仁爱版八年级英语上册Unit2Topic1Youshouldbrushyourteethtwiceaday优质教案D2.docx
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仁爱版八年级英语上册Unit2Topic1Youshouldbrushyourteethtwiceaday优质教案D2.docx
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仁爱版八年级英语上册Unit2Topic1Youshouldbrushyourteethtwiceaday优质教案D2
Topic1Youshouldbrushyourteethtwiceaday.
教学内容分析及课时分配建议:
本单元以KeepingHealthy为主题。
话题一主要学习情态动词should和hadbetter的用法,学会描述身体各部位病痛以及如何寻求和给出建议。
SectionA通过Kangkang和Betty的对话,呈现了询问病情的表达方式:
What’swrongwithyou?
Ihavea…,以及表达关心所提的建议:
Youshould…和Youshouldn’t…,同时介绍了感冒、头疼等常见病的名称。
SectionB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.hadbetter(not)dosth…和Whydon’tyou…?
对话中还呈现询问对方病情的问句及对病情的描述。
SectionC讲述了Michael因运动不当受伤,同学们积极护送他到医院就医的故事。
巩固了提建议的说法Ithinkyoushouldseeadoctor.又呈现了两种提建议的说法:
(1)Youcantakehimhome.
(2)Youneedtorestathomeforaweek.和一些新的短语。
SectionD讲述了Michael受伤在家休息,同学们到家看望他的过程。
对话巩固了本单元提建议的几种说法:
(1)You’dbetterdosth.
(2)Followthedoctor’sadvice.(3)Don’tworry.呈现了一些新的短语:
nothingserious,stayinbed,worryabout,followthedoctor’sadvice等。
最后以ChooseDr.Best的Project来综合运用本话题所学的情态动词、有用表达和表疾病的词汇。
Topic1的的内容可以用5个课时来完成。
第一课时:
SectionA-1a,1b,1c,2.
第二课时:
SectionA-3,SectionB-1a,1b,1c,2,3.
第三课时:
SectionC-1a,1b,1c,1d.
第四课时:
SectionC-2,3,SectionD-2,SectionB-4a,4b.
第五课时:
SectionD-1,GrammarandFunctions,Project.
第四课时(SectionC-2,3,SectionD-2,SectionB-4a,4b)
教学设计思路:
本节课主要活动为SectionC-3,SectionD-2和SectionB-4a,4b。
首先学生表演SectionC-1a的故事进行复习,然后根据故事内容创编各个角色之间的对话,完成SectionC-2。
通过SectionC-3帮助Michael完成请假条填空帮助学生复习巩固短文的知识点,并学写请假条。
接着以王老师的身份写邮件给Michael,提出建议,进一步巩固本话题重点单词和句型。
最后通过听读SectionB-4a,4b,来学习元音音素/i:
/和/eI/以及单词在句子中的弱读和不完全爆破。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)能正确地运用过去时描述小的意外事件,并能针对事件写请假条。
(2)能正确写一篇有关日常小病的文章并提出相对应的建议。
(3)掌握/i:
/和/eI/的发音规则,了解句子的连读和不完全爆破。
2.Skillaims:
(1)能区分/i:
/和/eI/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)能针对事故写请假条。
(3)能针对意外事故提出自己的建议,表示自己的关心,能用英语书面表达写出以上内容。
3.Emotionalaims:
通过了解他人的身体状况培养关心他人的意识。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)请假条与电子邮件的写法和结构。
(2)/i:
/和/eI/的发音规则。
2.Difficultpoints:
(1)hurt在写作中的正确应用。
(2)针对疾病或事故提建议及动词短语的正确运用。
Ⅲ.Learningstrategies
培养学生根据时态的需要,在请假条中过去时和一般现在时的交错使用能力。
Ⅳ.Teachingaids
计算机多媒体投影仪,音标卡片,单词卡片。
V.Teachingprocedures
Stage1(5mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
(Groupwork)
Greetandwarmup.
T:
Goodmorning,class!
T:
Beforenewlesson,Iwanttocheckyourhomework.First,IneedNo.2groupmembersineachgrouptoretellthestoryinSectionC.Thebestgroupwillbeawarded.
Focustheirattentionontheteacher.
Ss:
Goodmorning,Miss……
Thechosenstudentswilldoitinfrontoftheclass,andeachonetriestobethebest.
该部分旨在让学生通过角色扮演的方式回顾上节课所学内容,为接下来的学习活动做铺垫。
Remark:
Stage2(12mins):
Presentation
Step
Teacheractivity
Studentactivity
Designingpurpose
(groupwork)
FinishSectionC-2
T:
NowIt’syourturntousethestoryin1atomakeupaconversationbetweenMichael,hisfriendsandthedoctor.Eachgroupshouldacttheplaycompletely.Threeorfourminutesforyoutoprepare.
T:
Whichgroupwouldliketoactinfrontoftheclass.
T:
Wonderfuljob!
AndIthinkyou’dbetterwritedownyourplaysafterclass.
Designaconversationinagroup.SixrolesareMichael,Maria,Kangkang,Jane,taxidriveranddoctor.Eachgroupactsneartheirseats.
Twovolunteergroupswillshowtheirperformance.
G1:
Michael:
Look!
I’mgoingtotrysomethingnew.……Ouch!
Maria,KangkangandJane:
Areyouallright?
Areyouhurt?
Michael:
Oh,myleg,myarm!
Ifeelterrible!
…….
G2:
Michael:
Look,howfast!
It’scool!
Maria:
Becareful,Michael!
It’sdangerous!
Michael:
Ouch!
Jane:
Oh!
Howareyoufeeling,Michael?
Michael:
Ouch,myleg!
I’mfeelingterrible.
Kangkang:
Ithinkyoushouldseeadoctor.
JaneandMaria:
Don’tworry,we’llcallataxiatonce.
……
Ss:
Ok!
该部分目的在于根据SectionC-1a仿照例子创编Michael,他的朋友们以及医生和出租司机之间的对话并向全班汇报,训练学生的语言运用能力,巩固有关身体状况以及提意见的表达法。
Remark:
Stage3(10mins):
Writing
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
FinishSectionC-3
AskthestudentstohelpMichaeltocompletethenoteforleave.
T:
Accordingtothedoctor’sadvice,Michaelhastorestathomeforaweek.LookatMichael’snoteforleavepaper,somewordsaremissing,pleasehelphim.
T:
Who’dliketotellustheanswers?
T:
Doyouagreewithhim/her?
T:
Good!
Arethereanyrequirementsforaleavingnote?
T:
Goodjob!
Nowpleasetrytowriteanoteforleavebyyourself.
Correctthetwonotesasanexampleforthestudentstocorrecttheirownnotes.
Fillintheblanksin3.
S1:
had;hurt;stay;myself;for;get.
Ss:
Yes!
S2:
Ifyouwanttoaskforleave,Youshouldshowyourreason.
S3:
Youshouldalsotelltheteacherhowlongyouwillbeaway.
Writeanoteforleavebythemselves.
Twostudentswritetheirnotesontheblackboard.
S1:
Dearteacher:
IamLiTao,Iwasillyesterday.Ifeeltired.WhenIsawthedoctor,hetoldmethatIneedsleep,soIwanttoaskfortwoday’sleave.Thankyou.
Yourssincerely,
LiTao
S2:
……
该部分旨在通过帮助Michael完成请假条填空帮助学生复习巩固短文的知识点,同时向学生们展示请假条的正确写法并要求学生掌握。
2(Classwork)
Askthestudentstofinish
SectionD-2.
T:
MissWangreceivedMichael’sleavepaperandsheplanstowriteanemailtoMichael.SupposeyouareMissWang,Wouldyoupleasegivehimsomeadvice?
T:
That’sfine!
Ss:
Yes
S1:
DearMichael,
I’msorrytohearthatyouhadanaccident.AreyouOKnow?
Youcanrestathomeandtakegoodcareofyourself.Andyoudon’tneedtoworryaboutyourstudy.Youcanaskmeorotherstudentsforhelpafteryoureturntoschool.Hopeyougetwellsoon.
Yourssincerely,
WangYuyue
S2:
……
该部分目的在于让学生运用全书所学的提建议的表达法写一封电子邮件,综合复习和巩固本话题重要词汇和表达。
Remark:
Stage4(8mins):
phoneticlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
TeachandlearnSectionB-4a.
Showphoneticcardstothestudents:
/i:
//eI/.
T:
Canyouhaveatrytoread/i:
/and/eI/onebyone.
T:
I’dliketochecktwogroups.Thefirstgroupread4a,iftheyarewrong,thesecondgroupcorrect,andviceverse.
T:
Next,Iwillplaytherecordingof4a.youpleasereadafteritandmakesureyoucanpronouncecorrectly.
T:
Youdidquitewell.
Studentsreadaftertherecording,payingattentiontothesoundof/i:
/and/eI/.correctingtheirpronunciation.
该部分通过听说,帮助学生了解字母e,a以及字母组合ee,ai,ay的发音规则,训练他们进行单词拼读能力,同时掌握/i:
//eI/的正确发音。
2(Classwork)
TeachandlearnSectionB-4b.
T:
Pleaselistentotheconversationof4b,andpayattentiontotheweakformandincompleteplosion.
T:
Whocanhaveatrytoreadit?
Member1readsthenmember2checks.
Explaintheweakformoftheunderlinedlettersandthelettersinthebrackets.
Readafterthetapeandimitate,andthenusethephrasesin3topractice
Ss:
……
Listentotheteacher’sexplanationcarefully.
Ss:
……
该部分引起学生对单词在句子中的弱读和不完全爆破的规则的注意,要求学生进行模仿和练习。
Remark:
老师鼓励学生合作学习互相纠正语音错误,教师引导学生自行归纳字母和字母组合的发音规律,并运用已学过的词组句型来练习弱读和不完全爆破。
Stage5(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Summarizewhatthestudentslearnedtoday.Importantlanguagepointsareshownonthecomputerscreen.
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.
T:
Wonderful!
.Ihopeyoucanrememberthem.Ifyouhavedifficultyunderstandingthem,justturntomeoraskotherstudentsforhelp.
Allthestudentsshouldknowthemeaningofthesummary.
S1:
Welearnedthepronunciationof/i:
/and/eI/
S2:
Weknewabouthowtowritethenoteforleave.
S3:
……
通过总结本节课所学知识点,让学生及时巩固新知识,加深印象。
2(Classactivity)
AssigntheHMK.
T:
Afterclass,youneedtocreateadialogueaboutaskingthepatientwhat is wrong and give him or her
some advice
T:
Also,pleaseprepareSectionDafterclass.
Finishcreatingadialogueafterclass,andprepareforthereportingtomorrow.
Studentslearntoreadvocabularywiththehelpof
recordingandthephoneticsymbols,andreadthedialogueaftertherecording.
Remark:
布置家庭作业时,教师要说明检查的方式,如将书面作业,可在下节课开始时进行展示等,这样学生才会认真完成。
VI.Blackboarddesign
第四课时(SectionC-2,3,SectionD-2,SectionB-4a,4b)
hurt
Ifeelterrible/i:
//eI/.
I’mfeelingterribleea
Askfor……leaveeeai
YoursSincerelyeeay
eea
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