仁爱版八年级上英语Unit 2 Topic 1 Section B教学设计【精校版】

八年级上册教案设计 Unit 2 Keeping Healthy

Topic 1 You should brush your teeth twice a day.

Section B

Ⅰ. Material analysis

本节课的主要活动为1a，4a和4b。

本课时将生病、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. had better (not) do sth…和Why don’t you…? 对话中还呈现询问对方病情的问句：How long have been like this? 及对病情的描述：I am feeling terrible. 本课的语法重点sb. had better (not) do sth 和Why don’t you…? 语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。课后要求学生能用英语写一篇描述疾病并提出有益建议的文章。 Ⅱ. Teaching aims Knowledge aims:

1. 能正确运用以下短语进行书面表达：feel terrible, have the flu, take some medicine, have a good rest等。

2. 能正确地运用sb. had better (not) do sth 和Why don’t you…? 提建议。 Skill aims:

1. 能区分/1/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. 能听懂有关日常小病的名称、对病人的关心询问及提建议的话题。

3. 能熟练地运用sb had better (not) do sth 和Why don’t you…? 针对日常小病提建议。 Emotional aims:

通过语言学习，影响学生的自身品格，要学会信任他人、关心他人，为我们的健康生活营造友爱、和谐的氛围。

Ⅲ. The key points and difficult points Key points:

feel terrible, have the flu, take some medicine, have a good rest等短语的理解及运用。 Difficult points:

理解How long have you been like this ? Ⅳ. Learning strategies

1. 巩固学生根据图片猜单词意思的能力。 2. 巩固学生模仿已有例句造句的能力。 Ⅴ. Teaching aids

Computer multimedia projector, chalk, blackboard

Everyday saying: Bitter pills may have wholesome effects. 良药苦口利于病。 Ⅵ. Teaching procedures

Step Interaction pattern Student activity Teacher activity 1. The whole 1. Focus their attention class work on the teacher. 2. The whole 2. Students sing together. class work 3. Pair work and 3. Two pairs assigned individual work before class give the report. 4. Some students’ 4. Volunteers answer: work He / She has a … 5. The whole 5. Students follow what Introduction class work the teacher says, and （7 minutes） answer together “She has a cold.” 6. The whole 6. Students read and feel class work the function of “terrible”. Then they guess the meaning of the flu. 7. The whole 7. Students look through class work the statements in 1b, making sure they know what to do. 1. Get students ready for learning. 2. Sing a song together. (Clap your hands if you are happy. ) Teacher shows the Chinese words on the screen. 3. Daily report. Teacher calls two pairs to report their interview “What’s wrong with you?”. 4. Teacher asks a question “What’s wrong with …? ” to check if others listen carefully and understand the reporter. 5. The teacher introduces the new words by showing a picture with “terrible, a bad cold, a terrible cold” on it. Teacher asks while students answer together: “ What’s wrong with her? ” 6. Teacher goes on, “She has a bad cold, she has a terrible cold. Maybe she has the flu.” While showing the picture “flu”, which means “a bad cold, a terrible cold”. 7. Teacher leads to 1a: “Steve and Bruce are talking about illness. Let’s listen and finish 1b.” 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 1. Students understand “suggestion” by understanding what the teacher says. 2. Students listen and finish 1b. 3. Students look through 1c and make sure what the statements mean. 4. Students listen carefully, and then discuss their answers after listening. 5. Students read individually, and then correct their answers to 1b and 1c while reading. 6. Students read after the recording one by one. 7. Students read at the same speed as the recording, trying to imitate the recording. 1. Teacher explains that “suggestion” is the noun form of “suggest”. 2. Teacher plays the recording of 1a. 3. Teacher asks the students to look through 1c and makes sure they understand the statements. 4. Teacher plays 1a. 5. Teacher lets students read 1a individually, checking 1b and 1c. 6. Teacher plays the recording sentence by sentence. 7. Teacher plays the recording without stopping. Consolidation (10 minutes) 1. The whole class work 2. The whole class work and pair work 3. Pair work 4. The whole class work 5. Group work 6. Group work 1. Students underline the points in their books, making sure they understand the meanings. 2. Students read in pairs. 3. Each group choose out a pair to read, and they make the scores as usual: A-5; B-6; C-7. 4. Students read 2 silently, and then number the statements. 5. Each group write their answers on the blackboard. 6. Each student reads one sentence to finish the whole dialogue, but no one knows who is the next to read. 1. Teacher explains some language points for the students. (1) How long have you been like this? (2) You’d better take some medicine. (3) feel terrible ←→ feel well, be well (4) have the flu (5) take some medicine (6) take you to the hospital (7) have a rest (8) go to see a doctor 2. Teacher asks the students to read 1a in pairs. 3. Teacher asks three pairs to read the dialogue for the whole class. 4. Teacher asks the students to finish 2. 5. Teacher checks the students’ answers. 6. Teacher asks the students to read the dialogue in chains, and the first one who finishes reading can point anyone in their group, so as the following one. Practice (10 minutes) 1. The whole class work 2. The whole class work 3. Group work and individual work 4. The whole class work 5. Pair work 6. Group work 7. Pair work 8. The whole class work 1. Students try to understand “candy” by looking at the picture and understanding what the teacher says. 2. Students try to understand “brush” by looking at the picture and understanding what the teacher says. 3. Every student makes his/ her own dialogue, with verb phrase being assigned first. 4. Students use “lie down” in their own conversations. 5. Six pairs from different groups show their performance. The best two pairs will read 4a and 4b. 6. The first group read 4a, if they are wrong, the second group correct, and vice verse. 7. The losers read 4a and 4b, if they don’t read correctly, the winners will tap the losers’ hands. 8. Students read after the recording, trying to imitate the pronunciation and intonation. 1. Teacher shows a picture of “candy”, saying “Candy is sweet, and children like eating candy. Old people don’t like candy, because eating too much candy isn’t healthy and it’s bad for our teeth.” 2. Teacher shows a picture of “brush”, saying “Brush your teeth after you eat candy.” 3. Teacher asks the students to make new conversations, and each group has to make up five different conversations. 4. Teacher explains “lie down” by showing two pictures to compare “stand” and “lie down” while students make the dialogue. 5. Teacher asks six pairs to read their conversations, and the best two pairs will read 4a and 4b. 6. Teacher checks the two groups. 7. Teacher asks the students to play finger-guessing games in pairs, and the winners will check the losers to read 4a and 4b. 8. The teacher plays the recording of 4a and 4b. 1. The whole class work and individual work 2. The whole class work 3. The whole class work 4. Individual work Production (8 minutes) 1. Each student 1. Teacher organizes an interviews five interview according to 3, students. and students will interview at least five students. 2. Students write their 2. Teacher asks the students interview after class, to write down their preparing for the interview after class. report in the next class. 3. Students summarize 3. Teacher shows the Section A with the summary to the students. teacher by doing (1) Vocabulary. exercises shown on the (2) The structure: will do. screen. 4. Students do the 4.Teacher assigns homework: following jobs: (1) Memorize the (1) Review the summary summary after class. after class. (2) Students write the (2) Report their interview interview “What’s to the whole class in the wrong with you?” next class. after class, and prepare for the report in the next class. (3) Students learn to (3) Prepare Section C after read vocabulary in class. Section C with the help of recording and the phonetic symbols, and read the dialog after the recording. Teaching Reflection Students are interested in interviewing others and giving some advice. But there are too many verb phrases, students need to memorize the English verb phrases after class.

Ⅶ. Blackboard design

Unit 2 Keeping Healthy Topic 1 You should brush your teeth twice a day. Section B What’s wrong with you? I’m feeling terrible . How long have you been like this? You had better take some medicine. You had better not work too long. Why don’t you have a good rest?