八上Unit 2 Topic 1 You should brush your teeth twice a day.Section B 教案

八年级上册教案设计Unit 2 Keeping Healthy
Topic 1 You should brush your teeth twice a day. Section B
Ⅰ. Material analysis
本节课的主要活动为1a，4a和4b。
本课时将生病、关心询问及提建议综合运用，呈现了提建议的另外两种说法sb. had better (not) do sth…和Why don’t you…? 对话中还呈现询问对方病情的问句：How long have been like this? 及对病情的描述：I am feeling terrible. 本课的语法重点sb. had better (not) do sth 和Why don’t you…? 语言功能方面要求学生学会用英语描述疾病并能就疾病征求他人意见、给他人提建议等。课后要求学生能用英语写一篇描述疾病并提出有益建议的文章。
Ⅱ. Teaching aims
Knowledge aims:
1. 能正确运用以下短语进行书面表达：feel terrible, have the flu, take some medicine, have a good rest等。
2.能正确地运用sb. had better (not) do sth 和Why don’t you…? 提建议。
Skill aims:
1. 能区分/1/和/eI/ 发音的不同，并掌握音素对应的字母或字母组合的写法；在
朗读时能正确把握辅音的不完全爆破和元音的强读、弱读现象。
2. 能听懂有关日常小病的名称、对病人的关心询问及提建议的话题。
3. 能熟练地运用sb had better (not) do sth 和Why don’t you…? 针对日常小病提建议。
Emotional aims:
通过语言学习，影响学生的自身品格，要学会信任他人、关心他人，为我们的健康生活营造友爱、和谐的氛围。
Ⅲ. The key points and difficult points
Key points:
feel terrible, have the flu, take some medicine, have a good rest等短语的理解及运用。
Difficult points:
理解How long have you been like this ?
Ⅳ. Learning strategies
1. 巩固学生根据图片猜单词意思的能力。
2. 巩固学生模仿已有例句造句的能力。
Ⅴ. Teaching aids
Computer multimedia projector, chalk, blackboard
Everyday saying: Bitter pills may have wholesome effects. 良药苦口利于病。
Ⅵ. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction （7 minutes） 1. The whole
class work
2. The whole
class work
3. Pair work and
individual work
4. Some students’
work
5. The whole
class work
6. The whole
class work
7. The whole
class work
1. Focus their attention
on the teacher.
2. Students sing together.
3. Two pairs assigned
before class give the
report.
4. Volunteers answer:
He / She has a
5. Students follow what
the teacher says, and
answer together 揝he
has a cold.
6. Students read and feel
the function of 搕errible.
Then they guess the
meaning of the flu.
7. Students look through the statements in 1b, making sure they
know what to do.
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. Daily report. Teacher calls two pairs to report their interview 揥hat抯 wrong with you?.
4. Teacher asks a question
揥hat抯 wrong with ? to check if others listen carefully and understand the reporter.
5. The teacher introduces the
new words by showing a
picture with 搕errible, a
bad cold, a terrible cold
on it. Teacher asks while
students answer together:
What抯 wrong with her?
6. Teacher goes on, 揝he has
a bad cold, she has a
terrible cold. Maybe she
has the flu. While showing the picture 揻lu, which
means 揳 bad cold, a
terrible cold.
7. Teacher leads to 1a: 揝teve
and Bruce are talking
Presentation (10 minutes) 1. The whole
class work
2. The whole
class work
3. The whole
class work
4. The whole
class work
5. The whole
class work
6. The whole
class work
7. The whole
class work 1. Students understand
搒uggestion by
understanding what
the teacher says.
2. Students listen and
finish 1b.
3. Students look through
1c and make sure what the statements mean.
4. Students listen carefully, and then discuss their answers after listening.
5. Students read individually, and then correct their answers to 1b and 1c while reading.
6. Students read after the recording one by one.
7. Students read at the same speed as the recording, trying to imitate the recording.
1. Teacher explains that
搒uggestion is the noun
form of suggest.
2. Teacher plays the recording
of 1a.
3. Teacher asks the students
to look through 1c and
makes sure they understand
the statements.
4. Teacher plays 1a.
5. Teacher lets students read
1a individually, checking
1b and 1c.
6. Teacher plays the
recording sentence by
sentence.
7. Teacher plays the
Consolidation (10 minutes) 1. The whole
class work
2. The whole
class work and pair work
3. Pair work
4. The whole
class work
5. Group work
6. Group work
1. Students underline the
points in their books,
making sure they
understand the meanings.
2. Students read in pairs.
3. Each group choose
out a pair to read, and
they make the scores
as usual: A-5; B-6;
C-7.
4. Students read 2
silently, and then
number the statements.
5. Each group write
their answers on the
blackboard.
6. Each student reads
one sentence to finish
the whole dialogue,
but no one knows
who is the next to read.
1. Teacher explains some
language points for the
students.
(1) How long have you
been like this?
(2) You’d better take some
medicine.
(3) feel terrible ←→ feel
well, be well
(4) have the flu
(5) take some medicine
(6) take you to the hospital
(7) have a rest
(8) go to see a doctor
2. Teacher asks the students
to read 1a in pairs.
3. Teacher asks three pairs
to read the dialogue for
the whole class.
4. Teacher asks the students
to finish 2.
5. Teacher checks the students
answers.
6. Teacher asks the students to
read the dialogue in chains, and the first one who finishes
reading can point anyone in
their group, so as the
Practice (10 minutes) 1. The whole
class work
2. The whole
class work
3. Group work
and individual work
4. The whole
class work
5. Pair work
6. Group work
7. Pair work
8. The whole
class work 1. Students try to
understand 揷andy by looking at the picture and understanding what the teacher says.
2. Students try to
understand 揵rush by
looking at the picture and
understanding what the
teacher says.
3. Every student makes his/ her own dialogue, with verb phrase being assigned first.
4. Students use 搇ie down
in their own conversations.
5. Six pairs from different
groups show their
performance. The best
two pairs will read 4a
and 4b.
6. The first group read
4a, if they are wrong,
the second group
correct, and vice verse.
7. The losers read 4a and
4b, if they don抰 read
correctly, the winners
will tap the losers hands.
8. Students read after the
recording, trying to
imitate the pronunciation
and intonation.
1. Teacher shows a picture of
揷andy, saying 揅andy is
sweet, and children like
eating candy. Old people
don抰 like candy, because
eating too much candy
isn抰 healthy and it抯 bad
for our teeth.
2. Teacher shows a picture of
揵rush, saying 揃rush
your teeth after you eat candy.
3. Teacher asks the students
to make new conversations,
and each group has to make up five different conversations.
4. Teacher explains 搇ie
down by showing two
pictures to compare
搒tand and 搇ie down
while students make the
dialogue.
5. Teacher asks six pairs to
read their conversations,
and the best two pairs will
read 4a and 4b.
6. Teacher checks the two
groups.
7. Teacher asks the students
to play finger-guessing
games in pairs, and the winners will check the losers to read 4a and 4b.
Production (8 minutes) 1. The whole
class work and individual work
2. The whole
class work
3. The whole
class work
4. Individual work 1. Each student
interviews five
students.
2. Students write their
interview after class,
preparing for the
report in the next class.
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 the
interview 揥hat抯
wrong with you?
after class, and
prepare for the
report in the next class.
(3) Students learn to
read vocabulary in
Section C with the
help of recording and the phonetic symbols, and read the dialog after the recording.
1. Teacher organizes an
interview according to 3, and students will
interview at least five
students.
2. Teacher asks the students
to write down their
interview after class.
3. Teacher shows the
summary to the students.
(1) Vocabulary.
(2) The structure: will do.
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 C after
Teaching Reflection Students are interested in interviewing others and giving some advice.
But there are too many verb phrases, students need to memorize the English verb phrases after class.
Ⅶ. Blackboard design
Unit 2 Keeping Healthy