仁爱版英语八年级上册unit2topic3sectiona教学设计doc资料.doc

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Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu?
Section A 教学设计

[ Material analysis]
本节课为单元第一课时。主要活动为Section A 的1a和1d。第二单元谈论如何保持健康，第三话题谈论体育锻炼有助于健康，介绍了如何才能保持健康，怎么才能正确地加强体育锻炼。教育学生要珍惜健康，加强锻炼。课后学生能做出一份有关保持健康的手写报。

[Teaching aims]
Knowledge aims：
1. 能正确拼读并运用单词表中的单词与短语：question, go ahead, build … up, all the time, finally, Internet
2. 能认读下列单词：journalist, crowded, throat。
3. 能用以下短语进行口头或书面的表达：keep away from, take some cold pills, change our clothes often, go to crowded places, do sth. at once, take one’s advice, play sports too much等。
4. 能用first, second, third, finally有序地进行表达。
5. 能正确地运用must 提问：
You must have a good rest.
You mustn’t throw litter around.
Skill aims：
1. 能听懂有关预防流感的对话或文章。
2. 能正确阅读有关预防流感的对话或文章。
3. 能比较流利地谈论有关预防流感的话题，能熟练地运用must问答，表示征求意见或提建议。
4. 能正确地用书面形式表达有关预防流感的话题。
Emotional aims：
1. 学生能够听从他人建议，积极预防感冒。
2. 强化学生保持健康的思想，教会学生如何更好地进行体育锻炼。

[ The key points and difficult points]
Key points：
keep away from, take some cold pills, go to crowded places, play sports too much等短语的理解及运用。
Difficult points：
1. May I ask you some questions? some 在疑问句中的运用。
2. Must we…? 的回答语 No, we don’t have to. / No, we needn’t.

[ Learning strategies]
学会用first, second, third, finally谈话或写作，有益于培养学生英语口头和书面表达的条理性。

[ Teaching aids]
Computer multimedia projector, a pair of glasses, a microphone, a camera
Everyday saying: Happiness lies first of all in health. 幸福首先在于健康。

[Teaching procedures]
Step
Interaction pattern
Student activity
Teacher activity
Introduction
（7 minutes）
1. The whole
class work

2. The whole
class work

3. The whole
class work

4. The whole
class work

5. The whole
class work

1.Focus their attention on the teacher.
2.Read the saying aloud.
3.Students from the group will accept the interview:
S1: Yes, please.
S2: Yes. Go to bed early and get up early.
S3: Drink enough water every day.
S4: Eat fruit and vegetables often to keep healthy.
S5: Take part in sports.
S6: Have a healthy eating habit.
4.Students can read and understand the meaning.
5.Students understand the new words by seeing the synonymous and read the new words according to the phonetic syllables.
1.Greet students ready for learning.
2.Show everyday saying for the students.(one saying a week)
3.Teacher acts as a journalist and interviews one group about how to keep healthy:T: I’m a journalist from CCTV. (Show a picture of “journalist” on screen.) May I ask you a question? T: Do you know how to keep healthy?
4. Teacher leads the students to read
“journalist”.
5. Teacher shows the new words on the screen with synonymous besides:go ahead prevent–stop build …up – keep … healthy all the time – always finally - last
Presentation
(10 minutes)
1. The whole
class work

2. The whole
class work

3. The whole
class work

4. The whole
class work

5. The whole
class work

6. The whole
class work

7. The whole
class work

8. The whole
class work

1.Students make sure to know the verb phrases in 1b. They may discuss in groups.
2.Students listen and finish 1b.
3.Students listen again and finish 1c.
4.Students look through 1a, checking their answers in 1b and 1c.
5.Students read after the recording sentence by sentence.
6.Students make sure they can read correctly.
7.Students read at the same speed and try to imitate its pronunciation and intonation.
8.Students underline in their books and understand what the teacher explains.

1.Teacher asks the students to look through 1b.
2.Teacher plays the recording.
3.Teacher plays 1a again and asks the students to finish 1c.
4.Teacher asks the students to look through 1a and check their answers.
5.Teacher plays 1a sentence by sentence.
6.Teacher lets students read 1a in pairs.
7.Teacher plays 1a without stopping.
8.Teacher explains some language points:
(1)May I ask you some questions?
(2) go ahead
(3) What should we do to prevent it?
(4) build … up
(5) all the time
(6) keep away from
(7) first…second…third…
finally…
Consolidation
(8 minutes)
1. The whole
class work
and group
work

2. Some
students’
work

3. Some
students’
work

4. Pair work

1.Students read in pairs and choose out the best pair.

2.Students stand on the teaching platform, and teacher makes a draw to decide who will be the journalist.

3.The journalist begins interviewing others, acting 1a out. Other five students will act as a doctor team, and each student says one thing.

4.Students retell 1a in pairs, ask and answer by using first, second, third and finally.Students try to memorize all the verb phrases.
1. Teacher asks the students to read 1a in pairs, and each group chooses out the best pair.

2. Teacher makes a draw to decide who will be the journalist.

3. Teacher gives the pair of glasses, camera and microphone to the journalist.

4. Teacher asks the students to retell 1a according to the sequence:
(1) exercise often to build us up
(2) keep our rooms clean and the air fresh
(3) wash our hands and change our clothes often
(4) keep away from crowded place
Practice
(10 minutes)
1. The whole
class work

2. Pair work

3. Group work

4. Group work
and pair
work

5. The whole
class work
1. Students replace the verb phrases in 1b into the conversation together.

2. Students ask and answer questions in pairs.
A: Must we…?
B: Yes, we must.
A: Must we…?
B: No, we don’t have to./ No, we needn’t.

3. Each group will make six different conversations.

4. Member C1 and C2 from each group will show the conversation.
5. Students only ask and answer the dialogue in 1d by using eight verb phrases in 1b, and each student makes eight conversations.

1.Teacher demonstrates the students to make conversations by using the verb phrases in 1b.
A: Must we…?
B: Yes, we must.
A: Must we…?
B: No, we don’t have to./ No, we needn’t.

2. Teacher lets the students ask and answer in pairs.

3. Teacher asks the students to finish 1d.
4. Teacher lets Member C make the conversation in pairs.
5. Teacher organizes a competition to find out who is the fastest one to finish making conversations by using the verb phrases in 1b.
A: Must we…?
B: Yes, we must.
A: Must we…?
B: No, we don’t have to.
/ No, we needn’t.
Production
(10 minutes)
1. The whole
class work

2. The whole
class work

3. The whole
class work

4. The whole
class work

5. The whole
class work

6. Some
students’
Work

7. The whole
class work

8. The whole
class work

9. The whole
class work
1.Students understand the meanings of “symptoms” and “sore throat”.
2. Students guess something about illness.
3. Students listen and finish A of 2. They should know the meaning of “circle”.
4. Students make sure they know the phrases in B of 2.
5. Students listen and finish B of 2
6. Volunteers read their answers.
7. Students write down, and they
may discuss in groups.
8. Students summarize Section A, doing exercise shown on the screen.

9. Students do the follow jobs:
(1) Memorize all the verb phrases in Section A after class.
(2) Students write the conversation after class: How to
prevent the flu?
(3) Students learn to read vocabulary and read the dialogue after the recording.
1. Teacher explains that “symptoms” here means “illness”, and then shows a picture of “sore throat” on the screen.
2.Teacher asks the students to predict what they are going to listen to.
3. Teacher plays the recording of 2.
4. Teacher asks the students to look through B of 2.
5. Teacher plays the recording of 2 again.
6. Teacher checks the answers.
7. Teacher asks the students to write down phrases in 3.
8. Teacher shows the summary to the students.
9. Teacher assigns homework:
(1) Teacher asks the
students to memorize all the verb phrases in Section A.
(2) Teacher asks the students to
write a conversation according to 3:
How to prevent the flu?
(3) Prepare Section B after class.
Teaching Reflection
Students are very interested in acting as a journalist, although teachers have a little trouble to take things such as microphone, camera and so on. In order to attract students, teacher should design more activities.

[Blackboard design]

Unit 2 Keeping Healthy
Topic 3 Must we exercise to prevent the flu?
Section A
May I ask you some questions?
Go ahead.
build … up
keep the air fresh all the time
change our clothes often
keep away from crowded places
do sth. at once
take one’s advice

A: Must we…?
B: Yes, we must.
A: Must we…?
B: No, we don’t have to. / No, we needn’t.

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