能正確模仿連讀、弱讀和輔音連綴。3. Emotional aims:4. Culture awareness:. The key points and difficult points1. Key points:反身代詞的運(yùn)用：themselves, myself, yourself, himself, give him the message myself, finish it by myself, they have problems themselves2. Difficult points： 語(yǔ)音中的連讀和爆破的準(zhǔn)確把握。.

6、 Learning strategies像him,her這樣的詞在與其它詞連在一起時(shí)，h通常是不發(fā)音的。. Teaching aids計(jì)算機(jī)多媒體投影儀，音標(biāo)卡片，單詞卡片。V. Teaching proceduresStage 1（7mins）：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose1(Group work)Greet and warm up.T: Good morning, boys and girls!T: Before todays new les

7、son, Id like to check your homework. It is about a note of sbs leave. You can share your messages in groups first. Then select the best one.Greet and warm up.Ss: Good morning, MissEach student reads his/her homework for the others in their group, while others correct the mistakes. Then hand in the m

8、ost excellent one.A sample:Dear Miss-,I am sorry to trouble you that I catch a cold. I want to ask you for one days leave. Yesterday I went out with my friends and caught a rain. Now I feel very bad. I will study in bed and finish my homework. Yours, Peter該部分旨在檢查學(xué)生的作業(yè)完成情況，與學(xué)生分享他們的收獲。2(Group work)Ask

9、 the students to make up new dialogues according to the messages which they handed in. T: Now Ill offer you four mins to prepare the dialogues according to the message. You can design two situational dialogues. “Calling to ask for leave” or “The head teacher call back after receiving the message”.T:

10、 Which pair would like to have a try?T: Excellent!Make up dialogs according to their homework.S1: Hello, may I speak to Ms. Yang?S2: Sorry, she is having a class.S1: Oh, can I leave a message?S2: Sure, go ahead.S1: This is Xiaohong, her student. Please tell her I have a bad cough, so I cant go to sc

11、hool today.S2: Ok,Xiaohong. Ill give her the message.S3:Hello, this is Ms.Yang. May I speak to Xiaohong?S1:Hello, Ms.Yang , this is Xiaohong.S3: How are you now, Xiaohong?S1: Not well, thank you. I have a bad cough and I cant go to school.S3: Im sorry to hear that. You had better go to see a doctor

12、and have a good rest.S1:Yes, I will. Thank you, Ms.Yang.S3:I hope youll be better soon. Bye.S1:Thank you . Bye.該步驟復(fù)習(xí)所學(xué)過(guò)的生病癥狀描述、電話用語(yǔ)、電話留言和提意見(jiàn)的句型。學(xué)生根據(jù)本組組員的留言條表演對(duì)話，復(fù)習(xí)檢測(cè)對(duì)所學(xué)知識(shí)的掌握情況，為下一階段的教學(xué)做準(zhǔn)備。Remark：在檢查作業(yè)時(shí)可以采取教師抽查學(xué)生、學(xué)生互查、小組長(zhǎng)檢查本組成員的方式，對(duì)不同層次的學(xué)生進(jìn)行檢查。對(duì)于完成情況好的學(xué)生，教師要給予積極的評(píng)價(jià)。Stage 2（14mins）：Grammar learningSte

13、pTeacher activityStudent activityDesigning purpose1( Class work)Show the picture of 2a and lead in.T: What can you see in the picture?T: What are they doing?T: If you were Mom, what would you say to the girl?T: If you were the girl, what would you say to the Mom?Talk about the picture with the teach

14、er.Ss: A mother and a daughter.Ss: The mother is cleaning the room while the daughter is watching TV.S1:I would say :“You shouldnt watch TV too much, its bad for your eyes.”S2: You are right. Ill turn it off at once.2( Class work)Ask the students to finish 2a.T: Lets come to the conversation between

15、 the daughter and the mother. First please observe the missing part of 2a and tell me what you should fill in.T: Clever boy! Now Ill play the recording of 2a. Listen carefully and fill in the blanks.T: Have you finished filling? It is very easy, do you think so?T: Do you agree with her?T: Great! Whe

16、n we give somebody some advice, we may use them. Lets sum up the ways to give suggestions:T: Good. Please read the conversation in pairs.Get ready for listening and fill in the blanks in 2a.S1:We should fill in auxiliary verbs or modal verbs.Ss:S2: had better not; must; cant; should; why not; may; m

17、ay; can.Ss: Yes!Ss: should/shouldnt; had better/had better not; Why dont you.? Why not?must/mustnt ; need to doRead 2a in pairs.該部分目的在于通過(guò)創(chuàng)設(shè)情景鞏固學(xué)過(guò)的情態(tài)動(dòng)詞，呈現(xiàn)反身代詞，為2b作鋪墊。3( Class work)Sum up the function of reflexive pronouns.T: Can you say something about reflexive pronouns?T: You are so great!Know the

18、emphatic function of reflexive pronouns.S1:反身代詞是一種表示反射或強(qiáng)調(diào)的代詞。它的基本含義是：通過(guò)反身代詞指代主語(yǔ)，使施動(dòng)者把動(dòng)作在形式上反射到施動(dòng)者自己。因此，反身代詞與它所指代的名詞或代詞形成互指關(guān)系，在人稱、性質(zhì)、數(shù)上保持一致。比如：我自己、你自己、他自己、我們自己等等。這就是反身代詞。S2: 反身代詞又稱自身代詞。其構(gòu)成可以歸納為“一、二物主、三賓格”，即：第一、二人稱的反身代詞分別由其相應(yīng)的形容詞性物主代詞加后綴“-self / -selves”構(gòu)成，第三人稱的反身代詞則由其相應(yīng)的人稱代詞賓格形式加后綴“-self / selves ”構(gòu)成

19、。4( Class work)Play 2a again so that the students finish 2b and the do some exercises.T: There are several reflexive pronouns appeared in the dialog. What are they? Please listen again and circle the reflexive pronouns. Ready? Go!T: Have you got the answers? Together, please!T: OK! Lets do some exer

20、cise to practice the usage of reflexive pronouns.Such as:I cant finish it by (me)You should do it (you)But I guess they may have problems (they).Listen to 2a again and try to circle the reflexive pronouns and finish some exercises.Ss:Ss: myself; yourself; themselves.Do the exercise to master the usa

21、ge of reflexive pronouns.S1: I cant finish it by myself (me).S2: You should do it yourself (you).S3: But I guess they may have problems themselves (they).該部分旨在引入本課重點(diǎn)語(yǔ)法項(xiàng)目反身代詞。Remark:在聽(tīng)2a前可以先討論圖片以此降低聽(tīng)的難度，建議學(xué)生在聽(tīng)的過(guò)程中注意力放在獲取填空信息上;教師在完成2b后，可將2b中含有反向代詞的句子挖空進(jìn)行練習(xí)。Stage 3（9mins）：Phonetic learningStepTeacher a

22、ctivityStudent activityDesigning purpose 1( Class work )Show phonetic cards one by one.T: Now were going to learn some phonetic symbols. Look at the phonetic cards /kl/,/dl/ can you read them ? T: Ill play the recording of 3a. Please read after it. Pay more attention to the pronunciation of the unde

23、rlined letters.T: can you add more words like these by yourselves?T: Good job!Read after the recording, trying to imitate it. Finish 3a with the teachers help.S1&S2:Ss:Sure.S1: For example: uncle, article ,circleS2:The words with ple:apple, Purple, example, simpleS3: The words with ften:.該部分目的在于引導(dǎo)學(xué)生

24、通過(guò)歸納字母組合的發(fā)音規(guī)律來(lái)學(xué)習(xí)成音節(jié)并能夠辨別和正確模仿其讀音，訓(xùn)練學(xué)生識(shí)別音標(biāo)的能力，并通過(guò)補(bǔ)充更多符合該讀音規(guī)則的單詞來(lái)鞏固這些字母組合的發(fā)音，激發(fā)學(xué)生學(xué)習(xí)音標(biāo)的興趣。2( Pair work )Play the recording of 3b.T: Lets read 3b after the recording and pay attention to the liaison, weak form and incomplete plosion. Do remember: When such words like him, her are linked with other words

25、, h is mute. Lets begin!T: Ok. You can check in pairs. A reads, while B listens and corrects.T: Please read with the recording.Read 3b after the recording and try to imitate, paying attention to the liaison, weak form and incomplete plosion. Ss:Ss:該活動(dòng)旨在引導(dǎo)學(xué)生識(shí)別連讀、弱讀、不完全爆破等語(yǔ)音現(xiàn)象，并能在說(shuō)英語(yǔ)時(shí)運(yùn)用這些語(yǔ)音規(guī)則。Remark：先

26、復(fù)習(xí)單個(gè)音素，再讓學(xué)生直接讀單詞，分類歸納相似發(fā)音；像him,her這樣的詞在與其它詞連在一起時(shí)，h通常是不發(fā)音的。Stage 4（6mins）：PracticeStepTeacher activityStudent activityDesigning purpose (Class work)Design some exercise to review the usage of reflexive pronouns and auxiliary verbs or modal verbs. Check their answers, and five students from different

27、group finish checking. Teacher gives help when necessary.Do exercise to review the usage of reflexive pronouns and auxiliary verbs or modal verbsFive students write their answers on the blackboard. The sixth one checks and reads the answers. 本部分旨在練習(xí)和鞏固本話題重要語(yǔ)法項(xiàng)目及復(fù)習(xí)can,may,should等用于請(qǐng)求和建議的用法。Remark：Sta

28、ge 5（4mins）：Summarizing and assigning HMKStepTeacher activityStudent activityDesigning purpose1（Class activity)Summarize what the students learned today. Important language points are shown on the computer screen.T: OK. Class will be over soon, Now lets summarize what we have learnt in this lesson. T:Wonderful!. I hope you can remember them. If you have difficulty understanding them,j