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1、仁愛版英語精品資料（精修版）八年級上冊教案設(shè)計(jì)Unit 2 Keeping HealthyTopic 1 You should see a dentist.Section D. Material analysis本節(jié)課為單元第五課時。主要活動為Section D 的1。本課對話講述了Michael受傷在家休息，同學(xué)們到家看望他的過程。對話鞏固了本單元提建議的幾種說法：(1) Youd better do sth. (2) Follow the doctors advice. (3) Dont worry. 呈現(xiàn)了一些新的短語：nothing serious, stay in bed, worr

2、y about, follow the doctors advice等。對話呈現(xiàn)了同學(xué)之間的友愛和關(guān)心。課后要求學(xué)生寫一篇有關(guān)日常小病的文章并提出相對應(yīng)的建議。. Teaching aimsKnowledge aims：1. 能正確運(yùn)用以下短語進(jìn)行書面表達(dá)：nothing serious, stay in bed, worry about, follow the doctor s advice等。2. 能正確寫一篇有關(guān)日常小病的文章并提出相對應(yīng)的建議。Skill aims：1.能讀懂Sections A-C, 完成Section D的Grammar 和Functions。清楚地知道本單元的語法

3、重點(diǎn)。2.能熟練地運(yùn)用nothing serious, stay in bed, worry about, follow the doctor s advice 等短語，結(jié)合本話題其他短語寫一篇有關(guān)日常小病的文章并提出相對應(yīng)的建議。Emotional aims：通過對話學(xué)習(xí)，展現(xiàn)了同學(xué)之間友愛之情，教會學(xué)生要懂得關(guān)心他人、幫助他人、表達(dá)并感受人與人之間的美好感情。. The key points and difficult pointsKey points：學(xué)生能用以下結(jié)構(gòu)提建議：1. should/ shouldnt 2. had better/ had better not 3. Plea

4、se do sth./ Please dont do sth.Difficult points：1. hurt 在寫作中的正確應(yīng)用。2. 針對疾病或事故提建議及短語動詞的正確運(yùn)用。. Learning strategies鞏固學(xué)生根據(jù)時態(tài)的需要，培養(yǎng)過去時和一般現(xiàn)在時正確交錯使用的能力。. Teaching aids Computer multimedia projector Everyday saying: A true friend is known in the day of adversity. 疾風(fēng)知勁草，患難知友情。. Teaching proceduresStepInteract

5、ion patternStudent activityTeacher activityIntroduction（8 minutes）1. The whole class work2. The whole class work3. The whole class work4. Group work5. The whole class work6. The whole class work7. The whole class work1. Focus their attention on the teacher.2. Students sing together.3. Students act t

6、he role-play in their own group. 4. The chosen groups will perform in front of the class, and each one tries to be the best performer.5. Students exchange their homework and correct them.6. Volunteers answer like:(1) My mother.(2) My teacher.(3) My friends.7. Students listen and understand.1. Greet

7、students ready for learning.2. Sing a song together. (Clap your hands if you are happy.) Teacher shows the Chinese words on the screen.3. Ask the whole class to act their role-play: Michael fell down.4. Teacher cast lots to find two groups to act the role-play 1a in Section C. The best actor will be

8、 awarded.5. Teacher asks the best performer to write their role-play on the blackboard and corrects it as a model.6. Teacher shows picture of “fruit” for the students to read, asking “If you have some fruit, who will you give to? Why? ”7. Teacher leads to 1, “I will /shall give the fruit to Michael.

9、 Lets see him together. ”Presentation(12 minutes)1. The whole class work2. The whole class work3. Some students work4. Some students work1. Students read 1 and look for the corresponding sentences in the exercises.2. Students read the correct sentences.3. Volunteers put the words and phrases under t

10、he right pictures.4. Volunteers will say “suggestion”. 1. Teacher asks the students to read 1 and mark T or F.2. Teacher asks the students to correct the wrong parts.3. Teacher lets the students read 1 in pairs, and then puts “worry, worry about” under the corresponding pictures. Three pictures indi

11、cating “happy, angry, worried” are shown on the screen. 4. Teacher asks the students to read 1 again and guess the meaning of “advice”.Consolidation(10 minutes)1. The whole class work2. Some students work3. The whole class work4. Some students work5. The whole class work1. Students read 1 and finish

12、 2 by copying the advice in 1.2. Three students from different groups write their answers on the blackboard.3. Students read the E-mail after the teachers correcting.4. Three students read Grammar, while another three students write their answers to Functions on the blackboard.5. Students correct th

13、eir answers in their own books.1. Teacher asks the students to finish 2.2. Teacher calls three students to write their answers on the blackboard, and call another student to correct them.3. Teacher corrects if necessary.4. Teacher asks the students to read the Grammar and write the Functions on the

14、blackboard.5. Teacher corrects the answers.Practice(8 minutes)1.Group work2. The whole class work1. Students make sentences orally. Students try to make as many sentences as they can to prepare for the sentence-making. Each one will have to say one sentence, but they dont know which verb phrase they

15、 will use.2. Students play the game “Choosing Dr. Best” according to the rules in Project.1. Teacher asks the students to make sentences, describing an illness and giving some advice.have a cold/ fever/ cough/ headache/toothache/ backache/stomachache, drink coffee or tea, drink enough boiled water,

16、lift heavy things, stay in bed and have a good sleep, feel terrible/better,have the flu,take some medicine, have a good rest,lie down and rest, see a dentist, drink cold water, work too long, eat too much candy, eat hot food, hurt his leg,fall down, give some pills，take two pills, see a doctor,call

17、a taxi,take sb to, rest at home, look after sb.Everyone in class has to say one sentence. The order is free. Teacher will point any one to make any sentence.2. Play the game in Project.Production(7 minutes)1. The whole class work2. Individual work1. Students do exercises shown on the screen.2. Stude

18、nts do the following tasks:(1) Memorize the summary after class. (2) Students write down “Dr. Best” after class, preparing for the performance in the next class. (3) Students preview the vocabulary and the dialogue in Section A in Topic 2.1. Teacher shows the summary to the students.2. Teacher assig

19、ns homework:(1) Review the summary after class.(2) Teacher asks the students to write “Dr. Best”, introducing at least five kinds of illness and giving the proper advice.(3) Preview Section A in Topic 2.Teaching ReflectionRole-play is very interesting. Students are all interested in it. Teacher shou

20、ld design more role-play activities for the students later on. Blackboard designUnit 2 Keeping HealthyTopic 1 You should see a doctor.Section DMaria flew while Michael . “While” here means “at the same time”. is-wasI am going to try something new. fly-flewsomething new do -didfell down with a cry go-went Are you hurt? fall- fellrun- ranDid you hurt yourself? hurt-hurtAre you badly hurt? come- came My leg really hurts. take- took tell-toldMy legs hurt. leave-left The X-rays show that its not serious. are-wereYou need to rest at home.