八年级上册教案设计
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
Section D
Ⅰ. Material analysis
本节课为单元第五课时。
主要活动为Section D 的1和2。
本课集中复习情态动词must/mustn’t, may, can, should/shouldn’t的用法。通过造句和短文综合填空让学生体会情态动词在具体语境中的运用。
Ⅱ. Teaching aims
Knowledge aims：
1. 能复习和巩固掌握正确认读课后单词表中的单词。
2. 能正确把握情态动词在具体语境中的运用，能正确地用情态动词进行口头和书面
复合表达。
Skill aims：
1. 能听懂有关健康饮食的对话或文章。
2. 能熟练地运用食品名词，为三餐设计健康的食谱，并能就饮食提出自己有益的建议。
3. 能正确地运用情态动词，结合食品名词，写一篇有关如何保持健康的文章。
Emotional aims：
通过本课学习，让学生明白日常生活中具体的健康生活习惯有哪些，督促他们养成健康生活的好习惯，摒弃坏习惯。
Ⅲ. The key points and difficult points
Key points：
用以下短语造句并提出建议：take shower often, wash hands before meals, tidy our room,
open the window, drink sour milk, spit in public.
Difficult points：
填空中对情态动词的正确选择。
Ⅳ. Learning strategies
通过看图听听力和综合填空等多种练习，归纳情态动词的用法。训练学生归纳知识的能力。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: A little spark kindles a great fire. 星星之火可以燎原。
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（10 minutes） 1. The whole class work2. The whole class work3. The whole class work4. Group work5. The whole class work6. The whole class work 1. Focus their attention on the teacher.2. Read the saying aloud.3. All the students read their homework in groups, preparing for the report.4. The chosen groups will report their passages.5. Students correct their passages and write them on the blackboard.6. All the students read aloud. 1. Greet students ready for learning.2. Show everyday saying for the students.(one saying a week)3. Ask the whole class to prepare for the report: My eating habit.4. Teacher casts lots to find two groups to report.5. Teacher asks the two groups to write their passages on the blackboard. Teacher corrects them if necessary.6. Teacher offers five or six minutes for the students to read through Section A-C.
Presentation (8 minutes) 1. The wholeclass work2. The wholeclass work3. The wholeclass work4. The wholeclass work5. The wholeclass work6. The wholeclass work7. Some students’ work 1. Students discuss in groups.2. Students read the correct sentences.3. Students may think of the following phrases: wash hands, spit on the street, tidy the room, put litter into the dustbin, open the window.4. Students listen and number the pictures.5. Students write down a phrase under each picture.6. Students check their answers.7. Volunteers will read their answers. 1. Teacher asks the students to check Grammar and Functions in groups.2. Teacher asks the students to correct the wrong parts.3. Teacher lets the students to look through 1 and say a phrase corresponding to each picture.4. Teacher plays the recording of 1.5. Teacher plays again and pauses when necessary.6. Teacher plays for the third time.7. Teacher checks the students’ answers to 1.
Consolidation(10 minutes) 1. The whole class work2. The whole class work and group work3. Some students’ work4. The whole class work 1. Students make sentences orally, using the following phrases:take shower oftenwash hands before mealsspit in publicdrink yoghurttidy our roomopen the windowkeep the air fresh2. Students in each group say the sentences in turn, with each saying one. Six groups start at the same time.3. Each student in the first group will say one sentence clearly. 4. Students guess the function by what the teacher says. 1. Teacher asks the students to make sentences according to 1.2. Teacher organizes a competition to see which group make sentences the most fluently.3. Teacher asks the best group to say the sentences clearly.4. Teacher sums up the function of “should/shouldn’t … must/ mustn’t…”. Teacher may explain it in Chinese.
Practice(10 minutes) 1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. The whole class work6. Some students’ work7. Some students’ work8. The whole class work 1. Students read the phonetic syllables and understand the meaning, answering the questions.2. Students get to realize what the teacher says.3. Students understand the word “disease” by understanding synonymous “illness”.4. Students understand “harm” by understanding “be bad for”.5. Students read silently and try to finish 2.6. Students may ask for help if they don’t understand well.7. Volunteers write their answers on the blackboard.8. Students try to understand. 1. Teacher shows a picture of cigarette with phonetic syllables and asks questions: Do you smoke Who smokes around you 2. Teacher goes on. Smoking is bad for our body. Body here means health, pointing to my body and your body.3. Teacher explains. Smoking can cause illness. Smoking can cause disease.4. Teacher goes on. Smoking harms our body while here “harm” means “be bad for”.5. Teacher sums up. Smoking is bad for our health. Smoking harms smokers and us. (Teacher acts a gesture of smoking.) It can cause disease. Let’s read 2 about smoking.6. Teacher explains “chemicals” by pointing the smoke and fog around a cigarette on screen.7. Teacher asks three students to show their answers on the blackboard and corrects them.8. Teacher explains the function of “can”, which refers to possibility.
Production(7 minutes) 1. The whole class work2. Group work3. The whole class work 1. Students finish it according to the fact.2. Students discuss in groups3. Students do the following jobs:(1) Students write a short passage “How to keep healthy” after class, preparing for the performance next class. (2) Students preview the vocabulary and the dialogue in Section A, Topic 3. 1. Teacher lets the students finish testing in projection.2. Teacher asks the students to discuss who is the healthiest in your group.3. Teacher assigns homework:(1) Teacher asks the students to write a short passage “How to keep healthy”.(2) Preview Section A, Topic 3.
Teaching Reflection It’s a little difficult for the students to make sentences, but they are interested in it. The most difficult is to use “can, should/shouldn’t, must/ mustn’t” in correct situation.
Ⅶ. Blackboard design
Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section D
We should/shouldn’t…We must/mustn’t …Don’t spit in public.Tidy our room. take shower oftenwash hands before mealsspit in publicdrink yoghurttidy our roomopen the windowkeep the air fresh
PAGE
6
Unit 2 Topic 2 Section D八年级上册教案设计
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
Section C
Ⅰ. Material analysis
本节课为单元第四课时。
主要活动为Section C 的1a和2。
课文中几个妈妈要求各自的孩子吃健康的食物，让学生们在明白要健康饮食的同时，归类学习了表示食物的名词。针对Danny的一日三餐，让学生们学会自己辨别哪些食物是健康的，哪些食物是不健康的，并对不健康的饮食提出合理的建议，巩固了对食物名词的学习。
Ⅱ. Teaching aims
Knowledge aims：
1. 能归类学习表达食物的名词：
Vegetables: tomato, cabbage, potato, pumpkin
Meat: beef, chicken, fish, egg
Fruits: strawberry, apple, banana, pear, orange, grape, watermelon
Staple: wheat, rice
Drink: juice, honey
Fast food: biscuit, potato chips, hamburger, sandwich, moon cake
Sweets: ice-cream, candy, chocolate
2. 能正确地运用下列短语对食物的健康与否进行描写：
eat too much salt, cause illness, be weak, a healthy drink, drink a glass of milk, eat many
vegetables, keep…healthy, be on one’s plate, be delicious
Skill aims：
1. 能听懂有关食物名词的对话或文章。
2. 能用英语熟练的说出已学过的各种食物的名称。
3. 有兴趣读并且能读懂有关食物类的文章。
4．能正确地运用食物名称写出一份健康的一日三餐的食谱。
Emotional aims：
健康饮食，关心他人，将健康生活的理念传播给周围的人。
Ⅲ. The key points and difficult points
Key points：
1. 对下列食物名词的记忆及运用：
tomato, cabbage, ice cream, watermelon, potato, potato chips, sandwich, strawberry,
beef, biscuit, salt, sugar
2. 能正确地运用下列短语对食物的健康与否进行描写：
too much salt, cause illness, be weak, a healthy drink, drink a glass of milk,
eat many vegetables, keep…healthy, be delicious
Difficult points：
1.对标题本身的理解：What Mothers Said to Eat
2. Be careful not to eat too much salt or sugar.
3.文章中出现的含有宾语从句和状语从句的运用。
Ⅳ. Learning strategies
1. 通过归类学习，提高学习食物名词的效率。
2. 通过单词与食物图片的对应记忆，让学生明白图片能帮助他们更快的记住表示食物
的单词。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: A little spark kindles a great fire. 星星之火可以燎原。
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（10 minutes） 1. The whole class work2. The whole class work3. Group work4. Group work5. Some students’ work6. The whole class work 1. Focus their attention on the teacher.2. Students sing together.3. Group 1, 3, 5 debate against Group2, 4, 6. A1 from Group1 is 1A1.1A1: It’s good. Hu Fei will be better in his study.2A2: It’s bad. Studying late in the night is bad for our health.4. Students finish pre-reading work. They may discuss in groups.5. Each student writes one item. Other students add some missing words.6. Students read the new words by pronouncing the phonetic syllables, knowing the meanings by watching the pictures. 1. Greet 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. Teacher organizes a debating. Teacher says a thing, and the two groups debate: Hu Fei always studies late in the night. Time is limited.4. Teacher shows the picture in 2. New words are followed with phonetic syllables, helping students finish pre-reading work. 5. Teacher lets four students write the answers to 1 on the blackboard.6. Teacher introduces new words on the screen.
Presentation (8 minutes) 1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. Group work 1. Students may answer：(1) Mother eats something. (2) Mother says something. 2. Students know the
meaning from the first sentence: Mothers always tell their children what they should eat.3. Students read 1a silently and match.4. Students circle True or False and then point out the mistakes and correct them.5. Each group will correct one mistake. 1. Teacher shows the topic on the blackboard, asking students to guess what the passage is about. The title is “What Mothers Said to Eat”.2. Teacher asks the students read 1a silently and quickly and make sure what the topic means.3. Teacher lets the students read 1a silently again and finish 1b.4. Teacher asks the students to read 1a the third time and finish 1c.5. Teacher checks the students’ answers to 1c.
Consolidation(10 minutes) 1. The whole class work2. The whole class work3. The whole class work 1. Students read 1a and ask something.2. Students try to understand what the sentences mean. They may translate the long sentences into Chinese. 3. Students learn to read and use the phrases. 1. Teacher asks the students to find out the sentences they don’t understand in the text.2. Teacher shows some difficult sentences on the screen:(1) What mothers said to eat.(2) Mothers always tell their children what they should eat.(3) Be careful not to eat too much salt or sugar.(4) Maria’s teeth were very weak, so her mother said that she mustn’t eat too much candy or ice cream.(5) Every morning before she left for school, she had to drink a glass of milk because her mother was always watching her.(6) As soon as Michael saw it, he got mad.(7) He was surprised to find that it was delicious.3. Teacher provides some phrases on the blackboard:be careful (not) to do sth.eat too muchcause illnessbe weaka healthy drinkeat many vegetablesa glass of milkkeep healthy be delicious
Practice(10 minutes) 1. Group work2. Group work3. The whole class work and group work 1. Students discuss in groups.2. Each student writes one sentence about Danny’s meals.A1: Eating sandwich and potato chips for breakfast is not healthy. Because they can make you fat and sleepy.A2: Eating rice with meat is healthy. But eating a lot of meat is unhealthy.B1: Eating fish and strawberries for dinner is healthy. But eating ice cream is unhealthy. B2: Eating candy, chocolate and biscuit at night is bad for our health.C1: We should eat healthy food.C2: Eating healthy food can keep us healthy.3. Students read in groups. 1. Teacher organizes the students to finish 2.2. Teacher asks each group to write their passages. Teacher may help them or add something to their passages. For example:Healthy ←→ unhealthyBecause they are rich in oil.Eating too much meat may cause illness.Eating ice cream every day is bad for your teeth and stomach.Be careful not to eat candy or chocolate at night.You mustn’t eat candy or chocolate at night.3. Teacher asks each group to read their passages in groups.
Production(7 minutes) 1. The whole class work and group work2. The whole class work3. Individual work 1. Students discuss in groups. They write the passage as homework: My eating habit.2. Students summarize by doing exercises.3. Students do the following jobs:(1) Memorize the words after class.(2) Students review Section A-C to prepare for Section D. (3) Students write the passage after class. 1. Teacher lets students discuss 2 of 1a in pre-reading work and write it down after class.2. Teacher shows the summary to the students.3. Teacher assigns homework:(1) Memorize the English names of food.(2) Read through Section A-C to prepare for Section D.(3) Teacher requires the students to write a passage: My eating habit.
Teaching Reflection Debating is very interesting. Students are all interested in it. Teacher should design more debating activities for the students later on.
Ⅶ. Blackboard design
Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section C
What mothers said to eat. Mothers always tell …what they …Be careful not to eat too much salt or sugar.…so her mother said that …… because her mother…As soon as Michael saw it, he got mad.He was surprised to find that it was delicious. eat too muchcause illnessbe weaka healthy drinkeat many vegetablesa glass of milkkeep healthy be delicious
PAGE
7
Unit 2 Topic 2 Section C八年级上册教案设计
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
Section A
Ⅰ. Material analysis
Section A 是本单元第一课时和第二课时。
主要活动为Section A 的1a和3a。
第二单元谈论如何保持健康，第二话题谈论了影响健康的好习惯和坏习惯，引出了本课的语法重点：情态动词must +动词原形，表示建议、劝告。同时引出了动名词做主语的常用句式：Staying up late is bad for your health. 通过学习Section A, 让学生能够辨别好习惯与坏习惯，从而帮助他们养成好习惯，戒掉坏习惯。课后要求学生会用动名词做主语造句，能用must提建议。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确运用动名词短语做主语进行书面表达：Staying up late is bad for your health.
2. 能正确地运用must, mustn’t提建议:
You must have a good rest.
You mustn’t throw litter around.
Skill aims：
1. 能听懂有关影响健康的好习惯和坏习惯的对话。
2. 能熟练地运用must, mustn’t提建议。
3. 能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。
Emotional aims：
通过语言学习，影响学生的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，保持健康。
Ⅲ. The key points and difficult points
Key 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等短语的理解及运用。
Difficult points：
动名词做主语的正确运用。
Ⅳ. Learning strategies
培养学生跟读chant的能力, 朗读中注意连读。
Ⅴ. Teaching aids
Computer multimedia projector
Everyday saying: As a man sows, so he shall reap. 种瓜得瓜，种豆得豆。
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction (7 minutes） 1. The whole class work2. The whole class work3. The whole class work4. Individual work5. The whole class work6. The whole class work 1. 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. Let’s 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 work 1. 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 he’ll 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 work 1. 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 e into being(3) watched—past tense(4) Doing sth. is bad/ good for… (5) must do sth.3. Students ask and answer in pairs.4. Students may find “litter” and “dustbin” strange, but they can guess the meanings by connecting the phrases with the corresponding pictures.5. Students choose “should, shouldn’t, must, mustn’t, don’t” 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 don’t understand. Teacher shows pictures of “litter” 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 work 1. Students may ask the teacher what they don’t understand.2. Students understand “keeping fingernails long” with the help of the pictures and the teacher’s explanation.3. Students understand “without breakfast” with the help of the teacher’s 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 “long 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 for…6. 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 work 1. 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:情态动词+动词原形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 Reflection It’s hard for the students to use gerund as subject in 3a, and use “should/shouldn’t”, “must/mustn’t” to connect the verb phrases in 3a.
Ⅶ. Blackboard design
Unit 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
PAGE
1
Unit 2 Topic 2 Section A八年级上册教案设计
Unit 2 Keeping Healthy
Topic 2 I must ask him to give up smoking.
Section B
Ⅰ. Material analysis
Section B 是本单元第二课时和第三课时。
主要活动为Section B 的1a, 3a和3b。
本课就吸烟这个坏习惯展开讨论，呈现了本单元语法重点：情态动词must + 动词原形：I must ask him to give up smoking. 表示建议、劝告。同时巩固了动名词做主语的句式：Smoking is bad for his health. 通过学习Section B, 让学生能够辨别好习惯与坏习惯，并能帮助亲人戒掉坏习惯。课后要求学生会用动名词做主语造句，能用must提建议。
Ⅱ. Teaching aims
Knowledge aims：
1. 能正确运用以下短语巩固动名词短语做主语的书面表达：
read in the sun, give up smoking, go to school without breakfast, take a walk,
study late, drink enough water
2. 能正确地运用must, mustn’t进行劝告或提建议：
I must ask him to give up smoking.
3. 能正确辨别/7/, /3 /和/D/的发音。
4. 朗读时连读现象。
Skill aims：
1. 能听懂有关影响健康的好习惯和坏习惯的话题。
2. 能熟练地运用must, mustn’t提建议。
3. 能正确朗读有关影响健康的好习惯和坏习惯的对话或文章。
Emotional aims：
通过语言学习，影响学生的自身品格，要学会辨别好习惯与坏习惯，养成好习惯，戒掉坏习惯，并帮助他人戒掉坏习惯，保持健康。
Ⅲ. The key points and difficult points
Key points：
理解和运用must 表示“建议、劝告”的用法：
I must ask him to give up smoking. 我得劝他戒掉烟。
Difficult points：
巩固动名词做主语的正确运用。
Ⅳ. Learning strategies
培养学生跟读chant的能力，朗读中注意连读。
Ⅴ. Teaching aids
Computer multimedia projector, a piece of colorful paper, a cigarette, phonetic cards
Everyday saying: As a man sows, so he shall reap. 种瓜得瓜，种豆得豆。
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction（7 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 work7. Some students’ work8. Some students’ work9. The whole class work 1. 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. Students are interested in “Guessing game”. They may answer like this:(1) Candy.(2) A pen.(3) Chalk. 5. Students say “Wow” or they laugh.6. Students understand “smoke” and answer “Smoking is bad for our health. ”7. Some students put up their hands.8. Some students say, “I should/must ask him to give up smoking.”9. Students listen and answer:(1) Maria’s father.(2) She must ask him to give up smoking. 1. Greet students ready for learning.2. Show everyday saying for the students.(one saying a week)3. Repeat the chant on P38 after the recording.4. Teacher plays a game with the students: “Guessing game.” Teacher wraps a cigarette in a piece of colorful paper and makes it like candy, letting students guess what it is inside.5. Teacher opens the candy. It’s a cigarette. 6. Teacher shows a picture with “smoke” on the screen, asking the students, “Is smoking good or bad for your health ” 7. Teacher does a survey, asking “Does your father smoke If so, please put up your hands”.8. Teacher goes on with “ What should you do if your father smokes ”9. Teacher leads to 1a.Wang Junfeng and Maria are talking about smoking. Let’s listen to 1a and answer:(1) Whose father smokes (2) What should he/she do
Presentation(10 minutes) 1. The whole class work2. The whole class work3. The whole class work4. The whole class work5. Some students’ work6. The whole class work7. Group work 1. Students listen to some bad things about smoking and understand the meanings of “article” and “cancer”.2. Students look through 1b to prepare for listening.3. Students listen and finish 1b.4. Students look through 1a and find the proper sentences and change “I” into “He/She”.5. Volunteers read their answers.6. Students look through 1c and listen.7. Students discuss in groups, unifying their answers. 1. Teacher reads an article about smoking to the students in Chinese, explaining “cancer” in Chinese, and then shows another article, to help the students to understand “article”. 2. Teacher asks the students to look through 1b. 3. Teacher plays the recording.4. Teacher asks the students to look through 1a and check their answers.5. Teacher checks the students’ answers.6. Teacher asks the students to look through 1c, and then plays the recording for them.7. Teacher asks the students to discuss in groups to check their answers.
Consolidation(10 minutes) 1. The whole class work2. The whole class work3. The whole class work 1. Students read with the recording, imitating it.2. Students underline the language points in their text book.(1) prep. doing(2) help sb. do sth.(3) doing sth. is…(4) tooth--teeth(5) says/writes(6) must do sth. give up doing sth.3. Students read 1c. 1. Teacher plays 1a for the students to read.2. Teacher shows some language points on the screen for the students:(1) an article about smoking(2) help him relax(3) Smoking is bad for his health.(4) his teeth(5) The article says…(6) I must ask him to give up smoking.3. Teacher asks the students to read 1c individually.
Practice(10 minutes) 1. The whole class work2. Group work3. Pair work4. The whole class work5. The whole class work.6. Group workand pair work7. Group work8. The whole class work9. Group work and individual work10. The whole class work11. The whole class work12. Individual work 1. Students read 1a in pairs.2. Member A helps member B and C read 1a correctly.3. Member C will be the first choice if they can.4. Students read [7] one by one and read the following words at the same time: fun cut come fund duck luck5. Students try to distinguish the sound of [7], [3] and [D] .6. Two students from each group read to compare who reads better. farm card calm park mark arm 7. A volunteer group read one by one. 8. Students read and imitate 3a.9. Each student must read.10. Students choose the proper phrases from the chant.11. Students imitate sentence by sentence, paying attention to the liaison in the chant.12. Volunteers will read 3b, and they will get points. 1. Teacher asks the students to read 1a in pairs.2. Member A leads member B and C to read 1a.3. Teacher asks students to perform 1a, and each group chooses one pair.4. Teacher shows phonetic cards [7], letting students read the words as well.5. Teacher reads as a model.6. Teacher shows [3] and words.7. Teacher shows [D] in the same way.8. Teacher plays the recording of 3a.9. Teacher asks each group to read 3b.10. Teacher asks the students to write the key phrase for each picture. 11. Teacher plays the recording sentence by sentence.12. Teacher organizes a competition of reading 3b.
Production(8 minutes) 1. The whole class work2. The whole class work 3. The whole
class work4. The whole class work5. The whole class work6. The whole class work 1. Students sum up with the teacher:You should/shouldn’t /had better/had better not/must/need to do.Why don’t you… 2. Students read and finish 2a.3. Students mark H or U.4. Students find out the reasons by connecting relevant sentences in 2a and 2b. Then write down five shortpassages after class.A model: Li Hua often goes to school without breakfast. It’s bad for her health. Because breakfast gives us energy for the morning.5. Students summarize with the teacher .6. Students do the jobs after class:(1) Memorize the words and dialogue in Section B after class.(2) Groups will debate with each other.(3) Students learn to read vocabulary with the help of recording and the phonetic symbols, and read the dialogue after the recording. 1. Teacher sums up the ways to give suggestions: should/shouldn’t/had better/had better not/Why don’t you… /must/need to do. 2. There are some other ways to give suggestions. Teacher lets students look at 2a.3. Teacher asks students to finish 2b.4. Teacher organizes the
students to instruct the reasons for 2b and write down short passages after class.5. Teacher shows the summary to the students.6. Teacher assigns homework:(1) Review the words and dialogue in Section B.(2) Teacher asks the students to prepare for a discussion in groups:Is it good or bad Is it healthy or unhealthy (3) Prepare Section C after class.
Teaching Reflection It’s hard for the students to finish writing in 2b. They are interested in reading the chant. Later, more chants will be introduced.
Ⅶ. Blackboard design
Unit 2 Keeping HealthyTopic 2 I must ask him to give up smoking.Section B
(1) an article about smoking(2) help him relax(3) Smoking is bad for his health.(4) his teeth(5) The article says…(6) I must ask him to give up smoking. Zhang Ming usually takes a walk after the meal. It’s good for his health. Walking is a good exercise. It can make us strong.
PAGE
8
Unit 2 Topic 2 Section B
