仁爱版八年级英语上册 Unit2 Topic2 A教案.docx
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仁爱版八年级英语上册 Unit2 Topic2 A教案.docx
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仁爱版八年级英语上册Unit2Topic2A教案
Topic2
SectionA
Themainactivitiesare1a,2and3b.本课重点活动是1a、2和3b。
Ⅰ.Teachingaimsanddemands教学目标
1.Learnsomeusefulwordsandexpressions:
health,tonight,toomuch,without
2.Getsomeknowledgeofhealthyhabitsandunhealthyhabits.
(1)Stayinguplateisbadforyourhealth.
(2)—Isplayingsportsrightaftermealsgoodorbad?
—It’sbad.
Ⅱ.Teachingaids教具
录音机/磁带/课件/幻灯片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:
10分钟)
1.(复习前一个Topic新学的建议方式thewayofgivingadvicesorsuggestions,导入寻求建议的方式thewayofaskingforadvicesorsuggestions.)
T:
(Gettwostudentstorole-playaconversationbetweenapatientandadoctor.)
Today,S1don’tfeelverywell.Shemayhaveabadcold.Soshegoestoseeadoctor,Mr.Tang(S2).Listentotheirconversationandfinishthetask.
(板书)
S1’sproblem:
Mr.Tang’sadviceforS1:
(ThentheteachercheckstheanswersandgetsthestudentstoretelltheconversationbetweenS1andS2accordingtotheanswers.Ofcourse,thestudentsneedtospeakoutwhileretelling.)
(板书)
Headache
Toothache
...
IfIhavea,whatshouldIdo?
/WhatshouldIdoforaheadache?
Youshould/shouldn’t.../You’dbetter(not)...
T:
Andnow,Ihaveabadheadache.(做头痛状。
)WhatshouldIdo?
Ss:
Youshouldliedown.
Youneedtohavearest.
You’dbetternotthinktoomuch.
Whynotstopworking?
T:
Yes,you’reright.Butmymomhaveasorethroat.Sheisfeelingterrible.
Whatshouldshedoforasorethroat?
Ss:
She’dbetternoteathotfood.
Whynotdrinkteawithhoney?
...
T:
You’requiteright.Thankyouforyouradvice.
Andnow,workinpairstoactoutshortdialogs.Onestudenthassomeproblems,yourpartnerwillgiveyousomesuggestions.Pleaseusethesentencepatternsinthebox.
Ss:
...
T:
OK.Youdidagoodjob.
2.(通过调查几个学生的就寝前活动和就寝时间来判断学生是否养成良好的生活习惯。
告诉学生好的习惯,并给出适当建议。
导入本话题最基本的目标语言。
)
(板书)
Stayinguplateisbadforyourhealth.
熬夜对......有害健康
(begoodfor)
today今天
tonight今晚
T:
Now,Iwanttomakeasurveyaboutyouractivitiesbeforegoingtobedandyourbedtime.
T:
Youplease.(Surveyobject:
S3)
Whatdoyouusuallydobeforegoingtobed?
S3:
Iusuallylistentothemusic./...
T:
Doyouusuallydothatlate?
S3:
No.IusuallydothatforalittlewhileandthenI’llgotobedaroundten.
T:
Verygood.It’sgoodforyourhealth.
T:
Youplease.(Surveyobject:
S4)
Whatdoyouusuallydobeforegoingtobed?
S4:
Iusuallyplaycomputergames.
T:
Doyoualwaysdothatverylate?
S4:
Yes.Ilikeitverymuch.Idon’tsleepuntilhalfpasteleven.
T:
Oh.It’stoobad.Stayinguplateisbadforyourhealth.
3.(教师利用多媒体出示
(1)一个学生晨跑的画面。
(2)一个运动员不洗手就吃饭的画面。
(3)一男孩吃饭囫囵吞枣。
(4)一男孩抽烟。
(5)早上做早操。
如果没有多媒体,教师可以直接用身体表演动作来导入。
)
(1)
(2)(3)(4)(5)
T:
Thenlet’slookatthescreen.
T:
(Showpictures
(1),
(2).)Isitgoodforyourhealth?
Ss:
Yes,itis./No,itisn’t.
T:
(Showpictures(3),(4),(5).)Isitgoodorbadforyourhealth?
Ss:
It’sgood./It’sbad.
Step2Presentation第二步呈现(时间:
5分钟)
(切入到主人公Kangkang的问题上来。
设置听力任务,让学生听录音完成任务。
)
T:
OK.Todaylet’stalkabouthealthyhabitsandunhealthyhabits.
(教师转身在黑板上列出本课标题。
)
T:
Today,ourfriendKangkanglookstired.Why?
Doyouknow?
Ss:
Sorry,wedon’tknow.
T:
Let’slistentothetapeandfindtheanswer,OK?
Ss:
OK.
(教师在黑板上列出问题。
)
What’swrongwithKangkangtoday?
Why?
WhatsuggestiondoesJanegivetoKangkang?
T:
Iwillplayittwice,listencarefully,please.
(教师找同学说答案。
)
T:
ThenIwillplaythetapeagain.Pleasefindoutthekeywordsinthisdialog.
Ss:
OK.
(最后教师板书对话部分的关键词,方便学生下一步自由表演。
)
looktired,headache,soccergame,stayuplate,bebadfor...,feelbetter,tonight
Step3Consolidation第三步巩固(时间:
10分钟)
1.(学生两人一组,根据板书的1a中的关键词表演1a。
合上书本,用自己的语言交流。
)
T:
Nowpleaseopenyourbooks,lookat1a,practiceandactthedialogout.Usethekeywordsinthebox,OK?
Ss:
OK.
(本节课的生词少,不作特殊处理,学生遇到生词后可以看生词表,不会造成障碍。
)
T:
Stophere.WhoactsJaneinyourpairs?
Handsup,please.
(表演Jane的学生们举手。
)
T:
S1,comehere,please.YouareJane.
ThenwhoactsKangkanginyourpairs?
Handsup,please.
(表演Kangkang的学生们举手。
)
T:
S2,youplease.
T:
Welldone.S1andS2actoutthedialog.
(对学生的表演给予表扬。
)
2.(让学生以旁观者或是第三人称的身份来复述Kangkang和Jane之间的生活片断,进一步巩固1a部分,同时也能锻炼学生的口头表达能力。
)
T:
Thencloseyourbooks.PleasemakeupashortstorybetweenKangkangandJaneaccordingto1a.Thentellthestorytoyourpartner.Thefollowingexpressionsmayhelpyou.
(板书)
Clue(主线):
Thereason→Kangkang’sproblem→Jane’sopinionandadvice→Kangkang’sdecision
Expressions:
getenoughsleep(有充足的睡眠),because,soJanethinks(that)...,decideto,wantto
T:
(Threeminuteslater.)Stophere.Whowantstohaveatrytotellthestorytotheclass?
S3,youplease.
S3:
...
T:
Thenlet’smakeupthestorytogether.Beforethat,Ihavefourquestionsforyouall.First,whatcausesKangkang’sproblem?
What’sup?
Ss:
HewatchedasoccergameonTVlastnight.Hewenttobedverylate.
T:
Sohedidn’tgetenoughsleep.(Theteacheraddsthat.)
Next,what’sKangkang’sproblem?
Ss:
Kangkangistiredandhasaheadache.
T:
That’sright.BecauseKangkangdidn’tgetenoughsleep.Heistiredandhasaheadache.Then,what’sJane’sopinionandwhatsuggestiondoesJanegivetoKangkang?
Ss:
Janethinksstayinguplateisbadforhishealth.SheasksKangkangtogotobedearlytonight.
T:
Well.Thelastquestion,willKangkanggotobedearlytonight?
Ss:
Yes,hewill.
T:
Verygood.Let’sjointheanswerstothefourquestions.It’llbethewholestory.
Step4Practice第四步练习(时间:
10分钟)
1.T:
Now,let’splayagame.Doitintwoparts,OK?
Ss:
OK.
(教师用汉语说明,两大组接力赛。
规则是A组第一名站起来先说病情,如:
IfIhaveaheadache,whatshouldIdo?
B组第一名学生给建议,You’dbetterliedownandhaveagoodsleep.然后B组第二名学生接着起来陈述病情,如:
IfIhadabadcold,whatshouldIdo?
那么A组第二名学生就得用You’dbetternot...来提建议。
也就是说A、B两组相继提建议的两名学生所用句型是一肯一否的。
)
T:
Ifsomeoneinyourgroupcan’tdoit,thenextonegoeson.
(教师用汉语说明,在黑板上用“正”字记录各组答不上来的学生个数,最后决出胜负。
)
GroupA:
GroupB:
T:
OK.ThistimegroupAwin!
(教师用汉语说,A组点歌,B组出名代表为A组唱歌。
)
2.T:
Good!
Next,2workalone!
Listenandcheck(√)youranswer.HowdidWangJunfenggetaheadache?
Skimfirst,please.
(半分钟后。
)
T:
Ready?
Ss:
Yes.
T:
Go!
(教师放两遍录音,全班一起核对答案。
)
T:
Thenlet’sdo3a.Arethesehabitsgoodorbad?
Iftheyarebad,writethegoodonesonthelines.
(一分钟以后。
)
T:
Let’schecktheanswerstogether.S1,youplease.
S1:
Gettinguplate.Bad!
T:
Thenextone.
S2:
Goingtobedearly.Good!
S3:
...
3.T:
Oh,pleasemakeadialoglikethisexamplein3b.Thenaskandanswerinpairs.
(教师需选择3或4组学生做对话。
然后,教师可用汉语说明这种选择疑问句,回答时不能用Yes或No。
)
4.T:
Boysandgirls,thenletsrelaxforawhile.Classactivities!
Lookatthescreenagain.Let’schantfollowingit.OK?
Ss:
Yeah!
(教师播放课件。
设计成连续播放四遍的效果,第一遍
慢节奏的,每一句chant就出现个小卡通画面帮助学生
理解句子意思,第二遍和第三遍按录音磁带的节奏,让
学生可以跟着学,第四遍只放伴奏,让学生自己来
chant,为了增添气氛,也可以击掌伴奏。
)
5.T:
Thenlet’splayaninterestinggame,OK?
Ss:
What?
T:
That’sMusicalChair.
(教师用汉语说明游戏规则:
让学生帮忙准备五个凳子,放在教室前面,摆成圆形。
教师找六名自愿参加游戏的同学到前面来,围绕凳子站着,当教师播放chant时,六名学生顺时针围绕凳子慢跑,教师停止播放,六名学生抢五把凳子,不许用手推人,没有抢到凳子的同学退出,并撤下一把凳子,游戏继续,直到决出优胜。
)
(课堂上能进行几轮,由教师自己把握。
)
Step5Project第五步综合探究活动(时间:
10分钟)
1.T:
Let’smakeasurvey,youcanwalkaroundourclassroom,andhelpmefindtheanswers.Myquestioniswhatisgoodforyourhealth.Pleasehelpmefindtheanswers,letmeseewhocangetthemostanswers.
(教师说明每名同学都拿着笔和练习本,可自由活动,到其他同学处做调查,如果重复,只记录前一个同学的答案,总之,答案越多越好。
)
S1:
Whatisgoodforyourhealth?
S2:
Doingmorningexercises.
S1:
Whatisgoodforyourhealth?
S3:
Washinghandsbeforemeals.
S1:
...
S4:
...
(教师可限定时间为4分钟。
)
T:
Stophere.Whogetsthemostanswers?
First,morethan10answers,handsup,please.
(通过这种方式选出收集答案最多的一位同学。
)
T:
S5,welldone!
Thankyou!
2.T:
Thistime,let’smakeanothersurvey.Thequestioniswhatisbadforyourhealth.Go!
S6:
Whatisbadforyourhealth?
S7:
Stayinguplate.
S6:
Whatisbadforyourhealth?
S8:
Goingtoschoolwithouthavingbreakfast.
S6:
...
S9:
...
(教师到学生中去,督促学生,必须用英语进行问答。
)
3.T:
Youalldidwelltoday,mystudents.SoIwillgiveyouagiftthen.
Ss:
What?
T:
AnEnglishsong—KeepingFit.
(教师放幻灯片,也可写在黑板上。
)
KeepingFit
Eatwellforyourbreakfast,
Eatrightforyourlunch,
Eatalittleforyoursupper,
Youcanalwayskeepfit.
(这首歌仍然可以采用生日快乐歌的曲子,因为曲子熟悉,所以学生学起来容易。
)
T:
Letmesingthissongforyou,OK?
Ss:
Yeah!
T:
Doyoulikeit?
Ss:
Yes.
T:
OK,followme.Iwillteachyou.
(教师教唱两遍,学生可以自唱。
)
4.Homework:
(1)Whatisgoodforyourhealth?
①②③④⑤
(2)Whatisbadforyourhealth?
①②③④⑤
T:
Writeatleastfiveanswers.
SectionB
Themainactivitiesare1a,1cand2a.本课重点活动是1a、1c和2a。
Ⅰ.Teachingaimsanddemands教学目标
1.Learnsomeusefulwordsandexpressions:
article,cause,cancer,giveup,throwabout,litter,habit,energy,necessary,enough
2.Learnthemodalsfornecessity:
must,mustnot
Ⅱ.Teachingaids教具
英语单词卡片/一张仁爱英语报/录音机/小黑板/图片
Ⅲ.Five-fingerTeachingPlan五指教学方案
Step1Review第一步复习(时间:
5分钟)
1.(本节课应注意每次提问学生后要记分,最后统计,分出1、2、3、4名。
)
T:
DoyouremembertheEnglishsongwehavelearnedyesterday?
KeepingFit!
Ss:
Yes.
T:
Let’ssingittogetherbeforeourclass,OK?
Ss:
OK.
T:
Eatwellforbreakfast,one,two!
Ss:
...
T:
Verygood!
Thatsoundsgreat!
(带头鼓掌,并竖起拇指给予赞扬。
)
2.(教师用汉语点评家庭作业。
)
3.T:
NowI’mgoingtomakeasurvey,Whosefathersmokes?
Handsup,please.
(学生举手后统计人数。
)
T:
Issmokinggoodorbad?
Ss:
Bad!
T:
Whyisitbad?
Ss:
Wedon’tknow.
T:
OK.Todaywewilllearnadialog,thenwecangettheanswerfromit.Butfirst,let’slearnsomekeywords.
4.(教师逐一出示事先准备好的卡片,要求会读的学生站起来大声朗读,哪组声音大,人数多则给哪组加1分。
)
评比表如下:
(可画在黑板右侧。
)
组别
项目
Group1
Group2
Group3
Group4
Words
Phrases
Sentences
Grammar
Others
Total
T:
Boysandgirls,pleasestandupandreadthewordsIshowyouloudly.Thegroupwhichdoesthebestjobwillgetonemark.
(可用汉语解释规则。
)
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