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
sth.
come
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?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.
