仁愛版精品英語資料（精校版）八年級(jí)上冊(cè)教案設(shè)計(jì)Unit 2 Keeping HealthyTopic 1 You should brush your teeth twice a day.Section C. Material analysis本節(jié)課的主要活動(dòng)為1a和1d。本課課文講述了Michael 因運(yùn)動(dòng)不當(dāng)受傷，同學(xué)們積極護(hù)送他到醫(yī)院的故事。鞏固了提建議的說法I think you should see a doctor. 又呈現(xiàn)了兩種提建議的說法：(1) You can take him home. (2) You need to rest at home for a week. 文章呈現(xiàn)了一些新的短語：play on his skateboard, try something new, fall down with a cry, call a taxi, take two pills等。告誡學(xué)生要健康運(yùn)動(dòng)，不要在運(yùn)動(dòng)中傷害了自己，影響自己的健康。課后要求學(xué)生復(fù)述課文并針對(duì)Michael提出適當(dāng)?shù)慕ㄗh，寫成短文在上Section D時(shí)做每日?qǐng)?bào)告。. Teaching aimsKnowledge aims：1. 能正確運(yùn)用以下短語進(jìn)行書面表達(dá)：hurt his leg, fall down, call a taxi, give some pills，feel terrible, see a doctor, take sb. to, rest at home, feel better, look after sb.等。2. 能正確地運(yùn)用過去時(shí)描述小的意外事件，并能針對(duì)事件寫請(qǐng)假條。Skill aims：1. 能讀懂有關(guān)校園意外事件的文章。2. 能熟練地運(yùn)用hurt his leg, fall down, call a taxi, give some pills, feel terrible, see a doctor, take sb. to, rest at home, feel better, look after sb.等短語描述意外事故，并能針對(duì)事故寫請(qǐng)假條。3能針對(duì)意外事故提出自己的建議，表示自己的關(guān)心，能用英語書面表達(dá)寫出以上內(nèi)容。Emotional aims：通過學(xué)習(xí)，告誡學(xué)生要健康運(yùn)動(dòng)，保護(hù)自己的健康。同時(shí)要學(xué)會(huì)關(guān)心他人，在意外事故發(fā)生時(shí)，要積極幫助，及時(shí)解決問題。. The key points and difficult pointsKey points：用以下短語進(jìn)行意外事故的描寫：hurt his leg, fall down, call a taxi, give some pills, feel terrible, see a doctor, take sb. to, rest at home, feel better, look after sb. Difficult points： (1) while從句的出現(xiàn)： Maria flew her kite while Michael played on his skateboard.(2) need提建議:You need to rest at home for a week. Learning strategies培養(yǎng)學(xué)生根據(jù)時(shí)態(tài)的需要，在請(qǐng)假條中交錯(cuò)使用過去時(shí)和一般現(xiàn)在時(shí)的能力。. Teaching aidsComputer multimedia projectorEveryday saying: A true friend is known in the day of adversity. 疾風(fēng)知?jiǎng)挪荩茧y知友情。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（8 minutes）1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. The whole class work1. Focus their attention on the teacher.2. Students sing together.3. Students show their papers to others. 4. Each student reads his/her homework for the others in their group, while others correct the mistakes. 5. Students exchange their homework and correct the mistakes.6. Students listen carefully and try to catch what the teacher says.1. Get 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 show their interviews to their partners. 4. Teacher asks the students to read their interview in groups, and each one reads his/her homework.5. Teacher asks two students to write their interviews on the blackboard and corrects as models.6. Teacher asks the students “We give some suggestions to our friends when they are ill. How about an accident? Do you think it is enough to give your suggestions to others when they have an accident? What should we do?”Presentation(12 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. The group work and individual work6. The whole class work7. Some students work1. Students try to guess the meaning by looking at the pictures.2. Students guess the order according to the pictures.3. Students read 1a silently, and then they check their pre-reading work.4. Students write down the verb phrases. They may ask the teacher something they dont understand.5. Each student describes one picture so that the whole group finishes describing all the pictures. 6. Students read 1a silently and finish 1b.7. Volunteers read their answers by reading the phrases.1. Teacher shows some pictures to explain “fall down”, such as houses falling down, bridges falling down, etc.2. Teacher asks the students to finish pre-reading work of 1a .3. Teacher lets the students to read 1a silently and checks if they have written the correct order.4. Teacher asks the students to read 1a again and write the proper verb phrases under each picture. When they are writing, teacher explains “cry” and “serious”. “Cry” means “shout out with tears!”. “Serious” means “too bad or too terrible”.5. Teacher asks the students to describe the pictures by connecting the verb phrases together in groups.6. Teacher asks the students to finish 1b.7. Teacher checks the students answers.Consolidation(10 minutes)1. The whole class work2. Some students work3. Pair work and individual work4. Group work5. The whole class work6. Some students work1. Students retell the story according to 1c, and they may connect the subject with the verb phrases.2. Member A describe the pictures one by one .3. Students say the sentences in pairs, and then write their answers.They understand “take care of yourself” with the help of the synonymous phrase “l(fā)ook after yourself”.4. A group write their answers to 1d on the blackboard, and each one writes one sentence.5. Students fill in the blanks in 3 and write a note for leave.6. Volunteers read the note for leave for the whole class.1. Teacher asks the students to finish 1c.2. Teacher shows the pictures in the pre-reading part one by one for the students to describe.3. Teacher asks the students to finish 1d. Teacher explains “take care of” by introducing the synonymous phrase “l(fā)ook after”.4. Teacher checks the answers.5. Teacher asks the students to finish 3 and learn to write a note for leave.6. Teacher checks the students answers while they are reading.Practice(8 minutes)1. Group work2. Group work3. The whole class work and group work4. The whole class work1. Students design a role-play to act 1a in a group. Six roles are Michael, Maria, Kangkang, Jane, taxi driver and doctor.2. Each group act near their seats.3. Two volunteer groups will show their performance.4. Students write down their plays after class.1. Teacher organizes the students to finish 2 by performing the story. Teacher offers three or four minutes for students to prepare.2. Teacher asks each group to act the play completely.3. Teacher asks two brave groups to act in front of the class.4. Teacher asks the students to write down their plays after class.Production(7 minutes)1. The whole class work2. Individual work1. Students summarize Section C with the teacher by doing exercises shown on the screen.2. Students do the following tasks:(1) Memorize the summary after class.(2) Students review Sections A-C to prepare for Section D. (3) Students write the passage after class. They have to show their homework to others in the next class.(4) Students write a note for leave by imitating 3 after class.1. Teacher shows the summary to the students. (1) Vocabulary.(2) The structure of future tense.2. Teacher assigns homework:(1) Review the summary after class.(2)Read through Sections A-C to prepare for Section D.(3) Teacher asks the students to write down their role-play of 1a after class and prepare for the performance in the next class.(4) Teacher asks the students to write a note for leave by imitating 3.Teaching ReflectionRole-play is very interesting. Students are all interested in it. Teacher should design more role-play activities for the students later on. Blackboard designUnit 2 Keeping HealthyTopic 1 You should brush your teeth twice a day.Section C1. Maria flew while Michael played While/at the same time iswas2. I am going to try something new. flyflewsomething new dodid3. fall down with a cry gowent4. Are you hurt? fallfell Did you hurt yourself? runranAre you badly hurt? hurthurt5. My leg really hurts. comecame My legs hurt. taketook6. The X-rays show that its not serious. telltold7. You need to rest at home. leaveleft arewere