八年级英语教学设计第二单元

1、Unit 2 Keeping HealthyTopic 1 You should see a dentist.Section AThe main activity is 1a. 本课重点活动是1a。.Teaching aims and demands 教学目标1. Learn some new words and phrases:toothache, dentist, have a cold, cough, take a rest, fever, flu, headache, at night, coffee, tea, plenty, plenty of, boiled water, lif

2、t2. Learn some useful sentences: (1)I have a toothache. (2)Im sorry to hear that. (3)I have a bad cold.3. Learn the modals for giving advice: (1)You should see a dentist. (2)You shouldnt drink coffee or tea in the evening.4. Talk about illnesses.5. Learn to express sympathy for a patient and give so

3、me advice to the patients. Teaching aids 教具图片/录音机/卡片/小黑板. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:5分钟)通过谈论奥运会进入本单元话题，引出本节课的部分单词。(通过复习上个单元有关运动、奥运会的话题，导入新课。)T:Boys and girls, now we know something about the 2008 Beijing Olympics. I want to ask you some questions. Whats the slogan of th

4、e 2008 Olympic Games?Ss:One World, One Dream.T:Good! Then whats the symbol of the Olympic Games?Ss: The Olympic rings.T:Whatre the colors of the rings?Ss:They are blue, yellow, black, green and red.T:Do you like sports, S1?S1:Yes, very much.T:What kind of sport do you often do in your free time?S2:I

5、 often play football.S3:Sometimes I play table tennis with my classmates.S4:I skate in winter and swim in summer.T:Why do you like sports?(运用肢体语言，启发学生回答。)S4:Sports can make us strong and healthy.T:I think so. Wonderful! Doing sports is a good way to keep healthy. Do you agree with me? (教师面带微笑，亲切地询问。

6、)Ss:Yes!Step 2 Presentation 第二步 呈现(时间:15分钟)通过师生对话及听力活动，呈现1a内容，学习部分生词与短语，培养学生的听说能力。1. (师生对话，谈论健康话题。)T:In this lesson, lets talk about health.(板书本单元标题并注意healthy与health关系及区别。)keeping healthyT:How are you feeling today, S1?S1:Im fine, thank you, and you?T:Im not very well. I think I have a cold. (说着，老师形

7、象地表现出生病的样子。)(板书并要求学生掌握。)have a coldT:What should I do? (老师可用动作启发学生。)Ss:You should go to see a doctor. (帮助学生回答。)T:We can also say “Youd better go to see a doctor.”(板书本话题标题。)Youd better go to see a doctor.(板书同义句并要求学生掌握。)Youd better go to see a doctor. = You should go to see a doctor.(教师出示图片。)T: Please

8、 look at the picture. Whats wrong with Kangkang? We can also ask “Whats the matter with Kangkang?”(板书并要求学生掌握。)Whats wrong with Kangkang? = Whats the matter with Kangkang?(老师作牙痛状引导学生回答。)Ss: There is something wrong with his mouth.T: Oh. No, I think he has a toothache. (作牙痛状，令学生明白其意思。) What should he

9、do?Ss: He should see a doctor.T: Yes, he should see a dentist.(板书并要求学生掌握。)toothache, dentist(教师引导学生用Whats wrong with you?或Whats the matter with you?句式提问，教师表演并回答。)Ss:Whats wrong with you? (教师作咳嗽状。)T:I have a cough.Ss:Whats the matter with you? (教师作头疼状。)T:I have a headache.(板书并要求学生掌握。)cough, headacheS

10、s:Whats wrong with you?(教师作背痛状。)T:I have a backache.(板书并要求学生理解。)backacheSs:Whats wrong with you?(教师出示一张显示某人发烧的图片，并做回答。)T:I have a fever.(板书并要求学生掌握。)feverSs:Whats the matter with you?(教师作流鼻涕状。)T:I have the flu.(板书并要求学生掌握。)fluSs:Whats wrong with you?(教师作胃痛状。)T:I have a stomachache.(板书并要求学生理解。)stomacha

11、cheSs:What should you do?(作休息状。)T:I should take a rest.(板书并要求学生掌握。)take a rest2. (要求学生出示教师事先准备好的图片，分组来表演，以巩固上面的内容。)3. (让学生听1a录音，并回答问题)T: Theres something wrong with Kangkang. What is it? Please listen to the dialog in 1a, then answer the following questions:(1) Whats wrong with Kangkang?(2) What sho

12、uld he do?(核对答案。)4. (让学生跟读录音并标出关键词。)5. (让学生分角色朗读，完成1a。)Step 3 Consolidation 第三步 巩固(时间:8分钟)通过比赛，营造活跃的课堂气氛，激发学生学习英语的兴趣，培养学生的语言运用能力。1. (两人一组操练对话，完成1b。) T: Please practice the dialog in 1b in pairs and then act it out.2. (教师出示卡片，模仿1a编对话，完成1c。以巩固关于疾病的表达及所给予的建议。)T:Lets play a game. OK? The game is “Who is

13、 the best doctor?” Ill ask two students to make a dialog like 1a. Suppose one is a doctor, the other one is a patient.S1:Whats wrong with you?S2:I have sore eyes.S1:You should not read too long.(教师出示卡片叫学生模仿) (板书卡片中出现的生词与短语，并要求学生掌握；了解sore和boiled water。)sore, plenty, plenty of, boil, boiled water, lif

14、t, at night, coffee, teaStep 4 Practice 第四步 练习(时间:12分钟)通过小组活动，激发学生的兴趣，培养学生的合作精神。1. (营造活跃的课堂气氛，激发学生学习兴趣。)T: Im pleased with your dialogs, and Im sure you can do it better.(教师把事先准备好的卡片粘贴在小黑板上，便于开展活动。)T: Now ask and answer according to these cards. Please use “Whats wrong/the matter with ?” “He/She has

15、 ” “He/She should/shouldnt ”toothache not eat too much sweetsa cough see a doctorthe flu have a good resta cold take a restT: Now please practice in pairs.(学生完成练习后，教师分别找几组同学表演。)2. (完成2。) T: Finish 2 in pairs, then act the dialogs out.3. (播放3录音，完成3。)T: Now please listen to the conversations in 3 and

16、number the following pictures by yourselves. Then write down the advice. Pay attention to should/shouldnt.(核对答案。)Step 5 Project 第五步 综合探究活动(时间:5分钟)鼓励学生在实践活动中学习英语知识，激发学生学习英语的兴趣。1. (根据所给例子编写对话，提高口语表达能力。) T: Please make a dialog like the example, then act it out.Example:S1: Ouch! (手摸脸，假装疼痛的样子。)S2: Whats

17、 wrong with you?S1: I have a toothache.S2: Oh, you should see a dentist.S1: Good idea. Thank you.S3: Ouch! (手摸后背。)S4: Do you have a backache?S3: Yes!S4: Oh, you shouldnt lift heavy things.T: Well done! Thank you.2. Homework:根据同学上次所患疾病情况的调查，填写表格。根据表格内容写出完整的句子。教育学生照顾自己，关爱他人。NameIllnessShould/Shouldnt板

18、书设计：Youd better go to see a doctor.Section AWhats wrong with ?Whats the matter with ?You should see a dentist.Youd better see a dentist.Im sorry to hear that.I hope youll get well soon.You should/shouldntcoldfevertoothachecoughheadachebackache have a take a resthave the fluplenty ofboiled waterSecti

19、on BThe main activities are 1a and 2a. 本课重点活动是1a和2a。. Teaching aims and demands 教学目标1. Learn some new words and phrases:pale, terrible, day and night, feel like doing, lie down, candy, brush, tooth (teeth), Internet, care, take care of2. Learn some useful sentences: (1)Im feeling terrible! (2)How lo

20、ng have you been like this? (3)How are you feeling, Nick?3. Go on learning some modals for giving advice:(1) Youd better go to see a doctor.(2) Why dont you have a good rest?(3) You should lie down and rest.(4) Youd better not drink cold water.(5) You shouldnt eat too much candy.4. Get students to k

21、now how to take care of themselves and others. Teaching aids 教具卡片/教学挂图/录音机/小黑板/药片/水杯. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:5分钟)师生互动，通过对疾病表达及建议的复习，导入新课。1. (教师出示上节课的卡片，复习保持健康的话题。)T:Look at this card and lets make a dialog. You ask, and I answer.Ss:Whats wrong with you? / Whats the m

22、atter with you?T:I have Ss:You should/shouldnt 2. (改变人称，复习第三人称单数代词的用法。)T: Look at this card, (教师拿着或指着卡片) please use “he”, “she”, “him” or “her” to make a dialog.Ss: Whats wrong with him? / Whats the matter with him?T: He has Ss: Oh, he should/shouldnt T: Well done. In this lesson, lets learn more ab

23、out modals for giving advice.Step 2 Presentation 第二步 呈现(时间:15分钟)师生对话，通过表情及动作，呈现1a中部分生词及功能句，并设置听力任务，提高学生的听力水平。通过对1a的学习，教育学生关心他人，并培养其应对突发事件提出建议的能力。1. (老师扮演医生，学生扮演病人。)T:S1, suppose you are ill. You come to the hospital. I am the doctor. You look pale. Whats the matter?(教师作咳嗽状以作提示)S1:Im feeling terrible

24、. I cough day and night.(教师帮助回答。)(板书并要求学生掌握。)pale, terrible, day and nightT:Im sorry to hear that. How long have you been like this?(板书并要求学生掌握。)beenHow long have you been like this?S1:Three days.T:Do you feel like eating?(板书并要求学生掌握。)feel like doingS1:No, I dont.T:I think you have a cold. Youd better

25、 drink plenty of boiled water.S1:Can I go to school today?T:I think youd better not go to school. Why not stay in bed and have a rest? My meaning is that youd better lie down and rest. Its good for you.(板书并要求学生掌握。)youd better (not)Why not ?lie downS1:OK, thank you very much.T:Not at all.2. (出示1a图片，学

26、生猜测图中人物发生了怎样的故事。然后用小黑板呈现听力任务，让学生带着问题听1a录音，并理解生词hey。)T: Boys and girls, we have learnt some modals for giving advice. Now lets look at the picture in 1a and guess what happened to Bruce. Then listen to 1a and answer the questions.(1)Whats the matter with Bruce?(2)What should he do?(3)What does the wo

27、rd“hey”mean?(板书并要求理解。)hey(核对答案。)3. (再放1a录音，让学生跟读并找出关键词及短语，整体呈现1a。)T: Now, listen to 1a again and repeat. Pay attention to the pronunciation and intonation.Ss: T: Please read the dialog loudly by yourselves, and find out the key words and phrases.(板书重点短语并要求掌握。)look pale, feel terrible, have a headach

28、e and a cough, had better, take to 4. (让学生分角色朗读，并尝试记下关键词，为表演作准备。)Step 3 Consolidation 第三步 巩固(时间:10分钟)通过对疾病和建议等相关知识的表达，培养学生运用语言和处理信息的能力。1. (教师为学生准备道具，设置情景，让学生根据关键词表演对话，完成1b。) T: Practice the dialog with your partner according to the key words and phrases, then act it out.(教师把事先准备好的药片、水杯等放在讲台上，让学生做类似对

29、话。)Ss: 2. (让学生独立完成1c。) T: Well done! Boys and girls, now please number the sentences by yourselves, then make a conversation.(学生做1c的同时，教师板书1c中的重点句型及短语。)How are you feeling?Why dont you ? = Why not ?day and nightYoud better (not) do (核对答案，并要求学生朗读句子。)3. (让学生用板书的句子及短语编对话，掌握重点知识。) T: Please make a dialo

30、g according to the phrases and sentences on the blackboard. Then act it out.4. (做游戏，把全班分成两组，A组选出一名学生表演病状，B组猜出其病情并提出一项建议。两组交替角色。猜对病情加1分，给出建议加2分，最后评出获胜组，并给予鼓励或小小的奖励。)(GA) S1: (不停地咳嗽。)(GB) Ss: You have a bad cold. Youd better have a good rest.(GB) S2: (表演牙疼。)(GA) Ss: You have a toothache. You should se

31、e a dentist.T: Please stop here! Let me see. Oh, Group A is better. Congratulations! Group B, can you sing an English song for Group A?GB: OK.(如果时间允许，可采用生日快乐歌的曲调唱Good morning/afternoon to you! 每唱完一句，快速击掌三下，使课堂气氛达到高潮。)Step 4 Practice 第四步 练习(时间:10分钟)通过教师假装上课时出现的意外状况，引入对相应疾病提出建议的话题，以培养学生关心他人及照顾自己的能力。1.

32、 (老师手摸喉咙，并作很难受的样子，提示学生向老师提问。)S1:Whats wrong with you, Miss Liao?T:I have a sore throat.(板书并要求学生理解。)throatS1:You should/had better take good care of yourself.(帮助学生回答。)(板书并要求学生掌握。)caretake care of T:Thank you. I will. I think I had better lie down and rest after work.(提示一名同学作牙疼状。)T:Whats wrong with yo

33、u?S2:I have a toothache.T:You had better not eat too much candy.(板书并让学生掌握。)candy2. (根据2a中所给的例子，两人一组用方框中的句子练习对话。完成2a。) T: Now, please make new dialogs with your partner according to the example in 2a. (学生两人一组快速练习had better, had better not, should, shouldnt。然后检查几组学生，教师给予点评，要求学生尽可能多地给出建议。)3. (看2b图片，完成2

34、b练习，巩固had better (not), should (not)的用法。)T: Now, please look at the pictures of 2b. Fill in the blanks according to the pictures.(可进行抢答，答对者全班击掌三下给予鼓励。若有条件可用幻灯片出示每幅图片及内容。)(先让学生根据语境猜测对话中生词的词义，然后板书并要求学生掌握。)brush, Internet, tooth (teeth)Step 5 Project 第五步 综合探究活动(时间:5分钟)让学生把所学知识用于实际，体现“学以致用”原则并培养学生的语言运用能

35、力。1. (根据1a和1c对话内容，创设情景，让学生两人一组进行对话，深入有关看病的话题。)T: Suppose you are ill, you go to see a doctor. Make a dialog between you and the doctor. The following expressions can help you.How are you feeling?Whats wrong? = Whats the matter?Not so well. (Im feeling terrible.)How long have you been like this?feel

36、like doingYoud better (not) You should (not) Why not ?Example:S1:Whats wrong with you, S2?S2:Im feeling terrible 2. (找几组学生进行表演，评出最好的一组给予表扬。)3. Homework: 编五个对话，将五种疾病toothache, fever, sore throat, headache, stomachache分别融入话题，用had better 及had better not , should 及should not 结构写出医生的建议。板书设计：Youd better g

37、o to see a doctor.Section Bday and nightYoud better go to see a doctor.feel like doingHow long have you been like this?take care ofShall I take you to the hospital?on the InternetWhy dont you ? = Why not ?Why dont you have a good rest?Youd better not go to school today.Section CThe main activities a

38、re 1a and 3. 本课重点活动是1a和3。. Teaching aims and demands 教学目标1.Learn some new words and phrases:still, X-ray, serious, check over, worry about, advice, taxi2.Learn some useful expressions:(1)But my left leg still hurts when I move it.(2)Its nothing serious.(3)Two pills each time, three times a day.(4)Th

39、ank you for your flowers and fruit.(5)I hope Ill get well and return to school soon.3.Go on learning how to express your feelings.4.Learn to ask for/give advice. Teaching aids 教具图片/教学挂图/录音机/幻灯片/小黑板/白纸. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:5分钟)通过游戏，复习疾病及建议的表达方式，增强学生学习英语的积极性，导入本课生词。

40、1. (通过做游戏，进行对话练习，复习上节课的重点词汇和短语。)T: Boys and girls, lets play a game.(游戏规则：全班分成两组，A组为男生，B组为女生，A组一名男生说病情，B组一名女生给建议，然后B组下一名同学说病情，A组下一名同学给建议。学生说得又快、又准确的那组为优胜组。)S1GA: I have a stomachache.S1GB: You should take some medicine.S2GB: I have a fever.S2GA: Youd better drink lots of boiled water.S3GA: I have a

41、headache.S3GB: Youd better stay in bed and have a good rest.(如果个别同学不会回答或答错，应由本组组内同学快速补充。)(教师用来统计组内表现好的人数。)(板书)GA GB T: Maybe Group A is better, do you think so?(全班同学击掌三下，用来表示鼓励。)2. (通过师生问答，导入新课。)(教师出示一张事先准备好的Michael受伤并被同学们用出租车送进医院的图片。)T:What happened to Michael?Ss:He hurt his leg.T:Yes, his classmat

42、es sent him to the hospital by taxi. How is he now? Lets come to 1a and find out the answer.(板书并要求学生掌握。)taxiStep 2 Presentation 第二步 呈现(时间:15分钟)利用图片进行师生对话，呈现1a中的重点生词及短语，为听力扫清障碍。并通过对1a的学习，让学生懂得人与人之间应该互相关心，互相帮助。1. (出示文中Dr. Jiang为Michael检查的图片。)T:Did Dr. Jiang check him over?Ss:Yes, he did.(板书并要求学生掌握短语ch

43、eck over，理解Dr.。)check over, Dr. = DoctorT:Did Michael take X-rays? (出示一张X光照片。)Ss:Yes, he did.(板书并要求学生掌握。)X-rayT:Is there anything serious?(板书并要求学生掌握。)seriousSs:We dont know.T:There is nothing serious. Dont worry about him. But his left leg still hurts when he moves it.(板书并要求学生掌握。)worry about, stillT

44、:Can you give him some advice?S1:He had better not move his leg too much.S2:He should take some pills. (引导学生回答。)S3:(板书并让学生掌握advice，理解pill。)advicepill2. (提出问题，使学生集中注意力，边听1a边寻找问题的答案。)T: Your advice is very useful. But what advice did the doctor give him? Now please listen to the tape and answer the fo

45、llowing questions.(1) What advice did the doctor give Michael?(2) What presents did Michaels friends bring to him?(核对答案。)3. (再放1a录音，学生跟读，并模仿语音语调。) T: Now, listen to 1a again and read after it. Pay attention to the pronunciation and intonation. Ss: 4. (让学生朗读1a，独自完成1b。)T: Very good. Now lets finish 1b

46、. Come on!(本题可放幻灯片或出示小黑板，便于讲解。)(核对答案。)Step 3 Consolidation 第三步 巩固(时间:11分钟)让学生看图，说出故事情节，培养学生根据所给图示进行描绘的能力。1. (让学生表演1a，要求学生注意语音语调。) T: Well done! Next, lets practice 1a and act it out. Pay attention to the pronunciation and intonation.(找几组同学表演，并对优秀表演者给予掌声鼓励。)2. (根据图片内容，完成2。) T: Look at the pictures an

47、d number them in the right order.(核对答案。)T: Its easy to number the pictures. Can you describe the pictures according to the given words? Now, lets try.Example:Michael got well after two weeks and returned home with his classmates.(找几个学生分别对每幅图进行描述，并给予点评，注意时态和句式结构。)3. (根据图片内容，讲述故事。) T: Well done, youre

48、 great! Now, look at the pictures again. They show us a whole story. Can you tell it to the class? Please tell the story like this: Jane, Maria, Kangkang and Michael played in the park yesterday afternoon. Suddenly Michael had an accident (找几个同学进行讲述，对优秀讲述者给予掌声鼓励。)Step 4 Practice 第四步 练习(时间:7分钟)通过对应用文

49、体中请假条的学习，培养学生的语言运用能力。1. (练习如何写请假条，完成3。)T: Michael hurt himself. Now, help Michael to complete the note for leave.(核对答案。)(教师讲解疑难点，让学生了解生词sincerely，并板书。)sincerely(让一名学生在黑板上用汉语写一张请假条，并注意格式。)T: Look at Michaels note for leave. Compare the two notes and find out the same and differences.(找几个学生讲述，并强调相似之处和

50、不同之处。)2. (写请假条。)T: Suppose you are ill. Please write a note to me for a days leave.(找几个学生在黑板上写请假条并给予点评。)Step 5 Project 第五步 综合探究活动(时间:7分钟)通过把Michael受伤事件编成短剧进行表演，培养学生综合运用语言的能力及表演才能。1. (让学生根据1a和2的内容自编自演短剧，使其对文章的理解得到升华。要求学生注意场景和道具。) T: Now I will ask one student to act as Michael. And the other student

51、acts as his friend, then make a dialog, please.Example:S1: Look, how fast! Its cool!S2: More slowly, Michael, its dangerous!S1: Ouch!S2: Oh. How are you feeling, Michael?S1: Ouch, my leg! Im feeling terrible.2. Homework:让学生设计卡片，提高综合能力。发给每个同学一张16开白纸，对折后，让学生设计图案和文字，必要时教师给予指点。几分钟之后，找几名学生读一读自己设计的卡片，并展示。

52、如时间不够，可让学生课下做，下节课检查。板书设计：Youd better go to see a doctor.Section Cworry about But my left leg still hurts when I move it.check over Its nothing serious.take to Two pills each time, three times a day.have an accidentThank you for your flowers and fruit. I hope Ill get well and return to school soon.Se

53、ction DThe main activities are 1a and 3. 本课重点活动是1a和3。. Teaching aims and demands 教学目标1. Learn some new words and phrases:sick, both and , ice, ice cream, cold pill2. Review how to give advice:(1)You should/shouldnt (2)Youd better (not) do (3)Why not ? / Why dont you ?3. Review the form of the e-mail

54、. Teaching aids 教具小黑板/录音机/幻灯片/小纸箱/卡片. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:15分钟)通过复习疾病及建议的表达方式，导入本课新单词。1. (归纳总结Topic 1, 强化前三个Section中的重点知识。) T: Boys and girls, today we will review the main knowledge.(可挂小黑板。)(运用头脑风暴，复习本话题所学有关疾病和建议的相关词、短语、句子。将学生分成四组，填写多的组为优胜组，全班同学击掌三下，以示鼓励。)(可以在准备好的小黑板上画出下面的表格。）(第一块小黑板)AboutIllnessGroupABCDWordPhraseSentence(第二块小黑板)AboutAdviceGroupABCDWordPhraseSentence(让学生将刚才所填写的词、短语和句子，利用两人一组对话的形式，串编起来，进一步复习巩固，使学生能在实际交际中运用自如。)(教师走到学生中间。几分钟之后。)T:Stop here. Ill ask one student to say his illness. The other student gives him some advice.S1:I have a t