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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(shè)計 Unit 2 Keeping Healthy Topic 3 Must we exercise to prevent the flu? Section B Ⅰ. Material analysis 本節(jié)課為單元第二課時。 主要活動為Section B 的1a, 3a和3b。 本課1a通過Kangkang給他的爸爸電話留言這件事，體現(xiàn)了醫(yī)生的忙碌和重要性。3a的語音學習，讓學生體會一些輔音字母組合的發(fā)音規(guī)則。3b的學習繼續(xù)鞏固學生對清輔音的不完全爆破的掌握，同時要求學生能掌握句子內(nèi)部的連讀現(xiàn)象。 Ⅱ. T

2、eaching aims Knowledge aims： 1. 能根據(jù)讀音寫出規(guī)則的輔音字母組合；學生要模仿并掌握句子中的不完全爆破和連 讀現(xiàn)象。 2. 能正確運用反身代詞進行聽、說、讀、寫的學習活動。 3. 能正確寫出電話留言。 Skill aims： 1. 能準確朗讀語言材料里的單詞和句子。 2. 能聽懂有關(guān)電話留言的對話或文章。 3. 能正確地運用情態(tài)動詞must, mustn’t和反身代詞themselves, myself, yourself, himself。 4. 能讀懂有關(guān)流感等日常小病以及含有醫(yī)生建議的文章。 5. 能運用情態(tài)動詞、反身代詞結(jié)合本課動詞短

3、語，將對話和電話留言自如地轉(zhuǎn)換。 Emotional aims： 通過對話學習，了解醫(yī)生的忙碌，要學會理解醫(yī)生。提醒自己要保持健康。 Ⅲ. The key points and difficult points Key points： 反身代詞的運用：themselves, myself, yourself, himself, give him the message myself, finish it by myself, they have problems themselves。 Difficult points： 1. tell sb. (not) to do 短語的

4、正確使用。 2.語音中的連讀和爆破的準確把握。 Ⅳ. Learning strategies 通過學生講電話和電話留言的相互轉(zhuǎn)換學習，培養(yǎng)學生的信息轉(zhuǎn)換能力。 Ⅴ. Teaching aids Computer multimedia projector, chalk, blackboard, a piece of news of a doctor’s being killed from the Internet or from newspaper, phonetic cards Everyday saying: Happiness lies first of all in

5、 health. 幸福首先在于健康。 Ⅵ. Teaching procedures Step Interaction pattern Student activity Teacher activity Introduction （10 minutes） 1. The whole class work 2. The whole class work 3. Group work 4. The whole class work 5. The whole class work 6. The whole cla

6、ss work 7. The whole class work 1. Focus their attention on the teacher. 2. Read the saying aloud. 3. Students perform the conversation in groups, in which one is doctor, and the other five are patients. How to prevent the flu? The more problems to solve, the better. 4. S

7、tudents are sure to answer that doctors are very important in our life. 5. Students listen or read. 6. Students think about the question: Is it right to kill the doctor? They should understand that they should love doctors and love themselves as well. 7. Students understand

8、 by looking at the message in 1b. 1. Greet students ready for learning. 2. Show everyday saying for the students. (one saying a week) 3. Teacher organizes a performance to choose the best doctor. 4. Teacher asks a question: Are doctors important or not in our life?

9、5. Teacher reads the news from newspaper or shows on the screen, which is in Chinese. 6. Teacher lets the students discuss, leading the students to understand the doctors and respect them. 7. Teacher shows 1b on the screen and teach “message” . Explain “l(fā)eave a message” and

10、 “give a message” to make students understand. Presentation (7 minutes) 1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. Pair work 6. Pair work 1. Students look through 1b to prepare for listening. 2. Stu

11、dents listen and finish 1b. 3. Students complete the message. 4. Students read with the recording, paying attention to the pronunciation and intonation. 5. Students make sure they can read 1a correctly. 6. All the members chosen by lots will read in pairs one by one. 1. Te

12、acher asks the students to look through 1b. 2. Teacher plays the recording of 1a. 3. Teacher plays the recording of 1a again, pausing at the place where the key message appears. 4. Teacher plays the recording of 1a without stopping. 5. Teacher asks the students to read 1a

13、in pairs. 6. Teacher draws lots from Member A, B, C. Consolidation (10 minutes) 1. The whole class work 2. The whole class work 3. The whole class work 1. Students underline the language points in their text boo

14、k and make some sentences, for example: (1) You shouldn’t speak to her so aloud. (2) He should be busy now. (3) Must I ring him up now? (4) You had better leave him a message. (5) Must I tell him not to come again? (6) I must give the message to her myself. (7) We should do

15、our homework ourselves. 2. The students translate, paying attention to the function of “oneself”. (1) speak to sb. oneself (2) ring sb. up oneself (3) leave a message oneself (4) tell sb. (not) to do sth (5) give sb. the message (6) enjoy oneself 3. Students know the

16、emphatic function of “oneself”. 1. Teacher shows some language points on the screen for the students to understand. Students make sentences, using “should/ shouldn’t, had better (not), must /mustn’t”. (1) speak to sb. (2) be busy (3) ring sb. up (4) leave a message (5) tell sb. (no

17、t) to do sth (6) give sb. the message (7) do sth. (by) oneself 2. Teacher asks the students to translate the sentences into Chinese: (1) I will speak to him (by) myself. (2) She is ringing up him (by) herself. (3) My mother left a message (by) herself. (4) You should t

18、ell her not to be late (by) yourself. (5) Michael gave the message (by) himself. (6) We all enjoyed ourselves last night. 3. Teacher sums up the function of “oneself”. Practice (10 minutes) 1. The whole class work 2. The whole class work 3. The whole class work 4. So

19、me students’ work 5. The whole class work 6. The whole class work 7. Some students’ work 8. Some students’ work 9. The whole class work 10. Some students’ work 11. Group work 12. The whole class work 1. Students read the message in 1c and do it.

20、2. The two write on the blackboard, while others write in their own exercise books. 3. All the students read the conversations on the blackboard in pairs. 4. Volunteers answer that they should fill in auxiliary verbs or modal verbs. 5. Students listen and finish 2a. 6. Students

21、 check their answers to 2a and finish 2b. 7. Volunteers read 2a. 8. Each time, two students read together. The right one may sit down, while the wrong one stands. 9. Students read after the recording, trying to imitate it. 10. The students read 3a individually and then sit do

22、wn. 11. Member A reads for Member B and C, then Member B and C read 3b. They check in groups. 12. Students read 3b after the recording and try to imitate, paying attention to the liaison. 1. Teacher asks the students to make up a new conversation according to 1c. 2. Teacher asks

23、two students to write their conversations on the blackboard. 3. Teacher corrects if necessary. 4. Teacher lets the students to observe 2a and asks them what they should fill in. 5. Teacher plays the recording of 2a. 6. Teacher plays 2a again so that the students finish 2b.

24、 7. Teacher checks the students’ answers. 8. Teacher shows phonetic cards one by one. 9. Teacher plays the recording of 3a. 10. Teacher asks the students who are standing to read 3a. 11. Teacher asks Member A to read 3b for Member B and C, and then Member B and C read to Me

25、mber A. 12. Teacher plays the recording of 3b. Production (8 minutes) 1. The whole class work 2. The whole class work 3. The whole class work and individual work 1. Students sum up with the teacher: You should/ shouldn’t/ had better/had better not/must/n

26、eed to do/Why don’t you …? 2. Students summarize with the teacher. 3. Students do the jobs: (1) Memorize the phrases and dialogue in Section B after class. (2) Students write after class. (3) Students learn to read the vocabulary and dialogue of Section C after the recording.

27、 1. Teacher sums up the ways to give suggestions: should/shouldn’t; had better/had better not; Why don’t you..? Why not…? must/mustn’t ; need to do 2. Teacher shows the summary to the students. 3. Teacher assigns homework: (1) Review the phrases and dialogue in Section B. (2) T

28、eacher asks the students to write a passage: How to keep healthy? (3) Prepare Section C after class. Teaching Reflection It’s hard for the students to read 3b with the recording. Students need more imitating after class. Ⅶ. Blackboard design Unit 2 Keeping Healthy Topic 3 Must we

29、 exercise to prevent the flu? Section B speak to sb. be busy ring sb. up leave a message tell sb. (not) to do sth forget to do sth. give sb. the message give a talk themselves, myself, yourself, himself give him the message myself finish it by myself, do sth. (by) oneself They have problems themselves.