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 3 Must we exercise to prevent the flu?Section B. Material analysis 本節(jié)課為單元第二課時(shí)。 主要活動(dòng)為Section B 的1a, 3a和3b。本課1a通過Kangkang給他的爸爸電話留言這件事，體現(xiàn)了醫(yī)生的忙碌和重要性。3a的語音學(xué)習(xí)，讓學(xué)生體會(huì)一些輔音字母組合的發(fā)音規(guī)則。3b的學(xué)習(xí)繼續(xù)鞏固學(xué)生對(duì)清輔音的不完全爆破的掌握，同時(shí)要求學(xué)生能掌握句子內(nèi)部的連讀現(xiàn)象。. Teaching aimsKnowledge aims：1. 能根據(jù)讀音寫出規(guī)則的輔音字母組合；學(xué)生要模仿并掌握句子中的不完全爆破和連讀現(xiàn)象。2. 能正確運(yùn)用反身代詞進(jìn)行聽、說、讀、寫的學(xué)習(xí)活動(dòng)。3. 能正確寫出電話留言。Skill aims：1. 能準(zhǔn)確朗讀語言材料里的單詞和句子。2. 能聽懂有關(guān)電話留言的對(duì)話或文章。3. 能正確地運(yùn)用情態(tài)動(dòng)詞must, mustnt和反身代詞themselves, myself, yourself, himself。4. 能讀懂有關(guān)流感等日常小病以及含有醫(yī)生建議的文章。5. 能運(yùn)用情態(tài)動(dòng)詞、反身代詞結(jié)合本課動(dòng)詞短語，將對(duì)話和電話留言自如地轉(zhuǎn)換。Emotional aims：通過對(duì)話學(xué)習(xí)，了解醫(yī)生的忙碌，要學(xué)會(huì)理解醫(yī)生。提醒自己要保持健康。. The key points and difficult pointsKey points：反身代詞的運(yùn)用：themselves, myself, yourself, himself, give him the message myself, finish it by myself, they have problems themselves。Difficult points：1. tell sb. (not) to do 短語的正確使用。2.語音中的連讀和爆破的準(zhǔn)確把握。. Learning strategies 通過學(xué)生講電話和電話留言的相互轉(zhuǎn)換學(xué)習(xí)，培養(yǎng)學(xué)生的信息轉(zhuǎn)換能力。. Teaching aids Computer multimedia projector, chalk, blackboard, a piece of news of a doctors being killed from the Internet or from newspaper, phonetic cardsEveryday saying: Happiness lies first of all in health. 幸福首先在于健康。. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction（10 minutes）1. The whole class work2. The whole class work3. Group work4. The whole class work5. The wholeclass work6. The wholeclass work7. The whole class work1. Focus their attention on the teacher.2. Read the saying aloud. 3. Students perform the conversation in groups, in which one is doctor, and the other five are patients. How to prevent the flu? The more problems to solve, the better.4. Students are sure to answer that doctors are very important in our life.5. Students listen or read.6. Students think about the question: Is it right to kill the doctor? They should understand that they should love doctors and love themselves as well.7. Students understand by looking at the message in 1b.1. Greet students ready for learning.2. Show everyday saying for the students.(one saying a week)3. Teacher organizes a performance to choose the best doctor. 4. Teacher asks a question: Are doctors important or not in our life?5. Teacher reads the news from newspaper or shows on the screen, which is in Chinese.6. Teacher lets the students discuss, leading the students to understand the doctors and respect them. 7. Teacher shows 1b on the screen and teach “message” . Explain “l(fā)eave a message” and “give a message” to make students understand.Presentation(7 minutes)1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. Pair work6. Pair work1. Students look through 1b to prepare for listening.2. Students listen and finish 1b.3. Students complete the message.4. Students read with the recording, paying attention to the pronunciation and intonation.5. Students make sure they can read 1a correctly.6. All the members chosen by lots will read in pairs one by one.1. Teacher asks the students to look through 1b. 2. Teacher plays the recording of 1a.3. Teacher plays the recording of 1a again, pausing at the place where the key message appears.4. Teacher plays the recording of 1a without stopping.5. Teacher asks the students to read 1a in pairs.6. Teacher draws lots from Member A, B, C.Consolidation(10 minutes)1. The whole class work2. The whole class work3. The whole class work1. Students underline the language points in their text book and make some sentences, for example:(1) You shouldnt speak to her so aloud.(2) He should be busy now.(3) Must I ring him up now?(4) You had better leave him a message.(5) Must I tell him not to come again?(6) I must give the message to her myself.(7) We should do our homework ourselves.2. The students translate, paying attention to the function of “oneself”.(1) speak to sb. oneself(2) ring sb. up oneself(3) leave a message oneself(4) tell sb. (not) to do sth (5) give sb. the message(6) enjoy oneself3. Students know the emphatic function of “oneself”.1. Teacher shows some language points on the screen for the students to understand. Students make sentences, using “should/ shouldnt, had better (not), must /mustnt”.(1) speak to sb.(2) be busy(3) ring sb. up(4) leave a message(5) tell sb. (not) to do sth(6) give sb. the message(7) do sth. (by) oneself2. Teacher asks the students to translate the sentences into Chinese:(1) I will speak to him (by) myself.(2) She is ringing up him (by) herself.(3) My mother left a message (by) herself.(4) You should tell her not to be late (by) yourself.(5) Michael gave the message (by) himself.(6) We all enjoyed ourselves last night.3. Teacher sums up the function of “oneself”.Practice(10 minutes)1. The whole class work2. The whole class work3. The whole class work4. Some students work5. The whole class work6. The whole class work7. Some students work8. Some students work9. The whole class work10. Some students work11. Group work12. The whole class work1. Students read the message in 1c and do it.2. The two write on the blackboard, while others write in their own exercise books.3. All the students read the conversations on the blackboard in pairs.4. Volunteers answer that they should fill in auxiliary verbs or modal verbs.5. Students listen and finish 2a.6. Students check their answers to 2a and finish 2b.7. Volunteers read 2a.8. Each time, two students read together. The right one may sit down, while the wrong one stands.9. Students read after the recording, trying to imitate it.10. The students read 3a individually and then sit down.11. Member A reads for Member B and C, then Member B and C read 3b. They check in groups.12. Students read 3b after the recording and try to imitate, paying attention to the liaison.1. Teacher asks the students to make up a new conversation according to 1c.2. Teacher asks two students to write their conversations on the blackboard.3. Teacher corrects if necessary.4. Teacher lets the students to observe 2a and asks them what they should fill in.5. Teacher plays the recording of 2a.6. Teacher plays 2a again so that the students finish 2b.7. Teacher checks the students answers.8. Teacher shows phonetic cards one by one.9. Teacher plays the recording of 3a.10. Teacher asks the students who are standing to read 3a.11. Teacher asks Member A to read 3b for Member B and C, and then Member B and C read to Member A.12. Teacher plays the recording of 3b.Production(8 minutes)1. The whole class work2. The whole class work 3. The whole class work and individual work1. Students sum up with the teacher:You should/shouldnt/ had better/had better not/must/need to do/Why dont you ?2. Students summarize with the teacher.3. Students do the jobs:(1) Memorize the phrases and dialogue in Section B after class.(2) Students write after class.(3) Students learn to read the vocabulary and dialogue of Section C after the recording. 1. Teacher sums up the ways to give suggestions:should/shouldnt; had better/had better not; Why dont you.? Why not?must/mustnt ; need to do 2. Teacher shows the summary to the students.3. Teacher assigns homework:(1) Review the phrases and dialogue in Section B.(2) Teacher asks the students to write a passage:How to keep healthy?(3) Prepare Section C after class. Teaching ReflectionIts hard for the students to read 3b with the recording. Students need more imitating after class. Blackboard designUnit 2 Keeping HealthyTopic 3 Must we exercise to prevent the flu?Section B speak to sb. be busy ring sb. up leave a messagetell sb. (not) to do sthforget to do sth.give sb. the messagegive a talkthemselves, myself, yourself, himself give him the message myself finish it by myself, do sth. (by) oneselfThey have problems themselves.