八年级上册教案设计
Unit
2
Keeping
Healthy
Topic
3
Must
we
exercise
to
prevent
the
flu?
Section
B
Ⅰ.
Material
analysis
本节课为单元第二课时。
主要活动为Section
B
的1a,
3a和3b。
本课1a通过Kangkang给他的爸爸电话留言这件事，体现了医生的忙碌和重要性。3a的语音学习，让学生体会一些辅音字母组合的发音规则。3b的学习继续巩固学生对清辅音的不完全爆破的掌握，同时要求学生能掌握句子内部的连读现象。
Ⅱ.
Teaching
aims
Knowledge
aims：
1.
能根据读音写出规则的辅音字母组合；学生要模仿并掌握句子中的不完全爆破和连
读现象。
2.
能正确运用反身代词进行听、说、读、写的学习活动。
3.
能正确写出电话留言。
Skill
aims：
1.
能准确朗读语言材料里的单词和句子。
2.
能听懂有关电话留言的对话或文章。
3.
能正确地运用情态动词must,
mustn’t和反身代词themselves,
myself,
yourself,
himself。
4.
能读懂有关流感等日常小病以及含有医生建议的文章。
5.
能运用情态动词、反身代词结合本课动词短语，将对话和电话留言自如地转换。
Emotional
aims：
通过对话学习，了解医生的忙碌，要学会理解医生。提醒自己要保持健康。
Ⅲ.
The
key
points
and
difficult
points
Key
points：
反身代词的运用：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
短语的正确使用。
2.语音中的连读和爆破的准确把握。
Ⅳ.
Learning
strategies
通过学生讲电话和电话留言的相互转换学习，培养学生的信息转换能力。
Ⅴ.
Teaching
aids
Computer
multimedia
projector,
chalk,
blackboard,
a
piece
of
news
of
a
doctor’s
being
killed
from
the
Internet
or
from
newspaper,
phonetic
cards
Everyday
saying:
Happiness
lies
first
of
all
in
health.
幸福首先在于健康。
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction（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
work
1.
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
“leave
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
work
1.
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
work
1.
Students
underline
the
language
points
in
their
text
book
and
make
some
sentences,
for
example:(1)
You
shouldn’t
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/
shouldn’t,
had
better
(not),
must
/mustn’t”.(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
work
1.
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
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
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/shouldn’t;
had
better/had
better
not;
Why
don’t
you..?
Why
not…?must/mustn’t
;
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
Reflection
It’s
hard
for
the
students
to
read
3b
with
the
recording.
Students
need
more
imitating
after
class.
Ⅶ.
Blackboard
design
Unit
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
talk
themselves,
myself,
yourself,
himself
give
him
the
message
myself
finish
it
by
myself,
do
sth.
(by)
oneselfThey
have
problems
themselves.八年级上册教案设计
Unit
2
Keeping
Healthy
Topic
3
Must
we
exercise
to
prevent
the
flu?
Section
D
Ⅰ.
Material
analysis
本节课为单元第五课时。
主要活动为Section
D
的1a。
本课对比复习情态动词must
和have
to的用法。综合复习了请求、建议的几种表达方式。课文How
to
Exercise
Well在帮助学生复习提建议的方式的同时，教会学生如何更好地进行体育锻炼。
Ⅱ.
Teaching
aims
Knowledge
aims：
1.
能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表达。
Skill
aims：
1.
能听懂有关如何保持健康和怎么进行体育锻炼的对话或文章。
2.
能读懂有关如何保持健康和怎么进行体育锻炼的对话或文章。
3.
能针对体育锻炼提出自己有益的建议。
4.
能正确地运用情态动词，结合有关健康和体育锻炼的短语动词，写一篇有关如何保
持健康、怎样更好地进行体育锻炼的文章。
Emotional
aims：
通过本课学习，让学生明白日常生活中体育锻炼简单易行，鼓励学生积极参加体育锻
炼，保持健康生活。
Ⅲ.
The
key
points
and
difficult
points
Key
points：
学生能用以下短语就如何健康地进行体育运动提出建议：warm
up,
stretch
your
legs,
find
good
places,
buy
exercise
equipment,
get
your
body
moving,
choose
a
sport,
exercise
for
30
minutes,
stay
healthy等。
Difficult
points：
1.
对You
do
any
difficult
activities
like
running.中any的理解。
2.
对Exercising
when
you
are
hurt
is
bad
for
your
health.句子的理解。
Ⅳ.
Learning
strategies
模仿范文学生自己出手抄报，对学生来说是一种富有挑战性又很有吸引力的学习方式。
Ⅴ.
Teaching
aids
Computer
multimedia
projector,
chalk,
blackboard,
pieces
of
paper
for
making
a
handwritten
English
newspapers,
colorful
pencils
and
erasers
Everyday
saying:
Health
is
better
than
wealth.
健康胜过财富。
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction（10
minutes）
1.
The
whole
class
work2.
The
whole
class
work3.
Two
groups’
work4.
Some
students’
work5.
The
whole
class
work6.
The
whole
class
work
1.
Focus
their
attention
on
the
teacher.2.
Read
the
saying
aloud.3.
Two
groups
will
finish
the
exercise
cooperatively.
Time
is
counted
by
the
teacher.
The
shorter
time
they
use,
the
better
the
group
is.4.
Volunteers
answer
the
questions
by
telling
his
/
her
exercising
habits.
5.
Students
may
discuss
in
groups.6.
Students
read
the
passage
and
check.
1.
Greet
students
ready
for
learning.2.
Show
everyday
saying
for
the
students.(one
saying
a
week)3.
Teacher
casts
lots
to
find
two
groups
to
retell
or
repeat
Section
C
according
to
1b
on
P48
or
the
sequence
they
have.4.
Teacher
lets
the
students
talk
about
their
exercising
habits,
asking
them
which
sport
they
do
usually,
where
and
when
they
do
it
and
if
they
know
how
to
exercise
well.5.
Teacher
asks
the
students
to
finish
pre-reading
exercise.6.
Teacher
asks
the
students
to
read
the
passage
and
check
their
answers
to
pre-reading
exercise.
Presentation
(8
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
The
whole
class
work
and
group
work4.
Individual
work
1.
Students
read
in
silence
and
find
the
information.(1)
Don’t
work
too
hard.(2)
If
you
hurt
yourself
while
you
are
exercising,
rest
until
you
feel
better.(3)
It
is
important
to
drink
water
when
you
exercise.(4)
You
can
run
or
play
sports
in
your
school
gym.2.
Students
underline
the
suggestions
in
their
books.3.
Students
may
discuss
in
groups.(1)
stretch
your
legs…(2)
in
a
park
or
in
your
school
gym(3)
exercise
for
30
minutes(4)
Your
body
needs
water.(5)
Exercising
when
you
are
hurt
is
bad
for
your
health.
4.
Each
student
in
a
group
will
choose
one
sport
to
say.
(An
example
is
listed
at
the
end
of
the
teaching
procedure.)
1.
Teacher
asks
the
students
to
find
some
information
which
supports
or
is
against
the
ideas
in
1a.(1)
F.(2)
T.(3)
F.(4)
F.2.
Teacher
asks
the
students
to
read
1a
and
underline
the
suggestions.3.
Teacher
asks
the
students
to
write
their
own
ideas
about
how
to
exercise
well.
Teacher
explains
“stretch”
by
body
language.
Then
teacher
asks
them
to
discuss
the
following
aspects:(1)
Warm
up.(2)
Find
good
places
to
exercise.(3)
Don’t
work
too
hard.(4)
Drink
enough
water.(5)
Be
careful.4.
Teacher
asks
the
students
to
say
how
to
exercise
well
orally.
Consolidation(10
minutes)
1.
The
whole
class
work2.
The
whole
class
work
and
group
work3.
The
whole
class
work
and
group
work
1.
Students
prepare
their
paper,
colorful
pencils
and
erasers.
2.
Students
decide
what
they
should
write
in
their
newspaper.
They
may
discuss
orally
and
get
the
outline
as
follows:
(1)
healthy
eating
habits(2)
healthy
living
habits(3)
healthy
exercising
habits(4)
healthy
working
habits(5)
healthy
feeling
habits3.
Students
add
something
under
the
general
ideas,
and
they
may
discuss
in
groups
orally.
1.
Teacher
asks
the
students
to
design
their
own
handwritten
English
newspaper.2.
Teacher
asks
the
students
to
analyze
the
project
to
decide
what
the
outline
is.3.
Teacher
asks
the
student
to
design
how
to
write
the
passage.
Practice(12
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
The
whole
class
work4.
The
whole
class
work5.
The
whole
class
work
1.
Students
add
something
to
the
topic.e.g.
We
should
eat
healthy
food.
Fruits
and
vegetables
are
good
for
our
health.
We
had
better
not
eat
fast
food,
because/for
they
will
make
us
fat
and
unhealthy.2.
Students
finish
writing
by
adding
some
details
to
each
topic.3.
Students
may
add
some
pictures
or
sayings
related
to
health.4.
Students
write
the
passage,
draw
some
pictures
and
add
some
other
things
they
want.5.
Students
finish
writing
their
newspaper.
They
can
learn
something
from
others’
newspapers.
1.
Teacher
leads
the
students
to
finish
writing
part
by
part:healthy
eating
habits2.
Teacher
instructs
the
students
to
finish
writing
other
parts
in
the
same
way.3.
Teacher
advices
the
students
to
design
their
newspapers
beautifully.4.
Teacher
asks
the
students
to
begin
writing
in
their
newspaper.5.
Teacher
walks
around
the
classroom,
helping
or
praising
some
good
newspapers.
Production(5
minutes)
1.
The
whole
class
work
and
group
work2.
Group
work
1.
Students
first
discuss
in
groups
and
unify
their
answers,
then
read
the
answers
to
the
class.2.
Students
do
the
following
jobs:(1)
Students
finish
the
newspapers
and
prepare
the
newspaper
shownext
class.(2)
Students
review
after
class.
1.
Teacher
lets
the
students
check
their
answers
to
Grammar
&
Functions.2.
Teacher
assigns
homework:(1)
Teacher
asks
the
students
to
finish
writing
their
newspapers
after
class
and
they
will
play
a
show
of
their
newspapers
next
class.(2)
Review
for
mid-term
examination.
Teaching
Reflection
It’s
difficult
for
the
students
to
write
their
own
English
written
newspaper.
Teacher
should
help
them
step
by
step.
Ⅶ.
Blackboard
design
Unit
2
Keeping
HealthyTopic
3
Must
we
exercise
to
prevent
the
flu?Section
D
Warm
up.Find
good
places
to
exercise.
Don’t
work
too
hard.Drink
enough
water.Be
careful.
stretch
your
legs…in
a
park
or
in
your
school
gymexercise
for
30
minutesYour
body
needs
water.Exercising
when
you
are
hurt
is
bad
for
your
health.八年级上册教案设计
Unit
2
Keeping
Healthy
Topic
3
Must
we
exercise
to
prevent
the
flu?
Section
A
Ⅰ.
Material
analysis
本节课为单元第一课时。
主要活动为Section
A
的1a和1d。
第二单元谈论如何保持健康，第三话题谈论体育锻炼有助于健康，介绍了如何才能保持健康，怎么才能正确地加强体育锻炼。教育学生要珍惜健康，加强锻炼。课后学生能做出一份有关保持健康的手写报。
Ⅱ.
Teaching
aims
Knowledge
aims：
1.
能正确拼读并运用单词表中的单词与短语：question,
go
ahead,
build
…
up,
all
the
time,
finally,
Internet
2.
能认读下列单词：journalist,
crowded,
throat。
3.
能用以下短语进行口头或书面的表达：keep
away
from,
take
some
cold
pills,
change
our
clothes
often,
go
to
crowded
places,
do
sth.
at
once,
take
one’s
advice,
play
sports
too
much等。
4.
能用first,
second,
third,
finally有序地进行表达。
5.
能正确地运用must
提问：
You
must
have
a
good
rest.
You
mustn’t
throw
litter
around.
Skill
aims：
1.
能听懂有关预防流感的对话或文章。
2.
能正确阅读有关预防流感的对话或文章。
3.
能比较流利地谈论有关预防流感的话题，能熟练地运用must问答，表示征求意见或
提建议。
4.
能正确地用书面形式表达有关预防流感的话题。
Emotional
aims：
1.
学生能够听从他人建议，积极预防感冒。
2.
强化学生保持健康的思想，教会学生如何更好地进行体育锻炼。
Ⅲ.
The
key
points
and
difficult
points
Key
points：
keep
away
from,
take
some
cold
pills,
go
to
crowded
places,
play
sports
too
much等短语的
理解及运用。
Difficult
points：
1.
May
I
ask
you
some
questions?
some
在疑问句中的运用。
2.
Must
we…?
的回答语
No,
we
don’t
have
to.
/
No,
we
needn’t.
Ⅳ.
Learning
strategies
学会用first,
second,
third,
finally谈话或写作，有益于培养学生英语口头和书面表达的
条理性。
Ⅴ.
Teaching
aids
Computer
multimedia
projector,
a
pair
of
glasses,
a
microphone,
a
camera
Everyday
saying:
Happiness
lies
first
of
all
in
health.
幸福首先在于健康。
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
work
1.
Focus
their
attention
on
the
teacher.2.
Read
the
saying
aloud.3.
Students
from
the
group
will
accept
the
interview:
S1:
Yes,
please.S2:
Yes.
Go
to
bed
early
and
get
up
early.S3:
Drink
enough
water
every
day.S4:
Eat
fruit
and
vegetables
often
to
keep
healthy.S5:
Take
part
in
sports.
S6:
Have
a
healthy
eating
habit.4.
Students
can
read
and
understand
the
meaning.5.
Students
understand
the
new
words
by
seeing
the
synonymous
and
read
the
new
words
according
to
the
phonetic
syllables.
1.
Greet
students
ready
for
learning.2.
Show
everyday
saying
for
the
students.(one
saying
a
week)3.
Teacher
acts
as
a
journalist
and
interviews
one
group
about
how
to
keep
healthy:T:
I’m
a
journalist
from
CCTV.
(Show
a
picture
of
“journalist”
on
screen.)
May
I
ask
you
a
question?
T:
Do
you
know
how
to
keep
healthy?4.
Teacher
leads
the
students
to
read
“journalist”.
5.
Teacher
shows
the
new
words
on
the
screen
with
synonymous
besides:go
ahead
prevent
-
stop
build
…
up
–
keep
…
healthy
all
the
time
-
always
finally
-
last
Presentation(10
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
The
whole
class
work4.
The
whole
class
work
5.
The
whole
class
work6.
The
whole
class
work7.
The
whole
class
work8.
The
whole
class
work
1.
Students
make
sure
to
know
the
verb
phrases
in
1b.
They
may
discuss
in
groups.2.
Students
listen
and
finish
1b.3.
Students
listen
again
and
finish
1c.4.
Students
look
through
1a,
checking
their
answers
in
1b
and
1c.5.
Students
read
after
the
recording
sentence
by
sentence.6.
Students
make
sure
they
can
read
correctly.7.
Students
read
at
the
same
speed
and
try
to
imitate
its
pronunciation
and
intonation.
8.
Students
underline
in
their
books
and
understand
what
the
teacher
explains.
1.
Teacher
asks
the
students
to
look
through
1b.
2.
Teacher
plays
the
recording.3.
Teacher
plays
1a
again
and
asks
the
students
to
finish
1c.
4.
Teacher
asks
the
students
to
look
through
1a
and
check
their
answers.5.
Teacher
plays
1a
sentence
by
sentence.6.
Teacher
lets
students
read
1a
in
pairs.7.
Teacher
plays
1a
without
stopping.8.
Teacher
explains
some
language
points:(1)
May
I
ask
you
some
questions?(2)
go
ahead(3)
What
should
we
do
to
prevent
it?(4)
build
…
up(5)
all
the
time(6)
keep
away
from(7)
first…second…third…finally…
Consolidation(8
minutes)
1.
The
whole
class
work
and
group
work2.
Some
students’
work3.
Some
students’
work4.
Pair
work
1.
Students
read
in
pairs
and
choose
out
the
best
pair.2.
Students
stand
on
the
teaching
platform,
and
teacher
makes
a
draw
to
decide
who
will
be
the
journalist.3.
The
journalist
begins
interviewing
others,
acting
1a
out.
Other
five
students
will
act
as
a
doctor
team,
and
each
student
says
one
thing.4.
Students
retell
1a
in
pairs,
ask
and
answer
by
using
first,
second,
third
and
finally.
Students
try
to
memorize
all
the
verb
phrases.
1.
Teacher
asks
the
students
to
read
1a
in
pairs,
and
each
group
chooses
out
the
best
pair.2.
Teacher
makes
a
draw
to
decide
who
will
be
the
journalist.3.
Teacher
gives
the
pair
of
glasses,
camera
and
microphone
to
the
journalist.4.
Teacher
asks
the
students
to
retell
1a
according
to
the
sequence:(1)
exercise
often
to
build
us
up(2)
keep
our
rooms
clean
and
the
air
fresh
(3)
wash
our
hands
and
change
our
clothes
often(4)
keep
away
from
crowded
place
Practice(10
minutes)
1.
The
whole
class
work2.
Pair
work3.
Goup
work4.
Group
work
and
pair
work5.
The
wholeclass
work
1.
Students
replace
the
verb
phrases
in
1b
into
the
conversation
together.2.
Students
ask
and
answer
questions
in
pairs.A:
Must
we…?B:
Yes,
we
must.A:
Must
we…?B:
No,
we
don’t
have
to./
No,
we
needn’t.3.
Each
group
will
make
six
different
conversations.4.
Member
C1
and
C2
from
each
group
will
show
the
conversation.
5.
Students
only
ask
and
answer
the
dialogue
in
1d
by
using
eight
verb
phrases
in
1b,
and
each
student
makes
eight
conversations.
1.
Teacher
demonstrates
the
students
to
make
conversations
by
using
the
verb
phrases
in
1b.A:
Must
we…?B:
Yes,
we
must.A:
Must
we…?B:
No,
we
don’t
have
to./
No,
we
needn’t.2.
Teacher
lets
the
students
ask
and
answer
in
pairs.3.
Teacher
asks
the
students
to
finish
1d.4.
Teacher
lets
Member
C
make
the
conversation
in
pairs.5.
Teacher
organizes
a
competition
to
find
out
who
is
the
fastest
one
to
finish
making
conversations
by
using
the
verb
phrases
in
1b.A:
Must
we…?B:
Yes,
we
must.A:
Must
we…?B:
No,
we
don’t
have
to./
No,
we
needn’t.
Production(10
minutes)
1.
The
whole
class
work2.
The
whole
class
work
3.
The
whole
class
work4.
The
whole
class
work5.
The
whole
class
work6.
Some
students’
work7.
The
whole
class
work8.
The
whole
class
work9.
The
whole
class
work
1.
Students
understand
the
meanings
of
“symptoms”
and
“sore
throat”.2.
Students
guess
something
about
illness.3.
Students
listen
and
finish
A
of
2.
They
should
know
the
meaning
of
“circle”.
4.
Students
make
sure
they
know
the
phrases
in
B
of
2.5.
Students
listen
and
finish
B
of
2.6.
Volunteers
read
their
answers.7.
Students
write
down,
and
they
may
discuss
in
groups.8.
Students
summarize
Section
A,
doing
exercise
shown
on
the
screen.9.
Students
do
the
follow
jobs:(1)
Memorize
all
the
verb
phrases
in
Section
A
after
class.(2)
Students
write
the
conversation
after
class:
How
to
prevent
the
flu?(3)
Students
learn
to
read
vocabulary
and
read
the
dialogue
after
the
recording.
1.
Teacher
explains
that
“symptoms”
here
means
“illness”,
and
then
shows
a
picture
of
“sore
throat”
on
the
screen.2.
Teacher
asks
the
students
to
predict
what
they
are
going
to
listen
to.3.
Teacher
plays
the
recording
of
2.
4.
Teacher
asks
the
students
to
look
through
B
of
2.5.
Teacher
plays
the
recording
of
2
again.6.
Teacher
checks
the
answers.7.
Teacher
asks
the
students
to
write
down
phrases
in
3.8.
Teacher
shows
the
summary
to
the
students.9.Teacher
assigns
homework:(1)
Teacher
asks
the
students
to
memorize
all
the
verb
phrases
in
Section
A.(2)
Teacher
asks
the
students
to
write
a
conversation
according
to
3:
How
to
prevent
the
flu?(3)
Prepare
Section
B
after
class.
Teaching
Reflection
Students
are
very
interested
in
acting
as
a
journalist,
although
teachers
have
a
little
trouble
to
take
things
such
as
microphone,
camera
and
so
on.
In
order
to
attract
students,
teacher
should
design
more
activities.
Ⅶ.
Blackboard
design
Unit
2
Keeping
HealthyTopic
3
Must
we
exercise
to
prevent
the
flu?Section
A
May
I
ask
you
some
questions?
Go
ahead.
build
…
up
keep
the
air
fresh
all
the
time
change
our
clothes
often
keep
away
from
crowded
places
do
sth.
at
once
take
one’s
advice
A:
Must
we…?B:
Yes,
we
must.A:
Must
we…?B:
No,
we
don’t
have
to.
/
No,
we
needn’t.八年级上册教案设计
Unit
2
Keeping
Healthy
Topic
3
Must
we
exercise
to
prevent
the
flu?
Section
C
Ⅰ.
Material
analysis
本节课为单元第三课时和第四课时。
主要活动为Section
C
的1a和3。
本课通过李医生有关保持健康的报告，让学生清楚日常生活中应该如何保持健康。报告中还指出一些不健康行为的危害并教会学生如何避免这些不健康的行为。课后要求学生写一篇如何保持健康的文章，提出自己的建议。
Ⅱ.
Teaching
aims
Knowledge
aims：
1.
能正确运用以下短语,
就如何保持健康进行描写：
have
healthy
eating
habits,
make
…adj,
keep
sb.
healthy,
keep
fit,
stay
safe,
first
aid,
help
oneself
to…,
stay
away
from…,
say
no
to
sth.
2.
能正确地运用各种句式提出建议：
You
need
to
do…
Don’t
…
It’s
necessary
to…
Be
happy…
You
must…
You
should…
Skill
aims：
1.
能听懂有关如何保持健康的对话或文章。
2.
能正确地用英语和同学谈论如何保持健康。
3.
能有兴趣地阅读并且能读懂有关保持健康的文章。
4.
能正确地运用所学的短语及句式写出一篇如何保持健康的文章。
Emotional
aims：
关注生命，保持健康，将健康生活的思想传播给周围的人。
Ⅲ.
The
key
points
and
difficult
points
Key
points：
对下列短语动词的记忆及运用：
have
healthy
eating
habits,
keep
you
healthy
/
fit,
stay
safe,
stay
away
from…
Difficult
points：
1.
health
和healthy的区别。
2.
happen的用法。
3.
对Be
happy
to
be
healthy.
的理解。
Ⅳ.
Learning
strategies
1.
听报告也是学习的一种方法，鼓励学生多听有益的报告。
2.
通过在主题句的大纲下补充细节的方式，可以帮助学生有条理地复述课文。
3.
背范文是积累作文素材的一种好方法。
Ⅴ.
Teaching
aids
Computer
multimedia
projector,
chalk,
blackboard,
some
pieces
of
short
videos
about
health
Everyday
saying:
Health
is
better
than
wealth.
健康胜过财富。
Ⅵ.
Teaching
procedures
Step
Interaction
pattern
Student
activity
Teacher
activity
Introduction（10
minutes）
1.
The
whole
class
work2.
The
whole
class
work3.
Some
students’
work4.
The
whole
class
work5.
The
whole
class
work6.
The
whole
class
work7.
Group
work8.
Some
students’
work
1.
Focus
their
attention
on
the
teacher.2.
Read
the
saying
aloud.3.
The
two
representatives
read
their
passages
one
by
one,
and
then
write
on
the
blackboard.
4.
The
other
students
read
their
homework
in
groups.5.
Students
correct
their
own
papers
while
the
teacher
is
explaining.
6.
Students
get
several
ideas
about
health
from
the
flash
videos.7.
Students
discuss
in
groups
to
finish
pre-reading
task.8.
Volunteers
may
say
like
this:eat
healthy
food,
exercise
more,
change
clothes
often,
etc.
1.
Greet
students
ready
for
learning.2.
Show
everyday
saying
for
the
students.(one
saying
a
week)3.
Teacher
asks
Member
A
to
choose
out
two
representatives
to
read
their
passages,
and
then
the
students
write
them
on
the
blackboard.4.
Teacher
asks
the
other
students
to
read
their
passages
in
groups.5.
Teacher
checks
the
passages
on
the
blackboard.6.
Teacher
shows
several
pieces
of
videos
about
health
in
a
short
time.7.
Teacher
asks
the
students
to
do
pre-reading
task.8.
Teacher
asks
the
students
to
say
something
about
keeping
healthy.
Presentation(8
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
The
whole
class
work4.
Some
students’
work5.
Some
students’
work6.
The
whole
class
work7.
Some
students’
work8.
Individual
work
1.
Students
look
through
1b
to
see
if
their
ideas
are
similar
to
Doctor
Li’s.2.
Students
first
know
what
to
do
in
1b,
then
read
1a
silently.3.
Students
discuss
in
groups
to
unify
their
answers.4.
Volunteers
read
their
answers.5.
Volunteers
tell
the
positions
of
topic
sentences.6.
Students
finish
1c.7.
Member
C
from
each
group
tells
the
answers
to
1c.
“It”
refers
to
breakfast.
“Them”
refers
to
sports.8.
Students
read
1a
individually.
1.
Teacher
lets
the
students
look
through
1b.2.
Teacher
asks
the
students
to
finish
1b.3.
Teacher
lets
the
students
discuss
in
groups
after
they
finish
1b.4.
Teacher
checks
the
students’
answers
to
1b.5.
Teacher
asks
the
students
to
sum
up
the
ways
of
finding
the
topic
sentences.6.
Teacher
asks
the
students
to
read
1a
again
and
finish
1c.7.
Teacher
checks
the
students’
answers
to
1c.8.
Teacher
lets
students
read
the
whole
passage.
Consolidation(12
minutes)
1.
The
whole
class
work2.
Group
work
1.
Students
follow
what
the
teacher
says
and
then
retell
1a
paragraph
by
paragraph.Students
understand:It’s
good
for
our
health.We
should
keep
healthy.Being
healthy
is
very
important.Students
understand:What
happens?The
accident
happened
two
days
ago.This
story
happened
in
1989.2.
Each
group
cooperates
to
retell
the
whole
passage,
and
each
student
can
retell
at
least
one
paragraph.
1.
Teacher
leads
the
students
to
analyze
the
structure
of
the
passage
by
showing
the
sequence
paragraph
by
paragraph:Topic
sentence
1:
Have
healthy
eating
habits.
(1)
breakfast---give
…
energy(2)
fruit
and
vegetables---good(3)
fast
food---fat,
unhealthy(Teacher
explains
the
differences
between
“health”
and
“healthy”.）Topic
sentence
2:
Playing
sports
safely.(1)
playing
sports---fit(2)
accidents---stay
safe(3)
learn
first
aid(Teacher
explains
the
usage
of
“happen”.)Topic
sentence
3:
Be
happy.(1)
happiness---health(2)
be
ill---try
to…(3)
feel
ill---unhappyTopic
sentence
4:
Stay
away
from
smoking
and
drinking.(1)
cool---smoke
and
drink(2)
smoke
or
drink---cause
illnesses(3)
say
no
to---smoking
and
drinking2.
Teacher
asks
the
students
to
retell
the
passage
in
groups.
Practice(13
minutes)
1.
The
whole
class
work2.
The
whole
class
work3.
Group
work4.
Some
students’
work
1.
Students
make
sentences
in
groups.
In
fact,
this
is
another
way
of
retelling
the
passage.2.
Students
connect
all
the
sentences,
and
they
almost
repeat
the
passage.3.
Students
in
a
group
begin
to
make
sentences
at
the
same
time.
The
first
one
who
finishes
sentences
will
be
the
super
girl
or
super
boy.4.
Any
super
student
pointed
will
be
the
next
one
to
make
sentence.
1.
Teacher
asks
the
students
to
make
sentences
by
using
the
following
verb
phrases:Paragraph
1:have
healthy
…
habitsgive
…
energy
for…be
good
for…make
…
fat
and
unhealthyeat
...
foodkeep
…
healthyParagraph
2:help
…
keep
fitaccidents
…
happenstay
safelearn
about
first
aidhelp
yourselvesParagraph
3:be
important
forbe
ill
…
try
to
…feel
ill
…
be
unhappybe
happy
…
be
healthyParagraph
4:stay
away
from
…it’s
cool
…cause
many
illnesses
…say
no
to
…2.
Teacher
asks
the
students
to
connect
all
the
sentences
together.3.
Teacher
asks
each
group
to
check
their
members..4.
Teacher
begins
the
first
sentence,
and
then
points
to
a
super
girl(boy)
to
go
on,
so
does
other
super
students.
Production(3
minutes)
Individual
work
Students
do
the
following
jobs:(1)
Memorize
the
passage
after
class.
They
may
use
their
own
sequence.
Then
write
down
the
passage:
How
to
keep
healthy?(2)
Students
review
Sections
A-C
to
prepare
for
Section
D.
Teacher
assigns
homework:(1)
Teacher
asks
the
students
to
repeat
the
passage
after
class
and
write
the
passage
with
the
title
“How
to
keep
healthy”.(2)
Read
through
Sections
A-C,
and
prepare
for
Section
D.
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
3
Must
we
exercise
to
prevent
the
flu?Section
C
Topic
sentence
1:Have
healthy
eating
habits.(1)
breakfast—give
…
energy(2)
fruit
and
vegetables—good(3)
fast
food—fat,
unhealthy
Topic
sentence
2:
Playing
sports
safely.(1)
Playing
sports—fit(2)
accidents—stay
safe(3)
learn
first
aid
Topic
sentence
3:
Be
happy.(1)
happiness—health(2)
be
ill—try
to…(3)
feel
ill—unhappy
Topic
sentence
4:
Stay
away
from
smoking
and
drinking.(1)
cool—smoke
and
drink(2)
don’t
smoke
or
drink—cause
illnesses(3)
say
no
to—smoking
and
drinking
