Unit 2 Keeping Healthy Topic1 Section B教案

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Unit 2 Keeping Healthy Topic1 Section B教案Unit2KeepingHealthyTopic1SectionB教案仁爱版八年级上Unit2KeepingHealthyTopic1Youdbettergotoseeadoctor.SectionB教学设计Themainactivitiesare1aand2a.本课重点活动是1a和2a。.Teachingaimsanddemands教学目的1.Learnsomeneordsandphrases:pale,terrible,dayandnight,feellikedoing,liedown,candy,brush,tooth(teeth),Internet,care,takecareof2.Learnsomeusefulsentences:(1)Imfeelingterrible!(2)Howlonghaveyoubeenlikethis?(3)Howareyoufeeling,Nick?3.Goonlearningsomemodalsforgivingadvice:(1)Youdbettergotoseeadoctor.(2)Whydontyouhaveagoodrest?(3)Youshouldliedownandrest.(4)Youdbetternotdrinkcoldwater.(5)Youshouldnteattoomuchcandy.4.Getstudentstoknowhowtotakecareofthemselvesandothers.Teachingaids教具卡片/教学挂图/录音机/小黑板/药片/水杯.Five-fingerTeachingPlan五指教学方案Step1Review第一步复习(时间:5分钟)师生互动,通过对疾病表达及建议的复习,导入新课。1.(教师出示上节课的卡片,复习保持安康的话题。)T:Lookatthiscardandletsmakeadialog.Youask,andIanswer.Ss:Whatswrongwithyou?/Whatsthematterwithyou?T:IhaveSs:Youshould/shouldnt2.(改变人称,复习第三人称单数代词的用法。)T:Lookatthiscard,(教师拿着或指着卡片)pleaseuse“he,“she,“himor“hertomakeadialog.Ss:Whatswrongwithhim?/Whatsthematterwithhim?T:HehasSs:Oh,heshould/shouldntT:Welldone.Inthislesson,letslearnmoreaboutmodalsforgivingadvice.Step2Presentation第二步呈现(时间:15分钟)师生对话,通过表情及动作,呈现1a中局部生词及功能句,并设置听力任务,进步学生的听力程度。通过对1a的学习,教育学生关心别人,并培养其应对突发事件提出建议的才能。1.(教师扮演医生,学生扮演病人。)T:S1,supposeyouareill.Youetothehospital.Iamthedoctor.Youlookpale.Whatsthematter?(教师作咳嗽状以作提示)S1:Imfeelingterrible.Icoughdayandnight.(教师帮助答复。)(板书并要求学生掌握。)pale,terrible,dayandnightT:Imsorrytohearthat.Howlonghaveyoubeenlikethis?(板书并要求学生掌握。)beenHowlonghaveyoubeenlikethis?S1:Threedays.T:Doyoufeellikeeating?(板书并要求学生掌握。)feellikedoingS1:No,Idont.T:Ithinkyouhaveacold.Youdbetterdrinkplentyofboiledwater.S1:CanIgotoschooltoday?T:Ithinkyoudbetternotgotoschool.Whynotstayinbedandhavearest?Mymeaningisthatyoudbetterliedownandrest.Itsgoodforyou.(板书并要求学生掌握。)youdbetter(not)Whynot?liedownS1:OK,thankyouverymuch.T:Notatall.2.(出示1a图片,学生猜想图中人物发生了怎样的故事。然后用小黑板呈现听力任务,让学生带着问题听1a录音,并理解生词hey。)T:Boysandgirls,wehavelearntsomemodalsforgivingadvice.Nowletslookatthepicturein1aandguesswhathappenedtoBruce.Thenlistento1aandanswerthequestions.(1)WhatsthematterwithBruce?(2)Whatshouldhedo?(3)Whatdoestheword“heymean?(板书并要求理解。)hey(核对答案。)3.(再放1a录音,让学生跟读并找出关键词及短语,整体呈现1a。)T:Now,listento1aagainandrepeat.Payattentiontothepronunciationandintonation.Ss:T:Pleasereadthedialogloudlybyyourselves,andfindoutthekeywordsandphrases.(板书重点短语并要求掌握。)lookpale,feelterrible,haveaheadacheandacough,hadbetter,taketo4.(让学生分角色朗读,并尝试记下关键词,为表演作准备。)Step3Consolidation第三步稳固(时间:10分钟)通过对疾病和建议等相关知识的表达,培养学生运用语言和处理信息的才能。1.(教师为学生准备道具,设置情景,让学生根据关键词表演对话,完成1b。)T:Practicethedialogwithyourpartneraccordingtothekeywordsandphrases,thenactitout.(教师把事先准备好的药片、水杯等放在讲台上,让学生做类似对话。)Ss:2.(让学生独立完成1c。)T:Welldone!Boysandgirls,nowpleasenumberthesentencesbyyourselves,thenmakeaconversation.(学生做1c的同时,教师板书1c中的重点句型及短语。)Howareyoufeeling?Whydontyou?=Whynot?dayandnightYoudbetter(not)do(核对答案,并要求学生朗读句子。)3.(让学生用板书的句子及短语编对话,掌握重点知识。)T:Pleasemakeadialogaccordingtothephrasesandsentencesontheblackboard.Thenactitout.4.(做游戏,把全班分成两组,A组选出一名学生表演病状,B组猜出其病情并提出一项建议。两组交替角色。猜对病情加1分,给出建议加2分,最后评出获胜组,并给予鼓励或小小的奖励。)(GA)S1:(不停地咳嗽。)(GB)Ss:Youhaveabadcold.Youdbetterhaveagoodrest.(GB)S2:(表演牙疼。)(GA)Ss:Youhaveatoothache.Youshouldseeadentist.T:Pleasestophere!Letmesee.Oh,GroupAisbetter.Congratulations!GroupB,canyousinganEnglishsongforGroupA?GB:OK.(假设时间允许,可采用生日快乐歌的曲调唱Goodmorning/afternoontoyou!每唱完一句,快速击掌三下,使课堂气氛到达高潮。)Step4Practice第四步练习(时间:10分钟)通过教师假装上课时出现的意外状况,引入对相应疾病提出建议的话题,以培养学生关心别人及照顾自己的才能。1.(教师手摸喉咙,并作很难受的样子,提示学生向教师提问。)S1:Whatswrongwithyou,MissLiao?T:Ihaveasorethroat.(板书并要求学生理解。)throatS1:Youshould/hadbettertakegoodcareofyourself.(帮助学生答复。)(板书并要求学生掌握。)caretakecareofT:Thankyou.Iwill.IthinkIhadbetterliedownandrestafterwork.(提示一名同学作牙疼状。)T:Whatswrongwithyou?S2:Ihaveatoothache.T:Youhadbetternoteattoomuchcandy.(板书并让学生掌握。)candy2.(根据2a中所给的例子,两人一组用方框中的句子练习对话。完成2a。)T:Now,pleasemakenewdialogswithyourpartneraccordingtotheexamplein2a.(学生两人一组快速练习hadbetter,hadbetternot,should,shouldnt。然后检查几组学生,教师给予点评,要求学生尽可能多地给出建议。)3.(看2b图片,完成2b练习,稳固hadbetter(not),should(not)的用法。)T:Now,pleaselookatthepicturesof2b.Fillintheblanksaccordingtothepictures.(可进展抢答,答对者全班击掌三下给予鼓励。假设有条件可用幻灯片出示每幅图片及内容。)(先让学生根据语境猜想对话中生词的词义,然后板书并要求学生掌握。)brush,Internet,tooth(teeth)Step5Project第五步综合探究活动(时间:5分钟)让学生把所学知识用于实际,表达“学以致用原那么并培养学生的语言运用才能。1.(根据1a和1c对话内容,创设情景,让学生两人一组进展对话,深化有关看病的话题。)T:Supposeyouareill,yougotoseeadoctor.Makeadialogbetweenyouandthedoctor.Thefollowingexpressionscanhelpyou.Howareyoufeeling?Whatswrong?=Whatsthematter?Notsowell.(Imfeelingterrible.)Howlonghaveyoubeenlikethis?feellikedoingYoudbetter(not)Youshould(not)Whynot?Example:S1:Whatswrongwithyou,S2?S2:Imfeelingterrible2.(找几组学生进展表演,评出最好的一组给予表扬。)3.Homework:编五个对话,将五种疾病toothache,fever,sorethroat,headache,stomachache分别融入话题,用hadbetter及hadbetternot,should及shouldnot构造写出医生的建议。板书设计:Youdbettergotoseeadoctor.SectionBdayandnightYoudbettergotoseeadoctor.feellikedoingHowlonghaveyoubeenlikethis?takecareofShallItakeyoutothehospital?ontheInternetWhydontyou?=Whynot?Whydontyouhaveagoodrest?Youdbetternotgotoschooltoday.
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