八年級上冊Unit2Topic2SectionD

1、 八年級上冊教案設(shè)計Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section D. Material analysis本節(jié)課為單元第五課時。主要活動為Section D 的1和2。本課集中復(fù)習(xí)情態(tài)動詞must/mustnt, may, can, should/shouldnt的用法。通過造句和短文綜合填空讓學(xué)生體會情態(tài)動詞在具體語境中的運用。. Teaching aimsKnowledge aims：1. 能復(fù)習(xí)和鞏固掌握正確認(rèn)讀課后單詞表中的單詞。2. 能正確把握情態(tài)動詞在具體語境中的運用，能正確地用情態(tài)動

2、詞進(jìn)行口頭和書面復(fù)合表達(dá)。Skill aims：1. 能聽懂有關(guān)健康飲食的對話或文章。2. 能熟練地運用食品名詞，為三餐設(shè)計健康的食譜，并能就飲食提出自己有益的建議。3. 能正確地運用情態(tài)動詞，結(jié)合食品名詞，寫一篇有關(guān)如何保持健康的文章。Emotional aims：通過本課學(xué)習(xí)，讓學(xué)生明白日常生活中具體的健康生活習(xí)慣有哪些，督促他們養(yǎng)成健康生活的好習(xí)慣，摒棄壞習(xí)慣。. The key points and difficult pointsKey points：用以下短語造句并提出建議：take shower often, wash hands before meals, tidy our r

3、oom, open the window, drink sour milk, spit in public.Difficult points：填空中對情態(tài)動詞的正確選擇。. Learning strategies通過看圖聽聽力和綜合填空等多種練習(xí)，歸納情態(tài)動詞的用法。訓(xùn)練學(xué)生歸納知識的能力。. Teaching aids Computer multimedia projector Everyday saying: A little spark kindles a great fire. 星星之火可以燎原。. Teaching proceduresStepInteraction patternS

4、tudent activityTeacher activityIntroduction（10 minutes）1. The whole class work2. The whole class work3. The whole class work4. Group work5. The whole class work6. The whole class work1. Focus their attention on the teacher.2. Read the saying aloud.3. All the students read their homework in groups, p

5、reparing for the report.4. The chosen groups will report their passages.5. Students correct their passages and write them on the blackboard.6. All the students read aloud.1. Greet students ready for learning.2. Show everyday saying for the students.(one saying a week)3. Ask the whole class to prepar

6、e for the report: My eating habit.4. Teacher casts lots to find two groups to report.5. Teacher asks the two groups to write their passages on the blackboard. Teacher corrects them if necessary.6. Teacher offers five or six minutes for the students to read through Section A-C.Presentation (8 minutes

7、)1. The wholeclass work2. The wholeclass work3. The wholeclass work4. The wholeclass work5. The wholeclass work6. The wholeclass work7. Some students work1. Students discuss in groups.2. Students read the correct sentences.3. Students may think of the following phrases: wash hands, spit on the stree

8、t, tidy the room, put litter into the dustbin, open the window.4. Students listen and number the pictures.5. Students write down a phrase under each picture.6. Students check their answers.7. Volunteers will read their answers.1. Teacher asks the students to check Grammar and Functions in groups.2.

9、Teacher asks the students to correct the wrong parts.3. Teacher lets the students to look through 1 and say a phrase corresponding to each picture.4. Teacher plays the recording of 1.5. Teacher plays again and pauses when necessary.6. Teacher plays for the third time.7. Teacher checks the students a

10、nswers to 1.Consolidation(10 minutes)1. The whole class work2. The whole class work and group work3. Some students work4. The whole class work1. Students make sentences orally, using the following phrases:take shower oftenwash hands before mealsspit in publicdrink yoghurttidy our roomopen the window

11、keep the air fresh2. Students in each group say the sentences in turn, with each saying one. Six groups start at the same time.3. Each student in the first group will say one sentence clearly. 4. Students guess the function by what the teacher says.1. Teacher asks the students to make sentences acco

12、rding to 1.2. Teacher organizes a competition to see which group make sentences the most fluently.3. Teacher asks the best group to say the sentences clearly.4. Teacher sums up the function of “should/shouldnt must/ mustnt”. Teacher may explain it in Chinese.Practice(10 minutes)1. The whole class wo

13、rk2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. Some students work7. Some students work8. The whole class work1. Students read the phonetic syllables and understand the meaning, answering the questions.2. Students get to realize what the teacher says.

14、3. Students understand the word “disease” by understanding synonymous “illness”.4. Students understand “harm” by understanding “be bad for”.5. Students read silently and try to finish 2.6. Students may ask for help if they dont understand well.7. Volunteers write their answers on the blackboard.8. S

15、tudents try to understand.1. Teacher shows a picture of cigarette with phonetic syllables and asks questions: Do you smoke?Who smokes around you?2. Teacher goes on. Smoking is bad for our body. Body here means health, pointing to my body and your body.3. Teacher explains. Smoking can cause illness.

16、Smoking can cause disease.4. Teacher goes on. Smoking harms our body while here “harm” means “be bad for”.5. Teacher sums up. Smoking is bad for our health. Smoking harms smokers and us. (Teacher acts a gesture of smoking.) It can cause disease. Lets read 2 about smoking.6. Teacher explains “chemica

17、ls” by pointing the smoke and fog around a cigarette on screen.7. Teacher asks three students to show their answers on the blackboard and corrects them.8. Teacher explains the function of “can”, which refers to possibility.Production(7 minutes)1. The whole class work2. Group work3. The whole class w

18、ork1. Students finish it according to the fact.2. Students discuss in groups3. Students do the following jobs:(1) Students write a short passage “How to keep healthy” after class, preparing for the performance next class. (2) Students preview the vocabulary and the dialogue in Section A, Topic 3.1. Teacher lets the students finish testing in projection.2. Teacher asks the students to discuss who is the healthiest in y