新仁爱版初中英语八年级上册Unit 2Topic 2 I must ask him to give up smokingB 1优质课公开课教案Word格式.docx

新仁爱版初中英语八年级上册Unit 2Topic 2 I must ask him to give up smokingB 1优质课公开课教案Word格式.docx

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Difficultpoints：

巩固动名词做主语的正确运用。

Ⅳ.Learningstrategies

培养学生跟读chant的能力，朗读中注意连读。

Ⅴ.Teachingaids

Computermultimediaprojector,apieceofcolorfulpaper,acigaret

te,phoneticcards

Everydaysaying:

Asamansows,soheshallreap.种瓜得瓜，种豆得豆。

Ⅵ.Teachingprocedures

Step

Interactionpattern

Studentactivity

Teacheractivity

Introduction

（7minutes）

1.Thewholeclass

work

2.Thewholeclasswork

3.Thewholeclasswork

4.Thewholeclasswork

5.Thewholeclasswork

6.Thewholeclasswork

7.Somestudents’work

8.Somestudents’work

9.Thewholeclasswork

1.Focustheirattention

ontheteacher.

2.Readthesayingaloud.

3.Studentsreadthe

chantonP38andtry

toimitatetherecording,

atleastforthreetimes.

4.Studentsareinterested

in“Guessinggame”.

Theymayanswerlike

this:

（1）Candy.

（2）Apen.

（3）Chalk.

5.Studentssay“Wow”

ortheylaugh.

6.Studentsunderstand

“smoke”andanswer

“Smokingisbadfor

ourhealth.”

7.Somestudentsputup

theirhands.

8.Somestudentssay,“I

should/mustaskhim

togiveupsmoking.”

9.Studentslistenand

answer:

（1）Maria’sfather.

（2）Shemustaskhim

togiveupsmoking.

1.Greetstudentsreadyfor

learning.

2.Showeverydaysayingfor

thestudents.

（onesayingaweek）

3.RepeatthechantonP38

aftertherecording.

4.Teacherplaysagamewith

thestudents:

“Guessing

game.”Teacherwrapsa

cigaretteinapieceof

colorfulpaperandmakesitlikecandy,lettingstudentsguesswhatitisinside.

5.Teacheropensthecandy.

It’sacigarette.

6.Teachershowsapicture

with“smoke”onthescreen,askingthestudents,“Issmokinggoodorbadforyourhealth?

”

7.Teacherdoesasurvey,

asking“Doesyourfather

smoke?

Ifso,pleaseput

upyourhands”.

8.Teachergoesonwith

“Whatshouldyoudoif

yourfathersmokes?

”

9.Teacherleadsto1a.

WangJunfengandMaria

aretalkingaboutsmoking.

Let’slistento1aandanswer:

（1）Whosefathersmokes?

（2）Whatshouldhe/shedo?

Presentation

（10minutes）

2.Thewholeclass

3.Thewholeclass

4.Thewholeclass

5.Somestudents’work

6.Thewholeclass

7.Groupwork

1.Studentslistento

somebadthingsaboutsmokingandunderstandthemeaningsof

“article”and“cancer”.

2.Studentslookthrough1btopreparefor

listening.

3.Studentslistenand

finish1b.

4.Studentslookthrough

1aandfindtheproper

sentencesandchange

“I”into“He/She”.

5.Volunteersreadtheir

answers.

6.Studentslookthrough

1candlisten.

7.Studentsdiscussin

groups,unifyingtheiranswers.

1.Teacherreadsanarticle

aboutsmokingtothe

studentsinChinese,

explaining“cancer”in

Chinese,andthenshows

anotherarticle,tohelpthe

studentstounderstand

“article”.

2.Teacherasksthestudents

tolookthrough1b.

3.Teacherplaystherec

ording.

4.Teacherasksthestudents

tolookthrough1aand

checktheiranswers.

5.Teacherchecksthestudents’

6.Teacherasksthestudents

tolookthrough1c,and

thenplaystherecording

forthem.

7.Teacherasksthestudents

todiscussingroupsto

Consolidation

1.Thewhole

classwork

2.Thewhole

3.Thewhole

classwork

1.Studentsreadwiththe

recording,imitatingit.

2.Studentsunderlinethe

languagepointsin

theirtextbook.

（1）prep.doing

（2）helpsb.dosth.

（3）doingsth.is…

（4）tooth--teeth

（5）says/writes

（6）mustdosth.

giveupdoingsth.

3.Studentsread1c.

1.Teacherplays1aforthe

studentstoread.

2.Teachershowssome

languagepointsonthe

screenforthestudents:

（1）anarticleaboutsmoking

（2）helphimrelax

（3）Smokingisbadforhis

health.

（4）histeeth

（5）Thearticlesays…

（6）Imustaskhimtogiveup

smoking.

3.Teacherasksthestudentsto

read1cindividually.

Practice

2.Groupwork

3.Pairwork

4.Thewhole

5.Thewholeclass

work.

6.Groupwork

andpairwork

8.Thewhole

9.Groupwork

andindividual

10.Thewhole

11.Thewhole

12.Individual

1.Studentsread1ain

pairs.

2.MemberAhelps

memberBandCread

1acorrectly.

3.MemberCwillbethe

firstchoiceiftheycan.

4.Studentsread[7]oneby

oneandreadthe

followi

ngwordsatthe

sametime:

funcutcome

fundduckluck

5.Studentstryto

distinguishthesoundof[7],[3]and[D].

6.Twostudentsfromeach

groupreadtocompare

whoreadsbetter.

farmcardcalm

parkmarkarm

7.Avolunteergroup

readonebyone.

8.

Studentsreadand

imitate3a.

9.Eachstudentmustread.

10.Studentschoosethe

properphrasesfromthe

chant.

11.Studentsimitatesentence

bysentence,paying

attentiontotheliaisoninthechant.

12.Volunteerswillread3b,

andtheywillgetpoints.

1.Teacherasksthestudents

toread1ainpairs.

2.MemberAleadsmember

BandCtoread1a.

3.Teacherasksstudentsto

perform1a,andeach

groupchoosesonepair.

4.Teachershowsphonetic

cards[7],lettingstudents

readthewordsaswell.

5.Teacherreadsasamodel.

6.Teachershows[3]and

words.

7.Teachershows[D]inthe

sameway.

8.Teacherplaystherecording

of3a.

9.Teacheraskseachgroup

toread3b.

10.Teacherasksthestudents

towritethekeyphrase

f

oreachpicture.

11.Teacherplaysthe

recordingsentenceby

sentence.

12.Teacherorganizesa

competitionofreading3b.

Production

（8minutes）

4.

Thewhole

5.Thewhole

6.The

whole

1.Studentssumupwith

theteacher:

Youshould/shouldn’t/hadbetter/hadbetternot/must/needtodo.

Whydon’tyou…?

2.Studentsreadand

finish2a.

3.StudentsmarkHorU.

4.Studen

tsfindoutthe

reasonsbyconnecting

relevantsen

tencesin

2aand2b.Thenwrite

downfiveshort

passagesafterclass.

Amodel:

LiHuaoftengoesto

schoolwithoutbreakfast.

It’sbadforherhealth.

Becausebreakfastgives

usenergyforthemorning.

5.Studentssummarize

withtheteacher.

6.Studentsdothejobs

afterclass:

（1）Memorizethe

wordsanddialogue

inSectionBafter

class.

（2）Groupswilldebatewitheachother.

（3）Studentslearnto

readvocabularywith

thehelpofrecording

andthephonetic

symbols,andreadthe

dialogueafterthe

recording.

1.Teachersumsuptheways

togivesuggestions:

should/shouldn’t/had

better/hadbetternot/Why

don’tyou…?

/must/needtodo.

2.The

rearesomeotherways

togivesuggestions.Teacher

letsstudentslookat2a.

finish2b.

4.Teacherorganizesthe

studentstoinstructthereasonsfor2bandwritedownshortpassagesafterclass.

5.Teachershowsthesummary

tothestudents.

6.Teacherassignshomework:

（1）Reviewthewordsand

dialogueinSectionB.

（2）Teacherasksthe

studentstoprepareforadiscussioningroups:

Isitgoodorbad?

Isithealthyor

unhealthy?

（3）PrepareSectionCafter

class.

TeachingReflection

It’shardforthestudentstofinishwritingin2b.Theyareinterestedinreadingthechant.Later,morechantswillbeintroduced.

Ⅶ.Blackboarddesign

Unit2KeepingHealthy

（3）Smokingisbadforhishealth.

（6）Imustaskhimtogiveupsm

oking.

ZhangMingusuallytakesawalkafterthemeal.It’sgoodforhishealth.Walkingisagoodexercise.Itcanmakeusstrong.