教学设计（教案）18

1、教学设计（教案）基本信息学 科英语年 级八年级教学形式多媒体教 师彭秋醒单 位课题名称Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section B学情分析学生基础比较差，对英语的学习兴趣不高，个别学生甚至连26个字母都认不全。教学目标1. 能正确运用以下短语巩固动名词短语做主语的书面表达：read in the sun, give up smoking, go to school without breakfast, take a walk,study late, drink enough water 2.

2、能正确地运用must, mustnt进行劝告或提建议：I must ask him to give up smoking.3. 能正确辨别/7/, /3 /和/D/的发音。4. 朗读时连读现象。教学过程StepInteraction patternStudent activityTeacher activityIntroduction（7 minutes）1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. The

3、 whole class work7. Some students work8. Some students work9. The whole class work1. 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 interested in “Guessing game”. They may answ

4、er 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 should/must ask him to give up smoking.”9. Students listen and answer:(1) Marias fat

5、her.(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.4. Teacher plays a game with the students: “Guessing game.” Teacher wraps a cigarette in a piece of colorful pap

6、er and makes it like candy, letting students guess what it is inside.5. Teacher opens the candy. Its a cigarette. 6. Teacher shows a picture with “smoke” on the screen, asking the students, “Is smoking good or bad for your health? ” 7. Teacher does a survey, asking “Does your father smoke? If so, pl

7、ease 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 talking about smoking. Lets listen to 1a and answer:(1) Whose father smokes?(2) What should he/she do ?Presentation(10 minutes)1. The whole class work2. The w

8、hole class work3. The whole class work4. The whole class work5. Some students work6. The whole class work7. Group work1. 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

9、finish 1b.4. Students look through 1a and find the proper sentences 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, explain

10、ing “cancer” in Chinese, and then 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. Tea

11、cher 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 work2. The whole class work3. The whole class work 1. Students read with the recording, imitating it.2

12、. 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 1a for the students to read.2. Teacher shows some language points on the screen for th

13、e 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 students to read 1c individually.Practice(10 minutes)1. The whole class work2. Group work3. Pair work4. The whole clas

14、s work5. The whole class work.6. Group workand pair work7. Group work8. The whole class work9. Group work and individual work10. The whole class work11. The whole class work12. Individual work1. Students read 1a in pairs.2. Member A helps member B and C read 1a correctly.3. Member C will be the firs

15、t choice if they can.4. Students read 7 one by one and read the following words at the same time: fun cut come fund duck luck5. 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 rea

16、d one by one. 8. Students read and 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

17、read 1a 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.7. Teacher shows D in the same way.

18、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 competition of reading 3b.Production(8 minutes)1. The whole class work2. The

19、 whole class work 3. The whole class work4. The whole class work5. The whole class work6. The whole class work1. Students sum up with the teacher:You should/shouldnt /had better/had better not/must/need to do.Why dont you?2. Students read and finish 2a.3. Students mark H or U.4. Students find out th

20、e reasons by connecting relevant sentences in 2a and 2b. Then write down five shortpassages after class.A model: Li Hua often goes to school without breakfast. Its bad for her health. Because breakfast gives us energy for the morning.5. Students summarize with the teacher .6. Students do the jobs af

21、ter class:(1) Memorize the words and dialogue in Section B after class.(2) Groups will debate with each 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/shouldnt/had better/had better not/Why dont you?/must/need to do. 2. There 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 inst