仁爱版英语八年级上册U2T1SB教学设计

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仁爱版英语八年级上册 U2T1SB 教学设计

Unit 2 Keeping Healthy

Topic 1 You should brush your teeth twice a day.

Section 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 (not) do sth…和Why don’t you…? 对话中还呈现询问对方病情的问句:How long 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 (not) do sth 和Why don’t you…? 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

Knowledge aims:

1. 能正确运用以下短语进行书面表达:feel terrible, have the flu, take some medicine, have a good rest等。

2. 能正确地运用sb. had better (not) do sth 和Why don’t you…? 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 (not) do sth 和Why don’t you…? 针对日常小病提建议。

Emotional 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 points and difficult points

Key points:

feel terrible, have the flu, take some medicine, have a good rest等短语的理解及运用。

Difficult points:

理解How long have you 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

 Computer multimedia projector, chalk, blackboard

 Everyday saying: Bitter pills may have wholesome effects. 良药苦口利于病。

Ⅵ. Teaching procedures

 

Step

Interaction pattern

Student activity

Teacher activity

Introduction

(7 minutes)

1. The whole

class work

2. The whole

class work

 

 

 

3. Pair work and

individual work

 

 

4. Some students’

work

 

 

 

5. The whole

class work

 

 

 

 

 

6. The whole

class work

 

 

 

 

 

7. The whole

class work

 

1. Focus their attention

on the teacher.

2. Students sing together.

 

 

 

 

3. Two pairs assigned

before class give the

report.

 

4. Volunteers answer:

He / She has a …

 

 

 

5. Students follow what

the teacher says, and

answer together “She

has a cold.”

 

 

 

6. Students read and feel

the function of “terrible”.

Then they guess the

meaning of the flu.

 

 

 

7. Students look through the statements in 1b, making sure they

know what to do.

1. Get students ready for

learning.

2. Sing a song together.

(Clap your hands if you

are happy. ) Teacher shows the Chinese words on the screen.

3. Daily report. Teacher calls two pairs to report their interview “What’s wrong with you?”.

4. Teacher asks a question

“What’s wrong with …? ” to check if others listen carefully and understand the reporter.

5. The teacher introduces the

new words by showing a

picture with “terrible, a

bad cold, a terrible cold”

on it. Teacher asks while

students answer together:

“ What’s wrong with her? ”

6. Teacher goes on, “She has

a bad cold, she has a

terrible cold. Maybe she

has the flu.” While showing the picture “flu”, which

means “a bad cold, a

terrible cold”.

7. Teacher leads to 1a: “Steve

and Bruce are talking

about illness. Let’s listen

and finish 1b.”

 

Presentation

(10 minutes)

1. The whole

class work

 

 

2. The whole

  class work

3. The whole

class work

 

 

4. The whole

class work

 

5. The whole

class work

 

 

6. The whole

class work

 

7. The whole

class work

1. Students understand

“suggestion” by

understanding what

the teacher says.

2. Students listen and

finish 1b.

3. Students look through

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 correct their answers to 1b and 1c while reading.

6. Students read after the recording one by one.

 

7. Students read at the same speed as the recording, trying to imitate the recording.

1. Teacher explains that

“suggestion”is the noun

form of “suggest”.

 

2. Teacher plays the recording

of 1a.

3. Teacher asks the students

to look through 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

recording sentence by

sentence.

7. Teacher plays the

recording without stopping.

Consolidation

(10 minutes)

1. The whole

class work

 

 

 

 

 

 

 

 

 

 

 

 

2. The whole

class work and pair work

3. Pair work

 

 

 

 

4. The whole

class work

 

5. Group work

 

 

6. Group work

 

 

 

 

 

 

1. Students underline the

points in their books,

making sure they

understand the meanings.

 

 

 

 

 

 

 

 

 

 

2. Students read in pairs.

 

 

3. Each group choose

out a pair to read, and

they make the scores

as usual: A-5; B-6;

C-7.

4. Students read 2

silently, and then

number the statements.

5. Each group write

their answers on the

blackboard.

6. Each student reads

one sentence to finish

the whole dialogue,

but no one knows

who is the next to read.

1. Teacher explains some

language points for the

students.

(1) How long have you

been like this?

(2) You’d better take some

medicine.

(3) feel terrible ←→ feel

well, be well

(4) have the flu

(5) take some medicine

(6) take you to the hospital

(7) have a rest

(8) go to see a doctor

2. Teacher asks the students

to read 1a in pairs.

 

3. Teacher asks three pairs

to read the dialogue for

the whole class.

 

 

4. Teacher asks the students

to finish 2.

 

5. Teacher checks the students’

answers.

 

6. Teacher asks the students to

read the dialogue in chains, and the first one who finishes

reading can point anyone in

their group, so as the

following one.

Practice

(10 minutes)

1. The whole

class work

 

 

 

 

 

 

2. The whole

class work

 

 

 

3. Group work

and individual work

 

4. The whole

class work

 

 

 

 

5. Pair work

 

 

 

 

6. Group work

 

 

 

7. Pair work

 

 

 

 

8. The whole

class work

1. Students try to

understand “candy” by looking at the picture and understanding what the teacher says.

 

 

 

2. Students try to

understand “brush” by

looking at the picture and

understanding what the

teacher says.

3. Every student makes his/  her own dialogue, with verb phrase being assigned first.

4. Students use “lie down”

in their own conversations.

 

 

 

 

5. Six pairs from different

groups show their

performance. The best

two pairs will read 4a

and 4b.

6. The first group read

4a, if they are wrong,

the second group

correct, and vice verse.

7. The losers read 4a and

4b, if they don’t read

correctly, the winners

will tap the losers’ hands.

 

8. Students read after the

recording, trying to

imitate the pronunciation

and intonation.

1. Teacher shows a picture of

“candy”, saying “Candy is

sweet, and children like

eating candy. Old people

don’t like candy, because

eating too much candy

isn’t healthy and it’s bad

for our teeth.”

2. Teacher shows a picture of

“brush”, saying “Brush

your teeth after you eat candy.”

 

 

3. Teacher asks the students

to make new conversations,

and each group has to makeup five different conversations.

4. Teacher explains “lie

down” by showing two

pictures to compare

“stand” and “lie down”

while students make the

dialogue.

5. Teacher asks six pairs to

read their conversations,

and the best two pairs will

read 4a and 4b.

 

6. Teacher checks the two

groups.

 

 

7. Teacher asks the students

to play finger-guessing

games in pairs, and the winners will check the losers to read 4a and 4b.

8. The teacher plays the

recording of 4a and 4b.

Production

(8 minutes)

1. The whole

class work and individual work

 

 

2. The whole

class work

 

 

3. The whole

class work

 

 

 

4. Individual work

1. Each student

interviews five

students.

 

 

2. Students write their

interview after class,
preparing for the

report in the next class.

3. Students summarize

Section A with the

teacher by doing

exercises shown on the

screen.

4. Students do the

following jobs:

(1) Memorize the

summary after class.

(2) Students write the

interview “What’s

wrong with you?”  

after class, and

prepare for the

report in the next class.

(3) Students learn to

read vocabulary in

Section C with the

help of recording and the phonetic symbols, and read the dialog after the recording.

1. Teacher organizes an

interview according to 3, and students will

interview at least five

students.

2. Teacher asks the students

to write down their

interview after class.

 

3. Teacher shows the

summary to the students.

  (1) Vocabulary.

(2) The structure: will do.

 

4.Teacher assigns homework:

 

(1) Review the summary

after class.

(2) Report their interview

to the whole class in the  

next class.

 

 

 

(3) Prepare Section C after

class.

Teaching Reflection

Students are interested in interviewing others and giving some advice.

But there are too many verb phrases, students need to memorize the English verb phrases after class.

 

 

 

Ⅶ. Blackboard design

 

Unit 2 Keeping Healthy

Topic 1 You should brush your teeth twice a day.

Section B

What’s wrong with you?            

I’m feeling terrible .                  

How long have you been like this?              

You had better take some medicine.    

You had better not work too long.

Why don’t you have a good rest? 

 

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