湘教版仁爱版初中英语八年级上册Unit 2Topic 1 You should brush your teeth twice a dayword教案.docx
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湘教版仁爱版初中英语八年级上册Unit2Topic1Youshouldbrushyourteethtwiceadayword教案
Topic1Youshouldbrushyourteethtwiceaday.
教学内容分析及课时分配建议:
本单元以KeepingHealthy为主题。
话题一主要学习情态动词should和hadbetter的用法,学会描述身体各部位病痛以及如何寻求和给出建议。
SectionA通过Kangkang和Betty的对话,呈现了询问病情的表达方式:
What’swrongwithyou?
Ihavea…,以及表达关心所提的建议:
Youshould…和Youshouldn’t…,同时介绍了感冒、头疼等常见病的名称。
SectionB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及对病情的描述。
SectionC讲述了Michael因运动不当受伤,同学们积极护送他到医院就医的故事。
巩固了提建议的说法Ithinkyoushouldseeadoctor.又呈现了两种提建议的说法:
(1)Youcantakehimhome.
(2)Youneedtorestathomeforaweek.和一些新的短语。
SectionD讲述了Michael受伤在家休息,同学们到家看望他的过程。
对话巩固了本单元提建议的几种说法:
(1)You’dbetterdosth.
(2)Followthedoctor’sadvice.(3)Don’tworry.呈现了一些新的短语:
nothingserious,stayinbed,worryabout,followthedoctor’sadvice等。
最后以ChooseDr.Best的Project来综合运用本话题所学的情态动词、有用表达和表疾病的词汇。
Topic1的的内容可以用5个课时来完成。
第一课时:
SectionA-1a,1b,1c,2.
第二课时:
SectionA-3,SectionB-1a,1b,1c,2,3.
第三课时:
SectionC-1a,1b,1c,1d.
第四课时:
SectionC-2,3,SectionD-2,SectionB-4a,4b.
第五课时:
SectionD-1,GrammarandFunctions,Project.
第五课时(SectionD-1,GrammarandFunctions,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Project。
首先教师出示水果图片,教学新单词并导入1,通过阅读1完成对话下面的5个判断,接着以小组比赛的形式将所学过的表示疾病的单词写在卡片上,然后以选择的卡片中的疾病名称为主题,以Functions中的句式为参考进行对话,来复习本话题有关身体病痛和提建议的表达。
最后通过游戏角色扮演并运用Grammar中的情态动词来完成Project,选出班级内的最佳医生。
Ⅰ.Teachingaims
1.Knowledgeaims:
(1)能在英语对话或文章中听懂并能运用本单元的重点短语。
(2)能正确运用以下短语进行书面表达:
nothingserious,stayinbed,worryabout,followthedoctor’sadvice等。
(3)能针对有关日常小病的询问并提出相对应的建议进行对话。
2.Skillaims:
(1)能读懂SectionsA-C,完成SectionD的Grammar和Functions。
清楚地知道本单元的语法重点。
(2)能熟练地运用nothingserious,stayinbed,worryabout,followthedoctor’sadvice等短
语,结合本话题其他短语编写有关日常小病的询问并提出相对应的建议的对话。
3.Emotionalaims:
通过对话学习,展现了同学之间友爱之情,教会学生要懂得关心他人、帮助他人、表达并感受人与人之间的美好感情。
4.Cultureawareness:
Ⅱ.Thekeypointsanddifficultpoints
1.Keypoints:
学生能用以下结构提建议:
(1)should/shouldn’t
(2)hadbetter/hadbetternot
2.Difficultpoints:
针对疾病或事故提建议及短语动词的正确运用。
Ⅲ.Learningstrategies
在交际中,必要时借助手势、表情等进行交流。
Ⅳ.Teachingaids
计算机多媒体投影仪,一张水果的图片。
V.Teachingprocedures
Stage1(3mins):
Gettingstudentsreadyforlearning
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
Getstudentsreadyforlearning.
Askthewholeclasstoreadtheirhomeworkwithoneanotheraboutcreatingadialogueaboutaskingthepatientwhatiswrongand give him or her some advice
T:
Iknowthatyouhavemadeupyourowndialoguesaboutaskingthepatientwhatiswrongandgiving him or her some advice.NowIt’syourturntosharethemwithus.
T:
Youarewonderfultoday,indeed.
Focustheirattentionontheteacher.
Allthestudentsreadtheirdialoguestotheirpartners.Thencorrectmistakes.
S1:
Goodmorning,doctor.
S2:
Goodmorning.What'swrongwithyou?
S1:
Idon'tfeelveywell.Icoughedlastnightandmynoseisrunning.
S2:
Haveyoutakenyourtemperature?
S1:
Yes,Itookitthismorning.Ihavegotalittlefever.
S2:
Howlonghaveyoubeenlikethat?
S1:
Twodays.
S2:
Letmelookyouupcarefully.
S1:
Ok.Isitserious?
S2:
Nothingserious.You'vejustgotabadcold.Takethesemedicine,threetimesaday.Haveagoodrestanddrinkmorewater.You'llbebettersoon.
S1:
Thankyoudoctor.Goodbye.
S2:
Bye.
该部分目的在于复习上节课所学谈论身体病况以及提出建议的表达法,通过表演对话的方式,检测学生的掌握情况。
Remark:
Stage2(3mins):
Pre-task
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classactivity)
Showpictureof“fruit”forthestudentstoteachthenewwordandleadto1.
T:
Ifyouhavesomefruit,whowillyougiveto?
Why?
T:
IshallgivethefruittoMichael.Let’sseehimtogether.OK?
S1:
Mymother.
S2:
Myteacher.
S3:
Myfriends.
Ss:
OK!
该部分旨在导入对话内容。
2(Classactivity)
Askthestudentstoreadthefivestatementsbelowthedialogue.
T:
Therearefivestatementsbelowthedialogue.Youmaypredicttheanswerstothem.
Predicttheanswerstothefivestatementsandmakesurethattheyunderstandwhatthestatementsmean.
Ss:
……
该部分目的在于让学生读判断正误的选项来预测答案。
Remark:
培养读前对内容进行预测的阅读习惯。
Stage3(9mins):
Task1
Step
Teacheractivity
Studentactivity
Designingpurpose
1(Classwork)
Askthestudentstoread1andmarkTorF.
T:
Nowpleasereadtheconversationandseeifyourpredictionisright.
Read1andlookforthecorrespondingsentencesinthe
Exercises.
该部分旨在让学生通过阅读对话完成判断正误练习,训练学生获取关键信息的能力。
2(Classwork)
Threepicturesindicating“happy,angry,worried”areshownonthe
screen.
Letthestudentsread1ingroups,andthenput“worry,worryabout”
underthecorrespondingpictures.
Explainsomephrases:
Nothingserious,
Stayinbed,
Worryabout
Beworriedabout
Followthedoctor’sadvice
Volunteersputthewordsandphrasesundertherightpictures.
Trytounderstandtheexplanationandtakenotes.
该部分目的在于通过阅读,学习更多有关身体病痛和提建议的词汇和表达。
3(Groupwork)
Askthestudentstoread1inrolesingroupsforthewholeclass.
Readinrolesingroups.
Remark:
学生读对话完成练习,可两两讨论答案。
Stage3(8mins):
Task2
Step
Teacheractivity
Studentactivity
Designingpurpose
(Groupwork)
Designacompetition
Askthestudentstowritedownthenamesofdifferentkindsofillnessesoncards.
T:
Let’sworkinteams.Eachgrouphastowritedownthenamesofdifferentkindsofillnessesondifferentcards.Let’sseehowquicklyyoucouldcarryoutyourtask.Thegroupwhowritesmostandfastestwillbethewinner.
Askgroupstoexchangetheircardsandcheckiftheywrotethemcorrectly.
T:
Congratulations!
Group2.Let’sgivethemabighand.
Preparesomecardsandgetreadytowritedownthenamesofdiffetentkindsofillnessesoncards.
Ss:
Headache;Toothache;
Cough……
Eachgroupasawhole,handintheircards.
Ss:
……
该部分目的在于复习本话题所学到的表示疾病的单词。
Remark:
教师可对比赛规则做灵活处理,同时对于规则的说明可用中文讲解。
Stage4(9mins):
Task3
Step
Teacheractivity
Studentactivity
Designingpurpose
(Groupwork)
Makingupdialogues.
T:
Thesearethewinningteam’scards.NowImixthemup.Ineedonestudenttochooseoneofthecardsandactasthe“patient”.Thenhe/shecanchooseanystudentinhis/hergrouptomakeupaconversationbetweenthem.
T:
Youcanusethefollowingexpressionsifnecessary:
Youdon’tlookwell.
Howareyoufeeling?
I’mfeeling……/Ifeel…….
Ihavea/the…
I’msorrytohearthat.
Howlonghaveyoubeenlikethis?
……
Eachstudentwantstobetheactorandmakeupnewdialogues.
S1:
Youdon’tlookwelltoday.What’swrongwithyou?
S2:
Ifeelterrible.Ihaveatoothache.
S1:
I’msorrytohearthat.Howlonghaveyoubeenlikethis?
S2:
Severaldays.
S1:
Ithinkyoushouldseeadentist.
S2:
Ok,Iwill.Thankyousomuch.
该部分主要是复习和巩固本话题所学的词汇和句型,培养学生综合运用语言的能力。
Remark:
学生在对语法和功能进行操练时,教师应减少对学生的控制,设置情境,以小组活动为单位。
Stage5(5mins):
Project
Step
Teacheractivity
Studentactivity
Designingpurpose
(Groupwork)
Playthegame“ChoosingDr. Best”.
T:
Let’splaythegame“ChoosingDr. Best”.Theruleislikethis:
Onestudentchoosesoneofthecardsandactsasthe“patient”
Theotherstudentsguesswhat’swrongwithhimorher.Theonewhogetsthecorrectanswerfirstwillbethe“doctor”.Thenthe“doctor”givesthe“patient”someadvice.
T:
the“doctor”needtouse“Youshould/shouldn’t”or“Youhadbetter/hadbetternot”togivesuggestions.
Playthegameseveraltimesandchoosethe“Dr.Best”oftheclassandrewardhim/her.
Playthegame“ChoosingDr. Best”.
Everystudentgetsreadytobethefirsttostandupandtobetheactor.
Ss:
OK!
Thestudentwhoactsasthe“patient”onlydofacialexpression.
S1
S2:
Youhaveastomachache.youshouldeathotfoodandshouldn’tdrinkcoldwater.
S3
S4:
Youhaveabackache.You’dbetterliedownandrest.Youshouldn’tliftheavythings.
……
该部分通过游戏角色扮演,巩固本话题所学知识。
Remark:
本活动可操作性强,可灵活处理。
Stage6(2mins):
AssigningHMK
Step
Teacheractivity
Studentactivity
Designingpurpose
(Classactivity)
AssigntheHMK:
T:
OK.Classwillbeoversoon,Fortoday’shomework,I’dlikeyoutorememberthemainfunctionsandgrammarinTopic1andpreviewTopic2inUnit2.
Finishtheirhomeworkafterclass:
ReviewthemainfunctionsandgrammarinTopic1
PreviewthevocabularyanddialogueinSectionAofTopic2inUnit2.
该部分的目的在于布置家庭作业,并提出要求,养成学生课后复习和课前预习的良好学习习惯。
Remark:
SectionD已经是对本话题的总结,该部分可不再做总结,直接布置家庭作业。
VI.Blackboarddesign
第五课时(SectionD-1,GrammarandFunctions,Project)
nothingserious
stayinbed
worryabout
beworriedabout
followthedoctor’sadvice