仁爱版八年级英语上册Unit2Topic1Youshouldbrushyourteethtwiceaday优质教案

1、Topic1Youshouldbrushyourteethtwiceaday.教学内容分析及课时分配建议：本单元以 KeepingHealthy 为主题。话题一主要学习情态动词should 和 hadbetter 的用法， 学会描述身体各部位病痛以及如何寻求和给出建议。 SectionA 通过 Kangkang 和 Betty 的对话，呈现了询问病情的表达方式：What' swrongwithyou?Ihavea ，以及表达关心所提的建议： Youshould和Youshouldn ' t，同时 介绍了感冒、头疼等常见病的名称。 SectionB 将生病、关心询问及提建议综合运

2、用，呈现了提建议的另外两种说法 sb.hadbetter(not)dosth 和 Whydod tyou ？对话中还呈现询 问对方病情的问句及对病情的描述。 SectionC 讲述了 Michael 因 运动不当受伤，同学们积极护送他到医院就医的故事。巩固了提建议的说法 Ithinkyoushouldseeadoctor. 又呈现了两种提建议的说法： (1)Youcantakehimhome.(2)Youneedtorestathomeforaweek. 和 一些新的短语。 SectionD 讲述了 Michael 受伤在家休息， 同学们 到家看望他的过程。对话巩固了本单元提建议的几种说法：(

3、1)You dbetterdosth.(2)Followthedoctor sadvice.(3)Don tworry. 呈 现 了 一 些 新 的 短 语 ： nothingserious,stayinbed,worryabout,followthedoctor sadvice 等。最后以 ChooseDr.Best 的 Project 来综合运用本话题所学的情态动词、有用表达和表疾病的词汇。Topic 1的的内容可以用 5个课时来完成。第 一 课 时 ：SectionA-1a,1b,1c,2.第二课时：SectionA-3,SectionB-1a,1b,1c,2,3.第三课时：Sectio

4、nC-1a,1b,1c,1d.第四课时：SectionC-2,3,SectionD-2,SectionB-4a,4b.第五课时：SectionD-1,GrammarandFunctions,Project.第五课时(SectionD-1,GrammarandFunctions,Project )教学设计思路：本节课为本话题第五课时，主要活动为1和Project o首先教师由示水果图片，教学新单词并导入1 ,通过阅读1完成对话下面 的5个判断，接着以小组比赛的形式将所学过的表示疾病的单词 写在卡片上，然后以选择的卡片中的疾病名称为主题，以 Functions中的句式为参考进行对话，来复习本话题有

5、关身体病 痛和提建议的表达。最后通过游戏角色扮演并运用Grammar中的情态动词来完成Project ,选由班级内的最佳医生。I .Teachingaims1.Knowledgeaims :(1)能在英语对话或文章中听懂并能运用本单元的重点短语。(2)能正确运用以下短语进行书面表达： nothingserious,stayinbed,worryabout,followthedoct or' sadvice 等。(3)能针对有关日常小病的询问并提由相对应的建议进行对 话。2.Skillaims:( 1 ) 能 读 懂 SectionsA-C, 完 成 SectionD 的 Grammar

6、 和 Functions 。清楚地知道本单元的语法重点。(2) 能熟练地运用 nothingserious,stayinbed,worryabout,followthedoctor sadvice 等短语，结合本话题其他短语编写有关日常小病的询问并提出相对应的建议的对话。3.Emotionalaims:通过对话学习，展现了同学之间友爱之情，教会学生要懂得关心他人、帮助他人、表达并感受人与人之间的美好感情。4.Cultureawareness:n .Thekeypointsanddifficultpoints1 .Keypoints:学生能用以下结构提建议：(1)should/shouldn t

7、(2)hadbetter/hadbetternot2 .Difficultpoints：针对疾病或事故提建议及短语动词的正确运用。in .Learningstrategies在交际中，必要时借助手势、表情等进行交流。IV .Teachingaids计算机多媒体投影仪，一张水果的图片V.TeachingproceduresStagel (3mins) : GettingstudentsreadyforlearningStepTeacheractivityStudentactivityDesigningpurpose(Classactivity)Getstudentsreadyfo rlearni

8、ng.Askthewholeclassto readtheirhomeworkw ithoneanotherabout creatingadialoguea boutaskingthepatie ntwhatiswrongandgi vehimorhersomeadvi ceT:Iknowthatyouhavem adeupyourowndialogu esaboutaskingthepat ientwhatiswrongandg ivinghimorhersomeadFocustheiratten tionontheteache r.Allthestudentsr eadtheirdialo

9、gu estotheirpartne rs.Thencorrectmi stakes.S1:Goodmorning,d octor.S2:Goodmorning.V hat'swrongwithyo u?S1:Idon'tfeelvey该部分目的 在于复习上 节课所学谈 论身体病况 以及提由建 议的表达 法，通过表 演对话的方 式，检测学 生的掌握情 况。vice.NowIt syourturntosharethemwithusT Youarewonderfultoda y,indeed.well.Icoughedlas tnightandmynosei srunning.S2

10、:Haveyoutakeny ourtemperature? S1:Yes,Itookitth ismorning.Ihaveg otalittlefever.S2:Howlonghaveyo ubeenlikethat?S1:Twodays.S2:Letmelookyouu pcarefully.S1:Ok.Isitseriou s?S2:Nothingseriou s.You'vejustgota badcold.Takethes emedicine,threet imesaday.Haveago odrestanddrinkmo rewater.You'llbebette

11、rsoon.S1:Thankyoudocto r.Goodbye.S2:Bye.Remark:Stage2 (3mins) : Pre-taskStepTeacheractivityStudentactivityDesigningpurpose1(Classactivity)Showpictureof “fru it “ forthestudents toteachthenewworda ndleadto1.T:Ifyouhavesomefru it,whowillyougiveto ?Why?T:Ishallgivethefrui ttoMichael.Let ' sse ehimt

12、ogether.OK?S1:Mymother.S2:Myteacher.S3:Myfriends.Ss:OK!该部分旨在 导入对话内 容。2(ClassacAskthestudentstorePredicttheanswe该部分目的tivity)adthefivestatementrstothefivestat在于让学生sbelowthedialogue.ementsandmakesu读判断正误T:Therearefivestatrethattheyunder的选项来预ementsbelowthedialstandwhatthesta测答案。ogue.Youmaypredicttementsm

13、ean.theanswerstothem.Ss:Remark:培养读前对内谷进行预测的阅读习惯。Stage3 (9mins) : TasklStepTeacheractivityStudentactivityDesigningpurposeAskthestudentstorRead1andlookfor该部分旨在ead1andmarkTorF.thecorresponding让学生通过T:Nowpleasereadthesentencesinthe阅读对话完1(ClasswoconversationandseeExercises.成判断正误rk)ifyourpredictionis练习，训练r

14、ight.学生获取关键信息的能力。ThreepicturesindiVolunteersputth该部分目的2(Classwocating “ happy,angrewordsandphrase在于通过阅rk)y,worried " areshowsundertherightp读，学习更nontheictures.多有关身体e：screen.Letthestudentsread1ingroups,andthe nput “worry,worrya bout ”underthecorrespond ingpictures.Explainsomephrass:Nothingserious

15、,Stayinbed, Worryabout BeworriedaboutFollowthedoctor ' s adviceTrytounderstand theexplanationa ndtakenotes.病痛和提建 议的词汇和 表达。3(Groupwo rk)Askthestudentstor ead1inrolesingroup sforthewholeclass.Readinrolesingr oups.Remark:学生读对话完成练习，可两两讨论咨粢。Stage3 (8mins) : Task2StepTeacheractivityStudentactivity(Gro

16、upwork)Designacompetition Askthestudentstowr itedownthenamesofd ifferentkindsofill nessesoncards.T:Let' sworkinteams .Eachgrouphastowrit edownthenamesofdiff erentkindsofillness esondifferentcards. Let' sseehowquickly youcouldcarryoutyou rtask.Thegroupwhowr itesmostandfastestw illbethewinner.

17、Askgroupstoexchang etheircardsandchec kiftheywrotethemco rrectly.T:Congratulations!GPreparesomecard sandgetreadytow ritedownthename sofdiffetentkin dsofillnesseson cards.Ss:Headache;Toot hache;CoughEachgroupasawho le,handintheirc ards.Ss:Designingp urpose该部分目的 在于复习本 话题所学到 的表75疾病 的单词。roup2.Let' s

18、givethe mabighand.Remark:教帅可对比赛规则做灵活处 用中文讲解。Stage4 (9mins) : Task3StepTeacheractivity(Groupwork)Makingupdialogues .T:Thesearethewinni ngteam' scards.Now Imixthemup.Ineedon estudenttochooseon eofthecardsandacta sthe “patient ” .Th enhe/shecanchoosea nystudentinhis/her grouptomakeupaconv ersationb

19、etweenthe m.T:Youcanusethefoll owingexpressionsif:理，同时对于规则的说明可StudentactivityDesigningpurposeEachstudentwants tobetheactorandm akeupnewdialogue s.S1:Youdon tlook welltoday.What' swrongwithyou? S2:Ifeelterrible .Ihaveatoothache .S1:I' msorrytohe arthat.Howlongha该部分主要 是复习和巩 固本话题所 学的词汇和 句型，培养 学

20、生综合运 用语言的能 力。necessary:YoudoH tlookwell. Howareyoufeeling?I mfeeling/Ifeel Ihavea/the I ' msorrytoheartha t.Howlonghaveyoubeer likethis?Remark:学生在对语法和功能进行操: 控制，设置情境，以小组活动为单位。Stage5 (5mins) : ProjectStepTeacheractivity(Groupwork)Playthegame“ChoosingDr.Best” .T:Let ' splaythegam e “ ChoosingDr

21、.veyoubeenlikethi s?S2:Severaldays. S1:Ithinkyoushou ldseeadentist.S2:Ok,Iwill.Than kyousomuch.i练时，教师应减少对学生的StudentactivityDesigningpurposePlaythegame“ ChoosingDr.Best” .该部分通过 游戏角色扮 演，巩固本 话题所学知 识。Best” .Theruleisli kethis:Onestudentc hoosesoneofthecard sandactsasthe "pat ient ” Theotherstudents

22、gu esswhat' swrongwit hhimorher.Theonewh ogetsthecorrectans werfirstwillbethe “doctor ” .Thenthe “doctor ” givesthe “patient ” someadv ice.T:the “doctor” nee dtouse “Youshould/ shouldn' t " or "Yo uhadbetter/hadbett ernot ” togivesugge stions.Everystudentget sreadytobethefi rsttostandupand tobetheactor.Ss:OK!Thestudentwhoa ctsasthe “ pati ent " onlydofac ialexpression. S1?S2:Youhaveaston achache.youshou ldeathotfoodand shouldn' tdrink coldwater.S3?S4:Youhaveabacl ache.You dbett erliedownandres