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1、仁愛版精品英語資料（精校版） 八年級上冊教案設計 Unit 2 Keeping Healthy Topic 1 You should see a dentist. Section C Ⅰ. Material analysis 本節(jié)課為單元第四課時。 主要活動為Section C 的1a和1d。 本課課文講述了Michael 因運動不當受傷，同學們積極護送他到醫(yī)院的故事。鞏固了提建議的說法I think you should see a doctor. 又呈現(xiàn)了兩種提建議的說法：(1) You can take him home. (2) You need to rest at

2、home for a week. 文章呈現(xiàn)了一些新的短語：play on his skateboard, try something new, fall down with a cry, call a taxi, take two pills等。告誡學生要健康運動，不要在運動中傷害了自己，影響自己的健康。課后要求學生復述課文并針對Michael提出適當?shù)慕ㄗh，寫成短文在上Section D時做每日報告。 Ⅱ. Teaching aims Knowledge aims： 1. 能正確運用以下短語進行書面表達：hurt his leg, fall down, call a taxi, giv

3、e some pills，feel terrible, see a doctor, take sb to…, rest at home, feel better, look after sb等。 2. 能正確地運用過去時描述小的意外事件，并能針對事件寫請假條。 Skill aims： 1. 能讀懂有關(guān)校園意外事件的文章。 2. 能熟練地運用hurt his leg, fall down, call a taxi, give some pills, feel terrible, see a doctor, take sb to…, rest at home, feel better,

4、 look after sb等短語描述意外事故，并能 針對事故寫請假條。 3．能針對意外事故提出自己的建議，表示自己的關(guān)心，能用英語書面表達寫出以上內(nèi)容。 Emotional aims： 通過學習，告誡學生要健康運動，保護自己的健康。同時要學會關(guān)心他人，在意外事故發(fā)生時，要積極幫助，及時解決問題。 Ⅲ. The key points and difficult points Key points： 用以下短語進行意外事故的描寫： hurt his leg, fall down, call a taxi, give some pills, feel terrible, see a

5、 doctor, take sb to…, rest at home, feel better, look after sb Difficult points： (1) while從句的出現(xiàn)： Maria flew her kite while Michael played on his skateboard. (2) need提建議: You need to rest at home for a week. Ⅳ. Learning strategies 培養(yǎng)學生根據(jù)時態(tài)的需要，在請假條中過去時和一般現(xiàn)在時的交錯使用能力。 Ⅴ. Teaching aids C

6、omputer multimedia projector Everyday saying: A true friend is known in the day of adversity. 疾風知勁草，患難知友情。 Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction （8 minutes） 1. The whole class work 2. The whole class work 3. The whole

7、class work 4. The whole class work 5. The whole class work 6. The whole class work 1. Focus their attention on the teacher. 2. Students sing together. 3. Students show their papers to others. 4. Each student reads his/her homework for the others in their

8、 group, while others correct the mistakes. 5. Students exchange their homework and correct the mistakes. 6. Students listen carefully and try to catch what the teacher says. 1. Greet students ready for learning. 2. Sing a song together. (Clap your hands if you

9、are happy.) Teacher shows the Chinese words on the screen. 3. Ask the whole class to show their interviews to their partners. 4. Teacher asks the students to read their interview in groups, and each one reads his/her homework. 5. Teacher asks two students to write their intervie

10、ws on the blackboard and corrects as models. 6. Teacher asks the students “We give some suggestions to our friends when they are ill. How about an accident? Do you think it is enough to give your suggestions to others when they have an accident? What should we do?” Presentation (12 minutes) 1. T

11、he whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. The group work and individual work 6. The whole class work 7. Some students’ work 1. Students try to guess the meaning by looking at the pictures.

12、2. Students guess the order according to the pictures. 3. Students read 1a silently, and then they check their pre-reading work. 4. Students write down the verb phrases. They may ask the teacher something they don’t understand. 5. Each student describes one picture so that t

13、he whole group finishes describing all the pictures. 6. Students read 1a silently and finish 1b. 7. Volunteers read their answers by reading the phrases. 1. Teacher shows some pictures to explain “fall down”, such as house’s falling down, bridge’s falling down, etc. 2. Teacher ask

14、s the students to finish pre-reading work of 1a . 3. Teacher lets the students to read 1a silently and checks if they have written the correct order. 4. Teacher asks the students to read 1a again and write the proper verb phrases under each picture. When they are writing, teacher

15、 explains “cry” and “serious”. “Cry” means “shout out with tears!”. “Serious” means “too bad or too terrible”. 5. Teacher asks the students to describe the pictures by connecting the verb phrases together in groups. 6. Teacher asks the students to finish 1b. 7. Teacher checks th

16、e students’ answers. Consolidation (10 minutes) 1. The whole class work 2. Some students’ work 3. Pair work and individual work 4. Group work 5. The whole class work 6. Some students’ work 1. Students retell the story according to 1c, and they

17、may connect the subject with the verb phrases. 2. Member A describes the pictures one by one . 3. Students say the sentences in pairs, and then write their answers. They understand “take care of yourself” with the help of the synonymous phrase “l(fā)ook after yourself”. 4. A grou

18、p write their answers to 1d on the blackboard, and each one writes one sentence. 5. Students fill in the blanks in 3 and write a note for leave. 6. Volunteers read the note for leave for the whole class. 1. Teacher asks the students to finish 1c. 2. Teacher shows the pictures i

19、n the pre-reading part one by one for the students to describe. 3. Teacher asks the students to finish 1d. Teacher explains “take care of” by introducing the synonymous phrase “l(fā)ook after”. 4. Teacher checks the answers. 5. Teacher asks the students to finish 3 and learn to

20、write a note for leave. 6. Teacher checks the students’ answers while they are reading. Practice (8 minutes) 1. Group work 2. Group work 3. The whole class work and group work 4. The whole class work 1. Students design a role-play to act 1a in a group. Six rol

21、es are Michael, Maria, Kangkang, Jane, taxi driver and doctor. 2. Each group acts near their seats. 3. Two volunteer groups will show their performance. 4. Students write down their plays after class. 1. Teacher organizes the students to finish 2 by performing the story. Teach

22、er offers three or four minutes for students to prepare. 2. Teacher asks each group to act the play completely. 3. Teacher asks two brave groups to act in front of the class. 4. Teacher asks the students to write down their plays after class. Production (7 minutes) 1. The who

23、le class work 2. Individual work 1. Students summarize Section C with the teacher by doing exercises shown on the screen. 2. Students do the following tasks: (1) Memorize the summary after class. (2) Students review Sections A-C to prepare for Section D. (3) Students

24、 write the passage after class. They have to show their homework to others in the next class. (4) Students write a note for leave by imitating 3 after class. 1. Teacher shows the summary to the students. (1) Vocabulary. (2) the structure of future tense. 2. Teacher assigns homewor

25、k: (1) Review the summary after class. (2)Read through Sections A-C to prepare for Section D. (3) Teacher asks the students to write down their role-play of 1a after class and prepare for the performance in the next class. (4) Teacher asks the students to write a note for leave b

26、y imitating 3. Teaching Reflection Role-play is very interesting. Students are all interested in it. Teacher should design more role-play activities for the students later on. Ⅶ. Blackboard design Unit 2 Keeping Healthy Topic 1 You should see a dentist. Section C 1. Ma

27、ria flew … while Michael played … While/at the same time is—was 2. I am going to try something new. fly—flew something new do—did 3. fall down with a cry go—went 4. Are you hurt?

28、 fall—fell Did you hurt yourself? run—ran Are you badly hurt? hurt—hurt 5. My leg really hurts. come—came My legs hurt. take—took 6. The X-rays show that it’s not serious. tell—told 7. You need to rest at home. leave—left are—were