八年级英语上册Unit2Topic2ImustaskhimtogiveupsmokingPeriod5教学案例设计新版仁爱版Word格式文档下载.docx
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第四课时:
SectionC-1a,1b,1c,3.
第五课时:
SectionD-1,GrammarandFunctions,2,Project.
第五课时(SectionD-1,GrammarandFunctions,2,Project)
教学设计思路:
本节课为本话题第五课时,主要活动为1和2。
首先学生通过听1短文完成图片排序,并使用情态动词为图片配文字。
然后复习Grammar中情态动词的更多用法,通过互动,操练Functions中有关健康生活习惯的相关表达。
接着,通过阅读2,选择正确的词汇补全短文,训练学生正确使用情态动词的用法及一些重要短语。
最后完成Project的调查问卷,通过自己的问卷结果写出建议,巩固本话题所学的词汇与句型。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)能复习和巩固掌握正确认读课后单词表中的单词。
(2)能正确把握情态动词在具体语境中的运用,能正确地用情态动词进行口头和书面
复合表达。
2.Skillaims:
(1)能听懂有关健康饮食的对话或文章。
(2)能熟练地运用食品名词,为三餐设计健康的食谱,并能就饮食提出自己有益的建议。
(3)能正确地运用情态动词,结合食品名词,写一篇有关如何保持健康的文章。
3.Emotionalaims:
通过本课学习,让学生明白日常生活中具体的健康生活习惯有哪些,督促他们养成健康生活的好习惯,摒弃坏习惯。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
用以下短语造句并提出建议:
takeshoweroften,washhandsbeforemeals,tidyourroom,
openthewindow,drinksourmilk,spitinpublic
2.Difficultpoints:
填空中对情态动词的正确选择。
Ⅲ.Learningstrategies
通过看图听听力和综合填空等多种练习,归纳情态动词的用法。
训练学生归纳知识的能力。
Ⅳ.Teachingaids
计算机多媒体投影仪。
V.Teachingprocedures
Stage1(5mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Getstudentsreadyforlearning.
T:
Goodmorning,everybody!
The
firsttwominsisforyoutogivetheeverydayreport.Thereportisrelatedtoyoureatinghabit.Who’sturntodoit?
Canyouaskanyquestionsaccordingtoherdutyreport?
Anymorequestions?
Youarewonderfultoday.
Focustheirattentionontheteacher.
S1:
It’smyturntoreport.Withmymother’sgoodcaremyeatinghabitisverygood.Iofteneatporridgeinthemorning.Sometimesmymotherpreparessomepicklesforme.SometimesIwillputaneggintotheporridgetohavetheeggporridge.Atnoon,Iwilleatinschoolcanteen.SometimesIwillhavenoodles.Atnight,mymotheroftenpreparesabigmealforme.Afterdinner,Iwilleatsomefruit.
S2:
Whatdoessheofteneatinthemorning?
S3:
Porridge.
S4:
Doessheoftengohomeforlunch?
S5:
No,sheeatsintheschoolcanteen.
S6:
……
该部分学生在课前已作为家庭作业完成,教师的主要任务是检查学生作业完成情况。
Remark:
该部分可分两步进行。
第一步进行师生间问候,拉近师生间距离;
第二步检查学生的作业。
Stage2(12mins):
Task1
Designingpurpose
1(Groupwork)
Letthestudentstolookthrough1andsayaphrasecorrespondingto
eachpicture.
Everyone,let’sturntopage41andenjoysomepictures.Youcanwritedownaphrasebeloweachpicture.
Whocanhaveatry?
Differentideas?
OK!
let’slistenandcheck.
Trytowriteaphrasecorrespondingtoeachpicture.
Ss:
washhands,openthewindow,putlitterintothedustbin,tidytheroom,spitonthestreet,
Thenext-to–lastoneismakehisbed.
该部分旨在让学生看图片预测即将听到的内容。
2(Groupwork)
Playtherecordingof1.
I’llplaytherecordingof1.Pleaselistenandnumberthepicturesfirst.
Couldsomebodytellmetheanswer?
Doyouagreewithhim?
Well.I’llplaytherecordingof1againandpausewhennecessary.Thencheckifyouhavewrittentherightphrases,OK?
Doyouhavedifferentideasaboutthenext-to-lastone?
Listenandnumberthepictures.
Therightorderis1-5-3-6-2-4.
Yes!
No.Tidyourroomsisright.
该部分目的在于通过听录音排序,训练学生获取听力信息的能力,并巩固描述健康生活习惯的有关表达。
3(Classwork)
Askthestudentstomakesentencesaccordingto1.
Nowyoucanmakesentenceswiththephrasesyouwrotejustnowandthestructuresinthebox.Pleasehaveatry.Istwominsenough?
I’dlikeonegrouptosaythesentencesclearly.Whichgroupwantstogofirst?
Group5please!
Makesentencesorally,usingthe
thephrasesandthestructuresinthebox.
Eachstudentingroup5willsayonesentenceclearly.
Weshouldtakeshoweroften
Wemustwashhandsbeforemeals
Wemustn’tspitinpublic
Wemustn’tdrinkyoghurt
Weshouldtidyourroom
Weshouldopenthewindow
tokeeptheairfresh
该部分旨在让学生使用情态动词为图片配文字,巩固学生对情态动词用法的掌握。
Remark:
Stage3(7mins):
Task2
(Individualwork)
CheckGrammarandFunctions
I’llofferfourorfiveminutesforyoutoreadthroughSectionA-C.Paymoreattentiontotheusageofmodalverbs.Thenfillintheblanks.
Volunteergroupscanshowyouranswers.
Arethereanywrongparts?
That’fine.
GothroughSectionA-Cquickly.
Group1:
Youmustn’tthrowlitteraround.
Hethinkssmokingcanhelphimrelax.
Itcanevencausecancer.
Imustaskhimtogiveupsmoking.
MayIborrowyournewspaperandshowittomyfather?
Group3:
Stayinguplateisbadforyourhealth.
It’sbad/goodforyourhealth.
Don’treadinthesun.
Itwillkeepyouactiveduringtheday.
No.
该部分旨在引导学生复习情态动词用法及健康生活习惯的表达,培养学生的口语表达能力。
教师应注意引导学生自己归纳本话题所学语法和功能,教师尽量减少对学生的控制。
Stage4(13mins):
Task3
1.(Classwork)
Showapictureofcigarettewithphoneticsyllablesandleadin2.T:
Doyousmoke?
Whosmokesaroundyou?
Smokingisbadforourbody.Bodyheremeanshealth,pointingtomybodyandyourbody.AndSmoking
cancauseillness.Smokingcancausedisease.
Smokingharmsourbodywhilehere“harm”means“bebadfor”.
Smokingisbadforourhealth.Smokingharmssmokersandus.(Teacheractsagestureofsmoking.)Itcancausedisease.Let’
Haveyougottheanswer?
Great!
Readthephoneticsyllablesand
understandthemeaning,answeringthequestions.
Myfather
myuncle.
Gettorealizewhattheteachersays.Andtrytounderstandthe
word“disease”byunderstanding
synonymous“illness”.
Understand“harm”byunderstanding“bebadfor”.
Studentsreadsilentlyandtrytofinish2.
Somepeoplethinkthatsmokingcanhelpthemrelax.InFact,……
该部分是通过阅读短文训练学生正确使用情态动词。
2.(classactivity)
Designexercisesaboutthefollowingphrasesandstructures:
takeshoweroften,
washhandsbeforemeals,
tidyourroom,
openthewindow,
drinksourmilk,
spitinpublic.
notonly…but…
assoonas…
besurprisetodosth.
forcesb.todosth
giveupdoing…
Havetoknowthephrasesandstructures.Thenstudentstrytodotheexercisecorrectly,payingattentionthedifferences.
学生独立完成2部分内容,检验学生灵活运用知识的能力。
Stage5(3mins):
Project
(Groupwork)
Letthestudentsfinishtestingin
project.
Let’shaveatestandseehowhealthyyouare.
What’syourtotalscore?
Andexchangeyourpapertoseewhoisthehealthiestinyourgroup.
Good.Weknowthathealthylivinghabitsareimportanttoourlives.Ihopeyouwriteapassageabouthowtokeephealthy.Youmayusethequestionsintheprojectasaguide.
Finishtheprojectingroup.
Discussingroups
通过两人一组做有关于健康的问卷调查,训练学生的口头表达能力,最后布置短文进行描述,巩固本话题所学的词汇与句型,让学生在真实语境下综合运用本话题所学的知识。
教师可以设计多样活动,学生依据表格进行对话和写作。
Stage6(2mins):
AssigningHMK
AssigntheHMK
OK.Classwillbeoversoon,Fortoday’shomework,I’dlikeyoutowriteapassageabouthowtokeephealthy.AndrememberthemainfunctionsandgrammarinTopic2andpreviewTopic3inUnit2.
Finishthefollowingtasks:
PreviewthevocabularyandthedialogueinSectionAofTopic3.
该部分目的在于布置家庭作业。
VI.Blackboarddesign
Weshould/shouldn’t…
Wemust/mustn’t…
Don’tspitinpublic.
Tidyourroom.
takeshoweroften
washhandsbeforemeals
spitinpublic
drinkyoghurt
tidyourroom
openthewindow
keeptheairfresh