八年级英语上册Unit2 Topic1教学设计 整个话题30页 最新仁爱版.docx

八年级英语上册Unit2 Topic1教学设计 整个话题30页 最新仁爱版.docx

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八年级英语上册Unit2Topic1教学设计整个话题30页最新仁爱版

Unit2Topic1教学设计

SectionA

Ⅰ.Materialanalysis

SectionA是本单元第一课时。

主要活动为SectionA的1a和2。

第二单元谈论如何保持健康。

话题一介绍了感冒、头疼等常见病的名称，出现了疾病名称的词：

toothache,backache,fever,cough,headache,stomachache等以及相对应的短语：

haveacold,haveafever,haveacough,haveaheadache,haveatoothache,haveabackache,haveastomachache等。

通过Kangkang和Betty的对话，呈现了询问生病情况的对话：

What’swrongwithyou?

Ihavea…等，以及表达关心所提的建议：

Youshould…和Youshouldn’t…。

本课的语法重点是Youshould…和Youshouldn’t…。

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。

要求学生能在课后用英语写一篇描述疾病并提出有益健康的提建议的文章。

Ⅱ.Teachingaims

Knowledgeaims:

1.能正确运用以下短语进行书面表达：

haveacold,haveafever,haveacough,haveaheadache,haveatoothache,

haveabackache,haveastomachache等。

2.能正确地运用should,shouldn’t提建议：

Youshoulddrinkenoughboiledwater.

Youshouldn’tdrinkcoffeeorteaintheevening.

Skillaims:

1.能听懂有关日常小病的名称及相关话题。

2.能熟练地运用should，shouldn’t针对日常小病提建议。

3.能正确朗读介绍日常小病的对话或文章。

4.能用should,shouldn’t结合本单元短语描述日常生活小病并提出有益的建议。

Emotionalaims:

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，为我们的健康生活创建友爱、和谐的氛围。

Ⅲ.Thekeypointsanddifficultpoints

Keypoints:

haveacold,haveafever,haveacough,haveaheadache,haveatoothache,haveabackache,haveastomachache等短语的理解及运用。

Difficultpoints:

就日常小病用英语提建议。

Ⅳ.Learningstrategies

1.培养学生根据图片猜单词意思的能力。

2.培养学生模仿已有例句造句的能力。

Ⅴ.Teachingaids

Computermultimediaprojector,picturesofdifferentillnesses

Everydaysaying:

Bitterpillsmayhavewholesomeeffects.良药苦口利于病。

Ⅵ.Teachingprocedures

Step

Interactionpattern

Studentactivity

Teacheractivity

Introduction

（7minutes）

1.Thewholeclasswork

2.Thewholeclasswork

3.Individualwork

andthewhole

classwork

4.Somestudents’

work

5.Thewholeclass

work

1.Focustheirattention

ontheteacher.

2.Studentssingtogether.

3.Monitorgivesthe

reportwhilethe

otherslistenandtryto

understand.

4.Volunteersanswer:

（1）He/Shewantsto

bebeautiful;

（2）Tobestrong;

（3）Tobehealthy;

5.Studentsfollowwhattheteachersays,and

comeintothenew

topicunconsciously.

1.Greetstudentsreadyfor

learning.

2.Singasongtogether.

（Clapyourhandsifyouarehappy.）TeachershowstheChinesewordsonthescreen.

3.Dailyreport.TeacherasksmonitorofEnglishtogiveareportabout“TheBeijingOlympics”.

4.Teacherasksaquestion

“Whydoes…likesports?

”

5.Theteacherleadstothe

newtopic,“Yes,ifwe

exerciseeveryday,we

willbemorebeautiful,

strongerandhealthier.If

youdon’ttakepartinany

sportsactivities,youwill

beilllikethechildren

here.”

Presentation

（10minutes）

1.Thewhole

classwork

2.Thewhole

classwork

3.Pairwork

4.Thewhole

classwork

5.Thewhole

classwork

6.Thewhole

classwork

7.Thewhole

classwork

1.Studentsreadthe

wordsaccordingto

thephoneticsymbols

andguessthemeanings

accordingtothepictures.

2.Studentstrytousetheverbphrasestoaskandanswertogether.

3.Studentsaskand

answerinpairs,using“haveacough”,“haveaheadache”,and

“haveatoothache”.

4.Studentslookthrough1bandmakesuretheyknowwhattodo.

5.Studentslistencarefully

andfinish1b.

6.Studentssaythe

answerstogetherandunderstandthemeaningof“suggestion”with

thehelpofthe

teacher’sexplanation.

7.Studentsfinish1c.

1.Teacherpresentssome

picturesaboutthenew

words:

fever,cough,

headacheandstomachache.

Guidestudentstolearnthewordswiththephoneticsymbols,showingtheverbphrasesunderthepictures.

2.Teacherasksandanswers

about“haveafever”asamodelforthestudentstoimitate.

A:

What’sthematter?

B:

Hehasafever.

3.Teacherintroduces“What’swrongwithhim/her?

”tothestudentstodopairwork.

4.Teacherleadsto1aforthe

studentstofinish1b,

saying“BettyandKangkangaretalkingaboutillness.

Let’slistenandfinish1b.

First,youshouldlook

through1bandmakesureyouknowwhattodo.”

5.Teacherplays1a,andthenchecksthestudents’answers.

6.Teachercheckstheanswersandteachestheword“suggestion”bypointingoutitssynonym“advice”.

7.Teacherplays1cforthestudents.

Consolidation

（10minutes）

1.Thewhole

classwork

2.Thewholeclass

workandpairwork

3.Groupwork

4.Thewhole

classwork

5.Thewhole

classwork

6.Thewhole

classwork

7.Thewhole

classwork

8.Thewhole

classwork

1.Studentsreadwiththerecording,imitatingit.

2.Studentsaskandanswerinpairs.

3.Studentsdochainpracticeingroups’makingsureeveryonecansaythe

dialoguecorrectly.

4.Studentsdochainpracticeintheirgroupsasquicklyastheycan.

5.Studentssaythe

conclusionwiththeteacher.

6.Studentslookatthepicturesandknowthemeaningsofthenew

words,andthen

pronouncethenewwordsaccordingtothepictures.

7.Studentscatchthe

meaningwhiledoingexercise2.

8.Studentssaythe

answerstogetherafterdiscussion.

1.Teacherplays1aforthe

studentstoreadwithout

stopping.

2.Teacherasksthestudents

topractice“What’swrong

withyou?

Ihavea…”in

pairsaccordingto1c.

3.Teacherasksthestudentstoaskandansweraccordingto1cingroups.

4.Teacherasksthesixgroupstodochainpractice,andthefirstthreegroupswillwinthegame.

5.Teachermakesaconclusion,“Whenwetalkaboutillness,wemayuse—What’s

wrongwith…?

—…

have/hasa…”

6.Teachershowspicturesofnewwordsonthescreen“coffee,

tea,boiledwater”with

phoneticsymbols.

7.Teacherexplainstheword“lift”bysayingitssynonym“carry”andasksthestudentstofinish2.

8.Teacherchecksthestudents’answers.

Practice

（10minutes）

1.Thewhole

classwork

2.Groupwork

andpairwork

3.Twostudents’

work

4.Thewhole

classwork

5.Thewhole

classwork

6.Twostudents’

work

1.Studentsmakeupnew

conversationsandthey

maydiscussingroups.

2.Studentsprepareforthe

performanceinpairs,and

tworepresentativeswill

bechosenout.

3.Thepairshoulddotheir

besttoperformwell.

4.Studentsknowthe

meaningsandtheways

toexpresssuggestions.

5.Studentslistencarefully

andfinish3.

6.Twovolunteerswrite

theanswersonthe

blackboard.

1.Teacherasksthestudents

tomakeupnewconversations

accordingto1cand2.

2.Teacherasksthegroups

whohavelostthegameof

practicing1ctopractice

theirnewconversationsin

pairs.Eachgroupfinishes

onepair.

3.Teacherasksthebestpairtoshowtheconversationtothewholeclass.

4.Teachershows“You

should/Youshouldn’t…”ontheblackboard.

5.Teacherplays3forthe

studentstofinishAin3,andthenplaysforthe

secondtimeforthe

studentstofinishBin3.

6.Teachercheckstheanswers.

Production

（8minutes）

1.Thewholeclassworkand

individualwork

2.Thewhole

classwork

3.Thewhole

classwork

4.Individualwork

1.Eachstudentinterviewsonestudentandwritesdownthedialogue.

2.Studentswritetheir

interviewsdownafterclass,preparingfor

thereportinthenext

class.

3.Studentssummarize

SectionAwiththe

teacherbydoing

exercisesshownonthescreen.

4.Studentsdothefollowingjobs:

（1）Memorizethe

summaryafterclass.

（2）Studentswritetheinterview“What’swrongwithyou?

”afterclass,andthenprepareforthe

reportinthenextclass.

（3）Studentslearntoreadvocabulary

withthehelpofrecordingandthephoneticsymbols,

andreadthe

dialogafterthe

recording.

1.Teacherorganizesan

interviewaccordingto1c

and2,andstudentswilldoitintheirowngroups.

2.Teacherasksthestudents

towritedowntheir

interviewsafterclass.

3.Teachershowsthe

summarytothestudents.

（1）Vocabulary

（2）thestructure:

willdo

4.Teacherassignshomework:

（1）Reviewthesummary

afterclass.

（2）Reporttheirinterviews

tothewholeclass

tomorrow.

（3）PrepareSectionBafter

class.

TeachingReflection

It’salittlehardforthestudentstogivepropersuggestionsonillness.Theymaysearchmoreinformationaboutthistopicafterclass.

Ⅶ.Blackboarddesign

Unit2KeepingHealthy

Topic1Youshouldseeadentist.

SectionA

What’swrongwithyou?

haveafever/cough

Ihaveabadcold.haveaheadache/stomachache

Youshouldseeadentist.drinkenoughwater

Ihopeyou’llgetwellsoon.liftheavythings

Unit2Topic1SectionB教学设计

Ⅰ.Materialanalysis

SectionB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.hadbetter（not）dosth…和Whydon’tyou…?

对话中还呈现询问对方病情的问句：

Howlonghavebeenlikethis?

及对病情的描述：

Iamfeelingterrible.本课的语法重点sb.hadbetter（not）dosth和Whydon’tyou…?

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.Teachingaims

Knowledgeaims:

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sbhadbetter（not）dosth和Whydon’tyou…?

针对日常小病提建议。

Emotionalaims:

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.Thekeypointsanddifficultpoints

Keypoints:

feelterrible,havetheflu,takesomemedicine,haveagoodrest等短语的理解及运用。

Difficultpoints:

理解Howlonghaveyoubeenlikethis?

Ⅳ.Learningstrategies

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.Teachingaids

Computermultimediaprojector,chalk,blackboard

Everydaysaying:

Bitterpillsmayhavewholesomeeffects.良药苦口利于病。

Ⅵ.Teachingprocedures

Step

Interactionpattern

Studentactivity

Teacheractivit