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1、 精品資料 八年級上冊教案設計 Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking. Section A Ⅰ. Material analysis Section A 是本單元第一課時和第二課時。 主要活動為Section A 的1a和3a。 第二單元談論如何保持健康，第二話題談論了影響健康的好習慣和壞習慣，引出了本課的語法重點：情態(tài)動詞must +動詞原形，表示建議、勸告。同時引出了動名詞做主語的常用句式：Staying

2、up late is bad for your health. 通過學習Section A, 讓學生能夠辨別好習慣與壞習慣，從而幫助他們養(yǎng)成好習慣，戒掉壞習慣。課后要求學生會用動名詞做主語造句，能用must提建議。 Ⅱ. Teaching aims Knowledge aims： 1. 能正確運用動名詞短語做主語進行書面表達：Staying up late is bad for your health. 2. 能正確地運用must, mustn’t提建議: You must have a good rest. You mustn’t throw litter around. Sk

3、ill aims： 1. 能聽懂有關影響健康的好習慣和壞習慣的對話。 2. 能熟練地運用must, mustn’t提建議。 3. 能正確朗讀有關影響健康的好習慣和壞習慣的對話或文章。 Emotional aims： 通過語言學習，影響學生的自身品格，要學會辨別好習慣與壞習慣，養(yǎng)成好習慣，戒掉壞習慣，保持健康。 Ⅲ. The key points and difficult points Key points： look tired, watch a soccer game, go to bed late, put litter into dustbin, throw litte

4、r around, keep fingernails long, wash hands before meals, go to school without breakfast等短語的理解及運用。 Difficult points： 動名詞做主語的正確運用。 Ⅳ. Learning strategies 培養(yǎng)學生跟讀chant的能力, 朗讀中注意連讀。 Ⅴ. Teaching aids Computer multimedia projector Everyday saying: As a man sows, so he shall reap. 種瓜得瓜，種豆得豆。 Ⅵ.

5、Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction (7 minutes） 1. The whole class work 2. The whole class work 3. The whole class work 4. Individual work 5. The whole class work 6. The whole class work 1.

6、Focus their attention on the teacher. 2. Read the saying aloud. 3. Students read the chant on P38 and try to imitate the recording, at least for three times. 4. Volunteers may answer: (1) smoking (2) not smoking 5. Students understand: “give up smoking” means “stop

7、smoking”. 6. Students listen generally and find out “Staying up late is bad for your health”. 1. Greet students ready for learning. 2. Show everyday saying for the students. (one saying a week) 3. Play the chant on Page 38. Then guide students to repeat the chant on P38 after l

8、istening to the recording. 4. Teacher asks the students to look at the topic “I must ask him to give up smoking” and guess the meaning of “give up smoking”, then asks a question: “Smoking or not smoking?” 5. Teacher introduces the synonymous word “stop”, which means “give up”.

9、 6. Teacher tells the students, “In our life, there are many bad habits. Let’s listen to 1a and find out the bad habit in 1a.” Presentation (10 minutes) 1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work and group work

10、1. Students make sure what they should do while listening. 2. Students listen and finish 1b. 3. Students look through 1a, focusing on the keys to 1b, and then discuss in groups. 4. Students may discuss how to write in groups. Then they write it down. Each group will show one f

11、or the whole class. A sample: Kangkang looks tired. Because he watched a soccer game on TV last night. He went to bed very late. He should go to bed early tonight, and he’ll feel better tomorrow. 1. Teacher asks the students to look through 1b. 2. Teacher plays the recording. 3. Teache

12、r asks the students to look through 1a and check their answers. 4. Teacher asks the students to finish 1c. Then let each group show one passage and a representative read the passage aloud. Consolidation (10 minutes) 1. The whole class work 2. The whole class work

13、and pair work 3. The whole class work and pair work 4. The whole class work 5. The whole class work 1. Students read with the recording, imitating the pronunciation and intonation. 2. Students underline the language points in their text books: (1) sb

14、. be tired/interested/ excited (2) make sth. come into being (3) watched—past tense (4) Doing sth. is bad/ good for… (5) must do sth. 3. Students ask and answer in pairs. 4. Students may find　 “l(fā)itter” and “dustbin” strange, but they can guess the meanings by connecting the

15、 phrases with the corresponding pictures. 5. Students choose “should, shouldn’t, must, mustn’t, don’t” for each picture. 1. Teacher plays 1a for the students to read with. 2. Teacher shows some language points on the screen for the students to understand. (1) You look tir

16、ed. (2) What caused it? (3) I watched a soccer game on TV last night. (4) Staying up late is bad for your health. (5) I must have a good rest. 3. Teacher asks the students to practice 1a in pairs. 4. Teacher asks the students to look through 2 to find something they don’t under

17、stand. Teacher shows pictures of “l(fā)itter” and “dustbin” on the screen. 5. Teacher plays the recording. Practice (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.

18、 Group work 7. The whole class and pair work 8. Pair work and group work 1. Students may ask the teacher what they don’t understand. 2. Students understand “keeping fingernails long” with the help of the pictures and the teacher’s explanation. 3. Students und

19、erstand “without breakfast” with the help of the teacher’s explanation. 4. Students mark each phrase. 5. Students make sentences like this: Going to bed early is good for your health. Getting up late is bad for your health. You should get up early. 6. Each group make the new sen

20、tences in their own groups, and each one must say one sentence. 7. Students make dialogues by imitating the example, and they may try to use “Wow!”, “My god” to show their attitude. They may practice in pairs. 8. Two representatives from each group read their new conversati

21、ons about 3b aloud. 1. Teacher asks the students to look through 3a, making sure they understand 3a. 2. Teacher shows pictures of “l(fā)ong fingernails” on the screen. 3. Teacher explains that “without breakfast” means “not eat breakfast”. 4. Teacher asks the students to cho

22、ose “good” or “bad” and mark each phrase. 5. Teacher asks the students to make new sentences like: Doing sth. is good/bad for… 6. Teacher walks to see who is not taking part in the activity. 7. Teacher lets students finish 3b. 8. Check the students’ pair wo

23、rk. Each group shows one dialogue. Production (8 minutes) 1. Group work 2. The whole class work 3. The whole class work 4. Individual work 1. Students discuss in their groups, making the new conversation orally. 2. Students write their conversations after

24、 class, preparing for the show in the next class. Each group will show three dialogues. 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 conve

25、rsations after class. (3) Students learn to read vocabulary with the help of the recording and the phonetic symbols, and read the dialog after the recording. 1. Teacher asks the students to make new conversations according to 1d. 2. Teacher asks the students to write down

26、their new conversations after class. 3. Teacher shows the summary to the students: (1) vocabulary (2) the structure: 情態(tài)動詞+動詞原形 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

27、 B after class. Teaching Reflection It’s hard for the students to use gerund as subject in 3a, and use “should/shouldn’t”, “must/mustn’t” to connect the verb phrases in 3a. Ⅶ. Blackboard design Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking. Section A Yo

28、u look tired. put litter into dustbin What caused it? keep fingernails long Staying bed late is bad for your health. wash hands before meals I must have a good rest. go to school without breakfast Is going to bed early good or bad for your health? 最新精品英語資料