八年级英语上册仁爱版教案Unit2Topic1SectionB

八年级上册授课方案设计Unit2KeepingHealthyTopic1Youshouldseeadentist.SectionBⅠ.MaterialanalysisSectionB是本单元第二课时和第三课时。主要活动为SectionB的1a，4a和4b。本课时将患病、关怀咨询及提建议综合运用，表现了提建议的其他两种说法sb.hadbetter(not)dosth⋯和Whydon’tyou⋯?对话中还表现咨询对方病情的问句：Howlonghavebeenlikethis?及对病情的描绘：Iamfeelingterrible.本课的语法要点sb.hadbetter(not)dosth和Whydon’tyou⋯?语言功能方面要修业生学会用英语描绘疾病并能就疾病征采别人建议、给别人提建议等。课后要修业生能用英语写一篇描绘疾病并提出有利建议的文章。.TeachingaimsKnowledgeaims:1.能正确运用以下短语进行书面表达：feelterrible,havetheflu,takesomemedicine,haveagoodrest等。2.能正确地运用sb.hadbetter(not)dosth和Whydon’tyou⋯?提建议。Skillaims:1.能划分/1/和/eI/发音的不一样样，并掌握音素对应的字母或字母组合的写法；在朗诵时能正确掌握辅音的不完满爆破和元音的强读、弱读现象。2.能听懂相关平时小病的名称、对病人的关怀咨询及提建议的话题。3.能娴熟地运用sbhadbetter(not)dosth和Whydon’tyou⋯?针对平时小病提建议。Emotionalaims:经过语言学习，影响学生的自己道德，要学会相信别人、关怀别人，为我们的健康生活创立友善、友善的气氛。Ⅲ.ThekeypointsanddifficultpointsKeypoints:feelterrible,havetheflu,takesomemedicine,haveagoodrest等短语的理解及运用。1/8Difficultpoints:理解Howlonghaveyoubeenlikethis?.Learningstrategies坚固学生依据图片猜单词意思的能力。坚固学生模拟已有例句造句的能力。Ⅴ.TeachingaidsComputermultimediaprojector,chalk,blackboardEverydaysaying:Bitterpillsmayhavewholesomeeffects.忠言透骨利于病。.TeachingproceduresInteractionStepStudentactivityTeacheractivitypattern2/81.Thewhole1.Focustheirattention1.Greetstudentsreadyforclassworkontheteacher.learning.2.Thewhole2.Studentssingtogether.2.Singasongtogether.classwork(Clapyourhandsifyouarehappy.)TeachershowtheChinesewordsonthescreen.3.Pairworkand3.Twopairsassigned3.Dailyreport.Terview“What’swrongwithyou?”.4.Somestudents’4.Volunteersanswer:4.TeacherasksaquestionworkHe/Shehasa⋯“What’swrongwith⋯?”tocheckifotherslistencarefullyandunderstandthereporter.5.Thewhole5.Studentsfollowwhat5.TheteacherintroducestheIntroductionclassworktheteachersays,andnewwordsbyshowinga（7minutes）answertogether“Shepicturewith“terrible,ahasacold.”badcold,aterriblecold”onit.Teacheraskswhilestudentsanswertogether:“What’swrongwithher?”6.Thewhole6.Studentsreadandfeel6.Teachergoeson,“Shehasclassworkthefunctionof“terrible”.abadcold,shehasaThentheyguesstheterriblecold.Maybeshemeaningoftheflu.hastheflu.”Whileshowingthepicture“flu”,whichmeans“abadcold,aterriblecold”.7.Thewhole7.Studentslookthrough7.Teacherleadsto1a:“Steve3/8classworkthestatementsin1b,andBrucearetalkingmakingsuretheyaboutillness.Let’slisten1.Thewhole1.Studentsunderstand1.Teacherexplainsthatclasswork“suggestion”by“suggestion”isthenoununderstandingwhatformof“suggest”.theteachersays.2.Thewhole2.Studentslistenand2.Teacherplaystherecordingclassworkfinish1b.of1a.3.Thewhole3.Studentslookthrough3.Teacherasksthestudentsclasswork1candmakesurewhattolookthrough1candthestatementsmean.makessuretheyunderstandthestatements.4.Thewhole4.Studentslistencarefully,4.Teacherplays1a.classworkandthendiscusstheirPresentationanswersafterlistening.(10minutes)5.Thewhole5.Studentsread5.Teacherletsstudentsreadclassworkindividually,andthen1aindividually,checkingcorrecttheiranswers1band1c.to1band1cwhile6.Thewholereading.6.Teacherplaystheclasswork6.Studentsreadaftertherecordingsentencebyrecordingonebyone.sentence.7.Thewhole7.Teacherplaystheclasswork7.Studentsreadattherecordingwithoutstopping.samespeedastherecording,tryingtoimitatetherecording.4/81.Thewhole1.Studentsunderlinethe1.Teacherexplainssomeclassworkpointsintheirbooks,languagepointsforthemakingsuretheystudents.understandthemeanings.(1)Howlonghaveyoubeenlikethis?(2)You’dbettertakesomemedicine.(3)feelterrible←→feelwell,bewell(4)havetheflu(5)takesomemedicine(6)takeyoutothehospital(7)havearest(8)gotoseeadoctor2.Thewhole2.Studentsreadinpairs.2.Teacherasksthestudentsclassworkandtoread1ainpairs.pairworkConsolidation3.Pairwork3.Eachgroupchooses3.Teacherasksthreepairs(10minutes)outapairtoread,andtheymakethescoresasusual:A-5;B-6;C-7.4.Thewhole4.Studentsread2classworksilently,andthennumberthestatements.

toreadthedialogueforthewholeclass.Teacherasksthestudentstofinish2.5.Groupwork5.Eachgroupwrites5.Teacherchecksthestudents’theiranswersontheanswers.blackboard.6.Groupwork6.Eachstudentreads6.Teacherasksthestudentstoonesentencetofinishreadthedialogueinchains,thewholedialogue,5/8andthefirstonewhofinishesbutnooneknowsreadingcanpointanyoneinwhoisthenexttoread.theirgroup,soasthe1.Thewhole1.Studentstryto1.Teachershowsapictureofclassworkunderstand“candy”by“candy”,saying“Candyislookingatthepictureandsweet,andchildrenlikeunderstandingwhattheeatingcandy.Oldpeopleteachersays.don’tlikecandy,becauseeatingtoomuchcandyisn’thealthyandit’sbadforourteeth.”2.Thewhole2.Studentstryto2.Teachershowsapictureofclassworkunderstand“brush”by“brush”,saying“Brushlookingatthepictureandyourteethafteryoueatcandy.”understandingwhattheteachersays.3.Groupwork3.Everystudentmakeshis/3.Teacherasksthestudentsandindividualherowndialogue,withtomakenewconversations,workverbphrasebeingandeachgrouphastoassignedfirst.makeupfivedifferent4.Thewhole4.Studentsuse“liedown”conversations.classworkintheirownconversations4..Teacherexplains“liePracticedown”byshowingtwo(10minutes)picturestocompare“stand”and“liedown”whilestudentsmakethe5.Pairwork5.Sixpairsfromdifferentdialogue.groupsshowtheir5.Teacheraskssixpairstoperformance.Thebestreadtheirconversations,twopairswillread4aandthebesttwopairswilland4b.read4aand4b.6.Groupwork6.Thefirstgroupread4a,iftheyarewrong,6.Teacherchecksthetwothesecond6group/8groups.correct,andviceverse.7.Pairwork7.Thelosersread4aand1.Thewhole1.Eachstudent1.Teacherorganizesanclassworkinterviewsfiveinterviewaccordingto3,andindividualstudents.andstudentswillworkinterviewatleastfivestudents.2.Studentswritetheir2.Teacherasksthestudents2.Thewholeinterviewafterclass,towritedowntheirclassworkpreparingfortheinterviewafterclass.reportinthenextclass.3.Studentssummarize3.Teachershowsthe3.ThewholeSectionAwiththesummarytothestudents.classworkteacherbydoing(1)Vocabularyexercisesshownonthe(2)thestructure:willdoscreen.4.Studentsdothe4.Teacherassignshomework:Production4.Individualworkfollowingjobs:(1)Reviewthesummary(8minutes)(1)Memorizetheafterclass.summaryafterclass.(2)Reporttheirintervi