仁爱版初中英语八年级上册Unit 2Topic 2 I must ask him to give up smokingB 1优质课教案.docx
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仁爱版初中英语八年级上册Unit2Topic2ImustaskhimtogiveupsmokingB1优质课教案
八年级上册教案设计
Topic2Imustaskhimtogiveupsmoking.
SectionB
Ⅰ.Materialanalysis
SectionB是本单元第二课时和第三课时。
主要活动为SectionB的1a,3a和3b。
本课就吸烟这个坏习惯展开讨论，呈现了本单元语法重点：
情态动词must+动词原形：
Imustaskhimtogiveupsmoking.表示建议、劝告。
同时巩固了动名词做主语的句式：
Smokingis
badforhishealth.通过学习SectionB,让学生能够辨别好习惯与坏习惯，并能帮助亲人戒掉坏习惯。
课后要求学生会用动名词做主语造句，能用must提建议。
Ⅱ.Teachingaims
Knowledgeaims：
1.能正确运用以下短语巩固动名词短语做主语的书面表达：
readinthesun,giveupsmoking,gotoschoolwithoutbreakfast,takeawalk,
studylate,
drinkenoughwater
2.能正确地运用must,must
n’t进行劝告或提建议：
Imustaskhimtogiveupsmoking.
3.能正确辨别/7/,/3/和/D/的发音。
4.朗读时连读现象。
Skillaims：
1.能听懂有关影响健康的好习惯和坏习惯的话题。
2.能熟练地运用must,mustn’t提建议。
3.能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。
Emotionalaims：
通过语言学习，影响学生的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，并帮助他人戒掉坏习惯，保持健康。
Ⅲ.Thekeypointsanddifficultpoints
Keypoints：
理解和运用must表示“建议、劝告”的用法：
Imustaskhimtogi
veupsmoking.我得劝他戒掉烟。
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）
1.Thewholeclass
work
2.Thewholeclass
work
3.Thewholeclass
work
4.Thewholeclass
work
5.Somestudents’work
6.Thewholeclass
work
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’
answers.
6.Teacherasksthestudents
tolookthrough1c,and
thenplaystherecording
forthem.
7.Teacherasksthestudents
todiscussingroupsto
checktheiranswers.
Consolidation
（10minutes）
1.Thewhole
classwork
2.Thewhole
classwork
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
（10minutes）
1.Thewhole
classwork
2.Groupwork
3.Pairwork
4.Thewhole
classwork
5.Thewholeclass
work.
6.Groupwork
andpairwork
7.Groupwork
8.Thewhole
classwork
9.Groupwork
andindividual
work
10.Thewhole
classwork
11.Thewhole
classwork
12.Individual
work
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）
1.Thewhole
classwork
2.Thewhole
classwork
3.Thewhole
classwork
4.
Thewhole
classwork
5.Thewhole
classwork
6.The
whole
classwork
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.
3.Teacherasksstudentsto
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
Topic2Imustaskhimtogiveupsmoking.
SectionB
（1）anarticleaboutsmoking
（2）helphimrelax
（3）Smokingisbadforhishealth.
（4）histeeth
（5）Thearticlesays…
（6）Imustaskhimtogiveupsm
oking.
ZhangMingusuallytakesawalkafterthemeal.It’sgoodforhishealth.Walkingisagoodexercise.Itcanmakeusstrong.
升级会员 