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1、仁愛版精品英語(yǔ)資料（精校版） 八年級(jí)上冊(cè)教案設(shè)計(jì) Unit 2 Keeping Healthy Topic 3 Must we exercise to prevent the flu? Section C Ⅰ. Material analysis 本節(jié)課為單元第三課時(shí)和第四課時(shí)。 主要活動(dòng)為Section C 的1a和3。 本課通過(guò)李醫(yī)生有關(guān)保持健康的報(bào)告，讓學(xué)生清楚日常生活中應(yīng)該如何保持健康。報(bào)告中還指出一些不健康行為的危害并教會(huì)學(xué)生如何避免這些不健康的行為。課后要求學(xué)生寫一篇如何保持健康的文章，提出自己的建議。 Ⅱ. Teaching aims Knowledge ai

2、ms： 1. 能正確運(yùn)用以下短語(yǔ), 就如何保持健康進(jìn)行描寫： have healthy eating habits, make …adj, keep sb. healthy, keep fit, stay safe, first aid, help oneself to…, stay away from…, say no to sth. 2. 能正確地運(yùn)用各種句式提出建議： You need to do… Don’t … It’s necessary to… Be happy… You must… You should… Skill aims： 1. 能聽懂有關(guān)如何保

3、持健康的對(duì)話或文章。 2. 能正確地用英語(yǔ)和同學(xué)談?wù)撊绾伪３纸】怠? 3. 能有興趣地閱讀并且能讀懂有關(guān)保持健康的文章。 4. 能正確地運(yùn)用所學(xué)的短語(yǔ)及句式寫出一篇如何保持健康的文章。 Emotional aims： 關(guān)注生命，保持健康，將健康生活的思想傳播給周圍的人。 Ⅲ. The key points and difficult points Key points： 對(duì)下列短語(yǔ)動(dòng)詞的記憶及運(yùn)用： have healthy eating habits, keep you healthy / fit, stay safe, stay away from… Difficult

4、points： 1. health 和healthy的區(qū)別。 2. happen的用法。 3. 對(duì)Be happy to be healthy. 的理解。 Ⅳ. Learning strategies 1. 聽報(bào)告也是學(xué)習(xí)的一種方法，鼓勵(lì)學(xué)生多聽有益的報(bào)告。 2. 通過(guò)在主題句的大綱下補(bǔ)充細(xì)節(jié)的方式，可以幫助學(xué)生有條理地復(fù)述課文。 3. 背范文是積累作文素材的一種好方法。 Ⅴ. Teaching aids Computer multimedia projector, chalk, blackboard, some pieces of short videos about

5、health Everyday saying: Health is better than wealth. 健康勝過(guò)財(cái)富。 Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction （10 minutes） 1. The whole class work 2. The whole class work 3. Some students’ work 4. The whole class work

6、 5. The whole class work 6. The whole class work 7. Group work 8. Some students’ work 1. Focus their attention on the teacher. 2. Read the saying aloud. 3. The two representatives read their passages one by one, and then write on the blackboard. 4. The other stu

7、dents read their homework in groups. 5. Students correct their own papers while the teacher is explaining. 6. Students get several ideas about health from the flash videos. 7. Students discuss in groups to finish pre-reading task. 8. Volunteers may say like this: eat health

8、y food, exercise more, change clothes often, etc. 1. Greet students ready for learning. 2. Show everyday saying for the students. (one saying a week) 3. Teacher asks Member A to choose out two representatives to read their passages, and then the students write them on the blackbo

9、ard. 4. Teacher asks the other students to read their passages in groups. 5. Teacher checks the passages on the blackboard. 6. Teacher shows several pieces of videos about health in a short time. 7. Teacher asks the students to do pre-reading task. 8. Teacher asks the students to

10、say something about keeping healthy. Presentation (8 minutes) 1. The whole class work 2. The whole class work 3. The whole class work 4. Some students’ work 5. Some students’ work 6. The whole class work 7. Some students’ work 8. Individual work 1. Stud

11、ents look through 1b to see if their ideas are similar to Doctor Li’s. 2. Students first know what to do in 1b, then read 1a silently. 3. Students discuss in groups to unify their answers. 4. Volunteers read their answers. 5. Volunteers tell the positions of topic sentences. 6

12、. Students finish 1c. 7. Member C from each group tells the answers to 1c. “It” refers to breakfast. “Them” refers to sports. 8. Students read 1a individually. 1. Teacher lets the students look through 1b. 2. Teacher asks the students to finish 1b. 3. Teacher lets the stud

13、ents discuss in groups after they finish 1b. 4. Teacher checks the students’ answers to 1b. 5. Teacher asks the students to sum up the ways of finding the topic sentences. 6. Teacher asks the students to read 1a again and finish 1c. 7. Teacher checks the students’ answers to 1c.

14、 8. Teacher lets students read the whole passage. Consolidation (12 minutes) 1. The whole class work 2. Group work 1. Students follow what the teacher says and then retell 1a paragraph by paragraph. Students unders

15、tand: It’s good for our health. We should keep healthy. Being healthy is very important. Students understand: What happens? The accident happened two days ago. This story happened in 1989. 2. Each group cooperates to retell the whole passage, and each

16、 student can retell at least one paragraph. 1. Teacher leads the students to analyze the structure of the passage by showing the sequence paragraph by paragraph: Topic sentence 1: Have healthy eating habits. (1) breakfast---give … energy (2) fruit and vegetables---good (3) fast f

17、ood---fat, unhealthy (Teacher explains the differences between “health” and “healthy”.） Topic sentence 2: Playing sports safely. (1) playing sports---fit (2) accidents---stay safe (3) learn first aid (Teacher explains the usage of “happen”.) Topic sentence 3: Be happy. (1) happiness--

18、-health (2) be ill---try to… (3) feel ill---unhappy Topic sentence 4: Stay away from smoking and drinking. (1) cool---smoke and drink (2) smoke or drink---cause illnesses (3) say no to---smoking and drinking 2. Teacher asks the students to retell the passage in groups. Practice

19、(13 minutes) 1. The whole class work 2. The whole class work 3. Group work 4. Some students’ work 1. Students make sentences in groups. In fact, this is another way of retelling the passage.

20、 2. Students connect all the sentences, and they almost repeat the passage. 3. Students in a group begin to make sentences at the same time. The first one who finishes sentences will be the super girl or super boy. 4. Any super student pointed will be the next one to make

21、sentence. 1. Teacher asks the students to make sentences by using the following verb phrases: Paragraph 1: have healthy … habits give … energy for… be good for… make … fat and unhealthy eat ... food keep … healthy Paragraph 2: help … keep fit accidents … happen stay safe learn about

22、 first aid help yourselves Paragraph 3: be important for be ill … try to … feel ill … be unhappy be happy … be healthy Paragraph 4: stay away from … it’s cool … cause many illnesses … say no to … 2. Teacher asks the students to connect all the sentences together. 3. Teacher asks e

23、ach group to check their members. . 4. Teacher begins the first sentence, and then points to a super girl(boy) to go on, so does other super students. Production (3 minutes) Individual work Students do the following jobs: (1) Memorize the passage after class. They may use thei

24、r own sequence. Then write down the passage: How to keep healthy? (2) Students review Sections A-C to prepare for Section D. Teacher assigns homework: (1) Teacher asks the students to repeat the passage after class and write the passage with the title “How to keep healthy”.

25、 (2) Read through Sections A-C, and prepare for Section D. Teaching Reflection Debating is very interesting. Students are all interested in it. Teacher should design more debating activities for the students later on. Ⅶ. Blackboard design Unit 2 Keeping Healthy Topic 3 Must we exer

26、cise to prevent the flu? Section C Topic sentence 1: Have healthy eating habits. (1) breakfast—give … energy (2) fruit and vegetables—good (3) fast food—fat, unhealthy Topic sentence 2: Playing sports safely. (1) Playing sports—fit (2) accidents—stay safe (3) learn first aid Topic sentence 3: Be happy. (1) happiness—health (2) be ill—try to… (3) feel ill—unhappy Topic sentence 4: Stay away from smoking and drinking. (1) cool—smoke and drink (2) don’t smoke or drink—cause illnesses (3) say no to—smoking and drinking