仁爱版八年级英语上册教学案例设计Unit2Topic1P1.docx
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仁爱版八年级英语上册教学案例设计Unit2Topic1P1.docx
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仁爱版八年级英语上册教学案例设计Unit2Topic1P1
Unit2KeepingHealthy
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.
第一课时(SectionA-1a,1b,1c,2)
教学设计思路:
本节课主要活动为SectionA的1a,1c和2。
首先教师由图片教学新单词并导入对1a的泛听,完成1b的三个选择题,接着学生通过细听1c,为听力内容中描述的图片排序并操练对话。
然后完成活动2的匹配练习,最后根据1c和2,小组内两人一组创编对话,熟练运用本节课所学的新词汇和句型。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)能在口头和书面表达中正确运用以下短语:
haveacold,haveafever,haveacough,haveaheadache,haveatoothache,
haveabackache,haveastomachache等。
(2)能正确地运用should,shouldn’t提建议:
Youshoulddrinkenoughboiledwater.
Youshouldn’tdrinkcoffeeorteaintheevening.
2.Skillaims:
(1)能听懂有关日常小病的名称及相关话题。
(2)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。
(3)能正确朗读介绍日常小病的对话或文章。
(4)用恰当的方式向身体不适的人提出建议。
3.Emotionalaims:
通过语言学习,教会学生信任他人、关心他人,为我们的健康生活创建友爱、和谐的氛围。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
haveacold,haveafever,haveacough,haveaheadache,haveatoothache,haveabackache,haveastomachache等短语的理解及运用。
2.Difficultpoints:
就日常小病用英语提建议。
Ⅲ.Learningstrategies
1.培养学生根据单词的构成猜单词意思的能力。
2.识别和记忆句型可以帮助学生更流利地说英语。
Ⅳ.Teachingaids
计算机多媒体投影仪, 1c中的图片。
V.Teachingprocedures
Stage1(4mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Getstudentsreadyforlearning.AskonestudenttogivethedailyReport.
T:
Today,ourmonitorofEnglishwouldliketogiveareportabouthersportsplan.Please!
T:
Whydoesshelikesports?
T:
Canyouaskmorequestionsaccordingtoherreport?
Andwhowouldyouliketoansweryourquestion?
Focustheirattentionontheteacher.Monitorgivesthereportwhiletheotherslistenandtrytounderstand.
Asample:
Ilikesports.BecauseIwanttobestronger,healthierandmorebeautiful.IdoexerciseinthegymforonehouronWednesdaymorning.On Saturdayafternoon,IoftengotoplayPingPangwithmyfatherfrom4:
00to5:
30.Tomorrowmorning,Iamgoingtoflyakiteinthepark.Ithinkthatit'sgood forourhealthtodomuchexercise.
S1:
Shewantstobemorebeautiful;
S2:
Tobestronger;
S3:
Tobehealthier;
S4:
Yes.Whendoesshedoexerciseinthegymforonehour?
S5,Please.
S5:
OnWednesdaymorning.
该部分目的在于吸引学生注意力,以便顺利展开本课学习。
Remark:
该部分可分两步进行:
第一步进行师生间常规问候,拉近师生间距离;第二步进行常规任务——值日报告。
Stage2(4mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Leadtothenewtopic,andteachsomenewword.
T:
Yes,ifweexerciseeveryday,wewillbehealthierandstronger.Ifyoudon’ttakepartinanysportsactivities,youwillgetillmoreeasilylikethechildrenhere.”
Presentsomepicturesaboutthenewwords:
fever,cough,headacheandstomachache.Guidestudentstolearnthewordswiththephoneticsymbols,showingtheverbphrasesunderthepictures.
T:
Canyouguessthemeaningsofbackacheandheadacheaccordingtotoothache?
T:
Whensomeonedoesn’tfeelwell,wecanaskthem:
“What’swrongwithyou?
”or“What’sthematterwithyou?
”.Nowyoucanaskandanswerinpairs,using“haveacough”,“haveaheadache”,and“haveatoothache”.
Followtheteacherandlearnsomenewwords.
Readthewordsaccordingtothephoneticsymbols
andguessthemeaningsaccordingtothepictures.
Ss:
Yes.背痛、头痛……
S1:
What’sthematter?
S2:
Ihaveacough.
S3:
What’swrongwithyou?
S4:
Ihaveaheadache
该部分目的在于通过激活学生已有知识来引入新单词、新句型,为本节课的活动设置情景以及做好句型准备。
2(Classwork)
AsktheSstoreadthrough1b.
T:
BettyandKangkangaretalkingaboutillness.Let’slistenandfinish1b.First,youshouldlookthrough1bandmakesureyouknowwhattodo.”
T:
Doyouknowthemeaningoftheword“suggest”?
T:
Itssynonymis“advise”.
Lookthrough1bandmakesuretheyknowwhattodo.
Ss:
No.
Ss:
Oh,Isee.
Remark:
学生可通过观察toothache这一单词的构成来猜测backache和headache的意思。
老师可顺便讲一下-ache这个后缀的含义。
Stage3(12mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Finish1b.
Playtherecordingof1aandguidetheSstofinish1b.
T:
Now,let’slistentotheconversationbetweenBettyandKangkang.Thentrytochoosethecorrectanswerstothethreequestions.
T:
Haveyougottheanswers?
Volunteers?
Listento1aandtrytochoosethebestanswersof1b.
Ss:
Yes.
S1:
Kangkanghasatoothache.
S2:
BettysuggeststhatKangkangshouldseeadentist.
S3:
BettyhopesKangkangwillgetwellsoon.
2(Classwork)
Playtherecordingof1cforthestudents.
T:
Next,youwilllistentoseveralshortdialoguesaboutillnessinthepicturesof1c.Buttheyareoutoforder.Soyouneedtolistenandnumberthem.
T:
Who’dliketotellustherightorder?
Listentotherecordingof1candnumberthepictures.
S1:
Therightorderis4-1-3-5-7-6-2.
该部分目的在于让学生能够听音辨认出所学单词。
Remark:
Stage4(15mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(pairwork)
Askthestudentstopracticeinpairsaccordingtotheexample1c.
T:
Nowpleaseaskandanswerinpairsaftertheexamplein1c.Twominsforyoutoprepare.Theneachgrouprecommendsonepairtoactitout.
Practiceinpairs.makingsureeveryonecansaythedialoguecorrectly.
G1:
S1:
What’swrongwithyou?
S2:
Ihaveacough.
S1:
What’swrongwithhim?
S2:
Hehasaheadache.
G2:
……
该部分目的在于巩固SectionA中出现的与健康和病重相关的句型和词汇。
2(Pairwork)
Starton2
Showpicturesofnewwordsonthescreen“coffee,tea,boiledwater”with
phoneticsymbols.ThengettheSstofinish2.
T:
Lookatthepictures.Canyoureadthewordsaccordingtothephoneticsymbols?
T:
Let’scometopart2.Heretheword“lift”means“carry”.Nowyoucancompletethesentenceswiththephrasesinthebox.Thenpracticewithyourpartner.
T:
Haveyoufinishedit?
Whocantellustheanswer?
Lookatthepicturesandguessthemeaningsofthenewwords,andthenpronouncethemaccordingtothepictures.Thencompletetheblanksin2.
Ss:
Yes.coffee,tea,boiledwater.
S1:
Therightansweris4-2-1-3.
3(pairwork)
Askthestudentstomakeupnewconversationsaccordingto2and1c.
T:
It’stimeforyoutoworkinpairs.nowyoucanmakeupconversationsaccordingto1cand2.Eachgroupwillchoosethebestpairtoshowtheconversationtothewholeclass.
T:
Perfect!
Practice2inpairs.
S2:
What’swrongwithyou?
S3:
Ihaveaheadache.
S2:
I’msorrytohearthat.Ithinkyoushouldstayinbedandhaveagoodsleep.
Remark:
识别和记忆句型可以帮助学生更流利地说英语。
Stage5(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
SummarizethekeypointsofsectionA.
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.Whathavewelearned?
T:
Perfect!
SummarizeSectionAwiththeteacher.
S1:
Welearnedsomenamesofdiseases.
S2:
Weknowthatwhenweaskaboutothers’illness,Weshouldask“what’swrong/thematterwith……”.
S3:
Wecangiveadviceusingshouldandshouldn’ttootherswhoisill.
总结本课所学,帮助学生使知识条理化,再一次巩固本课的知识点。
2(Classactivity)
AssigntheHMK
Askthestudentstowritedownaninterviewaccordingto1cand2
Reviewthesummaryafterclass.
AskstudentstopreviewSectionBafterclassbythemselves.
Finishthefollowingtasks:
Eachstudentinterviewsonestudentandwritetheirinterviewsdownafterclass.
Memorizethesummaryafterclass.
Learntoreadvocabularywiththehelpofrecordingandthephoneticsymbols,andreadthedialogafterthe
recording.
.
适当的家庭作业有助于巩固课堂所学的知识。
Remark:
VI.Blackboarddesign
第一课时(sectionA-1a,1b,1c,2)
What’swrongwithyou?
haveafever/cough
Ihaveabadcold.haveaheadache/stomachache
Youshoulddrinkenoughwater
seeadentist.
Youshouldn’tliftheavythings
Ihopeyou’llgetwellsoon.
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