仁爱版八年级英语上册教学案例设计Unit2Topic3P2.docx
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仁爱版八年级英语上册教学案例设计Unit2Topic3P2
Unit2KeepingHealthy
Topic3Mustweexercisetopreventtheflu?
教学内容分析及课时分配建议:
本单元以KeepingHealthy为主题。
话题三以如何预防流行性感冒为话题,创设情境帮助学生学习询问建议的表达和运用顺序过渡词层次清晰地发表自己的看法,在此基础上了解如何保持身体健康,怎样预防疾病、怎样正确地进行锻炼等相关知识。
SectionA部分通过记者采访Dr.Li,学习用first,second,third,finally使语意表达连贯,掌握情态动词must的一般疑问句及其肯定回答和否定回答,并能运用情态动词should,hadbetter和must的正确形式表达建议。
SectionB部分通过Kangkang给他的爸爸电话留言这件事,体现了医生的忙碌和重要性,并学习打电话,留口信的交际用语及书写电话留言条,同时掌握反身代词的用法。
此外还要求了解字母组合cle,ddle,ple,ble,ften,ttle的读音,学习连读、弱读和不完全爆破的语音规则并能正确拼读和辨音。
SectionC部分通过李医生有关保持健康的报告,让学生清楚日常生活中应该如何保持健康,同时训练学生从短语到句子再到短文的语言输出能力。
SectionD部分是对本话题的总结和复习,最后通过Project中制作相关话题的英文小报活动对所学内容进行积极应用和自主拓展学习探究。
Topic3的的内容可以用5个课时来完成。
第一课时:
SectionA-1a,1b,1c,1d.
第二课时:
SectionA-3,2,SectionB-1a,1b,1c.
第三课时:
SectionB-2a,2b,3a,3b.
第四课时:
SectionC-1a,1b,1c,2,3.
第五课时:
SectionD-1a,1b,GrammarandFunctions,Project.
第二课时(SectionA-3,2,SectionB-1a,1b,1c)
教学设计思路:
本节课主要活动为SectionA-2,SectionB-1a,1c。
首先学生展示作业SectionA-3,接着教师通过图片展示的方式引入SectionA-2(A)中生病症状的单词。
通过对SectionA-2听音完成A,B。
然后听SectionB-1a对话复习打电话用语并完成1b留言条信息。
最后根据1c提供的电话留言仿编对话,训练学生使用英语打电话及留口信。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)能正确拼读并运用下列单词与短语:
sore,Internet,throat,leaveamessage,givesb.themessage,tellsb.(not)todo。
(2)能用以下短语进行口头和书面的表达:
takesomecoldpills,gotocrowdedplaces,workontheInternettoolong,playsportstoomuch等。
(3)学生能听懂并运用打电话用语CanIleaveamessage?
Sure,goahead.等的句型。
2.Skillaims:
(1)能比较流利地谈论有关预防流感的话题。
(2)能熟练地运用should,hadbetter,must提建议。
(3)能听懂有关电话留言的对话或文章。
(4)能正确写出电话留言。
3.Emotionalaims:
通过对话学习,了解医生的忙碌,要学会理解医生。
提醒自己要保持健康。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
(1)takesomecoldpills,gotocrowdedplaces,playsportstoomuch等短语的理解及运用。
(2)学习打电话,留口信的交际用语。
2.Difficultpoints:
Ⅲ.Learningstrategies
通过学生讲电话和电话留言的相互转换学习,培养学生的信息转换能力。
Ⅳ.Teachingaids
计算机多媒体投影仪。
V.Teachingprocedures
Stage1(3mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Checkthehomework.
T:
Goodmorning,boysandgirls!
T:
Ithinkallofyouhavefinishedyourhomework.Now,let’scheckittogether.
T:
Ineedthreestudentstowritetheirsentencesontheblackboard.Twosentenceseachstudent.volunteers?
Focustheirattentionontheteacher.
Ss:
Goodmorning,Miss…
Allthestudentsreadtheirhomeworktotheirpartners,correctingmistakeswhenreading.
Threestudentsfromdifferentgroupsdoitaswellastheycan.
S1:
Weshouldexerciseoftentopreventtheflu.
Wehadbetterseeadoctorwhenwehavetheflu.
S2:
Weshouldkeepawayfromcrowdedplacestopreventtheflu.
Wehadbettertakeashoweroftentopreventtheflu.
S3:
Wemustkeeptheairfreshtopreventtheflu.
Wehadbetterchangeclothesoften.
该部分的目的在于检查学生上节课的作业,使其注意力回归课堂,以便进行本节课学习。
Remark:
教师在进行作业检查时可选取不同层次的学生进行检查。
Stage2(4mins):
Pre-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
ShowsomepicturesandteachnewwordsinSA-2.
T:
Let’senjoysomepictures.Lookatthis,whatishedoing?
T:
Yes,heissurfingtheInternet.Doyouknow“Internet”?
T:
That’sright.Andlookatthispicture.What’swrongwithher?
T:
Yes,andshehassorethroataswell.Doyouknowsorethroatnow?
T:
Sorethroat,coughandfeverareallsymptomsofillnesses,symptomsmeans症状inChinese.
Understandthemeaningsof“Internet”,“sorethroat”and“symptoms”.
Ss:
Heisplayingcomputergames.
Ss:
Yes,因特网.
Ss:
Shehasacough.
Ss:
Yes.
该部分旨在呈现本课新单词,为接下来的听力活动做准备。
2(Classwork)
PlaytherecordingofSectionA-2andletthestudentsfinishAandBof2.
T:
Let’sturntopage44andlookthroughthewordsinAofSectionA-2.Youcanpredictwhatyouaregoingtolistento.
T:
Soclever!
NowyoupleasereadthesymptomsinAandmakesureyouknowtheirmeanings.
LookthroughthenamesofillnessesinSectionA-2(A),makesuretheyknowwhattheyaregoingtolistento,preparingforlistening.
Ss:
Thesymptoms.
Ss:
……
Remark:
教师可采用图片直观呈现词汇和短语。
Stage3(16mins):
While-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Playtherecordingof2.
T:
I’llplaytherecordingof2,pleaselistencarefullyandthencirclethesymptomsthatyouhear.Areyouready?
Go!
T:
Arethereanyvolunteerstoreporttheanswer?
T:
Welldone!
Let’slookatpartB.Whatwillwedonext?
T:
Good.Let’slistentotherecordingof2againandchecktheadviceyouhear.Ready?
Go!
T:
Haveyougottheanswer?
Anyvolunteers?
T:
Great!
ListenandfinishAof2.
Ss:
S1:
Icanhearthefollowingsymptoms:
fever,headache,sorethroatandcough.
S2:
We’llcheckwhatweshoulddoandwhatweshouldnotdointhepassagewehear.
ListenandfinishBof2.
S3:
Icanhearthefollowingadvice:
Weshoulddrinklot’sofboiledwaterandliedownandtakeagoodrest;Weshouldn’tgotocrowdedplacesandshouldn’teathotfood.
该部分通过听段落学习描述生病症状和给出相应的建议。
2(Classwork)
Playtherecordingof1a.
Finish1bwhilelisteningto1a.
通过1a,1b部分的学习,复习电话用语以及学习电话留言和写留言条。
3(Classwork)
Playtherecordingof1aandaskthestudentstoreadwith.
T:
Pleasereadaftertherecordingsentencebysentence.Payattentiontoyourpronunciationandintonation.
T:
OnemoretimeandpleasereadatthesamespeedandI’llasksomepairstoreadandactitoutlater.
T:
It’stimeforyoutoactitout.Whichpairwantstogofirst?
Readaftertherecordingsentencebysentence,payingattentiontothepronunciationandintonation.
Ss:
……
Followtherecordingandreadatthesamespeed.Makesuretheycanread1acorrectly.
Ss:
……
Remark:
教师可提示学生在听的过程中可用缩写形式来记录所听内容,听完后再将信息完善。
Stage4(12mins):
Post-listening
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Individualwork)
Dealwiththelanguagepointsin1a.
T:
Canyoumakesentencesusing“should/shouldn’t,hadbetter(not),must/mustn’t”?
Pleasehaveatry!
(1)speaktosb.
(2)bebusy
(3)ringsb.up
(4)leaveamessage
(5)tellsb.(not)todosth
(6)givesb.themessage
(7)dosth.(by)oneself
Underlinethelanguagepointsintheirtextbookandmakesomesentences.
S1:
Youshouldn’tspeaktohersoaloud.
S2:
Heshouldbebusynow.
S3:
MustIringhimupnow?
S4:
Youhadbetterleavehimamessage.
S5:
MustItellhimnottocomeagain?
S6:
Imustgivethemessagetohermyself.
S7:
Weshoulddoourhomeworkourselves.
2(Pairwork)
Leadin1c.
T:
Let’sworkinpairs.Youcanmakeupanewconversationaccordingtothetelephonemessagein1c.
T:
Time’sup.Andwhohasn’tgotthechance?
T:
Great!
Anybodyelse?
Readthemessagein1canddoit.
S1:
Hello!
MayIspeaktoJudy?
S2:
Sorry,sheisn’tinnow
S1:
Oh,canIleaveamessage?
S2:
Sure,goahead.
S1:
ThisisBettyspeaking.Kangkang’sfatherwillgiveatalkat3:
00p.m.today.Pleasetellhertobeontimeandnottoforgettotakehercamera.
S2:
OK,Betty.I’llgiveherthemessage.
S1:
Thanks.Goodbye!
S2:
Bye!
S3:
……
S4:
……
该部分的设计目的旨在让学生根据提供的电话留言仿编对话,训练学生使用英语打电话和留口信。
Remark:
学生通过看,读,写活动掌握留言条的格式和写法。
Stage5(5mins):
SummarizingandassigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Showthesummarytothestudents.
T:
OK.Classwillbeoversoon,Nowlet’ssummarizewhatwehavelearntinthislesson.
T:
Youreallydidagoodjob!
SummarizeSectionBtogetherwiththeteacher.
S1:
Welearnedsomeimportantphrases.Suchas,takesomecoldpills,gotocrowdedplaces,leaveamessage,givesb.themessage,tellsb.(not)todosth.
S2:
WeKnowtheexpressionsaboutmakingtelephonecallsandleavingmessages.
S3:
…….
该部分的目的是总结和巩固所学语言知识。
2(Classwork)
AssigntheHMK.
Reviewthephrasesinanddialogue
inSectionA-2(B)andSectionB.
Askthestudentstodiscussthemessageformat.Thenmakeupanote:
somestudentwasawayfromschoolbecauseofillness.
AskthestudentstopreviewSectionB-2a,2b,3a,3bafterclass.
Finishthefollowingtasks:
MemorizethephrasesanddialogueinSectionA-2(B)andSectionBafterclass.
Writeanoteaboutsb’sleaveafterclass.
PreviewSectionB-2a,2b,3a,3bafterclass.
Remark:
教师也可通过练习的方式帮助学生总结和复习。
VI.Blackboarddesign
第二课时(SectionA-3,2,SectionB-1a,1b,1c)
speaktosb.from:
……to:
……
bebusydate:
……time:
……
ringsb.upmessage:
……
leaveamessage
tellsb.(not)todosth
forgettodosth.
givesb.themessage
giveatalk