仁爱版初中英语八年级上Unit-2教案

八年级上册教案设计Unit2KeepingHealthy

Topic1Youshouldbrushyourteethtwiceaday.

SectionA

I・Materialanalysis

本节课的主要活动为la和2。

第二单元谈论如何保持健康。话题一介绍了感冒、头疼等常见病的名称，出现了疾

病名称的词：loolhache,backache,fever,cough,headache,stomachache等以及相对应的短

语：haveacold,haveafever,haveacough,haveaheadache,haveatoothache,havea

backache,haveastomachache等。通过Kangkang和Betty的对话，呈现了询问生病情况

的对话：What'swrongwithyou?Ihavea...等，以及表达关心所提的建议：Youshould...

和Youshouldn't...。本课的语法重点是Youshould...和Youshouldn't.语言功能方面

要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。要求学生能

在课后用英语写一篇描述疾病并提出有益建议的文章。

II.Teachingaims

Knowledgeaims:

1.能正确运用以下短语进行书面表达：

haveacold,havealever,haveacough,haveaheadache,haveatoothache,

haveabackache,haveastomachache等。

2.能正确地运用should,shouldn、提建议：

Youshoulddrinkenoughboiledwater.

Youshouldn'tdrinkcoffeeorteaintheevening.

Skillaims:

I.能听懂有关日常小病的名称及相关话题。

2.能熟练地运用should,shouldn't针对日常小病提建议。

3.能正确朗读介绍日常小病的对话或文章。

4.能用should,shouldn't结合本单元短语描述日常生活小病并提出有益的建议。

Emotionalaims:

通过语言学习，影响学生的自身品格，要学会信任他人、关心他人，为我们的健康生活

创建友爱、和谐的氛围。

IILThekeypointsanddifficultpoints

Keypoints:

haveacold,haveafever,haveacough,haveaheadache,haveatoothache,haveabackache,

haveastomachache等短语的理解及运用。

Difficultpoints:

就日常小病用英语提建议。

IV.Learningstrategies

1.培养学生根据图片猜单词意思的能力。

2.培养学生模仿已有例句造句的能力。

V.Teachingaids

Computermultimediaprojector,picturesofdifferentillnesses

Everydaysaying:Bitterpillsmayhavewholesomeeffects.良药苦口利于病。

VI.Teachingprocedures

Interaction

StepStudentactivityTeacheractivity

pattern

l.Thewholeclass1.Focustheirattention1.Getstudentsreadyfor

workontheteacher.learning.

2.Thewholeclass2.Studentssingtogether.2.Singasongtogether.

work(Clapyourhandsifyou

arehappy.)Teachershows

theChinesewordsonthe

screen.

3.Individualwoik3.Monitorgivesthe3.Dailyreport.Teacherasks

andthewholereportwhilethemonitorofEnglishtogive

classworkotherslistenandtrytoareportabout"TheBeijing

understand.Olympics^^.

4.Somestudents94.Volunteersanswer:4.Teacherasksaquestion

Introductionwork(1)He/Shewantsto“Whydoes...likesports?”

(7minutes)bebeautiful;

(2)Tobestrong;

(3)Tobehealthy;

5.Thewholeclass5.Studentsfollowwhat5.Theteacherleadstothe

worktheteachersays,andnewtopic,44Yes,ifwe

comeintothenewexerciseeveryday,we

topicunconsciously.willbemorebeautiful,

strongerandhealthier.If

youdon'ttakepartinany

sportsactivities,youwill

beilllikethechildren

here.”

1.Thewhole1.Studentsreadthe1.Teacherpresentssome

classworkwordsaccordingtopicturesaboutthenew

thephoneticsymbolswords:fever,cough,

andguessthemeaningsheadacheandstomachache.

accordingtothepictures.Guidestudentstolearnthe

wordswiththephonetic

symbols,showingtheverb

phrasesunderthepictures.

2.Thewhole2.Studentstrytousethe2.Teacherasksandanswers

classworkverbphrasestoaskabout“haveafever”asa

andanswertogether.modelforthestudentsto

imitate.

A:What'sthematter?

B:Hehasafever.

3.Pairwork3.Studentsaskand3.Teacherintroduces"What's

answerinpairs,usingwrongwithhim/her?”to

“haveacough"，“havethestudentstodopairwork.

aheadache”,and

“haveatoothache^^.

Presentation

4.Thewhole4.Studentslookthrough4.Teacherleadstolaforthe

(10minutes)

classwork1bandmakesuretheystudentstofinish1b,

knowwhattodo.saying"BettyandKangkang

aretalkingaboutillness.

Let'slistenandfinishlb.

First,youshouldlook

throughlbandmakesure

youknowwhattodo.”

5.Thewhole5.Studentslistencareiiilly5.Teacherplaysla,andthen

classworkandfinishlb.checksthestudents,answers.

6.Thewhole6.Studentssaythe6.Teachercheckstheanswers

classworkanswerstogetherandandteachestheword

understandthemeaning“suggeslion“bypointing

of“suggestion”withoutitssynonym“advice”.

thehelpofthe

teacher'sexplanation.

7.Thewhole7.Studentsfinish1c.7.Teacherplays1cforthe

classworkstudents.

1.ThewholeI.Studentsreadwiththe1.Teacherplays1afbrthe

classworkrecording,imitatingit.studentstoreadwithout

stopping.

2.Thewholeclass2.Studentsaskandanswer2.Teacherasksthestudents

workandpairinpairs.topractice"What'swrong

woikwithyou?Ihavea...“in

pairsaccordingto1c.

3.Groupwork3.Studentsdochainpractice3.Teacherasksthestudents

ingroups,makingsuretoaskandansweraccording

everyonecansaytheto1cingroups.

dialoguecorrectly.

4.Thewhole4.Studentsdochainpractice4.Teacherasksthesixgroupsto

classworkintheirgroupsasdochainpractice,aiidthefirst

quicklyastheycan.threegroupswillwinthegame.

5.Thewhole5.Studentssaythe5.Teachermakesaconclusion,

Consolidationclassworkconclusionwiththe“Whenwetalkaboutillness,

(10minutes)teacher.wemayuse-Whafs

wrongwith...?——...

have/hasa...”

6.Thewhole6.Studentslookatthe6.Teachershowspicturesofnew

classworkpicturesandknowthewordsonthescreen“coffee,

meaningsofthenewtea,boiledwater"with

words,andthenphoneticsymbols.

pronouncethenewwords

accordingtothepictures.

7.Thewhole7.Studentscatchthe7.Teacherexplainstheword

classworkmeaningwhiledoing“li优'bysayingitssynonym

exercise2.“carry“andasksthestudents

tofinish2.

8.Thewhole8.Studentssaythe8.Teacherchecksthestudents9

classworkanswerstogetherafteranswers.

discussion.

1.Thewhole1.Studentsmakeupnew1.Teacherasksthestudents

classworkconversationsandtheytomakeupnewconversations

maydiscussingroups.accordingto1cand2.

2.Groupwork2.Studentsprepareforthe2.Teacherasksthegroups

andpairworkperfbnnanceinpairs,andwhohavelostthegameof

tworepresentativeswillpracticing1ctopractice

bechosenout.theirnewconversationsin

pairs.Eachgroupfinishes

onepair.

3.Twostudents'3.Thepairshoulddotheir3.Teacherasksthebestpair

workbesttoperfomiwell.toshowtheconversation

tothewholeclass.

Practice

4.Thewhole4.Studentsknowthe4.Teachershows"You

(10minutes)

classworkmeaningsandthewaysshould/Youshouldn't...”

toexpresssuggestions.ontheblackboard.

5.Thewhole5.Studentslistencarefully5.Teacherplays3forthe

classworkandfinish3.studentstofinishAin3,

andthenplaysforthe

secondtimeforthe

studentstofinishBin3.

6.Twostudents'6.Twovolunteerswrite6.Teachercheckstheanswers.

worktheanswersonthe

blackboard.

1.Thewholeclass1.Eachstudentinterviews1.Teacherorganizesan

workandonestudentandwritesinterviewaccordingto1c

individualworkdownthedialogue.and2,andstudentswilldo

itintheirowngroups.

2.Thewhole2.Studentswritetheir2.Teacherasksthestudents

classworkinterviewsdownaftertowritedowntheir

class,preparingforinterviewsafterclass.

thereportinthenext

class.

3.Thewhole3.Studentssummarize3.Teachershowsthe

classworkSectionAwiththesummarytothestudents.

teacherbydoing(1)Vocabulary.

exercisesshownon(2)Thestructure:willdo.

thescreen.

4.Individualwork4.Studentsdothefollowing4.Teacherassignshomework:

jobs:

Production

(1)Memorizethe(1)Reviewthesummary

(8minutes)

summaryafterclass.afterclass.

(2)Studentswritethe(2)Reporttheirinterviews

interview"What'stothewholeclass

wrongwithyou?,,tomorrow.

afterclass,andthen

prepareforthe

reportinthenext

class.

(3)Studentslearnto(3)PrepareSectionBafter

readvocabularyclass.

withthehelpof

recordingandthe

phoneticsymbols,

andreadthe

dialogafterthe

recording.

It'salittlehardforthestudentstogivepropersuggestionsonillness.

Theymaysearchmoreinformationaboutthistopicafterclass.

Teaching

Reflection

VII.Blackboarddesign

Unit2KeepingHealthy

Topic1Youshouldbrushyourteethtwiceaday.

SectionA

What'swrongwithyou?haveafever/cough

Ihaveabadcold.haveaheadache/stomachache

Youshouldseeadentist.drinkenoughwater

Ihopeyou'llgetwellsoon.liftheavythings

八年级上册教案设计

Unit2KeepingHealthy

Topic1Youshouldbrushyourteethtwiceaday.

SectionB

I,Materialanalysis

本节课的主要活动为la,4a和4b。

本课时将生病、关心询问及提建议综合运用，呈现了提建议的另外两种说法sb.had

better(not)dosth...和Whydon'tyou...?对话中还呈现询问对方病情的问句：Howlong

havebeenlikethis?及对病情的描述：Iamfeelingterrible.本课的语法重点sb.hadbetter

(not)dosth和Whydon'tyou...?语言功能方面要求学生学会用英语描述疾病并能就疾

病征求他人意见、给他人提建议等。课后要求学生能用英语写一篇描述疾病并提出有益

建议的文章。

II.Teachingaims

Knowledgeaims:

1.能正确运用以下短语进行书面表达：feelterrible,havetheflu,takesomemedicine,have

agoodrest等。

2.能正确地运用sb.hadbetter(not)dosth和Whydon'tyou…？提建议。

Skillaims:

1.能区分/l/和/e"发音的不同，并掌握音素对应的字母或字母组合的写法；在

朗读时能正确把握辅音的不完全爆破和元音的强读、弱读现象。

2.能听懂有关日常小病的名称、对病人的关心询问及提建议的话题。

3.能熟练地运用sbhadbetter(not)dosth和Whydon"you...?针对日常小病提建议。

Emotionalaims:

通过语言学习，影响学生的自身品格，要学会信任他人、关心他人，为我们的健康生活

营造友爱、和谐的氛围。

HI.Thekeypointsanddifficultpoints

Keypoints:

feelterrible,havetheflu,takesomemedicine,haveagoodrest等短语的理解及运用°

Difficultpoints:

理解Howlonghaveyoubeenlikethis?

IV.Learningstrategies

1.巩固学生根据图片猜单词意思的能力。

2.巩固学生模仿己有例句造句的能力。

V・Teachingaids

Computermultimediaprojector,chalk,blackboard

Everydaysaying:Bitterpillsmayhavewholesomeeffects.良药苦口利于病。

VI.Teachingprocedures

Interaction

StepStudentactivityTeacheractivity

pattern

1.Thewhole1.Focustheirattention1.Getstudentsreadyfor

classworkontheteacher.learning.

2.Thewhole2.Studentssingtogether.2.Singasongtogether.

classwork(Clapyourhandsifyou

arehappy.)Teacher

showstheChinesewords

onthescreen.

3.Pairworkand3.Twopairsassigned3.Dailyreport.Teachercalls

individualworkbeforeclassgivethetwopairstoreporttheir

report.interview"What'swrong

withyou?”.

4.Somestudents?4.Volunteersanswer:4.Teacherasksaquestion

workHe/Shehasa...“What'swrongwith...?”

tocheckifotherslisten

carefullyandunderstand

thereporter.

5.Thewhole5.Studentsfollowwhat5.Theteacherintroducesthe

Introduction

classworktheteachersays,andnewwordsbyshowinga

(7minutes)

answertogethert4Shepicturewith“terrible,a

hasacold.^^badcold,aterriblecold”

onit.Teacheraskswhile

studentsanswertogether:

"What'swrongwithher?”

6.Thewhole6.Studentsreadandfeel6.Teachergoeson,“Shehas

classworkthefunctionof'terrible”.abadcold,shehasa

Thentheyguesstheterriblecold.Maybeshe

meaningoftheflu.hastheflu."Whileshowing

thepicture"flu",which

means“abadcold,a

terriblecold”.

7.Thewhole7.Studentslookthrough7.Teacherleadstola:"Steve

classworkthestatementsinlb,andBrucearetalking

makingsuretheyaboutillness.Let'slisten

knowwhattodo.andfinishlb.”

1.Thewhole1.Studentsunderstand1.Teacherexplainsthat

classwork“suggestion"by“suggestion"isthenoun

understandingwhatformof“suggest”.

theteachersays.

2.Thewhole2.Studentslistenand2.Teacherplaystherecording

classworkfinishlb.ofla.

3.Thewhole3.Studentslookthinugh3.Teacherasksthestudents

classwork1candmakesurewhattolookthrough1cand

thestatementsmean.makessuretheyunderstand

thestatements.

4.Thewhole4.Studentslistencarefully,4.Teacherplaysla.

classworkandthendiscusstheir

Presentationanswersafterlistening.

(10minutes)5.Thewhole5.Studentsreadindividually,5.Teacherletsstudentsread

classworkandthencorrecttheirlaindividually,checking

answerstolband1clband1c.

whilereading.

6.Thewhole6.Studentsreadafterthe6.Teacherplaysthe

classworkrecordingonebyone.recordingsentenceby

sentence.

7.Thewhole7.Studentsreadatthe7.Teacherplaysthe

classworksamespeedastherecordingwithoutstopping.

recording,tryingto

imitatetherecording.

1.Thewhole1.Studentsunderlinethe1.Teacherexplainssome

classworkpointsintheirbooks,languagepointsforthe

makingsuretheystudents.

understandthemeanings.(1)Howlonghaveyou

beenlikethis?

(2)You'dbettertakesome

medicine.

(3)feelterrible—ffeel

well,bewell

(4)havetheflu

(5)takesomemedicine

(6)takeyoutothehospital

(7)havearest

(8)gotoseeadoctor

2.Thewhole2.Studentsreadinpairs.2.Teacherasksthestudents

classworkandtoreadlainpairs.

pairwork

Consolidation

3.Pairwork3.Eachgroupchoose3.Teacherasksthreepairs

(10minutes)

outapairtoread,andtoreadthedialoguefor

theymakethescoresthewholeclass.

asusual:A-5;B-6;

C-7.

4.Thewhole4.Studentsread24.Teacherasksthestudents

classworksilently,andthentofinish2.

numberthestatements.

5.Groupwork5.Eachgroupwrite5.Teacherchecksthestudents'

theiranswersontheanswers.

blackboard.

6.Groupwork6.Eachstudentreads6.Teacherasksthestudentsto

onesentencetofinishreadthedialogueinchains,

thewholedialogue,andthefirstonewhofinishes

butnooneknowsreadingcanpointanyonein

whoisthenexttoread.theirgroup,soasthe

followingone.

1.Thewhole1.Studentstryto1.Teachershowsapictureof

classworkunderstand“candy”by“candy”,saying“Candyis

lookingatthepictureandsweet,andchildrenlike

understandingwhattheeatingcandy.Oldpeople

teachersays.don9tlikecandy,because

eatingtoomuchcandy

isn'thealthyandit'sbad

forourteeth.^^

2.Thewhole2.Studentstryto2.Teachershowsapictureof

classworkunderstand"brush”by“brush”,saying“Brush

lookingatthepictureandyourteethafteryoueatcandy.”

understandingwhatthe

teachersays.

3.Groupwork3.Everystudentmakeshis/3.Teacherasksthestudents

andindividualherowndialogue,withtomakenewconversations,

woikverbphrasebeingandeachgrouphastomake

assignedfirst.upfivedifferentconversations.

4.Thewhole4.StudentsuseTiedown”4.Teacherexplains"lie

classworkintheirownconversations.down“byshowingtwo

picturestocompare

Practice

“stand”and“liedown”

(10minutes)

whilestudentsmakethe

dialogue.

5.Pairwork5.Sixpairsfromdifferent5.Teacheraskssixpairsto

groupsshowtheirreadtheirconversations,

performance.Thebestandthebesttwopairswill

twopairswillread4aread4aand4b.

and4b.

6.Groupwork6.Thefirstgroupread6.Teacherchecksthetwo

4a,iftheyarewrong,groups.

thesecondgroup

correct,andviceverse.

7.Pairwork7.Thelosersread4aand7.Teacherasksthestudents

4b,iftheydon'treadtoplayfinger-guessing

correctly,thewinnersgamesinpairs,andthe

willtapthelosers'hands.winnerswillcheckthe

loserstoread4aand4b.

8.Thewhole8.Studentsreadafterthe8.Theteacherplaysthe

classworkrecording,tryingtorecordingof4aand4b.

imitatethepronunciation

andintonation.

1.Thewhole1.Eachstudent1.Teacherorganizesan

classworkandinterviewsfiveinterviewaccordingto3,

individualwoikstudents.andstudentswill

interviewatleastfive

students.

2.Thewhole2.Studentswritetheir2.T