最新仁爱版初中英语八年级上册Unit 2Topic 2 I must ask him to give up smokingC 1公开课教学设计Word格式.docx

最新仁爱版初中英语八年级上册Unit 2Topic 2 I must ask him to give up smokingC 1公开课教学设计Word格式.docx

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教学设计思路：

本节课主要活动为SectionB-3a,３b,SectionA-3a,3b。

首先教师出示音标卡片，学生跟学SectionB-3a,3b,掌握/ʌ/,/a：

然后通过判断SectionA-3a所列出的生活方式健康与否，并给不健康的生活方式提出建议，并用SectionA-3a中信息仿照SectionA-3b例子编对话，练习选择疑问句及其肯定和否定回答，以及情态动词的用法。

最后通过看SectionC-2中图片与单词配对的练习，对新单词进行识记，并讨论Danny的饮食习惯是否健康。

Ⅰ.Teachingaims

1.Knowledgeaims：

（1）学生能掌握/ʌ/,/a：

/和/ɒ/的发音，了解句子中单词连读规则，辅音加元音的连读。

（2）能正确运用选择疑问句及其回答；

--Is…goodorbadforourhealth?

--It’sgood/bad.

（3）对下列食物名词的记忆及运用：

tomato,cabbage,icecream,watermelon,potato,potatochips,sandwich,strawberry,

beef,biscuit,salt,sugar。

2.Skillaims:

（1）学生能正确辨别/ʌ/,/a：

/和/ɒ/的发音，注意语音语调和连读。

（2）能听懂选择疑问句并做出正确的回答。

（3）能根据图片信息书面描述活动。

3.Emotionalaims:

从本课内容中得到关于健康生活和良好习惯培养的启发。

4.Cultureawareness:

Ⅱ.Thekeypointsanddifficultpoints

1.Keypoints:

（1）学习和掌握/ʌ/,/a：

/和/ɒ/的发音；

区分/ʌ/,/a：

/以及/ɒ/在单词中的读音。

（2）动名词做主语的正确运用。

2.Difficultpoints：

动名词做主语的正确运用。

Ⅲ.Learningstrategies

连读使我们的英语听起来很流畅，其中的一种方式是辅音与元音的连读。

Ⅳ.Teachingaids

计算机多媒体投影仪，音标卡片，单词卡片。

V.Teachingprocedures

Stage1（4mins）：

Gettingstudentsreadyforlearning

Step

Teacheractivity

Studentactivity

Designingpurpose

（Classwork）

Greetandwarmup.

Askthestudentstodesignaspecialtopicoftheharmofsmokingandgivetheeverydayreport.

T:

Goodmorning,everybody!

The

firsttwominsisforyoutogivetheeverydayreport

HowmanykindsofdangersofsmokingdidS1mention?

Whatarethey?

Thegoodnewsisthatmoreandmorepeoplerealizethedangersofsmoking,ifyouhavethishabit,quitassoonaspossible.

Focustheirattentionontheteacher

Reportinfrontofthewholeclass.Thetopicisrelatedtotheharmofsmoking.

Ss:

Goodmorning,Miss…

S1:

It’suptometodotoday’sdutyreport.Iwanttotalkabouttheharmofsmoking.Manypeopleliketosmoke,butmostofthemknowthatsmokingisharmful,therearemanyharmfuleffectsofsmoking,forexample:

First,smokingcancausemanydiseases,someevenlifethreatening.Second,smokingisnotonlyharmfultothemselves,butalsoaffectnon-smokers’health.Third,…….

S2:

Four.Theyare…….

该部分目的在于进行常规任务，锻炼学生听说能力。

Remark：

常规任务可为值日报告、英语小游戏、英文歌曲欣赏等。

Stage2（13mins）：

RevisionandPhoneticlearning

Designingpurpose

1（Classwork）

Askstudentstoplayadrillchaingame:

Today,wearegoingtoplayanewgame.Lookatthesepicturesaboutbadhabits.Accordingtothenaturalorderofseats.Thefirststudentsaysthebadhabitinthepicture,andthenextstudentgivessuggestionsusing“should/shouldn’t/must/mustn’t”,andsoon.Ready?

Go!

Getreadytomakeuptheirowndialoguesaccordingtothepictures.

-Hethrowslitteraround.

-Heshouldputlitterintothedustbin.

S3:

-Shegoestobedlate.

S4:

-Sheshouldn’tstayuplate.

S5:

-…….

该部分的目的在于复习上节课所学生活习惯的有关表达，通过表演对话的方式，检测学生对基本句型的掌握情况，训练学生的听说能力。

2（Classwork）

PresentSectionB-3a.

Showphoneticcardstothestudents:

/ʌ/,/a：

//ɒ/

Nowwe’regoingtolearnsomephoneticsymbols.Lookatthisphoneticcard/ʌ/,canyoureadit?

Pleasereadthefollowingwordsafterme.funcutcomefundduckluck.

I’dliketwostudentsfromeachgroupreadtocomparewhoreadsbetter.

Lookatthisphoneticcard/a：

/Readittogetherafterme.

OK.Iwantonegrouptoreadthesewords.Well,group4please!

Show/ɒ/inthesameway.

NextIwillplaytherecordingof3a.Payingmoreattentiontothesoundof/ʌ/,/a：

/,/ɒ/.

Ｒead/ʌ/onebyone.

funcutcomefundduckluck.

……

……

G4:

farmS2:

cardS3:

calm

parkS5:

markS6:

arm

Avolunteergroupreadonebyone.

Readandimitate3a.Trytodistinguishthesoundof/ʌ/,

/a：

/,/ɒ/.

该部分通过看音标读单词、在单词中区别两个相似音标的读音的练习，复习巩固字母组合及相应的音标。

3（Classwork）

PresentSectionB-3b.

Let’slistentoanicechant.Whileyouarelistening,youhavetowritedownthekeyphraseforeachpicturein3b.Areyouclear?

Who’dliketoreportyouranswer?

Ok!

I’llplaytherecordingsentencebysentence.Youshouldfollowitanddoremember,liaisonmakesourEnglishsoundsmooth,andonetypeofitistolinkaconsonantwithavowel.

Let’senjoythechant.Andthenwe’llhaveacompetitionofreading3b.

Yes!

Choosetheproperphrasesfromthechant.

Washhandsforthefirstpicture,haveabathforthesecondpicture,openthewindowforthethirdoneandearlytoriseforthelastone.

Imitatesentencebysentence,payingattentiontotheliaisoninthechant.

Volunteerswillread3b,andtheywillgetpoints.

该部分通过听，跟读押韵小诗，了解句子中单词连读规则，辅音加元音的连读。

Stage3（18mins）：

Grammarlearning

1（Pairwork）

StartonSectionA-3a.

Boysandgirls!

Weallknowthathealthylivinghabitsbringmanybenefits,sogoodhabitsareimportanttoourlives.Let’scometoSectionA-3aonpage36,pleasecheckwhetherthefollowinghabitsaregoodorbad.Iftheyarebad,writegoodonesusing“should,hadbetter”or“must”.

Lookatthepicturesof“longfingernails”onthescreen.fingernailmeans指甲inChinese.

“withoutbreakfast”means“noteatbreakfast”.Anyquestions?

OkTime’sup.Who’dliketotryfirst?

Nicejob!

Let’shaveatrytomakenewsentenceslike:

Doingsth.isgood/badfor…

Walktoseewhoisnottakingpartintheactivity.Explainsomedifficultpointsthatthestudentsmayask..

FinishSectionA-3a

What’sthemeaningofkeepingfingernailslong?

Howtounderstand“withoutbreakfast”?

No!

Goingtobedearlyisgoodforyourhealth.

Gettinguplateisbadforyourhealth.Youshouldgetupearly.

Eachgroupmakesthenewsentencesintheirowngroups,andeachonemustsayonesentence.

该部分通过判断所列出的生活方式健康与否，并给不健康的生活方式提出建议，考查学生对于句子的理解和掌握，同时增长学生的生活常识。

2（Pairwork）

Letstudentsfinish3b.

Let’sworkinpairs.Askandanswerthequestionsbasedin3a.

Checkthestudents’pairwork.Eachgroupshowsonedialogue.

Makedialoguesbyimitatingtheexample,andtheymaytrytouse“Wow!

”,“Mygod”toshowtheirattitude.Theymaypracticeinpairs.

Tworepresentativesfromeachgroupreadtheirnewconversationsabout3baloud.

Isgoingtoschoolwithoutbreakfastgoodorbadforourhealth?

It’sbad.

Wow!

Imustgotoschoolafterbreakfast.

该部分通过两人一组用3a中信息仿照例子编对话，练习选择疑问句及其肯定和否定回答，以及情态动词的用法，提高学生口头表达能力。

３（Groupwork）

ShowthepictureinSectionC-2.Teachandlearnnewwordsaboutfoods.

Lookatthepicturesaboutfoods,let’slearntheirEnglishnames.

LookatthefoodsthatDannyeatsanddiscussiftheyarehealthy.Ifnot,giveyouradvice.Forexample,Ithinkit’snothealthytoeatalotofmeatforlunch,becausetheyarerichinoil.Eatingtoomuchmeatmaycauseillness.Nowshowyouropinion!

Youarewonderfultoday.

Learnnewwordsbypronouncingthephoneticsyllables,knowingthemeaningsbywatchingthePictures:

tomato,cabbage,icecream,watermelon,potato,potatochips,sandwich,strawberry,

beef,biscuit

Eatingsandwichandpotatochipsforbreakfastisnothealthy.Becausetheycanmakeyoufatandsleepy.

Eatingricewithmeatishealthy.Buteatingalotofmeatisunhealthy.

Eatingfishandstrawberriesfordinnerishealthy.Buteatingicecreamisunhealthy.

Eatingcandy,chocolateandbiscuitatnightisbadforourhealth.

Eatingicecreameverydayisbadforhisteethandstomach.

S6:

该部分主要是通过这个活动锻炼学生对本话题中的重要词汇和句型的实际运用。

在交谈中使用像“真的？

”“有意思！

”“我的神啊！

”“哇！

”等来表明你的态度。

Stage4（5mins）：

SummarizingandassigningHMK

1（Classactivity）

Summarizewhatthestudentslearnedtoday.Importantlanguagepointsareshownonthecomputerscreen.

OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.

Wonderful!

.Ihopeyoucanrememberthem.Ifyouhavedifficultyunderstandingthem,justturntomeoraskotherstudentsforhelp.

Summarizetoday’slessontogetherwiththeteacher.

Welearnedthepronunciationof/ʌ/,/a：

/,

/ɒ/;

Weknewthatdoingcanbethesubject.

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.

Askthestudentstoprepareforadiscussioningroups:

Isitgoodorbad?

Isithealthyorunhealthy?

PrepareSectionCafterclass.

Groupswilldebatewitheachother.

Studentslearntoreadvocabularywiththehelpof

recordingandthephoneticsymbols,andreadthepassageaftertherecording.

VI.Blackboarddesign

第三课时（SectionB-3a,3bSectionA-3a,3b,SectionC-2）.

/ʌ/,/a:

/,/ɒ/—Isgoingtobedearlygoodorbadforyourhealth?

haveabath—It’sgood/bad