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2019-2020年八年级英语上册Unit2Topic3MustweexercisetopreventthefluPeriod2教学案例设计（新版）仁爱版教学内容分析及课时分配建议：本单元以Keeping Healthy 为主题。话题三以如何预防流行性感冒为话题，创设情境帮助学生学习询问建议的表达和运用顺序过渡词层次清晰地发表自己的看法，在此基础上了解如何保持身体健康，怎样预防疾病、怎样正确地进行锻炼等相关知识。Section A部分通过记者采访Dr. Li，学习用first, second, third, finally使语意表达连贯，掌握情态动词must的一般疑问句及其肯定回答和否定回答，并能运用情态动词should, had better和must的正确形式表达建议。Section B部分通过Kangkang给他的爸爸电话留言这件事，体现了医生的忙碌和重要性，并学习打电话，留口信的交际用语及书写电话留言条，同时掌握反身代词的用法。此外还要求了解字母组合cle, ddle, ple, ble, ften, ttle的读音，学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音。Section C部分通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康，同时训练学生从短语到句子再到短文的语言输出能力。Section D部分是对本话题的总结和复习，最后通过Project中制作相关话题的英文小报活动对所学内容进行积极应用和自主拓展学习探究。Topic 3的的内容可以用5个课时来完成。第一课时：Section A-1a, 1b, 1c, 1d.第二课时：Section A-3,2, Section B-1a,1b,1c.第三课时：Section B-2a,2b ,3a,3b.第四课时：Section C-1a,1b,1c,2,3.第五课时：Section D-1a,1b,Grammar and Functions, Project.第二课时（Section A-3,2, SectionB-1a,1b,1c）教学设计思路：本节课主要活动为Section A-2,Section B -1a,1c。首先学生展示作业Section A-3，接着教师通过图片展示的方式引入Section A-2(A)中生病症状的单词。通过对Section A-2听音完成A,B。然后听Section B-1a对话复习打电话用语并完成1b留言条信息。最后根据1c提供的电话留言仿编对话，训练学生使用英语打电话及留口信。. Teaching aims1. Knowledge aims：（1）能正确拼读并运用下列单词与短语： sore, Internet, throat，leave a message，give sb. the message，tell sb. (not) to do。 （2）能用以下短语进行口头和书面的表达: take some cold pills ，go to crowded places，work on the Internet too long，play sports too much等。（3）学生能听懂并运用打电话用语Can I leave a message? Sure , go ahead.等的句型。2. Skill aims: （1）能比较流利地谈论有关预防流感的话题。（2）能熟练地运用should, had better, must提建议。（3）能听懂有关电话留言的对话或文章。（4）能正确写出电话留言。3. Emotional aims:通过对话学习，了解医生的忙碌，要学会理解医生。提醒自己要保持健康。4. Culture awareness:. The key points and difficult points1. Key points:（1）take some cold pills, go to crowded places, play sports too much等短语的理解及运用。 （2）学习打电话，留口信的交际用语。2. Difficult points： . Learning strategies通过学生讲电话和电话留言的相互转换学习，培养学生的信息转换能力。. Teaching aids计算机多媒体投影仪。V. Teaching proceduresStage 1（3mins）：Getting students ready for learning StepTeacher activityStudent activityDesigning purpose (Class activity)Check the homework.T: Good morning ,boys and girls!T: I think all of you have finished your homework. Now, lets check it together.T: I need three students to write their sentences on the blackboard. Two sentences each student. volunteers? Focus their attention on the teacher.Ss: Good morning, MissAll the students read their homework to their partners, correcting mistakes when reading.Three students from different groups do it as well as they can.S1:We should exercise often to prevent the flu. We had better see a doctor when we have the flu.S2:We should keep away from crowded places to prevent the flu. We had better take a shower often to prevent the flu.S3:We must keep the air fresh to prevent the flu. We had better change clothes often.该部分的目的在于检查学生上节课的作业，使其注意力回归课堂，以便进行本节课学习。Remark：教师在进行作业检查时可选取不同层次的学生进行检查。Stage 2（4mins）：Pre-listening StepTeacher activityStudent activityDesigning purpose1(Class work)Show some pictures and teach new words in SA-2.T: Lets enjoy some pictures. Look at this, what is he doing?T: Yes, he is surfing the Internet. Do you know “Internet”?T: Thats right. And look at this picture. Whats wrong with her?T: Yes, and she has sore throat as well. Do you know sore throat now?T: Sore throat, cough and fever are all symptoms of illnesses, symptoms means 症状in Chinese.Understand the meanings of “Internet”, “sore throat” and “symptoms”.Ss: He is playing puter games.Ss: Yes , 因特网.Ss:She has a cough.Ss: Yes.该部分旨在呈现本课新单词，为接下来的听力活动做准备。2(Class work )Play the recording of SectionA-2 and let the students finish A and B of 2.T:Lets turn to page 44 and look through the words in A of SectionA-2. You can predict what you are going to listen to.T: So clever! Now you please read the symptoms in A and make sure you know their meanings.Look through the names of illnesses in Section A-2(A), make sure they know what they are going to listen to, preparing for listening. Ss: The symptoms.Ss:Remark：教师可采用图片直观呈现词汇和短语。Stage 3（16mins）：While-listening StepTeacher activityStudent activityDesigning purpose 1(Class work)Play the recording of 2. T: Ill play the recording of 2, please listen carefully and then circle the symptoms that you hear. Are you ready? Go!T: Are there any volunteers to report the answer?T: Well done! Lets look at part B. What will we do next? T: Good. Lets listen to the recording of 2 again and check the advice you hear. Ready? Go! T: Have you got the answer? Any volunteers?T: Great!Listen and finish A of 2. Ss:S1: I can hear the following symptoms: fever, headache, sore throat and cough.S2:Well check what we should do and what we should not do in the passage we hear.Listen and finish B of 2.S3: I can hear the following advice: We should drink lots of boiled water and lie down and take a good rest; We shouldnt go to crowded places and shouldnt eat hot food.该部分通过听段落学习描述生病症状和给出相应的建议。2(Class work)Play the recording of 1a.Finish 1b while listening to 1a.通过1a,1b部分的学习，复习电话用语以及学习电话留言和写留言条。3(Class work)Play the recording of 1a and ask the students to read with.T: Please read after the recording sentence by sentence. Pay attention to your pronunciation and intonation.T: One more time and please read at the same speed and Ill ask some pairs to read and act it out later.T: Its time for you to act it out. Which pair wants to go first?Read after the recording sentence by sentence, paying attention to the pronunciation and intonation.Ss:Follow the recording and read at the same speed .Make sure they can read 1a correctly.Ss:Remark：教师可提示学生在听的过程中可用缩写形式来记录所听内容，听完后再将信息完善。Stage 4（12mins）：Post- listeningStepTeacher activityStudent activityDesigning purpose1(Individual work)Deal with the language points in 1a.T: Can you make sentences using “should/ shouldnt, had better (not), must /mustnt”? Please have a try!(1) speak to sb.(2) be busy(3) ring sb. up(4) leave a message(5) tell sb. (not) to do sth(6) give sb. the message(7) do sth. (by) oneselfUnderline the language points in their text book and make some sentences.S1:You shouldnt speak to her so aloud.S2:He should be busy now.S3: Must I ring him up now?S4: You had better leave him a message.S5:Must I tell him not to e again?S6: I must give the message to her myself.S7:We should do our homework ourselves.2(Pair work)Lead in 1c.T: Lets work in pairs. You can make up a new conversation according to the telephone message in 1c.T: Times up. And who hasnt got the chance?T: Great! Anybody else?Read the message in 1c and do it.S1: Hello! May I speak to Judy?S2: Sorry, she isnt in nowS1: Oh, can I leave a message?S2: Sure,go ahead.S1: This is Betty speaking. Kangkangs father will give a talk at 3:00 p.m. today. Please tell her to be on time and not to forget to take her camera.S2: OK, Betty. Ill give her the message.S1: Thanks. Goodbye!S2: Bye! S3:S4:该部分的设计目 的旨在让学生根据提供的电话留言仿编对话，训练学生使用英语打电话和留口信。Remark：学生通过看，读，写活动掌握留言条的格式和写法。Stage 5（5mins）：Summarizing and assigning HMKStepTeacher activityStudent activityDesigning purpose1（Class work)Show the summary to the students.T: OK. Class will be over soon, Now lets summarize what we have learnt in this lesson. T: You really did a good job!Summarize Section B together with the teacher.S1: We learned some important phrases. Such as, take some cold pills ，go to crowded places , leave a message，give sb. the message，tell sb. (not) to do sth. S2:We Know the expressions about making telephone calls and leaving messages. S3:.该部分的目的是总结和巩固所学语言知识。2 (Class work)Assign the HMK.Review the phrases in and dialoguein Section A-2(B) and Section B.Ask the students to discuss the message format. Then make up a note: some student was away from school because of illness. Ask the students to preview Section B-2a,2b, 3a,3b after class.Finish the following tasks:Memorize the phrases and dialogue in Section A-2(B) and Section B after class.Write a note about sbs leave after class.Preview Section B-2a,2b, 3a,3b after class.Remark：教师也可通过练习的方式帮助学生总结和复习。VI. Blackboard design第二课时（Section A-3,2, Section B-1a,1b,1c）speak to sb. from: to: be busy date: time: ring sb. up message: leave a messagetell sb. (not) to do sthforget to do sth.give sb. the messagegive a talk
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