八年级英语上册unit2keepinghealthytopic2imustaskhimtogiveupsmokingsectiond教案新版仁爱版

到乌蒙山区的昭通;从甘肃中部的定西，到内蒙古边陲的阿尔山，看真贫、知真贫，真扶贫、扶真贫，成为“花的精力最多”的事;“扶贫先扶志”“扶贫必扶智”“实施精准扶贫”Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section D. Material analysis本课时的主要活动为1和2。本课集中复习情态动词must/mustnt, may, can, should/shouldnt的用法。通过造句和短文综合填空让学生体会情态动词在具体语境中的运用。目标定位Knowledge aims：1. 能复习和巩固掌握正确认读课后单词表中的单词。2. 能正确把握情态动词在具体语境中的运用，能正确地用情态动词进行口头和书面复合表达。Skill aims：1. 能听懂有关健康饮食的对话或文章。2. 能熟练地运用食品名词，为三餐设计健康的食谱，并能就饮食提出自己有益的建议。3. 能正确地运用情态动词，结合食品名词，写一篇有关如何保持健康的文章。Emotional aims：通过本课学习，让学生明白日常生活中具体的健康生活习惯有哪些，督促他们养成健康生活的好习惯，摒弃坏习惯。. The key points and difficult pointsKey points：用以下短语造句并提出建议：take shower often, wash hands before meals, tidy our room, open the window, drink sour milk, spit in public.Difficult points：填空中对情态动词的正确选择。. Learning strategies通过看图听听力和综合填空等多种练习，归纳情态动词的用法。训练学生归纳知识的能力。. Teaching aids Computer multimedia projector Everyday saying: A little spark kindles a great fire. 星星之火，可以燎原。. Teaching proceduresStepInteraction patternStudent activityTeacher activity学生自学（10 minutes）1. The whole class work2. The whole class work3. The whole class work4. Group work5. The whole class work6. The whole class work1. Focus their attention on the teacher.2. Read the saying aloud.3. All the students read their homework in groups, preparing for the report.4. The chosen groups will report their passages.5. Students correct their passages and write them on the blackboard.6. All the students read aloud.1. Get students ready for learning.2. Show everyday saying for the students.(one saying a week)3. Ask the whole class to prepare for the report: My eating habit.4. Teacher casts lots to find two groups to report.5. Teacher asks the two groups to write their passages on the blackboard. Teacher corrects them if necessary.6. Teacher offers five or six minutes for the students to read through Section A-C.民主讨论 (8 minutes)1. The wholeclass work2. The wholeclass work3. The wholeclass work4. The wholeclass work5. The wholeclass work6. The wholeclass work7. Some students work1. Students discuss in groups.2. Students read the correct sentences.3. Students may think of the following phrases: wash hands, spit on the street, tidy the room, put litter into the dustbin, open the window.4. Students listen and number the pictures.5. Students write down a phrase under each picture.6. Students check their answers.7. Volunteers will read their answers.1. Teacher asks the students to check Grammar and Functions in groups.2. Teacher asks the students to correct the wrong parts.3. Teacher lets the students to look through 1 and say a phrase corresponding to each picture.4. Teacher plays the recording of 1.5. Teacher plays again and pauses when necessary.6. Teacher plays for the third time.7. Teacher checks the students answers to 1.个性展示(10 minutes)1. The whole class work2. The whole class work and group work3. Some students work4. The whole class work1. Students make sentences orally, using the following phrases:take shower oftenwash hands before mealsspit in publicdrink yoghurttidy our roomopen the windowkeep the air fresh2. Students in each group say the sentences in turn, with each saying one. Six groups start at the same time.3. Each student in the first group will say one sentence clearly. 4. Students guess the function by what the teacher says.1. Teacher asks the students to make sentences according to 1.2. Teacher organizes a competition to see which group make sentences the most fluently.3. Teacher asks the best group to say the sentences clearly.4. Teacher sums up the function of “should/shouldnt must/ mustnt”. Teacher may explain it in Chinese.当堂检测(10 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. Some students work7. Some students work8. The whole class work1. Students read the phonetic syllables and understand the meaning, answering the questions.2. Students get to realize what the teacher says.3. Students understand the word “disease” by understanding synonymous “illness”.4. Students understand “harm” by understanding “be bad for”.5. Students read silently and try to finish 2.6. Students may ask for help if they dont understand well.7. Volunteers write their answers on the blackboard.8. Students try to understand.1. Teacher shows a picture of cigarette with phonetic syllables and asks questions: Do you smoke?Who smokes around you?2. Teacher goes on. Smoking is bad for our body. Body here means health, pointing to my body and your body.3. Teacher explains. Smoking can cause illness. Smoking can cause disease.4. Teacher goes on. Smoking harms our body while here “harm” means “be bad for”.5. Teacher sums up. Smoking is bad for our health. Smoking harms smokers and us. (Teacher acts a gesture of smoking.) It can cause disease. Lets read 2 about smoking.6. Teacher explains “chemicals” by pointing the smoke and fog around a cigarette on screen.7. Teacher asks three students to show their answers on the blackboard and corrects them.8. Teacher explains the function of “can”, which refers to possibility.学生自结(7 minutes)1. The whole class work2. Group work3. The whole class work1. Students finish it according to the fact.2. Students discuss in groups3. Students do the following jobs:(1) Students write a short passage “How to keep healthy” after class, preparing for the performance next class. (2) Students preview the vocabulary and the dialogue in Section A, Topic 3.1. Teacher lets the students finish testing in projection.2. Teacher asks the students to discuss who is the healthiest in your group.3. Teacher assigns homework:(1) Teacher asks the stud