仁爱英语八年级上Unit 2 Keeping Healthy全单元教案.doc

Unit 2Keeping HealthyTopic 1How are you feeling today?Section ATeaching aims and demands: 1Understand the dialog about seeing a doctor. 2Learn how to express feelings and pains. 3Learn how to give advice to others.Teaching procedure:Step 1Review Greeting to each other. The teacher and students ask each other some questions. (chain questions) For example: Teacher: How are you?Student 1: Fine, thank you, and you?(to Student 2)Student 2: Im fine, too. (to Student 3:) How about you?Student 3: Im fine, thanks, and you?(to Student 4)Student 4: Im very well. (to Student 5:) How do you feel today?Student 5: I feel very well.Teacher: Why?Student 5: Because its a fine day today.Step 2Presentation 1.After the questions. The teacher summarizes the feelings:Were all very well today.We feel very happy.But how does Betty feel, do you know?Then the teacher shows a picture of Betty, and helps students answer.Play the recorder, and let students find the answers according to the listening:(1a) 2.Show some more pictures,or reading passage 2, then ask and answer: Whats the matter with him？At last, the teacher writes the key words on the blackboard and explain the new wordsStep 3Consolidation The teacher acts as if he has a headache. Let students guess: Whats the matter with me? You have a headache. Ask the students for some advice: If I have a ., what should I do? Then finish the exercises in 3a.Step 4Practice 1. Make a conversation in pairs.Finish 1b and 3b.For example:One student acts as if he has a toothache,another student ask him some questions. Let them make dialogs. 2. Finish 4. Play the tape recorder.Let students find the correct picture and check the answer. Then play again. Let the students follow the readingStep 5Project The teacher gives the students some notes which have the phrases on them: have a headache, have a stomachache, have a toothache and so on. Let the students who gets the note act as if he has a headache. Let the other students guess and give a quick answer. Then give some advice on it.Section BTeaching aims and demands: 1Go on talking about seeing a doctor. 2Understand the dialogs about seeing a doctor. 3Review how to give advice.Teaching procedure:Step 1Review Show the pictures in last period. Let students give a quick answer. (chain questions) Teacher: Whats the matter with him?Student 1:He has a toothache.Teacher: What should he do?Student 2:He should see a dentist. Change to another picture and go on with the question.Step 2Presentation 1. After showing the pictures in last period. Show a new picture, which shows the conversation between Bruce and Mr.Lee. (or let the students have a look at 1.)Ask these questions:How does Bruce look?How does Bruce feel?Help students answer:Bruce looks pale!He doesnt feel very well! 2. Play the tape recorder. Let students complete the dialog according to the listening: Mr.Lee: Hey, Bruce. You pale. Whats ? Bruce: Well. I have a and a . Mr.Lee: Im to hear that. you have the . Bruce: DWOh, Im terrible. Mr.Lee:Youd better go to see a . Shall I you the ? Bruce: No, thank you! Ill some medicine and see how it . Then let the students open their books, read the dialog in 1 and check their answers. The teacher explain the new words and language points: pale, maybe, terrible, medicine You look pale! Shall I . . see how it goes.Step 3Consolidation Let students finish 2. Make a competition. Lets see who is the first to finish the dialog, then listen and check the answer. Make sure that the students can read the dialog correctly. Then act it out.Step 4Practice 1. Do 3. First Match the sentences. Then make up a dialog in pairs. 2. Do 4. Listen and fill in the blanks. Then listen again and check the answers.Step 5Project Suppose Xiao Qiang has something wrong when he is at school.(Students may have different ideas about the illnesses.) Xiao Qiang talks to Mr.Wang at Mr.Wangs office. Make up a dialog between Xiao Qiang and Mr.Wang. Finish the dialog during 3 to 5 minutes. And then perform in front of the class.Section CTeaching aims and demands: 1Learn to Listen to some materials and get information. 2Learn to use what we learned. 3Learn to ask for and give advice.Teaching procedure: Step 1Review Greeting each other. Play the guessing game. The teacher act out different illnesses. Let students guess what it is. Ask and answer: Whats wrong with me? You have a headache/a stomachache. What should I do? You should . Youd better .Step 2Presentation The teacher act as if his leg hurts. Then tell students: My leg hurts. Explain the new word “hurt” and ask: What happened to me? Guess! Then lead into: I had an accident, and I hurt my leg. Someone had an accident, too. Please listen to the story. Play the tape recorder，then finish 1a and 1b. After listening to the story. Let students describe the pictures according to the tape. Play again, and let students answer the questions 1b. Then check their answers.Explain the use of “hurt”Step 3Consolidation 1. The teacher asks: What should Michael do?Let the students answer first. Then listen to the dialog 2a. And finish 2b. take some medicine.Michael should stay in bed. eat a lot of fruit and drink plenty of water.Michael shouldnt move his leg too much. 2. Play the tape again. Let students follow and imitate, then check their answers according to the dialog:1. F2. F3. FStep 4Practice 1. Pair work: Suppose one is a doctor, the other is a patient. Make up a dialog and act it out. 2. Chain story: The teacher may give the beginning. Let the students continue with the story one by one.For example: Teacher: Yesterday Xiao Ming played basketball with his friends.Student A: Suddenly he fell down and hurt his left arm.Student B:.Step 5Project Have a competition: Divide the class into groups. Each group begins a story from the first student to the last. One sentence each. At last, lets see which group has the best story in the shortest time.Section DTeaching aims and demands: 1Sum up the sentence patterns and useful expressions in Topic 1. 2Improve listening and speaking skills to writing skills. 3Lead up suggestion voice to other topic.Teaching procedure:Step 1Review Ask some questions about what they learned in the last period. Who had an accident? What was wrong with him? Who went to call a taxi? What was Dr.Jiang s advice to Michael? Who came to visit Michael in hospital? Let students retell the story of Michael according to these questions.Step 2Presentation 1. The teacher shows a letter and tell: This is a letter from Peter to Lily. But its not completed. Lets help Peter to complete this letter.Let students finish 1a then read the passage loudly.Notes: 1) not. until.2) worry about . 2. The teacher asks some questions about the passage:1) Why cant Peter read the books?2) What was wrong with Peter?3) How did Peter get sick?4) How was Peters sister?While students are answering these questions, the teacher writes some key words on the blackboard.couldnt until had weekend a sore throat a toothache Friday football flu sister sick coughedThen let the students retell the story according to the above words.Step 3Consolidation Do 1b. First give Peter some advice orally, then let students write down their answers. Ask some students to read their answers, then help them check the answers.Step 4Practice 1. Do 3.Put the sentences into the right blanks. Read the dialog in pairs. 2. Divide the class into two groups. Think of some problems about health. Ask each other for help. Give some advice to solve the problem. The group which cant solve the problem will lose.Step 5Project Work in groups. Four in one group. Each student goes over one section of Topic 1. Summarize the language points. At last, share with each other.Topic 2Is it good for your health?Section ATeaching aims and demands: 1.Learn to talk about the topic of the healthy living habits. 2.Learn to use the gerund as the subject. 3.Go on practicing how to give advice.Teaching procedure:Step 1Review Show some pictures of Topic 1.Section 1, ask and answer: Teacher:Whats wrong with him? Student:He has a headache. Teacher:I think he should/shouldnt. Teacher:Whats the trouble with her? Student:She has a cold. Teacher:She had better(not). Review like this.Step 2Presentation 1Teacher:Kangkang is also feeling terrible today. Whats the trouble with him?Play the tape. Let students answer the questions according to listening. 2Explain the new words: stay up late, health, tonight. Play again. Let students follow and imitate the reading.(1a) 3Do 1b. Students practice and act it out.Step 3Consolidation 1 Play the tape. Let students do 2. 2Play again, let students follow and imitate the reading.Check the answer to “How did Wang Jun get a headache?”Step 4Practice 1Do 3: Pair work.Teacher:If I have a headache, what should I do?Student:You should/shouldnt./Youd better(not).Then students ask and answer questions like this. (chain questions) 2Teacher:Bad habits can cause headache or other illness. So we should have good hadits.Explain “habit”, then write down “habit” and “good/bad”. Students do 4a. 3Teacher:What other habits do you have?Student:I like getting up late.Teacher:Is getting up late good or bad for your health?Students:.Students work in pairs like this, finish 4b:A: Is . good or bad for your health?B: Its good/bad.Step 5Project 1. Group work: Four students work in one group. Talk about what are healthy habits, and what are unhealthy habits. Try to use these sentences:(4b)Is going to bed early good or bad for your health?Its good.Then choose one student to write down the result. And choose a speaker to give a report to the whole class.For example: We think that going to bed early is good for our health.So we should go to bed early every day.Playing sports after meals is bad for our health.So we shouldnt play sports after meals.Section BTeaching aims and demands: 1Go on learning good habits to keep healthy. 2Improve from “listen, read” skills to “speak, write” skills step by step. 3Master “must” and “must not”.Teaching procedure:Step 1Review Go on with the report on healthy habits. The teacher point out the language points: Doing sth is good/bad for . You should do .Step 2Presentation 1. The teacher write some habits on the blackboard.For example: eat breakfastgo out for a walkgo to bed early and get up earlydrink plenty of waterThen the teacher summarize: These are all healthy habits.But do you know why they can help us keep healthy? 2. Play the tape recorder. Let the students find out the answers according to listening. (1a) First play once, if the students can not find all the answers. Play again. Then write down the key words for the answers on the blackboard: eat breakfastgives . energy .go out for a walk good exercise . necessary.drink plenty of water .good.health.go to bed early and get up early . keep.active. daytime.The teacher points out the new words. Make sure that the students can read and understand them exactly.Step 3Consolidation 1. Let students retell the passage according to the key words on the blackboard. 2. Do 1b, write the vocabularies to finish the sentences.Step 4Practice 1. Do 2a. Let students speak the sentences orally:ou must wash hands before meals. You must not read in strong sunlight. 2. Then let students write more sentences by using “You must .” and “You must not .”.Step 5Project 1. Work in groups. Four students work in one group. Finish 2b. Choose one student to write down the result, and another student to give a report to the whole class. 2. The students who has no chance to report should practice more after class and get ready to report in the next period.Section CTeaching aims and demands: 1 Improve studentsablities from listening, speaking to reading. 2Learn to get information from the passage by skimming. 3Learn to summerize by scanning.Teaching procedure: Step 1Review 1. Let some students give a report on the project they finished in last period. The teacher points out the important sentences:You must ./You must not. 2. Let the students think about the causes of the headache. And try to give some answers. Step 2Presentation 1. Play the tape recorder 1a. Let students tell “True” or “False” about these sentences:1)A headache is a disease.2)A headache may show that something in your body is wrong.3)We may have more than one headache each week.4)Headaches can often make you worried.5)You neednt go to see the doctor when you have a headache.The teacher can write down these sentences on flash cards before class, or he can read them after playing the tape. 2. Skimming. Let students read the passage quickly and master the main idea. Underline the new words and the teacher explains them. 3. Scanning. Read the passage more carefully. Then finish the questions in 1a.Step 3Consolidation The teacher check the students answers. Then write some key words of the answers on the blackboard. Let the students retell the passage according to the key words. 1)not a disease show wrong 2)a fever other illnesses 3)may get a headache whenwork hard cant enough sleep exercise emptyStep 4Practice Let the students discuss: How does a body become sick? Then do 2a. Let students tell the ways of becoming sick: 1)through the nose 2)through the mouth 3)through the skinStep 5Project 1. According to the result of Step 4. Let the students find out some ways to stop germs 2b. First speak some sentences orally. Make sure to use “We should ./should not.” and “We must./must not.”. 2. After the oral practice, let each of the students write at least 5 sentences about how to stop germs.Section DTeaching aims an demands: 1Go on learning what are healthy habits. 2Improve the students listening, speaking, reading and writing skills. 3Summerize the grammar focus and useful expressions in the topic.Teaching procedure:Step 1Review 1. Let some students report the project in last period. The teacher point out the language points. 2. The teacher asks the students something about healthy habits.For example:What are healthy habits?Going to bed early is good for our health.Doing morning exercises is a healthy habit. Step 2Presentation 1. After talking about healthy habits. The teacher asks something about healthy foods.Show some picturesand put them on the blackboard, and write the names of the foods. Make sure the students can read all of them. 2. Let the students divide these foods into groups. finish 1b. 3. Let students tell which are healthy foods and which are unhealthy foods.Step 3Consolidation 1. Play the tape recorder 1a. Complete the passage according to the listening. As we know, gives us energy. We must have to keep us . Of course, we must also have the of . We should eat more and and less . A cup of and an a day can help make us . Different help us in different . Too , too or a choice of can make us . 2. Play again. Let the students follow and imitate the reading.Step 4Practice Let the students do 3 by themselves. Then give a report to the whole class.Step 5Project 1. Let students go over all the pattern sentences in this topic 2a, 2b. Finish the writing project 3 by using the sentences they have learned in Topic 2. Each student writes at least 5 sentences. 2. Write a short passage which contains 6080 words.Title: How to Keep HealthyInstruction: Try to use the sentences you have learned in Topic 2 as many as possible.Topic 3We should do our best to fight SARS.Section ATeaching aims and demands: 1Talk about how to fight SARS. 2Learn how to interview others. 3Master the words “should” and “shouldnt”.Teaching procedure:Step 1Review Let the students tell good habits and bad habits. Use these sentences: We should do . We shouldnt do . We must do . We must not do . We dont have to .Step 2Presentation 1. First the teacher says to the students “Good habits can help us to keep healthy. But bad habits can cause diseases. In 2003, there was a serious disease called SARS （Severe Acute Respirators Syndrone)”. Then ask them, “what do you know about SARS?” Ask the students to talk about “SARS”. 2. Introduce Kangkangs father to the students. Then the students listen to the dialog and answer the questions:What do you know about SARS according to the listening?It spreads easily among peo