仁愛版英語精品資料（精修版）八年級上冊教案設(shè)計Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section A. Material analysis Section A 是本單元第一課時和第二課時。 主要活動為Section A 的1a和3a。第二單元談?wù)撊绾伪３纸】?，第二話題談?wù)摿擞绊懡】档暮昧?xí)慣和壞習(xí)慣，引出了本課的語法重點：情態(tài)動詞must +動詞原形，表示建議、勸告。同時引出了動名詞做主語的常用句式：Staying up late is bad for your health. 通過學(xué)習(xí)Section A, 讓學(xué)生能夠辨別好習(xí)慣與壞習(xí)慣，從而幫助他們養(yǎng)成好習(xí)慣，戒掉壞習(xí)慣。課后要求學(xué)生會用動名詞做主語造句，能用must提建議。. Teaching aimsKnowledge aims：1. 能正確運用動名詞短語做主語進行書面表達(dá)：Staying up late is bad for your health.2. 能正確地運用must, mustnt提建議:You must have a good rest.You mustnt throw litter around.Skill aims：1. 能聽懂有關(guān)影響健康的好習(xí)慣和壞習(xí)慣的對話。2. 能熟練地運用must, mustnt提建議。3. 能正確朗讀有關(guān)影響健康的好習(xí)慣和壞習(xí)慣的對話或文章。Emotional aims：通過語言學(xué)習(xí)，影響學(xué)生的自身品格，要學(xué)會辨別好習(xí)慣與壞習(xí)慣，養(yǎng)成好習(xí)慣，戒掉壞習(xí)慣，保持健康。. The key points and difficult pointsKey points：look tired, watch a soccer game, go to bed late, put litter into dustbin, throw litter around, keep fingernails long, wash hands before meals, go to school without breakfast等短語的理解及運用。 Difficult points：動名詞做主語的正確運用。. Learning strategies培養(yǎng)學(xué)生跟讀chant的能力, 朗讀中注意連讀。. Teaching aids Computer multimedia projector Everyday saying: As a man sows, so he shall reap. 種瓜得瓜，種豆得豆。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction (7 minutes）1. The whole class work2. The whole class work3. The whole class work4. Individual work5. The whole class work6. The whole class work1. Focus their attention on the teacher.2. Read the saying aloud.3. Students read the chant on P38 and try to imitate the recording, at least for three times.4. Volunteers may answer: (1) smoking(2) not smoking5. Students understand:“give up smoking” means “stop smoking”.6. Students listen generally and find out “Staying up late is bad for your health”.1. Greet students ready for learning.2. Show everyday saying for the students.(one saying a week)3. Play the chant on Page 38. Then guide students to repeat the chant on P38 after listening to the recording.4. Teacher asks the students to look at the topic “I must ask him to give up smoking” and guess the meaning of “give up smoking”, then asks a question: “Smoking or not smoking?” 5. Teacher introduces the synonymous word “stop”, which means “give up”.6. Teacher tells the students, “In our life, there are many bad habits. Lets listen to 1a and find out the bad habit in 1a.”Presentation(10 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work and group work1. Students make sure what they should do while listening.2. Students listen and finish 1b.3. Students look through 1a, focusing on the keys to 1b, and then discuss in groups.4. Students may discuss how to write in groups. Then they write it down. Each group will show one for the whole class.A sample:Kangkang looks tired. Because he watched a soccer game on TV last night. He went to bed very late. He should go to bed early tonight, and hell feel better tomorrow.1. Teacher asks the students to look through 1b. 2. Teacher plays the recording.3. Teacher asks the students to look through 1a and check their answers.4. Teacher asks the students to finish 1c. Then let each group show one passage and a representative read the passage aloud.Consolidation(10 minutes)1. The whole class work2. The whole class work and pair work3. The whole class work and pair work4. The whole class work5. The whole class work1. Students read with the recording, imitating the pronunciation and intonation.2. Students underline the language points in their text books:(1) sb. be tired/interested/ excited(2) make sth. come into being(3) watchedpast tense(4) Doing sth. is bad/ good for (5) must do sth.3. Students ask and answer in pairs.4. Students may find“l(fā)itter” and “dustbin” strange, but they can guess the meanings by connecting the phrases with the corresponding pictures.5. Students choose “should, shouldnt, must, mustnt, dont” for each picture.1. Teacher plays 1a for the students to read with.2. Teacher shows some language points on the screen for the students to understand.(1) You look tired.(2) What caused it?(3) I watched a soccer game on TV last night.(4) Staying up late is bad for your health.(5) I must have a good rest.3. Teacher asks the students to practice 1a in pairs.4. Teacher asks the students to look through 2 to find something they dont understand. Teacher shows pictures of “l(fā)itter” and “dustbin” on the screen.5. Teacher plays the recording.Practice(10 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. Group work7. The whole class and pair work8. Pair work and group work1. Students may ask the teacher what they dont understand.2. Students understand “keeping fingernails long” with the help of the pictures and the teachers explanation.3. Students understand “without breakfast” with the help of the teachers explanation.4. Students mark each phrase.5. Students make sentences like this:Going to bed early is good for your health.Getting up late is bad for your health. You should get up early.6. Each group make the new sentences in their own groups, and each one must say one sentence.7. Students make dialogues by imitating the example, and they may try to use “Wow!”, “My god” to show their attitude. They may practice in pairs.8. Two representatives from each group read their new conversations about 3b aloud.1. Teacher asks the students to look through 3a, making sure they understand 3a.2. Teacher shows pictures of “l(fā)ong fingernails” on the screen.3. Teacher explains that “without breakfast” means “not eat breakfast”.4. Teacher asks the students to choose “good” or “bad” and mark each phrase.5. Teacher asks the students to make new sentences like: Doing sth. is good/bad for6. Teacher walks to see who is not taking part in the activity.7. Teacher lets students finish 3b.8. Check the students pair work. Each group shows one dialogue.Production(8 minutes)1. Group work2. The whole class work 3. The whole class work4. Individual work1. Students discuss in their groups, making the new conversation orally.2. Students write their conversations after class, preparing for the show in the next class. Each group will show three dialogues.3. Students summarize Section A with the teacher by doing exercises shown on the screen.4. Students do the following jobs:(1) Memorize the summary after class.(2) Students write conversations after class. (3) Students learn to read vocabulary with the help of the recording and the phonetic symbols, and read the dialog after the recording. 1. Teacher asks the students to make new conversations according to 1d.2. Teacher asks the students to write down their new conversations after class.3. Teacher shows the summary to the students:(1) vocabulary(2) the structure:情態(tài)動詞+動詞原形4. Teacher assigns homework:(1) Review the summary after class.(2) Report their interview to the whole class in the next class.(3) Prepare Section B after class. Teaching ReflectionIts hard for the students to use gerund as subject in 3a, and use “should/shouldnt”, “must/mustnt” to connect the verb phrases in 3a. Blackboard designUnit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section AYou look tired. put litter into dustbinWhat caused it? keep fingernails long Staying bed late is bad for your health. wash hands before mealsI must have a good rest. go to school without breakfast Is going to bed early good or bad for your health?