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1、仁愛版精品英語資料（精校版） 八年級(jí)上冊教案設(shè)計(jì) Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking. Section B Ⅰ. Material analysis Section B 是本單元第二課時(shí)和第三課時(shí)。 主要活動(dòng)為Section B 的1a, 3a和3b。 本課就吸煙這個(gè)壞習(xí)慣展開討論，呈現(xiàn)了本單元語法重點(diǎn)：情態(tài)動(dòng)詞must + 動(dòng)詞原形：I must ask him to give up smoking. 表示建議、勸告。同時(shí)鞏固了動(dòng)名詞做主語的句式：Smokin

2、g is bad for his health. 通過學(xué)習(xí)Section B, 讓學(xué)生能夠辨別好習(xí)慣與壞習(xí)慣，并能幫助親人戒掉壞習(xí)慣。課后要求學(xué)生會(huì)用動(dòng)名詞做主語造句，能用must提建議。 Ⅱ. Teaching aims Knowledge aims： 1. 能正確運(yùn)用以下短語鞏固動(dòng)名詞短語做主語的書面表達(dá)： read in the sun, give up smoking, go to school without breakfast, take a walk, study late, drink enough water 2. 能正確地運(yùn)用must, mustn’t進(jìn)行勸告

3、或提建議： I must ask him to give up smoking. 3. 能正確辨別/7/, /3 /和/D/的發(fā)音。 4. 朗讀時(shí)連讀現(xiàn)象。 Skill aims： 1. 能聽懂有關(guān)影響健康的好習(xí)慣和壞習(xí)慣的話題。 2. 能熟練地運(yùn)用must, mustn’t提建議。 3. 能正確朗讀有關(guān)影響健康的好習(xí)慣和壞習(xí)慣的對(duì)話或文章。 Emotional aims： 通過語言學(xué)習(xí)，影響學(xué)生的自身品格，要學(xué)會(huì)辨別好習(xí)慣與壞習(xí)慣，養(yǎng)成好習(xí)慣，戒掉壞習(xí)慣，并幫助他人戒掉壞習(xí)慣，保持健康。 Ⅲ. The key points and difficult points Ke

4、y points： 理解和運(yùn)用must 表示“建議、勸告”的用法： I must ask him to give up smoking. 我得勸他戒掉煙。 Difficult points： 鞏固動(dòng)名詞做主語的正確運(yùn)用。 Ⅳ. Learning strategies 培養(yǎng)學(xué)生跟讀chant的能力，朗讀中注意連讀。 Ⅴ. Teaching aids Computer multimedia projector, a piece of colorful paper, a cigarette, phonetic cards Everyday saying: As a man

5、sows, so he shall reap. 種瓜得瓜，種豆得豆。 Ⅵ. 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. The whole class work 5. The whole class work 6. T

6、he whole class work 7. Some students’ work 8. Some students’ work 9. The whole class work 1. 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. Students are in

7、terested in “Guessing game”. They may answer like this: (1) Candy. (2) A pen. (3) Chalk. 5. Students say “Wow” or they laugh. 6. Students understand “smoke” and answer “Smoking is bad for our health. ” 7. Some students put up their hands. 8. Some students say, “I shou

8、ld/must ask him to give up smoking.” 9. Students listen and answer: (1) Maria’s father. (2) She must ask him to give up smoking. 1. Greet students ready for learning. 2. Show everyday saying for the students. (one saying a week) 3. Repeat the chant on P38 after the recording.

9、 4. Teacher plays a game with the students: “Guessing game.” Teacher wraps a cigarette in a piece of colorful paper and makes it like candy, letting students guess what it is inside. 5. Teacher opens the candy. It’s a cigarette. 6. Teacher shows a picture with “smoke” on the screen,

10、 asking the students, “Is smoking good or bad for your health? ” 7. Teacher does a survey, asking “Does your father smoke? If so, please put up your hands”. 8. Teacher goes on with “ What should you do if your father smokes?” 9. Teacher leads to 1a. Wang Junfeng and Maria are talkin

11、g about smoking. Let’s listen to 1a and answer: (1) Whose father smokes? (2) What should he/she do ? Presentation (10 minutes) 1. The whole class work 2. The whole class work 3. The whole class work 4. The whole class work 5. Some students’ work 6. The whole cla

12、ss work 7. Group work 1. Students listen to some bad things about smoking and understand the meanings of “article” and “cancer”. 2. Students look through 1b to prepare for listening. 3. Students listen and finish 1b. 4. Students look through 1a and find the proper sent

13、ences and change “I” into “He/She”. 5. Volunteers read their answers. 6. Students look through 1c and listen. 7. Students discuss in groups, unifying their answers. 1. Teacher reads an article about smoking to the students in Chinese, explaining “cancer” in Chinese, and the

14、n shows another article, to help the students to understand “article”. 2. Teacher asks the students to look through 1b. 3. Teacher plays the recording. 4. Teacher asks the students to look through 1a and check their answers. 5. Teacher checks the students’ answers. 6. Teac

15、her asks the students to look through 1c, and then plays the recording for them. 7. Teacher asks the students to discuss in groups to check their answers. Consolidation (10 minutes) 1. The whole class work 2. The whole class work 3. The whole class work

16、1. Students read with the recording, imitating it. 2. Students underline the language points in their text book. (1) prep. doing (2) help sb. do sth. (3) doing sth. is… (4) tooth--teeth (5) says/writes (6) must do sth. give up doing sth. 3. Students read 1c. 1. Teacher plays 1

17、a for the students to read. 2. Teacher shows some language points on the screen for the students: (1) an article about smoking (2) help him relax (3) Smoking is bad for his health. (4) his teeth (5) The article says… (6) I must ask him to give up smoking. 3. Teacher asks the studen

18、ts to read 1c individually. Practice (10 minutes) 1. The whole class work 2. Group work 3. Pair work 4. The whole class work 5. The whole class work. 6. Group work and pair work 7. Group work 8. The whole class work 9. Group work and individual w

19、ork 10. The whole class work 11. The whole class work 12. Individual work 1. Students read 1a in pairs. 2. Member A helps member B and C read 1a correctly. 3. Member C will be the first choice if they can. 4. Students read [7] one by one and read the following words

20、 at the same time: fun cut come fund duck luck 5. Students try to distinguish the sound of [7], [3] and [D] . 6. Two students from each group read to compare who reads better. farm card calm park mark arm 7. A volunteer group read one by one. 8. Students read and

21、 imitate 3a. 9. Each student must read. 10. Students choose the proper phrases from the chant. 11. Students imitate sentence by sentence, paying attention to the liaison in the chant. 12. Volunteers will read 3b, and they will get points. 1. Teacher asks the students to read 1a

22、in pairs. 2. Member A leads member B and C to read 1a. 3. Teacher asks students to perform 1a, and each group chooses one pair. 4. Teacher shows phonetic cards [7], letting students read the words as well. 5. Teacher reads as a model. 6. Teacher shows [3] and words.

23、 7. Teacher shows [D] in the same way. 8. Teacher plays the recording of 3a. 9. Teacher asks each group to read 3b. 10. Teacher asks the students to write the key phrase for each picture. 11. Teacher plays the recording sentence by sentence. 12. Teacher organizes a compet

24、ition of reading 3b. Production (8 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. The whole class work 1. Students sum up with the teacher: You should/shoul

25、dn’t /had better/had better not/must/need to do. Why don’t you…? 2. Students read and finish 2a. 3. Students mark H or U. 4. Students find out the reasons by connecting relevant sentences in 2a and 2b. Then write down five short passages after class. A model: Li Hua often goes

26、 to school without breakfast. It’s bad for her health. Because breakfast gives us energy for the morning. 5. Students summarize with the teacher . 6. Students do the jobs after class: (1) Memorize the words and dialogue in Section B after class. (2) Groups will debate with each

27、 other. (3) Students learn to read vocabulary with the help of recording and the phonetic symbols, and read the dialogue after the recording. 1. Teacher sums up the ways to give suggestions: should/shouldn’t/had better/had better not/Why don’t you…?/must/need to do. 2. The

28、re are some other ways to give suggestions. Teacher lets students look at 2a. 3. Teacher asks students to finish 2b. 4. Teacher organizes the students to instruct the reasons for 2b and write down short passages after class. 5. Teacher shows the summary to the students. 6

29、. Teacher assigns homework: (1) Review the words and dialogue in Section B. (2) Teacher asks the students to prepare for a discussion in groups: Is it good or bad? Is it healthy or unhealthy? (3) Prepare Section C after class. Teaching Reflection It’s hard for the students to finish

30、writing in 2b. They are interested in reading the chant. Later, more chants will be introduced. Ⅶ. Blackboard design Unit 2 Keeping Healthy Topic 2 I must ask him to give up smoking. Section B (1) an article about smoking (2) help him relax (3) Smoking is bad for his health. (4) his teeth (5) The article says… (6) I must ask him to give up smoking. Zhang Ming usually takes a walk after the meal. It’s good for his health. Walking is a good exercise. It can make us strong.