仁爱版英语八年级上册《Imustaskhimtogiveupsmoking》(SectionD)教案

（最新版）Unit2Topic2SectionD参照教学设计.Materialanalysis本节课为单元第五课时。主要活动为SectionD的1和2。本课集中复习神态动词must/mustn’t,may,can,should/shouldn的用法’t。经过造句和短文综合填空让学生领会神态动词在详细语境中的运用。.TeachingaimsKnowledgeaims：能复习和稳固掌握正确认读课后单词表中的单词。能正确掌握神态动词在详细语境中的运用，能正确地用神态动词进行口头和书面复合表达。Skillaims：能听懂相关健康饮食的对话或文章。能娴熟地运用食品名词，为三餐设计健康的食谱，并能就饮食提出自己有利的建议。能正确地运用神态动词，联合食品名词，写一篇相关怎样保持健康的文章。Emotionalaims：经过本课学习，让学生理解平时生活中详细的健康生活习惯有哪些，敦促他们养成健康生活的好习惯，摒弃坏习惯。.ThekeypointsanddifficultpointsKeypoints：用以下短语造句并提出建议：takeshoweroften,washhandsbeforemeals,tidyourroom,openthewindow,drinksourmilk,spitinpublic.Difficultpoints：填空中对神态动词的正确选择。.Learningstrategies经过看图听听力和综合填空等多种练习，概括神态动词的用法。训练学生概括知识的能力。.TeachingaidsComputermultimediaprojectorEverydaysaying:Alittlesparkkindlesagreatfire.星星之火能够燎原。.TeachingproceduresInteractionStepStudentactivityTeacheractivitypattern1.Focustheir1.Thewhole1.Greetstudentsreadyforlearning.classworkattentionontheteacher.2.Showeverydaysayingforthe2.Thewholestudents.Readthe2.sayingclassworkaloud.(onesayingaweek)3.Thewhole3.Allthestudents3.Askthewholeclasstoclassworkreadtheirhomeworkprepareforthereport:Myeating4.Groupingroups,preparinghabit.workforthereport.4.Teachercastslotstofindtwo5.Thewhole4.Thechosengroupsgroupstoreport.classworkwillreporttheir5.Teacherasksthetwogroupsto6.Thewholepassages.writetheirpassagesontheclasswork5.Studentscorrectblackboard.Teachertheirpassagesandcorrectsthemifnecessary.Introductionwritethemonthe6.Teacheroffersfiveorsixminutes（10minutes）blackboard.forthestudentstoreadthrough6.AllthestudentsSectionA-C.readaloud.k1.The1.Studentsdiscussin1.Teacherasksthestudentstocheckwholeclassgroups.GrammarandFunctionsingroups.work2.Studentsreadthe2.Teacherasksthestudentsto2.Thecorrectsentences.correctthewrongparts.wholeclass3.Studentsmaythink3.Teacherletsthestudentstolookworkofthefollowingthrough1andsayaphrase3.Thephrases:washhands,correspondingtoeachpicture.wholeclassspitonthestreet,tidy4.Teacherplaystherecordingof1.worktheroom,putlitter5.Teacherplaysagainandpausesintothedustbin,openwhennecessary.4.Thethewindow.6.Teacherplaysforthethirdtime.Presentation4.Studentslistenand7.Teacherchecksthestudents’whole(8minutes)numberthepictures.answersto1.classwork5.The5.Studentswritewholedownaphraseunderclassworkeachpicture.6.The6.Studentscheckwholeclasstheiranswers.work7.Volunteerswill7.Somereadtheirstudentswor’answers.1.The1.Studentsmake1.Teacherasksthestudentstomakewholeclasssentencesorally,usingsentencesaccordingto1.workthefollowingphrases:2.Teacherorganizesatakeshoweroftenwashcompetitiontoseewhichhandsbeforemealsgroupmakesentencesthe2.Thespitinpublicmostfluently.wholeclassdrinkyoghurt3.Teacherasksthebestgrouptosaytheworkandtidyourroomsentencesclearly.groupworkopenthewindow4.Teachersumsupthefunctionofkeeptheairfresh“should/shouldn’tmust/Consolidation3.Some2.Studentsineachmustn’t”.Teachermay(10minutes)students’groupsaytheexplainitinChinese.worksentencesinturn,witheachsayingone.4.TheSixgroupsstartatthewholesametime.class3.Eachstudentintheworkfirstgroupwillsayonesentenceclearly.4.Studentsguessthefunctionbywhattheteachersays.1.The1.Studentsreadthe1.Teachershowsapictureofcigarettewholeclassphoneticsyllablesandwithphoneticsyllablesandasksworkunderstandthequestions:Doyousmoke?Who2.Themeaning,answeringthesmokesaroundyou?wholeclassquestions.work2.Studentsgettorealizeforourbody.Bodyheremeans3.Thewhattheteachersays.health,pointingtomybodyandyourwholeclass3.Studentsunderstandbody.worktheword“disease”by3.Teacherexplains.Smokingcan4.Theunderstandingcauseillness.Smokingcancausewholeclasssynonymous“illness”.disease.workThe“harm”byourbodywhilehere“harm”meanswholeclassunderstanding“bebad“bebadfor”.workfor”.(10minutes)6.Some5.Studentsreadsilentlyforourhealth.Smokingharmsstudents’andtrytofinish2.smokersandus.(Teacherwork6.Studentsmayaskforactsagestureofsmoking.)Itcanhelpiftheydon’causetdisease.Let’reads2about7.Someunderstandwell.smoking.students’7.Volunteerswrite6.Teacherexplains“”chemicalsbyworktheiranswersonthepointingthesmokeandfogarounda8.Theblackboard.cigaretteonscreen.wholeclass8.Studentstryto7.Teacherasksthreestudentstoshowworkunderstand.theiranswersontheblackboardandcorrectsthem.8.Teacherexplainsthefunctionof“can”,whichreferstopossibility.Production(7minutes)TeachingReflection

1.Thewhole1.Studentsfinishit1.Teacherletsthestudentsfinishclassworkaccordingtothefact.testinginprojection.2.Group2.Studentsdiscussin2.Teacherasksthestudentstoworkgroupsdiscusswhoisthehealthiestinyour3.The3.Studentsdothegroup.wholeclassfollowingjobs:3.Teacherassignshomework:work(1)Studentswritea(1)Teacherasksthestudentstowriteshortpassage“Howashortpassage“Howtokeeptokeephealthyafter”healthy”.class,preparingforhe(2)PreviewSectionA,Topic3.performancenextclass.(2)StudentspreviewthevocabularyandthedialogueinSectionA,Topic3.It’aslittledifficultforthestudentstomakesentences,buttheyareinterestedinit.Themostdifficultistouse“can,should/shouldnmust/t,’mustn’t”i