八年級上冊教案設計Unit2KeepingHealthyTopic1Youshouldbrushyourteethtwiceaday.SectionAⅠ.Materialanalysis本節課的主要活動為1a和2。第二單元談論如何保持健康。話題一介紹了感冒、頭疼等常見病的名稱，出現了疾病名稱的詞：toothache,backache,fever,cough,headache,stomachache等以及相對應的短語：haveacold,haveafever,haveacough,haveaheadache,haveatoothache,haveabackache,haveastomachache等。通過Kangkang和Betty的對話，呈現了詢問生病情況的對話：What’swrongwithyou?Ihavea…等，以及表達關心所提的建議：Youshould…和Youshouldn’t…。本課的語法重點是Youshould…和Youshouldn’t…。語言功能方面要求學生學會用英語描述疾病并能就疾病征求他人意見、給他人提建議等。要求學生能在課后用英語寫一篇描述疾病并提出有益建議的文章。Ⅱ.TeachingaimsKnowledgeaims:1.能正確運用以下短語進行書面表達：haveacold,haveafever,haveacough,haveaheadache,haveatoothache,haveabackache,haveastomachache等。2.能正確地運用should,shouldn’t提建議：Youshoulddrinkenoughboiledwater.Youshouldn’tdrinkcoffeeorteaintheevening.Skillaims:1.能聽懂有關日常小病的名稱及相關話題。2.能熟練地運用should，shouldn’t針對日常小病提建議。3.能正確朗讀介紹日常小病的對話或文章。4.能用should,shouldn’t結合本單元短語描述日常生活小病并提出有益的建議。Emotionalaims:通過語言學習，影響學生的自身品格，要學會信任他人、關心他人，為我們的健康生活創建友愛、和諧的氛圍。Ⅲ.ThekeypointsanddifficultpointsKeypoints:haveacold,haveafever,haveacough,haveaheadache,haveatoothache,haveabackache,haveastomachache等短語的理解及運用。Difficultpoints:就日常小病用英語提建議。Ⅳ.Learningstrategies1.培養學生根據圖片猜單詞意思的能力。2.培養學生模仿已有例句造句的能力。Ⅴ.TeachingaidsComputermultimediaprojector,picturesofdifferentillnessesEverydaysaying:Bitterpillsmayhavewholesomeeffects.良藥苦口利于病。Ⅵ.TeachingproceduresStep1Introduction1.Getstudentsreadyforlearning.2.Teacherasksaquestion3.Theteacherleadstothenewtopic,“Yes,ifweexerciseeveryday,wewillbemorebeautiful,strongerandhealthier.Ifyoudon’ttakepartinanysportsactivities,youwillbeilllikethechildrenhere.”Step2Presentation1.Teacherpresentssomepicturesaboutthenewwords:fever,cough,Guidestudentstolearnthewordswiththephoneticsymbols,showingtheverbphrasesunderthepictures.2.Teacherasksandanswersabout“haveafever”asamodelforthestudentstoimitate.A:What’sthematter?B:Hehasafever.3.wrongwithhim/her?”to4.Teacherleadsto1aforthestudentstofinish1b,aretalkingaboutillness.Let’slistenandfinish1b.First,youshouldlookthrough1bandmakesureyouknowwhattodo.”5.Teacherplays1a,andthen6.andteachestheword“suggestion”bypointing7.Teacherplays1cforthestudents.Step31.Teacherplays1aforthestudentstoreadwithoutstopping.2.Teacherasksthestudentstopractice“What’swrongwithyou?Ihavea…”inpairsaccordingto1c.3.Teacherasksthestudentsto1cingroups.wrongwith…?—…have/hasa…”Practice1.Teacherasksthestudentsaccordingto1cand2.2.Teacherasksthegroupswhohavelostthegameofpracticing1ctopracticetheirnewconversationsinpairs.Eachgroupfinishesonepair.3.Teacherasksthebestpairtoshowtheconversationtothewholeclass.4.Teachershows“Youshould/Youshouldn’t…”ontheblackboard.5.Teacherplays3forthestudentstofinishAin3,andthenplaysforthesecondtimeforthestudentstofinishBin3.6.Production1.Teacherorganizesaninterviewaccordingto1cand2,andstudentswilldoitintheirowngroups.2.Teachershowsthesummarytothestudents.(1)Vocabulary.(2)Thestructure:willdo.3.(1)Reviewthesummaryafterclass.(2)Reporttheirinterviewstothewholeclasstomorrow.(3)PrepareSectionBafterclass.Ⅶ.TeachingreflectionIt’salittlehardforthestudentstogivepropersuggestionsonillness.Theymaysearchmoreinformationaboutthistopicafterclass.Ⅷ.BlackboarddesignTopic1SectionAWhat’swrongwithyou?haveafever/coughIhaveabadcold.